Judith Greet

Action Pack is a twelve-level course for Jordanian students, leading them from the
Basic to the Secondary stage. It is based on the most modern methods of teaching
language, combining a topic-based approach with functional language practice, careful
attention to grammar and vocabulary and a comprehensive skills syllabus.

This level is for Grade 6 students.

The Action Pack series offers learners:

modern, interesting and relevant topics
a clear and systematic approach to grammar, with thorough practice
integrated skills work with a particular focus on reading and writing
consistent building and recycling of vocabulary
special sections devoted to functional and situational language
project work at the end of every module
the development of critical thinking skills

Each level of Action Pack consists of a Pupils Book, Audio Cassettes, an Activity Book,
a comprehensive Teachers Book, Flashcards and Wall Charts.

ISBN 978-614-406-068-1

Center

9 786144 060681

Judith Greet
 K INGDO
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Action Pack 6
Sixth Grade

Teachers Book

Judith Greet
Acknowledgements

The publishers and the writers would like to acknowledge the contribution made by the Review and Adaptation
Committee appointed by the Ministry of Education of the Hashemite Kingdom of Jordan, through their guidance
and valued assessment of the materials, to the development of the Action Pack 6 course.

Review and Adaptation Committee

Professor Ahmad Yacoub Majdoubeh Narmin Dawod Al-Azza
Professor Fawwaz Mohammad Al-Abed Al-Haq Waleed Sameeh Al-Khub
Dr Hamza Ali Al-Omary Riad Hassan Eilouti
Dr Thaer Issa Tawalbeh Maysoon Said Al-Zoubi
Dr Saleh Hassan Al-Omary Oba Talal Abu Hamdeh
Haifa Hafez Takrouri Malak Mohammad Al-Massad

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The Ministry of Education has decided to adopt this book for Jordanian schools in accordance
with the approval of the Board of Education decision No. 2/2010, dated 03/05/2010 for the
2010-2011 academic year.

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The authors and publishers are grateful to all those who York Press
have given permission to reproduce copyright material. 322 Old Brompton Road,
London SW5 9JH, England
Dar Al Tarbawiyoun House of Education Ltd and
Pearson Education Ltd 2010 Pearson Education Ltd
All rights reserved; no part of this publication may be Edinburgh Gate, Harlow,
reproduced, stored in a retrieval system, or transmitted Essex CM20 2JE, England
in any form or by any means, electronic, mechanical, and associated companies throughout the world.
photocopying, recording or otherwise, without the prior
written permission of the copyright holders. House of Education Ltd
Woodbourne Hall,
P.O. Box 916,
ISBN: 978-614-406-068-1 Road Town,
Printed 2010 Tortola,
British Virgin Islands
 CONTENTS

Teachers Book
PUPILS BOOK CONTENTS 4

INTRODUCTION 9 UNIT 13 Ive hurt myself 103

UNIT 1 What does the computer do? 13 UNIT 14 Ive never swum in the sea 111

UNIT 2 Sending letters and emails 21 UNIT 15 Have you read your new book yet? 119

UNIT 3 What could you do when you were ... ? 29 UNIT 16 Revision: Diary page (4) 127

UNIT 4 Revision: Diary page (1) 37 UNIT 17 What have you been doing today? 133

UNIT 5 How far is it? 43 UNIT 18 Im so surprised, thank you! 141

UNIT 6 A Day in Salt 51 UNIT 19 I agree 149

UNIT 7 Whats it made of? 59 UNIT 20 Revision: Diary page (5) 157

UNIT 8 Revision: Diary page (2) 67 Extra Project: My picture Dictionary 163

UNIT 9 What are we doing next weekend? 73 Wordlist 164

UNIT 10 Sorry, Im busy 81

UNIT 11 Has anybody got any questions? 89

UNIT 12 Revision: Diary page (3) 97

Pupils Book contents
including scope and sequence
Note: In the centre column, language Functions are printed in bold, and Activities in regular type.
Unit Structures Functions and Activities Vocabulary
Present simple for facts/general Using the present simple for facts and battery, button, charity,
1 truths general truths; click (on), email, icon, (the)
What What does it do? Making polite requests and enquiries; Internet, keyboard, laptop,
It stores your photographs and music. Using context to understand new words light (adj), mouse, press,
does the when listening;
Impersonal instructions screen, store, touch, turn (it)
computer You press this button. Listening for gist and specific information; on, type, watch (n)
do? You click on this icon. Describing how things work and what
Pronouns they do;
one/ones this one/these ones Giving explanations;
It hasnt got one. Reading descriptions and matching
Excuse me, I like this one. them to pictures;
Asking and answering questions;
Look at these ones.
Using correct punctuation in simple
Her old ones are too small.
sentences;
Pronouncing and spelling new
vocabulary correctly
Comparative structure not as ... as Making comparisons; attractive, bookcase,
2 This laptop isnt as big as the old Listening for gist and specific information; borrow, card, cheap, cousin,
Sending computer. Expressing preferences; handwriting, information,
Conjunction but and giving Listening to and singing along with a letter, neat, post, postman,
letters and song;
preferences I prefer receive, stamp (n), tomorrow,
emails Handwriting isnt as neat as typing, but I Skimming simple reading materials for true, turn
prefer writing letters. the main idea;
The gerund Reading a text for specific information;
Posting a letter isnt as fast as sending an Writing sentences using clear handwriting;
email. Distinguishing fact from opinion in
simple reading materials;
Ordering words to create clear, simple
sentences;
Recognising stress in multi-syllabic words;
Creating a mind map
could/couldnt for past ability Talking about past ability; ceramics, champion, chess,
3 What could you do when you were seven, Using context to understand new words child, competition, composer,
What Grandma? when listening and reading; dyeing, French, hobby,
I couldnt type or send emails. I could cook Giving feedback about aspects of a language, practise, sew, skills,
could peers speech;
and I could sew. teach, traditional, weaving
you do What could Tareq do when he was seven? Listening for gist and specific
when you He could ride a bike and he could play information;
chess. Matching information with pictures;
were ...? Using a table to locate specific
information;
Asking and answering questions;
Writing short sentences using given
frameworks;
Using and spelling correctly learned
vocabulary;
Identifying cause and effect in simple
reading materials;
Retelling what happens in a simple
story
You click on different icons on the screen Using the present simple for facts and battery, borrow, child, click
4 for email and the Internet. general truths; (on), French, hobby, (the)
(Revision) It isnt as big as our old computer. Its Making comparisons; Internet, icon, language,
lighter and it uses a battery. Expressing preferences; laptop, light, practise, press,
Diary page
I prefer using this one. Talking about past ability; screen, sew, teach, tomorrow,
(1) She says writing a letter isnt as quick as Talking about hobbies; type
typing an email, but she prefers writing Giving a presentation;
letters. Writing a simple information
When he was a child, he couldnt type and paragraph;
he couldnt send emails. Writing entries in a learning log
Grandma could sew and cook.

4
Unit Structures Functions and Activities Vocabulary
Questions with How ... ? Talking about measurements; comfortable, fact, half, hill,
5 How far is it from Amman to Salt, Using large numbers; hour, incredible, kilometre,
How far is Grandpa? Responding to questions before, during lake, metre, narrow, nearly,
How high is it? and after listening; over, thousand, thousands,
it?
How low is it? Listening for gist and specific information; top
How long is it? Listening to and singing along with a song;
Reading a text and ordering pictures;
Describing a place;
Large numbers
Its nearly 30 kilometres from Asking and answering questions;
Amman. Using correct intonation for questions and
Its thousands of metres high. statements;
Its 400 metres low. Using and spelling correctly learned
Over 6000 kilometres long. vocabulary;
Completing an information table;
Writing meaningful sentences using given
frameworks
Talking about the past: used Describing past activities; aeroplane, blind, century,
6 to/ did not use to Listening for gist and specific information; courtyard, deaf, disabled,
A day in What did people use to do in the Comparing a place in the past and the family, important, merchant,
past? present; museum, rich, sick, souvenir,
Salt Reading for gist and specific information;
They used to work in the fields. teaching, centre, tourist,
People didnt use to travel by Using and spelling correctly learned village
aeroplane. vocabulary;
Correcting punctuation in short, simple
sentences;
Writing and presenting a simple, short
speech;
Giving feedback about aspects of a peers
speech;
Writing sentences using clear handwriting;
Ordering pictures
Whats it made of? Describing objects; bottle, clay, cloth, dye, enjoy,
7 Its made of goats wool. Listening for gist and specific information; glassblowing, goat, ground,
Whats it Its made of glass. Ordering adjectives; handicraft, jewellery,
Whats it like? Asking and answering questions; necklace, pink, silver, vase,
made of?
Its a beautiful, new, green, glass vase. Writing sentences using a substitution weave, wool
table;
Ordering adjectives Using and spelling correctly learned
I bought this nice, old, brown, pot. vocabulary;
We bought her this beautiful, new, Using print or electronic dictionaries to
blue vase.
understand unfamiliar words in a text;
Preparing and reading aloud a short,
dramatic speech
Its nearly 30 kilometres from Asking about and describing size and blanket, bottle, century,
8 Amman. distances; clay, cloth, goat, handicraft,
(Revision) Many years ago, merchants used to Describing past activities; hill, incredible, kilometre,
travel to Salt by camel. Describing objects; merchant, nearly, over, pink
Diary page
Grandma bought me a lovely, Describing places; sick, souvenir, stone, vase,
(2) colourful, cloth bag. Reading for gist and specific information; wool
Its made of goats wool. Writing a simple information paragraph;
Writing a dictated paragraph using correct
punctuation;
Preparing and presenting a simple
dialogue;
Writing entries in a learning log

5
Unit Structures Functions and Activities Vocabulary
The present continuous for future Making arrangements; away, book (v), cliff, cousin,
9 plans Listening for gist and specific hire, kite, kite-flying,
What What are we doing tomorrow? information; magnificent, plant, scenery
Were having lunch with your Aunt and Listening to and singing along with a sights, springs, trip, waterfall,
are we
Uncle tomorrow. song; weekend
doing next What are we doing next weekend? Reading for gist and specific
weekend? Were driving to Wadi Rum next information;
weekend. Using correct intonation for questions
What are they doing next week? and statements;
Theyre visiting their cousins on Presenting a short, simple speech to the
Saturday. class;
Using and spelling correctly learned
vocabulary;
Writing paragraphs with appropriate
organisation
Possessive pronouns his, hers, Using possessive pronouns; basketball, binoculars,
10 mine, yours Making arrangements; borrow, bring, busy, camera,
Sorry, Im Can I borrow yours, please? Accepting and declining invitations; community, compete, free,
You can borrow one of hers. Listening for specific information; hundreds, pity, plastic,
busy
Mine is red and white. Skimming written material for general spotty, stripes, stripey
You can borrow his. content;
Asking and answering questionst;
Making arrangements Using correct intonation for questions
Would you like to come to Wadi Rum and statements;
next weekend? Writing sentences on familiar topics;
Sorry, Im busy. Using words and simple sentences to
Thats a pity. take part in simple exchanges
What about next weekend, Hisham?
Yes, Im free next weekend. Id love to
come.
Pronouns anybody, anything, Using pronouns; basket, bridge, friendly,
11 everybody, everything Explaining plans; guide (n), helpful, laugh,
Has Welcome to Wadi Rum, everybody. Using sequencing words; modern, postcard,
Im going to take photographs of Listening for gist and specific professional, sand dune,
anybody
everything! information; shade, smile, sunset,
got any Has anybody got any questions? Describing a photograph; welcome, worry
questions? We havent got anything to eat. Ordering events using sequencing words;
Reading for gist;
Sequencing words First, Then, Asking and answering questions;
Next, After that, On the way back Using and spelling correctly learned
First, we went to the sand dunes. Then, vocabulary;
we went to watch the sunset. Next, we Using correct punctuation;
went to Barragh Canyon. After that, Explaining an authors point of view in
we climbed up to the rock bridge at Um a simple text;
Fruth. It was very quiet on the way back. Using appropriate organisational
patterns for writing simple paragraphs;
Pronouncing words correctly
We invited our cousins, but Aishah was Describing a recent trip; basket, binoculars, book (v),
12 busy. Hisham was free and he came with Using pronouns; busy, free, kite, kite-flying,
(Revision) us. Ordering events using sequencing magnificent, pity, sand dune,
Fatima has got two kites. Hisham words; shade, spotty, stripy, springs,
Diary page
borrowed one of hers. Listening for gist and specific trip
(3) First we visited the sand dunes, and then information;
Barragh Canyon. Asking and talking about future plans;
After that, we had lunch in the shade. Accepting and declining invitations;
Everybody is very tired. Using and spelling correctly learned
vocabulary;
Taking part in a simple, prepared
presentation;
Writing sentences and paragraphs using
given frameworks;
Writing a dictated paragraph using
correct punctuation marks;
Writing entries in a learning log

6
Unit Structures Functions and Activities Vocabulary
Present perfect for recent events Explaining accidents; ankle, bench, broken, cut,
13 Whats the matter? Using reflexive pronouns; drunk, fallen off, fallen over,
Ive hurt Ive fallen over. Listening for gist and specific fell off, flown, happened,
The kite has flown away. information; hurt, inside, toe, tripped over
myself
Ordering pictures to match a text;
Opinions: I think with the present Talking about illness;
perfect Asking and answering questions;
I think Ive broken my ankle. Writing sentences and simple
paragraphs on familiar topics;
Reflexive pronouns Writing dictated sentences;
Ive hurt myself. Demonstrating understanding of simple
Did you enjoy yourself in Wadi Rum? informational materials;
No, hes hurt himself. Retelling events in a story;
Shes hurt herself. Writing sentences using clear
handwriting

Present perfect with frequency
14 adverbs never and always
Ive never Have you ever broken your ankle, Doctor
Kareem?
swum in
No, Ive never broken my ankle.
the sea What have you always wanted to do?
Ive always wanted to read this book.
Present perfect with frequency
15 adverbs yet and already
Have you Has he spent a day in Petra yet?
Yes, hes already spent a day there.
read your
Has he swum in the Dead Sea yet?
new book No, he hasnt been there yet.
yet?
Talking about things you have never author, brave, climber,
done; coach, deep, dolphin, flown,
Talking about things you have always Italy, lucky, painful, plaster,
wanted to do; present, spend, tonight
Describing life events up until now;
Listening for specific information;
Listening to and singing along with a song;
Reading for gist;
Answering comprehension questions
about a text;
Using and spelling correctly learned
vocabulary;
Taking part in simple exchanges and
completing a table of information;
Writing a simple information paragraph
Talking about what has been done and adventure, country, dream,
what is still to be done; famous, fold, mop, mopped,
Listening for specific information; North Pole, person, place,
Reading for specific information; proud, South Pole, success,
Using and spelling correctly learned sweep, swept
vocabulary;
Using print or electronic dictionaries to
understand unfamiliar words in a text;
Reading and ordering sentences;
Writing sentences using given
frameworks;
Taking part in simple exchanges and
completing a table of information;
Recognising the correct stress and
pronounciation of English words

Saleem has hurt himself!
16 He has broken his ankle.
(Revision) He has always wanted to read it.
He hasnt finished it yet.
Diary page
Ive already finished it.
(4) Ive never missed a day of school.
Describing past events; adventure, ankle, brave,
Matching pictures to a series of short broken, climber, country,
texts; cut, dream, fallen off, fell
Asking and answering questions; off, hurt, Italy, lucky, painful,
Listening for gist; plaster, present, spent, toe,
Repeating main ideas from a simple tripped, over
oral presentation;
Listening to and writing a dictated
paragraph using correct punctuation
marks;
Writing a simple letter to a friend;
Using and spelling correctly learned
vocabulary;
Writing entries in a learning log

7
Unit Structures Functions and Activities Vocabulary
Present perfect continuous Talking about the recent past; another, appointment,
17 What have you been doing today? Describing recent actions; culture, entered, flour, hard,
What have Ive been doing lots today. Listening for gist and specific little, patient, preparing,
Ive been helping my mum. information; really, support, tired, useful
you been
Ive been doing some homework. Ive Taking part in simple exchanges;
doing been reading my new book. Asking and answering questions;
today? Reading for specific information;
Using and spelling correctly learned
vocabulary;
Reading and ordering sentences;
Reading an informational text;
Writing sentences using given
frameworks;
Preparing and presenting a simple
dialogue to the class

Adjectives ending -ed/-ing Describing feelings; bored, brochure, colour,

18 Im so surprised, thank you! Giving reasons; exhausted, fountain, heights,
Im so Yes, some of the slides look terrifying. Listening for gist and specific huge, mice, parent, pleased,
Why is Ziad bored? information; slide, spider, surprised,
surprised,
Listening to and singing along with a terrifying, tiring, water park
thank you! Conjunction because song;
Ziad is bored because he thinks watching Reading text and matching pictures;
the news is boring. Asking and answering questions;
Using and spelling correctly learned
to be afraid/not afraid of vocabulary;
something Explaining with evidence the motive of
What are you afraid of? a character in a simple story;
Im afraid of heights. Im not afraid of Writing a simple letter;
snakes. Recognising stress in multi-syllabic
words
Sequencing Agreeing and disagreeing; agree, both, crocodile,
19 At the beginning, a girl called Zahra goes Giving opinions; disagree, disappear, fantastic,
I agree to a new school. Sequencing a narrative; fast, lonely, onto, princess,
In the middle, she makes a new friend Listening for gist and specific safely, splash, surprising,
called Laila. information; swirl, tube
At the end, it is very surprising. Using print or electronic dictionaries to
understand unfamiliar words;
Reading for gist and specific
information;
Using and spelling correctly learned
vocabulary;
Developing opinions based on two
written sources;
Recognising stress in multi-syllabic
words;
Comparing ideas with those of peers

My family surprised me with a trip to a Saying what one has been doing; appointment, bored,
20 water park. Saying how you felt; brochure, fast, heights, huge,
(Revision) Fatima was frightened because she is Giving reasons; lonely, princess, really, slide,
afraid of heights. Agreeing and disagreeing with opinions; spiders, splash, surprised,
Diary page
Fatima thinks the best one is the orange Listening for gist; surprising, swirl, tube, water
(5) slide. I agree. Reading for gist and specific park
Ive been writing a story about our day information;
for school today. Using and spelling correctly learned
At the beginning, they have lots of vocabulary;
adventures. Creating a mind map;
In the middle, its really surprising. Im Writing simple sentences and short
excited to see what happens at the end. paragraphs;
Explaining an authors point of view in
a text;
Writing a simple story;
Giving feedback;
Asking and answering personal
questions

8
 INTRODUCTION
Action Pack 6 is the sixth level of a twelve-level course for
Jordanian learners of English. The course aims to introduce
English gradually and efficiently through a variety of activities,
exercise types and songs.
The course builds upon the vocabulary and structures introduced
in the previous levels, and provides further practice in all four
language skills listening, speaking, reading and writing.
The course activities not only enable pupils to understand and
communicate in English, but also promote a positive attitude
towards language learning in general and the learning of English
as a foreign language in particular.
Components
The course is made up of five components:
1 Pupils Book
The Pupils Book consists of twenty units. This level focuses again
on the family in levels four and five, and in particular the brother
and sister characters Saleem and Fatima. New language is
presented in the context of themes that will be familiar to the age
group, for example Computers; Weekend trips; Plans; Health;
Famous places in Jordan. The Pupils Book has clearly numbered
activities, each with a simple rubric.
2 Activity Book
The Activity Book is also made up of twenty units. The activities
correspond to the material in the Pupils Book. The Activity Book
practises and develops the material presented in the Pupils
Book, allowing the pupils to consolidate their understanding.
There are also activities designed to improve pupils writing skills
and pronunciation.
As in the Pupils Book, each activity is clearly numbered and has
a simple rubric for the pupils to follow.
3 The Teachers Book
This Teachers Book consists of lesson plans with detailed
guidance as to how to teach all the activities in both the Pupils
Book and the Activity Book, along with suggestions for further
activities. Answer keys are provided for activities where necessary.
Each lesson begins with a list of outcomes, highlighting the key
language to be taught, any new vocabulary featured in the lesson
and the lesson topic. Any additional materials and resources that
may need to be prepared beforehand are also listed, including
flashcards and wall charts.
The lessons continue with step-by-step teaching notes on how
best to exploit the material in the course. Lessons typically begin
with a warmer, usually revising language from the previous
lesson. Techniques on how to present new vocabulary and
language are included when appropriate. The Presentation
stage is usually followed by an oral assessment table. This is
for the teachers use in order to assess their own teaching and
the classs comprehension of the new language introduced in
the presentation. The following is a scoring system. Count the
number of (yes) in the scoring criteria in order to assess the level
of pupils understanding.
If there are five steps, follow this key:
5 (yes) all language used correctly and fully understood
4 (yes) mostly correct, still lacking confidence in a couple of areas
3 (yes) partially correct but still needing help in quite a few areas
2 (yes) marginally correct but lacking understanding in most areas
1 (yes) these language points require revising and need to be
presented again
If there are four steps, follow this key:
4 (yes) all language used correctly and fully understood
3 (yes) mostly correct, still lacking confidence in a couple of areas
2 (yes) partially correct but still needing help in quite a few areas
1 (yes) these language points require revising and need to be
presented again
If there are three steps, follow this key:
3 (yes) all language used correctly and fully understood
2 (yes) partially correct but still needing help in quite a few areas
1 (yes) these language points require revising and need to be
presented again
If there are two steps, follow this key:
2 (yes) all language used correctly and fully understood
1 (yes) these language points require revising and need to be
presented again
There are also tapescripts for all the recorded material included
in the Teachers Book.
As different classes work at different paces, additional activities
are also suggested for pupils or classes that finish early.
There is also an activity to close the lesson, usually a fun task
that practises some of the language practised in the lesson, but
which can be omitted if time is short.
4 The Cassette
The cassette includes all the recorded material from both the
Pupils Book and the Activity Book. Material is spoken by native
English speakers and is carefully graded to be appropriate to
the age group. Full tapescripts of all the recorded material are
provided after each listening activity in the Teachers Book.
5 Flashcards and Wall Charts
Pupils are more likely to remember language when it is presented
visually through colourful pictures. To aid learning, there are
flashcards and wall charts that accompany the course.
Always try to use flashcards and wall charts to present new key
language in the course. Flashcards necessary for specific lessons
are always indicated in the lesson boxes. Remember, too, that
the flashcards can be used again, either for revision in later
lessons, or as prompts in particular exercises. They can also be
used in fun activities such as memory games.
Wall charts for particular lessons are also listed in the lesson
boxes. Each wall chart covers a particular topic, for example On
a trip, Ive hurt myself etc. In conjunction with the flashcards,
they can be used to present or reinforce new language, for
revision, and for specific games and activities. However, because
there is more than one word on the wall charts, they can best be
used to check understanding. Say a word on the wall chart and
ask pupils to point to the relevant picture, or point to a picture
on the wall chart and ask pupils to name the object, for example.
Specific tasks and activities give further ideas on how to fully
exploit the flashcards and wall charts within lessons.
9

Total Physical Response
The course uses Total Physical Response (TPR), based on the
idea that initially, pupils will understand and respond to new
language without actually using it.
Pupils of this age group love to act out situations and imagine
that they are the characters in the book. This is fun, motivating
and above all an excellent way of learning. Throughout the
course, pupils are encouraged to act out situations and
dialogues. This enables pupils to not only practise and revise
language, but through TPR, to internalise it by living out the
situations in an interactive context.
Outcomes
By the end of this level, pupils will be able to:
Listening
demonstrate understanding of instructions and questions in
guided exchanges
recognise the correct stress of syllables in multi-syllabic words
listen to classroom exchanges
cooperate in prepared presentations on familiar topics
listen for gist
listen for specific information
use context to understand unfamiliar words
respond to questions based on listening tasks before, during
and after listening
make simple inferences when listening
repeat main ideas from oral presentations
ask questions after listening to gain understanding or
clarification
use prior knowledge to enhance listening comprehension
Speaking
recognise and pronounce learned English words correctly
participate in classroom exchanges
use words and structures to participate in guided exchanges
in familiar contexts
cooperate in prepared presentations on familiar topics
give feedback to each other on aspects of their speech
retell a story in their own words
speak clearly and with correct intonation
discuss simple reading material to compare own and others
ideas
prepare and read aloud a short text with accuracy,
comprehension and expression
with a partner, prepare and present a simple dialogue in class
prepare and present a short, simple speech
Reading
use reading strategies to understand reading material and
demonstrate the use of these strategies
distinguish fact from opinion and explain a point of view in
reading material
identify cause and effect in simple and literary reading
material
create a mind map of the main idea and the supporting ideas
in reading material
find information in English, either through context or by using
a dictionary
draw conclusions from reading materials
skim written material for the main idea
scan written material for specific information
Writing
write cursive and non-cursive English letters correctly, legibly
and neatly
write short well-organised paragraphs on familiar topics for
specific purposes and in order to present to the class
write a letter or an email to a friend
apply the conventions of language, including spelling and
punctuation, and correct errors where necessary
10
write entries in a learning log
write a short dialogue
use reference materials and check sources to enhance own
writing
write paragraphs using given frameworks
write a short speech to present to the class
Using the materials
Each unit covers six lessons, except Revision units 4, 8 and 12,
which cover four lessons, and Units 16 and 20, which cover five
lessons.
Lesson 1 typically consists of a short story, presented around
story frames. The language is presented by native English
speakers on the cassette and in speech bubbles on the page.
Pupils listen to the story and follow the text in the speech
bubbles as they listen. They may be asked to act out the dialogue
in groups or pairs. In order to aid understanding, flashcards
and wall charts can also be used. In addition, using real objects
whenever possible can help bring the situation to life.
Lesson 2 consolidates and builds on the material introduced in
Lesson 1. Before you focus on the book, revise language from the
previous lesson. Specific ways to do this are given in the lesson
plans. Pupils also complete one or two exercises in the Activity
Book to consolidate the new language.
Lesson 3 continues with the Pupils Book. This lesson often asks
pupils to listen to short dialogues in order to highlight language
introduced in the first lesson. Pupils will say the sentences, or
listen and match the information they hear with the pictures in
their books. Pupils will also complete the corresponding exercises
in the Activity Book.
Lesson 4 often uses the material from Lesson 3 in a
communicative activity. These activities are fun and allow the
pupils to see how they can use the language they have learnt.
Again, pupils will complete an exercise in the Activity Book.
Always revise any language they will need to do the tasks.
Lesson 5 continues with the Pupils Book. Tasks in this lesson
can vary from a reading or listening, mixing and matching
activity, to a communicative pair work exercise. Once more,
pupils complete a corresponding exercise in the Activity Book.
It is also at this point in the unit that pupils will often complete
some form of writing practice exercise.
Lesson 6 often involves a reading activity. They will often match
parts of a text to pictures, or other texts, or amend sentences
in accordance with a larger piece of text. Pupils will also
complete Activity Book exercises in order to consolidate their
understanding of some of the main structures and vocabulary
learnt throughout the unit.
Activities and procedures:
Pupils Book
Listen and read
This activity opens every unit, and is based around a story.
Before pupils listen, prepare them thoroughly for what they will
hear. Ask pupils what they can see in the pictures and pre-teach
any new vocabulary with the flashcards and wall charts. Pupils
then listen to the story and follow the text as they listen. Play the
cassette more than once if necessary and ask the class simple
comprehension questions. Encourage pupils to ask their own
questions as well. As with all tasks, listening should be fun and
interactive.
This activity may lead into a role play activity in later lessons.
Listen and match
In this activity, pupils match the information they hear on the
cassette with the correct picture in the Pupils Book exercise.
First, ask pupils what they can see in the pictures in order to
prepare pupils for what they are going to hear and in order to
elicit relevant vocabulary. Then, play the cassette. You may wish
to encourage pupils to take notes as they listen.
Ask pupils to compare their answers before playing the cassette
again for a second, or if necessary, third time. Check pupils
answers as a class.
Listen and choose
In this activity, pupils listen to a dialogue, or a selection of short
dialogues. In their Pupils Book they are given the choice of a
selection of pictures or two or three tables of information, one
or two of which best match the dialogue(s). Pupils must listen
and choose which picture(s) or table(s) best fits what they hear.
As with all listening activities, prepare the class by looking at the
pictures or information first, and eliciting relevant vocabulary.
Always play the cassette two or three times and check pupils
answers as a class.
Ask and answer
In this activity, pupils ask and answer questions in pairs based
on language or material introduced in the Pupils Book. Before
pupils begin, read the model dialogues with the class and
ask pupils to give further examples of different questions and
answers.
Look and say
Pupils refer to a picture, text or table of information in the
Pupils Book and make a sentence according to what they can
see. Ask pupils to give examples before they begin working in
pairs.
Read and match
In this activity, pupils read a short text, or series of texts, and
match the information they read to the corresponding picture.
Prepare pupils for the activity by asking first what they can see in
the pictures. Allow pupils to read silently, and then read the text
again with the class; you may need to teach new vocabulary at
this point in the context of the text. Pupils can also read aloud if
you wish. Pupils then match the text to the correct picture.
Read and order
Pupils read a short text and look at a series of accompanying
pictures. Pupils order the pictures according to the sequence of
events described in the text. First, ask pupils to tell you what they
can see in the pictures and revise, or pre-teach, any vocabulary
that pupils may need. Then, pupils read the text in silence. Ask
the class comprehension questions about what they have read to
check understanding. Then, in pairs, pupils order the pictures.
Read and choose
In this activity pupils read three short texts and then select,
from a choice of four, the corresponding headings for the
pieces of text. Pupils must use their understanding of the text
to choose the most appropriate heading. There will always be
one heading which will not match any of the texts. Ask pupils
to work alone during this activity and then check answers, first
in pairs and then as a class. As with all reading activities at this
level, encourage pupils to use the techniques of skimming and
scanning in these activities.
True or false?
In this activity, pupils read the sentences and decide if they are
true or false, depending on the information in a reading text that
pupils will have read previously. Read the sentences with the class
to check understanding and elicit the answer to the first sentence
as an example to pupils before they begin working in pairs.
Sing
There are various songs throughout the course, each
incorporating vocabulary and grammatical structures studied
during lessons. Using TPR, encourage pupils to sing the song
themselves. Pupils always enjoy singing songs and will quickly
learn not only the tunes, but also the rhythms and patterns of
English. Before playing each song, look at the accompanying
pictures and encourage the pupils to describe what they can see.
Then, play the song for pupils to listen to. Play it again, a verse
at a time. Encourage pupils to join in. Play it again; pupils will
then begin to join in with confidence. There are usually further
opportunities to practise the song in subsequent lessons.
Plan a presentation. Answer these questions.
This is the final activity in the revision units in the Pupils Book.
Pupils will have read a text in the previous exercise and they will
answer questions related to the text but, about themselves. By
doing this they create an oral presentation to give to the class.
This gives them an opportunity to give their own views in English
and also to stand up and make a presentation to the class as a
whole.
Extra project
The Pupils Book concludes with a project in which pupils make
their own picture dictionary. This is designed to take two lessons.
Activities and procedures:
Activity Book
Read and complete/choose
In this activity, pupils have a number of sentences to complete
correctly, using vocabulary already provided. They must refer to
the picture prompts and select the correct vocabulary in order to
complete a sentence that matches the picture.
Read/ask/look/match/answer and write
In this activity, pupils must read a question and answer about
themselves. They should be encouraged to answer from their own
experience and write two or three sentences using the language
practised or introduced in the unit. Pupils can then tell the class
what they have written or read their answer to a partner or a
small group. Encourage pupils to write neatly and use correct
spelling and punctuation.
Read, write and read to the class
Pupils read a short paragraph of text and then write another,
using the original for reference. The paragraph should be about
four or five sentences in length. When completed, pupils must
read the text aloud to the class. Pupils should be encouraged
to comment on aspects of their classmates performances,
particularly clarity, pace and pronunciation.
Listen and say
Pupils are presented with a list of words, all of which will be
familiar to them. They will hear the correct pronunciation
of these words on the cassette and must repeat. Pause the
cassette between words in order for pupils to hear clearly the
pronunciation and attempt repetition. When pupils begin to
repeat the words, pay particular attention to their use of stress
and the sounds of consonant combinations. Play the cassette
again, if necessary.
Look, say and spell
This activity requires pupils to concentrate hard and work
independently. Pupils are presented with several words, all of
which will have appeared throughout previous activities. They
must look at the words and then cover them. They must then
write the words from memory. Pupils must be encouraged not
to cheat and to look at the original words only when they have
completed their own attempt. Pupils can check their answers
alone, with a partner or as a class.
11
Write the sentences correctly
These activities focus primarily on developing pupils writing
abilities and their awareness of English punctuation and
spelling. Pupils have to re-write or produce sentences, placing
capital letters, question marks and full stops in the correct
places. They should always be encouraged to check their work
for inaccuracies in spelling or missed punctuation. A correct
version could be written on the board for pupils reference, or
pupils themselves could write their own versions on the board,
following completion of the activity.
Read, tick () or cross () and copy
This is always the final activity in the revision units in the Activity
Book. It provides a list of can do statements which show the
pupils what they have learned in the previous three units.
Pupils read the statements and award themselves a tick or a
cross depending on if they feel they are able to use that language
or not. They must then write the statement out neatly in full
beneath. This activity should help to highlight the areas the class
or individual pupils might be weak in and so alert you to those
areas that need revision.
Trace and copy
In this activity pupils develop their ability to use cursive script.
Always provide pupils with a clear demonstration on the
board before beginning these activities. If necessary, repeat the
demonstration a couple of times. Importantly, emphasise the
use of the diagonal join between certain letters. Pupils must
first trace the words and then rewrite the wo rds indenpendtly.
Monitor the class and help where necessary.
Wordlist
The Wordlist is situated at the end of the Teachers Book. The
vocabulary is clearly arranged in alphabetical order. This resource
can be utilised in class as a vocabulary generator by the teacher.
Revision
There are regular revision units, but revision is also ongoing
throughout the course. Each lesson begins with an activity that
recycles language from a previous lesson. It also ends with a
suggested activity to consolidate what pupils have learned.
However, the revision units recycle language from the previous
units in a new context. In this way, language is constantly
recycled and revised, but in a new, motivating and fun way. You
can also use the revision units to monitor your pupils progress.
Make a note of any areas of weakness, and try to allocate time to
go back over the problem areas in a later lesson.
Developing oral skills
There are numerous ways in which you can encourage your
pupils to practise their listening and speaking skills. As well as
regular interactions in pair and group work, pupils can more
formally practise their pronunciation and intonation of English
by reading aloud the dialogues that make up the first page of
each unit. Once they have become familiar with the text, its
meaning and its pronunciation, pupils can act out the dialogues
in small groups, reading the text from the Pupils Book. This
makes use of Total Physical Response and gives pupils the
opportunity to consolidate their learning with bodily movement
and body language. Some of your more confident pupils may be
able to take this process a step further, and act out the dialogue
in front of the class without recourse to the Pupils Book, either
from memory or by improvising appropriate speech that parallels
but does not precisely reproduce the written text.
12
Writing
There are writing activities in the Activity Book that are designed
to improve pupils writing skills. In the sixth level pupils are
continuing to practise their handwriting and write sentences and
short paragraphs. Pupils also complete simple writing tasks, such
as short descriptions and emails. Always help pupils to write
clearly and neatly by ensuring that they are sitting comfortably
with the book in the correct position: right-handed pupils
tend to slope their paper slightly to the left, left-handed pupils
the other way around. Never encourage left-handed pupils to
write with their right hands. In class, it is often beneficial for
pupils to revise their written work with the assistance of their
peers; encourage pupils to work in pairs to correct spelling and
punctuation.
Linguistic structures
These are listed in the Pupils Book contents pages and also at
the beginning of each lesson in the Teachers Book. Please note
that they are given for your reference only. The approach to
teaching language structures and grammar introduced in Action
Pack is one of grammar in context. The pupils learn the new
structures without needing to be made consciously aware of
the structures or grammatical items as such, or the specific
names of such structures.
Course methodology
Action pack adopts the communicative approach, an eclectic
blend of complementary methodologies. The course emphasises
authentic learning by simulating real-life situations in the
classroom. Pupils are encouraged to engage in active and
purposeful communicative tasks to integrate and ensure the
appropriate balance among the four skills.
Classroom management
With a large class of enthusiastic pupils, it is very important to
keep order, especially when pupils are being encouraged to play
games and complete active tasks. Always ensure that noise is at
an acceptable level: creative noise is fine, but disruptive noise
should be discouraged.
Throughout the course there are many activities that require
pupils to work in pairs or small groups.
Pair work
With pair work, the simplest way to organise the class is to ask
the pupil to work with the person sitting next to them. However,
try and ensure that the same pupils do not always work together.
You can also ask pupils to work with the person sitting behind
them; or move pupils round so that they have new seats.
Sometimes, it is a good idea to pair less able pupils with stronger
ones, in order for the stronger ones to help the quieter ones.
Group work
For group work, try and divide the class into equal-sized groups.
You may want to encourage groups to remain fixed for a certain
period of time throughout the year, in which case allow pupils
to assign their groups fun names based on food, animals,
colours or any other suitable theme. However, remember to
rotate pupils and rearrange groups sporadically in order to allow
pupils a chance to work with a wider variety of their classmates
and to gain confidence in developing their communication and
teamwork skills.
Tasks and games
Ensure each group or pair has the correct materials when
completing tasks and games. Encourage pupils to communicate
in English whilst doing the task. Ensure that each pupil in the
pair or group gets the chance to participate. Do not let the
stronger ones dominate.
Above all, good luck and enjoy the course!
 JC>I What does the computer do?

Say This computer is a laptop. Is it heavy or light? Indicate with your

Lesson 1
Outcomes: To use the present simple for facts
To use the present simple for general truths
To follow instructions with the
impersonal you
To use teacher introduction to
demonstrate understanding of new
words when listening
To use context to demonstrate
understanding of new words when
listening
Structures: What does it do?
It uses batteries. It stores music.
You click on this icon.
Functions: Making polite requests and enquiries
Vocabulary: battery, button, click (on), email, icon,
(the) Internet, laptop, light (adj), mouse,
press, screen, store, touch, turn (it) on,
type
hands to show the meaning of the two words.
Show a flashcard of a mouse. Teach the word. Ask Has the laptop
got a mouse like this? Elicit No, it hasnt.
Show the flashcard of the laptop again. Ask Where is the mouse?
Ask a pupil to point to it. How do you turn the laptop on? Elicit You
press a button. Ask Where is the button? Ask a pupil to point to it.
Teach the word battery by showing the flashcard and elicit the
plural form. Ask How does it work? Elicit It uses a battery/batteries.
Teach the remaining new vocabulary click (on), icon and screen by
miming and showing the flashcards/pointing to wall chart.
Then, hold up the flashcards and point at the pictures, eliciting
the different words from the class.
Finally, show the words only and ask the pupils to say them.
Pupils
p Book, Exercise 1
What does the computer do?
Word Box
battery, button, charity, click (on), email, icon, (the) Internet, keyboard,

Topic: Buying a computer 1 Listen and read laptop, light, mouse, press, screen, store, touch, turn (it) on, type, watch

1 Good morning. Wed like 2 Excuse me, I like this one.

Resources: Pupils Book, page 4 a new computer, please. How do you turn it on?
Exercise 1, Listen and read
Cassette, Unit 1, Exercise 1
Flashcards: laptop, mouse, battery,
icon, screen, type You press
this button.
Realia: A magazine
Wall chart 1: My new computer
Good morning. Look at these ones. Theyre
laptops. Theyre very light. They use a
battery or electricity.
Revision 3 4 What does it
Wheres the mouse? It stores photographs and
Greet the children. Say Good morning/afternoon everyone and do? music. You can also send
emails on the Internet.
elicit the response. Say Im ... and give your name. Ask one
pupil Whats your name? (Elicit name) Hello, (pupils name).
How are you? Elicit response Fine, thank you. And you?
Ask the pupil you spoke to to ask the same questions to their
neighbour and to continue round the class with four or five
pupils.
Then set the pupils in groups of six to practise the same
dialogue together. Go around the groups listening to them. Does it do
homework?
You could ask the pupils to make a name card to put on their No, it doesnt.
It hasnt got one. You touch
desk. here and click there. Sorry!

Tell the pupils something about your holiday but give them 4

one fact which is wrong. They have to tell you which fact is
wrong. Make the first example quite easy, e.g., I went to London
on holiday. It rained a lot and I went to see the Dead Sea. Practise
with a few more sentences then ask them to practise in pairs.
Monitor as they are speaking, making sure they are using the
tenses correctly.

Presentation
Show the pupils a flashcard of a computer or point to the
relevant picture on the wall chart. Ask Have you got a computer?
What do you use a computer for? Teach or elicit some suggestions,
for example type and mime to show meaning, and show the
flashcard.

13
 UNIT 1

Ask pupils to look at Exercise 1 in their Pupils Book on

page 4. Lesson 2
Point to the children and ask What are the childrens names? Outcomes: To demonstrate understanding of how to
(Fatima, Saleem) use present simple for facts
Ask pupils to look at picture 1. Ask Who is with them? (their To demonstrate understanding of how to
father) Where are they? (in a computer shop) What are they looking use present simple for general truths
at? (computers/laptops) To demonstrate understanding of
Play the cassette. Tell pupils to follow the text in the instructions with the impersonal you
speech bubbles as they listen. Present any other new words To recognise new words and match them
from the context of the story. to pictures
Play the cassette for a second time. To demonstrate familiarity with English
sounds in words
Ask some comprehension questions, for example, Are the
To use and spell correctly learned
laptops heavy? How do they work? How do you turn it on? Wheres the
vocabulary
mouse? What can the computer do? Can it send emails? What does
To pronounce English words correctly
Saleem want it to do?
Structures: What does it do?
Tapescript It uses batteries. It stores music.
DAD: Good morning. Wed like a new You click on this icon.
computer, please. Functions: Making polite requests and enquiries
SALESMAN: Good morning. Look at these ones.
Theyre laptops. Theyre very light. They Topic: Buying a computer
use a battery or electricity. Resources: Pupils Book, page 4
SALEEM: Excuse me, I like this one. How do you Exercise 1, Listen and read
turn it on?
Activity Book, page 4
SALESMAN: You press this button.
Exercise 1, Look, match and write
FATIMA & SALEEM: Wheres the mouse?
Exercise 2, Listen and say
SALESMAN: It hasnt got one. You touch here and click
there. Cassette, Unit 1, Exercise 1
FATIMA: What does it do? Cassette, Unit 1, Activity Book,
SALESMAN: It stores photographs and music. You can Exercise 2
also send emails on the Internet. Flashcards: laptop, mouse, battery,
SALEEM: Does it do homework? icon (computer screen)
SALESMAN: No, it doesnt. Sorry! Wall chart 1: My new computer

Further practice Revision

Ask How often do you use a computer? What does your computer do? Use the flashcards and elicit the vocabulary from the pupils.
Elicit responses from the pupils, for example, I use my computer Show the wall chart to the class and elicit what they can see.
every day/two or three times a week. My computer stores my Point to the laptop and ask What does it do? Elicit suggestions
photographs and music, and sends emails on the Internet. from the class.

End the lesson Pupils Book, Exercise 1

Write up the following words in a list: send, click (on), store, play,
press. With their books closed, ask pupils to work in pairs and
try to remember the nouns that go with these verbs.
Elicit the nouns from different pairs and ask others for the
spellings. Write the nouns next to the verbs. Choose different
pairs to read the phrases (send emails, click on an icon, store
photographs and music, press a button).
Congratulate pupils on a good first lesson.
Ask pupils to look at Exercise 1 in their Pupils Book on
page 4 again.
Play the cassette again. Pause after each line and ask pupils to
repeat.
Choose four pupils to take the parts of Saleem, Fatima, their
father and the salesman.
Ask these pupils to read the dialogue aloud as an example to
the rest of the class.
Put the pupils into groups of four. They choose their
characters and practise the dialogue.
Monitor as they are working and help where necessary.
Choose groups to come to the front to present their dialogue
to the class. They can use the flashcards as prompts.
Congratulate the groups on their hard work.

14
 UNIT 1

Activity Book, Exercise 1 Lesson 3

Ask pupils to look at Exercise 1 in their Activity Book on
page 4.
Outcomes: To practise using the present simple for
facts
Read the words in the boxes aloud to the class. To practise using the present simple for
Explain that pupils have to write the words next to the general truths
correct picture, making sure they spell them correctly. Do the To practise using instructions with the
example with the class. impersonal you
Ask different pupils to read out the answers using the To listen for specific information
following structure: Number one is a laptop. To use the correct intonation for
questions
Answers To use the correct intonation for
1. laptop statements
2. battery To use correct punctuation (capitals, full
3. button stop, question mark)
4. mouse To use correct pronunciation
5. icon
Structures: You press this button to turn it on.
What does it do?
Activity Book, Exercise 2 It takes photographs.
Ask pupils to look at Exercise 2 in their Activity Book on Functions: Describing how things work and what
page 4. they do
Tell pupils that the letters in bold are all pronounced in Topic: How things work
the same way. Ask them how they are pronounced. Elicit
suggestions from the class. Resources: Pupils Book, page 5
Exercise 2, Listen and match
Play the cassette through. Then play it again, stopping after
Exercise 3, Look and say
each word and asking the pupils to repeat after the cassette
as a class. Activity Book, page 5
Exercise 3, Write the sentences
Play the cassette again and ask individuals to repeat.
correctly
Choose different pupils to read the words out loud. Exercise 4, Read and order
Tapescript Cassette, Unit 1, Exercise 2

icon type light like

Revision
Further practice Ask questions about the story in Exercise 1, for example Where
are Fatima and Saleem? What do they want to buy? What can the
Read the words aloud from Activity Book, Exercise 1 and computer do? How does it work? Do you think they buy the computer?
ask individuals to spell them. Pupils should have their books
closed. Make sure the other pupils are listening carefully. They
have to say if the words are spelt correctly or not. If not, they
Presentation
should correct them. Show the pupils a pair of scissors. Ask What are these? Elicit
Put the pupils into pairs. One pupil, who has the Activity the correct spelling. Ask What do they do? (They cut paper.) How?
Book open, reads the words aloud. The other pupil spells Show me. Ask a pupil to demonstrate how to use them and
the words they hear. When the pupils have finished, they elicit some sentences about what the pupil does, for example
exchange roles and repeat the procedure. You open them. You put the paper in here. You close them.
Show the pupils some other objects that they can describe
End the lesson in the same way, for example a pen, a compass, a ruler, a mobile
phone.
Show the class the flashcards again. Ask pupils questions
or give them things to do, e.g. Whats this? Point to the button.
Touch the internet icon.
Oral Assessment
With reference to the presentation, pupils:
Scoring criteria Yes No
ask and answer what does it do?
describe how things work using instructions with the
impersonal you

15
 UNIT 1

4. GIRL 1: You turn it on. You put in paper and you press print
Pupils Book, Exercise 2 on your computer screen.
GIRL 2: What does it do?
UNIT 1 GIRL 1: It prints pictures and schoolwork.
Answers
2 Listen and match 1. a 2. c 3. b 4. d

a b
a
Pupils Book, Exercise 3
Ask pupils to look at the two girls in Exercise 3 in their
Pupils Book on page 5.
Choose two pupils to read the dialogue aloud.
Ask What is at the end of the second sentence? (an exclamation
mark). Ask How do we say this sentence? Model the sentence,
c d
saying it with enthusiasm. Ask pupils to repeat after you.
Choose different pairs to practise reading the dialogue.
Ask pupils to describe each item.
Then set pupils in pairs to practise the dialogues. Monitor
as they are working, helping where necessary.

3 Look and say

Activity Book, Exercise 3
You turn it on. You press a Write the following on the board: there is a book on my desk
button. It takes photographs. Its the camera!
Ask the pupils What is wrong with this sentence? Can you correct
it?
Choose pupils to change the punctuation in the sentence
so it reads There is a book on my desk.
Repeat with this sentence: is there a pen on my desk
Pupils should write Is there a pen on my desk?
5
Ask pupils what each part of the punctuation is called
capital letter, full stop, question mark. Leave the sentences
on the board for pupils to refer to.
Ask pupils to look at the pictures in Exercise 2 in their Pupils Ask pupils to look at Exercise 3 in their Activity Book on
Book on page 5. page 5.
Ask pupils to tell you what the pictures show. Ask Have you got Tell pupils to rewrite the sentences with the correct
(a camera)? punctuation. Monitor as they are working and help where
Tell the class they will hear people describing each picture. necessary. Point to the punctuation on the board again if
Pupils must choose the picture that matches each necessary.
description. Answers
Play the cassette twice. Check answers as a class. 1. This is my new printer.
2. You turn it on and press print on your computer screen.
Tapescript 3. What does it do?
1. BOY 1: You press this button to turn it on. You look 4. It prints photographs and schoolwork.
through here and press this button.
BOY 2: What does it do? Activity Book, Exercise 4
BOY 1: It takes photographs.
2. GIRL 1: You put the CD in here. You turn it on here. You On the board, write You turn it on. You move the mouse. You
press this button and then you listen. click on icons on the screen. Ask a pupil to read the sentences
GIRL 2: What does it do? aloud.
GIRL 1: It plays music. Then write: You click on icons on the screen. First, you turn it on.
3. BOY 1: You turn it on. You move the mouse. You click on Then, you move the mouse.
icons on the screen. Put the pupils in groups.
BOY 2: What does it do? Ask each group to read them in the correct order.
BOY 1: It sends emails, stores photographs and plays Ask pupils to look at Exercise 4 in their Activity Book on
music. page 5.
In groups, pupils number the sentences 1 to 3 to show the
order.
Choose pupils from each group to read each sentence
aloud in the correct order.
16
 UNIT 1

Answers Draw some pictures of different things to buy on the board,

1. You look through here. [2] for example: black shoes, red socks, a big book, a small book,
You press this button to turn it on. [1] yellow flowers, pink flowers, red apples, green apples, etc. Ask
Then, you press this button to take a photograph. [3] pupils to come to the front and describe each pair. Give them
the model (shoes) These ones are black. (book) This one is big.
2. You turn it on. [1] Then tell the pupils they are going to the shop and ask What
It stores photographs and sends emails. [3] would you like to buy? Elicit the response Id like some new shoes/a
You click on icons on the screen. [2] new watch. etc.
Ask Why? and then teach/elicit a response, for example (shoes)
3. You press this button and then you listen. [3] My old ones are too small./(watch) My one doesnt work.
First, you turn it on here. [1]
You put the CD in here. [2]
Oral Assessment
End the lesson With reference to the presentation, pupils:

Use the objects in the Presentation section and ask pupils to Scoring criteria Yes No
say sentences about them.
talk about what they want to buy from the shop
Lesson 4
Outcomes: To listen for gist explain why they want to buy something
To use pronouns one/ones, this one/these
ones use pronouns one/ones
To give explanations
To use the correct intonation for use pronouns this one/these ones
questions
To use the correct intonation for
statements
To write a dialogue in the correct order
To write a dialogue and practise in pairs
Structures: Id like some new shoes.
These old ones are too small.
Functions: Giving explanations
Vocabulary: charity, watch (n)
Topic: Going shopping
Resources: Pupils Book, page 6
Exercise 4, Listen and choose
Exercise 5, Ask and answer
Activity Book, page 6
Exercise 5, Read, order and write
Exercise 6, Look, write, ask and answer
Cassette, Unit 1, Exercise 4
Flashcard: watch
Wall chart 1: My new computer

Revision
Show the wall chart to the class for one minute.
Then ask the pupils to look at the picture of the laptop
computer. Ask What does it do? How do you use it? Pupils explain.

Presentation
Using the flashcard of a watch, teach the new word. Ask Have
you got a watch?

17
 UNIT 1

MUM: What would you like to buy, Muna?

Pupils Book, Exercise 4 MUNA: Id like a new laptop. I will give the old one to charity.
MUM: Youre going to need lots of money today, Muna!
UNIT 1 Answers
Huda some new shoes (Picture 2)
4 Listen and choose Issa a new watch (Picture 2)
Ahmad a new camera (Picture 1)
Muna a new laptop (Picture 1)

1
Huda Issa
2
Ahmad Muna
Pupils Book, Exercise 5
Ask two pupils to read out the short dialogue in Exercise
5. Pay attention to the intonation in the questions and
statements and correct accordingly.
Ask pupils to work in pairs, asking and answering using
the same structures. Write the names of the people in the
conversation on the board to help the pupils (Huda, Issa,
Ahmad, Muna).
Monitor and help where necessary.

Activity Book, Exercise 5

5 Ask and answer
Ask pupils to look at Exercise 5 in their Activity Book on
What would Ahmad page 6.
like to buy? Hed like a
new camera. Explain that they have to rewrite the exercise in the correct
order.
Pupils work in groups to complete the exercise. Monitor as
Why?
they are working to establish which group is having difficulty
He gave his old
with understanding this.
one to charity. Check answers as a class.
6
Answers
Put pupils in small groups. 1. b. Hello. What would you like to buy?
2. d. Id like to buy a new school bag.
Ask pupils to look at the pictures in Exercise 4 in their
Pupils Book on page 6. 3. c. Why?
4. a. My old one is too small.
Ask them to look at each picture and tell you what they
can see in each one.
Tell them they will hear a conversation with the four Activity Book, Exercise 6
children talking. They have to match the children with the Ask pupils to look at Exercise 6 in their Activity Book on
different items in the pictures that they would like to buy. page 6.
Play the cassette all the way through once. Ask pupils to look at the example dialogue.
Play the first part of the cassette again. Ask what Huda Choose two pupils to read the dialogue aloud.
would like to buy and why. Elicit the answer from the
various groups. If they agree, move onto the next part. If Elicit the dialogue for the other picture from the pupils.
they dont, either replay the tape or elicit sentences from Next, tell pupils to look at the pictures and write the
the pupils and agree on the answer. dialogue using the example for reference.
Finally put pupils into pairs to practise the dialogue using
Tapescript the picture as a prompt.
MUM: Were going shopping today. What are you going to Answers
buy, Huda? 1. What would you like to buy?
HUDA: Id like some new shoes. Id like a new camera.
MUM: Why? Why?
HUDA: These old ones are too small. My old one doesnt work.
MUM: What would you like, Issa? 2. What would you like to buy?
ISSA: Id like a new watch. Id like a new laptop.
MUM: Why? Why?
ISSA: My old one doesnt work. My old one doesnt work.
MUM: Ahmad, what would you like to buy?
AHMAD: Id like a new camera.
MUM: Why?
AHMAD: Im going to give my old one to my friend.
18
 UNIT 1

Further practice Oral Assessment

Pupils ask each other What would you like to buy? When their With reference to the presentation and wallchart, pupils can:
partner responds, they ask Why? to elicit answers such as My Scoring criteria Yes No
old one is broken.
point to the correct item, following the teachers
prompt
End the lesson ask and answer questions about computers
name three parts of a computer
Ask pupils Did you go shopping at the weekend? What did you buy?
Why?
Pupils
p Book,, Exercise 6
Lesson 5
Outcomes: To demonstrate understanding of UNIT 1
structures learnt in a reading text
To skim written materials for the main 6 Read and match 2
ideas 1
Weve got a new computer room at our
school. There are 15 computers and there
To use context to demonstrate Ive got a laptop. Its a small are two printers. They are very good ones.
one. Its very light and it uses a We sometimes have lessons in the computer
understanding of new and unfamiliar words battery. You open it and press a room.
button to turn it on. I take it to Nada
To use and spell correctly learned my friends house because he
hasnt got one.
vocabulary Ali
3
Structures: You open it and press a button to turn it on. Ive got a new computer. It is white
and its got a big screen and a small
They are very good ones. a keyboard. Its got a mouse. You use
the mouse to click on the icons on
My old one doesnt work. the screen. It sends emails very
quickly.
Vocabulary: Keyboard Omar

Functions: Reading descriptions and matching them

c
to pictures
b
Topic: Describing computers
Resources: Pupils Book, page 7
Exercise 6, Read and match
Activity Book, page 7
Exercise 7, Look, say and spell 7 Ask and answer
Wall chart 1: My new computer 1 Who uses computers at school?
2 Who has got a laptop?
3 What does Omars computer do very quickly?
4 Has Alis friend got a laptop?
Revision 5
6

Where does Nada have lessons?

Why has Omars new computer got a mouse?

Show pupils pairs of pictures of different items or draw 7 Do you have a computer? If yes, tell the Nada uses
them on the board, e.g. two houses, two pairs of shoes, two computers at school.
class about it. 7
computers, etc.
Ask, for example Look at the houses. Which one would you like? Ask Ask pupils to look at Exercise 6 in their Pupils Book on page 7.
them to come up to the board and point at the pictures. Elicit Ask a pupil to read Alis text.
answers from pupils, for example, I would like this one. (Why?) Ask the pupils which picture, a, b or c, shows Ali and his
This one is new. computer. Elicit the answer.
Tell pupils to read and match the other texts and pictures.
Presentation Monitor and help where necessary.
Check answers as a class.
Write the following on the board: big or small? light? new or old?
colour? Answers
Ask Who has got a computer? Ask other pupils to ask him/her 1. c 2. b 3. a
questions about their computer using the prompts on the
board, e.g. Is your computer big or small?, etc.
Write these words on the board: keyboard, mouse, printer, screen.
Show the class the wall chart and ask individuals to point to
each item.
Establish who else has got a computer. Other pupils ask them
questions using the words on the board, e.g. Has your computer
got a big screen? Pupils reply, e.g. No, it hasnt. Its got a small one.
19
 UNIT 1

Activity Book, Exercise 7 Pupils Book, Exercise 7

Ask pupils to look at Exercise 7 in their Activity Book on page 7. Ask pupils to look at Exercise 7 in their Pupils Book on
Ask them to read the words and to say them aloud. Check page 7.
pronunciation. Tell pupils that they must refer to Exercise 6 from the previous
Tell them to look at the words again, then cover them. Read lesson, for the answers.
the words to the class and pupils try to spell them correctly in
their books. Do the first question together.
Ask them to uncover and check their own spelling when they Put pupils into pairs and tell them to take turns asking and
have finished. answering the questions. Monitor and help where necessary.
Finally, ask pupils to spell the words aloud to the class.
Check answers as a class.
Answers
Answers
1. click
2. laptop 1. Nada uses computers at school.
3. battery 2. Ali has got a laptop.
4. screen 3. It sends emails very quickly.
5. keyboard 4. No, he hasnt.
6. button 5. Nada sometimes has lessons in the computer room.
7. icon 6. His new computer has got a mouse to click on the icons on
8. mouse the screen.
7. Pupils own answers.
End the lesson
Ask pupils to close their books. Say a selection of words from Activity Book, Exercise 8
the reading extracts and ask pupils to come to the board and Ask pupils to look at Exercise 8 in their Activity Book on
spell them correctly.
page 7.
Choose pupils to read the verbs in the boxes.
Lesson 6

Read the first example with the class and ask them to
complete the second gap.
Outcomes: To ask and answer questions about a
Pupils then work in pairs to complete the rest of the exercise.
reading passage
Remind pupils they may have to change the verb in the box to
To read for specific information
match the subject of the sentence.
To use context to demonstrate
Monitor and help where necessary.
understanding of the meaning of new
Check answers as a class.
words
To use context to conjugate verbs Answers
accordingly 1. You press this button and turn it on.
Structures: You press this button. 2. You click on this icon for email.
3. Printers print pictures.
Functions: Asking and answering questions
4. Computers store photographs.
Topic: Describing computers
Resources: Pupils Book, page 7 Further practice
Exercise 7, Ask and answer
Ask pupils to draw a picture of either their own computer or a
Activity Book, page 7 computer in the school. They label it and write four sentences
Exercise 8, Read and complete about it, for example, You press this button and turn it on.
Pupils show their pictures to a partner and describe it.

Revision End the lesson

Put pupils in small groups.
Ask pupils to keep their books closed and give them
statements about the children in Exercise 6 in the Pupils
Book, for example, Ali has got a new computer room at school.
Pupils correct the wrong statements, e.g. No, Nada has.
Encourage the pupils to discuss whether the statements are
right or wrong and to come to an agreement.
Review the words that pupils have learned in this unit. Explain
the meaning where necessary. Pupils tell you the word, for
example, You click on this when you want to send an email (an icon);
You type using this (a keyboard); You look at this when you want to see
something on the computer (a screen), etc.

20
 JC>I
' Sending letters and emails

Lesson 1
Outcomes: To use the comparative structure not
as ... as
To use the conjunction but and give
preferences
To give reasons for preferences
To use context to demonstrate
understanding of the meaning of new
and unfamiliar words
To use questions after listening to gain
understanding of new or unfamiliar words
Give the pupils some other choices, e.g. Which do you prefer,
eating ice cream or eating cake? Drinking tea or drinking lemonade?
Watching television or listening to music? Playing tennis or playing
football?
Oral Assessment
With reference to flashcard and presentation, pupils can:
Scoring criteria Yes No
recognise the word without the aid of the flashcard
respond to teachers questions
give their own opinions

Structures: This laptop isnt as big as the old computer, but Pupils Book, Exercise 1
I prefer using this one.
Posting a letter isnt as fast as sending an email.
Functions: Making comparisons Sending letters and emails
Expressing preferences Word Box
attractive, bookcase, borrow, card, cheap, cousin, handwriting,
Vocabulary: card, cousin, handwriting, neat, post, 1 Listen and read information, letter, neat, post, postman, receive, stamp, tomorrow, true, turn

receive, stamp, true 1 Im sending an email to our cousin. 2 I like writing letters and
This laptop isnt as big as the old sending cards. I like
Topic: Writing emails and letters computer, but I prefer using this one. receiving letters, too.

Resources: Pupils Book, page 8

Exercise 1, Listen and read
Cassette, Unit 2, Exercise 1
Flashcard: stamp
Resources: pieces of white card or
paper; two books/pencils/rulers of
Im sending a letter to Aunt Nadia. My Emails are neater than letters.
different sizes letter has a colourful picture in it. Typing is neater than handwriting.

3 That's true. Handwriting isn't as neat 4 Heres my letter, Mum. Have

Revision as typing, but I prefer writing letters. you got a stamp, please?

On small separate pieces of card or paper, write the following

words: battery, click, icon, keyboard, laptop, mouse, press, screen,
touch, type, watch.
Give each card to different pupils and tell them to look at
their word but not to show anyone else.
Ask pupils to mime the word without speaking at all. The rest
of the class guesses the word.
And posting a letter
isn't as fast as

Presentation 8
sending an email! Emails are cheaper than letters,
too. Emails dont need stamps.

Present the new word stamp using the flashcard in the usual
way.
Show the two books to the pupils. Say This book is not as big as
this one. Ask pupils to repeat after you. Show individual pupils
the two books and elicit the sentence from them.
Show them the other items you have and ask pupils to give
you the sentence.
Write an example sentence on the board and choose some
pupils to read it aloud.
Ask pupils to give sentences about the other items you have.
Continue until pupils feel confident with new structure.
Next, on the board, write Sending emails and Sending letters. Ask
Do you ever send emails/letters? Which do you prefer, sending emails
or sending letters? Elicit the answer, I prefer sending letters/emails.
Ask pupils to look at Exercise 1 in their Pupils Book on
page 8.
Focus pupils attention on the pictures and ask Who can
you see in the pictures? Elicit Fatima, Saleem and their mum. Ask
pupils to guess what is happening in the story before they
read it. Let them explain what they think each character is
doing.
Tell pupils to listen and follow the dialogue in their books.
Play the cassette. Present the new vocabulary from the
context of the story: card, cousin, handwriting, neat, post,
receive, true.
Ask questions to check understanding of the new words,
for example, When do you send cards? (at birthdays) How many
cousins have you got? Is your handwriting neat? Where do you post
a letter? Did you receive a letter today? Who was it from? Aqaba is
the capital city of Jordan. Is that true?
21
 UNIT 2

Tapescript Revision
SALEEM: Im sending an email to our cousin. This laptop isnt
as big as the old computer, but I prefer using this Draw your family tree on the board. Add names. Point to
one. yourself and your brother/sister and ask Who is this? Elicit
FATIMA: Im sending a letter to Aunt Nadia. My letter has a the answer Your brother/sister. Check that the pupils know the
colourful picture in it. other relation words mother, father, grandma, grandpa, aunt,
FATIMA: I like writing letters and sending cards. I like receiving uncle.
letters, too.
SALEEM: Emails are neater than letters. Typing is neater than Point to a cousin and ask Who is this? How many cousins have I
handwriting. got?
FATIMA: Thats true. Handwriting isnt as neat as typing, but I Write the new words from Lesson 1 on the board. Ask pupils
prefer writing letters. to read them. Then remove some of the letters, for example
SALEEM: And posting a letter isnt as fast as sending an email! p _ s _ (post).
FATIMA: Heres my letter, Mum. Have you got a stamp,
please? Pupils spell the words aloud. Write the letters in the spaces.
SALEEM: Emails are cheaper than letters, too. Emails dont
need stamps. Pupils Book, Exercise 1
Ask pupils to look at Exercise 1 in their Pupils Book on
Further practice

Put pupils in groups. Ask them comprehension questions
about the listening. Who is Saleem writing to? Who is sending a
letter? Was Saleems old computer big or small? What does Fatima
put in the letter? Which are cheaper emails or letters? What does
Fatima want from her mother? Which do you prefer writing emails
or letters? When the groups have finished, briefly elicit whole-
class feedback.
End the lesson
Ask the class: Who do you agree with Saleem or Fatima? Why?
Elicit answers from the class and discuss their ideas.
Lesson 2
Outcomes: To use the comparative structure not
as ... as
To use the gerund
To give feedback about a peers speech
To use and spell correctly learned
vocabulary
Structures: This laptop isnt as big as the old computer, but
I prefer using this one.
Posting a letter isnt as fast as sending an email.
Functions: Making comparisons
Expressing preferences
Topic: Writing emails and letters
Resources: Pupils Book, page 8
Exercise 1, Listen and read
Activity Book, page 8
Exercise 1, Read and complete
Exercise 2, Read and correct
Exercise 3, Trace and copy
Cassette, Unit 2, Exercise 1
page 8 again.
Divide pupils into pairs and tell them they are going to act
out the dialogue. Play the cassette again to remind pupils
how the sentences are said.
Let them practise, then choose a couple of pairs to come
to the front and act out the dialogue for the class.
Tell the other pupils that they must listen carefully and give
each pair a mark out of ten for their performance. Ask Did
they read it too quickly, too slowly or was it just right? Dont allow
the pupils to be too harsh and remember to give lots of
encouragement to the actors.
Activity Book, Exercise 1
Ask pupils to look at Exercise 1 in their Activity Book on
page 8.
Choose different pupils to read the words in the boxes.
Read the first sentence with the class and explain that they
have to use the other words to complete the sentences.
Pupils work in pairs to complete the sentences and then
check their answers with a different pair when they have
finished.
Check answers as a class.
Answers
1. stamp 2. neat 3. receiving 4. handwriting 5. cards
6. cousin
Activity Book, Exercise 2
Ask pupils to look at Exercise 2 in their Activity Book on
page 8.
Choose two pupils to read the example sentence aloud.
Write the sentence on the board and show the pupils what
they have to do.
Ask pupils to work in pairs and then check answers with a
different pair.
Monitor and help where necessary.
Check answers as a class.

22
 UNIT 2

Answers Pupils Book, Exercise 2

1. Posting a letter isnt as fast as sending an email.
2. Writing a letter isnt as easy as typing an email.
3. Handwriting isnt as neat as typing.
4. Emails arent as colourful as cards. UNIT 2
5. Sending a letter isnt as cheap as sending an email.
2 Sing
Activity Book, Exercise 3 Emails are quick,
And easy to send,
But I like it when,
Ask pupils to look at Exercise 3 in their Activity Book on The post arrives.
page 8.
Look at the handwriting.
Ask pupils to read the sentences aloud. Demonstrate on the Is it for me?
board how pupils are going to write the sentences in cursive. Look at the stamp.
Who can it be?
Tell pupils to first complete the handwriting activity, and then
try to write the sentences independently. They arent as quick as emails,
But theres nothing better,
Monitor the class and help those who need it. Demonstrate Than when the postman comes
again if necessary. And brings me a letter.

Im writing a letter,
End the lesson To send back today.
Put it in the post box
And now its on its way!
Ask pupils to work in pairs for three minutes and to read out
the sentences from Exercise 1 of their Activity Book to each
other and ask their partner to fill in the missing word.
3 Look and say
1
Encourage pupils not to look at their books for the completed
sentences. The card is more
2
colourful than the letter.

Lesson 3 3

Thats true. The letter

Outcomes: To use comparative structures
To demonstrate understanding of
comparative structures
To listen, read and sing along with the
words of a song
To enjoy listening to songs in English
To write sentences using clear handwriting
To order words in the correct sequence
Structures: They arent as quick as emails.
The card is more colourful than the letter.
Functions: Listening and singing along with a song
Vocabulary: postman
Topic: Sending and receiving letters
Resources:
Pupils Book, page 9
Exercise 2, Sing
Exercise 3, Look and say
Activity Book, page 9
Exercise 4, Read and order
Cassette, Unit 2, Exercise 2
Flashcard: postman
isnt as colourful
as the card.
9
Ask pupils to look at Exercise 2 in their Pupils Book on
page 9.
Teach pupils postman using the flashcard in the usual way.
Ask questions to elicit as much vocabulary as possible, for
example, What is happening in the first/second/third picture? Is the
girl happy or sad? What does she put on her letter before she posts it?
Play the cassette all the way through once. Tell the pupils to
read the words of the song as they listen.
Point to the first verse. Ask pupils to join in with the words as
you play the cassette for a second time.
Do the same with the other verses.
Divide the class in two. Play the cassette again and tell the
pupils to sing along with the cassette. One half of the class
sings verses 1 and 3; the other half sings verses 2 and 4.
NB: a postman is someone who delivers mails, packages and
letters.

Revision
Write emails, letters on the board. Ask the pupils for some
sentences about them, e.g. Letters arent as quick as emails.

23
 UNIT 2

Tapescript Further practice

Emails are quick,
And easy to send, Give pupils further practice using the gerund. Write prompts
But I like it when, on pieces of card or paper. Show each one to the class for
The post arrives. 1020 seconds. Then take the card away and ask them for
their opinions.
Look at the handwriting.
Is it for me? Prompts to use can include:
Look at the stamp. run 100 metres run 400 metres
Who can it be? eat salad eat cake
play the piano play chess
They arent as quick as emails, ride a bike ride a horse
But theres nothing better, go shopping go to a football match
Than when the postman comes
do maths do history
And brings me a letter.
Elicit sentences which could include, for example Running
Im writing a letter, 100 metres isnt as hard as running 400 metres. Running 400
To send back today. metres isnt as easy as running 100 metres., etc.
Put it in the post box
And now its on its way!
End the lesson
Pupils Book, Exercise 3 Give pupils sentences about emails and letters, for example,
This is cheaper. (email) This is slower. (letter) This is neater. (email)
Ask two pupils to read the dialogue in Exercise 3. This is more colourful. (letter)
Give some other examples using the classroom situation. For
example,
Teacher: My book is bigger than your book.
Pupil 1: Thats true. My book isnt as big as your book.
Teacher: [Pupils name A] is older than [Pupils name B].
Pupil 2: Thats true. [Pupils name B] isnt as old as [Pupils
name A].
In pairs pupils, complete the exercise. Monitor and help
where necessary.
Check answers as a class.
Answers
1. The card is more colourful than the letter.
Thats true. The letter isnt as colourful as the card.
2. The scissors are more expensive than the pencils.
Thats true. The pencils arent as expensive as the scissors.
3. The horse is bigger than the deer.
Thats true. The deer isnt as big as the horse.

Activity Book, Exercise 4

Ask pupils to look at Exercise 4 in their Activity Book on
page 9.
Explain that pupils have to write the sentences in the correct
order.
Choose a pupil to read the example sentence aloud.
Pupils should work in pairs to complete the exercise.
Monitor and help where necessary. Let pupils work with
different pairs to compare their answers when they have
finished the exercise.
Check answers as a class.
Answers
1. The letter isnt as colourful as the card.
2. The pencils arent as expensive as the scissors.
3. The deer isnt as big as the horse.

24
 UNIT 2

Lesson 4 Pupils Book, Exercise 4

Outcomes: To listen for gist
To listen for specific information UNIT 2
To use the comparative structure not
as ... as 4 Listen and choose
To use the conjunction but 1 2
To give preferences a a
b b
To use the gerund
Structures: Writing isnt as quick as typing, but I prefer
writing letters.
Functions: Expressing preferences
Vocabulary: attractive
Topic: Writing letters and emails 3
a
4
a
Resources: Pupils Book, page 10 b b

Exercise 4, Listen and choose

Exercise 5, Talk together
Activity Book, page 9
Exercise 5, Look, read and write
Cassette, Unit 2, Exercise 2
Cassette, Unit 2, Exercise 4 Emails arent as
attractive as cards, but
5 Talk together I prefer receiving emails.

Revision
Play the song from Exercise 2 again. Ask pupils to join in. Writing isnt as quick
Then play the first two lines of the song and ask the pupils to as typing, but I prefer
writing letters.
finish the verse. Play the rest of the verse to check. Continue 10

with the rest of the song.

Presentation
Write the following words on the board: interesting, attractive,
colourful, exciting.
Ask pupils to think of things which match each adjective, for
example, Learning history is interesting. That picture is colourful.
Going on holiday is exciting. My English book is attractive. As attractive
is completely new to pupils you may need to offer a couple of
example sentences to highlight the correct use of the word.
Say the words aloud and ask individual pupils to repeat them.
Check and correct pronunciation where necessary.
Oral Assessment
With reference to the presentation, pupils can:
Scoring criteria Yes No
give sentences, following the teachers prompt
recognise the new word and the correct context for
its use
Ask pupils to look at Exercise 4 in their Pupils Book on
page 10.
Now ask the class to describe the pictures in the activity.
Tell them they are going to hear the children in each picture
talking. Ask them to guess what they might be saying.
Ask the pupils to listen to the cassette and try to match each
section with a picture.
Play the cassette. If necessary, repeat.
Ask pupils to check their answers in pairs and finally check as
a class.
Tapescript
1. Letters arent as quick to send as emails, but I prefer sending
letters. Theyre more interesting.
2. Writing letters isnt as easy as typing an email, but I prefer
writing letters.
3. Emails arent as attractive as letters, but I prefer sending
emails. Theyre quicker.
4. Letters arent as neat as emails, but I prefer receiving letters.
Theyre more exciting to receive.

repeat words using the correct pronunciation Answers

1. a 2. b 3. a 4. a

25
 UNIT 2

Pupils Book, Exercise 5 Lesson 5

Ask pupils to look at Exercise 5 in their Pupils Book on
page 10.
Outcomes: To skim simple written materials for the
main idea
Choose two pupils to read the speech bubbles. To read a short text for specific
Explain that they have to take turns to make sentences about information
letters and emails as in Exercise 4. To answer comprehension questions
You can extend this activity by asking pupils to work in groups To pronounce new words correctly
to think of other things they can compare. To distinguish fact from opinion in
Monitor and help where necessary. simple reading materials
Structures: Computers arent as attractive as books.
Activity Book, Exercise 5 Its cheaper than buying books.
I prefer reading books.
Ask pupils to look at Exercise 5 in their Activity Book on
page 9. Functions: Making comparisons
Tell them to look at the pictures and the words in the boxes Expressing preferences
for the example answer in question 1. Vocabulary: bookcase, borrow, cheap, information,
Ask a pupil to read the example answer aloud. letter, tomorrow, turn (v)
Pupils work in groups using the pictures and the words
supplied to make sentences comparing letters and emails and Topic: Books and computers
expressing preferences. Resources: Pupils Book, page 11
Monitor and help where necessary. Exercise 6, Read Alias diary and
answer the questions
Answers
Activity Book, page 10
1. Emails arent as attractive as letters.
Exercise 6, Read and write
2. Letters arent as neat as emails.
3. Letters arent as quick as emails. Flashcard: bookcase
4. Letters arent as easy as emails. Wall chart 1: My new computer

End the lesson Revision

Ask pupils to spell new words from the unit. Repeat spelling practise of new vocabulary.

Presentation
Present the new word bookcase by using the flashcard and/
or wall chart. If there is a bookcase in your classroom, ask the
pupils to point to it.
Ask a pupil Can I borrow your pencil, please? Take the pencil and
write something with it and then return it saying Thank you.
Ask another pupil if you can borrow something.
Put pupils in groups.
Ask pupils to borrow things from other members of their
group.
Give pupils some commands and do the actions with the
class: Open your book. Turn the page. Close your book.
Ask pupils what they did. Elicit the answer: I opened my book. I
turned the page. I closed my book.
Ask pupils Why do you go to a library? Elicit ideas from the
pupils. Teach I read books to get information. Ask Where else can
you get information from? Elicit From the Internet.

Oral Assessment
With reference to flashcards/wall chart and presentation, pupils
can:
Scoring criteria Yes No
recognise the written words
answer the teachers questions
pronounce the new vocabulary correctly

26
 UNIT 2

5. She is going to the library tomorrow.

Pupils Book, Exercise 6 6. For Alia, going to the library is more fun. (The Internet is
quicker, but going to the library is more fun.)
UNIT 2
7. Pupils own answers.

6 Read Alias diary and answer the questions

Activity Book, Exercise 6
Ask pupils to look at Exercise 6 in their Activity Book on
Ive got a bookcase in my bedroom and lots of books. Theyre full
of information. You can find information on the Internet, but page 10.
computers arent as attractive as books. Some of my books are
very old. Theyre not as new as my computer, but I prefer them. Choose pupils to read sentences from the letter aloud,
I like turning the pages and looking at the pictures over and over missing out the numbers.
again. I sometimes borrow books from the library, too.
Its cheaper than Ask pupils questions about the letter, for example, Does Faisal
buying books. Im
going to the library prefer letters or emails? Why? Which is quicker a letter or an email?
tomorrow. It isnt
as quick as using
Which is cheaper a stamp or a computer?
the Internet, but Ask the pupils to look at the table. Discuss with the class the
its more fun.
Alia
difference between what we know and what we think. Give
them some examples and ask the pupils to say Fact or Opinion.
For example, Amman is the capital city of Jordan. (fact) This book is
interesting. (opinion) The River Nile is the longest river in the world.
(fact) My picture is more attractive than your picture. (opinion).
Explain that they now have to read the letter again silently
to themselves and write the numbers in the correct column.
Monitor and help where necessary.
1 Does Alia prefer books or computers?
Check answers as a class.
Alia prefers
2 How many books has she got? books.
3

Why does she like books?

Answers
4Where does she sometimes go to borrow books? What Faisal knows: 1, 2, 6
5When is she going there?
6Which is more fun for Alia, going to the library or using the
What Faisal thinks: 3, 4, 5
Internet?
7 Do you agree with Alia? Why/why not?

11

Further practice
Ask pupils to look at Exercise 6 in their Pupils Book on Write the following questions on the board:
page 11. Do you prefer books or computers?
Ask them to describe what they can see in the picture. Elicit as How many books have you got?
much vocabulary as possible. What do you do when you want to find information?
Tell the pupils they are going to read Alias opinions about Do you like books? Why?
computers and books. Ask them to read the text quickly tell Do you ever go to the library?
them they only have one minute to read it so they dont need Which is more fun, going to the library or using the
to read it very carefully. Ask Which does Alia prefer computers or Internet?
books? Elicit the answer She prefers books. Ask pupils to work in pairs asking and answering the
Read the text through aloud and ask the pupils to follow in questions.
their books. Teach any other new vocabulary in the context of Monitor as they are working, helping where necessary.
the text. Go over the answers as a class, eliciting a variety of answers.
When finished, ask the class to look at the questions at the
bottom of the page. Choose individual pupils to read them
out.
End the lesson
Ask pupils to read through the text again alone. This time Ask the pupils What is your favourite book? Why?
they should read it more carefully. They write the answers.
Monitor and check that pupils can do the activity.
Elicit answers as a class.
Answers
1. Alia prefers books.
2. She has got lots of books.
3. She likes books because they are attractive and she likes
reading them.
4. She sometimes goes to the library.

27
 UNIT 2

Elicit the answer (He prefers receiving letters.).

Lesson 6
Outcomes: To recognise the correct stress of
syllables in multi-syllable words
To create a mind map of the main idea
and supporting ideas in simple reading
material
To read for specific information
Structures: Writing isnt as quick as typing.
I prefer sending emails.
Functions: Expressing preferences
Topic: Sending letters and emails
Resources: Activity Book, pages 10 and 11
Exercise 7, Listen and say
Exercise 8, Read, complete and say
Cassette, Unit 2, Activity Book,
Exercise 7
Revision
Use the material in the Further Practice in Lesson 5 to ask
the pupils questions. Elicit a variety of answers. Check any
problem areas and practise those.
Activity Book, Exercise 7
Choose pupils to read sections of the text aloud (one or two
sentences each).
Ask questions to check comprehension What does he do on his
laptop? Which is quicker, writing or typing? Do emails need stamps?
Does he always have neat handwriting? etc.
Point to the diagram below the text. Explain This is a diagram
about emails. You have to find five important points from the text to
write in each of the empty bubbles.
Tell the pupils to copy the diagram into their books. Let them
work in groups to find the other four words.
If pupils are struggling, draw the mind map outline on the
board and do a couple of examples together as a class.
Check answers as a class.
Suggested answers
1. prefers sending emails
2. Writing isnt as quick as typing.
3. Emails are quick to type.
4. Emails are faster to send.
5. Emails are neater.
6. Letters are more attractive.
Further practice
Draw a similar diagram on the board and write letters and

cards in the centre. Ask pupils to give you words to describe

Ask pupils to look at Exercise 7 in their Activity Book on them, e.g. colourful, attractive, slow.
page 10. Ask them to give you sentences comparing emails and letters
Write the first word handwriting on the board. Explain that in and cards, for example, An email isnt as nice to receive as a card.
English words are divided into syllables. Say the word slowly.
Tell the pupils there are three syllables. Choose some other End the lesson
words from the unit and ask pupils to say how many syllables
Congratulate the class on a good lesson.
there are.
Then explain that one syllable is said slightly stronger than the
others. Say the word, stressing the first syllable. Ask the pupils
Which syllable is the strongest? (the first).
Now ask the pupils to work in pairs and say the words in the
exercise to each other. They should say how many syllables
there are and which is the strongest one.
Monitor while they are working to check that they all
understand. Do not confirm their answers at this stage.
Now play the tape through while pupils read the words. Let
them change any of their answers, working in pairs.
Play each word again. Ask pupils to repeat after the tape. Ask
them to say how many syllables there are and where the stress
is.
Tapescript
handwriting attractive tomorrow information

Activity Book, Exercise 8

Ask pupils to look at Exercise 8 in their Activity Book on
page 11.
Ask pupils to spend one minute reading the text to answer the
question Does he prefer receiving letters or sending letters?

28
 JC>I
( What could you do when you were ...?

Lesson 1 Oral Assessment

With reference to flashcards and presentation, pupils can:
Outcomes: To use could/couldnt for past ability
To use context to demonstrate
Scoring criteria Yes No
understanding of the meaning of new
and unfamiliar words point to the correct flashcard, following the
teachers prompt
Structures: When I was a child I could play chess, but I
couldnt use a computer. recognise the words without the aid of the
What could you do when you were seven, flashcards
Grandma? pronounce new vocabulary well
Functions: Talking about past ability
Vocabulary: ceramics, chess, child, dyeing, hobby, Pupils Book, Exercise 1
sew, skills, teach, traditional, weaving
Topic: The past and the present
What could you do when you were ?
Resources: Pupils Book, page 12
Word Box
Exercise 1, Listen and read ceramics, champion, chess, child, competition, composer, dyeing, French,

Cassette, Unit 3, Exercise 1 1 Listen and read hobby, language, practise, sew, skills, teach, traditional, weaving

1 2 Thats easy! When I was a

Flashcards: ceramics, chess, child, Your turn, Grandpa. child I could play chess, but
Can you I couldnt use a computer.
weaving, sewing You press here. You click
repeat that,
on this icon here and
please?
send!

Revision
Ask pupils Did you receive any letters, cards or emails at the
weekend? Who were they from? Why did the person send you a/an
(letter/email/card)? Were you happy when you got them? Did you I could use a computer when I was
Yes, of course. You click here seven! What could you do when
write back? and then you press here. you were seven, Grandma?
Put pupils in groups. Go over the vocabulary from the 3 I couldnt type or send emails. 4 I can teach you to sew, Fatima.
previous unit. Give some definitions and ask different groups I had lots of different hobbies. Id like to take you both to Salt.
I could cook and I could sew. We can watch the traditional skills
to tell you the words, e.g. This person brings letters to your home. of ceramics, weaving and dyeing.
(postman); You put this on a letter before you send it. (stamp) This
means very pretty. (attractive) You keep books in here. (bookcase) This
person is my aunts daughter. (cousin), etc.

Presentation
Teach ceramics, chess, child, weaving, sewing using the flashcards
in the usual way.
Point to a piece of clothing which is white and ask What colour That sounds lovely,
I cant sew. Id like to learn. Grandma. Thank you.
is it? Point to a piece of clothing which is not white. Ask What 12
colour is this? Explain This was white but somebody dyed it to make it
(green/black etc.) Repeat the word dye. Pupils repeat after you.
Ask pupils to look at Exercise 1 in their Pupils Book on
Write the word on the board for them to read.
page 12.
Tell the pupils When I am not working at school, I have some hobbies
Focus pupils attention on the pictures by asking Who can you
that I do. I like (playing tennis/playing chess/sewing/reading etc.) Ask
see? Elicit Fatima, Saleem, Grandma and Grandpa.
What are your hobbies?
Ask pupils Where are they? (at home) What do you think they are
Then, using an example of one of your hobbies, tell the
talking about? Pupils give their own ideas.
children When I was seven I couldnt sew, but I could read. Break the
sentence up for the pupils to repeat after you When I was seven, Tell pupils to listen and follow the dialogue in their books.
I could read. Pupils repeat. When I was seven, I couldnt sew. Pupils Play the cassette.
repeat. Say the sentence as one again for pupils to repeat. Play the cassette again if necessary. Ask pupils what Grandpa
Ask pupils When you were seven, what could you do? Elicit some says when he does not understand Fatimas instructions
sentences around the class. Choose only a few pupils as they Can you repeat that, please? (Encourage children to use such
will get more practice in this later in the lesson. language in the class as much as possible.)
Teach skills, teach, traditional from the context of the exercise.
NB: ceramics is what is made of clay and hardened by heat.

29
 UNIT 3

Ask pupils some comprehension questions and elicit full

answers: What is Fatima teaching Grandpa? Could Grandpa use

Revision
a computer when he was a child? What could he play? What could Ask pupils What could you do when you were seven? Elicit answers
Grandma do? Could she type? Do you think Fatima can cook? Can she from various pupils. Ask them to try to think of different
sew? Where does Grandma want to take the children? answers and not repeat the same answer each time.

Tapescript
FATIMA: Your turn, Grandpa. You press here. You click on
Pupils Book, Exercise 1
this icon here and send!
GRANDPA: Can you repeat that, please?
FATIMA. Yes, of course. You click here and then you press
here.
GRANDPA: Thats easy! When I was a child I could play
chess, but I couldnt use a computer.
SALEEM: I could use a computer when I was seven! What
could you do when you were seven, Grandma?
GRANDMA: I couldnt type or send emails. I had lots of
different hobbies. I could cook and I could sew.
FATIMA: I cant sew. Id like to learn.
GRANDMA: I can teach you to sew, Fatima. Id like to take
you both to Salt. We can watch the traditional
skills of ceramics, weaving and dyeing.
Activity Book, Exercise 1
FATIMA: That sounds lovely, Grandma. Thank you.
Further practice
Show pupils the flashcards again. Elicit the words from them
and for each word ask How many syllables are there?
End the lesson
Go round the class eliciting different hobbies from the pupils.
Tell the pupils they are going to listen to the story on page 12
again. Play the cassette.
Ask the class to work in groups of three and choose a
character to play from the story. Ask them to practise acting
out the story, using intonation and stress to add to the
meaning.
Ask pupils to act out the story in their groups for the class.
Ask the other pupils to give comment on the groups acting.
Are they speaking at a good speed? Are they changing their voices to
help explain the story?
Ask pupils to look at Exercise 1 in their Activity Book on
page 12.
Ask a pupil to read the words in the boxes. Check with the
rest of the class that the pronunciation is correct.
Ask pupils to look at the table. Explain that they have to write
the words in the correct column according to whether they
are traditional skills or computer skills.
Pupils work in pairs to complete the table and then check
their answers with a different pair.
Check answers as a class.

Answers
Lesson 2 Traditional skills: making ceramics, weaving, dyeing, sewing
Outcomes: To use could/couldnt for past ability Computer skills: sending emails, using a mouse, storing music,
To complete a table typing
To use correct punctuation (capitals, full
stop, exclamation mark)
Structures: When I was a child I could play chess, but I
couldnt use a computer.
What could you do when you were seven,
Grandma?
Functions: Talking about past ability
Topic: The past
Resources: Pupils Book, page 12
Exercise 1, Listen and read
Activity Book, page 12
Exercise 1, Read and match
Exercise 2, Write the sentences
correctly
Cassette, Unit 3, Exercise 1
Flashcards: ceramics, chess, child,
weaving, sewing

30
 UNIT 3

Activity Book, Exercise 2 Revision

On the board write its a lovely day Ask a pupil to come to the Read the following sentence to the class: I could use a computer
board and rewrite it using the correct punctuation: Its a lovely when I was seven.
day. Choose a pupil to come to the board and write it up. Dictate
Ask pupils to point out what has changed. it again in groups of three or four words, repeating where
Ask them to look at Exercise 2 in their Activity Book on necessary.
page 12. Put pupils in groups. When the pupil has finished, ask him/
Read through the example with the class. her to read it back to the group and correct anything. Then
ask the rest of the group if it is correct. Tell them to look
Pupils write the sentences.
carefully at the spelling and the punctuation. Ask pupils to
Then check the answers as a class by choosing pupils to write correct anything they think is wrong.
the sentences on the board.
Discuss the corrections as a class. Remind them that they
Answers should always check their work in this way.
1. I couldnt type or send emails.
2. When I was a child I could play chess. Presentation
3. When I was a child I couldnt sew.
Ask pupils to provide you with ten hobbies. Write them on
4. When I was a child I could cook and I could sew.
the board. Give them some hints by miming some of the
activities they will hear in Exercise 2.
Further practice Ask pupils Could you (play chess) when you were seven? Elicit
Give pupils sentences from the story and ask them to say answers.
who said them, e.g. Can you repeat that, please? (Grandpa) I could Ask pupils to make sentences with the prompts on the board,
use a computer when I was seven. (Fatima) I can teach you to sew. for example, I could (ride a bike) and I could (play tennis).
(Grandma) Then ask other pupils to give sentences about other pupils,
for example, He could ride a bike and he could play tennis.
End the lesson
Read some words from Exercise 1 in the Activity Book to the Oral Assessment
class and ask them to say how many syllables there are, for With reference to the presentation, pupils can:
example computer (3).
Scoring criteria Yes No
Lesson 3 give answers to the teachers question
Outcomes: To listen for specific information use structure correctly
To match information with pictures
To use correctly learned vocabulary use correct pronunciation
To spell correctly learned vocabulary
Structures: I could ride a bike.
I couldnt play chess.
What could Tareq do when he was seven?
Functions: Talking about past ability
Topic: Early hobbies
Resources: Pupils Book, page 13
Exercise 2, Listen and match
Exercise 3, Ask and answer
Activity Book, page 13
Exercise 3, Read, look and answer
Exercise 4, Look, say and spell
Exercise 5, Listen and say
Cassette, Unit 3, Exercise 2
Cassette, Unit 3, Activity Book,
Exercise 5

31
 UNIT 3

Pupils Book, Exercise 2 Pupils Book, Exercise 3

Ask two pupils to read the example dialogue in Exercise 3.
UNIT 3 Ask the class to work in pairs and make sentences about what
Tareq could do when he was seven.
2 Listen and match Monitor and help where necessary.

Activity Book, Exercise 3

1 Tareq
Ask pupils to look at Exercise 3 in their Activity Book on
2 page 13.
Ask two pupils to read out the questions at the beginning of
the exercise. Tell the class they must look at the pictures and
answer about Fatima and her Grandma.
Remind the class to always write answers as neatly as
possible. Monitor and help where necessary.
Put pupils in groups to check the answers.

Answers
1. Fatima could send emails.
2. Fatima could play chess.
3. Grandma could cook.
4. Grandma could sew.
3 Ask and answer What could Tareq do
when he was seven?
Activity Book, Exercise 4
Ask pupils to look at Exercise 4 in their Activity Book on
page 13.
He could ride a bike and
he could play tennis.
Ask them to read the words and to say them aloud. Check
13 pronunciation.
Tell them to look at the words again, then cover them. Read
Ask pupils to look at Exercise 2 in their Pupils Book on the words to the class and pupils try to spell them correctly in
page 13. their books.
Ask questions to elicit as much vocabulary as possible, for Ask them to uncover and check their own spelling when they
example What are these? (photographs) What is the boy doing in have finished.
these photographs? What is the girl doing? Finally, ask pupils to spell the words aloud to the class.
Explain that the pupils will listen to a boy talking about same
photographs. They have to decide which set of photographs Answers
on the page he is talking about.
1. hobby 2. chess 3. child 4. sew 5. teach 6. skills
Play the cassette all the way through once. Tell the pupils to
look at the pictures as they are listening.
Play the cassette again if necessary.
Activity Book, Exercise 5
Ask pupils to compare answers with a partner then check as Ask pupils to look at Exercise 5 in their Activity Book on
a class. page 13.
Ask them to read the words and to say them aloud. Check
Tapescript pronunciation.
Hello. My name is Tareq. Look at these photographs of me when Now, tell the class to listen to the cassette and repeat. Repeat
I was seven. I had lots of hobbies. I could ride a bike and I could cassette if necessary.
play tennis. I couldnt play chess. Thats my sister. She could play
chess very well. I could use a computer and I could play golf. I Tapescript
played golf with my dad and my uncle in the holidays. I couldnt could couldnt
ride a horse. Id like to learn one day.
Answer
Set 2

32
 UNIT 3

End the lesson Oral Assessment

Say a word from the previous exercise and without looking at With reference to the presentation, pupils can:
their books, ask pupils to spell them aloud to the class.
Scoring criteria Yes No
create sentences, following the teachers prompt
Lesson 4 say sentences with the correct intonation and
Outcomes: To use could/couldnt to talk about past pronunciation
ability
To use but correctly in sentences
To use a table to locate specific
Pupils Book, Exercise 4
information
To ask and answer questions in pairs
UNIT 3
To write meaningful sentences using
given frameworks
4 Look and say
Structures: She could speak English but she couldnt play Nawal Salma Majeda
table tennis. Ride a bike
Functions: Talking about past ability Speak English
Asking and answering questions Play table tennis
Cook
Topic: Abilities Type
Resources: Pupils Book, page 14 She could ride a bike,
Exercise 4, Look and say but she couldnt cook. Is it Salma?
Exercise 5, Ask and answer No. She could speak
Activity Book, page 14 English, but she couldnt
play table tennis.
Exercise 6, Read, tick () or cross ()
and write
Exercise 7, Read, answer and write Is it Majeda?
Yes.

Revision
Say to pupils Tell me two things you could do when you were three/ 5 Ask and answer
What could you do
when you were seven?
five/seven/nine. Elicit sentences from the class making sure they
are joining the sentences with and.

Presentation
I could ride a bike, but I
Write a few of the pupils sentences on the board, making couldnt play table tennis.
sure you have chosen ones with different activities. 14

Then ask different pupils questions about the activities. Try

to get a positive and negative reply from pupils, for example,
When you were five, could you ride a bike? (Yes, I could.) When you
were five, could you use a computer? (No, I couldnt.)
Write examples on the board, for example, When I was five I
could ride a bike. I couldnt use a computer.
Ask the pupils to try to join the sentences together. Elicit
When I was five I could ride a bike but I couldnt use a computer.
Elicit other sentences from the pupils.
Ask pupils to look at Exercise 4 in their Pupils Book on
page 14.
Ask two pupils to read out the short dialogue in Exercise
4. Pay attention to the intonation of questions, pauses for
punctuation marks (comma) and correct accordingly.
Ask pupils to work in pairs, looking at their table. They have
to make sentences about each person. If there is a tick, they
should use could. If there is a cross, they should use couldnt.
Their partner guesses who they are talking about.
Monitor and help where necessary.
Choose a few pairs to act out their dialogue in front of the
class.

33
 UNIT 3

Pupils Book, Exercise 5 Lesson 5

Ask pupils to look at Exercise 5 in their Pupils Book on
page 14. Outcomes: To read for gist
To read for specific information
Choose two pupils to read out the short dialogue. To ask and answer comprehension
Ask pupils to work in pairs, taking turns to ask and answer questions about a text
the question. To complete a paragraph of information
Pupils can change the age if they wish. using the correct verb forms
Choose a few pairs to act out their dialogue in front of the Structures: He could play chess when he was five.
class. Who could read and write when he was four?
Functions: Talking about past ability
Activity Book, Exercise 6 Asking and answering questions
Ask pupils to look at Exercise 6 in their Activity Book on Vocabulary: champion, competition, composer,
page 14. French, language, practise
Choose pupils to read sentences from it. Check their Topic: Young talents
pronunciation, encouraging other students to note any
problems with it. Resources: Pupils Book, page 15
Exercise 6, Read and match
Ask a few questions to check comprehension, e.g. What is
Mustafas favourite hobby? Could he ride a bike when he was seven? Activity Book, page 15
etc. Exercise 8, Look, choose and
complete
Explain that pupils have to read the sentences and put a tick
or a cross to show if they are true or false. If the sentence is Flashcard: champion
false, they must write the correct information as neatly as
possible. Revision
Pupils complete the exercise and then check their answers in Ask pupils questions and give them a prompt to answer with,
pairs before you check as a class. for example: What could you do when you were five? and; What
could you do when you were seven? but.
Answers
Elicit sentences When I was five I could read and use a computer.;
1. . Mustafas favourite hobby is horse riding.
When I was seven I could ride my bike but I couldnt cook.
2. . He could ride a horse when he was five.
3. . No, he couldnt. He could ride a bike when he was eight.
4. . Yes, Mustafa could play chess when he was seven. Presentation
5. . No, Mustafa couldnt play chess very well.
Teach champion in the usual way using the flashcard. Write the
word champion on the board and ask pupils to repeat it after
Further practice you.
Give pupils prompts to use in sentences, e.g. When I was seven Ask the pupils to tell you about any champions they know
(I could ride a bike). My favourite hobby is ... When I was five ... perhaps a football team, an athlete, a racing driver, etc.
Teach the other words. Tell the pupils I can speak English and
Activity Book, Exercise 7 Arabic. What languages can you speak? Elicit answers from the
pupils. Write the word language on the board. Pupils practise
Ask pupils to look at Exercise 7 in their Activity Book on saying it. Ask What language do they speak in Saudi Arabia? In the
page 14. UK? In France? Teach French.
Ask a pupil to read out the question and example answer. Ask Are you good at speaking English? How can you get better at
Tell the class to work in pairs asking and answering the speaking English? Elicit ideas from the pupils. Suggest that they
question using the words in the boxes provided. should practise. Ask Who plays a piano? Elicit an answer from the
They must then write their answers. pupils. Ask When do you practise?
Check answers as a class. Answers may vary. Then ask What music do you play? Who wrote the music? Elicit a
name if possible from the pupil and say He/She is the composer.
Answer A composer writes music.
Pupils own answers.

End the lesson

Ask the class What could you do when you were seven? Elicit
answers.

34
 UNIT 3

Oral Assessment Answers

1. c 2. b 3. a
With reference to the flashcard and presentation, pupils can:

Scoring criteria Yes No

Activity Book, Exercise 8
Ask pupils to look at Exercise 8 in their Activity Book on
point to the flashcard and elicit the word page 15.
answer the questions the teacher asks Ask individual pupils to read a sentence each, inserting the
missing correct form of the verb as they give the sentence.
pronounce the new words correctly Then ask pupils to work in pairs completing the activity and
recognise the written form of the words writing in the missing verbs.
Check answers as a class.

Pupils Book, Exercise 6 Answers

1. could
2. couldnt
UNIT 3 3. could
4. could
b 5. could
6 Read and match
1
6. couldnt
a
Nader is a very
interesting boy. Hes a
champion chess player.
Further practice
Hes very clever. He
could play chess when he
Play a game with the class called Name three ....
was five. He practised Divide the class into two groups. You say to Group A Name
very hard every day.
3 three hobbies. The group has thirty seconds to think of three
2 Ibrahim could hobbies and give you the words. If they are correct they get
c read and write
Abeer could play the
when he was
three points. They have to get all three correct. If they get one
piano when she was
three. She won her first four. When he wrong, you say Thats not quite right., but dont tell them
competition when she was six he could
speak three which is wrong. If they are wrong, it goes over to the other
was six. She wasnt even
as tall as the piano! She languages: team to try for a bonus of three points. Be strict on the time.
plays the piano every Arabic, English
day. She wants to be a and French. He You then give Group B a question.
composer when she wrote his first
grows up. book when he Ideas to include are Name three ... kinds of food, kinds of fruit,
was ten, but he
couldnt ride a vegetables, drinks, musical instruments, languages, sports, animals,
7 Ask and answer bike! shops, colours, etc.
1Who could read and write when he was four?
2
3

Which child wants to be a composer?
When could Abeer play the piano?
End the lesson
4Why is Nader an interesting boy?
5How many languages could Ibrahim speak when he was
six?
6 Which languages could Ibrahim speak when he was six?

7 What could you do when you were ten?

Ibrahim could read and
8 What couldnt you do when you were five?

write when he was four.
15

Put pupils in groups of three.

Ask pupils to look at Exercise 6 in their Pupils Book on
page 15.
Tell them they are going to read about three people who are
very good at different things.
Ask pupils to look at the pictures and describe what they see.
Ask them to predict what they are going to read about.
Then ask each pupil to read one of the three pieces aloud
to the others. They should try to match the texts with each
picture.
Pupils check their answers with each other.
Choose pupils to read each text aloud and others to match
them with the pictures.

35
 UNIT 3

Lesson 6 Activity Book, Exercise 9

Ask pupils to look at Exercise 9 in their Activity Book on
Outcomes: To ask and answer questions about a page 15.
reading text
To identify cause and effect in simple Tell the pupils that they are going to read a story about a
reading materials teacher. Ask What does a teacher do? How do they help you?
To retell what happens in a simple story Read the text through, or ask individual pupils to read a
paragraph each to the class, and ask pupils to follow in their
Structures: (She) couldnt drive to school because she books.
didnt have a car.
Give pupils a couple of minutes to read it through to
Functions: Talking about past ability themselves and then ask them some comprehension
Asking and answering questions questions, for example How did she get to school? Why didnt she
Retelling a story take a bus? Was the school near her house? How did her daughter get
Topic: Young talents to school? etc.
Resources: Then ask the pupils to look at the first half of the sentence.
Pupils Book, page 15
Choose a pupil to read Gawabaa couldnt drive to school Ask Why?
Exercise 7, Ask and answer
Elicit an answer from the class. Ask them to look at (ae)
Activity Book, page 15 and look at answer c. Choose a pupil to read the complete
Exercise 9, Read and match sentence.
Flashcards: ceramics, champion, Then ask pupils to work in pairs to complete the sentences.
chess, child, composer, weaving, Monitor and help where necessary.
sewing
Check answers as a class.

Answers
Revision 1. c 2. a 3. e 4. b 5. d
Put the flashcards on the board and ask the pupils to point
to the ones which begin with c. They should say the word
and a volunteer can come to the board to write it under each
Further practice
picture. Ask pupils to close their Activity Books and to retell the story.
One pupil can begin and then another continues. Help where
necessary.
Pupils Book, Exercise 7
Ask pupils to first look at Exercise 6 in their Pupils Book on
page 15. Ask them to tell you what they can about each
End the lesson
person without actually reading the information to you. Ask What do you think of Amen Gawabaa? Elicit that she was kind
Then ask them to look at Exercise 7 and choose pupils to read and helpful.
the questions aloud. Make sure they understand them. Ask How do you help people?
Choose two pupils to read the first question and answer it.
Pupils work in pairs to ask and answer the questions.
Monitor as they are talking and help where necessary.
Check answers as a class.

Answers
1. Ibrahim could read and write when he was four.
2. Abeer wants to be a composer.
3. She could play the piano when she was three.
4. Nader is a very interesting boy because hes a champion chess
player.
5. Ibrahim could speak three languages when he was six.
6. When Ibrahim was six he could speak three languages: Arabic,
English and French.
7. Pupils own answers.
8. Pupils own answers.

36
 JC>I
) Revision: Diary page (1)

Lesson 1 Pupils Book, Exercise 1

Outcomes: To revise the use of the present simple for
facts Revision: Diary page (1)
To revise the use of the present simple for Word Box
general truths battery, borrow, child, click (on), French, hobby, icon, (the) Internet,

To revise the use of instructions with the

1 Listen and read language, laptop, light, practise, press, screen, sew, teach, tomorrow, type

impersonal you
To revise the use of the pronoun one/ones
To revise the use of the comparative
structure not as ... as
To revise the use of the conjunction but
To give preferences I prefer
To revise the gerund
To revise could/couldnt for past ability
Structures: It uses a battery.
You click on different icons.
I prefer using this one.
She says writing isnt as quick as typing, but she
prefers writing letters.
Grandma couldnt type, but she could sew and
cook.
Functions: Making comparisons
Expressing preferences
Talking about past ability
Vocabulary: battery, child, click (on), icon, (the)
Internet, laptop, light (adj), screen, sew,
teach, tomorrow, type
Topic: Writing a letter 16

Resources: Pupils Book, page 16

Exercise 1, Listen and read Ask pupils to look at Exercise 1 in their Pupils Book on
page 16. Ask them who they can see and elicit Saleem.
Activity Book, page 16
Exercise 1, Look and write Ask them to look at the reading and say what it is (a page from
Saleem's diary).
Cassette, Unit 4, Exercise 1
Now put pupils in groups.
Flashcards: battery, icon, laptop,
screen, type, child, sew Ask pupils to look at the pictures and say what they can see.
Ask them to describe them in as much detail as possible.
Now ask pupils to listen to the cassette and to follow the text
in their books. Ask them to find the answer to this question:
Revision Who does Saleem speak about in his page?
Use the flashcards to check the vocabulary revised in this Elicit the answer to the question Fatima, Aunt Nadia, Grandma
lesson. Show pupils the cards and elicit the words. Make sure and Grandpa.
they can match the written words with the pictures as well.
On the board write the following questions: What has Saleem
Ask questions about the flashcards, for example, show them got? Is it as big as his old one? What does it use? Which one does he
the laptop and ask Have you got a computer? Is it like this? What like best the old one or the new one? Play the first paragraph
can you do on a computer? Do you send emails? Who do you send again and elicit the answers.
emails to? etc.
Do the same with the second paragraph, writing the following
questions on the board first: Who wrote to Aunt Nadia? Is writing
as quick as typing? What does Saleem prefer writing letters or
emailing?
Finally do the same with the last two paragraphs. Write the
following on the board: What is Grandpa learning? Could Grandpa
use a computer when he was a child? What could Grandma do when
she was a child? Where are they going tomorrow? Is Saleem excited
about this?
Elicit whole-class feedback.

37
 UNIT 4

Tapescript
SALEEM: My diary Lesson 2
We got a new computer this week. Its a laptop. You Outcomes: To read for gist
click on different icons on the screen for email and the To read for specific information
Internet. It isnt as big as our old computer. Its lighter To use could/couldnt for past ability
and it uses a battery. I prefer using this one. To use the comparative structure
Fatima wrote a letter to Aunt Nadia. She says writing a not as ... as
letter isnt as quick as typing an email, but she prefers Structures: I could speak English when I was nine.
writing letters. I prefer emailing. Its much quicker, and My English isnt as good as my Arabic.
you dont need a stamp.
Functions: Comparing activities
Were teaching Grandpa how to use the computer.
When he was a child, he couldnt type and he couldnt Vocabulary: French, language, practise
send emails. Grandma couldnt type, but she could sew Topic: Learning languages
and cook.
Resources: Pupils Book, page 17
Tomorrow were going to Salt with Grandpa and Exercise 2, Read and match
Grandma. Great! Exercise 3, True or false?
Activity Book, pages 16 and 17
Activity Book, Exercise 1 Exercise 2, Read, match and copy
Ask pupils to look at Exercise 1 in their Activity Book on Exercise 3, Order and write
page 16.
Ask pupils to look at the pictures and say what they are.

Pupils then work in pairs to write the words. They check their
Revision
answers with a different pair when they have finished. They Play the game Name three ... (Unit 3, Lesson 5). Make sure you
can then correct any mistakes. use languages as one of the prompts.
Check answers as a class, choosing pupils to come to the
front to write the words on the board. Pupils Book, Exercise 2
Answers
1. the Internet 2. laptop 3. icon UNIT 4
4. screen 5. battery 6. stamp
2 Read and match a

Further practice 1 When I was six, I had my first

English lesson. My teacher was
Ask pupils to close their books and retell the story from the very good. I could speak English
when I was nine, but my English
Pupils Book Exercise 1. Ask questions to help if necessary. isnt as good as my Arabic.

2 When I was a baby, I learnt to

b
End the lesson speak Arabic from my mum and
dad. I could talk when I was two
years old. Arabic is my first
Ask the pupils what they think Saleem will see when he goes language.

to Salt. 3 Im learning to speak French.

I havent got a teacher. Im using
my computer. You click on
different icons and you can hear
c
the words in French. My French
isnt as good as my English. I
practise French for two hours
every day.

Yousuf

3 True or false?
1Yousufs French isnt as good as his English.
2Yousufs first language is English.
3Yousuf started learning English when he was six.
4When he was nine, Yousuf could speak English
and Arabic.
5 Yousuf can speak three languages.

6 Yousuf couldnt talk when he was two years old.

True. Yousufs French isnt
7 Your English is as good as your Arabic.

as good as his English.

17

38
 UNIT 4

Ask pupils to look at the pictures in Exercise 2 in their Pupils

Book on page 17.

Ask them to describe what they can see in the pictures. Elicit
as much vocabulary as possible.
Explain that the pupils must read the text and match the
pictures accordingly. Give them two or three minutes to do
this.
Check answers as a class.
Answers
1. b 2. a 3. c
Pupils Book, Exercise 3
Ask pupils to look at Exercise 3 in their Pupils Book on
page 17. Ask pupils to work in pairs.
Ask one pupil to read aloud the first statement and another
to read what is in the speech bubble.
Tell the class to continue working in pairs taking turns to
read the statements and saying if they are true or false, then
correcting the false sentences.
Monitor as they are talking, helping where necessary.
Check answers by choosing some pupils to say their sentences
aloud to the class.
Activity Book, Exercise 3
Ask pupils to look at Exercise 3 in their Activity Book on
page 17.
Explain that the words are not in the correct order, and they
have to use all of them to make correct sentences.
Read through the first example with the class.
Ask pupils to work in groups to write the sentences and to
then compare answers with a different group.
Check answers as a class.
Answers
1. My English isnt as good as my French.
2. I could speak French when I was five.
3. I like speaking English, but I prefer speaking French.
4. You click on different icons on your laptop to hear
French words.
Further practice
Give pupils sentences to which they have to reply true or false
as in Pupils Book, Exercise 3, for example, (X) is not as tall
as (Y).; (A) cannot swim as fast as (B).; Maths is not as difficult as
English., etc.

Answers End the lesson

1. . Yousufs French isnt as good as his English. Ask pupils questions, for example What could you do when you
2. . Yousufs first language is Arabic. were six? Choose a few pupils to answer the question and then
3. . Yousuf started learning English when he was six. change the age in the question and continue to ask.
4. . Yousuf could speak English and Arabic when he was nine.
5. . Yousuf can speak three languages.
6. . Yousuf could talk when he was two years old.
7. Pupils own answers.

Activity Book, Exercise 2

Ask pupils to look at Exercise 2 in their Activity Book on
page 16.
Explain that they must match the beginnings of the sentences
(15) with the endings (ae). They must rewrite the full,
correct sentence once they have matched the two parts.
Choose a pupil to read the first complete sentence.
Pupils work in pairs to complete the rest of the sentences.
Check answers as a class.

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

39
 UNIT 4

Ask pupils to look at Exercise 4 in their Pupils Book on

Lesson 3 page 18.
Outcomes: To listen for gist Ask pupils to describe the pictures in as much detail as
To complete a dictated paragraph using possible.
correct punctuation marks Explain they now have to listen and put the pictures in the
correct order.
Structures: I could play tennis when I was six.
Play the cassette all the way through.
The cello isnt as easy as the piano.
I like computers and weve got a good one. Check answers as a class.
Ask pupils to compare answers. Then play the cassette
Functions: Talking about hobbies

through again.
Vocabulary borrow, hobby, press
Topic: Tapescript
Hobbies
Ive got lots of hobbies, but tennis is my favourite one. I could
Resources: Pupils Book, page 18 play tennis when I was six. I borrowed my brothers tennis racket,
Exercise 4, Listen and order but now Ive got a new one.
Activity Book, page 17 I could play the piano and the cello when I was eight. The cello
Exercise 4, Listen and complete isnt as easy as the piano. I prefer playing the piano.
Cassette, Unit 4, Exercise 4 I like computers and weve got a good one. You press a button
Cassette, Unit 4, Activity Book, on the screen to turn it on. It stores photographs and plays
Exercise 4 music too.
I couldnt sew last year. My mum is teaching me now. We made a
Wall chart 1: My new computer red skirt last week and now were making a blue one.
Answers
Revision 3, 2, 4, 1
Using Wall chart 1: My new computer, ask pupils to describe
what they can see. Elicit sentences from the pupils. Ask them
how to work the computer, eliciting answers such as You press Activity Book, Exercise 4
the button. You click on an icon.
Explain to pupils that they must listen to the cassette and
Pupils
p Book,, Exercise 4 write what they hear. Remind them that they must include
punctuation marks where necessary (apostrophe).
Play the cassette all the way through.
PROJECT: Presentation: My hobbies
Check answers as a class by writing the completed paragraph
on the board.
4 Listen and order
1
Tapescript and answers
2
I like cooking, I like learning French and I like listening to music.
I practise my French for three hours every week. French isnt as
easy as Arabic, but I like learning it.
Alia

Further practice
3 4 Ask pupils to look at the pictures in Exercise 4 in their Pupils
Book and retell what the girl says. Ask questions to help
them.

End the lesson

Ask pupils questions using the information in Exercise 4 in the
Pupils Book, for example, Can you play the piano/cello? What
5 Plan a presentation. Answer these questions.
can you play? Can you play tennis? Who do you play with? Are you very
1 Whats your favourite hobby?
2

What are your other hobbies?

Whats your good at it? Have you got a racket or do you borrow one? Have you got

favourite hobby?
3 How old were you when you could do them? a computer at home? What do you use it for? Does it play music? Can
4 Are they easy or difficult? you sew? Do you want to learn? etc.
5 What are you learning to do now?
6 Could you do it last year?
7 What hobby will you start next year?

Ive got lots of hobbies, but playing

table tennis is my favourite one.
18

40

Lesson 4
Outcomes: To use simple sentences to talk with a
partner about familiar situations
To present a short, simple prepared
speech of four or five sentences to the
class
To write a simple information paragraph
of four or five sentences
To correct punctuation with the
assistance of peers
To write entries in a learning log
Structures: Playing table tennis is my favourite hobby.
I could play the piano when I was six.
Playing tennis isnt as easy as playing football.
Functions: Talking about hobbies
Giving a presentation
Topic: Hobbies
Resources: Pupils Book, page 18
Exercise 5, Plan a presentation.
Answer these questions.
Activity Book, page 18
Exercise 5, Read and copy
Exercise 6, Read, tick () or cross ()
and copy
Revision
With their books closed, ask pupils questions about Alia
in Exercise 4 in their Pupils Book, for example, What is her
favourite hobby? Has she got a racket? etc.
UNIT 4
Pupils Book, Exercise 5
Ask pupils to look at Exercise 5 in their Pupils Book on
page 18.
Choose two pupils to read the dialogue aloud. Explain that
pupils will be using the answers to these questions to do a
short presentation to the class.
Explain that they are going to ask and answer the questions,
like the example, i.e. they must not give one word answers but
full answers with as much information as possible. This will
help to make their presentations more interesting.
Encourage pupils to use the structures and vocabulary
practised in the previous units.
In pairs, pupils ask and answer the questions. Monitor as they
are speaking and help where necessary.
Choose some pupils to ask and answer the questions in front
of the class.
Example answer
Ive got lots of hobbies, but playing tennis is my favourite one.
I like swimming and playing golf, too.
I could play golf when I was seven. I could swim when I was four.
Playing golf isnt as easy as swimming, but I prefer playing golf.
Now, Im learning to ride a horse. I couldnt ride a horse last
year. Next year, I will start playing chess.
Activity Book, Exercise 5
Pupils must now write an informative paragraph about
themselves. First, ask the pupils to look at the example
paragraph in Exercise 5 of their Activity Book.
Pupils write their own paragraph, copying the style of the
example and using the answers to the questions they gave in
Exercise 5 of the Pupils Book.
Monitor as they are writing, helping where necessary.
Ask pupils to work in pairs now and read their partners
work, giving feedback. They should be encouraged to suggest
changes to punctuation, spelling and structures.
Monitor and check interaction.
Answer
Pupils own answers.
41
 UNIT 4

Activity Book, Exercise 6

Ask pupils to look at Exercise 6 on page 18 in their Activity
Book.
This is a check of what they can or cant do. Explain that they
must read each sentence for themselves and if they are happy
that they can do the activity, they put a tick. If they cant, they
put a cross. They then copy the sentence.
Choose a pupil to read the sentences and another to read the
example. Then ask other pupils to give further examples.
Pupils then do the exercise. Monitor as they are working,
questioning pupils who think they have difficulty with any
of the statements. If any of the pupils are not confident
about any of the statements, give them some extra work to
help them. They can redo exercises in the Activity Book, for
example.

Answer
Pupils own answers.

Further practice
Choose some other pupils to give their presentations.

End the lesson

Ask pupils questions about the four units they have studied so
far Which was the most difficult unit? Which was the easiest? Which
was the best? What do you have to do to learn more English?
Congratulate the class on completing the first part of the
course.

42
 JC>I
* How far is it?

Lesson 1 Oral Assessment

With reference to flashcards and presentation, pupils can:
Outcomes: To use questions with How ...?
To use large numbers Scoring criteria Yes No
To respond to questions before, during point to the correct flashcard, following the teachers
and after listening prompt
Structures: How far is it from Amman to Salt? recognise the words without the aid of the flashcards
How high is it?
Its nearly 30 kilometres from Amman. pronounce new vocabulary correctly
Its thousands of metres high. answer questions with How
Functions: Talking about measurements
Vocabulary: comfortable, half, hill, hour, kilometre,
metre, narrow, nearly, thousand, Pupils Book, Exercise 1
thousands
Topic: Describing a place How far is it?
Resources: Pupils Book, page 19 Word Box
comfortable, fact, half, hill, hour, incredible, kilometre, lake,
Exercise 1, Listen and read 1 Listen and read metre, narrow, nearly, over, thousand, thousands, top

Cassette, Unit 5, Exercise 1 1 How far is it from Amman 2 Salt is a very

to Salt, Grandpa? old city.
Flashcards: hill, narrow

Revision
Ask the pupils Do you use a computer to do your homework? What
It sounds
do you use a computer for? Do you use the Internet? What do you use interesting.
it for? Its nearly 30 kilometres from How old is
Amman. It takes about half the city?
an hour to drive there.

Presentation Its thousands of years old. Salt is a

beautiful, old city in the hills.
Teach the new words hill, narrow using the flashcards in the 3 Whats the highest 4
How comfortable
capital city in the world? are your shoes?
usual way. Hold up the card and say the word. Ask pupils to
repeat the word after you. Then, point only to the picture and
elicit the word from the class. Next, say the word only and
ask the class to point to the correct flashcard. Finally, write
the new words on the board and ask the class to match the
pictures on the flashcards to the correct word. Theyre very
comfortable.
La Paz is the
Hold up the flashcard with the hill on it. Ask How high do you highest capital How high Why, Grandma?
think this hill is? Elicit, for example, 200 metres. How high do you city in the is it?
world.
think a mountain is? Elicit, for example, A thousand metres.
Were going to walk through the narrow
Tell the pupils Its nearly two kilometres from my house to school. Its thousands of streets in the old town. Were going to
metres high. walk up and down lots of steps.
Ask the pupils How far is it from your house to school? Elicit
19
answers and help where necessary. Stress the meaning
of nearly by drawing a line in the board to represent two
kilometres and show that from your own house to school it is Ask pupils to look at Exercise 1 in their Pupils Book on
not quite a full two kilometres. page 19.
Tell the pupils It takes me twenty minutes to get to school. How long Ask pupils to look at the pictures and ask Who can you see?
does it take you? Elicit answers. Teach half an hour. Remember to Where do you think they are going? Why is Grandma looking at
explain that although both words begin with the same letter, Fatima? What do you think they are going to do?
they are pronounced very differently. Tell the pupils to listen and follow the story in their books.
Play the cassette, pausing at frame 3. Ask the class to guess
the meaning of thousands using their knowledge.

43
 UNIT 5

Continue playing the cassette.

Ask the pupils to check the answers to three earlier questions Lesson 2
(Where do you think they are going? Why is Grandma looking at Outcomes: To use questions with How ...?
Fatima? What do you think they are going to do?) to see if they To use large numbers
predicted correctly. To use correctly learned vocabulary
Ask further questions to check comprehension e.g. How long To spell correctly learned vocabulary
does it take to get from Amman to Salt? How far is Salt from Amman? To use correct intonation for questions
How is Fatima going to Salt? How old is Salt? Why was it important? To use correct intonation for statements
Tell me something about La Paz. (Tell the pupils La Paz is in
Bolivia in South America.) Why does Fatima need comfortable
Structures: How far is it from Amman to Salt?
shoes? How high is it?
Its nearly 30 kilometres from Amman.
Tapescript Its thousands of metres high.
FATIMA: How far is it from Amman to Salt, Grandpa? Functions: Talking about measurements
GRANDPA: Its nearly 30 kilometres from Amman. It takes
about half an hour to drive there. Topic: Describing a place
GRANDPA: Salt is a very old city. Resources: Pupils Book, page 19
FATIMA: It sounds interesting. How old is the city? Exercise 1, Listen and read
GRANDMA: Its thousands of years old. Salt is a beautiful, Activity Book, page 19
old city in the hills. Exercise 1, Read and complete
SALEEM: Whats the highest capital city in the world? Exercise 2, Look and answer
GRANDMA: La Paz is the highest capital city in the world.
Cassette, Unit 5, Exercise 1
FATIMA: How high is it?
GRANDMA: Its thousands of metres high. Wall chart 2: Large numbers
GRANDMA: How comfortable are your shoes?
FATIMA: Theyre very comfortable. Why, Grandma?
GRANDMA: Were going to walk through the narrow streets Revision
in the old town. Were going to walk up and
Ask pupils How far is it from your house to school? Elicit answers
down lots of steps.
and then ask pupils to ask other pupils across the class so
NB: Salt is an ancient city in Jordan. It was once one of the you can hear them asking the question. Make sure their
biggest cities in Jordan. intonation is correct in the question, that is, the intonation
falls at the end. It should also fall at the end of the sentence
Further practice too.

Ask the pupils Have you visited different places in Jordan? Where did
you go? How did you get there? How long did it take? How far was it
Presentation
from your home? What did you see?
Ask pupils to work in pairs and ask each other the questions.
End the lesson
Write the new words on the board. Ask different pupils to
read each word and say how many syllables there are in each
one.
Show the pupils Wall chart 2: Large numbers.
Draw their attention to the box with the large numbers in
numerical and long form. Say the numbers to them and ask
them to repeat after you. Encourage pupils to read the full
forms in order to become familiar with the pattern. Make sure
they are saying the and after hundred.
Point to the numbers only now and ask pupils to say the full
forms. Say the numbers and ask pupils to point to them.
Finally, say a number and ask pupils to come to the board
and write out the numerical form.

Oral Assessment
With reference to the wall chart and presentation, pupils can:
Scoring criteria Yes No
point to and write the correct number, following the
teachers prompt
say the number, following the teacher pointing at it

44
 UNIT 5

Pupils Book, Exercise 1 End the lesson

Ask pupils to listen again to the cassette from Exercise 1 in Ask pupils for examples of places they have been to and ask
their Pupils Book on page 19, following the text in their How far is that?
books. Ask them to think about how the characters voices go

up and down, and also if they emphasise any words.

Ask pupils to work in groups of four and act out the dialogue
Lesson 3
from Exercise 1.
Outcomes: To listen for specific information
To ask and answer questions about size
Monitor the class and help with any pronunciation or and distance
intonation difficulties where necessary. To recognise the correct stress of
Ask groups to come to the front of the classroom and act syllables in multi-syllabic words
out the dialogue for the class. Make sure they are using the To use correctly learned vocabulary
correct intonation and pronunciation. To spell correctly learned vocabulary
To write meaningful sentences and
Activity Book, Exercise 1 paragraphs using given frameworks such
as a substitution table
Ask pupils to look at Exercise 1 in their Activity Book on To follow oral instructions (e.g.
page 19. homework assignments)
Explain that they have to complete the sentences with words

from the boxes.

Structures: How long is the River Jordan?
How tall is it?
Choose pupils to read the words in the boxes aloud, checking How high is it?
their pronunciation. Its nearly 2000 metres high.
Pupils work on their own to complete the exercise. When they

have finished, they can check answers with a partner.

Functions: Talking about measurements
Asking and answering questions
Check answers as a class.
Vocabulary: fact, incredible
Answers
Topic: Describing sizes
1. nearly 2. kilometres 3. half, hour 4. narrow
5. thousand 6. metres Resources: Pupils Book, page 20
Exercise 2, Listen and choose
Exercise 3, Ask and answer
Activity Book, Exercise 2 Activity Book, page 20
Ask pupils to look at Exercise 2 in their Activity Book on Exercise 3, Listen and say
page 19. Exercise 4, Look, say and spell
Ask pupils to tell you what places they can see on the map. Exercise 5, Read and write
Say to pupils Amman to Aqaba how far? Elicit the answer Cassette, Unit 5, Exercise 2
(330 kilometres). Say Amman to Aqaba how long? Elicit the Cassette, Unit 5, Activity Book,
answer (4 hours). Repeat with the other places. Exercise 3
Choose two pupils to read the dialogue aloud. Wall chart 2: Large numbers
Ask pupils to work in pairs, taking turns to ask and answer
the question. Monitor and help where necessary. Revision
Answers Show pupils Wall chart 2: Large numbers. Go over the large
1. How far is it from Amman to Petra? numbers on the chart.
Its nearly 220 kilometres. It takes about 3 hours to drive
there. Presentation
2. How far is it from Amman to Madaba? Ask the pupils to guess answers to the following: How long is
Its nearly 30 kilometres. It takes about half an hour to drive this ruler? How tall am I?
there.
3. How far is it from Amman to Ajloun Nature Reserve? Draw a mountain on the board and ask How high is this
Its nearly 70 kilometres. It takes about 1 hour and a half to mountain? Elicit suggestions from the pupils for how high a
drive there. mountain could be.
Elicit answers to the questions and let the pupils discuss the
Further practice answers. They decide as a class what the best answer is.
Do not spend too much time allowing the pupils to think of
Write some large numbers on the board and ask different the differences between tall and high. Teach pupils that in
pupils to say them. English we more commonly say How tall for people, buildings,
Then say them and ask different pupils to point to them. trees but How high for mountains.
Pupils ask questions with How about other things for their
classmates to answer, for example How tall is your house?
45
 UNIT 5

Oral Assessment Tapescript

A: Im reading a book of facts about Jordan. Did you know the
With reference to the presentation, pupils can:
River Jordan runs through five different countries?
B: No, I didnt. How long is the River Jordan?
Scoring criteria Yes No A: Its about 350 kilometres long.
ask questions, following the teachers prompt
A: Listen to this. Near to Um Ar-Rasas is the tallest ancient
answer questions tower in Jordan.
B: How tall is it?
A: Its 15 metres tall.
Pupils Book, Exercise 2
B: And whats the highest mountain in Jordan?
UNIT 5 A: Its Um Adaami mountain.
B: How high is it?
A: Its nearly 2000 metres high.
2 Listen and choose
B: Thats incredible.
The River
Jordan
350 kilometres long 250 kilometres long A: I would like to visit the Ajloun Nature Reserve. How far is it?
B: Its nearly 70 kilometres from Amman.
The Tower near
Um Ar-Rasas Answers
15 metres tall 19 metres tall
The River Jordan 350 kilometres long
The Tower near Um Ar-Rasas 15 metres tall
Um Adaami Mountain Um Adaami Mountain 2000 metres high
200 metres high 2000 metres high Ajloun Nature Reserve 70 kilometres from Amman

Ajloun Nature Reserve

60 kilometres 70 kilometres
Pupils Book, Exercise 3
from Amman from Amman
Ask pupils to look at Exercise 3 in their Pupils Book on
page 20.
3 Ask and answer Ask two pupils to read the dialogue aloud to the class. Ask
How long is the the question around the class and elicit the answer, making
River Jordan? sure they are saying the number correctly.
Elicit from the class the other questions to ask each other,
referring to Exercise 2.
Ask pupils to work in pairs, taking turns to ask and answer
the questions. They can look at the table in Exercise 2 to help
them.
Its about
350 kilometres long. Monitor and help where necessary.
20

Ask pupils to look at Exercise 2 in their Pupils Book on

Activity Book, Exercise 3
page 20. Look at the table with them. Ask pupils to read the Ask pupils to look at Exercise 3 in their Activity Book on
numbers out loud. page 20.
Then ask them to guess which is the correct answer. Do not Tell them to read the words aloud.
tell the pupils if they are right or wrong. Now, play the cassette. Ask pupils how many syllables they
Tell the class they are going to listen to the dialogue and they can hear in each word. Ask them to repeat the words again.
have to decide which is the correct answer. Ask pupils where they can hear the stress in each word and
Play the cassette all the way through. ask them to repeat the words again, concentrating on placing
Teach the new vocabulary from the context. Check their the stress in the correct place.
understanding by saying Give me a fact about Jordan. Elicit a Play the cassette again if necessary.
correct piece of information. Then say My grandmother is 100
Tapescript
years old. Isnt that incredible? Elicit the answer Yes! Say My sister
is (25) years old. Is that incredible? No. Explain If something is kilometre incredible
incredible, it is amazing. We can hardly believe it.
Play the cassette again, pausing after each section. Pupils
point to the answer in the table each time.

46
 UNIT 5

Activity Book, Exercise 4 Lesson 4

Ask pupils to look at Exercise 4 in their Activity Book on
page 20.
Outcomes: To listen, read and sing along with the
words of a song
Ask them to read the words and to say them aloud. Check To enjoy listening to songs in English
pronunciation. To practise asking and answering How
Tell them to look at the words again alone, then cover them. questions
Read the words to the class and pupils try to spell them To use correct intonation for questions
correctly. To use correct intonation for statements
Ask them to uncover and check their own spelling when they To use table of contents and key word
have finished. search to locate specific information in
print or electronic sources
Finally, put pupils in groups and ask them to spell the words
aloud to a different group. Structures: How long/How low/How high/How tall is it?
It is (9000 kilometres).
Answers
Functions: Listening and singing along with a song
1. kilometre
Describing the size of things in nature
2. thousand
3. incredible Vocabulary: lake
4. nearly Topic: Size
5. over
6. fact Resources: Pupils Book, page 21
Exercise 4, Sing
Exercise 5, Ask and answer
Activity Book, Exercise 5 Activity Book, page 21
Ask pupils to look at Exercise 5 in their Activity Book on Exercise 6, Listen, complete and say
page 20. Exercise 7, Look, write the question
Put pupils in groups. and answer
Tell pupils to read the question words in the boxes out loud Cassette, Unit 5, Exercise 4
to their group. Cassette, Unit 5, Activity Book,
Do the exercise orally in groups before pupils write the correct Exercise 6
answers in the table. Flashcard: lake, hill, narrow
Finally, choose pupils to read the full questions aloud and Wall chart 2: Large numbers
others to answer them.
Answers Revision
1. How far 2. How long 3. How high 4. How tall Ask pupils to report back on their homework What facts have
you found? Elicit the facts from the pupils.
Further practice Ask Where did you find these facts? If they used a computer, help
Show pupils Wall chart 2: Large numbers. Ask them to look them to explain how they did it, for example, I typed in longest
at the pictures and tell you what they can see. river and found the River Nile.
Discuss the numbers near the pictures. Ask pupils to ask Show them Wall chart 2: Large numbers and ask them to give
questions about the pictures. you sentences about the pictures.

End the lesson Presentation

Set the class a homework assignment. Teach the word lake using the flashcard. Show pupils the
Ask pupils to try to find out a new fact to tell the class about other flashcards from this unit and practise asking them to
a mountain or a river in the world. They should be able to give say the word and spell it.
the facts in the next lesson.
Oral Assessment
With reference to flashcards and presentation, pupils can:
Scoring criteria Yes No
point to the correct flashcard, following the teachers
prompt
recognise the words without the aid of the flashcards

47
 UNIT 5

Pupils Book, Exercise 4 Pupils Book, Exercise 5

Ask pupils to look at Exercise 5 in their Pupils Book on
UNIT 5 page 21.
Choose two pupils to read the dialogue aloud.
Pupils work in pairs. Tell the class to look at the song lyrics to
4 Sing

help them ask and answer the questions.

The highest mountain in the world
Is thousands of metres high.
How high is it? How high is it?
Nearly 9000 metres high.
The lowest lake in the world
Is very, very low.
How low is it? How low is it?
Its 400 metres low.
The longest river in the world
Is very, very long.
How long is it? How long is it?
Over 6000 kilometres long.
5 Ask and answer
Monitor the class and help where necessary.
Activity Book, Exercise 6
Ask pupils to look at Exercise 6 in their Activity Book on
page 21. Ask them to tell you what they can see in the
pictures.
Explain that the pupils are going to listen to the cassette
and that they must complete each dialogue with the correct
information. Do not let pupils refer to their Pupils Books in
this activity.
Play the cassette. Repeat if necessary.
Ask pupils to work in pairs to check their answers. They must
read the full dialogues, each taking a part.
Finally, check answers as a class.
Its Mount

Whats the highest Everest. Tapescript

mountain in the world?
1. A: Whats the tallest tower in Jordan?
B: Its the tower near Um Ar-Rasas.
A: How tall is it?
How high B: Its 15 metres tall.
is it?

Its nearly
9000 metres high.
2. A: Whats the longest river in Jordan?
21 B: Its the River Jordan.
A: How long is it?
B: Its 350 kilometres long.
Ask pupils to look at Exercise 4 in their Pupils Book on
page 21.
3. A: Whats the highest mountain in Jordan?
Ask them to describe the pictures they can see. Elicit as much B: Its Um Adaami mountain.
information as possible. A: How high is it?
Play the cassette all the way through once. Tell the pupils to B: Its nearly 2000 metres high.
read the words in their books as they listen.
Answers
Point to the first verse. Ask the pupils to join in with the
1. 15 2. 350 3. 2000
words as you play the cassette for the second time.
Repeat with the other verses. Activity Book, Exercise 7
Finally, play the cassette all the way through again and tell the Ask pupils to look at Exercise 7 in their Activity Book on
pupils to sing along. page 21.
Tapescript Ask pupils to look at the pictures and describe what they can
see.
The highest mountain in the world
Is thousands of metres high. Pupils work in pairs and write the questions and answers
using the information from the computer screens.
How high is it? How high is it?
Nearly 9000 metres high. Monitor as they are writing, helping where necessary.
Pupils then ask and answer the questions, reading what they
The lowest lake in the world have written.
Is very, very low. Check as a class.
How low is it? How low is it? Answers
Its 400 metres low.
1. How long is the River Nile?
Its 6680 kilometres long.
The longest river in the world
2. How high is Mount Kilimanjaro?
Is very, very long.
Its 5900 metres high.
How long is it? How long is it?
Over 6000 kilometres long.

48
 UNIT 5

Further practice Scoring criteria Yes No

Give pupils prompts about all the mountains etc., that they use the new words in answer to teachers questions
have learnt about in this unit and ask them to ask and answer recognise the written words
across the class. For example, you say Mount Everest, pupils
ask How high is Mount Everest? and answer It is nearly 9000
metres high. Ask them not to look in their Pupils Book for the Pupils Book, Exercise 6
answers but to try and remember.

End the lesson UNIT 5

Ask the pupils Which place would you like to see? Would you like to

6 Read, match and order

climb Mount Everest?
1 Madaba is an interesting city nearly 30 a
kilometres south of Amman. It is one of

Lesson 5 the oldest cities in Jordan. It is over

3000 years old.
2 It takes about half an hour to drive
Outcomes: To listen, read and sing along with the there on the Kings Highway. This ancient
road is one of the oldest roads in the
words of a song world. It is over 330 kilometres long. It
starts in Amman and finishes at the Red b
To read for gist Sea in Aqaba.

To read a text and order pictures
To use correctly learned vocabulary
To spell correctly learned vocabulary
Structures: How long/How old/How high is it?
It is (30 kilometres).
3 Madaba is famous for beautiful mosaics.
The mosaic in the picture is over 1500
years old. The most famous mosaic is a
map of Madaba.
4 When you visit Madaba, you can climb
Mount Nebo. This mountain is over 800
metres high. You can see the Dead Sea
and the River Jordan from the top.
c d

Functions: Describing a place

Talking about measurements
Vocabulary: over, top
Topic: Description of Madaba
7 Ask and answer
Resources: Pupils Book, page 22 1
How far is it from Amman to Madaba?
Exercise 6, Read, match and order 2
How old is Madaba?
3 How long does it take to drive there?
Activity Book, page 22

4
Where does the Kings Highway start and finish?
Exercise 8, Read and write 5
How old is the mosaic map of Madaba?
6 What can you do when you visit Mount Nebo?
Cassette, Unit 5, Exercise 4

Its nearly 30 kilometres

7
How high is Mount Nebo?
from Amman.
Flashcard: hill 22
8
What is your favourite place in Jordan? Why?

Wall chart 2: Large numbers

Revision
Play the cassette from Exercise 4 in the Pupils Book. Pupils
sing along with the song. Divide the class into three groups
and ask each group to sing a verse.
Presentation
Show the class the flashcard of the hill. Ask them What is this?
Ask them Have you walked up a hill? Point to the top of the hill
and say This is the top. What did you see from the top?
Ask the pupils Is the River Jordan 300 kilometres long? Elicit from
the pupils, No, it isnt. Teach Its over 300 kilometres long. Practise
with other questions.
Oral Assessment
Answers
With reference to flashcard and presentation, pupils can:
1. c
Ask pupils to look at Exercise 6 in their Pupils Book on
page 22.
Ask them to look at the pictures and elicit as much descriptive
vocabulary about the pictures as possible. Elicit any extra
information about the pictures that the pupils know.
Explain that pupils must read the story, match and order the
pictures as they read.
Tell pupils that they must work alone.
Monitor as they are working.
Check the answers as a class and ask some comprehension
questions in order to check understanding, for example, How
far is Madaba from Amman? How old is it? Is the Kings Highway new?
How long is it? How old the mosaic in Madaba? Whats the name of
the mountain near Madaba? How high is the mountain? What can you
see if you climb it?
2. b 3. d 4. a

Activity Book, Exercise 8

Show pupils the wall chart. Go over the numbers in the
49
 UNIT 5

box, making sure the pupils are pronouncing the numbers Then point to each number and ask What is 9000 metres high?
correctly. Elicit Mount Everest is 9000 metres high.
Ask them to look at Exercise 8 in their Activity Book on
page 22. Ask pupils to say the numbers out loud. Pupils Book, Exercise 7
Then ask them to write the numbers, working in pairs. First, choose pupils to read the text in Exercise 6 in their
When they have finished, pupils check their answers with a Pupils Book out loud. Correct any pronunciation problems.
different pair. Then ask pupils to look at Exercise 7. Choose pupils to read
Check answers as a class. Choose pupils to come to the the questions out loud. Explain that they have to refer to the
text and answer the questions.
board and write the words in full so that the rest of the class
can check their answers. Choose two pupils to ask question 1 and answer it using the
information in the speech bubble. Explain that pupils should
Answers continue in this way.
1. five thousand Pupils work in pairs to ask and answer questions. Monitor as
2. three hundred they are speaking, helping where necessary.
3. one thousand five hundred Check answers as a class.
4. eight hundred
5. four hundred and forty Answers
6. two thousand two hundred 1. Its nearly 30 kilometres from Amman.
2. It is over 3000 years old.
NB: Madaba is only 20 minutes to half an hour drive from
3. It takes about half an hour (to drive there on the Kings
Amman. It is the famous city of mosaics.
Highway from Amman).
4. It starts in Amman and finishes at the Red Sea in Aqaba.
Further practice 5. It is over 1500 years old.
Ask the pupils to close their Pupils Books and ask them to 6. You can see the Dead Sea and the River Jordan from the top.
retell what they read about Madaba. Ask other pupils to 7. It is over 800 metres high.
correct any mistakes. 8. Pupils own answers.

End the lesson Activity Book, Exercise 9

Ask the pupils Where do you think a tourist should visit in Jordan?
What can you tell them about it?
Lesson 6
Outcomes: To read for specific information
To ask and answer questions
To scan simple written materials to
preview them for general content before
starting to read
To skim simple written materials for the
main ideas
To check sources for accuracy of
information
Structures: How long/How old/How high is it?
It is (over 330 kilometres long).
Functions: Describing a place
Talking about measurements
Asking and answering questions
Topic: Description of Madaba
Resources: Pupils Book, page 22
Exercise 7, Ask and answer
Activity Book, page 22
Exercise 9, Read, tick () or cross ()
and write
Cassette, Unit 5, Exercise 4
Revision
Say various large numbers to the pupils that they have seen in
this unit and ask a pupil to write them on the board.
50
Ask pupils to look at Exercise 9 in their Activity Book on
page 22.
Explain to the pupils that they have to read the information
and then decide if the sentences are right or wrong. If the
sentences are incorrect, they must write them correctly.
Before they do the exercise, ask them to quickly read the
information through quietly in groups. Tell them when thirty
seconds has passed and ask them to stop. Tell them that they
should read something through that quickly to begin with to
find out what its going to be about.
Then, ask the pupils to look at the questions and reread the
text more carefully this time so that they can accurately find
the answers.
Pupils work in groups to complete the exercise. Help if
necessary.
Check the answers as a class. First ask pupils to read the text
aloud, then elicit the answers. Ask them to read aloud any of
the corrected sentences.
Answers
1. . Madaba is one of the oldest cities in Jordan.
2. . It is over three thousand years old.
3. . Madaba is nearly 30 kilometres south of Amman.
4. . It takes about half an hour.
5. . It is over 330 kilometres long.
6. . It is over 1500 years old.
Further practice
Give the pupils statements about Madaba. Make some of
them correct and some incorrect. Pupils have to say if the
information is correct or not and give the correct sentences if
they think they are wrong.
End the lesson
Ask pupils what they think about Madaba Do you think its
incredible? Have you ever visited Madaba?
 JC>I
+ A day in Salt

Oral Assessment
Lesson 1 With reference to flashcards and presentation, pupils can:
Outcomes: To use used to/didnt use to to talk about
the past Scoring criteria Yes No
Structures: Salt used to be a small village. point to the correct flashcard, following the teachers
It didnt use to be busy. prompt
Functions: Describing past activities recognise the words without the aid of the flashcards
Vocabulary: century, family, important, merchant, use new words correctly
museum, rich, souvenir, tourist, village talk about what people used to do
Topic: How people used to live
Resources: Pupils Book, page 23 Pupils Book, Exercise 1
Exercise 1, Listen and read
Cassette, Unit 6, Exercise 1
A day in Salt
Flashcards: family, merchant, rich
Word Box
Wall chart 2: Large numbers aeroplane, blind, century, courtyard, deaf, disabled, family, important, merchant,

1 Listen and read

museum, rich, sick, souvenir, teaching centre, tourist, village

1 Salt used to be a small village. 2 Then, Salt became an

Revision It didnt use to be busy. important city. Merchants used

to travel here from far away.

Show Wall chart 2 to the pupils. Point to the numbers in the

box and ask pupils to say them. Point to 100 and say 110. Is
that right? Elicit the answer No and the correct number. Check
that pupils are using and correctly in the structure. Point to
What did
other numbers in the same way. people use to What did they use
do in the past?
Ask questions about the places on the chart, for example How to buy and sell?

high is Mount Everest? They used to work in the They used to buy and sell spices,
fields. They grew fruit and clothes and fruit. Now, tourists
vegetables for their families. travel to Salt and buy souvenirs.

Presentation 3 These houses are beautiful.

Who used to live in them?
4

What is this place?

Present the flashcards.
Point to the family flashcard and ask who they can see. Ask
Is this the same as your family? Is your family bigger or smaller?
How many people are in your family? (count mother, father and
children)
Show the flashcard of the merchant and teach the word. Ask This is Salt Secondary
School. It was the first
What do you think he sold? When do you think he lived? Teach 19th government school in
century. Then ask What century are we in now? Tell the pupils Jordan.
Merchants were rich. Show the flashcard of the rich person.
Teach rich. Do you think this house is a rich mans house or a poor Rich merchants used to live in
these houses in the 19th century. Yes. It was built in 1918.
mans house? 23

Tell the pupils they are going to read some information about
Salt. Tell them Salt is now a town. It used to be a small village. Then Ask pupils to look at Exercise 1 in their Pupils Book on
it became bigger and bigger. Do you think merchants used to live in page 23.
small or big houses? Did they use to be rich or poor? Ask them Who can you see in the pictures? What do you think they
Ask the pupils Merchants used to visit Salt to buy and sell things. are doing?
Who do you think visits Salt today? Teach tourists. Ask What do you Now tell pupils to listen and follow the dialogue in their
think they buy? Elicit answers and teach souvenirs. books. Play the cassette all the way through twice. Teach any
outstanding new vocabulary in the context of the story.
Ask some comprehension questions, for example, Did Salt use
to be busy? What did people use to do? What did they use to grow?
What did merchants use to buy and sell? Who travels to Salt now?
Tapescript
GRANDPA: Salt used to be a small village. It didnt use to be
busy.
SALEEM: What did people use to do in the past?

51
 UNIT 6

GRANDPA: They used to work in the fields. They grew fruit

and vegetables for their families.
Revision
GRANDPA: Then, Salt became an important city. Merchants Use the flashcards to revise the vocabulary from the first
used to travel here from far away. lesson.
FATIMA: What did they use to buy and sell? Ask questions to check understanding, for example, How many
GRANDMA: They used to buy and sell spices, clothes and people are in your family? What did merchants use to do? (They used
fruit. Now, tourists travel to Salt and buy to buy and sell things.) Do you think a merchant was rich or poor? Why
souvenirs. do you think that?
FATIMA: These houses are beautiful. Who used to live in
Ask other questions to remind them of the other new
them?
vocabulary. What do tourists buy? (souvenirs) What century are we
GRANDMA: Rich merchants used to live in these houses in
in? Is a village usually big or small? Is Amman a village? Tell me the
the 19th century.
name of a village.
SALEEM: What is this place?
GRANDPA: This is Salt Secondary School. It was the first
government school in Jordan. Pupils Book, Exercise 1
GRANDMA: Yes. It was built in 1918.
Ask pupils to listen to the cassette of Exercise 1 in their Pupils
Book on page 23 again, following the text in their books.
Further practice Ask pupils to work in groups of four and act out the dialogue.
Tell the pupils When I was five I used to like sweet things but I dont Monitor the class and help with pronunciation difficulties
now. I didnt use to like vegetables but I do now. I used to go to bed at where necessary.
seven oclock but now I go to bed at eleven oclock. What did you use to Then ask some groups to act out the dialogue in front of the
do? class.
Elicit sentences from different pupils. Then ask pupils to work
in groups and tell each other about when they were five years
old. Activity Book, Exercise 1
Ask pupils to look at Exercise 1 in their Activity Book on
End the lesson page 23.
Explain that they have to match the words in the boxes with
Congratulate class on a good lesson. the pictures.
Ask pupils to read the words aloud, correcting any
Lesson 2 pronunciation mistakes.
Outcomes: To use used to/didnt use to to talk about Pupils work alone. Monitor and help if necessary.
the past When they have finished, pupils can first check their answers
To use correctly learned vocabulary with a partner.
To spell correctly learned vocabulary Check answers as a class.
To write meaningful sentences using
given frameworks Answers
To use prior knowledge and experience 1. merchant 2. tourist 3. souvenir 4. village
to listen when participating in simple
conversations
Activity Book, Exercise 2
Structures: Salt used to be a small village.
Ask pupils to look at Exercise 2 in their Activity Book on
It didnt use to be busy.
page 23.
Functions: Describing past activities Explain that they have to write full sentences as answers.
Topic: How people used to live Ask a pupil to read the question in the speech bubble. Explain
Resources: Pupils Book, page 23 that the pictures will give different answers to the question.
Exercise 1, Listen and read Choose pupils to give the answers orally.
Activity Book, page 23 Pupils write their answers working in pairs. Monitor and help
Exercise 1, Look, match and write where necessary.
Exercise 2, Look, write, ask and Check the answers as a class.
answer
Cassette, Unit 6, Exercise 1 Answers
Flashcards: family, merchant, rich 1. They used to work in the fields.
2. The merchants used to travel by camel.
3. The merchants used to buy and sell spices.

52
 UNIT 6

Further practice Pupils Book, Exercise 2

Ask pupils further questions with used to. What fruit do you
think they used to grow? Where did the people use to work? Explain UNIT 6
that we do not know the answers for these questions from
the text but encourage them to think about what they know
themselves from their own prior knowledge about Jordan in 2 Listen and order
the past, and give their ideas. 1

Ask pupils to work in pairs and write two more questions

about the past. Ask them to ask their questions across the
class and for pupils to give their opinions.

End the lesson

Ask the pupils Have you ever been to the Salt? What did you see
there?/What do you think you can see there? 2

Lesson 3
Outcomes: To use used to/didnt use to to talk about
the past
To agree with another person
To use correctly learned vocabulary
To spell correctly learned vocabulary 3 Talk together
To correct punctuation and capitalisation In the past, people
worked in the fields.
Structures: In the past, people worked in the fields.
Functions: Describing past activities Thats true. They grew
fruit and vegetables for
Topic: How people used to live their families.

Resources: Pupils Book, page 24 24

Exercise 2, Listen and order

Exercise 3, Talk together Ask pupils to look at Exercise 2 in their Pupils Book on
Activity Book, page 24 page 24.
Exercise 3, Read, choose and complete Put pupils in pairs. Ask them to look at the pictures and
Exercise 4, Write the sentences choose different pupils to describe one half to their partner.
correctly Explain that they are going to hear the pictures being
Cassette, Unit 6, Exercise 2 described and they have to put the pictures in the same order
as the text.
Play the cassette once all the way through. Ask pupils to
Revision remain in pairs and discuss their answers.
Play the first part of the cassette through again. Let the pairs
Ask pupils to tell you a fact they learnt about Salt in the
discuss their answers again and change their minds if they
previous lessons.
need to. Then elicit the answer from the class.
Ask them to tell you some things about Salt now.
Do the same with the rest of the cassette.
Tapescript
Salt was an important city in the 19th century. Merchants used
to travel there by camel. Today, buses take hundreds of tourists
to Salt.
Merchants used to buy and sell spices in the market. Today,
tourists buy souvenirs there.
Answers
2, 1

53
 UNIT 6

Pupils Book, Exercise 3 End the lesson

Ask pupils to look at Exercise 3 in their Pupils Book on
page 24.
Ask two pupils to demonstrate the activity by reading the
example dialogue.
Tell the pupils to work in pairs. Explain that they have to
make similar dialogues and that they can refer to the pictures
Give pupils definitions of some of the words from Exercise 2
in their Pupils Book and ask them to tell you the word: 100
years (century); people who used to buy and sell spices (merchants);
people who buy souvenirs (tourists); a place where you can see old
things (museum).

in Exercise 2 to help them.

Tell the pupils they can even talk about and describe different
Lesson 4
cities they might come from. Outcomes: To discuss a picture and find errors in it
Monitor and help where necessary. To use words and simple sentences to
take part in simple exchanges
Check with the class, asking more pairs to demonstrate their
To give feedback about aspects of a peers
dialogues.
speech
To write a simple short speech of four or
Activity Book, Exercise 3 five sentences to present to the class
Ask pupils to look at Exercise 3 in their Activity Book on Structures: What did people use to do in the past?
page 24. People didnt use to travel by aeroplane.
Ask them to look at the words in the boxes. Ask them to spell They used to walk or ride camels.
the words, pointing out the difference between used and use. Functions: Talking about the past
Ask them to say the phrases.
Topic: Amman in the past
Explain that they have to fill the gaps with one of the verbs.
They need to think about the facts they have learnt in this unit Resources: Pupils Book, page 25
Exercise 4, Find the mistakes
to complete the sentences.
Exercise 5, Ask and answer
Pupils work in pairs to complete the exercise and then check
Activity Book, page 25
answers with a different pair. Exercise 5, Look and write
Check answers as a class. Exercise 6, Answer, write and read to
the class
Answers
1. didnt use to; used to
2. used to; didnt use to Revision
3. didnt use to; used to Give pupils statements for them to correct, for example,
Tourists used to visit Salt. (No, merchants used to visit Salt. Tourists
Activity Book, Exercise 4 visit Salt now.) Merchants used to buy souvenirs. (No, they used to buy
Write a sentence about yourself on the board, for example and sell spices. Tourists buy souvenirs now.) Salt used to be busy. (No,
i didnt use to play tennis it used to be a small village.)
Ask a pupil to rewrite the sentence on the board so that it

is correct: I didnt use to play tennis. Ask the other pupils to
say how it has been corrected, that is, punctuation and
capitalisation have been added.
Ask pupils to look at Exercise 4 in their Activity Book on page
24.
Pupils work in pairs to rewrite the sentences correctly.
Check answers as a class by choosing pupils to write the
sentences on the board.
Answers
1. Merchants used to travel to Salt by camel.
2. In the past, people used to work in the fields.
3. Salt didnt use to be busy.
4. They used to buy and sell spices in the markets.
Presentation
Ask pupils What did you use to eat when you were a baby? Elicit
answers from the pupils using used to.
Ask pupils other questions, for example, What did you use to
play with when you were five? What books did you use to read when
you were five?
Ask pupils to work in pairs and write two similar questions to
ask the class. Monitor while they are writing and help where
necessary.
Ask pupils to ask their questions and choose pupils to answer
them.
Oral Assessment
With reference to the presentation, pupils can:
Scoring criteria Yes No
form wh- questions with use to
ask and answer questions with use to

54
 UNIT 6

The rest of the class comment on their work. Make sure you
Pupils Book, Exercise 4

make a positive comment if any negative comments are made.

You want to encourage pupils to continue to speak in front of
their classmates.
UNIT 6

4 Find the mistakes

Activity Book, Exercise 5
Theres an aeroplane
in the sky.
Salt in the 19th century
Ask pupils to look at Exercise 5 in their Activity Book on
page 25.
Ask pupils to look at the pictures and describe what they can
see.
Choose two pupils to read the dialogue in the example.
Explain that they should continue using the pictures to create
the answers. They should work in pairs.
Monitor and help where necessary.
Check answers as a class.

Answers
1. I used to go to school 2. I didnt use to watch TV.
3. I used to sew. 4. I used to play in the garden with my friends.
5. I didnt use to play with a computer.

Activity Book, Exercise 6

Ask pupils to look at Exercise 6 in their Activity Book on
5 Ask and answer page 25.
What did people use
to do in the past?
Choose a pupil to read the question. Elicit answers from
different members of the class.
Pupils write four or five sentences of their own. Monitor and
People didnt use to travel by aeroplane.
help where necessary. If pupils are having difficulty, tell them
They used to walk or ride camels. to look back in their Pupils Book for ideas.
25
Check answers as a class. Choose individual pupils to present
their paragraph to the class. If there are any pronunciation
Ask pupils to look at Exercise 4 in their Pupils Book on difficulties, ask other pupils to help correct them.
page 25.
Ask the pupils to look at the picture and ask What century is Possible answers
this? People didnt use to travel by aeroplane. They used to travel by
Choose a pupil to read what is in the speech bubble and to camel. Merchants used to buy and sell spices. Merchants used to
point to the aeroplane in the picture. Ask Whats wrong with live in big houses. Some people used to work in the fields. They
that? Did people travel by aeroplane in the 19th century? Elicit No, used to grow fruit and vegetables.
they didnt use to travel by plane. They used to travel by camel or
donkey. Further practice
Ask the pupils to work in small groups and find four other
On the board write When I was a baby ... Now ... .
things in the picture which are not correct. Ask them to make
sentences like the one in the speech bubble. Give pupils prompts and ask them to make sentences
beginning with one of the phrases on the board, for example,
Check answers as a class.
you say sleep all day; pupils say When I was a baby I used to sleep
Answers all day. You say go to school; pupils say Now I go to school.
1. Theres an aeroplane in the sky. Other prompts are drink only milk; play tennis; have teeth; not
2. Theres a girl with a can of fizzy drink. watch TV; use a computer, for example.
3. Theres a man with a mobile phone.
4. Theres a boy wearing trainers.
5. Theres a woman with a camera. End the lesson
Choose a few other pupils to read the paragraphs they wrote
Pupils Book, Exercise 5

in Activity Book, Exercise 6.

Ask pupils to look at Exercise 5 in their Pupils Book on page 25.
Ask a pair to demonstrate the activity by reading the example
dialogue.
Pupils work in pairs to make further dialogues.
Choose pairs to say one of their dialogues in front of the
class.
55
 UNIT 6

Pupils Book, Exercise 6

Lesson 5
Outcomes: To read for gist UNIT 6
To order sentences
To order pictures 6 Read and match 1

To use learned vocabulary

The Old English Hospital is an ancient
To spell learned vocabulary building in Salt. Its at the top of some
steps in the old town.
Structures: It used to be a hospital. It used to be a hospital. It was the first
hospital in Jordan. Sick people used to
Functions: Comparing a place in the past and the travel from far away to visit the doctors
there.
present
Today, it is a teaching centre for the
Vocabulary: aeroplane, blind, courtyard, deaf, deaf, blind and disabled. It is also a
museum. His Late Majesty King Hussein
disabled, sick, teaching centre opened the centre in 1964.
There are lots of rooms. There is a
Topic: The Old English Hospital courtyard in the middle. Today, lots of
tourists visit the museum.
2

Resources: Pupils Book, page 26

Exercise 6, Read and match 3

Activity Book, page 26

Exercise 7, Trace and copy
Materials: piece of cloth to cover a
pupils eyes

Revision 7 True or false?

1The Old English Hospital used to be a museum.
Choose more pupils to read their paragraphs from Activity 2It is a new building.
Book, Exercise 6. 3It used to be the only hospital in Jordan.
4Doctors used to work there.
Ask others to help with any pronunciation difficulties. 5It used to be a teaching centre for the blind,
It used to be a
deaf and disabled. hospital.
6 Lots of tourists used to visit the Old English Hospital.
Presentation 26

Teach some of the new vocabulary. Ask pupils Why do you go

to see the doctor? Elicit answers and teach You go to see the doctor
because you are sick.
Ask a pupil to come to the front of the class and tie a piece
of cloth around his eyes. Ask him Can you see? Give him some
instructions, for example, Walk five steps. Turn around. Walk two
steps to the right. Walk three steps to the left. Tell the pupils that
some people cannot see at all. Teach blind.
Ask the pupils to cover their ears tightly with their hands. Say
a few sentences very quietly. Indicate to pupils to take their
hands away from their ears. Ask pupils Did you hear me easily?
Teach the word deaf.
Explain to the pupils that they are very lucky that they can
hear and see because some people cant. Some people also
cannot walk. Teach the word disabled. Ask pupils if they know
anyone who is disabled. Can they imagine how different their
lives are?
Write the new words on the board for pupils to read.
Oral Assessment
With reference to the presentation, pupils can:
Scoring criteria Yes No
answer the teachers questions
recognise the words
Ask pupils to look at Exercise 6 in their Pupils Book on
page 26.
Focus pupils attention on the pictures and elicit as much
information about them as possible.
Tell the class they must read the text and match the
paragraph to one of the pictures.
Ask pupils to work in groups. Monitor the class.
Check answers as a class. Choose pupils to read each part
aloud to check pronunciation.
Answer
2
Activity Book, Exercise 7
Ask pupils to look at Exercise 7 in their Activity Book on
page 26.
Write the sentence on the board and show pupils how to
write cursive in clear handwriting.
Pupils write it in their Activity Book.
Monitor as they are writing, helping where necessary. It is
important at this stage in their learning to encourage pupils
to write neatly.

56
 UNIT 6

Further practice
Draw a grid on the board to play noughts and crosses. Lesson 6
In each square, write one of the words from the unit, for Outcomes: To read for specific information
example To skim simple written materials for the
main idea
blind deaf century
Structures: We live opposite a park.
merchant disabled village
Functions: Comparing a place in the past and the
museum tourist courtyard present
Topic: The Old English Hospital
Divide the class into two teams noughts (0) and crosses Resources: Pupils Book, page 26
(x). Each team has to choose a word in the grid and explain Exercise 7, True or false?
it. If they explain it correctly, they replace the word with their Activity Book, page 26
nought or cross. When one team gets a row of three noughts Exercise 8, Read, look and order
or crosses (horizontally, vertically or diagonally), they win.

End the lesson Revision

Ask pupils Have you ever been to The Old English Hospital? What
did you see there? Ask pupils to describe what happened when
they went.
Pupils Book, Exercise 7
Play another game of noughts and crosses with the class. You
can change some of the words if you wish.
Put pupils in groups.
Paragraph by paragraph, they read aloud the text in Exercise
6 in the pupils Book to one another.
Go round the class and check pronunciation, group by group.
When the group have finished, practise any difficulties in the
whole class.
Ask pupils to look at Exercise 7 on page 26 in their Pupils
Book.
Ask a pupil to read the first sentence in the exercise and
another to read the answer in the speech bubble.
Explain that they have to work in groups taking turns reading
the sentences and deciding if they are true or false.
Monitor the class as they work, helping where necessary.
Check answers as a class. Encourage pupils to give full,
supporting information to their choices of answers.

Answers
1. . It used to be a hospital.
2. . It is a very old building.
3. . It used to be the only hospital in Jordan.
4. . Doctors used to work there.
5. . It used to be a hospital.
6. . Lots of tourists visit it now.

57
 UNIT 6

Activity Book, Exercise 8

Ask pupils to look at Exercise 8 in their Activity Book on
page 26.
Ask pupils to look at the pictures and to give as much
information about them as possible.
Tell the pupils that they now have to read the text quickly and
quietly and order the pictures with the correct paragraph.
Monitor as they are working, helping where necessary.
When they have finished, choose pupils to read the text aloud.
Check their pronunciation and practise any difficulties with
the whole class.
Check answers as a class.

Answers
1. b 2. a 3. b 4. a 5. c 6. c

Further practice
Do a quiz with the class about the unit.
Divide the class into two teams and write ten questions to ask
them. Ask Team A the first question. If they get it right, they
get two points. If they get it wrong, dont tell them why it is
wrong but offer it to Team B for one point. Then ask Team B
their question and so on.
Possible questions to ask: Where is the Old English Hospital? Who
opened the new teaching centre? When did he open it? Why do tourists
go there? What did Salt use to be? What did the merchants use to buy
and sell? How did merchants use to travel? What can tourists buy in
Salt? Is the Old English Hospital a hospital now?
Add up the scores and announce the winner.

End the lesson

Tell pupils Imagine a tourist comes to see us in school. He wants to
know about Salt. What would you tell him to go and see?
Let pupils discuss in groups and then give their ideas to the
class.

58
 JC>I
, Whats it made of?

Point out that we usually say the adjectives in a certain order.

Lesson 1 Can they work out which order? The order is opinion adjective
(pretty), size (little), age (new/old), colour (pink), material
Outcomes: To explain what something is made of (silver, wool).
To order adjectives
Ask them to look at the flashcards and describe them using
Structures: Whats it made of? more than one adjective.
Its made of goats wool. Ask pupils Have you been to Salt? If they answer Yes ask Did you
We bought her this beautiful, new, blue vase. enjoy it? Show them the smiley face to illustrate the meaning of
Functions: Describing objects enjoy.
Vocabulary: clay, cloth, dye, enjoy, goat, handicraft,
necklace, silver, vase, weave, wool Oral Assessment
Topic: Describing what something is made of With reference to flashcards/wall chart and presentation, pupils
can:
Resources: Pupils Book, page 27
Exercise 1, Listen and read Scoring criteria Yes No
Cassette, Unit 7, Exercise 1 point to the correct flashcard, following the teachers
Flashcards: clay, cloth, goat, necklace, prompt
silver, vase, wool recognise the words without the aid of the flashcards
Wall chart 3: Whats it made of? pronounce new words correctly
Realia: two cards or pieces of
describe items using more than one adjective
paper one with a smiley face and
one with a sad face answer questions about what they do and do not
enjoy

Revision
Put pupils in groups. Give the pupils various statements Pupils Book, Exercise 1
about Salt and ask them to correct them, for example, Lots
of merchants visit Salt now. People travel to Salt by camel. There is a
hospital in Salt called The Old English Hospital. Take whole-class Whats it made of?
feedback. Word Box
bottle, clay, cloth, dye, enjoy, glassblowing, goat, ground,

1 Listen and read handicraft, jewellery, necklace, pink, silver, vase, weave, wool

Presentation 1 2 We saw people dyeing and weaving

Did you enjoy Salt? cloth and making ceramics.
Present the new words using the flashcards and/or wall chart Grandma bought a necklace, too.
in the usual way.
Hold the cards up, say the word and ask pupils to repeat it.
Then hold up two cards together, say one of the words and
ask pupils to point to the correct card.
Whats it
Finally hold up each card and ask pupils to tell you what it like?
shows. Correct pronunciation where necessary. Yes, we did. We went to Salt Its beautiful. Its made of silver.
Secondary School. Then, we went She bought me this lovely bag
Ask pupils What souvenirs do you think tourists buy in Salt? Elicit to the famous handicraft school. with a pink flower on it.
answers and teach the word handicrafts, explaining that this 3 Its very Its made of goats 4
Did you buy a souvenir for Mum?
word covers any objects made by hand, for example vases, colourful. wool. They dye the
Whats it wool and weave it to
bags and ornaments. made of? make colourful cloth.

Ask the pupils to look at the flashcards of the handicrafts

again (vase, cloth, necklace). Ask Whats the vase made of? Give
them an example answer Its made of clay. Then ask about
the other items. Ask also about things in the classroom, for
example The windows are made of wood and glass. Books are made of
paper. Yes, we did. We
bought her this
It is also important to remind pupils at this point that silver beautiful, new,
blue vase.
can be a colour and a material.
Its lovely. Its made
I bought this nice, old,
Point to something you are wearing like a piece of jewellery brown pot. Its made of clay.
of glass.
or clothing. Ask pupils to give you adjectives to describe it 27

and write them on the board. For example, a bracelet could

be silver, pretty, round. Explain that if we said these words in a
sentence, we would have to say Its a pretty, little, silver bracelet.

59
 UNIT 7

Ask pupils to look at Exercise 1 in their Pupils Book on

page 27. Lesson 2
Put pupils in groups. Ask them to look at the pictures and Outcomes: To explain what something is made of
describe to one another who and what they can see. Ask What To order adjectives
do you think they are talking about? Go round the class, listening To use correctly learned vocabulary
and checking. Elicit answers but do not tell the pupils if they To spell correctly learned vocabulary
are correct or not. To apply knowledge of the conventions
Now tell them to listen and follow the dialogue in their of language
books. Play the cassette all the way through twice. Pupils
check if their predictions were correct or not.
Structures: Whats it made of?
Its made of goats wool.
Ask pupils, still in groups, to describe the different items in We bought her this beautiful, new, blue vase.
the story to one another using more than one adjective. Go
round and check. Functions: Describing objects
Ask the groups different comprehension questions to check Topic: Describing what something is made of
understanding. Which two places did they visit in Salt? What Resources: Pupils Book, page 27
handicrafts did they see people doing? What did Grandma buy? Whats
Exercise 1, Listen and read
it made of? Who bought Fatima a bag? What colour is the bag? Whats
it made of? Who bought a pot? What did they buy Mum? Whats it Activity Book, page 27
like? Whats it made of? Finally, take whole-class feedback. Exercise 1, Read and complete
Exercise 2, Trace and copy
Tapescript Cassette, Unit 7, Exercise 1
MUM: Did you enjoy Salt? Flashcards: clay, cloth, goat, necklace,
FATIMA: Yes, we did. We went to Salt Secondary School. silver, vase, wool
Then, we went to the famous handicraft school. Realia: two cards or pieces of
FATIMA: We saw people dyeing and weaving cloth and making paper one with a smiley face and
ceramics. Grandma bought a necklace, too. one with a sad face
MUM: Whats it like?
FATIMA: Its beautiful. Its made of silver. She bought me this
lovely bag with a pink flower on it. Revision
MUM: Its very colourful. Whats it made of? Using the flashcards in the usual way, revise the vocabulary
FATIMA: Its made of goats wool. They dye the wool and from the previous lesson.
weave it to make colourful cloth.
Put the cards of the smiley faces on the board. Give pupils
SALEEM: I bought this nice, old, brown pot. Its made of clay.
prompts and ask them to point to the correct card and give
DAD: Did you buy a souvenir for Mum?
a sentence, for example playing tennis I enjoy playing tennis.;
SALEEM: Yes, we did. We bought her this beautiful, new, blue
watching football matches I dont enjoy watching football matches.
vase.
FATIMA: Its lovely. Its made of glass.
Pupils Book, Exercise 1
Further practice Ask pupils to listen to the story in Exercise 1 in their Pupils
Book on page 27 again. Tell them to listen carefully to how
Write the following words on the board in a list on the right each character says their parts.
hand side: shoes, book, hat, vase, schoolbag, bicycle. You can add Ask pupils to work in groups of four to practise the
others if you wish. conversation. Monitor as they are practising and make a note
Now ask pupils to give you a variety of adjectives which of any pronunciation issues. When the pupils have finished,
you write on the left hand side of the board, for example: go over the pronunciation difficulties as a class.
comfortable, brown, white, fast, glass, clay, cloth, big, small, thin, Ask pupils to work in groups of four to practise the
thick, tall, new, old, pretty, beautiful. conversation. Monitor as they are practising and make a note
Pupils work in pairs and make sentences using three or more of any pronunciation issues. When the pupils have finished,
adjectives and one noun about things they own, for example, go over the pronunciation difficulties as a class.
Ive got a beautiful, new, silver bicycle. Monitor as they are Then choose a few groups to act out the scene in front of the
working, helping where necessary. class.
Let them do this for three to five minutes and then ask for
example sentences. Activity Book, Exercise 1
Ask pupils to look at Exercise 1 in their Activity Book on
End the lesson page 27.
Ask pupils Imagine you went to Salt. What did you buy? Elicit Choose pupils to read the words in the boxes. Put the
suggestions from the pupils, encouraging them to use more flashcards on the board and ask the pupils to point to them
than one adjective. as they say the words.

60
 UNIT 7

Explain that they have to complete the sentences with the Elicit from the pupils what their partners bought, for example,
words from the boxes. (Samira) bought a blue, clay vase for her mother. She bought a blue
Pupils complete the exercise individually and then compare and yellow cloth bag for me.
answers in pairs.
Check answers as a class. Pupils Book, Exercise 2
Answers
1. handicraft 2. cloth 3. goats wool UNIT 7
4. clay 5. vase 6. necklace
2 Listen and choose
Activity Book, Exercise 2
Ask pupils to look at Exercise 2 in their Activity Book on
page 27.
Explain the activity to the class. Remind them of the
conventions of punctuation and as always encourage them to
Grandma Mum Samira
practise writing cursive in clear handwriting as in the example
and to write as neatly as possible. 1 2 3

Monitor as they are writing, helping where necessary. 4

Further practice
Practise pointing to things in the class and asking Whats it 6
5
made of?
Pupils ask the question across the class.

End the lesson 3 Ask and answer Whats the vase

Show the flashcards to the pupils again. made of?

Ask pupils to spell the words.

Lesson 3 Its made

Outcomes: To listen for specific information
To ask and answer questions
To correct punctuation with the
assistance of peers and teachers
Structures: Whats it made of?
Its made of clay.
Functions: Describing objects
Topic: Handicrafts
Resources: Pupils Book, page 28
Exercise 2, Listen and choose
Exercise 3, Ask and answer
Activity Book, page 28
Exercise 3, Read and rewrite
Exercise 4, Read, look and write
Cassette, Unit 7, Exercise 2
Flashcards: clay, cloth, goat, necklace,
silver, vase, wool
Wall chart 3: Whats it made of?
Revision
Revise the vocabulary again from lessons 1 and 2, using the
flashcards and the wall chart.
Say to the class Imagine you went to the handicrafts shop. What did
you buy? Who were the things for? Talk to your partner.
of clay.
28
Ask pupils to look at Exercise 2 in their Pupils Book on
page 28.
Ask them to look at the pictures and describe them in as
much detail as possible.
Explain that when they listen to the cassette, they need to
decide which items are talked about and to whom each item
belongs.
Play the cassette all the way through once. Pupils decide
which items are described.
Play the cassette again, pausing after each section. Pupils
compare their answers.
Check answers as a class.
Tapescript
A: Hello, Abeer. What did you buy at the handicrafts shop?
B: I bought lots of souvenirs. I bought a necklace for Mum.
A: Whats it made of?
B: Its made of silver.
A: Thats nice.
B: I bought a vase for Grandma.
A: Is it made of glass?
61
 UNIT 7

B: No, it isnt. Its made of clay. Pupils work on their own to complete the activity.
A: Did you buy a present for me? Check answers as a class.
B: Yes I did, Samira! I bought you a traditional red and green bag.
A: Its very colourful. Whats it made of? Answers
B: Its made of goats wool. They dye the wool and make cloth. 1. The necklace is made of silver.
Then, they make the bags. 2. The vase is made of glass.
A: Thank you. I think its lovely! 3. The bag is made of wool.
Answers 4. The plate is made of clay.
Grandma: 1
Mum: 6 Further practice
Samira: 2 Ask pupils to tell you other things that are made of glass, clay,
wool or silver, for example, A hat is made of wool.
Pupils Book, Exercise 3
Ask pupils to look at Exercise 3 in their Pupils Book on End the lesson
page 28. Ask the class What did Abeer buy her mother/her grandma/Samira?
Choose two pupils to read the dialogue aloud.
Explain that they have to work in pairs and talk about the
objects they can see from the previous activity. Lesson 4
Monitor as they work, helping where necessary. Outcomes: To listen for gist
Choose pupils to perform their dialogue in front of the class. To use descriptive adjectives
Check pronunciation. To write meaningful sentences and
paragraphs using given frameworks such
as substitution tables
Activity Book, Exercise 3 To ask and answer questions about
Ask pupils to look at Exercise 3 in their Activity Book on objects
page 28. To apply knowledge of the conventions
of language
Explain that these sentences all have punctuation mistakes.
Ask the pupils to name the punctuation that they can see. Structures: Whats it made of?
Its made of silver.
Write the first sentence on the board with the mistakes. Ask a
student to come to the board to try and correct it. Functions: Describing objects
Tell the pupils to work in pairs to correct the other sentences. Asking and answering questions
Tell them they must not look in their Pupils Books for help, Topic: Handicrafts
but must help one another where necessary.
Resources: Pupils Book, page 29
In the meantime, write the other sentences with mistakes on Exercise 4, Listen and find
the board. Exercise 5, Ask and answer
When they have finished, ask pupils to come to the board to Activity Book, page 29
correct them. Ask the rest of the class if they agree with the Exercise 5, Look, write and say
corrections. If not, what would they do? Exercise 6, Read and write
Answers Cassette, Unit 7, Exercise 4
1. Is it made of glass? Flashcards: clay, cloth, goat, necklace,
2. No, it isnt. silver, vase, wool
3. Whats it made of?
4. Its made of clay.
Revision
Activity Book, Exercise 4 Ask seven pupils to come to the front. Give each pupil one of
Ask pupils to look at Exercise 4 in their Activity Book on the flashcards and tell them not to show the rest of the class.
page 28. Pupils ask questions to find out which card each of them has,
Choose pupils to read the words in the boxes out loud. for example, Have you got the goat? The pupils with the cards
reply.
Ask pupils to describe the pictures and say what each is.
Make sure they use adjectives to describe them.
Then choose a pupil to read the sentence aloud. Explain that
they have to write sentences about each picture. Tell them to
check their handwriting carefully.

62
 UNIT 7

Pupils Book, Exercise 4 Answers

4, 6

UNIT 7 Pupils Book, Exercise 5

Ask pupils to look at Exercise 5 in their Pupils Book on
4 Listen and find page 29.
1 2 3
Explain to the pupils that this is like a quiz. The pupils have to
guess what is being described. They should be describing one
of the items from the pictures in Exercise 4.
Choose two pupils to read the example dialogue aloud.
Pupils work in pairs to practise the dialogue and create other
ones.
4 5 6 Monitor as they are working, helping where necessary.
Choose pairs to act their dialogues in front of the class.

Activity Book, Exercise 5

Write the following words on the board: a hat lovely cloth
green new.
Ask pupils to put the words in the correct order and to put
5 Ask and answer commas in the correct place. Elicit the answer: a lovely, new,
Whats it green, cloth hat. Remind pupils that the order is important.
like? Its beautiful. Its new. Its
green. Its made of glass. Ask pupils to look at the table in Exercise 5 in their Activity
Book on page 29.
Ask a pupil to read the headings in the table. Explain that
they can use any word from each column to make a sentence.
Its a beautiful,
Point out again that they should not put a colour before silver
new, green, glass vase! as it is already a colour.
29
Choose a pupil to ask the question and another to make a
suitable sentence.
Ask pupils to look at Exercise 4 in their Pupils Book on
page 29. Pupils work in pairs to ask and answer questions, making as
many answers as they can from the table.
Ask them to describe the pictures they can see. Elicit as much
vocabulary as possible. Choose pupils to perform their dialogues in front of the class.
Explain that they will hear a lady in a shop buying some of the Pupils then write four sentences of their own. Monitor as they
objects and they have to say which ones are mentioned. are working, checking their handwriting.
Play the cassette all the way through once. Answers will vary.
Let pupils compare answers with a partner. Answers
Play the first part of the cassette again and check the answer. Pupils own answers.
Continue with the rest of the cassette.

Tapescript
Activity Book, Exercise 6
Ask pupils to look at Exercise 6 in their Activity Book on
CUSTOMER: I like this. Its beautiful. Is it old or new?
page 29.
SHOPKEEPER: Its new.
CUSTOMER: Whats it made of? Ask a pupil to read the set of short sentences in number 1.
SHOPKEEPER: Its made of glass. Explain that they have to write one longer sentence from the
CUSTOMER: I like this, too. Its lovely. Is it old or new? short ones. Then choose another pupil to read the single
SHOPKEEPER: Its old. sentence.
CUSTOMER: Its blue and white. They are my favourite Elicit which words are not used and remind them that it is
colours. Whats it made of? important to put the words in the correct order. Pupils can
SHOPKEEPER: Its made of clay. refer to the table in Exercise 5 in the Activity Book.
CUSTOMER: Alright. I would like to buy these, please. This Pupils work in pairs to write the sentences. Monitor as they
beautiful, new, green, glass vase. This lovely, old, are working and help where necessary.
blue and white, clay plate. Thank you. Check answers as a class.
SHOPKEEPER: Youre welcome.

63
 UNIT 7

Answers Oral Assessment

1. Its a beautiful, big, glass vase.
2. Its a lovely, red and blue, clay pot.
3. Its a lovely, pink, wool bag.
4. Its a wonderful, old, silver necklace.
5. Its a small, green, glass plate.
Further practice
Ask pupils to look at the pictures in Exercise 4 in the Pupils
Book and work in pairs.
Ask them to take different roles the customer and the shop
keeper. They try to make up dialogues talking about one of
the pictures. If necessary, play the cassette through to them
again.
Choose pupils to perform their dialogues in front of the class.
End the lesson
Ask pupils to describe things in the class. You could bring
some things into the class if you wish.
With reference to flashcards and presentation, pupils can:
Scoring criteria Yes No
point to the correct flashcard, following the teachers
prompt
recognise the words without the aid of the flashcards
Pupils
p Book,, Exercise 6
UNIT 7
6 Read and answer
Ali
Traditional Jordanian handicrafts such as
ceramics, weaving, glassblowing and
jewellery making are thousands of years
old.
There is lots of clay in the ground in
Jordan. This clay makes very good, strong
pots. Some people still use clay plates and
pots in their homes today.
Weaving was very popular in Jordan in the
past. Dyed sheeps wool, goats wool and

Lesson 5 camels hair made beautiful, colourful rugs

and bags. People still weave in Jordan today.
Glass used to be made of sand. Today, Samira

Outcomes: To read for specific information

people use old bottles to make beautiful,
new glass in different colours. Lovely vases
and some souvenirs are made of glass.
To use correctly learned vocabulary
To spell correctly learned vocabulary
To use English print or electronic
dictionaries and glossaries to help
understand unfamiliar words in simple
reading materials
Structures: Glass used to be made of sand. 1
Name four traditional handicrafts.
2 Why is clay useful?
Functions: Describing objects

3
Where can you find ceramics?
Vocabulary: bottle, glassblowing, ground, jewellery 4

5

How did people make traditional rugs and bags?
What did glass use to be made of?
Topic: Traditional handicrafts 6

7
What things are made of glass?
Do you have anything made of glass? What is it?

Resources: Pupils Book, page 30 Ceramics, weaving, glassblowing and jewellery

making are four traditional handicrafts.
Exercise 6, Read and answer 30

Activity Book, page 30

Exercise 7, Look, say and spell Ask pupils to look at Exercise 6 in their Pupils Book on
page 30.
Flashcards: bottle, glassblowing,
jewellery Focus pupils attention on the pictures and ask them to
describe what they can see.
Materials: pieces of paper with words
from Activity Book, Exercise 7 Tell pupils that they must read the information and then
answer the questions below.
Ask pupils to read the text on their own. Ask them to use
Revision their dictionaries to find the meaning of ground and any other
Point to various objects in the classroom and ask pupils to words they are not certain about.
describe them using more than one adjective. Bring items into Ask pupils to work in pairs to answer the questions in full
class to practise if you wish. sentences. Monitor and help where necessary.
Check answers as a class.
Presentation
Use the flashcards to teach the new vocabulary in the usual
way.
Ask What do you buy in bottles? Have you ever seen anyone
glassblowing? Where? Do you think the glass is very hot or cool?
Do you wear jewellery? What do you wear?

64
 UNIT 7

Answers
1. Ceramics, weaving, glassblowing and jewellery making are four Lesson 6
traditional handicrafts. Outcomes: To read for specific information
2. Clay makes very good, strong pots. To give feedback about aspects of a
3. You can find ceramics in peoples homes. peers speech
4. Traditional rugs and bags were made of dyed sheeps wool, To prepare and read aloud with
goats wool and camels hair. accuracy, comprehension and expression
5. Glass used to be made of sand. a short dramatic passage
6. Bottles, lovely vases and some souvenirs are made of glass.
7. Pupils own answers. Structures: Glass used to be made of sand.
[...] beautiful, new, glass vases and bottles.
Activity Book, Exercise 7 Functions: Describing objects
Ask pupils to look at Exercise 7 in their Activity Book on Topic: Traditional handicrafts
page 30. Resources: Pupils Book, page 30
Ask them to read the words and to say them aloud. Check Exercise 6, Read and answer
pronunciation. Activity Book, page 30
Tell them to look at the words again, then cover them. Read Exercise 8, Read, write and read to
the words to the class and pupils try to spell them correctly. class
Ask them to uncover and check their own spelling when they Flashcards: bottle, glassblowing,
have finished. jewellery
Finally, ask pupils to spell the words aloud to the class. Materials: pieces of paper with the
words from Activity Book, Exercise 7
Answers
1. jewellery Revision
2. necklace Show pupils the flashcards and practise in the usual way.
3. bottle Using the pieces of paper with the words from Activity Book,
4. wool Exercise 7 again, show each one to the class for five seconds
5. vase then take it away. Ask the pupils to say the word and spell it.
6. ground Ask others to say if they are correct or not.
7. cloth
8. silver
Pupils Book, Exercise 6
Further practice Ask pupils to look at Exercise 6 in their Pupils Book on
Write each word from Activity Book, Exercise 7 on pieces of page 30.
paper or card. They need to be big enough so that the words Tell them to read it carefully. Show them the flashcards
on them can be read by the whole class. and ask them to read the words aloud to make sure their
Ask pupils to make sentences with the words you hold up pronunciation is correct.
from Activity Book, Exercise 7. Let them work in pairs to Ask them to work in pairs and practise reading the passage
do this. Monitor as they are working, giving advice where to each other. Their partner should listen carefully and give
necessary. any feedback on clarity, pronunciation and speed of speech.
Ask pairs to say their sentences in front of the rest of the Monitor as they are working.
class. Ask the rest of the class to comment or ask questions. Choose some pupils to read each paragraph aloud to the
class.
End the lesson

65
 UNIT 7

Activity Book, Exercise 8

Ask pupils to look at Exercise 8 in their Activity Book on
page 30.
Draw their attention to the first picture and ask the pupils
what the man is doing (glassblowing).
Choose a pupil to read what the glass blower is saying. Ask
questions, for example, Whats his name? What does he make?
What does he use to make new bottles? What does he make for
tourists?
Explain to the pupils that they have to write similar
paragraphs, imagining what the people will be saying. Pupils
work in groups to write the paragraphs.
Monitor as they are working.
Choose pupils from different groups to read their paragraphs
aloud. Encourage them to act the role of the person as
they read their speech. Do not correct them until they have
completed the activity in full in order to allow for fluency
practise rather than for accuracy.
Congratulate the pupils on their delivery of the speech.

Possible answers
2. My names Ali and I make pots and plates. They are made of
clay. Clay comes from the ground and is brown but I paint the
pots and plates to make them beautiful for tourists.
3. My names Samira and I make colourful rugs and bags. They
are made of dyed goats wool or sheeps wool. I make lots of
rugs and bags every year.

Further practice
Ask the pupils to choose which handicraft they would like to
make. They then draw what they would make on a piece of
paper, colouring it appropriately.
Pupils show their pictures to a partner and describe it.
Choose some pupils to share their pictures with the whole
class.

End the lesson

Ask the class to close their books. Say to the pupils I am
thinking of a word beginning with n. What is it? Pupils make
suggestions.
The pupil who guesses correctly, chooses the next word. They
should write it down so you can see what it is and help them
where necessary. Alternatively, you could give them a word on
a piece of paper that you want them to practise.

66
 JC>I
- Revision: Diary Page (2)

Lesson 1 Pupils Book, Exercise 1

Outcomes: To revise the use of How...? structures
To revise the use of used to/didnt use to
To explain what something is made of Revision: Diary page (2)
Word Box
To explain the motive of a character in a blanket, bottle, century, clay, cloth, goat, handicraft, hill, incredible,

simple story 1 Listen and read kilometre, merchant, nearly, over, pink, sick, souvenir, stone, vase, wool

To write meaningful sentences and

paragraphs using given frameworks such
as jumbled sentences
Structures: Its nearly 30 kilometres from Amman.
Many years ago, merchants used to travel to
Salt by camel.
Grandma bought me a lovely, colourful, cloth
bag.
Its made of goats wool.
Functions: Describing a place
Vocabulary: century, clay, cloth, goat, handicraft,
kilometre, merchant, nearly, souvenir,
vase, wool
Topic: Visiting Salt
Resources: Pupils Book, page 31
Exercise 1, Listen and read
Activity Book, page 31
Exercise 1, Order and write
Exercise 2, Look and write
Cassette, Unit 8, Exercise 1 31

Flashcards: blanket, clay, cloth, goat,

merchant, stone, vase, wool
Revision
Use the flashcards to revise the vocabulary in the usual way.
Play a team game with the pupils. Divide the class into two
teams, A and B.
Show Team A a flashcard and ask them to say the word for
one point. Ask them to spell the word for another point.
If pupils do not get it right, offer it to the other team for a
point.
Then show a flashcard to Team B and repeat until you have
been through the vocabulary.
Ask pupils to look at Exercise 1 in their Pupils Book on
page 31.
Ask them to look at the picture in the top right hand corner.
Ask What is Fatima doing?
Ask them to describe the other two pictures. Elicit from the
pupils what Fatima might be writing about. Ask Why is Fatima
writing about this? Pupils can explain why Fatima writes in a
diary to help her remember what happened.
Now ask the pupils to listen to the cassette and to follow the
text in their books.
As the class listen, write some comprehension questions on
the board, for example, When did they go to Salt? How far is Salt
from Amman? What did merchants used to do in Salt? What did
Fatima visit first? How old is it? What did Fatima buy?
Ask the class to read the comprehension questions, then play
the cassette again.
Put the class into pairs and ask pupils to discuss the
questions on the board.
Monitor and help where necessary.
Check answers as a class.

67
 UNIT 8

Tapescript Answers
FATIMA: My diary 1. She bought me a lovely, new, wool bag.
We went to Salt with Grandma and Grandpa last 2. She bought my brother a small, old, clay pot.
weekend. I asked Grandpa how far it is from Amman 3. She bought my sister a beautiful, big, glass vase.
to Salt. Its nearly 30 kilometres from Amman. 4. She bought my dad an old, silver plate.
Many years ago, merchants used to travel to Salt by
camel. They used to travel there to buy and sell End the lesson
different things.
Say to the pupils You have to buy a present for your mother/
We visited a famous, 19th century merchants house father/brother/sister from Salt. What are you going to buy? Elicit
and we went to the handicraft museum. suggestions from the pupils.
We bought lots of souvenirs. Grandma bought me a
lovely, colourful, cloth bag. Its made of goats wool.
Saleem bought a nice, little, clay pot and we bought a
lovely vase for Mum. The vase is made of glass. Mum
liked it very much.

Further practice
Ask pupils to read a sentence from the diary out loud. Check
their pronunciation as they read.

Activity Book, Exercise 1

Ask pupils to look at Exercise 1 in their Activity Book on
page 31.
Read the words in the first sentence and ask a pupil to read
the sentence aloud. Show the pupils how they have to reorder
the words to make a full sentence.
Pupils work in pairs to complete the exercise. They check
answers with a different pair.
Check answers as a class.

Answers
1. Its nearly 30 kilometres from Amman.
2. She bought me a lovely, new, cloth bag.
3. Merchants used to travel to Salt and sell spices.
4. How far is it?
5. They bought lots of souvenirs.

Activity Book, Exercise 2

Ask pupils to look at Exercise 2 in their Activity Book on
page 31.
Ask the pupils to look at the pictures and to describe them
using the adjectives in the word boxes.
Ask a pupil to read the sentence in the speech bubble. Read
through the example sentence with the class.
Explain that the pupils must write similar sentences about the
other pictures. Remind them about the commas between the
adjectives.
Pupils work in groups. Monitor and check if any group
has any difficulties. Also check their handwriting and
punctuation.
Check answers as a class.

68
 UNIT 8

Lesson 2 Pupils Book, Exercise 2

Outcomes: To revise large numbers
To revise adjective order UNIT 8
To revise used to
To use words and simple sentences to 2 Read and match
take part in simple exchanges 1
This beautiful, old souvenir is one of my
To write a dictated paragraph using favourites. Its made of silver. My grandma 2
This is my favourite
correct punctuation marks gave it to me. She is 75 years old. She lives
nearly 20 kilometres away from me, in Jerash. gift. Its blue and its
made of glass. My dad
To write a simple information paragraph Abla
bought it for me when I
of four of five sentences 3
was a child. He used to
travel a lot. He always
Ive got an old, pink blanket. Its made of cloth used to bring me gifts.
Structures: She lives nearly 20 kilometres away from me. and wool. My mum made it for me when I was
three. When I was sick, I used to sleep under it.
Ibrahim

Ive got an old, pink blanket. Nawal

He used to travel a lot.

a b c
Functions: Describing objects
Vocabulary: blanket, bottle, pink, sick
Topic: Old objects
Resources: Pupils Book, page 32
Exercise 2, Read and match
Exercise 3, Ask and answer
3 Ask and answer
Activity Book, page 32 Its made of silver.
1 Whats the souvenir made of?

Exercise 3, Read, ask, answer and 2 How far is Jerash from Ablas town?

write 3 Whats the blanket made of?

Exercise 4, Listen and write 4 What did Ibrahims dad use to do?

5 Whose favourite gift is made of blue glass?

Cassette, Unit 8, Activity Book, 6 When did Nawal use to sleep under the blanket?

Exercise 4 7. Who gave a silver gift to Abla?

8 What is your favourite gift? Why? What is it made of?

Wall chart 2: Large numbers

32

Revision Ask pupils to look at Exercise 2 in their Pupils Book on

page 32.
Show pupils Wall chart 2: Large numbers. Go over the large Ask the pupils to look at the pictures. Then ask individuals to
numbers in the box, pointing to each one and asking pupils describe one of the pictures saying, for example, Its blue and
to say them. glass. The class say a.
Point to the pictures on the wall chart. Pupils ask and answer Explain that they must read the texts and match each with a
questions about them. picture.
Check answers as a class.
Answers
1. c 2. a 3. b

Pupils Book, Exercise 3

Ask pupils to look at Exercise 3 in their Pupils Book on
page 32.
Ask the pupils to work in pairs, taking turns to ask and
answer questions.
Choose two pupils to do the first as an example.
Monitor as they are working, helping where necessary.
Check answers as a class.

69
 UNIT 8

Answers
1. Its made of silver. Lesson 3
2. Its nearly 20 kilometres away from Ablas town. Outcomes: To read for gist
3. Its made of cloth and wool. To write a dictated paragragh using
4. He used to travel a lot and bring Ibrahim gifts. correct punctuation
5. Ibrahims favourite souvenir is made of blue glass. To use knowledge of verb tenses to
6. Nawal used to sleep under her pink blanket when she was sick. understand when things happen
7. Ablas grandmother gave her a gift made of silver.
8. Pupils own answers. Structures: Its made of stone.
Its over 120 kilometres from Amman.
Its an incredible, ancient town.
Activity Book, Exercise 3
Functions: Describing places
Ask pupils to look at Exercise 3 in their Activity Book on
page 32. Vocabulary: hill, incredible, over, stone
Read through the questions and ask a few pupils to answer Topic: Descriptions
them.
Resources: Pupils Book, page 33
Pupils then work in pairs to ask and answer the questions. Exercise 4, Read and order
Pupils then write their own paragraph answering the Activity Book, pages 32 and 33
questions. Exercise 5, Read, answer and write
Choose pupils to read their paragraphs aloud.

Answers
Pupils own answers.
Revision
Activity Book, Exercise 4
Ask pupils to open their Activity Books on page 32. Explain
that they will hear some sentences which they have to write
down.
Before they begin, ask them What must you always put at the
beginning of a sentence? (capital letter) What must you put at the end?
(full stop)
Play the cassette all the way through. Tell pupils not to write
while they listen the first time.
Play the cassette again, pausing after each sentence to allow
pupils time to write.
Play the cassette through in its entirety again for pupils to
check.
Put pupils in groups. Within each group, some pupils read
back what they have written, while the others listen and
suggest corrections. Go round and check their work.
Say to pupils Tell me the name of an incredible place. Elicit
suggestions from them. Revise the other vocabulary.
Read some large numbers to the class and ask them to write
them on the board to check. Make sure you have about
twenty of them.
Then ask them to draw a (3x3) grid in their Exercise Books.
Ask the pupils to choose nine numbers from the board and
write one in each square.
You then play a game with the class. You read the numbers
out and the pupils score through it if it is on their grid. The
first pupil to score through all nine numbers shouts out
Numbers! and wins.
Play another game and the winning pupils can then be the
caller.

Tapescript
My favourite souvenir is a beautiful, old, brown camel. Its made
of clay. I bought it in Karak. My grandma used to live in Karak.
I used to visit her every year. Karak is over 120 kilometres from
Amman.
NB: Karak castle is one of the largest in the region. It is
surrounded by a valley on three sides. Karak has an amazing view
of the Dead Sea.

End the lesson

Ask pupils to say a new word they have learnt from this unit.
Ask another to give a sentence with it and ask a third pupil to
write the sentence on the board.
Other pupils decide if the sentence is correct or not. Repeat
with other words.

70
 UNIT 8

Activity Book, Exercise 5

Pupils Book, Exercise 4 Ask pupils to look at Exercise 5 in their Activity Book on
pages 32 and 33.
Ask the pupils to read the text silently for a minute. Then
choose pupils to read sentences from it.
PROJECT: Presentation: A visit to an old town
Do the first question orally with the class. Tell them to write
the answers to the remaining questions. If your class is not
4 Read and order very confident, go over the rest of the questions orally before
1
We visited the old town of
pupils write the answers.
Karak. We climbed the hill
to the castle. The castle is
Pupils can check their answers with a partner.
nearly 1000 years old.
People and animals used to
Choose pupils to read the paragraph aloud. Check their
live in the castle. I bought pronunciation.
a souvenir. Its a castle and
its made of stone. Check answers as a class.
2
Last year, I went to Answers
Karak. Its over 120
kilometres from Amman. 1. Petra was built in the 6th century BCE.
Its an incredible, 2. Petra is 220 kilometres from Amman (on the Kings Highway).
ancient town in the
middle of Jordan. 3. Petra used to be a capital city.
4. Yes, it did. (It was a rich city because many merchants used to
3
I had a good day in Karak. I would like visit it.)
to go to Karak again.
5. They buy souvenirs.
6. She bought a lovely, old, blue and white, clay plate.
5 Plan a presentation. Answer these questions.
1 Where did you go last year?
2
3

How far is this place from your school?
Whats it like?
Where did you
go last year?
Further practice
4What did you do there? Ask pupils to work in small groups and discuss what they
5What did people use to do there? know about Petra. Tell them to imagine that they are giving
6Did you buy a souvenir?
Whats it made of?
some information to a tourist.
7 Did you enjoy your visit? Last year, we

went to Aqaba.
Choose a group to talk to the class about Petra. The class can
Why/why not?
ask questions.
33

End the lesson

Ask pupils to look at Exercise 4 in their Pupils Book on
Ask the class Have you been to Petra? Have you been to Karak castle?
page 33.
Did you enjoy yourself?
Ask them to look at the picture and describe it in as much
detail as possible. Check their pronunciation of castle. Remind
them that there is a silent t.
Tell pupils they have to read the text and put the paragraphs
in the correct order.
Let them work in groups to complete the exercise. Tell them
to check the answer with a different group when they have
finished.
Check answers as a class by asking pupils from each group to
read out a paragraph, in the correct order.

Answers
2, 1, 3

71
 UNIT 8

Lesson 4 Activity Book, Exercise 6

Outcomes: To read for specific information
To revise the use of How...? structures
To revise the use of used to/didnt use to
To explain what something is made of
To speak clearly with pauses for clarity
and emphasis
To use simple sentences to talk with a
partner about familiar situations
To work with a partner and prepare and
present a simple dialogue to the class
To write entries in a learning log
Structures: How far is it?
Its nearly 30 kilometres from Amman.
Five thousand.
People used to ride camels. They didnt use to
drive cars.
Its made of stone.
Functions: Descriptions
Topic: Describing places
Resources: Pupils Book, page 33
Exercise 5, Plan a presentation.
Answer these questions
Activity Book, page 33
Exercise 6, Read, tick () or cross ()
and copy
Revision
Ask pupils to think about Jordan 100 years ago and now.
What differences are there? Elicit sentences such as People used
to ride camels. They didnt use to travel in aeroplanes. etc.
Ask pupils: Whats the best souvenir you have bought? Where did you
buy it from? Whats the best souvenir someone has given you? Where
was it from?
Ask pupils to look at Exercise 6 in their Activity Book on
page 33.
This is a check of what they can or cant do. Explain that they
must read each sentence for themselves and if they are happy
that they can do the activity, they put a tick. If they cant, they
put a cross. They then copy the sentence.
First choose a pupil to read the I can sentences and another to
read the example.
Then pupils then do the exercise individually. Monitor as they
are working, questioning pupils who think they have difficulty
with any of the can do statements. If any of the pupils are
not confident about any of the can do statements, give them
some extra work to help them. They can redo exercises in the
Activity Book, for example.
Finally ask pupils to give further examples for each of the can
do statements.
Answers
Pupils own answers.
Further practice
If any of the can do statements have caused difficulty, go
over them again helping pupils to understand.
End the lesson
Ask pupils what their favourite part of Units 58 is. Discuss
what they have learned about the history of Jordan.

Pupils Book, Exercise 5

Begin the lesson by asking pupils to read the paragraphs in
Pupils Book, Exercise 4 out loud, in the correct order.
Then ask the pupils to look at Exercise 5 in their Pupils Book
on page 33.
Choose two pupils to read the example question and answer.
Ask pupils to read the questions aloud while you answer
them about yourself. Show the pupils how to give as
much information as they can. Encourage them to use the
structures and vocabulary practised in the previous units.
In pairs, pupils ask and answer the questions. Monitor and
help where necessary.
When the class seem confident with the activity, ask some
pairs to come to the front of the classroom and present their
dialogues to the class.
Correct any mistakes at the end of the activity.
Congratulate pupils on their presentations.

72
 UNIT
9 What are we doing next weekend?

Lesson 1 Pupils Book, Exercise 1

Outcomes: To talk about future arrangements
To use reading strategies to understand What are we doing next weekend?
new vocabulary
Word Box
Structures: What are we doing tomorrow? 1 Listen and read
away, book, cliff, cousin, hire, kite, kite-flying, magnificent,
plant, scenery, sight, springs, trip, waterfall, weekend

Were having lunch with your aunt and uncle 1 Theres a lot of information 2 No. Were having lunch with your aunt
tomorrow. here about Wadi Rum. and uncle tomorrow. Were visiting
It looks wonderful. your cousins, Hisham and Aishah.
What are we doing next weekend?
Were driving to Wadi Rum next weekend.
Functions: Making arrangements
Vocabulary: cousin, hire, kite, kite-flying, sight, trip,
weekend
Topic: Planning a trip
What are we
What are we doing
Resources: Pupils Book, page 34 tomorrow? Can we go
doing next
weekend? We dont have any plans.
to Wadi Rum?
Exercise 1, Listen and read
3 We can go to Wadi Rum 4 Right. Were driving to Wadi Rum
Cassette, Unit 9, Exercise 1 next weekend. next weekend. Were hiring a jeep
and were seeing the sights.
Flashcard: kite

Revision
Revise use to. Ask some pupils about what they used to do
when they were five, etc., for example, What did you use to eat Thanks, Dad! We
can take our kites,
when you were a baby? What time did you use to go to bed when you too. Wadi Rum is Dad, you can
were five? What time do you go now? etc. good for kite-flying. book our trip on
the Internet.
Thats a
good plan!
Presentation 34

Use the flashcard to present kite and kite-flying. Ask pupils Have
you got a kite? Do you ever go kite-flying? Where do you fly your kite?
What do you need to fly a kite? (wind)
Tell the pupils Im going on a trip on Saturday. Tell them where
you are going and what you are visiting. Use the present
continuous: e.g. Im going to Salt on Saturday. Im visiting the
museum.
Ask pupils What are you doing on Saturday? Are you going on a trip?
Help them to understand the word trip. Write the word on the
board and ask pupils to read it.
Encourage pupils to use the present continuous, but do not
be distracted by emphasising the structure itself, or you will
be in danger of abandoning the communicative approach for
a traditional grammar lesson. Always treat new grammar in
context, not in the abstract, as an end in itself.
Then ask another pupil What is she/he doing on Saturday? They
need to use the correct verb is.
Ask pupils to look at Exercise 1 in their Pupils Book on
page 34.
Ask pupils to look at the pictures and tell you who and what
they can see. Ask them to predict what the family is talking
about. Dont let them read the text at this point.
Play the cassette through once. Pupils listen to find out if
their predictions were correct.
Play the cassette again. Check pupils understand the
remaining vocabulary: hire, sights. Ask What are the sights in Salt?
Have your parents ever hired a jeep? When? Why? If you hire a jeep, is
it your own jeep? (No, you borrow it.)
Ask the class comprehension questions: Where do Saleem
and Fatima want to go? Why cant they go tomorrow? Who are they
visiting? Where are they going next weekend? What are they doing
there? How are they booking it? What are they hiring? How do you
think they feel? (excited)

Transcript
Oral Assessment FATIMA: Theres a lot of information here about Wadi
With reference to the flashcard and presentation, pupils can: Rum. It looks wonderful.
SALEEM: What are we doing tomorrow? Can we go to
Scoring criteria Yes No Wadi Rum?
recognise new vocabulary MUM: No. Were having lunch with your aunt and
uncle tomorrow. Were visiting your cousins,
answer questions from the teacher using the present Hisham and Aishah.
continuous SALEEM: What are we doing next weekend?
DAD: We dont have any plans.

73
 UNIT 9

DAD: We can go to Wadi Rum next weekend.

SALEEM: Thanks, Dad! We can take our kites, too. Wadi
Rum is good for kite-flying.
FATIMA: Dad, you can book our trip on the Internet.
DAD: Right. Were driving to Wadi Rum next
weekend. Were hiring a jeep and were seeing
the sights.
MUM, FATIMA
& SALEEM: Thats a good plan!
NB: Wadi Rum is a valley cut into the sandstone and granite rock
in Jordan. It is the largest wadi in Jordan.
Further practice
Ask pupils questions about themselves: Have you ever been to
Wadi Rum? What did you do there? When did you go? Who did you go
there with? Did you enjoy yourself?
Write the questions on the board and ask pupils to work in
pairs, asking and answering the questions. They can change
the name of the place if they wish.
End the lesson
Say Weve read about lots of places in Jordan. Which do you think is
the best place?
Lesson 2
Outcomes: To talk about future arrangements
To demonstrate understanding of simple
information
To use correct intonation for questions
To use correct intonation for statements
Structures:
What are we doing tomorrow?
Were having lunch with your aunt and uncle
tomorrow.
What are we doing next weekend?
Were driving to Wadi Rum next weekend.
Functions: Making arrangements
Topic: Planning a trip
Resources: Pupils Book, page 34
Exercise 1, Listen and read
Activity Book, page 34
Exercise 1, Read and match
Exercise 2, Read and write
Cassette, Unit 9, Exercise 1
Revision
Pupils Book, Exercise 1
Ask pupils to look at the story in Exercise 1 in their Pupils
Book on page 34. Ask Where are they going this weekend? Where
are they going next weekend?
Play the cassette again. Ask pupils to listen to the way each
person talks does their voice go up or down?
Ask the class to work in groups of four and act out the
dialogue.
Choose groups to present their dialogue to the class.
Activity Book, Exercise 1
Ask pupils to look at Exercise 1 in their Activity Book on
page 34.
Ask pupils to look at the pictures and say what each one is
(someone hiking, scenery, kites, a jeep, a village).
Choose a pupil to read the sentence in the speech bubble.
Explain that the pictures are the places the girl and her family
will be visiting.
Put pupils in pairs. Ask them to read the sentences aloud,
then to match the sentences to the pictures.
Check answers as a class.
Answers
1. e 2. d 3. a 4. b 5. c
Activity Book, Exercise 2
Ask pupils to look at Exercise 2 in their Activity Book on
page 34.
Put pupils in pairs. The first pupil reads the sentence in the
speech bubble in Exercise 1. Then the other reads the example
sentence in Exercise 2. Ask them to point out the difference.
Pupils write the sentences in the same way. Monitor as they
are working, checking their writing, their spelling and their
punctuation.
Check answers as a class, asking pupils to read the sentences
aloud.
Answers
1. Theyre visiting Wadi Village.
2. Theyre hiring a jeep.
3. Theyre hiking through the Barragh Canyon.
4. Theyre seeing the sights.
5. Theyre flying their kites.
Further practice
Ask pupils to say sentences about themselves, e.g. Im going to
Wadi Rum next weekend!

Revise the vocabulary by asking questions.

Ask some questions to revise future arrangements: What are
you doing this evening? What are you doing this weekend? What are
you having for lunch today? When are we having the next English
lesson? etc.
End the lesson
Ask pupils to close their books. Give them sentences about
the story in the Pupils Book and ask them to correct them,
e.g. Theyre visiting their grandparents this weekend. (No, theyre
visiting their cousins this weekend.) etc.

74
 UNIT 9

Lesson 3 Pupils Book, Exercise 2

Outcomes: To listen for gist
UNIT 9
To listen for specific information
To ask and answer questions about
future arrangements 2 Listen and match
To write meaningful sentences using 1 2 3 Monday 4 Tuesday 5 6
Saturday Sunday Wednesday Thursday
given frameworks
To correct punctuation with the a b c
assistance of peers and teachers
Structures: What are they doing next week?
Theyre visiting their cousins.
Functions: Making arrangements
Topic: Plans for next week
d e f
Resources: Pupils Book, page 35
Exercise 2, Listen and match
Exercise 3, Ask and answer
Activity Book, page 35
Exercise 3, Read and complete
Exercise 4, Write the sentences
correctly 3 Ask and answer
Cassette, Unit 9, Exercise 2 What are they
doing next weekend?

Revision
Theyre visiting their
Put pupils in groups. Ask them to ask and answer questions cousins on Saturday.
about places they have visited and places they are planning to
35
visit.
Check the days of the week with the class. Ask them to spell
each day. Ask pupils to look at Exercise 2 in their Pupils Book on
page 35.
Ask pupils to describe who or what is featured in each
picture.
Point out the days of the week to the pupils.
Explain that they must listen to the cassette and find out
which things the children are doing on which days.
Play the cassette twice.
Pupils can check their answers in pairs.
Check answers as a class.

Tapescript
BOY: What are we doing next week?
GIRL: Lets look at the calendar.
BOY: Were visiting our cousins on Saturday. Were going for
lunch.
GIRL: Were visiting the museum on Sunday.
BOY: Were playing in the park on Monday.
GIRL: Were seeing the dentist on Tuesday afternoon.
BOY: Were visiting Uncle Khaled and Aunt Nawal on
Wednesday.
GIRL: Were having dinner as a family in our favourite restaurant
on Thursday.
BOY: Were doing lots next week!
GIRL: Yes, we are!

75
 UNIT 9

Answers Answers
1. d 2. c 3. f 4. b 5. e 6. a 1. What are the family members doing next week?
2. Theyre having lunch with their cousins Hisham and Aishah on
Pupils Book, Exercise 3 Sunday.
3. Theyre visiting Wadi Rum next weekend.
Ask pupils to look at Exercise 3 in their Pupils Book on
page 35.
Pupils work in pairs. They take turns to ask and answer
Further practice
questions about Exercise 2. Ask pupils What are you doing on (Monday)? etc.
Choose two pupils to read the example dialogue. Pupils work in pairs to ask and answer the question. Monitor
as they are working, helping where necessary.
Monitor as the pupils work, helping where necessary.
Choose some pupils to ask and answer questions in front of
the class. End the lesson
Ask pupils to look at Exercise 2 in their Pupils Book. Ask
Activity Book, Exercise 3 Where are they going on Saturday? Elicit answers.

Ask pupils to look at Exercise 3 in their Activity Book on

page 35. Lesson 4

Point to the diary page. Ask Do you have a diary? What do you Outcomes: To listen, read and sing along with the
write in a diary? words of a song
Choose a pupil to read the sentence in the speech bubble and To enjoy listening to songs in English
then another pupil to read the example sentence. To repeat main ideas from a simple oral
Explain that they have to complete sentences about the diary. presentation
To present a short, simple prepared
Pupils work in pairs to complete the sentences. They can
speech of four or five sentences to the
compare answers with a different pair.
class
Check answers as a class.
Structures: Were going on a trip.
Answers Where are they going?
1. Were having lunch with our cousins on Saturday. Functions: Making arrangements
2. Were playing tennis on Sunday.
3. Were helping Mum in the garden on Monday.
Vocabulary: away
4. Were visiting Uncle Khaled and Aunt Nawal on Tuesday. Topic: Going on a trip
5. Were going to the dentist on Wednesday. Resources: Pupils Book, page 36
6. Were having dinner in a restaurant on Thursday. Exercise 4, Sing
Exercise 5, Ask and answer
Activity Book, Exercise 4 Activity Book, page 36
Write the following on the board: theyre going to wadi rum Exercise 5, Listen and say
Exercise 6, Read, write, ask and
Ask the pupils What is wrong with this sentence? Can you correct it?
answer
Choose pupils to change the punctuation in the sentence so it
Cassette, Unit 9, Exercise 4
reads Theyre going to Wadi Rum.
Cassette, Unit 9, Activity Book,
Repeat with this sentence: are saleem and fatima going to wadi Exercise 5
rum
Pupils should write Are Saleem and Fatima going to Wadi Rum?
Ask pupils what each part of punctuation is called capital
letter, apostrophe and question mark. Leave the sentences on Revision
the board for pupils to refer to. Revise the form of the present continuous for future
Ask pupils to look at Exercise 4 in their Activity Book on arrangements. Give the pupils a sentence, e.g. I am visiting my
page 35. grandmother on Sunday. Then give them prompts to change the
Tell pupils to rewrite the sentences with the correct sentence each time. They have to listen carefully so that they
punctuation. Monitor as they are working and help where make the correct changes. Here is an example:
necessary. Point to the punctuation on the board again if YOU: I am visiting my grandmother on Sunday.
required. PUPIL 1: He is visiting his grandmother on Sunday.
Check answers as a class. Write the answers on the board. YOU: on Saturday
PUPIL 2: He is visiting his grandmother on Saturday.
YOU: Wadi Rum

76
 UNIT 9

PUPIL 3: He is visiting Wadi Rum on Saturday. Tapescript

YOU: We Were going on a trip,
PUPIL 4: We are visiting Wadi Rum on Saturday. Were leaving today,
YOU: Salt Were going to Dhana Village,
PUPIL 5: We are visiting Salt on Saturday. It isnt far away.
YOU: They
PUPIL 6: They are visiting Salt on Saturday. etc. Were taking our car,
Were not hiring a jeep,
Pupils Book, Exercise 4 Were staying in a tent,
When we go to sleep.

UNIT 9 Were walking in the mountains,

Taking photos of the sights,
4 Sing
Its a beautiful reserve,
By day and by night.
Were going on a trip,
Were leaving today,
Were going to Dhana Village, Were going next weekend,
It isnt far away. Were very excited!
Were taking our car, Were going to Dhana Village,
Were not hiring a jeep, We hope to see you there!
Were staying in a tent,
When we go to sleep.

Were walking in the mountains, Pupils Book, Exercise 5

Taking photos of the sights,
Its a beautiful reserve, Ask pupils to look at Exercise 5 in their Pupils Book on
By day and by night. page 36.
Were going next weekend, Ask two pupils to read the question and answer for number
Were very excited! one aloud.
Were going to Dhana Village,
We hope to see you there! Pupils continue asking and answering questions about the
song in pairs. Monitor and help where necessary.
5 Ask and answer Check answers by asking some pupils to ask the questions
1 Where are they going next weekend?
across the class. Other pupils answer them.
2 Are they taking their car?
3 Where are they sleeping? Answers
4 What are they doing there?
5 When are they going on a trip?
1. Theyre going to Dhana Village next weekend.
6 What are you doing tomorrow? 2. Yes, they are.
7 What are you doing next weekend? 3. Theyre sleeping in a tent.
8 What do you like doing best? Theyre going to Dhana
Village next weekend. 4. Theyre walking in the mountains and taking photos of the
36 sights.
5. Theyre going next weekend.
Ask pupils to look at Exercise 4 in their Pupils Book on 6. Pupils own answers.
page 36. 7. Pupils own answers.
8. Pupils own answers.
Pupils describe the pictures in as much detail as possible. Ask
them questions to help them if necessary.
Play the cassette all the way through once. Tell the pupils to
Activity Book, Exercise 5
read the words of the song as they listen. Ask pupils to look at Exercise 5 in their Activity Book on
Point to the first verse. Ask pupils to join in with the words page 36.
as you play the cassette for a second time. Help them Explain that they are going to listen to someone talking about
understand the new word away. Ask questions Is your house far what they are doing tomorrow.
away from school? (no) Is Australia far away from Jordan? (yes) Choose a pupil to ask the question.
Do the same with the other verses. Play the first sentence of the cassette and then pause it. Ask
Divide the class in two. Play the cassette again and tell the pupils what the person said (Were going on a trip tomorrow.)
pupils to sing along with the cassette. One half of the class Write it on the board. Say This is what you hear. What do you
sings verses 1 and 3; the other half sings verses 2 and 4. write? Elicit the answer They are going on a trip.
Play the cassette through twice. Pupils work in pairs to write
NB: Dhana Village is a town made of stone. It has rocky slopes, four more sentences.
plains and dunes.
Check answers as a class. Play the cassette again, pausing
after each sentence and eliciting an answer from the pupils.

77
 UNIT 9

Tapescript
Were going on a trip tomorrow! Were playing on the beach in Lesson 5
the morning and then were hiring a boat. Were seeing the sights Outcomes: To read for gist
in the afternoon and then were having dinner in a restaurant. To use correctly learned vocabulary
Im so excited! To spell correctly learned vocabulary
Answers To use context to understand the
meaning of new and unfamiliar words
1. They are going on a trip.
To give feedback about aspects of a
2. They are playing on the beach.
peers speech
3. They are hiring a boat.
4. They are seeing the sights. Structures: Were getting up early.
5. They are having dinner in a restaurant. Im taking my camera with me.
Functions: Describing a trip
Activity Book, Exercise 6 Vocabulary: book (v), cliff, magnificent, plant,
Ask pupils to look at Exercise 6 in their Activity Book on scenery, springs, waterfall
page 36. Topic: Making arrangements
Choose two pupils to read the dialogue aloud. Ask pupils to
practise the dialogue in pairs.
Resources: Pupils Book, page 37
Exercise 6, Read and match
Then ask them to answer the question using their own
Activity Book, page 37
answers.
Exercise 7, Look, match and write
They can practise further by changing the day as well.
Cassette, Unit 9, Exercise 4
Pupils write the dialogue with their own answers. Choose
Flashcards: cliff, plant, waterfall
pairs to read dialogues aloud.
Wall chart 4: On a trip
Answers Materials: pictures of some beautiful
Pupils own answers. scenery taken from books or
magazines; write the words in Activity
Further practice Book Exercise 7 on pieces of paper
large enough for the whole class to
Take in some of the activity books. Read sentences from read
Exercise 6, e.g. This person is playing tennis. Pupils have to guess
who it is.
Revision
End the lesson Play the students the song in Exercise 4 again. Ask groups to
Pupils ask you what you are doing at the weekend. sing different verses.

Presentation
Teach the new vocabulary using the flashcards and wall chart
in the usual way.
Show the class the pictures of scenery you have brought in.
Say Look at this beautiful scenery. Indicate the picture to show
the meaning of scenery. Show them the best picture and say
Look at this. Its magnificent! Write the two new words on the
board for pupils to read.
Write the other three words (cliff, plant, waterfall) on the board,
asking pupils to read all the words. Tell the pupils to close
their eyes. Rub out one of the words. Pupils open their eyes
and tell you which word you have removed.

78
 UNIT 9

Pupils work individually to complete the activity. Tell them

Oral Assessment

there will be a few words that they do not know. They should
With reference to flashcards and presentation, pupils can: try to understand them from the story.
When they have finished, check that the pupils have arrived at
Scoring criteria Yes No
the correct answer.
point to the correct flashcard, following the teachers
prompt Answer
recognise the words without the aid of the flashcards Picture 2

pronounce the new words correctly Further practice

Write the new words on the board. Say the words for the class
Pupils Book, Exercise 6
and ask the pupils to repeat after you.
Read the words aloud and ask pupils to point to them. Point
to each word and choose pupils to read them aloud.
UNIT 9 Choose pupils to read the text aloud. Correct any
pronunciation difficulties.
6 Read and match
1
Ask pupils to read the text to each other and for the partner
We booked a trip yesterday. to give feedback.
Next weekend, were getting up
early and driving to Batir. Were
meeting our friends there. Were
hiring a jeep to drive us from
Batir to Wadi bin Hammad.
Activity Book, Exercise 7
2
Were meeting our driver at nine Ask pupils to look at Exercise 7 in their Activity Book on
oclock.
page 37.
Were doing lots of walking and
seeing lots of different scenery. Read the words in the boxes aloud to the class. Ask them to tell
Were going to see the hot
springs.
you which number each one refers to, for example, scenery 1.
Wadi bin Hammad is magnificent. Explain that pupils have to write the words next to the correct
There are lots of beautiful
plants and high cliffs to see. 3
picture, making sure they spell them correctly.
Theres a waterfall there, too.
Im taking my camera with me.
Ask different pupils to read out the answers using the
Were going to have a really following structure: Number one is scenery.
good day.

Answers
7 True or false? 1. scenery 2. cliff 3. plant 4. spring 5. waterfall 6. kite
1 Sami and his family are walking to Batir

next weekend.
2 Sami and his family are going on a trip

End the lesson
with their friends.
Show the class the words from Activity Book, Exercise 7 that
3 Samis dad is driving the jeep.

4 Sami and his family are meeting their

you have written on the pieces of paper. Ask the class to read
driver at six oclock. each one.
5 Sami and his family are going to see the
False. Sami and his
cold springs. family are driving to Then give six pupils a piece of paper each and ask them to
6 Sami does not have a camera.

Batir next weekend. stand in a row facing the class, holding up the pieces of paper
37
so that the class can read them.
Ask the rest of the class to put them in alphabetical order.
Ask pupils to look at Exercise 6 in their Pupils Book on
They should tell the pupils where to move, e.g. (Faisal), move
page 37.
two places to your left.
Ask the class to look at the pictures first and to say what they
can see.
Explain that they have to match the text with the correct
picture.
NB: Batir is north of Karak. It takes you to Wadi bin Hammad,
which is a narrow gorge with a knee-depth stream running down
its centre, with plenty of hanging gardens and spectacular rock
formations.

79
 UNIT 9

Answers
Lesson 6 Were getting up at 5.30! Were going to Batir by car. Were
Outcomes: To read for specific information meeting our friends in Batir. Were going to Wadi bin Hammad
To write paragraphs using proper by jeep.
organisation
Structures: Sami and his family are driving to Batir next Further practice
weekend. Pupils work in small groups and plan a day out. They tell
Functions: Describing a trip the rest of the class their plans in five or six sentences, as in
Exercise 8 in the Activity Book.
Topic: Making arrangements
Resources: Pupils Book, page 37 End the lesson
Exercise 7, True or false?
Activity Book, page 37 Tell pupils I have never been to Batir. What is it like? Tell me about
Exercise 8, Look and write it.

Revision
Choose pupils to read the text aloud from Exercise 6. Practise
any pronunciation difficulties.

Pupils Book, Exercise 7

Ask pupils to look at Exercise 7 in their Pupils Book on
page 37.
Remind pupils of the meaning of true and false. Say Friday
comes after Saturday. Elicit False. Saturday comes after Friday. Say
Monday comes after Sunday. Elicit True.
Read the first sentence with the class and choose a pupil to
read the speech bubble.
Tell the pupils to read the questions in pairs and decide if
they are true or false. If they are false, pupils should correct
them. Monitor and help where necessary.

Answers
1. . Sami and his family are driving to Batir next weekend.
2. . Sami and his family are going on a trip with their friends.
3. . A driver is driving the jeep.
4. . They are meeting him at nine oclock.
5. . They are going to see the hot springs.
6. . He is taking his camera with him.

Activity Book, Exercise 8

Ask pupils to look at Exercise 8 in their Activity Book on
page 37.
Ask pupils to look at the pictures and say what is happening
in each one.
Pupils then work individually to write the sentences. Tell them
not to write numbers but to write a paragraph. Monitor as
they are working, helping where necessary.
Pupils check in pairs when they have finished. They can then
correct any mistakes.
Check answers as a class, choosing pupils to come to the
front to write the sentences on the board.

80
 JC>I
&% Sorry, Im busy

In pairs, pupils invite each other to different places and

Lesson 1 respond appropriately. Monitor as they are working, helping
where necessary.
Outcomes: To use possessive pronouns
To make arrangements Write the new words on the board for pupils to read. Practise
To accept and refuse offers the pronunciation.

Structures: Can I borrow yours, please?

You can borrow one of hers. Oral Assessment
Mine is red and white. With reference to the flashcard and presentation, pupils can:
Would you like to come to Wadi Rum next
weekend? Scoring criteria Yes No
Functions: Making arrangements recognise the new words
Accepting and refusing offers pronounce new vocabulary correctly
Vocabulary: binoculars, borrow, busy, camera, free, invite others
pity
respond to invitations positively and negatively
Topic: Arranging a weekend
Resources: Pupils Book, page 38
Exercise 1, Listen and read Pupils Book, Exercise 1
Cassette, Unit 10, Exercise 1
Flashcard: binoculars
Sorry, Im busy
Word Box

Revision 1 Listen and read

basketball, binoculars, borrow, bring, busy, camera, community,
compete, free, hundreds, pity, plastic, spotty, stripes, stripy

1 Aishah, would you like to come 2 What about next weekend,

Ask pupils questions about future arrangements, for example, to Wadi Rum next weekend? Hisham? Would you like to come?
What are you having for lunch today? Where are you having lunch?
Who are you having lunch with? What are you doing this evening?
When are you doing your homework? Where are you going this
weekend?
Yes, Im free
next weekend. Id love

Presentation Sorry, Im busy.

to come. Thank you.

Use the flashcard to teach binoculars. Tell the pupils that this Im going shopping
with my mum Thats a Great! Im taking my binoculars,
word always has an s at the end of it. Ask What do we use next weekend. pity. my camera and my kite.
binoculars for? (To see things which are far away, for example, birds.)
3 A kite? I havent got a kite. 4 I havent got any binoculars.
Ask a pupil Where are you going next weekend? Try to find a pupil Can I borrow yours, please?
Dad has got
who is going somewhere interesting. Tell them Ask (Fatima) if some binoculars.
she would like to come. Build up a conversation on the board: You can borrow his.

PUPIL 1: Would you like to come to Wadi Rum next weekend?

PUPIL 2: Yes, please. Id love to.
Elicit another example:

PUPIL 3: Would you like to come to the library on Thursday?

PUPIL 4: Sorry, I cant. Im going to the dentist.
Ask Why cant (Pupil 4) go to the library? Elicit Because she is going Fatima has got two. You can borrow
one of hers. Hers are blue and Thank you!
to the dentist. Say Yes, thats right. She is busy she cant go. Do you green. Mine is red and white. Im very excited!
think (Pupil 3) is happy or sad? Elicit sad. Tell pupils (Pupil 3) can 38
say Thats a pity.
Build up a new dialogue using the new phrases: Ask pupils to look at Exercise 1 in their Pupils Book on
PUPIL 5: Would you like to come to the park this afternoon? page 38.
PUPIL 6: Sorry, Im busy. Im visiting my grandmother. Ask the class to say who they can see and to say how the
PUPIL 5: Thats a pity. people look in each picture Are they happy or sad? Ask them to
Ask another pupil to invite you to play tennis this afternoon: think about why they are happy or sad.
PUPIL 7: Would you like to play tennis this afternoon? Tell pupils to listen and follow the story in their books. Play
YOU: Im sorry. Im busy this afternoon but Im free tomorrow the cassette all the way through twice.
afternoon. Would you like to play then? Ask Who is happy? (Hisham and Saleem) Who is sad? (Fatima and
PUPIL 7: Yes, Id love to. Aishah)

81
 UNIT 10

Tapescript
FATIMA: Aishah, would you like to come to Wadi Rum Lesson 2
next weekend? Outcomes: To use possessive pronouns
AISHAH: Sorry, Im busy. Im going shopping with my To make arrangements
mum next weekend. To accept and refuse offers
FATIMA: Thats a pity. To use correct intonation for questions
SALEEM: What about next weekend, Hisham? Would you To use correct intonation for statements
like to come?
HISHAM: Yes, Im free next weekend. Id love to come. Structures: Can I borrow yours, please?
Thank you. You can borrow one of hers.
SALEEM: Great! Im taking my binoculars, my camera and Mine is red and white.
my kite. Would you like to come to Wadi Rum next
HISHAM: A kite? I havent got a kite. Can I borrow yours, weekend?
please? Functions: Making arrangements
SALEEM: Fatima has got two. You can borrow one of hers. Accepting and refusing offers
Hers are blue and green. Mine is red and white.
HISHAM: I havent got any binoculars.
Topic: Arranging a weekend
SALEEM: Dad has got some binoculars. You can borrow Resources: Pupils Book, page 38
his. Exercise 1, Listen and read
HISHAM: Thank you! Im very excited! Activity Book, page 38
Exercise 1, Read and order
Exercise 2, Listen and say
Further practice Exercise 3, Read, choose and
complete
Ask pupils to work in groups of four and practise the
Cassette, Unit 10, Exercise 1
dialogue. Monitor as they are working, helping with any
Cassette, Unit 10, Activity Book,
pronunciation difficulties. Make sure pupils remember to
Exercise 2
sound happy or sad at appropriate points.
Flashcard: binoculars

End the lesson

Ask some groups to come to the front of the class and act out
Revision
the dialogue. Ask the rest of the class to listen and comment Write the word binoculars on the board. Ask pupils to close
on the performance. their eyes. Rub out a few letters. Ask pupils to open their eyes
and tell you what is missing.
Put pupils in pairs. One pupil invites the other somewhere
and the other accepts or refuses. Go round the class and
monitor what pupils are saying.
Deal with any difficulties afterwards with the whole class.

Pupils Book, Exercise 1

Write some comprehension questions on the board,
preferably before pupils come to class. Where are Fatima and
Saleem going next weekend? What is Aishah doing? Is Fatima happy or
sad? Is Hisham busy next weekend? What is Saleem taking with him?
Has Hisham got a kite? How many kites has Saleem got? How many
kites has Fatima got? What is Hisham borrowing from Saleems dad?
Ask pupils to look again at Exercise 1 in their Pupils Book.
Read through the questions on the board with them.
Play the cassette all the way through while the pupils read and
follow.
Put pupils in groups to work out the answers.
Elicit answers to the comprehension questions from
the different groups. Discuss any difficulties or
misunderstandings.

82
 UNIT 10

Activity Book, Exercise 1 Lesson 3

Ask pupils to look at Exercise 1 in their Activity Book on
page 38.
Outcomes: To listen for specific information
To ask and answer questions
Choose pupils to read the sentences aloud. Explain that these To use possessive pronouns (his, hers,
are in the wrong order. Pupils number them like the example. mine, yours)
Pupils work in pairs to complete the exercise. To use correctly learned vocabulary
Check answers as a class. Choose pairs of pupils to read the To spell correctly learned vocabulary
complete dialogue. To write sentences and simple
paragraphs on familiar topics for specific
Answers purposes and audiences
1. Would you like to come to Wadi Rum this weekend? Structures: Which kite is yours?
2. Sorry, Im busy. The purple and yellow stripy one is mine.
3. Thats a pity. What about next weekend? Which one is his?
4. Yes, Im free. Id love to go to Wadi Rum. The red, yellow and spotty one is hers.
Functions: Descriptions
Activity Book, Exercise 2 Vocabulary: stripy, spotty
Ask pupils to look at Exercise 2 in their Activity Book on
page 38. Topic: Describing kites
Play the cassette. Pupils repeat as a class. Resources: Pupils Book, page 39
Play the cassette again and ask individuals to repeat after Exercise 2, Listen and match
the cassette. Make sure they follow the intonation of the Exercise 3, Ask and answer
speakers. Activity Book, page 39
Pupils practise in pairs. Monitor and advise where necessary. Exercise 4, Trace and copy
Exercise 5, Read, order and write
Tapescript Cassette, Unit 10, Exercise 2
1. Would you like to come to my house tomorrow? Flashcards: stripy, spotty
Yes, Im free. Id love to come.
2. Would you like to come to my house tomorrow?
Sorry, Im busy.
Thats a pity.
Revision
Give pupils prompts, e.g. go swimming, go shopping, go to
Activity Book, Exercise 3 Wadi Rum, play football, etc.
Ask pupils to look at Exercise 3 in their Activity Book on Ask a pupil to stand up. Give one of the prompts. He/She
page 38. invites another member of the class, for example, Would you
like to go swimming this afternoon? and they reply Yes, please. Id
Choose pupils to read the words in the boxes.
love to./Im sorry, Im busy.
Explain that they must use the words to complete the
sentences.
Choose a pupil to read the example aloud. Ask them what his Presentation
means in this sentence (Dad). Show the flashcards to the class and teach the new
Pupils work in pairs to complete the exercise. When they have vocabulary. Ask Have you got a stripy/spotty T-shirt? etc.
finished, they can check with a different pair. Draw the outline of two T-shirts on the board and make one
Check as a class. stripy and the other spotty. Ask two pupils to stand beside
each T-shirt. Say This is (Pupil 1s) T-shirt. This is (Pupil 2s)
Answers T-shirt. Ask the pupils at the board Is this your T-shirt? Elicit Yes,
1. his 2. hers 3. Yours 4. mine 5. his 6. Hers its my T-shirt. Ask Is this yours? Teach/Elicit Yes, its mine. Show
pupils how my T-shirt can be replaced by mine and your T-shirt
Further practice by yours.
Then ask the pupils at the board Is this yours? Teach/elicit No,
Pupils practise the dialogues in Exercise 2 in their Activity
its his/hers.
Books, changing parts.
Dont be distracted by discussing possessive pronouns as such.
Always treat new grammar in an authentic context.
End the lesson Ask pupils around the class questions about possessions Is this
Choose a few pairs to perform their new dialogues to the your (pencil)? Yes, its mine./No, its yours/his/hers.
class.

83
 UNIT 10

TAREQ: The blue and white one is his.

Oral Assessment DAD: Alright Ziad, this one is yours. Now, which one is Alias?
With reference to flashcards and presentation, pupils can: TAREQ: The red and yellow spotty one is hers.
DAD: Ah, this one is hers. My favourite is yours, Ziad. Blue is
Scoring criteria Yes No
my favourite colour.
point to the correct flashcard, following the
teachers prompt Answers
recognise the words without the aid of the a. Ziad b. Alia c. Tareq
flashcards
pronounce new words correctly Pupils Book, Exercise 3
respond to questions using possessive pronouns Ask pupils to look at Exercise 3 in their Pupils Book on
page 39.
Pupils Book, Exercise 2 Pupils work in pairs. They have to choose a kite and their
partner has to guess which one is theirs.
Ask a pair to read the example dialogue. Pupils continue in
their pairs.
UNIT 10
Monitor and help where necessary.
Choose pairs to perform a dialogue in front of the class.
2 Listen and match

Activity Book, Exercise 4

Ask pupils to look at Exercise 4 in their Activity Book on
Tareq Ziad Alia page 39.
a b c
Choose pupils to read the sentences aloud. Point out that
the first one is a question. Ask How do I know that? (There is a
question mark) Is the second one a question? (No) How do I know that?
(There isnt a question mark.)
Pupils complete the activity, paying special attention to their
handwriting and to the punctuation. Monitor as they are
writing in cursive, correcting where necessary.

Activity Book, Exercise 5

Ask pupils to look at Exercise 5 in their Activity Book on
3 Ask and answer page 39.
Which kite is yours? Is it
the red and yellow one? Choose pupils to read the sentences in the boxes aloud.
No.
Explain that they must write the sentences in the correct order,
answering the questions first. Choose two pupils to read the
question and answer.
Is it the purple Pupils work in pairs to complete the exercise. When they have
and green one? Yes. Thats mine!
39
finished, they can check with a different pair.
Check as a class.
Ask pupils to look at Exercise 2 in their Pupils Book on
page 39. Answers
Ask the pupils to tell you the names of the characters. Ask 1. Sorry, Im busy.
them to describe the kites. 2. Thats a pity. What about Saturday?
Explain that they have to match the kites with the correct 3. Yes, Im free on Saturday. Id love to come.
person. 4. Yes, Im free on Thursday. Id love to come. Thank you.
Play the cassette through twice.
Check the answers as a class. Further practice
Tapescript Play the cassette from Exercise 2 in their Pupils Books again.
Ask pupils to be Dad and Tareq or Mum and Alia and try to
DAD: Look at all the kites! They look lovely. Which kite is act out the dialogue. It doesnt have to be exactly the same
yours, Tareq? but they should have dialogues such as;
TAREQ: The purple and green stripy one is mine. That one is
Ziads. Which kite is Ziads?
DAD: Which one is his? This one is his.
84
 UNIT 10

End the lesson Pupils Book, Exercise 4

Choose some pupils to perform their dialogues in front of the
class.
UNIT 10

Lesson 4 4 Listen and choose

Diary 1
Outcomes: To listen for specific information 1
To practise accepting and refusing MONDAY TUESDAY WEDNESDAY THURSDAY

invitations
To use correctly learned vocabulary
To spell correctly learned vocabulary
To write meaningful sentences using
given frameworks
Structures: Would you like to come to the park on Diary 2
Monday? 2
MONDAY TUESDAY WEDNESDAY THURSDAY
Sorry, Im busy.
Thats a pity.
Im free on Thursday.
Functions: Accepting and refusing invitations
Topic: Making arrangements
Resources: Pupils Book, page 40 5 Ask and answer
Exercise 4, Listen and choose Would you like to come to
the park on Monday? Sorry, Im busy.
Exercise 5, Ask and answer
Activity Book, page 40
Exercise 6, Look and complete
Cassette, Unit 10, Exercise 4 Thats a pity. What
about Wednesday? Yes, Im free on Wednesday.
Id love to go to the park.
40

Revision Ask pupils to look at Exercise 4 in their Pupils Book on

Ask students Have you got a kite? Whats it like? Pupils describe
the colour and design on the kite. Help them with any
vocabulary.
page 40.
Ask them to tell you what they can see in each set of pictures.
Explain that these are both pages from a diary.
Explain that they must now listen carefully to the cassette.
They have to decide if the girls are speaking about diary
1 or 2.
Play the cassette all the way through. Let pupils compare
answers.
Play the cassette through once more and check answers as a
class.

Tapescript
GIRL 1: Hi Zeinab, Would you like to come to the park
on Monday?
GIRL 2: Sorry, Im busy. Im playing tennis on Monday.
GIRL 1: What about Tuesday?
GIRL 2: Sorry, Im busy on Tuesday. Im going to the
doctors.
GIRL 1: Thats a pity. Are you free on Wednesday?
GIRL 2: No, Im going to my uncles house for lunch. Im
free on Thursday. Id love to go to the park on
Thursday.
GIRL 1: Thats lovely. We can go on Thursday!
Answer
Diary 2
85
 UNIT 10

Pupils Book, Exercise 5 Lesson 5

Ask pupils to look at Exercise 5 in their Pupils Book on
page 40. Tell them to work in pairs.
Outcomes: To read a text and answer
comprehension questions
Choose pupils to read the example dialogue aloud. To use context to understand the
Explain that they should have similar conversations, taking meaning of new and unfamiliar words
turns to start the conversation. To skim simple written material to
Monitor and help where necessary. preview them for general content before
Finally ask pairs to perform their dialogue in front of the starting to read
class. Tell others you will ask them to do it at the beginning of To use correctly learned vocabulary
the next lesson. To spell correctly learned vocabulary
Structures: Mine is red and blue.
Functions: Describing kites
Activity Book, Exercise 6 Asking and answering questions
Ask pupils to look at Exercise 6 in their Activity Book on Vocabulary: basketball, bring, community, compete,
page 40. hundreds, plastic, stripes
Explain that they have to complete the dialogue. Let them Topic: Kite-flying competition
discuss it in pairs and write their answers. They can then
check their answers with another pair and change anything if
Resources: Pupils Book, page 41
Exercise 6, Read and answer
necessary.
Activity Book, page 40
Check answers as a class. Exercise 7, Look, match and write
Answers Flashcards: basketball
1. Sorry, Im busy. Materials: a plastic bag
2. Thats a pity. What about Saturday?
3. Yes, Im free on Saturday. Id love to go.
Revision
Further practice Ask pairs who didnt perform their dialogue in front of the
Choose pupils to read the completed dialogue in Exercise 6 in class in the previous lesson to do so now.
their Activity Book aloud. Ask pupils about things in the classroom: Is this yours? No, its
his/hers./Yes, its mine.
End the lesson
Choose some of the words from the unit so far and ask the
Presentation
pupils to spell them. Ask other pupils if they think the spelling Use the flashcard to teach basketball. Ask Do you play basketball?
is correct. Do you like it?
Show the pupils the plastic bag and teach plastic. Hold up
your book and ask How many words are in this book? Elicit
answers from the pupils. Teach There are hundreds. Make sure
pupils hear and pronounce the s.
Write the new words on the board. Practise reading them.
Dont teach the rest of the new vocabulary let them work
out the meanings from context.

Oral Assessment
With reference to flashcards and presentation, pupils can:
Scoring criteria Yes No
point to the correct word, following the teachers
prompt
pronounce the new words correctly

86
 UNIT 10

Finally check bring. Ask pupils Did you bring your dictionaries/
Pupils Book, Exercise 6

PE kit to school today? Ask a pupil to come to the front, saying

Please come to the front of the class and bring your book with you.
UNIT 10 Choose pupils to read sections of the text aloud.

6 Read and answer Activity Book, Exercise 7

The kite-flying competition
Im busy this weekend. Im not playing basketball or football.
Im making a kite.
In two weeks, Im going to the kite-flying competition in Mansura
Park. Lots of children from my community compete. There are
hundreds of colourful kites. There are big ones, small ones, new
ones and old ones. Take your binoculars and watch the beautiful
kites playing in the blue sky.
Every kite is different. My brothers kite is yellow with red
stripes. Mine is half red and half blue. His is bigger than mine.
Were using plastic bags and cloth to make our kites. I want to
win the kite-flying competition. Why dont you bring yours?
Ahmad
Ask pupils to look at Exercise 7 in their Activity Book on
page 40.
Explain that they have to match the words in the boxes with
the pictures.
Ask pupils to read the words aloud, correcting any
pronunciation mistakes.
Pupils work in pairs. Monitor and help if necessary.
When they have finished, pupils can first check their answers
with a different pair.
Check answers as a class.

Answers
1. basketball 2. binoculars 3. plastic bag
4. spotty kite 5. stripy kite

Ahmad is busy this

End the lesson
1 Why is Ahmad busy this weekend?
2 Where is the competition? weekend because he Ask the class to look at the picture in Exercise 6 in their
is making a kite.
3 When is the competition? Pupils Book and ask Which kite would you like in the picture?
4 What colour is his brothers kite?
5 What is Ahmad using to make his kite?
6
7
8

How do people watch the kites in the sky?
What does Ahmad want to do?
Which kite do you think will win the competition? Why?
Lesson 6

41 Outcomes: To answer comprehension questions
To write sentences on familiar topics for
Ask pupils to look at Exercise 6 in their Pupils Book on specific purposes
page 41. To use words and simple sentences to
Ask the pupils to look at the picture and find some stripes. take part in simple exchanges
Draw a T-shirt on the board with stripes. Ask them to Structures: Mine is red and blue.
describe it Its stripy. Point to a stripe and say This is a stripe.
Pupils repeat. Ask Can you see any stripes in the classroom? Functions: Describing kites
Put pupils in groups. Ask them to describe the kites to one Topic: Kite-flying competition
another. Ask Which one do you like best? Resources: Pupils Book, page 41
Ask pupils to read the title of the text: The kite-flying competition. Exercise 6, Read and answer
Ask the pupils Have you been in a kite-flying competition? Where? Activity Book, page 41
What happened? Have you been in a different competition? Exercise 8, Read, write, ask and
Ask the pupils to read the text and try to find the answers to answer
these two questions you write on the board: When is the kite- Flashcards: basketball, binoculars,
flying competition? Where is the kite-flying competition? Give pupils spotty, stripy
two minutes maximum to read the text and find the answers.
Check the answers (in two weeks; in Mansura Park).
Ask pupils to read the text again more carefully. Then ask
questions to help them understand the new words.
Revision
On the board write Lots of children from my community compete. Show the pupils the flashcards from this unit one at a time.
Underline the word compete. Ask them which word in the text Ask pupils to make questions using the words to ask across
it looks like (competition). Say You compete in a competition. Ask the class, for example, Have you got any binoculars? When do you
What do you do when you compete? (You try to win the competition.) use them? etc.
What do you compete in? (sports games, chess competitions, etc.) Ask
pupils What do you think your community is? Is it the people in your
home or the people who live around you? (people who live around you
in your village, town, etc.)

87
 UNIT 10

Pupils Book, Exercise 6

Ask pupils to look at Exercise 6 in their Pupils Book on
page 41.
Choose pupils to read the text aloud.
Ask the pupils to then answer the questions in pairs. Choose a
pair to demonstrate the first question and answer.
Pupils answer the other questions. Monitor and help where
necessary.
Check as a class.

Answers
1. Ahmad is busy this weekend because he is making a kite.
2. The competition is in Mansoura Park.
3. It is in two weeks.
4. His brothers kite is yellow with red stripes.
5. He is using plastic bags and cloth.
6. You take your binoculars and watch the kites in the sky.
7. He wants to win the kite-flying competition.
8. Pupils own answers.

Activity Book, Exercise 8

Ask pupils to look at Exercise 8 in their Activity Book on
page 41.
Go over the exercise orally with the class. Ask different pupils
for answers.
Pupils then write their own answers. Monitor as they are
writing, helping where necessary.
Choose pupils to act out their dialogues.

Suggested answers
1. Yes, Id love to.
2. Yes, it is. No, it isnt.
3. Yes, it is. Not, it isnt.

Further practice
In small groups, pupils design their own winning kite. They
show it to the class and describe its design. You can have a
vote on the best looking kite (pupils are not allowed to vote
for their own kite!) Make a display of kites on the classroom
wall with written descriptions.

End the lesson

Discuss with the class Is a kite-flying competition exciting?

88
 JC>I
&& Has anybody got any questions?

Lesson 1 Oral Assessment

With reference to flashcards and presentation, pupils can:
Outcomes: To use pronouns anybody, anything,
everybody, everything Scoring criteria Yes No
To use sequencing words point to the correct flashcard, following the teachers
To use context to understand the prompt
meaning of new words recognise the words without the aid of the flashcards
Structures: Has anybody got any questions? respond to teachers instructions
We havent got anything to eat.
Welcome to Wadi Rum, everybody.
Im going to take photographs of everything. Pupils Book, Exercise 1
First, Then, After that, ... On the way
back,
Functions: Explaining plans Has anybody got any questions?
Word Box
Vocabulary: basket, bridge, guide, sand dune, shade, basket, bridge, friendly, guide, helpful, laugh, modern, postcard,

sunset, welcome, worry 1 Listen and read professional, sand dune, shade, smile, sunset, welcome, worry

1 2 After that, were hiking through the

Topic: Visiting Wadi Rum beautiful Barragh Canyon. On the
way back, were driving to watch the
Resources: Pupils Book, page 42 sunset on a magnificent, rock bridge.

Exercise 1, Listen and read

Cassette, Unit 11, Exercise 1
Flashcards: basket, bridge, sand
dune, sunset
Good morning. Welcome to Wadi Rum,
everybody. First, were driving to Wadi Im going to take photographs
Revision Village. Then, were going to see
the sand dunes in Wadi Um Ishrin.
of everything! Were going to
fly our kites, too!
Say to the pupils Ive got a blue car. What colour is your fathers? 3 Has anybody got any questions? 4 Oh dear! We havent
Elicit His is red. Ask similar questions to elicit mine, his, hers. got anything to eat.
Yes. Are we having
lunch before we walk Dont worry. Ive got
through the canyon? food for everybody
Presentation in this basket.

Teach pupils the new vocabulary basket, bridge, guide, sand

dune, sunset using the flashcards. Leave the other words for the
pupils to work out from context.
Say to the pupils Everybody close your books and be very quiet. Take
everything off your desk and put it under your seat. With your hand
indicate what you mean by everybody and everything. Say I
Yes, and we can sit in the shade
cant hear anybody talking. Good. I cant see anything on your desks. of the canyon to eat it. Thank you!

Very good. Now pick up everything which is under your seat. Put it 42

back on the desk. Do it very quietly, everybody. Good. Now I cant see
anything under your seats. Very good!
Then ask some questions, for example, Is anybody hungry? If
everybody puts up their hands, say Wow, everybody is hungry?
If only a few people put up their hands, say Some people are
hungry. Ask further questions, changing the adjective: thirsty,
tired, happy, sad.
NB: A guide is someone who helps and shows people or tourists
around historical and touristic sites.
Ask pupils to look at Exercise 1 in their Pupils Book on
page 42.
Ask them to look at the pictures and say who they can see
and what they are doing.
Tell pupils to listen and follow the story in their books. Play
the cassette all the way through twice. In the second play-
through, stop the cassette now and then and ask pupils to
finish the sentence. They should be able to do this easily if
they are following carefully in their books.
Check they understand shade, welcome, worry. Draw two trees
on the board, not near to each other. Ask If I want to sit in the
shade, do I sit under a tree or between the trees? Why do I want to sit
in the shade? (To keep cool) If I sit in the sun, am I in the shade? (No)
When someone is leaving your house, do you say Welcome to them?
(No, you say Welcome when they arrive.) Tell the pupils a small
problem, for example, I cant find my pen. Ask them what they
would say. Elicit ideas and teach Dont worry. Ill help you look for
it.
89
 UNIT 11

Ask pupils to listen to and repeat the dialogue, trying to copy

the intonation they hear. Lesson 2
Play the cassette again, pausing after each segment of Outcomes: To use pronouns anybody, anything,
dialogues so pupils can repeat. everybody, everything
Correct their pronunciation where necessary. To use sequencing words
To use correctly learned vocabulary
Tapescript To spell correctly learned vocabulary
GUIDE: Good morning. Welcome to Wadi Rum,
everybody. First, were driving to Wadi Village.
Structures: Has anybody got any questions?
We havent got anything to eat.
Then, were going to see the sand dunes in Wadi
Welcome to Wadi Rum, everybody.
Um Ishrin.
Im going to take photographs of everything.
After that, were hiking through the beautiful
First, Then, After that, On the way
Barragh Canyon. On the way back, were driving
back,
to watch the sunset on a magnificent, rock
bridge. Functions: Explaining plans
SALEEM: Im going to take photographs of everything! Topic: Visiting Wadi Rum
Were going to fly our kites, too!
GUIDE: Has anybody got any questions? Resources: Pupils Book, page 42
HISHAM: Yes. Are we having lunch before we walk through Exercise 1, Listen and read
the canyon? Activity Book, page 42
GUIDE: Yes, and we can sit in the shade of the canyon to Exercise 1, Look, match and write
eat it. Exercise 2, Read and match
FATIMA: Oh dear! We havent got anything to eat. Cassette, Unit 11, Exercise 1
GUIDE: Dont worry. Ive got food for everybody in this
Flashcards: basket, bridge, sand
basket.
dune, sunset
HISHAM
& SALEEM: Thank you!

Further practice Revision

Ask pupils to work in groups of four and act out the dialogue.
Monitor the class and help where necessary.
Ask pupils to come to the front and act out their scenes.
End the lesson
Ask Do you think the children are going to enjoy themselves? Elicit
answers and reasons where possible.
Show pupils the flashcards and elicit the words. Check
pronunciation.
Ask pupils Has anybody been to the sand dunes in Wadi Um Ishrin?
Has everybody in the class been there? Has anybody hiked through the
Barragh Canyon? Has everybody in the class been there? Ask pupils
to ask some other questions using anybody.
Pupils Book, Exercise 1
Before pupils come into the class, write the following
comprehension questions on the board: Where are the sand
dunes? Are they going to see them first? What are they doing at
Barragh Canyon? Where are they watching the sunset? Who is going to
take lots of photographs? What time are they having lunch? Are they
having lunch after they walk through the Canyon? Who has got the
food? Where is the food?
Ask pupils to look at Exercise 1 in their Pupils Book.
Ask pupils to read the questions on the board silently and
then listen to the cassette.
Pupils then ask and answer the questions in pairs. Monitor as
they are working.
Choose pupils to ask and answer the questions across the
class.

90
 UNIT 11

Further practice Lesson 3

On small pieces of paper, write the different activities from
the story, for example, hike through Barragh Canyon, have lunch, Outcomes: To listen for gist
take photographs, see the sand dunes, watch the sunset. To listen for specific information
To use correctly learned vocabulary
Ask a pupil to come to the front and choose a piece of paper. To spell correctly learned vocabulary
The pupil reads it silently and mimes what it says. Pupils To demonstrate understanding of simple
guess what the pupil is doing and ask Are you hiking through informational learning materials
Barragh Canyon?
Structures: Everybody is smiling.
Everything looks red.
Activity Book, Exercise 1 I cant see anybody in this picture.
Ask pupils to look at Exercise 1 in their Activity Book on There isnt anything on his plate.
page 42. Functions: Describing a photograph
Read the words in the boxes aloud to the class. Ask them to Vocabulary: laugh, smile
tell you which number each one refers to, for example,
1 sand dune. Topic: Taking a photograph
Explain that pupils have to write the words next to the correct Resources: Pupils Book, page 43
picture, making sure they spell them correctly. Exercise 2, Listen and order
Ask different pupils to read out the answers using the Exercise 3, Look and say
following structure Number one is a sand dune. Activity Book, page 43
Exercise 3, Look, say and spell
Answers Exercise 4, Read and tick () or cross
1. sand dune 2. sunset 3. bridge 4. basket ()
Cassette, Unit 11, Exercise 2
Activity Book, Exercise 2
Ask pupils to look at Exercise 2 in their Activity Book on
page 42.
Revision
Ask pupils to look at page 42 in their Pupils Book. Say I am
Ask pupils What can you see in the first picture? Elicit that the
thinking of something beginning with s. Pupils make suggestions
guide is welcoming everybody. Choose a pupil to read the
(sand dune, sunset, shade). You tell them when theyve got the
example.
correct word.
Explain that the pupils must look at the pictures, read the
The pupil who guessed correctly then has a turn saying I am
sentences (14) and then choose a phrase from (ad) to
thinking of something beginning with ... Help them if necessary.
complete it.
Pupils work in pairs to complete the sentences.
Check the answers as a class. Presentation
Ask three pupils to come to the front of the class. Say Im going
Answers to take a photograph of you. Pretend to have a camera. Say Smile!
1. d 2. c 3. a 4. b and pretend to take the photograph. Ask the pupils What are
they doing? Teach They are smiling.
End the lesson Ask a pupil to tell everybody a joke. When pupils laugh, ask
What are we doing? Teach laughing.
Divide the class into two teams. Ask them to close their
books. Write smile and laugh on the board and ask pupils to read
them. Explain that gh in a word is usually pronounced f.
Choose words from the story in the Pupils Book and ask
the pupils to spell them. If they spell them correctly, award a
point. If they dont, ask the other team to spell it and award Oral Assessment
them a point if they are correct. Then ask them to spell their
With reference to the presentation, pupils can:
own word.

Scoring criteria Yes No

pronounce the new words correctly
recognise the words written on the board

91
 UNIT 11

Pupils Book, Exercise 2 Pupils Book, Exercise 3

Ask pupils to look at Exercise 3 in their Pupils Book on
page 43.
UNIT 11 Pupils work in pairs. They have to describe a photograph to
their partner who says which photograph it is.
2 Listen and order
Ask two pupils to demonstrate the activity by reading the
1 2 example dialogue.
Monitor and help where necessary.

Activity Book, Exercise 3

Ask pupils to look at Exercise 3 in their Activity Book on
3 4 5
page 43.
Ask them to read the words and to say them aloud. Check
pronunciation.
Tell them to look at the words again, then, cover them. Read
the words to the class and pupils try to spell them correctly.
Ask them to uncover and check their spelling when they have
finished.
Finally, ask pupils to spell the words aloud to the class.

3 Look and say Answers

Everything looks 1. everybody 2. anybody 3. everything 4. anything
red in this picture.

Activity Book, Exercise 4

Its picture 5!
43
Ask pupils to look at Exercise 2 in their Pupils Book on
page 43.
Ask pupils to look at the photographs and describe them in
as much detail as possible.
Ask them to listen to the cassette and order the pictures.
Play the cassette all the way through twice. The second time,
pause after each part.
Check answers as a class.
Tapescript
In this picture everybody is smiling.
I fell over in the sand dunes. Everybody was laughing.
I took this picture at sunset. Everything looks red.
This is Um Fruth Bridge. I cant see anybody in this picture.
Hisham doesnt look very happy. There isnt anything on his
plate.
Ask pupils to look at Exercise 4 in their Activity Book on
page 43.
Tell pupils to look carefully at the picture. Choose a pupil to
give a sentence about the picture. Elicit as much information
as possible.
Explain that the pupils must read the sentences and decide if
they are right or wrong. Read the example with them.
Pupils work in groups and then check answers with a different
group.
Check answers as a class.
Answers
1. 2. 3. 4. 5. 6.
Further practice
Ask the pupils to work in groups of five. They have to imagine
they are in the photograph in Exercise 4 in the Activity Book.
Give them about five minutes to prepare what they want to
say. Help where necessary.

Answers
3, 1, 5, 2, 4 End the lesson
Choose groups to act out their scenes.

92
 UNIT 11

Ask other questions to practise on the way further, for

Lesson 4 example, Who did you see on the way to school this morning? What
did you see on the way to school? What did you buy on the way to
Outcomes: To order events using sequencing words school this morning? (e.g. I didnt buy anything.)
To use the Past Simple to talk about
completed events
To use correct punctuation Oral Assessment
To demonstrate understanding of simple With reference to the presentation, pupils can:
informational materials
Structures: First, we went to the sand dunes. Scoring criteria Yes No
Next, we went to Barragh Canyon. answer questions asked by the teacher
After that, we climbed up to the rock bridge.
Then, we went to watch the sunset. talk about the order in which events happened
It was very quiet on the way back.
Functions: Ordering events
Topic: A day out
Pupils Book, Exercise 4
Resources: Pupils Book, page 44
Exercise 4, Listen and number
Exercise 5, Talk together UNIT 11
Activity Book, page 44
Exercise 5, Write the sentences 4 Listen and number
correctly
Exercise 6, Read, order and say Wadi Rum

Cassette, Unit 11, Exercise 4

Wall chart 4: On a trip

Revision
Put pupils in groups. Ask pupils to look at the picture
in Exercise 4, page 43 in their Activity Books. Give them
sentences about it and ask them to correct them, for example
There is somebody on the bridge. The basket is full. Everybody is sitting
in the sun. Everybody is sad. Everybody is eating. There isnt anything
to eat. Take whole-class feedback.
Show pupils Wall chart 4: On a trip. Point to different things
and ask the pupils to say the words.
5 Talk together First, they started at
Ask questions about the wall chart, for example, What has dad the Visitors Centre.
got? What is the boy carrying? Can you see a bridge? Point to it. What
is the guide doing? Take whole-class feedback.

Next, they went to

Presentation After that, they went to
see the sand dunes.
Barragh Canyon.
Do four actions, for example, write the date on the board, 44
open your book, write the name of the unit on the board,
close your book. Ask pupils to look at Exercise 4 in their Pupils Book on
Ask pupils What did I do first? Elicit You wrote the date on the page 44.
board. Ask What did I do next? Elicit You opened your book next. Ask Ask them to describe the map.
What did I do after that? Elicit After that you wrote Unit 11 on the
Explain that they have to listen to the cassette and number
board. Ask Then what did I do? Elicit Then you closed your book.
each item on the map in the order they hear them.
Write the four sequencing words on the board. Read them
Play the cassette through twice.
with the class.
Pupils check their answers in pairs.
Ask pairs to think of four actions to do and choose pairs to
do them in front of the class. The class say what they did Check answers as a class.
using the sequencing words on the board.
Then ask the pupils What did you do on the way home yesterday?
Elicit answers, for example, I went to the shoe shop with my
mother.
93
 UNIT 11

Tapescript Answers
We started our day at the Visitors Centre. Everybody was very 1. First, we went to the Visitors Centre.
excited. First, we went to the sand dunes. Next, we went to 2. Next, we drove into Wadi Rum.
Barragh Canyon. After that, we climbed up to the rock bridge 3. After that, we hired a jeep.
at Um Fruth. Everybody was hungry. We had lunch there. There 4. Then, we stopped the jeep and hiked through the Canyon.
wasnt anything in the basket after lunch. Then, we went to It was very hot!
watch the sunset at a sunset site. It was very quiet on the way 5. We were very tired on the way back!
back. We didnt see anybody all the way back. It was a great trip.
I took photos of everything. Further practice
Answers Ask pupils to work in pairs and tell each other four things
1. Visitors Centre 2. Sand dunes 3. Barragh Canyon about their morning, for example, First, I got up and had a
4. Um Fruth Bridge 5. Sunset site shower. Next, I got dressed and brushed my hair. After that, I had
breakfast with my family. Then, I brushed my teeth.
Pupils Book, Exercise 5
Ask pupils to look at Exercise 5 in their Pupils Book on End the lesson
page 44. Choose pupils to tell the class about their partners morning,
Ask two pupils to read out the dialogue. Make sure they for example: First he got up and had a shower, etc.
are reading it at the correct speed and with the correct
intonation. There should be a very slight pause after each
sequencing word. Lesson 5
Ask pupils to work in pairs and practise the dialogue, adding Outcomes: To read for gist
further sentences at the end. To practise sequencing words
Choose pupils to perform their dialogues in front of the class. To practise pronouns
To use context to understand the
meaning of new and unfamiliar words
Activity Book, Exercise 5 To explain an authors point of view in a
Write the following on the board: first i got up simple text
Ask the pupils What is wrong with this sentence? Can you correct it? To use correctly learned vocabulary
Choose pupils to change the punctuation in the sentence so it To spell correctly learned vocabulary
reads First, I got up. Structures: After that, we went to the craft shop.
Ask pupils what each part of punctuation is called capital Everybody felt very tired on the way back.
letter, comma, period. Leave the sentence on the board for We bought some postcards.
pupils to refer to.
Ask pupils to look at Exercise 5 in their Activity Book on
Functions: Ordering events
page 44. Asking and answering questions
Tell pupils to rewrite the sentences with the correct Vocabulary: friendly, helpful, modern, postcards,
punctuation. Monitor as they are working and help where professional
necessary. Point to the punctuation on the board again if
necessary.
Topic: A day out
Check the answers. Resources: Pupils Book, page 45
Exercise 6, Read, match and choose
Answers
Activity Book, page 45
1. First, we went to the Visitors Centre. Exercise 7, Read and complete
2. Next, we went to the Barragh Canyon.
Flashcard: postcard
3. After that, we climbed up to Um Fruth Bridge.
4. Then, we watched the sunset. Wall chart 4: On a trip
5. It was very quiet on the way back.
Revision
Activity Book, Exercise 6 Ask pupils to tell you what the family did in Exercise 4 in their
Ask pupils to look at Exercise 6 in their Activity Book on Pupils Book. Write on the board the things that they did in a
page 44. jumbled order and ask pupils to put them in the correct order
Choose different pupils to read the sentences aloud. using First, Next, etc.
Tell them to work individually and order the sentence. Point Ask pupils to look at Wall chart 4. Ask them to look at the
out the first sentence has been marked. boy with the water bottle. Put pupils in groups and ask them
to make up some sentences about what he did that day using
Pupils check their answers in pairs.
the sequencing words, for example, First, he and his family
Check answers as a class. drove there. After that, they climbed the sand dune, etc. Go round
the class checking their work. Afterwards, take whole-class
feedback.
94
 UNIT 11

Presentation Pupils Book, Exercise 6

Teach postcard using the flashcard in the usual way.
Ask the pupils to look at the first picture in Exercise 1 on page
42 and point to the man talking to the family. Ask What does UNIT 11
he do? (He helps tourists and gives them information.) Tell them He
is a guide. a
6 Read, match and choose
Ask pupils Who do you help? Elicit answers from the class. Tell
them You are helpful. Write the sentence He is a guide on the 1 The Visitors Centre at Wadi
board and invite pupils to read it aloud. Then write He helps Rum is big and modern. Tourists
can find everything there like
tourists. He is __________. Elicit helpful from the pupils and maps, postcards, information, a
write it in the gap. restaurant and a craft shop. I b
got a map for our visit and we
Ask pupils if they know any other words ending in ful ate in the restaurant. After c
that, we went to the craft shop,
(wonderful, powerful, beautiful). and bought some postcards.
Ask What is a friend? Elicit their thoughts, for example, Someone 2 Everybody meets the jeep
guides in front of the Visitors
who is kind and likes you a lot. Then say If someone is friendly, do you Centre. They know everything
think that person is nice or not? Elicit they are nice. Ask If someone about Wadi Rum. Our guide was
is friendly to you, are they your best friend? (No, they are just a nice very friendly and helpful.

person who is kind to lots of people.) Ask What did we add to the word 3 We were at Wadi Rum all day. d
We did lots of climbing. We also
friend? (ly) Ask Do you know any other words ending in ly? (slowly, watched some professional
quickly) kite-flying. On the way back,
everybody felt very tired, but
we didnt want to go home.

Oral Assessment Ibrahim

With reference to flashcards and presentation, pupils can:

7 Ask and answer
Scoring criteria Yes No
1 What is the Visitors Centre like?
2 What can tourists find there?
recognise the words 3

Did Ibrahim buy anything at the craft shop?

4 What do the jeep guides know?
pronounce the words correctly 5

What did Ibrahim do in Wadi Rum?

6 How did everybody feel on the way back? The Visitors Centre is
answer teachers questions correctly 7

Why do you think they didnt want to go home? big and modern.
45

Ask pupils to look at the pictures in Exercise 6 in their Pupils

Book on page 45. Tell them they are going to read the
story and choose which pictures match the text. One of the
pictures does not match the text.
Ask pupils to read the text silently to themselves and choose
the correct pictures. Tell them not to worry about any words
they do not know.
Tell pupils to check their answers in pairs.
Check answers as a class. As pupils give their answers, ask
them to describe what they can see in the pictures.
Answers
1. c 2. d 3. a

Further practice
Ask individual pupils to read the text aloud.
Check pupils understand modern and professional. Ask them Is
the Visitors Centre old or new? Elicit new and say Yes, it is modern.
Ask Is our school modern?
Then ask pupils Give me the name of a famous footballer. Elicit
the name of various footballers. Ask Is that his job? Elicit Yes
and say Yes, hes a professional. Say Do you play football? Are you
a professional? Elicit No. Ask Would you like to be a professional
footballer?
Write the two words on the board and ask them to practise
saying them.
Then ask a pupil to read the last sentence in the story. Ask

95
 UNIT 11

Why didnt they want to go home? (They were very happy and enjoyed questions. Monitor as they are working, helping where
themselves at Wadi Rum so they didnt want to leave.) necessary.
Check answers as a class.
Activity Book, Exercise 7 Answers
Ask pupils to look at Exercise 7 in their Activity Book on 1. The Visitors Centre is big and modern.
page 45. 2. They can find maps, postcards, information, a restaurant and
Ask pupils to read the words in the boxes aloud. Check their a craft shop.
pronunciation. 3. He bought some postcards.
Explain that they must read the sentences and complete them 4. They know everything about Wadi Rum.
with one of the words from the boxes. 5. He did lots of climbing and watched some professional
Pupils work in pairs to complete the sentences. They check kite-flying.
answers with a different pair. 6. They felt tired, but they didnt want to go home.
Check answers as a class. 7. Pupils own answers.

Answers Activity Book, Exercise 8

1. modern 2. postcards 3. guides Ask pupils to look at Exercise 8 in their Activity Book on
4. friendly 5. helpful 6. professional page 45.
Ask pupils to look at the pictures and describe what they can
End the lesson

see.
Say the words from Exercise 7 to the class and ask the pupils Choose pupils to read the words in the boxes.
to spell them (with their books closed).
Choose two pupils to read the sentence in the speech bubble
and the example sentence. Explain that they should continue
Lesson 6 using the pictures to create the sentences, remembering to use
the words in the boxes. They should work in pairs.
Outcomes: To read for specific information Monitor and help where necessary.
To ask and answer questions orally
Pupils then take turns to read the sentences aloud, rechecking
To use appropriate organisational their work.
patterns for writing simple paragraphs
Check answers as a class.
Structures: After that, we went to the craft shop.
Answers
Everybody felt very tired on the way back.
First, we went to the Visitors Centre.
We bought some postcards.
Next, we went to the sand dunes.
Functions: Ordering events After that, we climbed up to the rock bridge at Um Fruth.
Topic: A day out Then, we went to watch the sunset.
It was very quiet on the way back.
Resources: Pupils Book, page 45
Exercise 7, Ask and answer Activity Book, Exercise 9
Activity Book, page 45 Ask pupils to listen to the tapescript and say the words.
Exercise 8, Look and write
Check for correct pronunciation.
Exercise 9, Listen and say
Cassette, Unit 11, Activity Book, Tapescript
Exercise 9 magnificent scenery
Flashcard: postcard
Further practice
Give each pupil a piece of paper. Ask them to work in groups
Revision

of five. At the top, ask them to write a sentence about

Show the pupils the flashcard of the postcard. Ask the pupils
Imagine you are at Wadi Rum and you are writing me a postcard.
What will you write? Elicit some sentences from the pupils.
Pupils Book, Exercise 7
Ask pupils to look first at Exercise 6 in their Pupils Book on
page 45. Choose a pupil to read a few sentences of the story.
Check their pronunciation. Practise any difficulties with the
whole class.
Now ask pupils to look at Exercise 7. Choose pupils to read
the questions aloud. Make sure they understand.
Now choose two pupils to ask and answer the first question.
somewhere they went, for example, First we drove to Wadi Rum.
They then fold the sentence over twice so nobody can read
it. They pass it on to their neighbour who mustnt read the
first sentence and writes a sentence with Next, folds it over to
hide it and passes to the next person. They write a sentence
with After that, fold it and pass it on. The fourth pupil writes a
sentence beginning Then and the fifth a sentence that has On
the way back.
They then pass it back to the first person who opens it up
and reads it aloud to their group. They might get some funny
results!

Tell them to work in pairs, asking and answering the

End the lesson
Choose some pupils to read their funny stories to the class.
96
 JC>I
&' Revision: Diary page (3)

Lesson 1 Pupils Book, Exercise 1

Outcomes: To revise possessive pronouns
To revise sequencing words
To revise pronouns everybody, anybody, Revision: Diary page (3)
everything, anything Word Box
basket, binoculars, book, busy, free, kite, kite-flying,

To use correctly learned vocabulary 1 Listen and read magnificent, pity, sand dune, shade, spotty, stripy, springs, trip

To spell correctly learned vocabulary

To demonstrate understanding of simple
informational learning materials
Structures: I took mine.
First, we visited the sand dunes. After that, we
had lunch. Next, we flew our kites.
Everybody was excited.
We ate everything in the basket.
Functions: Describing a trip
Ordering events
Vocabulary: basket, book, busy, free, kite, kite-flying
magnificent, sand dune, shade, spotty,
stripy, trip
Topic: A day out
Resources: Pupils Book, page 46
Exercise 1, Listen and read
Activity Book, page 46
Exercise 1, Read and complete
Exercise 2, Read and match
Cassette, Unit 12, Exercise 1 46

Wall chart 4: On a trip

Ask pupils to look at Exercise 1 in their Pupils Book on

Revision
Show the pupils Wall chart 4: On a trip. Ask pupils to work
in groups and make as many sentences as they can about the
wall chart.
Elicit sentences from different groups. If they are not quite
right, ask the pupils to think again and try to correct them.
Encourage others to listen carefully and help out.
Cover the words on the wall chart with pieces of paper. Point
to things on the chart and ask pupils to tell you what they
are. Ask others to spell the words.
page 46.
Ask What is Saleem doing? (Writing in his diary.)
Ask them to look at the other pictures and elicit as much
detail as possible. Then ask them to say, without reading the
text, what they think Saleem will write about this time. Ask
them to suggest some sentences he might write, for example,
Wadi Rum was magnificent.
Now ask pupils to listen to the cassette and to follow the text
in their books. They should try to pick out any sentences they
guessed he would write.
As the class listen, write some comprehension questions on
the board, for example, Who booked the trip? Why didnt Aishah
go with them? What did they take with them? What did Hisham
borrow? Why? Who has got two kites? What did they do after they
visited the sand dunes? What do you think they ate? Did they enjoy
flying their kites? What time do you think they went home? What did
Saleem think of Wadi Rum?
Ask the class to read the comprehension questions and then
play the cassette again.
Put the class into pairs and ask them to discuss the questions
on the board.
Monitor and help where necessary.
Check answers as a class.

97
 UNIT 12

Tapescript End the lesson

SALEEM: My diary
Fatima was reading about Wadi Rum last weekend. Pupils ask each other across the class Have you got a kite? Pupils
We werent doing anything so we planned a trip. Dad reply Yes, mines blue. What about yours?
booked it on the computer.
We invited our cousins, but Aishah was busy. Hisham
was free and he came with us. We took our kites, too.
Lesson 2
Fatima has got two kites. Hisham borrowed one of
Outcomes: To listen for specific information
To revise accepting and refusing
hers. I took mine. Its red and white.
invitations
First, we visited the sand dunes and then, Barragh To listen to simple classroom
Canyon. After that, we had lunch in the shade. We ate conversations
everything in the basket. Next, we flew our kites. We To participate in simple classroom
werent very good, but it was fun! conversations
Were driving home now. Were getting home late To use simple sentences to talk with a
this evening. Everybody is very tired. Wadi Rum was partner about familiar situations
magnificent. To take part in simple prepared
presentations to the class
Further practice To write meaningful sentences and
paragraphs using given frameworks
Choose pupils to read the diary page in Exercise 1 in the To write a dictated paragraph using
Pupils Book aloud. Check pronunciation and intonation. correct punctuation marks
Structures: Would you like to come to the library with me?
Activity Book, Exercise 1 Yes, Id love to come.
Sorry, Im busy.
Ask pupils to look at Exercise 1 in their Activity Book on
Thats a pity.
page 46.
Choose pupils to read the words in the boxes. Functions: Accepting and refusing invitations
Explain that they must use the words to complete the Vocabulary: pity
sentences. Topic: Activities in the past
Choose a pupil to read the example aloud.

Resources: Pupils Book, page 47

Pupils work in pairs to complete the exercise. When they have Exercise 2, Listen and match
finished, they can check with a different pair. Exercise 3, Ask and answer
Check as a class. Activity Book, page 47
Exercise 3, Read, order and write
Answers Exercise 4, Listen, complete, ask and
1. trip 2. kite 3. busy 4. free answer
5. sand dunes 6. basket 7. shade 8. magnificent
Cassette, Unit 12, Exercise 2
Cassette, Unit 12, Activity Book,
Activity Book, Exercise 2 Exercise 4
Ask pupils to look at Exercise 2 in their Activity Book on Flashcards: basket, kite, sand dune
page 46.
Ask different pupils to describe each kite. Revision
Then ask pupils to quietly read what Aishah says. When they
have finished choose a pupil to read it aloud. Show the pupils the flashcards and revise the vocabulary.
Explain that they must match the pictures of the kites with Show the picture of the kite. Tell pupils You are going to ask a
the people. Let them do the activity in groups and then check friend to go kite-flying with you. What do you say?
their answers with a different group. Elicit a dialogue from the pupils and write it on the board, for
Check answers as a class. example:
A: Would you like to go kite-flying with me tomorrow?
Answers B: Id love to.
1. c C: Would you like to go kite-flying with me tomorrow?
2. a
D: Sorry, Im busy.
3. d
4. b C: Thats a pity.
Now ask them to look at the other two pictures and make
similar dialogues (sand dunes visit; basket go on a picnic)

98
 UNIT 12

RAKAN: Hello Ziad.

Pupils Book, Exercise 2 ZIAD: Hello Rakan.
RAKAN: Would you like to come to my party on
Saturday? Everybody is coming.
UNIT 12
ZIAD: Yes, Id love to. Im not doing anything on
Saturday. Thank you.
2 Listen and match

Answers
1. Ziad and Rakan.
Sameer Tareq Suad Salma Ziad Rakan
2. Suad and Salma.
1 2 3. Sameer and Tareq.

Pupils Book, Exercise 3

Ask pupils to look at Exercise 3 in their Pupils Book on
page 47.
3
Explain that they are going to work in pairs asking and
answering questions similar to those in Exercise 2.
Ask a pair to demonstrate the activity by reading the example
dialogue.
Pupils work in pairs. Monitor as they are working, helping
where necessary.
3 Ask and answer If they have difficulty thinking up invitations, write a few
What are you Im not doing
doing tomorrow? anything. prompts on the board, for example, go on a picnic, play
basketball, etc.
Choose pupils to perform their dialogues for the class.
Would you like to
come to my house?
Yes, Id love to.
47 Activity Book, Exercise 3
Ask pupils to look at Exercise 3 in their Activity Book on
page 47.
Ask pupils to look at Exercise 2 in their Pupils Book on
page 47. Explain that they have to rewrite the exercise in the correct
Point to the six children and elicit their names. order.
Ask pupils to describe the three pictures in as much detail as Pupils work individually to complete the exercise. Monitor
possible. as they are working to establish who is having difficulty with
Explain that they will hear the three pairs of children speaking understanding this.
and they have to match each pair with a picture. Ask them to
suggest what question might be asked for each picture, for When they have finished, pupils read the dialogue to each
example, Would you like to come to my party? other in the correct order.
Play the cassette all the way through. Pupils decide their Check answers as a class.
answers and check with a partner.
Play the cassette again stopping after each part to check the Answers
answers as a class. 1. Would you like to go to the museum today?
2. Sorry, Im busy. Im visiting my aunt and uncle.
Tapescript 3. Thats a pity. What about tomorrow?
TAREQ: Hi Sameer. What are you doing after school on 4. Yes, Id love to. Im free tomorrow.
Monday?
SAMEER:
TAREQ:
Hi Tareq. Im not doing anything.
Would you like to come to the library with me?
Activity Book, Exercise 4
SAMEER: Yes, Id love to come. Ask pupils to look at Exercise 4 in their Activity Book on
page 47.
SALMA: Hello Suad. Are you free this afternoon? Ask them to read the two conversations in silence. Explain
SUAD: Hi, Salma. Sorry, Im busy. Im going shopping that you will play the cassette and they have to write the
and after that, Im going to the dentist. missing words.
SALMA: Thats a pity. What about tomorrow? Play the cassette through twice. Give pupils time to write the
SUAD: Im not doing anything. Im free tomorrow. words.
SALMA: Would you like to go to the museum with me?
SUAD: Yes, Id love to. Check answers as a class.

99
 UNIT 12

Tapescript and answers Pupils Book, Exercise 4

What are you doing tomorrow?
Im free tomorrow. Im not doing anything.
Would you like to come to my party? Everybody is coming. PROJECT: Presentation: Weekend plans
Yes, Id love to come to your party.
Would you like to go shopping next weekend?
Im busy next weekend. Sorry. 4 Read and match
Thats a pity. What about on Tuesday? Trip 1 Trip 2 Trip 3
Yes, Im free. Id love to go shopping on Tuesday. stay in a hotel stay in a village house stay in a castle
stay for two nights stay for two nights stay for three nights
visit a magnificent castle hire a jeep swim in hot springs

Further practice go climbing

go to a nature reserve
swim in a lake
walk in sand dunes
go kite-flying
walk through canyons
Pupils practise reading the dialogues in Activity Book, Exercise
4 to each other. Were going on a trip next weekend. Were visiting Ajloun.
Im going with my mum, dad and cousin. Were staying in a lovely
hotel near a castle. Were staying for two nights. First, were
End the lesson visiting the castle. After that, were going climbing. On the
second day, were going to a nature reserve. Im taking my
Write the word magnificent on the board and ask the pupils to binoculars. On the way back, were stopping at a restaurant for
make ten words with the letters in it. Let them work in small dinner.

groups. Give them three minutes.

Elicit answers from each group. Possible answers: am, I, in, an, 5 Plan a presentation. Answer these questions.
fat, cat, man, nice, ice, nine, ten, time, cafe, met, get, neat, team, fact, 1 What are you doing next weekend?
2 What are you visiting?
fine. 3 Who are you going with? What are you doing
4 Where are you staying? next weekend?

Lesson 3

5 How long are you staying for?

6 What are you doing there?
7 Why are you going there?
Outcomes: To read for gist

To revise present continuous for

arrangements Im going on a trip next weekend. Im
visiting Dhana. Im going with my family.
To write a simple short speech of four or
five sentences to present to the class
48
To use correct punctuation
Structures: Were going on a trip. Ask pupils to look at Exercise 4 in their Pupils Book on
Functions: Talking about an arranged trip page 48.
Ordering events Ask them to look at the three different trips. Give them time
Vocabulary: binoculars to read them thoroughly. Ask Which one would you like to go on?
Why?
Topic: A day out Tell the pupils they have to read the text and choose which
Resources: Pupils Book, page 48 trip is written about.
Exercise 4, Read and match They work in groups and then check their answer with a
Activity Book, page 48 different group.
Exercise 5, Read, write and read to Check answers as a class.
the class
Flashcards: basket, basketball, Answer
binoculars, bridge, plant, postcard, Trip 1
sand dune, spotty, stripy, sunset
Wall chart 4: On a trip Further practice
In groups, make up stories using the other two trips.
Revision
Put the flashcards on the board/wall. Ask the pupils to point
to the binoculars. Ask Which other words begin with b? Then ask
Which words begin with p/s?
Show the pupils the wall chart. Ask them to work in pairs to
write questions to ask about the chart. Monitor as they are
writing.
Then put pairs together and let them ask each other their
questions.
100
 UNIT 12

Activity Book, Exercise 5 Pupils Book, Exercise 5

Ask pupils to look at Exercise 5 in their Activity Book on
page 48.
Ask the pupils to read the text for a minute in silence. Then
choose pupils to read sentences from it.
Pupils then write the text, being careful to include all the
punctuation marks.
Choose pupils to read their written text aloud. Make sure
their speed of reading and intonation are appropriate.
Answer
Im going on a trip next weekend. Im visiting Aqaba. Im going
with my family. Were staying in a small hotel. Its near the
beach. Were staying for two nights. First, were going to the
castle. After that, were going scuba diving. On the way back,
were visiting Wadi Rum. Everybody is very excited.
End the lesson
Ask pupils Where would you like to go on a trip next weekend?
Aqaba, Wadi Rum, Salt or Petra. Why?
Begin the lesson by asking pupils to read the paragraph in
Pupils Book, Exercise 4 out loud.
Then ask the pupils to look at Exercise 5 in their Pupils Book
on page 48.
Explain to them that when they answer all these questions
they will have a short presentation to give to the class.
Choose two pupils to read the example question and answer.
Choose other pupils to give their answers to the question.
Ask pupils to read the questions aloud while you answer
them about yourself. Show the pupils how to give as much
information as they can. Then read the answers you gave as a
paragraph without the questions.
In pairs, pupils ask and answer the questions. Monitor and
help where necessary.
Pupils then write their answers in one paragraph. They should
not include numbers.
Pupils write their paragraphs. Monitor and help where
necessary.
Choose pupils to read their presentations to the class.

Lesson 4 Answers
Pupils own answers.
Outcomes: To ask and answer personal questions
To revise talking about future
arrangements
To revise the use of possessive pronouns
To revise accepting and refusing offers
To revise explaining future plans
To revise the use of sequencing words
To speak clearly, with pauses for clarity
and emphasis
To use simple sentences to talk with a
partner about familiar situations
To write and present a short, simple
prepared speech of four or five sentences
to the class
To write entries in a learning log
Structures: Were going on a trip next weekend.
Functions: Discussing an arranged trip
Topic: A day out
Resources: Pupils Book, page 48
Exercise 5, Plan a presentation.
Answer these questions
Activity Book, page 48
Exercise 6, Read, tick () or cross ()
and copy

Revision
Ask pupils to look at their Pupils Book, page 48, Exercise 4.
You read them a paragraph similar to the one in the book but
using the information in one of the other trips. They have to
tell you which one you are talking about.

101
 UNIT 12

Activity Book, Exercise 6

Ask pupils to look at Exercise 6 in their Activity Book on
page 48.
This is a check of what they can or cant do. Explain that they
must read each sentence for themselves and if they are happy
that they can do the activity, they put a tick. If they cant, they
put a cross. They then copy the sentence.
First choose a pupil to read the I can sentences and another to
read the example.
Then pupils do the exercise individually. Monitor as they are
working, questioning pupils who think they have difficulty
with any of the can do statements. If any of the pupils are
not confident about any of the can do statements, give them
some extra work to help them. They can redo exercises in the
Activity Book, for example.
Finally ask pupils to give further examples for each of the can
do statements.

Answers
Pupils own answers.

Further practice
If any of the can do statements have caused difficulty, go over
them again helping pupils to understand.

End the lesson

Ask pupils what their favourite part of Units 912 is. Discuss
what they have learned about.

102
 JC>I
&( Ive hurt myself

Write myself, yourself, herself, himself on the board for pupils to

Lesson 1 read aloud.
Outcomes: To use the present perfect for recent
events Oral Assessment
To use reflexive pronouns With reference to flashcards and presentation, pupils can:
To give opinions with present perfect
Structures: Whats the matter? Scoring criteria Yes No
Ive fallen over.
recognise new vocabulary
Ive hurt myself.
I think Ive broken my ankle.
pronounce new vocabulary correctly
Functions: Explaining accidents
ask and answer the questions
Vocabulary: ankle, broken, fallen over, happened,
hurt, inside, toe, tripped over use and pronounce reflexive pronouns correctly

Topic: An accident
Resources: Pupils Book, page 49
Exercise 1, Listen and read
Pupils Book, Exercise 1
Cassette, Unit 13, Exercise 1
Flashcards: ankle, toe
Ive hurt myself
Word Box

Revision 1 Listen and read

ankle, bench, broken, cut, drunk, fallen off, fallen over,
fell off, flown, happened, hurt, inside, toe, tripped over

1 Did you enjoy yourself 2 Oh, no!

Say to pupils Tell me five things you did this morning. For example, in Wadi Rum?
First, I got up and had a shower. After that, I got dressed and had my
breakfast. Next, I brushed my teeth. Then, I said goodbye to my mother
and went to school. On the way to school, I met my best friend.

Presentation Saleem!
Whats the
matter?
Teach the new vocabulary using the flashcards in the usual
way. Yes, I did. Come inside. Ill Ive fallen over.
Show pupils each flashcard, ask them to point to it on their show you the photographs. Ive hurt myself.

body and say the word. 3 Saleem! Are you alright? 4 What happened,
Saleem?
Draw a sad face on the board /. Point to it and rub your No, hes hurt
himself.
arm, looking sad. Elicit from pupils Whats the matter? Give
them the answer Ive hurt my arm. Ask pupils to come to the
board and stand beside the sad face and rub their leg, hand,
head, etc. The other pupils ask Whats the matter? Pupils reply
Ive hurt my leg., etc.
I was running
If any pupil has a plaster, etc. on them, ask What happened? when I tripped
If not, you pretend you have hurt your arm. Teach the pupils over the step.
Can you move
to ask What happened? Explain I tripped over and hurt my arm. your toes?

Demonstrate by pretending to trip and then holding your arm No, I cant. I think Ive Come on. Were going
broken my ankle. to the hospital.
as if you have hurt it. 49

Pupils should understand the difference between Whats the

matter? and What happened?
Ask pupils to look at Exercise 1 in their Pupils Book on
Ask pupils Have you ever hurt your toe or your ankle? If pupils say page 49.
Yes, ask What happened? Help them explain their story. Ask Did
Ask them who they can see in the pictures and what they
you do it inside your house? Explain inside by saying We are inside
think has happened. Ask Is everybody happy? (No, they look sad
the classroom. The playground is outside.
and worried.)
Then say Ouch! and elicit the question from the pupils Whats
Now tell the pupils to listen and follow the dialogue in their
the matter? Reply Ive hurt myself.
books. Play the cassette all the way through twice. Pupils
Ask another pupil to pretend they have hurt themselves. work out the meaning of broken from context.
Another pupil asks Whats the matter? and the pupil replies.
Then ask Whats the matter with (Fatima/Hassan)? Teach Shes
hurt herself./Hes hurt himself. Then ask Have you hurt yourself?

103
 UNIT 13

Ask pupils comprehension questions to check understanding,

for example, Where are Saleem and Hassan in the first picture?
Revision
What does Saleem want to show Hassan? What does Saleem do? Can Give pupils a sentence Ive hurt myself. Ask a pupil to repeat the
Saleem move his toes? Why not? Has he broken his arm? What was sentence. Then say he and ask another pupil to make a new
Saleem doing? Where is Dad taking him? Who will he see there? sentence: Hes hurt himself. Then say she and elicit Shes hurt
herself. And finally you to elicit Youve hurt yourself.
Tapescript
HASSAN: Did you enjoy yourself in Wadi Rum?
SALEEM: Yes, I did. Come inside. Ill show you the
Pupils Book, Exercise 1
photographs. Ask pupils to look at Exercise 1 in their Pupils Book on
SALEEM: Oh, no! page 49.
HASSAN: Saleem! Whats the matter? Ask pupils to work in groups of five and practise acting out
SALEEM: Ive fallen over. Ive hurt myself. the dialogue.
FATIMA: Saleem! Are you alright?
Monitor the class and help with pronunciation difficulties
HASSAN: No, hes hurt himself.
where necessary.
MUM: Can you move your toes?
SALEEM: No, I cant. I think Ive broken my ankle. Choose groups to act out the story in front of the class.
DAD: What happened, Saleem?
SALEEM:
DAD:
I was running when I tripped over the step.
Come on. Were going to the hospital.
Activity Book, Exercise 1
Ask pupils to look at Exercise 1 in their Activity Book on
page 49.
Further practice Ask them to look at the pictures and describe them.
Say various parts of the body and ask pupils to point to them, Choose pupils to read the sentences. Explain that they must
e.g. head, eye, ear, mouth, arm, leg, hand, foot, etc. match the correct sentence to the corresponding picture.
Play a game of Simon says ... The whole class stands up. If you Pupils work in pairs and then check with a different pair.
say Simon says touch your arm, they should do it. If you say Touch
Check answers as a class.
your arm, they shouldnt do it. If they make a mistake, they sit
down. The last pupil standing is the winner. Answers
1. d
End the lesson 2. c
3. b
Ask the pupils Have you ever broken your arm/leg/finger? etc.
4. a

Lesson 2 Activity Book, Exercise 2

Outcomes: To use the present perfect for recent Ask pupils to look at Exercise 2 in their Activity Book on
events page 49.
To use reflexive pronouns
Choose pupils to read the words in the boxes.
To give opinions with present perfect
To apply knowledge of the conventions Explain that they must use the words to complete the
of language sentences.
Pupils complete the activity and check their answers.
Structures: Whats the matter?

Ive fallen over. Check answers as a class.

Ive hurt myself.
I think Ive broken my ankle. Answers
1. myself 2. himself 3. yourself 4. herself 5. myself
Functions: Explaining accidents
Topic: An accident Further practice
Resources: Pupils Book, page 49 Ask other groups to come to the front and act out the story in
Exercise 1, Listen and read the Pupils Book.
Activity Book, page 49
Exercise 1, Look, read and match
Exercise 2, Read and complete End the lesson
Cassette, Unit 13, Exercise 1 Play a game of Hangman with parts of the body.
Flashcards: ankle, toe

104

Lesson 3
Outcomes: To listen for specific information
To create sentences in the present
continuous
To create sentences in the present perfect
To use knowledge of verb tenses to
understand when things happen
To speak clearly with pauses for clarity
and emphasis
Structures: The boy has fallen off his bike.
The boy is falling off his bike.
Functions: Talking about recent events
Vocabulary: bench, drunk, fallen off, flown
Topic: Describing pictures
Resources: Pupils Book, page 50
Exercise 2, Listen and find
Exercise 3, Look and say
Activity Book, page 50
Exercise 3, Read, tick () or cross ()
and correct
Exercise 4, Read, look and write
Cassette, Unit 13, Exercise 2
Revision
Ask pupils Has (Fatima) hurt herself? Elicit full sentences from
the pupils, For example, No, Fatima hasnt hurt herself. Then ask,
Have you hurt yourself? Pupils can respond by pretending they
have hurt themselves. Yes, Ive hurt myself. Ive broken my arm.
UNIT 13
Presentation
Ask a pupil to come to the board and write his or her name.
As he/she is doing that, ask What is she/he doing? Elicit from
the pupils He/She is writing his/her name.
When the pupil has finished, ask What has he/she done? Teach/
Elicit He/She has written his/her name on the board.
Give pupils other actions to do and ask the same questions,
e.g. clean the board, put some books away, read a short text, add some
numbers, etc.
Show the pupils the different parts of the verbs, e.g. clean-
cleaned-cleaned. Explain that some verbs always end in ed in
the past but some are always different. Give them the new
verbs, asking them for the past tense and giving them the past
participle, for example, drink-drank-drunk; fall-fell-fallen; fly-flew-
flown.
Oral Assessment
With reference to the presentation, pupils can:
Scoring criteria Yes No
create sentences using the correct tenses
know the parts of the verbs when asked
105
 UNIT 13

Pupils Book, Exercise 2 Pupils Book, Exercise 3

Ask pupils to look at Exercise 3 in their Pupils Book on
page 50.
UNIT 113 Choose two pupils to read the sentences aloud. Explain that
they have to make pairs of sentences like the example about
the two pictures.
2 Listen and find
1 Pupils work in pairs to complete the activity. Monitor as they
are working, helping where necessary.
Choose pairs to say the sentences aloud.

Activity Book, Exercise 3

Ask pupils to look at Exercise 3 in their Activity Book on
page 50.
2
Look at the example with the class. Ask a pupil to describe the
picture. Ask another pupil to read the sentence. Ask So is the
sentence right? (No)
Choose a pupil to read the corrected sentence.
Ask pupils to continue with the rest of the activity in pairs.
Check answers as a class.

3 Look and say Answers

The old man is sitting
down on the bench. 1. The girl is flying her kite. 2. 3.
4. The baby girl is drinking her juice. 5.
6. The girl is eating her ice cream.

The old man has sat

down on the bench.
Activity Book, Exercise 4
50
Ask pupils to look at Exercise 4 in their Activity Book on
page 50.
Ask pupils to look at Exercise 2 in their Pupils Book on Choose a pupil to read the question and ask another to read
page 50. the example answer.
Put pupils in groups. Ask them to look at the two pictures Go over the rest of the sentences orally before asking pupils to
and describe them in as much detail as possible to one write the sentences in groups.
another, saying either what is happening or what has
Check answers as a class.
happened.
Explain that they are going to hear some sentences and they Answers
have to say if they refer to picture 1 or picture 2. 1. The kite has flown away.
Play the cassette all the way through once. Groups decide on 2. The boy has fallen off his bike.
their answers. 3. The girl has just finished reading her book.
Play the cassette again and pause the cassette after each 4. The boys have won.
sentence so that pupils can finalise their answers. Check
answers as a class. Further practice
Tapescript Say sentences about each of the pictures in Exercise 2 in the
1. The boy has fallen off his bike. Pupils Book. Make some of them true and some not, for
2. The kite has flown away. example, In picture 1, a boy has fallen off his bike. (not true). In
3. The old man is sitting down on the bench. picture 1, two boys are eating an ice cream. (true)
4. The boys are eating ice cream.
5. The baby girl has drunk her drink. End the lesson
Answers Check the past tense of the verbs used in this unit. You say fly,
1. Picture 2 2. Picture 2 3. Picture 1 4. Picture 1 5. Picture 2 they say flew-flown.

106
 UNIT 13

Lesson 4 Oral Assessment

With reference to the wall chart, pupils can:
Outcomes: To listen for gist
To ask and answer questions about Scoring criteria Yes No
health
To write sentences and simple point to the correct pictures, following the teachers
paragraphs on familiar topics for specific prompt
purposes form sentences about the wall chart
To write dictated sentences
To demonstrate understanding of simple pronounce the verbs correctly
informational materials
Structures: Whats the matter? Pupils Book, Exercise 4
I think Ive broken my toe.
Functions: Talking about illness
Topic: Accidents 3
UNIT 113
Vocabulary: cut
4 Listen and match
Resources: Pupils Book, page 51
Exercise 4, Listen and match
Exercise 5, Ask and answer
Activity Book, page 51
Suad Nada Ahmad Ali
Exercise 5, Listen and complete 1 2
Exercise 6, Read and write
Cassette, Unit 13, Exercise 4
Cassette, Unit 13, Activity Book,
Exercise 5
Wall chart 5: Ive hurt myself 31 41

Revision
Check the past tenses of verbs in a game. Divide the class into
two Team A and Team B.
5 Ask and answer
You say the infinitive of a verb, e.g. fall. Team A says the past Whats the matter? Ive hurt myself. I think
tense fell and Team B says the past participle fallen. Ive broken my leg.

Repeat with another verb but this time Team B says the past
tense and Team A the past participle. Verbs they know: fall, fly,
drink, be, see, ride, eat, swim, win, run.
Whats the matter
with Ali? Hes hurt himself. I think

Presentation hes cut his hand.

51

Show the pupils Wall chart 5: Ive hurt myself.

Point to the first picture and ask Whats happened? Elicit Hes
fallen off his bike. Hes hurt himself.
Point to the second picture and say Oh dear. Whats happened?
Elicit Hes broken his ankle.
Look at the other pictures and discuss in the same way,
teaching the verb cut. Show them that cut does not change
form (cut-cut-cut).
Ask pupils to give you sentences about the wall chart, e.g.
Hes broken his ankle. Other pupils come and point to the
correct picture.
Ask pupils to look at Exercise 4 in their Pupils Book on
page 51.
Ask the pupils to look at each picture and ask Whats
happened? Elicit answers for each picture.
Explain that they will hear four dialogues and they have to
match the speakers to the pictures. They should be able to tell
you the names of the people in the pictures after they have
listened.
Play the cassette all the way through once.
Pupils decide on the answers and compare with a partner.
Play the cassette again, pausing after each dialogue.
Check answers as a class.

107
 UNIT 13

Tapescript Activity Book, Exercise 6

GIRL 1: Whats the matter, Suad?
SUAD: Ive hurt myself. I think Ive broken my toe. Ask pupils to look at Exercise 6 in their Activity Book on
page 51.
GIRL 2: Whats the matter with Nada? Focus on the example. Ask the pupils Whats happened? Elicit
GIRL 3: Shes hurt herself. I think shes broken her arm. the answer The girl has fallen off her bike!
Read the example with the class and ask them to write three
BOY 1: Whats the matter, Ahmad? more sentences.
AHMAD: Ive hurt myself. I think Ive broken my ankle. Pupils work in pairs and then compare their answers with a
different pair.
BOY 2: Whats the matter with Ali?
Check answers as a class.
BOY 3: Hes hurt himself. I think hes cut his hand.
Answers Answers
1. Ali 2. Ahmad 3. Suad 4. Nada 1. I think shes hurt her arm.
2. I think hes cut his hand.
3. I think hes hurt his ankle.
Pupils Book, Exercise 5 4. I think shes broken her arm.
Ask pupils to look at Exercise 5 in their Pupils Book on
page 51. Further practice
Choose two pupils to read the dialogue aloud.
Ask pupils to say what the boy is saying in each picture in
Pupils practise the dialogue in pairs, talking firstly about Activity Book Exercise 6, e.g. Ive hurt myself.
themselves (they make up an injury) and then about each
person in Exercise 4.
Monitor as they are working, helping where necessary. End the lesson
Choose some pairs to act their dialogues out in front of the Ask the pupils Have you ever fallen off your bike? Have you ever
class. broken your arm? Have you ever cut your hand? Ask pupils to try
and explain what happened in each case.
Activity Book, Exercise 5
Ask pupils to look at Exercise 5 in their Activity Book on
page 51.
Choose two pupils to read the example dialogue one pupil
asks the question and the other gives the answer.
Explain that they are going to hear similar dialogues and they
have to complete them. Ask them to read through the exercise
first.
Play the cassette all the way through once. Give pupils some
time to write the words. Then play it again, stopping after
each sentence. Pupils write the sentences.
Check answers as a class, replaying the cassette if necessary.
The answers are in the tapescript.

Tapescript and answers

1. Whats the matter?
Ive hurt myself.
I think Ive broken my ankle.
2. Whats the matter with Saad?
Hes hurt himself.
I think hes cut his hand.
3. Whats the matter with Nadia?
Shes hurt herself.
I think shes broken her arm.
4. Whats the matter?
Ive hurt myself.
I think Ive broken my toe.

108
 UNIT 13

Lesson 5 Pupils Book, Exercise 6

Outcomes: To read for gist
To order pictures according to a text
UNIT 113
To demonstrate understanding of simple
informational and some simple literary
learning materials 6 Read, match and order

Structures: Khaled has hurt his arm. 1 Khaled has hurt his arm. He was
riding his bike when he fell off a
His mum thinks he has broken his arm. and hurt himself. He cant move
his fingers. His mum thinks he has
Functions: Talking about accidents broken his arm.
2 He is at a hospital in Amman. Hes
Vocabulary: fell off waiting to see a doctor. Another
boy and a little girl are waiting
with Khaled. The boy has hurt his
Topic: Accidents foot and the girl has cut her arm.
3 The hospital is a big, white,
Resources: Pupils Book, page 52 modern building. Its a very good
hospital. Some of the best
Exercise 6, Read, match and order doctors in the world work there. b
Activity Book, page 52 c
Exercise 7, Read, look and match
Wall chart 5: Ive hurt myself

Revision 7 Ask and answer

Ask pupils to look at Wall chart 5: Ive hurt myself and create 1
How did Khaled hurt himself?
dialogues with a partner. They each pretend to be one of the 2
Who thinks he has broken his arm?
3 Where is Khaled now?
people on the chart.

4
Who is waiting with Khaled to see the doctor?
Choose pupils to perform their dialogues in front of the class. 5
What is the matter with them?
6
What is the hospital like? He was riding his bike
Revise the parts of the verbs again, including fall-fell-fallen. 7
Have you ever visited a hospital? When? Why? when he hurt himself.
52

Ask pupils to look at the pictures in Exercise 6 in their Pupils

Book on page 52.
Ask them to describe the pictures in as much detail as
possible.
Ask them to look at the last picture and make up dialogues
between themselves and the people in the picture. Give them
a few minutes to create the dialogues in pairs.
Choose pupils to perform their dialogues in front of the class.
Explain that they must now read the text and match, in order,
the pictures to each paragraph.
Pupils work alone to complete the activity.
Choose pupils to read the text aloud.
Check answers as a class.

Answers
1. c 2. b 3. a

109
 UNIT 13

Book on page 52.

Activity Book, Exercise 7
Ask pupils to look at Exercise 7 in their Activity Book on page 52.
Pupils read the letter silently and then ask Who has hurt himself?
(Ali.) Who is writing the letter? (Nadia) Who is she writing to? (Aunt
Nawal) What does Nadia send Aunt Nawal (A photo of Ali) What did
Nadia give Ali? (Some chocolate)
Ask pupils to read the text again and match it to one of the
pictures.
Choose pupils to read the text aloud.
Check answers as a class.
Answer
b 4. A boy and a little girl are waiting to see the doctor.
Further practice
Ask pupils to look at the other two pictures of Ali in Exercise 7
of their Activity Book. They work in pairs to change the third
paragraph in the letter to match each picture.
Ask pairs to read their new paragraphs aloud.
End the lesson
Ask Was Nadia kind to give Ali some chocolate? What would you give
him?
Lesson 6
Before doing the questions, choose a few pupils to read the
text aloud.
Ask two pupils to read the first question and the sample
answer.
Pupils continue asking and answering the questions.
Monitor as they are working, helping where necessary.
Check answers as a class.
Answers
1. He was riding his bike when he fell off and hurt himself.
2. His mum thinks he has broken his arm.
3. He is at the hospital in Amman.
5. The boy has hurt his foot and the girl has cut her arm.
6. It is big, white, modern and very good.
7. Pupils own answers.
Activity Book, Exercise 8
Ask pupils to look at Exercise 8 in the Activity Book on
page 52.
Ask pupils to read what Saad says quietly to themselves.
Choose pupils to read sentences from it.
Explain that they must now rewrite it using he instead of I.
Pupils work in groups to complete the activity.
Check answers by asking the groups to read a sentence each.

Answers
Outcomes: To read for specific information
Hes hurt his leg and his toe, and hes cut his hand. He was riding
To ask and answer questions about a text
his bike with his friends when he fell off. Hes seen the doctor and
To rewrite a paragraph in a simple
hes seen a nurse. His mum and dad brought him to the hospital,
narrative as required
but hes going home soon.
To retell what happens in a simple story
To write sentences on familiar topics
Structures: Khaled has hurt his arm.
Activity Book, Exercise 9
His mum thinks he has broken his arm. Ask pupils to look at Exercise 9 in their Activity Book on
page 52.
Functions: Talking about accidents
Asking and answering questions Explain the activity to the class. Remind them of the
conventions of punctuation.
Topic: Accidents
Monitor as they are writing in cursive, helping where
Resources: Pupils Book, page 52 necessary. Check their writing at the same time for neatness
Exercise 7, Ask and answer and accuracy.
Activity Book, page 52
Exercise 8, Read and complete
Exercise 9, Trace and copy
Further practice
Wall chart 5: Ive hurt myself Ask pupils Whats our school like? Elicit Its big, modern and very
good. Ask about some other buildings in the area.

Revision End the lesson

Ask pupils Have you ever been to hospital? Why did you go? Who did
Ask pupils to try and remember what happened to Ali.
you see? What happened?

Pupils Book, Exercise 7

Ask pupils to look at the questions in Exercise 7 in their Pupils

110
 JC>I
&) Ive never swum in the sea

Lesson 1 Pupils Book, Exercise 1

Outcomes: To use present perfect with frequency
adverbs never and always Ive never swum in the sea
To follow oral instructions Word Box
author, brave, climber, coach, deep, dolphin, flown, Italy,

Structures: Ive never missed a match. 1 Listen and read lucky, painful, plaster, present, spend, tonight

1 2 Youre going to stay in

Ive always wanted to read this book. You have a broken
hospital tonight.
ankle, Saleem. Have you ever
Functions: Saying what you have never done broken your
ankle, Doctor
Saying what you have always wanted to Kareem?

do
Vocabulary: brave, climber, flown, painful, plaster,
present, tonight
Topic: At the hospital
No, Ive never broken my ankle. I broke
Resources: Pupils Book, page 53 my toe last year. It was very painful.
Can I play football on Saturday?
You are very brave, Saleem.
Exercise 1, Listen and read Ive never missed a match.

Cassette, Unit 14, Exercise 1 3 4 Hi Saleem. Heres a present for

you. Its a book about a climber.
Flashcards: climber, present
Wall chart 5: Ive hurt myself

Revision
Show the pupils Wall chart 5. Ask pupils to give you sentences
about the pictures.
Thank you. Ive always wanted to
read this book. Ive always liked
Presentation Sorry, Saleem. You cant. You must
keep the plaster on for six weeks.
reading. I cant play football, but I
can read my new book now!
Teach some of the new vocabulary using the flashcards in the 53

usual way.
Ask pupils to look again at Wall chart 5. Point to the picture Ask pupils to look at Exercise 1 in their Pupils Book on
of the boy with the broken ankle and ask What did he do? Elicit page 53.
the answer. Ask How do you think his ankle feels? Teach Its painful.
Ask them who they can see in the pictures (Saleem, his dad, his
Ask Is he crying? (No) Teach Hes very brave.
mum, a doctor and Fatima).
Now ask Where will he go now? (to the hospital) Who will he see? (a
Ask them what they think is happening, using some of the
doctor and a nurse) What will they do? Teach They will put a plaster
new vocabulary you have just taught them.
on his ankle. Ask Where do you think he will sleep tonight? (in the
hospital) Ask Where will you sleep tonight? (at home) Now tell the pupils to listen and follow the dialogue in their
books. Play the cassette all the way through twice. Teach the
Then ask Have you ever been in hospital? Help pupils to say I
new word present in the context of the story. Ask When do you
have never been in hospital. Ask other questions to get similar
give friends presents?
answers. Write the first answer on the board and ask pupils
to read it. Point out the place of never. Play the cassette again, stopping after each sentence and
choosing a pupil to repeat it.
Now ask the class to work in groups of three to act out the
Oral Assessment

dialogue.
With reference to flashcards and presentation, pupils can: Monitor and help where necessary.

Scoring criteria Yes No Tapescript

point to the correct flashcard, following the DOCTOR: You have a broken ankle, Saleem.
teachers prompt SALEEM: Have you ever broken your ankle, Doctor
recognise the words without the aid of the Kareem?
flashcards DOCTOR: No, Ive never broken my ankle. I broke my toe
last year. It was very painful. You are very brave,
answer the teachers question to elicit other new
Saleem.
vocabulary and the new structures
DOCTOR: Youre going to stay in hospital tonight.
SALEEM: Can I play football on Saturday? Ive never
missed a match.

111
 UNIT 14

DOCTOR: Sorry, Saleem. You cant. You must keep the

plaster on for six weeks.
Pupils Book, Exercise 1
FATIMA: Hi Saleem. Heres a present for you. Its a book
about a climber.
SALEEM: Thank you. Ive always wanted to read this book.
Ive always liked reading. I cant play football,
but I can read my new book now!
Further practice
Choose two pupils to read Fatima and Saleems dialogue in
the last picture. Ask questions to check understanding What
did Fatima give Saleem? Is he happy with it? Why? Elicit He has
always wanted to read this book. Point out the place of always in
the sentence.
Ask pupils to look at Exercise 1 in their Pupils Book on
page 53 again.
Play the cassette again and write up the following questions
while they are listening (or ideally, write them up before they
come into the classroom): What did Saleem break? Has he ever
broken his ankle? What has he broken? Does the doctor think he is
brave? Can Saleem play football soon? How long must he keep the
plaster on? What does Fatima give him? Why? Does he like the book?
How do you know?
Check the answers with the class.
Choose groups of three to come to the front to act out the
story.

End the lesson Activity Book, Exercise 1

Tell pupils to go home and think of some things that they Ask pupils to look at Exercise 1 in their Activity Book on
have always wanted to do but that they never have done. Tell page 53.
them you will ask about them in the next lesson. Choose pupils to read the words in the boxes.
Read the first example with the class.

Lesson 2
Outcomes: To use the present perfect with frequency
adverbs never and always
To use correctly learned vocabulary
To spell correctly learned vocabulary
To pronounce English words and
sentences precisely and correctly
Structures: Ive never missed a match.
Ive always wanted to read this book.
Functions: Saying what you have never done
Saying what you have always wanted to
do
Topic: At the hospital
Resources: Pupils Book, page 53
Exercise 1, Listen and read
Activity Book, page 53
Exercise 1, Read and complete
Exercise 2, Listen, choose and say
Cassette, Unit 14, Exercise 1
Cassette, Unit 14, Activity Book,
Exercise 2
Flashcards: climber, present
Revision
Check pupils remember the new vocabulary on the flashcards.
Then ask them the questions you asked them to think about
for homework. Elicit sentences from the pupils, for example, I
have always wanted to go to Wadi Rum. I have never been there.
Put pupils in pairs and ask them to talk about what they have
always wanted to do but have never done.
Pupils then work in pairs to complete the rest of the exercise.
Monitor and help where necessary.
Check answers as a class.
Answers
1. painful 2. brave 3. tonight
4. plaster 5. present 6. climber
Activity Book, Exercise 2
Ask pupils to look at Exercise 2 in their Activity Book on
page 53.
Explain that they have to listen to the cassette and choose
which answer is given each time. They cross through the
wrong answer.
Play the cassette through once and let pupils choose the
correct answer.
Play the cassette again pausing after the question each time.
Elicit the answer from the pupils and then play the cassette to
check.
Tapescript
1. Have you ever broken your ankle?
No, Ive never broken my ankle.
2. Have you ever read this book?
Yes, I have.
3. Have you ever played football?
Yes, I have.
4. Have you ever stayed in hospital?
No, Ive never stayed in hospital.
Answers
1. Pupils strike through, Yes, I have.
2. Pupils strike through, No, Ive never read that book.
3. Pupils strike through, No, Ive never played football.
4. Pupils strike through, Yes, I have.

112

Further practice
Pupils work in pairs asking and answering the questions in
Exercise 2 in their Activity Book.
End the lesson
Ask the pupils to look very quickly through the story in
Exercise 1 in their Pupils Book. Say, Find all the words beginning
with p.
Elicit the words and write them on the board. Ask the pupils
to put them in alphabetical order (painful, plaster, play,
present).
Lesson 3
Outcomes: To use the present perfect to talk about
actions up to now
To listen for specific information
To write meaningful sentences
To use words and simple sentences to
take part in simple exchanges
Structures: Have you ever eaten an egg?
Yes, I have.
Have you ever swum in the sea?
Ive swum in a lake, but Ive never swum in the
sea.
Functions: Describing life events up to now
Topic: Life events
Resources: Pupils Book, page 54
Exercise 2, Listen and match
Exercise 3, Ask and answer
Activity Book, page 54
Exercise 3, Write the sentences
correctly
Exercise 4, Ask, answer and tick ()
or cross ()
Cassette, Unit 14, Exercise 2
Revision
Ask Has anyones dad/mum/brother/sister ever broken their arm/
leg? What happened? Did they go to hospital? Did they have a plaster?
Elicit answers from the pupils and discuss what happened.
Other pupils can ask questions.
UNIT 14
Pupils
p Book,, Exercise 2
UNIT 14
2 Listen and match
Samia
1 2
 
 
 
 
 
 
3 Ask and answer
Have you ever won No, Ive never won
a competition? a competition.
Yes, I have.
Have you ever
flown in a plane? I like flying.
54
Ask pupils to look at Exercise 2 in their Pupils Book on
page 54.
Ask pupils to say what they can see in each box.
Explain that they are going to hear someone asking Samia
questions. They have to listen to what she says and decide
which box relates to what she has done.
Play the cassette through once and ask pupils to discuss their
answer in pairs.
Play the cassette again. Check the answer as a class.
If you wish, play the cassette through again, pausing after
each question to see if they can give Samias replies.
Tapescript
Have you ever eaten an egg, Samia?
Yes, I have. I like eggs.
Have you ever swum in the sea?
No, Ive never swum in the sea.
Have you ever won a competition?
Yes, Ive won two maths competitions.
Have you ever played tennis?
Yes, I have. I like tennis.
Have you ever read this book about a famous climber?
No, Ive never read that book. Ive read a book about a famous
tennis player.
Have you ever flown in a plane?
Yes, I have. Ive always liked flying.
113
 UNIT 14

Answer Further practice

Box 1
Ask some pupils to tell the rest of the class about one of the
people they spoke to; for example, Samia hasnt swum in the sea.
Pupils Book, Exercise 3 She has flown in a plane. She has played tennis. She hasnt read a book
Ask pupils to look at Exercise 3 in their Pupils Book on about a famous climber.
page 54.
Ask two pupils to read the dialogue as an example of the
activity.
End the lesson
Ask a few pupils to stand up and ask anyone they want to in
Pupils use the ideas in the pictures to ask and answer the
the class one of the questions. They could come up with their
questions.
own questions too.
Monitor and help where necessary.
Choose some pupils to perform one part of their dialogue in
front of the class.

Activity Book, Exercise 3

Ask pupils to look at Exercise 3 in their Activity Book on
page 54.
Write the following on the board: have you ever visited Wadi Rum
Ask the pupils What is wrong with this sentence? Can you correct it?
Choose pupils to change the punctuation in the sentence so it
reads Have you ever visited Wadi Rum?
Repeat with this sentence yes i have
Pupils should write Yes, I have.
Ask pupils what each part of punctuation is called capital
letter, full stop, question mark, comma. Leave the sentences
on the board for pupils to refer to.
Ask pupils to look at Exercise 3 in their Activity Book on
page 54.
Tell pupils to rewrite the sentences with the correct
punctuation. Monitor as they are working and help where
necessary. Point to the punctuation on the board again if
necessary.

Answers
1. Have you ever visited the Eiffel Tower?
2. No, Ive never visited the Eiffel Tower.

Activity Book, Exercise 4

Ask pupils to look at the table in Exercise 4 in their Activity
Book on page 54.
Tell the pupils to look at Amirs answers. Choose two pupils
to read the example dialogue.
Then choose another pupil to ask the next question of Amir
and another to answer it as Amir. Repeat with the other
question.
Ask the pupils to speak to two other pupils to ask and answer
the questions and write down their replies.
Monitor as they are working, helping where necessary.
Ask some pupils to perform their dialogues in front of the
class.

Answers
Pupils own answers.

114
 UNIT 14

Lesson 4 Pupils Book, Exercise 4

Outcomes: To listen to and sing along with a song
To ask and answer questions using the
UNIT 14
present perfect
To demonstrate understanding of simple
informational learning materials 4 Sing
To write sentences and simple
paragraphs on familiar topics for specific
purposes
Structures: Ive always wanted to swim with dolphins. Ive always wanted
To swim with dolphins
Functions: Singing along with a song In the deep blue sea.

Stating what you have always wanted to

Ive always wanted
do To travel the world
There are lots of things to see.
Vocabulary: author, dolphin, spend
Ive always wanted
Topic: Talking about what you want to do To spend the night
In a castle on a hill.
Resources: Pupils Book, page 55
Exercise 4, Sing Ive always wanted
Exercise 5, Ask and answer To climb a mountain
Maybe one day I will.
Activity Book, pages 54 and 55
Exercise 5, Read and match
Exercise 6, Look and write 5 Ask and answer What have you always
wanted to do?
Cassette, Unit 14, Exercise 2
Cassette, Unit 14, Exercise 4
Flashcard: author, dolphin
Ive always wanted to
meet a famous author.
55

Revision
Use the Cassette for Exercise 2. Play the first question and Ask pupils to look at Exercise 4 in their Pupils Book on
pause the tape before the answer. Choose various pupils page 55.
to give you their own answers. Play the next question and Ask them to describe what they can see in the pictures.
continue. Play the cassette all the way through once. Tell the pupils to
read the words of the song as they listen.
Presentation Point to the first verse. Ask the pupils to join in with the
words as you play the cassette for a second time.
Teach author and dolphin using the flashcards in the usual way. Do the same with the other verses. Check their understanding
Write the words on the board and practise reading them. Ask of spend and maybe.
them what sound ph makes (f). Ask them if they know any Then divide the class in two. Play the cassette again. Ask one
other words with ph (photograph, phone). group to sing along with verses one and three and the other
Ask them Where does a dolphin swim? (in the sea) Do you like group to sing verses two and four.
swimming in the sea? Can you always stand in the sea when you are
swimming? (No) Why not? Teach Because it is too deep. Practise the Tapescript
word deep. Ive always wanted
To swim with dolphins
In the deep blue sea.
Ive always wanted
Oral Assessment To travel the world
With reference to the flashcards and presentation, pupils can: There are lots of things to see.
Scoring criteria Yes No Ive always wanted
To spend the night
recognise new vocabulary In a castle on a hill.
pronounce new vocabulary Ive always wanted
spell new vocabulary To climb a mountain
Maybe one day I will.

115
 UNIT 14

Pupils Book, Exercise 5 Lesson 5

Ask pupils to look at Exercise 5 in their Pupils Book on
page 55.
Outcomes: To read a story
To read for gist
Ask two pupils to read out the short dialogue. Pay attention To use correctly learned vocabulary
to any pronunciation difficulties and practise with the class. To spell correctly learned vocabulary
Pupils work in pairs to ask and answer questions, using the
same structures.
Structures: He has always enjoyed the sport.
He has never missed a match.
Monitor and help where necessary.
Ask pupils to give some of their examples to the class.
Functions: Asking and answering questions
Vocabulary: coach, Italy, lucky
Activity Book, Exercise 5 Topic: A basketball competition

Ask pupils to look at Exercise 5 in their Activity Book on Resources: Pupils Book, page 56
pages 54 and 55. Exercise 6, Read and answer
Say I love flying in planes. Ive always wanted to fly a plane. Ask Have I Activity Book, page 56
flown a plane? (No) Do I want to fly a plane? (Yes) Exercise 7, Read, choose and
complete
Read the first sentence with the class. Ask them to quietly
read (af) and ask them to find the second sentence (f). Cassette, Unit 14, Exercise 4
Ask pupils to match the other sentences. Materials: a map of Europe or the
world showing Italy clearly
Check answers as a class.

Answers
1. f 2. e 3. a 4. b 5. c 6. d
Revision
Play the song again for pupils to sing along. Divide the class
into four and ask each group to sing one verse.
Activity Book, Exercise 6
Ask pupils to look at Exercise 6 in their Activity Book on

page 55.
Presentation
Choose a pupil to read the sentence in the speech bubble. Teach the new vocabulary by asking questions. Show them
Choose another to read the example sentence. the map and say This is Italy. Have you ever been to Italy? Elicit
answers.
Go over the other sentences orally. Then pupils write their
sentences. Ask Who plays football? Basketball? Who teaches you? Teach the
word coach. Ask Who is your coach?
Check answers as a class.

Answers Oral Assessment

1. Ive always wanted to travel the world.
With reference to the presentation, pupils can:
2. Ive always wanted to swim with dolphins.
3. Ive always wanted to spend a night in a castle. Scoring criteria Yes No
4. Ive always wanted to climb a mountain.
5. Ive always wanted to meet a famous author. recognise new vocabulary
pronounce new vocabulary
End the lesson
Choose a few pupils to say what they have always wanted to
do.

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 UNIT 14

Pupils Book, Exercise 6 Further practice

Ask pupils to tell you about playing basketball. Ask them
questions like How many players are in a team? What do you wear?
UNIT 14 Are all basketball players short? How do you score?

6 Read and answer End the lesson

Omar is very good at basketball. Ask pupils to think of questions to ask Omar, for example,
He has always enjoyed the sport. Have you ever won a basketball match? Have you ever scored? etc.
He started playing when he was
five. Now, he is ten years old. He
plays for a basketball team.
Everybody in the team is under
eleven years old.
Omar practises every week. He
Lesson 6
has never missed a match. Next Outcomes: To read a story
week, he is going to play in a
competition in Italy. He has never
To ask and answer questions about a
been to Italy, but he has always story
wanted to travel with his team.
Omars coach is very excited. The
To write a simple informational
team has always played well in paragraph of four or five sentences
competitons, but they have never
won this competition. Maybe they
will be lucky this year, with Omar
Structures: He has always enjoyed the sport.
in the team! He has never missed a match.
Functions: Reading for specific information
1
What has Omar always enjoyed? Topic: A basketball competition
2
When did he start playing basketball?
3
How old are the oldest players in the team? Resources: Pupils Book, page 56
4 Has Omar ever missed a match?

5
Has he ever been to Italy?
Exercise 6, Read and answer
6
Why is his coach excited? Activity Book, page 56
7 Has the team ever won the competition?

Omar has always Exercise 8, Read and write
8
Have you ever played in a team? What sport did enjoyed the sport.
you play? Cassette, Unit 14, Exercise 4
56
Materials: a map of Europe or the
World showing Italy clearly

Ask pupils to look at Exercise 6 in their Pupils Book on

page 56. Revision
Put pupils in groups of three. Ask pupils to describe the boy
Ask pupils questions with Have you ever ... ? Then ask pupils
in the picture to one another and say what he is doing.
to ask the questions across the class, asking pupils to choose
Tell pupils they must now read the story and find the answer who they want to answer.
to the question How old is Omar? EIicit the answer.
Prompts to use: play basketball, to Italy, play in a competition, won
In groups, each pupil reads one paragraph aloud to the a competition, etc.
others.
Ask them Are you lucky? Why?

Teach them What would you say to Omar if you met him? Hes going
Pupils Book, Exercise 6
to Italy to play in a competition. Elicit Good luck! Ask pupils to look at Exercise 6 in their Pupils Book on
page 56.

Activity Book, Exercise 7 Choose pupils to read the story aloud. Ask pupils to spell the
new words without looking at their books.
Ask pupils to look at Exercise 7 in their Activity Book on Choose a pupil to read the first question and another to read
page 56. the answer in the speech bubble.
Choose pupils to read the words in the boxes. Explain that they have to ask and answer the rest of the
Read the first example with the class and ask them to questions about the text. Ask them to work in pairs.
complete the gap. Monitor as they are working, helping where necessary.
Pupils then work in pairs to complete the rest of the exercise. Check answers as a class.
Explain that they have to use each word more than once.
Monitor and help where necessary.
Check answers as a class.

Answers
1. ever 2. always 3. never 4. always 5. ever 6. never
117
 UNIT 14

Answers
1. Omar has always enjoyed the sport.
2. When he was five.
3. Everybody in the team is under eleven years old.
4. No, he has never missed a match.
5. No, he has never been to Italy.
6. He is excited because his team has always played well in
competitions.
7. The team has never won the competition.
8. Pupils own answers.

Activity Book, Exercise 8

Ask pupils to look at Exercise 8 in their Activity Book on
page 56.
Ask the pupils to read the text in silence. Then choose a pupil
to read it aloud.
Ask some comprehension questions: Which sport does she like?
Is she good at it? When does she play? Who does she play with? Have
they ever played in a competition? Have they ever won?
Ask pupils to copy the text, remembering the capital letters
and other punctuation. Monitor as they are writing, checking
that their writing is neat as well as accurate.
Put pupils in groups of three to check one anothers work.
Choose pupils to read the text from their writing. They should
cover the printed text while they read.

Answers
Pupils own answers.

Further practice
Ask pupils to work in pairs and tell their partner about a
sport they play like the text in Exercise 8 in the Activity Book.
Choose a pupil to report back on their partner to the class.

End the lesson

Ask the pupils to sing the song from the unit again.

118
 JC>I
&* Have you read your new book yet?

Lesson 1 Oral Assessment

With reference to the presentation, pupils can:
Outcomes: To use the present perfect with yet and
already Scoring criteria Yes No

Structures: Have you read your new book yet? recognise new vocabulary
I havent finished it yet. pronounce new vocabulary
Ive already put away my clothes.
demonstrate understanding of already and yet
Functions: Talking about what has been done and
what is still to be done
Vocabulary: sweep, swept Pupils Book, Exercise 1
Topic: Household chores
Resources: Pupils Book, page 57 Have you read your new book yet?
Exercise 1, Listen and read Word Box
adventure, country, dream, famous, fold, mop, mopped, North
Cassette, Unit 15, Exercise 1 1 Listen and read Pole, person, place, proud, South Pole, success, sweep, swept

1 Im tidying my room. Ive already made 2 Have you read your

my bed and put away my clothes. new book yet?
I havent swept the floor yet.

Revision
Practise the past tenses of verbs pupils know in a game.
Draw a noughts and crosses grid (3x3) on the board. Put an
irregular verb in each space. Divide the class into teams. Team Ill sweep
A chooses a verb and tells you all the parts, for example, see- the floor.

saw-seen. If it is correct, they replace the verb with a nought

Thank you, Fatima. It is difficult
or cross. If it is wrong, Team B get a chance to play. They can No, I havent. Ive started it, but I
with my leg in plaster.
havent finished it yet. Its very good.
choose the same verb or a different verb. The first team to get 3 4
Have you seen this What time is it?
a line of noughts or crosses wins. amazing photograph?

Presentation
Quickly practise the verbs used in the revision game and
then add the new one sweep-swept. Mime the verb, saying I am
sweeping the floor. Then ask What did I do? Have you ever swept the Its six oclock!
floor? Weve nearly
finished looking at
Write on the board a list of things the class has to do in the the book, but we
havent swept the
lesson today, for example, say hello to the teacher, play a game of floor yet!
No, I havent. Lets see it.
noughts and crosses, learn a new verb, listen to a story, read the story,
You sweep the floor and
answer some questions on the story. Ill tidy my desk!
57
Point to the first item in the list and say to the class Have you
said hello to me yet? Elicit the answer Yes, we have. Teach Weve
already said hello to you. Repeat with the next two items. Ask pupils to look at Exercise 1 in their Pupils Book on
Then ask Have you listened to a story yet? Elicit the answer No, we page 57.
havent. Teach We havent listened to a story yet. Repeat with the Ask pupils to look at the pictures and tell you who they can
other items. see. Ask some questions What happened to Saleem? Can he walk?
Then ask the questions in a random order to mix the already Look at picture 1. What time is it? Look at picture 4. What time is it?
and yet answers. Do you think they have done all their work?
Choose pupils to ask the questions across the class. Tell the pupils to listen and follow the dialogue in their books.
Play the cassette all the way through twice.
Finally ask pupils a few other questions, for example, Have you
had your breakfast/lunch/dinner yet? Have you done your homework On the board write finish my new book, sweep the floor, make my
yet? Have you seen the head teacher yet? etc. bed, tidy my desk, put away my clothes. Choose pupils to read the
phrases.
Say Imagine you are Saleem. What do you say? Point to the first
phrase and elicit I havent finished my new book yet. Repeat with
the other phrases, making sure pupils pronounce the verbs
correctly.

119
 UNIT 15

Tapescript Pupils Book, Exercise 1

SALEEM: Im tidying my room. Ive already made my bed
Ask pupils to look at Exercise 1 in their Pupils Book on
and put away my clothes. I havent swept the
page 57 again.
floor yet.
FATIMA: Ill sweep the floor. Play the cassette again.
SALEEM: Thank you, Fatima. It is difficult with my leg in Ask pupils to work in pairs to act out the dialogue.
plaster. Ask pairs to perform their dialogues in front of the class.
FATIMA: Have you read your new book yet?
SALEEM: No, I havent. Ive started it, but I havent
finished it yet. Its very good. Further practice
FATIMA: Have you seen this amazing photograph? As they are practising, write some questions on the board.
SALEEM: No, I havent. Lets see it. Then ask pupils to ask and answer the questions after they
SALEEM: What time is it? have acted out their dialogues. Questions could include: What
FATIMA: Its six oclock! Weve nearly finished looking at has Saleem done? What hasnt he done? Why cant Saleem sweep the
the book, but we havent swept the floor yet! floor? Has Saleem finished his new book? What is in the photograph
SALEEM: You sweep the floor and Ill tidy my desk! that Fatima is looking at? What time do they stop reading the book?

Further practice Activity Book, Exercise 1

Ask pupils What has Saleem already done? Elicit the answers with
He has. Ask What hasnt he done yet?
End the lesson
Ask the class What havent you done today yet?
Ask pupils to look at Exercise 1 in their Activity Book on
page 57.
Choose some pupils to read the sentences in the boxes.
Explain that they must write the correct sentence under each
picture.
Pupils work in pairs to complete the activity and then check

Lesson 2
Outcomes: To use the present perfect with yet and
already
To use correctly learned vocabulary
To spell correctly learned vocabulary
Structures: Have you read your new book yet?
I havent finished it yet.
Ive already put away my clothes.
Functions: Talking about what has been done and
what is still to be done
Topic: Household chores
Resources: Pupils Book, page 57
Exercise 1, Listen and read
Activity Book, page 57
Exercise 1, Read and write
Exercise 2, Read and complete
Cassette, Unit 15, Exercise 1
their answers with a different pair.
Check answers as a class.
Answers
1. Ive already made my bed.
2. Ive already swept the floor.
3. I havent made my bed yet.
4. Ive already tidied my desk.
5. I havent swept the floor yet.
6. I havent tidied my desk yet.
Activity Book, Exercise 2
Ask pupils to look at Exercise 2 in their Activity Book on
page 57.
Refer them to the boxes and read the two words. Elicit
sentences from the pupils with each word. Make sure they
understand the difference.
Pupils write the words in the correct spaces.
Check answers as a class.

Answers
1. yet
Revision 2. yet
3. already
Ask pupils questions about their day Have you had your breakfast 4. yet
yet? Have you had your lunch yet? Have you played football/netball 5. already
yet? Have you had maths yet? etc.

End the lesson

Ask pupils to give you the past participle of the verbs in the
Activity Book exercises and spell them. You give them the
infinitive.

120
 UNIT 15

Lesson 3 Pupils Book, Exercise 2

Outcomes: To listen for specific information
To write meaningful sentences and UNIT 15
paragraphs using given frameworks
To write sentences and simple
paragraphs on familiar topics for specific 2 Listen and choose
purposes
Structures: I havent finished yet.
I have already put my clothes away.
Hani
Functions: Talking about what has been done and Jobs a b c

what is still to be done clean room   

make bed   
Vocabulary: fold, mop, mopped sweep floor   
Topic: Household chores mop floor   
clean windows   
Resources: Pupils Book, page 58 fold and put away clothes   
Exercise 2, Listen and choose
Exercise 3, Look and say
Activity Book, page 58
Exercise 3, Read and order 3 Look and say
He hasnt finished
Exercise 4, Read and write cleaning his room yet.

Cassette, Unit 15, Exercise 2

Revision
Give pupils sentences to correct about the story in Exercise 1
in their Pupils Book. Tell them to close their books. Sentences
can include: Saleem has already finished his book. Fatima has
already swept the floor. Saleem hasnt made his bed yet. Saleem hasnt
put his clothes away yet. Saleem has already tidied his desk.
Hes already
made his bed.
58
Ask pupils to look at Exercise 2 in their Pupils Book on
page 58.
Ask pupils to look at the table and read the verb phrases. Ask
the pupils Have you made your bed yet? Continue with the other
verbs. Explain the verbs mop and fold by miming.
Explain that they must listen to Hani talking about himself
and decide which column is about him. Let them look at the
three columns with ticks and crosses.
Play the cassette all the way through twice. Let them compare
answers with a partner after the first listening.
Check answers as a class.

Tapescript
Ive nearly finished cleaning my room, but I havent finished yet.
Ive already made my bed and swept the floor.
I havent mopped the floor yet.
I havent cleaned the windows yet.
Ive already folded my clothes and put them away.

Answer
b

121
 UNIT 15

Pupils Book, Exercise 3 Lesson 4

Ask pupils to look at Exercise 3 in their Pupils Book on
page 58. Outcomes: To listen for specific information
To ask and answer questions
Choose two pupils to read the example dialogue aloud. To demonstrate understanding of simple
Pupils continue in the same way, talking about Hani. informational material
Choose pupils to perform their dialogues in front of the class. To use words and simple sentences to
take part in simple exchanges
To write meaningful sentences and
Further practice paragraphs using given frameworks such
Ask pupils to copy the table into their notebooks. They talk as jumbled sentences
about themselves and their partner fills it in for them. Choose Structures: Ive already been to Aqaba.
pupils to tell the class about their partners. I havent been to Karak yet.
Functions: Talking about holidays
Activity Book, Exercise 3 Topic: A holiday in Jordan
Ask pupils to look at Exercise 3 in their Activity Book on
page 58.
Resources: Pupils Book, page 59
Exercise 4, Listen and match
Explain that they have to reorder the words as in the example. Exercise 5, Ask and answer
Choose a pupil to read the example aloud.
Activity Book, page 59
Pupils work in small groups to rearrange the words. Exercise 5, Read, tick () or cross ()
Check answers as a class. and write
Cassette, Unit 15, Exercise 4
Answers
1. Hes already mopped the floor.
2. Shes already swept the floor.
3. She hasnt cleaned the windows yet.
Revision
4. I havent made my bed yet. Check the past tense of verbs with the class. Write the three
5. Hes already cleaned his room. parts of the verbs all over the board. Ask different pupils to
come and join up the parts.
Activity Book, Exercise 4
Ask pupils to look at Exercise 4 in their Activity Book on
page 58.
Ask a pupil to read the list. Ask the pupils Has she tidied her
room? etc.
Pupils write the sentences in groups and then check their
answers with different groups.
Check answers as a class.

Answers
Shes already tidied her room.
Shes already folded her clothes and put them away.
She hasnt swept the floor yet.
She hasnt mopped the floor yet.

End the lesson

Give the pupils something you havent done yet today, for
example, I havent been to the shops yet. Go round the class,
asking pupils for similar sentences.

122
 UNIT 15

Pupils Book, Exercise 4 Answer

1

UNIT 15
Further practice
Ask the pupils questions, for example, Have you visited Aqaba?
4 Listen and match etc.
1
Holiday in Jordan
visit Aqaba
drive through Wadi Rum
Pupils Book, Exercise 5
spend a day in Petra
see the ancient castle at Karak
Ask pupils to look at Exercise 5 in their Pupils Book on
swim in the Dead Sea page 59.
watch a chariot race in Jerash
buy souvenirs in Amman Choose pupils to read the sample dialogue.
Pupils continue working in pairs. Monitor and help where
2
Holiday in Jordan necessary.
visit Aqaba
drive through Wadi Rum
Choose pupils to perform their dialogues in front of the class.
spend a day in Petra
see the ancient castle at Karak
swim in the Dead Sea
watch a chariot race in Jerash
Activity Book, Exercise 5
buy souvenirs in Amman
Ask pupils to look at Exercise 5 in their Activity Book on
page 59.
5 Ask and answer Choose a pupil to read what the tourist is saying.
Has he spent a Yes, hes already Choose different pupils to read the sentences out loud.
day in Petra yet? spent a day in Petra.
Explain that they have to decide if the sentences are correct or
not and then write the correct sentences. They need to correct
them if they are wrong, like the example.
Pupils work in groups to complete the exercise. Monitor as
Has he swum in No, he hasnt swum in
the Dead Sea yet? the Dead Sea yet. they are working, helping where necessary.
59
Check the answers as a class.

Answers
Ask pupils to look at Exercise 4 in their Pupils Book on
page 59. 1. . Hes already been to Wadi Rum.
2. . Hes already swum in the Dead Sea.
Ask them who they can see in the picture (elicit tourist). Ask
3. . He hasnt been to Aqaba yet.
them to describe him.
4. . He hasnt seen a chariot race in Jerash yet.
Choose a pupil to read through each list of activities. 5. . He has already seen the castle at Karak.
Play the cassette through and ask the pupils to choose which 6. . He has already been to Petra.
list matches what the tourist says.
Pupils check their answers with a partner and then play the End the lesson
cassette again.
Ask pupils to ask other questions, e.g. Have you been to the new
Check answers as a class. cinema yet? etc.
Tapescript
A: Are you enjoying your holiday in Jordan?
B: Yes, I am. Im having a great time. Ive already been to
Aqaba. That was my first day and Ive driven through Wadi
Rum.
A: Have you been to Petra yet?
B: Yes, I have. Ive already spent a day in Petra. I havent been
to Karak yet. Im going tomorrow.
A: Have you swum in the Dead Sea?
B: No, I havent swum in the Dead Sea yet.
A: Have you been to Jerash?
B: No, I havent been to Jerash yet. Im going on Thursday to
watch a chariot race.
A: Have you bought any souvenirs yet?
B: Yes, I have. Ive already bought two souvenirs! I went to a
beautiful market in Amman on my first day.

123
 UNIT 15

Lesson 5 Oral Assessment

With reference to the presentation, pupils can:
Outcomes: To read for gist
To use English print or electronic Scoring criteria Yes No
dictionaries to help understand
unfamiliar words in simple reading recognise new words
materials pronounce new words correctly
To use correctly learned vocabulary
answer questions from the teacher
To spell correctly learned vocabulary
Structures: He has already travelled around the world.
He hasnt finished travelling yet. Pupils Book, Exercise 6
Functions: Describing a travellers achievements
Vocabulary: adventure, country, dream, famous,
North Pole, person, place, proud, South UNIT 15
Pole, success
Topic: A famous traveller
6 Read and match
My uncle is a famous traveller.
Resources: Pupils Book, page 60 He has already travelled to the 1
hottest countries in the world. Travelling around
Exercise 6, Read and match
He could have been the first the world
Activity Book, page 60 Jordanian to travel around the
world. He is very proud of his
Exercise 6, Ask, answer and write success. 2
My uncles third trip was very Swimming for success
Material: a map of the world or a interesting. He went to Egypt.
globe He bought some beautiful
souvenirs. He was very happy.
My uncle has always loved
adventure and he hasnt finished 3
Revision travelling yet. He has already
visited countries all over the
Climbing to the top
world, but he hasnt been to the
Ask the pupils to give you six tourist sights in Jordan. Write North and South Poles yet. His
them on the board. dream is to go to these places in
the future.
Ask them to ask each other questions, for example, Have you
been to Petra yet?
7 True or false?

Presentation 1

2

My uncle has already travelled to the hottest countries.
His uncles second trip to Egypt was very interesting.
3
My uncle has finished travelling.
Show the pupils the map of the world. Ask them to find 4
My uncle has already visited many countries.
Jordan on the map and point to it. Ask What country is next to 5
He has already been to the North Pole.

Jordan? Elicit an answer. Then ask What other countries are near
Jordan? Elicit answers. Write the words country and countries on True. He has already
travelled to the hottest
the board for pupils to read. countries in the world.
Point to the top of the world and teach North Pole. Then teach 60

South Pole. Ask Is it hot at the North and South Poles? (No, its very
cold.) Ask pupils to look at Exercise 6 in their Pupils Book on
Ask Would you like to go to the North or South Pole? If anyone is page 60.
very keen say It is your dream to go to the South Pole. Elicit which Ask a pupil to read the three titles aloud.
other countries they really want to go to and teach them to Explain that they have to read the text and choose a title for
say It is my dream to go to ... it.
Ask Would you like to travel around the world? Do you like adventure? Ask them to read it quietly as a group and tell them not to
How do you think you would feel if you had adventure? Elicit/Teach worry about words they do not understand.
proud.
Pupils read the text and choose the correct title.
Write the other new words on the board for pupils to practise
Check the answer as a class.
reading. Practise the pronunciation with them.
Answer
Travelling around the world

124
 UNIT 15

Further practice Lesson 6

Ask pupils to re-read the text and to write down any words
they do not know in their exercise books. Outcomes: To read for specific information
To write sentences and simple
Put pupils in groups. Ask them to compare their lists of words paragraphs on familiar topics for specific
and help one another with the meanings where possible. purposes
Elicit from the pupils the words they dont know. They should To pronounce English words correctly
be famous, person, adventure, place. If they write any others, ask
other pupils to explain them.
Structures: He has already travelled around the world.
He hasnt finished travelling yet.
Then ask pupils to look the words up in their dictionaries and
then elicit meanings from them. Functions: Describing a travellers achievements
Ask questions to check understanding, for example, What Topic: A famous traveller
is [name of famous footballer] famous for? Elicit He is a famous Resources: Pupils Book, page 60
footballer. Is going to school an adventure? (No) Is going to the North
Exercise 7, True or false?
Pole an adventure? (Yes) Name some interesting places in Jordan.
(Petra, Wadi Rum, etc.) Who is the most important person in Jordan? Activity Book, page 60
Exercise 7, Read and complete
Material: a map of the world or a
Activity Book, Exercise 6

Ask pupils to look at Exercise 6 in their Activity Book on
page 60.
Choose pupils to read the example dialogue aloud. Indicate
the tick and cross in the table.
Explain that the pupils should work in pairs. They have to ask
each other questions and put ticks or crosses in the boxes.
Monitor as they are working, helping where necessary.
Pupils then work in groups to write sentences about their
group members.
Choose pupils to read their sentences aloud.
Answers
Pupils own answers.
End the lesson
Ask pupils to close their books. Read out the words in the last
exercise and ask the pupils to spell them.
globe
Revision
Choose pupils to read the text in Exercise 6 in the Pupils
Book. Practise any pronunciation difficulties with the whole
class.
Ask some questions to check new vocabulary, for example,
Which place is at the top of the world? (North Pole) Which place is at
the bottom? (South Pole) If you are talented are you very, very good at
something or very, very bad at it? If you do well at school, how do your
parents feel? (proud)
Pupils Book, Exercise 7
Ask pupils to look at Exercise 7 in their Pupils Book on
page 60.
Choose pupils to read the sentences aloud.
Explain that they should decide if they are true or false. Ask
them to work in pairs, re-read the sentences aloud and decide
on the answer.
Check answers as a class.

Answers
1. . He has already travelled to the hottest countries in the
world.
2. . His uncles third trip was very interesting.
3. . He hasnt finished travelling yet.
4. . He has already visited many countries.
5. . He hasnt been to the North and South Poles yet.

Further practice
Give pupils sentences about the text which they have to
correct, for example, His uncle is a famous basketball player. No,
he isnt. Hes a famous traveller.

125
 UNIT 15

Activity Book, Exercise 7

Ask pupils to look at Exercise 7 in their Activity Book on
page 60.
Choose pupils to read the words in the boxes. Check the
pronunciation and practise if necessary.
Choose a pupil to read the example sentence.
Explain that they must use the words to complete the other
sentences.
Monitor as they are working, checking that they are writing
the words correctly.
Check answers as a class.

Answers
1. places
2. famous
3. proud
4. adventure
5. countries
6. dream

End the lesson

Ask pupils to say what their dreams are.

126
 JC>I
&+ Revision: Diary Page (4)

Lesson 1 Pupils
p Book, Exercise 1
Outcomes: To revise reflexive pronouns
To revise the present perfect for recent Revision: Diary page (4)
events Word Box
To revise the present perfect with always adventure, ankle, brave, broken, climber, countries, cut, dream, fallen off,

1 Listen and read fell off, hurt, Italy, lucky, painful, plaster, present, spent, toe, tripped over

To revise the present perfect with yet and

already
Structures: Saleem has hurt himself.
He has always wanted to read it.
He hasnt finished it yet?
Ive already finished it.
Functions: Describing past events
Vocabulary: adventure, ankle, broken, climber, hurt,
painful, plaster, present, spent,
tripped over
Topic: An accident
Resources: Pupils Book, page 61
Exercise 1, Listen and read
Cassette, Unit 16, Exercise 1
Flashcards: ankle, climber, present
Wall chart 5: Ive hurt myself
Materials: cards or pieces of paper
with the infinitive of the verbs they
have learnt

61

Revision
Revise the vocabulary using the flashcards and the wall chart
in the usual way.
Ask the pupils to make up a story about the three flashcards,
for example, I met a climber. He hurt his ankle so I helped him. He
gave me a present and said thank you.
Using the pictures in the wall chart, pupils work in pairs and
have conversations. One of the pupils is the person in the wall
chart, the other is asking Whats the matter?/What happened?
Check the past tense of the verbs as a class. Show flashcards
of the infinitive of the verbs and ask the pupils for the rest of
the verb. For example you show a card with fall on it (do not
say the word) and choose a pupil to say fell-fallen. When you
show the flashcard, only show it for two or three seconds.
Tapescript
FATIMA: My diary
Ask pupils to look at Exercise 1 in their Pupils Book on
page 61.
Ask them What is Fatima writing?
Ask What can you see in the other pictures? What has happened?
Ask pupils to listen and read the story and answer the
question: What do Fatima and Saleem both like doing?
Play the cassette all the way through and elicit the answer to
the question (They both like reading.)
Play the cassette again and ask the pupils to listen carefully to
the way Fatima reads her diary.
In pairs, pupils practise reading the diary aloud. Monitor and
help with pronunciation where necessary.
Choose pupils to read the diary aloud.
Saleem has hurt himself! His friend, Hassan, came to
our house last week. Saleem was running to show him
our photographs of Wadi Rum when he tripped over
a step. He has broken his ankle. He spent a night in
hospital and now his leg is in plaster. He said it was
very painful.
I bought Saleem a present. It is a book about a famous
climber. He has always wanted to read it. He hasnt
finished it yet.
I was reading a book about adventures around the
world. The photographs are incredible. Ive already
finished it. It was really good!
127
 UNIT 16
Further practice
Test the pupils vocabulary. Play a word quiz with them. Put
them into two teams A and B. Give clues to words.
For example, Team A. This word begins with C. You will find this
person on a mountain. (climber). If Team A get it correct, give
them two points. If they dont, let Team B answer for one
point. Then give Team B their clue.
Other clues could be: This word begins with P. The doctor puts this
on a broken leg. (plaster); This word begins with P. You give this to
someone when it is their birthday. (present); This word begins with A.
It is part of your leg.; This word begins with P. It means that something
hurts a lot. (painful) etc.
End the lesson
Ask the pupils: Imagine you are writing a card to Saleem. What
would you say in it? Elicit possible answers, for example, I hope
you get better soon. I hope your leg isnt too painful. Hope to see you
soon.
Lesson 2
Outcomes: To revise reflexive pronouns
To revise the present perfect for recent
events
To revise the present perfect with always
To revise the present perfect with yet and
already
To use correctly learned vocabulary
To spell correctly learned vocabulary
To write a dictated paragraph using
correct punctuation marks
To recognise the effect of pauses on
understanding when listening
Structures: Saleem has hurt himself.
He has always wanted to read it.
He hasnt finished it yet?
Ive already finished it.
Functions: Describing past events
Topic: An accident
Resources: Pupils Book, page 61
Exercise 1, Listen and read
Activity Book, page 61
Exercise 1, Read and order
Exercise 2, Listen and write
Cassette, Unit 16, Exercise 1
Cassette, Unit 16, Activity Book,
Exercise 2
128
Revision
Ask pupils Are you reading a good book at the moment? What is it
about? Would you like to read Saleems book or would you prefer to
read Fatimas book? Do you like books about real people or do you
prefer stories?
Pupils Book, Exercise 1
If possible, write the following comprehension questions
on the board before they come into class: Who came to visit
Saleem? What did Saleem want to do? What has he broken? Where
did he spend his night? Can he walk easily? Why/Why not? Who
bought him a present? Does Saleem like reading? What has Fatima
been reading?
Pupils read the questions. Ask pupils to look at Exercise 1 in
their Pupils Book on page 61 and play the cassette again.
They read and listen.
In groups, pupils answer the questions on the board. Monitor
as they are talking.
Check the answers as a class.
Further practice
In pairs, pupils imagine they are Fatima and Saleem when the
accident happens. They act out what happened.
Choose pairs to act out their plays in front of the class.
Activity Book, Exercise 1
Ask pupils to look at Exercise 1 in their Activity Book on
page 61.
Choose pupils to read the sentences aloud.
Explain that they have to put the sentences in the correct
order. They should write the number after the sentence like
the example.
Pupils work in pairs and then check answers with a different
pair.
Check answers as a class.
Answers
1. Saleem has broken his ankle.
2. I bought him a present.
3. It is a book about a famous climber.
4. He has always wanted to read it. He hasnt finished it yet.
5. I was reading a book about different countries. Ive already
finished it.
Activity Book, Exercise 2
Ask pupils to look at Exercise 2 in their Activity Book on
page 61.
Ask pupils to describe the picture.
Tel them they will hear some sentences about the picture.
They have to write what they hear, remembering all the
punctuation.
Play the cassette all the way through while the pupils listen
only they do not write at this stage.
 UNIT 16

Then play the cassette again, pausing for the pupils to write.

Finally, play the cassette through again for the pupils to

Pupils Book, Exercise 2
check.
Check their spelling and punctuation.
UNIT 16
Tapescript and answer
Saleem has hurt himself. Hes broken his ankle. Fatima bought 2 Read and match
1 2
him a present. Its a book. He hasnt finished it yet. My sister has
Ive hurt myself. I was playing tennis when I
hurt herself.
fell over. Ive hurt my hand. Its painful, but
She fell off her
End the lesson Im very brave. Ive never missed a day of
school and Im going to school tomorrow.
Abla
bike in the park.
She has always
liked riding her
Say Imagine your brother or sister is in hospital. What present would bike, but shes
3 already fallen
you take him or her? My brother has hurt himself. He tripped over off twice this
and has broken his toe. He hasnt been to the year.
doctors yet. Hes going this afternoon. Hussein

Lesson 3 a
Salma

b c
Outcomes: To revise reflexive pronouns
To revise the present perfect for recent
events
To revise the present perfect with always
To revise the present perfect with yet and
already
To match pictures and text
To draw conclusions from simple reading 3 Ask and answer
texts 1
Which child has never missed a day of school?
To write a simple letter or email to a 2
Whose sister has hurt herself?
3
How has Salmas brother hurt himself?
friend 4
What hasnt he done yet?
To use correctly learned vocabulary 5
Where did Husseins sister hurt herself?
6 What has she already done twice this year? Abla has never missed
To spell correctly learned vocabulary

7
Have you ever missed a day of school? Why? a day of school.
Structures: Ive hurt myself. 62

Ive never missed a day of school.

She has always liked riding her bike.
He hasnt been to the doctors yet?
Shes already fallen off twice.
Functions: Describing past events
Vocabulary: brave, cut, fallen off, fell off, toe
Topic: An accident
Resources: Pupils Book, page 62
Exercise 2, Read and match
Exercise 3, Ask and answer
Activity Book, page 62
Exercise 3, Read, look and write
Exercise 4, Read and complete
Wall chart 5: Ive hurt myself
Revision
Use the wall chart and point to various parts of the body,
asking pupils to give you the words. Revise toe.
Play the game Simon says.
Ask pupils to look at Exercise 2 in their Pupils Book on
page 62.
Ask pupils to work in small groups, give them one of the
pictures and ask them to describe it in detail.
Choose groups to tell the rest of the class about their picture.
Explain that they must now read the text and match the
pictures.
Check answers as a class.
Answers
1. c 2. a 3. b
Pupils Book, Exercise 3
Ask pupils to look at Exercise 3 in their Pupils Book on
page 62.
Choose pupils to read the first question and the answer in the
speech bubble.
Pupils work in pairs to ask and answer the other questions.
Monitor as they are working, helping where necessary.
Check answers as a class.

129
 UNIT 16

Answers
1. Abla has never missed a day of school. Lesson 4
2. Husseins sister has hurt herself. Outcomes: To revise reflexive pronouns
3. Salmas brother has tripped over and broken his toe. To revise the present perfect for recent
4. He hasnt been to the doctors yet. events
5. Husseins sister fell off her bike in the park. To revise the present perfect with always
6. Shes already fallen off her bike twice this year. and never
7. Pupils own answer (Yes, I have./No, I havent.) To revise the present perfect with yet and
already
Activity Book, Exercise 3 To listen for gist
To use correctly learned vocabulary
Ask pupils to look at Exercise 3 in their Activity Book on
To spell correctly learned vocabulary
page 62.
To rewrite a paragraph in a simple
Put pupils in groups. One pupil in each group reads the narrative as required
letter aloud to the others. Ask the groups to consider some
comprehension questions: Who is writing the letter? Who is she Structures: Ive always wanted to be a famous climber.
writing to? What happened to Khadija? Where did she go? What did Ive never hurt myself climbing.
her mum buy her? Why? What does she like doing? Take whole-class I think hes broken his foot.
feedback. I havent been there yet?
Ive already climbed two mountains this year.
Ask the pupils to look at the pictures. Choose pupils to give a
sentence about each one. Functions: Describing past events
Explain they must now write a letter to a friend, telling them Vocabulary: countries, dream, Italy, lucky
what happened. They use the pictures to help them.
Topic: An accident
Monitor as they are writing, helping where necessary.
Choose pupils to read their letters aloud.
Resources: Pupils Book, page 63
Exercise 4, Listen and choose
Answers Activity Book, page 63
Pupils own answers. Exercise 5, Read and complete
Exercise 6, Read and write

Activity Book, Exercise 4

Cassette, Unit 16, Exercise 4
Materials: map of the world
Ask pupils to look at Exercise 4 in their Activity Book on
page 62.
Choose pupils to read the words in the boxes aloud.

Choose a pupil to read the example sentence. Ask the pupils

Revision
to work in pairs and complete the activity. Show pupils the map of the world. Ask them to come and
Pupils can check answers with a different pair. point to Jordan, Italy, the North Pole and the South Pole.
Check answers as a class. Ask Which countries are next to Jordan? Elicit the names in
English.
Answers Ask Which country would you really like to visit? Tell them My dream
1. fallen off is to visit (Australia). Elicit similar sentences from the pupils and
2. hurt encourage them to say why. Finish by saying Maybe one day you
3. broken will be lucky!
4. cut
5. painful
6. brave
7. fallen off

End the lesson

Ask the pupils Have you ever fallen off your bike? When? What
happened?

130
 UNIT 16

Has he ever climbed a very high mountain? Who has hurt himself
Pupils Book, Exercise 4 climbing? What has he done? How many countries has he already
climbed in this year? Where does he want to climb? Has he ever been
to Italy?
PROJECT: Presentation: Ive always wanted to be

Activity Book, Exercise 5

4 Listen and choose
1 2 Ask pupils to look at Exercise 5 in their Activity Book on
page 63.
Choose pupils to read the words in the boxes aloud.
Explain that they can use each word once to complete the
sentences. Pupils work in pairs. Monitor and help where
necessary. Make sure they are spelling the words correctly.
3 Check answers as a class.

Answers
1. always 2. already 3. yet 4. never 5. ever

Activity Book, Exercise 6

Ask pupils to look at Exercise 6 in their Activity Book on
5 Plan a presentation. Answer these questions. page 63.
1
What have you always wanted to be? What have you Choose pupils to read sentences from the text.
2
What have you always liked doing? always wanted to be?
3
What have you never done? Explain that they must rewrite it using she/her. Do the first
4
What have you already done? sentence with them. Write the sentence on the board and
5 Have you ever hurt yourself?

point out the changes.
6
What is your biggest dream?
Why?
Ive always wanted to be
Pupils work in groups to complete the exercise. Monitor and
a famous tennis player. help where necessary.
Check answers as a class. Choose pupils from each group to
63
read sentences from the text.

Ask pupils to look at Exercise 4 in their Pupils Book on Answers

page 63. Shes always wanted to be a zookeeper. She hasnt seen a giraffe
Ask pupils to describe the men in the pictures. What is he or an elephant yet, but shes already read lots of books about
doing? What is he wearing? What do you know about him? animals. Her biggest dream is to look after the lions and tigers in
Explain that pupils must listen and decide which man is Amman Zoo.
speaking.
Play the cassette through to the class. Ask pupils to compare
answers in pairs.
Play the cassette again and check answers as a class.

Tapescript
MAN: Ive always wanted to be a famous climber. Ive always
liked climbing. Ive never climbed a very high mountain,
but Ive already climbed many small mountains. Ive never
hurt myself climbing. Im always very lucky. My friend is in
hospital now. I think hes broken his foot. Hes a climber,
too. Ive already climbed in two new countries this year.
My biggest dream is to climb in Italy. I havent been there
yet.
Answer
Picture 2

Further practice
Ask pupils comprehension questions about the listening, for
example, Is the man a famous climber? (No) Does he like climbing?

131
 UNIT 16

Choose pupils to read their presentations to the class.

Lesson 5
Outcomes: To revise reflexive pronouns
To revise the present perfect for recent
events
To revise the present perfect with always
and never
To revise the present perfect with yet and
already
To ask and answer questions
To repeat main ideas from a simple oral
presentation
To write entries in a learning log
Structures: Ive always wanted to be a famous climber.
Ive never hurt myself climbing.
I think hes broken his foot.
I havent been there yet?
Ive already climbed two mountains this year.
Functions: Describing past events
Asking and answering questions
Vocabulary: countries, dream, Italy, lucky
Topic: An accident
Resources: Pupils Book, page 63
Exercise 5, Plan a presentation.
Answer these questions.
Activity Book, page 63
Exercise 7, Read, tick () or cross ()
and copy
Cassette, Unit 16, Exercise 4
Answers
Pupils own answers.
Activity Book, Exercise 7
Ask pupils to look at Exercise 7 in their Activity Book on
page 63.
This is a check of what they can or cant do. Explain that they
must read each sentence for themselves and if they are happy
that they can do the activity, they put a tick. If they cant, they
put a cross. They then copy the sentence.
First choose a pupil to read the I can sentences and another to
read the example.
Then pupils do the exercise individually. Monitor as they are
working, questioning pupils who think they have difficulty
with any of the can do statements. If any of the pupils are
not confident about any of the can do statements, give them
some extra work to help them. They can redo exercises in the
Activity Book, for example.
Finally ask pupils to give further examples for each of the can
do statements.
Answers
Pupils own answers.
Further practice
If any of the can do statements have caused difficulty, go over
them again helping pupils to understand.

End the lesson

Revision Ask pupils what their favourite part of Units 1316 is. Discuss
what they have learned.
Play the cassette for Exercise 4 again. Pause after each
sentence and ask different pupils to repeat. Check their
pronunciation and intonation.

Pupils Book, Exercise 5

Ask the pupils to look at Exercise 5 in their Pupils Book on
page 63.
Explain to them that when they answer all these questions
they will have a short presentation to give to the class.
Choose two pupils to read the example question and answer.
Choose other pupils to give their answers to the question.
Ask pupils to read the questions aloud while you answer
them about yourself. Show the pupils how to give as much
information as they can. Then read the answers you gave as a
paragraph without the questions.
In pairs, pupils ask and answer the questions. Monitor and
help where necessary.
Pupils then write their answers in one paragraph. They should
not include numbers.
Pupils write their paragraphs. Monitor and help where
necessary.

132
 JC>I
&, What have you been doing today?

Lesson 1 Pupils Book, Exercise 1

Outcomes: To use the present perfect continuous
To use context to understand new words
What have you been doing today?
when listening
Word Box
Structures: What have you been doing today? 1 Listen and read
another, appointment, competition, culture, entered, flour,
hard, interview, little, patient, preparing, really, support,
tired, useful
Ive been doing lots of things today. 1 2
What time Its alright, Saleem. Its
Functions: Talking about the recent past is it, Dad? only ten to three. Our
appointment was at
Vocabulary: another, appointment, little, patient quarter to three.

Topic: Visiting the doctor

Resources: Pupils Book, page 64
Exercise 1, Listen and read
Cassette, Unit 17, Exercise 1
Flashcards: patient How are you, Saleem? You
Im sorry to keep you waiting. Ive been look tired. What have you
talking to another patient. Come in. been doing today?
3 4
Well, your ankle is much
Revision better. Well done, Saleem.
Ill take your plaster off now.

Ask some questions with the present perfect, for example,

Have you ever climbed a mountain? Have you had breakfast yet? What
have you always wanted to do? etc.

Presentation
Show the flashcard patient and teach the word. Ask questions Ive been doing lots of things today.
to check understanding, for example, Where is this person? Who I helped my mum in the kitchen. I did
my homework. And Ive been reading Thank you,
is he going to see? Why? my new book. Doctor Kareem!
64
Ask Before you go to see a doctor, what do you have to do? Teach/
Elicit You have to make an appointment.
Look at the flashcard again. Say The patient arrived at three Ask pupils to look at Exercise 1 in their Pupils Book on
oclock. Its now twenty past three. Ask How long has the patient been page 64.
waiting? (20 minutes) Why do you think he is waiting? (The doctor is Ask them who they can see in the pictures and what they are
busy.) doing.
Write on the board: The patient has been waiting 20 minutes. Ask Tell the pupils to listen and follow the dialogue in their books.
some other questions How long have you been studying English? Play the cassette all the way through twice.
How long have you been learning the piano/tennis? etc. Put pupils in groups of three. They help one another to work
out the meaning of the two new words: another, little. Ask
Oral Assessment questions to help understanding: Have you got a pencil? (Thank
you.) Have you got another one? (Thank you.) Say I went to bed late
With reference to the flashcard and presentation, pupils can: last night, now I am a little tired. Am I very, very tired? (No, only a
Scoring criteria Yes No little tired.)
Play the cassette again, pausing after each sentence. Ask
recognise new words pupils to repeat after the cassette.
pronounce new words Now ask the pupils to stay in their groups and act out the
answer questions with the present perfect dialogue. Monitor and help where necessary.
continuous Tapescript
SALEEM: What time is it, Dad?
DAD: Its alright, Saleem. Its only ten to three. Our
appointment was at quarter to three.
DOCTOR: Im sorry to keep you waiting. Ive been talking
to another patient. Come in.
DOCTOR: How are you, Saleem? You look tired. What have
you been doing today?
SALEEM: Ive been doing lots of things today. I helped my
mum in the kitchen. I did my homework. And
Ive been reading my new book.
133
 UNIT 17

DOCTOR: Well, your ankle is much better. Well done,

Saleem. Ill take your plaster off now.
Activity Book, Exercise 1
SALEEM: Thank you, Doctor Kareem! Ask pupils to look at Exercise 1 in their Activity Book on
page 64.
Further practice Choose pupils to read the words in the boxes.
Write the words ending in -ing on the board. Ask pupils to Choose a pupil to read the example sentence. Explain that
read them, making sure they are pronouncing the ending they must complete the sentences in the same way.
properly. Pupils complete the sentences in pairs, then check the
answers with a different pair.

End the lesson Check answers as a class.

Ask pupils What have you been doing today? Answers

1. ve been waiting

Lesson 2 2. ve been helping

3. ve been reading
Outcomes: To use the present perfect continuous 4. ve been doing
To answer comprehension questions
To demonstrate understanding of Activity Book, Exercise 2
present perfect continuous sentences
To use correctly learned vocabulary Ask pupils to look at Exercise 2 in their Activity Book on
To spell correctly learned vocabulary page 64.
Choose pupils to read the sentences aloud. Ask them to
Structures: What have you been doing today?
match each sentence with a picture like the example.
Ive been doing lots of things today.
Pupils complete the sentences in groups. Check answers as a
Functions: Talking about the recent past class.
Topic: Visiting the doctor
Answers
Resources: Pupils Book, page 64
1. b 2. d 3. a 4. e 5. c
Exercise 1, Listen and read
Activity Book, page 64

Exercise 1, Read and complete

Further practice
Exercise 2, Read and match Ask a pupil to mime an activity, for example, reading a book,
Cassette, Unit 17, Exercise 1 washing a car, writing a letter, etc. They then stop.
Flashcards: patient Other pupils guess what has been mimed by saying Youve been
reading a book. The pupil who mimed says Thats right./No, thats
not right.
Revision
Revise the vocabulary from the previous lesson. Write the
End the lesson
words on the board with the letters jumbled up. Ask the class What have you been doing today? Elicit different
Ask the class to guess the words, come to the board and spell answers.
them correctly.

Pupils Book, Exercise 1

Ask pupils to look at Exercise 1 in their Pupils Book on
page 64.
Play the cassette and ask pupils to read while listening.
Meanwhile, write the following comprehension questions on
the board: What time was Saleems appointment? Was the doctor
early or late? Why? What has Saleem been doing today? How is
Saleems ankle? What does the doctor do?
Ask pupils to work in pairs asking and answering the
questions.
Monitor and help where necessary.
Check the answers as a class.

134
 UNIT 17

Lesson 3 Pupils Book, Exercise 2

Outcomes: To use the present perfect continuous
To listen for specific information
To talk about a picture using the present 7
UNIT 117
perfect continuous
To write meaningful sentences using 2 Listen and find
given frameworks such as jumbled
sentences
To demonstrate understanding of simple
informational materials
Structures: This man has been playing tennis.
Functions: Describing recent actions
Topic: What people have been doing
Resources: Pupils Book, page 65
Exercise 2, Listen and find
Exercise 3, Look and say
Activity Book, page 65
Exercise 3, Read and order
Exercise 4, Read, tick () or cross ()
and write
Cassette, Unit 17, Exercise 2 3 Look and say This man has been
playing tennis.

Revision
Ask pupils to look at Exercise 1 in the Pupils book. Ask What This woman has
has Saleem been doing? What has the doctor been doing? Elicit been shopping.
65
answers.

Ask pupils to look at Exercise 2 in their Pupils Book on

page 65.
Ask pupils to work in pairs and discuss what they can see in
the picture. Monitor as they are talking.
Then ask the pupils to listen to the cassette and find the
people who are described. Play the cassette through twice.
Hold up your book and point to various people, saying Tell me
what this person/these people have been doing. Elicit sentences such
as He has been playing tennis.

Tapescript
1. A man is carrying a tennis racket. He has been playing tennis.
2. Theres a woman with lots of shopping bags. She has been
shopping.
3. A family is sitting in the restaurant. They have been eating
lunch.
4. This tourist has been visiting the sights and taking
photographs.
5. The little girl has been eating an ice cream.
6. The boy has got wet hair. He has been swimming in the sea.

135
 UNIT 17

Pupils Book, Exercise 3 Lesson 4

Ask pupils to look at Exercise 3 in their Pupils Book on
page 65. Outcomes: To listen for specific information
To ask and answer questions
Choose two pupils to read the sentences. Tell pupils to work To use words and simple sentences to
in pairs and continue talking about the picture in the same take part in simple exchanges
way. To work with a partner, prepare and
Monitor as they are working, helping where necessary. present a simple dialogue to the class
Structures: What have you been doing today?
Activity Book, Exercise 3 Ive been playing in the garden.
Ask pupils to look at Exercise 3 in their Activity Book on Functions: Describing recent actions
page 65.
Vocabulary: flour, tired
Explain that they have to reorder the words as in the example.
Choose a pupil to read the example aloud. Topic: What people have been doing
Pupils work in pairs to rearrange the words. Resources: Pupils Book, page 66
Check answers as a class. Exercise 4, Listen and choose
Exercise 5, Ask and answer
Answers Activity Book, page 66
1. This boy has been playing tennis. Exercise 5, Ask, answer and write
2. These men have been playing basketball. Exercise 6, Write and say
3. This girl has been shopping. Cassette, Unit 17, Exercise 4
4. These people have been having lunch.

Activity Book, Exercise 4 Revision

Ask pupils to look at Exercise 4 in their Activity Book on Write the verbs have and swim on the board. Ask them to spell
page 65. having and swimming. Point out the spelling rules and ask if
they can think of any other words that work in the same way
Choose a pupil to describe the first picture.
(take, make, ride, run, put, get).
Choose different pupils to read the sentences out loud.
Explain that they have to decide if the sentences are correct or
not and then write the correct sentences. They need to correct
them if they are wrong, like the example.
Pupils work in groups to complete the exercise. Monitor as
they are working, helping where necessary.
Check the answers as a class.

Answers
1. . This man has been climbing a mountain.
2. . This boy has been having a wash.
3. . This woman has been waiting to see the doctor.
4. . This woman has been sweeping the floor.
5. . This boy has been playing tennis.

Further practice
Pupils look again at the picture in their Pupils Book. In pairs
they say sentences and their partner has to say if they are right
or wrong, for example, This man has been playing football. No,
this man has been playing tennis.
Monitor as they are working, helping where necessary.

End the lesson

Choose some past flashcards, e.g. chess, basketball, hill, kite,
sewing. Show the pupils the flashcards and ask What have you
been doing? Elicit the answer, for example, Ive been playing chess.

136
 UNIT 17

Pupils Book, Exercise 4 Answers

1. a 2. b 3. b 4. a

7
UNIT 117
Pupils Book, Exercise 5
Ask pupils to look at Exercise 5 in their Pupils Book on
page 66.
4 Listen and choose
1 2 Choose two pupils to read the question and answer aloud.
a a
b b
Write the names of the other children (Alia, Nadia, Tareq)
on the board and tell the pupils to continue practising the
questions and answers.
Monitor and help where necessary.
Choose pupils to perform their dialogues in front of the class.

3
a
4
a
Activity Book, Exercise 5
b b Ask pupils to look at Exercise 5 in their Activity Book on
page 66.
Choose a pupil to read the question and another to read the
answer. Point out that they have to write sentences about the
pictures.
Do the exercise orally with the class first and then ask pupils
to write the answers in pairs.
5 Ask and answer
What has Ibrahim
been doing?
Check the answers as a class.

Answers
1. He has been playing tennis.
He has been playing in the 2. He has been having a wash.
garden with his brother. 3. They have been eating lunch.
66
4. They have been flying kites.
Ask pupils to look at Exercise 4 in their Pupils Book on

page 66. Activity Book, Exercise 6

Ask pupils to look at the pictures and describe each one in as Ask pupils to look at Exercise 6 in their Activity Book on
much detail as possible. page 66.
Tell them to listen to the cassette and choose the correct Ask the question and ask pupils to make sentences with the
picture each time. prompts. Do this orally with the whole class.
Play the cassette through once. Ask pupils to compare their Pupils then write the answers in groups. Ask them to write the
answers in pairs. sentences as a paragraph.
Then play the cassette again, pausing after each part to elicit Check answers as a class.
the answers.
Check the answers as a class.
Answers
I have been learning English.
Tapescript I have been sitting at my desk.
ADULT: What have you been doing today, Ibrahim? I have been working.
IBRAHIM: Ive been playing in the garden with my brother. Im I have been reading a schoolbook.
very hot. I have been doing my schoolwork.
ADULT: What about you, Alia?
ALIA: Ive been tidying my room. Its very tidy now. Im very
happy, too.
End the lesson
ADULT: What have you been doing, Nadia? Ask pupils to give true sentences about themselves, for
NADIA: Ive been painting a picture for my Grandma. Its example, I have been talking to my friends. I have been playing
a picture of a tree and a deer. Ive got paint on my football. etc.
T-shirt.
ADULT: And you, Tareq?
TAREQ: Ive been helping my mum.
ADULT: Have you been cleaning the kitchen?
TAREQ: No, I havent. Ive been cooking. I have flour on
myself.
137
 UNIT 17

Lesson 5 Oral Assessment

With reference to the flashcard and presentation, pupils can:
Outcomes: To read for specific information
To use the present perfect continuous Scoring criteria Yes No
To use English print or electronic
recognise the new words
dictionaries to help understand
unfamiliar words in simple reading pronounce the new words correctly
materials
To use correctly learned vocabulary
To spell correctly learned vocabulary Pupils Book, Exercise 6
Structures: The children have been preparing for the trip
all week.
Functions: Reading an informational text 7
UNIT 117
Asking and answering questions
Vocabulary: competition, culture, entered, hard,
6 Read and answer

interview, preparing, really, useful Elena reads a lot of books. She

thinks that reading is very useful.
Topic: A reading competition She has been reading about
Jordanian culture and Jordanian
Resources: Pupils Book, page 67 people.
Elena has entered a reading
Exercise 6, Read and answer competition at school. She has
been preparing for it all week. Her
Activity Book, page 67 teacher has been working very
Exercise 7, Read and complete hard and giving her a lot of
support.
Flashcard: competition After winning her first reading
competition at school, she decided
to enter a bigger competition
because she has always wanted to
Revision visit every city in Jordan.
Elena is now travelling around
Jordan with her family and
Give the pupils a sentence, for example, He has been playing teacher for a week. She has
tennis. Then give them prompts so that they change different appointments for interviews at
many schools in Jordan.
words to make new sentences. For example:
YOU: He has been playing tennis. She
PUPIL 1: She has been playing tennis. 1
What does Elena think about reading?
2
What has she been reading about?
YOU: watching 3
Who has been helping her?
PUPIL 2: She has been watching tennis. 4
How has that person been helping her?
5
Where was the first competition?
YOU: TV 6
Why did Elena decide to enter a bigger competition?
PUPIL 3: She has been watching TV. 7
When is Elena travelling around Jordan? Elena thinks that reading is
8
What will you tell Elena about your school? very useful.
YOU: They
67
PUPIL 4: They have been watching TV.
YOU: I
PUPIL 5: I have been watching TV. Ask pupils to look at Exercise 6 in their Pupils Book on
page 67.
Presentation Ask pupils to look at the picture and say what the girl is
doing.
Teach some of the new vocabulary. Show the flashcard of the Pupils read the story in silence. Tell them not to worry about
competition and teach the word. Ask Do you like reading? Then unknown words.
ask Do you like reading a lot? If a pupil answers yes, teach I really
Ask the pupils to read the text more carefully and write down
like reading.
any unknown words. Check what they write. They should
Practise this with other activities: Do you like playing chess? Its write entered, interview, preparing, culture.
all right./I really like playing chess. Get pupils to say the sentence
Give the pupils the infinitives of the two verbs (enter, prepare)
with really with some enthusiasm, stressing the word really.
and ask them to look the words up in their dictionaries.
Say: Imagine you are in a reading competition and you are going to Choose pupils to explain the new words.
read to all the parents and pupils in the school. Do you think that will
Choose pupils to read the text aloud, paying particular
be easy? (No) Do you think you will have to practise before? (Yes) Do
attention to pronunciation.
you think you will have to practise a lot? (Yes) Teach You will have to
work very hard.
Write the three new words on the board for pupils to practise
reading: competition, really, hard.

138
 UNIT 17

Activity Book, Exercise 7 Pupils Book, Exercise 6

Ask pupils to look at Exercise 7 in their Activity Book on
page 67.
Choose pupils to read the words in the boxes and a pupil to
read the example sentence.
Pupils complete the sentences with the words, working by
themselves. When they have finished they can compare their
answers in pairs.
Check answers as a class.
Answers
1. appointment 2. patient 3. little 4. hard 5. culture
Ask pupils to look at Exercise 6 in their Pupils Book on
page 67.
Ask pupils to quietly reread the story and ask a few oral
comprehension questions, for example, Whats the girls name?
Who has invited them to Jordan? Who has been teaching them some
Arabic? What words would you teach her? etc.
Then ask the pupils to work in pairs to ask and answer the
questions. Choose a pupil to read the first question and the
answer.
Monitor as they are working, helping where necessary.
Check answers as a class.

Further practice Answers

1. Elena thinks that reading is very useful.
Ask pupils What have you been learning about in school this week?
2. She has been reading about Jordanian culture and Jordanian
Ask pupils to tell you about different subjects.
people.
3. Her teacher has been helping her.
End the lesson 4. Her teacher has been working very hard and giving her a lot of
support.
Say Elena has been learning about Jordanian culture. Perhaps she 5. Her first reading competition was at school.
comes from Italy or France. What do you think she has been learning? 6. She decided to enter a bigger competition because she has
Elicit ideas from the class and discuss. always wanted to visit every city in Jordan.
7. Elena is now travelling around Jordan with her family and
Lesson 6 teacher for a week.
8. Pupils own answers.
Outcomes: To read for specific information
To use the present perfect continuous
To write a simple letter or a postcard to
a friend
Structures: We have been preparing for this trip for a week.
Functions: Reading an informational text
Topic: A reading competition
Resources: Pupils Book, page 67
Exercise 6, Read and answer
Activity Book, page 67
Exercise 8, Look and write
Materials: small pieces of paper to
write words on

Revision
Write some of the words from the unit on small pieces of
paper, for example, appointment, flour, invited, patient. Put them
in a hat or bag.
Ask a pupil to come to the front, choose a piece of paper,
read it quietly to him or herself and then give the class a clue,
for example, In a hospital you are a ... . The rest of the class says
the word (patient).
The pupil who gets the answer first is next to choose a piece
of paper and so on.

139
 UNIT 17

Activity Book, Exercise 8

Ask pupils to look at Exercise 8 in their Activity Book on
page 67.
Ask the pupils some questions: Who is writing the postcard? Who
is she writing to? Explain that she is sending a postcard to her
grandmother. Ask Do you send postcards when you go on holiday?
Who do you send them to?
Choose a pupil to read the first few lines of the postcard.
Choose other pupils to describe the pictures.
Elicit sentences from the pupils about the pictures before they
write.
Monitor as they are writing.
Check answers as a class.

Answers
We have been preparing for this competition for a week. My
family, my teacher and I have been travelling around Jordan.
I have interviews at many schools in Jordan.

Further practice
Begin an imaginary postcard for the pupils saying, for
example, We are in France. Ask the pupils to give you sentences
about the trip, for example, We have been learning some French
words. We have been learning about French culture. We have been
eating French food. We have been visiting the sights of Paris, etc.

End the lesson

Ask the class What would you do to win a competition? Do you think
that Elena will read anything in Arabic? Let pupils give their own
opinions.

140
 JC>I
&- Im so surprised, thank you!

How will you feel at the end of the day? (Tired) Yes, it will be a tiring
Lesson 1 day.
Outcomes: To demonstrate understanding of the Repeat the sentences showing how we use ed words for our
difference between bored and boring own feelings and -ing words to describe how something makes
To use the adjective and preposition us feel.
afraid of Finally, practise afraid of. Say I dont want to go to the water park
To use context and direct instruction because I am afraid of the slides. They are very high. Are you afraid of
to demonstrate understanding of the the slides? What are you afraid of?
meaning of new and unfamiliar words
To draw conclusions from simple reading
materials
Oral Assessment
With reference to flashcards and presentation, pupils can:
Structures: Im so surprised.
Some of the slides look terrifying. Scoring criteria Yes No
Im afraid of heights.
recognise new vocabulary
Functions: Describing feelings
pronounce new words correctly
Vocabulary: bored, brochure, exhausted, fountain,
heights, huge, slide, surprised, terrifying, use new words correctly
water park
Topic: A day out Pupils Book, Exercise 1
Resources: Pupils Book, page 68
Exercise 1, Listen and read
Cassette, Unit 18, Exercise 1
Im so surprised, thank you!
Flashcards: brochure, fountain
Word Box
bored, brochure, colour, exhausted, fountain, heights, huge, mice,

1 Listen and read parent, pleased, slide, spiders, surprised, terrifying, tiring, water park

1 2 Im so surprised, thank you!

Revision Why are you so excited, Fatima?
It looks really exciting.

Ask pupils to write down on a piece of paper something

which they have been doing and something which they
havent been doing this morning. Give them examples of your
own e.g. I have been working hard this morning. I have been speaking
to a friend in Australia.
Ask the pupils to work in pairs and say which of the sentences
Ive been looking at the brochure.
is true and which is not. Weve got an amazing present Look! There is so much to do, we
for you. Were all going to the wont get bored. Well be exhausted
Pupils write their sentences. Monitor and help where water park, Saleem! at the end of the day.
necessary. 3 4
There are slides and fountains and Yes, Mum. This slide looks a bit
In pairs, pupils read their sentences to each other. theres a pool with huge waves. frightening. Im afraid of heights.

Presentation
Use the flashcards to teach brochure and fountain. Ask Why do
we get brochures? (To give us information about things and places)
Have you ever had a brochure? What for? Have you ever seen a
fountain? Where?
Ask pupils You want to go somewhere fun and exciting this weekend.
Where would you go? Elicit answers from the pupils and teach
Yes, some of the slides look terrifying. Dont be frightened. Its very safe
water park if necessary. I think Dad can take you on those. and youll enjoy yourself.
Ask What is there at the water park? Teach slides. Ask Do you think 68

the slides are frightening? Are they high? Say I think they are very
high. I think theyre terrifying. Show by your voice and face the
meaning of terrifying.
Revise waves. Ask Are they small? Elicit No, theyre very big. Teach
Theyre huge.
Ask pupils Would you like to go? Elicit replies. Ask them to ask
you. Reply No, I think the slides are frightening. I am frightened.
Ask Do you think the slides are boring? (No) So you wont be bored at
the water park.
Ask pupils to look at Exercise 1 in their Pupils Book on
page 68.
Ask them who they can see in the pictures and what they are
talking about.
Now tell pupils to listen and follow the dialogue in their
books. Ask Who is a little frightened? Play the cassette all the
way through and elicit the answer to the question (Fatima and
Mum).
141
 UNIT 18

Tell the pupils to listen again. Ask them to look out for words

ending in -ed and -ing.

End the lesson
Ask some comprehension questions, for example, Who is going Ask Have you ever been to a water park? Would you like to go?
to the water park? What has Fatima been looking at? Will the children
be bored? Will they be tired when they get home? Are the slides big or
small? Who doesnt like high things? Lesson 2
Look at the new words (exhausted, heights, surprised) with the Outcomes: To demonstrate understanding of the
class and make sure they understand them. Ask questions to difference between bored and boring
help them, for example, Did Saleem know his family was going to To use the adjective and preposition
give him a present? (No) So, how did he feel? (He was surprised.) Ask afraid of
the pupils to show a surprised face. How will the children feel To use correctly learned vocabulary
at the end of the day? (very tired) Yes, they will be exhausted. Does To spell correctly learned vocabulary
Fatima want to go on all the rides? (No) Why not? (Because some of Structures: Im so surprised.
them are very high) Yes, she is afraid of heights. Some of the slides look terrifying.
Im afraid of heights.
Tapescript
SALEEM: Why are you so excited, Fatima? Functions: Describing feelings
FATIMA: Weve got an amazing present for you. Were all Topic: A day out
going to the water park, Saleem!
SALEEM: Im so surprised, thank you! It looks really
Resources: Pupils Book, page 68
Exercise 1, Listen and read
exciting.
FATIMA: Ive been looking at the brochure. Look! There Activity Book, page 68
is so much to do, we wont get bored. Well be Exercise 1, Look, match and complete
exhausted at the end of the day. Exercise 2, Look, say and spell
SALEEM: There are slides and fountains and theres a pool Cassette, Unit 18, Exercise 1
with huge waves. Flashcards: brochure, fountain
MUM: Yes, some of the slides look terrifying. I think
Dad can take you on those.
FATIMA: Yes, Mum. This slide looks a bit frightening. Im
afraid of heights.
Revision
DAD: Dont be frightened. Its very safe and youll Revise some of the vocabulary using the flashcards and
enjoy yourself. asking questions, e.g. You are going to the water park. How do
you feel? (excited) You are going to the dentist. How do you feel?
(frightened) You are going to climb a very high mountain. How do you
Further practice feel? (terrified, excited) You are going to stay at home tonight and do
Put pupils in groups. Ask the groups further questions to nothing. How do you feel? (bored)
encourage them to draw conclusions about what they have
read. There can be different answers as long as the pupils can
explain their answers, for example, Why are they giving Saleem a
Pupils Book, Exercise 1
present? (Because he broke his ankle and now its OK; Perhaps its his Ask pupils to look at Exercise 1 in their Pupils Book on
birthday; Perhaps he did very well at school.) Why is Saleem surprised? page 68 again.
(He didnt know he was getting a present.) Why did Fatima look in Ask them to work in groups of four to act out the story. Play
a brochure? (She wanted to know more about the water park. She the cassette through again to remind the pupils how the
wanted to plan the day.) Do you think they will all go on all the slides? characters say their lines.
(I think Dad, Saleem and Fatima will but Mum wont.) Why will they
Pupils practise in groups. Monitor and advise where
be exhausted when they get home? (Because there is a lot to do at the
necessary.
water park and they will be very busy.) Pupils practise asking and
answering these questions in groups. Afterwards, take Choose some pupils to act out their stories in front of the
whole-class feedback. class.

142
 UNIT 18

Activity Book, Exercise 1 Lesson 3

Ask pupils to look at Exercise 1 in their Activity Book on
page 68.
Outcomes: To listen for gist
To listen for specific information
Choose pupils to read the words in the boxes. To use adjectives ending -ed/-ing
Ask the pupils to describe the first picture and another pupil To use the conjunction because
to read the example sentence. To use context to understand new words
Tell pupils to look carefully at the pictures and complete the when listening
sentences. They can work in pairs to do this. To use correctly learned vocabulary
Check answers as a class. To spell correctly learned vocabulary
To use words and simple sentences to
Answers take part in simple exchanges
1. He is surprised. Structures: Ziad is bored because he thinks watching the
2. She is bored. news is boring.
3. They are exhausted.
Functions: Describing feelings
4. She is frightened.
Giving reasons
Asking and answering questions
Activity Book, Exercise 2 Vocabulary: tiring
Ask pupils to look at Exercise 2 in their Activity Book on
page 68.
Topic: Talking about feelings

Ask them to read the words and to say them aloud. Check Resources: Pupils Book, page 69
pronunciation. Exercise 2, Listen and match
Exercise 3, Ask and answer
Tell them to look at the words again, then cover them. Read
the words to the class and pupils try to spell them correctly. Activity Book, pages 68 and 69
Exercise 3, Read and complete
Ask them to uncover and check their spelling when they have
Exercise 4, Ask, answer and write
finished.
Cassette, Unit 18, Exercise 2
Finally, ask pupils to spell the words aloud to the class.

Answers
1. frightening
2. amazing
Revision
3. terrifying Ask some questions about the story in Exercise 1 in the Pupils
4. exciting Book, for example, Where is the family going? How do the children feel?
How did Fatima find information about the water park? How does she
think they will feel at the end of the day? What does Mum think about the
Further practice slides? What is Fatima afraid of?
Ask pupils Why are you exhausted? Teach or elicit Because I have
been working hard.

End the lesson

Write four pairs of words on the board, scattered about, e.g.
bored, boring, terrified, terrifying, etc. Point to each one quickly
and ask pupils to read them. Make sure they are saying the
correct ending.

143
 UNIT 18

Pupils Book, Exercise 2 Answers

a. Ziad b. Khaled c. Eman d. Khadija

UNIT 18
Pupils Book, Exercise 3
Ask pupils to look at Exercise 3 in their Pupils Book on
page 69.
2 Listen and match
a b Choose two pupils to read the example dialogue aloud.
Pupils work in pairs to continue the dialogue. Monitor and
help where necessary.
Choose some pupils to read part of their dialogue aloud.

Activity Book, Exercise 3

c d
Ask pupils to look at Exercise 3 in their Activity Book on
page 68.
Choose pupils to read the words in the boxes. Make sure they
are pronouncing the endings of the words correctly.
Read the question and ask pupils to work in pairs to
complete the exercise.
Pupils check their answers with a different pair.
Check answers as a class.
3 Ask and answer
Why is Ziad
Answers
bored? 1. tiring 2. amazing 3. boring 4. frightening

Ziad is bored because

he thinks watching the
Activity Book, Exercise 4
news is boring. Ask pupils to look at Exercise 4 in their Activity Book on
69
page 69.
Choose two pupils to read the example question and answer.
Ask pupils to look at Exercise 2 in their Pupils Book on
page 69. Ask pupils to tell you the question for each picture, for
example, Why is she amazed? etc.
Ask them to describe the pictures they can see in as much
detail as possible. Tell pupils to ask and answer the questions. Monitor as they
are working, helping where necessary.
Explain that they have to listen and match the people with the
pictures. They should listen for the names each time so they Check answers as a class.
can tell you what each person is called.
Answers
Play the cassette through twice.
1. Why is she frightened?
Check answers as a class. Shes frightened because she thinks snakes are frightening!
2. Why is she amazed?
Tapescript She is amazed because she thinks the fish are amazing.
ADULT: Whats the matter Khaled? 3. Why is he excited?
KHALED: Im tired, Mum. Ive been tidying my room all day. He is excited because he thinks slides are exciting.
Tidying is tiring! 4. Why is she bored?
ADULT: I am very pleased. Your room looks lovely. Lets sit She is bored because she thinks the news is boring.
down and have a cake and a drink of orange juice.
KHALED: Thanks, Mum.
ADULT: What have you seen, Khadija? You look amazed.
Further practice
KHADIJA: Come and look at these fish. I think theyre Ask pupils to work in pairs and ask the questions in Exercise 4
amazing. in the Activity Book to each other.
ADULT: Whats the matter Ziad?
ZIAD: Im bored. I want to play in the garden, but it has
been raining all day. Watching the news is boring.
End the lesson
ADULT: Are you alright, Eman? Read aloud words ending in ed or ing and ask pupils to
EMAN: No, Im a little bit frightened. I think the slide is too spell the words. This will test whether they can hear the
frightening for me. difference in the endings.

144
 UNIT 18

Lesson 4
Outcomes: To listen and sing along with a song
To enjoy listening to rhymes and songs in Pupils Book, Exercise 4
English
To state what one is afraid of
To use words and simple sentences to
UNIT 18
take part in simple exchanges
To explain (with evidence) the motive of
a character in a simple story 4 Sing

Structures: What are you afraid of? Im not afraid of spiders,

I think theyre really nice,
Im afraid of height s. Im not afraid of snakes,
And Im not afraid of mice.
Functions: Describing fears
Im not afraid of the dark,
Explaining (with evidence) the motive of Im not afraid of the night,
a character in a simple story I like going to bed,
And turning off the light.
Vocabulary: mice, spiders Im afraid of heights,
Topic: Giving opinions I dont like climbing high,
And Im afraid of flying,
In an aeroplane in the sky.
Resources: Pupils Book, page 70
Exercise 4, Sing Are you afraid of spiders?
Are you afraid of heights?
Exercise 5, Talk together What are you afraid of
In the middle of the night?
Activity Book, page 70
Exercise 5, Ask, answer and complete
Exercise 6, Read, answer and write
Cassette, Unit 18, Exercise 4 5 Talk together
What are you
Flashcards: mice, spiders afraid of?

Revision Im afraid of heights.

On the board write Im bored. Im amazed. Im excited.
Ask pupils to think when they would say these sentences.
Then they tell the class the situation, for example, My father is
taking me to the water park. Another pupils says Im excited.
Presentation
Show the flashcards of mice and spiders. Teach the words.
Point out that these are plural words and ask for the singular
of each (mouse, spider).
Ask Are you afraid of spiders/mice? What are you afraid of? Help
pupils to answer the second question.
Im not afraid of
snakes.
70
Ask pupils to look at Exercise 4 in their Pupils Book on
page 70.
Ask pupils to tell you about the pictures they can see.
Encourage pupils to ask Are you afraid of spiders/mice/snakes/
heights? Elicit their opinions.
Play the song all the way through. Pupils follow in their
books.
Play it again, asking pupils to join in.
Divide the class into four and give them each a verse to sing.

Oral Assessment Tapescript

With reference to flashcards and presentation, pupils can: Im not afraid of spiders,
I think theyre really nice,
Scoring criteria Yes No
Im not afraid of snakes,
recognise new words And Im not afraid of mice.
pronounce new words correctly Im not afraid of the dark,
answer questions set by the teacher Im not afraid of the night,
I like going to bed,
And turning off the light.

Im afraid of heights,
I dont like climbing high,
And Im afraid of flying,
In an aeroplane in the sky.
145
 UNIT 18

Are you afraid of spiders?

Are you afraid of heights?
What are you afraid of
Lesson 5
In the middle of the night?
Outcomes: To read for gist
To write a simple letter or email to a
friend
Pupils Book, Exercise 5 Structures: We were very excited.
Ask pupils to look at Exercise 5 in their Pupils Book on I thought it was terrifying.
page 70.
Functions: Describing feelings
Choose two pupils to read the example dialogue to
demonstrate the activity. Vocabulary: colour, parent, pleased
Ask pupils to ask and answer the question using the pictures Topic: A balloon ride
in the song. Resources: Pupils Book, page 71
Exercise 6, Read and match
Activity Book, Exercise 5 Activity Book, page 71
Ask pupils to look at Exercise 5 in their Activity Book on Exercise 7, Look and write
page 70. Cassette, Unit 18, Exercise 4
Choose two pupils to read the question and answers. Explain Flashcards: parent
that is what Nadia is saying. (She is afraid of spiders but not
afraid of heights.)
Ask each pupil to fill in the last column. Elicit ideas from the
class, e.g. dentist, snakes, etc.
Revision
Play the song from Exercise 4 to the pupils. Pupils join in with
Pupils work in groups of three and ask and answer the
the singing.
questions, filling in the form for their two partners.
Choose pupils to tell the rest of the class about their partners.
Presentation
Answers
Teach the word parent using the flashcard. Ask What do your
Pupils own answers. parents do? Elicit My father is a/an ... My mother is a/an ... .
Ask the pupils to tell you about a rainbow. Elicit or teach It
Activity Book, Exercise 6 has seven colours. Ask pupils What is your favourite colour? What
Ask pupils to look at Exercise 6 in their Activity Book on colours are in the Jordanian flag?
page 70. Say Imagine you went to the water park. You had a very good day.
Ask pupils to read the story about Ziad quietly. They should How did you feel when you got home? Elicit answers, for example,
be able to understand it all. tired, exhausted, happy. Teach the new word pleased. Say You were
very pleased because you had a good day. Give other examples, for
Ask pupils to write an answer to the question. Answers will
example, I am very pleased when you work hard.
vary. They can compare answers with a partners.
Write the new words on the board for pupils to practise
Choose pupils to read the story aloud. Ask some
reading. Check their pronunciation.
comprehension questions, finishing with the question in the
book.
Check answers as a class. Oral Assessment
With reference to flashcards and presentation, pupils can:
Answer
Pupils own answers. Scoring criteria Yes No
recognise new words
End the lesson
pronounce new words correctly
Choose a few pupils to ask the question Are you afraid of...?
across the class. They can use the word they put in the final answer teachers questions
column of the table in Exercise 5 of the Activity Book.

146
 UNIT 18

Pupils Book, Exercise 6 Activity Book, Exercise 7

6 Read and match
My parents friends from
England came to visit us last
week. They wanted to go to the
desert and ride in a hot-air
balloon. We were very excited.
The balloon was beautiful. It
was all the colours of the
rainbow. We spent an hour up in
the sky. I took some incredible
photographs.
Im afraid of heights, but I
wasnt frightened in the hot-air
balloon. I was surprised. I
thought it was very exciting.
The balloon was very safe and
it was very quiet up in the sky.
It was a tiring day, but we
were all really pleased with our
balloon trip.
Ghada
Ask pupils to look at Exercise 7 in their Activity Book on
page 71.
UNIT 18
Ask pupils to describe each picture.
Pupils write the story of the pictures as a letter. They must
write as a paragraph and remember to use capital letters and
the correct punctuation.
2
1 Pupils write their letters in groups. Monitor and help where
necessary.
When pupils have finished, they can read their letters to a
different group. They should listen carefully and see if they
can correct anything.
3
Choose a few pupils to read their letters to the class.
4
Check the letters for writing standards.
Suggested answer
We went to the Jordan Desert. We decided to ride in a hot-air
ballon. The view from the top was amazing. On the way back, I
was very tired and slept in the car.

7 Ask and answer End the lesson

1 Why were Ghada and her family excited last week?
2 Who came to visit Ghada?
Ask the class Have you ever been in a hotair balloon? How did you
3 Where did the visitors come from? feel? Would you like to go in a balloon? Why/Why not?
4 When was the visit?
5 What did Ghada do when she was in the hot-air balloon?
6
7
8

What is Ghada afraid of?
Was Ghada frightened in the hot-air balloon?
How did she feel about the balloon ride?
They were excited because
they were going for a ride
in a hot-air balloon.
Lesson 6

9 Would you like to ride in a balloon? Why/why not?

Outcomes: To read for specific information
71
To recognise the correct stress of
syllables in multi-syllable words
Ask pupils to look at Exercise 6 in their Pupils Book on

page 71.
Structures: We were very excited.
I thought it was terrifying.
Ask pupils to look at the pictures and describe what they can
see. Functions: Giving reasons
Describing feelings
Ask questions Have you ever been in a plane like this/a hotair
balloon/a glider? Do you like balloons? When do you buy balloons? Topic: A balloon ride
Explain that they have to read the text and match it with a Resources: Pupils Book, page 71
suitable picture. Exercise 7, Ask and answer
Choose pupils to read each paragraph aloud. Help with Activity Book, page 71
pronunciation if necessary. Exercise 8, Listen and say
Let pupils discuss which picture matches the text in pairs. Cassette, Unit 18, Exercise 4
Check answers as a class. Cassette, Unit 18, Activity Book,
Exercise 8
Answer
Flashcards: brochure, fountain, mice,
2 parent, spiders

Further practice Revision

Put pupils in groups of three. Each pupil reads a paragraph
to their group. Then ask the groups a few questions, for
example, Who came to visit last week? Why do you think they wanted
to go in a hotair balloon? How many colours were on the balloon?
How long were they in the balloon? How did they all feel at the end of
the day?
Put the flashcards on the board. Say each word and ask
individuals to point to the flashcards.
Point to the flashcards and ask pupils to say the words.
Encourage the pupils to try and create sentences with the
words.

147
 UNIT 18

Pupils Book, Exercise 7 Further practice

Ask pupils to look at Exercise 6 in their Pupils Book on Ask pupils What is tiring/exhausting/boring/exciting/frightening?
page 71 and ask a few pupils to read the paragraphs aloud. Elicit as many answers from the pupils as possible.
Then ask them to look at Exercise 7. Choose two pupils to
read the first question and the sample answer. End the lesson
Ask the pupils to continue working in pairs to ask and answer
Ask pupils to sing the song from the unit. Divide the class into
the questions.
four groups and ask each to sing a verse.
Monitor and help where necessary.
Check answers as a class.

Answers
1. They were excited because they were going for a ride in a
hot-air balloon.
2. Her parents friends came to visit.
3. The visitors came from England.
4. The visit was last week.
5. She took some incredible photographs.
6. She is afraid of heights.
7. No, she wasnt.
8. She was surprised and thought it was very exciting.
9. Pupils own answers.

Activity Book, Exercise 8

Ask pupils to look at Exercise 8 in their Activity Book on
page 71.
Ask them to read the words silently.
Then play the cassette all the way through while pupils listen.
Play the cassette again, pausing after each word while the
pupils repeat.
Ask the pupils to work in pairs and put the words into groups
according to the number of syllables.
Remind them what a syllable is by giving some examples, for
example, class (1 syllable), pupil (2 syllables).
On the board write 2 syllables 3 syllables 4 syllables. Ask
pupils to copy this so that they can write three columns.
In pairs, pupils decide which column each word goes into and
copy it.
Check answers as a class.

Tapescript
exhausted
terrifying
surprised
tiring
parents
brochure
fountain
spider
Answers
2 syllables: surprised, tiring, parents, brochure, fountain, spider
3 syllables: exhausted
4 syllables: terrifying

148
 T
UNIT
19 I agree

Lesson 1 Oral Assessment

With reference to the presentation, pupils can:
Outcomes: To express agreement and disagreement
politely Scoring criteria Yes No
To use sequencing phrases
To use English print or electronic agree and disagree with each other
dictionaries to help understand demonstrate understanding of sequencing in a narrative
unfamiliar words in simple reading
materials
Structures: I agree with Saleem. Pupils Book, Exercise 1
I disagree with both of you!
At the beginning, you climb up lots of steps.
In the middle, you go really fast.
I agree
At the end, you splash into the water.
Word Box
Functions: Agreeing and disagreeing 1 Listen and read
agree, both, crocodile, disagree, disappear, fantastic, fast,
lonely, onto, princess, safely, splash, surprising, swirl, tube

Sequencing 1 I think we had a good day, today. 2 The orange slide is the best.

Vocabulary: agree, both, disagree, disappear, Yes, we did.

Thanks, Mum. It
fantastic, fast, splash, swirl, tube was fantastic. I
loved the slides.
Topic: Discussing a day out
Resources: Pupils Book, page 72
Exercise 1, Listen and read
Cassette, Unit 18, Exercise 4
Cassette, Unit 19, Exercise 1
I agree. At the beginning, you
I agree with Saleem. The slides climb up lots of steps and then
are the best things in the park. you disappear into a dark tube.
3 At the end, you 4 I disagree with both of you! The best

Revision come out of the

tube and splash
into the water.
part of the park is the restaurant.

Play the cassette of the song in Unit 18 to the class. Pause

the cassette half way through each verse and ask groups to
continue singing. Play the cassette to see how well they did!

Presentation
Say to the pupils There are lots of interesting places to go to in
Jordan. Do you agree? Teach or elicit from the pupils Yes, I agree.
Ask them to name a few.
Choose one of the places which is less interesting than the
others and say, for example, [Amman] is the most interesting place
to visit in Jordan. Do you agree? Teach Im sorry, I disagree. I think
[Petra] is the most interesting place to visit.
Let pupils give their own opinions about places to visit in
Jordan and ask others to agree or disagree.
Ask pupils to think of a fairy tale or folk tale that they like.
Give them an example I think Cinderella is the best fairy tale. Do
you agree? Ask around the class for examples.
Then choose one which they all know well and ask What
happens at the beginning? What happens in the middle? What happens
at the end? Help pupils describe in a few simple sentences
what happens, for example, At the beginning Cinderella lives with
her three step-sisters and step-mother. They are unkind to her. In the
middle, the Prince has a party. Cinderella goes to it and the prince likes
her a lot. She runs away at 12 oclock. The Prince cant find her and
he is sad. Cinderellas sisters want to marry the Prince. At the end, the
Prince finds Cinderella and marries her.
Yes. I agree!
The best part is in the middle.
In the middle, you swirl round really
fast and you cant see anything.
72
Ask pupils to look at Exercise 1 in their Pupils Book on
page 72.
Ask pupils who they can see in the pictures and what they are
talking about. Teach tube, splash and swirl with the help of the
pictures.
Tell the pupils to listen and follow the dialogue in their books.
Play the cassette all the way through twice.
Ask pupils to look up the new words disappear, fast and both
in their dictionaries. Ask questions to check understanding:
Hold up a small item like a rubber in your hand so that all the
class can see it. Ask them to close their eyes. Hide the rubber.
Ask them to open their eyes and ask Can you see the rubber
now? (No) Why not? Teach/Elicit It has disappeared. Say Tell me
another word for fast. Elicit quick; Ask two tall boys or two tall
girls to come to the front. Ask Are they tall or short? Elicit They
are tall. Ask How many boys/girls are there? (Two) So we can say:
They are both tall. Practise with other pairs of things. Introduce
a third to show we cannot then say both, we have to say all.

149
 UNIT 19

Ask pupils to work in groups of four to read and act out the
story. Give them time to prepare and monitor as they are
working, helping with pronunciation where necessary. If there
Lesson 2
are any pronunciation difficulties which lots of pupils have, Outcomes: To express agreement and disagreement
stop them working and practise with the class as a whole. politely
To use sequencing phrases
Choose groups to perform their stories in front of the class. To use correctly learned vocabulary
To spell correctly learned vocabulary
Tapescript
To listen to simple classroom
MUM: I think we had a good day, today. conversation
SALEEM: Yes, we did. Thanks, Mum. It was fantastic. I To participate in simple classroom
loved the slides. conversation
FATIMA: I agree with Saleem. The slides are the best
things in the park. Structures: I agree with Saleem.
SALEEM: The orange slide is the best. I disagree with both of you!
FATIMA: I agree. At the beginning, you climb up lots of At the beginning, you climb up lots of steps.
steps and then you disappear into a dark tube. In the middle, you go really fast.
FATIMA: At the end, you come out of the tube and splash At the end, you splash into the water.
into the water. Functions: Agreeing and disagreeing
SALEEM: The best part is in the middle. In the middle, Sequencing
you swirl round really fast and you cant see
anything. Topic: Discussing a day out
MUM: I disagree with both of you! The best part of the Resources: Pupils Book, page 72
park is the restaurant. Exercise 1, Listen and read
DAD: Yes. I agree! Activity Book, page 72
Exercise 1, Look, read and write
Further practice Exercise 2, Trace and copy
Write the new words on the board: both, disappear, fast, splash, Cassette, Unit 19, Exercise 1
tube. Ask pupils to repeat them after you. Say One word is
different to the rest. Which one is it? See if they can think of any
differences. If they cannot think of anything, tell them that
four of the words have one syllable. Ask them to tell you those Revision
words. Ask How many syllables does the other word have? (disappear Give pupils sentences and ask them to agree or disagree with
= 3 syllables) you, for example, I think Jordan will win the next football World
Cup. (I disagree with you. I think Italy will win.) I think it will snow
End the lesson here tomorrow. (I disagree with you. I think it will be very hot.) etc.
Write splash on the board and ask pupils to practise saying
Ask pupils to sit in pairs. Ask questions of different pairs, for
it, making sure they are pronouncing the sh sound correctly.
example, What food do you both like? Elicit, for example, We both
Ask them to tell you any other words with the sh sound (shop,
like chicken. Other questions could be Which sport/Which colour/
shoe, fish, shade). Make sure they dont get confused with the ch
Which place in Jordan do you both like? etc.
sound. If they do, practise the difference in the sounds.

Pupils Book, Exercise 1

Ask pupils to look at Exercise 1 in their Pupils Book on
page 72.
Preferably, before the pupils come into class, write the
following comprehension questions on the board: Where
did the family go? Did they have a good time? What did Saleem and
Fatima both like best? What happens at the beginning of the orange
slide? What happens at the end? Is it a slow slide? What did Mum and
Dad think was the best part?
Ask pupils to read the questions silently. Then play the
cassette through to them again as they find the answers. They
can discuss their answers with a partner.
Discuss the answers as a class.

150
 UNIT 19

Activity Book, Exercise 1 Lesson 3

Ask pupils to look at Exercise 1 in their Activity Book on
page 72. Outcomes: To listen for gist
To discuss simple reading material to
Choose a pupil to read the words in the boxes. compare their own ideas with those of
Choose another two pupils to read the example dialogue. peers
Explain that they must complete the sentences with the To develop opinions based on
correct word. information from two simple written
Let them work in pairs. sources
Choose pairs to read the sentences aloud and check the To use words and simple sentences to
answers. take part in simple exchanges
Structures: I disagree.
Answers I agree with Nader.
1. agree 2. agree 3. disagree 4. disagree
Functions: Agreeing and disagreeing

Activity Book, Exercise 2 Vocabulary: crocodile

Ask pupils to look at Exercise 2 in their Activity Book on

Topic: A good day out
page 72. Resources: Pupils Book, page 73
Ask them to look carefully at the words in their books and Exercise 2, Listen and match
trace and copy them. Exercise 3, Talk together
Monitor as they are writing in cursive, helping where Activity Book, page 73
necessary. Congratulate pupils on neat handwriting and Exercise 3, Read, look and answer
correct punctuation. Cassette, Unit 19, Exercise 2
Flashcard: crocodile
Further practice
Ask pupils to work in pairs and to write three sentences with
their opinions, for example, We think playing tennis is more
exciting than playing football. Revision
They then walk round the class, saying one of their sentences Ask pupils What is your favourite book? Elicit ideas from the
to different pairs. The other pairs either agree or disagree with class. Then tell them about your favourite book, saying At
them saying, for example, We agree./We disagree with both of you. the beginning ... In the middle ... At the end Give one or two
We think tennis is boring. sentences for each part. Write the phrases on the board.
Then ask pupils to work in pairs and tell their partner
End the lesson something about their favourite book.

Ask pupils What is the best part about school? Elicit ideas and ask
other pupils to agree or disagree.

151
 UNIT 19

Pupils Book, Exercise 2 Further practice

Play the cassette through again, stopping after each sentence
for pupils to repeat what they hear.
UNIT 119
9

2 Listen and match

Pupils Book, Exercise 3
Ask pupils to look at Exercise 3 in their Pupils Book on
page 73.
Choose two pupils to read the dialogue aloud to the class.
Jaber Nader Saad Explain that they have to make similar dialogues. They can
a b use the places stated or they can use their own ideas.
Monitor as they are working, helping where necessary.
Choose pupils to read their dialogues aloud for the class. The
rest of the class can respond to them, agreeing or disagreeing.

c
Activity Book, Exercise 3
Ask pupils to look at Exercise 3 in their Activity Book on
page 73.
Choose two pupils to read the example aloud.
Explain that they should look at the pictures of the children
and decide if they are agreeing or disagreeing. They then write
3 Talk together I agree with Nader. I think the zoo the correct sentence. Ask pupils to work in pairs.
is the best place for a day trip.
I disagree with Jaber and Saad. Pupils compare with a different pair.
Check the answers.
I disagree with all of them.
The Childrens Museum is the
best place for a day trip.
Answers
73
1. I agree
2. I disagree.
3. I disagree.
Ask pupils to look at Exercise 2 in their Pupils Book on
4. I agree.
page 73.
5. I agree.
Ask pupils to describe the three pictures. Show the flashcard 6. I agree.
of a crocodile and teach the new word.
Explain that they are going to hear Jaber, Nader and Saad
talking about the best place for a day trip. They have to
End the lesson
match the boys with the pictures. Read the sentences in Activity Book, Exercise 3 to the pupils.
Play the cassette through twice. Pupils compare answers in Ask them to respond with I agree or I disagree.
pairs.
Check answers as class.

Tapescript
Jaber: I think the water park is the best place for a day trip.
You can swim in the swimming pools, play in the water
and you can go down the slides. You can eat dinner
there, too.
Nader: I disagree, Jaber. I think the zoo is better than the water
park. I love the animals. There are lions, tigers, crocodiles
and monkeys. Its the best place for a day trip.
Saad: I agree with Nader. I think the zoo is better than the
water park, but its not the best place for a day trip.
The best place for a day trip is the Al-Hussein National
Park. There is lots to do and see there.
Answers
a. Nader b. Jaber c. Saad

152
 UNIT 19

Lesson 4 Pupils Book, Exercise 4

Outcomes: To listen for gist
To listen for specific information
To use context to understand new words UNIT 119
9
when listening
To use correctly learned vocabulary 4 Listen and order
To spell correctly learned vocabulary 1 2 3
To apply knowledge of conventions of a a a

language
Structures: At the beginning you climb up the steps.
In the middle, you go down the slide really
b b b
quickly.
At the end, you splash into the water.
Functions: Sequencing
Vocabulary: onto, safely c c c

Topic: What happens next

Resources: Pupils Book, page 74
Exercise 4, Listen and order
Exercise 5, Look and say
Activity Book, page 74 5 Look and say
At the beginning, you In the middle, you go
Exercise 4, Read, say and write climb up the steps. down the slide.

Exercise 5, Read and choose

Cassette, Unit 19, Exercise 4
Flashcard: crocodile
At the end, you splash
into the water.

Revision 74

Show the pupils the flashcard of a crocodile. Ask them to

say the word. Ask How many syllables has it got? (3) Where do
crocodiles live? Where can you see a crocodile? (in a zoo) What other
animals can you see in a zoo? I think a zoo is a good place to go for a
day trip. What do you think? Elicit opinions from the class.
Ask pupils to look at Exercise 4 in their Pupils Book on
page 74.
Ask pupils to look at the pictures and say where each is. Ask
them to describe each picture in some detail.
Ask them to look at the first set. Elicit that it is at the water
park. Explain that the pictures are in the wrong order. Ask
them What happens at the beginning? What happens in the middle?
What happens at the end? Elicit answers to each question.
Now tell the pupils to listen carefully and order the three
pictures in each set.
Play the cassette through twice. Pupils can compare answers
in pairs.
Check answers as a class.

Tapescript
At the beginning, you climb up the steps. In the middle, you go
down the slide really quickly. At the end, you splash into the
water.
At the beginning, you climb into a big basket. The balloon goes
up into the air. In the middle, the balloon sails through the sky.
At the end, the basket lands safely.
At the beginning, you climb up the steps, onto the plane. In the
middle, you fly really fast through the sky. At the end, you land
safely and your holiday starts.
Answers
1. c, a, b 2. b, c, a 3. a, c, b

153
 UNIT 19

Further practice End the lesson

Check the meaning of the new words. Repeat the sentences Ask pupils to describe the stages of travelling by plane in the
At the end, the basket lands safely? Ask Is anyone hurt? (No) Why? same way as Exercise 5 in their Activity Book.
(Because the basket lands safely.)
Point to the second picture of the basket and say The man is
getting into the basket. Point to the third picture and ask Where
Lesson 5
is the man? Elicit He is in the basket. Write the two sentences
Outcomes: To read for gist
To recognise the correct stress of
on the board to show the difference between into (shows
syllables in multi-syllable words
movement) and in (shows place).
To discuss simple reading material to
Then ask them to look at the last set of pictures. Say In the compare their own ideas with those of
first picture, the people are getting onto the plane. Where are they in peers
picture c? Elicit They are on the plane. Write the sentences on the To write meaningful sentences and
board and compare the words on and onto as before. paragraphs using given frameworks such
as jumbled sentences
Pupils Book, Exercise 5 To retell what happens in a simple story
Ask pupils to look at Exercise 5 in their Pupils Book on To follow oral instructions
page 74. Structures: Nadia thinks its really exciting and I agree.
Choose pupils to read the example dialogue to the class. I disagree.
Tell pupils to work in pairs and make up similar dialogues At the beginning, a girl called Zahra goes to a
about the other two sets of pictures in Exercise 4. Monitor as new school.
they are working, helping where necessary. In the middle, she makes a new friend called
Laila.
Choose pupils to say one of the dialogues to the class.
At the end, it is very surprising.
Activity Book, Exercise 4 Functions: Sequencing
Giving opinions
Ask pupils to look at Exercise 4 in their Activity Book on
page 74. Vocabulary: lonely, princess, surprising
Choose three pupils to read the dialogue aloud. Topic: An exciting book
Ask pupils to complete the first sentence individually. Resources: Pupils Book, page 75
Put pupils in groups of three. One pupil reads the first Exercise 6, Read, match and order
sentence to the other two, who agree and disagree. Pupils Activity Book, page 75
write what their friend says. Exercise 6, Read and order
They should have three different conversations. Ask them to Exercise 7, Listen and say
practise them. Monitor as they are working, helping where Cassette, Unit 19, Activity Book,
necessary. Exercise 7
Choose groups to read one of their conversations aloud.
Answers Revision
the zoo Refer the pupils back to the pictures in Exercise 4 of their
I agree with you. I think the zoo is the best place for a day trip. Pupils Book.
I disagree with both of you. I think the water park is the best Ask them to look at pictures 1 and 2. Ask Which is the best thing
place for a day trip. to do on a day trip? Let pupils give their opinions and agree or
disagree with each other.
Activity Book, Exercise 5
Ask pupils to look at Exercise 5 in their Activity Book on Presentation
page 74. Teach the new words lonely, princess and surprising.
Choose a pupil to read the words in the boxes. Ask Where does a princess live? Elicit In a castle. Ask Who does she
Tell the pupils to read the sentences silently and complete live with? Elicit The King and Queen.
them with the correct phrase. Pupils work in pairs to Say But this princess is not happy. She lives in a big castle but her
complete the sentences and then compare their answers with mother and father have disappeared. And so have all the servants.
a different pair. So why isnt she happy? Elicit ideas from the class, for example,
Check answers as a class. Perhaps she is frightened. Shes got nobody to talk to. Teach She is
lonely. Ask Are you lonely? (No, because I have friends and my family
Answers to talk to.)
At the beginning; In the middle; At the end

154

Tell the pupils the rest of the story: One morning, she wakes up
and she hears noises. How does she feel? (frightened) What do you
think it is? (Elicit suggestions). She gets up and goes downstairs very
slowly and quietly. She can hear a lot of noise in the dining room. And
this is the surprising part ... she opens the door and everyone shouts
Happy Birthday! Explain that nobody had disappeared the
princess only had a bad dream!
Write the new words on the board for the pupils to read.
Oral Assessment
With reference to the flashcard and presentation, pupils can:
Scoring criteria
recognise new vocabulary
pronounce new vocabulary
answer questions about the new vocabulary
Pupils Book, Exercise 6
6 Read, match and order
a page 75.
1 My cousin Nadia gave me a
book. Nadia thinks its really
exciting and I agree.
At the beginning, a girl
called Zahra goes to a new
school. She doesnt know
anybody and she isnt very
happy. She is very lonely. b
2 In the middle, she makes a
new friend called Laila. The
two girls play together every
day. Nadia thinks this is the
best part. I disagree.
3 At the end, it is very
surprising. Laila invites
c
Zahra to her house. Laila
lives in a castle and she is a
princess! I think this is the
best part of the book.
Eman
7 True or false?
1 Emans cousin is called Zahra.
2 Eman thinks the book is really exciting.
3 At the beginning, Zahra makes a new friend
called Laila.
4 In the middle, Zahra isnt very happy.
5 Eman thinks the middle is the best part.
6 The end of the book is Emans favourite part.
Ask pupils to look at Exercise 6 in their Pupils Book on
page 75.
Ask pupils to describe the pictures and to guess what might
be happening.
Ask pupils to silently read the story, match and put the
pictures in the correct order.
Then choose pupils to read the story aloud. Check their
pronunciation carefully and practise any difficulties.
UNIT 19
Check answers as a class.
Answers
1. c 2. b 3. a
Activity Book, Exercise 6
Ask pupils to look at Exercise 6 in their Activity Book on
page 75.
Explain that they have to reorder the words to make good
sentences. Choose pupils to read the example aloud. Check
the use of a full stop and a capital letter by asking What do we
always put at the beginning of a sentence? What do we always put at
Yes No
the end? Ask Can we have a full stop in the middle of a sentence? (No)
Pupils work in groups to complete the exercise.
Choose pupils from each group to read the sentences aloud
to check the answers.
Answers
1. At the begining, you climb into the basket.
2. In the middle, the balloon sails through the sky.
3. At the end, the basket lands safely.
UNIT 119
9 Activity Book, Exercise 7
Ask pupils to look at Exercise 7 in their Activity Book on
Ask them to read the words in silence.
Then play the cassette all the way through while pupils listen.
Play the cassette again, pausing after each word while the
pupils repeat.
Ask the pupils to work in pairs and put the words into groups
according to the number of syllables.
Remind them what a syllable is by giving some examples, for
example, class (1 syllable), pupil (2 syllables).
On the board write 2 syllables 3 syllables. Ask pupils to copy
this so that they can write two columns of words.
In pairs, pupils decide which column each word goes into and
copy it.
Check answers as a class.
Tapescript
crocodile
disappear
lonely
princess
False. Emans cousin
is called Nadia.
safely
75 surprising
Answers
2 syllables: lonely, princess, safely
3 syllables: crocodile, disappear, surprising
Further practice
Ask the pupils to try and retell the story of the princess. Ask
them for their opinion of the book.
155
 UNIT 19

End the lesson Activity Book, Exercise 8

Ask the pupils to give you the name of their favourite book. Ask pupils to look at Exercise 8 in their Activity Book on
Ask them to try and bring the book into school for the next page 75.
lesson. They should think about why they like it and be Choose pupils to read the sentences aloud. Make sure pupils
prepared to tell the rest of the class. understand the sentences and elicit example answers.
Pupils work in pairs. They take turns to read each sentence
Lesson 6 aloud and to say if they agree or disagree. Encourage them to
explain why they disagree, for example. Going to a new school can
Outcomes: To read for specific information be frightening. I agree I disagree. I think going to a new school can
To use correctly learned vocabulary be exciting.
To spell correctly learned vocabulary Monitor and help where necessary.
To discuss simple reading material to
compare their own ideas with those of Answers
peers Pupils own answers.
Structures: Nadia thinks its really exciting and I agree.
I disagree.
At the beginning, a girl called Zahra goes to a
Further practice
new school. Give pupils sentences like the ones in Exercise 8 but change
In the middle, she makes a new friend called them. They say if they disagree or not. Examples include:
Laila. Going to a new school can be exciting. At the beginning, you have lots of
At the end, it is very surprising. friends. In the middle of the school day, you can feel tired. Making new
friends is boring. Its not important to play together. At the end of the
Functions: Describing sequences first day, you are lonely.
Giving opinions
Topic: An exciting book
End the lesson
Resources: Pupils Book, page 75
Have a class discussion about going to a new school. Ask
Exercise 7, True or false?
pupils what they think they should do when a new pupil joins
Activity Book, page 75 the class. Discuss how they should be friendly and helpful to
Exercise 8, Read, say and tick () or new pupils.
cross ()

Revision
Put pupils in groups of three or four. Ask pupils to show their
books which they have brought in and to tell the rest of the
group something about them. When they have finished, ask
Would you like to read this book? Perhaps you can encourage the
pupils to read more books in this way.

Pupils Book, Exercise 7

Ask pupils to look at Exercise 7 in their Pupils Book on
page 75.
Choose pupils to read the first statement and answer.
Ask the pupils to work in pairs to complete the exercise.
Monitor and help where necessary.
Check answers as a class.

Answers
1. . Emans cousin is called Nadia.
2. . Eman agrees with Nadia and thinks the book is really exciting.
3. . At the beginning, Zahra is very lonely.
4. . In the middle, Zahra is very happy.
5. . Eman thinks the end is the best part./Nadia thinks the
middle is the best part.
6. . The end of the book is Emans favourite part.

156
 JC>I
'% Revision: Diary page (5)

Lesson 1 Pupils Book, Exercise 1

Outcomes: To revise the present perfect continuous
To revise adjectives ending in ed.
To revise the conjunction because Revision: Diary page (5)
To revise (not) afraid of Word Box
appointment, bored, brochure, fast, heights, huge, lonely,

To revise agreeing and disagreeing 1 Listen and read princess, really, slide, spiders, splash, surprised, surprising,
swirl, tube, water park

Structures: Today, Ive been writing a story about our day.

My family surprised me with a trip to a water
park.
Fatima was frightened because she is afraid of
heights.
Fatima thinks the best one is the orange slide.
I agree.
Functions: Saying what one has been doing
Saying how one felt
Giving reasons
Agreeing or disagreeing with opinions
Vocabulary: appointment, brochure, heights, huge,
slide, spiders, splash, surprised, swirl,
tube, water park
Topic: A diary page
Resources: Pupils Book, page 76
Exercise 1, Listen and read
Cassette, Unit 20, Exercise 1
Flashcards: patient, brochure,
fountain, mice, spiders, parent,
76
crocodile

Ask pupils to look at Exercise 1 in their Pupils Book on

Revision
Revise the vocabulary for Units 1719 by using the flashcards
and asking questions related to them, for example, Have you
ever been a patient? What are you afraid of? Where have you seen
a fountain? Look at the flashcards. Which one can you see in a zoo?
Which one might you see in your house? Which one do some people
have as pets? etc.
Ask them to point to the words as well as the pictures.
page 76.
Ask them what they can see in the pictures and what they
think Saleem will be writing about in his diary.
Now ask pupils to listen to the cassette and to follow the text
in their books.
As the class listens, write some comprehension questions on
the board, for example, Who did Saleem see last week? Where do
you think he went? How did Saleem feel? What did his family give him?
How did he feel? What is Fatima afraid of? What is Saleem afraid of?
What were the slides like? Which one is the best? What has Saleem
been doing today? How does he feel now? (If possible, write these
questions on the board before class starts.)
Ask the class to read the comprehension questions and then
play the cassette again.
Put the class into pairs and ask pupils to discuss the
questions on the board.
Monitor and help where necessary.
Check answers as a class.

157
 UNIT 20

Tapescript
SALEEM: My diary Lesson 2
I had an appointment at the doctors last week and he Outcomes: To revise the present perfect continuous
took my plaster off. I was very happy. To revise adjectives ending in -ed.
My family surprised me with a trip to a water park. To revise the conjunction because
Fatima and I looked at the pictures of the slides in the To revise (not) afraid of
brochure. Fatima was frightened because she is afraid To revise agreeing and disagreeing
of heights. Im not afraid of heights. Im afraid of To use correctly learned vocabulary
spiders! To spell correctly learned vocabulary
We had a fantastic time at the water park. The slides To create a mind map of the main ideas
were really huge. Fatima thinks the best one is the and the supporting ideas in simple
orange slide. I agree. You swirl inside a dark tube and reading materials
you cant see anything. I liked splashing into the water Structures: Today, Ive been writing a story about our day.
at the end, too. My family surprised me with a trip to a water
Today, Ive been writing a story about our day. Im very park.
tired now. Im going to bed. Fatima was frightened because she is afraid of
heights.
Fatima thinks the best one is the orange slide.
Further practice I agree.
Ask pupils to think about last weekend and what they did. In Functions: Saying what one has been doing
pairs, they tell each other what they did and how they felt, Saying how one felt
imagining what they would write in their diary. Giving reasons
Monitor and help where necessary. Agreeing or disagreeing with opinions
Topic: A diary page
End the lesson Resources: Pupils Book, page 76
Write all the words beginning with s on the board (surprised, Exercise 1, Listen and read
slides, she, spiders, swirl, see, splashing, school) and ask the pupils Activity Book, pages 76 and 77
to write them in alphabetical order (school, see, she, slides, Exercise 1, Look and write
spiders, splashing, surprised, swirl). Exercise 2, Read and write
Cassette, Unit 20, Exercise 1

Revision
Give the class a vocabulary quiz. Divide them into two teams,
A and B. Give each a clue. If they get it right, they get two
points. If they get it wrong, it goes to the other team who gets
one point if they get it right. That team then has its own turn.
Ask questions about the vocabulary from Units 1719.
Suggested clues: This word begins with a. You make this before you
see a doctor or a dentist. (appointment); This word begins with b. You
look at it before you visit a place. (brochure); This word begins with c.
It is a dangerous animal; This word begins with f. It means the same as
quick. etc.

Pupils Book, Exercise 1

Before pupils look at Exercise 1 in their Pupils Book on
page 76, elicit as much information about what Saleem wrote
as they can remember. If they are unsure about certain things,
write them on the board.
Play the cassette again and ask the pupils to check if the
information on the board is correct or not. Check answers as
a class.
Let pupils practise reading the diary in pairs. They read a
sentence each in turn.

158
 UNIT 20

Listen and monitor while they are reading. Note down any
pronunciation problems and practise them as a class. Lesson 3
Outcomes: To read for gist
Activity Book, Exercise 1 To read for specific information
Ask pupils to look at Exercise 1 in their Activity Book on To write meaningful sentences using
page 76. given frameworks such as jumbled
sentences
Ask pupils to look at the pictures and say what they are. To write sentences on familiar topics for
Pupils then work in pairs to write the words. They check their specific purposes
answers with a different pair when they have finished. They
can then correct any mistakes.
Structures: He has been learning to ride a horse today.
At the beginning, he was bored.
Check answers as a class, choosing pupils to come to the He thinks it is really exciting.
front to write the words on the board. At the end of his class, he was enjoying himself.
Answers Functions: Saying what has been happening
1. brochure Vocabulary: bored, fast
2. slide
3. spider
Topic: Describing recent events
4. tube Resources: Pupils Book, page 77
5. water park Exercise 2, Read and answer
6. appointment Activity Book, Page 77
Exercise 3, Read and order
Activity Book, Exercise 2 Exercise 4, Read and complete
Ask pupils to look at Exercise 2 in their Activity Book on
pages 76 and 77.
Ask pupils What can you see on page 76? Elicit A brochure. Revision
Ask pupils to read it silently and then choose pupils to read it Check that pupils can spell the -ing form of the following
aloud. verbs: learning, riding, playing, enjoying, teaching, making, reading.
Draw their attention to the mind map on page 77. Draw it on
the board. Tell pupils they have to find four things about the
water park and complete the mind map.
Elicit one idea from the pupils, for example, high blue slide.
Pupils work in pairs to complete the diagram.
Check answers as a class.

Answers
high blue slide, orange tube, beautiful blue pools, restaurants

Further practice
Ask pupils to work in small groups. They are going to make
a mind map but miss out the central part. They write four
things that can be done at this place and show the rest of
the class. The class has to guess what place should be at the
centre.
Monitor and help where necessary.

End the lesson

Choose pupils to read paragraphs from the brochure aloud.

159
 UNIT 20

8. Salma is pleased because she has been reading her book all
Pupils Book, Exercise 2 day and she has nearly finished it.
9. Pupils own answer.

UNIT 20 Activity Book, Exercise 3

Ask pupils to look at Exercise 3 in their Activity Book on
2 Read and answer page 77.
Raed is tired. He Siham is happy. Her
Explain that they have to reorder the words to make good
has been learning Grandma has been sentences. Check the use of a full stop and a capital letter by
to ride a horse teaching her to sew.
today. At the She is making a dress. asking What do we always put at the beginning of a sentence? What
beginning, he was Shes very excited do we always put at the end? Ask Can we have a full stop in the middle
bored because he because it is very
couldnt ride very pretty. of a sentence? (No) Can we have a capital letter in the middle of a
fast. Now he can
ride faster, he sentence? (Yes peoples names, I, names of countries, etc.)
thinks it is really
exciting. Pupils work in pairs to complete the exercise.
Choose pupils to read the sentences aloud to check the
answers.
Ahmad is thirsty.
He has been
learning to play
Salma is
Answers
tennis today. At
the beginning, it pleased. She 1. Raed has been learning to ride a horse today.
was very difficult. has been
At the end of his reading her 2. Sihams Grandma has been teaching her to sew.
class, he was book all day
enjoying himself. and she has 3. Ahmad has been learning to play tennis today.
nearly 4. Salma has been reading her book all day.
finished it.
1Why is Raed tired?
2
3

Why did Raed think learning to ride a horse was boring?
What does he think about it now?
Activity Book, Exercise 4
4Who is thirsty? Ask pupils to look at Exercise 4 in their Activity Book on
5What has been doing? When?
6How did he feel at the end of the class? page 77.
7 Who has been learning to sew?

Raed is tired because he has

Explain that pupils have to re-read the story in the Pupils
8Why is Salma pleased?
9 What have you been doing today? Why?

been learning to ride a horse. book and complete the sentences.
77
Pupils work in pairs to complete the sentences. They can then
check answers with a different pair.
Ask pupils to look at Exercise 2 in their Pupils Book on Check answers as a class.
page 77.
Ask pupils to look at the pictures and describe what they can Suggested answers
see. Ask What has he/she been doing? 1. Raed is tired because he has been learning to ride a horse
Tell pupils they are going to read about four children. Ask today.
them to decide which one they would like to be. Pupils read 2. Siham is happy because she has been learning to sew.
the text silently. Ask for their opinions, for example, I would like 3. Amad is thirsty because he has been learning to play tennis
to be Raed because I want to learn to ride a horse. today.
Choose pupils to read each part aloud. Help with any 4. Salma is pleased because she has been reading her book all
pronunciation. day.
Pupils then ask and answer the questions in pairs.
Do the first as an example, choosing two pupils to read the End the lesson
question and answer. Ask pupils How do you feel? Why? Pupils give sentences I am tired
Monitor as the class are working, noting any areas of because I have been working hard.
difficulties to go over later.
Check answers as a class.
Answers
1. Raed is tired because he has been learning to ride a horse.
2. He thought that it was boring because he couldnt ride very
fast at the beginning.
3. Now, he thinks it is really exciting.
4. Ahmad is thirsty.
5. He has been learning to play tennis today.
6. At the end of his class, he was enjoying himself.
7. Siham has been learning to sew.

160
 UNIT 20

Ask pupils to look at Exercise 3 in their Pupils Book on

Lesson 4 page 78.
Outcomes: To read opinions about books Ask pupils to work in small groups, give them one of the
To read a factual piece pictures and ask them to describe it in detail saying what they
To explain an authors point of view in a think the book might be about.
simple text Choose groups to tell the rest of the class about their picture.
Structures: Ive been reading it at home. Explain that they must now read the text and match the
Its very interesting. pictures. Pupils work in groups.
Im afraid of sharks. Choose pupils from each group to read each section aloud.
At the beginning, they have lots of adventures. Check answers as a class.
In the middle, its really surprising.
Answers
Functions: Giving opinions
Asking and answering questions 1. b 2. a 3. c

Vocabulary: lonely, princess, really, surprising,

Topic:
Activity Book, Exercise 5
Books
Ask pupils to look at Exercise 5 in their Activity Book on
Resources: Pupils Book, page 78 page 78.
Exercise 3, Read and match
Ask pupils What is the boy holding? Are you afraid of spiders?
Activity Book, page 78
Ask pupils to read the information and answer this question
Exercise 5, Read and answer
Are all spiders dangerous?
Choose pupils to read the information aloud. Check their
pronunciation.
Revision Explain to pupils that they have to read and answer the
questions. Choose two pupils to read the first question and
Write the words from the vocabulary list in jumbled order for
answer aloud.
pupils to spell correctly, for example, lyalre = really.
Pupils work in groups to complete the exercise.
Check answers as a class.
Pupils Book, Exercise 3

Answers
1. The writer has been studying spiders for many years.
WRITING PROJECT: My book 2. He thinks they are very interesting and amazing.
2
My book is about two 3. He thinks people are afraid of spiders because they think they
friends. Its very
3 Read and match exciting. At the are dangerous.
beginning, they have
1 lots of adventures. 4. He used to have lots of spiders in his bedroom.
My story is about a scientist. Its very
exciting. Ive been reading it at school today.
I dont know what
happens at the end.
5. He didnt like them because he is afraid of spiders.
The scientist learns about the sea. The best Ive been reading it at
part is when he swims with sharks. Im afraid home, but I havent
of sharks, but he isnt frightened. finished it yet.
Further practice
3
My book is about a boy. He plants a seed. Ask the pupils Do you agree with this boy? Do you think spiders are
In the middle, its really surprising.
I was surprised because the plant grows very tall. interesting and amazing? Would you like to study them? What do you
Im so excited to see what happens at the end.
do if there is a spider in your bedroom?
a b c Ask Are there any animals you are afraid of? What are they? Why?
Who else is afraid of them?

End the lesson

Ask Can you think of anything you used to be afraid of but are not
afraid of now? For example, I used to be afraid of the dark but now I
4 Plan a presentation. Answer these questions. dont mind it.
1What have you been reading today? What have you been
2Whats it called? reading today?
3Whats it like?
4What happens at the beginning / in the
middle / at the end?
5 Whats the best part?

Ive been reading a book

about a lonely, little spider.
78

161
 UNIT 20

In pairs, pupils ask and answer the questions. Monitor and

End the lesson

help where necessary.

Choose pairs to ask and answer the questions in Exercise 5 Choose pupils to read their presentations to the class. The
across the class. rest of the class should listen carefully and give comments
about each presentation.
Lesson 5 You may also wish to extend the activity by asking pupils to
look only at the answers they gave for question number 5. Ask
Outcomes: To prepare a short, simple prepared them to work alone to write more thoroughly what happens
speech of four or five sentences to the in the stories they have been reading.
class
Encourage pupils to write two or three short paragraphs,
To give feedback about aspects of peers
using the sequencing phrases as a framework from which to
speech
start each paragraph.
To write a simple story of short
paragraphs following guided This activity could also be set as a homework assignment.
composition process Answers
Structures: Ive been reading it at home. Pupils own answers.
Its very interesting.
Im afraid of sharks. Activity Book, Exercise 6
At the beginning, they have lots of adventures. Ask pupils to look at Exercise 6 in their Activity Book on
In the middle, its really surprising. pages 78 and 79.
Functions: Giving opinions Choose different pupils to read the sentences.
Topic: Books Then pupils answer the questions individually. Monitor as
they are working.
Resources: Pupils Book, page 78
Exercise 4, Plan a presentation. Go through the answers as a class.
Answer these questions. Answers
Activity Book, pages 78, 79 and 80 Pupils own answers.
Exercise 6, Write, ask and answer
Exercise 7, Read, tick () and cross
() and copy
Activity Book, Exercise 7
Ask pupils to look at Exercise 7 in their Activity Book on
page 80.
Revision This is a check of what they can or cant do. Explain that they
must read each sentence for themselves and if they are happy
Write the following on the board: What have you been studying
that they can do the activity, they put a tick. If they cant, they
for many years? What do you think about it? Is it easy or difficult? Do
put a cross. They then copy the sentence.
you want to study it more?
First choose a pupil to read the I can sentences and another to
Ask a pupil to ask you these questions and give model
read the example.
answers, for example, I have been studying the piano for years. I
really love it but Im not very good at it. Some parts of it are easy and Then pupils do the exercise individually. Monitor as they are
other parts are difficult. I would like to study it more but I need to working, questioning pupils who think they have difficulty
practise a lot to get better! with any of the can do statements. If any of the pupils are
not confident about any of the can do statements, give them
Pupils work in pairs to ask and answer the questions. Monitor
some extra work to help them. They can redo exercises in the
as they are working, helping where necessary.
Activity Book, for example.
Choose some pupils to tell the rest of the class about their
Finally ask pupils to give further examples for each of the can
partner.
do statements.
Pupils Book, Exercise 4 Answers
Ask the pupils to look at Exercise 4 in their Pupils Book on Pupils own answers.
page 78.
Explain to them that when they answer all these questions Further practice
they will have a short presentation to give to the class.
If any of the can do statements have caused difficulty, go
Choose two pupils to read the example question and answer. over them again helping pupils to understand.
Choose other pupils to give their answers to the question.
Ask pupils to read the questions aloud while you answer
them about yourself. Show the pupils how to give as much
End the lesson
Praise pupils for all their hard work during the course.
information as they can. Then read the answers you gave as a
paragraph without the questions.

162
 Extra Project: My Picture Dictionary

In Steps 8 and 9, maintaining the alphabetical order, pupils

EXTRA PROJECT: MY PICTURE DICTIONARY
You will need:
(a) five sheets of paper
(b) coloured pencils
(c) glue
(d) a stapler
(e) some old magazines
( f ) a pair of scissors
(g) the Internet
(h) photographs
Steps:
1. Look through your Pupil's Book.
2. On a sheet of paper, make a list of
26 new words you have learned this
year.
3. Put your list in alphabetical order.
4. Fold the other four blank sheets in
half to make a little book.
glue two pictures that they have chosen and write the words
at the top of the pictures.
Note that there are many alternative possibilities in Step 9.
5. Staple the pages in the middle to
keep the book together.
Pupils can choose their pictures from different sources.
6. On the cover, write 'My Picture Pupils can work alone on this project or can cooperate on the
Dictionary'.
7. Leave the second page blank.
earlier steps in pairs or groups. The overall objective, however,
8. Starting with the third page, write is for each pupil to have their own personal dictionary at the
two words at the top of each end of the task.
picture.
9. On each page, glue a picture.
Either:
(a) Draw one and colour,
(b) Cut out from a magazine,
(c) Print out from the Internet,
(d) Find or take a photograph.
10. Read your picture dictionary with
your classmates, family and friends!

79

This project is designed to encourage pupils to review some of

the new vocabulary they have learned during the year, while at
the same time having fun and practising creativity. The project
is intended to occupy two lessons. Pupils may need to do
some of the work at home.
Make sure that pupils have all the equipment they need. Then
guide them through the 10 steps in turn before they start the
procedure.
In Step 2, guide pupils to choose vocabulary from different
units in their textbook.
After pupils write down the list of 26 words, they put them in
alphabetical order.
In Step 4, demonstrate how pupils should fold the five sheets
of paper in the middle.
Alternatively, if pupils do not have the equipment or the time
to make their own book, they can omit Steps 4 and 5 and use
a ready-made notebook or exercise book instead.
At Step 6, pupils can, if they wish, make a more durable cover
for their book, either by using card or by gluing two or three
sheets of paper together.
Of course, pupils picture dictionaries can consist of more
than four sheets and therefore have space for more words and
pictures, if they wish.
Ask pupils to start numbering their book on page 3. So, the
book is numbered up to page 15, leaving the last page blank.

163
 WORDLIST

Unit 1 Unit 3
battery ceramics
button champion
charity chess
click (on) child
email competition
icon composer
(the) Internet dyeing
keyboard French
laptop hobby
light (adj) language
mouse practise
press sew
screen skills
store teach
touch traditional
turn (it) on weaving
type
watch (n) Unit 4
battery
borrow
Unit 2 child
attractive click (on)
bookcase French
borrow hobby
card icon
cheap (the) Internet
cousin language
handwriting laptop
information light
letter practise
neat press
post screen
postman sew
receive teach
stamp (n) tomorrow
tomorrow type
true
turn

164
 WORDLIST

Unit 5 Unit 7
comfortable bottle
fact clay
half cloth
hill dye
hour enjoy
incredible glassblowing
kilometre goat
lake ground
metre handicraft
narrow jewellery
nearly necklace
over pink
thousand silver
thousands vase
top weave
wool

Unit 6
aeroplane Unit 8
blind
blanket
century
bottle
courtyard
century
deaf
clay
disabled
cloth
family
goat
important
handicraft
merchant
hill
museum
incredible
rich
kilometre
sick
merchant
souvenir
nearly
teaching centre
over
tourist
pink
village
sick
souvenir
stone
vase
wool

165
 WORDLIST

Unit 9 Unit 11
away basket
book (v) bridge
cliff friendly
cousin guide (n)
hire helpful
kite laugh
kite-flying modern
magnificent postcard
plant professional
scenery sand dune
sights shade
springs smile
trip sunset
waterfall welcome
weekend worry

Unit 12
Unit 10 basket
basketball
binoculars
binoculars
book (v)
borrow
busy
bring
free
busy
kite
camera
kite-flying
community
magnificent
compete
pity
free
sand dune
hundreds
shade
pity
spotty
plastic
stripy
spotty
springs
stripes
trip
stripy

166
 WORDLIST

Unit 13 Unit 15
ankle adventure
bench country
broken dream
cut famous
drunk fold
fallen off mop
fallen over mopped
fell off North Pole
flown person
happened place
hurt proud
inside South Pole
toe success
tripped over sweep
swept

Unit 14 Unit 16
author
adventure
brave
ankle
climber
brave
coach
broken
deep
climber
dolphin
countries
flown
cut
Italy
dream
lucky
fallen off
painful
fell off
plaster
hurt
present
Italy
spend
lucky
tonight
painful
plaster
present
spent
toe
tripped over

167
 WORDLIST

Unit 17 Unit 19
another agree
appointment both
culture crocodile
entered disagree
flour disappear
hard fantastic
little fast
patient lonely
preparing onto
really princess
support safely
tired splash
useful surprising
swirl
tube
Unit 18
bored
brochure Unit 20
colour appointment
exhausted bored
fountain brochure
heights fast
huge heights
mice huge
parent lonely
pleased princess
slide really
spiders slide
surprised spiders
terrifying splash
tiring surprised
water park surprising
swirl
tube
water park

168