english for starters 1 tg

Englishfor Starters Teacher’s Guide Dr Raja T Nasr Sam Ward ỏjQựdG ỏôHụâdG ỏjQĂêữG ằa` jRdG ƠM ỏôSQúG ệdGh ọẫYẹÊêd ỏeẫâdG ỏựSDêd ỏXỉ 322 Old Brompton Road, London SW5 9JH, England New edition 2004 First edition published 2000 © York Press 2000 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Publishers Scope and Sequence Page PB TG Unit Topic Language Focus Functions and Learning Activities Identity Hello I’m (name) Goodbye Questions: What’s your name? How are you? I’m fine, thank you Greetings and responses Introducing oneself Left to right pre-writing practice Drawing: a picture, a maze Song: Hello I’m Salma 1 Actions and Numbers Hello Imperatives: Stand up Sit down Questions: How are you? What’s your name? Numbers: 1-5 Greetings and responses Giving instructions Counting: from 1-5 Left to right pre-writing practice Tracing and copying: 1-5 Game: Number Hello Songs: Hello Stand up, sit down and One and two School desk, chair, book, pencil, bag, computer Numbers: 1-5 Count (the pencils) Questions: What’s this? It’s a How many (pencils)? Asking questions Counting: from 1-5 ; objects Plurals with s Left to right pre-writing practice Tracing: 1-5 11 School bag, computer, desk, chair, book, window, door, pencil, boy, girl, please, thank you Imperatives: Stand up Sit down Open Close Numbers 1-5 Question: What’s this? It’s a Giving instructions Using polite language Asking and answering questions Counting: from 1-5 Plurals with s Talking about oneself Sounds: / /, / / Tracing and copying: o, c Drawing: a maze Game: I spy with initial sounds; Guess the object 10 15 School and Numbers Revision of previous vocabulary and language Giving instructions Tracing: 1-5; o, c Game: Pairs (optional) Colouring: picture Song: Open the window Mime: words and actions 13 20 Revision Unit Topic Language Focus Functions and Learning Activities Page PB TG Food banana, tomato, sandwich, biscuit It’s a (sandwich) Questions: How many? What’s this? It’s a Is this a (sandwich)? Yes, it is./No, it’s a (biscuit) Asking and answering questions Sounds: / /, / / Tracing and copying: s, t Counting: from 1-5 Plurals with s Puzzle: circling letters 15 23 Colour car, bus, boat, house, blue, red, green, yellow Definite article: the Questions: What colour is the (car)? The (car) is (red) What colour is this? How many? Describing the colour of objects Using colours as adjectives Asking questions Plurals with s Sound: / / Tracing and copying: b Tracing and colouring: pictures Game: I spy with initial sounds 18 27 Body eye, ear, nose, mouth, please Imperative: Touch Demonstrative pronoun: this Touch your (nose) Possessive adjectives: my, your This is (my eye) Question: Is this (my eye)? Yes, it is./No, it isn’t Talking about parts of the face Giving instructions Using polite language Asking questions Game with please and body parts Sounds / /, / / Tracing and copying: m, n Puzzle: circling numbers and letters Tracing and colouring: picture Song: Ear and eye 21 33 Family father, mother, sister, brother, family, (sing, love) Possessive adjective: my Questions: Who’s this? This is my (brother) Is this (Hassan)? Yes, it is./No, it isn’t It’s (Walid) Possessive s This is Zeina’s (brother) Talking about family members Asking and answering questions Sounds: / /, / / Tracing and copying: d, g Tracing and drawing: family members Colouring: picture Song: Mother, father 24 37 10 Food, Family and School Revision of previous vocabulary and language Asking and answering questions Counting: 1-5 Possessive s Puzzle: circling letters Tracing: o, c, s, t, b, d, g, m, n 27 42 Revision Unit Topic Language Focus Functions and Learning Activities Page PB TG 11 Numbers Numbers: 6-10 Possessive s Personal pronouns: he/she He’s a boy She’s a girl He’s/She’s (six) Questions: How old’s (Hassan)? (Hassan)’s (six) How old are you? I’m (six) How old’s Zeina’s brother? Asking and answering about age Counting: from 1-10 Sound: / / Tracing and copying: f; 6-10 Colouring: picture Matching objects and numbers 29 45 12 Home and Colour sofa, bed, black, white, house, fridge, table, door, window, desk, car, red, blue, biscuit, eye The (chair) is (green) Questions: What colour is this? It’s (red) Is the (chair) (green)? Yes, it is./No, it isn’t Asking and answering questions Describing the colour of objects Revising colour adjectives Sound: / / Tracing and copying: p Colouring: pictures Recognising and matching initial sounds Puzzle: circling letters Drawing: a maze Game: I spy with initial sounds 32 50 13 Body head, hand, arm, leg, foot, ear, eye, mouth, nose Indefinite articles: a, an Questions: Is the (bag) (blue)? Yes, it is./No, it isn’t What’s this? It’s a/an (arm) Is it a (foot)? Yes, it is./No, it isn’t./No, it’s a (leg) Imperatives: Touch Clap Stamp Put Jump Shake Sit down Revising colours and numbers Talking about parts of the body Asking and answering questions Giving instructions Sounds: / /, / / Tracing and copying: l, h Action song: Clap your hands Colouring: pictures Matching letter sounds with initial word (picture) sounds Game: with please and body parts Drawing: on full-size body outline 35 54 14 Possessions (toy) box, ball, key, doll, umbrella Adjectives: big, small Demonstrative pronouns: this/that Question: What’s this/that? It’s a (small) (key) Asking and answering questions Describing objects Miming: words Sounds: / /, / / Tracing and copying: k, x Recognising and matching initial sounds Colouring: pictures and matching objects Game: I spy 38 59 Unit Topic Language Focus Functions and Learning Activities Page PB TG 15 Numbers and Colours Revision of previous vocabulary and language Asking questions Counting: from 1-10 Tracing: c, b Copying: f, p, l, h, k, x Colouring to aural instructions Miming: nouns and adjectives Games: numbers and pictures; I spy 41 63 Revision 16 Clothes shirt,dress,skirt, jacket, shoes, T-shirt Questions: Who’s this/that? Verb: to have (Salma) has a (red dress) Talking about clothes; describing what people are wearing Asking questions Expressing possession Puzzle: circling letters Matching letter sounds with initial word (and picture) sounds; people with possessions Talking about possessions 43 66 17 Place and Possessions doll, table, ball, key, car, box, house, umbrella, bag, chair, boat Prepositions: in, on, under Questions: Where? Where’s the (ball)? What’s that? It’s a (key) Asking and answering questions Talking about place; describing where things are Sounds: / /, / / Tracing and copying: u, y Colouring: picture; to aural instructions Game: guess the object 46 70 18 Food ice cream, rice, salad, chicken, bread, (jug of) water, apple(s), biscuit(s), sandwich(es), tomato(es), banana(s), please, thank you, numbers 1-10 Present simple verb: to like I like (salad) Questions: What’s this? It’s a How many (apples) are there? There are (two apples) Talking about food Expressing likes Using polite language Counting objects Plurals Sounds: / /, / / Tracing and copying: i, j Colouring: pictures Tracing: b, a, t, s, r Drawing and colouring: food Song: One apple 49 75 19 Animals cat(s), dog(s), bird(s), horse(s), rabbit(s), animal(s) Questions: What’s that? It’s a (dog) Is that a (dog)? Yes, it is./No, it isn’t It’s a How many (cats) are there? There is/ are Asking and answering questions Counting: from 1-10 Sound: / / Tracing and copying: r Numbers: 1-10 Plurals Colouring: pictures Song: The cat says meow Game: singing in groups Tracing: c, d, h, b, r 52 80 Unit Topic Language Focus Functions and Learning Activities Page PB TG 20 Place, Possessions and Animals Revision of previous vocabulary and language Asking and answering questions Talking about place Matching letter sounds with initial word (and picture) sounds Left to right directional practice Tracing: r, h, j, w 55 85 Revision 21 Possessions food vocabulary, book, pencil, house, bus, boat, car, doll, key, ball, umbrella, bag, jacket Demonstrative pronoun: this This is (Hassan)’s (ball) Expressing possession; using ’s Questions: Is that (Zeina)’s sandwich? Yes, it is./No, it isn’t Who? Verb: to have Asking and answering questions Sounds: / /, / / Tracing and copying: a, e Colouring: pictures Left to right pre-writing practice matching characters with possessions 57 88 22 Family, Home and Place sitting room, kitchen, bedroom, garden, Mother, Father, (video), bag, desk, book, chair, bed, jacket, dress, shoes, trousers, colours Personal pronouns: he, she, it Questions: Where’s (Mother)? She’s in (the kitchen) Who’s this? This is my (mother) What’s this? It’s a (fridge) Prepositions: in, on, under Possessive s Talking about place Asking and answering questions Sounds: / /, / / Tracing and copying: v, w Colouring: pictures; to aural instructions Drawing: family member and object 60 93 23 Size and Colours big, small, tall, short, happy, sad Names: Bobby, Sammy, Tippy, Colin Verb: to have Questions: Who’s this/that? It’s What’s this? It’s a (big) (key) Who is (tall)? (Tippy) is (tall) Who has a (red) (jacket)? (Huda) has a (red) (jacket) What colour is this? It’s (red) What colour is (Colin)’s (jacket)? It’s (red) Imperative: Look, Colour Possessive s: Colour (Colin)’s (jacket) (blue) Conjunction: and Asking and answering questions Asking for information Describing people and objects Colouring: to aural instructions Game: Walk like this Song: Look at me Left to right pre-writing practice Matching letter sounds with initial word (picture) sounds Puzzle: circling letters Miming: adjectives 63 98 Unit Topic Language Focus Functions and Learning Activities Page PB TG 24 The alphabet Letters of the alphabet round-up cat, doll, car, horse, house, boat, window, mouth, water, sandwich, chair, sofa Sounds: / /, / / Tracing and copying: q, z Round-up of letter sounds Letter names Song: The Alphabet Song (as a class and in groups) Colouring: picture Matching initial word (picture) sounds Left to right pre-writing practice Recognising and matching initial sounds Miming words and actions Game: A is for 66 104 25 All topics Revision of previous vocabulary and language Asking and answering questions Tracing: a-z Puzzle: circling letters Counting: up to 10 Game: Guess the object Colouring numbers to aural instructions Matching initial word (picture) sounds Left to right pre-writing practice Matching letter sounds with initial word (and picture) sounds Drawing: a maze Song: Say Goodbye 69 108 Revision Introduction The components of the course are as follows • Pupil’s Book • Activity Book • Teacher’s Guide • Course cassette • Flash cards • Wall charts The aims of the course English for Starters has been developed for Primary children and teachers in Syria, taking into account all the changes in methodology over the past few years English for Starters aims to teach pupils to communicate effectively using simple English, and to set the groundwork for successful language learning in the future The course aims to stimulate the child’s interest in learning English and to develop confidence through a range of activities that encourage pupils to speak to one another, so promoting an active use of the English language Pupils learn a new language most effectively when they are encouraged to use the language for themselves This course enables pupils to just that through the application of newly acquired language in their active participation in games and other enjoyable activities The syllabus is carefully graded, presenting language items through the media of listening exercises, games, songs and other activities The focus in English for Starters is on listening and speaking Pupils are encouraged to use meaningful language in every lesson and, when given the opportunity, will so through shared interaction with fellow pupils Activities throughout the book contain much in-built recycling and there is regular revision of all vocabulary and structures introduced The topics have been chosen because they are familiar to six- and sevenyear-old pupils, presenting them with language that is relevant to their environment The topics include Identity, Family, Home, Food, Clothes, Numbers and Animals The Pupil’s Book The Pupil’s Book consists of twenty-five units and provides ample material for the full academic year There are twenty teaching and five revision units, every fifth unit being a revision unit The material is written according to a carefully graded structural and communicative syllabus covering topics that are of interest to children of this age The introduction and recycling of vocabulary is carefully controlled Each teaching unit consists of three pages while the revision units have two pages and generally cover the work of the previous four units The final revision unit is an exception to this format, having six pages to accommodate revision of the whole year’s work Each page in the Pupil’s Book (in addition to the corresponding page in the Activity Book) represents one lesson There are three lessons in each unit, covering one week of English lessons This format has been designed for easy use By looking at the corresponding pages in the Pupil’s and Activity Books, and the Teacher’s Guide, the teacher can see at a glance exactly how much and material is to be covered in a single lesson Words printed in blue in speech bubbles in the Pupil’s Book provide the text of the course cassette They are intended as a guide only Teachers may read these words to pupils, but the pupils themselves are not expected to read them Although pupils trace and copy letters in the Activity Book and are introduced to the full alphabet in Unit 24, they are not expected to read whole words until Level In addition to the text of the listening exercises, course songs are recorded on the cassette and the illustrated words of these songs also appear in the Pupil’s Book The words in larger black print at the top of each exercise are called rubrics These are intended to show the type of activity in the exercise that follows them A detailed explanation of each rubric is given below Listen Most of the Pupil’s Book units begin with a picture story, which revolves around the main characters: Miss Reem, the teacher; Hassan and Salma who are six-year-old twins; and Walid and Zeina, the seven-year-old classmates of Hassan and Salma Bill and Jill are two small bear characters, appealing to children of this age group, who also appear throughout the book New language is initially presented through a variety of activities, the steps for which are clearly laid out in the Teacher’s Guide Following the presentation stage, pupils are encouraged to talk about the pictures in the Pupil’s Book, saying which characters and objects they can see and what they think is happening in the pictures Pupils listen to the cassette after this preliminary discussion All dialogue from the Listen exercises is recorded on the course cassette and pupils should listen to the cassette while following the pictures in the story After listening to the cassette at least twice, pupils then repeat the dialogue one sentence at a time Sing Twelve songs are presented in the Pupil’s Book during the course of the year These songs give an excellent opportunity for pupils to have fun whilst learning, and provide an enjoyable means to aid them in consolidating the target language Always encourage your pupils to sing along Showing a willingness to sing oneself may help to encourage quieter pupils to participate in singing with the class as a group Actions, demonstrated initially by you, can be used to accompany many of the songs Performing these will increase pupils’ enjoyment, aid the learning and memorising of vocabulary and increase overall understanding Play There are many Play activities in the Pupil’s Book, and these vary in nature Some involve active participation by the children, such as standing up and introducing themselves to the class when the teacher touches their head, or miming Others involve pupils looking at the Pupil’s Book pictures and guessing what certain objects are Many Play activities are suitable for pair work and as such provide good opportunity for pupils to use the target language Such activities help to sustain the interest and motivation of pupils, thus promoting pupil interaction which is beneficial to all, whether fast or slow learners Play activities allow pupils to experience the language in a more vivid way than conventional drills and other more traditional activities and, by giving the content context and meaning, should help pupils to retain the language more readily Games also provide a good opportunity for the recycling of vocabulary and structures Count These exercises require pupils to count objects in pictures, providing pupils with the opportunity to practise working with numbers from the outset The question, ‘How many?’ is introduced in the first term, and expanded to, ‘How many are there?’ in the second term Count exercises are also suitable as pair work activities Look and say The Look and say exercises present numbers to 10 and colours to pupils in addition to revising vocabulary and certain structures Look and say exercises require pupils to look at the pictures on the page and say what they can see Look and answer These exercises encourage pupils to look at pictures and to ask and answer questions about them, based on a model given in speech bubbles Look and say exercises are well-designed for pair work After pupils have been exposed to new language through a presentation activity, they can then further practise the target language in meaningful interactions In this way, the Look and answer exercises are instrumental in building pupils’ confidence to use new language Point and say Point and say exercises encourage pupils to think about the sounds of words They test the pupils’ ability to recognise words beginning with the same initial sounds Thus, the Point and say exercises help to consolidate the Follow up • After pupils have sung the Alphabet Song, divide the class into six groups and explain that they are going to sing along to the cassette again, but this time each group is going to sing a different part of the song • Tell each group the letters they will sing Group 1: a, b, c, d, e, f, g; group 2: h, i, j, k; group 3: l, m, n, o, p; group 4: q, r, s; group 5: t, u, v; and group 6: w, x, y and z • Practise the letters they will sing with each group Say the names of the letters and ask the group to repeat after you • Now tell the class that you are going to play the cassette and that each group will sing along when it is their turn Explain that you will point to each group when it is their turn to sing Play the cassette and let pupils sing but not worry if they find the song difficult Try to make the activity fun and sing along with them Further activity • Write the alphabet out on the board Ask seven pupils to stand near the board and give each child an Alphabet flash card from a to g Tell the pupils to look at their flash cards carefully and explain that when you point to a letter on the board and say the sound of that letter, they must look to see if they are holding the same letter flash card If they are, they should give their flash card to you and then sit down Make sure that you choose the letters in sequence from a to g for this activity • Repeat the procedure with seven different pupils and the next seven flash cards, h to n • Repeat the procedure with six different pupils and the next six flash cards, o to t • Repeat the procedure with six different pupils and the last six flash cards, u to z Activity Book, Exercise • Tell the class to open their Activity Books at page 66 and to look at the picture at the bottom of the page Tell pupils that the two words say ‘quiet’ and ‘Zeina’ Say the words again and ask pupils to repeat Say the initial sound of each word (/ / and / /), and ask pupils to repeat these sounds • Tell the class to look at the letters z and q at the top of the page Explain that pupils are going to trace these letter shapes, but first you are going to show them how • Follow the usual procedure for teaching pupils to trace letters • Now ask pupils to trace the lines of z’s and q’s in the same way Explain that they must take care to keep within the lines of the grid and to follow the lines they are tracing as carefully as possible • Ask the class to look at the picture at the bottom of the page again Ask pupils to tell you what the two words say, then tell them to trace the first letter of each word If there is time they can colour the picture, or they can take it home to colour Lesson Aims To sing the Alphabet Song To recognise words beginning with the same initial sounds To trace and copy letters z and q Topic The alphabet Vocabulary cat, doll, car, horse, house, boat, window, mouth, water, sandwich, chair, sofa Writing Tracing and copying letters z and q Resources Pupil’s Book, page 66, Exercise Sing; page 67, Exercise Point and say Cassette, Unit 24 Exercise Listen All Object flash cards Wall charts Activity Book, page 67, Exercise Copy; Exercise Finish the picture Revision • Ask the class to open their Pupil’s Books at page 66 and to look at the letters of the alphabet again Tell pupils that they are going to listen to the cassette and sing the Alphabet Song again • Play the song once all the way through Then play the song a second time, pausing at the end of each line, repeating the letters slowly and asking pupils to repeat them after you • Finally, play the song a third time all the way through and let pupils sing along Revision • Revise the vocabulary for the next exercise using Object flash cards 6, 8, 9, 13, 15, 16, 24, 27, 37, 51, 55 and 57 105 Pupil’s Book, Exercise the name of the object Remember that in the vocabulary for Exercise 2, there is no matching card for four of the pictures (doll, house, mouth, chair) • When pupils have successfully matched cards with objects beginning with the same sound, take their cards and ask them to sit down Praise pupils for correct matches • The game can be continued using flash cards for all vocabulary that pupils have learnt Activity Book, Exercise • Ask the class to open their Activity Books at page 67 Tell pupils that instead of tracing over lines, they are going to write the letters z and q themselves by copying the first letter in the line • Explain that they must write their letters keeping them inside the gridlines and taking care to write as neatly as possible They should say the sound of the letter as they write it • Walk round monitoring pupils’ work, and praising effort, accuracy and neatness Activity Book, Exercise • Ask the class to look at the picture of Bill and Jill at the bottom of the page Ask pupils to tell you in Arabic what Bill and Jill are doing Ask pupils if they can tell you the sounds of the letters z and q • Ask pupils to trace the z’s around Bill and then the q’s around Jill They can colour the picture in class if there is time or take it home to colour • Ask pupils to look at the rows of objects in their Pupil’s Books on page 67 Point to each object, say its name, and get pupils to point and repeat the words after you • Now ask the class to look at the first row again Say, ‘Cat, doll, car,’ and ask pupils to repeat Now ask pupils if they can tell you which two words begin with the same sound Praise any pupils who say, ‘Cat, car.’ Repeat, ‘Cat, car,’ and ask individuals to repeat • Repeat the procedure with the other three rows of pictures Follow up • Give the twelve flash cards out to twelve pupils Explain that you are going to ask one pupil to come to the front of the class, hold up his/her card and say the name of the object on it Then, any pupil in the class who has a flash card of an object beginning with the same sound, stands up and says 106 Lesson Aims To mime actions and words To match letters with words and objects Topic The alphabet Vocabulary Revision of all vocabulary Writing Matching letters with words and objects Resources Pupil’s Book, page 68, Exercise Play All object flash cards All wall charts Activity Book, page 68, Exercise Match Revision • Tell the class that they are going to play a miming game to revise some of the English words they have learnt so far Explain that each pupil will take a turn to come to the front You will whisper a word to him/her to mime for the class to guess • Make the activity enjoyable and make sure that all pupils have a turn at miming a word Possible mimes • Open, close, door, window, happy, sad, tall, short, big, small, book, pencil, chair, food items, water, car, house, colours (by pointing to colours in the classroom/on the wall chart), numbers (by holding up fingers) Pupil’s Book, Exercise • Explain that pupils are going to play a game Tell them that you are going to say each letter, and they have to think of at least one word that begins with the sound of that letter So, you will start with, ‘A is for ,’ (translate ‘is for’ into Arabic) and pupils will say a word that begins with the a sound Ask pupils to put their hands up to answer • Wait for several pupils to put up their hands If pupils are struggling to think of a word with the correct sound, help them by pointing to real objects or objects on the wall charts, or by holding up flash cards Note: pupils have not yet learnt any words with the initial sounds of the letters e, i, o or x, so not use these letters for this activity Answers apple, bag, ball, banana, bed, Bill, biscuit, black, blue, boat, book, box, bread, bus, car, computer, desk, doll, door, dress, family, father, five, foot, four, fridge, girl, green, hand, Hassan, head, house, jacket, Jill, key, leg, mother, mouth, nine, nose, pencil, quiet, rabbit, red, salad, Salma, sandwich, seven, six, skirt, sofa, table, ten, tomato, toy, two, umbrella, video, Walid, white, window, yellow, Zeina Activity Book, Exercise • Tell pupils to open their Activity Books at page 68 Explain that they are going to draw lines to match the letters on the left with the words and pictures on the right that have the same starting sound • Ask pupils to look at the letter a at the top of the column on the left Say the sound of the letter, or ask pupils to tell you the sound Now ask them to tell you the names of any objects on the right that begin with the same sound (apple) Praise any pupils who tell you Make sure that all pupils understand and ask them to trace the first letter in the word ‘apple’ Now ask them to draw a line from the a on the left to the word ‘apple’ on the right • Do the same with all the letters Walk round and help any pupils who are having difficulties Ending • You could end this lesson by playing the Alphabet Song from Lesson again, and asking pupils to sing along • Ask the class to open their Pupil’s Books at page 68 and look at the letters of the alphabet Point to each letter, or write them on the board, and say the sound of each letter, asking the class to repeat after you 107 Unit 25 Revision Lesson Aims To revise prepositions: in, on, under To revise the questions: Who’s this/that? How many boats? What colour is this? What’s this? To trace letters a-m Structures put each object You can use any objects, even if pupils not know their names as they only need to say the correct preposition Make the activity fun and let pupils call out the answers • After allowing pupils to answer randomly at first, ask individuals to answer Pupil’s Book, Exercise Wh- questions: Who’s this/that? How many boats? What colour is this? What’s this? Vocabulary cat, chair, umbrella, box, ball, chicken, table, bed, shoes, car, foot, bird, red, yellow, boat(s), key(s) Writing Tracing letters m to z Resources Pupil Book, page 69, Exercise Look and say; page 70, Exercise Play All Object and Character flash cards Activity Book, pages 69-70, Exercise Trace Revision • Revise the vocabulary and some of the questions needed for this lesson by using the flash cards Hold up a flash card, for example the box, and ask, ‘What’s this?’ Pupils answer, ‘It’s a box.’ Do this with all the flash cards, asking the class and individuals to respond • Now use flash cards of objects with one known colour only Hold up, for example the ball flash card and ask, ‘What colour is this?’ Wait for the response, ‘Green.’ Repeat with other cards • Now use the character flash cards and ask, ‘Who’s this?’ Remember that you can practise the possessive s structure by holding up the flash cards of Salma’s mother, father and family, and Zeina’s mother, father, brother, sister and family Revision • Tell the class that they are going to revise the words ‘in’, ‘on’ and ‘under’ by playing a game that they played in Units 17 and 22 Explain that you are going to walk around the classroom putting different objects in various places and they have to say, ‘In,’ ‘On,’ or, ‘Under,’ to describe where you 108 • Ask the class to open their Pupil’s Books at page 69 and say which objects and characters they can see (umbrella, Bill, ball, box, chicken, table, bed, shoes, Zeina, car) • Tell pupils to look at the picture of Jill, Bill and the cat on the top right-hand side of the page Ask, ‘Where’s the cat?’ and wait for the response, ‘The cat is on the chair,’ or ‘It’s on the chair.’ Help pupils if they are unsure of this sentence Ask the class to repeat the question and the answer • Now ask pupils to look at the second picture, of Bill and the umbrella Ask, ‘Where’s Bill?’ Wait for pupils to reply, ‘He’s under the umbrella,’ and then ask the class to repeat both the question and the answer • Repeat this procedure with the question, ‘Where’s the ?’ for the next four pictures, getting the class to repeat the question and answer each time Pupil’s Book, Exercise • Holding the page up, point to Miss Reem and ask if pupils can think of a question to ask about her Praise pupils if they respond, ‘Who’s this?’ If pupils are unsure ask, ‘Who’s this?’ or ‘Who’s that?’ and wait for them to answer Then point to Bobby the clown and ask pupils for a question about him Wait for them to ask, ‘Who’s this/that?’ Praise and answer any pupil who asks the question • Now point to the bird and ask pupils for a question about it Wait for the answer, ‘What’s this?’ or ‘What colour is the bird?’ If pupils are unsure, ask the question and wait for them to answer Do the same with the foot • Point to the boats and wait for pupils to give you the question, ‘How many boats are there?’ Praise and answer any pupils who ask a correct question Do the same with the keys • Practise the questions and answers several times using all the pictures in the wheel Follow up • Ask pupils to work in pairs asking and answering questions about the objects in the wheel on page 70 of the Pupil’s Book Walk round listening to the pairs Help any pupils who are having difficulties by modelling questions and answers for them • Tell the class to look at the pictures in the wheel on page 70 of their Pupil’s Books Ask pupils to tell you some of the things they can see (Bobby the clown, three boats, a foot, Miss Reem, a bird, six keys) Explain that pupils are going to choose a picture and ask a question about it Remind them of the questions they have just revised: Who’s this/that? What’s this? What colour is the (car)? How many? Activity Book, Exercise • Ask the class to open their Activity Books at page 69 Tell them to look at the letters of the alphabet on the flags on pages 69 and 70, and explain that pupils are going to trace all of them • For each letter, demonstrate how to write it on the board, saying the letter sound as you write before asking pupils to trace the letter in their Activity Books Tell them to trace carefully and neatly and to say the sound of the letter as they write it • Walk round while pupils are writing and check that they are tracing the letter correctly Praise effort, neatness and accuracy 109 Lesson Pupil’s Book, Exercise Aims To revise wh- question: How many (birds) are there? What’s this/that? To revise numbers 1-10 To revise plurals To circle letters in a letter puzzle Structures Wh- questions: How many (birds) are there? What’s this/that? Functions Asking questions Topic Animals Vocabulary Revision of previous vocabulary Writing Circling letters Resources Pupil Book, page 71, Exercise Count; page 72, Exercise Play Different numbers of classroom objects (pencils, books, bags, chairs, desks) Activity Book, page 71 Exercise Circle; page 72, Exercise Colour Coloured pencils (red, blue, yellow, green, black, white) Revision • Revise the question, ‘How many are there?’ by setting up different numbers of different classroom objects at the front of the class For instance, put eight pencils and three books on a desk, place two chairs near the desk and six bags on the floor around the chairs • Ask, ‘How many (bags) are there?’ and wait for the answer, ‘There are six bags.’ If pupils answer, ‘Six,’ or, ‘Six bags,’ say, ‘Yes,’ and expand their answer into, ‘There are six bags.’ Do the same with the remaining objects • Now choose pairs of pupils to come to the front to ask and answer the question, ‘How many are there?’ ‘There are ’ This gives pupils a turn at both asking and answering the question 110 • Ask the class to open their Pupil’s Books at page 71 and say which animals they can see (cats, birds, rabbits, dogs, horses) • Ask, ‘How many horses are there?’ Tell pupils to count the horses quietly and put up their hands when they know the answer Choose a pupil to answer, ‘There are two horses.’ Do the same with the other animals • Now ask pupils to work in pairs, asking and answering the question, ‘How many (rabbits) are there?’ ‘There are seven (rabbits).’ Walk round listening to the pairs and helping any pupils who are having difficulties Answers ten cats, seven rabbits, five dogs, eight birds, two horses Pupil’s Book, Exercise • Ask the class to open their Pupil’s Books at page 72 Explain that the objects on the page are covered in fabric and that the pupils must guess what is underneath (Pupils did a similar exercise in Unit 4.) • Tell pupils to work in pairs Pupil A asks, ‘What’s this?’ and points to one of the objects covered in fabric Pupil B guesses what is underneath and answers, ‘It’s a (rabbit).’ Then pupils swap so that pupil B asks and pupil A answers • Walk round checking that pupils are asking and answering the questions correctly Answers shoes, an apple, a box, a horse, a rabbit, a ball, a sofa, (a jug of) water Activity Book, Exercise • Ask the class to open their Activity Books at page 71 Explain that pupils are going to another letter puzzle, but this time the puzzle is larger and they have to circle two different letters in the same puzzle Ask pupils to look at the pictures of Bill and Jill Ask if pupils can tell you the sounds of the two letters, b and j, in their thought bubbles Explain that these letters are the initials of Bill and Jill • Draw a large letter b on the board and explain that pupils have to find all the b’s in the letter puzzle and circle them Before they this, write a practice row of letters on the board (as in Unit 6, Lesson 3) Leave a gap after the b on the board, and then write a row of six letters containing two b’s Point to and say the sound of each letter Ask pupils to tell you when you reach another b, then circle it Now ask pupils to find and circle all the b’s in the puzzle • Repeat the procedure for the letter j Walk round making sure that pupils are circling the correct letters Activity Book, Exercise • Ask pupils to look at the numbers on page 72 of their Activity Books Count up to number ten, with pupils pointing to each number as you so, or write the numbers on the board and count as you write • Explain that you are going to ask pupils to colour each number in a different colour, and so they must listen very carefully to what you say Tell them to colour the numbers as neatly and carefully as they can • Say, ‘Colour number one red.’ Walk round checking that pupils are colouring the correct number in the correct colour • Now say, ‘Colour number two green.’ Walk round checking that pupils are colouring correctly • Do the same with the remaining numbers, asking pupils to colour each number blue, yellow, black red or green Walk round the class praising effort, neatness and accuracy 111 Lesson Aims To recognise words with the same initial sound To match letters with words and objects To complete a maze Vocabulary Revision of previous vocabulary Writing Matching Completing a maze Resources Pupil Book, page 73, Exercise Point and say; page 74, Exercise Sing All Number and Object flash cards Activity Book, page 73, Exercise Match; page 74, Exercise Draw a line Revision • Revise the vocabulary for the next exercise using Number flash cards 4, and and Object flash cards 6, 8, 20, 26, 31, 35, 43, 45, 49 Hold up a card and ask, ‘What’s this?’ Ask the class and individuals to respond for each card Pupil’s Book, Exercise • Ask the class to open their Pupil’s Books at page 73 and to look at the objects in rows Name each picture and ask pupils to repeat the words after you • Now ask pupils to look at the first row again and say, ‘Window, jacket, white.’ Ask pupils to repeat, then ask which two words begin with the same sound Praise any pupils who can tell you Repeat the answer, ‘Window, white,’ and ask individuals to repeat • Repeat the procedure with the other three rows Follow up • Give out the twelve Object flash cards to twelve pupils Explain that you are going to ask one pupil to come to the front, hold his/her card up to the class and say the name of the object Then, any pupil who has a flash card beginning with the same sound should stand up and say the name of their object Remember, there is no matching card in Exercise for four of the pictures (jacket, 6, yellow and shoes) • When pupils match objects beginning with the same sound, take their cards in and ask them to sit down Praise pupils for correct matches The game can be continued using flash cards for all the vocabulary that pupils have learnt Activity Book, Exercise • Tell the class to open their Activity Books at page 73 Tell pupils that they are going to draw lines to match the letters on the left with words and pictures on the right that have the same initial sound 112 • Ask pupils to look at the letter f at the top of the column on the left Say the sound of the letter f, or ask pupils to tell you the sound Now ask if they can see any objects on the right of the page that begin with the same sound (four) Praise any pupils who can tell you Make sure that all pupils understand and ask them to trace the first letter of the word ‘four’ Now ask pupils to draw a line from f on the left to the word ‘four’ on the right • Do the same with all the letters, walking round and helping any pupils who are having difficulties • Play the song all the way through once, letting the class listen • Next, play the song through line by line Repeat the words yourself at the end of each line and ask pupils to repeat after you • Play the song all the way through and let pupils sing along Tapescript Say goodbye, It’s time to go See you next year We hope so Pupil’s Book, Exercise Activity Book, Exercise • Tell the class to open their Activity Books at page 74 Pupils have completed several mazes in this course Give the usual instructions for drawing a line through a maze to get from the start to the finish Remind pupils that accuracy is more important than speed, so they should take their time and be careful not to touch the clouds Tell pupils that the word on the hot air balloon says ‘goodbye’ • When pupils have drawn their lines from Bill and Jill in the hot air balloon to the bottom of the page and out of the maze of clouds, they can colour the picture if there is time, or take it home to colour Ending • Praise pupils for all the English they have learnt this year Tell them that you hope they have enjoyed their English lessons and that they will keep practising with each other whenever they have the chance Tell them that they can look forward to learning more English at school next year, and to enjoying a lot more fun in their English lessons Wish the pupils a happy holiday and say goodbye • Tell pupils that they are going to learn the goodbye song ‘Say Goodbye’ Ask the class to look at their Pupil’s Books and tell you which characters they can see waving goodbye Teach and translate into Arabic the words of the song before you play the cassette 113 Appendix 114 Glossary Unit A a animal 19 apple arm 16 B bag ball 14 banana bed 14 bedroom 22 big 14 bird 19 biscuit black 12 blue boat book box 14 boy brother bus C car cat 19 chair chicken 18 clap 13 close computer count D desk dog 19 doll 14 door dress 16 E ear eight 11 eye 115 Unit F family father fine five four fridge 12 G garden 22 girl goodbye green H hand 13 happy 23 Hassan head 13 hello horse 19 house 12 I I ice cream 18 It J Jacket 16 jug 18 K key 14 kitchen 22 L leg 13 look 23 M mother mouth N name nine 11 no nose number 116 Unit O one open P pencil point Q quiet 24 R rabbit 19 red 12 rice 18 right S sad 23 salad 18 Salma sandwish seven 11 shake 13 she 11 shoes 16 sister sit down sitting room 22 six 11 small 14 sofa stand up T teacher ten 11 thanks this three tomato touch trousers 16 T-shirt 16 two U umbrella 14 V video 22 117 Unit W Walid water 18 what window Y yellow yes you your Z Zeina 118 ... course English for Starters has been developed for Primary children and teachers in Syria, taking into account all the changes in methodology over the past few years English for Starters aims... wait for them to say ‘Goodbye’ as they leave the classroom Lesson Aims To teach numbers: 1- 5 To sing a song To trace numbers: 1- 5 Functions To count from 1- 5 Topic Numbers Vocabulary Numbers: 1- 5... questions Answers 10 houses: yellow houses, blue house, green houses, red houses 12 cars: 1yellow car, blue cars, green cars, red cars boats: yellow boat, blue boats, green boat, red boats 11 buses: yellow