1st preparation

LessonUnit Class Date1

Aims: 1. Revise greetings ask for and give personal information.2. Practice reading.3. Practice listening.Aids:Cassette playerRecording 13Steps:1-Have the pupils ask and answer the following question in pairs or across the class:Good morningHow are you?What is your first name?What is your family name?How old are you?Where are you from?How heavy are you?Give the pupils some question about their houses and familiesWhere is your house? It is near.Is there a garden?What is your house like? It is…. (Big, small, good)How many rooms are there?

2- Have the pupil’s open their books at page , Read the instructions, read sentences A, Give them some questions about the house parts (rooms) Where is Hassan?Where is his father?Where is his mother?Where is his sister?

3- Practice writing the answer of these questions.

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Aims:1.Revise vocabulary with appropriates structure.2. Practice reading for comprehension New vocabulary:SentenceAids:Posters 20,21A, 21B,27,28Flash cards of the words describing the objects and people on the poster.

Steps:1-Revise vocabulary.Hang the posters, which revise houses and apartment, town in Saudi Arabia, adjectives and colorsRevise each poster with questions how many…s are there? Where is this?Show the flash cards and ask the pupils to say the word; and repeat the words.

2-practice reading:Have the pupils open their books at page 50, explain the word sentence, ask them to read it and repeat.Ask them to look at the sentence under the pictures, ask how many words are in sentence 1a? (5)Ask them to read the sentences and explain they may be right or wrong.

Read silently.Ask is 1a correct? Etc…Give them some questions. How much are the green tomatoes? 3SR Are they cheap or expensive? Cheap How much are the red tomatoes? 8SR Are they cheap or expensive? Expensive Repeat the above procedure for the remaining picture and sentences. Finally ask the pupils how many correct answer they got.

Aims:1-Practice reading.

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2-Prepare for writing through reading selected sentence.3-Prepare writing through selective copying. Aids:Flash cards for the words used in question and answer.Steps:1- Practice reading:1- Let the pupils greet each other with these questions:How are you?What is your first/ family name?Where are you from?Which country are you from?How old are you?How heavy are you?2-Practice (he, she, they) these e questions.3- Write three of the practiced questions or answers across the board in jumbled

form:Ex: /?/name/ is/her/what/first/ from/are/ you/ ?/ where/Let three pupils write the answer on the board correctly. 2-Prepare for writing:Have the pupils open their books at page 51, look at the picture and tell what is there .Read the first sentence with playground. Ask if it is correct.Repeat with café and library.Have them read the correct sentence, and the class repeat. Read the second sentence with the wrong words, ask if it is correct.3-Practice writing:Have them open their books at page 52, let them look at the picture. Then, ask Them what is there. Let them read and choose the correct words. Have them write the answer under the picture.Homework:Write the correct answer on their copybooks.Aims:1- Introduce a lot and not many in answer to how many.2- Introduce uncountable food items.

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3- Practice a lot and not much in answer to how much.4- Practice reading.New vocabulary:A lot, butter, meat, not many, not much, rice.Aids:Poster 29 (food and drink)Flash cards of countable and uncountable foods items.Steps:1-Ask and say how many there are.Hang the poster 29. help the pupils to say the countable items are ( oranges and bananas) .ask what are these? Those are oranges.Ask: how many oranges are there? Point to the picture and say there are a lot.Ask about bananas how many bananas are there? Point to the small number of them. Say there are not many? Let the pupils read the question and the answer and repeat it. Write the question on the board and it answers.1- Name uncountable food items:Point to uncountable food on the poster, say these items, ask the pupils to repeat. Write them on the board. Meat, butter, rice.Ask and say how much there is.Point to the large amount of butter and say how much butter is there?Repeat the question. Say the answer there is a lot .Let them repeat the answer .Point to the small amount of the rice. Have the pupils ask the question How much rice is there? Ask them to repeat the question.Say the answer there is not much. Write the question and answer on the board.2-practice reading:Point to the food items let the pupils read these items.Point to the questions and answers .let them read it. Finally, let them write the on their notes.

Aims: 1- Revise asking and answering how many? How much?2- Introduce more food and drink items.

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Practice some and any, and introduce but.Practice reading and writing.New vocabulary:Bread, but, coffee, juice, milk, tea, waterAids:Poster 29Flash cards of food and drink itemsSteps:1-Ask and answer questions with “how many” and “how much”:Hang the poster 29, point to the countable items. Have the pupils ask the question how many ………are there? And let them answer these questions There are a lot. There are not many.Point to the uncountable items and ask how much ……. Is there?There is a lot. There is not much.2-introduce more food and drink items:Point to the new items and say them and ask the pupils to repeat these words. Write the words on the board.3-practice with “some” and “any” and introduce “but”: Point to the top half of the poster and ask Is there any water? And answer There is not any water. There are some bananas.Have the pupils repeat the answer.Have the pupils repeat these words: Some bananas There are some bananas. Any water There is not any waterThere is not any water but there are some bananas.4- Explain “but” and say in the sentence. Ask them to read it Have the pupils open their books to page 53 ,54. Read and have the pupils repeat the sentences there.5- Practice writing:Have the pupils open to page 54. Let them read these questions and answer the questions. And tell them to see the picture

Aims: 1- Introduce new vocabulary with adverbial of place.2- Introduce Yes/No questions with Is there any…? Are there any…? and practice Where is it? Where are they? .

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3- Practice listening and reading.New vocabulary:Shelf, top, bottoms, above.Aids:Pupil’s bookSteps:1- Introduce new vocabulary and practice adverbial:Introduce shelf, bottom, top, above, by making some simple drawing on the board.Have the pupils say the words and repeat them. Write the words on the board.Point to the top shelf say: this is the top shelf. Point to the bottom shelf say: this is the bottom shelf. Ask them to read these sentences.Ask where are the apples? Expect the answer they are on the top shelf.Ask where are the books? They are on the bottom shelf.Ask where is the picture? It is above the bottom shelf. Write the word above on the board .Practice these prepositions by placing some objects a book, pen, pencils.2- Ask and say where things are:Read the question at the top of the page55.look at the picture of the shop .ask them about the countable things:Are there any dates?Yes, there are.Where are they?They are they are between the door and the window.Do the same thing with the uncountable items Is there any rice?Yes, there is.Where is it?It is next to the dates?Write some items on the board and ask the pupils to make questions about them.3- Practice listening and reading: have the pupils read the food and drink items Read some sentence and ask the pupils to put the correct item on the picture.

Aims: 1-ask and answer question with what would you like? By learning conversation about food and drink.2- practice reading.3-Practice writing.

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New vocabulary:Hungry, pardon, thirsty, what, would you like? Aids:Flash cards of food and drink items Cassette player Recording 14Steps:1-Learn conversation with what would you like?Look at the picture at page 56. Listen to the recording 14. Write “pardon” on the board and explains its meaning to the pupils. Give them some questions: Where are Kamal and Alan?What would Alan like?Show the picture and ask these questions again. Let them answer these questions after listening the cassette. Ask Is Alan hungry? What would he like?Is he thirsty? Have the pupils read the conversation and answer the questions.2-practice reading:Show the flash cards of the food and drink items and ask the pupils to read it.Write the questions on the board and ask them to read these questions. 3-practice writing:Ask the pupils to write these questions on their notes.Questions:Ali is hungry. He would like some (meat – juice)Alan is thirsty. He would like some (water—rice)She is (hungry – thirsty). She would like some meat.They are (hungry – thirsty). They would like some water.

Aims: 1-Teach what time is it? With hours only.2- practice reading in support of aim 1

New vocabulary:7


Time, o’clockAids:1-cassette player 2- recording 153-A model clock4- Flash cards.Steps:1.Ask and answer “What time is it?”1- Play recording. Look at page 56. Have them read the conversation. 2- Write thank you and you are welcome. Ask them to read them and write them on their books. Teach them how to use them on the conversation. 3-Write the question what time is it, please? Ask them to read. Show them the model clock and answer the question It is 8 o’clock. Ask them about the other pictures. What time is it? On the No.1. Let them answer this question. Make conversation between tow pupils one ask and one answer. B- practice reading: Using the flash cards to read the words and the phrase. Let them use these words to build sentence in questions or answer. Have the pupils read the conversation on their books.Show them the model clock and give them times .let them answer these questions and write on the board. Finally, write the questions and the answer on their books.Homework:Answer some clocks at page 58 on their copybooks.Aims: 1- Teach the days of the week.2- Practice writing and spelling with days of the week and times.

New vocabulary:Day, Saturday, Sunday, Monday, Tuesday, Wednesday, Thursday, Friday.

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Aids:Poster 30 (days of the week)Flash cardsCassette playerRecording 16

Steps:1- teach the days of the week:Hangs the poster, read it and explain them in the Arabic. Ask the pupils to repeat the days.Ask the question what day is it? Have the class to read the question. Point to the first day. Ask them to read the day. Say It is Saturday. Repeat the same step with other days. Make a conversation on ask and other answer:What day is it?It is Sunday.Play the recording 16. Let them listen to the conversation, have them to repeat the question and answer.Look at the page 59.ask them the questions:What time is it? It is 7 o’clockWhat day is it? It is Monday.

2-practice writing:Show them the flash cards, and ask them to write the names of the days on their notes.Have them copy the names of the days on their copybook.Have them answer the questions at page 60.Check their answers

Aims:1. Introduce the names of some important school subjects and practice times.2. Practice reading.

New vocabulary:

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Arabic, English, history, mathematics, religion, lesson, or.

Aids:Flash cards of the names of the lessons

Steps:1. Ask and answer what lesson is it? :1. Open books. Repeat the names of the subjects. Have the pupils say and repeat the lessons. 2. Ask the question what lesson is it? Point to the religion. Have the pupils repeat the question. And write it on the board. 4. Ask the same question with other lessons.5.Let them ask and answer each other. 6. Look at Hassan’s timetable. Ask the following questions: What time is the Arabic? What time is the English? What time is the history? Write the answers: it is 11 o’clock.

2. practice reading:Show flash cards with the names of lessons. Have the pupils read them.Have the pupils read the answers. Finally, have the pupils write the questions and answers on their notes.

Aids: 1. Introduce the years in English.2. Practice reading the days, times and school subjects.3. Practice reading.

New vocabulary:Prayer, time, timetable, week, year.

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Steps:1. Teach the years in English:1. Open books. Write the years on the board. Say the years and ask the

pupils to repeat.2. Divide the year into two parts: 14- 10 and 19-89.3. Ask the question what year is it? Have the class repeat the question.4. Write the questions and the answer on the board:What year is it? It is 1989.5.Ask the pupils about the written years.

2. Read days, times and subjects:1. Point to the timetable and ask the pupils to read the days and times. 2. Ask some pupils to write the days on the board. 3. Ask them what time is it? 5. Ask: It is 9 o’clock. It is English. What day is it? Let them answer the question. 3. :Practice reading:Have the pupils read the questions and answers.

Homework:It is 11 o’clock. It is Sunday. What lesson is it?It is Tuesday. It is English. What time is it?It is 8 o’clock. It is religion. What day is it?

Aims:1. Review occupation and countries and teach nationalities and some countries.2. Practice reading.

New vocabulary:America, American, Australia, Australian, England, English, Saudi, student.

Aids:

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Poster 32 (occupation and nationalities)Flash cards with words shown in the poster tables.

Steps:A. Review occupation and talk about nationalities and countries: 1. Hang the poster. Point to the first picture and say: He is a student He is from Saudi Arabia. He is a Saudi student.2. Ask the pupils to read these sentences.3- Explain the difference between the country and the nationality.4- Practice the other countries and occupations.

B.Practice reading :Show the flash cards of occupation and have the class read them. Then show them the nationalities have them read them.Finally, have the class write the sentences and the words.

Aims:A. Introduce the names of the months in English and learn the first fourB. Practice the months and talk about climateC. Practice writingD. Homework: writing

NEW VOCABULARY:January, February, March, April, cold, hot, monthAids:A. A pupil’s bookB. Flash cards for the vocabulary above

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Steps:

A. Introduce the names of the months in English:1. Look at the book. Point out the months that run along the tops of page. Explain (briefly in Arabic) that these are the English months and that each month has the number of days shown. 2. Ask what month is it ? Have pupils repeat the question, and translate quickly. Say the names of the months and have them repeat.

Now point out the first four months January, February, March, and April.3.Show flash cards with the names of the months written on them. (Point out that each month begins with a capital letters)

B. Practice the months and talk about the climate: 1- Ask what is the weather like in England in January? Give them the answer It is cold.2- have the class read and ask the question and answer.3- Change the month and ask the question.4- Show the flash cards of hot and cold and ask the pupils to read them. C. Practice writing:Have the pupils write the question and the answer on their notes.

Aims: A. Revise the first four months and add the next four. B. Talk about climate and practice the months.

NEW VOCABULARY:May, June, July, August, rainy, sunny

Aids:Flash cards for the vocabulary above

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Steps:A. Revise the first four months and add the next four:1.Repeat the first four months of the year aloud. Then ask individuals to repeat.

2.Say the names of the next four months:May, June, July and August, and have them repeat.3. Show the flash cards for each month. (Remind pupils that each month begins with a capital letter.)4. Mix the cards and have individuals read them out of order.5. Practice saying the first eight months in order. Have pupils write the first letter of each month.6. Show the flash cards for the first eight months in order and have pupils read them. 7. Mix the cards and have pupils read them.8. Finally, have the class repeat the eight months in order.

B. Talk about the months and the climate:1. Have the pupils look at the page 66. Have individuals read the names of the months.2. Now have them look at the first picture on this page--the pictures of Saudi Arabia in May, June, July and August.3. Ask the question What is it like in Saudi Arabia in June? Have the class repeat the question.4. Give the answer It is hot and sunny and have them repeat. Use the pictures to show the meaning of sunny.5. Now have individual pupils ask and answer across the class.6. Prompt them to change the month so that you use all four months.7. Show flash cards for sunny and rainy.

Homework:Ask the question about Saudi Arabia, American and AustraliaWhat is the weather like in…?

Aims:A. Revise the first eight months and add the last fourB. Talk about climate and practice the monthsC. Practice writing in support of objective B

NEW VOCABULARY:September, October, November, December, now, raining, usually, warm

Steps:A. Revise the first eight months and add the last four:1. Repeat the first eight months of the year in order once or twice, Then ask pupils to repeat them in chorus and individually.2. Say the names of the last four months: September, October, November, December.Have pupils repeat chorally and individually.3. Show the flash cards for each month.

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4. Mix the cards up and have individuals read them out of order,5. Now have the class practice saying the twelve months in order.

B. Talk about climate and practice the months:1. Now have pupils look at page 66 in their pupils’ books and look at the picture 2. Ask the question what is it like in England in November?3. Practice the question and the answer it is cold and rainy.4. Now have them look at the picture. Read them the sentence It is usually cold and rainy but it is sunny and warm now. Make them repeat the sentence.5. Show them flash cards of the words usually and now as you say them and have some recognition practice with them.

6 .Repeat steps 2-4 for the bottom pair of pictures (Saudi Arabia) and the words warm and raining.

C. Practice writing:1.Have the pupils write the sentence on the boar

2. Answer the questions on the bottom of the page.

Aims: A. Teach the half hours, e.g., 4.30 (four thirty) B. Add in the morning, etc., to telling the time

C. Introduce the present Continuous

NEW VOCABULARY: afternoon, evening, night, eating, praying, sleeping, working

Aids:A. Home-made clock faceB. Poster 33 (times, locations and actions)Steps:

A. Teach the half-hours:1. Show the class your clock face and revise What time is it? It’s.... O’clock.2. Move the minute hand to 6 and the hour hand to mid-way between any two hours and ask again. Answer It’s (10) thirty. Repeat and have the class repeat.3. Move the hour hand to different positions, always between two numbers. Show the pupils that we say the lower number of the two and add thirty to it to show

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the half-hours.

B. Say the time of day:1.Have pupils open their pupils’ books at Page 68. Look at picture 1a, After a pupil gives the time, add in the morning. It is twelve—thirty in the morning Have pupils repeat the expression.2. Tell them to look at picture 2a. After a pupil gives twelve-thirty, add in the afternoon. It’s twelve—thirty in the afternoon. Have pupils repeat.

3. Do the same for the hours in the evening.4. Do the same for the hours at night, (These start at about 9 o’clock)

C. Describe what people are doing:1. Hang up poster 33 (times, locations and actions). Ask What time is it? Answer (with in the morning), ask Where is Mr. Al-Badr? Answer He is in the kitchen. He is eating. Repeat this. Help pupils to understand the meaning of the actions in these pictures.2. Ask the pupils again Where is Mr. Al-Badr? To elicit the answer He is in the kitchen. He is eating.3. Do the same for the other pictures. Build up the information about each picture in the same pattern.4. Have the pupils open their pupils’ books at page 68 and read aloud the captions and sentences that refer to each picture.

Aims: A. Revise telling the time, giving locations and describing actions in the

present Continuous B. Practice time, locations and actions in a conversation C. Practice reading D. Practice writing

NEW VOCABULARY:buying, (What is he) doing?, football, in town, playingAids:

A. Poster 33 (times, locations and actions) B. Cassette player C. Recording 17 (conversation: Where’s Hassan? [1])

Steps:A. Revise times, locations and actions:

1 Hang up poster 33 (Times, locations and actions). Ask questions about the different pictures, e.g. What time is it, (Encourage in the evening, at night, etc,,

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in the answers,) Where is(Kamal)? And What is he doing? 2. Have pupils ask and answer What is he doing?B. Practice the conversation:1. Write on the board these questions:What time is it?Where is he?What is he doing?2. Ask the questions which are on the board. Play (or read) the conversation.3. Read the conversation and have the pupils repeat.4. Have the pupils ask and answer each other 5. Have a pupil read the questions on the board before playing version b (3 o’clock in the afternoon-in the playground-playing football)6. After the questions have been answered and I have explained the new words, play or read version b again.7. See if individual pupils can say the parts, Tell one pupil to ask the questions and another to say the answers as I point to them to repeat the conversation.8. Put the new words on the board and have reading practice.9. Do the same with the other two versions:7:30 in the evening… in town… buying a shirt 11 o’clock at night… in bed …sleeping10. Write the new words on the board and have brief recognition and reading practice with them.C. Read and write the words of the conversation:1. Tell them to look at the sentences at the top of the page.2. Have them read the words after me.3. Explain the new words in the sentence.4. Have them complete the sentences on page….Homework:Write question A on their notes

Aims:A Introduce some more present continuous actionsB. Practice using time, place and actions in a conversationC. Practice reading in support of the objectives above

NEW VOCABULARY:don’t worry, home, homework, I don’t know, probably, TV, visiting, walking, watching

Aids:A. Flash cards of words in the conversationB. Cassette playerC. Recording 18 (conversation: Where’s Hassan? )Steps:A. Learn new actions:1. Have pupils open their books Tell them to look at picture 1. Ask What’s Hassan doing? Answer He’s playing football, Have repetitions and questions and answers between pupils across the class.2. Indicate picture 2 and ask the same question, answer He’s doing his homework, Have repetitions and questions and answers.3. Repeat these steps for pictures 3, 4 and 5.

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B. Speak the conversation:1. Before play the conversation. (Shown on page 68 of the pupils’ book) write the questions on the board:2. Play recording 18.3. Point to the questions on the board. Have pupils repeat the answers.4. Play again. Have pupils repeat it.5. Explain briefly I don’t know. don’t worry and probably.6. Divide the class into two halves and have each half repeat one speaker’s part, Have them do all the talking as soon as you can,7. Change round the parts, Prompt the lines with the first words,8. Have individual pupils practice across the class,9. Repeat steps 2- 8 for version b, c, and d of the conversation,10. Have pupils open their pupils’ books again and look at the pictures, Quickly revise what the actions are.

c. Practice reading:1. Have the pupils read the conversation.2. Show the flash cards to make sentence ( football, homework, TV) 3. Have the pupils write these sentences in their notes.

Aims: A. Practice reading while revising expressions of time, location and action. B. Homework: to organize information involving time, location and action.

NEW VOCABULARY:at home

Aids: A. Flash cards for Unit 17, vocabulary (nouns and verbs)

B. Cassette player C. Recordings 17 and 18 (conversation: Where’s Hassan?

Steps:A. Practice reading with pupils book, conversations and flash cards:

1. Have pupils open the pupil’s book. Tell them to ask and give the time and the part of the day (morning, evening, etc.) as I give them the number of one of the clock faces. E.g.,

P1: What time is it? P2: It’s 12:30 in the afternoon.

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2. With flash cards for lesson 2 grouped separately from those for lesson 3, tell pupils to close their pupils’ books and to listen to the conversations. Play lesson 2 conversations. 3. Show lesson 2 flash cards of words in the conversations, one by one. Have a pupil read each word on its own and another pupil give the sentence from the conversation Eg.,

T: (showing flash card of the word mosque) P1: mosque P2: He’s in the mosque. T: Hassan. P3: Hassan’s in the mosque.

4. Do the same for the lesson 3 conversation. (Say the words on the flash cards show them for the first time, or help with the sounds of the first letters)

5. Have the pupils open their books. Have the pupils read single sentences from those at the top of the page. Read first sentence. Have the class read it. Do that for all the sentences. 6. Have pupils read the sentences they wrote next to the pictures below.7. Check orally that they have chosen the appropriate sentences next 8. Have them write the correct sentences.

Homework: Have the pupils write the answers in their notes.

Aims: A. Introduce in front of and behind with the object pronouns him, me, and them

B. Practice describing relative positions C. Give further practice in pronoun references in reading

NEW VOCABULARY:flying, in front Of, behind (spatial), man, talking, her, him, themAids:Flash cards of the new vocabularySteps:A. Practice classroom locations and introduce “him”, “in front of” and “behind”:1. Choose a pupil near the middle of the classroom and ask the class where he is, Prompt next to. Answer, e.g., He is next to Adil. Say Yes, Adnan is next to Adil, He (pointing to Adnan) is next to him (pointing to Adil).2. Show the class by pointing, I am next to him, He is next to me.3. Do the same with in front of, E.g., Kamal is in front of NabeeI, Have practice saying in front of. Then say who you are in front of, and who is in front of you, Then have pupils do the same, Use the pronouns him and me with a lot of pointing and gestures.4. Do the same with behind,

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5. Use between by showing one pupil between two others, He is next to him and next to him: he is between them, Have pupils practice between with names (e.g , I am between Adil and Hassan) as well as the pronoun them,6. Prompt prepositions as you indicate pupils to describe their positions Encourage pupils to use gestures and pronouns in their descriptions,B. Describe where Hassan and his family are seated:1. Have pupils open their pupils’ books .Tell the class that this is Hassan’s family. They are on an airplane. Ask where Hassan is and prompt next to,2.Ask where the other members of the family are, with prepositional.3. Introduce a man e.g. who is in front of Hassan? Is he a boy/ He is a man. Have the pupils answer these questions and write on the board. 4. Ask what Hassan’s father is doing?. Answer He’s talking. He’s talking to a man. 5. Read the text and have the pupils listen:6. Have pupils close their books and listen to the text again. Read it sentence by sentence, checking comprehension after each sentence.

This airplane is flying to the USA. Ask Is the airplane in the USA? answer. (No)Read Hassan and his family are on it. Ask Where are Hassan and his family? (On the airplane)Read Hassan is next to a window. Then ask Is Hassan next to a door? (No)

Read His sister is next to him. Then ask Who is next to Hassan? (His sister) 7. Show the flash cards of the new vocabulary (have the class repeat) each word in a sentence from the passage. 8. Have pupils open their pupils’ books. Have individual pupils read aloud, sentence by sentence, and have the class repeat. 9. Have individuals try to spell some of the shorter new words (him, her, them, man)

C. Practice reading and referring: 1. Have the pupils read the text sentence by sentence. 2. Ask them about the pronoun. Ex. Read the first line and stop at it. Ask the class the word it refers to ( USA—the airplane) 3. Ask them about the other pronouns.

Homework: Answer the questions from 1—7at page 72 in their notes.Aims:

A. Revise the prepositions, object pronouns and action verbs from lesson 2 B. Practice listening to information given with the same components as in

objective A. C. Practice reading

NEW VOCABULARY:address, plane, P,O. Box, postcard. thinking of, us, (name: Hamad date)

Aids: A. Cassette player B. Recordings 19, 20, and 21 (descriptions: Hassan’s, Hamad’s and Adnan’s

families on the plane) C. Flash cards of prepositions (on, next to, in front of, behind, between)

Steps:A. Revise prepositions, object pronouns and some verbs:1. Tell pupils Listen. Hassan’s family is flying today: Open pupils’ books to page 73, This is Hassan’s family. Listen to the cassette.2. Play recording 19. Pupils will first hear the description of Hassan’s family. Have

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them point to where each person is as they listen.3. Have pupils close their books, Show the flash cards of the prepositions, After a pupil identifies the word, see if another can use it in a sentence he heard on the tape.4. Have individuals try to spell two or three of the new prepositions from memory.

B. Listen to information and write in names:1..Have pupils open their workbooks at page 92 and read aloud the words under picture 1, When they say mother, ask Whose mother?, etc.2. Tell them to listen to the cassette and to write the names in the staves marked a4 in picture 1. Go round and make sure the pupils know where to write, (The staves are printed on the seats,) Point out that a man is written under f,3. Play recording 20 once, Rewind and play it through again,4. Repeat the word plane for them and explain it, Have pronunciation practice, then show them the spelling on the board, Ask them if they can find the word on page 71,5. Play the recording the second time, stopping the tape after each piece of information,6. Play it again right through and make sure they all write the answers, Then have pupils ask and answer each other across the class about each person,

T: Hamad’s father, P1: Where is Hamad’s father? T: Prompt between or in front of P2: He is in front of Hamad’s sister,

7. Have pupils describe two or three people’s positions.8. On the board draw the lines as they are on the seats in the book, Have pupils tell what to write in each space, Ask how many pupils got the right answer.3 C. Practice reading:

1. Have the pupils open their books and look at page 73. 2. Show them the postcards and ask them to read the address. 3.Ask them some questions about the address. 4.Have the pupils read the sentence silently

Aims: A. Revise describing actions in the present continuous B. Learn Are you --ing? Questions and Yes, I am and No, I’m not. C. Practice these questions and answers . D. Practice reading and writing about actions in the present continuous

NEW VOCABULARY:studyingAids:Flash cards of base verbs divided into two groups:Group 1: fly, pray, talk, think of, visits, watches Group 2 (good for miming): buy, eat, play, read, sleep, study, walk, work, write.Steps:A. Revise the actions in the pupils book pictures:1. Arrange the flash cards (of verbs from Units 17 and 18) Tell pupils they are going to practice telling what people are doing, using the words on the cards,2. Show the flash card for the verb fly, say what is Hassan doing? the answer He is flying (to the U.S.A.).3. Introduce and explain the verb study and use it in this activity,4. Now have pupils ask the questions and answer them as you give the oral

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prompts and show the flash cards listed below. (Be sure to have the first pupil ask the question before you show the second pupil the flash card,) E.g.,

T: the airplane P1: What is the airplane doing? T: (show flash card of fly)

P2:It is flying to the U.S.A.5. Ask the class again the question What is the airplane doing? answer it is flying,6. Now point to a pupil in the class, and ask Are you flying?7. Have choral and individual repetition of the question,8. Write the question on the board, and prompt two or three pupils to read it.

9. Have the whole class repeat Are you flying? say fly, and elicit the question Are you flying? Give them these prompts and expect them to make new questions and the new verbs: pray, talk, think of Alan, visit friends, watch TV.10.Have the last pupil in the drill ask the question. Answer him No, I’m not. (Use the short form when you speak,) 11. Write on the board No, I am not 12. Prompt another pupil to ask you Are you talking? and give the answer Yes, I am.13. Now distribute the remaining ten flash cards to pupils at the sides and back of the classroom, Have each pupil mime his action, Give him time to do his mime before allowing questions, When the pupil answers Yes. 1 am, ask the class What is (Yousef) doing? to elicit the answer He is ---ing.C . Write about the actions:

1. Have pupils open their books. Have them read the sentences.2. Show them the example in number I. Tell them to look at picture 2 and choose the right words.

Aims:A. Teach What’s happening? and practice the present Continuous with new

vocabulary and readingB. Practice yes/no questions with the present continuous

NEW VOCABULARY:accident, ambulance, bleeding, happening, helping, men. waiting

Aids:A. Poster 35 (an accident)B. Flash cards (See activity A,4 below,)Steps:A. What’s happening? :1. Hang poster 35 (an accident). Have the class look at the poster as I read the text aloud to the class: What’s happening?As I say each sentence, point to the appropriate part of the picture,

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2. Have the class repeat each sentence, While the pupils are repeating, point to the appropriate part of the picture again,3. Ask the following questions or prompt the following answers about each sentence as you point again:

Q: What’s this? A: This is an accident,Q: What about this man? A: He is bleeding. Q: lVhat is the doctor doing A: He is helping 2 man him.Q what is the ambulance doing? A: It is waiting. Q: lVhat are the men doing? A: they are waiting.

4. Show flash cards with the words an accident, bleeding, helping, an ambulance, waiting, men, What is happening? Pronounce them as you point to the poster to make their meanings clear.

5 .Open pupils’ books and look at the same picture as on the poster. Then have individuals read aloud the text that is below the picture.

B. Yes/No questions with the present continuous:Point to the poster again. Ask the question Is he bleeding? as you point to the injured man. Have the class repeat the question.2. Answer Yes, he is. Have the class repeat.3. Write the question and answer on the board. Have the class read the question

and answer from the board. 4. Ask questions and answers about other people in the picture to elicit Yes/No answers, e.g.:

Is the doctor watching TV?Is the doctor helping?Is the ambulance waiting?Are the men working?Are the men watching2.

Answer these questions and write the answer in their notes.

Aims: A. Revise the material from the last lesson, to practice What’s happening? and

more Yes/No questions with the present continuous B. Introduce Why? and because

C. Practice writing

NEW VOCABULARY:because, phoning, a sandwich, why

Aids:A. Poster 35 (an accident)

B. Flash cards for the new vocabularySteps:

A. Revise previous lesson:

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1. Hang poster 35 (an accident) again and ask the general question What’s happening here? 2. Have the class open their books. Tell them to look at the street scene. Ask the general question What’s happening?3. See if pupils can give the statements about the different things that are happening in the street. for example:Look at B. What are they doing? Look at D. What’s she doing? Look at E. What are they doing? 4. Ask questions with is he ---ing? About the street scene to elicit Yes/No answers. Begin Look at A. Is he playing football? 5. Have pupils ask each other similar questions across the class.6. Finally, have the class look at the pupils’ book and have individuals make

questions and answers from box 1 to read aloud.

B. Why is he --ing? Because:1. Make the class look at the poster again. Point to the ambulance. Ask the question Why is the doctor helping the man? Have the class repeat several times.

2.Answer Because he is bleeding. Have the class repeat.3. Write the question and answer on the board and repeat them aloud 4. Have the class practice reading the question and answer from the board,5. Explain the new vocabulary items: why and because.6. Have the class look at the street scene on of their pupil’s books. Ask the following question:Look at C. Why is he buying a sandwich? Because he is hungry.7. Write the question and answer on the board, and help pupils to read them.45 C. Practice writing: Have the class write these sentences in their notes.

Aims: A. Teach and practice the present Continuous with prepositional endings.

B. Practice why and because with new vocabulary

NEW VOCABULARY:burning, bus, fire, fireman, policeman, someoneAids:

A. Cassette player B. Recording 22 (conversation: What are you looking at?) C. Flash cards with the new vocabulary

Steps:A. What are you looking at?

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1.Have the class look at page 74 in the Pupils’ books. Play recording 22, the Conversation between the short boy and the tall boy.2. Have choral and individual repetition of the conversation, Point to the picture to help explain words like fire, burning, fireman, policeman, looking at, talking to, You can try to explain someone by gesturing to the picture.3. Play the cassette or speak the conversation again. Stop after each line and show flash cards of the new vocabulary, which appeared in that line. 4. Ask the class the question What is he looking at? Point to the tall boy in the picture, Have pupils repeat. Answer He is looking at a fire. Have pupils repeat.5. Write the question and answer on the board.6. Have pupils read the question and answer from the board.7. Now point to the policeman in the picture and ask Who is he talking to? Have pupils repeat. Answer He’s talking to someone. Have pupils repeat,8. Write the question and answer on the board next to the first question and answer like this: what is he looking at? He is looking at a fire. Who is he talking to? He is talking someone 9. Have a few pupils ask and answer these questions across the class,Write these on the board below the previous questions and answers.Who is it waiting for? It is waiting for the man.Have the pupils read these.10. Next, have the class look at the Street scene on page 73 of the pupils’ books,Ask them similar questions with what? And who using the following ideas:

(Looking at) (Waiting for) (talking to)B. Why…? Because… : 6 1.see the pictures and ask some questions like:Why is the doctor helping the man? Because he is bleeding.

7 2. Do the same with the Scene Street.8 3. Ask some questions like:

Why is he thinking? (Writing a letter)Why is he reading? (Studying)Why is he waiting? (Raining)4. Ask the pupils to write the answers in their notes.

Aims: A. Practice the present continuous tense in oral composition

B. Put the oral composition into writing C, homework: to write out the composition

NEW VOCABULARY:drinking, shopkeeper, sign, (paragraph), Talal

Aids:a pupil’s bookSteps:

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A. Oral composition - Describe the pictures:

1. Have the class look at their pupils’ books and point to the picture,2. Making a gesture to show the whole picture, ask What’s this? answer This is the market.3. Point to Hassan and ask Who is this? answer, Then ask What is he doing? answer He is buying apples.4. Do the same for the other people in the picture, Teach the words shopkeeper and drinking Also make them aware of the spelling of Talal in English,

Hassan’s — talking (to her/a friend) (Ask Who is she talking to?)a mechanic - workinga shopkeeper - writing Mr. Al—Nasser - drinking teaTalal and Ali - playing football.

B. Put the oral composition into:1. Have the pupils open their books.2. Have an individual read the first question aloud to the class: What is this?3. Elicit the answer This is the market.4. Have the class write the answer.5. Do the same with the six questions. Have them answer as follows in full sentences:

1. This is the market. 2. He is buying apples. 3. She is talking to a friend. 4. He is working. 5. He is drinking tea (in a cafe). 6. They are playing football.

C. Practice writing: Have the class write the answers in their notes.

Aims: A. Revise How heavy is he?

B. Introduce How tall is he? and practice numbers up to 100 C. Preview numbers over 100 D. Teach the adjectives tall and short

NEW VOCABULARY:centimeters, metre, short, tall, numbers over 100Aids:

A. A tape measure (and perhaps a bathroom scale) B. Flash cards with the numbers 175, 170, 165, 160, 155 and 150, tall, metre,

centimetres26


Steps: A. Revise “How heavy is he?”:

1. Have pupils look at the pupils’ book and ask and answer the question about the two boys pictured there. 2. Ask two pupils (one big and one small) to come to the front of the class,3. Pointing to the bigger boy, ask the class How heavy is he? Guess his weight. Write three or four guesses on the board, e.g.,4. Now ask the bigger boy How heavy are you?

B. Introduce “How tall is he?” and practice numbers up to 100.1. Ask a boy to come to the front. Ask How tall is he? have the class repeat the question.2. Take out the tape measure and measure the boy. Have him stand against the board make a mark on the board for his height, and next to the mark write the actual height3. Say He is I meter 60. Have the class repeat,4. Write the question How tall is he? And the answer He is 1 metre 60 on the board.5. Show flash cards of the words tall and metre and have pupils read them. 6. Tell the class to open their pupils’ books and look at the boys on the charts7. Use a pupil’s book to point to as you ask How tall is Ali? Have the class answer.8. Now prompt pupils with the names of other boys on the chart so that they ask and answer questions about them For example:

T: Sami P1: How tall is Sami2 P2: One metre 75 C. Preview numbers over 100:

1. Have the class repeat: One hundred and seventy-five centimetres, write on the board.2. Repeat steps 1with the other people on the chart.3. Show flash cards of the numbers 175. 170, 165. Have the pupils read them.4. Then show a flash card of the word centimetres to have pupils learn to recognize it. Mix the cards for tall, metre and centimetres.5. Finally, have them look at and read aloud the questions and answers in boxes 1 and 2

D. Teach “short” and “tall”:1. Have the class look at the pictures of the boy and the man at the bottom of the page. Point to the boy on the left and ask Is he short or tall? Answer He is short. Have the class repeat the sentence. Then point to the tall man and ask the same question Is he short or tall? The answer He is tall.2. Show flash cards of short and tall. Have the pupils read them.3. Ask the pupils to write the sentences in their notes.Aims:

A. Revise How heavy/How tall are you? B. Introduce What is he wearing? with items of clothing, and to revise colours C. Practice writing

NEW VOC4BULARY:brown, ghotra, sandals, thobe, trousers, wearingAids:1. a tape measure 2. flash cards of the new vocabulary

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C. Poster 36.Steps:A. Revise “How heavy are you?” and “How tall are you’?”:1. Have pupils open their pupils’ and look at the strip cartoon of the boy who is being weighed and measured, Read the captions to them,2. Ask a pupil to come to the front of the class. Ask him How heavy are you? and let him answer.3. Have individual pupils ask and answer these questions across the class.

B. Introduce “What is he wearing?” with items of clothing:1. Point to a pupil in the class who is wearing a thobe and asks What is he wearing?(Pointing to his thobe). Have the class repeat.

2. Answer yourself He is wearing a thohe. Have them repeat this,3. Write the question and answer clearly on the board, repeat it, have the class repeat it 4. Do the same with pupils who are wearing

a ghotra. a shirt, trousers , sandals, shoes.5. Write these words up on the board below thobe .6. Now have pupils ask and answer each other What are you wearing? across the class.7. Show flash cards to practice recognition of the new items of clothing. 8. Ask the question What is he wearing2 about the boy on the right, Alan. Elicit answers from different pupils:He is wearing a green shirt.He is wearing blue trousers.He is wearing black shoes.9. Do the same for the boy wearing the thobe and ghotra, Badr. When you reach the sandals and introduce and practice the word brown.

C. Practice writing:Have the class write the sentences about the pictures in their notes.

Homework:Have the pupils complete all three exercises on page………

Aims:A. Practice the vocabulary and structures of lessons 1—3 in a listening exercise

B. Practice writing.MEW VOCABULARY:looking for, missing, police, boy (name: Faisal)Aids:1. Poster 37 (missing boy)2. Cassette player

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3. Recording 23 (radio broadcast: missing boy)4. Flash cards for the new vocabularySteps:A. Practice the vocabulary and structures of lessons 1-3 in a listening exercise:1. Hang poster 37 (missing boy). Point to the poster and then play recording 23 or speak the words:

The police are looking for a missing boy today. His name is Faisal, He is 165 centimetres tall. He is 60 kilos. He has brown hair and brown eyes. He is wearing a white thabe and black shoes.

2. Borrow a pupils’ book, point to the top of page 80, repeat the word police and try to indicate by pointing to the picture at the top of the page and by gesturing, what the meaning of this word is. 3. Do the same for the words missing and boy. Indicate that they are looking for the boy. Ask Why?4. Show flash cards of the words missing and police for recognition.5. Point to the pictures of the four boys and explain that they must decide which boy is the one the police are looking for.6. Ask questions orally

Who are the police looking for? How tall is he2

How heavy is he? What about his hair2 Tell me about his hair, What about his eyes? Tell me about his eyes. What is he wearing?

7. Elicit oral answers. Short answers are enough. (No one should write anything yet,)8. Now have them look at the poster and decide which boy is Faisal. 9. Find out what their answers are. Make sure that everyone understands what the correct answer is and why it is correct.B. Practice writing a paragraph:1. In this part of the class, help the pupils to begin writing a short paragraph describing Faisal. 2. Have them answer the previous questions from this paragraph.3. Write the answers in their notes.

Aims: A. Recognize routine actions in the third person with has (hr has) B. Practice routine actions with have plus I and you. C. Practice reading

NEW VOCABULARY:a break, breakfast, every (every day, every morning, every afternoon every evening), from...to..., lunch, a shower. supper

Aids:

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A. Poster 38 (Mr. Al-Badr’s timetable) B. Flash cards of the new vocabulary

Steps:A. Learn routine actions with “has”:1. Hang up poster 38 (Mr. A1-Badr’s timetable) and tell the class that this is Mr. Al-Badr’s timetable, every day: Saturday, Sunday, etc. Point to 5.30 and to the names of the days at the top, in order to show that this is for every day. Say Mr. Al-Badr has a shower at 5.30 every morning. Do the same for another event.2. Have pupils repeat: every morning every afternoon, every evening even night, every day. Write the new expressions with evens on the board and have reading practice.3. Pointing to the top picture, ask pupils Is this in the morning or in the evening? Ask similar questions about the other pictures. Show (by gesturing) that every day can be used for any part of the day.4. Start with the basic sentence He has a shone,, etc. Expand it to include the time the day or the part of the day and the name (Or as mans of these as the pupils can handle). So, He has a shower can become Mr. Al-Badr has a shower at 5.30 every morning5. Point to a picture and have individual pupils give a sentence6. Do the same for the other three events, taking care with afternoon and evening. For the picture showing Mr. AlBadr having a sleep, introduce the expression ..,from one to two o’clock... Have pupils repeat, then have them use it in the longer sentence Mr. Al-Badr has a sleep from one to two o’clock every afternoon.7. Mix the selection of pictures to include all on the poster.

B. Use other subject pronouns “I” and “you”:1. Pointing to myself and to the pictures, make statements about my own routine. Write the times that are true for you on the board next to the poster Ask about the pupils. E.g., I have breakfast at 6.30 every morning. What about you? (Pupil answers I..) What about me? (Pupil answers You,,.) Try to keep to facts. Don’t try negative answers.2. Have pupils compare Mr. Al-Badr’s timetable with theirs, e.g., Mr. Al—Badr has a break at 8,45, but we have a break at 9.30.

C. Practice reading:

1. Show the flash cards of the new words and have pupils say the words. 2. Have pupils open their pupils’ books. Have the pupils read the sentences on the table.3. For the sentences below the table either have the pupils repeat.4. Call out sentences by number in random order fox pupils to read out.5. Have a minute’s spelling practice with the new words.

Aims: A. Introduce the idea of alphabetical order, using school subjects

B. Practice times, days and school subjects in a listening exercise C. Make a timetable of the pupi1~’ own lessons

NEW VOCABULARY:art, geography (recognition: alphabetical)

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Aids: A. Flash cards of school subjects (above and from lesson 15) B. Cassette player C. Recording 24 (conversation timetable)

Steps:A. Revise known school subjects, introduce new ones, and put them into alphabetical order:

1. Show the flash cards of the known school subjects. Help pupils to pronounce the words and understand their meaning.2. Introduce the new school subjects. You could show geography and perhaps

make simple flash cards for art.3. Write the alphabet in the board. Ask the pupils to put the subject in the

right order.B. Describe the times of lessons in a timetable:1. Have pupils close their pupils’ books and tell you what lessons they have at school. Ask for specific lessons on the same day as this lesson or on other specific days. E.g., What lesson do you have on Saturday at 7 o’clock. Ahmad?2. Practice after and before. E.g., What lesson do you have after/before mathematics?3. Have pupils look at Hassan’s timetable to become familiar with it. Ask general questions about it, e.g., What is this? What is at the top? When are the lessons? When is the break? When does he have science? End with a question about one of the missing lessons, e.g., What does he have at 7.00 on Sunday’ for a pupil to answer I don’t know.4. To find out what to put in that and the other empty spaces, the pupils should

take Out their pencils, listen to the cassette and write the names of the lessons in the correct spaces on the timetable when they hear them.

5. Ask the about the missing lessons. Draw a timetable on the board. Ask the to fill the missing lessons by asking them some questions.

C. Make the pupils’ own timetables:9 1. Have the open their books and look at the timetable and write the lessons

in the blank as what they have in their timetables.

Aims: A. Introduce Does questions and Yes/No answers with the verb have B. Introduce Do questions and Yes /No answers with the verb have C. Introduce When questions

NEW VOCABULARY:does, do (helping verbs), when?Aids:Poster 38 (Mr. Al-Badr’s timetable)

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Steps:A. Ask and answer yes/no questions about “his” routines:1. Hang up poster 38 (Mr. Al-Badr’s timetable) and ask Does Mr. Al-Badr have a shower every morning? Answer Yes, he does. Do the same for breakfast and a break.Have pupils repeat the answer Yes, he does. Have them use it to answer the questions2. Teach the question forms Does he have and Does Mr. Al-Badr have,,,? Have the class repeat.3. Have questions and answers across the class.4.Ask Does Mr. Al-Badr have a shower in the evening? Answer No, he doesn’t. Model and have the class repeat.5. Ask pupils more questions with the wrong times, e.g., Does he have break fast at 8)? for them to answer No, he doesn’t.6. Prompt pupils to ask question with wrong times for answers across the class E.g.

T: lunch., .6 o’clock P1: Does he have lunch at 6 ? P2: No he doesn’t,

7. Mix the prompts for questions with correct and incorrect times, E.g., a .sleep...from 1 to 2 o’clock

P3: Does he have a sleep from I to 2 o’clock? P4: Yes, he does.

8. Write the basic questions and answers on the board.B. Ask and answer Yes/ No questions about other people’s routines:1. Ask a pupil What about you? You have (a shower) (every morning?), etc. Elicit Yes, I do and No, I don’t. 2. Have pupils repeat the answers .3. Have them ask and answer each other such questions across the class. Use the words shower, breakfast, a break, lunch, a sleep and supper as prompts. 4. Ask a pupil about two other pupils who have similar timetables What about (Ali) and (Sami)? Do they have (a shower) (every morning)? Elicit Yes, they do and No, they don’t. Have pupils repeat the answers.5.Write the basic questions and answers on the board.6. Have pupils read these aloud.C. Asking and answering “When?”:1. Tell pupils that When is the same as What time?2. Ask questions about the poster. E.g., When doe5 Mr. Al-Badr have a break 2 etc.3. Model the question for the pupils and have them ask you and each other questions. 4. Write the basic questions on the board.5. Have pupils read what is written on the board.

Aims: A. Practice the present simple with more routine events B. Practice yes/no and when questions and answers in the present simple.

NEW VOCABULARY:come, get up, go, too

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Aids: A. Flash cards for the above and for Unit 21, lesson 2

B. Poster 39 (Hassan’s timetable)Steps:

A. Practice the present simple:1. Hang poster 39 (Hassan’s timetable), tell the class that it is about Hassan.2. Start with the first picture on the poster and model the sentence Hassan gets up at 5 o’clock every morning. Repeat the sentence with on Saturday, Sunday, Monday, etc., to stress the idea of regular occurrence.3. Have pupils repeat the sentence.4. Do the same for the next two pictures (He goes to pray every morning and He comes to school at 7.15 every morning.) 5. Then point to the first picture again and ask What does he do at 5 o’clock? The answer He gets up.6. Point to the third picture and ask What does he do at 7,15? The answer He comes to school.7. Introduce and practice the words to describe the rest of the pictures:He goes home at 12.30, He does his homework at 5.30.He goes to bed at 9.00.9. Write my own timetable on the board.10. Vary the subject between he, you, and I, Begin by pointing to picture 1 for a pupil to say Hassan gets up at 5.00. Then ask him How about you? for the answer I get up at (5,30). Then point to my own timetable on the board and ask How about me? for the answer You get up at 5.15. Do the same with the other pictures.B. Practice “yes/no” and “when” questions and answers:1.Ask Does Hassan get up at 5 o’clock? and answer Yes, he does. Ask Does he get up at 4 o’clock? Answer yourself No, he doesn’t. Have pupils repeat the answers.2. Model the question and have pupils repeat, Have them ask as you point to a picture.3. Have them ask and answer questions across the class.4. Repeat steps 1-3, Have pupils ask each other questions across the class.5. Show the flash cards of the verbs. Have pupils read them.6. Practice when questions by showing a card (e.g.,, go), prompting with another word (e.g.,, home) have pupils ask and answer across the class (e.g.,, P1: When does he go home2 / P2:He goes home at 12:30)7. Have pupils open their pupils’ books and read the sentences next to the pictures.8. Ask pupils to spell the new words: come, get up. go, goes, too, Also, have them practice with the words in box 6 .

Aims: A. Practice asking about origins and occupations, using the present simple in a

conversation B. Revise alphabetization

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NEW VOCABULARY:build, car, grow, repair, road, teach (name: Adil)

Aids: A. Cassette player B. Recording 25 (Conversation: Sami and Umar are looking at photos,) C. Poster 14 (occupations)

Steps:A. Listen to and practice the conversation:1. Hang up poster 14 (occupations) ask about the people in he conversations, e.g., Is Mr. Al-Nasser a doctor? Where is Kamal, the mechanic from? Try to remind the pupils of or introduce the following:Mr. Al-Nasser / from Riyadh / a teacher Kamal / from Dammam / a mechanicMr. Al-Badr / from Yanbu / an engineer Adil / from Jizan / a farmer Harndan

2. Have pupils look at poster 14). Read only the first section (about Mr. Al-Nasser), then stop to ask questions,3. Ask questions about the tape. Who is the man? where does he come from? What does he do? 4. Read the same section, sentence by sentence, and have the class repeat 5. Have pupils open their pupils’ books at f page 86. Read the conversation and have pupils repeat it and then read it to you,6. Then read the information about each of the other people, Have repetition of the new vocabulary.

7. Have pupils close their books and look at the (occupations) poster, as you play the rest of the conversation,

a. Umar, Who is that?Sami: That’s Mr. Al-Nasser,Umar: Where does he come from?Sami: He comes from Riyadh,Umar: What does he do2

Sami: He’s a teacher He teaches English,b. Umar: Who’s that?

Sami: That’s Kamal,Umar’ Where does he come from?Sami: He conies from DammamUmar: What does he do?Sami’ He’s a mechantc, He repairs cats

c. Umar: Who’s that?Sami: That’s Mr. Al-Badr,Umar: Where does he come from?Sami: He comes from Yanhu.Umar: What does he do2

Sami: He’s an engineer. He builds roads.d. Umar: Who’s that?

Sami: That’s Adil,Umar: Where does he come from?Sami: He conmes from Jizan.

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Umar: What does he do?Sami: He’s a farmer. He grows food

e. Umar: Who’s that?Sami: That’s Hamdan,Umar: Where does he come from?Sami: He comes from here,Umar: What does he do?Sami: He’s a schoolboy. He goes to school.

8.Have pupils open their pupils’ books again. You do the same. Choose a picture and prompt a pupil to ask Who .2 Where ...? What ...? answer his questions. Say I don’t know where appropriate

B. Read and write and put into alphabetical order:1. Point out that the lessons on the timetable (Unit 21) are in the order of time, Have pupils open their pupils’ books and ask what the order of the lessons.2. They should put the people’s names, the towns and the occupations in alphabetical order. Have them begin in class, Help them where necessary.

Aims: A. Practice asking and answering questions about origin and occupation with

35


he and you B. Practice questions for spelling and pronunciation

NEW VOCABULARY:mean, spell (+ for recognition: address, nationality, occupation, height)Aids:A. Flash cards of the words on the questionnaire forms

B. A pupil’s bookSteps:

A. Make questions and answers about origin and occupation:1. Remind pupils of the questions and answers from lesson 2. Borrow a pupils’ book and open it. Point at one of the pictures and ask Who is that? Where does he come from2 What does he do? Answer after each question.2. Elicit the same questions and answers from the pupils as you point to the pictures in pupils’ book.3. Have more pupils use their books like this, asking and answering questions across the class:

Q: What is your name? A: My name is Usamah Al-Nasser. Q: Where do you come from? A: I come from Riyadh. Q: What do you do?

A’ I’m a teacher. I teach English.4. Have pupils say the questions and answers about themselves.B. Ask about spelling and pronunciation:

1. Ask a pupil what his first name is. Ask him How do you spell (Kamal)? 2. Repeat with another pupil.3. Model the question How do you spell? Have pupils repeat and practice. Start with pupils’ names and simple words.4. Show the flash cards of the words on the questionnaire form which pupils already know: family name, first name, age, and weight. Ask How do you say these words.5. Show the same four flash cards again and have pupils ask each other the question (How do you say this word?),6. Then show a card for a word they haven’t seen before e.g., Address, 9. Add the question How do you spell this word? to practice using the alphabet.10. Think of a few Arabic words that the pupils know the English for (e.g., classroom objects or food and drink items) and ask How do you say .....,. in English?11. Have them ask each other more questions about how to say and spell words.

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Aims:A. Follow up on the questionnaire homework by asking classmates about their

answers B. Prepare another questionnaire practicing the present simple to interview an

adultSteps:

A. Follow up the questionnaire homework:1.Have pupils open their books.2. Ask three or four pupils and read their answers aloud. Contains a copy of the same questionnaire which the pupils studied for homework but with the instruction about your friend, Have your pupils work in pairs to ask each other the necessary questions and complete the questionnaire about their partner.

3. If any pupils have not done their homework, then they can give their partners the answers orally, and complete their written homework now

B. Prepare a questionnaire to interview an adult outside the classroom:1. Have the class open their pupils’ books to and look at the pictures there.2. Use the pictures and the prompts to elicit questions from the class These questions 1. What is your (family) name

(flow do you spell it?)2. What do you do3. Which country do you come from?4. When do you get up?5. When do you go to work?

6. What do you do in the morning? 7. When do you have lunch?

8. What do you do in the afternoon?9. When do you go home?

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1st preparation

Education

practice reading

correct sentence

practice writing

correct words

correct answer

sentence aids

word sentence

selected sentence