85

Object|ves:
Learners w|||:
n
learn and practise rst conditional clauses with if
n
learn to form sentences with is/are made of
n
extend their vocabulary: materials, mathematical
terms, scientic terms
n
carry out maths and science tasks in English
n
listen to and follow instructions
Resources used:
n
Students Book, Workbook and Cassette
S T A N D A R D S
Learners:
n
deduce meaning and rules from context
n
describe an object
n
draw conclusions from spoken or written texts
n
express facts
n
express their ideas and opinions in simple
sentences
n
help and support classmates to carry out
classroom tasks
n
listen to and interact with teachers and peers
n
make reports based on spoken or written
information
n
participate actively in English learning tasks
n
selectively listen to and read texts of varying
lengths and difculty
n
skim and scan written texts
n
understand a short dialogue
n
understand and use word formation processes
and the change of meaning or class
n
use basic subject terms for a wide range of
topics
n
use knowledge of the morphological system
A R D S A R D S D S
LESSON 1 SB page 40 WB page 26
Aims: Learners will
n
learn and practise rst conditional clauses
with if
n
learn to form sentences with is/are made
of
Structures:
If I put this in water, it will oat.
New vocabulary:
brick, oat, glass (material), if, metal, paper,
plastic, sink, wood
Functions:
Predicting likely results of an action
Explaining why something happens
Skills:
Listening and repeating new language
Reading written texts aloud
Asking and answering about the properties
of materials
Class organisation:
Whole class, pairs, individuals
Before us|ng the book:
n
Revise will to predict events. Put something
breakable (a cup, a glass, etc.) on the table or
oor so students can see, and put your foot or
st over it as if you are going to smash it. Then
say Stop! Ask the students why you should not
stand on it to elicit It will break. and write the
sentence on the board. Then write: If I stand on
this cup, it will break. Do some more examples:
If you smile at me, I will smile at you. If I break
this pen, I will buy another one. Etc.
UNI T
8
Fun with science and maths
86
& SB Page 40

1 L|sten, read and say
1 Draw the students attention to the orange box on
SB page 40 which refers to the aims of the unit,
and explain in Arabic if necessary.
2 Get the students to look at the pictures. Explain
Its made of paper, wood, brick. Students should
get the meaning of oat and sink from the text.
3 Play the cassette. Students listen and read
silently. Ask them what oat and sink mean.
Practise the pronunciation of these words.
4 Put the students into pairs to re-read the
dialogue.
5 Monitor the students while they work, correcting
pronunciation if necessary.
6 Ask a pair to demonstrate their dialogue to the
class.

Tapescript
Soha: Manal, what will happen if I put this in water?
Manal: Whats it made of?
Soha: Paper.
Manal: If its paper, I think itll oat.
Soha: Yes, its oating. Youre right.
OK, Manal, will the box sink or oat?
Manal: If you put wood in water, itll oat. Whys it
sinking?
Soha: Because theres a piece of brick in the box!
2 Ask and answer
1 Get the students to look at the pictures, which
explain the new words. To check the students
understanding, ask which materials are heavy
and which are light. Ask what things can be
made of each material, for example, glass:
a glass, a window, etc.
2 Put the students into pairs. Demonstrate stress
(no stress on if) and pronunciation of the
example question and answer in the speech
bubbles. Students then ask and answer about
each material.
3 Monitor the students while they work.
4 Ask pairs to demonstrate their questions and
answers to the class.
Answers:
b Wood will oat. c Plastic will oat.
d A brick will sink. e Metal will sink.
f Paper will oat.
WB Page 26
87
1 Choose the correct answer form a, b or c
1 Ask the students to complete the multiple choice
activity on page 26.
2 Go over the answers all together out loud.
Answers:
1 a 2 a 3 b 4 c 5 b
2 Read and fo||ow the |nstruct|ons
1 Tell the students that now they are going to do a
really fun puzzle! Demonstrate the rst example
with the class.
2 Tell the students to complete the puzzle in pairs.
3 Go over the answers out loud. If time does
not permit, this activity may be completed for
homework.
Answers:
b red c pen d hen e fast

Further pract|ce
n
Students think up some more words that contain
other words and write similar sentences to those
in Exercise 2 in the Workbook.
LESSON 2 SB page 41 WB page 27
Aims: Learners will
n
practise and extend their use of rst
conditional clauses with if
n
revise numbers
n
practise using new materials vocabulary
Structures:
Multiply/divide by four
add/take away four
If you add two and ten, youll get twelve.
New vocabulary:
add, divide by, multiply by, sum, take away
Functions:
Doing simple mathematics
Describing a mathematical process
Skills:
Listening for detail
Describing and doing mathematical tasks
Class organisation:
Whole class, pairs, individuals
Before us|ng the book:
n
Before the students open their books, do some
addition chain rounds with the class. Start a
student at three and tell them to add ten. Write
+ 10 on the board and say: Add ten. Go round
the class. Each student adds ten to the previous
students number. Then write x 2 on the board
and say multiply by two. The rst student says
two, the next four, then eight then sixteen, etc.
Remember, the language, not the maths, is
important here. For divide by two, start at twenty.
For take away two, start at fteen.
& SB Page 41

3 L|sten, read and say
1 Students open their books. Play the cassette.
Students listen and read the dialogue silently.
2 Check comprehension. Ask a student to come
to write on the board. They do Ahmeds trick
again. The student writing on the board chooses
a number. Then one or two other students dictate
the sum to him/her. Once the sum is complete,
choose another student to write on the board.
3 Put the students into pairs to do the trick on each
other.
88
4 Monitor students while they work.
5 Ask a pair to demonstrate their dialogue to the
class.

Tapescript
Ahmed: Tamer, I know what youre thinking.
Tamer: Do you?
Ahmed: Yes. First, write any number between one
and ten. Dont show me the number.
Now multiply the number by two. OK, next
add four then divide by two. After that, take
away the rst number. The answer is two.
Tamer: Youre right. How did you do that?
Ahmed: I told you. I know what youre thinking!
4 Now do these sums
1 Choose some students to read out the sums
without the answers.
2 Students write the answers.
3 Check the answers, asking students to read out
the whole sum.
4 Draw their attention to the speech bubble and
sum a, and read out the example.
5 Write an easy multiplication sum on the board
and elicit: If you multiply ...
6 Put the students into pairs to say all the sums in
the exercise.
7 Monitor the students while they work.
8 Ask some students to demonstrate their sums to
the class.
Answers:
b 12 x 5 = 60 If you multiply twelve by ve, youll
get sixty.
c 180 + 75 = 255 If you add a hundred and eighty and
seventy-ve, youll get two hundred and fty-ve.
d 9000 x 7 = 63,000 If you multiply nine thousand by
seven, youll get sixty-three thousand.
e 127 + 643 = 770 If you add a hundred and twenty-
seven and six hundred and forty-three, youll get
seven hundred and seventy.
f 10 - 6 = 4 If you take six away from ten, youll get
four.
g 28 4 = 7 If you divide twenty-eight by four, youll
get seven.
h 1200 200 = 6 If you divide one thousand two
hundred by two hundred, youll get six.
i 270 - 80 = 190 If you take eighty away from two
hundred and seventy, youll get a hundred and
ninety.
j 14 x 15 = 210 If you multiply fourteen by fteen,
youll get two hundred and ten.
WB Page 27
3 Read and match
1 Ask the students to open their Workbooks at
page 27 and to look at the picture in Exercise
3. Elicit some information about the picture
by asking Where is this picture? In the park.
Who is in the park? A mother/woman and some
(naughty) children.
2 Say If the children arent careful, bad things will
happen to them and draw the students attention
to the left-hand side column. These are the bad
things that will happen. Ask them to match the
child in the picture with the bad thing that they
think will happen to that child. Go over the rst
example together to check comprehension.
3 Students match the pictures and phrases. Go
over the answers.
4 Get the students into pairs to say the sentences,
using the conditionals. One student speaks about
picture 1, then the other student speaks about
picture 2, and so on.
5 Go around monitoring their dialogue, then get
some students to demonstrate out loud.
89
Answers:
2 d 3 f 4 c 5 b 6 e

4 Do the sums. Wr|te the answers |n words
1 Choose some students to read out the sums
without the answers.
2 Students write the answers.
3 Check the answers, asking students to read out
the sums and answers.
Answers:
b fteen
c one thousand ve hundred
d one hundred and ve
e two thousand four hundred
f one thousand

Further pract|ce
n
Students write instructions for the mathematical
quiz in SB, Exercise 3.
LESSON 3 SB page 42 WB page 28
Aims: Learners will
n
revise imperative structures for giving
instructions
n
carry out an experiment and report on its
results
n
revise sequencing words
n
practise using conditional clauses
n
practise using numbers and mathematical
terms
Structures:
First, you ... Then/Next/After that you
When/if you do this, it will do that.
Stand up and close your eyes.
New vocabulary:
edge, experiment
Functions:
Giving instructions
Stating the most likely result of actions
Skills:
Listening for detail
Asking and answering about, and describing
an experiment
Class organisation:
Whole class, pairs, individuals
Before us|ng the book:
n
Before the students open their books, revise
rst conditional clauses. For example, askwhat
will happen if you put your pencil in water. Ask
about other objects If you put them in water, will
they oat or sink?
& SB Page 42

5 L|sten and answer
1 Students open their books and look at the
pictures and the speech bubble. Ask what they
are going to do. Explain experiment and the edge
of the door.
2 Read the questions aloud. Students guess the
answers.
3 Make sure that the students know they are not
numbering the pictures the rst time they listen.
They should only answer the questions.
4 Play the cassette. Students answer the questions.
5 Check the answers orally with the whole class.
6 Play the cassette again. Students number the
pictures.
7 Check the answers orally with the whole class.
90

Tapescript
Ahmed: Today Tamer and I are doing a science
experiment.
Tamer: OK, Ahmed. What do I need for the
experiment?
Ahmed: Its very easy. You need a pencil, your eyes
and a door or window.
Tamer: Right, Im ready. Ive got a pencil. What do
I do?
Ahmed: First, stand about four or ve metres from
the open door.
Tamer: Fine. What do I do next?
Ahmed: Then hold your pencil and look at the edge
of the open door. Keep your eyes open.
Tamer: Right, Im doing that. What do you want
me to do now?
Ahmed: Now close your left eye but keep your right
eye open.
Tamer: OK, Im closing my left eye.
Ahmed: And now close your right eye but keep
your left eye open.
Tamer: The pencil is jumping to the left! But Im
not moving my hand.
Ahmed: I know. When we do the experiment,
the pencil will jump to the left if your left
eye is stronger than your right eye and it
will jump to the right if your right eye is
stronger.You have a stronger left eye, so
the pencil jumps to the left when you close
your right eye.
Answers:
a You need a pencil, your eyes and a door or window.
b It jumps to the left.
c To nd out which eye is stronger.
d His left eye is stronger than his right eye.
1 e 2 c 3 d 4 b 5 f 6 a
6 Do the exper|ment and answer the quest|ons
1 Put the students into pairs to carry out the
experiment.
2 To compile the results, a quick way which may
be more practical with larger classes, ask for a
show of hands for the right eye and then for the
left. But if possible, a more interactive way of
practising asking questions is to give them all
a copy of the class name list, and they all move
around the class asking everyone the question
Have you got a stronger right eye or a stronger
left eye? They tick one of two columns next to
the names: left or right.
3 Check the results of the survey.
WB Page 28
5 Read and match
1 Ask the students to open their Workbooks at
page 28. Tell them that they will now read
about two girls who are doing an experiment
that is similar to the one Ahmed and Tamer did
together.
2 Tell them that they will have to match the
sentences with the pictures rst in order to
understand the experiment. Go over the rst
example with the class.
3 Students work in pairs, matching the sentences
with the pictures. Go over the answers all
together.
4 Get volunteers to read the experiment out loud.
5 Play a game by getting students in pairs to try
and conduct the experiment by themselves.
Explain that they must use English as they
conduct the experiment.
Answers:
1 d 2 h 3 b 4 i 5 e
6 g 7 a 8 f 9 c
91

Further pract|ce
n
Students write up the experiment in SB, Ex. 5 in
paragraph form. Students state what was needed
for the experiment in paragraph 1. In paragraph
2, students explain what they did. In paragraph
3, students give their own results and state what
we can learn from the experiment. Students give
their general conclusions in paragraph 4.
LESSON 4 SB page 43
Aims: Learners will
n
practise reading for gist and for main
ideas
n
carry out a simple experiment and report
its results
n
revise the use of the past simple to report
past events
n
revise imperative statements used to give
instructions
n
revise comparative adverbs
Structures:
The weights are made of ...
We dropped all the weights ...
Some shapes sink faster than other shapes.
(Please) sit on a chair.
New vocabulary:
shape, tank, time (amount of time taken to
do something), time (verb), weight (an object
used to weigh other things down)
Functions:
Reporting the ndings of a scientic
experiment
Skills:
Skimming and scanning for gist, for specic
detail and for the main ideas of a text
Class organisation:
Whole class, pairs, individuals
Before us|ng the book:
n
Before the students open their books, revise
key words such as experiment, sink/sank. Ask
the students if they remember which materials
oatedor sankintherst experiment, andwhat
they found out about their eyesight in the second
experiment.
& SB Page 43

7 Read and answer
1 Students open their books at page 43 in the SB
and look at the rst paragraph and the pictures.
Ask Whats used in the experiment? The pictures
will explain the new words tank and weight.
2 Ask the students to read questions a c and
to read the text quickly for the answers. To
encourage students to scan, set a time limit of
23 minutes and then ask for their answers.
3 Check the answers orally with the whole class.
4 Check their understanding of shape. Ask if they
know any names of shapes in English (square,
circle, etc.)
Answers:
a ve
b shape 5
c Some shapes sink faster than other shapes.
8 Match the sentences w|th the paragraph
numbers
1 Students read the paragraphs in more detail and
match them to the topics a e. Point out that
the topics may be mentioned in more than one
paragraph, but students need to ask themselves
92
what the main topic and purpose of the whole
paragraph is.
2 Check the answers orally with the whole class.
Answers:
b 5 c 1 d 3 e 2
LESSON 5 SB page 44
Aims: Learners will
n
review and consolidate the language
presented in the unit
n
learn about word formation and
morphemes which indicate certain word
classes
Structures:
Review structures from Lessons 1 4.
New vocabulary:
difference, noun, reader, verb, writing
Functions:
Describing objects
Doing maths
Giving instructions for an experiment
Predicting the most likely outcome of an
action or event
Skills:
Building and writing words by combining
morphemes
(Other skills practised here are dependent on
which activities are chosen for the review)
Class organisation:
Whole class, pairs, individuals
Before us|ng the book:
n
Prepare small pieces of card with a new word
learned in this unit written on each, e.g. sink,
oat or experiment.
n
Draw a simple picture on the board depicting a
ship, for example sinking in water.
& SB Page 44

n
Ask the class to correctly identify the word
sink.
n
Give a student one of the cards you
prepared earlier and ask her/him to draw
the item on the board.
n
Prompt the class to identify the word.
n
Continue with different students with the
other cards.
n
The game can be played in teams.
0
0
II
Y0
0
k
5t
tI
Comp|ete the tab|es
1 Draw attention to the orange speech bubbles.
Read and explain, using the example teach
teacher to illustrate.
2 Students complete the tables with the correct
words.
3 Check the answers orally with the whole class.
4 Ask the students if they can think of any more
examples. Prompt them with some verbs if they
cant such as bake, clean, swim, work, sell and
nouns such as England and China.
5 Draw students attention to the terms noun,
adjective, verb. If students dont know them,
give a simple explanation they are used at
different places in a sentence. For example,
you dont say a difference person, you say a
different person. Point out that people (teacher,
etc.) are nouns. Further illustrate with an
example in Arabic if possible.
93
6 If you have time, ask the students to work in
pairs. Students choose two of the pairs of words
and make sentences with them.
Answers:
2 read 3 player 2 Egyptian 3 wooden
4 painter 5 writer 4 Japan 5 different
6 build
k
t
r
It
W

n
This part of the unit is designed to be exible.
The following are suggestions for reviewing
the main language areas covered in the unit.
Teachers should give additional input where
necessary.
Say what th|ngs are made of.
n
Students collect ve things each from around the
classroom and from their personal possessions.
Put the students into pairs to tell each other
what their ve things are made of. This can be
extended by giving phrases such as The outside
is made of ... and the inside is made of ... The
front is made of and the back is made of ...
The top/bottom , etc. You may need to give
other materials vocabulary such as wool, cotton,
etc.
Say words from maths.
n
Give the students two simple numbers, for
example, 25 and 4. Ask how you get from one
to the other using one take away sum and one
division sum. Students can work in pairs on
the puzzle (25 - 5 = 20, then 20 5 = 4). Give
students similar puzzles, adjusting the level of
difculty according to their abilities. Students
then read out their sums to the class.
Say |nstruct|ons for an exper|ment.
n
Students can either, a) write up any other
experiments that theyve done in science classes,
b) try to tell another student how to do one of
the experiments from the unit from memory, c)
try out and write up the ndings of experiments
into how fast different materials sink. Students
should nd objects of a similar size and shape
made out of wood, metal, plastic, paper, brick,
nd out which material sinks the fastest, and
suggest reasons for this.
Make sentences w|th and .
n
Give the students some results of events or
actions. Students work in pairs to think of some
necessary conditions for them to occur. For
example, write the following on the board: If
you ..., it will oat. If you ..., youll get fteen.
If you ..., it will fall over. If you ..., it will
break. Etc.

Further pract|ce
n
Students write more sentences showing the uses
of the words in the Do it yourself exercise.
n
Write a text which includes some of the words
in the Do it yourself exercise and gap them.
Students choose the correct words to ll the
gaps.

Dictation
n
The following is a text for dictation.

If you put a stone in water, it will sink. If you
put a piece of wood in water, it will oat. If you
put pieces of metal with the same weight but
different shapes in water, some shapes will sink
faster than other shapes.
94
A s s e s s m e n t
Speaking Task
Target element: what things are made of
Students work in pairs and ask each other about what
the following things are made of:
window, walls, chairs, books, keys.
E.g. Student A: What are windows made of?
Student B: Theyre made of glass and wood.
Reading Task
Target element: statements which use will with if
and materials vocabulary from the unit
Students match the two halves of the sentences:
1 If you put a brick in water,
2 If you put a plastic cup in water,
3 If you drop glass,
4 If you put paper in a re,
5 If you build a wall with bricks,
a it will oat.
b it will be strong.
c it will sink.
d it will break.
e it will burn.
Writing Task
Target element: what things are made of
Use SB Unit 8, Ex. 2. Students choose four objects
and write about them:
E.g. A glass is made of glass.
A box is made of wood.
Listening Task
Target element: multiplication, division, addition
and subtraction
Read out some sums which the students must write
down. E.g. 8 + 9 = 17 ( Say: If you add eight to
nine, youll get seventeen.)