English 1prim Dlil PDF

Arab Republic of Egypt
Ministry of Education
Book Sector
Time for English is a six-level communicative course for

children who are studying English for the first time. The series
develops students’ speaking, listening, reading, and writing
skills through activities that appeal to their curiosity and sense
of fun.
The syllabus progresses at a natural, steady pace and offers
students many opportunities to practice new language. Three
TEACHER'S BOOK
recurring characters - Kareem, Mona and Sokkara the puppet
- help maintain student interest and involvement throughout PRIMARY ONE
the series.
Each level of Time for English contains: Kathleen Kampa
Student’s Book Charles Vilina
Audio Cassette and CD
Workbook
Teacher’s Book
Time For English Teacher’s Book 1 provides detailed lesson
plans, teaching tips, game ideas, and photocopiable Tests
and Worksheets for English Time Student’s Book 1.
2014 ‫ ــ‬2015
‫الحديثة للطباعة والتغليف‬ ‫غري م�صرح بتداول هذا الكتاب خارج وزارة الرتبية والتعليم‬
Arab Republic of Egypt
Ministry of Education
Book Sector
TEACHER'S BOOK
Kathleen Kampa
Charles Vilina
Adaptation for Egypt

Nadia Touba
Sahar Rizk
2014 ‫ ــ‬2015
‫غري م�صرح بتداول هذا الكتاب خارج وزارة الرتبية والتعليم‬
Table of Contents
Syllabus ................................................................................................................................................................... ii
Introduction............................................................................................................................................................ 2
Sample Pages and Lesson Plan Information .......................................................................................... 4
Word Time ...................................................................................................................................................... 4
Use the Words ................................................................................................................................................ 6
Action Word Time ......................................................................................................................................... 8
Phonics Time ................................................................................................................................................ 10
Teacher Resource Guide ................................................................................................................................. 12
Classroom Management............................................................................................................................. 12
Practical Teaching Tips ............................................................................................................................... 15
Teacher’s Log ............................................................................................................................................... 18
Reproducible Certificates ........................................................................................................................... 20
Lesson Plans ........................................................................................................................................................ 22
Unit 1 : My Friends ..................................................................................................................................... 22
Unit 2 : Numbers ......................................................................................................................................... 30
Unit 3 : My Family....................................................................................................................................... 38
Unit 4 : Shapes ............................................................................................................................................. 46
Unit 5 : Colours ............................................................................................................................................ 54
Review 1 ....................................................................................................................................................... 62
Unit 6 : In the Classroom ............................................................................................................................ 70
Unit 7 : More Numbers ............................................................................................................................... 78
Unit 8 : Food ................................................................................................................................................. 86
Unit 9 : My Body.......................................................................................................................................... 94
Unit 10: Animals ........................................................................................................................................ 102
Review 2 .................................................................................................................................................... 110
Workbook Instructions and Answer Key ............................................................................................. 118
Worksheet Instructions ................................................................................................................................. 130
Worksheets ........................................................................................................................................................ 135
Games and Activities..................................................................................................................................... 162
Reproducible Diploma................................................................................................................................... 167
Card List............................................................................................................................................................... 168
Word List ............................................................................................................................................................. 170
Syllabus
LISTENING/ READING/
UNIT TOPIC PHONICS GRAMMAR
SPEAKING WRITING
trace letters
identify a A
introduce self different hand b B
My give and respond to movements in associate Hello, I’m
1
Friends commands: smile, writing English sound of letters …
shake hands recognise small with written
and capital form
letters
trace letters
trace numbers
identify numbers 1-5 1-5 c C
give and respond to identify d D
commands: count, different hand associate I’m … years
2 Numbers
write movements in sound of letters old.
describe themselves writing English with written
in terms of age recognise small form
and capital
letters
e E This is
identify members of trace letters
f F my....
their family distinguish
associate
3 My Family give and respond to between English
sound of letters
commands: stand up, and Arabic
with written
sit down letters
form
g G
identify shapes h H
give and respond to trace letters associate
4 Shapes I see a …
commands: walk, trace shapes sound of letters
swim with written
form
trace letters
identify
contrastive i I
identify colours sounds between j J
give and respond to English and associate
5 Colours It’s …
commands: count, Arabic (/d3/ and sound of letters
draw /g/) with written
recognise small form
and capital
letters
REVIEW 1
II Syllabus
LISTENING/ READING/
UNIT TOPIC PHONICS GRAMMAR
SPEAKING WRITING
identify common
k K
classroom objects
trace letters l L
use classroom
recognise small m M
In the language
6 and capital associate It’s a …
Classroom give and respond to
letters sound of letters
commands: open,
with written
close
form
trace letters
identify
n N
contrastive
o O
identify numbers sounds between
p P
More 6-10 English and There are
7 associate
Numbers count 1-10 Arabic (/b/ and …
sound of letters
/p/)
with written
recognise small
form
and capital
letters
q Q
express personal r R
trace letters
preferences s S
recognise small
8 Food give and respond to associate I want …
and capital
commands: cut, eat sound of letters
letters
with written
form
t T
describe themselves
u U
identify parts of the trace letters
v V
body recognise small
9 My Body associate I have …
give and respond to and capital
sound of letters
commands: wash, letters
with written
brush
form
understand and wW
respond to direct x X
questions in English trace letters y Y
identify animals recognise small z Z What is it?
10 Animals
give and respond to and capital associate It’s a …
commands: jump, letters sound of letters
run with written
form
REVIEW 2
Shorouk Press III

First Term
Introduction
Course Description activities require writing alphabet letters or tracing

only. The Workbooks offer an excellent opportunity
Time For English is a six-level series intended for for teachers to assess student comprehension and
elementary school students studying English for language retention.
the first time. It is designed specifically for children In order to make it easy for primary one, two and
studying in an English as a Foreign Language (EFL) three learners, both student’s book and workbook
context who do not generally hear English spoken are integrated into one book.
outside the classroom. Thus, each unit is divided into two main sections;
the first one constitutes new language presenta-
The aim of the Time For English series is to devel- tions and the other one provides hands-on activities
op students’ speaking, listening, and pre-writing based on the content of the first part.
skills through activities that reward their curios-
ity and appeal to their sense of fun. The syllabus
The Teacher’s Books
progresses at a natural and steady pace, offering
The comprehensive Time For English Teacher’s
students many opportunities to practise new
Books provide clear, step-by-step lesson plans to
language. Four main characters—Mona, Kareem,
teach, practise, and review the target language pre-
Sokkara the puppet, and Samy—focus student
sented in the Student’s Book. Many of the suggested
interest and involvement throughout the series.
games and activities include different strategies for
The Time For English syllabus provides a solid foun- large and small classes, as well as individual, pair,
dation of vocabulary and communicative language. and group tasks. The Teacher’s Books also feature
the tape script and all answer keys.
Each level of Time for English includes a Student
Book, Cassette/CD, Workbook, Teacher’s Book. Also included in each Teacher’s Book a Teacher
Resource Guide, reproducible Worksheets, and
a list of games that can be used throughout the
Components course. The Teacher Resource Guide provides help-
ful teaching and class management tips for teaching
The Student's Book English to children. The reproducible Worksheets
The Time For English Student’s Books features de- provide additional practice for the language pre-
tailed, full-colour illustrations presented in a clear, sented in each unit. The Games section includes a
simple design. The illustrations draw students into multitude of fun game and activity ideas that can
the pages to explore and experience the language, support any lesson. Instructions and answer keys
enhancing student interest and motivation. for checking the Workbook activities are also found
in the Teacher’s Book.
The Time For English Student’s Books features ten
four-page units and two four-page reviews. Each
unit spotlights a theme such as shapes, classroom Course Philosophy
items, or family that provides a context for the lan-
guage. The short units allow students to feel they Time For English is based on the premise that
are progressing rapidly, building confidence and children learn best when their natural curiosity and
motivation. After every five units, the four-page sense of fun are encouraged, and when new lan-
reviews recycle previously learned language in new guage is introduced in small, manageable amounts.
and meaningful contexts. Time For English features New language is introduced in a spiraling syllabus
a page entitled “My word list” that helps students that gradually builds on and reinforces previously
to consolidate their vocabulary and check their learned language. Thus, students are able to main-
progress. tain and build on the language they know at each
new level.
The Workbooks
The English Workbooks are a natural extension of the
Student Books, providing a page-for-page reinforce-
ment of each lesson. The pre-writing activities in
the Work-books include circling, matching, colour-
ing, sequencing, and pattern recognition. Writing
2 Introduction
The unit topics and situations are both familiar and Explanation of Time For English
universally appealing to children. Students imme- Lesson Plans
diately relate to these situations, resulting in greater
language production and retention. 1. Warm-Up and Review
Each lesson plan begins with a quick, fun activity
Student-centered learning is vital, since it creates that reviews the language presented in the previous
the opportunity for students to produce language lesson. This activity helps students to both recall the
in a manner that most closely resembles “real life” language and switch to an English-speaking mode.
communication. As such, the practice and review There is a variety of ideas for review activities.
activities inculded in Time For English promote
both pair and group work. 2. Introduce the Target Language
The theory of multiple intelligences suggests that in New language is introduced before students open
any language class there are students with differ- their Student’s Book so that they focus on the mean-
ent learning styles (see Learning Styles/Multiple ingful demonstration of the language. Step-by-step
Intelligences, Teacher Resource Guide, page 13). suggestions explain how to introduce the target
The activities used in Time For English are designed language using Picture and/or Word Cards, realia,
to take a wide range of these learning styles into drawings, and/or gestures.
account in order to engage as many students as
possible during each lesson. In Time For English, a 3. Talk About the Picture
special emphasis is placed on the music-and-move- Students open their Student Books at this stage of
ment approach to learning, which suggests that the lesson and listen as the teacher reads a short
young students learn more effectively when they description of the main scene. The reading cues
are invited to move with the language. teachers to point to and/or pantomime the mean-
ing of different elements of the scene. The activity is
The Time For English lessons do not follow one purely receptive for students, introducing the target
particular teaching methodology. Instead, a variety language and recycling previously learned material
of different methodologies are employed to provide while giving students general exposure to English.
exciting, varied lessons that stimulate and appeal
to as many students as possible. Students hear 4. Practise the Target Language
the target language before they have to produce it Each Student Book page provides exercises to
(receptive exposure before production). Listening is practice the language. The Teacher’s Book provides
emphasized so that students are exposed to correct detailed instructions on how to fully exploit the
pronunciation and intonation. Student Book page. The tapescript, answer keys,
and ideas on how to check exercises are provided
Planning a Lesson where appropriate.
Thorough planning and preparation are crucial to 5. Games and Activities
the success of any lesson. A well-prepared lesson All lessons include three or more games and ac-
includes more activities than may seem necessary. tivities that offer students further practice with the
Preparation of multiple activities allows teachers target language. The first of these adds a movement
to maintain the pace of the lesson, abandon activi- component to the lesson’s featured chant or song.
ties that are not working well, and keep students Activities frequently recycle previously learned lan-
focused on learning. A sound lesson plan includes guage along with the target language so that
activities that review previously learned language,
introduce new language, and practice all language 6. Finish the Lesson
in an organized, educationally sound, and enjoyable Each lesson plan concludes with a quick, fun activ-
manner. ity which reviews the new language, gives the lesson
Time For English Teacher’s Books provide a de- a feeling of closure, and ends the class on a positive
tailed, step-by-step lesson plan for each Student note.
Book page. However, teachers are encouraged to
modify these lesson plans to meet their individual
needs.
Shorouk Press 3
Word Time Sample Page and Lesson Plan
Shapes
4 Word Time Use the Words
A. Listen and repeat. A. Listen and repeat.
1. 2. 3. 4. I see a star.
circle heart star square

B. Listen and point below. Then chant.
B. Listen and point below.
C. Listen and write the number. C. Listen and point. Then sing along.
25 Unit 4 Unit 4 26
•
Four new vocabulary
•
A lively chant featur-
•
Student comprehension is as-
•
Recycled vocabulary from
words are introduced ing the target vo- sessed by having students listen previous units appears in
per unit. Students cabulary promotes to the recording and write the many scenes.
look for and discover retention of the new number they hear for each word
these items in the large next to the vocabulary in the
language.
scene below. large scene.
Students listen. Next, hold up and name one

Warm-Up and Review card, and then a second card, and then both
1. Review. Students play a game or do an activity cards together. Students repeat the words each
that reviews the material learned in the previ- time. Continue in the same way for groups of
ous lesson. Specific instructions are provided in two picture cards. Finally, hold up the cards in
each lesson plan. random order and have students name them.
Other methods of introducing the words, includ-
2. Song Review. Students review the Song Fun or ing gestures and pantomime, are suggested in
Alphabet Chant activity of the previous les- each lesson plan.
son. Play the song once to help students recall
the lyrics and melody. Specific instructions for
voicing, movement, and fun are found in each Talk About the Picture
lesson plan.
1. Students open their Student Books, look at the
3. Check the previously assigned Workbook page large scene, and name anything they can.
that students did in class or for homework.
The Workbook Instructions and Answer Key at 2. Talk about what is happening in the large scene
the back of the Teacher’s Book (pages 118–129) in order to recycle language and bring the pic-
provide detailed instructions for assigning and ture to life. It is not important that students un-
checking the Workbook pages. derstand each word. This is a receptive exercise
for giving students exposure to English and
recycling previous language in a new context.
Introduce the Words A suggested short reading is provided in each
lesson plan. When reading a word in bold type,
Introduce each vocabulary item in such a way point to its picture in the scene. When reading
that students both hear and understand the an italicized word, pantomime it. This conveys
meaning of each word. To do this, hold up and the meaning of words that students have not
name each Word Time Picture Card one by one. heard before.
4 Sample Pages and Lesson Plans

Practise the Words Games and Activities
So that students can internalize the new vocabulary,
A. Listen and repeat.
practice it through various games and activities.
1. Focus students’ attention on the Word Time
Three or more games and activities are provided in
box at the top of the page and play the recording.
each lesson plan. The first of these is an extension
Students listen to the vocabulary items and point of the chant that provides movement activities for
to them in the Word Time box. Play the recording students to perform as they chant the vocabulary.
again. Students repeat the words while pointing The other games or activities give students a chance
to each item again. For added challenge, say the to practice the new vocabulary in natural and
words in random order. Students listen to the motivating ways.
words and point to the pictures in the box.
2. Say the words again. Students look at each
picture in the Word Time box and find the cor-
responding picture in the large scene. Repeat the Finish the Lesson
words several times and help students find the 1. Finish the lesson with a quick, simple game or
correct scenes if necessary. activity to further practise the vocabulary and
consolidate the material learned. An activity is
B. Listen and point below. Then suggested in each lesson plan.
chant.
2. Explain and assign the Word Time Workbook
1. Read the words to the chant line by line. page to be done in class or for homework. It
Students repeat after each line. Play the recording is very important that students understand
of the chant. Students listen and point to the the directions for each activity so they can
pictures in the large scene. Play the chant a few concentrate on the language, not spend time
times or verse by verse to make sure that stu- trying to figure out what to do. Detailed
dents are familiar with the location of the vocab- instructions on how to do the activities are
ulary in the large scene. provided at the back of the Teacher’s Book.
2. Play the recording again. Students listen and (See Workbook Instructions and Answer Key,
chant along, echoing the leader if necessary. pages 118–129.)
C. Listen and write the number.

1. Play the recording. Students listen to the
numbered vocabulary items in a new order. They
write the numbers in the white circles beside the
corresponding items in the large scene. Play the
recording as many times as necessary for stu-
dents to complete the task. Pause between items
if students need more time to find items in the
scene.
2. Check answers by writing the numbers 1– 4 on
the board. Have volunteers come to the board
and attach the corresponding picture card next
to each number. Point to each picture and have
students name it.
Shorouk Press 5
Use the Words Sample Page and Lesson Plan
Shapes
4 Word Time Use the Words
A. Listen and repeat. A. Listen and repeat.
1. 2. 3. 4. I see a star.
circle heart star square

C. Listen and write the number. C. Listen and point. Then sing along.
25 Unit 4 Unit 4 26
•
The Use the Words
•
Situations in the large
•
Use the Words patterns
•
Situations in the large scene
box models the lan- scene present the are featured in a fun, are relevant to the theme of
guage pattern using pattern with each of catchy song that uses the the unit.
an example from the previously learned previously learned Word
the large scene. Word Time vocabu- Time vocabulary.
lary.
Word Time vocabulary item in the pattern. Once

Warm-Up and Review students are familiar with the pattern, practise it
1. Word Time Review. Students play a game or do with picture cards or realia. Specific
an activity that reviews the Word Time vo- instructions are provided in each lesson plan.
cabulary learned in the previous lesson. Specific
instructions are provided in each lesson plan. Practise the Pattern
2. Chant Review. Students review the Chant Fun
activity of the previous lesson. Play the chant A. Listen and repeat.
once to help students recall the words and 1. Write the text from the pattern box on the
rhythms. Specific instructions for voicing, move- board. Play the recording, pointing to each
ment, and fun are found in each lesson plan. word of the pattern as it is spoken. Students
listen and watch.
3. Check the previously assigned Workbook page 2. Play the recording again. Students listen
that students did in class or for homework. The to the pattern, look at the pattern box in their
Workbook Instructions and Answer Key at the books, and repeat, pointing to the speaker(s) in
back of the Teacher’s Book (pages 118–129) the pattern box.
provides detailed instructions for assigning and 3. Students try to say the pattern on their own,
checking the Workbook pages. while looking at the pattern box in their books.

Introduce the Patterns Play the recording. Students listen to the
patterns and point to the corresponding situ-
Introduce the pattern in such a way that students ations in the large scene. Play the recording
both hear and understand the meaning. Use as many times as necessary for students to
props, picture cards, and student volunteers to complete the task.
help demonstrate if necessary. Substitute each

C. Listen and point. Then sing along. Finish the Lesson
1. Read the lyrics to the song provided in the les- 1. Finish the lesson with a quick, simple game
son plan, line by line. Students repeat each line. or activity to further practise the pattern and
Play the recording. Students listen to the song consolidate the material learned. An activity is
while pointing to the situations in the large scene. suggested in each lesson plan.
Play the recording as many times as necessary for
students to complete the task. 2. Explain and assign the Use the Words Work-
2. Play the song again. Students sing along. Play book page to be done in class or for homework.
the recording as many times as necessary for It is very important that students understand
students to become familiar with the song. the directions for each activity so they can con-
centrate on the language, not spend time trying
to figure out what to do. Detailed instructions
on how to do the activities are provided at the
Games and Activities back of the Teacher’s Book. (See Workbook
Instructions and Answer Key, pages 118–129.)
So that students can internalize the new pattern,
practise it through various games and activities.
Three or more games and activities are provided
in each lesson plan. The first of these is an exten-
sion of the song that provides movement activi-
ties for students to perform as they sing the song.
The other games or activities give students a
chance to practice the new pattern in natural and
motivating ways.
Extra Practice
Explain and assign the Practice Time Worksheet.
There is one Worksheet per Practice Time page
to further practise the target pattern. These can
be done at home or in class. They can also be
given to stronger students while you attend to
students who need help. For Worksheets and
detailed instructions, see Teacher’s Book pages
130–161.
Shorouk Press 7
Action Word Time Sample Page and Lesson Plan
Action Word Time

walk dive jump swim

27 Unit 4
• • •
Four action words are A lively chant featuring Students listen to the
introduced per unit. the target vocabulary recording and write the
Students look for and promotes retention of the number they hear for each
discover these actions in new language. word next to the actions in
the large scene below. the large scene.
Warm-Up and Review Next, demonstrate the actions again in pairs,

saying the phrases several times each in English.
1. Use the Words Review. Students play a game or Students repeat the words as they pantomime the
do an activity that reviews the material learned actions. Next, hold up each Action Word Time
in the previous lesson. Specific instructions are Picture Card and have students name it as they
provided in each lesson plan. pantomime the action. Specific suggestions for
2. Song Review. Students review the Song Fun ac- introducing the Action Word Time vocabulary are
tivity of the previous lesson. Play the song once found in each lesson plan.
to help students recall the lyrics and melody.
Specific instructions for voicing and movement
are found in each lesson plan. Talk About the Picture
3. Check the previously assigned Workbook page
that students did in class or for homework. 1. Students open their Student Books and look at
The Workbook Instructions and Answer Key at the large scene. They try to name anything they
the back of the Teacher’s Book (pages 118–129) can.
provide detailed instructions for assigning and 2. Talk about what is happening in the large scene
checking the Workbook pages. in order to recycle language and bring the
picture to life. It is not important that students
understand each word. This is a receptive exer-
Introduce the Action Words cise for giving students exposure to English and
recycling previous language in a new context.
Introduce each action in such a way that students A suggested short reading is provided in each
both hear and understand the meaning of each lesson plan. When reading a word in bold type,
phrase. To do this, pantomime the actions one by point to its picture in the scene. When reading an
one while saying the words. Students listen and italicized word, pantomime it. This conveys the
observe. Use props, picture cards and student meaning of words that students have not heard
volunteers to help you demonstrate, if necessary. before.

Practise the Words Finish the Lesson
A. Listen and repeat. 1. Finish the lesson with a quick, simple game or
activity to further practise the vocabulary and
1. Focus students’ attention on the Action consolidate the material learned. An activity is
Word Time box at the top of the page and play suggested in each lesson plan.
the recording. Students listen to the vocabu-
lary items and point to them in the box. Play 2. Explain and assign the Action Word Time
the recording again. Students repeat the words Workbook page to be done in class or for home-
while pointing to each item again. For added work. It is very important that students under-
challenge, say the words in random order. stand the directions for each activity so they can
Students listen to the words and point to the concentrate on language, not spend time trying
pictures in the box. to figure out what to do. Detailed instructions
2. Say the words again. Students look at each on how to do the activities are provided at the
picture in the Action Word Time box and find back of the Teacher’s Book. (See Workbook
the corresponding action in the large scene. Instructions and Answer Key, pages 118–129.)
Repeat the words several times and help stu-
dents find the correct scenes, if necessary.
B. Listen and point below. Then

chant.
1. Read the words to the chant line by line.
Students repeat after each line. Play the re-
cording of the chant. Students listen and point
to the actions in the large scene. Play the chant
a few times or verse by verse to make sure that
students are familiar with the location of the
vocabulary in the large scene.
2. Play the recording again. Students listen
and chant along, echoing the leader if neces-
sary.

1. Play the recording. Students listen to the
numbered vocabulary items in a new order.
They write the numbers in the white circles
beside the corresponding actions in the large
scene. Play the recording as many times as
necessary for students to complete the task.
Pause between items if students need more
time to find the actions in the scene.
2. Check answers by writing the numbers 1–4
on the board. Have volunteers come to the
board and attach the corresponding picture
card next to each number. Point to each pic-
ture card and have students name the action.
Games and Activities

In order to internalize the new vocabulary,
practise it through various games and activities.
Three or more games and activities are pro-
vided in each lesson plan. The first of these is an
extension of the chant that provides movement
activities for students to perform as they chant
the vocabulary. The other games or activities give
students a chance to practice the new vocabulary
in natural and motivating ways.
Shorouk Press 9
Phonics Time Sample Page and Lesson Plan
Phonics Time
A. Make the shape of each letter.
Students make
the shape of each
letter for fun and
• The letter and phonics
retention. words are featured in a
fun, catchy song.
B. Listen and point.
•
Each target letter is
•
girl goat
introduced by its horse house
name and sound.

garden hen
C. Listen and point. Then sing along.
Each set of phonics

The sound of words is portrayed in a
each letter is
demonstrated • • lively, interactive scene.
by a set of three
illustrated phonics
words.
Unit 4 28
Warm-Up and Review word as you say the letter sound and word
name. Continue in the same way for each
1. Action Word Time Review. Students play phonics word.
a game or do an activity that reviews the
material learned in the previous lesson.
Specific instructions are provided in each Practise the Letters
lesson plan. Students open their Student Books to the
2. Song Review. Students review the Song Fun Phonics Time page.
activity of the previous lesson. Play the song
once to help students recall the lyrics and
Point to and name each uppercase and
melody. Specific instructions for voicing and
lowercase letter at the top of the page.
movement are found in each lesson plan.
Students repeat the letter name as they
3. Check the previously assigned Workbook make the letter shapes based on the
page that students did in class or for models above each letter.
homework. The Workbook Instructions and option: Students can draw the letter in the
Answer Key at the back of the Teacher’s Book air, Or get a volunteer to make the shape
(pages 118–129) provide detailed instructions in front of the class.
for checking the Workbook pages.
B. Listen and repeat.
1. Focus students’ attention on the boxes
Introduce the Letters beneath the models. Play the recording.
Students listen to and repeat the letter
Introduce the name of each letter in both its
name, letter sound, and phonics word,
uppercase and lowercase forms. Next, present
pointing to the corresponding words and
the name and then the sound of each letter. Hold
items in the boxes.
up each Picture Card and Word Card, pointing to
the boldface letter at the beginning of the phonics

2. Say the lines in random order. Students Sounds taught in Student’s
repeat, pointing to the corresponding words
and items in the boxes.
Book 1
1. Read the lyrics to the song provided in Letter(s) Sound Example Word
the lesson plan, line by line, as you
point to the corresponding items in the a ant - arm
scenes. Students repeat each line. Play the
b boy
recording. Students listen and point to the
items in the scenes. Play the recording
c car
as many times as necessary for students to
complete the task.
d dog
2. Play the song again. Students sing
along. Play the recording as many times as eight- egg
e
necessary for students to become familiar
with the song. f farmer
g goat
h horse
In order to internalize the letters and new
vocabulary, practise them through various i ink
games and activities. Three or more games and
activities are provided in each lesson plan. The j jacket
first of these is an extension of the song that
provides movement activities for students to k king
perform as they sing the song. The other games
or activities give students a chance to practise l lemon
the letters and new vocabulary in natural and
motivating ways. m moon
n number
Finish the Lesson
1. Finish the lesson with a quick, simple game o ox
or activity to further practise the letters and
consolidate the material learned. An activity is p pen
suggested in each lesson plan.
q queen
2. Explain and assign the Phonics Time
Workbook page to be done in class or for r rabbit
homework. It is very important that students
understand the directions for each activity s sun
so they can concentrate on language and
not spend time trying to figure out what to t tree
do. Detailed instructions on how to do the
activities are provided at the back of the u umbrella
Teacher’s Book. (See Workbook Instructions
and Answer Key, pages 118–129.) v violin
3. My Dictionary. In class or at home, students watch
w
turn to page 53 (Term 1) or page 57 (Term 2),
find the new words they’ve learned in the x box
lesson, and make a check next to them.
y yellow
z zoo
Shorouk Press 11
Teacher Resource Guide
Classroom Management to convey these rules. Praise students when these

Motivation. Motivation plays a vital role in lan- rules are followed.
guage acquisition. In addition, when students
• B
e well-prepared for each lesson. Mentally walk
are motivated to learn, discipline problems in the
through each activity to determine the number
classroom are less likely. Here are some suggestions
of props or materials needed. Organize your
to maintain a high level of motivation among your
materials so that they are easily accessible when
students:
you need them.
• Laugh and have fun with the students. Be enthu-
siastic, and students will follow your example. • E
stablish a class routine, so students know what
Give your students every opportunity to enjoy to expect and how to behave within each activity.
speaking English. A positive classroom environ- Have specific yet flexible lesson goals in mind.
ment stimulates creativity and the willingness to Let the students know these goals at the begin-
participate. ning of each lesson.
• P
ersonalize learning by encouraging and prais- • S
mooth transitions between activities avoid po-
ing input and ideas from individual students. tential disruptions. A fun and easy way to move
For example, students can create their own body students between activities is to chant or sing
movements or poses to pantomime the target a simple melody line to phrases such as “Let’s
language. make a circle, big and round” or “Let’s take our
seats, Let’s take our seats, (clap four times), Let’s
• A
cknowledge every student in a positive way,
take our seats.”
paying special attention to those who are shy
or lack confidence. Encourage full participation • I f a number of students become bored or disrup-
through non-competitive games as well as music tive, adjust the activity to meet their needs. Fac-
and movement activities. Rotate “student lead- tors such as rainy days and pre- or post-holiday
ers” so that all students gain a sense of responsi- classes can often change classroom behavior,
bility in the classroom. especially among young children. Be aware of
classroom momentum! “Read” the students, not
• K
eep in mind that positive feedback is the great-
just the lesson plan.
est motivator in the classroom, and actually helps
students to learn and retain. Whenever possible, • Within the boundaries of a class routine, surprise
be specific about what you are commending. children on occasion with a new activity, a spe-
Words of praise include: cial game, or a newly decorated classroom. Add
You sing/write/colour/draw very well! an element of mystery, surprise, and magic to
Very good singing/writing/colouring/drawing! every lesson. Puppets, rhythm instruments, and
Good job! special props are very effective in creating a joy-
Great idea! ful classroom. Keep children engaged, and they’ll
Wonderful work! have no time to get bored or disruptive.
Good try!
Good for you! Discipline. Even a well-managed classroom can
Thank you for helping me! experience occasional discipline problems. Keep in
Thank you for working so hard (together)! mind the following:
Thank you for being so quiet! • M
ost disruptive students can be guided back into
In addition, reproducible certificates, provided on an activity with warmth and humor. For serious
pages 20–21, can be given to students to acknowl- situations, an effective method is to separate the
edge their successes in the classroom. student from the group. A special “time-out”
chair a short distance away from the group may
The Effective Classroom. In a well-managed class-
be designated. After a pre-arranged time (usually
room, students are motivated to learn and disci-
three to five minutes) bring the student back into
pline problems can be kept to a minimum. Here are
the group but close to the teacher, giving him/
some ways to establish and maintain an effective
her a responsible role in the activity if possible.
classroom:
• Reinforce positive behaviors (good listening,
• Establish clear classroom rules at the beginning
speaking English, creative movement) by point-
of each term. Simple gestures, or icons such as
ing out and praising these behaviors in your
“listening ears” drawn on the board, can be used
class. Let students know that the best way to “get
12 Teacher Resource Guide

your attention” is through good behavior. • Natural World: Show how the structure/organiza-
• A
void “Don’t” language. Students will respond tion of language relates to things in nature.
more positively to suggestion than to reprimand.
For example: “Listen while other people are talk- Teacher Tools. In addition to the Time For English
ing, please” is more instructive and positive than Teacher’s Book, consider other teaching tools that
“Don’t talk while others are talking.” can contribute to the success of the lessons.
Homework. Homework gives students an op- Lesson Plans. Time For English Teacher’s Books
portunity to take the language they have learned provide comprehensive, step-by-step lesson plans
home. At home, the English introduced in class can for each Student Book page.
be practiced and reinforced. Homework also gives
Worksheets. Reproducible worksheets, like those
parents an opportunity to participate in the learning
provided in the back of the Teacher’s Book (see
process. When giving homework:
pages 130–161), help extend and practice language.
• I t is important that students understand the Teacher-made worksheets are also an easy way to
homework assignment and the language it customize materials to the classes specific needs
practices. Explain the assignment carefully, and interests.
completing one or two examples with the stu-
dents in class. Visual Aids. Visual aids such as pictures, picture
cards, posters, puppets, and props are valuable
• C
orrect the homework assignment with students teaching aids that support students’ understanding
at the beginning of the following class. This is an of the target language. Realia, or real items, are es-
opportunity to assess the students’ understand- pecially effective in that students can often use their
ing of the material and to reinforce any problem other senses (touch, smell, taste) to experience the
areas. Reward students for completed homework item when it is introduced in English. Visual aids
with a sticker or simple drawing in the corner of can also be created by students through simple art
the homework page. projects involving colouring, cutting, and pasting.
These activities activate students’ minds in a variety
Learning Styles/Multiple Intelligences. Students
of ways that aid cognition and retention.
learn in a variety of different ways. In a classroom
setting, it is important to take these different learn- Bulletin Boards. Bulletin boards enliven the class-
ing styles, or “intelligences,” into account when pre- room, creating a positive, warm environment that
paring lessons. Plan lessons to incorporate as many welcomes students to every class. They provide
learning styles as possible so that all students have students with a visual reminder of their “English
an opportunity to learn. This will lead to greater world.” If bulletin boards are not available, any
motivation, and ultimately, greater learning. wall space can be used for the following:
Suggested methods of addressing each of the
seven main learning styles, or areas of intelligence, • D
esignate a space on the bulletin board as the
include: culture corner and display pictures of other
countries or cultures. A map of the world is
• S
patial/Visual: Use visual aids such as picture also useful.
cards, picture books, and realia. Art projects are
also beneficial. • D isplay students’ work on the walls or hang it
from the ceiling. Be sure that every student has
• K
inesthetic: Use creative movement with songs, an opportunity to display his/her work.
chants, or games. Gestures, role play, and drama • Designate a space on the bulletin board for
can be employed. review material. For example: colour charts, vo-
• M
usical: Use body percussion (stamping, patting, cabulary words, or alphabet letters students have
clapping, snapping) and simple rhythm instru- learned.
ments to enhance songs and chants. • D
isplay a sample of completed projects for stu-
• Linguistic: Students share ideas, solve problems, dents to look at when they are working on their
role play, and stage performances. own.
• L
ogical-Mathematical: Do puzzles, patterns, se- • D
isplay homework charts to motivate students to
quencing and categorizing activities. complete and return their assignments. Awards
• Interpersonal: Involve students in activities in can be given when students reach individual and
which they work together in pairs or groups. class goals.
• I ntrapersonal: Involve students in individual
activities that require personal input.
Shorouk Press 13
• D
ecorate the classroom with a monthly theme. shift the emphasis from competition to coopera-
Theme ideas from Time For English Level 1 in- tion, giving every student a sense of accomplish-
clude, the beach, The zoo, family, and food. Plan ment when the game is finished.
special activities to go along with your selected
theme. Picturebooks/Storybooks. Picture books and sto-
rybooks feature language in a meaningful context
• D
esignate a space on the bulletin board as a with visual support. For this reason it is beneficial
Photo Corner. Display photos of students doing to build a classroom library of books that students
projects or activities in the classroom, photos of can look at before or after class. Read books that
students on field trips outside the class, or photos contain target language items for five minutes at the
of students taken at home. end of class. Stories can be retold using simple lan-
guage patterns. Read more challenging storybooks
Picture and Word Cards. These are valuable re-
as students’ English ability increases. These stories
sources to use throughout lessons, both for teaching
can be further adapted for use in the classroom by:
and practicing new language items. Realia, pictures
from magazines, or simple drawings on the board • C
hoosing volunteers to play the roles of the char-
are also useful. Keep in mind these tips for making acters in the story. These volunteers dramatize
cards: their characters’ actions. Add simple costumes or
• Laminate the cards for added durability. If a props.
laminator is not available, cover the cards with • A
dding a repeated phrase, chant, or movement
layers of clear tape or contact paper. to the story so that all students are actively
• C
omputer clip art can be selected and printed to involved in the story. For example, in the story
make cards. These files can easily be saved and of “The Tortoise and the Hare,” students can be
printed again for future classes. divided into two groups chanting Slow. Slow.
Walk, walk, walk. and Fast! Fast! Run, run, run!
• I ndex cards can be used to make sturdy word
cards or homemade picture cards. • C
reating sound effects with homemade instru-
ments.
Games and Activities. Games and activities are a
• H
aving students perform the story with paper
vital component in a curriculum for young learners.
puppets they have made. Create a stage area
Games can provide a strong motivation for students
behind large pieces of paper, a desk, or a cloth
to experience and use the target language in a natu-
sheet.
ral and meaningful way. See pages 162–166 for a
list of useful games found throughout the Time For • H
aving students draw specific scenes from the
English lessons. Some tips to consider when playing story on large pieces of paper. Hang these scenes
games with small children include: in sequential order on the walls. Students then
narrate or provide dialogue for their “scene” of
• W
hen introducing a new game, it is important
the story.
to understand the instructions completely before
explaining them to students. Bring students to • O
nce students can perform the story comfort-
the front of the classroom and have them model ably, it can be videotaped and played for the
the steps of a game as each step is explained class or for parents.
slowly. Students can learn how to play a game
in English if the steps are taught in a logical and Songs and Chants. Singing and chanting plays a
sequential manner. strong and lasting role in the language develop-
ment of small children. Activities with singing
• W
hen possible, the teacher should participate and chanting naturally motivate most students.
as a player with the students in the game. This A song or chant, accompanied by stimulating
provides proper modeling for the children and movement activities, is featured in each lesson of
encourages them to participate fully. the Time For English Student Book. This “music
• R
otate student leaders when they are required and movement” component of each lesson is
in a game. If volunteers are needed to begin the a great aid in the learning and retention of the
activity, be sure that different volunteers are target language. Here are some suggestions for
chosen each time. making songs and chants an integral part of your
classroom:
• Non-competitive games encourage full participa-
tion throughout the game, as well as build self- • Most songs are best introduced in the following
esteem among the players. Satisfaction is found progression: the lyrics are first recited naturally
not in “winning,” but in being an equal and vital without music or rhythm, then chanted rhyth-
member of the group. Non-competitive games mically without a melody line, and finally sung
with melody and rhythm. The teacher leads each

phrase, and the students echo. • F
acilitate personal communication by bending or
• W
hen applying the target language to your own crouching down to meet the student’s eye level.
rhythmic chant or melody, be sure to maintain This helps to create a sense of confidence and
the natural intonation and phonetic quality of trust.
the language. For songs, choose a key with an
• J oin the students as a participant whenever
appropriate range for young children to sing.
possible. Don’t hesitate to sit on the floor with
• S
ongs and chants provide a sense of familiarity students, joining the game or activity. A teacher
and structure to a lesson. They are also useful in who participates can easily continue to observe
signaling the beginning or end of certain activi- and monitor.
ties. A theme song for your classroom, sung at
• U
se simple props to bring a lesson to life and
the beginning of each lesson, promotes a feeling
fuel your students’ imaginations. For example,
of unity among your students and signals the
wear a sun hat and sunglasses when introducing
start of the lesson. A closing song helps bring
vocabulary for the At the Beach unit, or pull the
closure to a fun and eventful lesson.
picture cards out of a pail.
A variety of children’s songs or music can be
played in the background while students are • B
e prepared for the unexpected: a rainy day, a
working, drawing, or colouring. Over time, bump or bruise, or a bloody nose may disrupt
students memorize many of these songs just from the class. Have simple crafts or activities on hand
hearing them. that can be used by the students during an unex-
pected interruption.
Practical Teaching Tips • W
hen one activity is nearing completion, think
The following are some suggested tips for a success- ahead to the next.
ful class.
• C onsider the classroom from the students’ point
• Thoroughly prepare and have all necessary items
of view. Identify potential accident areas, avail-
ready and easily accessible before class. Young
able space for movement activities and games.
students easily resort to misbehavior or speak-
Keep your classroom safe and organized.
ing in their native language when they are not
• Be positive and have fun! Smile frequently and
actively engaged in the lesson.
be enthusiastic, so students in turn feel excited
• Y
oung students have very short attention spans, and enthusiastic. Students mirror the teacher’s
so plan to change activities approximately every attitude.
five to seven minutes. It is important to plan
enough activities so that you can change to Using English as the Language of Instruction
another activity quickly if students lose inter- Frequent exposure to naturally spoken English
est. You may consider changing activities even is one of the most important aspects of language
if students have not yet lost interest so that they learning. This is especially true in places where
look forward to doing the activity again in future English is not widely heard or spoken outside the
lessons. Do not try to force students to continue classroom. It is also important when students have
an activity once they have lost interest. a limited number of English classes per week. For
this reason, conduct as much of each lesson as pos-
• S
et and follow a class routine. Young students sible in English.
develop a sense of security through a familiar
routine. • G
ive all instructions in English. For example:
Take out/Put away your books, Open/Close your
• T each items two at a time. Young children most books, Form groups of three. Use gestures, body
easily retain new information in this manner. language, or visual aids to convey the meaning
• Transitions between activities are smoother of English.
when logically sequenced. A short song or chant
between activities can signal the transition and • B
ring volunteers to the front of the classroom
encourage students to move quickly and easily and have them model an activity/game as you
into the next activity. explain it to the class in English. It is important
that students know how to do the activity so that
• E
ncourage variety in a lesson by considering they can concentrate on the target language used
different ways to complete the same task. For in the activity.
example, can a game or activity be played sitting
instead of standing? Can body poses be used
instead of picture cards? Can activities be done
with varying group sizes?
Shorouk Press 15
• U
se previously learned patterns, vocabulary, and Teaching Large Classes
conversations in class on a regular basis so that Large classes present special challenges for moni-
they become a natural part of students’ English toring students’ participation and learning. Remem-
vocabulary. For example: once students have ber these tips for teaching large classes effectively:
learned greetings, greet them naturally in Eng- • Walk around the classroom and listen while
lish each class. students are working individually, in pairs, or in
groups. Note any particular areas of difficulty.
• U
se previously learned language to comment on
Address these challenges with the entire class at
and ask questions about students on a regular
the end of the activity.
basis. Do not expect perfect responses. Non-ver-
bal or monosyllabic replies are acceptable. • Memorize the students’ names. This makes
students feel they are an important part of
• U
se storybooks in class as a way to introduce stu- the class.
dents to natural English. Storybooks demonstrate
the natural flow of language in a meaningful • M
ake sure all students, especially those at the
context. back of the classroom, can see the teaching
materials clearly. Use large visual aids, or walk
• L
ook for any occasion to provide opportunities around the classroom showing the materials, so
for students to experience the use of English in all students get a chance to see them.
a communicative, meaningful, and interesting
way. • I f the lesson includes an active game, divide the
For example, invite a native English speaker to class into two groups for class management pur-
class to speak to students. poses. One group plays the game, while the other
group does a quiet activity at their desks such as
writing or drawing. After five to seven minutes,
Teaching Language Patterns
groups change activities.
Teach language patterns by modeling the patterns,
followed by practice. Provide a clear model of each • E
nlist the help of another teacher and teach as a
pattern, encourage correct word order, and provide team. While one teacher presents new material
positive correction when necessary. Incorporate the other can help students who are having dif-
newly taught patterns naturally into future lessons ficulty understanding. In addition, teachers can
to give students continued exposure and practice. present and model new conversations or games
Explicit instruction of grammar rules is neither nec- to the class together.
essary nor recommended for lower level students.
Forming Groups and Pairs
Maximizing Students’ Performance Utilize quick and easy methods for forming groups
Students in each class will be at different stages of so there is minimal class disruption. Have students
language acquisition, as there are always both slow form groups following commands in English. Con-
learners and fast learners present in every class. sider students’ ability and personality when form-
Therefore, it is important to pay attention to indi- ing groups. Combine students’ strengths. Remem-
vidual students and the pace of their learning. Is a ber these tips when forming groups:
student at a passive stage, simply absorbing the lan- • U
tilize groups that naturally exist within the
guage being presented? Or is the student at an active classroom. For example, a row of students can be
stage, taking risks by producing the new language a group.
items? Take care not to force students to speak in
front of the class if they are not yet ready. This can • H
ave students count off around the class, then
negatively effect student motivation. have students with the same number form one
group.
Provide extra support for slower students and ad-
ditional work for faster students. In pairwork or • G
ive each student a category card, such as
group activities, faster-paced students can be used colours, shapes, animals, or foods. Point out the
to provide peer support to slower-paced students. area where each group should assemble.
Regardless of students’ level and pace, make sure
that all students are actively involved in each class. Introducing Culture in the Classroom
Ensure that all students are given opportunities Introducing students to foreign cultures is an
to succeed. See pages 20 and 21 for photocopiable important element of any foreign language class-
certificates that can be given to students to reward room. As students learn English and acquire an
their accomplishments. openness toward the foreign language, nurture a
similar open attitude toward all foreign cultures.

Initiate this by introducing the flags and loca-
tions of other countries. Learn about the daily life Dear Parent(s)/Guardian(s):
of people from other cultures (their food, homes, I am very excited to have your child in my
towns, schools, and holidays). Then move on to English class. The material we will be us-
samples of music, folk dance, games, ways of ing in class is part of a series called Time
greeting, coins, and stamps. Introduce cultures For English. In class, your child will be
using photo-graphs, realia, books, magazines, or learning new language and practising it
video. Embassies or consulates are frequently will- through exercises, games, and activities.
ing to provide free information on their countries. He/She will be hearing and speaking Eng-
lish during every class period. In addition
Involving Parents to this class work, your child will have a
Parents are a vital resource for your students’ edu- Workbook which he/she may bring home
cation. Parental feedback can reveal aspects of the in order to practise language learned in
students’ language development that are evident class. Your encouragement and help will
at home but not in class. Parents can also provide greatly aid your child in his/her language
invaluable information on students’ special needs learning!
or problems. Inform parents of what their children If you have any questions throughout the
are learning and the progress they are making. course about your child’s English classes,
Parents’ interest in their children’s learning often please do not hesitate to contact me. I look
leads to a higher level of motivation. Students who forward to helping your child grow in his/
are encouraged and supported at home complete her English abilities!
homework assignments more easily. Likewise, Sincerely,
students who successfully complete their homework
have greater confidence in class and feel a sense of
self-satisfaction and pride. This ultimately leads to
greater motivation and success. Tips and sugges-
tions to involve parents include:
• S
end home a monthly newsletter detailing the
language items the class is studying. Include
some examples of students’ work if possible.
• H
ost a “Parents and Kids Together Day.” This is
a good chance to explain to parents what their
students are learning and how they learn it. At
these events students can present chants and
songs with movement. Display student work and
pictures around the classroom for parents to see.
Most importantly, when students and parents
participate together in class activities, parents get
a first-hand experience of their child’s learning.
• S
end a letter home to parents at the beginning of
the course to introduce yourself and the material
your class will be studying. A sample letter to
send home to parents/guardians:
Shorouk Press 17
18
Sample Teacher’s Log
46–47
(Teacher’s Book pages _________________ ) Weds.
Class ____________ Oct. 4
Date ____________ 1:00–1:50
Time ____________
Warm-Up and Introduce the Lan- Practise the Lan- Games and Activi- Finish the
Review guage guage ties Lesson
(Student Book page 16 )
Today’s Lesson Slow Reveal 1. I see 1. Open Student Books 1. Song Fun Activity — 6 1. Shapes in the Class-
Plan (5 minutes) 2. I see a _____ (star, 2. Play recording and do volunteers (5 minutes) room
Check Workbook circle, etc...) exercises 2. What’s on My Back? (10 (5 minutes)
(5 minutes) 3. Hold up cards. Stu- 3. Sing song minutes) 2. Assign Workbook
dents say which shape (10 min.) 3. Shape Museum homework.
they see. (if time allows) (5 minutes)
(5 minutes)
Materials Needed 1 set Unit 2 Word Time 1 set picture cards cassette & player 1 set picture cards. Bring in dried starfish and
Picture Cards Blank paper for heart-shaped candy box.
students
Crayons
Tape
Actual Lesson 3 done 3 done done, except for song 1. Done 3 done:
Taught (play at beginning of next 2. Done (save sheets for Homework:
class) review). • Workbook p. 3
3. Save Shape Museum • Worksheet 1
game for review later.
General Notes • More practice with st and r (star, square)

Class response • Ahmed M. having trouble paying attention again: Call his parents.
Individual response • Organize materials for drawing better next time!
Areas that need • Students loved the song (perhaps it can be used with other vocab later).
more practice
Teacher’s Log
Teacher’s Log
(Teacher’s Book pages _________________ ) Class ____________ Date ____________ Time ____________
Shorouk Press
Warm-Up and Introduce the Lan- Practise the Lan- Games and Activi- Finish the
Review guage guage ties Lesson
Today’s Lesson
Plan
Materials Needed
Actual Lesson
Taught
General Notes
Class response
Individual response
Areas that need
more practice
19
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signature
signature date
date
presented to
presented to
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20 © Oxford University Press. Permission granted to reproduce for instructional use.
presented to
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Shorouk Press 21
1 My Friends
1
My Friends
Word Time
Word Time
A. Listen and repe
at.
1.
2. Use the Wo
3. A. Listen and repe rds
4. at.
Hello! I’m Kar

eem.
Language Focus: Time For English
Mona
Kareem
B. Listen and poin
Samy
t below. Then Sokkara
main character names (Mona, Kareem,

chant.
B. Listen and poin
t below.
C. Listen and poin
t. Then sing alon
Samy, Sokkara)
g.
Materials Needed: CD/cassette and

player sheet of heavy paper: Unit 1 Word
Time Picture Cards.
For general information on teaching

Word Time, see page 4.
1
Unit 1
Unit 1
Introduce the Words

2
1. Hold up the Mona picture card and say Mona. It’s a beautiful day. Kareem, Mona, Samy
Students repeat, pointing to the card. Point to and Sokkara are in the park. Kareem is
the card and say Mona. Students repeat, point- looking for insects. Mona is picking flow-
ing to the card. Introduce Kareem in the same ers. Look at Kareem. Kareem has a bug
way. Then hold up the Mona and Kareem pic- box. A grasshopper is inside. Look at Samy.
ture cards together. Say Mona, Kareem. Students He’s looking at the turtle. Look at Sokkara.
repeat, pointing to each card as they name it. Say Sokkara is happy. Everyone is smiling.
Kareem, Mona. Students repeat, pointing to each
card as they name it.
2. Introduce Samy and Sokkara, as in Step 1. Practise the Words
3. Hold up any two of the picture cards. Students
name each character. Continue in the same way, A. Listen and repeat.
holding up different combinations of cards each
time, until students can name all four characters 1. Play the recording. Students listen and repeat,
with ease. pointing to each picture in the vocabulary box.
1. Mona
Talk About the Picture 2. Kareem
3. Samy
1. Students open their Student Books to page 1.
They look at the large scene and name anything 4. Sokkara
they can. 2. Say the words in random order. Students
2. Open a Student Book to page 1. Read the fol- point to the pictures in the vocabulary box.
lowing while pointing to the pictures (bold
words) and pantomiming the actions or adjec-
tives (italicized words). character in the vocabulary box, then find and
Note: If students repeat, do not stop them, but point to that character in the large scene.
they are not required to do so. It’s not important
that students understand each word. This is a B. Listen and point below. Then
receptive activity for giving students exposure to chant.
English.
1. Read the chant line by line. Students repeat
each line. Play the recording. Students listen
and point to each character in the large scene.
22 Unit 1
The Name Chant Finish the Lesson
Samy * * 1. Slow Reveal: Who Is It? Place a sheet of
Samy * * heavy paper over a Unit 1 Word Time Picture
Card so that students can only see the bot-
Sokkara *
tom of the character. Students try to name
Sokkara * the character. If students are not able to guess
Mona * * correctly, raise the sheet of paper a little fur-
Mona * * ther and have students guess again. Continue
raising the sheet of paper until a student cor-
Kareem * rectly names the character. Do the same with
Kareem * the remaining picture cards. Then play again,
Samy, Sokkara, Mona, Kareem having a volunteer come to the front of the
classroom and play the teacher’s role.
Samy, Sokkara, Mona, Kareem
2. Explain and assign Workbook page 5. (For
(Repeat verse)
instructions, see Teacher’s Book page 118.)
* * * * Yeah!
* * * * Yeah!
2. Play the recording again. Students listen and
chant along. If this is too challenging, students
chant the second line of each pair.

1. Chant Fun. Give each student a Unit 1 Word
Time Picture Card. Play The Name Chant again.
The entire class chants in unison. When a char-
acter is named in the chant, students with the
corresponding picture card hold it up. Students
exchange cards and do the activity again.
Option: stick one set of pictures ( or write the
names) on the board, students point to the
named character.
3. My Turn, Your Turn. Students sit in a
circle. Attach the Unit 1 Word Time Picture
Cards to the board for reference. A student
(S1) begins by naming two of the characters.
The student to his/her left (S2) then repeats
the last name S1 said and adds a new name.
For example:
S1: Samy, Mona
S2: Mona, Kareem
S3: Kareem, Sokkara
S4: Sokkara, Mona
Students continue in this way until each of
them has taken two turns.
LARGE CLASSES: Each row plays the
game as above.
4. Point and Name. Divide students into pairs,
and have students in each pair look at page
1. S1 points to each character in the vocabu-
lary box, and S2 names them. After the four
characters are identified, S1 and S2 change
roles and do the activity again.
Shorouk Press 23
My Friends
1
Use The Words
Word Time
A. Listen and repe
at.
1.
2. Use the Wo
3. A. Listen and repe rds
4. at.
Hello! I’m Kar

Language Focus: Hello! I’m Kareem.
eem.
Mona
Kareem
B. Listen and poin
Samy
t below. Then Sokkara
chant.
B. Listen and poin
Function: Introducing oneself

t below.
C. Listen and poin
t. Then sing alon
g.
Materials Needed: CD/cassette and player;

Unit 1 Word Time Picture Cards.

Use the Words, see page 6.
1
Unit 1
Unit 1
Warm-Up and Review

Vocabulary Review. To review, choose one or more
of the following activities: Practise the Patterns
1. My Friends. Hold up each Unit 1 Word Time
Students open their Student Books to page 2.
Picture Card and elicit its name. Hold up each
card again, eliciting the characters’ names from A. Listen and repeat.
individual volunteers.
1. Write the text from the pattern box on the
2. Who Is Missing? Attach the Unit 1 Word Time board. Play the recording, pointing to each
Picture Cards to the board, with three of the word. Students listen.
cards facing the class and a fourth card facing Hello! I’m Kareem.
the board. Students try to identify the “mystery”
2. Play the recording again. Students listen, look
character. When they identify the character, turn
at the pattern box in their books, and repeat,
the card to face the students. Shuffle the cards
pointing to the speaker in the pattern box.
and repeat the activity with a new character fac-
ing the board. Continue in the same way until all 3. Students try to say the pattern on their own,
four characters have been correctly identified. while looking at the pattern box in their books.
3. Chant Review. Attach the Unit 1 Word Time Pic-

ture Card to the walls of the classroom. Play The
Name Chant. Students listen. Play the chant again Play the recording. Students listen and point to
and have the entire class chant in unison and the corresponding characters in the large scene.
point to the characters as their names are sung. Play the recording as many times as necessary
for students to complete the task.
4. Check Workbook page 5. (For instructions and
answer key, see Teacher’s Book page 118.) Hello! I’m Samy.
Hello! I’m Samy.
Hello! I’m Kareem.
Introduce the Patterns Hello! I’m Kareem.
1. Wave to the class and happily say Hello! Students Hello! I’m Mona.
wave back and say Hello! Do this a few times. Hello! I’m Mona.
Then wave, point to your chest, and say Hello! I’m Hello! I’m Sokkara.
(Miss Salma). Students repeat. Do this a few times. Hello! I’m Sokkara.
2. Give each student a Unit 1 Word Time Picture
Card. Hold up each picture card in front of your
face, and for each card say Hello! I’m (Mona).
Students hold up the same card and repeat.
3. Volunteers take turns standing up, waving to the
class, and, using their real names, saying Hello!
I’m (Ramy). Continue in the same way until most
students have taken a turn.
24 Unit 1
Change! Students in both circles take two steps
to their left. They then introduce themselves to
1. Read the lyrics line by line. Students repeat their new partners. Students continue the activ-
each line. Play the recording. Students listen and ity in the same way until they have practiced
point to the characters in the large scene. Play the the pattern two or three times.
Large Classes: Using the target patterns, students
dents to complete the task.
introduce themselves to the student sitting
The Hello Song nearby. Say Change! Students switch places with
Hello! I’m Mona. the person they just greeted and practice the pat-
Hello, hello, hello! tern again with a new partner. Do this three or
four times.
Hello! I’m Kareem.
Hello, hello, hello! Very Small Classes: Students stand facing each
other in two parallel lines and introduce them-
Hello, I’m Samy.
selves as above.
Hello, hello, hello!
Option: Students stand in circles as above. Play
Hello, I’m Sokkara.
some music, and have students in both circles
Hello, hello, hello! walk to their left. Stop the music. Students stop
(Repeat) and practise the pattern with the student facing
2. Play the song again. Students sing along. Play them. Once these pairs have introduced them-
the recording as many times as necessary for selves, start the music again. Students continue in
students to become familiar with the song. the same way until each student has introduced
him/herself a few times.
3. Meet Our New Friends. Place the Unit 1 Word
Games and Activities Time Picture Cards faceup on a desk at the front
1. Song Fun. Bring four volunteers to the front of of the classroom. Bring two volunteers to the
the classroom, and give each of them a Unit 1 front of the classroom and have one of the vol-
Word Time Picture Card. Play The Hello Song unteers (S1) choose a picture card. S1 holds the
again. Each volunteer sings his/her character’s picture in front of his/her chest and introduces
line, waving to the seated students. The seated himself/herself to the other volunteer (S2). S2
students wave back, singing Hello, hello, hello! then introduces himself/herself to S1 using his/
Bring four new volunteers to the front of the her real name. For example: S1 holds the Mona
classroom and repeat the activity. picture card in front of his/her chest, turns to
S2, and says Hello, I’m Mona. S2 says Hello, I’m
Large Classes: Divide the class into four groups,
(Ahmed). Continue in the same way with new
and give each group a Unit 1 Word Time
volunteers coming to the front of the classroom
Picture Card. Play The Hello Song again. Each
each time, until all students have taken a turn.
group sings its character’s line, waving to the
other three groups. The other groups wave back
and sing Hello, hello, hello! Groups exchange
cards and sing in the same way.
Option: Students sing The Hello Song using Extra Practice
their own names. For example: S1 sings Hello, Explain and assign Worksheet 1. Hello, page
I’m (Omar), and the rest of the class sings Hello, 135 (For instructions, see page 130)
hello, hello! The student to (Omar’s) left then
sings Hello, I’m (Ramy), and the rest of the
class sings Hello, hello, hello! Students continue Finish the Lesson
around the class like this until each student has
introduced him/herself. 1. Welcome. Wave to the class and say Hello, I’m
2. Introduce Yourself. Divide the class into Circles (Miss. Salma). Students wave back and say Hello.
A and B, with one circle standing inside the A volunteer then stands up and, using the target
other. Students in the two circles stand so that pattern, introduces him/herself to the class.
each student in Circle A is directly facing a Students wave back and say Hello. Continue
student in Circle B. Students practice the pattern in the same way until everyone has introduced
in these pairs, with the student in the outside themselves.
circle starting by saying Hello! I’m (Dalia), and 2. Explain and assign Workbook page 6. (For in-
the student in the inside circle saying Hello! I’m structions, see Teacher’s Book page 118.)
(Maged). Say
Shorouk Press 25
Action Word Time
Action Wo
A. Listen and repe
rd Time
at.
1.
2.
3.
4.
Language Focus: Greetings (smile, wave, B.

smile
wave
shake hands
shake hands, nod)
Listen and poin
t below. Then
chant. nod

player; ,Unit 1 Action Word Time Picture
Cards card per student

Action Word Time, see page 8.
3
Unit 1
Warm-Up and Review

Pattern Review. To review, choose one or more of volunteers. Then, have seated students play the
the following activities: teacher’s role and name the actions, continuing
in the same way with other pairs of volunteers.
1. Let’s Meet. Introduce yourself to a student
using the Unit 1 target pattern, and elicit an in- 3. Introduce wave and nod, as in Steps 1 and 2.
troduction from him/her. Students then turn to
4. Hold up and name each Unit 1 Action Word
a classmate sitting nearby and introduce them-
Time Picture Card. Students repeat. Then hold up
selves. Students then choose another name, such
each card in random order and elicit its name.
as the name of an athlete or actor, and introduce
themselves to two classmates using the target 5. Name the actions in random order. Students
pattern and this name. repeat, then do each action. After a few minutes,
volunteers play the teacher’s role and give the
2. Song Review. Play The Hello Song. Students
instructions. Continue until all students can name
listen. Then sing the first line of the song using
and do all four actions with ease.
your own name. Students sing Hello, hello, hello!
Students then take turns singing the introduc- Option: In some cultures it is also appropriate
tory line, with their classmates responding Hello, to bow in response to an introduction. Intro-
hello, hello! Continue until all students have duce this action with the other action words if
introduced themselves to the class. appropriate.
answer key, see Teacher’s Book page 118.) Talk About the Picture
They look at the large scene and name anything
Introduce the Action Words they can.
1. Smile broadly and say smile. Students smile and 2. Open a Student Book to page 3. Read the follow-
repeat. Ask a volunteer to come to the front of the ing while pointing to the pictures (bold words)
classroom. Say shake hands as you shake hands and pantomiming the actions or adjectives
with the volunteer. Students repeat the words (italicized words).
and do the action with a classmate sitting nearby. Note: If students repeat, do not stop them, but
Repeat the entire procedure a few times. Say they are not required to do so. It is not important
smile, shake hands. Students smile and then shake that students understand each word. This is a
hands with a classmate sitting nearby, naming receptive activity for giving students exposure
each action as they do it. Then say shake hands, to English and recycling previously learned
smile. Students shake hands with and then smile language.
at a classmate sitting nearby, naming each action
as they do it.
2. Ask two volunteers sitting near each other to
stand up. Say smile, shake hands. Seated stu-
dents repeat, and the volunteers do the actions.
Do the same with three or four different pairs of
26 Unit 1
Everyone is happy. Sokkara is happy in the park. Option: instead of using picture cards, students
Look at Samy. Samy is in front of the tree. Look at listen and act the action. For example: they shake
Samy wave. Look at Sokkara nod. Look at Mona hands with their partners.
smile. Look at Kareem. Kareem shakes hands with
2. Telephone Chain. Sit in a circle with the stu-
a friend.
dents. Whisper an action word to the student sit-
ting on your left. That student whispers the same
action word to the student sitting on his/her left.
Practise the Action Words Students continue in the same way, passing the
action word around the entire circle. The final
A. Listen and repeat. student to hear the word says the word aloud and
1. Play the recording. Students listen and repeat, does the action. If he/ she does not say the correct
pointing to each picture in the vocabulary box. word, say it aloud, and have the students repeat
1. smile it. The student on your left then whispers a new
2. wave action word to the student on his/her left, and
3. shake hands play continues as above. Continue until the four
4. nod words have been whispered around the circle.
2. Say the words in random order. Students
Option: do the same but while the students are
point to the pictures in the vocabulary box.
seated in rows.
action in the vocabulary box, then find and 3. Use What You Know: Action Greeting. Students
point to the character doing that action in the stand facing each other in two parallel lines.
large scene. Name a student from each line, then say a Unit
1 target action word. The two named students
meet one another in the space between the two
lines, take turns saying Hello, I’m (Mohamed),
chant.
then do the named action together. They then
1. Read the chant line by line. Students repeat return to their lines. Name two more students
each line. Play the recording. Students listen and and a different action. Continue in the same way
point to the characters doing each action in the with different students and action words until all
large scene. students have taken a turn.
Shake Hands
Large Classes: Play as above, but have students
Shake hands.
stay at their desks instead of standing in lines.
Shake hands.
For example: Name two students and an action.
Smile, smile.
Have students stand up at their desks, look at
Smile, smile.
one another, introduce themselves, and then do
Nod, nod.
the action.
Nod, nod.
Wave, wave.
Wave, wave. Extra Practice
Shake hands, smile, nod, wave...hello! Explain and assign Worksheet 2. Mona and
2. Play the recording again. Students listen her friends page 136 (For instructions, see
and chant along. If this is too challenging, stu- page 130)
dents chant the second line of each pair.
Finish the Lesson

Games and Activities 1. I Say, You Do. Attach the Unit 1 Action Word
1. Chant Fun. Give each student a Unit 1 Action Time Picture Cards to the board for reference.
Word Time Picture Card. Play Shake Hands Name one of the actions. Students repeat the
again. The entire class chants in unison. When an word and quickly do the action. A volunteer
action is named in the chant, students with the names another target action. Students repeat the
corresponding picture card hold it up. Students word and quickly do the action. Continue in the
exchange cards and do the activity again. Then same way until everyone has taken a turn nam-
collect the cards. Name each action, and have ing an action.
students repeat the word and do the action. 2. Explain and assign Workbook page 7. (For in-
structions, see Teacher’s Book page 118.)
Shorouk Press 27
Phonics Tim
A. Make the e
shape of eac
Phonics Time
h letter.
Language Focus: Alphabet letters A and

B, phonics words (ant, apple, arm, boy, B. Listen and
point.
bus, bird)
Materials Needed: CD/cassette and ant

apple
boy
bus
player; 1 set of A, a, B, b Letter Cards; 1 set
of Unit 1 Action Word Time Picture Cards;
arm
bird
C. Listen and
Unit 1 Phonics Time Picture and Word
point. Then sing
along.
Cards.
Unit 1
For general information on Phonics 4
Time, see pages 10–11.
Warm-Up and Review Practise the Letters

Action Vocabulary Review. To review, choose one Students open their Student Books to page 4.
or more of the following activities:
1. Let’s Move. Hold up two Unit 1 Action Word Point to each letter and name it. Students repeat
Time Picture Cards and elicit their names.
the letter name as they make the letter shapes
Hold up two cards at a time, have students
based on the models above each letter.
name them, then do both actions.
2. Chant Review. Play the Shake Hands chant.
Students listen. Play the chant again, and have B. Listen and point.
students chant along and do the actions. 1. Play the recording. Students listen and repeat,
pointing to the corresponding words and items
in the boxes.
answer key, see Teacher’s Book page 118.)
A, , ant
A, , apple
A, , arm
Introduce the Letters B, /b/, boy
B, /b/, bus
1. Hold up the A Letter Card and name it. B, /b/, bird
Students repeat, pointing to the letter. Hold up 2. Say the lines above in random order. Students
the a Letter Card and name it. Students repeat, repeat, pointing to the corresponding words
pointing to the letter. Introduce B and b in the and items in the boxes.
same way. Next, attach the A, a, B, and b cards
to the board. Point to and name each letter.
Students repeat, pointing to the corresponding C. Listen and point. Then sing along.
Letter Card. Name the letters in random order. Read the lyrics line by line as you point to the
Students repeat, pointing to the corresponding items in the scenes. Students repeat each line.
Letter Card (either uppercase or lowercase). Play the recording. Students listen and point
to the items in the scenes. Play the recording
2. Hold up the a Letter Card and name it.
as many times as necessary for students to
Students repeat. Say the letter’s sound, /a/.
complete the task.
Students repeat. Hold up the ant Phonics Time
Picture Card. Say
/a/, ant. Students repeat. Hold up the Phonics
Time Word Card for ant. Point to the boldface
a at the beginning of the word ant and say
/a/, ant. Students repeat. Continue in the
same way with the Phonics Time Picture and
Word Cards for apple and arm.
3. Repeat Step 2 with the b Letter Card and the
Phonics Time Picture and Word Cards for boy,
bus, and bird.
28 Unit 1
3. Stand Up. Place one set of Unit 1 Phonics
Ant on the Apple Time Picture and Word Cards on a desk in
(Melody: Jimmy Crack Corn) front of the class. Give one Unit 1 Phonics
Ant on the apple, a, a, a. Time Picture Card to each student. A
arm, arm, a, a, a. volunteer stands in front of the class and says
Ant on the apple, a, a, a. the letter name, the letter sound, and the item
Sing the letter A. name of one of the cards on the desk without
Boy on the bus, b, b, b. showing it to the students. All the students
Bird, Bird, b, b, b. with the corresponding picture card stand
Boy on the bus, b, b, b. up. The first person to stand up takes the
Sing the letter B. volunteer’s place and chooses a new picture
and word card. Students continue in the same
2. Play the song again. Students sing along.
way until all six phonics words have been
Play the recording as many times as necessary
called.
for students to become familiar with the song.
Extra Practice
Games and Activities Explain and assign Worksheet 3. Phonics
Mobile A,B, page 137 (For instructions,
1. Song Fun. Attach the Unit 1 Phonics Time see page 130
Picture Cards and Word Cards to the board
for reference. Say the lyrics for each line of the
Ant on the Apple song while demonstrating
the following actions. Students join in as they Finish the Lesson
learn the actions.
1. Got It. Give one Unit 1 Phonics Time Picture
Ant on the apple: Close your fist to make an Card to each student. Hold up the
apple and tap your fingers across the top to
(a) Letter Card and say its sound, /a/. All the
show the ant.
students with picture cards beginning with the
arm, arm: point to your arm. /a/ sound stand up. Each student holds up his/
Boy on the bus: use your hand to show the her card and says /a/, (apple), then sits down.
preposition (on). Continue in the same way with the letter b. Have
students exchange cards with one another, and
Boy, Boy: point to a boy in class. do the activity again.
Play the Ant on the Apple song. Students do 2. Explain and assign Workbook page 8. (For
the actions as they sing along. instructions, see Teacher’s Book pages
2. Hidden Letters. Use Wall Chart 1 or have 118-119)
students open their books to pages 1 – 2. 3. My Dictionary. In class or at home, students
Students find the hidden pairs of target turn to page 53, find the new words they’ve
letters in the large scene. When students have learned in the lesson, and make a check next
found the letters they raise their hands. Have to them.
volunteers come to the front of the class and
point to the letters on the Wall Chart or in
their books.
ANSWERS: The letters Aa are hidden on the
grass in front of the frog. The Bb letters are
hidden in a tree above Samy.
Shorouk Press 29
2 Numbers
2
Numbers
Word Time
Word Time
A. Listen and repe
at.
Use the Wo
A. Listen and repe
rds
at.
one
two I’m one year
three old.
B. Listen and poin four
Language Focus: Numbers 1–5

t below. Then five
C. chant.
Listen and write
the number. I’m five years
old.
(one, two, three, four, five) B.

C.
Listen and poin
Listen and poin
t below.
t. Then sing alon
g.
Materials Needed: CD/cassette player;

Unit 5 Word Time Picture Cards 1–5; name
tags; a small ball or bean bag; one sheet of
paper per student

Word Time, see page 4. 9
Unit 2 Unit 2
10
Warm-Up and Review

Phonics and Pattern Review. To review, choose
one or more of the following activities: Talk About the Picture
1. Phonics Review. Hold up the a Letter 1. Students open their Student Books to page 9.
Card. Elicit the letter name. Hold up the ant They look at the large scene and name any-
Phonics Time Picture Card and Word Card. thing they can.
Point to the boldface a at the beginning of 2. Read the following while pointing to the
the word ant and elicit /a/, ant. Continue in pictures (bold words) and pantomiming the
the same way with the Phonics Time Picture actions or adjectives (italicized words).
and Word Cards for apple and arm. Repeat
the process with the b Letter Card and the Note: If students repeat, do not stop them, but
Phonics Time Picture and Word Cards for they are not required to do so. It is not impor-
boy, bus, and bird. tant that students understand each word.
This is a receptive activity for giving students
2. Song Review. Attach the Unit 1 Phonics exposure to English and recycling previously
Time Picture Cards to the board for learned language.
reference. Play the Ant on the Apple song
(see Teacher’s Book page 29). Students sing Look at the five numbers! Aren’t they big? Mona,
as they point to the appropriate pictures on Kareem and Sokkara are playing around the
the board. numbers. Here is number 1. The little footsteps
lead to number 2, then to number 3, number 4
3. Check Workbook page 8. (For instructions and and number 5. Mona, Kareem and Sokkara are
answer key, see Teacher’s Book pages 118-119) having so much fun!
Introduce the Numbers

1. Hold up the number 1 card. Say one. Practise the Numbers
Students repeat. Hold up one finger and say
one. Students repeat the word and hold up A. Listen and repeat.
one finger. Introduce the number two in the 1. Play the recording. Students listen and
same way. repeat, pointing to each number in the large
2. Hold up the number 1 and number 2 cards. Say scene.
one, two. Students point to each number and one
repeat. Say two, one. Students point and repeat. two
3. Continue in the same way with numbers 3, three
4, and 5.
4. Hold up any two of the number cards. Say
the two numbers. Students point to each
number and repeat.
30 Unit 2
of that number by standing together. Any students
four
remaining (who have less than the number needed
five
to make a group) form their own group and say the
2. Say the numbers in random order. Students number of students in their group. Start the music
point to the numbers in the large scene. again, and continue the game.
Large Classes: Do as above, but with the students
B. Listen and point below. Then sitting at their desks and clapping to the music.
chant.
When you stop the music and say a number,
Play the recording. Students listen to the chant,
students hold their fingers up showing the number
and point to the corresponding numbers in the
you ‘ve said (holding 2 fingers up if it’s two for
large scene. Play the recording as many times as example)
The Counting Chant
One, one Finish the Lesson
Two, two
Three, three 1. Monkey See, Monkey Do. Students sit at
Four, four their desks. Write the numbers 1 through 5 on
Five, five the board. Call out three numbers from one
One, two, three, four, five, to five, for example: three, one, five. Students
repeat the numbers and point to them on the
One, two, three ** board. Continue with other three-number
One, two, three ** combinations. After a while, volunteers play
Four, five ** the teacher’s role and create their own number
Four, five** combinations.
One, two, three, ** 2. Explain and assign Workbook page 13. (For
Four, five** instructions, see Teacher’s Book page 119.)
One, two, three, **

Four, five **
C. Trace the numbers.

Write the numbers 1–5 on the board. Students trace
the numbers in the scene by following the direction
of the arrows.

1. Chant Fun. Give each student a number card.
Play the chant again. For each verse, when a
number is called out in the chant, students with
that number card hold their cards above their
heads. The entire class then chants the last line in
unison.
2. Hear It, Write It! Distribute a sheet of paper to
each student. Write each of the five numbers on
the board. Students write the five numbers on
their papers. Then students turn their papers
over. Say one (without writing the number).
Students write the number 1. Continue in numer-
ical order with all five numbers. Students circle a
number on their sheet. Each student then holds
up his/her sheet, and says the number he/she
has circled.
3. Musical Numbers. Play music or tap a beat with
a pencil. Students walk or dance around the
room to the music. Stop the music suddenly and
say a number. Students try to form groups
Shorouk Press 31
Numbers
2
Use The Words
Word Time
A. Listen and repe
at.
Use the Wo
A. Listen and repe
rds
at.
one
two I’m one year
Language Focus: I’m one year old. I’m B.
three old.
Listen and poin four
t below. Then five
C. chant.
Listen and write
five years old.

the number. I’m five years
old.
B. Listen and poin
t below.
C. Listen and poin
Function: Giving personal information

t. Then sing alon
g.

player; Unit 2 Word Time Picture Cards.

9
Unit 2
Unit 2
10
Warm-Up and Review

Vocabulary Review. To review, choose one or
more of the following activities: 2. Play the recording again. Students listen, look
1. Say Those Numbers. Attach the Unit 2 Word
pointing to the speaker in the pattern box
Time Picture Cards to the board in numerical
order. Point to each card in order and elicit its 3. Students try to say the pattern on their own,
name. Point to the cards in random order and while looking at the pattern box in their books
elicit their names from individual volunteers.
2. Chant Review. Play The Numbers Chant. B. Listen and point below.
Students listen. Play the chant again, and have Play the recording. Students listen and point to the
students chant along holding up fingers. numbers in the large scene. Play the recording as
many times as necessary for students to complete
3. Check Workbook page 13. (For instructions
the task.
and answer key, see Teacher’s Book page 119.)
I’m three years old.
Introduce the Patterns I’m five years old.
I’m five years old.
1. Draw a simple birthday cake on the board
I’m two years old.
with five candles on it. Point to the cake and
then to yourself and say I’m five years old.
Students repeat. Do the same with different I’m one year old.
ages from 1–5. I’m one year old.
2. Students take turns standing up and telling I’m four years old.
their classmates how old they are. Continue I’m four years old.
until most students have taken a turn.
option: if students are older, you can C. Listen and point. Then sing along
teach them that number, like 6 or 7. 1.Read the lyrics line by line. Students repeat
each line. Play the recording. Students listen and
point to the characters in the large scene. Play the
Practise the Patterns dents to complete the task.

1. Write the text from the pattern box on
board. Play the recording, pointing to each word
Students listen.
32 Unit 2
3. Clap Your Age. Give each student a Unit 2
The Age Song Word Time Picture Card. Clap four times. The
I’m two years old. student(s) holding the four picture card stands
I’m four years old. up and says I’m four years old, then sits down
I’m five years old. and claps from one to four times. Continue in
the same way until most students have taken a
I’m one year old. turn clapping.
I’m five years old. Finish the Lesson
I’m four years old.
I’m three years old. 1. How Old Are You? Students take turns stand-
ing up and telling the class I’m (seven) years old.
I’m three years old. Continue until all students have taken a turn.
I’m one year old. 2. Explain and assign Workbook page 14. (For
2. Play the song again. Students sing along. Play
the recording as many times as necessary for
students to become familiar with the song.

1. Song Fun. Give each student a Unit 2 Word
Time Picture Card. Play The Age Song again.
Students sing only those lines that correspond
to their picture card. When students sing, they
hold up the card. Play the song again, and have
students sing along and pose in the shape of
each number as they sing it.
2. Telephone Chain. Sit in a circle with the
students or students play sitting in rows.
Whisper I’m five years old to the student sit-
ting on your left. That student whispers the
same sentence to the student sitting on his/her
left. Students continue in the same way, pass-
ing this sentence around the entire circle. The
final student to hear the sentence says it aloud.
If the student does not say the correct sen-
tence, say I’m five years old, and have students
repeat. The student on your left then whispers
a sentence using the target pattern to the stu-
dent on his/her left, and play continues as
above. Continue until three or four sentences
have been whispered around the circle.
Shorouk Press 33
Action Word Time A. Listen and repe
at.
Action Wo
rd Time
Language Focus: Action verbs (draw,

draw
read
B. Listen and poin write
t below. Then count
read, write, count)

C. Listen and write chant.
the number.

player; Coloured pencils or crayons, paint-
brushes, and paint; 1 set of Unit 2 Word
Time Picture Cards; 1 set of Coloured Unit
2 Word Time Picture Cards; 1 set of Unit 2
Action Word Time Picture Cards 1 2 3 ...

Action Word Time, see page 8. 11
Unit 2
Warm-Up and Review

Pattern Review. To review, choose one or more of
the following activities:
Talk About the Picture
1. Say the number. Hold up different numbers of 1. Students open their Student Books to page 11.
realia in the classroom (2 books - 3 pencils - 1 They then look at the large scene and name any-
ruler ..etc), get students say the number. Then get thing they can.
a volunteer to play the teacher’s role and do the 2. Open a Student Book to page 11. Read the follow-
same. ing while pointing to the pictures (bold words) and
2. Song Review. Play the age song. Students lis- pantomiming the actions or adjectives (italicized
ten. Play the song again, and have students sing words).
along in unison and stamp their feet to the clap- Note: If students repeat, do not stop them, but they
ping rhythm. When a number is named in the are not required to do so. It is not important that
song, students hold up their fingers with that students understand each word. This is a receptive
number. activity for giving students exposure to English
3. Check Workbook page 14. (For instructions and and recycling previously learned language.
answer key, see Teacher’s Book page 119.) Wow! Look at the park. I see some children
Look at Mona: draw. Here’s Kareem, Write A &
B. I can see Samy read and Sokkara count.
Introduce the Action Words
1. Draw three simple pictures on the board (for
example: a sun, a tree, and a house). As you
Practise the Action Words
draw, say draw. Students repeat and draw on a
piece of paper at their desks. Count your draw- A. Listen and repeat.
ings 1, 2, 3. Say count Students repeat. Repeat the 1. Play the recording. Students listen and repeat
entire procedure two or three times. Say draw, while pointing to each picture in the vocabulary
count. Students quickly draw 2 pictures, then box.
count them, saying each action as they do it. 1. draw
2. Introduce write and read, as in Step 1. 2. read
3. write
3. Hold up and name each Unit 2 Action Word 4. count
Time Picture Card. Students repeat. Then hold 2. Say the words in random order. Students
up each card in random order and elicit its name
from students.
4. Name the actions in random order. Students action word in the vocabulary box, then find and
repeat and perform each action. After a few min-
utes, volunteers play the teacher’s role and name
the actions. Continue until all students can name
and do all four actions with ease.
34 Unit 2
draws an apple on a piece of paper. A volun-
point to the character doing that action in the
teer continues, saying Draw a (cake). Students
large scene. continue in the same way until each of them has
given a drawing instruction to the rest of the
B. Listen and point below. Then class. Then say Colour an apple, and have stu-
chant. dents Colour in one of the apples on their paper.
1. Read the chant line by line. Students repeat A volunteer continues, saying Colour a
each line. Play the recording. Students listen and (cake). Students continue in the same way until
point to the character doing each action in the each of them has given a Colour instruction to
the rest of the class.
large scene.
Read, Read, Read 3. What’s Missing? Attach the Action Word Time
Read, read, read. Picture Cards to the board, with all but one of
the cards facing the students. The last card faces
Read, read, read.
the board. Students name and pantomime the
Draw, draw, draw. actions as you point at them, then try to guess
Draw, draw, draw. the last card facing the board. If students don’t
Count, count, count. name the card correctly, turn it over and say the
Count, count, count. word. Students repeat the word and pantomime
Write, write, write. the action. Shuffle the cards and attach them to
the board again, with a different card facing the
Write, write, write.
board. Continue in the same way for three to
Read. four minutes.
Read.
Draw.
Draw. Finish the Lesson
Count.
Count. 1. Let’s Imagine. pretend there is a board in the
Write. air and that you’re holding a pen in your hand.
Write. Move your hand in the motion of writing. Have
2. Play the recording again. Students listen students guess and shout out the verb write.
and chant along. If this is too challenging, Then pretend there is an abacus instrument in
students chant the second line of each pair. the air and pantomime counting the beads. Have
student guess and shout out the verb count then
C.. Listen and write the number. have them pretend and repeat the action words
1. Play the recording. Students listen and write the in the same way. Say write, count with me and do
number in the white circle for each vocabulary the action words in unison.
item. Play the recording as many times as neces- 2. Explain and assign Workbook page 15. (For
sary for students to complete the task. instructions, see Teacher’s Book page 119.)
1. write, write
2. draw, draw
3. count, count
4. read, read
2. Check answers by writing 1–4 on the board.
Have volunteers come to the board and attach the
corresponding picture card next to each number.
Point to each picture and have students name it.

1. Chant Fun. Play Read, Read, Read again. Chant
the first line of each couplet, pantomiming the
action. Students chant the second line, panto-
miming the action.
Option: Chant as above, but give each student a
pencil, a crayon, or a book for them to use while
pantomiming.
2. Use What You Know: Shape Drawings. Attach
the Unit 2 Word Time Picture Cards to the board
for reference. Say Draw an apple. Each student
Shorouk Press 35
Phonics Tim
Phonics Time
A. Make the e
shape of eac
h letter.
Language Focus: Alphabet letters C

and D, phonics words (cake, car, cat, dog, B. Listen and poin
t.
donkey, doll)
Materials Needed: CD/cassette and cake
car
dog
player; C, c, D, d, Letter Cards; 1 set of Unit donkey
2 Action Word Time Picture Cards; Unit 2

cat
doll
C. Listen and poin
Phonics Time Picture and Word Cards,
t. Then sing alon
g.
For general information on Phonics Unit 2
Time, see pages 10–11. 12
Warm-Up and Review

Action Vocabulary Review. To review, choose one 3. Repeat Step 2 with the d Letter Card and the
or more of the following activities: Phonics Time Picture and Word Cards for doll,
1. Warm-Up. Hold up each Unit 2 Action Word donkey and dog.
Time Picture Card and elicit its name. Hold up
each card again. Students name each card as
they pantomime the action. Practise the Letters
2. Chant Review. Divide the class into Groups
A and B. Play the Read, Read, Read chant. Students open their Student Books to page 12.
Students listen. Play the chant again. Group A. Make the shape of each letter.
A chants the first line of each pair of lines and
Point to each letter and name it. Students
pantomimes the action. Group B chants the
repeat the letter name as they make the letter
second line of each pair of lines and
shapes based on the models above each letter.
pantomimes the action.
3. Check Workbook page 15. (For instructions B. Listen and point.
1. Play the recording. Students listen and
Introduce the Letters C, , cake
C, /c/, car
1. Hold up the C Letter Card and name it.
C, /c/, cat
Students repeat, pointing to the letter. Hold
D, /d/, dog
up the c Letter Card and name it. Students
D, /d/, donkey
repeat, pointing to the letter. Introduce D and
D, /d/, doll
d in the same way. Next, attach the C, c, D,
and d cards to the board. Point to and name 2. Say the lines above in random order.
each letter. Students repeat, pointing to the Students repeat, pointing to the corresponding
corresponding Letter Card. Name the letters words and items in the boxes.
in random order. Students repeat, pointing
to the corresponding Letter Card (either
uppercase or lowercase).
2. Hold up the c Letter Card and name it.
Students repeat. Say the letter’s sound, /c/.
Students repeat. Hold up the cat Phonics Time
Picture Card. Say /c/, cat. Students repeat.
Hold up the Phonics Time Word Card for cat.
Point to the boldface c at the beginning of the
word cat and say /c/, cat. Students repeat.
Continue in the same way with the Phonics
Time Picture and Word Cards for car and cake.
36 Unit 2
3. Mystery Box. Attach the c and d Letter Cards
C. Listen and point. Then sing along. to the board. Hold up each Unit 2 Phonics
1. Read the lyrics line by line as you point Time Picture Card and say the letter sound
to the items in the scenes. Students repeat and the picture’s name (/c/, cat). Students
each line. Play the recording. Students listen repeat. Then place all the picture cards in a
and point to the items in the scenes. Play the box. Remove all but one of picture cards from
recording as many times as necessary for the box, one at a time. Elicit each card’s letter
students to complete the task. sound and name from the class. Students
point to the corresponding letter card on the
Cat in the Car board. Attach each picture card below it. Then
(Melody: Jimmy Crack Corn) students guess the letter sound and name of
Cat in the car, c, c, c. the remaining card in the box. When they
have guessed correctly, remove the card and
Cake, cake, c, c, c. attach it to the board. Repeat the activity, this
Cat in the car, c, c, c. time with two “mystery” cards in the box.
Sing the letter C.
4. What Am I? Attach the Unit 2 Phonics Time
Doll on the donkey, d, d, d. Picture and Word Cards to the board for
Dog, dog, d, d, d. reference. Divide students into pairs. Give
Doll on the donkey, d, d, d. each student a set of Unit 2 Phonics Time
Sing the letter D. Picture Cards. Give each pair of students a
2. Play the song again. Students sing along. set of c and d Letter Cards. Students choose
Play the recording as many times as necessary a letter card and place it face up in front of
for students to become familiar with the song. them. Then students find the two picture
cards that begin with their target letter,
placing one card facedown and the remaining
one face up. Students take turns guessing the
Games and Activities name of their partner’s hidden card. If the
1. Song Fun. Attach the Unit 2 Phonics Time guess is correct, the card is turned over. When
Picture Cards and Word Cards to the board both cards are turned over, partners choose
for reference. Say the lyrics for each line of the new letter cards and repeat the activity.
Cat in the Car song while demonstrating the
following actions. Using separated pictures of
a cake, a cat, a car, a doll, a dog and a donkey.
Cat in the car Extra Practice
Cat, cat Explain and assign Worksheet 4. phonics
Doll on the donkey wheels, C, D page 138 (For instructions,
Dog, dog see page 130)
Play the Cat in the Car song. Students sing
along. For additional fun, divide the class
into two groups and assign each a verse or
alternating lines. Finish the Lesson
2. Hidden Letters. Use Wall Chart 2 or have 1. Letters Up. Give one c and d Letter Card to
students open their books to pages 9–10. each student. Say the name of a Unit 2 Phonics
Students find the hidden pairs of target Time Picture Card. All the students with the
letters in the large scene. When students have corresponding letter cards hold them up as
found the letters they raise their hands. Have they say the letter sound and repeat the word.
volunteers come to the front of the class and Continue in the same way with all six Unit 2
point to the letters on the Wall Chart or in Phonics Time Picture Cards.
their books.
2. Explain and assign Workbook page 16.
ANSWERS: The letters Cc are hidden at the right, (For instructions, see Teacher’s Book pages
next to the flowers. The letters Dd are hidden 119–120.)
below number one.
3. My Dictionary. In class or at home, students
turn to page 53, find the new words they’ve
learned in the lesson, and make a check next
to them.
Shorouk Press 37
3 My Family
3
My Family
Word Time
Word Time
A. Listen and repe
1. at.
2. Use the Wo
3. A. rds
4. Listen and repe
at.
mother This is my mot
father her.
Language Focus: Family (father, mother,
B. Listen and poin sister
t below. Then brother
C. chant.
Listen and write
the number.
brother, sister) B. Listen and poin

t below.
C. Listen and poin
t. Then sing alon
g.

player; picture cards of father. mother
btother - sister.

17
Unit 3
Unit 3
18
Warm-Up and Review

Phonics and Pattern Review. To review, choose 4. Point to any two of the picture cards. Students
one or more of the following activities: name each family member. Continue in the
1. Phonics Review. Hold up the c Letter Card. same way, holding up different combinations
Elicit the letter name. Hold up the cake Phonics of cards each time, until students can name all
Time Picture and Word Card. Point to the four family members with ease.
boldface c at the beginning of the word cake and
elicit /c/, cake. Continue in the same way with
the Phonics Time Picture and Word Cards for Talk About the Picture
car and cat. Repeat the process with the d Letter
Card and the Phonics Time Picture and Word 1. Students open their Student Books to page 17.
Cards for doll, dog and donkey. They then look at the large scene and name
2. Song Review. Attach the Unit 2 Phonics Time anything they can.
Picture Cards to the board for reference. Play 2. Open a Student Book to page 17. Read the fol-
the Cat in the Car song (see Teacher’s Book page lowing while pointing to the pictures (bold
37). Students pantomime the actions as they sing words) and pantomiming the actions or adjec-
together (see Song Fun, Teacher’s Book page 37). tives (italicized words).
3. Check Workbook page 16. (For instructions and Note: If students repeat, do not stop them,
answer key, see Teacher’s Book pages 119–120.) but they are not required to do so. It is not
important that students understand each
word. This is a receptive activity based on
recycling previously learned language items,
Introduce the Words as well as exposure to English.
1. Create a simple family tree on the board in the Look at the school’s party. I see Mona’s
following manner: Attach, father and mother at mother. I see Mona’s father. I see Mona’s
the top, and brother and sister at the bottom. brother. I see Mona’s sister. They are
2. Point to the father picture card and say father. smiling. I see Sokkara. Everyone is happy.
Students repeat, pointing to the card as they
name it. Do this twice. Introduce mother in the
same way. Hold up the mother picture card. Say
mother. Students repeat, pointing to each card as
they name it. Say mother, father. Students repeat,
pointing to each card as they name it.
3. Introduce brother and sister, as in Step 1.
38 Unit 3
Practise the Words Games and Activities
1. Chant Fun. Distribute one card per student.
A. Listen and repeat. Then students organize themselves into a large
1. Play the recording. Students listen and family tree. All fathers and mothers stand in
repeat, pointing to each picture in the vocabu- one group, and the sisters and brothers in a
lary box. another group. Play the chant again. Each
1. mother student sings the lines that correspond to his/
2. father her card. Students exchange cards and do the
3. sister activity again.
4. brother LARGE CLASSES: Distribute cards as above.
2. Say the words in random order. Students Students stay at their desks. Play the chant.
point to the pictures in the vocabulary box. Students chant in unison, standing up when
3. Say the words again. Students look at each they chant the word for their card.
picture in the vocabulary box, then find and 2. Who’s Mona? Place the Unit 1 Word Time
point to that family member in the large scene. Mona picture card in with the Unit 3 Word
Time Picture Cards, shuffle them, then place
B. Listen and point below. Then one card facedown in front of each student.
chant. Each student looks secretly at his/her card.
1. Read the chant line by line. Students repeat Point to a student and ask Mona? If the stu-
each line. Play the recording. Students listen and dent does not have the Mona picture card,
point to each family member in the large scene. he/she says No, then shows his/her card and
Father, Father names it. Continue pointing to students and
asking Mona? until the student holding the
Father, father * * *
Mona picture card is found. Then shuffle the
Mother, mother * * * cards again, give one to each student, and play
Father, * mother * again in the same way.
Father, * mother *
LARGE CLASSES: Do as above but get 5 vol-
Sister, sister * * *
unteers come to the front of the classroom and
Brother, brother * * *
do the activity then change volunteers and
Sister, * brother * play again.
Sister, * brother *
*** Hooray!
chant along. If this is too challenging, students Finish the Lesson
chant the second line of each pair. 1. Who’s Missing? Attach the Unit 3 Word Time
C. Listen and write the number. Picture Cards to the board, with two of the
cards facing the class and two of the card fac-
1. Play the recording. Students listen and write
ing the board. Students guess the cards facing
the number in the white circle for each vocabu-
the board. Shuffle the cards and attach them
lary item. Play the recording as many times as to the board again, with different cards facing
necessary for students to complete the task. the board. Continue in the same way for three
1. father, father to four minutes.
2. brother, brother
3. sister, sister instructions, see Teacher’s Book page 120.)
4. mother, mother
2. Check answers by writing numbers 1– 4 on
the board. Then have volunteers come to the
board and attach the corresponding picture card
next to each number. Point to each picture and
have students name it.
Shorouk Press 39
My Family
3
Use The Words
Word Time
A. Listen and repe
1. at.
2. Use the Wo
3. A. rds
4. Listen and repe
at.
mother This is my mot
Language Focus: This is my mother.
father her.
B. Listen and poin sister
t below. Then brother
C. chant.
Listen and write
Function: Introducing family members

the number.
B. Listen and poin
t below.
C. Listen and poin

t. Then sing alon
g.
Unit 3 Word Time Picture Cards,

17
Unit 3
Unit 3
18
Warm-Up and Review

more of the following activities: Practise the Patterns
1. Family Member Review. Hold up each Unit Students open their Student Books to page 18.
3 Word Time Picture Card and elicit its name.
Then hold up each card again and elicit its A. Listen and repeat.
name from individual students. 1. Write the text from the pattern box on the
2. Chant Review. Attach the Unit 3 Word Time board. Play the recording, pointing to each word.
Picture Cards to the board. Play the Father, Students listen.
Father chant. This is my mother.
As they chant each word, students point to the
corresponding picture card on the board.
3. Check Workbook page 21. (For instructions pointing to the speaker in the pattern box.
and answer key, see Teacher’s Book page 120.) 3. Students try to say the pattern on their
own, while looking at the pattern box in their
books.
Introduce the Patterns
1. Create a simple family tree on the board in the B. Listen and point below.
following manner: Attach father and mother Play the recording. Students listen and point to
at the top and brother and sister at the bottom. the corresponding scenes in the large scene. Play
Place a picture or drawing of yourself between the recording as many times as necessary for
the brother and sister cards. students to complete the task.
This is my sister.
2. Say This is my father, pointing to the father
This is my sister.
picture card while saying This and father,
and pointing to your chest while saying my. This is my mother.
Students repeat. Do this twice. Do the same This is my mother.
with mother, brother, and sister. This is my father.
3. Give each student a Unit 3 Word Time Picture This is my father.
Card. They then take turns standing up, point- This is my brother.
ing to their picture card, and saying This is my This is my brother.
(sister). Students continue until they all have
taken a turn.
40 Unit 3
student, making sure that he/she doesn’t see it.
C. Listen and point. Then sing He/She whispers This is my father to the student
along. sitting to his/her left and passes along the card.
1. Read the lyrics line by line. Students The card and pattern get passed around the
repeat each line. Play the recording. circle in a similar way until the last student says
Students listen and point to the characters the phrase aloud and shows the card. If the stu-
in the large scene. Play the recording as dent is correct, everyone applauds. If the student
many times as necessary for students to is incorrect, say the correct statement and have
complete the task. students repeat. Then have the student sitting to
your left pick a card from the pile and whisper
1. Read the lyrics line by line. Students repeat another sentence using the target pattern to the
each line. Play the recording. Students listen student sitting to his/her left. Continue playing
and point to the characters in the large scene. in the same way until three or four messages
Play the recording as many times as necessary have been passed around the circle.
Option: Do as a bove but with the students sit-
The Family Song ting in rows.
(Melody: I’m a Little Teapot)
This is my mother.
Yes, oh yes!
This is my sister. Extra Practice
Yes, oh yes! Explain and assign Worksheet 5. My Family,
* * * * Yes, oh yes! page 139 (For instructions, see page 130)
This is my father.
Yes, oh yes!
This is my brother.
Finish the Lesson
Yes, oh yes! 1. Open Your Eyes. Place the Unit 3 Word Time
* * * * Yes, oh yes! Picture Cards facedown at the front of the
2. Play the song again. Students sing along. classroom. Close your eyes, and pick up a
Play the recording as many times as necessary card. Hold it up to your forehead so students
for students to become familiar with the song. can see it, but you cannot. Try to name the
picture card, saying This is my (mother). If the
guess is correct, students say Yes! If the guess
is incorrect, students say No! Continue guess-
Games and Activities ing in the same way until the card is named
correctly. Volunteers then come to the front of
1. Song Fun. Divide students into six groups, the classroom to play the teacher’s role and try
and give each group a different Unit 3 Word to name the cards. Continue until most stu-
Time Picture Card. Play The Family Song dents have taken a turn.
again. Groups sing only those lines that cor-
respond to their picture card. Everyone claps 2. Explain and assign Workbook page 22. (For
their hands while singing Yes, oh yes! On the instructions, see Teacher’s Book page 120.)
final line of each verse, students stamp their
feet and pat their legs twice, then sing Yes,
oh yes! Groups exchange cards, then sing the
song again in the same way.
2. This Is My Family. Four volunteers come to
the front of the classroom. Give a Unit 3 Word
Time Picture Card to each. Call on students
to come to the front of the class and introduce
the different family members to the class using
the target pattern. After several students have
introduced the family members, continue with
six new volunteers as new family members.
3. Telephone Chain. Sit in a circle with students.
Put the Unit 3 Word Time Picture Cards in
a stack, facedown in the middle of the circle.
Pick up a card, look at it, but don’t show it
to anyone. Whisper This is my (father) to the
student sitting to your left. Pass the card to the
Shorouk Press 41
at.
Action Wo
rd Time
Language Focus: Instructions (stand up,

stand up
sit down
B. Listen and poin hands up
t below. Then hands down
sit down, hands up, hands down)

C. chant.
Listen and write
the number.
Materials Needed: CD/cassette and play-

er; 1 set of Unit 3 Word Time Picture Cards;
Unit 3 Action Word Time Picture Cards

19
Unit 3
Warm-Up and Review

the following activities: Talk About the Picture
1. This Is My Family. Give each student a set of 1. Students open their Student Books to page 19.
Unit 3 Word Time Picture Cards. Hold up the They look at the large scene and name any-
mother picture card, and say This is my mother. thing they can.
Students hold up their mother cards and repeat.
2. Open a Student Book to page 19. Read the fol-
Hold up each of the remaining picture cards,
eliciting the target pattern each time. lowing while pointing to the pictures (bold
words) and pantomiming the actions or adjec-
2. Song Review. Attach the Unit 3 Word Time tives (italicized words).
Picture Cards to the walls of the classroom. Play
The Family Song. Students listen. Play the song Note: If students repeat, do not stop them, but
again. Students sing along in unison, pointing to they are not required to do so. It is not impor-
the different family members as they sing. tant that students understand each word.
exposure to English and recycling previously
learned language.
Look at the people in the park Mona’s
Introduce the Action Words father asks the children to put their hands
up. Oh! Mona’s mother asks the two boys
1. Sit down on a chair. Model stand up by saying to put their hands down. Kareem sits down.
stand up and standing up. Then model sit down by His friend stands up.
saying sit down and sitting down. Do this three
or four times. Then say stand up. Students repeat
and stand up. Say sit down. Students repeat and
sit down. Do this a few times, gradually decreas- Practise the Action Words
ing the pause between naming the two actions.
Next, go to an individual student and say A. Listen and repeat.
(Ahmed), stand up. If (Ahmed) stands up, say sit 1. Play the recording. Students listen and repeat,
down. If (Ahmed) does not stand up, gesture to
pointing to each picture in the vocabulary box.
(Ahmed) to stand up, then say sit down. Repeat
this procedure with other students. 1. stand up
2. sit down
2. Introduce hands up and hands down, as in Step 1.
3. hands up
3. Hold up and name each Unit 3 Action Word 4. hands up
Time Picture Card. Students repeat. Then hold 2. Say the phrases in random order. Students
up each card in random order and elicit its name.
4. Name the actions in random order. Students 3. Say the phrases again. Students look at each
repeat and do each action. After a few minutes, action in the vocabulary box, then find and
volunteers play the teacher’s role and name the
actions. Continue until all students can name and
large scene.
do all four actions with ease.
42 Unit 3
2. Countdown Command. Attach the Unit 3
B. Listen and point below. Then Action Word Time Picture Cards to the board
chant. for reference. Give a countdown, then name a
1. Read the chant line by line. Students repeat target action. For example: 5, 4, 3, 2, 1, stand
each line. Play the recording. Students listen up! Students repeat the action words and do
the action. Name another target action, but
and point to the character doing each action in
this time without a countdown. Students
the large scene.
don’t do the action. Next, have a student start
Stand Up Chant the game. The student says one command,
Stand up. * * either with or without a countdown. Students
Stand up. * * respond or remain still. Continue in the same
Sit down. * * way until every student has taken a turn.
Sit down. * *
Hands up. * * Finish the Lesson
Hands up. * *
Hands down. * * 1. Use What You Know: I Say, You Do. Attach
Hands down. * * the Unit 3 Action Word Time Picture Cards to
the board for reference. Say Stand up quickly.
Stand up. * * Students stand up quickly. Continue in the
Sit down. * * same way with all four actions, using slowly
Hands up. * * and quickly for each. Students then take turns
Hands down. * * giving commands using slowly or quickly,
(Repeat) until everyone has had one turn.
2. Play the recording again. Students listen and 2. Explain and assign Workbook page 23. (For
chant along. If this is too challenging, students instructions, see Teacher’s Book page 120)

lary item. Play the recording as many times as
1. sit down, sit down
2. Hands down, hands down
3. Stand up, stand up
4. Hands up, hands up
2. Check answers by writing numbers 1–4 on the
board. Then have volunteers come to the board
to each number. Point to each and have students
name it.

1. Chant Fun. Play the Stand Up Chant again.
Chant the first line of each verse and do or
pantomime the action. Students chant the
second line and do the action. Chant the last
verse together, doing or pantomiming each
action.
OPTION: Give each student a Unit 3 Action
Word Time Picture Card. Chant the first line
of each verse and do or pantomime the action.
The student(s) holding the corresponding card
chants the second line and does or pantomimes
the action. Everyone chants the last verse
together, doing or pantomiming each action.
Shorouk Press 43
Phonics Tim
e
Phonics Time
A. Make the
sha pe of each lette
r.
Language Focus: Alphabet letters E and F,

phonics words (eight, egg, elephant, farmer, B. Listen and poin
t.
fish, fan)
Materials Needed: CD/cassette and player; 8
eight elephant
1 set of E, e, F, f Letter Cards; 1 set of Unit farmer fish
3 Action Word Time Picture Cards; Unit 3 egg
Phonics Time Picture and Word Cards

fan
C. Listen and poin
t. Then sing alon
g.

Action Word Time, see page 10-11.
Unit 3
20
Warm-Up and Review

Action Vocabulary Review. To review, choose one and f cards to the board. Point to and name
or more of the following activities: each letter. Students repeat, pointing to the
corresponding Letter Card. Name the letters
1. Action Phrase Review. Sit down on a chair.
in random order. Students repeat, pointing
Elicit sit down. Continue in the same way
with hands up, hands down, and stand up.
uppercase or lowercase).
Then hold up each Unit 3 Action Word Time
Picture Card, and elicit its name from indi- 2. Hold up the e Letter Card and name it.
vidual students. Students repeat. Say the letter’s sound, /e/.
Students repeat. Hold up the egg Phonics
2. Chant Review. Divide the class into Groups
Time Picture Card. Say /e/, egg. Students
A and B. Play The Stand Up Chant. Students
repeat. Hold up the Phonics Time Word
listen. Play the chant again. Group A chants
Card for egg. Point to the boldface e at the
the first line of each pair of lines and does the
beginning of the word egg and say /e/, egg.
action. Group B chants the
Students repeat. Continue in the same way
second line of each pair of lines and does the
with the Phonics Time Picture and Word
action. For the last verse, groups chant and do
Cards for eight and elephant.
the actions together.
3. Repeat Step 2 with the f Letter Card and the
3. Simon Says. Attach the Unit 3 Action Word
Phonics Time Picture and Word Cards for
Time Picture Cards to the board for reference.
farmer, fish, and fan.
Point to each card and have students name
it, then do the action. Then name the actions
one by one, adding Simon says before a few of
them. If an action is preceded by Simon says, Practise the Letters
students do the action. If an action is not pre-
ceded by Simon says, students do not do the Students open their Student Books to page 20.
action. If a student does an action when he/
she should not, or does the incorrect action, A. Make the shape of each letter.
he/she sits down. (Alternatively, this student
can play the teacher’s role and call out the Point to each letter and name it. Students repeat
actions). Continue in the same way for a few the letter name as they make the letter shapes
minutes or until only one student is standing. based on the models above each letter.
4. Check Workbook page 23. (For instructions B. Listen and point.
Introduce the Letters
1. Hold up the E Letter Card and name it.
up the e Letter Card and name it. Students
repeat, pointing to the letter. Introduce F and
f in the same way. Next, attach the E, e, F,
44 Unit 3
3. Backboards. Attach the E, e, F, and f Letter
E, , eight Cards to the board for reference. Students stand
E, /e/, elephant in pairs (S1 and S2) facing the board, with S1
E, /e/, egg standing directly behind S2. Write the letter E
F, /f/, farmer line-by-line on the board. S1 traces the letter on
F, /f/, fish S2’s back at the same time. Continue in the same
F, /f/, fan way with the letters e, F, and f. Students then
2. Say the lines above in random order. Students switch positions and repeat the activity. Then
repeat, pointing to the corresponding words and invite students to trace any of the four letters on
items in the boxes. their partner’s back. As students “feel” the letter,
they say its name and point to it on the board. If
C. Listen and point. Then sing along. incorrect, the tracing student says No and tries
the same letter again until the partner identifies it
1. Read the lyrics line by line as you point correctly. After they trace and identify all four
to the items in the scenes. Students repeat each
line. Play the recording. Students listen and point
to the items in the scenes. Play the recording as
the task. Extra Practice
Explain and assign Worksheet 6, Phonics
Eight on the Egg Fun E, F, page 140. (For instructions, see
(Melody: Jimmy Crack Corn) page 130.)
Eight on the egg, e, e, e.
Elephant, elephant, e, e, e.
Eight on the egg, e, e, e. Finish the Lesson
Sing the letter E.
1. Make That Shape. Attach the Unit 3 Phonics
Fan on the fish, f, f, f.
Time Picture Cards to the board for reference,
Farmer, farmer, f, f, f. along with the e and f Letter Cards. Stand with
Fan on the fish, f, f, f. students in a circle. Say one of the Unit 3 Phonics
Sing the letter F. Time words. Students make the lowercase shape
2. Play the song again. Students sing along. of the beginning letter of that word as they say
Play the recording as many times as necessary the beginning sound and repeat the name. For
for students to become familiar with the song. example:
Teacher: fan
Students (making the shape of the lowercase f):
/f/, fan
Games and Activities Continue in the same way with all six Unit 3
Phonics Time words.
1. Song Fun. Give each student a Unit 3 Phonics
Time Picture Card. Play the Eight on the Egg 2. Explain and assign Workbook page 24. (For
song. Students holding the Eight card hold it up instructions, see Teacher’s Book page 120-121.)
and sing Eight on the… Then students holding 3. My Dictionary. In class or at home, students
the Egg card hold it up and sing egg. Students turn to page 53, find the new words they’ve
holding the elephant card sing elephant, learned in the lesson, and make a check next to
elephant. All join together to sing the final line them.
of each verse. Repeat with the students holding
the cards for farmer, fish, and fan. Have students
exchange cards, then play the song again.
2. Hidden Letters. Use Wall Chart 3 or have
students open their books to pages 17–18.
Students find the hidden pairs of target letters in
the large scene. When students have found the
letters they raise their hands. Have volunteers
come to the front of the class and point to the
letters on the Wall Chart or in their books.
ANSWERS: The letters Ee are hidden on the
teacher’s desk at the left. The letters Ff are
hidden at the right behind the girl.
Shorouk Press 45
4 Shapes
4
Shapes
Word Time
Word Time
A. Listen and repe
at.
1.
2. Use the Wo
3. A. rds
4. Listen and repe
at.
circle I see a star.
heart
Language Focus: Shapes (circle, star, heart,
B. Listen and poin star
t below. Then square
C. chant.
Listen and write
the number.
square) B.
C.
Listen and poin
Listen and poin
t below.
t. Then sing alon
g.

1 small sheet of paper per student; Unit 4
Word Time Picture Cards

Unit 4
Unit 4
26
Warm-Up and Review

To warm up, choose one or more of the following Talk About the Picture
activities:
1. Phonics Review. Hold up the e Letter Card. Elicit They look at the large scene and name any-
the letter name. Hold up the eight Phonics Time thing they can.
Picture and Word Card. Point to the boldface
e at the beginning of the word eight and elicit 2. Open a Student Book to page 25. Read the fol-
/e/, eight. Continue in the same way with the lowing while pointing to the pictures (bold
Phonics Time Picture and Word Cards for egg and words) and pantomiming the actions or adjec-
elephant. Repeat the process with the f Letter Card tives (italicized words).
and the Phonics Time Picture and Word Cards Note: If students repeat, do not stop them, but
for farmer, fish, and fan. they are not required to do so. It is not impor-
2. Song Review. Attach the Unit 3 Phonics tant that students understand each word.
Time Picture Cards and Letter Cards on three This is a receptive activity for giving students
different walls. Play the Eight on the Egg song exposure to English and recycling previously
(see Teacher’s Book page 45). Students sing learned language.
together, pointing to the appropriate picture
Kareem and Mona are at the beach with
and letter card as they sing.
their friends. I see a circle. Look! The
3. Check Workbook page 24. (For instructions and inner tube is a circle. Ali is in a sailboat.
answer key, see Teacher’s Book pages 120- 121.) I see a heart, and I see a star. Yum! ice
cream! Look! It’s a square. wow! Look at
the fish.
Introduce the Words
1. Hold up the circle picture card and say circle.
Students repeat. Do this twice. Introduce star in
Practise the word
the same way. Then hold up the circle and star
picture cards together. Say circle, star. Students A. Listen and repeat.
repeat, pointing to each card as they name it. Say 1. Play the recording. Students listen and
star, circle. Students repeat, pointing to each card repeat, pointing to each picture in the vo-
as they name it. cabulary box.
2. Introduce heart, and square, as in Step 1. 1. circle
3. Hold up any two of the picture cards. 2. heart
Students name each shape. Continue in the 3. star
same way, holding up different combinations 4. square
of cards each time, until students can name all
four shapes with ease.
46 Unit 4
space between the two rows, holding their cards
2. Say the words in random order. Students above them as everyone names the cards. Then
point to the pictures in the vocabulary box. the two students return to their places. Quickly
3. Say the words again. Students look at each name another two cards, and have everyone
shape in the vocabulary box, then find and point holding the named cards run into the open
space. Continue in the same way for a few min-
to items depicting that shape in the large scene.
utes, gradually decreasing the amount of time
between naming the cards.
chant. LARGE CLASSES: Do as a bove with
students sitting at their desks and holding the
1. Read the chant line by line. Students repeat named cards up.
each line. Play the recording. Students listen and
point to each shape in the large scene. 2. Draw It, Say It. Attach the Unit 4 Word Time
Picture Cards to the board for reference. Give a
The Shape Chant piece of paper to each student. Students choose
a shape and draw it on their paper. Then stu-
Star, circle dents take turns holding up their papers, point-
Star, circle ing to the shape they have drawn, and naming
Circle, square it. Students then turn their papers over, and
Circle, square draw another shape. They take turns holding
Square, star up their papers, pointing to the new shape they
Square, star have drawn, and naming it.
Circle, heart 3. Finger Shapes. Sit down with students in a
Circle, heart circle. Hold up the square picture card. Students
make a square with their fingers (or hands or
Heart, square arms). Do the same with heart, star, and circle.
Heart, square Then name any two shapes. Students repeat
Heart, star the words as they make those shapes with their
Heart, star fingers (or hands or arms). Repeat the last shape
named, and add a new shape. Students repeat as
2. Play the recording again. Students listen and they make the shapes. The student to your left
chant along. If this is too challenging, students continues by repeating the last shape named, and
chant the second line of each pair. adding a new shape. Continue around the circle
in the same way until all students have taken a
C. Listen and write the number. turn naming shapes.
1. Play the recording. Students listen and write LARGE CLASSES: Each row plays the game as
the number they hear in the white circle for each above.
vocabulary item. Play the recording as many OPTIONAL PAIR WORK: Divide students into
times as necessary for students to complete the pairs.
task. S1 in each pair points to a shape in the Word
1. circle, circle Time vocabulary box. S2 names the shape. After
2. square, square the four shapes are identified, S1 and S2 change
3. heart, heart roles and do the activity again.
4. star, star
Extra Practice
2. Check answers by writing numbers 1– 4 on Explain and assign Worksheet 7, shape
the board. Then have volunteers come to the friends, page 141. (For instructions, see
board and attach the corresponding picture card page 130).
next to each number. Point to each picture and
have students name it.
Finish the Lesson
1. Characters and Shapes. Place the Unit 1 Word
Games and Activities Time Picture Cards on a pile to your right and
the Unit 4 Word Time Picture Cards on a pile to
1. Word Pairs. Students stand in two parallel your left. Hold up a picture card from each pile.
lines-a short distance from each other. Give each Individual students name each picture combina-
student a Unit 4 Word Time Picture Card. Name tion. For example: Mona, circle. Individual stu-
two picture cards. Students with the named pic- dents continue to name each picture combination
ture cards run into the open until everyone has taken a turn.

Shorouk Press 47
Shapes
4
Use The Words
Word Time
A. Listen and repe
at.
1.
2. Use the Wo
3. A. rds
4. Listen and repe
at.
circle
Language Focus: I see a star.

heart I see a star.
B. Listen and poin star
t below. Then square
C. chant.
Listen and write
the number.
Function: Identifying shapes B.

C.
Listen and poin
t below.
Listen and poin
t. Then sing alon

g.
player; 2 small sheets of paper per student;

tape; Unit 4 Word Time Picture Cards.

25
Unit 4
Unit 4
26
Warm-Up and Review

Vocabulary Review. To review, choose one or Practise the word
more of the following activities:
1. Slow Reveal. Hold up a Unit 4 Word Time Students open their Student Books to page 26.
Picture Card with a piece of paper covering
most of the card. Students try to name the A. Listen and repeat.
shape. If they do not correctly name the shape, 1. Write the text from the pattern box on the
slide the paper up the card to reveal a little board. Play the recording, pointing to each word.
more of the shape. Students again try to name Students listen.
the shape. Continue revealing more of the I see a star.
shape until students correctly name it. Do the 2. Play the recording again. Students listen, look
same with the remaining cards. at the pattern box in their books, and repeat,
2. Chant Review. Give each student a Unit 4
Word Time Picture Card. Play The Shape 3. Students try to say the pattern on their own,
Chant. Students listen. Play the chant again. while looking at the pattern box in their books.
Students chant, and when a shape is named
in the chant, students with the corresponding B. Listen and point below.
picture card hold it up. Students exchange Play the recording. Students listen and
cards and do the activity again. point to the corresponding areas in the
3. Check Workbook page 29. (For instructions large scene. Play the recording as many
and answer key, see Teacher’s Book page 121.) times as necessary for students
to complete the task.
Introduce the Patterns I see a circle.
I see a circle.
1. Attach the Unit 4 Word Time Picture Cards to I see a square.
the board. Point to yourself and say I. Students I see a square.
point to themselves and say I. Point to your eyes I see a star.
with both hands, then point outward as you say I see a star.
see. Students repeat the actions as they say see. I see a heart.
Then look at the star picture card on the board. I see a heart.
Point to yourself, then to your eyes, and then
to the star picture card, as you say I see a star.
Do this two or three times. Students repeat the C. Listen and point. Then sing along.
actions as they say I see a star. Do the same with, 1. Read the lyrics line by line. Students repeat
circle, heart, and square. each line. Play the recording. Students listen and
2. Hold up any of the Unit 4 Word Time Picture point to the characters in the large scene. Play
Cards. Volunteers say I see a (heart). Continue the recording as many times as necessary for
in the same way until most students have students to complete the task.
taken a turn.
48 Unit 4
LARGE CLASSES: Play the game as above, but
I See a Star instead of dividing the class into groups, have
(Melody: Down by the Station) four volunteers come to the front of the class-
room and make the shapes with their bodies.
I see a star. I see a circle. Then, using the target pattern, seated students
I see a heart. I see a square. guess the shapes.
* * * (stomp, stomp)
Hooray!
Extra Practice
(Repeat) Explain and assign Worksheet 8, I See
Shapes, page 142. (For instructions, see
page131.)
Finish the Lesson

1. Shapes in the Classroom. Look for an item in
Games and Activities the classroom that resembles one of the shapes
in the lesson, such as a wall clock. Point to
1. Song Fun. Bring 4 volunteers to the front of the the clock and say I see a circle. Students then
classroom. Give each of them a Unit 4 Word point to the clock and repeat I see a circle.
Time Picture Card. These volunteers then stand
in different parts of the classroom. Play I See a A volunteer points to another item in the class-
Star again, and have seated students sing. As room: for example, the board. The student points
they sing each line, they point to the volunteer to the board and says I see a square. Students
holding the corresponding picture card. Do the point and repeat. Continue in the same way until
activity again with four new volunteers. everyone has taken a turn.
2. What’s on My Back? Attach the Unit 4 Word Hint: For extra fun, place items that resemble
Time Picture Cards to the board for reference. the six shapes around the room before the class
Distribute a small sheet of paper to each student. begins. Examples include:
Give students 90 seconds to draw any three circle: a watch, a dish, a CD
of the target shapes on their paper. Collect the square: a game board, a CD case, a computer
papers, shuffle them, and attach one sheet to the disk
back of each student’s desk, making sure that
students cannot see the drawings on the backs of star: a starfish, a cut-out star
their own desk. Distribute another small sheet of heart: a valentine candy box, a cut-out heart
paper to each student. Divide students into pairs.
S1 in each pair stands behind S2’s chair and
looks at the shapes there. S1 tells S2 what three
shapes are on the paper, saying I see a (star). I
see a (circle). I see a (square). S2 draws the three
shapes on the second sheet of paper. S1 and S2
then change roles, and S2 looks at the back of
S1’s chair. Finally, S1 and S2 look at the sheets
on the backs of their own chairs to check if they
drew the correct shapes.
3. Shape Museum. Attach the Unit 4 Word Time
Picture Cards to the board for reference. Divide
students into Groups A and B. Each student
in Group A chooses a shape and makes that
shape with his/her body (fingers, arms, legs).
A volunteer from Group B points to a student
in Group A and uses the target pattern to state
what shape that student is making. If the guess is
correct, the student making the shape nods his/
her head and sits down. If the guess is incorrect,
the volunteer from Group B points to another
student in Group A and guesses again. Once all
students in Group A are sitting, groups change
roles and do the activity again.
Shorouk Press 49
at.
Action Wo
rd Time
Language Focus: Motion words

walk
dive
B. Listen and poin jump
t below. Then swim
(walk, dive, jump, swim)

C. chant.
Listen and write
the number.

player; 1 set of Unit 4 Word Time Picture
Cards; 1 set of Unit 4 Action Word Time
Picture Cards

27
Unit 4
Warm-Up and Review

the following activities: Talk About the Picture
1. I See. Draw a heart, a star, a square, and a circle
on the board. Point to each shape and say I see a 1. Students open their Student Books to page 27.
(shape). Students repeat. Students then hold their They then look at the large scene and name
hands up to their eyes as if their hands were bin- anything they can.
oculars. Hold up each Unit 4 Word Time Picture 2. Open a Student Book to page 27. Read the
Card. Students look through their «binoculars» following while pointing
at each card and say to the pictures (bold words) and pantomiming
I see a (shape). the actions or adjectives (italicized words).
2. Song Review. Place the Unit 4 Word Time Note: If students repeat, do not stop them,
Picture Cards around the classroom, so students but they are not required to do so. It is not
can see them. Play the I See a Star song. Students important that students understand each word.
listen. Play the song again. Students sing along This is a receptive activity for giving students
and point to the appropriate picture cards. exposure to English and recycling previously
3. Check Workbook page 30. (For instructions and learned language.
answer key, see Teacher’s Book page 121.) It’s a great day at the beach. Look at Maged
dive. Look at Mona swim. Mona’s father is
Introduce the Action Words walking. Ouch! Poor Sokkara! It’s a crab!
Shh! Mona’s mother is asleep. Look at
1. Say walk as you walk three steps to the left. Kareem. He is eating hamburger.
Students repeat the word and do the action. Do
this twice. Introduce jump in the same way, Say
walk, jump. Students walk three times, then jump Practise the Action Words
three times, naming each action as they do it.
Then say jump, walk. Students jump three times,
then walk three times, naming each action as A. Listen and repeat.
they do it. 1. Play the recording. Students listen and repeat,
2. Introduce dive and swim, as in Step 1.
1. walk
3. Hold up and name each Unit 4 Action Word 2. dive
Time Picture Card. Students repeat. Then hold 3. jump
up each card in random order and elicit its name. 4. swim
4. Name the actions in random order. Students 2. Say the words in random order. Students
repeat and do each action. After a few minutes, point to the pictures in the vocabulary box.
volunteers play the teacher’s role and name the
actions. Continue until all students can name and 3. Say the words again. Students look at each
do all four actions with ease. action in the vocabulary box, then find and
large scene.
50 Unit 4
Clap three times quickly and name another
B. Listen and point below. Then target action. The genies repeat the word and
chant. do the new action, moving in the circle as they
1. Read the chant line by line. Students repeat do it. Continue in this way for two to three
each line. Play the recording. Students listen and minutes, naming different target actions. If the
point to the character doing each action in the master does not clap three times before nam-
large scene. ing an action, the genies do not do it. Then
have a volunteer play the master, naming tar-
Walk, Walk get actions for the circle.
LARGE CLASSES: Play the game as above,
Walk. but have students stay at their desks and do
Walk. the actions in place.
jump.
3. Red Light, Green Light. Attach the Unit
jump.
4 Action Word Time Picture Cards to the
Dive.
board for reference. Stand on one side of the
Dive.
classroom. Students stand in a horizontal line
Swim. at the opposite side of the room. Face away
Swim. from the students and name one of the target
Walk, jump, dive, swim! actions. Students repeat the word and do the
2. Play the recording again. Students listen and action, moving toward the teacher’s side of
chant along. If this is too challenging, students the room. Suddenly turn around. Students
chant the second line of each pair. freeze in their positions. If any students are
still moving, they must return to the side of
the room where they started doing the action.
C. Listen and write the number. Continue in the same way until a student
1. Play the recording. number in the white circle reaches the teacher’s side of the classroom.
for each vocabulary item. Play the recording as The first student to do this becomes the leader
many times as necessary for students to com- for the next game. Play in this way for five to
plete the task. seven minutes.
1. swim, swim LARGE CLASSES: Do as above but with
2. jump, jump ten volunteers doing the actions and then
3. dive, dive change volunteers and play again.
4. walk, walk
2. Check answers by writing numbers 1–4 on the Finish the Lesson
1. What’s Missing? Attach the Unit 4 Action
Word Time Picture Cards to the board, with
three of the cards facing the class and the
students name it.
fourth card facing the board. Students name
the card facing the board and do the action. If
students don’t name the card correctly, turn it
over and say the word. Students repeat and do
Games and Activities the action. Shuffle the cards and attach them
1. Chant Fun. Play the Walk, Walk chant again. to the board again, with a different card facing
Chant the first line of each verse and do the the board. Continue in the same way for three
action. Students chant the second line of each to four minutes.
verse and do the action. Say the last line of the 2. Explain and assign Workbook page 31. (For
chant together, doing each action in sequence. instructions, see Teacher’s Book page 121.)
2. Genies and Master. Attach the Unit 4 Action

Word Time Picture Cards to the board for
reference. The students, or “genies,” stand in
a large circle around you, the “master.” Clap
three times quickly and name a target action.
The genies repeat the word and do the action,
moving around in the circle as they do it.
Shorouk Press 51
Phonics Tim
A. Make the
e
Phonics Time
shape of each
letter.
Language Focus: Alphabet letters G and

H, phonics words (girl, goat, garden, horse, B. Listen and poin
t.
house, hen)
Materials Needed: CD/cassette and player; girl
goat
1 set of G, g, H, h Letter Cards; 1 set of Unit

horse
house
4 Action Word Time Picture Cards; Unit 4

garden
hen
Phonics Time Picture and Word Cards,

C. Listen and poin
t. Then sing alon
g.

Action Word Time, see page 10-11. Unit 4
28
Warm-Up and Review

Action Vocabulary Review. To review, choose 3. Repeat Step 2 with the h Letter Card and the
one or more of the following activities: Phonics Time Picture and Word Cards for
1. Let’s Move. Hold up each Unit 4 Action horse, house and hen.
Word Time Picture Card and elicit its name.
Hold up each card again. Students name
and do each action.
2. Chant Review. Attach the Unit 4 Action Practise the Letters
Word Time Picture Cards to the board
for reference. Play the Walk, Walk chant. Students open their Student Books to page 28.
Students listen. Play the chant again. A. Make the shape of each letter.
Students chant along, pointing to the cards
on the wall as they are sung. Point to each letter and name it. Students repeat
Introduce the Letters 1. Play the recording. Students listen and repeat,
1. Hold up the G Letter Card and name it. in the boxes.
G, , girl
up the g Letter Card and name it. Students
repeat, pointing to the letter. Introduce H and G, , goat
h in the same way. Next, attach the G, g, H, G, , garden
and h cards to the board. Point to and name H, /h/, horse
each letter. Students repeat, pointing to the H, /h/, house
corresponding Letter Card. Name the letters in H, /h/, hen
random order. Students repeat, pointing to the 2. Say the lines above in random order. Students
corresponding Letter Card (either uppercase repeat, pointing to the corresponding words and
or lowercase). items in the boxes.
2. Hold up the g Letter Card and name it.
Students repeat. Say the letter’s sound, /g/.
Students repeat. Hold up the girl Phonics
Time Picture Card. Say /g/, girl. Students
repeat. Hold up the Phonics Time Word
Card for girl. Point to the boldface g at the
beginning of the word girl and say /g/, girl.
Students repeat. Continue in the same way
Cards for goat and garden.
52 Unit 4
3. Stand Up. Place one set of Unit 4 Phonics Time
C. Listen and point. Then sing Picture and Word Cards on a desk in front of
along. the class. Give one Unit 4 Phonics Time Picture
Read the lyrics line by line as you point to the Card to each student. A volunteer stands in front
items in the scenes. Students repeat each line. of the class and says the letter name, the letter
Play the recording. Students listen and point sound, and the item name of one of the cards on
to the items in the scenes. Play the recording as the desk (without showing it to the students). All
many times as necessary for students to com- the students with the corresponding picture card
plete the task. stand up. The first person to stand up takes the
Girl on the Goat volunteer’s place and chooses a new picture and
word card. Students continue in the same way
(Melody: Jimmy Crack Corn)
until all six phonics words have been called.
Girl on the goat, g, g, g.
Garden, garden, g, g, g.
Girl on the goat, g, g, g.
Sing the letter G. Extra Practice
Horse in the house, h, h, h. Explain and assign Worksheet 9, Phonics
Hen, hen, h, h, h Farm G, H, page 143. (For instructions, see
Horse in the house, h, h, h. page 131.)
Sing the letter H
the recording as many times as necessary for Finish the Lesson
1. Got It. Give one Unit 4 Phonics Time Picture
Card to each student. Hold up the g Letter Card
and say its sound, /g/. All the students with
Games and Activities picture cards beginning with /g/ sounds stand
up. Each student holds up his/her card and
1. Song Fun. Attach the Unit 4 Phonics Time says /g/, (goat), then sits down. Continue in
Picture Cards on three different walls. Give the same way with the letter h. Have students
half the students g Letter Cards and give the exchange cards with one another, and do the
other half h Letter Cards. Play the Girl on the activity again.
Goat song. Students sing along with lines that 2. Explain and assign Workbook page 32. (For
start with the letter they hold. They clap along instructions, see Teacher’s Book pages 121-122)
during the part of the song with words that
start with the other letter. Students exchange 3. My Dictionary. In class or at home, students
cards and sing again. turn to page 53, find the new words they’ve
learned in the lesson, and make a check next to
OPTION: Students invent pantomimed them.
motions to go with the words.
Students find the hidden pairs of target
letters in the large scene. When students have
found the letters they raise their hands. Have
their books.
ANSWERS: The letters Gg are hidden in the
umbrella at the left. The letters Hh are hidden
in the saiboat at the right.
Shorouk Press 53
5 Colours
5
Colours
A.
Word Time
Word Time
Listen and repe
at.
1.
2.
3. Use the Wo
4. A. rds
5. Listen and repe
at.
blue
red
B. yellow
Listen and poin green
t below. Then black It’s black.
C. chant.
Listen and write
Language Focus: Colours (blue, red,

the number.
yellow, green, black) B. Listen and poin

t below.
C.

Listen and poin
t. Then sing alon
g.
player; 1 sheet of paper per student; 1 set

of Coloured pencils or crayons, I set of
coloured cards
For general information on teaching 33

Unit 5
Unit 5
34
Warm-Up and Review Talk About the Picture

1. Students open their Student Books to Page 33.
They look at the large scene and name any-
1. Phonics Review. Hold up the g Letter Card. thing they can.
Elicit the letter name. Hold up the girl Phonics
2. Open a Student Book to page 33. Read the fol-
Time Picture and Word Card. Point to the
boldface g at the beginning of the word girl and lowing while students point to the pictures
elicit /g/, girl. Continue in the same way with (bold words) and pantomiming the actions or
the Phonics Time Picture and Word Cards for adjectives (italicized words).
goat and garden. Repeat the process with the h Note: If students repeat, do not stop them, but
Letter Card and the Phonics Time Picture and they are not required to do so. It is not impor-
Word Cards for horse, house, and hen. tant that students understand each word.
2. Song Review. Attach the Unit 4 Phonics Time This is a receptive activity for giving students
Picture Cards and the g and h Letter Cards on exposure to English and recycling previously
the board for reference. Play the Girl on the Goat learned language.
song (see Teacher’s Book page 53). Students Look! I see a tree It’s green. Look! I see
point to the cards as they sing together. some flowers, they are red and blue! I
3. Check Workbook page 32. (For instructions and see the sun. It’s yellow. I see a spider.
answer key, see Teacher’s Book pages 121-122) It’s black.
Introduce the Words Practise the Action Words

1. Hold up the Coloured-in red picture card and
say red. Students repeat. Do this twice. Introduce A. Listen and repeat.
yellow in the same way. Then hold up the red 1. Play the recording. Students listen and repeat,
and yellow Picture Cards together. Say red, yellow. pointing to each picture in the vocabulary box.
Students repeat, pointing to each card as they
1. blue
name it. Say yellow, red. Students repeat, pointing
2. red
to each card as they name it.
3. yellow
2. Introduce blue and green, then black, as in Step 1. 4. green
3. Hold up any two of the picture cards. Students 5. black
name each Colour. Continue in the same way,
holding up different combinations of cards each
time until students can name all five Colours
with ease.
54 Unit 5
2. Say the words in random order. Students Games and Activities
point to the words in the vocabulary box.
1. Chant Fun. Give a Unit 5 Word Time Picture
Card to each student. Play The Colour Chant
Colour in the vocabulary box, then find and
again. The entire class chants in unison,
point to the character holding that Colour
stamping their feet instead of clapping. When
crayon in the large scene. a Colour is named in the chant, students with
the corresponding picture card hold it up.
B. Listen and point below. Then Students exchange cards and do the activity
chant. again.
1. Read the chant line by line. Students repeat 2. More Chant Fun. Hold up a Unit 5 Word
each line. Play the recording. Students listen Time Picture Card. Students name the card,
and point to each Colour in the large scene. then find and point to a classroom item that is
the same Colour as the picture card. Continue
The Colour Chant in the same way with the remaining picture
Red * red * * cards. Play The Colour Chant again. Students
Red * red * * chant in unison, stamping their feet instead
Black * black * * of clapping. When a Colour is named in the
Black * black * * chant, students point to a classroom item of
Yellow * yellow * * that Colour.
Yellow * yellow * * 3. Use What You Know: Colours and Shapes.
Green * green * * Attach the Unit 4 (uncoloured) and Unit 5
Green * green * * Word Time Picture Cards to the board for ref-
Blue * blue * * erence. Point to the blue and the circle picture
Blue * blue * * cards while saying blue circle. Students repeat.
Red * Next, draw a circle on the board and colour it
Red * * blue. Point to it and say blue circle. Students
Black * point and repeat. Do the same with a few
Black * * other colour/shape combinations.
Yellow * Give a blank sheet of paper to each student.
Yellow * * Students divide the paper into four equal sec-
Green * tions. Say red square, pointing to the corre-
Green * * sponding picture cards on the board. Students
Blue * repeat, then draw and colour a red square in
Blue * * one of the sections of their paper. Do the same
* * * * * * Yeah! with a few other colour/shape combinations.
2. Play the recording again. Students listen and Students then take turns standing up and
pointing to each shape on their papers while
naming both the shape and its colour.
C. Listen and write the number. Extra Practice

1. Play the recording. Students listen and write Explain and assign Worksheet 10, Colourful
the number in the white circle for each vocabu- jungle page 144. (For instructions, see page
lary item. Play the recording as many times as 131.)
1. green, green Finish the Lesson
2. red, red
3. black, black 1. Colours. Point to blue, red, yellow, green,
4. blue, blue orange, and black items throughout the class-
5. yellow, yellow room. Have students name the Colour of each
object. Continue in the same way for three to
four minutes.
board. Have volunteers come to the board and
attach the corresponding picture card next to 2. Explain and assign Workbook page 37. (For
each number. Point to each picture and have instructions, see Teacher’s Book page 122.)
students name it.
Shorouk Press 55
Colours
5
Use The Words 1.
A.
2.
Word Time
Listen and repe
3.
at.
Use the Wo
rds
4. A.
5. Listen and repe
at.
blue
red
Language Focus: It’s black.

B. yellow
Listen and poin green
t below. Then black It’s black.
C. chant.
Listen and write
the number.
Function: Identifying Colours

Materials Needed: CD/cassette and player; a
B. Listen and poin
t below.
C. Listen and poin
t. Then sing alon
box; 1 set of Unit 4 Word Time Picture Cards

g.
(Coloured with Unit 5 Colours hand made

Coloured shapes eg 3 red hearts, 4 yellow
stars .... ect); Unit 5 Word Time Picture

Unit 5
Unit 5
34
Warm-Up and Review

Vocabulary Review. To review, choose one or Practise the Patterns
1. What’s the Colour? Name one of the Unit Students open their Student Books to page 34.
5 Word Time Colours. Students repeat and
point to any item in the classroom with that A. Listen and repeat.
Colour. Volunteers then play the teacher’s role
and name Colours.
board. Play the recording while pointing to each
2. Chant Review. Give each student a Coloured- word. Students listen.
in Unit 5 Word Time Picture Card. Play The
It’s black.
Colour Chant. Students listen. Play the chant
again. The entire class chants in unison,
stamping their feet instead of clapping. When
a Colour is named in the chant, students with pointing to the speaker in the pattern box.
the corresponding picture card hold it up. 3. Students try to say the pattern on their
3. Coloured Shape Review. Hold up each own, while looking at the pattern box in their
Coloured-in Unit 5 Word Time Picture Card books.
and elicit the Coloured shape names from the
class. For example: red heart. Hold up each B. Listen and point below.
card again, eliciting the Coloured shape names
from individual students. Play the recording. Students listen and point to
the corresponding areas in the large scene. Play
4. Check Workbook page 37. (For instructions the recording as many times as necessary for
and answer key, see Teacher’s Book page 122). students to complete the task.
It’s yellow.
Introduce the Patterns It’s yellow.
1. Attach the Coloured-in Unit 5 Word Time It’s green.
Picture Cards to the board. Point to the blue It’s green.
picture card and say It’s blue. Students point to It’s black.
the picture card and repeat. Do the same with It’s black.
the red, yellow, green, and black picture cards. It’s red.
It’s red.
2. Point at six to eight different items around the
classroom and, referring to each one, say It’s blue.
It’s (Colour). Students repeat. Point to each It’s blue.
of these items again, this time eliciting its
(Colour) from the students. C. Listen and point. Then sing along.
1. Read the lyrics line by line. Students repeat
and point to the characters in the large scene.
56 Unit 5
2. More Song Fun. Hold up a Unit 5 Word Time
It’s Red
Picture Card. Students find and point to that
(Melody: If You’re Happy and You Know It) Colour somewhere in the classroom, and say
It’s red. * * It’s (green). Do the same with the remaining
It’s red. * * picture cards. Play The Colour Song again.
It’s blue. * * Students sing in unison, stamping their feet
It’s blue. * * instead of clapping. When a Colour is named
in the song, students point to a classroom item
It’s red.
of that Colour.
It’s red.
It’s blue. 3. Touch It. Give each student a Unit 5 Word
It’s blue. Time Picture Card. A volunteer begins by
holding up his/her picture card, and saying
It’s red. * * It’s blue. * *
It’s (blue). Then the student goes to and touch-
It’s yellow. * * es a (blue) item in the classroom, and says
It’s yellow. * * It’s (blue). Students continue in this way until
It’s green. * * they all have taken a turn.
It’s green. * *
It’s yellow. Extra Practice
It’s yellow. Explain and assign Worksheet 11, My Favourite
It’s green. Colour, page 145. (For instructions, see page
It’s green. 131.)
It’s yellow. * * It’s green. * *
It’s red. * *
It’s red. * *
Finish the Lesson
It’s black. * *
It’s black. * * 1. Mystery Box. Hold up each Unit 5 Word Time
It’s red. Picture Card and elicit It’s (yellow) from stu-
dents. Place all the cards into a bag, then pull
It’s red.
five of the cards back out. Hold up each one
It’s black.
and have students identify the Colour (using
It’s black.
the target pattern). Students then identify
It’s orange. * * It’s black.* * the Colour that is still in the bag, saying It’s
2. Play the song again. Students sing along. Play (green). Do the activity again, but this time
the recording as many times as necessary for leave two of the cards in the bag.
students to become familiar with the song. 2. Explain and assign Workbook page 38. (For
instructions, see Teacher’s Book page 122).

1. Song Fun. Select five students. Give each stu-
dent a Unit 5 Word Time Picture Card. Play
It’s Red again. The entire class sings in unison,
patting their legs instead of clapping. When
a Colour is named in the song, the student
with that Colour picture card holds it up, and
the other students point to him/her. Students
exchange cards and sing the song again in the
same way. Give the cards to five new students
and sing the song again in the same way.
Shorouk Press 57
Action Word Time A.
1.
Listen and repe
2.
at.
Action Wo
3.
rd Time
4.
Language Focus: Art actions (draw a B.

draw a circle
colour the pictu
re count the stars
circle, colour the picture, count the stars,

Listen and poin point to a red
t below. Then heart
the number.
point to a red heart)

Coloured pencils or crayons, paintbrushes,
and paint; 1 set of Unit 2 Word Time Picture
Cards; 1 set of Coloured Unit 3 Word Time
Picture Cards; 1 set of Unit 3 Action Word
Time Picture Cards

Unit 5
4. Name the actions in random order. Students

Warm-Up and Review repeat and perform each action. After a few
Pattern Review. To review, choose one or more minutes, volunteers play the teacher’s role and
of the following activities: name the actions. Continue until all students
can name and do all two actions with ease.
1. Colourful Classroom. Hold up each hand-
Coloured Unit 5 Word Time Picture Card and Talk About the Picture
say It’s (red). Students repeat. Hold up each
card again, and elicit It’s (green). Students 1. Students open their Student Books to page 35.
then take turns pointing to classroom items They then look at the large scene and name
and saying It’s _____ (red, green, blue, etc.). anything they can.
Continue in the same way until all students 2. Open a Student Book to page 35. Read the
have taken a turn. following while pointing to the pictures
2. Song Review. Play the It’s Red song. Students (bold words) and pantomiming the actions or
listen. Play the song again, and have students adjectives (italicized words).
sing along in unison and stamp their feet to Note: If students repeat, do not stop them, but
the clapping rhythm. When a Colour is named they are not required to do so. It is not impor-
in the song, students point to a classroom item tant that students understand each word.
with that Colour. This is a receptive activity for giving students
3. Check Workbook page 38. (For instructions exposure to English and recycling previously
and answer key, see Teacher’s Book page 122.) learned language.
Wow! Look at the children. Look at Mona,
point to a heart. It’s red. Wow! Kareem
Introduce the Action Words is drawing a circle. I see Sokkara. count
1. use the board to introduce (draw a circle by stars, 1, 2, 3, 4 and 5. Look at Mark colour
drawing a circle on the board while saying the picture.
draw a circle. Students do the same on a piece
of paper. Draw a sun on the board and colour
it saying colour the picture.
2. Introduce count the stars and point to a red heart Practise the Action Words
as in step 1.
3. Hold up and name each Unit 5 Action Word A. Listen and repeat.
Time Picture Card. Students repeat. Then hold 1. Play the recording. Students listen and
up each card in random order and elicit its repeat while pointing to each picture in the
name from students. vocabulary box.
1. draw a circle
2. colour the picture
3. count the stars
4. point to a red heart
58 Unit 5
2. Use What You Know: Shape Drawings.
2. Say the phrases in random order. Students Attach the Unit 5 Word Time Picture Cards
point to the pictures in the vocabulary box. to the board for reference. Say Draw a circle.
3. Say the phrases again. Students look at each Each student draws a circle on a piece of
action word in the vocabulary box, then find paper. A volunteer continues, saying Draw
and point to the character doing that action in a (square). Students continue in the same
the large scene. way until each of them has given a drawing
instruction to the rest of the class. Then say
Colour a circle, and have students Colour in
B. Listen and point below. Then chant. one of the circles on their paper. A volunteer
1. Read the chant line by line. Students continues, saying Colour a (square). Students
repeat each line. Play the recording. Students lis- continue in the same way until each of them
ten and point to the character doing each action has given a Colour instruction to the rest of
in the large scene. the class.
Write with Me 3. What’s Missing? Attach the Action Word
(Melody: Mary Had a Little Lamb) Time Picture Cards to the board, with all but
one of the cards facing the students. The last
Count with me. card faces the board. Students name and pan-
Draw with me. tomime the actions as you point at them, then
Colour with me. try to guess the last card facing the board. If
point to a heart. students don’t name the card correctly, turn
Count with me. it over and say the word. Students repeat the
Draw with me. word and pantomime the action. Shuffle the
cards and attach them to the board again, with
Colour with me.
a different card facing the board. Continue in
point to a heart.
the same way for three to four minutes.
(Repeat)
2. Play the recording again. Students listen and Finish the Lesson
chant the second line of each pair. 1. Hold a pencil in one hand and a box of cray-
ons in the other. Lets imagine. Pretend there
is a board in the air. Move your hand in the
motion of drawing. Have students guess and
shout out the verb to introduce the word
Colour put the pen down and use the crayons
lary item. Play the recording as many times as
moving your hand in the air in the motion of
Colouring. Have students guess and shout out
1. count the stars
the word. Do the motions again as you say to
2. colour the picture
the class. Draw / Colour with me.
3. draw a circle
4. point to a red heart 2. Explain and assign Workbook page 39. (For
2. Check answers by writing 1–4 on the board. instructions, see Teacher’s Book page 122.)
Have volunteers come to the board and attach
the corresponding picture card next to each
number. Point to each picture and have students
name it.

1. Chant Fun. Play Write with Me again. Chant
the first line of each couplet, pantomiming the
action. Students chant the second line, panto-
miming the action.
OPTION: Chant as above, but give each student a
pencil, a crayon, or a paintbrush for them to use
while pantomiming.
Shorouk Press 59
Phonics Tim
A. Make the e
Phonics Time
shape of each
letter.
Language Focus: Alphabet letters I and

J, phonics words (ink, in, insect, jeans, jar, B. Listen and poin
t.
jacket)
ink
player; 1 set of I, i, J, j, Letter Cards; 1 set
in
jeans
jar
of Unit 5 Action Word Time Picture Cards; insect
Unit 5 Phonics Time Picture and Word

jacket
C. Listen and poin
t. Then sing alon
g.
Cards.

Action Word Time, see page 10-11. Unit 5
36
Warm-Up and Review

Card for ink. Point to the boldface i at the
Pattern Review. To review, choose one or more of beginning of the word ink and say /i/, ink.
the following activities: Students repeat. Continue in the same way
1. Warm up. hold up each unit 5 Action Word
Cards for in and insect.
Time Picture Cards and elicit its name. hold
up each cards a gain Students name each card 3. Repeat Step 2 with the j Letter Card and the
as they pantomime the action. Phonics Time Picture and Word Cards for
jeans, jar and jacket.
2. Chant Review. Divide the class into groups
A and B. Play the Write with Me song. Group
A chants the first line and pantomimes the
actiohn. Group B chants the second line and Practise the Letters
pantomimes the action.
and answer key, see Teacher’s Book page 122). A. Make the shape of each letter.
Point to each letter and name it. Students
repeat the letter name as they make the letter
Introduce the Letters shapes based on the models above each letter.
1. Hold up the I Letter Card and name it.
Students repeat, pointing to the letter. Hold B. Listen and point.
up the i Letter Card and name it. Students
repeat, pointing to the letter. Introduce J
and j in the same way. Next, attach the I, i, J, repeat, pointing to the corresponding words
and j cards to the board. Point to and name and items in the boxes.
each letter. Students repeat, pointing to the I, , ink
corresponding Letter Card. Name the letters I, , in
in random order. Students repeat, pointing I, , insect
uppercase or lowercase). J, , jeans
2. Hold up the i Letter Card and name it. J, , jar
Students repeat. Say the letter’s sound, /i/. J, , jacket
Students repeat. Hold up the ink Phonics Time 2. Say the lines above in random order.
Picture Card. Say /i/, ink. Students repeat. Students repeat, pointing to the corresponding
Hold up the Phonics Time Word words and items in the boxes.
60 Unit 5
3. Mystery Box. Attach the i and j Letter Cards
C. Listen and point. Then sing along. to the board. Hold up each Unit 5 Phonics
Time Picture Card and say the letter sound
1. Read the lyrics line by line as you point to the and the picture’s name, (/i/, insect). Students
items in the scenes. Students repeat each line. repeat. Then place the picture cards in a
Play the recording. Students listen and point box. Remove a picture card and elicit the
to the items in the scenes. Play the recording as letter sound and name of that card. Then
many times as necessary for students to complete attach the picture card to the board under
the task. the appropriate Letter Card. Continue in the
Ink on the Insect same way with five picture cards. Students
(Melody: Jimmy Crack Corn) then guess the letter sound and name of the
Ink on the insect, i, i, i. remaining card in the box. Once they have
correctly identified the card, remove it and
In, in, i, i, i.
attach it to the board. Do the activity again,
Ink on the insect, i, i, i.
this time leaving two mystery cards in the
Sing the letter I.
box.
Jeans on the jacket, j, j, j.
Jar, jar, j, j, j. 4. Letters Up. Give one i or j Letter Card to
Jeans on the jacket, j, j, j. each student. Say one of the Unit 5 Phonics
Sing the letter J. Time words. All the students with the
corresponding letter cards hold them up as
2. Play the song again. Students sing along. they say the letter sound and repeat the word.
Play the recording as many times as necessary for Continue in the same way with all six Unit 5
students to become familiar with the song. Phonics Time words.
Games and Activities Extra Practice

Explain and assign Worksheet 12, Phonics
1. Song Fun. Attach the Unit 5 Phonics Time Kites I, J, page 146. (For instructions, see page
Picture Cards and Word Cards to the board 131.)
Ink on the insect song while demonstrating
the following actions. Students join in as they
learn the actions. Finish the Lesson
Ink on the insect: walk your fingers
along your arm like a crawling insect. 1. Make That Shape. Attach the Unit 5 Phonics
Slide your hand down, outlining ink Time Picture Cards to the board for reference,
dripping down the insect. along with the i and j Letter Cards. Stand
with students in a circle. Say one of the Unit
In, in: form your hands as if it’s a box 5 Phonics Time words. Students make the
and use your other hand to explain in. lowercase shape of the beginning letter of that
Jacket, jacket: Pantomime pulling on a word as they say the beginning sound and
jacket and zipping up the front. repeat the name. For example:
Jeans: Point two fingers downward to Teacher: jeans
look like a pair of jeans. Students (making the shape of the low-
Play the Ink on the Insect song. Students do ercase j): /j/, jeans
the actions as they sing along. For extra fun, Continue in the same way with all six Unit 5
Divide students into two groups and assign a Phonics Time words.
letter to each group.
2. Hidden Letters. Use Wall Chart 5 or have instructions, see Teacher’s Book page 122.)
Students find the hidden pairs of target 3. My Dictionary. In class or at home, students
letters in the large scene. When students have turn to page 53, find the new words they’ve
found the letters they raise their hands. Have learned in the lesson, and make a check next
volunteers come to the front of the class and to them.
their books.
ANSWERS: The letters Ii are hidden in Mona’s
dress at the right. The letters Jj are hidden in
the blanket in the corner at the left.
Shorouk Press 61
Review 1
Review
part 1
A. Part 1
Listen and tick
.
1.
2.
Mona
Language Focus: Units 1–5 Word Time and Use the

Sokkara
3. square
star
4.
Words blue
green
Materials Needed: Units 1–5 Word Time Picture Cards,

B. Listen and mat heart
ch. circle
1. •
Unit 5 Action Word Time Picture Cards, and Word black

circle
•
Time Picture Cards which are Coloured in various

yellow star
2. •
combinations of the Unit 5 Colours green star •
green circle
3. •
red
square
red heart
Warm-Up
4. •
yellow heart •
black square
To warm-up, choose one or more of the following

41
activities:
Review
1. Unit 5 Use the Action Words Review: Join

Me. Hold up the Unit 5 Action Word Time
Picture Cards. Elicit the name of each action.
Then, pretend to draw. Look at the class, ges- way saying the other shapes. Next, name one
ture to them to join you in drawing, and say of the Unit 5 Colours: (red). Students with
draw with me. Pretend to draw together for that Colour on their card stand up and name
several seconds. Do the same with the other their card, saying the named Colour plus the
target actions. Hold up one of the picture cards. shape (red square, red circle, etc). Continue in
Students sitting on the left side of the class- the same way with the other Colours.
room say (draw) with me, and students sitting 5. Check Workbook page 40. (For instructions and
on the right side of the classroom do the action answer key, see Teacher’s Book page 122.)
with students on the left. Hold up another pic-
ture card and have students on the right say
(Colour) with me. Continue in the same way Practise the Words and Patterns
until students on both sides of the classroom
have used the target pattern four times. Students open their Student Books to page 41.
2. Song Review. Play the Ink on the Insect.
A. Listen and tick.
Students listen. Play the song again. Students
sing along in unison and pantomime each action. 1. Play the recording. Students listen and tick the
box corresponding to the item they hear. Play
3. Units 1–5 Word Time Review: Look and Say.
Hold up each of the Units 1–5 Word Time
students to complete the task.
Picture Cards, and have students name them.
Shuffle the cards, hold up each one again, and 1. Mona, Mona
have individual students name it. 2. square, square
3. green, green
OPTION: Do the activity as above, but for the
4. circle, circle
shape cards, have students also make each
shape with their fingers. For the Colour cards, 2. Check answers by saying Number 1 and having
students also point to an item of that Colour in a volunteer point to and name the picture he/she
the classroom. ticked. Do the same for the remaining numbers.
4. Units 4–5 Word Time Extension: Coloured B. Listen and match.
Shapes. Hold up each hand-Coloured Unit 1. Play the recording. Students listen and draw a line
5 Word Time Picture Card. Name each one, connecting the items in the columns with the pic-
including Colour and shape (blue square, red tures at the right. Play the recording as many times
circle, etc.). Students repeat. Then give each as necessary for students to complete the task.
student a hand-Coloured Unit 5 Word Time
Picture Card. Name one of the Unit 4 shapes:
(circle). Students with the corresponding
picture cards stand up and name their card,
saying its Colour plus the named shape (blue
circle, red circle, etc.) Continue in the same
62 Review 1
Picture Card on the board, and says (yellow)
1. yellow, star, yellow star (star). Continue in the same way with different
2. red, heart, red heart volunteers from each group, until everyone has
3. green, circle, green circle taken a turn.
4. black, square, black square OPTION: Do the activity as above, with the
2. Check answers by saying Number 1 and student from Group C saying I see a (yellow)
(star).
having a volunteer point to and name the item
4. Look and Say. Divide the class into Groups
and the picture he/she connected. Do the same
A and B. Hold up a Unit 1 Word Time Picture
for the remaining numbers. Card. Group A says Hello! I’m ( Sokkara),
and students in Group B respond Hello! I’m
(Salma), using their own names. Hold up a
Games and Activities different card and have the groups respond
again in the same way. Continue with the
1. Listen Carefully. Stand in a circle with students. remaining Unit 1 Word Time Picture Cards.
Spread the Units 1–5 Word Time Picture Cards Groups then change roles and do the activity
faceup in the middle of the circle. Name one of again.
the cards. Students repeat and point to that card.
The student to your right then names any other 5. Put It All Together. Place the Units 4 and 5
card. Students repeat and point to that card. Word Time Picture Cards facedown in sepa-
Students continue in the same way until every- rate piles at the front of the classroom. Turn
one has taken a turn. over and hold up the top card from each pile.
Attach the cards to the board, with the Unit
OPTION: For added challenge, play the game as 4 card to the left of the Unit 5 card. Wave to
above, but name both a Colour and a shape. the class and say Hello! I’m (Mr. Samir). Then
For example: blue circle. Students repeat and point to each card and say I see a (square). It’s
point to both of the named cards. (yellow). Return the cards to the bottom of
LARGE CLASSES: Play the game as above, but their respective piles. Students then take turns
instead of standing in a circle, have students coming to the front of the classroom to do the
remain at their desks and point to and name activity in the same way. Continue until all
cards attached to the board. students have taken a turn.
2. Identify. Hold up one of the hand-Coloured
Unit 4 Word Time Picture Cards and name it,
saying (blue) (circle). Students repeat. Then Finish the Lesson
bring a volunteer to the front of the classroom
and have him/her hold up each of the remain- 1. Look and Say. Hold up each of the Units 1–5
ing cards. Seated students name each card, Word Time Picture Cards and have students
saying both the Colour and shape. name them.
OPTION:Do the activity as above, but have stu- 2. Explain and assign Workbook page 45. (For
dents say I see a (Colour) (shape) about each instructions, see Teacher’s Book page 123.)
card.
3. I See. Attach the hand-Coloured Unit 4 Word
Time Picture Cards to the board. Place the Units
4 and 5 Word Time Picture Cards facedown
in separate piles at the front of the classroom.
Then divide students into Groups A, B, and C. A
student from Group A comes to the front of the
classroom and turns over, holds up, and names a
Unit 5 Word Time Picture Card. Then a student
from group B comes to the front of the classroom
and turns over, holds up, and names a Unit
4 Word Time Picture Card. Finally, a student
from Group C points to these two cards, then to
the corresponding Coloured Unit 4 Word Time
Shorouk Press 63
Review 1
A. Part 2
Listen and tick
part 2
the picture.
Language Focus: Units 1–5 words and patterns

Materials Needed: 1 set of Unit 1–5 Word Time
Picture Cards; Unit 1–5 Action Word Time Picture
Cards,
Warm-Up Review
42
To warm-up, choose one or more of the following

activities:
1. Use the Words Extension Review: Say It
All Together. Attach the Units 1–5 Word
Time Picture Cards to the board, with each
Practise the Words and Patterns
unit’s cards in a separate column. Point to the
top card in each column and say Hello! I’m
(Kareem). I see a (square). It’s (yellow). Point to
the next card in each column and elicit the sen- A. Listen and tick the picture.
tence combination. Continue in the same way 1. Play the recording. Students listen and tick
until all the cards have been used. the picture corresponding to what they listen.
2. Action Word Review: Say and Do. Hold Play the recording as many times as necessary
up each of the Units 1–5 Action Word Time for students to complete the task.
Picture Cards. Students name, then do or 1. Hello! I’m Kareem.
pantomime each action.
2. I see a square.
3. Use the Action Words Extension: Listen and
Do. Bring three volunteers to the front of the 3. It’s a blue star.
classroom. Say Let’s shake hands to the first 4. He’s diving.
volunteer, then shake hands with him/her. Say 5. Sit down, Please.
Let’s walk to the second volunteer, then walk
6. This is my father.
a short distance with him/her. Say Let’s draw
to the third volunteer, then pantomime draw- 2. Check answers by saying Number 1 and hav-
ing with him/her. Bring three new volunteers ing a volunteer point to and name the picture
to the front of the classroom. Do the activity in he/ she checked. Do the same for the remaining
the same way using jump and count over here. numbers.
Finally, bring three different volunteers to the
front of the classroom and do the activity in the
same way using Colour with me, Swim with
me, and write with me. Continue using other
new combinations of the vocabulary and pat-
terns.
64 Review 1
4. Teacher in the Middle. Students stand in a
Games and Activities large circle, with the teacher in the middle.
1. Listen Carefully. Stand in a circle with stu- Give each student one of the Units 1–5 Action
dents. Spread the Units 1–5 Action Word Time Word Time Picture Cards. Each student takes
Picture Cards faceup in the middle of the a turn saying (Action) over here using the
circle. Name one of the cards. Students repeat, action word on his/her picture card. The
point to that card, then do or pantomime the teacher does the action facing the student.
action. The student to your right then names Continue in the same way until most
any other card. Students repeat, point to students have taken a turn. Then volunteers
that card, then do or pantomime the action. play the teacher’s role in the middle.
Students continue in the same way until LARGE CLASSES: Do as above with the
everyone has taken a turn. teacher in front of the class and the students
OPTION: For added challenge, play the game as are seated at their desks.
above, but name two cards at a time. Students
repeat each word, point to both of the named
cards, then do or pantomime both actions. Finish the Lesson
instead of standing in a circle, have students 1. Thumbs Up. Hold up any Unit 1–5 Action
remain at their desks and point to and name Time Picture Card and name it correctly.
cards attached to the board. Students make a thumbs up sign, repeat the
card name, and/or pantomime the action.
2. It’s More Fun Together. Place the Units 1–5 Hold up another picture card and name it
Action Word Time Picture Cards facedown incorrectly. Students shake their heads, say
in a pile at the front of the classroom. Pick up No!, and correct you.
the top card, name it, then invite students to
join you in doing the action by saying Let’s 2. Explain and assign Workbook page 46. (For
(action). Do or pantomime the action with the instructions, see Teacher’s Book page 123.)
students for several seconds. Place the card
at the bottom of the pile. A volunteer then
comes to the front of the classroom and takes
on the teacher’s role, naming the action on the
next card and inviting the other students to
join him/her in doing the action. Continue in
the same way until most students have taken
a turn. Then do the activity in the same way
using (Action) and (Action) with me.
3. My Family Album. Ask the students to bring
photos of their families to the classrooms
(father - mother - brothers - sisters) when
they do so, they stick these photos on a piece
of paper “Like an album”. Then in pairs or
groups students introduce their families to
each other saying: This is my (father).
Option: You can assign the album part as home
work to be done at home.
Shorouk Press 65
Review 1 A. Part 3
Listen and mat
ch.
1. •
part 3
2. • 3. • 4. •
5. •
• • • • •
B. Look at the
pict ures. Circle the
correct number.
1
Language Focus: Units 1–5 Word Time and phonics 2 3 4

2
time
3 2 4 5
4
2 4
5 5
1 2
Materials Needed: CD/cassette and player; Units
5
6
1 3 5
7
1–5 Word Time Picture Cards, Units 1–5 Phonics Time
3 4 5
8
2 3
Picture Cards,
4
3 4
C. Trace the 5
letters. Then
circle and con
nect.
• • • • •
43
Warm-Up Review
To warm up, choose one or more of the following

activities:
1. Phonics Review. Hold up the e Letter Card.
Elicit the letter name. Hold up the egg Phonics Practise the Words and Patterns
Time Picture and Word Card. Point to the
boldface e at the beginning of the word egg Students open their books to page 43.
and elicit /e/, egg. Continue in the same way
with the Phonics Time Picture and Word A. Listen and match.
Cards for eight and elephant. Repeat the process 1. Play the recording. Students listen
with the f Letter Card and the Phonics Time
and match the number in the top row to the
Picture and Word Cards for farmer, fish, and
corresponding picture in the bottom row. Play
fan.
2. Song Review. Attach the Unit 3 Phonics students to complete the task.
Time Picture Cards and Letter Cards on three 1. What is it?
different walls. Play the Eight on the Egg song It’s a heart.
(see Teacher’s Book page 45). Students sing 2. What is it?
together, pointing to the appropriate picture It’s a fish.
and letter card as they sing.
3. What is it?
3. Units 1–5 Word Time Review. Hold up each It’s a goat.
of the Units 1–5 Word Time Picture Cards, 4. What is it?
and have students name them. Shuffle the It’s a bird.
cards, hold up each one again, and have 5. What is it?
individual students name them. It’s a flower.
4. Units 1–5 Phonics Review. Hold up each 2. Check answers by saying Number 1. A
Letter Card (uppercase and lowercase) for volunteer points to the picture in the second row
the letters A–J, eliciting the letter names from and says It’s a heart. Prompt students if neces-
students. Attach the cards in alphabetical sary.
order on the board. Hold up each Units 1–5 Do the same for numbers 2–5.
Phonics Time Picture Card in a–J order.
Point to the boldface letter at the beginning B. Look at the pictures. Circle the correct
of each word and elicit the letter sound and number.
the word name. Shuffle the cards and repeat,
1. Students count the items in each picture and
eliciting the letter sound and word name from
circle the corresponding number below.
individual students. As each picture card is
named, place it under the appropriate letter
card on the board.
66 Review 1
LARGE CLASSES: Play the game with
2. Check answers by saying Number 1 and having students sitting at their desks. Students stand
a volunteer point to the correct numbers and say: up and remain standing when their cards are
two. Do the same for numbers 2-8. named.
C. Trace the letters. Then circle and connect. OPTION: Do the activity using the following
actions and a simple rhythm. Pat your legs
1. Students trace each letter and then circle the cor- twice (two short beats) and clap once (one
responding picture below. long beat) as you say each sound-word
2. Students connect each picture to the letters combination. Students repeat the sounds and
above. word names as they do the actions in time to
the simple rhythm.
Finish the Lesson

1. What Is It? Students sit at their desks.
1. Let’s Go Fishing. Write the headings a Shuffle the Units 1–5 Phonics Time Picture
through I across the top of the board. Attach Cards together, and give one to each student.
paper clips to the Units 1–5 Phonics Time A volunteer stands and holds up his/her
Picture Cards, then place them scattered picture card, then names it using the phrase
facedown on the floor. Students stand in a It’s a (dog). For phonics words beginning with
circle around the cards. Give a volunteer a the letters a and e, introduce the phrase It’s
string attached to a magnet. The volunteer an (apple) and It’s an (egg). For the phonics
“fishes out” a card from the pond, then calls words farmer and fan, students may say It’s a
out its beginning sound and names the word. (fan).
He/She then attaches the card in the proper
letter category on the board, and hands the
“fishing string” to another student. Students
take turns fishing out different words and
placing them in the letter categories at the
board.
LARGE CLASSES: Distribute the picture
cards facedown among the students seated at
their desks. Students take turns holding up
and naming the picture cards, then attaching
them to the board.
2. Word Pairs/People Pairs. Students stand in
two parallel lines a distance from each other.
Give one Unit 1–5 Phonics Time Picture Card
to each student. Say the beginning sound
and the word name of two of the cards (for
example: /a/, apple; /c/, cat). Students
with the named picture cards run into the
open space between the two rows, holding
their cards above them as everyone repeats
the sound and word names. Quickly name
another two cards in the same way, and
students holding the named cards run into
the open space with the previous students.
Continue in the same way until everyone is in
the open space between the lines.
Shorouk Press 67
Review 1
A. Part 4
Listen and mat
part 4
ch.
1.
• 2. • 3.
• 4.
• 5.
• • 6. •
• • • • •
Language Focus: Units 1–5 Word Time, Use the B. Listen and
write the num
ber.
Words, and Phonics Time

Materials Needed: CD/cassette and player; Units 1–5
C. Trace the
letters. Then
circle and con
nect.
• • • • •
Warm-Up
Review
44

activities:
1. Phonics Review. Hold up the g Letter
Card. Elicit the letter name. Hold up the girl Practise the Words and Patterns
Phonics Time Picture and Word Card. Point
to the boldface g at the beginning of the Students open their books to page 44.
word key and elicit /g/, girl. Continue in A. Listen and match.
the same way with the Phonics Time Picture
and Word Cards for goat and garden. 1. Play the recording. Students listen and match
Repeat the process with the h Letter Cards the number in the top row to the corresponding
and the Phonics Time Picture and Word picture in the bottom row. Play the recording
Cards for hen, house and horse. as many times as necessary for students to
complete the task. (Each line repeats twice.)
2. Song Review. Attach the Unit 4 Phonics
1. I want a cake.
Time Picture Cards and the g, and h Letter
Cards to three different walls. Play the girl 2. I want a doll.
on the goat (see Teacher’s Book page 53). 3. I want an egg.
Students point to the corresponding cards 4. I want a jacket.
as they sing together. 5. I want a horse.
6. I want an apple.
3. Units 1–5 Word Time Review. Hold up 2. Check answers by saying Number 1. A
each of the Units 1–5 Word Time Picture
volunteer points to the picture in the second
Cards, and have students name them.
row and says I want a cake. Prompt students if
Shuffle the cards, hold up each one again,
necessary. Do the same for numbers 2–6.
and have individual students name them.
B. Listen and write the number

1. Play the recording. Students listen, then
number the correct scene. Play the recording as
the task.
1. Read a book.
2. Colour the picture.
3. Walk on the beach.
4. Stand up.
68 Review 1
2. Around the Room with Pictures. Attach the
2. Check answers by saying Number 1 and Units 1–5 Phonics Time Picture Cards at random
having a volunteer point to the correct scene around the room (on the walls, desks, door,
and say read a book. Do the same for numbers windows, etc.) where students can easily touch
2–4. them. Students begin by walking around the
C. Trace the letters. Then circle and room, whispering the beginning sound and
connect. item name of every picture card they pass by
1. Students trace each letter and then circle the (for example: /i/, insect). Suddenly call out any
corresponding picture below. letter name from a to j. Students then try to put
2. Students connect each picture to the letters their finger on one of the three picture cards
above. beginning with that letter. Only one student
may touch any card, so the three students who
have touched those cards hold up their cards
and name them by saying the beginning sound
Games and Activities and the item name. Clap your hands three times
to start the students walking (and naming the
Go Fish. Attach one set of Units 1–5 Phonics Time picture cards) again until you say another letter
Picture Cards to the board for reference. Shuffle name. Continue in the same way until all 10
three additional copies of each of the Units 1–5 letters have been called out.
Phonics Time Picture Cards. Students sit in a
circle. Pass out three cards to each student. Place Large classes: attach the cards on the board, get
the remainder in a pile facedown in the middle. volunteers touch it on the board.
Students try to collect a set of three of the same 3. Around the Alphabet. Sit with students in a
card. A volunteer asks the student to his/her circle. Say the name and sound of each letter
right for a particular card by saying the beginning in alphabetical order from a to j, keeping a
sound and naming one of the picture cards he/ steady beat. Students repeat after each letter. For
she has, for example: /a/, apple. If that student example:
has an apple card he/she hands it over, and Teacher: a, /a/
the first student can ask for another card, going
Students: a, /a/
around the circle. If the second student does
not have an apple card, he/she says “Go Fish!” Teacher: b, /b/
The first student then takes one card from the Students: b, /b/
pile in the center of the circle and it’s the second
student’s turn to ask the student to his/her right Do the exercise again, but with each student
for a particular card. Play continues around the around the circle saying one letter’s name and
circle in the same way. When a student collects sound. Everyone repeats after each student.
three of the same item, he/she lays down the option: students can do it while seated at their
cards and announces the beginning sound and desks.
picture card name. The game is over when all
the cards have been laid down.
OPTION: Play as above. Students ask anyone in
the circle for a card. Finish the Lesson
Large classes: Get four or five students do it in 1. Thumbs Up. Hold up a Units 1–5 Word Time or
front of the class. Phonics Time Picture Card and name it correctly
by saying It’s a (car) or It’s (a bus). Students
make the “thumbs up” sign and repeat the
phrase. Hold up another picture card and name
it incorrectly saying It’s a (bird). Students shake
their heads, say No!, then repeat the phrase with
the correct word.
2. Explain and assign Workbook pages 47-48. (For
Shorouk Press 69
Second Term
6 In the Classroom
In the Classr
oom
6
Word Time 1.
A.
2.
Word Time
Listen and repe
at.
Use the Wo
3. A. rds
4. Listen and repe
at.
pencil
Language Focus: School supplies

book It’s a pencil.
B. Listen and poin bag
t below. Then pen
C. chant.
Listen and write
the number.
(pencil, book, bag, pen) B.

C.
Listen and poin
t below.
Listen and poin

t. Then sing alon
g.
player; a pencil, a pen, a book, and a bag;

1 set of Aa–Jj Alphabet Cards; Unit 6 Word
Time Picture Cards,

1
Unit 6
Unit 6
Warm-Up and Review

Pattern Review. To review, choose one or more of 2. Open a Student Book to page 1. Read the
the following activities: following while pointing to the pictures
1. Alphabet Review. Attach the Aa–Jj Alphabet (bold words) and pantomiming the actions or
Cards to the board. Point to each letter and elicit adjectives (italicized words).
its name. Then name each letter. Students repeat, Note: If students repeat, do not stop them, but
then point to that letter on the board. they are not required to do so. It is not impor-
2. Alphabet Chant. Play The Alphabet Chant: A–J. tant that students understand each word.
Students listen. Play the song again, and have This is a receptive activity for giving students
students sing along in unison. exposure to English and recycling previously
learned language.
Mona and her friends are in the classroom.
Introduce the Words They are wearing blindfolds. They can’t see.
Mona thinks, “It’s a book.” ” Kareem thinks,
1. Hold up a pencil. Say pencil. Students repeat and “It’s a pencil.” Ali thinks, “It’s a bag.” Look
point to the pencil. Do this twice. Introduce book over here. I see two green frogs. I see a let-
in the same way. Then hold up the pencil and ter ‘A.’ I see Sokkara.
book together. Say pencil, book. Students repeat,
pointing to each item as they name it.
2. Introduce pen and bag as in Step 1. Practise the Words
3. Hold up any two of the items. Students name
each item. Continue in the same way, holding A. Listen and repeat.
up different combinations of items until students 1. Play the recording. Students listen and repeat,
can repeat the four words with ease. pointing to each picture in the vocabulary box.
1. pencil
2. book
3. bag
1. Students open their Student Books to page 1. 4. pen
They then look at the large scene and name any- 2. Say the words in random order. Students
thing they can.
point to them in the vocabulary box.
70 Unit 6
2. Word Pairs, People Pairs. Students stand in
3. Say the words again. Students look at two parallel lines a short distance from each
each item in the vocabulary box, then find and other. Give each student a Unit 6 Word Time
point to that school supply item in the large Picture Card. Name two of the picture cards.
scene. Students with the named picture cards run
into the open space between the two lines,
B. Listen and point below. Then holding their cards above them as everyone
chant names the cards. Quickly name another two
cards, and have everyone holding the named
Play the recording. Students listen to the chant cards run into the open space. Continue in
and point to the corresponding pictures in the the same way for a few minutes, gradually
large scene. Play the recording as many times decreasing the amount of time between nam-
as necessary for students to complete the task. ing the cards.
Pencil, Pen LARGE CLASSES: Play the game as above,
Pencil, pen * * * but have students stay at their seats. They
Pencil, pen * * * stand up and quickly sit down as their card is
named.
Bag, book * * *
Bag, book * * * OPTION: Do the activity as above, using
a simple rhythm. Pat your legs twice (two
Pencil * pen * bag * short beats) and clap once (one long beat)
Book * pen * pencil * as you say each word of the word combina-
Yeah! tion. Students repeat the words in time to the
rhythm.[You can use realia instead of cards].
3. Pack the Bag. Divide students into groups
C. Listen and write the number. of four and give a Unit 6 Word Time Picture
1. Play the recording. Students listen and write Card to each student. Say pencil, book.
the number they hear in the white circle for Students in each group with those cards
each vocabulary item. Play the recording as repeat the words and then give their cards to
many times as necessary for students to com- the student holding the bag card. Say bag, and
plete the task. the bag student then returns these cards to
their owners. Name another set of two picture
1. book, book
cards, and do the activity as above. Continue
2. pencil, pencil in the same way for a few minutes.
3. bag, bag
4. pen, pen OPTION: Students do the activity as above,
but instead of using picture cards they use
2. Check answers by writing numbers 1–4 on real classroom items.
card next to each number. Point to each picture Finish the Lesson
and have students name it.
1. Word Chain. Attach the Unit 6 Word Time
Picture Cards to the board for reference.
Games and Activities Students stand in rows of five or six. Name
three of the target vocabulary items. Starting
1. Chant Fun. Divide students into Groups A and with the first student in the first row, each
B. Distribute a set of Unit 6 Word Time Picture student says a word in the order given. The
Cards to each group, one per student. Play the fourth student claps. The next four students
Pencil, pen chant again. Group A chants the first do the same, and students continue until the
line of each verse, and students in Group B with word chain reaches the end of the last row.
the corresponding cards stand up and chant the Say three new words and do the activity
second line. Students remain standing for the again.
second time of listening the chant (Pencil, bag/
VERY SMALL CLASSES: Play as above, sit-
Book, pen),
ting in a circle.
students in Group B sit down as they hear their
item named. Then everyone stands up together 2. Explain and assign Workbook page 5. (For
and shouts out the last word, Yeah! Groups instructions, see Teacher’s Book page 123.
change roles and chant again.
OPTION: Students do the activity as above, but
instead of using picture cards they use real class-
room items.
Shorouk Press 71
In the Classr
Use The Words

oom
6 Word Time
A. Listen and repe
at.
1.
2. Use the Wo
3. A. rds
4. Listen and repe
at.
Language Focus: It’s a pencil.

pencil
book It’s a pencil.
t below. Then pen
C. chant.
Listen and write
the number.
Function: Identifying classroom items B.

C.
Listen and poin
Listen and poin
t below.
t. Then sing alon
g.

player; a pencil, a pen, a book, and a bag
2 small sheets of paper per student; tape;
Use the Words, see page 6. Unit 6

Unit 6
Warm-Up and Review

1. Classroom Items. Hold up each Unit 6 Word Students open their Student Books to page 2.
Time Picture Card, and elicit its name. Hold
up each card again, eliciting its name from A. Listen and repeat.
individual students.
OPTION:Do the activity as above, but instead of board. Play the recording, pointing to each word.
using cards, use real classroom items. Students listen.
2. Chant Review. Attach the Unit 6 Word Time
Picture Cards to the walls of the classroom. It’s a pencil.
Play the Pencil, Pen chant. Students listen. 2. Play the recording again. Students listen,
Play the chant again, and have students chant, look at the pattern box in their books, and
pointing to the appropriate card on the wall repeat, pointing to the speaker in the pattern
when each word is chanted. box.
OPTION: Do the activity as above, but instead of 3. Students try to say the pattern on their own,
using cards, use real classroom items standing while looking at the pattern box in their books.
on the chalktray.
3. Check Workbook page 5. (For instructions and B. Listen and point below.
Play the recording. Students listen and point to
Introduce the Patterns the corresponding areas in the large scene. Play
1. Hold up a pencil and say It’s a pencil. Students students to complete the task.
hold up their pencils and repeat. Do the same It’s a pen.
with a bag, a pen, and a book. It’s a pen.
2. Hold up any of the above items. Elicit It’s It’s a bag.
a (pencil). Continue in the same way with It’s a bag.
different items for a few minutes.
It’s a book.
It’s a book.
It’s a pencil.
It’s a pencil.
72 Unit 6
S2 draws the three classroom items on the
C. Listen and point. Then sing along. second sheet of paper. S1 and S2 then change
1. Read the lyrics line by line. Students repeat roles, and S2 looks at the back of S1’s chair.
each line. Play the recording. Students listen and Finally, S1 and S2 look at the sheets on the
point to the characters in the large scene. Play the backs of their own chairs to check if they drew
recording as many times as necessary for students the correct classroom items.
to complete the task. 3. What’s Missing? Attach the Unit 6 Word
It’s a Pencil Time Picture Cards to the board, with three
(Melody: My Darling Clementine) of the cards facing the class and the fourth
card facing the board. Students try to identify
It’s a pencil. the mystery card. When they identify the
It’s a pen. card, turn the card to face the class. Shuffle
It’s a bag. the cards and repeat the activity with a new
It’s a book! card facing the board. Continue in the same
way until all four cards have been correctly
It’s a pen. identified.
It’s a pencil.
It’s a bag.
It’s a book!
Extra Practice
It’s a pen. Explain and assign Worksheet 13, My Bag, page
It’s a pencil. 147. (For instructions, see page 131.)
It’s a bag.
It’s a book!

the recording as many times as necessary for stu- Finish the Lesson
dents to become familiar with the song. 1. It’s a What? Sit with students in a circle. Place
a pencil, a pen and a book in a bag. Take out
one item and pass it to the student on your
Games and Activities right, saying It’s a (pen). Students pass the
(pen) around the circle, with each student
1. Song Fun. Give each student a Unit 6 Word saying It’s a (pen) as he/she passes it. At the
Time Picture Card (or ask them to use their same time, take out another item and pass
school supplies). Play It’s a Pencil again. it to the student on your left, saying It’s a
Students sing only those lines that correspond to (book). Students pass the (book) to the left in
their picture card. As a classroom item is named the same way as above. When the two items
in the song, students hold up their picture card been passed all the way around the circle,
as they sing. Students then exchange picture play again with new items. For extra fun, pass
cards. Play the song again and have students three or four items around the circle at the
sing the song in the same way. same time.
2. What’s on My Back? Attach the Unit 6 Word
Distribute a small sheet of paper to each stu-
dent. Give students 90 seconds to draw any
three of the target classroom items on their
paper. Collect the papers, shuffle them, and
attach one sheet to the back of each student’s
chair, making sure that students cannot see
the drawings on the back of their own chair.
Distribute another small sheet of paper to each
student. Divide students into pairs. S1 in each
pair stands behind S2’s chair and looks at the
classroom items drawn on the paper. S1 uses
the target pattern to tell S2 what three classroom
items are on the paper, saying, for example, It’s
a book, It’s a pen, It’s a bag.
Shorouk Press 73
Action Word Time
Action Wo
A. rd Time
Listen and repe
at.
1.
2.
3.
4.
pick up
Language Focus: Classroom language your book put down
open your
your book close your
bag
(pick up your book, put down your

t below. Then
the number.
book, open your bag, close your bag)

player; 1 book bag, pencil, pen, and
a book per student; a die; 1 set of Unit 6
Word Time Picture Cards; 1 set of Unit
6 Action Word Time Picture Cards
Action Word Time, see page 8. Unit 6
Warm-Up and Review

2. Introduce open your bag and close your bag, as
in Step 1.
1. Mystery Box. Hold up each Unit 6 Word Time
Time Picture Card. Students repeat. Then hold
Picture Card and say It’s a (pen). Students repeat.
up each card in random order and elicit its
Then place the picture cards in a box. Remove
name.
three of the cards and elicit It’s a (pen) for each
card. Students then try to name the card still in 4. Name the actions in random order. Students
the box, saying It’s a (pencil). Once they have repeat and do each action. After a few min-
correctly named the card, do the activity again, utes, volunteers play the teacher’s role and
this time leaving two “mystery” cards in the box. name the actions. Continue until all students
can name and do all four actions with ease.
OPTION:Do the activity as above, using real class-
room items. Use a bag instead of a box. Students
guess the mystery item or items. Talk About the Picture
2. Song Review. Place the Unit 6 Word Time 1. Students open their Student Books to page 3.
Picture Cards around the classroom so that They look at the large scene and name any-
students can see them. Play the It’s a Pencil song. thing they can.
Students listen. Play the song again. Students
sing along and, when each classroom item is 2. Open a Student Book to page 3. Read the fol-
named, they point to the corresponding picture lowing while pointing to the pictures (bold
card. Collect the picture cards, redistribute them words) and pantomiming the actions or adjec-
around the classroom, and have students sing the tives (italicized words).
song again in the same way. Note: If students repeat, do not stop them, but
3. Check Workbook page 6. (For instructions and they are not required to do so. It is not impor-
answer key, see Teacher’s Book page 124.) tant that students understand each word.
exposure to English and recycling previously
learned language.
Introduce the Action Words Everyone can see now. Look. It’s blue. It’s a
1. Bring a volunteer to the front of the classroom, book. Look at Sarah open her bag. Look at
and have the student bring a book. Pick up your Ali close his bag. Look at Amira put down
book, look at and point to the volunteer, and the book slowly. Look at Mona pick up the
say Pick up your book, prompting the student to book quickly.
pick up his/her book. Seated students repeat
the sentence. Then put down your book, look
at and point to the volunteer, and say Put down
your book, prompting the student to put down the
book. Seated students repeat the sentence. Repeat
the entire procedure two to three times.
74 Unit 6
Practise the Action Words Games and Activities
A. Listen and repeat. 1. Chant Fun. Students place their bags and
1. Play the recording. Students listen and repeat, Student Books in front of them. Play the Open
Your Bag chant again. Students chant and do
the actions, stamping their feet instead of clap-
1. pick up your book
ping.
2. put down your book
3. open your bag 2. Simon Claps. Attach the Unit 6 Action Word
4. close your bag Time Picture Cards to the board for reference.
2. Say the phrases in random order. Students Clap once and name one of the target actions.
point to the pictures in the vocabulary box. Students repeat the words and do the action.
3. Say the phrases again. Students look at Then name another action. Students do not do
each action in the vocabulary box, then the action, because there was no clap preced-
ing it. Continue in the same way, playing until
find and point to the character doing that action
students follow the commands easily.
in the large scene.
3. Action Circle. Attach the Unit 6 Action Word
B. Listen and point below. Then Students sit in a circle with their bags in front
chant. of them. A student begins by rolling a die, and
Play the recording. Students listen to the chant, then passing it to his/her right for the number
and point to the pictures in the large scene. Play of students indicated on the die. For example,
the recording as many times as necessary for if the student rolls a 3, then he/she passes the
students to complete the task. die to the third person to his/her right. The
student who receives the die names one of the
Open Your Bag
target actions, and everyone does the action.
Open your bag. * * * The student then rolls the die and passes it as
Open your bag. * * * above. Continue in the same way for four or
Pick up your book. * * * five minutes.
Pick up your book. * * * LARGE CLASSES: Each row of students plays
Put down your book. * * * as above, passing the die up and down the
Put down your book. * * * row.
Close your bag. * * *
Close your bag. * * *
Open your bag. * * * Extra Practice
Pick up your book. * * * Explain and assign Worksheet 14, My Bag view-
Put down your book. * * * er, page 148. (For instructions, see page 131.)
Close your bag. Yeah!
Finish the Lesson

1. Play the recording. Students listen and write 1. Use What You Know: I Say, You Do. Each
the number they hear in the white circle for each student places a book, a pencil, a pag, and a
vocabulary item. Play the recording as many pen on top of his/her desk. Say Pick up your
times as necessary for students to complete the pen. Students do the action. Say Put down
task. your pen. Students do the action. Continue in
the same way using the other classroom items
1. close your bag, close your bag
on the students’ desks. After a few minutes,
2. pick up your book, pick up your book
have each student give a command. Every-one
3. open your bag, open your bag
does the action. For extra fun, tell students to
4. put down your book, put down your book pick up several items before telling them to
2. Check answers by writing numbers 1–4 on the put the items down.
board. Then have volunteers come to the board and
attach the corresponding picture card next to each 2. Explain and assign Workbook page 7. (For
number. Point to each picture and have students instructions, see Teacher’s Book page 124.)
name it.
Shorouk Press 75
Phonics Time A. Make the
shape of eac
Phonics Tim
h letter.
e
Language Focus: Alphabet letters K, L, and M, phonics words

((kite, key, king, lizard, leaf, lemon, mouse, moon, monkey B. Listen and poin
t.
Materials Needed: CD/cassette and player1 set of K, k, L, l, M,

kite
m Letter Cards; 1 set of Unit 6 Action Word Time Picture Cards;
key
lizard leaf mouse
monkey
Unit 6 Phonics Time Picture and Word Cards, king

lemon
moon
C. Listen and poin
t. Then sing
along.
For general information on Phonics Time, see

pages 10–11.
Unit 6
Warm-Up and Review

Action Vocabulary Review. To review, choose one
or more of the following activities: 3. Repeat Step 2 with the L Letter Card and the
Phonics Time Picture and Word Cards for
1. Action Phrase Review. Hold up each Unit 6
lizard, leaf and lemon.
Action Word Time Picture Card and elicit its
name. Then put a book inside a bag. Using this 4. Repeat Step 2 with the m Letter Card and the
bag and book, do each target action, and elicit Phonics Time Picture and Word Cards for
the phrase for the action. Do the four actions mouse, moon and monkey.
again, this time pantomiming the action without
the bag and book, eliciting the action phrases
from individual students.
Practise the Letters
2. Chant Review. Play the Open Your Bag chant. Students open their Student Books to page 4.
Students listen. Play the chant again. Students A. Make the shape of each letter.
chant along and pantomime each action.
Point to each letter and name it. Students repeat
Introduce the Letters B. Listen and point.

1. Play the recording. Students listen and repeat,
1. Hold up the K Letter Card and name it. Students pointing to the corresponding words and items
repeat, pointing to the letter. Hold up the
in the boxes.
k Letter Card and name it. Students repeat,
pointing to the letter. Introduce L, l and M, m in K, /k/, kite
the same way. Next, attach all six Letter Cards K, /k/, key
to the board. Point to and name each letter. K, /k/, king
Students repeat, pointing to the corresponding L, /l/, lizard
Letter Card. Name the letters in random order. L, /l/, leaf
Students repeat, pointing to the corresponding L, /l/, lemon
Letter Card (either uppercase or lowercase). M, /m/, mouse
2. Hold up the k Letter Card and name it. Students M, /m/, monkey
repeat. Say the letter’s sound, /k/. Students M, /m/, moon
repeat. Hold up the key Phonics Time Picture 2. Say the lines above in random order.
Card. Say /k/, key. Students repeat. Hold up Students repeat, pointing to the corresponding
the Phonics Time Word Card for key. Point to words and items in the boxes.
the boldface k at the beginning of the word key
and say /k/, key. Students repeat. Continue in
the same way with the Phonics Time Picture and
Word Cards for kite and king.
76 Unit 6
ANSWERS: The letters Kk are hidden on the blue
2. Say the lines above in random order. book in front of Mona at the left. The letters Ll
Students repeat, pointing to the corresponding are hidden on the pyramids on the top at the
words and items in the boxes. right. The letters Mm are hidden on Kareem’s
shirt.
C. Listen and point. Then sing along. 3. Draw It, Say It. Attach the Unit 6 Phonics
1. Read the lyrics line by line as you point to the Set a time limit of 90 seconds, and have each
items in the scenes. Students repeat each line. student draw one of the phonics items on a
Play the recording. Students listen and point sheet of paper. They then take turns standing
to the items in the scenes. Play the recording as up, showing the rest of the class their picture,
many times as necessary for students to com- and saying the beginning sound and the item
plete the task. Key on the kite name, for example: /l/, lemon. Continue until
each student has taken a turn.
Key on the Kite
4. Backboards. Attach the K, k, L, l, M, and
(Melody: Jimmy Crack Corn)
m Letter Cards to the board for reference.
Key on the kite, k, k, k. Students stand in pairs (S1 and S2) facing the
King, king, k, k, k. board, with S1 standing directly behind S2.
Key on the kite,k, k, k. Write the letter K line-by-line on the board.
Sing the letter K. S1 traces the letter on S2’s back at the same
Lizard on the leaf, l, l, l. time. Continue in the same way with all six
Lemon, lemon, l, l, l. target letters. Students then switch positions
Lizard on the leaf, l, l, l. and repeat the activity. Then invite students
Sing the letter L. to trace any of the six letters on their partner’s
back. As students “feel” the letter, they say its
Mouse on the moon, m, m, m. name and point to it on the board. If incorrect,
Monkey, monkey, m, m, m. the tracing student says No and tries the
Mouse on the moon, m, m, m. same letter again until the partner identifies it
Sing the letter M. correctly. After they trace and identify all six
2. Play the song again. Students sing along. letters, partners switch roles and play again.
Extra Practice
Explain and assign Worksheet 15, Phonics Jungle
K, L, M, page 149. (For instructions, see pages
Games and Activities (131-132.)
1. Song Fun. Attach the Unit 6 Phonics Time
for reference. Give each student a picture Finish the Lesson
card at random. Students form three groups
based on the initial sound of the item on 1. What’s Missing? Attach the Unit 6 Phonics
their card (k, l, or m). Play the Kite on the Time Picture Cards to the board, with eight
Key song. Students sing along and hold up of the cards facing the students and the ninth
their cards when their words are sung. Then card facing the board. Students identify the
have students exchange cards and get into missing word by saying the beginning sound
groups of three, with each group having a and then the item name, for example: /k/,
representative k, l, and m word. Play the song key.
again. Students from the different trios hold
up their cards when their words are sung. 2. Explain and assign Workbook page 8. (For
2. Hidden Letters. Use Wall Chart 6 or have 3. My Dictionary. In class or at home, students
students open their books to pages 1–2. turn to page 57, find the new words they’ve
Students find the hidden pairs of target learned in the lesson, and make a check next
letters in the large scene. When students have to them.
found the letters they raise their hands. Have
their books.
Shorouk Press 77
More Numbers
7 7
More Numb
ers
Word Time
Word Time
A. Listen and repe
at.
1.
2.
3. Use the Wo
4. A. rds
5. Listen and repe
at.
six There are six
seven
Language Focus: Numbers 1–10 (one, two,
eight candles.
B. nine
Listen and poin ten
t below. Then
C. chant.
three, four, five, six, seven, eight, nine, ten)

Listen and write
the number.
B. Listen and poin

t below.

a pair of dice; Unit 7 Word Time Picture
Cards,

Unit 7
Unit 7
10
Warm-Up and Review

activities:
1. Phonics Review. Hold up the k Letter Card. 1. Students open their Student Books to page 9.
Elicit the letter name. Hold up the key Phonics They then look at the large scene and name any-
Time Picture and Word Card. Point to the thing they can.
boldface k at the beginning of the word key and
elicit /k/, key. Continue in the same way with 2. Open a Student Book to page 9. Read the follow-
the Phonics Time Picture and Word Cards for ing while pointing to the pictures (bold words) and
kite and king. Repeat the process with the l and pantomiming the actions or adjectives (italicized
m Letter Cards and the Phonics Time Picture words).
and Word Cards for lizard, leaf, lemon, mouse,
moon, and monkey. Note: If students repeat, do not stop them, but they
are not required to do so. It is not important that
2. Song Review. Attach the Unit 6 Phonics Time
students understand each word. This is a receptive
Picture Cards and the k, l, and m Letter Cards
to three different walls. Play the Key on the Kite activity for giving students exposure to English
song (see Teacher’s Book page 77). Students and recycling previously learned language.
point to the corresponding cards as they sing A birthday party! It’s Sokkara’s birthday. Let’s
together. count the candles. 1-2-3-4-5-6. Sokkara is
3. Check Workbook page 8. (For instructions and six years old today. Let’s count the balloons.
answer key, see Teacher’s Book page 124.) 1-2-3-4-5-6-7-8-9-10. Look at the cake. Yum!
I like cake. Look at Ramy. Ramy is sitting
Introduce the Words down. Look at the apples. There are seven
1. Attach the one, two, three, four and five picture apples. Look at the crayons. Wow! Look at
cards to the board in numerical order. Point to the big birthday present!
each card and have students name it. Say one,
two, three, four, five then five, four, three, two,
one. Students repeat each number and point to
the corresponding card on the board (This is a
review as they have learned these numbers in
unit 2).
2. Introduce the numbers five and six, seven and
eight, nine and ten.
3. Count from 1–10, then from 10–1. Students
repeat each number and point to the correspond-
ing card on the board.
78 Unit 7
Practise the Words 2. Check answers by having volunteers come
to the board. Say one, and have each volunteer
A. Listen and repeat. write 1 on the board. Do the same for the remain-
1. Play the recording. Students listen and repeat, ing numbers.
six, seven, eight, nine, ten
2. Say the numbers in random order. Students Games and Activities
3. Say the numbers again. Students look at each 1. Chant Fun. Play The Numbers Chant. Chant
number in the vocabulary box, then find and point the first line of each verse, holding up the cor-
to the balloon with that number in the large scene. responding number of fingers as each number is
chanted. Students do the same for the second line
of each verse.
OPTION: Stamp your feet while chanting one
1. Read the chant line by line. Students repeat and two. Students repeat. Pat your legs while
each line. Play the recording. Students listen and chanting three and four. Students repeat. Clap
point to each number in the large scene. your hands while chanting five and six. Students
The Numbers Chant repeat. Pat your head while chanting seven and
One, two eight. Students repeat. Snap your fingers while
One, two chanting nine and ten. Students repeat. Everyone
Three, four chants the last verse together, and jumps into the
Three, four air while chanting Hooray!
Five, six 2. More Chant Fun. Give each student a Unit 7
Five, six Word Time Picture Card. Students stand up. Play
Seven, eight the chant again. Students with the corresponding
Seven, eight picture cards sit down as they chant their num-
Nine, ten ber. In the second verse, students with the cor-
Nine, ten responding picture cards stand up as they chant
One, two, three their number. Everyone jumps into the air while
One, two, three chanting Hooray!
Four, five, six OPTION: each student writes a number on a
Four, five, six card and use as above
Seven, eight, nine
3. Buzz Numbers. Students stand in a circle. Shuffle
Seven, eight, nine
the Unit 7 Word Time Picture Cards and place
Ten! them facedown. Turn over the top card and show
Ten! it to students. That number is the “buzz number.”
Hooray! Students count from one to ten around the circle,
saying buzz for the buzz number. For example,
2. Play the recording again. Students listen and the 3 picture card is turned over. Students count
chant along. If this is too challenging, students around the circle 1, 2, buzz, 4, 5, 6, 7, 8, 9, 10.
chant the second line of each pair. After counting around the circle twice, select
another card from the pile and play again.
C. Listen and write the number. LARGE CLASSES: Each row of students plays as
1. Play the recording. Students listen and trace above.
the number in the balloon for each vocabulary
item. Play the recording as many times as neces- Finish the Lesson
sary for students to complete the task.
Explain and assign Workbook page 13. (For instruc-
four, four tions, see Teacher’s Book page 124.)
nine, nine
six, six
one, one
ten, ten
three, three
eight, eight
five, five
two, two
seven, seven
Shorouk Press 79
More Numb
ers
7 Word Time
Use The Words

A. Listen and repe
at.
1.
2.
3. Use the Wo
4. A. rds
5. Listen and repe
at.
six There are six
seven candles.
eight
B. nine
Listen and poin ten
Language Focus: There are six candles.

t below. Then
C. chant.
Listen and write
the number.
Function: Identifying the surrounding

B. Listen and poin
t below.
items
player; Unit 7 Word Time Picture Cards,

9
Unit 7
Unit 7
10
Warm-Up and Review

1. Say Those Numbers. Attach the Unit 7 Word Students open their Student Books to pages 9-10.
Time Picture Cards to the board in numerical
order. Point to each card in order and elicit its A. Listen and repeat.
name. Point to the cards in random order and
elicit their names from individual volunteers. 1. Write the text from the pattern box on the
board. Play the recording, pointing to each word.
2. Chant Review. Play The Numbers Chant. Students listen.
Students listen. Play the chant again, and have
students chant along holding up the correspond- There are six candles.
ing number of fingers. There are six candles.
3. Check Workbook page 13. (For instructions and 2. Play the recording again. Students listen, look
answer key, see Teacher’s Book page 124.) at the pattern box in their books, and repeat,
Introduce the Patterns 3. Students try to say the pattern on their own,
while looking at the pattern box in their books.
1. Draw a simple birthday cake on the board
with six candles on it. Point to the cake and say
There are six candles. Students repeat. Do the same
with apples - boys .... etc. Play the recording. Students listen and point to
the speaker in the large scene. Play the record-
2. Hold Up any of the unit 7 word time picture
ing as many times as necessary for students to
cards and any of the school supplies. For exam-
complete the task.
ple (7 and pen) elicit: There are seven pens. con-
tinue in the same way until most students have 1. There are ten balloons.
taken a turn to use the pattern.
2. There are seven apples.
3. Students use realia in the classroom to practice the
3. There are six girls.
pattern. For example: There are ten books....etc.
4. There are six boys.
5. There are seven stars.
80 Unit 7
Extra Practice
1. Telephone Chain. Sit in a circle with the
Explain and assign Worksheet 16. My Birthday,
students. Whisper I’m six years old to the
cake page 150 (For instructions, see page 132)
student sitting on your left. That student
whispers the same sentence to the student
sitting on his/her left. Students continue in
the same way, passing this sentence around
the entire circle. The final student to hear Finish the Lesson
the sentence says it aloud. If the student
does not say the correct sentence, say I’m 1. How Old Are You? Students take turns stand-
six years old, and have students repeat. The ing up and telling the class I’m (seven) years
student on your left then whispers a sen- old. Continue until all students have taken a
tence using the target pattern to the student turn.
on his/her left, and play continues as above.
Continue until three or four sentences have
been whispered around the circle.
Option: you can play it in rows according to
the students’ number
2. Clap Your Age. Give each student a Unit 7
Word Time Picture Card. Clap four times.
The student(s) holding the four picture card
stands up and says I’m four years old, then
sits down and claps from one to ten times.
Continue in the same way until most
students have taken a turn clapping.
3. Count and say. Put on your desk different
numbers of items that students can name in
English [4 Pens - 5 pencils - 3 books -
7 pictures of stars .. ect], Elicit the pattern
from the students: There are four pens.
Continue in the same way until the students
name all the items they see.
Note: Please tell the students that we add(s) to
make these words plural: pens - pencils,
just for the sake of doing the activity
above.
Shorouk Press 81
Action Word Time
Action Wo
A. Listen and repe
rd Time
at.
1.
2.
3.
4.
Language Focus: Happy activities (clap,

clap
shout
B. Listen and poin sing
t below. Then laugh
C. chant.
shout, sing, laugh)

Listen and write
the number.

Unit 7 Word Time Picture Cards, 1 set of
Unit 8 Action Word Time Picture Cards

11
Unit 7
Warm-Up and Review

Pattern Review. To review, choose one or more of Talk About the Picture
1. How old are you? Say Hello. I’m (Miss 1. Students open their Student Books to page 11.
Salma). I’m (thirty five) years old. Volunteers They then look at the large scene and name
then take turns standing up and telling the anything they can.
class their name and age, Using the above pat- 2. Open a Student Book to page 11. Read the fol-
terns to do so. lowing while pointing to the pictures (bold
2. There are ........ put some school supplies on words) and pantomiming the actions or adjec-
your desk. Point to an item and say. There are tives (italicized words).
two pencils. Volunteers then take turns hold- Note: If students repeat, do not stop them, but
ing up an item or pointing to your desk say- they are not required to do so. It is not impor-
ing: There are (five pens). tant that students understand each word.
3. Check Workbook page 14. (For instructions This is a receptive activity for giving students
and answer key, see Teacher’s Book page 124.) exposure to English and recycling previously
learned language.
This is exciting! Look at the people sing.
Ramy says, “Sing with me.” Look at the
Introduce the Action Words people laugh. Hoda says, “laugh with
1. Clap your hands three times, and say clap. me.” Look at the people shout. Kareem
Students repeat. Then cup your hands to your says, “Shout with me.” Look at the peo-
mouth and shout Hello! Say shout. Students ple clap. Samy says, “Clap with me.” I
repeat. Then hold up the clap and shout pic- see a cake. Wow I like it!
ture cards together. Say clap, shout. Students
repeat, pointing to each card as they name it.
Say shout, clap. Students repeat, pointing to
each card as they name it.
Practise the Action Words
2. Introduce sing and laugh, as in Step 1.
3. Name the actions in random order. Students A. Listen and repeat.
repeat and do each action. After two or three 1. Play the recording. Students listen and
minutes, volunteers play the teacher’s role and repeat, pointing to each picture in the word box
name the actions. Continue until all students as they say the words.
can name and do all four actions with ease. 1. clap
2. shout
3. sing
4. laugh
82 Unit 7
3. Say the words again. Students look at each 2. Action Freeze. Attach the Unit 7 Action Word
action in the vocabulary box, then find and
Name one of the actions, and play music.
Students do the named action. Stop the music
large scene.
after 15 seconds. Students stop doing the
action immediately, and remain absolutely
B. Listen and point below. Then chant. still. Name another target action and start the
1. Read the chant line by line. Students repeat music again. Continue in the same way for a
each line. Play the recording. Students listen few minutes.
and point to the character doing each action in 3. Let’s Do It. Say Let’s sing together. Students
the large scene. say Okay and sing with you for several sec-
Laugh, Sing onds. Do the same for the remaining target
action words. Then bring a volunteer to the
Laugh, sing. front of the classroom to play the teacher’s
Laugh, sing. role and say the sentences.
Shout! Shout!
Clap, clap, clap!
Extra Practice
Laugh, sing. Explain and assign Worksheet 17, Action cube,
Laugh, sing. page 151 (for instructions, see page 132)
Shout! Shout!
Clap, clap, clap!
Sing, laugh.
Sing, laugh.
Clap! Clap! Finish the Lesson
Shout, shout, shout!
Sing, laugh. 1. What’s Missing? Attach the Unit 7 Action
Sing, laugh. Word Time Picture Cards to the board, with
Clap! Clap! three of the cards facing the class and the
Shout, shout, shout! fourth card facing the board. Students name
the card facing the board and do the action.
2. Play the recording again. Students listen and Shuffle the cards and attach them to the board
chant along. If this is too challenging, students again, with a different card facing the board.
chant the second line of each pair. Continue in the same way for three to four
minutes. For added challenge, remove two or
C. Listen and write the number. more of the cards and have students name the
missing cards.
the number in the white circle for each vocabu- OPTION: You mime an action, students name
lary item. it. Get volunteers to mime in front of the class
2. Play the recording as many times as necessary while the others shout the action mimed.
for students to complete the task. 2. Explain and assign Workbook page 15. (For
1. laugh, laugh instructions, see Teacher’s Book page 124.)
2. sing, sing
3. shout, shout
4. clap, clap
students name it.

1. Chant Fun. Attach the Unit 7 Word Time
Picture Cards to the walls of the classroom. Play
the laugh, Sing chant again. Students chant in
unison, pantomiming each action as they chant,
facing the appropriate picture card.
Shorouk Press 83
Phonics Tim
A. Make the e
shape of each
Phonics Time
letter.
Language Focus: Alphabet letters N,O and P, phonics words

(necklace, nest, numbers, ox, office, orange, puppy, popcorn
B. Listen and poin
t.
and pen)
5
13 6
8
Materials Needed: CD/cassette and player; C, c, D, d, Letter

numbers nest ox
office puppy popcorn
Cards; Unit 7 Action Word Time Picture Cards; Unit 7 Phonics necklace
orange
Time Picture and Word Cards, C.
pen
Listen and poin
t. Then sing alon
g.
For general information on Phonics Time, see

pages 10–11.
Unit 7
12
Warm-Up and Review

Action Vocabulary Review. To review, choose one 3. Repeat Step 2 with the o and p Letter Cards and
or more of the following activities: the Phonics Time Picture and Word Cards for ox,
1. Action Word Review. Pantomime each Unit 7 office, orange, puppy, popcorn and pen.
Action Word Time action, and elicit its name.
Then hold up each Unit 7 Action Word Time
Picture Card. Students name each card and
pantomime the action. Practise the Letters
2. Chant Review. Attach the Action Word Time Students open their Student Books to page 12.
Picture Cards on the board for reference. Play A. Make the shape of each letter.
the Laugh, Sing chant. Students listen. Play
the chant again. Students chant along in uni- Point to each letter and name it. Students repeat
son, pantomiming each action as they chant it. the letter name as they make the letter shapes
Introduce the Letters pointing to the corresponding words and items
in the boxes.
1. Hold up the N Letter Card and name it. Students
repeat, pointing to the letter. Hold up the N, /n/, numbers
n Letter Card and name it. Students repeat, N, /n/, nest
pointing to the letter. Introduce O and o in the N, /n/, necklace
same way. Next, attach all the Letter Cards O, , ox
to the board. Point to and name each letter. O, , office
Students repeat, pointing to the corresponding
O, , orange
Letter Card. Name the letters in random order.
P,/p/ , puppy
P,/p/ popcorn
Letter Card (either uppercase or lowercase).
P,/p/, pen
2. Hold up the n Letter Card and name it. Students 2. Say the lines above in random order. Students
repeat. Say the letter’s sound, /n/. Students repeat, pointing to the corresponding words and
repeat. Hold up the numbers Phonics Time items in the boxes.
Picture Card. Say /n/, numbers. Students
repeat. Hold up the Phonics Time Word Card
for numbers. Point to the boldface n at the
beginning of the word numbers and say /n/,
numbers. Students repeat. Continue in the same
way with the Phonics Time Picture and Word
Cards for nest and necklace.
84 Unit 7
ANSWERS: The letters Nn are hidden in the white
C. Listen and point. Then sing part of the birthday cake, the Oo are hidden in
along. the basket on the left of the apple, The Pp are
1. Read the lyrics line by line as you point hidden in the birthday present.
to the items in the scenes. Students repeat 3. People Chain. Give one Unit 7 Phonics Time
each line. Play the recording. Students listen Picture Card to each student. Say the beginning
and point to the items in the scenes. Play the sound and then the name of three of the
recording as many times as necessary for stu- vocabulary words. The students with those
dents to complete the task. picture cards line up behind each other (in
separate rows), in the order the words were
Numbers in the Nest
called. Then the students with the corresponding
(Melody: Jimmy Crack Corn) picture cards hold up their cards and say the
Numbers in the nest, n, n, n. beginning sound and the name of their picture
Necklace, necklace, n, n, n. cards, starting with the first students in each row
and moving back. Repeat the activity with a new
Numbers in the nest, n, n, n. pattern using four Phonics Time words, saying
Sing the letter N. the beginning sound and the name of each card.
Ox in the office, o, o, o. Students line up again as before, then call out
the beginning sound and the name of the cards
Orange, orange, o, o, o. from front to back. Continue in the same way
Ox in the office, o, o, o. with five words, and then six words. Students
Sing the letter O. exchange cards and play again.
Puppy in the popcorn, p, p, p. 4. Stand Up. Place one set of Unit 7 Phonics Time
Pen, pen, p, p, p. Picture and Word Cards on a desk in front of
the class. Give one Unit 7 Phonics Time Picture
Puppy in the popcorn, p, p, p. Card to each student. A volunteer stands in front
Sing the letter P. of the class and says the letter name, the letter
2. Play the song again. Students sing along. sound, and the item name of one of the cards on
Play the recording as many times as necessary the desk without showing it to the students. All
for students to become familiar with the song. the students with the corresponding picture card
stand up. The first person to stand up takes the
volunteer’s place and chooses a new picture and
word card. Students continue in the same way
Games and Activities until all six phonics words have been called.

for reference. Say the lyrics for each line of the Extra Practice
Numbers in the Nest song while demonstrating Explain and assign Worksheet 18, Phonics
the following actions. Students join in as they Crossword Puzzle N, O page 152. (For instruc-
learn the actions. tions, see page 132.)
Numbers in the nest: Draw any number with your
index finger on a cupped palm, then cup both
palms to form a nest.
Necklace, necklace: Place your index fingers on Finish the Lesson
the sides of your neck and connect your thumbs
below your chin. 1. Got It. Give one Unit 7 Phonics Time Picture
Card to each student. Hold up the n Letter
Ox in the office: Place your thumbs and index fin- Card and say its sound, /n/. All the students
gers at the side of your head to create ox horns. with picture cards showing items that begin
Orange, Orange: draw it on the board and use with n stand up. Each student holds up his/
your hand to show it. her card and says /n/, (nest), then sits down.
Continue in the same way with the letters o
Play the Numbers in the Nest song. Students do
and p. Have students exchange cards with
the actions as they sing along.
one another, and do the activity again.
Students find the hidden target letters in the
large scene. When students have found the 3. My Dictionary. In class or at home, students
letters they raise their hands. Have volunteers turn to page 57, find the new words they’ve
come to the front of the class and point to the learned in the lesson, and make a check next
letters on the Wall Chart or in their books. to them.
Shorouk Press 85
8 Food
8
Food
Word Time
Word Time
A. Listen and repe
at.
1.
2. Use the Wo
3. A. rds
4. Listen and repe
at.
bread
meat
Language Focus: Food ( bread, , meat,

B. salad
Listen and poin rice
t below. Then
chant.
C. Listen and write
salad, rice)
the number.
I want meat.
B. Listen and poin
t below.
C. Listen and poin

t. Then sing alon
g.
player; 1 set of Unit 7 Phonics Time Picture

and Word Cards; Unit 8 Word Time Picture
Cards,

17
Unit 8
Word Time, see page 4 - 5.

Unit 8
18
Warm-Up and Review

Phonics and Pattern Review. To review, choose
one or more of the following activities: 1. Students open their Student Books to page 17.
They then look at the large scene and name
1. Phonics Review. Hold up the N Letter Card.
anything they can.
Elicit the letter name. Hold up the nest Phonics
Time Picture and Word Card. Point to the 2. Open a Student Book to page 17. Read the
boldface n at the beginning of the word nest following while pointing to the pictures
and elicit /n/, nest. Continue in the same way (bold words) and pantomiming the actions or
with the Phonics Time Picture and Word Cards adjectives (italicized words).
for number and necklace. Repeat the process with
Note: If students repeat, do not stop them, but
the o and p Letter Card and the Phonics Time
they are not required to do so. It is not important
Picture and Word Cards for orange, ox, office,
that students understand each word. This is a
pen, puppy and popcorn.
receptive activity for giving students exposure
2. Song Review. Attach the Unit 7 phonics time to English and recycling previously learned
picture cards to the board for reference. Play the language.
song or chant. Students point to the cards as they
sing together. Mona and her family and friends are at
Mama Mia’s Italian Restaurant. Mona and
her family are sitting together at this table.
Mona says to the waiter, “I want meat.”
Her bother, “I want bread.” At this table,
Introduce the Words Kareem and his family are sitting together
with Amira and Ramy. Kareem says to the
1. Hold up the Unit 8 Word Time Picture Card for waiter, “I want rice.” Ramy says, “I want
bread. Say bread. Students repeat and point to the salad”.
picture card. Do this twice. Introduce rice in the
same way. Then hold up the two picture cards
together. Say bread, rice. Students repeat, pointing
to each picture card as they name it. Say rice, Practise the Words
bread. Students repeat, pointing to each picture
card as they name it. A. Listen and repeat.
2. Introduce meat and salad, as in Step 1. 1. Play the recording. Students listen and repeat,
3. Hold up any two of the Unit 8 Word Time
Picture Cards. Students name each food. 1. bread
Continue in the same way, holding up different 2. meat
combinations of picture cards until students can 3. salad
name the four words with ease. 4. rice
86 Unit 8
2. Word Chain. Attach the Unit 8 Word Time
3. Say the words again. Students look at each Picture Cards to the board for reference.
food item in the vocabulary box, then find and Students stand in rows of 5–6. Name three of
point to that food item in the large scene. the target vocabulary items. Starting with the
first student in the first row, each student says
B. Listen and point below. Then a word in the order given. The fourth student
claps. The next four students do the same,
chant.
and students continue until the word chain
Play the recording. Students listen to the chant reaches the end of the last row. Say three new
and point to the corresponding pictures in the words and do the activity again.
large scene. Play the recording as many times
3. Use What You Know: What Is It? Give
as necessary for students to complete the task.
one Unit 8 Word Time Picture Card to each
student and to yourself. Hold up your picture
Meat and Rice card and ask the students What is it? Students
Meat, meat, meat-eat-eat! answer (rice). Each student continues in the
Meat, meat, meat-eat-eat! same way.
Rice, rice.
Meat-eat-eat!
Bread, bread.
Finish the Lesson
Meat-eat-eat! 1. What’s Missing? Attach the Unit 8 Word
Salad, salad. Time Picture Cards to the board, with three of
Meat-eat-eat! the cards facing the students and the fourth
Rice, rice. card facing the board. Students identify the
Meat-eat-eat! missing word by saying the word. Continue
Bread, bread. in the same way for three to four minutes.
Meat-eat-eat! 2. Explain and assign Workbook page 21. (For
Meat, meat. instructions, see Teacher’s Book page 125.)
Meat-eat-eat! 3. My Dictionary. In class or at home, students
to them.
1. Play the recording. Students listen
and write the number they hear in the white
circle for each vocabulary item. Play the record-
complete the task.
1. meat, meat
2. rice, rice
3. bread, bread
4. salad, salad
2. Check answers by writing numbers 1–4 on
card next to each number. Point to each picture
and have students name it.
Shorouk Press 87
Use The Words
Food
8 Word Time
A. Listen and repe
at.
1.
2. Use the Wo
3. A. rds
4. Listen and repe
at.
Language Focus: I want meat. bread

meat
salad
B. Listen and poin rice
t below. Then
Functions: Expressing wants

chant.
C. Listen and write
the number.
I want meat.

B. Listen and poin
t below.
C. Listen and poin
t. Then sing alon

g.
Cards

Use the Words, see page 6 - 7.
17
Unit 8
Unit 8
18
Warm-Up and Review

1. Food Review. Hold up each Unit 8 Word Time Students open their Student Books to page 18.
Picture Card and elicit its name. Hold up each
card again, eliciting its name from individual A. Listen and repeat.
students.
2. Chant Review. Attach the Unit 8 Word Time board. Play the recording, pointing to each
Picture Cards to the board for reference. Play word. Students listen.
The meat Chant (see Teacher’s Book page 87).
Students chant together as they pantomime the I want meat.
appropriate actions for each food. 2. Play the recording again. Students listen, look
3. Check Workbook page 21. (For instructions and at the pattern box in their books, and repeat,
answer key, see Teacher’s Book page 125.) pointing to the speakers in the pattern box.
3. Students try to say the pattern on their own,
while looking at the pattern box in their books.
1. Attach the Unit 8 Word Time Picture Cards B. Listen and point below.
to the board. Rub your stomach and say I’m Play the recording. Students listen and point to
hungry. Walk past each picture card slowly, the corresponding areas in the large scene.
saying its name. Walk past the cards a second Play the recording as many times as necessary
time. When you come to the meat picture card, for students to complete the task. (Each line
point to it excitedly and say meat! I want meat! repeats twice.)
Say I want meat again. Students repeat.
I want bread.
2. Continue in the same way with each Unit 8 I want meat.
Word Time Picture Card. I want rice.
3. Look at each of the Unit 8 Word Time Picture I want salad.
Cards again. Hold out your hands toward
the meat picture card. Elicit I want meat from
C. Listen and point. Then sing
students. Continue in the same way with each
along.
Unit 8 Word Time Picture Card.
1. Read the lyrics line by line. Students
repeat each line. Play the recording. Students
listen and point to the characters in the large
scene. Play the recording as many times as nec-
essary for students to complete the task.
88 Unit 8
3. The Happy Waiter. Explain to students that
I Want Salad
you are a waiter, and they are your customers.
(Melody: Funiculi, Funicula) Take two Unit 8 Word Time Picture Cards.
I want salad. Tra-la-la-la-la. Approach a student and offer a choice of one
I want salad. Tra-la-la-la-la. of the two cards, saying for example: bread? or
I want bread. rice? The student chooses one of the foods by
I want meat. pointing to a picture card and saying I want
I want rice. (rice). Give the student the picture card he/
I want salad. Tra-la-la-la-la. she indicates. Take a new card to replace that
card and approach the next student, offering
I want rice. Tra-la-la-la-la. a choice of one of the two cards. Continue in
I want rice. Tra-la-la-la-la. the same way until all four picture cards have
I want bread. been given out. Then collect the cards and
I want salad. continue in the same way until every student
I want meat. has had a turn.
I want rice. Tra-la-la-la-la. OPTION: Attach the Unit 8 Word Time
2. Play the song again. Students sing along. Picture Cards to the board. Divide students
Play the recording as many times as necessary into pairs. Students in each pair take turns
for students to become familiar with the song. being waiters and customers. Continue in the
same way for two to three minutes.
Extra Practice
Explain and assign Worksheet 19, Eating Out,
Games and Activities page 153. (For instructions, see page 132.)
1. Song Fun. Give the Unit 8 Word Time
Picture Cards for bread, salad, and rice
to three volunteers. Divide the remainder Finish the Lesson
of the students into the meat group. Play
the I Want meat song. The students in the 1. Telephone Chain. Sit in a circle with the
meat group each make a meat shape with students. Take a Unit 8 Word Time Picture
their arms as they sing twice I want meat. Card, look at it, then lay it facedown in the
Tra-la-la-la-la! The bread, salad, and rice center of the circle so students can’t see it.
cardholders hold up their cards as they each Using the name of that picture card, whisper
sing their individual lines. the phrase I want (beard) to the student sitting
2. Mystery Food. Take a Unit 8 Word Time on your left. That student whispers the same
Picture Card and hold it facedown so that phrase to the student sitting on his/her left.
students can’t see it. Students then take turns Students continue in the same way, passing
saying I want (rice). If the food a student the phrase around the entire circle. The final
wants doesn’t match your picture card, student says the phrase out loud. If he/she
shake your head and go to the next student. doesn’t say the correct phrase, start the chain
If the food a student wants matches your again with the same phrase. If the student
picture card, give him/her the card. When says the correct phrase, hand the picture card
a student receives your picture card for to him/her. Select a new picture card and
guessing correctly, take another picture card play again, this time in the opposite direction.
from the set and hold it facedown. Continue Continue until all four Unit 8 Word Time
in the same way with the student next in Picture Cards have been used.
line. The game is over when all four picture 2. Explain and assign Workbook page 22. (For
cards have been given to students. instructions, see Teacher’s Book page125).
Shorouk Press 89
Action Word Time A.
1.
Listen and repe
2.
at.
Action Wo
rd Time
3.
4.
Language Focus: (Pour the juice, Drink pour the juice

drink the juic
e cut the meat
the juice, Cut the meat, Eat the meat). All

eat the meat
Drink the juice
.
All right.
right. B. Listen and poin

t below. Then
C. chant.
Listen and write
the number.

player; Unit 8 Word Time Picture Cards,
1 set of Unit 8 Action Word Time Picture
Cards

Action Word Time, see page 8 - 9.
19
Unit 8
Warm-Up and Review 3. Hold up and name each Unit 8 Action Word
Time Picture Card. Students repeat. Then hold
Pattern Review. To review, choose one or more of up each card in random order and elicit its name.
1. Language Review. Attach the Unit 8 Word Time repeat and do each action. After two to three
Picture Cards to the board. Rub your stomach minutes, volunteers play the teacher’s role and
and say I’m hungry. Walk past each picture card name the actions. Continue until all students can
slowly. When you come to the salad picture card, name and do all four actions with ease.
point to yourself and then to the picture card
excitedly. Elicit the phrase I want salad from the 5. Four volunteers come up to the front of the
students. Continue in the same way with all four class. Say to the first volunteer Pour the juice,
picture cards. Point to the picture cards again, please. Students repeat the phrase. The volunteer
eliciting the phrases from individual students. pantomimes the action. Introduce the pattern in
the same way using the other Action Word Time
2. Song Review. Attach the Unit 8 Word Time phrases, speaking to a new volunteer each time.
Picture Cards to the board a distance apart. Play Next, show the pour the juice picture card to
the I Want meat song (see Teacher’s Book page the first volunteer as a cue. The volunteer says
89). Students point to the appropriate picture to you Pour the juice, please. Reply All right,
card as they sing each line of the song together. then do the action. Continue in the same way
3. Check Workbook page 22. (For instructions and with each Action Word Time phrase, and a new
answer key, see Teacher’s Book pages 125). volunteer each time.

1. Hold up the Word Time Picture Card for juice, They then look at the scene and name anything
eliciting the word from students. Pantomime they can.
holding a carton of juice in one hand and an
2. Open a Student Book to page 19. Read the
empty glass in the other. Pantomime pouring
following while pointing to the pictures
the juice, saying pour the juice as you do
(bold words) and pantomiming the actions or
so. Students repeat the words and action.
adjectives (italicized words). This is a receptive
Pantomime drinking from the glass, saying drink
activity for giving students exposure to English
the juice as you do so. Students repeat the words
and recycling previously learned language. It
and action. Say pour the juice, drink the juice as
is not important that students understand each
you do both actions. Students repeat the words
word.
and actions.
Mona and her family are hungry and thirsty.
2. Introduce cut the meat and eat the meat, as in Step
Mona’s mum says to Mona, “Eat the meat,
1 above, pantomiming actions for each phrase.
please.” Mona says, “All right.” Hoda asks
her father to pour the juice. He says, “All
right.” Hoda tells Ahmed to drink the juice.
Near the kitchen, the chef cuts the meat. The
food is delicious!
90 Unit 8
Practise the Action Words Games and Activities
Students open their Student Books to page 19. 1. Song Fun. Divide students into two equal lines
(Group A and Group B) facing each other. Play
A. Listen and repeat. the Cut the meat song. Students in Group A sing
1. Play the recording. Students listen and repeat, the phrases in each verse. Students in Group B
pointing to each picture in the vocabulary box. sing All right as they pantomime the appropriate
actions. At the end of the song, the two lines
1. pour the juice switch roles and sing again.
2. drink the juice
2. Genies and Master. Attach the Unit 8 Action
3. cut the meat
Word Time Picture Cards to the board for
4. eat the meat reference. Students (the genies) stand in a large
2. Say the words in random order. Students point circle around the teacher (the master). Genies only
to the pictures in the vocabulary box. respond when cued by the master’s clapping.
Clap three times quickly and name a target action
with the pattern (for example: Eat the salad,
action in the vocabulary box, then find and point please). The genies reply All right and do the
to the character doing that action in the large action in place. Continue in this way for two to
scene. three minutes, naming different actions. If the
master does not clap three times before naming
B. Listen and point below. Then an action, the genies do not do it. Then have a
chant. volunteer play the master, naming target actions
for the circle.
1. Read the chant line by line. Students repeat
each line. Play the recording. Students listen and LARGE CLASSES: Play the game as above, but
have students stay at their desks and do the
point to the character doing each action in the
actions in place.
large scene.
Cut the Meat 3. Recombination. Students sit in a circle. Give one
Unit 8 Word Time Picture Card to each student.
Cut the meat, cut the meat, please. Clap three times. Students pass the cards around
* All right. the circle. Say stop. Students hold their cards. Say
Eat the meat, eat the meat, please. (Eat) the (bread). The students with the named
* All right. card say All right and pantomime the action.
Clap three times to move the picture cards
Pour the juice, pour the juice, please.
around the circle again. Continue in the same
* All right. way, using the appropriate Action Word Time
Drink the juice, drink the juice, please. phrases with the Word Time words.
* All right.
chant a long. Finish the Lesson
C. Listen and writ the number. 1. Action Chain. Attach the Unit 8 Action Word
Time Picture Cards to the board for reference. Say
Play the recording. Students listen and write the two Unit 8 Action Word Time phrases. Beginning
number they hear in the white circle for each with the student in the first row, each student says
vocabulary. Play the recording as many times as and pantomimes one action in the order given
necessary for students to complete the task. until everyone has spoken. Continue with two new
1. drink the juice. Action Word Time phrases.
2. cut the meat. 2. Explain and assign Workbook page 23. (For
3. eat the meat. instructions, see Teacher’s Book page 125.)
4. pour the juice. 3. My Dictionary. In class or at home, students turn
to page 57, find the new words they’ve learned
in the lesson, and make a check next to them.
Shorouk Press 91
Phonics Tim
A. Make the e
shape of each
Phonics Time
letter.
Language Focus: Alphabet letters Q, R and S, phonics

words (queen, question mark, ruler, rainbow, rabbit, sea, B. Listen and poin
t.
sailboat, sun) 15
16
17
18
19
20
14
13
12
11
10
9

8
7
6
5
4
3
2
1
queen
0
ruler rabbit
1 set of Q, q, R, r, S, s, Letter Cards (from Level 1); 1 set
sailboat
sun
of Unit 8 Action Word Time Picture Cards; 1 set of Unit 8 question mark
rainbow

sea
C. Listen and poin
t. Then sing alon
g.

Unit 8
Warm-Up and Review 20

the following activities: 3. Repeat Step 2 with the r and s Letter Cards
1. Phrase Review. Attach the Unit 8 Action and the Phonics Time Picture and Word
Word Time Picture Cards to the board for Cards for ruler, rainbow, rabbit, sea, sailboat,
reference. Divide students into pairs. Students and sun.
in each pair take turns saying (Drink the
juice), please to their partners. The partner Practise the Letters
says All right and pantomimes the requested
action. Pairs continue until each student has Students open their Student Books to page 20.
pantomimed each Unit 8 target action. A. Make the shape of each letter.
2. Song Review. Divide students into two Point to each letter and name it. Students repeat
groups (Group A and Group B). Play the Cut the letter name as they make the letter shapes
the Meat song (see Teacher’s Book page 91). based on the models above each letter.
Students in Group A sing the action phrases,
while students in Group B sing All right and
pantomime the appropriate actions. At the B. Listen and point.
end of the song, switch group roles and play 1. Play the recording. Students listen and
the song again. repeat, pointing to the corresponding words
3. Check Workbook page 23. (For instructions and and items in the boxes.
answer key, see Teacher’s Book page 125.) Q, queen
Q, question mark
R, /r/, ruler
Introduce the Letters R, /r/, rainbow
1. Hold up the Q Letter Card and name it. Students R, /r/, rabbit
repeat, pointing to the letter. Hold up the S, /s/, sea
q Letter Card and name it. Students repeat, S, /s/, sailboat
pointing to the letter. Introduce R,r and S,s in S, /s/, sun
the same way. Next, attach all eight Letter Cards 2. Say the lines above in random order. Students
to the board. Point to and name each letter. repeat, pointing to the corresponding words
Students repeat, pointing to the corresponding and items in the boxes.
Letter Card. Name the letters in random order.
Letter Card (either uppercase or lowercase). C. Listen and point. Then sing along.
2. Hold up the q Letter Card and name it. Students 1. Read the lyrics line by line as you point
repeat. Say the letter’s sound, /q/. Students repeat. to the items in the scenes. Students repeat each
Hold up the queen Phonics Time Picture Card. Say line. Play the recording. Students listen and
/q/, queen. Students repeat. Hold up the Phonics
Time Word Card for queen. Point to the boldface
q at the beginning of the word queen and say /q/,
queen. Students repeat. Continue in the same way
with the Phonics Time Picture and Word Cards for
question mark.
92 Unit 8
begins by saying the beginning sounds and
point to the items in the scenes. Play the names of two picture cards. Students repeat and
recording as many times as necessary for point to the correct picture cards on the wall. The
students to complete the task. next student repeats the last sound and name,
Rabbit on the Rainbow and adds a new sound and name. Students
(Melody: Jimmy Crack Corn) repeat and point. For example:
Question mark on the queen, q, q, q. S1: /r/, rainbow; /s/, sailboat
Question mark on the queen, q, q, q. All: /r/, rainbow; /s/, sailboat
Sing the letter Q S2: /s/, sailboat; /r/, rabbit
Rabbit on the rainbow, r, r, r. All: /s/, sailboat; /r/, rabbit
Ruler, ruler, r, r, r. Students continue in this way until everyone
Rabbit on the rainbow, r, r, r. has had a turn.
Sing the letter R. 4. Backboards. Attach the Q, q, R, r, S, and
Sailboat in the sea, s, s, s. s Letter Cards to the board for reference.
Students stand in pairs (S1 and S2) facing the
Sun, sun, s, s, s. board. S1 stands directly behind S2. Write the
Sailboat in the sea, s, s, s. letter Q line-by-line on the board. S1 traces the
Sing the letter S. letter on S2’s back at the same time. Continue
in the same way with all six target letters.
2. Play the song again. Students sing along. Students then switch positions and repeat
Play the recording as many times as necessary the activity. Next, invite students to trace any
for students to become familiar with the song. of the six letters on their partner’s backs. As
students “feel” the letter, they say its name
Games and Activities and point to it on the board. If incorrect, the
tracing student says No and tries the same
1. Song Fun. Attach the Unit 8 Phonics Time letter again until the partner identifies it
Picture Cards and Word Cards to the board correctly. After they trace and identify all six
for reference. Say the lyrics for each line of the letters, partners switch roles and play again.
Rabbit on the Rainbow song while demonstrating
the following actions. Students join in as they
learn the actions. Extra Practice
Rabbit on the rainbow: Curve an arm to create a Explain and assign Worksheets 20 -21,
rainbow. Curl your fingers to create a rabbit tail Queen and Phonics Fun Phonics, pages
perched on top of the rainbow. 154- 155. (For instructions, see page 132.)
Rabbit, rabbit: Hold up two fingers to make a rab-
bit. Hop the rabbit up and down.
Sailboat in the sea: hold your arms at angles to
create a sailboat and mast. use your hand to
Finish the Lesson
show waves of the sea. 1. Make That Shape. Attach the Unit 8 Phonics
Time Picture Cards to the board for reference,
Sun, sun: Form your arms into a large circle to
along with q, r and s Letter Cards. Stand
make a sun.
with students in a circle. Say one of the Unit
Play the Rabbit on the Rainbow song. Students 8 Phonics Time words. Students make the
do the actions as they sing along. lowercase shape of the beginning letter of that
2. Hidden Letters. Use Wall Chart 8 or have word as they say the beginning sound and
students open their books to pages 17–18. repeat the name. For example:
Students find the hidden pairs of target letters in Teacher: sun
the large scene. When students have found the
Students (making the shape of the low-
letters they raise their hands. Have volunteers
ercase s): /s/, sun
come to the front of the class and point to the
letters on the Wall Chart or in their books. Continue in the same way with all six Unit 8
Phonics Time words.
ANSWERS: The letters Qq are hidden in the table
cloth at the left. The letters Rr are hidden in the 2. Explain and assign Workbook page 24. (For
chair that Kareem’s father is sitting on. The letters instructions, see Teacher’s Book page 126.)
Ss are hidden under the bread picture at the right 3. My Dictionary. In class or at home, students
next to the chef. turn to page 57, find the new words they’ve
3. My Turn/Your Turn on the Wall. Attach the learned in the lesson, and make a check next
Unit 8 Phonics Time Picture Cards at random to to them.
the three walls facing the students. A volunteer
Shorouk Press 93
9 My Body
9
My Body
Word Time
Word Time
A. Listen and repe
at.
1. 2.
3. Use the Wo
4. A. rds
Listen and repe
5. at.
arms I have two han

Language Focus: Parts of the body
legs ds.
hands
feet
B. Listen and poin head
t below. Then
(arms, legs, hands, feet, head) C. chant.

Listen and write
the number. B. Listen and poin
t below.
C. Listen and poin
t. Then sing alon

g.
1 set of Unit 9 Word Time Picture Cards, 1

set of Unit 8 phonics time picture cards.

25
Unit 9 Unit 9
26
Warm-Up and Review

1. Phonics Review. Hold up the q Letter Card.
Elicit the letter name. Hold up the queen 1. Students open their Student Books to page 25.
Phonics Time Picture and Word Card. Point They look at the large scene and name anything
to the boldface q at the beginning of the word they can.
queen and elicit /q/, queen. Continue in the 2. Open a Student Book to page 25. Read the fol-
same way with the Phonics Time Picture and lowing while pointing to the pictures (bold
Word Card for question mark. Repeat the words) and pantomiming the actions or adjec-
process with the Phonics Time Picture and tives (italicized words).
Word Cards for ruler, rainbow, rabbit, sea,
sailboat, and sun. Note: If students repeat, do not stop them, but they
are not required to do so. It is not important that
2. Song Review. Attach the Unit 8 Phonics Time students understand each word. This is a receptive
Picture Cards and q, r, s Letter Cards on the activity for giving students exposure to English
board for reference. Play the rabbit on the and recycling previously learned language.
Rainbow song (see Teacher’s Book page 93).
Students pantomime the actions as they sing Mona and her friends are at school. They are
together. painting a mural. I see yellow, red, green,
blue, black. Look! Ramy is painting with his
3. Check workbook page 24 (For instructions and hands. Samy is painting with his feet. Look!
answer key, see teacher’s book page 126) Kareem is painting with his arms. Mona is
painting with her legs.
Introduce the Words
1. Hold up your right arm and run your left hand Practise the Words
along it to show the length of it. Do the same
with your left arm. Hold up both of your arms A. Listen and repeat.
and say arms. Students repeat, pointing to your 1. Play the recording. Students listen and repeat,
arms. Introduce legs in the same way. Then hold pointing to each picture in the vocabulary box.
up the arms and legs picture cards together. Say
arms, legs. Students repeat, pointing to each card 1. arms
as they name it. Say legs, arms. Students repeat, 2. legs
pointing to each card as they name it. 3. hands
4. feet
2. Introduce hands, feet and head.
5. head
3. Hold up any two of the picture cards. Students
name each item. Continue in the same way, hold-
ing up different combinations of cards each time,
until students can name all five items with ease.
94 Unit 9
3. Say the words again. Students look at 1. Chant Fun. Stand with students in a circle with
each vocabulary item in the vocabulary box, then shoes off (if possible). Play the Arms, Arms chant
find and point to the corresponding picture in the again. Students chant and move the correspond-
ing body part. For the first verse, students swing
large scene.
their arms, then pat their legs with their hands
three times. On last two lines of the verse, stu-
B. Listen and point below. Then chant. dents shake their arms and legs until they chant
1. Read the chant line by line. At the fourth line, Stop! For the second verse, students hold up their
shake the featured body parts until saying Stop! hands, then stamp their feet three times. On the
Students repeat each line. Play the recording. last two lines, students shake their hands and feet.
Students listen and point to each body part in the LARGE CLASSES: Students do the above activity
large scene. standing to the side of their desks.
Arms, Arms 2. Reflections. Begin by naming a target body part.
Arms, arms. Legs, legs, legs. Students repeat. Then move the named body
Arms, arms. Legs, legs, legs. part in creative ways (for example: side to side,
Arms, arms. Legs, legs, legs. up and down, front to back). Students imitate
your actions. Do the same with the remaining
Stop!
target vocabulary. Each student then takes turns
Hands, hands. Feet, feet, feet. naming a body part and moving it in a creative
Hands, hands. Feet, feet, feet. way. The rest of the class repeats the word and
Hands, hands. Feet, feet, feet. actions.
Stop!
3. Use What You Know: I Say, You Do. Each stu-
Head, head. Hands, hands, hands. dent stands near a classroom wall. Name a target
Head, head. hands, hands, hands. body part. Students repeat and touch that body
Head, head. hands, hands, hands. part to the wall. Do the same with the remaining
Head, head. hands, hands, hands. target body parts. Then say a Unit 3 Action Word
Stop! Time phrase and a target body part. For example:
sit down, feet. Students repeat, do the action,
and touch the named body part to the wall.
Continue in the same way for two to three min-
chant the second and third lines of each verse. utes. Finally, students take turns saying a Unit 3
Students shake the corresponding body parts as Action Word Time word and a target body part.
they chant. The rest of the class repeats, does the action,
and touches the named body part to the wall.
C. Listen and write the number. Students continue in the same way until most of
them have taken a turn.
1. Play the recording. Students listen and write the
number in the white circle for each vocabulary
item. Play the recording as many times as neces-
Finish the Lesson
sary for students to complete the task.
1. feet, feet 1. My Body. Shake your arms. Students say arms
2. legs, legs and copy your action. Continue in the same way
3. hands, hands with your legs, hands, feet and head. Hold up
4. head, head each Unit 9 Word Time Picture Card and elicit its
5. arms, arms name from individual students.
2. Check answers by writing numbers 1–6 on the 2. Explain and assign Workbook page 29. (For
board. Then have volunteers come to the board instructions, see Teacher’s Book page 126.)
students name it.
Shorouk Press 95
My Body
9
Use The Words
Word Time
A. Listen and repe
at.
1. 2.
3. Use the Wo
4. A. rds
5. Listen and repe
at.
arms
legs I have two han
Language Focus: I have two hands.
hands ds.
feet
B. Listen and poin head
t below. Then
C. chant.
Function: Counting and identifying parts of

Listen and write
the number. B. Listen and poin
t below.
C.
the body
Listen and poin
t. Then sing alon
g.

Cards

Unit 9
Unit 9
26
Warm-Up and Review

1. Touch Them. Name a Unit 9 target body part. Students open their Student Books to page 26.
Students repeat and touch the named body part A. Listen and repeat.
on a partner. Do the same with the remaining
words. 1. Write the text from the pattern box on the
2. Chant Review. Divide the class into Group A and board. Play the recording, pointing to each
B. Play the Arms, Arms chant. Students listen. word. Students listen.
Play the chant again. Group A chants the (Arms, I have two hands.
arms) parts, and Group B chants the (Legs, legs, 2. Play the recording again. Students listen, look
legs) parts. Groups change roles. Play the chant at the pattern box in their books, and repeat,
again. Groups chant along in the same way. pointing to the speaker in the pattern box.
3. Silent Words. Hold up each Unit 9 Word Time 3. Students try to say the pattern on their own,
Picture Card and elicit its name. Then mouth while looking at the pattern box in their books.
one of them without using your voice. Students
guess the body part. If students do not name it
correctly the first time, mouth it again. Continue B. Listen and point below.
in the same way, mouthing the words, for the Play the recording. Students listen and
remaining body parts. Students can then play the point to the corresponding scenes in the large
teacher’s role and mouth the words. scene. Play the recording as many times as nec-
4. Check Workbook page 29. (For instructions and essary for students to complete the task.
answer key, see Teacher’s Book page 126.) I have two legs.
I have two legs.
I have two feet.
I have two feet.
I have two hands.
1. Point to your chest and say I. Students point to I have two hands.
their own chests and say I. Hold out your feet, I have two arms.
point to each foot, and say two feet. Students
I have two arms.
do the same with their feet. Point to your feet
again and say I have two feet. Students repeat. I have one head.
Do the same with your hands, arms, legs and I have one head.
head.
2. Students take turns standing up, holding out C. Listen and point. Then sing along.
either their feet, hands, arms, legs or head 1. Read the lyrics line by line. Students repeat
saying I have (two) (hands). or I have one each line. Play the recording. Students listen
head. Continue until most students have taken and point to the characters in the large scene.
a turn. Play the recording as many times as necessary
96 Unit 9
I Have Two Arms
I have two arms. Extra Practice
Yeah, yeah! Explain and assign Worksheet 22, My Body, page
I have two hands. 156. (For instructions, see page 132.)
Yeah, yeah!
I have one head.
Yeah, yeah!
It’s me, it’s me, it’s me. Finish the Lesson
I have two legs. 1. Move Them. Students stand to the side of
Yeah, yeah! their desks. Shake both your arms. Students
I have two feet. shake their arms and say I have two arms.
Yeah, yeah! Continue in the same way with the remaining
I have one head. target body parts.
Yeah, yeah! 2. Explain and assign Workbook page 30. (For
It’s me, it’s me, it’s me. instructions, see Teacher’s Book page 126.)

1. Song Fun. Divide students into Groups A and B.
Play the I Have Two Arms song again. For the
first verse, Group A sings the unindented lines,
holding up or pointing to each body part as they
sing about it. Group B sings the indented lines,
holding up the same body part as Group A. Both
groups sing the last line of the verse together,
pointing to themselves as they sing. Students
sing the second verse in the same way, but
with Group B singing the unindented lines, and
Group A singing the indented lines.
2. No Way! Say I have two hands. Students hold up
their hands and say I have two hands. Say I have
three feet. Students shake their heads, and do not
repeat, as the statement is false. Students then
take turns saying the target pattern as above,
making both true and false statements. Their
classmates respond to each statement as above.
Continue in the same way until all students have
taken a turn.
3. Word Share. Students sit in a circle. A volunteer
begins by saying the first word of the target pat-
tern, I. The student to his/her right then says the
second word of the target pattern, have. The next
student in the circle says two or one, and the stu-
dent to his/her right listens to that number and
finishes the sentence with an appropriate body
part. For example: I have two feet, or I have one
head. The next student around the circle begins a
new sentence, saying I. Students continue in the
same way until all students have had a turn to
name a body part.
LARGE CLASSES: Each row plays the game
as above.
Shorouk Press 97
Action Word Time 1.
A. Listen and repe
2.
at.
Action Wo
3.
rd Time
4.
Language Focus: Hygiene (wash your wash your han

hands, dry your hands, brush your hair,
ds dry your
hands brush your hair
B. comb your hair
Listen and poin
comb your hair)

t below. Then
C. chant.
Listen and write
the number.

1 set of Unit 9 Word Time Picture Cards;
Cards

27
Unit 9
Warm-Up and Review

Pattern Review. To review, choose one or more of name the actions. Continue until all students can
the following activities: name and do all four actions with ease.
1. Use the Word Review. Attach the Unit 9
Word Time picture cards to the board for easy
reference. Say I have (two) (arms). A volun- Talk About the Picture
teer (S1) repeats and makes a new sentence 1. Students open their Student Books to page 27.
using the target pattern. Another volunteer They then look at the large scene and name any-
(S2) repeats both sentences and adds one of thing they can.
his/her own. Students continue in the same
way around the class until a student makes a 2. Open a Student Book to page 27. Read the fol-
mistake or cannot remember all the sentences. lowing while pointing to the pictures (bold
The activity begins again from that student. words) and pantomiming the actions or adjec-
Continue until most students have taken a tives (italicized words).
turn. Note: If students repeat, do not stop them,
2. Song Review. Play the I Have Two Arms but they are not required to do so. It is not
song. Students listen. Play the song again. important that students understand each word.
Students sing along, touching the correspond- This is a receptive activity for giving students
ing body parts as they are sung. For Yeah, exposure to English and recycling previously
yeah!, students jump up and raise their arms learned language.
above their heads. The picture is finished. It’s beautiful! I see
3. Check Workbook page 30. (For instructions flowers. I see the sun. Everyone is cleaning
and answer key, see Teacher’s Book page 126.) up. Look at Amira wash her hands. Look at
Sarah brush her hair. Look at Ramy comb
his hair. Look at Kareem dry his hands.
1. Hold up and name the wash your hands pic- Practise the Action Words
ture card. Students repeat. Then pantomime
washing your hands. Say wash your hands. A. Listen and repeat.
Students repeat and pantomime washing 1. Play the recording. Students listen and repeat,
their hands. Do the same with dry your hands. pointing to each picture in the vocabulary box.
Repeat the entire procedure three or four 1. wash your hands
times, gradually decreasing the pause between
2. dry your hands
naming the two actions.
3. brush your hair
2. Hold up a bit of your hair and say hair. 4. comb your hair
Students repeat. Then introduce brush your hair
2. Say the phrases in random order. Students
and comb your hair, as in Step 1, by pantoming
using a brush and a comb.
repeat and do each action. After a few min-
utes, volunteers play the teacher’s role and
98 Unit 9
3. Say the phrases again. Students look at each Games and Activities
action in the vocabulary box, then find and point 1. Chant Fun. Divide students into Groups A
to the character doing that action in the large and B. Play the Wash, Wash chant again. For
scene. the first verse, Group A chants the unindented
lines. Group B chants the indented lines, pan-
B. Listen and point below. Then tomiming the actions as they chant. For the
second verse, Group A chants the
chant.
unindented lines, and Group B chants the
1. Read the chant line by line. Students repeat indented lines, holding up the corresponding
each line. Play the recording. Students listen body parts as they chant. Groups then change
and point to the character doing each action in roles and chant again.
the large scene. 2. Pass the Soap. Students sit in a circle. One stu-
Wash, Wash dent begins by naming and pantomiming one
of the target actions. The student to his/her
Wash your hands. left names and pantomimes that same action.
Wash, wash. Students go around the circle in this way, with
Dry your hands. each student naming and pantomiming the
Dry, dry. same action. Another student then names and
pantomimes a different action, and
Comb your hair.
students go around the circle naming and pan-
Comb, comb. tomiming that action. Students continue like
Brush your hair. this until they have named and pantomimed
Brush, brush. all four target actions. Then do the activity
Wash your hands. again, but this time have students name and
pantomime wash your... and dry your... phras-
Hands, hands. es with different body parts they can name in
Dry your hands. English such as feet, arms, or legs.
Hands, hands. LARGE CLASSES: Each row plays as above.
Comb your hair.
3. Slow Reveal. Hold up each picture card.
Hair, hair. Students say the name of the picture card and
Brush your hair. pantomime the action. Next, hold up one of
Hair, hair. the cards with a piece of paper covering it.
Slowly move down the piece of paper, reveal-
2. Play the recording again. Students listen and ing more and more of the picture. Students
chant along. If this is too challenging, students try to be the first to name and pantomime the
card. Repeat this with the remaining picture
chant the second and third lines of each verse.
cards.
1. Play the recording. Students listen and write Extra Practice
Explain and assign Worksheet 23, what’s miss-
ing?, page 157. (For instructions, see page 133.)
lary item.
students to complete the task. Finish the Lesson
1. comb your hair, comb your hair
1. The Real Thing. Hold up each Unit 9 Action
2. dry your hands, dry your hands Word Time Picture Card and elicit its name.
3. wash your hands, wash your hands Hold up the cards again, then have students
4. brush your hair, brush your hair name and pantomime each action.
2. Check answers by writing numbers 1–4 on the 2. Explain and assign Workbook page 31. (For
board. Then have volunteers come to the board instructions, see Teacher’s Book page 126 )
students name it.
Shorouk Press 99
Phonics Tim
A. Make the e
shape of each
Phonics Time
letter.
Language Focus: Alphabet letters T, U and V

phonics words (tree, table, telephone, umbrella, , B. Listen and poin
t.
upside down, Vase, violin, vest)

tree telephone
umbrella
violin
For general information on teaching table
Action Word Time, see page 10-11. upside down

vest
vase
C. Listen and poin
t. Then sing alon
g.
Warm-Up and Review

Action Vocabulary Review. To review, choose
one or more of the following activities:
1. Action Phrase Review. Pantomime each of
Unit 9
28
the Unit 9 target Action Word Time actions.

Students name each action. Then bring four
volunteers to the front of the classroom. the boldface t at the beginning of the word tree
Show each of them a different Unit 9 Action and say /t/, tree. Students repeat. Continue in
Word Time Picture Card. These volunteers the same way with the Phonics Time Picture and
take turns pantomiming the action on their Word Cards for table and telephone.
card, and seated students name each action.
3. Repeat Step 2 with the u and v Letter Cards and
2. Chant Review. Attach the Unit 9 Action the Phonics Time Picture and Word Cards for
Word Time Picture Cards to the classroom umbrella, upside down, vase, violin and vest.
walls. Play the Wash, Wash chant. Students
listen. Play the chant again. Students chant
along, doing the action for the first line of
each pair, and pointing to the card on the Practise the Letters
wall for the second line.
and answer key, see Teacher’s Book page A. Make the shape of each letter.
126)
Point to each letter and name it. Students repeat
Introduce the Letters
1. Hold up the T Letter Card and name it. Students B. Listen and point.
repeat, pointing to the letter. Hold up the t Letter
Card and name it. Students repeat, pointing
to the letter. Introduce U, u and V,v in the
same way. Next, attach all four Letter Cards in the boxes.
to the board. Point to and name each letter. T, /t/, tree
Students repeat, pointing to the corresponding T, /t/, table
Letter Card. Name the letters in random order. T, /t/, telephone
Students repeat, pointing to the corresponding U, /u/, umbrella
Letter Card (either uppercase or lowercase). U, /u/, upside down
2. Hold up the t Letter Card and name it. Students V, , vase
repeat. Say the letter’s sound, /t/. Students V, , violin
repeat. Hold up the tree Phonics Time Picture V, , vest
Card. Say /t/, tree. Students repeat. Hold up the
2. Say the lines above in random order. Students
Phonics Time Word Card for tree. Point to
repeat, pointing to the corresponding words and
items in the boxes.
100 Unit 9
3. People Chain. Give one Unit 9 Phonics
C. Listen and point. Then sing along. Time Picture Card to each student. Say the
1. Read the lyrics line by line as you point to the beginning sound and then the name of three
items in the scenes. Students repeat each line. Unit 9 Phonics Time vocabulary words. The
Play the recording. Students listen and point students with those picture cards line up
to the items in the scenes. Play the recording as behind each other (in separate rows), in the
many times as necessary for students to complete word order. Then the students with the same
the task. picture cards hold up their cards and say the
beginning sound and the name of their picture
Tree on the Table
cards, starting with the first students in each
(Melody: Jimmy Crack Corn) row and moving back. Say a new pattern
Tree on the table, t, t, t. of four Phonics Time words, saying the
Telephone, telephone, t, t, t. beginning sound and the name. Students line
up again as before, then call out the beginning
Tree on the table, t, t, t. sound and the name of the cards from front
Sing the letter T. to back. Continue in the same way with five
Umbrella, u, u, u. words, and then six words. Students exchange
cards and play again!
Upside down, u, u, u.
4. Stand Up. Place one set of Unit 9 Phonics
Umbrella, u, u, u.
Time Picture Cards faceup on a desk in front
Sing the letter U. of the class. Give one Unit 9 Phonics Time
Vase on the violin, v, v, v. Picture Card to each student. A volunteer
Vest, vest, v, v, v. stands in front of the class and says the letter
name, the letter sound, and the item name of
Vase on the violin, v, v, v. one of the picture cards on the desk. All the
Sing the letter V. students with that picture card stand up. The
2. Play the song again. Students sing along. first person to stand up takes the volunteer’s
Play the recording as many times as necessary for place and chooses a new picture card,
students to become familiar with the song. repeating the above activity. Students continue
in the same way until all six phonics words
have been called.
1. Song Fun. Attach the Unit 9 Phonics Time Picture
Cards and Word Cards to the board for reference. Extra Practice
Say the lyrics for each line of the tree on the Table Explain and assign Worksheet 24, Phonics cross-
song while demonstrating the following actions. word puzzle T, U page 158. (For instructions, see
Students join in as they learn the actions. page 133).
Tree on the table: draw a tree, then make an
imaginary table top with your hands or draw
it under the tree.
Telephone, telephone: Stretch your thumb and
Finish the Lesson
little finger to make a telephone receiver; hold 1. Got It. Give one Unit 9 Phonics Time Picture
it to your ear. Card to each student. Hold up the t Letter
Card and say its sound, /t/. All the students
Umbrella: Cup your hands above your head
with picture cards beginning with t stand
like an umbrella.
up. Each student holds up his/her card and
Upside down: Bend your body over and look says /t/, (table), then sits down. Continue in
through your legs, upside down. the same way with the letters u and v. Have
Play the Tree on the Table song. Students do the students exchange cards with one another,
actions as they sing along. and do the activity again.
2. Hidden Letters. have students open their books 2. Explain and assign Workbook page 32.
to pages 25–26. Students find the hidden target (For instructions, see Teacher’s Book pages
letters in the large scene. When students have 126-127.)
found the letters they raise their hands. Have 3. My Dictionary. In class or at home, students
volunteers come to the front of the class and turn to pages 57, find the new words they’ve
point to the letters in their books. learned in the lesson, and make a check next
ANSWERS: The letters Tt are hidden in Mona’s to them.
mother’s skirt at the left. The letters Uu are
hidden on the blue book next to Samy’s head.
The letters Vv are hidden on the basket that
Kareem’s mother carrying at the right.
Shorouk Press 101

10 Animals
10
Animals
Word Time
Word Time
A. Listen and repe
at.
1.
2. Use the Wo
3. A. rds
4. Listen and repe
at.
Language Focus: Zoo animals (lion, camel,

horse It’s a horse.
camel What is it?
B. Listen and poin lion monkey
t below. Then
horse, monkey)
C. chant.
Listen and write
the number.
Materials Needed: CD/cassette and player; B. Listen and poin

t below.

C. Listen and poin
t. Then sing alon
g.

33
Unit 10
Unit 10
34
Warm-Up and Review

Phonics and Pattern Review. To review, choose Talk About the Picture
one or more of the following activities:
1. Phonics Review. Hold up the t Letter Card. Elicit
They then look at the large scene and name
the letter name. Hold up the tree Phonics Time
anything they can.
Picture and Word Card. Point to the boldface t
at the beginning of the word tree and elicit /t/, 2. Open a Student Book to page 33. Read the
tree. Continue in the same way with the Phonics following while pointing to the pictures
Time Picture and Word Cards for table and (bold words) and pantomiming the actions or
telephone. Repeat the process with the u and v adjectives (italicized words).
Letter Cards and the Phonics Time Picture and Note: If students repeat, do not stop them, but
Word Cards for umbrella, upside down, vest, they are not required to do so. It is not important
vase and violin. that students understand each word. This is a
2. Song Review. Attach the Unit 9 Phonics Time receptive activity for giving students exposure
Picture Cards and t, u and v Letter Cards to the to English and recycling previously learned
board for reference. Play the Tree on the Table language.
song (see Teacher’s Book page 101). Students Mona and her family are at the zoo. Look
pantomime the actions as they sing together. at all the animals! Mona asks, “What is
3. Check Workbook page 32. (For instructions and it?” Mona’s grandfather says “It’s a horse.”
answer key, see Teacher’s Book pages 126-127). Amira asks, “What is it?” Her father says
“It’s a monkey.” Look! It’s a lion. It can run.
Look at this animal! It’s a camel.
Introduce the Words
1. Hold up the Unit 10 Word Time Picture Card for
lion. Say lion. Students repeat and point to the
picture card. Do this twice. Introduce camel in the Practise the Words
same way. Then hold up the two picture cards
together. Say lion, camel. Students repeat, pointing A. Listen and repeat.
to each animal as they name it. 1. Play the recording. Students listen and
2. Introduce monkey and horse as in Step 1. repeat, pointing to each picture in the vo-
cabulary box.
3. Hold up any two of the Unit 10 Word Time
Picture Cards. Students name each animal. 1. horse
Continue in the same way, holding up different 2. camel
combinations of animals until students can name 3. lion
the four animals with ease. 4. monkey
102 Unit 10
2. Guess the Animal. Hold up each Unit 10
3. Say the words again. Students look at each Word Time Picture Card, say the name of
animal in the vocabulary box, then find and the animal, and demonstrate the animal
point to that animal in the large scene. pantomimes to the class using the movements
suggested in Chant Fun above. Then give
one Unit 10 Word Time Picture Card to each
of five volunteers, keeping one for yourself.
Play the recording. Students listen to the chant Pantomime the animal on your picture
and point to the corresponding pictures in the card without speaking. Students repeat the
large scene. Play the recording as many times as motion and name the animal. Each volunteer
necessary for students to complete the task. continues by doing the animal action for his/
The Horse Chant her picture card. Students repeat the action as
they name the animal. Have each volunteer
Lion, lion, * * horse
hand his/her card to another student.
Lion, lion, * * horse Continue in this way until all students have
Monkey, monkey, * * horse had a chance to pantomime an animal.
Monkey, monkey, * * horse 3. We’re the Same. Give one Unit 10 Word Time
Camel, camel, * horse Picture Card to each student. A volunteer
Camel, camel, * horse holds up his/her card and names the animal.
Other students with the same cards hold
Monkey, monkey, * * horse
up their cards and repeat the animal name.
Monkey, monkey, * * horse Students continue in the same way until
Lion, lion, * horse everyone has named a card.
Lion, lion, * horse OPTION: Students do the appropriate animal
Horse, horse, * horse action as they name the animals.
Horse, horse, * horse
C. Listen and write the number. Finish the Lesson

1. Play the recording. Students listen
and write the number they hear in the white 1. Word Chain. Attach the Unit 10 Word Time
circle for each vocabulary item. Play the record- Picture Cards to the board for reference. Sit
with students in a circle. Name three of the
target vocabulary items. Starting with the
complete the task.
student to your right, each student says a
1. camel, camel word in the order given. The fourth student
2. horse, horse claps. The next four students do the same, and
3. lion, lion students continue until the word chain goes
4. monkey, monkey around the circle twice. Say three new words
2. Check answers by writing numbers 1–4 on and do the activity again in the opposite
the board. Then have volunteers come to the direction.
board and attach the corresponding picture LARGE CLASSES: Students stand in rows
card next to each number. Point to each picture of five to six. The word chain moves up and
and have students name it. down the rows until it reaches the end of the
last row.
Games and Activities instructions, see Teacher’s Book page 127.)
1. Chant Fun. Attach the Unit 10 Word Time 3. My Dictionary. In class or at home, students
Picture Cards to the board for reference. Play turn to page 57, find the new words they’ve
The Horse Chant. Chant the first line of each learned in the lesson, and make a check next
verse as you do the following movements. to them.
Students repeat the words and movements on
the second line.
Shorouk Press 103

Animals
10
Use The Words
Word Time
A. Listen and repe
at.
1.
2. Use the Wo
3. A. rds
4. Listen and repe
at.
It’s a horse.
Language Focus: What is it? It’s a horse.
horse
camel What is it?
B. Listen and poin lion monkey
t below. Then
C. chant.
Function: Inquiring about and identifying

Listen and write
the number.
animals B. Listen and poin

t below.
C. Listen and poin

t. Then sing alon
g.

33
Unit 10
Unit 10
34
Warm-Up and Review

Group A can see it. Group B points to the back
Vocabulary Review. To review, choose one or of the picture card and asks What is it? Group
more of the following activities: A points to the picture card and answers It’s
1. Zoo Animals. Hold up each Unit 10 Word a (horse). Turn around to face Group B with
Time Picture Card, and elicit its name from a new picture card, and repeat the activity.
the class. Hold up each card again, eliciting its Continue in the same way until all four picture
name from individual students. cards have been used.
2. Chant Review. Attach the Unit 10 Word Time
Picture Cards to the walls of the classroom. Practise the Patterns
Play The Horse Chant (see Teacher’s Book Students open their Student Books to page 34.
page 103). Students listen to the first line of
each verse, then chant the second line as they A. Listen and repeat.
point to the cards on the walls.
OPTION:
Students make the appropriate animal board. Play the recording, pointing to each
movements as they chant. word. Students listen.
3. Check Workbook page 37. (For instructions What is it?
and answer key, see Teacher’s Book page 127.) It’s a horse.
Introduce the Patterns pointing to the speakers in the pattern box.
1. Hold up the Unit 10 Word Time Picture Card 3. Students try to say the pattern on their own,
for lion and say It’s a lion. Students repeat. while looking at the pattern box in their books.
Continue in the same way with all four picture
cards.
2. A volunteer comes to the front of the class. Play the recording. Students listen and point to
Give him/her a Unit 10 Word Time Picture the corresponding areas in the large scene. Play
Card. The volunteer looks at the card without
showing anyone else. Point to the picture card
students to complete the task. (Each dialogue
and ask the volunteer What is it? Students
repeats twice.)
repeat the question, pointing to the volunteer’s
card. The volunteer reveals the card and What is it?
answers It’s a (monkey). Continue in the same It’s a monkey.
way with a new volunteer and a new Unit 10
What is it?
Word Time Picture Card, until all four cards
have been used. It’s a lion.
3. Stand in the middle of the students, facing half What is it?
of the students (Group A) and turning your It’s a horse.
back on the other half (Group B). Hold up a What is it?
Unit 10 Word Time Picture Card so that only
It’s a camel.
104 Unit 10
answer correctly, S1 says Yes. S1 and S2 switch
C. Listen and point. Then sing roles and do the same activity. A new pair of
along. students then comes to the front of the class.
1. Read the lyrics line by line. Students repeat
and point to the characters in the large scene. Extra Practice
Play the recording as many times as necessary Explain and assign Worksheet 25, Animal Picture
for students to complete the task. Viewer, page 159. (For instructions, see page
The Zoo Song 133.)
What is it?
It’s a camel.
What is it?
Finish the Lesson
It’s a lion. 1. Grab Bag. Place one Unit 10 Word Time
Picture Card per student (plus one for the
What is it?
teacher) into a paper bag. Mix the contents of
It’s a horse. the bag, then take out one of the picture cards.
A camel, a lion, a horse. * Look at it without showing students. Students
What is it? point to the card and ask What is it? Reveal
It’s a monkey. the card and answer It’s a (lion). Keep the
picture card. Give the bag to a student, who
What is it? repeats the activity. Students continue in the
It’s a lion. same way until everyone has had a turn.
What is it? 2. Explain and assign Workbook page 38. (For
It’s a camel. instructions, see Teacher’s Book page 127.)
A monkey, a lion, a camel. *

1. Song Fun. Divide students into two groups
(Group A and Group B). Stand between the
two groups, holding the Unit 10 Word Time
Picture Cards. Play The Zoo Song. For each
line of the song, hold up the corresponding
picture card so that Group B can see it but
Group A cannot. Group A sings What is it?
Group B answers It’s a (camel). Then turn the
card to show it Group A. Continue the song
in the same way. Then the two groups switch
roles and sing the song again.
2. Animal Art. Attach the Unit 10 Word Time
Give one sheet of paper to each student. Ask
students to draw any one of the animals on
the paper. Give them three to five minutes to
complete their drawings. Each artist then takes
turns holding up his/her picture. The students
ask in unison What is it? The artist answers
It’s a (monkey).
3. Animal Action. Give one Unit 10 Word Time
Picture Card to each student. Divide students
into pairs. One pair (S1 and S2) comes to the
front of the class. S1 does a pose or movement
for his/her picture card. S2 points to S1 and
asks the students What is it? When students
Shorouk Press 105

Action Word Time
Action Wo
A. rd Time
Listen and repe
at.
1.
2.
3.
4.
Language Focus: I can (slide, run, jump,

slide
B. run
Listen and repe jump
at. swim
swim). Me, too. I can run. Me, too.

C. Listen and poin
t below. Then
D. chant.
Listen and write
the number.
1 set of Unit 10 Word Time Picture Cards;

Cards; Wall Chart 2

35
Unit 10
Warm-Up and Review

Pattern Review. To review, choose one or more of the first volunteer as a cue, then begin to jump with
the following activities: the volunteer. The volunteer then says I can jump.
1. Animal Feet. Place a sheet of heavy paper over a Point to yourself and reply Me, too. Continue in the
Unit 10 Word Time Picture Card, leaving only the same way with run, swim, and slide, doing each
feet of the animal exposed. Ask students What is action with a new volunteer.
it? Students try to guess the animal by saying It’s
a (camel). When the animal is named correctly, Talk About the Picture
reveal the picture card. Continue until all four
picture cards have been named. 1. Students open their Student Books to page 35.
They then look at the scene and name anything
2. Song Review. Attach the Unit 10 Word Time
they can.
Picture Cards to the board for reference. Play
The Zoo Song (see Teacher’s Book page 105). 2. Open a Student Book to page 35. Read the
Students point to the picture cards as they sing following while pointing to the pictures
the song. (bold words) and pantomiming the actions or
adjectives (italicized words). This is a receptive
3. Check Workbook page 38. (For instructions and activity for giving students exposure to English
answer key, see Teacher’s Book page 127.) and recycling previously learned language. It
is not important that students understand each
Introduce the Action Words word.
1. Jump up and down several times, saying jump as This is a play area in the zoo. Look at Samir
you do so. Students repeat the word and action. and his friend run. Samir says, “I can run.”
His friend says, “Me, too.” Amira says, “I can
Run in place for a few seconds, saying run as you
jump.” Maged says, “Me, too.” . And Ola and
do so. Students repeat the word and action. Hold
her friend can swim. Can you swim? It’s fun!
up the jump and run picture cards together. Say
jump, run. Students repeat, pointing to each card look at that boy. He can slide.
as they name it. Say run, jump. Students repeat,
pointing to each card as they name it. Practise the Action Words
2. Introduce slide and swim as in Step 1. Students open their Student Books to page 46.
Time Picture Card. Students repeat. Then hold A. Listen and repeat.
up each card in random order and elicit its name. 1. Play the recording. Students listen and repeat,
4. Name the actions in random order. Students pointing to each picture in the vocabulary box.
repeat and do each action. After two to three 1. slide 2. run
minutes, volunteers play the teacher’s role and 3. jump 4. swim
name the actions. Continue until all students can 2. Say the words in random order. Students
name and do all four actions with ease. point to the pictures in the vocabulary box.
5. Jump up and down, then point to yourself, 3. Say the words again. Students look at each action
confidently saying I can jump. Students repeat the in the vocabulary box, then find and point to the
action and phrase. Continue in the same way with character doing that action in the large scene.
run, swim, and slide. Four volunteers come to the
front of the room. Show the jump picture card to
106 Unit 10
B. Listen and repeat. Games and Activities
1. Write the text from the pattern box on the 1. Song Fun. Attach the Unit 10 Action Word
board. Play the recording, pointing to each word. Time Picture Cards to the board for reference.
Students listen.
Students stand in two parallel lines (Group A
I can run. and Group B), facing each other. Play the I Can
Me, too. Jump song again. Group A sings the first line of
2. Play the recording again. Students listen, look the song while pantomiming the action. Group
at the pattern box in their books, and repeat, B sings Me, too, joining in the same action. Both
pointing to the speakers in the pattern box. groups sing the final line of each verse together.
3. Students try to say the pattern on their own, Continue the song in the same way. Then the
while looking at the pattern box in their books. groups switch roles and sing the song again.
C. Listen and point below. Then chant. 2. Genies and Master. Attach the Unit 10
1. Read the lyrics line by line. Students repeat Action Word Time Picture Cards to the
each line. Play the recording. Students listen and board for reference. Students (the genies)
point to the characters in the large scene. Play the stand at their desks in front of the teacher
recording as many times as necessary for stu- (the master). Genies only respond when cued
dents to complete the task. by the master’s clapping. Clap three times
I Can Jump quickly and name a target action. The genies
Jump, jump, I can jump. repeat the phrase and do the action in place.
Me, too. Continue in this way, naming different target
Jump, jump, I can jump. actions. If the master does not clap three times
Me, too. before naming an action, the genies do not
Jump, jump, I can jump. do it. Then have a volunteer play the master,
Me, too. naming actions for the genies.
Jump, jump, jump, jump, I can jump! 3.Use What You Know: What Is It? Begin the
Run, run, I can run.
activity by practicing the following actions
Me, too.
with the class: jump like a camel, run like a
Run, run, I can run.
Me, too. lion, slide like a monkey, and swim like a
Run, run, I can run. horse. Then a volunteer demonstrates an action
Me, too. in front of the class, saying
Run, run, run, run, I can run! I can (jump). Point to the volunteer and ask
Swim, swim, I can swim. What is it? Students respond It’s a (camel).
Me, too. Continue in the same way with different
Swim, swim, I can swim. volunteers and actions.
Me, too.
Swim, swim, I can swim. Finish the Lesson
Me, too.
Swim, swim, swim, swim, I can swim! 1. Me, Too. Attach the Unit 10 Action Word
Slide, slide, I can slide. Time Picture Cards to the board for reference.
Me, too. Students stand at their desks. Say I can (jump)
Slide, slide, I can slide. as you do one Action Word Time action.
Me, too. Students do the same action, saying Me, too.
Slide, slide, I can slide. Continue in the same way using all the Action
Me, too. Word Time words.
Slide, slide, slide, slide,
I can slide!
3. My Dictionary. In class or at home, students
C. Listen and write the number. to them.
1. Students listen and write the numbers in the
white circles for each vocabulary item.
1. I can swim.
2. I can run.
3. I can slide.
4. I can jump.
Shorouk Press 107

Phonics Tim
Phonics Time
A. Make the
shape of eac e
h letter.
Language Focus: Alphabet letters W, X, Y, and

Z, phonics words (watch, window, fox, box,
B. Listen and poin
t.
yo-yo, yellow, zoo and zebra)

Materials Needed: CD/cassette and player, Unit
watch
box
yo-yo
zoo
10 phonics picture cards and letters w, x, y and z window
cards.
fox
yellow
zebra
C. Listen and poin

t. Then sing alon
g.

Unit 10
Warm-Up and Review 36

1. Action Phrase Review. Attach the Unit 10 the Phonics Time Word Card for watch. Point to the
Action Word Time Picture Cards to the board for boldface w at the begining of the word watch and
reference. Divide students into pairs. Students in say /w/, watch. Students repeat. Continue in the
each pair take turns saying I can (jump) to their same way with the Phonics Time Picture and Word
partners as they do the action. The partner then Cards for window.
says Me, too and does the same action. Pairs 3. Repeat Step 2 with the x, y Letter Cards and the
continue until each student has said each Unit 10 Phonics Time Picture and Word Cards for fox,
target action. Once all pairs are finished, bring box, yo-yo, and yellow.
four pairs to the front of the classroom to say and 4. Repeat Step 2 with the z Alphabet Card and the
pantomime the target pattern. Phonics Time Picture and Word Cards for zebra,
2. Song Review. Attach the Unit 10 Action Word and zoo.
Divide students into two groups (Group A
and Group B). Play the I Can Jump song (see Practise the Letters
Teacher’s Book page 107). In the first verse,
Group A jumps as they sing Jump, jump, I can Students open their Student Books to page 36.
jump. Group B jumps as they answer Me, too. A. Make the shape of each letter.
Both groups sing the final line of the verse as
they do the action together. The two groups then Point to each letter and name it. Students repeat
switch roles for each of the remaining verses. the letter name as they make the letter shapes
Introduce the Letters repeat, pointing to the corresponding
words and items in the boxes.
1. Hold up the W Letter Card and name it. Students
repeat, pointing to the letter. Hold up the w Letter W,/ w/, watch
Card and name it. Students repeat, pointing to W,/ w/, window
the letter. Introduce X, x, Y, y and Z, z in the same X, , box
way. Next, attach all eight Letter Cards to the X, , fox
board. Point to and name each letter. Students
repeat, pointing to the corresponding Letter Card. Y, , yo-yo
Name the letters in random order. Students repeat, Y, , yellow
pointing to the corresponding Letter Card (either Z, /z/, zoo
uppercase or lowercase). Z, /z/, zebra
2. Hold up the w Letter Card and name it. Students
repeat. Say the letter’s sound, /w/. Students
repeat. Hold up the watch Phonics Time Picture
Card. Say /w/, watch. Students repeat. Hold up
108 Unit 10
2. Say the lines above in random order. Students 2. Hidden Letters. Have students open their books
to pages 33–34. Students find the hidden pairs of
repeat, pointing to the corresponding words and
target letters in the large scene. When students
items in the boxes.
have found the letters they raise their hands.
Have volunteers come to the front of the class
C. Listen and point. Then sing along. and point to the letters on the Wall Chart or in
1. Read the lyrics line by line as you point their books.
to the items in the scenes. Students repeat ANSWERS: The letters Ww are hidden on the wall
each line. Play the recording. Students of the horse enclosure. The letters Xx are in the
listen and point to the items in the scenes. Play the tree above the camel, the Yy are hidden on the
recording as many times as necessary for students giraffe body and the Zz are in a tree behind the
to complete the task. camel at the right.
Fox in the Box 3. Speed Drawing. Attach the Unit 10 Phonics
(Melody: Jimmy Crack Corn) Time Picture Cards to the board for reference.
Set a time limit of 90 seconds, and have each
Watch on the window, w, w, w.
student draw one of the phonics items on a sheet
Window, window, w, w, w. of paper. Draw some references if needed, but
Watch on the window, w, w, w. encourage the students to come up with their
Sing the letter W. own ideas. Students then take turns standing up,
showing the rest of the class their picture, and
Fox in the box, x, x, x. saying the beginning sound and the item name,
Box, box, x, x, x. for example: /z/, zebra. Continue until each
Fox in the box, x, x, x. student has taken a turn.
Sing the letter X. 4. My Turn/Your Turn on the Wall. Attach the
Yellow on the yo-yo, y, y, y. Unit 10 Phonics Time Picture Cards at random
Yo-yo, yo-yo, y, y, y. to three walls. A student begins by saying the
beginning or target sound and word for any two
Yellow on the yo-yo, y, y, y.
items (/x/, box; /z/, zoo). The rest of the class
Sing the letter Y. repeats, pointing to the picture cards on the wall.
Zebra in the zoo, z, z, z. Then, the next student repeats the last sound and
Zoo, zoo, z, z, z. name, and adds a new sound and name (/z/,
zoo; /y/, yo - yo). The class repeats and points to
Zebra in the zoo, z, z, z. the cards on the wall. Continue in this way until
Sing the letter Z. everyone has had a turn.
students to become familiar with the song. Extra Practice
Explain and assign Worksheets 26-27 phonics
puzzle and Phonics Fortune Teller, page 160-
Games and Activities 161. (For instructions, see page 133.)

Finish the Lesson
Fox in the Box song while demonstrating the 1. Letters Up. Give one w, x, y, or z Letter Card
following actions. Students join in as they learn to each student. Say one of the Unit 10 Phonics
the actions. Time words. All the students with the matching
Fox in the box: Cup one hand to make a box. letter cards hold them up as they say the letter
Use your other hand to make the fox in the sound and repeat the word. Continue in the
box. same way with all eight Unit 10 Phonics Time
words.
yellow on the yo-yo: Curl each hand into a ball
and place one on top of the other. 2. Explain and assign Workbook page 40. (For
instructions, see Teacher’s Book page 127-128.)
Yellow, yellow: Point to something yellow in
the classroom. 3. My Dictionary. In class or at home, students turn
to page 57, find the new words they’ve learned
Zebra in the zoo: Place four fingers making
in the lesson, and make a check next to them.
zebra legs on your stomach.
Play the Fox in the Box song. Students do the
actions as they sing along.
Shorouk Press 109

Review 2
Review
Part 1
part 1
A. Listen and tick
.
1.
2.
feet
hands
Language Focus: Units 6–10 Word Time and Use the 3.
4.
nine
six
Words pen
pencil
Materials Needed: Units 6-10 picture and word cards. B. legs

Listen and mat arms
ch.
1. •
•
pens
four hands
2. •
•
hands seven pens
3. •
Warm-Up pencils
•
two bags
4. •
•
To warm-up, choose one or more of the following books five books
activities:
5. •
•
bags
1. Unit 9 Use the Action Words Review: Say 41 ten pencils
Please! Attach Unit 10 Action Word Time Review

Divide students into pairs. Students in each
pair take turns saying Please (wash your
hands) to their partners. The partner panto- the recording as many times as necessary for
mimes the requested action. Pairs continue students to complete the task.
until each student has pantomimed each Unit 1. hands, hands
9 target action. Once all pairs are finished, 2. nine, nine
bring three pairs to the front of the classroom 3. pen, pen
to say and pantomime the target pattern. 4. arms, arms
2. Song Review. Divide the class into Groups A 2. Check answers by saying Number 1 and
and B. Play the Please Wash Your Hands song. having a volunteer point to and name the
Students listen. Play the song again. Group A picture he/she ticked. Do the same for the
sings along, and Group B does or pantomimes remaining numbers.
each action. Groups change roles and sing the
song again in the same way.
B. Listen and match.
3. Units 6–10 Word Time Review: Look and
Say. Hold up each of the Units 6–10 Word
draw a line connecting the items in the
Time Picture Cards, and have students name
them. Shuffle the cards, hold up each one columns and the picture at the right. Play
again, and have individual students name it. the recording as many times as necessary for
OPTION: Do the activity as above, but for the
classroom item cards have students also point 1. four, hands, four hands
to that item in the classroom. When they name 2. seven, pens, seven pens
a body part, they also point to that same part 3. two, bags, two bags
on their own bodies. 4. five, books, five books
5. ten, pencils, ten pencils
and answer key, see Teacher’s Book pages 2. Check answers by saying Number 1. A
127-128.) volunteer points to and names the items and
picture he/she connected. Do the same for the
remaining numbers.
Practise the Words and Patterns

Students open their books to page 41.
A. Listen and tick.
1. Play the recording. Students listen and tick the
box corresponding to the item they hear. Play
110 Review 2
5. Name and Age. Attach the Unit 1 and Unit
Games and Activities 7 Word Time Picture Cards to the board in
1. Listen Carefully. Stand in a circle with students. two separate columns, a Unit 1 column on the
Spread the Units 6–10 Word Time Picture Cards left, and a Unit 7 column on the right. Point to
faceup in the middle of the circle. Name one of the top card in each column and say (Mona)
the cards. Students repeat and point to that card. (seven). Hello! I’m Mona. I’m (seven) years
The student to your right then names any other old. Students repeat. Continue in the same
card. Students repeat and point to that card. way until the ages of the Unit characters have
Students continue in the same way until every- been named. Then, have students introduce
one has taken a turn. themselves using the patterns.
OPTION: you can stick these cards on the board
and students point to them.
Finish the Lesson
instead of standing in a circle, have students 1. Body Check. Attach the Unit 9 Word Time
remain at their desks and point to and name Picture Cards to the board for reference.
cards attached to the board. Students take turns standing up, pointing to
2. Identify. Place the Units 6 and 7 Word Time various parts of his/her body and saying I
Picture Cards in separate piles at the front of have (two) (legs). Students continue in the
the classroom, the Unit 7 pile on the left and the same way until they all have taken a turn.
Unit 6 pile on the right. Take a card from the top 2. Explain and assign Workbook page 45. (For
of each pile and hold it up. Name each card, for instructions, see Teacher’s Book page 128.)
example: (four) (pens). A volunteer then plays
the teacher’s role and holds up the next card on
each pile. Continue in the same way until every-
one has had a turn. As an extension, students can
use the pattern I have (four) (pens).
3. Count Them. Place the Units 6–7 Word Time
Picture Cards in separate piles facedown at the
front of the classroom. Divide students into three
groups. A student from the first group turns over
a Unit 6 card and holds it up. A student from the
second group turns over a Unit 7 card and holds
it up. A student from the third group points to
these two cards, says (five) (pencils), then walks
around the classroom pointing to and counting
that number of the item. For example: The stu-
dent walks around the class pointing to pencils
saying 1, 2, 3, 4, 5 pencils. Another three
volunteers then take a turn. Continue in the same
way until the cards have all been named. As an
extension, students can use the pattern I have
(six) (pencils).
4. Put It Together. Attach the Units 5–6 Word Time
Picture Cards to the board in two separate col-
umns, a Unit 5 column on the left, and a Unit 6
column on the right. Point to the top card in each
column and say, for example, (red) (book)/ It’s
a (red) (book). Students repeat. Continue in the
same way until all the cards have been named in
a combination. Next, point to a card in each col-
umn and elicit the words and sentence combina-
tion from the students. Continue in the same way
until all the cards have been named in a combi-
nation. As an extension,
students can then point to various items on their
desks they know in English saying It’s a (red)
(book).
Shorouk Press 111

Review 2
A. Part 2
Listen and mat
ch.
part 2
1.
•
•
It’s a book.
2. I’m eight yea
rs old.
Language Focus: Units 6–10 words and patterns •

•
I’m seven yea
Materials Needed: 1 set of Units 6–10 Word Time

rs old.
3.
Stand up.
Picture Cards; 1 set of Units 6–10 Action Word Time •

•
Picture Cards
Brush your hair
.
4. Dry your feet
.
•
•
Open your boo
k.
5. Please close
your bag.
•
•
Wash your han
ds.
6. It’s a green pen
.
•
•
Please sit dow
n.
B. Role play thes I have six pen
e scenes with cils.
a partner.
Warm-Up Review
42
To Warm-Up, choose one or more of the following

activities:
1. Use the Words Review: Say It All. Attach the
Units 6–10 Word Time Picture Cards in three Practise the Words and Patterns
separate columns to the board: a Unit 6 column,
a Unit 7 column, and a Unit 9 column. Point to Students open their books to page 42.
the top card in the first column and have stu-
dents name it. Say It’s a (pen). Students repeat. A. Listen and match.
Point to the remaining cards in the column, 1. Play the recording. Students listen
eliciting the pattern in the same way each time. and match the scene in the first column to the
Point to the top card in the second column and corresponding scene in the second column. Play
have students name it. Say I’m (six) years old. the recording as many times as necessary for
Students repeat. Point to the remaining cards
in the column, eliciting the pattern in the same
1. It’s a book.
way each time. Do the same with the cards in the
It’s a green pencil.
third column using I have (two hands) .....ect.
(Repeat)
2. Action Word Review: Say and Do. Hold up
2. I’m seven years old.
each of the Units 6-10 Action Word Time Picture
I’m eight years old.
Cards. Students name, then do or pantomime
each action. (Repeat)
3. brush your hair.
3. Use the Action Words Extension: Listen and Do.
I have six pencils.
Divide the class into Groups A and B. Say Please
wash your hands. Group A repeats the com- (Repeat)
mand. Say Okay and pantomime washing your 4. Open your book.
hands. Group B copies the action. Say Please Stand up.
wash your hands. Group A repeats the com- (Repeat)
mand. Say Okay and pantomime washing your 5. Wash your hands.
hands. Group B copies the action. Groups change Dry your feet.
roles. Do the same again with Group B repeat- (Repeat)
ing and Group A doing the actions. Continue
in the same way using Please wash your arms, 6. Please sit down.
Please wash your legs, and Please wash your Please close your bag.
feet. Continue the activity in the same way using (Repeat)
Open/ Close your book, and Pick up/Put down 2. Check answers by saying Number 1. A volun-
your book. teer points to the picture in the first column and
112 Review 2
says It’s a book. Then the student points to Finish the Lesson
the corresponding scene in the second column
and says It’s a green pencil. Prompt students 1. Clap Time. Hold up each of the Units 6–10
if necessary. Do the same for the remaining Action Word Time Picture Cards. Students
numbers. name the action and clap three times. For
example: (pick up your book) clap, clap, clap.
B. Role-play the scenes with a partner. Hold up another card. Students name the
action and clap three times. Continue in the
Pairs of volunteers take turns coming to the same way until all the cards have been named.
front of the classroom to role-play each pair of
matching scenes. 2. Explain and assign Workbook page 46. (For

1. Listen Carefully. Stand in a circle with students.
Spread the Units 6–10 Action Word Time Picture
Cards faceup in the middle of the circle. Name
one of the cards. Students repeat, point to that
card, then do or pantomime the action. The stu-
dent to your right then names any other card.
Students repeat, point to that card, then do or
pantomime the action. Students continue in the
same way until everyone has taken a turn.
OPTION: For added challenge, play the game as
above, but name two cards at a time. Students
repeat each word, point to both of the named
cards, then do or pantomime both actions.
instead of standing in a circle, have students
remain at their desks and point to and name
cards attached to the board.
2. Book Actions. Students sit with their Student
Books closed in front of them. Say open your
bag. Students say Okay and do the action. A vol-
unteer continues by saying close your bag. The
rest of the class says Okay and does the action.
Volunteers continue in the same way using open
your book, close your book .. etc.
3. What’s My Card? Place the Units 6–10 Action
Word Time Picture Cards facedown in a pile at
the front of the classroom. Pick up and look at
the top card, then do or pantomime the action
either slowly or quickly. Students try to be the
first to guess the action, for example: wash your
hands. If students do not immediately iden-
tify the action, continue doing/pantomiming
the action until a student does guess correctly.
The first student to correctly identify the action
is next to take a card and do/pantomime the
action. Students continue in the same way until
all the cards have been used.
Shorouk Press 113

Review 2
Part 3
A. Listen and mat
ch.
part 3
1. • 2. • 3. • 4. •
•
5. • 6. •
• • • • •
Language Focus: Units 6–10 Word Time, Use the B. Listen and
tick ✓ or ✗.
1.
Words, and Phonics Time 2.
3.
Materials Needed: CD cassette and player; Units 6–10

4.
Word Time Picture Cards, 2 sets of Units 6–10 Phonics 5.

6.
Time Picture Cards; 1 set of Units 6–10 Phonics Time

Word Cards
C. Trace the
letters. Then
circle and con
nect.
• • • • • •
Warm-Up 43
To warm up, choose one or more of the following Review
activities:
1. Phonics Review. Hold up the r Letter Card. Elicit
the letter name. Hold up the ruler Phonics Time
Picture and Word Card. Point to the boldface r Practise the Words and Patterns
at the beginning of the word ruler and elicit /r/,
ruler. Continue in the same way with the Phonics Students open their books to page 43.
Time Picture and Word Cards for rainbow and
rabbit. Repeat the process with the s Letter Card A. Listen and match.
and the Phonics Time Picture and Word Cards for 1. Play the recording. Students listen and match
sea, sailboat, and sun. the number in the top row to the corresponding
2. Song Review. Attach the Unit 10 Phonics Time picture in the bottom row. Play the recording as
Picture Cards and w, x, y and z Letter Cards on many times as necessary for students to complete
the board for reference. Play the fox in the box the task. (Each sentence repeats twice.)
song Students pantomime the actions as they sing 1. There are nine pens.
together. 2. I see five books.
3. I want four pencils.
3. Units 6–10 Word Time Review. Hold up each
of the Units 6–10 Word Time Picture Cards, and 4. There are seven oranges.
have students name them. Shuffle the cards, hold 5. I see two lions.
up each one again, and have individual students 6.There are three horses.
name them. 2. Check answers by saying Number 1. A
4. Units 6–10 Phonics Review. Hold up each Letter volunteer points to number one and says nine
Card (uppercase and lowercase) for the letters pens. Do the same for numbers 2–6.
N–Z, eliciting the letter names from students.
Attach the Letter Cards in alphabetical order B. Listen and Tick ✓ or ✗.
on the board. Hold up each Units 6–10 Phonics
1. Play the recording. students listen, then tick ✓
Time Picture Card and Word Card. Point to the
boldface letter at the beginning of each word, or ✗ according to the items in the pictures.
eliciting the letter sound and the word name.
Shuffle the cards and repeat, eliciting the letter
sound and word name from individual students.
As each picture card is named, place it under the
appropriate letter card on the board.
114 Review 2
1 - There are six cars. Finish the Lesson
2 - There are ten boys.
1. Topsy-Turvy. Place the Units 6–10 Word Time
3 - There are seven bags. and/or Phonics Time Picture Cards facedown
4 - There are eight ants. in front of you. Place the top picture card
5 - There are ten books. upside down behind a folder or textbook, so
6- There are nine buses. that students cannot see it. Slowly raise the
upside down picture card until students can
2. Check answers by saying number 1 a volunteer name the card. Continue in the same way with
says true, do the same for numbers 2 - 6. each picture card.
2. Explain and assign Workbook pages 47-48.
C. Trace the letters. Then circle and connect.
(For instructions, see Teacher’s Book page
1. Students trace each letter and then circle the 128.)
corresponding picture below.
2. Students connect each picture to the letters
above.

1. Add-On Concentration. Lay two sets of Units
6–10 Phonics Time Picture Cards facedown at
random in a grid formation. Begin by turning over
one card and saying the beginning letter sound
and item name, for example: /p/ (popcorn).
The student next to you turns over another card,
saying the beginning letter sound and item name.
If the two pictures match, he/she keeps the pair.
If not, the cards remain faceup. The next student
then turns over a card, keeping any matched
cards. Each student is allowed to turn over only
one card at each turn. Continue until all the cards
have been matched and collected. Students then
count the matched cards they have collected.
Call out a number at random; students with that
number of cards return them to the teacher as
everyone else claps.
2. Let’s Go Fishing. Write the headings n through
s across the top of the board. Attach paper clips
to the Units 6–10 Phonics Time Picture Cards,
then place them scattered facedown on the floor.
Students stand in a circle around the cards and
take turns “fishing” for cards with a magnet
attached to a string. When a student “catches” a
card, he/she calls out the beginning sound and
names the word, then attaches the card in the
proper letter category on the board. The class
repeats the word.
LARGE CLASSES: Distribute the picture cards
facedown among the students. Students take
turns holding up and naming the picture cards,
then attaching them to the board.
Shorouk Press 115

Review 2
Part 4
A. Listen and mat
ch.
part 4
1. • 2. • 3. • 4. • 5. • 6. •
• • • • • •
Language Focus: Units 6–10 Word Time, Use the Words, B. Listen and
write the number
and Phonics Time

Materials Needed: CD/cassette player; 1 set of T–Z, t - z
Letter Cards; Units 6–10 Word Time Picture Cards, 1 set of
Units 6–10 Phonics Time Picture and Word Cards
C. Trace the
letters. Then
circle and con
nect.
• • • • • • •
Warm-Up
Review
To warm up, choose one or more of the following 44
activities:
1. Phonics Review. Hold up the x Letter Card.
Elicit the letter name. Hold up the fox Phonics Practise the Words and Patterns
Time Picture and Word Cards. Point to the
boldface x at the end of the word fox and elicit Students open their books to page 44.
/x/, fox. Continue in the same way with the
Phonics Time Picture and Word Cards for box. A. Listen and match.
Repeat the process with the y and z Letter 1. Play the recording. Students listen and match
Cards and the Phonics Time Picture and Word the number in the top row to the corresponding
Cards for yo-yo, yellow, zebra, , and zoo. picture in the bottom row. Play the recording as
2. Song Review. Attach the Unit 10 Phonics many times as necessary for students to complete
Time Picture Cards and Word Cards to the the task. (Each item repeats twice.)
board for reference. Play the Fox in the Box 1. I can slide.
song. Students pantomime the actions as they 2. I can jump.
sing together. 3. I can draw.
3. Units 6–10 Word Time Review. Hold up each 4. I can brush my hair.
of the Units 6–10 Word Time Picture Cards 5. I can run.
and have students name them, pantomiming 6. I can sing.
the actions for Units 8 and 9. Shuffle the cards,
2. Check answers by saying Number 1. A volun-
hold up each one again, and have individual
teer points to the correct picture in the second
students name (and pantomime) them.
row and repeats the languages. Prompt students
4. Units 6–10 Phonics Review. Hold up each if necessary. Do the same for numbers 2–6.
Letter Card (uppercase and lowercase) for
the letters T–Z, eliciting the letter names from B. Listen and write the number.
students. Attach the cards in alphabetical
order to the board. Hold up each Units 1. Play the recording. Students listen, then
6–10 Phonics Time Picture and Word Card number the correct scene. Play the recording as
in t–z order. Point to the boldface letter in many times as necessary for students to complete
each word, eliciting the letter sound and the the task.
word name. Shuffle the cards and repeat, 1.wash your hands.
eliciting the letter sound and word name from 2. jump, jump.
individual students. As each picture card is 3. drink the juice.
named, place it under the appropriate letter 4. swim, swim.
cards on the board.
5. Check Workbook pages 47-48. (For
instructions and answer key, see Teacher’s
Book page 128.)
116 Review 2
2. Check answers by saying Number 1 and Finish the Lesson
having a volunteer point to the correct scene
1. Thumbs Up. Hold up a Units 6–10 Word
and say wash your hands. Prompt students if
Time or Phonics Time Picture Card and name
necessary. Do the same for numbers 2–4.
it correctly. Students make the “thumbs up”
sign and repeat the word or words. Hold up
C. Trace the letters. Then circle and connect.
another picture card and name it incorrectly.
1. Students trace each letter and then circle the Students shake their heads and say no!, then
corresponding picture below. say the correct word or phrase.
2. Students connect each picture to the letters
2. Explain and assign Workbook pages 49-50.
above. (For instructions, see Teacher’s Book page
128-129.)

1. Around the Room with Pictures. Attach the
Units 6–10 Phonics Time Picture and Word
Cards at random around the room (on the
walls, desks, door, windows, etc.) where
students can easily touch them. Students begin
by walking around the room, whispering the
beginning sound (or end sound for /x/) and
item name of every picture card they pass
by (for example: /t/, tree). Suddenly call out
any letter name from t to z. Students then try
to put their finger on one of the three picture
cards showing words beginning with that
letter. Only one student may touch each card.
The three students who have touched one of
the correct cards point to the cards and say
the beginning sound and the item name. Clap
your hands three times to start the students
walking (and naming the picture cards) again
until you say another letter name. Continue in
the same way until all seven letters have been
called out.
2. Around the Alphabet. Sit with students in a
circle. Say the name and sound of each letter
in alphabetical order from a to z, keeping a
steady beat. Students repeat after each letter.
For example:
Teacher: a, /a/
Students: a, /a/
Teacher: b, /b/
Students: b, /b/
Do the exercise again, but with each student
around the circle saying one letter’s name and
sound. Everyone repeats after each student.
LARGE CLASSES: Do as above with students
seated at their desks.
Shorouk Press 117

Workbook Instructions and Answer Key
First Term
Check answers by saying Number 1. Students
Each Time For English Workbook page is point to the character they circled and say Mona.
designed to be completed by a student in Hold up the Mona picture card to confirm the
approximately ten minutes. It may therefore be answer. Do the same for numbers 2–4.
useful as a closing activity at the end of a class, Answer Key
especially if students have been active. If there 1. Mona is the first character in the row.
is not enough time to do the activity in class, 2. Kareem is the fourth character in the row.
the Work-book page should be explained and 3. Samy is the second character in the row.
assigned before 4. Sokkara is the third character in the row.
students return home.
Then students write their names to complete the
Each Workbook page reinforces the material phrase: Hello, I’m .
learned in the lesson. When the page is checked
in class at the beginning of the following lesson, Action Word Time, Page 7
illustrations on the Workbook page are used to Which ones are the same? Circle.
elicit vocabulary words and phrases. Students
should also be encouraged to “move with Students circle the characters in each row that
the language” when they give the Workbook are doing the named action.
answers, pantomiming actions or posing to illus- Check answers by saying Number 1. Students
trate the language. Also, additional vocabulary say wave and point to each character they
items are often featured on each page. Teachers circled. They then wave to one another. Do the
may choose to teach some or all of these words same for numbers 2–4.
to support the target language.
Answer Key
Workbooks may also be checked individually 1. The first, third, and fourth characters are
as students enter the classroom at the begin- circled.
ning of each lesson. In this way, individual stu- 2. The first, second, fourth, and fifth characters
dents can be assessed for comprehension. are circled.
3. The first, third, and fourth characters are
circled.
Unit 1 4. The first and second characters are circled.
Phonics Time, Page 8

Word Time, Page 5
A. Circle the beginning sound.
Match. Draw.
Students look at each item, then circle the correct
Students match the complete picture of each beginning letter in the box next to the item.
character in the left column to the incomplete
picture of the same character in the right column. Check answers by saying Number 1. Students
They then draw the missing items in each of the point to the circled letter a, and then to the pic-
right pictures. ture of the ant, saying /a/, ant. Do the same for
numbers 2–6.
Check answers by saying Number 1. Mona. Answer Key
Students repeat, then point to Mona in both the 1. a
left column and the right column. They then 2. b
point to the item they drew. Do the same for 3. b
numbers 2–4. If appropriate, teach the recep- 4. a
tive words pigtail, cap, mouth, and ribbons as you 5. b
point to the missing items. 6. a
Answer Key B. Write the letters.
1. d. Mona’s pigtail is missing.
2. c. Kareem’s cap is missing. Students use the model to trace each letter as
3. b. Samy’s mouth is missing. indicated by the arrows, then write the letters
4. a. Sokkara’s ribbons are missing. without the aid of tracing lines. If necessary,
guide students through this by writing the letters
on the board line-by-line.
Use the Words, Page 6
Check answers by writing each of the letters on
Circle Mona, Kareem, Samy, and Sokkara.
the board, line-by-line. Students trace the letters
Students find and circle each main character they have written with their fingers, saying the
among a row of similar characters. letter names as they do so.
118 Workbook Instructions and Answer Key

Check answers by writing each of the letters on B. Write the missing numbers. Write the age.
the board, line-by-line. Students trace the letters Students write the missing numbers.
they have written with their fingers, saying the
letter names as they do so. Check answers by having a volunteer write the
entire number line on the board. Then point to
C. Colour the picture. Use the Colour key. each number and have students name it. Then
Students discover objects in the picture by fol- point to the same number in their books. Have
lowing the Colour key and filling in the spaces. several volunteers take turns saying I’m (five)
years old. You can teach numbers G and 7 for
Check answers by having students point to the students to write their age.
Coloured items in the scene, saying the begin-
ning sound and the item name. Answer Key
1, 2, 3, 4, 5,
Answer Key
There is an apple and a butterfly in the scene.
Action Word Time, Page 15
Which ones are the same? Circle.
Students circle the characters in each row that
are doing the named action.
Unit 2
Check answers by saying Number 1 and pointing
Word Time, Page 13 to each character. Students name and pantomime
the action each character is doing, then stand up
A. Trace the numbers. if they circled that picture and stay seated if they
Students trace each number. did not. Do the same for numbers 2–4.
Check answers by saying one and having stu- Answer Key

dents use their fingers to write the number in the 1. The first and fourth characters are circled.
air. 2. The first and fourth characters are circled.
3. The first, third, and fifth characters are
B. How many? Write the number in the circled.
box. 4. The first, second, and fourth characters are
circled.
Students count how many animals are in each
scene, and write that number in the small box.
Check answers by pointing to each scene and A. Circle the beginning sound.
eliciting the number.
Answer Key beginning letter in the box next to the item.
1. 5 2. 2
3. 3 4. 4 Check answers by saying Number 1. Students
5. 4 6. 1 point to the circled letter d, and then to the pic-
ture of the donkey, saying /d/, donkey. Do the
same for numbers 2–6.
Use the Words, Page 14 Answer Key
1. d
A. Count. Write the number. Colour. 2. c
Students count the number of candles on each 3. d
cake, and write the number on the cake. They 4. c
then Colour each cake. 5. c
6. d
Check answers by saying Number 1 and having
a volunteer say the number he/she wrote. Do B. Write the letters.
the same for Students use the model to trace each letter as
numbers 2–6. indicated by the arrows, then write the letters
Answer Key without the aid of tracing lines. If necessary,
1. 1 guide students through this by writing the letters
2. 3 on the board line-by-line.
3. 2
4. 4 Check answers by writing each of the letters on
5. 3 the board, line-by-line. Students trace the letters
6. 5 they have written with their fingers, saying the
letter names as they do so.
Shorouk Press 119

C. Connect the objects with the same Answer Key
beginning sound. 1. This is my father. (The second pair is
Starting with the first item in each row, students circled.)
draw a line from left to right, connecting all the 2. This is my brother. (The third pair is circled.)
items that start with the same letter. 3. This is my mother. (The first pair is circled.)
4. This is my sister. (The second pair is circled.)
Check answers by saying c. Students point to
the first item in the first row, then trace the line Action Word Time, Page 23
with their fingers as it runs through all the items
beginning with the same letter. As they pass Circle this pattern across or down .
each item, students say the beginning sound and The pattern key at the top of the page shows the
word for it. Do the same for the letter d. four actions in order. Students circle the pattern
Answer Key in the large grid. Remind students to look for the
c: cat, cake, car, cat, cake pattern of actions, not specific characters.
d: dog, doll, donkey, doll, , dog, donkey
Check answers by having students hold up their
books and point to the squares they circled.
Answer Key
Unit 3
Word Time, Page 21

A. Trace the shapes.
Students trace the outline of each shape.
Check answers by asking students to hold up

their books or you go around to check.
B. Identify the family members. Draw the

same shapes as above.
Students point to and name each family member.
Then, according to the key above, they draw the
appropriate shape around each family member’s Students look at each item, then circle the correct
head. beginning letter in the box next to the item.
Check answers by drawing star on the board and Check answers by saying Number 1. Students
having students name the corresponding fam- point to the circled letter e, and then to the pic-
ily member. Do the same for square, circle, and ture of the egg, saying /e/, egg. Do the same for
heart. numbers 2–6.
Answer Key Answer Key
star: mother 1. e
square: father 2. e
heart: sister 3. f
circle: brother 4. f
5. e
6. f
B. Write the letters.
Which one is the same? Circle.
Students use the model to trace each letter as
For each number, students circle the people that
indicated by the arrows, then write the letters
have the same relationship as the two people on
without the aid of tracing lines. If necessary,
the left.
Check answers by saying Number 1 and pointing on the board line-by-line.
to each pair. Students identify each relationship,
saying, for example, This is my mother. They also
raise their hands if they circled that pair. Do the
C. Look at exercise A. Find and circle.
Students find and circle the items from exercise
A in the picture.

Check answer by having students point to each B. Add your own fish above. Colour.
circled item from left to right, saying the begin- Students draw a fish in the aquarium, using
ning sound and then the word. shape(s) they can name in English to do so. They
Answer Key then Colour their fish.
Circled (from left to right) eight, egg,
farmer, elephant, fish, fan. Check answers by having students take turns
standing up, showing their picture, then point-
ing to and naming each shape they used to draw
their fish.
Unit 4 Answer Key
Answers will vary.
Word Time, Page 29
A. Complete the patterns. Action Word Time, Page 31
Students complete the shape pattern that has Match.
been started in each row. They trace the dotted
Students match the clearly drawn picture of each
shapes first, then continue by drawing the shape
action in the left column to the shadow picture of
pattern to the end of the row.
the same action in the right column.
Check answers by saying Number 1. walk.
students point to and name each shape in the
Students repeat, then point to the walking char-
row. Do the same for numbers 2–4.
acter in both the left column and the right col-
Answer Key umn. Do the same for
1. square, circle… numbers 2–6.
2. heart, square…
Answer Key
3. square, circle…
1. f.
4. circle, heart, star, circle…
2. a.
3. e.
B. Draw your own shape pattern. Colour.
4. d.
Students draw their own shape pattern through 5. c.
the center of the pail. They then Colour the page. 6. b.
Check answers by having students take turns
standing up, showing their picture, then point- Phonics Time, Page 32
ing to and naming each shape they drew. A. Circle the beginning sound.
Answer Key Students look at each item, then circle the correct
Answers will vary. beginning letter in the box next to the item.

point to the circled letter h, and then to the pic-
A. Match. Colour. ture of the horse, saying /h/, horse. Do the same
Students match each character at the top of the for numbers 2–6.
page to the fish with the shape that corresponds Answer Key
to that character’s thought bubble. They then 1. h
Colour the pages. 2. g
3. h
Check answers by saying Number 1 and having 4. g
students point to and name the shape in that 5. h
character’s thought bubble. They then draw a 6. g
line with their fingers to the heart fish and say I
see a heart. Do the same for numbers 2–4. B. Write the letters.
Answer Key Students use the model to trace each letter as
1. I see a heart. indicated by the arrows, then write the letters
2. I see a square. without the aid of tracing lines. If necessary,
3. I see a star. guide students through this by writing the letters
4. I see a circle. on the board line-by-line.

Shorouk Press 121

C. Colour the picture. Use the Colour key. Check answers by saying Number 1 and pointing
Students discover objects in the picture by fol- to each character. Students name each action, and
lowing the Colour key and filling in the spaces. pantomime it if they circled that character. Do the
Check answers by having students point to the Answer Key
Coloured items in the scene, saying the begin- 1. The first and third characters are circled.
ning sound and the item name. 2. The first and fourth characters are circled.
Answer Key 3. The first and second characters are circled.
There is a flower garden and a hen in the 4. The first and fifth characters are circled.
scene.
Unit 5 beginning letter in the box next to the item.
Word Time, Page 37 Check answers by saying Number 1. Students

point to the circled letter i, and then to the pic-
Count the dots. Colour. ture of the ink, saying /i/, ink. Do the same for
Students count the number of dots in each seg- numbers 2–6.
ment of the large picture. Then, using the key Answer Key
at the top of the page, they Colour each seg- 1. i
ment of the picture correspond- 2. i
ing to the number of dots. 3. j
4. j
Check answers by having students take turns 5. j
standing up, showing their picture, then point- 6. i
ing to and naming each different Colour they
used in their picture. B. Write the letters.
Answer Key Students use the model to trace each letter as
Each student’s picture should have two indicated by the arrows, then write the letters
flowers, a bird, and a butterfly. without the aid of tracing lines. If necessary,
Connect. Colour. Check answers by writing each of the letters on
For each number, students trace the dotted they have written with their fingers, saying the
line, Colour the crayon the appropriate Colour, letter names as they do so.
then Colour the picture they connected to the
crayon the same Colour. C. Draw the shapes around the items
that begin with i and j.
Check answers by saying Number 1 and having Using the key at the left, students draw the
students trace the line with their fingers. They appropriate shape around the items that begin
then name the Colour, saying It’s red. Do the with i and j. Not all the items will have a shape
same for numbers 2–6. drawn around them.
Answer Key
1. It’s red. Check answers by saying i. Students point to and
2. It’s yellow. name the items that begin with the letter i, say-
3. It’s blue. ing /i/ ink, etc. Do the same for the letter j.
4. It’s orange. Answer Key
5. It’s black. i: ink, insect, in (square)
6. It’s green. j: juice, jump rope, jeans, jar, jacket (circle)

Which one is the same? Circle.
For each number, students circle the character
in each row who is doing the same action as
the character on the left.

Check answers by saying A and having students
Review 1, Part 1 trace the uppercase and lowercase letters in the
air with their fingers.
Page 45
A. Colour.
Students write the letters using the traced ver-
Students Colour each shape with the indicated sions from Exercise A as a reference.
Colour.
Check answers by having nine volunteers come
Check answers by having students take turns to the board and write uppercase and lowercase
pointing to each shape, naming it, and saying a–j in alphabetical order. Then point to each let-
what Colour it is. ter and have students name it.
Answer Key: Answer Key
heart: red Aa, Bb, Cc, Dd, Ee, Ff, Gg, Hh, Jj, Ii, Jj
square: yellow C. Connect.
circle: blue Students match each uppercase letter to the pic-
heart: orange ture with the corresponding initial sound, then
star: black to the corresponding lowercase letter.
square: green
Check answers by saying A. Students use their
B. Look at A. Colour below. fingers to trace the line they drew connecting A
Students Colour each shape in the large picture to the picture of the apple to a. Do the same for
according to the Colour key they created in the remaining letters.
Exercise A. Answer Key
A—apple—a G — goat — g
Check answers by having students take turns B—boy—b H — house — h
standing up, showing their picture, then point- C—cat—c I — insect — i
ing to and naming each different shape and its D—dog—d J — Jar — j
Colour. E—elephant—e
F—fish—f
Answer Key
The picture is a castle with a drawbridge, D. Connect in A–B–C order.
moat, turrets, and flags. There are several
Students connect the letters in alphabetical order.
fish in the moat.
Review 1, Part 2 standing up and showing their pictures. They
then trace the line they made with their fingers,
saying each letter in order.
Page 46 Answer Key
Which one is the same? Circle. Aa, Bb, Cc, Dd, Ee, Ff
Students circle the character in each row who is
doing the same action as the characters on the
left. Second Term
Check answers by saying Number 1. Let’s shake
hands. Point to each character. Students name Unit 6
and pantomime the action each character is
doing, then stand up if they circled that picture
and stay seated if they did not. Do the same for Word Time, Page 5
numbers 2–4. Draw the missing item or items.
Answer Key For each number, students draw the vocabulary
1. The second and third characters are circled. item(s) not already drawn.
2. The fourth and fifth characters are circled.
3. The fifth and sixth characters are circled. Check answers by saying Number 1. A volunteer
4. The fourth and fifth characters are circled. points to and names each of the items already
drawn in the picture, then names the item he/
she drew. Do the same for numbers 2–4.
Review 1, Part 3
Answer Key
1. a book
Pages 47–48 2. a pencil
A. Trace the letters. 3. a bag and a pen
Students trace each letter. 4. a pencil and a book
Shorouk Press 123

Use the Words, Page 6 Check answers by writing each of the letters on
Draw the missing parts. Connect. Colour.
Students complete the drawing of each item in letter names as they do so.
the left column, then match each item in the left
column to the identical item in the right column.
They then Colour each picture.
Unit 7
students name the item, saying It’s a bag. They Word Time, Page 13
then point to the corresponding picture in the A. Trace the numbers
right column. Do the same for numbers 2–6.
Students trace the numbers 6 to 10.
Answer Key
1. b. It’s a bag.
2. d. It’s a pencil. B. How many? write the number in the
3. a. It’s a book. box.
4. c. It’s a pen.
Students look at the picture. Count and write the
number in the box.
Answer Key
Action Word Time, Page 7 1. 6 4. 9
Match the opposites. 2. 7 5. 8
Students match each action in the left column to 3. 5 6. 10
its opposite in the right column.
Check answers by saying Number 1. Students Use the words , Page 14

name and pantomime the action then its oppo-
site. Do the same for numbers 2–4. A. Write and colour
Answer Key Students count the shapes and write them in the
1. c. spaces. Then colour them.
2. d. Answer Key
3. b. 1. 5 4. 8
4. a. 2. 6 5. 9
3. 10 4. 7
A. Circle the beginning sound. B. Write the missing numbers.
Students look at each item, then circle the correct Students Write the missing numbers.
beginning letter in the box next to the item. Answer Key
Check answers by saying Number 1. Students 1 2 3 4 5 6 7 8 9 10
point to the circled letter k, and then to the pic-
ture of the key, saying /k/, key. Do the same for
numbers 2–9.
Answer Key
Find the next action. Connect.
1. k
2. m Students choose the action that follows the pat-
3. l tern established in each row. They then draw a
4. m line to the action in the right column.
5. l
6. k For each number, check answers by having stu-
7. l dents point to and name each action in the row.
8. k Then have them name and pantomime the action
9. m they drew a line to.
B. Write the letters. Answer Key

1. clap, sing... c. clap
Students use the model to trace each letter as 2. laugh, sing... d. laugh
indicated by the arrows, then write the letters 3. sing, shout... a. sing
without the aid of tracing lines. If necessary, 4. shout, clap.... b. shout

Phonics Time, Page 16 Answer Key
1. c.
A. Circle the beginning sound. 2. d.
Students look at each item, then circle the correct 3. a.
beginning letter in the box next to the item. 4. b.

point to the circled letter o, and then to the pic- Use the Words, Page 22
ture of the orange, saying /o/, orange. Do the A. Trace the lines to the food.
same for numbers 2–6. For each number, students trace the line leading
Answer Key from the character to the food below.
1. o
2. n Check answers by saying Number 1. Students
3. p trace the line from Mona to the salad with their
4. p fingers. Then they say I want salad. Do the same
5. o for numbers 2–4.
6. n Answer Key
B. Write the letters. 1. salad
2. meat
Students use the model to trace each letter as 3. bread
indicated by the arrows, then write the letters 4. rice
on the board line-by-line. B. Look at A. Draw the food.
Students use the connections from exercise A
Check answers by writing each of the letters on to draw the appropriate food item under each
the board, line-by-line. Students trace the letters character.
letter names as they do so. Check answers by saying Mona. Students point
C. Connect the dots. Colour. to the character and say which food item they
drew. Do the same for the remaining characters.
Students connect each grouping of dots to dis- For additional practice, have students use the
cover what the octopus is holding. Then they food words in the pattern I want (salad).
Colour in the picture.
Answer Key
Check answers by pointing to the different let- Mona: salad Kareem: meat
ters the octopus is holding and asking students Samy: bread Ramy: rice
to name them and make their sound.
Answer Key
The octopus is holding an uppercase N and Action Word Time, Page 23
O and a lowercase n and o. Continue the pattern. Match.
For each number, students choose the action
from the right column that continues the pattern
established in the row. Then they draw a line to
Unit 8 the action at the right.

Word Time, Page 21 point to each action in the row and name it.
Match the missing food. Colour. Then they continue the pattern, pointing to their
Students look at the meal menus at the top of answer in the right column and naming the
the page. Then they look at each scene in the left action. Do the same for numbers 2–6.
column and draw a line to the waiter who has Answer Key
the food missing from the meal. Students then 1. b.
Colour the pictures. 2. e.
3. a.
Check answers by saying Number 1. Students 4. c.
point to the meal in front of the child and name 5. f.
each food item. Then they trace a line with their 6. d.
fingers to the missing food item and name it. Do
the same for numbers 2–4.
Shorouk Press 125

Phonics Time, Page 24 Answer Key
A. Circle the beginning sound. Answers will vary.
beginning letter in the box next to the item. Use the Words, Page 30
Check answers by saying Number 1. Students What does Mona say? Write the number.
point to the circled letter s, and then to the pic- For each box, students determine what Mona is
ture of the sun, saying /s/, sun. Do the same for saying about her body parts. In the space pro-
numbers 2–6. vided, they then write how many of that body
Answer Key part she has.
1. s
2. s Check answers by saying Number 1. A volunteer
3. q says I have two feet. Another volunteer then
4. r uses his/her finger to write 2 in the air. Do the
5. q same for numbers 2–5.
6. r Answer Key
B. Write the letters. 1. I have two feet. 2
2. I have one head. 1
Students use the model to trace each letter as 3. I have two arms. 2
indicated by the arrows, then write the letters 4. I have two hands. 2
5. I have two legs. 2
Check answers by writing each of the letters on Action Word Time, Page 31
they have written with their fingers, saying the Connect.
letter names as they do so. For each number, students connect the charac-
C. Draw the shape around the items that ter at the top of the page to the personal care
begin with q,r and s. item he/she needs, then to the picture of that
character using the personal care item.
Students find the items in the scene that begin
with the target letters. They draw a circle around Check answers by saying Number 1. Students
each item beginning with the letter q and heart use their fingers to trace the line they drew, then
around each item beginning with the letter r and say what action the character is doing at the bot-
a square around each item beginning with the tom of the page. Do the same for numbers 2–4.
letter s.
Answer Key
Check answers by saying q. Students point to 1. brush your hair
the different items they’ve drawn a circle around 2. wash your hands
and say the beginning sound followed by the 3. dry your hands
word. Do the same for the letters, r and s 4. comb your hair
Answer Key
q: queen, question mark (circle) Phonics Time, Page 32
r: rice, rainbow, rooster, rabbit (heart)
s: sun, sailboat, spaghetti, salad, seal A. Circle the beginning sound.
(square) Students look at each item, then circle the correct
beginning letter in the box next to the item.
Unit 9 Check answers by saying Number 1. Students
point to the circled letter t, and then to the pic-
Word Time, Page 29 ture of the tree, saying /t/, tree. Do the same for
Match and circle the body parts. numbers 2–6.
Students match the isolated body parts in the Answer Key
right column to the correct characters on the left 1. t
side of the page. Students then circle those body 2. t
parts on the character. 3. v
4. v
Check answers by saying Number 1. Students 5. u
point to the head in the right column and 6. u
say head, then trace a line with their fingers
to head’s circled hands, saying head again.
Continue in the same way with numbers 2–5.

B. Write the letters. Check answers by dividing students into two
Students use the model to trace each letter as groups (Group A and Group B). Say Number 1.
indicated by the arrows, then write the letters Group A points to the camel’s hump in the first
without the aid of tracing lines. If necessary, column and asks What is it? Group B traces the
guide students through this by writing the letters line from the camel’s hump to the camel in the
on the board line-by-line. second column with their fingers as they say It’s
a camel. Do the same for numbers 2–5, switching
Check answers by writing each of the letters on group roles for each number.
the board, line-by-line. Students trace the letters Answer Key
they have written with their fingers, saying the 1. c.
letter names as they do so. 2. d.
C. Colour the picture. Use the Colour key. 3. e.
4. f.
Students discover objects in the picture by fol-
5. b.
lowing the Colour key and filling in the spaces.
Check answers by having students point to the Action Word Time, Page 39
Coloured items in the scene, saying the begin-
Circle the same action.
ning sound and the item name.
For each number, students circle the person in
Answer Key
the row who is doing the same action as the per-
There is an umbrella and a tiger in the
son at the left.
picture. The tiger is reading a book.
Check answers by dividing students into two
groups (Group A and Group B). Say Number 1.
Group A points to the girl at the left and says I
Unit 10 can slide. Group B points to the boy in the row
and says Me, too. Do the same for numbers 2–5,
Word Time, Page 37 switching group roles for each number.
Circle the same animals. Answer Key

1. The second picture is circled.
For each number, students circle the animals in 2. The second picture is circled.
the row that are the same, as cued by the animal 3. The third picture is circled.
at the left. 4. The first picture is circled.
5. The third picture is circled.
point to the first horse in the row and say
horse, then point to the next two circled horses Phonics Time, Page 40
in the row and say horse, horse. Do the same A. Circle the sound.
for numbers 2–5. For additional practice, have
students name all the animals on the page. Students look at each item, then circle the correct
beginning letter in the box next to the item.
Answer Key Check answers by saying Number 1. Students

1. The first, fourth, and sixth animals point to the circled letter x, and then to the pic-
(horse) are circled. ture of the number six, saying /x/, six. Do the
2. The first and fourth animals (camel) are same for numbers 2–9.
circled. Answer Key
3. The first, second, and fifth animals (monkey) 1. x
are circled. 2. z
4. The first, third and third animals (lion) are 3. y
circled. 4. y
5. The first, third and fifth animals (elephant) are 5. x
circled. 6. w
7. z
8. w
Use the Words, Page 38 9. x
Match. B. Write the letters.
For each number, students draw a line from the Students use the model to trace each letter as
close-up animal view in the first column to the indicated by the arrows, then write the letters
full view of the same animal in the second col- without the aid of tracing lines. If necessary,
umn.
Shorouk Press 127

guide students through this by writing the letters Check answers by saying K and having students
on the board line-by-line. trace the uppercase and lowercase letters in the
air with their fingers.
the board, line-by-line. Students trace the letters B. Write the letters.
letter names as they do so. Students write the letters using the traced ver-
sions from Exercise A as a reference.
Check answers by having six volunteers come

Review 2, Part 1 to the board and write uppercase and lowercase
k–s in alphabetical order. Then point to each let-
ter and have students name it.
Page 45
Answer Key
Count. Write the number. Kk to Ss
For each number, students look at the picture cue
in the small box, then count the number of that C. Connect.
item in the scene below. They then write the num- Students match each uppercase letter to the pic-
ber in the space provided. ture with the corresponding target sound, then
to the corresponding lowercase letter.
students name the focus item then saying how Check answers by saying K. Students use their
many of that item they found in the scene. Do fingers to trace the line they drew connecting K
the same for numbers 2–6. to the picture of the king to k. Do the same for
Answer Key the remaining letters.
1. 7 (pencils) Answer Key
2. 2 (arms) or 4 arms K—king—k
3. 6 (feet) L—leaf—l
4. 5 (books) M—monkey—m
5. 4 (rulers) N—nest—n
6. 8 (hands) O—orange—o
P—pen—p
Q—queen—q
R—ruler—r
Review 2, Part 2 S—sun—s
Page 46 D. Connect in A–B–C order.

Circle. Students connect the letters in alphabetical order
For each number, students circle the person in from Kk-Ss.
the row who is doing the same action as the
person at the left.
standing up and showing their pictures. They
Answer Key then trace the line they made with their fingers,
1. The second picture is circled. saying each letter in order.
2. The fourth picture is circled.
Answer Key
3. The first picture is circled.
4. The third picture is circled. Kk, Ll, Mm, Nn, Oo, Pp, Qq, Rr, Ss
Review 2, Part 4
Review 2, Part 3 Pages 49–50
A. Trace The letters.
Pages 47–48
students trace each letter from T to Z.
A. Trace the letters.
Students trace each letter from k to s as shown in
the book. Students write the letters using the traced ver-
sions from exercise A as a reference.
C. Connect
Students match uppercase letter to the picture
with the corresponding target sound, then to the
corresponding lowercase letter.

Answer key.
T - tree - t
U - umbrella - u
V-violin - V
W - watch - w
x - box - x
Y- yoyo - y
Z- zebra- z
D. connect in A - B - C order.
Students connect the letters in alphabetical
order.
Answer Key
Aa, Bb, Cc, Dd, Ee, Ff, Gg, Hh, Ii, Jj, Kk, Ll,
Mm, Nn, Oo, Pp, Qq, Rr, Ss, Tt, Uu, Vv,
Ww, Xx, Yy, Zz
More A B C
Pages 51–52
A. Connect the dots in A–B–C order.
Colour.
Students connect the dots in alphabetical order
from A–Z to complete the picture. They then
Colour the picture.
Check answers by having students use their fin-

gers to trace the line they drew to complete the
picture of a dog, saying the alphabet from A–Z
as they do so.
Answer Key
This is a picture of a dog.
B. Connect the dots in a–b–c order.

Colour.
Students connect the dots in alphabetical order
from a–z to complete the picture. They then
Colour the picture.
Check answers by having students use their fin-

gers to trace the line they drew to complete the
cat, saying the alphabet from a–z as they do so.
Answer Key
This is a picture of a cat.
Shorouk Press 129

Worksheet Instructions
Unit 1 to make Cc and Dd Phonics Wheels. Students

turn the top circles, and for each item on the
Phonics Wheels, they say the initial sound and
Worksheet 1: Hello!
the word.
Using Coloured pencils or crayons, each student
draws a picture of himself/herself in the center
area. As students draw, pencil in each student’s
name in the blank writing grid at the bottom Unit 3
of each sheet to complete the phrase Hello! I’m
_____. Some students may be able to write their Worksheet 5: My Family
own names. Students Colour the characters in Using Coloured pencils or crayons, students
the border. Students can practice introducing draw pictures of their families, including, parents,
themselves while holding up their pictures. siblings, and themselves. They then connect the
members of Mona’s family in the border to the
Worksheet 2: Mona and Her corresponding members of their own families.
Students practice saying This is my _____ (moth-
Friends
er, sister, etc.) with a partner or with the class,
Materials needed: scissors, Popsicle sticks, tape pointing to each family member that they have
or glue, paper, Coloured pencils or crayons drawn.
Using Coloured pencils and crayons, students
Colour the pictures of the characters doing Worksheet 6: Phonics Fun E, F
the actions. Students cut out the characters
and attach them to a stick to create a puppet. Materials needed: Coloured pencils or crayons,
Students can use the puppets with a partner or scissors, glue (or tape)
by themselves to practice the action language or
Students trace the letters. Then they Colour the
make a puppet play.
scene. Next, they cut out the boxes at the bottom
and glue (or tape) them over the appropriate
letters in the scene. Working in pairs, students
Worksheet 3: Phonics Mobile A, B point to each item, say its initial sound, and then
say the word. Both students then check the initial
Materials needed: scissors, yarn or string, tape, sound of their items by holding up the scenes to
two sticks, Coloured pencils or crayons the light, so that the letters beneath the pictures
can be seen through the paper.
Students trace the letters at the top of the page
for practice, write the initial letter of each pho-
nics word, and trace the rest of the word. Next,
students Colour the pictures and cut them out. Unit 4
To make a mobile, students attach the pictures to
strings that hang from the stick. Students make
two separate mobiles, each one featuring words
Worksheet 7: Shape Friends
that begin with the same letter. Students point to Materials needed: scissors, tape or glue, paper,
the different items on their mobiles, say the ini- Coloured pencils or crayons
tial sound of each word, and then say the word.
Using Coloured pencils or crayons, students
Colour the different shapes. Students cut out
Unit 2 the shapes and attach them to a blank sheet of
paper to make one of the shape friends. Students
Worksheet 4: Phonics Wheels C, D can say the names of the shapes as they position
them. Afterwards, students practice saying a
Materials needed: scissors, brad clips or pins, (star, circle, etc.) with a partner or with the class,
Coloured pencils or crayons pointing at the different shapes they see in their
shape friends.
Using Coloured pencils or crayons, students
trace the letters and Colour the pictures. Next,
they cut out the circles and the windows along
the dotted line. Then they attach each circle with
pictures to the back of each circle with a window
130 Worksheet Instructions

Worksheet 8: I See Shapes the different Coloured crayons, practicing the
phrase It’s _____ (red, blue, etc.).
Model the activity by creating one or two “shape
pictures” on the board, using the shapes from You can teach them the colour "Orange".
Unit four. Some ideas include a shape person,
a shape flower, or a shape landscape. Using Worksheet 12: Phonics Kites I, J
Coloured pencils or crayons, each student then
draws a picture using any or all of the shapes Materials needed: scissors, tape, string or yarn,
found around the border. Students Colour their Coloured pencils or crayons
shape pictures and the border. Divide the class
into pairs. Students take turns pointing to the Students fill in the squares and circles on the two
different shapes in their partners’ drawings and kites in different Colours, revealing the hidden
saying I see a _____ (star, circle, etc.). letters. Then they Colour the phonics items on
the kite bows, filling in the initial letter for each
word and tracing the rest of the word. Next,
Worksheet 9: Phonics Farm G, H they cut out the kites and bows and tape string
or yarn tails to the kites. Finally, they tape the
Materials needed: colored pencils or crayons,
bows to the kites that have the same initial let-
scissors, glue (or tape)
ter. Students point to the different phonics items,
Students trace the letters Gg and Hh in the saying the initial sound of each word and then
rectangles in the scene, using different colored the word.
pencils or crayons for Gg and Hh. Then they
write the initial letter for each phonics word and Unit 6
trace the rest of the word. Next, they colour the
scene. Then students cut out the boxes and glue Worksheet 13: My Bag
(or tape) them over the appropriate letters in the
scene. Working in pairs, students point to each Using Coloured pencils, each student draws
item, say its initial sound, and then say the word. classroom items inside his/her bag. Students
Both students then check the initial sounds of write their names in the blank word grid on book
their items by holding up the scenes to the light, bag. Students can also Colour the classroom
so that the letters beneath the pictures can be items in the border. When students complete
seen through the paper. their drawings, they can identify classroom item
by pointing and saying It’s a _____ (pencil, book,
etc.).
Worksheet 10: Colourful Jungle
Materials needed: Pencils, crayons, waterCo-
lour/tempera paints, paintbrushes
Worksheet 14: Bag Viewer
Materials needed: scissors, glue or tape,
Students use a pencil to draw an item or animal Coloured pencils or crayons
from the jungle inside the frame. Then, students
Colour their pictures and the surrounding ani- Students begin by Colouring the book bag and
mals with crayons. Finally, students paint a writing their names in the blank word grid. Then,
thin layer over the entire drawing. The crayon they cut out the book bag viewer from the page.
Colours still show through the paint. Students Next, students cut out the two viewer strips and
write their name in the blank word grid to sign attach them together. Then, they cut along the
their beautiful works of art. Students say the sides of the viewer window at the dotted lines.
Colour words as they Colour and paint. When Students pull the strip through the book bag
the paintings are dry, students can show them to viewer and say the vocabulary or phrases that
the class or practice with a partner, saying (red, they see in the viewer. Partners can work togeth-
blue, etc.). er practicing saying It’s a (an) ________ (book,
pen, etc.) or pantomiming the action phrases.
Unit 5
Worksheet 15: Phonics Jungle K,
Worksheet 11: My Favourite Colour L, M
Using Coloured pencils or crayons, each stu- Materials needed: Coloured pencils or crayons,
dent draws a picture of something in his/her scissors, glue (or tape)
favourite Colour. Students complete the phrase
It’s _____ by copying the name of their favourite Students trace the letters. Then they Colour the
Colour word in the blank writing grid. Students scene. Next, they cut out the boxes at the top
Colour the crayons in the border. Divide the of the page and glue (or tape) them over the
class into pairs. Students take turns pointing to appropriate letters in the jungle scene. Working
Shorouk Press 131

in pairs, students point to each picture, say its want (bread) and pointing to the items on the
initial sound, and then say the word. Both stu- menu.
dents then check the initial sounds of their items
by holding up the scenes to the light, so that the Worksheet 20: Phonics Queen P, Q
letters beneath the pictures can be seen through
the paper. Materials needed: scissors, glue (or tape),
Coloured pencils or crayons
Unit 7 Students trace the letters Pp and Qq on the quilt
using different Coloured pencils or crayons for
Worksheet 16: My Birthday Cake Pp and Qq. Then they write the initial letter for
Using Coloured pencils or crayons, students con- each phonics word and trace the rest of the word.
nect the dots to form a birthday cake. Next, they Students can then Colour the quilt. Next, they cut
decorate the cake, Colouring in the picture and out the phonics pictures and glue (or tape) them
drawing the appropriate number of candles for over the appropriate letters on the quilt. Students
their age. After students complete their draw- work in pairs, pointing to each panel of the quilt
ings, they take turns holding up their work, say- and saying the initial sound of the word, then the
ing I’m _____ years old. There are _____ candlles. word. Both students then check the initial sound
of their items by holding up their quilts to the
light, so that the letters beneath the pictures can
Worksheet 17: Action Cube be seen through the paper.
Materials needed: scissors, glue or tape,
Coloured pencils or crayons Worksheet 21: Phonics Fun R, S
Using Coloured pencils or crayons, students Materials needed: scissors, Coloured pencils or
Colour the different actions. They cut along the crayons
outside lines of the cube sides, and fold along
each line to assemble the action cube with the Students trace the letters Rr and Ss at the top of
pictures facing outward. Students tape or glue the columns. Then they fill in the initial letter for
the tabs to hold the cube together. each phonics picture, trace the rest of the word,
and draw a line to connect the pictures with the
Students sit in a circle, taking turns rolling their correct initial letter at the top of the columns.
cubes and asking the rest of the group to dem- Next, students Colour the phonics items and cut
onstrate the action with them, saying ________ out the activity. Then they fold the paper back-
with me (Sing, Shout, etc.). The rest of the group ward along both of the vertical lines so that the
joins in pantomiming the actions. Continue play- panel with the connecting dots is facedown, and
ing until everyone has had a chance to role their cut along the dotted lines between each picture,
cubes. up to the fold.
To play the game, students choose one of the

Worksheet 18: Phonics Crossword phonics letters and fold it over to show at the top
Puzzle N, O of the column. Then, they continue folding other
items over, choosing ones that begin with the
Materials needed: pencils same initial letter. As they fold over each item,
students say the initial sound followed by the
Students trace the letters at the top of the page for
word.
practice. Then they look at each picture and fill in
the correct initial letter for the phonics item. To
check answers, say Number 1. Students respond
by saying the initial sound and then the word. Do Unit 9
the same for numbers 2–6.
Worksheet 22: My Body
Unit 8
Students trace their hands using Coloured pen-
cils or crayons. They can decorate the hands with
Worksheet 19: Eating Out beautiful designs, such as stripes, shapes, wiggly
lines, or other patterns. Next, students Colour
Materials needed: scissors, colored pencils or other body parts in the border. Then, students
crayons. Students color, cut out, and fold the write a number and copy a body–part word from
menus. Then, working in small groups, they the border in the blank writing grid to complete
role-play ordering food at a restaurant. Within the sentence, I have __ ______. When students
each group, students take turns being the waiter complete the page, they share it with a partner,
and taking food orders. The other students in the saying I have _____ (two hands, one head, etc.).
group order different meals using the pattern I
132 Worksheet Instructions

Worksheet 23: What’s Missing? Worksheet 26: Phonics Puzzle V, W
Materials needed: Coloured pencils or crayons Materials needed: scissors, glue (or tape), colored
Each of the four panels has important elements pencils or crayons
missing from it. Student draw in the missing Students color the large letters V and W and cut
items and Colour in the pictures. Afterwards, out the scene. They also color the phonics items
students practice saying the commands to a part- in the puzzle pieces. Next, students cut out more
ner. The partner points to the appropriate picture pieces along the dotted lines, sort the pictures
and pantomimes the action. according to their initial sounds, and place them
Answer Key: on the large letters so that the pictures fit togeth-
Please brush your hair: hair and hand are er. Then they glue (or tape) the pictures on the
missing appropriate letter.
Please comb your hair: hair and arm are missing
Please wash your hands: hands and feet are Students form pairs and share their puzzle pic-
missing tures with each other, pointing to each phonics
Please dry your hands: hands and legs are item while saying the initial sound and word for
missing each item.
Worksheet 24: Phonics Crossword Worksheet 27: Phonics Fortune

Puzzle T, U Teller X, Y, Z
Materials needed: pencils Materials needed: scissors, Coloured pencils or
crayons
Students trace the letters at the top of the page
for practice. Then they look at each picture and Students Colour the panels of the fortune teller.
fill in the correct initial letter for the phonics Then they cut along the dotted line to create a
item. To check answers, say Number 1. Students square. Demonstrate how to fold the square in
respond by saying the initial sound and then the half, and then into quarters. Open the paper and
word. Do the same for numbers 2–9. turn it over; fold each corner into the middle
point, so that the four letters are together. Turn it
over again, folding the new corners to the mid-
dle. Then fold in half. Insert your fingers into the
Unit 10 lettered sections to create a tent-like shape that
can be opened and closed in both directions.
Worksheet 25: Animal Picture
Viewer
To play the game, students work in pairs. Student
Materials needed: scissors, tape, Coloured pen- 1 (S1) points to a letter. Student 2 (S2) opens and
cils or crayons closes the fortune teller, saying each letter of
the alphabet from A up to the letter indicated.
Students begin by Colouring the zoo scene and (If students select the question mark, the person
the animals on the strips. Then, they cut out the holding the fortune teller chooses any alphabet
viewer from the page. Next, students cut out the letter.) With the fortune teller open, S1 chooses one
two viewer strips and tape them together. Then, of the numbers, and S2 opens the fortune teller one
they cut the sides of the viewer window at the way and then the other as he/she counts from 1 to
dotted lines. Students work in pairs (Student 1 the number indicated. Finally, S1 points again to a
and Student 2). S1 slides the strip through the number. The flap of that number is lifted, revealing
window and looks at the animal. S2 asks What is a phonics item. S1 looks at the item and says
it? S1 shows the animal picture to S2, saying It’s its initial sound followed by the word. The two
a (lion). Students then change roles and continue students switch roles and play again.
in the same way until they’ve shared all the ani-
mal names.
Shorouk Press 133

A Book ABout Me
By:
Date:
111
134
© Oxford University Press. Permission granted to reproduce for instructional use. Worksheets
Worksheets
Unit 1, Worksheet 1: Hello!
1. Draw a picture of yourself.

2. Trace. Write your name.
Kareem
Mona
Sokkara Samy
Hello! I’m ·
Shorouk Press 135
Unit 1, Worksheet 2: Mona and Her Friends
1. Colour the puppets.

2. Cut out the puppets and attach them to sticks.
3. Make a puppet play using the words.
Let’s smile.
Let’s wave.
Let’s shake hands.

Let’s nod.
136 Worksheets
Unit 1, Worksheet 3: Phonics Mobile A, B
1. Trace the letters.

2. Write the initial letter and trace the word.
3. Colour. Make a mobile.
Aa Bb
us nt
pple oy
ird rm
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Unit 2, Worksheet 4: Phonics Wheels C, D
1. Trace and Colour.
2. Cut out the circles and pin them together.
3. Turn the circle and name the pictures.
Cc
r
ca
cake
t
ca
Dd
ey
o nk
d
dog
ll
do
138 Worksheets
Unit 3, Worksheet 5: My Family
1. Draw your family.
2. Connect your family to Mona’s family.
Sokkara
father mother
sister brother
Shorouk Press 139

Unit 3, Worksheet 6: Phonics Fun E, F
1. Trace the letters. Colour.

2. Cut out the pictures below.
Ee
3. Paste the pictures over the letters.
Ee
Ee
Ff
Ff
Ff
8
farmer eight fan elephant egg fish
140 Worksheets
Unit 4, Worksheet 7: Shape Friends
1. Colour.
2. Cut out the shapes.
3. Connect the shapes to make one
of the shape friends.
Shorouk Press 141

Unit 4, Worksheet 8: I See Shapes
1. Draw a picture using the shapes.
2. Trace and write.
star
heart
circle
square
I see a .
142 Worksheets
Unit 4, Worksheet 9: Phonics Farm G, H
3. Colour, cut out, and paste the pictures over the letters.
irl
Hh
en
oat
Gg Gg
Gg
arden
Hh
orse
Hh
ouse
Shorouk Press 143

Unit 5, Worksheet 10: Colourful Jungle
1. Draw a picture.
2. Colour it.
3. Paint it.
4. Write your name.
red
or
e
an
blu
ge
ow
gre
ll
e
ye
black
144 Worksheets
Unit 5, Worksheet 11: My Favourite Colour
1. Colour the crayons.
2. Draw and Colour a picture.
3. Write the name of your favorite Colour.
blue
red
black
yellow
green
ge
oran
It’s .
Shorouk Press 145

Unit 5, Worksheet 12: Phonics Kites I, J
1. Colour.
3. Cut out and make a kite.
red
blue
_n eans
acket nsect
nk ar
146 Worksheets
Unit 6, Worksheet 13: My Bag
1. Write your name.

2. Draw the items in your bag.
3. Colour.
book
pen
pencil
NAME:
Shorouk Press 147

Unit 6, Worksheet 14: Bag Viewer
1. Colour.
2. Write your name.
3. Cut out the picture strips and tape them together.
4. Pull the picture strips through the viewer. Name the
words and actions.
NAME:
put down
pencil pick up your book your book pen
open your close your

book bag bag
148 Worksheets
Unit 6, Worksheet 15: Phonics Jungle K, L, M
2. Colour.
3. Cut out the pictures.
4. Paste the pictures
over the letters.
monkey lizard mouse king
leaf key moon kite lemon
Mm
Mm
Ll
Ll
Kk
Mm Ll
Kk Kk
Shorouk Press 149

Unit 7, Worksheet 16: My Birthday Cake
1. Connect the numbers.
2. Draw the candles.
3. Decorate the cake.
4. Write.
I’m years old.
150 Worksheets
Unit 7, Worksheet 17: Action Cube
Unit 7, Worksheet 17: Action Cube
1. Colour.
2. Cut out.
3. Make a cube.
4. Roll the cube and invite a
partner to do the actions
with you.
clap
laugh shout clap
sing
laugh
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Worksheets © Oxford University Press. Permission granted to reproduce for instructional use. 151
Unit 7, Worksheet 18: Phonics Crossword Puzzle N, O
Nn Oo
2. Look at the picture.
3. Write the initial letter.
1.
2.
e
f f i c e
4.
k
3. l
a
c c
e s t
x
5.
p
u m b e r s
s
6.
152 Worksheets
Unit 8, Worksheet 19: Eating Out
1. Colour.
2. Cut out and fold the menu. I want salad.
3. Practise with a partner.
meat salad
bread rice
Shorouk Press 153

Unit 8, Worksheet 20 : Phonics Queen P, Q
3. Colour, cut out, and paste the pictures over the letters.
uppy
Qq
Pp
opcorn ueen
Pp
Qq
en
Qq
mark
Pp
uestion
154 Worksheets
Unit 8, Worksheet 21: Phonics Fun R, S
3. Connect the words to the letters.
4. Colour, cut, and play the folding game.
Ss Rr
ainbow ailboat
un abbit
ice uler
alad ea
Shorouk Press 155

Unit 9, Worksheet 22: My Body
1. Trace your hands.
2. Decorate your handprints.
3. Trace and write.
hands
feet
arms
legs
head
I have .
156 Worksheets
Unit 9, Worksheet 23: What’s Missing?
1. Draw the missing items.
2. Colour the pictures.
Please brush your hair. Please comb your hair.
Please wash your hands. Please dry your hands.
Shorouk Press 157

Unit 9, Worksheet 24: Phonics Crossword Puzzle T, U

2. Look at the picture.
3. Write the initial letter.
1.
2.
3.
u r t l e
12 l
4.
w e l v e
5.
p
h p
6. o m a t o e s
b n i
r e d
7.
r e e e
l 8. n d
l o
9. a b l e w
n
158 Worksheets
Unit 10, Worksheet 25: Animal Picture Viewer
1. Colour. Cut out the picture strips and
tape them together.
2. Pull the picture strips through the
viewer. Act out the conversation with a
partner.
What is it?
It’s a
elephant. fish. cat. bird. dog.
Shorouk Press 159

Unit 10, Worksheet 26: Phonics Puzzle V, W
1. Colour and cut out the puzzle pieces.
2. Paste the pieces in the puzzle.
windy
window
vest
violin
watch
watermelon vase
160 Worksheets
Unit 10, Worksheet 27: Phonics Fortune Teller X, Y, Z
1. Colour.
2. Cut out.
3. Fold.
4. Play with a partner.
y
X
6
5
Y
x
4 7
yo-yo
six
fox
zoo
yellow
zero
3 box zebra 8
Zz
2
1
?
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Games to Practice Vocabulary 5. Countdown
1. Action Freeze Attach the Action Word Time picture cards to the
board for reference. Start a countdown, then name
Attach the Action Word Time picture cards to the a picture card. For example: 5, 4, 3, 2, 1, stand up!
board for reference. Name one of the actions and Students repeat and pantomime the action. Name
play music. Students do the named action. Stop another card, but this time without a countdown.
the music after 7–10 seconds. Students stop doing Students remain still. Next, have a volunteer name
the action immediately and remain absolutely still. a card. He/she names the card with or without
Name another target action and start the music a countdown. Students respond accordingly.
again. Continue in the same way for a few minutes. Continue in the same way until everyone has taken
a turn.
2. Around the Room with Pictures
Attach picture cards randomly around the 6. Draw It, Say It
room. Use four or five more picture cards than Attach the picture cards to the board for reference.
the number of students in the class. Model the Give a piece of paper to each student. Each student
activity by walking around the room saying chooses a card and draws the vocabulary item.
the name of each card as you pass by it. Clap Then students take turns holding up their papers,
three times and students start walking around pointing to and naming the vocabulary item they
the room naming the picture cards. Say Stop! have drawn. Then, students turn over their papers
Touch a picture! Each student stops and touches and draw another card. They take turns holding up
the closest picture card. Ask different students their papers, pointing to and naming the card they
to name the cards they are touching. Clap three have drawn.
times to start students moving around the room
again until you again say Stop! Touch a picture! 7. Duck, Duck...Goose!
Continue in the same way until all students have Students sit in a circle. Select two vocabulary
had a chance to name a picture. words. A volunteer (the leader) walks around
OpTiON:play music while the students are moving the outside of the circle, tapping each student on
around the room. When you stop the music, the shoulder and saying the first word. When
students stop to touch the nearest picture card. the leader says the second word as he/she taps
a student, that student stands up and chases the
3. Charades leader around the circle, trying to tag the leader
Attach the picture cards to the board for before he/she sits in where the student had been
reference. Bring a volunteer to the front of the sitting. if the student tags the leader, the student
classroom and whisper the name of a card to sits back down and the game continues as before.
him/her. The volunteer pantomimes the word if the student does not tag the leader before the
or action. The rest of the class guesses the leader sits down, the student becomes the new
pantomime. The first student to guess correctly leader. Vary the game with different combinations
becomes the next volunteer to come to the front of words. Continue in the same way for five to
of the classroom. Continue in the same way seven minutes.
until each student has taken a turn.
8. Genies and Master
4. Concentration Card Game Attach the Action Word Time picture cards to the
Lay two mixed sets of picture cards facedown board for reference. Students (the “genies”) stand
at random in a grid formation. A student turns in a large circle around you (the “master”). Clap
over one card and says its name. He/she turns three times quickly and name one of the cards. The
over a second card and says the second card’s genies repeat the word or phrase and do the action,
name. if the two pictures match, he/she keeps moving around in the circle as they do it. Clap
the pair. if they don’t match, both the cards are three times quickly and name another card. The
replaced facedown and the next student takes a genies repeat the word or phrase and do the new
turn. Each student is allowed to turn over only action, moving in the circle as they do it. Continue
one pair at each turn. Continue until all the cards in this way for two to three minutes, naming
have been matched and collected. Then students different target actions. if the master does not clap
count the number of pairs they have collected. three times before naming an action, the genies
Call out a number at random. Students with that should not do it. Then, have a volunteer play the
number of pairs return them to the teacher as master, naming actions for the genies.
everyone else claps for them.
162 Games and Activities

LArGE CLASSES:play the game as above, but have pantomime the action. Continue in the same way
students stay at their desks and do the actions in until everyone has taken a turn naming a card.
place.
13. Let’s Go Fishing
9. Go Fish!
Attach paper clips to the picture cards from three
prepare four copies of each picture card for or four units and scatter them facedown on the
several units. Students sit in a circle. Give four floor. Students fish out a card using a string
cards to each student. place the remaining cards attached to a magnet. When a card has been
facedown in the middle of the circle. Students try caught, the student places the card in categories on
to collect sets of four of the same card. S1 says the the board.
name of one of his/her cards to the student on OpTiON: Have students cut out fish shapes using
his/her right (S2). if S2 has any matching cards, different colors of construction paper. Cut out
he/she gives all them to S1. if S2 does not have pictures from magazines showing the vocabulary
any matching cards, he/she says Go Fish! and and tape them to the fish shapes. Attach paper clips
S1 takes one card from the pile in the middle. To to the nose of each fish and play as above.
continue, S2 asks the student to his/her right for a
card. play continues in the same way around the 14. Opposites Chain
circle. When a student collects four of the same
item, he/she lays down the four matching cards Attach picture cards to the board for reference.
and says their name. The game is over when all Sit with students in a circle. Name one card.
the cards have been laid down. The student to your right responds by saying
the opposite word. The student to his/her right
Note: After everyone in the circle has asked for a continues by saying the next opposite (the original
card from the student to his/her right, allow each word). Students continue around the circle saying
student to ask anyone in the circle for a card. the opposites. After the words have gone around
the circle, a volunteer names a new card and the
10. Heads Up Tall
two new opposites continue around the circle.
Tape six to twelve picture cards to the floor in a LArGE CLASSES:play as above with students repeating
straight line. Students stand in a line at each end the opposites up and down the rows of the class.
of the picture cards. The first student (S1) places
a beanbag on his/her head and walks down the 15. Parallel Lines
line of picture cards, naming all of the cards while
trying to keep the beanbag balanced. if the beanbag Divide students into Groups A and B, and have
falls, he/she goes back to the beginning and starts them stand facing each other in two parallel lines.
over. When S1 approaches the other end of the line, Stand behind Group A and hold up a picture
the first student on the other end of the line (S2) card so that only Group B can see it. Group B
catches the beanbag from S1’s head. S2 walks back pantomimes the card and Group A guesses the
across the line of cards with the beanbag on his/her word or phrase. Next, stand behind Group B
head, naming the cards in reverse order. Students and hold up a picture card for Group A to see.
continue in the same way until everyone has had a Continue in the same way until both groups have
turn. practiced all the vocabulary.
11. Hopscotch 16. People Chain
place six or more picture cards in clear plastic Give one picture card to each student. Name three
covers. Tape them to the floor in a hopscotch cards in any order. The students with those cards
grid. Students take turns tossing a beanbag onto a make three groups at the front of the class. The
picture card. The student who throws the beanbag groups line up to create a single line. Each group
says the name of the card. Then he/she names takes turns holding up their cards and shouting
each of the cards while hopping up the grid. He/ their card names. Students exchange cards and
She skips the beanbag covered card. Once at the play again with three new words. Continue in the
other end of the hopscotch grid, the student turns same way, adding more words to the chain.
around and hops back down the grid, picking up 17. Red Light, Green Light
the beanbag on the way. Continue in the same way
until everyone has had a turn. Attach the Action Word Time picture cards to
the board for reference. Stand on one side of the
12. I Say, You Do classroom. Students stand in a horizontal line at
Attach the Action Word Time picture cards to the opposite side of the room. Face away from
the board for reference. Name one of the cards. the students and name one of the cards. Students
Students repeat the word or phrase and quickly repeat the word or phrase and do the action,
pantomime the action. A volunteer names another moving toward the teacher’s side of the room.
card. Again, students repeat the word and quickly Turn around suddenly. Students freeze in their
position. if any students are still moving, they
Shorouk Press 163

return to where they started. Continue in the same card faces the board. Students name the cards as
way until a student reaches the teacher’s side of the you point to them, then try to guess the last card
classroom. The first student to do this becomes the facing the board. if students don’t name the card
leader for the next game. play in this way for five correctly, turn it over and say the word. Students
to seven minutes. repeat the word and pantomime it. Shuffle the
cards and attach them to the board again, with a
18. Slow Reveal different card facing the board. Continue in the
Hold up each picture card and elicit its name. Then same way for three to four minutes.
hold up one of the cards with a piece of paper
covering it. Slowly move down the piece of paper, 23. What’s on My Back?
revealing more and more of the picture. Students try Attach the picture cards to the board for reference.
to be the first to name the card. Do the same with Distribute a sheet of paper to each student. Give
the remaining picture cards. students a minute to draw the pictures from any
three cards on their paper. Collect the papers,
19. Switcheroo! shuffle them, and attach one sheet to the back
Attach the picture cards to the board for reference. of each student’s chair. Make sure that students
Give each student a picture card, making sure to cannot see the drawings on the backs of their own
distribute at least two of each card to the class. chairs. Distribute another sheet of paper to each
Students sit in a circle. Name one of the cards. student. Divide students into pairs (S1 and S2). S1
The students holding the named card stand up, stands behind S2’s chair and looks at the pictures
say the card name or pantomime the action, and on the paper. S1 tells S2 which pictures are on the
exchange seats. Continue in the same way, naming paper. S2 draws them on the second sheet of paper.
the remaining picture cards. Then all the students S1 and S2 then change roles, and S2 looks at the
exchange cards. Do the activity again. For more back of S1’s chair. Finally, S1 and S2 check their
fun, speed up the time between naming each card. drawings against the sheets from the back of their
LArGE CLASSES: play the game in the same way, but own chairs.
instead of sitting in a circle, students remain at their
desks. When their card is named, students stand 24. Word Chain
up, name their card, pantomime the feeling, and Attach the picture cards to the board for reference.
exchange seats. Students stand in rows of five or six. Name three
of the cards and clap. The class repeats. Starting at
OpTiON: Call out Switcheroo! while standing one end of the room, each student repeats a card
students are exchanging seats. Everyone stands name in the order given. The fourth student claps.
up and changes seats. While everyone is changing The next four students do the same. The students
places, sit in one of the student’s places. The last continue until the word chain reaches the end
student standing becomes the new caller. of the last row. Say three new words and do the
activity again.
20. This Way, That Way
Attach the Action Word Time picture cards to the VEry SMALL CLASSES:play as above sitting in a circle,
board for reference. Stand with students in a circle. repeating the pattern until everyone has said all the
Show students an Action Word Time card. The words.
students in the circle name the card and do the
action moving in one direction. Without warning, 25. Word Museum
hold up another Action Word Time card. Students Attach the picture cards to the board for reference.
name the new card and do the new action moving Divide students into Groups A and B. Each student
in the opposite direction. Continue for three to four in Group A chooses a card and pantomimes the
minutes, switching cards. word or action on it. They exhibit their pantomimes
at the same time for Group B. A volunteer from
21. Touch It Group B points to a student in Group A and
Attach picture cards in various places around guesses which card the student is pantomiming.
the room. Give each student a picture card. A if the guess is correct, the student from Group A
volunteer begins by holding up and naming his/ nods his/her head and sits down. if the guess is
her picture card and touching the matching card incorrect, a new volunteer from Group B points
in the room. The class repeats the word. Students to another student in Group A and guesses again.
continue in this way until everyone has taken a Once all students in Group A are sitting, groups
turn. change roles and do the activity again.
OpTiON:play the game as above, but set real items LArGE CLASSES:play the game as above, but
or other pictures around the classroom for the instead of dividing the class into groups, have six
students to match to their picture cards. volunteers come to the front of the classroom and
pantomime the words. Seated students guess the
22. What’s Missing? words.
Attach the picture cards to the board, with all
but one of the cards facing the students. The last

Games to Practice Patterns and Students put down their cards and begin to walk
Vocabulary around the circle again. Continue in the same way
for three to five minutes.
26. Action Chain
Attach the Action Word Time picture cards to 30. Beanbag Toss
the board for reference. Name a series of three place Word Time (and/or Action Word Time)
Action Word Time cards. Finish the series with a picture cards in protective clear plastic covers, and
clap. The class repeats, pantomiming the actions tape them to the floor, faceup in a grid formation.
in order. Starting at one end of the room, each Students take turns standing at a distance and
student repeats a card name in the order given. tossing the beanbags onto the picture card grid.
Every fourth student claps. Continue the chain When a beanbag lands on a picture card, the
around the classroom until everyone has named student who tossed it names the card or uses the
and pantomimed an action. Then start again with word in a pattern.
a new pattern. 31. Find It
VEry SMALL CLASSES: play as above while sitting in a Attach picture cards to the board for reference.
circle, repeating the pattern until everyone has said Distribute old magazines to groups of students. The
all the words. groups look through the magazines for pictures of
OpTiON:play as above with students using the action items similar to the picture cards. Have groups sort
words in a target language pattern. the pictures into categories. Create a large collage
or put the items in a grid by different categories.
27. Action Circle Have each group present the pictures they found to
Attach the Action Word Time picture cards to the the class using target language patterns such as it’s
board for reference. Students sit in a circle. The first a (chair) or This is a (frog).
student rolls the die, and then passes it to the right
for the number of students indicated on the die. 32. Language Circle
For example, if the student rolls a three, then he/ Sit with students in a circle. place the picture cards
she passes the die to the third person to the right. facedown in a stack in front of you. Take the
The student who receives the die names one of the top card and pass it to the first student on your
target actions, and everyone does the action. The right, saying the card name with a target language
student then rolls the die and passes it along the pattern—for example, it’s a (heart). The card is
circle as above. Continue in the same way for four passed to the right. Each student says the card
or five minutes. name using the language pattern as he/she passes
it along. At the same time, take out another card
LArGE CLASSES:Each row of students plays as above, and pass it to the first student on your left, saying
passing the die up and down the rows. the card name with the language pattern. The
OpTiON:play as above with students using the action second card is passed to the left in the same way.
words in a target language pattern. When the two cards come back to you, play again.
For extra fun, move three or four cards around the
28. Action Roll circle at the same time.
Attach the Word Time or Action Word Time LArGE CLASSES:
play as above, sitting at desks.
picture cards to the board. Assign different Students pass the cards up and down the rows.
numbers between 1 and 6 to each picture card. if
there are only four cards, be sure to give two cards OpTiON:
For added challenge, use two different
a second number. Divide the class into Groups language patterns moving in different directions
A and B. A volunteer from Group A rolls a die around the class.
and says the number. The rest of Group A looks
at the picture cards along the board and names 33. Let’s Do It
the picture card assigned to that number. Group Attach the Action Word Time picture cards to the
B pantomimes the action or word on the card. board for reference. Name one of the actions using
Continue alternating which team rolls the die. the pattern Let’s (play soccer). Students repeat
the word and pantomime the action together. A
OpTiON: Assign different parts of a target language volunteer names another target action, using the
pattern to each team. The team that rolls the die pattern. Students repeat and pantomime the action
starts the pattern, the other team responds. together. Continue in the same way until everyone
has taken a turn.
29. Around the Circle
Students stand in a circle. place one picture card 34. Mirror, Mirror
in front of each student. Say Go! Students walk Attach the Action Word Time picture cards to the
clockwise around the circle. Say Stop! Students board for reference. Divide students into pairs (S1
stop and pick up the nearest card. They then turn and S2). The pairs face each other as if looking in a
to the student standing next to them and name mirror. Give each pair a set of Action Word Time
the card using the target language pattern. After cards. S1 looks at one of the picture cards and
every student has said their pattern phrase, say Go! pantomimes the action, saying the pattern Let’s
Shorouk Press 165

(eat) together. S2 joins in pantomiming the activity the students do the action. if you don’t snap your
with S1. S2 then chooses another card and invites fingers before saying the command, students do
S1 to do the action. Continue in the same way until not do the action. Continue playing until students
both S1 and S2 have pantomimed each action. follow the commands easily.
OpTiON: instead of snapping your fingers before the
35. Mystery Box
place the six Word Time picture cards in a command, use the word please. Students only do
cardboard box. remove the first five cards one at the action when it has been preceded by please.
a time. Students name each card as it is removed. 39. Telephone Chain
Leave the last item hidden in the box. Students Sit in a circle with the students. Choose one picture
try to name the remaining card. Once they have card and place it facedown in the middle of the
correctly named the card, do the activity again. This circle without showing the class. Whisper the
time leave two “mystery” cards in the box. word to the student at your left side. That student
OpTiON:Do the activity as above, using real items. whispers the same word to the student at his/her
Students guess the mystery item or items. left. Continue in the same way, whispering the
OpTiON:
Students use the card names in a target word around the entire circle. The last student says
language pattern such as it’s a (rabbit) or it’s (red). the word aloud. Hold up the picture card to see if it
is the same. Have students repeat the correct word.
36. My Turn, Your Turn play again with the student on your left choosing
Attach the picture cards to the board for reference. a new picture card. Continue until all the picture
Name any two picture cards. Students repeat. Say card words have been whispered around the circle.
a new combination, beginning with the last card LArGE CLASSES:
Students sit at their desks,
named. Students repeat. The student to your left whispering the word or phrase up and down the
continues the pattern by saying a new combination, rows from one end of the classroom to the other.
beginning with the last card named. Students
OpTiON: Students use the picture card word in a
repeat. Continue in the same way until everyone
has said a new combination. language pattern. Students whisper the pattern to
one another around the class until the last person
OpTiON:Do the activity as above using the card uses the word in the language pattern at the end of
names in a target pattern. the telephone chain.
OpTiON: Students do the activity as above, patting
their legs twice (two short beats) and clapping once 40. Thumbs Up
(one long beat) while saying each word or phrase. Hold up a picture card and name it correctly.
Students make a thumbs up sign and repeat the
37. Pickle in the Middle card name. Hold up another picture card and name
Attach the Action Word Time picture cards to the it incorrectly. Students shake their heads, say No!,
board for reference. Divide students into groups of and correct you. After a while, students can play
three. Groups stand with a few feet between each the role of the teacher.
student. The two students on the outside face the
middle student. The outside students take turns 41. Word Pairs, People Pairs
saying an action word or phrase to the student in Students stand in two parallel lines a short distance
the middle. The student in the middle does the from each other. Give each student a Word Time
action facing the student who gave the command. picture card. Name two picture cards. The class
After all four actions have been done, the three repeats. Students with the named picture cards run
students rotate. Continue in the same way until into the open space between the two rows, holding
every student has had a turn in the middle. their cards above them and saying the card name.
The two students return to their places. Quickly
LArGE CLASSES: Students stand at their desks. Four name another two cards and have everyone
volunteers stand at the walls of the classroom. The holding the named cards run into the open space.
volunteers say the action words or phrases and Continue in the same way for a few minutes,
the rest of the class responds to each command by gradually speeding up the time between naming
facing that volunteer while doing the action. After the cards.
each volunteer has said two commands, four new
LArGE CLASSES:play the game as above, but have
volunteers take their places. Continue in the same
way until each student has taken a turn giving students stay at their seats. They stand up and
commands. quickly sit down as their card is named.
OpTiON: Do the activity as above, using a simple
38. Simon Snaps rhythm. pat your legs twice (two short beats) and
This game is similar to the traditional “Simon clap once (one long beat) as you say each word of
Says.” Attach the Action Word Time picture cards the word combination. Students repeat the words
to the board for reference. Use a language pattern and do the actions in time to the rhythm.
to command the class to do one of the actions. if
you snap your fingers before saying the command,

Shorouk Press
This certifies that
has successfully completed Time For English 1 on
signature date
167
card list
Unit 1 Pages 1 – 4 Unit 2 Pages 9 – 12 Unit 3 Pages 17 – 20

Mona draw mother
Kareem read father
Samy write sister
Sokkara count brother
smile cake stand up
wave car sit down
shake hands cat hands up
nod dog hands down
ant donkey eight
apple doll elephant
arm one egg
boy two farmer
bus three fish
bird four fan
five
Unit 4 Pages 25 –28 Unit 5 Pages 33–36 Unit 6 Pages 1–4

circle blue pencil
heart red book
star yellow bag
square green pen
walk black pick up your book
dive draw put down your book
jump colour open your bag
swim count close your bag
girl point to kite
goat ink key
garden insect king
horse jeans lizard
house jacet lemon
hen jar leaf
mouse
moon
monkey
168 card list

Unit 7 Pages 9–12 Unit 8 Pages 17–20 Unit 9 Pages 25–28
six bread arms
seven meat legs
eight salad hands
nine rice feet
ten pour the juice wash your hands
clap drink the juice dry your hands
shout cut the meat brush your hair
sing queen comb your hair
laugh question mark
necklace ruler
nest rabbit
numbers rainbow
puppy sailboat
popcorn sun
pen sea
ox
office
orange
Unit 10 Pages 33–36

horse
camel
lion
monkey
slide
run
jump
swim
Shorouk Press 169

Word List
A farmer 15 M Shout 34
father 12 Sing 34
a 7 feet 40 me 46 Sister 12
all right 38 fish 15 meat 36 Sit down 14
ant five 8 Mona 4 Six 32
7 four 8 monkey 31 Slide 46
apple 7 fox 47 moon 31 Smile 6
are G mother 12 Sokkara 4
33 mouse 31 Square 16
arm 7 garden 19 my 13 Stand up 14
arms 40 girl 19 N Star 16
B goat 19 Swim 18
green 20 necklace 35 Sun 39
bag 28 H nest 35 T
bird 7 nine 32
black 20 hair 30 nod 6 table 43
blue 20 hands 40 numbers 35 telephone 43
book 28 hands down 14 O ten 32
box 47 hands up 14 the 38
boy 7 have 41 office 35 there 33
bread 36 head 40 old 9 this 13
brother 12 heart 16 one 8 too 46
brush 42 hello 5 open 30 three 8
bus 7 hen 19 orange 35 tree 43
C horse 19 ox 35 two 8
house 19 P U
cake 11 I
camel 44 pen 28 umbrella 43
can 46 I 5 pencil 28 upside down 43
candles 33 I’m 5 pick up 30 V
car 11 in 23 point to 22
cat 11 ink 23 popcorn 35 Vase 43
circle 16 insect 23 pour 38 Vest 43
clap 34 is 13 put down 30 Violin 43
close 30 it 45 puppy 35 W
colour 22 it’s 20 Q
comb 42 J walk 18
count 10 queen 39 want 37
cut 38 jacket 23 question mark 39 wash 42
D jar 23 R watch 47
jeans 23 wave 6
dive 18 juice 38 rabbit 39 what 45
dog 11 jump 18 rainbow 39 window 47
doll 11 K read 10 write 10
donkey 11 red 20 X
draw 10 kareem 4 rice 36
drink 38 key 31 ruler 39 Y
dry 42 king 31 run 46
E kite 31 S years old 9
L yellow 20
eat 38 Sailboat 39 your 30
egg 15 laugh 34 Salad 36 yo - yo 47
eight 15 leaf 31 Samy 4 Z
elephant 15 legs 40 Sea 39
F lemon 31 See 17 zebra 47
lion 44 Seven 32 zoo 47
fan 15 lizard 31 Shake hands 6
170 word list

‫تم الطبع بالشروق الحديثة ـ القاهرة‬
‫بالمواصفات الفنية اآلتية‬
‫عدد الصفحـات ‪ 176 :‬صفحة‬
‫المقـــــــاس ‪ 82 × 57 :‬سم‬
‫نـــوع الــورق ‪ :‬ال يقل الداخلى عن ‪ 70‬جرام والغالف ‪ 180‬جرام‬
‫ألــوان الطبــع ‪ 4 :‬لون للداخلى والغالف‬
‫رقم اإليداع‪2010/ 5468 :‬‬
‫جميع حقوق الطبع محفوظة لوزارة الرتبية والتعليم‬

‫داخل جمهورية مرص العربية‬
‫الحديثة للطباعة والتغليف‬
‫القاهرة ‪ 8 :‬شارع سيبويه املرصى ـ ت ‪ 24023399 :‬ـ فاكس ‪)02( 24037567 :‬‬
‫مدينة العبور ـ املنطقة الصناعية‬

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Arab Republic of Egypt

Time for English is a six-level communicative course for

Adaptation for Egypt

Shorouk Press III

Course Description activities require writing alphabet letters or tracing

circle heart star square

Students listen. Next, hold up and name one

4 Sample Pages and Lesson Plans

C. Listen and write the number.

circle heart star square

Word Time vocabulary item in the pattern. Once

B. Listen and point below.

6 Sample Pages and Lesson Plans

Action Word Time

walk dive jump swim

Warm-Up and Review Next, demonstrate the actions again in pairs,

8 Sample Pages and Lesson Plans

B. Listen and point below. Then

C. Listen and write the number.

Games and Activities

A. Make the shape of each letter.

name and sound.

C. Listen and point. Then sing along.

Each set of phonics

10 Sample Pages and Lesson Plans

Classroom Management to convey these rules. Praise students when these

12 Teacher Resource Guide

14 Teacher Resource Guide

16 Teacher Resource Guide

General Notes • More practice with st and r (star, square)

Hello! I’m Kar

main character names (Mona, Kareem,

Materials Needed: CD/cassette and

For general information on teaching

Introduce the Words

Games and Activities

Hello! I’m Kar

Function: Introducing oneself

Materials Needed: CD/cassette and player;

For general information on teaching

Warm-Up and Review

3. Chant Review. Attach the Unit 1 Word Time Pic-

Language Focus: Greetings (smile, wave, B.

Materials Needed: CD/cassette and

For general information on teaching

Warm-Up and Review

Finish the Lesson

Language Focus: Alphabet letters A and

Materials Needed: CD/cassette and ant

For general information on Phonics 4

Time, see pages 10–11.

Warm-Up and Review Practise the Letters

Language Focus: Numbers 1–5

(one, two, three, four, five) B.

Materials Needed: CD/cassette player;

For general information on teaching

Warm-Up and Review

Introduce the Numbers

One, two, three, **

C. Trace the numbers.

Games and Activities

five years old.

Function: Giving personal information