Authorship & Curriculum Advisory CommitteeMr Ali Manassra (General Supervision) Ministry of EducationMr Othman Diab Amer (Coordinator) Ministry of EducationMrs Reem Ayoush Ministry of EducationDr Samir M Rammal Birzeit UniversityDr Hazem Y Najjar Bethlehem UniversityMr Hassan Karableyeh Ministry of EducationMs Rula Naji Khalil Ministry of EducationMs Basima Adel Al-Arooqi Ministry of EducationMs Ruqayyah Abdul-Rahman Abu Al-Rub Ministry of EducationMs Lina Rasheed Bitar Ministry of EducationMs Samiya Qasim Khaleel Obeid Ministry of Education

State of PalestineMinistry of Education

English Palestine

for

NEW EDITION

TEachErS BOOk 8

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Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Course components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Methodology1 Classroom language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Pair and group work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Teaching new language . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Grammar in Level 8: the Discovery Technique . . . . . . . . . . . 55 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Classroom management1 The importance of pace . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Openers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Independent learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Self-monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Language overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Teachers notesUnit 1 Hello World! . . . . . . . . . . . . . . . . . . . . . . . . . . 9Unit 2 A taste of Palestinian culture . . . . . . . . . . . . . . . 19Unit 3 Going to a National Park . . . . . . . . . . . . . . . . . . 28Unit 4 How to get healthy . . . . . . . . . . . . . . . . . . . . . 38Unit 5 People and games . . . . . . . . . . . . . . . . . . . . . . 48Unit 6 Friends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Unit 7 Revision 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Unit 8 Different people, different clothes . . . . . . . . . . . . 74Unit 9 The world of food . . . . . . . . . . . . . . . . . . . . . . 85Unit 10 Back home in Palestine . . . . . . . . . . . . . . . . . . 96Unit 11 A Palestinian wedding . . . . . . . . . . . . . . . . . 106Unit 12 Finding out about names . . . . . . . . . . . . . . . 116Unit 13 When Islam came to Spain . . . . . . . . . . . . . . . 127Unit 14 Revision 2 . . . . . . . . . . . . . . . . . . . . . . . . . 136English test notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

Grade 8 English Test . . . . . . . . . . . . . . . . . . . . . . . . . . 143

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IntroductionCOURSE COMPONENTS

English for Palestine Grade 8 consists of the following components: 2 Pupils Books (8A and 8B), each containing both language

presentation and practice material 1 Teachers Book 4 Audio CDs

ObjectivesThe objectives of Grade 8 are: the introduction of high-frequency English words to introduce simple and increasingly more complex key

grammatical structures to provide opportunities for children to engage in

meaningful and authentic activities in English to practise and extend childrens abilities in the key skills of

listening, speaking, reading and writing

For details of how the course covers language unit by unit, see the Overview on pages 89 .

The Pupils BookThere are two Pupils Books for Grade 8, covering 14 units in the course of a year . Pupils Book 8A contains Units 17; once the class has completed this, it moves on to Pupils Book 8B, which contains Units 814 .

The Pupils Book is a combination of a traditional Pupils Book and Workbook .

Each unit is based on a theme, allowing the new language to be taught in context, e .g . A Palestinian wedding, A taste of Palestinian culture . The themes have been taken from the Palestine curriculum to meet the needs and interests of children of this age .

Although the skills are integrated throughout the course, there is an emphasis on a particular skills area in each period .

The Pupils Book uses many of the teaching techniques of previous levels, but develops and expands them in line with the pupils age and abilities . The use of standard rubrics makes it easy for the teacher to recognise the purpose of each activity and to teach it effectively .

There are two revision units, Unit 7 and Unit 14, and each consists of six periods . This gives the teacher the chance to review the language and vocabulary of the previous units .

Where possible, the teacher should identify language items or skills that are still causing difficulties and help the pupils with them . These units help the teacher to evaluate the pupils learning, but they are also an important part of learner training: encourage the pupils to be aware during review periods of any language points that they need to practise more, as well as the points they can use effectively . The revision in Units 7 and 14 prepare the pupils for the practice tests .

The format of the units Period 1At the start of this period a new set of vocabulary is presented . Most of this is new vocabulary for the pupils, but in some cases previously seen vocabulary is included .

The pupils then read and listen to an episode of the story . This episode includes all the words in the new vocabulary set examples of the new grammar of the unit some Everyday English phrases: these are expressions which

are common features of conversation . There are between 1 and 4 expressions in each Period 1: they all appear in the story episode and in a separate list . Students will find these expressions a motivating example of real English

Period 2The pupils revise the new set of vocabulary, using a gap-fill activity . Then they read the story episode again, this time for reading comprehension . They answer a set of questions, then they choose characters and read the story episode aloud .

Period 3This period introduces the grammar point . The pupils read example sentences that highlight the grammar point . Then they look at the structure and meaning of the grammar point .This page uses a Discovery English approach: the pupils choose the correct options in sentences that analyse the grammar point . In this way, they learn about how to construct the grammar (the structure) and what to use it for (the meaning)After this, there are practise activities using the grammar point . These can anything from very controlled gap-fills, through writing complete sentences with their opinions, to asking questions and replying to them in pairs, using the grammar point .

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Period 4This period starts with the second new set of vocabulary .The pupils practise the vocabulary with gap fill dialogues .The main part of the period focuses on developing listening skills; at the end, the listening activity may lead on to a speaking activity

Period 5This period focuses on reading skills .First the pupils talk about the picture that accompanies the reading text .The pupils read the text and answer questions about it .They also look for the new set of words in the text .

Period 6 This period continues the focus on reading skills . The pupils read a text and do comprehension activities .The text leads on to a speaking activity .There may be more reading comprehension and speaking activities in the period .

Period 7This period concentrates on vocabulary and vocabulary building . First, there is one of range of vocabulary activities finding words in the text from the previous less, using word building or word collecting techniques etc .Then the pupils practise this vocabulary with a gapfill activity .This sequence may be repeated two or even three times in the period .

Period 8In this period, the second grammar point is introduced .As in Period 3, the pupils first see example sentences highlighting the new grammar point .The pupils then do Discovery English type activities to understand the meaning and structure .They do a range of grammar activities to practise the grammar point(s), and there is often a speaking activity at the end of the period, using the new grammar .

Period 9The pupils continue to practise the second grammar point . They use a variety of grammar activities .This period often ends with a speaking activity, which gives the pupils the cha