teacher's book 4

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EN LI H UR E

or emen

E HER B K 4

erry e , eter now an e en e

Retyped and designed by

li alsalafi

Checked by Jassem Alkalby

All Copyrights Reserved by Ministry of Education.

-

Republic of Yemen

n stry o ucat on

Curricula and Supervision Sector

Genral Directorate of curricula


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ng s anguage eac ng or t e ra or

x or n vers ty ress , ox , e rut

nglish Language Teaching for the Arab World

x or n vers ty ress

irst published 1993

opyr g ts eserve y n stry o ucat on. -


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Contents Crecent Teachers Book 4

Introduction Page

Crescent English Course - the background ........................................... 4

rescent mater a s or t e pup ..........................................................

rescent mater a s or t e teac er .......................................................

rgan zat on o rescent ....................................................................Overview of main grammatical areas (Crescent1-4)............................. 7

Advice to Teachers The classroom

a r an group wor ..............................................................................

xe a t es .......................................................................................

s ng ra c ..........................................................................................

esson planning ..................................................................................... 12

Classroom language ............................................................................... 13

ssessment .............................................................................................

eac ng tec n ques an proce ures

General approach to the skills.......................................................................... 14

Listening Objectives.............................................................................. 14General procedure (TP L1) ................................................... 14

pea ng: ect ves .............................................................................

roce ure or present ng exc anges .......................

Procedure for speaking activities in the Workbook (TP S2)... 16

Information gap exercises (TP S3)........................................ 17

oca u ary: ect ves an approac .......................................................

enera proce ure ....................................................

or ng out mean ng rom context .........................

Aids to learning vocabulary ............................................... 19

Reading: ect ves .............................................................................

enera proce ure ...................................................

roce ure or scann ng , ...........................................

Pronoun reference ................................................................. 22

riting: Objectives and activities ....................................................... 22

General procedure for writing continuous text (TP W1)....... 23

enera proce ure or or oo wr t ng exerc ses ..

ctat on ..................................................................

Spelling ................................................................................. 24

Punctuation ........................................................................... 25

anguage wor ..............................................................................................

n t ummar esn t ...............................................................................................

nit 2 ............................................................................................... 50

nit 3 ............................................................................................... 80

n t ...............................................................................................

n t ...............................................................................................

nit 6 ............................................................................................... 177

nit 7 ............................................................................................... 209

n t ...............................................................................................

ppen x

Crescent 4Word list ......................................................................... 53Glossary of key words used in the Teaching Procedures ............................... 259


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Introductionrescent ng s ourse t e ac groun

he Crescent nglishCourse, specially developed for the teaching of English

n Arab schools, was first published in 1977 after research, conference and

sem nar scuss ons over a num er o years. t p oneere t e commun cat ve

pproac to anguage earn ng an teac ng. nce , t e ourse as een

men e rom t me to t me an ta ore to meet c ang ng s tuat ons n erentountries using it. This policy of regular updating has ensured the continued

success of the Course throughout the Arab world.

s new e t on o t e Crescent English Course is rm y asea on t e same

eoret ca an pe agog ca pr nc p es as t e or g na . e c anges re ect ot

he wide experience gained by the authors over the years since first publication

nd the need to provide teachers with something new.

A larger format has been chosen for the books to allow a large print size

n c ear ustrat ons at t e ower eve s o t e ourse an su c ent y arge

r nt s zes or t e onger texts nee e at t e g er eve s. e new mater a s

ontinue to provide those features most likely to appeal to learners such as

aried text types with attractive illustrations for language presentation and skill

eve opment, an games an songs at t e ear y eve s.

e ourse as a com ne unct ona structura sy a us an t e

ecommen e met o o ogy s rawn rom a var ety o o an new sources.

he Workbooks provide carefully graded and systematic practice and

onsolidation exercises as well as communicative language learning tasks.

t oug t e new ourse nc u es group act v t es, t ere s a greater use o

a rwor . system o s gnpost ng n t e new e t on ma es t e oo s eas y

ccessible to pupils and teachers.

Materials for the pupil

upils Book 4 s oo presents t e anguage t roug a var ety o textypes. o our p ctures prov e mean ng an context support an a so st mu ate

scuss on. ere are anguage ta es an s ort exc anges or contro e

ractice of the main structures and anguage reviewpages for revision of key

anguage at the end of the Units. These can be used both in class and at home.

uc o t e new ey voca u ary s ustrate . ter presentat on, t e anguage

s recyc e n rea ng texts.

There are instructions to the pupil on most Pupils Book pages. For

xample, the instruction on page 6 is 1.14Read and answer the questions.

he reference 1.14 means Unit 1 Step 14 and refers to the lesson when

s page s use . e nstruct on means t at t e pup s s ou rea t e

onversat ons an answer quest ons on t e page. e ate act v t es are n

xercise 1.14 in the Workbook.


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Workbook 4 This book contains speaking, listening, reading and writing

tasks and simple language explanations and practice exercises. The Workbook

nstruct ons exp a n c ear y ow to carry out eac tas . ere s a st o t e

new testa e voca u ary at t e en o t e oo .

The Workbook activities are closely linked to the Pupils Book. Therefore

the two books must be used when specified in the teaching notes. The simple

system o s gnpost ng t e n t an tep, or examp e . , s use n ot

oo s an a so n t e eac er s oo .

Materials for the teacher

Class Cassette 4 This contains conversations which serve as pronunciation

mo e s an texts to eve op t e sten ng s . any o t e rea ng texts avelso been recorded for use after the pupils have done the reading task. This isn a to pronunc at on an a so conso at on o t e rea ng.

eachers Book 4 The contents are listed at the beginning of the book. TheUnit teaching notes include the following: n t content summar es n t sts o t e new voca u ary The script of the cassette sections where these are not in the pupils

mater a se ppen x conta ns t e oo or st an a g ossary o teac ng

instructions.

Abbreviations usedPB5 Pupils Book page 5WB7 Workbook page 7

assette ect on

eac er s ooTP L1 Teaching Procedure Listening 1

eac erup

C Classroup

Using the teaching notesEach Step begins with a table at the top of the page containing the followingn ormat on:


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Unit and Step number Materials

Learning objectives

anguage ocus rac ets are use aroun examp es.

ocabulary Only new vocabulary is listed.

n aster s n cates non-testa evoca u ary.

s ta e s o owe y t e recommen e teac ng p an v e ntoum ere stages. e act v ty ta ng p ace at eac tage s state on t eeft-hand side of the page and the materials to be used, if any, are listed. The

suggested method of teaching this Stage is on the right.

OrganizationCrescent 4 is organized into eight Units. The Units are divided into Steps,ac o w c s nten e to e taug t n one esson. e ast teac ng tep

n n ts - uses t e anguage rev ewpage n t e up s oo to rev se t eain language points in the Unit.

n t contentUnit Steps Topic area

ev s on15 Air travel15 Living abroad

ewspapers

15 Other countries, ther customs

16 Staying healthy

erv ng t e peop e

ev s on


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Crescent 4 - Overview of main grammatical areasum ers n rac ets re er to t e n t n w c t e tem rst occurs. ese are new n rescent .

All others were introduced in Crescent 1, 2 and 3.

Adjectives

- e ore nouns a re oo- a terbe Its red.

- possessive my, your, his, her, our, their

- or er o a ect ves

ect ve c auses

- defining (6) Jill teaches people who are blind.

ver s

- ntens y ng ery hank you very much.

- of frequency (3) always, sometimes, often, never, ever, usually

- of manner (7) Regular,egslowly, angrily, carefully; Irreg: hard, fast, wellver a p rases

- o ocat on n / on / under the car; to school

at home, at the beach; next to / behind / in front of / opposite the

a ery; etween; over t ere; to t e eac to sc oo ; across t e

street; nto a s op

- o t me at eight; on Friday; every day

n the evening; last week / Thursday; the day before yesterday

- o means y us cyc e car

- o rect on n the left / right; straight on; turn left / right; cross over

- Causative make (5) moking makes your teeth (go) yellow.Clauses

- o t me

hen + past + past hen we were in the water, a goat ate Daves shirt.

hen + past + past perfect hen I got here, the race had started.

- o resu t

so+ a + t at e was r v ng so ast t at e a an acc ent.

oo+ a + to n n t ve e was too ill to come to school.

- of purpose (3) e went to the airport to catch a plane.

omparat ves an super at ves

- o a ect ves +er est egu ar,eg igger, t e iggest; rreg: worse, t e worst, more- of adjectives + ore / most (5) .g. more / most interesting

- of adverbs (8) Regular,eg higher, the highest; rreg: better, the best

on t ona sentences

ype : uture open f we get lost, well use a compass.

Implied conditions ont swallow that. Youll poison yourself

I + present + imperative/ f there is a fire, try to put it out.

mo a f fat catches fire, you mustnt

Type 2: unreal/unlikely f I had some matches, I would make a fire.

Conjunctions and link words

an n compoun p rases a re an ue a

sentences can swim and I can run fast.

but signalling a contrast can swim, but I cant ride a bike.


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or ter a negat ve ver ont e c c en or meat.

sosignalling a reason hen they were hungry, so they went to a restaurant.

Sequence words First, Then, Next, After that

because He cant play football because he has to wash the dishes.

eterm ners

Indefinite articles a / an buslan apple

Definite article the- or spec c re erence ave you got the rubber? t e one we a now a out

on t e ta e t e on y one n t e room

- or secon ment on ere s an app e n t e p cture. e app e s on t e oo .

- in certain place phrases at the beach

Zero article

- w t p ura nouns e app es.

- w t uncounta e nouns e tea.

- in certain place phrases go to bed, come to school; at home, at school

some for indefinite quantity

- w t uncounta e nouns o you want some c eese

- w t p ura counta e nouns ere are some oo s on t e s e .

any in negative statements here isnt any bread. There arent any eggs.

erun s - ng orm

- a ter go want to go sw mm ng s ng.

- after ike /enjoy I like playing football.

- after ow about How about going to the take-away?

- a ter ver s o percept on If you see somebody drowning

- a ter ould you mind ould you mind closing the blind?

mperat ves

- affirmative commands tand up, please.

- negative commands ont run.

- rect ons Go straight on. Turn left / right.

- a v ce warn ng ont touc t at.

- conditionals If you are a poor swimmer, dont go in the water.

Indirect object

-a terbuy, make, give Ameena bought Noura a bracelet.

meena oug t a race et or oura.

Infinitives

- after ant I want to play football.

- a ter ould like Id like to play football.

- a ter too hey were too late to put out the fire.

- a ter earn ow ey earn ow to rea .

Modals / Auxiliaries / Verb Be

e, do (All forms)

be - present per ect Ive been / havent been to Spain.

ave got or possess on ave got one rot er an two s sters.

have got to for oblig / necessity Ive got to write a letter.

have to for oblig / necessity have to do my homework.

can or a ty I can swim. Girls cant catch fish.

n requests an ave t, p ease

or poss ty ere can uy orange u ce


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for suggestions hat can I buy for my sister?ets n suggest ons ets go to t e par .

could n po te request ay I have some tea, please?mayin polite requests (2) Could you carry this for me, please?must or necess ty ou must wa t an pray.need+ noun e eed some bread.

shall to ask for suggestions What shall we do next?ill n offers Ill bring some Pepsis.

to express warn ngs ou po son yourse .ould like+noun Id like a cheese sandwich.

+ infinitive Id like to play football.

ounssingular countable a book, a car, etcregu ar p ura counta e two cars, etcrregu ar p ura men, women

non-countable tea, coffee, etc

ass ve vo ceAlltenses (6) he letters arelwerelhave been / had been / will be delivered.

A lot of patients / are being treated at the moment.s ou must can e treate mme ate y.

Possessivesapostrop e s atmas s stera ect ves my, your, his, her, our, their

repos t ons- o ocat on in, on, under, at, behind, next to, in front of, opposite, between- of direction to, across, towards

ronouns- personal (subject) I, you, it, he, she, they, we

o ect me, you, m, er, t, us, t em- emonstrat ve this, that, these, those- possessive mine, yours, his, hers, ours, theirs- reflexive myself, yourself, himself etc.- something / somebody ser es something, somebody, somewhere- replaciveone / ones Id like a green one and some red ones.

unctuat onpostrop e

- in contracted forms Im 10.- or possess on atmas rot er

ap ta etters- proper nouns Fatma, Ahmed, Monday, etc- eg nn ng o sentence

omma Ali needs some water, some tea and some sugar.om cant play football well, so he isnt in the team. hen I saw Mary, she was very unhappy.

xc amat on mar , u a ome nFull stop- at end of sentence- a ter a rev at ons at.

uest on marSpeech marks I had a white falcon, said Abdullah.

uant ers too muc , too many, ess, ewer


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uest ons

Yes / No type Have you got a pencil? Yes, I have. No, I havent.

(+ short responses) Can you swim? Yes, I can. No, I cant.

Do you like oranges? Yes, I do. No, I dont.

s t s w te es, t s. o, t snt.

Did you visit your friend yesterday? Yes, I did. No, I didnt.

Wh-type

Who, What, When, Where, How many / much, How old

How far, How long, How well, Why, How

Superlatives

- of adjectives egu ar,eg the biggest/smallest; rreg: he best /worst/most

- o a ver s egu ar, eg t e astest / ig est; rreg: e est /worst

eporte speec e sa t at t was not true.

enses

Present simple

- or a tua act ons om goes to school every day.- or states genera trut s n a s a g country.

- programme or timetable IY154 leaves on Wednesday.

- to describe a process hey sort the letters.

resent cont nuous

- or act ons n progress e s watc ng

- for future arrangements hat are you doing on Saturday? Im playing football.

Past simple of regular/ talked, phoned, etc, had, ran, drove, etc

rregu ar ver s

ast cont nuous

- or act ons n progress was on t e p er. was s ng.- for interrupted actions hen the car came round the corner, the old man was

crossing the road.

uture cont nuous hat will you be doing between 7 and 8 oclock tonight?

- for neutral future I will call her at half-past six.

I wont be in this evening.

- in Type 1 conditionals If the boat sinks, well swim.

go ng to

- or e n te ntent ons at s s a go ng to r ng

- for present certaintyIts going to rain.

Present perfect

- or n e n te past t me ave you ever een to pa n

Past perfect

- for contrasting past/ After they had checked in, they waited in the departure lounge.

ear er past events

- g v ng reasons or past cou not get any vegeta es ecause a c ose s s op.

events

There is / are- n escr pt ons here is a clock on the wall.


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Advice to teachers

e c assroom

goo c assroom atmosp ere s very mportant. e o ow ng po nts s ou

be borne in mind:

The room itself should promote communication. Seating should allow for

regu ar pa rwor an occas ona groupwor . e wa s o t e room s ou sp ay appropr ate anguage prompts; t e pup s

t emse ves can e p to prov e t ese.

If real oral communication is taking place, the classroom cannot be silent.

This does not mean that it must be noisy; provided the pupils understand the

purpose o pa r an group nteract on, an prov e t e teac er exerc ses t e

r g t egree o contro , a w o e room o pup s ta ng s mu taneous y s ou

not be unreasonably noisy.

The following materials will be needed in the language class:

w te car s s nee e to ma e wor as car s an pup name car s. t

may a so e nee e to ma e wa sp ay mater a .pictures A supply of pictures is invaluable for activities relating to

ocabulary, speaking and writing. Excellent pictures can be found in magazines

n t e pup s can e as e to e p supp y t ese. ey w e more eas y use

n t e c ass an w ast onger t ey are mounte on car .

ot ers c ssors, co oure c a , co oure pens, e otape an u- ac .

Pair and groupwork

a r an group act v t es ave t ese a vantages:

ey promote commun cat on n t e c assroom.

ey a ow or ora pract ce y a rat er t an a ew pup s. They place responsibility for learning on the pupil.

It is important that pupils understand these benefits. They are more likely to

use t e opportun t es we t ey o. av ng permanent pa rs s most e c ent,

ut t may e necessary to c ange t ese rom t me to t me.

The teaching notes suggest pair or group practice when appropriate.

In general, all the language exchanges, whether new or revised, need to be

pract se n s mu taneous pa rs a ter c ass presentat on an emonstrat on. e

pup s s ou a so e tra ne to scuss t e r answers w t t e r partners. ot

o t ese s tuat ons a ow rea commun cat on an s ou e exp o te u y.

Group activities must be well-organized to be effective and they need

ery careful advance planning. The pupils must be willing to participate fullyn t ey must un erstan exact y w at s requ re o t em. e act v ty tse

must e su ta e n t at t eman s severa part c pants. n ess t s s so, some

pup s w rema n s ent. emonstrat on w t one group s nee e e ore

the whole class carry out group activities. Pupils need not sit as a group. For

example, three rows of three pupils, sitting one behind the other, would be

equate or most group act v t es. e two ma n requ rements are t at t e

pup s s ou now w o ma es up eac group, an t at t ey s ou e c ose

enough to communicate with each other.


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Mixed abilities

Apart from promoting pupil-centred learning, groupwork has the additional

a vantage o re eas ng t e teac er to evote t me to pup s w o nee spec a

attent on. en more a e pup s are carry ng on w t an act v ty y t emse ves, t e

teacher can work intensively with an individual or a small group. Provided the pupils

are working effectively, it is possible to carry out this remedial teaching tactfully and

quietly so that the pupils are not embarrassed.

s ng ra c

t s o v ous y mportant t at ng s s use as muc as poss e ur ng t e ng s

lessons. However, there are occasions when it is necessary and natural for both

teacher and pupils to use Arabic.

xp anat ons o new act v ty types may ave to e g ven n ra c, as may

exp anat ons o grammat ca an cu tura po nts. requent y repeate c assroom

nstruct ons s ou e n ng s . omet mes t e teac er may ave to use ra c to

explain a word or phrase. However, where possible, it is preferable for the teacher

to use English and then ask the pupils for the Arabic. If they can translate, they have

un erstoo .

Lesson planningGood lesson planning results in efficient use of classroom time. Students respond to

a well-organized lesson where no time is wasted, and the teachers job is thus made

ess cu t.

ann ng a ea

At the beginning of the year, read the whole of this Introduction to the Teachers

Book so as to understand the nature of the material and the learning and teaching

pr nc p es nten e . am ar ze yourse w t t e anguage content n t e verv ew.

e ore eg nn ng to teac a n t, rea a t e stu ent mater a or t at n t as we

as t e teac ng notes. se t e n t summary to see ow many essons ea w t t esame language area. This will give you an overview of the whole and enable you to

avoid over-teaching.

ann ng eac esson

ea t e esson notes an t e esson mater a s an sten to t e assette

Section where relevant.

Think about the stated learning objectives and consider whether the

ecommen e proce ure w ac eve t s a m. necessary, amen t e

roce ure to su t t e part cu ar nee s o your pup s.

Think about any difficulties your pupils may have and decide how you can best

resent t e mater a s so as to ea w t t ese.

t e proce ure a v ses as ng quest ons an prov es one or two examp es,

repare other suitable questions and write them in your plan.

st mate t e t me nee e or eac stage o your esson. you want to set

omewor , prepare t now.


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Make sure that your plan allows adequate time for pupil to pupil interaction.

Make sure also that there is a variety of activities in the lesson. The general

pattern o a esson s ou e:

A short teacher-led introduction

pupil activities

s ort teac er- e conc us on

tage ta es most o t e esson t me. ere may e severa act v t es w t n t s

stage an you w ave to start an stop t ese an ta e contro rom t me to t me.

Nevertheless, the teacher should talk much less than the pupils in any lesson.

repare your teac ng a s.

Remember! Lessons need to be enjoyable as well as efficient. Think about how to

interest your class right from the start of the lesson. All texts should be introduced

nd usually it is left to the teacher to decide how to do this. Try to relate the topic to

your pup s own exper ence an nterests.

uring the lesson

Be prepared to be flexible and change your plan if necessary. Make notes of

common anguage pro ems so t at you can prepare a contro e act v ty to

reme y t e pro em n anot er esson. a e a note o anyt ng you ave not

een a e to cover n t e esson so t at you can o t ater.

Classroom language

our pup s can earn a great ea o anguage w t out you actua y teac ng t.

you use ng s natura y n t e c assroom, t e pup s w acqu re t . ome

essential classroom instructions are included in the teaching notes. However,there is a large body of language which can be used. Dont be afraid to use

ocabulary and structures which have not been formally presented. Being in a

natura anguage env ronment w c requ res t e pup s to sten an t n w

e p t em earn. ncourage t em rom t e eg nn ng to say t ey o not

understand and ask for clarification.

Assessment

ost o t e act v t es n rescent are es gne or earn ng purposes, not

test ng. owever, on-go ng assessment o pup s progress can e carr e out

through their performance in these activities. When oral pair practice is takingplace, you can concentrate on a few pairs each day and give them a mark or

ra e or spea ng, w t out t e pup s now ng t at t ey are e ng assesse .

ea ng an sten ng can e assesse y c ec ng pup s per ormance n t e

Workbook tasks. You can also assess reading ability by asking individual pupils

bout the text they are reading while you are circulating and observing. When

the Workbooks are collected from time to time, marks can be allocated for

wr t ng.


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Teaching techniques and procedures

General approach to the skills

Since real communication generally involves more than one language skill,

rescent opts an ntegrate s s approac . e mater a s an met o o ogy are

essent a y pup -centre , a m ng to promote earn ng t roug mean ng u n v ua

and interactive tasks. The early levels of Crescent,however, recognize that younglearners need controlled input and systematic practice of language before they

can use t. ower eve s o rescent t ere ore prov e suc act v t es as c ora

repet t on an p cture to wor , p rase or sentence matc ng an copy ng exerc ses n

preparat on or us ng t e anguage n ora games an s mp e sten ng, rea ng an

writing tasks.

As the Course develops and pupils become more familiar with the mechanics

o t e anguage, t ey are expecte to o more or t emse ves, or examp e y

memor z ng voca u ary an spe ng at ome. e ourse gra ua y puts more an

more emp as s on s eve opment an act v t es ecome more var e an more

task-based.

LISTENINGect ves

Activities at this level aim to develop the following types of listening:

for pronunciation / intonation, ie imitating a model eg Unit 1, Step 1.or g st, e or genera mean ng o t e w o e. s can e pract se y ett ng

t e pup s sten to any o t e recor e texts e ore any spec c tas s set.

or spec c n ormat on, e on y t e n ormat on spec e y t e tas eg n t ,

Step 2. 9

for detail.t ona y, some rea ng texts are recor e so t at t e pup s can ear t em

a ter t ey ave rea t em. e sten ng at t s stage can e regar e as a

rewar or conso at on. ee ea ng.

TP L1 - General procedure for listening activities

ntro uce t e text

Always prepare the pupils in some way for the listening so they know what to

expect. Tell the class what kind of text they are going to hear, eg a conversation

between two or more people. The names and location of participants should be

ven to t e pup s n t s ntro uct on, un ess t s part o t e tas to p c out

t s n ormat on.

Introduce the task

ea new nstruct ons a ou . s a pup to rea am ar nstruct ons. a e

sure t at a t e pup s un erstan t e tas . o o t s you may nee to c ec

un erstan ng or go t roug an examp e. e amount o preparat on w vary

from class to class and from task to task. Remember, however, that this is

preparation only; the pupils must still have a reason for listening and the task

must not e one at t s stage.


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ay t e cassette / pup s o t e tas

If the task is listening for gist, check the answers after playing the cassette

only once. If very few pupils can answer, do not say whether they are right or

wrong, ut rep ay t e sect on an t en c ec t e answers more u y.

t ot er tas s you s ou ec e ow many t mes to p ay t e

section. As a general rule, play it as many times as necessary for the majority of

the class to be able to do the task. At the same time, do not give the impression

t at pup s w e a owe to ear t e recor ng as many t mes as t ey want

as t s w re uce t e r concentrat on an t e e ect veness o t e r sten ng.

Use of the pause button at strategic points in more complex passages will often

reduce the number of replays needed. After a brief pause repeat the section for

pupils to check their answers.

ec answers

See teaching notes for this stage. Sometimes the class may be asked to check

their answers in pairs before you carry out a class check. Sometimes the pupilsave to rea t e text to c ec t e r own answers. so, a c ass c ec must ta e

p ace ater.

Consolidate and transfer

Whether or not a listening task is followed by or leads on to another task,

a ways a ow some scuss on o w at as ust een one, try ng to a ow

pup s to comment on w at t ey ave ear .

SPEAKING

bjectives Crescent 4 aims:o prov e opportun t es or a t e pup s to use t e anguage n s tuat ons t at

are as realistic as the classroom and the limits of the language allow.

To develop in the pupils the confidence to use the language outside thec assroom.

o prov e pract ce n essent a anguage patterns an voca u ary.

o recyc e structures prev ous y ntro uce an to eve op exponents o

functions as required in the syllabus.

c t v t e s or contro e an gu e pract ce: anguage ta es, quest onna res,

su st tut on conversat ons, n ormat on gap exerc ses an ea an taexercises. The focus here is n accuracy.

For less controlled practice: talking about pictures, comparing answers,

scuss ng texts an ro e-p ay ng s tuat ons presente n t e up s oo . e

ocus ere s n uency.

For pronunciation: repeating after the cassette model and reading texts

a ou a ter t ey ave een rea s ent y.


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P S1 - General procedure for presentation and controlled practice of exchanges

resent

o t roug eac tem n t e exc ange, e t er present ng or c ec ng ts

meaning. Get the class to repeat in chorus and focus on correct pronunciation.

Practise with whole class

v e t e c ass nto two groups so t at eac a says one part o t e exc ange

n c orus, prompte y wor or p cture cues.

Pairs demonstrate

rompt pa rs o pup s as n tage a ove. s s ca e pen pair practice .

Pairs practise simultaneously

The whole class practise simultaneously in pairs. Circulate and observe. Make

sure the pupils change roles where relevant.

- enera proce ure or spea ng act v t es n t e or oo

1 Introduce the task

s a pup to rea t e nstruct ons a ou . ec c ass un erstan ng.

emonstrate t e act v ty

Where the activity is practising a conversation or an exchange, use yourself

and another pupil or two pupils to demonstrate. Go through an example in the

or oo necessary, ut o not comp ete t e w o e exerc se.

3 Carry out the activity

The whole class work in pairs. Go round listening and encouraging. Make

a note of particular mistakes that you would like to work on at a later date.

ass c ec

Carry out an appropriate class check. The teaching notes usually recommend

a method of checking.

ote: ese our as c stages are app ca e to or oo exerc ses or a

s s.

ese act v t es are nten e to e one n pa rs. ac pup n t e pa r oo sat a different page of the Workbook. This contains information that his

partner does not have. At the beginning of the activity, therefore, there is an

n ormat on gap. e a m s to c ose t s gap, usua y y as ng an answer ng

quest ons, so t at na y ot partners s are t e same n ormat on. ecause

ne t er pup nows n a vance w at n ormat on s partner as, t e act v ty

fulfils one of the main criteria of genuine communication. As in real life, pupils

have to listen to each other carefully, be ready to respond to the unexpected and

as or repet t on or c ar cat on necessary. t s essent a t at t e pup s o

not s ow eac ot er t e r oo s or oo or t e r partner s n ormat on on t e

other page of their own book. This would destroy the point of the activity.

During the activity pupils have to do something in their Workbooks,suc as wr t ng s ort answers or mar ng a map. s prov es a means o

c ec ng t at n ormat on as een exc ange correct y.


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- enera proce ure or n ormat on gap exerc ses

1 Revise / present language

evise the vocabulary and structures needed to do the activity and present any

ew voca u ary.

2 Introduce the task

ivide the pupils into pairs, A and B, and tell them which pages of theorkbook to look at. Have a pupil read the instructions aloud. Check

n erstan ng. ere t e nstruct ons are erent, ave an pup , t en a

up rea t em out.

emonstrate t e act v ty

se yourse an anot er pup to emonstrate. o not comp ete t e w o e

xercise.

4 Carry out the activity

Circulate, listening and observing. Do not interrupt or correct unless absolutely

ecessary. ou can ma e a note o part cu ar m sta es to wor on w en t ect v ty as een comp ete .

ass c ec

en pa rs ave n s e , te t em to c ec t e r answers y compar ng t e r

age with their partners page. Carry out a final class check as well.

VOCABULARYObjectives

t t s eve t ere are many ways o ea ng w t voca u ary an you can c oose

from a variety of techniques to suit the situation. However, the following two

important points need to be remembered: Pupils should have acquired an active vocabulary of approximately 1,500 items.

ey s ou e a e to use t ese pro uct ve y, e un erstan an use t em ora y

n n wr t ng. not, reme a voca u ary act v t es w e nee e .

Pupils need to learn how to deal with unfamiliar vocabulary. They shouldknow that the meaning of a whole text can be discovered without necessarily

un erstan ng every wor ; t at t e mean ng o wor s can somet mes e wor e

ut rom t e text see e ow ; ow to use a wor st an ct onary. nce t ese

t ree ways o ea ng w t un am ar voca u ary ave to e eve ope , new

ocabulary should not always be pre-taught. The teaching notes will indicate

hether new vocabulary can be worked out from the context or has to be

pre-taug t.

Testable vocabulary

All of the new vocabulary is included in the Unit Word lists printed in Teachers

Book 4 and in the vocabulary boxes at the top of each Step. Non-testable items are

mar e w t an aster s .

en ea ng w t new voca u ary n a esson, get t e pup s to wr te t e

items in their own vocabulary notebooks. We suggest that you tell them to write a

page reference beside each item. Then when they are learning the words at home,

t ey can oo at t em n context. ese re erences w a so ena e you to te t em

w c wor s you want t em to rev se or a spe ng test or voca u ary qu z.


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e p your pup s towar s an awareness o wor - u ng n ng s . on t

restrict your own language or the language you present to that in the Year 4 materials.

If you introduce vocabulary which is not printed in the materials, write it on the

oar so t at t e pup s can copy t nto t e r voca u ary note oo s. en present ng

new voca u ary, nc u e assoc ate parts o speec w ere re evant. or examp e,

a ver rst occurs n ts past tense orm, present t e n n t ve an past part c p e

lso. If a noun can be derived from it, present that too.

- proce ure or rev s on an eve opment o voca u ary

This technique allows the teacher to find out what the pupils already know and what

will have to be introduced. The stimulus may be a page title or a picture.

1 Elicit

en ntro uc ng a esson or an act v ty, name t e top c. s t e c ass to ca out any

wor s t ey assoc ate w t t e top c an wr te t ese qu c y on t e oar .

2 Check

Point to individual words and elicit orally. Ask questions which check -nderstanding.eac er presents

resent new wor s necessary to an un erstan ng o t e text un ess t ese ave to e

wor e out rom context. se t e most e c ent met o ava a e.

Note:At the end of the lesson, ask the pupils to write any words they did not know in

their vocabulary notebooks.

or ng out t e mean ng o wor s rom context

You will have to give pupils a lot of help and guidance, especially at the beginning.

There are many ways a word can be from context understood and it will help pupils

if they know what to look for. Train them to look for any of the following in the text:

ynonyms or s t at ave a most t e same mean ng as t e target wor .

Antonyms Opposites.

xp anat ons / parap rases

ener c terms omet mes a gener c term can e un erstoo ecause spec c

examples of the class are given.

t er contextua c ues omet mes t s poss e to wor out t e mean ng o a wor

rom t e context as a w o e.

Word formation nderstanding how words are formed will help pupils to work out

the meaning of many new words. It is important that pupils know the names of the

ma n wor c asses, oun, verban adjective, n are e pe to recogn ze w at c ass

wor e ongs to.

General knowledge Pupils own knowledge of the world can often be activated to

e p t em wor out t e mean ng o new wor s.


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P V2 - A procedure for working out the meaning of words from context

Some Steps include specific suggestions for dealing with new vocabulary. Where no

spec c suggest ons are nc u e , t e o ow ng proce ure may e use .

1 Identify target words

List the words you want the pupils to work out the meaning of, or tell them to

underline the words they dont know.

oo at wor orm

Ask the pupils what can be guessed from the word itself. Is it a noun, verb or

adjective? Is it formed from any other word or words they know?

oo at t e context

s t e pup s to oo at t e context. e t em to n out t e wor s repeate

anyw ere e se n t e text. e t em to oo or wor s t at mean t e same or t e

opposite, for explanations in the text, and so on. (See above.) The teacher will have

to help and guide the pupils at first by asking questions that show them what to look

or. a e a guess

Ask the pupils to make a guess, however vague. They can indicate the meaning in

any way they can, for example, explanation, mime, drawing, translation, and so on.

ote: When pupils are more familiar with the skill of working out meaning from

context, et t em wor n pa rs e ore c ec ng un erstan ng as a c ass.

Aids to learning vocabulary

Unless pupils read English for enjoyment and have the opportunity to use English

outs e t e c assroom, t ey w n t cu t to remem er t e ncreas ng num er

o wor s t ey nee . part rom t e voca u ary exerc ses n t e oo s, try to t ve-

to-ten-m nute act v t es nto t e esson at east tw ce a wee . t ese are n t e ormof a quiz, the pupils are more likely to prepare for them.

A quiz can be oral or written. Tell the pupils which words, or at least which

category o wor s, t e qu z w e ase on so t at t ey can prepare or t. e

c ass can ta e part n teams or groups an you can awar po nts.

Some suggestions for a vocabulary quizSynonymsTeacher says a word; pupil has to say one which means the same.

ppos tes ntonyms eac er says a wor ; pup as to say t e oppos te.

qu va ents eac er says an ra c wor ; pup as to say t e ng s equ va ent.

Anagrams Teacher writes a word with the letters in jumbled order; pupil has towrite the word correctly.

Definitions eac er e nes somet ng or someone; pup as to say w at or w o s

e ng e ne .

en wor s eac er wr tes a ong wor suc as angerouson t e oar ; pup s

have to make as many words as possible, of any length, from these

letters in a given time.

or sets eac er as s pup s to st as many wor s as poss e w c are, or

examp e, names o o s, orms o transport, n s o sports.

or u ng eac er g ves t e root n n t ve o a ver ; pup as to g ve

the past tense or past participle. Teacher gives a noun or verb; pupil has

to give an adjective derived from it.pe ng qu ra .


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READINGect ves

rescent a ms to eve op t e o ow ng rea ng s s an tec n ques:

Predicting the content of a text Reading for gist (skimming)

ea ng a text or spec c n ormat on scann ng

ea ng or eta e un erstan ng ntens ve rea ngea ng or en oyment extens ve rea ng

Using the context to work out the meaning of unknown words (See TP V2.)

re ct ng t e content o a text en we rea , we usua y r ng some n o

ac groun now e ge to t e text, toget er w t an expectat on o w at we are go ng

to find in it. This is because we normally read what we want to read. In the classroom

situation it is difficult to let pupils choose what they want to read. It is very important

t ere ore to try an mot vate t em an arouse t e r nterest n t e texts prov e .

ways get pup s to t n a out t e top c an ma e guesses a out t e content o t e

text e ore t ey start rea ng. s w act vate t e r own now e ge o t e su ect

and give them a reason for reading. For ways of doing this see TP R1 below.

Skimming s t e tec n que we use w en we want to get a genera ea o w at

t e text s a out w t out rea ng a t e eta s. t s a way o ea ng w t t e arge

amount o pr nte mater a we meet every ay ut on t ave t me to rea n eta . t

is very important for the pupils to realise that they can grasp the gist of a text without

reading and understanding every word. Otherwise they will never have time to read

extens ve y.

cann ng s t e tec n que we use w en we want to ocate a part cu ar p ece o

information in a text, or when looking up a word in a dictionary. It is important to

show the pupils how to do this. They should learn to look for clues in the text. First

t ey must t n o t e n o n ormat on t ey nee . or examp e, t cou e t e

name o a person or a p ace, n w c case t e c ue s a cap ta etter; or t cou e

someone s age, n w c case t ey must oo or a num er. ere t e n ormat on

needed is not likely to have this kind of simple clue, they should learn to think of

which part of the text is most likely to contain the information. For ways of doing

t s see .

ea ng text types n rescentReading text types include conversations, short descriptive and narrative texts,

factual texts, newspaper extracts, letters, charts, notices, and a serial story.

e texts o ten present a new structure. t e texts, are nten e or s entrea ng, ut t e conversat ons may e use or ro e-p ay a ter t e rea ng tas as

been done. Similarly, the serial stories may be exploited for role-play and for practice

in reading aloud after all the tasks are completed.

The language tables on the review pages and elsewhere are intended both for

rea ng a ou an as a re erence or t e pup s.

Performance objectivesBy the end of the year, the pupils should be able to read texts of the length and

cu ty o t ose n n t w t re at ve ease. ey s ou a so e a e to ma e a

oo attempt to rea texts n ng s outs e t e c assroom. ey s ou a so e a e

to nterpret some o t e n ormat on t ey rea , rat er t an e ng m te to a teraunderstanding.


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P R1 - General procedure for reading

Introduce the text

s can e one n var ous ways. ee or ways o ea ng w t

oca u ary. t er ways o prepar ng pup s or t e rea ng nc u e:

Discussing the topic before pupils open their books, in order to establish whatthey already know and arouse their interest.

v ng pup s ey wor s rom t e text.

e ng pup s w at t e su ect o t e text s an encourag ng t em to ormu ate

t e r own quest ons a out t.

Focusing on the title, picture, headings, and so on, so that pupils can begin tomake guesses about the content.

ntro uce t e tas

Crescent 4provides various reading tasks to practise the different reading skills

and techniques. Prepare for the task as for listening tasks, ie the pupils read the

instruction and study the task itself. Check that they understand what they have to do.

necessary, o an examp e w t t e c ass.

Pupils read silently and do the task

Usually the lesson notes recommend that they should check their answers with their

partners.

ass c ec

You carry out a class check of the answers.

scuss t e text

s stage, w ere t e pup s comment on w at t ey ave rea , s very mportant.

Although another activity such as a writing task may precede this stage, it should notbe omitted. It is the transfer stage where you prompt the discussion.

- proce ure or scann ng

Preparation -what kind of answer

Prepare the pupils to scan the text by getting them to decide what kind of answer

t ey w e oo ng or. or examp e, t e quest on as s or t e name o a person or

p ace, t ey w nee to oo or n t a cap ta etters. t as s or a ate, t ey w

nee to oo or gures. t as s or a t me, t ey w e t er oo or gures or

words, depending on the type of text. Tell them to circle key words or phrases in thequestion which they can look for when scanning.

reparat on - w ere n t e text

Ask the pupils where in the text they are likely to find the answer. For example,

if they have to scan a page of newspaper articles for a particular fact, get them to

identify the most likely article by means of headlines, captions and pictures.


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up s scan t e text

Now that they know what they are looking for and where, tell the pupils to run their

eyes very quickly over the text, looking for the key words or phrases. They should

not stop to rea any unre ate parts o t e text. t s not necessary or t em to ave

any ea w at t e rest o t e text s a out.

Find the answer

Once they have located the key words or phrases, pupils should slow down and read

more care u y to n t e answer.

ote: cann ng s a ast act v ty. o encourage pup s to ncrease t e r spee , t e

teacher may make it into a competition to be the first to answer.

Language work - pronoun reference

n erstan ng stretc es o wr tten anguage o ten requ res un erstan ng o t e

re at ons p etween sentences s gna e y pronouns. t s a goo ea to raw t e

pupils attention regularly to the use and function of these reference pronouns. Any

suitable text in the Pupils Book or Workbook may be used. The teaching notes offer

suggest ons an gu ance. ey s ou not ta e more t an a ew m nutes o c asst me.

WRITINGObjectives

r t ng act v t es n rescent a m:

o re n orce pup s un erstan ng o sentence syntax.

To reinforce work on structures and vocabulary. To develop pupils ability to write continuous text.

c t v t e s

var ety o act v t es cater or t e rst two a ms. ese nc u e voca u aryexercises, completing grammatical tables, spelling and punctuation exercises, writing

answers to questions and completing gapped exercises.

ont nuous text wr t ng nc u es rewr t ng a ser es o sentences n paragrap

orm, wr t ng paragrap s or summar es ase on notes or answers to compre ens on

questions.

For the longer writing projects pupils should write a draft before writing a final,

fair copy. The pupils must learn to assess their own work and try to improve it.

sta s a system o correct on sym o s. or examp e:

- unctuat on error

G - GrammarSp - Spelling

- e mean ng or t e wr t ng s not c ear ue to

grammar, spe ng, a an wr t ng, an so on.

o encourage goo wr t ng, te t e pup s you w sp ay t e r wor on t e

walls of the classroom. They can then read each others work and choose the

best. If this is not possible, you could read out some of the best pieces of work

to t e w o e c ass. r you cou a ow t me or t e pup s to exc ange t e r

wor w t severa ot er pup s.


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TP W1 - General procedure for writing continuous text

ra preparat on

ntro uce an scuss t e top c.

2 Notes

Either ask the pupils to think of ideas and write notes OR elicit ideas from a pupil

n wr te notes on t e oar . e t e pup s w c pages n t e text oo s to use or

re erence.

3 Plan

Referring to the notes already made, the pupils suggest the number of paragraphs

to e wr tten an t e top c o eac one. s out ne can e wr tten on t e oar . n

examp e o an open ng sentence can e constructe y t e c ass as a w o e. ew

examp es o top c sentences m g t a so e constructe toget er.

4 First draft

up s wr te w e t e teac er c rcu ates an g ves gu ance. ose attent on s oue pa to connectors an re erence pronouns, as we as grammat ca accuracy. e

teacher should indicate what needs amending without necessarily telling a pupil

exactly how to amend it. Consultation between partners can be encouraged here.

Pupils can also refer to dictionaries. This work might sometimes be done in pairs.

na ra t

There should be few if any mistakes remaining when pupils write a fair copy. The

teacher circulates as before if this is done in class, although sometimes this stage may

e one as omewor . t ere are st too many m sta es, t may e necessary or

some pup s to wr te a urt er a r copy.

TP W2 - General procedure for Workbook writing exercises

ntro uce / prepare or t e tas

a e sure t e pup s un erstan w at t ey ave to o. t ey ave to use

information from a previous exercise, point this out. If there is a model

sentence, check that they can read it. The amount of preparation needed will vary

depending on the task and the ability of the pupils. You can:

go t roug t e exerc ses ora y.

e c t t e answers, wr te t em on t e oar , t en ru t em o .

practise sentence building to focus on syntax (best done before the task is introduced). wr te ey wor s on t e oar n ran om or er.

emem er t at t s s preparat on on y. ou st want t e pup s to comp ete t e

exerc se on t e r own. t s ou not e cop e rom t e oar .

2 Pupils write

e t e pup s are wr t ng, go roun t e c ass e p ng an encourag ng. a pup

as spe e a wor wrong y, po nt t s out. necessary, te t e pup to n t e wor

n s or er oo . a pup as orgotten to use a cap ta etter or a u stop, po nt

nd ask hats wrong? or Whats missing?


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ote: t some o t e trans er wr t ng exerc ses, you can get t e pup s to o a

draft in their copybooks first. You can check this before they write a fair copy in their

Workbooks.

ec answers

ou can o a c ass c ec n t e o ow ng ways:

s n v ua pup s to rea out a sentence eac . e rest o t e c ass

onfirm or correct.

Write gapped sentences or paragraphs on the board and get the pupils to helpou t e gaps.

ote: e or oo s s ou e co ecte regu ar y or mar ng. e construct ve y

writing encouraging comments on the pupils work.

Dictation

Dictation is useful for improving listening, spelling and punctuation. There are no

ctat on exerc ses n rescent , ut teac ers can use sentences an s ort paragrap s

rom t e an texts or regu ar ctat on pract ce.

TP D1 - A procedure for dictation

ea w o e text

ea t e w o e text once stra g t t roug w e t e pup s sten. scuss t e context

if necessary.

ea or ctat on

ea t e text s ow y, paus ng etween sense groups. e pup s s ou wr te as you

speak. Read the text again in the same way.

3 Read whole text

ea t e w o e text at norma spee w e t e pup s o ow w at t ey ave wr tten.

4 Pupils correct

Refer the pupils to the text of the dictation in the Pupils Book or Workbook. Tell

t em to c ec t e r wor an correct t.

ote: orrect ons s ou never e e aye .

Language awareness / spelling

Pupils need a lot of help and encouragement to spell correctly.They will not develop

oo spe ng ust t roug rea ng an wr t ng act v t es. e earner nee s to

eve op an awareness o common etter com nat ons n ng s an an awareness

o etters t at never com ne. ct v t es w c encourage pup s to oo at wor s

carefully and focus on word structure should be carried out regularly. Some examples

re as follows:

ym ng wor s r te a wor on t e oar an e c t ot er wor s t at soun t e

same, for example, balll / wall / fall / tall, brother / mother, walk / talk. Ask the pupils

which parts of the words are the same.


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Words within wordsWrite a word on the board and ask pupils to find other words

within it. For example, find pen in pencil,yes and day in yesterday, right nd en in

rightened, police, man n an in policeman, n so on.

ote: any ng s wor s ave no regu ar spe ng pattern. ese ust ave to e

memorized.

Punctuation

e est way to encourage correct punctuat on at t s eve s to ocus t e pup s

attent on on t at every su ta e opportun ty. or examp e:

Use any suitable Pupils Book text that the pupils have read. Ask the pupilsHowmany sentences are there? How many questions are there?Ask them how they

now. et t em to c rc e t e n t a cap ta etters, t e u stops, quest on mar s

an commas.

s t e pup s to scan or names o peop e or p aces. o nt out t at t e cap ta

letter will help them find the words quickly. Focus on speech marks by asking

them to read aloud what different characters say in stories. This could be done as

a pre- rea ng tas .en prepar ng or or c ec ng a wr t ng act v ty on t e oar , g g t t e

capitals, full stops or question marks in different coloured chalk. Elicit their

purpose, ie to mark the beginning and end of a sentence or question.

While pupils are doing a writing exercise, go round checking punctuation. If theyave orgotten to use a punctuat on mar , po nt to t an as hats missing?

Language work

The Language review pages at the end of Units 2 to 7 in the Pupils Book summarize

t e ma n structura an unct ona areas ntro uce n eac n t. anguage ta es or

mo e s are prov e or use n c ass an a so as a re erence or t e pup s at ome.

ac mo e s s gna e y t e wor oo xerc ses or ora an wr tten pract cefollow the model.

Crescent Workbook 4 ocuses attent on on certa n anguage po nts n act v t es

ea e anguage stu y.


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Unit 1 Summary at o you remem er

This Unit aims to revise and consolidate basic structures and tenses, but some new activity types

re ntro uce . e ocus s on ora act v t es w t wr t ng at sentence an paragrap eve to

conso ate structure.

Step Materials Skills Language focus1 A street scene Talk about a picture. here is / are

res s mp e cont nuous

e n ng a p rases

2 Vocab exercises Classifying.

3 Two games Ask and answer questions. Wh questions

PB4 What is it? Read short descriptions and Pattern: ts made of /

at s my o ent y o ect ound in ... / used for ... ing

4 Recorded Listen to identify objects. -

escr pt ons r te escr pt ons.

- o ects

Vocabulary Do exercise to revise -

exerc ses o s.

6 Whats my job? Read short utterances to -

PB4 identify jobs.

re ct answers to quest ons es o quest ons

sten to c ec .

Play the game.

A street scene Do a true / false exercise. Past continuous

orrect a se sentences.

street scene r te sentences. ast cont nuous

tu y punctuat on mar s.

/ one sten or spec c res cont nuous

conversat ons n ormat on; rea ave o or o gat on

WB7 / 8 to check. Write messages. ype 1 conditional

CS3 Perform conversations.


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tep ater a s s anguage ocus

11 2 story lines Write a story; improve it Connectives: and, but, so,

y n ng sentences. then

12 Conversation Make conversations. -

stran s omp ete a wr tten a ogue.

13 - se ey wor s to wr te a story.

14 Possibilities Read and perform a dialogue Type 2 conditions.a out poss t es.

rans er.

xerc ses ev s on -

WB11


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1.1earn ng o ect ves escr e a street scene.

Language focus There is / are+ adverbial of place / adjectival phrase

ent y ng a ect ve p rases: he (woman) (in the yellow dress

resent s mp e an cont nuous

ocabulary scene, cafe, litter bin

Vocabulary revision / presentation

ea t e t t e on a ou an present scene. s t e pup s to te you w at t ey

can see n t e p cture. rompt t em w t quest ons, or examp e:

How many shops/ cars/ lorries are there?

Where is the (bakery)?

at can you see n t e ac o t e ue orry

near t e grass

o can you see outs e t e ost ce

What is (he) wearing?doing?

c t t e spe ng o ey voca u ary an wr te t on t e oar . or examp e, gn,

roo , tra c g ts, tter n, pavement,etc.

Language presentation identifying adjective phrases PB2/3

A nv te two pup s to rea t e mo e sentences on a ou . s t e pup s tote you a out t e ot er peop e n t e p cture n t e same way.

B resent t e new structure as o ows. c t w at eac o t e peop e s o ng.Say:

Look at the woman in the yellow dress. Whats she doing?oo at t e two g r s outs e t e an .

at are t ey o ng etc

C Make True / False statements and get the class to respond Yes or No. Forexample:

: e oy on t e cyc e s putt ng somet ng n t e n.

: es.

: e men outs e t e ca e are r n ng tea.

C: No. The men outside the cafe are reading newspapers.

D Invite two pupils to read out the model sentences on PB3.Point out the changerom There is a woman to t ewoman . xp a n t atthe s use w en someone s

ment one a secon t me. c t w c part o eac sentence te s us exact y w o s

doing the action. To demonstrate, write on the board he woman is getting into her

car.Ask: hich woman? o elicit he woman in the yellow dress. Then show them

ow to com ne e t s:

e woman n t e ye ow ress s gett ng nto er car.


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3 Write sentences to consolidate structure PB2/3

A Tell the pupils to write three or four more sentences on a piece of papero ow ng t e mo e s on . e t em t at at east one o t e sentences s ou e

a se. xp a n t at w en t ey are rea y t ey s ou exc ange t e r sentences w t a

partner. Their partner should tick the true sentences and put a cross next to the false

ones, then return his/her answers for checking. Circulate while the pupils are writing,e p ng an o serv ng.

B Ask some pupils to read out their sentences and get the class to respond esoro. et t em to correct t e a se statements. e t e pup s to wr te t ree or our

more sentences on a p ece o paper o ow ng t e mo e s n . e t em t at at

east one o t e sentences s ou e a se. xp a n t at w en t ey are rea y t ey

should exchange their sentences with a partner. Their partner should tick the true

sentences and put a cross next to the false ones, then return the answers for checking.

rcu ate w e t e pup s are wr t ng.


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1.2earn ng o ect ves ev se voca u ary.

Language focus -

oca u ary -

ay a wor assoc at on game

A Choose a word the pupils know, such as chool,and write it on the board. Askthe class to call out any words they associate with it and write them up quickly. They

may e nouns, a ect ves, ver s, etc. or examp e:

teac er, omewor , ng s esson, earn, wr te, nterest ng,

difficult, late, on time

Where the association is not immediately obvious, encourage the pupil who called

out to exp a n t. epeat t e proce ure w t two or t ree ot er wor s, or examp e

zoo, house, sport, safety, shopping.

ote: e wor s you c oose w epen on t e ex ca areas you w s to rev se an

the interests of your class.

B ou can cont nue y ma ng t e act v ty nto a group compet t on. t er supp ya ey wor or et eac group c oose ts own. e t e groups to c oose a secretary

to write the words. Set a fixed time limit, say five minutes. Then ask the group

secretaries to read out their words. Write these on the board. Allow other groups

to c a enge an as or t e connect on to e exp a ne . e w nn ng group s t e

one w t t e ongest st a groups ave c osen t e same wor . eac group as

c osen ts own, t e secretary rea s out t e group s st s ow y an t e ot er groups

try to identify the key word.

2 Label pictures and categorize vocabulary .

A ntro uce ot or oo exerc ses. e t e pup s to o t em n pa rs.Note that the aim of WB1.2B is to encourage discussion; there is not always a

right answer.) Circulate, listening and checking spelling.

B ass c ec an scuss on.


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1.3

Learning objectives Understand and give descriptions of everyday objects.

Recognize correct sentence structure.

anguage ocus quest ons

resent pass ve: ts ma e o ... ts use or ver + ng ... ts oun n ...

oca u ary t c , t n, rectangu ar, cy n r ca , square, meta , c ot , s ape,

c a , puzz e, rom t me to t me

Introduction to topic

c t t e t t e an as t e pup s to n t e names o t e two games. e t em to

rea t e nstruct on at t e top o t e page, t en exp a n ow to p ay t e game. n

hat is it? the team has to guess what object is being described; in hat do you do?

they have to guess someones job.)

reparat on - voca u ary an structures

A Elicit the names of the objects in the nine pictures. Then elicit the questionsorally. Check understanding of all the words to the right of the questions.

B s t e pup s to use some o t s anguage to escr e t ngs n t e room. vethem an example, such asIts rectangular. Its made of wood. Its used for writing

on. What is it?(The board.)

ea escr pt ons to ent y o ects -A Introduce the exercise and presentpuzzle . Explain that when they have workedout what object is being described, the pupils should draw it in the box on the right

an a e t e p cture. et t em wor n pa rs to encourage scuss on. rcu ate,

sten ng an encourag ng.

B Elicit the answers and check comprehension of the new words in the texts.Answers:

c a a cyc e

a watc c oc a a oot a

Re-order jumbled words and write sentences WBl.3B/C

ntro uce ot exerc ses. o t e rst sentence n . as a c ass. c t t at eat

must e t e rst wor ecause t as a cap ta etter. e t e pup s to comp ete t e

exercises on their own, then compare their answers with a partner. Finally carry out a

class check. (C is a pen.)

omewor

e t e c ass to earn t e new wor s on n preparat on or a spe ng test.


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1.4Learning objectives Understand and write descriptions of objects.

ent y o ects y p ay ng a game: at s t

anguage ocus s or .

Yes / Noquestions

oca u ary -

Language / vocabulary revision

s quest ons to e c t escr pt ons, or examp e:

Whats your desk made of?

Whats a pen used for?

ere are e ep ants oun

ncourage t e pup s to g ve u sentence answers, ut on t spen too muc t me on

correction. Just give a good model yourself and move on to the next question. Keep

t e pace ast to encourage max mum part c pat on.

Spelling test

ctate some o t e wor s t at t e pup s ave earne or omewor . or t e

proce ure, see t e ntro uct on.

Listen to descriptions to identify objects .

Elicit the names of the objects. Introduce the listening task. Play the introduction on

an e c t ow many escr pt ons t e pup s are go ng to ear. our on y. ay

um er . c t w at pup s t n t s. on y a ew pup s can answer, rep ay t e

cassette. When the class have reached agreement, tell them to write the number in the

box. Depending on the level of your class, you can proceed in the same way or play

t e w o e cassette t roug e ore c ec ng answers. n case o sagreement, rep ayt e re evant sect on.

nswers:a n e pear s

a w n ow a te

Write descriptions of objects and play hat is it?

A Write these words and phrases vertically on the board:s ape, s ze, ma e o , use or, oun n

s t e pup s w at a ect ves t ey now t at escr e s ape an s ze. c t g,

small, long, thin, round, etc. Write them alongside the words on the board. Thenelicit and write up the names of materials, eg ood, cloth, paper,purposes, eg

cleaning things, playing a game, and places, eg shops, classrooms, living rooms.

t ey ave orgotten t e wor s, et t em oo at .

B e t e c ass t ey are go ng to p ay t e game hat is it? e t em to c oose ano ect rom or t n o one t emse ves an wr te t e r own escr pt on o t n

their copybooks, without mentioning its name. Tell them to describe its appearance

and shape, say what it is made of, what it is used for and where it is usually found,

poss e. ey can use t e wor s on t e oar an t ey can as or your e p,

necessary. t ey o t s, ma e sure t ey use ng s : ats ... n ng s , p ease

ow o you spe ..., p ease


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C s a pup to rea s er escr pt on a ou . e ot ers sten an t ry to ent yt e o ect. e pup w o oes so correct y t en rea s s er escr pt on, an

so on. If no-one can guess the object, ask the pupil to add more information to the

description.

assette ect on

Presenter:m going to describe four things. Look at the pictures in your Workbook.

um er t e p ctures n t e or er n w c you ear t em.

um er

ts long and thin. Its made of metal and wood or metal and plastic. Its usually

ound in the kitchen. Its very useful, but it can be dangerous. Its used for

utt ng t ngs.

um er

hey are found in the sea, but you cant eat them. They are worn round the

eck, in the ears or on the fingers. Usually they are round and white. They areso n a ewe er s s op.

Number 3

ts got an inside part and an outside part. You can open and close it. When its

ose , t ets one t ng n an eeps everyt ng e se out. ou can see t an

ou can see t roug t. t s ma e o woo an g ass, or meta an g ass.

Number 4

t can fly, but its not a bird. You can fly it, but you cant fly in it. Its made of

erent t ngs: woo , meta , p ast c or paper. t s so n a toys op an t s

se or un. you on t eep t on a str ng, t w y away.


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1.5 WB3 / 4Learning objectives ev se voca u ary re ate to o s.

anguage ocus resent s mp e or a tua act ons

ocabulary -

Preparation

r te t e top c, o s, on t e oar . s t e c ass to ca out t e names o any o s

they know. Ask pupils to spell the jobs before writing them on the board. Elicit brief

descriptions of each job. Ask:

at oes a octor o

ere oes e or s e wor

ote: e exerc ses n t s esson are preparat on or t e act v ty n tep . .

Complete sentences WB1.5A

ntro uce t e exerc se an te t e pup s to rea t s ent y an o t n v ua y.c t u sentences rom n v ua s to c ec t e answers. et t e c ass con rm or

correct the answers. Elicit the occupations to complete the other eight options in the

exercise like this:

a er a es rea .

s erman catc es s .

e ot ers are: armer, ressma er, nurse soc a wor er, us- r ver, u er,

zoo keeper.

Classify jobs .

c t t e nstruct on. xp a n t at ns e ere means un er cover an can nc u e

inside a vehicle. Then tell the pupils to do the exercise in pairs. When carrying out a

class check, ask the pupils to explain their answers. Note that the number can

ary, ut t e e y answer s .

Do a linking exercise WB1.5C

Tell the pupils to do the exercise individually, then compare answers in pairs. To

c ec , e c t u sentence answers. or examp e:

ousew e wor s at ome.

Focus on the use of prepositionsin, at, on. Elicit or explain that we use in when

we mean inside something; we use on when we mean on top of a surface; at is

not as prec se. e can say someone s at school, at the hospital, at work, etcetera

mean ng t at t s s w at t ey are o ng now, ut t ey may not e ns e t e u ng

at the moment. Point out that we can only say at home, but we can sayina / the

house. Ask who could be inthe sea. (A fish, or a swimmer.)

onso at on

or assoc at on: as t e c ass to ca out t e wor t ey t n o w en you ca out a

word. For example.

: nurse

: c n c, osp ta , an age, am u ance, etc


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1.6Learning objectives Identify jobs by reading descriptions.

re ct answers to quest ons; sten to c ec .

ent y peop e s o s y p ay ng a game: hats my job?

anguage ocus resent s mp e es o quest ons

oca u ary park (a car), start on

ea or n erence .

A ntro uce t e exerc se an te t e pup s to o t n pa rs. ey s ou e a e towork out the new vocabulary from context.

B ur ng t e c ass c ec , e c t answers e t s:t n num er s a u er .

Answers:

builder 2 air-hostess 3 dentist

4 policeman 5 life-guard 6 zoo-keeper

teac er octor reman

soc a wor er

or safety officer

Introduction

ntro uce t e game hats my job? xp a n t at t s p aye on ra o an te ev s on.

team ave to guess a person s o y as ng quest ons. e person w on y

answer esor o. Elicit the questions on page 4 orally.

ea an pre ct -

A Introduce the text and task. Explain that they are going to hear the gameplayed. The person is a doctor, but the team dont know that. Tell the pupils to

read the questions and write the answers they think the doctor will give.

B e t e pup s to sten an c ec t e r answers. ay . n out owmany got all the answers right. You can use the cassette for pronunciation

practice.

ay t e game

Tell the class that they are going to play the game themselves. Ask a pupil to

come to the front. He/She chooses one of the jobs illustrated on PB4 but only

tells you which one it is.


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Cassette Section 2u zmaster:

g t, a es an gent emen. t s t me to p ay ats my o n t e ru es

re very s mp e. ou want to n a person s o . ou can as any quest on

you like, but ... the answer must be esorNo. Ready, contestant number 1?

octor: es.

oman: o you wor outs e

octor: o.

Man: Do you work at home?

octor: o.

Woman: Do you work with other people?

octor: es.

oman: o you wor n an o ce

octor: o.

an: Do you make things?

octor: o.

oman: o you wear spec a c ot esoctor: es.

Woman: So you work inside, you work with other people, you wear special clothes.

Are these clothes white?

octor: es.

an: o you ave anyt ng to o w t e p ng peop e

octor: Yes.

Woman: Are you a nurse?

octor: o.

oman: o re you a octor

octor: es.


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1.7

Learning objectives Revise past continuous.

anguage ocus ast cont nuous

-quest ons

ocabulary -

o rue a seexerc se rom memory .

A e t e c ass to oo aga n at an qu c y e c t w at t ey can see.Explain that you are now going to find out how good their memories are. Tell them

to close their Pupils Books. Introduce WB1.7A. Tell them to do it individually, then

c ec t e r answers w t a partner.

B Elicit pupils answers. Ask the class to confirm or correct rather than doing it

yourself. If necessary, tell the pupils to look back at the picture to check. (Tell themto c ose t e r oo s aga n mme ate y, owever, so t at t e past cont nuous s use

appropr ate y.

C Pupils correct the false sentences in writing; WB1.7B.

Write questions using past continuous

A oo s c ose . r te t ese quest ons on t e oar :at was t e us- r ver o ng

What were the men outside the cafe doing?

Who was crossing the road?

ere was t e man w t t e st cc t t e answers.

B Books open. Tell the pupils to write more questions about the picture in theircopy oo s, o ow ng t e mo e s on t e oar . rcu ate, c ec ng grammar an

spe ng. ey w use t ese n t e next tage.

Ask questions and answer them from memory PB2 / 3

A Ask the pupils to test your memory. Invite different pupils to ask you onequest on eac . o ensure t at t e w o e c ass s sten ng, say you w not answer

t e same quest on tw ce. oo s s ou e c ose , except or one pup c osen tocheck your answers.

B e t e pup s to wr te s ort answers to t e quest ons t ey wrote n t e rcopy oo s.

C Tell the pupils to work in pairs. One asks his partner all the questions he haswr tten an scores a po nt or a wrong answer. e pup answer ng scores a po nt or

a correct answer. e t em to eep a note o t e r scores. en t ey ave n s e ,

find out who got the best score.


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1.8

Learning objectives Describe an accident in the past and speculate about the causes.

Give reasons orally and in writing.

unctuat on: cap ta s, u stops, quest on mar s.

Language focus Past simple / continuousMaybe for possibility; because for reasons

oca u ary statement

a a out an acc ent n ts causes

Ask the pupils how they think the accident happened. Give the class one possible

reason. For example:

ay e t e tra c g ts turne re su en y.

en e c t more. or examp e:

Maybe the yellow car had to stop quickly.

Maybe the blue car didnt / couldnt stop.

ay e t e r ver o t e ue car was go ng too ast.

ay e e wasn t oo ng w ere e was go ng.

Maybe the brakes didnt work. etc

2 Give reasons why people did not see the accident .

A c t w o saw t e acc ent. e oys outs e t e an , t e g r s near t e tra cg ts, t e man n t e re car, t e man on t e a cony.

B Introduce WB1.8A. Prepare it orally. Elicit sentences with because, for example:

e tax - r ver n t see t e acc ent ecause e was c ean ng s

ax .

he girls outside the bank didnt see it because they were talking. etc

Tell the pupils to choose and write about four of the people. Circulate, checking

progress. ncourage t e pup s to correct t e r own m sta es.

unctuat on .

A Tell the pupils to look at the three pairs of sentences in WB1.8B. Elicit thedifference between the first and second sentence in each pair. (The first has no

punctuat on. e t e pup s to rea t e exp anat on un erneat to n t e names o

t e punctuat on mar s. c t t e erence etween a quest on an a statement.

B Tell the pupils to look at the text at the bottom of the page. Invite someone torea t e wor s a ou . ry to use t s to emonstrate t e act t at rea ng a str ng o

wor s w t out any punctuat on s cu t. xp a n t at punctuat on mar s are very

useful signposts. They give us a lot of information which helps us to understand

what we are reading. Try to convey to your pupils how punctuation is a key to

un erstan ng.

or examp e, cap ta etters an u stops s gnpost a sense group o wor s. ap ta

etters a so s gna names o peop e or p aces.


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C Set the task for WB1.8C. While the pupils are working, write the unpunctuatedtext on the board. When they have finished, invite different pupils to come out and

correct it using different coloured chalk. Tell the pupils to correct their own work as

necessary.


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1.9 anearn ng o ect ves a e notes o n ormat on n a te ep one conversat on.

Use notes to write telephone messages.

anguage ocus resent cont nuous

have to for obligation

First conditional:If I finish before seven, Ill ring him.

oca u ary at t e moment, ta e ow ong w t at ta e

Listen for specific information and scan a text to check answers PB5 WB1.9A CS3, Band 1

A Pupils Books closed. Tell the class they are going to hear a telephoneconversat on etween two oys, re an z z. ctate or wr te t ese quest ons on

t e oar :

Why is Aref phoning Aziz?

Can Aziz meet Tariq?

ay , an , an e c t t e answers. ar q as e m to. e s not sure.scuss poss e reasons w y ar q as e re to p one z z. ay e e a to go

out.)

B Introduce WB1.9A. Tell the pupils to read the questions. Then tell them to listenan wr te s ort answers. ay an .

C n out ow many pup s ave een a e to to wr te t e answers. necessary,replay Band 1. Elicit answers from different pupils, but dont say whether or not they

are correct. Tell the pupils to check their answers by reading the conversation on

PB5. To ensure that they do this by scanning, direct this stage as follows:

e t em to put t e r or oo s open on top o cover ng t e ye ow p ece

text, ut so t at t ey can rea t e conversat on a ove t. s w o t e quest onsn the exercise are about and therefore which speaker they need to read - Aref

r Aziz. Establish that they need only read what Aziz says. Then ask each of the

pup s quest ons an e c t t e answers.

: at s- z z o ng now

: or ng n t e gar en.

T: (How do you know?

P1: He says, Im working in the garden.

: at oes e ave to o a ter t at

: a nt t e ront oor.

: ow o you now

etc

Tell the pupils to correct their answers in WB1.9A.

r te a message an rea or eta to c ec t .

A Introduce Exercise B. Explain that writing the persons name at the top withoutany greeting is the usual way to start a message. Elicit the message orally, getting the

pup s to use t e n ormat on n xerc se . e t e pup s to wr te t e message n

t e r or oo s.

B When the pupils have finished, tell them to check their own work by comparingit with the message on PB5.

assette ect on an s t e text o t e rst conversat on on .


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1.10 an

Learning objectives Take notes of information in a telephone conversation.

Use notes to write telephone messages.

anguage ocus resent ont nuous

ave to or o gat onFirst conditional: If Ifinish before three, Ill come round.

oca u ary come roun

ea or spec c n ormat on an wr te a message . , an

A Introduce the second conversation on PB5. Ask questions about the twor s an a out t e rst two nes. or examp e:

o s t e g r on t e e t on t e r g t

at s una o ng

Introduce WB1.10A. Elicit the task, making sure that the pupils understandthat they must look for the same kind of information as in Exercise WB1.9A in

or er to o t . e t e pup s to ma e notes o w at una says an t en wr te a

message or aree a. rcu ate an c ec progress.

B Elicit some of the messages orally. Focus on any common errors andquest ons t at ar se. en ea w t t e new wor s an p rases.

ewr te a um e message .

Introduce Exercise B. Explain that the message follows the same pattern as the

one on PB5. Elicit which part of the message must be the beginning. (The partw t ssa wr tten on t. e t e pup s to wr te out t e message on a p ece o

paper, t en compare t e r wor w t a partner. ter t e c ass c ec et t em

wr te t n t e r or oo s. o ect t e or oo s or assessment.

3 Perform conversations

s se ecte pa rs o pup s to per orm t e conversat ons on an page .

Cassette Section 3 Band 2 is the text of the second conversation on PB5.


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l.ll

earn ng o ect ves ecogn ze t e og ca sequence o a text.

Copy and improve a story.

anguage ocus ast s mp e

onnect ves an n -wor s:an , ut, so, en

Vocabulary decide (to)

onstruct two stor es rom a ser es o sentences an wr te .

A c t t e nstruct on an c ec t at t e pup s un erstan t e tas . resentdecide to.Demonstrate the task if necessary by eliciting one of the stories. Tell the

pupils to do the exercise one story individually. Tell them to tick one sentence in

eac pa r.

B Elicit both stories orally. Ask different pupils to read out a sentence each.

C up s wr te t e story t ey ave c osen. rcu ate w e t ey are wr t ng. ecan wr t ng, spe ng an punctuat on. ncourage pup s to correct t e r own

m sta es.

2 Preparation for writing an improved version .

A ntro uce . . repare one o t e stor es ora y, e c t ng ow t can emprove us ng t e n -wor s g ven.

Revise the rules for the use of commas when combining sentences: comma before

but and optionally before so;comma between items in a list; no comma before and.

or examp e:

tory : ous was ungry, so e went nto t e tc en. s mot er to

him to wait until dinner was ready, but he decided to go to the

take-away. He got a burger and ate it before he went home.

Story 2: Yousif was hungry, so he went into the kitchen and made himself

a san w c . en e went nto t e gar en. e got a c a r, sat un er

a tree an ate s san w c .

B If you have a good class, you can encourage the pupils to expand on the basicstory. Ask questions to elicit further details, for example:

at t me was tere was t e ta e-away

id he meet any friends there? etc

Elicit or demonstrate how the details can be included in the story.

r te t e mprove story .

e t e pup s to wr te t e mprove story. ou can ave t em wr te a rst ra t n

their copybooks. Circulate, checking and giving guidance. There should be very few

mistakes when they write the final draft in their Workbooks.

o ect t ese or assessment.


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1.12

earn ng o ect ves ecogn ze t e og ca sequence o a conversat on.

Complete one speakers part of a conversation.

anguage ocus -

Vocabulary come along (= ome too), come over, suppose, sure (= of course),

missing (parts), *on my own, *youd better make time

s exerc se type, a an sten a ogue, g ves pup s pract ce n carry ng on

s ort, contro e conversat ons us ng natura , omat c ng s . e a m s to get t e

pupils to listen to each other carefully.

1 Preparation

r te t e o ow ng on t e oar :

en s a we meet even o c oc .How about six oclock?

x s ne. Seven is too early.

ow a out e g t, t enOK. See you at six.

emonstrate ow two erent conversat ons can e ma e, us ng t e c o ces g ven.raw arrows to s ow t e sequence o eac conversat on.

2 Make conversations .

A v e t e pup s nto pa rs, an . e t e s to oo at or oo pagean t e s to oo at page . xp a n t at t ey can on y see t e r a o t e

conversations. Tell them to read these and underline anything they dont understand.

Elicit and explain the new language.

B se open pa rs to emonstrate onversat on .

Note:The aim is to get the pupils to speak rather than read aloud. Explain this andtell the pupils to try to read each line silently, then look at their partners as they say

it. If they forget the words, they can read the line again silently but should look up

ga n w en spea ng.

C Tell the pupils to continue in simultaneous pairs. Circulate and listen. Dont letthe activity go on too long.

D e t e pup s t ey can now sten to t e conversat ons on t e cassette. ou canuse the recordings for pronunciation and intonation practice. Note that you can use

these conversations again.

E ave some pa rs per orm t e conversat ons.


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3 Complete a conversation in writing WB1.12B

AIntroduce the exercise and prepare it orally. Elicit as many different versions asposs e.

B Tell the pupils to complete the conversation in their Workbooks. Circulate,helping and checking.Sample answers:

- o t e osp ta .

- o, m not.

- I went to see my friend, Issa.

- Hes broken his leg.

- ot or a w e.

rans er

Ask the pupils:Have you

teacher's book 4

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