7 A CB U1_7A CB U1 11/20/16 11 :21 AM Page i

HIS MAJESTY QABOOS BIN SAID, SULTAN OF OMAN

&
7B TB intro_Layout 1 5/25/17 11:24 AM Page 3

English for Me
Grade 7B Teacher’sbook

Preparation:
This material has been produced, designed and
managed by a committee formed by the English
Language Curriculum Section of the Department of
Human Sciences Curriculum Development,
Directorate General of Curriculum Development at
the Ministry of Education.

© Ministry of Education, Sultanate of Oman 2018

All rights reserved.

7B TB intro_Layout 1 12/13/16 1:57 PM Page 4
7B TB intro_Layout 1 12/13/16 1:57 PM Page 5

Contents

Contents map ii

Introduction vii
1. The course vii
2. Assessment and evaluation xv
3. Activities xvi
4. Classroom management xviii
5. Course components xxi

Detailed teaching notes

Unit 1 My generation 1
Unit 2 Health and illness 33
Unit 3 Animals in danger 69
Unit 4 Celebrations 99 m
-

Unit 5 The future 129

Specific objectives 156

Cross-curricular links 157

Alfred font 158

Additional poster activities 160

Photocopiable pages 165

i
Contents
Contents map

Students will leam

learn how to
to:: Main language

• Talk about life in the present and the past • [Ali] is wearing the traditional dress of [Morocco]
• Ask and answer questions about time • Tariq finishes his talk . . . at [ten past ten].
• Make sentences about the past in relation to • What time do [Vicky and Maha] start?
Unit 1 the present using ‘ago’ • Years ago, people used oil lamps for lighting.
• Listen to a variety of texts for general • Now, people use electricity.
My understanding and for specific information • The house had [a flat roof]. It didn’t have [any
• Read a variety of texts for general windows].
generation understanding and for specific information • Where did you go to school?
• Write a description of a traditional house, and • How long ago did Tariq [learn to ride a bike]? [Five
of a memory years] ago.
• Interview a family member about life in the past • How long ago did you [eat an ice-cream]?
• Plan and organize a piece of writing
• Analyse paragraphs in a story
• Recognise and identify stress patterns in two,
three and four syllable words
• Discuss ways of learning new words

• Talk about common illnesses and injuries • What’s the matter?

• Learn about famous people in medicine and • I’ve got [a headache].
Unit 2 science • What’s wrong with Ahmed?
• Talk about healthy and unhealthy foods • He’s got a [stomach ache].
Health and • Give advice using ‘should’ or ‘shouldn’t’ + • You didn’t come to school [yesterday].
main verb • I’ve got [have got] a cold.
illness • Listen to a variety of texts for general • You should [go and see the doctor].
understanding and for specific information • You shouldn’t [play football today].
• Read a variety of texts for general • I’ve got [a bruise].
understanding and for specific information • I burned my hand. I cut my finger.
• Read and understand a longer, more
complex story
• Understand and use apostrophes in
contractions
• Write a short biography
• Make an information booklet about healthy
living
• Recognise and use the soft and hard ‘g’
sounds in common words
• Discuss ways of preparing for reading

ii
Contents map
 Vocabulary Skills and strategies Activities

• Countries: India, Japan, Morocco, Oman, • Apply prior knowledge • Design and make a badge
Scotland, Tanzania • Categorise • Sing a song
• Traditional dress: dishdasha, jellaba, kilt, • Use deductive reasoning skills • Write descriptions
kimono, rubeka, sari • Ask and answer questions to find out • Play a game
• Past and present: electricity, henna, herbal factual information • Read and match
treatment, oil lamp, tent • Ask and answer questions to find out • Read and sequence
• Types of traditional houses: bait al qufl personal information • Take part in quizzes
house, barasti house, , round house • Read a variety of texts for general • Do a project: interview a family
• Topic areas: education, employment, understanding and specific information member
entertainment, health, transport • Listen to a variety of texts for general • Write a Learning Journal
• Structure of a story: conclusion, events, understanding and specific information
introduction, paragraph, setting • Recognise and understand paragraph
• Adjectives: exact, frightened, general, structure
modern, particular, sensible, specific, • Recognise and identify stress patterns in
traditional two, three and four syllable words
• Verbs: (past tenses of regular and irregular • Recognise the stress, rhythm and intonation
verbs), accept, shuffle patterns of English through a song
• Time expressions: five past [eight], half past • Conduct an interview
[three], o’clock, quarter past [five], quarter • Discuss letters to a problem page and write
to [ten], ten to [seven] a reply
• Other language: blood, cable car, category, • Independent learning skills: plan work,
coffee powder, coin, conference, daily interview, research information, write, check
routine, dentist, generation, hug, in relation spelling and punctuation, reflect on what
to, memory, pile, pillow, programme, score, skills they are good at, record stages of a
time expression, time line, tooth fairy, topic project, write a Learning Journal
heading
4

• Common
Common illnesses
illnesses: boil, cold, cough, • Apply prior knowledge • Sing songs
earache, headache, sore throat, stomach • Categorise • Write a short biography
ache, temperature, toothache • Use deductive reasoning skills • Read and match
•DDiseases
iseases: cancer, cowpox, diabetes, heart • Ask and answer questions about • Read and sequence
disease, smallpox people’s health • Read and discuss a story
• Medicine
Medicine: anaesthetics, antibodies, bruise, • Give advice about health related topics • Play a game
cough sweets, First Aid (box), germ, health, • Read a longer, more complex text for • Take part in quizzes
illness, injury, insect bite, operation, pain, general understanding and specific • Do a project: make an information
patient, physician, plasters, radium, sling, information booklet
surgery, swollen ankle, vaccine • Listen to a variety of texts for general • Write a Learning Journal
• Adjectives
Adjectives: aching, afraid, difficult, understanding and specific information
enormous, hard, hot, incorrect, nasty, old, • Write a short biography
overweight, painful, raw, sad, scared, • Write an information booklet about
serious, small, supple, swollen, tall, terrible, healthy living
thoughtful, tiny, unhappy, wrong • Recognise and use adjectives
• Verbs
Verbs: (past tenses of regular and irregular • Recognise and use the soft and hard ‘g’
verbs), bend, bleed, burn, cut, give advice, sounds in common words
hurt, prevent, protect, scratch, stretch, • Recognise the stress, rhythm and
support, take charge, translate, twist intonation patterns of English through
• Grammar
Grammar: apostrophe, contraction songs
• Other
Other language
language: dairy maid, embarrassed, • Independent learning skills: plan work,
emergency, encyclopedia, experiment, research information, write, check
expiry date, fitness, instrument, junk food, spelling and punctuation, reflect on
lifestyle, marathon, safety pin, sample, reading strategies, record stages of a
squirrel, stamina, strategy project, write a Learning Journal

iii
Contents map

±\
/
 Contents map
Students will leam
learn how to
to:: Main language

• Talk about endangered animals • Why is [the blue whale] in danger?

• Discuss why some animals are in danger • Where did [the mammoth] live?
Unit 3 • Ask and answer questions about extinct animals • What did [the quagga] look like?
using the past simple • If we stay silent, more animals will die.
Animals in • Talk about endangered animals using the first • If we stop poaching, the animals will survive.
conditional • If the forests disappear, there will be more deserts.
• Listen to a variety of texts for general • Leaflets are used to . . .
danger understanding and for specific information • A leaflet should be . . .
• Read a variety of texts for general understanding
and for specific information
• Read and understand factual information about
endangered animals
• Analyse a leaflet
• Discuss leaflets and their purposes
• Make a leaflet about an endangered animal
• Recognise and use suffixes
• Recognise and use the silent ‘r’
• Discuss ways of getting started on a project

• Talk about celebrations around the world • What’s the capital of [Oman]?
• Read and understand factual information about • When do we use [commas]?
Unit 4 celebrations • Would you like to go [ice skating]?
• Develop a greater understanding of • I’d like [an ice cream].
punctuation • Asel likes [football].
Celebrations • Make and respond to invitations • How about [tennis] then?
• Listen to a variety of texts for general • What about [going shopping] then?
understanding and for specific information • Yes, that’s a good idea.
• Read a variety of texts for general
understanding and for specific information
• Read and understand a longer, more complex
story
• Recognise and understand paragraph structure
• Write about a celebration
• Write an invitation to a celebration
• Recognise and use different parts of speech
• Recognise the blends ‘oa’ and ‘ow’ in words
that have the same ‘o’ sounds
• Discuss ways of improving their writing skills

iv
Contents map
 Vocabulary Skills and strategies Activities

• Animals
Animals: Arabian leopard, Arabian tahr, blue • Apply prior knowledge • Read a poem
whale, giant panda, hedgehog, lynx, macaw, • Categorise • Read and match
marine iguana, orang-utan, oryx, rhino, • Use deductive reasoning skills • Read and sequence
seagull, tiger, turtle • Ask and answer questions to find out • Listen and sequence
• EExtinct
xtinct animals
animals: dodo, mammoth, passenger factual information • Do a jigsaw reading
pigeon, quagga • Read a variety of texts for general • Do a project: make a leaflet
• Items of litter
Items of litter: bottle cap, building material, understanding and specific information • Write a Learning Journal
cigarette butt, food container, glass bottle, • Listen to a variety of texts for general
plastic bag (bottle), pull tab, rope understanding and specific information
• FFarming
arming: fertilizer, food chain, pest, pesticide • Listen to longer, more complex texts
• Adjectives
Adjectives: attractive, endangered, extinct, • Write simple sentences using the first
helpless, silent, straight, wavy conditional
• Verbs
Verbs: (past tenses of regular and irregular • Identify and use the suffixes ‘-er’, ‘-or’, ‘-
verbs), conserve, design, hunt, injure, poach, ion’, ‘-ation’
poison, pollute, produce, protect, rescue, • Recognise and identify the silent ‘r’
spray, support, survive • Recognise the stress, rhythm and
• Grammar
Grammar: first conditional intonation patterns of English through a
• Other
Other language
language: bred, breeding, charity, diet, poem
extinction, habit, habitat, horn, leaflet, litter, • Analyse and understand the purpose of a
loss, pollution, ranger, reserve, trapped leaflet
• Independent learning skills: plan work,
research information, write, check spelling
and punctuation, reflect on what skills
they are good at, record stages of a
project, write a Learning Journal

• Celebrations
Celebrations: bonfire, carnival, float, • Apply prior knowledge • Do a reading race
lantern, National Day, samba, sari • Use deductive reasoning skills • Read and match
• Punctuation
Punctuation: capital letter, comma, full stop • Use visual clues to predict meaning • Label a map
• Hobbies
Hobbies: judo, roller skating • Ask and answer questions about countries • Do a role play
• Adjectives
Adjectives: disappointed, glorious, grizzly, and capitals • Act out a conversation
spoilt, upset • Make, accept and refuse invitations • Read and discuss a story
• Verbs
Verbs: (past tenses of regular and irregular • Read a variety of texts for general • Write an invitation
verbs), celebrate, describe, hug, introduce, understanding and specific information • Create a verse of a song
invite, scratch, squeeze • Listen to a variety of texts for general • Do a project: design a brochure
•MMusical instruments in
usical instruments in sstory
tory: banjo, understanding and specific information • Write a Learning Journal
clarinet, guitar • Write a simple description of a celebration
• Other
Other llanguage
anguage: blowhole, brochure, event • Write a letter of invitation to a celebration
map, facilities, frankincense, heritage village, • Identify and use words spelled with ‘oa’
invitation, perfume, pile, vegetable patch and ‘ow’ that have the same ‘o’ sounds
• Writing
Writing route
route: check, draft, edit, organise, • Recognise the stress, rhythm and
plan, re-draft, revise intonation patterns of English through
songs and rhymes
• Independent learning skills: plan work,
research information, write, check spelling
and punctuation, reflect on how to
improve writing skills, record stages of a
project, write a Learning Journal

v
Contents map

±\
/
Contents map

team how to
Students will learn to:: Main language

• Talk about life in the future in Oman • There will be [trains driven by robots].
• Talk about their own lives in the future • What are you going to do [this afternoon]?
Unit 5 • Use ‘will’ to make predictions about the future • I’m going to [the cinema].
• Talk about their plans for the immediate future • Do you think there will . . .?
The future using ‘going to’ • Yes, I think there will. No, I think there won’t.
• Listen to a variety of texts for general • What kind of house will you live in?
understanding and for specific information • What kind of [computer] will you have?
• Read a variety of texts for general understanding • There will be [more space]. There won’t be [any
and for specific information daylight].
• Express a personal opinion in response to a • We won’t [wear uniforms].
question
• Write about an invention of the future
• Develop a greater understanding of prefixes
• Develop a greater understanding of syllable
stress
• Make a Learning Journal Profile

Vocabulary Skills and strategies Activities

4
• Technology
Technology:: design, hi-tech, machine, • Apply prior knowledge • Design and write a brochure
Media Resource Centre, robot, video • Use deductive reasoning skills • Say a chant
conference • Ask and answer questions to find out • Read and match
• Jobs
Jobs: businessman, businesswoman, about life in the future • Do a reading race
fashion model, inventor, tour guide • Make predictions about life in the future • Invent an object of the future
• Education
Education: business studies, college, • Read a variety of texts for general • Read and discuss a story
engineering, lecture, research understanding and specific information • Play a board game
• Adjectives
Adjectives: advanced, adventurous, • Write a paragraph about a partner’s life in • Do a project: design a classroom of the
amazing, energetic, entertaining, the future future
extraordinary, ideal, luxury, transparent, • Discuss the advantages and disadvantages • Write a Learning Journal
underground, underwater of living in an underground city • Complete a Learning Journal Profile
• Verbs
Verbs: (past tenses of regular and irregular • Listen to a variety of texts for general
verbs), diagnose, explore, float, predict understanding and specific information
• Other
Other language
language: ant, attraction, ballroom, • Identify the sounds of regular verb
banner, board game, concert hall, endings
contraction, counter, dice, extract, float, • Write a description of a classroom of the
function, future, jellyfish, kitten, object, future
opportunity, prefix reservation, shipwreck, • Recognise and identify stress patterns in
surface, symptom, tunnel, zone two, three and four syllable words
• Recognise the stress, rhythm and
intonation patterns of English through a
chant
• Independent learning skills: plan work,
interview, research information, write,
check spelling, reflect on what skills they
are good at, record stages of a project,
write a Learning Journal, complete a
Learning Journal Profile

vi
Contents map
7B TB intro_Layout 1 12/13/16 1:57 PM Page 11

Introduction
1 The course
1.1 Description of the course • to encourage students to be actively involved
u English for Me Grade 7 is the third level of the in the learning process.
new English curriculum for students in the
second cycle of the Basic Education school • to encourage students to reflect on, and
system. As such, a conscious effort has been evaluate, their own progress through self-
made to provide a bridge from the approaches evaluation tasks.
for younger students used in Cycle 1 to
approaches suitable for slightly older students. • to encourage students to develop independent
However, as with earlier grades, motivation and learning strategies.
interest remain key considerations in the learning
process. Topics have been chosen for their • to encourage students to co-operate with
interest and relevance to the age group rather their peers and help each other to learn.
than determined by language.
• to encourage students to develop a positive
u Key areas of language that students were attitude towards, and take an interest in, their
exposed to in Grades 1 - 4 are systematically own and different cultures and peoples.
recycled in Grades 5 - 8. This recycling provides
a firm foundation on which students can build. In • to support teachers by providing systematic
addition, some key characters from Cycle 1 have lesson guidance.
been retained in order to provide a link with the
previous years of learning English. At the same
time, new characters have been introduced to 1.3 Methodology
show students that this is a new course. These u The English for Me methodology is based on an
new characters provide a vehicle for students to integrated, multi-layered approach to language
access information about students from English- learning, with functional and grammatical aspects
speaking cultures, as well as other cultures. of language, skills, vocabulary, pronunciation and m
-

learning strategies developed through key topics.

u Whilst recognising that students of this age are
slightly more mature, and able to deal with more Language
analytical activities, it is also important to u The key emphasis in English for Me is an
remember that they are still young. It is inductive approach to language learning. Students
therefore very important that there is still an are asked questions which lead them to discover
element of fun in their language learning. For this language patterns and grammatical rules for
reason, games, songs, stories and puzzles remain themselves. By doing this, they become active
key features of the course. participants in the learning process, not passive
receivers of knowledge.

1.2 General aims u Occasionally, however, where it is thought to be

u The general aims of the course are as follows: more appropriate, a deductive reasoning
approach is adopted. In these instances, students
• to maintain students’ interest and enjoyment are given a brief description of a rule and asked
in learning English. to apply it in the activities which follow.

• to contribute to the development of students’ u The structure of the course provides for
linguistic, intellectual, social, emotional and recycling and revision of key functions and
physical skills. grammar, to take place at the same time as a
gradual focus on new language. Recycling of key
• to enable students to use English for a language throughout the course helps deal with
purpose, and to regard English as a means of the varying rates of learning.
communicating real information.
u Throughout the course, there is a gradual input
• to raise students’ awareness of how language of basic grammatical terms so that students can
operates as a rule-based system. gradually build up their knowledge of English.
This ability to use basic grammatical terms
vii
Introduction
7B TB intro_Layout 1 12/13/16 1:57 PM Page 12

appropriately is important if students are to section at the back of the Classbook is a useful
work out rules for themselves. resource for students wanting to check the
spelling of key vocabulary.
Vocabulary
u Helping students to develop a wide vocabulary The Four Skills
is a major aim of the new English curriculum. u In English for Me, the four skills are systematically
The vocabulary in the course is generally developed within an integrated framework.
presented in lexical sets arising out of the key Although skills are not taught in isolation, there
topic of a unit. Most activities begin with may still be more focus on one particular skill in
students trying to recall how much vocabulary a given activity. Wherever possible, skills are
they know about a particular topic. Their developed through responses to real tasks which
knowledge is then broadened through generally require the use of at least two skills.
interacting with the texts and activities in the
units. This vocabulary is then recycled in later Listening
units. This process of recall and recycling occurs u The listening material in earlier grades exposed
continually throughout English for Me. students to native speaker models of English
spoken at a nearly natural pace. The aim was to
u English for Me includes a range of both active provide students with authentic models of
and passive vocabulary. The active vocabulary spoken English reflecting natural patterns of
has been selected for its usefulness and high stress, rhythm and intonation. This approach
frequency use in real communication. The continues in the Grade 7 listening material.
passive vocabulary has been selected on the
basis of providing semi-authentic examples of u Usually, the difficulty of a listening task is
language that enrich the topics and situations determined by the type of task rather than by
presented in each unit. Encountering the level of the text itself. It is therefore essential
vocabulary which they are expected to that you check that students understand the
understand, but not use actively, helps students nature of the task before they start to listen. The
to learn to deal with new vocabulary by listening activities in the course should be used
looking at it in context. to teach, not test.

u The active vocabulary for each unit is specified Getting ready for listening
in the unit aims. There is an increased content u Pre-listening tasks help students prepare for the
of active vocabulary in each unit. However, the listening text ahead, and thus make them better
majority of active vocabulary in any unit is equipped to deal with it. All listening activities
recycled. This helps students to expand the are presented within the context of the topic of
amount of new vocabulary they learn, and also the unit, and this helps students predict possible
aids the storing and recall of vocabulary already answers. Helping students remember what they
learned. already know about a topic also prepares them
for the language and ideas they are about to
u Throughout the course, students are hear. Before listening, reassure students that they
encouraged to look at ways of storing words do not need to understand every word.
and expressions, and create their own
dictionary pages in their exercise books. To While listening
begin with, these may just include words and u With the right preparation, during listening
pictures, but as they develop confidence they students should be able to focus on
should be encouraged to name the part of understanding the message itself.
speech, and write the word in an original
sentence that reflects its meaning. In addition Post listening
to the key vocabulary, students should be u When students have completed the listening
encouraged to add words that interest them activity, encourage them to check their ideas in
on a personal level. They may be words in pairs or groups. This helps to develop their self-
stories, songs or jokes, or words that look confidence before any whole class checking.
interesting or sound funny. The Word Store

viii
Introduction
7B TB intro_Layout 1 12/13/16 1:57 PM Page 13

Speaking new, or with enjoyment through stories and

u There is particular focus on giving and asking for games, puzzles and songs. Whilst reading texts
personal information through interviews, surveys are becoming more extensive, vocabulary is still
and other personalisation activities. There are carefully controlled.
also acting out and basic role play activities. The
songs, rhymes, poems and stories in the course u Reassure students that they do not have to
encourage students to imitate the models they worry about understanding every word, whether
hear on the CD. This helps them become they are skimming the text for general meaning
sensitive to the rhythm and intonation patterns or scanning it to pick out specific information. It
of English through simple repetition, as well as is very important to develop a positive approach
building confidence. The pair work, group work to reading so that students view it as an
and games activities, although based on a given interesting challenge rather than a tedious chore.
model, encourage students towards a freer use
of the language within a controlled situation. Getting ready for reading
The element of choice in these activities u As with listening tasks, it is important to spend
encourages students to begin gradually time preparing for a reading task. This should
manipulating the language for themselves. include drawing on students’ previous knowledge
about the subject matter, using visuals to aid
u It is important that students see that there is a understanding and looking at key vocabulary to
reason for speaking. All the activities are help students predict the general content of the
presented within the framework of the unit text. The detailed teaching notes very often
topic and provide a real purpose for speaking. suggest ways of arousing students’ interest in the
This may be to find out information about text before they begin reading.
friends in the class; to ask for factual information
about a topic; to express opinions about a topic u As a number of the reading texts in Grade 7 are
or story; to play a game; or simply, to sing a quite long, students are often asked to read
song or tell a story. them at home before the lesson. Reassure
students that they do not have to understand
u Teachers should always encourage students every word of a text, but they should try and get
and not make them feel self-conscious about a general sense of the meaning, to familiarise
speaking in English. Always praise them for themselves with what it is about before doing it
their efforts, regardless of the level of accuracy. in class.
Don’t interrupt students and correct them as
they are speaking, but praise their utterance, While reading
then re-phrase and repeat it correctly yourself. u Encourage students to work out the meaning of
vocabulary as they come across it, using the
Reading context and any accompanying visuals to help
u English for Me Grade 7 continues to develop them.
both top-down and bottom-up reading
strategies through a variety of activity and text Post reading
types. Text types include stories, songs, e-mails u It is important to get students to respond to
and letters, dialogues, factual pieces of what they have read, rather than just answering
information, games and instructions. some set questions. Find out what they thought
about the reading text. If it was a story, ask
u Students are exposed to longer reading texts in whether they enjoyed it, and to give their
Grade 7, which build on the gradual reasons. How many characters were there, and
development of reading skills and progressively which character was their favourite? If the text
longer pieces of text than in earlier grades. was factual, what new information did they
Students are encouraged to read for the same learn? What did they find interesting, strange,
reasons as in their first language - to find out etc?
something they did not already know, or for
pleasure and entertainment. The texts in Grade u Please do not encourage students to read texts
7 have been designed to provide students with aloud unless this is to recite a poem, act out a
real information, so that they learn something play or story, or as a rubric check. Reading aloud
ix
Introduction
7B TB intro_Layout 1 12/13/16 1:57 PM Page 14

is time-consuming and can be inhibiting. It forces students to correct their own mistakes and build
students to concentrate on what they are saying in an element of peer correction. Apart from
rather than on what they are reading. This very providing opportunities for students to discuss
often means that the meaning is lost. Reading their work together, it also enables them to see
words and sentences aloud was done in Cycle 1 how others - the audience - view their writing
for specific purposes. But as students progress, and ideas.
they have to learn to read silently..
Spelling
Writing u In each unit, ten key words have been selected
u The writing activities in English for Me, particularly for students to learn to spell, using a particular
the more extensive activities, generally appear method – the Look, Cover, Write, Check
towards the end of a unit. This is to ensure that method. This method was first explained and
students have had plenty of exposure to the practised in Grade 5A. The spellings to be
language they need for the writing activity. It is learned are selected in the first few lessons of
important that time is spent building up this each unit but not tested until the end, so that
language, and that a model is provided on which students have plenty of opportunity to become
they can base their work. familiar with them. In addition, a few other
words are selected to give further spelling
u In Cycle 1, students generally wrote isolated practice.
words and phrases. But in Cycle 2, the activities
have progressed to a more mature level where u In some units, the spellings to be learned do not
they write short paragraphs about themselves or appear until quite a long way through the unit.
about the topics in the units. This was The material in this new version of Grade 7B has
introduced in Grade 5, and continues through to be covered within a shorter time than in the
Grades 6 and 7. former version. Because of this, there is
sometimes no opportunity to introduce the
u In Grade 5A, students were introduced to a spellings in the early lessons of a unit. However,
Writing Route which guided them through the if teachers prefer to give the spellings to students
stages of process writing so that they could see earlier, and can make time to do so, that is fine.
the importance of planning, drafting, re-drafting
and checking their work. The same Writing Writing posture, pen grip and paper position
Route appears again on page 165 of the u Throughout the semester, you should check
photocopiable pages at the back of this regularly students’ writing posture, pen grip and
Teacher’s Book, for the teacher to copy and the position of their paper.
distribute to their class. The teacher should go
over each of the stages, and remind students to Posture
follow the procedure outlined in the Writing • Students should be encouraged to sit well back
Route whenever they are asked to carry out a on their chairs in order to give themselves
writing activity. maximum stability. They should have both feet
firmly on the floor
u It is important that you familiarise yourself with
the ‘Alfred’ font before beginning to check • Students’ arms and hands should rest on the
students’ letter formation. This is the new font writing surface. Their free hand should control
used in Basic Education, and is quite different from the paper.
‘Sassoon’. You will need to get used to modelling
it accurately for your class. The complete lower • Students should not sit hunched over their work.
case and upper case letters are shown at the back This is generally caused by a student being too
of this book, on pages 158 - 159. tall for their chair and table. If this occurs, you
should discreetly arrange for a table and chair of
Correction a more appropriate height to be provided.
u Students’ work will inevitably contain mistakes.
Be sensitive in your correction and do not Pen grip
attempt to highlight and correct every error • Check the grip students hold their pen with: the
made, as this can be demoralising. Encourage pen should be positioned between the thumb

x
Introduction
7B TB intro_Layout 1 12/13/16 1:57 PM Page 15

and the first finger, with the second finger acting co-operation, adaptability and sharing. Students
as a support. can contribute their particular skill or knowledge
to group work. The artist, the science expert,
• A student’s pen/pencil grip should be the actor – all will be pleased to use their special
comfortable and relaxed. It is important that talents to make their group work successful.
students do not adopt awkward pen holds, as
this will restrict the speed of their writing later u The development of effective learning strategies
on. can aid students in their language learning. Each
unit in the course includes the use of a variety of
Paper position strategies such as comparing, classifying, applying
• The page should be positioned at an angle of prior knowledge, problem solving, sequencing,
approximately 30 to 40 degrees to the right, or predicting outcomes, inferring meaning from
left, of the student, according to their preferred context, making generalisations, and so on.
writing hand, and not directly in front.
u A summary of the concepts and cross-curricular
• There is no exact position for all students, but links in this course can be found at the back of
care must be taken that they adopt the most this Teacher's Book on page 157.
comfortable position to allow them to make
relaxed and fluid movements across the page. 1.5 Dealing with student diversity
u Students learn at different rates and in different
The left-hander ways. Traditionally, they have been classified as
• Encourage the left-hander to try to hold their ‘weak’ or ‘strong’ because of this. However, this
pen/pencil farther from the point. This allows is often not the case. What it means is that
them to see what they have written. students develop at different rates in different
areas of thinking. Individual students have
• If possible, sit the left-handed student on a different levels of ability in mathematical, verbal,
slightly higher chair. This will allow them to see creative and physical expression, and preferences
over the top of their piece of work. as to which of these skills they use.

u English for Me provides opportunities to support

• Left-handers often hold the pen/pencil very
tightly. This can cause discomfort. If possible you
these individual differences by giving equal
may want to provide a pen/pencil grip.
opportunities to students with different learning
styles. This is achieved through activities that
• Left-handers need space on their left-hand side.
draw on non-linguistic skills such as knowledge
They should not be positioned to the right of
about other subjects, the ability to draw,
another student or next to the wall.
competence in logical thinking, etc. This allows
students with varying abilities to make positive
• The writing page should be positioned to the left
contributions to activities.
of centre and tilted slightly to the right. This will
u The variety of topics should mean that all
give the student more freedom of movement.
students should be able to find something of
1.4 Cross-curricular links
u In order to complete many of the activities in
interest. Many activities allow students to
respond at different levels of understanding. The
the course successfully, students are asked to use pair and group work activities encourage them
skills they have developed across the curriculum. to work together and learn from each other.
For example, when they are asked to do a class The reading and listening tasks are usually
survey, they must know how to collect and graded, allowing ‘weaker’ students to answer
classify the information needed and represent it some questions and ‘stronger’ students to be
accurately. This involves not only simple challenged by others.
mathematical skills, but also interpersonal skills,
u Finally, at the end of each unit students are
learning strategies and critical thinking.

u The inclusion of pair and group work involves

asked to reflect on their own progress. This self-
evaluation helps them see their own strengths
and weaknesses and can be useful in
xi
Introduction
7B TB intro_Layout 1 12/13/16 1:57 PM Page 16

encouraging them to pay more attention to u All units have a project, and Units 2, 4 and 5
particular aspects of their learning. have a story as well. In earlier grades there were
more stories than projects, in order to appeal to
u English for Me also provides a variety of the interests of younger students. However, in
additional activities for students who finish Grade 7 the focus has shifted from stories to
activities before others. Students need to be projects, in keeping with the abilities of a slightly
made aware of all of these resources and older age group.
activities at the beginning of the semester. At
certain stages of the course, you may feel that u The projects are designed to give students an
you need to set some of these activities for opportunity to carry out simple research and to
groups of students while you work with others produce personalised work which encourages
who are encountering difficulties. freer writing. The purpose of the stories is to
help students enjoy reading, and to encourage
The activities are as follows: them to want to read beyond the classroom.
1. Extra tasks The following stories and projects occur in
In each unit, there is an extra task in the Grade 7B.
Classbook. These appear on pages 6, 24, 32, 40
and 57. They are all open-ended activities. It is Unit 1 Project: Interview a family member
suggested that they are either done as optional about life in the past
activities in class if there is time, or as homework Unit 2 Story: The Riding Accident
activities. If there is no time, they can be Project: Make an information booklet
omitted. They require no additional material. about healthy living
Unit 3 Project: Make a leaflet about an
2. Poster activities endangered animal
There are a variety of additional poster activities Unit 4 Story: The Birthday Party
included in the photocopiable pages at the back Project: Make a brochure about a hotel
of this Teacher's Book (see pages 160 -164). Unit 5 Story: A Walk in the Wadi
These are activities that can be posted on the Project: Design a classroom of the
classroom wall near the poster, and are very future
useful for those students who finish before
others. They can be done independently of the u Grade 7 of English for Me is divided into five
teacher. units per semester, with fifteen lessons in a unit.
It is important to teach a complete lesson and
1.6 Unit design not to start a new lesson at the end of a lesson
u The design and content of the units have been if you finish early. If you do finish a lesson early,
developed out of the methodology underpinning use one of the additional activities, or get
the curriculum and the translation of these students to sing one of the songs, or do a
theoretical ideas into manageable practice. Each related TPR activity.
unit of work is organised around a central topic
and provides enough material for fifteen 35- 1.7 Lesson design
minute periods. u Each lesson has been laid out as clearly as
possible so that teachers can follow the structure
u Each unit has a language focus where students easily. At the beginning, there is a You Will
do simple analysis activities related to the key Need section with information about equipment
functions or grammar of the unit. The Robby the and posters that will be required. Information is
Robot character, which was introduced in the also given at the end of a lesson about anything
Skills Book in Grade 5A, indicates that students the teacher needs to do before the next one.
are going to do an activity where they have to Some activities can be put on an OHT
think about some aspect of language. It may be a (overhead transparency) in advance, but if
simple functional or grammatical analysis, or a teachers do not have access to an OHP
focus on some aspect of spelling, punctuation, (overhead projector) it doesn’t matter as the
phonics, or generally working with words (how activities can be copied onto the board. Because
to store them, how they are sequenced, etc.). of time restrictions, it is recommended that as
much as possible is prepared in advance, and
xii
Introduction
7B TB intro_Layout 1 12/13/16 1:57 PM Page 17

that teachers familiarise themselves thoroughly u The Project Record Sheets at the back of the
with each lesson before teaching it. Skills Book help students plan, organise and
review their work systematically.
u At the beginning of each lesson, there is also a
box which contains key information about what 1.9 Portfolios
students will be doing in that lesson and the u Portfolios, which were introduced for the first
target language and vocabulary to be focused on. time in English at Grade 5, continue to be used
From this information teachers will be able to in Grade 7. They are particularly useful as a way
see at a glance what the lesson will cover. Not of helping students to develop independent
all the vocabulary has been listed in every lesson, learning skills.
just key words.
u A portfolio is an ongoing collection of a
u The activities in each lesson have been divided student's work, usually kept in a file or folder. It
into Tasks. There are usually three or four tasks should include a wide range of work produced,
in a lesson. The tasks have been further and provide opportunities for learning, teaching
subdivided into Steps, which have been laid out and assessment. It is a collection of both work in
simply and clearly for teachers to follow. Timings progress and finished work. It may contain
have been suggested for each Task, but if reading reports, writing assignments (including
teachers find they need more or less time to do drafts), pictures, book reviews, project reviews
a task, they should not worry. It is up to teachers and sample material, quizzes, etc. Eventually, it
to use their own judgement about how to may also include comments from a student’s
prioritise activities, as they know best what their peers and parents.
students need most practice with. If time is
short, some steps may need to be shortened or u Portfolios are valuable learning and teaching
even cut, or students asked to complete them tools. They can be complex to set up and
for homework. monitor, however, and teachers and students

u Many lessons contain a Warm-up activity, and

who are new to portfolios will need time to
become familiar with them. Initially, the majority
also allow time for checking homework if this of the work to be included in the portfolio will
has been given in the previous lesson. It is also be specified in the course until it becomes a
indicated when Skills Books should be collected natural part of classroom practice.
for checking, but teachers may feel they want to
collect them more often – again this is up to u In the Classbook and Skills Book, a character
teachers’ own judgement. called Portfolio Pete appears beside a portfolio

u Any information which teachers should specially

activity. He serves as an indicator to students
that they should place that particular item of
note is indicated by a triangular flag symbol. work in their portfolios. The same character
appears in the Teacher’s Book beside any activity
u This is different from the flag symbol used to involving portfolios.
A
indicate an opportunity for teachers to assess
their students. u The use of portfolios will vary from class to class
and teachers will need to use their own
1.8 Project work judgement about when and how to use them.
u Project work is made full use of in English for Me. You may find it useful to use the following
It enables students to work at a pace and level strategies to remind students about portfolio
suitable to their individual learning abilities. work.
Projects can promote cross-curricular links, and
enable students to respond at different levels of 1. Introducing the portfolio
understanding and in different ways to the topics Discuss with students the reasons for using a
researched. They are particularly useful as a way portfolio. Help them understand the process of
of helping students to develop independent creating a portfolio. At this stage, you may want
learning skills, and follow particular areas of students to cut out the My English Portfolio page
interest. (page 91 at the back of the Skills Book) and put
it at the front of their portfolios. You will need to
xiii
Introduction
7B TB intro_Layout 1 12/13/16 1:57 PM Page 18

discuss with students the best way for them to students might want to include in their journals.
organise the material in their portfolio folders.
u At the end of Unit 5, students create a Learning
2. Planning the organisation and use of the portfolio Journal Profile based on four question headings.
Discuss the following routines and procedures for They find the information to answer these
using the portfolio: questions from pages they have completed in
the previous four units. The questions are as
• when the portfolios will be used. follows:

• how students will make their selections of Unit 1 How do I learn new words?
materials for their portfolios. Unit 2 How do I get ready for reading?
Unit 3 How do I get started on my projects?
• where portfolios will be stored. Unit 4 How can I improve my writing?

• when students will have access to the Students store their Learning Journal Profiles in their
portfolios. portfolios. Their Learning Journal work should not
be assessed.
3. Selecting items for the portfolio
Initially, items will be placed in the portfolio to
represent components of the course. As students
become more familiar with them, you should
allow them to make more selections of their own
choice.

4. Planning time for selection, reflection and

conferencing
The portfolio should be included as part of the
normal classroom programme. Time needs to be
allocated for students to select items and think
about the reasons for selecting them. The sharing
of this information needs to be carefully
scheduled, either individually, or in small groups,
so you have an opportunity to talk with all the
students about their portfolios over a relatively
short period of time.

5. Assessing portfolios
It is suggested that you collect in portfolios for
assessment at the end of each unit. By
establishing a regular checking system, you will
encourage students to keep their portfolios
properly organised and up-to-date. However you
may want to collect them in more often for
checking.

1.10 Learning Journals

u In Grade 7A, students created a Learning Journal
Profile which they stored in their portfolios. In
Grade 7B, they are asked to write up a Learning
Journal for every unit. This Learning Journal is
divided into three sections for the three weeks
taken to cover the unit. An example journal,
Ahmed’s Learning Journal, is provided as
guidance to show the kind of information which

xiv
Introduction
7B TB intro_Layout 1 12/13/16 1:57 PM Page 19

2 Assessment and evaluation

u English for Me is based on an integrated system given a spelling test of the key words they were
of continuous assessment which monitors asked to learn during the unit.
students’ progress over the course of the
semester. This approach continues the Self-evaluation
continuous assessment system adopted in u It is important for students to obtain a sense of
Cycle 1. Assessment and evaluation are the progress they are making in class, so that
important features of the educational process. eventually they can become independent
The terms are often mistakenly used learners, capable of deciding for themselves what
interchangeably. they need to learn and how they need to learn
it. They have already been introduced to simple
u Assessment is the process of collecting self-evaluation activities in earlier grades.
information about a student’s attainment. Its
function is to determine what a student is u Although the self-evaluation activities are
actually achieving in relation to agreed criteria. primarily for students, they are also very useful
Assessment should form a natural part of for teachers when assessing students’ progress.
classroom activities. In Grade 7 of English for Me, Teachers should look at the self-evaluation
activities which provide suitable opportunities for statements systematically and take the
teachers to assess their students are marked information they contain into account when
with a square flag and the letter A. compiling their reports. The feedback will
complement teachers’ own observations, and
u Evaluation is the process of making a judgement also help to highlight potential problems. These
about information collected through assessment A can often be solved by giving a little extra help;
in order to reflect on the present situation and recycling some of the language or changing the
the differences between this and what the pace of some of the activities.
situation ought to be.
The Directorate General for Educational Evaluation
Evaluation activities u Teachers must have a clear idea of what is to be
u The last two pages of each unit in the Skills learned in the teaching programme for effective
Book are devoted to a section containing teaching and learning to take place. The
evaluation activities. This section is called My Directorate General for Educational Evaluation
learning record. The activities focus on the is responsible for providing documents to
particular objectives of each unit, and encourage support teachers in assessing their students.
students to think about the extent that they Please refer to these documents, and address
consider they have achieved these objectives. any issues regarding assessment to the
They also provide useful feedback for the Directorate General.
teacher about how well students think they have
performed, and whether they enjoyed the
activities. The relevant lessons in the Teacher’s
Book contain detailed notes as to how the
activities in ‘My learning record’ should be
carried out.

u The format of ‘My learning record’ always

follows the same pattern. First, students are
asked to study a list of the main objectives
covered in the unit and evaluate how well they
think they achieved them. Later, they are asked
to list the things they learned about the topic of
the unit, and what other things they would like
to learn. They are asked what activities they
liked and didn’t like. Finally, they are asked to
think about and evaluate how well they worked
both with others and individually. They are also

xv
Introduction
7B TB intro_Layout 1 12/13/16 1:57 PM Page 20

3 Activities
u All the activity types in the course have been understand and memorise this language more
designed to encourage students to use English in easily.
an enjoyable and purposeful way. Many activities
replace the need for drills because they practise • They help develop creativity. Students who
language items through repetition - for example, listen to, or read, stories become more
songs, rhymes, stories and games. The activities creative and imaginative than those without
have the additional advantage of involving this opportunity.
students in different ways. They relate to
students’ own experiences, provide challenge, 3.3 Songs, rhymes, and tongue twisters
and extend students’ use of motor skills. Physical u As in Grade 7A, the number of songs, poems
involvement is a very important part of the and tongue twisters has been reduced from
English for Me course. Performing the actions to earlier grades, in order to give students practice
a song, pointing to things in a picture or the with longer, more complex listening scripts and
classroom, making things, and acting out stories dialogues. The course does, however, contain six
all reinforce understanding of English. songs, one poem and one tongue twister, which
are all recorded on the CD. These recordings
3.1 Games provide students with lighter listening tasks in
u Besides being enjoyable, games help students order to add more variety and enjoyment to the
learn how to co-operate with each other, and lessons.
work within a set of rules. They are an excellent
way for students to use language in a real 3.4 Arts and crafts
situation. Games can channel students’ natural u Creative activities enable students to display
instinct for fun into successful language learning. imagination, emotions, knowledge, and personal
taste. They also provide an excellent stimulus for
u The course includes: guessing games, pair games, language development. Although the number of
card games and board games. These can be activities involving arts and crafts has been
used as indicated in the lesson notes or as extra reduced in Grade 7B to reflect the more mature
activities. level of the students, a few have still been
retained.
u As with pair work and group work activities,
make sure that students understand the games u Students enjoy doing these activities, and at the
by demonstrating with a group first, or by playing same time the activities help them to learn useful
them yourself. Make sure that students feel language in a natural and realistic way. Very
confident with the language they need, and importantly, these activities also help them to
encourage them to use it while playing. become skilful with their hands. Using equipment
such as scissors and glue sticks increases hand
3.2 Stories control, and makes controlling a pen or pencil
u Stories are a powerful tool in language learning. much easier.
They are an excellent way to introduce English
and contribute to students’ development. They u The materials needed for each activity are listed
can also provide a starting point for a wide range in the Teacher’s Book. Work out how many of
of activities. Stories, and activities based on them, each item you will need before the lesson. It is
are a very natural way of linking English with always useful to prepare a sample of the object
other subjects in the school curriculum, and of your class are going to make beforehand. This
making learning more attractive and interesting. enables you to make sure the materials you have
They achieve this in the following ways: are suitable (the right type of glue, the right
thickness of card) and to foresee any potential
• They expose students to language used in problems your class may encounter. It is also
purposeful communication, in situations which very useful for students to see what they are
students find interesting. going to make.

• They present language in a context which u Before distributing materials, make sure that
students can relate to. This helps them to students understand what they have to do by
demonstrating, either with the object you have
xvi
Introduction
7B TB intro_Layout 1 12/13/16 1:57 PM Page 21

made before the lesson, or by mime. Organise

students into groups and give out the materials
as necessary. While students are making the
object, go around the classroom offering
guidance and support.

u It is important with these kinds of activities to

keep a careful eye on your class. Be particularly
careful about glues and felt pens – make sure
they are non-toxic. Similarly, be careful when
letting your students use scissors – make sure
they understand that they have to handle them
carefully and that they must not run or play with
them.

3.5 Acting-out activities

u There are a number of acting-out activities
throughout the course in which students, either
in groups or in pairs, reproduce the main
dialogues that appear in the stories and
character situations.

u Students should practise the dialogues by

listening to them on the CD and repeating the
sentences with accurate pronunciation and
intonation. Once they feel confident, ask them to
rehearse the dialogue in groups or pairs. Then
ask volunteers to act it out for the rest of the
class. Although students usually enjoy acting in
front of the class, do not force them to do this if
they do not feel confident.

3.6 Total Physical Response

u Several activities in English for Me provide
opportunities for students to develop language
skills through physical movement. These are
adapted from Dr. James Asher’s Total Physical
Response method. Asher discovered that
children learning a foreign language had a
capacity to process heard information at a much
higher level than their capacity to produce
language – a physical response to an instruction
demonstrated understanding. The students
involved in this research were found to have
better listening comprehension and, later, better
speaking skills than those students taught by
traditional methods.

u The Total Physical Response (TPR) activities in

the Grade 7 course give students intensive
listening practice and repeated exposure to basic
vocabulary items, while requiring a minimal
verbal response or no verbal response at all.

xvii
Introduction
7B TB intro_Layout 1 12/13/16 1:57 PM Page 22

4 Classroom management
u The teacher’s role in a modern classroom is to u However, in a class of young students, apart
be a ‘facilitator’ of learning. This includes initiating from ‘what you teach’, there are other important
language input, helping students to interact with factors to be taken into account. For example,
each other, evaluating what they do and when you have your very first contact with your
providing feedback. students you will need to create a relaxed
atmosphere, and make your students feel
Teachers can support students’ ability to process comfortable and secure. This is quite difficult,
language in several ways: and very time consuming, to achieve in English
so you may decide to use L1. The only rule
1. By beginning with what students already know about when to use L1 with a class of young
about a topic. students is a simple one – common sense. It is
2. By ensuring that language is always supported important to remember that we are teaching
by visual information. English, but also that we are teaching children.
3. By giving feedback on what students achieve
and praising them for completing tasks. u In earlier grades, teachers were encouraged to
use the following stages in their use of English in
4.1 Preparation and organisation the classroom:
u Preparation is the key to any well-organised
classroom. If possible, you should try out all the 1. Use L1 and some English.
practical activities in advance to check on details 2. Use English and some L1.
and potential problem areas. 3. Use English.

u Make sure you have provided students with u However, at this stage in Cycle 2, students
everything they need before you ask them to should be able to follow most instructions in
start an activity. Always have spares of any English. You should now try and encourage them
essential items needed in case students forget, to use more English in the classroom for
lose, break, or accidentally spoil the things they everyday interactions. As the course progresses,
require. the activities provide situations that encourage
students to use English more and more. It is very
u Establish a routine so that students know where important that you give short, clear instructions
to find and return materials. Organise your and make sure that students understand which
classroom so that important equipment is within part of the activity requires them to use English.
easy reach of all the students during an activity.
After the activity, make tidying up an essential
part of the lesson.

u Clear instructions are essential when organising

the class for an activity – always make sure
students know exactly what they have to do
before they start. They should see and hear a
model of the activity, or the language they are
expected to produce, so that they understand
clearly what is required.

4.2 Classroom language

u The amount of time in which students in school
are exposed to English is very limited. Therefore
English should be used in class as much as
possible. Gesture, mime and visuals are all useful
aids for a teacher so that their class can
understand what they are saying more easily.

xviii
Introduction
 7B TB intro_Layout 1 12/13/16 1:57 PM Page 23
4

Seating Arrangements
Pair work
Group work
T T
1
2
2
2
1 2
1
2
1
2
2
2
1
2
2
2
1
2
2
2
1
2
2
2
1 2
2
2
1
2
2
2
2 2
2
2
1
2
2
2
4
2
3
2
4
2
3
2
4
2
3
2
4 2
3
2
1
2
2
2
1
2
2
2
1
2
2
2
1
2
1 2
4
2
2
2
4
2
2
2
3
2
3 2
1
2
2 2
1
2 2
1
2 2
1 2
T 2
4 2
2
2 2
12
2
2
1
2
2
2
1
2
3 2
2
2
2
2
2 2 Other group arrangements
2

1
2
2 2
2

2
2
2
2
1
2
1 1
2

1
2
1 1 1
2
2

3
for 3’s for 6’s
2
3
2
2
2
42
5
2
6 2
4.3 Classroom organisation u The following steps will help you set up pair
u The organisation of your classroom will depend work and group work effectively:
on the number of students in your class and the
physical dimensions of the room. Different • Make sure that students have had plenty of
activities will require different class organisation. opportunity to practise the language needed
Some of these are described here, and shown in for the activity.
the diagram above.
• Select pairs.
Class work
u Your students must be able to see both the • Give the instructions and check that students
classroom board and you clearly - when you are have understood them, using gestures (or L1 if
speaking, holding up a picture, pointing at the you feel it is necessary).
board, or writing and drawing on the board.
• Always provide students with a very clear
Pair and group work model of the task – demonstrate the activity
u Opportunities for students to interact can be yourself with a confident student, or choose a
significantly increased by getting them to work in pair to practise in front of the class.
pairs or groups. Students can easily form pairs
with their neighbour. Other arrangements are • Start the activity. Move around the classroom
also possible (see diagram). For group work, listening, helping, and encouraging where
ensure that students are facing one another and necessary.
not spread out in a line, which would make
communication impossible (see diagram). • Make sure that the pair or group activity
doesn’t go on too long.
xix
Introduction
7B TB intro_Layout 1 12/13/16 1:57 PM Page 24

• Follow up pair and group work with feedback of the learning process. The following guidelines
to the whole class. should be followed:

u Although it can be more settling for students to • Do not interrupt when a student is saying
work with a regular partner, it can also be useful something. After they have finished speaking,
occasionally to vary the combination of pairs. you can use correct English to gently
Finding a new partner can be a useful language paraphrase what they were trying to say.
activity in itself. One way of forming pairs is to
organise it as a game by giving each student half • Build up students’ confidence in attempting to
of a matching pair and asking them to find their say things in English, and praise their attempts.
partner. This can be done with halves of
pictures, a question and an answer, a picture and • Be patient. Remember that mistakes are a
a word, etc. natural part of the learning process. Students
learning a first language are exposed to an
u Varying the composition of groups affords the enormous amount of language over a long
teacher the opportunity to mix personalities and period of time before they are able to
ability levels. As the best judge of your class, you produce any language themselves. When they
will know which students work best together. do start producing language, they make many
mistakes.
u A certain amount of noise is inevitable with pair
and group work. If the class gets too noisy, use 4.6 Classroom display
one of the following strategies to quieten u Young students love to see their work displayed.
students down: Displaying their work gives it status, as well as
enhancing the learning environment of the
• Raise your arm up in the air and wait for classroom. It gives students a sense of pride and
students to do the same. As they put their ownership of their work.
arms up they should stop talking.
u If possible, find a place where the materials
• Start counting slowly and clearly in English – produced can easily be displayed. For example,
the class try and achieve silence in fewer and use the classroom walls or a corner of the
fewer seconds. classroom, or save your students’ work in a giant
Classbook. Decorate the display attractively using
4.4 Classroom discipline card of different colours, cut-outs with English
u Young students are physically active, and the motifs, and other materials that your students
course includes some activities that will involve a bring. Change the decoration from time to time.
certain degree of noise. However, experienced
teachers know that noise and lack of control are
not linked. Students can do activities that require
them to move furniture very quietly; they just
need to be trained to do it. It is extremely
important to make them aware of the
importance of doing these activities quietly and
properly so that they can enjoy them and not
disturb other classes.

4.5 Error correction

u Although the ultimate aim of teaching a language
is that the learner can communicate effectively
using the language correctly, it must be
remembered that this course is still at an early
stage of learning English. It would be unrealistic
to expect all students to produce correct English
at this stage. Errors should be recognised as part

xx
Introduction
7B TB intro_Layout 1 12/13/16 1:57 PM Page 25

5 Course components
u The course components for Grade 7 Semester u The Skills Book also contains a series of cut-out
B are as follows: pages at the back of the book which students
remove to make pages for their portfolios etc.
• Classbook Some of these cut-out pages are in colour.
• Skills Book
• Teacher’s Book u At the end of each unit, there are self-evaluation
• CDs activities where students reflect upon their
• Resource Packs strengths and weaknesses in relation to the
material in the unit. This encourages them to
5.1 Classbook become more involved in the learning process
u The Classbook contains the core stimulus and provides useful feedback for the teacher.
material for classroom activities. These include
factual information presented through a variety 5.3 Teacher’s Book
of text types, dialogues, games, stories, songs, u The Teacher’s Book aims to provide full support
poems, etc. for the teacher in planning the programme for
the semester. It provides step-by-step lesson
Important note notes for each unit, with suggested timings,
Unlike previous grades, the Grade 7B Classbook is which help the teacher create a suitable
designed to be re-used by students in following environment for effective and enjoyable language
years and therefore should NOT be written in at learning.
all. All written work must be done either in the
Skills Book or in students’ exercise books. Students u The language to be used by the teacher is
will need to be trained not to write in the highlighted in the lesson notes in bold. For
Classbook, and to look after it carefully so that it example, Look at pages 2 and 3 of your
may be used by others. All the cut-out pages, Classbook. Students’ expected responses are
including the ones in colour, are in the Skills Book. also highlighted in bold. For example, 6 years
ago. Suggested teacher and student language
u The back of the Classbook also contains a Word often includes [square brackets]. This indicates
Store of the key vocabulary in the course that you should choose appropriate vocabulary
organised in topic areas. Students should be from the target language. For example, This type
encouraged to refer to this to help them with of house is called a [round house]
their spelling.
u In addition, the Teacher’s Book contains the
u Each unit in the Classbook has a frieze down the following:
right-hand side of the first page, which reflects
the topic of the unit. This frieze can be used for • A contents map showing the main language
introducing the topic and for teaching and content of the course.
revising vocabulary.
• Aims for each unit, the active vocabulary used,
5.2 Skills Book the main language the students will learn, and
u The Skills Book contains activities that the skills developed.
consolidate the language and skills developed in
the Classbook. It also contains simple language • A list of classroom materials needed for each
analysis activities designed to develop students’ lesson.
awareness of the rules governing the
grammatical and functional language they have • Scripts of the songs, rhymes, tongue twisters,
encountered in the course. Other analytical stories, and all the other listening activities
activities raise awareness of aspects of recorded on the CDs.
phonology and spelling and punctuation
conventions. Learner development activities are • English expressions that can be used in the
also included here, such as looking at different classroom.
methods of storing and ordering vocabulary,
looking at ways of planning work, and so on. • A section at the back of the book of
photocopiable pages.
xxi
Introduction
7B TB intro_Layout 1 12/13/16 1:57 PM Page 26

5.4 CDs • The future (Unit 5)

u The CDs feature both child and adult speakers, Project card
and provide a wide variety of natural listening This is for making displays, book covers, etc. and
materials including songs, rhymes, chants, tongue portfolio covers if required.
twisters, stories, dialogues and specific listening
tasks. There are three CDs for Grade 7B –
Listening (two CDs) and Songs and Rhymes
one CD).

5.5 Resource Packs

u There are two Resource Packs, one for the
teacher and one for the class. The Teacher’s
Resource Pack will be distributed to each
teacher once a year. This contains:

[ Non Printed Items]

• 20 dice with numbers (4 colours, 15 red,
15 green, 15 blue, 15 yellow)
• 60 coloured counters
• 12 pairs of scissors
• 3 packs of thick wax crayons for making
posters

1 [ Non Printed Items]

The Class Resource Pack contains

• 30 learning files
• 6 coloured magnetic circles
• 30 tubes of glue

2 [ Printed Items]
u There is also the Class Resource Pack which you
will receive for each class. Grade 7 Semester B
pack contains:

Activity cards – 2 sets

• Common illness words (Unit 2)
• Underwater Game (Unit 5)

Information cards – 3 sets

• Past and Present cards (Unit 1)
• Animals in Danger cards (Unit 3)
• Invitation role cards (Unit 4)

Posters – 6
The posters are used to introduce the topic of each
unit and to provide extra activities. There is one
poster for Units, 1, 2, 3 and 5 and two posters for
Unit 4. The posters are as follows:

• Oman – Past and present (Unit 1)

• Health and illness (Unit 2)
• Animals in danger (Unit 3)
• Countries and capitals of the World (Unit 4)
Celebrations around the World (Unit 4)
xxii
Introduction
2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 1

Unit 1 My generation
Students will learn how to: • Read a variety of texts for general understanding and specific
information
• Talk about life in the present and the past • Listen to a variety of texts for general understanding and
• Ask and answer questions about time specific information
• Make sentences about the past in relation to the present • Recognise and understand paragraph structure
• Recognise and identify stress patterns in two, three and four
using ‘ago’
syllable words
• Listen to a variety of texts for general understanding and for • Recognise the stress, rhythm and intonation patterns of
specific information English through a song
• Read a variety of texts for general understanding and for • Conduct an interview
specific information • Discuss letters to a problem page and write a reply
• Write a description of a traditional house, and of a memory • Independent learning skills: plan work, interview, research
• Interview a family member about life in the past information, write, check spelling and punctuation, reflect on
what skills they are good at, record stages of a project, write
• Plan and organize a piece of writing
a Learning Journal
• Analyse paragraphs in a story
• Recognise and identify stress patterns in two, three and four
syllable words Activities
• Discuss ways of learning new words • Design and make a badge
• Sing a song
Main language • Write descriptions
• [Ali] is wearing the traditional dress of [Morocco] • Play a game
• Tariq finishes his talk . . . at [ten past ten]. • Read and match
• What time do [Vicky and Maha] start? • Read and sequence
• Years ago, people used oil lamps for lighting. • Take part in quizzes
• Now, people use electricity. • Do a project: interview a family member
• The house had [a flat roof]. It didn’t have [any windows]. • Write a Learning Journal
• Where did you go to school?
• How long ago did Tariq [learn to ride a bike]? [Five years]
ago.
• How long ago did you [eat an ice-cream]?
*

Vocabulary
• Countries: India, Japan, Morocco, Oman, Scotland, Tanzania
• Traditional dress: dishdasha, jellaba, kilt, kimono, rubeka, sari
• Past and present: electricity, henna, herbal treatment,
oil lamp, tent
• Types of traditional houses: bait al qufl house, barasti house
round house
• Topic areas: education, employment, entertainment, health,
transport
• Structure of a story: conclusion, events, introduction,
paragraph, setting
• Adjectives: exact, frightened, general, modern, particular,
sensible, specific, traditional
• Verbs (past tenses of regular and irregular verbs): accept,
shuffle
• Time expressions: five past [eight], half past [three], o’clock,
quarter past [five], quarter to [ten], ten to [seven]
• Other language: blood, cable car, category, coffee powder,
coin, conference, daily routine, dentist, generation, hug, in
relation to, memory, pile, pillow, programme, score, time
expression, time line, tooth fairy, topic heading

Skills and strategies

• Apply prior knowledge
• Categorise
• Use deductive reasoning skills
• Ask and answer questions to find out factual information
• Ask and answer questions to find out personal information

1
Unit 1
 2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 2

My generation

Lesson 1 Task 1 (10 minutes)

Step 1
YOU WILL NEED Tell students to Look at pages 2 and 3 of your
• OMAN - PAST AND PRESENT POSTER Classbook. Tell them to Look at the picture of
• BLU-TAC the children and discuss in their groups where
• A COMPLETED IKC BADGE TO SHOW AS they think the children are. Say Look at Activity
AN EXAMPLE 1 and read the rubric and information text. Ask
Where are the children? and elicit that they are
In this lesson, students will: attending a conference. Explain the meaning of
• understand the meaning and purpose of a conference and give examples of different kinds
conference of conferences that have taken place in Oman
• listen to a song or elsewhere.
• complete a gap-filling activity
• design and make a badge for a conference Conference: a large formal meeting where people
come together to discuss important matters, for
Target Language example, topics related to business, politics or
• What time does the conference start / finish? science. Conferences often last for several days and
• What days is it on? What is it about? are attended by people from different nationalities.
• [Ali] is wearing the traditional dress of In 2010 an important conference about road safety
[Morocco]. took place in Oman. Other themes for conferences
• It is called the [jellaba]. could be world peace, or the environment or
global warming. Many conferences about education
Vocabulary are also held.
Countries:
India; Japan; Morocco; Oman; Scotland; Tanzania Step 2
#
-

Tell students to Look at the picture on page 2

■

Traditional dress: and Look at the notice board. Ask questions

rubeka; dishdasha; kilt; sari; kimono; jellaba about the information on the notice board to
check understanding, for example:
Other language:
conference; generation • What is the conference about?
• What days is the conference?
• What time does it start?
Before this lesson • What time does it finish?
Prepare an IKC badge following the instructions
■

on page 129 of the Skills Book to show students Step 3

as an example for the homework activity. Tell students to Look at the heading at the top
■

of pages 2 and 3 and ask a volunteer to read

Put the ‘Oman - Past and present’ poster on the this aloud: We’re all for one and one for all! Ask
■

wall of your classroom. You should put it students What does this phrase mean? and elicit
somewhere where students can see it easily, but that it expresses the idea that all members of
also at a height where they will be able to stand the IKC should support each other through sad
in front of it and identify objects and words. and happy times, wherever they are in the
world.
Warm-up (5 minutes) Step 4
Ask students to Look at the poster and ask Can
■

Tell students that the conference begins with a

■

you guess what the unit will be about? Elicit that song, and that they are going to hear the phrase
it is about life in Oman in the past, when their We’re all for one and one for all! several times
parents and grandparents were young, and life in in the song. Ask students to listen for the
Oman today. Discuss with his book students number of times it is repeated. Play Songs and
some areas where changes have taken place, for Rhymes 1.1 straight through.
example,
education and transjjjjjjjjport.

2
Unit 1
2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 3

My generation

they have to do. Do NOT have students read

Songs and Rhymes Transcript 1.1 the rubric aloud.
Hands across the sea • Ask a volunteer to explain to the class
what students have to do.
All over the world and across the sea • Make sure that all students are clear about what
Hear us shout, ‘We’re the IKC!’ they have to do.
Come along and join us, we’re waiting for your call,
We’re all for one, and one for all! Step 3
When students have finished, tell them they are

■
If you’re unhappy or if you’re sad, going to hear the song again, and they should
The IKC will make you glad. listen and check their work. Play the song again,
Drop us a line! Give us a call! then do a whole class check.
We’re all for one, and one for all!
Answers:
When times are hard, when times are bad, Verse 1
Don’t be unhappy! Don’t be sad! IKC
Don’t worry if you stumble! We’ll catch you if you call
fall!
We’re all for one, and one for all! Verse 2
sad
When you feel lonely, when you feel blue, call
The IKC will be there for you.
Across the world, hear us call, Verse 3
WE’RE ALL FOR ONE, AND ONE FOR ALL! bad
sad
fall
Answer:
*
The phrase We’re all for one, and one for all! is Verse 4
heard four times. you

Task 2 (10 minutes) Task 3 (10 minutes)

Step 1 Step 1
Tell students to Look at page 2 of your Skills Tell students to Look at Activity 2 on page 2 of
■

Book. Ask a volunteer to read the title of the your Classbook and read the rubric and
unit – My generation. Explain what generation in instruction text. Explain that they are going to
this context means - all people of about the take part in a competition. They have to look at
same age. Explain that the younger generation in the clothes which each of the six IKC members
a society means the younger people in that in the picture is wearing, and guess the country
society, and the older generation means the where he or she comes from. Tell students to
older people. write the numbers 1 – 6 in their exercise books.

Step 2 Make sure that throughout the course, students do

Tell students to Look at Activity 1 and read the NOT write anything in their Classbooks. Any
■

rubric and instruction text. Check their written work which is not done in their Skills Books
understanding of the task. They have to should be done in their exercise books.
complete each gap in the song with one of the
words in the membership card at the bottom Step 2
right of the page. Explain that next to each number, students
■

should write the letter of the country which

As with Grade 7A, it is suggested that teachers they think the IKC member is from, and then
follow the procedure below for checking the corresponding number of the name of the
understanding when setting up a task. traditional dress. Do number 5 with the class as
• Tell students to read the rubric and instruction an example. Ask Which letters should we write
text silently, then check with their group what

3
Unit 1
 2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 4

My generation

beside number 5? and elicit d (for Scotland) and a partner, then do a whole class check and elicit
i (for kilt). Tell students to match the remaining the answers.
numbers and letters.
Answers:
Step 3 1. c, l
Tell students they are going to hear the answers, 2. a, j
■

and they should listen and check their work. Play 3. e, g

Listening 1.1 straight through. 4. b, k
5. d, i
6. f, h
Listening Transcript 1.1
Homework
Paul: Welcome to the IKC conference Show students the completed IKC badge you

■
competition. As you know, participants have brought in. Tell them to Look at Activity 3
were asked to identify where the 6 IKC on page 3 of your Classbook and read the rubric
members in our conference poster are and instruction text. Show them the designs of
from, and their national dress. All winners the two badges, and elicit ideas about what the
will receive a free ticket to tonight’s badges represent (Badge a shows that IKC
international music and dance show. Vicky, promotes international friendship; Badge b
will you read out the answers to our shows that IKC is a global organization). Explain
competition? that students are going to design their own IKC
badge. Ask them to Look at page 129 at the
Vicky: Yes, of course, Paul. Hello, everyone. Now back of your Skills Book and to Cut out the page
let’s see. carefully. They should make their badges
according to the instructions and put them into
#
-
1. Ali is wearing the traditional dress of their portfolios.
Morocco. It’s called the jellaba.
Throughout the course, whenever students do an
2. Rama is wearing a traditional Indian dress activity on a cut-out page from the back of their
– a sari. Skills Books, they should put the completed cut-out
pages into their portfolios.
3. Manka is from Tanzania and is wearing
For the next lesson
the traditional rubeka.
If you have access to an OHP, you may want to
■

prepare an OHT for the whole class check for

4. Toshi is wearing the traditional dress of Skills Book, page 4, Activity 2 for Task 4 of the
Japan – a kimono. next lesson.

5. Robert is from Scotland and is wearing a

kilt.

6. Rashid is from Oman and is wearing a

dishdasha.

Paul: Well, thank you, Vicky, for reading out the

answers. All the winners will be on the
notice board next to the café. Hope you
enjoy our concert. Now for our next
competition . . .

Step 4
Get students to compare their work briefly with
■

4
Unit 1
 2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 5

My generation

Lesson 2 the times are not clear on my programme,

so I can’t tell when some of the talks start
YOU WILL NEED: or finish.
• AN OHT FOR THE WHOLE CLASS CHECK
FOR SKILLS BOOK, PAGE 4, ACTIVITY 2 Vicky: Yes, of course, Carlos. Which one do you
(optional) want to know about?
In this lesson, students will: Carlos: Well, what time does Tariq start?
• listen and fill in missing times in a conference
programme Vicky: Er, let me see . . . Tariq starts at twenty five
• decide whether sentences are true or false past nine. //
• match times in figures and words
• write questions and answers about times Carlos: And what about Yu Li? When does she
start?
Target Language
• Tariq finishes his talk . . . at [ten past ten]. Vicky: Yu Li starts at ten to three. // Anyone else?
• Petra’s talk starts . . . at [ten past twelve].
• What time does Tariq start / finish? Carlos: Yes, I really want to speak to Ahmed after
• When do Vicky and Maha start / finish? his talk. What time does he finish?
Vocabulary Vicky: Ahmed finishes at eleven o’clock. //
conference programme
Carlos: Thanks. Oh, there is one more person I
need to know about. When does Suzy
#
- Homework check (5 minutes) finish?
Tell students to get out their portfolios and take
■

out their IKC badge designs. Tell them to show Vicky: Suzy, er . . . she finishes at quarter to three.
these to the rest of their group. While they are //
doing this, play the Hands across the sea song
quietly in the background (Songs and Rhymes Carlos: That’s great. Thanks a lot, Vicky.
1.1) Circulate round the classroom looking at
the badges.
Step 2
Tell students to compare their answers briefly,
■

Task 1 (10 minutes) then play Listening 1.2 again so that they can
Step 1 check their work. (The listening is repeated on
Tell students to Look at Activity 1 on page 3 of the CD). Do a whole class check. Elicit the
■

your Skills Book and read the rubric and answers and write the times on the board.
instruction text. Check their understanding of
the task. Explain that they are going to hear Answers:
some information about times in the Tariq – 9.25
conference, and they should use this information Yu Li – 2.50
to complete the gaps in the conference Ahmed – 11.00
programme. Play Listening 1.2 straight through. Suzy – 2.45

Listening Transcript 1.2

Task 2 (5 minutes)
Step 1
Tell students to Look at Activity 2 and read the
■

Carlos: Hi, Vicky.

rubric and instruction text. Check their
Vicky: Hi, Carlos. understanding of the task. They have to read the
sentences, decide if they are True or False
Carlos: Listen, Vicky, can you help me? Some of according to the information in the conference
programme in Activity 2, and put a tick () or a

5
Unit 1
 2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 6

My generation

cross () in the box after each sentence. Go Write them on the board, or display them on
over the first sentence with them as an example. the OHT you have already prepared. Make sure
To save time with this activity, students can do it that students have used the correct question
in groups. and answer forms.

Step 2 Answers:
Do a whole class check, and elicit the answers. 2. What time does Tariq finish?
■

He finishes at 10.10.
Answers:
1.  3. When do Vicky and Maha start?
2.  They start at 3.40.
3. 
4.  4. When do Vicky and Maha finish?
5.  They finish at 4.00.

Homework
Task 3 (5 minutes) ■
Tell students to read the e-mail on page 4 of
The following activity should be a quick revision of their Classbooks in preparation for Lesson 3, and
times. write the answers to the four questions at the
top of the e-mail into their exercise books.
Tell students to Look at Activity 1 on page 4 of
■

your Skills Book and read the rubric and

instruction text. Check their understanding of
the task, and show them the first time which has
been done as an example. Students have to
match the times in the clock on the right with
#
-

the written times in the column on the left.

Write the times in figures on the board. When
students have finished, elicit each time from a
volunteer and get that student to tell you the
time in words.

Answers:
1. 9.00
2. 11.45
3. 2.25
4. 1.15
5. 4.50
6. 7.30

Task 4 (10 minutes)

Step 1
Tell students to Look at Activity 2 and read the
■

rubric and instruction text. Check their

understanding of the task. They have to write
questions and answers about the times that
various people start and finish their talks,
following the model of the example in Question
1. They only need to write the times in figures,
not in words. Circulate around the classroom,
offering guidance and support.

Step 2
Do a whole class check and elicit the answers.
■

6
Unit 1
2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 7

My generation

Lesson 3 p
A This activity provides an opportunity for students to
practise finding specific information, and asking and
answering questions about time.
In this lesson, students will:
• ask questions to find out missing information Step 4
• find specific information in an e-mail For further practice, when students have

■
• listen for gist completed their programmes, ask a few
• write sentences about the past and the present questions about the start and finish of some
talks, such as What time does Rashid’s talk start?
Target Language Then ask What is his talk about? Elicit that it
• What time does [Vicky] start? starts at 10.25 and is about Daily life in Oman in
• What time does [Toshi] finish? his granddad’s generation.
• Years ago, people used oil lamps for lighting.
• Now, people use electricity.

Vocabulary
Task 2 (5 minutes)
daily routine; traditional; modern; oil lamp; Step 1
Tell students to Look at Activity 1 on page 4 of
■
electricity
your Classbook and read the rubric and
information text. Check their understanding of
the task. You have already asked them questions
Homework check about the time and subject of Rashid’s talk in
This will be done as part of Task 2. Step 3 of Task 1.
■

Task 1 (10 minutes) Step 2

Students should already have read the e-mail on
■

Step 1
Organise students into pairs - Student A and
page 4 for homework, so the content should be
*
■

familiar to them. Ask a few questions as a quick

Student B. Tell them to Look at Activity 3 on comprehension check, such as:
page 4 of your Skills Book and read the rubric
and instruction text. Check their understanding • Who is the e-mail from? (Ahmed)
of the task. They have to look at page 127 at
the back of the Skills Book. • Who is it to? (Rashid)
Step 2 • Who is Rashid’s talk about? (Ahmed’s
Explain that this shows the conference
■

granddad)
programme for Sunday, but that some of the
times are incomplete. Tell students to remove • When is Rashid giving his talk? (Sunday)
the page carefully. Student A should look at
information page A and Student B should turn • What is Ahmed’s talk about? (Homes in Oman
the page over and look at information page B. – past and present)
Step 3 Check that students understand the meaning of
■

Explain that students should take turns to ask

■

daily routine and explain this phrase if necessary.

their partner questions which will enable them
to complete the information on their side of the Step 3
programme. For example, Student A asks What This step is the homework check for the work that
time does Vicky start? Student B consults their students did after Lesson 2.
programme and replies 9.15. Student B asks
What time does Toshi finish? Student A consults Tell students to get out their exercise books and
■

their programme and replies 10.20. As students compare their answers to the four questions at
are asking and answering questions, circulate the top of the e-mail, then do a whole class oral
around the classroom offering guidance and check of the answers.
support.

7
Unit 1
 2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 8

My generation

Answers:
1. Information about what Ahmed’s grandfather Listening Transcript 1.3
did in his free time, and information about his
granddad’s daily routine. Granddad: Well, Ahmed, there are lots of
2. For his IKC conference talk. modern buildings nowadays but years
3. Hawalees. ago, we built houses very differently.
4. Because Ahmed’s grandfather’s family didn’t
have a camera. Ahmed: How were they built, granddad?

Task 3 (5 minutes) Granddad: In those days, we built our own

houses. We didn’t pay others to do it
Step 1 for us.
Tell students to think about the differences
■

between their lives and their grandparents’ lives. Ahmed: I imagine that was hard work. What
If possible, give them one or two examples of did you build the houses with?
your own. Elicit a few examples from volunteers.
Granddad: I remember my father built our house
Step 2 with his own hands using large stones
Tell students to Look at Activity 2 on page 5 of
■

– we didn’t use bricks.

your Classbook and read the rubric and
instruction text. Check their understanding of Ahmed: Amazing! What was your house like
the task. They have to match each picture to inside? I expect it was rather different
one of the four sentences underneath. Tell them from our house now.
to write the numbers 1 – 4 in their exercise
books, and write the corresponding letter Granddad: Yes, it really was quite different. We
beside each number. Do a whole class check.
#
-
got all our water from wells. You
know, our house didn’t have electricity
Answers: and at night we used oil lamps for
1. d lighting.
2. a
3. b Ahmed: Wow! What a difference! Houses are
4. c quite different nowadays. What was
your living room like then, granddad?
Task 4 (10 minutes)
Step 1
Tell students to Look at Activity 3 and read the Answers:
■

rubric and instruction text. Check their 1. 

understanding of the task. They are going to 2. 
hear Ahmed’s grandfather talking about how 3. 
houses were built when he was young, and 4. 
decide whether he mentions the information in 5. 
the five listed statements. Before students listen,
get them to read the statements. Task 5 (5 minutes)
Tell students to Look at Activity 1 on page 5 of
■

Step 2
your Skills Book and read the information and
Tell students to write the numbers 1 – 5 in their
■

instruction text. Discuss the differences between

exercise books and, as they listen, put a tick ()
the two living rooms in the pictures – the
or a cross () beside each number accordingly.
traditional and the modern. Get students to
Play Listening 1.3 straight through, then do a
model sentences orally based on the dialogue in
whole class check.
the speech bubbles under the two pictures, for
example:

• Years ago, people didn’t have much furniture.

• Now, people have chairs and tables.

8
Unit 1
2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 9

My generation

Homework Lesson 4
Tell students to Look at Activity 2 and read the
■

rubric and instruction text. Check their

understanding of the task. They have to write In this lesson, students will:
sentences about the past and present following • consider and discuss traditional houses in Oman
the example sentences. They should do this • listen for specific information
work in their Skills Books. Make sure students • write a description of a traditional house
understand that the first sentence should begin • find specific information in a reading text
with the phrase Years ago and the second
sentence with Now, . . . Do a couple more Target Language
sentences with students, and write them on the • This type of house is called a [round house].
board. Ask students to write the rest of the • The house had [a flat roof]. It didn’t have any
sentences at home. [windows].
• The house was made of [large stones].
You should allow time to give students as much • This type of house was traditional in [Musandam].
help in class with this writing activity as possible.
This applies to any written activity in the Grade 7B Vocabulary
English for Me course that is begun in class and Types of traditional houses: barasti house; round
finished for homework. house; bait al qufl house

Homework check (5 minutes)

Tell students to get out their Skills Books with
■

the sentences they wrote for homework and

compare their sentences with a partner’s. Ask a
few volunteers to read out their sentences, and *
write them on the board.

Task 1 (5 minutes)
Tell students to Look at Activity 1 on page 6 of
■

your Classbook. Say Look at the pictures of

these houses. Ask if they have ever seen
pictures of houses like these before. Tell
students to read the rubric and instruction text.
Get them to discuss what they know about the
three houses in their groups, then elicit some
ideas from the class.

Task 2 (10 minutes)

Step 1
Tell students to Look at Activity 1 on page 6 of
■

your Skills Book and read the rubric and

instruction text. Check their understanding of
the task. Explain that they are going to hear part
of Ahmed’s talk about Homes in Oman – past
and present and use the information they hear
to complete the table in their Skills Books.

Step 2
Before students listen, tell them to look at the
■

phrases and think about which type of house

each one describes. Explain that, as they listen,
they should write the letter that goes with each

9
Unit 1
 2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 10

My generation

phrase into the appropriate section of the table. Task 3 (10 minutes)
Point out the parts which have already been
completed. Play Listening 1.4 straight through. Step 1
Tell students to Look at Activity 2 and read the

■
rubric and instruction text. Check their
Listening Transcript 1.4 understanding of the task. They have to read
the description which Ahmed wrote and decide
Ahmed: what type of house it describes. They should
We’re going to talk about three different types of write the name of the house in the space
traditional housing seen in Oman. provided. The answer is bait al qufl.

First of all, there are barasti houses. These were Step 2

Tell students they should now write a

■
built with palm branches. These houses were
special – they were quite large and some had two description about one of the other houses using
floors. The sea air could come through the walls so Ahmed’s description as a model. Circulate
they were quite cool. These houses were around the classoom offering guidance and
traditional to the Batinah coast. support.

Next, there are the round houses. Round houses The following descriptions are model answers:
were built in the Jebel Qara in Dhofar. They were
made of stone and the roof was made of wood Round house
and grass. These houses were special because they This type of house is called a round house. The
didn’t have any windows – none at all. This made house was made of stone and the roof was
the house cool when it was hot, and warm when made of wood and grass. The house didn’t have
the weather was cool. any windows. This made it cool in summer and
warm in winter. This type of house was
#
-

traditional in Jebel Qara in Dhofar.

Finally, there are the bait al qufl houses. These
houses were traditional to Musandam. They were
strong houses built of large stones and their walls Barasti house
were thick. The roof was flat, and built of wood This type of house was made of palm tree
and soil. These houses were special because they branches. It was quite big and sometimes had
didn’t have any windows and only had small doors. two floors. The sea air could come through the
They were cool in summer and warm in winter. palm branches. This made the house quite cool.
This was a traditional house on the Batinah coast.

Step 3
Tell students to check their work with a partner, Optional Activity
■

then play the CD again. This time, pause after Students who finish this activity early, or any
■

each house is described, and elicit the answers activity in previous or later lessons, can be
from volunteers. directed to the extra activity in the house shape
at the bottom right of page 6. Remind students
Answers: that they can do these extra tasks whenever
they finish early, or in their free time.

TYPE OF Where can What’s it made What’s special

HOUSE you see it? of? about it?

barasti d e i Task 4 (5 minutes)

Tell students to Look at Activity 2 on page 6 of
■

round house g c h your Classbook and read the rubric and

information and instruction text. Check their
bait al qufl a b f understanding of the task. Explain that this is a
page from Ahmed’s Learning Journal. Tell
students to read the three questions on the
right of the page, then read the text on the

10
Unit 1
 2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 11

My generation

left and find the answers to the questions. Do a Lesson 5

c
quick oral check and elicit the answers.

Answers:
1. It was relaxing to sit in and hear the sea.
2. An uncle of some family friends.
3. Open answers.
YOU WILL NEED:
• PAST AND PRESENT INFORMATION CARDS
– one for each group of 6 )
In this lesson, students will:
At the end of this lesson • do a quiz about life in Oman in the past
Collect students’ Skills Books so you can check • write two interesting things they have learned
■

the work they have completed up to this point about life in Oman in the past
in the unit. • look at and discuss an example of a Learning
Journal
For the next lesson • think about information for their own Learning
Tell students to bring the Learning Journals they Journal
■

made in Semester 1 to the next lesson. Prepare

one set of Past and Present information cards Target Language
for each group of 6. • What do you know about life in Oman?
• Where did children learn to read and write?
• How long did it take to travel . . . ?
• When did radio and television begin?

Vocabulary
education; transport; health; entertainment;
employment; electricity
-
#
Before this lesson
Return students’ Skills Books which you collected
■

at the end of Lesson 4.

Task 1 (10 minutes)

Step 1
Write the following headings on the board and
■

tell students to copy them into their exercise

books:

1. Education
2. Transport
3. Health
4. Entertainment
5. Employment
6. Electricity and water

Elicit or explain the meanings of each of the

■

words in the list above, and make sure that

students understand them.

Step 2
Tell students to Look at Activity 1 on page 7 of
■

your Classbook and read the rubric and

instruction text. Give them a few minutes to
discuss the question What do you know about
life in Oman 50 years ago?

11
Unit 1
 2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 12

My generation

Step 3 should think about what they have learned in

Tell students to Look at Activity 2 and read the this lesson about life in Oman 50 years ago, and
■

instruction text. Check their understanding of the write two interesting things on the writing lines.
task. Organise students into groups of 6 and Circulate around the classroom offering
distribute a set of activity cards to each group. guidance and support.
Give one card to each member of the group
and tell them to read it, and share the Task 4 (10 minutes)
information with their friends. They should write
This task introduces students to the idea of writing
answers to the questions under the headings
their own Learning Journals, a task they will be
they wrote in their exercise books in Step 1.
asked to do every week. If there is time, this can be
Circulate around the classroom offering guidance
done in class; if not, as homework. You should
and support.
remind students regularly that they should not
forget to write something in their Learning Journals.
Step 4
The Learning Journals provide an opportunity for
When students have finished, do a quick oral
■

students to think and write more freely about their

whole class check.
work. This will help them to become more
independent learners.
Answers:
1. Qu’ran schools.
Step 1
2. Nearly a week.
Ask students what they can remember doing in
■

3. Eye disease.
their Learning Journals in Semester 1 and elicit
4. Radio – 1970s. TV – 1974.
some ideas. Tell them to get out their Learning
5. 1980.
Journals, and look through them. Remind them
6. Wells.
that last semester they spent time thinking about
different ways and styles of learning. Tell them
#
-

Task 2 (5 minutes) that this semester, they will continue to do this

Step 1 and write in their journals every week.
Tell students to Look at Activity 1 on page 7 of
■

your Skills Book and read the rubric and Step 2

instruction text. Check their understanding of the Tell students to Look at the cut-out page on
■

task. They have to read the statements about life page 81 of your Skills Book, and point out the
in Oman 50 years ago, and without looking at words My Learning Journal at the top. Show
their activity cards, see what they can remember. them that on the left hand side, are some
They should decide whether each statement is comments that Ahmed has written in his
True or False and put a tick () or a cross () Learning Journal. Direct their attention to his
accordingly in the box after it. two comments about Week 1. Ask Was Ahmed
happy to start English lessons again? Elicit Yes
Step 2 and ask How do you know? Elicit that he said it
Do a quick oral whole class check, and elicit the was Great! and I’m really glad. Ask What did he
■

answers. find interesting? and elicit reading about

traditional homes in Oman.
Answers:
1.  Step 3
2.  Tell students to look at the right hand side of
■

3.  the page and show them Week 1. Explain that

4.  they should write their own comments in this
5.  space. Ask them to think about their work and
6.  write up their Learning Journals in class or at
home within the next day or so. Reassure them
that the journals are not assessed, but provide
Task 3 (10 minutes) an opportunity to write about what they are
Tell students to Look at Activity 2 and read the
■

interested in, what they enjoy and to identify

rubric and instruction text. Check their any difficulties. If they want, they can draw
understanding of the task. Explain that they pictures too.

12
Unit 1
 2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 13

My generation

Step 4
Tell students that towards the end of the
Lesson 6
■

following week, they will look at Ahmed’s

comments for Week 2 and fill in their own YOU WILL NEED:
journal for Week 2. The following week, they • AN OHT FOR THE WHOLE CLASS CHECK IN
will complete Week 3. SKILLS BOOK, PAGE 8, ACTIVITY 2 (optional)

After they have completed all three weeks, they In this lesson, students will:
will remove the page from their Skills Books and • sort groups of words into categories
store it in a separate section of their portfolios. • consider information about topic headings
They might like to design a cover and contents • choose topic headings for groups of words
page for this section. • start thinking about a project

For the next lesson Vocabulary

If you have access to an OHP, you may want to topic heading; category; general; particular
■

prepare an OHT for the whole class check in

Skills Book, page 8, Activity 2 for Task 2 of the
next lesson.
Task 1 (5 minutes)
Tell students to Look at Activity 1 on page 8 of
■

your Skills Book. Show them the picture of

Robby the Robot at the top right and elicit the
word printed on his chest – WORDS. Read the
word on the strip coming out of Robby’s head –
Headings. Tell students to read the rubric and
#
- instruction text and check their understanding of
the task. They have to choose one of the three
topic headings for each group of words.

Answers from left to right:

Communication
Entertainment
Education

Task 2 (10 minutes)

Step 1
Tell students to Look at Activity 2 and read the
■

rubric and instruction text. Check their

understanding of the task. They have to sort the
words in the box into three groups, then write
them into the correct columns and decide on an
appropriate heading for each column. They
should refer to Activity 1 on page 7 of their
Skills Books to help them find a heading.

Step 2
When students have completed the task, tell
■

them they are going to listen and check their

work. Play Listening 1.5, pausing after each
group to do a whole class check. Alternatively,
use the OHT you have already prepared.

13
Unit 1
 2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 14

My generation

Listening Transcript 1.5 3.

50 years ago, people used candles and oil lamps for
Employment lighting. They used small traditional fans made from
engineer palm tree leaves to keep them cool. Nowadays,
journalist most people have electric light and air-conditioning
policeman or large ceiling fans in their homes, offices and
architect schools. // Electricity

Health
clinic Step 3
disease Tell students to read the information texts about

■
hospital topic headings which Robby’s hand is pointing to
medicine at the bottom of the page. Discuss the ideas in
the sentences.
Transport
bicycle Point out the picture of Portfolio Pete and get
boat students to read the instruction text beside it.
bus Check their understanding of the task. They should
car make lists of words in the same category, and give
each group of words a topic heading. They should
do this at home, and put their lists into their
Task 3 (10 minutes) portfolios.
Step 1
Tell students to Look at Activity 3 and read the Task 4 (10 minutes)
■

#
-

rubric and instruction text. Check their Explain to students that they are going to do a
■

understanding of the task. They have to read project. Tell them to Look at page 8 of your
each paragraph, decide on the topic and write a Classbook and read the rubric and instruction
topic heading for each. Ask them to check their text. Give them time to read through the stages
ideas with their group. of the project, then go through these, and check
students’ understanding. Tell them to think about
Step 2 who they would like to interview, and what
Tell students they are going to hear the answers. topics they would like to ask them about.
■

Play Listening 1.6, pausing before each answer. Explain that they will be spending more time on
Elicit the answer from volunteers, then play it so this in the next lesson.
that students can check their work.
Homework
Students make lists of words for the portfolio
■

Listening Transcript 1.6 task in Task 3, Step 3.

1. Remind students to continue writing up their

■

Many years ago, people used a small, thin piece of Learning Journals for Week 1.
wood called a ‘meswaq’ to brush their teeth.
Nowadays, people use a toothbrush. They used Students should think of a person to interview.
■

traditional medicine to treat people when they Give them some suggestions – i.e. the best kind
were ill. // Health of interviewee would be a grandparent, or great
uncle or aunt, who has first hand experience of
2. life in the past and can remember it clearly.
Many years ago, many people were fishermen,
farmers, handicraft makers and pot makers. Women
made caps and clothes. Nowadays, men and
women do many different jobs. // Employment

14
Unit 1
 2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 15

My generation

Lesson 7 2. Health

c
3. Entertainment
4. Electricity and water
YOU WILL NEED:
• SCISSORS ) 5.
6.
Education
Employment
In this lesson, students will
• match symbols and words Task 2 (15 minutes)
• listen to a longer, more extended text Step 1
• listen for specific information Ask students to tell the rest of their group who
• think about questions to ask in an interview they have chosen to interview, and what topics
they are going to ask about. Tell them to Look
Target Language at the Project Record Sheet on page 89 of your
• Where did you go to school? Skills Book and write the name of the person in
• What was your school like? the space under Stage 1. They should then put a
• How did you go to school? tick () in the box beside Stage 1.
• What time did you usually go to sleep?
Tell students that when they have completed all
Vocabulary eight stages of their Project Record Sheets, they
tent; herbal treatment; henna; blood; coffee powder should cut them out and put it into their portfolios.

Step 2
Homework check Explain that students are going to hear Maha
interviewing her grandmother about life when
You will be collecting students’ portfolios at the
■

she was young. Tell them to Look at Activity 1

end of Lesson 9 to check the words they wrote on page 9 of your Classbook and read the rubric
#
-
for homework in Lesson 6 as well as their other and information and instruction text. Check their
portfolio work. However, if you prefer to collect understanding of the task. Get them to write the
their portfolios earlier, that is fine. numbers 1 – 7 down the page in their exercise
books. Explain that they should listen, choose
Task 1 (5 minutes) the correct answers a, b or c and write the
For this activity, students will need both their letter of the answer beside the corresponding
Classbooks and their Skills Books. number. Give students time to look at the
questions and choices, then play Listening 1.7
Step 1 straight through.
Tell students to Look at page 3 of your
■

Classbook and ask What can you see in the The listening deals with five main topics –
frieze? Elicit the names, allowing students to use education, electricity, transport, health, employment.
Arabic where necessary. Tell students to write There is a pause on the CD after each one has
the numbers 1 – 6 in their exercise books to been discussed.
represent each of the symbols in the frieze.

Remind students that they are NOT allowed to Listening Transcript 1.7
write in their Classbooks.
Maha: Hello, grandma. Can I ask you some
Step 2 questions about when you were young?
Tell students to Look at page 3 of your Skills
■

Book and read the words and phrases in the Grandma: Of course you can, Maha. What would
frieze. Get them to write the number of the you like to know?
corresponding symbol in the Classbook under
each word or phrase. Do a whole class check Maha: Well, where did you go to school?
and elicit the answers.
Grandma: Granddad and I both went to Qur’an
Answers: schools.
1. Transport

15
Unit 1
 2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 16

My generation

Maha: What was your school like? Maha: What did you do to stop the blood?

Grandma: I went to school in a small barasti house Grandma: My mother washed my hand in the falaj
made of palm branches. and put coffee powder on it.

Maha: What was granddad’s school like? Maha: Really? Coffee powder?

Grandma: I think he studied in a small tent. Grandma: Yes, really!

Maha: How did he go to school? Maha: How incredible! // One more question.
What did you do to get money?
Grandma: Well, you know we didn’t have buses then.
So he walked to school every day. It took Grandma: Your granddad was a fisherman and I
a long time. made caps.

Maha: Well, I think I am really lucky. I go to school Maha: How interesting! Do you know that
by bus and it doesn’t take long at all. // when I grow up, I want to be a teacher?
Now, what about night time? What time
did you usually go to sleep, grandma? Grandma: That sounds good. You’ll have to study
hard, though!
Grandma: When it got dark. So we went to bed at
about 6 o’clock. Maha: Oh, I know. Well, thanks very much,
grandma. May I ask you some more
Maha: Really? That’s early. questions tomorrow?
#
-
#
-

Grandma: Well, we didn’t have electricity then. Grandma: Of course.

Maha: Nowadays, it is quite different. I go to bed

much later. Sometimes at weekends I go Step 3
to bed at 11 o’clock. // Er . . . next Tell students to compare their ideas with their
■

question. How did you travel to visit your group, then play Listening 1.7 again. Pause after
aunt and uncle? each section and elicit the answers.

Grandma: Well, they lived in a different place. We Answers:

rode donkeys and it was a long journey. 1. b
2. a
Maha: How long did it take? 3. a
4. b
Grandma: It took 4 days to get there. 5. c
6. c
Maha: That’s amazing. Of course,nowadays it only 7. b
takes one hour by car!

Grandma: I know. It’s really quite different now. //

n This
A activity provides an opportunity to assess how
well students are able to listen to a longer, more
extended text and extract specific information.
Maha: What did you do when you were ill?
Task 3 (5 minutes)
Grandma: We didn’t have hospitals or clinics. So we
Tell students to Look at Activity 2 and read the i
■

often used traditional herbal treatment

from plants and trees. We used henna if rubric and instruction text. Check their
we had headaches. I remember once I cut understanding of the task. They have to read the
my finger and there was a lot of blood. questions again and decide what topic Maha is
talking about in each one. Ask them to note
down the answers in their exercise books.

16
Unit 1
2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 17

My generation

Answers: Lesson 12). Tell students to think about how

1. Education. they will conduct their interviews and record the
2. Education. information. When and where will they conduct
3. Daily routine. the interviews? Will they record the information
4. Transport. on a recording device, or write it into their
5. Transport. exercise books? Encourage them to make notes
6. Health. in their exercise books before writing it out on
7. Employment. their portfolio pages.

Task 4 (10 minutes) Step 5

Tell students to Look at Stage 3 of your Project

■
Step 1 Record Sheet and complete the information
Tell students to think about the topics and
■

about how they will record their interviews.

questions they would like to ask the person they They should then tick Stage 3.
are going to interview, and share their ideas
with a partner. Elicit a few examples of Encourage students to use English for their
questions from volunteers, such as: interviews if possible. However, they will probably
have to carry out the interview in Arabic, and then
• What was your school like? write up the information they obtain in English.
• What games did you play?
• Where did you live? Homework
• What was your house like? Remind students to continue writing up their
■

• What was your kitchen like? Learning Journals for Week 1.

• How did you travel from one place to
another? At the end of this lesson
• What did you do in the afternoons? Collect students’ Skills Books so you can check *
■

• What did you do in your free time? the work they have completed from pages 6 to
• How often did you see your relatives? 8.
• What did you eat?
• How did you cook? For the next lesson
You will need to prepare sets of the past tense
■

Step 2 verbs from the photocopiable pages at the back

Tell students to write the questions in their
■

of this Teacher’s Book – one set of 12 verbs for

exercise books to create a questionnaire. Tell each group of 6 students.
them to do this in their groups. Circulate
around the classroom offering guidance and
support.

Step 3
Distribute the scissors. Tell students to Look at
■

page 113 at the back of your Skills Book and to

Cut out the page carefully. Then tell them to
write their questions neatly on the
questionnaire, leaving space between the
questions so they can take notes. When they
have finished, they can then tick Stage 2 on
their Project Record Sheets on page 89.

Tell students to put the questionnaire pages which

they have cut out into their portfolios until they
need to use them.

Step 4
Set a date by which interviews must be
■

completed (they must be completed by

17
Unit 1
 2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 18

My generation

Lesson 8 The verbs are as follows:

forget; give; go; have; hold; make; put; read; run;

YOU WILL NEED: say; take; wake
• PAST TENSE VERB FORMS FROM THE
PHOTOCOPIABLE PAGES AT THE BACK OF Collect the verbs at the end of the activity.
THIS TEACHER’S BOOK – one set of 12 verbs
for each group of 6 students This should be a short, lively activity that reinforces
students’ recognition of these verbs in the past and
In this lesson, students will present forms.
• play a game with past and present verb forms
• analyse the different purposes of paragraphs in a
story Task 2 (10 minutes)
• match pictures to paragraphs Step 1
• describe a memory orally and in writing Tell students to Look at page 10 of your

■
Classbook and read the rubric and the first part
Target Language of the information text. Ask What did Paul want
• I remember [6] years ago, . . . from his friends? Elicit that he wants them to tell
• Years ago, I remember . . . him things they remember about when they
• When I was [8], I remember . . . were young.
• [Eight] years ago, . . .
Step 2
Vocabulary Tell students to read the rest of the instruction
■

Structure of a story: paragraph; setting; events; text. Check their understanding of the task.
information; conclusion Make sure they understand that a girl called Suzy
Other language: memory; dentist; frightened; pillow; has sent Paul a story about something that
#
-

tooth fairy; coin; hug; cable car happened to her, but the pictures and
paragraphs have got mixed up and need to be
sorted out. Tell students to read the story and
Before this lesson match the paragraphs to the pictures. Remind
Return students’ Skills Books which you them to write the answers in their exercise
■

collected at the end of Lesson 7. books and not in their Classbooks.

Task 1 (10 minutes) Step 3

When students have finished, get them to
■

Step 1 compare their answers, then tell them they are

Organise students into groups of 6. Give each
■

going to hear Suzy’s story. Play Listening 1.8

group a set of past tense verbs. The verbs straight through.
should be mixed up and not given in any
particular order.
Listening Transcript 1.8
Step 2
Tell students they are going to play a game. Get
■

Suzy:
them to put the sets of verbs in the centre of I remember 6 years ago, when I was a young child,
their tables, face down, then take two verbs an old lady called Mrs Cheery lived next door. She
each. Explain that you are going to say one of loved children and was always telling funny stories.
the verbs in the present tense and the student One day, my Mum took me to the dentist because
with the matching past tense should stand up I had to have a tooth taken out. I was frightened
and hold up their verb. The student who stands and cried. Afterwards, the dentist gave me the
up first with the correct past tense verb, scores tooth.
a point for their group.
On the way home from the dentist, we met Mrs
Step 3 Cheery. I told her about my tooth. ‘Oh,’ she said,
Demonstrate the activity first, and then play the
■

‘You should put it under your pillow tonight when

game, calling out the verbs in random order.

18
Unit 1
2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 19

My generation

you go to bed. The tooth fairy will take away your Answers:
tooth and leave you a present.’ That night, I put the 1. b
tooth under my pillow before I went to sleep. 2. d
3. c
The next morning, I looked under my pillow. The 4. a
tooth was gone! There was something else there
instead . . . a large shiny silver coin. I couldn’t Task 4 (5 minutes)
believe it! I ran to tell my mother, ‘Look! Look what
the tooth fairy left me!’ I held up the coin. My Step 1
Tell students to Look at Activity 1 on page 11

■
mother smiled and gave me a big hug. ‘Well, well,’
she laughed. ‘Would you believe it? What a of your Classbook and read the rubric and
surprise!’ instruction text. Check their understanding of
the task. They have to match the three pictures
Now I’m older, I know that the ‘tooth fairy’ was to the three paragraphs in the text. Remind
really my mother. I’ll always remember the lovely students to write the answers in their exercise
story about the tooth fairy. It made me happy and I books, and not in their Classbooks.
forgot about my aching tooth!
Step 2
When students have finished, tell them to
■

Step 4 compare their answers with a partner, then do a

Do a whole class check and elicit the answers. whole class check. Ask them to tell you which
■

clues in each text helped them identify the right

Answers: picture.
1. b
2. d Answers:
3. c 1. c
4. a 2. b *
3. a
Ask students what helped them decide on the
■

order of the pictures, and what they understood Step 3

As a quick comprehension check, ask students
■

of the story.
to tell you what each character remembered
This activity provides an opportunity to assess how when young.
A
well students can read for general understanding.
Task 5 (5 minutes)
Task 3 (5 minutes) Step 1
Tell students to Look at Activity 2 and read the
■

Step 1
Tell students to Look at Activity 2. Read the rubric and instruction text. Check their
■

question Which paragraph describes each of the understanding of the task. They have to
following? Check their understanding of setting, remember something about their own lives, and
events, information and conclusion and the tell a friend about it. If time allows, ask one or
definitions of these words. Ask them to decide two volunteers to tell the class about their
which paragraph describes each statement. Give experiences.
students time to discuss this in their groups.
Homework
Tell students to write about one of their
■

Step 2
Do a whole class check, and elicit the answers. memories. Go over the task with them and
■

Explain to students that when we write stories write one or two examples on the board. If
in English, we organise our writing into possible, make time for students to start writing
paragraphs. We start by giving the background in class, and circulate around the classroom
or setting to the story, then we say what offering guidance and support. Refer them to
happened. We often follow this with more the three texts on page 11 for help with the
detailed information about the events in the language. They should begin in one of the
story, then we finish with a conclusion. following three ways:

19
Unit 1
 2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 20

My generation

• When I was [8], I remember . . . Lesson 9

• I remember [6] years ago, when I was . . .
• Years ago, I remember . .
In this lesson, students will:
Point out the picture of Portfolio Pete at the • consider the number of syllables in 2, 3 and 4
bottom of page 11. Remind students that this syllable words
means they should put their completed work into • decide which syllable in a word carries the main
their portfolios. stress
• consider stress patterns in words
• consider and talk about Week 2 of their Learning
Journal

Vocabulary
stress; syllable

Warm-up (10 minutes)

Tell students to get out their portfolios and take
■

out the writing they did for homework. Ask

them to describe their memories to their group.

Task 1 (5 minutes)
Step 1
Tell students to Look at Activity 1 on page 9 of
■

#
- your Skills Book. Show them the picture of
Robby the Robot at the top right and elicit the
word printed on his chest – SOUNDS. Read the
word on the strip coming out of Robby’s head –
Stress. Tell students to read the rubric and
instruction text and check their understanding of
the task. They have to decide how many
syllables each of the three words doctor,
Internet and information has. Elicit the answers.

Step 2
Tell students they are going to hear the words,
■

and they should listen and check their ideas. Play

Listening 1.9, pausing after each word. Elicit the
answer, then continue.

Listening Transcript 1.9

doc / tor //
In / ter / net //
in / form / ma / tion

Answers:
doctor – 2 syllables
Internet – 3 syllables
information – 4 syllables

20
Unit 1
2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 21

My generation

Step 3 Step 3
Tell students you are going to play the listening Ask students to consider where the main stress
■

■
again. (It is repeated on the CD). Pause after lies in each word, and to look at the stress
doctor and ask Which syllable is stronger? patterns in the boxes under columns of words.
Students should tell you that the first syllable is Tell them they are going to hear the words
stronger. Explain that this is the main stress in again, and this time, they should tick (√) the
the word. Write doctor on the board and mark correct stress pattern. Play Listening 1.10 again.
the stress pattern above the syllables. Make it (It is repeated on the CD).
clear that the symbol which marks the main
stress above the first syllable is bigger than the Answers:
second one. 2 syllables – pattern 1
3 syllables – pattern 2
4 syllables – pattern 2
doctor
A This activity provides an opportunity to assess how
Step 3 well students can recognise and identify stress
Repeat the procedure with Internet and patterns in 2 syllable, 3 syllable and 4 syllable words.
■

information, showing the stress patterns below.

Task 3 (5 minutes)
Internet information Tell students to Look at Activity 3 and read the
■

rubric and instruction text. Check their

understanding of the task. They have to find the
word in each group of four words that doesn’t
Task 2 (10 minutes) fit into the stress pattern of the other three
Step 1 words. They have to write the word that is
Tell students to Look at Activity 2 and read the different in the box under each column, and *
■

rubric and instruction text. Check their mark where the stress in this word is.
understanding of the task. They have to say the
words in the book on the left of the page, and Answers:
decide how many syllables each word has. They
should write each word into the appropriate disease employment kilometre
column.

Step 2
Task 4 (5 minutes)
Tell students they are going to hear the words, Step 1
■

Tell students to Look at page 81 of your Skills

■

and they should listen and check their answers.

Play Listening 1.10 straight through. Book and to Look at the My Learning Journal
cut-out page. Ask them to look at Ahmed’s
comments for Week 2 – numbers 3 and 4. Ask
Listening Transcript 1.10 questions such as:

2 syllable words • What were some of his friends scared of when

transport they were very young? (the dark)
teacher • Who is he going to interview? (his grandfather)
• Where does this person live? (Nizwa)
3 syllable words • How does he feel about the project? (very
conference excited)
hospital
Elicit the answers, then tell students you want
■

4 syllable words them to think about their own Learning Journals

entertainment for Week 2.
competition
■

21
Unit 1
 2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 22

My generation

Homework Lesson 10

c
As mentioned on page x of the Introduction to
the Grade 7B Teacher’s Book, in some units, the
spellings to be learned do not appear until quite a YOU WILL NEED:
long way through the unit. The material in this new • AN OHT OF TARIQ’S TIME LINE IN SKILLS
version of Grade 7B has to be covered within a BOOK, PAGE 10, ACTIVITY 2 (optional)
shorter time than in the former version. Because of
this, there is sometimes no opportunity to In this lesson, students will:
introduce the spellings in the early lessons of a unit. • make sentences from information in time lines
However, if teachers prefer to give the spellings to • make rules about time expressions
students earlier, and can make time to do so, that is • make sentences about their own past using ‘ago’
fine. • consider the difference between exact and
general time
Tell students to learn the spellings of the past
■

tenses of the following 8 verbs. Write the verbs Target Language

on the board. • How long ago did Tariq [learn to ride a bike]?
• [Five years] ago.
forget – forgot; give – gave; hold – held; • How old was he?
make – made; read – read; run – ran; say – said; • [Eight].
take - took
Vocabulary
Tell students to write these verbs in their in relation to; time expression; time line; exact;
■

exercise books and remind them of the ‘look, specific; general

cover, write, check’ method of learning spellings
which they were first introduced to in Grade 5A
At the beginning of this lesson
#
-
of the English for Me course. Encourage them to
Return students’ portfolios which you collected
■

use this method. Say you will be checking the

spellings of these 8 verbs during the next few at the end of Lesson 9.
lessons.
Task 1 (10 minutes)
1. Look at the word.
2. Cover the word. Step 1
3. Write the word. Tell students to Look at Activity 1 on page 10 of
■

4. Check the word. your Skills Book. Show them the picture of
Robby the Robot at the top right and elicit the
Tell students to write up their Learning Journals word printed on his chest – LANGUAGE. Read
■

for Week 2. Remind them they can add some the words on the strip coming out of Robby’s
drawings if they like. head – Talking about the past in relation to the
present. Tell students to read the rubric and
At the end of this lesson instruction text and check their understanding
Collect students’ portfolios so you can check the of the task. Students have to read the sentence
■

words they wrote for homework in Lesson 6, Suzy went to the dentist 6 years ago and
the writing they did for homework in Lesson 8 underline the verb (went) and the time
and other portfolio work they have done in this expression (6 years ago). Explain the phrase in
unit. relation to.

For the next lesson The phrase ‘in relation to’ is used to talk about
If you have access to an OHP, you may want to something that is connected with something else, or
■

prepare an OHT with Tariq’s time line in Skills when we are comparing one thing with another.
Book, page 10, Activity 2 for Task 3 of the next
lesson. Step 2
Remind students of Suzy’s story about the
■

Tooth Fairy (Classbook, page 10, Activity 1). Tell

them to look at the time line in Skills Book, page
10, Activity 1 and answer the questions

22
Unit 1
2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 23

My generation

underneath. While they are working out the Step 3

answers, copy the time line onto the board. Go over question no 2 with students. Elicit the

■
Point to the word NOW and ask How old is answers – 7 years ago – and 6. Show them that
Suzy now? Elicit 13 years old. Ask How many they should write these answers on the writing
years ago did the story happen? and elicit 6 lines in Question 2. Tell them to finish the
years ago. Demonstrate this on the time line by remaining three questions on their own. Get
moving your finger backwards from the word them to compare their answers with their group,
NOW and asking them to count the number of then do a whole class check. Elicit the answers
years with you until you reach Suzy went to the and write them on the board.
dentist.
Answers:
Step 3 3. 1 year ago
Ask students How old was Suzy then? and elicit He was 12.
■

7 years old. Show how by counting back 6 years

from now when Suzy is 13 we can work out 4. 12 years ago.
that Suzy was 7 when the story happened. He was 1.

Step 4 5. 2 years ago.

Tell students to read the two rules that Robby’s He was 11.
■

hand is pointing to and complete the missing

words. Elicit the completed rules from Step 4
volunteers. Draw students’ attention to the question form
■

using How long or How many + ago at the

Answers: beginning of the question.
We use a time expression + ago to talk about
time in the past in relation to the present. Task 3 (10 minutes) *
We use the past tense with a time expression + Step 1
ago. Tell students to Look at Activity 3 on page 11
and read the rubric and instruction text. Check
their understanding of the task. They have to
Task 2 (10 minutes) read the example conversation between Vicky
Step 1 and Manka in the speech bubble, and find the
Tell students to Look at Activity 2 and read the answers to the questions on the time line. Ask
■

rubric and instruction text. Check their What month is it now on the time line? and
understanding of the task. They have to look at elicit February. Ask What month was Manka’s
Tariq’s time line and answer questions. Draw a birthday? and elicit October. Ask How long ago
simple time line on the board for Tariq, or was Manka’s birthday? and elicit 4 months.
display it on the OHT you have already
prepared. Please note that there is a spelling error in the
instruction text for this activity in the Skills Book. It
Step 2 says ‘conservation’ not ‘conversation.’ Teachers with
Point to the word NOW and ask How old is a class of high ability may like to ask their students if
■

Tariq now? Elicit 13 years old. Ask How old was they can find this spelling error!
he one year ago? and elicit 12. Ask How long
ago did Tariq learn to ride a bike? and elicit 5 Step 2
years ago. Demonstrate this on the time line by Tell students to read Questions 1,2, and 3 under
■

moving your finger backwards from the word the time line, and answer them in the same way,
NOW until you reach He learned to ride a bike. but using information about themselves. Tell
Then ask How old was he? and elicit 8. Show them to write their answers on the line after
students that they should write these answers each question. When they have finished,
on the appropriate writing lines in Question 1 organize students into pairs and get them to find
under the time line. out about their partner by asking and answering
the questions. Circulate around the classroom
offering guidance and support.

23
Unit 1
 2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 24

My generation

Task 4 (5 minutes) A
Lesson 11
Step 1
Tell students to Look at Activity 4 and read the YOU WILL NEED:
■

rubric and instruction text. Check their • AN OHT OF A SAMPLE REPLY TO ONE OF
understanding of the task. They have to read the THE LETTERS IN SKILLS BOOK, PAGE 13,
two sentences a and b and answer the two ACTIVITY 2 (optional)
questions underneath about whether each • PHOTOCOPIES OF A SAMPLE REPLY – one for
sentence describes an exact time or a general each group (optional)
time. Elicit the answers from volunteers.
In this lesson, students will:
Answers: • play a game with questions beginning How long
exact time in the past – sentence a ago . . .?
general time in the past – sentence b • find specific information in a reading text
• decide what paragraphs in a reading text are
Step 2 about
Tell students to read the sentences again and • discuss letters to a problem page
■

complete the rule underneath. Then ask them

to look back through the unit and find an Target language
example of a specific time expression and a • How long ago did you [begin learning English]?
general time expression. • How long ago did you [eat an ice-cream]?
• How long ago did you [do some exercise]?
Answer: • How long ago did you [have a picnic]?
The time expression always goes before ago.
Vocabulary
Homework shuffle; pile; face downwards; sensible; accept
#
-

Write the following 10 words on the board and

■

tell students to learn the spellings.

At the beginning of this lesson
education; transport; health; entertainment; Make sure you are familiar with the instructions
■

employment; electricity; water; conference; for the game on page 125 of the Skills Book.
generation; traditional

Remind them of the ‘look, cover, write, check’

Task 1 (10 minutes)
method and encourage them to use it. Say you Step 1
Organise students into groups of 3. Tell them to
■

will be checking these spellings at the end of the

unit. Look at Activity 5 on page 11 of your Skills
Book and read the rubric and instruction text.
Remind students to write up their Learning Explain that they are going to play a game. Ask
■

Journals for Week 2. them to Look at page 125 at the back of the
Skills Book and remove the page carefully. Tell
For the next lesson them to read the How to play section at the
Look at Skills Book, page 11, Activity 5 and bottom of the page. Go over the instructions
■

familiarise yourself with the instructions for the and check students’ understanding.
game on page 125 of the Skills Book so that you
can explain the game to students quickly and Step 2
Explain that at the bottom of the page, there
■

clearly.
are 3 ‘wild cards’ which only say How long ago
If you have access to an OHP, you may want to did you . . . Explain that these wild cards mean
■

prepare a sample reply to one of the letters in that students should make up their own
Skills Book, page 13, Activity 3. Alternatively you questions. Demonstrate with one group of
can make photocopies of a sample reply – one students how to play the game. Tell students to
for each group. Cut out the cards and start playing the game.
Circulate around the classroom offering
guidance and support.

24
Unit 1
2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 25

My generation

A This activity provides an opportunity to assess how again. Ask How many paragraphs are there? and
well students are using the language of asking and elicit five. Tell students to answer the questions
answering questions with How long ago . . . ? about the paragraphs and write the answers in
their exercise books.
At the end of the game, tell students to store their
cards in their portfolios. Step 2
Do a whole class check. As you elicit the

■
Task 2 (10 minutes) answers, ask students what information in each
paragraph helped them decide on the answers.
Step 1
Tell students to Look at Activity 1 on page 12
■

Answers:
of your Classbook and read the rubric and a. Second paragraph.
information and instruction text. Check their b. First paragraph.
understanding of the task. They have to read c. Fifth paragraph.
Maria’s story about a problem in her family, and d. Fourth paragraph.
answer the five questions at the top of the page. e. Third paragraph. (NB. The second paragraph
First, tell them to read the questions so they tells us they planned to buy a wheelchair but
know what information to look for as they read the third paragraph tells us that they actually
the story. bought it).
Step 2
Tell students to write the answers to the Task 4 (5 minutes)
■

questions. Remind them to do this in their

exercise books, and not in their Classbooks. Step 1
Tell students to Look at Activity 1 on page 13
■

When they have finished, get them to compare

their answers with their group, then do a whole of your Classbook and read the rubric and
class check orally. instruction text. Check their understanding of *
the task. They have to read Maria’s e-mail and
Possible answers: answer the four questions about it. They should
2. Rita had a very bad car accident and was read the questions before reading the e-mail, so
unable to walk. The doctors told her she they know what kind of information they should
would never walk again, and she became look for.
more and more unhappy.
Step 2
Do a whole class check and elicit the answers
■

3. The family decided to buy Rita a wheelchair.

Everybody in the family worked hard to get orally.
the money.
Answers:
4. Maria washed cars and went shopping for 1. The IKC members.
the neighbours after school. 2. The IKC conference magazine.
3. Their problems.
5. Rita is enjoying life, and has even started 4. To put on the problem page in the magazine.
school again.
Task 5 (5 minutes)
6. Maria feels she isn’t as selfish and childish as Step 1
before. She has learned how lucky she is. She Tell students to Look at Activity 2 and read the
has also learned how to look after others, rubric and instruction text. Tell them to read the
and not just think about herself. letters in the activity, then ask a few quick
questions to check their understanding of the
Task 3 (5 minutes) situation, such as:
Step 1
Tell students to Look at Activity 2 and read the • Who is Aggie? (A problem page ‘auntie’)
■

rubric and instruction text. Check their

understanding of the task. Say Look at the story • Why are people writing to her? (They want
help in solving their problems)

25
Unit 1
 2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 26

My generation

• Where is this problem page from? (The IKC Lesson 12

Conference magazine)

• Where are the writers of the three letters? YOU WILL NEED:
(Salalah, London and Nizwa) • PHOTOCOPIES OF THE WRITING ROUTE
FROM THE PHOTOCOPIABLE PAGES AT THE
Step 2 BACK OF THIS TEACHER’S BOOK
Tell students to work with a partner and decide • SCISSORS
■

what advice they would give each person. Do

one problem with the class as an example. Elicit In this lesson, students will:
the problem and some suggestions for solving it. • learn more about how to organise a piece of
Then tell students to look at the other two writing
letters and make suggestions to solve the • give headings to parts of a writing plan
problem. Circulate around the classroom • put paragraphs in order
offering guidance and support. • fill in stages on a Project Record Sheet

Homework
Point out the picture of Portfolio Pete at the At the beginning of this lesson
Return students’ Skills Books which you
■

bottom of the page. Tell students to write a

reply to one of the letters and to put their collected at the end of Lesson 11.
replies into their portfolios.
Homework check (5 minutes)
Give students as much help as you can in class with Tell students to get out their portfolios with the
writing their replies. You may want to photocopy suggested replies they wrote to one of the
an example of a reply for them to refer to, or show problems on Classbook, page 13, Activity 2. Get
#
- it on an OHT. them to tell a partner about their suggestion.
Remind them to put their work back into their
At the end of this lesson portfolios.
Collect students’ Skills Books so that you can
■

check the work they have completed from pages

9 to 11.
Task 1 (10 minutes)
Step 1
For the next lesson Tell students to Look at Activity 1 on page 12
■

Tell students to bring their notes and of your Skills Book. Show them the picture of
■

questionnaires for interviewing their family Robby the Robot at the top right and elicit the
members to the next lesson. words printed on his chest – YOUR WRITING.
Read the words on the strip coming out of
If students do not already have them, make Robby’s head – Organising your writing.
■

photocopies of the Writing Route

from the photocopiable pages at the back of this Step 2
Teacher’s Book – one for each student. Tell students to read the rubric and information
■

and instruction text and check their

understanding. Explain they are going to learn
more about how to organise a piece of writing.
Tell them to refer to the story about the tooth
fairy on page 10 of their Classbooks. Ask them if
they remember how it was organised (the
setting, the events, more information, the
conclusion).

Step 3
Remind students of Maria’s story which they
■

read in the previous lesson (Classbook, page 12,

Activity 1) and ask them how it was organised

26
Unit 1
2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 27

My generation

(Introduction – events – how Rita feels – what rubric and instruction text. Check their
Maria learned). Explain that the organisation of a understanding of the task. They have to read
story is very important to help readers the six paragraphs that Maha has written and
understand it. put them in order according to her plan in
Activity 1.
Step 4
Tell students they are going to look at how Step 2
■

Maha organised the writing of her project. Tell Tell students to check their work with a friend,

■
them to Look back at page 9 of your Classbook then do a whole class check and elicit the
and read Maha’s interview with her grandmother answers.
again. Show them how it is organised, according
to different topics (education, transport, health, Answers:
employment). 1. e 4. f
2. b 5. a
Step 5 3. c 6. d
Tell students to Look at Activity 1 on page 12 of
■

your Skills Book. Check their understanding of

the task. They have to look at Maha’s plan and
Task 3 (10 minutes)
give each section a heading. Circulate around Step 1
Tell students to take out their notes of their
■

the classroom offering guidance and support. Do

a whole class check and elicit the answers. interviews with their relatives. Tell them to Look
at page 111 at the back of your Skills Book.
Answers: Distribute the scissors and tell them to Cut out
Introduction the page carefully. Read the title – Organising
Grandmother 60 your writing. Tell them they should plan their
Grandfather 68 writing using this page, and Maha’s map on
Lived in village near Sohar page 12 of the Skills Book as a model. Circulate *
around the classroom offering guidance and
Education support.
Qur’an schools
Grandmother – barasti hut Step 2
Grandfather – tent Tell students to Look at your Project Record Sheet
No bus, walked to school on page 89 of your Skills Book and put a tick ()
in the box beside Stage 4. Tell them to put the
Health ‘Organising your writing’ cut-out page into their
No hospitals or clinics portfolios.
Traditional medicine
Henna for headaches Step 3
Tell students to think about the pictures, photos
■

Transport or drawings they are going to include in their

On foot or by donkey projects. When they have done this, ask them
4 days by donkey to visit relatives to put a tick () beside Stage 5 on their Project
Record Sheets. Distribute copies of the Writing
Employment Route if students do not already have one, and
Grandfather – fisherman tell them to refer to it. Students should now
Grandmother made caps begin writing up the first draft of their projects.
Tell them there will be time to finish their
Conclusion projects in the next lesson.
Modern life
My feelings Homework
Remind students to practise spelling the past
■

tenses of the 8 verbs which you gave them to

Task 2 (10 minutes) learn at the end of Lesson 9. Tell them you will
Step 1 be checking these words in the next lesson.
Tell students to Look at Activity 2 and read the
■

27
Unit 1
 2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 28

My generation

forget – forgot; give – gave; hold – held; Lesson 13

c
make – made; read – read; run – ran; say – said;
take - took

Remind students to finish writing up their

YOU WILL NEED:
• SCISSORS )
■

Learning Journals for Week 2.

In this lesson, students will:
• do a spelling test
• complete Stages 6,7 and 8 of a project
• complete these stages on their Project Record
Sheet
• continue writing up their Learning Journal

Task 1 (10 minutes)

Step 1
Tell students you are going to check their
■
spellings of the past tenses of the 8 verbs which
you asked them to learn at the end of Lesson 9.
Tell them to Look at Activity 2 on page 14 of
your Skills Book and show them the writing lines.
Tell students they are going to hear each verb in
the present tense, and they should write the
past tenses on the first 8 writing lines.

#
-
Step 2
Play Listening 1.11. Pause after each verb to give
■

students time to write it in the past tense.

Listening Transcript 1.11

1. forget
2. give
3. hold
4. make
5. read
6. run
7. say
8. take

Step 3
Do a whole class check. Ask What was the first
■

word? and elicit forgot. Write this on the board.

Ask students to check the spelling and make any
corrections. Repeat the procedure for the other
verbs, and tell students to check their work
carefully.

Task 2 (25 minutes)

Step 1
Use the remainder of this lesson for students to
■

finish writing their projects. They should be

28
Unit 1
2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 29

My generation

following the Writing Route, and adding Lesson 14

pictures. Use the time they are working on their
projects to circulate around the classroom
offering guidance and support. In this lesson, students will:
• do a spelling test
Step 2 • complete information about themselves for a quiz
When students have finished organising their • ask a partner questions and record the
projects, tell them to put a tick () beside Stages information
6, 7 and 8 of their Project Record Sheets on page • discuss ways of learning new words
89 of their Skills Books. Distribute the scissors and
tell them to Cut out the page carefully. Tell them Target Language
to put their Project Record Sheets into their • How often do you add words to your word
portfolios. store?
• How often do you practise your spelling?
Homework • How do you remember words?
Remind students to practise spelling the 10 • What do you do if you don’t know a word?
■

words which you gave them to learn at the end

of Lesson 10. Tell them you will be checking Vocabulary
these words in the next lesson. learning quiz; word store; score

education; transport; health; entertainment;

employment; electricity; water; conference; Before this lesson
Organise a classroom display of students’
■

generation; traditional
projects.
Tell students to start writing up their Learning
■

Journals for Week 3. Warm-up (5 minutes) *

early, ask them to start thinking about their Lls for Give students time to walk around the
■

■
At the end of this lesson classroom and look at other groups’ projects.
Collect any completed projects, and tell the rest
■

of the class to complete their projects at home

and bring them to the next lesson so that you Task 1 (10 minutes)
can make a classroom display. Step 1
Tell students to Look at Activity 2 on page 14 of
■

your Skills Book. Remind them that this is where

they write the words which they have learned to
spell. Read out the words you asked students to
learn at the end of Lesson 10, pausing after each
world to give students time to write it in their
books. Number the words as you read them to
make checking easier.

education; transport; health; entertainment;

employment; electricity; water; conference;
generation; traditional

Ask students to change their books with a

■

partner. Elicit the spelling of each word from a

different volunteer, and write it on the board.
Students should check their partner’s work and
give them a score out of ten.

Task 2 (10 minutes)

Step 1
Tell students to Look at Acvtivity 1 on page 13
■

29
Unit 1
 2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 30

My generation

of your Skills Book. Ask What can you see? and Students may ask you about the meaning of SOS in
elicit a quiz. Tell them to read the rubric and Ahmed’s information for Week 3. This means
instruction text and check their understanding of literally ‘Save Our Souls’ and is a message that a
the task. First, they have to complete the quiz ship or plane sends when it is in danger and needs
with regard to themselves, and then ask a help. But people sometimes use it in everyday life
partner the questions. Organise students into to indicate that they are in trouble and need help.
pairs. Tell students to answer the questions Ahmed is using it in a joking way.
about themselves and write the answers in the
column headed you. Step 2
Ask students questions about their projects such

■
Step 2 as:
When students have completed the information
■

about themselves, get a volunteer to ask you the • What did you enjoy about your project?
first question – How often do you add words to • What did you find difficult?
your word store? – and respond with an answer.
Show students where your response should be Tell students to complete their Learning Journals
■
marked on the questionnaire – in the column for Week 3. Encourage them to include what
headed your friend. Get another student to ask they are going to do to learn new words.
a friend the first question, and make sure that Circulate around the classroom offering guidance
the class understands where to put the response and support.
– in the column headed your friend.
This is a good opportunity for you to read what
Step 3 students have written in their Learning Journals, and
Get students to interview each other, and talk to them about their work.
■

record their partner’s answers. Circulate around

#
-
the classroom offering guidance and support. Homework
When students have completed the quiz, get Tell students to complete their Learning Journals
■

them to add up their scores using the score for Week 3.

sheet at the bottom left of the page. Encourage
them to check each other’s Maths and compare At the end of this lesson
their scores. Tell students to bring the cards they made for
■

the game How long ago did you? which they

Step 4 played in Lesson 11. They should have stored
Tell students to look at the section at the these cards in their portfolios.
■

bottom of the page entitled How well do you Finishearly, ask them to start thinking about their
learn new words? Ask students to find the Learning Journals for W
corresponding description for their score, and
discuss the ideas contained within the
descriptions. Discuss ways that students can
improve their ability to learn new words.

Task 3 (10 minutes)

Step 1
Tell students to Think about your Learning
■

Journal. Tell them to Look at page 81 of your

Skills Book and read Ahmed’s comments for
Week 3 of his Learning Journal. Ask Does
Ahmed like learning new words? and elicit the
Yes. He loves learning new words. Ask students
for suggestions to give Ahmed to help him
remember new words. Ask Why did he enjoy
the project? and elicit Because he learned a lot
of new things.

30
Unit 1
2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 31

My generation

Lesson 15 Step 2
Tell students to Look at Activity 1. Point to the

■
five faces of Robby the Robot and say Look at
In this lesson, students will: the faces. Ask them to look at the words under
• evaluate their ability to carry out the things in the each face and the number above. Point to the
unit first statement and say How well can you
• state what they have learned and evaluate the understand and talk about life in the present and
activities in the unit the past? Point to the faces again and ask very,
• evaluate their ability to work with others and very well? very well? OK? not sure? not very
individually well?
• complete a learning record
Tell students to decide which face represents

■
Target Language how they feel about the first statement. Show
• How well can you . . . ? them the diamond at the end of the statement
• What did you learn in this unit? and ask them to Write the number of the face
• What activities did you like? in the diamond. Repeat the procedure with the
• How well did you . . . ? other four statements. Circulate around the
classroom offering guidance and support.

Warm-up (5 minutes) Task 3 (10 minutes)

Tell students to get out the cards they made for Activity 3 of the learning record is designed to
the How long ago did you? game which they encourage students to think in more global
played in Lesson 11. Organise students into groups terms about what they have learned in a unit.
of 6 and ask Do you remember the rules for this The focus here should be on the ideas, concepts
game? Elicit the rules and check students’ and factual information related to the topic rather
understanding. Give them time to play the game in than the language itself. *
their groups, then tell them to put the cards back
into their portfolios. Step 1
Ask students to Look at Activity 3 on page 15.
■

Task 1 (10 minutes) Read the first statement – These are some
Tell students to Look at the Learning Journal for things I’ve learned about this topic. Get students
■

Weeks 1, 2 and 3 on page 81 of your Skills to discuss in their groups what they think they
Book and read the comments they have written. have learned in Unit 1. This should include
Tell them to read and think about what they language and ideas. Elicit students’ ideas and help
have learned, and what they found interesting them formulate them so that they can express
and not so interesting. Have a brief discussion them in writing using simple sentences. If you
with students about things they have done. feel it is necessary, write some ideas on the
board to give them a model to copy.

Task 2 (5 minutes) Repeat this procedure with the second

■

statement – These are some things I would like

This stage in the unit is when students carry out
to learn about this topic. Ask students to discuss
evaluation of their own abilities and the unit itself,
this in their groups and then elicit some ideas.
by completing the last two pages of the unit in
Give them time to think, then circulate around
their Skills Books.
the classroom offering guidance and support.
Step 1
Step 2
Tell students to Look at pages 14 and 15 of
■

Tell students to Look at Activity 4. Ask them to

■

your Skills Book. Ask What’s this? and elicit My

read the two statements and then look back
learning record. Ask What day is it today? Elicit
through Unit 1 and decide what activities they
the day of the week and then the date. Write
liked and what activities they didn’t like. Ask
the day and date on the board, and tell students
students to discuss the statements in their
to Write the day and date on the writing lines.
groups and then elicit some ideas. You may
want to write useful vocabulary on the board as

31
Unit 1
 2011/12 - 7B - TB - Unit 1_Layout 1 12/13/16 2:03 PM Page 32

My generation

they suggest their ideas. This will provide

support when students write their responses to
the statements.

Task 4 (5 minutes)
Step 1
Tell students to Look at Activity 5. Ask a
■

volunteer to read the rubric and the statement

underneath. Tell students to look at the five
medals. Ask a volunteer to explain what they
have to do. Make sure students understand they
have to think about their work with their friends,
not their individual work. Encourage them to
think honestly about their interaction with others
in class and then colour the appropriate medal.

Step 2
Tell students to Look at Activity 6. Ask them to
■

read the rubric and the statement and then look

at the five medals. Ask a volunteer to explain
what they have to do. Make sure students
understand that they have to think about their
individual work in the unit. Reassure them that it
is normal to find some things more difficult than
#
-
others when learning something new. Ask them
to look back through their work and then colour
the appropriate medal.

For the next lesson

Collect students’ portfolios for checking.
■

Collect students’ Skills Books so you can check

■

the work they have completed in the unit, and

the spellings they wrote for Lesson 15,
Activity 2.

32
Unit 1
2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:16 AM Page 1

Unit 2 Health and illness

Students will learn how to: • Ask and answer questions about people’s health
• Give advice about health related topics
• Talk about common illnesses and injuries
• Read a longer, more complex text for general understanding
• Learn about famous people in medicine and science
and specific information
• Talk about healthy and unhealthy foods • Listen to a variety of texts for general understanding and
• Give advice using ‘should’ or ‘shouldn’t’ + main verb specific information
• Listen to a variety of texts for general understanding and for • Write a short biography
specific information • Write an information booklet about healthy living
• Read a variety of texts for general understanding and for • Recognise and use adjectives
specific information
• Recognise and use the soft and hard ‘g’ sounds in common
• Read and understand a longer, more complex story
words
• Understand and use apostrophes in contractions • Recognise the stress, rhythm and intonation patterns of
• Write a short biography English through songs
• Make an information booklet about healthy living • Independent learning skills: plan work, research information,
• Recognise and use the soft and hard ‘g’ sounds in common write, check spelling and punctuation, reflect on reading
words strategies, record stages of a project, write a Learning Journal
• Discuss ways of preparing for reading

Main language Activities

• Sing songs
• What’s the matter? • Write a short biography
• I’ve got [a headache]. • Read and match
• What’s wrong with Ahmed? • Read and sequence
• He’s got a [stomach ache]. • Read and discuss a story
• You didn’t come to school [yesterday]. • Play a game
• I’ve got [have got] a cold. • Take part in quizzes
• You should [go and see the doctor]. • Do a project: make an information booklet
• You shouldn’t [play football today]. • Write a Learning Journal
• I’ve got [a bruise]. *
• I burned my hand. I cut my finger.

Vocabulary
• Common illnesses: boil, cold, cough, earache, headache, sore
throat, stomach ache, temperature, toothache
• Diseases: cancer, cowpox, diabetes, heart disease, smallpox
• Medicine: anaesthetics, antibodies, bruise, cough sweets, First
Aid (box), germ, health, illness, injury, insect bite, operation,
pain, patient, physician, plasters, radium, sling, surgery, swollen
ankle, vaccine
• Adjectives: aching, afraid, difficult, enormous, hard, hot,
incorrect, nasty, old, overweight, painful, raw, sad, scared,
serious, small, supple, swollen, tall, terrible, thoughtful, tiny,
unhappy, wrong
• Verbs (past tenses of regular and irregular verbs): bend, bleed,
burn, cut, give advice, hurt, prevent, protect, scratch, stretch,
support, take charge, translate, twist
• Grammar: apostrophe, contraction
• Other language: dairy maid, embarrassed, emergency,
encyclopedia, experiment, expiry date, fitness, instrument,
junk food, lifestyle, marathon, safety pin, sample, squirrel,
stamina, strategy

Skills and strategies

• Apply prior knowledge
• Categorise
• Use deductive reasoning skills

33
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:16 AM Page 2

Health and illness

Lesson 1 Step 2
Tell students they are going to hear people

■
asking and answering questions about what is
YOU WILL NEED:
wrong with them. Tell them to look at you as
• HEALTH AND ILLNESS POSTER
they listen and to copy your actions. Play
• BLU-TAC
Listening 2.1 straight through.
• COMMON ILLNESS WORD CARDS – one set
of 9 cards for each group
Listening Transcript 2.1
In this lesson, students will:
• identify and discuss common illnesses
Voice 1: What’s the matter?
• listen to descriptions of common illnesses and
Voice 2: I’ve got a headache.
mime the illnesses
• match descriptions of common illnesses to
[put your hands on your head and make an
pictures
appropriate facial expression]
• complete sentences with the names of common
illnesses
Voice 1: What’s the matter?
Voice 2: I’ve got an earache.
Target Language
• What’s the matter?
[hold your hand to your ear and make an
• I’ve got [a headache].
appropriate facial expression]
• What’s wrong with [Ahmed]?
• He’s got a [stomach ache].
Voice 1: What’s the matter?
Voice 2: I’ve got a sore throat.
Vocabulary
health; illness; headache; earache; sore throat; cold;
#
-

cough; temperature; boil; toothache; stomach ache

[put your hand on your neck and make an
appropriate facial expression]
Before this lesson
Voice 1: What’s the matter?
Return students’ portfolios and Skills Books
■

Voice 2: I’ve got a cold.

which you collected at the end of Unit 1.
[mime sneezing]
Put the ‘Health and illness’ poster on the wall of
■

your classroom. You should put it somewhere

Voice 1: What’s the matter?
where students can see it easily, but also at a
Voice 2: I’ve got a cough.
height where they will be able to stand in front
of it and identify pictures and words.
[mime coughing]

Warm-up (5 minutes) Voice 1: What’s the matter?

Ask students to Look at the poster. Elicit ideas Voice 2: I’ve got a temperature.
■

about what they think the unit is going to be

about, then tell them to Look at pages 14 and 15 [mime feeling hot and put your hand on your
of your Classbook. Direct their attention to the forehead or wrist]
pictures of the people on pages 14 and 15, and
the people in the frieze on page 15. Elicit that the Voice 1: What’s the matter?
unit is going to be about Health and illness. Voice 2: I’ve got a boil.

[point to an imaginary spot on your neck or face

Task 1 (10 minutes) and make an appropriate facial expression]
Step 1
Tell students to Look at the people in the frieze Voice 1: What’s the matter?
■

on page 15 and discuss what illnesses they are Voice 2: I’ve got a toothache.
suffering from. Point to one of the people and ask
What’s wrong with him (her)? Elicit He’s got an
earache, She’s got a headache.

34
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:16 AM Page 3

Health and illness

each complaint to one of the people in the six

[put your hand to the side of your mouth or point pictures.
to your tooth and make an appropriate facial
expression] Step 2
Tell students to write the numbers 1 – 6 in their

■
Voice 1: What’s the matter? exercise books. Say that, as they listen, they
Voice 2: I’ve got a stomach ache. should write the letter of the matching picture
next to each number. Play Listening 2.3 straight
[put your hands on your stomach and make an through, pausing after each complaint to give
appropriate facial expression] students time to find the correct picture.

Step 3 Listening Transcript 2.3

Distribute a set of the 9 common illness word
■

1.
cards to each group. Tell students they are going
Young woman: I think I ate something bad. I’ve
to hear the listening again, and that this time,
got stomach ache. //
they should mime each illness while holding up
the corresponding word card. Play Listening 2.1
2.
again, pausing after each short dialogue to make
Woman: I’m going to lie down. I’ve got a terrible
sure that each group is holding up the correct
headache. //
word card.
3.
Step 4
Teenage boy: I can’t speak. My throat is very
Tell students they are going to hear the illnesses
■

sore. //
again, and this time, they should repeat the name
#
-
of each illness while miming it and holding up the
4.
word card. Play Listening 2.2. At the end of the
Boy: Ouch! This boil really hurts. //
activity, collect the word cards.
5.
Man: I think I have an ear infection. I’ve got a
Listening Transcript 2.2
terrible earache. //
1. boil
6.
2. cold
Girl: I think I need to see the dentist. I’ve got
3. cough
toothache. //
4. headache
5. sore throat
Step 3
6. temperature
Get students to compare their answers in their
■

7. earache
groups, then play the listening again so that they
8. stomach ache
can check their work. Pause after each
9. toothache
description and elicit the answer.

Answers:
1. a 4. e
Task 2 (10 minutes) 2. d 5. b
Step 1 3. f 6. c
Tell students to Look at Activity 1 on page 14 of
■

your Classbook and Look at the pictures of the Step 4

people. Ask them to quickly discuss in their Ask students What’s the matter with ‘a’? and
■

groups what is wrong with each person. Tell elicit She’s got stomach ache. Repeat the
them to read the rubric and information and procedure for the remaining pictures and elicit
instruction text, then check their understanding the answers.
of the task. They have to listen to people
describing what is wrong with them, and match

35
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:16 AM Page 4

Health and illness

b. He’s got earache. For the next lesson

c. She’s got toothache. If you have access to an OHP, you may want to

■
d. She’s got a headache. prepare an OHT with the following information
e. He’s got a boil. for the whole class check for Skills Book, page
f. He’s got a sore throat. 17, Activity 1 for Task 2 of the next lesson.

Task 3 (10 minutes) 1. Ibn Nafees

Place of birth: Syria/ Damascus
Step 1
Tell students to Look at Activity 1 on page 16 of 2. William Morton
■

your Skills Book and read the rubric and Job: dentist
instruction text. Check their understanding of the Place of birth: USA/ Charlton
task. They have to read the question about each
person, look at the picture of that person and 3. Ibn Sinna
complete each sentence with the appropriate Year of death: 1037
illness in the box at the bottom right of the page.
4. Marie Curie
Step 2 Year of birth: 1867
Get students to compare their answers with a
■

partner, then do a whole class check.

Answers:
1. temperature
2. headache
3. boil
4. cold
#
-

5. earache
6. toothache
7. sore throat
8. stomach ache
9. cough

Homework
Tell students to Look at Activity 2 on page 14 of
■

your Classbook. Tell them to read the rubric and

instruction text, and check their understanding of
the task. Explain that they should read the text
about Ahmed at home, and look up any words
they don’t know. Their task is to put the pictures
in the same order as the information in the text.
Remind them to write the letters of the pictures
in their exercise books and not in their
Classbooks.

As an additional homework activity, tell students to

look at the four people (William Morton, Ibn Sinna,
Marie Curie and Ibn Nafees) in the pictures in
Activity 1 on page 15 of their Classbooks.
Encourage them to find out any information they
can about these people in preparation for Lesson 2.

36
Unit 2
2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:16 AM Page 5

Health and illness

Lesson 2 of some common illnesses. When they hear a

name, they should repeat it and mime the
illness. Play Listening 2.4, pausing after each
YOU WILL NEED: illness to give students time to repeat and
• AN OHT FOR THE WHOLE CLASS CHECK mime.
FOR SKILLS BOOK, PAGE 17, ACTIVITY 1
(optional) Listening Transcript 2.4
In this lesson, students will: 1. boil
• listen to the names of common illnesses and 2. cold
mime them 3. cough
• learn about famous people in medicine and 4. earache
science 5. headache
• listen for specific information needed to 6. sore throat
complete a fact file 7. stomach ache
• write a paragraph about a famous person 8. temperature
9. toothache
Vocabulary:
blood; movement; anaesthetics; patient (n); pain;
physician; medicine; translate; radium; serious
Task 2 (15 minutes)
Step 1
Homework check (5 minutes) Tell students to Look at Activity 1 on page 15
■

of your Classbook. Ask a volunteer to read

Tell students to Look at Activity 2 on page 14 of
■

out the names of the four people under the

your Classbook. Check the meanings of any
pictures. Explain that these four people all
unknown vocabulary, then ask a few quick
became famous for their work in medicine and *
questions as a comprehension check, for
science. Ask students if they have found out
example:
any information about any of the people, and
if they have, get volunteers to share what they
• Why couldn’t Ahmed go to the mosque on
know with the class. Write the names of the
Friday? (He was feeling ill).
four people on the board, and make notes of
any information students give you under the
• Where did his mother take him? (A clinic).
appropriate name.
• What did the doctor give him? (Some
Step 2
medicine).
Tell students to Look at Activity 1 on page 17
■

of your Skills Book and read the rubric and

• What illness did he have? (Chicken pox).
instruction text. Make sure they understand
that each of the four fact files is related to one
Tell students to get out their exercise books with
■

of the people in the pictures on page 15 of

the answers about the order of the pictures. Do
the Classbook. Ask students if they can guess
a whole class check.
which fact file relates to which person. Tell
them to write the name of the correct person
Answers:
at the top of each fact file.
1. A
2. C
If students have not found out enough
3. B
information to guess the correct name for each
4. E
fact file, give them the answers and make sure
5. D
they have written them at the top of each fact
file. It is essential that students know which fact
Task 1 (5 minutes) file relates to which person before they listen to
This should be a quick and lively activity. the recording, as this will make the listening task
which they are about to do, much easier.
Tell students they are going to hear the names
■

37
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:17 AM Page 6

Health and illness

Answers:
1. Ibn Nafees. Marie Curie was born in 1867 in Warsaw, the
2. William Morton. capital of Poland. Poland is a European country.
3. Ibn Sinna. As Marie grew up, she started to study chemistry
4. Marie Curie. and to do experiments. She was a brilliant
scientist and became famous when she
Step 3 discovered radium. This was used to treat serious
illnesses, but too much radium was bad for the
Tell students they are going to hear some
■

body. Marie didn't know radium was dangerous.

information about each person, and they should
She became very sick and died in 1934 at the age
listen and fill in the missing information in that
of 67.
person’s fact file. Tell students to look at the fact
files first to see what kind of information they
are going to be listening for – for example, the
Step 4
Get students to compare their work with a i
■
information about Ibn Nafees’s birthplace is
missing, so they have to listen for that. Play partner, then do a whole class check. Write the
Listening 2.5. pausing after the information about answers on the board, or use the OHT you have
each person to give students time to already prepared.
complete the fact file.
Answers:
1. Ibn Nafees
Listening Transcript 2.5 Place of birth: Syria/ Damascus
Ibn Nafees was born in 1210 in Damascus, Syria.
After his studies, he moved to Cairo to join a 2. William Morton
hospital there. As well as treating ill people, part Job: dentist
of his work at the hospital was to teach other Place of birth: USA/ Charlton
#
-
doctors. Ibn Nafees was the first person to write
3. Ibn Sinna
about the movement of blood through the
human body. He wrote many books but he is Year of death: 1037
most famous for his encyclopaedia, which
contained three hundred books! Ibn Nafees died 4. Marie Curie
in 1288 at the age of 78, before he could finish Year of birth: 1867
his encyclopedia.
Task 3 (10 minutes)
William Morton was born in Charlton, USA in Tell students to Look at Activity 2 and read the
■

1819. As a young man, he became interested in rubric and instruction text. Check their
science but his first job was as a dentist. He had understanding of the task. They have to read the
to remove bad teeth from his patients and the paragraph about Ibn Sinna, and then, using this
operation to remove these teeth was very painful. paragraph as a model, write a similar paragraph
He decided to study medicine to try and find a about one of the other three people they have
way to stop this pain. His studies were successful been learning about. Refer them to the Writing
and in 1846 William became the first dentist in Route (you already distributed copies in Unit 1)
the world to use anaesthetics with his patients. and remind them to follow it. Tell them to write
His discovery is now used in hospitals every day. the first draft of their paragraphs in their exercise
William Morton died in 1868 at the age of 49. books. Circulate around the classroom offering
guidance and support.
Ibn Sinna was born in Bokhara, now in
Uzbekistan, in 980. At a very young age, he Point out the picture of Portfolio Pete beside the
started to study maths and medicine. He became instruction text for this activity. Tell students that
so good at medicine that he was soon known as they should write out the final version of the
‘the Prince of Physicians’. He wrote many books paragraph at home, then put their paragraphs into
on medicine in his lifetime and these books were their portfolios. Say you will be collecting the
translated into many languages. His most famous portfolios for checking at the end of the next
book was the Kitab al Shifa, or Book of Healing. lesson.
Ibn Sinna died in 1037 at the age of 57.

38
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:17 AM Page 7

Health and illness

Homework Lesson 3
Tell students to Look at Activity 3 on page 17 of
■

your Skills Book and read the rubric and

YOU WILL NEED:
instruction text. Tell them to Look at page 109
• OHTS FOR THE WHOLE CLASS CHECKS FOR
at the back of your Skills Book and remove the
SKILLS BOOK, PAGE 18, ACTIVITIES 2 AND 3
page carefully. They should read the words in
(optional)
the bone at the bottom of the page, then label
the two skeletons with the appropriate body
In this lesson, students will:
parts. Explain that they will be learning the new
• listen to and join in with a song
song, My Bones, in the next lesson.
• practise short dialogues with a partner
• understand and use contractions and apostrophes
Tell students to put their labelled pages into their
• rewrite sentences using contractions and
portfolios and bring them to the next lesson as
apostrophes
they will need to refer to them when learning the
new song.
Target Language
• You didn’t come to school [yesterday].
For the next lesson
• I was ill. I had [a terrible headache].
If you have access to an OHP, you may want to
■

• I’ve got [have got] a cold.

prepare OHTs for the whole class checks for • Saif isn’t [is not] feeling well.
Skills Book, page 18, Activities 2 and 3 for Tasks
3 and 4 of the next lesson. Vocabulary
terrible; painful; contraction; apostrophe

#
- Homework check (5 minutes)
Tell students to take out their portfolios with the
■

skeletons they labelled for homework. Do a

whole class check of the labelled body parts, and
elicit answers from volunteers.

Task 1 (5 minutes)
Tell students to look at the word of the song My
■

Bones above the skeletons. Say they are going to

hear this song, and they should listen and touch
the body parts mentioned in the song. Play Songs
and Rhymes 2.1 straight through. Touch each
body part as it is mentioned, and get students to
join in with the words where they can.

Songs and Rhymes Transcript 2.1

My bones

My shoulder bone’s connected to my arm bone,

My arm bone’s connected to my wrist bone,
My wrist bone’s connected to my finger bone,
These are my bones, my bones.

These bones, these bones, these strong bones,

These bones, these bones, these strong bones,
These bones, these bones, these strong bones,
These are my bones, my bones.
These bones, these bones I can’t see,

39
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:17 AM Page 8

Health and illness

These bones, these bones inside me,

These bones, these bones so many, The listening is recorded twice on the CD. The
These are my bones, my bones. second time has pauses after each person has
spoken in order to give students time to repeat the
My thigh bone’s connected to my leg bone, phrases.
My leg bone’s connected to my ankle bone,
My ankle bone’s connected to my toe bone, At the end of the listening, get the two halves of

■
These are my bones, my bones. the class to reverse roles. Play the dialogue
again. Then organise students into pairs and get
These bones, these bones, these strong bones, them to practise the dialogue with their partner.
These bones, these bones, these strong bones,
These bones, these bones, these strong bones, Step 3
These are my bones, my bones. Tell students to Look at Activity 3 and read the

■
rubric and instruction text. Check their
These bones, these bones I can’t see, understanding of the task. They and their partner
These bones, these bones inside me, have to make up their own short dialogues based
These bones, these bones so many, on the situations given, using the phrases
These are my bones, my bones. as a guide. Circulate around the classroom
offering guidance and support. At the end of the
activity, ask for one or two pairs of volunteers to
When you have finished playing the song, tell demonstrate their dialogues to the class.
students to put their pages with the words of the
song and the labelled skeletons back into their Task 3 (5 minutes)
portfolios.
Tell students to Look at Activity 1 on page 18 of
■

#
-
your Skills Book. Show them the picture of
Task 2 (10 minutes) Robby the Robot at the top right and elicit the
Step 1 word printed on his chest – WORDS. Read the
Tell students to Look at Activity 2 on page 15 of word on the strip coming out of Robby’s head –
■

your Classbook and read the rubric and Contractions. Ask students what they can
instruction text. Check their understanding of the remember about contractions, then tell them to
task. They are going to listen to Amna talking to read the information text and check their
her friend, then practise the same dialogue understanding. Direct their attention to the
themselves with a partner. First, tell them to read apostrophe and how it is used when writing
the dialogue as they listen. Play Listening 2.6 contractions.
straight through.
Task 4 (5 minutes)
Listening Transcript 2.6 Step 1
Tell students to Look at Activity 2 and read the
■

Friend: You didn’t come to school, yesterday, rubric and instruction text. Check their
Amna. understanding of the task. They have to rewrite
Amna: No, I didn’t. I was ill. the sentences, using contractions and
Friend: What was the matter? apostrophes. Circulate around the classroom
Amna: I had a terrible headache. offering guidance and support.
Friend: Are you better now?
Amna: Yes, thank you. Step 2
Do a whole class check. Write the contracted
■

form (not the complete sentence) on the board

Step 2 or use the OHT you have already prepared.
Divide the class in half. Tell students they are
■

going to hear the listening again. Ask one half of Answers:

the class to repeat the friend’s part and the other 1. I’ve
half to repeat Amna’s part. Play Listening 2.6 2. Saif’s
again. 3. can’t

40
Unit 2
2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:17 AM Page 9

Health and illness

4. They aren’t ill. / They’re not ill. Skills Book, page 19, Activity 2 for Task 3 of the
5. isn’t // he’s next lesson.

Task 5 (5 minutes)
Step 1
Tell students to Look at Activity 3 and read the
■

rubric and instruction text. Check their

understanding of the task. This is a quick
recycling activity. Students have to put an
apostrophe into the correct place in each of the
ten words in the box. Copy the words onto the
board, or use the OHT you have already
prepared. Elicit from volunteers where each
apostrophe should be, and write it in. Make sure
that students check their work carefully.

Answers:
1. hasn’t 6. it’s
2. we’ve 7. where’s
3. what’s 8. doesn’t
4. I’d 9. we’re
5. don’t 10. weren’t

Step 2
Tell students to complete the rules that Robby’s
■

hand is pointing to, then do a whole class check. *

Students should suggest the following:

When two words are joined together to make

one word, we call this a contraction.

We use an apostrophe to show that a letter or

letters are missing.

Homework
Tell students to Look at Activity 1 on page 16 of
■

your Classbook and read through the text The

experiments of Edward Jenner in preparation for
the next lesson. They don’t have to understand
every word, but they should try and get a
general sense of what the text is about.
If students have time at home, encourage them to
find out any information about Edward Jenner and
bring it to the next lesson.

At the end of this lesson

Collect students’ portfolios so you can check the
paragraphs which they wrote in Lesson 2, as well
as checking their labelled skeletons.

For the next lesson

If you have access to an OHP, you may want to
■

prepare an OHT for the whole class check for

41
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:17 AM Page 10

Health and illness

Lesson 4 Step 3
Tell students to Look at Activity 1 on page 16

■
and read the rubric and instruction text. Check
YOU WILL NEED:
their understanding of the task. They have to
• AN OHT FOR THE WHOLE CLASS CHECK
look at the pictures and title of the reading text
FOR SKILLS BOOK, PAGE 19, ACTIVITY 2
and say what they think it is going to be about.
(optional)
Make sure that students understand the meaning
of experiment and point out that it can be used
In this lesson, students will:
both as a noun and a verb.
• learn strategies for dealing with a new reading
text
Step 4
• match paragraphs to headings
Tell students to look at the four statements

■
• write answers to questions
• fill in the gaps in a reading text beside the small picture of Edward Jenner. Tell
them, from looking at the main picture and the
Vocabulary title of the reading text only, to discuss in their
strategy; prevent; smallpox; cowpox; dairy maid; groups which statements might be true. Elicit
experiment; sample; scratch; vaccine; protect; their ideas and ask them to give reasons.
germ; antibodies
Answers:
a. False. [He lived a long time ago. You can tell
Before this lesson this by his clothes.]
Return students’ portfolios which you collected
■

b. True. [He is doing an experiment in the

at the end of Lesson 3.
picture].
If time allows, you can play the song ‘My bones’ at
#
-

the beginning of this lesson, and encourage

c. True. [He is experimenting on a child in the
picture].
students to join in with the words and actions.
d. False. [There is nothing in the pictures to
Task 1 (10 minutes) suggest Africa.]
Step 1
Tell students to Look at page 16 of your Tell students to read the text quickly to check
■
■

Classbook. Ask if anyone found out any their answers, then do a whole class check.
information about Edward Jenner, and get
volunteers to share what they know with the Task 2 (10 minutes)
rest of the class.
Step 1
Tell students to Look at Activity 1 on page 19
■

Step 2
of your Skills Book and read the rubric and
Ask students what they can do to help
■

instruction text. They have to read the text

themselves understand the information in a text about Edward Jenner on page 16 of the
before they start reading. Elicit that the pictures Classbook again, and match each of the five
and the title often give valuable clues about paragraphs to one of the headings on page 19 of
what a text contains. Ask how students can the Skills Book. Do a whole class check.
deal with new words when they start reading,
and elicit ideas. Tell them to Look at page 17 of Answers:
your Classbook and look at the box headed a. 4
READING STRATEGIES. Explain the meaning b. 5
of strategy (a planned way to achieve c. 1
something), using L1 if necessary. Go through d. 3
the four reading strategies, and discuss the e. 2
ideas.

42
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:17 AM Page 11

Health and illness

Step 2 attention to the pictures and text down the right

Tell students to read the information again, and hand side of the page, as the information in
■

discuss with them what they learned in each these may be helpful.
paragraph.
Homework
Write the following 10 words on the board. Tell
m This activity provides an opportunity to assess how

■
A
well students are able to read more complex texts students to copy them into their exercise books
and extract specific information. and learn the spellings. Say you will be checking
these spellings in a later unit.
Task 3 (10 minutes) illness; cold; cough; earache; headache; sore
Step 1 throat; stomach ache; toothache; temperature;
Tell students to Look at Activity 2 and read the boil
■

rubric and instruction text. Check their

understanding of the task. They have to read Remind students of the ‘look, cover, write,
the text about Edward Jenner again, then write check’ method of learning spellings and
answers to the questions on the writing lines encourage them to use it.
Remind them to put a capital letter and a full
stop at the beginning and end of each sentence. Tell students to Look at page 123 of your Skills
■

Book and read the fact file about Abdul Qassim

Step 2 al Zahrawi to familiarise themselves with the
Get students to compare their answers with a information about him in preparation for the
■

partner, then do a whole class check orally. next lesson.

Alternatively, use the OHT you have already
prepared. Ask students to start thinking about their
■

m
- -

Answers:
Learning Journals for this week.
*
1. He was from England. For the next lesson
2. He discovered a vaccine to prevent smallpox. Prepare copies of the fact file and biography of
■

3. He scratched some cowpox into James’ arm. Al Razi from the photocopiable pages at the back
4. He became ill with cowpox. of this Teacher’s Book – one for each student.
5. The cowpox germ in James created antibodies.
6. They killed the germs.

This activity provides an opportunity to assess

[A
A_
how well students are able to read a more complex
text and extract specific information.

Task 4 (5 minutes)
This task can be started in class, but students will
have to finish it for homework as there will not be
enough time to complete it in class. However,
before giving it for homework, explain the task to
them and make sure that they understand it clearly.
Students have studied germs in their science
curriculum, so they should be familiar with the
concepts.

Tell students to Look at Activity 3 and read the

■

rubric and instruction text. Check their

understanding of the task. They have to read the
text and fill in the gaps with the missing
information, using the words and letters in the
box at the bottom of the page. Direct students’

43
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:17 AM Page 12

Health and illness

Lesson 5 • Where was he born? (Al Zahra, Spain)

• How old was he when he died? (77)
YOU WILL NEED: • How many books were in his encyclopedia?
• FACT FILE AND BIOGRAPHY OF AL RAZI (30)
FROM THE PHOTOCOPIABLE PAGES AT THE
BACK OF THIS TEACHER’S BOOK – one for Step 3
each student
Tell students that they are going to use the

■
information in the fact file to write a short
In this lesson, students will:
biography of Abdul Qassim Al-Zahrawi. Ask what
• discuss the life and work of Abdul Qassim Al-
they should do before they start writing, and
Zahrawi
• draft and write a short biography
• think about their learning experiences in Week 1
• write up their Learning Journal
elicit that they should plan it. Remind them also
to follow the Writing Route. i
Step 4
■ Before students start writing about Abdul Qassim
Vocabulary
Al-Zahrawi, tell them you are going to show A
encyclopedia; surgery; operation; instrument
them an example of a similar biography about Al
Razi (Abu Bakr Mohammed Al Razi). Distribute
the page with the fact file about Al Razi, and the
Homework check (5 minutes) model of his biography, from the photocopiable
Tell students to get out their Skills Books with pages at the back of this Teacher’s Book.
■

the gap-fill activity which they completed for

homework (Skills Book, page 19, Activity 3). Do To guide your students to do this writing task, you
a whole class check. should first provide them with a few questions that
#
-
will help them to structure their writing in a
Answers: smoother and more focused way. Write these
When a germ enters a human body, the T-cells questions on the board and go over the answers
quickly tell the B-cells. The B-cells arrive with orally.
chemicals called antibodies and attack the germs.
Then the macrophage cells arrive. They catch • Who was Al Razi?
the germs with their tentacles and eat them. • When / where was he born?
This is how your body protects itself from • What was his job?
germs. • Why was he famous?
• What was his most famous book?
• What other information do we know about him?
Task 1 (20 minutes) • When did he die?
Step 1
Ask students if they can remember who was Step 5
■

famous for writing about the movement of blood Go through the fact file with students, and
■

around the body. Elicit Ibn Nafees. Ask if they demonstrate how the paragraph with Al Razi’s
can think of other famous people connected with biography is built up by linking together the
health and medicine, and elicit ideas. Students different parts of the information. Make sure they
may suggest Abdul Qassim Al-Zahrawi. understand how the paragraph is created from
However, if they do not, ask if anyone has heard the fact file. Show too how it is sometimes
of him and what they know about him. possible to use different conjunctions from those
in the fact file – for example, in addition instead
Step 2 of also. This adds variety to the style of the
Tell students to Look at page 123 at the back of
■

paragraph although it doesn’t change the

your Skills Book and read the information in the meaning.
fact file about Abdul Qassim Al-Zahrawi. They
should already have read through this for Step 6
homework. Ask a few quick comprehension Tell students to read the information in the fact
■

questions, for example: file about Abdul Qassim Al-Zahrawi carefully in

44
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:17 AM Page 13

Health and illness

order to plan how they will write his biography. Step 2

Tell them to write a first draft in their exercise Tell students to start thinking about their learning

■
books. Circulate around the classroom offering experiences in Week 1. If time allows, get
guidance and support. Get students to check students to start writing their journals in class.
their drafts with their friends and correct any Remind them that they can add some drawings
mistakes. When they are satisfied with their if they like. Circulate around the classroom
work, they should copy it onto the writing lines offering guidance and support.
on page 123 of their Skills Books. They should
then remove the page carefully and put it Homework
Tell students to write up their Learning Journals

■
into their portfolios.
for Week 1.
If students do not have time to write out their final
Remind students to learn the spellings of the 10

■
drafts in class, they can do this at home. They
should store the pages in their portfolios for you to words which you gave them at the end of
collect and check in a later lesson. Lesson 4. Say you will be checking these
spellings the lesson after next.

ts
A This activity provides an opportunity to assess how
well students are able to build on information given illness; cold; cough; earache; headache; sore
in a fact file to create a short written biography. A throat; stomach ache; toothache; temperature;
model example of a biography is given below, boil
although students’ versions may be slightly different.
At the end of this lesson
Collect students’ Skills Books so you can check
■

Model biography the work they have completed from pages 16 to

19.
Abdul Qassim Al Zahrawi
* Abdul Qassim Al Zahrawi was a famous Muslim
For the next lesson
If you have access to an OHP, you may want to
®
■

doctor. He was born in 936 in Al Zahra, Spain. prepare OHTs for the whole class checks for
He was the personal doctor to the King of Spain. Skills Book, page 20, Activities 2 and 3 for Tasks
He is famous because he wrote an encyclopaedia 4 and 5 of the next lesson.
called Al Tasrif (The Method), which included 30
books on medicine and surgery. Al Tasrif was
important because it included new information
for doctors about operations on the ears, eyes
and mouth. It described how to make false teeth,
and also how to fix broken arms and legs. In
addition, Al Zahrawi was famous because he
invented many special tools and instruments for
doctors. Many of his inventions were still being
used in hospitals 500 years after he died in 1013
at the age of 77.

Task 2 (10 minutes)

Step 1
Tell students to Look at page 79 at the back of
■

your Skills Book. Explain that This is Ahmed’s

learning journal and ask them to look at his two
comments for Week 1. Ask Who did he write
about? Elicit Ibn Nafees.

45
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:17 AM Page 14

Health and illness

Lesson 6 Task 2 (10 minutes)

Step 1
YOU WILL NEED: Tell students to Look at Activity 1 on page 17 of

■
• OHTS FOR THE WHOLE CLASS CHECKS FOR your Classbook and read the rubric and
SKILLS BOOK, PAGE 20, ACTIVITIES 2 AND 3 instruction text. Check their understanding of the
(optional) task. They are going to give advice to a boy
called Joe about what he should and shouldn’t
In this lesson, students will: do. Ask What’s Joe like? and elicit that he is very
• understand and practise giving advice unhealthy and untidy.
• match pictures with phrases related to giving
advice Step 2
• complete sentences with ‘should’ or ‘shouldn’t’ Tell students to Look at the pictures of Joe. (Joe

■
• write sentences containing phrases related to is the boy with red hair in the eight cartoon
giving advice pictures). Refer students to the photos of the
two boys at the top of the page, and the speech
Target Language bubbles. Explain that students are going to hear
• You should [go and see the doctor]. these boys giving Joe advice. Play Listening 2.7
• You shouldn’t [play football today]. straight through.
• You should [go for a walk].
• You shouldn’t [watch TV all day].
Listening Transcript 2.7
Vocabulary
give advice; suggest Friend 1: You should go and see the doctor.
Friend 2: You shouldn’t play football until your
At the beginning of this lesson ankle is better.
#
-

Return students’ Skills Books which you collected

■

at the end of Lesson 5.

Step 3
Task 1 (5 minutes) Play Listening 2.7 again, this time pausing after the
■

first piece of advice. Ask students which picture

Step 1
they think this piece of advice refers to. Elicit
Tell students to Look at page 15 of your
■

picture 6. Play the second piece of advice and ask

Classbook and Look at the people in the frieze.
students which picture it refers to. Elicit picture 4.
Tell them to number the pictures from 1 – 6 in
Play the listening again, and this time, get students
their exercise books in the order in which they
to repeat each piece of advice after they hear it.
appear in the Classbook. Ask them to Look at
page 17 of your Skills Book and Look at the
Step 4
names of the illnesses in the frieze. Tell them to
Tell students to Look at the other pictures and
■

write the number of each picture in the frieze in

decide in their groups what advice they would
the Classbook, under the corresponding illness in
give Joe. Circulate around the classroom offering
the frieze in the Skills Book.
guidance and support. Elicit ideas for each
picture. Then tell students they are going to hear
Step 2
Joe’s friends giving him more advice. As they
Get students to compare their work with a
■

listen, they should try to identify which picture

partner, then do a whole class check.
the advice relates to.
Answers:
Step 5
1. boil
Play Listening 2.8, pausing after each piece of
■

2. headache
advice. Elicit the number of the picture before
3. sore throat
playing the answer.
4. stomach ache
5. earache
6. toothache

46
Unit 2
2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:17 AM Page 15

Health and illness

Listening Transcript 2.8

Task 5 (5 minutes)
You should wear glasses. // picture 8 Step 1
Tell students to Look at Activity 3 and read the

■
You shouldn’t eat unwashed fruit. // picture 2 rubric and instruction text. Check their
understanding of the task. They have to write
You should eat more slowly. // picture 1 sentences based on the phrases on the left of
the page, using should or shouldn’t as
You shouldn’t wear shoes that are too small for appropriate.
you. // picture 7
Step 2
You should wash your hands after touching When students have finished, get them to

■
animals. // picture 5. compare their answers with a partner. Do a
whole class check orally, or use the OHT you
You shouldn’t wear dirty socks. // picture 3 have already prepared.

Answers:
1. You should go for a walk.
Task 3 (5 minutes) 2. You shouldn’t watch TV all day.
3. You shouldn’t put your feet on the table.
Tell students to Look at Activity 1 on page 20 of
■

4. You should respect older people.

your Skills Book. Show them the picture of
Robby the Robot at the top right and elicit the
If time allows, discuss with students who they
word printed on his chest – LANGUAGE. Read
would give each piece of advice to and when they
the words on the strip coming out of Robby’s
might give it.
head – Giving advice. Tell students to read the
.
rubric and information text, and check their
Step 3
understanding of the concept of giving advice.
Tell students to complete the rule that Robby’s
■

hand is pointing to the bottom of the page. Do a

Task 4 (10 minutes) whole class check, and elicit the missing words.
Step 1
Tell students to Look at Activity 2 and read the To give advice, we can use should or shouldn’t
■

rubric and instruction text. Check their + the main verb.

understanding of the task. They have to look at
the pictures and complete the gap in the Homework
sentence under each one with should or Tell students to read through the story The
■

shouldn’t. riding accident on pages 18 – 22 of their

Classbooks in preparation for the next lesson.
Step 2 They do not have to understand every word,
Get students to compare their answers with a but they should try and get a general sense of
■

partner. Do a whole class check, using the OHT what the story is about. Encourage them to try
you have already prepared. and use the reading strategies they discussed in
Lesson 4.
Answers:
1. You shouldn’t eat so much. This story is quite long, and as class time in the next
2. You shouldn’t smoke. lesson is very limited, it is important for students to
3. You should go to the dentist. familiarise themselves with the story as much as
4. You shouldn’t play football in the road. possible in advance. This will save valuable class
5. You should cross the road at the traffic lights. time, and enable the teacher to discuss the story
6. You should go to the hospital. and characters with students better.

mA This activity provides an opportunity to assess how

well students are able to understand the use of
‘should’ and ‘shouldn’t’ when giving advice.

47
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:17 AM Page 16

Health and illness

Remind students to learn the spellings of the 10 Lesson 7

■

words which you gave them at the end of

Lesson 4. Tell them you will be checking these
spellings the lesson after next. In this lesson, students will
• do a spelling test
illness; cold; cough; earache; headache; sore • read and answer questions about a story
throat; stomach ache; toothache; temperature; • discuss characters and events in a story
boil • find adjectives that are opposite in meaning

Remind students to continue writing up their

■

Vocabulary
Learning Journals for Week 1. Language from the story: thoughtful; tissues; cough
sweets; plasters; squirrel; support; safety pin; take
charge; sling; emergency; marathon; First Aid;
embarrassed

Task 1 (10 minutes)

Step 1
Tell students you are going to check the spellings
■

of the 10 words you asked them to learn at the

end of Lesson 4. Say Look at Activity 2 on page
28 of your Skills Book and show students the
writing lines. Tell them they are going to hear the
words, and that they must write them on the
#
- writing lines.

Only seven words are played on the CD, so you

will have to read the three remaining words (illness,
temperature, boil) yourself.

Step 2
Play Listening 2.9, pausing after each word to
■

give students time to write.

Listening Transcript 2.9

1. cold
2. cough
3. earache
4. headache
5. sore throat
6. stomach ache
7. toothache

Then say:

8. illness
9. temperature
10. boil

48
Unit 2
2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:17 AM Page 17

Health and illness

Step 3
Do a whole class check. Ask What was the first Step 3
■

word? and elicit cold. Write this word on the Play Listening 2.10 straight through.

■
board. Tell students to make any necessary
corrections, then repeat the procedure for the This story should be played only if the teacher feels
remaining words. there is time. As mentioned before, it is more
valuable to spend class time discussing the story
with students rather than have them simply listening
Task 2 (10 minutes) to it on the CD. If you are short of time, omit this
This task focuses on the story, ‘The riding accident’. step.
The story is recorded in full on the CD, and it is up
to individual teachers to decide whether they want
to play it in class. However, as time is limited and Listening Transcript 2.10
the story is quite long, it would be more valuable The riding accident
to spend time discussing the story with students,
rather than have them simply listening to it and I’ll always remember the first time I saw Laila. We
following it in their books. It is therefore very were in class waiting for our teacher Mrs Roberts.
important that students have familiarised After a few minutes, she came in. Next to her
themselves as much as possible with it in advance. was a girl with curly brown hair and large brown
eyes. Mrs Roberts told us that Laila was joining
Step 1 our class. Most of the time, Laila sat by herself.
Tell students to Look at the story on pages She was always reading, but when anyone came
■

18–22 of your Classbook. Students should near her, she quickly hid her book. Also, she was
already have read through this story for always going to the gym. However, I noticed that
homework. Ask What is the title of the story? she could be thoughtful and kind. Laila was always
and elicit The riding accident. Ask a few quick giving people tissues, cough sweets and plasters.
comprehension questions to check that students *
have understood the story, for example: One day, I saw Laila looking very sad and I felt
sorry for her. So I had an idea. At weekends, I go
• Where does Vicky like to go at weekends? horse riding with my best friends, Tammy and
(Horse riding) Patsy. I decided to invite Laila to come riding with
us. I was very pleased when she said yes.
• Who does she goes with? (Tammy and Patsy)
At last the weekend came! The weather was
• Who did she invite to go with them? (Laila) perfect. We decided that Laila should ride Dolly.
Dolly was slow but not nervous like the younger
• What caused the accident? (A blue car going horses. We rode across the fields and saw rabbits,
too fast. It frightened the horses.) foxes, squirrels and birds. ‘You should see the
view in October,’ said Tammy. ‘It’s beautiful and
Step 2 the leaves on the trees are red, orange and
Ask students if they found the reading strategies yellow.’
■

they discussed earlier in the unit helpful when

reading the story. Elicit their ideas. Ask them to Soon after, we stopped for lunch. We ate, drank
Look at the pictures and describe what is and sat in the sunshine. Tammy fell asleep on her
happening in them. Ask a few more questions left arm and when she woke up she couldn’t feel
about the story and the characters, for example: it. ‘Open and close your fingers quickly,’ said Laila.
‘It’ll get the blood going.’ Then, we wrapped up
• Why was Laila always in the gym? our rubbish and set off again.
• Why was she embarrassed about the book
she was reading? We rode across the fields and then along a
country road. Suddenly, a blue car came around
You can also expand the questions to draw in the corner. It was going much too fast. The horses
students’ own experiences. Ask if any of them
have been horse riding, or would like to, or if
they know anything about first aid.

49
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:17 AM Page 18

Health and illness

were frightened and Tammy and Patsy were you shouldn’t have any problem passing the
thrown off their horses onto the ground. exam!’ said Tammy. ‘After all, we gave you some
excellent practice!’ We looked at each other and
Patsy’s wrist was badly swollen. ‘We should laughed again.
support it,’ said Laila, ‘it could be broken.’
Carefully, she pinned Patsy’s sleeve to her jumper
using a safety pin so that she couldn’t move her The phrase ‘I want to do something to help others’
arm. Tammy was lying on the ground and her
eyes were closed. Just then, her eyes opened.
in the last paragraph is missing in the recording,
although it is in the story in students’ Classbooks.
1
‘W–What happened? Ouch! My head hurts.’
‘Don’t worry, Tammy. You’ll be fine. You’ve cut Task 3 (5 minutes)
your head,’ said Laila quietly. ‘Now,’ she said,
taking charge, ‘who’s got a phone?’ None of us It is suggested that you do not spend a lot of time
had. on this activity, as time in this lesson is very short.
Give students as much help as possible, and go
Moments later, a young man appeared. It was the through the answers with them. Students will need
driver of the blue car. ‘You shouldn’t drive so fast,’ both their Classbooks and their Skills Books.
I yelled angrily. ‘Yes, yes, I’m sorry. I was late for
Ask students to Look at Activity 1 on page 21 of
■

work,’ he said. ‘Can I help?’ ‘Well, do you have a

phone?’ Laila asked. your Skills Book and read the rubric and
instruction text. Check their understanding of the
When we got to the hospital, Tammy and Patsy task. They have to read the story again and write
went for x-rays. Patsy’s wrist wasn’t broken but the number of each paragraph in the box beside
she had to wear a sling. The cut on Tammy’s head each heading according to the order in which
wasn’t serious but the doctors kept her in hospital they appear in the story. Tell students that the
overnight. headings refer to only eight of the paragraphs.
#
-

‘Wow! You’re great in emergencies,’ I said. Answers:

‘Oh, not really. It’s just that I’ve learned to stay a. 3 e. 1
calm, breathe deeply and do what is necessary. b. 5 f. 6
I’ve had my own emergencies, you see,’ said Laila. c. 10 g. 8
‘If you promise not to tell anyone at school, I’ll tell d. 2 h. 4
you about it. It’s my secret but we’re friends now,
aren’t we? Now promise.’ Everyone promised.
Task 4 (10 minutes)
‘Two years ago, I had a very serious illness,’ she Step 1
said. ‘I was very lucky to get better. I was in Tell students to Look at Activity 2 and read the
■

hospital for a long time. When I left, the doctors rubric and instruction text. Check their
told me to keep fit and look after myself.’ understanding of the task. They have to read the
list of eight adjectives, then for each one find an
‘Oh, now I see!’ said Tammy. ‘That’s why you’re adjective in the paragraph indicated which has
always in the gym. We thought you were training the opposite meaning, and write it on the line
for a marathon!’ We all laughed but now I provided. Go over the example of thoughtless
understood why sometimes Laila looked so sad. with students and show them how the opposite
adjective thoughtful was found in the first
‘I’m really glad you got better … but there is
paragraph of the story.
something I don’t understand,’ said Patsy. ‘Why
won’t you let anyone see that book you’re always
Step 2
reading?’
Do a whole class check and elicit the answers.
■

Laila looked embarrassed. ‘Oh, I wasn’t going to

Answers:
tell anyone until I’ve passed my exam. I’m learning
1. thoughtful
First Aid. So many people helped me when I was
2. kind
ill, I want to do something to help others.’‘Well,
3. sad
4. slow

50
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:17 AM Page 19

Health and illness

5. closed Lesson 8
6. young
7. lucky
8. better YOU WILL NEED:
• SOME EXAMPLES OF POSTCARDS TO SHOW
Homework STUDENTS
• AN OHT FOR THE WHOLE CLASS CHECK
Tell students to read the story again, as they will be
FOR CLASSBOOK, PAGE 22, ACTIVITY 1
doing more work on it in the next lesson. Tell
(optional)
them to write a list of any unknown vocabulary
from the story together with the meanings. They
In this lesson, students will:
should put their lists into their portfolios.
• play a game about past tenses of verbs
• put events in a story into chronological sequence
Remind students to continue writing up their
■

• talk about postcards

Learning Journals for Week 1.
• write a postcard about events in a story
At the end of this lesson
Vocabulary
Collect students’ portfolios so you can check the
■

Past tense verb forms: have – had; think – thought;

short biography they wrote of Abdul Qassim Al
leave – left; eat – ate; fall – fell; drink – drank; say –
Zahrawi for homework in Lesson 5.
said; sit – sat; hide – hid; tell – told; come – came;
see – saw
For the next lesson
If you have access to an OHP, you may want to
■

prepare an OHT for the whole class check for At the beginning of this lesson
Classbook, page 22, Activity 1 for Task 1 of the Return students’ portfolios which you collected
■

next lesson. at the end of Lesson 7.

#
-

Collect some postcards to bring to the next Warm-up (5 minutes)

■

lesson to show students as examples.

This should be a short, lively activity.
Tell students they are going to play a quick game
■

involving past tenses of verbs. Explain that you

are going to call out the infinitives of some
irregular verbs from the story about the riding
accident. Students should decide in their groups
what the past tenses are. If they do not know a
past tense, they can look for it in the story on
pages of their Classbooks. The first group to put
their hands up with the correct answer wins a
point. The winner is the group with the most
points.
Call out these verbs from the story:
■

have
think
leave
eat
fall
drink
say
sit
hide
tell
come
see

51
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:17 AM Page 20

Health and illness

Task 1 (10 minutes) provided, then work with a partner to ask and
answer each other’s questions. Do an example
Step 1 with students such as Where did the riding
Tell students to Look at Activity 1 on page 22 of
■

accident happen? (On a country road). Circulate

your Classbook and read the rubric and around the classroom offering guidance and
instruction text. Check their understanding of support.
the task. They have to put the events from the
story in order. Make sure they understand that Step 2
they should order the events in the Elicit a few questions from volunteers, and write

■
chronological sequence in which they happened, them on the board. Get other students in the
which is different from the order they appear in class to answer the questions.
the actual story.
Task 3 (10 minutes)
Step 2 Step 1
Go over the first two events with students as
■

Show students the examples of postcards you

■
examples. These are: have brought to the lesson. If you have brought
enough postcards, give them to different groups.
1. [g] Laila was very ill in hospital. Tell students to Look at Activity 4 and to Look
2. [c] Laila got better and left hospital. at the postcard. Ask them what they can
remember about writing postcards, for example:
Both these events took place before the story
begins in the Classbook. Make sure students • How can we start a postcard?
understand this, then tell them to continue ordering (Dear, Hi, Hello)
the rest of the events. Do a whole class check by
writing the letters vertically on the board, or use • How can we finish a postcard?
the OHT you have already prepared (Lots of love, Take care, See you soon,
#
-
Bye for now) #
-

Answers:
3. [h] Laila joined Vicky’s class at school. • Where do we write the address?
(On the right).
4. [e] Vicky, Tammy, Patsy and Laila went
horse riding. Students learned about writing postcards in 7A,
Unit 1, Lesson 8 so they should be familiar with the
5. [b] Tammy and Patsy were hurt. concept.

6. [a] Laila took charge. Step 2

Tell students to Look at Activity 4 and read the
■

7. [d] Tammy and Patsy got better and left rubric and instruction text. Check their
hospital. understanding of the task. They have to imagine
8. [f] Laila told her secret to her new friends. they were with Vicky and her friends when the
riding accident happened, and write a postcard
s
A This activity provides an opportunity to assess how to a friend about the accident. They should
complete the blank postcard in Activity 4, not
well students are able to read a story and
understand the main ideas. forgetting to write their friend’s name and
address. Remind them to follow the procedure
in the Writing Route.
Task 2 (10 minutes)
For this activity, students will need both their Homework
Classbooks and their Skills Books. Tell students to finish writing their postcards if
■

they have not had time to finish them in class.

Step 1
Tell students to Look at Activity 3 on page 21 of Tell students to finish writing up their Learning
■

your Skills Book and read the rubric and Journals for Week 1, and start thinking about
instruction text. Check their understanding of the their Learning Journals for Week 2.
task. They have to write four questions of their
own about the story using the question words
52
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:17 AM Page 21

Health and illness

For the next lesson Lesson 9

If you have access to an OHP, you may want to
■

prepare an OHT for the whole class check for

Skills Book, page 22, Activity 2 for Task 2 of the YOU WILL NEED:
next lesson. • AN OHT FOR THE WHOLE CLASS CHECK
FOR SKILLS BOOK, PAGE 22, ACTIVITY 2
(optional)

In this lesson, students will:

• match descriptions of injuries to pictures
• write sentences describing injuries
• practise conversations about injuries with a
partner
• write up Week 2 of their Learning Journal

Target Language
• What’s the matter?
• I’ve got [a bruise].
• I burned my hand.
• I cut my finger.

Vocabulary
injury; bruise; burn; cut; swollen ankle; insect bite;
first aid box; nasty; enormous; painful; bleed; hurt

#
-

Warm-up (5 minutes)
Ask students if they can remember what
■

happened in the story about the riding accident.

Ask if they can remember what happened to
Patsy and Tammy when they fell off their horses.
Elicit that Patsy’s wrist got swollen, and that
Tammy hurt her head.

Task 1 (10 minutes)

Step 1
Tell students they are going to look at some
■

pictures showing other injuries and small

accidents. Ask them to Look at Activity 1 on
page 22 of your Skills Book and read the rubric
and instruction text. Check their understanding
of the task. They have to match each of the five
pictures to one of the injuries in the first aid box.

Step 2
Tell students they are going to hear the answers,
■

and they should listen and check their work. Play

Listening 2.11 straight through. Make sure that
students understand the meanings of burn,
swollen ankle, insect bite and bruise.

53
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:17 AM Page 22

Health and illness

Step 4
Listening Transcript 2.11 Do a whole class check and elicit the answers.

■
Picture a – a burn. Answers:
Picture b – a swollen ankle. 1. c 4. a
Picture c – an insect bite. 2. e 5. b
Picture d – a cut. 3. d
Picture e – a bruise.

Step 3 Task 2 (10 minutes)

Tell students they are going to hear five Step 1
■

conversations with people talking about their Tell students to Look at Activity 2 and read the

■
injuries. They have to listen to each conversation rubric and instruction text. Check their
and identify which injury is being talked about. understanding of the task. They have to write
Play Listening 2.12, pausing at the end of short sentences to describe the injuries in
each conversation to elicit the letter of the Activity 1. Show them the first sentence which
corresponding injury. has been done as an example – I burned my
hand. Write the following verbs on the board –
have got, cut, hurt – and encourage students to
Listening Transcript 2.12 use them in their sentences. Circulate around
the classroom offering guidance and support.
1.
Voice 1: What happened? Step 2
Voice 2: I’ve got a nasty insect bite. Get students to compare answers. Do a quick
■

Voice 1: Does it hurt? whole class check or use the OHT you have
Voice 2: Yes, it does a bit. already prepared.
#
-

Voice 1: You should go to the chemist.

Answers:
2. b. I’ve got a swollen ankle. // I hurt my ankle.
Voice 1: You look terrible! What happened? c. I’ve got an insect bite.
Voice 2: A football hit me in the eye. Now I d. I cut my finger.
have an enormous bruise. e. I’ve got a bruise.
Voice 1: Did it hurt?
Voice 2: Oh yes, terribly. Task 3 (10 minutes)
3. Step 1
Tell students they are going to hear one of the
■

Voice 1: What happened?

Voice 2: I cut myself when I was cooking. conversations from Activity 1 again. Ask them to
Voice 1: Did it bleed a lot? listen for what the problem was, and what
Voice 2: No, not really. It was only a small cut. advice was given. Play Listening 2.13 straight
through.
4.
Voice 1: What happened?
Voice 2: I burned my finger when I was Listening Transcript 2.13
cooking on the barbecue.
Voice 1: Ouch! That sounds painful. I think you Voice 1: What happened?
should go to the doctor.
Voice 2: I hurt my ankle and it’s swollen.
5.
Voice 1: What happened? Voice 1: Is it painful?
Voice 2: I hurt my ankle and it’s swollen.
Voice 1: Is it painful? Voice 2: Yes, very.
Voice 2: Yes, very.
Voice 1: Oh dear! You should see a doctor. Voice 1: Oh dear! You should see a doctor.

54
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:17 AM Page 23

Health and illness

Step 2 Lesson 10
Organise students into pairs. Tell them to Look
■

at Activity 3 and read the rubric and instruction

YOU WILL NEED:
text. Check their understanding of the task.They
OHTS FOR THE WHOLE CLASS CHECKS FOR
have to read the dialogue in the speech bubbles,
SKILLS BOOK, PAGE 23, ACTIVITIES 2 AND 4
then practise it with their partner. Demonstrate
(optional)
the activity with a pair of volunteers. When they
have practised the dialogue once, tell them to
In this lesson, students will:
exchange roles. Tell the class to make up similar
• mime sports activities and talk about exercise
dialogues using the pictures in Activity 1 as
• do a quiz about health
prompts.
• differentiate between soft ‘g’ and hard ‘g’ sounds
• start working on a project
Homework
Write the following 10 words on the board. Tell
■

Vocabulary
students to copy them into their exercise books
fitness; pulse rate; stamina; supple; bend; stretch;
and learn the spellings. Say you will be checking
twist
these spellings in a later unit.
At the beginning of this lesson
injury; bruise; burn; swollen; ankle; bite; nasty;
Return students’ Skills Book which you collected
■

enormous; painful; bleed

at the end of Lesson 9.
Remind students of the ‘look, cover, write,
check’ method of learning spellings and Warm-up (5 minutes)
encourage them to use it. Tell students to work in groups. Ask one student
■

in each group to mime a sports activity to the

# Tell students to Look at page 79 at the back of rest of their group. The others have to guess
■

your Skills Book. Explain that This is Ahmed’s what sport the student is miming. Students
Learning Journal and tell them to read Ahmed’s should take it in turns to mime different sports
two comments for Week 2. Ask What did he activities. Make this a short, lively activity.
write about? and elicit answers.
At the end of the activity, ask the class what
■

Tell students you want them to start thinking they were doing. Elicit that they were doing
■

about their own learning experiences in Week exercise. Ask students Why do we exercise?
2, and write up their Learning Journals. Remind Elicit that we do exercise in order to keep fit
them they can add some drawings if they like. and healthy.

At the end of this lesson

Collect students’ Skills Books so you can check
Task 1 (10 minutes)
■

the work they have completed from pages 20 Step 1

to 22. Tell students to Look at Activity 1 on page 23 of
■

your Classbook and read the rubric and

For the next lesson instruction text. Check their understanding of
If you have access to an OHP, you may want to the task. Explain that they are going to do a quiz
■

prepare OHTs for the whole class checks for about health. Remind them that they should
Skills Book, page 23, Activities 2 and 4 for Tasks note down the answers in their exercise books
3 and 5 of the next lesson. and not in their Classbooks.

Step 2
When students have completed the quiz, get
■

them to exchange their book with a friend. Tell

them they are going to hear a radio programme
with the answers, and they should listen and
check their friend’s work. Play Listening 2.14
straight through.

55
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:17 AM Page 24

Health and illness

your Skills Book. Show them the picture of

Listening Transcript 2.14 Robby the Robot at the top right and elicit the
word printed on his chest – SOUNDS. Read the
Radio presenter: words on the strip coming out of Robby’s head
– Soft ‘g’ and hard ‘g’. Tell them to read the
Welcome back to this week’s Fitness Fun rubric and instruction text and check their
programme! To start with, let’s see what the understanding of the task. They have to decide if
answers to last week’s Health Quiz are. the letter ‘g’ has the same sound in the words
yoga and gym.
Number 1
The minimum number of times you should exercise Step 2
each week is: Answer c – 3 times. When students have decided, explain that they

■
are going to hear the words so that they can
Number 2 check their answers. Play Listening 2.15 straight
Your average pulse rate when you are at rest is: through.
Answer c – 60.

Number 3 Listening Transcript 2.15

If you can bend, stretch and twist, then you are:
supple – Answer b. yoga
gym
Number 4
Skipping will help you build stamina – Answer a.
Tell students to complete the sentences under
Number 5 the small pictures and elicit the missing words.
#
- You should do warm up exercise – Answer c –
before you start any exercise. Some words have a soft ‘g’ sound, as in the
word gym and some words have a hard ‘g’
sound as in the word yoga.
Step 3
Ask students how they did in the quiz. Task 3 (5 minutes)
■

• If they scored 25 they should give themselves Step 1

Tell students to Look at Activity 2 and read the
■

the gold medal.

rubric and instruction text. Check their
• If they scored 15 or 20 they should give understanding of the task. They have to sort the
themselves the silver medal. words in the carpet on the right into two groups
– words that have a soft ‘g’ sound and words
• If they scored 5 or 10 they should give that have a hard ‘g’ sound.
themselves the bronze medal.
Step 2
Tell students to compare their ideas with a
■

• No medals for those with no points!

partner. Then say they are going to hear the
Classbook, page 23, Activity 2 is given as answers, and they should listen and check their
homework as it concerns the project for this unit work. Play Listening 2.16 straight through.
(see the homework section at the end of this
lesson). Students should be very familiar by now
with the procedure for carrying out a project, so Listening Transcript 2.16
should be able to start it on their own after reading
the instructions in their Skills Books carefully. soft ‘g’ hard ‘g’
energy gate
germ glasses
Task 2 (5 minutes) giraffe grass
Step 1 large rug
Tell students to Look at Activity 1 on page 23 of vegetable
■

56
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:18 AM Page 25

Health and illness

Step 3 Task 5 (5 minutes)

Do a whole class check orally, or use the OHT
■

you have already prepared. Then ask students Step 1

Ask students to Look at Activity 4 and read the

■
to complete the rule that Robby’s hand is
pointing to. Elicit the following: rubric and instruction text. Check their
understanding of the task. Students have to read
When the letter g is followed by the letters i, e the information about Laila in the box on the
or y, it usually makes a soft sound. right, and underline the words that have a soft
‘g’ sound with a wavy line, and words that have
a hard ‘g’ sound with a straight line.
Task 4 (5 minutes)
Step 1 Step 2
Tell students to Look at Activity 3 and read the Tell students they are going to hear the text,
■

■
rubric and instruction text. Check their and they should listen and check their answers.
understanding of the task. Explain they are going Play Listening 2.18 straight through.
to hear the words and they should tick the ones
that have a soft ‘g’ sound. Play Listening 2.17
straight through. Listening Transcript 2.18

Laila is a great girl in an emergency. She knows

Listening Transcript 2.17 how to take charge quickly and give first aid gently.
She goes to the gym to keep fit and does yoga. She
1. page likes healthy food and eats lots of fruit. She likes
2. finger oranges and grapes. She doesn’t like eggs or
3. give beefburgers.
4. age
#
-

5. message
6. emergency Step 3
7. get Elicit the answers, or show them on the OHT
■

8. girl you have already prepared.

Answers:
Step 2
Laila is a great girl in an emergency. She knows how
Do a whole class check and elicit the answers.
■

Answers:
AAAV -
to take charge quickly and give first aid gently. She
goes to the gym to keep fit and does yoga. She likes

Words with a soft ‘g’ sound: healthy food and eats lots of fruit. She likes
1. page oranges and grapes. She doesn’t like eggs or
4. age beefburgers.
5. message
6. emergency Homework
Explain to students that they are going to do a
■

Step 3 project on making a booklet about healthy living.

Point out the warning that Robby’s hand is Tell them to Look at Activity 2 on page 23 of
■

pointing to under Activity 3. Ask students which your Classbook. Explain that they should read
words in this activity do not follow the rule, and the instructions carefully and make sure they
elicit: understand them.

2. finger Tell students also to Look at the Project Record

■

3. give Sheet on page 87 of your Skills Book and read

7. get through the different stages. Tell them to
8. girl complete Stage 1. They should think about
healthy and unhealthy foods, and where they can
look for information and pictures, then write
their ideas in the space. They should then tick

57
Unit 2 Unit
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:18 AM Page 26

Health and illness

the box beside Stage 1. Lesson 11

Remind students to write up their Learning
■

Journals for Week 2. YOU WILL NEED:

• AN OHT FOR THE WHOLE CLASS CHECK
For the next lesson FOR CLASSBOOK, PAGE 24, ACTIVITY 2
If you have access to an OHP, you may want to (optional)
■

prepare an OHT for the whole class check for

Classbook, page 24, Activity 2 for Task 3 of the In this lesson, students will:
next lesson. • listen to and join in with a song
• match pictures to paragraphs in a reading text
• answer questions about a reading text
• categorise different foods into healthy and
unhealthy

Vocabulary
junk food; raw; germ; expiry date; overweight;
diabetes

Task 1 (5 minutes)
Step 1
Tell students to Look at page 25 of your
■

Classbook. Explain they are going to learn a new

song and elicit the title – The Junk Food Song.
#
-
Say Look at the pictures and ask What foods
can you see? Elicit the names of as many junk
foods as possible – chips, sweets, biscuits,
ice-cream, crisps, fizzy drink, chocolate.

Step 2
Play Songs and Rhymes 2.2 straight through. Tell
■

students to listen and join in where they can.

Songs and Rhymes Transcript 2.2

The junk food song

My mum says eat potatoes,

My dad says eat tomatoes,
My grandma says fish is the dish,
And my uncle says to munch lettuce is his
wish.

But I’m a junk food lover,

That’s the food for me,
Junk food, junk food,
Sing the junk food song with me!

I like ice-cream, sweets and everything,

I can never get enough of all the junk food
in the shop,
Biscuit, jam and chocolate,
All these are my favourites, you see.

58
Unit 2
2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:18 AM Page 27

Health and illness

and the pictures to help them understand what

But I’m a junk food lover the text will be about. Elicit one or two ideas.
That’s the food for me,
Junk food, junk food, Step 3
Sing the junk food song with me! Tell students to read the information and match

■
the pictures to the paragraphs. Point out that
I can eat it in the morning, there may be more than one picture for each
I can eat it while asleep, paragraph. Remind them to write in their
I dream of it in my dreams exercise books and not in their Classbooks. Do
And I have happy dreams! a whole class check orally.

But I’m a junk food lover Answers:

That’s the food for me, Paragraph 1
Junk food, junk food, Picture a (baby growing)
Sing the junk food song with me! Picture e (good food)

My mum says, ‘How can you be healthy?’ Paragraph 2

My dad says, ‘How can you be strong?’ Picture b (expiry date on biscuits)
My grandma says, ‘How can you be tall?’ Picture f (make sure we cook meat carefully)
My uncle says, ‘How can your bones grow?’
Paragraph 3
But I’m a junk food lover, Picture c (shouldn’t eat junk food)
That’s the food for me,
Junk food, junk food, Paragraph 4
Sing the junk food song with me! Picture d (unhealthy – people sit in front of tv
and eat junk food)
*
The last verse of ‘The Junk Food Song’ below does Paragraph 5
not appear on the CD, although the words are in Picture d (not enough exercise – become
the Classbook. Instead, the chorus is repeated at overweight)
the end of the song.
Task 3 (10 minutes)
I like eating chips anytime night or day. Step 1
Tell students to Look at Activity 2 and read the
■

I like them hot but I also eat them cold.

I like them with ketchup, and I like them with salt, rubric. Check their understanding of the task.
But I’m a junk food lover, that’s the food for me! They have to answer the four questions about
I’m a junk food lover, that’s the food for me! the reading text in Activity 2. You can do this
either as an oral activity, or get students to
write the answers in their exercise books. Give
them time to discuss the answers in their groups
Task 2 (10 minutes) first.
Step 1
Tell students to Look at Activity 1 on page 24 Step 2
■

of your Classbook and read the rubric and Do a whole class check orally, or use the OHT
■

instruction text. Check their understanding of you have already prepared. If time allows, discuss
the task. They have to match each of the five the overall ideas contained within the text.
pictures with one of the paragraphs in the text
underneath - You are what you eat! Possible answers:
1. Raw meat contains germs.
Step 2 To make sure all the germs are killed.
Remind students of the reading strategies 2. Check the expiry date.
■

discussed earlier in the unit. Elicit ways of 3. Chips, sweets, crisps.

helping themselves prepare for reading a text. 4. You are overweight, and have physical health
Encourage them to look at the title of the text problems.

59
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:18 AM Page 28

Health and illness

For the next lesson

Optional Activity If you have access to an OHP, you may want to

■
prepare OHTs for the whole class checks for
Students who finish this activity early, or any
■

Skills Book, page 25, Activities 2 and 3 for Tasks

activity in previous or later lessons, can be 3 and 4 of the next lesson.
directed to the extra activity in the pizza at the
bottom right of page 24. Remind students that
they can do these extra tasks whenever they
finish early, or in their free time.

Task 4 (10 minutes)

Step 1
Tell students to Look at Activity 1 on page 24 of
■

your Skills Book and read the rubric and

instruction text. Check their understanding of
the task. They have to decide if the foods in the
circle on the left are good or bad for you, and
write them into the column with the Healthy or
Unhealthy heading accordingly.

Step 2
Do a quick whole class check orally, and elicit
■

the answers.

#
-
Answers:
Healthy Unhealthy
carrots ice-cream
cheese beefburger
fish cake
chicken chips
yoghurt crisps
lettuce fizzy drink
bananas sweets
rice chocolate

Homework
Tell students to Look at your Project Record
■

Sheet on page 87 of your Skills Book. Tell them

to think about Stages 2, 3, 4 and 5 and complete
these stages of their projects at home. When
they have finished, they should put ticks in the
boxes beside these four stages on their Project
Record Sheets.

Remind students to write up their Learning

■

Journals for Week 2.

Remind students to learn the spellings of the 10

■

words you gave them in Lesson 9. Say you will

be checking these spellings later in the unit.

injury; bruise; burn; swollen; ankle; bite; nasty;

enormous; painful; bleed

60
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:18 AM Page 29

Health and illness

Lesson 12
Listening Transcript 2.19
YOU WILL NEED: Radio presenter:
• OHTS FOR THE WHOLE CLASS CHECKS FOR
SKILLS BOOK, PAGE 25, ACTIVITIES 2 AND 3 Welcome to this week’s Healthy Living Programme.
(optional) Today we are going to focus on healthy eating.
Let’s start by looking at the food pyramid which
In this lesson, students will: helps us to select a balanced diet of food every day.
• do a quiz about healthy eating
• complete a healthy eating pyramid First of all, there are 6 main food groups. At the
• practise the use of adjectives bottom of the pyramid is the largest group
• match pairs of adjectives with similar meanings consisting of bread, rice, cereal, grains and pasta. At
the top of the pyramid is the smallest food group
Target language containing fats, oils and sweets.
• How many food groups are there?
• Which is [the largest] food group in the pyramid? Every day you should eat most from the largest
• What type of food should you eat [most of every food group – bread, rice, cereal, grains and pasta.
day]? You should eat very little from the top of the
• How many servings should you have from . . .? pyramid, the fats, oils and sweets group.
Vocabulary For a healthy diet, you should eat between 3 and 5
Adjectives: painful; servings of fruit and vegetables each day, between 6
terrible; hot; small; swollen; tall; aching; old; and 11 servings from the bread, rice, cereal, grains
Adjectives with similar meanings: and pasta food group, and between 2 and 3
scared / afraid; small / tiny; sad / unhappy; servings from the dairy products and meat, fish,
#
-

shut / closed; wrong / incorrect; hard / difficult eggs, beans, nuts and chicken food groups. A daily
diet based on … (fade out).

Task 1 (10 minutes) Step 3

Do a whole class check, and elicit the answers.
■

Step 1
Tell students to Look at Activity 2 on page 24 Ask students how they did in the quiz. If they
■

of your Skills Book. Explain that they are going scored 7–9, then they should give themselves a
to do a quiz, and direct them to the title – gold medal. If they scored 4–6, then they should
Healthy eating! Get them to read the give themselves a silver medal. If they scored
information text at the top, and ask what they 0–3, then they should give themselves a bronze
can remember about the healthy eating food medal.
pyramid.
Answers:
Students were first introduced to the healthy eating 1. c
pyramid in English for Me Grade 5B, Unit 2, so they 2. b
should remember the concept. 3. c
4. b
Step 2 5. a
Tell students to read each question in the quiz 6. b & c
■

and circle one of the three answer choices. Get 7. b

them to exchange books with a partner. Explain 8. c
that they are going to hear a radio programme
with the answers, and that they should listen Step 4
Tell students to Look at the healthy eating
■

and check their partner’s work. Play Listening

2.19 straight through. pyramid on page 121 of your Skills Book. Tell
them to remove the page carefully. Say that you
would like them to complete this pyramid,
adding words and pictures in the blank spaces,

61
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:18 AM Page 30

Health and illness

and keep it to include in their healthy eating rubric and instruction text. Check their
booklets. If time is short, tell them to complete understanding of the task. They have to match
the pyramid at home. pairs of adjectives with similar meanings, by
choosing one adjective from the column on the
Task 2 (5 minutes) right, and matching its meaning with an adjective
from the column on the left.
Step 1
Tell students to Look at Activity 1 on page 25 of
■

Step 2
your Skills Book. Show them the picture of Do a whole class check and elicit the answers.

■
Robby the Robot at the top right and elicit the Write the pairs of adjectives on the board, or
word printed on his chest – WORDS. Read the use the OHT you have already prepared.
word on the strip coming out of Robby’s head –
Adjectives. Tell students to read the rubric, and Answers:
information and instruction text. Ask What’s an small – tiny
adjective? and elicit A describing word. Elicit sad – unhappy
some examples of adjectives. shut – closed
wrong – incorrect
Step 2 hard – difficult
Tell students to circle the nouns and underline
■

the adjectives in the two phrases under the Draw students’ attention to Portfolio Pete at the
pictures. Elicit the answers and write the phrases bottom left of the page. As a homework task, tell
on the board. Draw a circle around the nouns them to find more pairs of adjectives with similar
(noise, pain) and underline the adjectives (loud, meanings, write a list of these pairs of adjectives
terrible). and put their lists into their portfolios.

#
- Task 3 (10 minutes) Homework
Tell students to complete their healthy eating
■

Step 1
Tell students to Look at Activity 2 and read the pyramids.
■

rubric and instruction text. Check their

Tell students to compile their lists of adjectives
■

understanding of the task. They have to

complete the gap in each phrase with the most with similar meanings.
suitable adjective from the list on the right. Go
Remind students to finish writing up their
■

over the first phrase which has been done as an

example – a painful boil. Learning Journals for Week 2.

Step 2 At the end of this lesson

Collect students’ Skills Books so you can check
■

Get students to compare their ideas then do a

■

whole class check, orally or by displaying the the work they have completed from pages 23 to
answers on the OHT you have already 25.
prepared.

Answers:
(a) a painful boil
(b) a terrible bruise
(c) a swollen ankle
(d) an old woman
(e) a hot drink
(f) a small baby
(g) a tall man
(h) an aching tooth

Task 4 (10 minutes)

Step 1
Tell students to Look at Activity 3 and read the
■

62
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:18 AM Page 31

Health and illness

Lesson 13 Task 2 (10 minutes)

Step 1
In this lesson, students will: Tell students to Look at Activity 2 and read the

■
• listen to and join in with a song rubric and instruction text. Check their
• identify key words in questions understanding of the task. They have to read
• write answers to questions Giovanni’s reply to Ahmed and write answers to
• continue working on their projects the questions. Tell them the follow the
procedure as for Activity 1 – i.e. by looking for
Vocabulary the key words in each question to guide them
lifestyle; heart disease; cancer to the answer.

Step 2
At the beginning of this lesson Do a whole class check. Elicit the answers and

■
Return students’ Skills Books which you write them on the board.
■

collected at the end of Lesson 12.

Answers:
Warm-up (5 minutes) 1. Ahmed wants to know about Italian food.
2. Olive oil.
Play The junk food song (Songs and Rhymes
■

3. Because it is bad for you.

2.2). Tell students to read the words on page 4. Fresh fruit juice.
25 of their Classbook as they listen, and 5. Pizza.
encourage them to join in with the song where
they can.
Task 3 (10 minutes)
Task 1 (10 minutes) Use the rest of the lesson for students to work
■

#
-
on their projects. Remind them to follow the
Step 1 Writing Route and to check their work with a
Tell students to Look at Activity 1 on page 26
■

friend. Tell them to put ticks in the boxes beside

of your Skills Book and read the rubric and Stages 6 and 7 on their Project Record Sheets
instruction text. Check their understanding of when they have completed these stages. Tell
the task. They have to read the e-mail and write them they must finish their projects by the next
the answers to the questions. lesson.
Tell students that they should look for the key Homework
word(s) in the question in order to direct them to Tell students to start thinking about their
■

the answers in the e-mail. For example, in the third Learning Journals for Week 3.
question, the key word is ‘fruit.’ If students find
‘fruit’ in the e-mail, this will lead them to the Remind students to learn the spellings of the 10
■

answers. You may want to go through the key words you gave them in Lesson 9. Say you will
words in each question with students. be checking these spellings in the next lesson.
Step 2 injury; bruise; burn; swollen; ankle; bite; nasty;
Do a whole class check. Elicit the answers and
■

enormous; painful; bleed

write them on the board.
For the next lesson
Answers: If you have access to an OHP, you may want to
■

1. Giovanni. prepare an OHT for the spelling check for Skills

2. Healthy and unhealthy food. Book, page 28, Activity 2.
3. Bananas, apples, grapes, oranges.
4. People eat more sweet things such as cakes
and sweets.
5. Accept any answers and ask students to
explain their reasons.

63
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:18 AM Page 32

Health and illness

Lesson 14 Step 2
Tell students to Look at page 107 at the back of

■
your Skills Book and Look at the ‘Getting ready
YOU WILL NEED: for reading’ chart. Distribute the scissors and tell
• AN OHT FOR THE SPELLING CHECK FOR students to Cut the page out carefully. Tell
SKILLS BOOK, PAGE 28, ACTIVITY 2 (optional) them to complete the first column What type
• SCISSORS of text is it? with the answers you have just
elicited. Draw a chart on the board and fill in
In this lesson, students will: the answers so that students can check their
• do a spelling test work.
• think about reading strategies
• discuss different types of texts Refer to the reproduction of the completed cut-out
• complete a chart about aspects of getting ready page opposite for suggested answers.
for reading
Step 3
Homework check (10 minutes) Tell students to look at sections 2 and 3 of the
Tell students to Look at Activity 2 on page 28 of ■ Getting ready for reading chart and discuss
■

your Skills Book. Remind them that this is where these sections with them. Tell them to complete
they are going to write some of the words they the next column of the chart with the titles of
have learned to spell in this unit. Read out the the reading texts. Make sure they write them
10 words you asked them to learn in Lesson 9, into the appropriate spaces under the heading
pausing after each word to give students time to What is the title? Fill in this column in the chart
write it. Number the words as you say them in you have drawn on the board, so that students
order to make checking easier. can check their work.

#
-
injury; bruise; burn; swollen; ankle; bite; nasty; Task 2 (10 minutes)
enormous; painful; bleed Step 1
Ask students to discuss section 4 and complete
■

Get students to swap their books with a partner,

■

the next column on the Getting ready for

then do a whole class check. Elicit the spellings reading chart with information about the
from different volunteers, and write them on the pictures. Do a quick whole class check. Refer to
board, or use the OHT you have already the reproduction of the completed cut-out page
prepared. Tell students to mark their partner’s for suggested answers.
work and give them a score out of ten.
Step 2
The following tasks - Tasks 1,2 and 3 - are all Tell students to discuss section 5 and complete
■

related to Skills Book, page 27, Activity 1. Although the relevant column on the Getting ready for
times have been suggested for each task, the reading chart with information about the topic of
teacher can be flexible and decide whether to each text. Again, refer to the reproduction of
spend a shorter or longer time on each one. the completed cut-out page for suggested
answers.
Task 1 (10 minutes)
Step 1 Tell students to keep the ‘Getting ready for reading’
Tell students they are going to think more about chart in the section marked ‘My Learning Journal’ of
■

reading strategies. Tell them to Look at Activity their portfolios. Encourage them to use these
1 on page 27 of your Skills Book. Get them to reading strategies whenever they come across a
look at the reading texts specified in Section 1, new reading text.
and identify the type of text each one is. Discuss
these with students, using L1 if necessary. Task 4 (5 minutes)
Encourage students to suggest a biography, a Step 1
story, an information text and an e-mail. Tell students to Look at page 79 of your Skills
■

Book. Ask What’s this? and elicit Ahmed’s

Learning Journal. Tell them to look at his two

64
Unit 2
2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:18 AM Page 33

Health and illness

Getting ready for reading

REFERENCE What type of text What is the title? Are there any pictures? What is the topic?
7B Unit 2
is it? What information can I What do I know
get from the pictures? about the topic?

doctor
Classbook The experiments of injection Science:
biography
page 16 Edward Jenner boy experiment, discovery
long ago

friends riding
Classbook
33

car
A day out:
pages story The riding accident frightened horses
accident
18–22 accident
injuries

good food / bad food

Classbook eating too much
information text You are what you eat! Healthy / unhealthy food
page 24 sitting in chair
no exercise

Food:
Skills Book probably a project Ahmed
is doing
page 26, e-mail Healthy living no additional pictures
perhaps asking for
4

activity 1 information

comments for Week 3. Ask What did he write

about? and elicit answers. Tell students you want
them to start thinking about their own learning
experiences in Week 3. Remind them they can
add some drawings if they like.

Step 2
If time allows, tell students to start writing up
■

their journals in class. Circulate around the

classroom offering guidance and support.

Homework
Tell students to complete their Learning Journals
■

for Week 3.

For the next lesson

Ask students to bring their Healthy Living
■

booklets to the next lesson.

65
Unit 2
 2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:18 AM Page 34

Health and illness

Lesson 15 Step 2
Tell students to Look at Activity 1 on page 28.

■
Point to the five faces of Robby the Robot and
In this lesson, students will: say Look at the faces. Ask them to look at the
• discuss what they have written in their Learning words under each face and the number above.
Journal Point to the first statement and say How well
• evaluate their ability to carry out the things in the can you understand and talk about common
unit illnesses and injuries? Point to the faces again and
• state what they have learned and evaluate the ask very, very well? very well? OK? not sure? not
activities in the unit very well?
• complete a learning record
Tell students to decide which face represents

■
Target Language how they feel about the first statement. Show
• How well can you . . . ? them the diamond at the end of the statement
• What did you learn in this unit? and ask them to Write the number of the face
• What activities did you like? in the diamond. Repeat the procedure with the
• How well did you . . . ? other five statements. Circulate around the
classroom offering guidance and support.

Warm-up (5 minutes)
Tell students to show each other their Healthy Task 2 (10 minutes)
■

Living booklets. Activity 3 of the learning record is designed to

encourage students to think in more global terms
Task 1 (5 minutes) about what they have learned in a unit. The focus
here should be on the ideas, concepts and factual
#
- Step 1 information related to the topic rather than the
Tell students to look at their completed Learning
■

language itself.
Journals for Weeks 1, 2 and 3. Tell them to read
the comments they have written about this unit. Step 1
Tell them to read and think about what they Ask students to Look at Activity 3 on page 29.
■

have learned, what they found interesting or not Read the first statement – These are some
so interesting and what feelings they had about things I’ve learned about this topic. Get students
the topic and activities they have been doing. to discuss in their groups what they think they
have learned in Unit 2. This should include
Step 2 language and ideas. Elicit students’ ideas and help
Get students to share their thoughts and feelings
■

them formulate them so that they can express

with a partner. Have a brief discussion about them in writing using simple sentences. If you
some of the things they have done during this feel it is necessary, write some ideas on the
unit, and encourage students to share their board to give them a model to copy.
responses with the whole class.
Repeat this procedure with the second
■

Task 2 (10 minutes) statement – These are some things I would like
This stage in the unit is when students carry out to learn about this topic. Ask students to discuss
evaluation of their own abilities and the unit itself, this in their groups and then elicit some ideas.
by completing the last two pages of the unit in their Give them time to think, then circulate around
Skills Books. the classroom offering guidance and support.

Step 1 Step 2
Tell students to Look at Activity 4. Ask them to
■

Tell students to Look at pages 28 and 29 of

■

your Skills Book. Ask What’s this? and elicit My read the two statements and then look back
learning record. Ask What day is it today? Elicit through Unit 2 and decide what activities they
the day of the week and then the date. Write liked and what activities they didn’t like. Ask
the day and date on the board, and tell students students to discuss the statements in their
to Write the day and date on the writing lines. groups and then elicit some ideas. You may

66
Unit 2
2011-12 - 7B - TB - Unit 2_Layout 1 12/14/16 8:18 AM Page 35

Health and illness

want to write useful vocabulary on the board as

they suggest their ideas. This will provide
support when students write their responses to
the statements.

Task 3 (5 minutes)
Step 1
Tell students to Look at Activity 5. Ask a
■

volunteer to read the rubric and the statement

underneath. Tell students to look at the five
shields. Ask a volunteer to explain what they
have to do. Make sure students understand they
have to think about their work with their friends,
not their individual work. Encourage them to
think honestly about their interaction with
others in class and then colour the appropriate
medal.

Step 2
Tell students to Look at Activity 6. Ask them to
■

read the rubric and the statement and then look

at the five shields. Ask a volunteer to explain
what they have to do. Make sure students
understand that they have to think about their
individual work in the unit. Reassure them that it *
is normal to find some things more difficult than
others when learning something new. Ask them
to look back through their work and then colour
the appropriate medal.

For the next lesson

Collect students’ portfolios for checking.
■

Collect students’ Skills Books so you can check

■

the work they have completed in this unit.

67
Unit 2
2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 1

Unit 3 Animals in danger

Students will learn how to: • Write simple sentences using the first conditional
• Identify and use the suffixes ‘-er’, ‘-or’, ‘-ion’, ‘-ation’
• Talk about endangered animals
• Discuss why some animals are in danger
• Recognise and identify the silent ‘r’
• Ask and answer questions about extinct animals using • Recognise the stress, rhythm and intonation patterns of
the past simple English through a poem
• Talk about endangered animals using the first • Analyse and understand the purpose of a leaflet
conditional • Independent learning skills: plan work, research information,
• Listen to a variety of texts for general understanding write, check spelling and punctuation, reflect on what skills
and for specific information they are good at, record stages of a project, write a Learning
• Read a variety of texts for general understanding and Journal
for specific information
• Read and understand factual information about
endangered animals
• Analyse a leaflet
Activities
• Discuss leaflets and their purposes • Read a poem
• Make a leaflet about an endangered animal • Read and match
• Recognise and use suffixes • Read and sequence
• Recognise and use the silent ‘r’ • Listen and sequence
• Discuss ways of getting started on a project • Do a jigsaw reading
• Do a project: make a leaflet
• Write a Learning Journal
Main language
• Why is [the blue whale] in danger?
• Where did [the mammoth] live?
• What did [the quagga] look like?
• If we stay silent, more animals will die.
• If we stop poaching, the animals will survive.
• If the forests disappear, there will be more deserts.
• Leaflets are used to . . .
• A leaflet should be . . .
*
Vocabulary
• Animals: Arabian leopard, Arabian tahr, blue whale, giant
panda, hedgehog, lynx, macaw, marine iguana, orang-utan,
oryx, rhino, seagull, tiger, turtle
• Extinct animals: dodo, mammoth, passenger pigeon, quagga
• Items of litter: bottle cap, building material, cigarette butt,
food container, glass bottle, plastic bag (bottle), pull tab, rope
• Farming: fertilizer, food chain, pest, pesticide
• Adjectives: attractive, endangered, extinct, helpless, silent,
straight, wavy
• Verbs (past tenses of regular and irregular verbs): conserve,
design, hunt, injure, poach, poison, pollute, produce, protect,
rescue, spray, support, survive
• Grammar: first conditional
• Other language: bred, breeding, charity, diet, extinction, habit,
habitat, horn, leaflet, litter, loss, pollution, ranger, reserve,
trapped

Skills and strategies

• Apply prior knowledge
• Categorise
• Use deductive reasoning skills
• Ask and answer questions to find out factual information
• Read a variety of texts for general understanding and specific
information
• Listen to a variety of texts for general understanding and
specific information
• Listen to longer, more complex texts

69
Unit 3
 2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 2

Animals in danger

Lesson 1 read the rubric and instruction text. Check their

understanding of the task. They have to listen to
the song and put the four verses in the correct
YOU WILL NEED: order. Tell them to write the letter of each
• ANIMALS IN DANGER POSTER verse in the box beside the appropriate number.
• BLU-TAC
Step 2
In this lesson, students will: Play Songs and Rhymes 3.1 straight through.

■
• discuss reasons why some animals are in danger
• listen to a song and put the verses in order
• match pictures of animals to names Songs and Rhymes Transcript 3.1
• identify an animal from a description The Green Song
Target Language Clean up, green up,
• What animals can you see [in the picture]? Protect the Earth and keep it clean.
• Why are some animals in danger? Clean up, green up,
• Why is [the blue whale] in danger? Protect the Earth and keep it green.
L
- • Save the animals!
Recycle tins, put rubbish in bins,
Vocabular It’s up to you, you can help too.
Animals: giant panda; tiger; turtle; hedgehog; Clean up, green up,
macaw; marine iguana; Arabian leopard; Arabian Protect the Earth and keep it green.
tahr; orang-utan; rhino; seagull; blue whale
Clean up, green up,
Protect the Earth and keep it clean.
Before this lesson Clean up, green up,
Return students’ portfolios and Skills Books
■

Protect the Earth and keep it green.

which you collected at the end of Unit 2.
Save the trees, and save the seas,
Put the ‘Animals in danger’ poster on the wall
■

It’s up to you, you can help too.

of your classroom. You should put it Clean up, green up,
somewhere where students can see it easily, Protect the Earth and keep it green.
but also at a height where they will be able to
stand in front of it and identify objects and Clean up, green up,
words. Protect the Earth and keep it clean.
Clean up, green up,
Warm up (5 minutes) Protect the Earth and keep it green.
Tell students to Look at the poster. Ask What
■

can you see? and elicit some ideas. Tell Save the bear and show you care,
students to Look at pages 26 and 27 of your It’s up to you, you can help too.
Classbook. Ask them to Look at the title of the Clean up, green up,
unit, the pictures on pages 26 and 27, and the Protect the Earth and keep it green.
pictures in the frieze. Ask what they think the
unit is going to be about. Elicit that it will be Clean up, green up,
about animals in danger. Protect the Earth and keep it clean.
Clean up, green up,
Everybody, everywhere.
Task 1 (10 minutes)
Step 1 Clean up, green up,
Ask students if they remember The Green Protect the Earth,
■

Song from previous grades and elicit what Let’s take care!
they can remember. (Students learned this
song in English for Me Grade 4A). Tell students Step 3
to Look at page 30 of your Skills Book and Get students to compare their ideas, then do
■

70
Unit 3
 2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 3

Animals in danger

a whole class check.

Picture 7 = j. Arabian leopard
Answers: Picture 8 = f. Arabian tahr
1. d Picture 9 = e. orang-utan
2. c Picture 10 = g. rhino
3. a Picture 11 = h. seagull
4. b Picture 12 = c. blue whale

If time allows, discuss with students the messages in

the song about the environment. Ask what animals Task 3 (5 minutes)
are mentioned, and why they need to be saved. Step 1
Students may suggest bears are hunted for their
Tell students to Look at Activity 2 and read the

■
meat and skins, while others are used for
rubric and instruction text. Check their
entertainment as ‘dancing bears.’ Ask students to
understanding of the task. They should read
suggest any other animals that may be in danger.
Texts 1, 2 and 3 and match each text to one of
the animals in the picture. Make it clear to
Task 2 (10 minutes) students that they do not have to understand
Step 1 every word of the texts; they only need to find
Tell students to Look at the picture at the top of the key information so they can identify each
■

pages 26 and 27 of your Classbook. Ask What animal.

animals can you see? and elicit the names. Ask
What are the animals doing? and elicit that they Step 2
are marching together as a kind of protest Get students to compare their ideas in their
■

because they have been badly treated. groups, then do a whole class check. Ask
students which words helped them identify the
#
-

Step 2 correct animal.

Tell students to Look at Activity 1 and read the
■

rubric and instruction text. Check their Answers:

understanding of the task. They have to match 1. tiger
the names of the animals to the animals in the 2. blue whale
picture at the top of pages 26 and 27. Remind 3. rhino
students not to write in their Classbooks. Tell
them to write the numbers 1 – 12 in their Task 4 (5 minutes)
exercise books, and write the letter of the Step 1
corresponding animal beside each number. Do
Organise students into pairs. Tell them to Look
■

the first one with them as an example (1 = k.

at Activity 3 on page 27 of your Skills Book and
Giant panda)
read the rubric and instruction text. Check their
understanding of the task. They have to discuss
Step 3
with their partner the reasons why wild animals
Tell students they are going to hear the answers,
■

are in danger. Make sure they understand that

and that they should listen and check their work. they can use the pictures in the frieze on page
Play Listening 3.1 straight through. 27 to help them get ideas.

Students will probably not have the language to

Listening Transcript 3.1 express their ideas in English, so allow them to use
L1 if necessary. The purpose of the activity is to
Picture 1 = k. giant panda sensitise students to the concept of animals in
Picture 2 = b. tiger danger.
Picture 3 = l. turtle
Picture 4 = i. hedgehog Step 2
Picture 5 = a. macaw
Elicit ideas about their discussions from
■

Picture 6 = d. marine iguana

volunteers. They may suggest some of the

71
Unit 3
 2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 4

Animals in danger

following reasons as to why animals are in Lesson 2

danger:

1. Hunting – some animals are killed for sport,

medicine, food or clothing. In this lesson, students will:
• match pictures of extinct animals to descriptions
2. Poaching – some people steal animals to sell • ask and answer questions with a partner
them, or to use them for food, clothing or • decide if statements are true or false
medicine. • write sentences about why creatures became
extinct
3. Loss of habitat – some animals that live in
rainforests die because their habitats are being Target Language
destroyed. • Where did the [mammoth] live?
• Who hunted the [dodo]?
4. Pollution – this causes the death of some • Why did white Americans hunt [passenger
animals. pigeons]?
• What did the [quagga] look like?
5. Fishing nets – some animals die because they
get trapped or caught in fishing nets by Vocabulary
accident. Extinct animals: passenger pigeon; dodo; quagga;
mammoth
6. Litter – some animals dies from eating plastic Other language: extinct; hunting; poaching; loss;
or cut themselves on glass and tin cans. habitat; pollution; litter; trapped

Homework
# Tell students to Look at the words in the frieze Homework check (5 minutes)
■

on page 31 of your Skills Book. Then tell them Tell students to take out their Skills Books with
■

to Look at Activity 2 on page 30 and read the their answers to Activity 2 on page 30. They
rubric and instruction text. Check their should have completed this activity for
understanding of the task. They have to match homework. Do a whole class check and elicit the
the pictures in Activity 2 to the reasons in the answers from volunteers.
frieze about why animals are in danger. Tell
them to write the number of each picture under Answers:
the corresponding word or phrase in the frieze. hunting – Picture 3
poaching – Picture 1
loss of habitat – Picture 4
pollution – Picture 2
litter – Picture 6
getting trapped – Picture 5

Task 1 (5 minutes)
Step 1
Tell students to Look at Activity 1 on page 28 of
■

your Classbook and read the rubric and

instruction text. Check their understanding of the
task. They have to read the four texts and match
each text to one of the extinct animals in the
pictures. Make sure they understand the meaning
of extinct. Remind them to note down the
answers in their exercise books, not in their
Classbooks.

72
Unit 3
2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 5

Animals in danger

Remind students that they do not have to read the then play Listening 3.2 straight through.
whole text, but just look for the words and phrases
which will enable them to identify each animal Listening Transcript 3.2
quickly.
Narrator:
Step 2 The passenger pigeon became extinct in 1914
Do a whole class check. Ask students to tell you
■

because white Americans hunted it for sport.

which words helped them decide on the correct Sometimes they shot thousands of birds in one
answers. day.

Answers: The quagga was also hunted, but not for sport.
1. the dodo – Picture c It was hunted for its meat and skin. The quagga
2. the Passenger pigeon – Picture d also lost its habitat when South African farmers
3. the quagga – Picture a took the grasslands where it lived.
4. the mammoth – Picture b
The dodo was hunted for its meat by European
Task 2 (10 minutes) sailors when they arrived in Mauritius. The dodo
became extinct only a few years after the sailors
Step 1
arrived.
Organise students into pairs – Student A and
■

Student B. Tell them to Look at Activity 2 and

The mammoth became extinct a very long time
read the rubric and instruction text. Check their
ago. Men hunted the mammoth for its meat and
understanding of the task. They have to ask and
skin. This is probably why it became extinct.
answer each set of questions with their partner.
Student A asks the questions in Set A, which
Student B answers. Then Student B asks the
questions in Set B, which Student A answers.
Step 2 *
Get students to check their answers with a
■

When they have finished, tell them to swap

partner, then play the listening again, pausing
roles.
after each set of information to give students
When each pair has had the opportunity to ask time to check their work. Elicit the answer before
and answer all the questions, if time allows, you can moving on to the next animal.
encourage students to make up questions of their
own. Answers:
1. T
A This activity provides an opportunity to assess how 2. T
well students have understood the topic, and are 3. F
able to ask and answer questions about the 4. F
different animals and birds. 5. T

Task 3 (10 minutes) Task 4 (5 minutes)

Step 1 Step 1
Tell students to Look at Activity 1 on page 31 of
■

Tell students to Look at Activity 2 and read the

■

your Skills Book and name the four extinct rubric and instruction text. Check their
animals in the pictures on the left. Tell them to understanding of the task. Explain that first they
read the rubric and instruction text, and check have to label each picture, then write a sentence
their understanding of the task. They have to about why that animal became extinct. Go over
read the five statements, decide whether they the first sentence, which has been done as an
are True or False and put a tick () or a cross ( example, then tell students to label and write
) in each box accordingly. Explain that they are sentences about the other three pictures.
then going to hear information about each
animal, which will enable them to check their Possible sentences:
answers. Give students time to read the 2. Dodo
statements and put a tick or a cross in each box, Men hunted the dodo for its meat / to eat it.

73
Unit 3
 2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 6

Animals in danger

3. Quagga Lesson 3
Men hunted the quagga for its meat and skins.
Farmers took the land where the quagga lived.
In this lesson, students will:
4. Passenger pigeon • learn about and discuss the Arabian oryx
Men hunted the pigeon for sport. • read an e-mail and a text and answer questions
• listen for specific information
Homework • do a gap-fill activity
Tell students to finish writing their sentences for
■

Target Language
Activity 2 at home.
• Why did the oryx nearly become extinct?
• How was it saved from extinction?
• Where can you see oryx in Oman?
• Why do oryx have special people to look after
them?

Vocabulary
oryx; endangered; horn; extinction; bred; ranger;
protect; reserve

Warm-up (5 minutes)
Ask students if they can remember the names of
■

the extinct animals from the previous lesson.

Elicit the names and write them on the board:
#
-

• passenger pigeon
• quagga
• dodo
• mammoth

Ask students if they know of any animals in Oman

■

that are in danger of becoming extinct. Elicit their

ideas. Students may suggest the Arabian oryx. Tell
them that the oryx was in danger of becoming
extinct. Ask what they know about the oryx – for
example, what it looks like and where it lives. Tell
students they are going to find out more about the
oryx in this lesson.

Task 1 (5 minutes)
Tell students to Look at Activity 1 on page 29 of
■

your Classbook and read the rubric and instruction

text. Check their understanding of the task. They
have to find the answers to the four questions in
the e-mail. Get them to compare their answers with
a friend, then do a whole class check. This can be
done as a quick oral activity.

Answers:
1. Maha.
2. Rose.
3. Endangered animals / the Arabian oryx.
4. A photograph and some information.

74
Unit 3
 2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 7

Animals in danger

Task 2 (10 minutes) Step 2

Get students to compare their ideas, then play

■
Step 1
Organise students into pairs. Tell them to Look the listening again so that they can check their
■

at Activity 2 and read the rubric and instruction answers. Do a whole class check. As you elicit
text. Check their understanding of the task. the answers, tell students to make any
Explain that in their pairs, they should read the corrections in their Skills Books.
four questions and discuss possible answers, but
without looking at the text about the oryx at the Answers:
bottom of the page. a. 
b.  (during the night, it walks up to 50
Step 2 kilometres)
c. 
Tell students to read the text about the oryx to
■

find out if their answers were correct. d.  (the last wild oryx was shot in the 1970s)
Do a whole class check. e.  (some oryx were shot in a zoo in
America)
Answers: f. 
1. It was hunted for sport.
2. They were bred in a zoo in America. n This
A activity provides an opportunity to assess how
well students are able to listen to a text and extract
3. On the Jiddat Al Harasees in central Oman.
4. To stop people stealing or shooting the oryx. specific information.

Task 3 (10 minutes) Task 4 (5 minutes)

Step 1 Step 1
Tell students to Look at Activity 2 and read the
■

Tell students to Look at Activity 1 on page 32 of

■

#
-

your Skills Book and read the rubric and

rubric and information text. Check their
understanding of the task. They have to fill in the
instruction text. Check their understanding of the
gaps in the sentences, using the verbs in the
task. They have to read the sentences which
rock at the bottom right of the page. Show
Maha wrote about the oryx, then listen to the
them the example of the completed gaps in the
information and decide if each statement is True
first sentence.
or False. Play Listening 3.3 straight through.
Step 2
When students have finished, get them to quickly
■

Listening Transcript 3.3 check their answers, then do a whole class check.

Radio presenter: Answers:

Welcome to Earth File. Today’s programme is 2. finds / follow
about the Arabian oryx. Here we are at the Jiddat 3. see / know
Al Harasees where the famous oryx are kept. They 4. is / stand
are extraordinary animals. Oryx can go without 5. go / understand
drinking water for months. They get moisture from
the dew in the morning and evening. During the The answer to the ‘Do you know. . .?’ question at
day they rest, but at night they walk up to 50 the bottom left of the page is that the animal
kilometres. Oryx live in groups called herds. If one footprints are of the red fox, which is found all over
gets lost, it will try to find its herd. These beautiful Oman.
animals were heavily hunted and the last wild oryx
was shot in the 1970s. Luckily, a zoo in America At the end of this lesson
Collect students’ Skills Books so you can check
■

had a herd of oryx. The zoo bred them and sent

some back to Oman. The oryx were put back into the work they have completed up to this point
the wild in the 1980s. Today, oryx are protected in the unit.
by rangers at the Jiddat Al Harasees.

75
Unit 3
 2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 8

Animals in danger

Lesson 4 Task 2 (15 minutes)

Step 1
In this lesson, students will: Tell students to Look at Activity 1 on page 33

■
• learn about endangered animals in Oman of your Skills Book. Tell them to read down the
• match pictures of endangered animals to list of six places in Oman. Ask Have you ever
descriptions visited any of these places? Ask what animals
• listen to a longer text and extract specific they might find there.
information
• complete Stages 1 and 2 of a project Step 2
Tell students they are going to hear a talk about

■
Vocabulary
the animals in these places. Tell them to listen
tahr; leopard; whale; turtle
to the information, then complete the table in
the top part of the page with the animals in the
turtle shape on the right. Tell students they
At the beginning of this lesson
should write only the letter of the animal as in
Return students’ Skills Books which you collected
■

the example, not its whole name. Play Listening

at the end of Lesson 3.
3.4 straight through.

Task 1 (10 minutes)

Step 1 Listening Transcript 3.4
Tell students to Look at page 30 of your
■

Classbook and to Look at the animals in the four Many people in Oman work very hard to
photos. Ask a few volunteers to describe these protect endangered animals. If we work
animals. Tell students that all the animals are together, we will enjoy showing these animals to
#
-
found in Oman, and that they are all endangered. our children and our children’s children. If we do
nothing, we will lose the animals forever. If you
Step 2 are interested in wildlife, here are some places
you will enjoy visiting.
Tell students to Look at Activity 1 and read the
■

rubric and instruction text. Check their

understanding of the task. They have to match First of all, look at your map of Oman. Find
each of the four photographs to one of the number 1. This is a place called Ras Al Hadd. If
descriptions of the animals at the bottom of the you go there during the breeding season, you’ll
page. Remind students to note down their see green turtles. They lay their eggs on the
answers in their exercise books. beach before returning to the sea. Ras Al Hadd
is a very important place for turtles.
Remind students they do not have to read every
word of the texts in order to identify the animal Next, find number 2 on the map. This is the
described; they should just look for key words or Jiddat Al Harasees where you can see Arabian
phrases. All the answers can be found in the first oryx. If you are lucky, you might see a Houbara
sentences of the texts except for Text b, where bustard as well. These birds are rare in Oman.
students have to read the second sentence as well
to get the right answer. OK, now find number 3 on the map. This is Al
Halaaniyat Bay. If you are lucky, you might see
Answers: whales here and you might also see a humpback
1. b whale. Humpback whales are enormous – about
2. a 800 times the size of a man. They communicate
3. d by singing to each other. If you visit the Natural
4. c History Museum in Muscat, you can hear a
recording of the humpback whale singing.

Now look at number 4 on the map. This is the

Salalah Bird Sanctuary where you can see many
different kinds of birds. Birds and their eggs are

76
Unit 3
2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 9

Animals in danger

this unit, they will be researching information

protected in all parts of Oman, so be careful not about an endangered animal and making a leaflet
to harm the birds or take their eggs. using the information they have researched.
The next place to look at on the map is called Step 2
Wadi Al Sarin which is number 5. You can see
Tell students to Look at the Project Record

■
the Arabian tahr here. This animal is a kind of
Sheet on page 85 at the back of your Skills
goat and it is very special to Oman. It is also an
Book. Tell them to read through the first two
endangered species.
stages of the project. Get them to choose an
endangered animal and write its name in the
Finally, look at number 6 on the map. This place
space under the rubric for Stage 1. They should
is called Bait Al Barakah, which is a special place
choose a different animal from the Arabian oryx,
where they look after animals which are
which is focused on in the next lesson. They can
endangered in Oman, including the Arabian
use ideas from their books, or from the poster
oryx, the Arabian tahr and the Arabian leopard.
‘Animals in danger.’
At Bait Al Barakah, they breed the animals so
that, one day, they can go back into the wild.
Step 3
Tell students to discuss with their friends the
■

Step 3
kind of information they want to find out about
Get students to compare their ideas. Then play
■

their chosen animal, and to write their ideas in

the listening again so they can check their
the space under the rubric in Stage 2. When
answers. Do a whole class check.
they have completed Stages 1 and 2, they
should tick the boxes for these stages on the
Answers:
Project Record Sheet. Remind them to look at
1. f. turtles
their Project Record Sheets each time they work
2. b. oryx
3. d. whales
on their project. Tell them not to cut out the
page now, but to do this when they have
*
4. e. birds
finished their projects. Explain they will spend
5. a. tahr
some time in the next lesson planning their
6. c. leopards (b. oryx and a. tahr are also
projects.
mentioned)
Homework
p
A
This activity provides an opportunity to assess how
Students complete Activity 2 on page 33 of their
■

well students are able to listen to a longer text and

Skills Books.
extract specific information.
Tell students to start thinking about their
■

Task 3 (5 minutes) Learning Journals for this week.

Tell students to Look at Activity 2 and read the
■

rubric and instruction text. Check their

understanding of the task. They have to look at
the information in the completed table in Activity
1, and use it to draw pictures round the map of
Oman to show where each of the animals lives.

If time does not allow in class, tell students to

complete this activity for homework.

Task 4 (5 minutes)
Step 1
Tell students to Look at Activity 3 and read the
■

rubric and instruction text. Explain that during

77
Unit 3
 2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 10

Animals in danger

Lesson 5 1999, and what happened to them.

YOU WILL NEED: Task 3 (10 minutes)

• SCISSORS Step 1
Ask students to Look at Activity 3 and read the

■
In this lesson, students will: rubric and instruction text. Check their
• look at an example of a Project Planning Sheet understanding of the task. Tell them to Look at
• consider how to plan a project the Project Planning Sheet on page 105 at the
• complete a Project Planning Sheet back of your Skills Book. Distribute the scissors
• complete Stage 3 of a Project Record Sheet and tell them to Cut out the page carefully.

Step 2
Task 1 (10 minutes) Tell students that they should think about how

■
to plan their projects, and to complete their
Step 1
Project Planning Sheets. Make sure they
Tell students to Look at Activity 1 on page 34 of
■

understand that the Project Planning Sheets will

your Skills Book. Tell them to look at the words be different for each student because they are
Learning Journal written down the side of the doing projects on different endangered animals,
page, and explain that they are going to be and they will know different things about their
looking at how they can help themselves learn. animals before they start. Circulate around the
Tell them to read the rubric and instruction text, classroom offering guidance and support.
then give them time to read Maha’s planning
sheet and discuss the ideas contained in it. Step 3
Tell students to show their Project Planning
■

Step 2
#
- Sheets to the rest of their group. Tell them to
Ask if students can remember using a similar
■

complete Stage 3 of their Project Record Sheets

planning sheet for the project on the on page 85 of their Skills Books. Say they should
environment in the previous semester. Elicit what think about where they will look for information,
they can remember, then elicit their ideas about and what pictures they will need. They can then
what K, W and L mean. Encourage them to put a tick in the box beside Stage 3.
suggest:

K is for know. Information about some endangered and

W is for what. [I want to know] protected animals
L is for learned.
Specific to Oman – www.environment.org.com
Task 2 (10 minutes)
Step 1 Worldwide –
Tell students to Look at Activity 2 and read the www.earthwatch.org
■

rubric and instruction text. Check their www.library.thinkquest.org/e-animals.htm

understanding of the task. They have to read www.wordwildlife.org
Maha’s notes in Activity 2 and decide if the
information in the notes matches her notes
about what she needed to know, as written in
Activity 1. Elicit that she found information to Tell students to keep their Project Planning Sheets
answer all her questions except for how oryx in their portfolios, and to update them when they
live for months without drinking. have completed their projects.

Step 2 Task 4 (5 minutes)

Ask students what extra information Maha found
■

Step 1
out about the oryx. Elicit that she found out Tell students to Look at page 77 at the back of
■

about numbers of oryx in Oman in 1996 and your Skills Book and Look at the Learning Journal

78
Unit 3
 2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 11

Animals in danger

cut-out page. Ask them to look at Ahmed’s Lesson 6

comments for Weeks 1 and 2. Say What did
Ahmed write about? and elicit answers. Tell
them you want them to think about their own YOU WILL NEED:
learning experiences in Week 1. Remind them • AN OHT FOR THE WHOLE CLASS CHECK
they can add some drawings if they like. If time FOR SKILLS BOOK, PAGE 31, ACTIVITY 2
allows, tell students to start writing up their (optional)
journals in class. Circulate around the classroom
offering guidance and support. In this lesson, students will:
• discuss reasons why some wild animals are
Homework endangered
• listen to and read a poem
Students write up their Learning Journals for
■

Week 1. • discuss the writer’s ideas in the poem

• listen to a talk and put information in sequence
For the next lesson
Target Language
If you have access to an OHP, you may want to
■

• If we stay silent, more animals will die.

prepare an OHT for the whole class check in
• If we do nothing, our wildlife will die.
Skills Book, page 31, Activity 2 for Task 4 of the
• If we hunt too many animals, they will become
next lesson.
extinct.
• If we stop poaching, the animals will survive.

Vocabulary
silent; pollute/pollution; injure; poison; survive;
habitat; helpless
#
-

Warm up (5 minutes)
Tell students to Look at Activity 1 on page 35 of
■

your Skills Book and read the rubric and

instruction text. Check their understanding of the
task. They have to discuss with their group what
they think about endangered animals.

Task 1 (5 minutes)
Tell students to Look at Activity 2 and read the
■

poem silently to themselves. Tell them they are

going to hear the poem, and they should read
the words to themselves as they listen. Play
Songs and Rhymes 3.2 straight through.

Songs and Rhymes Transcript 3.2

Poem - Man the hunter

Man the hunter with the help of his gun

Has killed so many animals. Soon there’ll be none!

If we stay silent, more animals will die.

Don’t you believe me? I’ll tell you why.

Man the polluter has poisoned land and sea,

Now the fish are dying with the birds and the
bees.

79
Unit 3
 2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 12

Animals in danger

If we stay silent, more animals will die. Listening Transcript 3.5

Don’t you believe me? I’ll tell you why.
Maha:
Man the destroyer has cut the forests down, Yesterday, I saw a dead fox lying at the side of the
The animals lie helpless and frightened all around. road. Many animals die like this in road accidents.
Others die or are injured in building work or in
If we stay silent, more animals will die. accidents at sea. If a large ship collides with a whale,
Don’t you believe me? I’ll tell you why. it will badly injure or kill it.

Man the poacher wants creatures great and small Many other animals die because they are hunted to
Locked up in cages so that he can look cool. death. Many species are now extinct because of
hunting.
You have to believe me, now you know why,
If we do nothing, our wildlife will die! Some people catch wild animals alive and sell them
for a lot of money. This is called poaching. Poachers
will leave the animals alone if nobody buys from
them.
Task 2 (5 minutes)
Step 1 When we pollute the earth with rubbish or
Tell students to Look at Activity 3 and read the chemicals, lots of animals suffer and die. If we don’t
■

rubric and instruction text. Check their stop pollution, many animals will disappear forever.
understanding of the task. They have to read the
poem again and underline the reasons the writer Another problem for the animals is that they have
gives as to why animals are in danger. nowhere to live. Many forests are disappearing, and
#
- many animals cannot find food or a place to live. If
Step 2 we continue cutting down the trees, the animals
Do a whole class check and elicit the answers. won’t survive.
■

Reasons given by the writer:

hunting – killing of animals Step 2
At the end of the listening, ask students to
■

pollution – poisoning land and sea

loss of habitat – cutting down of forests compare their ideas, then do a quick whole class
poaching check.

Step 3 Answers:
c–b–e–a–d
Elicit ideas from students about what the writer
■

thinks will happen in the future if we don’t take

more care about endangered animals. Ask Task 4 (10 minutes)
students What do you think? Step 1
Organise students into pairs. Tell them to Look
■

Task 3 (10 minutes) at Activity 2 and read the rubric and instruction
text. Check their understanding of the task. One
Step 1
student has to choose one half of a sentence
■

Tell students to Look at Activity 1 on page 31 of

beginning If . . . from the left hand side of the
your Classbook and read the rubric and
page. Their partner has to complete it with a
instruction text. Check their understanding of
phrase from the right hand side.
the task. Explain that they are going to listen to
Maha talking about the reasons why animals are
Tell students they may find more than one possible
in danger, and that they have to put the reasons
phrase to go with the first part of each
in the order in which she describes them. They
sentence beginning with ‘If.’ If any students finish
should write the letter of each text in the
early, encourage them to make up their own
correct sequence in their exercise books. Play
phrases using the same sentence pattern.
Listening 3.5 straight through.

80
Unit 3
 2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 13

Animals in danger

Step 2 Lesson 7
Do a whole class check orally, or use the OHT
■

you have already prepared.

YOU WILL NEED:
Possible answers: • ANIMALS IN DANGER INFORMATION CARDS
If we hunt too many animals, they will become • AN OHT FOR THE WHOLE CLASS CHECK IN
extinct. SKILLS BOOK, PAGE 36, ACTIVITY 2 (optional)
• ANIMALS IN DANGER MIND MAP FROM THE
If we stop poaching, the animals will survive. PHOTOCOPIABLE PAGES AT THE BACK OF
THIS TEACHER’S BOOK – one mind map per
If we make space for the animals, they will have group
somewhere to live.
In this lesson, students will:
If we protect the animals, they will have better • match pictures of endangered animals to names
lives. • find specific information in a factual text
• share information to complete a table
Homework • share information to complete a mind map
Write the following 10 words on the board and
■

tell students to learn the spellings. Target Language

• Which of these animals is the most endangered?
extinct; endangered; hunting; poaching; loss; • Which is the longest living of these animals?
habitat; pollution; litter; trapped; survive • How many are left?
• How long do they live?
Remind them of the ‘look, cover, write, check’
method and encourage them to use it. Say you Vocabulary
will be checking these spellings at the end of the lynx; panda; orang-utan; rhino
#
-

unit.

Remind students to write up their Learning Task 1 (5 minutes)

■

Journals for Week 1. Step 1

Tell students to Look at Activity 1 on page 32 of
■

For the next lesson your Classbook and read the rubric and
You will need to prepare sets of ‘Animals in
■

instruction text. Check their understanding of

danger’ information cards for Tasks 2 and 3 of the task. They have to look at the pictures, then
the next lesson – one set for each group of 6 match them to the names of the animals in the
students. dolphin at the bottom of the page. Tell students
to write the numbers 1 – 6 in their exercise
You will also need to prepare photocopies of
■

books, and the letter of each endangered animal

the completed ‘Animals in danger’ mind map beside the corresponding number.
from the photocopiable pages at the back of
this Teacher’s Book – one photocopy for each Step 2
group of 6 students. Familiarise yourself with this Tell students they are going to hear the answers,
■

mind map as much as possible in order to be and they should listen and check their work. Play
able to explain it to students. Listening 3.6 straight through.

If you have access to an OHP, you may want to

■

prepare an OHT for the whole class check in Listening Transcript 3.6
Skills Book, page 36, Activity 1 for Task 2 of the
next lesson. 1. f. orang-utan
2. e. Javan rhino
3. c. giant panda
4. b. Iberian lynx
5. a. golden lion tamarin
6. d. Chinese river dolphin

81
Unit 3
 2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 14

Animals in danger

Task 2 (15 minutes) A This activity provides an opportunity to assess how

well students are able to read factual texts and
Step 1 extract specific information.
Tell students they are going to find out more
■

about these six animals. Organise them into Students who finish this activity early, or any activity
groups of six students and distribute the in previous or later lessons, can be directed to the
‘Animals in danger’ information cards, making extra activity in the turtle at the bottom left of page
sure that every student in each group takes a 32. Remind students that they can do these extra
card. tasks whenever they finish early, or in their free
Step 2
Tell students to Look at Activity 1 on page 36 of
time.
4
■

your Skills Book and read the rubric and Task 3 (5 minutes)
instruction text. Check their understanding of Step 1
the task. They have to complete the table by Tell students to read the information on their

■
sharing the information on their information card activity cards again. This time they should find
with the other students in their group. Circulate out why the animal is endangered. Ask them to
around the classroom offering guidance and read the information and make notes about their
support. Tell students that when they have animal. Tell them they will need this information
finished, they should use the information to for the next activity.
discuss the answers to the three questions
underneath the table. Step 2
Give students time to read their cards and make
■

Step 3 notes. Circulate around the classroom offering

Quickly draw the table on the board, or use the guidance and support.
■

OHT you have already prepared. Do a whole

#
-

class check and elicit the information for each

animal.
Task 4 (10 minutes)
Step 1
Tell students you would like them to complete a
■

Answers:
mind map of the reasons these animals are
How many How long do
endangered. To do this, they will need to share
Endangered animal Country
are left? they live? their information with their other group
golden lion tamarin Brazil around 1000 15 years members, then use this shared information to
Spain
make their mind maps.
Iberian lynx less than 300 13 years

Chinese river dolphin China 30 or less 24 years See the photocopiable page at the back of this
giant panda China Teacher’s Book for an example of a completed
around 1000 34 years
mind map which you can explain clearly to
Indonesia
orang-utan 15,000–25,000 40 years students.
Javan rhino Indonesia and less than 100 21 years
Vietnam Step 2
Quickly draw a blank mind map on the board
■

Step 4 and do one category as an example. Write

Elicit the answers to the three questions pollution in one of the blank boxes. Ask students
■

underneath the table. which animal is endangered by pollution, and

what kind of pollution it is. Write the
Answers: information in the box – Chinese river dolphin –
1. Chinese river dolphin (30 or less) noise / chemicals. Tell students to continue
2. orang-utans (40 years) sharing the information in their groups to
3. Brazil, Spain, China, Indonesia, Vietnam complete their mind maps. Circulate
around the classroom offering guidance and
Note: The numbers of these animals may have support.
changed. The numbers given are approximate as of
2003.

82
Unit 3
 2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 15

Animals in danger

Step 3 Lesson 8
Do a whole class check and elicit the reasons
■

why these animals are endangered. Distribute

photocopies of the completed mind map to YOU WILL NEED:
each group for easy checking. Ask what is the • OHTS FOR THE WHOLE CLASS CHECKS FOR
most common danger for these animals, and SKILLS BOOK, PAGE 36, ACTIVITY 2 AND
elicit loss of habitat. SKILLS BOOK, PAGE 37, ACTIVITY 3 (optional)

Step 4 In this lesson, students will:

At the end of the activity, tell students to store • play a TPR game
their mind maps in their portfolios. • understand the use of the first conditonal
• form sentences using the first conditional
Homework • complete rules about the use of the first
Remind students to learn the spellings of the 10 conditional
■

words which you gave them to learn at the end

of Lesson 6. Tell them you will be checking Target Language
these words later in the unit. • If we lose the forests, animals will have nowhere to
live.
extinct; endangered; hunting; poaching; loss; • The animals will starve if they cannot find enough
habitat; pollution; litter; trapped; survive food.
• If the forests disappear, there will be more deserts.
Remind students to finish writing up their • If animals swallow plastic bags, they will die in pain.
■

Learning Journals for Week 1.

Vocabulary
For the next lesson first conditional; straight line; wavy line
# If you have access to an OHP, you might like to
■

prepare OHTs for the whole class checks in

Skills Book, page 36, Activity 2 for Task 1, and Warm-up (5 minutes)
Skills Book, page 37, Activity 3 for Task 4 of the Tell students you are going to play a quick TPR
■

next lesson. game with them. Say they are going to hear
some statements about the animals they have
read about in this unit, and they should listen to
each statement carefully. If they think the
statement is True, they should stand up. If they
think the statement is False, they should remain
sitting down. Play Listening 3.7 straight through.

There is no need to pause the CD after each

statement as there are pauses already built into the
listening text.

Listening Transcript 3.7

1. Oryx eat grass, herbs and fruit. // True

2. There are leopards in the Salalah Bird Sanctuary.

// False. There are leopards at Bait al Barakah.

3. The orang-utan lives for approximately 40 years.

// True.

4. Whales can sing. // True.

5. An Arabian tahr is a kind of cat. // False. It’s a

83
Unit 3
 2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 16

Animals in danger

them to decide which part describes a possible

kind of goat. future situation, and which part describes the
result. Elicit their ideas. Students should suggest
6. Oryx are brown. // False. They are white. the following:

7. The giant panda is found in China. // True. part 1 describes a possible future situation
part 2 describes what the result will be
8. The golden lion tamarind lives in Spain. // False. It
lives in Brazil. Task 4 (10 minutes)
Step 1
Tell students to Look at Activity 3 and read the

■
Task 1 (10 minutes) rubric and instruction text. Check their
Step 1 understanding of the task. They have to
Tell students to Look at Activity 2 on page 36 of underline with a straight line the part of each
■

your Skills Book and read the rubric and sentence that describes something that could
instruction text. Check their understanding of happen in the future, and underline with a wavy
the task. They have to complete the four line the part that describes what the result will
sentences by putting the given words and be. Go through the first sentence as an example.
phrases in the right order. Remind them to end Do a whole class check, using the OHT you
each sentence with a full stop. have already prepared.

Step 2
Tell students to compare their answers, then do
1. If animals swallow plastic bags, they will die in pain.
2. If we take our rubbish home, animals won’t die so painfully.
I
■

a whole class check. Write the completed 3. I will help wild animals if I support a wildlife charity.

#
-
phrases on the board, or use the OHT you have
already prepared.

Answers
Step 2
4. Children will help animals if they have the opportunity.

Tell students to complete the rules that Robby’s

—
f #
-
■

2. If lots of people send letters to governments, hand is pointing to at the bottom of the page.
they’ll protect animals more carefully. Do a whole class check and elicit the answers.

3. You’ll help endangered animals if you give Answers:

money regularly / you regularly give money. We form the first conditional in two parts. We
form one part using If + the present tense.
4. If you become a volunteer, you’ll work on
international projects. We form the other part using will or won’t + an
infinitive.
Task 2 (5 minutes) We only use a comma when the sentence begins
Tell students to Look at Activity 1 on page 37 of
■

with If.
your Skills Book. Show them the picture of
Robby the Robot at the top right and elicit the Homework
word printed on his chest – LANGUAGE. Read Tell students to write 3 sentences using ‘If’ to
the words on the strip coming out of Robby’s express their views about endangered animals. They
head – First conditional. Tell students to read should put their sentences into their portfolios.
the information text, then discuss with them
the ideas contained in the examples. Explain Tell students to start thinking about their
■

that these are possible situations which could Learning Journals for Week 2.
happen in the future.
At the end of this lesson
Task 3 (5 minutes) Collect students’ Skills Books so you can check
■

Tell students to Look at Activity 2 and read the the work they have completed from pages 33
■

rubric and instruction text. Discuss the two to 37.

halves of the example sentence with them. Get

84
Unit 3
 2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 17

Animals in danger

For the next lesson Lesson 9

c
If possible, collect examples of litter that may
■

harm animals – for example, a plastic bag, an

open empty can, a glass bottle, a fishing hook or
fishing line, a polystyrene food or drink
container – to introduce Task 1 of the next
lesson.
YOU WILL NEED:
• EXAMPLES OF ITEMS OF LITTER TO
INTRODUCE TASK 1 )
In this lesson, students will:
• discuss how items of litter can harm animals
• discuss a charity which protects endangered
animals
• listen for gist and specific information
• put information in a sequence

Vocabulary
charity; support; rescue; survive; conserve; protect
Items of litter: bottle cap; plastic bag (bottle);
building material; food container; cigarette butt;
rope; pull tab; glass bottle

At the beginning of this lesson

Return students’ Skills Books which you collected
■

at the end of Lesson 8.

m
- - Homework check (5 minutes)
Tell students to get the 3 sentences using ‘If’
about endangered animals out of their portfolios,
and read them to a partner. Elicit some
sentences from volunteers, and write them on the
board. Remind students to put their sentences back
into their portfolios.

Task 1 (10 minutes)

Step 1
Tell students they are going to consider one of
■

the reasons why animals are in danger. If you

have brought some examples of items of litter,
show them to students. Discuss how the items
could harm animals.

Step 2
Tell students to Look at Activity 1 on page 33 of
■

your Classbook and say Look at the poster.

Discuss what it is about and elicit their ideas.
Make sure they understand that it is about a
charity called Oceanlife which tries to protect
birds and animals that live in or near the sea. Tell
them they are going to listen to a charity
volunteer, Mustafa, talking about the work of
Oceanlife. Ask them to listen for the main things
that he mentions. Play Listening 3.8 straight
through.

85
Unit 3
 2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 18

Animals in danger

Step 2
Listening Transcript 3.8 Play Listening 3.8 again. Do a whole class check

■
and elicit the answers.
Hello. My name is Mustafa. I want to talk to you
today about the charity that I support. It’s called Answers:
Oceanlife. Oceanlife is a charity which helps birds, 1. Because the money goes to help the charity
animals and fish that live in or by the sea. I joined Oceanlife.
Oceanlife because I wanted to do something to
help endangered animals. I also bought a T-shirt like 2. Because he wanted to do something to help
the one the boy is wearing in the poster because endangered animals.
the money goes to help the charity.
3. a. The dolphin was caught in a net.
Let me tell you about some of the animals the b. The turtle was in danger from all the
charity helps. If you look at the poster you can see rubbish on the beach.
there are three animals at the top – a dolphin, a c. The seagull got covered in oil from pollution
turtle and a seagull. The charity helps lots of animals in the sea.
like these.
Step 3
Dolphins like the one in this poster can get caught Tell students to read the text at the bottom of
■

in fishing nets. Oceanlife volunteers rescue dolphins page 33. Elicit any information about charities
that are caught like this and set them free. If the which help endangered animals. If students can
dolphins are not rescued, they will die. This dolphin collect leaflets, or download information from
was rescued by Oceanlife and survived. the Internet, encourage them to do so and bring
this information to class.
Now look at the turtle on the poster. As you can
#
- see, this poor turtle was in danger because of all You may want to make a classroom display of the
the rubbish on the beach. Oceanlife helps conserve information that students bring in.
turtles by cleaning the beaches.

A lot of seagulls just like this one in the poster get

Task 3 (10 minutes)
covered in oil from the pollution in the sea. Step 1
Tell students to Look at Activity 1 on page 38 of
■

Oceanlife rescues these birds and cleans the oil

from their feathers. your Skills Book and read the rubric and
instruction text. Check their understanding of
So, as you can see, Oceanlife does a lot to help the task. They have to read Maha’s notes and
protect endangered animals in the sea. Why don’t put them into the correct order. Tell them to
you join Oceanlife as well? write the letter at the bottom right of each note
in the corresponding box beside each of the
numbers above.
Step 3
After students have finished listening, ask what Step 2
■

Do a whole class check and elicit the answers.

■

were the main things that Mustafa talked about

and elicit their ideas. Ask students what words or phrases helped
them to put the notes into the correct
sequence.
Task 2 (10 minutes)
Step 1 Answers:
Tell students to Look at Activity 2 and read the 1. a
■

rubric and instruction text. Check their 2. e

understanding of the task. Explain they are going 3. d
to hear the listening again, but first, they should 4. c
read the three questions and listen for the 5. b
answers. Remind students to note down the
answers in their exercise books, not in their If time allows, ask students what they learned from
Classbooks. the notes or found interesting.

86
Unit 3
 2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 19

Animals in danger

Homework Lesson 10
Remind students to learn the spellings of the 10
■

words which you gave them at the end of

Lesson 6. Say you will be checking these In this lesson, students will:
spellings later in the unit. • rank items in a list
• understand and form suffixes
extinct; endangered; hunting; poaching; loss; • formulate rules about suffixes
habitat; pollution; litter; trapped; survive • write up their Learning Journal for Week 2

Remind students to think about their Learning

■

Journals for Week 2. Task 1 (10 minutes)

Step 1
Tell students to Look at Activity 2 on page 38 of

■
your Skills Book and read the rubric and
instruction text. Check their understanding of
the task. Tell them to Look at page 119 at the
back of your Skills Book and to remove the page
carefully.

Step 2
Tell students to look at the 10 items of litter,
■

and in their groups, to decide what items people

found the most of on the beaches around
Muscat. When they have finished, tell them to
compare their ideas with another group. Explain
#
-
that they are going to hear information which
lists the things in the correct order. As they
listen, they should write the correct letter in the
box next to each number. Play Listening 3.9
straight through.

Listening Transcript 3.9

Here is the Rubbish Top Ten! This is what the

volunteers found on the beaches and under the sea
around Muscat.

1. cigarette butts 1145+

2. bottle caps 825
3. food containers 774
4. plastic bags 624
5. items of building materials 533
6. plastic bottles 462
7. lengths of rope 455
8. drinks cans 400+
9. pull tabs 373
10. glass bottles 370

Step 3
Elicit students’ answers, then tell them to put the
cut-out pages into their portfolios.

87
Unit 3
 2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 20

Animals in danger

Answers: person by adding –er or –or to a word.

1. i
2. a When the word ends in –e, we usually just add –r.
3. c
4. d Task 4 (10 minutes)
5. b
6. f Step 1
Tell students to Look at Activity 3 and read the

■
7. h
8. j rubric and instruction text. Check their
9. e understanding of the task. They have to match
10. g each of the nouns in the right hand column to a
verb in the left hand column. They should write
This list represents only the top ten items found. the number of the verb into the appropriate box
Many other items were found as well, including in front of its corresponding noun.
toys, shoes, car batteries, clothing, a child’s cot and
a broken stereo unit. Step 2
■ Tell students to check their work with a partner,
then do a whole class check.
Task 2 (5 minutes)
Step 1 Answers:
Tell students to Look at Activity 1 on page 39 of Column A Column B
■

your Skills Book. Show them the picture of

Robby the Robot at the top right and elicit the 1 g
word printed on his chest – WORDS. Read the 2 h
word on the strip coming out of Robby’s head – 3 e
Suffixes. Tell students to read the rubric and 4 d
#
-

information text, then discuss with them the 5 b #

-

ideas contained within the information. Make 6 a

sure they understand that a suffix is a group of 7 c
letters at the end of a word. 8 f

Task 3 (10 minutes) Step 3

Tell students to complete the rules that Robby’s
■

Step 1 hand is pointing to. Elicit the answers.

Tell students to Look at Activity 2 and read the
■

rubric and instruction text. Check their Answers:

understanding of the task. They have to add the We can form some nouns which describe an idea
correct suffix to each of the words to make a or concept by adding the suffix –ion or –ation to
new word. Show them the example of the original word.
hunt - hunter and tell them to complete the
other words. Elicit the answers. When the original word ends in –e, we take away
the e and add –ion or –ation.
Answers:
2. farmer
3. poacher n
A This activity provides an opportunity to assess how
well students are able to understand and form
4. sailor suffixes.
5. director
6. ranger Homework
Tell students to Look at page 79 at the back of
■

Step 2 your Skills Book. Say This is Ahmed’s Learning

Tell students to complete the rules that Robby’s
■

Journal and tell them to read Ahmed’s comments

hand is pointing to. Elicit the answers. 3 and 4 for Week 2. Say you want them to start
thinking about their own learning experiences in
Answers: Week 2, and write up their Learning Journals.
We can form some nouns which describe a Remind them they can add some drawings if

88
Unit 3
2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 21

Animals in danger

they like. Lesson 11

Write the following 8 words on the board. Tell
■

students to copy them into their exercise books In this lesson, students will:
and learn the spellings. Remind students of the • listen to and read a poem
‘look, cover, write, check’ method of learning • discuss the effects of pollution on animals
spellings and encourage them to use it. Say you • discuss pesticides
will be checking these spellings in a later unit. • make up sentences with ‘If’

pollute – pollution; protect – protection; Target Language

inform – information; conserve – conservation • If the farmer uses pesticide, the pest will die.
• If the cows eat the grass, they will eat some of
Students write up their Learning Journals for the pesticide.
■

Week 2. • If it rains, the pesticide will run into the river.

• If the pesticide runs into the river, it will pollute
the water.

Vocabulary
fertiliser; pesticide; pest; spray; food chain

Warm-up (5 minutes)
Ask students if they can remember the poem
■

Man the hunter. Ask if they can remember the

reasons the writer gives as to why animals are in
danger. Elicit their ideas, then play the poem *
(Songs and Rhymes 3.2). Tell students to Look
at the poem on page 35 of your Skills Book and
read it as they listen.

Task 1 (10 minutes)

Step 1
Tell students to Look at pages 34 and 35 of
■

your Classbook and Look at the pictures and

read the text. Ask them which of the reasons
mentioned in Man the hunter is focused on
here. Elicit that it is pollution. Establish that this
lesson will be about how chemical waste
pollutes the environment, thus affecting the
animals.

Step 2
Tell students to Look at Activity 1 on page 34
■

and read the rubric and instruction text. Check

their understanding of the task. They have to
read the text then discuss the information about
pesticides and the damage they can cause to
wildlife. Discuss the process with students.

Task 2 (5 minutes)
Step 1
Tell students to Look at Activity 2 and read the
■

rubric and instruction text. Check their

89
Unit 3
 2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 22

Animals in danger

understanding of the task. They have to contain pesticides.

complete the gap in each sentence with one of
the words from the column on the right. Go 6. If the plane sprays the corn, the cake will
over the first sentence, which has been done as contain pesticides.
an example. Remind students to write the
answers in their exercise books, and not in their 7. If it rains, the pesticide will run into the river.
Classbooks.
8. If the pesticide runs into the river, it will
Step 2 pollute the water.
Do a whole class check and elicit the answers.
■

9. If the pesticide pollutes the water, the fish

Answers: will contain pesticide.
2. uses
3. eats 10. If humans eat polluted fish, who knows what
4. die will happen?

Task 3 (15 minutes) Homework

Remind students to practise spelling the 8 words
■

For this activity, students should work in pairs or which you gave them to learn at the end of
groups. If you like, you can make the activity into a Lesson 10. Tell them you will be checking these
competition, with the winning pair or group being words in a later unit.
the one which makes up the most correct
sentences. pollute – pollution; protect – protection;
inform – information; conserve - conservation.
Step 1
Tell students to Look at Activity 1 on page 35 of
■

# Remind them also to learn the spellings of the

■

your Classbook and read the rubric and 10 words which you gave them at the end of
instruction text. Check their understanding of Lesson 6. Say you will be checking these
the task. First, they have to look at the pictures spellings later in the unit.
and read the four sentences underneath. Next,
they have to use the pictures to make up extinct; endangered; hunting; poaching; loss;
sentences of their own, using the first habitat; pollution; litter; trapped; survive
conditional. Set a time limit, and remind students
to write in their exercise books and not in their Students continue writing up their Learning
■

Classbooks. Circulate around the classroom Journals for Week 2.

offering guidance and support.
For the next lesson
Step 2 If you have access to an OHP, you may want to
■

When time is up, elicit some sentences from

■

prepare OHTs for the whole class checks for

pairs or groups and write them on the board. Skills Book, page 40, Activities 2 and 3 for Tasks
3 and 4 of the next lesson.
Possible answers:
1. If the wind sprays the corn, the wind will
carry the spray onto nearby grass.

2. If the cows eat the grass, they will eat some

of the pesticide.

3. If the cows eat the pesticide, it will pollute

their milk.

4. Cheese, butter and milk will contain

pesticides if they are made with polluted milk.

5. If the plane sprays the corn, the bread will

90
Unit 3
 2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 23

Animals in danger

Lesson 12
Listening Transcript 3.10
YOU WILL NEED: The hyacinth macaw is the largest of the
• OHTS FOR THE WHOLE CLASS CHECKS FOR macaws. It can grow up to one metre and
SKILLS BOOK, PAGE 40, ACTIVITIES 2 AND 3 is an amazing blue colour. There are a few
(optional) hyacinth macaws in Brazil, Paraguay and
Uruguay. Unfortunately, there are probably
In this lesson, students will: only about 2,500 of these colourful birds
• read two fact files and listen to information left in the wild. The number of hyacinth
• listen for specific information macaws kept as pets is higher than the
• identify the silent ‘r’ in words number left in the wild. The hyacinth
• formulate rules about the silent ‘r’ macaw eats seeds, nuts, fruits and
vegetables. The forests where it lives are
Vocabulary being cut down, so there are not as many
macaw; diet; habit; breeding places where it can nest and find food.
Also, people steal these birds from the
forest and sell them as pets for thousands
Task 1 (10 minutes) of dollars.
Step 1
Tell students to Look at Activity 1 on page 36 Step 4
■

At the end of the listening, ask students to share

■

of your Classbook and read the rubric and

instruction text. Check their understanding of their ideas with their group. Then play Listening
the task. They have to read the fact file about 3.10 again (it is repeated on the CD) so they
the hyacinth macaw, then listen to information can check their answers. Do a whole class check.
#
-
about the macaw. They then have to repeat this
procedure with the fact file about the Answer:
leatherback turtle. c. appearance and diet
• appearance – it is the largest of the
Step 2 macaws and can grow up to one metre
Give students time to read the fact files about • diet – it lives on seeds, nuts, fruits and
■

the macaw and the turtle, then ask some vegetables

questions as a quick comprehension check, such
as: Step 5
Repeat the procedure with the information
■

• Where can you find the macaw [turtle]? about the leatherback turtle. This time, students
• How many macaws [turtles] are left in the wild? have to decide if the extra information they hear
• Why is the macaw [turtle] endangered? relates to

Step 3 a. the turtle’s diet

Tell students they are going to hear some b. the turtle’s breeding habits
■

information about the macaw. Explain that they c. the turtle’s diet and breeding habits
are going to hear some extra information that is
not in the fact file in their Classbooks. They have Play Listening 3.11 straight through.
to decide if the extra information relates to

a. the macaw’s appearance Listening Transcript 3.11

b. the macaw’s diet
c. the macaw’s appearance and diet The leatherback turtle lives in oceans and seas all
over the world. It is now an endangered species.
Play Listening 3.10 straight through. The turtles breed in the sea and then the female
turtles come onto the beach to lay their eggs. They
lay between 100 – 150 eggs. Many eggs get stolen
or are eaten by animals. When the eggs hatch, the

91
Unit 3
 2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 24

Animals in danger

Step 2
baby turtles run towards the sea. In the sea, many Explain to students they are going to hear the

■
of them get eaten by larger fish. Only one or two words, and they should listen and check their
baby turtles will become adult. Leatherback turtles work. Play Listening 3.13 straight through.
are hunted for their meat and are used in some
traditional medicine. Their shells are also used to
make jewellery and souvenirs for tourists. Listening Transcript 3.13

bird // bird
Answer: other // other
b. breeding habits probably // probably
- the turtles breed in the sea protect // protect
- the female turtles come onto land to lay eggs survive // survive
natural // natural
Task 2 (5 minutes) destroy // destroy
Step 1 garden // garden
Tell students to Look at Activity 1 on page 40 of turtle // turtle
■

your Skills Book. Show them the picture of rubbish // rubbish

Robby the Robot at the top right and elicit the
word printed on his chest – SOUNDS. Read the
phrase on the strip coming out of Robby’s Step 3
Write the numbers 1 – 10 down the board, or
■

head – Silent ‘r’. Tell students to read the rubric

and information text about the letter ‘r’, then use the OHT you have already prepared. Elicit
discuss the information with them. the answers, and put a tick ( ) or a cross ()
next to each one according to whether the ‘r’ is
#
-
Step 2 silent or not.
Tell students to say litter and forest and decide if
■

the letter ‘r’ is silent or not. They should put a Answers:

tick () or a cross () accordingly in the box 1. bird 
after each word. Tell them they are going to 2. other 
hear the words, and they should listen and check 3. probably 
their answers. Play Listening 3.12 straight 4. protect 
through. 5. survive 
6. natural 
7. destroy 
Listening Transcript 3.12 8. garden 
9. turtle 
litter // litter 10. rubbish 
forest // forest
Task 4 (10 minutes)
Step 1
Answers:
Tell students to Look at Activity 4 and read the
■

litter  rubric and instruction text. Check their

forest  understanding of the task. They have to look
again at the words in Activity 2 and write them
into one of the three boxes.
Task 3 (10 minutes)
Step 1 Step 2
Tell students to Look at Activity 2 and read the Do a whole class check and elicit the answers.
■

rubric and instruction text. Check their Write them on the board, or use the OHT you
understanding of the task. Explain that they have already prepared.
should first say the words to themselves, decide
whether the ‘r’ is silent or not and put a tick or
a cross in each box accordingly.

92
Unit 3
 2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 25

Animals in danger

Letter r + vowel Letter r + Letter r at end Lesson 13

consonant of word
probably
protect bird other
survive YOU WILL NEED:
natural
destroy garden • EXAMPLES OF LEAFLETS TO SHOW
turtle
rubbish STUDENTS
• AN OHT WITH THE ANSWERS FOR SKILLS
Step 3 BOOK, PAGE 41, ACTIVITY 1 (optional)
Tell students to complete the rules about the • SCISSORS
■

silent ‘r’ that Robby’s hand is pointing to. Elicit

the answers. In this lesson, students will:
• do a spelling test
Answers: • understand and discuss leaflets
We usually pronounce the letter r when it is • match pages in a leaflet to topics
followed by a vowel. • start writing their own leaflet

The r is usually silent when it is followed by a Target Language

consonant or when it comes at the end of • A leaflet contains . . .
word. • I’ve seen leaflets in [at] . . . .
• Leaflets are used to . . .
Homework • A leaflet should be . . .
Remind students to learn the spellings of the 10
■

words which you gave them at the end of Vocabulary

Lesson 6. Say you will be checking these leaflet; design; produce; attractive
spellings next lesson.
#
-

At the beginning of this lesson

extinct; endangered; hunting; poaching; loss;
Return students’ Skills Books which you collected
■

habitat; pollution; litter; trapped; survive

at the end of Lesson 12.
Remind students also to practise spelling the 8
■

words which you gave them to learn at the end Homework check (10 minutes)
of Lesson 10. Tell them you will be checking Tell students to Look at Activity 2 on page 42 of
■

these words in a later unit. your Skills Book and show them the writing lines.
Say that they are going to hear the 8 words
pollute – pollution; protect – protection; which you gave them to learn at the end of
inform – information; conserve -conservation Lesson 10, and they should write these words
on the writing lines. Play Listening 3.14, pausing
Students continue writing up their Learning
■

after each word to give students time to write.

Journals for Week 2. Do a whole class check and elicit the spellings
from volunteers.
At the end of this lesson
Collect students’ Skills Books so you can check
■

the work they have completed from pages 38 Listening Transcript 3.14
to 40.
1. pollute
For the next lesson 2. pollution
Collect some leaflets which you can bring to the
■

3. protect
next lesson to show students as examples of 4. protection
what a leaflet looks like. They will be making 5. inform
their own leaflets. 6. information
7. conserve
If you have access to an OHP, you may want to
■

8. conservation
prepare an OHT for the whole class check in
Skills Book, page 41, Activity 1 for Task 2 of the
next lesson.

93
Unit 3
 2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 26

Animals in danger

Task 1 (10 minutes) Robby the Robot at the top right and elicit the
words printed on his chest – YOUR WRITING.
Step 1 Read the word on the strip coming out of
Tell students to Look at the picture of the
■

Robby’s head – Leaflets. Tell students they are

animal on page 37 of your Classbook. Ask What going to learn about leaflets and how to write
animal is this? and elicit orang-utan. Ask What one.
do you know about the orang-utan? and elicit
answers from volunteers. Step 2
Tell students to read the rubric and instruction

■
Step 2 text. Check their understanding of the task. They
Tell students to Look at Activity 1 and read the
■

have to read questions 1 – 4 and choose

rubric and instruction text. Check their possible answers by putting a tick () or a
understanding of the task. Make sure they cross () in each box. Make sure they
understand that the five pages are from a leaflet understand there may be more than one correct
about orang-utans. They have to match each answer for each question.
page from the leaflet to one of the topics
a, b, c, d, e listed at the top of page 37, then Step 3
compare their ideas with a partner. Remind When students have finished, do a whole class
■

them to note down their answers in their check. Elicit the answers from volunteers and
exercise books and not in their Classbooks. use the OHT you have already prepared.
Students do not have to read through all the Answers;
information on each page of the leaflet. They can 1. a. contains factual information ()
get the right answers by looking at the titles of b. doesn’t usually have pictures ()
pages 2,3,4 and 5. c. doesn’t usually cost money ()
#
-

Step 3
2. a. in shops and restaurants ()
Do a whole class check and elicit the answers
■

b. at the doctor’s and dentist’s ()

from volunteers.
c. in rubbish bins (can be  or  – get
students to explain their answers)
a. page 4
b. page 5
3. a. advertise ()
c. page 2
b. educate or inform ()
d. page 3
c. amuse or entertain ()
e. page 1
4. a. very detailed ()
Step 4
b. easy to understand ()
Tell students to read the information on the five
■

c. attractive to look at ()

pages again in order to find out more about the
orang-utan and how it can be saved. Discuss the
Step 4
information with the class. Tell students to Read
Tell students to look again at the leaflet on page
■

the instruction text at the bottom of page 37.

37 of their Classbooks, and see how it relates to
Explain that students are going to make their
the answers above.
own leaflets about the animals they have been
researching.
Task 3 (5 minutes)
Show students the examples of leaflets you have Students should start this task in class, but finish it
brought to the class, to make sure they understand for homework.
what a leaflet looks like.
Step 1
Task 2 (10 minutes) Tell students to Look at Activity 2 and read the
■

rubric and instruction text. Tell them to Look at

Step 1
page 103 at the back of your Skills Book.
Tell students to Look at Activity 1 on page 41 of
■

Distribute the scissors and ask them to Cut out

your Skills Book. Show them the picture of
the page carefully. Point out the diagram in

94
Unit 3
2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 27

Animals in danger

Activity 2 on page 41 of the Skills Book, and ask Lesson 14

students to follow the instructions carefully to
fold the page into a leaflet.
In this lesson, students will:
Step 2 • continue working on their leaflet
Tell students to start planning their leaflets using • check their work with their friends
■

the ideas in the example leaflet about the • complete Stages 6, 7 and 8 on their Project
orang-utan in Activity 1 on page 37 of their Record Sheet
Classbooks. • write up their Learning Journal for Week 3

Emphasise to students that they should select

information carefully, and not try to put too much Teachers can be flexible about the timings of the
information in a small space. different parts of this lesson, according to the stage
their class has reached.
When students have finished planning their
■

work, tell them to tick Stages 4 and 5 of their Task 1 (20 minutes)
Project Record Sheets. Tell them they will need Tell students that in this lesson they should
■

to complete their leaflets by the end of the next continue working on their leaflets. They should
lesson. have finished them by the end of the lesson.
Remind them to refer to the Writing Route, and
Homework to ask their friends to check their work before
Remind students to practise spelling the 8
■

they write their final drafts. Remind them to add

words which you gave them to learn at the end any pictures they wish to include. Circulate
of Lesson 10. Tell them you will be checking around the classroom offering guidance and
these words the lesson after next. support.

pollute – pollution; protect – protection;

*
inform – information; conserve -conservation. Task 2 (5 minutes)
When students have finished their leaflets, ask
■

Students start thinking about their Learning them to tick Stages 6, 7 and 8 of their Project
■

Journals for Week 3. Record Sheets, then show their leaflets to their
friends.

Task 3 (10 minutes)

Tell students to Look at Ahmed’s learning
■

journal on page 77 at the back of your Skills

Book. Tell them to read Ahmed’s comments 5
and 6 for Week 3. Ask What did Ahmed write
about? and elicit answers. Tell students you want
them to start thinking about their learning
experiences in Week 3, and write up their
Learning Journals. Remind them they can add
some drawings if they like.

Homework
Remind students to practise spelling the 8 words
■

which you gave them to learn at the end of

Lesson 10. Tell them you will be checking these
words next lesson.

pollute – pollution; protect – protection;

inform – information; conserve -conservation.

95
Unit 3
 2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 28

Animals in danger

At the end of this lesson Lesson 15

Collect students’ leaflets and make a classroom
■

display.
In this lesson, students will:
• evaluate their ability to carry out the things in the
unit
• state what they have learned and evaluate the
activities in the unit
• evaluate their ability to work with others and
individually
• complete a learning record

Target Language
• How well can you . . . ?
• What did you learn in this unit?
• What activities did you like?
• How well did you . . . ?

At the beginning of this lesson

Make sure that you have organised a classroom
■

display of students’ leaflets.

Warm-up (5 minutes)
Give students time to go round the display and
■

#
-
look at other students’ leaflets.

Task 1 (5 minutes)
This stage in the unit is when students carry out
evaluation of their own abilities and the unit itself,
by completing the last two pages of the unit in their
Skills Book.

Step 1
Tell students to Look at pages 42 and 43 of
■

your Skills Book. Ask What’s this? and elicit My

learning record. Ask What day is it today? Elicit
the day of the week and then the date. Write
the day and date on the board, and tell students
to Write the day and date on the writing lines.

Step 2
Tell students to Look at Activity 1. Point to the
■

five faces of Robby the Robot and say Look at

the faces. Ask them to look at the words under
each face and the number above. Point to the
first statement and say How well can you
understand and talk about animals in danger?
Point to the faces again and ask very, very well?
very well? OK? not sure? not very well?

Tell students to decide which face represents

■

how they feel about the first statement. Show

them the diamond at the end of the statement

96
Unit 3
2011/12 - 7B - TB - Unit 3_Layout 1 12/14/16 8:38 AM Page 29

Animals in danger

and ask them to Write the number of the face express them in writing using simple sentences. If
in the diamond. Repeat the procedure with the you feel it is necessary, write some ideas on the
other five statements. Circulate around the board to give them a model to copy.
classroom offering guidance and support.
Repeat this procedure with the second

■
Task 2 (10 minutes) statement – These are some things I would like
to learn about this topic. Ask students to discuss
Step 1 this in their groups and then elicit some ideas.
Tell students to Look at Activity 2 on page 42
■

Give them time to think, then circulate around

of your Skills Book and show them the writing the classroom offering guidance and support.
lines. Say they are going to hear the words, and
they should write them on the lines. Tell Step 2
students this is something they should do on Tell students to Look at Activity 4. Ask them to

■
their own, and not look at their friend’s work. read the two statements and then look back
through Unit 3 and decide what activities they
Play Listening 3.14, pausing after each word to liked and what activities they didn’t like. Ask
give students time to write. students to discuss the statements in their
groups and then elicit some ideas. You may
want to write useful vocabulary on the board as
Listening Transcript 3.14 they suggest their ideas. This will provide
support when students write their responses to
1. pollute the statements.
2. pollution
3. protect
4. protection Task 4 (5 minutes)
5. inform Step 1
6. information Tell students to Look at Activity 5. Ask a *
■

7. conserve volunteer to read the rubric and the statement

8. conservation underneath. Tell students to look at the five
medals. Ask a volunteer to explain what they
have to do. Make sure students understand they
Step 2 have to think about their work with their friends,
Get students to swap their books with a not their individual work. Encourage them to
■

partner, then do a whole class check and think honestly about their interaction with others
elicit the answers. Write them on the board, in class and then colour the appropriate medal.
and tell students to check their partner’s work
carefully and give them a score out of 8. Step 2
Tell students to Look at Activity 6. Ask them to
■

Task 3 (10 minutes) read the rubric and the statement and then look
at the five medals. Ask a volunteer to explain
Activity 3 of the learning record is designed to what they have to do. Make sure students
encourage students to think in more global terms understand that they have to think about their
about what they have learned in a unit. The focus individual work in the unit. Reassure them that it
here should be on the ideas, concepts and factual is normal to find some things more difficult than
information related to the topic rather than the others when learning something new. Ask them
language itself. to look back through their work and then colour
the appropriate medal.
Step 1
Ask students to Look at Activity 3 on page 43.
■

For the next lesson

Read the first statement – These are some Collect students’ portfolios for checking.
■

things I’ve learned about this topic. Get students

to discuss in their groups what they think they Collect students’ Skills Books so you can check
■

have learned in Unit 3. This should include the work they have completed in the unit, and
language and ideas. Elicit students’ ideas and the spellings they wrote for Lesson 15, Activity 2.
help them formulate them so that they can

97
Unit 3
 7 B TB intro _Layout 1 12/13/16 1 :57 PM Page 3

#
-

$
2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 1

Unit 4 Celebrations
Students will learn how to: • Write a letter of invitation to a celebration
• Identify and use words spelled with ‘oa’ and ‘ow’ that have
• Talk about celebrations around the world
the same ‘o’ sounds
• Read and understand factual information about celebrations
• Recognise the stress, rhythm and intonation patterns of
• Develop a greater understanding of punctuation English through songs and rhymes
• Make and respond to invitations • Independent learning skills: plan work, research information,
• Listen to a variety of texts for general understanding and for write, check spelling and punctuation, reflect on how to
specific information improve writing skills, record stages of a project, write a
• Read a variety of texts for general understanding and for Learning Journal
specific information
• Read and understand a longer, more complex story
• Recognise and understand paragraph structure Activities
• Write about a celebration • Do a reading race
• Write an invitation to a celebration • Read and match
• Recognise and use different parts of speech • Label a map
• Recognise the blends ‘oa’ and ‘ow’ in words that have the • Do a role play
same ‘o’ sounds • Act out a conversation
• Discuss ways of improving their writing skills • Read and discuss a story
• Write an invitation
• Create a verse of a song
Main language • Do a project: design a brochure
• What’s the capital of [Oman]? • Write a Learning Journal
• When do we use [commas]?
• Would you like to go [ice skating]?
• I’d like [an ice cream].
• Asel likes [football].
• How about [tennis] then?
• What about [going shopping] then?
• Yes, that’s a good idea. *

Vocabulary
• Celebrations: bonfire, carnival, float, lantern, National Day,
samba, sari
• Punctuation: capital letter, comma, full stop
• Hobbies: judo, roller skating
• Adjectives: disappointed, glorious, grizzly, spoilt, upset
• Verbs (past tenses of regular and irregular verbs): celebrate,
describe, hug, introduce, invite, scratch, squeeze
• Musical instruments in story: banjo, clarinet, guitar
• Other language: blowhole, brochure, event map, facilities,
frankincense, heritage village, invitation, perfume, pile,
vegetable patch
• Writing route: check, draft, edit, organise, plan, re-draft,
revise

Skills and strategies

• Apply prior knowledge
• Use deductive reasoning skills
• Use visual clues to predict meaning
• Ask and answer questions about countries and capitals
• Make, accept and refuse invitations
• Read a variety of texts for general understanding and specific
information
• Listen to a variety of texts for general understanding and
specific information
• Write a simple description of a celebration

99
Unit 4
 2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 2

Celebrations

Lesson 1 globe on pages 38 and 39. Say that you are

going to name the continents and you want
students to point to them as you call out the
YOU WILL NEED: names. Call out these 6 continents:
• COUNTRIES AND CAPITALS OF THE WORLD
POSTER • Antarctica
• CELEBRATIONS AROUND THE WORLD • Africa
POSTER • Asia
• BLU-TAC • Europe
• North America
In this lesson, students will: • South America
• identify continents
• listen to children talking about celebrations Step 2
• match descriptions of celebrations to pictures Tell students there is one continent not shown

■
• study tips about preparing for listening on the globe. Ask if anyone can name the
missing continent and elicit Australia.
Target Language
• What date do [Omanis] celebrate [their National
Day]? Task 2 (10 minutes)
• In [Zanzibar], when is [the Prophet’s birthday] Step 1
celebrated? Tell students to Look at Activity 1 on page 38
■

• What day do people celebrate [Christmas]? and read the rubric and instruction text. Check
• When do people in [Canada] celebrate [their their understanding of the task. They have to
National Day]? look at the four pictures a – d, and guess which
country each celebration takes place in. To help
Vocabulary students, point out the names of the four
#
-

celebration; celebrate; National Day countries which are written in red capital letters
on the globe.

Before this lesson Step 2

Return students’ portfolios and Skills Books Tell students to Look at Activity 2. Explain they
■

which you collected at the end of Unit 3. are going to hear children from the four
countries talking about the celebrations in their
Put the ‘Countries and capitals of the World’ country. As they listen, they should identify
■

and the ‘Celebrations around the World’ posters which celebration matches which country. Tell
on the wall of your classroom. You should put them to note down the answers in their
them somewhere where students can see them exercise books, not their Classbooks. Tell them
easily, but also at a height where they will be also, if they can, to note down the date of each
able to stand in front of the posters and identify celebration when they hear it.
objects and words.
This listening text, which is divided into four
Warm-up (5 minutes) sections, is quite long and contains very detailed
information. Reassure students that in each section,
Tell students to Look at the posters. Ask What
■

they only have to listen for one main piece of

can you see? and elicit some ideas. Tell students information – the name of the country – and the
to Look at pages 38 and 39 of your Classbook. date of the celebration if possible.
Ask them to Look at the title of the unit, the
pictures on pages 38 and 39, and the pictures in Before students start listening, draw their attention
the frieze. Ask what they think the unit is going to the box ‘How to prepare for listening’ and
to be about. Elicit that it will be about discuss the five points contained in the box. Explain
celebrations around the world. that they should try and apply these rules when
listening to any text, not just the one they are
Task 1 (5 minutes) about to hear.
Step 1
Direct students’ attention to the picture of the
■

100
Unit 4
 2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 3

Celebrations

Step 3
Play Listening 4.1 straight through. 1st July is a very special day in Canada. It is our
■

National Day, and it’s a holiday which families like

to spend together. Schools and offices are closed
Listening Transcript 4.1 so parents and children can spend the whole day
together. Every city, town and village has its own
In Oman, one of the most important dates in our carnival – a parade through the streets with
history is the 18th of November. On this date, costumes, floats and bands playing music. There are
we celebrate National Day. There are a lot of funfair rides and other games and many towns
events on National Day, including horse races, have sports competitions for children. Later in the
camel races and at night, big loud firework day, parents take their children on picnics or to a
displays. Some families go for picnics or visit barbecue where special food is cooked like hot
relatives and take special foods with them. In the dogs and burgers. In the evening, there are fantastic
evening, I go to the stadium to watch the police firework displays and people go to parties at their
and army marching and playing music. It’s very friends’ houses.
loud and colourful with a lot of flags and people
in uniforms. It’s a very exciting show, and His
Majesty Sultan Qaboos Bin Said makes a speech. Step 4
Do a whole class check and elicit the answers.
■
Many families stay at home to see His Majesty on
television and watch the show. //
Answers:
Christmas is the time when people celebrate the 1. Oman – Picture c
birth of Jesus Christ and it’s celebrated on the 2. England – Picture d
same date every year. Christmas Day is on 3. Zanzibar – Picture b
4. Canada – Picture a
December 25th, but here in England the
#
-

celebrations start a few days earlier. Adults and

children go to parties at schools, offices and their Task 3 (5 minutes)
friends’ houses. We send cards to our families This should be a very quick activity.
and friends and go shopping to buy presents for
each other. We bring a tree inside the house and Organise students into pairs. Tell them to Look
■

decorate it with coloured balls and silver snow at Activity 3 and read the rubric.They have to
and finally put little lights on the tree. We practise the dialogue in pairs. Student A asks the
carefully wrap all the presents and put them questions, and Student B answers them, then
under the tree. On Christmas Day morning we they swap roles. Tell them to practise asking
get up early to open our presents and later we and answering similar questions about the other
have a very special Christmas dinner. // three countries and their capitals.

I want to tell you about one of our special days Task 4 (10 minutes)
here in Zanzibar. Zanzibar is an island off the
coast of mainland Tanzania in Africa. The day I Step 1
Tell students to Look at Activity 4 on page 39
■

want to tell you about is Maulud Annabii, the

birthday of the prophet Muhammad, Peace be of your Classbook and read the rubric and
instruction text. Check their understanding of
upon Him, on the 12th of Rabii Al Awwal. On the task. Tell them they are going to hear the
the Prophet’s Birthday, everybody puts on new listening text again, and they should answer
clothes and meets outside in the streets. The questions a – d by writing down the date of
men and boys carry dufs, that’s the Arabic name each celebration.
for a musical instrument like a small drum, small
enough to hold in one hand. They beat these If most students already wrote down the dates of
dufs as they sing special songs called Qaseedas the celebrations when you played the listening in
which celebrate the life and work of the Prophet. Task 2, you may decide it isn’t necessary to play it
Special food like harees and biriyani is prepared again.
and children are given small bags of sweets as
gifts. //

101
Unit 4
 2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 4

Celebrations

Step 2 Lesson 2
Do a whole class check. Elicit the answers and
■

write them on the board.

YOU WILL NEED:
Answers: • PHOTOCOPIES OF THE COMPLETED TABLE
IN SKILLS BOOK, PAGE 44, ACTIVITY 3
1. 18th November • AN OHT FOR THE WHOLE CLASS CHECK
2. 12th of Rabii Al Awwal FOR SKILLS BOOK, PAGE 45, ACTIVITY 1
3. 25th December (optional)
4. 1st July
In this lesson, students will:
If time allows, ask students if they know about any • ask and answer questions with a partner about
other celebrations which they would like to share countries
with the class. Generate a class discussion. • listen and complete missing words in sentences
Celebrations may include Eid Al Adha; Eid Al Fitr; • do a reading race
Maulud Annabii; the New Year; the Persian New • exchange information in order to complete a
Year – the Nowrooz; Hol Hol (Omani Birthday table
Celebration); the Khareef Festival; the Muscat
Festival; the Dubai Shopping Festival etc. Target Language
• Where is [Oman]?
Homework • No, try again. Sorry, try again.
Ask students to ask their families and friends • What’s the capital of [Oman]?
■

about celebrations they know around the world, • How do you spell [X]?
and what happens during these celebrations.

Ask students to choose any two countries and Warm-up (5 minutes)

■

#
-

write down the names of the countries and their

Organise students into pairs. Tell them to take
■

capitals and bring them to the next lesson.They

out the names of the two countries and their
may find it helpful to consult the atlases in the
capitals which they chose for homework. Get
LRC.
them to check their partner’s knowledge of the
location and capitals of the two countries by
For the next lesson
asking questions similar to those in Classbook,
Prepare photocopies of the table in Skills Book,
■

page 38, Activity 3. Ask what they can say if

page 44, Activity 3 with the names of the
their partner gets the answer wrong, and elicit
capitals completed – one photocopy for each
No, try again or Sorry, try again.
group. Students will need to refer to the
completed table to check their answers in Task
3 of the next lesson. Task 1 (10 minutes)
Step 1
If you have access to an OHP, you may also Tell students to Look at Activity 1 on page 44 of
■

want to prepare an OHT for the whole class their Skills Book and read the rubric and
check for Skills Book, page 45, Activity 1. instruction text. Check their understanding of
the task. They are going to listen to four
sentences, and they should write the missing
verbs as they listen. First, get them to read each
sentence and try and predict the missing verb.

Step 2
Play Listening 4.2, pausing after each child has
■

spoken to give students time to complete their

sentences.

102
Unit 4
 2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 5

Celebrations

Remind them to start the name of the capital

Listening Transcript 4.2 city with a capital letter.

1. [A Canadian child] Step 2

On 1st July in Canada, many parents take their After students have completed the capitals for

■
children on picnics. // their group of countries, organise them into new
groups of 6. Each of the new groups should
2. [An English child] consist of one member from each of the
Before Christmas, many people go shopping to previous groups. Students should ask their new
buy Christmas presents. // group members for the names of the capitals
they found, and fill in their tables accordingly.
3. [A Zanzibari child] Elicit what question students should ask to get
On the Prophet’s Birthday, everyone puts on the information, and how they can ask how to
their best clothes. // spell a word. Encourage them to say What’s the
capital of [Oman]? and How do you spell [x]? or
4. [An Omani child] How do you spell that?
On 18th November, Omanis go to the stadium
Step 3
to see the army and police parades. //
Distribute a photocopy of the completed table
■

to each group so that students can check their

Step 3
answers.
Do a whole class check. Elicit the answers and
■

write them on the board.

Task 4 (5 minutes)
Answers Step 1
1. take Tell students to Look at Activity 1 on page 45 of
■

#
-

2. go your Skills Book and read the rubric and

3. puts instruction text. They are familiar with the names
4. go of these capitals in Arabic in their social studies.
This activity gives them the opportunity to see
Task 2 (5 minutes) the names in English. Ask students to write the
names of the countries on the lines below the
Tell students to Look at Activity 2 and read the
■

capitals.
rubric. They have to write suitable endings to
the sentences. Ask a few volunteers to read
Step 2
their completed sentences to the class, then
Get students to compare their answers, then tell
■

write them on the board.

them they are going to hear the answers, and
they should listen and check their work. Play
Possible answers:
Listening 4.3 straight through.
1. In the month of Ramadhan, parents buy new
clothes for their children.
2. On the first day of Eid, families visit each other.
Listening Transcript 4.3

Task 3 (10 minutes) Muscat – Oman

Step 1 Amman – Jordan
Divide students into 6 groups and number each Damascus – Syria
■

group 1 – 6. Tell students to Look at Activity 3 Sanaa – Yemen

and read the rubric and instruction text. Check Beirut – Lebanon
their understanding of the task. Allocate each Abu Dhabi – The United Arab Emirates
group of countries to a group of students. Kuwait City – Kuwait
Explain that this is a reading race, and that Baghdad – Iraq
students have to go to the poster and find the Doha – Qatar
names of the capitals for their group’s countries.
Tell them that only one person from a group is
allowed to go to the poster at any one time.

103
Unit 4
 2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 6

Celebrations

Step 3 Lesson 3
Do a whole class check. Elicit the answers, and
■

quickly write the names of the countries on the

C 3
board for students to check their spellings. YOU WILL NEED:
Alternatively, use the OHT you have already • PHOTOCOPIES OF THE COMPLETED CHART
prepared. IN SKILLS BOOK, PAGE 46, ACTIVITY 1

Homework In this lesson, students will:

Tell students to Look at Activity 2 and read the • talk about different celebrations
■

rubric and instruction text. Check their • match pictures of celebrations to e-mails
understanding of the task. They have to match • read for specific information and answer questions
the numbers on the map to the names of the • listen for specific information and complete a
cities in Activity 1, and write each number in the chart
box next to the corresponding capital.Tell
students also to label the map by writing the Vocabulary
name of each capital city next to the bonfire; sari; lantern; carnival; samba; float
corresponding number.

Remind students to ask their families and friends Homework check (5 minutes)
■

about celebrations they know around the world, Check the activity which students did for
■

as they will be sharing this information with the homework (Skills Book, page 45, Activity 2).
class in the next lesson. Elicit the names of the capital cities from
volunteers and get them to spell them out.
For the next lesson Write the names on the board.
Prepare photocopies of the completed chart in
■

-
# Skills Book, page 46, Activity 1 – one photocopy Answers:
for each group. Students will need to refer to 1. Beirut
the completed chart to check their answers for 2. Damascus
Task 3 of the next lesson. 3. Baghdad
4. Amman
5. Kuwait City
6. Doha
7. Abu Dhabi
8. Muscat
9. Sanaa

Ask students what information they found out

■

from their parents and friends about celebrations

around the world. Get volunteers to share their
ideas with the class.

Task 1 (10 minutes)

Tell students to Look at pages 40 and 41 of
■

your Classbook. Ask them to Look at pictures

1 - 4 and say What can you see? Elicit that the
pictures show celebrations in different countries.
Tell students to Look at Activity 1 and read the
rubric and instruction text. Check their
understanding of the task. They have to quickly
read the e-mails a - d and match them to the
pictures.

Remind students that they do not have to read

every word of the e-mails – they should just look for

104
Unit 4
 2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 7

Celebrations

key phrases which will help them identify the countries. (This is the same listening text as they
pictures. heard in Lesson 1). As they listen, students have
to tick the boxes in the table according to
Answers: whether the listed activities are mentioned or
E-mail a – Picture 4 not. Play Listening 4.4 straight through.
E-mail b – Picture 3
E-mail c – Picture 2 Although the content of Listening 4.4 is the same as
E-mail d – Picture 1 Listening 4.1 (Lesson 1), the order of the children
talking about London and Zanzibar is the other way
round.
Optional Activity Step 2
Students who finish this activity early, or any
■

Distribute a photocopy of the completed table

■
activity in previous or later lessons, can be (see below) to each group so that students can
directed to the extra activity in the firework at check their answers.
the bottom right of page 40. Remind students
that they can do these extra tasks whenever
they finish early, or in their free time. Oman Maulud Christmas Canada
National Day Annabii Day Day

eat special foods ⎷ ⎷ ⎷

Task 2 (5 minutes)
Step 1
give gifts ⎷ ⎷
Tell students to Look at Activity 2 and read the ⎷
■

send cards
rubric and instruction text. Check their
understanding of the task. They have to read visit relatives ⎷
# the e-mails again, and find the answers to the
⎷
-

questions.
have picnics ⎷
As time is very limited, you may feel your students
wear new clothes ⎷
need more help in locating the information quickly. go to parties ⎷ ⎷
Direct their attention to the e-mail where they can
find it. The answer to Question 1 is in e-mail a, the sing Qaseedas ⎷
answer to Question 2 is in e-mail b, the answer to
Question 3 is in e-mail c, and the answers to watch fireworks ⎷ ⎷
Questions d and e are in e-mail d. go to camel races
⎷
Step 2 go to stadium ⎷
Do a whole class check and elicit the answers.
■

watch parades ⎷ ⎷
Answers:
1. From September 11th.
2. Holi.
3. The Chinese. Task 4 (5 minutes)
4. In Rio de Janeiro in Brazil. Tell students to Look at Activity 2 and read the
■

5. Once a year. rubric and instruction text. Check their

understanding of the task. They have to find the
Task 3 (10 minutes) answers to the questions by referring to the
completed chart, then write the answers on the
Step 1
writing lines. Do a quick whole class check.
Tell students to Look at Activity 1 on page 46
■

of your Skills Book and read the rubric and

Answers:
instruction text. Check their understanding of
1. 3
the task. They have to listen again to the four
2. Maulud Annabii
children talking about celebrations in their
3. Maulud Annabii and Christmas

105
Unit 4
 2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 8

Celebrations

4. Christmas and Canada Day Lesson 4

5. 2

If time allows, ask students if they were given a YOU WILL NEED:
choice of attending one of the celebrations, which • OHTS FOR THE WHOLE CLASS CHECKS FOR
one they would choose, and to give their reasons. SKILLS BOOK, PAGE 47, ACTIVITIES 2 AND 3
Encourage several students to give their views. (optional)

Homework In this lesson, students will:

Tell students to Look at Activity 3 and read the • discuss the structure and content of an e-mail
■

rubric and instruction text. Check their • write an e-mail about a celebration
understanding of the task. They have to read • understand the use of commas, capital letters
Maha’s e-mail to Rose about Oman National and full stops
Day. Tell them to read the e-mail at home. • rewrite sentences using the correct punctuation

Explain that in the next lesson, students will Target Language

■

write a similar e-mail about one of the other • When do we use [commas]?
celebrations in the chart in Activity 1, using the • We use a full stop . . .
information in Maha’s e-mail as a model. Ask • We use a comma . . .
them to choose one of the celebrations, and • We use a capital letter . . .
start thinking about how they will plan their
writing. They can choose Maulud Annabii, Vocabulary
Christmas Day or Canada Day. comma; full stop; capital letter

For the next lesson

# If you have access to an OHP, you may want to Homework check (5 minutes)
■

prepare OHTs for the whole class checks for Discuss Maha’s e-mail to Rose with students
■

Skills Book, page 47, Activities 2 and 3. (Skills Book, page 46, Activity 3). Ask the
following questions and elicit the answers.

• What goes at the top of the email? (who the

e-mail is to and from, and the subject)

• How does Maha start her e-mail? (Dear Rose)

• How many paragraphs are there? (Three, and

one sentence which closes the e-mail)

• What is each paragraph about? (National Day,

what happens at the stadium on National
Day, other things that happen on National
Day)

Task 1 (10 minutes)

Tell students to use Maha’s e-mail as a model
■

and write a draft of an e-mail to Rose about the

celebration they have chosen (Maulud Annabii,
Christmas Day or Canada Day). They should use
the information in the table in Skills Book, page
46, Activity 1 to help them plan their writing.
Remind them to write the name of the
celebration in the subject line of their e-mails, and
to write their drafts in their exercise books.
Encourage them to show their work to a partner

106
Unit 4
2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 9

Celebrations

for checking. Circulate around the classroom We use a comma to take a little rest in a sentence.
offering guidance and support.
We use a comma to separate all the things in a list.
Task 2 (5 minutes)
We use a capital letter for names of people, places,
Tell students to Look at Activity 1 on page 47
■

book titles and festivals.

of your Skills Book. Show them the picture of
Robby the Robot at the top right and elicit the
We use a capital letter for names of the days and
words printed on his chest – YOUR WRITING.
months.
Read the word on the strip coming out of
Robby’s head – Punctuation. Tell students to
We use a capital letter when we write the word I.
discuss the three questions under the rubric in
their groups. Elicit their ideas about the answers.
These will be made clear in the following Task 4 (5 minutes)
activity. Step 1
■ Tell students to Look at Activity 3 and read the
Task 3 (10 minutes) rubric and instruction text. Check their
understanding of the task. They have to read the
Step 1
sentences and underline the correct alternatives.
Tell students to Look at Activity 2 and read the
■

rubric and instruction text. Check their

Step 2
understanding of the task. They have to rewrite
Do a whole class check. Elicit the answers and write
■

the four sentences using the correct punctuation.

them on the board, or use the OHT you have
Point out the first one, which has been done as
already prepared.
an example.
Answers:
Step 2
1. I like chocolate and I buy some every Wednesday.
Do a whole class check. Elicit the answers and
■

2. Sinbad the Sailor is my favourite story.

write them on the board, or use the OHT you
3. Nizwa and Salalah are the best towns for tourists
have already prepared.
to visit in July.
Answers:
A This activity provides a further opportunity to assess
1. Example.
how well students are able to use the correct
2. The people at the carnival make costumes that
punctuation in sentences
look like birds, lions and monkeys.
3. Picnics, camel races and fireworks take place
Homework
on Oman National Day.
Tell students to write up the final draft of their e-mails
4. Teachers, doctors and drivers go to the
and put them into their portfolios.
carnival in Rio de Janeiro.
Tell students to start thinking about their Learning
p
■

A This activity provides an opportunity to assess how

Journals for this week.
well students are able to use the correct
punctuation in sentences.
At the end of this lesson
Collect students’ Skills Books so you can check the
■

Step 3
work they have completed from pages 44 – 47.
Telll students to complete the rules about
■

punctuation using the phrases at the bottom right

of the page. Do a quick oral whole class check.

Answers:
We use a capital letter at the beginning of a
sentence.

We use a full stop at the end of a sentence.

107
Unit 4
 2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 10

Celebrations

Lesson 5 Answers:
1. d
2. a
In this lesson, students will: 3. b
• discuss celebrations in Oman 4. h
• make notes about a celebration in Oman 5. c
• match pictures to events and put events in order 6. g
• study an example of an event map 7. f
8. e
Vocabulary
heritage village; blowhole; frankincense; perfume;
event map Task 3 (5 minutes)
Step 1
At the beginning of this lesson Tell students to Look at Activity 2 and read the

■
Return students’ Skills Books which you collected rubric and instruction text. Check their understanding
■

at the end of Lesson 4. of the task. They have to order the events shown in
the pictures in chronological sequence, based on the
Task 1 (10 minutes) time at the bottom of each picture.
Step 1 Again, ask students to note down the answers in their
Tell students to Look at Activity 3 on page 41
■

exercise books, or do the activity as a quick oral activity.

of your Classbook and read the rubric and
instruction text. Check their understanding of Step 2
the task. They have to write an invitation to an Do a whole class check and elicit the answers.
■

IKC friend to a celebration in Oman. Go through

the list of instructions about what should be Answers:
#
-
included in the invitation and check students’ 1. f Wed: 7.30 pm
understanding. 2. e Wed: 9.30 pm
3. a Thurs: 10.00 am
Step 2 4. d Thurs: 4.00 am
Tell students to make a list of the different 5. b Thurs: 7.00 pm
celebrations in Oman and discuss what happens 6. h Fri: 10.00 am
during these celebrations. They should choose 7. c Fri: 9.00 pm
one celebration, and make notes about the 8. g Sat: 10.00 am
preparations people make before the celebration,
and what happens during the celebration.
Task 4 (10 minutes)
Step 3 Step 1
Tell students to put their lists of celebrations into Tell students to Look at Activity 1 on page 43 of
■

their portfolios. They will need them in the next your Classbook and read the information and
lesson when they plan their letters of invitation. instruction text. Check their understanding of the
task. Explain to students there are many ways of
Task 2 (10 minutes) organising their thoughts and planning their
writing. One way consists of organising events
Tell students to Look at Activity 1 on page 42 of
■

according to the order in which they happen. This

your Classbook and read the rubric and is an event map.
instruction text. Check their understanding of the
task. They have to match each picture of an Step 2
event at the Khareef Festival to one of the Tell students to read through Asma’s event map
■

descriptions under the pictures. on page 43, and discuss in their groups what
Asma is planning to do with her visitors. They
You can ask students to note down the answers in should refer to the notes around the page from
their exercise books, or, if you prefer, do the activity her notebook, and the pictures on the page.
as a quick oral activity. Circulate around the classroom offering guidance
and support.

108
Unit 4
 2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 11

Celebrations

Homework Lesson 6
Tell students to Look at Activity 2 and read the
■

rubric and instruction text. Check their

understanding of the task. They have to match YOU WILL NEED:
each of the pictures on the page from Asma’s • OHTS FOR THE WHOLE CLASS CHECKS FOR
notebook to the days and events around the CLASSBOOK, PAGE 43, ACTIVITY 2 AND
event map. Write an example on the board: SKILLS BOOK, PAGE 48, ACTIVITY 1 (optional)
• SCISSORS
a. blowholes – 2. Thursday morning
In this lesson, students will:
Tell students they should write their answers in • listen to and join in with a song
their exercise books. • identify and correct mistakes in a letter
• identify paragraph topics
Tell students to Look at My Learning Journal for • write ways of ending a letter
■

Unit 4 on page 75 of your Skills Book. Direct

them to Ahmed’s comments 1 and 2 for Week
1. Ask What did he write about? and elicit the At the beginning of this lesson
Return students’ portfolios which you collected
■

answers. Tell them to start thinking about their

own learning experiences in Week 1. Remind at the end of Lesson 5.
them they can add some drawings if they like.
Homework check (5 minutes)
At the end of this lesson Tell students to get out their exercise books
■

Collect students’ portfolios so you can check

■

with the answers to the activity they did for

the e-mails they wrote for homework. homework (Classbook, page 43, Activity 2). Elicit
the answers from volunteers and write them on
#
- For the next lesson the board, or show them on the OHT you have
If you have access to an OHP, you may want to
■

already prepared.
prepare an OHT for the whole class check for
Classbook, page 43, Activity 2 for Task 1 of the Answers:
next lesson. a. blowholes 2. Thursday morning
b. home 1. Wednesday evening
You may also want to prepare an OHT for the
■

c. heritage village 3. Thursday afternoon

whole class check for Skills Book, page 48, d. mountains 5. Friday morning
Activity 1 for Task 2 of the next lesson. e. funfair 6. Friday evening
f. aeroplane 7. Saturday morning
g. souk 4. Thursday evening

Task 1 (10 minutes)

Tell students to Look at page 101 of your Skills
■

Book. Explain they are going to learn a new

song. Elicit the title – We are the children of the
world. Tell students they are going to hear the
song. They should read the words as they listen,
and join in where they can. Play Songs and
Rhymes 4.1.

Song and Rhymes Transcript 4.1

Children of the world

We celebrate, we celebrate,
The children of the world celebrate,
The children of the world celebrate.

109
Unit 4
 2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 12

Celebrations

Step 2
I celebrate and you celebrate, Do a whole class check and elicit the answers.

■
She celebrates and he celebrates, Write the corrections on the board, or use the
We are all the children of the world and OHT you have already prepared.
we celebrate.
Answers:
Fanny comes from China, Jenny comes 1. writing
from Kenya, 2. family
Danny comes from India, Hamdi comes 3. Salalah
from Libya. 4. would
We are all the children of the world and 5. evening
we celebrate. 6. On
7. photos
Rani is from the South, Tommy is from the 8. we’re
North, 9. drive
Ali is from the East, Johnny is from the 10. time
West, 11. Friday
We are all the children of the world and 12. Saturday
we celebrate.

Fanny comes from China, Jenny comes

Task 3 (10 minutes)
from Kenya, Step 1
Tell students to look at the organisation of
■

Danny comes from India, Hamdi comes

from Libya. Asma’s letter. Ask them Where is the
We are all the children of the world and address? Where is the date? Elicit At the top
we celebrate. right of the page. Ask How does Asma start her
#
-

letter? and elicit Dear Nouf. Ask How does she

Rani is from the South, Tommy is from the finish her letter? and elicit Best wishes with her
North, name underneath.
Ali is from the East, Johnny is from the
West, Step 2
Tell students to look at the main body of the
■

We are all the children of the world and

we celebrate. letter and identify the number of paragraphs
(four). Say Look at Activity 2 and read the rubric
and information and instruction text. Check their
understanding of the task. They have to look at
Task 2 (10 minutes) the event map on page 43 of their Classbooks,
Step 1 and match the events in the events map to the
Tell students to Look at Activity 1 on page 48 paragraphs which refer to them in Asma’s letter.
■

of your Skills Book and read the rubric and

information and instruction text. Check their Step 3
understanding of the task. Explain that Asma has Do a whole class check and elicit the answers.
■

written the first draft of her letter, but she has

made 12 spelling and punctuation mistakes. Answers:
Students have to identify and underline the 1. Paragraph 1
mistakes, then write the correct words on the 2. Paragraph 2
lines provided. Circulate around the classroom 3. Paragraph 2
offering guidance and support. 4. Paragraph 2
5. Paragraph 3
Please note that the words ‘Wednesday’ and 6. Paragraph 3
‘made’ have been underlined incorrectly. These 7. Paragraph 4
words are correct. The incorrect words that should
have been underlined are ‘riteng’ and ‘famli’ in the Step 4
first line. The correct versions of these words have Tell students to look at the paragraphs in the
■

been written as examples on the lines provided. letter again and decide what the main topic of

110
Unit 4
 2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 13

Celebrations

each one is. Elicit that the paragraphs are Lesson 7

organised as follows:

Paragraph 1 – an introduction explaining a) why YOU WILL NEED:

Asma is writing and b) what she plans for • AN OHT FOR THE WHOLE CLASS CHECK
Wednesday. FOR SKILLS BOOK, PAGE 49, ACTIVITY 2
(optional)
Paragraph 2 – an explanation of what they are
going to do on Thursday In this lesson, students will:
• create a new verse of a song
Paragraph 3 – an explanation of what they are • differentiate between ‘oa’ and ‘ow’ sounds in
going to do on Friday words
• categorise words according to ‘oa’ and ‘ow’
Paragraph 4 – an explanation of what they are sounds
going to do on Saturday • write a letter of invitation to a celebration

Step 5
Tell students to Look at Activity 3 and read the Task 1 (10 minutes)
■

rubric and instruction text. Check their Step 1

understanding of the task. They have to think of Tell students they are going to hear We are the
■

ways of ending a letter, and write them on the children of the world again. Tell them to Look at
writing lines. page 101 of your Skills Book and to Look at the
words. Play Songs and Rhymes 4.1 (Children of
Students looked at different ways of finishing a the world). Encourage students to join in.
postcard in Grade 7A, Unit 1.
#
-
Step 2
Possible ways of ending a letter: Organise students into 6 groups. Explain that
■

‘Bye for now you want them in their groups to make up their
Lots of love own verse of the song. They should write the
Take care words of the new verse on the writing lines
See you soon provided. Tell them to practise the song when
they have finished, as they will be singing it at
Homework the beginning of the next lesson.
Tell students to think about the celebration they
■

have chosen to invite an IKC friend to. Explain Step 3

they are going to draw an event map and then Ask students to look at the three questions at
■

write their letter of invitation. Tell them to Look the bottom of page 101 – What is the capital of
at page 117 of your Skills Book. Distribute the Bangladesh? etc. Tell them to research the
scissors and tell them to Cut out the page answers to these questions for homework.
carefully. Tell them to think about what they are
going to do with their friend, and to plan their
event map. They should use the completed Task 2 (5 minutes)
page to plan their paragraphs in their letter of Tell students to Look at Activity 1 on page 49 of
■

invitation in the way that Asma did. your Skills Book. Show them the picture of
Robby the Robot at the top right and elicit the
Remind students to continue writing up their word printed on his chest – SOUNDS. Read
■

Learning Journals for Week 1. the words on the strip coming out of Robby’s
head – ‘oa’ and ‘ow’ sounds. Tell students to
For the next lesson read the two words float and bow and the
If you have access to an OHP, you may want to sentence underneath. Emphasise that some
■

prepare an OHT for the whole class check for words in English have the same sound but are
Skills Book, page 49, Activity 2 for Task 3 of the spelled differently.
next lesson.
Tell students they are going to hear the two
■

words. Play Listening 4.5, pausing so that they

111
Unit 4
 2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 14

Celebrations

can repeat the words.

Songs and Rhymes Transcript 4.2
Tongue Twister
Listening Transcript 4.5
A goat wearing a bow and a coat in
float // float a boat in the snow.
bow // bow

The tongue twister is repeated twice more, getting

faster and faster each time.
Task 3 (10 minutes)
Step 1 Task 5 (5 minutes)
Tell students to Look at Activity 2 and read the
■

Tell students to take the event maps they did

■
rubric and instruction text. Check their for homework out of their portfolios. Use the
understanding of the task. They have to look at remaining time in this lesson for students to draft
the pictures, identify the objects and categorise their letters of invitation to their chosen
them into two groups according to whether celebration. Tell them to pay careful attention to
their names are spelt with ‘oa’ or ‘ow’. Get punctuation and spelling. Circulate around the
students to name the things in the pictures. Elicit classroom offering guidance and support.
the names orally [window, road, goat, snow,
throat, elbow, coat, slow [snail], cloak, blow, A This activity provides an opportunity to assess how
arrow, boat, throw, toast]. well students are able to organise their writing, and
apply basic rules of punctuation to a piece of
Step 2 written work.
Tell students to sort the words into those which
■

#
-
have an ‘oa’ spelling and those which have a ‘ow’ Homework
spelling. They should then list these words in the Tell students to finish their letters of invitation at
column under the appropriate heading. home, then store their work in their portfolios.
Step 3 Write the following 10 words on the board and
■

Play Listening 4.6 and tell students to listen and

■

tell students to learn the spellings:

check their work. Elicit the answers, and write
them on the board, or use the OHT you have celebration; event; traditional; festival; bonfire;
already prepared. lantern; carnival; float; frankincense; perfume
Listening Transcript 4.6 Remind them of the ‘look, cover, write, check’
method and encourage them to use it. Say you
‘oa’ words ‘ow’ words will be checking these spellings at the end of the
1. coat 1. arrow unit.
2. boat 2. blow
3. cloak 3. elbow Ask students to find the answers to the three
■

4. goat 4. slow questions at the bottom of page 101 – What is

5. road 5. snow the capital of Bangladesh? etc.
6. throat 6. throw
7. toast 7. window Remind students to continue writing up their
■

Learning Journals for Week 1.

Task 4 (5 minutes)
Tell students to Look at Activity 3 and read the
rubric. Say they are going to hear a tongue twister,
and they should listen and join in if they can. Play
Songs and Rhymes 4.2 straight through.

112
Unit 4
 2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 15

Celebrations

Lesson 8 Fanny comes from China, Jenny comes

from Kenya,
Danny comes from India, Hamdi comes
In this lesson, students will: from Libya.
• sing a new version of a song We are all the children of the world and
• listen to and read a conversation we celebrate.
• practise a conversation with a partner and act it
out Rani is from the South, Tommy is from the
• understand and use ‘like’ and ‘would like’ North,
Ali is from the East, Johnny is from the
Target Language West,
• Would you like to come [roller skating] with me? We are all the children of the world and
• I’d like [an ice cream]. we celebrate.
• Asel likes [football].
• Shamsa would like to [speak with you]. Ask students if they found out the capitals of the
■
three countries at the bottom of page 101, and
Vocabulary elicit the answers.
roller skating; judo; guitar
Answers:
Bangladesh – Dhaka
Warm-up (5 minutes) Myanmar – Yangon
Tell students they are going to sing their version Nepal – Kathmandu
■

of Children of the World. Play Songs and

Rhymes 4.3. and ask everyone to join in. When Task 1 (10 minutes)
the song has finished, get groups to sing the
#
-

verses they have made up.

Step 1
Tell students to Look at Activity 1 on page 44 of
■

your Classbook and read the rubric and

information and instruction text. Check their
Songs and Rhymes Transcript 4.3 understanding of the task. Explain that they are
Children of the World going to hear a conversation between two
friends, Saeed and Krishna, and that they should
We celebrate, we celebrate, read the words as they listen.
The children of the world celebrate,
The children of the world celebrate. Step 2
Play Listening 4.7 straight through.
■

I celebrate and you celebrate,

She celebrates and he celebrates,
We are all the children of the world and Listening Transcript 4.7
we celebrate.
Saeed: Hello, is that Krishna?
Fanny comes from China, Jenny comes
from Kenya, Krishna: Yes, it is.
Danny comes from India, Hamdi comes
from Libya. Saeed: Hi, it’s Saeed. Would you like to come
We are all the children of the world and roller skating with me on Thursday
we celebrate. afternoon?
Rani is from the South, Tommy is from the Krishna: Well, thank you, Saeed, but I’m afraid I
North, don’t know how to roller skate.
Ali is from the East, Johnny is from the
West, Saeed: What about judo then? I love judo. I go
We are all the children of the world and three times a week.
we celebrate.

113
Unit 4
 2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 16

Celebrations

Krishna: No, I don’t think so. What about your Skills Book. Show them the picture of
staying at home and playing on the Robby the Robot at the top right and elicit the
guitar? I could teach you! word printed on his chest – LANGUAGE. Read
the words on the strip coming out of Robby’s
Saeed: Oh, I’m not good at musical head – ‘like’ and ‘would like’. Tell students to
instruments at all. How about going read the rubric and instruction text and check
out for an ice-cream then? their understanding of the task. Get them to
read the example sentences, and the rules
Krishna: Yes, that would be nice. Where shall Robby’s hand is pointing to. Discuss the ideas
we meet? contained in the rules. Point out that I’d like is a
contraction for I would like.

Step 3 Task 4 (5 minutes)

Ask some comprehension questions about the
■

conversation, for example,What does Saeed Step 1

Tell students to Look at Activity 2 and read the
■
invite Krishna to do? Elicit Go roller skating. Then
ask What do Saeed and Krishna finally decide to rubric and instruction text. Check their
do? Elicit Go out for an ice-cream. understanding of the task. They have to
complete the gaps in the sentences with like or
would like as appropriate.
Task 2 (10 minutes)
Step 1 Step 2
Tell students to Look at Activity 2 and read the Do a whole class check, and elicit the answers.
■
■

rubric and instruction text. Check their

understanding of the task. They have to answer Answers:
questions about Saeed and Krishna’s conversation. 1. I’d like / would like
#
-

Get them to discuss the three questions in their 2. likes

groups, then do a whole class check and elicit the 3. would like
answers. 4. like
5. likes
Although the instruction in the Classbook tells
students to listen to the conversation again, it is A This activity provides an opportunity to assess how
not necessary to play it again, as students can well students are able to differentiate between the
answer the questions from reading it in their use of ‘like’ and ‘would like.’
Classbooks.
Homework
Answers: Tell students to Look at Activity 3 and
■

a. physical activities complete the sentences with the verbs in

b. playing the guitar brackets. Write the first sentence on the board
c. Saeed enjoys physical activities such as roller as an example.
skating. He would probably learn through
movement and exercise. Krishna plays a musical Ahmed likes swimming.
instrument. He would probably learn through
sounds, rhythm and patterns. Tell students to finish writing up their Learning
■

Journals for Week 1, and start thinking about

Step 2 their Learning Journals for Week 2.
Tell students to practise the conversation with a
■

friend, but substituting their own names. Circulate Remind students to practise spelling the 10
■

around the classroom offering guidance and words which you gave them to learn at the end
support. Get a pair of volunteers to act out the of Lesson 7. Tell them you will be checking
conversation in front of the class. these words at the end of the unit.

Task 3 (5 minutes) celebration; event; traditional; festival; bonfire;

lantern; carnival; float; frankincense; perfume
Step 1
Tell students to Look at Activity 1 on page 50 of
■

114
Unit 4
 2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 17

Celebrations

For the next lesson Lesson 9

If you have access to an OHP, you may want to
■

prepare an OHT for the whole class check for

Skills Book, page 51, Activity 2 for Task 3 of the YOU WILL NEED:
next lesson. Alternatively, prepare photocopies • AN OHT FOR THE WHOLE CLASS CHECK
of the completed sentences – one copy for FOR SKILLS BOOK, PAGE 51, ACTIVITY 2 OR
each group. PHOTOCOPIES OF THE COMPLETED
SENTENCES

In this lesson, students will:

• read and listen to conversations with invitations
• practise conversations about invitations
• analyse the language used in invitations
• put words in order to make sentences

Target language
• Would you like to go [ice skating]?
• How about [tennis] then?
• What about [going shopping] then?
• Yes, that’s a good idea.

Homework check (5 minutes)

Go over the answers for Skills Book, page 50,
■

#
- Activity 3. Elicit the sentences from volunteers
and write them on the board.

Answers:
1. Ahmed likes swimming (Example).
2. He would like to come tomorrow.
3. I don’t like going to the cinema.
4. My friends would like to visit me at home.
5. Would you like to come to my birthday
party?

Task 1 (10 minutes)

Step 1
Ask students Can you remember the
■

conversation between Saeed and Krishna? Ask

Why did Saeed telephone Krishna? Elicit He
wanted to invite Krishna to go roller skating. Tell
students to Look at page 45 of your Classbook
and to Look at the pictures. Explain they are
going to hear two more conversations about
invitations and that they should read the words
as they listen. Play Listening 4.8 straight through.

Point out to students there is an error in the

dialogue in the Classbook. The indefinite article ‘a’ is
missing from before ‘new English teacher’ (line 3 of
the conversation). Alternatively, encourage students
to see if they can spot the error for themselves.

115
Unit 4
 2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 18

Celebrations

Listening Transcript 4.8 Maryam: That sounds great! Could you come and
pick me up? My father’s car is in the
Faris: Hi there, Peter, this is Faris. garage.

Peter: Oh, hi Faris. How’s school? Anne: OK. We’ll come and pick you up at
seven.
Faris: It’s OK. We’ve got a new English teacher
this semester. Maryam: Seven’s fine. I’ll see you then.

Peter: Do you like him? Anne: Bye.

Faris: Yes, I think he’s great. Maryam: Bye.

Peter: Listen, what are you doing this evening?

Step 4
Faris: Oh, nothing special.
■ Ask some comprehension questions about the
conversation, for example, What does Anne
Peter: Then let’s go and play football. invite Maryam to do? Elicit Go to the circus.
Then ask What time do they arrange to meet ?
Faris: OK, and after football shall we go and get Elicit At seven. Ask Where do they arrange to
something to eat? meet? Elicit At Anne’s house.

Peter: OK, let’s meet at the football pitch then. Step 5

Tell students to practise the conversation with a
■

Bye.
friend, but substituting their own names.
#
-

Circulate around the classroom offering

Faris: Bye.
guidance and support. Get a pair of volunteers
to act out the conversation in front of the class.
Step 2
Ask some comprehension questions about the Task 2 (10 minutes)
■

conversation, for example,What does Peter Step 1

invite Faris to do? Elicit Play football. Then ask Tell students to Look at Activity 1 on page 51
■

What does Faris suggest to Peter ? Elicit Have of your Skills Book and read the rubric and
something to eat after football. Ask Where do instruction text. Check their understanding of
they arrange to meet? Elicit At the football pitch. the task. They have to look at the picture cues,
then read the conversation and practise it with a
Step 3 partner. Ask What do the two people agree to
Repeat the procedure for the second
■

do? and elicit They agree to go shopping. Give

conversation between Anne and Maryam. Play students a few minutes to practise the
Listening 4.9 straight through. conversation in pairs.

Step 2
Listening Transcript 4.9 Ask What question does the first person ask to
■

make an invitation? Elicit Would you like to . . . ?

Anne: Hi, Maryam, are you doing anything this Ask What other questions does the person ask?
evening? Elicit How about . . . ? and What about . . .? Ask
How does the second person refuse the
Maryam: Not really. I was planning to work on my invitation? Elicit that the person says No, thank
English project. you and gives a reason (It’s too hot for tennis).
Ask how the second person accepts an
Anne: Would you like to go to the park? There’s invitation and elicit Yes, that’s a good idea.
a circus show at eight.

116
Unit 4
2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 19

Celebrations

Step 3 2. Ask What did he write about? and elicit the

Tell students to Look at the sets of pictures 1, 2 answers. Tell them to start thinking about their
■

and 3 below. Tell them to work in pairs, making own learning experiences in Week 2. Remind
conversations using the cues in the pictures and them they can add some drawings if they like.
accepting or declining invitations accordingly.
Once students have had sufficient practice, get Tell students to read through the story The

■
pairs of volunteers to act out their conversations Birthday Party on pages 46 - 48 of their
to the rest of their group, or in front of the Classbooks in preparation for Lesson 10. They
whole class. do not have to understand every word, but they
should try and get a general sense of the
Task 3 (10 minutes) meaning.
Step 1 At the end of this lesson
Tell students to Look at Activity 2 and read the
■

Collect students’ Skills Books so you can check

■
rubric and instruction text. Check their the work they have completed from pages 48 –
understanding of the task. They have to put the 51.
words in the correct order to make sentences,
and write the sentences on the writing lines. For the next lesson
Circulate around the classroom offering You will need to prepare sets of invitation role
■

guidance and support. cards for Task 2 of the next lesson – one set for
each group.
Step 2
When students have finished, tell them to
■

If you have access to an OHP, you may want to

■

compare their sentences with a partner. Then prepare an OHT for the whole class check for
say they are going to hear the answers, and that Skills Book, page 52, Activity 2 for Task 4 of the
they should listen and check their work. Play next lesson.
Listening 4.10 straight through. *

Listening Transcript 4.10

Voice 1: Would you like to come to my party?

Voice 2: That would be great! When is it?

Voice 1: It’s on Monday at 7.00.

Voice 2: Can I bring a friend?

Voice 1: Yes, of course.

Voice 2: Thank you!

Step 3
Show the completed conversation on the OHT
■

you have already prepared, or write it on the

board, or give each group a copy of the
completed conversation if you have prepared
this for students to check their work.

Homework
Tell students to Look at the Learning Journal for
■

Unit 4 on page 75 of your Skills Book. Direct

them to Ahmed’s comments 3 and 4 for Week

117
Unit 4
 2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 20

Celebrations

Lesson 10 Step 2
Use card number 1 to demonstrate the activity

■
to the class. Ask students to Look at this card
YOU WILL NEED: and discuss what A would say to invite B, and
• SETS OF INVITATION ROLE CARDS – one set how B would respond. Elicit their ideas, then ask
for each group them to listen to an example conversation. Play
• AN OHT WITH ANSWERS FOR SKILLS BOOK, Listening 4.11 straight through. Then play it a
PAGE 52, ACTIVITY 2 (optional) second time, so that students can repeat each
line. The listening is played twice on the CD.
In this lesson, students will:
• play a miming game
• do a role play Listening Transcript 4.11
• read and discuss a story
• revise the use of nouns, verbs and adjectives Talib: Hello, Ahmed, how are you?
Target Language Ahmed: I’m fine, thanks, Talib. How are you?
• Would you like to [go swimming]?
• How about [going to the cinema]? Talib: Fine, thanks. Would you like to go
• Where shall we meet? swimming this afternoon?
• Let’s meet outside the cinema.
Ahmed: Well, I can’t swim very well. How about
Vocabulary going to the cinema?
Language from the story: introduce; upset; spoilt;
disappointed; hug (n and v); scratch; grizzly; Talib: That’s a good idea. What time shall we
squeeze; glorious; vegetable patch; banjo; guitar; meet?
clarinet; pile
#
-
#
-

Ahmed: How about 7 o’clock?

At the beginning of this lesson
Return students’ Skills Books which you collected
■

Talib: OK. Where shall we meet?

at the end of Lesson 9.
Ahmed: Let’s meet outside the cinema.
Warm-up (5 minutes)
Quickly mime a leisure time activity such as Talib: OK. See you then! Bye.
■

fishing, and ask students What am I doing? Ask a

volunteer to think of a leisure activity and mime Ahmed: Bye.
it. Ask the class What is he / she doing? Tell
students to continue this mime game in their
groups. They should take it in turns to mime a Step 3
Tell students to work in pairs. Each pair should
■

leisure activity, and the other members of their

group have to guess what it is. pick up one card from the pile in the middle of
the table, and have a conversation. When they
This should be a quick and lively activity. have finished, they should return that card to the
pile. They should then swap roles, and pick a
new card.
Task 1 (10 minutes)
Step 1
Organise students into pairs and explain that
n This
A activity provides an opportunity to assess how
well students are able to invite someone to do
■

they are going to do a role play. Student A is something and, once the activity is agreed on, make
going to invite the other to do something, and an arrangement about time and place of meeting.
Student B has to respond according to the
instructions on the role card. Distribute the
invitation role cards – one set for each group.
Task 2 (10 minutes)
Put these in the middle of the table. Step 1
Tell students to Look at page 46 of your
■

Classbook. Ask What’s the title of this story? and

118
Unit 4
 2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 21

Celebrations

elicit The Birthday Party. As a lead-in to the

story, discuss students’ own experiences of I live on a farm that grows oranges in California in
birthday parties. Ask a few volunteers to the USA. It was summer and all the schools were
describe birthday parties they have had closed. I was planning to invite my friends to come
themselves, or have been invited to. to my 13th birthday party over the weekend. I was
going to be a teenager! I wanted to invite my
Tell students to Look at the story on pages 46 school friends for a weekend party. Then my
■

to 48. (They should already have read through parents upset all my plans.
the story for homework). Ask questions about
the pictures such as Who are the people in the I was at breakfast when my mother told me that
pictures? What is happening in the top picture our relatives were coming over at the weekend to
on page 47? Remind students about the reading help on the farm. It was the time of the year when
strategies they discussed in Unit 2 about the oranges are ripe and need to be picked. ‘But
preparing for reading, and how the title and I’ve asked my friends to come and stay this
pictures can be very helpful when getting ready weekend. It’s my birthday after all.’
for reading a text. ‘Sorry, sweetheart,’ my father said, ‘but the oranges
will go bad if we don’t do something fast.’ All my
Step 2 plans for my birthday were spoilt. I knew that my
Ask a few comprehension questions to check father was right, but I was very disappointed.
■

understanding, such as:

The next day all my relatives started coming, some
• Who is telling the story? (Sara) in their old cars, others in trucks with picnic boxes
• Which country does she live in? (The USA) at the back filled with drinks and sandwiches. They
• What kind of farm does she live on? (An had left their own farms early in the morning
orange farm) before sunrise.
#
- • Who does she want to invite to her party?
(Her school friends) By the time they reached our farm all their drinks
• Why can’t she have a party? (Because her and the sandwiches were gone. Everyone hugged
relatives are coming to pick the oranges) each other and then we all went into the house.
The house was very noisy with everyone talking at
Step 3 the same time. My granddad gave me a great big
Play some or all of Listening 4.12, depending on hug. Then it was my uncle’s turn. My cheeks were
■

how much time you have. scratched by my uncle’s unshaven face and my
granddad’s grizzly beard and moustache.
Teachers will differ in their ways of dealing with the
story according to how well their students have There were suitcases, and sleeping bags
prepared the story in advance. Although the everywhere. It was a happy time for the whole
complete story is available on the CD, teachers family. Our house was small and did not have many
may feel that, as time is limited, if students are rooms, but nobody cared where they slept. If there
already familiar with the main events in the story, it was space to roll out a sleeping bag, that was
is more useful to spend time in discussion of where they would sleep.
characters and events rather than simply playing the
story on the CD. When it was time for bed, all the girls and my
aunts squeezed into my room and the boys, my
granddad and my uncle all slept in our big sitting
Listening Transcript 4.12 room. My little cousins were so tired that they just
The Birthday Party slept with an arm here or a leg there and kicked
when they turned over.
Let me introduce myself. My name is Sara and I
am 13 years old. I would like to share my story The next day, they went to work picking the
with other IKC members. Do these things happen oranges. They filled boxes and boxes with the
to you or is it just my family and how we do glorious oranges. Some of my relatives helped my
things over here? mum with her flower garden at the front of the

119
Unit 4
 2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 22

Celebrations

Step 2
house, others looked after the vegetable patch at Do a quick whole class check. Elicit the answers

■
the back and two of them fixed the fences on the and write them on the board.
farm.
Answers:
On the day of my birthday, work went on as usual. Sara – noun
But then evening came. My father and my uncles beautiful – adjective
were cooking on a big barbecue outside. My works - verb
mother had baked a big birthday cake and a lot of
biscuits. There were strawberries and cool, juicy Task 4 (5 minutes)
watermelons, and of course lots of oranges!
Step 1
Tell students to Look at Activity 2 and read the

■
My relatives had brought their musical instruments
with them. There were the sounds of a banjo, a rubric and instruction text. Check their
guitar and a clarinet and they were playing beautiful understanding of the task. They have to follow
music. I went outside and had the surprise of my the instructions regarding the nouns, verbs and
life. There was a huge pile of presents on the table adjectives in the five sentences. Direct them to
for me! the first sentence which has been done as an
example.
All my relatives had brought me birthday presents. I
had a red and blue striped jumper from my aunt. Step 2
Get students to compare their ideas, then do a
■

My granddad gave me a yellow and pink flowery

scarf and my grandma got me a brown and yellow whole class check. Write the answers on the
spotted blouse. My uncle gave me a black and board, or use the OHT you have already
white striped skirt. All my relatives had brought prepared.
-
# something for me but my favourite present came -
#
from my mum. She gave me a pair of jeans with Answers:
flowers on the pockets. 1. Example
2. girls, room - nouns
I felt so happy that I had such a great loving family, slept - verb
God bless them all. small - adjective
3. relatives, guitar, banjo - nouns
Finally, all the oranges were picked and my relatives played - verb
went back to their farms. But I know that sometime 4. Sara, jeans, mother - nouns
soon, my family will travel to pick oranges or grapes got - verb
at a relative’s farm, just as they came to help us. blue - adjective
5. Salma, story - nouns
liked - verb

Task 3 (5 minutes) A
HI This activity provides an opportunity to assess how
Step 1 well students are able to identify different parts of
Tell students to Look at Activity 1 on page 52 of speech.
■

your Skills Book. Show them the picture of

Robby the Robot at the top right and elicit the Homework
word printed on his chest – WORDS. Read the Tell students to Look at Activity 3 on page 52 of
■

words on the strip coming out of Robby’s head your Skills Book and read the rubric and
– Parts of speech. Tell students to read the instruction text. Check their understanding of
rubric and instruction text and check their the task. They have to complete the gap in each
understanding of the task. They have to read the sentence with a suitable word, then write its part
sentence about Sara, and identify the part of of speech in the brackets at the end. Do the first
speech of each word in red, then complete the one as an example and write it on the board.
definitions accordingly.
1. Sara’s mother baked a big cake. (verb)
This should be a very quick revision activity. (paragraph 9)

120
Unit 4
2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 23

Celebrations

Tell students to learn the spellings of the past Lesson 11

■

tense of the following 7 irregular verbs from the

story:
In this lesson, students will:
tell /told; leave /left; come /came; feel /felt; know • answer questions about a story
/knew; sleep /slept; bring /brought • develop an understanding of paragraphs
• identify paragraphs in a story
Tell them to copy these words into their • match topics to paragraphs
exercise books. Remind them of the ‘look,
cover, write, check’ method of learning spellings Target Language
and encourage them to use it. Say you will be • A paragraph is . . .
checking these spellings in a later lesson. • Paragraphs are used . . .
• The [first] paragraph tells us about . . .
Remind students to continue writing up their • Which paragraph describes . . .
■

Learning Journals for Week 2.

Vocabulary
paragraph; describe

Homework check (5 minutes)

Ask students to get out their Skills Books with
■

the activity they completed for homework at the

end of Lesson 10 (Skills Book, page 52, Activity
3). Do a whole class check and elicit the answers
from volunteers.
*
Answers:
1. Example
2. beautiful (adjective) (paragraph 10)
3. house (noun) (paragraph 5)
4. picked (verb) (paragraph 8)
5. red and blue striped (adjectives) (paragraph 11)

Task 1 (10 minutes)

Step 1
Tell students to Look at Activity 1 on page 49 of
■

your Classbook and read the rubric and

instruction text. Check their understanding of the
task. They have to read the story again and
answer the questions.

It is recommended that Questions 1 – 4 of this

activity are done in class as an oral activity, and that
students write the answers to Questions 5 – 8,
which express their personal views, as homework.

Step 2
Do the first question as an example. Ask students
■

to find the relevant paragraph (paragraph 5) and

read it again. Ask Did Sara like being hugged by
her relatives? and elicit the answer no. Ask how
they decided on the answer (Sara’s cheeks were
scratched by her uncle’s unshaven face and her
granddad’s grizzly beard and moustache).

121
Unit 4
 2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 24
*

Celebrations

Step 3 Task 4 (5 minutes)

Do a whole class check and elicit the answers.
■

Tell students to Look at Activity 3 and read the

■
Answers: rubric and instruction text. Check their
1. Example understanding of the task. They have to identify
2. All Sara’s relatives gave her birthday presents, the paragraphs specified in the three questions.
but five in particular are mentioned – a Do a whole class check and elicit the answers.
jumper, a scarf, a blouse, a skirt and a pair of
jeans. (Paragraph 11) Answers:
3. A banjo, a guitar, a clarinet. (Paragraph 10) 1. 7
4. The girls and Sara’s aunts sleep in Sara’s 2. 11
room. The boys, her granddad and her uncle 3. 13
sleep in the sitting room. (Paragraph 7)
Homework
Students write the answers to Questions 5 – 8 for
Task 2 (5 minutes) Classbook, page 49, Activity 1. Tell them to store
Step 1 the answers in their portfolios and bring them to
Tell students to Look at Activity 1 on page 53 of the next lesson.
■

your Skills Book. Show them the picture of

Robby the Robot at the top right and elicit the Remind students to learn the spellings of the
■

word printed on his chest – WRITING. Read past tenses of the following 7 irregular verbs
the word on the strip coming out of Robby’s from the story:
head – Paragraphs. Tell students to read the
information text and check their understanding tell /told; leave /left; come /came; feel /felt; know
of the task. Quickly discuss the ideas contained /knew; sleep /slept; bring /brought
in the statements.
#
-

Remind students to continue writing up their

■

Step 2 Learning Journals for Week 2.

Tell students to look back through the story and
■

count the paragraphs. Ask How many

paragraphs are there? and elicit thirteen. Ask
How many paragraphs are there on page 46?
and elicit four. Repeat with pages 47 and 48
(three on page 47, six on page 48).

Task 3 (10 minutes)

Step 1
Tell students to Look at Activity 2 and read the
■

rubric and instruction text. Check their

understanding of the task. They have to match
the topics listed on the right with the
corresponding paragraphs.

Step 2
Ask students to compare their work in their
■

groups, then do a whole class check and elicit

the answers.

Answers:
1. b
2. f
3. e
4. a
5. c
6. d
122
Unit 4
 2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 25

Celebrations

Lesson 12 7. bake (verb)

YOU WILL NEED: Task 2 (10 minutes)

• SCISSORS Step 1
If teachers prefer, students can be asked to do this
In this lesson, students will: activity for homework.
• form words from jumbled letters
• complete a rule about the order of adjectives Tell students to Look at Activity 2 and read the

■
• understand instructions for making a brochure rubric and instruction text. Check their
• make a brochure about a hotel understanding of the task. They have to draw,
colour and label the pictures of the four listed
Vocabulary articles of clothing that Sara got as birthday
brochure; facilities; presents from her relatives.

Step 2
Homework check (5 minutes) Tell students to Look at Activity 3 and read the
■
rubric and instruction text. Check their
Tell students to take out their portfolios with
■

understanding of the task. They have to

the answers to the questions they wrote to complete the rule regarding the use of colour
Questions 5 – 8 in Classbook, page 49, Activity and pattern when describing clothes.
1. Go over the questions and elicit a few
answers from volunteers. Tell students you will Students may remember this rule from Grade 5A,
be taking in their portfolios at the end of the Unit 4 of the English for Me course.
lesson for checking.
Answer:
#
-

Task 1 (10 minutes) When we describe the colour and pattern of

Step 1 clothes:
Tell students to Look at Activity 1 on page 54
■

of your Skills Book and read the rubric and first we describe the colour,
instruction text. Check their understanding of then we describe the pattern,
the task. This activity is in two parts. First, finally we name the clothes.
students have to make a word from the
jumbled group of letters before each definition, Task 3 (10 minutes)
and write it in the appropriate space. Next, they Step 1
have to decide what part of speech each word Tell students to Look at Activity 2 on page 49 of
■

is and write n, v or adj after each definition your Classbook and read the rubric and
accordingly. instruction text. Check their understanding of
the task. They have to imagine that they are a
Step 2 hotel owner and make a brochure describing
Do the first word as an example.
■

their hotel and explaining why it is a good place

to stay.
hug – to put your arms around someone to
show love or friendship (v) Students will be making their brochures as an
individual, not a group, project.
Tell students to work through the rest of the
■

activity, then do a whole class check. Step 2

Go through the instructions, and make sure that
■

Answers: students understand what information they need

1. Example to include in their brochures. Explain the
2. striped (adj) meaning of any new vocabulary such as facilities.
3. relatives (noun) Show them the example brochure at the
4. patch (noun) bottom of the page and point out how it is
5. fix (verb) designed, and divided into sections.
6. present (noun)

123
Unit 4
 2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 26

Celebrations

Step 3 Lesson 13

c
Distribute the scissors. Tell students to Look at
■

page 99 of your Skills Book and to Cut out the

page carefully. Explain that this is the page they
will be using for their brochures.
YOU WILL NEED:
• SCISSORS )
Step 4 In this lesson, students will:
If time allows, tell students to start working on • match words to pictures in a frieze
■

their brochures in class. Say that when the • think about ways of improving their writing skills
brochures are finished, they will be displayed in • discuss organising a piece of written work
the classroom. • do a spelling test

Homework Vocabulary
Tell students to continue working on their Writing route; plan; organise; draft; re-draft; revise;
brochures. When they have completed them, they check; edit
should put them into their portfolios.

Remind students to practise spelling the 10 Warm-up (5 minutes)

■

words which you gave them to learn at the end Tell students that for this activity, they will need
■

of Lesson 7. Tell them you will be checking both their Classbooks and their Skills Books. Ask
these words in the next lesson. them to Look at page 39 of your Classbook and
to Look at the pictures in the frieze. Ask What
celebration; event; traditional; festival; bonfire; can you see? and elicit the names of as many
lantern; carnival; float; frankincense; perfume items as possible. Tell students to number the
pictures 1 – 7 in their exercise books in the
# Remind students to write up their Learning
■

-
order in which they appear in their Classbooks.
Journals for Week 2.
Tell students to Look at page 45 of your Skills
■

Book and to Look at the words in the frieze.

Tell them to write the number of each picture in
the frieze under the corresponding word in the
Skills Book. Do a whole class check and elicit the
answers.

Answers:
1. brochure
2. float
3. blowhole
4. red lantern
5. blowhole
6. dragon
7. banjo

Task 1 (10 minutes)

Step 1
Tell students to Look at page Activity 1 on page
■

55 of your Skills Book. Explain that in this

activity, they will be thinking about different ways
to improve their writing, and how they can help
themselves to do this.

Step 2
Distribute the scissors. Tell students to Look at
■

page 97 (the My Writing cut-out page) and to

124
Unit 4
2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 27

Celebrations

Cut out the page carefully. Ask them to Read Step 2

question 1 in Activity 1 on page 55 and discuss Elicit some ideas. Students may suggest:

■
what order the stages in the Writing Route
should be in. They should write the stages in • A piece of writing contains paragraphs.
order at the top of the My Writing cut-out
page. • There is usually an introduction, a middle
and a conclusion.
In the new version of the Grade 5A Teacher’s Book,
the Writing Route was replaced by a new version. • The introduction gives the setting.
The main differences between the old and new
versions are that the new one is much simpler, and • The middle paragraph contains the main
the number of stages has been reduced from eight story or events.
to four. In addition, some of the terms used in the
old Writing Route do not appear in the new one – • The conclusion ends the piece of writing.
for example, ‘publish’ has been replaced by ‘print’
and ‘check’ by ‘proofread.’ As the Writing Route Questions 4 and 5 will be completed in the next
which Question 1 in Activity 1 refers to is the old lesson.
version, this may be a little confusing for students.

Answers according to the old Writing Route:

Task 4 (10 minutes)
plan; draft; revise; re-draft; re-read; check; edit; Step 1
Tell students to Look at Activity 2 on page 56 of
■

publish
your Skills Book and show them the writing lines.
To compare these stages with the stages in the new Say that they are going to hear the 10 words
Writing Route, see page 165 of the photocopiabe which you gave them to learn at the end of
pages at the back of this Teacher’s Book. Lesson 7, and they should write these words as
they hear them. Read the 10 words, pausing *
Discuss the questions at the end of Question 1 with after each word to give students time to write it.
students and elicit answers from volunteers.
celebration; event; traditional; festival; bonfire;
lantern; carnival; float; frankincense; perfume
Task 2 (5 minutes)
Ask students to work in their groups and Read Step 2
■

and discuss Question 2. They should make a list Tell students to swap their books with a partner.
■

of the different ways they have planned their Elicit the spelling of each word from a volunteer,
work this semester and write these in the and write it on the board so that students can
planning column of the My Writing cut-out page. check their partner’s spelling. Tell them to give
their partner a score out of 10.
Different ways used this semester:
Mind map (Unit 1) Homework
KWL planning sheet (Unit 3) Tell students to finish their brochures as you will
■

Event map (Unit 4) be collecting them next lesson.

Discuss the questions at the end of Question 2 with Remind students to learn the spellings of the
■

students and elicit answers from volunteers. past tenses of the following 7 irregular verbs
from the story. Say you will be checking these
Task 3 (5 minutes) next lesson.
Step 1 tell /told; leave /left; come /came; feel /felt; know
Ask students in their groups to Read and discuss
■

/knew; sleep /slept; bring /brought

Question 3. They should write their ideas in the
organising writing column of the My Writing Ask students to start thinking about their
■

cut-out page. Learning Journals for Week 3.

125
Unit 4
 2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 28

Celebrations

Lesson 14 For checking handwriting, they may suggest:

• Size and height of letters
• Letter formation
In this lesson, students will: • Spacing between words
• do a spelling test
• discuss checking writing Step 3
• discuss checking handwriting Tell students to check their brochures carefully.

■
• complete a learning journal Collect the brochures to organise a classroom
display.

Task 1 (10 minutes) Task 3 (10 minutes)

Tell students you are going to check the spellings
■

Tell students to Look at the Learning Journal for

■
of the past tenses of the 7 irregular verbs from
Unit 4 on page 75 of your Skills Book. Direct
the story. Tell them to Look at Activity 2 on
them to Ahmed’s comments 5 and 6 for Week
page 56 of your Skills Book and show them the
3. Ask What did he write about? and elicit the
writing lines. Say they are going to hear the
answers. Tell them to start thinking about their
words, and they should write them as they hear
own learning experiences in Week 3. Remind
them. Play Listening 4.13
them that they can add some drawings if they
like.
Listening Transcript 4.13
Tell students to start writing up their Learning
■

Journals in class. Circulate around the classroom

1. bring
offering guidance and support.
2. come
3. feel
Homework
#
-
4. know
Students complete their Learning Journals for
■

5. leave
Week 3.
6. sleep
7. tell
At the end of this lesson
Make a classroom display of students’ brochures.
■

Get students to swap their books with a partner

■

and do a whole class check. Elicit the spelling of

each word and write it on the board.

Task 2 (15 minutes)

Step 1
Tell students to Look at Questions 4 and 5 on
■

page 55 of your Skills Book and discuss these

questions in their groups. They should write
their ideas in the checking writing and checking
handwriting columns of the My Writing cut-out
page.

Step 2
Elicit some ideas from students. For checking
■

writing, they may suggest:

• Content – does it make sense? Is it

interesting?
• Language – is the grammar correct?
• Spelling – are the words spelled correctly?
• Punctuation – are capital letters, commas and
full stops used correctly?

126
Unit 4
2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 29

Celebrations

Lesson 15 Step 2
Tell students to Look at Activity 1. Point to the

■
five faces of Robby the Robot and say Look at
In this lesson, students will: the faces. Ask them to look at the words under
• evaluate their ability to carry out the things in the each face and the number above. Point to the
unit first statement and say How well can you talk
• state what they have learned and evaluate the about celebrations around the world? Point to
activities in the unit the faces again and ask very, very well? very well?
• evaluate their ability to work with others and OK? not sure? not very well?
individually
• complete a learning record Tell students to decide which face represents

■
how they feel about the first statement. Show
Target Language them the diamond at the end of the statement
• How well can you . . . ? and ask them to Write the number of the face
• What did you learn in this unit? in the diamond Repeat the procedure with the
• What activities did you like? other five statements. Circulate around the
• How well did you . . . ? classroom offering guidance and support.

Before this lesson Task 2 (10 minutes)

Organise a classroom display of students’ Activity 3 of the learning record is designed to
■

brochures. encourage students to think in more global terms

about what they have learned in a unit. The focus
Warm-up (5 minutes) here should be on the ideas, concepts and factual
information related to the topic rather than the
Give students a few minutes to go round the
■

language itself.
classroom looking at the brochures. *
Step 1
Task 1 (10 minutes) Ask students to Look at Activity 3 on page 57.
■

Step 1 Read the first statement – These are some

Tell students to Look at your Learning Journal things I’ve learned about this topic. Get students
■

and read through the comments they have to discuss in their groups what they think they
written. Ask them to show their Learning have learned in Unit 4. This should include
Journals to a partner and compare what they language and ideas. Elicit students’ ideas and help
found interesting, and not so interesting. them formulate them so that they can express
them in writing using simple sentences. If you
Step 2 feel it is necessary, write some ideas on the
Have a whole class discussion about the board to give them a model to copy.
■

Learning Journals. Encourage volunteers to share

Repeat this procedure with the second
■

their thoughts and feelings with the class.

statement – These are some things I would like
to learn about this topic. Ask students to discuss
Task 1 (5 minutes) this in their groups and then elicit some ideas.
This stage in the unit is when students carry out Give them time to think, then circulate around
evaluation of their own abilities and the unit the classroom offering guidance and support.
itself, by completing the last two pages of the
unit in their Skills Books. Step 2
Tell students to Look at Activity 4. Ask them to
■

Step 1 read the two statements and then look back

Tell students to Look at pages 56 and 57 of through Unit 4 and decide what activities they
■

your Skills Book. Ask What’s this? and elicit My liked and what activities they didn’t like. Ask
learning record. Ask What day is it today? Elicit students to discuss the statements in their
the day of the week and then the date. Write groups and then elicit some ideas. You may
the day and date on the board, and tell students want to write useful vocabulary on the board as
to Write the day and date on the writing lines. they suggest their ideas.This will provide support

127
Unit 4
 2011/12 - 7B - TB - Unit 4_Layout 1 12/14/16 8:51 AM Page 30

Celebrations

when students write their responses to the

statements.

Task 3 (5 minutes)
Step 1
Tell students to Look at Activity 5. Ask a
■

volunteer to read the rubric and the statement

underneath. Tell students to look at the five
medals. Ask a volunteer to explain what they
have to do. Make sure students understand they
have to think about their work with their friends,
not their individual work. Encourage them to
think honestly about their interaction with others
in class and then colour the appropriate medal.

Step 2
Tell students to Look at Activity 6. Ask them to
■

read the rubric and the statement and then look

at the five medals. Ask a volunteer to explain
what they have to do. Make sure students
understand that they have to think about their
individual work in the unit. Reassure them that it
is normal to find some things more difficult than
others when learning something new. Ask them
to look back through their work and then colour
#
-

the appropriate medal.

For the next lesson

Collect students’ portfolios for checking.
■

Collect students’ Skills Books so you can check

■

the work they have completed in the unit, and

their spellings for Lesson 13, Task 4 and Lesson
14, Task 1.

128
Unit 4
2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 1

Unit 5 The future

Students will learn how to: • Listen to a variety of texts for general understanding and
specific information
• Talk about life in the future in Oman
• Identify the sounds of regular verb endings
• Talk about their own lives in the future
• Write a description of a classroom of the future
• Use ‘will’ to make predictions about the future
• Recognise and identify stress patterns in two, three and four
• Talk about their plans for the immediate future using ‘going syllable words
to’ • Recognise the stress, rhythm and intonation patterns of
• Listen to a variety of texts for general understanding and for English through a chant
specific information • Independent learning skills: plan work, interview, research
• Read a variety of texts for general understanding and for information, write, check spelling, reflect on what skills they
specific information are good at, record stages of a project, write a Learning
• Express a personal opinion in response to a question Journal, complete a Learning Journal Profile
• Write about an invention of the future
• Develop a greater understanding of prefixes
• Develop a greater understanding of syllable stress Activities
• Make a Learning Journal Profile • Design and write a brochure
• Say a chant
• Read and match
Main language • Do a reading race
• There will be [trains driven by robots]. • Invent an object of the future
• What are you going to do [this afternoon]? • Read and discuss a story
• I’m going to [the cinema]. • Play a board game
• Do you think there will . . .? • Do a project: design a classroom of the future
• Yes, I think there will. No, I think there won’t. • Write a Learning Journal
• What kind of house will you live in? • Complete a Learning Journal Profile
• What kind of [computer] will you have?
• There will be [more space]. There won’t be [any daylight].
• We won’t [wear uniforms].
*
Vocabulary
• Technology: design, hi-tech, machine, Media Resource
Centre, robot, video conference
• Jobs: businessman, businesswoman, fashion model, inventor,
tour guide
• Education: business studies, college, engineering, lecture,
research
• Adjectives: advanced, adventurous, amazing, energetic,
entertaining, extraordinary, ideal, luxury, transparent,
underground, underwater
• Verbs (past tenses of regular and irregular verbs): diagnose,
explore, float, predict
• Other language: ant, attraction, ballroom, banner, board
game, concert hall, contraction, counter, dice, extract, float,
function, future, jellyfish, kitten, object, opportunity, prefix,
reservation, shipwreck, surface, symptom, tunnel,
zone

Skills and strategies

• Apply prior knowledge
• Use deductive reasoning skills
• Ask and answer questions to find out about life in the future
• Make predictions about life in the future
• Read a variety of texts for general understanding and specific
information
• Write a paragraph about a partner’s life in the future
• Discuss the advantages and disadvantages of living in an
underground city

129
Unit 5
 2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 2

The future

Lesson 1 and read the rubric and instruction text. Check

c
their understanding of the task. They have to
look at the picture of the city, then read
YOU WILL NEED:
• THE FUTURE POSTER
• BLU-TAC ) Questions 1 – 5 and discuss the answers in their
groups. Circulate around the classroom offering
guidance and support.
In this lesson, students will: Step 3
• think about and discuss the future Elicit the answers to Questions 1 – 3.

■
• listen to a discussion about a city of the future
• make predictions about life in the future in Oman Answers:
• talk about their plans for the immediate future 1. Cooking.
2. A robot.
Target Language 3. In flying cars.
• What will happen in the future?
• There will be [trains driven by robots]. Ask volunteers for their opinions regarding
• What are you going to do [this afternoon]? ■
Questions 4 – 5, and encourage class discussion.
• I’m going to [the cinema].

Vocabulary Task 2 (10 minutes)

future; robot; machine Step 1
Tell students to Look at Activity 2 on page 51
■

and read the rubric and instruction text. Check

Before this lesson their understanding of the task. They have to
Return students’ portfolios and Skills Books listen to a discussion between a group of
■

which you collected at the end of Unit 4. children and their teacher about what the city of
-
# the future will look like. They have to choose
Put the ‘The future’ poster on the wall of your the correct answer a, b or c for each of the
■

classroom. You should put it somewhere where statements 1 – 4.

students can see it easily, but also at a height
where they will be able to stand in front of it Step 2
and identify objects and words. Tell students to write the numbers 1 – 4 in their
■

exercise books. As they listen, they should write

Warm-up (5 minutes) the correct letter next to the number of each
statement. Play Listening 5.1 straight through.
Ask students to Look at the poster. Read out
■

the title – The future. Tell students to Look at

pages 50 and 51 of your Classbook. Ask them to Listening Transcript 5.1
look at the title of the unit, the pictures on pages
50 and 51 and the pictures in the frieze on page Teacher: OK, is everybody listening? OK,
51. Ask students what they think the unit is going today I want to ask you – do you
to be about and elicit the future. Explain that think about the future? What sort
they are going to think about what life will be of house will you live in? Will we
like in the future. have cars and buses in the future?
In your groups, I’d like you to
Task 1 (10 minutes) discuss your ideas about the city of
Step 1 the future . . .
Ask students to name anything they can in the
■

pictures on pages 50 and 51. Explain that this is Teacher: OK, OK. Good. Right, I heard
a city of the future as imagined by a group of some very interesting ideas. Paul,
schoolchildren. Ask them to describe it, and say do you think our city will be
how it is different from our cities of today. different in the future?

Step 2 Paul: Yes, Miss. I think there will be

Tell students to Look at Activity 1 on page 50 more robots in the future. I think
■

130
Unit 5
2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 3

The future

there will be robots in the parks to

Task 3 (5 minutes)
Tell students to Look at Activity 3 and read the

■
play games with children, like
football and basketball. And there rubric and instruction text. Check their
will be other robots to clean the understanding of the task. They have to make
rubbish from the parks and streets. predictions about life in the future in Oman with
the other members of their group. Show
Teacher: Those are good ideas. Suzy, what students the example question and answer in
do you think? the speech bubbles. Circulate around the
classroom offering guidance and support. When
Suzy: I agree with Paul, Miss. I think there students have finished, ask a few volunteers to
will be robots in people’s houses share their ideas with the class.
as well. They will do all the work in
the house – all the cooking, Task 4 (5 minutes)
cleaning and ironing. Tell students to think about the more immediate

■
future. Ask What are you going to do this
Teacher: That should make mum happy. afternoon? and elicit their plans. Ask more
Any more ideas? Yes, Tom. questions about their plans for this evening,
tomorrow, the weekend, their summer holidays.
Tom: I think there will be machines Remind students to use the structure I’m going
everywhere that will make free to . . . to talk about future plans.
sweets. Children will tell the
machine what they want – sweets, Homework
chocolate, an ice-cream or cakes, Tell students to Look at page 58 of your Skills
■

and the machine will make it for Book and read the rubric and instruction text.
them. Check their understanding of the task. They have *
to read the chant and fill in each of the gaps
Teacher: OK, I think everyone likes that idea, with a word in the flying car at the bottom of
Tom. Vicky? the page.

Vicky: I think there will be more parks Ask students to imagine something that people in
and places to play. Cars and buses Oman will have in the future. They should draw a
will fly through the air and stop on picture of this thing and write a short description,
the roof of my house. All the roads then store their work in their portfolios. Say you
will be made into parks for picnics will be collecting their portfolios at the end of the
and games. next lesson.

Teacher: Well, thank you. You all have very Tell students to read through the story A Walk
■

exciting ideas about what life will in the Wadi on pages 52 - 55 of their
be like in the future. Now . . . Classbooks in preparation for Lesson 2. They do
not have to understand every word, but they
should try and get a general sense of the
Step 3 meaning.
At the end of the listening, ask students to
■

compare their ideas. Then play the CD again so

they can listen and check their answers.

Answers:
1. a
2. c
3. b
4. b

131
Unit 5
 2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 4

The future

Lesson 2 I’m going back to school on Saturday,

I’m going back to school on Saturday,
In this lesson, students will: I’ll beg and I’ll say, “Please, teacher, be kind,
• listen to and read a story To finish my homework, I need more time!”
• find specific information in a story I’m going back to school on Saturday.
• write sentences about a story
• express a personal opinion in response to a
question Ask students about their own plans for the

■
weekend. Elicit suggestions from a few
Target Language volunteers.
• [Maha] dreamed that . . .
• Do you think there will . . . ?
• Yes, I think there will. Task 1 (10 minutes)
• No, I think there won’t. Step 1
Tell students they are going to read about
Vocabulary ■ something that happened to one of the IKC
entertaining; kitten; fashion model; banner; ant; children one weekend. Tell them to Look at
businessman; businesswoman; inventor; tour guide; page 52 of your Classbook. Ask What’s the title
extraordinary of this story? and elicit A Walk in the Wadi. As a
lead-in to the story, ask students if they enjoy
walking, and if they have ever been for a walk in
Homework check (5 minutes) a wadi and what kinds of things they saw there.
Tell students to get out their Skills Books with
■

Tell students to Look at the story on pages 52

■

the chant they completed on page 58. Say they to 55. (They should already have read through
#
-
are going to hear the chant, and they should the story for homework). Remind students that
listen and check their answers. Play Songs and pictures are usually very helpful when preparing
Rhymes 5.1 then elicit the answers. The answers to read a new text as they give valuable clues as
are given in Bold in the listening transcript to what the text is about. Ask questions about
below. the pictures such as Who can you see in the
picture on page 52? What is happening in the
pictures on page 55?
Songs and Rhymes Transcript 5.1
The Future Step 2
Tell students to Look at Activity 3 on page 52
■

I’m going to the cinema this evening, and read the rubric and instruction text. Check
I’m going to the cinema this evening, their understanding of the task. They have to
I’ll cheer and laugh when the good guys win, read the story and give a response to it,
When the bad guys lose, I’ll laugh and grin, choosing one of the opinions a – e. Tell students
I’m going to the cinema this evening. to read the story.
I’m going to a party tomorrow, Step 3
I’m going to a party tomorrow, Ask a few comprehension questions to check
■

I’ll eat great food, I’ll dance and I’ll sing, understanding, such as:
I’ll wear new clothes and a golden ring,
I’m going to a party tomorrow. • Who did Maha and her brothers usually visit at
the weekend? (their grandma)
I’m going away for the weekend,
I’m going away for the weekend, • Where did Maha’s grandma live? (in a large old
I’ll sleep, eat and shop, I’ll play all day, house near a wadi)
I’ll have lots of fun in my own sweet way,
I’m going away for the weekend. • What did Maha visit yesterday? (the museum)

• What did Talal do at school yesterday? (talked

132
Unit 5
 2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 5

The future

about the future) front of them. It ran off when it saw them. ‘Come
on,’ said Hamed, ‘let’s find it.’ They left the path and
• What did Hamed see in the wadi? (a kitten) began looking for the kitten. ‘There it is,’ said
Hamed. The three children ran across a large piece
Step 4 of black plastic towards the kitten. Suddenly, the
Play some or all of Listening 5.2, depending on earth moved beneath them and they fell into a
■

how much time you have. large hole in the ground.

Teachers will differ in their ways of dealing with the ‘What . . . what happened?’ screamed Maha.
story according to how thoroughly their students ‘Where are we?’ said Talal. Luckily, nobody was
have prepared the story in advance. Although the hurt. They looked up. The sides of the hole were
complete story is available on the CD, teachers too steep to climb.
may feel that, as time is limited, if students are
already familiar with the main events in the story, it ‘Let’s shout,’ said Maha. They shouted and shouted.
is more useful to spend time in discussion of It was getting dark and they felt afraid. ‘Don’t
characters and events rather than just listen to the worry,’ said Hamed, ‘someone will come looking for
story on the CD. us. Why don’t you two get some rest?’

Maha felt cold, but gradually she fell asleep. She had
Listening Transcript 5.2 a very strange dream. She dreamed that she was on
A Walk in the Wadi a stage and lots of people were looking at her and
clapping. Standing behind her there were some
It was the weekend and as usual Maha and her beautiful fashion models. They were wearing Omani
brothers Hamed and Talal were visiting their clothes like those at the museum – but they were a
#
- grandma. Their grandma lived in a large old house little more modern and stylish. Over the stage was
near a wadi. Sometimes at the weekend, the a banner which read ‘London Fashion Week –
children liked going to the wadi for a walk. Today, Oman is number 1!’
the weather was good and they decided to go for
a walk and get some fresh air. Suddenly, Maha woke up. There was a large ant
crawling on her leg. Maha remembered her dream.
‘Be careful,’ called their grandma, ‘and remember to ‘Is this my future?’ she thought. ‘Will I work in
stay on the path.’ fashion and be a successful businesswoman? Wow!’
Maha looked around. It was night now. Her two
The children left the house and walked down the brothers lay sleeping on the ground.
road. ‘Did you enjoy visiting the museum yesterday,
Maha?’ asked Talal. Hamed was also having a wonderful dream. He was
in the mountains. Behind him there was a large
‘It was great!’ said Maha. ‘We saw silver and gold herd of tahr. In front of him there were lots of
khanjars, swords, jewellery and some traditional foreigners. They were smiling and asking lots of
Omani clothes. They were so colourful. What did questions. Some were taking photographs. Hamed
you do at school, Talal?’ was about to tell them not to use a camera flash
because it would frighten the animals.
‘Well,’ began Talal, ‘we talked about what school
will be like in the future. Some people think that all Suddenly, Hamed woke up. It was dark all around.
children will have computers at home and learn Hamed rubbed his eyes and remembered his
online. I think teachers will be replaced by robots. dream.
Teachers will become extinct!’
‘Amazing!’ he thought to himself. ‘All those people
‘Oh, Talal,’ laughed Maha. ‘Don’t be silly! You say were tourists. Will I be a tour guide? Will so many
the craziest things!’ visitors want to see our wildlife in Oman?’

The three children left the road and took the path Hamed looked at Talal, who was also dreaming. In
across the wadi. Hamed saw a kitten in the wadi in Talal’s dream, he was flying over the mountains of

133
Unit 5
 2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 6

The future

should then write sentences about Hamed and

Oman. He wasn’t in a plane . . . he was flying in a Talal, following the same structure as the
Hopper. The Hopper was Talal’s own invention . . . sentence about Maha, but changing the
it was FANTASTIC! It could travel on land, on the information according to the person’s dream.
sea and in the air. Everyone wanted to buy one.
Talal was flying from Muscat to Salalah on business. Answers:
In his dream, he landed on a rooftop with a bump! 1. Example.
2. Hamed dreamed that he was a tour guide.
Immediately, he woke up and rubbed his eyes. ‘I 3. Talal dreamed that he was an inventor.
can’t believe it . . . could this be true? Will I invent
the Hopper?’ Then, after yawning and stretching, Task 3 (10 minutes)
Talal went back to sleep.
Step 1
Ask students to think about what Oman will be

■
‘Hey kids! Kids! Wake up! We’ve been looking
everywhere for you.’ The noise woke all three like 20 years from now. Ask them to Look at
children. It was morning at last! Their father was Activity 2 and read the rubric and instruction
standing at the top of the hole holding a rope. text. Check their understanding of the task. They
‘Your grandma telephoned us when you didn’t have to read the questions and write their
come home yesterday. Come on, let’s get you personal responses.
home. Hold the rope tightly now.’ He pulled the
children out one by one. They were tired, hungry Step 2
Discuss the first question and example response
■

and dirty, but they were safe at last. Maha and her
brothers went quietly with their father. with students. Ask them if they agree or
disagree with the response, and to give their
They never forgot the day they fell into a hole in reasons. Tell students to complete the activity
the wadi. More importantly, they never forgot their by writing their personal responses to questions
#
-

2 and 3. Ask what they should write if they

extraordinary dreams either!
disagree with the question, and elicit No, I think
there (they) won’t or No, I don’t think there
(they) will.
Task 2 (10 minutes)
Step 1 Step 3
Tell students to Look at page 59 of your Skills Tell students to show their work to a friend,
■
■

Book and read the rubric and instruction text. then ask a few volunteers to read out their
Check their understanding of the task. This responses to the class, Encourage a class
activity is in two parts. First, students have to discussion.
think about the story again, and the dreams of
the different characters. Tell them to Look at the Homework
first set of pictures and ask Which picture shows Write the following four jobs on the board and
■

Maha’s dream? Elicit picture a. Tell them to put a tell students to learn the spellings.
tick in the box in the left hand corner of picture
a, then follow the same procedure for Hamed’s businessman; businesswoman; inventor; tour guide
dream and Talal’s dream. They should tick the
box in the correct dream for each character. Remind them of the ‘look, cover, write, check’
■

method and encourage them to use it. Say you

Answers: will be checking their spellings in a later lesson.
1. a (Example)
2. b At the end of this lesson
3. b Collect students’ portfolios so you can check
■

their drawings and descriptions of something

Step 2 relating to the future in Oman which they did
In the second part of the activity, students write for homework.
■

a sentence about each of the dreams. Direct

their attention to the sentence about Maha,
which has been done as an example. They

134
Unit 5
 2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 7

The future

Lesson 3
remembered //
shouted //
In this lesson, students will: telephoned //
• identify the sounds of regular verb endings walked //
• tell a partner about characters and events in a
story
• match pictures to texts Answers:
• find specific information in a reading text
/t/ /d/ /ld/
Vocabulary asked called decided
education; college; business studies; research; laughed happened landed
engineering; technology liked lived shouted
looked moved
walked remembered
At the beginning of this lesson telephoned
Return students’ portfolios which you collected
■

at the end of Lesson 2. Task 2 (5 minutes)

Tell students that all the verbs they heard came
■

Task 1 (10 minutes) from the story about Maha and her two
brothers. Ask What can you remember about
Step 1 the story? Organise students into pairs and get
Ask students if they can tell you the three
■

them to tell their partner who the main

sounds of regular verb endings in the past tense. characters were and what happened. Elicit from
Elicit /t /, /d / and /ld / and write these on the volunteers what Maha and her brothers
board. dreamed would happen to them in the future.
#
-

Step 2
Tell students they are going to hear some verb Task 3 (10 minutes)
■

endings. When they hear a verb that ends in the Step 1

sound /t/ - for example, talked – they should Tell students to Look at Activity 1 on page 56 of
■

put their right hand on their head. When they your Classbook and read the rubric and
hear a verb that ends in the sound /d / - for instruction text. Check their understanding of
example, screamed – they should put their left the task. First, they have to read the three texts
hand over their left ear. When they hear a and match each text to the picture of the
verb that ends in the sound /ld / - for example, correct person.
wanted – they should clap their hands once.
Step 2
Step 3 Tell students they are going to hear more
■

Make sure students understand what they have information about each of the people, and that
■

to do, then play Listening 5.3 straight through. they should listen and check their answers. Play
Listening 5.4 straight through.

Listening Transcript 5.3

Listening Transcript 5.4
asked //
called // 1 // b. This is what Hamed will do to make his
decided // dream come true. In his dream, he talked to
happened // tourists from other countries. He’ll need to learn
landed // different languages and read books to explain all
laughed // the beautiful things to see in Oman.
liked //
lived // 2 // a. In Maha’s dream, she was a businesswoman
looked // selling Omani clothes and jewellery. She’ll need to
moved // study fashion and business studies if she wants to

135
Unit 5
 2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 8

The future

be successful and famous in countries outside

Lesson 4
Oman.
In this lesson, students will:
3 // c. Talal will have to go to university and study • imagine how their life will be in 20 years’ time
hard if he wants to make his dream come true. • write sentences about their life in 20 years’ time
He’ll have to be very clever if he wants to be an • ask a partner questions about their life in 20
inventor. years’ time
• write a paragraph about their partner

Target Language
Task 4 (5 minutes) • What kind of house will you live in?
• What job will you do?
Step 1
• What country will you live in?
Tell students to Look at Activity 2 and read the
■

• What kind of car (computer) will you have?

rubric and instruction text. Check their
understanding of the task. They have to discuss
the two questions about what their parents say
when they get into trouble. Elicit one or two Warm-up (5 minutes)
responses from volunteers. Draw four columns on the board with the
■

following headings:
Step 2
Tell students to Read the paragraph and find jobs; cars; houses; computers
■

two things that the children’s father said when

they got home. Tell them to write their answers Ask students what vocabulary they associate
■

in their exercise books. Get them to compare with these headings. Elicit their ideas and
#
-
their answers with their group, then do a write the words into the appropriate column.
whole class check.

Answers: Task 1 (10 minutes)

1. Look where you’re going more carefully. Step 1
2. Look at the sky. If you think it will rain, or if it Tell students to Close your eyes and imagine
■

has rained recently, don’t go across the wadi what your life will be like in 20 years’ time. Say
because it’s dangerous. they are going to hear some instructions
regarding specific things to think about, and they
Task 5 (5 minutes) should follow these instructions. Play Listening
Ask students What did you do yesterday 5.5 straight through.
■

afternoon? What did you do yesterday evening?

Elicit a few responses from volunteers. Then ask There are pauses on the CD to give students time
What are you going to do this afternoon? What to think about the different things.
are you going to do this evening? Elicit a few
ideas.
Listening Transcript 5.5
Homework
Write the following five adjectives on the board Close your eyes and imagine your life in 20 years’
■

and tell students to learn the spellings: time. What will you look like? //

beautiful; colourful; careful; successful; wonderful What country will you live in? // Will it be hot or
cold? // Will it be Oman or somewhere else?
Remind them of the ‘look, cover, write, check’
method and encourage them to use it. Say you Now think about your house. // What kind of
will be checking their spellings in a later lesson. house will you live in? // Will it be different from
houses now? // Will it have a garden? // What
rooms will it have? //

136
Unit 5
2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 9

The future

Step 2
Now think about your car. // What will it do? // Tell students to make notes of their partner’s

■
Will it go in the water? // Or even underwater? // answers in their exercise books. They should
Will it fly? // What shape will it be? // then write a short paragraph about what their
partner’s life will be like in 20 years’ time, based
Now think about your job. What will you do? Will on their partner’s answers. Students should
you work with other peope? // Will you work at write this paragraph on the writing lines in their
home? // Will you travel a lot? // Will your job be Skills Books.
inside or outside? //
p
A This activity provides an opportunity to assess
Now think about your computer. // What will your how well students can note down information
computer be able to do? // Will it be different from from verbal responses, and use this information
computers nowadays? // Will you be able to talk to to create a paragraph. It also gives an opportunity
it? // Will it talk to you? // to assess how well students can use future verb
tenses.
OK, now open your eyes and look around you. //
Homework
Tell students to finish Task 3.
■

Step 2
Ask students what they thought about, and Remind students to continue practising the
■

encourage volunteers to share their ideas with spellings of the four jobs you gave them at the
the rest of the class. end of Lesson 2:

Task 2 (10 minutes) businessman; businesswoman; inventor; tour

guide
Step 1
Tell students to Look at Activity 1 on page 60 *
■

Say you will be checking these next lesson.

of your Skills Book and read the rubric and
instruction text. Check their understanding of Tell students to start thinking about their
■

the task. They have to write answers to the Learning Journals for this week.
questions about how their life will be in 20
years’ time. Show them the first sentence which
has been done as an example.

Step 2
Tell students to write their sentences, then
■

compare them with the rest of their group.

Circulate around the classroom offering
guidance and support.

Task 3 (10 minutes)

Students can begin this task in class, but finish it
for homework.

Step 1
Organise students into pairs. Tell them to Look
■

at Activity 2 and read the rubric and instruction

text. Check their understanding of the task. This
activity is in two parts. First, students have to ask
their partner the questions in Activity 1. Show
them the example dialogue in the speech
bubbles in Activity 2 to give them an idea about
the kind of thing they might want to say.

137
Unit 5
 2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 10

The future

Lesson 5 and give reasons for their decisions. Say they are
going to hear the answers, and they should listen
and check their work. Play Listening 5.7 straight
In this lesson, students will: through. The answers are in Bold below.
• do a spelling test
• match information to pictures of designs
• write answers to questions Listening Transcript 5.7
• start thinking about a project
Classroom b is Siham’s classroom. Siham loves
Vocabulary travelling and being outdoors. She doesn’t like
design; ideal; hi-tech; zone; Media Resource Centre; sitting in one place for very long. This kind of
lecture; video conference classroom would be great for children who like to
be active. //

Homework check (5 minutes) Classroom c is Amal’s classroom. Amal is very

Tell students you are going to check the artistic. She likes being in a classroom that is both
■

spellings of the four jobs you gave them to learn comfortable and colourful. She thinks people learn
for homework at the end of Lesson 2. Tell them better when they feel happy and relaxed. She
to Look at Activity 2 on page 70 of your Skills would like all schools to have classrooms like this in
Book and show them the writing lines. Say they the future. //
are going to hear the words, and they should
write them as they hear them. Play Listening 5.6. Classroom a is Maha’s design. She designed a
Pause after each word to give students time to high-tech classroom with lots of computers and
write. interesting electronic gadgets. //

#
-

Listening Transcript 5.6

Optional Activity
1. businessman Students who finish this activity early, or any
■

2. businesswoman activity in previous or later lessons, can be

3. inventor directed to the extra activity in the school at the
4. tour guide bottom right of page 57. Remind students that
they can do these extra tasks whenever they
finish early, or in their free time.
Get students to swap their books with a
partner, and do a whole class check. Elicit the
spelling of each word and write it on the board.
Task 2 (10 minutes)
Task 1 (10 minutes) Step 1
Ask students if they can remember Maha’s two
■

Step 1 brothers from the story A Walk in the Wadi

Tell students to Look at Activity 1 on page 57 of
■

(Classbook, pages 52 - 55). Ask What are the

your Classbook and read the rubric and names of Maha’s brothers? Refer students to the
instruction text. Check their understanding of pictures in Activity 1 on page 56. Ask which of
the task. They have to read the information the two brothers would be more likely to
about the interests of each of the three girls in design a hi-tech classroom of the future, and
the top part of the page, and match each girl to elicit Talal. Students should remember from the
one of the designs a, b, or c for a classroom of story that Talal is very interested in technology.
the future in the bottom part of the page.
Remind students to note down the answers in Step 2
their exercise books and not in their Classbooks. Tell students to Look at Activity 1 on page 61
■

of your Skills Book and read the rubric and

Step 2 instruction text. Check their understanding of
Tell students to show their answers to a partner,
■

the task. They have to match each of the

138
Unit 5
2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 11

The future

descriptions of the four areas or zones with one Answers:

of the zones in the classroom design. 1. Zone D (Example) 4. Zone B
2. Zone C 5. Zone C
Step 3 3. Zone A 6. Zone B
Tell students they are going to hear the
answers, and they should listen and check their
work. Play Listening 5.8. Pause after each Task 4 (5 minutes)
description to elicit which zone it describes.
Tell students to Look at Activity 3 and read the

■
rubric and instruction text. Check their
Listening Transcript 5.8 understanding of the task. Explain that their
project for this unit will be to design their own
This is my hi-tech classroom of the future. It will be classroom of the future. Tell them to Look at
a large, circular area divided into four zones. page 115 of your Skills Book and say they will
use this page for a later stage of their project.
1. This zone will be the Media Resource Centre.
It’ll Homework
Tell students to Look at the Project Record
■

have computers, videos, DVDs, CDs, books –

everything students need to do research. // This Sheet on page 83 of your Skills Book. They
will be in Zone B. // should read questions 1 – 4 and start thinking
about them.
2. Another zone will be a quiet zone. No talking
Tell students to Look at My Learning Journal for
■

will be allowed here. There will be desks where

children can work by themselves. There will be Unit 5 on page 73 of your Skills Book. Direct
a them to Ahmed’s comments 1 and 2 for Week
large window. Outside, you’ll see a lake. // This 1. Ask What did he write about? and elicit the
will be in Zone C. // answers. Tell them to start thinking about their *
own learning experiences in Week 1. Remind
3. In one zone there will be lectures and video them they can add some drawings if they like.
conferences by both teachers and children. //
This will be in Zone A. // At the end of this lesson
Collect students’ Skills Books so you can check
■

4. Finally, there will be a zone for pair work or the work they have completed so far in this unit.
group work. Children will discuss their plans and
projects without disturbing anyone else. // This For the next lesson
If you have access to an OHP, you may want to
■

will be in Zone D. //
prepare OHTs for the whole class checks for
Classbook, page 58, Activity 2 for Task 2 and
Skills Book, page 62, Activity 1 for Task 3 of the
Task 3 (5 minutes) next lesson.
Step 1
Tell students to Look at Activity 2 and read the
■

rubric and instruction text. Check their

understanding of the task. They have to use the
information in Activity 1 to write answers to the
questions about the zones. Show them the first
one which has been done as an example.

Step 2
Do a whole class check and elicit the answers.
■

Ask students if they like Talal’s classroom design,

and to give their reasons. Elicit ideas from
volunteers.

139
Unit 5
 2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 12

The future

Lesson 6 the text, and they should follow it in their books

as they listen. Play Listening 5.9 straight through.
After listening, ask students if they would like to
YOU WILL NEED:
live on a ship like this, and encourage them to
• AN OHT FOR THE WHOLE CLASS CHECK
give their reasons.
FOR CLASSBOOK, PAGE 58, ACTIVITY 2
(optional)
• AN OHT FOR THE WHOLE CLASS CHECK
Listening Transcript 5.9
FOR SKILLS BOOK, PAGE 62, ACTIVITY 1
(optional)
Welcome back to tomorrow’s world
In this lesson, students will:
In the future, the world’s population will get bigger
• predict information in a reading text
and bigger. This will cause serious problems. How
• find specific information in a reading text
will we find enough land or food for everyone?
• complete a gap-fill activity
Where will everyone live? A company is planning
• discuss the advantages and disadvantages of living
to solve the problem by building a huge floating
in an underground city
ship. It will be 1,317 metres long, 221 metres wide
and 103 metres high. The ship will be six times
Target Language
bigger than any ship ever built! It will be a floating
• The ship will be [six times bigger].
city at sea and 100,000 people will live on it. It will
• Where will [everyone live]?
have everything that a city on land has, including a
• There will be [more space].
school, a hospital, shops, a marina, an airport for
• There won’t be [any daylight].
private planes and entertainment and sports
facilities. The ship will sail very slowly round and
Vocabulary
round the world. It will take 2 or 3 years for the
float; extract; underground
#
-
ship to go around the world once. There is one
problem – most of us won’t have enough money
to live on the ship. It will be very expensive!
At the beginning of this lesson
Return students’ Skills Books which you
■

collected at the end of Lesson 5.

Task 2 (10 minutes)
Task 1 (10 minutes) Step 1
Tell students to Look at Activity 2 and read the
■

Step 1
rubric and instruction text. Check their
Tell students to Look at Activity 1 on page 58
■

understanding in the usual way. They have to

of your Classbook and read the rubric and
read the text in Activity 1 again and answer the
instruction text. Check their understanding in
comprehension questions. You can do this
the usual way. They have to read the text, then
either as an oral acitvity, or, if time allows, get
listen to it. Ask them to Look at the title of the
students to write the answers in their exercise
text and the picture and predict what the text
books.
will be about.
Step 2
Step 2
If you are doing Activity 2 as a written activity,
■

Tell students to read the text quickly. When

■

tell students to check their answers with a

they have finished, write the following two
partner. Do a whole class and elicit the answers.
questions on the board, and ask them to discuss
Write them on the board, or use the OHT you
them in their groups.
have already prepared.
Is the text fiction or non-fiction?
Answers:
What is it about?
1. 6 times bigger.
2. 100,000.
Step 3
3. It will have any three of the following - a
Elicit the answers to the questions in Step 2. Tell
■

school, a hospital, shops, a marina, an airport,

students they are going to hear a recording of
entertainment and sports facilities.

140
Unit 5
2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 13

The future

4. 2 or 3 years. each statement into the appropriate column.

5. Because it will be very expensive. Make sure that students understand the
meaning of underground.
A This activity provides an opportunity to assess how
well students are able to find specific information in Step 2
a reading text. Do a quick whole class check and elicit the

■
answers from volunteers.
Step 3
Tell students to discuss a name for the ship in Answers:
their groups. Go round the groups and elicit Advantages Disadvantages
suggestions. Write the names on the board and a b
have a class vote as to the best one. d c
e

Task 3 (10 minutes) Step 3

Step 1 ■ Ask students to discuss with a friend what they
Explain that students are going to read part think about the idea of living in an underground
of an essay which Talal wrote about how to city. Encourage them to give their reasons.
solve the problem of overpopulation in the Circulate around the classroom offering guidance
future. Tell them to Look at Activity 1 on page and support. At the end of the activity, ask
62 of your Skills Book and read the rubric and volunteers to share their ideas with the class.
instruction text. Check their understanding of
the task. They have to fill in each of the gaps in Homework
Talal’s essay with one the words in the box at Tell students to write down their ideas about
the top. living in an underground city. They should do
this on a separate piece of paper and put it into *
Remind students that the best way of completing a their portfolios. Say you will be collecting their
gap-fill activity like this is to read the whole text portfolios at the end of the next lesson.
before attempting to fill in the gaps. This will give
Tell students to start writing up their Learning
■

them a better understanding of what the text is

about, and make it easier to complete it. Journals for Week 1.

Step 2 For the next lesson

If you have access to an OHP, you may want to
■

Do a whole class check and elicit the answers.

■

Write them on the board or alternatively, use prepare an OHT for the whole class check for
the OHT you have already prepared. Skills Book, page 63, Activity 3 for Task 3 of the
next lesson.
Answers:
1. [c] won’t
2. [d] solve
3. [b] Japanese
4. [e] 2061
5. [g] work
6. [a] underground
7. [f] cities
8. [h] hospitals

Task 4 (5 minutes)
Step 1
Tell students to Look at Activity 2. Check their
■

understanding of the task. They have to read

statements a – e about living in an underground
city and sort them into Advantages and
Disadvantages. They should write the letter of

141
Unit 5
 2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 14

The future

Lesson 7 Step 2

c While students are doing this, write the

■
sentence on the board. Do a whole class check
YOU WILL NEED:
and elicit the answers.
• AN OHT WITH THE ANSWERS FOR SKILLS
BOOK, PAGE 63, ACTIVITY 3 (optional)
Answers:
Scientists will produce mini-robot doctors that
In this lesson, students will:
will swim inside our bodies.
• match words to pictures in a frieze
• formulate rules about the future, and about
Go over the rule under the sentence with
contractions
students, and make sure they understand the
• discuss predictions about the future
concept it contains.
• discuss their ideas for Stages 1 – 4 of a project
Please note that there is a mistake in the rule. The
Vocabulary
word ‘by’ is missing after ‘followed.’
predict; prediction; contraction; diagnose; symptom

Task 2 (10 minutes)

Warm-up (5 minutes) Step 1
Tell students to Look at Activity 2 and read the
■

Tell students that for this activity, they will need

■

rubric and instruction text. Check their

both their Classbooks and their Skills Books. Ask
understanding of the task. They have to match
them to Look at page 51 of your Classbook and
the two halves of the four sentences about the
to Look at the pictures in the frieze. Ask What
future by writing the letters in the appropriate
can you see? and elicit the names of as many
boxes. Do a whole class check and elicit the
items as possible. Tell students to number the
answers.
#
-
pictures 1 – 5 in their exercise books in the
order in which they appear in their Classbooks.
Answers:
1. c
Tell students to Look at page 59 of your Skills
■

2. a
Book and to Look at the words in the frieze.
3. d
Tell them to write the number of each picture in
4. b
the frieze under the corresponding word in the
Skills Book. Do a whole class check and elicit the
Step 2
answers.
Expand the activity further by getting students
■

to make some group predictions about life in

Answers:
the future. This can be done as either an oral or
1. robot
written activity. Circulate around the classroom
2. spaceship
offering guidance and support. Elicit a few ideas,
3. computer
and write them on the board.
4. satellite
5. flying car
Task 3 (10 minutes)
Task 1 (10 minutes) Step 1
Tell students to Look at Activity 3 and read the
■

Step 1
rubric and instruction text. Check their
Tell students to Look at Activity 1 on page 63 of
■

understanding of the task. They have to read

your Skills Book. Show them the picture of
the text in the speech bubble, and underline the
Robby the Robot at the top right and elicit the
contractions for will and will not.
word printed on his chest – LANGUAGE. Read
the words on the strip coming out of Robby’s
Step 2
head – The future. Tell students to read the
Do a whole class check. Write the contractions
■

rubric and instruction text and check their

on the board, or display them on the OHT you
understanding of the task. They have to read the
have already prepared.
sentence in the white box and underline will and
the verb that follows.

142
Unit 5
 2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 15

The future

Answers:
In the future, we’ll use computers to help
Lesson 8
doctors diagnose illnesses. When we go to the
doctor, we’ll describe our symptoms and they’ll In this lesson, students will:
be put into a computer. • do a spelling test
• match descriptions to pictures
It’ll then diagnose your illness. Computers won’t • listen for specific information
replace doctors, but they’ll help diagnose • discuss and write about an invention of the future
illnesses more quickly.
Vocabulary
Step 3 object; advanced; amazing; function
Tell students to read the two rules that Robby’s
■

hand is pointing to under the speech bubble,

and complete the missing words. Make sure At the beginning of this lesson
Return students’ portfolios which you collected
■
they understand the concepts contained within
the rules. Remind students that we usually use at the end of Lesson 7.
contractions in speech, or in an informal piece
of writing. Task 1 (10 minutes)
Step 1
Answers: Tell students you are going to check the
■

The contraction for will is ‘ll. The contraction for spellings of the 5 adjectives you gave them to
will not is won’t. learn at the end of Lesson 3. Tell them to Look
at Activity 2 on page 70 of your Skills Book and
When we want to make a prediction about the show them the writing lines. Say they are going
future, we use will + the infinitive of the main to hear the words, and they should write them
#
-
verb. as they hear them. Play Listening 5.10.

Task 4 (5 minutes)
Tell students to Look at the Project Record Listening Transcript 5.10
■

Sheet on page 83 of your Skills Book. Ask them

to discuss their ideas for Stages 1 – 4 in their 1. beautiful
groups. Remind them to put a tick in the box 2. colourful
next to each number when they have 3. careful
completed that stage. They should then start to 4. successful
work on Stages 5, 6, and 7. 5. wonderful

Students will need to complete their projects

towards the end of the unit. Step 2
Get students to swap their books with a partner,
■

Homework and do a whole class check. Elicit the spelling of

Remind students to continue writing up their each word and write it on the board.
■

Learning Journals for Week 1.

Task 2 (10 minutes)
Remind students to continue learning the
■

Step 1
spellings of the five adjectives which you gave Tell students to Look at the pictures on page 59
■

them at the end of Lesson 3: of your Classbook and ask What can you see in
the pictures? Ask them to identify as many
beautiful; colourful; careful; successful; wonderful objects as they can. Tell them to Look at
Activity 1 and read the rubric and instruction
Say you will be checking these next lesson. text. Check their understanding of the task. They
have to read the information about the objects,
At the end of this lesson and sort them into the various categories.
Collect students’ portfolios so you can check
■

the homework they did at the end of Lesson 6.

143
Unit 5
 2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 16

The future

Step 2
Remind students to write the answers in their roads. // You can also receive instant messages if
■

exercise books, not in their Classbooks. Do a you have a watch like this. It is made by an
whole class check of the answers to the first internationally famous company and is already on
three questions. Elicit a few personal responses sale in the shops. // Statement a
to the fourth question (the object students
would like to have). Ask them to give their Find picture 3. This watch sounds really amazing!
reasons as to why they would like it. You will be able to press a button and the watch
changes into a mobile phone. // A small
Answers: microphone will appear for you to talk into and the
2 objects which you can wear face of the person you are talking to will appear
musical t-shirt on the face of the watch. You will be able to scroll
smart badge through to find the person that you want to call. //
It won’t be long before you can buy one of these
3 objects which play music videophones! // Statement c
musical t-shirt
homibot
video postcard Step 3
Tell students to Look at the two questions
■

1 object which records both pictures and under the pictures of the watches. Say you are
sounds going to play the listening again, and they should
video postcard listen for the answers. Play Listening 5.11 straight
through again, then elicit the answers.
1 object which you would like to have. Why?
personal response The listening is repeated on the CD.
#
-
#
-

Answers:
Task 3 (10 minutes) 1. Watches 1 and 2.
Step 1 2. Watch 3.
Tell students to Look at Activity 1 on page 64 of
■

your Skills Book. Check their understanding of Step 4

the task. Students read the descriptions of the Ask students to tell a partner which of the three
■

three watches and match each description to watches they would like to have, and to give
one of the pictures 1, 2 and 3. They should their reasons.
write the letter of each description at the
bottom right of the corresponding picture.
n This
A activity provides an opportunity to assess how
well students are able to extract specific
Step 2 information from a listening text.
Tell students they are going to hear the answers,
■

and they should listen and check their work. Play

Listening 5.11, pausing after each description to Task 4 (5 minutes)
elicit the answer. Tell students to Look at Activity 2 and read the
■

rubric and instruction text. Check their

understanding of the task. They have to invent a
Listening Transcript 5.11 watch or other object that they think will be
useful for the future. They can refer to page 59
Find picture 1. This watch looks really useful. It has of the Classbook for ideas. Tell them to read
a special cable that you can plug into your the questions and discuss them in pairs or
computer. // You can load it with up to 128 groups.
megabytes of files. It’s called a USB watch and it’s
already on sale. // Statement b Homework
Tell students to complete Activity 2 at home.
Find picture 2. This is a very clever watch. It gives They should draw a picture of their invention,
information about the weather and traffic on the write a description and put their work into their
portfolios.

144
Unit 5
 2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 17

The future

You may want to make a classroom display of Lesson 9

c
students’ designs and descriptions of objects of the
future.

Homework
Tell students to finish writing up their Learning
YOU WILL NEED:
• AN OHT WITH THE ANSWERS FOR
CLASSBOOK, PAGE 60, ACTIVITY 1 (optional) )
■

Journals for week 1 and ask them to start

thinking about their Learning Journals for In this lesson, students will:
Week 2. • develop their understanding of prefixes
• make words using prefixes
Write the following 6 words on the board and • find specific information in a reading text
■

tell students to learn the spellings: • decide whether statements are true or false

education; college; business; research; Vocabulary

engineering; technology prefix; luxury; surface; tunnel; transparent; jellyfish;
ballroom; concert hall
Remind them of the ‘look, cover, write, check’
method and encourage them to use it. Say you
will be checking these spellings at the end of the Task 1 (5 minutes)
unit. Step 1
Tell students to Look at Activity 1 on page 65 of
■

For the next lesson your Skills Book. Show them the picture of
If you have access to an OHP, you may want to
■

Robby the Robot at the top right and elicit the

prepare an OHT for the whole class check for word printed on his chest – WORDS. Read the
Classbook, page 60, Activity 1 for Task 4 of the word on the strip coming out of Robby’s head –
-
# next lesson. Prefixes. Make sure they understand what
a prefix is.

A prefix is a group of letters that is added to the

beginning of a word and that changes its meaning
to make a new word, such as ‘mis’ in
‘misunderstand.’

Step 2
Tell students to read the rubric and instruction
■

text and check their understanding of the task.

They have to match each of the three words on
the left to one of the descriptions a,b or c. Show
them the first one which has been done as an
example.

Answers:
1. c (Example)
2. a
3. b

Task 2 (5 minutes)
Step 1
Write the words telephone, audience and
■

videocassette on the board. Underline the

prefixes – tele, audi and video. Tell students to
Look at Activity 2 and read the rubric and
instruction text. Check their understanding of
the task. They have to add the words in the box

145
Unit 5
 2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 18

The future

to the prefixes in each of the three columns to Remind students that they do not have to
make new words. Tell them that some words understand every word to find the answers. Remind
can be used more than once. them also that they should write the answers in
their exercise books, not in their Classbooks.
Step 2
Do a whole class check and elicit the answers. Step 2
■

Do a whole class check and elicit the answers.

■
Answers: Display them on an OHT if you have already
1. videocassette // videophone // videoplayer // prepared one.
videoscreen //
2. telephone // television // telescope // Answers:
3. audiocassette 1. Just off the coast of Jumeirah in the UAE.
2. It will be the first luxury underwater hotel.
Task 3 (10 minutes) 3. Any three of the following: wonderful views of
life beneath the sea; 3 restaurants;
Step 1 a hairdresser’s; a museum; a library;
Tell students to Look at Activity 3 and read the
■

a ballroom; a concert hall.

rubric and instruction text. Check their 4. Students’ own answers (and reasons).
understanding of the task. Ask them to Look
again at the words in Activity 2 and encourage
them to guess the meanings of the words from Task 5 (5 minutes)
the prefixes. Step 1
Tell students to Look at Activity 2 and read the
■

It is important for students to realise that knowing rubric and instruction text. Check their
the meaning of a prefix can be very helpful when understanding of the task. They have to read
dealing with unknown vocabulary. the text in Activity 1 again, and decide whether
#
-

the statements in Activity 2 are True or False.

Step 2 Tell them to write their answers in their
Tell students to write three sentences using a exercise books and if the answer is False, to
■

different word from each of the three columns write the correct answer.
in each sentence. They should write their
sentences on the writing lines in their Skills Step 2
Books. Do a whole class check and elicit the answers.
■

Step 3 Answers:
Tell students to complete the rules which 1. T
■

Robby’s hands are pointing to. 2. T

3. F. The hotel will be 20 metres beneath the
Words beginning with video usually have a surface of the sea.
meaning relating to seeing. 4. F. Visitors will go through a long transparent
tunnel to the hotel.
Words beginning with tele usually have a 5. T
meaning relating to distance.
A This activity provides an opportunity to assess how
Words beginning with audi or audio usually have well students are able to find specific information in
a meaning related to hearing. a reading text.

At the end of this lesson

Task 4 (10 minutes) Collect students’ Skills Books so you can check
■

Step 1 the work they have completed from pages 62

Tell students to Look at Activity 1 on page 60 of to 65.
■

your Classbook and read the rubric and

instruction text. Check their understanding of
the task. They have to read the text and answer
the four questions.

146
Unit 5
2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 19

The future

Lesson 10 Step 2
Tell students to read the rubric and instruction

■
text. Check their understanding of the task. They
In this lesson, students will: have to read the text in Activity 1 about an
• find specific information in a reading text unusual hotel, and answer the questions. Make
• discuss holidays of the future sure that students understand the text is from a
• answer questions about a brochure brochure about the hotel.
• design and write a brochure
Remind students they do not have to read every
Target Language word of the text in order to answer the questions.
• What is the brochure about? They should identify the key words in the questions,
• Who is it for? as these will direct them to the answers.
• What is the purpose of the brochure?
• What makes it interesting to read? Step 3
Do a whole class check and elicit the answers.
■
Vocabulary Go over the text in the brochure again and
opportunity; attraction; adventurous; shipwreck; explain the meanings of any unknown
explore; energetic; reservation vocabulary.

Answers:
At the beginning of this lesson 1. Sub-Acqua
Return students’ Skills Books which you
■

2. It’s the finest luxury underwater hotel in the

collected at the end of Lesson 9. world.
3. Watch fish from their room.
Warm-up (5 minutes) Explore underwater caves and shipwrecks.
Write the following letters on the board. Go in the fishmobile. *
■

Evening entertainment e.g. films.

durewerant 4. The fish mobile and one of the hotel guest
rooms.
Explain that these letters are jumbled. When 5. Shelly.
■

unjumbled, they make a word from the text

about the hotel which students read in Lesson 9 Step 4
Ask students to look at the name of the hotel –
■

(Classbook, page 60, Activity 1). Tell students to

try and work out in their groups what the word Sub-Acqua. Point out that the name contains the
is. Elicit the word and write it on the board. prefix sub. Ask if students can guess the meaning
of the prefix, and elicit or explain that it means
underwater under. Ask Where is the hotel built? and elicit
that it is built underwater. Ask Do you know any
Ask students what they can remember about other words beginning with ‘sub’? Students may
■

the underwater hotel they read about in the suggest submarine.

previous lesson. Elicit some of the features of
the hotel. Task 2 (5 minutes)
Step 1
Tell students to Look at Activity 2 and read the
■

Task 1 (10 minutes) rubric and instruction text. Check their

Step 1 understanding of the task. They have to read
Tell students to Look at Activity 1 on page 66 about the three holidays of the future and
■

of your Skills Book. Show them the picture of discuss with their group which one they would
Robby the Robot at the top right and elicit the like to go on.
words printed on his chest – YOUR WRITING.
Read the words on the strip coming out of Step 2
Robby’s head – Writing a brochure. Explain that Open the discussion out into a whole class
■

students will be learning more about how to discussion. Ask volunteers to tell the rest of the
write a brochure during this lesson. class which holiday they would like to go on, and

147
Unit 5
 2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 20

The future

to give reasons for their choice. Tell students to Look at My Learning Journal for

■
Unit 5 on page 73 of your Skills Book. Direct
Task 3 (10 minutes) them to Ahmed’s comments 3 and 4 for Week
2. Ask What did he write about? and elicit the
Step 1 answers. Tell them to start thinking about their
Tell students to Look at Activity 3 on page 67
■

own learning experiences in Week 2 and writing

of your Skills Book and read the rubric and them up. Remind them they can add some
instruction text. Check their understanding of drawings if they like.
the task. They have to look at the brochure in
Activity 1 on page 66 again, and discuss the four Homework
questions in Activity 3 in their groups. Remind students to continue learning the

■
spellings of the 6 words you gave them in
Step 2 Lesson 8. Say you will be checking these at the
Give students time to discuss the questions,
■

end of the unit.

then elicit the answers from different groups.
education; college; business; research;
Answers: engineering; technology
1. It is about the hotel.
2. It is for people who may want to stay in the For the next lesson
hotel. If you have access to an OHP, you may want to
■

3. To advertise the hotel and give information prepare OHTs for the whole class checks in
about it. Skills Book, page 68, Activities 2 and 3 for Tasks
4. The design and layout, pictures, different letter 2 and 3 of the next lesson.
size, big title and the way the information is
presented.
#
-

Step 3
Discuss the concept that when designing a
■

brochure, we usually think about:

• who is going to read it

• what its purpose is
• how to make it interesting and attractive

Step 4
Refer students to the brochure in Activity 2 on
■

page 49 of their Classbooks. Discuss the

brochure with regard to the questions in Skills
Book, page 67, Activity 3.

Task 4 (5 minutes)
Tell students to Look at Activity 4 on page 67
■

of your Skills Book and read the rubric and

instruction text. Check their understanding of
the task. Explain they are going to design and
write their own brochure advertising a holiday
of the future. Ask them to read through the
different stages and go over the stages with them.

Homework
Tell students to start designing and writing their
■

brochures. Explain there will also be some time

in the next lesson for them to work on their
brochures.

148
Unit 5
 2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 21

The future

Lesson 11 Step 2
When students have finished, tell them they are

■
going to hear the answers, and they should listen
YOU WILL NEED: and check their work. Play Listening 5.13 straight
• OHTS FOR THE WHOLE CLASS CHECKS IN through.
SKILLS BOOK, PAGE 68, ACTIVITIES 2 AND 3
(optional)
Listening Transcript 5.13
In this lesson, students will:
• develop an understanding of syllable stress 2 syllable words
• identify the numbers of syllables in words business
• identify where the stress falls in words city
• formulate rules about syllable stress classroom
robot
Vocabulary
syllable stress 3 syllable words
expensive
musical
Task 1 (5 minutes) submarine
Step 1 video
Tell students to Look at Activity 1 on page 68 of
■

your Skills Book. Show them the picture of 4 syllable words

Robby the Robot at the top right and elicit the exploration
word printed on his chest – SOUNDS. Read the facility
words on the strip coming out of Robby’s head television
#
-
– Syllable stress. Make sure students understand underwater
the meaning of this phrase. Tell them to read
the rubric and check their understanding of the
task. They have to say the three words and Step 3
Do a whole class check. Write the words on the
■

identify the number of syllables in each one.

board or use the OHT you have already
Step 2 prepared.
Tell students they are going to hear the words.
■

They should hold up their fingers to show the

correct number of syllables in each word, and Task 3 (10 minutes)
repeat each word after they hear it. Play Step 1
Listening 5.12 straight through. Tell students to Look at Activity 3 and read the
■

rubric and instruction text. Check their

understanding of the task. They have to read the
Listening Transcript 5.12 nine words, and mark the syllable where they
think the stress falls in each word.
fu // ture //
com // pu // ter // It is not important for students to understand the
tech // no // lo // gy // meanings of the words. They just have to focus on
the syllable stress in each word.

Task 2 (10 minutes) Step 2

Tell students that they are going to hear the
Step 1 answers, and they should listen and check their
Tell students to Look at Activity 2 and read the
■

work. Play Listening 5.14 straight through.

rubric and instruction text. Check their
understanding of the task. They have to say the
words in the box on the left, and write each
word into the correct column according to the
number of syllables it contains.

149
Unit 5
 2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 22

The future

Answers:
Listening 5.14 When we say words in English, some syllables
are stronger than others. This is called stress.
1. leisure
2. journey Words with four syllables which end in –ion
3. planet often have a stronger stress on the third syllable.
//
4. telephone Task 4 (10 minutes)
5. arteries
Use the remainder of the lesson for students to

■
6. holiday
// finish their brochures. Circulate around the
7. recognition classroom offering guidance and support. Tell
8. operation them to complete their brochures at home.
9. information
J Homework
Students complete their brochures and bring
Step 3 ■ them to the next lesson.
Tell students to compare their answers with a
■

Remind students to continue learning the

■

partner, then do a whole class check. Write the

words on the board or use the OHT you have spellings of the 6 words you gave them in
already prepared. Lesson 8. Say you will be checking these at the
end of the unit.
Answers:
education; college; business; research;
1. leisure engineering; technology
-
# Remind students to continue writing up their
■

2. journey
Learning Journals for Week 2.
3. planet
For the next lesson
Tell students to bring in a photo of themselves.
■

//

You will need to prepare copies of the Future

■

4. telephone
Check Sheet from the photocopiable pages at
5. arteries the back of this Teacher’s Book for the reading
race in Task 1 of the next lesson – one check
6. holiday sheet for each group.

If you have access to an OHP, you may want to

■

//
prepare an OHT with answers for the Future
7. recognition Check Sheet.

8. operation

9. information

n
A This activity provides an opportunity to assess how
well students are able to identify syllable stress in
words.

Step 4
Tell students to complete the rules which
■

Robby’s hand is pointing to.

150
Unit 5
 2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 23

The future

Lesson 12 pages from their portfolios and put them on

their desks.
YOU WILL NEED:
Step 2
• COPIES OF THE FUTURE CHECK SHEET FROM
Tell students to Look at the Learning Journal

■
THE PHOTOCOPIABLE PAGES AT THE BACK
Profile on page 93 of your Skills Book. Distribute
OF THIS TEACHER’S BOOK – one check sheet
the scissors and tell them to Cut out the page
for each group
carefully. Get volunteers to read out the four
• AN OHT WITH ANSWERS FOR THE FUTURE
question headings on the page:
CHECK SHEET (optional)
• SCISSORS
• How do I learn new words?
• How do I get ready for reading?
In this lesson, students will:
• How do I get started on my projects?
• do a reading race
• How can I improve my writing?
• follow instructions to complete their Learning
Journal Profile
Step 3
• complete their Learning Journal Profile ■ Tell students to Look again at page 69 of your
• compare their completed Learning Journal Profile
Skills Book. Go through the instructions 1 – 6
with a partner
and check students’ understanding. Make sure
they understand how to find the information
required to fill in their Learning Journal Profiles
At the beginning of this lesson
from the quiz in Unit 1, and the cut-out pages in
Collect students’ brochures in order to make a
■

Units 2, 3 and 4. Circulate around the classroom

classroom display.
offering guidance and support.

#
- Task 1 (10 minutes) Step 4
Give each group a copy of the Future Check Tell students to show their work to a friend and
■

Sheet which you have prepared. Explain that this compare their profiles. They should then add the
is a reading race, and that students have to go to Learning Journal pages they have written each week
the poster and find the answers to the questions for Units 1, 2, 3 and 4 and store everything in their
in the information round the edge of the poster portfolios.
They have to write each answer under the
question on the Check Sheet. Students must Homework
Tell students to bring their Classroom of the
■

take it in turns to go to the poster, and only one

student from a group is allowed to go to the Future projects to the next lesson.
poster at any one time. The first group to bring
Tell students to finish writing up their Learning
■

you their Check Sheet with all the correct

answers is the winner. Journals for Week 2.

After the first group have brought you their For the next lesson
Create a classroom display of students’
■

answers, do a whole class check. Point to the

poster as they read out the answers, or show brochures.
them on the OHT you have already prepared.
Make sure that the other groups check their
answers.

Task 2 ( 25 minutes)
Step 1
Tell students to Look at Activity 1 on page 69 of
■

your Skills Book and read the rubric and .

instruction text. Check their understanding of
the task. Students have to find the Learning
Journal cut-out pages for Units 2, 3 and 4 in
their portfolios. Tell them to remove these

151
Unit 5
 2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 24

The future

Lesson 13 Answers:
2 syllable words
business
In this lesson, students will: city
• identify the numbers of syllables in words classroom
• ask and answer questions about a design robot
• choose a design and present it to the class
• write sentences about the future 3 syllable words
expensive
Target Language musical
• There will be [lots of computers]. submarine
• It will be [open 24 hours a day]. video
• There won’t be [any exams!]
• We won’t [wear uniforms]. 4 syllable words
exploration
facility
Before this lesson television
Create a classroom display of students’
■

underwater
brochures.

Warm-up (10 minutes) Task 1 (10 minutes)

Step 1
Give each student a number from 2 – 4 and tell
■

Ask students to take their Classroom of the

■

them to write their number on a piece of paper. Future designs out of their portfolios. Tell them
Explain they are going to hear some words. If to Look at Activity 1 on page 61 of your
they think the word has two syllables, those Classbook and read the rubric and instruction
#
-
students who are number 2 should stand up text. Check their understanding of the task. Each
and hold up their piece of paper with 2 written student should show their design to the other
on it. Students who are numbers 3 and 4 should members of their group, who should ask
do the same when they hear words with three questions about it.
or four syllables. Play Listening 5.15 straight
through. Step 2
Tell students to complete Stages 5, 6, 7 and 8 of
■

This should be a quick lively activity. their Project Record Sheets.

Listening Transcript 5.15 Task 2 (5 minutes)

Tell students to Look at Activity 2 and read the
■

business rubric and instruction text. Check their

television understanding of the task. They have to choose
musical the best design in the group. One student
classroom should then present the design to the rest of
expensive the class.
underwater
city You may want to make a display of students’
facility Classrooms of the Future designs.
robot
video Task 3 (10 minutes)
exploration
submarine Step 1
Tell students to Look at Activity 3 and read the
■

rubric and instruction text. Check their

understanding of the task. They have to think
about their ideal school of the future, and make
a list of its features, using sentences with will and
won’t. Go through the six sentences which have

152
Unit 5
 2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 25

The future

been done as examples, then tell students to

write their own sentences in their exercise
Lesson 14
books. Circulate around the classroom
offering guidance and support. YOU WILL NEED:
• UNDERWATER ACTIVITY CARDS – 1 set for
Step 2 each group
Get students to compare their sentences with • UNDERWATER BOARD GAME – 1 for each
■

the rest of their group. Elicit a few sentences group

from volunteers and write them on the board. • 1 DICE FOR EACH GROUP
• 1 SET OF COUNTERS FOR EACH GROUP
A This activity provides an opportunity to assess how
well students can use ‘will’ and ‘won’t’ to form In this lesson, students will:
sentences about the future. • do a spelling test
• listen to the rules of a board game
Homework • follow the rules of a board game
Tell students to Look at My Learning Journal for • play a board game
■

Unit 5 on page 73 of your Skills Book. Direct

them to Ahmed’s comments 5 and 6 for Week Vocabulary
3. Ask What did he write about? and elicit the board game; dice; counter
answers. Tell them to start writing up their own
learning experiences in Week 3. Remind them
they can add some drawings if they like. Task 1 (10 minutes)
Tell students to Look at Activity 2 on page 70
■

Remind students to continue learning the

■

of your Skills Book and show them the writing

spellings of the 6 words you gave them in lines. Say that they are going to hear the 6
#
- Lesson 8. Say you will be checking these in the words you gave them to learn in Lesson 8
next lesson. 9, and they should write them on the writing
lines. Read out the 6 words, pausing after each
education; college; business; research; one to give students time to write. Number the
engineering; technology words as you say them in order to make
checking easier.
For the next lesson
You will need to prepare the Underwater
■

education; college; business; research;

Activity cards – I set of 40 cards for each group. engineering; technology
There are 4 different categories of 10 cards
each per set: Tell students to swap their book with a partner,
■

and do a whole class check. Ask What was the

• pronunciation first word? Elicit the spelling and write it on the
• vocabulary board. Tell students to give their partner a score
• grammar out of 6.
• general knowledge

You will also need to prepare 1 copy of the Task 2 (25 minutes)
■

Underwater Board Game from the Step 1

photocopiable pages at the back of this Organise students into groups of 6. Then in
■

Teacher’s Book – one copy for each group. each group, organise students to work in teams
of 2 or 3. Explain that they are going to play a
board game. Distribute 1 board game, 1 dice
and 1 set of counters to each group. Distribute
the cards (1 set of 40 cards per group) and ask
students to shuffle the cards and place them
face down on the table.

Step 2
Explain the rules of the game, which are as
■

153
Unit 5
 2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 26

The future

follows: Lesson 15
1. Each team should put their counters on Start.
In this lesson, students will:
2. Each team should take it in turns to throw • evaluate their ability to carry out the things in the
the dice and move around the board. unit
• state what they have learned and evaluate the
3. If a team lands on a card square, a different activities in the unit
team should pick up a card and read the • evaluate their ability to work with others and
question to the team on that square. The individually
team on that square should answer the • complete a learning record
question. If the answer is correct, they stay
on that square. If the answer is incorrect, Target Language
they miss a turn. If a team lands on an • How well can you . . . ?
instruction square, they should follow the • What did you learn in this unit?
instruction. The winners are the first team to • What activities did you like?
reach the underwater hotel. • How well did you . . . ?

While students are playing, circulate around the

classroom offering guidance and support. Warm-up (5 minutes)
Give students a few minutes to go around the
■

classroom looking at each other’s brochures, and

future classroom designs (if you have also made
a display of these).

#
-

Task 1 (10 minutes)

Step 1
Tell students to Look at your Learning Journal
■

and read through the comments they have

written for this unit. Ask them to show their
Learning Journals to a partner and compare
what they found interesting, and not so
interesting.

Step 2
Have a whole class discussion about the
■

Learning Journals. Encourage volunteers to share

their thoughts and feelings about the topics they
have been learning about, and the activities they
have been doing, with the class.

Task 2 (5 minutes)
This stage in the unit is when students carry out
evaluation of their own abilities and the unit itself,
by completing the last two pages of the unit in their
Skills Books.

Step 1
Tell students to Look at pages 70 and 71 of
■

your Skills Book. Ask What’s this? and elicit My

learning record. Ask What day is it today? Elicit
the day of the week and then the date. Write
the day and date on the board, and tell students

154
Unit 5
2011/12 - 7B - TB - Unit 5_Layout 1 12/14/16 8:54 AM Page 27

The future

to Write the day and date on the writing lines. want to write useful vocabulary on the board as
they suggest their ideas. This will provide
Step 2 support when students write their responses to
Tell students to Look at Activity 1. Point to the the statements.
■

five faces of Robby the Robot and say Look at

the faces. Ask them to look at the words under Task 4 (5 minutes)
each face and the number above. Point to the
first statement and say How well can you talk Step 1
Tell students to Look at Activity 5. Ask a

■
about life in the future? Point to the faces again
and ask very, very well? very well? OK? not sure? volunteer to read the rubric and the statement
not very well? underneath. Tell students to look at the five
medals. Ask a volunteer to explain what they
Tell students to decide which face represents have to do. Make sure students understand they
how they feel about the first statement. Show have to think about their work with their friends,
them the diamond at the end of the statement not their individual work. Encourage them to
and ask them to Write the number of the face think honestly about their interaction with others
in the diamond. Repeat the procedure with the in class and then colour the appropriate medal.
other five statements. Circulate around the
classroom offering guidance and support. Step 2
Tell students to Look at Activity 6. Ask them to
■

read the rubric and the statement and then look

Task 3 (10 minutes) at the five medals. Ask a volunteer to explain
Activity 3 of the learning record is designed to what they have to do. Make sure students
encourage students to think in more global understand that they have to think about their
terms about what they have learned in a unit. individual work in the unit. Reassure them that it
The focus here should be on the ideas, concepts is normal to find some things more difficult than
and factual information related to the topic others when learning something new. Ask them *
rather than the language itself. to look back through their work and then colour
the appropriate medal.
Step 1
Ask students to Look at Activity 3 on page 71. At the end of this lesson
■

Read the first statement – These are some Collect students’ portfolios for checking.
■

things I’ve learned about this topic. Get students

to discuss in their groups what they think they Collect students’ Skills Books so you can check
■

have learned in Unit 5. This should include the work they have completed in the unit, and
language and ideas. Elicit students’ ideas and help their spellings for Lesson 14, Task 1.
them formulate them so that they can express
them in writing using simple sentences. If you
feel it is necessary, write some ideas on the
board to give them a model to copy.

Repeat this procedure with the second

■

statement – These are some things I would like

to learn about this topic. Ask students to discuss
this in their groups and then elicit some ideas.
Give them time to think, then circulate around
the classroom offering guidance and support.

Step 2
Tell students to Look at Activity 4. Ask them to
■

read the two statements and then look back

through Unit 5 and decide what activities they
liked and what activities they didn’t like. Ask
students to discuss the statements in their
groups and then elicit some ideas. You may

155
Unit 5
 7B TB endmatter_Layout 1 12/14/16 8:58 AM Page 2

Specific objectives

Specific objectives for Grade 7

1.Oral/aural language: receptive skills 4. Writing skills
 To follow more complex instructions given by the  To create short written texts independently
teacher and other students in English  To create longer written texts (2–3 paragraphs)
 To extract specific information from a variety of from models provided
aural texts and transfer it to another medium  To use organisational skills in writing
 To understand the general meaning of longer, more  To check and correct their own writing
complex aural texts  To recognise and use punctuation and other
 To understand the linguistic conventions used by conventions of the written language
native speakers in different communicative
situations
5. Learning and social skills
 To recognise the phonemes, stress, rhythm and
 To co-operate with others in pair and group work
intonation patterns of English
 To work independently
 To show interest in learning English
2. Oral/aural language: productive skills  To sequence numbers and events
 To use a wider range of English phrases in the  To compare and contrast information
context of the classroom situation  To apply prior knowledge
 To initiate and take part in short conversations  To make associations

#
-
involving core topics and functions  To reason deductively
 To use English to seek and impart factual  To compare and classify
information  To monitor and evaluate their own learning
 To reproduce the phonemes, stress, rhythm and  To brainstorm
intonation patterns of English using models  To distinguish real from imaginary
provided  To infer meaning from context
 To learn how to use a dictionary

3. Reading skills
 To read a variety of short written texts for specific
information
 To read longer, more complex written texts for
general understanding
 To read longer, more complex written texts and
extract specific information from them
 To transfer information contained in written texts
to charts, maps, tables, etc.
 To follow written directions and instructions
 To recognise the purpose of different types of
written texts (informational, personal, etc.)
 To recognise word order
 To recognise text structure

156
 7B TB endmatter_Layout 1 12/14/16 8:58 AM Page 3
*

Cross-curricular links

In addition to the specific linguistic objectives in the course,

English for Me reinforces the following areas across the curriculum:
Unit 1 My generation Art and Design / Information Technology:
applying prior knowledge Design a badge
reasoning deductively Social Sciences:
transferring information Knowledge of traditional dress of different countries
cross referencing Maths:
sorting Time expressions
researching Motor skills:
planning Critical Thinking Skills
Social:
Co-operation, turn taking

Unit 2 Health and illness Art and Design: Social:

applying prior knowledge Draw and label Co-operation, turn taking,
reasoning deductively Social Sciences: role play
transferring information Food groups, healthy and Developing awareness of
cross referencing unhealthy food food group/illness
sorting Illness and their symptoms
researching Motor skills:
planning Critical Thinking Skills
Social Studies:
Knowledge of famous
scientists in the world

Art and Design/Information Motor skills:

Unit 3 Animals in danger Technology: Critical Thinking Skills
applying prior knowledge
#
-

reasoning deductively
Draw and label, Design a Social:
leaflet, make a mobile Co-operation, turn taking,
transferring information Social Sciences: role play, taking
cross referencing Animals, food chain, responsibility in designing
sorting pollution, ocean life, and doing projects
researching fertilizers and pesticides
planning Social Studies:
Knowledge of animals and
natural habitats in the world
/ in Oman
Art and Design / Information Knowledge of capital cities of
Unit 4 Celebrations Technology: different countries
applying prior knowledge
Make a brochure, Draw and Motor skills:
reasoning deductively
colour Critical Thinking Skills
transferring information
Islamic Studies: Social:
cross referencing
Knowledge of other Co-operation, turn taking,
sorting
countries’ celebrations of Al doing a role play
researching
Mawlid Al Nabawi
planning
Social Studies:
Knowledge of dates of
different occasions in the
world
Unit 5 The future Information Technology: Social:
applying prior knowledge Design ‘classroom of the Co-operation, turn taking,
reasoning deductively future’, design a brochure/ following rules, taking
transferring information leaflet responsibility in designing and
cross referencing Social Studies: doing projects
sorting Knowledge of Omani
researching festivals and festival activities
planning Motor skills:
Critical Thinking Skills

157
7B TB endmatter_Layout 1 12/14/16 8:58 AM Page 4

Alfred font

158
Alfred font
 7B TB endmatter_Layout 1 12/14/16 8:58 AM Page 5

-
#

159
Alfred font

T
 7B TB endmatter_Layout 1 12/14/16 8:58 AM Page 6

Additional poster activities

These additional poster activities can be used by students who finish faster than others. Photocopy and put the activities on
the wall close to the poster. Make sure students understand that these are activities they can use by themselves. They can
either complete the activities and give them to you to check later, or you can put the answers on a piece of card and stick
it on the opposite wall to the poster so that students can self-check. You can cut out these activities and use them in any
order and you do not have to use all the activities at the same time.
Both the posters and poster activities need to be put at a height where all students can read them.

My generation
r n

Read the texts in the poster and find out whether the
information is true (T) or false (F).

1.Education
The first government school was opened in 1970. ( )
Children learned basic skills at Qur’an schools. ( )
By 1970, there were three government schools
in Oman. ( )
2.Health
#
-
By 1998, there were 44 hospitals in Oman. ( )
Years ago, people travelled long distances to get
health care. ( )
3.Electricity and water.
Years ago, Omanis lit their homes using oil
i-
lamps or candles. ( )
4.Transport.
People used to travel along dusty trucks by camel
or donkey. ( )
t- -»
Look at these jumbled words. Find the words in the poster
and write them correctly. Don’t forget to write them correctly
with capital letters.
a-t-r-w-e
a-i-d-o-r
t-h-l-a-e
l-e-c-r-c-e-i-y-t-i-t
L J

160
 7B TB endmatter_Layout 1 12/14/16 8:58 AM Page 7

Health and illness

r n

Look at these jumbled names of illnesses. Think and

find out what illnesses they are.

l-f-u
h-u-c-g-o
d-h-c-e-h-a-e-a
h-t-m-a-c-o-s-a-h-e

t
- J

Make a list of all the illnesses in the poster. Write

them down, then put them in the correct alphabetical
#
-

order.

L 1

Look at the poster and read the information about

the scientists. Then write a short description about
one of the famous scientists.

161
 7B TB endmatter_Layout 1 12/14/16 8:58 AM Page 8

Animals in danger
r T

Look at the frieze around the poster and find the

following:

2 things a hunter would use

2 things a fisherman would use
2 things a gardener would use
2 things you find in a fast food restaurant

r n

Look at these jumbled words. Find the words in the

poster and write them correctly:

#
-

L-I-S-S-X-O-N-O-P-E
O-L-I
P-S-I-H-S
S-A-C-R

Look at the poster and find out where each of the

following animals lives.

1. The Houbara bustards.

2. Arabian Tahr.
3. Mountain Gorilla.
4. Cheetah.

162
7B TB endmatter_Layout 1 12/14/16 8:59 AM Page 9

Celebrations
Make a list of all the countries in the e-mails.
Write them in alphabetical order.

Match these festivals with the countries as

mentioned in the poster:
A. Oman
1, Pancake Day B. England
2. Dubai Festival C. UAE
3. Harvest Festival D. Thailand
4. Eid Al–Fitr E. Turkey
5. Children’s Day F. Russia
6. Water Festival

Read the e-mails in the poster and find out how

people celebrate the following celebrations in their
countries. Write two sentences about each of them.
1. Eid Al–Fitr
2. Children’s Day
3. Water Festival

163
 7B TB endmatter_Layout 1 12/14/16 8:59 AM Page 10

The future
r

Look at the poster and write down what each of

the following characters want to be in the future.

A. Hamed
B. Maha
C. Talal

L -
i

Read the text in the poster and find out the

#
-

following:

A. How will our houses look in the future?

B. Where will people travel to in the future?
C. Who will help doctors in the hospitals?
t

Look at these jumbled words. Find the words in the

poster and write them correctly. Don’t forget to
write them in capital letters! i

e-u-t-r-u-f
o-m-p-t-u-e-s-r-c
b-o-t-r-s-o
o-d-i-v-e
L J
164
7B TB endmatter_Layout 1 12/14/16 8:59 AM Page 11

The Writing Route

,r ——————————
Show your work, to a partner, talk
about how you can make It better,
and make any changes. You can
take things out, add new things or
change the order of
what you have written.

i y ur
° lre

Photocopiable pages 165

7B TB endmatter_Layout 1 12/14/16 8:59 AM Page 12

Fact File: Al Razi (Abu Bakr Mohammed Al Razi)

Name: Al Razi (Abu Bakr Mohammed Al Razi)

Place of birth: Rey, Iran

Year of birth: 864
Year of death: 923
Job: Physician / Chief Director of a hospital in Baghdad, Iraq

Famous because
• one of the greatest physicians of Islam
• wrote more than 200 books and articles in different scientific fields

Wrote Al Judari wa al Hasbah, his most famous book

• First book to differentiate smallpox from measles

• Translated more than a dozen times into Latin and other European
languages

Discovered ‘allergic asthma’

Developed several chemical instruments that remain in use to this day.

Other information
A very generous man / he used to give the poor free treatment.

Model Biography: (Abu Bakr Mohammed Al Razi)

Al Razi was one of the greatest Muslim physicians. He was born in 864 in
Rey, Iran. He was the Chief Director of a hospital in Baghdad. He wrote
more than 200 books and articles in different scientific fields. His most
famous book was Al Judari wa Al Hasbah. This was the first book to
differentiate smallpox from measles. It was translated more than a
dozen times into many languages. Al Razi was also famous because he
discovered ‘allergic asthma’. In addition, he developed several chemical
instruments that are still used today. He was also a very generous man
and he used to give the poor free treatment. He died in 923.

166
Photocopiable pages
7B TB endmatter_Layout 1 12/14/16 8:59 AM Page 13

My generation
forgot forgot
gave gave
went went
had had
held held
made made
put put
read read
ran ran
said said
took took
woke woke
forgot forgot
gave gave
went went
had had
held held
made made
put put
read read
ran ran
said said
took took
woke woke
167
Photocopiable pages
7B TB endmatter_Layout 1 12/14/16 8:59 AM Page 14

Animals in danger Mind Map

Hunting
Iberian lynx- illegal hunting
Giant panda- hunted for its fur
Javan Rhinoceros- hunted for horns used in medicine

Poaching
Golden Lion Tamarin- sold as pets
Orang-utans- baby orang-utan sold as pets
WHY SOME Javan rhinoceros- for medicine
ANIMALS ARE
ENDANGERED Fishing nets
Chinese river dolphin

Pollution
Chinese river dolphin- noise/ chemicals

Loss of habitat
Golden Lion Tamarin- land development
Iberian lynx- land development
Giant panda- cutting down of bamboo trees

Animals in danger Mind Map

Hunting
Iberian lynx- illegal hunting
Giant panda- hunted for its fur
Javan Rhinoceros- hunted for horns used in medicine

Poaching
Golden Lion Tamarin- sold as pets
Orang-utans- baby orang-utan sold as pets
Javan rhinoceros- for medicine
WHY SOME
ANIMALS ARE Fishing nets
ENDANGERED Chinese river dolphin

Pollution
Chinese river dolphin- noise/ chemicals

Loss of habitat
Golden Lion Tamarin- land development
Iberian lynx- land development
Giant panda- cutting down of bamboo trees

168
Photocopiable pages
 7B TB endmatter_Layout 1 12/14/16 8:59 AM Page 15

The future Check Sheet

Look at the information round the edge of the poster and find
answers to these questions.
Where will we go for holidays?
1.
What will be special about cities?
2.
What will control the lighting and air-conditioning in our homes?
3.
What will mini-robots do?
4.
What will televisions look like?
5.
What amazing new gadgets will there be?
-
# 6.
4 .
1

The future Check Sheet

Look at the information round the edge of the poster and find
answers to these questions.
Where will we go for holidays?
1.
What will be special about cities?
2.
What will control the lighting and air-conditioning in our homes?
3.
What will mini-robots do?
4.
What will televisions look like?
5.
What amazing new gadgets will there be?
6.

169
Photocopiable pages
 7B TB endmatter_Layout 1 12/14/16 8:59 AM Page 16
170

7?> e n erwa + c*' G a W e

START
1
-
s>
; up u cb

2
V ^^ : ,> - i10
7
^ TOll AH U iM
lil.i Go toward to
jyjmlb« ci
>

>,
-
V V «P ;’ LI
is
$ * ul’ aS:
> y u? IJ . ;>
V
slop tLi l;>ck
-
*.il I In ptim:L llsh
.
.
^ >- "rLl
11
v
^ Go back J,
diruiiiiM Lc
Uu. vip« fuJL
ludk uL
-
17
It 15 1
* 13
Miss a lurn
12

The future
1

19
Photocopiable pages

10
i
'
'jil up a ci )
dgnp
V
17

-
up L- it is
&Y * ' ' V 25
21 ^ XkiftmKod
squares tu lixik CJI
"\
£> 19" £
LLp

y. '- LV' 3 Cn -
titIt! LUL jli'L iLs L
:'
<*
L
22
2
*
' L|:-

^
0

M > W = q' V 30
Ve * ¥au itfii u.
.
^
< ji J:II fiL’UiJ Ua
3 * 35
biJt.k iifiiore*. , :! :ip :nICILSKN
-
V ''4' T I’Qf
V .
L1! Llyj uulpar
\ 37 3* Miij; a I urn.

^
vljpa

3S
V
£

q 31
FWJStf 33 V
32
39
YO
Modern Colour Printers LLC Tel.: 24505274, Fax: 24505792