libri i mesuesit 3-4 - media · pdf file4 for you, teachers nowadays albania is open to the...

Teacher’s GuideUp the Ladder

Dr. Zana Lita, Ana Turani

Dr. Lisa Morgan

A TEACHER TAKES A HAND (MËSUESI TË JEP DORËN)

OPENS A MIND,(TË HAP HORIZONT)TOUCHES A HEART.(TË PREK ZEMRËN)

3

CONTENTSI. ABOUT THE UP THE LADDER COURSE1. Introduction – For you, teachers2. About the Up the Ladder course - Why this title?3. Why teach English to young learners?4. Understanding young learners5. Basic principles of Up the Ladder 6. Features in Up the Ladder7. General principles for teachers 8. The peaceable classroom, the IRE model9. Ways to encourage good student behavior in the classroom10. Activities and games 11. Classroom ethics12. Effective Teaching13. Four important notes for teachers14. Introducing new vocabulary15. Lesson Planning16. The lesson planning format17. Stages of the lesson

II. UP THE LADDER 3 – COURSE STRUCTURE1. Educational and didactic objectives2. Overall objectives – Language competences3. Objectives by chapter4. Analytical structure of the course5. Oral Course6. New items7. Test models

III. UP THE LADDER 4 – COURSE STRUCTURE1. Aims of the course2. Overall objectives3. Objectives by chapter4. Analytical structure of the course5. Model Lesson Plan6. Test model

4

For you, teachersNowadays Albania is open to the World and it is being integrated into the Eu-ropean community. Therefore the English language is becoming more and more an important vehicle to foster links and cooperation with the European commu-nity.

Now our children travel to other countries, make new friends, discuss with them about their culture and learn from the cultures of their peers in other countries. English is the key to promoting these contacts and exchanges.Given the importance of the English language the Ministry of Education and Science has undertaken a major effort to respond to these new developments by developing a new English language curriculum and introducing the textbook reform called Altertext.Learning English at a young age is important. But it is just as important for the teachers to motivate children in learning the English language.

Up the Ladder makes English language learning an enjoyable experience for young learners. It is up to you to make the learning environment conducive to learning for your students. It’s YOU who give life to the textbook and the entire teaching process.

The Albanian government is supporting your efforts to make a difference in Al-banian education by increasing your pay and changing your working conditions in order for you to carry out your lo�y mission. With your work YOU ARE MAK-ING HISTORY.You need to know that you are at the heart of the CHANGE process which is tak-ing place in Albania. Albania is changing very quickly.

In order to help you in this process, we provide you with a modest Teacher’s Guide. Regardless of our endeavour to improve the quality of teaching by writing this modest Teacher’s Guide, it is not our intention to tell you “This is the only way!”. On the contrary, your daily teaching experience is priceless. This is the reason why we call it a Teacher’s Guide and would like you to consider it as complimen-tary to your own knowledge and curriculum materials. In this Teacher’s Guide

5

you will find a variety of activities and model lessons that will make your life easier in teaching young learners.Together, we will hopefully achieve the ultimate objective:

TO HELP OUR CHILDREN LEARN ENGLISH WELL

The Teacher’s Guide is in English and we believe this will give you an additional opportunity to read and use the English language.

We would gladly welcome your constructive feedback in order to improve the quality of the textbook UP THE LADDER.

We look forward to hearing your comments.

Dr Zana Lita, Ana Turani, Dr Lisa Morgan

6

1. About the UP THE LADDER courseWhy this title?

The learning process is like climbing a ladder. You have to go up various steps in order to reach a certain learning goal. Therefore, through the Up the Ladder course we would like to encourage the students to climb this ladder and to be able to see the world.

Compared to the past, modern thinking on English teaching at the primary level places greater emphasis on communication. This implies the use of English for a meaningful purpose. This new emphasis is fully reflected in Up the Ladder! However, this is not to say that the teaching of language structures should be neglected. Up the Ladder 3 is based both on language items and communicative functions.

In the Up the Ladder Course for beginners the focus is on vocabulary and gram-mar. The reading text is used as a means to use the new language material. In Up the Ladder, in addition to vocabulary and grammar, a variety of activities are provided to enable the students to understand and interpret the text by using the language they already know.

The teacher’s expectation is to have a perfect textbook. There is no perfect text-book for every student and for every teacher. In this regard the teacher has a very important role to play: to use the course material (the textbook) in a way that suits the students he/she is teaching. The paramount task for the teacher in this process is to motivate his students. In this connection, Raymond Robertson, an education specialist has said “Schools need to look broadly at how they motivate pupils. They need to provide clear positive incentives for good social behaviour” (1997).

The aim of this course is to prepare and encourage pupils to achieve a good stan-dard of English in the first year of learning at primary level. Up the Ladder de-velops the pupils’ ability to understand and use Basic English through the skills of listening, speaking, reading and writing. It is based on the fact that children learn most effectively when the language and activities are motivating, stimulat-ing and linked to their own world and experience.

7

Up the Ladder comprises:• The Pupil’s Book• The Activity Book• The audiocasse�e/CD (Listening tape) • The Teacher’s Guide

The features of the Up the Ladder course are:

• It focuses on the Albanian culture and context;• It integrates the four language skills: listening, speaking, reading and writ-

ing;• It includes cross curricular topics which intend to broaden your knowledge,

to enable you to understand other cultures, and discuss with your peers in other countries about issues of common interest;

• It aims at making language learning an encouraging experience for you and your future.

• It teaches values in order to help you become be�er people. Each lesson gives a message.

3. Why teach English to young learners?

Why is it important to teach English to children at this age?

Teaching English to children at this age has the following advantages:

1. The voice and sound production organs are still flexible;2. Children at this age have very sound listening skills, which enhances listen-

ing skills;3. Children at this age have outstanding imitating skills and use a lot of mim-

ics;4. At this age students are less shy, which is a characteristic for adults. This

allows them to feel free to communicate with the teacher and the other stu-dents in class.

5. At this age children want to learn anything that is new; this explains their active participation in the learning of foreign language;

6. This age is the most intensive period in the life of a child; it is the most convenient to involve them in new challenges as is the learning of a foreign language, which helps them develop intellectual skills.

7. By pu�ing the children at the same start at a young age, the inequality which exists as a result of cultural or family differences in the se�ings where children live, can be avoided.

8. At this age it is easier to enhance students’ future interests regarding the English language and culture.

9. At this age children are curious to know what they are going to learn in this subject ma�er. They want to entertain themselves by learning a foreign language; at the same time they look forward to know how well they are

8

doing in this subject area. They want to be able to speak English right a�er the class, thus imitating the adults when they speak English.

It is for these reasons that many countries such as Austria, Sweden, Norway, Denmark and many others, has introduced the teaching of foreign language, pri-marily English in the first grade. The English course at this stage is meant simply to raise the awareness of the students about the importance of English and to set the background for the future steps of English language learning.

9

4. Understanding young learnersFor the teacher of young children, English cannot be thought of in isolation from the holistic development of the child. To develop successfully the child needs to be satisfied mentally, socially, physically, linguistically as well as emotionally. Children want to be mentally challenged; they want to take part in activities which give them opportunities to move and develop their motor skills; they want to use English in purposeful activities, which allow them to socialize in the same way as they do when using their first language; and they want to measure their own linguistic progress.The emotional needs of the children need to be taken seriously into account for the child’s development. Therefore, English Language Teaching, particularly for this age SHOULD BE FUN.You need to know that language is NOT important at this stage. Motivation is much more important. This stage of learning will determine whether a child will be motivated to learn or will ever learn English. Now children travel abroad and meet children from other countries and they may have real opportunities for con-tacts with other people through English.

4. Basic principles of UP THE LADDER The authors of Up the Ladder have taken into account the following principles:• National dimension by enabling students to talk about their identity when communicating with their peers from other countries;• European and regional (Balkan) dimension by providing students with lan-

guage and cultural information relevant to the student’s knowledge at this level;

• Linguistic progression so that the language material starts from easy to the more difficult one;

• An encouraging and enjoyable textbook for the students;• Acquaintance of students with other cultures given the level of knowledge

of this age groups;• Consideration of students’ knowledge in the Albanian language;• Teaching of values such as love of the homeland, respect for other people

by way of cultured communication, etc.);• Involvement of students in the learning process by way of pair and group

work activities;• Enhancing independent work of students. With regard to this the teacher

should make use of the exercises given in both the Student’s Book and the Activity Book;

10

• Creating a pleasant atmosphere in the classroom by placing emphasis on the MAIN teaching principle for this age group: TEACHING SHOULD BE FUN. CHILDREN SHOULD LEARN WHILE PLAYING.

6. Features in Up the LadderThe Up the Ladder course books for grades 3, 4 and 5 comprise:

1. Pupils’ BookThe colour Pupils’ Book presents the main teaching material. It contains twenty five items, eight oral course lessons and five revision lessons. The Pupils’ Book contains short stories, short dialogues, some language puzzles, oral exercises, games, rhymes and songs. The new words are given at the end of each item. Each item consists of two hours. A�er every three items there is a revision lesson. A summary of all new words is given at the back of the Pupils’ Book.

Every new item includes the following features• Read (this section includes the reading passage and is supported by an au-

diocasse�e.) • You and Me (this section aims to involve the pupils in practicing the lan-

guage in a dialogue. It is also supported by the audiocasse�e.) • Language puzzle/Game (vocabulary, grammar, or spelling exercise ), • Rhyme/ song. • New words (this section includes new vocabulary with an Albanian transla-

tion.)• “What’s your mark? /Where are you on the Ladder? (This feature is placed

at the end of each review lesson and gives pupils an opportunity to assess their own progress.)

2. Activity BookThe colour Activity Book contains writing exercises and activities, puzzles and games designed to extend and practice language from the Pupils’ Book.

A variety of exercises are provided in the Activity Book to help pupils practice the new language items through all four skills. Listening exercises are included on the recording. In order to help the teacher with the recorded material if he/she for some reason fails to get the audiocasse�e, the text of the audiocasse�e is pro-vided at the end of the Teacher’s Guide 4 and 5.The reading and writing exercises can be done as homework. It is be�er do the homework exercises orally in class before they write them at home. In this way, pupils can achieve good results which will add to motivation from an early stage.

3. CassetteThe cassette contains recordings of the text, dialogues, listening exercises and songs.

11

7. General principles for teachers You should keep the following principles in mind when teaching young learners:

• Listening and speaking come before reading and writing. The pupils should be given plenty of opportunities to listen to correct English before being asked to speak.

• Lessons should be enjoyable and stimulating so that pupils want to take part.

• Pupils must be given every opportunity to use language for a real purpose, so that the language is meaningful. In this way real communication takes place. This is the aim of the activities.

• Don’t progress too fast. Go at the pace the pupils can manage, and give ad-ditional practice where necessary.

• Do not present too many language items at once: one new pa�ern or about four or five words is enough for one lesson. Pupils should need to use the pa�ern or word for a real purpose.

• Constant revision is essential. Revision has been built into this course every three new items, but you should provide additional revision of anything known to give difficulty. A few minutes revision at the beginning of each lesson is o�en very valuable.

• Grammar should not be explained. The aim is to teach pupils to use lan-guage, not to learn about it.

• Do not translate words or explain them unless it is unavoidable. Show the pupils the meaning of words.

• Be encouraging. Do not discourage or scold. Smile and give praise for try-ing. Learning a new language can be stressful.

• Speak clearly but naturally, and at a normal speed. Do not slow down. Do not pause between words unnecessarily.

• Make sure that all pupils are taking part.• Do not talk too much. The more English used by the pupils, the more suc-

cessful the lesson.• Do not continue an activity too long. Young children can quickly lose inter-

est.• Prepare your lesson. This will take only a few minutes using the brief teach-

ing notes. An unprepared lesson is seldom successful.• Give pronunciation guidance when it is needed – and it usually is!• Do not ask pupils to “spell out” words. They learn words by using them

orally, and then reading and writing them.• Remember that teaching and testing are two different things.• Vary the activities to avoid boredom.

12

• Try to include some physical movement, e.g. children coming to the front, following instructions and pointing. Young children, especially, do not like to sit still.

• Try to make your lessons interesting and enjoyable. The children will learn more in a shorter time.

8. The peaceable classroom - the IRE ModelTeachers at all levels report that with each passing year there seems to be more bicker-ing, fighting, teasing, name-calling, and other acts of unkindness among children. But surveys show that children overwhelmingly prefer to be in a classroom that is caring and cooperative, where they are safe physically and emotionally. So it is important to create a classroom where the kids are nice to one another.How can you establish what a peaceable classroom, a community based on cooperation, communication, emotional expression, appreciation for diversity, and nonviolent con-flict resolution? It’s an achievable goal if you follow the three steps below and try some of the activities adaptable to the grade you teach.

Step 1 – INVOLVEActively encourage students to assume some of the responsibility for establishing a car-ing community.Set StandardsEngage students in establishing classroom standards by discussing: How would you like to be treated in this classroom? How will you treat your classmates? Explain the word “peaceable” and that it mans “peaceful”. Ask students what would a peaceable classroom be like? How would students treat one another in a peaceable classroom? Have students draw pictures illustrating life in a peaceable classroom.

Step 2 - RESOLVEAs a class, get specific about the types of behaviors that contribute to a peaceable class-room.Complete T-chartsT-charts (a chart that looks like the T letter) are widely used in cooperative learning to help children identify and learn social skills.”Create a class compactCreate a class compact is different from setting up classroom rules and consequences, because the compact is a set of guidelines for how class members should treat one an-other. (You can use the compact as a starting point for rule-setting, however, by asking the class, “What rules would help us maintain our class compact?”)• Don’t call each other names.• Call other students what they want to be called.

Step 3 - EVOLVEEstablishing a caring classroom parent community is an ongoing process that you can keep alive by helping the children assess how they’re doing.

13

9. Ways to encourage good student behavior in the classroomThese are mostly suited for the younger students but can be adapted for older classes. • Classroom Rules Work with students to come up with a set of classroom rules and conse-

quences. • Colour Cards Have a pocket chart with all students’ names on it. Beside each name have a

pocket where either a red, yellow, or green card will be display. Red=some sort of consequence decided and explained earlier.

Yellow = Warning Green = You’re doing great. • Punch Out Card Each child receives a pad of paper. Whenever they are performing well,

helping out, etc.., give them a punch with a one hole puncher. When stu-dents reach a certain number of punches, they can pick from a box of priz-es.

• Class Points Display a tally system of points on the blackboard. Every time students are

performing well, give them a point. When the class earns a certain number of points by the end of the week, they get to do a class fun activity at the end of the week.

• Marble jar If the class is doing well add a marble to the marble jar. When the jar is

filled, they get to do a class fun activity. Count the marbles regularly as a regular math activity.

• Positive Popsicle Sticks Write out positive comments on popsicle sticks like “great helper”, “super

effort”, etc., and hand them out accordingly. When each student receives a certain number of Popsicle sticks they can get a reward.

• Good Behavior ChartAs a class, come up with a list of good behaviors. At the end of the day, go through each one and ask the class how each was demonstrated in the classroom during the day. Then, as a class thank the student who accomplished it.

14

10. Activities and games You can use the following activities to revise the vocabulary and story language from the given texts.

A.• Pupils play in group of four. One group against the other one.• Each group makes one 10 by 10 grid. The pupils of one group may use dif-

ferent coloured pencils.• Each group writes any word they know in their grid horizontally or vertically. They score a point for each le�er.• The grids are exchanged. Each group must write another word in the grid,

using a le�er from the existing word. They score a point for each le�er.• When no more words can be entered the game is over. The pair with the

most points wins.

B.• Divide the class into groups of two or four. Assign each group a unit from

the Pupils’ book.• Pupils copy the story from that unit onto stripes of card. They create one

card for each topic.• Pupils then shuffle the cards and put them in an envelope. They exchange

their envelope with that of another group.• Each group puts the cards they have received in order. When they have

finished, they check the order with the story in the Pupils’ Book.

C.Food vocabulary• Pupils brainstorm all the food and drink they know. You make a word web

on the board.• Divide the board into categories: Meat, fruit, vegetables, milk products,

drinks• Pupils write the words in the web under the categories. Pupils work in

15

groups.• Each group then produces a poster of the categories. They may illustrate it

with pictures cut from magazines and drawings.

To revise CAN Pupils stand in pairs. The pupils nearest you face the back wall of the class-

room; the pupils furthest from you stand facing you.• Mime an action or sport and say I can … The pupils facing you copy the

mime. Their partner watches them and finishes the sentence the action that they

see.

Invite a pupil to take your place.

To revise descriptions of faces• Divide the class into groups. Stick a magazine picture on the board for each group.• Think of a sentence describing each face. Write it in jumble order under the picture. Each group must unjumble the description.• The first group to give you a correct wri�en version is the winner.

To revise question forms.• In pairs, pupils create a class questionnaire, using questions like: How old are you? How many brothers have you got? etc.• They interview all the pupils in the class and make a poster presentation of

the results.

To revise short sentences and expressions from the lessons.• Divide the class into two or three groups. Groups line up in a single file.• Whisper a short sentence or expression to the first pupil in each group. Say

GO! The pupil whispers the sentence to the pupil behind, and so on. The last pupil in the group either calls out the sentence, or runs to the board and writes it.

• The first group to finish with the correct sentence is the winner.

To revise he/she’s wearing, clothes, possessive‘s• The pupils sit in the large circle. Three pupils stand in the middle and the

pupils look at what they are wearing for sixty seconds.• The three pupils leave the room and exchange one item of clothing each, including glasses, watches etc. They then return to the circle.• Ask: What’s different? Pupils put up their hands. Choose individuals to answer. e.g.: Ben is wearing Enid’s sweater.• The first three pupils to guess correctly and say the sentence correctly will

go out of the room in the next round.

16

To revise prepositions and there is/are.• Draw to empty rooms, with a table in the middle of each. Label these pic-

tures ‘A’ and ‘B’. Make a photocopy for each pupil.• In pairs, each completes one drawing of the room with named items (other furniture and animals, or any other vocabulary group you want to revise).

Pupil a draws on picture A, and pupil B draws on picture B.

• Pupil A says where things are in picture A. Pupil B listens and draws the items.

Then they change roles for picture B.• Pupils compare their pictures.

To revise Past Simple

1.• You will need cardboard in two different colours, scissors, bu�erfly clips

and a dice for each group of four pupils. It would also help to make a wheel before the class to show the pupils.

• Demonstrate how to make the wheel step-by-step with the pupils.• With a pupil, demonstrate how to play the game. Throw the dice. Your

partner moves his/her wheel so that the number you have thrown appear on the outer rim.

• He/ She must make a sentence with the verb in the past simple, e.g.: P: See: I

saw my friend yesterday.

• Other pupils in the group must agree that the sentence is correct. If it is, the pupil scores the points indicated in the centre of the wheel. This pupil then throws the dice and the next in the group moves the wheel.• A pupil may not repeat the sentence. They must ask you if they are not sure whether a sentence is correct. The pupil with the most points at the end of

the game is the winner.

2.• Write a list of known verbs in the present tense on the board. • Elicit the simple past form and write it next to each verb. • Pupils make a set of cards each; one card for each verb in the present tense

and one card for the same card in the past tense.• Pupils work in pairs. Each pupil shuffles their two sets of cards. They take it

in turns to place a card face up between them, then they say the word. If a

pupil places a matching card on the pile (in the past or present tense), he or she

shouts

17

Snap! and picks up all the cards. • The game continues until one pupil has all the cards.

To revise he/she’s got and parts of the body.• You will need a sheet of A4 paper per pupil. Pupils play in groups of three.

The aim is to draw a monster between them, each drawing a different part.• The first pupils in each group draw a head and neck, fold the paper pass it

on. The second pupils in each group draw the body, arms and hands on the pa-

per they receive, then fold it and pass it on. The third pupils draw the legs and feet on the paper they receive pass it on. One pupil from each group opens up the paper and describes the monster: He’s got a big head. He’s got four arms, etc.

To revise must and must not (road safety)• Ask pupils to tell you in their own language, what they know about road

safety. Then explain that they are going to learn the English for the rules of cross-

ing the road.• Revise quickly and slowly by demonstration. Revise look and listen, then

teach look carefully, listen carefully. • Teach Look le�/right. Look again, by demonstration.• Teach corner and cross (the road) using some pictures.• Read the rules to the pupils: You must stop at the corner. You …. etc.• Ask a pupil to come to the front and mime the actions as you repeat the

rules. Repeat with another pupil.

To learn new adjectives• Use objects, pictures and mime to teach new adjectives in opposite pairs.• Make sure the pupils understand that people and animals are old or young,

but objects are old and new.• Ask questions using the pa�ern: Is my bag old or new/ is Andy a good or a

bad boy?

To learn comparison of adjectives

1.• Introduce taller and shorter.• Call two pupils to the front and say: Mimi is tall, but Sue is taller. Point to

the correct pupil as you speak. • Repeat several times then ask the class to guess the meaning of taller.• Prompt them to repeat the sentence.• Repeat with other pairs to tall pupils and several pairs to short pupils and

thin pupils.

2.• Call two tall pupils to the front.

18

• They should stand at opposite sides of the classroom.• Ask the class: Who is taller, Ann or Tom?• Let the pupils guess, using the pa�ern. Tom is taller.• Then say Tom, stand next to Ann and ask the class again Who is taller, Ann

or Tom? Repeat with short or thin.• Repeat again, this time with the pairs of pupils si�ing in their seats until the

others have guessed.• Choose pupils to come to the front and ask the class the questions.

3. • Introduce This is old, but this is older, using two objects, one old, one very

old. Repeat several times, and then prompt the class to repeat.• Call out pupils to hold the objects and say the sentence. • Repeat with short and shorter pencils, long and longer ruler, interesting

and more interesting book etc.• Demonstrate sad sadder, beautiful/more beautiful, etc. by asking pairs of

pupils to mime.

4.• Write a word on the board in bad writing, and the class Is this good or bad? • Write the same word again, this time in very, very bad writing.• Point to the words in turn, saying This one is bad, but this one is worse.• Repeat with good and be�er.• Repeat again, this time with drawings.• Call out pupils to point to the pairs of words and drawings on the board

and make sentences about them.

19

11. Classroom ethicsThe following are some expressions you can you to encourage your students when they are doing well.

Fantastic!/ I like that/ You’re right. / That’s it. / Excellent! / Great! / Good for you! / Wow! / That’s be�er. / That’s good. / Perfect! / Fine. / Wonderful.

Teach your students not to be afraid to say:

I made a mistake. / I need help. / I am sorry. / I don’t know.

Teachers, don’t forget

Every time you use sarcasm with your children, you have created a VICTIM!

12. Effective Teaching The standards or components of effective teaching look at the common be-haviors that promote effectiveness in the classroom. The components of effective teaching are based on comprehensive research which identifies the characteris-tics that effective teachers share. There are six major areas for which to evaluate teachers.

1. The qualities that an educator brings with him to the classroom which in-clude: a) the skills the teacher has developed, b) the amount of education, c) depth of their knowledge base, d) certification, and e) experience.

2. Teacher as a Person – The teacher demonstrates caring through listening and understanding, showing respect to the students, demonstrating fairness, and re-spect through social interactions with the students, and being reflective in his/her practice. Teachers need to be enthusiastic about what they teach; this in turn mo-tivates the students.

3. Classroom Management and Organization – Effective teachers are well-pre-

20

pared and well aware of their teaching and learning environment. They are con-sistent when managing student behavior and can do multi task. Effective teach-ers have materials prepared in advance for lessons and are consistent with the practical procedures.

4. Organizing for Instruction – The teacher plans and prepares for lesson. This includes following a consistent schedule, yet he remains flexible for unseen oc-currences, maintains momentum within and across lessons, and clearly explains objectives in achievement and responsibility to the students.

5. Implementing Instruction – The teacher uses several different teaching strate-gies, makes connections to real world situations in their instruction, and is sup-portive. The teacher uses hands on learning, a variety of questionings strategies, and tries to have the students demonstrate the skills they have learned.

6. Monitoring Student Progress and Potential – It is important that the teacher monitors students and assesses their development and progress. Effective teach-ers give homework that is clearly explained and relevant to the content that is being studied in the classroom. Teachers monitor the students during work time to make sure that they are on task and that they understand the objectives of the lesson. The teacher is supportive and encourages his students. Effective teachers are responsible, caring, and professional.

13. Four important notes for teachersAlways remember that the lesson notes are intended to be helpful, not to tell you what you must do. You may follow them in detail if you wish, but you may prefer to modify them to suit your own situation, or you may wish to teach a topic in a different way altogether, using your own ideas. You can be such an innovator in your teaching! You should be aware of the needs of your pupils and go more slowly or quickly, or provide additional material or practice when required.Sometimes materials and activities may not be practicable for a particular class at a particular time. If a model is to be made, for example, it may not be possible for you to supply enough materials for all the class to make one. One alternative would be for the class to work in groups. When this too is not possible, you alone can make the model or carry out the activity, with the class watching and joining in. Where even this is not possible, it will be necessary to fall back on the pictures in the book.Some teachers may feel that certain kinds of games may be unsuitable for some classes. For instance in some schools of Albania, mainly in villages teachers have to teach in adverse conditions: classes in bad conditions, no teaching aids, and parents not being able to support the school. Rather, in some areas, mainly in vil-lages it is not easy for a teacher to carry out activities in the class which involve both boys and girls. For some parents with major prejudices this might cause more trouble than good. In such a situation the teacher should consider the cul-tural context and tailor his teaching to the needs and cultural requirements of

21

that particular context.

The teaching notes give detailed advice on using the Pupil’s book and the Activ-ity Book. They can o�en be used for homework, however. The instructions are usually quite clear, but if necessary a few minutes of class time may be spent in making sure that the pupils know what to do.

14. Introducing new vocabularyLearning words can be difficult and the pupils can forget them quickly. New words are taught for a purpose, for the pupils to use in the game or activity that follows, to act a play, to work out puzzles, to talk about themselves. You should try to make the learning of new words enjoyable, and should provide plenty of opportunity to listen to the words and practice them. An audiocasse�e would be an ideal tool for this because a) it guarantees proper pronunciation if recorded from a native speaker, and b) it less tiring for the teacher.The following are some guidelines and suggestions that you may follow:

1. When introducing new words, always use real objects if possible, pictures of the object, or the pictures in the book.

2. Teach only three or four words at a time. When these have been practiced then add some more words.

3. It is important that the pupils have ample opportunity to listen to words without being made to speak. They cannot be expected to produce sounds until they can hear them correctly. They should not be asked to speak too soon. For this reason, several listening discrimination activities are included below.

4. Remember that it is difficult to remember new words. They have to be used several times before the pupils can be expected to remember. They should also be revised frequently in other lessons.

5. The vocabulary should be used, and not simply repeated or chanted.

Methodology1. Introduce three or four of the objects only. Hold up, for example, a pencil

and say a pencil several times. Get the class to repeat it and individual pupils to repeat. Do not insist on perfect pronunciation at this stage. Teach the other two/three/four objects in the same way. If real objects are not available, use pictures or the pictures in the Pupil’s Book. Hold up the Pu-pil’s Book so that the class can see it, point to the picture, and tell the pupils to point to it in their own books.

2. Give instructions, e.g. Give me a pencil, please, Genci. Show me a book. Sarah draw a pear. Use the words that are being taught. You can ask the pupils to come to the front. Remember to say Thank you, Ilir.

3. Hold up the objects in random, and the class says the correct name. Point to individual pupils, who say the name. Then repeat the word yourself, so that they hear the correct pronunciation.

4. Go round the class. Hold up one object at a time and in turn. Then repeat

22

step 4 using all the objects.5. Teach the next three or four words, using steps 1-3. Then repeat step 4 us-

ing all the objects.6. Use one or more of the listening discrimination activities. Then use one of

the game described in the games section to practise using the words.

Listening discrimination activities1. Each group has a pack of cards with le�ers, numbers, pictures or words.

Alternatively they can have a selection of objects on their desks. The teacher gives instructions: Show me B. Show me a bag. The first group to hold up the correct item wins a point.

2. Each group has a selection of objects. This time the groups can have dif-ferent objects. Alternatively, a set of objects is placed on the teacher’s desk. Give instructions to a member of one group at a time: Give me a pen, Jona. Show me a lion, please. If the pupil is correct he wins a point for his team.

3. The teacher gives instructions to members of one team at a time. Stand up, please, Bob. Tim, please draw an apple. Come here please, Ina. Go to Anne. If the pupil is correct he wins a point for his team. This game can be used to revise all the instructions learnt.

4. Name one member of each team. If there are four teams, place four pieces of chalk by the blackboard. Give an instruction: Draw a car. The four chil-dren come to the board and draw. The first to draw the correct object wins a point. (A point can also be given to the best drawing.)

Use of coloured pencilsThe teacher uses coloured pencils to explain grammar such as: plural of nouns, plural endings are coloured so that students can tell the difference.

Use of music and songs in the classroomSongs and music are helpful tools to make learning a pleasant experience for the students. It also stimulates the right part of the brain to learn. Some scholars, in a research carried out six years ago have found that a�er listening to Moxart, people score be�er in the Intelligence test. Music helps to relieve from stress. We should bear in mind that children, too, have their on stresses, therefore using music in the classroom is very useful.

Use of drawingsDrawing plays a very important role in maximizing English language learning. In preparing the didactic materials the teacher can make use of his own artistic skills or can use students, even their parents thus involving them in the teaching process. The teacher can use simple sketches carrying certain meanings.

Sketching on the board in class is something that most teachers do. As the saying goes, “a picture paints a thousand words”. This is especially true in a language learning situation, where a quick sketch can help students focus and generate language related to the sketches.

23

The key to drawing quickly is the fact that humans usually fill in the missing information. The difference between “happy” and “sad” is one simple stroke - the smile or frown. There are basically seven expressions which can be quickly expressed in a few strokes of the marker or piece of chalk and cover quite a wide range of situations.

Teaching the new rhymeWhen using poems and rhymes you can give your students not only an increased awareness and understanding of English speaking cultures, but also great sen-sual, emotional and intellectual pleasure.

Use of games in English language learningWhenever possible, the pupils should use English because they need to in order to communicate. Language learning then becomes much more effective. The ef-fectiveness is increased if the situation is enjoyable, or at least interesting. Lan-guage teaching games can o�en provide this kind of situation.

Interest can be increased by making the game a contest between teams. This re-quires a li�le organization at first, for example, the class will need to be divid-ed into groups of different sizes for different purposes, and each group given a name, but this need only be done once, and the effort will prove well worthwhile. The following is a selection of language teaching games which may be used with younger children.

1. Guessing objects in a bag. The pupils can be allowed to feel the object, or the teacher can put it in a hand and say What am I touching?

2. Guessing an object while blindfolded. Pupils like this but it tends to be a li�le slow since changing the blindfold from one pupil to another takes time.

3. Guessing an object behind one’s back. This is quick and easily organized. A pupil stands with his/her back to the class. The teacher, or another pupil, puts an object into his hand behind his back. He has to guess what it is. Everyone enjoys the game and all the pupils watching learn as much as the child doing the guessing.

4. Guessing a wrapped object. This has to be prepared by the teacher before the lesson.

5. Guessing an object hidden on the teacher’s desk. This is useful in the early stages. The teacher has some objects in her desk and she puts one on her desk, hidden behind something, perhaps a large book. The pupil have to guess which one. This is pure guessing because there are no clues.

Children like the game and it involves continual repetition of vocabulary and structures ranging in difficulty from It’s a ______ to There is a …

Draw and guess. You or a pupil draws an object step by step. At any point a pupil can guess what the object is. If he is right, he takes over and draws something else. If he is wrong, the first pupil continues drawing. This involves a conversa-tion between two people which could be quite simple:

24

It is a _____ ? No It is a _____? Yes

6. Draw and guess with circles, straight lines, etc. This is similar to the last game but the person doing the drawing has certain restrictions. He may be asked to use circles only, or straight lines, or to start with a circle and add the rest of the drawing. This o�en adds interest to the game and in fact helps those who are not good at drawing.

7. Team drawing. This is a very popular game but it needs a certain amount of space and may not be possible in some classrooms. The pupils are divid-ed into two or more groups. One child from each group goes to the teacher who whispers the name of the object. The child returns to his group and, without speaking, begins to draw the object while the group watches and tries to guess. The person doing the drawing can only say Yes or No. When someone has guessed correctly, that pupil goes to the teacher for the name of the next object.

8. I spy. This is an old favourite. The teacher or a pupil chooses an object and says I can see a B. Either a le�er or a sound can be used. The pupils have to guess the object: Is it a …….? Yes, it is./No, it isn’t.

9. Think of something. One pupil goes outside and the class decides on an object. It may be something in the classroom or it may be any kind of word already taught, e.g. something we wear, what we do in the holidays, a food, a means of transport, etc. The pupil outside returns and tries to guess what the class has chosen. Clues may be given. Several different forms of dia-logue may be used.

10. Memory game. The aim it to remember as many things as possible that have been drawn on the board and then cleaned off, or covered by cloth af-ter being seen for a short time, or moved from one position to another. The language used can range from simply naming the object to conversations like:

What’s on the desk? There was a _____ and two _____? The book was on the table. Now it’s on the floor. (Per kohen e shkuar)

11. Number games. Game 11 can also be used to practise numbers. How many ________s were there on the desk/board? Other number games are:

a. Desk tapping or hand clapping – How many did you hear?b. Guessing the number of small objects such as coins, beans, etc. which then are

counted to see who is nearest.c. Guessing someone’s height, or the measurement of an object, which are then

measured to see who is nearest.d. Team arithmetic, in which a member of one team supplies a calculation, e.g.

25

four and two, five sevens, or a hundred take away seventy-five, and then calls upon a member of the other team, by name, to give the answer. The first pupil then says whether the answer is correct or not and points are awarded.

e. Find a number. Various numbers are wri�en on the board and when called upon pupils have to go to the board and draw a circle around a chosen number. This can also be a team contest.

f. Finger counting. Two pupils raise any number of fingers at the same time guessing the total number of fingers for both children. When one is correct, he wins a point. This can be played for numbers 1-10, 1-20 or 10 – 20.

12. Remembering lists. This is a different kind of memory game, very good for consolidating new vocabulary. Each pupil repeats that the previous pupil has said, and adds one more word.

Examples: This is my head. This is my head and this is my face. This is my head and this is my face and this is my nose. This is my …

13. Miming (acting without speaking). This can be used to practise such vo-cabulary as occupation, animals, some objects, e.g. bus, train, plane, and actions. The teacher whispers the word, or the pupil chooses it for himself, and the pupil mimes it until someone guesses the word. This can be played as a team contest. This kind of activity is useful for practicing the present continuous tense: Is he speaking? No, he isn’t . Also adverbs: How is he speaking? He is speaking quickly.

14. Tom says. This is another old favourite useful for practicing commands and requests. Various structures may be used. The teacher, or a pupil, gives or-ders that begin with Peter says, “Stand up. Sit down” The class must obey only those orders that begin with Tom says. … Anyone who obeys another order is out of the game. The last one is the winner.

A variation is for children to obey only those orders tat begin with, or con-tain the word please.

15. What’s the time Mr. Lion? This is really a playground game. One pupil is the lion. He walks away, the others follow, asking What’s the time, Mr. Lion? He replies with various times: Four o’clock. Half past three. A quarter to six until he decides to say Time to eat you! He then turns and chases the children who run away. The first one caught becomes the lion.

16. Whose is this? Objects belonging to the children are collected and placed in a bag or basket. The children have to identify them. They might be asked to say to whom the article belongs or they might have to identify their own objects in order to get them back. The activity can be used to practise the names of objects and such structures as: Whose is this? Is this your ___________ ? Is it his or hers? That’s mine/his/yours/hers. May i have that one, please? It’s mine. It isn’t yours.

26

17. Colours. This is another memory game used for practicing the use of co-lours. A pupil is blindfolded or stands with his back to the class. He is then asked questions about the colour of classroom objects. What is the colour of the door/window/etc?

18. Who’s got it? A row of children in front of the class are given various ob-jects, or pictures of things. They hold them up for the class to see briefly and then put them behind their backs. The class has to try to remember who has what: Who’s got the car? John has got the cat. I think Mary has got the apple.

This can become a guessing game if the pupils in the row exchange the objects among each other without le�ing the class see.

Note: You should always be on the look out for games and activities that could be used for language learning. Party games are o�en useful. One example is the well-known game Passing the Parcel. When the music stops the person who has the parcel begins to unwrap it. Music may not be possible in the classroom, but the teacher could set a time limit, perhaps two minutes. The class is then told that the parcel must not be passed until the right conversa-tional exchange has been completed. This might be:

May I have it now, please? Certainly. Here you are. Thank you very much. Not at all.

This could of course be much simpler. The person holding the parcel at the end of the two minutes unwraps it (and perhaps keeps the prize)

Other games And activities can be adapted in the same way for the use of what-ever language the teacher decides.

15. Lesson PlanningThere is a syllabus in place, approved by the Ministry of Education and Science, which guide teachers in drawing up their plans of work for each academic year, indicating the work to be done each week. Each item is a small part in the build-ing of a greater whole. The following are some basic questions that the teacher needs to answer when developing his/her lessons plan.

Question one: What is lesson planning?Lesson planning means taking into consideration what to do with the students during the time they are in the classroom, enabling them during this time to do

27

something new with the language. This planning is presented in wri�en form as lessons notes.

Question two: Is this exercise (i.e. lesson planning) necessary?It is necessary because it helps the teacher to carefully pre-shape ahead of time what he is going to teach and how he is going to teach during the given time pe-riod. This preparation serves as a guide and reference for the teacher, reminding him a) what to do, b) how to do it, and c) for how long. Serious consideration is given to: a) who the learners are, b) the class, c) the number of students, d) the age range, e) their knowledge in the mother tongue. It is important to know the learners for whom the lesson plan is prepared, for this will help identify the ap-propriate level of difficulty of the exercises and also the types and duration of the activities. The class and a�ainment level help the teacher to know, in general, the type of work the student can do in English, while the number of students will help in the organization of group work or working in pairs.

28

16. The lesson planning formatThe content of the lesson plan includes the following:

- It indicates what the teacher is going to teach;- It shows what she and the students will do in class;- It describes the different stages of the lesson;

The lesson plan has to have a format which is built up by providing answers to the following questions:

- What item in the new lesson do the students already know?- What is the aim of the lesson?- What new items of English are to be taught?- What visual aids, activities, and organization will be used for maximum

participation by the students?- How does the teacher measure the learner’s achievement

In answer to the above five questions, the format for writing lesson notes will be as follows:

The lesson topic: The topic of the lesson must be clearly stated. The topic guides the teacher as to what he has to teach.

The aim: The aim or objective of the lesson comes next. There has to be a reason for teaching each lesson. The aim is student centered because it is meant to bring about an expected change in the student’s performance by the end of the lesson, and such change can be measured or evaluated by the teacher.

You must ask yourself what new skills or knowledge the students should dem-onstrate by the end of the lesson. For example, students should be able to iden-tify, list, discriminate between, or explain whatever they were expected to do.When the aim or objective is clearly stated, it will serve as a guide that will help the teacher to choose useful activities, appropriate techniques, and the materials needed to achieve the objective within the time available.

The Introduction: It may also be referred to as Previous knowledge. An important principle of learning is to go from the known to the unknown. This means that the teacher introduces the lesson by connecting it with what he knows and what the students already know that has to do with the new lesson. This can take the form of simple questions related to the new lesson, about things children know,

29

or it might take the form of a review of the previous lesson, if this has a clear and logical connection with the lesson to be taught.

The Presentation: This takes into consideration the content to be taught and the method to be used, involving visual aids, organization, etc.The presentation is usually done in stages, going from the simple to the more complex, so that one stage leads to the next logically or scientifically. There are as many stages as the teacher wishes – three, four, five, or more if need be.

Evaluation: The evaluation stage states how the teacher is going to find out wheth-er the students have understood what they have been taught during the lesson.The evaluation is a test for both the teacher and the student. If the students fail to show the expected behaviour change at the end of the lesson when tested, the teacher is made aware of the fact that something is wrong somewhere, and the lesson has to be taught again, in order to get the desired response from the stu-dents.

Note: The above format for lesson planning is merely a suggestion. There are different methods of writing headings, but the above format, if followed enables the teacher to prepare his lesson properly, taking into consideration all the details concerning what the teacher wants to teach, why and how to teach it, and how to test what has been taught.

17. Stages of the lessonWarm-upsBegin lessons with a warm-up activity. At the very beginning it can be a rhyme or song. Later it can be something taught in the previous lesson. Warm up activities are motivational activities that add an element of enjoyment and personal involvement. They can be used at various points during the lesson, especially when students need a change of pace, or where they might need to re-lease their energies. When choosing a warm up, you strongly recommend select-ing a game, a song, a puzzle, or physical activity whose theme is closely related to the content topic and teaching objectives. This step is essential in preparing learners for the lesson – creating a positive feel-ing toward language learning, thereby awaking interest in learning.

PresentationThis stage of the lesson provides a suggestion for presenting the new language structure or vocabulary in a context which will a�ract the children’s a�ention and involve their active participation just from the beginning of the lesson. The active presentation is an important stage in the lesson. It encourages children to make sense of new language in an authentic and fun language-learning environment.

30

Role play Role play can be used as a follow-up activity to the main text. Role play supports the pupils’ enjoyment and allows them to practice new language items in a mean-ingful way. Procedure for role play could be as follows1. Divide the class into small groups and fix the role of each pupil to each

group.2. Play the recording and ask the pupils or the groups to repeat the dialogue (You and Me) in chorus.3. Invite one or two groups to perform the dialogue for the class, either from

memory or using role cards. They may want simple props.

Pair workPair work activities frequently appear in the second lesson of each item. These activities may be organized in different ways:a. The teacher may take role A and the whole class provides the response as B.b. The teacher may take role A and an individual pupil may take role B.c. A pair of pupil may perform the activity in front of the class. ( A & B )The teacher may use one or a variety of the above suggestions. When pupils are working in pairs, pay a�ention to their pronunciation and intonation. Ensure that all the pupils are involved and give them lots of encouragement.

Organizing pair workIt’s very important to organize the pupils in pairs, since the very beginning. Tell them that they are going to work in those pairs until the end of this item. It’s bet-ter to use a random way of creating pairs.There are many ways of creating pairs. For example, you can divide the class into two equal groups. Write the names of all the pupils in one group, in small pieces of paper, and then ask the pupils of the other group to pick up one paper. The pupil whose name they have picked is their partner.Alternatively you may write numbers, colours, and flowers and so on.

Songs The songs or rhyme in each Pupil’s Book item can be used at any stage of the les-son, for example, at the beginning to mark the change from the previous subject to English; in the middle of the lesson as a break from another; or at the end, to round a lesson off.Songs and rhymes are an essential part of language learning for young learners. Children really enjoy learning and singing songs. Rhyme is like a song without music. Some songs are good for singing, others for doing actions to the music, and the best ones are good for both. You can use songs and rhymes to teach children the sounds and rhythm of English to reinforce structures and vocabulary, but above all to have fun.Some possible approaches to using songs:

31

a. First familiarize yourself with the words of the song. b. When playing a song for the first time, let the pupils simply listen. Encour-

age them to clap hands and demonstrate the actions as they listen.c. Play the song again and encourage the pupils to join in with the actions and

singing.

GamesThere are also many games in the Pupils’ Book, which can be played in pairs or small groups. Games in the language classroom help children to see learning English as enjoyable and rewarding. Playing games in the classroom develops the ability to co-operate with each other without being aggressive, and to follow some given rules.It’s important to make different teams each time you play, thus the children will get used to working with all other classmates.Some of the games involve quite a lot of preparation, but once you have made the materials, you can use them again and again.

The activity bookThe activity book provides additional practice regarding language use for each lesson. It is useful for the consolidation and extension in class, for giving tasks to ‘quicker” students while others finish an easier activity. The activity book con-tains many fun activities in order to make English language learning for children a fun experience for them.

It’s valuable for the pupils to create their own individual notebook. In this note-book they can write notes they have learnt, vocabulary, exercises, and drawings, stick pictures, make up their own versions, puzzles and so on. In the notebook, pupils make the language they are learning their own. Encourage them to record facts and information as it relates to them and their lives, their families, friends, pets, etc.The notebook’s notes could be organized alphabetically or thematically. For ev-ery new word, pupils can write the translation, draw a picture or write a simple definition.The notebook can also be used for homework.

Classroom displayPupils like to see their work on show. So, it’s very important to have a place in the classroom, where the materials which pupils write can be easily displayed. DisplayingPupils’ work gives it status and creates an atmosphere of positive learning. Be sure to ask the pupils to sign their work. It will give them a sense of pride.

Classroom language

While teaching young learners it is necessary to use simple English structures. Pupils will develop a passive understanding initially, and will be able to use

32

many of them themselves at the end of the first year. There is no need to teach these expressions, pupils will gradually assimilate them if the teachers use them on a regular basis.

Greetings: Good morning. / Good a�ernoon / Good bye / Hello, (boys/girls)

Starting /during /ending the lessonIs everybody here? / Who is absent today? / Let’s start. / Get your books/pencils/pens outPut down your pencils, please. / Sit down/ stand up. / Put your hands up/down, please.Give it to me. / Hold up your picture. / Let’s read the text. / Hurry up. / Come in.Wait a minute, please. / Open your books at page… / Look at number …Write in your notebook. / Say it a�er me. / Can you repeat that? / All together.Can you read this? / This group … Who knows the answer? / Let’s check the homework.Who wants to write on the chalkboard? / How do you spell it? / Is that right?Please stop talking now. / Well done!.

33

II. UP THE LADDER 3

1. Educational and didactic objectivesThe aims of the Teaching English to children of this age group

1. To provide the student with the basics of foreign language learning and to feel the importance of language as a means of communication and use it in discourse.

2. To help in the overall development of the student regarding cognitive, lin-guistic and emotional aspect.

3. To empower the student to listen reproduce, understand and create new and simple elements of foreign language learning.

4. To encourage the student to ask and answer questions, to describe the ob-jects around, to understand the language spoken by the teacher in class.

AIMS

English language teaching for this age group aims:

• To transmit to children a beginning foundation of a foreign language, giv-ing them a “feel” for language as a means of communication

• To contribute to the multiple ways in which children are developing intel-lectual, physical, emotional and linguistic skills

• To enable students to listen and understand, reproduce and create some simple u�ers in the foreign language

• To create an environment in which students are eager to listen to the teacher’s English and respond appropriately, ask and answer questions and describe objectives in their immediate environment.

34

2. Overall objectivesLanguage competences

• Listening - The student reacts through physical actions towards the instructions and

actions of the teacher; - The students understand short texts illustrated through pictures, draw-

ings or gestures of the teacher. - The student listens and understands simple sentences, stated slowly and

clearly. - The student identifies various objects when their names are articulated.

• Speaking - The student articulates simple words or word groups while being sup-

ported by audiovisual aids; - The asks simple questions and gives simple answers to what he/she

hears or sees, while expressing his own wishes, feelings and preferences.

• Reading - The student understands short texts which include words and expres-

sions familiar to the student; - The student indicates that he/she understands short dialogues composed

of simple vocabulary.

• Writing - The student copies words and expressions which he/she is familiar with; - The student labels objects around him/her - The student is able to discern and choose the suitable word or words in a

list to fill in the blanks in a sentence.

The teacher uses the competencies to assess student’s knowledge. He/she will use his findings to tailor the teaching process based on the students’ needs.

35

3. Objectives by chaptersChapter 1 By the end of this chapter the students will be able: - To read and comprehend the texts. - To learn and use vocabulary. (28 words) - To greet each other, ask about name and health - To copy and write short simple sentences. - To take part in brief, prepared dialogues. - To do exercises in the activity book.

Chapter 2By the end of this chapter the students will be able: - To read and comprehend the texts. - To learn and use vocabulary.(32 words) - To ask & answer about name and age - To copy and write short simple sentences. - To take part in brief, prepared dialogues. - To do exercises in the activity book.

Chapter 3 By the end of this chapter the students will be able: - To read and comprehend the texts. - To learn and use vocabulary.(27 words) - To ask & answer about professions and countries - To copy and write short simple sentences. - To take part in brief, prepared dialogues. - To do exercises in the activity book.

Chapter 4By the end of this chapter the students will be able: - To read and comprehend the texts. - To learn and use vocabulary.(34 words) - To speak about school things, about their classroom, and the clothes. - To practice and use this-that - To copy and write short simple sentences. - To take part in brief, prepared dialogues. - To do exercises in the activity book.

36

Chapter 5By the end of this chapter the students will be able: - To read and comprehend the texts. - To learn and use vocabulary.(32 words) - To speak about colours, animals, and the clothes. - To practice and use There is/ there are/ how many - To copy and write short simple sentences. - To take part in brief, prepared dialogues. - To do exercises in the activity book.

Chapter 6By the end of this chapter the students will be able: - To read and comprehend the texts. - To learn and use vocabulary.(29 words) - To speak about their bedroom - To practice and use the questions “Where is/are? - To practice and use the prepositions “in, on, under, next to” - To copy and write short simple sentences. - To take part in brief, prepared dialogues. - To do exercises in the activity book.

Chapter 7By the end of this chapter the students will be able: - To read and comprehend the texts. - To learn and use vocabulary.(43 words) - To speak about numbers, their body, fruits & vegetables - To practice and use Yes/No questions - To copy and write short simple sentences. - To take part in brief, prepared dialogues. - To do exercises in the activity book.

Chapter 8By the end of this chapter the students will be able: - To read and comprehend the texts. - To learn and use vocabulary.(29words) - To speak about their close friend - To practice and use Have/Has got & Can I have a…? - To copy and write short simple sentences. - To take part in brief, prepared dialogues. - To do exercises in the activity book.

37

4. Analytical structure of the course

STRUCTURE: 35 weeks x 2 hours = 70 hours

1 Oral Course ................................................................8 hours 2 Communication and culture education ................30 hours 3 Grammar education ..................................................28 hours 4 Wri�en tests ................................................................2 hours 5 Free classes .................................................................2 hours

No Chapter Objectives for each chapter

Topic Resource material

Visual aids

1

I

The pupil should be able to: - To learn the English alphabet. - To learn how to articulate simple words or word groups.

1 Oral course The English Alphabet The book table 2 Oral course Imperatives The book Some

pictures 3 Oral course This\ that. Classroom

objects The book Some

pictures 4 Oral course Numbers 1-10 The book Some

pictures 5 Oral course Colours The book Some

pictures 6 Oral course Parts of the body The book Some

pictures 7 Oral course Clothes The book Some

pictures 8 Oral course The book Some

pictures 2

II

- Read & comprehend the text. - Learn & use vocabulary (28 words) - Greet each other, ask about name & health - copy & write short simple Sentences. - Take part in brief, prepared dialogues. - Do exercises in the AB

9 Item one Greetings SB & AB Pictures 10 Item one Read/Rhyme/Exercise SB & AB Some

pictures 11 Item two What’s your\his\her

name? SB & AB Pictures

12 Item two Lang. puzzle/Read/Song. Exercise

SB & AB Some pictures

13 Item three How are you? SB & AB Pictures 14 Item three Lang. puzzle/Read/

Rhyme/ Exercise SB & AB

Some pictures

15 Revision 1

Exercises SB & AB

Different pictures

3

III

- Read & comprehend the text. - Learn & use vocabulary (32 words) - Ask & answer about name and age - Copy & write short simple sentences. -Take part in brief, prepared dialogues. - Do exercises in the AB

16 Item four Who are you? SB & AB

Pictures

17 Item four Lang. puzzle/Practice /Rhyme/ Ex.

SB & AB

Some pictures

18 Item five How old are you? SB & AB

Pictures

19 Item five Lang. puzzle/Ex /Read/Song/

SB & AB

Some pictures

20 Item six Who is he \she? SB & AB

Pictures

21 Item six Lang. puzzle/ Read/Song/ Ex.

SB & AB

Some pictures

22 Item seven

How old is he\she? SB & AB

Pictures

23 Item seven

Lang. puzzle/ Read/Song/ Ex.

SB & AB

Some pictures

24 Revision 2

Exercises SB & AB

Different pictures

4

IV

- Read & comprehend the text. - Learn & use vocabulary (27 words) - Ask & answer about professions and countries - Copy & write short simple sentences. - Take part in brief, prepared dialogues. - Do exercises in the AB

25 Item eight What are you? SB & AB

Pictures

26 Item eight Lang. puzzle/ Read/Song/ Ex.

SB & AB

Some pictures

27 Item nine What is he\she? SB & AB

Pictures

28 Item nine Lang. puzzle/ Practice/Ex.

SB & AB

Some pictures

29 Item ten Where are you from? SB & AB

Pictures

30 Item ten The flag game/Rhyme/ Exercises

SB & AB

Some pictures

31 Revision 3 Exercises SB & AB

Different pictures

32 Written test 1

5

V

- Read & comprehend the text. - Learn & use vocabulary (34 words) - Speak about school things, about classroom, and clothes. -Practice and use this-that - Copy & write short simple sentences. - Take part in brief, prepared dialogues. - Do exercises in the AB

33 Item eleven

What is this? SB & AB

Pictures

34 Item eleven

Lang. puzzle/Game/ Exercises.

SB & AB

Some pictures

35 Item twelve

This is my classroom SB & AB

Pictures

36 Item twelve

Lang. puzzle. Exercises SB & AB

Some pictures

37 Item thirteen

What is that? SB & AB

Pictures

38 Item thirteen

Lang. puzzle/Read/Rhyme/ Ex.

SB & AB

Some pictures


Different pictures

6

VI

- Read & comprehend the text. - Learn & use vocabulary (29 words) - Speak about colours, and clothes, -Practice and use there is a/an….Is there a/an…? -Practice there are../ are there..? How many…? - Copy & write short simple sentences. - Take part in brief, prepared dialogues. - Do exercises in the AB

40 Item fourteen

What colour is it? SB & AB

Pictures

41 Item fourteen

Lang. puzzle/ Chain game /Song/ Exercices

SB & AB

Some pictures

42 Item fifteen

There is… SB & AB

Some pictures

43 Item fifteen

Lang. puzzle/In the zoo//Rhyme/Ex

SB & AB

Pictures

44 Item sixteen There are… SB & AB

Some pictures

45 Item sixteen

Lang. puzzle/Picture game/Song/

SB & AB

Different pictures

46 Revision 5 Exercises SB Pictures 7

VII

- Read & comprehend the text. - Learn & use vocabulary (29 words) - Speak about the bedroom. - Practice and use Where is/are? - Practice and use the preposition “ in, on, under, next to”. - Copy & write short simple sentences. - Take part in brief, prepared dialogues. - Do exercises in the AB

47 Item seventeen

Where is …? SB & AB Pictures

48 Item seventeen

Lang. puzzle/Rhyme/ Exercises.


49 Item eighteen

Where are the…? SB & AB Pictures

50 Item eighteen

Lang. puzzle/Song/ Exercises


51 Item nineteen

My bedroom SB & AB Pictures

52 Item nineteen



53 Revision 6 Exercises SB & AB Different pictures

8

VIII

- Read & comprehend the text. - Learn & use vocabulary (43 words) - Speak about numbers/ body/ fruits & vegetables. - Practice and use Yes / No questions. - Copy & write short simple sentences. - Take part in brief, prepared dialogues. - Do exercises in the AB

54 Item twenty

Numbers 11-20 SB & AB Pictures

55 Item twenty

Lang. puzzle/Guess game/Rhyme


56 Item twenty one

Face and body SB & AB Pictures

57 Item twenty one



58 Item twenty two

Fruits and vegetables SB & AB Pictures

59 Item twenty two

Lang. puzzle/Rhyme SB & AB Some pictures


9

IX

- Read & comprehend the text. - Learn & use vocabulary (29 words) - Speak about close friends - Practice and use the questions Have / Has Got & Can I have a…? - Copy & write short simple sentences. - Take part in brief, prepared dialogues. - Do exercises in the AB

61 Item twenty three

Have got\Has got SB & AB Pictures


Lang. puzzle/Game/Rhyme/ Ex.


63 Item twenty four

My friend SB & AB Pictures, photos

64 Item twenty four



65 Item twenty five

Can I have a…? SB & AB Pictures, flashcards

66 Item twenty five




68 Written test 2

69 Free class Making puppets (craft activity)

Young learners’ book

Coloured pencils, scissors, paper, pens

70 Free class School activity

38



Visual aids

1

I










pictures 2

II









Some pictures

15 Revision 1

Exercises SB & AB

Different pictures

3

III



Pictures


SB & AB

Some pictures


Pictures


SB & AB

Some pictures


Pictures


SB & AB

Some pictures

22 Item seven


Pictures

23 Item seven


SB & AB

Some pictures

24 Revision 2

Exercises SB & AB

Different pictures

4

IV



Pictures


SB & AB

Some pictures


Pictures


SB & AB

Some pictures


Pictures


SB & AB

Some pictures


Different pictures

32 Written test 1

5

V


33 Item eleven


Pictures

34 Item eleven


SB & AB

Some pictures

35 Item twelve


Pictures

36 Item twelve


Some pictures

37 Item thirteen


Pictures

38 Item thirteen


SB & AB

Some pictures


Different pictures

6

VI


40 Item fourteen


Pictures

41 Item fourteen


SB & AB

Some pictures

42 Item fifteen

There is… SB & AB

Some pictures

43 Item fifteen


SB & AB

Pictures


Some pictures

45 Item sixteen


SB & AB

Different pictures


VII


47 Item seventeen


48 Item seventeen



49 Item eighteen


50 Item eighteen



51 Item nineteen


52 Item nineteen




8

VIII


54 Item twenty


55 Item twenty



56 Item twenty one


57 Item twenty one



58 Item twenty two


59 Item twenty two



9

IX







63 Item twenty four


64 Item twenty four



65 Item twenty five


66 Item twenty five




68 Written test 2





39



Visual aids

1

I










pictures 2

II









Some pictures

15 Revision 1

Exercises SB & AB

Different pictures

3

III



Pictures


SB & AB

Some pictures


Pictures


SB & AB

Some pictures


Pictures


SB & AB

Some pictures

22 Item seven


Pictures

23 Item seven


SB & AB

Some pictures

24 Revision 2

Exercises SB & AB

Different pictures

4

IV



Pictures


SB & AB

Some pictures


Pictures


SB & AB

Some pictures


Pictures


SB & AB

Some pictures


Different pictures

32 Written test 1

5

V


33 Item eleven


Pictures

34 Item eleven


SB & AB

Some pictures

35 Item twelve


Pictures

36 Item twelve


Some pictures

37 Item thirteen


Pictures

38 Item thirteen


SB & AB

Some pictures


Different pictures

6

VI


40 Item fourteen


Pictures

41 Item fourteen


SB & AB

Some pictures

42 Item fifteen

There is… SB & AB

Some pictures

43 Item fifteen


SB & AB

Pictures


Some pictures

45 Item sixteen


SB & AB

Different pictures


VII


47 Item seventeen


48 Item seventeen



49 Item eighteen


50 Item eighteen



51 Item nineteen


52 Item nineteen




8

VIII


54 Item twenty


55 Item twenty



56 Item twenty one


57 Item twenty one



58 Item twenty two


59 Item twenty two



9

IX







63 Item twenty four


64 Item twenty four



65 Item twenty five


66 Item twenty five




68 Written test 2





40



Visual aids

1

I










pictures 2

II









Some pictures

15 Revision 1

Exercises SB & AB

Different pictures

3

III



Pictures


SB & AB

Some pictures


Pictures


SB & AB

Some pictures


Pictures


SB & AB

Some pictures

22 Item seven


Pictures

23 Item seven


SB & AB

Some pictures

24 Revision 2

Exercises SB & AB

Different pictures

4

IV



Pictures


SB & AB

Some pictures


Pictures


SB & AB

Some pictures


Pictures


SB & AB

Some pictures


Different pictures

32 Written test 1

5

V


33 Item eleven


Pictures

34 Item eleven


SB & AB

Some pictures

35 Item twelve


Pictures

36 Item twelve


Some pictures

37 Item thirteen


Pictures

38 Item thirteen


SB & AB

Some pictures


Different pictures

6

VI


40 Item fourteen


Pictures

41 Item fourteen


SB & AB

Some pictures

42 Item fifteen

There is… SB & AB

Some pictures

43 Item fifteen


SB & AB

Pictures


Some pictures

45 Item sixteen


SB & AB

Different pictures


VII


47 Item seventeen


48 Item seventeen



49 Item eighteen


50 Item eighteen



51 Item nineteen


52 Item nineteen




8

VIII


54 Item twenty


55 Item twenty



56 Item twenty one


57 Item twenty one



58 Item twenty two


59 Item twenty two



9

IX







63 Item twenty four


64 Item twenty four



65 Item twenty five


66 Item twenty five




68 Written test 2





41



Visual aids

1

I










pictures 2

II









Some pictures

15 Revision 1

Exercises SB & AB

Different pictures

3

III



Pictures


SB & AB

Some pictures


Pictures


SB & AB

Some pictures


Pictures


SB & AB

Some pictures

22 Item seven


Pictures

23 Item seven


SB & AB

Some pictures

24 Revision 2

Exercises SB & AB

Different pictures

4

IV



Pictures


SB & AB

Some pictures


Pictures


SB & AB

Some pictures


Pictures


SB & AB

Some pictures


Different pictures

32 Written test 1

5

V


33 Item eleven


Pictures

34 Item eleven


SB & AB

Some pictures

35 Item twelve


Pictures

36 Item twelve


Some pictures

37 Item thirteen


Pictures

38 Item thirteen


SB & AB

Some pictures


Different pictures

6

VI


40 Item fourteen


Pictures

41 Item fourteen


SB & AB

Some pictures

42 Item fifteen

There is… SB & AB

Some pictures

43 Item fifteen


SB & AB

Pictures


Some pictures

45 Item sixteen


SB & AB

Different pictures


VII


47 Item seventeen


48 Item seventeen



49 Item eighteen


50 Item eighteen



51 Item nineteen


52 Item nineteen




8

VIII


54 Item twenty


55 Item twenty



56 Item twenty one


57 Item twenty one



58 Item twenty two


59 Item twenty two



9

IX







63 Item twenty four


64 Item twenty four



65 Item twenty five


66 Item twenty five




68 Written test 2





42



Visual aids

1

I










pictures 2

II









Some pictures

15 Revision 1

Exercises SB & AB

Different pictures

3

III



Pictures


SB & AB

Some pictures


Pictures


SB & AB

Some pictures


Pictures


SB & AB

Some pictures

22 Item seven


Pictures

23 Item seven


SB & AB

Some pictures

24 Revision 2

Exercises SB & AB

Different pictures

4

IV



Pictures


SB & AB

Some pictures


Pictures


SB & AB

Some pictures


Pictures


SB & AB

Some pictures


Different pictures

32 Written test 1

5

V


33 Item eleven


Pictures

34 Item eleven


SB & AB

Some pictures

35 Item twelve


Pictures

36 Item twelve


Some pictures

37 Item thirteen


Pictures

38 Item thirteen


SB & AB

Some pictures


Different pictures

6

VI


40 Item fourteen


Pictures

41 Item fourteen


SB & AB

Some pictures

42 Item fifteen

There is… SB & AB

Some pictures

43 Item fifteen


SB & AB

Pictures


Some pictures

45 Item sixteen


SB & AB

Different pictures


VII


47 Item seventeen


48 Item seventeen



49 Item eighteen


50 Item eighteen



51 Item nineteen


52 Item nineteen




8

VIII


54 Item twenty


55 Item twenty



56 Item twenty one


57 Item twenty one



58 Item twenty two


59 Item twenty two



9

IX







63 Item twenty four


64 Item twenty four



65 Item twenty five


66 Item twenty five




68 Written test 2





43

5. Oral CourseDuring the oral course (8 periods) the students will learn:

1. English alphabet2. Imperatives3. This/that classroom objects 4. Numbers 1-105. Colours6. Parts of the body7. Clothes8. Toys.

Introducing yourself and teaching children to introduce themselves

Begin the lesson by saying Hello! to different pupils. Get them to reply Good morning.Point to pairs of pupils. They say Hello! to each other.Point to yourself and say “I’m __________ (using your name). If a puppet is available, make is say Hello! to different pupils. They replySay Hello! I’m __________ to pupils. Prompt them to reply Hello! I’m __________.If using a puppet give it a name and make it say Hello I’m _________ to the dif-ferent pupils. They reply.Get pairs of pupils to come out and say Hello! I’m ______ to each other, and shake hands. Point to yourself and say I’m a teacher.

Class 1 – The English alphabet

• Once you enter the classroom you first introduce yourself in Albanian and English. Say “Une jam mesuesja e gjuhes anglaze. (I’m your English teach-er). Une quhem ___/My name is _______.

• Ask students whether they know any English word. ”A dini ndonje �ale ne gjuhen angleze?” If students don’t know any English word ask them “Po ne ndonje gjuhe tjeter te huaj?” How about words in some other foreign lan-guage?” If they do write words on the chalkboard using chalk with differ-ent colours. Children this age like colours.

44

• Then continue showing students the British, American, Canadian flags or a map of these countries and ask: “A e dini cilat jane disa nga vendet ku flitet gjuha angleze? If students are not able to answer, then use the objects and gives the answer himself both in English and in Albanian. “ Angli-England etc.” in order to encourage them about English language learning.

• Ask all students or individual students “Pse te pelqen ty te mesosh gjuhen angleze? – Why do you like to learn English? Listen to the answers a�en-tively and encourage them by using the words “Bukur - Great; Shume mire - Very good; Te lumte - Well done, etc.

This activity is carried out in no more than 7 minutes with all students participat-ing in the discussion.

Then introduce the textbook Up the Ladder. In Albanian, explain in about three minutes the meaning of the title while pointing to the cover of the book. Then, briefly talk about the course and that they will first start with the oral course.

Introduce the topic for the day and writes the word Alfabeti – The Alphabet on the chalkboard. Then asks students: “Sa shkronja ka alfabeti i gjuhes shqipe?” and instruct them to look at the English alphabet in the book. Allow the students for two to three minutes and then ask them: “Sa shkronja ka alfabeti i gjuhes an-gleze? Wait for the students’ answer and write the accurate answer on the chalk-board.

Read the alphabet in English slowly. Then read a bit more quickly. Then, read the first le�er and the students repeat a�er you. Then, ask the students to split up in groups and to articulate the first le�er of the alphabet. Then ask the student to practice the le�ers in pairs. Pay a�ention to the pronouncation.

Monitor the activity by walking closely to the groups and pairs and helping them out if they have any difficulty with the pronouncation of the le�ers of the alpha-bet.

Play the alphabet game to reinforce. Divide students in groups. Each group called „the Rabbit group“ having the le�ers A, B, C, D, E, F. The second group is „The flower Group“ having the le�ers H, I, J, K, L, M, etc. Ask the flower group members and they will each start pronouncing their let-ters.Sing the alphabet song. Children learn songs very quickly.

45

Class 2 - Imperatives

Students must learn and remember two words draw and write and be able to dis-criminate between them. They must also understand and follow instructions you use during your lesson. Use English in the classroom as o�en as possible. Use simpler classroom instructions consistently, and the pupils will soon become fa-miliar with them. Teach one or two new instructions each time. Usually gestures, or repeated use in context, will make the meaning clear. Here are some classroom language expressions that you may use:

Stand up. / Sit down. / Come here, please. / Go to your seat. / Open your books./ Close your books. / Listen. / Repeat. / Good. / Very good. / Good boy/girl.You say it. / Quiet, please. / Pencils down. / Hands up. / Hands down. / Read./ Write.Draw. / Go to _____. / Give me ______. / Show me _______. / Point to ________.Together / Everyone. / Hello. / Goodbye. / Thank you. / Come in. / Go out. /Open/Shut the door/window, please. / Hold this, please. Children must also learn the verb give matched with the word me and with their friend’s names. Also the MAGIC words PLEASE and THANK YOU MUST be learned. This helps introduce a good communication ethics among students and with their teacher in the classroom.

Example:Se�ing: On the table there are a number of objects, different colours and differ-

ent quantity)Teacher: Alba, give me two red apples. (Alba selects the two red apples and

gives them to the teacher.)Teacher: Thank you, Alba.Then you have children interact in the following way:Teacher: Alba, give Migena four green apples. (Alba selects four green apples

and gives them to Migena who says “Thank you”You should insist on the use of words “Please” and “Thank you”.

Note to the teacher: This approach is also slightly grammar based as it gives im-plicit rules about the plurals and position of adjectives, while using them in a natural way.

46

Class 3 – This/That - Classroom objects

Put some objects (a book, a pen, a pencil, a bag, a ruler, a rubber etc.) on the table. Ask pupils to look at the objects and teach each word saying THIS / THAT IS A …Ask individual pupils to repeat the word and the sentence, using the objects as prompts.You may divide the class into four or six groups. Distribute objects to each group. Each pupil in the group has a personal item and takes turns to say THIS IS A …Other pupils of the other group say: YES, THAT IS A … OrPoint to classroom objects that are near you and say “This is a/an …” Repeat the language structure several times. Let the students repeat them a�er you. When you understand that the students feel comfortable using the new language struc-ture, begin by pointing to other objects that are not near you by saying “That is a/an …”

At the next stage ask each individual student to point to objects which are near or far from the student using both structures “This is a/an …” and “That is a/an …”

Class 4 - Numbers

Show flash cards containing numbers and have children repeat them a�er you. Then keep silent and have the children repeat the numbers while you flash the cards. Small groups of numbers (e.g. 1 to 4 in the first lesson, then increasing li�le by li�le up to 10 in the later lessons) are shown, acquired, and then checked in each lesson. They should be checked going first forward, then backwards, then ins scrambled order, so the children are not just repeating by heart.

Another way to check their knowledge of numbers is by supplying the children with sheets of papers where dots, corresponding to numbers, will form a simple picture when united. You say the numbers aloud and if the students draws the lines connecting the dots correctly, the picture will emerge.

You can show objects that students already know and link them with the num-bers and colours, like this : banana – one banana

47

Class 5 - Colours

Show coloured flash cards while you say aloud the names of colours. Then the students will say the names of colours while you silently flash the cards.

Their knowledge of the words for colours can also be checked by bingo cards. Each student has two or more cards with different colours on them. The names of the colours will be said aloud and the one who has completed his/her bingo cards is the winner

Note: You will need to explain the game in Albanian in order for the students to fully understand the game instructions.

You can show objects that students already know and link them with the num-bers and colours, like this: banana – one banana, one green banana. (red apple, etc.).This allows you to review vocabulary students have already learned.

Class 6 – Parts of the body

Show pupils the picture of a body or draw a boy’s or girl’s body on a large piece of paper so that the pupils can see it clearly and teach them the parts of body. Ask the pupils to repeat the words individually or in chorus. The song Head and shoulder. Listen to the song and practice doing the action yourself. There are some general guidelines for teaching songs in class.1. Play or sing the song once or twice with the pupils just listening, so that

they begin to absorb the tune and the rhythm.2. Play or sing the song again and ask them to clap the rhythm.3. Ask them to join the action with you.4. Ask them if they can tell you what the song means from the actions5. Explain anything they do not understand.6. Play the song again. The pupils join in with the actions, and sing along with

the words if they wish. Listening and doing actions is the best way to exploit traditional songs

where the words are o�en difficult to understand. The actions keep the pupils interested and give them a reason for listening

The pupils may want to sing the words too. This is fine if they want to, but DO NOT force them if they are not ready.

48

ActivitySnowman cra� activityMake a paper doll of a snowman to show students and say Let’s make paper dolls! Put students in pairs and distribute some materials, e.g. paper, scissors, glue, crayons, yarn, bu�ons, sticks, etc. While students are working, the teacher asks individual students about the body parts, e.g. What’s this? Show me his (arms) etc. As students work, the teacher encourages students to talk to each other, e.g. Do you want to make his eyes?

Class 7 - Clothes

Teach words for clothes by pointing to different items of clothing which you or your pupils are wearing: This is a …What is this? What colour is it? Ask the pu-pils to repeat the words individually or in chorus. • Draw two or three stick figures on the board and give each one a name:

Tom, Mary etc.• Describe what the figures are wearing. Tom is wearing … , Mary is wearing

…• Ask someone to come and draw the items of clothing onto the correct fig-

ure. Ask the rest of the class if the drawing is correct.• Choose one character and describe him/her: She is wearing a red skirt and

white blouse. • Pupils guess the character you are describing.• Choose three or four boys to come the front. Describe one of them to the

class, e.g. He is wearing blue jeans and red T-shirt• Pupils guess who he is. Describe some of the other boys in the same way.

Then repeat with three or four girls.

Class 8 - Toys

Bring toys in the classroom or draw toys on the board or on a large piece of paper so that the pupils can see it clearly and teach them to the pupils. Ask the pupils to repeat the words individually or in chorus. • Give a piece of paper to each pupil.• Explain that you are going to tell them in English the name of toys; ex. bike,

ball etc. The pupils must draw the item.• Practice the activity with just one of the pupils. Check that the class under-

stands what to do. • Tell them they should listen first and then draw. • Ask the pupils to repeat the words several times.

49

6. NEW ITEMSItem 1 - Greetings

Begin the lesson by saying Good morning! Several times prompt the class to re-ply.Say Good morning (using pupil’s names) to individual pupils. Prompt them to replyAsk pairs of pupils to come to the front of the class and say Good morning! to each other.Use a puppet or a Teddy bear (if available) and make is say Good morning! to different pupils. They reply.The Teddy Bear says Good morning! I’m __________ to pupils. Prompt them to reply Good morning! I’m __________.Get pairs of pupils to come out and say Good morning! I’m ______ to each other, and shake hands.

Note: If the lesson is taught in the a�ernoon, replace morning by a�ernoon. Or, to teach the greetings “Good a�ernoon” or “Good evening” you may use a clock so that the children will look at the time, prepare a sun or moon with card-board to and put it on the wall somewhere in the classroom.

When you leave the classroom simply say “Good bye” and the children will im-mediately understand what that means.

Game: Blind greetings. This is a very good way of practicing exchanges like these:

Good morning _________.Good morning _________. How are you?Fine, thanks. How are you?I’m very well, thank you.

Pupils take it in turn to stand in front of the class. They may be blindfolded or they may stand with their back to the class, which is much quicker. Members of the class greet them, as above. The child in front has to guess the name of the child who spoke and use the name, for example Good morning, Samuel. If correct, the pupil who spoke comes to the front and takes over.

50

Item 2 – What’s your/his/her name?

1. Point to yourself and say My name’s ____________ Repeat several times. 2. Point to individual student and say “My name is …. Then ask pupils What’s

your name, please? (Linda)3. Prompt pupils to say My name’s ___________. Go around the class.

When you feel the students have had enough practice with the above, introduce “His name is …” directly a�er a boy has responded, saying to the class: “My name is ….; His name is …”Work with more boys, have the class repeat the sentence “His name’s …”Then introduce and practice “Her name is …” in the same way.Finally say “What’s his name?; answer the question yourself. Write the question on the board. Point to a student, ask the question; let the class respond in chorus. Write His name’s … on the board. Use the same steps for What’s her name?

Note: remind the pupils to use the word PLEASE.

Item 3 – How are you?

1. Act the parts of two people. Move from one side of the class and change your voice as you change to the other person, and say:

A: Good morning, _______________B: Good morning, _______. How are you?A: Fine, thanks. How are you?B: Fine, thanks.

Note: If two puppets are available, make them do the greetings instead of your-self.

2. Ask the class to repeat each line a�er you. 3. Then divide the class in half, and ask half the class to greet the other half.4. Greet individual pupils, using the dialogue above.5. Pairs of pupils come to the front of the class, wave at each other and greet

each other in this way.6. Illustrate morning and a�ernoon, using a teaching clock or by drawing

clocks on the blackboard. You may also refer to the picture in the Pupil’s book. Explain that a�ernoon is a�er 12 o’clock.

7. Repeat the steps above to teach Good evening, and Good night. Show the

51

time on the clock or draw the curtains to make the classroom se�ing look darker, referring to the teaching clock at the same time.

Item 4 – Who are you?

1. Point to yourself and say I am Ann2. Ask pupils Who are you? I’m ______3. Prompt pupils to say I am _______. Who are you? Go around the class.4. Ask pairs of pupils to come to the front of the class and ask: Who are you?

How are you? to each other.Then go on with listening to the tape or read the text by yourself.

Item 5 – How old are you?

1. Point to yourself and say My name’s ____________2. Ask pupils What’s your name, please? (Elda)3. Prompt pupils to say My name’s ___________. Go around the class.4. Ask pupils How old are you? Prompt their answer. I’m seven/eight, etc.

(Look interested in their replies.)5. Tell a pupil Stand up, please. How old are you? Prompt their answer. I’m

seven/eight, etc. (Look interested in their replies.)

Note: remind the pupils to use the word PLEASE.

Then ask students to have a number which indicates their age. Then ask each individual student T: “How old are you?” S: I’m tenT: How old are you?S: I’m nine, etc.

Then ask students to practice in front of the class. Pay special a�ention to the intonation and stress.

Introduce and teach, if necessary YES and NO. Ask several students “Are you ten? Write the question on the board. A�er several exchanges with just YES and NO, expand the answers to YES, I am/No, I’m not. Write on board. Ask other students: Are you (nine) or (ten)? Write the question and responses (I’m …) on the board.

Blindfold Question Game1) Put students in a circle, with one student blindfolded standing in the mid-

dle. 2) Turn the student around a few times. 3) Tell the student to point at the person in front of him/her and ask the ques-

tion, “How old are you?”

52

4) A�er the reply, the blindfolded student must guess the name of the student she/he is talking to.

Item 6 – Who is he/she?1. Point to different pupils and say He is ____. She is _____.2. Ask pupils Who is he/she?3. Prompt pupils to say Who is he/she? He/She is _______. Go around the

class.4. Ask pairs of pupils to come to the front of the class and ask: Who is he/she?

to each other.Then go on with listening to the tape or read the text by yourself.Game: Ask one pupil to come in front of the class (Pupil A) . Blindfold him. Then ask another student (B) to come close to him/her and ask him to touch the head and body of his friend. You then ask the blindfolded pupil who he/she is Who is he/she? Then the pupil will say He/she is _____________ (name of the pupil). If he/she finds the right person, then the whole class will give a clap. Game: Ask one pupil to come in front of the class (Pupil A) . Blindfold him. Then ask another student (B) to come close to him/her and ask him to touch the head and body of his friend. You then ask the blindfolded pupil who he/she is Who is he/she? Then the pupil will say He/she is _____________ (name of the pupil). If he/she finds the right person then the whole class will give a clap.

Item 7 – How old is he/she?1. Point to yourself and say My name’s ____________2. Ask pupils What’s your name, please? (Sokol)3. Prompt pupils to say My name’s ___________. Go around the class.4. Tell a pupil Stand up, please. Ask What’s your name and How old are you?

Prompt their answer. My name is _________ I’m seven/eight, etc. (Look interested in their replies.)

5. Point to the pupils and say He’s six, She’s eight. If you forget an age, ask the pupil. How old are you?

6. Emphasize the he/she distinction. Point to boys and say he, and to girls and say she.

7. Tell the pupils they are going to fill in the chart on the blackboard. Each pu-pils will go and fill in the chart. Each can use the colour of his own choos-ing.

Note: Make sure that you keep this in order by asking pupils to come individu-ally in order to avoid confusion.

Name Boy Girl Age Amy X 8 Tom X 7 8. Pupils can talk about each other’s age and say: Example: Amy is eight.

53

Item 8 – What are you? (boy, girl)

Start by asking one student What are you? Then, give the answer yourself “You’re a student/pupil.”Repeat this several times with students.

1. Point to yourself and say I am Ann. I am a teacher.2. Ask pupils Who are you? I’m ______. What are you? I am ______ .3. Prompt pupils to say I am _______. What are you? Go around the class.4. Ask pairs of pupils to come to the front of the class and practice some

simple short dialogues with each other, using the material learned up to now. (greet, name, age)

Then go on with listening to the tape or read the text by yourself.

Item 9 – What is he/she?

Start by asking one student What are you? Then give the answer yourself “You’re a student/pupil.” Repeat this several times with students. Then ask several the students about the other students “What is he/she?” Students will reply “He is a student. She is a student.”

Go through the occupations illustrated in Item 9 or use the wall charts. Ask the students to point to them and name the occupations. Then ask the stu-dents in turn to name one at a time.Ask the students to mime the occupation that you whisper to them. The rest of the class guesses which it is. Use all the occupations.Ask one or two pupils: What’s your father? (He’s a …)Note: Some of their father’s occupations will not fall into the categories learned. e. g. caretaker. You can tell these students the names of their father’s/mother’s oc-cupations. The other students put up their hands to guess what it is. Help them to ask Is he a _______? (Yes/No). When someone guesses correctly, he acts next.

Continue to play the miming game until everyone has had a turn.Read the lesson/dialogues in the textbook together with the students.Write the names of the occupations on the blackboard and ask the class to erad them. Then see if they can read them with their books shut. Point to one of the words and ask a pupil to read it and act it. Do the same for the other occupa-tions.

Read exercise …………..together and ask different pupils to answer.

54

Read exercise ……… together and tell them in pairs to ask their partners for the answers. Then ask them to tell you about their partners.Ask them for the answers to C.Read and pronounce the ER-words. The ER is unstressed in all of these words and is pronounced [ ].

Ask students to tell you the answers aloud and then do the exercise in their books. They can work in pairs. Go round helping.Ask them in pairs to decide which occupation belongs to each person.They then tell you the answers aloud, and then write them in their books.Remember that we say He’s a _________, but we write He is a ________.

1. Point to different boys and girs and say He/She is ______ . He/She is a teacher.

2. Ask pupils Who he/she is? He/She is ______. What he/she is? He/She is ______ .

3. Prompt pupils to say He/She is _______. What he/he is? Go around the class.

4. Ask pairs of pupils to come to the front of the class and practice some simple short dialogues with each other, using the material learned up to now. (greet, name, age)

5. Write a selection of words on the board (What, boy, pupil, name, fine, thanks, who, how etc.) Pupils look at them and try to make any questions they can from the words. Write these questions on the board.

6. Ask individual pupils the questions. Pupils then work in pairs, asking and answering the questions from the board.

Item 10 – Where are you from?1. Take flags of some different countries. Show them to the pupils, and teach

them what country they belong to. Ask the class to repeat each word a�er you.

2. Point to yourself and say I am from Albania. Where are you from? Practice the question and the answer with several pupils

3. Show them a poster with children from different countries. Each child has got a flag in the hand. Practice He is Antonio. He is from Italy. Where is he from?

4. Ask pairs of pupils to come to the front of the class and practice the ques-tion with each other.

GameShow the flags to the pupils, and tell them what country they belong to.Ask for a couple of volunteers to put them into sets.They should put the flags of the same country together to make a set. Each set have got three or more flags.Divide the pupils into groups of four. Give each group a piece of paper. They have to draw and colour any flag they like to.When all finish, ask one to collect and try to complete a set with flags belonging

55

to the same country. The first player to complete a set is the winner.

Sentence puzzlesChoose one sentence that the students have recently learned. Write out the words in a mixed up order on the board. Students work in pairs to find the correct order to make a complete sentence, then they raise their hands and tell the rest of the class or write the sentence in the correct order on the board. Repeat with other sentences.

Item 11 – What is this?

1. Teach the new words using real objects or flash cards. Touch/show each and say “This is a …. “ several times. (Or draw a sketch of an object if you can). Then ask the pupils “What is this?” Then say “This is a cup.”

2. Pupils repeat the word/s.3. Then continue with the words taking article an.4. Follow the instructions recommended for teaching new vocabulary (page

… ??? of this teacher’s guide)5. Going around the class, ask pupils to tell you the names of the objects

around the classroom (bag, pencil, pen, rubber, book, ruler, apple, orange, egg, ice-cream) or you have in the flash cards.

6. Write on the blackboard the articles A and AN, or have them on flashcards, BUT in different colours.

7. Then show individual flashcards or the real objects to the students and say them aloud. Have the pupils repeat them a�er you. Every time you say them point to A and An on the blackboard or show the flashcards with them one.

8. Then show one object and ask the children to say the word in English along with the relevant article.

9. In pairs the pupils touch each picture and say “This is a…/ this is an …”10. Tell the pupils they are going to play the guessing game. Arrange the ob-

jects on your desk and cover them with a cloth.11. Call out a pupil. Put his hands on the cloth over an object. Prompt him to

say “This is a / an __________. Li� up the cloth so the pupils can see if he is correct (Say Yes/No. Let all pupils have a turn. Keep moving the position of the objects under the cloth. They try to guess. Use all the objects. Then add some of the objects learnt in previous lessons.

Item 12 – This is my classroom

Revise names of the classroom object learned during the oral course.Draw a big classroom on the board or on a large piece of paper so that the pupils can see it clearly. Invite pupils to guess the objects in the classroom. As pupils find the names of the objects, write the word next to each object. Ask the pupils to repeat the words individually or in chorus.

56

Memory gameBegin a memory chain:This is my classroomThis is my classroom and this is my …Pupils continue adding words to the chain until a mistake is made.

Item 13 – What is that?

1. Play a guessing game. (Clothes words are learned during the oral course) Invite two pupils to the front of the class. They each choose a flashcard without showing it to the rest of the class. One pupil then stands at the back of the class and one at the front.

2. The class has to guess which cards they have got. Point to the pupils and ask the class: What’s this? What’s that?

3. Pupils take it in turns to ask: Is it a blouse/ a dress etc.? the two pupils with the cards answer: Yes or No.

4. When a pupil guesses correctly, he or she takes a flashcard and replaces the pupil whose card has been guessed.

5. Stress the use of THIS/ THAT. Elicit examples from the class.

Another gameOne child goes behind the blanket and the class all say this rhyme together â€“ quickly and rhythmically if possible.

What is it? What is it? What could it be? What is it? What is it? One two three.

It helps if the children clap on the ‘what’, ‘what’, ‘what’ and ‘be’ And on the ‘what’, ‘what’; ‘one’, and ‘three’.By the time the class reach ‘three’ the person behind the blanket MUST be stand-ing on their chosen card. A�er the class have pronounced the word three they are free to callout any possible word. Each class member can only call out one word but they can all call their words out together. There will be some noise! As soon as the child behind theblanket hears the correct word they jump out and all those who called out that word award themselves points (mass cheating no doubt, but I shouldn’t pay at-tention to it). The next child up to go behind the curtain heads over there while the class im-mediately start up the rhyme again. The pace should be fast and exciting with no time in betweenrounds.

You can replace the simple rhyme above with one that you make up, which may include the sentence or question structure you wish to practise, or it may be a rhyme with some vocabulary you would like to reinforce. Here is an example: Travel on a bus, Travel on a train. Ride on a bicycle, Fly in a plane.

57

When played well this game is really pre�y noisy and fun, and the children have a chance to repeat the same words over and over so they will remember them.

You might want to teach the rhyme in a previous lesson, and you can use it again in all sorts of other games. The first time you play start slowly, and pick up the pace as and when your class understand what is happening. When you play it again in future lessons â€“ using the same words if you are revising, or using a new set of words, you’ll findthat you can pick the pace up another notch.

Item 14 – What colour is it?

Listening and speaking

Begin the lesson by calling five children to the front to introduce themselves to the class saying “I‘m Ilir” etc.Then each student will hold a flashcard with a special colour. The teacher will then say” This is Ilir. He is student is blue.”, proceeding with the other students holding other colours.

Then continue by teaching the colour words. Use different objects with different colours. Hold up one apple and say “This is an apple. It’s red”. Then hold another red object and say this is a/an … It’s red”. Do this several times and repeat with other objects in different colours. Repeat this several times and ask the students if they can guess the meaning of other colours.Practice this by holding up coloured pencils and saying the colours. Prompt the class to repeat the words a�er you.

Tell the students to put their coloured pencils on their desks. Explain that you are going to say the names of the colours. They must listen carefully and hold up a pencil of the correct colour. Spend three or four minutes on this activity.

As the words are learned during the oral course we are going to give any activity connected with this theme.You can show objects that students already know and link them with the num-bers and colours, like this: banana – one banana, one green banana. (red, apple, etc.).This allows you to review vocabulary students have already learned.

Game:You may use a grid to make a simple coloured picture either using any picture, or one that fits the topic you want to revise.1. Draw a large grid on the board and write along sides of it the le�ers and

numbers you have chosen to practice.2. Say the le�er and number of one square and then invite a pupil to colour

it. For example: A2, violet. Do this a few times until the pupils have got the idea of the grid and you have build up a simple picture.

58

3. Give out empty grids and ask the pupils to copy the numbers and le�ers from the board. (you may also use squared paper.)

4. Call out the le�ers, numbers and colours of the squares in your picture, marking off the squares you have said. You will probably need to say all the squares two or three times to let the slower pupils catch up and so that all the pupils can check their work.

5. Finally ask the pupils what the picture shows. Then show them your pic-ture so they can see if they have got it right.

Vocabulary activityTell the children to look at the colours. Practice the colours by saying “Point to red”. Let one or two children come to the front of the class and give the same commands to the rest of the class. Then ask the class to read together the names of the colours under each picture and point to each word as they speak. Repeat this twice.

The children colour the words. They should use the words and colours. Walk round checking the work and make sure that all the children have finished.

Listening and speakingPlay a game with colours nd the classroom commands. Each child must choose one coloured pencil and hold it in his or her hand so that everyone can see it. They should use only the colours for which they know the English names. Give commands like this “Green, stand up. Blue, point to orange, etc. Let one or two children take it in turns to give the commands.

Item 15 – There is a…

1. While you begin the class and greet the pupils, show them a flash card with a dog and say This is a dog. There is a dog in this picture. Then continue with other flashcards containing a cat, horse, mouse, lion.

2. Have the pupils repeat the words and sentences a�er you.3. Then continue with the words elephant, apple, orange, egg, ice-cream by

saying This is an elephant. There is an elephant in this picture. Remind pu-pils of the use of the indefinite article A and AN.

4. Then put several objects on the table and cover them with a cloth. Ask one pupil to come to the desk and feel them and find out what the objects are by using the expression There is a / an … on the desk.

Item 16 – There are …

Teach the new pa�ern by using classroom objects. Clear the top of your desk, then put one book on it. Prompt the students to say There’s a book on the desk. Put several more books on the desk and say several times There are some books on the desk. Let the students repeat the sentences several times. Clear your desk again and repeat.

59

Ask a boy to stand next to the door. Point to him and say There’s a boy next to the door. Tell other boys to stand next to him and say There are some boys next to the door. The students should repeat the sentences several times. Repeat the same activity with girls, and promt the class to say There’s a girl next to the door. There are some girls next to the door.Practise reading with the sentences in the textbook.Give the students a few minutes to look at the pictures in the book and read the sentences. The students should point to the correct object or objects in the book as the read.

Grammar activityDraw a table on the blackboard. Ask the children to read the first sentence aloud and then according to their instructions. Repeat with the other sentences.Clean the board and draw another table. Choose a student to come to the front. Prompt the other students to tell him/her what to draw, using the pa�ers There’s a/an … There are some … on the table.

• Draw two empty zoos with some numbered empty rooms. Label these pic-tures A and B. Make a photocopy for each pupil.

• In pairs, each completes one drawing of the zoo with animal’s name. Pu-pilA draws on picture A, and pupil B draws on picture B.

• Pupil A dictates where animals are in picture A. For example: There’re two lions in number one room. Pupil B listens and draws two lions in number one room. Then they change roles for picture B.

• Pupils compare their pictures.

Item 17 – Where is the…?

1. While you begin the class and greet the children, put your bag on the table and ask the pupils Where is the bag? Say It’s on the table. Do the same with different objects.

2. Then, in the box put a pen, a rubber, a pencil, a ruler etc. Pretend to hunt for them (one by one). Say loudly Where is my pen? several times. Ask the children to search for them. Say, Oh, it’s in the box.

3. Leave the box on the table. Put the objects in/on/under/next to the box. Ask the question Where is the pen? Say It’s on the box. Do this several times and have the pupils repeat until you are sure they understand.

4. Then move objects and have pupils say “The ____ (object) is ___ (preposi-tion) the box.

5. Give pupils instructions. Put the pen in/on/under/next to the box/bag, etc. Do it with other objects too.

6. Ask the pupils to make a big cardboard car and a toy dog. As you position the dog then pupils repeat the words in/on/under/next to several times.

7. Play a variation game with other vocabulary that pupils know, but using the words in/on/under/next to.

60

Item 18 – Where are the …?

1. Ask for pairs of volunteers to come to the front of class. For the first pair, put one object (a book, a pen etc.) on the table and ask: Where is the …? It’s on the table.

2. Then put two or more objects (books, pens etc.) on/ in/ under/ next to the table and ask: Where are the …? They’re on the table.

3. Use two or more pairs to demonstrate.

Item 19 – My bedroom

1. Read the title of the lesson and explain the word bedroom. 2. Show pupils a picture of a bedroom and tell them the objects of it.3. Revise words by pointing to different objects in the picture. 4. Pupils repeat the words in group or individually.

Activity1. Draw a simple bedroom with furniture in the top half of a sheet of paper.

Repeat the drawing in the bo�om half. Make a photocopy for each pupil. 2. Pupils work in pairs. They agree on five objects to draw in the bedrooms.

They both draw these objects in the top bedroom.3. Pupil A describes to pupil B where each objects is. Pupil b draws the object

in the correct place in the second bedroom. 4. Then pupil B describes the bedroom he or she has drawn, and pupil A re-

produces this on the second bedroom outline.

Item 20 – Numbers 11-20

1. Count to ten with the class. Show pictures with different objects in different numbers and ask the class How many ______________ are here? Give each pair of children a picture. Tell the pupils to work in pairs and to count them in English. Ask them for the answers.

2. Revise the numbers using different numbers of objects that pupils already know.

3. Write numerals on the blackboard for the pupils to read. Revise the words for the numbers by using flashcards or by writing them on the blackboard.

4. Tell the pupils to do the sums, writing the numerals and the words.

61

Item 21 – Face and body

1. Draw a large picture on the blackboard. Draw the head, point to it and say head. Do the same with nose, eye, ear, hair, face, neck, arm, leg, finger, foot and other parts.

2. The pupils repeat the words.3. Start a new picture. Call out one pupil at a time, give him the chalk and say

the name of one part of the body. He draws it. Continue until the picture is finished.

4. Point to your head and say This is my head. Do the same for the other parts of the body. The pupils repeat the actions and the words. They must all point to their own heads when they say my head.

5. Going around the class the pupils in turn name parts of their body. Point to you head. The first pupil touches his head and says This is my head. Con-tinue round the class pointing to different parts of the body.

6. Hold up a card e.g. head and ask a pupil to draw it. Continue until the pic-ture is finished

7. Draw a person on the blackboard. Teach the pupils to read the words using flash cards, and ask them to match the cards with the picture, or write the words on the blackboard and join them to the pictures with arrows. Ask the class and individual pupils to read them.

8. Tell the pupils that they are going to play a game. The first pupil points to a body part and says This is my arm. The second pupil adds another part of the body and says This is my arm and this is my neck (touching his neck). Each pupil has to remember the list and add one more item. When this group of pupils finish their turn and all parts of the body have been used, the next groups starts the game again.

Item 22 – Fruits and vegetables

1. Use pictures of fruits and vegetables to introduce the new vocabulary.2. Ask pupils to repeat each words several times. 3. Then play a simple game of Come and Find. 4. A�ach some fruits and vegetables pictures on the board.5. Ask individual pupils: Come and Find an apple, a plum etc.6. Repeat until all the pictures have been taken from the board.

Activity1. Revise food vocabulary using the food flashcards. Then play a game of

Food Bingo. 2. Pupils draw or write four food items on a piece of paper.

62

3. Call out food items one by one. Pupils listen and cross off the items they have wri�en as they hear them called out.

4. The first pupil to cross off all four food items calls out ‘Bingo’

Item 23 – Have got/has got

Play a dice game1. Pupils work in groups of six. Each group chooses six items from the les-

sons learned up to now. (Personal objects, fruits, vegetables, clothes, toys) They make three pictures cards for each of these items, each with a picture and the name of the item. There should be eighteen cards per group: three cards for each of their six chosen objects.

2. In their groups, they make a separate list and of the six items and number them 1 to 6.

3. One pupil in each group shuffles the cards they have made and deals three cards to each pupil.

5. Pupils take it in turns to throw the dice. They match the number thrown to the item on their list, and ask: Have you got a (book)?

6. Several pupils might have it, but the first to lay their card down has the next turn throwing the dice and asking. The first pupil to lay down all three cards is the winner.

Ask the students to point to (various animals, school objects etc) in the book. Ask How many ….. (objects).

Listening and speakingAsk the students to use the pa�ern I have got a/an …, using their a) clothes and b) family members. I have got a brown coat. I have got one sister. Call a boy and a girl to the front. Ask the boy to describe his clothes; then intro-duce the new language. Point to his clothes and say he has brown shorts, blue socks and black shoes, etc. Say the sentences again, prompting the children to repeat them. Follow the same procedure with a girl. Call up another pair of children to the front and ask the class to describe their clothes, using the pa�ern She/he has ….. Ask all the children in one row to point to their neighbour and say He has a blue shirt/She has a red dress, etc.

Grammar activityCall a boy or a girl to the front of the class to describe their clothes. Write some of their sentences on the board for the children to practice reading aloud.The teacher distributes to the students the picture of a man (sketch) which he/she has photocopied. The students work in pairs. The teacher asks them to colour the pictures as they like. Then the students give the person in the picture a name and say “Mr … has got a/an ….Then the teacher asks the question to the whole class: Who has got … (a blue shirt)? The students will immediately find the student wearing a blue shirt and will shout (if there is one).

63

Item 24 – My friend

1. Introduce the lesson by asking some questions, such as: Who is your friend? How old is he/she? What is his /her name? and so on.

2. Describe one of the pupils explaining the new words.

Activity1. Divide the class into two groups, A and B. 2. Tell each pupil to prepare a simple description of the photo of his or her

friend that the pupils have brought to class.3. Spread the photos of group A in front of group B. And the photos of group

B in front of group A.4. Invite a pupil from group A to describe his or her photo. Pupils from group

B has to find out the photo. If group B correctly find the photo, they get one point.

5. Change over and ask one pupil from group A to describe his/her photo to the other group. Group A must now find the photo that matches the de-scription. Continue in this way until all the photos have been described. The group with most points is the winner.

Item 25 – Can I have a …?

1. Use …. (tins, packets and kilos of different things). Use a real loaf of bread. Ask pupils to give you different things Can I have a pen, please? Thank you.

2. Ask the students for the new items Can I have a packet of …, please?3. Hold up the items and ask the students to repeat …..4. Then try to improvise a dialogue:

Teacher: Good morning.Student: Good morning. Can I have a … ?Teacher: Yes, Here you are.

Split the class into groups. Tell each group to make their own shop. They can use books, rulers, and anything available. When they have finished ask a member of each group to tell the class what she sells: I sell …, and then some of the things she doesn’t sell: I don’t sell …Pretend to buy something from each group, using the language Can I have a …, please? How much is it? Or I want a …, or Can I have a …, please?

64

Grammar activity Whisper down the lineHave the class stand in two or more lines. The teacher whispers a question, e.g. Can you read? to the first student in line 1 and another question, e.g. Can you sing? to the first student in line 2. When the teacher says Go!, Student 1 in both lines whispers the sentence to Student 2, Student 2 whispers to Student 3 and so on, until the sentence reaches the end of the line. The last student from each line asks the teacher the question and he/she answers accordingly. The students keep playing, changing the questions.

65

7. Test ModelsTEST 1

My name is _________________________________

I. Answer the questions.1. Who are you? ___________________________________________________2. What are you? ___________________________________________________3. How old are you? __________________________________________________4. Who is he? ___________________________________________________5. How old is he? ___________________________________________________

II. Put the words in the right column.

good evening, mother, one, good morning, sister, brother, father, eight, ten, good night, three, hello,

NUMBERS Greetings FAMILY III. Circle is or are in these sentences.

1. What ( are/ is ) her name?2. Her name( are/ is ) Sara.3. How old ( are / is ) she?4. My brother (are/ is ) two years old.5. Ben and Sarah ( are / is ) ten years old.6. Who ( are /is ) you? IV Fill in the dialogue.Alice: Hi Tom! How _______________ you?Tom : I’m fine ___________________. And you?Alice: Great!Tom: Who is ______ ?Alice: She’s _________ sister.Tom: She ____ cute. How ______ is ______ ?Alice: She is three ______ old. Her birthday ¬¬¬_____ tomorrow.Tom: Really? ____________ birthday, to your sister.

66

Marks 4 5 6 7 8 9 10 Points 0 -7 8 - 11 12 - 15 16 - 19 20 - 23 24 - 27 28 - 30

TEST (first term)My name is ______________________________________

1. Write the words in the right column. (9 points)

scarf, table trousers, chalkboard, pencil, desk, rubber, dress, book, shirt, notice board, shoes, bag, chalk, ruler, coat, pen, chair

Classroom objects clothes School materials

II. Use A or AN. ( 10 points)1. This is _______ ice cream, but that is _________ banana.2. This is _______ chalkboard, but that is _______ notice board.3. This is ______ orange and that is _______ egg.4. This is _______ blouse, but that is _________ T-shirt.5. This is ________ coat, but that is ________ pair of trainers.

III. Put in AM , IS or ARE (10 points)1. He _______ a pupil and she ________ a teacher.2. I ________ eight years old, but my sister ________ three years old.3. You _________ my friend and I ________ your friend.4. Zana __________ a worker and Tim ______ a doctor.5. How _________ you? I _________ fine, thank you.

IV. Answer the questions. (10 points)1. What’s your name? ______________________________________________2. Where are you from? ______________________________________________3. What are you? ______________________________________________4. How old are you? ____________________________________________________5. Who is she? (my teacher)______________________________________________

67

V. Write six (6) sentences about your classroom. (12 points) ___________________________________________________________________

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Points 4 5 6 7 8 9 10 Marks 1- 9 10 -18 19 - 25 26 - 33 34 - 40 41 - 47 48 - 51

TEST III My name is ______________________________________

I. Odd one out. (5 points) 1. red, white, pencil, black, green2. dog, mouse, elephant, horse, girl3. next to, in, apple, on, under4. chalkboard, wardrobe, carpet, bed, armchair5. blouse, rubber, dress, T-shirt, trousers

II. Put the words in the right order. (5 points)1. There are/ birds/ in/ two/ the cage. ____________________________________2. in/ They/ the garden/ are. _____________________________________3. like/ my/ I/ bedroom. _____________________________________4. My/ is/ shirt/ yellow. _____________________________________5. classroom/ My/ is/ clean. _____________________________________

III. Answer the questions. (10 points)1. What colour is your bag? ________________________________________2. What colour are your eyes?___________________________________________ 3. Where is the book? ______________________________________________ 4. Where is the doll? ______________________________________________5. Where are the pupils? ______________________________________________6. How many teacher is there in your classroom?__________________________7. How many birds are there?__________________________________________8. How many books are there? _________________________________________9. Is there a TV in your bedroom?_______________________________________10. Are there two windows in the classroom? _____________________________

68

IV. Describe your bedroom. (10 points)____________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Mark 4 5 6 7 8 9 10 Points 1 - 6 7 - 10 11 – 14 15 – 18 19- 23 24- 27 27 - 30

TEST (second term)My name is _______________________________

1. Put the words in the right column. (5 points)

nineteen, good night, grandma, orange, hello, apple, pencil case, bag,good morning, dad, good bye, sister, plum, ruler, two,

rubber, twenty, peach, fi�een, brother,

numbers greetings family school materials fruits

2. Use A or AN ( 5 points)1. This is _______ ice cream, but that is _________ banana.2. This is _______ chalkboard, but that is _______ notice board.3. This is ______ orange and that is _______ egg.4. This is _______ blouse, but that is _________ T-shirt.5. This is ________ coat, but that is ________ pair of trainers.

69

3. Answer the questions. (10 points) 1. What is your brother? _________________________________________________2. What is his father? ___________________________________________________3. Who is he? __________________________________________________________4. How old is he? _______________________________________________________5. What colour is your bag?____________________________________________6. Where is the book? __________________________________________7. How many doors are there in your classroom? ___________________________8. Are there two windows in the classroom? ________________________________9. Have you got a red bag? ________________________________________________10. Are you a pupil? ____________________________________________________

4. Circle IS or ARE in these sentences. (5 points) 1. What (are / is ) her name? 2. Her name ( are / is ) Sara.3. Ben and Sarah ( are / is ) ten years old.4. He ( are / is ) a pupil and she (is / are ) a teacher.5. How (is /are ) you? I ( am / is ) fine, thank you.

5. Circle HAVE GOT or HAS GOT in these sentences. (5 points)1. Cinderella (have got / has got) fair hair.2. My brother (have got / has got) a green bike.3. They (have got / has got) a new computer.4. Tim (have got / has got) a li�le sister.5. Batman (have got / has got) a black hat.

6. Write about yourself. ( 7-8 sentences) (10 points) Name, age, hair, eyes, body, family, likes_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Points 4 5 6 7 8 9 10 Mark 0 - 9 10 - 16 17 - 22 23- 27 28 - 32 33 - 36 37 - 40

70

III. UP THE LADDER 4 1. Aims of the course

The English lesson for this age group aims to:

• Transmit to children a beginning foundation of a foreign language, giving them a “feel” for language as a means of communication

• Contribute to the multiple ways in which children are developing intellec-tual, physical, emotional and linguistic skills

• Enables students to listen and understand, reproduce and create some simple u�ers in the foreign language

• Create an environment in which students are eager to listen to the teacher’s English and respond appropriately, ask and answer questions and describe objectives in their immediate environment.

2. OVERALL OBJECTIVES

ListeningStudents understand and respond to simple stories narratives and descriptions of familiar topic in the present past or future assisted by some repetition or visual reference.They begin to pay special a�ention to pronunciation and in to intonation.

SpeakingStudents give short answers to what is seen or heard expressing their a�itudes, feelings; desires and dislikes.They take part in brief, prepared dialogues that use simple pre learned phrases greetings, invitations etc.

ReadingStudents read and comprehend words phrases and short texts.They show a growing confidence in reading aloud and begin to read simple texts independently.

WritingStudents copy short phrases and write simple words learned before from memo-ry and by the end of the year, they write short paragraphs using simple descrip-tive language.

71

3. Objectives by chapter

Chapter 1 By the end of this chapter the students will be able:- To read and comprehend the texts.- To learn and use vocabulary.(69 words)- To speak about their friends, the days of the week, the months and seasons

of the year.- To practice and use This-These, That- Those, ’s-Possessive, Past of “TO BE”,

Likes & Dislikes.- To take part in brief, prepared dialogues.- To copy short phrases, write simple words learned before and do exercises

in the activity book.

Chapter 2By the end of this chapter the students will be able:- To read and comprehend the texts.- To learn and use vocabulary. (57 words)- To speak about their school, the sickness, their families, their holidays.- To practice and use Present Continuous, Have/Has, Comparison of Adjec-

tives and Present Simple.- To take part in brief, prepared dialogues.- To copy short phrases, write simple words learned before and do exercises


Chapter 3By the end of this chapter the students will be able:- To read and comprehend the texts.- To learn and use vocabulary. (71 words)- To speak and write about their diary, their breakfast. - To describe their games & toys.- To practice and use Past Simple, Object pronouns, Countable/uncountable,

Plural of nouns- To take part in brief, prepared dialogues.- To copy short phrases, write simple words learned before and do exercises


Chapter 4By the end of this chapter the students will be able:- To read and comprehend the texts.- To learn and use vocabulary. (65 words)

72

- To speak and write about their school uniform, their Cartoon characters, their city and animals they love most.

- To describe their games & toys.- To practice and use Past Simple, Object pronouns, Countable/uncountable,

Plural of nouns- To take part in brief, prepared dialogues.- To copy short phrases, write simple words learned before and do exercises


Chapter 5By the end of this chapter the students will be able:- To read and comprehend the texts.- To learn and use vocabulary. (85 words)- To speak and write about their school library, their friends, and their

dreams. - To tell jokes- To practice and use Shall/Will, Past Simple Irregular, Want to become, May. - To take part in brief, prepared dialogues.- To copy short phrases, write simple words learned before and do exercises


4. Analytical Course Structure

35 WEEKS X 2 HOURS = 70 HOURS 1 Communication and culture education 32 hours 2 Grammar education 28 hours 3 Wri�en tests 2 hours 4 Free classes 8 hours

No

Chapter Objectives for each chapter

Topic Source materials

Visual aids

1 Revision 1 The book 2 Revision 2 The book 3 Revision 3 The book

I

The pupil should be able to: -Read and comprehend the texts. - Learn and use vocabulary.(69 words) - Speak about friends, the days of the week, the months and seasons of the year. - Practice and use This-These, That- Those, ’s-Possessive, Past of “TO BE”, Likes & Dislikes. - Take part in brief, prepared dialogues. - Copy short phrases, write simple words learned before. - Do exercises in SB & AB

4 Item one Meet my friends

SB & AB some different photos & pictures

5 Item one Grammar/ Ex./ Games/ Rhyme

SB & AB grammar table

6 Item two Whose birthday is it ?

SB & AB a calendar

7 Item two Grammar/ Exercises


8 Item two Exercises/ Games

SB & AB

9 Item three

Days of the week

SB & AB a calendar

10 Item three

Grammar/ Exercises


11 Item three

Exercises/ Games/

SB & AB

12 Item four Seasons SB & AB

a calendar

13 Item four Grammar/ Exercises

SB & AB

grammar table

14 Item four Exercises/ Games/ Rhyme

SB & AB

15 Revision 1 Exercises

II

- Read and comprehend the texts. - Learn and use vocabulary. (57 words) - Speak about school, the sickness, families, holidays. - Practice and use Present Continuous, Have/Has, Comparison of Adjectives and Present Simple. - Take part in brief, prepared dialogues. - Copy short phrases, write simple words learned before. - Do exercises in AB & SB

16 Item five Paola at school SB & AB

a picture of a school

17 Item five Grammar/ Exercises

SB & AB

grammar table

18 Item five Exercises/ Games/ Rhyme

SB & AB

flash cards

19 Item six What’s wrong with…?

SB & AB

picture of doctor

20 Item six Grammar/ Exercises

SB & AB

grammar table

21 Item six Exercises/ Games/ Rhyme

SB & AB

22 Item seven The twin sister. SB & AB

photos

23 Item seven Grammar/ Exercises Games/

SB & AB

grammar table

24 Item eight Lily’s holiday. SB & AB

pictures of different cities

25 Item eight Grammar/ Exercises Games/ Rhyme

SB & AB

grammar table

26 Revision 2

Exercises SB

27 Test 1

III

-Read & comprehend the texts. - Learn & and use vocabulary. (71 words) - Speak & write about the diary, breakfast. - Describe their games & toys. - Practice & use Past Simple, Object pronouns, Countable/uncountable, Plural of nouns - Take part in brief, prepared dialogues. - Copy short phrases, write simple words learned before - DO exercises in SB & AB

28 Item nine Alba’s diary. SB & AB

picture of new year’s day

29 Item nine Grammar/ Exercises

SB & AB

grammar table

30 Item nine Exercises/ Games

SB & AB

31 Item ten At the playground.

SB & AB

picture of a playground

32 Item ten Grammar/ Ex. Games/ Song

SB & AB

grammar table

33 Item eleven

What’s your breakfast?

SB & AB

different food

34 Item eleven

Grammar/ Exercises

SB & AB

grammar table

35 Item eleven

Exercises/ Games

SB & AB

36 Item twelve

The toyshop SB & AB different toys

37 Item twelve

Grammar/ Exercises


38 Item twelve

Exercises/ Games/ Rhyme

SB & AB

39 Revision 3

Exercises SB

IV

- Read & comprehend the texts. - Learn & use vocabulary. (65 words). - Speak & write about school uniform, Cartoon characters, city and animals he/she loves most. - Describe games & toys. - Practice & use possessive adj/pron./ can (ability)/ comparison of long adj./adverbs. - Take part in brief, prepared dialogues. - Copy short phrases, write simple words learned before. - Do exercises in AB & SB.

40 Item thirteen

What’s your school uniform like?

SB & AB Photos & pictures

41 Item thirteen

Grammar/ Exercises


42 Item thirteen


SB & AB

43 Item fourteen

Cartoon characters.

SB & AB Pictures of cartoons

44 Item fourteen

Grammar/ Ex Games/Rhyme


45 Item fifteen

Where do you live?

SB & AB photos of different cities

46 Item fifteen

Grammar/ Exercises


47 Item fifteen

Exercises/ Games

SB & AB

48 Item sixteen

Animal lovers. SB & AB pictures of animals

49 Item sixteen

Grammar/ Ex/ Games

SB & AB grammar table different toys

50 Revision 4

Exercises SB

V

- Read & comprehend the texts. - Learn & use vocabulary. (85 words) - Speak & write about school library, friends, and dreams. - Tell jokes. - Practice & use Shall/Will, Past Simple Irregular, Want to become, May. - Take part in brief, prepared dialogues. -Copy short phrases, write simple words learned before - Do exercises in AB & SB.

51 Item seventeen

In the library. SB & AB photos of library of the school.

52 Item seventeen

Grammar/ Exercises / Games

SB & AB grammar table/flashcards

53 Item eighteen

We, the children.

SB & AB pictures

54 Item eighteen

Grammar exercises


55 Item eighteen

Exercises/ Games

SB & AB

Item nineteen

My dream. SB & AB pictures of touristy places

56 Item nineteen

Grammar exercises


57 Item nineteen

Exercises/ Games

SB & AB

58 Item twenty

Joke of the day.

SB & AB

59 Item twenty

Grammar exercises


60 Item twenty

Games/ Rhyme

61 Revision 5

Revision five SB

62 Test 2 63 Free

class Problem

solving (reading activity

Resource book for teachers

Pencils , papers,

64 Free class

In the playground – a picture dictation


Worksheet, coloured pencils

65 Free class

Making books Resource book for teachers

Paper, coloured pencils, scissors, glue

66 Free class

Variation on a gap


Some short prepared texts, pens

67 Free class

School activity

International languages Day. (after revision 3

Pictures, posters, songs

68 Free class

School activity

69 Free class

School activity

70 Free class

School activity

73

No



Visual aids


I







SB & AB a calendar




SB & AB

9 Item three

Days of the week

SB & AB a calendar

10 Item three

Grammar/ Exercises


11 Item three

Exercises/ Games/

SB & AB


a calendar


SB & AB

grammar table


SB & AB


II





SB & AB

grammar table


SB & AB

flash cards


SB & AB

picture of doctor


SB & AB

grammar table


SB & AB


photos


SB & AB

grammar table




SB & AB

grammar table

26 Revision 2

Exercises SB

27 Test 1

III





SB & AB

grammar table


SB & AB


SB & AB



SB & AB

grammar table

33 Item eleven


SB & AB

different food

34 Item eleven

Grammar/ Exercises

SB & AB

grammar table

35 Item eleven

Exercises/ Games

SB & AB

36 Item twelve


37 Item twelve

Grammar/ Exercises


38 Item twelve


SB & AB

39 Revision 3

Exercises SB

IV


40 Item thirteen



41 Item thirteen

Grammar/ Exercises


42 Item thirteen


SB & AB

43 Item fourteen

Cartoon characters.


44 Item fourteen



45 Item fifteen

Where do you live?


46 Item fifteen

Grammar/ Exercises


47 Item fifteen

Exercises/ Games

SB & AB

48 Item sixteen


49 Item sixteen

Grammar/ Ex/ Games


50 Revision 4

Exercises SB

V


51 Item seventeen


52 Item seventeen



53 Item eighteen

We, the children.

SB & AB pictures

54 Item eighteen

Grammar exercises


55 Item eighteen

Exercises/ Games

SB & AB

Item nineteen


56 Item nineteen

Grammar exercises


57 Item nineteen

Exercises/ Games

SB & AB

58 Item twenty

Joke of the day.

SB & AB

59 Item twenty

Grammar exercises


60 Item twenty

Games/ Rhyme

61 Revision 5

Revision five SB

62 Test 2 63 Free

class Problem



Pencils , papers,

64 Free class




65 Free class



66 Free class

Variation on a gap



67 Free class

School activity



68 Free class

School activity

69 Free class

School activity

70 Free class

School activity

74

No



Visual aids


I







SB & AB a calendar




SB & AB

9 Item three

Days of the week

SB & AB a calendar

10 Item three

Grammar/ Exercises


11 Item three

Exercises/ Games/

SB & AB


a calendar


SB & AB

grammar table


SB & AB


II





SB & AB

grammar table


SB & AB

flash cards


SB & AB

picture of doctor


SB & AB

grammar table


SB & AB


photos


SB & AB

grammar table




SB & AB

grammar table

26 Revision 2

Exercises SB

27 Test 1

III





SB & AB

grammar table


SB & AB


SB & AB



SB & AB

grammar table

33 Item eleven


SB & AB

different food

34 Item eleven

Grammar/ Exercises

SB & AB

grammar table

35 Item eleven

Exercises/ Games

SB & AB

36 Item twelve


37 Item twelve

Grammar/ Exercises


38 Item twelve


SB & AB

39 Revision 3

Exercises SB

IV


40 Item thirteen



41 Item thirteen

Grammar/ Exercises


42 Item thirteen


SB & AB

43 Item fourteen

Cartoon characters.


44 Item fourteen



45 Item fifteen

Where do you live?


46 Item fifteen

Grammar/ Exercises


47 Item fifteen

Exercises/ Games

SB & AB

48 Item sixteen


49 Item sixteen

Grammar/ Ex/ Games


50 Revision 4

Exercises SB

V


51 Item seventeen


52 Item seventeen



53 Item eighteen

We, the children.

SB & AB pictures

54 Item eighteen

Grammar exercises


55 Item eighteen

Exercises/ Games

SB & AB

Item nineteen


56 Item nineteen

Grammar exercises


57 Item nineteen

Exercises/ Games

SB & AB

58 Item twenty

Joke of the day.

SB & AB

59 Item twenty

Grammar exercises


60 Item twenty

Games/ Rhyme

61 Revision 5

Revision five SB

62 Test 2 63 Free

class Problem



Pencils , papers,

64 Free class




65 Free class



66 Free class

Variation on a gap



67 Free class

School activity



68 Free class

School activity

69 Free class

School activity

70 Free class

School activity

75

No



Visual aids


I







SB & AB a calendar




SB & AB

9 Item three

Days of the week

SB & AB a calendar

10 Item three

Grammar/ Exercises


11 Item three

Exercises/ Games/

SB & AB


a calendar


SB & AB

grammar table


SB & AB


II





SB & AB

grammar table


SB & AB

flash cards


SB & AB

picture of doctor


SB & AB

grammar table


SB & AB


photos


SB & AB

grammar table




SB & AB

grammar table

26 Revision 2

Exercises SB

27 Test 1

III





SB & AB

grammar table


SB & AB


SB & AB



SB & AB

grammar table

33 Item eleven


SB & AB

different food

34 Item eleven

Grammar/ Exercises

SB & AB

grammar table

35 Item eleven

Exercises/ Games

SB & AB

36 Item twelve


37 Item twelve

Grammar/ Exercises


38 Item twelve


SB & AB

39 Revision 3

Exercises SB

IV


40 Item thirteen



41 Item thirteen

Grammar/ Exercises


42 Item thirteen


SB & AB

43 Item fourteen

Cartoon characters.


44 Item fourteen



45 Item fifteen

Where do you live?


46 Item fifteen

Grammar/ Exercises


47 Item fifteen

Exercises/ Games

SB & AB

48 Item sixteen


49 Item sixteen

Grammar/ Ex/ Games


50 Revision 4

Exercises SB

V


51 Item seventeen


52 Item seventeen



53 Item eighteen

We, the children.

SB & AB pictures

54 Item eighteen

Grammar exercises


55 Item eighteen

Exercises/ Games

SB & AB

Item nineteen


56 Item nineteen

Grammar exercises


57 Item nineteen

Exercises/ Games

SB & AB

58 Item twenty

Joke of the day.

SB & AB

59 Item twenty

Grammar exercises


60 Item twenty

Games/ Rhyme

61 Revision 5

Revision five SB

62 Test 2 63 Free

class Problem



Pencils , papers,

64 Free class




65 Free class



66 Free class

Variation on a gap



67 Free class

School activity



68 Free class

School activity

69 Free class

School activity

70 Free class

School activity

76

No



Visual aids


I







SB & AB a calendar




SB & AB

9 Item three

Days of the week

SB & AB a calendar

10 Item three

Grammar/ Exercises


11 Item three

Exercises/ Games/

SB & AB


a calendar


SB & AB

grammar table


SB & AB


II





SB & AB

grammar table


SB & AB

flash cards


SB & AB

picture of doctor


SB & AB

grammar table


SB & AB


photos


SB & AB

grammar table




SB & AB

grammar table

26 Revision 2

Exercises SB

27 Test 1

III





SB & AB

grammar table


SB & AB


SB & AB



SB & AB

grammar table

33 Item eleven


SB & AB

different food

34 Item eleven

Grammar/ Exercises

SB & AB

grammar table

35 Item eleven

Exercises/ Games

SB & AB

36 Item twelve


37 Item twelve

Grammar/ Exercises


38 Item twelve


SB & AB

39 Revision 3

Exercises SB

IV


40 Item thirteen



41 Item thirteen

Grammar/ Exercises


42 Item thirteen


SB & AB

43 Item fourteen

Cartoon characters.


44 Item fourteen



45 Item fifteen

Where do you live?


46 Item fifteen

Grammar/ Exercises


47 Item fifteen

Exercises/ Games

SB & AB

48 Item sixteen


49 Item sixteen

Grammar/ Ex/ Games


50 Revision 4

Exercises SB

V


51 Item seventeen


52 Item seventeen



53 Item eighteen

We, the children.

SB & AB pictures

54 Item eighteen

Grammar exercises


55 Item eighteen

Exercises/ Games

SB & AB

Item nineteen


56 Item nineteen

Grammar exercises


57 Item nineteen

Exercises/ Games

SB & AB

58 Item twenty

Joke of the day.

SB & AB

59 Item twenty

Grammar exercises


60 Item twenty

Games/ Rhyme

61 Revision 5

Revision five SB

62 Test 2 63 Free

class Problem



Pencils , papers,

64 Free class




65 Free class



66 Free class

Variation on a gap



67 Free class

School activity



68 Free class

School activity

69 Free class

School activity

70 Free class

School activity

77

No



Visual aids


I







SB & AB a calendar




SB & AB

9 Item three

Days of the week

SB & AB a calendar

10 Item three

Grammar/ Exercises


11 Item three

Exercises/ Games/

SB & AB


a calendar


SB & AB

grammar table


SB & AB


II





SB & AB

grammar table


SB & AB

flash cards


SB & AB

picture of doctor


SB & AB

grammar table


SB & AB


photos


SB & AB

grammar table




SB & AB

grammar table

26 Revision 2

Exercises SB

27 Test 1

III





SB & AB

grammar table


SB & AB


SB & AB



SB & AB

grammar table

33 Item eleven


SB & AB

different food

34 Item eleven

Grammar/ Exercises

SB & AB

grammar table

35 Item eleven

Exercises/ Games

SB & AB

36 Item twelve


37 Item twelve

Grammar/ Exercises


38 Item twelve


SB & AB

39 Revision 3

Exercises SB

IV


40 Item thirteen



41 Item thirteen

Grammar/ Exercises


42 Item thirteen


SB & AB

43 Item fourteen

Cartoon characters.


44 Item fourteen



45 Item fifteen

Where do you live?


46 Item fifteen

Grammar/ Exercises


47 Item fifteen

Exercises/ Games

SB & AB

48 Item sixteen


49 Item sixteen

Grammar/ Ex/ Games


50 Revision 4

Exercises SB

V


51 Item seventeen


52 Item seventeen



53 Item eighteen

We, the children.

SB & AB pictures

54 Item eighteen

Grammar exercises


55 Item eighteen

Exercises/ Games

SB & AB

Item nineteen


56 Item nineteen

Grammar exercises


57 Item nineteen

Exercises/ Games

SB & AB

58 Item twenty

Joke of the day.

SB & AB

59 Item twenty

Grammar exercises


60 Item twenty

Games/ Rhyme

61 Revision 5

Revision five SB

62 Test 2 63 Free

class Problem



Pencils , papers,

64 Free class




65 Free class



66 Free class

Variation on a gap



67 Free class

School activity



68 Free class

School activity

69 Free class

School activity

70 Free class

School activity

78

No



Visual aids


I







SB & AB a calendar




SB & AB

9 Item three

Days of the week

SB & AB a calendar

10 Item three

Grammar/ Exercises


11 Item three

Exercises/ Games/

SB & AB


a calendar


SB & AB

grammar table


SB & AB


II





SB & AB

grammar table


SB & AB

flash cards


SB & AB

picture of doctor


SB & AB

grammar table


SB & AB


photos


SB & AB

grammar table




SB & AB

grammar table

26 Revision 2

Exercises SB

27 Test 1

III





SB & AB

grammar table


SB & AB


SB & AB



SB & AB

grammar table

33 Item eleven


SB & AB

different food

34 Item eleven

Grammar/ Exercises

SB & AB

grammar table

35 Item eleven

Exercises/ Games

SB & AB

36 Item twelve


37 Item twelve

Grammar/ Exercises


38 Item twelve


SB & AB

39 Revision 3

Exercises SB

IV


40 Item thirteen



41 Item thirteen

Grammar/ Exercises


42 Item thirteen


SB & AB

43 Item fourteen

Cartoon characters.


44 Item fourteen



45 Item fifteen

Where do you live?


46 Item fifteen

Grammar/ Exercises


47 Item fifteen

Exercises/ Games

SB & AB

48 Item sixteen


49 Item sixteen

Grammar/ Ex/ Games


50 Revision 4

Exercises SB

V


51 Item seventeen


52 Item seventeen



53 Item eighteen

We, the children.

SB & AB pictures

54 Item eighteen

Grammar exercises


55 Item eighteen

Exercises/ Games

SB & AB

Item nineteen


56 Item nineteen

Grammar exercises


57 Item nineteen

Exercises/ Games

SB & AB

58 Item twenty

Joke of the day.

SB & AB

59 Item twenty

Grammar exercises


60 Item twenty

Games/ Rhyme

61 Revision 5

Revision five SB

62 Test 2 63 Free

class Problem



Pencils , papers,

64 Free class




65 Free class



66 Free class

Variation on a gap



67 Free class

School activity



68 Free class

School activity

69 Free class

School activity

70 Free class

School activity

79

4. Model lesson planEnglish 4th formTopic: Item twelve “The toy shop”Aim: To teach words connected with toys. Aids: The text book, the activity book, pictures to illustrate the new words. Skills: Reading, writing, listening, speaking.

OBJECTIVES:Low level: To learn toy words. To read the reading passage.Middle level: To read and comprehend the reading passage To learn the vocabulary of the text.High level: To learn the vocabulary of the text. To read and comprehend the reading passage. To use the new words in their own sentences.

Warm up:Sing the song learned in the previous lesson.

Procedure 1.• Teach the new words using pictures or real objects.• Write the words on the board for the pupils to read and spell.• Read the text twice. The pupils must listen carefully and look at their

books.• Give the pupils a few minutes to look at the pictures on the book, then read

the words, while the pupils point to the correct objects on the page, then repeat, following the usual procedures.

• Choose two pupils to read the dialogue, ‘YOU AND ME’. Explain any new words.

• Working in pairs the pupils read the dialogue or try to say it.• Some two or three others read the reading passage.

Memory game• Working in their pairs, the pupils play a memory game with the new

words.• One pupil has the book open. The other has the book closed.• They take turns to try to remember all nine objects on page 62.

80

HomeworkYou may use the exercise in the activity book or any exercise of your own choice.

5. Test modelGroup A

My name is __________________________

1. Odd the one out, draw a circle. 1. May, Monday, August, January, April 2. this, these, that, she, those. 3. headache, toothache, doctor, earache. 4. writing, classmates, drawing, listening.

2. Put the verb in the present continuous. 1. Ben _____ ____________ on the blackboard. (write) 2. The pupils _____ ___________ to school. (go) 3. Megi _____ _____________ in the sea. (swim) 4. I _____ ______________ the book. (read)

3. Where were the children yesterday? 1. Peter ___________ at home yesterday. 2. We ___________ at the zoo yesterday a�ernoon. 3. The girls __________ in the park yesterday. 4. Amy _________ in Vlora on Thursday.

4. Answer the question. 1. Do you like summer? Yes, _____ ______________ 2. Does Lily play football? No, _______ ____________ 3. Does she stay at her relative’s house? Yes, _______ ___________ 4. Do the pupils go to the park? No, ________ ___________

5. Complete the sentences. Use HAVE/HAS. 1. She _______ a headache. 2. We ________ a new teacher. 3. My father _________ a red car. 4. Viki and Mike _____________ a TV.

6. Write about yourself. Compare. Me My friend11 years old 10 years old32 kg 40 kg1m 20 cm 1m 40cmshort hair long hair

81

1. I_______________________________________________________2. I_______________________________________________________3. I_______________________________________________________4. I_______________________________________________________

TESTGroup B

My name is _________________________________

1. Odd the one out, draw a circle. 1. September, Monday, Sunday, Friday. 2. she, we, these, you, he, I. 3. morning, a�ernoon, evening, season. 4. speak, play, go, picture, read. 2. Put the verb in the present continuous. 1. I _____ ____________ to the teacher. (listen) 2. The boys _____ ___________ football. (play 3. Mimi _____ _____________ English. (speak) 4. Glen _____ ______________ a picture of his school. (draw)

3. Where were the children yesterday? 1. My mum ___________ in the shop yesterday. 2. You ___________ in the classroom yesterday. 3. The boys __________ in the garden yesterday morning. 4. My brother_________ not at home yesterday.

4. Answer the question. 1. Do you like English? Yes, _____ ______________ 2. Does Lily play tennis? No, _______ ____________ 3. Does he go to the doctor? Yes, _______ ___________ 4. Do the pupils go to zoo? No, ________ ___________

Mark 4 5 6 7 8 9 10 Points 0-5 6-7 8-10 11-15 16-19 20-22 23-24

82

5. Complete the sentences. Use HAVE/HAS. 1. He _______ a green bike. 2. They ________ a new school. 3. My mother _________ a cold. 4. Mimi and Amy _____________ a new computer.

6. Write about your friend. Compare. Me My friend10 years old 13 years old32 kg 35kg1m 30 cm 1m 40cmlong hair short hair1. My friend_____________________________________________2. My friend_____________________________________________3. My friend ___________________________________________4. My friend_____________________________________________

Mark 4 5 6 7 8 9 10 Points 0-5 6-7 8-10 11-15 16-19 20-22 23-24

83

Test IVMy name is ___________________________________

I. Put the words into the correct columns. (5 points)

chips, astronaut, honey, water, bu�er, tea, hide-and-seek, tennis, basketball, doll, vet, yo-yo, milk, teddy bear, juice, actor, jigsaw puzzle, dressmaker, cheese, skip with rope.

II. Put the words in the correct order. ( 5 points )1. animals / watching/ My sister/ is/ a film/ about ___________________________2. Tirana / beautiful/ than/ Durres/ is_______________________________________3. my/ character/ Tommy the cat/ is/ cartoon__________________________________4. forget/ I’ll/ Children’s Day/ never._____________________________________5. wants/ Lily/ to become/ an actor_______________________________________ III. Choose the correct form of the words. (10 points)1. She is speaking English to (he / him). 2. (He / she) is a nine- year- old girl.3. (Andy/Andy’s) school is in the center of the town.4. Nick and Ben can sing ( beautiful / beautifully)5. There are fi�een (boys / boy ) in our classroom.6. There is ( some / one ) cheese in the fridge.7. They (will / shall ) go to Vlora tomorrow. 8. She (goes/go) to the library everyday.9. They always (do /does ) their homework at home.10. There are two ( child / children ) in the yard.

Toys Drinks Jobs Food Games

84

IV. Choose the correct sentences. One sentence is correct. Which one? ( 10 points)1. a. How much milk do you drink for breakfast? � b. How many milk do you drink for breakfast? �2. a. My brother goes to primary school. � b. My brother go to primary school. �3. a. Do you speak English? � b. Does you speak English? �4. a. Lena is older than her brother. � b. Lena is old than her brother. �5. a. Students shall clean the classrooms tomorrow. � b. Students will clean the classrooms tomorrow. �6. a. Alba is a very good pupil and she speaks English well. � b. Alba is a very good pupil and she speaks English good. �7. a. We played traditional games yesterday. � b. We play traditional games yesterday. �8. a. Did you make big posters? � b. Did you made big posters? �9. a. Did you ate traditional food? � b. Did you eat traditional food? �10. a. Mary can play basketball. � b. Mary cans play basketball. �

V. Writing taskWrite about you and your plan for the future. (10 points)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Points 4 5 6 7 8 9 10 Mark 0 - 9 10 - 16 17 - 22 23- 27 28 - 32 33 - 36 37 - 40

libri i mesuesit 3-4 - media · pdf file4 for you, teachers nowadays albania is open to the...

Documents