Teaching Guide for Book 4 Amina Azfar Ahead English/Teaching... · • On the street ... It is...

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Book 4

Amina Azfar

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Contents

• To the Teacher...........................................................................................2• Specific suggestions..................................................................................6

Unit 1: Revision• Revision.....................................................................................................10

Unit 2: Welcome• Thetent......................................................................................................12• Introductions............................................................................................14

Unit 3: Different Days• Thedaysoftheweek...............................................................................16• Thedaysoftheweek—2.........................................................................16• Arainyday................................................................................................18• Whataretheydoing................................................................................20

Unit 4: Situations• Atifandthebaby......................................................................................20• Theclassvisitsthezoo............................................................................22• Atif ’sdream..............................................................................................26• Thebirthdayparty...................................................................................26• Zarinabakesacake.................................................................................28

Unit 5: Shapes• Differentshapes........................................................................................32• Apoemaboutanimalhouses.................................................................32

Unit 6: Likes and Dislikes• Alotofquestions.....................................................................................34• Likesanddislikes.....................................................................................36• Thingswelike...........................................................................................38• Hobbies......................................................................................................40

Unit 7: Time• Whattimeisit?........................................................................................42• Sajid’sday..................................................................................................44

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Contents

Unit 8: Vocabulary Builders• Morequestions.........................................................................................46• Mini...........................................................................................................48• Atthewedding.........................................................................................50• Onthestreet.............................................................................................50• Ourhelpers...............................................................................................52• Azra’sbabysister......................................................................................54

Unit 9: Revision• Testpaper..................................................................................................58

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To the Teacher

Themainroleoflessonsinatextbookistointroduceorderintothelearningprocess.Itisimportanttokeepthisinmindbecauseitremindsteacherstolinkwhateveristaughtinthetextbooktolanguageintheoutsideworld.Learnersshouldfindmaterialusedforteachinglanguagemeaningfulandenjoyable. For small children, especially, this canbe achieved to a greatextent by engaging them in interesting ‘activities’ which reinforce whattheyhavelearned.Thefourelementsintegraltolanguageacquisitionare:listening,speaking,reading, and writing. Of these, the last two indicate to the world howskilledtheindividualisinusingthelanguage.Often,writingisgivenequalormoreweight than thefirst two skills. But teachers should rememberthat a good deal of input, through listening and reading, is necessarybeforealittlebitofdecentwritingcanbeachieved.Tothisend,itisveryusefultobringintotheclassroomlanguagewhichisnotonlyrelevanttothelessonbutalsotakesthepupilbeyondthetextbook.Picturesareveryhelpful.DiscussionofpicturesorthemesrelatedtothelessongivespupilstheopportunitytopractiseskillstaughtinthePupil’sBook.ThisTeachingGuide takes these factors into account and suggestsways of getting themostoutofthelessonsinthePupil’sBook.Withoutdwellingtoolongontheories,theattempthereistogivesuggestionsonhoweachlessoncanbehandled.Andforthis,theconditionsofthePakistaniclassroom,especiallythosewhereEnglishisnottaughtasthefirstlanguage,havebeenkeptinmind.

LisTeninG And speAkinG

Listening is usually the language learner’s first introduction to thelanguage. The teacher should make sure that there is plenty ofopportunity for pupils to hear English spoken. The pupils should beencouraged to speak to each other in English. This way they will beable to hear the language from more than one person. They will alsolose their awkwardness at using the language. It is a good idea to findpeoplewithgoodpronunciationwhocancomeandspeaktothepupils.

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Thetopicshouldbelightandwithinthechildren'sexperienceorabilitytograsp.Suchinteractionsshouldbebriefandpleasant.Nospeakershouldbeallowedmorethanaboutfiveminutes,andthepupilsshouldbeencouragedtoaskquestionsinEnglish.Everyday,thepupilswhohavesomeinterestingnewstoshare,shouldbeaskedtotelltheclasstheirnews.Bringpicturestoclassandletthepupilstalkaboutthem,ormakeupstoriesaroundthem.Alsoencourage themto listen toTVandradioprogrammes inEnglish.Givingdictationisagoodwaytogetchildrenusedtolistening.

ReAdinG

Formostpupils,thereadingpassagesintheirtextbookswillgivethemtheirfirsttasteofreadinginEnglish.Therefore,makethemostofpre-readingandpost-readingactivities,andthinkofsomeactivitiesyourself,ifpossible.Encourage the pupils to read beyond the textbook. Bringmaterial likeinterestingnewspaperheadlines, advertisements, pictureswith captions,etc.Trytohavea‘readinghour’forthepupilsonceaweek.Storybooksandotherinterestingmaterialshouldbebroughtintotheclassroomduringthistime.Thepupilsshouldbeallowedtochoosetheirownreadingmaterial.

WRiTinG

This is themostdifficultof the four skills anda gooddealof theotherskills, especially listening and reading, are required before a little bit ofgoodwritingcanbeproduced.Besidesplentyof input, interestand lotsof practice are the ingredients necessary to yield goodwriting. Besideswritingexercisesoransweringquestionsintheirnotebooks,letthepupilshavetheopportunitytopractisethisskillinotherways.Forexample,theblackboardneednotbetheexclusivedomainoftheteacher.Theyshouldbeallowedtowriteontheblackboard,too.Allowthemtowritecaptionsforpictures,workon‘projects’,andwritenotices(sometimesfunnyones)for their classroom.Agood idea is to ask thepupils tokeepadiary, inwhichtheywritetheirpersonalnews,e.g.‘Mysistermadeaparathatoday.Ittastedlikeabiscuit.’

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Specific suggestions

GeneRAL commenTs

Read theObjectives given in thisTeachingGuide for every lessonverycarefullyinordertoknowwhattopicsthelessonisfocusingon.Vocabularyandstructuresarerepeatedinmorethanonelessoninordertohelpthepupilsabsorbthembetter.Before every new lesson, there should be some ‘warm-up’ exercises orpreparation. Suggestions have been given under Method. Teachers canthinkofmorewaysofdoingthis.Themorecreativeyouareindevelopingactivities,themorethepupilswillrespondtoyouandthelanguageyouareteachingthem.Theideaofthewarm-upistomakeiteasierforthepupilstounderstandthereadingpassage.Thewarm-upandfollow-upexercisesshouldhelppupilscomprehendwhat is conveyed in the passage they are reading,withoutdetailed‘explanations’fromtheteacher.Thiswillgivethemconfidenceandmakereadinganattractiveactivity.Goodactivitiesandquestions,beforeandafterreading,teachreadingstrategiesthatpupilswillbeabletoapplyintheirfuturereadingexperience.

ReAdinG compRehension

Tobegin a readingpassage after thewarm-up, ask the pupils to read itsilentlytothemselves.Askoneortwoquestions.Iftheycan’tanswerthem,tell them to listen toyoucarefully.They shouldbeable toanswer themwhenyoufinish.Readthepassageclearlyandloudlyenoughsothatallthepupilscanhearyou.TherearemoresuggestionsunderMethodonwhattodonextforeachlesson.Follow-upactivitiesorotherwaysofexploitinglessonsreinforcewhathasbeenlearnedandshouldnotbeneglected.

GRoup/pAiR WoRk

It isusefultodividethepupils intogroupsorpairsforvariousactivitiesorfordiscussions.Agrouparrangementisalsoveryusefulforroleplay.Whentherearetwoormorecharactersinadialogue,eachmemberofa

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group can take the part of a character and the group can practise thedialogue.Iftheclassisdividedintogroups,allthepupilsgetachancetoreadaloud.Pupilscanalsoread tooneanotherorgivedictation tooneanotherasgrouporpairwork.

ReAdinG ALoud

• Atthebeginningofthelesson,studentsshouldreadthepassagesilentlytothemselves.Theirmodelforpronunciationandintonationisyourrenderingofit.Needlesstosay,yourownreadingshouldbeasclearandcorrectasyoucanmakeit.

• Later,youcanaskmembersofagrouptoreadoutthepassagetoeachother.

• Meanwhile,youshouldcallonelearneratatimetoyourtable,makehim or her read out a short portion of the passage, andmake thenecessary corrections.This kind of individual reading need not bedoneeveryday.Youcanalternateitwithdictation.

dicTATion

Dogiveplentyofdictation.Itisaveryusefulexerciseforwritingaswellas listening practice.Dictation should not be too long or too difficult.There are many types of dictation, depending on the ability of thelearners.Atthisstage,evenone-worddictationcanbegiven,wherethestudents are asked to supply themissing letter.Quick, short dictationsarebetterthanlongoneswhichmayboreorexhauststudentsorshattertheirconfidence.Itisagoodideatomakestudentscorrecteachother’sworkbeforeitcomestoyou.Thisway,boththewriterandthestudentwhohascorrectedhis/herworkcanbenefit.

ReciTATion

Poems are remembered more easily than prose. Their patterns ofexpression are retained almost effortlessly. Most good poems urgethe reader to recite them. Teachers should take advantage of thisquality in poetry.Ask pupils tomemorize short poems;most childrenwoulddothishappily.Havethemrecitethepoemstheyhavememorizedafter you have recited them yourself, so that pupils can copy yourpronunciationandknowwheretopauseorstopinthepoem.Moreover

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teachpupilstonoticethemoodofthepoemtheyarereciting,whatitisabout,andaccordinglymodulatetheirvoices.Forexample,asadpoemwouldbereadinadifferentwayfromacheerfulpoem.Recitingpoemscanbeanactivitythatpupilsthoroughlyenjoyandalsobenefitfrom.

ATmospheRe

It is extremely important to preserve a happy atmosphere in theclassroom. Angry, unhappy or bored students will learn very littlecomparedtothosewhoarehappyandenjoytheirlessons.Participationinactivitieswillleavestudentswithnotimetobebored.

unit 1: Revision

Revision (pages 1–3)

TheaimofthisUnitistoreviseandconsolidatethematerialcoveredinPupil’sBook3.Youcanprepareyourownexercisesalongthelinesoftherevision exercises on pages 1 to 3.Themorewriting practice studentshave, the better their grasp of the language. A quick drill on thevocabulary introduced in Pupil’s Book 3 will help immensely whenstudentsbeginworkonPupil’sBook4.ConsultPupil’sBook3andaddtothevocabularylistgivenonpage1.

AnsWeRs

1. (a) has (b) don’thave (c) have (d) has (e) Idon’thave.2. (a) My (b) our (c) your3. (a) Give (b) tell (c) wash (d) open (e) open (f) have4. (a) Behind (b) on (c) under (d) in5. (a) Theseare (b) thisisa (c) thisisa (d) theseare (e) theseare6. Individualwork7. (a) Table,chair (b) doll,ball

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unit 2: Welcome

The tent / The tree house (pages 4–6)

oBjecTives

Boththeselessonsareaboutwelcomingguestsandpoliteconversation.Thevenuefortheconversationshasbeenchangedfromatenttoatreehousetosustaintheinterestofpupils.

difficuLT WoRds

BelongsTentThirty

meThod

• Startoffeachlessonwithawarmup.Inthecaseofthetent,askpupilswheretheyhaveseentents.Havetheyevermadeone?Would itbefuntoliveorplayinone?Introducethewords‘welcome’and‘offer’inthecontextofguests.Askwhatthechildrenofferguestswhentheycometotheirhouse.Howdotheymakethemfeelwelcome?

• Thepupilsinyourclasshaveprobablyneverseenorheardofatreehouse. You could tell them that many children in other countriesbuildorhavetreehousesinwhichtheyplay.Askquestionsandelicitorteachthewords‘climbup’,‘climbdown’,‘ladder’‘branches’etc.

AnsWeRs To ‘The tent’

Reading comprehension

1. False 2. True 3. True 4. True

individual activity

1. Hiba:May I have some biscuits?Note:Their responses depend onwhetherthestudenthaschosentomakethericeavailableornot.

2. (a) My/your (b) your/our (c) pretty (d) chips (e) thirsty

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AnsWeRs To ‘The tree house’


1. Hiba’shouseisonatree.2. Salmawantstodrinktea.3. Yes,Hibahassweetsinhertreehouse.

Write

Salma:MayIhavejuice?Hiba:Sorry,Idon’thavejuice.

Introductions (page 7)

oBjecTives

To teach what to say when introducing people or when one is beingintroduced.Also,introducetheinterrogativeinthesimplepresenttense:Doyou...?

meThod

• Asawarmup,drawa stickfigureon theblackboard.Askpupils iftheyknowthisperson.Then,proceedtointroducethefiguretotheclass,givinghim(orher)aname.Keepthefigureontheblackboardfor further activities after the lesson.Meanwhile, tell the class thatwhatyouweredoingisknownasmakinganintroduction.Writethewordontheblackboard.

• Afterpupilshavereadthetextsilentlytothemselves,andyouhaveread itoutaloud(assuggestedunder ‘SpecificSuggestions’),dividetheclassintogroupsofthreeandaskthemtodotheintroductionsfollowingthetextasamodel.

• Later, return to thestickfigureon theblackboardandtell studentstoaskhimquestions.Otherpupilscananswerthequestionsforthefigure.

AnsWeRs

Individualactivity.

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unit 3: Different Days

The days of the week (pages 8–9)

oBjecTives

Toteachthedaysoftheweekandtonameactivitiesinthesimplepresenttense.

difficuLT WoRd

Polish

meThod

• Assoonasyouandtheclasshavesettleddown,askthemtotellyouwhatdayitis.Iftheygiveyouthedayinsomeotherlanguage,writetheEnglishequivalentontheblackboard.Askthemthenameoftheweeklyholiday(learnedinthepreviouslesson),andwriteitontheblackboard.Continuewiththelesson.

• Afterwards,writethisquestionontheblackboard:‘Whatdoyoudoon ?’ Fill in theday and elicit answers.Then change theday.After doing this for sometime, change the question to the thirdperson,e.g.‘WhatdoesZaradoonThursday?’Givethefirstansweryourself in order to provide the model. Write it down on theblackboard: ‘Shewashesherclothes’(orusetheactivityforthedayasgiveninthebook).Changethedayandaskpupilstorespond.

AnsWeRs

1. Individualwork.2. Sevendays.The days of the week—2 (pages 9–10)

oBjecTives

Thislessonrevisesandconsolidatesthedaysoftheweek,puttingtheminadifferentcontextfromthatofthepreviouslesson.Italsointroducessomenewadjectivestohelpstrengthenstudents’vocabularyand‘alittle’and‘alot’.

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difficuLT WoRds

AlittleAlotCleverFriendly

meThod

• Youcouldaskthestudentswhichdaytheywerebornon,butmostofthemwillnotknowtheanswer.Afterthereading,youcouldhavethemwritethenamesofthedays,eachonaseparatepieceofpaper.This shouldbedone in groupsof seven so that each studenthas achance towrite thenameofonedayof theweek.Gatherallof thebits of paper in a bag, and let each student pick up one paper atrandom.Askseveralchildren,oneafteranother,forasentenceusingthe relevant adjective. For example: ‘I am happy’.This activitywillgivelearnerspracticeinwritingaswellasreading.Itwillalsoenhancecomprehensionofthetext.

AnsWeRs

1. (a) ur (b) on (c) ur (d) un2. (a) Tuesday (b)Thursday (c) Wednesday (d) Friday (e) Monday (f) Sunday (g) Saturday,kind,clever,friendlyNote:Studentsshouldgiveanswersinrelationtothereadingpassage.3. Individualactivity.

A rainy day (pages 11–12)

oBjecTives

Toprovidevocabularyfortalkingabouttherainandrainydays.

difficuLT WoRd

Drops

meThod

• Startoffthesessionbyaskingquestionslike:Wholikestherain?Doesitrainalotwheretheylive?Whatdotheydowhenitrains,etc.?

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• Draw the attention of pupils to parts in the lesson which showcontrast.Forexample, ‘Itrainsa lot inLahore.Butit isnotrainingnow.’ This will help them understand the difference in meaningbetweenthesimplepresenttenseinthefirstsentenceandthepresentcontinuousinthesecondpartofthesentence.

AnsWeRs


Rightanswers:(1),(4),(5),(7).1. Umbrella,wet,clouds,drops.2. (a) Clouds (b) wet,umbrella3. (a) Reading (b) going (c) go (d) cries (e) crying (f) doing

What are they doing? (pages 13–14)

oBjecTives

Toreinforcethepresentcontinuoustenseofthelastlesson.

expLoiTinG The Lesson

Afterthepupilshavefilledintheblanksforthewritingexercise,askonepupilatatimetomimeeachofthecontinuousverbsinthebox(sleeping,talkingetc.).Withbooksclosed, the restof thepupils shouldguessandnametheactivity.

AnsWeRs

1. Washing 2. Brushing 3. Crying 4. Jumping5. Laughing 6. Writing 7. Talking 8. Running

unit 4: Situations

Atif and the baby (pages 15–16)

oBjecTives

Toteachtheimperativeformofverbs.

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difficuLT WoRd

Greedy

meThod

• Pupilsshouldenjoythislesson.Attheendofit,askcomprehensionquestionssuchas:WhichsentencestellyouthatTariqisangry?WhydoesAtifthinkTariqisbeinggreedy?IsTariqpolite?Howshouldheaskforanapple?

• Encouragepupilstotalkabouttheirownyoungersistersandbrothers.Dotheyhaveto lookafterthemsometimes?Howdoesthebabyintheirfamilytalkwhenheorshewantssomething?Bycontrast,howwouldtheythemselvesaskforit,etc.

• The polite way of asking for something is beginning the requestwith theword ‘please’. Give pupils practice inmaking some politerequests.

AnsWeRs


1. Hisbrother’snameisAtif.2. Thebaby’snameisTariq.3. Yes,AtifgivesTariqaspoon.4. Mothersays,‘Whatisthematter,mybaby?’becausewhenshecomes

inTariqisshouting.5. Yes,IthinkTariqisgreedy.

Whoislooking afterwho.1. Atif ’sbigsisterislookingafterhim.2. Fatima’sbigbrotherislookingafterhim.3. Hibaislookingafterherkitten.

The class visits the zoo (pages 17–19)

oBjecTives

To revise the names of animals and introduce relevant vocabulary.Introduce the use of third person singular verb ‘does’ as it appears inquestions.ExercisesinthePupil’sBookfocusonthis.

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difficuLT WoRds

DangerousNoticeStrangeWhaleZebraZookeeper

meThod

• Forawarm-up,askpupilswhatazooisandwhethertheyhaveevervisitedone.Whichanimalsdidtheysee?Whichonesdidtheylike?Whichdidtheydislike?

• After the reading, ask pupils to name the animals the children inthe reading passage saw on their visit to the zoo.They should beabletodothiswithoutlookingatthetext.Forspellingpractice,youcouldaskonepupilatatimetowritethenameofoneanimalontheblackboard.

• Ask pupilswhy Zara thought that the zebrawas a ‘strange horse’?Why is the crocodiledangerous?You shouldhelppupils recognizetheword‘dangerous’immediately,becauseitisusedinmanydifferentkindsofwarningsinreallife.

• Givepupils thenamesof thedifferentmeals takenduring theday,i.e.breakfast,lunch,tea,anddinner.Emphasizevocabularyrelevanttothezoo:keeper,cage,notice,dangerous.

AnsWeRs

2. (a) Does (b) does3. (a) Whatdoesthezookeeperdo? (b)Whatdoesthenoticesay? (c) Wheredoesthetigerlive? (d)Wheredoesthekittensleep? (e) Whatdoesthezookeeperread? (f) Whatdoesthekittendrink?4. (a) Giraffe (b) zebra (c) crocodile (d) monkey

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Atif’s dream (pages 20–21)

oBjecTives

Thislessonintroducesthevocabularyrelevanttoarideinabus.Italsorevisesthenamesofanimals.

difficuLT WoRds

Fare SteppingFlashing ScaredRude Screams

meThod

• Askpupilswhatkindsofpeopletheymeetwhentheyareonabus.Elicit:driver,conductor,passengers.Askwhateachof thesepeoplearesupposedtobedoingonthebus.

• Tellpupilsthatthelessontheyareabouttoreadisbasedonadreamthatoneofthechildrenwhowenttothezoo(previouslesson)had.Letpupilsenjoythestoryandtalkaboutit.Whentheyarereadingouttheparts,askthemtoreadwiththerightexpressions.Checktoseethattheirpronunciationiscorrect.Thisdialogueisalsosuitableforaclassplay:differentpupilscandressupandactoutthevariousparts.

• Later, ask questions about vocabulary specific to a bus ride:Whatmust you buy in order to be allowed to travel on a bus? (Ticket.)What is themoneyyoupay for the ticket called? (Fare.)What is abuswithtwostoreyscalled?(Adouble-decker.)Whatdoyouhavetoclimbinordertoreachthesecondstorey?(stairs)

The birthday party

oBjecTives

To introduce the verb ‘to want’ with nouns and infinitive verbs. Tointroducetheinterrogative,‘Whatdoyouwant?’Topresentvocabularyforanoccasionthathasnowbecomeverypopularwithpupils.

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difficuLT WoRd

Invite

meThod

• Talk about birthdays. Tell pupils about the birthday of a famousperson. For example, Quaid-i-Azam was born on 25 December.Writethisontheblackboard.Givethemasentenceaboutyourownbirthdayandthatofafamousnationalhero.Thiswillprovidethemwithamodel for framing theirownsentenceson this topic. Itwillalsobeagoodwarm-upfor learningthenamesof themonthsandwritingdates,whichtheywilllearnathigherlevels.

• Askpupilshowoldtheyare.Giveyourownage(realorfictitious!).Youcanmake it ridiculouslyfictitiousby saying, ‘I amsevenyearsold.’Jokessuchastheseamusechildrenimmenselyandhelpthemtofocustheirattentiononwhat isbeingsaid.Theyareausefulaidtocomprehension.Havingprovidedadditionalmodelsentencesinthisway,youshouldletthemtellyoutheirages.

• Discuss birthday celebrations, and let pupils talk about their ownbirthdays,orpartiesthattheyhavebeento.

• Thislessonintroducestheusefulandimportantverb‘towant’.Givethepupilsplentyofpracticeinusingitwithnounsandinfinitives.

Forexample, Iwantcake=towant+noun Iwanttoeat=towant+infinitive Iwantanorange=towant+noun Iwanttoeatanorange=towant+noun+infinitive The exercise that follows this lesson provides practice in using

‘towant’inthethirdperson.

AnsWeRs

1.Wants 2. Want 3. Wants 4. Greedy

Zarina bakes a cake (pages 23–24)

oBjecTives

Toreinforce themaingrammarpointsof the last lesson. In this lesson‘towant’hasbeenusedwithanactivity.

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difficuLT WoRd

Busy

meThod

• Askpupils if anybodyhelps themwhen theyaredoing something.Let themoffer information aboutwhathappenswhenoneof theirfamilymembers is looking for help.Have they ever seen anybodybakeacake?Introducetheword‘bakery’.Whatcanyoubuyfromabakery?

• After reading the text, ask comprehension questions.Who helpedZarina?Elicit‘nobody’.Whowantstoeatthecake?Everybody.Forinteresting reinforcement of these two newwords, ask, ‘Who likesicecream?’andsay,‘Doyouknowthatinsomecountriespeopleeatfrogs’legs.Whowantstoeatlovelyfrogcurry?’

• In this lesson, the verb ‘to want’ has been used inmany differentcontexts.Askpupilstoframesentencesoftheirownusingthisverbconstruction. You can expand their vocabulary by introducing thequestion word ‘why’. For example, say, ‘Why am I here? BecauseI want to teach you’, and so on. To provide practice in the use ofthe verb in the third person, ask one pupil to whisper in his/herneighbour’searasentenceaboutwhatshewantsorwantstodo.Theneighbouringpupilmustthentelltheclasswhathe/she’sbeentold.Forexample,he/shemightsay,‘Sameenwantstogotothezoo.’

• Divide the class into groups. Ask pupils to express a wish in thestructurebeing taught.For example, ‘Iwanta redbicycle’, etc.Askthemtowritetheirwishonapieceofpaper.Letthegroupjumbleupallthebitsofpaperandthenguesswhowishedforwhat.Thisactivitywillprovidepraticeinbothreadingandwriting.

AnsWeRs

1. (a) Shewantstobakeacake. (b) Hewantstobuyacricketball. (c) SarawantstovisitBina.2. (a) Everybody (b) nobody

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unit 5: Shapes

Different shapes (pages 25–27)

oBjecTives

To teach the names of various shapes, i.e. the circle, the square, therectangle,andthetriangleaswellastheuseofthephrase‘lookslike’.

meThod

• Forthewarm-up,talkaboutshapes.Doesaplatelooklikeaknifeorlikeawheel?Doesanarmlooklikeafaceorlikeastick?

• Draw the shapes taught in the lesson on the blackboard and askpupilstoidentifythem.

AnsWeRs

1. Ensure that pupils have coloured the shapes according to theinstructionsgiveninthePupil’sBook.

2. (b)Wigwam,triangle (c) parcel,square (d) ball,circle (e) wheel,circle

A poem about animal houses (page 28)

oBjecTives

To help reinforce the shapes introduced in the previous lesson and tointroducepupilstopoetry.

difficuLT WoRds

CosyFlecksPenPecksShinyTired

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meThod

• Tell the class the names of animals’ houses. The hen’s house iscalled a coop, the dog’s a kennel. Fishes are kept in bowls as wellasaquariums.Havethepupilseverseenanaquarium?Askthemtorelatetheirexperiences.Tellthemaboutanimalsthatbuildtheirownhouses—forexample,birds,bees,ants(nests,beehives,anthills).Thebestthingtodowouldbetoshowpupilspicturesofvariouskindsofanimalhomes,includingbirds’nests.

unit 6: Likes and Dislikes

A lot of questions (page 29)

oBjecTives

Topractisequestionsthatbeginwiththewords,‘What?’‘How?’‘Where?’,and‘Who?’

meThod

• Startthewarm-upbyaskingpupils if theyknowofsomebodywhoasks a lot of questions. Are there such neighbours, relatives, etc.?During a short discussion on this topic, introduce relevant wordssuchas‘nosy’(whichiseasytorememberandinterestingifyoutellthemthatitmeanssomebodywhoisalwayspokingtheirnoseintootherpeople’sbusiness).

• After the reading, ask questions based on the text, like ‘Where isZahid going?’ Later, you can ask pupils tonotice the ‘of course’ inthe reading passage. You should have emphasized this commonexpressionwhen you read the passage out loud to the class. DoesZahidsoundirritated?Why?Introducetheword‘personal’.Itisnotpolite to ask personal questionswhen you are talking to someoneyou don’t know very well. The word ‘neighbour’ should also beintroduced during the course of this lesson.The personwho livesnear your house and the person who sits next to you in class areyourneighbours.Thisisacommonandusefulword.Useitcasuallyin your conversation to familiarizepupilswith it: ‘Borrowapencilfromyourneighbour’,etc.

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• You could introduce a role play about a girl/boy and a curiousneighbour.Onepupilcanbetheneighbourandaskfunnyorpersonalquestions.

AnsWeRs

Write.1. What 2. How 3. WhereAboutme.Individualactivity.

Likes and dislikes (pages 30–31)

oBjecTivesTo introduce the use of the verb ‘to like’ in both its affirmative andnegativeforms.

meThod

• Start the lesson with a discussion of what pupils like in differentareas—forexample, sports.Youcan thenask themwhat theydon’tlike.Inthesessionfollowingthereadingpassage,youcouldwriteontheblackboard:animals,fruits,vegetables,sports,drinks,andothersubjects.Pointtoeachoneoftheseatrandomandelicitresponses.For example, you could indicate ‘drinks’ and point to a pupilwhowouldhave to say ‘I like...’ or ‘I don’t like…’ In this activity, pupilswillbepractisingthestructureaswellaspayingattentiontorelatedvocabulary.

• The conjunction ‘and’ and ‘but’ should be practised in the sameway.

AnsWeRs

Write.Individualactivitybasedonthereadingpassage.Aboutme.Individualactivity.1.Individualactivity2.Individualactivity

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Things we like (pages 32–33)

oBjecTives

To reinforce the use of the verb ‘to like’, contrasting like + noun andlike+infinitive.Basedonthevocabularyalreadyintroduced,thislessonencouragespupils toemploy theword ‘like’ in theexpressionofwider,morepersonalideas.

difficuLT WoRd

Ride

meThod

• Thislesson,andthelastpartofitinparticular,willappealtopupils.Humour is a great aid to internalizing grammatical structure andshouldnotbedismissedas frivolousorperipheral.Allowpupils toenjoy itandtalkaboutFaheem’sappetiteorSana’ssharpcomment.What was Sana doing? Introduce the expression ‘tomake fun of ’:SanawasmakingfunofFaheem.

• Askpupilstotalkaboutwhattheythemselveslikeanddislike.• Thelastpartofthelessonfocusesonpupilsandtheirparent’s likes

anddislikes.• On theblackboard,write thenamingwords (nouns) in the texton

oneside,andthedoingwords(verbs)inthetextontheother.Followthispattern:

Marks Togetmarks. Trees Toclimbtrees. Rain Toseerain. Camel Toeatacamel.

Ask pupils to notice that the first column consists of names ofthingsandthesecondnamesofactions.Puttheheadingsinthetwocolumns—i.e.NamingWordsandDoingWords.Thisisthebasicsofgrammarandneedstobecalledattentiontonowandthen.

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AnsWeRsReading comprehension1. False 2. True 3. False 4. True 5. False 6. FalseAboutme.Individualactivity.

Hobbies (pages 34–35)

oBjecTivesTo introduce common verbs in the simple present tense, especiallyrelevant to a desirable activity—i.e. hobbies—but also useful in othercontexts.

difficuLT WoRdsAlbumBushesCollectCucumbersHobbyMatchboxesStamps

meThod• Forwarm-up,talkabouthobbies.Mostofyourpupilshaveprobably

never heard of the word. You can start the discussion by askingthemwhat theydo in their spare time. It is always good to start adiscussionbyaskingquestionsbecausequestionsdrawtheirattentionfarbetterthananylectureorstatementfromtheteacher.Mostpupilshaveneverimaginedthatanythingworthwhilecanbeachievedwhileenjoying oneself. You can explain to them that hobbies are verydifferentfromlessons,yetonecanlearnmuchfromthemandtheyarealotoffun.

• Afterthereading,askalotofquestionstoelicitandpractisesimplepresent tense verbs in the third person. For example, ‘What doesMiss Rashid paint?’ ‘What does Adil collect?’When you find thatresponsesarebecomingtoomechanical,introducevarietybyasking‘WhatisSeema’shobby?’Introducequestionsbeginningwith‘What’.Youcouldintroduceapersonalelementbyaskingquestionssuchas‘Whoissittingnearthedoor?’or‘Whohaslonghair?’

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• Encourage pupils to have hobbies of their own and bring theircollectionstoclassandshowyouandtheothers.Appreciateandevendisplaytheireffortswheneverpossible.

• Allowpupilssufficienttimetothinkabouttheirhobbiesbeforetheybegin the writing exercise in the Pupil’s Book.They should writeaboutthreetofourshortsentencesatthisstage.Helpthemwiththespellingsofdifficultwords.

AnsWeRs


1. Binamakesfurniturewithmatchboxes.2. Seemagrowsvegetables.3. MissRashidpaintspictures.

Write

1. Seema grows vegetables. She has a very small garden. She growstomatoesandcucumbersinit.

2. Individualactivity.

unit 7: Time

What time is it? (pages 36–37)

oBjecTives

Toteachpupilshowtotellthetimeandtointroducethemtotime-relatedstructures.

difficuLT WoRds

QuarterPast

meThod

• Acardboardclockwithmoveablehands isveryhandyforteachingpupilshowtotell thetime.It issuggestedthatat leasttwotothreeoftheseclocksbemadesothatpupilscanhandlethemaswell.

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• Atthisstage,manypupilswillalreadybefamiliarwithhowtotellthetime.WhatyouwillhavetoconcentrateonishowtotellthetimeinEnglish.Firstofall,makesurethatpupilsrecognizehours.Turnthehands on your cardboard clock to show two o’clock, nine o’clock,twelveo’clock,etc.(Ifyoudon’thaveacardboardclock,drawaclockontheblackboard.)Aftersomeoralpractice,youcanwrite‘o’clock’ontheblackboard.Onlyaftersuchpreliminaryworkshouldyoustartthelesson.

• Beforeyoubegin,writethefollowingontheblackboard: minutes=1hour hours=1day days=1week Tell pupils that they have to fill in the blanks with figures after

theyhave read thefirst two lines of the lesson.Ask threedifferentvolunteerstowritethefigures(60,24,and7)ontheblackboard.

• Carry onwith the lesson.Write keywords—to, past, a quarter to,aquarterpast,halfpast—on theblackboard foreasy referenceandpractice.

Sajid’s day (pages 37–38)

oBjecTives

To reinforce the newly-acquired skills of the previous lesson.To teachpupilstotellthetimeinameaningfulcontextandtoprovidepupilswithmorepracticeintime-relatedvocabulary.

difficuLT WoRd

Honk

meThod

• Afterthereading, letpupilsdiscuss thepassage.Manywill identifywith Sajid. You can start off the discussion by asking a leadingquestion such as, ‘Do people tell you to do things?’ Askwho tellsthemtodowhat.Oncetheresponsesstartcomingeasily,relatesomeofthemtotimeandaskthespeakerwhenhe/sheistoldtodowhat.Thiswayyouwillbeensuringthatalongandcomplicatedresponse(forthelearner)istakeninsmall,manageablebits.

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• Attheendofthelessonprovideextrapracticebydividingtheclassoffintopairs.Thepairsthenaskandanswerquestionsrelatedtotime.

Forexample, Pupil1:WhendoyouwatchTV? Pupil2:IwatchTVatsixo’clock.

AnsWeRs

1. Halfpastsix.2. Oneo’clock.3. Doeshishomeworkatquartertofour.4. Hegoestosleepathalfpastnine.5. Individualactivity.

unit 8: Vocabulary Builders

More questions (pages 39–40)

oBjecTives

Topractisethe‘wh’questions:Where?What?When?,andWho?

meThod

• With each of the questionwords, ask other questions, both in thesingular and theplural. For example, you could ask, ‘Where is thecricketmatch?’ ‘What is your name?’ ‘When does the bus arrive?’‘Whoisinfrontofme?’,etc.

• After youhave asked a fewquestions, ask pupils tomake up theirownquestions,usingthefourquestionwords.Letthemaskyouafewquestionssothattheycanheargrammaticallycorrectresponses(alsobecauseitisinterestingtoputaquestiontotheteacher).Forfurtherpractise,theycanworkingroupsandcorrecteachother’smistakesifneedbe.Goaroundtheclassandmakesuretheyareontherighttrack.

AnsWeRs

1. Whereisthefish?Ans. Itisinthefridge.

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2. Wherearetheapples?Ans. Theyareinthebasket.3. WhereisMrCrocodile?Ans. MrCrocodileisinthebus.4. Whendoesfathercomehome?Ans. Hecomeshomeatthreeo’clock.5. Whoistalkingtotheboy?Ans. Agirlistalkingtotheboy.

Mini (pages 41–42)

oBjecTivesTo introduce the question word ‘Whose?’ and to teach pupils how toframeanswerstoquestionsbeginningwithit.

meThod• For warm-up, talk about pets. Which pupils have pets?What are

they?Dothesepetshaveanypossessions, suchasavessel for foodanddrink,acollar(ifadog),abasket(ifakitten),etc.Dothepetshavenames?

• Provide furtherpracticewith ‘Whose’and theapostrophe.Point toanotebookonapupil’stableandask‘Whosenotebookisthat?’Gettwopupilstostandneartheblackboardandtaketurnsinwritingthenamesof theownerandthe“ ’s”e.g.Hamid’s.Ask the full ‘Whose’questiontwoorthreetimes.Thenmerelypointtotheobjectandlettheclassframethequestion.Meanwhilethepairattheblackboardiskeptbusyerasingthenamesofthepreviousownerandwritingthenamesofthenewone.

AnsWeRs

1. (a) Whosebottleisthis? (b)Whosetoysarethese? (c) Whoseplateisthis? (d)Whoseblanketisthis?2. Individualactivity.3. Thisismybrother’spicture. Thisismymother’spicture. Look!Wearesittingonmyfather’sbicycle. Ourparrotissittingonmyfather’shead.

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At the wedding (page 43)

oBjecTives

To teach pupils the use of adverbs and to introduce new vocabularywords.

meThod

• Startpupilsoffbyaskingthemtotalkaboutweddings.Whoarethemost important people at a wedding?Write the words ‘bride’ and‘bridegroom’ on the blackboard after you have elicited a responsefrom them. Write the relevant words that they contribute on theblackboard(forexample,‘clap’,‘eat’,etc.).

• Afterreadingthepassage,askpupilshowtheactionstookplace.Forexample, how were the people talking? How was the bridegroomsmiling?Elicitmoreadverbs(inthiscase,‘loudly’and‘happily’).Formoreadverbs,reverttotheblackboard.Askforwordsthatdescribe‘clap’, ‘eat’,etc.Forfurtherclassroompractice,giveshortcommandssuch as, ‘Lift yourhand slowly’ or ‘Count thenumber of pupils inyourrowquickly’,etc.

• Pointoutthat‘ly’isnotaddedto‘fast’.Forexample,wewrite‘comequickly’,‘comefast’butnot‘comefastly’.

• At a laterdate, you can givemorepractice for reinforcement.Thistime, you shouldwrite some of the adverbs learned earlier on theblackboardandaskpupilstomakesentenceswiththem.

AnsWeRs

1. Individualactivity.2. (a) Loudly (b) sweetly (c) happily (d) softly (e) slowly

On the street (page 44)

oBjecTives

To reinforce and consolidate the use of the adverbs learned in thepreviouslessonbyusingthemindifferentcontexts.Toprovidepracticeinlistening.

meThod

• For this lesson, make a departure from the usual procedure. Askpupilstoclosetheirbooks.Writeouttheadverbsgivenatthe

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beginningofthelessonandaskpupilstoreadoutthecorrectwordforeachblankasyoureadoutthesentence.Thenaskthemtoopentheirbooksandlookatthepictureandcorrecttheiranswers.Later,youcanalsogivethecorrectanswerstothepupils.

AnsWeRs

Somecarsaregoingveryfast.Heiswalkingslowly.Aschoolbusishonkingloudly.Aschoolboycomesoutofhishousequickly.Thecrowsarecrowingangrily.

Our helpers (pages 45–46)

oBjecTives

To teach the names of different professions and to identify the workrelatedtoeach.

difficuLT WoRds

MendsSews

meThod

• Askpupilstoimaginethattheyhavelanded(individually)inawildplacewheretherearenopeople.Theyneedtofindahousetolivein.Getthemthinkingandtalkingaboutthewholesupportsystemwhichanindividuallivinginasocietyhasbuttakesforgranted.Inourdailylives,wearehelpedbymembersofthevariousprofessions.Askpupilswhatkindofhelptheywouldneedinawildplace:somebodytobuildahouseandroad;somebodytogrowfood,etc.

• After reading the passage, extend the vocabulary given in the textby giving (and eliciting) names of other professions: washerman,shopkeeper,nurse,grocer,postman,electrician,plumber,mechanic,pilot,engineer,typist,artist,writer,etc.Haveonepupilcometothefrontoftheclass,chooseanoccupationandtelltheotherswhathe/shedoes.Forexample, ‘Imendcars’.Theothershavetoguesswhat

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his/heroccupation is.Otherexamples canbe, ‘Ibring letters’, ‘Iflyplanes’, ‘I sell vegetables’ etc. At this stage you should explain thepronunciationofcertainwords.Pronounce‘sews’as‘nose’,‘plumber’as‘plumer’.

• For homework, ask pupils to draw a picture of themselves in theprofession that they would like to follow when they grow up.Underneath,theyshouldwriteasentenceortwoaboutthework.

• Theexerciseattheendofthislessonhasbeendesignedtowidenthecontextfor,andaddto,thevocabularyusedindiscussingthevariousprofessions.Atthisstage,pupilsshouldbeabletofillintheblanksbythemselves.Youshouldfocusonproductandjob-relatedvocabulary.For example, what else does the mason build besides houses? Or,whatdoesthedoctordobesidesgivingmedicine?

• Chooseaprofession.Holdabrainstormingsessionforsomerelatedvocabularyandwritewhatyouelicitontheblackboard.Forexample:Pilot:aeroplane,cockpit,uniform.Later,youcanaskpupilstowriteashortcompositionoftwotofivesentencesaboutthepilot(oranyotherprofession),usingthevocabularywordsontheblackboard.

AnsWeRs

1. Building 2. Furniture 3. Uniform 4. Rice5. Medicine 6. English 7. Shoe

Azra’s baby sister (page 47)

oBjecTives

Toconsolidateandrevisethevocabularyandstructurestaughtinearlierlessons.This lesson contrasts anddemonstrates the difference betweenthesimpleandcontinuouspresenttenses.

difficuLT WoRds

BiteCurlyShutYawning

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meThod

• Talkaboutbabiesandwhattheycanandcannotdo.Askpupilstotalkabouttheirownexperienceofbabies.Elicitmoresentenceswith‘looklike’.Drawaroundclockontheblackboard.Whatdoesitlooklike?(A face, a circle.)Askpupils tomake shapeswith their twohands.Theyshouldthenasktheclass,‘Whatdoesthislooklike?’Thepatternfor thequestionhasalreadybeen illustratedwhenyouaskedaboutthedrawingoftheclock.

• Askpupilstomimevariousactions.Theyshouldthenaskthequestion,‘WhatamIdoing?’Theothersshouldreplyinfullsentences.

AnsWeRs


Correctsentences:Thebaby’smouthissmall.Thebabyiscryingloudly.

Correctedsentences:Thebaby’sskinissoft.Hercarsarelikeseashells.Hereyesareopenwhensheisawakeandclosedwhensheisasleep.

WRiTe

Individualactivity

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unit 9: Revision

Test paper (pages 48–50)

You can set tests or do revisionwork from thismaterial.You can alsouse thismaterial as suggestions formaking up your own revision andtesting material. Revision should be an ongoing process. Ensure thatyou reinforce and practice new vocabulary and structures with pupilsthroughouttheacademicyear.1. Furniture:chair,bed,table.Shapes:circle,triangle,rectangle,square.

Days:Friday,Sunday,Tuesday.House:room,door,bed,table,wall.2. Round/circle. A week/seven days. A lot/very. Everybody/all.

Vegetable/cucumber.Small/little.3. (a) Seven (b) sixty (c) two (d) four (e) five4. (a) When (b) whose (c) where (d) what (e) who (f) how5. (a) Clean (b) thirsty (c) rich (d) busy (e)hungry (f) dry6. (a) Sweetly (b) loudly (c) quickly7. (a) TahirlivesinBannu. (b) Mariamisagoodgirl. (c) Whatareyoueating? (d) Arethosemypencils?8. (a) Helpsustolearn (b) growsourfood (c) helpsuswhenweareill (d) sellsmeat (e) sewsourclothes (f) mendsourshoes (g) buildsourhouses (h)makesfurniture9. (a) Raining (b) laughing (c) jumping (d) talking (e) running10. (a) Fridge (b) rectangle (c) cage (d) giraffe (e) hobby (f) basket (g) Tuesday (h) clever (i) hungry

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Teaching Guide for Book 4 Amina Azfar Ahead English/Teaching... · • On the street ... It is...

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