Children will learn how to Name buildings in a community

Children will learn how to:

✦ Name buildings in a community

✦ State what kind of home they live in

✦ Ask and answer questions about homes

✦ Talk about the relative size of homes

✦ Talk about places in a town and their location

✦ Ask and answer questions about the locations of

people and buildings

✦ State what kind of community they live in

✦ Sight read these words:

souk, mosque, shop, police station, supermarket, clinic,

hospital, post office, toy shop, school, falaj, date palm,

house, flat, park, town, village

Main language

✦ Do you live in a house or a flat?

✦ I live in a [house].

✦ I live in a big [flat].

✦ Where’s Sami? In the souk.

✦ Where’s the shop? Opposite the mosque.

✦ I live in a [village].

✦ In my village there’s a [falaj].

✦ Ali is next to Fatma.

✦ Muna is opposite Bader.

✦ Muna is between Fatma and Ali.

Vocabulary

✦ Prepositions: near in, next to, opposite

✦ Buildings: souk, mosque, shop, police station,

supermarket, clinic, hospital, post office, toy shop ,

school, house, flat

✦ Places: park, town, village

✦ Transport: bus, car

✦ Parts of a bus: wheels, wipers, lights, horn

✦ Other: falaj, date palm

Skills

✦ Apply prior knowledge

✦ Read whole words

✦ Read whole sentences which have been learned orally

✦ Sequence letters of the alphabet

✦ Match spoken words and pictures

✦ Match written words and pictures

✦ Match oral information to a picture

✦ Match written information to a picture

✦ Match written questions and answers

✦ Identify a picture from aural information

✦ Identify a picture from written information

✦ Ask and answer questions about location

✦ Give a simple oral description of a town/village

✦ Spell building words

✦ Look for detail in pictures

✦ Listen for detail

✦ Recognise the rhythm and stress of English through

songs

Literacy

✦ Revise the alphabet

✦ Say sounds \c\ g\pl\d\gl\bl\t\nk\nd\

✦ Complete words with missing letters

✦ Find words in a string of letters

✦ Copy sentences

✦ Match pictures to sentences

✦ Fill in missing letters to complete names of places

✦ Label pictures

✦ Unscramble letters to make words

✦ Complete missing words in sentences

✦ Understand the use of commas

✦ Use ‘next’, ‘opposite’, and ‘between’ in sentences

Classroom language

✦ Look at [the picture of Sami’s village].

✦ How do you spell [souk]?

✦ Which picture?

✦ How many [cars] can you see?

✦ Draw a [line from the question to the answer].

✦ Who is this?Where is this?

✦ Is this a town or a village?

Activities

✦ Listen and match

✦ Label pictures with words

✦ Order written letters of the alphabet

✦ Play a spelling game using letter cards/rack

✦ Read and match

✦ Draw and describe their town or village

✦ Play a place and building name game

✦ Sing songs

✦ Say the sounds, write

✦ Circle the words

✦ Copy

Unit 6 147

Town and Village Unit 6

148 Unit 6

Town and Village

Lesson 1

the flashcard of souk on the board and put the

flashcard of Sami next to it.

✰ Repeat this procedure with all the pictures until

you have elicited: Sami’s in the souk, Maha’s

near the mosque, Soot’s in the shop, Biff’s in the

bus, Paul’s in the park, Vicky’s in the village. Put

the corresponding flashcards of the places and

characters on the board as you elicit the

sentences. Check, in L1, that children

understand the difference between a town and

a village.

✰ Point to each pair of flashcards and say the

appropriate sentence. Get the class to repeat

the sentences with you. For example, point to

the flashcards of Paul and park and say Paul’s in

the park. Get the class to repeat this. Make sure

children talk about each pair of flashcards at

least twice.

Step two

✰ Ask children to look at the pictures on page 52

again. Tell the class that you are going to teach

them a song about the pictures.

Children will:

• talk about different locations

• understand the difference between a town

and a village

• make sentences

• listen to and join in with a song

• identify characters and places in a song

• ask and answer questions

• revise the alphabet

• say sounds and complete words with missing

letters

You will need:

• Flashcards: 1-6, 26, 94, 204-207(Sami,

Maha, Vicky,Paul, Soot, Biff, souk, mosque,

shop, park, village,)

Task One (15 minutes)

Step one

✰ Ask children to look at page 52 of their

Classbooks. Give children some time to look at

the pictures.

✰ Hold up your Classbook, point to Sami, and ask

Who is this? Elicit Sami and say Yes. Sami’s in

the souk as you point to the picture of the

souk. Get the class to repeat this with you. Put

Unit 6 149

✰ Play the chorus of the song and ask children to

listen carefully.

✰ Say the first line of the chorus Hey ho, skip to

my Lou and get children to repeat the words

with you. Say the last line of the chorus Skip to

my Lou, my darling and get children to repeat

the words.

✰ Play the chorus again. Encourage children to

read the chorus in their Classbooks and join in

with the words.

✰ Tell the class that they will hear about one of

the characters on the next part of the CD. Ask

them to listen carefully and point to the picture.

Play verse 1.

✰ Pause after this verse and ask Where’s Sami?

Elicit in the souk.

✰ Play verse 1 again and encourage children to

join in with the words. Play the chorus of the

song and encourage children to join in with the

words.

✰ Repeat the procedure above with the remaining

five pictures. First. play the verse while children

listen. Ask where the character is and elicit in

the [park]. Then play the verse again and then

the chorus, and encourage children to join in

with the words. Remember that the chorus

comes after every verse.

This is a long song, but it teaches valuable

vocabulary in an enjoyable way.

Step three

✰ Hold up your Classbook and point to the

pictures of the characters on page 52 in random

order. Ask where the characters are. For

example, point to the picture of Maha and ask

Where’s Maha? Ask questions about all the

location of all the characters on the page.

✰ Point to the board again and ask Where’s

…[Vicky]? Ask about all the characters again.

Town and Village

Song Transcript 6.1 [Track19]

Skip to my Lou

Chorus

Hey ho, skip to my Lou,

Hey ho, skip to my Lou,

Hey ho, skip to my Lou,

Skip to my Lou, my darling.

Verse 1

Sami’s in the souk, skip to my Lou,

Sami’s in the souk, skip to my Lou,

Sami’s in the souk, skip to my Lou,

Skip to my Lou, my darling.

Chorus

Hey ho, skip to my Lou,

Hey ho, skip to my Lou,

Hey ho, skip to my Lou,

Skip to my Lou, my darling.

Verse 2

Paul’s in the park, skip to my Lou,

Paul’s in the park, skip to my Lou,

Paul’s in the park, skip to my Lou,

Skip to my Lou, my darling.

Chorus

Verse 3

Soot’s in the shop, skip to my Lou,

Soot’s in the shop, skip to my Lou,

Soot’s in the shop, skip to my Lou,

Skip to my Lou, my darling.

Chorus

Verse 4

Vicky’s in the village, skip to my Lou,

Vicky’s in the village, skip to my Lou,

Vicky’s in the village, skip to my Lou,

Skip to my Lou, my darling.

Chorus

Verse 5

Maha’s near the mosque, skip to my

Lou,

Maha’s near the mosque, skip to my

Lou,

Maha’s near the mosque, skip to my

Lou,

Skip to my Lou, my darling.

Chorus

Verse 6

Biff’s in the bus, skip to my Lou,

Biff’s in the bus, skip to my Lou,

Biff’s in the bus, skip to my Lou,

Skip to my Lou, my darling.

Chorus

150 Unit 6

Town and Village

Ask Where’s …[Sami]? and get the class to repeat

the question with you. Answer the question yourself.

✰ Point to one of the characters and encourage the

class to ask you the question Where’s …[Maha]?

Answer the question. Get the class to ask you about

all the characters on the board.

✰ Point to one of the characters and get one child to

ask another child Where’s …[Paul]? Help the other

child to reply In the …[park]. Repeat this procedure

until individual children have asked and answered

questions about the location of all the characters.

✰ Organise children into pairs. Tell them to take turns

asking and answering questions about where the

characters are.

Task Two (5 minutes)

✰ Quickly chain the alphabet around the class. Make

sure all children are included. Repeat the alphabet

two or three times.

✰ Ask children to open their Classbooks at pages 4 and

5 and say the letter of the alphabet with the name of

the item, for example a is for apple. Chain this

around the class.

Task Three (10 minutes)

✰ Ask children to open their Skills Books at page 31.

Get children to look at activity 1 and to read the

sounds. \ake\ \ate\. Ask children to look at the

pictures and to complete the words by using the

letters c, g, pl, d. Help and support children as

necessary. Get children to read and repeat the words

several times.

✰ When children have completed the first activity,

repeat the procedure for the second activity.

✰ Now ask children to look at activity 3. This time

children should complete the endings of the words.

Get children to read the endings/ sounds of the

words \nk\ and \nd\. Get children to complete the

words, then read the words aloud several times. Get

children to copy the words in full into the blank

spaces.

Unit 6 151

Town and Village

152

Lesson 2

Unit 6

Town and Village

You will need:

• Flashcards: 1-6, 26, 94, 204-209 (Sami,

Maha, Vicky, Paul, Soot, Biff, park, bus, souk,

mosque, shop, village, house, flat)

• Word cards: 1-6, 16, 78, 183-186 (Sami,

Maha, Vicky, Paul, Soot, Biff, a park, a bus, a

souk, a mosque, a shop, a village)

Children will:

• revise locations

• listen to and join in with a song

• match flashcards with word cards

• listen and identify where characters live and

repeat sentences and dialogues

• talk about where they live

• write a sentence about where they live and

copy the words

• find words in a string of letters

• copy sentences beginning ‘I live in a . . . ‘

Task One (5 minutes)

✰ Tell children to look at page 52 of their

Classbooks. Ask questions about the location of

each character. As you elicit the answers, put

the flashcards on the board.

153

Town and Village

Unit 6

✰ Tell the class that you are going to play the song

Skip to my Lou (Song CD 6.1). Ask children to

listen and join in with the words where they

can. Play the song straight through.

Task Two (5 minutes)

✰ Put the flashcards of the characters on the

board. Point them and ask Where’s ...[Vicky]?

As you elicit the response in the ...[village], put

the word card below the flashcard. Repeat this

procedure until the location of all the characters

has been identified again and the corresponding

word cards have been put on the board.

✰ Ask questions about the location of all the

characters again. As children name their location,

point to the flashcard on the board and say Yes

...[Sami’s in the souk.]

✰ Point to each word card in turn and elicit the

name of each place or thing.

✰ Take all the word cards and flashcards off the

board. Distribute them randomly to one half of

the class. Tell the class that you are going to say

where one of the characters is. Children who

have the flashcard of the character, or the

flashcard or word card of the place, should

come to the front of the class and show the

rest of the class their cards. For example, if you

say Paul’s in the park, the child with the flashcard

of Paul and the child with the flashcard for park

and the word card for park should all come to

the front of the class.

✰ The rest of the class should listen and look

carefully and say Yes if children are correct and

No if not. Describe where each of the

characters is. Collect the cards on your desk as

children come to the front of the class with the

correct combinations of cards.

✰ When you have described where all the

characters are, redistribute the cards to the

other half of the class and repeat the activity.

Task Three (15 minutes)

Step one

✰ Tell the class to look at page 53 of their

Classbooks. Give children some time to study

the pictures.

✰ Ask children if they can name the types of

buildings in L1. Give them the names in English:

a house and a flat. As you do this, put the

flashcards on the board. Explain that two of the

pictures show where Paul and Vicky live in

England. Get children to guess which pictures

these are. Let them give their reasons in L1. Tell

the class they will hear the characters asking and

answering questions about where they live.

✰ Play Listening CD 6.1 straight through. Ask

children to listen and look at the pictures on

page 53.

✰ Tell children they will hear the listening again.

This time, ask them to identify the character

who is answering the question.

✰ Hold up your Classbook and point to Paul. Say

Paul. Which picture? Get children to look at the

number in their books and elicit number three.

Repeat this procedure for the other pictures.

✰ Tell children they will hear the listening again.

This time, ask them to listen and repeat the

questions and answers after the characters.

✰ Play the listening again. Pause after each

character speaks and encourage the class to

repeat each line.

✰ Tell the class they will hear the listening again.

Pause after each dialogue and encourage the

class to repeat it.

Step two

✰ Divide the class in half. Tell one half they have

to repeat the questions and the other half the

answers. Play the listening. Pause after each

Listening Transcript 6.1[Track 39]

Paul: Do you live in a house or flat?

Sami: I live in a big house.

Maha: Do you live in a house or flat?

Vicky: I live in a small house

Sami: Do you live in a house or flat?

Paul: I live in a flat.

Vicky: Do you live in a house or flat?

Maha: I live in a flat.

154 Unit 6

Town and Village

question and answer, and get the class to repeat

their part of the dialogue. Get children to switch

roles.

✰ Ask an individual child Do you live in a house or

a flat? Help them to respond with I live in a

house or I live in a flat. Ask several other

children this question.

✰ Get children to repeat the question Do you live

in a house or a flat? with you and then answer

the question yourself.

✰ Ask a confident child to ask another child about

their home. Encourage them to use Do you live

in a house or a flat? Repeat this with several

other pairs of children.

✰ Get children to ask and answer questions with

their friends about their homes.

Step three

✰ Tell children to look at page 53 again. Ask the

class to read the sentence under each picture.

Tell children that you are going to say the

number of one of the pictures and that they

must read the sentence out loud. For example,

you say picture 2 and children read I live in a

small house. Repeat this until children have read

each sentence, in random order, at least twice

✰ Tell children to look at the box at the bottom

of page 53. Ask children if they can guess what

they have to do. They have to write about

where they live on the writing lines.

Task Four (5 minutes)

✰ Ask children to open their Skills Books at page

32. Get children to look at activity 4. Read the

rubric with children. Get children to tell you

what they have to do. Children have to circle

the individual words in a string of letters, then

copy the words onto the lines under the

pictures. This should be done in class and

checked.

✰ Ask children to look at activity 5. This is a

mechanical exercise to practise handwriting,

legibility and speed. You can give this activity as

homework if you are pressed for time.

Unit 6 155

Town and Village

156 Unit 6

Town and Village

Lesson 3

You will need:

• Flashcards: 1-6, 26, 94, 204-209 (Sami,

Maha, Vicky, Paul, Soot, Biff, park, bus, souk,

mosque, shop, village, house, flat)

• Word cards: 1-6, 78, 183-188 (Sami,

Maha, Vicky, Paul, Soot Biff, a park, bus, souk,

mosque, shop, village, house, flat)

Children will:

• revise locations

• listen to and join in with a song

• listen and identify pictures

• read short senteces

• match flashcards and word cards

• match pictures and sentences

• fill in missing letters to complete names of

places

• label pictures

Task One (10 minutes)

Step one

✰ Tell children to look at page 52 of their

Classbooks. Ask questions about the location of

each character. As you elicit the answers, put

flashcards of the characters and places on the

board.

Unit 6 157

Town and Village

✰ Tell the class that you are going to play Skip to

my Lou. Ask children to listen and join in with

the words where they can.

✰ Play the song straight through (Song CD 6.1).

Step two

✰ Ask children to look at page 53 of their

Classbooks. Tell children they will hear the

characters talking about where they live. Ask

them to listen and find the matching picture.

✰ Play the CD. Pause after each sentence and ask

Which picture?

✰ Children should be able to guess picture 2 easily,

as it is the only small house. Children will have to

think carefully about the second sentence because

there are two pictures of flats. They will need to

reason deductively and work out that one flat is

the home of Paul and the other the home of

Maha. As the voice they hear on the CD is a

girl’s, they should be able to guess that it is Maha’s

home – picture 4. This reasoning should then

help them guess that the next sentence they hear

must relate to Paul’s home – picture 3. The final

sentence should be easy for children as there is

only one picture of a big house.

✰ Hold up your Classbook and point to picture 1.

Point to the sentence under the picture – I live in

a big house. Read the sentence aloud to the class.

Write the sentence on the board. Repeat this

procedure with the remaining three pictures and

sentences.

✰ Read each sentence off the board with the class.

Remember to track under the words with your

finger or a ruler.

✰ Tell children to look at page 53 again. Ask the

class to read the sentence under each picture.

Tell children that you are going to say the number

of one of the pictures and that they must read

the sentence out loud. For example, you say

picture 3 and children read I live in a flat. Repeat

this until children have read each sentence, in

random order, at least twice.

Task Two (10 minutes)

✰ Ask children to look at page 52 of their

Classbooks again. Point to one of the characters

in your Classbook and ask Where’s ...[Vicky]? As

you elicit the response In the ...[village], put the

corresponding word card and flashcard on the

board. Repeat this procedure until the location

of all the characters has been identified again,

and the corresponding word cards and

flashcards have been put on the board.

✰ Ask questions about the location of all the

characters again. As children name their

location, point to the corresponding word card

and flashcard on the board and say Yes ...[Sami’s

in the souk.]

✰ Point to each word card in turn and elicit the

name of each place or thing.

✰ Take all the word cards and flashcards off the

board. Distribute them randomly to one half of

the class. Tell the class that you are going to say

where one of the characters is. Children who

have the flashcard of the character, or the

flashcard or word card of the place, should

come to the front of the class and show the

rest of the class their cards. For example, if you

say Paul’s in the park, the child with the

flashcard of Paul and the child with the

flashcards for park and the word card for park

they should all come to the front of the class.

✰ The rest of the class should listen and look

carefully and say Yes if children are correct and

No if they are not. Describe where each of the

characters are. Collect the cards on your desk

as children come to the front of the class with

the correct combinations of cards.

✰ When you have described where all the

characters are, redistribute the cards to the

other half of the class and repeat the activity.

✰ At the end of the activity put the following

flashcards and word cards on the board: house,

shop, souk, park, mosque, village. Point to the

first pair of flashcards and word cards. Get

Listening Transcript 6.2 [Track 40]

I live in a...

Vicky: I live in a small house. [picture 2]

Maha: I live in a flat. [picture 4]

Paul: I live in a flat. [picture 3]

Sami: I live in a big house. [picture 1]

158 Unit 6

Town and Village

children to look at the flashcard and to read the

name house on the word card. Tell children to

spell the word house by looking at the word

card. As children spell the letters, track and

point to the letters. Remove the word card and

get children to spell the word house without the

support of the word card. Get children to spell

the word house several times. Do this for all the

words.

Task Three (10 minutes)

✰ Ask children to open their Skills Books at page

33. Ask them to look at activity 1. Read the four

sentences together with children several times,

and make sure that they understand the

meaning of each sentence. Get children to say

what they have to do. They have to match the

sentences to the four pictures by writing the

number of each sentence in the box above the

correct picture.

✰ Ask children to look at the crossword in activity

2. Ask them to look at the six small pictures and

say the name of each place - mosque, house,

park, village, shop, souk. Tell children to write

the missing letters into the appropriate squares

to form the names of these places. You may

want to use word cards and flashcards to help

children remember the spellings.

✰ Ask children to look at activity 3. Tell them to

label the pictures by writing the name of each

place under the appropriate picture. If you are

pressed for time, this task can be given as

homework.

Unit 6 159

Town and Village

Unit 6

160

Town and Village

Lesson 4

the flashcards of the corresponding characters

and places on the board.

✰ Tell the class that you are going to play Skip to

my Lou (Song CD 6.1). Ask children to listen and

join in with the words where they can.

✰ Play the song straight through .

Task Two (10 minutes)

✰ Ask children to look at pages 54 and 55 of their

Classbook. Give the class some time to study the

picture of the village.

✰ Hold up your Classbook and show children the

picture. Tell children This is Sami’s village.

Explain that he is showing his friends around his

village. Ask children to look carefully at the

picture and name anything they can in English.

Children should be able to name a supermarket,

a shop, a mosque, a souk and a house. Allow

children to name other buildings in L1. Make

sure children identify the police station, the

clinic, the falaj, and the date palms. As children

identify each building or feature in English and in

L1, put the corresponding flashcard on the

board and repeat the name in English.

You will need:

• Flashcards: 1-6, 26, 94, 204-208, 210 -213

(Sami, Maha, Vicky, Paul, Soot, Biff, souk,

mosque, shop, house, police station, clinic,

falaj, date palm)

• Word cards: 1-6, 16, 78, 183-187,189-192

(Sami, Maha, Vicky, Paul, Soot, Biff, souk, ,

mosque, shop, village, house, police station,

clinic, falaj, date palm)

Children will:

• revise locations

• listen to and join in with a song

• identify and name buildings and features in a

village

• listen to and repeat a description of a village

• understand the concept of next to, opposite

and between

• practise the use of next to, opposite and

between

Task One (5 minutes)

✰ Tell children to look at page 52 of their

Classbooks. Ask questions about the location of

each character. As you elicit the answers, put

Unit 6 161

Town and Village

✰ You should have the following flashcards on the

board: shop, mosque, souk, house, police

station, clinic, falaj, date palm. Point to each one

in turn, name it in English, and get children to

repeat the name with you.

✰ Tell the class they will hear Sami describing his

village to his friends on the CD. Ask children to

listen and point to the buildings or features they

hear mentioned on the CD.

✰ Play Listening CD 6.3 straight through.

✰ Tell children that you will play the listening again.

Ask them to listen and point to each building or

feature they hear mentioned.

✰ Play the listening. Pause after each building or

feature is named and point to the corresponding

flashcard on the board. Ask children to check

that they are pointing to the same thing in their

Classbooks.

✰ Tell the class that you will play the listening

again. Ask children to imagine they are Sami and

repeat the words.

✰ Play the CD. Pause after each short sentence

and encourage the class to repeat the words.

Task Three (10 minutes)

✰ Distribute the following flashcards randomly

around the class: shop, mosque, souk, house,

police station, clinic, falaj, date palm. Tell the

class that you will play the CD again. As children

hear the building or feature on their flashcard

named on the CD, they should hold it up. If it is

correct, the child should come to the front of

the class and put it on the board.

✰ Play the CD again. Pause after each building or

feature is named. After playing the listening, you

should have the following flashcards on the

board in this order: mosque, souk, shop, police

Listening Transcript 6.3 [Track 41]

Sami’s Village

In my village there’s a mosque, a souk, and a

shop. Umm, and there’s a police station, and a

clinic. Umm, and there’s a falaj, some date palms,

and some houses.

station, clinic, falaj, date palm, house.

✰ Tell the class you will play the CD again. Ask

children to imagine they are Sami talking about

his village.

✰ Play the CD. Pause after each sentence and

encourage children to repeat the words after

the CD. Ask them to look at the flashcards on

the board as they do this. As the class names

each building or feature, point to the

corresponding flashcard on the board.

✰ Tell the class that you want them to imagine

that they are Sami talking about his village.

Explain that this time, you want them to

describe the village without the CD. Tell the

class to say the words with you. Say In my

village there’s a … [point to the picture of the

mosque and elicit the word from the class], a …

[point to the picture of the souk and elicit the

word] and a … [point to the picture of the

shop and elicit the word]. Continue with this

procedure until the class has described Sami’s

village using the flashcards as prompts.

✰ Get the class to say the description once more.

Then encourage children to volunteer to come

to the front of the class and imagine they are

Sami describing his village. Ask children to point

to each flashcard as they name it in their

description.

✰ Organise children into pairs. Tell them to take

turns pretending to be Sami describing his

village. Tell children that as they describe the

village to their partner, they should point to

each building or feature in their Classbook.

✰ Get the class to repeat the description of Sami’s

village with you again. As children name the

buildings and features, put the corresponding

word cards below each flashcard: mosque, souk,

shop, police station, clinic, falaj, date palm,

house.

✰ Point to each word card in turn and elicit the

names of the buildings or features.

Task Four (5 minutes)

✰ Ask four children to come to the front of the

class. Put them into position and use them to

demonstrate the prepositions next to and

162