Village board to remind children of the song

Unit 6

Town and Village

opposite. For example, say Ali, Fatma, Bader and

Muna come here. Ali, stand here. Fatma, stand

next to Ali. Bader, stand opposite Ali. Muna,

stand opposite Fatma.

✰ Keep children in these positions and say Ali is

next to Fatima. Ali is opposite Bader. Fatma is

next to Ali. Muna is opposite Fatma. Muna is

next to Bader. Reinforce the spatial relationships

between children by using gestures as you

speak.

✰ Ask the class Who’s opposite Ali? Who’s next

to Bader? Ask about the spatial relationships

between all of the children.

✰ Finally, use the children to teach the word

between. Ask three children to stand side by

side. Point to the middle child and say, for

example, Look, Muna is between Fatma and Ali.

Unit 6 163

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164 Unit 6

Town and Village

Lesson 5

You will need:

• Flashcards: 204-206, 208, 210-213 (souk,

mosque, shop, house, police station, clinic,

falaj, date palm)

• Word cards: 183-185, 187, 189-192 (souk,

mosque, shop, house, police station, clinic,

falaj, date palm, park)

Children will:

• revise the names of buildings and features

• listen to and repeat a description of a village

• revise the use of opposite, next to and

between

• describe the location of buildings, and ask

and answer questions

• listen to and repeat a dialogue about the

location of buildings

• practise spelling

• unscramble jumbled letters to form words

Task One (10 minutes)

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

Classbooks. Tell the class they will hear Sami

talking about his village on the CD again. Ask

children to listen, look at the picture in their

books, and repeat the description of Sami’s

village after the CD.

Unit 6 165

Town and Village

✰ Play Listening CD 6.3. Pause after each sentence

and encourage children to repeat the

description.

✰ Put the flashcards of the buildings and features

on the board in the same order as they appear

in the description.

✰ 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.

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

village. As children name the buildings and

features, put the following corresponding word

card 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 building or feature. Then point to

the word cards in random order and elicit the

names.

Task Two (5minutes)

✰ 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

opposite. For example, say Khalid, Habiba,

Waleed and Huda come here. Khalid, stand

here. Habiba, stand next to Khalid. Waleed,

stand opposite Khalid. Huda, stand opposite

Habiba.

✰ Keep children in these positions and say Khalid

is next to Habiba. Khalid is opposite Waleed.

Habiba is next to Khalid. Huda is opposite

Habiba. Huda is next to Waleed. Reinforce the

spatial relationships between children by using

gestures as you speak.

✰ Ask the class Who’s opposite Khalid? Who’s

next to Waleed? Ask about the spatial

relationships between all the children.

✰ Revise the preposition between by getting three

children to stand side by side. Make a sentence

about the middle child. For example Khalid is

standing between Huda and Habiba.

Task Three (5 minutes)

✰ Tell children to look at the picture of the village

on pages 54 and 55 of their Classbooks. Ask

them questions about the location of different

buildings. For example, ask Where’s the shop?

Elicit Next to the mosque. Ask questions about

the location of the following buildings: the shop,

mosque, souk, police station and clinic.

✰ Hold up the flashcard and corresponding word

card for one of these buildings and encourage

the class to ask you a question about it. For

example, hold up the word card and flashcard

for souk and get the class to ask you Where’s

the souk? You reply Opposite the police station.

Get the class to ask you questions about the

location of all the buildings.

✰ Repeat the procedure above with one child

asking another child a question about the

location of the building you are holding up.

Repeat this with three or four pairs of children.

✰ Finally ask children to look at the picture again

and make sentences using between. For

example: The shop is between the mosque and

the clinic. The clinic is between the shop and

the police station.

✰ Organise the class into pairs. Tell them to take

turns asking and answering questions about the

location of the buildings in Sami’s village.

Task Four (5 minutes)

✰ Ask children to look at the speech bubbles

below the picture of Sami’s village on page 54.

Hold up your Classbook and point to the

questions and answers.Tell the class they will

hear the characters asking and answering

questions about Sami’s village on the CD. Ask

children to listen to the CD and look at the

words.

✰ Play the Listening CD 6.4. Pause after each

question and answer and get children to repeat

the words after the CD as they follow the

words in their books.

166 Unit 6

Town and Village

✰ Ask children to practise this dialogue in pairs.

They then exchange roles. Call on a few pairs to

demonstrate their dialogues to the rest of the

class.

Task Five (5 minutes)

✰ Stick flashcards of the souk, police station, falaj

and clinic on the board. Number the flashcards

1-4.

✰ Say number one. Get children to say the name

of the picture, for example, souk. Ask children

to spell the word souk orally. As children spell

the word, write the letters on the board. Ask

children Is this correct?. Ask children again. How

do you spell souk? Children spell the word by

looking at the letters on the board. Repeat with

all the words till children become confident.

Remove all the flashcards and rub out all the

words.

✰ Ask children to open their Skills Books at page

34. Get children to look at each picture in

activity 4. Ask children to unscramble the letters

beside each picture and to write out each name

correctly on the line under the jumbled letters.

Listening Transcript 6.4 [Track 43]

Where’s the shop?

Vicky: Where’s the shop?

Maha: Next to the mosque.

Paul: Where’s the souk?

Sami: Opposite the police station.

Soot: Where’s Biff?

Maha: Next to the falaj.

Unit 6 167

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Unit 6

Town and Village

Lesson 6

168

Children will:

• revise prepositions opposite, next to and

between

• listen to and repeat a dialogue

• talk about whether they live in a town or a

village

• ask and answer questions with a partner

• listen to a recording and identify buildings

• listen to and repeat a description of a town

• label pictures of buildings

You will need:

• Flashcards: 26, 92, 204-206, 208, 210, 214-

217 (park, school, souk, mosque, shop,

house, police station, hospital, post office,

supermarket, toy shop)

• Word cards: 16, 183-185, 187, 189, 193-

197 (a park, a souk, a mosque, a shop, a

house, a police station, a hospital, a post

office, a supermarket, a toy shop)

Task One (5 minutes)

✰ Ask children to look at pages 56 and 57 of their

Classbooks. Give the class some time to study

the picture. Write the words, next to, opposite

and between on the board. Read these words

as you point to them. Ask children to look at

the picture on pages 56 and 57 and make

Unit 6 169

Town and Village

sentences orally using these words. Help and

support children as and when necessary. For

example point to the souk and ask them to give

you a sentence. Elicit The souk is between the

mosque and the police station. Ask about the

school. Elicit The school is opposite the park.

Point to the post office. Get children to say The

post office is next to the supermarket.

Task Two (5 minutes)

✰ Tell the class they will hear the characters talking

about where they live.

✰ Play the first question and answer on Listening

CD 6.5. Ask the class Does Paul live in a town

or a village? Elicit a town from the class. Ask

children to tell you how towns are different

from villages. (many people, bigger buildings,

more roads and more traffic, etc ). Allow

children to respond in L1. Then play the next

two questions and answers in the same way.

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

Ask children to listen and repeat the questions

and answers after the CD.

✰ Play the listening again. Pause after each line and

encourage children to repeat the words after

the CD.

✰ Ask a confident child Do you live in a town or a

village? Encourage the child to respond with I

live in a ...[town]. Ask several other children the

same question.

✰ Get one child to ask another child the question

Do you live in a town or a village? and

encourage the other child to answer I live in a

...[town]. Repeat this with several pairs of

children.

Listening Transcript 6.5 [Track 44]

Do you live in a town or a village?

Sami: Paul, do you live in a town or a village?

Paul: I live in a town.

Maha: Vicky, do you live in a town or a village?

Vicky: I live in a village.

Vicky: Maha, do you live in a town or a village?

Maha: I live in a town.

✰ Organise the class into pairs. Tell children to ask

each other about where they live. Remind them

to say Do you live in a town or a village? and I

live in a ...[village].

Task Three (5 minutes)

✰ Tell children to look at pages 56 and 57 again.

Ask Is this a town or a village? Try and elicit a

town from the class.

✰ Ask children to name anything they recognise in

the picture in English. Try and elicit: mosque,

souk, school, park, police station, house, cars,

bus. Ask children if they can name anything else

in L1. Children may suggest a hospital, a

supermarket, a post office, a [toy] shop. As

children name the buildings and places, in English

and L1, put the corresponding flashcards on the

board.

✰ Point to each flashcard in turn and name each

one. Get the class to repeat the words with

you.

✰ Tell the class that they are going to hear Maha

talking about her town. Ask them to listen to

the CD and look at the picture of Maha’s town.

✰ Play Listening CD 6.6 straight through.

✰ Tell the class that you will play the listening

again. Ask children to listen and look at the

board.

✰ Play the CD straight through. As each place is

named on the CD, point to the corresponding

flashcard on the board.

✰ Tell the class you will play the CD once more.

Ask children to imagine they are Maha talking

about her town. Encourage the class to repeat

the words after the CD.

✰ Play the CD. Pause after each sentence and get

Listening Transcript 6.6 [Track 45]

I live in a town

Maha: I live in a town. In my town, there’s a

hospital, a mosque, a souk. Umm … Oh, and

a post office, a supermarket, a school. Umm,

and there’s a toy shop, a police station and a

park.

170 Unit 6

Town and Village

children to repeat the words.

Task Four (10 minutes)

✰ Distribute the following flashcards randomly

around the class: hospital, mosque, souk, post

office, supermarket, police station, school, toy

shop and park. 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 Listening CD 6.6 again. Pause after each

feature is named. After playing the CD, you

should have the following flashcards on the

board in this order: hospital, mosque, souk, post

office, supermarket, school, toy shop, police

station, park.

✰ Tell the class you will play the listening again.

Ask children to imagine they are Maha talking

about her town.

✰ Play the listening again. 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

they are Maha talking about her town again.

Explain that this time you want them to

describe the town without the CD. Tell the

class to say the words with you. Say I live in a

town. In my town there’s a … [point to the

picture of the hospital and elicit the word from

the class], a … [point to the picture of the

mosque and elicit the word] a … [point to the

picture of the souk and elicit the word].

Continue with this procedure until the class has

described Maha’s town using the flashcards as

prompts.

✰ Get the class to say this description once more.

Then encourage children to volunteer to come

to the front of the class and imagine they are

Maha describing her town. Ask them to point to

each flashcard as they name it in the description.

✰ Organise children into pairs. Tell them to take it

in turns pretending to be Maha describing her

town. Tell children that as they describe the

town to their partner, they should point to each

building or feature in their Classbooks.

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

town with you again. As children name the

buildings and features, put the corresponding

word cards below each flashcard: hospital,

mosque, souk, post office, supermarket, police

station, school, toy shop, park.

✰ Point to each word card in turn and elicit the

name of the building or feature.

Task Five (5 minutes)

✰ Ask children to open their Skills Books at page

34 and to look at activity 5. Get children to

point to and name the buildings that they see.

Get them to read the names in the box in the

centre. Children have to use the names to label

the buildings. Go round helping and supporting

children.

✰ Now ask children to look at activity 6. Get

children to read out the sentences one by one.

Elicit answers from children. They have to say

the name of each place being described, then

write the name on the line after each sentence.

You may give this task as homework if pressed

for time but ensure that you do it first orally in

class.

Unit 6 171

Town and Village

172 Unit 6

Town and Village

Lesson 7

Children will:

• listen to and join with a song

• listen to and repeat a description of a town

• match flashcards and word cards

• revise and practise the use of opposite, next

to and between

• ask and answer questions about buildings

using prepositions

• understand the use of commas

• complete sentences by using commas

You will need:

• Flashcards: 26, 92, 94 ,204, 205, 208, 210,

214-217 (park, school, bus, souk, mosque,

shop, house police station, hospital, post

office, supermarket, toy shop)

• Word cards: 16, 183, 184, 187, 189, 193-

197 (a park, a souk, a mosque, a shop, a

house, a police station, a hospital, a post

office, a supermarket, a toy shop)

Task One (5 minutes)

✰ Ask the class if they remember a song about a

bus from 2A. Some children may remember

some of the words. Put the bus flashcard on the

Unit 6 173

Town and Village

board to remind children of the song.

✰ Tell the class you will play the song. Ask them

to listen and watch as you perform the actions.

✰ Play the song. Do the actions and sing the

words with the CD. Encourage children to join

in with any of the actions or words they can

remember.

✰ The actions for the song are as follows: The

wheels on the bus go round and round.

Demonstrate the action by rolling your hands

over each other. The wipers on the bus –

move your index fingers from side to side – and

then practise the sound effects – swish, swish.

Do the same with the lights – open and close

the fingers on your hands – and say flash, flash.

Finally, do the same with the horn – mime

beeping a horn with your hand – and say beep,

beep. Repeat the actions (see diagram).

Task Two (5 minutes)

✰ Ask children to look at pages 56 and 57 of their

Classbooks. Tell the class they will hear Maha

talking about her town on the CD again. Ask

children to listen, look at the picture in their

books, and repeat the description of Maha’s

town after the CD.

✰ Play the CD (Listening CD 6.6). Pause after each

sentence and encourage children to repeat the

description.

✰ Put the flashcards of the buildings and features

on the board in the same order as they appear

in the description.

✰ Tell the class that you want them to imagine

they are Maha talking about her town. Explain

that this time you want them to describe the

town without the CD. Tell the class to say the

words with you. Say I live in a town. In my town

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

and elicit the word from the class], a … [point

to the picture of the mosque and elicit the

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

and elicit the word]. Continue with this

procedure until the class has described Maha’s

town using the flashcards as prompts.

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

town with you again. As children name the

buildings and features, put the corresponding

word cards below each flashcard: hospital,

mosque, souk, post office, supermarket, police

station, school, toy shop, park.

Song Transcript 6.2 [Track 20]

The Wheels on the Bus

verse 1

The wheels on the bus go round and round,

Round and round,

Round and round,

The wheels on the bus go round and round,

All day long.

verse 2

The wipers on the bus go swish, swish, swish,

Swish, swish, swish,

Swish, swish, swish,

The wipers on the bus go swish, swish, swish,

All day long.

verse 3

The lights on the bus go flash, flash, flash,

Flash, flash, flash,

Flash, flash, flash,

The lights on the bus go flash, flash, flash,

All day long.

verse 4

The horn on the bus goes beep, beep, beep,

Beep, beep, beep,

Beep, beep, beep,

The horn on the bus goes beep, beep, beep,

All day long.

verse 5

Children on the bus go up and down,

Up and down,

Up and down,

Children on the bus go up and down,

All day long.

Round and round

Swish, swish, swish

Flash, flash, flash,

Beep, beep, beep

174 Unit 6

Town and Village

✰ Point to each word card in turn and elicit the

names of the buildings or features. Then point

to the word cards in random order and elicit

the names.

Task Three (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

opposite, as before. For example, say

Mohammed, Raya, Said and Fatma come here.

Mohammed, stand here. Raya, stand next to

Mohammed. Said, stand opposite Mohammed.

Fatma, stand opposite Raya.

✰ Keep children in these positions and say

Mohammed is next to Raya. Mohammed is

opposite Said. Raya is next to Mohammed.

Fatma is opposite Raya. Fatma is next to Said.

Reinforce the spatial relationships between

children using gesture as you speak. Include and

revise the preposition between by putting three

children side by side and asking about the child

in the middle.

Task Four (10 minutes)

✰ Tell the class they will hear the characters asking

and answering questions about Maha’s town on

the CD. Ask children to listen to the CD and

look at the picture.

✰ Play Listening CD 6.7. Pause after each question

and answer and get children to repeat the

words after the CD as they look at the picture

in their book.

✰ Divide the class in half. Tell one half to repeat

the questions after the CD and the other half to

answer them. Tell children to look at the places

in the picture that are being asked about as they

do this. Reverse the roles and play the CD again

repeating the above procedure .

✰ Ask children to look at the picture again and use

the word between to make sentences. Elicit

from children the following sentences. As

children make these sentences get them to

point to the relevant parts of the picture. The

school is between the park and the toyshop.

The souk is between the mosque and the police

station.

Task Five (5 minutes)

✰ Introduce the idea of a comma. Explain in L1

that we use commas to separate items in a list.

For example, write on the board I live in a town.

In my town there’s a hospital a school a bus

station a hotel and a park.

✰ Show children by using a different coloured

marker where we put the commas. Also explain

to children that we do not put a comma before

the word and.

✰ Your sentence on the board should look like

this. I live in a town. In my town there’s a

hospital, a school, a bus station, a hotel and a

park.

✰ Ask children to open their Skills Books at page

35. Read out the two sentences about commas

in activity 1 and check children’s understanding.

Then ask children to look at the picture of the

table in activity 2. Read out the beginning of the

sentence under the picture, and explain that

children should look at the pictures of the items

on the table in order to complete sentence.

Elicit the sentence orally.

✰ Get children to write out the sentence on the

writing lines provided. Tell them they must put

commas in the appropriate places. Point to the

words in the box and get children to read them

aloud. Explain that the words are there to help

them with their spelling. Repeat the procedure

with the picture of the window. If you are

pressed for time, tell children to complete

writing the sentences at home. However, go

over the sentences with them orally in class, and

make sure that they understand that they must

use commas when completing the sentences.

Listening Transcript 6.7 [Track 46]

Vicky: Where’s the school?

Maha: Opposite the park.

Sami: Where’s the mosque?

Maha: Next to the souk.

Paul: Where’s the supermarket?

Maha: Opposite the souk.

Vicky: Where’s the post office?

Maha: Next to the supermarket.

Unit 6 175

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176 Unit 6

Town and Village

Lesson 8

Children will:

• listen to and join in with a song

• listen to and repeat a description of a town

• match flashcards to word cards

• ask and answer questions about location of

buildings

• match questions to answers

• listen to and repeat questions and answers

about location

You will need:

• Flashcards: 26, 92, 204, 205, 208, 210,

214-218 (park, school, souk, mosque, house,

police station, hospital, post office,

supermarket, toy shop)

• Word cards: 16, 183-185, 187, 189, 193-

197 (a park, a souk, a mosque, a shop, a

house, a police station, a hospital, a post

office, a supermarket, a toy shop a school)

Task One (5 minutes)

✰ Put the bus flashcard on the board. Tell children

that you are going to play The Wheels on the

Bus (Song CD 6.2). Play the song and encourage

children to join in with the words and actions.

Unit 6 177

Town and Village

Task Two (5 minutes)

✰ Ask children to look at pages 56 and 57 of their

Classbooks. Tell the class they will hear Maha

talking about her town on the CD again. Ask

children to listen, look at the picture in their

books, and repeat the description of Maha’s

town after the CD.

✰ Play Listening CD 6.6. Pause after each sentence

and encourage children to repeat the

description.

✰ Put the flashcards of the buildings and features

on the board in the same order as they appear

in the description.

✰ Tell children that you want them to imagine

they are Maha talking about her town. Explain

that this time you want them to describe the

town without the CD. Tell the class to say the

words with you. Say I live in a town. In my town

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

and elicit the word from the class], a … [point

to the picture of the mosque and elicit the

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

and elicit the word]. Continue with this

procedure until the class has described Maha’s

town using the flashcards as prompts.

✰ Ask the class to repeat the description of Maha’s

town again. As children name the buildings and

features, put the corresponding word cards

below each flashcard: hospital, mosque, souk,

post office, supermarket, police station, school,

toy shop, park.

✰ Point to each word card in turn and elicit the

names of the buildings and features. Then point

to the word cards in random order and elicit

the names.

Task Three (5 minutes)

✰ Ask children to look at pages 56 and 57 of their

Classbooks again. Ask them questions about the

location of different buildings. For example, ask

Where’s the police station? Elicit Next to the

souk. Ask questions about the location of the

following buildings: the toy shop, the mosque,

the souk, the police station, the post office, the

school, the supermarket, the park, the hospital.

✰ Hold up the flashcard and corresponding word

card for one of these buildings and encourage

the class to ask you a question about it. For

example, hold up the word card and flashcard

for souk, and get the class to ask you Where’s

the souk? You reply Next to the mosque. Get

the class to ask you questions about the

location of all the buildings.

Task Four (10 minutes)

✰ Ask children to look at the questions and

answers on page 56 of their Classbooks below

the picture of Maha’s town. Tell the class that

the questions and answers have got muddled

up.

✰ Hold up your Classbook and show how a line

has been drawn from the first question to the

correct answer. Write the question and answer

on the board. Read the question and answer

aloud to the class as they look at the words on

the board.

✰ Ask the class to read the question and answer

off the board with you.

✰ Tell children to look at the next question in

their book – Where’s the mosque? Write this

question on the board. Ask children to read the

question out loud with you. Now ask them to

look at the picture and try and answer the

question. They may respond with Next to the

souk or Opposite the post office. Both are

correct.

✰ Ask children to look at the answers written on

the page and read out the one they think is

correct. Next to the souk is the only correct

answer written on the page. Write this answer

on the board. Ask children to draw a line from

the question to the answer in their books.

✰ Repeat this procedure with the remaining two

questions and answers.

Task Five (5 minutes)

✰ Tell the class that they will hear the characters

asking and answering questions about Maha’s

town. Ask children to listen to the CD and read

the questions and answers as they listen .

✰ Play Listening CD 6.7. Pause after each question

and answer, and get children to repeat the

words as they read them in their books.

178 Unit 6

Town and Village

✰ Ask the class one of the questions you have

written on the board. Tell children to look at

the answers written in their books and to read

them aloud to you. Ask all the questions in

random order.

✰ Divide the class in half. Point to one of the

questions written on the board and get one half

of the class to read the question aloud and the

other half to read the answer aloud. Reverse

roles after one half of the class has asked all four

questions.

✰ Organise the class into pairs. Tell them to take

turns asking and answering the questions written

on the page.

Unit 6 179

Town and Village

180

Lesson 9

Unit 6

Town and Village

Task One (5 minutes)

✰ Put the bus flashcard on the board. Tell children

that you are going to play The Wheels on the Bus

Song. (Song CD 6.3). Encourage children to join

in with the words and actions.

Task Two (15 minutes)

✰ Ask children to look at pages 58 and 59 of their

Classbooks. Ask children to name anything they

recognise in the pictures. Elicit as much

vocabulary as possible.

✰ Hold up your Classbook and show children the

words at the top and bottom of the pictures.

Ask the class if they can guess what they have

to do. Make sure children understand that they

Children will:

• listen to and join in with a song

• identify and name places in pictures of a

village and a town

• match and label places in the pictures

• make sentences about places using opposite,

next to and between

Unit 6 181

Town and Village

have to label the pictures with the words. Get

children to complete the task on page 58 first.

Go round the class helping and supporting.

Task Three(10 minutes)

✰ Ask children to Look at page 60 of their

Classbooks. Ask children to look at the picture

and elicit sentences using prepositions that they

have learned. Get a child to make a sentence

while the remaining children say whether it is

true or not. Children may say the following: The

toy shop is between the supermarket and the

book shop. The park is next to the hospital.

The school is opposite the toyshop. There are a

few other possibilities. Accept any true sentence.

182 Unit 6

Town and Village

Lesson 10

Task Two (10 minutes)

✰ Ask children to look at page 61 of their

Classbooks. Tell them that they are going to play

a game.

✰ Organise children into groups of four. They will

need one book per group.

✰ Give children a counter each, and a dice for

each group.

The rules of the game are as follows:

• Children start at the school at the bottom

left of the page. The winner of the game is

the child who gets home first (at the top

left of the page).

• Children throw the dice and move their

counter that number of spaces.

• If they land on a square with a building,

they have to name the building. If they

cannot name it, they have to go back to

the school and start again.

• If they land on a square with a stop sign,

they have to stop and miss a turn.

Children will:

• ask and answer questions about a picture

using opposite, next to and between

• write sentences about a picture using

opposite, next to and between

• play a game in groups

• identify and name places and things in a

frieze

• do self-evaluation

Task One (15 minutes)

✰ Ask the class to open their Classbooks at page

60. Get children to make sentences orally using

the prepositions they have learned.

✰ Now ask children to open their Skills Books at

page 36 and look at the picture. Tell children

they have to write six sentences to describe the

location of the places in the picture using the

prepositions opposite, next to and between.

They should write these sentences on the

writing lines under the picture, and use each

preposition twice – i.e in two different

sentences. Children should write out the first

three sentences in class, but they can write the

other three sentences for homework. Elicit

some sentences orally from them as examples.

Unit 6 183

Town and Village

• If they land on a square with a green traffic

light, they should go forward two spaces.

Task Three (5 minutes)

✰ Ask children to look at the frieze at the top of

pages 52 and 53 of their Classbooks and get

them to name all the places and things in the

frieze.

✰ Ask children to look at the two faces at the

bottom of page 61 in their Classbooks. In L1, ask

them to say which face represents hard and

which one easy. Ask them to think about the

things they did in this unit. Encourage them to

look through the pages to remind themselves

what they learned. Tell children to colour in a

face according to whether the unit was hard or

easy for them.