English Leaders T.B 1

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Teacher’s Book
First Edition
2020
TEACHER’S
BOOK 1
Author
Abdelghani Al-Sharif
Rana Ayed Zumot
Project Assistant
Rama Smadi
Art & Design Director

Naseem M Imtair
Illustrator
Saleh Abu Fkeidah
Design Assisstant
Mahmoud Abu Fares
Sarah Abu Al-hajj
All rights reserved. No part of this publication may be reproduced, stored
in a retrieval system, or transmitted in any form by any means, electronic,
mechanical, photocopying, recording or otherwise, without the prior written
permission of Publisher.
Unit Subject Page
Unit 1 Good Morning Children 4
Unit 2 Numbers 10
Unit 3 Colours 16
Unit 4 My Classroom 23
Unit 5 What Does Ben Do? 29
Unit 6 Home, Sweet Home 38
Unit 7 My Body 45
Unit 8 Who Do I Look Like? 52
Unit 9 My Work 59
Unit 10 At The Zoo 66

Unit 1 Good Morning Children
Lesson 1: Good Morning Children
Objectives
At the end of this lesson, students are expected to:
1. Demonstrate understanding of basic print conventions by tracking and following print
word for word when listening to a text read aloud.
2. Demonstrate understanding that a systematic, predictable relationship exists between
written letters and spoken words.
3. Read with good pronunciation.
4. Demonstrate understanding of the details and/or facts of a non-fiction text.
5. Be able to greet their teacher and friends in English.
6. Ask questions about the names and ages of others.
7. Introduce themselves by saying their names and age.
8. Hold a pencil with a tripod (or pincer) grip to write on paper.
9. Demonstrate understanding of directionality: left to right and top to bottom.
10. Copy words correctly from the board.
Instructional Techniques
• Start the lesson by saying good morning and asking students to greet you back.
• Present page 4 to the students using a different voice for each character.
• Allow students to open page 4 in their books. Read the text again while they follow word
by word.
• Read the whole text again allowing the students to read with you.
• Ask students to read lines. Let them do a role playing for each character.
Activity
• Introduce yourself like Miss Sara.
• Ask all students about their names and age.
• Allow students to answer in full sentences.
• Allow students to introduce themselves like Dana in the text.
• Allow students to answer the questions on the Activity Book page 4 orally.
• Teach all students how to hold the pencil with a tripod grip before writing.
• Write the answers on the board and make sure that students copy them in the right
blanks between the lines.
• Students may also colour the picture when they finish their work.
• Allow students to stick pictures for themselves on a cardboard or on their copybooks
and write their names.
Activity Book – Page 4

4 Q.1- 1. Sara 2. Dana 3. six 4. good morning
Lesson 2: Vocabulary
Objectives
1. Demonstrate understanding that a systematic, predictable relationship exists be-
tween written letters and spoken words.
2. Learn new vocabulary.
3. Introduce themselves by saying their gender.
• Start the lesson by showing the students the vocabulary pictures on the book page 5.
• Present each picture and word.
• Point at the people or objects around you to explain the meaning.
• Use each word in a sentence for more explanation.
Activity
• Allow students to open page 5 in their books.
• Ask all students to point at the picture when they hear the word.
• Say the words in order at first.
• Say the words randomly and let the students point at the right pictures.
• Point at the picture and let the students name it.
• Point at the person or object and let the students name it.
• Allow students to use the words in sentences like: I am a student. I am a boy …etc.
• Allow students to answer the questions on the Activity Book page 5 by drawing
lines from each word to the correct picture.
• Students may also colour the pictures when they finish their work.
Q.1- 1. teacher 2. children 3. boy 4. student 5.

morning 6. classroom 7. girl
Lesson 3: Grammar
Objectives
1. Recognize that special names have to be capitalized.
2. Write their own names.
3. Capitalize special names in sentences.
5. Demonstrate understanding of directionality: left to right and top to bottom. 5
• Start the lesson by writing your name on the board: e.g. Miss Sara.
• Explain that we use capital letters for special nouns.
Activity
• Show the students the special names presented on the book page 5.
• Allow the students to write their names on the board starting with capital letters.
• Allow the students to write their names on their books starting with capital letters.
• Allow students to answer the questions on the Activity Book page 6.
Q.1- 1. Miss Sara 2. Jamil 3. Dr. Ben
Q.2- 1. Mr. Kim 2. Tom’s
Lesson 4: Phonics and Spelling

Objectives
written letters and spoken sounds.
2. Demonstrate basic knowledge of one-to-one letter-sound correspondences by
producing the primary or basic code sound for the letters (a, c, f, h, m and t).
3. Recognize and name the letters(a, c, f, h, m and t)in their upper- and lowercase
forms.
4. Listen to words and tell the beginning sound, e.g., ant identify initial /a/.
5. Give examples on words starting with the letters (a, c, f, h, m and t).
• Start the lesson by showing the students the letters pictures on the book page 6.
• Tell students the spellings and sound pictures they will be learning are called letters.
• Tell students that we learn the sounds of the letters so we can blend and read words.
• Present each picture and word as follows:
• Write the word ant on the board.
• Present the name and the sound of the letter a.
• Then say, “The name of this letter is ‘a’. The letter ‘a’ is a picture of the /a/ sound.”
• Tell students this word has three letters.
• Point again to the first letter in ant, asking students what sound it stands for.
• Say each letter name as you point to it, asking students to repeat each letter name
after you. Repeat at least one more time, continuing to point to each letter as you say
its name.
• Point to the letters and have students say the names of the letters and then the sounds.
• Model reading the words beginning letter sound by letter sound to check for spelling
6
accuracy.
Activity
• As a class, review the first sound in each of the students’ names.
• Sing the following verses to the tune of “If You’re Happy and You Know It.”
• If your name starts with (sound), clap your hands.
• If your name starts with (sound), then you surely want to show it.
• Make sure to say sounds, not letter names.
• Continue until each student has had a chance to respond or until the game is no longer useful.
• Review the cards for the letters (a, c, f, h, m and t)..
• Tell students you will show a card with a spelling and students will provide the sound.
• Hold up the card for ‘a’.
• Have students say the sound, not the letter name.
• Allow students to go back to page 6 in their books.
• Ask all students to point at the letter when they hear its sound.
• Say the sounds in order at first.
• Say the sounds randomly and let the students point at the right letter.
• Point at the letter and let the students say the sound.
• Allow students to say the initial sound of each picture.
• Allow students to answer the questions on the Activity Book page 7 by drawing lines from
each letter to the correct picture.
• Then matching the upper and lowercases forms of the letters.
Q.1- pic. 1 H – pic. 2 A – pic. 3 F – pic. 4 M – pic. 5 C – pic. 6 T
Q.2 A a – C c – F f – H h – M m – T t
Lesson 5: Listening
Objectives
1. Demonstrate understanding of the details and/or facts of a listening text.
• Start the lesson by showing the picture on the book page 7.
• Play CD1 track 1.
• Allow students to listen carefully to the conversation.
Activity
• Allow students to answer the questions on the Student’s Book page 7.
7
Student’s Book – Page 7
Q.1- 1. Miss Zain 2. seven
Lesson 6: Speaking
Objectives
1. Demonstrate understanding of the details and/or facts of a sentence structures.
2. Learn how to use language structures in spoken language.
• Read the conversation again while they follow word by word.
• Read the conversation allowing the students to read with you.
Activity
• Allow all the students in the classroom to do a role playing for the speaking pattern.
Lesson 7: Writing
Objectives
3. Recognize and name the letters(a, c, f, h, m and t) in their upper- and lowercase forms.
4. Trace and copy the letters (a, c, f, h, m and t) accurately in upper and lowercase form.
5. Write from memory the letters (a, c, f, h, m and t) accurately in upper and lowercase
form.
6. Write their own names.
8
• Start by teaching the students how to hold a pencil correctly.
• The standard writing grip is the tripod grip. The tripod grip is made by pinching the base
of a pencil with the thumb and pointer finger and resting the shaft of the pencil on the tip
of the middle finger.
• Provide each student with a small pencil.
• Model the tripod grip for students.
• Have students use the tripod grip to hold their pencils.
• Circulate, correcting grips. (It is important that students learn the correct way to hold a
pencil because a proper grip ensures efficient, smooth, and tension-free handwriting.)
• Note: Some students might use the thumb, pointer finger, and middle finger to pinch the
pencil.
• Display an upper case alphabet card or write the uppercase letters on the board.
• Say each letter’s name as you point to it.
• Explain that the alphabet is what we call the set of letters we use to write the sounds of
English.
• Display a lowercase alphabet card or write the lowercase letters on the board.
English.
• Write the upper and lowercase of the letters (a, c, f, h, m and t) on the board.
Activity
• Allow students to say letter names.
• Review the cards for the letters (a, c, f, h, m and t).
• Allow each student to write the letters (a, c, f, h, m and t) on the board.
• Allow students to go to page 8 in their books.
• Ask all students to trace and copy the letters (a, c, f, h, m and t).
• Allow students to answer the questions on the Activity Book page 8 by tracing and
copying the letters (a, c, f, h, m and t).
Student’s Book- Page 8 & Activity Book – Page 8

Trace and copy the letters (a, c, f, h, m and t) correctly.
9
Unit 2 Numbers
Lesson 1: Numbers
Objectives
4. Demonstrate understanding of the details and/or facts of a fiction text.
5. Be able to greet their teacher and friends in English.
6. Count from one to ten.
7. Match counting words with numbers.
• Start the lesson by counting 10 objects on your desk.
• Present page 9 to the students and read the poem.
• Allow students to open page 9 in their books. Read the poem again while they
follow word by word.
• Read the whole poem again allowing the students to read with you.
• Ask students to read lines. Let them read a line each.
Activity
• Count from one to 10, lifting one finger for each number as you count.
• Have students repeat after you.
• Tell students to listen and watch as you knock on your desk.
• Knock on your desk one to four times with your right hand. As you knock, raise one
finger on your left hand for each knock, starting with your thumb. (To students, you
should appear to be lifting your fingers from left to right.)
• Repeat the knocks at a slower pace, having students raise one finger for each knock
(ideally from left to right, but, again, do not dwell on this).
• Have students hold up their hands, indicating with their raised fingers how many times
you knocked.
• Repeat several times, varying the number of knocks.
• Allow students to count the fish on their books page 9.
• Allow students to stick pictures of ten objects on a cardboard or on their copy books
and write the numbers on these objects.
10 Activity Book – Page 9
Q.1- 1. fish 2. Six 3. go 4. finger 5. bite 6. little
Objectives
1. Demonstrate understanding that a systematic, predictable relationship exists
between written letters and spoken words.
2. Learn new vocabulary
3. Count from one to ten.
• Start the lesson by showing the students the vocabulary pictures on the book
page10.
• Count the fish in each picture.
• Write the numbers in words and digits on the boards.
Activity
• Point at the picture and let the students say the number.
• Allow students to count other objects in the classroom.
• Allow students to answer the questions on the Activity Book page 10 by writing
each word under the correct picture.

Q.1- 1. two 2. one 3. three 4. six 5. five 6. four
7. seven 8. eight 9. nine 10. ten
Lesson 3: Grammar
Objectives
1. Identify sentences.
2. Produce complete sentences.
3. Name full stops while reading orally.
11
• Start the lesson by saying incomplete information such as; (I am, He has …etc.)
• Ask students if they have got any information from what you have said.
• Complete your sentences by saying (I am a teacher. He has a car)
• Ask students if they have got any information from what you have said now.
• Explain what a sentence is through your previous examples.
• Explain that we use a capital letter to begin a sentence and end it with an end mark.
Activity
• Show the students the sentence presented on the book page 10.
• Allow students to identify sentences orally by saying: ( We will, My mother is a
teacher …etc.)
• Allow students to identify sentences written on the board such as; ( We have,
How are you? I will play…etc.)

Q.1- Circle sentences no. 2, 3, 6, 8 and 10

Objectives
producing the primary or basic code sound for the letters (b, n, s, l, o and v).
3. Recognize and name the letters (b, n, s, l, o and v) in their upper- and lowercase forms.
4. Listen to words and tell the beginning sound, e.g., bear identify initial /b/.
5. Give examples on words starting with the letters (b, n, s, l, o and v).
12
• Tell students the spellings and sound pictures they will be learning are called
letters.
• Present the name and the sound of the letter b.
• Then say, “The name of this letter is ‘b’. The letter ‘b’ is a picture of the /b/ sound.”
• Tell students this word has four letters.
• Point again to the first letter in bear, asking students what sound it stands for.
• Say each letter name as you point to it, asking students to repeat each letter
name after you. Repeat at least one more time, continuing to point to each letter
as you say its name.
• Point to the letters and have students say the names of the letters and then the
sounds.
• Model reading the words beginning letter sound by letter sound to check for
spelling accuracy.
Activity
• Continue until each student has had a chance to respond or until the game is no
longer useful.
• Review the cards for the letters (b, n, s, l, o and v).
• Hold up the card for ‘b’.
lines from each letter to the correct picture. Then matching the upper and
lowercases forms of the letters.
Q.1- pic. 1 B – pic. 2 O – pic. 3 N – pic. 4 V – pic.
5 S – pic. 6 L 13
Q.2 B b – N n – S s – L l – O o – V v
Lesson 5: Listening
Objectives
• Start the lesson by showing the pictures on the book page 12.
Activity

Q.1- 1. four 2. seven 3. nine
Lesson 6: Speaking
Objectives
• Allow students to open page 12 in their books. Read the conversation again while
they follow word by word.
Activity
• Allow students to ask other questions using (how many … are there?) and answering
them with (There are ……..) etc.
14
Lesson 7: Writing
Objectives
3. Recognize and name the letters (b, n, s, l, o and v) in their upper- and lowercase
forms.
4. Trace and copy the letters (b, n, s, l, o and v) accurately in upper and lowercase
form.
5. Write from memory the letters (b, n, s, l, o and v) accurately in upper and lowercase
form.
• Start by teaching the students how to hold a pencil correctly.
• The standard writing grip is the tripod grip. The tripod grip is made by pinching the base
of a pencil with the thumb and pointer finger and resting the shaft of the pencil on the tip
of the middle finger.
• Provide each student with a small pencil.
• Model the tripod grip for students.
• Note: Some students might use the thumb, pointer finger, and middle finger to pinch the
pencil.
English.
English.
• Write the upper and lowercase of the letters (b, n, s, l, o and v) on the board.
Activity
• Review the cards for the letters (b, n, s, l, o and v).
• Allow each student to write the letters (b, n, s, l, o and v) on the board.
• Ask all students to trace and copy the letters (b, n, s, l, o and v).
copying the letters (b, n, s, l, o and v).
Student’s Book- Page 13
Q.1 Trace and copy the letters (a, c, f, h, m and t) correctly.
Q.2 1. six 2. e.g. Amman or any other city 15
Trace and copy the letters (a, c, f, h, m and t) correctly.
Unit 3 Colours
Lesson 1: Colours
Objectives
5. Be able to name the colours (red, yellow, blue, green, brown, orange, purple and
black).
• Start the lesson by naming the colours of things around you in the classroom.
• Present page 14 to the students and read the poem.
• Read the poem again while they follow word by word.
• Read the whole poem again allowing the students to read with you.
• Ask students to read lines. Let them read a line each.
Activity
• Show students different objects that are (red, yellow, blue, green, brown, orange,
purple and black).
• Name the colour of each object.
• Tell students to find something around them that is red, forexample, or name things
that are red like apples, tomatoes ..etc.
• Allow students to say the colours of the pictures on their books page 14.
• Ask them: ( What is the colour of the sky? …etc.)
• Allow students to stick pictures of objects on a cardboard or on their copybooks and
write the colours on these objects..

Q.1- 1. carrot 2. pear 3. grass 4. bear 5. plum 6. sky 7. hat 8. cherry
16
Objectives
3. Be able to name the colours (red, yellow, blue, green, brown, orange, purple, pink,
white and black).
• Start the lesson by showing the students the vocabulary pictures on the book page15.
• Present each picture and colour.
• Say the colour in each picture.
• Write the colours on the boards.
Activity
• Point at the picture and let the students say the number.
• Allow students to show other objects in the classroom with the colours (red, yellow,
blue, green, brown, orange, purple, pink, white and black).
• Allow students to answer the questions on the Activity Book page 15 by colouring the
pictures according to each word.

Q.1- 1. orange 2. yellow 3. green 4. red 5.
brown 6. blue 7. purple
Q.2 1. black 2. red 3. pink
Lesson 3: Grammar
Objectives
1. Identify telling sentences.
2. Produce complete telling sentences.
3. Name and use full stops while reading orally.
4. Capitalize the first word in a sentence Identify and use full stops in writing.
5. Write from left to right leaving spaces between words, and top to bottom using
return sweep. 17
• Start the lesson by saying asking a question such as; (How are you? …etc.)
• Ask students if they have got any information from what you have said.
• Say (I am fine.)
• Ask students if they have got any information from what you have said now.
• Explain what a telling sentence is through your previous examples.
• Explain that we use a capital letter to begin a sentence and end it with a full stop.
Activity
• Show the students the telling sentence presented on the book page 15.
• Allow students to identify telling sentences orally by saying: (Where do you live? My
mother is a teacher …etc.)
• Allow students to identify telling sentences written on the board such as; (How are
you? I will play…etc.)

Q.1- 1. The dog ran. 2. I have a book.
Q.2 I have a bear. 2. How are you? 3. We ran home.

Objectives
producing the primary or basic code sound for the short vowel /a/.
3. Segment a spoken word into phonemes, e.g.,given bat, produce the segments /b/ /a/
/t/.
4. Identify whether pairs of phonemes are the same or different, including pairs that differ
only in voicing, e.g., /b/ and /p/.
5. Orally blend sounds to form words, e.g., given the sounds /k/.../a/.../t/, blend to make
cat.
6. Add or substitute phonemes to spoken one-syllable words.
• Start the lesson by telling students the new sound is /a/ in the middle of the word.
• Write words with the short vowel /a/ on the board.
• Say the words clearly.
18
Activity
• Have students say the sound /a/ several times, stretching it out.
• Ask students to repeat a number of words having the /a/ sound in the middle: fat, bat,
hat , cat, can.
• Distribute a handheld mirror to each student.
• Tell students to use the mirrors to watch the shape of their mouths as they say the sound
/a/ in the middle.
• Ask students if their mouths are open or closed when they make this sound (open).
• Ask students if they can tell where their tongue is when they make this sound. (The
tongue is low and in the front of the mouth.)
• While looking into the mirrors, have students echo the words you say. Use the list that
follows 1. at 2. bat 3. sat 4. man 5. fan 6. cat
• Tell students you are going to say a number of words. Some of the words will have the
/a/ sound in the middle and some will not.
• Have students close their eyes and listen carefully.
• Tell students to raise their hands when they hear a word that has the /a/ sound in the
middle.
• Note: If students have trouble hearing the middle sound, say the word in a segmented
fashion: /h/ …/a/ …/t/. Then repeat the word in its blended form: hat.

Objectives
2. Demonstrate basic knowledge of one-to-one letter-sound
3. correspondences by producing the primary or basic code sound for the short vowel
/a/.
4. Segment a spoken word into phonemes, e.g., given bat, produce the segments /b/ /a/
/t/. Identify whether pairs of phonemes are the same or different, including pairs that
differ only in voicing, e.g., /b/ and /p/.
5. Indicate whether a target phoneme is present in the initial/
6. medial/final position of a spoken word, e.g., hear /m/ at the beginning of mat and /t/ at
the end of bat.
cat. Add or substitute phonemes to spoken one-syllable words.
8. Give examples on CVC words that contain the short vowel /a/.
19
• Start the lesson by telling the class the word bat has three sounds.
• Say the sounds in a segmented fashion: /b/ . . . /a/ . . . /t/.
• Say the sound /b/ as you touch your left shoulder with your right hand.
• Say the sound /a/ as you touch your left elbow with your right hand.
• Say the sound /t/ as you touch your left wrist with your right hand.
• Say the word bat as you slide your right hand from your left shoulder down to your
left wrist.
Activity
• Show the first picture to students and say, “This is a cat.”
• Tell the class the word cat contains three sounds.
• Say /c/ as you touch your shoulder.
• Say /a/ as you touch your elbow.
• Say /t/ as you touch your wrist.
• Say cat as you sweep your hand down your arm.
• Have students do the same.
• Place the picture of the hat next to the picture of the cat.
• Repeat the procedures outlined above with the rest of the words.

Objectives
3. Segment a spoken word into phonemes, e.g., given bat, produce the segments /b/ /a/
/t/.
4. Identify whether pairs of phonemes are the same or different, including pairs that
5. Indicate whether a target phoneme is present in the initial/medial/final position of a
spoken word, e.g., hear /m/ at the beginning of mat and /t/ at the end of bat.
cat.
10. Spell and write any CVC word that uses the letter-sound correspondences taught in
grade 1.
11. Write from left to right leaving spaces between words, and top to bottom using return
sweep.
20
• Display the story “I Can”.
• Have students read the title of the story.
• Read the story once without interruption, running a finger beneath the words as you
read them.
• Remind students stories are made up of sentences and each sentence begins with an
uppercase letter and ends with a full stop.
• Also remind students a sentence is a complete thought.
• The full stop at the end of a sentence indicates it is time to stop, take a breath, and think
about the meaning of the sentence. A full stop is a punctuation mark.
• Read the story a second time, pausing to point out sentences, capital letters, and full
stops.
• If you have time, read the story again, having students read individual sentences.
Activity
• Ask all students to read individual sentences.
• Discuss the questions of the story with the students (what can you see? Where does
fat cat nap? …etc.)
• Allow students to answer the questions on the Activity Book page 17 by writing the
sentence under the correct picture and page 18 by identifying each picture and writing
its name under the picture .
Q.1- I can see a fat cat. 2. A fat cat on the mat.
3. I can see 4. A fat cat naps in a hat.
Q.1 hat – bat – sat – mat – fat - cat
Lesson 7: Listening
Objectives
• Allow students to listen carefully to the story.
Activity
• Allow students to answer the questions on Student Book page 17.
Q.1- 1. bear 2. lion 3. monkey
21
Lesson 8: Speaking
Objectives
Activity
• Allow students to ask other questions using (What can you see?) and answering them
with (I can see ……..) etc.
Lesson 9: Writing
Objectives
3. Recognize and name words with the short vowel /a/ in the middle.
4. Trace and copy words with the short vowel /a/ in the middle.
5. Write from memory words with the short vowel /a/ in the middle.
sweep.
• Start by reminding the students how to hold a pencil correctly.
• Circulate, correcting grips. (It is important that students learn the correct way to hold a pencil
because a proper grip ensures efficient, smooth, and tension-free handwriting.)
• Write the sentences on the board.
• Explain how we leave a space between words.
Activity
• Allow students to say words with the short vowel /a/ in the middle.
• Allow each student to write one word with the short vowel /a/ in the middle on the
board.
• Ask all students to copy the two sentences in question 1.
• Allow students to write words with the short vowel /a/ in the middle in question 2 in
accordance with the pictures.
• Allow students to copy the story on page 16 on their copybooks.
22 Student’s Book- Page 18
Q.1 Copy the sentences correctly.
Q.2 1. hat 2. cat 3. bat 4. mat
Unit 4 My Classroom
Lesson 1: My Classroom
Objectives
4. Demonstrate understanding of the details and/or facts of a non-fiction text.
5. Be able to name the main stationary used in the classroom.
• Start the lesson by saying good morning and asking students to greet you back.
• Allow students to open page 19 in their books. Read the text again while they follow
word by word.
• Show students the difference between questions and statements while reading.
• Read the whole text again allowing the students to read with you.
• Ask students to read lines. Let them do a role playing for each character.
Activity
• Show students different objects that are (pencil, crayons ..etc.)
• Name the objects.
• Tell students to find a rubber, for example, or a ruler..etc.
• Ask all students (What is this?).
• Allow students to answer in full sentences (It is a ruler.).
• Make sure that all students hold the pencil with a tripod grip before writing.
• Allow students to stick pictures of stationary on a cardboard or on their copybooks
and write the names on these objects.
Q.1- 1. ruler 2. crayon 3. pencil 4. sharpener 23
5. rubber 6. pencil case
Objectives
• Start the lesson by showing the students the vocabulary pitures on the book page 20.
• Point at the objects on your desk and name them.
Activity
• Point at the object and let the students name it.
• Allow students to use the words in sentences like: It is a bag. …etc.
Lesson 3: Grammar
Objectives
1. Identify asking sentences.
2. Produce complete asking sentences.
3. Name and use question marks while reading orally.
4. Capitalize the first word in a sentence
5. Identify and use question marks in writing.
return sweep.
24
• Start the lesson by asking a question such as; (Where do you live? …etc.)
• Tell students that we ask questions to get information we need to know.
• Give examples on asking sentences.
• Explain that we use a capital letter to begin a question and end it with a question mark.
Activity
• Show the students the asking sentences presented on the book page 20.
• Allow students to identify asking sentences orally by saying: (Where do you live? My
mother is a teacher …etc.)
• Allow students to identify asking sentences written on the board such as; (How are you?
I will play…etc.)
Q.1- 1. Where do you live? 2. What is this?
3. Did you go to school? 4. Is my cat here?
Q.2 Can we play football?

Objectives
3. Segment a spoken word into phonemes, e.g., given nap, produce the segments /n/
/a/ /p/.
spoken word, e.g., hear /m/ at the beginning of mat and /n/ at the end of can.
cat.
• Start the lesson by telling the class the word nap has three sounds.
• Say the sounds in a segmented fashion: /n/ . . . /a/ . . . /p/.
• Say the sound /n/ as you touch your left shoulder with your right hand.
• Say the sound /p/ as you touch your left wrist with your right hand.
• Say the word nap as you slide your right hand from your left shoulder down to
your left wrist. 25
Activity
• Show the first picture to students and say, “This is a map.”
• Tell the class the word map contains three sounds.
• Say /m/ as you touch your shoulder.
• Say /p/ as you touch your wrist.
• Say map as you sweep your hand down your arm.
• Place the picture of the can next to the picture of the map.

Objectives
3. Segment a spoken word into phonemes, e.g., given can, produce the segments /c/ /a/
/n/.
5. Indicate whether a target phoneme is present in the initial /medial/final position of a
spoken word, e.g., hear /m/ at the beginning of map and /n/ at the end of man.
cat.
grade 1.
sweep.
26
• Display the story “Nap, Cat”.
read them.
• Also remind students a sentence is a complete thought. The full stop at the end of a
sentence indicates it is time to stop, take a breath, and think about the meaning of the
sentence.
• A full stop is a punctuation mark.
stops.
Activity
• Discuss the questions of the story with the students (what will the cat nap with? Where
is the best place to nap? …etc.)
sentence under the correct picture and page 22 by blending letters with (“ap” like lap
and tap) and (“an” like man and van).

Q.1- Nap with a map, cat? 2. Nap on my lap! 3. Nap with a mat, cat?
4. Nap with a bat, cat? 5. Nap with a cap, cat?
Q.1 cap – nap – tap – lap – map – ban – can – fan – van – man
Lesson 6: Listening
Objectives
Activity
Student’s Book – Page 22 27
Q.1- 1. pencil 2. ruler 3. rubber
Lesson 7: Speaking
Objectives
Activity
• Allow students to ask other questions using (What is this?) and answering them with (It
is a book) etc.
Lesson 8: Writing
Objectives
4. Trace and copy words with the short vowel /a/ in the middle.
5. Write from memory words with the short vowel /a/ in the middle.
sweep.
Activity
• Allow students to name stationary words.
• Allow each student to write the words on the board.
• Ask all students to copy the two sentences in question 1.
• Allow students to write words in accordance with the pictures.
• Allow students to copy the story on page 21 on their copybooks.
28
Unit 5 What Does Ben Do?
Lesson 1: What Does Ben Do?
Objectives
5. Sequence the events of the story in order.
• Start the lesson by saying the days of the week.
• Display the story “What Does Ben Do?”.
read them.
• Remind students that stories are made up of sentences and each sentence begins
with an uppercase letter and ends with a full stop.
• Also remind students that a sentence is a complete thought.
• The full stop at the end of a sentence indicates it is time to stop, take a breath, and
think about the meaning of the sentence.
• A period is a punctuation mark.
• Read the story a second time, pausing to point out sentences, capital letters, and
periods.
29
Activity
• Allow students to open page 24 & 25 in their books. Read the text again while the
students repeat after you.
• Read the text again while the students read with you.
• Ask students to read individual sentences.
• Act out the story while you read it.
• Ask students (What does Ben do on Sunday?).
• Allow students to answer in full sentences (On Sunday, Ben reads a story.).
• Read the sentences one by one.
• Make sure that all students match all the sentence with the correct pictures.
• Allow students to stick pictures of their weekly calendar on a cardboard or on their
copybooks and write what they do in each day.

Q.1- 1. pencil 2. ruler 3. rubber
Q.1- 1. Sunday 2. Friday 3. Monday 4. Saturday
5. Wednesday 6.Tuesday 7. Thursday
Q.1- Pic.1 Ben cooks with his mother.
Pic.2 Ben reads a story. Pic.3 Ben plays football. Pic.4 Ben watches television.
Pic.5 Ben cleans his room. Pic.6 Ben swims in the pool. Pic.7 Ben visits his grandparents.
Objectives
1. Demonstrate understanding that a systematic, predictable relationship exists be-
tween written letters and spoken words.
3. Name the days of the week.
• Point at the objects on your desk and name them.
• Sing “Days of the Week”.
30
Activity
• Point at the picture and let the students n Point at the object and let the students name it.
• Allow students to use the words in sentences like: It is a pool. …etc.
• Allow students to sing “Days of the Week”.
• Allow students to answer the questions on the Activity Book page 25 by writing each
word under the matching picture.

Q.1- 1. football 2. mother 3. room 4. story 5. week 6. grandmother 7. grandfather 8.
pool 9. television 10. grandparents
Lesson 3: Grammar
Objectives
1. Identify verbs orally and in own writing.
2. Build simple sentences orally using verbs.
3. Use verbs orally and in own writing.
4. Write simple sentences using verbs.
return sweep.
• Start the lesson by asking a question such as; (Where do you do? …etc.)
• Tell students that the sentence (I read) has a verb (read) which shows the action.
• Give examples on verbs.
• Act out some verbs and ask students to guess what is it like swim, sit …etc.
Activity
• Show the students the verbs presented on the book page 27.
• Allow students to identify verbs orally by saying: ( play, house, cook …etc.)
• Allow students to identify only the verbs from words written on the board such as;
(clean, watch, Sara…etc.).
• Allow students to act out the verb as they hear it.
Q.1- 1. eat 2. play 3. Read 31
Q.2 Pic. 1 watch Pic. 2 clean Pic. 3 cook Pic. 4 stand Pic. 5 visit Pic. 6 swim Pic. 7 sit
Pic. 8 write
Objectives
producing the primary or basic code sound for the letters (e, g, d, r, k, i and j).
3. Recognize and name the letters (e, g, d, r, k, i and j) in their upper- and lowercase
forms.
5. Give examples on words starting with the letters (e, g, d, r, k, i and j).
sweep.
• Present the name and the sound of the letter g.
• Then say, “The name of this letter is ‘g’. The letter ‘g’ is a picture of the /g/ sound.”
• Tell students this word has four letters.
• Point again to the first letter in goat, asking students what sound it stands for.
• Say each letter name as you point to it, asking students to repeat each letter name after
you. Repeat at least one more time, continuing to point to each letter as you say its name.
• Point to the letters and have students say the names of the letters and then the sounds.
accuracy.
32
Activity
• Continue until each student has had a chance to respond or until the game is no
longer useful.
• Review the cards for the letters (e, g, d, r, k, i and j).
• Tell students you will show a card with a spelling and students will provide the
sound.
• Hold up the card for ‘e’.
lines from each letter to the correct picture. Then matching the upper and lower-
cases forms of the letters.

Q.1- pic. 1 G – pic. 2 E – pic. 3 K – pic. 4 J – pic. 5 R – pic. 6 D pic. 7 I
Q.2 E e – G g – D d – R r – K k – I i - Jj
33
Objectives
2. Segment a spoken word into phonemes, e.g., given nap, produce the segments /m/
/a/ /d/.
spoken word, e.g., hear /m/ at the beginning of mat and /n/ at the end of can.
cat.
• Start the lesson by telling the class the word bar has three sounds.
• Say the sounds in a segmented fashion: /b/ . . . /a/ . . . /r/.
• Say the sound /b/ as you touch your left shoulder with your right hand.
• Say the sound /r/ as you touch your left wrist with your right hand.
• Say the word far as you slide your right hand from your left shoulder down to
your left wrist.
Activity
• Tell students a word like tag.
• Tell the class the word tag contains three sounds.
• Say /t/ as you touch your shoulder.
• Say /g/ as you touch your wrist.
• Say tag as you sweep your hand down your arm.
• Write nag next to tag.
• Allow students to answer the questions on the Activity Book page 29 by blending letters
with (“ar” like bar and far), (“ad” like dad and had) and (“ag” like tag and bag).
• Allow students to answer the questions on the Activity Book page 30 by writing the word
under the correct picture.

Q.1- bar – far – tar – dad – mad – bad – had – tag – bag - nag
Q.1 car – jar – fan – man – jam – sad – rat – cap – tap – can
Lesson 6: Listening
Objectives
• Start the lesson by showing the sentences on the book page 29.
Activity

Q.1- 1. visit 2. swim 3. play
Lesson 7: Speaking
Objectives
Activity
• Allow students to ask other questions using (What do you on Monday?) and answering
them with (I study.) etc.
35
Lesson 8: Writing
Objectives
3. Recognize and name the letters (e, g, d, r, k, i and j) in their upper- and lowercase
forms.
4. Trace and copy the letters (e, g, d, r, k, i and j) accurately in upper and lowercase form.
5. Write from memory the letters (e, g, d, r, k, i and j) accurately in upper and lowercase
form.
• Make sure that students learn the correct way to hold a pencil because a proper grip
ensures efficient, smooth, and tension-free handwriting.
English.
English.
• Write the upper and lowercase of the letters (e, g, d, r, k, i and j) on the board.
Activity
• Review the cards for the letters (e, g, d, r, k, i and j).
• Allow each student to write the letters (e, g, d, r, k, i and j) on the board.
• Ask all students to trace and copy the letters (e, g, d, r, k, i and j).
copying the letters (e, g, d, r, k, i and j).

Q.1 Trace and copy the letters (e, g, d, r, k, i and j) correctly.
Trace and copy the letters (e, g, d, r, k, i and j) correctly.
36
Lesson 9: Writing
Objectives
4. Trace and copy words with the short vowel /a/ in the middle.Write from memory words
with the short vowel /a/ in the middle.
sweep.
Activity
• Allow students to write words on the board.
• Allow each student to write the words on the board.
• Allow students to write words in accordance with the pictures.
• Allow students to put sentences in order.
• Allow each student to write the sentences on the board.
• Ask all students to copy the two sentences in order on the Activity Book page 31.

Q.1 Pic 1. clean Pic 2. read Pic 3. watch Pic 4. cook
1. A fat cat on the mat. 2. A man on a van.
37
Unit 6 Home, Sweet Home
Lesson 1: Home, Sweet Home
Objectives
5. Ask and answer questions (e.g., who, what, where, when) requiring literal recall and
understanding of the details and/or facts of a fiction text.
• Start the lesson by saying I love my home.
• Display the story “Home, Sweet Home”.
read them.
think about the meaning of thesentence.
periods.
Activity
• Allow students to open page 32 & 33 in their books.
• Read the text again while the students repeat after you.
• Ask and answer questions (e.g., who, what, where, when)
• Ask students (How many bedrooms are in the child’s home?).
38 • Allow students to answer in full sentences (There are two bedrooms.).
• Allow students to stick pictures of their homes on a cardboard or on their copybooks and
write the names of the rooms.

Q.1- 1. home 2. family 3. cooks 4. living
5. television 6. talk
Objectives
• Point at the rooms and objects and name them.
Activity
• Point at the object and let the students name it.
• Allow students to use the words in sentences like: It is a kitchen. …etc.

Q.1- 1. bedroom 2. armchair 3. table 4. bathroom 5. kitchen 6. living room
7. bed 8. closet 9. desk 10. couch
39
Lesson 3: Grammar
Objectives
1. Identify pronouns orally and in own writing.
2. Build simple sentences orally using pronouns.
3. Use pronouns orally and in own writing.
4. Write simple sentences using pronouns.
5. Replace nouns with the suitable pronouns.
6. Write from left to right leaving spaces between words, and top
to bottom using return sweep.
• Start the lesson by asking a question such as; (He is a boy …etc.)
• Tell students that (he) is a pronoun used for a man or a boy.
• Give examples on pronouns (I, he, she, it and they).
• Point at people or objects and ask students to guess what pronoun we use for a
girl, three students, a desk…etc.
Activity
• Show the students the pronouns presented on the book page 35.
• Allow students to identify pronouns orally by saying: ( he, she…etc.)
• Allow students to identify only the pronouns from words written on the board
such as; (she, Sara, I, house…etc.).
• Allow students to raise their hands as they hear a pronoun.
Q.1- 1. They 2. It 3. She 4. I 5. He Q.2 1. They 2. It 3. I 4. They 5. She 6. He

Objectives
1. Demonstrate understanding that a systematic, predictable
2. relationship exists between written letters and spoken sounds.
4. correspondences by producing the primary or basic code sound for the short vowel
/o/.
5. Segment a spoken word into phonemes, e.g., given bat,
6. produce the segment /h/ /o/ /p/.
7. Identify whether pairs of phonemes are the same or different, including pairs that
8. Orally blend sounds to form words, e.g., given the sounds /h/.../o/.../t/, blend to make
hot.
40 9. Add or substitute phonemes to spoken one-syllable words.
• Start the lesson by telling students the new sound is /o/ in the middle of the word.
• Write words with the short vowel /o/ on the board.
Activity
• Have students say the sound /o/ several times, stretching it out.
• Ask students to repeat a number of words having the /o/ sound in the middle: dog, lot,
cot, hop, top.
• Tell students to use the mirrors to watch the shape of their mouths as they say the
sound /o/ in the middle.
• Ask students if their mouths are open or closed when they make this sound (closed).
• Ask students if they can tell where their tongue is when they make this sound. (The
tongue is high and in the front of the mouth.)
follows.
• 1. hot 2. cot 3. hop 4. cop 5. dog 6. fog
/o/ sound in the middle and some will not.
• Tell students to raise their hands when they hear a word that has the /o/ sound in the
middle.
fashion: /h/ …/o/ …/t/. Then repeat the word in its blended form: hat.
Q.1- dog – fog – jog – dot – lot – not – rot – got – top – cop

Objectives
2. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing
the primary or basic code sound for the short vowel /o/.
3. Segment a spoken word into phonemes, e.g., given bat, produce the segments /d/ /o/ /t/.
5. Indicate whether a target phoneme is present in the initial/ medial/ final position of a
spoken word, e.g., hear /c/ at the
6. beginning of cot and /p/ at the end of hop.
7. Orally blend sounds to form words, e.g., given the sounds /k/.../o/.../t/, blend to make cot.
9. Give examples on CVC words that contain the short vowel /o/.
10. Learn new vocabulary. 41
• Start the lesson by telling the class the word dog has three sounds.
• Say the sounds in a segmented fashion: /d/ . . . /o/ . . . /g/.
• Say the sound /d/ as you touch your left shoulder with your right hand.
• Say the sound /o/ as you touch your left elbow with your right hand.
• Say the sound /g/ as you touch your left wrist with your right hand.
• Say the word dog as you slide your right hand from your left shoulder down to
your left wrist.
Activity
• Tell students a word like dog.
• Say /d/ as you touch your shoulder.
• Say /o/ as you touch your elbow.
• Say /g/ as you touch your wrist.
• Say dog as you sweep your hand down your arm.
• Write fog next to dog.
with (“og” like fog and jog), (“ot” like dot and not) and (“op” like top and cop).

Objectives
the primary or basic code sound for the short vowel /o/.
3. Segment a spoken word into phonemes, e.g., given bat, produce the segments /h/ /o/ /t/.
5. Indicate whether a target phoneme is present in the initial/ medial/final position of a
spoken word, e.g., hear /m/ at the beginning of mop and /t/ at the end of hot.
6. Orally blend sounds to form words, e.g., given the sounds /k/.../o/.../t/, blend to make cot.
9. Give examples on CVC words that contain the short vowel /o/.
grade 1.
sweep.

42 Q.1 fox – hot – ox – stop – cot – mop – log – hop – pot – box
• Display the story “Hop and Stop”.
read them.
sentence.
stops.
Activity
• Discuss the questions of the story with the students (where to hop? …etc.)
• Allow students to act out the story.
word under the correct picture.
Lesson 7: Listening
Objectives
• Start the lesson by showing the sentences on the book page 37.
Activity
Q.1- 1. Jack 2. Sara 3. They
43
Lesson 8: Speaking
Objectives
Activity
• Allow students to say other sentences using (Sami is six years old.) (He is six years
old.) etc.
Lesson 9: Writing
Objectives
3. Recognize and name words with the short vowel /o/ in the middle.
4. Copy words with the short vowel /o/ in the middle.
5. Write from memory words with the short vowel /o/ in the middle.
6. Write three sentences on a certain topic.
sweep.
Activity
• Ask all students to copy the two sentences in order on the Student’s Book page 31.
• Write on the board three sentences about your home such as; (My home is small. I love
my home…etc.)
• Allow students to write three sentences about their homes.
44 Q.1 Copy the two sentences.
Q.2 Write three sentences about your home.
Unit 7 My Body
Lesson 1: My Body
Objectives
5. Name the parts of the body.
• Start the lesson by displaying a mirror in the classroom..
• Display the story “My Body”.
• Read the story once without interruption, running a finger
• beneath the words as you read them.
periods.
45
Activity
• Allow students to open page 39 in their books. Read the text again while the students
repeat after you.
• Act out the story while you read it by pointing at each part of your body while reading
the story.
• Ask students (How many hands do you have?).
• Allow students to answer in full sentences (I have two hands.).
• Allow students to stick pictures of themselves on a cardboard or on their copybooks
and write what their body parts’ names.

Q.1- 1. arms 2. hands 3. ten 4. shoulders 5. chest 6.head 7. strong
Lesson 2 : Vocabulary
Objectives
3. Name the parts of the body.
• Point at the parts on your body and name them.
46
Activity
• Point at the part of the body and let the students name it.
• Allow students to use the words in sentences like: I have ten fingers. …etc.
Q.1- 1. head 2. leg 3. foot 4. toe 5. shoulder 6. finger 7. chest 8. arm 9. belly 10. hand 11. body
12. knee
Lesson 3: Grammar
Objectives
1. Identify plural nouns orally and in own writing.
2. Read plural nouns ending in –s.
3. Use regular plural nouns orally by adding /s/.
4. Build simple sentences orally using plural nouns.
5. Use plural nouns orally and in own writing.
6. Write simple sentences using plural nouns and there is or there are.
sweep.
• Start the lesson by asking a question such as; (How many fingers do you have? …etc.)
• Tell students that the word (fingers) show more than one.
• Give examples on plural nouns adding -s.
• Ask students to name some objects as follows; one ruler, two rulers…etc.
Activity
• Show the students the plural nouns presented on the book page 41.
• Allow students to identify plural nouns orally by saying: (boy, cars, boys …etc.)
• Allow students to identify only the plural nouns from words
• written on the board such as; (girls, girl, pen…etc.).
• Allow students to raise their hands as they hear a plural noun.
• Allow students to answer the questions on the Activity Book
• pages 39 & 40.
Q.1- 1.duck - ducks 2.ball – balls 3.egg – eggs 4.girl - girls 5.horse – horses
6.orange – oranges 7.hat – hats 47
Q.2- 1.legs 2.leg 3.fingers 4. finger Q.3- 1.arms 2.head 3.toes 4.belly 5.shoulders 6.knees
Objectives
between written letters and spoken sounds.
producing the primary or basic code sound for the letters (q, w, x, u, p, y and z).
3. Recognize and name the letters (q, w, x, u, p, y and z) in their upper- and
lowercase forms.
5. Give examples on words starting with the letters (q, w, x, u, p, y and z).
6. Recognize and name the 26 letters of the alphabet in their upper and lowercase
forms.
return sweep.
• Write the word queen on the board.
• Present the name and the sound of the letter q.
• Then say, “The name of this letter is ‘q’. The letter ‘q’ is a picture of the /k/ sound.”
• Tell students this word has five letters.
• Point again to the first letter in queen, asking students what sound it stands for.
• Say each letter name as you point to it, asking students to repeat each letter name
after you. Repeat at least one more time, continuing to point to each letter as you say
its name.
• Point to the letters and have students say the names of the letters and then the
sounds.
accuracy.
48
Activity
• Sing the following verses to the tune of “If You’re Happy and You Know It.” If your name
starts with (sound), clap your hands.
• Continue until each student has had a chance to respond or until the game is no longer
useful.
• Review the cards for the letters (q, w, x, u, p, y and z).
• Hold up the card for ‘q’.
• Allow students to answer the questions on the Activity Book page 41 by drawing lines
from each letter to the correct picture. Then matching the upper and lowercases forms of
the letters.
Q.1- pic. 1 P – pic. 2 Q – pic. 3 Y – pic. 4 U – pic. 5 X – pic. 6 Z – pic. 7 W
Q.2 Q q – Y y – U u – P p – W w – X x – Z z
Lesson 5: Listening
Objectives
2. Sing while pointing at the correct parts of the body.
• Start the lesson by showing the song on the book page 43.
• Allow students to listen carefully to the song.
Activity
• Allow students to sing together while pointing at their body parts. 49
Lesson 6: Speaking
Objectives
2. Learn how to sing.
• Read the song allowing the students to sing with you.
Activity
• Allow students to sing together.
Lesson 7: Writing
Objectives
3. Recognize and name the letters (q, w, x, u, p, y and z) in their upper- and lowercase
forms.
4. Trace and copy the letters (q, w, x, u, p, y and z) accurately in upper and l owercase
form.
5. Write from memory the letters (q, w, x, u, p, y and z) in upper and lowercase form.
6. Recognize and name the 26 letters of the alphabet in their upper and lowercase forms.
7. Write from memory the 26 letters of the alphabet in their upper and lowercase forms.
• Make sure that students learn the correct way to hold a pencil because a proper grip
ensures efficient, smooth, and
• tension-free handwriting.
English.
English.
• Write the upper and lowercase of the letters (q, w, x, u, p, y and z) on the board.
50
Activity
• Review the cards for the letters (q, w, x, u, p, y and z).
• Allow each student to write the letters (q, w, x, u, p, y and z) on the board.
• Ask all students to trace and copy the letters (q, w, x, u, p, y and z).
copying the letters (q, w, x, u, p, y and z).

Q.1 Trace and copy the letters (q, w, x, u, p, y and z) correctly.
Trace and copy the letters (q, w, x, u, p, y and z) correctly.
Lesson 8: Writing
Objectives
3. Write three sentences on a certain topic.
return sweep.
Activity
• Write on the board three sentences about yourself such as; (My name is Sara. I am a
girl…etc.)
• Allow students to write three sentences about themselves.

Q.2 Write three sentences about yourself.
51
Unit 8 Who Do I Look Like?
Lesson 1: Who Do I Look Like?
Objectives
5. Ask and answer questions (e.g., who, what, where, when) requiring literal recall and
understanding of the details and/or facts of a fiction text.
• Start the lesson by saying I love my family members.
• Display the story “Who Do I Look Like?”.
read them.
periods.
Activity
• Allow students to open page 45 & 46 in their books. Read the text again while the
• Ask and answer questions (e.g., who, what, where, when)
• Ask students (Whose eyes did you have?).
• Allow students to answer in full sentences (I have my father’s eyes.).
• Allow students to draw their family members in the heart.
• Allow students to stick pictures of their family members on a cardboard or on their
copybooks and write their names.
Q.1- Draw your family members in the heart.
Objectives
3. Name their family members.
4. Name parts of the face.
• Point at the rooms and objects and name them.
Activity
• Point at the part and let the students name it.
• Allow students to use the words in sentences like:
• It is my nose. …etc.
• Allow students to answer the questions on the Activity Book
• pages 44 & 45 by writing each word under the matching
• picture and page 46 by circling the correct answer.

Q.1- 1.hair 2.eye 3.ear 4.mouth 5.chin 6.neck 7.face 8.nose
Q.2- 1.brother 2.father 3.grandfather 4.sister 5.grandmother 6.mother
Q.1- 1.eyes 2.ears 3.mouth 4.nose 5.face 6.chin 7.neck
53
Lesson 3: Grammar
Objectives
1. Identify verb to be orally and in own writing.
2. Build simple sentences orally using verb to be.
3. Use verb to be orally and in own writing.
4. Write simple sentences using verb to be.
5. Write the correct form of verb to be with nouns and pronouns.
• Start the lesson by saying: (He is a boy …etc.)
• Tell students that (is) is verb to be with singular nouns.
• Give examples on verb to be with nouns and pronouns (I, he, she, it and they).
• Point at people or objects and ask students to describe them saying it is a desk…etc.
Activity
• Show the students the verb to be presented on the book page 48.
• Allow students to identify verb to be orally by saying: ( am, is, are…etc.)
• Allow students to identify only the verb to be from words written on the board such
as; (am, sit, are, he…etc.).
• Allow students to raise their hands as they hear am, is or are.

Q.1- 1.am 2.are 3.are 4.is 5.is 6.are 7.is 8.is 9.am 10.are

Objectives
2. Demonstrate basic knowledge of one-to-one letter-sound correspondences by produc-
ing the primary or basic code sound for the short vowel /e/.
3. Segment a spoken word into phonemes, e.g., given pet, produce the segment /p/ /e/
/t/.
5. Orally blend sounds to form words, e.g., given the sounds /r/.../e/.../d/, blend to make
red.
54
• Start the lesson by telling students the new sound is /e/ in the middle of the word.
• Write words with the short vowel /e/ on the board.
Activity
• Have students say the sound /e/ several times, stretching it out.
• Ask students to repeat a number of words having the /e/ sound in the middle: men, get,
vet, red, fed.
/e/ in the middle.
follows.
• 1. bet 2. wet 3. hen 4. pen 5. bed 6. led
• Tell students you are going to say a number of words. Some of the words will have the /e/
sound in the middle and some will not.
• Tell students to raise their hands when they hear a word that has the /e/ sound in the
middle.
fashion: /h/ …/e/ …/n/. Then repeat the word in its blended form: hen.

Objectives
ing the primary or basic code sound for the short vowel /e/.
3. Segment a spoken word into phonemes, e.g., given den, produce the segments /d/ /e/
/n/.
spoken word, e.g., hear /b/ at the beginning of bed and /d/ at the end of bed.
6. Orally blend sounds to form words, e.g., given the sounds /b/.../e/.../t/, blend to make
bet.
8. Give examples on CVC words that contain the short vowel /e/.
55
• Start the lesson by telling the class the word den has three sounds.
• Say the sounds in a segmented fashion: /d/ . . . /e/ . . . /n/.
• Say the sound /d/ as you touch your left shoulder with your right hand.
• Say the sound /e/ as you touch your left elbow with your right hand.
• Say the sound /n/ as you touch your left wrist with your right hand.
• Say the word den as you slide your right hand from your left shoulder down to your
left wrist.
Activity
• Tell students a word like men.
• Say /m/ as you touch your shoulder.
• Say /e/ as you touch your elbow.
• Say /n/ as you touch your wrist.
• Say men as you sweep your hand down your arm.
• Write hen next to men.
with (“en” like den and ten), (“et” like met and get) and (“ed” like red and fed).
Q.1- den – men – ten – met – get – vet – bet – red – fed - led

Objectives
the primary or basic code sound for the short vowel /e/.
3. Segment a spoken word into phonemes, e.g., given hen, produce the segments /h/ /e/ /n/.
spoken word, e.g., hear /m/ at the beginning of men and /n/ at the end of men.
6. Orally blend sounds to form words, e.g., given the sounds /p/.../e/.../t/, blend to make pet.
9. Give examples on CVC words that contain the short vowel /e/.
10. Spell and write any CVC word that uses the letter-sound correspondences taught in grade
1.
sweep.
56
• Display the story “Ted”.
read them.
• Remind students stories are made up of sentences and each sentence begins with
an uppercase letter and ends with a full stop.
sentence.
stops.
Activity
• Discuss the questions of the story with the students (where does Ted sit? …etc.)

Q.1 men – vest – bed – leg – net – ten – nest – pet – jet – wet
Lesson 7: Listening
Objectives
Activity
Q.1- 1.pic.1 2.pic.2 3.pic.1 4.pic.2 57
Lesson 8: Speaking
Objectives
Activity
• Allow students to say other sentences using (How many eyes do you have?) (I have
two eyes.) etc.
Lesson 9: Writing
Objectives
3. Recognize and name words with the short vowel /e/ in the middle.
4. Copy words with the short vowel /e/ in the middle.
5. Write from memory words with the short vowel /e/ in the middle.
6. Write sentences on a certain topic.
sweep.
Activity
• Allow students to answer question 2 page 51 orally.

58 Q.1 Copy the two sentences.
Q.2 Write information about yourself.
Unit 9 My Work
Lesson 1: My Work
Objectives
5. Name different professions.
• Start the lesson by saying: I am a teacher.
• Display the story “My Work”.
read them.
• Remind students that stories are made up of sentences andeach sentence begins with
an uppercase letter and ends with a full stop.
think about the meaning of the sentence. A period is a punctuation mark.
periods.
Activity
• Allow students to open page 52 in their books. Read the text again while the
• Ask students (What does Jamil’s mother do?).
• Allow students to answer in full sentences (She is a teacher.).
• Allow students to stick pictures of different professions on a cardboard or on their
Activity Book – Page 50 59

Q.1- 1.teacher 2.My - banker 3.writer 4.grocer 5.barber 6.baker
Objectives
3. Name different professions.
• Point at the pictures and name them.
Activity
• Allow students to use the words in sentences like: Bakers make bread. …etc.
Q.1- 1.tailor 2.driver 3.doctor 4.police officer 5.butcher 6.builder
Lesson 3: Grammar
Objectives
1. Identify correct word order orally and in own writing.
2. Build simple sentences orally using correct word order.
3. Use simple sentences orally and in own writing.
60 sweep.
• Start the lesson by asking a question such as; (How are you? …etc.)
• Tell students that the word (How are you?) is a question.
• Give examples on different sentences and questions.
• Ask students to make sentences from words…etc.
Activity
• Show the students the word order in sentences presented on the book page 54.
• Allow students to identify sentences orally by saying: (a parrot is this. This is a parrot …
etc.)
• Allow students to identify only the correct sentences from written on the board such as;
(What is this? Or What this is?…etc.).
• Allow students to raise their hands as they hear a correct word order in a sentence.
Q.1- 1. Where do you live? 2. Sara has a cat. 3. The elephants are big.
4. My father is a tailor. 5. The cat is on the mat. 6. Where is my pencil?

Objectives
1. Demonstrate understanding that a systematic, predictable
2. relationship exists between written letters and spoken sounds.
4. correspondences by producing the primary or basic code sound for the short vowel /i/.
5. Segment a spoken word into phonemes, e.g., given sip,
6. produce the segment /s/ /i/ /p/.
8. Orally blend sounds to form words, e.g., given the sounds /w/.../i/.../t/, blend to make
wit.
• Start the lesson by telling students the new sound is /i/ in the middle of the word.
• Write words with the short vowel /i/ on the board.
61
Activity
• Have students say the sound /i/ several times, stretching it out.
• Ask students to repeat a number of words having the /e/ sound in the middle: sip, milk,
bill, six, will.
/i/ in the middle.
• Ask students if their mouths are open or closed when they make this sound (open then
closed).
follows.
• 1. bill 2. will 3. fill 4. it 5. sit 6. milk
• Tell students you are going to say a number of words. Some of the words will have the /i/
sound in the middle and some will not.
• Tell students to raise their hands when they hear a word that has the /i/ sound in the
middle.
fashion: /h/ …/i/ …/t/. Then repeat the word in its blended form: hit.

Objectives
the primary or basic code sound for the short vowel /i/.
3. Segment a spoken word into phonemes, e.g., given will, produce the segments /w/ /i/ /l/.
5. Indicate whether a target phoneme is present in the initial/medial/final position of a spoken
word, e.g., hear /b/ at the beginning of bill and /t/ at the end of sit.
6. Orally blend sounds to form words, e.g., given the sounds /s/.../i/.../x/, blend to make six.
8. Give examples on CVC and CVCC words that contain the short vowel /i/.
62
• Start the lesson by telling the class the word mix has three sounds.
• Say the sounds in a segmented fashion: /m/ . . . /i/ . . . /x/.
• Say the sound /m/ as you touch your left shoulder with your right hand.
• Say the sound /i/ as you touch your left elbow with your right hand.
• Say the sound /x/ as you touch your left wrist with your right hand.
• Say the word mix as you slide your right hand from your left shoulder down to your left
wrist.
Activity
• Tell students a word like fix.
• Say /f/ as you touch your shoulder.
• Say /i/ as you touch your elbow.
• Say /x/ as you touch your wrist.
• Say fix as you sweep your hand down your arm.
• Write six next to fix.
with (“ix” like mix and fix), (“ill” like fill and will) and (“in” like tin and fin).
Q.1- mix – fix – six – fill – kill – bill – will – tin – fin - win

Objectives
the primary or basic code sound for the short vowel /i/.
3. Segment a spoken word into phonemes, e.g., given fin, produce the segments /f/ /i/ /n/.
spoken word, e.g., hear /m/ at the beginning of mix and /n/ at the end of win.
6. Orally blend sounds to form words, e.g., given the sounds /p/.../i/.../n/, blend to make pin.
9. Give examples on CVC and CVCC words that contain the short vowel /i/.
10. Spell and write any CVC and CVCC word that uses the letter-sound correspondences
taught in grade 1.
sweep.
63
• Display the story “Sip The Milk”.
• Read the story once without interruption, running a finger
• beneath the words as you read them.
sentence.
stops.
Activity
• Discuss the questions of the story with the students (When will Bill wake up? …etc.)
sentence under the correct picture and page 55 by writing the word under the correct
picture.
Q.1 1. Bill will wake up at six. 2. Bill will pick up the milk.
3. Bill will fill the glass with it. 4. Bill will sit and sip the milk.
Q.1 fig – mill – sip – pin – ill – lip – dig – hit – hill – sit
Lesson 7: Listening
Objectives
Activity
64
Q.1- 1.doctor 2.baker 3.tailor 4.police officer
Lesson 8: Speaking
Objectives
Activity
• Allow students to ask other questions using (What does your
• father do?) and answering them with (My father is a doctor.) etc.
Lesson 9: Writing
Objectives
3. Recognize and name words with the short vowel /i/ in the middle.
4. Copy words with the short vowel /i/ in the middle.
5. Write from memory words with the short vowel /i/ in the middle.
6. Write sentences on a certain topic.
sweep.
Activity
• Allow students to answer question 2 page 56 orally.

Q.1 Copy the two sentences. 65
Q.2 Write information about your parents’ work.
Unit 10 At The Zoo
Lesson 1: At The Zoo
Objectives
5. Name different animals.
• Start the lesson by saying: This is a parrot.
• Display the story “At The Zoo”.
read them.
• Also remind students that a sentence is a complete thought. The full stop at the end
of a sentence indicates it is time to stop, take a breath, and think about the meaning
of the sentence.
periods.
66
Activity
• Allow students to open pages 58 and 59 in their books. Read the text again while
the students repeat after you.
• Ask students (Which animals does Jamil love?).
• Allow students to answer in full sentences (Jamil loves wild animals.).
• Write the answers on the board and make sure that students copy them in the
right blanks between the lines.
• Allow students to stick pictures of different animals on a cardboard or on their

Q.1- 1.zoo 2.animals 3.photo - tigers 4.wild 5.cold 6.monkeys 7. favourite
Objectives
3. Name different animals.
• Start the lesson by showing the students the vocabulary pictures on the book pages 60
and 61.
• Point at the pictures and name them.
67
Activity
• Allow students to open pages 60 and 61 in their books.
• Allow students to use the words in sentences like: Birds fly. …etc.

Q.1- 1.big lion 2.small lion 3.penguin 4.panda 5.bear 6.eagle 7.canary 8.parrot
9.elephant 10.jaguar 11.giraffe
Lesson 3: Grammar
Objectives
1. Identify the pronouns my and your orally and in own writing.
2. Build simple sentences orally using the pronouns my and your.
3. Use simple sentences with the pronouns my and your orally and in own writing.
sweep.
• Start the lesson by saying (This is my book…etc.)
• Tell students that the word (my) is a pronoun.
• Give examples on different sentences using the pronouns my and your.
• Ask students to make sentences using the pronouns my and your.
Activity
• Show the students the pronouns my and your in sentences presented on the book page 62.
• Allow students to identify pronouns orally by saying: (This is my parrot …etc.)
• Allow students to identify only the correct pronoun from written on the board such as;
(This is you car. Or This is your car…etc.).
• Allow students to raise their hands as they hear the correct pronoun.
Q.1- 1.my 2.your 3.cat – it is 4.this - not
Objectives
producing the primary or basic code sound for the short vowel /u/.
3. Segment a spoken word into phonemes, e.g., given mug, produce the segment /m/ /u/
/g/.
5. Orally blend sounds to form words, e.g., given the sounds /n/.../u/.../t/, blend to make
nut.
• Start the lesson by telling students the new sound is /u/ in the middle of the word.
• Write words with the short vowel /u/ on the board.
Activity
• Have students say the sound /u/ several times, stretching it out.
• Ask students to repeat a number of words having the /u/ sound in the middle: bug,
mug, rug, fun, run.
• Tell students to use the mirrors to watch the shape of their mouths as they say the
sound /u/ in the middle.
follows.
• 1. bug 2. rug 3. cub 4. hub 5. fun 6. run
/u/ sound in the middle and some will not.
• Tell students to raise their hands when they hear a word that has the /u/ sound in the
middle.
fashion: /h/ …/u/ …/t/. Then repeat the word in its blended form: hut.
69
Objectives
ing the primary or basic code sound for the short vowel /u/.
3. Segment a spoken word into phonemes, e.g., given fun, produce the segments /f/ /u/
/n/.
spoken word, e.g., hear /b/ at the beginning of bun and /t/ at the end of hut.
6. Orally blend sounds to form words, e.g., given the sounds /r/.../u/.../n/, blend to make
run.
8. Give examples on CVC and CVCC words that contain the short vowel /u/.
• Start the lesson by telling the class the word cub has three sounds.
• Say the sounds in a segmented fashion: /c/ . . . /u/ . . . /b/.
• Say the sound /c/ as you touch your left shoulder with your right hand.
• Say the sound /u/ as you touch your left elbow with your right hand.
• Say the sound /b/ as you touch your left wrist with your right hand.
• Say the word cub as you slide your right hand from your left shoulder down to your
left wrist.
Activity
• Tell students a word like hub.
• Tell the class the word hub contains three sounds.
• Say /h/ as you touch your shoulder.
• Say /u/ as you touch your elbow.
• Say /b/ as you touch your wrist.
• Say hub as you sweep your hand down your arm.
• Write rub next to hub.
with (“ub” like cub and hub), (“ug” like jug and hug) and (“un” like bun and fun).

Q.1- cub – hub – rub – jug – dug – tug – hug – fun – bun - gun
70
Objectives
producing the primary or basic code sound for the short vowel /u/.
3. Segment a spoken word into phonemes, e.g., given fun, produce the segments /f/ /u/
/n/.
spoken word, e.g., hear /m/ at the beginning of mug and /n/ at the end of bun.
6. Orally blend sounds to form words, e.g., given the sounds /r/.../u/.../n/, blend to make
run.
9. Give examples on CVC and CVCC words that contain the short vowel /u/.
10. Spell and write any CVC and CVCC word that uses the letter-sound correspondences
taught in grade 1.
sweep.
• Display the story “Bug’s Hut”.
read them.
sentence.
stops.
71
Activity
• Discuss the questions of the story with the students (What does bug have? …etc.)

Q.1 sun – run – rug – tub – nut – cut – bug – hut – bus – mug
Lesson 7: Listening
Objectives
Activity

Q.1- pic. 1 Dana pic. 2 Jamil pic. 3 Jamil
72
Lesson 8: Speaking
Objectives
Activity
• Allow students to ask other questions using (Is this your train?) and answering them
with (No, it is not.) etc.
Lesson 9: Writing
Objectives
return sweep.
Activity
• Ask all students to write three sentences about animals on the Student’s Book page 64.

Q.1 Write information about animals.
73
Listening
Unit 1 Listening Audio Recording
Good morning children. Good morning teacher.
How are you today? We are fine. Thank you.
What is your name? My name is Miss Zain.

My name is Jack.
How old are you? I am seven years old.
Listening
Dana enters the kitchen.
There are four apples and seven oranges in the fridge.
There are nine bananas on the table.
Dana is happy to eat.
Listening
Sam and his friend are at the zoo.
Sam can see a bear.
Dana can see a lion.
Jamil can see a monkey.
The children are so happy.
Listening
What is this, Jamil? It is a pencil.
What is this, Dana? It is a ruler.
What is this, Sam? It is a rubber.

74
Listening
Today is Friday. We will visit our grandparents.

My grandmother cooks delicious food.
Tomorrow is Saturday. We will swim in the pool.
Then, we will play football.
Listening
Jack is here.
He is happy.
Jack is Sara’s brother.
He plays football with Sara.
She is so good.
Sara is Jack’s sister.
They are good children.
Listening
Head and shoulders,

knees and toes, knees and toes,
Head and shoulders,
knees and toes, knees and toes,
And eyes and ears
and mouth and nose,
Head and shoulders,
knees and toes, knees and toes.
75
Listening
1. I have two ears.
2. I have a nice chin.
3. I have a beautiful nose.
4. I have a long neck.
Listening
What does your father do, Jamil? My father is a doctor.
What does your mother do, Dana? My mother is a baker.
What does your father do, Sam? My father is a tailor.
What does your mother do, Bill? My mother is a police officer.
Listening
Is this your ball, Dana? Yes, it is.
Is this your car, Jamil? Yes, it is.
Is this your doll, Dana? No, it is not.
76

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Art & Design Director

Unit 5 What Does Ben Do? 29

Unit 6 Home, Sweet Home 38

Unit 8 Who Do I Look Like? 52

Unit 10 At The Zoo 66

Activity Book – Page 4

Activity Book – Page 5

Q.1- 1. teacher 2. children 3. boy 4. student 5.

Lesson 4: Phonics and Spelling

Student’s Book- Page 8 & Activity Book – Page 8

Activity Book – Page 10

Activity Book – Page 11

Lesson 4: Phonics and Spelling

Student’s Book – Page 12

Activity Book – Page 14

Activity Book – Page 15

Activity Book – Page 16

Lesson 4: Phonics and Spelling

Lesson 5: Phonics and Spelling

Lesson 6: Phonics and Spelling

Lesson 4: Phonics and Spelling

Lesson 5: Phonics and Spelling

Activity Book – Page 21

Student’s Book – Page 22

Activity Book – Page 25

Activity Book – Page 27

Activity Book – Page 29

Student’s Book – Page 29

Student’s Book- Page 30

Student’s Book- Page 31

Activity Book – Page 32

Activity Book – Page 33

Lesson 4: Phonics and Spelling

Lesson 5: Phonics and Spelling

Lesson 6: Phonics and Spelling

Activity Book – Page 36

Activity Book – Page 37

Student’s Book- Page 44

Student’s Book- Page 44

Activity Book – Page 44

Activity Book – Page 47

Lesson 4: Phonics and Spelling

Lesson 5: Phonics and Spelling

Lesson 6: Phonics and Spelling

Activity Book – Page 49

Student’s Book- Page 51

Activity Book – Page 50 59

Activity Book – Page 52

4. My father is a tailor. 5. The cat is on the mat. 6. Where is my pencil?

Lesson 4: Phonics and Spelling

Lesson 5: Phonics and Spelling

Lesson 6: Phonics and Spelling

Student’s Book- Page 51

Activity Book – Page 56

Activity Book – Page 57

Activity Book – Page 59

Activity Book – Page 60

Student’s Book – Page 64

Student’s Book- Page 64