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State of PalestineMinistry of Education& Higher EducationNEWEDITIONEnglishforPalestineteacher’s book4Authorship & Curriculum Supervisory CommitteeMr Ali Manassra (General Supervision) Ministry of EducationMr Othman Diab Amer (Coordinator)Ministry of EducationMrs Reem AyoushMinistry of EducationDr Samir M RammalBirzeit UniversityDr Hazem Y NajjarBethlehem UniversityMs Fatimah Easa QassemMinistry of EducationMr Omar Abdullah SabbahMinistry of EducationMr Imad Abdullah JbourMinistry of EducationMr Hassan KarableyehMinistry of EducationMs Rula Naji KhalilMinistry of EducationMs Sana Abed WazwazMinistry of EducationMs Tharwat ShukriMinistry of EducationMr Mohammad NassarMinistry of Education9780230415546-Palestine 4 TB 07.indd 1This page has been downloaded from www.englishforpalestine.com Macmillan Publishers 201128/07/2011 10:01

Authorship Supervisory Committee (original edition)Dr Hazem Y Najjar (Head)Bethlehem UniversityDr Salem AweissBirzeit UniversityDr Omar Abu Al-HummosAl-Quds UniversityMr Othman Diab Amer (Rapporteur)Ministry of EducationEnglish Language Curriculum Team (original edition)Dr Hazem Y NajjarBethlehem UniversityDr Salem AweissBirzeit UniversityDr Omar Abu Al-HummosAl-Quds UniversityDr Odeh J OdehAl-Najah UniversityDr Samir M RammalHebron UniversityDr Nazmi Al-MasriGaza Islamic UniversityMs I’tidal Abu HamdiyahMinistry of EducationMs Majedah DajaniMinistry of EducationMr Imad JabirHebron UniversityMr Suhail MurtajaMinistry of EducationMr Othman Diab Amer (Rapporteur)Ministry of EducationMacmillan EducationBetween Towns Road, Oxford OX4 3PPA division of Macmillan Publishers LimitedCompanies and representatives throughout the worldISBN 978-0230-41554-6Text Wendy Arnold 2011Design and illustration Macmillan Publishers Limited 2011First published 2011All rights reserved; no part of this publication may bereproduced, stored in a retrieval system, transmitted in anyform, or by any means, electronic, mechanical, photocopying,recording, or otherwise, without the prior written permissionof the publishers.Designed by Melissa Orrom SwanCover design by Macmillan Publishers Limited 2011Authors’ acknowledgementsThe author would like to thank her wonderfully patient project manager,Tracy Traynor and the publishing team at Macmillan, as well as all thecommittee in Palestine who have tirelessly given their time to this project.Printed and bound in Palestine by A R Hijjawi & Sons2014 2013 2012 201110 9 8 7 6 5 4 39780230415546-Palestine 4 TB 07.indd 221This page has been downloaded from www.englishforpalestine.com Macmillan Publishers 201128/07/2011 10:01

IntroductionCourse components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Methodology1 Developing listening and speaking skills . . . . . . . . . . . . . . . . 42 Developing reading skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Developing writing skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Classroom management1 Making periods enjoyable and effective . . . . . . . . . . . . . . . . 62 Revising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Using teacher’s signs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Using language games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Other resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Language overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Teacher’s notesUnit 1 A new friend . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Unit 2 Our house . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Unit 3 Lost! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Unit 4 Shopping list . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Unit 5 Revision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Unit 6 On Sundays I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Unit 7 At the restaurant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Unit 8 My favourite season . . . . . . . . . . . . . . . . . . . . . . . . . . 54Unit 9 Revision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Unit 10 Visiting Palestine . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Unit 11 Let’s make a cake . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72Unit 12 It’s 7:30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78Unit 13 Good habits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Unit 14 Revision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90Unit 15 I can do it! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96Unit 16 In my street . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102Unit 17 On the farm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108Unit 18 Revision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114Support materialsWordcard handwriting model . . . . . . . . . . . . . . . . . . 120Letters to parents (4A & 4B) . . . . . . . . . . . . . . . . . . . . 122Photocopiable writing frame . . . . . . . . . . . . . . . . . . . 124Ten teaching tips . . . . . . . . . . . . . . . . . . . . . . . . . . 125Teaching notes grid . . . . . . . . . . . . . . . . . . . . . . . . . 126List of flashcards . . . . . . . . . . . . . . . . . . . . . . . . . . . 12839780230415546-Palestine 4 TB 07.indd 3This page has been downloaded from www.englishforpalestine.com Macmillan Publishers 201128/07/2011 10:01

IntroductionCOURSE COMPONENTSEnglish for Palestine Grade 4 consists of the followingcomponents:curriculum to meet the needs and interests of children ofthis age. 2 Pupil’s Books (4A and 4B), each containing both languagepresentation and practice material 1 Teacher’s Book 136 Flashcards 20 Posters 2 Audio CDsThe Teacher’s BookComprehensive notes are supplied for each period, to helpthe teaching be as effective as possible and to ensure thatteaching time is used efficiently. The notes for each periodcontain a summary box at the start, clearly detailing thelearning aims and the key language covered, as well as listingthe materials required so that you can prepare lessons inadvance. Timings for each activity are supplied as a guide.Instructions on how to model examples and give feedback onanswers are also included.ObjectivesThe objectives of Grade 4 are: to develop a core vocabulary of high-frequency Englishwords which can be built on at later levels to introduce simple key grammatical structures to provide opportunities for children to engage inmeaningful activities in English to practise and extend children’s abilities in the key skills oflistening, speaking, reading and writingFor details of how the course covers language unit by unit, seethe Overview on pp. 10–11.The Pupil’s BookThere are two Pupil’s Books for Grade 4, covering 18 units inthe course of a year. Pupil’s Book 4A contains Units 1–9; oncethe class has completed this, it moves on to Pupil’s Book 4B,which contains Units 10–18.Each Pupil’s Book contains seven units of new material: thesepresent new vocabulary and structures, introduce the Englishalphabet and basic phonics and provide practice for listening,speaking and early literacy skills. Two revision units givechildren the opportunity to review and further practisethis language.The Pupil’s Book is a combination of a traditional Pupil’s Bookand Workbook. Each unit contains material for six teachingperiods: Periods 1, 3 and 5 are Learn periods and Periods 2, 4and 6 are Practise periods. Learn period: language is presented and reinforced Practise period: language is practised in a wide variety ofactivities; children also have the opportunity to develophandwriting skillsEach unit is based on a theme, allowing the new language tobe taught in context, e.g. At the restaurant, Let’s make a cake,On the farm. The themes have been taken from the PalestineThe Teacher’s Book also contains ideas for classroom gamesand using the flashcards and posters.The Posters and FlashcardsThe visual stimuli of the Posters and Flashcards provide afun and effective means of introducing, consolidating andpractising new language, as well as reviewing known languagein a new context.Each period begins with Poster activities. Flashcards are usedfor follow-up work, and later in simple games (matching,classifying, memory work, etc.) to give a range of opportunitiesfor review and extending the children’s knowledge.Suggestions for use of both posters and flashcards appearthroughout the teacher’s notes.The Posters can be left on display in the classroom toencourage children to remember the language they havelearned. There are 20 Posters:– 14 Unit Posters– a Number Poster– a World Map Poster– a Tense Poster (illustrating the concept of different tenses)– 1 poster showing key activities (for you to use to show thechildren how to complete the activities in their book)– 2 posters providing opportunity for review (toys andprepositions / animals and colour)The Flashcards cover all the vocabulary topics of the book, aswell as sounds/letters and numbers. There are 136 Flashcards:a complete list can be found on p. 128.The Audio CDsThe Audio CDs contain native-speaker recordings of all thelistening texts and dialogues in the Pupil’s Book, to give aclear model for all language structures, key vocabulary and49780230415546-Palestine 4 TB 07.indd 4This page has been downloaded from www.englishforpalestine.com Macmillan Publishers 201128/07/2011 10:01

letter sounds. The recordings are designed to encourage thechildren’s input, giving them plenty of opportunity to developtheir listening and speaking skills.METHODOLOGYEnglish for Palestine Grade 4 takes a step-by-step approach.Children hear the words, then move on to saying them. Theypractise recognising letters, then move on to writing them.The following icons are used to help children work out what isrequired in each activity right from the start.ListenReadSpeakSingLookPlayAll writingChildren have different learning styles. Visual learners learnbest when they have lots of pictures, real items, people’sfaces and gestures as stimuli. Auditory learners learn mosteffectively from hearing new language and being given lots ofopportunity to speak. Kinesthetic learners benefit from linkinglanguage to action (this can be a challenge in the classroom).English for Palestine has been designed to meet all these learnerneeds and to motivate learners of different abilities.1 Developing listening and speaking skillsChildren should be given every possible opportunity tohear English spoken and to speak it themselves, so thatthey can become fluent and accurate English speakers. Eachperiod of English for Palestine provides opportunities fordeveloping both fluency and accuracy.Fluency activities: Fluency refers to the ability to get themessage across: the message is not necessarily error-free,but it is communicated. Try to find opportunities for informalinteraction in English with the children, so that they don’t feelscared to speak English: making errors here isn’t important. Forexample, when you come into the classroom, fan yourself withyour hand and say, Phew! Hot! The children will understandwhat you say because of your gesture. Very soon they will betelling you, Phew! Hot! You can then answer by saying, Yes,it’s very hot today. This will extend the children’s repertoire ofEnglish in a subtle way and help develop fluency.Give the children opportunities to display what they know.Before formally presenting vocabulary, ask the children if theyknow the words. At this stage, it does not matter if they don’tpronounce the word accurately or they get it wrong. Praisetheir efforts: you will find that they want to speak English moreand more. They will get used to speaking English and theirconfidence in their ability to use the language will grow.Accuracy activities: Accuracy refers to the ability to produceerror-free English. Each unit in the course contains accuracyactivities, either grammar- or vocabulary-based. At thepresentation stage of the period, it is important that youprovide a good model of accurate English and that the childrenrespond accurately. Use the recordings to help you. It is at thisstage that you should correct children’s errors, in languageor pronunciation.Oral interaction in the classroomIt is important to vary the pattern of interaction in theclassroom. If you constantly address the whole class, you mayfind that the more confident children are doing all the talkingin response, while the quieter children stay silent. Remembersometimes to address questions and comments to individualchildren or small groups. Also use pair work, a very effectiveway of encouraging the children to practise speaking English.Drilling is also used in the course: here the whole class repeats/says a word or phrase together or in groups. This allows lessconfident children to join in without feeling intimidated.2 Developing reading skillsGrade 4 builds on the work done in Grades 1–3, with moreopportunity to read sentences and simple texts.WordcardsAs the children practise reading new words, you will find ituseful to create wordcards, that you can use again and again.– Make the cards about the size of picture flashcards.– The writing needs to be big enough for the children at theback of the class to read.– Use a thick black pen so that the words are clear.– Use the same writing style as the children are learning (seeTeacher’s Books Grades 1–3 pp. 120–1 for a wordcardhandwriting model – you can trace over the letters inorder to master the style).Independent learningIn Grade 4 the children continue to develop into moreindependent learners who can think and act for themselves.In the My dictionary section at the end of the Pupil’s Book theywrite in the Arabic translation in the spaces supplied, creatingtheir own bilingual resource for memorising and reviewing allthe new vocabulary in the Pupil’s Book, plus a range of relatedvocabulary items that they are already familiar with. Encouragethem to keep this up to date and to use it regularly.3 Developing writing skillsIn Grade 4 there are more opportunities to write both wordsand simple sentences.A photocopiable writing frame is supplied on Teacher’sBooks Grades 1–3 p. 124. Every so often ask the childrento do a special piece of writing, using one of these. Explainthat it will be displayed in the class and/or they will take ithome for their family to see. Encourage them to do their59780230415546-Palestine 4 TB 07.indd 5This page has been downloaded from www.englishforpalestine.com Macmillan Publishers 201128/07/2011 10:01

best writing, remembering to form letters correctly, to makethem the correct size and to space them appropriately. Thechildren will be motivated to write very carefully when theyknow the work is for display. It will also encourage them intheir learning to produce something that they feel proud of.CLASSROOM MANAGEMENTTo make the best use of the limited time available in eachperiod, bear in mind the following. (See also Teacher’s BooksGrades 1–3 p.125 for further teaching tips.)1 Making periods enjoyable and effective– Activate existing knowledge: this makes us morereceptive to additional information. It is very easy to takeadvantage of this with young children. When you first starta new unit, don’t let the children open their books. Tell themthe topic of the unit, and ask a question related to it, e.g.for a unit called Let’s go shopping!, ask where they think thefamily will go and what they will buy, etc. When the childrenopen their books to start the unit, they will have a contextin which to learn the new language.– Use visual material effectively: There is a large amount ofvisual material in the Pupil’s Book, which can be exploitedin a number of ways. Use it to show the meaning of newvocabulary items. Pictures can also be used before anactivity to orientate the children, to activate existingknowledge and to predict the language or outcome. Alsoteach children to look at pictures for clues in order tocomplete an activity.2 RevisingTo ensure that teaching is effective, it is essential that newlanguage items are revised on a regular basis. For thisreason language is revised in activities both within theunits and in the Revision units throughout the course. TheTeacher’s Book also includes suggestions for revision workat the start and end of periods.3 TestingAs well as using the formal test at the end of Grade 4(pp. 120–8), bear in mind that it is useful to test childreninformally on an ongoing basis: it will help you identifyareas of weakness that you can revisit in subsequentlessons. Remember to give positive feedback as much aspossible, as this will help develop children’s confidence.4 Using teacher’s signsIt is generally a good idea for the teacher to speak Englishrather than Arabic during the English lessons, although atthe beginning you may want to use some Arabic to reassurethe children and help them engage with the topic. In orderto avoid of a lot of organisational language in English orArabic (e.g. Now I want you to look at your books and listenand say each of the items that you hear ), we suggest thatyou teach a number of simple signs that can be used to givethese instructions. Encourage the children to get into thehabit of looking at you, as an orchestra looks at a conductor,for the next sign, which will tell them what they have to do.Here are the signs used throughout the course:– Monitor and feed back: Working with a large class canmake checking work a challenge. However, it is essential tomonitor and provide feedback to encourage the childrenand to identify areas of weakness that you needto review.At the end of each activity, there should be a feedbackstage, during which correct answers are confirmed(including alternative correct answers, if any) and incorrectanswers are discussed. Errors offer good teachingopportunities: clarify any points on which the childrenare unclear and encourage them to produce thecorrect versions.Remember to praise the children’s efforts frequently.Positive feedback will encourage them to try harder.Copy/WriteCountFind– Keep children motivated: The course contains a widevariety of activities to keep the children engaged andmotivated. In addition, we include ideas for games onpp. 8–9.69780230415546-Palestine 4 TB 07.indd 6This page has been downloaded from www.englishforpalestine.com Macmillan Publishers 201128/07/2011 10:01

Listen5 Using language gamesLanguage games are an enjoyable way of revising andreinforcing new language. They help to motivate children,especially when there is an element of competitioninvolved. Games are used throughout the course. There isalso a game introduced in the Pupi

Tracy Traynor and the publishing team at Macmillan, as well as all the committee in Palestine who have tirelessly given their time to this project. Printed and bound in Palestine by A R Hijjawi & Sons 2014 2013 2012 2011 10 9 8 7 6 5 4 3 2 1 9780230415546-Palestine 4 TB 07.indd 2 28/07/2011 10:01

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