Action Pack 6 Sixth Grade Teacher's Book PDF

K INGDO ITE M M HE OF THE HAS JOR DAN ON M N...

K INGDO ITE M M HE OF THE HAS JOR DAN ON M N I IST I RY O AT F EDUC Action Pack 6 Sixth Grade (New Edition) Teacher’s Book Sue Harmes, Julie Penn and Barbara Mackay Acknowledgements The publishers and the writers would like to acknowledge the contribution made by the Review and Adaptation Committee appointed by the Ministry of Education of the Hashemite Kingdom of Jordan, through their guidance and valued assessment of the materials, to the development of the New Action Pack 6 course. Evaluation and Adaptation Committee Prof. Mohammad Ameen Awad Prof. Jihad Mohammad Hamdan Prof. Hussein Mohammad Yagi ‫ﻡ‬٢٠١٥/٢ ‫ﻗﺮﺭﺕ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺗﺪﺭﻳﺲ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻓﻲ ﻣﺪﺍﺭﺱ ﺍﻟﻤﻤﻠﻜﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺍﻟﻬﺎﺷﻤﻴﺔ ﺑﻤﻮﺟﺐ ﻗﺮﺍﺭ ﻣﺠﻠﺲ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻓﻲ ﺟﻠﺴﺘﻪ ﺭﻗﻢ‬.‫ﻡ‬٢٠١٦/٢٠١٥ ‫ﺑﺪﺀﺍ ﻣﻦ ﺍﻟﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ‬ ً ‫ﻡ‬٢٠١٥/٠٥/٢٠ ‫ﺑﺘﺎﺭﻳﺦ‬ The Ministry of Education has decided to adopt this book for Jordanian schools in accordance with the approval of the Board of Education decision in its meeting No. 2/2015 on 20/05/2015 for the 2015/2016 academic year. ‫ﺍﻟﻤﺴﺎﺩ‬ ّ ‫ﻣﻠﻚ ﻣﺤﻤﺪ‬ :‫ﺍﻟﺘﺪﻗﻴﻖ‬ ‫ﻣﻨﺎﻝ ﻓﺎﻫﺪ ﺃﺑﻮ ﺭﻣﺎﻥ‬ :‫ﺍﻟﻤﺮﺍﺟﻌﺔ‬ The authors and publishers are grateful to all those who have given York Press permission to reproduce copyright material. 322 Old Brompton Road, London SW5 9JH, England © Dar Al Tarbawiyoun House of Education Ltd and Pearson Education Ltd 2014 Pearson Education Ltd All rights reserved; no part of this publication may be reproduced, Edinburgh Gate, Harlow, stored in a retrieval system or transmitted in any form or by any Essex CM20 2JE, England means, electronic, mechanical, photocopying, recording or otherwise, and associated companies throughout the world. without the prior written permission of the copyright holders. House of Education Ltd Woodbourne Hall, ISBN: 978-614-406-754-3 P.O. Box 916, Printed 2015 Road Town, Tortola, British Virgin Islands  CONTENTS Teacher’s Book Scope & Sequence 4 Wordlist 151 INTRODUCTION 10 Teaching strategies 152 First semester UNIT 1 Use a dictionary 15 Assessment strategies 154 UNIT 2 How long is the bridge? 23 Example sketches 159 UNIT 3 At the book fair 31 Photocopiable project worksheets 160 Review 1 39 Photocopiable extra practice worksheets 164 UNIT 4 Jordan isn’t as dry as Egypt 45 Listening tests 170 UNIT 5 We’re going to the bird park 53 Audioscripts and answers 174 UNIT 6 I’ve visited the stadium 61 Speaking tests 176 UNIT 7 It is important to help 69 Reading tests 178 Review 2 77 Writing tests 179 Second semester UNIT 8 I’ll tidy up 83 Vocabulary Activities 180 UNIT 9 We went to the airport 91 Grammar games 183 UNIT 10 Could you fly a kite? 99 Letter formation guidelines 185 Review 3 107 Wordlist of Grade 1 188 UNIT 11 It’s from the past 113 Wordlist of Grade 2 189 UNIT 12 Let’s do an experiment 121 Wordlist of Grade 3 190 UNIT 13 I want to be a programmer 129 Wordlist of Grade 4 191 UNIT 14 Will they become extinct? 137 Wordlist of Grade 5 192 Review 4 145  Scope & Sequence Unit Structures Functions and Skills activities Vocabulary Pronunciation / Song Unit 1 Imperative verbs for giving Functions: check, Pronunciation: Use a instructions: Talking about places in Jordan; giving and dictionary, recognising dictionary Use an encyclopaedia. following instructions; finding information; encyclopaedia, the correct Look at the index. expressing pride in Jordan and the country’s find (v), stress of Find the number of the page. heritage; asking and answering questions; hope (v), syllables in Now check your partner's work, recognising numbers; identifying pictures hundred, multi-syllable please. index (n), words Skills activities: information, Functional language for the Listening: listening to a picture story about a look up, classroom: classroom activity; listening to instructions for mark (v), How do you spell ‘buildings’? using a dictionary and encyclopaedia; matching most, Can you repeat that, please? instructions with pictures; responding to numbers Which word means 'big town'? questions before, during and after listening between 100 It's 'city'. Speaking: giving instructions for how to use a and 999, dictionary and encyclopaedia; talking about a partner, The structures there is/are and beautiful place in Jordan repeat, there was/were: Reading: reading a picture story about a spell (v), There is a lot of information in an classroom activity; reading about a town in the Western, encyclopaedia, north of Jordan; completing sentences about a work (n) There are some Roman buildings text with the missing words there. Writing: writing a paragraph about a place in There were Roman roads. Jordan; spelling words correctly Unit 2 Questions with how plus Functions: choose, deep, Pronunciation: How long is adjective: Asking and answering questions; asking for extremely, Identifying the bridge? How long is Abdoun Bridge? information; using large numbers; talking about far from, word stress How tall is Raghadan Flagpole? locations in Jordan; demonstrating appreciation flagpole, with focus on How old is The Roman Theatre? of a song; distinguishing between facts and impressive, words with How deep is the Al-rakim cave? opinions inside, stress on the How wide is the river? kilometre, first syllable Skills activities: marvellous, Use of adjectives: Listening: listening to a picture story about modern, Song: Today It's about 65 kilometres long. landmarks in Amman; listening to facts about mosque, we’re in the city It's about 127 metres tall. landmarks; matching facts with pictures; numbers It's 162 metres wide. listening to a song between 1,000 It’s about 9 metres deep. Speaking: asking and answering questions and 2,000, It’s about 1,300 years old. about landmarks in Jordan; talking about old, palace, landmarks in your town or city; singing a song really, statue, Reading: reading a picture story about taking, landmarks in Amman; reading an encyclopaedia thousand, entry for the history of Karak Castle; answering underground questions about the text (adj), Writing: writing a paragraph about your town; well-known, ordering words in a sentence wide Unit 3 The verb would like: Functions: book fair, Pronunciation: At the book Would you like to (buy that book)? Expressing wishes; asking and answering charity, Identifying fair Yes, I would. / No, I wouldn’t. questions; expressing opinion community word stress I’d like to (read this book). centre, craft (n), with focus on Skills activities: donkey, Egypt, words with Listening: listening to a picture story about The structure I'd prefer to: Egyptian, stress on the a visit to Amman International Book Fair; I’d prefer to (see the storyteller). Emirates, second syllable listening about and choosing a book to read Emirati, event, Speaking: talking with another pupil about In my opinion, this is the most face-painting, making plans; talking about your favourite interesting event in Jordan. fact, festival, event in Jordan fun fair, global, Reading: reading a picture story about a visit international, to Amman International Book Fair; reading jewellery, Jordan, about special events for children in Jordan Jordanian, distinguishing fact from opinion in simple Lebanese, classroom conversations and reading material Lebanon, model Writing: completing a dialogue to present to (n), opinion, the class paint (v), prefer, puppet show skating, stall (n) storyteller, tale, traditional, UAE, writer 4  Unit Structures Functions and Skills activities Vocabulary Pronunciation / Song Review 1 Revision of: Functions: Revision of Revision of The structures there is/are and Talking about places in Jordan; expressing pride vocabulary pronunciation there was/were: in Jordan and the country's heritage; using large taught in units points from There are many modern buildings numbers; expressing likes; distinguishing between 1–3 units 1–3 in the city. facts and opinions; expressing wishes; asking for information; asking and answering questions; Project: My Questions with how plus expressing opinions town adjective: Skills activities: How long is Zarqa River? Listening: listening to a homework project about It’s 65 kilometres long. Amman Speaking: asking and answering questions; having The verb would like: a dialogue What would you like to do on Reading: reading a homework project about Saturday? Amman; reading a short story; order pictures and I’d like to go to the clothes retell a story market. Writing: writing about your town; writing a simple information paragraph; write meaningful The structure I’d prefer to: sentences and paragraphs using given frameworks I’d prefer to go to the book fair. The phrase In my opinion: In my opinion, it's the best place in Azraq. Use of adjectives: The towers are seventy-one metres high. Unit 4 Comparisons with isn’t as Functions: average, Pronunciation: Jordan isn’t (adjective) as: Making comparisons; talking about the weather capital city, Identifying as dry as Jordan isn’t as big as Saudi and geographical features; talking about locations Centigrade, word stress Egypt Arabia. in Jordan and elsewhere in the region; expressing coast, with focus on Jordan isn’t as dry as Egypt. likes coral reef, words with Skills activities: degrees, stress on the Questions with What plus Listening: listening to a picture story about Jordan fascinating, third syllable noun plus like: and other countries in the region gazelle, What is the weather like in Speaking: comparing the weather in different Kuwait, Jordan? cities, comparing geographical features in Jordan, lizard, It’s hot here in the summer. talking about your favourite place in Jordan millimetre, Reading: reading a picture story about Jordan rainfall, and other countries in the region; reading about sand, two cities, one in Jordan and one in Kuwait, sand dune, determining whether sentences are true or false sandstorm, Writing: writing a letter; writing about two towns Saudi Arabia, or cities to make comparisons sometimes, temperature, Unit 5 The present continuous for Functions: amazed, Pronunciation: We’re future arrangements: Talking about plans already made for the bench, Identifying going to What are you doing at the future; talking about leisure activities; making bird park, the stress in weekend, Samira? suggestions; inviting others; accepting and butterfly park, compound the bird Kareem and I are visiting our declining invitations cage, words where park grandparents. duck (n), the stress falls Skills activities: We are going to the bird park. Listening: listening to a picture story about plans free, on the first for the weekend geese, word; ordering Making suggestions and invite (v), words in a Speaking: asking and answering questions about making arrangements: two children’s planned activities for the weekend; lovely, sentence; Would you like to come? planning a dialogue to invite friends to a location; meet friends, recognise the Yes, please. / I’m sorry, I can’t. monkey, correct stress making a dialogue Are you free on Friday afternoon? peacock, of syllables in Reading: reading a picture story about plans for Yes, I am. / No, I’m not. pigeon, multi-syllable the weekend; reading a letter about a trip to a bird park; identifying true or false sentences about sailing, words a text shade (n), Writing: writing a dialogue to present to the class turkey, 5  Unit Structures Functions and Skills activities Vocabulary Pronunciation / Song Unit 6 The present perfect introduction: Functions: complete, Pronunciation: I’ve visited I’ve watched sports on television. Talking about past experiences; talking cross-country, Identifying the stadium I haven’t been to a sports stadium. about locations in Jordan; talking about running, the stress in Have you ever watched a race? activities; ordering; demonstrating fifth, compound Yes, I have. / No, I haven’t. appreciation of a song; expressing likes first, words where and dislikes fourth, the stress falls Ordinal numbers: hiking, on the second He is first in the race. Skills activities: jogging, word Listening: listening to a picture story marathon, about a sports event; listening and numbers in the ticking activities that Kareem has done; thousands, Song: I haven’t listening to a song prize (n), travelled on a Speaking: talking about the activities that Qatar, train you have and haven't done; identifying race (n), the order in which runners finish a race rally (n), using ordinal numbers; singing along runner, with a song second, Reading: reading a picture story about sixth, a sports event; reading an information snorkelling, leaflet about the Dead Sea Marathon; sports answering questions about the text stadium, take Writing: writing a short speech to part, third, present to the class; using the correct ordinal number in sentences Unit 7 The present perfect: Functions: blood test, Pronunciation: It is Has the doctor given you some medicine? Talking about caring for elderly people; busy, Making pauses important Yes, she has. talking about past experiences; asking dinner, for full stops to help Has she seen the doctor? and answering questions email (n), in sentences; Yes, she has. / No, she hasn’t. injection, recognise the Skills activities: neighbour (n), correct stress Listening: listening to a picture story notes, of syllables in about an elderly neighbour patient (n), multi-syllable Speaking: asking and answering plaster (n), words questions using picture prompts; prescription, identifying what you have and haven’t problem, done today from a list recite, Reading: reading a picture story about an result (n), elderly neighbour; reading a letter from tablets, a doctor at King Abdullah University University, Hospital in Irbid and his daily routine; unwell, answering questions about the text verse Writing: using conjunctions correctly in sentences; writing an email Review 2 Revision of: Functions: Revision of Revision of Comparisons with is not as (adjective) Making comparisons; talking about vocabulary pronunciation as: the weather and geographical features; taught in units points from Aqaba is not as hot as the desert. talking about locations in Jordan; 4--7 units 4--7 Jerash is not as big as Salt. expressing likes and dislikes; talking about plans already made for the future; Project: An The present continuous for future talking about past experiences; asking arrangements: and answering questions; making interesting trip Next month, my family is taking me to suggestions; inviting others; accepting Dibeen Forest. and declining invitations; distinguishing between facts and opinions Inviting others and making arrangements: Skills activities: Would you like to come? Listening: listen to a homework project Yes, please./ I’m sorry, I can’t. about places in Jordan; listening to a dialogue; listening and ticking the correct The present perfect: sentences I have been to many different places in Speaking: asking and answering Jordan. questions; making a dialogue I haven’t been to Dibeen Forest. Reading: reading a poem; answering questions about a poem; reading about locations in Jordan; answering questions about places in Jordan Writing: writing about an interesting trip; completing and writing a dialogue 6  Unit Structures Functions and Skills activities Vocabulary Pronunciation / Song Unit 8 The modal verb will for decisions made Functions: bookshelf, Pronunciation: I’ll tidy up at the moment of speaking: Making offers of help; talking about bouquet, The emphasis I’ll email them at their hotel. tasks to do around the house; talking cave, on adjectives I’ll tidy up. about locations in Jordan and elsewhere cedar tree, in sentences I’ll put some flowers in a vase. in the region; talking about leisure dry the dishes, activities; demonstrating appreciation of email (v), Song: Hurray, a song enormous, hurray! Our Skills activities: fantastic, grandparents Listening: listening to a picture story national flag, are on their about preparing for a visit from family on their way, way. members; listening and ticking the pick up, tasks that children do to help at home; sandwich, listening to a song task, Speaking: making offers of help using picture prompts; talking about what you tidy up, do to help at home; singing along with vase, a song wash the car, Reading: reading a picture story wonderful about preparing for a visit from family members; reading about sights in Lebanon; matching photographs to the correct paragraphs Writing: writing sentences correctly; writing an email Unit 9 The past continuous and the past Functions: board the Pronunciation: We went to simple: Talking about the past; talking about plane, The emphasis the airport We had lunch while we were waiting for you. airport facilities; talking about journeyscheck in (v), on verbs in Salma woke up while the plane was landing. Skills activities: collect, sentences Listening: listening to a picture story cry (v), The conjunction while: about collecting Aunt Muna and customs, She started to cry while we were checking in. Uncle Hassan from the new building go through, at the airport in Amman; listening journey (n), and matching sentences with airport land (v), routines passport, Speaking: describing what happens at size (n), an airport; talking about what you did square metre, in the past suitcase, Reading: reading a picture story about collecting Aunt Muna and Uncle Hassan take off (v), from the new building at the airport in teddy bear Amman; reading a pupil's report about the new airport building; matching information about the text Writing: completing a dictation exercise; rewriting a paragraph to change the pronouns and possessive adjectives Unit 10 The modal verb can in the past: Functions: car engine, Pronunciation: Could you Could you use a computer when you were Expressing past ability; asking and collection, The emphasis fly a kite? young? answering questions; comparing past cushion, on nouns in Yes, I could. / No, I couldn’t. and present; talking about hobbies and embroider (v), activities; talking about traditional crafts sentences You could fly a kite. embroidery Aunt Muna could sew. Skills activities: (n), Listening: listening to a picture story kite, The conjunction when: about what Uncle Hassan and Aunt Muna knit, Could you use a computer when you were could do when they were young; listening mend a car/ ten? and ticking pictures of what a mother bike, could do when she was young puncture (n), Speaking: asking and answering questions purse, about what you could and couldn’t do sell, when you were young; saying what people sewing could do using picture prompts Reading: reading a picture story about machine, what Uncle Hassan and Aunt Muna could speak English, do when they were young; reading about student, traditional crafts in Jordan; identifying tiny, crafts from a text weave (v), Writing: writing a paragraph about past weaving (n) activities 7  Unit Structures Functions and Skills activities Vocabulary Pronunciation / Song Review 3 Revision of Functions: Revision of Revision of The modal verb will for decisions made Expressing past ability; talking about vocabulary pronunciation at the moment of speaking: hobbies and activities; comparing past taught in units points from I’ll email them. and present; making offers or help; 8--10 units 8--10 I’ll tidy up. talking about tasks to do around the house; talking about airport facilities; Project: Write The past continuous and the past talking about journeys a story simple; The conjunction while: Skills activities: Salma's father stood up while she was Listening: listening to a homework reading. project about Kareem’s father; listening to a conversation; choosing the correct The modal verb can in the past: picture to match aural information Could he speak English? Speaking: asking and answering Yes, he could./No, he couldn't. questions; retelling a story; reading a He could play the piano. story aloud Reading: reading a picture story of a The conjunction when: homework project about Kareem's Could you use a computer when you were father; reading a story about a plane young?. journey; matching sentences Writing: writing a story; making a mind map Unit 11 What is it made of? Functions: bottle, Pronunciation: It’s from It’s made of (clay/glass/metal). Talking about a visit to a museum; clay, Identifying the past talking about objects from the past; coach (n), how pauses asking and answering questions curator, are used in era, sentences with Skills activities: commas glass, Listening: listening to a picture story guidebook, about museum artefacts; listening and jug, identifying what objects are made of knife, Speaking: asking and answering metal, questions about what objects are made million, of object (n), Reading: reading a picture story about plastic, museum artefacts; reading a website pot, entry about a museum in Amman; spoon, completing sentences with the missing stone, words striped, Writing: completing a dictation exercise; technology writing sentences to describe pictures Unit 12 The zero conditional: Functions: competition, Pronunciation: Let’s do an What happens if we put (an orange) in Talking about science; conducting an enjoyable, The emphasis experiment water? experiment; expressing conditions; experiment on adverbs in It sinks/floats. asking and answering questions (n), sentences If I put (an orange) in water, it floats. float (v), Skills activities: gently, Listening: listening to a picture story heat (v), about a science experiment; listening hot air to a description of an experiment and balloon, ordering pictures inflate, Speaking: describing pictures; asking ink, and answering questions about what normal, happens to items in water observe, Reading: reading a picture story about peel (n, v), a science experiment; reading about a purple, different science experiment; reading quietly, about an experiment and ordering ring (n), pictures rise (v), Writing: completing a paragraph about sink (v), a science experiment; completing a slowly, dictation exercise; completing sentences with the missing words 8  Unit Structures Functions and Skills activities Vocabulary Pronunciation / Song Unit 13 What do you want to be when you're older? Functions: accountant, Pronunciation: I want I want to be (an accountant). talking about future jobs and careers; be born, Falling to be a expressing aspirations; talking about thecomputer intonation in programmer The present perfect with for: past; demonstrating appreciation of a programmer, sentences I've been a (computer programmer) for song dream (n), three years. Skills activities: enough, Song: I want to Listening: listening to a picture story enter (a be a dentist. The conjunction because: about the jobs that children want to do competition), I want to be (an accountant) because (I like in the future; listening to a song interested, working with numbers). Speaking: saying what children want to invention, do when they are older and why; singing inventor, job, a song librarian, Reading: reading a picture story about machine, the jobs that children want to do in the money, future; reading a letter about a young inventor organise, Writing: writing a paragraph with a perfect (adj), suitable structure programme, protect, put up (your hand), talk (n), tour guide Unit 14 The modal verb will for future prediction Functions: amazing, Pronunciation: Will they with there: Making predictions for the future; balcony, Intonation become Will there be enough water in the future? talking about wildlife and conservation; drop (v), in short extinct? Yes, there will. talking about nature reserves in Jordan endangered, questions and Will there be hotels here? extinct, answers Skills activities: No, there won’t. Listening: listening to a picture story outside, about a visit to Dhana Nature Reserve recycle, Short questions and answers with the Speaking: making sentences about repair modal verb will: predictions for the future using picture sand cat, Will more sand cats live here? prompts soap, Yes, they will. Reading: reading a picture story about spectacular, Will sand cats become extinct? Dhana Nature Reserve; reading a letter trust (v), No, they won't. about a visit to the nature reserve; usually, matching pictures to the correct waste (v) paragraphs; reading a poem about conservation and answering questions Writing: complete and write a dialogue; write a description with two or three paragraphs Review 4 Revision of Functions: talking about a visit to Revision of Revision of What is it made of? a museum; asking and answering vocabulary pronunciation It's made of clay/glass/metal. questions; expressing conditions; taught in units points in units making predictions for the future; 11--14 11--14 The zero conditional: talking about objects from the past; If you put wood in water, it floats. talking about future jobs and careers; Project: Make talking about wildlife and conservation; a poster: The present perfect with for: talking about science; conducting an Protecting our How long have you worked at the nature experiment world reserve? Skills activities: I've worked here for three years. Listening: listening to a homework project about a museum The modal verb will for future Speaking: asking and answering prediction: questions about jobs and about a Will people in Dhana build a small museum? nature reserve; describing pictures Yes, they will. Reading: reading a poem aloud; finding rhyming words Writing: writing content for a poster; writing sentences in a dictation exercise; write a paragraph about a nature reserve; complete a dialogue; writing a mind map 9  INTRODUCTION Introduction 3 Teacher’s Book Action Pack 6 (New Edition) is the sixth level of a twelve-level The Teacher’s Book, after the table of Contents, presents Scope course for young Jordanian learners of English. It aims to and Sequence which is divided into 5 columns: Unit, Structures, introduce English gradually and efficiently through fun activities, Functions and Skills activities, Vocabulary and Pronunciation/ games and songs. These activities not only enable pupils to song. The Skills activities refer to the exercises found in both understand and communicate in English, but also promote a the Pupil's Book and the Activity Book which are also reflected positive attitude towards language learning. in the outcomes of the lesson boxes in the lesson plans. It is recommended to use the Scope and Sequence as a guide for a Action pack 6 (New Edition) focuses on ensuring a steady clear plan for successful teaching. After the introduction there transition from the primary level to the secondary level. It does are lesson plans with detailed guidance on how to teach all the this in various ways including the introduction of the Eclectic activities in both the Pupil’s Book and the Activity Book, along approach, higher level vocabulary including more diverse with suggestions for further activities. Answer keys are provided subjects and broader register, a stronger emphasis or productive for activities where necessary. It is strongly recommended that skills, an approach which is more global in nature encouraging you follow instructions as closely as possible to ensure an pupils to sonsider more of the world, advanced dictionary work, efficient use of the materials. There are also audioscripts for all and finaly a more in-depth task at the structure and language the recorded material. used in diverse types of writing. Each lesson begins with a list of outcomes that reflect the Learning economy General Guidelines and General and Specific Outcomes for In modern societies, knowledge can be considered the most the English Language Curriculum - Ministry of Education. The important resource of all. The term ‘learning economy’ has been outcomes highlight the key language to be achieved, functions, coined to identify this idea, according to which all members any new vocabulary featured in the lesson and the lesson topic. of society are encouraged to engage in lifelong learning, which Any additional materials and resources that may need to be ensures both their adaptability to societal change and their prepared beforehand are also listed, including flashcards and future employability. As technological developments gather wallcharts that may be made use of during the lesson. The back pace in the contemporary world, human beings can no longer of the Teacher’s Book also includes example sketches that can depend on the skills they acquire at school to see them through help you draw pictures to help reinforce vocabulary. (page 159) their working lives. There is therefore an ever more urgent Step-by-step teaching notes on how to best use the material need for pupils to ‘learn how to learn’, to enable themselves to then follow. Lessons typically begin with a warmer, usually continually adapt to the changing world around them. revising language from the previous lesson. Techniques on how Action Pack 6 (New Edition) builds on the foundation for this to present new vocabulary and language are included when process of lifelong learning. Pupils are expected to try out tasks appropriate. There is also usually a ‘Further practice’ activity that will become relevant and meaningful in their future lives. and an ‘End the lesson’ activity, usually a fun task that ends the Throughout the course, pupils learn about the culture of Jordan lesson. and use their English to talk about it. Some of the Pupil’s Book lessons also have extra work in the form of photocopiable worksheets, which are also found at the Components back of the Teacher’s Book. (pages 160–169) The course consists of five components: The pupils by this stage are at pre-intermediate level and have mastered some key expressions and structures in English. 1 Pupil’s Book The aim is to develop a learner-centred approach, relating The Pupil’s Book consists of fourteen units and four Review what the pupils learn to their own situation, so grammar is units. The Review units offer opportunities for pupils to recycle taught inductively. Do not present rules. At this level, pupils new language. Each unit consists of six lessons. This level should increasingly be able to speak and write freely about focuses on a group of central characters: brother and sister their personal situations. The Teacher's Book introduces Kareem and Samira, and their family and friends. New language some teaching strategies (pages 152–153) that guide the is presented in the context of themes that will be familiar to instructions to be more successful. There is reference to the the age group: places in Jordan and Jordanian culture and Pupil's Book activities that implement these strategies and also crafts, describing events and leisure activities, weather, health, in the instructions in the corresponding exercises. Take time to household tasks, travel, wildlife, science experiments and future familiarise yourself with new techniques that add fun and benefit careers. Structures from previous levels of the course are looked to the learning process. Parallel to these, the Teacher's Book at in more detail and taught through inference and real life also provides assessment strategies that suit Grade 6 pupils scenarios. Grammar is not to be taught directly. Pupils learn the (pages 154–158). present continuous for future plans, will for decisions made at More features that this Teacher's Book includes are tests for all the moment of speaking and for future predictions, and the zero four skills (listening, speaking, reading and writing), vocabulary conditional. This is all in a Jordanian context, making the topics activities, grammar games and letter formation guidelines (pages in Action Pack 6 (New Edition) relevant to the pupils’ situation and 170–186). learning experiences. Pupils should not write in the pupil's Book but instead use it as a basis for group and class communicative 4 Audio Material work. The audio includes all the recorded material and songs. The 2 Activity Book material is spoken by native English speakers and is carefully graded to be appropriate to younger learners. Full audioscripts The Activity Book is also made up of fourteen units and four of all the recorded material are provided in the Teacher’s Book, review units. The activities correspond to the material first met including those for the listening tests at the end of the Teacher’s in the Pupil’s Book. The Activity Book practises and develops the Book. material presented in the Pupil’s Book. Non-listening Activity Book exercises may be set as homework and checked as a class in the following lesson. 10 5 Flashcards and Wallcharts New vocabulary is introduced when it occurs for the first time in the vocabulary section of the lesson boxes; if it occurs after Pupils are more likely to remember language when it is presented that within later lessons it is not repeated in the vocabulary box. visually through colourful pictures. To aid learning, there are In Review units, the vocabulary follows the same principle (it flashcards and wallcharts which accompany the course. is added to the vocabulary box the first time that it occurs as Always try to use flashcards and wallcharts to present new key a revision of previous vocabulary, and is omitted after the first language in the course. Flashcards necessary for specific lessons occurrence). are always indicated in the lesson boxes. Remember, too, that the flashcards can be used as often as you feel it would be useful, for example for revision in later lessons, or as prompts in Activities and procedures: particular exercises.They can also be used in fun activities such as memory games. Pupil’s Book Wallcharts for particular lessons are also listed in the lesson The following are sample instructions. boxes. Each wallchart covers a particular topic, for example, Listen and read the world, sports and activities, the airport, etc. In conjunction with the flashcards, they can be used to present or reinforce This activity opens every unit, and is based around a story. It new language, as well as for revision, and for specific games and introduces the new vocabulary and language structures to be activities. However, because there is more than one word on the covered in the unit. Before pupils listen and read, prepare them wallcharts, they can best be used to check understanding. Say thoroughly for what they will hear. Ask pupils what they can a word on the wallchart and ask pupils to point to the relevant see in the pictures and pre-teach any new vocabulary, using the picture, or point to a picture on the wallchart and ask pupils to flashcards and wall charts wherever possible. Pupils then listen name the object. to the story and follow the text in the text boxes. Specific tasks and activities give further ideas on how to fully Play the recording more than once, if necessary, and ask the exploit the flashcards and wallcharts within lessons. class simple comprehension questions. Encourage pupils to ask their own questions as well. As with all tasks, listening should be fun and interactive. As for the language structures, pupils Preparing for the lessons are not expected to learn the rules of grammar and the sentence Each unit covers six lessons. structures directly. At this level, pupils are expected to receive enough language input that enables them to use the language Lesson 1 often consists of a short story, presented around story without needing to learn the grammar rules. frames. The language is presented by native English speakers on the audio and in the text boxes on the page. Pupils listen to the Listen and answer/Listen, ask and answer story and follow the text in the text boxes as they listen. In order Pupils hear a dialogue or a short passage and answer the to aid understanding, flashcards and wallcharts can also be comprehension questions given in the Pupil’s Book. Sometimes used. In addition, using real objects (realia) whenever possible they are encouraged to ask the questions, too. can help bring the situation to life. Pupils can also be asked to use dictionaries to check the meanings of some new words. Listen and match Lesson 2 develops the Pupil’s Book first exercise, often giving Pupils hear a short passage and match elements of it with the pupils the opportunity to roleplay, acting out the scene in small correct picture. You can begin by asking them to say what they groups, and practise pronunciation. The purpose of the Pupil's can see in each picture. Listen and say Book is to engender learning by way pf the eclectic approach. Pupils should not write in the Pupil's Book. Pupils also complete In this activity, pupils listen to words and sentences and repeat the corresponding exercise in the Activity Book. them with correct stress and intonation. Play the audio more than once if necessary. Lessons 3–6 allow pupils to practise the language presented in the first lessons in a variety of ways. They will have to listen, Listen, choose and say/Listen, complete and say speak, read and write using the structures and vocabulary learnt. Typical exercises are ‘Look and say’, ‘Ask and answer’, ‘Read and In this activity, pupils listen to the information they hear on match’ and ‘Listen and answer’. the audio and point to the correct picture in the Pupil’s Book exercise, or they add some missing information. First, ask pupils Lessons 3 and 4 practise the new vocabulary and structures the what they can see in the pictures and prepare them for what pupils learnt in Lessons 1 and 2. Lesson 3 is often a listening they are going to hear in order to elicit relevant vocabulary. exercise and Lesson 4 is commonly a freer exercise where pupils Then play the audio. Ask pupils to say and compare their speak about their personal situations. Lesson 5 is a reading answers before playing the audio again for a second time and, if exercise and pupils can be introduced to new vocabulary here. necessary, a third time. Check pupils’ answers as a class. You can There are a variety of activities to help pupils develop their reading ask pupils to repeat the sentences on the audio to check their skills. Finally, Lesson 6 contains a pronunciation exercise where pronunciation. stress, emphasis and intonation are focused on. There are also some freer speaking activities in this lesson, and sometimes a song Ask and answer for pupils to sing along to. Two pupils read the example conversation aloud. The pupils Pupils also complete corresponding exercises in the Activity Book. work in pairs to practise asking and answering the questions using the given prompts. This encourages pupils to provide Review units cover four lessons. Each Review unit ends with answers about their own lives and use the learnt language in a project, which takes up lesson 6. Details on how to use the situations relating to themselves. projects are suggested below and in the Teacher’s Book lesson notes. There is also some extra material included on project Look and say worksheets. These can be found at the end of the Teacher’s Book. Pupils look at pictures or tables and create sentences using newly learnt structures and vocabulary. As a general rule, any vocabulary which has occurred in previous grades has not been included since there has already been Match and say reference to it and pupils should, by now, be familiar with it. Some exceptions to this include spoon, glass and Jordan, which Pupils match pairs of pictures and then make sentences using are deemed an essential element of a vocabulary set (e.g. within the word or picture prompts. Unit 11, spoon and glass occur in the context of new vocabulary elements metal and clay, and it makes sense to group them as a lexical set). 11  Sing Activities and procedures: There are various songs throughout the course, each incorporating vocabulary and grammatical structures studied Activity Book during the lessons. Using the Eclectic Approach, you can There are a number of different activity types in the Activity intoduce the pupils to the song with audio, reading, singing and Book, most of which are self-explanatory from the simple physical exercises. Since the pupils are exposed to language in a rubrics. These are the most common ones: variety of ways, they will have a more accessible reference to this language in future. Similarly, a pupil learning a foreign language Circle and match/ Read and circle learns faster and more efficiently as he or she responds physically to the teacher’s verbal input – in this case, a song. Through Pupils circle the correct alternative of two words in a sentence singing, pupils enjoy themselves and will quickly learn not only (e.g. a true/false option) and in some exercises may then match the tunes, but also the rhythms and patterns of English. it to the correct picture. Before playing each song, look at the accompanying pictures and Listen, write and say encourage the pupils to describe what they can see. Then, play Pupils listen and write the words or sentences they hear with the song for pupils to listen to. Play it again, a verse at a time. correct spelling and punctuation. Then they say the sentences as Encourage pupils to join in. Play it again all the way through and a class and individually. this time pupils should begin to join in with confidence. Talk about you Read and complete/Look and complete In this activity, pupils write a word or words to complete a Pupils work in pairs to talk about themselves, using learnt sentence, using either word prompts (the words to use in the language. As the course progresses, pupils can be encouraged to exercise are provided in a box below the rubric) or picture give more and more information about their personal situations. prompts. Read and answer/Read, match and answer Complete and say Pupils read a short passage and ask and answer the Pupils read incomplete questions or sentences and use pictures comprehension questions given in the Pupil’s Book. You can also or word prompts to write complete questions or statements. use these passages as pronunciation practice by asking pupils to They may then go on to answer the questions or say the read them aloud. In some cases, pupils are asked to match the sentences. text to pictures before answering the questions. Read and match Complete and answer Pupils read the incomplete questions or sentences and use Pupils read a short passage and match elements of it with the pictures or word prompts to write complete questions or correct picture. You can begin by asking them to say what they statements. They then answer the questions or say the sentences. can see in each picture. Read and complete Complete and match Pupils read incomplete sentences and use word prompts to In these activities, pupils first read a passage and the incomplete complete them. Then they match the completed sentences to sentences aloud. Then, they complete the sentences with the pictures. correct words or phrases. Read and say Listen and repeat/Listen and repeat, then point and say Pupils read the incomplete sentences and complete them using information that is correct for them. Pupils hear the words on a recording and repeat what they hear to improve their pronunciation. They may then point to a picture Read, choose and say that corresponds to what they have heard. Pupils choose the correct alternative of two words or phrases in Listen and write a sentence. Then they say the completed sentences aloud. Pupils listen to a recording and then complete sentences using Read and say right or wrong the information they heard. Pupils read a short text. They then read the sentences about the text and decide if the information is right or wrong. They should Look, listen and say Yes or No try to correct the wrong information. Pupils listen to a recording and then complete sentences or answer Yes/No questions using word or picture prompts. Projects Each Review unit ends with a project. The projects relate to the Look, read and match/Look and write themes of their preceding units. The four projects in Grade 6 are: Pupils use picture clues to correctly match two sentence halves My town – writing factual information and opinions about their or to write sentences, or they answer questions using word own town; prompts. An interesting trip – writing about a trip they have been on with school, family or friends; Look, read and complete Write a story – planning and writing a story about a journey; Pupils use information in tables to complete sentences. Protecting our world – writing about ways of protecting our environment. Order and complete/Order and match In each project, pupils ask and answer questions to focus their Pupils read jumbled sentences and put them in the correct order, ideas of what they will write about. They are encouraged to plan or they put individual words and phrases in the correct order to their ideas using a mind map or a graphic organiser with different make full sentences, with correct punctuation, and may then go headings. Before they write their project, they look at an example on to match these to pictures. project in the Pupil’s Book. The final element consists of the pupils presenting their projects to their partner and/or asking and Read and answer/Read and match the answering questions about it. Encourage pupils to display their questions and answers/Read and choose projects to the class at the end. Pupils read a short text and answer comprehension questions 12 about it. They then select a picture that matches the text or areas. Examples of interdisciplinary teaching in Action Pack 6 match questions with answers or sentences with pictures. (New Edition) include the following: talking about measurements and distances (Pupil’s Book, Unit 2 – Mathematics); comparing Complete weather and features of Jordan and other countries (Pupil’s Pupils complete a paragraph, a letter, a dialogue and a learning Book, Unit 4 – Geography); talking about daily life in past log. generations and traditional crafts (Pupil’s Book, Unit 10 – History); talking about doing science experiments (Pupil’s Book, Write Unit 12 – Science); talking about wildlife and conservation (Pupil’s Book, Unit 14 – Science). Pupils write paragraphs using word and picture prompts. Through using the Eclectic Approach and the lesson teaching Read and find the mistakes plans, the course not only teaches English, but also shows pupils that language learning can be fun. As children of this age group Pupils read a short text and the statements that follow. They find have great enthusiasm but a limited attention span, activities and correct the mistakes in the statements. are of a varied pace and duration, requiring short spells of concentration followed by fun and lively tasks. At the end of this Read and order/Read and order the pictures grade, pupils will be able to: Pupils read sentences and put them in the correct order, or they Listening number pictures using information in a text. recognise the correct stress of syllables in multi-syllable Read and say/Read and write words recognise the effect of pauses on understanding when Pupils read and say the answers to questions or they write them listening using word prompts. follow oral instructions Write respond to questions before, during and after listening Pupils write either complete sentences using word and picture listen to and participate in simple classroom prompts or paragraphs. conversations make simple inferences when listening Write and answer show understanding of main ideas from a simple oral Pupils complete questions using word prompts and then write presentation their own answers. In other exercises they write answers to show appreciation of listening to songs and rhymes in comprehension questions based on a text. English use teacher introduction and other clues to understand Write sentences new words when listening Pupils write complete sentences either in answer to questions ask questions after listening to gain understanding of about a text, completing a conversation, or using particular new or unfamiliar words words. use context to understand new words when listening use prior knowledge and experience to listen when Write about you participating in simple conversations Throughout the course, pupils will be asked to talk and Speaking write about themselves, or their friends. This gives them the speak with pauses for clarity and emphasis opportunity to use the language they are learning in a truly meaningful way. If you wish, you can do these exercises orally use correct intonation for questions and statements with the class before they attempt to write. This will help weaker use simple sentences to talk with a partner or a small pupils to carry out the task. group about familiar and unfamiliar situations discuss simple reading materials to compare own ideas How to use Action Pack (New with those of peers prepare and read aloud a short dramatic passage with Edition) accuracy, comprehension and expression with a partner, prepare and present a simple dialogue to The course uses the Eclectic Approach. As the word itself means, the class it uses a range of techniques and/or activities from different give feedback about aspects of a peer’s speech approaches in the EFL classroom. The teacher decides what methodology to use depending on the aim of the curriculum, Reading the objectives of the lesson and the learners' needs and learning use context and direct instruction to understand the styles. A lesson following the Eclectic Approach combines meaning of new and unfamiliar words and practices various principles such as the Total Physical scan simple written materials to preview them for Response (TPR), the Direct Method, the Natural Approach, general content before starting to read the Audiolingual Method, the Communicative Approach, the Situational Approach, the Task Based Approach, etc. skim simple written materials for the main ideas For example, the EFL teacher may decide to start with the use knowledge of verb tenses to understand when things inductive technique in presenting a linguistic item, then move happen to audiolingual practice and end with a task based activity. use English print or electronic dictionaries and glossaries Another lesson for the teaching of vocabulary may start with an to help understand unfamiliar words in simple reading inductive activity through a reading task and proceed to a formal materials lexical activity in which pupils look up the meaning of words in a distinguish fact from opinion in simple reading materials dictionary. identify cause and effect in simple and literary reading materials Outcomes draw conclusions from simple reading materials Besides the integration of language skills, the outcomes of Action Pack 6 (New Edition) -- found in the General Guidelines explain an author’s point of view in a simple text and General and Specific Outcomes for the English Language create a mind map/a chart of the main idea and the Curriculum - reflect a broader kind of cross-curricular supporting details in simple reading materials integration, in which the themes encompass various curricular retell what happens in a simple story 13  read aloud short poems result of the learning; develop opinions based on information from two simple it shows progress towards outcomes, including knowledge written sources and skills of the subject; it motivates pupils to learn better; and explain the motive of a character in a simple story it guides the teacher to judge the effectiveness of his/her Writing teaching, to adapt the instruction and to plan the next steps locate and use English reference materials found in the Assessment may be conducted in a number of ways: classroom and school library performance-based (demonstration, presentation) use table of contents and keyword search to locate pencil and paper (essay, quiz, test, exam) specific information in print or electronic sources write meaningful sentences and paragraphs using given Refer to pages 154 to 158 to read and learn about assessment frameworks strategies. write a simple information paragraph or four or five Pronunciation sentences write a simple story of short paragraphs following a At this level, the course focuses on different aspects of guided composition process pronunciation, including syllables and syllable stress in words, write a simple letter or email to a friend stress in compound words, pauses and sentence punctuation, emphasising adjectives, verbs, nouns and adverbs in sentences, write entries in a learning log and rising and falling intonation. These concepts are then write a simple short speech of four or five sentences to reinforced with exercises in the Activity Book. present to the class write paragraphs using proper organisation Writing rewrite a paragraph in a simple narrative as required The Activity Book has carefully guided activities that extend use and spell correctly learnt vocabulary pupils' writing ability in English. At this level, pupils are vary sentence structure by using simple and compound beginning to write paragraphs. In the Activity Book the difficulty sentences correctly of the activities increases as the course progresses, so that in write a dictated paragraph using correct punctuation the latter half of the book pupils are writing different types of marks paragraphs without prompts. check sources for accuracy of information Most of the writing tasks can be done individually, but pupils correct punctuation with the assistance of peers and can also check th