ENGLISH

Grade 7
Teacher’s Guide Book
 Managing Commitee
HE. Dr. Hang Chuon Naron

HE. Nath Bunroeun HE. Im Koch

HE. Ton Sa Im HE. Sam Sereyrath
Mr. Lor Chha Vanna Mr. Eng Kimly

Leader of wriing and ediing commitees

Professor Stephen Bax

Lead Writers
Ms. Taj Marin-Simpson
Ms. Jovelin Angat

Wriing commitee Ediing Commitee

Mr. Ashley Irving Mr. Or Siem Mr. Lim Sotharith
ានទទួលារអន៊ញញាតឱាយេាះព៊មពផាាយពី ករសួងអប់រំ យុវជន និងកីា Mr. Jeremy Lindeck Mr. Srey Soksaphat Mr. Len Vuthy
ាមបាាសលាខ ២៥១៥ អយក.បាក ច៊ះថងាទី ០២ ខា កញញា ឆនាំ ២០១៥ Ms. Taj Marin-Simpson Mr. Pheng Sopheap Mr. George Kitano
ដើមាបីបាើបាស់ៅាមសារៀនចំណាះទូៅ។ Ms. Jovelin Angat Mr. Keo Sophal Ms. Ky Bun Heang

Photography Editor Illustrator

ាមថតចមលងោយគមរនារអនុញញរត
Mr. Lim Sotharith Ms. Sao Sreymao

រកាាសិទធិ ©
Designer
កាសួងអប់រំ យ៊វជន និងកីា
La Reine
 េាះព៊មពលើកទី ២ ឆនាំ ២០១៦ ចំនួន ៩ ០០០ចាាប់
 Table of contents
Unit 1: Meeing new friends __________________________ 10
Unit 2: Schools around the world ______________________ 16
Unit 3: Why are you so naughty? ______________________ 22
Unit 4: I study English _______________________________ 28
Unit 5: Study habits ________________________________ 34
Unit 6: Talking with teachers _________________________ 40
Unit 7: Geing ready for school _______________________ 46
Unit 8: Going to school ______________________________ 52
Unit 9: Ater school _________________________________ 58
Unit 10: My family _________________________________ 64
Unit 11: I’m the coolest in my family ___________________ 70
Unit 12: Monsters __________________________________ 76
Unit 13: Guess what I’ve got! _________________________ 82
Unit 14: How do you feel today? ______________________ 88
Unit 15: What in the world are you wearing? ____________ 94
Unit 16: I can do it! ________________________________ 100
Unit 17: It’s my ime! ______________________________ 106
Unit 18: I like my friends ____________________________ 112
Unit 19: Guesses, tricks and presents _________________ 118
Unit 20: Fesivals, paries and trouble _________________ 124
Unit 21: A world of fun _____________________________ 130
Unit 22: Cool things in my country ____________________ 136
Unit 23: My cool house_____________________________ 142
Unit 24: Cool places in my town ______________________ 148
Unit 25: Do I have to? ______________________________ 154
Unit 26: New babies _______________________________ 160
Unit 27: Yummy! __________________________________ 166
Unit 28: The swinging 60s___________________________ 172
Unit 29: The good old days __________________________ 178
Unit 30: Cool memories ____________________________ 184
Unit 31: What happened? __________________________ 190
Unit 32: Is that really real? __________________________ 196
Unit 33: More quesions ____________________________ 202
 Grammar

How to use this book This book does teach grammar, but don’t worry! It’s not boring! Teachers don’t talk forever
and students don’t copy off the board! As I’m sure you remember from your school days,
young learners ind grammar and copying boring, and if they are bored they won’t learn.
There is almost never a point in explaining grammar to children in the same way you would
an adult. Don’t worry! They will still learn grammar! But they will be able to read it, listen to it,
Welcome to English Grade 7! write it and say it!

More than just English – 21st century skills

Hello and welcome to English Grade 7! We hope you have a fantastic year and have as We don’t know what skills and knowledge people are going to need in the jobs of the future,
much fun teaching the materials as we did writing it! so teachers today need to be helping kids to be independent learners, great communicators,
creative, lexible, and ready for anything life throws at them.
The idea of the book
As teachers we have to help students to learn to think, cooperate, communicate and work
This book is designed to be fun! Students learn better when they are having fun, and
well, fairly and supportively with their fellow students. This book is designed to encourage
teachers teach better too! The idea isn’t to have students copying things off the board and
a classroom environment to support this where students feel well supported in making
being bored (and getting naughty!), it is about students using the language to play games,
mistakes and playing with the language. Students learn group work, how to be supportive of
solve puzzles, express themselves, communicate and have fun!
other students, and how to think for themselves and be creative.
What do students learn?
They also start to look at the world beyond Cambodia’s borders and explore how different
This book is designed to be the main text book for Grade 7 Cambodian students. By the end countries and culture live. This way, students learn and appreciate different cultures (and
of the book, students will be well on their way to being A2 level English learners! Students hear different accents!).
st
learn the four skills, grammar and 21 century skills. There is more speaking and listening
The idea of teachers teaching knowledge is dying. Teachers teach students to think and
than reading and writing.
learn!
Skills – Listening, Speaking, Reading and Writing
So, how do students learn all this?
This book is all about students always doing and always being interested! The readings and
This book has been written with the latest research about how kids learn in mind. This book
listenings are a great mix of engaging, interesting and funny storylines. The speaking and
is all about students always doing and always being interested and enjoying themselves, but
writing encourages students to use their fantastic imaginations! You will probably notice there
that doesn’t mean they are screaming round the classroom all lesson!
is very little grammar in this book the way you learnt it as a kid (Hurray!). That’s because kids
at this age learn grammar much better by actually using it! By listening to it, reading it, writing Stirrers and settlers
it and speaking it.
Any good young learner’s teacher knows about this golden rule of teaching! The idea is that
There are lots of great listenings with actors from all around the world so students get to a lesson will switch from stirrer to settler to stirrer to settler throughout the lesson. “Stirrers”
hear lots of different accents and be able to talk from people from all around the ASEAN get the kids excited and “settlers” calm them down. This way, kids can concentrate and learn
community and the world! If you don’t have the recordings yet, just go to the Ministry of and behave!
Education Youth and Sport and download them for free!
-5-
That’s why our lessons are written as a good balance of both. If you look at a lesson plan in
the book, you’ll see that the activities change from exciting activities that wake the students
up, to quiet activities that calm the students down and then back to an exciting activity again.
Learning in context
Students learn new grammar and words as well as the 4 skills through games, stories,
songs, tongue twisters and being interested! The book has been written with 13 year olds in
mind using themes and contexts that they will ind funny, sad, interesting, and fun! Our aim is
that students will be interested in the context of every lesson.
You will notice that new words and grammar are hardly ever explained. That’s because
young learners are really good at learning new grammar and words just by seeing them
in context. Long explanations and talking about nouns and adjectives only make students
bored, they don’t make them learn, so instead we just skip them and try to keep students
having fun and interested, and engaged with the language!
Through creativity
Often there is no “correct” answer to some questions and many different grammatical
forms are possible. By not giving a “correct answer” and by focusing on effective modeling,
students are encouraged to explore the language and play with it as they go.
Why the book is great for teachers too!
Easy to use lesson plans
We have written ‘grab and go’ lesson plans so all you need to do is to read them before class
and think about the reason for each stage – no other preparation needed! We have even
written the answers in and provided tapescripts just in case! And, everything is in English so
you can remember to be all in English as well! But just because everything is done for you,
don’t think that you can’t try out your own games and activities. We hope this book helps you
get the conidence to play around with your own ideas as well! As long as they’re fun and in
English, your students will love them!
Relection
We have written some things to help you relect on your teaching at the end of each lesson
and help you get better and better every day – just like your students!
-6-
Glossary
Teaching English Dictionary:
Words, ideas and fabulous teaching tips!
Ask and answer questions as a class: This is when students ind out if they were right or
wrong. Students need to know they have understood correctly. There’s lots of different ways
of doing this. If you have a busy lesson, it’s often enough to just yell out the question, and
have students yell back the answer. Another way is to ask students to answer one by one.
Be careful! Some teachers only ask “good students”. This makes other students wonder why
you didn’t ask them. They might think things like “Does the teacher think I’m stupid?”
Another thing to watch out for is some teachers waste a lot of time copying the answers
on the board and then allowing students 5-10 minutes to copy the correct answers in their
notebooks. Students aren’t really learning while they are doing this, and this is valuable time
that could be used to actually practice the language, which students will learn a lot more from!
Boarding useful target language: This is great for reminding students of the structure/
pronunciation they should be using.
e.g. Just say students are talking about what their friends like, but are forgetting the ‘s’
sound. Why not write “She likes …” in a speech bubble on the board? That way you are not
interrupting students, but you’re reminding them of the grammar without using grammatical
terms.
Brainstorming: This is a great habit to try and get your students into and will help them
in university and beyond! Students brainstorm before they write (and sometimes speak
depending on the activity). There’s lots of ways to try and do this. You can have students
draw, talk, draw pictures or even close their eyes and listen to music!
e.g. You want students to write about their best friend, but worried that students will say
that they don’t have any ideas. You could have students draw a picture of their best friend
and write as many adjectives as they can in a few minutes. This helps students to get ideas
without worrying about sentence structure or being neat.
Copying from the board: This has been very popular in Cambodian classrooms for a long
time. The problem with English class is though, that it only goes for 50 minutes! A rule of no
more than 3- 5 minutes copying a lesson is probably a good idea!
Class discussion: This is when you talk about a subject as a class. These can be useful,
but make sure that you are not talking too much and students know to listen and be
respectful about other people’s opinions!
Concept checking questions: These are questions you can use instead of “Do you
understand?” Students don’t want to look dumb in front of their friends so they always say
“yes”! Concept checking questions are usually about vocabulary or grammar. They can be
very easy!
e.g. You have just taught the words “pen” and “pencil”. Point to a pen and ask “Is this a
pencil?”
Cool kids say: This is a way of introducing natural spoken English. In the book, you’ll often
see this. Have you seen something similar to cool kids say in other books?
Connected speech: Native English speakers don’t say one word at a time. They say things
quickly and all together and they don’t say some words clearly.
e.g. Native speakers won’t say: Where. Are. You. From? /weər/ɑ:r/ju:/frɒm/. They’ll probably
say Wheraya from? /weərə/jə/frɒm/.
Make sure students listen to and practice the way words are said naturally.
Controlled practice: This is when students answer grammar questions when there is
really only one right answer. These exercises are supposed to be quick and are just so that
students check that they understand a grammar rule.
Drill: Drilling is when students listen and repeat a word or phrase after the teacher, the
recording, or another student so that they can try and say it exactly right. There are lots of
ways to drill. You can have students do an action when they say a word, get quieter and
louder and use hand actions to show the stress. Be careful, though! If you drill too much,
students will be bored and feel like they can’t do it right.
Drilling used to be very popular, but now people don’t like it as much because it gives the
idea that only the teacher can say a word correctly. Listen to your students. Is someone
saying the word really well? Get your students to repeat after that student!
Emergency settlers: These are very useful for when everyone has gone crazy! There are
lots of different types of these.
e.g. Shout “Freeze!” Everyone has to freeze (stop) exactly as they are and the last one is
out.
Emergency stirrers: Have you ever looked at your class and thought that they looked
really really bored? Maybe some people are falling asleep and other kids are looking out the
window. You should try an emergency stirrer!
e.g. Get everyone one up and do Heads, Shoulders, Knees and Toes or play a quick game!
Your students will get a lot more work done after!
Encourage: Tell students what they are doing well a lot! It’s much easier to encourage
good behavior than to punish “bad” behavior. Kids need a lot of this, even (or sometimes
particularly) ‘naughty kids’! The best English classrooms are fun and supportive!
End sounds (terminal consonant sounds): In Khmer, we don’t really make the last sound
of a word, but in English it’s really important! Remembering to make the last sound in English
can be really hard for students! Words ending in ‘s’ or ‘ed’ are extra hard because the noises
change! Helping students make the end sound means that people will be able to understand
them a lot better, especially native speakers!
English only classroom: An English only (or almost English only!) classroom is the best
way for anyone to learn English! Let’s look at some of the reasons why.
-7-
• If students don’t speak English, they won’t learn English. If everything is in English,
students spend more time practicing English!
• The more practice students have, the more conident and comfortable with English they’ll be!
• Students will learn meaningful English. e.g. “May I go to the bathroom?” “What do you think?”
• If students are switching from Khmer to English, they are probably using Khmer grammar
and pronunciation which is very different to English grammar and pronunciation. Students
can form bad habits this way.
• If students are speaking in Khmer, they aren’t thinking in English.
• The more students speak in English, the more students are thinking in English. When
students are able to think in English, they learn so much faster!
But if you want to make your kids speak only in English, you have to do it, too! In an A1
classroom you’re going to have to use a lot of body language, but you can do it!
Give yourself a daily challenge. See how much of your lesson (from you and your students)
can be in English!
Error correction: Telling kids when they’re wrong is tricky and much less useful than when
you tell an adult they are wrong. You have to make sure kids still feel great about taking risks
and making mistakes. It’s better to look for correct usage and then tell the class how good it
is (and the student who did it obviously!) There is no point being fussy and jumping on every
little mistake!
e.g. You have been talking about what students’ friends like and you have noticed that some
students are forgetting the ‘s’. You hear that one student is remembering the ‘s’.
Teacher: OK let’s come back together. Tevy, what does your friend like?
Tevy: She like icecream.
Teacher: Great. Bopha, what does your friend like?
Bopha: He likes cats.
Teacher: Great! I like that! Can everyone hear the ‘s’ in likes? Say it again, Bopha.
Bopha: He likes cats.
Teacher: Let’s all try saying it like Bopha.
Class: He likes cats.
You haven’t told Tevy she’s wrong. She’s been brave, spoken in front of the class and
used the language in a way everyone can understand. It’s not the end of the world that her
pronunciation is wrong.
Follow up questions: These are great! If you have 2 students in a question/answer session,
making students ask follow up questions means that they have to listen to their partner speak
and that they are using English in a natural way.
Free practice: We usually use this word when we’re talking about grammar. This is when
students get to try out and play around with the language in a way that is meaningful to
them. We don’t worry too much about students using “perfect” grammar. This is really when
students gain conidence and luency. This is the main point of lesson. If students don’t
practice it, there is no point in teaching it! There is zero reason to teach new words and
grammar if students don’t get to use them in meaningful ways. Often this is speaking and
writing where students use the grammar in a natural way through role plays, creative writing
and personalisation.
e.g. You have been studying the present simple. Students have seen the grammar in context
in a listening, and looked at the rules. They then talk about their daily routine.
Getting kids to move around: Some classes in Cambodia are very crowded and it would
take too long to get everyone in and out of their seats. Because of this, we mostly we have
kids sitting down in our lesson plans. If you have enough room, don’t be shy to get kids up
and jumping up and down!
Give a time limit: Students need to know how long they have to do things. It helps them
understand what you want (making notes, or detailed writing). It also means students are
more likely to stay on task (do what you tell them to)! If students don’t have time limits, they
might feel like you’re being unfair when you tell them time’s up, or if they have too much time,
they will start doing other things.
Grammar: Grammar means the set of rules about how a language works. All language
learners need to become familiar with grammatical rules to be understood. But adult learners
and young learners are different. Adults often ind it useful to break things down into nouns,
adjectives, clauses and phrases, but spending lessons copying out the rules of the present
perfect doesn’t beneit younger students! They ind it too hard to connect the grammar with
the language and get bored and naughty. Younger learners learn grammar in context through
reading, listening writing and speaking – in other words practicing the structure.
Grammar is another reason to enforce an English only classroom rule. Khmer grammar and
English grammar are very very very different! Students ind it hard to switch between to 2,
and can form bad habits this way which can be very hard to break later.
Homework: Do you remember homework as a kid? Did you love it? Hate it? What did you
miss out on doing because you were doing homework? How much homework do you think
kids have from all their other subjects? What do you think would happen if you didn’t give
homework for a week?
A lot of people give homework because – well just because! If all a student’s teachers give
homework, they can end up with a lot! People think that if students have lots of homework
they’ll do better, but there is very little real evidence for this. Let’s think about a grammar
worksheet. Students who already understand the grammar are wasting their time, and
students who don’t understand will feel sad that they can’t do it at school or at home!
In fact, having lots of homework can be very bad for kids! Let’s look at some of the reasons.
Students have less time to spend with family and friends.
• Students will have no time to do what they want.
• It can make students feel like they don’t like learning.
• It can make students tired in class the next day so they can’t learn very well.
• It can cause ights at home – especially with weak students.
-8-
Can you think of any others?
If homework is given, it should help students to think and engage. It should be given only
when it’s important, not just because – well just because!
Instruction Checking Questions – These are great! They help you to see if students
understand what you want them to do and they can help you speak Khmer less in class. It’s
easy! You tell students to do something and then ask questions about what you want students
to do, and how you want them to do it. So, your instruction checking questions might look a bit
like this:
Teacher: Close your books, and talk with your partner about the questions on the board.
Books open or closed?
Class: Closed!
Teacher: Talking or writing?
Class: Talking!
Teacher: Where are the questions?
Class: On the board!
Can you see the instruction checking questions? They are Books open or closed? Talking
or writing? and Where are the questions?
You can also use instruction checking questions to make sure students remember to
behave well. So, your behavior instruction checking questions might look a bit like this:
Teacher: I want you to talk to your partner about their weekend. I want you to listen.
How can we be good listeners? Do we play with our things or look at our partner?
Class: Look at your partner!
Teacher: And what can you ask after?
Class: Extra questions!
Look at the lesson plans. We have written in where you can ask your own instruction checking
questions.
Lead in: This should be quick! This is so that students can start thinking about the content or
the themes of the lesson. For instance, if the lesson is about a day at the zoo, you might like
to ask students to talk to their friends about animals they expect to see at a zoo.
Listening for the big idea: This is also called the gist listening or listening for the main idea.
This is the irst listening. Students only need to understand the basic idea of the listening.
They don’t need to hear every word. Just mainly understand what the purpose of the listening is.
Live listening: A live listening is where you don’t use the recording and you use people in the
room to do the voices! You can read the listening yourself, or you can get students to read.
You can have different students be different characters. This can be great homework for kids!
Model: This is when you show students what you want them to do. You might model a
grammar question, a word, a piece of writing – almost anything! For example, if you are doing
writing, it is useful for students to see a similar piece to what you want them to write. This
doesn’t mean that students copy, it means that they have an idea of what you want from
them.
Note taking: In this book, note taking is a type of brainstorming. See brainstorming.
Peer correction: This is when students correct each other’s work. Let’s face it, you don’t
have time to correct everybody’s work! Especially in the middle of class when there are
50 kids in the classroom! But why do we correct anyway? It’s so kids think about correct
grammar/spelling/structure (whatever!). If students correct each other’s work, they are
thinking about these things.
Personalisation – The more meaningful, the more memorable. If students can relate a
lesson to their own experience of the word, and it means something to them personally, it is
much easier for them to understand it. You will often see this as a post task, but could be a
lead in as well.
Post task: This is done after the free practice. The idea of a post task is usually that students
personalise the lesson and make it meaningful to them in some way. For example, if the
reading is about a girl in Russia talking about her grandmother, a post task might be students
talking about their own grandmothers.
Pre-teach: This is when you teach a word or idea before a listening or a reading so that
students can understand a reading or listening better. This is my best teaching tip about
pre-teaching words – Students don’t have to understand all the words! Kids are really good
at guessing what words mean as well (much better than us old teachers!). Young learners
can understand a new word by looking at the words around it and guessing.
Put students in groups: Good grouping can make or break a lesson! I like to vary my
groups so students are working with someone new every lesson. This means that students
end up feeling safe in front of everyone. I also like grouping students together randomly! If
you group students according to their skill level, it’s the same as telling some students you
think they are bad at English.
Relection: Relection means looking back on your lesson so you can think about what went
well, and what you can do better next time! Relecting doesn’t mean you’re a bad teacher.
In fact, teachers who think they are already perfect and don’t think they need to improve are
probably bad and boring teachers! Relections help you become a better, more conident,
happier teacher. They also help your critical thinking skills and creativity, so it’s not just
students who get to have fun learning!
Roleplay: Role plays are when students pretend to be someone they are not and then talk
to their partner or group. For example, one student pretends to be a parent, and the other
student pretends to be the kid. Role plays can be really funny, and they’re great because
students feel safe to say whatever they like without worrying if their friends think they are cool!
Student-centred classroom: This is what we are aiming for! New ideas about learning
language say that students learn by doing. In a student centred classroom, the teacher talks
as little as possible and lets the students spend most of the lesson practicing English. This
is much better than the teacher talking about grammar for hours on end, and much more
interesting for the students and the teacher!
Students listen for the answers – This is also known as “listening for detail”. Students
will have already listened once and know basic information about the listening like where it
is, who is talking and why. When students listen for the answers, we want them to practice
picking out speciic information. Usually, students won’t be able to do this on the irst
listening.
-9-
Stirrers and settlers: “Stirrers” get the kids excited and “settlers” calm them down. Any good
young learner’s teacher knows about this golden rule of teaching! The idea is that a lesson
will switch from stirrer to settler to stirrer to settler throughout the lesson. This way, kids can
concentrate and learn! You should try to never have an activity that goes for more than 15
minutes – and that goes for stirrers or settlers. If a settler goes on for too long, students get
bored, off task and ind other ways to entertain themselves (like being naughty or annoying
fellow students). If stirrers go on for too long, kids get over stimulated, silly and off task (like
being naughty or annoying fellow students!).
That’s why our lessons are written as a good balance of both! If you look at a lesson plan in
the book, you’ll see that the activities change from exciting activities that wake the students
up, to quiet activities that calm the students down and then back to an exciting activity again.
Have a look at one of the lesson plans. Can you spot the stirrers and settlers?
Students guess: This is when students look at clues and try and guess what a listening,
reading or lesson is about. It’s quick, but this is a really important stage of the lesson! It helps
students recall useful words, and things that they already know about the subject as well as
let them think about what they guess they are going to hear.
e.g. Students will listen to a student talking about a scary experience. The teacher draws 3
things from the story on the board and students need to try and guess what the story is.
TTT – This stands for teacher talking time. It means the amount of time that you talk at the
front of the class. An example of good teacher talking time is asking quick effective questions
(but there are lots of different types!). Bad teacher talking time is repeating in Khmer or going
into too much detail with explanations. Remember the golden rule! 80% of the lesson –
students do, 20% of the lesson - teacher does!
Warmer. This can be a quick game or fun activity to get students to start thinking in English.
It may or may not link to the last lesson or today’s work. The main things that you need for a
successful warmer is that they be fun and in English! Warmers are great, because they get
kids ready and focused for the lesson and give kids a great and fun reason to turn up on time
(but also give a chance for late students to arrive).
Word stress: In English and Khmer, we say some syllables louder than others. Think about
these words in Khmer. They all have 2 syllables. Which sound is louder?
chgoot - ឆកួត s’dup - សតាប់ chveng - ឆវាង sadam - សតាំ cyclo - ស៊ីកលូ
Now think about these words in English. They all have 2 syllables. Where is the stress?
silly partner English bathroom cyclo
Did you guess? In the Khmer words, the stress is on the second syllable. In the English
words, the stress is on the irst syllable. The stress isn’t always on the irst syllable in English,
but students stressing the wrong part of the word is a common problem for Khmer learners of
English.
 Chapter
1
Chapter 1, Unit 1, Lesson A
At a new school: Meeting new friends: How are you today?
This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
At a new school (5 mins): Warmer. Play ‘Buzz’ - Review numbers 1-20 3. Ask instruction checking questions.

Unit 1 - Meeting new friends

1. Write the number ‘2 ‘on the board.
2. Tell students to count up to 10, but for
every multiple of 2, they say ‘buzz’ (e.g.
1a Meeting new friends - How are you today? 1, buzz, 3, buzz, 5, buzz…).
3. Write another number on the board (e.g. 3 )
4. Tell students to count up to 20, but for
1 Welcome to Grade 7! You’re at a new school. Ask your friend. every multiple of 3, they say ‘buzz’ (e.g.
1, 2, buzz, 4, 5, buzz…)
5. Put students into groups of 4/5.
6. Write another number on the board.
7. In groups, students take turns counting
up one number at a time, but for any
How are you today? multiple of that number, they say ‘buzz’
(e.g. 1, buzz, three, buzz…..).
What’s your name?
NOTE:
How old are you?
You may like to revise pronunciation very
Where are you from? quickly either before or after the game.
Cambodian students tend to leave off
the final consonant sound and numbers
are a good place to start working on
this problem with them. /wʌn/ /tuː/ /θriː/
/fɔː/ /faɪv/ /sɪks/ /ˈsev.ən/ /eɪt/ /naɪn/ /ten/
/ɪˈlev.ən/ /twelv/ /θɜːˈtiːn/ /fɔːˈtiːn/ /fɪfˈtiːn/
4. Tell students to compare their answers with
their group/partner.
5. Ask and answer questions as a class
(30 seconds)
TAPESCRIPT 1.1.1
My new friends
Sophal: Hi! My name is Sophal. I’m in Grade 7.
I’ve got short curly hair. I am from Kampong
Som. I am 13 years old.
Dara: Hello! My name is Dara. I’m in Grade 7.
I’ve got short hair too. I am from Phnom
Penh. I am 13 years old.
Bopha: Hi! My name is Bopha. I’m in Grade
7 too. I am 13 years old. I live near Sophal and
Dara, so we’re neighbours. They’re my friends.
Avorng: Hi! My name is Avorng. Sophal,
Dara and Bopha are my friends. I am from
Cambodia. I am 2 years old. I can fly really high.
I never take a shower and I never brush my
teeth because I don’t have any.
3 (5 mins): Activity 3. Students listen for the
answers (T.1.1.2)

2 T.1.1.1 Listen and match. /sɪkˈstiːn/ /sevnˈtiːn/ /eɪˈtiːn/ /naɪnˈtiːn/ /twenti/ 1. Tell students to work with a partner.
1 (2 mins): Activity 1. Lead in 2. Tell students to try and remember/guess
who says the sentences in activity 3. Do
Sophal 1. Ask some students: ‘ What is your name?’ the first one together as a class.
‘How old are you?’ ‘How are you today?’ If 3. Ask instruction checking questions and
Dara students respond in Khmer, use the English give a time limit of 2 minutes.
Avorng words and ask them again. 4. Tell students to listen and check.
Bopha e.g.Teacher: What is your name? 5. Students compare with their group/partner
Student: Khynom chmore Davy. 6. Ask and answer questions as a class.
Teacher: MY name is Nith. What is your name?
Student: My name is Davy. (5 mins): Activity 3. Students listen and repeat
Dara Sophal Avorng Bopha (T.1.1.3)
Teacher: Yes! Your name is Davy!
Teacher: What’s your name? 1. Tell students they are going to listen and
3 T.1.1.2 Listen. Who said these? Write the names in your notebook. (to a different student) repeat after the tape. Encourage all
2. Repeat with the rest of the sentences, but students to join in!
1. I am from Phnom Penh. Dara don’t worry if students can’t answer in full English.
2. I am 13 years old. Bopha
__________ This is just to get them thinking about what the TAPESCRIPT 1.1.3
Bopha English answers are.
3. I live near Sophal and Dara, so we’re neighbours. __________ If you do not have the recording, say each word
4. I never take a shower. Avorng
__________ 2 (5 mins): Activity 2. Match (T.1.1.1) (or phrase) 2 times. e.g. Say: Hello (wait for students
5. I’ve got short curly hair. Sophal
__________ to repeat) Say: Hello (wait for students to repeat)
1. Tell students to look at the pictures and to say
anything they think they will hear about them. Dara: Hi! / Hello! / My name is Dara./ I am Dara.
T.1.1.3 Listen and repeat. e.g. He is a boy. / I am 13 years old. / I am from Cambodia. /
2. Tell students they are going to listen and I am in Grade 7.
C1-1 - 10 - match the names to the pictures.
 Chapter 1, Unit 1, Lesson A
4 Are you ready? Introduce yourself in your small groups. 4 (8 mins): Activity 4. Freer Practice After the lesson: Thinking about the lesson
1. Put students in groups of 4. (Reflection)
Hello! My 2. Use the sentence prompts in activity 7 to
name is__ Remember: show students what you want them to do.
____ Reflection is important and all good teachers
My name is Dara. My name’s Dara. Tell students to use their own information.
I’m in Grade _________ 3. Tell students to take it in turns introducing do it. It doesn’t matter if everything went
I am 13 years old. I’m 13 years old. themselves.
____________ wrong. What’s important is to learn from it!
I live in (near) I am from Cambodia. I’m from 4. Ask instruction checking questions and Remember, no lesson is ever “perfect”!
ars old give a time limit of 5 minutes.
I’m ______ ye Cambodia. 5 (5 mins): Activity 5. Lead in and listening
__
______ Think about the answers to these questions.
m fr o m____ for the big idea (T.1.1.4)
You don’t have to tell anyone the answers!
Ia 1. Show the picture of Miss Mom, the teacher
from the book.
2. Ask students guess who she is. Use questions 1. How much of the lesson was in English?
5 T.1.1.4
Who do you think she is? (e.g. Is she a teacher? Is she Dara’s friend?) How much was in Khmer?
3. Tell students they are going to listen to the
Guess. Tell your partner. conversation to find out. 2. How could you have students use English
Then listen and ind out. 4. Ask instruction checking questions.
(e.g. Listening or writing?).
more and Khmer less?
3. Could you use English more and Khmer less?
TAPESCRIPT 1.1.4 4. Did you get the whole lesson done, or
was too much time given to copying the
Miss Mom board, students being late (the teacher
Mom: Hello. Nice to meet you! My name being late! ); or something else?
is Miss Mom. What’s your name?
Bopha: Hello, Ms. Mom. My name is Bopha. 5. How could you do this lesson better next time?
Nice to meet you. 6. Your own question(s). ________________?
Mom: Nice to meet you too, Bopha. How
old are you?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
Bopha: I’m 13.
Mom: Where are you from, Bopha? (ារឆលុះបញចាំង)
Bopha: I am from Phnom Penh.
Avorng: Hi Ms. Mom. I’m Avorng. I’m 2 years ារឆលុះបញចាំងលើអវីៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
old and I am married. Nice to meet you,
ាលាំងាស់ ហើយគាូលអៗ ាំងាយតាងតា គិតពិារា
6 T.1.1.4 Listen again. Number the sentences. too.
Mom: It’s time for class! See you later. ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
Bopha: Bye teacher Mom. មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
How old are you? 3
________ 6 (3 mins): Activity 6. Students listen for the កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
answers (T.1.1.4)
Nice to meet you! 1
________ “លអឥតខចាះ” ោះទា!
1. Tell students to work with a partner.
What’s your name? ________
2 2. Tell students to try and remember/guess
what order the sentences are in. ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
See you later. 5
________ 3. Ask instruction checking questions. មិនាំាច់បប
ា ច
់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
4. Tell students to listen and check.
Bye! ________
6 5. Students compare with their group/partner.
6. Ask and answer questions as a class. ១. តើមារៀននាះបាើបា ស់ាាអង់គលាសប៉ុនមានាគរយ?
Where are you from? 4
________
7 (8 mins): Activity 7. Free practice ហើយបាើបាស់ាាខមារប៉ុនមានាគរយ?
២. តើអនកាចធវើឲាយសិសាសរបស់អនកបាើបាស់ាាអង់គលាស
1. Put students in groups of 3. Tell students to
practice the conversations in their groups. ចាើន ហើយាាខមារតិចតួចយ៉ាងដូចមតាច?
7 Now you’re ready! Talk in your small groups. 2. Ask instruction checking questions and
give a time limit of 5 minutes.
៣. តើអនកាចបាើបាស់ាាអង់គលាសចាើន ហើយាា
ខមារតិចតួចដារឬទា?
3. If groups finish early, tell them to have the
conversation again! No groups should ៤. តើអនកានបញចប់មារៀនាំងមូល ឬចំាយពាលចាើន
Hello! My name is_____ be quiet! ពាកោយារ ឲាយសិសាសចមលងមារៀន ពីាតារខៀន? សិសសា
Nice to meet you. (2 mins): Learner assessment and lesson wrap up មកយឺត (គាម
ូ កយឺត!) ឬានបញហអ
ា ផ
ីវ សា ង
ា ៗ ទៀត?
Assessing the success of the lesson. Not ៥. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ
See you later! testing students! ានលអាង ៅពាលបងាៀនលើកកាាយ?
What’s your name? 1. Ask some questions from today’s lesson. ៦. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
(e.g. What’s your name? How old are you?).
How old are you? 2. Listen to students’ answers. Are students
confident? Are all students, or only students
who already knew today’s lesson? Who
I’m ____ years old Bye! might need extra support/encouragement?
Where are you from?

- 11 - C1-2
Chapter 1, Unit 1, Lesson B

1b Meeting new friends - My new friends Chapter 1, Unit 1, Lesson B

1 Can you remember them? What did they say? Tell your partner. At a new school: Meeting new friends: My new friends
(7 mins): Warmer. Game! ‘Pass the ball’

1. Students pass along a ‘ball’ or any object while singing/playing music.

2. When the music stops, the student holding the ball has to introduce himself/herself
(e.g. I am Phalla. I am 13 years old).
3. Ask questions to help weaker students (e.g. What’s your name? How old are you?).

1 (5 mins): Activity 1. Review ( Look at Unit 1 A )

1. Show students pictures of Dara, Avorng, Sophal, and Bopha from the student’s book.
2. Tell students to try and remember as much as they can about the characters. Students
should talk in their groups.
3. Ask instruction checking questions and give a time limit of 3 minutes.
4. Review information as a class (1 minute).

2 (10 mins): Activity 2. Personalisation

1. Tell students that they are going to write and draw pictures of themselves.
2. Ask instruction checking questions and give a time limit of 5 minutes.
3. Tell students to ‘show and tell’ their work in their groups.
2 Write and draw a picture of you in your notebook. 3 (5 mins): Activity 3. Students read for the big idea

1. Show pictures of Dara and Sophal.

2. Ask: What is Sophal doing? (Introducing about his friends.)
My name is ___________________. I am _______________________________ 3. Tell students they are going to read quickly and find out.
__________________________________________________________________ 4. Ask instruction checking questions and give a time limit of 3 minutes.
5. Tell students to compare their answers with their group/partner.
__________________________________________________________________ 6. Ask and answer as a class.
__________________________________________________________________

3 Look at the picture. What is Sophal doing?

Hello! He is Dara.
He is my friend.
He is in grade 7.
He is 13 years old.
He is from Phnom Penh.

C1-3 - 12 -
 Chapter 1, Unit 1, Lesson B

Hello! They are my friends. 4 (8 mins): Activity 4. Students read for the answers
We are classmates. 1. Do the first question together as a class. Have students point to where the answer is in the text.
2. Tell students to do the other questions in their notebooks.
We are in grade 7. 3. Ask instruction checking questions and give students a 5 minute limit.
4. Students complete.
5. Tell students to compare their answers with their group/ partner.
6. Check answers as a class.
Students listen and repeat (T.1.1.5)
1. Tell students they are going to listen and repeat after the tape. Encourage all students to join in!
TAPESCRIPT 1.1.5
If you do not have the recording, say each word (or phrase) 2 times. e.g. Say: Hello (wait for
students to repeat) Say: Hello (wait for students to repeat)
He’s 13 years old. / He’s in grade 7. / She’s 13 years old./ She’s in grade 7. /They’re in grade 7.
We’re in grade 7. /You’re 13 years old. / You’re in grade 7.
5 (10 mins): Activity 5. Freer practice
1. Tell students to work with their partner.
2. Tell students that they are going to write about their partner in their notebooks. After that, they
can draw a picture.
3. Ask instruction checking questions and give a time limit of 7 minutes.
(2 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not testing students!
1. Ask some students questions about their writing. (e.g. What is his/her name? How old is he?).
2. Listen to students answers. Are students confident? Are all students, or only students who
already knew todays lesson? Who might need extra support/encouragement?
After the lesson: Thinking about the lesson (Reflection)
Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
1. Students learn far more from talking with their friends than they do listening to the teacher!
4 Read again and complete the sentences. Comparing answers before coming back together as a class means that students support
one another in learning the correct answer (and the reason it’s correct!). Did you give enough
Remember: time for students to self-correct their work?
Dara
His name is _____________________. He is 13 years old. 2. When you do ask and answer questions as a class, this should be a quick confirmation of
what students already know. Did you spend too much time talking about the correct
He is Sophal’s ___________________.
friend He’s 13 years old. answers?
He is in Grade 7. He’s in Grade 7. 3. Are there groups of kids who are not working well together? What can you do to make sure
13
He is _________ years old. everybody can work well (e.g. break up groups who are always off task)?
She is = She’s 4. Do you encourage an environment where students feel confident to talk with their groups?
Grade 7
He is in __________________. You are = You’re 5. Your own question(s). ____________________________________________________?
We are = We’re
Phnom Penh
He is from __________________. They are = They’re បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
T.1.1.5 Listen and repeat. ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
5 Write about your friend. Draw and colour. Use your notebook. ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!
១. សិសសា រៀនពីារពិាកាាាមួយមិតភ ត កតរិ បស់ពក
ួ គា ចាន ើ ាងារាតប ា គ
់ !ូា ារបាៀបធៀបចមលយ ើ ាមួយដាគូ មុនពាលាមួយសិសសា
Hello! He is _________________________. He is ________________________. ាំងអស់កនុងានាក់ ាានន័យាសិសាសាចជួយគនាៅវិញៅមកកនុង ារសិកាាសវាងយល់ចមលើយតាឹមតាូវ (និងហាតុផល ដាលា
តាឹមតាូវ!) តើអនកានផតល់ពាលវាា គាប់គាន់ ឲាយសិសាសដើមាបីកាកិចចាររបស់ពួកគាោយខលួនពួកគាផទាល់ដារឬទា?
He’s ______________________________________________________________ ២. ៅពាលដាលអនកសួរ និងឆលើយសំណួរាមួយសិសាសាំងអស់ៅកនុងានាក់ ាគួរតាាារសួរបញជាក់ ឲាយានលឿនចំោះអវី ៗ ដាល
សិសាសចាះរួចហើយ។ តើអនកានចំាយពាលវាាចាើនពាក កនុងារ បញជាក់ចមលើយតាឹមតាូវដារឬទា?
_________________________________________________________________ ៣. តើានកាម ុ សិសសា ដាលធវក
ើ ច
ិ ា
ច រមិនសាះុ សាល ួ គនដ
ា រា ឬទា? តើអក
ន ាចធវអ ើ ខ
ីវ ះល ដើមបា ឲ
ី យា បាក
ា ដា សិសសា ាំងអស់ធក
ើវ ច
ិ ា
ច រោយ
សាុះសាួលគនា (ឧាហរណ៍ដូចាៈ បំបាកកាុមសិសាសដាលតាងតាមិនធវើ កិចចារ?)
_________________________________________________________________ ៤. តើអនកបងកើតបរិយាស ដាលធវើឲាយសិសាសានារមមណ៍ជឿាក់កនុងពិាកាាាមួយកាុមរបស់ពួកគា ដារឬទា?
៥. សំណួរផទាល់ខលួនរបស់អនកៈ________________________________________________________________?
_________________________________________________________________
We’re ___________________.
- 13 - C1-4
Chapter 1, Unit 1, Lesson C
Chapter 1, Unit 1, Lesson C
1c Meeting new friends - More friends At a new school: Meeting new friends: More friends
This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
1 True or false? Put a tick () or a cross (). How many points? Sport website. (50 mins)

BET WIN LOSE

(1 -20 points) (5 mins): Warmer. Play ´Ball throwing’
He is from Phnom Penh. 1. A student throws a ball to another student.
10 2. That student has to ask questions (e.g How are you today? How old are you? ) and throw the
ball quickly to another student.
3. Tell students that the ball is hot and if they hold it too long, they lose and have to sit down!
1 (12 mins): Activity 1. True or false game

1. Tell students look at the photos and decide if the sentences about them are true or false.
2. Tell students to bet on how sure they are!
His name is Dara. 3. Ask instruction checking questions and give a time limit of 4 minutes.
4. Tell groups to take it in turns to read the sentences and say how much they bet for each.
5. When all students have said their bets, say if the sentence was true or false.
6. Students add and minus points as they win and lose.
7. The team that has earned the most number of points at the end of the game is the winner!

She is 13 years old.

He’s got 3 eggs.

They’re friends.

TOTAL POINTS: __________

C1-5 - 14 -
 Chapter 1, Unit 1, Lesson C

2 Do you remember them? Tell your partner. Game!

2 (10 mins): Activity 2. Speaking practice
1. Put students in groups of 4.
2. Tell students that they are going to play a game and need counters. Students can use
anything (erasers, pen cap etc.) as counters.
friend/ friends 3. Tell students to take it in turns to drop the counter on the pictures of the characters in the
book. Then they try to remember who the characters are, and any other information they
can recall (e.g. He’s Dara. He’s 13 years old ).
2 years old 4. Ask instruction checking questions and give a time limit of 7 minutes.
3 (10 mins): Activity 3. Speaking
teacher
1. Tell students to work in groups of 4.
2. Tell students to take turns to introduce one member of their group. Can they remember
married everything about them?
3. Ask instruction checking questions and give a time limit of 7 minutes.
Phnom Penh OR
1. Tell students to work with a partner.
2. Tell students to walk around with their friend and introduce them to as many people as they
Cambodia can in the time limit.
3. Ask instruction checking questions and give a time limit of 7 minutes.
4 (10 mins): Activity 4. Writing
1. Tell students to write about Mr. Sovann using the information in the box.
2. Ask instruction checking questions and give a time limit of 7 minutes.
(5 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not testing students!
1. Ask students to look at the “can do” statements.
2. Compare with a partner.
3. Ask students how they feel about the can do statements. Tell students not to worry about the
ones they don’t tick.
3 Introduce your friend to another classmate. After the lesson: Thinking about the lesson (Reflection)
Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
4 This is Mr. Sovann. Write about him using the information below. What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
Hello. This is Mr. Sovann. He is the _________________ . 1. The old idea of the teacher being at the centre of the classroom is dead! How do you help
your students feel ‘heard’ in the classroom?
He is _______ years old. __________________________ 2. Do you repeat correct answers after your students say them, or just say “Yes, that’s right”?
Do you think students will listen to the kid giving the answer if they know you are going to say
_______________________________________________ it again anyway?
3. How do you encourage students to respect students speaking in front of the class?
_______________________________________________ 4. Your own question(s). ____________________________________________________?

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)

ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
Mr. Sovann school principal 50 years old ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
tall ice cream school
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

១. គំនតិ បុាណដាលបងាៀនាមបាបគាម ូ ជាឈមណឌលគឺលង

ា ានទៀតហើយ! តើអក ន ជួយសិសសា របស់ អនកឲាយានារមមាប ាត ល់ ម ឺ តិរបស់
សិសាសៅកនុងានាក់យ៉ាងដូចមតាច?
Congratulations! ២. តើអនកនិយយឡើងវិញនូវចមលើយតាឹមតាូវ បនទាប់ពីសិសាសរបស់អនកនិយយចមលើយាំងោះ ឬគាាន់តា និយយា “ាទ/ាស ា
តាមឹ តាវូ ហើយ”? បាសន
ិ បើសសិ សា ដឹងាអនកនឹងនិយយចមលយ ើ ឡើងវិញ តើអក
ន គិតា សិសាសនឹងយកចិតទ ត ក
ុ ាក់ាប
តា ម ់ តិ ភ
ត កតរិ បស់
You inished Unit 1! Tick () the things you can do. ពួកគាដាលផតល់ចមលើយដារឬទា?
៣. តើអនកលើកទឹកចិតតសិសាស ដើមាបីឲាយោរពសិសាសដាលនិយយៅចំោះមុខសិសាសាំងអស់កនុងានាក់ យ៉ាងដូចមតាច?
I can say my name.  I can say hello and goodbye.  ៤. សំណួរផទាល់ខលួនរបស់អនកៈ___________________________________________________________________?

I can say how old I am.  I can introduce my friends. 

- 15 - C1-6
 Unit 2 - Schools around the world Chapter 1, Unit 2, Lesson A
At a new school: Schools around the world: Too cool for school
2a Schools around the world - Too cool for school This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
1 Do you know what these things are? Talk to your group.
b c 1 (2 mins): Activity 1. Lead in years old. My school is special! There isn’t a
a library, but I love to read! There isn’t a
1. Ask students to look at the pictures and football field, but my brother and I love
guess what they will be learning about to play football! There is a field for the cows.
this lesson. (Schools) We play football there. There are some
2 (5 mins): Activity 2. New Words (T.1.2.1) kangaroos in the paddock! There is a
bathroom, of course! It’s in our house. There
1. Ask students to choose a writer in their group. aren’t any classrooms. Can you guess where
2. Tell the writer to write a-f down the side of I live? I live in Australia! My brother and I
their notebook. study online over the internet in Australia.
d e 3. Tell students they will look at the pictures
f
with their friends and try and guess what 4 (5 mins): Activity 4. Students listen for the
answers (T.1.2.2)
2 Write the letter next to the number in your notebook. the pictures are of.
4. Ask instruction checking questions and 1. Tell students to write the letters a-f in their
1-e , 2-a , 3-c , 4-d , 5-b , 6-f give 3 minute time limit. notebooks.
5. Students complete in their groups. 2. Check that students know the difference
1. some kangaroos 2. a library 3. a classroom 4. a football field 5. a bathroom 6. a computer 6. Students listen and check. between a tick () and a cross ().
TAPESCRIPT 1.2.1 3. Tell students they will listen and tick ()
T.1.2.1 Listen and check. things that are in the school and cross
If you do not have the recording, say each () the things that are not
word (or phrase) 2 times. e.g. Say: Hello 4. Ask instruction checking questions.
3 Look at the picture. Where are they from? (wait for students to repeat) Say: Hello (wait (e.g. Ask students which ones they are
Are they from Australia, Thailand for students to repeat)
a library / a bathroom / a classroom / a
going to tick () Ask students which they are
going to cross ().)
or Malaysia? Guess! Write your guess football field / some kangaroos / a computer 5. Students listen.
in your notebooks. 3 (3 mins): Activity 3. Students guess
6. Students compare with their group.
7. Ask students the answers.
Amaroo is from _____________
Australia . 1. Tell students to look at the picture. 5 (5 mins): Activity 5. Controlled practice (T.1.2.3)
2. Ask them to talk to their partner about
T.1.2.2 Listen and check. Cool kids say:
where they think they are from: Malaysia,
Australia or Thailand. Tell students to write
1. Ask students to write 1-5 in their notebooks.
2. Tell students that the words they need
Can you guess? their guess in their notebook. are in exercise one. This will help them
3. Ask instruction checking questions and with their spelling.
give a time limit of 1 minute. 3. Tell students to complete the sentences
4 Write the letters a-f in your notebook. Look at the pictures in 4. Ask 2 or three students their ideas. You alone.
4. Ask instruction checking questions and
exercise 1. Tick () the things that are in Amaroo’s school. Cross might want to take a class vote to make
things fun. give a time limit of 3 minutes.
() the things that aren’t in Amaroo’s school. (4 mins): Activity 3. Students listen for the
5. Students compare with their group/partner.
6. Listen and check.
a,b,c ,d,e,f big idea (T.1.2.2) 7. Tell students to listen again and repeat
after the recording.
5 Complete the sentences about Amaroo’s school in your notebook. 1. Students listen.
2. Students compare their answers. TAPESCRIPT 1.2.3
3. Ask students the answer. Australia.
1. There isn’t a ______
library. 4. There is a _____________________
bathroom .
Amaroo: 1. There isn’t a library. 2. There isn’t
football field
2. There isn’t a __________________ . 5. There aren’t any _______________
classrooms . TAPESCRIPT 1.2.2 a football field. 3. There are some
kangaroos
3. There are some ________________ . kangaroos. 4. There is a bathroom. 5. There
Amaroo’s special school
aren’t any classrooms.
T.1.2.3 Listen and check. Amaroo: Hi! My name is Amaroo. I’m 12
C1-7 - 16 -

6 (5 mins): Activity 6. Grammar Presentation
6 Look at the sentences and circle the correct answer. 1. Ask students to look at the grammar box
and the sentences and complete the rules.
a kangaroo (one) some kangaroos (more than one) 2. Ask instruction checking questions and
give a time limit of 3 minutes.
3. Ask students to compare with their group
/partner.
4. Ask students as a class. Do not discuss
grammatical terms during feedback.
There is a kangaroo. We use a/an with one thing. 7 (4 mins): Activity 7. Controlled Practice
(T.1.2.4)
There are some kangaroos. We use some with more than one thing.
1. Tell students to write the answers in their
There aren’t any kangaroos. We use any in negative sentences. notebooks.
Are there any kangaroos? 2. Ask instruction checking questions and
give a time limit of 2 minutes.
3. Students compare with their groups/partners.
7 Write the correct word in your notebook. 4. Students listen and check.
5. Students listen and repeat.
TAPESCRIPT 1.2.4
1. Is there a library? 4. Is there a bathroom?
2. Are there any classrooms? 5. Are there any kangaroos? Bopha: 1. Is there a library?
2. Are there any classrooms?
3. Is there a football field?
3. Is there a football field?
4. Is there a bathroom?
5. Are there any kangaroos?
T.1.2.4 Listen, check and repeat. 8 (5 min): Activity 8 (T.1.2.5)
1. Tell students to write the answers to the
8 What can you remember about Amaroo’s school? Write answers to questions in activity 7 in their notebooks.
2. Ask instruction checking questions and
the questions in your notebook. Use “Yes, there is. No, there isn’t. give a time limit of 3 minutes.
3. Students compare with their group/partner.
Yes, there are. No, there aren’t.” 4. Students listen and check.
TAPESCRIPT 1.2.5
T.1.2.5 Listen and check.
Bopha: Is there a library?
Amaroo: No, there isn’t.
1. No, there isn’t. Bopha: Are there any classrooms?
2. No, there aren’t. Amaroo: No, there aren’t.
3. No, there isn’t. Bopha: Is there a football field?
Amaroo: No, there isn’t.
4. Yes, there is.
Bopha: Is there a bathroom?
5. Yes, there are. Amaroo: Yes, there is.
Bopha: Are there any kangaroos?
Amaroo: Yes, there are.
9 T.1.2.4
Now you answer Bopha’s questions! Listen!
9 (2 mins): Activity 9. (T.1.2.4)
1. Tell students now they will answer Bopha’s
10 Choose a school. Don’t tell your friend! questions. Play the recording.
Ask yes/no questions to guess your friend’s school! Game! TAPESCRIPT 1.2.4
10 (8 mins): Activity 10. Freer Speaking Practice
1. Tell students that they are going to play a
guessing game.
2. Have one student help you model the
activity. Tell them to choose one picture.
Ask them questions such as “Is there a
classroom?” Ask 3 questions. Guess the
answer. Ask “Am I right?”
- 17 -
Chapter 1, Unit 2, Lesson A
3. Tell students that they are going to play
the same game in groups of 4.
4. Ask instruction checking questions and
set a time limit of 10 minutes.
(3 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
testing all the students!
1. Tell everyone to listen to you.
2. Ask “Is there a classroom in our school?”
Get students to shout out the answer. Ask
a few questions like this.
3. Tell students that they have done a great
job. Thank students who worked well in
groups and helped their friends.
4. Homework: Tell students that they are
expected to have the homework completed
by next lesson.
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Welcome to a new school year! Have
you taught Grade 7 English before? How
are you going to do things better this
year?
2 . Are you a new teacher? What do you
think of the book so far? What are your
personal teaching goals for the school
year?
3 . Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. សូមាវាគមន៍វិសាសមាលថមី! តើអនកធលាប់ានបងាៀន
ាាអង់គស ាល ពីមន
ុ មកដារឬទា? តើឆន ំាន ះា អនកនឹង ធវអ
ើ ីវ ៗ
ឲាយលអបាសើរយ៉ាងដូចមតាច?
២. តើអនកាគាូថមីឬ? តើមួយរយៈកនលងមកអនកយល់ឃើញា
សៀវៅនាះដូចមតាចដារ? តើអនកាន ោលបំណងនា
ារបងាៀនផទាល់ខលួនអវីខលះ សមាាប់ឆនាំសិកាាថមីនាះ?
៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
C1-8
Chapter 1, Unit 2, Lesson B

2b Schools around the world - A world of schools Chapter 1, Unit 2, Lesson B

At a new school: Schools around the World: A world of schools
1 Look at the pictures. Where are they from? Just guess! This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)

a b
(5 mins): Warmer. It bites!

1. Tell students to stand up. Tell them they are going to play a game. The rules of the game
are that you throw the ball and say a country. But you are “out” if you 1) hold the ball for more
than a second 2) say a country that someone else has said 3) Drop the ball 4) Throw the ball
so that no one can catch it.
c d
2. Ask instruction checking questions.
3. Play the game until you have a winner/time is up.

1 Hi! My name is Farah. I’m 13. I live
in Kuala Lumpur in Malaysia. I love my
school! There is a library. There are lots
of books! I love books!
3 Hello. My name is Nita. I’m 13. I come
from Cambodia. My school doesn’t
have a library or a football field. But
I love my school! It is very special
because it is on a lake! There is my
sister and I in the picture.
2 My name is Jay. I’m from England.
I’m 11 years old. At my school we have
a football field. I love football. I play
with my classmates. See you later!
4 Hi! My name is Victoria. I am from
Canada and I’m 11 years old. This is
a picture of me in my classroom. I
love my classmates. There are a lot
of computers in my classroom. There
are four computers. I like games on
the computer!
(3 mins): Lead in
1. Write Malaysia, Canada, Australia, England, Cambodia on the board.
2. Tell students to talk about what they think the places are like with their partners.
3. Ask students their ideas as a class.
1 (2 mins): Activity 1. Students Guess
1. Students books closed. Have the students looking at you. Tell students that they are going to
guess where the kids are from. It doesn’t matter if they are right or wrong. They need to cover
the text and talk.
2. Ask instruction checking questions and give a 1 minute limit.
3. Students talk.
4. Ask students where they think the kids from around the world are from.
2 (5 mins): Activity 2. Students read/listen for the big idea (T.1.2.6)

1. Tell students that they are going to read and listen. They need to match the texts with the people.
2 T.1.2.6 Match the texts with the people. Listen! 2. Ask instruction checking questions.
3. Students do the exercise individually.
4. Students compare with their groups/partner.
a-4 Victoria , b-3 Nita , c-2 Jay , d-1 Farah 5. Ask students the answers as a class.
TAPESCRIPT 1.2.6
3 Who is it? Who are these sentences about? Write the name next to See reading in Activity 1
the numbers in your notebook. 3 (10 mins): Activity 3. Students read for the answers

1. Write She lives in Malaysia. On the board.

1. She lives in Malaysia. Farah
2. She comes from Canada.
3. She plays football.
4. She lives on a lake.
5. There is a library at her school.
6. She is 11 years old. 2. Ask Is it Jay? Students answer no. Ask “Is it Nita?” Students answer no Ask Is it Farah? Students
7. There are some computers in her school. answer yes. Ask “what do I write here?” Students answer: Farah
8. There isn’t a football field at her school. 3. Give students a 5 minute limit.
4. Ask instruction checking questions.
9. She has a sister. 5. Students complete.
6. Students compare with their group/ partner
7. Check answers as a class.

1. Farah , 2. Victoria , 3. Jay , 4. Nita , 5. Farah , 6. Jay , 7. Victoria , 8. Nita , 9. Nita

C1-9 - 18 -
 Chapter 1, Unit 2, Lesson B

4 Answer the questions in your notebook. 4 (5 mins): Activity 4. Taking notes

1. Tell students that they are going to write about them but first they will make notes, which is an
1. What’s your name? important part of the writing process.
2. Where are you from? 2. Tell students to take notes in their notebooks.
3. How old are you? 3. Ask instruction checking questions. Make sure that students understand that they are not to
4. Do you like your school? write full sentences.
5. What is in your school? 4. Give students a 3 minute limit. You might like to make it a race to keep students on task.

5 (15 mins): Activity 5. Students write

1. Tell students to put down their pens and look at you.

2. Show students how to do the activity by starting it yourself ie. My name is Bora. I’m from
Cambodia. I’m 27 years old. I like my school. There is a library…Do not write everything. It will
take too long and students will just copy you.
3. Tell students to write about themselves.
4. If students finish before their friends, ask them to draw a picture of them at their school.

(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students!
1. Ask students to put their pens down. Ask them to read their writing to their partner/group. Set
a time limit of 2 minutes.
No, there isn’t. Yes, there is a library. Yes, there are lots of 2. Ask for 2 or 3 people to read theirs to the class. Try not to only ask strong students but weaker
books. students as well. This shows that you think everyone can do it!
3. Tell students that they have done a great job. Praise students who tried hard to speak only in
English. You might like to let them go first!

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
1. How much of the lesson was in English? How much was it in Khmer?
2. The most important part of the lesson was the writing. Were students given enough time to do this?
3. How could you do this lesson better next time?
4. Your own question(s). ____________________________________________________?

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)

ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!
១. តើមារៀននាះបាើបាស់ាាអង់គលាសប៉ុនមានាគរយ? ហើយបាើបាស់ាាខមារប៉ុនមានាគរយ?
២. ផនាកសំាន់បំផុតនាមារៀននាះ គឺារសរសារ។ តើសិសាសតាូវានផតល់ពាលវាាគាប់គាន់ឲាយធវើ កិចចារនាះដារឬទា?
៣. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះានលអាង ៅពាលបងាៀនលើកកាាយ?
៤. សំណួរផទាល់ខលួនរបស់អនកៈ_________________________________________________________?

5 Use your notes to write about yourself in your notebook. Use the
answers to your questions to help you. If you have time draw a picture
to go with your writing.
6 Share your story with the class.
- 19 - C1-10
Chapter 1, Unit 2, Lesson C

2c Schools around the world - My beautiful school

Chapter 1, Unit 2, Lesson C
At a new school: Schools around the world: Dream schools
1 Word ind race! How many of the words can you remember from the
1 (5 mins): Activity 1. Warmer/Lead in
picture? See how many you can get with your partner. You have ive minutes
1. Students’ books are closed. Students look at you. Hold up the picture on page 18.
to write down as many as you can remember!
2. Tell students they are going to play a game where they will write as many words from the
picture as they can.
3. Ask students what they can see in the picture. Write 2 or 3 on the board. Set a time limit of
three minutes.
4. Ask instruction checking questions.
5. Clap your hand at the end on the time and say pens down.
6. Find out who got the most. Find out who the winner is.
2 (5 mins): Activity 2. Controlled practice

1. Students books closed. Write a/an/some/any and is/isn’t are/ aren’t on the board. Ask students
to talk to their partner. Can they remember when they are used?
2. Tell students to complete the activity in their notebooks.
3. Ask instruction checking questions and give a 3 minute time limit.
4. Students compare.
5. Ask students the answers as a class.

3 (10 mins): Activity 3. Writing

1. Write there are some kangaroo on the board. Do not put a full stop/period (.), a CAPITAL letter,
or an s.
2. Ask students “What’s wrong?” Have students tell you that there isn’t a full stop, capital at the
beginning or s at the end of kangaroo.
3. Ask students to work with a partner. Tell students that they will have 5 minutes to write as many
2 Complete the sentences with the words. Use the picture to help you. sentences about the picture as they can, but they will not get a point if they forget s, full stops
or capital letters.
4. Allow students 5 minutes to do this. At the end of 5 minutes, clap your hands and tell students
a/ an/ some/ any is/ isn’t/ are/ aren’t to put their pens down.
1. There aren’t _____
any kangaroos. 1. There _____
is a bathroom. 5. Have the pair swap their work and a) count the sentences, b) check for capitals, full stops, S
There aren’t any kangaroos. There is a bathroom. 6. Decide who the winners are. Have the class clap for the winning pair (you might like to let
them leave first at the end of day ).
2. There is _____
a bathroom. 2. There _____
aren’t any kangaroos.
3. There are _____
some classmates playing 3. There _____
isn’t a lake.
football. are some classrooms.
4. There _____
4. There’s _____
an egg! It’s Avorng’s egg!

3 Use the picture to write more full sentences. Who can write the most
in the class? Game!

Remember:
You don’t get a point if you
forget full stops, capital letters or
forget the s on plural nouns!

C1-11 - 20 -

4 (5 mins): Activity 4. Students listen for the
4 T.1.2.7
Listen to Sophal talking about his beautiful school. Tick () the answers (T.1.2.7)
things there are at his school. The idea of this is that students will have
ideas for the next speaking activity. Do not
spend a very long time on this.
1  2  3 
1. Ask students to look at the picture of
Sophal. Can they remember him?
2. Ask students to look at the pictures. What
are they? (Do not speak in Khmer. The
students can use the pictures.)
3. Tell students that they are going to hear
about Sophal’s dream school. A dream
school is an ideal, not real.
4. Tell students to tick the things there are
4  5  6  and cross the things there aren’t.
5. Ask instruction checking questions.
6. Students listen.
7. Students compare.
8. Check answers as a class.
TAPESCRIPT 1.2.7
Sophal: Ah! I love my school! There are
some classrooms. They are beautiful! There is
7  8  9  10  a big library. There are lots of books. I love
reading! Oh! And I have lots of classmates.
We play together. We play football on the
football field. The football field is green and
beautiful! There is a lake … a big lake. There is a
bathroom, of course! He he. And my
teacher is Srey Mom! *sigh*. She is my
favourite teacher.
1.  (more than one) , 2.  (one) , 3.  (more than one) , 4.  (one) , 5.  , 5 (5 mins): Activity 5. (T.1.2.7)
6.  (one) , 7.  (one) , 8.  , 9.  , 10.  (one) 1. Ask students to listen again. Is there one
or more than one?
5 T.1.2.7
Listen again. Is there one or more than one of each? 2. Students listen.
3. Students compare.
4. Check answers as a class.
6 Draw a picture of your beautiful school. You have 5 minutes.
6 (6 mins): Activity 6. Brainstorming
7 Tell your friend about your school. 1. Tell students to guess what you are
drawing. Draw your dream school. Just
do a quick picture. Spend no more
There is a pool.
than a minute so students understand
that this doesn’t have to be a perfect
picture.
Congratulations! 2. Tell students that they have five minutes to
draw their dream school. Encourage
creativity.
You inished Unit 2! Tick () the things you can do. 3. Tell students to put down their pens and
look at you. Tell students to talk to their
I can say the things in my school.  partner about their picture.
I can say the things not in my school.  7 (9 mins): Activity 7. Speaking practice
1. Put students in groups of 4.
- 21 -
Chapter 1, Unit 2, Lesson C
2. Tell students to show their picture to their
partner and tell them about it. Group
members can ask follow up questions.
(5 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
testing all the students!
1. Ask students to look at the “can do”
statements.
2. Compare with a partner.
3. Ask students how they feel about the can
do statements. Tell students not to worry
about the ones they don’t tick.
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. If instructions are all in English, students
have much more time practicing their
English. How many of your instructions
were in English? Is there a way that you
could have done all your instructions in
English and had the students understand?
2. How could you do this lesson better next
time?
3. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. បាសន ិ បើារណានា ំ ងំ អស់ាាាអង់គស ា ល សិសសា ាន
ពាលវាាចាន ើ កនង
ុ ារអនុវតតាា អង់គស ា ល របស់ពក ួ គា។
តើកង
ុន ចំោមារណានា ំ ង
ំ អស់របស់អក
ន ានារណានំ
ាាាអង់គលាស ចំនួនប៉ុនមាន? តើានវិធីា ដាលអនក
ាចធវា ើ រណានា ំ ងំ អស់ាាាអង់គស ាល ហើយសិសសា
ាំងអស់ាចយល់ាន?
២. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ
ានលអាង ៅពាលបងាៀនលើកកាាយ?
៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
C1-12
 Unit 3 - Why are you so naughty!
3a Why are you so naughty! - What’s wrong?
1 Look at the picture. Who is good in the picture? Who is naughty?
What are the names of the naughty people? You can check old lessons!
2 T.1.3.1 Listen to the story. Point to the people when you hear about them.
3 What can you remember? Who should do these things?
1. She should stand up. (Bopha)
2. He should sit down. (Dara)
3. They should listen to the teacher. (Everyone)
4. He should talk to his partner. (Sophal)
4 T.1.3.2 Look at the pictures. What are they? Write the words next to the
letter in your notebook. Listen and check.
a b c d
talk listen stand up open your book
a) sit down , b) stand up , c) listen , d) close your book , e) Talk , f) open your book
5 Sok Says. Listen to your teacher. They will tell you to do things.
Only do them if your teacher says “Sok says”!
C1-13
Chapter 1, Unit 3, Lesson A
At a new school: Why are you so naughty! : What’s wrong?
This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
1 (5 mins): Activity 1. Lead in/Warmer/Students guess
1. Say Do you know what naughty means?
If students don’t know, tell them. Ask students
if they know someone who is naughty.
2. Hold up the book so that students can
see. Tell students that they are going to
look at the picture and talk to their group.
They have to remember who the kids in
picture are and see who is being naughty
in each picture.
3. Ask Instruction checking questions and
give a time limit of 3 minutes.
4. Ask students the answers as a class.
2 (5 mins): Activity 2. Students listen for the
big idea (T.1.3.1)
1. Tell students they will listen and point to
the pictures as they hear about them.
2. Ask instruction checking questions.
3. Students listen.
TAPESCRIPT 1.3.1
What’s wrong?
Sreymom: Children! Children! Listen! Listen,
please! Oh! Why are you so naughty? Dara!
Dara Why are you on the table?! You should sit
Sophal down! Sit down! DARA! LISTEN! SIT DOWN! SIT
Bopha DOWN NOW! Oh my! Sophal! Sophal! Why
don’t you talk to your partner? What’s wrong?
Everyone You need to talk to your partner. Sophal.
Talk, please! Talk! My goodness! Listen to me,
please! Oh, Bopha. What’s wrong? You
shouldn’t be down there! I think you should
stand up. Can you hear me? I want you to
stand up. BOPHA! STAND UP NOW! Please
e f listen, everyone.
3 (5 mins): Activity 3. Students listen for the
answers (T.1.3.1)
1. Tell students to put down their pens and
look at you.
2. Tell students they are going to try and
remember who should do the things in
sit down close your book
activity 3. They will write 1,2,3,4 down the
side of their notebook and work with a
partner. Do the first one on the board
together as a class.
3. Ask instruction checking questions and
ame!
give students a three minute limit to do this.
G 4. Students listen and check their answers.
5. Ask students the answers as a class.
- 22 -
4 (5 mins): Activity 4. New words (T.1.3.2)
1. Tell students to put down their pens and
look at you.
2. Tell students to cover the words and see if
they can guess what new words the pic-
tures are of in their groups.
3. Ask instruction checking questions.
4. Give students a minute to try and remember.
5. Tell students that they will write a-f in their
book and then try to match the pictures
and words. They should work in groups to
do this.
6. Ask Instruction checking questions give
students a 3 minute time limit.
7. Tell students that they will listen to the
recording to check their answers.
8. Play the recording. Students listen and check.
9. Tell students to now listen again and repeat.
TAPESCRIPT 1.3.2
If you do not have the recording, say each
word (or phrase) 2 times. e.g. Say: Hello (wait
for students to repeat)
Say: Hello (wait for students to repeat) sit down
/ stand up / listen / close your book / open your book
/ talk /
Pronunciation notes.
Sit down /sɪdaʊn/ the /t/ is not pronounced
because there is a /d/ after it, Stand up
/stændʌp/ the end consonant sound of
“stand”, /d/, links with the first vowel sound
of the next word, /ʌ/. It sounds like one
word! Listen /lɪsən/ the /t/ is not pronounced.
It is silent. Talk /tɔ:k/ Cambodian students
forget to say the /k/
5 (5 mins): Activity 5. Practice new words –
Sok Says!
1. Tell the students to stand up and look at
the teacher (you!).
2. Say that you will tell them to do things but
they should only do it if you say Sok Says.
3. There are rules. If a student is too slow
they are dead. If students do something,
but you didn’t say Sok Says, they are dead.
4. If they don’t do something, but you did
say Sok Says they are dead!
5. Play the game. You can play till you find
the winner if your class is fast, if they are
slow, you may need to stop this activity
after a few minutes.
 Chapter 1, Unit 3, Lesson A

6 (5 mins): Activity 6. Practice new words –

6 Make a group of four. Sok Says
Now play the game with 1. Tell students to form groups and they play
the game.
your friends. If someone 2. Ask instruction checking questions. Make
sure everyone has a turn at being Sok!
makes a mistake, it is their
7 (3 mins): Activity 7. Listening (so students
turn to be Sok! see how to do the next activity)
1. Tell students to look at the picture and to
tell their partner what they think is
happening in the pictures.
2. Give a time limit of 2 minutes.
8 (2 mins): Activity 8. Compare
1. Tell students to compare with their partner.
Point to the pictures and say the sentence.
2. Ask instruction checking questions and
give a minute time limit.
9 (2 mins): Activity 9. Drill (T.1.3.3)
7 Look at the pictures. What should the students say?
1. Tell students to have everything out of their
hands so they can listen well.
2. Tell students to listen and repeat after the
What’s this? What’s this? What are these?
recording.
3. Ask instruction checking questions.
TAPESCRIPT 1.3.3
If you do not have the recording, say each
word (or phrase) 2 times. e.g. Say: Hello (wait
for students to repeat) Say: Hello (wait for
students to repeat)
It’s a pen./ It’s a notebook. / They’re some
What’s this? What are these? pens. / It’s a bag. / They’re some bags. / It’s
an egg.
What’s this?
10 (10 mins): Activity 10. Free speaking practice
1. Tell students to work with their group.
2. Tell students to write all the group member
names on a piece of paper.
3. Tell students to take it in turns to be the
teacher and ask “What’s this” questions.
4. The first student in their group to answer
gets a point!
8 Talk to your partner. What did the class say in each picture? 5. Give students 5 minutes to play the game.
Once a minute yell CHANGE TEACHERS!
1. “It’s a pen”. So everybody has a turn at being the
teacher and the student.
9 T.1.3.3 Listen, check and repeat. 6. Ask the groups: Who is the winner?
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Many teachers have students copy out
the date, title of the lesson and other
information into their notebooks. How
long does this take?
2. What percentage of a 50 minute lesson
does this take up?
3. What do students actually learn by doing this?
4. Do you think you waste time doing things
like this when students could be learning
in your class?
5. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. គាូាចាើនឲាយសិសាសចមលងាលបរិចឆាទ ចំណងជើងមារៀន
និងព័ត៌ានផាសាង ៗ ទៀត ាក់កនុងសៀវៅ សរសាររបស់
ពួកគា។ តើាចំាយពាលប៉ុនមាន?
២. តើរយៈពាលបងាៀន ៥០នទី ារឲាយសិសាសចមលងចំាយ
ពាលអស់ប៉ុនមានាគរយ?
៣. តើសិសាសរៀនអវីឲាយបាាកដពីារឲាយសិសាសចមលងនាះ?
៤. តើអកន គិតា អនកខជះាជយា ពាលវាាកនងុ ារឲាយសិសសា ចមលង
ដូចនាះ ៅពាលដាលសិសាសាចរៀនៅកនុង ានាក់ាន?
៥. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

(2 mins): Learner assessment and lesson wrap up

1. Tell everyone to listen to you.
10 Take it in turns to be the teacher. Ask “What’s this?” 2. Ask What’s this? questions. Call on students
!
Game
questions. Who is a good teacher in your group? for the answers. Ask a few questions like this.
3. Tell students that they have done a great
job. Thank students who spoke consistently
in English.
What’s this? What are these? It’s a ____. It’s an ______. They’re some____.
- 23 - C1-14
Chapter 1, Unit 3, Lesson B

3b Why are you so naughty! - What’s in the bag?

Chapter 1, Unit 3, Lesson B
At a new school: Why are you so naughty!: What’s in the bag?
1 Look at the pictures of the two bags. How many things can you name? This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)

(5 mins): Warmer. Spelling Ball

A 1. Tell students to stand up.

B 2. Tell students that they will play a game to test their spelling.
3. RULES. Tell students the rules. Students who make a mistake must sit down. If a student drops
the ball, they must sit down. If a student does a “bad throw” they must sit down.
4. Put class in two teams (left side vs right side).
5. Say a word and throw the ball to one of your students. (e.g Pen! ).
6. The student says the first letter of the word (e.g. P ) and throws the ball to a classmate on the
other team.
7. The student has to say the second letter (e.g. E ) , and throw the ball to the other team.

1 (2 mins): Activity 1. Lead in. Students guess

1. Ask students if they know what a twin is. If they do not know, tell them. Ask if anyone knows any twins.
2 T.1.3.4
Read and listen to Din talk about his bag. Is Din’s bag A or B? 2. Tell students to look at the picture. Ask the students if the bags are the same or different.
3. Tell students to work with their partner. Can they name the things in the bags?
4. Ask instruction checking questions and give a minute limit to do this.
Hi! I’m Din! I have a twin. His name is Dy. He is my twin, but we’re not the same! 5. 1 minute: Students talk to their partner and guess.
That’s my bag. There are some pens. I have six pens. I have some notebooks.
There are 4 notebooks. There is an orange as well. My bag is blue. That’s my 2 (5 mins): Activity 2. Students read and listen for the big idea (T.1.3.4)
favourite colour. That’s my brother’s bag. What’s inside? He has a phone. I don’t
1. Tell students that they are going to listen and decide if Din’s bag is A or B. Tell students to read
have a phone. I want a phone. There are some notebooks in his bag too. But and listen and to follow the text with their finger as they listen.
there are 3 notebooks in his bag. He has some pens too. He has 10 pens. He has 2. Ask instruction checking questions.
some oranges. He likes oranges. He has 3 oranges! He has a blue bag too! 3. Students read and listen.
4. Students compare with their partner.
5. Ask for answers as a class.
3 Who has them?
TAPESCRIPT 1.3.4

1. Who has an apple? 6. Who has more than 3 pens? See reading in activity 2
No one has an apple. Dy and Din have more than 3 pens.
3 (10 mins): Activity 3. Students read for the answers
2. Who has some notebooks? 7. Who has more than 10 pens?
Din and Dy have some notebooks. No one has more than 10 pens. 1. Write Who has an apple? Point to Din’s bag and ask Does Din have an apple? Students “No!”
3. Who has a blue bag? 8. Who has a red bag? Point to Dy’s bag and ask Does Dy have an apple? Students “No”.
Write No one has an apple.
Din and Dy have blue bags. No one has a red bag.
2. Tell students to answer the questions in their notebooks.
4. Who has some fruit? 9. Who has oranges?
3. Ask instruction checking questions and give students a 5 minute limit to do this.
Din and Dy have some fruit. Din and Dy have oranges. 4. Students compare their answers.
5. Who has a phone? 10. Who has an orange? 5. Ask for answers as a class.
Dy has a phone. Din has an orange.
4 (5 mins): Activity 4. Grammar
4 Have or has? Look at the reading and check the rules. 1. Tell students that they are going to find the rule. Ask I have an orange OR I has an orange. Tell
Should it be have or has? students to look at the text to help them.
2. Ask instruction checking questions and give students 2 minutes to do this.
3. Students compare.
I have/has an orange.
4. Ask for answers as a class.
He have/has an orange.
She have/has an orange.
C1-15 - 24 -

5 (5 mins): Activity 5. Grammar
5 Have or has? Talk to your partner. 1. Tell students to talk in their groups. They
do not have to do this in their notebook.
They can talk to their partner.
a) She have/has a pen. d) He have/has my notebook! 2. Ask instruction checking questions and
give a time limit of 2 minutes.
b) He have/has a phone. e) Avorng have/has an egg. 3. Ask for answers as a class.
c) I have/has a book.
6 (5 mins): Activity 6. Post Task - writing
1. Tell students they have 4 minutes to write
6 What do you have in your bag? Write 5 sentences in your notebook. sentences about what is in their bag.
They must write 5 sentences. Say you will
watch to see which team (from the
1. I have a notebook.
warmer) can be the fastest.
2. I have… 2. Ask instruction checking questions and
give a time limit of 4 minutes.
!
Same or Different? Game NOTE:
The students will use these in the next game.
7 T.1.3.5 Look at the picture. What does Bopha ask? Listen and check. 7 (3 mins): Activity 7. Students look at a model
of the next activity (T.1.3.5)
No, I don’t. No, I don’t. Yes, I do. 1. Tell students to look at the picture.
2. Ask What is she doing?
3. Listen and check (answer – Playing a game).
TAPESCRIPT 1.3.5
Bopha: Do you have a pen?
Student 1: No, I don’t.
Bopha: Do you have a pen?
Student 2: No, I don’t.
Bopha: Do you have a pen?
Dara: Yes! Yes, I do!
Bopha: Good! How do you spell your name?
8 What are the rules of the game? A or B? Dara: It’s D-A-R-A
Bopha: Sorry? Can you say it again, please?
Dara: Sure. It’s D-A-R-A.
A B Bopha: Thank you!
Dara: You’re welcome!
• Your friend says “No, I don’t.” = • Your friend says “Yes, I do.” = 8 (2 mins): Activity 8.
You write their name. You write their name.
1. Ask students to guess the rules of the
• Your friend says “Yes, I do.” = • Your friend says “No, I don’t.” = game. They do not have to write – only
You don’t write their name. You don’t write their name. discuss with their partner.
2. Ask instruction checking questions and
give a 1 minute time limit for this.
3. Students compare.
9 T.1.3.6
Listen and repeat. 4. Check answers as class. (B)
9 (1 min): Activity 9. (T.1.3.6)
1. Tell students to listen and repeat.
Do you have a pen? 2. Ask instruction checking questions.
Yes, I do. No, I don’t.
How do you spell your name? TAPESCRIPT 1.3.6
Can you say it again please? If you do not have the recording, say each
word (or phrase) 2 times. e.g. Say: Hello
(wait for students to repeat) Say: Hello (wait
for students to repeat)
Do you have a pen?
10 Play the game. Use your list from Activity 6. Game
! Yes, I do.
No, I don’t.
What do you have in your bag? How do you spell your name?
Can you say it again, please?
- 25 -
Chapter 1, Unit 3, Lesson B
10 (10 mins): Activity 10. Free speaking practice
1. Tell students they get 1 point for everyone
they find who is the same as them.
2. Ask instruction checking questions about
the game.
3. Ask students to play the game. If you
have enough room for students to move
around, encourage them to ask as many
people as possible!
(2 mins): Learner assessment and lesson wrap up
1. Tell students to sit back down and count
their points.
2. Find out who got the most points in the
class. Ask What do you have in your bag
and find out if the student has cheated!
(This is supposed to be funny, not serious!
The most important thing is that you
heard students using the target language
with some accuracy).
3. Tell students that they have done a great
job. Thank students who spoke consistently
in English.
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Do you remember grammar at school?
Was it exciting, or boring?
2. Do you think children learn when they are
very bored?
3. Did you talk about grammar a lot and
make the class boring, or did you let
students practice the grammar?
4. How could you do this lesson better next time?
5. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. តើអក
ន ចងាំវយ ា ាា ករណ៍ដល ា បងាៀនៅាាដារឬទា?
តើាគួរឲាយរំភើបរីកាយ ឬគួរឲាយធុញទាាន់?
២. តើៅពាលដាលសិសសា ានារមមណធ ៍ ញ
ុ ទាន ា ់ អនកគិតា
ពួកគាយកចិតតទុកាក់រៀនដារឬទា?
៣. តើអនកានបងាៀនអំពីវាយាាករណ៍ចាើន ហើយធវើឲាយារ
បងាៀនគួរឲាយធុញទាន ា ់ ឬក៏អក
ន ានឲាយសិសសា អនុវតតវយា ា
ា -
ករណ៍ដារឬទា?
៤. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ
ានលអាង ៅពាលបងាៀនលើកកាាយ?
៥. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
C1-16
Chapter 1, Unit 3, Lesson C
3c Why are you so naughty! - Yes, you should!
1 Look at the picture. Who is a good student? Who is naughty? Do you
know any twins?
2 T.1.3.7 Who is Din? Who is his twin? Read, listen and check.
Din Dy
My name is Din. I’m 14 and I’m from
Kampong Speu. I love my school! There’s
a football field. I love football! My brother
loves football too! I’m a good student. I sit
down. I listen to the teacher. I talk to my
partner when the teacher says. When the
teacher says “open your book”, I open
my book. But my brother is naughty! He
doesn’t sit down when the teacher says. He
doesn’t listen to the teacher! But we look
the same! He is my twin so everyone thinks
I’m naughty!
3 Answer the questions in your notebook.
1. Is Din naughty? 5. Does Din listen to the teacher?
No, he isn’t. Yes, he does.
2. How old is Din’s twin brother? 6. Does Din’s twin brother listen to the teacher?
14 No, he doesn’t.
3. Where are they from? 7. Does Din talk to his partner?
Kampong speu. Yes, he does.
4. Is there a football field at their school? 8. Who thinks Din is naughty?
Yes, there is. everyone.
C1-17
- 26 -
Chapter 1, Unit 3, Lesson C
At a new school: Why are you so naughty! Yes, you should!
This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
(5 mins): Warmer/Lead in
1. Put groups in groups of four.
2. Tell them they have to choose 1 person to be the writer. Tell students that they will have a time
limit to think of as many things as they can that they have in common.
3. Write an example on the board. (e.g. We live in Phnom Penh).
4. Ask instruction checking questions and give the groups a 3 minute limit (They probably won’t
have enough English for the game to be interesting for longer than this!).
5. At the end of three minutes, clap your hands and tell students to put their pens down.
6. Who has the most sentences?
1 (2 mins): Activity 1. Students guess
1. Tell students to cover the text in their textbooks.
2. Tell students to look at the picture.
3. Have students shout out their guesses. Do not say if the guesses are right or wrong.
4. Ask students to guess Who is a good student?
(Holding the book) and Who is a naughty student? (Boy with his tongue stuck out).
5. Make sure students know who is supposed to be the “naughty” student.
6. Ask how they think the boys know each other. (They are twins)
2 (5 mins): Activity 2. Students read/listen for the big idea (T.1.3.7)
1. Tell students that one of the twins is called Dy and that they will read and listen to find out who
Dy is. Say Is Dy the good student or the naughty student? Point to the pictures as you say them.
2. Students read and listen.
3. Students compare their guesses.
4. Ask for answers as a class.
TAPESCRIPT 1.3.7
See reading in activity 2
3 (10 mins): Activity 3. Students read for the answers
1. Tell students to close their books. Eyes on you.
2. Write Is Din naughty? On the board. Ask students Is Din naughty? Students: No! Try and make
them say the full sentence.
3. Write No, he isn’t. on the board.
4. Tell students to continue writing full sentences in their notebooks. (For a weaker class, single
words is fine)
5. Ask instruction checking questions and give students a time limit of 5 minutes.
6. Students compare their answers.
7. Ask for answers as a class.
8. Ask students if they remembered capital letters and full stops.

4 Look at the pictures. Can you see Dy? Can you see Dy’s twin?
3 3.
1 4.
2 5.
4 5
5 What should Din’s twin do? Write 5 sentences in your notebook.
1. He should sit down. 4. He should open his book.
2. He should listen to the teacher. 5. He should stand up (and go).
3. He should look at the teacher.
6 Speaking
Student A: Turn to page 230.
Student B: Turn to page 237.
Congratulations!
You inished Unit 3. Tick () the things you can do.
I can say what people should do and shouldn’t do in class.
I can ask questions with “Do you have”.
I can say what I have.
I can do what the teacher says in class.
Chapter 1, Unit 3, Lesson C
4 (5 mins): Activity 4. Preparing to write
1. Ask students to look at the picture and talk to their group.
2. Tell them to try and guess who Dy is in the pictures, and who Din is (Dy’s twin).
Ask instruction checking questions and give students a time limit of 3 minutes.
Ask answers as a class.
Tell students to talk about what they think the teacher might say in each picture
6. Do the first one together. “Sit down”.
7. Ask instruction checking questions and give a 3 minute time limit. Students talk.
8. Ask for answers as a class.
5 (10 mins): Activity 5. Writing
1. Ask students what Din’s twin should do in picture 1.
2. Write He should on the board. Students yell sit down.
3. Write He should sit down on the board.
4. Tell students to write the rest of the sentences in their notebooks. Tell student there are many
possible answers.
5. Students compare.
6. Ask for answers as a class.
6 (10 mins): Activity 6. Speaking
1. Have students look at your bag. Ask What do I have in my bag? Students yell ideas (e.g. a pen!)
2. Make students say the full question, and write it on the board Do you have a pen?
3. Tell students that they will play a game. They will play with partners. One partner is student A,
and another student is student B.
4. Ask student A to raise their hand.
5. Ask student B to raise their hand.
6. Tell students that they will both have pictures. The pictures are different. They will have to ask
“Do you have…” questions to try and find out everything in their friend’s bag.
7. Ask instruction checking questions and give a 5 minute time limit.
8. Tell student A to turn to page 230.
9. Tell student B to turn to page 237.
10. Have students play the game.
11. Tell students who finish early to write the 5 winning questions in their notebooks.
(5 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not testing all the students!
1. Ask students to look at the “can do” statements.
2. Compare with a partner.
3. Ask students how they feel about the can do statements. Tell students not to worry about the
ones they don’t tick.
After the lesson: Thinking about the lesson (Reflection)
Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
1. Students who believe that they can do things are much more likely to be able to! How
did you encourage your students today?
2. Do you only tell the strong students that they did well, or do you tell weak students who are
trying hard that they are doing well?
3. How could you do this lesson better next time?
4. Your own question(s). ____________________________________________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
 ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
 ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
 ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!
 ១. សិសសា ដាលជឿាក់ាពួកគាាចធវអ ើ ីវ ៗាន គឺទន
ំ ងាាចធវា ើ នចាន ើ ! តើថន
ាង ះា អនកានលើក ទឹកចិតស
ត សិ សា របស់អក
ន យ៉ង ា ដូចមតច
ា ?
២. តើអក
ន គានា ត
់ ប
ា បា ស
់ ស
ិ សា ពូកា
ា ពួកគាធា ើវ នលអ ឬក៏បប
ា ស
់ ស
ិ សា ខាាយដាលកំពង ុ ពាាយមខិតខំ បាង
ឹ បាង
ា ាពួកគានង ឹ ធវា
ើ នលអដរា ?
៣. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះានលអាង ៅពាលបងាៀនលើកកាាយ?
៤. សំណួរផទាល់ខលួនរបស់អនកៈ_________________________________________________________?
- 27 - C1-18
 Chapter
Good students
Unit 4 - I study English!
2 Chapter 2, Unit 4, Lesson A
Good students: I study English! - What time do you have class?
This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)

1 (7 mins): Activity 1. Warmer. Play ‘Say it differently’

1. Review the days of the week.

4a I study English! - What time do you have class? 2. Pre-teach the words loud, quiet and whisper.
3. Introduce hand signs to match the words (e.g. loud – cup hands around mouth, quiet –
place finger against lips, whisper – put hands behind ears).
1 Do you remember the days of the week? Game
!
4. Use body language to signal whether students should say the days of the week loudly, quietly,
or by whispering.
Monday Tuesday Wednesday Thursday
2 (5 mins): Activity 2. Lead in and students guess (T.2.4.1)
Friday Saturday Sunday
1. Ask students what subjects they study at school.
2 Which subjects are they? 2. In pairs, tell them to look at the photos in activity 2 and identify which subjects the photos
represent.
a b c d Hi, nice to meet you.

1. geography 3. Ask instruction checking questions (e.g. Are you speaking or writing?).
4. Give a time limit of 3 minutes.
2. maths
5. Tell students to listen and check.
3. science 6. Tell students to listen and repeat.
4. Khmer TAPESCRIPT 2.4.1
e f
5. English If you do not have the recording, say each word (or phrase) 2 times.
6. physics e.g. Say: Hello (wait for students to repeat) Say: Hello wait for students to repeat.
geography / maths / science / Khmer / English / physics

3 (3 mins): Activity 3. Students listen for the big idea (T.2.4.2)

a) geography , b) physics , c) maths , d) English , e) science , f) Khmer
1. Tell students to close their books.
2. Tell students that they are going to listen to Dara talking about his classes at school.
T.2.4.1
Listen and check. Did you guess right? 3. Ask: Are they the same as yours?
1. Ask some ideas from the class.

3 T.2.4.2
Listen to Dara talking about his classes. TAPESCRIPT 2.4.2

Are they the same as yours? Every day at school

Dara: Hi! I’m Dara. I go to school every day. On Monday, I study English and physics. I study English
4 T.2.4.2
Listen again and complete the table. at 8 o’clock and physics at 10.30. On Tuesday, I study maths at 9.00 and Khmer at 2.00 p.m. I study
science at 9.30 and English at 3.00 p.m. on Wednesday. On Thursday, I have science and maths
Monday Tuesday Wednesday Thursday Friday Saturday Sunday classes from 08.00-11.00. I have an English class again on Friday at 8.00. On Saturday and Sunday
I play with my friends. Saturday and Sunday are my favourite days!
8.00 (1)English (5)English
9.00 maths 4 (10 mins): Activity 4. Students listen for the answers (T.2.4.2)
science
9.30 (4)science 1. Tell students to listen again and complete the table.
and maths
(2)10.30 physics play with friends 2. Tell students to write answers in their notebooks.
11.00 3. Ask instruction checking questions (e.g. Do you write your answers in your notebooks or books?)
2.00 (3)Khmer 4. Give a time limit of 6 minutes.
3.00 English 5. Check answers as a class.

C2-1 - 28 -
 Chapter 2, Unit 4, Lesson A
T.2.4.3
Listen and repeat. Remember: (5 mins): Activity 4. Students listen and repeat (T.2.4.3)
When do you have English class?
TAPESCRIPT 2.4.3
On Monday.
What time do you study maths? If you do not have the recording, say each word (or phrase) 2 times. e.g. Say: Hello (wait for
students to repeat) Say: Hello wait for students to repeat.
I study maths at 9.30.
When do you have English class?
On Monday.
What time do you study maths?
5 Make your own timetable in your notebooks. I study maths at 9.30.

5 (10 mins): Activity 5. Freer practice

Monday Tuesday Wednesday Thursday Friday Saturday Sunday 1. Tell students to make their own timetables in their notebooks.
2. Ask instruction checking questions (e.g. Are you writing about your friend? (No) Are you writing
YOUR timetable? (Yes))
3. Give a time limit of 8 minutes.
4. Go around and help students as necessary.

6 (8 mins): Activity 6. Speaking

1. Put students in pairs.

2. Tell them to ask and answer questions with their partners about their own timetables.
3. Ask instruction checking questions and give a time limit of 5 minutes.
6 Ask and answer questions about your partner. 4. Go around and help students as necessary.

(2 mins): Learner assessment and lesson wrap up

What time do you 1. Ask some questions from today’s lesson (e.g. What time do you study maths?).
have English? I have English on 2. Listen to students’ answers. Are students confident? Are all students, or only students who
Monday and Friday already knew today’s lesson? Who might need extra support/encouragement?
at 8 o’clock. After the lesson: Thinking about the lesson (Reflection)
When do you
study science? Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
I study science on
Think about the answers to these questions. You don’t have to tell anyone the answers!
Wednesday
and Thursday. 1. Classifying things is a skill! In real life, we classify a lot of things (e.g. according to colour,
functions). Classifying vocabulary helps children make connections between words and
concepts. How can you help your students develop this skill?
2. When you classify vocabulary, it is also important to remember that there are different ways
of grouping things, not just the first that comes to mind. How can you foster an environment
that encourages students to look at things from various perspectives?
3. Your own question(s). ____________________________________________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

១. ារាត់ានាក់អវី ៗ គឺាជំនញមួយ! កនុងជីវិតពិត យើងាត់ានាក់អវី ៗ ាចាើន (ឧាហរណ៍ដូចាៈ ាមពណ៌ ាមមុខារ)។

ារាត់ានាក់ាកាយស័ពទជួយឲាយសិសាសបងកើតទំនក់ទំនងរាងាកាយ និងគំនិត។ តើអនកាចជួយឲាយសិសាសរបស់អនកអភិវឌាឍជំនញនាះ
យ៉ាងដូចមតាច?
២. ៅពាលដាលអនកាត់ានាក់ាកាយសពទ ាសំាន់ផងដារ កនុងារចងាំាានវិធីផាសាង ៗ គនានាារចាក កាុមអវី ៗ ាមិនមានានវិធី
តាមយ
ួ ដាលអនកដឹងពីដប ំ ង
ូ ោះទា តើអក
ន ាចបងកត ើ បរិយាស ដាលលើក ទឹកចិតស ត ស
ិ សា ឲាយមើលអវី ៗ ពីទសាសនៈផាសង
ា ៗ គនដ
ា រា ឬទា?
៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________________________________________________?
- 29 - C2-2
Chapter 2, Unit 4, Lesson B

4b I study English! - Time for class? Chapter 2, Unit 4, Lesson B

Good students: I study English!: Time for class
1 What time is it?
(7 mins): Warmer. Play ‘Month chant’
12 It’s quarter past 10.
11 1 1. Review the months of the year.
It’s quarter past 7.
10 2 2. Put students into groups.
It’s quarter to 10. 3. Each group chooses a month.
It’s quarter to 7. 4. Each group take it in turns to say the chant (e.g. J for January, J for January, J for January to
9 3 S for September, S for September, S for September, September to D for December, etc.).
Look at the clock.
1 (10 mins): Activity 1. Review
8 4 Which side do we use quarter past? blue / red
Which side do we use quarter to? blue / red 1. Draw a clock on the board (e.g. 7.00, 8.30, 10.00).
7 5 2. Ask students the times.
6 3. Say the times (o’clock and half past only).
4. Call some volunteers to draw the times you say on the board.
Try this! Write the times! Use your notebooks. 5. Show the clock in Activity 1.
6. Ask: Which side do we use quarter past? Which side do we use quarter to? Help students as
necessary.
7. Draw the first clock together as a class (e.g. 9.45).
8. Ask instruction checking questions and give a time limit of 7 minutes.
9. Students work in pairs to draw rest of the clocks.
10. Check answers as a class.

2 (4 mins): Activity 2. Lead in and students guess

It’s 9.45. It’s 10.15. It’s 2.45. It’s 8.15.
1. Show students the photo of Jacky in activity 2.
2 Look at the pictures. Label the pictures. Choose the words from the box. 2. Ask about Jacky (e.g. What’s her name? How old is she? Where’s she from?
Encourage students to guess.
Write in your notebooks. 3. Have a class vote. (e.g. How many students think she is 14 years old?)

(5 mins): Activity 2. New words

c
1. Tell students to match the words with the photos (Australia, computer, microphone, village).
2. Ask instruction checking questions.
3. Give a time limit of 3 minutes.
4. Check answers as a class.

a 3 (3 mins): Activity 3. Students read for the big idea

Australia (c) 1. Say: This is Jacky. Now, read about her. Do you like to study in the same way as Jacky? Tell
students to read quickly for the answer.
Village (d)
2. Ask instruction checking questions and give a time limit of 2 minutes.
b microphone (a) 3. Students compare their answers with their partner.
computer (b) 4. Ask some ideas from the class.

3 Read the text quickly. Do you like to study in the same way as Jacky?
Tell your partner.
C2-3 - 30 -
 Chapter 2, Unit 4, Lesson B

4 (5 mins): Activity 4. Students read for the answers

Hi! My name is Jacky. I live in Australia. I live far away from the 1. Tell students to read the text again and put a tick or a cross next to the sentences.
city, so I don’t go to school. I study at home. I use my computer 2. Ask instruction checking questions (e.g. Are you going to write words? No) and give a time
and microphone to speak to my teacher. At 8.00 a.m., I sit in limit of 3 minutes.
front of my computer and wait for my teacher and classmates. 3. Check answers as a class.
Today’s lesson is maths. I study maths at 9.15. I love maths. I’m 5 (8 mins): Activity 5. Writing
really good at it.
1. Point to Marshy’s photo in activity 5.
In January, all my friends go to a classroom in the city for one 2. Tell students Marshy is not from Earth. Ask questions (e..g. Is Marshy from Cambodia? Is he
week. We meet our teacher there for the first time. In October, from Australia? Is he from the USA? )
3. Point to the photo of the solar system and ask students where we are (Earth). Pick a stronger
we have ‘mini-school’. Our teacher comes to the village to stay student to do this.
with us for 3 days. We dance, sing and study together. We have 4. Say that Marshy is from one of the planets moving around the sun. Can they guess? Point to
so much fun. planet Mars.
5. Tell students to write about Marshy using the time table. Do the first answer together as a class.
6. Ask instruction checking questions and give a time limit of 5 minutes.
4 Now read the text again. Put a tick () or a cross () next to the sentences. 7. Tell students to compare their answers with their partners.
8. Ask and answer questions as a class.
1. Jacky doesn’t go to school. 
________ 6 (8 mins): Activity 6. Speaking and listening-categorising
2. She uses a computer to study. 
________ 1. Tell students they will play a game in pairs. One is the writer and one is the speaker.
3. She has a maths lesson today. 
________ 2. Tell students to draw a table in their notebooks.
3. The speaker reads words found in activity 6. The writer writes the words in his/her notebooks
4. They go to class together for one week in January. 
________ under the correct headings.
5. Her teacher visits them in October. 
________ 4. Ask instruction checking questions and give a time limit of 3 minutes.
5. After 3 minutes, students swap roles.
6. Students compare notes.
5 This is Marshy. He comes from planet Mars. Write about his school activities.
(2 mins) Learner assessment and lesson wrap up

Monday Tuesday Wednesday Thursday Friday Saturday Sunday 1. Ask some students to talk about the results of their game.
2. Listen for pronunciation.
play with play with no study study 3. Tell students that they have done a great job. Thank students who worked well in groups and
study flying no school
friends friends school English geography helped their friends.
study study study no study study After the lesson: Thinking about the lesson (Reflection)
no school
martian physics cooking school maths maths
Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
Hi! I’m Marshy! On Monday 1. Children learn a lot of things in the classroom, not just English! They learn to listen to each
other and respect ideas different to their own. They learn to work well with other students too.
I _______________________ . What other things can students learn in the classroom, aside from English?
2. Think of today’s lesson. What other skills did your students learn today?
______________________________ 3. How can you help students develop other skills that would help them become better citizens
of your country?
______________________________ 4. Your own question(s). ____________________________________________________?
______________________________ បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចង
6 Draw this table in your notebook. Now listen to your partner. ! ាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
Game
Write the words he/she says. ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

១. សិសាសរៀនអវី ៗ ាចាើនៅកនុងានាក់ មិនមានគាាន់តារៀនាាអង់គលាសោះទា! ពួកគារៀនាតាប់គនា ៅវិញៅមក និងាតាប់គំនិត

Days of the week Months of the year Subjects ផាសាង ៗ ដាលខុសពីគំនិតរបស់ពួកគា។ ពួកគារៀនធវើកិចចារោយ សាុះសាួលគនា ាមួយសិសាសដ៏ទាទៀតផងដារ។ តើានអវី ៗ
ផាសាងទៀត ដាលសិសាសាចរៀនានៅកនុង ានាក់កាពីាាអង់គលាស?
Sunday October science
២. ចូរគិតអំពីមារៀនថងានាះ។ តើថងានាះសិសាសរបស់អនកានរៀនជំនញផាសាង ៗ អវីខលះ?
៣. តើអកន ាចជួយសិសសា របស់អកន ឲាយអភិវឌាឍជំនញផាសង
ា ៗ ដាលនឹងជួយពួកគា ឲាយាលយ
ា ាពលរដឋលរអ បស់បទ
ា ស
ា ាតិអក
ន យ៉ង
ា ដូចមតច
ា ?
៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________________________________________________?
geography Monday November January Wednesday
June Khmer English July - 31 - C2-4
4c I study English! - I love Sundays! Chapter 2, Unit 4, Lesson C
Good students: I study English!: I love Sundays!
1 Remember the days of the week? Order them in your notebooks.
(7 mins): Warmer. Play ‘Whispers’

Wednesday Friday 1. The teacher whispers a word to a student on the first row.
2. The student in turn, whispers to the next student, until the last student at the end of the row.
3. The last student either shouts the word or writes it on the board.
Tip: Students could also be asked to stand in line.
Sunday Monday 1 (6 mins): Activity 1.Review

1. Tell students to order the days of the week in their notebook.

Tuesday Thursday 2.
3.
4.
Ask instruction checking questions and give a time limit of 4 minutes.
Students compare with their groups/partner.
Check answers as a class.

Saturday 2 (6 mins): Activity 2. Review

Monday , Tuesday , Wednesday , Friday , Saturday , Sunday
2 Can you remember what these subjects are? Write them in your
notebooks.
1. Point to the picture of the world. Ask What subject is this? Students: geography!
Write geography next to letter a on the board.
2. Tell students to write the subjects in their notebooks.
3. Ask instruction checking questions and give a time limit of 4 minutes
4. Students compare with their groups/partner.
5. Check answers as a class.

a b c

d e f
Hi, nice to meet you.

a) maths , b) science , c) Khmer , d) English , e) physics , f) geography

C2-5 - 32 -

3 T.2.4.4
Listen and match.
Hi, nice to meet you.
4 Can you remember what they said? Tell your partner.
5 Draw your clocks. Work with your partner.
Student A: Turn to page 230.
Student B: Turn to page 237.
Your partner will tell you the time. Draw the clocks!
Congratulations!
You inished Unit 4. Tick () the things you can do.
I can tell the time.
I can say some of my subjects.
I can say what time I study.
I can say the days of the week.
Chapter 2, Unit 4, Lesson C
3 (7 mins): Activity 3. Students listen and match (T.2.4.4)
TAPESCRIPT 2.4.4
Our classes
Hi! I’m Avorng! I play with my egg every day. I don’t go to school.
every day Hi! I’m Dara! I study english at 8.00 o’clock.
Hi! I’m Sophal! I study physics every day at 10.30.
Hello! I’m Bopha! I have geography classes on Tuesday and Thursday at 2.15 p.m.
Hello! I’m Marshy! I study flying on Wednesday at 3.45.
2.15 4 (7 mins): Activity 4. Speaking
1. Ask: What did Avorng say? Students: I play with my egg every day!
2. Put students in pairs.
3. Tell students to take it in turns to remember what each of the character said (e.g. Avorng: I
don’t go to school!)
3.45 4. Ask instruction checking questions and give a time limit of 5 minutes.
5. Check answers as a class.
5 (12 mins): Activity 5. Speaking
10.30 1. Students work in pairs. Student A turns to page 230. Student B turns to page 237.
2. They take it in turns to say the times and draw clocks to show the times.
3. Ask instruction checking questions and give a time limit of 8 minutes.
4. Allow some time for students to compare clocks and check their answers.
Student A: It’s half past 3. / It’s ten o’clock. / It’s 7 o’clock. / It’s quarter past 10.
8.00 Student B: It’s half past 7. / It’s three o’clock. / It’s 12 o’clock. / It’s quarter to 8.
(5 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not testing all the students!
1. Ask students to look at the “can do” statements.
2. Compare with a partner.
3. Ask students how they feel about the can do statements. Tell students not to worry about the
ones they don’t tick.
After the lesson: Thinking about the lesson (Reflection)
Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
1. How much of the lesson was in English? How much was in Khmer?
2. Did the students have fun?
3. Did you have fun?
4. Your own question(s). ____________________________________________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

១. តើមារៀននាះបាើបាស់ាាអង់គលាសប៉ុនមានាគរយ? ហើយបាើបាស់ាាខមារប៉ុនមានាគរយ?
 ២. តើសិសាសានាពសបាាយរីកាយដារឬទា?
 ៣. តើអនកានាពសបាាយរីកាយដារឬទា?
៤. សំណួរផទាល់ខលួនរបស់អនកៈ__________________________________________________________________?

- 33 - C2-6
 Unit 5 - Study habits Chapter 2, Unit 5, Lesson A
Good students: Study habits: I love school!
5a Study habits - I love school! This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
1 Look at the picture. This is Hiroko. Can you guess what she loves?
school/study/her teacher/game
Write your guess in your notebook. Hiroko loves _______________________. (2 mins): Lead in what I do then! I study! I do my homework.
Interviewer: Wow! Thanks, Hiroko!
1. Write ‘Japan’ on the board.
2 T.2.5.1 Listen and check. 2. Tell students to talk about what they know 3 (3 mins): Activity 3. Students guess the answers
about Japan.
1. Tell students to look at activity 3.
3. Ask some students what they spoke about.
2. Say My name is… watch TV? Students say
1 (3 mins): Activity 1. Students guess no. My name is… games in English?
Students: No! My name is…Hiroko?
Cool kids say: 1. Tell students to look at the picture of Hiroko. Students: Yes!
2. Ask ‘Where is she from?’ Students: Japan! 3. Tell students that they are going to talk to
Guess what! 3. Ask students where she is. Students: school. their partner (not write in their notebooks).
4. Tell students to write their guess about what 4. Ask students to match the sentence halves.
Hiroko loves. Do not tell students the answer. 5. Ask instruction checking questions (e.g.Do
2 (3 mins): Activity 2. Listening for the big I want you to write? Students: No! ) Give
idea (T.2.5.1) students a 3 minute time limit.
6. Tell students to write numbers 1-8 in their
3 Can you remember what Hiroko said? Match the sentence halves. 1. Tell students Listen. What does Hiroko love? notebooks.
2. Ask instruction checking questions. 7. Tell students that they are going to listen
1-g , 2-f , 3-h , 4-c , 5-b , 6-a , 7-e , 8-d 3. Tell students to listen. for the answers and that they need to
4. Tell students to compare with their partners. write the letter next to the number.
T.2.5.1
Listen and check. 5. Check the answer as a class Hiroko loves 8. Ask instruction checking questions (Writing
studying / school / English / her teacher sentences, or numbers and letters? ).
/ game (All correct) 9. Tell students to compare their answers
1. My name is a. watch TV. with their partners.
TAPESCRIPT 2.5.1
2. I’m b. games in English. 10. Ask answers from the class.
Things I love!
3. I go to c. is my favourite. 4 (5 mins): Activity 4. New words (T.2.5.2)
4. English d. my homework. Interviewer: Can I ask you some questions?
Hiroko: Yeah, sure! 1. Tell students to look at the pictures. Tell them
5. We play e. I go home. Interviewer: What’s your name? to cover the text and talk to their partners.
6. We sometimes f. 14. Hiroko: My name is Hiroko. 2. Do they know the words?
Interviewer: How old are you? 3. Tell students to talk to their partners and
7. At 6 o’clock g. Hiroko. point to the pictures and the words. Give
Hiroko: I’m 14!
8. I do h. 2 schools! Interviewer: Where are you from? students 2 minutes to do this. Do not
Hiroko: I’m from Japan. translate for the students. There will be no
Interviewer: Do you go to school? point to the exercise if you do.
Hiroko: Yes, I do! I’m very busy! I have 2 schools. 4. Tell students to listen and check.
4 T.2.5.2 What are these pictures of? Match the words to the pictures. Interviewer: Can you say that again? 2 schools? 5. Tell students to listen and repeat. (Do
Listen and check. Hiroko: That’s right! I go to 2 schools! I love not spend more than 5 minutes on this
school. I love studying. I study every day! stage. Students will practice the vocab in
1. do homework Interviewer: What do you study? the next stage).
Hiroko: My classes are Maths, Science,
Japanese, English and Physics. English is my TAPESCRIPT 2.5.2
favourite! I love my teacher! We play games
in English. I love games. They are my favourite. If you do not have the recording, say each
1 2 3 4 5 6 Inerviewer: What do you do in English? word (or phrase) 2 times.
Hiroko: We sometimes watch T.V. I talk to my e.g. Say: Hello (wait for students to repeat)
Go 5 play 2 work 3 do home work 1 study 4 watch 6 classmates in English and the teacher talks Say: Hello (wait for students to repeat)
to us in English. At 6 o’clock I go home. Guess
C2-7 - 34 - do homework / play / work / study / go / watch

5 What can you remember about Bopha? 5 (2 mins): Activity 5. Students guess
1. Ask students to cover exercise 6 and to
look at the picture.
2. Say Can you remember this girl? What
can you remember?
3. Tell students to talk to their partner.
4. Give a time limit of 1 minute.
6 (5 mins): Activity 6. Controlled practice
(T.2.5.3)
1. Say Let’s read! Tell students to read with
you. Hi! My name is Bopha! I’m __ years old.
2. Ask How old is Bopha? Let’s guess! How
many pens? Students: 13! So How old is
Bopha? Students: 13!
3. Tell students to talk with their partner and
try to use the pictures to complete the
passage about Bopha. Students should
not write. You will not have enough time
to complete the lesson if they do.
4. Ask instruction checking questions. Make
sure students put their pens away and
talk. Allow a few minutes for this.
6 T.2.5.3 Code Cracker! Talk to your partner. Take it in turns to pretend 5. Tell students to listen and compare.
to be Bopha. Use the pictures to help you. Listen and check. TAPESCRIPT 2.5.3
All about Bopha
I’m 1) 13 years old. I am from 2) Cambodia. I love my 3) School Bopha: Hi! My name is Bopha. I’m 13 years
old. I am from Cambodia. I love my school.
I go to school with Dara and Sophal. They
are my classmates. I do homework and
I 4) go to school with 5) Dara and 6) Sophal. Thay are my 7) study every day. I’m a good student. I work
hard! But I have fun, too! I play football and
I watch TV.
Classmates. I 8) do homework and 9) study every day. I’m a good student. 7 (5 mins): Activity 7. Taking notes
1. Tell students that they are going to write
about themselves, but first they will take notes.
I 10) work hard! But I have fun, too! I 11) play. football 12). 2. Ask students to write in their notebooks.
Make sure that they write notes only.
3. Ask instruction checking questions and
give a 3 minute limit.
and I 13) watch TV.
8 (10 mins): Activity 8. Writing
7 Answer these questions in your notebook. 1. Tell students to use their notes to write a
piece about them similar to activity 7.
2. Tell students that they need to keep their
1. How old are you? writing secret for the next activity and not
2. Where are you from? to write their name.
3. Ask Instruction checking questions. Tell
3. Do you go to school?
students that they have 7 minutes to write.
4. What do you study? 9 (5 mins): Activity 9. Speaking
5. What do you do in English?
1. Tell students make sure they don’t have
6. Are you a good student? Give examples! their names on their paper.
2. Collect all the papers.
8 Use your notes to write about you. Don’t write your name! 3. Ask students to come up to you and
collect a paper, but if it is their own they
should put it back.
9 Swap writing with your friends. Can they guess which writing is yours? 4. Tell students to find the owner of their
paper by asking questions from the note
- 35 - taking stage.
Chapter 2, Unit 5, Lesson A
5. Ask instruction checking questions and
give a time limit.
(2 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
testing all the students!
1. Ask people whose paper they had, and
how they found them.
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Kid’s learn new words by practicing them.
Did you translate the words for the
students? Did you use Khmer to explain
the new words when you could have
used the pictures and body language?
2. How much of the lesson was about
copying? Sometimes it’s good for students
to copy, but not all the time. Was there
any more than 10 minutes copying time
in the lesson? Why was there any copying
at all? Do you think it’s a good use of
students’ time to copy the board? Why?
3. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. សិសសា រៀនាកាយថមី ោយអនុវតតាកាយាំងោះ។ តើអក ន ាន
បកបាាាកាយាាាខមារឲាយសិសាសដាឬទា? តើអនកាន
បាប ើ សា ា
់ ាខមរា ដើមបា ព
ី នាយល់ាកាយថមី ពាលដាលអនកាច
បាើបាស់រូបាព និងាា ាយវិារដារឬទា?
២. តើៅកនុងមារៀននាះារចមលងចំាយពាលអស់បុន ៉ ាន
ម ?
ជួនាលាលអដល ា ឲាយសិសសា ចមលងមារៀន ប៉ន ុ ម
ាត ន
ិ មានគាប់
ពាលោះទា។ តើកនុងមារៀននាះារចមលងចំាយពាល
លើស១០នទីដរា ឬទា? ហាតអ ុ ា
ីវ នាសិសសា ាំាច់ចមលង
មារៀន ពីាតារខៀន? តើអនកគិតាាាារលអកនុងារបាើ
បាាស់ពាល វាារបស់សិសាសដើមាបីឲាយពួកគាចមលងអវី ៗ ពី
ាតារខៀនដារឬទា? ហាតុអវី?
៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
C2-8
Chapter 2, Unit 5, Lesson B

5b Study habits - Are you a good student? Chapter 2, Unit 5, Lesson B

Good students: Study habits: Are you a good student?
1 Look at the 2 pictures. This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
Who is a good student?
Who is naughty?
(5 mins): Warmer. ABC ball 6. Ask students if they are like Dara or
Sophal! (this is supposed to be silly!
1. Tell students to stand up
2. Tell students that they will play a game to TAPESCRIPT 2.5.4
test their spelling
3. Put class in two teams -left side of the
See Reading in Activity 2
room vs right side of the room. Have 3 (10 mins): Activity 3. Students read for the
students move to their side of the room
2 T.2.5.4
Listen, read and check. (left or right) as much as you can (with a
answers (T 2.5.4)

smaller class, you can do this at the front 1. Tell students to look at the table. Say Who
1. Hi! My name is ______
Dara . I’m 13 years old. I’m from Cambodia. Am I a good on the room in front of the whiteboard). does homework none of the time? (Dara)
4. Students who make a mistake must sit Ask students how they know.
student? Um… let’s see. I never do my homework. I always play games and watch
down. If a student drops the ball, they 2. Have students point to the sentence in
TV instead. I sleep. Everyone sleeps, but I sleep a lot! I go to school… sometimes. the text.
must sit down. If a student does a “bad
I always go to sleep late so I never wake up early! I watch TV every day and I 3. Tell students to draw the table quickly in
throw” they must sit down.
play games every night. I love TV. It’s my favourite. See you later! It’s time to sleep 5. Say a word and throw the ball to one of their books and fill in the rest of the table.
again! your students. (e.g Pen! ). Give a limit of 5 minutes for this.
6. The student says the first letter of the word 4. Ask instruction checking questions (e.g.
2. How are you? My name is _______
Sophal . Am I a good student? Yes, I am! School is my (e.g. P ) and throws the ball to a classmate Does it have to be a very neat table, or
favourite place and English is my favourite subject. I always work hard. I never play on the other team just a quick one?)
games. I hate games. Games are for children. I always do my homework and I 7. The student has to say the second letter 5. Have students complete. Go around
always study. I never watch TV but I read books. I always study. I’m a good student. (e.g. E ) , and throw the ball to the other team. helping them in English.
8. RULES Students who make a mistake must 6. Students compare their answers.
But some of my classmates are naughty. Dara is naughty!
sit down. If a student drops the ball, they 7. Ask for answers as a class.
must sit down. If a student does a “bad 4 (2 mins): Activity 4. Grammar
3 Complete the table about Sophal and Dara’s study habits. throw” they must sit down.
1. Ask students to look at the picture and
Write Sophal or Dara. 1 (2 mins): Activity 1. Lead in and students talk to their group. Tell them not to write.
guess 2. Students compare their answers.
None of the time Some of the time All of the time 3. Ask for answers as a class. (none of the
1. Tell students to cover the text in their books.
do homework Dara Sophal 2. Tell students to look at the picture. time=never; some of the time=sometimes;
go to school 3. Ask students if they can remember the ALL OF THE Time=always)
work Sophal boys’ names.
study Sophal 4. Ask students to guess: Who is a good
play games Sophal Dara student? Who is naughty?
watch TV Sophal Dara 2 (5 mins): Activity 2. Students read/listen for
big idea (T.2.5.4)
4 How often? 1. Tell students they are going to read and
Where do you think these words go? never always sometimes listen and decide which is Dara and
which is Sophal.
2. Ask instruction checking questions.
None of the time Some of the time All of the time. 3. Students read and listen.
0% 30% 100% 4. Students compare their guesses.
5. Ask for answers as a class. (Number 1 =
Dara. Number 2 = Sophal)
never sometimes always
C2-9 - 36 -

5 T.2.5.5
Listen to Sreymao and Bopha talking. Is Sreymao a good student? 5 (10 mins): Activity 5. Listening (model of
the speaking activity) (T 2.5.5)
1. Ask students to look at the picture. Say
How often do you ‘Where is Bopha?’ ‘Where is Sreymao?’
2. Tell students they are going to listen and
do homework?
find out if Sreymao is a good student.
3. Ask instruction checking questions.
4. Tell students to listen and check.
5. Tell students to compare their answers
with their partner/group.
I always do my
homework. 6. Ask for the answer as a class.
TAPESCRIPT 2.5.5
Bopha: Sreymao, are you a good student?
Sreymao: ummm…
Bopha: Can I ask you some questions?
Sreymao: OK.
Bopha: How often do you do homework?
Sreymao: I always do homework.
Bopha: How often do you study?
Sreymao: Always! I always study every day!
Bopha: How often do you watch TV?
Sreymao: Ummm. Sometimes. I sometimes
watch TV, but I do my homework first!
Bopha: And how often do you play games?
Sreymao: I never play games.
Bopha: Guess what?
Sreymao: What?
6 Is your partner a good student? Which character is he/she? Bopha: You’re a good student!
Sreymao: Oh! He he he. Thank you!
Ask and answer questions.
6 (10 mins): Activity 6. Speaking
How often do you…? 1. Tell students that they are going to interview
each other, just like Bopha did with Sreymao.
2. Put students into partners.
3. Tell students to keep a score as their
never – 0 never – 0 partners answer the questions. Point to
sometimes – 1 sometimes – 1 the scores in the book. Tell students that
always – 2 always – 2 they mustn’t check the back of the
book until both students have answered
all the questions.
never – 0 never – 2 4. Ask instruction checking questions.
sometimes – 1 sometimes – 1 5. Have students interview each other.
6. Have students add up each other’s scores.
always – 2 always – 0
7. Have students read each other the results
at the back of the book.
8. Make sure any students who got You
are lazy understand that the quiz is funny
never – 0 never – 2
and it doesn’t really mean they are lazy.
sometimes – 1 sometimes – 1
always – 2 always – 0 (5 mins): Learner assessment and lesson wrap up
1. Ask students what their partners got in the quiz.
2. Ask students why. My partner is Dara! He is
lazy because he never does his
homework. etc.
7 Check the answer on page 230. 3. Make sure students see this as funny and
do not feel bad about the results!
- 37 -
Chapter 2, Unit 5, Lesson B
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. It happens to everyone at least once
in their careers! What’s important is to learn
from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. It is best to have as little Khmer in the
classroom as possible. If you do use
Khmer, it is better not to use it to translate
things that students can probably guess
by themselves. This is particularly true of
kids. When did you use Khmer today? Did
you really need to use Khmer?
2. Students don’t need to understand every
word. (If they do it means the class is
too easy for them!) Did you spend too
much time trying to make sure they
understood everything?
3. How could you do this lesson better next
time?
4. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. ាបាសើរាស់បាសិនបើនិយយាាខមារតិចតួចាម
ដាលាចធវើានៅកនុងានាក់។ បាសិនបើអនក ាំាច់បាើ
បាស ា ា
់ ាខមរា យកលអកប ំុ ប ើា ស
ា ា់ ាខមរា ដើមបា ប
ី កបាា
អវី ៗ ដាលសិសាសបាហាលាាច ាយអតថន័យោយ
ខលួនពួកគាាន។ ារធវើដូចនាះ គឺាារពិតរបស់សិសាស។
តើថងានាះអនកាន បាើបាស់ាាខមារៅពាលា? តើ
អនកពិតាាំាច់បាើបាស់ាាខមារដារឬទា?
២. សិសាសមិនាំាច់តាូវយល់អតថន័យគាប់ាកាយោះទា។
(បាសន ិ បើពក
ួ គាយល់អតថនយ ័ គាបា ់ កាយោះ ានន័យា
មារៀនគឺាាយសាួលពាកសមាាប់ពួកគា!) តើអនកាន
ចំាយពាលចាើនពាក កនុងារ ពាាយមធវើឲាយបាាកដា
សិសាសានយល់នូវអវីៗ គាប់យ៉ាង ដារឬទា?
៣. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ
ានលអាង ៅពាលបងាៀនលើកកាាយ?
៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
C2-10
Chapter 2, Unit 5, Lesson C

5c Study habits - Is that right? Chapter 2, Unit 5, Lesson C

Good students: Study habits: Is that right?
1 T.2.5.6
Listen to Mom talk about her job. This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
Does she like her job? Write your
answer in your notebook. (3 mins): Lead in/Warmer 2. Check that students know the difference
Yes, she does. or No, she doesn’t. 1. Write true and false on the board.
between a tick () and a cross ().
3. Tell students to read the questions with
2. Ask students if they know what the words
their partners and see if they can
mean. (If they don’t know, give extra
remember/ guess the answers. Tell students
clues! Add truth/lie; right/wrong/ and 
to put a () for “Yes, that’s right” in their
)
notebooks, and a () for “No, that’s not
2 T.2.5.6
Listen again. Put a tick () for “Yes, that’s right.“and a cross () 3. Ask What do students lie about?
right”.
for “No, that’s not right.“ next to the sentences. 4. Tell students to talk to their partners/ groups
with their books closed.
4. Tell students that they are going to listen
and check and write the answers in their
5. Ask instruction checking questions.
a. She sometimes goes to school.  Yes, that’s right. No, that’s not right. 6. Compare ideas as a class.
notebooks.
5. Ask instruction checking questions and
b. Her students are always naughty.  Yes, that’s right. No, that’s not right.
1 (3 mins): Activity 1. Students guess give a 3 minute time limit.
c. They never do homework.  Yes, that’s right. No, that’s not right. 6. Tell students to compare with their group/
1. Tell students to look at the picture of
d. They always play football.  Yes, that’s right. No, that’s not right.
Mom. Ask who she is.
partner.
7. Ask students the answers as a class.
e. They never have their pens and notebooks.  Yes, that’s right. No, that’s not right. 2. Ask “Does she like her job?” Encourage students to use “Yes, that’s
f. She loves her students.  Yes, that’s right. No, that’s not right. 3. Ask instruction checking questions and right!” “No, that’s not right.” (They will use
give a 1 minute time limit. this in the speaking activity).
4. Students write their guesses in their note-
3 T.2.5.7 Miss Mom says one thing that is false! Look at the tapescript. books. 3 (5 mins): Activity 3. Students listen for the
answers (T.2.5.7)
Can you guess which one? Write your guess in your notebook. (5 mins): Listen and Check (T.2.5.6)
1. Tell students that Miss Mom played a trick
Listen and check. 1. Tell students that they are going to listen and said one thing that is false!
and check their guesses. 2. Ask students to look at the tapescript.
4 True or false? Look at the table and the sentences. 2. Tell students to compare answers with Can they guess the thing that is false?
their pairs. 3. Model the activity. Write: My name is
Are there any false sentences? 3. Check answers as a class. Mom. Ask True or False? Students: True!
Tick () the true sentences. Cross () the false sentences. TAPESCRIPT 2.5.6 4. Ask instruction checking questions and
give a 3 minute limit.
Ms. Mom’s busy job 5. Tell students to compare their answers
with their partners.
Miss Mom: I work very hard. I’m a teacher! I go to
6. Ask students the answers as a class.
school every day. I love my work, my school
30% 100% 70% 100% 100% 0% 7. Ask students to listen and check.
and my students. Ah my students… Sometimes
they are naughty! Sometimes they stand TAPESCRIPT 2.5.7
up when they should sit down. Sometimes
0% 70% 85% 70% 30% 30% they don’t do their homework. They sometimes Miss Mom: Can you guess the false sentence?
play football when they should do their My students don’t always have their pens and
homework. But, they always have pens and notebooks! I ask them to have their pens and
100% 100% 100% 0% 0% 70% notebooks and they are all very smart. I notebooks, but sometimes they forget! Especially
love my school and I love my students and I Dara! Dara forgets his pen and notebook a lot!
love being a teacher. I like my job a lot!
1. I always do my homework.  1. I always do homework.
 1. I always do my homework. 
2. I never watch TV.  2. I sometimes play games.
 
2. I always study hard. 2 (10 mins): Activity 2. Students listen for the
3. I sometimes play games

3. I sometimes work very hard. 3. I never watch TV and answers (T.2.5.6)
with my friends.  play games. 
4. I always work very hard!  1. Tell students to write the letters a-f in their
notebooks.
C2-11 - 38 -
 Chapter 2, Unit 5, Lesson C

5 Write 3 sentences that are true () about you. 4 (2 mins): Activity 4. True or False?

Write 2 sentences that are false () about you. 1.

2.
Tell students to look at the pictures of Dara, Bopha, and Sophal (not the sentences yet!).
Ask them who they think says the most false things.
3. Get some ideas from the students but do not say who is right and wrong.
4. Tell students that they are going to check their guesses.
do my homework. 5. Look at Dara’s list together I always do my homework. Ask students if this is true or false.
play games. Students: false!
never play football. 6. Ask instruction checking questions and give a 5 minute limit.
7. Tell students to compare their answers.
I sometimes watch TV. 8. Ask answers from the class.
always go to school. 5 (10 mins): Activity 5. Writing. This stage also prepares students for the speaking
listen to my teacher.
1. Write one thing that is true about you and one thing that is a lie about you.
talk to my partner. (e.g. I sometimes play games. I never watch TV. Ask students which one they think is true and
which one they think is false.
2. Tell students they are going to write 3 sentences that are true about them and 2 sentences
which are lies about them.
6 Tell your group your sentences. Can they guess which ones are true 3. Give a 5 minute limit, and ask instruction checking questions (e.g. How many truths?
How many lies?)
() and which ones are false () ? 6 (7 mins): Activity 6. Speaking
1. Tell students that you are going to find out who is a good liar in their group.
2. Put students in groups of four (If you don’t have much time, ask students to do this in their
I never talk to partners).
my partner. 3. Tell students to take it in turns to read their sentences.
4. Ask instruction checking questions and give a time limit of 5 minutes.
5. The rest of the group guesses.
6. Ask class to vote on the trickiest person!
(5 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not testing all the students!
1. Ask students to look at the “can do” statements.
2. Compare with a partner.
3. Ask students how they feel about the can do statements. Tell students not to worry about the
ones they don’t tick.
No, that’s not right.
After the lesson: Thinking about the lesson (Reflection)
Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. It
happens to everyone at least once in their careers! What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
1. Instruction checking questions are great. They help you to talk in Khmer less! Did you use
instruction checking questions, or did you rely on just translating instructions into Khmer?
2. How could you do this lesson better next time?
3. Your own question(s). ____________________________________________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
Congratulations! ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
You inished Unit 5! Tick () the things you can do. ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

I can talk about my studies.  ១. សំណួរបញជាក់ារយល់អំពីារណានំគឺសំាន់ាស់។ ាជួយអនកកនុងារនិយយាាខមារ តិចតួច! តើអនកានបាើបាស់សំណួរ

បញជាក់ារយល់ដឹងអំពីារណានំ ឬក៏អនកគាាន់តាពឹងផអាកលើ ារបកបាាារណានំាំងោះាាាខមារ?
I can say how often I do things.  ២. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះានលអាង ៅពាលបងាៀនលើកកាាយ?
៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

- 39 - C2-12
 Unit 6 - Talking with teachers Chapter 2, Unit 6, Lesson A
Good students: Talking with teachers: Can we have a party?
6a Talking with teachers - Can we have a party? This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
1 What are they doing? Guess. Tell your partner.

(7 mins): Warmer. Play ‘Active true or false’
1. Tell students that they will hear sentence.
Can they be the first to guess if they are
true or false?
RULES
. Students are not allowed to talk!
. If they think the answer is true,
students clap their hands.
. If they think it is false,
students stamp their feet.
2. Say a few sentences to students and
see who does the action correctly!
2 Where is she from? Can you guess? (e.g. There is a table in the classroom. Students:
Clap Clap! There is a Kangaroo in the
classroom! Students: stomp stomp!).
3. Have some students “be the teacher”
and ask questions of the class.
Option 2: Change the actions! Students
could stand in line, and move to either left /
right, if they think the sentence is true/false
1 (3 mins): Activity 1. Lead in
1. Show students the photo in the book.
2. Ask: What are the people doing (they
are having a party)? Use questions as
necessary
(e.g. What can you see? What is this? What
are they doing? )
2 (3 mins): Activity 2. Students guess
3 T.2.6.1 Bopha wants to have a party at school. Can she have a party 1. Show a picture of Linda, Bopha’s friend.
2. Tell students to guess where she is from.
at school? Guess. Tell your partner. Listen and check. 3. Tell students to talk with their partners and
share ideas.
4 T.2.6.1 Listen again. Put a tick () or a cross (). 4. Then show a picture of Linda and UK. If
there is a map in the classroom, use the
2. Students close their books.
3. Ask instruction checking questions (e.g.
Are you going to write any answers? No).
4. They listen and check if their guesses
were right.
TAPESCRIPT 2.6.1
A visit from a friend
Bopha: Yeah! Linda is coming! She’s from
the UK. She is visiting me soon!
Sophal: Wow! Lucky you! Let’s have a party
at school!
Bopha: Excellent idea, Sophal! Let’s ask
Mr.Sovann.
Bopha: Hi, Mr.Sovann. My friend is visiting me.
Can we have a party at school, please?
Mr.Sovann: I’m sorry, Bopha! You can’t have
a party at school.
Bopha: (sad voice): Oh…May I bring my
friend to school?
Mr.Sovann: Sure, you may!
Sophal: Don’t worry, Bopha! I know where
we can have a party!
Avorng: Yes, yes, yes! You can have a party
at my house!
4 (5 mins): Activity 4. Students listen for the
answers (T.2.6.1)
1. Tell students to listen and put a tick or a
cross next to the sentences / in their
notebooks about what they can remember/
guess.
2. Ask instruction checking questions
(e.g. What do you write if the sentence is
correct? Tick ) Give a time limit of 4 minutes.
3. Students listen and check.
4. Ask and answer questions as a class.

map to show where Linda is from.

1. Linda wants to have a party. 
___________
2. Linda is visiting Sophal. 
___________ 3 (5 mins): Activity 3. Students listen for the
big idea (T.2.6.1)
3. Linda is from Cambodia. 
___________
1. Say: Bopha wants to have a party at
4. Avorng wants to have a party at his house. 
___________ school? Can she have a party at school?
5. Bopha can bring Linda to school. 
___________ Guess. Tell your partner.
C2-13 - 40 -

T.2.6.2
Listen and repeat. (5 mins): Students listen and repeat (T.2.6.2)
TAPESCRIPT 2.6.2
Remember:
If you do not have the recording, say each
Can we have a party at school?
word (or phrase) 2 times. e.g. Say: Hello (wait for
Yes, you can. No, you can’t.
students to repeat) Say: Hello (wait for
May I bring my friend with me? students to repeat)
Yes, you may.
Can we have a party at school, please?
No, you may not.
May I bring my friend with me?
Yes, you can.
No, you can’t.
5 Look at the pictures. Make a sentence. Can your partner guess Yes, you may.
No, you may not.
which picture?
5 (7 mins): Activity 5. Guessing game
1. Tell students to work in pairs or in groups of 3.
2. Students take it in turns to make requests
using the pictures as prompts. The other
students have to guess which picture the
speaker is talking about.
3. Ask instruction checking questions and
give a time limit of 5 minutes
6 (4 mins): Activity 6. Speaking
1. Tell students to ask the teacher (you) things
they want to do at school, using “May I…”,
“Can I…”
2. Ask some students to speak on behalf of
other students, using “ May we…?”, Can
she…?”
TIP: Start off this activity by nominating stronger
and more confident students in the class.
6 Ask your teacher! 7 (9 mins): Activity 7. Roleplay
1. Put students into groups of 5/6.
Ms. Mom, may I 2. Tell one student in each group they are
talk to Sophal, please? Mr. Sovann.
3. Students in groups take it in turns to ask
Mr. Sovann using ‘Can I, May I, Can he,
May we’.
4. Tell students to make silly requests
(e.g. Can we study in your office? Can
7 Roleplay. Work in small groups. One of you is Mr.Sovann. we camp at school? Can my dog study
with me?)
Ask him questions. 5. Ask instruction checking questions and
give a time limit of 7 minutes
(2 mins): Learner assessment and lesson wrap up
Mr. Sovann, can I
go home early? Assessing the success of the lesson. Not
testing all the students!
- 41 -
Chapter 2, Unit 6, Lesson A
1. Ask some students what they asked “Mr
Sovann”.
2. Listen to students answers. Can they use the
language correctly? How is their pronu-
nciation? Do they need more help with
language for requests?
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Re-
member, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. We learn differently at different times of our
life. Kids usually need to be tricked into
learning. You tell them that we need to
learn this English for a game, not so they
can get a good job! Did you trick your
students into learning today?
2. Were the students interested in the lesson?
3. Would the students have been interested
in the lesson if it was in Khmer (if the
answer is yes, well done!)?
4. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. យើងរៀនាមបាបផាសាង ៗ គនាៅពាលផាសាង ៗ គនានាជីវិត
របស់យើង។ ាធមមាសិសាសតាូវារធវើឲាយ ាក់ាញកនុង
ាររៀន។ អនកបាប ា ព
់ ក
ួ គាាយើងតាវូ ាររៀនាាអង់គស ាល
សមាាប់ារកមាានតមួយ មិនដូចនាះទាពួកគា មិនាចទទួល
ានារារលអឡើយ! តើថងានាះអនកានាក់ាញសិសាស
របស់អនក កនុងារសិកាាដារឬទា?
២. តើសិសាសានាប់ារមមណ៍នឹងមារៀនដារឬទា?
៣. តើបាសិនបើារបងាៀនាាាខមារ សិសាសាប់ារមមណ៍
នឹងមារៀនដារឬទា (បាសន ិ បើចមលយ
ើ គឺ ាទ/ាស ាបាសរើ
ាស់!)?
៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
C2-14
Chapter 2, Unit 6, Lesson B

6b Talking with teachers - Water Festival fun Chapter 2, Unit 6, Lesson B

Good students: Talking with teachers: Water Festival fun
1 What are they doing? What can you see? Guess. Tell your partner. This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
1. fireworks (b) 2. celebration (c) 3. boat racing (a)
(7 mins): Warmer. Game! Play ‘Active true or false’
1. This is the same warmer as in lesson one. Play it the same way, but change the action to a noise.
2. Tell students that they will hear sentence. Can they be the first to guess if they are true or false?
RULES
. Students are not allowed to talk!
. If they think the answer is true, students meow like a cat.
a . If they think it is false, students bark like a dog.
3. Say a few sentences and see who does the action correctly! (e.g. There is a table in the
b
c classroom. Students: Meow Meow! There is a Kangaroo in the classroom! Students: Woof!
Woof!).
2 T.2.6.3 Match the words with the pictures. Listen and repeat. 4. Have some students “be the teacher” and ask questions of the class.
5. Have students come and take it in turns to be the teacher.

3 Who is Bopha going out with? Read quickly and check. Example sentences:
1. It’s half past three.
2. His name is ___________.
Bopha : Hi mum! Today’s the Water Festival! We are having a big 3. My name is ___________.
4. Today’s lesson is maths.
celebration. May I go out with my friends, Dara and Sophal?
1 (5 mins): Activity 1. Lead in
Bopha’s mum : No, stay at home.
Bopha : But mum, I want to make my own paper boat! Can I make 1. Show some water festival photos from activity 1.
2. Ask What can you see? What are they doing?
my own paper boat? 3. Students guess which festival it is in pairs.
Bopha’s mum : Yes, you can. You can make me one, too! 4. Ask some students to tell the class what their guesses are.
Bopha : Ohhhh….so……Mum, can I go and see the boat racing please? 2 (5 mins): Activity 2. New words (T.2.6.3)
Bopha’s mum : No, you can’t. Stay at home and watch TV. 1. Students match the words with the photos.
Dara : Hello auntie! Here’s your ice cream! 2. Students listen and repeat.

Sophal & Dara : Auntie, may we go and see the boat racing and the TAPECRIPT 2.6.3
fireworks please? It’s water festival! If you do not have the recording, say each word (or phrase) 2 times.
Bopha’s mum : Only if you take Avorng with you! e.g. Say: Hello (wait for students to repeat) Say: Hello (wait for students to repeat)

Avorng : Yes! Come on! Let’s go! boat racing / fireworks / celebration

3 (3 mins): Activity 3. Students read for the big idea

1. Students read quickly to answer this question. Who is Bopha going out with? (Dara, Sophal and Avorng)
2. Ask instruction checking questions (e.g. Do I want you to read slowly or fast? fast ). Give a time
limit of 2 minutes.
3. Students compare with their partner/group.
4. Ask and answer as a class.

C2-15 - 42 -
 Chapter 2, Unit 6, Lesson B

4 Now read again. Who said these? Write in your notebooks. 4 (5 mins): Activity 4. Students read for the answers
1. Tell students to name the characters that said the sentences.
1. Come on. Let’s go! Avorng
_____________ 2. Students write their answers in their notebooks.
2. Can I go and see the fireworks please? ________________
Sophal and Dara 3. Ask instruction checking questions
(e.g. Where do you write your answers? Notebooks ). Give a time limit of 3 minutes.
3. May I go out with my friends? ____________
Bopha 4. Students compare with their partner/group.
4. Stay at home. ______________
Bophal’s mum 5. Ask and answer as a class.
5. Take Avorng with you. ______________
Bophal’s mum 5 (10 mins): Activity 5. Writing

1. Tell students to pretend that they are going to go to water festival! Tell students to talk to their
5 What do you want to see at the Water Festival? Make a list. partner/ group about what they want to see at Water Festival.
Then write sentences for your mum. Write in your notebooks. 2. Tell students that they are going to make a list of sentences for their mums. Tell students to
add their own ideas to the list!
3. Ask instruction checking questions and give a time limit of 8 minutes.
go to the pagoda
Mum, may I ___________________________? 6 (5 mins): Activity 6. Roleplay
see the fireworks
Mum, can we _________________________? 1. Students practise asking requests with their partners.
eat ‘Ambok’ 2. Students use their ideas from activity 5.
_______________________________________?
go out with friends
_______________________________________? 7 (10 mins): Activity 7. Guessing game
see the boat racing
_______________________________________? 1. Put students into groups of 4/5 students.
watch the moon 2. Students take turns to make sentences using the pictures as prompts.
_______________________________________? 3. Other students in the group guess which picture the speaker is talking about.
4. Ask instruction checking questions and give a time limit of 8 minutes.
_______________________________________?
(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students!

6 Now practise with your partner. Ask and answer questions. 1. Ask students to talk about their group work. Ask for some sentences they used playing the game.
2. Are students confident about using the language? How is their pronunciation?
!
7 Play a guessing game! Game After the lesson: Thinking about the lesson (Reflection)

1 2
4 5
Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
3 What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
1. If you ask students if they understand, students will always just say “yes!” A better idea is to ask
questions like “ Do I want you to read or speak” “ Will you work alone, or with your partner”. Did
you just ask yes/no instruction checking questions or did students need to think about the
answers?
2. Your own question(s). ____________________________________________________?
6
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

១. បាសិនបើអនកសួរសិសាសាតើពួកគាយល់ដារឬទា សិសាសតាងតាឆលើយា “យល់!” ោបល់ដ៏បាសើរមួយ គឺតាូវសួរសំណួរដូចា

Can I have “តើខញុំចង់ឲាយអនកាន ឬនិយយ” “តើអនកនឹងធវើារតាឯង ឬក៏ាមួយដាគូរបស់ អនក” តើអនកគាាន់តាសួរសំណួរដាលតមាូវឲាយសិសាស
No, it isn’t! ឆលើយាទ/ាស/ទា ដើមាបីតាួតពិនិតារយល់ដឹង ឬក៏សួរសំណួរតមាូវឲាយសិសាសគិតអំពីចមលើយ?
ice cream in Is it picture 3? ២. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?
class?
- 43 - C2-16
Chapter 2, Unit 6, Lesson C

6c Talking with teachers - Can I do everything?

Chapter 2, Unit 6, Lesson C
Good students: Talking with teachers: Can I do everything?
1 T.2.6.4 Listen and tick () or cross (). This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
 
 (7 mins): Warmer. Play ‘I hear with my little ear’

1. Put students into groups of 4/5. Ask students what their team name is. Write the team names
on the board.
2. (optional) Teach the phrase ‘I hear with my little ear’. (Note: Some students might find this too
childish. If this is the case, the teacher can opt not to pre-teach it.
3. The teacher says ‘I hear with my little ear’ something beginning with / s / (sound).
 4. In groups students think of a word that begins with /s/.
5. The first group to yell out something beginning with s gets a point for their team!
6. Continue with a different letter / sound.
7. At the end of time, count the points. Tell students to clap for the winners! Now everyone clap
for everyone for having a good try anyway!
 1 (3 mins): Activity 1. Lead in (T.2.6.4)

1. Ask students what they think the characters are asking.

2 Can you remember? Write in your notebooks. 2. Let them guess and talk to their partners. Give a time limit of 1 minute.
3. Students listen and tick.

TAPESCRIPT 2.6.4
Can I_________?
1. Mum, may I watch TV, please? Yes, you may.
Can we_________?
2. Mum, can I hang out with my friends? Yes, you can.
Yes, you can. 3. Mum, can we have dinner now? No, we can’t.
4. Mum, may we use the computer? No, you may not!
No, you can’t. 5. Mum, can we go swim in the river? Yes, you can.
May I_________? 2 (10 mins): Activity 2. Writing
May we_________? 1. Tell students to write what the characters said using the picture prompts.
Yes, you may. 2. Tell students to write the responses for the requests.
3. Ask instruction checking questions (e.g. Are you going to write about your friend? No)
No, you may not. 4. Give a time limit of 8 minutes.

3 (15 mins): Activity 3. Writing and speaking

1. Tell students to work in pairs.

3 Now make a list of what you want to ask your friend. Use the 2. First, let each student write any more ideas they have in their notebooks.
pictures. Add your own ideas. Write in your notebooks. Then ask 3. Ask instruction checking questions and give a time limit of 7 minutes.
your friend. 4. Tell students to ask and answer questions using the pictures as prompts and their own ideas.
5. Ask instruction checking questions and give a time limit of 5 minutes.

C2-17 - 44 -
 Chapter 2, Unit 6, Lesson C

4 Look at the pictures. What do you want to do? Ask and answer 4 (10 mins): Activity 4. Speaking

questions with your partner. 1. Point to activity 4.

2. Show students the 2 photos.
3. Tell students to work with a different partner from the one in activity 3.
4. In pairs, students ask and answer questions.
5. Students put a tick on what they can / may do, based on their classmate’s response.

(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students!
1. Ask students to look at the “can do” statements.
2. Compare with a partner.
3. Ask students how they feel about the can do statements. Tell students not to worry about the
ones they don’t tick.

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
1. How much of the lesson was in English? How much was it in Khmer?
2. How could you have students use English more and Khmer less?
3. Your own question(s). ____________________________________________________?

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)

ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

១. អនកសិកាាពាញវ័យ ាញឹកាប់ាចតាូវានលើកទឹកចិតតកនុងារសិកាាោយារតាាជីព ឬារ ធវើដំណើររបស់ពួកគា។ តើអវី

ដាលលើកទឹកចិតតអនកសិកាាវ័យកមាង?
២. តើដើមាបីឲាយសិសាសរបស់អនក ចង់ សិកាាាាអង់គលាស អនកាចធវើយ៉ាងដូចមតាច?
៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

Congratulations!

You inished Unit 6! Tick () the things you can do.
I can use ‘May I, May we’ when asking questions. 
I can use ‘Can I, Can we’ when asking questions. 
- 45 - C2-18
 Chapter
A school day
Unit 7 - Getting ready for school
3 Chapter 3, Unit 7, Lesson A
A school day: Getting ready for school: The things we do for school
This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)

(10 mins): Warmer. Play a game: Line Up!

1. Write ordinal numbers first- tenth on small
pieces of paper before class.
2 (3 mins): Activity 2. Students listen for the
big idea (T.3.7.2)

1. Tell students they are going to listen to

7a Getting ready for school - The things we do for school 2. Put students into groups of 10.
3. Tell students they are going to play a
game. Students put themselves in a line
1 T.3.7.1 What are the people doing? Look and match. Write in your notebooks. from first to tenth. Tell students that they
should not read each other’s pieces of
a b c 1. have a shower (e) paper. They should SAY what is written
there. (Do not show the paper!)
2. get ready (a) 4. Ask instruction checking questions.
5. Call each group in front of the class near
3. get dressed (b)
the whiteboard.
4. comb my hair (c) 6. Hand each student a piece of paper.
7. Time each group. (Other students could
d e f 5. brush my teeth (f) be asked to be the timers!)
6. have breakfast (d) 8. The team that gets in line in the correct
order the fastest is the winner!
1 (8 mins): Activity 1. New words (T.3.7.1)
1. Tell students to match pictures with words
with their group/partner.
2 T.3.7.2
Listen to Bopha and Dara. Who are you like? Talk to your partner. 2. Ask instruction checking questions and
give a 3 minute time limit.
3. Students compare with their group/partner.
4. Students listen, check their answers and repeat.
TAPESCRIPT 3.7.1
If you do not have the recording, say each
word (or phrase) 2 times.e.g. Say: Hello
(wait for students to repeat) Say: Hello (wait
for students to repeat)
3 T.3.7.2 Listen again and tick (). Get ready / Get dressed / Comb my hair
/Have breakfast /Have a shower / Brush my teeth/
Bopha and Dara and decide which of the
two characters they are most like (similar to).
2. Ask instruction checking questions.
3. Students talk to their group/partner and
say why they chose Bopha or Dara.
4. Come together as a class. Take a vote!
(Put your hand up if you’re like Dara!)
TAPESCRIPT 3.7.2
Are you the same or different?
Hi! I’m Bopha! I wake up early in the morning.
I get up at 5.30. I help my mum cook food.
Then I have a shower and brush my teeth. After
that, I get ready for school. I comb my hair. I get
dressed and put on my school uniform. I get to
school by 6.30. Then I hang out with my friends
for half an hour. After that, it’s school time! Am
I a good student? Yes, of course!
Hi! I’m Dara! I usually wake up late in the
morning! I get up at 7.00. Then I have a shower
and brush my teeth. I sometimes have
breakfast. I get ready for school and put on my
school uniform. I never comb my hair. Then I run to
school. I get to school at 8.00. Uh..oh…I’m
late again! Am I a good student? Hmmm….
Yes, of course.
3 (5 mins): Activity 3. Students listen for the
answers (T.3.7.2)
1. Students listen again and tick.

Bopha Dara (5 mins): Activity 1. Lead in Bopha Dara

1. I get up early.  1. Tell students to work with their groups or I get up early. 
2. I get up late.  in pairs. Tell students to talk about what I get up late. 
they do every day.
3. I comb my hair.  2. Ask: Which picture do you do every day?
I comb my hair. 
4. I run to school. 
Which picture do you do sometimes? I run to school. 
What do you do every day that is not in
5. I hang out with my friends.  the pictures?
I play with my friends. 
3. Ask instruction checking questions and I help my mom. 
6. I help my mum.  give a 3 minute time limit.
I brush my teeth.  
7. I brush my teeth.  
C3-1 - 46 -
 Chapter 3, Unit 7, Lesson A

T.3.7.3 Listen and repeat. (5 mins): Activity 3. Students listen and repeat (T.3.7.3)
TAPESCRIPT 3.7.3
Remember:
If you do not have the recording, say each word (or phrase) 2 times.
I wake up at 5.30. e.g. Say: Hello (wait for students to repeat) Say: Hello (wait for students to repeat)
Then, I have breakfast.
After that, I put on my school I wake up at 5.30.
Then I have breakfast.
uniform.
After that, I put on my school uniform.
4 (7 mins): Activity 4. Speaking

1. Put students into small groups.

2. Tell students to talk about what they do every day in their small groups.
4 Work in your small groups. What do you do every day? Tell your 3. Ask instruction checking questions and give students a 5 minute time limit.
partner. 5 (7 mins): Activity 5. Speaking
1. In groups, students guess what Avorng does every day.
I go to school at 6.30. 2. Ask instruction checking questions and give students a 5 minute time limit.

(2 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students!
1. Ask some students to tell the class their guesses.

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
1. How much time did you spend setting up the activities?
2. Could you set up activities faster? How?
3. Your own question(s). ____________________________________________________?

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)

ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
5 This is Avorng. What does he do every day? Tell your group. Then
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!
tell your teacher.
១. តើដើមាបីរៀបចំសកមមាពាំងអស់កនុងមារៀននាះ អនកានចំាយពាលប៉ុនមាន?
២. តើអនកាចរៀបចំសកមមាពាំាងោះានលឿនាងនាះដារឬទា? ហើយរៀបចំយ៉ាងដូចមតាច?
In the morning, ៣. សំណរួ ផទាល់ខលួនរបស់អនកៈ______________________________________?
I _____________.

- 47 - C3-2
Chapter 3, Unit 7, Lesson B

7b Getting ready for school – A cold cool school

Chapter 3, Unit 7, Lesson B
A school day: Getting ready for school: A cold cool school
1 Guess. What country is this?
(7 mins): Warmer. Game! Which time?

1. Put students into groups of 4/5.

2 What do you do every day? Read quickly. Do you do the same
things as Bonny? Do you do anything different? Read quickly and
tell your partner.
Hi! My name is Bonny! I am from Canada. In the
morning, I usually get up at 7.30. Then I have
breakfast. I usually have cheese and bread for
breakfast. Then I walk to school with my sister.
School starts at 8.30. We study English, maths,
geography, arts and so much more. We have
lunch together at school at 11.00. At 2.15, school
is finished. I do my homework and then I walk the
dog. We have dinner at 4.00. After that, I hang out
with my friends. We play games on the computer
and watch TV. After that, I read a little before I go
to sleep. I go to bed at 9.30. Good night!
2. Say: pencil, pencil, pencil, pencil, pen, pencil
3. Ask: Which is different? Is the first different? Is the second different? Is the fourth different?
4. Tell students listen and say which time was different. Encourage them to use ordinal numbers
(e.g. The 5th word. It’s walk, not homework).
Examples: 1, 2, 3, pen, 5, 6, 7, 8, 9, 10.
pencil, pencil, pencil, pencil, pen, pencil
bathroom, classroom, bathroom, bathroom, bathroom, bathroom
first, second, third, fourth, 5, sixth, seventh
half past 2, half past 10, half past 10, half past 10, half past 10
1 (5 mins): Activity 1. Lead in
1. Show photos of Canada. Let students guess what country they will learn about today.
2. Give students hints as needed (e.g. This country starts with letter C. It’s usually cold). Students:
Canada! (If students have never heard of Canada, it’s no problem. Show them where it is on
the map and let students guess!)
3. Tell students to talk about what they know about this country. (If students have never heard of
Canada, they can think of things they want to find out).
2 (7 mins): Activity 2. Students read for the big idea
1. Ask students what they do every day?
2. Tell students to read the text quickly to find out.
3. Ask: Do you do the same things as Bonny? Do you do anything different?
4. Ask instruction checking questions and give a time limit of 3 minutes.
5. Students compare their answers with their group/partner
6. Come back together as a class and get some ideas from the students.
3 (7 mins): Activity 3. Students read for the answers

1. Tell students to read again and complete the table in their notebooks.
3 Read again. Complete the table. 2. Ask instruction checking questions and give a time limit of 5 minutes.
3. Students compare their answers with their group/partner.
First I get up and have breakfast. 07.30 4. Ask and answer questions as a class

Second (1) I have breakfast ----------

Third We start school. 08.30
Fourth (2) We have lunch 11.00
Fifth We finish school. (3) 2.15
Sixth I do my homework. ------------
Seventh (4) I walk the dog ------------
Eighth I have dinner. 4.00
Ninth I hang out with my friends. -----------
Tenth I go to bed. (5) 9.30
C3-3 - 48 -

4 What do you do every day? Are you the same as Bonny?
Complete the table. Write sentences.
I get up and have breakfast.
I walk to school.
We start school.
I have lunch.
We finish school.
I do my homework.
I walk the dog.
I have dinner.
I hang out with my friends.
I go to bed.
5 Play a guessing game! Work with your partner. Say the times.
Your partner will guess what you do.
It’s 7.30.
No, you’re wrong!
Chapter 3, Unit 7, Lesson B
4 (14 mins): Activity 4. Writing
1. Tell students they are going to compare their daily routines with Bonny’s.
2. Tell students to complete their own timetables.
3. Ask instruction checking questions and give a time limit of 10 minutes.
7.30
5 (10 mins): Activity 5. Game! Guessing game
---------- 1. Put students into groups of 5/6.
2. Students play a guessing game in pairs or groups.
8.30 3. Tell students to take turns to say the times they’ve written in their notebooks.
4. Other students guess she/he does at that time. Students get 1 point for each correct guess.
11.00 5. Ask instruction checking questions and give a time limit of 5 minutes.
2.15 (2 mins): Learner assessment and lesson wrap up
------------ Assessing the success of the lesson. Not testing all the students!
1. Ask some students to tell the class about their time tables.
------------
After the lesson: Thinking about the lesson (Reflection)
4.00
Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
----------- What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
9.30
Draw yourself. 1.
2.
How much do you use the board? How do you use it?
Using the board takes time. Do you think you take too much time using the board?
3. Is there any Khmer on your board? Why?
This is me! 4. Your own question(s). ____________________________________________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!
១. តើអនកបាើបាស់ាតារខៀនកនុងារបងាៀនចាើនយ៉ាងាដារ? តើអនកបាើបាស់ាយ៉ាងដូចមតាច?
២. ារបាើបាស់ាតារខៀនចំាយពាលចាើន។ តើអនកគិតាអនកចំាយពាលចាើនពាក កនុងារបាើបាស់ ាតារខៀនដារឬទា?
៣. តើៅលើាតារខៀនរបស់អនក ានាាខមារខលះដារឬទា? ហាតុអវី?
៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?
e! Gam
You get up at 7.30.
- 49 - C3-4
Chapter 3, Unit 7, Lesson C

7c Getting ready for school – Great days

Chapter 3, Unit 7, Lesson C
A school day: Getting ready for school: Great days
1 Can you remember the ordinal numbers? Order and write them in
(7 mins): Warmer. Game! Charades
full form in your notebooks.
1. Put students into 2 teams. You may let each team choose their team names too.
2. Choose a strong student from each team to be the ‘actors’.
3. The actors take it in turns to mime words/phrases the teacher tells them (e.g. sit down, school,

th
9
notebook, sun etc…)

1st 2nd 8th 6th 4. Their team must guess the word.
5. Ask instruction checking questions and give a time limit of 5 minutes.
6. If the team doesn’t guess the word / phrase within the set time, the other teams can steal
and guess the word.

10th 4th 7. Tell everyone they are great actors!

7th 3rd 5th 1 (7 mins): Activity 1. Review

1. Tell students to order the ordinal numbers in exercise one. Then they write the full forms in their
notebooks.
2. Ask instruction checking questions, and give a time limit of 5 minutes.
1 st - first, 2 nd - second, 3 rd - third, 4 th - fourth, 5 th - fifth, 6 th - sixth, 7 th - seventh,
3. Check answers as a class.
8 th - eighth, 9 th - ninth, 10 th - tenth
(5 mins): Buzz! Stirrer
2 T.3.7.4 What does Bopha do on Sunday? Listen and order the pictures. 1. This is a counting game. Students need to count up the numbers quickly.
Use 1st, 2nd, 3rd,… 2. In groups, students take turns counting up one number at a time, but for any multiple of 4,
they say ‘buzz’
(e.g. 1, 2, three, buzz…..). (Change to multiples of 3, 5).
3. Rules. If you say the number when you should say buzz, you’re out. If you take too long to say
a number, you’re out. If you take too long to say a number, you’re out.
4. Ask instruction checking questions, and give a time limit of 3 minutes.

2 (5 mins): Activity 2. Students listen for the answers (T. 3.7.4)

1. Tell students to listen to Bopha and order the pictures using ordinal numbers.
4th 5th TAPESCRIPT 3.7.4
3 th
Bopha’s Day
Hi, I’m Bopha! On Sunday, I get up at 9.00. Then I have breakfast with mum and dad. After that,
mum and I go shopping. We go to the shop together and buy everything we need. We buy food
and some clothes. Then I swim in the river with my friends. We usually have lunch there! We go home
at 3.00. I watch TV and then help my mum cook dinner. And now, it’s dinner time! Yum! Yum!
Yum!
1st 2 th

7th
6 th
C3-5 - 50 -
 Chapter 3, Unit 7, Lesson C

Hi! I’m Avorng! 3 (10 mins): Activity 3. Writing

3 Write about Avorng’s day. Every day, I get up
at_________. Then I 1. Tell students to write about Avorng.
Use the pictures to help you. ________________
2. Ask instruction checking questions and give a time limit of 7 minutes.
3. Students compare their writing with their partners.
_______________ 4. Have some students read their work out for the class.

4 (7 mins): Activity 4. Play Sok says!

1. Tell the students to stand up and look at the teacher (you!).

2. Say that you will tell them to do things but they should only do it if you say Sok Says.
3. There are rules. If a student is too slow they are out. If students do something, but you didn’t
say Sok Says, they are out!
4. If they don’t do something, but you did say Sok Says they are out!
5. Play the game. You can play till you find the winner if your class is fast, if they are slow, you
may need to stop this activity after a few minutes.

(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students!
1. Ask students to look at the “can do” statements.
2. Compare with a partner.
3. Ask students how they feel about the can do statements. Tell students not to worry about the
ones they don’t tick.

After the lesson: Thinking about the lesson (Reflection)

!
4 Play Sok says! Game Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
1. How much of the lesson was in English? How much was in Khmer?
2. Were ALL your students engaged?
3. Did all your students participate well?
4. How can you make students participate more?
5. Your own question(s). ____________________________________________________?

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)

ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

១. តើមារៀននាះបាើបាស់ាាអង់គលាសប៉ុនមានាគរយ? ហើយបាើបាស់ាាខមារប៉ុនមានាគរយ?
២. តើសិសាស ាំងអស់ របស់អនកានចូលរួមដារឬទា?
៣. តើសិសាស ាំងអស់ របស់អនកចូលរួមានលអដារឬទា?
៤. តើអនកាចធវើឲាយសិសាសចូលរួមានចាើនាងមារៀននាះយ៉ាងដូចមតាច?
Congratulations! ៥. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?
You inished Unit 7. Tick () the things you can do.
I can say what I do every day. 
I can tell the time. 
I can say some ordinal numbers. 
I can listen to people talking about what they do every day. 
- 51 - C3-6
 Unit 8 - Going to school Chapter 3, Unit 8, Lesson A
A school day: Going to school: Do you know what he does?
8a Going to school - Do you know what he does? This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
1 Look at the picture. Can you remember
who the people are? Why is 1 (3 mins): Activity 1. Lead in/Students guess 4 (3 mins): Activity 4. Grammar pronunciation
presentation (T.3.8.2)
Sophal talking to Linda? 1. Ask students to look at the picture. Ask
what they can remember about Sophal 1. Tell students to look at the grammar box.
and Linda. Tell students to talk to their 2. Tell students that they are going to read,
partners for a minute. listen and guess what happens to the
2. Ask for some answers as a class. word brush in the words.
3. Ask students why they think Sophal is 3. Ask students to complete the grammar
talking to Linda. Tell students to talk to rules by looking at the example sentences
their partners for a minute DO NOT EXPLAIN THE RULES TO THEM.
4. Ask for some answers as a class. Try and get students to work them out for
themselves.
2 (5 mins): Activity 2. Students listen for big idea 4. Students compare
(T.3.8.1) 5. Ask for the answers as a class. Encourage
guessing! He, she, it = add an S. With
2 T.3.8.1 Read the sentences. What does Sophal say? Is it Sophal, Dara 1. Students listen and check.
2. Students compare. regular verbs we add es when the last
or Linda? Talk to your partner. 3. Ask for some answers as a class. (Possible consonant sound is /ʧ/ʤ/s/z/ʃ/ʒ/. Unless
answers: Sophal is flirting with Linda. you know your students are very good
Sophal wants Linda to think he is good/ with the phonemic chart, do not explain
1. He is a good student. S 7. He watches TV. D cool. Sophal wants Linda to think that he this to them. They will get bored and they
2. He always has two pens. S 8. He goes to football. D is better than Dara). won’t understand anyway! It is hoped
they will pick this up from the next section.
3. He borrows pens. D 9. He listens to music. D TAPESCRIPT 3.8.1
4. He listens to the teacher. S 10. He goes on facebook. D TAPESCRIPT 3.8.2
I’m cool!
5. He always showers. S 11. She goes on facebook. L I brush my teeth.
Sophal: I am a good student but Dara is He brushes his teeth.
6. He sleeps all the time. D naughty and lazy. I’m cool, but Dara is not. I
always have 2 pens but Dara never has a pen. He doesn’t brush his teeth.
He always borrows my pen. He’s naughty. I listen Does he brush his teeth?
Do you brush your teeth?
3 T.3.8.1 Write 1-11 in your notebook. Listen and check. Write S for to the teacher, but he doesn’t listen. He talks to
his friends! I get up early, but he gets up late.
Sophal, D for Dara or L for Linda. And he’s dirty. He never showers and he never
5 (5 mins): Activity 5. Grammar Pronunciation
presentation (T.3.8.3)
brushes his teeth. I always shower and brush my
teeth. I don’t play games and I don’t listen to 1. Tell students that there are 3 different ways
4 T.3.8.2 Read and listen to the sentences. What happens to the word music. I always do my homework and study.
But you know what he does? He watches TV, he
to say the ending s noise in English.
2. Tell students to listen.
brush in each one? plays games, he sleeps all the time, he goes to
Choose the rule A or B? A B football, he listens to K-pop music, he goes on 3. Tell students to listen and repeat.
I brush my teeth. I, you, they, we es / s s facebook… TAPESCRIPT 3.8.3
He brushes his teeth. Linda: He goes on facebook? I go on
/s/ - sleeps / talks / gets /
He doesn’t brush his teeth. es / s s facebook! We can be facebook friends!
He, she, it /z/ - pens / listens / goes / borrows / showers
Does he brush his teeth? Sophal: *SIGHS* /iz/ - watches / brushes
Do you brush your teeth? do, does, doesn’t, don’t es / s s 3 (5 mins): Activity 3. Students listen for (7 mins): Game! Pronunciation controlled practice
the answers (T.3.8.1) (T.3.8.4)
5 T.3.8.3
There are 3 ways to say an end s in English. Listen. 1. Tell students to work with a partner.
2. Tell students to try and remember/guess 1. Tell students that you are going to play a
what Sophal said. Make sure that they game to find out who the best listeners are.
/s/ /z/ /iz/ understand it is about what Sophal said 2. Tell students to close their books. Write
(which might be different to what they S, Z, IZ on the board. Drill the sounds.
sleeps pens watches think). Give a 3 minute limit. 3. Tell students to wave their hands in the air
talks listens brushes 3. Tell students to write 1-11 in their notebooks if they hear a /S/ word, touch their nose if
goes and write S for Sophal, D for Dara and L they hear an /IZ/ word, and shake
gets for Linda. theirpartners hand if they hear a /Z/ word.
borrows 4. Ask instruction checking questions. 4. Check instructions by saying the sounds
showers 5. Students listen. and pointing to them on the board.
6. Students compare.
C3-7 - 52 - 7. Ask for some answers as a class.

6 Look at the list. What things do you do? Write a-l in your notebook
TAPESCRIPT 3.8.4
and tick () and cross (). Do not write the sentences.
sleeps / showers / brushes / pens / notebooks
/ gets / watches / goes / borrows / cleans
a b c d / eggs / classmates / kangaroos / libraries /
bathrooms / footballs /
5. Play the game again. This time play
“sudden death”
6. RULES press play. When students hear the
g word, pause the tape. The last student to
e f h do the action correctly has to sit down.
6 (5 mins): Activity 6, Speaking – preparing to speak
1. Tell students to write a-k in their notebooks.
2. Tell students to look at the pictures in their
textbooks and tick  the things they do
i j k l and cross  the things they don’t do.
3. Ask instruction checking questions. Give
a time limit of 3 minutes.
7 (5 mins): Activity 7, Speaking – freer practice
1. Tell students to tell their partner about
them using the pictures.
2. Ask instruction checking questions.
7 Tell your friend about you. 8 (10 mins): Activity 8, Speaking – freer practice
I do my homework.
I sometimes play games… 1. Tell students to draw 2 columns down the
side of the page next to the letters.
2. Tell students that they will have 5 minutes
8 Find one classmate who does these things and one that doesn’t. to find one person that does and one
person that doesn’t for each of the
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
Write the name. activities. They do not have to write
(ារឆលុះបញចាំង)
sentences, just names. Draw this picture
on the board to show students what to do.
Do you...?
No, I don’t.
Yes, I do.
Dara
a កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
Andy
b “លអឥតខចាះ” ោះទា!
c
3. Ask instruction checking questions. Give
a time limit of 5 minutes! It’s a race!
4. Clap your hands and ask students to sit
down. Students then talk to their partners
using and + but.
(2 mins) Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
testing all the students!
1. Ask individual students about what they
found during the race.
2. Listen for /S/, /Z/ and /IZ/ and congratulate
students who do this correctly.
3. Tell students that they have done a great
9 Tell a new friend. job. Thank students who worked well in
groups and helped their friends.
Dara brushes his teeth.
- 53 -
Chapter 3, Unit 8, Lesson A
Homework: (OPTIONAL). Tell students that they
are expected to have the homework
completed by next lesson.
Homework. Write 5 sentences. Use and + but
I brush my teeth and Sophal brushes his teeth.
I don’t get up early but Sophal gets up early.
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember,
no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Kids need 2 things to learn English and
stay on task. They need to get excited,
and then they need to calm down. Was
there a good balance between calm
and excitement?
2. Did students get over excited and then
get off task?
3. Did students have too many activities
where they were expected to be quiet
and calm? Did they get bored and
come off task?
4. How could you do this lesson better next
time?
5. Your own question(s). ________________?
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. សិសាសតាូវារកាតា ២យ៉ាង ដើមាបីរៀនាាអង់គលាស និង
ផតាតារយកចិតតទុកាក់លើារកិចច។ ពួកគា តាូវារាព
រំភប
ើ រីកាយ ហើយពួកគាកត ៏ វូា ារតាឡប់មកសាពសងៀម
ាងាត់ធមមាវិញ។ តើានតុលាយ-ាពរាងាពរំភើបរីកាយ
និងាពសងៀមាងាត់ធមមាដារឬទា?
២. តើសស ិ សា រំភប
ើ រីកាយជាល
ុ ហើយានោះបង់ោលារកិចច
ដារឬទា?
៣. តើសិសាសានសកមមាពចាើនពាក ពាលដាលពួកគាតាូវ
ានរំពឹងាៅសងៀមាងាត់ដារឬទា? តើពួកគា ធុញទាាន់
ហើយឈប់ធវើកិចចារដារឬទា?
៤. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ
ានលអាង ៅពាលបងាៀនលើកកាាយ?
៥. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
C3-8
Chapter 3, Unit 8, Lesson B

8b Going to school - Liar Liar

Chapter 3, Unit 8, Lesson B
A school day: Going to school: Liar liar
1 Look at the picture. What does Dara do in the morning? This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)

1 (5 mins): Activity 1. Lead in

1. Ask students how they get to school.

2. Tell students to open their book, but to cover the text.
3. Tell students to look at the cartoon. Ask How does Dara get to school?
4. Tell students to work with their partner and describe but not read the text.
5. Ask instruction checking questions. Give a time limit of 3 minutes.
2 T.3.8.5
Was your guess right? Is Dara a liar? Read, listen and check. 6. Come back together as a class. Get 2 or 3 ideas from students.
Dara is a liar. The cartoon is real.
2 (5 mins): Activity 2. Students read/listen for the big idea (T.3.8.5)

I am not a naughty student! I’m a good student. I always get up early. Then I brush my 1. Tell students that they are going to read and listen. They are reading to see if what Dara says
teeth. After that, I study for an hour. I get dressed, say goodbye to my mother and I and what is in the cartoon is the same or different. Is Dara a liar?
walk to school. I don’t ride my bicycle because I live close to school. I can walk there 2. Tell students to read along with their finger. This helps students with dyslexia and also helps you
check no one is lost.
in 5 minutes, so it is not really far! I am always early. I always have my homework and
3. Ask instruction checking questions. Fingers Ready? Play the recording.
I always have a pen. Yes. I am a very good student.
4. Students listen and read along with their fingers.
5. Tell students compare their answer with their group/partner.
6. Check the answer as a class.
3 What did Dara say? Answer these questions in your notebook. Use
TAPESCRIPT 3.8.5
Yes, he does. and No, he doesn’t.
See reading in activity 2
1. Does he get up early? Yes, he does. 6. Does he ride his motorbike? 3 (10 mins): Activity 3. Students read for the answers
2. Does he always brush his teeth No, he doesn’t.
1. Write Does he get up early? on the board.
in the morning? Yes, he does. 7. Does he always have a pen? 2. Tell students that they are going to answer questions about what Dara says and NOT the cartoon.
3. Does he say goodbye to his mother? Yes, he does. 3. Ask Does Dara say he gets up early? Students answer Yes. Have students point to the part of
Yes, he does. 8. Does he always have his homework? the text where they found the answer.
4. Give students a 5 minute limit. Ask instruction checking questions.
4. Does he walk to school? No, he doesn’t. (Students own ideas). No, he doesn’t.
5. Students complete.
5. Does he ride his bicycle? 9. Is he a good student? 6. Students compare with their group/ partner.
No, he doesn’t. No, he isn’t. 7. Check answers as a class.
4 (2 mins): Activity 4. Post task
4 Do you lie? Tell your partner.
1. Ask students if they lie? What about?
? - 2. Students discuss with their partner.
Do you lie?
No, I don’t. Do I lie? I don’t lie. 3. Ask for some answers as a class. (This is supposed to be funny and silly!)
Do you lie? You don’t lie.
Do we lie? We don’t lie.
Do they lie? They don’t lie.
Does he lie? He doesn’t lie.
Does she lie? She doesn’t lie.
Does it lie? It doesn’t lie.
Yes, I do.
No, I don’t.
don’t =do not
doesn’t = does not
C3-9 - 54 -

5 Are these truths () or lies ()?
1. Use do with I, you, we, they. 
2. Use do with he, she and it. 
3. Use does with I, you, we, they. 
4. Use does with he, she and it. 
5. Use s after does 
6. No s after does 
6 What about your friend?
7 Sophal wants to ask Bopha questions about Linda. He doesn’t know what
to ask! Write 10 questions in your notebook.
1. Does she like birds?
8 Guess Who Game!
Work with a partner. Choose someone you both know. Ask questions
about the person. Can they guess who?
Is it a girl?
Does she
like school?
5 (10 mins): Activity 5. Grammar
1. Write Use do with I you we they.
7. Use don’t with I, you, we, they.  2. Point to the example box. Ask Truth or Lie?
8. Use don’t with he, she and it.  Students: Truth
9. Use doesn’t with I, you, we, they.  3. Draw a tick next to Use do with I you we
they  .
10. Use doesn’t with he, she and it. 
11. Use s after doesn’t.  4. Tell students to write numbers 1-12 in their
notes books and  for truths and  for lies.
12. No s after doesn’t. 
5. Ask instruction checking questions and
give a time limit of 5 minutes.
6. Students compare.
7. Ask and answer questions as a class.
6 (10 mins): Activity 6 and 7. Writing
1. Put students into groups of 4. Ask them to
decide on one student to be the writer.
2. Tell students to look at the picture. Tell
students that Sophal wants to find out
more about Bopha’s friend Linda
Note.
(Linda is new at the school. She is friend with
Bopha, so Bopha knows a lot about her.
Sophal is excited to have a new person
in the class, and wants to find out more
about her, so he wants to ask Bopha
questions about her.
3. Say What does Sophal ask Bopha?
Students: Does she like birds?
4. Ask students what other questions Sophal
might like to ask a new classmate.
5. Ask instruction checking questions. Give
a time limit of 5 minutes.
8 (6 mins): Activity 8. Speaking
1. Model the activity with one of the students.
Ask them to think of a student but not to
tell you who it is.
2. Ask: Is it a girl? Does she like English? etc.
After 4-5 questions, guess who you think
Yes! the student is.
3. Ask instruction checking questions.
4. Have students play the game till 2
Yes! minutes before the end of the lesson.
(2 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
testing all the students!
1. Ask a few students what they found out
about their “guess who” partner .
- 55 -
Chapter 3, Unit 8, Lesson B
2. Listen for correct use of auxiliary verbs
and 3rd person singular.
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Re-
member, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Students need quick clear instructions. If
instructions are too long, they don’t know
more clearly – they stop listening! Were
your instructions clear and quick?
2. Did students do most of the talking in class?
3. A good rule for a lesson is 20%= teacher
80% = student. What % were students
doing things in your lesson?
4. How could you do this lesson better next
time?
5. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប
ា ច
់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. សិសសា តាវូ ារារណានដ
ំ ល
ា ចាាស់ ហើយលឿន។ បាសន
ិ
បើារណានំវាងពាក ពួកគាយល់មិនចាាស់ ដូចនាះពួកគា
នឹងឈប់ាប
តា !់ តើារណានរំ បស់អក
ន ចាាស់ ហើយលឿន
ដារឬទា?
២. តើសិសាសានអនុវតតាគចាើននាារនិយយៅកនុងានាក់
ដារឬទា?
៣. ាមចាាប់គរុោសលាយកនុងមារៀនមួយគឺគាូធវើសកមមាព
២០% សិសាសធវើសកមមាព ៨០%។ តើៅកនុង ារបងាៀន
របស់អនក សិសាសធវើសកមមាពានប៉ុនមានាគរយ?
៤. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ
ានលអាង ៅពាលបងាៀនលើកកាាយ?
៥. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
C3-10
Chapter 3, Unit 8, Lesson C
8c Going to school - Lazy boy
Chapter 3, Unit 8, Lesson C
A school day: Going to school: Lazy boy
1 Look at the picture. What’s wrong? Dara and Bopha are arguing. This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
(10 mins): Warmer. Game! Spelling Badminton
1. Put the class into 2 teams (right side v’s
left side).
2. Tell students that they have 30 seconds
to decide on a team name. Write them
on the board.
3. Ask students if they can play badminton.
Ask: Who is the best at badminton?
4. Tell students you are going to play spelling
badminton. Tell students they have one
minute to look at the word list from the
unit. At the end of a minute, clap your
hands. Books Closed!
2 T.3.8.6
Listen and check. 5. Ask one “player” from each team to
come to the front of the room.
6. “Give” them a racket each. (There
3 Does Dara do A or B? 1=A 2=B 3=A is no racket! That’s why it’s funny!)
7. Show the class how to play. Say a word.
A B (e.g. UGLY). Stand where the Student 1 is.
Say: U. Then stand where student 2 is. Say
G. Then stand where student 1 is. Say L.
Then stand where student 2 is. Say I. Ask:
1. Is that right? Students: No!
8. RULES If students don’t use the “racket”,
they die and the other team gets a
point. If a student takes too long, the ball
hits the ground and they die. If a student
says the last letter of the word correctly,
2. their team gets a point.
9. Ask instruction checking questions.
10. Play the game. Rotate the players a lot
so lots of students (Hopefully all!) have a turn.
3.
1 (2 mins): Activity 1. Students guess
1. Ask students to look at the picture. What
can they see?
4 Write sentences about what Dara does and doesn’t do in your notebook. 2. Ask students What is happening?
3. Ask students Why?
He rides to school. He doesn’t walk. 4. Students compare with their partner for a
He plays football. He doesn’t do homework. minute.
He watches TV. He doesn’t study. 5. Come back together as a class and get
some different ideas (but do not say who
5 Write 5 sentences about what you do and 5 sentences about what is right or wrong).
you don’t do every day. Write in your notebook. Game! 2 (5 mins): Activity 2. Students listen for the
1. I ride to school. I don’t walk. big idea (T.3.8.6)
C3-11 - 56 - 1. Tell students that they are going to listen
and check their guesses.
2. Students listen.
3. Students compare.
4. Check answers as a class.
TAPESCRIPT 3.8.6
Do not, do too!
Bopha: You’re so lazy Dara! You never do
anything!
Dara: I am not!
Bopha: You are too!
Dara: I am not!
Bopha: How do you get to school?
Dara: I walk!
Bopha: No, you don’t!
Dara: Yes, I do. I mean… well not every day
but usually.
Bopha: Dara, I can’t remember you walking.
Dara: So what!? I sometimes walk.
Bopha: Liar.
Dara: OK. I never walk.
Bopha: That’s right. You don’t walk. You ride
your bike. You live very close to school. You
should walk! And you never do your
homework either!
Dara: I do my homework!
Bopha: No, you don’t! You play football.
Dara: No, I don’t! OK. I sometimes play
football. But I don’t play football every day!
Bopha: Yes, you do! You do so always play
football every day! I see you when I walk
home from school!
Dara: *Big Sigh* OK. Whatever. I play
football. I play football every day.
Bopha: And homework?
Dara: *In a quiet voice* I don’t do homework.
Bopha: I can’t hear you.
Dara: *Loud * I DON’T DO HOMEWORK
Bopha: And you watch too much TV.
Dara: I do not! I never watch TV.
Bopha: Dara! You always watch TV!
Dara: I don’t have time for this, Bopha.
Bopha: Why?
Dara: My cartoon is on now.
*Both giggling*

6 Give the paper to your teacher. They give you a new paper.
Find the person on your new paper!
Congratulations!
You inished Unit 8. Tick () the things you can do.
I can say what other people do.
I can say what other people don’t do.
I can ask questions.
I can say what I don’t do.
I can introduce my friends.
3 (5 mins): Activity 3. Students listen for the
answers (T.3.8.6)
1. Tell students to work with a partner.
2. Tell students to try and remember/guess
if it was Dara did A or B. Give a 2 minute
limit.
3. Tell students to write 1-3 in their notebooks.
Then tell them to listen and write A or B.
4. Ask instruction checking questions.
5. Students listen.
6. Students compare with their partner/group.
7. Ask for answers as a class.
4 (7 mins): Activity 4. Controlled grammar
practice
1. Write He ____ to school. He doesn’t ____.
on the board.
2. Ask students to tell you what goes in the
blanks.
3. Ask instruction checking questions and
give a time limit of 5 minutes.
4. Students complete and compare.
5. Check answers as a class.
5 (7 mins): Activity 5. Game!
1. Tell students to take out a scrap piece of
paper (they will give it to you after, so it
cannot be in their notebooks.
2. Tell students to write 5 more “do/don’ts”
(10 sentences). Make sure students know
to keep their paper secret
3. Ask instruction checking questions and
give a limit of 5 minutes.
4. At the end of the time, clap your hands
and tell students to put down their pens.
6 (6 mins): Activity 6. Game!
1. Collect all the student’s papers together.
2. Tell students to come and choose a new
 paper and they have to keep the paper
 secret. Students need to ask all the
students questions to try and find the
 owner of the paper BUT that they need to
 keep asking questions even when they
think they have found the owner of the
 paper!
3. Ask instruction checking questions and
give students a 5 minute time limit.
4. At the end of 5 minutes, clap your hands
and tell students to sit down.
- 57 -
Chapter 3, Unit 8, Lesson C
5. Ask some students who they think is on
their paper.
6. Tell students to go and give the paper
back to its owner. Were they right?
(5 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
testing all the students!
1. Ask students to look at the “can do” state-
ments.
2. Compare with a partner.
3. Ask students how they feel about the can
do statements. Tell students not to worry
about the ones they don’t tick.
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Kids can be very noisy! How did you get
their attention? Did you shout?
2. Do you shout at students when they are
naughty? How does it make them feel?
3. Do you ever feel like you have to shout
louder at your class every day?
4. How else could you control your class
apart from shouting?
5. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. សិសាសាចឡូាាលាំង! តើដើមាបីឲាយពួកគាយកចិតតទុកាក់
អនកធវយើ ងា៉ ដូចមតច
ា ? តើអក ន ានសាក ា ាក់ ពួកគាដរា ឬទា?
២. តើអនកសាាកាក់សិសាសៅពាលដាលពួកគារញ៉ាចរា៉ាច
ដារឬទា? តើាធវឲ ើ យា សិសសា ានារមមណ៍ យ៉ង ា ដូចមតចា ដារ?
៣. តើអកន ធលប
ា ា ់ នារមមណដ ៍ ច ូ ាអនកតាវូ តាសកា ឲាយលឺ ៗ ាក់
សិសាសរបស់អនករៀងាល់ថងាដារឬទា?
៤. តើកាពីសាកឲាយលឺ ៗ ាក់សិសាស ានវិធីអវីផាសាងទៀត
ដាលអនកាចគាប់គាងានាក់ាន?
៥. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
C3-12
 Unit 9 - After school Chapter 3, Unit 9, Lesson A
A school day: After school: My after school favourite
9a After school - My after school favourite This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
1 Look at the pictures. What do you do
I do this and this and this.
after school? Point to the pictures. I don’t do that. (5 mins): Warmer. Magic Finger - Colour Race
1. Tell all students to stand up.
2. Tell students that they have a magic
finger Show them your magic finger.
Ask students to hold up their magic fingers.
3. Tell students that you will say a colour and
they have to touch something that colour
1 2 3 4 5 with their magic finger.
4. RULES If you touch the wrong colour, you
are out. If you are the last one to touch a
colour, you are out.
5. Say a colour (e.g. Green!) Students touch
something that is green with their “magic
6 7 8 9 10
finger” (e.g. a bag or a pen or a lunch box).
6. Tell students that are touching the wrong
2 T.3.9.1 Match the words. Listen and check. Listen and repeat. colour to sit down.
7. Repeat until there is a winner. Everyone clap!
The tapescript reads the pictures out in order. Remember! It is more important for students
to practice than to have the right answers written! a1, b2, c10, d4, e6, f9, g7, h3, i8, j5 1 (5 mins): Activity 1. Lead in
1. Put students into groups of 4.
a. go on Facebook b. go to the pagoda c. go for a bike ride d. go fishing 2. Tell students to look at the pictures for the
e. play football f. go for a picnic g. hang out with friends h. go swimming new words.
i. go for a walk j. watch TV 3. Tell students what you do after school.
Point to the pictures and say I do this and
this I sometimes do that. I never do that…
3 T.3.9.2 What’s their favourite thing to do after school? Listen. etc.
Did you guess right? 4. Tell students to talk to their group and tell
them what they do.
5. Ask instruction checking questions (e.g.
1. Tevy Are you working alone or in groups? Groups).
2 (10 mins): Activity 2. New words (T.3.9.1)
4. Rith
1. Students work with their partner.
2. Tell students to write numbers 1-10 in their
2. Pich Cool kids say notebooks.
It’s really cool 3. Students match the letters to the numbers/
/ɪts/rɪəli/kuːl/ pictures.
4. Ask instruction checking questions and
3. Kosal = Everyone likes it! give a time limit of 2 minutes.
5. Students look at the pictures and listen
4 T.3.9.2 Who is it? Can you remember who it is? Guess with your and check.
partner. Listen and check. 6. Students listen and repeat.
TAPESCRIPT 3.9.1
1. She lives near a lake. Tevy 6. He hardly ever plays football. Kosol
If you do not have the recording, say each
2. She can swim. Tevy 7. He never goes for a picnic. Kosol
word (or phrase) 2 times.
3. She always studies after school. Pich 8. He doesn’t watch TV and he doesn’t e.g. Say: Hello (wait for students to repeat)
4. She doesn’t hate Facebook. Pich go on facebook. Rith
Say: Hello wait for students to repeat.
5. He has fun after school. Kosol 9. He plays football every day. Rith
C3-13 - 58 -
go on Facebook / go to the pagoda / go
swimming / go fishing / watch TV / play football
/ hang out with friends / go for a walk / go for a
picnic / go for a bike ride
(2 mins): Students guess
1. Ask students to look at the pictures. Say:
What do they do after school?
2. Tell students to talk to their friends and
guess for a minute.
3. Come back together as a class and get
some different ideas (but do not say who
is right or wrong).
3 (5 mins): Activity 3. Students listen for the
big idea (T.3.9.2)
1. Tell students that they are going to listen
and check their guesses.
2. Students listen.
3. Students compare.
4. Check answers as a class.
TAPESCRIPT 3.9.2
My favourite thing to do after school
Tevy: Hi! My name is Tevy. I’m 12 years old.
I’m from Kampong Thom. It’s beautiful here!
What’s my favourite thing to do after school?
Hmmmm. Well, I sometimes go for a walk or go
for a bike ride. I sometimes go to the pagoda
with my Grandma. But my favourite thing to
do after school is to go swimming. I can swim
really well! I go swimming in the lake. I don’t go
swimming very often. I hardly ever go swim-
ming. But I love it!
Pich: Hello! I’m Pich! I’m 13 and I live in
Battambang. After school, I always study. After
that I have free time! I sometimes watch TV. I
love Cartoon Network!.. Um… I sometimes go
for a bike ride… sometimes! But my favourite
thing to do after school is to go on Facebook.
I always go on Facebook! I have 500 friends
on Facebook! Facebook is really cool. I love
facebook.

5 Do you know your partner? Write 1-10 in your notebook and think
about your partner. Tick () the things you think they do after school
and cross () the things they don’t.
1 2
6 7
Do you go on
Facebook after school?
6 Now check! Do you know your partner? Check your score.
1-3
You don’t know your partner!
You know your partner a
Kosol: Hey! I’m Kosal. I’m 12 and I live in
Phnom Penh. After school, I’m tired! I work
hard at school so after school I relax. I never
go fishing. I never go for a picnic and
I hardly ever play football. It’s too hot, and
I am too lazy! I hardly ever hang out
with friends. But I have fun. I watch TV.
I always watch TV. We have a big TV. It’s my
favourite thing to do after school.
3 4 5 them to use the new words. Are they
Rith: Hello! Im Rith. Im 14 and I’m from
Kampong Cham. I love after school because
after school means football. Manchester
United is my favourite! I always play football.
8 9 10 I love playing football with my friends. I never
watch TV or go on Facebook. I never go
swimming. I always play football. I want to
play football for Cambodia one day!
4 (10 mins): Activity 4. Students listen for the
answers (T.3.9.2)
Yes, I do.
1. Students work with a partner.
2. Students try and remember/guess the
answers to the questions. Do the first one
together as a class.
3. Students to write 1-9 in their notebooks.
4. Students listen and write T for Tevy P for
Pich K for Kosal and R for Rith.
5. Ask instruction checking questions
(e.g. What do you write for Tevy? T ).
6. Students listen.
7. Students compare their answers with their
partner.
8. Compare answers as a class.
5 (3 mins): Activity 5. Preparing for speaking
1. Put students into partners. If you can,
change people who usually work together
to make it more fun.
2. Ask students how well they know their
partner.
3. Tell students that they are going to make
guesses about what their partners do
after school.
4. Tell students that they are not allowed to
ask their partners yet!
8 - 10 4 - 7 5. Ask instruction checking questions and
give a 3 minute time limit.
6 (10 mins): Activity 6. Speaking
partner very well! 1. Tell students to talk to their partner and
little. Cool!
check their guesses.
friend? You know your
Is your partner your best
- 59 -
Chapter 3, Unit 8, Lesson A
2. When both students have finished, tell
them to check their scores. Do they agree?
(3 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
testing all the students!
1. Talk about the results as a class. Ask what
students got right and wrong. Encourage
confident? How is their pronunciation?
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Re-
member, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Do you only ask “good students” the
answers in class? How do you think this
makes “bad students” feel?
2. How do you think “bad students” would
feel if they thought you thought they knew
the answers?
3. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. តើអនកសួរយកចមលើយតាពី “សិសាសពូក”ា ៅកនុងានាក់ដារ
ឬទា? តើអនកគិតាាធវើឲាយ “សិសាសខាាយ” ានារមមណ៍
យ៉ាងដូចមតាច?
២. តើអនកគិតា “សិសាសខាាយ “ នឹងានារមមណ៍យ៉ាងដូច
មតច
ា បាសនិ បើពក
ួ គាយល់ឃញ ើ ា អនកគិតា ពួកគាដង
ឹ ចមលយ
ើ
តាអនកមិនសួរយកចមលើយពីពួកគា?
៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
C3-14
Chapter 3, Unit 9, Lesson B

9b After school - How often?

Chapter 3, Unit 9, Lesson B
A school day: After school: How often?
1 T.3.9.3
Listen and read. Think about your answers. This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
1. How often do you go for a bike ride 4. How often do you do your homework
after school? after school? (5 mins): Warmer. The acting game TAPESCRIPT 3.9.3

a) always a) always 1. Tell all students to stand up. Are you busy after school?
b) usually b) usually 2. Put class into 4 groups.
1. How often do you go for a bike ride after
c) sometimes 3. Tell students to decide on a team name.
c) sometimes school? A. Always, B. Usually, C. Some-
4. Write the team names on the board.
d) hardly ever d) hardly ever times, D. Hardly ever, E. Never
5. Have one student from each group go
e) never e) never 2. How often do you go for a walk after
to the board and face the class so they
school? A. Always, B. Usually, C. Some-
cannot see the board.
2. How often do you go for a walk after 5. How often do you go fishing after times, D. Hardly ever, E. Never
6. Write an after school activity on the board
3. How often do you go for a swim after
school? school? from the last lesson. Tell the students
school? A. Always, B. Usually, C. Sometimes,
facing the rest of the class Guess the word
a) always a) always D. Hardly ever, E. Never
and walk around the room. If no one
b) usually b) usually 4. How often do you do your homework
has guessed it after a minute, tell them
after school? A. Always, B. Usually, C.
c) sometimes c) sometimes to look at the board.
Sometimes, D. Hardly ever, E. Never
d) hardly ever d) hardly ever 7. RULES.
5. How often do you go fishing after school?
e) never e) never . The people at the board can talk.
A. Always, B. Usually, C. Sometimes, D.
. The people trying to act and show the
3. How often do you go for a swim after 6. How often do you work for your parents Hardly ever, E. Never
word are not allowed to talk.
school? 6. How often do you work for your parents
after school? . First team to guess gets a point.
after school? A. Always, B. Usually, C.
1. People who cheat lose a point.
a) always a) always Sometimes, D. Hardly ever, E. Never
2. Ask instruction checking questions.
b) usually b) usually 3. Play the game. Use the words from the 2 (10 mins): Activity 2. Students read for the
c) sometimes c) sometimes Unit (do homework, study, work, go to answers
d) hardly ever d) hardly ever school, watch TV,) as well as any other
e) never words that you think your students will 1. Tell students to write numbers 1-6 in their
e) never
know. Keep playing the game until notebooks.
everyone has had a turn at the front. 2. Students write their answers as full words.
2 Answer the questions about you! Write your answers in your notebook. Don’t worry if you have to repeat words. 3. Ask instruction checking questions. Give
4. Say who the winning team is at the end. a 5 minute limit.
1. always Everybody clap! 4. Students complete.
5. Students compare their answers with their
1 (5 mins): Activity 1. Students read and partner.
listen for the big idea (T.3.9.3) 6. Students add their scores and look at the
scores to see if they are lazy.
1. Ask: Are you busy after school?
7. Compare as a class. Do students agree
2. Tell students that they will do a quiz to
with their score?
find out.
0 1 2 3 4 3. Tell students to read and listen and think
about their answers.
What is your score? Add up your points. 4. Tell students to read along with their
finger. This helps students with dyslexia
always = 4 and also helps you check no one is lost.
usually = 3 5. Ask instruction checking questions. Fingers
sometimes =2 Ready? Play the recording.
hardly ever =1 6. Students listen and read along with their
never = 0 fingers.

Now add your scores. Are you busy after school? - 60 -

C3-15
 Chapter 3, Unit 9, Lesson B

3 How often? Copy the table into your notebook. Then write the 3 (5 mins): Activity 3. Grammar

words on it. 1. Draw the table on the whiteboard.

2. Write never next to 100%
3. Say Is that right? Students: No!
4. Write never next to 30%
0% 10% 30% 85% 100% 5. Say Is that right? Students: No!
6. Write never next to 0%
7. Say Is that right? Students: Yes!
1. never 2. always 3. hardly ever 4. usually 5. sometimes. 8. Tell students to complete the table in their notebooks
__________________________________________________________
0% 10% 30% 85% 100%
4 Writing. Write your own quiz! 4 (10 mins): Activity 4. Writing
1. Tell students that they are going to write their own quiz.
Are you _______________________ ? 2. Tell students to brainstorm ideas with their partners. (e.g. Are you a good student? Are you
boring? Are you lazy? etc).
3. Tell students to copy the table into their notebooks and to write their quiz. Encourage
1. How often do you ___________ ? 4. How _______________________ ? creativity!
4. Ask instruction checking questions and give a time limit of 10 minutes.
a) always a) always
5 (10 mins): Activity 5. Speaking
b) usually b) usually
1. Tell students to stand up.
c) sometimes c) sometimes 2. They will ask 4 people their quiz. They should ask 2 girls and 2 boys. They should take their
quiz with them so that they can remember the questions, but they have to ask the questions
d) hardly ever d) hardly ever (Not just show their friend).
e) never e) never 3. Ask instruction checking questions.
4. Give a time limit of 7 minutes.
(5 mins): Learner assessment and lesson wrap up
2. How often do _______________ ? 5. How ______________________ ?
Assessing the success of the lesson. Not testing all the students!
a) always a) always
1. Ask students what they got in their friends quizzes. Why?
b) usually b) usually 2. Listen to student’s pronunciation. /sʌmtaɪmz/ /ɒlweɪz/. Are they saying the /z/ (This is hard for
Khmer students and they often forget).
c) sometimes c) sometimes
After the lesson: Thinking about the lesson (Reflection)
d) hardly ever d) hardly ever
Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
e) never e) never What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
3. How often __________________ ? 6. ___________________________ ? 1. Students remember better if lessons are personal to them. One way to help this is to
a) always a) always encourage creativity. Did you encourage your students to be creative?
2. How could you do this lesson better next time?
b) usually b) usually 3. Your own question(s). ____________________________________________________?
c) sometimes c) sometimes បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)

d) hardly ever d) hardly ever ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
e) never e) never ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

១. សិសាសចងាំានលអ បាសិនបើមារៀនានទំនក់ទំនងាមួយខលួនគាផទាល់។ វិធីមួយដើមាបីជួយសិសាស ឲាយានទំនក់ទំនងាមួយមា

រៀនគឺលើទឹកចិតតសិសាសឲាយានគំនិតចនាបាឌិត។ តើអនកានលើកទឹកចិតត សិសាសឲាយានគំនិតចនាបាឌិតដារឬទា?
5 Ask your friends the questions! ២. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះានលអាង ៅពាលបងាៀនលើកកាាយ?
៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

- 61 - C3-16
Chapter 3, Unit 9, Lesson C

Chapter 3, Unit 9, Lesson C

9c After school - How many people can you ind after school?
1 Look at the pictures about after school. What do you do irst? Last?
Order the pictures.
A school day: After school: How many people can you ind after school?
This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)

a b c (10 mins): Warmer. Pictionary!

d e
1. Tell students the rules of the game (They are not allowed to speak. They have one minute to
have their partner guess what they are drawing).
2. Divide the class into two teams for them to compete to guess.
3. Draw one of the words from Wordlist on the board (e.g. swimming)
4. Ask students to guess.
5. Give a point to the right guessing team.
6. Tell students to break into groups of 4. Tell students to choose a partner in their group.
f
7. Ask instruction checking questions and give a time limit of 7 minutes.
8. Students play the game and keep their own score.
9. Stop the game after 10 minutes.
10. Ask who the winner was in each group.

1 (2 mins): Activity 1. Students guess

1. Ask students to look at the pictures. What can they see?

2. Tell students to guess what order the pictures go in.
2 T.3.9.4 Read and listen about Chamroeun. Can you put what he does in 3. Students compare with their partner for a minute.
4. Come back together as a class and get some different ideas (but do not say who is right or wrong).
the right order? a, e, f, c, b, d
2 (10 mins): Activity 2. Students read and listen to the model (T.3.9.4)

Hi! I’m Chamroen. What do I do after school? First, I go home. Then I usually
watch TV for 30 minutes but I sometimes work with my mum and dad. After
that, I always do my homework for an hour. Then I eat dinner with my family.
After that, I brush my teeth and get ready for bed. Finally, I sleep! Goodnight!
1. Tell students that they are going to listen and check their guesses but not to write.
2. Tell students to read along with their finger. This helps students with dyslexia and also helps you
check no one is lost.
3. Ask instruction checking questions. Ask: Fingers ready? Play the recording.
4. Students listen and read along with their fingers.
5. Tell students to write 1-6 in their notebooks and to write letters in order for Chamroen’s day.
6. Ask instruction checking questions and give a time limit of 5 minutes.
7. Students compare their answers.
8. Check the answers as a class.

TAPESCRIPT 3.9.4

See reading in Activity 2

3 What do you do after school? Choose at least 4 things. 3 (10 mins): Activity 3. Writing

1. Tell students to talk to their partners and tell them 4 things they do after school. Use the pictures
in Activity 3 if they don’t have ideas.
2. Tell students to write about what they do after school. Use the model from Chamroeun and
first, second, then finally etc.
3. Ask instruction checking questions and give a time limit of 5 minutes.
4. Put students in groups of 4.
5. Ask students to read their writing to their group. Make sure students understand that they must
put down their pens and listen carefully to people when they are reading.
6. Ask instruction checking questions.
Write about what you do after school. 7. Come together as a class. Congratulate students who were listening to their friends.
Use first, second, then, finally.
C3-17 - 62 -

4 T.3.9.5 Listen to Bopha and Dara talk about things Dara does after school. 4 (5 mins): Activity 4. Students listen to the
model (T.3.9.5)
Where should the things go on the table? Point with your inger. 1. Tell students to get their pointing fingers
ready.
0% 10% 30% 85% 100% 2. Say I never go on facebook and point at
the table next to facebook where it says
Dara 0%. Tell students to point as well.
3. Say I sometimes go to the pagoda and
point. Repeat with other examples until
students get the idea.
Dara
4. Tell students that they are going to listen
to Dara and Bopha talking and to point
Dara to the table.
TAPESCRIPT 3.9.5
Dara What Dara does after school.
Bopha: How often do you go on Facebook
Dara after school?
Dara: I never go on facebook after school!
Bopha: How often do you go to the pagoda
after school?
Dara: I usually go to the pagoda after school.
Bopha: How often do you go swimming
after school.
Dara: I sometimes go swimming after school.
Bopha: How often do you go fishing after
school?
Dara: I hardly ever go fishing after school.
Bopha: How often do you do your homework
after school.
Dara: I always do my homework after school!
Bopha: Liar
Both : *Laughing*
5 (10 mins): Activity 5. Game! (Similar to Find
Someone Who)
1. Tell students to copy the table into their
notebook. They have 2 minutes! Go!
e! 2. Tell students they are going to play a
Gam
5 How often do you...? game and that they need to talk to as
many different people as they can.
1. Copy the table into your notebook. 3. RULES If the teacher hears Khmer, you
lose a point. You get one point for each
2. Don’t show your notebook to anyone. Ask your classmates “How often do you… box you fill in. You get 10 points if you
have boys and girls. You get an extra
after school?” questions. Try and find as many people as you can in the time limit! point for every different name.
4. Ask instruction checking questions and
You get more points if you have different names! Ask boys and girls! give a 7 minute limit. Write the time on
the board.
5. At the end of the time, clap your hands
Congratulations! and have students sit down and add up
their scores
You inished Unit 8. Tick () the things you can do. 6. Who is the winner?
I can talk about what I do after school.  (5 mins): Learner assessment and lesson wrap up
I can say how often I do things.  Assessing the success of the lesson. Not
testing all the students!
I can ask how often my friends do things.  1. Ask students to look at the “can do”
statements.
- 63 -
Chapter 3, Unit 9, Lesson C
2. Compare with a partner.
3. Ask students how they feel about the can
do statements. Tell students not to worry
about the ones they don’t tick.
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. The students should know the new words
now. The book uses lots of pictures so that
you don’t need to translate the word in
Khmer. (Remember, you’re trying to have
a class that is as close to 100% in English
as possible!) Did you translate new words?
Do you think that was a help? Why?
2. How much of the lesson was in English?
How much was in Khmer?
3. How could you have students use English
more and Khmer less?
4. Could you use English more and Khmer
less?
5. How could you do this lesson better next
time?
6. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. ឥឡូវនាះសិសសា គួរតាចះា ាកាយថម។
ី រូបាពាចាន ើ តាវូ ាន
បាើបាស់ៅកនុងសៀវៅនាះ ដូចនាះអនក មិនាំាច់បក
បាាាកាយាាាខមារទា។ (ចូរចងាំា អនកកំពុងតា
ពាាយមបងាៀនោយបាើបាស់ ាាអង់គលាសឲាយាន
១០០% ាមតាាចធវើាន!) តើអនកានបកបាាាកាយ
ថមីាាាខមារដារឬទា? តើអនកគិតា ាជួយសិសាសដារ
ឬទា? ហាតុអវី?
២. តើមរ ា ៀននាះបាប
ើ ស ា ា់ ាអង់គស ាល ប៉ន
ុ នាម ាគរយ? ហើយ
បាើបាស់ាាខមារប៉ុនមានាគរយ?
៣. តើអនកាចធវើឲាយសិសាសរបស់អនកបាើបាស់ាាអង់គលាស
ចាើន ហើយាាខមារតិចតួចយ៉ាងដូចមតាច?
៤. តើអកន ាចបាប ើ ស ា ា់ ាអង់គស ាល ចាន ើ ហើយាាខមរា
តិចតួចដារឬទា?
៥. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ
ានលអាង ៅពាលបងាៀនលើកកាាយ?
៦. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
C3-18
 Chapter
In my family
Unit 10 - My family
4 Chapter 4, Unit 10, Lesson A
In my family: My family: Family tree
This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)

(7 mins): Warmer.
Play Hangman!
Draw this on the board.
3 (5 mins): Activity 3. Students listen for the
big idea (T.4.10.2)
1. Show Dara’s family photo.
10a My family - Family tree 2. Students guess who the people are in the
photo. They tell their partners.
3. Students listen and point to the people in
1 Look at the pictures. Match the words with the pictures. Write the number the photo as they hear them.
next to the letter in your notebook. Naughty girls

1 2 3 4 5 TAPESCRIPT 4.10.2
a. young (1)
b. old (2) (on their way to the shopping centre / home)
c. tall (7) Linda: Come on, Bopha! School is over!
d. short (6) Let’s go shopping!
e. good-looking (8) - Tell the students you are thinking of a word. Bopha: Alright! Alright!
Draw the same number of lines as letters Linda: Look! There’s a bag. It’s blue. Whose is it?
f. pretty (9) in the word you want them to guess Bopha: Let’s look inside and see!
g. smart (3) (e.g. egg = ___ ___ ___ )on the board. Bopha: Hmmm…There’s a ball and some
h. small (4) - Ask a few students to guess one letter at a time. chocolate. There is only one notebook. There
- If students say a letter right, write it on the aren’t any pens and there aren’t any books!
6 7 8 9 i. big (5) board. Linda: Oh…I think it’s Dara’s bag!
- If wrong letters are given, draw the hanging Bopha: Oh, look! There’s a photo. It’s Dara’s
T.4.10.1
Point to the pictures. Listen and repeat. man one body part at a time (head, neck, family photo!
arms, etc). Linda: Really? Where is he?
- Game continues until the word is guessed Bopha: He’s here. And this is Dara’s older brother.
2 Which one are you? Tell your partner. (win!) or all the parts of the hangman are Linda: Oh…He’s good-looking!
drawn (lose!) Bopha: Oh, yes! And he’s much better at
I’m not smart! - Put students into groups of 4/5. school than Dara.
I am smart! - Students take it in turns to let other students Linda: And who’s this?
guess the words they are thinking. Bopha: That’s Dara’s younger sister. She is 2
3 Look at Dara’s photo. Can you guess 4 T.4.10.2 Listen again. Answer the - Monitor closely. and she’s really smart. She’s smarter than Dara!
Linda: Are these Dara’s parents?
who they are? Tell your partner. questions. Write in your 1 (8 mins): Activity 1. New words (T.4.10.1) Bopha: Yes. This is Dara’s dad. He’s tall. And
this is Dara’s mum. She’s pretty.
notebooks. 1. Students match pictures with words.
Linda: They’re so lucky to have him!
I think she is... 2. Students write the words in their notebooks.
Dara: Ohhh…Linda, Bopha! Is that my bag?
3. Students point to the pictures as they listen
Bopha: Yes, Dara. Here it is.
1. Who is good-looking? and check their answers.
Dara: Naughty girls! Now let me have my
Dara’s brother 4. Students listen and repeat. bag back!
2. Who is smart? TAPESCRIPT 4.10.1 Linda and Bopha: You’re welcome Dara!
Dara’s sister 4 (8 mins): Activity 4. Students listen for the
young / old / smart / small / big / tall / short /
3. Who is tall? good-looking / pretty answers (T.4.10.2)
Dara’s dad
2 (6 mins): Activity 2. Speaking 1. Tell students to listen again and answer
4. Who is pretty? the questions in their notebooks.
Dara’s mum 1. Tell students use the words to tell their 2. Ask instruction checking questions
partner about themselves. 3. Students listen and check.
5. Who are naughty? 4. Students compare with their group/partner
T.4.10.2
Listen and point to the pictures Linda and Bopha 5. Ask and answer questions as a class
as you hear them.
C4-1 - 64 -
 Chapter 4, Unit 10, Lesson A

5 Match the words with the pictures. 5 (5 mins): Activity 5. Students match the words with the photos
1. Tell students that the pictures are of Dara’s family.
2. Point to the first picture. Say Who is this? Students: Dara’s brother!
3. Tell students to continue to match the pictures
brother
sister 6 (11 mins): Activity 6. Speaking
mum 1. Students draw their family trees. Then in pairs, they talk about their family trees.
dad
After the lesson: Thinking about the lesson (Reflection)

brother sister Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
1. Do you have ‘classroom rules’? How effective are they? Do you stick to the rules closely?
Children work best to classroom rules that are fair and unchanging. Classroom rules help you
manage the class better. They help students understand what is expected of them.
2. What do you do when students break ‘the rules’? Do you embarrass them in class or talk to
them quietly after class? Can you think of other ways to avoid embarrassing your students
when they break the rules?
mum dad 3. Modelling the rules yourself helps students understand what is expected of them. Do you
follow your classroom rules?
4. Students are likely to respect the rules if they helped to create them. Don’t just tell students
6 Draw your family tree. Tell your partner about it. what to do! Ask them for their ideas, and make the rules together. Or ask students to set their
own classroom rules. You may be surprised at the results!
5. Your own questions: ______________________________________________________________?

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)

ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

១. តើអនកាន “វិន័យបាាំានាក”់ ដារឬទា? តើវិន័យាំងោះានបាសិទធាពយ៉ាងដូចមតាចដារ? តើអនក បាាន់ាជាប់វិន័យាំងោះ

ដារឬទា? សិសាសអនុវតតានលអនូវវិន័យបាាំានាក់ាំងាយាដាល យុតតិធម៌ និងមិនផលាស់បតូរ។ វិន័យបាាំានាក់ជួយអនកឲាយគាប់
គាងានាក់ានលអបាសើរ។ វិន័យាំងោះជួយ ឲាយសិសាសយល់ពីអវីដាលតាូវានរំពឹងពីពួកគា។
២. តើអនកានវិធនារអវីខលះ ៅពាលដាលសិសាសមិនោរពវិន័យ? តើអនកធវើឲាយពួកគាាមាស់គាៅកនុងានាក់ ឬនិយយាមួយពួកគា
ាងាត់ ៗ បនទាប់ពីបងាៀនចប់? តើអនកាចគិតអំពីវិធីផាសាង ៗ ទៀត ដើមាបីចៀស-ាងារធវើឲាយសិសាសាមាស់គា ពាលដាលពួកគា
មិនោរពវិន័យដារឬទា?
៣. គំរោ
ូ រពវិនយ
័ ោយខលន ួ គាផ
ូ ល
ទា ់ ជួយសិសាសឲាយយល់ពអ
ី ដ វី ល
ា តាវូ ានរំពង ឹ ពីពក
ួ គា។ តើអក
ន អនុវតតវន
ិ យ
័ បាាា ំ កនា រ់ បស់អក
ន ាជប
ា ខ់ ន ជួ
ដារឬទា?
៤. សិសាសទំនងាោរពវិន័យ បាសិនបើពួកគាចូលរួមបងកើតវិន័យាំងោះ។ កុំគាន់តាាក់វិន័យឲាយពួកគា អនុវតត! តាូវសួរោបល់
ពីពកួ គា ហើយបងកត ើ វិនយ័ ាំងោះាមួយគន។ ា ឬក៏ឲយា សិសសា បងកត ើ វិនយ
័ បាា-ំ ានក
ា ោ
់ យខលនួ របស់ពក ួ គាផល
ាទ ។់ អនកនឹងាញក ា ផ់ ល ើអ
នឹងលទធផលដាលនឹងទទួលាន!
៥. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

- 65 - C4-2
Chapter 4, Unit 10, Lesson B

10b My family - I’m smarter than that

Chapter 4, Unit 10, Lesson B
In my family: My family – I’m smarter than that
1 Whose family is this? Guess. (7 mins): Warmer. Play ‘Things in Common’
1. Put students into groups of 4/5.
2. Give a category (e.g. colours, parts of the body, numbers, days of the week, months of the
year, school item).
3. Give a time limit of 20-30 seconds.
4. In groups, students write down as many words as they can from the given category within the
time limit.
5. Stop the groups after 20-30 seconds.
6. Award points: 1 point for words written in the correct category. 5 points for words only one
team wrote.
7. The team with the most number of points at the end of the game wins.
8. Praise the winning teams. Encourage the other teams.
2 Read quickly and point to the pictures as you read.
1 (2 mins): Activity 1. Lead in. Students guess

Hi! I’m Avorng! This is my family. This is my mum. She is a good cook. She is 5 1. Tell students to look at Avorng’s photo.
years old. This is my dad. He’s 7 years old. He is really old! He is older than my 2. Ask questions (e.g. How many sisters has he got? ).
mum. I have 3 brothers and 3 sisters. I don’t know where they are. I never see 2 (3 mins): Activity 2. Students read for the big idea
them. I think I’m smarter than them. I also fly better than them. Oh, and I have
one egg. It’s beautiful. It’s so young. It’s only 3 days old. I love it. 1. Tell students to read about Avorng’s family.
2. Ask them to read quickly and point to the people in Avorng’s family photo as they read about them.
3. Ask instruction checking questions and give a time limit of 2 minutes.
4. Tell students to compare their answers with their partner/group.
3 Read again and answer the questions. Write in your notebooks. 5. Ask and answer questions as a class.

1. How old is Avorng’s mum? 5 3 (7 mins): Activity 3. Students read for the answers
2. How old is Avorng’s dad? 7
1. Tell students to read the text and answer the questions in their notebooks.
3. How old is his egg? 3 days
2. Ask instruction checking questions and give a time limit of 5 minutes.
4. How many brothers has he got? 3 brothers
3. Tell students to compare their answers with their partner/group.
5. How many sisters has he got? 3 sisters 4. Ask and answer questions as a class.
6. How many eggs has he got? 1
4 (5 mins): Activity 4. Grammar model
4 Read the sentences. Match them with the photos. 1. Tell students to read the sentences and match them with the photos.
2. Ask instruction checking questions and give a time limit of 3 minutes.
1. He’s taller than Avorng. b 2. She’s bigger than my sister. d
3. Students compare with their group/partner.
4. Ask and answer questions as a class

a b c d

3. They’re smarter than Dara. e 4. He’s older than Avorng. h

I’m 2 years old. I’m 4 years old.

e f g h

C4-3 - 66 -
 Chapter 4, Unit 10, Lesson B

5 Look at the sentences. Answer the questions. 5 (5 mins): Activity 5. Grammar box
1. Students complete the exercises in the grammar box.
He is tall. He is taller than Bopha. 2. Help as necessary, but let students guess / think about the rules.
The cat is young. Avorng is younger than the cat. 3. Ask questions to help students (e.g. Do we always use than when comparing two people or things?)

6 (9 mins): Activity 6. Speaking A

Complete the sentences:
Sophal is ____________ 1. In pairs, students take it in turns to compare the two pictures. They either agree or disagree.
smarter than Dara. (smart)
She is _____________
prettier than my friend. (pretty) 7 (10 mins): Activity 7. Speaking B
He is _____________
younger than my brother. (young)
1. Show students some school items (e.g. pens, pencils, notebooks, books, desks, chairs).
My dad is ___________
older than my mum. (old) 2. Tell students to compare the items in their groups.
3. Give rules (e.g. Students must discuss their answers first in groups. When the group has a
Yes or no?
final answer, the students should raise their hands and be acknowledged by the teacher. A
Did you talk about two people or two things? yes
_____________ group representative will say the sentence.)
Did you add –er to the words? yes
_____________ 4. Ask instruction checking questions
Did you change y to –ier in pretty? yes
_____________ 5. In groups students compare the two items.
Did you add than? yes
_____________ (2 mins): Learner assessment and lesson wrap up
Remember: Assessing the success of the lesson. Not testing all the students!
He is good. He is better than my brother. 1. Review some of the sentences as a class.
He is bad. He is worse than my brother. 2. Are students using articles? (The pen is bigger than the marker etc)? Are students using than?
Are students confident using comparative adjectives?
Circle:
To talk about two people or things, we use good / better and bad / worse. After the lesson: Thinking about the lesson (Reflection)

6 Yes or No? Work with your friend. Make a sentence.
Does your friend agree?
The dog is smarter
than the rat.
No, it isn’t.
Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
1. Skimming is reading quickly to get a general understanding of texts. This skill is very useful
for students. Students don’t have to understand all the words in a text to understand it. Can
your students skim texts well, or do they stop reading when they see new/difficult words?
2. Giving a short time limit when reading helps students with this. How can you help students
skim texts better? Think of 2 ways. Then try them out in your next class.
3. Your own questions: ______________________________________________________________?

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)

Yes, it is.
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!
7 Work in groups. Your teacher will show you things. ១. ារានតាួស ៗ គឺាារានយ៉ាងលឿន ដើមាបីដឹងគំនិតរួមរបស់អតថបទ។ បំនិននាះ ានបាោជន៍ ាលាំងាស់ចំោះសិសាស។
Compare them. Your group wins if you make the សិសាសមិនាំាច់ចាះាកាយាំងអស់ៅកនុងអតថបទទា។ តើសិសាសរបស់អនក ាចានអតថបទតាួស ៗ ានលអ ឬពួកគាឈប់ាន
ៅពាលដាលពួកគាជួបាកាយថមី ឬាកាយពិាក?
! ២. ារផតលព់ ាលកំណត់ខលីៅពាលដាលសិសាសាន ជួយឲាយពួកគាចាះបំនិនានតាួស ៗ។ តើអនកាចជួយ ឲាយសិសសា ានអតថបទតាួស ៗ
Game
correct sentence irst. ានបាសើរោយរបៀបា? ចូរគិតអំពីវិធី ២យ៉ាង។ បនទាប់មកអនុវតត ាៅពាលបងាៀនលើកកាាយ។
៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

The marker is bigger than

the pen.

- 67 - C4-4
Chapter 4, Unit 10, Lesson C

10c My family - I’m taller than my sister

Chapter 4, Unit 10, Lesson C
In my family: My family: I’m taller than my sister
1 Match the broken words. Write them in your notebooks.
(7 mins): Warmer.

1. Recall adjectives.
bro er 2. Allow students to call them out.
3. Write them on the board as they call them out. Write about 10 adjectives.
4. Let students call out 10 names of their classmates (teacher’s name, optional). Write them on
smart ter the board.
5. Put students into groups of 4/5.
6. Give a time limit of 2 minutes.
sis nds 7. In groups, students write as many comparative sentences as they can within the time limit.
8. Feedback: Allow students to call out their sentences. Give points for each correct sentence.
Board some incorrect sentences. Ask questions to help students correct the sentences.
you ther
Note:

Students making sentences about themselves should be fun. However, some students might
tal ler find this offensive. In which case, when nominating students’ names to be written on the board,
the teacher should be sensitive and discretion is required. Including the teacher’s name on the
list might lighten students up a bit.
frie nger
1 (7 mins): Activity 1. Broken words

1. Tell students to look at the broken words. Ask: What goes with bro? ter? Students: No! Ask: ler?
2 Use the code. Write the sentences in your notebooks. Students: No! Ask: ther? Students: yes!
2. Tell students to complete the rest of the word halves in their notebooks.
3. Ask instruction checking questions and give a time limit of 5 minutes.
A B C D E F G H I J K L M N 4. Students compare their answers with their partner/group.
5. Ask and answer questions as a class.
10 9 18 17 20 1 23 5 22 21 24 19 25 3
2 (10 mins): Activity 2. Crack the code

O P Q R S T U V W X Y Z 1. Write 5 and 10 on the board.

2. Tell students to look at the table. Ask What letter is 5? H
26 6 7 4 14 13 8 2 15 16 11 12 3. Write H on the board.
4. Tell students to look at the table again. Ask What letter is 10?e
5. Write e on the board.
1. 5 20 5 10 14 10 3 26 19 17 20 4 9 4 26 13 5 20 4 6. Put students into groups.
7. Tell them to use the given code to make sentences.
H e h a s a n o l d e r b r o t h e r.
8. Give a time limit of 8 minutes.
9. The first team to write the sentences wins.
2. 5 20 5 10 14 10 3 20 23 23
H e h a s a n e g g.

3. 14 5 20 22 14 6 4 20 13 13 11
S h e i s p r e t t y.

4. 13 5 20 11 ‘ 4 20 1 4 22 20 3 17 14
T h e y ‘r e f r i e n d s.

5. 5 20 ‘ 14 23 26 13 14 5 26 4 13 5 10 22 4
H e ‘ s g o t s h o r t h a i r.

C4-5 - 68 -
 Chapter 4, Unit 10, Lesson C

3 Write about you and one person in your family. 3 (11 mins): Activity 3. Writing
1. Students write about themselves and one member of their family in their notebooks.
2. Ask instruction checking questions.
3. Give a time limit of 10 minutes.
I am _______________. I am _____________ years old. I am smart. I am smarter
4 (10 mins): Activity 4. Communicative task
than ______________________.____________________________________________ 1. Put students into 2 big teams.
2. Say a sentence (e.g. An elephant is big)
3. In teams students think of a comparative sentence
________________________________________________________________________
(e.g. A hippo is bigger than an elephant)
4. Teams decide if their sentences are accurate.
________________________________________________________________________
(5 mins): Learner assessment and lesson wrap up

My sister’s name is __________________________. She is tall. She is taller than
________________. She is ____________ years old.
Assessing the success of the lesson. Not testing all the students!
1. Ask students to look at the “can do” statements.
2. Compare with a partner.
3. Ask students how they feel about the can do statements. Tell students not to worry about the
ones they don’t tick.
After the lesson: Thinking about the lesson (Reflection)

________________________________________________________________________
________________________________________________________________________
4 Big - bigger.
Play a game. Work with your teams. Can you compare?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
Congratulations!
Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
1. Competition can be motivating and fun, but some students might become over competitive
and others might be disappointed when they lose. How is competition in your class – is it
friendly or harmful?
2. Smile often. This is one good way to promote friendly competition. Smiling shows that it is just
a game. When students see you relaxed, they are more likely to enjoy the activities. Also,
keep the winning and the losing as light-hearted as possible. Try these out in your next lesson,
and you’re likely to have fun, too!
3. Can you think of 2 more ways to promote healthy and friendly competition in class? Make
sure you try them out in your next lessons.
4. Your own question(s). ____________________________________________________
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

You inished Unit 10. Tick () the things you can do. ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

១. ារបាកត ួ បាជង ា ាចាារជំរញ

ុ ទឹកចិតត និងាពរីកាយ ប៉ន
ុ ស
ាត ស
ិ សា មួយចំនន
ួ បាហលា ាបាកត
ួ -បាជងា ជាល
ុ ហើយសិសសា មួយចំនន
ួ
I can talk about my family.  ទៀតបាហាលាខកចិតតពាលដាលពួកគាាញ់។ តើារបាកួត-បាជាងៅកនុងានក់របស់អនកដូចមតាចដារ - តើាាមិតតាព ឬា
I can draw my family tree.  ារបងកបញហា?
២. ចូរញញឹមឲាយានចាើន ។ នាះគឺាវិធីមួយដ៏លអ ដើមាបីជំរុញារបាកួតបាជាងាមិតតាព។ ារញញឹម បាហាញាារបាកួតបាជាង
I can talk about two people or two things.  គាាន់តាាលាបាងកមាានត។ ៅពាលដាលសិសាសឃើញអនកមិនសូវតឹងតាង ោះពួកគាទំនងារីកាយនឹងសកមមាពាំងោះ។
ចូរបាប
ា ស់ ស
ិ សា ាារាញ់ឈះន គឺារឿងធមមា។ ចូរាកលាបងធវដ ើ ច
ូ នាះៅកនង ុ ារបងាៀនលើកកាយ ា របស់អក
ន ហើយអនកក៏ទន ំ ង
I can describe myself and my friends.  ាានាពសបាាយ រីកាយផងដារ។
៣. តើអនកាចគិតអំពីវិធី ២យ៉ាងទៀត ដើមាបីជំរុញឲាយានារបាកួតបាជាងាមិតតាព និងាចទទួលយក ានាំងអស់គនាដារឬទា?
ចូរបាាកដាអនកនឹងាកលាបងាៅកនុងារបងាៀនលើកកាាយរបស់អនក។
៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

- 69 - C4-6
 Unit 11 - I’m the coolest in my family Chapter 4, Unit 11, Lesson A
In my family: I’m the coolest in my family: I’m the best
11a I’m the coolest in my family - I’m the best This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
1 Birthday party! What do you do? What do you see? Write in your
notebooks. (7 mins): Warmer. Play ‘Back writing’ family. He’s 85, but he is still good-looking. And
that’s my aunt over there, beside the cake.
balloons 1. Put students into groups of 3-4.
She’s wearing a pink t-shirt. She’s taller than my
2. Students in each group take turns to write uncle. Look! She’s the tallest in the family. And
words on each other’s back, using their
talk to my uncle’s the shortest! And look! My 2 cousins
birthday point fingers.
friends are having fun, popping the balloons. Sreyta is
party 3. The student then guesses the word.
really smart. She’s the smartest in the family. No
4. If the student guesses the word correctly, one has a present for grandma, but she has!
it’s now his/her turn to write on another We don’t know what it is. It’s a secret. And my
student’s back.
cousin Meng is the youngest. He’s only 3 and he
5. Tell students to open their books. They is the naughtiest! Oh, and me? Oh well, there I
choose words learnt in previous units for
am. I’m having ice-cream. I’m the coolest, and
2 T.4.11.1
It’s grandma’s birthday! Look at your list. Tick () the ones you hear. this activity. the best!
TIP: Some students might not feel
3 T.4.11.1
Listen again. Number the pictures. comfortable with the idea of touching
each other’s back, so separate boys and
3 (5 mins): Activity 3. Students listen for the
answers (T.4.11.1)
1. grandma girls groups might work better for this
activity. 1. Students listen again and number the
4 3 2. grandpa pictures.
5 1 (5 mins): Activity 1. Lead in 2. Students compare their answers in pairs,
3. aunt
1 then call on some students for the answers.
4. uncle 1. Put students into groups.
3. Check answers as a class.
5. cousins 2. Ask students to think about birthday parties.
Ask: What do you do? (play games, (3 mins): Students listen and repeat (T.4.11.2)
2 eat, talk/chat with friends) What do you
see? (balloons, cake, food,etc.) 1. Students point to the pictures as they
5 listen and repeat.
3. Students complete the spider web diagram
on birthdays in the student’s book. TAPESCRIPT 4.11.2
4. Ask instruction checking questions.
5. Give a time limit of 3 minutes. Grandma / grandpa / aunt / uncle / cousins

2 (5 mins): Activity 2. Students listen for the 4 (7 mins): Activity 4. Students listen for the
big idea (T.4.11.1) answers (T4.11.1)

1. Tell students that it is grandma’s birthday 1. Tell students to listen again.

today. 2. Tell students to write the answers in their
2. Students listen and tick the ones they notebooks.
hear on their spider web diagrams. 3. Ask instruction checking questions.
4. Give a time limit of 5 minutes.
T.4.11.2
Listen and repeat. Point to the pictures. TAPESCRIPT 4.11.1

Hi! I’m Bopha. It’s my grandma’s 80th

4 Can you remember? Answer the questions. Write in your notebooks. birthday today! I’m so happy! Oh, I’m the
happiest kid today. I love my grandma. Look
1. Who’s pretty? grandma 5. Who’s the youngest? Meng at her. She’s sitting on the sofa. She’s wearing
2. Who’s the tallest? aunt 6. Who’s the coolest? Bopha a purple dress. She’s really pretty. Grandpa’s
3. Who’s the shortest? uncle 7. Who’s the best? Bopha sitting beside her. Grandpa is the oldest in the
4. Who’s the smartest? Sreyta

C4-7 - 70 -

5 Look at the sentences. Answer the questions.
My mum is the prettiest.
Chapter 4, Unit 11, Lesson A
5 (7 mins): Activity 5. Grammar box
Dara’s good. Sophal is the best. Avorng is the shortest. 1. Students complete the exercises in the grammar box.
2. Help as necessary, but let students guess / think about the rules.
3. Ask questions to help students (e.g. Do we always use the when comparing three or more
people or things?)
4. Ask instruction checking questions.
5. Give a time limit of 5 minutes.
6. Check answers as a class.

Circle the correct word:

Sophal is the happyest / the happiest boy in the class.
Avorng is the short / the shortest bird.
Dara is coolest / the coolest student.
Yes or no?
Did you talk about three or more people or things? yes
Did you add –est to the words? yes
Did you change y to –iest in happy? yes
Did you add the? yes
How do you spell?
6 (11mins): Activity 6. Post task – noughts and crosses
2 people or things 3 or more people or things 1. Let students work in pairs.
happy ier
happ______ than est
the happi_______ 2. One student uses ( X ). The other student uses ( O ).
3. Students take it in turns to answer the questions in the boxes.
pretty ier than
prett_____ iest
the prett_______ 4. When a student has correctly answered a question in one box, that student draws his / her
big ger than
big______ est
the bigg_______ symbol ( X ) or ( O ) in the box.
5. When a student has answered all questions vertically or horizontally, he/she wins.
tall taller than the tallest
6. Stop students after 10 minutes.
smart smarter than the smartest 7. Ask students some questions in the game. Were there answers correct?
After the lesson: Thinking about the lesson (Reflection)
Remember:
To talk about three or more people or things, we use good / better / best and bad / Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
worse / worst. What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
6 Noughts and crosses. Game
!
1. Do you encourage your students to help one another? How?
2. What’s good about students helping each other?
3. How can you encourage your students to help each other?
Make a sentence: Say it: Answer a question: 4. Your own question(s). ____________________________________________________?
I am (pretty) than ________. cousin Who is younger than you?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
Make a sentence: (big) Spell: ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
Say it: sad
grandma sad__ __ __ than ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!
the __ __ __ __ __ __ __ ១. តើអនកលើកទឹកចិតតសិសាសរបស់អនកឲាយចាះជួយគនាៅវិញៅមកដារឬទា? តើោយរបៀបា?
២. តើារដាលសិសាសចាះជួយគនាៅវិញៅមកនាះ ានអតថបាោជន៍អវីខលះ?
Spell:
Answer a question: Make a sentence: (smart) ៣. តើអនកាចលើកទឹកចិតតសិសាសរបស់អនកឲាយចាះជួយគនាៅវិញៅមកយ៉ាងដូចមតាច?
good ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?
Who is the tallest in your
be __ __ __ __ than
class?
the __ __ __ __
- 71 - C4-8
Chapter 4, Unit 11, Lesson B

11b I’m the coolest in my family – Small or big?

Chapter 4, Unit 11, Lesson B
In my family: I’m the coolest in my family: Small or big?
1 T.4.11.3
Do you know what these are? Match the words to the pictures. This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
Write the words in your notebooks.

1. make the bed (b) 2. do the laundry (a) 3. do the washing up (c) (7 mins): Warmer. Play ‘Memory Spelling game’

1. Put students into groups of 3 / 4.

2. Tell students they will ONLY listen to the words you say.
3. Students shouldn’t write anything at this point. If necessary, have them keep their notebooks
and pens in their bags.
4. Say 5 words (e.g. brother, mum, grandpa, pencil, notebook). Students listen ONLY.
5. Then, each group remembers the words and writes down the words on a piece of paper.
6. If necessary, you may read the words again.
TIP: Always ensure that students are ONLY LISTENING when you say the words. Students only
write AFTER you say the words.

1 (5 mins): Activity 1. New words (T.4.11.3)

a b c 1. Tell students to match the words with the pictures.
2. Students listen and repeat.
3. Check answers as a class.
2 How many people are there in your family? Is your family big or small?
TAPESCRIPT 4.11.3
Tick ().
do the laundry / make the bed / do the washing up
grandma ___ cousin ___ (how many? ______) 2 (5 mins): Activity 2. Lead in
grandpa ___ brother ___ (how many? ______)
1. Ask: How many people live in your family? Is your family big or small?
mum 
___ sister ___ (how many? ______) 2. Students tick the family members that live with them.
___ (how many? ______) 3. Students look at the photos of the two families.
aunt
4. Ask: Which picture is a picture of a small family?
dad ___ uncle ___ (how many? ______) Which picture is a picture of a big family?

Look at the pictures. Which picture is a picture of a small family? Which

picture is a picture of a big family?

A B

C4-9 - 72 -
 Chapter 4, Unit 11, Lesson B

3 Read quickly. Which is Carol’s family? Which is Phalla’s family? 3 (3 mins): Activity 3. Students read for the Learner assessment and lesson wrap up
big idea
After the lesson: Thinking about the lesson
1. Tell students to read the text quickly. (Reflection)
Hi! My name’s Carol. I’m from Canada. Hi! My name is Phalla. I’m from Cam- 2. Give a time limit of 2 minutes.
3. Ask: Which is Carol’s family picture? Which Reflection is important and all good teachers
I live with my younger brother, my mum bodia. I live in a big house. A lot of do it. It doesn’t matter if everything went wrong.
and my dad. My younger brother’s name people live in our house – my mum, my is Phalla’s family picture?
What’s important is to learn from it!
is Joe. We often watch TV together after dad, my brother, my 2 sisters, grandpa 4 (5 mins): Activity 4. Students read for the Remember, no lesson is ever “perfect”!
school. Sometimes we fight because I and grandma and my 3 cousins. Wow! answers
don’t like Cartoon Network! He loves 11 people live in my house. I help my Think about the answers to these questions.
Cartoon Network! He watches Cartoon mum do the washing up and my two 1. Tell students to read again and answer You don’t have to tell anyone the answers!
Network all the time. I always make my sisters help with the laundry. We do the the questions with yes or no.
2. Give a time limit of 3 minutes. 1. Make a list of all the GOOD things about
bed. Joe never makes his bed. Some- laundry every day! Look at our house your lesson today. Be proud!
3. Check answers as a class.
times I feel sad because I have only one – it’s a mess! But we have fun too! My 2. Make a list of all the things that you didn’t
1. Is Carol from Cambodia? (no)
brother. We often do things together, cousins and I often go swimming in like about your lesson today. How can
2. Is she sometimes sad? (yes)
but sometimes he is really naughty. He the river. I’m the fastest swimmer! Then 3. Does she like Cartoon Network? (no)
you make them better next time?
is the naughtiest brother I know! we run home. My youngest sister is the 4. Does Phalla live in a small house?(no) Be creative!
slowest runner. She’s only 6. 5. Does Phalla help his mum? (yes) 3. Your own question(s). ________________?
6. Is Phalla a fast swimmer? (yes)
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
4 Yes or No? 7. Do you help your mum? (___) (ារឆលុះបញចាំង)
5 (10 mins): Activity 5. Writing and drawing ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
1. Is Carol from Cambodia? no (No, she isn’t.)
________________________ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
2. Is she sometimes sad? yes (Yes, she is.)
________________________ 1. Ask students about their family trees from ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
no (No, she doesn’t.)
3. Does she like Cartoon Network? ________________________ previous lessons. មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
no (No, he doesn’t.)
4. Does Phalla live in a small house? ________________________ 2. If they have it with them, ask them to កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
include grandpa, grandma, aunts, uncles “លអឥតខចាះ” ោះទា!
5. Does Phalla help his mum? yes (Yes, he does.)
________________________
6. Is Phalla a fast swimmer? yes (yes, he is.)
________________________ and cousins. ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
7. Do you help your mum? (open question)
________________________ 3. If they don’t have it with them, let students មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
draw another family tree. Tell them to
១. ចូរកត់តានូវ ចំណុចលអ ៗ ាំងអស់អំពីារបងាៀនរបស់
include grandpa, grandma, aunts, uncles
អនកៅថងានាះ។ សូមានោទនាពចំោះ ារបងាៀន
5 Remember your family tree? and cousins. របស់អនក!
Use it. Draw your aunt, 4. Ask instruction checking questions
5. Give a time limit of 8 minutes.
២. សូមកត់តា ចំណុចាំងាយាដាលអនកមិនពាញចិតត
អំពីារបងាៀនរបស់អនកៅថងានាះ។ តើអនក ាចកាលំអ
uncle, grandpa, 6. Show to the class some of the completed ចំណុចាំងោះឲាយានលអបាសើរ សមាាប់ារបងាៀន
grandma and cousins. family trees. លើកកាាយយ៉ាងដូចមតាច?
ចូរានគំនិតចនាបាឌិត!
6 (7 mins): Activity 6. Writing ៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

1. Students answer questions about their

6 Now answer these questions about your family. family in their notebooks.
2. Give a time limit of 5 minutes.
Who’s the tallest in your family? Who’s the laziest in your family?
7 (8 mins): Activity 7. Speaking
Who’s the smartest in your family? Who’s the naughtiest in your family?
Who’s the prettiest in your family? 1. Put students in pairs.
2. Tell students not to show their answers to
activity 6 with their partners. They should
7 Guessing game! Ask your friend questions. Can they guess your answer? keep their answers secret.
!
Game 3. Students ask and answer questions about
their families.
Who is the smartest in your family?
4. Stop students after 6 minutes.
Hmmm.. Is it your uncle? 5. Call on some students to tell you what
No, you’re wrong! their guesses are. Were they correct?
Is it you?
Yes, of course! - 73 - C4-10
Chapter 4, Unit 11, Lesson C

11c I’m the coolest in my family – Family of monsters

Chapter 4, Unit 11, Lesson C
In my family: I’m the coolest in my family: Family of monsters
1 Look! It’s the monster family!
(7 mins): Warmer. Play ‘Memory test’

1. Put students into groups of 4/5.

2. Write 5 sentences on the board.
3. As you write, make sure students are not copying them on to their notebooks.
4. Give students 1-2 minutes to memorize the sentences written on the board.
5. Erase the board clean.
6. Students in groups remember the sentences and write them on a piece of paper.
7. Give a time limit of 2-3 minutes.
8. The group that remembers the most wins.

Du 1 (8 mins): Activity 1. Students read for the answers

Shin
(woman) man) 1. Write or draw a monster on the board.
2. Ask students what they think it is. Let them guess, and then tell them it’s a monter.
Shakey Tim 3. Ask them what they know about monsters. Accept all answers.
(woman) (man) 4. Tell students they are going to read about a family of monsters.
Nom Betsy 5. Students use the family tree to answer yes/no questions.
(man) (woman)
6. Ask instruction checking questions (e.g. Can you use monster as an answer? No)
7. Give a time limit of 6 minutes.
8. Check answers as a class.
2 (15 mins): Activity 2. Listening and Writing

1. Students work in pairs.

Pam
(woman)
Yes or No?
1. Betsy is Pam’s mum. Yes
2. Du is Bimby’s grandpa. Yes
3. Shakey is Pam’s uncle. No
2 Listen to your partner. Write what he/she says.
Can you say it again, please?
Bimby Andy 2. Student A turns to page 231.
(man) (man) 3. Student B turns to page 237.
4. Tell students not to look at each other’s texts. Their texts are secret.
5. Pre-teach ‘Can you repeat that, please?’and ‘Can you spell that, please?’ Give examples of
this in class. Do not translate.
6. Student A reads his/her text. Student B writes. Then, student B reads his/her text. Student A writes.
7. Ask instruction checking questions and give a time limit of 12 minutes.
8. Stop students after 12 minutes.
9. Tell students to compare their texts and check their mistakes.
4. Andy is Pam’s brother. No 10. Tell them to pay attention to punctuation (use of capital letters and full stops).
5. Pam and Bimby are cousins. Yes
TEXT A: Pam is a monster, but she is the prettiest monster ever. She is lovely too. She is 4 years
6. Tim is Andy’s father. Yes
old. She’s young. She lives in a big house with grandpa and grandma. She swims in the river
every day!
TEXT B: Jay is a monster too. He is Pam’s friend. He isn’t good-looking. He is ugly! He has no hair.
Can you spell that please? He’s old! He’s 8 years old. He lives in a small house in the forest. He plays football sometimes.

Student A, Turn to page 231.

Student B, Turn to page 237.

Student A :
Pam is a monster, but she is the prettiest monster ever. She is lovely too. She is 4
years old. She’s young. She lives in a big house with grandpa and grandma. She
swims in the river every day!
- 74 -
C4-11

3 Think of an animal. Work in your groups. Then present to the class. Which
group has got the strongest animal?
Think of an animal:
_______________________________________
Think of an animal which is bigger:
_______________________________________
Think of an animal which is smaller:
_______________________________________
Think of an animal which is stronger:
_______________________________________
Think of the biggest animal:
_______________________________________
Think of the smallest animal:
_______________________________________
Think of the strongest animal:
_______________________________________
Congratulations!
You inished Unit 11. Tick () the things you can do.
I can talk about my family.
I can draw my family tree.
I can compare three or more people and things.
I can describe myself and my friends.
Chapter 4, Unit 11, Lesson C
3 (15 mins): Activity 3. Writing and speaking
1. Students work in groups.
2. Tell students to complete the table about animals.
3. Give a time limit of 10 minutes.
4. Each group chooses a reporter to share their answers in class. The teacher can also nominate
stronger students in each team to be the reporters.
(5 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not testing all the students!
1. Ask students to look at the “can do” statements.
2. Compare with a partner.
3. Ask students how they feel about the can do statements. Tell students not to worry about the
ones they don’t tick.
After the lesson: Thinking about the lesson (Reflection)
Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
1. How much of the lesson was in English? How much was in Khmer?
2. How much translating did you do today?
3. Think of 2 ways to avoid translating in your next lessons.
4. Your own question(s). ____________________________________________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!
១. តើមារៀននាះបាើបាស់ាាអង់គលាសប៉ុនមានាគរយ? ហើយបាើបាស់ាាខមារប៉ុនមានាគរយ?
២. តើថងានាះអនកានធវើារបកបាាាាាខមាចាើនយ៉ាងាដារ?
៣. ចូរគិតអំពីវិធី ២យ៉ាង ដើមាបីចៀសាងារបកបាាាាាខមារសមាាប់ារបងាៀនរបស់អនកលើកកាាយ។
៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?




- 75 - C4-12
 Unit 12 - Monsters! Chapter 4, Unit 12, Lesson A
In my family: Monsters!: The scariest monster
12a Monsters! - The scariest monster This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
1 T.4.12.1 Are you scared of monsters? Is Dara scared? Listen and check.
(5 mins): Lead in
1. Tell students to guess what you are drawing
on the board. Draw a monster!
2. Ask What this is called in English?
3. Ask students Are you scared of monsters?
(2 mins): Students guess
1. Ask students to look at the picture. What
can they see?
2. Ask students Are you scared?
3. Ask students Is Dara scared of the monster?
2 What does Dara tell Linda? Answer the questions in your notebook. 1 (5 mins): Activity 1. Students listen for the
1. Does the monster want to eat Dara? Yes, it does. big idea (T.4.12.1)
2. Is the monster ugly? Yes, it is.
1. Tell students that they are going to listen
3. Does it have small teeth? No, it doesn’t.
and check their guesses.
4. Is the monster young? No, it isn’t.
2. Ask instruction checking questions.
5. Is Dara scared or brave? (Student’s answers will vary before they look at the back
3. Students compare with their group/partner.
of the book. This is ok! The real answer is: Dara says he is brave. He is really scared.) 4. Ask and answer as a class.
Turn to page 231. Is this the monster, Dara? 5. Ask students if they can guess who the
monster really is. Get some answers from
the class.
3 Match the pictures and words!
6. Tell students to listen and to look at the
1. scary 2. scarier 3. the scariest picture to find out what the monster really is.
4. tall 5. taller 6. the tallest TAPESCRIPT 4.12.1
7. naughty 8. naughtier 9. the naughtiest
Dara: *SOUND OF RUNNING AND DARA
PANTING* Monster! Monster! There’s a huge
a. b. c. monster and it wants to eat me up!
Linda: Really, Dara? Is it ugly?
Dara: Oh yes. It’s very ugly. Its uglier than Mr
Savann! It’s the ugliest thing in the world!
Linda: And does it have big teeth?
Dara: Big teeth? BIG TEETH! Puh. It has the
d. e. f. biggest teeth in the world! It’s teeth are
bigger than you are Linda!
Linda: Is it old?
Dara: Im sure it’s old. It’s older than you,
It’s older than me! It’s probably older than
g. h. i. everyone! It’s the oldest monster in the world!
Linda: (In a fearful voice) Are you scared?
Dara: Puh! Nuh uh! I’m never scared! I am
brave. I am braver than Sophal. And I’m
Look at the words and tick () and cross () the rules.
When a word ends in y, drop the y, and add est/iest
When a word ends in any other letter, add est/iest
C4-13 - 76 -
braver than Bopha. I’m the bravest person in
the whole school! You know, Linda. I’m
probably the bravest person in the world!
Linda: Oh! I see! The bravest person in the
world! Um… Dara?
Dara: (lovingly *SIGH*) Yes, Linda?
Linda: Is that the monster?
7. Can you guess what the monster is?
Turn to page 231 to check.
2 (5 mins): Activity 2. Students listen for the
answers (T.4.12.1)
1. Tell students to look at the questions and
to try and guess and remember the
answers.
2. Tell students not to write yet, because it
will take too much time to correct.
3. Tell students that they are going to check
their guesses and memory from the
recording.
4. Ask instruction checking questions.
5. Tell students to compare their answer
with their group/partner.
6. Check the answers as a class.
3 (5 mins): Activity 3. Grammar
1. Write 1. 2. 3. down the side of the board.
Tell students to look at the pictures. Ask
What pictures are scary?
2. Ask which one is just a little scary. Write it
next to number1 Ask students which is
number 2 for scary. Write it next to number
2. Ask which picture they think is the most
scary. Write the letter next to number 3.
3. Ask students to do the others.
4. Ask instruction checking questions. Give
a 3 minute limit.
5. Ask students to compare.
6. Ask answers as a class.

4 Look at these pictures. Can you write all three words? 4 (5 mins): Activity 4. Controlled Practice
1. Tell students to look at the pictures. Point to
1 2 3 the first picture Say: He is … Students: Old!
2. Write old on the white board Say old and
point to the second column in activity 4
old Students: older. Write older on the
board. Point to column 3. Students: oldest!
3. Tell students to continue with the other
words in their notebooks. Give students a
3 minute limit for this.
4 5 4. Ask students to compare.
5. Ask answers from the class.
5 (5 mins): Activity 5.
1. Ask Who is the oldest? Guess who in the
class you think is the oldest. Write it next to
number one.
2. Tell students to answer the rest of the
questions.
1. old, older, oldest
3. Tell them it’s OK to be wrong. Just guess!
4. Ask instruction checking questions and
5 Who in your class is… Who in your class has... give a 5 minute limit for this.
5. Do not check answers, but you can ask 1
1. the oldest? 1. the longest hair? or 2 students for their ideas. There are
not right and wrong answers though,
2. the nicest? 2. the whitest teeth?
because this is about opinion activity 6 is to
3. the youngest? 3. the biggest smile?
prepare for the writing and its important
4. the messiest? 4. the shortest hair?
students feel their ideas are good.
5. the tidiest? 5. the coolest clothes?
6 (5 mins): Activity 6. Preparing for writing
1. Tell students to quickly read the text in
6 Read about Dalis and her class. Is your class the same or different? activity 6. Ask Is our class the same or
different? (Remember. This isn’t a reading.
This is to give students an idea about the
There are a lot of cool kids in my class. Lina is smart! She is the smartest in the class. She writing structure. Only allow one minute.
You might like to read the text out load
always does her homework and she studies hard. Chan is the oldest. She’s 13 years
together if your class is easily distracted!
2. Ask Is our class the same or different?
and 7 months old! Lisa is the youngest…
Students: different.
7 (10 mins): Activity 7. Writing
7 Now write about your class in your notebook! 1. Tell students that they are going to write
about their class. They should use the
ideas they wrote in Activity 7 and the
model in model in exercise 6.
2. Ask instruction checking questions and
give a lime limit of 7 minutes.
- 77 -
Chapter 4, Unit 12, Lesson A
(2 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
testing all the students!
1. Tell students to complete and edit their
work for homework. Tell students that they
will need to be ready to read their work to
the class the next lesson.
OR
Have some students come and read
their piece to the class.
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. The lesson had a lot of stages, so you had
to keep students (and yourself!) on task.
Did you give too much time to the grammar?
2. Kids don’t really care about grammar,
and knowing the “correct” words for things
(ie comparatives and superlatives) doesn’t
really help them to learn. Did you spend
too much time on this?
3. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. មារៀននីមួយ ៗ ានចាើនជំាន ដូចនាះអនកតាូវបាាកដ
ាសិសាស (និងខលួនអនកផទាល់!) ផតាតារយកចិតត ទុកាក់
លើារកិច។ច តើអក ន ានចំាយពាលចាន ើ ៅលើវយ ា ា
ា -
ករណ៍ដារឬទា?
២. សិសាសមិនសូវាយកចិតតទុកាក់លើវាយាាករណ៍ និងារ
ចាះាកាយឲាយាន “តាឹមតាូវ” សមាាប់អវី ៗ ោះទា (ាន
ន័យា ារបាៀបធៀប និងារបាៀបធៀបកមាត ិ ាច់ាត)
ពិតាមិនាចជួយឲាយពួកគា រៀនានឡើយ។ តើអក ន ាន
ចំាយពាលចាើនលើបញហានាះដារឬទា?
៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
C4-14
Chapter 4, Unit 12, Lesson B

12b Monsters! - The green monster

Chapter 4, Unit 12, Lesson B
In my family: Monsters!: The green monster
1 T.4.12.2 How does Bopha feel? Listen, read and check. Jealous This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)

(10 mins): Warmer/Lead in

This is based on the homework from last lesson. If you did not set homework in the previous
lesson, play a game for a few minutes to get students talking and thinking in English
1. Put students in groups of about four.
2. Ask students to take out their homework (writing) from last time.
3. Tell students to read and compare their writing. Do they agree? Tell students that it is important
for them to pay attention to their friends and to be polite.
4. Ask instruction checking questions such as Listening politely to your partner, or playing?
5. Allow students a few minutes to compare their work.
6. Ask a few students to read their work to the class and ask the rest of the class if they agree or not.
7. Make sure people listen clap and encourage their friends.

(2 mins): Students guess

1. Ask students to look at the picture and to cover the text.

2. Ask Who can you see? How does she feel?
3. Allow students a minute to talk to their partners.
4. Compare ideas as a class.

1 (5 mins): Activity 1. Students read and listen for the big idea (T.4.12.2)
1. Tell students that they are going to listen and check their guesses.
2. Tell students to read along with their finger. This helps students with dyslexia and also helps you
I don’t know what all the fuss is about this new girl, Linda! People hardly ever play check no one is lost.
3. Ask instruction checking questions. Fingers Ready? Play the recording.
games or hang out with me now. I’m cool! OK. She’s prettier than me. OK. She’s 4. Students listen and read along with their fingers.
probably the prettiest girl in the class. But I’m smarter! I’m not the smartest, Sophal 5. Tell students to compare their answer with their group/partner.
is the smartest, but I’m smarter than Linda! And I can ride a motorbike! She can’t. 6. Check the answer as a class.
She can’t ride a bicycle! And I am better at football. I’m not the best in the class. TAPESCRIPT 4.12.2
Dara is the best in the class. But I’m better than Sophal! I’m the best at swimming See reading in activity 1
in the class as well! No-one is better than me! I’m like a fish! I love water. I am the
2 (10 mins): Activity 2. Students read for the answers
coolest in the class. It’s just the others don’t know!
1. Write: Do people hang out with Bopha every day? on the board. Ask students if they can work
out the answer as a class. Ask students to point to where they found the answer.
2. Write No they don’t. on the board.
3. Give students a 5 minute limit.
2 Answer the questions in your notebook. 4. Ask instruction checking questions.
5. Students complete.
1. Do people hang out with Bopha every 5. Who is the best at football in the class? 6. Students compare with their group/ partner.
7. Check answers as a class.
day? No, they don’t. Dara
2. Who is the prettiest girl in the class? Linda 6. Who is the best at swimming in the
3. Who is the smartest in the class? Sophal class? Bopha
4. Can Bopha ride a motorbike? Yes, she can. 7. Who do you think is cooler? Linda or
Bopha? Students own answers.
C4-15 - 78 -

3 Who is the best in your class?
1. In your class, who is the best at homework?
2. In your class, who is the best at football?
3. In your class, who is the best at riding a bike?
4. In your class, who is the best at badminton?
5. In your class, who is the best at fishing?
6. In your class, who is the best at volleyball?
4 Discuss your answers as a class!
5 T.4.12.3
Read and listen. Try and clap! Can you do it as a class?
Best at
Football
DARA!
Dara’s best
at football
Dara’s the best at football.
Dara’s the best you can see.
Dara’s the best at football
No one is better than he.
So birds can fly in the blue sky
Fish can swim in the sea
But no one is better at football.
No one is better than he.
1 3 (7 mins): Activity 3. Controlled Practice
2 and new words
1. Say: Who is the best at homework? Put
up your hand if you are the best at home-
3
work! Encourage students to put up their
4 hands.
2. Concept checking question: Say Look!
There are lots of people who are good
5 at homework! Is there a right or wrong
6 answer then? Students: No. There are lots
of different right answers.
3. Tell students to answer the questions
according to their own ideas. Give 5 minutes
for students to do this.
Naro isn’t the best at 4 (3 mins): Activity 4. Class discussion
football! I’m better than him!
1. Tell students that you are going to talk
about the answers as a class. Make sure
students understand that we don’t bully
or make negative people in class.
2. Ask instruction checking questions.
3. Ask students what they got for the questions.
Ask students if they agree. Encourage
language like Lina is better at riding a
bike than Linda.
! 5 (5 mins): Activity 5. Chant! (T.4.12.3)
Game
1. Tell students that they are going to listen
to and learn a chant together.
2. Play the recording. Encourage students
to join in with the clapping and clicking
3. Play the recoding again. Have students
say the words and clap and click.
4. Tell students that you are going to have
them do the chant in their groups. Tell
them to use the pictures to help them.
5. Finally do the chant as a whole class.
Have students yell out who they think is
the best at activities as in the recording.
TAPESCRIPT 4.12.3
All: Best at
Teacher: Football
Dara: DARA!
All: Dara’s best
at football
Dara’s the best at football.
Dara’s the best you can see.
Dara’s the best at football
No one is better than he.
So birds can fly in the blue sky
- 79 -
Chapter 4, Unit 12, Lesson B
Fish can swim in the sea.
But no one is better at football.
Noone is better than he.
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Sometimes class should be fun, and it is
more important that students are having
fun than saying things “perfectly”. A
lot of people think that in English class,
fun is the most important thing! Were your
students having fun?
2. It is more important that kids feel con-
fident than be perfect! Do you correct
kids too much?
3. Do you think the kids in your class feel
brave enough to make mistakes?
4. How could you do this lesson better next
time?
5. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. ពាលខលះានាក់រៀនគួរតាានាពរីកាយ ហើយារដាល
សិសសា ានាពរីកាយោះគឺាសំាន់ាងារ ដាលសិសសា
និយយអវី ៗ “ានតាឹមតាូវឥតខចាះ” ៅទៀត។ មនុសាស
ាចាើនគិតាៅកនុងានាក់ាា អង់គលាស ាពរីកាយគឺ
ារឿងសំាន់បំផុត! តើសិសាសរបស់អនកានាពរីកាយ
ដារឬទា?
២. សិសាសានាពជឿាក់ សំាន់ាងសិសាសានាពឥត
ខចាះ! តើអនកកាកំហុសពួកគាចាើនពាកដារឬទា?
៣. តើអនកគិតាសិសាស កនុងានាក់របស់អនកានសាចកតីាលាាន
គាប់គាន់ កនុងារានកំហុសដារឬទា?
៤. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ
ានលអាង ៅពាលបងាៀនលើកកាាយ?
៥. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
C4-16
Chapter 4, Unit 12, Lesson C
12c Monsters! - The green monster
Chapter 4, Unit 12, Lesson C
In my family: Monsters!: The hungry monster
1 Look at the pictures. They are opposite! Opposite means very different. This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
Can you match the opposites?
(5 Mins): Warmer. Game! The acting game
(review new words)
1. Tell all students to stand up.
a b c d e f g 2. Put class into 4 groups.
3. Tell students to decide on a team name.
4. Write the team names on the board.
5. Have one student from each group go
to the board and face the class so they
h i j k l m n cannot see the board.
6. Write a word on the board (e.g. fishing).
Tell the students facing the rest of the
T.4.12.4
Listen class Guess the word and pretend to fish.
If no one has guessed it after a minute,
2 Can you match the words with the pictures? Match the number with tell them to look at the board.
the letter in your notebook. 7. RULES.
The tapescript reads the pictures out in order. a7, b2, c10, d5, e8, f12, g13, h3, i4,
. The people at the board can talk.
j6, k9, l11, m1, n14. . The people trying to act and show the
word are not allowed to talk.
1. young 2. small 3. big 4. short 5. happy 6.sad 7. old . First team to guess gets a point.
8. tall 9. messy 10. tidy 11. wet 12. dry 13. pretty 14. ugly
8. People who cheat lose a point.
9. Ask instruction checking questions.
3 T.4.12.5 Look at the picture. What is happening? Why? Dara is trying to play 10. Play the game. Use the words from the
Unit (do homework, study, work, go to
a trick on Sophal. Sophal is lirting with Linda. school, watch TV, ) as well as any other
words that you think your students will
know. Keep playing the game until
everyone has had a turn at the front.
Don’t worry if you have to repeat words.
11. Say who the winning team is at the end.
Everybody clap!
1 (4 mins): Activity 1. Review new words
1. Teach the word opposite through exam-
ples (eg Black/white up/down ).
2. Tell students to look at the picture. Point
to a. Ask Is she young? Students: No, she
is old! Ask Who is young? Students point
to the baby (m).
3. Tell students to match the pictures with
the opposite. Tell them not to write.
Point. Give a time limit of 2 minutes for
this. Ask instruction checking questions.
(e.g. Do I want you to write? )
4. Check the answer as a class
Cool kids say:
Tell me about it!
C4-17 I know what you mean. - 80 -
2 (6 mins): Activity 2. New words (T.4.12.4)
1. Look at the first word in activity 2 (young).
2. Ask students to decide which picture is
Young. (m) Have students match the
words with the pictures.
3. Ask instruction checking questions and
give a time limit of 4 minutes.
4. Students compare with their group/partner.
5. Listen and check.
6. Ask students what the comparative and
superlative adjectives are. (1 minute)
TAPESCRIPT 4.12.4
If you do not have the recording, say each
word (or phrase) 2 times. e.g. Say: Hello
(wait for students to repeat) Say: Hello (wait
for students to repeat)
a. old / b. small / c. tidy / d. happy / e. tall / g. dry/
h. big i. / short /j. messy/ l. wet / m. young / n. Ugly
3 (2 mins): Activity 3. Students guess
1. Ask students to look at the picture. What
can they see?
2. Ask students What is happening?
3. Ask students Why?
4. Students compare with their partner for a
minute.
5. Come back together as a class and get
some different ideas (but do not say who
is right or wrong).
(5 mins): Activity 3. Students listen for the big
idea (T.4.12.5)
1. Tell students that they are going to listen
and check their guesses.
2. Ask instruction checking questions.
3. Students compare their answers with their
partner/group.
4. Check answers as a class.
TAPESCRIPT 4.12.5
Linda: Thanks for dinner, Sophal!
Sophal: You’re welcome, Linda.
Linda: So, tell me about the other people in
the class. Tell me about… Dara!

4 T.4.12.5
Who is it? What does Sophal say? Dara or Sophal? Sophal: oh… er… ahem. Well… He’s Lazy.
Linda: Really? How?
Sophal: Well he never does his homework
a) Who is lazier? Dara d) Who is the tidiest? Sophal
and he’s always late for class.
b) Who is late for class? Dara e) Who is better at football? Sophal Linda: Is he the laziest in the class?
c) Who is the messiest? Dara f) Who is better looking? Sophal Sophal: Yes! He is the laziest person in the world!
Linda: Is he messy?
Sophal: Oh yes! He’s messier than me! He’s
messier than everyone! He’s the messiest
person I know! No one is messier than Dara!
Linda: But you’re tidy?
Sophal: Puh! Tidier than Dara! I’m the tidiest
in the class! And I’m older than Dara. I’m the
oldest in the class.
Linda: Are you better at school than Dara?
Sophal: I am better at school and playing
football than Dara.
Linda: I think you are taller as well.
Sophal: Yes, Dara is shorter than me. And
everyone says I’m better looking.
Linda: Really? But you know what?
Sophal: What?
Linda: Dara’s wetter!
Sophal: Oh! He he! Yes he’s the wettest.
4 (5 mins): Activity 4. Students listen for the
answers (T.4.12.5)
1. Tell students to work with a partner.
2. Tell students to try and remember/guess
if it was Dara of Sophal. Set a 3 minute limit.
5 Read about this family. Is your family like this family? Students own answers 3. Tell students to write a-f in their notebooks.
Then tell them to listen and write D for
Dara and S for Sophal
There are 5 people in my family. There are my mum, my dad, my little brother, my 4. Ask instruction checking questions.
5. Students listen.
big sister and me! In my family, my mum is the oldest. She is 36 years old. My little
6. Students compare.
brother is the naughtiest! He never does any work! My big sister is the coolest. She
7. Ask for some answers as a class.
always helps me with my homework. I am the best at football. I can run very fast!
5 (3 mins): Activity 5. Preparing for writing –
looking at a model
6 Now write about your family! Who is the oldest? The youngest? The 1. Tell students to read the text in activity 5
quickly. Ask Is your family the same or
best at something? different? (Remember. This isn’t a reading.
This is to give students an idea about the
Congratulations! writing structure. Only allow one minute.
Read the text out load together if your
You inished Unit 12. Tick () the things you can do. class is easily distracted!
I can say who the biggest, youngest and oldest 2. Ask Is your family the same or different?
Students: different!
in my family are.  ២. តើអក
I can talk about who the best at something is.  តាអនកមិនសួរយកចមលើយពីពួកគា?
- 81 -
Chapter 4, Unit 12, Lesson C
6 (10 mins): Activity 6. Writing
1. Tell students that they are going to write
about their family.
2. They can use activity 5 as a model.
3. Ask instruction checking questions and
give a time limit of 9 minutes.
(5 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
testing all the students!
1. Ask students to look at the “can do” state-
ments.
2. Compare with a partner.
3. Ask students how they feel about the can
do statements. Tell students not to worry
about the ones they don’t tick.
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Do you only ask “good students” the an-
swers in class? How do you think this makes
“bad students” feel?
2. How do you think “bad students” would
feel if they thought you thought they
knew the answers?
3. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. តើអនកសួរយកចមលើយតាពី “សិសាសពូក”ា ៅកនុងានាក់ដារ
ឬទា? តើអនកគិតាាធវើឲាយ “សិសាសខាាយ” ានរមមណ៍
យ៉ាងដូចមតាច?
ន គិតា “សិសសា ខាាយ” នឹងានារមមណយ
បាសន ិ បើពក
ួ គាយល់ឃញ
៍ ងា៉ ដូចមតច
ើ ា អនកគិតា ពួកគាដង ឹ ចមលយ
ើ
ា
៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
C4-18
 Chapter
Tell me all about it!
Unit 13 - Guess what I’ve got
13a Guess what I’ve got - My friend Tom
1 Look at these things. Which have you got?
a b c d
f g
2 T.5.13.1 Match the pictures with the new words. Listen and check.
1. short hair 2. brown eyes 3. big feet
6. curly hair 7. white teeth 8. a cute nose
The tapescript reads the pictures out in order. a4, b1, c5, d2, e3, f6, g7, h9, i8.
3 T.5.13.2 Look at the picture of Bopha
and Linda. Look at Linda’s
big smile! Why is Linda smiling?
Listen and check.
Any of these (or similar). she knows that
Dara and Sophal are Listening, she is
playing a trick on Dara and Sophal.
because her friend is coming, because
she is trying to make the boys jealous.
4 Read the sentences about Tom. Which are true and which are false?
1. Tom is a girl. False!
2. Tom is 13 years old. True
3. Tom has got yellow teeth. False
C5-1
5 Chapter 5, Unit 13, Lesson A
Tell me all about it!: Guess what I’ve got: My friend Tom
This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
(5 mins): Warmer. Game! Magic Finger -
Colour Race
1. Tell students that they have a magic finger
Show them your magic finger.
2.
3. Ask students to hold up their magic fingers.
4. Tell students that you will say a colour and
they will need to touch something that is
that colour with their magic finger.
5. RULES If you touch the wrong colour, you
are out. If you are the last one to touch a
colour, you are out.
6. Say a colour (e.g. Green!) Students touch
something green with their “magic finger”
e
(e.g. a bag or a pen or a lunch box).
7. Tell students touching the wrong colour
to sit down.
8. Tell the last person to sit down.
9. Repeat until there is a winner. Everyone clap!
h i 1 (2 mins): Activity 1. New words
1. Ask: What colour are my eyes? Students:
Brown!
2. Point to number 2 and say: I have got
4. long hair 5. a great smile brown eyes.
9. ears 3. Tell students to tell their partners which
things they have got.
2 (8 mins): Activity 2. New Words (T.5.13.1)
1. Tell students to write the new words next
to the letter of the picture in their
notebooks.
2. Ask instruction checking questions and
give a time limit of 5 minutes.
3. Tell students to compare with their group/
partner before they listen and check.
4. Tell students to listen and repeat as a
class. Join in! It will encourage students!
TAPESCRIPT 5.13.1
If you do not have the recording, say each
word (or phrase) 2 times. e.g. Say: Hello
(wait for students to repeat) Say: Hello wait
for students to repeat.
4. Tom has got long hair. True Narrator: long hair/ short hair/a great smile
5. Tom hasn’t got black hair. True / brown eyes/ big feet / curly hair/ white
6. Tom is from Australia. False teeth/ ears/ a cute nose
- 82 -
(2 mins): Students guess
1. Ask students to look at the picture. What
can they see?
2. Ask students Who is in the picture? What
are they doing?
3. Ask students Why is Linda smiling?
4. Students compare their guesses with their
partner for a minute.
5. Come back together as a class and get
some different ideas (but do not say who
is right or wrong).
3 (5 mins): Activity 3. Students listen for the
big idea. (T.5.13.2)
1. Tell students that they are going to listen
and check their guesses.
2. Ask instruction checking questions.
3. Students compare with their group/partner.
4. Check answers as a class.
TAPESCRIPT 5.13.2
Bopha: Wow Linda! You’ve got a big smile
on your face today! A very big smile! Who
are you thinking about?
Linda: *SIGH* It’s a boy.
Dara and Sophal: Hmm? Huh?
Bopha: A boy?
Linda: Yeah. He’s so nice. And he’s good looking.
Bopha: Really? How old is he?
Linda: Same as us. He’s 13 years old and
he’s in grade 7 too. *SIGH* He’s got a great
smile and white teeth.
Bopha: Hair?
Linda: He’s got short hair.
Bopha: What colour?
Linda: Red!
Bopha: What? Red hair?
Linda: *GIGGLING* Yes! Red hair!
Bopha: Ok! I can’t guess! Who is it?
Linda: *GIGGLING* It’s my friend! My friend
Tom! You know Tom! My English friend! My
best friend Tom is coming from England today!
Bopha and Linda: Both giggling

5 Read the sentences and then choose the rules. 4 (5 mins): Activity 4. Students listen for the
answers (T.5.13.2)
I have got long hair. Have I got green eyes? 1. Tell students to work with a partner.
My friend has got short hair. Has he got any friends? 2. Tell students to try and remember/guess
I haven’t got a blue bag. what the answers are. Give a 3 minute limit.
3. Tell students to write 1-6 in their notebooks
My friend hasn’t got a blue bag.
and then to tick and cross ( and ).
4. Ask instruction checking questions before
• We use have got/has got with I, you, they, we. students listen.
5. Students correct incorrect sentences in
• We use have got/has got with he, she, it.
their books.
• We use haven’t got/hasn’t got with I, you, they, we. 6. Students compare.
• We use haven’t got/hasn’t got with he, she, it. 7. Ask for some answers as a class.
• We use Has ___ got?/ Have ___ got? with I, you, they, we.
5 (5 mins): Activity 5. Grammar
• We use Has ___ got?/ Have ___ got? with he, she, it.
1. Ask students to look at the grammar box
he’s got = he has got 2. Write 1. We use have got / has got with I,
I’ve got = I have got you, they, we. Ask students which. Ask
students to point to the example sen-
tence where they found the answer.
6 Complete the sentences about me and my monster! Use is/am and 3. Tell students to continue answering the
have/has got. questions in their notebooks.
4. Ask instruction checking questions and
give a 3 minute time limit.
5. Students compare.
6. Ask and answer questions as a class.
6 (5 mins): Activity 6. Controlled Practice
1. Ask students to look at the picture of the
monster.
2. Write He is got big feet. Ask: Is that right?
Students: No! Write He have got big feet.
Ask: Is that right? Write He has got big
feet. Ask: Is that right? Students: Yes
3. Tell students to continue answering the
questions in their notebooks.
4. Ask instruction checking questions and
give a 3 minute time limit.
5. Students compare.
6. Ask and answer questions as a class.
7 (13 mins): Activity 7. Freer practice
1. He has got big feet. 1. I _____
have ____
got small feet. 1. Tell students that you want them to draw
2. He ____
has ____
got purple hair. 2. I _____
have ____
got black hair. their own monster and colour it in. Tell
3. He ____
is big. 3. I ____
am small. students that the monster can be as
4. He ____
has ____
got green teeth. 4. I _____
have ____
got white teeth. scary or cute as they like.
5. He ____
has ____
got red eyes. 5. I _____
have brown eyes. 2. Ask instruction checking questions and
give a 3 minute time limit.
3. Tell students to write sentences about
their monster.
7 Draw a picture of you and your monster on a piece of paper. Don’t
write your name!
- 83 -
Chapter 5, Unit 13, Lesson A
4. Ask instruction checking questions and
give a 5 minute time limit.
5. Ask students to talk about their monster
with their partner.
6. Ask instruction checking questions and
give a 4 minute time limit.
(5 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
testing all the students!
1. Ask 2 or 3 students to share their pictures
and sentences with the class.
2. Ask students to vote on the scariest
monster
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Do you always start class on time? Why/
not?
2. If you are waiting for students so that
you can start, do you think students will
have a reason to change their behaviour?
3. Do you feel you make the most of your
50 minute lesson?
4. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. តើអនកតាងតាាប់ផតើមារបងាៀនាន់ពាលដារឬទា?
២. បាសិនបើអនកកំពុងរងាំសិសាស ដើមាបីាប់ផតើមបងាៀន តើ
អនកគិតាសិសាសនឹងានហាតុផលដើមាបី ផលាស់បតូរាកបាប-
កិរិយរបស់ពួកគាដារឬទា?
៣. តើអកន គិតាអនកានបាប ើ សា រ់ យៈពាលបងាៀន ៥០នទី
របស់អនក ឲាយានបាោជន៍ដារឬទា?
៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
C5-2
Chapter 5, Unit 13, Lesson B

13b Guess what I’ve got! - Guess who!

Chapter 5, Unit 13, Lesson B
Tell me all about it!: Guess what I’ve got: Guess who!
1 Look at the picture. Who do you think the thief is? This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)

2 T.5.13.4 Read, listen and check. Dara
Where’s my apple? I know! A thief! The thief has got white
teeth. The thief hasn’t got curly hair. The thief has got brown
hair. The thief has got a big mouth and a great smile. The thief
is shorter than Sophal and better looking. The thief isn’t Avorng
or Sreymom. The thief is smart.
3 Do you know who it is? Turn to page 231 to check your guess!
4 Who is it? Look at the picture and answer the questions.
(10 minutes): Warmer. Song! (T.5.13.3)
1. Write the words to the song on the board.
2. Tell the students that they are going to
learn a song.
3. Play the recording once and have
students join in when they know the words.
4. Show students the actions to the song
(touch the body part as you say the word)
5. Sing the song and do the actions together
as a class.
6. Sing the song faster and faster. Who can
keep up?
TAPESCRIPT 5.13.3
Heads, shoulders, knees and toes, knees and toes
Heads, shoulders, knees and toes, knees and toes
Eyes and ears and mouth and nose
Heads, shoulders, knees and toes, knees and toes
(3 mins): Lead in
1. Write the word Thief on the board and
ask students if they know what it means.
Ask the answer and if no one guesses, tell
them it is someone who steals.
2. Ask students some questions to get them
to think about thieves. What do they steal?
1 (2 mins): Activity 1. Students guess
1. Ask students to look at the picture (and to
cover the text). What can they see?
2. Tell students that one of the people they
can see on the page has stolen something
from Dara. Can they guess who? Tell
students to talk to their group/partner.
3. Ask instruction checking questions and
give a time limit of 1 minute.
4. Come back together as a class and get
some different ideas (but do not say who
is right or wrong).
2. Tell students to read along with their finger.
This helps students with dyslexia and also
helps you check no one is lost.
3. Ask instruction checking questions. Fingers
Ready? Play the recording.
4. Students listen and read along with their
fingers.
5. Tell students to use the clues to discuss
who they think the thief is with their partner
(make sure they know that checking the
answer at the back of the book is illegal!)
6. Check student guesses as a class. Write
some guesses on the board.
TAPESCRIPT 5.13.4
Dara: Where’s my apple? I know! A thief!
The thief has got white teeth. The thief hasn’t
got curly hair. The thief has got brown hair.
The thief has got a big mouth and a great
smile. The thief is shorter than Sophal and
better looking. The thief isn’t Avorng or
Sreymom. The thief is smart.
3 (1 min): Activity 3. Students check their
guesses
1. Tell students to check their answers at
the back of the book. Were they right?
Who was closest?
4 (5 mins): Activity 4. Vocabulary review
1. Tell students to look at the picture and
answer the questions.
2. Ask instruction checking questions and
give a time limit of 5 minutes. You can
start writing on the board for the next
activity now.
3. Students compare their answers with a
partner.
4. Check answers as a class.

2 (6 mins): Activity 2. Students read and listen for

1. Who is the oldest? Miss Mom 5. Who has got curly hair? the big idea/Students read for the answer
2. Who has got long hair? 6. Who has got blue eyes? (T.5.13.4)
3. Who has got a great smile? 7. Who hasn’t got brown hair? 1. Tell students they are going to hear some
4. Who is a bird? clues from Dara about who the thief is.

C5-3 - 84 -

5 Guess Who! Game! 5 (2 mins): Modelling the game (Activity 5)
1. Write 1-20 on the board
Rules 2. Tell students to look at the photos. Ask
How many photos? Students: 20!
1. Choose a kid.
3. Tell one student to pick a photo between
2. Write the number. Don’t show your partner! 1 and 20 and to write the number on a
3. Write 1-20 in your notebook. piece of paper but NOT TO TELL YOU.
4. Ask 5-6 yes/no questions and cross the
4. Ask yes/no questions. number as you eliminate them. (e.g. Is
5. Who can guess first? it a girl? Yes Cross out the numbers for the
boys). Have they got long hair? Yes!
Cross out all the numbers of people who
Remember have short hair.
Is it a boy? 5. After 5 questions, guess which person
Has she got long hair? from the photos.
(15 mins): Activity 5. Game!
1. Tell students that they are going to play
the same game.
2. Drill the “Useful Language” in the box.
3. Tell students the rules
RULES.
Students play against a partner.
First, students choose a photo between 1-20.
The students write the number somewhere
secret (so students don’t change their mind
and cheat!). Students take it turns to ask
yes/no questions to try and guess who their
partner has chosen. If you ask a question
and the answer is no, it is the other persons
turn. If you ask a question and the answer
is yes, you get to ask another question. The
first person to guess their partners number
(photo) is the winner.
4. Ask instruction checking questions and
give a time limit of 10-15 minutes (till
about 3 minutes before the end of the
class).
(3 minutes): Learner assessment and lesson
wrap up
Assessing the success of the lesson. Not
testing all the students!
1. Ask a few pairs who won.
2. Ask students what they found out about
their partners ‘Guess Who’. Tell the whole
class to listen along and see if they could
guess the person as well!
3. Thank students for their hard work.
- 85 -
Chapter 5, Unit 13, Lesson B
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Re-
member, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. We all have students who are naughty
sometimes. How do you make them do
the right thing?
2. Do you only tell them when they are
doing the wrong thing or do you tell them
they are doing really well when they are
doing the right thing?
3. How do you help your students feel good
about good behaviour?
4. Do you ever say thank you to well
behaved students?
5. How could you do this lesson better next
time?
6. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. ពាលខលះពួកយើងាំងអស់គនាានសិសាសរញ៉ាចរា៉ាច។
តើអក
ន ជួយពួកគាឲយា ធវអ
ើ ីវ ៗ ដាលតាម ឹ តាវូ យ៉ង
ា ដូចមតច
ា ?
២. តើអនក គាាន់ តាបាប់សិសាស ពាលដាលពួកគាកំពុងធវើ
រឿងខុស ឬក៏បាប់ពួកគាផងដារ ាពួកគានឹងធវើ ានលអ
ៅពាលដាលពួកគាកំពុងធវើរឿងតាឹមតាូវ?
៣. តើអនកជួយសិសាសឲាយានារមមណ៍លអចំោះាកបាបកិរិយ
លអយ៉ាងដូចមតាច?
៤. តើអកន ធលប
ា ន
់ យ
ិ យ អគុណ ចំោះសិសសា ដាលានបាពត ឹា ត
លអដារឬទា?
៥. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ
ានលអាង ៅពាលបងាៀនលើកកាាយ?
៦. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
C5-4
Chapter 5, Unit 13, Lesson C
13c Guess what I’ve got! - Is that him?
1 T.5.13.5 Can you help Bopha ind Tom?
Bopha: Can you see him?
Linda: Yes! Can you
guess who he is?
Bopha: Has he got
a book?
Linda: Yes, he has.
Bopha: Is he eating an
apple?
Linda: Yes, he is!
2 Turn to page 232 to see the answer!
3 Someone in the classroom.
C5-5 Choose somebody in the classroom. Don’t tell your partner who! Ask “Is he a ___?”
Bopha: Has he got Bopha: Has he got
a red bag? a big nose?
Linda: No! He’s got Linda: No, he hasn’t
a blue bag!
Bopha: Does he have Bopha: Is he tall?
yellow teeth? Linda: Not really.
Linda: No! He doesn’t! He’s taller than me!
Bopha: Is he happy? Bopha: Is that him?
Linda: Yes, he is! Linda: Well done!
Yes, it is!
- 86 -
Chapter 5, Unit 13, Lesson C
Tell me all about it!: Guess what I’ve got: Is that him?
This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
(5 mins): Warmer. Spelling Badminton
1. Divide the class into 2 teams (right side
v’s left side).
2. Tell students that they have 30 seconds
to decide on a team name. Write them
on the board.
3. Ask students if they can play badminton.
Ask: Who is the best at badminton?
4. Tell students you are going to play spelling
badminton. Tell students they have one
minute to look at the word list from the
unit. At the end of a minute, clap your
hands. Books Closed!
5. Ask one “player” from each team to come
to the front of the room.
6. “Give” them a racket each. (There is
no racket! That’s why it’s funny!)
7. Show the class how to play. Say a word.
(e.g. CURLY). Stand where the Student
1 is. Say: C. Then stand where student 2
is. Say U. Then stand where student 1 is.
Say R. Then stand where student 2 is. Say
Y. Ask: Is that right? Students: No! (L)
8. RULES If students don’t use the “racket”,
they die and the other team gets a
point. If a student takes too long, the ball
hits the ground and they die. If a student
says the last letter of the word correctly,
their team gets a point.
9. Ask instruction checking questions.
10. Play the game. Rotate the players a lot
so lots of students (hopefully all!) have a turn.
1 (2 mins): Activity 1. Students guess
1. Ask students to look at the picture and to
cover the text at the bottom with another
book. What can they see?
2. Ask students What is happening?
3. Students compare their guesses with their
partner for a minute.
4. Come back together as a class and
get some different ideas. Linda is at the
airport meeting her friend Tom.
5. Ask students ideas as a class
2 (10 mins): Activity 2. Model for speaking
game (T.5.13.5)
1. Tell students that they are going to read
along with Linda and Bopha and try and
get clues about which one Tom is.
2. Tell students to discuss who they think
Tom is with their partner and WHY.
3. Ask instruction checking questions and
give a time limit of 5 minutes
4. Ask some ideas as a class. Take a class vote.
(e.g. Who thinks it’s the one on the right ?
Put up your hand! )
5. Tell the class to look at the answer on
page 232.
TAPESCRIPT 5.13.5
Bopha: Can you see him?
Linda: Yes! Can you guess who he is?
Bopha: Has he got a red bag?
Linda: No! He’s got a blue bag!
Bopha: Has he got a big nose?
Linda: No, he hasn’t
Bopha: Has he got a book?
Linda: Yes, he has.
Bopha: Does he have yellow teeth?
Linda: No! He doesn’t!
Bopha: Is he tall?
Linda: Not really. He’s taller than me!
Bopha: Is he eating an apple?
Linda: Yes, he is!
Bopha: Is he happy?
Linda: Yes, he is!
Bopha: Is that him?
Linda: Well done! Yes, it is!
3 (10 mins): Activity 3. Game!
1. Tell students to work with their partner.
They are going to play a guessing game.
2. Tell students the rules
RULES.
First students choose a student and write
their name somewhere secret. (So students
don’t change their mind halfway through!)
If you ask a question and the answer is no, it
is the other persons turn.
If you ask a question and the answer is yes,
you get another question.

4 How many? You have 5 minutes to make as many sentences with The first person to guess the other persons
kid is the winner and gets 5 points.
“Have you got a/an/any…?” and “Do you have a/an/any…?” NO PUT DOWNS. If students say mean and
nasty things like Is she ugly? They lose all their
Have you got any eggs? points!
3. Ask instruction checking questions and
give a time limit of 10 minutes
4 (5 mins): Activity 4. Controlled practice
1. Books closed. Write Do you have any
sisters? and Have you got any sisters? on
the board.
2. Ask students what the difference is. Give
them a minute to discuss with their
partner. Ask the answer as a class (They
mean exactly the same).
3. Tell students that you are going to give
them 4 minutes to write as many sen-
tences as they can using the pictures
in Activity 4.
4. Ask instruction checking questions and
5 Game! Game!
give a time limit on the board.
5. At the end of the time, clap your hands,
1. Draw 5 things from the box in your notebook. tell students to put their pens down and
2. Work with a partner. ask How many?
3. “Have you got a/an/any …?” and “Do you have a/an/any…?” questions. They 6. Ask the student with the most to read out
their answers. Are they all correct?
have 1 second to answer but they have to use the right short answer. (Yes, I
have. Yes, I do.) 5 (10 mins): Activity 5. Game!
4. If they say the wrong thing, you get a point! 1. Tell students to draw 5 things in their
notebooks.
2. Tell students they are going to play a game.
Short answers 3. RULES: Students take it in turns to ask
“Have you got any…?” and “Do you
Do you have any brothers? Have you got any brothers? have any…?” questions to their partner.
Yes, I do. Yes, I have. They must answer very quickly but they
have to use the right short answer. (Yes, I
No, I don’t. No, I haven’t have. Yes I do.) .
4. If they say the wrong thing or take too
long, the other player gets a point. Tell
students to record their points on a
6 Answer the questions in your notebook about you. separate piece of paper.
5. Ask instruction checking questions and
give a 5 minute limit.
1. Do you have any brothers? 5. Have you got any sisters? 6. At the end of time, clap your hands and
find out who the winners were. Everybody
2. Do you like your classmates? 6. Do you have English class tomorrow? clap for the winners!
3. Have you got maths today? 7. Have you got long hair?
4. Have you got your homework? 8. Have you got a pen today? 6 (10 mins): Activity 6. Personalisation
1. Ask students to answer the questions
about them in their notebooks using full
Congratulations! short answers.
2. Ask instruction checking questions and
You inished Unit 13. Tick () the things you can do. give a time limit.
3. Students compare their answers with their
I can ask what people have got.  partner. Are they the same or different?
I can say what people have and haven’t got.  ៤. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ
I can name some parts of the body.  ៥. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
- 87 -
Chapter 5, Unit 13, Lesson C
(3 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
testing all the students!
1. Ask students to look at the “can do”
statements.
2. Compare with a partner.
3. Ask students how they feel about the can
do statements. Tell students not to worry
about the ones they don’t tick.
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. We all have kids who can be naughty
sometimes. How do you try to make
them do the right thing?
2. Do you yell at students in front of the other
students, or quietly tell them what will
happen if they behave badly?
3. If you always watch one student and use
them an example of how you deal with
“bad” behaviour, you are bullying. Bullying
is unfair. Do you sometimes bully students
so that you have control of the class?
4. How could you do this lesson better next time?
5. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. ពាលខលះពួកយើងាំងអស់គនាានសិសាសរញ៉ាចរា៉ាច។
តើអកន ជួយពួកគាឲយា ធវអ ើ ីវ ៗ ដាលតាមឹ តាវូ យ៉ងា ដូចមតច
ា ?
២. តើអក
ន សាក ា ាក់សស ិ សា ាំងោះ ៅចំោះមុខសិសសា ដ៏ទា
ទៀត ឬបាាប់ពួកគាោយាងាត់ ៗ ានឹង ានអវីកើតឡើង
បាសិនបើពួកគាបាពាិតតមិនលអ?
៣. បាសន ិ បើអក ន តាងតាមល ើ ចំាស ំ ស
ិ សា ានក
ា ់ ហើយបាបើ ស ា ់
គាាឧាហរណ៍ ដើមាបីោះសាាយាមួយ សិសាសដាល
ានាកបាបកិរិយ “មិនលអ” ោះានន័យាអនកកំពុងតា
គំាមកំហង ា សិសសា ។ ារគំាម កំហង ា សិសសា គឺមន
ិ យុតធ តិ ម៌
ទា។ តើអនកគិតាអនកគំាមកំហាងសិសាស ដើមាបីគាប់គាង
សិសាសាំងអស់កនុង ានាក់ដារឬទា?
ានលអាង ៅពាលបងាៀនលើកកាាយ?
C5-6
 Unit 14 - How do you feel today? Chapter 5, Unit 14, Lesson A
Tell me all about it!: How do you feel today?: Get out of bed!
14a How do you feel today? - Get out of bed! This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
1 How do you feel today?
a b c d e (5 mins): Warmer. Pass the eraser 3. Ask students Why is Dara in bed?
4. Students compare with their partner for a
1. Use the board eraser or a pencil case.
minute.
Ask What is it? talk into it like a phone.
5. Come back together as a class and get
Students: It’s a phone!
some different ideas (but do not say who
2. Tell students that they are going to play
is right or wrong)
the game in their groups.
f g h i j 3. RULES You get a point if your friends can 3 (5 mins): Activity 3. Students listen for the
guess what you are pretending the eraser big idea (T.5.14.2)
is. But all the members lose a point if they
can’t guess. The person with the eraser 1. Tell students that they are going to listen
is not allowed to talk. The group must and check their guesses.
speak in English! Some ideas: an egg, a 2. Students listen.
bird, a cat, a pen, a notebook, lunch, an 3. Students compare.
4. Check answers as a class.
2 T.5.14.1
Match the new words in your notebooks. Listen and check. apple, an orange, a friend, a game.
4. Ask instruction checking questions and TAPESCRIPT 5.14.2
The tapescript reads the pictures out in order. Remember! It is more important for give a time limit of 5 minutes.
students to practice the language than to have the right answers written! Dara’s Mum: Dara! Dara! Dara! Oh my
1 (2 mins): Activity 1. Students remember words goodness! Where is that boy? Dara! Why are
a1, b9, c3, d5, e7, f8, g2, h4, i6, j10 you in bed?
1. Books closed. Ask students how they feel
Dara: I am not going to school!
1. angry 2. happy 3. sad 4. lonely 5. hot today.
2. Books open. Ask students to tell their Dara’s Mum: Yes, you are!
6. cold 7. sick 8. bored 9. excited 10. hungry Dara: No, I’m not.
friends which picture they feel the most like.
Dara’s Mum: You do want to go to school
2 (7 mins): Activity 2. New Words (T.5.14.1) today Dara!
3 T.5.14.2
Why is Dara in bed? Listen and check. He doesn’t want to go to school. Dara: No! I don’t want to!
1. Tell students to work in groups to write the
Dara’s mum: Why not? How are you feeling?
new words next to the letter of the picture
Dara: I’m lonely at school! I don’t have any
in their notebooks.
friends! I don’t want to go to school because
2. Ask instruction checking questions and
it’s too lonely.
give a time limit of 5 minutes.
Dara’s Mum: Dara, that’s not true. What
3. Tell students to listen and check their
about Bopha and Sophal and that nice new
answers.
girl from England, Linda? You have lots of
4. Tell students to listen and repeat.
friends at school. You’re not lonely.
TAPESCRIPT 5.14.1 Dara: Yeah... But I’m sick! *COUGH! COUGH!
COUGH! COUGH!* Oh I feel so sick! Feel
If you do not have the recording, say each me! I’m hot!
word (or phrase) 2 times. e.g. Say: Hello Dara’s Mum: Dara. You are not sick. You are
(wait for students to repeat) Say: Hello wait fine. Get up!
for students to repeat. Dara: I don’t want to get up! It’s too cold!
angry/ excited/ sad/ hot/ sick/ bored/ happy/ I’m really cold! It’s too cold to get out of bed!
lonely/ cold/ hungry Dara’s Mum: *SIGH* Oh well. There’re nice
hot eggs for breakfast. But, if you are too
(2 mins): Students guess lonely, sick and cold to go to school…
Dara: I’m up! I’m up! I’m up!
1. Ask students to look at the picture in
Activity 3. What can they see?
2. Ask students What can you see in the
C5-7 C5-7 - 88 - picture?

4 T.5.14.2
Are these things true () or false ()?
1. Dara wants to go to school. 
2. Dara is in bed. 
3. Dara says he has lots of friends
at school. 
5 Complete the sentences about you in your notebook.
1. I feel bored when…
I feel bored when I do homework.
2. I feel happy when…
3. I feel sad when…
4. I feel lonely when…
5. I feel hot when…
6 Are you the same as your friends? Ask and answer questions.
Do you feel bored
when you do
homework?
4 (7 mins): Activity 4. Students listen for the
answers (T.5.14.2)
1. Tell students to work with a partner.
4. Dara’s mum thinks he is sick.  2. Tell students to try and remember/guess if
5. Dara says it’s too cold to get up. 
the sentences were true or false. Give a 3
minute limit.
6. There are hot apples for breakfast.  3. Tell students to write 1-6 in their notebooks.
Then tell them to listen and tick  and
cross  the numbers as they hear them.
4. Ask instruction checking questions.
5. Students listen.
6. Students compare.
7. Ask for some answers as a class.
6. I feel cold when… 5 (10 mins): Activity 5. Writing
7. I feel sick when… 1. Books closed. Write I feel bored when…
8. I feel excited when… on the board and get 3 or four idea from
students about how to end the sentence.
9. I feel hungry when… (e.g. I feel bored when I am at home.
10. I feel angry when… I feel bored when I am in maths. I feel
bored when I don’t have school ).
2. Tell students to complete the sentences
about them.
3. Ask instruction checking questions and
give an 8 minute time limit.
6 (8 mins): Activity 6. Game! Find someone
the same as you
1. Write: Do you feel ____ when you ________?
on the board. Ask some students how
to complete the sentence. Get 2 or 3
different ideas.
2. Tell students that they are going to play
a game and try and find people who
are the same as them from their list.
3. RULES – Ask your classmates questions to
find out if the same things make them
happy. If they are the same as you, you
can write down their name. You cannot
write their name if they are different to
you. You must have half boys and half
girls. You can only write any name once!
4. Ask instruction checking questions and
give a time limit of 5 minutes.
(3 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
testing all the students!
1. Ask students to report back on who they
found that was the same as them.
2. Do the examples they give match the
vocab?
3. Listen for 3rd person singular s Sophal
feels /fi:lz/ happy when he passes /pɑ:sɪz/
an exam.
4. Are they using a full clause after when?
- 89 -
Chapter 5, Unit 14, Lesson A
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. The book uses lots of pictures so you don’t
need to translate into Khmer. (Remember,
you’re trying to have a class that is 100%
in English!) If everything is repeated in
Khmer, students don’t English and won’t
learn new words. Did you translate new
words? Do you think that helped? Why?
2. How much of the lesson was in English?
How much was in Khmer?
3. How could you have students use more
English?
4. Could you use English more and Khmer
less?
5. How could you do this lesson better next
time?
6. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. រូបាពាចាន ើ តាវូ ានបាប ើ សា ៅ ់ កនង ុ សៀវៅនាះ ដូចះាន
អនក មិនាំាច់បកបាា ា កាយាាាខមរា ទា។ (ចូរចងាំា
អនកកំពង ុ តាពា
ា យមបងាៀនោយបាប ើ ស ា ់ ាាអង់គសាល
ឲាយាន ១០០%!) បាសន ិ បើអៗវី ាំងអស់ តាវូ ាននិយយ
ឡើងវិញាាាខមារ នាាះសិសាសនឹងមិនបាើបាស់ាា
អង់គស ា ល ហើយនឹងមិនរៀនាកាយថម។ ី តើអកន ានបកបាា ា កាយ
ថមីាាាខមារដារឬទា? តើអនកគិតា ាជួយសិសាសដារ
ឬទា? ហាតុអវី?
២. តើមារៀននាះបាើបា ស់ាាអង់គលាសប៉ុនមានាគរយ?
ហើយបាើបាស់ាាខមារប៉ុនមានាគរយ?
៣. តើអនកាចធវើឲាយសិសាសរបស់អនកបាើបាស់ាាអង់គលាស
ចាើន ហើយាាខមារតិចតួចយ៉ាងដូចមតាច?
៤. តើអកន ាចបាប ើ ស ា ា
់ ាអង់គស ាល ចាន ើ ហើយាាខមរា
តិចតួចដារឬទា?
៥. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ
ានលអាង ៅពាលបងាៀនលើកកាាយ?
៦. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
C5-8
Chapter 5, Unit 14, Lesson B

14b How do you feel today? - How does it make you feel?
Chapter 5, Unit 14, Lesson B
Tell me all about it!: How do you feel today?: How does it make you feel?
1 Look at the picture of Sophal. How do you think he feels about
T.5.14.3 This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
animals? Read, listen and check. Any of these (or similar)
He likes animals/ He loves animals./ They are important to him. (5 mins): Warmer. 2. Tell students to read along with their
finger. This helps students with dyslexia
1. Ask students to stand up. Can they
and also helps you check no one is lost.
remember Heads, Shoulders, Knees and
3. Ask instruction checking questions. Fingers
Toes from the last unit?
Ready? Play the recording.
2. Sing it as a class.
4. Students listen and read along with their
3. Say one of the new words and sing the
fingers.
song again in that emotion. (e.g. Sad!
5. Tell students compare their answer with
Half crying half singing)
their group/partner.
4. Repeat with 3-4 emotions (e.g. happy,
6. Check the answer as a class.
sick, bored, excited). Don’t forget to
encourage all students to participate! TAPESCRIPT 5.14.3
(5 mins): Lead in See reading in activity 2
1. Put students into groups of 4. Ask students 2 (10 mins): Activity 2. Students read for the
to choose one person to be the writer. answers
2. Tell students to brainstorm as many ani-
mals as they can. 1. Write Who does Sophal go to when he
3. Ask instruction checking questions and thinks people don’t understand him? On
give a time limit of 3 minutes. the board. Ask students the answer. Ask
4. Find out which group got the most. students to show you where they found
I love animals. They make me feel happy when I am sad. Sometimes I feel lonely Compare answers as a class. the answer in the text.
and sometimes I feel no one understands me. Avorng understands me. When I 2. Ask instruction checking questions. Give
think no one understands me, I talk to him. When I feel lonely, I talk to my dog. He (2 mins): Students guess students a 5 minute limit.
doesn’t talk back, but he listens to me and I feel I have a friend. My dog is my best 3. Students complete.
1. Ask students to look at the picture and to
4. Students compare with their group/ partner.
friend. Sometimes I think my dog is my only friend. When I feel bored, I play with cover the text. What can they see?
5. Check answers as a class.
my cat. He is always excited and loves to play. He is good when it is cold as well! 2. Ask students how many animals they can
He sits on me and makes me warm. Elephants are my favourite animal because name in the picture. 3 (3 mins): Activity 3. Post task
they are big and beautiful. I think animals are better than people because they 3. Ask students How does Sophal feel about
animals? 1. Tell students to work in groups of 4 and
never get angry when you are good to them. discuss the questions.
4. Students compare with their partner for a
minute. 2. Ask instruction checking questions and
2 Answer the questions in your notebook. 5. Come back together as a class and get give 2 minute limit.
3. Compare answers as a class.
some different ideas (but do not say who
is right or wrong)
1. Who does Sophal go to when he 5. Who loves to play? Sophal’s / His cat.
thinks people don’t understand him? 6. Who makes Sophal feel warm? 1 (5 mins): Activity 1. Students read and
Avorng Sophal’s / His cat. listen for the big idea (T.5.14.3)
2. Who does he talk to when he feels 7. What’s Sophal’s favourite animal? 1. Tell students that they are going to listen
lonely? Sophal’s / His dog. Elephants. and check their guesses.
3. Who listens to Sophal? Sophal’s / His dog. 8. What does Sophal think are better
4. Who is Sophal’s best friend? Sophal’s than people? Animals.
/ His dog.

3 Do you like animals? Why? What is your favourite animal? Tell your
partner. - 90 -
C5-9

4 Can you remember? How do these people feel? Tell your partner.
5 T.5.14.4
Look at the picture. What are Dara and Bopha doing? How
does Bopha feel?
6 How are you today?
How to play.
1. Choose a feeling.
2. Write a short story about why you feel the feeling.
3. Act for your friends. When you guess theirs, you get a point. When they guess
yours, you get a point!
4 (3 mins): Activity 4. Review vocabulary
1. Tell students to look at the pictures and
try to remember the words.
2. Ask instruction checking questions and
give a time limit of 2 minutes.
3. Ask and answer as a class (30 seconds).
5 (3 mins): Activity 5. Listen to the model of
the game (T.5.14.4)
1. Ask students to look at the picture. What
can they see? What are Bopha and Dara
doing?
2. Students compare with their partner for a
minute.
3. Come back together as a class and get
some different ideas (but do not say who
is right or wrong)
4. Listen again to check.
5. Check the answer as a class.
TAPESCRIPT 5.14.4
Dara: How are you today, Bopha?
Bopha: Guess! It’s a game!
Dara: Guess how you are today? A guessing
game! I love games and I love guessing!
OK, go!
Bopha: *CRYING* Waaaaa!!!! Waaaaa!!!! I
don’t have any friends! Waaa! Everybody
hates me! Waaaa!
Dara: Excited!
Bopha: No! Listen again. Waaaa!!! No one
will play football with me and even the
teacher doesn’t like me! Waaaa!
Dara: Hungry. You are hungry today.
Bopha: Dara! Not everyone is always hungry!
Dara: I know ! Sad! You are sad today!
Bopha: Yes, that’s right!
6 (10 mins): Activity 6. Game! You will have
to set up this activity step by step so that
students don’t say “I have no ideas”
1. Tell students to take out their notebook
and to write one feeling. Keep it secret!!
2. Tell students to write 2 or 3 reasons that
someone might feel this feeling. Ask
instruction checking questions and give
a 3 minute limit.
3. Tell students to stand up. They will need a
pen and piece of paper.
4. Tell students that they are going to play
Game!
the same game as Bopha and Dara.
RULES. If you speak in Khmer, you lose
your points. If you guess how your friend
feels, you get a point. If someone guesses
how you feel, you get a point.
- 91 -
Chapter 5, Unit 14, Lesson B
5. Tell students to show their feeling to as
many people as possible during the time.
6. Ask instruction checking questions and
give a 5 minute time limit.
(2 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
testing all the students!
1. Ask a few students to act their feeling for
the class. Have the class guess the
feelings.
2. Monitor the students’ pronunciation. Are
they putting the stress in the right place?
(e.g. HAPpy not hapPY)
3. Congratulate students on their acting!
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Students like exciting lessons. If you give
them time to get bored, they will speak
Khmer and be naughty. Did you give
students too much time with activities?
2. How could you do this lesson better next
time?
3. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. សិសាសចូលចិតតមារៀនដាលគួរឲាយរំភើបរីកាយ។ បាសិនបើ
អនកធវើឲាយពួកគាធុញទាាន់ ពួកគានឹងនិយយ ាាខមារ
ហើយបងកាពរញ៉ាចរា៉ាច។ តើអនកានផតល់ពាលវាា
ចាើនពាកឲាយសិសាសធវើកិចចារដារឬទា?
២. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ
ានលអាង ៅពាលបងាៀនលើកកាាយ?
៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
C5-10
Chapter 5, Unit 14, Lesson C

14c How do you feel today? - I know how you feel

1 Look at the picture. How do the people feel? Why? Talk to your partner.
Don’t say who is right or wrong. Say things like. “Good idea”. and “Yeah! Maybe!”
A C
B checking questions.
2 T.5.14.5
Match the people to the sentences.
1. “My best friend doesn’t like me
anymore”. B
2. “My team won at football!” G
3. “I don’t have any lunch!” D
4. “I don’t have any friends or brothers
or sisters”. F
3 T.5.14.6
Write the feeling in your notebook.
1.Sad.
G
H F
E
D How do they feel? Tell students to have
5. “I feel hot and cold and I can’t see
very well.” A
6. “I got an A in maths!” H
7. “I have nothing to do and there’s
nothing on TV”. E
8. “I’m wet and it’s windy!” C
Chapter 5, Unit 14, Lesson C
Tell me all about it!: How do you feel today?: I know how you feel
This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
(10 mins): Warmer. Feeling greetings TAPESCRIPT 5.14.5
1. Write some first meeting vocab on the 1. “My best friend doesn’t like me anymore”.
whiteboard. 2. “My team won at football!”
e.g. Hi. How are you? 3. “I don’t have any lunch!”
What’s your name? 4. “I don’t have any friends or brothers or
2. Tell students to stand up. (You can have sisters”.
student work in groups if it is too small to 5. “I feel hot and cold and I can’t see very well.”
have students walking around the room). 6. ““I got an A in maths!”
3. Tell students that they are going to do a 7. “I have nothing to do and there’s nothing
get to know you role play. on TV”.
4. Have the students do the activity once 8. “I’m wet and it’s windy!”
normally.
3 (5 mins): Activity 3. New words review
5. Tell students to choose a different partner,
but this time their parents have given their (T.5.14.6)
sister $100 and given them nothing! 1. Write My best friend doesn’t like me
anymore. on the board. Ask How do they
the conversation with this feeling. feel? Students: sad
6. Keep changing the situation (and 2. Tell students to write the feelings next to
partners!). Dog is dead. You have a the number in their notebooks.
million dollars! etc. 3. Give a 3 minute limit and ask instruction
1 (5 mins): Activity 1. Students guess
4. Students listen and check.
1. Ask students to look at the picture. What
can they see? TAPESCRIPT 5.14.6
2. Ask students How do the people feel? 1. “My best friend doesn’t like me anymore”.
3. Ask students Why? I’m sad.
4. Students talk and compare with their 2. “My team won at football!” I’m excited.
partner for 3 minutes. 3. “I don’t have any lunch!” I’m hungry.
5. Come back together as a class and get 4. “I don’t have any friends or brothers or
some different ideas (but do not say who sisters”. I’m lonely
is right or wrong). 5. “I feel hot and cold and I can’t see!” I’m sick
6. “I got an A in maths!” I’m happy.
2 (10 mins): Activity 2. Matching activity
(T.5.14.5) 7. “I have nothing to do and there’s nothing
on TV”. I’m bored.
1. Tell students to write 1-8 in their notebooks. 8. “I’m wet and it’s windy!” I’m cold
2. Write “My best friend doesn’t like me
anymore.” on the board. Ask“Who says
this?” Students: B.
3. Tell students to write the letters next to
the number in their notebook.
4. Ask instruction checking questions and
give a 5 minute time limit.
5. Students compare.
6. Students listen and check.

C5-11 - 92 -
 Chapter 5, Unit 14, Lesson C

4 I know how you feel. Game!

4 (15 mins): Activity 4. Game!

How to play. 1. Tell one student that you know them.

2. Drop an eraser onto the book and see where it lands.
1. Work with a partner. 3. Tell students which picture the eraser is on. (e.g.Hungry.)
4. Say something you think might be true about this student and this feeling (e.g You feel hungry
2. Drop something onto the book. when you don’t have breakfast.) Say Is that right? Student: Yes, that’s right OR No, that’s not
3. Guess when your partner feels like this! right.
5. Tell students that they are going to play a game like this.
6. RULES Students take turns to drop the eraser onto the book. If they can guess a fact about
their partner, they get a point. If they can’t guess, they don’t get a point.
7. Ask instruction checking questions and give a 10 minute limit.
8. At the end of the time, clap your hands and find out who was the winner in each group.
9. Ask some people what the winning guesses were.
(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students!
1. Ask students to look at the “can do” statements.
2. Compare with a partner.
3. Ask students how they feel about the can do statements. Tell students not to worry about the
ones they don’t tick.

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
1. How did you group the students today? Did each group work well together?
2. Think of 2 ways to help students work better together. Try them out in your next lessons!

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)

ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

១. តើថងានាះអនកានរៀបចំសិសាសាកាុមយ៉ាងដូចមតាច? តើកាុមនីមួយៗ ធវើារាមួយគនាានសាុះសាួលគនា ដារឬទា?

២. ចូរគិតអំពវី ធ
ិ ី ២យ៉ង
ា ដាលជួយឲាយសិសសា ធវា
ើ រកាម
ុ ាមួយគនា
ា នលអបស
ា រើ ។ ាកលាបងបាប
ើ ស
ា ា
់ ៅពាលបងាៀនរបស់អក
ន លើកកាយ
ា ។
៣. សំណរួ ផទាល់ខលួនរបស់អនកៈ______________________________________?

Congratulations!

You inished Unit 14. Tick () the things you can do.
I can say how I feel. 
I can say when my friends and I feel things. 

- 93 - C5-12
Unit 15 - What in the world are you wearing? Chapter 5, Unit 15, Lesson A
Tell me all about it!: What in the world are you wearing?:
15a What in the world are you wearing? - I’m wearing something scary! I’m wearing something scary!
1 What are you wearing today? Point to the things. This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)

a b c d e
(5 mins): Warmer. Banana-na
1. Tell the students to ask you any questions
they want. Answer Banana-na! Answer 4
questions like this.
2. Tell students that they are going to play
this game in groups.
3. RULES – Students work in groups and
chose one person to be “it”.
4. The student has to answer 5 questions
f g h i j with Bananana. They cannot laugh or
pause. If they make it to the end of 5
questions, they get 5 points. If the group
makes them laugh, they get one point.
2 T.5.15.1
Match the words with the pictures. Listen and check. 5. Ask instruction checking questions and
give a time limit of 5 minutes.
1. shirt (b) 2. trousers (h) 3. skirt (c) 4. shorts (g) 5. shoes (f)
1 (2 mins): Activity 1. New words
6. underpants (d) 7. dress (a) 8. hat (e) 9. socks (i) 10. t-shirt (j)
1. Tell students to cover exercise 2 and
tell their partner what they are wearing
3 Scary dress ups! Look at the picture. Which is the scariest costume? today. Tell students to point to the pictures.
(e.g. I’m wearing 1,6 and 9 )
2. Ask instruction checking questions and
4 T.5.15.2 Listen and match. give a time limit of 1 minute.
TAPESCRIPT 5.15.1
If you do not have the recording, say each
word (or phrase) 2 times.
e.g. Say: Hello (wait for students to repeat)
Say: Hello wait for students to repeat.
dress / shirt/ skirt / underpants / hat/ shoes /
shorts/ trousers/ socks/ t-shirt
3 (2 mins): Activity 3. Students guess
1. Ask students to look at the picture. What
can they see?
2. Point to the picture of the kids in costume.
Ask Which is the scariest? Best?
3. Students compare with their partner for a
minute.
4. Come back together as a class and get
some different ideas (but do not say who
is right or wrong).
4 (5 mins): Activity 4. Lead in and listening
for the big idea (T.5.15.2)

1. Tell students that they are going to listen

Linda A witch
Bopha A lake monster
Dara The scariest costume
2 (5 mins): Activity 2. New words (T.5.15.1)
the scariest costume
a witch 1. Tell students to write 1-10 in their book.
Write 1 on the board.
a lake monster 2. Tell students to look at number one. Say
What’s this? Students: a shirt ! Ask and
point at number one. Say What do I write
here then? Students: b!
3. Tell students to match the other numbers
and letters in their notebooks.
4. Ask instruction checking questions and
give a time limit of 3 minutes.
5. Students compare their answers with their
group/partner.
6. Tell students to listen and check their
answers.
7. Tell students to listen and repeat after
the tape and point to the pictures as
they hear them.
8. Make sure students are making their end
sounds
(e.g. /ʃɜ:t/ /skɜ:t/ /ʌndəpænts/ /ʃu:z/ shorts
/ʃɔ:ts/ /traʊzəz/).
and match the people with their costumes.
2. Ask instruction checking questions.
3. Students listen.
4. Students compare with their group/partner.
5. Check answers as a class.
TAPESCRIPT 5.15.2
Bopha: I love your costume! What are you?
Linda: Can you guess? I’m wearing a long
black dress, a big nose and a big black hat.
Oh! And I’m wearing long black shoes. I’m a
witch, of course!
Bopha: Wow! Scary! A scary witch! Can you
guess what I am? I’m wearing my Dad’s
green shirt. I’m wearing my mum’s green
trousers. I’ve got my sister’s green skirt on my
head, and I make this noise. Growl!
Linda: um…
Bopha: Growl! I come from the lake!
Linda: I know! You’re a lake monster!

C5-13 - 94 -

5 T.5.15.2
Who’s that? Linda, Bopha or Dara?
1. Who is wearing a witch costume?
Linda.
2. Who is wearing a black dress? Linda.
3. Who is wearing their dad’s shirt? Bopha.
4. Who is wearing a skirt on their head?
Bopha.
Remember
I am wearing
She/he is wearing. What are you wearing?
6 What other scary costumes can you think of?
7 Draw your own scary costume! Use these clothes. Don’t write
your name on the picture!
8 Where am I? Game!
• Give your picture to your teacher.
• Get a classmates picture
• Try and find your picture!
Bopha: Yes, I am! I’m a scary, scary lake monster!
Dara: Well, I’m scarier than everyone! I’m
the scariest one of all! Can you guess? I’m
5. Who is wearing a lake monster costume? wearing black trousers. I’m wearing a white
shirt. I have a pen. I can make you bored!
Bopha. Bopha: Black trousers and a white shirt isn’t
6. Who is wearing trousers? Bopha and Dara scary!
7. Who has got a pen? Dara Dara: Yes, it is! Guess what I am!
Linda and Bopha: ummmm
8. Who has got the best costume? Dara: I’m Mr Sovan.
Students own ideas Linda: Mr Sovan! The Principal at school!
That’s not scary!
Dara: Yes, it is! Mr Sovann is the scariest thing
We/they/ you are wearing. in the world!
5 (7 mins): Activity 5. Students listen for the
answers (T.5.15.2)
1. Tell students to work with a partner.
2. Tell students to write 1-8 in their notebooks.
Tell students to try and remember/guess
the answers. Give a 3 minute limit.
3. Tell them to listen and write the answers
next to the numbers in their notebooks.
4. Ask instruction checking questions.
5. Students listen.
6. Students compare.
7. Ask for some answers as a class.
6 (2 mins): Activity 6. Brainstorming – Class
discussion
1. Tell students to shut their books.
2. Write Scary dress ups on the board.
3. Ask students what other scary dress ups
they can think of. Give them a minute to
talk to their partner and then get ideas
from the class. Praise students’ creativity!
4. Talk as a class about how you could
dress up as these things (e.g. A white
dress on your head and be a ghost).
7 (5 mins): Activity 7. Preparing to speak
1. Tell students that you want them to draw
their own Halloween costume. Tell them
to be creative like Bopha!
2. Ask instruction checking questions and
give a 3 minute time limit.
I am wearing
8 (12 mins): Activity 8. Game!
a blue skirt. I am wearing 1. Collect all the students’ papers together.
shoes on my 2. Drill target language. What are you
hands. wearing? I’m wearing ___. (Less than 1
Yes! That’s minute on this!)
right! 3. Tell students to come and collect a
piece of paper that is not their own.
4. Tell students that they need to keep it
secret.
- 95 -
Chapter 5, Unit 15, Lesson A
5. Have students ask “what are you wearing?”
questions to try and find their piece of
paper.
(2 mins): Learner assessment and lesson wrap up
1. Ask some students to tell the class what
they are wearing in their picture.
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Kid’s learn new words by practicing them.
Did you translate the words for the
students? Did you use Khmer to explain
the new words when you could have
used the pictures and body language?
2. How much of the lesson was about
copying? Sometimes it’s good for students
to copy, but not all the time. Was there
any more than 10 minutes copying
time in the lesson? Why was there any
copying at all? Do you think it’s a good
use of students time to copy the board?
Why?
3. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. សិសសា រៀនាកាយថមី ោយអនុវតតាកាយាំងោះ។ តើអក ន ាន
បកបាាាកាយាាាខមារឲាយសិសាសដាឬទា? តើអនកាន
បាើបា ស់ាាខមារដើមាបីពនាយល់ាកាយថមី ពាលដាលអនក
ាចបាើបាស់រូបាព និងាា ាយវិារដារឬទា?
២. តើៅកនុងមារៀននាះារចមលងចំាយពាលអស់បុន ៉ ាន
ម ?
ជួនាលាលអដាលឲាយសិសាសចមលងមារៀន ប៉ុនតាមិនមាន
គាប់ពាលោះទា។ តើកនុងមារៀននាះារចមលងចំាយ
ពាលលើស១០នទីដរា ឬទា? ហាតអ ុ ា
ីវ នាសិសសា ាំាច់
ចមលងមារៀនពីាតារខៀន? តើអនកគិតាាាារលអកនុងារ
បាើបាស់ពាល វាារបស់សិសាសដើមាបីឲាយពួកគាចមលងអវី ៗ
ពីាតារខៀនដារឬទា? ហាតុអវី?
៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
C5-14
Chapter 5, Unit 15, Lesson B

15b What in the world are you wearing? - I look cool

Chapter 5, Unit 15, Lesson B
Tell me all about it!: What in the world are you wearing?: I look cool
1 Dara thinks he looks cool. Do you think he looks cool?
Students own idea (5 mins) Warmer. What are you wearing?
1 2 3 1. Stand in front of the class and say What am I wearing?
2. Mime putting on 2 or 3 pieces of clothing (e.g. pretend to put on shoes, socks, and a hat.
3. Ask students What am I wearing? Students: Shoes, socks, hat!
4. Tell students to work in groups of 4 and take it in turns to pretend to put on an item of clothing.
Can their friends guess?
1 (2 mins): Activity 1. Students guess

1. Ask students to look at the cartoon but not to read the text. What can they see?
2. Ask students to guess what is happening in the picture.
3. Students compare with their partner for a minute.
4 5 6
4. Come back together as a class and get some different ideas (but do not say who is right or
wrong).

2 (5 mins): Activity 2. Students read for the big idea

Linda: Let’s get Dara!
1. Tell students that they are going to read and check their guesses and answer the
question “Why is Dara wearing a sock on his head?
2. Tell students to read the cartoon. This helps students with dyslexia and also helps you
check no one is lost.
3. Ask instruction checking questions. Fingers Ready?
4. Students read the cartoon.
Linda: Hey Dara! Dara: Really? 5. Tell students to compare their answer with their group/partner.
6. Check the answer as a class.

1 2 3
Let’s tell him to wear his
sock on his head!
Sophal: A sock on his
head? You can’t make
him put a sock on his
head!
Linda: I bet I can!
Dara: Hey Linda! Linda, Linda: Oh yes! Are you
why are you wearing cool Dara?
your sock on your head?
Dara: Yes, I am!
Linda: Oh! It’s really
cool in England now!
Everyone is wearing a
sock on their head.

Ms. Mom: Dara! What Ms. Mom: Dara. Do you Linda and Sophal: What

4 5 6
in the world are you think Linda is playing a in the world are you all
wearing? game with you? wearing?

Dara: I’m wearing a sock Dara: Oh. It’s a trick.

on my head, Miss Mom!
Everyone is wearing them
in England. It’s really cool!
Linda says!
I see. I’m not cool, am I?
Ms. Mom: Yes, you are!
And you can be smart
too!

2 Read the cartoon. Why is Dara wearing a sock on his head?

Because Linda told him it was cool
C5-15 - 96 -
 Chapter 5, Unit 15, Lesson B

3 Read the cartoon again and answer the questions.
1. Does Linda think she can get Dara
to wear a sock on his head?
Yes, she does.
2. Does Sophal think Linda can make
Dara wear a sock on his head?
No, he daesn’t.
3. Where does Linda say everyone is
wearing a sock on their head?
In England.
3 (10 mins): Activity 3. Students read for the
answers
1. Do the first question together as a class.
4. Does Dara tell Linda he is cool? Have students point to where the answer
Yes, he does. is in the text.
5. What does Miss Mom think Linda is 2. Tell students to do the other questions in
playing on Dara? A trick their notebooks.
3. Ask instruction checking questions and
6. Does Miss Mom think Dara is cool? give students a 5 minute limit.
Yes, she does. 4. Students complete.
7. What is everyone wearing in the 5. Students compare with their group/
partner.
class when Sophal and Linda walk in? 6. Check answers as a class.
Everyone is wearing a sock on their head.
4 (10 mins): Activity 4. Learn a tongue twister
7 (5 mins): Activity 7. Writing
1. Tell students to look at the example.
2. Tell students to add descriptions to their
pictures. Encourage She is wearing and
He is wearing.
3. Ask instruction checking questions and
give a time limit of 5 minutes.
(3 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
testing all the students!
1. Pens down! Ask students to decide on
their favourite in their group.
2. Vote as a class!

4 This is a tongue twister! A tongue twister is hard to say! Can you 1. Students practice the tongue twister.
2. Students practice, clap and repeat.
After the lesson: Thinking about the lesson
(Reflection)
say it all the way through? Can you say it faster? Who is the 3. Let students work with their partner for a
few minutes to learn the tongue twister.
fastest in the class? 4. Come back together as a class. Recite
as a class.
What’s cool at your school? 5. Tell students to replace “a sock on your
head” with their own ideas.
6. Race! Have 2 or more students read
the tongue twister as quickly as they can.
What are you wearing to school that’s cool?
What are you wearing to school that’s cool? Who finished first?
7. Students practice the tongue twister for
A sock on my head! homework and have a competition the
A sock on your head to school is cool. next day.
A sock on your head? That rules.
See tongue twister in Activity 4
A sock on your head that’s cool to school.
A sock on your head? That rules. 5 (5 mins): Activity 5. Brainstorming ideas for
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
writing
(ារឆលុះបញចាំង)
1. Ask students what is cool to wear after
5 Imagine the coolest clothes that people wear after school. Talk school? Get 1 or 2 ideas from the class.
to your friends. 2. Tell students that everyone has a different
idea of what cool is and to talk to their
friends about what they think is cool.
6 Draw the coolest clothes for 3. Ask instruction checking questions and
give a 3 minute time limit.
a girl and the coolest clothes 4. Come back together as a class and get
for a boy. some ideas. Encourage creativity and
make it clear that all ideas are good!
6 (5 mins): Activity 6. Making Notes
1. Tell students that they are going to draw
something cool for a boy to wear after
school and something cool for a girl to
wear after school. They can use coloured
pencil, or they can put arrows and words
for colours.
(e.g. ----> green). They can put notes
around the picture if they want.
2. Ask instruction checking questions and
7 Write about the cool clothes! give a 5 minute limit.
He is wearing his hat on backwards. That is very cool. He is wearing purple shoes…
- 97 -
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Warmers are important. They give students
a reason to come on time and ‘wake up’
your class. Do you use warmers?
2. How could you do this lesson better next
time?
3. Your own question(s). ________________?
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. សកមមាពដើមបា ា ី ប់ផម
ើត ារបងាៀន (Warmers) គឺពតិ ា
សំាន់។ ាាហាតុផលមួយដាលធវើឲាយ សិសាសមករៀន
ាន់ពាល និងជួយបាមូលារមមណ៍ពួកគាឲាយផតាតលើ
មារៀនថងានាះ។ តើអនកាន បាើបាស់សកមមាពដើមាបី
ាប់ផតើមារបងាៀន (Warmers) ដារឬទា?
២. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ
ានលអាង ៅពាលបងាៀនលើកកាាយ?
៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
C5-16
Chapter 5, Unit 15, Lesson C
15c What in the world are you wearing? - Wear something special
1 Look at the kids from round the world. What are they dressed
for? Guess!
wedding church party dance
a 4. Ask a student to guess a letter.
c
d elephant (i.e. begin with the trunk, then the eye, then the mouth, etc.).
b 7. Repeat steps 4-6 until students have guessed the word.
2 Match the picture to the text.
1
Hello. I’m Reginald. I’m from South Africa. Today is Sunday. On Sundays, my
family and I go to church. Everybody always looks good at church. I usually
wear shorts and a t-shirt. Today, I’m wearing my shirt. It’s my favourite colour. It’s
orange. I’m wearing black trousers and black shoes. My hair is brushed. I look good!
I’m ready for church! (b)
2
Hi! I’m Kate from Australia. Today is a special day. It’s my friend’s birthday party.
I usually wear old trousers, and an old shirt, but today is special. Today I am
wearing my best skirt, and a cute little top. I am wearing a funny long hat, too.
It’s a party hat. I don’t usually wear hats! Do I look ok? I’m so excited! Parties are my
favourite! (c)
3
Hey! My name is Faith. I’m from Ireland. It’s cold in Ireland, so I usually wear
trousers, a shirt and a hat. But today I’m wearing a dress. Can you guess why? I
do traditional Irish dance. Today is dancing day, so I am wearing Irish dancing
clothes! I’m wearing long white socks and black shoes. I’m wearing a special dress
as well. The dress is red and black. I love it! (d)
4
Hi! My name is Shin Mae How. I’m from China. Today is a special day so I
am wearing special clothes. Can you guess? It’s a wedding! It’s my sister’s
wedding. At weddings in China, everyone always wears red. So today I am
wearing red! I’m wearing red shoes, a great red dress, and I am wearing a big red
hat. I love weddings! I love the clothes! I usually wear my school uniform. It’s a dress,
too. But I love wearing the special wedding dress. (a)
C5-17
Chapter 5, Unit 15, Lesson C
Tell me all about it!: What in the world are you wearing?:
Wear something special
(10 mins): Warmer. Play Disappearing elephant
1. Draw a picture of an elephant on the board like this:
2. Choose a word (e.g. shoes, socks, a shirt, a skirt).
3. Write a line for each letter on the board.
5. If the letter is in the word, write it in the correct space.
6. If the letter is not in the word, write it elsewhere on the board and erase one part of the
8. Put students into groups of 5/6.
9. In groups, students play the game. They take it in turns to draw the elephant and let other
students guess.
10. Monitor closely.
(5 mins): Lead in
1. Books closed. Write Weddings, Churches, Parties, Dances on the board.
2. Give students a minute to see if they know any of the words.
3. Get the word meanings from the class. If no-one knows teach these words.
4. Ask students to talk to their group about what they know about weddings, churches, parties
and dances.
5. Ask instruction checking questions and give a time limit of 5 minutes.
1 (2 mins): Activity 1. Students guess
1. Ask students to look at the pictures and to cover the text. What can they see?
2. Ask students Who is dressed for a wedding, church, a dance?
3. Students compare with their partner for a minute.
4. Come together as a class and get some different ideas (but do not say who is right or wrong)
2 (5 mins): Activity 2. Students read for the big idea
1. Tell students that they are going to read and check their guesses.
2. Tell students to read along with their finger. This helps students with dyslexia and also helps you
check no one is lost.
3. Ask instruction checking questions. Fingers ready? Play the recording.
4. Students read along with their fingers.
5. Tell students compare their answer with their group/partner.
6. Check the answer as a class.
- 98 -

3 Make sentences about the kids. Write one sentence about what 3 (10 mins): Activity 3. Students read for the
they usually wear and one about what they are wearing today. answers
1. Write Reginald is wearing shorts and a
1. Reginald usually wears shorts and a t-shirt. T-shirt. On the board.
2. Today, he is wearing his orange shirt, black trousers and black shoes. 2. Ask Is that right? Students: No, that’s not
There are lots of correct answers! Don’t tell students they are wrong just because it right. Ask“What is Reginald wearing today?
isn’t exactly the same as the student book. Students: “He is wearing an orange shirt,
black trousers, and black shoes”. Ask
3. Kate usually wears old trousers and an old shirt What does Reginald usually wear?
4. Today she’s wearing her best skirt, and a cute little top. She is wearing a funny Students: He usually wears shorts and a
long hat, too. or Today she’s wearing her best skirt, a cute little top and a funny long hat. t-shirt.
5. She usually wears trousers, and shirt and a hat. 3. Tell students to write 2 similar sentences
6. Today she is wearing Irish dancing clothes. or Today she’s wearing black shoes, about Kate, Faith and Shin Mae How. Ask
white socks and a red and black dress. or Today she’s wearing a red and black instruction checking questions. Give
students a 5 minute limit.
dress. etc…
4. Students complete.
7. Shin Mae How usually wears her school uniform. or Shin Mae How usually wears 5. Students compare with their group / part-
her school dress.
ner.
8. Today she is wearing a red dress, red shoes and a big red hat. 6. Check answers as a class.
4 What do you usually wear to go to these places and do these 4 (7 mins): Activity 4. Speaking
things? What colour are the clothes? 1. Put students into groups.
2. Tell students to look at the pictures. Ask:
I usually wear a beautiful dress to a wedding. What do you usually wear to a wedding?
Students: I usually wear____.
3. Tell students to talk in their groups about
what they usually wear to these places.
4. Ask instruction checking questions. Give
5 Imagine and guess. Game!
a 3 minute time limit.
5. Students talk. Make sure students are
using present simple.
Imagine that you are at one of these places. Describe what you are wearing to your
6. Get some ideas from the class.
friend. Can they guess where you are?
Religious sensitivity.
I’m wearing a Cambodia is mainly Buddhist, but there
white shirt. other religions! Islam for instance. Even
Are you at a
if everyone says they are Buddhist, some
wedding?
No! I’m families might be more religious than others.
If you discuss religion in class, it is important
wearing blue not to say what you think is good or bad, so all
trousers, too. Are you at students feel included. If students don’t want
to talk about religion, don’t make them.
school?
Yes,
5 (8 mins): Activity 5. Speaking. Game!
that’s right!
1. Ask students to guess where you are.
Close your eyes and describe a place
Congratulations! they know that is not school. Students
guess. Tell students that when you
You inished Unit 15. Tick () the things you can do. pretend like this, you imagine.
I can talk about clothes.  2. Tell students that they are going to play
a game. They imagine that they are in
I can say what I am wearing.  one of the places in the pictures and say
I can say what my friend is wearing.  what they are wearing. Their friends listen
I can ask what my friends are wearing.  and get a point if they guess correctly.
- 99 -
Chapter 5, Unit 15, Lesson C
3. Ask instruction checking questions and
give a 5 minute time limit.
4. Students play the game. Listen and make
sure that students are using present con-
tinuous.
(3 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not tes-
ting all the students!
1. Ask students what they are wearing today.
2. Ask students what they usually wear to…
3. Are students using present simple and
continuous appropriately?
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Re-
member, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. How much of the lesson was in English?
How much was in Khmer?
2. The most important part of the lesson was
the speaking (Activities 4 and 5) where
students personalized the lesson and
practiced the language. Were students
given enough time?
3. How could you do this lesson better next
time?
4. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. តើមរា ៀននាះបាបើ សា ា
់ ាអង់គស ាល ប៉ន
ុ ន
ាម ាគរយ? ហើយ
បាើបាស់ាាខមារប៉ុនមានាគរយ?
២. ផនាកសំាន់បំផុតនាមារៀននាះគឺ ារនិយយ (សកមមាព
៤ និង ៥) ដាលសិសាសាចយកមារៀន មកបាើបាស់
សមាាប់ខលួនពួកគាផទាល់ និងអនុវតតាា។ តើសិសាសតាូវ
ានផតល់ពាលវាាគាប់គាន់ ដារឬទា?
៣. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ
ានលអាង ៅពាលបងាៀនលើកកាាយ?
៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
C5-18
 Chapter
My life after school
Unit 16 - I can do it!
6 Chapter 6, Unit 16, Lesson A
My life after school: I can do it!: I can do it better!
This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)

(7 mins): Warmer. Play ‘Word Association’

1. Show students your pen.

2. Tell them you are thinking of some words
16a I can do it! - I can do it better! about the pen.
3. Ask some students to give you answers.
1 Match the words with the pictures. Use questions to help them (e.g. What
colour is my pen? What shape is it?)
c 4. Write down words as students tell them
1. sing (b) (e.g. pen – black, long, write, school)
d bike?
2. dance (e) 5. Put students into groups of 5/6.
3. feed the dog (f) 6. Tell students you are going to say a word.
They think of words associated with the word.
4. ride a bike (d)
Example: apple – red, fruit, food, eat, USA,
5. play the guitar (a) ball – round, football, basketball, volleyball,
b 6. climb a tree (c)
e a white, black, orange, sports, team school –
bags, students, desks, books, teachers, etc….
f Avorng and Dara.
7. The group with the most number of words win.
1 (5 mins): Activity 1. New words (T.6.16.1)
1. Tell students to work with a partner.
2. In pairs, students look for the words in the
picture.
T.6.16.1 Listen and check. Listen and repeat. 3. Tell students to match the words with the
pictures.
4. Tell students to listen and check.
2 T.6.16.2 Who is better - Avorng or Dara? Guess. Listen and check. 5. Tell students to listen and repeat.
TAPESCRIPT 6.16.1
If you do not have the recording, say each
word (or phrase) 2 times.e.g. Say: Hello
(wait for students to repeat) Say: Hello wait
for students to repeat.
sing / dance / feed the dog / ride a bike /
play the guitar / climb a tree
(3 mins): Lead in
1. Tell students to close their books.
2. Tell students that Dara and Avorng can
do some of the new words.
3. Ask: Can Dara sing? Can Avorng sing?
Students should say Yes, he can. No, he
can’t.
4. Have a class vote. Count how many
students think Avorng can sing. Write the
number on the board.
. How many students think Dara can play
the guitar?
. How many students think Dara can ride a
5. Ask students who they think is better -
Dara or Avorng?
2 (3 mins): Activity 2. Students listen for the
big idea (T.6.16.2)
1. Tell students they are going to listen to
2. Were their guesses right? Who do they
think is better – Avorng or Dara?
3. Tell students to open their books and
point to the pictures as they listen.
TAPESCRIPT 6.16.2
Dara: Hi! I’m Dara. I’m better than Avorng!
I can play football well. I can ride a bike! I
can swim!
Avorng: Oh, Dara. I’m better than you! I can
climb trees really fast. I can speak English
well. I’m really good at English.
Dara: Oh yeah. But can you feed the dog?
Avorng: No, I can’t. But I can fly. I can fly
really high. Can you fly?
Dara: No, I can’t! But I can draw. Look!
(shows a picture to Avorng). I can draw really
well!
Avorng: I can’t draw, but I can sing and
dance. Look here(Avorng dancing)! I can
sing and dance really well. Oh, and I can
play the guitar too.
Dara: Oh yeah, but can you get out of this
cage?

C6-1 - 100 -
 Chapter 6, Unit 16, Lesson A

3 T.6.16.2 Who said these? Listen again and tick (). 3 (5 mins): Activity 3. Students listen for the 3. How many sentences can they remember?
answers
(2 mins): Learner self-assessment and lesson
Dara Avorng 1. Tell students to copy the table in their wrap up
notebooks quickly. Give a time limit of 2
1. I can play football.  minutes.
Assessing the success of the lesson. Not tes-
ting all the students!
2. I can speak English.  2. Tell students to listen again and tick the
sentences. 1. Ask some students to tell you about what
3. I can’t feed the dog.  3. Tell students to compare with their answers they can / can’t do.
4. I can’t draw.  with their partners. 2. Ask some students to tell you what their
4. Check answers as a class. friends can / can’t do.
5. I can play the guitar.  3. Praise students who tried hard to speak
4 (4 mins): Activity 4. Students listen and
6. I can sing.  repeat (T.6.16.3)
English in class today. Encourage other
students to keep trying.
TAPESCRIPT 6.16.3 After the lesson: Thinking about the lesson
4 T.6.16.3 Listen and repeat. (Reflection)
I can play football.
She can play football. Reflection is important and all good teachers
I can play football.
He can’t play football. do it. It doesn’t matter if everything went
She can play football. Can she play football? wrong. What’s important is to learn from it!
He can’t play football. Yes, she can. Remember, no lesson is ever “perfect”!
Can she play football? Can he play football?
No, he can’t. Think about the answers to these questions.
Yes, she can.
You don’t have to tell anyone the answers!
Can he play football? 5 (8 mins): Activity 5. Writing
No, he can’t. 1. Did you praise students who worked hard
can’t = cannot 1. Write one sentence on the board that is today?
true about you (e.g. I can speak English). 2. It’s OK to make mistakes. Did you focus
2. Write one more sentence that is not true on mistakes students make, or did you
about you (e.g. I can cook). also focus on their effort for trying hard?
3. Tell students to guess which is right and 3. Your own question(s). ________________?
5 What can you do? What can’t you do? Write in your notebooks. which is wrong.
4. Have a class vote. How many students បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
Write 3 true things about you. Write 2 NOT true things about you. think you can speak English? How many (ារឆលុះបញចាំង)
students think you can cook? Write the
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
numbers on the board.
6 Ask your friend. Don’t write. Can they guess? 5. Tell students which is right and which is wrong.
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
6. Tell students that they are going to do the មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
same. They will write true and not true កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
I can play football. sentences about them.
Yes, you can. “លអឥតខចាះ” ោះទា!
7. Give a time limit of 6 minutes.

No, you can’t. 6 (7 mins): Activity 6. Guessing game – speaking ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប
ា ច
់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
1. Put students into groups of 5/6.
2. Students take it in turns to read their ១. តើថន
ាង ះា អនកានលើកសរសើរសិសសា ដាលខិតខំបង
ឹា បាង
ា
7 Work with a different partner. Tell him/her what your friend can and sentences. Other students say Yes, you រៀនសូតាដារឬទា?
can or No, you can’t. ២. ាមិនានបញហាទាកនុងារដាលានកំហុស។ តើអនកាន
can’t do. 3. Tell students not to write. They listen and speak. ផតត
ា លើកហ
ំ ស
ុ របស់សស
ិ សា ឬផតត
ា លើារ ខិតខំបង
ឹា បាង
ា
របស់ពួកគា?
Dara can play 7 (6 mins): Activity 7. Speaking
៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
football, but he can’t 1. Put students into different groups.
do his homework! 2. Each group takes it in turn to talk about
their groupmates from the activity 6.

- 101 - C6-2
Chapter 5, Unit 16, Lesson B

16b I can do it! - I think I can ly!

Chapter 6, Unit 16, Lesson B
My life after school: I can do it!: I think I can ly!
1 Whose family? What can they do? Guess. Tell your partner.
(7 mins): Warmer. Play ‘Human Clock.’
I think he can
1. Tell students you are a clock.
ride his bike!
2. Show different times to students. Use both your arms, like this:

3. Ask: What time is it? Is it 12 o’clock?

Students: It’s 3.45. No, it isn’t.
4. Ask some students to try this in front of the class.
5. Put students in groups of 4 /5.
6. Students in each group take it in turns to be a human clock. They ask other group members
questions.
2 Read quickly. Did you guess right? 7. Go around and help as necessary.

1 (3 mins): Activity 1. Lead in

Hi, I’m Linda! Here’s my family. I’ve got 2 brothers and 1 sister. My baby brother 1. Point to the picture.
is the youngest. He’s only 1. He is smart. He can talk, but no one understands 2. Ask students: Whose family is it? (Linda) Who is the father? Who is this? Who is the sister?
3. Ask students: What can her brother do?
him. My older brother wants to be a footballer! He thinks he can play football
4. Students work in pairs.
really well but he can’t. Everyone smiles when he plays football. He thinks it 5. Students take it in turns to guess what each of the family members can / can’t do.
is because he is good. It is because he is bad. He never scores a goal. He 6. Give a time limit of 2 minutes.
can’t even kick the ball! My dad thinks he can ride his bike really well! But look, 2 (3 mins): Activity 2. Students read for the big idea
my grandma rides her bike better – better than my dad! She’s 68 years old!
1. Tell students to read the text quickly.
Hmmm….my mum. Oh, she thinks she can cook and she can! She always 2. Ask instruction checking questions and give a time limit of 2 minutes.
cooks breakfast. We always get up early to get our food quickly. My sister and 3. Tell students to compare their answers with their partners.
4. Ask: Did you guess right?
brothers eat two breakfasts. Even the dog loves mum’s food!
3 (5 mins): Activity 3. Students read for the answers

1. Tell students to read the sentences and answer Yes, he/she can. No, he/she can’t.
3 Read again. Answer the questions. 2. Ask instruction checking questions and give a time limit of 3 minutes.
3. Ask students to compare their answers with their partners / groups.
1. Can Linda’s baby brother talk? Yes, he can.
____________ 4. Check answers as a class.
2. Can her older brother play football? No, he can’t.
____________
3. Can her grandma ride a bike? Yes, she can.
____________
4. Can her dad ride a bike? No, he can’t.
____________
5. Can her mum cook? Yes, she can.
____________
6. What can you do? Students’ own answer.
____________________
C6-3 - 102 -
 Chapter 5, Unit 16, Lesson B

4 Work in your small groups. Ask and answer questions. 4 (5 mins): Activity 4. Speaking After the lesson: Thinking about the lesson
(Reflection)
Complete the table in your notebooks. 1. Put students into groups of 3/ 4.
2. Students ask and answer questions Reflection is important and all good teachers
(e.g. Can you ride a bike?) do it. It doesn’t matter if everything went wrong.
Sovann, can you 3. Ask instruction checking questions and What’s important is to learn from it! Re-
ride a bike? Yes, I can. give a time limit of 2 minutes. member, no lesson is ever “perfect”!
5 (15 mins): Activity 5. Writing Think about the answers to these questions.
Sovann, can you You don’t have to tell anyone the answers!
1. Tell students to copy the table in their
play the guitar? No, I can’t. notebooks. 1. How many of your students weren’t on
2. Students complete the table in their task today? How many of them seemed
notebooks. not motivated?
3. Ask instruction checking questions 2. Why do you think these students weren’t
(e.g. Who are you working with?) on task / not motivated?
5 Write. How many people? 4. Give a time limit of 10 minutes. 3. How can you help them? Think of 2 ways
5. Write this on the board: In my group, to try in your next lesson.
________ people can ride a bike. 4. Your own question(s). ________________?
friend’s name friend’s name friend’s name 6. Ask some students: How many students
me
___________
Sovann ___________ ___________ in your group can ride a bike? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
7. Write the number on the board. (ារឆលុះបញចាំង)
ride a bike  8. Tell students to complete the sentences ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
in their notebooks. ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
play the guitar  9. Give a time limit of 5 minutes. ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
swim 6 (10 mins): Activity 6. Writing កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
1. Students make a bar graph of their
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
results. For example:
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
In my group, __________ people can ride a bike. ១. តើថន ាង ះា សិសសា ប៉ន
ុ ន
ាម នក់ ដាលមិនានចូលរួមធវក ើ ច
ិ ា
ច រ?
In my group, __________ people can play the guitar. ហើយតើពួកគាប៉ុនមាននក់ ដាលាក់បី ដូចាមិនតាូវ
In my group, __________ people can swim. ានលើកទឹកចិតត?
២. ហាតុអវីានាអនកគិតាសិសាសាំងោះមិនានចូលរួម
In my group, _______________________________.
ធវើកិចចារ ឬមិនតាូវានលើកទឹកចិតត?
៣. តើអក ន ាចជួយពួកគាយង ា៉ ដូចមតច
ា ? ចូរគិតអំពវី ធ
ិ ី ២យ៉ង ា
6 Make a chart. Colour. ដើមបា ា
ី កលាបងៅកនង ុ ារបងាៀនរបស់ អនកលើកកាយ ា ។
៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
5
2. Ask instruction checking questions and
give a time limit of 8 minutes.
4
(2 mins): Learner assessment and lesson wrap up

1. Ask some students to talk about their

3 pictures / charts.
2. Praise students who completed their work
on time. Encourage other students.
2

0
ride a bike play the guitar swim - 103 - C6-4
Chapter 5, Unit 16, Lesson C

16c I can do it! - Avorng can speak English!

1 Treasure hunt!
1. What have you got?
Choose 3.
Chapter 6, Unit 16, Lesson C
My life after school: I can do it!: Avorng can speak English!
(12 mins): Warmer. Play ‘DIY Bingo!’
2. What can you do? 3. Tell your partner.
What have you got? 1. Ask students what they can / can’t do. Write the words on the board
Choose 3. (e.g. ride a bike, run, draw, jump,etc..)
What can you do? 2. Write about 12-15 words. Help students remember the words by acting, if necessary.
3. Draw this grid on the board. Students copy the grid.
I’ve got...
I can...

4. Tell students to choose 9 words from the board. They write the words into their grids.
5. One student chooses a word from his/her grid and calls it out.
6. He/She can cross out the word.
7. Other students who have the word in their grids also cross out the word.
8. Another student chooses a word from his/her grid. Repeat steps 5-7.
9. The first student to cross out ALL the words in his/her grid is the winner. and shouts “ bingo.”
Start!
1 (15 mins): Activity 1. Speaking – Treasure hunt
Go to the park. Can There’s a small lake
you run? in the park. Can you 1. Tell students they are going to play a game to find a treasure.
Yes – Go to 4. swim? 2. Briefly talk about what treasure is. What treasures do they like (e.g. money, house and lot,
No – Go back to the Yes – Go to 5. gold, diamond, etc.)?
start. No – Go to 2. 3. Tell students that they need some things to find the treasure. They choose from the list in the book.
1 2 3 4 4. Tell students to choose what they can do. They choose from the list in the book.
5. In pairs, students talk about what they’ve got and what they can do.
You’re tired. Shop!
6. Put students into groups of 4/5.
Have you got water? Have you got shoes?
Yes – Go to 10. Yes – Go to 12. 7. Each student uses a counter (This can be any small objects they can find, e.g. pen caps,
No – Go to 4. No – Go to 2. erasers, small pieces of paper)
8. Use dice to play the game. If there are no dice, two students in the group do rock, scissors
and paper. Whoever wins chooses a number between 1&6 for the next player.
5 6 7 8
9. Ask instruction checking questions.
Ride your bike to a Oh, oh! You lost the 10. Go around and help students as necessary.
house. key! 11. Stop students after 12 minutes.
Can you ride a bike? Go back to START!
Yes – Go to 10.
No – Go to 7.
9 10 11 12
You’re hungry. Oops! There’s a
Have you got a guard.
chocolate bar? Can you speak
Yes – Go to 18. English?
No – Go to 5. Yes – Go to 18.
13 14 15 No – Go to 4. 16

Oops! Fence! The treasure is on top

Can you jump? of the tree!
h!
Finis
Yes – Go to 19. Can you climb?
No – Go to 12. Yes – Go to 20.
No – Go to 10.
17 18 19 20
C6-5 - 104 -
 Chapter 5, Unit 16, Lesson C

2 Listen to your partner. How many mistakes can you ind? 2 (10 mins): Activity 2. Listen and correct

Student A: You’re the reader. Turn to page 232. 1. Students work in pairs.
2. Student A is the reader. Student B is the listener.
Student B: You’re the listener. Stay on this page. 3. Student A reads the text on page 232 (at the back of the book).
How many mistakes can you ind? 4. Student B reads and listens. Student B looks for the mistakes in the text on page 103.
(unit page)
5. Students check their answers.
My dream pet
3 (8 mins): Activity 3. Drawing
My dream pet has got 2 eyes and 4 ears. It’s got a small body. It’s got 2 arms and 1. Students draw the pet. They use clues from the text.
2 feet. They’re long. It can swim, but it can’t fly. It can dance and sing, but it can’t 2. Show some of the best pictures in class.
climb trees. It can write Khmer and English, and it can’t do my homework! (5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students!
3 Draw the pet in your notebooks. 1. Ask students to look at the “can do” statements.
2. Compare with a partner.
3. Ask students how they feel about the can do statements. Tell students not to worry about the
ones they don’t tick.

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
1. Kids like exciting lessons. If you give them time to get bored, they will speak in Khmer and be
naughty. Did you let students take too much time with activities? Were students talking to their
friends in Khmer and doing other things?
2. Did you stick closely to the times stated in the plan? If not, why not?
3. How can you time the activities better next time? Think of 2 ways to try in your next lesson.
4. Your own question(s). ____________________________________________________?

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)

ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

១. សិសាសចូលចិតតមារៀនដាលគួរឲាយរំភើបរីកាយ។ បាសិនបើអនកធវើឲាយពួកគាធុញទាាន់ ពួកគានឹងនិយយ ាាខមារ ហើយបងកាព

រញ៉ាចរា៉ាច។ តើអនកានផតល់ពាលវាាចាើនពាកឲាយសិសាសធវើកិចចារដារឬទា? តើសិសាសាននិយយៅាន់មិតតភកតិរបស់ពួក
គាាាាខមារ ហើយធវើអវីផាសាង ៗ ដារឬទា?
២. តើអនកានអនុវតតយ៉ាងាជាប់ខជួនៅាមពាលវាាដាលានកំណត់ៅកនុងកិចចារតាងារបងាៀន ដារឬទា? បាសិនបើមិនាន
Congratulations! ោយារមូលហាតុអវី?
៣. តើអនកាចកំណត់ពាលវាាសមាាប់សកមមាពាំងាយឲាយានលអបាសើរាងនាះ ៅពាលកាាយ យ៉ាងដូចមតាច? ចូរគិត
You inished Unit 16. Tick () the things you can do. អំពីវិធី ២យ៉ាង ដើមាបីាកលាបងៅកនុងារបងាៀនរបស់អនកលើកកាាយ។
៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?
I can say what I can do. 
I can say what I can’t do. 
I can ask what people can and cannot do. 
I can listen for mistakes. 

- 105 - C6-6
 Unit 17 - It’s my time!
17a It’s my time! - I listen to music
1 Who does what? Look at the pictures. Can you guess?
1. I listen to music. Bopha
2. I draw cartoons. Sophal
3. I write a diary. Bopha
4. I walk the dog. Sophal
2 T.6.17.1 Listen. Did you guess right? Listen and repeat.
3 How many of these things do you do? Tell your partner.
I draw cartoons.
4 Look at the sentences. Answer the questions.
I collect stickers.
We collect stickers.
You collect stickers.
They collect stickers.
He collects stickers.
She collects stickers.
It collects stickers.
C6-7
5. I go horse riding. Sophal
6. I play computer games. Sophal
7. I collect stickers. Bopha
I don’t collect stickers.
Do I collect stickers? Yes, I do.
Do we collect stickers? No, we don’t.
Do you collect stickers? Yes, you do.
Do they collect stickers? No, they don’t.
Does he collect stickers? Yes, he does.
Does she collect stickers? No, she doesn’t.
Does it collect stickers? Yes, it does.
- 106 -
Chapter 6, Unit 17, Lesson A
My life after school: It’s my time!: I listen to music
This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
(5mins): Warmer. Play Disappearing elephant
1. Draw a picture of an elephant on the
board like this:
! Tell them to point to the clues in the
2. Choose a word (e.g. guitar, bike, sing,
dance, etc.).
3. Write a line for each letter on the board.
4. Ask a student to guess a letter.
5. If the letter is in the word, write it in the
correct space.
6. If the letter is not in the word, write it
elsewhere on the board and erase one
part of the elephant (i.e. begin with the
trunk, then the eye, then the mouth, etc.).
7. Repeat steps 4-6 until students have
guessed the word.
8. Put students into groups of 5/6.
9. In groups, students play the game. They
take it in turns to draw the elephant and
let other students guess.
10. Monitor closely.
1 (3 mins): Activity 1. Lead in and students
guess
1. Tell students to look at the pictures of
Bopha and Sophal’s room.
2. Tell students to guess who does what
using the pictures as clues in pairs.
3. Ask instruction checking questions and
give a time limit of 1 minute.
4. Collect some ideas from the class.
2 (3 mins): Activity 2. Students listen for the
big idea (T.6.17.1)
1. Tell students to listen and check if their
guesses were right. Ask: Did you guess
right?
2. Tell students to listen again and find the
clues in the picture.
3. Stop the recording after each sentence.
4. Ask some students to point where the
clues are in the picture.
5. Tell students to listen again and repeat.
picture as they listen.
TAPESCRIPT 6.17.1
1. Tell students to work with a partner.
2. In pairs, students look for the words in the
picture.
3. Tell students to match the words with the
pictures.
4. Tell students to listen and check.
5. Tell students to listen and repeat.
Bopha: I listen to music.
I write a diary.
I collect stickers.
Sophal: I draw cartoons.
I walk the dog.
I go horse riding.
I play computer games.
3 (5 mins): Activity 3. Speaking
1. Tell students to work in pairs and tell each
other what they do, using the vocabulary.
2. Ask instruction checking questions and
give a time limit of 4 minutes.
4 (7 mins): Activity 4. Grammar box
1. Tell students to complete the exercises in
the grammar box.
2. Help as necessary, but let students guess
/ think about the rules.
3. Ask questions to help students (e.g. Do
we use ‘s’with ‘you’? ).
4. Ask instruction checking questions and
give a time limit of 4 minutes.
5. Tell students to compare their answers
with their partners / groups.
6. Check answers as a class.
 Chapter 6, Unit 17, Lesson A
Yes or No?
5 (7 mins): Activity 5. Writing
Use ‘s’ with she / he / it yes
_____________
Use ‘s’ with I / we / you / they no
_____________ 1. Write one sentence on the board that is true about one member of your family
(e.g. My sister walks the dog.).
Use ‘do’ and ‘don’t’ with he / she / it no
_____________ 2. Write one more sentence that is not true about this member of your family
Use ‘does’ and ‘doesn’t’ with I / we / you / they no
_____________ (e.g. She plays football).
3. Tell students to guess which is right and which is wrong.
Circle. 4. Have a class vote. How many students think your sister walks the dog? How many students
She draw / draws cartoons. think she plays football? Write the numbers on the board.
We play / plays computer games. 5. Tell students which is right and which is wrong.
6. Tell students that they are going to do the same. They will write true and not true sentences
Does / Do we play computer games? about a member of their family.
Does / Do she draw cartoons? 7. Ask instruction checking questions
I am walk / walk the dog. (e.g. How many true sentences will you write? ) and give a time limit of 5 minutes.

We are write / write a diary. 6 (8 mins): Activity 6. Guessing game – speaking

5 Write about one person in your family. Write in your notebooks.
Write 3 true things about her/him. Write 2 NOT true things about her/him.
6 Read your sentences to your partner. Don’t write. Can they guess?
1. Put students into groups of 5/6.
2. Tell students to take it in turns to read their sentences. Other students say ‘Yes, that’s right!’
or ‘No, that’s not right!’
3. Ask instruction checking questions (e.g. Writing or speaking? Students: speaking!) and give a
time limit of 5 minutes
4. Have a few students share with the class interesting things they found out.

My sister 7 (10 mins): Activity 7. Speaking and writing

walks the dog. Yes, that’s right! 1. Tell students to work in pairs.
2. Tell students to ask and answer questions.
3. Tell students to complete the table in their notebooks.
She draws 4. Ask instruction checking questions and give a time limit of 8 minutes.
cartoons. No, that’s not right! (2 mins): Learner assessment and lesson wrap up
1. Ask some students to tell you what they do after school/on the weekend.
2. Ask some students to tell you what their friends after school/on the weekend.
3. Praise students who completed their work on time. Encourage other students.
After the lesson: Thinking about the lesson (Reflection)
Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
7 Complete the table. Ask your partner. What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
Does she listen to 1. Did you talk about grammar a lot and make the class boring, or did you let students practice
My friend’s sister:
____________ music? the grammar?
Yes, she does. 2. How could you do this lesson better next time?
3. Your own question(s) ____________________________________________________?
listen to music 
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
play computer games ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
draw cartoons ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

write a diary ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

១. តើអក
ន ានបងាៀនអំពវ ី យ
ា ា
ា ករណ៍ចន ើា ហើយធវឲ
ើ យា ារបងាៀនគួរឲាយធុញទាន
ា ់ ឬក៏អក
ន ានឲាយសិសសា អនុវតតវយ
ា ា
ា ករណ៍ដរា ឬទា?
_________________________ ២. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះានលអាង ៅពាលបងាៀនលើកកាាយ?
៣. សំណរួ ផទាល់ខលួនរបស់អនកៈ______________________________________?
_________________________
- 107 - C6-8
Chapter 6, Unit 17, Lesson B

17b It’s my time! - I do nothing.

Chapter 6, Unit 17, Lesson B
My life after school: It’s my time!: I do nothing!
1 Who is he? What does he do after school and at the weekend?
(10 mins): Warmer. Play ‘Walking dictation’
Guess.
1. Write 5 sentences on a piece of paper (e.g. Dara can play the guitar, She can sing a song,
He writes a diary, etc.).
I don’t think he goes 2. Put students into 2 groups.
swimming! 3. The teams stand at one end of the classroom.
4. Put the piece of paper with the sentences at the other end of the classroom.
5. One student from each team WALKS as fast as possible to the paper, memorises a sentence,
returns to his/her team, and say the sentence. Do NOT let them RUN. Tell students they lose
points if they run.
6. One student from each team writes the sentence.
7. Another student from each team takes their turn to walk to the paper, memorise a sentence
and say the sentence in their teams.
8. Continue until one of the teams has completed writing all the sentences.
9. Monitor closely. Do not allow any incorrect sentences (one team player must go back and
2 Read quickly. Who thinks Mr.Sovann is happy? Who thinks try again).
Mr.Sovann is sad? 10. The first team to write ALL the sentences wins.

1 (5 mins): Activity 1. Lead in and students guess

1. Point to the picture of Mr.Sovann.

Mr.Sovann is our school
principal. He never smiles.
He walks to school. He
always tells students to be quiet.
He’s scary sometimes. I don’t like
him. He never plays football with
us. He hasn’t got any friends. I think
he doesn’t go swimming at all. He
doesn’t watch TV and he doesn’t
listen to music. He only reads his
books all the time. I think he is really
sad.
Mr.Sovann is my grandpa. I love
him. He’s the coolest grandpa
ever! Every morning, he cooks
breakfast for the family. Then in the afternoon,
we always go for a walk – in the park, near the
lake, at the shop, everywhere! Sometimes
we take the dog for a walk too! Then he buys
me ice cream! Yum! I love Saturday and
Sunday with grandpa! Sometimes we go
horse riding. Sometimes we ride our bikes up
to the mountains. Yes, my grandpa is really
strong! Before dinner, we watch TV together.
We watch Cartoon Network. He loves Tom
and Jerry. We like Tom and Jerry!
2. Ask students if they remember who he is (the school principal).
3. Ask: What does he do when he isn’t at school?
4. Tell students to guess with their partner.
5. Ask instruction checking questions and give a time limit of 3 minutes.
6. Come back together as a class, but don’t say who is right or wrong.
2 (3 mins): Activity 2. Students read for the big idea
1. Tell students they are going to read about what Dara and Pisey (Mr.Sovann’s granddaughter)
think Mr.Sovann does when he isn’t at school.
2. Tell students to read quickly. It doesn’t matter if they don’t understand every word. They only
need to understand the main idea.
3. Ask instruction checking questions and give a time limit of 2 minutes.
4. Ask: Who thinks Mr.Sovann is sad? Who thinks Mr.Sovann is happy?
3 (5 mins): Activity 3. Students read for the answers
1. Tell students to read the sentences and write the names.
2. Ask instruction checking questions and give a time limit of 3 minutes.
3. Check answers as a class.

3 Read again. Who said these?

1. He doesn’t listen to music. Dara
____________
2. He goes for a walk. ____________
Pisey
3. He cooks breakfast. ____________
Pisey
4. He never plays football. ____________
Dara
5. He loves Tom and Jerry. ____________
Pisey
6. He reads his book all the time. Dara
____________
C6-9 - 108 -
 Chapter 6, Unit 17, Lesson B

4 Play Sentence Relay! Who can remember the sentences? 4 (7 mins): Activity 4. Game – sentence relay
1. Say a sentence (e.g. I play football).
2. Have another student say your sentence and add his/her sentence (e.g. Teacher Mom plays
football, I draw cartoons.)
3. Call another student to say both sentences and add his/her own sentence (e.g. Teacher
Mom plays football, Sophal draws cartoons and I go for a walk).
4. Tell student they are going to play the same game in their big groups.
5. Tell them they can’t write. They have to remember the sentences without writing.
6. Put students into 2 big groups.
7. Put them in a circle.
8. Students take it in turns to say a sentence, one sentence building from the other, until the last
student has said everybody’s sentence.
5 (3 mins): Activity 5. Speaking
1. Tell students to work with a partner.
2. Tell student A to turn to page 232. Tell student B to turn to page 238. Tell them not to look
Monday Tuesday Wednesday Thursday Friday Saturday Sunday at each other’s timetable.
3. Tell them to ask and answer questions about Dara and Sopha’s timetable.
Write a diary        4. Tell them to tick the correct columns.
5. Ask instruction checking questions and give a time limit of 2 minutes.
6. Ask some questions about the timetable.
listen to music   
6 (5 mins): Activity 6. Writing
go fishing 
1. Tell students to use the timetable to write about Dara and Sophal.
____________ 2. Ask instruction checking questions and give a time limit of 4 minutes.
(2 mins): Learner assessment and lesson wrap up

5 Work with a partner. Ask and answer. Complete the table. 1. Ask some students to tell you what Dara and Sophal do.
2. Praise students who worked hard today. Encourage the others.
Student A: Turn to page 232.
After the lesson: Thinking about the lesson (Reflection)
Student B: Turn to page 238. Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Does Dara play football Think about the answers to these questions. You don’t have to tell anyone the answers!
on Monday? Yes, he does. 1. The most important part of the lesson was the writing and speaking. Were students given
enough time to do this?
2. Did you talk about grammar a lot and make the class boring, or did you let students practice
the grammar?
Does he go fishing No, he doesn’t. 3. How could you do this lesson better next time?
on Saturday? 4. Your own question(s) ____________________________________________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
6 Write in your notebooks. ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
Dara plays football on Monday. He doesn’t go fishing on Saturday.
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

១. ផនក
ា សំាន់បផំ ត
ុ នាមរា ៀននាះ គឺារសរសារ និងារាន។ តើសស ិ សា តាវូ ានផតលព ់ ល
ា វាាគាបគ ់ ន ា ឲ
់ យា ធវក
ើ ចិ ា
ច រនាះដារឬទា?
២. តើអកន ានបងាៀនអំពវ ី យ
ា ា
ា ករណ៍ចន ើា ហើយធវឲ
ើ យា ារបងាៀនគួរឲាយធុញទាន ា ់ ឬក៏អកន ានឲាយសិសសា អនុវតតវយ ា ា ា ករណ៍ដរា ឬទា?
៣. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះានលអាង ៅពាលបងាៀនលើកកាាយ?
៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

- 109 - C6-10
Chapter 6, Unit 17, Lesson C

17c It’s my time! - We play game!

Chapter 6, Unit 17, Lesson C
My life after school: It’s my time!: We play games
1 Snakes and ladders! Work in your groups. Climb up the ladder!
Go down with the snake! Who can inish the game irst?
(7 mins): Warmer. Play ‘Beginning letter’
1. Write a letter on the board (e.g.h ).
21 22 23 24 2. Tell students to think of words that start with the letter written on the board (e.g. house , hat,
Choose! Spell! high, etc.)
3. Write the words on the board as students call them out.
4. Put students into groups of 4/5
I’m the naughtiest Bad
h!
Finis
/ naughtiest in the w _ _ _ _ than 5. Write another letter on the board.
family. the w _ _ _ _ 6. Students write down words beginning with the letter on the board in their notebooks.
7. Assign a ‘writer’ in each team.
8. Give a time limit of 30 seconds per letter.
9. The team with the most words win.
20 19 18 17
Answer! One extra letter. 1 (15 mins): Activity 1. Speaking - Snakes and ladders
Which one?
Can you ride a 1. Tell students they are going to play a game of snakes and ladders.
bike? My friend is older 2. Draw a snake and a ladder on the board.
thatn me. 3. Tell students that snake means ‘go down’ and ladder means ‘go up’.
4. Put students into groups of 3/ 4.
5. Each student uses a counter (This can be any small objects they can find, e.g. pen caps,
13 14 15 16 erasers, small pieces of paper)
Spell! Make a sentence! 6. Use dice to play the game. If there are no dice, two students in the group do rock, scissors
and paper. Whoever wins chooses a number between 1 & 6 for the next player.
smart cook / They / 7. Ask instruction checking questions.
s _ _ _ _ _ _ than breakfast / can’t 8. Stop the students after 13 minutes.
the s _ _ _ _ _ _ _ 9. Walk around and help students if necessary.

12 11 10 9
Choose! Answer!

There is / are a Do you go on

pencil in my bag. Facebook every
day?

5 6 7 8
One extra letter. Make a sentence!
Which one?
she / play / does /
There is a foootball football?
field in my school.

4 3 2 1
Spell! Choose!

good Are / Do you

better than happy? Start!
the _ _ _ _
C6-11 - 110 -
 Chapter 6, Unit 17, Lesson C

2 My life after school! Write 5 things you do after school. 2 (10 mins): Activity 2. Writing

Number 1 is what you like best! You don’t like number 5! 1.

2.
Write some free time activities on the board (e.g. collect stickers, play football, play the guitar)
Ask some students which of these 3 they like best.
3. Number it 1.

sleep es do nothing
4.
5.
Ask some students which they like next. Number it 2.
Ask some students which they like least. Number it 3.
am 6. Tell students they are going to write 5 free time activities.

u ter g 7. Number 1 is the one they like best, number 5 is the one they like the least / they don’t like.

mp 8. Tell students to write in their notebooks.

pla y c o
t h e g u ita r 9. Ask instruction checking questions and give a time limit of 8 minutes.

pla y 3 (10 mins): Activity 3. Speaking and writing

1. Tell students to work in pairs.
do my homework 2.
3.
Tell students to take it in turns to ask and answer questions about their partners.
Tell them to write their classmate’s answers in their notebooks in the right order.
4. Ask instruction checking questions and give a time limit of 8 minutes.

3 Ask your friend. Write their answers in your notebook.
My friend:
What’s your number 1? She sleeps.
I sleep.
4 Swap notebooks. Check your friend’s sentences.
1. Did he / she use capital letters, like this: She sleeps.
2. Did he / she use full stops, like this: She sleeps.
3. Did he / she use ‘s’, like this: She sleeps.
Congratulations!
You inished Unit 17. Tick () the things you can do.
I can talk about what I do in my free time.
I can ask about what my friends do in their free time.
I can find and check for mistakes in sentences.
4 (5 mins): Activity 4. Peer correction
1. Tell students to swap notebooks.
2. Tell students look at the checklist in their books.
3. Tell students to answer yes or no, then correct their partner’ mistakes in their partners’
sentences.
4. Ask instruction checking questions and give a time limit of 4 minutes.
5. Go through some of the corrected answers in the class.
(5 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not testing all the students!
1. Ask students to look at the “can do” statements.
2. Compare with a partner.
3. Ask students how they feel about the can do statements. Tell students not to worry about the
ones they don’t tick.
After the lesson: Thinking about the lesson (Reflection)
Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
1. How did you encourage your students today?
2. Do you only tell the strong students that they did well, or do you tell weak students who are
trying hard that they are doing well?
3. How could you do this lesson better next time?
4. Your own question(s). ____________________________________________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
 ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
 ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!
 ១. តើថងានាះអនកានលើកទឹកចិតតសិសាសរបស់អនកយ៉ាងដូចមតាច?
២. តើអនកគាាន់តាបាប់សិសាសពូកាាពួកគាធវើានលអ ឬក៏បាប់សិសាសខាាយដាលកំពុងពាាយមខិតខំ បាឹងបាាងាពួកគានឹងធវើាន
លអដារ?
៣. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះានលអាង ៅពាលបងាៀនលើកកាាយ?
៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

- 111 - C6-12
 Unit 18 - I like my friends! Chapter 6, Unit 18, Lesson A
My life after school: I like my friends!: What do you like?
18a I like my friends! - What do you like? This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
1 Look at the pictures. What are they? Guess.
(7 mins): Warmer. Play Numbers and me!
1. Write 3 numbers on the board about
you (e.g. 3 – you have 3 sisters, 2- speak
2 languages, 4 – you have 4 children).
2. Tell students about the first number. Ask:
a b c d What number is this? (3). Yes, that’s right.
3. I have 3 sisters.
3. Let students guess what the other
numbers are about in pairs / groups.
4. You can tell them what the numbers are,
or say it’s a secret for now. They can ask
you just before the class ends.
5. Put students into groups of 5 /6.
6. Tell students they are going to play the
e f g h same game in their small groups.
7. Each student writes 5 numbers about
1. singing (f) 2. playing badminton (h) 3. playing volleyball (g) 4. sunbathing (a) him/her.
8. Students take it turns to guess what their
5. rollerblading (c) 6. hiking (d) 7. dancing (e) 8. waterskiing (b) group mates’ numbers are.
9. Students answer with yes, that’s right / no,
that’s not right.
T.6.18.1 Listen and check. Did you guess right? Listen and repeat.
1 (5 mins): Activity 1. New words (T.6.18.1)
2 Who is she? What does she like? Guess. 1. Tell students to look at the pictures and
talk to their partners. Do they know the
words? Students guess.
2. Ask instruction checking questions and
give a time limit of 2 minutes.
3. Tell students to listen and check.
4. Tell students to listen and repeat. Do not
translate.
TAPESCRIPT 6.18.1
1. Tell students to work with a partner.
2. In pairs, students look for the words in the
picture.
3. Tell students to match the words with the
pictures.
4. Tell students to listen and check.
5. Tell students to listen and repeat.
singing / playing badminton / playing
volleyball / rollerblading / hiking / dancing /
waterskiing / sunbathing
3 T.6.18.2 Listen. Did you guess right?
C6-13 - 112 -
(5 mins): Lead in
1. Tell students to close their books and look
at the board.
2. Write 3 words on the board from activity 1
(e.g. camping, rollerblading, playing football).
3. Say: I like hiking.
4. Draw a smiley face beside I like hiking.
5. Say: I don’t like rollerblading.
6. Draw a sad face beside I don’t like
rollerblading.
2 (3 mins): Activity 2. Students guess
1. Tell students to open their books.
2. Tell students to look at the picture of
teacher Mom. Who is she? Can they
remember?
3. Tell students to guess what teacher Mom
likes / doesn’t like.
4. In pairs, students put a smiley or a sad
face beside the words in activity 1. They
can also write their answers in their notebooks.
5. Give a time limit of 2 minutes.
3 (3 mins): Activity 3. Students listen for the
big idea (T.6.18.2)
1. Tell students to listen and check their
guesses.
2. Ask: How many of your guesses were right?
TAPESCRIPT 6.18.2
My cool teacher
Hi! I’m Mom! I teach every day! I teach from
Monday to Saturday. Sometimes, I feel really
tired. When I’m tired, I go for a walk. I like walking.
I also play football at the weekend. I like football
.It’s my favourite sport! But I don’t like playing
basketball. My grandpa likes playing basketball,
but I don’t. Hmm…I also like collecting stickers. My
students think I don’t. They’re wrong. Sometimes
I go swimming at the beach. At the beach, I
go waterskiing. It’s so fun! I like waterskiing in the
afternoon because it’s not too hot. But I don’t like
sunbathing. It is very hot and boring. Oh, and I
also like singing and dancing. I sing and dance
in the shower every day but no-one sees me!

4 T.6.18.2 Listen again. Draw
5 What do you like? Draw
answer questions with your partner.
Do you like playing
football?
6 Do you like hiking? Write 5 sentences about you. Swap. Whose
paper do you have? Can you ind him / her?
Chapter 6, Unit 18, Lesson A
or 4 (5 mins): Activity 4. Students listen for the answers (T.6.18.2)
1. Tell students to look at the pictures. What are they?
2. Tell students to listen again and draw or
3. Check answers as a class.
5 (5 mins): Activity 5.Speaking
1. Tell students to look at the words and pictures in activity 1.
2. Which do they like? Which don’t they like?
3. Tell students to write numbers 1-8 in their notebooks.
4. Tell them to draw or next to each number.
5. Let students work in pairs.
6. In pairs, students ask and answer questions (e.g. Do you like___? No I don’t. Yes, I do.).
7. Ask instruction checking questions and give a time limit of 4 minutes.
6 (15 mins): Activity 6. Writing and speaking
1. Tell students to write 5 sentences about themselves – what they like and don’t like
(e.g. I like ice-cream).
2. Students write on a piece of paper. Do not let them write in their notebooks.
They have to write on a piece of paper because you will collect them afterwards.
3. Give students 5 minutes to write their sentences.
4. Then collect all the pieces of paper.
5. Tell students you are going to give them paper, but it’s not their paper.
6. Give students paper. If they get their own paper,
tell students to let you know so you can change their paper.
7. Tell students that they need to find the person whose paper they have.
8. Students find the person who wrote on the paper by asking questions
(e.g. Do you like playing football?)
9. Students go around and ask.
or in your notebooks. Ask and Tell students NOT to show the paper they’re holding when asking questions.
10. When students find the right person, they sit down.
11. Stop after 5 minutes. Do not wait until everyone has found the right person. This is unlikely.
(2 mins): Learner assessment and lesson wrap up
1. Ask some students what they like.
2. Praise the students who found the right persons in activity 6.
3. Praise students who participated well today. Encourage other students.
No, I don’t.
After the lesson: Thinking about the lesson (Reflection)
Yes, I do. Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
1. How many of your instructions were in English?
2. Think of 2 ways to give ALL your instructions in English. Try them out in your next lesson.
3. How could you do this lesson better next time?
4. Your own question(s) ____________________________________________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!
១. តើកនុងចំោមារណានំាំងអស់របស់អនក ានារណានំចំនួនប៉ុនមានាាារអង់គលាស?
២. ចូរគិតអំពីវិធី ២យ៉ាង ដើមាបីផតល់ារណានំាំងអស់របស់អនកាាាអង់គលាស។ ចូរាកលាបងាៅកនុង ារបងាៀនរបស់អនក
លើកកាាយ។
៣. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះានលអាង ៅពាលបងាៀនលើកកាាយ?
៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?
- 113 - C6-14
Chapter 6, Unit 18, Lesson B

18b I like my friends! - Who likes sleeping?

Chapter 6, Unit 18, Lesson B
My life after school: I like my friends!: Who likes sleeping?
1 Who are they? What do they like? Guess. (7 mins): Warmer. Play ‘Back to the board’

1. Put students into 3 teams.

2. Put a chair in front of the whiteboard.
3. One student from team A comes and sits on the chair. He/she must not look at the board.
4. Write a word on the board (e.g. pencil, school, football, bag, badminton).
5. Other students from team A act out the word. They mustn’t talk.
6. The student in front of the board must guess the word. The other teams cannot guess. They
have to wait for their turn.
7. Give a time limit of 30 seconds for each word.
8. When the student in front of the board guesses correctly, the team gets a point.
9. Continue playing with the other teams, writing a different word each time.
2 Read quickly. Did you guess right? 10. The team with the most number of points at the end of the game wins.

What do they like doing? 1 (3 mins): Activity 1.Lead in and students guess
1. Tell students look at the pictures of the characters.
Hi! I’m Linda. Can you guess what I like doing? Hmm…I like playing basketball. 2. Ask: Who are they? What do they like? What don’t they like?
Sophal and Dara don’t like basketball, but I do. I’m the best at basketball. I love 3. In pairs, students guess what the characters like and don’t like.
4. Ask instruction checking questions and give a time limit of 2 minutes.
hiking too. I love going up the mountains for a long walk. I always go with my friends.
5. Ask some students to tell you their guesses.
We play hide and seek on the mountain! I love collecting stickers too. Sometimes,
teacher Mom gives me stickers. I like them all. 2 (3 mins): Activity 2. Students read for the big idea
1. Tell students to read the text quickly. They don’t have to understand ALL the words.
2. Give a time limit of 2 minutes.
Hi! I’m Dara. Hmmm…What do I like doing? First, I like doing nothing! I also like
3. Ask: Did you guess right?
sleeping and eating. I like sleeping. Sometimes I sleep in the classroom. But I never
eat in the classroom. Teacher Mom goes crazy when I eat in the classroom. She 3 (5 mins): Activity 3. Students read for the answers
doesn’t like students eating in the classroom. Oh, and I play football too. I play
1. Tell students to read again and answer the questions in their notebooks.
football with Sophal. Sophal is not good at playing football, so I laugh at him. 2. Ask instruction checking questions (e.g. What do you write in your notebooks? Names )
3. Give a time limit of 3 minutes.
4. Tell students to compare their answers with their partners / groups.
Hi! I’m Sophal. Hmmm….I like fishing. I like fishing in the river. I always catch fish. 5. Check answers as a class.
Always! Sometimes Avorng eats them all. I like playing football. I play football every
day with Dara. Dara’s a good friend but he laughs at me when I do something
wrong. I like doing my homework too. I always help Dara with his homework. He
doesn’t like doing his homework, so I help him. I’m a really good friend. What do
you think?

3 Read again. Answer the questions.

1. Who likes playing football? Dara and Sophal
________________
2. Who likes collecting stickers? Linda
________________
3. Who likes sleeping? Dara
________________
4. Who likes doing homework? Sophal
________________
5. Who doesn’t like playing basketball? Sophal and Dara
________________
6. Who doesn’t like eating in the classroom? Teacher Mom
________________
C6-15
- 114 -

4 Look at the sentences. Answer the questions.
I like bananas.
You like bananas.
We like bananas.
They like bananas.
Do I like bananas? Yes, you do.
Do you like bananas? Yes, I do.
Do we like bananas? No, we don’t.
Do they like bananas? No, they don’t.
Yes or No?
Use ‘likes’ with she / he / it
Use ‘like’ with I / we / you / they
Use ‘do’ and ‘don’t’ with he / she / it
Use ‘does’ and ‘doesn’t’ with I / we / you / they
Circle.
We like / likes rowing.
I like play / playing football.
She doesn’t / does like doing her homework.
He doesn’t like go / going fishing.
5 Complete the table in your notebooks. Ask your friends.
like doesn’t like
1. playing football Dara
2. ______________
3. ______________
4. lions Bopha
5. ______________
6 Write in your notebooks.
Dara likes playing football.
Bopha doesn’t like lions.
Chapter 6, Unit 18, Lesson B
4 (10 mins): Activity 4. Grammar box
1. Tell students to complete the exercises in the grammar box.
2. Help as necessary, but let students guess / think about the rules.
She likes swimming. 3. Ask questions to help students (e.g. Do we use ‘s’ with ‘you’? )
He likes swimming. 4. Ask instruction checking questions and give at time limit of 8 minutes.
It likes swimming. 5. Go around and help as necessary. Do not translate.
6. Tell students to compare their answers with their partners / groups.
7. Check answers as a class.
Does she like swimming? Yes, she does.
Does he like swimming? No, he doesn’t. 5 (10 mins): Activity 5. Speaking and writing
Does it like swimming? No, it doesn’t. 1. Tell students to choose 3 words from today’s lesson.
2. Tell students to add 2 more words (e.g. egg, red, blue, pencil, etc.).
3. Tell students draw a table in their notebooks, similar to the example.
4. Ask instruction checking questions and give a time limit of 5 minutes.
5. Tell students to go around. They ask and answer questions.
yes
__________ 6. Tell students they can only ask 2 questions for 1 student.
yes
__________ 7. Students complete their tables.
no
__________ 8. Ask instruction checking questions and give a time limit of 4 minutes.
no
__________ 6 (10 mins): Activity 6. Writing
1. Tell students write about their classmates in their notebooks.
2. They use the information in their tables to write.
It likes / like apples. 3. Ask instruction checking questions and give a time limit of 8 minutes.
Does / Do he like rollerblading? (2 mins): Learner assessment and lesson wrap up
Does / Do they like hiking?
1. Ask some students what their friends like / don’t like.
2. Praise the students who completed their work on time. Encourage the others.
After the lesson: Thinking about the lesson (Reflection)
Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
Do you like What’s important is to learn from it! Remember, no lesson is ever “perfect”!
football? No, I don’t.
Yes, I do. Think about the answers to these questions. You don’t have to tell anyone the answers!
1. Remember, you do not need to translate NEW words every time. If you do, students will not
think in English. Did you translate new words today? Was it helpful?
2. Could you use English more and Khmer less?
3. How could you do this lesson better next time?
4. Your own question(s). ____________________________________________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!
១. ចូរចងាំា អនកមិនាំាច់បកបាាាកាយថមីាាាខមារ គាប់ពាលោះទា។ បាសិនបើអនុវតតដូចនាះ សិសាសនឹងមិនគិតាាា
អង់គលាសទា។ តើថងានាះអនកានបកបាាាកាយថមីាាាខមារដារឬទា? តើា ានបាោជន៍ដាឬទា?
២. តើអនកាចបាើបាស់ាាអង់គលាសចាើន ហើយាាខមារតិចតួចដារឬទា?
៣. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះានលអាង ៅពាលបងាៀនលើកកាាយ?
៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?
- 115 - C6-16
Chapter 6, Unit 18, Lesson C
18c I like my friends! - I think he likes my food!
1 Who is he? What does he like?
What doesn’t he like? Guess.
2 Read quickly. Who is correct? Dara or Sophal?
What does Avorng like?
What does Avorng like?
Oh, I know. Avorng likes
hanging out with his friends.
He likes dancing and eating ice cream.
He doesn’t like basketball and football.
He is too small to play basketball or
football. He likes my food. He eats rice
and soup. The only thing he doesn’t like
is fish.
3 Read again. Who said these?
1. Avorng likes playing basketball.
2. He likes going for a walk.
3. He likes swimming.
4. He likes fish.
5. He likes dancing.
6. He doesn’t like playing football.
4 T.6.18.3 Listen to Avorng.
What does he like?
What doesn’t he like?
C6-17 Who is correct? Dara or Sophal?
Chapter 6, Unit 18, Lesson C
My life after school: I like my friends!: I think he likes my food!
This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
(7 mins): Warmer. Play ‘Tell me the truth!’ 2 (5 mins): Activity 2. Students read for the
big idea
1. Write one sentence on the board that is
true about you (e.g. I like going for a walk). 1. Tell students to read the text quickly.
2. Students guess if this is true or not true. Ask 2. Give a time limit of 3 minutes.
questions (e.g. Is this right? Do I like going 3. Ask: Who do you think is correct? Dara or
for a walk? ). Sophal? Why?
3. Write another sentence that is not true 4. Tell students to compare their answers
about you (e.g. I have 10 sisters and 5 with their partners.
brothers ). 5. Collect some ideas from the class.
4. Students guess if this is true or not true. Ask
questions (e.g. Is this right? Do I have 10 3 (5 mins): Activity 3. Students read for the
sisters and 5 brothers? ) answers
5. Tell students they are going to play the 1. Tell students to read again and answer the
same game. questions in their notebooks.
6. Put students into groups of 5 / 6. 2. Ask instruction checking questions and
7. Each group writes 3 sentences about give a time limit of 3 minutes.
What does Avorng like? students from the other teams. They 3. Tell them to compare their answers with
cannot write about their group mates. their partners / groups.
Oh, I know. Basketball.
8. Students in each group take it in turns to 4. Check answers as a class.
He really likes basketball. read their sentences, one at a time.
He’s good at playing basketball. He likes 9. The student being referred to say Yes, 4 (5 mins): Activity 4. Students listen for the
swimming and going for a walk, too. that’s right or No, that’s not right. answers (T.6.18.3)
He goes swimming with his friends, a e.g. Team A: Sophea can ride a horse.
1. Tell students they are going to listen to
cat and a dog. He goes walking in the Sophea (from team B): Yes, that’s right.
Avorng.
park and sometimes on the mountain, 10. Tell students that the game is about
2. Ask: What does he like? What doesn’t he like?
telling the truth. They should tell the truth
alone! He goes fishing sometimes, too. 3. Ask: Who is correct? Dara or Sophal?
and be honest to make the game work.
He likes fish but he doesn’t like the water. 11. Give points for groups that wrote correct TAPESCRIPT 6.18.3
He can’t swim! sentences about their classmates.
12. The group with the most number of points win. Hi! I’m Avorng. I don’t like basketball. I’m too
small to play basketball. But I like hanging
1 (3 mins): Activity 1. Lead in and students guess out with my friends, a cat and a dog. We
_______________
Dara like talking. Sometimes we talk for 3 hours.
1. Point to the picture of Avorng.
Oh, I like all food, all food but fish. I don’t like
_______________
Dara 2. Ask: Who is he? What does he like? What
fish. I’m scared of the water and I can’t
does he not like?
_______________
Dara swim! And I don’t like going for a walk. Why
3. Tell students to guess what Avorng likes
walk? I can fly! I don’t like walking, but I like
_______________
Dara and doesn’t like with their partners.
flying.
4. Ask instruction checking questions and
_______________
Sophal give a time limit of 1 minute.
_______________
Sophal 5. Ask some students what their guesses are.
- 116 -
 Chapter 6, Unit 18, Lesson C

5 Write. Use the questions to help you. 5 (10 mins): Activity 5. Writing
1. Ask students about their pets (e.g. Do they have pets? What are they? What does it like? What
My Pet can it do? )
My pet is a bird. His name is Avorng. He can fly. He likes fish. What is its name? 2. Tell students they are going to write about their pets.
3. If they do not have pets, they can write about pets they would like to have.
He doesn’t like going for a walk._________________________ What can it do?
4. Students draw pictures of their pets (or pets they would like to have) if there is enough time.
_____________________________________________________ What has it got? Students can also do this for homework if there isn’t enough time.
_____________________________________________________ What does it like? 5. Give a time limit of 8 minutes.

6 (10 mins): Activity 6. Speaking

Draw your pet. 1. Put students in pairs or in groups of 3.
2. Tell them to ask and answer questions about their pets.
3. Ask instruction checking questions and give a time limit of 8 minutes.
4. Stop students after 8 minutes. Ask them what interesting things they found out about their
classmates’ pets.

(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students!
1. Ask students to look at the “can do” statements.
2. Compare with a partner.
3. Ask students how they feel about the can do statements. Tell students not to worry about the
ones they don’t tick.

After the lesson: Thinking about the lesson (Reflection)

6 Tell your friends about your pet. Ask and answer questions. Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!

What is its name? Avorng. Think about the answers to these questions. You don’t have to tell anyone the answers!

1. Students need short, simple and clear instructions. If instructions are too long, they stop
Can it fly? listening! Were your instructions short and clear?
Yes, it can. 2. One good way to make your instructions clear and simple is to write them. Find time in the
next few days to write at least 5 instructions you often use in class – in English! This will save
Does it like you time!
apples? No, it doesn’t. 3. How could you do this lesson better next time?
4. Your own question(s). ____________________________________________________?

Has it got បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)

3 eyes? No, it hasn’t. ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!
Congratulations!
១. សិសសា តាវូ ារារណានដ ំ ល
ា ខលី ាមញញ ហើយចាាស់។ បាសន
ិ បើារណានវ ំ ង
ា ពាក ពួកគានង
ឹ ឈប់ ាតប
ា !់ តើារណានរំ បស់អក
ន
You inished Unit 18. Tick () the things you can do. ខលី ហើយចាាស់ដារឬទា?
២. វិធីដ៏លអមួយដើមាបីធវើឲាយារណានំរបស់អនកចាាស់ ហើយាមញញគឺតាូវសរសារា។ ចូររកពាលវាា ៅពីរ បីថងាបនទាប់ ដើមាបីសរសារ
I can talk about what I like.  ារណានំាាាអង់គលាសយ៉ាងតិចឲាយាន ៥ ដាលអនកបាើបាស់ា ញឹកាប់ៅកនុងារបងាៀនរបស់អនក! ារធវើដូចចនាះនឹង
ធវើឲាយអនកចំណាញពាល!
I can talk about what my friends like / don’t like.  ៣. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះានលអាង ៅពាលបងាៀនលើកកាាយ?
I can ask about what my friends like and don’t like.  ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

- 117 - C6-18
 Chapter
Celebrations!
Unit 19 - Guesses, tricks and presents!
7 Chapter 7, Unit 19, Lesson A
Celebrations!: Guesses, tricks and presents!: Oh yuck!
This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)

(4 mins): Lead in

1. Write ghost house on the board. Ask

students if they know what it is.
19a Guesses, tricks and presents! - Oh yuck! 2. Tell students to guess in their groups. (This
is a ride at dreamland in Phnom Penh.
1 T.7.19.1 Sophal has made his own ghost house to scare Linda. What is the You go inside and people scare you)
3. Get answers as a class. Tell students that
trick? Look at the picture. Listen and check. Sophal gives Linda the ghost house is a game you can play
things to touch and pretends they are parts of a dead body. in Phnom Penh where people try to scare
you!
1 (3 mins): Activity 1. Students guess
1. Tell students Sophal is trying to scare Linda.
2. Ask students to look at the picture. What
can they see?
3. Ask students What is the trick? What is
Sophal doing?
4. Students compare with their partner for a
minute.
5. Come back together as a class and get
some different ideas (but do not say who
is right or wrong)
(5 mins): Activity 1. Students listen for the big
idea. (T.7.19.1) This is the 1st part of a 2 part
listening.
1. Tell students that they are going to listen
and check their guesses.
2. Students listen.
3. Students compare with their partner/group.
Cool kids say: 4. Check answers as a class.
Oh yuck! TAPESCRIPT 7.19.1
Linda: Oh yuck! It’s wet! Sophal. Yuck. It’s
curly hair! *giggling*
Sophal: Guess what this is! Can you feel it?
Linda: Oh! Ew! I know what this is. This is a
nose. This is a dead girl’s nose!
Sophal: This is the nose! But can you guess
what these are?
Linda: Oh! Are these… are these her teeth?
These really feel like teeth!
Sophal: Yes! These are her teeth! Ok Linda.
Last one. What’s this?
Linda: Oh! It’s long! It’s wet, too. Ew. It smells
bad! Oh no! It isn’t! This isn’t her stomach, is
it? OH YUCK! It is! This is her stomach!
Sophal: Yes Linda. This is the dead girl’s stomach!
Bopha: Oh no! Dara looks sick! Is he sleeping?
Sophal: No. I think dead bodies are too
scary for him!
2 (10 mins): Activity 2. Students listen for the
answers (T 7.19.1) This is the 1st part of a 2
part listening.
1. Tell students to work with a partner.
2. Tell students to write a-g in their notebooks.
Ask students to see if they can remember
the things that were said.
3. Ask instruction checking questions and
give a 3 minute time limit.
4. Students listen and tick the body parts
they hear.
5. Students compare with their partner/group.
6. Ask and answer as a class.

This is the 1st part of a 2 part listening.

Sophal: Welcome to the ghost house, every-
one! Do you want to feel the dead body,
Linda?
2 T.7.19.1 Tick () the body parts you hear. (Clue! There are 5!) Linda: Sure
Sophal: It’s a girl your age. She is 13. These
are her eyes! Can you feel them?
Linda: Oh yuck! They really feel like eyes!
Sophal: These eyes can’t see anymore! OK.
Next. This is her hair.
 a  b c  d  e f  g

C7-1 - 118 -

3 T.7.19.2 There isn’t really a dead body! How does the trick work? Can you
3 (10 mins): Activity 3. Students listen for the
guess? Match the things with the body parts. answers (T 7.19.2) This is the 2nd part of a
2 part listening.
1. Tell students to work with a partner.
2. Tell students to write 1-5 in their notebooks.
Tell students to try and remember/guess
the order.
3. Tell them to listen and write the answers
next to the numbers in their notebooks.
1. eggs 2. noodles 3. wet clothes 4. an old apple 5. corn 4. Ask instruction checking questions and
give a 3 minute time limit.
a1, b2, d4, e5, g3 5. Students listen.
1. eggs = eyes 6. Students compare.
7. Play the recording again only if students
need.
4 T.7.19.3 Can you remember? Complete with this, that, these, those. 8. Ask and answer as a class.
TAPESCRPT 7.19.2
Sophal: He’s waking up! It’s ok Dara.
Dara: Agghhh!!! The dead body! No!!!
Linda: It’s alright Dara. Everything is over
there, see? It’s all far away from you. It’s ok.
Those aren’t eyes. Those are eggs! The eyes
are really eggs!
Bopha: That’s right Dara. And that is not
really hair. Those are noodles. Those are the
noodles from lunch today.
Sophal: And that is a really old apple. It’s not
really a nose. That nose is really an old
apple.
Bopha: And those weren’t teeth. That was
some corn! Not teeth, just corn. Ok?
Linda: And that isn’t a stomach. That’s some
old wet clothes. It’s just wet clothes, Dara,
not a stomach!
Dara: Yeah! I know! Do you like my trick! I’m
not really scared! I’m brave!
5 What’s this? Student A, close your eyes! Student B, give Game! All: Oh yes Dara. Very brave!
your partner something from your bag or pocket. 4 (5 mins): Activity 4. (T. 7.19.3)
Can your partner guess what it is? 1. Ask students if they can remember what
was said. Tell students to complete with
this, that, these and those.
2. Ask instruction checking questions and
What is this? It’s a book! give a time limit of 2-3 minutes.
3. Students compare.
4. Students listen and check
5. Students listen and repeat.
What are these? TAPESCRIPT (T 7.19.3)
ummm… 1. Those are eggs.
2. These are eyes.
3. This is her nose.
4. That is an old apple.
5 (5 mins): Activity 5. Game! What’s this?
1. Tell students You are going to play a gues-
sing game.
2. Model the game with a student. (Tell
! them to close their eyes. Give them an
6 What colour? Game object that they know the name of. Ask
What’s this? Student: It’s a pen!
Point to things in the class and ask your partner “What colour is/are 3. Ask instruction checking questions and
give a time limit of 3 minutes.
these/those/this/that?” Can they answer? They only have 3 seconds!
- 119 -
Chapter 7, Unit 19, Lesson A
6 (5 mins): Activity 6. What colour?
1. Point to something in the room and ask
students What colour is that? Students:
That is ____! Repeat with this, these, that,
those.
2. Tell students to play the game in groups.
3. Ask instruction checking questions and
give a time limit of 3 minutes
(3 mins): Learner assessment and lesson wrap up
1. Ask questions to the class with this, that,
these, and those.
2. Ask some other students to “play teacher”
and do the same.
3. Are students using the words correctly?
Who still needs help with the language?
Why?
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Students need quick clear instructions.
If instructions are too long, they are difficult
to understand – The students stop listening!
Were your instructions clear and quick?
2. Did students do most of the talking in class?
3. A good rule for a lesson is 20%= teacher
80% = student. What % were students
doing things in your lesson?
4. How could you do this lesson better next time?
5. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. សិសសា តាវូ ារារណានដំ ល ា ចាាស់ ហើយលឿន។ បាសន ិ
បើារណានំវាងពាក ពួកគាពិាកយល់ ដូចនាះពួកគានឹង
ឈប់ាតាប់! តើារណានំរបស់អនកចាាស់ ហើយលឿន
ដារឬទា?
២. តើសិសាសានអនុវតតាគចាើននាារនិយយៅកនុងានាក់
ដារឬទា?
៣. ាមចាាប់គរុោសលាយកនុងមារៀនមួយគឺគាូធវើសកមមាព
២០% សិសាសធវើសកមមាព ៨០%។ តើៅកនុង ារបងាៀន
របស់អនក សិសាសធវើសកមមាពានប៉ុនមានាគរយ?
៤. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ
ានលអាង ៅពាលបងាៀនលើកកាាយ?
៥. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
C7-2
Chapter 7, Unit 19, Lesson B

19b Guesses tricks and presents! – That’s my present!

Chapter 7, Unit 19, Lesson B
Celebrations!: Guesses tricks and presents!: That’s my present!
1 T.7.19.4 Look at the picture. What’s wrong? Read, listen and check. This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
They are ighting because they are confused about who owns the Sport website. (50 mins)
presents.
(5 mins): Warmer. Feeling greetings

1. Write some first meeting vocabulary on the whiteboard. e.g. Hi. How are you? How are you?
What’s your name?
2. Tell students to stand up. (You can have students working in groups if the room is too small to
have students walking around the room).
3. Tell students they are going to do a get to know you role play.
4. Have the students do the activity once normally.
5. Tell students to choose a different partner, but this time they have found out that their
boyfriend/girlfriend has a different boyfriend/girlfriend! How do they feel? Tell students to have
the conversation with this feeling.
6. Keep changing the situation and partners!. ( e.g. Your dog is dead. You have a million dollars! etc.)
2 4
1 (2 mins): Activity 1. Students guess

3 5 1. Ask students to look at the picture and cover the text. ask: What can you see?
1 2. Ask students How do the people feel?
3. Ask students Why?
4. Students compare with their partner for 2 minutes.
Dara: What do you think of the presents Bopha: No! That is Avorng’s present! 5. Come back together as a class and get some different ideas (but do not say who is right or wrong).
from my American Aunt? His present is the yellow one. (5 mins): Activity 1. Students read and listen for the big idea (T. 7.19.4)
Linda: They don’t know which present Sophal: Well, where is my present?
1. Tell students that they are going to listen and read and check their guesses.
is for which person! Hey, that’s Bopha: Yours is yellow with orange 2. Tell students to read along with their finger. This helps students with dyslexia and also helps you
my present! hats on it. check no one is lost.
Bopha: That’s my present! Dara’s Aunt Sophal: That’s Avorng’s! 3. Ask instruction checking questions. Fingers Ready? Play the recording.
gave it to me! Bopha: Listen to me! His present has 4. Students listen and read along with their fingers.
5. Tell students to compare their answers with their group/partner.
Sophal: No, it’s not! That’s your present! got oranges, not orange hats! 6. Check the answers as a class.
It’s the green one! It’s got Sophal: No! What about the green
TAPESCRIPT (T. 7.19.4)
elephants on the paper. present with the elephants? Is
Bopha: No it’s not. That’s Linda’s! it Linda’s? See reading in activity 1
That’s her present! My present Bopha: I’m not fighting anymore! 2 (10 mins): Activity 2. Students read for the answers
hasn’t gotelephants on it. It’s There is only one person left! This is a brainteaser! Not all students will get the right answer, but it doesn’t mean they haven’t
that one with the apples on it. 1: blue with an apple. Bopha been using their English! .
And it’s not green.It’s blue. 2: yellow with oranges on it. Avorng 1. Do the first question together as a class. Have students point to where the answer is in the text.
Sophal: No. That’s Avorng’s! Your present, 3: yellow with orange hats - Sophal 2. Tell students to do the other questions in their notebooks.
Bopha, is the yellow one with 4: green with elephants. Linda 3. Ask instruction checking questions and give students a 5 minute limit.
the oranges on it. 5: green with apples. Dara 4. Students complete.
5. Students compare with their group/ partner.
6. Check answers as a class.
2 Can you help the kids ind their presents? Write the number of
the present next to the name in your notebook. Clue! Bopha
is right!
a. Bopha 1 b. Dara 5 c. Linda 4 d. Sophal 3 e. Avorng 2 - 120 -
C7-3

3 Match the words. 3 (5 mins): Activity 3. Grammar
1. Ask students to look at the grammar box.
I their 2. Write 1. I. Ask students which word goes
with I. Students – My!
you his
3. Tell students to continue answering the
he your questions in their notebooks. If students
she its get stuck, tell them to check the reading.
it our 4. Ask instruction checking questions and
give a 3 minute time limit.
they my 5. Students compare with their group/partner.
we her 6. Ask and answer questions as a class.
4 (3 mins): Activity 4. Model for writing
4 Read Linda’s writing. What is her favourite thing? 1. Tell students to look at the text. Ask What’s
Linda’s favourite thing?
2. Ask instruction checking questions and
My favourite thing is blue. I like it because give a time limit of 1 minute!
it makes me feel pretty. It is old. It isn’t new. 3. Students compare with their group/partner.
I can wear it. I like to use it when I dance. 4. Ask and answer question as a class.
Can you guess what it is? It’s my favourite
5 (4 mins): Activity 5. Model for writing
blue dress!
1. Tell students to answer the questions in
Activity 5 in their notebook. Tell students
to use notes only. Not full sentences.
2. Ask instruction checking questions and
give a time limit of 2 minutes.
3. Students compare their answers with their
5 Answer the questions about Linda’s favourite thing in your group/partner.
notebook. 4. Ask and answer the questions as a class.
6 (10 mins): Activity 6 and 7. Writing
• What colour is it? • What can you do with it?
• How does it make you feel? • When do you like to use it? 1. Students make notes about their favourite
• Is it old or new? • What is it? thing
2. Tell students to use their notes to write
6 Make notes about your favourite thing. Use your notes to about their favourite thing. They can
follow the model of Linda’s writing My
write about your favourite thing. Look at Linda’s writing for favourite thing
ideas. Draw a picture! 3. Ask instruction checking questions and
give a 7 minute time limit.
7 Guessing Game! Can your friends guess your favourite thing? 8 (5 mins): Activity 8. Guessing Game!
Tell them one clue at a time. 1. Tell students to read their sentences out
to their group one by one. Can their
group guess what their favourite thing is?
2. Ask instruction checking questions and
My favourite thing Is it your teeth? give a time limit of 3 minutes.
is green.
No! It isn’t!
- 121 -
Chapter 7, Unit 19, Lesson B
(5 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
testing all the students!
1. Ask a couple of students to talk about their
favourite things in front of the class. Can the
class guess?
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. If instructions are all in English, students
have much more time practicing their
English. How many of your instructions
were in English? Could have done all
your instructions in English?
2. How could you do this lesson better next
time?
3. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. បាសិនបើារណានំាំងអស់ាាាអង់គលាស សិសាស
ានពាលវាាចាើនកនុងារអនុវតតាា អង់គលាសរបស់
ពួកគា។ តើកង នុ ចំោមារណានា ំ ង
ំ អស់របស់អក ន ាន
ារណានំាាាអង់គលាស ចំនួនប៉ុនមាន? តើអនកាច
ធវា
ើ រណានា ំ ង ំ អស់របស់អក
ន ាាាអង់គស ាល ដារឬទា?
២. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ
ានលអាង ៅពាលបងាៀនលើកកាាយ?
៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
C7-4
Chapter 7, Unit 19, Lesson C

19c Guesses tricks and presents! – A special present

Chapter 7, Unit 19, Lesson C
Celebrations!: Guesses tricks and presents!: A special present
1 T.7.19.5 Look at the picture. Why is Dara smiling? What has Bopha This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
got? Listen and check. A present from the cat.
(3 mins): Lead in Dara: No, you can’t use it at school.
Bopha: Give me a clue.
1. Ask students to talk to their group about
Dara: It’s black and white.
things people get as presents. Who gives
Bopha: Black and white? Is it a book?
people presents? When do you get
Dara: No, it’s not.
presents?
Bopha: What present is this? Give me another
2. Ask instruction checking questions and
clue.
give a time limit of 2 minutes.
Dara: Well. It’s wet and it’s not happy.
3. Come back together as a class and get
Bopha: Wet and not happy? What sort of
some ideas from students.
present is this? Give me another clue.
(3 mins): Students guess Dara: No more clues! It’s time to guess.

1. Ask students to look at the picture. What
can they see?
2. Ask students What is happening? Why is
Dara smiling?
3. Students compare with their partner for a
minute.
4. Come back together as a class and get
some different ideas (but do not say who
is right or wrong)
1 (5 mins): Activity 1. Students listen for the
big idea (T.7.19.5)
1. Tell students that they are going to listen
2 T.7.19.5 What do you think the cat’s present for Bopha is? Why? and check their guesses.
Listen and check. Put a cross () next to the things it can’t be. 2. Students listen.
3. Students compare with their partner/group.
4. Check answers as a class.
2 (10 mins): Activity 2. Students listen for the
answers (T.7.19.5)
1. Tell students to work with a partner.
2. Tell students to write 1-7 in their notebooks.
Ask students what they can remember.
What do they think the present from the
cat is?
3. Tell them to listen and to cross out the
numbers of things it can’t be.
4. Ask instruction checking questions and
give a 3 minute time limit.
5. Students listen.
6. Students compare their answers with their
group/ partner.
7. Ask for some answers as a class.
3 (5 mins): Activity 3. Post task

TAPESCRIPT 7.19.5 1. Tell students to talk to their group/partner

about anything else they think it could be.
Dara: Bopha! The cat has got you a present! 2. Ask instruction checking questions and
Bopha: A present! I love presents! And it’s give a time limit of 3 minutes.
not my birthday! What is it? 3. Get some ideas from the class. Do the
1  2  3  4  Dara: Guess!
Bopha: Okay! Is it a big present?
ideas match the clues? Have a class talk.
(e.g. a cow! No! A cow is bigger than a
Dara: Well. It’s big for a cat present. It’s cat! socks. No! You can wear socks.
smaller than the cat.
Bopha: Can I eat it?
Dara: No, you can’t. You really can’t eat this
present!
5  6  7  Bopha: Is it something I can wear?
Dara: No. You can’t wear it.
Bopha: Can I use it at school?
3 What do you think the present is? Can you think of anything
not in the pictures?
C7-5 - 122 -

4 Turn to page 232 to check your guesses!
5 Write a riddle! Choose one of your things. Write 3 sentences
about it. Don’t say what it is!
Tell your group your riddle. Can they guess it?
Is it a pen?
Yes, it is!
Game!
6 Give me a clue!
1. Work with your partner.
2. Choose one thing.
3. Make them guess! They can only ask yes/no questions!
The less guesses, the more points.
Congratulations!
You inished Unit 19. Tick () the things you can do.
I can talk about my favourite thing.
I can play guessing games.
Chapter 7, Unit 19, Lesson C
4 (2 mins): Activity 4. Confirm guess
1. Tell students to look at the picture on page 232 Did they guess right?
5 (10 mins): Activity 5. Write a riddle – preparing for speaking
1. Tell students to read the riddle in Activity 5. Can they guess what it is? (You use it at school. It
is black. It is smaller than a bird. What is it? A pen!)
2. Tell students to choose one thing. It can be something in the classroom or at home, as long
as they know the word in English!
3. Ask instruction checking questions and give a time limit of 5 minutes.
4. Tell students to work in groups of 4/5 and read their riddles. Can their friends guess?
6 (10 mins): Activity 6. Game!
You use it at school. 1. Tell students to look at the pictures. Ask students to ask a yes no question to try and guess the
Is it a pen? picture. When students guess the object, tell them how many points they got.
Yes it is! 2. Tell students to work with their partner and to play a game! Tell students that they need to ask
It is black. yes no questions to find out which object they are thinking of.
It is smaller than a bird. 3. Ask instruction checking questions and give a time limit of 7 minutes.
What is it? (3 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not testing students!
1. Ask students to look at the “can do” statements.
2. Compare with a partner.
3. Ask students how they feel about the can do statements. Tell students not to worry about the
ones they don’t tick.
After the lesson: Thinking about the lesson (Reflection)
Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
1. ALL teachers make mistakes! Even good teachers make mistakes. Sometimes we give the
wrong answers. What do you do when you’re wrong? Do you pretend you’re right, or do you
admit your mistake and correct it?
2. Why do you think pretending you’re right isn’t helpful?
3. You can avoid making mistakes! Go through your lesson before class. Answer the questions
in advance. Any more ideas? Think of ways to avoid making mistakes in class.
4. Your own question(s). ___________________________________________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!
១. គាូ ាំងអស់ សុទធតាានកំហុស។ សូមាបីតាគាូលអក៏ានកំហុសដារ។ ពាលខលះគាូផតល់ចមលើយខុស។ តើៅពាលដាលអនកានកំហុស
អនកធវើយ៉ាងដូចមតាច? តើអនកធវើពុតាអនកតាឹមតាូវ ឬទទួលាគាល់ កំហុសោះ ហើយកាតមាូវា?
២. ហាតុអវីានាអនកគិតា ារធវើពុតាអនកតាឹមតាូវ គឺមិនានបាោជន៍?
៣. អនកាចចៀសាងារានកំហុសាន! ោយារពិនិតាយមើលមារៀនមុនពាលបងាៀន។ ោយារឆលើយ សំណួរទុកាមុន។
 តើអនកានគំនិតអវីផាសាងទៀត? ចូរគិតអំពីវិធី ២យ៉ាងដើមាបីចៀសាងារានកំហុស ៅកនុងារបងាៀន។
៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

- 123 - C7-6
 Unit 20 - Festivals, parties and trouble! Chapter 7, Unit 20, Lesson A
Celebrations!: Festivals, parties and trouble!:
20a Festivals, Parties and Trouble! - Khmer New Year at Angkor Wat Khmer New Year at Angkor Wat
1 T.7.20.1 Look at the picture. What are they doing? Listen and check. This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
Students answers will vary slightly. They are playing at Angkor Wat.
/ They are making wishes. etc (2 mins): Lead in
1. Write Khmer New Year on the board.
2. Ask students to talk to their group about what they do at Khmer New Year.
(3 mins): Activity 1. Students guess
1. Ask students to look at the picture. What can they see?
2. Ask students What is happening?
3. Students compare with their partner for a minute.
4. Come back together as a class and get some different ideas (but do not say who is right or wrong).
5. Make sure students know what a wish is (for ideas on how to do this, check the teachers notes.
1 (5 mins): Activity 1. Students listen for the big idea (T.7.20.1)

1. Tell students that they are going to listen and check their guesses.
2. Students listen.
3. Students compare with their partner/group.
4. Check answers as a class.

TAPESCRIPT (T.7.20.1)

Linda: What are you doing?

Bopha: We’re making wishes! The wishes float on the water and into next year!
Linda: Where’s Dara? What’s he doing? I hope he’s not getting in trouble!
Bopha: He’s ok. Dara is putting his wish in the water. Oh no! Dara is falling! He’s falling into the
water! He isn’t swimming very well. He’s getting caught in the wishes! He’s dying! Sophal! What
are you doing?
Sophal: I’m jumping in!
2 T.7.20.1 Put the sentences in order in your notebook. Listen and check. Bopha: Sophal is saving him.
Dara: I’m wet and cold!
1. d Bopha: What’s your wish Dara?
Dara: I wish never to wish again!
a. Sophal is saving him.
b. Dara is putting his wish in the water. 2 (10mins): Activity 2. Students listen for the answers (T .7.20.1)
c. I hope he’s not getting in trouble! Remember 1. Tell students to work with a partner.
d. We’re making wishes! I am dancing. 2. Tell students to write 1-7 in their notebooks. Tell students to try and remember/guess the order.
e. I’m jumping in! You are dancing. 3. Tell them to listen and write the answers next to the numbers in their notebooks.
4. Ask instruction checking questions and give a 3 minute time limit.
f. Dara is falling! She is dancing.
5. Students listen.
g. He isn’t swimming very well. He is dancing. 6. Students compare.
They are dancing. 7. Ask for some answers as a class.
1d. We’re making wishes! We are dancing.
2c. I hope he’s not getting in trouble!
3b. Dara is putting his wish in the water.
4f. Dara is falling!
5g. He isn’t swimming very well.
6e. I’m jumping in!
7a. Sophal is saving him. - 124 -
C7-7

3 We use am/are/is +ing when something is happening now. It is not 3 (7 mins): Activity 3. Controlled practice
inished. What are these people doing? Write sentences with the 1. Tell students to complete the exercises.
pictures and the words. 2. Ask instruction checking questions and
give a 5 minute time limit. WHILE STUDENTS
ARE DOING THIS, START WRITING WE ARE
ACTING on te board (Tapescript 7.20.2).
3. Help as necessary, but let students guess /
1. He . He is talking. 5. Nary . Nary is eating. think about the rules. Don’t explain the
present continuous to them.
4. Students compare their answers with their
partner.
6. We . We are playing games. 5. Ask and answer questions as a class.
2. I . I am listening. 6. Ask questions to help students. Do we
use am/are/is +ing to talk about things
that are finished or things that are not
7. I . I am studying. finished? Spend no more than 30
seconds on this. Students will learn by
3. You . You are sleeping. doing).
8. Mum . Mum is woking. 4 (10 mins): Activity 4. Disappearing Chant
(T.7.20.2)
1. Have students close their books and
4. They . They are walking. stand up.
9. We . We are watching TV.
2. Tell students that they are going to learn
We are acting.
3. Play the tapescript and encourage
students to join in.
4 T.7.20.2 Listen to the rhyme. Can you join in? 4. Tell students that they are going to sing
the song again and this time they will do
the actions as well.
We are acting! 5. Play the song. Encourage funny and
energetic actions by doing them yourself!
I am walking. I am singing. I am running till I’m hot. 6. Tell students that they are going to play a
I am fishing. I am flying. I am crying till I’m not. memory game and that you are going
to erase an action word. When students
I am jumping. I am sleeping. I am playing round a lot. get to that word, they don’t say the word
I am swimming. I am dancing. I am riding till I stop! they do the action. Ask instruction checking
questions.
7. Erase walking. Sing the song through together.
5 What are you doing? Pretend to do one of the things. Game! Continue with the rest of the words.
Can your friends guess what you are doing? TAPESCRIPT 7.20.2
I am walking. I am singing. I am running till
I’m hot.
I am fishing. I am flying. I am crying till I’m not.
I am jumping. I am sleeping. I am playing
round a lot.
I am swimming. I am dancing. I am riding till
I stop!
5 (10 mins): Activity 5. Game! What are you
doing?
1. Choose one of the pictures in activity
5 and act it out for the class. Ask: What
am I doing? Tell the student who guesses
they just got 1 point.
2. Put students in groups of 4-5.
3. Tell students they are going to play a
guessing game.
4. RULES. If your friends guess, you get 1
point and they get 1 point.
5. Ask instruction checking questions and
give a time limit of 7 minutes.
- 125 -
Chapter 7, Unit 20, Lesson A
(3 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
testing all the students!
1. Ask a few students to act out what they
are doing for the class. Can everyone
guess?
2. Are students using the present continuous
in their guesses?
3. Are students putting the stress on the Ing
or the first syllable?
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. If instructions are all in English, students
have much more time practicing their
English. How many of your instructions
were in English? Could have done all
your instructions in English and had the
students understand? Body language or
an example?
2. If you say the instructions in Khmer after
you say them in English, students have
no reason to listen to the English! Did you
repeat the instructions in Khmer?
3. How could you do this lesson better next
time?
4. Your own question(s). _________________
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. បាសិនបើារណានំាំងអស់ាាាអង់គលាស សិសាស
ានពាលវាាចាើនកនុងារអនុវតតាា អង់គលាសរបស់
ពួកគា។ តើកងនុ ចំោមារណានា ំ ង
ំ អស់របស់អកន ាន
ារណានំាាាអង់គលាស ចំនួនប៉ុនមាន? តើអនកាច
ធវើារណានំាំងអស់របស់អនកាាាអង់គលាស ហើយ
ឲាយសិសាសយល់ដារឬទា? តើអនកបាើបាស់ាាាយវិា
ឬឧាហរណ៍ដារឬទា?
២. បាសនិ បើអក
ន ណានា ំ ាាខមរា បនទប ា ព
់ ណ
ី ន
ា ា
ំ ាា
អង់គលាស ោះគមានហាតុផលអវីដាលសិសាស តាូវាតាប់ារ
ណានំាាាអង់គលាសទា! តើអនកានធវើារណានំា
ាាខមារចាំដាលៗ ដារឬទា?
៣. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ
ានលអាង ៅពាលបងាៀនលើកកាាយ?
៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
C7-8
Chapter 7, Unit 20, Lesson B

20b Festivals, Parties and Trouble! - Is he getting in trouble again?

Chapter 7, Unit 20, Lesson B
Celebrations!: Festivals, parties and trouble!:
1 There is a story with these words. Guess what the story is about. Is he getting in trouble again?
There are no right and wrong answers, but creative answers are This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
always fantastic! Encourage creativity! Sport website. (50 mins)

(8 mins): Warmer. Game! What are you doing?

1. This is an acting game. One student stands in front of the class doing a continuous
chase cow magic ing acting. (eg fishing).
2. Student 2 comes and asks What are you doing.
3. Student 1 doesn’t say I am fishing. They say a different ing action. I’m flying!
2 What festival are Linda and Bopha at? What is Dara doing? 4. Student 2 has to do the action student 1 said. (eg flying).
Ploughing festival. Dara is running away from the bull. 5. Students 2 keeps pretending to fly until student 3 asks What are you doing? Student 2 doesn’t
say flying. They say a different ing action.
6. Continue until all students have had a turn. It’s really funny! (If you have a very large class.
Just point to some people. You could also have students play the game in groups.

1 (3 mins): Activity 1. Lead in

1. Tell students to cover the text and the picture that goes with it and look at the 3 words and
the pictures. Drill the words.
2. Tell students that today’s story uses these words. Can they guess the story?
3. Ask instruction checking questions.

2 (5 mins): Activity 2. Students guess

1. Ask students to look at the picture and cover the text. What can they see?
2. Ask students What are they doing?
3. Ask students What festival do you think they are at?
4. Students compare with their partner for a minute.
5. Come back together as a class and get some different ideas (but do not say who is right or wrong).

3 T.7.20.3 Read and complete the sentence. They are at the___ festival. 3 (5 mins): Activity 3. Students read and listen for the big idea (T.7.20.3)

1. Tell students that they are going to listen and read and check their guesses.
Linda: “What are they doing?” 2. Tell students to read along with their finger. This helps students with dyslexia and also helps you
check no one is lost.
Bopha: “They are having ploughing festival! They are choosing what to 3. Ask instruction checking questions. Fingers Ready? Play the recording.
plant this year!” 4. Students listen and read along with their fingers.
Linda: “What’s Dara doing? Is he getting in trouble?” 5. Tell students compare their answer with their group/partner.
Bopha: “No. He’s being good. He’s over there. He wants to pet the cow. 6. Check the answer as a class.
The cow chooses what to plant. He thinks it’s magic. He wants to TAPESCRIPT 7.20.3
pet the cow so he can get some magic, too!”
See reading in activity 3:
Linda: “Watch out, Dara! That’s not a cow! That’s a bull! It’s the dad
cow! It’s getting angry! Oh no! Now it’s chasing Dara! Dara is 4 (10 mins): Activity 4. Students read for the answers
running fast, but the bull is running faster! Run, Dara! Run!” 1. Do the first question together as a class. Have students point to where the answer is in the text.
Bopha: “What’s he doing now? He’s jumping! He’s jumping over the 2. Tell students to do the other questions in their notebooks.
fence! The bull is jumping as well! Run, Dara! Run! Oh no!” 3. Ask instruction checking questions and give students a 5 minute limit.
Linda: “What’s he doing now?” 4. Students complete.*SET UP THE NEXT ACTIVITY ON THE WHITEBOARD WHILE THEY ARE DOING THIS.
5. Students compare with their group/ partner.
Bopha: “He’s flying! He’s just like Avorng!”
6. Check answers as a class.
Linda: “He really is magic!”
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C7-9

4 Answer questions about the reading.
1. What are they choosing?
What to plant this year.
2. What does Dara want to do?
Touch the magic cow.
3. Is it really a cow? No, it’s a bull.
4. What does the bull do to Dara?
It chases him.
5. Who is the fastest? Dara or the bull?
The bull.
Spelling Rules! -ing.
sit - sitting, stopping
no e!
make-making
have-having
writing, closing
5 Draw 3 columns in your notebook. Add more words to the
columns with -ing.
Chapter 7, Unit 20, Lesson B
5 (6 mins): Activity 5. Controlled practice 2. Ask about the winning sentences. Call on
both weaker and stronger students.
6. What does Dara jump over? 1. (DO THIS WHILE STUDENTS ARE READING
3. Are students using the correct form of ´to be’?
FOR ANSWERS IN ACTIVITY 4) Draw 3
The fence.
columns on the board and draw this After the lesson: Thinking about the lesson
7. What does the bull jump over? from the students’ book on the board. (Reflection)
The fence.
no e! double letters! Just add ing! Reflection is important and all good teachers
8. Does the bull catch Dara? How do make-making swim – swimming read - reading do it. It doesn’t matter if everything went wrong.
you know? Yes. Because Dara have-having sit - sitting jump - jumping What’s important is to learn from it!
goes flying! (The bull bucks him into Remember, no lesson is ever “perfect”!
2. Ask students where you should write
the air) write. Think about the answers to these questions.
3. Tell students to draw 3 columns in their You don’t have to tell anyone the answers!
notebooks and write the ing words in the
columns. 1. Students who believe that they can do
4. Ask instruction checking questions and things are much much more likely to be
double letters!
swim – swimming give a time limit of 4 minutes. able to! How did you encourage your
5. Students compare with their groups/ students today?
2. Do you only tell the strong students that
just add ing! partner.
running, getting 6. Ask and answer as a class. they did well, or do you tell weak students
read-reading, jump- who are trying hard that they are doing
jumping, catching, 6 (2 mins):Activity 6. Brainstorming ideas well?
doing, talking, drawing, 3. How could you do this lesson better next
1. Ask students to look at the picture. What
listening, opening, time?
can they see?
playing 4. Your own question(s). ________________?
2. Ask students How many words do you
know in the picture? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
3. Students compare with their partner for a (ារឆលុះបញចាំង)
minute.
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
4. Come back together as a class and get
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
some different ideas (but do not say who ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
is right or wrong). មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
7 (9 mins): Activity 7. Game! “លអឥតខចាះ” ោះទា!

1. Write a sentence from the picture on the ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក

write catch do talk draw listen មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
board.
open close play stop run get 2. Tell students to work by themselves to
១. សិសាសដាលជឿាក់ាពួកគាាចធវើអវី ៗ ាន គឺទំនងា
write ing sentences about the picture. ាចធវើានចាើន! តើថងានាះអនកានលើក ទឹកចិតតសិសាស
6 Look at the picture. How many words do you know? 3. Ask instruction checking questions and របស់អនកយ៉ាងដូចមតាច?
give a 7 minute time limit. ២. តើអក
ន គានា ត
់ ប
ា បា ស
់ ស
ិ សា ពូកា
ា ពួកគាធា
ើវ នលអ ឬក៏បប
ា ់
4. At the end of the time clap your hands សិសាសខាាយដាលកំពុងពាាយមខិតខំ បាឹងបាាងាពួក
and say Pens down! គានឹងធវើានលអដារ?
5. Students compare with their group. ៣. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ
Students get one point for every sentence ានលអាង ៅពាលបងាៀនលើកកាាយ?
៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
that only they have (The other kids in their
group don’t have them).

(2 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not

testing all the students!
1. Ask groups who was the winner in their
group.

7 How many sentences can you make about the picture? Use -ing! Game!
C7-10
- 127 -
Chapter 7, Unit 20, Lesson C
20c Festivals, Parties and Trouble! - A beautiful wedding
Chapter 7, Unit 20, Lesson C
Celebrations!: Festivals, parties and trouble!: A beautiful wedding
1 Look at the picture. Where are Linda and Sophal? This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
At Sophal’s sister’s wedding.
(10 mins): Warmer. Game!
2 3. Students compare with their partner/group.
1. Tell all students to stand up.
2. Put class into 4 groups.
1 3. Tell students to decide on a team name.
4. Write the team names on the board.
5. Have one student from each group go
to the board and face the class so they
5 Sophal: Don’t worry Linda. I can introduce
cannot see the board.
6. Write present continuous words on the
board. (e.g. dancing) . Tell the students
facing the rest of the class Guess the word.
They have to look at the actions the rest of
their group is doing to guess! If no one
has guessed it after a minute, tell them
4
to look at the board. Change the people
at the front of the class after each ing
3 word.
7 7. RULES.
. The people at the board can talk.
. The people trying to act and show the
word are not allowed to talk.
. First team to guess gets a point.
8. People who cheat lose a point.
9. Ask instruction checking questions.
10. Play the game. Use the words from the
Unit (do homework, study, work, go to
school, watch TV, ) as well as any other
words that you think your students will
6 know. Keep playing the game until
everyone has had a turn at the front.
Don’t worry if you have to repeat words.
11. Say who the winning team is at the end.
Everybody clap!
2 T.7.20.4 Who is who? Look at the list of people. Can you match them to 1 (4 mins): Activity 1. Students guess
2 (10 mins): Activity 2. Students listen for the
the numbers? 1. Ask students to look at the picture. What
can they see?
2. Ask students What is happening? Where
a. Sophal’s uncle 1 e. Sophal’s big sister 7 are they?
b. Sophal’s mum 4 f. Sophal’s dad 5 3. Tell students: These are people in Sophal’s
c. Sophal’s little sister 6 g. Sophal’s big brother 3 family. Can you guess who they are?
4. Students compare with their partner for 3
d. Sophal’s aunt 2 minutes.
5. Come back together as a class and get
some different ideas (but do not say who
Game!
3 What are the kids doing? is right or wrong).
Student A, turn to page 233. Don’t show your partner your pictures! 1 (5 mins): Activity 1. Students listen for the
big idea (T.7.20.4)
Student B, turn to page 238. Don’t show your partner your pictures! 1. Tell students that they are going to listen
and check their guesses.
C7-11 - 128 -
2. Students listen.
4. Check answers as a class.
TAPESCRIPT 7.20.4
Linda: Sophal! I don’t know anyone! Who
are all these people?
you. That’s my uncle. He’s standing on the
stage playing the guitar. He always plays his
guitar at weddings.
Linda: Yes, I can see him. Who is that?
Sophal: That’s my Aunt. She is sitting next to
him and singing.
Linda: She can sing? Cool! Who is that eating?
Sophal: That’s my big brother. He’s eating
special eggs.
Linda: And who is that?
Sophal: Dancing like crazy? That’s my mum.
She loves dancing. She dances around the
house! She’s dancing with my Dad. Dad
hates dancing, but he loves mum and she
makes him!
Linda: What is that girl doing? Who is she?
Sophal: That’s my little sister. She’s sleepy so
she is sitting under the table. She’s very
young.
Linda: Oh wow! Who is that?
Sophal: That’s my big sister, of course! This is
her wedding. She’s wearing a beautiful
wedding dress. She has 5 wedding dresses!
Linda: Wow! 5 wedding dresses! Maybe I
should have my wedding in Cambodia!
Sophal: I think so, too.
answers (T.7.20.4)
1. Tell students to work with a partner.
2. Tell students to write a-g in their notebooks.
Tell students to try and remember/guess
who the people are.
3. Tell them to listen and write the answers
next to the letters in their notebooks.
4. Ask instruction checking questions and
give a 3 minute time limit.
5. Students listen.
6. Students compare with their group/partner.
7. Ask for some answers as a class.

3 (12 mins): Activity 3. Freer controlled practice
She is talking to Be very careful setting up this activity! If
students race ahead, they will be confused!
the teacher! She is
wearing a white shirt. 1. Tell students to close their books and
look at you. Make sure students are
listening carefully.
Is it Pisey? 2. Tell students to work with a partner. Have
pairs choose who is student A and who is
student B
Yes, it is. 3. Tell student A’s to put up their hands. Tell
student B’s to put up their hands.
4. Tell students that they are going to look at
20 pictures. There are people doing
continuous actions in the pictures. They
need to ask What is the kid doing?
questions to find out which are the same
and which are different. 12 are the same
and 8 are different. Ask : How many the
same? Students: 12! Ask: How many
different? Students: 8! What type of
question do you need to ask? Students:
What is the kid doing!
5. Tell students that they are not allowed to
look at their partner’s picture. They have
to ask questions to find the eight
differences. Ask: Can you look at your
partner’s picture?
6. Give a time limit of 10 minutes.
4 (4 mins): Activity 4. Free Practice
1. Describe a student in the room. (It will be
funny if you describe yourself!) You can
say what they are wearing and what they
are doing. Can the students guess?
2. Tell students to play the same game in
groups of 4-5.
3. Ask instruction checking questions and
4 Describe someone in the room to your partner. What are they doing? give a time limit of 3 minutes.
What are they wearing? Can your partner guess? (4 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
Congratulations! testing all the students!
You inished Unit 20. Tick () the things you can do. 1. Ask students to look at the “can do”
statements.
I can say what I’m doing.  2. Compare with a partner.
I can say what my friends are doing.  3. Ask students how they feel about the can
do statements. Tell students not to worry
I can ask “What are you doing?” questions.  about the ones they don’t tick.
- 129 -
Chapter 7, Unit 20, Lesson C
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Sometimes class should be fun, and it is
more important that students are having
fun than saying things “perfectly”. A lot of
people think that in English class, fun is
the most important thing! Were your kids
having fun?
2. It is more important that kids feel confident
than be perfect! Do you correct kids too
much?
3. Do you think the kids in your class feel
brave enough to make mistakes?
4. How could you do this lesson better next
time?
5. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. ពាលខលះានាក់រៀនគួរតាានាពរីកាយ ហើយារដាល
សិសសា ានាពរីកាយោះគឺាសំាន់ាងារ ដាលសិសសា
និយយអវី ៗ “ានតាឹមតាូវឥតខចាះ” ៅទៀត។ មនុសាសា
ចាើនគិតាៅកនុងានាក់ាា អង់គលាស ាពរីកាយគឺា
រឿងសំាន់បំផុត! តើសិសាសរបស់អនកានាពរីកាយដារ
ឬទា?
២. សិស្សមានភាពជឿជាក់សំខាន់ជាងសិស្សមានភាពឥត
ខចាះ! តើអនកកាកំហុសពួកគាចាើនពាកដារឬទា?
៣. តើអនកគិតាសិសាស កនុងានាក់របស់អនកានសាចកតីាលាាន
គាប់គាន់ កនុងារានកំហុសដារឬទា?
៤. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ
ានលអាង ៅពាលបងាៀនលើកកាាយ?
៥. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?
C7-12
 Unit 21 - A world of fun Chapter 7, Unit 21, Lesson A
Celebrations!: A world of fun: The new baby
21a A world of fun - The new baby This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
1 What happens when a baby is born? Do you know any babies?
(5 mins): Warmer.
2 Look at the picture. Why do you think Dara is angry? Any of
1. Put students in groups of 4.
these (or similar).He is jealous of the new baby. / He can’t sleep. / 2. Write: What I like about you is… on the board.
He wants a usual Saturday but he can’t because of the new baby. 3. Ask students to help you finish the
sentence about you! (e.g. What I like
about you is you’re a good teacher. OR
What I like about you is you’re funny.
4. Tell students that they are going to say
nice things about each person in the
group for 30 seconds! Students have to
finish the sentence ‘What I like about you
is…’ with something true and good
about the person. Students then have to
guess who the person is.
5. Tell students you are going to clap your
hands at the end of 30 seconds and
they need to change.
6. Ask instruction checking questions. (e.g.
Are we saying good things, or bad things? )
1 (3 mins): Activity 1. Lead in
1. Put students into groups of 4.
2. Ask: Do you know any babies? What do
they do? Tell students to talk to their groups.
3. Ask instruction checking questions and
give a time limit of 2 minutes.
T.7.21.1 Listen and check. 4. Ask some ideas from groups as a class.
2 (2 mins): Activity 2. Students guess
3 T.7.21.1 What do Dara’s family usually do on Sunday? What are they 1. Ask students to look at the picture. What
doing today? can they see?
2. Ask students What is happening?
3. Ask students Why?
What Dara’s family usually What Dara’s family is doing 4. Tell students to compare with their partner
do on Sunday. today. for a minute.
5. Get some answers from the class (but do
1. He usually plays football 2. He is washing the baby’s not say who is right or wrong).
Dara’s dad
with Dara. clothes.
(5 mins): Activity 2. Students listen for the big
Dara’s mum 3. She usually makes lunch. 4. She is sleeping. idea (T.7.21.1)
Dara’s big brother 5. He usually plays football. 6. He is making lunch. 1. Tell students that they are going to listen
and check their guesses.
Dara’s little sister 7. She usually plays with Dara. 8. She is playing with the baby. 2. Ask instruction checking questions.
3. Students listen.
The new baby 9. He usually cries and smiles. 10. He is smiling at Dara.
C7-13 - 130 -
4. Tell students to compare with their partner/group.
5. Check answers as a class.
TAPESCRIPT 7.21.1
Dara: Please come to my house and play
football, Bopha!
Bopha: You know I can’t. I have a lot of
homework!
Dara: Do you know what Bopha? I’m sick of
the new baby! I don’t like him at all! He
cries and cries all night! Waaa! Waaa! We
can’t sleep!
Bopha: Don’t be silly! You do like the new
baby. He is cute.
Dara: No he isn’t! It’s Sunday! On Sunday,
dad usually plays football with me. But he
isn’t playing football with me. He is washing
the new baby’s clothes. I want to play football
as usual!
Bopha: What about your mum? Can she
play football with you?
Dara: My mum! My mum should be making
lunch! We always eat a big family lunch on
Sunday but today she is sleeping. The new
baby makes her feel tired.
Bopha: What about your big brother? What
is he doing? Can he play with you?
Dara: No. He usually plays with me and
Dad, but he’s making lunch because mum is
sleeping.
Bopha: Well what about your little sister?
What is she doing? I know she is little, but can
she play with you?
Dara: No. She usually plays with me when I
am bored. Do you know what she is doing
today? She is playing with the new baby!
Dara’s little sister: Look Dara! The baby is
smiling at you. He is smiling at his big brother
because he loves you.
Dara: Really? You think he really loves me?
Ok. I do like the new baby.
Bopha: I told you!
 4 More not normal Sundays! Make sentences from the chart in Chapter 7, Unit 21, Lesson A

your notebook. 3 (10 mins): Activity 3. Students listen for (2 mins): Learner assessment and lesson wrap up
answers (T.7.21.1) Assessing the success of the lesson. Not
Usually Doing today testing students!
1. Tell students to work with a partner.
go for a walk He is going for a 2. Tell students to try and remember/guess 1. Ask some students to tell the class about
1. Tom watch TV He usually watches TV. what Dara’s family members usually do/ their unusual Sunday.
walk.
are doing 2. Listen to student’s answers. Are students
brush her hair She usually brushes do her homework She is doing confident? Are all the students confident,
2. Linda 3. Tell students to write 3-10 in their notebooks
he hair. her homework. and to write the information they remember. or only students who already knew
go swimming She usually goes talk to Dara on the phone She is 4. Ask instruction checking questions and today’s lesson? Who might need extra
3. Bopha give a 3 minute time limit. support/encouragement? Do the students
swimming. talking to Dara on the phone. know the difference between simple
5. Tell students to listen and check.
play football She usually plays 6. Tell students to compare with their group/
and continuous?
4. Miss Mom sleep She is sleeping. 4. Tell students to write about a festival they like.
football. partner. 5. Tell them to use the text in activity 2 as an
go out with his grandson 7. Ask and answer questions as a class. example.
5. Mr Sovann He usually goes out with his fish He is fishing. 4 (10 mins): Activity 4. Controlled practice 6. Ask instruction checking guestions and
grandson. give a time limit of 5 minutes.
1. Write: 1. Tom usually watch TV on Sunday,
look at his egg He usually looks fly to Sophal’s house He is flying but today he is go for a walk. Ask: Is that After the lesson: Thinking about the lesson
6. Avorng
at his egg. to Sophal’s house. right? Students: No! (Reflection)
2. Correct your sentence. ( 1. Tom usually Reflection is important and all good teachers
walk and brush the dog He usually make lunch for Avorng He is watches TV on Sunday, but today he is
7. Sophal do it. It doesn’t matter if everything went wrong.
walks and brushes the dog. making lunch for Avorng. going for a walk.) Ask: Is that right? What’s important is to learn from it!
Students: Yes! Remember, no lesson is ever “perfect”!
1. Tom usually watches TV on Sunday, but today he is going for a walk. 3. Tell students to write sentences 2-7 in their
notebooks. Think about the answers to these questions.
5 Imagine your family is having an unusual Sunday! What do your 4. Ask instruction checking questions and You don’t have to tell anyone the answers!
give a time limit of 4 minutes.
family usually do on Sunday? What are they doing on this not 5. Tell students to compare their answers 1. Good instruction checking questions are
normal Sunday? Why? Is something special happening? Make notes with their group/partner. important! If you ask students if they
6. Ask and answer questions as a class. Make understand, students will always just
in your notebook. sure students are pronouncing the 3rd person say “yes!” A better idea is to ask questions
singular ‘s’! like “Should you be Reading or speaking?”
Family member Usually Doing today “Should you work alone or with your
5 (7 mins): Activity 5. Preparing for speaking partner”. Did you just ask yes/no instruction
checking questions or did students need
1. Talk about an unusual day. Give examples, to think about the answers?
e.g. birthday, very big storm, marriage etc. 2. Your own question(s). ________________?
2. Tell students to use their imagination. Tell
students to imagine their family is having an បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
unusual Sunday. (ារឆលុះបញចាំង)
3. Tell students to make notes only about
6 Tell your group about the imaginary Sunday. Imagine it is really their Sunday. ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
4. Ask instruction checking questions (e.g.
happening right now! Notes or sentences?) and give a time limit
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
My mum usually works in of 3 mins. កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
the garden on Sunday, 6 (10 mins): Activity 6. Freer Practice “លអឥតខចាះ” ោះទា!
but today she is fishing! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
1. Tell students to work in groups of 4.
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
2. Tell students to take it in turns to tell
their group about their unusual Sunday. ១. សំណរួ បញ្ជាក់ការយល់អព ំ ក
ី ារណែនាំដែលល្អគឺសខ ំ ាន់
Really? Group members have to listen and ask ាស់! បាសន ិ បើអនកសួរសិសាសាតើពក ួ គាយល់ដារឬទា
questions. សិសាសតាងតាឆលើយា “យល់!” ោបល់ដ៏បាសើរមួយ គឺ
Why? 3. Ask instruction checking questions (e.g. តាូវសួរសំណួរដូចា “តើខញុំចង់ឲាយអនកាន ឬនិយយ” “តើ
When your group members are talking, are អនកនឹងធវើារតាឯង ឬក៏ាមួយដាគូរបស់ អនក” តើអនក
Because she wants you listening or writing? How do we show គាន ា ត
់ ស
ា រួ សំណរួ ដាលតមាវូ ឲាយសិសសា ឆលយ
ើ ាទ/ាស/ទា
to eat fish for dinner people we are listening? etc) and give ដើមាបីតាួតពិនិតារយល់ដឹង ឬក៏សួរសំណួរតមាូវឲាយសិសាស
with my cousins! a time limit of 7 minutes. គិតអំពីចមលើយ?
២. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

- 131 - C7-14
Chapter 7, Unit 21, Lesson B

21b A world of fun - There’s something about the moon.

Chapter 7, Unit 21, Lesson B
Celebrations!: A world of fun: There’s something about the moon
1 Why do you think they are celebrating? This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
b
a
(8 mins): Warmer. Sok says

This needs to be very very quick to get the lesson done! This is just to wake students up!
1. Tell the students to stand up and look at the teacher (you!).
2. Say that you will tell them to do things but they should only do it if you say Sok Says
3. There are rules. If a student is too slow they are dead. If students do something, but you didn’t
say Sok Says, they are out.
4. If they don’t do something, but you did say Sok Says they are out!
5. Play the game. You can play till you find the winner if your class is fast, if they are slow, you
need to stop this activity after a few minutes. Remember: You have to be fast in this lesson!
Maybe try some hard ones!

(3 mins): Lead in. Brainstorming

1. Write: Celebrate! On the board.

2. Ask: What do people celebrate? Get 1 or 2 ideas from the class.
d
3. Tell students to keep talking about things people celebrate with their groups.
c 4. Ask instruction checking questions and give a time limit of 2 minutes.
5. Get some answers from the class.
2 T.7.21.2 Check your guesses! Match the pictures to the texts. A1, B4, C2, D3 1 (5 minutes): Activity 1. Students guess

1. Ask students to look at the picture and cover the text. What can they see?
Ask students: What can you see in the pictures?
1 Hi. My name is Dhashi. I’m Malaysian. Today is a special day. Today we are 2.
celebrating Thaipusam! We’re Hindu! It’s a full moon party. We’re carrying milk up 3. Ask students: What are they celebrating?
the stairs. There are a lot of people here. We’re all having fun! Can you see me? I’m 4. Tell students to compare with their partner for 3 minutes.
5. Get some answers from the class (but do not say who is right or wrong).
climbing! I’m wearing my best yellow sari! I always get a new sari for Thaipusam. A
sari is a special dress. 2 (5 minutes): Activity 2. Students read and listen for the big idea. (T.7.21.2)

Look at us! We’re dancing, and it’s really fun! I’m Can and I live in Huế. Today is
2 a special day. It’s the first day of Tết in Vietnam! Tết is the name for New Year in
Vietnam. I’m happy because on the first day we get an envelope with lucky money
inside! I’m wearing my favourite pink dress.
1. Tell students that they are going to listen and read and check their guesses.
2. Tell students to read along with their finger. This helps students with dyslexia and also helps you
check no one is lost.
3. Ask instruction checking questions. Fingers Ready? Play the recording.
4. Students listen and read along with their fingers.
5. Tell students to compare their answers with their group/partner

3 Hello! My name is Saray. That’s me with my family. We’re having fun today because
it’s Chinese New Year! We’re watching the dragon dancing! It’s beautiful! We’re
Cambodian, but we still celebrate Chinese New Year. It’s because mum is Chinese
6. Check the answers as a class

Cambodian. We always eat special food for Chinese New Year! I always get lots of
fruit and new clothes. It’s my favourite time of the year.

4 Hi! We’re from Mongolia! I’m Bolormaa and that’s my brother. His name is Bat.
Today is the first day of Tsagaan Sar. That is Mongolian New Year. We call this
month white month. We are standing in the white snow! My mum is inside making
white foods for lunch. We are wearing our new clothes! We always get new clothes
for Tsagaan Sar. And we always get lollies as well!

C7-15 - 132 -
 Chapter 7, Unit 21, Lesson B
3 Write the answers in your notebooks. (2 mins): Learner assessment and lesson wrap up
TAPESCRIPT 7.21.2
Dhashi Can Saray Bolormaa See reading in activity 2 Assessing the success of the lesson. Not
testing students!
Where are they Malaysia 1. Vietnam 6. Cambodia 11. Mongolia 3 (5 mins): Activity 3. Students read for the
from? answers 1. Ask some students to describe their
festivals for the class. Can the class guess?
What’s the Thaipusam 2. Tết 7. Chinese 12. Tsagaan 1. Ask: Where is Dhashi from? Students: 2. Listen to the students “strong” and “weak”.
name of the New Year Sar. or Malaysia! Continue with the rest of the How is student’s vocabulary range? Do they
festival? Mongolian questions about Dhashi. seem confident with the language?
2. Tell students to answer the rest of the 3. Ask students to do Activity 7 for homework
New Year.
questions in their notebooks. Tell students (optional).
What do they A new sari. 3. Red 8. He gets 13. lollies and to make notes. 4. Tell students to write about a festival they like.
get at this envelopes lots of clothes new clothes. 3. Ask instruction checking questions and 5. Tell them to use the text in activity 2 as
festival? (with money and fruit. give students a 3 minute time limit. example.
inside). 4. At the end of the time, clap your hands 6. Ask instruction checking questions and
What are they A new yellow 4. (Her 9. New 14. New and tell students to compare with their give a time limit of 5 minutes.
group/ partner.
wearing? Sari. favourite) pink clothes clothes. After the lesson: Thinking about the lesson
5. Check answers as a class.
dress. 6. Ask students if they can guess what all the (Reflection)
What are they She is carrying 5. She is 10. He’s 15. They’re festivals have in common? (They are all Reflection is important and all good teachers
doing? milk up the dancing. watching the standing in about the New Moon Year). do it. It doesn’t matter if everything went wrong.
stairs dragon. the snow. What’s important is to learn from it!
4 (5 mins): Activity 4. Stirrer – Guess Who!
Remember, no lesson is ever “perfect”!
! 1. Tell students that you are imagining you
4 Guess Who! Game are one of the children. Tell students to Think about the answers to these questions.
You don’t have to tell anyone the answers!
Work with a partner. Pretend to be one of the people. Can your ask yes/no ing questions and guess who
you are! 1. Creativity helps students to personalise
partner guess who you are? 2. Tell students to play the same game with materials and remember lessons better.
their partner. How do you encourage your students to
3. Ask instruction checking questions and be creative?
Are you wearing give a time limit of 3 minutes. 2. Do you think you worry too much about
a dress? Yes, I am. correct usage instead of encouraging
5 (5 mins): Activity 5. Students prepare to
speak students to be creative?
3. When students say the “wrong” answer,
1. Tell students to choose a celebration or do you encourage them anyway?
Are you Dhashi? No. That’s party (wedding etc). 4. Your own question(s). ________________?
not right. 2. Tell students to make notes only about their
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
celebration in their notebooks. Encourage
(ារឆលុះបញចាំង)
creativity!
5 Think of a festival you like. Imagine you are really there! Make notes 3. Ask instruction checking questions and ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
about the festival. Think about the answers to these questions. give a time limit of 3 minutes.
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
6 (7 mins): Activity 6. Freer speaking practice មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
• What is the name of the festival? កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
1. Tell students they are going to describe “លអឥតខចាះ” ោះទា!
• Do you get anything at this festival? their festival to their group. Tell students ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
• Are you wearing anything special? not to say which festival it is. Tell students មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
that you like good descriptions and
• Are people doing interesting things? What are they doing? creativity! ១. គំនិតចនាបាឌិតាចជួយសិសាសធវើអវីៗ ឲាយាក់ទងនឹងខលួន
របស់ពួកគា ហើយាាចជួយឲាយពួកគាចង់ាំ មារៀនាន
• What food do you eat? 2. Model the activity. Tell students to close លអបាសើរ។ តើអនកលើកទឹកចិតតសិសាសរបស់អនកឲាយាន
their eyes and try to see what you are គំនិតចនាបាឌិតយ៉ាងដូចមតាច?
• Is there anything else special about the festival?
describing. Describe a festival. Can stu- ២. តើអនកគិតា អនការមភាលាំងពាកអំពីារបាើបាស់ឲាយតាឹម
តាូវ ាាងារលើកទឹកចិតតសិសាសឲាយានគំនិត ចនាបាឌិត
6 Tell your group to close their eyes. Tell them what you can see at dents guess?
3. Tell students to do the same thing in their ដារឬទា?
your celebration. Can they guess which festival or party you are at? groups. Ask instruction checking questions
៣. តើោះាៅពាលដាលសិសាសឆលើយ “ខុស” អនកៅតា
លើកទឹកចិតតពួកគាដារឬទា?
and give a 5 minute time limit. ៤. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?
7 Write about your festival. Imagine you are there! - 133 - C7-16
Chapter 7, Unit 21, Lesson C

21c A world of fun - What’s happening?

Chapter 7, Unit 21, Lesson C
Celebrations!: A world of fun: What’s happening?
1 Look at the picture. Something special is happening today. Can you This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
guess what?

(6 mins): Warmer. Game! What are you doing?
1. Write: What are you doing? on the board.
2. Tell students that they are going to play
an acting game! It’s called “What are
you doing?”
3. Tell students that one person at a time
stands in front of the class and does a
continuous -ing action and they can’t
stop until someone asks them “What are
you doing?”.
4. Model! Do a continuous action. (e.g.
fishing.) Pretend to be fishing. Say to stu-
dents You keep going and keep going
until someone says? Students: What
are you doing?! Say: Yes! But the person
doesn’t say fishing. They say a different
action. (e.g. jumping).
2 T.7.21.3
Read, listen and check. 5. Start jumping! Say You keep going and
keep going until someone says? Students:
What are you doing?! Say: Yes! Does the
Something special is happening today. Mr Sovann should be sitting in his office, person say jumping? Students: No! They
but he isn’t. Miss Mom should be teaching, but she isn’t. Linda, Bopha, Sophal and say a different action!
6. Ask instruction checking questions.
Dara should be studying, but they aren’t. Avorng should be out looking for food, but
7. You go first! Do a continuous action
he isn’t. Dara’s mum should be at home making dinner, but she isn’t. Everyone is (e.g swimming) and keep doing it! Don’t
outside. Everyone is happy and excited. They are watching Avorng’s egg. The egg stop! Choose a brave student to ask you
is moving! Something special is happening today. What are you doing? ( say a different
action. e.g. crying!). Keep asking students
to come to the front.
3 Answer the questions. 1 (3 mins): Activity 1. Students guess
1. Is Mr Sovann sitting in his office? 6. Is everyone outside? Yes, they are. 1. Ask students to look at the picture and
No, he isn’t. 7. Is everyone scared? No, they aren’t.
cover the text. What can they see?
2. Is Miss Mom teaching? No, she isn’t. 8. Are they watching an egg? Yes,
2. Ask students What is everyone doing? Why?
3. Are the students studying? No, they they are.
3. Students compare with their partner for a
aren’t. 9. Is the egg moving? Yes, it is. minute.
4. Is Avorng looking for food? No, he isn’t. 10. Is anything special happening 4. Come back together as a class and get
5. Is Dara’s mum cooking dinner? No, she today? Yes, it is. some different ideas (but do not say who
isn’t. is right or wrong).
4 Correct 4 sentences in your notebook. 2 (5 mins): Activity 2. Students read and
listen for the big idea (T.7.21.3)
Mr Sovan isn’t sitting in his office. Remember.
1. Tell students that they are going to listen
He’s watching the egg. Yes, I am. – No, I’m not. and read and check their guesses.
Yes, she is. – No, she isn’t.
2. Tell students to read along with their
finger. This helps students with dyslexia
Yes, he is. – No, he isn’t.
and also helps you check no one is lost.
Yes, they are. – No, they aren’t
Yes, we are. - No, we aren’t.
C7-17 Yes, you are. - No, you aren’t. - 134 -
3. Ask instruction checking questions. Fingers
Ready? Play the recording.
4. Students listen and read along with their
fingers.
5. Tell students compare their answer with
their group/partner
6. Check the answer as a class
TAPESCRIPT 7.21.3
See reading in activity 2.
3 (7 mins): Activity 3. Students read for the
answers
1. Ask: Is Mr. Sovann in his office? Students:
No! Tell students to point to the answer in
the reading.
2. Tell students to answer the rest of the
questions in their notebooks.
3. Ask instruction checking questions and
give students a 5 minute time limit.
4. At the end of time, clap your hands
and tell students to compare with their
group/ partner.
5. Check answers as a class.
4 (7 mins): Activity 4. Students read for the
answers
1. Ask: Is Mr. Sovann in his office? Students:
No! Say: Where is Mr Sovann? Students:
Mr Sovann is watching the egg.
2. Write: Mr Sovann isn’t in his office. He’s
watching the egg.
3. Tell students to correct 4 of the rest of the
questions (write long answers) in their
notebooks. They can choose any 4
questions they like. (Doing all the questions
will take too long and be boring for
students, but if students finish early, you
can tell them to do 1 more).
4. Ask instruction checking questions and
give students a 5 minute time limit.
5. At the end of time, clap your hands
and tell students to compare with their
group/ partner.
6. Check answers as a class.
 Chapter 7, Unit 21, Lesson C

5 Look at the pictures of Neath. What should she be doing? What is 5 (5 mins): Activity 5. Looking at the model

she really doing? Talk to your partner. 1. Tell students to look at the first picture Ask: What should she be doing? Students: She should
be doing homework. Ask: Is she doing homework? Students: No, she isn’t doing homework!
Ask: What is she doing? Students: She’s playing football.
2. Tell students to look at the rest of the cartoons with their partner and talk about Neath.
3. Ask instruction checking questions (e.g. Do I want you to write or to speak? ) and give a time
limit of 3 minutes.
4. Talk about 2 or 3 of the pictures as a class (you don’t have to do them all).
6 (7 mins): Activity 6. Personalisation
1. Tell students to make their own cartoon. Tell students to follow the example in activity 5. Tell
students to draw 2-3 pictures.
2. Ask instruction checking questions and give a time limit of 5 minutes.
7 (7 mins): Activity 7. Speaking
1. Put students in groups of 4 to 5.
2. Tell students they are going to play a guessing game with the pictures.
3. Tell students to take it in turns to ask - ing questions and make negative statements about the
pictures. They get 1 point for every right guess using the right grammar.
4. Ask instruction checking questions and give a time limit of 5 minutes.
5. At the end of time, clap your hands and find out who won in each group. Tell everyone who
participated that they did a great job.
(3 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not testing students!
Is she watching 1. Ask students to look at the “can do” statements.
TV? 2. Compare with a partner.
Yes, she is. 3. Ask students how they feel about the can do statements. Tell students not to worry about the
She isn’t sleeping. ones they don’t tick. Assure them that people learn languages differently and they will get
there!
After the lesson: Thinking about the lesson (Reflection)
Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
1. Children like exciting lessons. If you give them time to get bored, they will speak in Khmer and
be naughty. Did you let students take too much time with activities?
2. Were the students talking to their friends in Khmer and doing other things?
6 Make your own cartoon! Who is in it? What should they be doing? 3. How could you do this lesson better next time?
What are they really doing? 4. Your own question(s). ____________________________________________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
7 Show your cartoon to your friend. Can they guess what’s in the ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
pictures? ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
Congratulations! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

You inished Unit 21. Tick () the things you can do. ១. សិសាសចូលចិតតមារៀនដាលគួរឲាយរំភើបរីកាយ។ បាសិនបើអនកធវើឲាយពួកគាធុញទាាន់ ពួកគានឹងនិយយ ាាខមារ ហើយបងកាព
រញ៉ាចរា៉ាច។ តើអនកានផតល់ពាលវាាចាើនពាកឲាយសិសាសធវើកិចចារដារឬទា?
I can talk about what usually happens.  ២. តើសិសាសាននិយយៅាន់មិតតភកតិរបស់ពួកគាាាាខមារ ហើយធវើអវីផាសាង ៗ ដារឬទា?
៣. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះានលអាង ៅពាលបងាៀនលើកកាាយ?
I can say what people aren’t doing.  ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?
I can ask questions about what people are doing. 
- 135 - C7-18
 Chapter
There’s no country like my country
Unit 22 - Cool things in my country
8 Chapter 8, Unit 22, Lesson A
There’s no country like my country: Cool things in my country:
What animal is it?
This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)

(7 mins): Warmer. Play ‘Feeling greetings’ TAPESCRIPT 8.22.1

1. Write some first meeting vocabulary on
22a Cool things in my country - What animal is it? the whiteboard. e.g.Hi. How are you?
a sun bear / a tiger / a water buffalo / an
elephant / a cat / a pangolin / a dog / a
What’s your name? bear / a dolphin
1 Animals! Look at the photos. What are these animals? Guess. 2. Tell students to stand up. (You can have
student work in groups if it is too small to 2 (5 mins): Activity 2. Categorising (T.8.22.2)
a b c d e have students walking around the room).
1. Tell students that some of these animals
3. Tell students that they are going to do a
live with people. Some live in the forest
get to know you role play. They greet
and seas.
each other as if they are meeting for the
2. Ask students to copy the table in their
first time.
notebooks quickly.
f g h i 1.a cat (e) 2. a bear (h) 4. Stop after 30 seconds.
3. Tell students to work in pairs. They
5. Tell students to choose a different partner,
3. a dolphin (i) 4. a dog (g) complete the table.
but this time they have just found out their
5. a tiger (b) 6. a sun bear (a) 4. Tell students to listen and check.
sister / brother spent / stole all his /her
7. an elephant (d) 8. a pangolin (f) money. Ask: How do they feel? (angry!) TAPESCRIPT 8.22.2
T.8.22.1 Listen and check. Then listen and repeat. 9. a water buffalo (c) Tell students to have the conversation
with this feeling (angry). Some animals live with people. A cat, a
dog, and a water buffalo live with people.
2 Some animals live with people. Some live in the forest and seas. Where 6. Stop after 30 seconds and change the
situation again. Tell students to change Some animals live in the forest and seas. A
do these animals live? Complete the table. partners too. Students have the dolphin lives in rivers and seas. An elephant,
conversation with different feelings. a sun bear, a pangolin, a tiger and a bear
animals that live with animals that live in e.g. Your dog is dead (sad). live in the forest.
people the forest and seas You have a million dollars (happy).
1.a cat 1.a sun bear You scored 100 % in your test! (happy, 3 (3 mins): Activity 3. Students listen for the
surprised). big idea (T.8.22.3)
2.a dog 2.a tiger
T.8.22.2 Listen and check You are going to the USA (or any other
country) on holiday (happy, excited).
1. Tell students that they are going to listen
3.a water buffalo 3.an elephant about animals.
(3 mins): Lead in 2. One is NOT an animal. Can they guess?
3 Listen. One is NOT an
T.8.22.3 4.a pangolin What number? Who is he?
1. Ask students their favourite animals. What
animal. Which number? 7 5.a bear other animals do they know?
3. Tell students to listen and guess.
4. Check answers as a class.
Who is he? Dara 6.a dolphin 2. Put students in pairs. Students talk about
TAPESCRIPT 8.22.3
animals they like and don’t like.
3. Give a time limit of 1 minute.
4 T.8.22.3 Listen again. Match the questions with the answers in the box. 1. I live in rivers and seas. I eat fish.
1 (5 mins): Activity 1. New words (T.8.22.1) 2. I am very big and heavy. I live in the forest.
1. Where do dolphins live? _______________
in rivers and seas in rivers and seas 3. I am man’s best friend. I live with people.
1. Tell students to look at the photos of I sometimes sleep in their bedroom.
2. What animal is very big and heavy? an elephant
_______________ because they’re scared
animals in Activity 1. 4. I am yellow and black. People don’t like
3. When do sun bears look for food? at night
_______________ elephant 2. Ask: Which of these animals do you know? me because they’re scared of me. I live
4. Why don’t people like tigers because they’re scared
_______________ Dara 3. Tell students to match the photos with in the forest. I eat other animals.
5. Who likes sleeping? Dara
_______________ at night words in their notebooks. 5. I am small. I am the smallest bear. I can
6. What colour are tigers? yellow and black
_______________ dog 4. Tell students to compare with their partners. climb really fast. I am black, but I’ve got
a lot 5. Tell students to listen and check. a white mouth. I don’t sleep at night. I
7. What animal is man’s best friend? _______________
a dog
yellow and black 6. Tell students to listen and repeat. look for food at night.
8. How many friends has Dara got? a lot
_______________ - 136 -
 Chapter 8, Unit 22, Lesson A

5 Look at the sentences. Answer the questions. 6. I help people a lot. I help farmers. I After the lesson: Thinking about the lesson
help them grow rice. I’m big, but people (Reflection)
aren’t scared of me. They like me.
My dog 7. I am smart. I like sleeping. I have a lot of
Reflection is important and all good teachers
What does your dog eat? It eats meat. friends, but my best friend is Sophal. I like do it. It doesn’t matter if everything went wrong.
Where does it eat? It eats in the kitchen with me! him – sometimes.
What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
When does it eat? It eats in the morning and at night.
4 (7 mins): Activity 4. Students listen for the
Why does it eat? It eats because it likes eating! answers (T.8.22.3) Think about the answers to these questions.
How many puppies has it got? It’s got 3 puppies. You don’t have to tell anyone the answers!
1. Students listen again and match the
questions with the answers. 1. A teacher doesn’t have to KNOW EVERY-
2. Students write answers in their notebooks. THING. It’s OK to say “I don’t know!” What
Tick (). 3. Ask instruction checking questions do you say when students ask you a
(e.g. Do you write short or long answers? ) question you don’t know the answer to?
Do you give them a wrong answer, or do
4. Check answers as a class.
Use what to talk about  you tell them you don’t know and that
5 (7 mins): Activity 5. Grammar box you will find out the answer?
Use when to talk about  2. If you don’t know the answer to a question,
1. Tell students to complete the exercises in
Use where to talk about  you can ask your fellow teachers, go on
the grammar box in their notebooks. the Internet, or use the library. Try one of
Use why to talk about  2. Help as necessary, but let students guess these the next time your students ask you
Use how many to talk / think about the rules. a question you don’t know the answer to.
 3. Ask questions to help students.
about 3. How could you do this lesson better next
4. Give a time limit of 5 minutes.
time?
Use who to talk about  5. Check answers as a class. 4. Your own question(s). ________________?
6 (8 mins): Activity 6. Writing
Circle. បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
What / When do tigers eat? Other animals 1. Ask some students about their favourite (ារឆលុះបញចាំង)
Where / What do tigers live? In the forest animals (e.g. What does it eat? ) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
2. Tell students they are going to answer ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
When / Why do tigers look for food? At night
questions about their favourite animals in ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
Why / How many do they eat? Because it keeps them strong their notebooks. មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
How many / What pets have you got? 1 3. If time, students draw their favourite កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
Who / What is Dara’s best friend? Sophal animals. Set this for homework if there isn’t
enough time. ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
6 What’s your favourite animal? Answer the questions. Draw. មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
7 (3 mins): Activity 7. Speaking
១. គាូមិនាំាច់ ចាះអវី ៗ គាប់យ៉ាងោះទា។ ា មិនអីទា
What is it? __________________________
My favourite animal 1. Tell students to work in pairs. កនង
ុ ារនិយយា ”ខញម ុំ ន
ិ ចាះទា!”។ តើអក
ន ឆលយ
ើ ា ដូចមតច
ា
What does it eat? ___________________ 2. Tell students to ask and answer questions ៅពាលសិសាសសួរសំណួរដាលអនកមិនដឹងចមលើយ? តើ
about their favourite animals. អនកឲាយចមលើយខុសៅពួកគា? ឬអនកបាាប់ ពួកគាាអនក
When does it sleep? _________________
មិនដឹងចមលើយ ហើយអនកនឹងរកចមលើយឲាយពួកគាៅពាល
Where does it live? __________________ (2 mins): Learner assessment and lesson wrap up កាាយ?
Why do you like it? __________________ ២. បាសិនបើអនកមិនដឹងចមលើយចំោះសំណួរាមួយ អនក
1. Show some completed pictures of their ាចសួរគាូរួមាជីព ឆាកអ៊ិនធឺណាត ឬសាាវជាាវកនុង
How many colours has it got? ________ favourite animals. បាតាល័យ។ ចូរាកលាបងវិធី ១ កនុងចំោមវិធីាងលើ
2. Tell students that some of the animals are លើកកាាយ ពាលសិសាស របស់អនកសួរសំណួរដាលអនក
មិនដឹងចមលើយ។
7 Tell your partner your favourite pet! endangered. They are about to die and
៣. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ
we will not see them ever again.
3. For homework, students can think of ានលអាង ៅពាលបងាៀនលើកកាាយ?
What’s your favourite endangered animals they know. If possible, ៤. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?
Elephant.
animal? they think of ways to help these animals.

Where does it live? In the forest.

- 137 - C8-2
Chapter 8, Unit 22, Lesson B

22b Cool things in my country - Life on the water

Chapter 8, Unit 22, Lesson B
There’s no country like my country: Cool things in my country:
1 Look at the photo. What is it? Where is it? Guess. Tell your partner. Life on the water

(8 mins): Warmer. Play ‘Number, draw, race!’

1. Put students into 2 -3 groups.

2. Have the groups stand in a line or sit in a circle.
3. The student at the back of the line starts. If students are seated in a circle, choose one
student to start the game off.
4. Show the students at the end of the line a number (e.g. 70).
5. The students run to their lines and write the number on the back of the student in front of them
with their finger.
6. When the student knows what the number is, he/she can write the number on the next
students back.
7. Continue until the student at the front of the line knows the number. The student shouts it out
or writes it on the board.
8. The first team to shout out / write the correct number on the board wins.

1 (5 mins): Activity 1. Lead in

1. Show students the photo of a floating village in Activity 1.
2. Tell students that this is photo of a floating village. What do they know about floating villages?
3. Ask questions (e.g. What is it? Who lives here? Would you like to live here? Why? ).

2 (5 mins): Activity 2. Students read for the big idea

2 Read quickly. Does Panha like the loating village? 1. Tell students to read the text quickly.
2. Give a time limit of 3 minutes.
3. Ask instruction checking questions (e.g. Do I like you to read slowly or fast?(fast) Do you have
Hi! My name’s Panha. I live in a floating village. Do you know what that is? It to understand all the words?(no) ).
means I live in a boat. I live on the water. I go to school. My school is a boat. 4. Ask: Does Panha like the floating village? Would you like to line in a floating village? Why?
5. Ask some students to share their ideas in class.
And our market is also a boat. I play basketball with my friends – on a boat! We
like basketball. We play basketball after school, but we don’t play football. We 3 (10 mins): Activity 3. Students read for the answers
can’t play football in a boat. We don’t have a football field! Hmmm… What do 1. Tell students to answer the questions. They write answers in their notebooks.
we eat? I eat fish. My friends eat fish. My mum and dad eat fish. We eat fish all 2. Ask instruction checking questions (e.g. Do you write short or long answers? short )
the time! We sometimes eat fruit and vegetables too. Oh, and I have a pet. It’s 3. Give a time limit of 7 minutes.
a dog. His name is Wi. I like Wi. We always go fishing together. Sometimes he is 4. Stop after 7 minutes.
naughty. He eats all the fish. Do I like living in a boat? Let’s see. I’m happy. I love 5. Students compare answers with their partners.
6. Check answers as a class.
my dog. I love my friends and my family. What do you think?

3 Read again. Answer the questions.

1. Where does Panha live?
2. When does he play basketball?
3. Does he play football? Why not?
4. What does he always eat?
5. How many pets has he got?
6. What is his pet’s name?
7. Is he happy?
C8-3
in a floating village / in a boat
_______________________________________
_______________________________________
after school
_______________________________________
No, because they don’t have a football field
_______________________________________
fish
_______________________________________
1 (one)
_______________________________________
Wi
_______________________________________
yes - 138 -
 Chapter 8, Unit 22, Lesson B

4 Your best friend! Write questions about your friend. Don’t tell anyone 4 (10 mins): Activity 4. Writing

the answers! 1. Tell students they are going to write questions about their best friend.
2. Students complete the questions and write choices in their notebooks.
3. Tell students they should NOT write the answers and they should NOT write their best friend’s name.
1. What is his / her favourite sport? 4. Students write questions in their notebooks.
5. Ask instruction checking questions.
a. football b. basketball c. waterskiing 6. Give a time limit of 9 minutes.

2. Where’s he / she from? 5 (10 mins): Activity 5. Speaking

1. Students work in pairs. To make this activity more exciting, you might want to pair students up
a. Phnom Penh b. Battambang c. _______________
such that they work with someone they don’t usually work with.
3. ________ ’s his / her birthday? 2. A student starts by reading his/her quiz questions to his/her partner.
3. She / He puts a tick as his/her partner answers the questions.
a. May b. June c. _______________ 4. Students swap roles.
5. When both students have finished asking and answering questions, they count the number
4. ___________ brothers has he got? of correct questions their partners got. Did they guess right?

a. 3 b. 4 c. _______________ (2 mins): Learner assessment and lesson wrap up

5. ________’s his / her favourite food? 1. Ask: How many of your answers were correct?
2. Ask students to guess what your answers would be for the quiz questions. You can give them
a. ___________ b. ___________ c. _______________ the answers, or say that they should discover the answers themselves. You can set this for
homework. Talk about this quickly in your next lesson.
6. He / She doesn’t like _________. Why?
After the lesson: Thinking about the lesson (Reflection)
a. Because it’s very small b. Because it’s very hot c. _______________ Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
7. _________________________________________________.
Think about the answers to these questions. You don’t have to tell anyone the answers!
a. ___________ b. ____________ c. _______________
1. ALL teachers make mistakes! Even good teachers make mistakes. Sometimes we give the
wrong answers. What do you do when you’re wrong? Do you pretend you’re right, or do you
admit your mistake and correct it?
Who is he / she? ____________________ 2. Why do you think pretending you’re right isn’t helpful?
3. You can avoid making mistakes! Go through your lesson before class. Answer the questions
in advance. Any more ideas? Think of ways to avoid making mistakes in class.
4. Your own question(s). ____________________________________________________
5 Read your questions to your partner. Can they guess who your best
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
friend is?
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
What’s his favourite sport? ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
C. I think it’s C. Waterskiing.
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

១. គាូ ាំងអស់ សុទធតាានកំហុស។ សូមាបីតាគាូលអក៏ានកំហុសដារ។ ពាលខលះគាូផតល់ចមលើយខុស។ តើៅពាលដាលអនកានកំហុស

អនកធវើយ៉ាងដូចមតាច? តើអនកធវើពុតាអនកតាឹមតាូវ ឬទទួលាគាល់ កំហុសោះ ហើយកាតមាូវា?
២. ហាតុអវីានាអនកគិតា ារធវើពុតាអនកតាឹមតាូវ គឺមិនានបាោជន៍?
៣. អនកាចចៀសាងារានកំហុសាន! ោយារពិនិតាយមើលមារៀនមុនពាលបងាៀន។ ោយារឆលើយ សំណួរទុកាមុន។
តើអនកានគំនិតអវីផាសាងទៀត? ចូរគិតអំពីវិធី ២យ៉ាងដើមាបីចៀសាងារានកំហុស ៅកនុងារបងាៀន។
៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

- 139 - C8-4
Chapter 8, Unit 22, Lesson C

22c Cool things in my country - Where is it?

Chapter 8, Unit 22, Lesson C
There’s no country like my country: Cool things in my country:
1 What do you know about Cambodia? Work in your groups. Answer Where is it?
the questions. Guess the answer if you don’t know. This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)

1. What is Cambodia’s money?
a. Riels
b. The dollar
c. Riels and the dollar
2. Where is this? (7 mins): Warmer. Play ‘How many things can you think of that…?’
a. Siem Reap 1. Write a word on the board (e.g. small).
b. Battambang 2. Ask: What small things can you think of? (e.g. pencil, pen, rat, paper). Accept all possible answers.
3. Tell students they are going to play the same game in groups.
c. Phnom Penh 4. Put students into groups of 5/ 6.
5. Assign a writer in each group.
6. Ask a question / write on the board (e.g. red, square, bigger than the teacher, yellow)
7. In groups, students write down as many things they can think of that are red, square, bigger
than the teacher, yellow, etc.
8. Give a time limit of 1 minute for each word or phrase.
9. The group with the most number of words wins. Accept words that are spelt wrong.

(3 mins): Lead in

1. Write Cambodia on the board.

2. Ask students what they know about their country / Cambodia.
3. Ask Wh- questions (e.g. Where is Angkor Wat? What do you like about Cambodia? )

1 (12 mins): Activity 1. Cambodia quiz (T.8.22.4)

1. Tell students they are going to answer questions about Cambodia.

3. What is Cambodia’s 4. What province in Cambodia 2. Tell them to guess the answers if they don’t know.
capital city? is the biggest? 3. Put students into groups of 5/6.
4. Each group thinks of their group name. Write the names on the board.
a. Sihanouk ville a. Kampong Thom 5. Assign a writer in each team. The writer writes the answers in his /her notebook.
b. Phnom Penh b. Mondulkiri 6. Students answer the questions about Cambodia.
7. Give a time limit of 8 minutes.
c. Siem Reap c. Sihanouk ville 8. Stop after 8 minutes.
9. Students listen and check their answers.
10. Each group gets a point for every correct answer.
11. Congratulate the team with the most number of points.

TAPESCRIPT 8.22.4

1. What is Cambodia’s money? A. Riels

2. Where is this? C. Phnom Penh
3. What is Cambodia’s capital city? B. Phnom Penh
4. What province in Cambodia is the biggest? B. Mondulkiri
5. When is Royal Ploughing Day? C. In May
6. What is Cambodia’s land area? B. 181,035 sq km
7. Cambodia has got 3 neighbouring countries. What are they? A. Laos, Vietnam and Thailand

- 140 -
C8-5
 Chapter 8, Unit 22, Lesson C

2 (10 mins): Activity 2. Writing- more quiz questions

5. When is Royal Ploughing Day? 6. What is Cambodia’s land area? 1. Students work in the same groups.
2. Tell students they are going to write more questions about Cambodia.
a. in April a. 90,121 sq km 3. Students write 3 quiz questions. They must know the answers to the questions they write!
b. in August b. 181,035 sq km 4. Ask instruction checking questions (e.g. How many questions are you writing? 3 )
5. Give a time limit of 8 minutes.
c. in May c. 202,232 sq km
3 (13 mins): Activity 3. Speaking
1. Tell students that they are going to read their questions to the other groups.
2. Assign a reader and a writer in each team.
3. The reader reads the questions and choices one by one.
4. Each group has 30 seconds to shout out their answers. If other groups have not given an
answer after 30 seconds, the reading group wins and gets a point.
5. The writer adds extra points on the board.
6. Continue until all 3 questions have been asked, then call on another group.
7. If there isn’t enough time, each group reads only 1 (or 2) of their questions.
8. Congratulate the winning team.
(5 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not testing all the students!
1. Ask students to look at the “can do” statements.
2. Compare with a partner.
3. Ask students how they feel about the can do statements. Tell students not to worry about the
7. Cambodia has got 3 neighbouring countries. ones they don’t tick.

What are they? After the lesson: Thinking about the lesson (Reflection)
Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
a. Laos, Vietnam, Thailand What’s important is to learn from it! Remember, no lesson is ever “perfect”!
b. Laos, Vietnam, Malaysia Think about the answers to these questions. You don’t have to tell anyone the answers!
c. Thailand, Malaysia, the Philippines 1. Competition can be motivating and fun, but some students might become over competitive
and others might be disappointed when they lose. How is competition in your class – is it
friendly or harmful?
2. Smile often. This is one good way to promote friendly competition. Smiling shows that it is just
a game. When students see you relaxed, they are more likely to enjoy the activities. Also,
keep the winning and the losing as light-hearted as possible. Try these out in your next lesson,
T.8.22.4 Listen and check. How many questions did you get right? and you’re likely to have fun, too!
3. Can you think of 2 more ways to promote healthy and friendly competition in class? Make
2 Write some more questions about Cambodia. sure you try them out in your next lessons.
4. Your own question(s). ____________________________________________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
3 Ask the other groups your questions. Do they know the answers?
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
Congratulations!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!
You inished Unit 22. Tick () the things you can do.
១. ារបាកួតបាជាង ាចាារជំរុញទឹកចិតត និងាពរីកាយ ប៉ុនតាសិសាសមួយចំនួនបាហាលាបាកួត-បាជាងជាុល ហើយសិសាស
I can ask questions about people, places, animals មួយចំនន ួ ទៀតបាហល ា ាខកចិតពត ល
ា ដាលពួកគាាញ់។ តើារបាកត ួ -បាជង
ា ៅកនង
ុ ានករ់ បស់អក
ន ដូចមតច
ា ដារ - តើាាមិតា
ត ព
ឬាារបងកបញហា?
and things.  ២. ចូរញញឹមឲាយានចាើន ។ នាះគឺាវិធីមួយដ៏លអ ដើមាបីជំរុញារបាកួតបាជាងាមិតតាព។ ារញញឹម បាហាញាារបាកួតបាជាង
I can answer questions about people, places, គាាន់តាាលាបាងកមាានត។ ៅពាលដាលសិសាសឃើញអនកមិនសូវតឹងតាង ោះពួកគាទំនងារីកាយនឹងសកមមាពាំងោះ។
ចូរបាាប់សិសាសាារាញ់ឈនះគឺារឿងធមមា។ ចូរាកលាបងធវើដូចនាះៅកនុងារបងាៀនលើកកាាយរបស់អនក ហើយអនកក៏
animals and things.  ទំនងាានាពសបាាយ រីកាយផងដារ។
I can write questions about my country.  ៣. តើអនកាចគិតអំពីវិធី ២យ៉ាងទៀត ដើមាបីជំរុញឲាយានារបាកួតបាជាងាមិតតាព និងាចទទួលយក ានាំងអស់គនាដារឬទា?
ចូរបាាកដាអនកនឹងាកលាបងាៅកនុងារបងាៀនលើកកាាយរបស់អនក។
៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

- 141 - C8-6
 Unit 23 - My cool house Chapter 8, Unit 23, Lesson A
There’s no country like my country: My cool house:
23a My cool house - Where are my things? Where are my things?
1 Look at the pictures. What do you do here? Tell your partner. This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
a b c d
(7 mins): Warmer. Classroom quiz
1. Tell students to stand up.
2. Tell them to close their eyes or cover
them with their hands. No cheating /
peeping!
e f g
3. Ask some questions about the class/
classroom (e.g. How many chairs are in
the classroom? How many windows?)
4. Tell students to put up their hands if they
want to answer.
5. The student/s who answer/s right sit/s down.
1. a bathroom (g) 2. a living room (e) 3. a kitchen (f) 4. a bedroom (c) Alternatively, you can also ask some
5. a backyard (a) 6. a front yard (b) 7. a garage (d) students to ask questions instead of you.
6. Ask questions quickly.
2 What are these photos of? Guess. Tell your partner. Listen and
T.8.23.1 1 (3 mins): Activity 1. Lead in
check. Listen and repeat. 1. Tell students to look at the photos in activity 1.
2. Point to a picture (e.g. bedroom). Say:
3 T.8.23.2 Is it a bad day or a good day for Dara? Guess. Tell your partner. I sleep here.
3. Put students in pairs.
Listen to Dara. Did you guess right? 4. Tell them to talk about what they do in
each part of the house.
4 T.8.23.3 Listen. Order the pictures. 5. Ask instruction checking questions
(e.g. Are you writing or speaking? Speaking).
6. Give a time limit of 1 minute.
7. Get some answers from the class.
2 (5 mins): Activity 2. New words (T.8.23.1)
1. Ask some students if they know what the
photos are.
2. Tell students to number the photos in their
notebooks. Tell them to guess and talk to
their partner.
1 3. Ask instruction checking questions and
give a time limit of 2 minutes.
4. Tell students to listen and check.
5. Tell students to listen and repeat.
TAPESCRIPT 8.23.1
If you do not have the recording, say each
word (or phrase) 2 times. e.g. Say: Hello
(wait for students to repeat) Say: Hello (wait
for students to repeat)
C8-7 - 142 -
a. a backyard / b. a front yard / c. a bedroom
/ d. a garage / e. a living room / f. a kitchen
/ g. a bathroom
3 (5 mins): Activity 3. Students listen for the
big idea (T.8.23.2)
1. Tell students that they are now going to
listen to Dara.
2. Tell students that Dara is preparing for
school. Ask: Is it a bad day or a good day
for Dara?
3. Play the recording (T.8.23.2).
4. Get some ideas from students.
TAPESCRIPT 8.23.2
Dara’s getting ready for school. He usually
gets up late, but today, he gets up early. Dara
has just had breakfast and is excited about
school. He is getting dressed.
4 (7 mins): Activity 4. Students listen for the
answers (T.8.23.3)
1. Tell students to listen again and number
the pictures in their notebooks.
2. Ask instruction checking questions.
3. Tell students to compare their answers
with their classmates.
4. Check answers as a class.
TAPESCRIPT 8.23.3
Dara: Where are my socks and shoes, mum?
Mum: They’re on the chair, in the kitchen.
Go and have a look!
Dara: Mum, where’s my book? It’s not in my bag!
Mum: It’s in your bedroom. It’s on the desk in
your bedroom, go and look!
Dara: Mum, my pens! Where are they?
Mum: Uh! Dara, they’re in the living room,
next to the TV.
Dara: Mum, I can’t find my homework!
Mum: Dara, go and look in the kitchen. Go
and look in the living room. Go and look in
the bedroom. Stop asking questions, Dara!
Dara: But mum, they’re not there! I can’t find
them in the living room, I can’t find them
in the kitchen, and I can’t find them in the
bedroom!

5 Look at the sentences. Answer the questions.
Avorng is Avorng is
in the box. on the box.
Tick () or cross ().
1 
1. The pen is on the desk.
2. She is in the bathroom.
3. Avorng is under the bed.
4. His shoes are next to the chair.
5. The cat is on the bed.
6. Dara’s socks are under the table.
6 Listen to your teacher.
7 Ask and answer questions with your partner. Are your drawings the
same or different?
Where is the ball?
Mum: Well, go and look outside then, in the
backyard!
Dara: In the backyard? But mum…..
Dara: (seeing Avorng) Avorng!!! Grrrr…..
Avorng: Hi Dara! I’m ready for school. Are
you ready? Let’s go!
Dara and mum: (laughing)
5 (10 mins): Activity 5. Grammar box
Avorng is Avorng is
1. Tell students to complete the exercises in
next to the box. under the box.
the grammar box.
2. Help as necessary, but let students guess
/ think about the rules.
3. Ask questions to help students.
2  4. Give a time limit of 7 minutes.
5. Check answers as a class.
6 (7 mins): Activity 6. Listening and drawing
3 4  their ideas with the class? Giving them
1. Tell students to copy the drawing in
 activity 5 in their notebooks.
5 2. Tell them to listen and draw.
6 3. Check that everybody’s got a pen/pencil
ready.
 4. Give a time limit of 30 seconds for each
 sentence. Their drawings don’t have to
Draw. be perfect.
5. Read these sentences out loud, one by
one. Read each sentence 2-3 times.
‘Draw a box. Draw a ball in the box. Draw a
pencil next to the box. Draw a notebook next
to the box. Draw an apple on the notebook.’
7 (4 mins): Activity 7. Speaking
1. Tell students to compare their drawings.
Are they the same or different?
2. Tell them to ask and answer questions
(e.g. Where is the ball?)
3. Ask instruction checking questions and
give a time limit of 3 minutes.
(2 mins): Learner assessment and lesson wrap up
1. Show some good examples of drawings
in activity 7. Tell students that their success
It’s in the box! in this activity depends on their ability to
listen well. They can’t do this by listening
and talking at the same time.
2. Praise students who came to class on
time today. Encourage the others.
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went wrong.
- 143 -
Chapter 8, Unit 23, Lesson A
What’s important is to learn from it! Re-
member, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Getting students to tell you about the
topic is a good teaching strategy. It
maximises students’ talk time and makes
them confident. It also helps them use
what they already know to help them
learn more. This means they remember
the lessons better. Do you get the stu-
dents to tell you about the lesson or do
you explain everything yourself? How can
you make students more active in your
classes? Think of 2 ways. Try them out in
your next classes.
2. How do you encourage students to share
positive comments such as ‘great idea’
and ‘thank you’ is one. Also giving students
time to think and not criticising wrong
answers helps . Any more ideas?
3. Your own questions: _________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. ារឲាយសិសាសបាាប់អនកពីបាធនបទអវីមួយ គឺាយុទធាសាត
បងាៀនដ៏លអ។ ាជួយបងកើនពាលរបស់សិសាស និងធវើឲាយ
ពួកគាានទំនក ុ ចិត។ ត ាក៏ជយួ ពួកគាផងដារ ឲាយបាប ើ ស ា អ ់ ីវ
ដាលពួកគាចាះរួចហើយ ដើមាបីជួយ ពួកគាឲាយរៀនបនថាម
ទៀត។ នាះានន័យាពួកគាចងាំមារៀនានលអាង។
តើអនកឲាយសិសាសបាាប់ អនកអំពីមារៀន ឬអនកពនាយល់អវី ៗ
ាំងអស់ោយខលួនអនកផទាល់? តើអនកាចជួយឲាយសិសាស
របស់អកន សកមម ាងនាះៅកនង ុ ានកា រ់ បស់អក ន យ៉ងា ដូចមតច ា ?
ចូរគិតអំពីវិធី ២យ៉ាង ដើមាបីឲាយសិសាសសកមមៅកនុងានាក់។
ចូរាកលាបងាៅកនង ុ ារបងាៀនរបស់អក ន លើកកាយ ា ។
២. តើអនកលើកទឹកចិតតសិសាសឲាយចាះផលាស់បតូរមតិោបល់
ាមួយមិតភ ត កតៅិ កនង ុ ានក
ា យ
់ ងា៉ ដូចមតច ា ? ារផតលម ់ តិវជ
ិ ា ជ ន
ដល់សិសាសដូចាាកាយា “គំនិតលអ” និង “អរគុណ” គឺា
វិធីលើកទឹកចិតតមួយ។ ារទុកពាលឲាយសិសាសគិតពិារា
និងារមិនរិះគុណចំោះចមលើយដាលខុស ក៏ាចាារ
លើក ទឹកចិតស ត ស ិ សា ផងដារ។ តើអក ន ានគំនត ិ អវផ
ី សា ង
ា ទៀត?
៣. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?
C8-8
Chapter 8, Unit 23, Lesson B
23b My cool house - Big houses, small houses
1 Look at the photos. Who has got a house like this? Talk to your
partner.
a 1. Tell students to look at the photos in activity 1.
2 Read quickly. Match the text with the photos.
Hi! My name’s Veasna!
I’m from Phnom Penh.
There are 3 bedrooms in
our house, one for me, one for my mum
and dad and one for my sister. Our
house is big! We have a kitchen and
a living room! We watch TV in our living
room. My sister and I play games in our
living room, because we don’t have a
backyard. We always have breakfast in
the kitchen. We have a big table there.
We sometimes have dinner in the
living room, while watching TV. I do my
homework in my bedroom. I have a
bathroom in my bedroom too! I take a
shower before I go to bed. Every day at
7 o’clock, I take a shower for 1 hour!
C8-9
Chapter 8, Unit 23, Lesson B
There’s no country like my country: My cool house:
Big houses, small houses
1 (5 mins): Activity 1. Lead in
2. Ask student if they have seen houses like these before. Where? Which of the two houses
would they like to live in?
3. Tell students to work with their partners and answer the questions.
b
4. Ask instruction checking questions and give a time limit of 3 minutes.
5. Get ideas from students. Accept all answers.
2 (5 mins): Activity 2. Students read for the big idea
1. Tell students to read the text quickly. They don’t need to understand all the words.
2. Tell students to match the texts with the photos.
3. Ask instruction checking questions and give a time limit of 3 minutes.
4. Check answers as a class.
Hi! My name’s Vutha.
I’m from Kampong Cham.
There are 3 rooms in my
house – the living room, mum
and dad’s bedroom and my sisters’
bedroom. I don’t have a bedroom! I
sometimes sleep in the kitchen, and
sometimes in the living room too! Our
kitchen is not in our house, it is next to our
house. It’s small, but everybody likes our
kitchen, especially our cat and our dog!
We eat together in the living room. We
don’t have a table. We eat on the floor.
I like eating on the floor! Isn’t that cool!
Oh, and we also have a backyard! It’s
got a lot of flowers and trees. My sisters
and I play games there every day! And
I sometimes sleep in our yard too! It’s
really cool! - 144 -
 Chapter 8, Unit 23, Lesson B

3 Read again. Answer the questions in your notebook. 3 (7 mins): Activity 3. Students read for the students to raise their hands, clap, or
answers shout (e.g. yes!) if they like the picture.
Is Vutha from Kampong Cham? Yes, he is. 1. Tell students to read again and answer (2 mins): Learner assessment and lesson wrap up
the questions in their notebooks.
1. Does Vutha have a bedroom? No, he doesn’t. 1. Ask some students which of the pictures
2. Ask instruction checking questions and
2. Is there a backyard in Vutha’s house? Yes, there is. give a time limit of 5 minutes. they like best and why.
2. Praise students who came to class on
3. Stop students after 5 minutes. Tell students
3. Does Vutha like eating on the floor? Yes, he does. time today. Encourage the others.
to compare their answers with their partners.
4. Is Veasna’s house small? No, it isn’t. 4. Check answers as a class. After the lesson: Thinking about the lesson
5. Does Veasna do his homework in the living room? No, he doesn’t (Reflection)
4 (15 mins): Activity 4. Writing and drawing
1. Put students into groups of 3. Reflection is important and all good teachers
4 Work in your groups. Complete the table. Draw your house! do it. It doesn’t matter if everything went wrong.
NOTE: For this activity, it might be better to What’s important is to learn from it! Re-
Where is your house? How many… let students work with their friends. member, no lesson is ever “perfect”!
bedrooms? ___________ 2. Tell students that they are going to draw Think about the answers to these questions.
their dream house. It’s the group’s dream You don’t have to tell anyone the answers!
by the beach living rooms? ___________
house.
1. Skimming is reading quickly to get a
kitchens? ___________ 3. Tell students to answer the questions with
their ideas first. Students in each group general understanding of texts. This skill is
garages? ___________ have to agree about where and what
very useful for students. Students don’t
have to understand all the words in a text
near the river their house would be like.
Is there… to understand it. Can your students skim
4. Tell students to think of their group names.
Tell them to write their group name on texts well, or do they stop reading when
a backyard? ___________ they see new/difficult words?
their paper.
a front yard? ___________ 5. Ask instruction checking questions and 2. Giving a short time limit when reading
on the mountain give a time limit of 12 minutes. helps students with this. How can you
6. Walk around and help students as help students skim texts better? Think of 2
necessary. ways. Then try them out in your next class.
3. Your own questions: _________________?
What colour is your house? Who? 5 (11 mins): Activity 5. Speaking
Pink ________________ Me : ______________________ បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
1. Choose one student from each team (ារឆលុះបញចាំង)
Blue ________________ Friends : ______________________ to report about their work. Alternatively,
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
Black ________________ you can also ask students to choose the
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
Orange ________________ reporters in their teams. ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
Other colours: ________________ 2. Call each reporter in front of the class. មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
Tell them to talk about their work for 1 កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
minute. “លអឥតខចាះ” ោះទា!
5 Tell your class about your house! Do your friends like it? 3. Ask the other students to think of one ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
question for the reporting team. Remind មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
them to listen to others.
Our house is big. It’s ១. ារានតាួស ៗ គឺាារានយ៉ាងលឿន ដើមាបីដឹងគំនិត
NOTE: If your students are shy and don’t feel រួមរបស់អតថបទ។ បំនិននាះ ានបាោជន៍ ាលាំងាស់
got 20 bedrooms! It’s ចំោះសិសាស។ សិសាសមិនាំាច់ចាះាកាយាំងអស់ៅ
confident talking in front of the class, you
black and brown! can let each reporter visit the other teams កនង
ុ អតថបទទា។ តើសស ិ សា របស់អក
ន ាចានអតថបទតាស
ួ ៗ
ានលអ ឬពួកគាឈប់ាន ៅពាលដាលពួកគាជប ួ ាកាយថមី
and report to them. Give the reporters a
ឬាកាយពិាក?
time limit of 1 minute. Go around and help ២. ារផតល់ពាលកំណត់ខលីៅពាលដាលសិសាសាន ជួយឲាយ
as necessary. ពួកគាចាះបំនិនានតាួស ៗ។ តើអនកាចជួយ ឲាយសិសាស
ានអតថបទតាួស ៗ ានបាសើរោយរបៀបា? ចូរគិត
4. Display some of the students’ work.
អំពីវិធី ២យ៉ាង។ បនទាប់មកអនុវតត ាៅពាលបងាៀនលើក
5. Have a class vote to see which of the កាាយ។
houses students like best. You can do this ៣. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?
by pointing to each picture and asking
- 145 - C8-10
Chapter 8, Unit 23, Lesson C

23c My cool house - The coolest room ever!

Chapter 8, Unit 23, Lesson C
There’s no country like my country: My cool house:
1 What’s your favourite room The coolest room ever!
in your house? My favourite is the This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
living room! I like Sport website. (50 mins)
Tell your partner.
watching TV there.
(7 mins): Warmer. Play New words 2. Tell them to write their names in their
notebooks.
1. Write a word on the board. Use the words 3. Ask: Who likes the same place as you?
2 T.8.23.4 Listen to Sophal, Bopha and Dara. Write the name. Who likes from this unit (e.g. bathroom). 4. Ask instruction checking questions.
2. Tell students that some words can be 5. Check answers as a class.
the same room as you? made from the letters in the word
bathroom (e.g. room, bath, roam, bat, hat) TAPESCRIPT 8.23.4
3. Write bath on the board. Ask students if
Hi! I’m Dara. I like watching TV. I also like
they can make some more words.
sleeping. I don’t like doing my homework!
4. Write the words on the board as students
Sometimes I help my mum do the washing
call them out.
up – sometimes! I don’t like doing the
5. Put students into groups of 3 / 4.
washing up! Can you guess which room
6. Tell students that you are going to play
I like best in our house? Yes, the living room!
the same game.
I watch TV in the living room, I sleep in the
7. Tell students to write the words in their
living room and I eat in the living room! It’s
Bopha Dara Sophal notebooks.
the coolest room ever!
8. Write another word on the board from
this unit or previous ones. Hi! I’m Sophal. I like playing football. I’m not
3 T.8.23.4 Listen again. Complete the sentences. 9. Give a time limit of 1 minute for each word. good at playing football, but I like it. I like
10. Write the words students make on the playing games with Avorng too. He’s
board. Give points for each correct word. so funny! I really like Avorng! I like doing my
some examples: homework. Sometimes, Avorng helps me
cinema – man, men, mine, aim, me, with my homework. I don’t like watching TV.
ma, name, cane, I get bored when I watch TV. Can you guess
garage – rage, rag, are, age, ear, gear what I like best in our house? Yes, the
frontyard – front, yard, rat, dart, font, far, backyard! I play football in our backyard. I
day, ray, tray, dry, try, rant, tardy, for play games with Avorng in our backyard,
I like watching TV, and I do my homework in the backyard. It’s
1 (7 mins): Activity 1. Lead in
sleeping and (1) the coolest place ever!
eating. 1. Tell students your favourite room in your
Hi! My name’s Bopha! I like having a shower.
house (e.g. bedroom) and why. Draw on
I have a shower 5 times a day! I also like
the board (e.g. bedroom – bed).
singing in the shower – it makes me happy.
Put students in pairs.
I like dancing too, but I dance when no one
I like playing games 2. Tell students to talk to their partners about
sees me. I can dance really well, but no one
with Avorng, (2) parts of the house they like best.
knows. I go here when I’m sad and angry.
playing football
________ 3. Ask instruction checking questions and
Can you guess which room I like best in our
and (3) doing give a time limit of 3 minutes.
house? Yes, the bathroom! I sing and dance
4. Ask some ideas from the class.
_________.
homework in the bathroom. I brush my hair in the
2 (5 mins): Activity 2. Students listen for the bathroom. I feel happy when I’m in the
I like brushing my hair, big idea (T.8.23.4) bathroom! It’s the coolest room ever!
(4) __________
singing and 1. Tell students that they going to listen to
(5) _____________.
dancing Dara, Sophal and Bopha talking about
their favourite place in the house.

C8-11 - 146 -
 Chapter 8, Unit 23, Lesson C

4 What’s your friend’s favourite place in the house? Write. 3 (7 mins): Activity 3. Students listen for the
answers (T.8.23.4)
3. Ask students how they feel about the can
do statements. Tell students not to worry
about the ones they don’t tick.
1. Tell students to listen again and complete
Do you like the living the sentences in their notebooks. After the lesson: Thinking about the lesson
2. Tell students NOT to copy the sentences. (Reflection)
room? Yes! They write only the answers in their note-
books. Reflection is important and all good teachers
3. Ask instruction checking questions and do it. It doesn’t matter if everything went
give a time limit of 5 minutes. wrong. What’s important is to learn from it!
me friend’s name friend’s name friend’s name friend’s name 4. Check answers as a class. Remember, no lesson is ever “perfect”!
___________
Sovann ___________ ___________ ___________ Think about the answers to these questions.
4 (7 mins): Activity 4. Speaking – class survey
You don’t have to tell anyone the answers!
living room  1. Quickly copy the table in activity 4 on the
board. 1. Working in groups has a lot of benefits.
bathroom  2. Ask a student: Do you like the living room? It’s a good way to get students to talk
Student: Yes. more. It encourages sharing of ideas
bedroom and listening to each other. However,
3. Put a tick next to living room on the table.
kitchen 4. Put students into groups of 4 / 5. grouping students can be difficult. Some
5. Tell students to copy the table in their students want to work with their friends
backyard notebooks. only. How did you group students in
6. Tell students that they are going to ask today’s lesson? Was it effective?
frontyard their group mates about the rooms in the 2. If students refuse to work with others, what
house they like best. do you do? How can you encourage
garage students to work with anyone in the class?
7. Ask instruction checking questions (e.g.
Can you ask the other groups? No) One way to do this is to group them in
8. Give a time limit of 5 minutes. random (e.g. draw lots). Any ideas?
5 How many people? 3. Your own question(s). ________________?
5 (5 mins): Activity 5. Writing
In my group, __________ people like the living room. បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
1. Write this on the board: In my group, (ារឆលុះបញចាំង)
In my group, __________ people like the kitchen. ________ people like the living room.
2. Ask some students: How many students ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
In my group, __________ people like the backyard. ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
in your group like the living room?
In my group, _______________________________. 3. Write the number on the board. ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
4. Tell students to complete the sentences មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
in their notebooks. កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
6 Make a chart. Colour. 5. Ask instruction checking questions and “លអឥតខចាះ” ោះទា!
give a time limit of 5 minutes.
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
7
6 (7 mins): Activity 6. Writing មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
6
5 1. Tell students to make a bar graph of their ១. ារធវើារាកាុមានបាោជន៍ាចាើន។ ាាវិធីលអមួយ
4 results. For example: ដើមាបីឲាយសិសាសនិយយានចាើន។ ាជួយ លើកទឹកចិតត
3 2. Ask instruction checking questions and ឲាយានារផលាស់បតូរមតិោបល់ និងារាតាប់គនាៅវិញ
give a time limit of 5 minutes. ៅមក។ តាោះាយ៉ាងា ក៏ោយាររៀបចំសិសាស
2 3. Show some of student’s completed work ាកាុមាចពិាក។ សិសាសខលះចង់ធវើារាមួយតាមិតតភកតិ
1 in class. របស់ពួកគាប៉ុោណាះ។ តើអនករៀបចំសិសាសាកាុមដូចមតាច
0 4. Tell students to do this for homework if ៅកនុងារបងាៀនថងានាះ? តើានបាសិទធាពដារឬទា?
bathroom kitchen backyard they haven’t finished yet. ២. បាសន ិ បើសស ិ សា បដិសធ
ា មិនធវា
ើ រាមួយសិសសា ដ៏ទផ
ា សា ង
ា
(5 mins): Learner assessment and lesson wrap up ទៀតតើអក ន ានវិធនារណ៍បប ា ា?តើអក ន លើកទឹកចិតត
Congratulations! ឲាយសិសាសធវើារាមួយសិសាសដ៏ទាទៀត ៅកនុងានាក់យ៉ាង
Assessing the success of the lesson. Not ដូចមតាច? វិធីមួយដើមាបី ោះសាាយបញហានាះ គឺារចាក
You inished Unit 23. Tick () the things you can do. testing all the students! កាុមោយោះ ៗ (Random) (ឧាហរណ៍ដូចាារ
ាប់ឆនាត)។ តើអនកានគំនិតអវីផាសាងទៀត?
1. Ask students to look at the “can do”
I can talk about some rooms in my house.  statements. ៣. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

I can talk about my favourite places in my house.  7

2. Compare with a partner.
6
I can ask and answer questions about where 5
some things are in my house.  4
3
2
1
- 147 - 0 C8-12
bathroom kitchen backyard
 Unit 24 - Cool places in my town Chapter 8, Unit 24, Lesson A
There’s no country like my country: Cool places in my town:
24a Cool places in my town - Where is it? Where is it?
1 T.8.24.1 Do you have these in your town? Listen and repeat. This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
a b
(7 mins): Warmer. Play ‘Change the letters’
1. Write a four letter word on the board
(e.g. bend).
2. Tell students that we can make some
more words by changing one letter of
this word, one at a time (e.g. band, bent,
tend, bind).
3. Ask students if they can make a few
words by changing one of the letters,
c d e one at a time.
4. Write the words on the board as students
call them out.
5. Put students into groups of 4 /5.
6. Tell students you are going to play the
same game.
7. Tell students to choose a writer and a
speaker in their teams.
8. Write a three /four letter word on the board
(e.g. cat, bag, tray, send)
9. The team thinks of words they can make
1. an Internet café (b) 2. a cinema (a) 3. a hospital (c) by changing one of the letters, one at a
time. The writer writes the words on a
4. a bus station (e) 5. a restaurant (d) piece of paper.
10.Give a time limit of 30 seconds per word.
11. Stop students after 30 seconds. Ask the
2 T.8.24.2
What’s Dara’s favourite place in town? Guess. Listen and check. speakers in each team to read out the
words. Give points for each correct word.
Did you guess right? 12. Continue playing this game with 4-5 words.
1 (3 mins): Activity 1. Lead in
3 T.8.24.2 Listen again. Complete the table. 1. Tell students to look at the photos in activity 1.
2. Ask them which of the photos are in their
town.
Favourite place Why? 3. Ask them which places are in their towns
that are not in the photos (e.g. pagoda,
park). If students say the words in Khmer,
Linda the cinema She likes watching movies ask them what the English words are.
Give them time to guess before telling
them what the English words are.
He likes flying and meeting / talking / 4. Tell students to work with their partners.
Avorng the park
hanging out with friends 5. In pairs, students say which of the photos
are in their town and think of other places
He likes doing his homework on the in their town that aren’t in the book.
Sophal the Internet café 6. Give a time limit of 1 minute.
computer and chatting with friends
7. Ask students what places are in their town
and which places are in their town but
Dara the restaurant He likes eating are not in the book.
(5 mins): Activity 1. New words
Note: Students at this level should not be expected to write accurate grammati- 1. Tell students to number the photos in their
cal sentences such as given above. Use your discretion. If you think the answers notebooks.
could be very well understood, they should be accepted as correct. 2. Ask instruction checking questions.
3. Give a time limit of 3 minutes.
4 Tell your partner your favourite place. Why do you like it? 4. Tell students to listen and check.
5. Tell students to listen and repeat.
C8-13 - 148 -
TAPESCRIPT 8.24.1
a cinema / an Internet café/ a hospital /a
restaurant / a bus station
2 (6 mins): Activity 2. Students listen for the
big idea (T.8.24.2)
1. Ask some students what they think Dara’s
favourite place in town is. Accept all
answers. Ask students why they think so.
2. Have a class vote (e.g. How many
students think Dara’s favourite place is
the park? Write the numbers on the board).
3. Tell students they are going to listen to
Linda. What does Linda think Dara’s
favourite place is?
4. Play the recording. Stop the recording
after Linda.
5. Ask: What does Linda think Dara’s favourite
place is?
6. Tell students they are now going to
listen to Avorng. What does Avorng think
Dara’s favourite place is?
7. Play the recording. Stop the recording
after Avorng.
8. Ask: What does Avorng think Dara’s favourite
place is?
9. Tell students they are going to listen to
Sophal. What does Sophal think Dara’s
favourite place is?
10. Play the recording. Stop the recording
after Sophal.
11. Ask: What does Sophal think Dara’s
favourite place is?
12. Tell students they are now going to listen
to Dara. Who is correct?
13. Play the recording.
14. Ask: What is Dara’s favourite place?
TAPESCRIPT 8.24.2
Linda: Hi! I’m Linda. My favourite place in my
town is the cinema. I like watching movies.
We have 8 cinemas in my town! There’s a
cinema right next to our house! But I don’t
like going there. I always go to the cinema
behind the park. After watching, I go for a
walk with my friends in the park. Hmmm…
What’s Dara’s favourite place in his town? I
know what it is. Sometimes, he goes there
with his friends and sometimes he goes
there alone and sometimes he goes there
with his family! Can you guess?
Avorng: Hi I’m Avorng. My favourite place in
my town is the park! I love flying above the
trees, up so high! Sometimes I meet my
friends there too and we talk and talk and
talk! There are 3 parks in my town. I like them

5 Look at the sentences. Answer the questions. all, but my favourite is the one next to the
bus station. Hmm..What’s Dara’s favourite
place in his town? I know what it is. He goes
there when he’s hungry, but also when he’s
full. Can you guess?
Sophal: Hi, I’m Sophal. My favourite place
in my town is the Internet café! I go there
to do my homework and chat with my
friends. I’m on Facebook – I’ve got 500
friends on Facebook! There are 2 Internet
Avorng is behind Avorng is in front Avorng is in Avorng is opposite cafés in my town. I go to the one between
the shop and the cinema. Hmm…What’s
the tree. of the tree. between the tree the school.
Dara’s favourite place in his town? I know
and the school. what it is. He buys some food here, but it isn’t
the shop. People eat here. They have a lot
Tick () or cross (). of food. Can you guess?
1. The school is opposite the restaurant.  Dara: Hi, I’m Dara. My favourite place in my
town is the restaurant! I love eating! There
2. The park is next to the school.  are a lot of restaurants in my town. I don’t
3. There is a football field in front of the school.  know how many, but there’s a lot! And I like
all of them. My favourite is the one opposite
4. The internet café is between the bus station and the hospital.  my house.
5. The shop is in front of the hospital.  3 (7 mins): Activity 3. Students listen for the
6. The hospital is in between the school and the football field.  answers (T8.24.2)
1. Tell students that they are going to listen again.
Write the correct sentences in your notebooks. 2. Tell them to complete the table in activity
3 in their notebooks.
3. Ask instruction checking questions and
give a time limit of 5 minutes.
4. Tell students to compare their answers
with their pairs. Give a time limit of 1 minute.
5. Check answers as a class.
4 (5 mins): Activity 4. Speaking
1. Tell students to work with their partner.
2. In pairs, students talk about their favourite
places in town and why.
3. Ask instruction checking questions.
4. Give a time limit of 3 minutes.
5. Ask students what some of their favourite
places are and why.
5 (10 mins): Activity 5. Grammar box
1. Tell students to complete the exercises in
the grammar box.
2. Help as necessary, but let students guess
/ think about the rules.
6 Where is your favourite place? Can your partner guess? 3. Ask questions to help students.
4. Give a time limit of 7 minutes.
5. Check answers as a class.
My favourite place is 6 (8 mins): Activity 6. Speaking
next to my house.
1. Tell students to work with a different partner.
2. Ask them to think of their favourite place,
but not to tell their partner.
3. Their partner will ask questions about their
Is it a school? No, it isn’t. favourite place. Their partner will try and
guess what that place is.
4. Go around and help students as necessary.
Yes, it is. 5. Give a time limit of 1 minute.
Is it a football field?
6. Stop students after 1 minute.
7. Tell them to find another partner. Stu-
dents ask and answer questions with their
- 149 - new partners.
Chapter 8, Unit 24, Lesson A
8. Give a time limit of 1 minute. Stop them
after 1 minute.
9. Continue until students have spoken to at
least 4 people.
(2 mins): Learner assessment and lesson wrap up
1. Ask students what their favourite places
in town are. Ask them if they can guess
your favourite place. You can tell them
the answer, or you can tell them to find
the answer themselves.
2. Praise students who came to class on
time today. Encourage the others.
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Encouraging students to guess the meaning
of new words gives them ownership of
the language and they will remember
the words better. Did you provide enough
opportunities for students to guess what
the new vocabulary might be?
2. If you feel that new words are familiar,
international or similar to Khmer, and that
students are likely to know them, make
them guess! What do you tell your stu-
dents if they don’t guess right? Do they
really have to ‘guess right’?
3. Your own questions: _________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. ារលើកទឹកចិតតសិសាសឲាយាយអតថន័យនាាកាយថមី ផតល់ឲាយ
ពួកគានវូ ាពាាចស
ា ា
់ រនាាា ហើយ ពួកគានឹងចងាំ
ាកាយានលអបាសើរ។ តើអនកានផតល់ឱាសគាប់គាន់
ឲាយសិសាសាយអតថន័យនាាកាយ ថមីដារឬទា?
២. បាសិនបើអនកានារមមណ៍ាាកាយថមីដូចាធលាប់ឃើញ ា
តើាកាយបរទាស ឬសាដៀងគនានឹងាកាយខមារ ោះសិសាស
ទំនងាចាះាកាយាំងោះ ចូរឲាយពួកគាាយ! តើអនកបាាប់
សិសសា របស់អក
ន ាយ៉ាងដូចមតាច បាសន
ិ បើពក
ួ គាាយមិន
ានតាឹមតាូវ? តើពួកគាពិតាាំាច់តាូវតាាយឲាយាន
តាឹមតាូវដារឬទា?
៣. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?
C8-14
Chapter 8, Unit 24, Lesson B
24b Cool places in my town - Favourite places in my town
1 Look at the picture. What can you remember?
2 Read quickly. Is your town the same or different to Sophal’s town?
Do you like Sophal’s town?
Hi! I’m Sophal and I’m from Kompong Som. I love my
town. There are a lot of shops, bus stations and
restaurants. Dara loves my town because it’s got
a lot of restaurants. A lot of people go there to
go swimming. We have a lot of beaches. I live
near the sea. There’s a park near my house. My
school is next to the police station. We haven’t
got a cinema, but we have a football field. It’s
behind my school. My favourite restaurant is
opposite the police station. It’s called ‘Amok
restaurant!’ Oh and my favourite place of all,
the Internet Café is just in front of the bus station.
So, this is my town. Do you like it?
C8-15
Chapter 8, Unit 24, Lesson B
There’s no country like my country: Cool places in my town:
Favourite places in my town
(7 mins): Warmer. Play Disappearing elephant
1. Draw a picture of an elephant on the board like this:
2. Choose a word (e.g. cinema, hospital, school, etc.).
3. Write a line for each letter on the board.
4. Ask a student to guess a letter.
5. If the letter is in the word, write it in the correct space.
6. If the letter is not in the word, write it elsewhere on the board and erase one part of the
elephant (i.e. begin with the trunk, then the eye, then the mouth, etc.).
7. Repeat steps 4-6 until students have guessed the word.
8. Put students into groups of 5/6.
9. In groups, students play the game. They take it in turns to draw the elephant and let other
students guess.
10. Go around and help as necessary.
1 (7 mins): Activity 1. Lead in
1. Put students in pairs.
2. Tell students to look at the picture in activity 1. Give a time limit of 30 seconds.
3. Stop students after 30 seconds. Tell them to close their books.
4. In pairs, they try and remember what they see in the picture (e.g. Where is the bus station?
It’s next to the school).
5. Ask instruction checking questions (e.g. Are you writing or talking? Talking only, no writing)
6. Repeat steps 2-4, 2 more times.
7. Ask questions (e.g. Where is the bus station? How many schools are there?)
8. Give points for each pair that gives the correct answer.
9. Clap for the pair with the most number of points. Encourage the other teams.
2 (5 mins): Activity 2. Students read for the big idea
1. Tell students they are going to read about Sophal’s town.
2. Ask them if they remember where Sophal is from (e.g. Kompong Som).
3. Tell students to read quickly. They don’t need to understand all the words.
4. Ask instruction checking questions (e.g. Are you reading fast or slowly? Fast) and give a time
limit of 3 minutes.
5. Ask: Do you like Sophal’s town? Is it the same or different to your town?
6. Collect some ideas from the class. Listen to students’ answers and accept all of them.
- 150 -

3 Read again. Write the places on the map.
3. Football field
4. Bus station
2. Police station
5. Internet Café
1. Park
4 Draw a map of your town. Write sentences.
This is my town. There are 3 internet cafes. The
school is opposite_______________________.
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
5 Tell your partner about your town. Does he/she like it? Draw.
- 151 -
Chapter 8, Unit 24, Lesson B
3 (7 mins): Activity 3. Students read for the answers
1. Tell students to read the text again and find the places in the map.
2. They write the places in their notebooks.
3. Ask instruction checking questions and give a time limit of 5 minutes.
4. Check answers as a class.
4 (17 mins): Activity 4. Writing
1. Tell students they are going to draw a map of their town in their notebooks, as they remember
it. It doesn’t have to be perfect. The pictures don’t have to be ‘perfect’ either.
2. Tell them to use the map of Sophal’s town in activity 3 as a model.
3. Tell students to write some sentences about their map too.
4. Ask instruction checking questions and give a time limit of 15 minutes.
5. Walk around and help students as necessary. Use English!
5 (5 mins): Activity 5. Speaking
1. Tell students to walk around.
2. Tell them to ask and answer questions about their maps. Do they have similar maps? What
things are different?
3. Tell them to draw a smiley face if they like the picture.
4. Ask instruction checking questions and give a time limit of 4 minutes.
(2 mins): Learner assessment and lesson wrap up
1. Show some completed pictures of the students’ towns.
2. Ask them what things are the same and different from each other’s maps.
3. Tell students to complete their maps for homework if they haven’t finished yet.
After the lesson: Thinking about the lesson (Reflection)
Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
1. Do you ask your students to read aloud in class? How often do you ask students to read aloud
in class?
2. Before you ask students to read aloud in class, do you give them enough opportunities to
listen first and understand how texts should be read? Remember that students understand
faster through listening and silent reading. If they have to read aloud, make sure they get
plenty of practice and that they have had good examples of reading aloud.
3. How do you correct their mistakes when students read aloud? Reading aloud can be a
difficult task. Students might feel embarrassed if you keep correcting them. They might also
lose confidence. Can you think of ways to avoid embarrassing students? How can you boost
their confidence?
4. Your own question(s). ____________________________________________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!
១. តើអនកឲាយសិសាសានលឺ ៗ ៅកនុងានាក់ដារឬទា? តើអនកៅសិសាសឲាយានលឺ ៗ ៅកនុងានាក់ញឹកាប់ ប៉ុាណា?
២. តើមុនពាលអនកឲាយសិសាសានលឺ ៗ ៅកនុងានាក់ អនកានផតល់ឱាសគាប់គាន់ឲាយពួកគា ដើមាបីាតាប់ ាមុនសិន និងយល់ពី
របៀបដាលអតថបទតាូវានានដារឬទា? ចូរចងាំា សិសាសយល់ានលឿនាង ាមរយៈារាតាប់ និងារានោយាងាត់ ៗ
។ បាសនិ បើពក
ួ គាតវូា តាានឲាយលឺ ៗ សូមបាក ា ដា ពួកគាានពាលអនុវតតចន ើា និងពួកគាានឧាហរណ៍លន អ ា
ា រានលឺ ៗ?
៣. តើអនកកាកំហុសសិសាស ពាលដាលពួកគាានលឺ ៗ យ៉ាងដូចមតាច? ារានលឺ ៗ ាចាារកិចចដាល ពិាក។ សិសាសបា
ហាលាានារមមណអ ៍ ៀនាមស
ា ់ បាសន
ិ បើអក
ន ចាះតាកក ា ហ
ំ ស
ុ របស់ពក
ួ គា។ ពួកគា បាហល ា ាាចាត់បង់ាពជឿាក់ផងដារ។
តើអនកាចគិតអំពីវិធីផាសាង ៗ ទៀត ដើមាបីចៀសាងារធវើ ឲាយសិសាសអៀនាមាស់ដារឬទា? តើអនកាចជំរុញាពជឿាក់របស់ពួក
យ៉ាងដូចមតាច?
៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________________________________________________?
C8-16
Chapter 8, Unit 24, Lesson C
24c Cool places in my town - Turn left, turn right
Chapter 8, Unit 24, Lesson C
There’s no country like my country: Cool places in my town:
1 What are these photos of? Guess. Tell your partner. Turn left, turn right
This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
a b c
(7 mins): Warmer. Play ‘Beginning letter’
1. Write a letter on the board (e.g.h ).
2. Tell students to think of words that start
with the letter written on the board (e.g.
house, hat, high, etc.)
3. Write the words on the board as students
1. turn left (C) 2. turn right (b) 3. go straight on (a) call them out.
4. Put students into groups of 4/5
5. Write another letter on the board.
T.8.24.3 Listen and check. Listen and repeat. 6. Students write down words beginning
with the letter on the board in their
notebooks.
2 Listen to your teacher. Follow his/her directions. 7. Assign a ‘writer’ in each team.
8. Set a time limit of 30 seconds per letter.
3 T.8.24.4 Listen and ind Avorng’s house. 9. The team with the most number of words win.
1 (5 mins): Activity 1. New words
Where is Avorng’s house? 1. Tell students to look at the photos in
activity 1.
2. Tell them to guess what they are in pairs.
Give a time limit of 30 seconds.
3. Ask students to number the photos in
their notebooks.
4. Tell students to listen and check.
5. Tell students to listen and repeat.
TAPESCRIPT 8.24.3
go straight on / turn right/ turn left
2 (5 mins): Activity 2. Lead in
1. Ask some students to listen and follow
your instructions (e.g. Sophal, walk straight
on to the board. Vithu, take your book.
Put it in between your desk and Vutha).
Repeat this with several students.
2. Then ask some students to give directions
to some of their classmates.
C8-17 - 152 -
3 (7 mins): Activity 3. Students listen for the
answers
1. Tell students to look at the map in activity 3.
2. Tell students that this is a map to Avorng’s
house.
3. Tell students to listen and follow the direc-
tions to find Avorng’s house.
4. Ask instruction checking questions.
5. Play the recording.
6. Tell students to compare their answers
with their partners. Give a time limit of 1
minute.
7. Play the recording again.
8. Tell students to compare their answers
with their partners. Give a time limit of 1
minute.
9. Check answers as a class.
TAPESCRIPT 8.24.4
Hi! I’m Avorng. Can you find my house? Let’s
see. OK, Can you see the bus station? Start
at the bus station. Go straight on. Then turn
right at the cinema. Yes, that’s right. Turn right
at the cinema. Now can you see the two
shops? Turn left at the small shop. Turn
left at the small shop, not the big shop.
Keep going straight on. There is a park
opposite the restaurant. Can you see the
park opposite the restaurant? Good. That’s
where I live! That’s my nest right there! That’s
my house!

4 Work with your partner. Find the places.
Student A: Turn to page 234.
Student B: Turn to page 239.
Excuse me. Can you
show me the way to OK. Can you see
Amok restaurant? start? Then…
5 Draw a map of your house.
6 Show your map to your partner. Your partner reads your map.
Are the directions correct?
Congratulations!
You inished Unit 24. Tick () the things you can do.
I can talk about some places in my town.
I can talk about my favourite place in my town.
I can ask and answer questions about where some
places in my town are.
I can draw a simple map of some places in my town.
Chapter 8, Unit 24, Lesson C
4 (8 mins): Activity 4. Speaking
1.
2.
Put students in pairs.
Tell students that they are going to find some places. They listen to their partners for directions.
3. Student A turns to page 234.
4. Student B turns to page 239.
5. Tell students not to look at their partner’s page.
6. Ask instruction checking questions and give a time limit of 6 minutes.
7. Walk around and help students as necessary.
5 (8 mins): Activity 5. Drawing
1. Tell students to draw a map of their house from school in their notebooks. Tell them not to
show their maps to their classmates.
2. Ask instruction checking questions and give a time limit of 8 minutes.
3. Walk around and help students as necessary.
6 (5 mins): Activity 6. Speaking
1. Tell students to swap papers/notebooks.
2. Tell students to take it in turns to read the maps to their classmates. Are the directions correct?
3. Ask instruction checking questions and give a time limit of 2 minutes.
4. Ask some students to read out their classmates map to the class.
(5 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not testing all the students!
1. Ask students to look at the “can do” statements.
2. Compare with a partner.
3. Ask students how they feel about the can do statements. Tell students not to worry about the
ones they don’t tick.
After the lesson: Thinking about the lesson (Reflection)
Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
1. Most students are visual learners. They learn better when they see pictures/drawings. How
often do you draw on the board? Do you feel happy doing this, or do you feel embarrassed?
2. Your drawings don’t have to be perfect. Draw fast, big and badly! Don’t spend too much
time drawing. Using stick people and symbols is a good way to draw fast. Any other ideas?
3. If your drawings are funny and students have to work out what it is, students remember the
words they illustrate better. So, the next time you draw, remember to draw fast, big and
badly!
4. Your own question(s). ____________________________________________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!
១. សិសសា ាគចាន ើ ាអនកសិកា ា ាមរយៈារមើលឃើញ។ ពួកគារៀនានលអបស ា រើ ាងៅពាលដាល ពួកគាឃញ ើ រូបាព (Pictures)
 និងរូបគំនូ (Drawings) ។ តើអនកគូររូបៅលើាតារខៀនញឹកាប់ប៉ុាណា? តើអនកានារមមណ៍រីកាយនឹងធវើបាប នាះដារឬទា
 ឬក៏អនកានារមមណ៍ាមាសអៀន?
២. រូបគំនូដាលអនកគូសមិនាំាច់តាូវតាលអឥតខចាះោះទា។ ចូរគូសឲាយលឿន ធំ និងមិនាំាច់ាអាតទា! កុំចំាយពាលចាើន
ពាកកនុងារគូសរូប។ ារបាើបាស់រូបមនុសាសលកខណៈាបនទាត់ (Stick People) និងនិមិតតសញញាគឺាវិធីលអមួយដើមាបីគូសាន
 លឿន។ តើអនកានគំនិតអវីផាសាងទៀត?
៣. បាសន ិ បើរប
ូ គំនរូ បស់អក
ន ានលកខណៈកំបងាល ហើយសិសសា តាវូ តាគត
ិ ឲាយឃើញាាារូបអវោ
ី ះ សិសសា ចង់ាា
ំ កាយដាលគូសបាហញ ា
 ានបាសើរាង។ ដូចនាះៅពាលដាលអនកគូសលើកកាាយ ចូរចងាំា តាូវគូសឲាយលឿន ធំ និងមិនាំាច់ាអាតទា!
៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________________________________________________?
- 153 - C8-18
 Chapter
Why does everything have to change?
Unit 25 - Do I have to?
25a Do I have to? - It’s not fair
1 T.9.25.1
Tom is sad. Why do you think Tom feels sad? Listen and check.
2 T.9.25.1
Are these things true () or false ()?
1. In Cambodia, Tom has to get up at
8 o’ clock. 
2. Tom loves wearing long trousers. 
3. In England, Tom has to wear shorts to
school. 
4. In England, Tom has to wear a school
uniform. 
3 What things do you have to do? Answers will be different for each student.
1. Do you have to wear a school uniform?
2. Do you have to get up early in the
morning?
3. Do you have to help your brothers and
sisters get ready for school?
C9-1
9 Chapter 9, Unit 25, Lesson A
Why does everything have to change?: Do I have to?: It’s not fair
This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
(3 minutes): Students guess
1 (5 minutes): Activity 1. Students listen for
Cool kids say:
It’s not fair! = My parents
want me to do something.
I don’t want to do it!
5. In Cambodia, Tom has to walk half
an hour to school in the morning. 
6. In England, Tom doesn’t have to walk
to school in the morning. 
7. It’s hot in England. 
8. Tom lives close to school in England. 
9. Tom doesn’t like Cambodia. 
4. Do you have to do homework for
English class?
5. Do you have to feed the dog
when you get home?
6. Do you have to clean your room?
7. Do you have to go to bed early?
- 154 -
1. Ask students to look at the picture and
cover the text. What can they see?
2. Ask students What’s wrong with Tom?
3. Tell students to compare with their partner
for a minute.
4. Come back together as a class and get
some different ideas (but do not say who
is right or wrong).
the big idea (T.9.25.1)
1. Tell students that they are going to listen
and check their guesses.
2. Ask instruction checking questions.
3. Students listen.
4. Tell students to compare their answer
with their partner/group.
5. Get some answers from the class.
TAPESCRIPT 9.25.1
Tom: I don’t like Cambodia! I want to go
back to England.
Linda: Really? Why? I love it here!
Tom: It’s not fair! In England, I can sleep late.
Here in Cambodia, I have to get up at 6 o’
clock in the morning! 6 o’clock! It’s really early!
Linda: You have to get up for school in
England too, Tom.
Tom: Yes, but in England I don’t have to get
up until 8 o’clock. 8 o’clock is much better
than 6 o’clock.
Linda: Hmmm.
Tom: And I hate the school uniform here!
Long trousers! Yuck! I hate long trousers and I
don’t want to wear them every day. It’s not fair.
Linda: You have to wear long trousers in
England, too, Tom.
Tom: Yeah, but it’s not hot in England. It’s
hot here in Cambodia. And you know what?
I have to walk for 30 minutes to get to
school! 30 minutes of walking! It’s not fair!
Who wants to walk half an hour in the morning?
Linda: You have to walk to school in England
as well!
Tom: But in England, I live close to school.
And you know what? I hate tidying my room.
Linda: Tom! You have to tidy your room in
Cambodia and in England!
Tom: Yeah… but, it’s not f…
Linda: Tom! When we’re in England, you
say you don’t like England and when we’re
in Cambodia, you say you don’t like
Cambodia! And I know you really love
Cambodia. Are you missing England, Tom?
Do you miss home?
Tom: Yeah, maybe.
2 (10 minutes): Activity 2. Students listen for
answers (T.9.25.1)
1. Tell students to work with a partner.
2. Tell students to write 1-9 in their notebooks.
Tell students to try and remember/guess
whether the statements are true or false.
3. Tell them to listen and write the answers
next to the numbers in their notebooks.
4. Ask instruction checking questions and
give a 3 minute time limit.
5. Students listen
6. Students compare
7. Ask and answer questions as a class.
3 (7 mins): Activity 3. Grammar presentation/
controlled practice
1. Tell students to close their books and look
at you. Ask : Do you get in trouble if you
don’t wear a school uniform? Students:
Yes. Ask: What happens? Write: You have
to wear a school uniform. on the board.
Ask: What’s the question? Students: Do
you have to wear a school uniform?
Ask: What’s the answer? Students: Yes, I
do! (1 minute).
2. Tell students to answer the questions in
activity so that they are true about them.
3. Ask instruction checking questions
(e.g. Will everyone’s answers be the same,
or different?) and give a time limit of 5
minutes.
4. Tell students to compare their answers
with their group/partner.
5. Compare answers as a class. Get
students to put up their hands.

4 Where do you get in more trouble when you don’t do things you have 4 (3 mins): Activity 4. Post task
to do? Home or school? What happens if you don’t do things at 1. Elicit/Pre-teach get in more trouble
2. Tell students to discuss the questions in
home? At school?
activity 4 in their groups.
3. Ask instruction checking questions and
5 T.9.25.2 Learn the rap! give a time limit of 2 minutes.
The House Jobs Rap 5 (7 mins): Activity 5. Rap! (T.9.25.2)
Mum: Take the dog for a walk. Mum: Take the dog for a walk. 1. Tell students that they are going to listen
Kid: Do I have to? Do it now do it soon or to and learn a rap together.
Mum: Take the dog for a walk. You’ll go to your room 2. Tell students to read along and clap the
Kid: I don’t want to. Where you’ll stay until noon beat.
Yes, you have to! 3. Play the recording.
4. Tell students to practice the rap in groups.
6 Make a list of jobs you have to do at home. Use some from the list 5. Ask instruction checking questions and
give a time limit of 2 minutes.
and your own ideas. How many things do you have to do at home? 6. Tell the left half of the room they are
1. I have to tidy my room. “mums”. Tell the right half of the room
they are “kids’’.
7. Play the recording again. Have students
say the words and clap and click.
8. Try it without the recording.
9. Swap sides of the room so the right side of
the room are mums and the left side of the
room are kids.
Change the baby’s nappy Tidy your room Feed the dog
10. When your students are ready, clap
faster! Can students keep up?
6 (5 mins): Activity 6. Freer Practice
1. Ask students what their mums and dads
tell them to do around the house. Get 1
Wash the clothes Make dinner / lunch / breakfast Do the washing up or 2 suggestions.
2. Tell students to make their own list of
things they have to do around the house.
3. Ask instruction checking questions and
give a time limit of 3 minutes.
Make your bed Sweep the floor Do the gardening 7 (3 mins): Activity 7. Freer practice
1. Ask some “Do you have to…” questions
7 Are you the same or different to your friends? to 2 or 3 different students.
2. Tell students to compare what they have
to do at home with their friends.
Do you have to 3. Ask instruction checking questions and
I don’t! My mum
make your bed? give a time limit of 2 minutes.
makes my bed.
Yes, I do. (7 mins): Rap! - Personalisation
1. Tell students that they are going to do the
rap again, but this time the groups are
going to take it in turns to be the mums.
Tell each group that they need to choose
a job for the rest of the class. Give groups
- 155 -
Chapter 9, Unit 25, Lesson A
a moment to choose a job.
2. Have a strong group lead the rap. Have
all the groups have a turn.
(2 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
testing students!
1. Ask some questions about what students
have to do around the house.
2. Listen to students answers. Are students
confident? Are all students, or only stu-
dents who already know todays lesson?
Who might need extra support/encour-
agement next lesson?
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Re-
member, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. It’s really hard for some kids to try in class.
Do you ever thank students for trying to
behave?
2. Do you thank students when they give
you homework?
3. Do you thank students for participating?
4. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. ាពិតាពិាកាស់សមាប ា ស
់ ស
ិ សា មួយចំនន
ួ កនង
ុ ារពាាយម
រៀនសូតាៅកនុងានក់។ តើអនកធលាប់ អគុណសិសាសដាល
ពាាយមរៀនសូតាៅកនុងានាក់ដារឬទា?
២. តើអនកអគុណសិសាស ៅពាលដាលពួកគាបាគល់កិចចារ
ផទះឲាយអនកដារឬទា?
៣. តើអនកអគុណសិសាសដាលានចូលរួមកនុងារសិកាាទា?
៤. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?
C9-2
Chapter 9, Unit 25, Lesson B

25b Do I have to? - Crazy schools

Chapter 9, Unit 25, Lesson B
Why does everything have to change?: Do I have to?: Crazy schools
1 What do you think students learn at this school? This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)

(5 mins): Warmer. Sok Says

1. Tell the students to stand up and look at the teacher (you!).
2. Divide the class in half (e.g. left and right halves of the room) . Ask for a team name from
each side.
3. Write the team names on the board. Mark 5 points for each team (e.g. 11111).
4. Say that you will tell them to do things. If you say “sok says” they have to do them, but they
shouldn’t do them if you don’t say Sok Says
5. When someone gets ‘out’, erase a point from their team.
6. Continue until one team has lost all their points. The other team is the winner!

1 (3 minutes): Activity 1. Students guess

1. Ask students to look at the picture and cover the text. What can they see?
2. Ask students What can you see in the picture?
3. Ask students What do you think students learn at this school?
4. Tell students compare with their partner for a minute.
5. Get some answers from the class (but do not say who is right or wrong).

2 (5 mins): Activity 2. Students read and listen for the big idea (T.9.25.3)
2 T.9.25.3 Read about Lucy’s school. Do you want to go to this school? 1. Tell students that they are going to listen and read and check their guesses.
2. Tell students to read along with their finger. This helps students with dyslexia and also helps you
Hi! I’m Lucy. I’m 14 years old and I’m from America. I go to a special school. It’s check no one is lost.
called a summer school! It’s in the forest. We camp for 6 weeks. We don’t see our 3. Ask instruction checking questions. Fingers Ready? Play the recording.
mums and dads until the last day. Lots of kids go to summer school in America. 4. Students listen and read along with their fingers.
5. Tell students compare their answer with their group/partner
We don’t have to wear our school uniform. We wear our normal clothes. Oh! But
6. Check the answer as a class.
we do have to wear a green t-shirt. We have to get up early at 6 a.m. Then we
have breakfast. You have to have a big breakfast. There’s lots to do before lunch! TAPESCRIPT 9.25.3
Today we are making toys. I have to make my little sister a birthday present! It’s
See Reading in activity 2
her birthday tomorrow. After lunch, we have swimming lessons. You have to wear
a swimming costume. You can’t swim in your clothes. After swimming lessons, my 3 (10 mins): Activity 3. Students read for the answers
group has to help make dinner. There are a lot of hungry kids at the end of the 1. Ask: What’s the girls name? Students: Her name is Lucy. Tell students to point to the part of the
day here at summer school! reading that they found the answer
2. Ask instruction checking questions and give students a 5 minute time limit.
3. Students complete.
3 Answer the questions about Lucy’s summer school. 4. Students compare with their group / partner
5. Check answers as a class.
1. What’s the girl’s name? 6. What do you have to eat in the
Her name is Lucy. morning at summer school? A big
2. Where is she from? America breakfast.
3. Where is she now? Summer camp. 7. Do they have swimming lessons
4. Do they have to wear a school before lunch? No. (They have
uniform at summer school? No. swimming lessons after lunch).
5. What does Lucy have to make for 8. What do you have to wear to go
her little sister? A birthday present. swimming? a swimming costume
9. What does her group have to help
make? Dinner.
- 156 -
C9-3

4 What do you have to do at your school? Make a list of the things you 4 (6 mins): Activity 4. Personalisation
have to and you don’t have to do in your notebook. 1. Draw 2 columns on the board.
2. Ask students questions until you have
written 1 sentence in the We have to
column and one sentence in the We
We have to We don’t have to
don’t have to column. (e.g. Do we have
to wear a uniform at our school?).
1. We have to listen to the teacher. 1. We don’t have to stay after school.
3. Put students in groups of 4. Tell students
to choose 1 person to be the writer.
4. Tell students to write down as many as
they can in the time limit.
5. Ask instruction checking questions and
give a time limit of 5 minutes.
5 Read about Thida’s dream school and answer the questions with 6. Come back together as a class and get
your partner. some ideas (30 seconds).
5 (5 mins): Activity 5. Looking at a model
Hi. My name is Thida. I go to hand walking school! Students here learn to walk This is not a reading. This is a model for the
on their hands! School starts at 10 o’clock and ends at 12 o’clock because writing.
students get very tired! Students don’t have to wear a uniform, but students have 1. Tell students that they are going to read
to wear shoes on their hands! Students have to learn to walk on their hands. Some about a school. Do they think it is a real
school?
students can run on their hands. Can you walk on your hands? 2. Read the text. Ask: Is it a real school or an
imaginary school?
3. Tell students to look at the model and
1. What do students learn there? Hand walking. answer the questions but not to write.
They should speak only
2. What time does school start? 10 o’clock. 4. Ask instruction checking questions and
3. What time does school finish? 12 o’clock give a time limit of 2 minutes.
4. What do students have to wear? shoes on their hands 5. Come together as a class and ask and
answer the questions (30 seconds).
5. What do students have to do? Walk on their hands
6 (5 mins): Activity 6. Making notes
1. Tell students that they are going to make
6 Imagine you can make your own dream school! It can be a normal up their own school. It can be a real
school, or it can be a special school like Lucy’s summer school in school (such as an after school programme),
an imaginary school, or a very silly school!
America or it can be a silly school like Thida’s silly school! Answer 2. Tell students to make notes about the
school using the same questions.
the same questions in activity 5. 3. Ask instruction checking questions
(e.g. Full sentences, or just words?) and
There are no right and wrong answers, but creative answers are always fantastic! give a time limit of 3 mins.
Encourage creativity!
7 (9 mins): Activity 7. Writing
7 Use your notes to write about your dream school. Draw a picture. 1. Tell students that they are going to use
their notes to write about their own dream
school.
8 Swap schools with a partner. Is there anything else they want to 2. Students can follow the model closely if
this is what they feel most comfortable
know about your school? with, but encourage creativity!
3. Ask instruction checking questions and
give a time limit of 7 minutes.
Do I have to do 8 (5 mins): Activity 8. Post Task – Speaking
homework? 1. Tell students to share their ideas with their
No, you don’t. group. Their group should ask extra
questions about what they have to and
don’t have to do at the school.
2. Ask instruction checking questions and
give a time limit of 3 minutes.
- 157 -
Chapter 9, Unit 25, Lesson B
(2 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
testing students!
1. Ask some students to tell you some
school rules in their school. Chose stu-
dents that you don’t normally call on.
2. Are students confident with the language?
Are they getting their ideas across suc-
cessfully? Are they using the correct forms?
Are they pronouncing their end sounds?
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. The old idea of the teacher being at the
centre of the classroom is dead! How
do you help your students feel heard in
the classroom?
2. Do you repeat correct answers after your
students say them, or just say “Yes, that’s
right”? Do you think students will listen to
the kid giving the answer if they know you
are going to say it again anyway?
3. How do you encourage students to
respect students speaking in front of the
class?
4. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. គំនិតបុាណដាលបងាៀនាមបាបគាូមជាឈមណឌលគឺលាង
ានទៀតហើយ! តើអនកជួយសិសាសរបស់ អនកឲាយានារមម
ាតាប់លឺមតិរបស់សិសាសៅកនុងានាក់យ៉ាងដូចមតាច?
២. តើអនកនិយយឡើងវិញនូវចមលើយតាឹមតាូវ បនទាប់ពីសិសាស
របស់អនកនិយយចមលើយាំងោះ ឬគាាន់តា និយយា
“ាទ/ាស ាតាឹមតាូវហើយ”? បាសិនបើសិសាសដឹងាអនក
នឹងនិយយចមលើយឡើងវិញ តើអនកគិតា សិសាសនឹងយក
ចិតទ
ត កុ ាក់ាបាត ម
់ ត
ិ ភត កតរិ បស់ពក
ួ គាដល ា ផតលច
់ មលយ
ើ ដារឬទា?
៣. តើអក ន លើកទឹកចិតស ត សិ សា ដើមបា ឲ
ី យា ោរពសិសសា ដាលនិយយ
ៅចំោះមុខសិសាសាំងអស់កនុងានាក់ យ៉ាងដូចមតាច?
៤. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?
C9-4
Chapter 9, Unit 25, Lesson C
25c Do I have to? - It’s a big job
Chapter 9, Unit 25, Lesson C
Why does everything have to change?: Do I have to?: It’s a big job
1 T.9.25.4 Dara has got a new job. Can you guess what he has to do? This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
(5 mins): Warmer. How many things can you
think of?
1. Write a word on the board (e.g. small).
2. Ask: What small things you can think of?
(e.g. pencil, pen, rat, paper). Accept all
possible answers.
3. Tell students they are going to play the
same game in groups.
4. Put students into groups of 5/ 6.
5. Assign a writer in each group.
6. Ask a question / write on the board (e.g.
red, square, bigger than the teacher, yellow)
7. Have the last category as “Pets”. (this fits
in with today’s lesson).
8. In groups, students write down as many
things they can think of that are red,
square, bigger than the teacher, yellow, etc.
9. Give a time limit of 1 minute for each
word or phrase.
10. The group with the most words wins.
Accept words that are spelt wrong.
1 (3 minutes): Activity 1. Students guess
1. Ask students to look at the picture and
cover the questions. What can they see?
2. Ask students to name the animals in the
picture.
3. Ask students what they think Dara’s new
job might be.
4. Tell students compare with their partner
for a minute.
5. Get some answers from the class (but do
not say who is right or wrong).
2 T.9.25.4
What do they say? Are these things true () or false ()? (5 minutes): Activity 1. Students listen for the
big idea (T.9.25.4)
1. Sophal says it’s not an important job.  6. Sophal says Dara has to get the dog 1. Tell students that they are going to listen
and check their guesses.
2. Dara says he’s good at looking after dressed first.  2. Ask instruction checking questions.
animals.  7. Sophal says the dog likes having 3. Students listen.
3. Sophal says Dara has to start work at breakfast without clothes on.  4. Tell students to compare with their partner/
group.
6.00 in the evening.  8. Dara wants the job.  5. Check the answer as a class.
4. Sophal says Dara has to feed the cat.  9. It was all a trick! 
TAPESCRIPT 9.25.4
5. Sophal says the bird wears a nappy. 
Sophal: OK Dara. This is a very important
job I’m giving you. You have to look after my
animals while I am away.
3 What things do you have to do for these jobs? Talk to your friends. Looking after animals is hard.
Dara: I know. I’m good at looking after
There are lots of correct answers! Encourage them all! animals! Tell me what I have to do.
Sophal: OK. You have to start work at 5 a.m.
Dara: 5 a.m?! You mean 5 in the morning!
An English teacher A football player A principal A dog walker A monster
Sophal: Yes. Animals wake up early. You
A ghost A dog A singer A baby have to start at 5 a.m.
Dara: Ok. Fine. 5 a.m. What do I have to do first?
C9-5 - 158 -
Sophal: The first thing you have to do is sing
to the cat. You have to sing to the cat at
5 a.m every morning or she feels sad.
Dara: You want me to sing to the cat? Really?
Sophal: THIS IS A VERY IMPORTANT JOB DARA!
YOU HAVE TO…
Dara: OK! OK! I understand. I First, I have to
sing to the cat. What do I have to do next?
Sophal: Next, you have to change the bird’s
nappy.
Dara: Sophal. Please don’t tell me the bird
wears a nappy.
Sophal: OF COURSE THE BIRD WEARS A NAPPY,
DARA! YOU HAVE TO CHANGE IT EVERY DAY!
Dara: OK. OK. I have to change the bird’s
nappy. What do I have to do then?
Sophal: Oh that’s very important. It’s the last
thing. You have to get the dog dressed.
Dara: I have to what? I have…to…get…the…
dog…dressed?
Sophal: Oh yes. You have to get the dog
dressed for breakfast. He isn’t happy having
breakfast without clothes on. Dara? Dara!
Where are you going?
Dara: I think I have to find another job.
*DOOR CLOSES*
Sophal, Bopha, and Linda: *GIGGLING*
Oh no! He believes you Sophal! He he he! etc.
2 (10 mins): Activity 2. Students listen for the
answers (T.9.25.4)
1. Tell students to work with a partner.
2. Tell students to try and remember/guess
if the sentences are true  or  . Tell
students to tick and cross in their notebook.
3. Ask instruction checking questions and
give a 3 minute time limit.
4. Tell students to listen and check.
5. Tell students to compare with their group/
partner.
6. Ask and answer questions as a class.
3 (5 mins): Activity 3. Brainstorming
1. Read the instructions for activity 3 as a
class. Tell students to think about “An
English teacher” as a class. Brainstorm
some things that an English teacher has
to do and be as a class. (e.g. They have
to go to school. They have to speak
English. They have to be fun. They have
to be smart etc.)
2. Tell students to continue thinking about
things that people have to do in other
jobs. Tell students not to write (it takes up
too much time) but they should speak.
3. Ask instruction checking questions and
give a time limit of 3 minutes.
4. Ask some ideas from the class.

4 Student A: Choose a job. Don’t tell your partner what it is! 4 (7 mins): Activity 4. Speaking
Game!
Student B: Ask questions and guess! Swap! 1. Ask a student to choose a “job” but not
to tell you what it is. Ask questions with “Do
you have to…” (e.g. Do you have to run?
Do you have to be scary? etc. ) Guess
Do I have to cry? the job. Did you guess right?
2. Tell students that they are going to take
No, you don’t. it in turns to play the game with their
groups/partners.
3. Ask instruction checking questions and
give a time limit of 5 minutes.
Do I have to walk?
Yes, you do. 5 (2 mins): Activity 5. Preparing to listen
1. Ask students if they can guess what job
the interview questions are for. Give them
Do I have to a hint. Tell them it’s from the list.
like dogs? 2. Read the questions out loud to the class.
3. Get some guesses but don’t say who is
right or wrong.
6 (3 mins) Activity 6. Listening to a model
(T.9.25.5)
1. Tell students they are going to listen to an
interview and decide if the person can
do the job.
2. Ask instruction checking questions.
3. Play the recording and then tell students
Teachers Tip! If you don’t make much time, make students work in pairs. It will be to compare with their group/partner.
quicker. If you have too much time, tell students to play it groups. It will be slower. 4. Ask the class the answer.
5 Read these questions. What job are they for? TAPESCRIPT 9.25.5
Interviewer: Ok. Can you do this job? First
1. Are you nice? question. Are you nice?
2. Are you always on time? Miss Mom: Um…Yes! I think I’m nice!
Interviewer: Good! Next question. Are you
3. Do you like study? always on time? I mean, are you ever late?
4. Can you speak English? Miss Mom: Yes. I’m always on time.
Interviewer: This is an important question.
Do you like study?
6 T.9.25.5
Listen to the interview. Can this person do the job? Yes, they can. Miss Mom: Oh yes! I love studying.
Interviewer: Great. Ok. This is the last question.
It’s the most important question!
Miss Mom: Ok.
7 Right for the job? Interviewer: Can you speak English?
Miss Mom: Yes, I can! We’re speaking English
• Choose a job. right now!
• Write 4 questions for the job. Interviewer: Yes we are! Congratulations!
You’ve got the job!
• Ask your friend the questions. Can they do the job? Miss Mom: That’s good. Um. What is the job?
Interviewer: An English teacher.
Miss Mom: Oh! *giggling*
Congratulations! Interviewer: What?
Miss Mom: I’m already an English teacher!
You inished Unit 25. Tick () the things you can do. 7 (10 mins): Activity 7. Speaking Practice
I can talk about things I have to do.  1. Tell students to write their own interview
I can talk about things I don’t have to do.  about one of a job of their choice.
2. Ask instruction checking questions and
I can ask what other people have to do.  give a time limit of 5 minutes.
3. At the end of time, clap your hands and
bring the class back together.
4. OPTION 1 (recommended) – Tell students
- 159 -
Chapter 9, Unit 25, Lesson C
to stand up and to go around the room
interviewing their classmates. How many
people can they find who can do this
job. OR
5. OPTION 2 – Tell students to interview their
partners. (For classrooms where there
is not enough space for students to
move around the room).
(3 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
testing students!
1. Ask students to look at the “can do” state-
ments.
2. Compare with a partner.
3. Ask students how they feel about the
’can do’ statements. Tell students not to
worry about the ones they don’t tick.
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Did any activities go particularly well to-
day? Which ones? Why?
2. It’s almost the end of the year! How have
you improved as a teacher?
3. What are you most proud about your
teaching?
4. What advice would you give to new
teachers about teaching this book for
the first time?
5. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. តើថន ាង ះា ានសកមមាពខលះ ដាលានដំណរើ ារៅយ៉ង ា
រលូនដារឬទា? តើសកមមាពអវខ ី ះល ? ហាតអ
ុ ា
ីវ នាអនកគិត
ាាដំណើរារៅយ៉ាងរលូន?
២. ាជិតចប់ឆនាំសិកាាហើយ! តើកនុងនមាគាូបងាៀន អនក
ានអភិវឌាឍខលួនយ៉ាងដូចមតាចដារ?
៣. តើអវីដាលអនកានោទនាពបំផុតចំោះារបងាៀន
របស់អនក?
៤. តើអនកនឹងផតល់ដំបូនមានអវីខលះដល់គាូថមី ៗ អំពីារបងាៀន
សៀវៅនាះលើកដំបូង?
៥. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?
C9-6
 Unit 26 - New babies
26a New babies - Baby bird
1 T.9.26.1 Who are they? Listen and check. Avorng and his new baby
2 T.9.26.1
Who thinks it? Avorng, Dara or Linda?
1) Arunny is really cute.
1. Avorng
2) Arunny can sing. Avorng.
3) Arunny speaks good English. Avorng.
4) Arunny is smart. Avorng.
3 What do you know about babies? Tell your group.
4 T.9.26.2
Sssssssay it! Listen and repeat.
/s/
speaks
works
walks
C9-7
Chapter 9, Unit 26, Lesson A
Why does everything have to change?: New babies: Baby bird
This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
(10 mins): Warmer. Review verbs
This lesson reviews the present simple.
Students need to review verbs in the simple form
before they move onto past forms.
1. Tell all students to stand up.
2. Put class into 4 groups.
3. Tell students to decide on a team name.
4. Write the team names on the board.
5. Have one student from each group go
to the board and face the class so they
cannot see the board
6. Write a verb on the board (e.g. walk).
Tell students facing the class that they
are not allowed to look at the word! They
have to look at their groups acting
and see if they can guess the word from
their group’s acting! (Tell students to look
Cool kids say:
if no one has guessed it after a minute).
Wow = That’s amazing! 7. RULES.
. The people at the board can talk.
. The people trying to act and show the
word are not allowed to talk.
. First team to guess gets a point.
. People who cheat lose a point.
5) Arunny is ugly. Dara. 8. Ask instruction checking questions.
6) No babies are ugly. Linda. 1 (2 mins): Activity 1. Students guess
7) Arunny’s singing makes him want to cry.
1. Ask students to look at the picture. What
Dara.
can they see?
8) Arunny can’t speak English. Linda. 2. Ask students Who do you think the birds are?
3. Tell students to compare with their partner
for a minute.
4. Get some answers from the class (but do
not say who is right or wrong).
(5 mins): Activity 1. Students listen for the big
idea (T.9.26.1)
/z/ /ɪz/ 1. Tell students that they are going to listen
and check their guesses.
plays brushes 2. Ask instruction checking questions.
3. Students listen.
drives teaches
4. Tell students to compare with their partner/
listens dances group.
lives 5. Check the answer as a class.
- 160 -
TAPESCRIPT 9.26.1
Avorng: The new baby is cute. Look at her!
She’s my favourite thing in the world. Her
names Arunny. Isn’t that a beautiful name?
Arunny. Everybody says she’s the prettiest
baby bird. She sings all day. She’s good at
singing. And she can talk! Arunny can speak
English and Khmer. Oh listen! She’s speaking
now!
Arunny: SQUARK!!!!
Avorng: See! She says “It’s nice to meet
you. I love my dad”. Beautiful English! She’s
so smart.
***
Dara: Oh my gosh! Avorng’s new baby is so ugly.
Linda: Dara! All babies are beautiful!
Dara: Well, Arunny isn’t! It’s the ugliest baby
bird ever! And the singing! That baby bird
can’t sing! That baby bird’s singing makes
me want to cry. It’s the worst singing ever!
Linda: Yes. Arruny’s singing is bad. Do you
know Avorng thinks she can speak Khmer
and English? She can’t! She can’t speak a
word of English or Khmer! She just says
Squark!
Dara: Shhhh! He’s coming! Hi Avorng! Beautiful
baby!
Avorng: *sigh* I know!
2 (10 mins): Activity 2. Students listen for the
answers (T.9.26.1)
1. Tell students to work with a partner.
2. Tell students to try and remember/guess
who says the sentences. Give a 3 minute
time limit.
3. Tell students to write 1-8 in their notebooks.
Then tell them to listen and write D for
Dara and L for Linda and A for Avorng.
4. Ask instruction checking questions.
5. Tell students to listen and check.
6. Tell students to compare with their group/
partner.
7. Ask and answer questions as a class.
3 (5 mins): Activity 3. Post task
1. Put students into groups of 4. Tell students
to choose one person to be the writer in
each group.

5 T.9.26.3 Snap! Game! 2. Read the question aloud to the class. Tell
students to discuss the question in groups
• Get 3 pieces of paper. On the 1st piece of paper write /s/. On the and to make a list of things that babies
2nd piece of paper write /z/. On the 3rd piece of paper write /ɪz/. do. (e.g. smile, cry, sleep, eat, drink etc).
3. Ask instruction checking questions and
• Listen to the words. Snap the end sound. If you snap irst, you get give a time limit of 3 minutes.
a point! 4. Talk about the things that babies do as a
class.
4 (3 mins): Activity 4. Pronunciation review
(T.9.26.2)
1. Tell students to listen and repeat after the
tape.
2. Ask instruction checking questions (e.g.
Just some students repeating or ALL
students? )
TAPESCRIPT 9.26.2
If you do not have the recording, say each
word (or phrase) 2 times. e.g. Say: Hello (wait for
students to repeat) Say: Hello (wait for
students to repeat)
/s/ speaks/ works / walks /z/ plays / drives /
6 Do you know anyone who does these things? listens / lives /ɪz/ brushes / teaches / dances
5 (5 mins): Activity 5. Game! Snap!
1. Do you know anyone who sings in the 7. Do you know anyone who brushes
1. Put students into groups of 4.
shower? their hair 3 times a day?
2. Tell students that they are going to play a
2. Do you know anyone who works in a 8. Do you know anyone who lives with game. Hold up 3 pieces of paper. Tell
shop? more than 6 people? students to write /s/ on one piece of
3. Do you know anyone who speaks 3 4. 9. Do you know anyone who drives a car? paper, /z/ on another and /ɪz/ on the last one.
languages? 10. Do you know anyone who listens to 3. Ask instruction checking questions and
4. Do you know anyone who walks to k-pop music? say 1 minute! Who can be first?!
4. Tell students to put the 3 pieces of paper
school every day?
5. Do you know anyone who plays the in the middle of the table. Tell students
guitar? they are going to hear a word and they
need to listen to the end sound and snap
6. Do you know anyone who dances
(hit) the sound they hear. If they are first,
Aspara?
they get a point.
5. Ask instruction checking questions.
6. Play the recording and pause after each
My mum sings word to find out which end sound it was.
in the shower!
Bona plays the guitar. TAPESCRIPT (T.9.26.3)
/s/ /z/ /ɪz/
works /s/ plays /z/ teaches /ɪz/ lives /z/ teaches
/ɪz/ opens /z/ makes /s/ saves /z/ cries /z/ likes /s/
practices /ɪz/
6 (10 mins): Activity 6. Freer practice
1. Put students in groups of 4.
- 161 -
Chapter 9, Unit 26, Lesson A
2. Tell students to talk about the people
and to be careful of their end sounds!
3. Ask instruction checking questions and
give a time limit of 5 minutes.
(2 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
testing students!
1. Ask some students some Do you know
anyone who… questions.
2. Listen to students answers. Are students
using the end sounds? Is it natural or do
they need more practice?
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Re-
member, no lesson is ever “perfect’’!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. How do you feel when people correct
your English?
2. Have you ever taught a lesson where you
only praised correct usage and ignored
mistakes?
3. Why is telling students that they are doing
well important?
4. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. តើៅពាលដាលគាកាតមាូវាាអង់គលាសរបស់អនក អនក
ានារមមណ៍យ៉ាងដូចមតាច?
២. តើអនកធលាប់បងាៀនមារៀនមួយ ដាលអនកគាាន់តាសរសើរ
ារបាើបាស់ដាលតាឹមតាូវ និងមិនាប់ កំហុសសិសាសដារ
ឬទា?
៣. ហាតុអវីានាារបាាប់សិសាសាពួកគាធវើានលអារឿង
សំាន់?
៤. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?
C9-8
Chapter 9, Unit 26, Lesson B

26b New babies - My weird family

Chapter 9, Unit 26, Lesson B
Why does everything have to change?: New babies: My weird family
1 Who are they? Tam This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Mom Sport website. (50 mins)
Tom
(5 mins): Warmer. Review New Words
Linda 1. Put students into groups of 4.
2. Tell students to choose 1 person to be the writer.
Dad 3. Tell students that you are going to give them 1 minute to write down as many different family
members as they can. .
4. Ask instruction checking questions
5. Write: Is it your mum? on the board.
6. Draw one of your family members on the board (10 seconds! Don’t worry if it looks stupid!)
baby sister Ask Who is it? Have students guess.
The dog
7. Tell students that they are going to play a game in their groups. They have to draw a family
member and the first person to guess it in their group gets a point.
8. Ask instruction checking questions and give a time limit of 3 minutes.

2 T.9.26.4
Read and listen. Can you see all Tom’s family in the picture? 1 (3 mins): Activity 1. Students guess
How do you know it is them? 1. Ask students to look at the picture and cover the text. What can they see?
2. Ask students Who are the people?
Hey! I’m Tom. I’m new in town. I’m from England! I’m 13 years old and I’m in 3. Tell students to compare with their partner for a minute.
4. Get some answers from the class (but do not say who is right or wrong).
grade 7. I live in Cambodia with my weird family. I love it here and it’s cool
hanging out with Linda, but sometimes I miss England. My family are weird. My 2 (5 mins): Activity 2. Students read and listen for the big idea (T.9.26.4)
Dad plays guitar. He thinks he’s good but he isn’t! When he plays the guitar, my
1. Tell students that they are going to listen and read and decide who the people in the picture are.
baby sister cries. The louder dad plays, the louder she cries! Dad thinks she likes 2. Tell students to read along with their finger. This helps students with dyslexia and also helps you
his playing, but I don’t think she does! Everyone thinks my little sister is really cute. check no one is lost.
I have to change her nappy! Oh yuck! I think she is cute but she’s boring. She just 3. Ask instruction checking questions. Fingers Ready? Play the recording.
drinks milk all day. She’s drinking milk now. That’s my big brother Cam. Cam thinks 4. Students listen and read along with their fingers.
he’s cool, but he’s not. He sings to K-pop songs all day and he wants to be cool 5. Tell students to compare their answers with their group/partner.
like them, but he’s not really cool. That’s my Mum. I love my Mum, but I don’t love 6. Check answers as a class.
her cooking! My Mum thinks she can cook Cambodian food. I like Cambodian TAPESCRIPT 9.26.4
food when Sophal’s mum cooks it, but my Mum’s Cambodian food is really bad.
We eat it because we don’t want her to think we’re naughty. I sometimes feed See reading in activity 2
mine to the dog, but he thinks it’s bad too! My dog’s smart. 3 (10 mins): Activity 3. Students read for the answers

1. Write: ___likes hanging out with Linda. on the board.

3 What does Tom think about his family? Match the sentence halves. 2. Ask: Who is it? Students: Tom!
3. Tell students to point to the part of the text where they found the answer. Write Tom likes
Write the sentences in your notebook. hanging out with Linda.
1=e - Tom likes hanging out with Linda. 4. Tell students to answer the rest of the questions in their notebooks.
5. Ask instruction checking questions and give students a 5 minute time limit.
6. At the end of time, clap your hands and tell students to compare with their group/ partner
1. Tom (e) a. thinks she can cook Cambodian food.
7. Check answers as a class.
2. Tom’s dad (c) b. wears nappies.
3. Tom’s baby sister (b) c. plays the guitar.
4. Tom’s big brother (d) d. thinks he’s cool.
5. Tom’s mum (a) e. likes hanging out with Linda.
6. Tom’s dog (f) f. is smart.
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C9-9

Have you got a weird family?
4 Work with a partner.
Student A – You are Tom.
Student B – Ask Tom the questions.
• What’s your name?
• How many people are there in your family?
• Which word is about your family?
• Why? What do they do?
5 Think about your family. Make notes about the questions.
6 Tell your friends about your family. Use your notes. Is there anything
else they want to know?
7 You’re ready to write! Use your notes.
My family is
good-looking.
My sister has
beautiful hair
and a cute nose.
8 Read your writing to your group. Do you want to be in their family?
4 (3 mins): Activity 4. Modelling/role-play
1. Tell students to work with a partner. Tell
students that 1 person is going to pretend
to be Tom, and the other person is going
to ask them the questions from activity 4.
2. Ask instruction checking questions and
weird good-looking
give a time limit of 2 minutes.
cool happy
hungry nice 5 (5 mins): Activity 5. Taking notes
magic 1. Tell students they are going to take
notes about their family. They should
not write sentences. Tell them to answer
the questions in notes in their notebooks.
2. Ask instruction checking questions and
give a time limit of 3 minutes.
6 (4 mins): Activity 6. Comparing notes
1. Tell students that they are going to ask
and answer questions about their family
with their partner. Partners have to listen
and ask at least one extra question about
their partner’s family.
2. Ask instruction checking questions and
give a time limit of 3 minutes.
7 (9 mins): Activity 7. Writing about your family
Really? My family is
nice. We always help 1. Tell students that they are going to write
about their own family using their notes.
our neighbours. 2. Ask instruction checking questions and
give a time limit of 7 minutes.
8 (5 mins): Activity 8. Post task
1. Put students in groups of 4.
2. Tell students to take it in turns to read their
writing to their group and to decide if
they would like to be in their friend’s family.
3. Ask instruction checking questions and
give a time limit of 4 minutes.
4. Come together as a class and have some
students share their work with the class.
(2 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
testing students!
1. Come together as a class and have
some students. Read their pieces to the
class. The piece requires students to use
a range of vocab and grammatical
structures. It’s a good piece to judge
students overall ability.
2. How do you feel students have progressed
this year? Are students more confident? Are
they interested? How is their grammar?
- 163 -
Chapter 9, Unit 26, Lesson B
Are they using a lot of Khmerlish (using
Khmer grammar to form English sentences)?
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Re-
member, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. There is a saying in English: There is a
difference between a teacher with 20
years of experience and a teacher with
1 year’s experience 20 times. It means
that good teachers should always try
and improve their skills. One way of doing
this is to set teaching goals each lesson.
What were your personal teacher deve-
lopment goals this lesson?
2. How are you trying to improve your
teaching at the moment?
3. What are your professional goals at the
moment? Classroom management?
Staging? Timing? Something else?
4. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. ានសុាសិតាាាអង់គស ាល មួយោលាៈ “ានាព
ខុសគនារាងគាូដាលានតាបទពិោធន៍ ២០ឆនាំតាមិន
ខិតខំពាាយមអភិវឌាឍជំនញរបស់ខលួន និងគាូដាលាន
បទពិោធន៍១ឆនាំ ហើយខិតខំ ពាាយមអភិវឌាឍជំនញ
របស់ខលួន”។ ាានន័យាគាូលអ គួរតាខិតខំពាាយម និង
អភិវឌាឍជំនញ របស់ខលួន។ វិធីមាា៉ាងកនុងារធវើដូចនាះគឺតាូវ
កំណត់ោលៅបងាៀនសមាាប់មារៀននីមួយ ៗ ឲាយាន
ចាាស់ាស់។ តើោលៅអភិវឌាឍារបងាៀនផទាល់ខលួន
របស់អនកសមាាប់មារៀននាះគឺអវីខលះ?
២. តើអនកកំពុងខិតខំពាាយមអភិវឌាឍារបងាៀនរបស់អនកន
ពាលបចចុបាបនននាះយ៉ាងដូចមតាច?
៣. តើោលៅសមាប ា ា
់ ជីពាគាបូ ងាៀនរបស់អក
ន នពាល
បចចុបាបនននាះគឺអវីខលះ? តើាគឺាារគាប់គាង់ ានាក់? តើា
គឺាារកំណត់ដំាក់ាល? តើាគឺាារកំណត់ពាល
វាា? ឬក៏ាគឺាអវី ៗ ផាសាងទៀត?
៤. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?
C9-10
Chapter 9, Unit 26, Lesson C

26c New babies - I hate them!

Chapter 9, Unit 26, Lesson C
Why does everything have to change?: New babies: I hate them!
1 This is Tom’s brother. What does Tom think about him? This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)

(5 mins): Warmer. What I like about you is TAPESCRIPT 9.26.5

2 T.9.26.5
Complete the sentence. Tom thinks his brother…
a. is cool. b. hates everything.
3 T.9.26.5 Can you remember the things Tom’s brother hates? Circle the
letters in your notebooks.
a b
d e
g h
1. Put students in groups of 4.
2. Write: What I like about you is… on the
board.
3. Ask students to help you finish the sen-
tence about you! (e.g. What I like about
you is you’re a good teacher. OR What
I like about you is you’re funny.
4. Tell students that they are going to say
nice things about each person in the
group for 30 seconds! Students have to
finish the sentence What I like about you
is with something true.
5. Tell students you are going to clap your
hands at the end of 30 seconds and
they need to change the person they
are talking about.
6. Ask instruction checking questions.
(e.g. Are we saying good things, or bad
c. is smart. d. loves everything. things? )
1 (3 mins): Activity 1. Students guess
1. Ask students to look at the picture. What
can they see?
2. Ask students Who is the boy in the picture?
Do you remember his brother? What do
c you think Tom thinks about his brother?
3. Tell students to compare with their partner
for a minute.
4. Get some answers from the class (but do
not say who is right or wrong).
2 (5 mins): Activity 2. Students listen for the
big idea (T.9.26.5)
f
1. Tell students to look at the question and
guess the answer with their partner.
2. Ask instruction checking questions. Give
a time limit of 1 minute.
3. Tell students that they are going to listen
and check their guesses.
4. Students listen.
5. Tell students to compare with their partner
/group.
6. Check the answer as a class.
Tom: You know my brother Cam, Linda?
Linda: Yeah.
Tom: He is such a grump!
Linda: You mean he is unhappy a lot? Why?
Tom: I don’t know. He hates everything!
When I ask him to go for a walk, he says he
hates walking! He says he doesn’t like
walking because he gets tired and hot.
When I ask him to come to the shop with me,
he says he hates buying things. Really?
Everyone loves shopping! He says he hates
money and he hates shopping. I ask him
what his favourite colour is. You know what
he says? He says he doesn’t like colours!
That’s right! He says he hates all colours. I
ask him to go fishing. He says he hates the
lake, he hates water, he hates fish, but most
of all he hates fishing. Fishing is fun! Mum
says it’s because he is a grumpy 16 years old.
He hates everything because he’s a teenager
and teenagers are grumpy sometimes. But
I’m a teenager and I’m never grumpy.
Linda: Liar! You were grumpy yesterday!
Tom: Was not!
Linda: Yes you were, and you’re grumpy now.
Tom: Whatever.
3 (10 mins): Activity 3. Students listen for the
answers (T.9.26.5)
1. Tell students to work with a partner.
2. Tell students to try and remember/guess
the things that Tom’s brother hates not
has. Give a 3 minute time limit.
3. Tell students to write a-h in their notebooks.
Tell students to listen and circle the ones
they hear.
4. Ask instruction checking questions.
5. Tell students to listen and check.
6. Tell students to compare with their group/
partner.
7. Ask and answer questions as a class.

C9-11 - 164 -

4 T.9.26.6
Learn the grumpy song.
The Grumpy Song
I don’t like ice cream.
I don’t like blue.
I don’t like dancing.
And I don’t like you!
You stink! = I don’t like you!
My hate list
5 Think about things you don’t like.
Make a list.
There are no right and wrong
answers, but creative answers
are always fantastic! Encourage
creativity!
6 Tell your friends about your hate list.
I hate horses.
Why?
Congratulations!
You inished Unit 26. Tick () the things you can do.
I can say what people think.
I can tell you about my family.
I can tell you what I hate and why.
4 (10 mins): Activity 4. Learn a chant
1. Write the chant on the board.
2. Students listen to the chant.
3. Students listen and repeat. Make up actions
as a class. ( e.g. I don’t like ice cream
- *Students pretend to eat an ice cream*,
I don’t like smiling.
I don’t like blue. Students point to something
I don’t like pink. blue. etc).
I don’t like anything. 4. Erase some words. Students recite the chant.
5. Erase some more words. Do this until you
And you? You stink! have completely erased the chant.
6. Who can memorize the chant? Nominate
a few students to try this out in front of the
class.
7. Students practise in pairs.
Cool kids say:
TAPESCRIPT 9.26.6
I don’t like ice cream.
I don’t like blue.
I don’t like dancing
And I don’t like you!
I don’t like smiling.
Remember. I don’t like pink.
I don’t like anything.
I hate that horse. And you? You stink!
BUT
5 (5 mins): Activity 5. Personalisation
I hate horses.
1. Tell students to make their own list of
things they hate.
2. Ask instruction checking questions and
give a time limit of 3 minutes.
6 (6 mins): Activity 6. Discussion
1. Put students in groups of 4.
2. Tell students that they need to discuss
Me too! their answers with their group. They need
to talk about whether they agree or
disagree with their friends hate list and why.
3. Ask instruction checking questions and
give a time limit of 4 mins.
Because they are
(3 mins): Class feedback / vote
scary!
1. Tell students that they will hear sentences.
They need to make noise to say if they
think the things are true or false?
RULES
. If students think a statement is false
(they disagree), students stomp their
feet.
. If they think the answer is true (they
agree), students clap their hands.
 2. Ask instruction checking questions.
3. Say a few sentences about things you
 hate. e.g. I hate noodles!

- 165 -
Chapter 9, Unit 26, Lesson C
4. Have some students “be the teacher”
and read things from their hate list.
(3 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
testing students!
1. Ask students to look at the “can do” state-
ments.
2. Compare with a partner.
3. Ask students how they feel about the can
do statements. Tell students not to worry
about the ones they don’t tick.
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Many teachers have students copy out
the date, title of the lesson and other
information into their textbooks. How long
does this take?
2. What percentage of a 50 minute lesson
does this take up?
3. What do students actually learn from this?
4. Do you think you waste time doing things
like this when students could be learning
and having fun in your class?
5. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. គាូាចាើនឲាយសិសាសចមលងាលបរិចឆាទ ចំណងជើងមារៀន
និងព័ត៌ានផាសាង ៗ ទៀត ាក់កនុងសៀវៅ សរសាររបស់
ពួកគា។ តើាចំាយពាលប៉ុនមាន?
២. តើរយៈពាលបងាៀន ៥០នទី ារឲាយសិសាសចមលងចំាយ
ពាលអស់ប៉ុនមានាគរយ?
៣. តើសិសាសរៀនអវីឲាយបាាកដពីារឲាយសិសាសចមលងនាះ?
៤. តើអកន គិតា អនកខជះាជយា ពាលវាាកនងុ ារឲាយសិសសា ចមលង
ដូចនាះ ៅពាលដាលសិសាសាចរៀនៅកនុង ានាក់ាន?
៥. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?
C9-12
 Unit 27 - Yummy Chapter 9, Unit 27, Lesson A
Why does everything have to change?:
27a Yummy - What have you got for lunch today? Yummy: What have you got for lunch today?
1 Do you know food? What are these foods and drinks? This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
a b c d e
(5 mins): Warmer. Play ‘Buzz’ - Review numbers 1-20
1. Write the number ‘2 ‘on the board.
2. Tell students to count up to 10, but for
every multiple of 2, they say ‘buzz’ (e.g.
1, buzz, 3, buzz, 5, buzz…).
f g h i j 3. Write another number on the board (e.g. 3)
4. Tell students to count up to 20, but for
every multiple of 3, they say ‘buzz’ (e.g.
1, 2, buzz, 4, 5, buzz…)
5. Put students into groups of 4/5.
6. Write another number on the board.
7. In groups, students take turns counting
k l up one number at a time, but for any
multiple of that number, they say ‘buzz’
(e.g. 1, buzz, three, buzz…..).
1 (3 mins): Activity 1. Activate pre-existing vocab
1. Ask students to work with a partner. Tell
students to look at the pictures and cover
2 T.9.27.1
Match the words with the pictures in your notebook. Listen the words. Do they know any of the
and check. names for food and drink already?
2. Ask instruction checking questions and
give a time limit of 2 minutes.
Teachers Tip! The tapescript reads the pictures out in order.
2 (5 mins): Activity 2. New words (T.9.27.1)
a2, b1, c9, d5, e6, f11, g3, h10, i8, j4, k7, l12
Some students find meat nouns confusing.
1. an egg 2. some rice 3. some noodles 4. a coconut In English, when something is alive, its
5. an apple 6. some milk 7. some meat 8. some water countable, but when we eat it, it’s normally
uncountable. E.g. a cow BUT some beef.
9. some onions 10. a tomato 11. some vegetables 12. some fish
1. Tell students to match the words with the
photos.
2. Tell students to write the words in their
3 Look at the lunches. Can you name the foods? notebooks.
3. Ask instruction checking questions and
give a time limit of 5 minutes.
4. Tell students to compare their answers
with their partner/group.
5. Students listen and check and then listen
and repeat after the recording/teacher.
TAPESCRIPT 9.27.1
If you do not have the recording, say each
word (or phrase) 2 times.e.g. Say: Hello
(wait for students to repeat) Say: Hello (wait
for students to repeat)
some rice/ an egg/ some onions/ an apple/
some milk/ some vegetables/ some noodles/ a
tomato/ some water/ a coconut/ some meat/
some fish
C9-13 - 166 -
3 (4 mins): Activity 3. Students guess
1. Ask students to look at the picture. What
can they see?
2. Ask students to name the food that they
know in the picture.
3. Tell students to compare with their partner
for a minute.
4. Get some answers from the class.
5. Ask students to guess whose lunch is whose.
6. Get some answers from the class (but
don’t say who is right or wrong.
4 (5 mins): Activity 4. Students listen for the
big idea (T.9.27.2)
1. Tell students that they are going to listen
and check their guesses.
2. Ask instruction checking questions.
3. Students listen.
4. Tell students to compare with their partner/
group.
5. Check the answer as a class.
TAPESCRIPT 9.27.2
Bopha: What do I have for lunch today?
I’ve got some rice. My Dad cooks the best
rice. I have some fish, too. My brother goes
fishing, and we always have fish for lunch
the next day. I have some vegetables and I
have an apple, too.
Linda: What do I have for lunch today?
Well, usually in England I have a sandwich
and an apple, but here in Cambodia, I
have Cambodian food for lunch. Today
I have some noodles – lots of yellow noodles,
and some vegetables. We grow vegetables
in our garden. I help! Yum!
Sophal: What do I have for lunch today? I
don’t eat meat, because I love animals.
Animals are our friends and we shouldn’t
eat them. My family don’t understand.
Today I’m having rice and vegetables and
lots of fruit. I love fruit. It’s my favourite!
Dara: What do I have for lunch today? Well,
one of my jobs around the house is to make
my own lunch. I have to make my own lunch
every day. So today for lunch I have…
nothing! I don’t have any lunch because I
didn’tmake any. Linda, can I have some of
your noodles?
Linda: Oh, Dara! Not again!

4 T.9.27.2
Match the people with the lunches. Listen and check. 5 (10 mins): Activity 5. Students listen for the
Sophal, Dara, Linda and Bopha. answers (T.9.27.2)
1. Tell students to work with a partner.
5 T.9.27.2
Listen again and say if these things are true () or false (). 2. Tell students to try and remember/guess
if the sentences are true or false.
3. Ask instruction checking questions and
give a 3 minute time limit.
1. Bopha’s Dad can’t cook.  6. Linda’s family grows vegetables.  4. Tell students to write 2-9 in their notebooks.
2. Bopha’s brother can fish.  7. Meat is Sophal’s favourite food.  Then tell them to listen tick  for true and
cross  for false.
3. Bopha has got some fruit for lunch.  8. Sophal has some fruit for lunch 5. Ask instruction checking questions.
4. Linda eats Cambodian food today.  6. Tell students to listen and check.
7. Tell students to compare with their group/
in England.  9. Dara always makes his lunch.  partner.
8. Ask and answer questions as a class.
5. Linda’s noodles are yellow. 
(2 mins): Grammar Presentation
1. Tell students to look at the grammar box
Remember. for one minute. They can talk to their
In English, we can friends. Tell students that you will ask them
count some food but questions at the end of one minute!
2. Asking instruction checking questions
not all food.
and give a time limit of 1 minute!
3. At the end of the time, clap your hands
and ask concept checking questions
= 4 apples  some apples  some apple  (e.g. Can we count all foods in English?
Can we count apples? Can we count
rice? Can I say “some rices”? Can I say
= 1 apple  an apple  some apple  “some apple” ?
6 (5 mins): Activity 6. Controlled practice
1. Tell students to look at the list of foods
= some rice  1 rice  a rice  some rices  from activity 2.
2. Say: an egg. Which column should I write
it in? Can count or Can’t count? Students:
Can count.
6 Look at the list of food again. Write it in the correct column in your notebook. 3. Tell students to draw 2 columns in their
notebooks and to add the new words to
the right columns.
Can count (a, an, s) Can’t count (no a, an, s) 4. Ask instruction checking questions and
give a time limit of 3 minutes.
an egg some fish 5. Ask students to compare with their group/
a green tomato some vegetables partner.
6. Check the answers as a class.
an onion some fruit
an orange some water 7 (8 mins): Activity 7. Freer practice
a coconut some meat
1. Tell students to work with their partner.
an apple some milk 2. Tell students to decide who is student A
some noodles some rice and who is student B in their pair.
3. Tell student A’s to raise their hands. Tell
student B’s to raise their hands.
Teachers Tip! Countable and uncountable nouns are very hard for students and
4. Tell student A’s to turn to page 234. Tell
there are lost of confusing rules. For instance, an apple BUT some fruit. Or some fish student B’s to turn to page 239 but not to
( dead ready to eat) or 3 fish (alive swimming in the water). Don’t tell them about all show their partner their page.
5. Tell student A that they have a shop and
rules! The idea of the lesson is to get students to understand the concept that there
they will have a customer soon. Tell
are such things as countable and uncountable nouns. student B that they are going to go
shopping and ask the shop keeper for
7 Play shop keepers! things. They need to tick the things of the
list as they go.
Student A – Page 234. /Student B – Page 239. 6. Ask instruction checking questions and
- 167 - give a time limit of 3 minutes.
Chapter 9, Unit 27, Lesson A
7. Come back together as a class. Ask
students if they have everything on their list.
8. Tell students to swap roles.
(2 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
testing students!
Pronouncing end sounds can be challenging
for Cambodian students. It’s important
for them to be aware of end sounds to
speak English accurately.
1. Ask students if they got everything on
their shopping list. Listen to their answers.
Are they pronouncing the plural s? Are
they adding plural S to things they shouldn’t?
2. How can you help students be more
aware of plural S sounds?
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Do you remember grammar at school?
Was it exciting, or boring?
2. Do you think children learn when they are
bored?
3. Did you talk about grammar a lot and
make the class boring, or did you let
students practice the grammar?
4. How could you do this lesson better next time?
5. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. តើអក
ន ចងាំវយ ា ាា ករណ៍ដល
ា បងាៀនៅាាដារឬទា?
តើាគួរឲាយរំភើបរីកាយ ឬគួរឲាយធុញទាាន់?
២. តើៅពាលដាលសិសាសានារមមណ៍ធុញទាាន់ អនកគិតា
ពួកគាយកចិតតទុកាក់រៀនដារឬទា?
៣. តើអនកានបងាៀនអំពីវាយាាករណ៍ចាើន ហើយធវើឲាយ
ារបងាៀនគួរឲាយធុញទាាន់ ឬក៏អនកានឲាយសិសាស អនុវតត
វាយាាករណ៍ដារឬទា?
៤. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ
ានលអាង ៅពាលបងាៀនលើកកាាយ?
៥. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?
C9-14
Chapter 9, Unit 27, Lesson B
27b Yummy - Have a picnic
Chapter 9, Unit 27, Lesson B
Why does everything have to change?: Yummy: Have a picnic
1 Look at the picture. What are they doing? Having a picnic. This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
(5 mins): Warmer.
1. Put students into groups of 4.
2. Tell students to choose one writer in each
group.
3. Tell students to brainstorm as many foods
and drinks as they can.
4. Ask instruction checking questions and
give a time limit of 2 minutes.
5. Tell students that they are going to play a
game. They will hear foods and drinks. If
a food or drink is countable, students
have to bark like a dog. If a drink or food
is uncountable, students need to meow
2 Can you ind these things in the picture? like a cat.
6. Ask instruction checking questions.
7. Say some foods/drinks. (e.g. apple! (bark!
Bark!) milk! (meow meow).
8. When students get the idea, have groups
yell out one of their own words.
some sweets some corn fried rice some water
1 (3 mins): Activity 1. Students guess
Look at our amazing picnic! We have all got something to share. There are some 1. Ask students to look at the picture and
eggs, but don’t say anything to Avorng! He doesn’t eat eggs. There’s some meat, but cover the text.
Sophal doesn’t eat meat. He says eating meat is bad. There’s some fried rice there. 2. Ask students What can you see in the
Tom’s mum made it. There are some eggs, some vegetables and some meat in the picture? What are they doing?
fried rice. Tom doesn’t like his Mum’s Cambodian food, so he doesn’t eat it – unless 3. Tell students compare with their partner
for a minute.
she’s watching! Bopha has got some fruit. She’s got 5 apples and 6 oranges. She 4. Get some answers from the class.They
says she doesn’t eat orange things or yellow things and she hates eggs. I don’t know are having a picnic.
why she’s got oranges! She really hates them. She’s weird. Sophal has got yellow
2 (3 mins): Activity 2. Pre-teach words
noodles with vegetables. I have some sweets there, but they are Cambodian sweets
and English people don’t like them. Well, Tom and I don’t, anyway! Avorng has got 1. Tell students to look at the picture of the
some corn and Dara has got some water. He eats everything. He’s got a lot of water. characters having a picnic and to try to
find the new words in it. Tell students not
Everyone has to drink lots of water because it’s hot today!
to write and give a time limit of 1 minute.
2. Ask and answer as a class.
3 T.9.27.3
What’s at the picnic? Tick  the things that are there. 3 (5 mins): Activity 3. Students read and
listen for the big idea (T9.27.3)
1  2 3  4 5  6 7  1. Tell students that they are going to listen
and tick the food that they hear. .
2. Ask instruction checking questions.
3. Tell students to compare their answer
with their group/partner
4. Check answers as a class
8 9  10 11  12 13  14 
- 168 -
C9-15
TAPESCRIPT 9.27.3
See reading text in activity 2
4 (10 mins): Activity 4. Students read for the
answers
1. This reading develops problem solving
skills. It works a little differently to a normal
reading. Students may benefit from
working in groups/discussing answers as a
partner as they go. Don’t insist on silent
reading.
2. Do the first question together as a class.
Have students point to the answers in the
text.
3. Tell students to do the other questions in
their notebooks.
4. Ask instruction checking questions and
give students a 5 minute limit.
5. Students complete.
6. Students compare with their group/ partner.
7. Check answers as a class.
5 (3 mins): Activity 5. Post task/Personalisation
1. Tell students to talk in their groups about
the questions.
2. Ask instruction checking questions and
give a time limit of 2 minutes.
6 (5 mins): Activity 6. Grammar practice
(T.9.27.4)
1. Tell students they are going to listen to a
rap. Encourage students to join in with
clapping and actions.
2. Ask instruction checking questions.
3. Repeat the recording 2-3 times/ or till
students can join in.
TAPESCRIPT 9.27.4
Have some rice. *CLAP*CLAP*CLAP*
Eat it up! Yum! Yum! Yum!
Eat it up! Up! Up! Up!
Have some apples. *CLAP*CLAP*CLAP*
Eat them up! Yum! Yum! Yum!
Eat them up! Up! Up! Up!
Have an orange. *CLAP*CLAP*CLAP*
Eat it up! Yum! Yum! Yum!

4 What can everyone have at the picnic?
1. Dara
Dara can have eggs, fried rice, apples,
oranges, noodles, sweets, corn and water.
2. Linda
Linda can have eggs, fried rice, apples,
oranges, corn and water.
3. Avorng.
Avorng can have apples, oranges,
noodles, corn and water.
5 Imagine you are at the picnic! What foods at the picnic do you like?
What foods at the picnic don’t you like? What’s your favourite food
at the picnic? Tell your partner.
6 T.9.27.4 Listen to The Yum Yum Rap. Can you rap The Yum Yum Rap?
The YummyYum Rap!
Have some rice.
Eat it up! Yum! Yum! Yum!
Eat it up! Up! Up! Up!
Have some apples.
Eat them up! Yum! Yum! Yum!
Eat them up! Up! Up! Up!
7 The Yummy Yum Rap Rules! Are these true () or false ()? Think
about things we can count and things we can’t count in English.
1. We use it when there is one. 
2. We use it when there is more than one. 
3. We use them with things we can’t count. 
4. We use it with things we can’t count. 
5. We use them with more than one thing. 
8 Here are some more lines from The Yummy Yum Rap. There are
some words missing. Can you write them in your notebook?
Eat it up! Up! Up! Up!
Have some milk. *CLAP*CLAP*CLAP*
4. Sophal
Drink it down! Yum! Yum! Yum!
Sophal can have eggs, apples, Drink it down! Down! Down! Down!
oranges, noodles, sweets, corn and
7 (3 mins): Activity 7. Grammar Presentation
water.
5. Bopha 1. Tell students to look at the Yummy yum
rap rules.
Bopha can have fried rice, apples,
2. Do the first one together as a class. Have
sweets and water.
students point to example in the rap.
6. Tom (e.g. We use it when there is one .
Tom can have eggs, apples, oranges, Because Have an (1) orange. Eat it up.
noodles, corn and water 3. Tell students to talk to their friends and
answer the questions with their friends.
They do not have to write in their notebooks.
4. Ask instruction checking questions and
give a time limit of 2 minutes.
5. Ask and answer the questions as a class.
8 (3 mins): Activity 8. Controlled Practice
1. Tell students to fill the gaps in their notebooks.
2. Ask instruction checking questions and
give a time limit of 2 minutes.
3. Ask and answer as a class.
Have an orange.
Eat it up! Yum! Yum! Yum! 9 (5 mins): Activity 9. Freer practice (T.9.27.4)
Eat it up! Up! Up! Up! It’s not always easy teaching food! Many
Have some milk. foods in Cambodia have no equivalent in English
speaking countries. Don’t worry too much if you
Drink it down! Yum! Yum! Yum!
can’t help students with all the words in English!
Drink it down! Down! Down! Down!
1. Tell students to write more lines for the
rap. They can use vocab from outside of
today’s lesson (as long as it’s in English!).
2. Ask instruction checking questions and
give a time limit of 3 minutes.
3. Tell students to compare with their group/
partner.
(10 mins): Learner assessment and lesson
wrap up
Assessing the success of the lesson. Not
testing students!
1. Sing The Yummy Yum rap together as a
Chapter 9, Unit 27, Lesson B
Eat it up! Yum! Yum! Yum! Eat it up!
Up! Up! Up! OR Drink it down! Yum! Yum!
Yum! Drink it down! Down! Down! Down!
3. Can students remember which nouns
are countable and which nouns aren’t?
4. Are students remembering plural s?
5. Is there a way you can think of to help
students who are struggling?
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Teaching can be lonely when you don’t
have support. Who do you talk to when
you have a problem in your classroom?
2. Do you tell people when things go wrong?
or only about when things go right?
3. What benefits are there from sharing with
and learning from your fellow teachers?
4. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប
ា ច
់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. ារបងាៀនាចានាពឯកោរ ៅពាលដាលអនកមិន
ានារគំទា។ តើអនកពិាកាាាមួយអនកា ៅពាល
អនកានបញហាៅកនុងានាក់របស់អនក?
២. តើអក
ន បាប
ា អ
់ ក
ន ដ៏ទា ៅពាលដាលអវី ៗ ដំណរើ ារមិនលអ?
ឬក៏អក
ន គាន
ា ត
់ ប
ា ប
ា អ
់ ក
ន ដ៏ទា ៅពាល ដាលអវី ៗ ដំណរើ ារ

class with the recording. encourage ានលអ?

Have some noodles!
1. Eat Them up! Yum! Yum! Yum!
Eat Them up! Up! Up! Up!
Have some eggs!
2. Eat Them up! Yum! Yum! Yum!
Eat Them up! Up! Up! Up!
9 Write some more lines for the rap!
Have a tomato! ៣. តើាានផលបាោជន៍អខ
ីវ ះល ពីារចាករំលក
ា និងរៀនសូតា
clapping and actions.
3. Eat it up! Yum! Yum! Yum! 2. Tell students that you are going to do ពីគាូរួមាជីពរបស់អនក?
Eat it up! Up! Up! Up! the rap together as a class. You will call ៤. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?
out a Have some___. line and students
Have some fruit! will answer with *CLAP*CLAP* CLAP* Eat
4. Eat it up! Yum! Yum! Yum! them up! Yum! Yum! Yum! Eat them up!
Eat it up! Up! Up! Up! Up! Up! Up! OR *CLAP*CLAP*CLAP*
- 169 - C9-16
Chapter 9, Unit 27, Lesson C

27c Yummy - Stop playing with your food!

1 Look at the picture. What are the people doing?
a b
Chapter 9, Unit 27, Lesson C
Why does everything have to change?: Yummy:
Stop playing with your food!
This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
c Sport website. (50 mins)

(3 mins): Activity 1. Students guess

1. Ask students to look at the picture and cover the text. What can they see?
2. Ask students What food are the festivals about? What are the people doing? Where do you
think they are?
3. Tell students compare with their partner for a minute.
2 T.9.27.5
Match the festivals to the photos. 4. Get some answers from the class (but do not say who is right or wrong).

La Tomatina is a festival in Buñol in Spain. They grow a lot of tomatoes in Buñol. It
happens every August. It’s a big food fight! People use all the extra tomatoes and
throw them at each other! People throw tomatoes until everyone is red with tomato
juice. People love La Tomatina because it’s weird and messy! A
Ivrea Orange Festival is in Italy. They grow oranges in Ivrea. In the festival, girls throw
oranges at boys they think are good-looking. When the boys think the girls are good-
looking too, they throw oranges back at the girls! The festival is usually in March,
but sometimes it’s in February. It’s an old festival. It’s more than 800 years old. La
Tomatina is only 60 or 70 years old. Ivrea Orange Festival is older than La Tomatina. C
2 (5 mins): Activity 2. Students read and listen for the big idea (T.9.27.5)
1. Tell students that they are going to listen and match the texts with the pictures.
2. Tell students to read along with their finger. This helps students with dyslexia and also helps you
check no one is lost.
3. Ask instruction checking questions. Fingers Ready? Play the recording.
4. Students listen and read along with their fingers.
5. Tell students to compare their answer with their group/partner. Students do not need to write
the answer. They can just point and match with their partner.
6. Check the answer as a class. Have students point to the pictures.
TAPESCRIPT 9.27.5
See reading for activity 2
3 (10 mins): Activity 3. Students read for the answers

1. Do the first question together as a class. Have students point to where the answer is in the text.
2. Tell students to do the other questions in their notebooks.
Chinchilla Melon Festival is in Chinchilla in Australia. It isn’t an old festival. It started in 3. Ask instruction checking questions and give students a 7 minute limit.
1994. There are a lot of watermelons in Chinchilla. They grow them there.They grow 4. Students complete.
a quarter of Australia’s melons. There isn’t a lot to do in Chinchilla, so people are very 5. Students compare with their group/ partner.
6. Check answers as a class.
happy at the festival. You can play lots of games at the Melon Festival. One of the
best games is melon skiing. It’s the same as waterskiing, but you use melons. You
wear melons on your feet! The Chinchilla Melon Festival is every February. B

3 Answer the questions about the text.

1. Do they grow tomatoes in Buñol? 6. Which festival is the oldest? La Tomatina

Yes, they do.
2. Where can you go melon skiing?
In Chinchilla
3. Which festival do your clothes get
red at? La Tomatina
4. Where do they grow oranges? Ivera.
5. Which festival do people find pretty girls
they love? At the Ivrea Orange Festival.
C9-17
7. Is there usually a lot to do in
Chinchilla? No, there isn’t.
8. Where do you wear melons if you
want to try melon skiing? On your
hands or on your feet? On your feet.
9. Which festival do you want to go to
the most? Answers will be different
for each student.
- 170 -

4 Read about this festival. (It’s not really real!). Answer the questions. 4 (7 mins): Activity 4. Looking at a model
1. Tell students to look at the picture.
2. Ask: What kind of festival do you think this is?
3. Tell students to cover the text, read the
questions and guess the answers with
their partners.
4. Ask instruction checking questions and
give a time limit of 2 minutes.
5. Tell students to now read the text quickly
and to discuss the answers with their
partner, but not to write.
6. Ask instruction checking questions and
give a time limit of 2 minutes.
7. Ask and answer questions as a class.
5 (8 mins): Activity 5. Personalisation
1. Put students in groups of 4 and tell them
to choose a student to be the writer.
2. Tell students that they are going to write
their own food festival. Tell students that
the idea is for the festival to be as creative
as possible. Make sure students understand
that they can make up as many facts as
they want!
3. Ask instruction checking questions
(e.g. Does it have to be real?) and give a
time limit of 7 minutes.
This is a cool festival. It is in Hue in Vietnam. It’s called The Weird Noodle Hair Festival. 6 (7 mins): Activity 6. Writing
This festival happens every year on the 11th of August. They make lots of noodles 1. Tell students to use their notes to write
about their festival.
in Hue.They have noodle hair competitions. You have to put noodles on your head 2. Ask instruction checking questions and
and pretend they are hair. The best hair cut wins more noodles! The festival is 10 give a time limit of 5 mins.
years old. (7 mins): Freer practice
There are 2 different options for how to run
the free practice. The first is a mingling
• Where is the festival? • What games or activities do they have there? activity and is recommended. If there is no
room in you class for a mingling activity,
• What is the festival called? • What do you have to do in the game or activity? there is another option below.
• When is the festival? • Do you win anything?
1. Ask the names of the festivals and write
• What do they grow or make there? • How old is the festival? them on the board.
2. Tell students to stand up. They are going
to talk to as many people as they can
5 Make your own festival! Use your imagination! Answer the questions. and tell them about their group’s amazing
festival and make them think it is the best
festival to go to. The have to leave their
6 Now, write about the festival! Can you make a cool and funny festival? writing at their desk. Who can win the
competition?
3. Ask instruction checking questions and
Congratulations! give a time limit of 5 minutes.
4. At the end of the time, clap your hands and
You inished Unit 27. Tick () the things you can do. tell students to return to their seats. Read
out the festival names one by one. Have
I can talk about food and drink.  students clap for the festival they think
sounds the most interesting.
I can say what I have for lunch today.  OR
1. Tell students they are going to listen to
I can say what foods I like and don’t like.  each of the groups read out their festivals
and they have to listen and see which
one they think sounds the coolest.
2. Ask instruction checking questions about
- 171 - polite behaviour when a student is
Chapter 9, Unit 27, Lesson C
speaking to the class.
3. When all groups have shared, read out
the festival names one by one. Have
students clap for the festival they think
sounds the most interesting.
(3 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
testing students!
1. Ask students to look at the “can do” state-
ments.
2. Compare with a partner.
3. Ask students how they feel about the can
do statements. Tell students not to worry
about the ones they don’t tick.
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Not all students have the same English
ability, but this doesn’t mean that they
aren’t trying. They may also be learning
other skills such as getting along with their
peers, group work, problem solving and
creative and critical thinking. Do you tell
students who are trying that they are
doing well as well?
2. How can you let your students know
that it is not only English that is valued in
your classroom?
3. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. មិនមានសិសសា ាំងអស់សទ ុ តធ ា
ា នសតថាពាាអង់គស ាល
ដូចគនាទា ប៉ុនតានាះមិនមានានន័យា ពួកគាមិនខិតខំ
ពាាយមោះទា។ ពួកគាបហ ា ល ា ាាចរៀនជំនញផាសង ា ៗ
ទៀតដូចាារសាះុ សាល ួ ាមួយមិតរត បស់ពក ួ គា ារធវា ើ រ
ាកាុម ារោះសាាយបញហា ារចនាបាឌិត និងារគិតបាប
បតាិះរិះ។ តើអនកបាាប់សិសាសដាលកំពុងខិតខំពាាយមា
ពួកគានឹងធវើានលអផងដារឬទា?
២. តើអកន ាចធវយ ើ ង៉ា ដូចមតាច ដើមាបឲ
ី ាយសិសសា របស់អកន ដឹងា
ាមិនមានានតាាាអង់គលាសទា ដាល ានតមលាៅ
កនុងានាក់របស់អនក?
៣. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?
C9-18
 Chapter
It’s all in the past
10 Chapter 10, Unit 28, Lesson A
It’s all in the past: The swinging 60s: I was young once
This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)

Unit 28 - The swinging 60s (5 mins): Lead in

1. Put students into groups of four.
cars and motorbikes. There are thousands
of them! There is music now, but I don’t like
it. The music from when I was a teenager
2. Write Phnom Penh, Siem Reap, Battambang,
was better. I don’t have many friends around.
28a The swinging 60s - I was young once Sihanoukville on the board. I miss my friends. Sometimes, I feel lonely.
3. Tell students to talk about these places.
I do have one friend. Her name is Thida.
1 T.10.28.1
Where is this lady from? Listen and check. What do they know? What is in these cities?
She’s my best friend. We sometimes have
(eg Angkor Wat is in Siem Reap. The Royal
lunch together and we talk about Phnom
Palace is in Phnom Penh. There is a beach
Penh in the 60s. We remember the parties
in Sihanouk ville. My mum lives in Battam-
and the fun. We sometimes sing and dance
bang! Etc)
to the old songs! It makes us happy. I miss
4. Come back together and get some
Phnom Penh in the 60s!
ideas from the class.
2 (9 mins): Activity 2. Students listen for
1 (3 mins): Activity 1. Students guess
answers (T.10.28.1)
1. Ask students to look at the picture. What
1. Tell students to work with a partner.
can they see? Is she old or young? How
2. Tell students to write a-h in their notebooks.
old is she?
Tell students to try and remember/what
2. Tell students to compare with their partner
the woman says was in Phnom Penh.
for a minute.
3. Tell them to listen and tick  and cross 
3. Get some answers from the class (but do
the things in their notebooks.
not say who is right or wrong).
4. Ask instruction checking questions and
(5 mins): Activity 1. Students listen for the big give a 3 minute time limit.
idea (T.10.28.1) 5. Students listen.
6. Students compare with their group/ partner.
1. Tell students that they are going to listen
2 T.10.28.1 Look at these things. What does she say there is in Phnom Penh to find out where the lady is from.
7. Ask for some answers as a class.

now? 2. Ask instruction checking questions. 3 (3 mins): Activity 3. Students guess

3. Students listen.
1. Ask students if they think Phnom Penh was
4. Tell students to compare with their partner
the same or different in the 1960s.
/group.
2. Put students into groups of 4. Tell students
5. Check the answer as a class.
to think of 3 things they think might be
TAPESCRIPT 10.28.1 different now.
3. Ask instruction checking questions and
a. lots of cyclos  b. tall buildings  c. lots of fruit trees  d. An elephant  My name is Monineath. I look very old, but give a time limit of 2 minutes.
inside I feel young! Phnom Penh is very 4. Ask some ideas from the class.
different to when I was young. It looks dif-
ferent. There aren’t many fruit trees. I miss
the oranges. There isn’t an elephant at Wat
Phnom now. I miss that elephant. I never see
monkeys. I miss the elephant and the
monkeys… There are lots of buildings. There
e. lots of monkeys  f. lots of cars and g. Lots of friends  h. Thida  are lots of tall buildings – they’re new! They
motorbikes  are taller than the trees! There are lots of
3 Do you think there were all of these things in Phnom Penh in the
1960s? Talk.
C10-1 - 172 -

4 T.10.28.2
Listen to Monineath talk about Phnom Penh in the 60s. How does 4 (5 mins): Activity 4. Students listen for the
big idea (T.10.28.2)
she feel about it?
1. Ask students what they think Monineath
thinks about Phnom Penh 1960.
5 T.10.28.2 Look at these things. What does she say there was in Phnom 2. Tell students that they are going to listen
and check their guesses.
Penh then? 3. Ask instruction checking questions.
4. Students listen.
5. Tell students to compare with their partner/
group.
6. Check the answer as a class.
TAPESCRIPT 10.28.2
I remember Phnom Penh in the 1960s. I
was born in Phnom Penh in 1947. In the
60s, I was a teenager. It was fun! It was a
a. parties and b. cool clothes  c. tall buildings  d. fruit trees  e. cyclos  good time to be a teenager! There was
music  good music and there were lots of parties!
There were cool clothes as well. My clothes
were very cool and very beautiful. I was
a good dancer, too! I was healthy, young
and happy! In the 60s, Phnom Penh was
very different! Phnom Penh was smaller.
There weren’t any tall buildings. There were
lots of fruit trees everywhere. There were fruit
trees outside my house. There were oranges
bigger than your head! There were a lot of
cyclos. There were songs about cyclos!
And best of all, there weren’t lots of cars. There
f. thousands of cars g. monkeys  h. lots of friends  i. Thida  were monkeys everywhere! They were
and motorbikes  naughty! There were always friends to go
shopping with or dance with. I was cool! My
best friend was Thida, but I had lots of
6 Look at these sentences. Are they about the past or present? friends! My clothes were beautiful! the music
was good, the parties were cool… Phnom
Penh was beautiful, and so were Thida and I!
1. I was born in Phnom Penh in 1947. 5. She’s my best friend. 5 (9 mins): Activity 5. Students listen for answers
(T.10.28.2)
2. There aren’t many fruit trees. 6. There were oranges bigger than your head.
1. Tell students to work with a partner.
2. Tell students to write a-i in their notebooks.
3. There are lots of tall buildings. 7. Phnom Penh was very different.
Tell students to try and remember/what
the woman says was in Phnom Penh.
4. The monkeys were naughty. 8. I was healthy, young and happy! 3. Tell them to listen and tick  and cross 
the things in their notebooks.
4. Ask instruction checking questions and
give a 3 minute time limit.
Past Present 5. Students listen.
6. Students compare with their group/ partner.
7. Ask for some answers as a class.
I was born in Phnom Penh. There aren’t many fruit trees.
1. I was born in Phnom Penh in 1947. 2. There aren’t many fruit trees. 6 (5 mins): Activity 6. Grammar box
4. The monkeys ware naughty. 3. There are lost of tall buildings. 1. Tell students to look at the sentences.
2. Say: I was born in Phnom Penh.
6. there ware oranges bigger than your head. 5. She’s my beat friend. Ask: Now or before now? Present or Past?
7. Phnom Penh was very different. Students: Past!
8. I was healthy, young and happy! 3. Tell students to make 2 lists of the numbers
only (writing the sentences will take too
long).
4. Ask instruction checking questions and
7 Complete the rule with past or present. give a time limit of 3 minutes.
5. Check answers as a class.
We use I / he / she / it was and you / we / they were for the past / present.
We use I am, you / we / they are and he / she / it is for the past / present.
- 173 -
Chapter 10, Unit 28, Lesson A
7 (2 mins): Activity 7. Grammar rule
1. Tell students to look at the rules and
discuss the answer with their partner.
2. Ask instruction checking questions and
give a time limit of 1 minute.
(6 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
testing students!
1. Come together as a class. Tell students
you are going to read out some sen-
tences. If they are from the past, they
have to make a sound like an elephant.
If they are from the present they have to
squark like a bird.
2. Do students understand the grammar?
How many of the students? Does anyone
seem confused? Why? How can you
help them?
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. One of the most important things to
remember to bring to class is a good
attitude. Did you have a good attitude in
class today?
2. How do you help your students have a
good attitude to learning?
3. Do any of your students have a negative
attitude to learning? Why?
4. Is there anything you can do to try and
help them?
5. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. រឿងមួយកនុងចំោមរឿងសំាន់ ៗ បំផុតាំងាយដាល
តាូវចង់ាំ ដើមាបីនំយកមកឲាយសិសាសគឺ ឥរិយបទលអ។ តើ
ថងានាះអនកានឥរិយបទលអៅកនុងារបងាៀនដារឬទា?
២. តើអនកជួយសិសាសរបស់អនកឲាយានឥរិយបទលអចំោះារ
សិកាាយ៉ាងដូចមតាច?
៣. តើានសិសសា ខលះកនងុ ចំោមសិសសា របស់អកន ានឥរិយបទ
អវិជជានចំោះារសិកាាដារឬទា? ហាតុអវី?
៤. តើានអវីខលះដាលអនកាចធវើដើមាបីពាាយមជួយពួកគា?
៥. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?
C10-2
Chapter 10, Unit 28, Lesson B
28b The swinging 60s - The year is 2062
1 T.10.28.3
Look at the man in the picture. Who is he? What year is it? Who
is he talking to? Listen and check. Dara, 1962, His grandchildren.
Happy New Year my beautiful grandchildren! Wow! 2062! I am old. I am more than
60 years old, but I can still drive my flying car. I have 7 flying cars because I am
very rich. I have money showers because I am rich. I have a very good life. I am
married and I have 10 beautiful sons and 10 beautiful daughters. And I have a lot of
grandchildren. It’s a lot of kids, but I am the best dad in the world. And I’m a good
Grandpa! When I was in school, I was a good student. My school was great! There
was a library and there was a lake. Grade 7 was my favourite year. All the girls were in
love with me. Well! I understand why! I was really good-looking and I was the best at
football. I was the smartest person in the class. I was the smartest person in the world!
I was always early. I was my English teacher’s favourite student. My teacher’s name
was Mom. She was smart. I met your grandmother in grade 7! She was beautiful and
smart. She was my friend then. I had a lot of friends who were girls then. There was
Bopha and Linda and Devy. But I only loved your grandmother. Her name was…
Hey! Can you hear that? What is that sound? Where is it coming from?
2 Who is Dara’s wife? Turn to page 235 to check your guess.
3 Answer the questions.
1. What year is it? It’s 2062. 6. Were there any books at the school?
2. Is he older than 50? Yes, he is. Yes, there was.
3. How many children does he have? 7. Was he ugly? No, he wasn’t.
20 (10 girls and 10 boys) 8. Who was his English teacher’s
4. Is he poor? No, he isn’t. favourite student? Dara
5. Was his school bad? No, it wasn’t.
C10-3
Chapter 10, Unit 28, Lesson B
It’s all in the past: The swinging 60s: The year is 2062
This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
(2 mins): Lead in.
1. Write Today is (today’s day and month) 2062. On the board. Ask students to work out how old
they are. Can they still see? How do they feel? (Have fun! It’s silly!)
1 (3 mins): Activity 1. Students guess
1. Ask students to look at the picture and cover the text. What can they see? Who are the
people? What year is it in the picture?
2. Tell students to compare with their partner for a minute.
3. Get some answers from the class (but do not say who is right or wrong).
2 (5 mins): Activity 2. Students read and listen for the big idea (T.10.28.3)
1. Tell students that they are going to listen and read. Who are the people in the picture?
2. Tell students to read along with their finger. This helps students with dyslexia and also helps you
check no one is lost.
3. Ask instruction checking questions. Say: fingers ready? Play the recording.
4. Students listen and read along with their fingers.
5. Tell students compare their guess with their group/partner
6. Check the answer as a class. Tell students to turn to page 235 to check their guess!
TAPESCRIPT 10.28.3
See reading in activity 1
3 (7 mins): Activity 3. Students read for the answers
1. Write What year is it? on the board. Ask students: Is it 2015? Students: No! It’s 2062!
2. Ask students to point to the answer in the text.
3. Tell students to complete the rest of the questions in their notebooks.
4. Ask instruction checking questions and give a 5 minute time limit.
5. Students compare with their group/ partner
6. Check answers as a class.
- 174 -
 Chapter 10, Unit 28, Lesson B

4 (6 mins): Activity 4. Making notes

1. Write on the board: Today is 1st-January-2062. Pretend to be old! Tell students how old you
are. Ask students how old they are.
2. Tell students to make notes only about the questions in activity 4.
3. Ask instruction checking questions and give a time limit of 5 minutes.
4. Tell students to compare their answers with their group/partner.
5 (6 mins): Activity 5. Making notes
1. Write on the board: Today is 1st-January-2062. Pretend to be old! Tell students how you felt in
grade 7. Ask students how they felt in grade 7.
2. Tell students to make notes only about the questions in activity 5.
3. Ask instruction checking questions and give a time limit of 5 minutes.
4. Tell students to compare their answers with their group/partner
6 (10 mins): Activity 6. Writing
1. Tell students that they are going to write about their life now (in 2062) and their life long ago
when they were a kid in grade 7. Tell students to follow the model of Dara
2. Ask instruction checking questions and give a time limit of 7 minutes.
7 (5 mins): Activity 7. Post task
There are no right and wrong answers, but creative answers are always fantastic!
1. Point to the date on the board. Ask: What year is it? Students: 2062!
Encourage creativity! 2. Tell students that they are speaking to all their old school friends about their school days in
4 It’s the year 2062. You are old! Make notes about these things. grade 7. Ask Is grade 7 the present or the past? Students: Past! Ask: I am happy or I was
happy? Students: I was happy!
• What’s your name? • Are you rich? 3. Ask instruction checking questions and give a time limit of 3 minutes.
• How old are you? • How many houses do you have? (2 mins): Learner assessment and lesson wrap up
• Are you happy? • What do people drive? Assessing the success of the lesson. Not testing students!
• Do you have any children? How many? • What is cool about your town? 1. Ask some questions from Activity 5.
2. Are students answering in past simple? If not, why not?
5 Think about when you were a teenager in grade 7. Make notes about After the lesson: Thinking about the lesson (Reflection)
these things. Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
• Were you happy? Sad? Lonely? • What was cool about your town?
Think about the answers to these questions. You don’t have to tell anyone the answers!
• What were you good at? • Were there fun places to go?
1. Employers say they want employees who are able to think. Encouraging imagination
• What was in your town? • Who was your best friend? in students is a great skill they can use in the workplace. Did you encourage your students’
imagination?
6 Write about the past and the present. Use Dara’s dream to help you. 2. How can you help students be creative thinkers?
3. Your own question(s). ____________________________________________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
I remember English
class! I was the best ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
at English! No, you weren’t! ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
I was!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

១. និោជកនិយយាពួកគាចង់ាននិោជិក ដាលានគំនត ិ ។ ារលើកចិតសត ស

ិ សា ឲាយានគំនត
ិ សាមស
ើ ម
ា ា គឺាជំនញដ៏អាចរា យា
មួយដាលពួកគាាចបាើបាស់ៅកនលាងធវើារ។ តើអនកានលើក ទឹកចិតតសិសាសរបស់អនកឲាយានគំនិតសាមើសាមាដារឬទា?
២. តើអនកាចជួយសិសាសឲាយាលាយាអនកគិតបាកបោយគំនិតចនាបាឌិតយ៉ាងដូចមតាច?
៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

7 You are seeing all your old friends from grade 7! Talk about grade 7!
- 175 - C10-4
Chapter 10, Unit 28, Lesson C

28c The swinging 60s - Sweet 60s songs

Chapter 10, Unit 28, Lesson C
It’s all in the past: The swinging 60s: Sweet 60s songs
1 Look at the picture. Who is this? What did she do? (5 mins): Warmer. What I like about you is

1. Put students in groups of 4.

2. Write: What I like about you is… on the board.
3. Ask students to help you finish the sentence about you! (e.g. What I like about you is you’re a
good teacher. OR What I like about you is you’re funny.
4. Tell students that they are going to say nice things about each person in the group for 30
seconds! Students have to finish the sentence What I like about you is… ? with something true.
5. Tell students you are going to clap your hands at the end of 30 seconds and they need to
change the person they are talking about.
6. Ask instruction checking questions. (e.g. Are we saying good things, or bad things? )

1 (3 mins): Activity 1. Students guess

1. Ask students to look at the picture and cover the text. What can they see?
2. Ask students to talk to their partner and guess who this is and what her job was.
3. Tell students compare with their partner for a minute.
4. Get some answers from the class (but do not say who is right or wrong).

2 T.10.28.4
Read and listen. Why was this woman famous? She was a famous singer. 2 (5 mins): Activity 2. Students read and listen for the big idea (T.10.28.4)

Cambodia was famous for music and art in the 1950s and 1960s. People called
Phnom Penh The Pearl of South East Asia. It means they thought Phnom Penh was
the best place in South East Asia! There were lots of singers and dancers and
there were lots of parties! The best parties were in Phnom Penh and there were
lots of singers and musicians from all over Cambodia.
1. Tell students that they are going to listen and read and check their guesses.
2. Tell students to read along with their finger. This helps students with dyslexia and also helps you
check no one is lost.
3. Ask instruction checking questions. Say: fingers ready? Play the recording.
4. Students listen and read along with their fingers.
5. Tell students compare their answer with their group/partner
6. Check the answer as a class

Ros Sereysothea was a Cambodian singer. Some people think she was the best
Cambodian singer ever. She was born in Battambang in 1948. In the 50s, her
family was poor. They had no money and sometimes there was nothing to eat.
But they loved music. Her family were musicians and played musical instruments.
Her brother and her were the singers. People loved their music, so in the 60s, they
weren’t poor anymore. They were famous! She was short, but when she sang
she was very loud! She was beautiful and had a beautiful smile. She sang lots
of different songs. She sang happy songs, funny songs and she sang lots of sad
songs about love. People think the sad songs about love were her best. She was
in the cinema. She was a big star and very famous. Everyone loved her. She died
in the 1970s, but people still remember and love her songs. Singers still sing them
today!
See reading in activity 2
3 (10 mins): Activity 3. Students read for the answers
1. Write Was Phnom Penh the worst place in South East Asia? On the board.
2. Ask Was Phnom Penh the worst place in South East Asia? Students answer no. Tell students to
point at the answer in the text.
3. Tell students to complete the rest of the questions in their notebooks.
4. Ask instruction checking questions and give a 7 minute time limit.
5. Students compare with their group/ partner.
6. Check answers as a class.

3 Read the text again and answer the questions.

1. Was Phnom Penh the worst place in
South East Asia? No. It was the best!
2. Was she born in Phnom Penh? No, she wasn’t.
3. Was her family poor? Yes, they were.
4. Was there lots of food in her house?
No, there wasn’t.
C10-5
5. Was her brother a singer as well?
Yes, he was.
6. Was she good looking? Yes, she was.
7. Were her happy songs her best?
No, they weren’t.
- 176 -

4 Look at these pictures. Do you know who they are?
Student A: turn to page 236.
Student B: turn to page 240.
5 Use your imagination! Look at these people. Make up their life story!
Make notes about these things.
• Where were they born?
• When were they born?
6 Talk to your group about your person. Can they guess who? Do they
have other questions?
Was she famous?
Congratulations!
You inished Unit 28. Tick () the things you can do.
I can say what there was and wasn’t in the past.
I can ask questions about what there was and
there wasn’t in the past.
Chapter 10, Unit 28, Lesson C
4 (10 mins): Activity 4. Speaking
1. Tell students to look at the pictures and talk about the questions.
2. Put students into pairs.
3. Tell students to decide who is student A and who is student B.
4. Tell student As to raise their hands.
5. Tell student Bs to raise their hands.
6. Tell students that they will have 2 minutes to read about one of the people and then they will
have to ask and answer questions with their partner.
7. Ask instruction checking questions (e.g. Student As. What page?) and give a time limit of 7
minutes.
8. Check answers as a class.
5 (7 mins): Activity 5. Making notes
1. Tell students to look at the pictures and talk about them.
2. Tell students to choose one of the pictures, but not to tell their group!
3.
4.
Tell students to make notes about the questions.
Ask instruction checking questions and give a time limit of 5 minutes.
6 (7 mins): Activity 6. Speaking
1. Put students in groups of 4.
2. Tell students to take it in turns to speak about their person. Tell the group they can then ask
extra questions. Can they guess which picture they are talking about?
3. Ask instruction checking questions and give a time limit of 5 mins
(3 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not testing students!
1. Ask students to look at the “can do” statements.
• Why were they famous? 2. Compare with a partner.
• Were they smart? Funny? Naughty? 3. Ask students how they feel about the can do statements. Tell students not to worry about the
ones they don’t tick.
After the lesson: Thinking about the lesson (Reflection)
Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
1. Students are learning things other than English in class. For instance, they are learning
Yes, she was. about appropriate behaviour. If students are still learning, is it okay to yell at them when they
make mistakes?
2. When do you yell at students about their behaviour? Why?
3. What do you think is the best way to teach students about appropriate class behaviour?
4. Your own question(s). ____________________________________________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!
១. សិសសា នឹងរៀនពីអីវ ៗ ផាសង
ា ទៀតកាព
ា ា
ី ាអង់គស ាល ៅកនងុ ានក
ា ។
់ ឧាហរណ៍ពកួ គានង
ឹ រៀនអំពី ាកបាបកិរយ
ិ សមាយរមាយ។ បាសន
ិ បើ
សិសាសៅតារៀនោះ តើាមិនអីទាឬ កនុងារសាាកាក់សិសាស ៅពាលដាលពួកគាានកំហុស?
២. តើអនកសាាកាក់សិសាសអំពីាកបាបកិរិយរបស់ពួកគាៅពាលា?
៣. តើអនកគិតា វិធីអវីដាលលអបំផុត ដើមាបីបងាៀនសិសាសអំពីាកបាបកិរិយសមរមាយៅកនុងានាក់?
 ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

- 177 - C10-6
 Unit 29 - The good old days Chapter 10, Unit 29, Lesson A
It’s all in the past: The good old days: When I was young
29a The good old days - When I was young This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
1 Look at the photos. How old are they in the photos? What did they
do when they were young? Guess. Tell your partner.
1 (5 mins): Activity 1. Lead in the birds singing in the trees. They are more
fun to watch than Cartoon Network. Ugh! I
1. Write italized or italized on the board. don’t like Tom and Jerry!
2. Ask students about their grandparents Dara: Did you help your mum and dad at
(e.g. How old are they? When/Where they home a lot?
born). Grandma: Yes, Dara. I helped them a lot. I
3. Ask students what they think their cooked breakfast every day. My sister
grandparents did/didn’t do when they cleaned the house. My brother helped my
were their age. dad. Everyone was busy. In our day, children
4. Tell students to work in pairs. Tell them to helped their mum and dad a lot. Do you
look at the photos in activity 1 for ideas. help your mum and dad, Dara?
5. Ask instruction checking questions and Dara: Hmmm….
give a time limit of 2 minutes. Bopha: Did you cycle to school?
2 T.10.29.1 Listen to grandma. Did you guess right? 6. Collect some ideas as a class. Ask some Grandma: No, I didn’t. I walked to school. I
students why they think so. Accept all walked with my friends. We walked for 2
answers.
3 T.10.29.1 Listen again. Answer the questions with No, she didn’t or hours to go to school.
Sophal, Dara, Bopha: Wow!
Yes, she did. 2 (5 mins): Activity 2. Students listen for the
Sophal: Did you have a phone?
big idea (T10.29.1)
1. Did grandma play computer games? _____________
No, she didn’t. Grandma: No, I didn’t. We didn’t have
1. Tell students that they are going to listen phones when I was your age. We talked with
2. Did she watch T.V? _____________
No, she didn’t. to Sophal’s grandma talking about when our friends face-to-face, not on a phone!
3. Did she cook? _____________
Yes, she did. she was young. Sophal: Grandma, did you have internet?
4. Did she clean the house? _____________
No, she didn’t. 2. Ask instruction checking questions (e.g. Were you on Facebook?
5. Did she cycle to school? _____________
No, she didn’t. Are you writing or listening? Listening). Grandma:Sophal! Now, you’re being silly!
6. Did she have a phone? _____________
No, she didn’t. 3. Ask students how many of their guesses No one was on Facebook when I was 13.
are right. Talk about their guesses quickly. No one was on Facebook when I was 50!
4 Look at the sentences. Answer the questions. TAPESCRIPT 10.29.1 3 (7 mins): Activity 3. Students listen for the
answers (T10.29.1)
Sophal: Hi Grandma, can we ask you
I walked for 3 hours. I didn’t walk for 3 hours. questions about when you were a child? 1. Tell students to listen again and answer
She walked for 3 hours. She didn’t walk for 3 hours. Grandma: Oh…I don’t remember very well the questions in their notebooks.
He walked for 3 hours. He didn’t walk for 3 hours. now, but I’ll try. Who gets the first question? 2. Ask instruction checking questions.
It walked for 3 hours. It didn’t walk for 3 hours. Bopha: Me! Grandma, did you play games 3. Tell students to compare their answers
when you were a child? with their classmates.
We walked for 3 hours. We didn’t walk for 3 hours.
Grandma: Of course I did! I played games 4. Give a time limit of 30 seconds.
They walked for 3 hours. They didn’t walk for 3 hours. with my friends. I had a lot of friends. 5. Check answers as a class.
You walked for 3 hours. You didn’t walk for 3 hours. Sophal: Oh and Grandma, did you play
games on the computer? 4 (10 mins): Activity 4. Grammar box
Did I walk for 3 hours? Yes, I did. Grandma: No I didn’t. Sophal, we played 1. Tell students to complete the exercises in
Did she walk for 3 hours? Yes, she did. games with our friends, not with computers. the grammar box in their notebooks.
Did he walk for 3 hours? No, he didn’t. How can you play games with a computer? 2. Help as necessary, but let students guess
Did it walk for 3 hours? No, it didn’t. Computers aren’t fun! / think about the rules.
Did they walk for 3 hours? Yes, they did. Sophal: Did you watch T.V. when you were 3. Ask questions to help students.
Did we walk for 3 hours? Yes, we did. 13 years old? 4. Give a time limit of 7 minutes.
Grandma: Hmmm…we didn’t have T.V at 5. Check answers as a class.
Did you walk for 3 hours? No, you didn’t.
home. I never watched T.V. But I watched

C10-7 - 178 -

Yes or No? 5 (3 mins): Activity 5. Writing
1. Walked, liked, talked, played are examples of past simple verbs. yes
_______ 1. Put students into groups of 4/ 5.
2. Tell them to write 3 questions each to ask
2. We use past simple verbs to talk about the past. yes
_______ the teacher (you!). These questions are
3. We use the past simple verbs to talk about now. no
_______ about when you were young. Tell them to
4. We use the past simple verbs to talk about when we were 3 years old. yes
_______ write their questions on pieces of paper.
3. Ask instruction checking questions and
5. We add -ed or d to make the past simple. yes
_______ give a time limit of 4 minutes.
4. Walk around and help students as necessary.
Which words are in the past simple form? Choose. Write in your notebooks.
(3 mins): Activity 5. Speaking and guessing
1. Tell students to swap papers.
listen cook liked 2. Tell each group to guess what the answers
are to the other groups’ questions.
walk watch lived cleaned finish 3. Ask instruction checking questions and
give a time limit of 3 minutes.
helped play stopped ask 4. Let students ask you some of the ques-
tions. Answer the ones you want to answer.
If questions are too personal and you’d
rather not answer them, you may say
Write the past simple forms of the Correct the mistakes. the answer is secret and / or that students
other words in your notebooks. 1. When I was 6 years old, should find the answers out themselves.
1. listen – listened 4. finish - finished I walk walked to school. 6 (5 mins): Activity 6. Writing
2. cook - cooked 5. play - played 2. Did you watched watch TV last night?
1. Write When I was 6 years old… on the board.
3. walk - walked 6. ask - asked 3. No, I didn’t watched watch TV. 2. Ask some questions about when you
were 6 years old. Encourage students to
5 Write questions. Ask your teacher. guess the answers (e.g. Did I live in Phnom
Penh when I was 6 years old?)
3. Tell students to complete the sentences
Miss Mom, did you in activity 6 about when they were 5
years old.
play football when No, I didn’t. 4. Ask instruction checking questions and
you were 8 years old? give a time limit of 4 minutes.
7 (5 mins): Activity 7. Writing
1. Tell students to put their pens down and
look at you / the board.
6 Complete the sentences about you. 2. Write Did you live….? on the board. Tell
students to complete the question.
3. Point to activity 7 in the student’s book
When I was 5 years old,…… and do the second question as a class.
I ________________ (live) in __________________________________. Write the question on the board.
4. Tell students to complete the questions in
I ________________ (play) ____________________________________. their notebooks.
5. Ask instruction checking questions and
I ________________ (watch) __________________________________.
give a time limit of 4 minutes.
I ________________ (lke) _____________________________________. 6. Walk around and help students as necessary.
8 (5 mins): Activity 8. Speaking
7 Write questions. 1. Put students in pairs.
2. Tell students to ask and answer questions
about their childhood using the question
Questions My answers My friend’s answers
in activity 7.
1. Did you live in Siem Reap? No, I didn’t. 3. Ask instruction checking questions and
give a time limit of 4 minutes.
2.
4. Walk around and help students as necessary.
3. (2 mins): Learner assessment and lesson wrap up
4.
1. Ask students some questions in activity
5. 7. How many students did / liked / watched
the same things?
2. Praise students who worked hard and
8 Ask your partner your questions. Did your partner do the same helped their classmates today. Encourage
the others.
things as you?
After the lesson: Thinking about the lesson
- 179 - (Reflection)
Chapter 10, Unit 29, Lesson A
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. All classrooms are different and all students
are different. Some are good at speaking
and some are good at writing. Some
students learn faster than others. Others
learn better through pictures and still
others learn better through movements.
How well do you know your students?
Do you pay attention to how your students
are learning? What are some of your
students’ learning styles?
2. Do you vary your activities such that the
learning needs of most (if not all) students
are met?
3. How do you keep fast-finishing students
from being bored? Having extra activities
for them and getting them to help you
with small tasks might help (e.g. erasing
the board, distributing papers). Any more
ideas?
4. How can you help students who work
slowly? Encouraging them to read the
lessons in advance and giving them extra
homework might help. Any more ideas?
5. Your own questions: _________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. ានកា រ
់ ៀនាំងអស់គខ ឺ សុ គនា ហើយសិសសា ាំងអស់កខ ៏ ស
ុ គនា
ដារ។ សិសាសខលះពូកាាងនិយយ ហើយ សិសាសខលះទៀត
ពូកាាងសរសារ។ សិសាសខលះរៀនឆប់យល់ាងសិសាស
ដ៏ទាទៀត។ សិសាសផាសាងទៀត រៀនានលអាងាមរយៈ
រូបាព ហើយៅានសិសាសមួយចំនួនទៀត រៀនានលអ
ាងាមរយៈារធវើ សកមមាព។ តើអក ន ាគលា ស
់ ស ិ សា របស់
អនកចាាស់យ៉ាងដូចមតាចដារឬទា? តើអនកានយកចិតតទុក
ាក់ ពីរបៀបដាលសិសាសរបស់អនកកំពុងសិកាាដារឬទា?
តើរបៀបសិកាារបស់សិសាសអនកគឺអវីខលះ?
២. តើអនកានផលាស់បតូរសកមមាពបងាៀនរបស់អនកៅាម
តមាវូ ារសិកា ា ាក់សង ាត ដាលាចឆលយ ើ តប ចំោះសិសសា
ាគចាើន (បាសិនបើមិនានាំងអស់) ដារឬទា?
៣. តើអក ន ធវយ
ើ ង
ា៉ ដូចមតច ា ដើមបា ក ី ឲ
ំុ យា សិសសា ដាលធវកើ ច
ិ ាច រចប់
លឿនមុនគាធុញទាាន់? ារាក់កិចចារ បនថាមឲាយពួកគា
និងារឲាយពួកគាជយ ួ ធវក ើ ច ិ ា
ច រតូចាច (ឧាហរណ៍ដច ូ ា
លុបាតារខៀន ចាកសនលឹក កិចចារាដើម) បាហាលាាច
ជួយពួកគាកុំឲាយធុញទាាន់ាន។ តើអនកានមតិោបល់
អវីបនថាមទៀត?
៤. តើអនកាចជួយសិសាសដាលធវើកិចចារយឺតយ៉ាងដូចមតាច?
ារលើកទឹកចិតតឲាយពួកគាានមារៀនាមុន និងារាក់
កិចចារផទះបនថាម បាហាលាាចជួយពួកគាាន។ តើអនក
ានមតិោបល់អវីបនថាមទៀត?
៥. សំណួរផទាល់ខលួនរបស់អនកៈ__________________?
C10-8
Chapter 10, Unit 29, Lesson B
29b The good old days - How was your weekend?
Chapter 10, Unit 29, Lesson B
It’s all in the past: The good old days: How was your weekend?
1 T.10.29.2
Look at the picture. Match the words with the pictures. Listen This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
and repeat.
(7 mins): Warmer. Was/Were review
1. cover 1. Write was / wasn’t / were / weren’t on the
2. miss board.
2. Put students into 4 groups. Assign a word
3. cry for each groups (i.e. group A - was, group
4. wait B – wasn’t, group C – were, group D –
weren’t).
5. call 3. Assign gestures for each group (e.g.
Group A – stamp feet, Group B – clap
6. carry hands, Group C – stand up, Group D –
say ‘hooray’)
4. Tell students that you are going to read a
story, but there are gaps.
5. Tell students to complete the gaps with
was, wasn’t, were, and weren’t. They
do this by doing the gestures assigned to
their groups if they think their word fits (e.g.
There ____ a boy. Group A stamp their
feet).
6. Tell students to close their books.
7. Ask instruction checking questions.
8. Read out texts from unit 28. Read at a
2 Read quickly. Did Avorng have a good weekend? slightly slower pace and stop whenever
you see was, wasn’t, were or weren’t. Let
the teams do the gestures for these
words.
Dara: Hi Avorng! How was your weekend? 9. If two or more teams do their gestures,
Avorng: My weekend? Well, I was tired! read the sentence again. Then point to
the team with the correct word.
Dara: Did you eat a lot at the weekend? 10. Continue with 2 or more short texts from
the book until your time is up.
Avorng: No, I didn’t. I looked for some food but I gave it all to Arunny. Then I
(5 mins): Lead in
waited for her to sleep! She cried a lot. She cried for 3 hours on Saturday
1. Write How was your weekend? on the board.
and 4 hours on Sunday! I didn’t sleep at all! 2. Collect some ideas from students and
write some of their answers on the board.
Dara: That’s not cool! Did you watch football with Sophal?
Don’t write long sentences, just words
Avorng: No, I didn’t. I wanted to watch football, but I carried Arunny all the time! and phrases. Write quickly.
3. Ask questions to help students (e.g. Were
I covered her with leaves too. Then I changed the leaves. She didn’t you happy? Did you have a busy
weekend?)
like them. 4. Ask students to work in pairs and ask and
Dara: Oh, I see. Hmm..Did you visit your friends at the weekend? answer questions about their weekend.
5. Ask instruction checking questions and
Avorng: No, I was too tired. I played with the baby. Then I cleaned my nest. give a time limit of 3 minutes.
6. Ask for some answers as a class.
Then my dad called. He wanted to see Arunny too!
1 (5 mins): Activity 1. New words (T.10.29.2)
Dara: Oh, but did your friends visit you?
1. Tell students to look at the picture in activity 1.
Avorng: Yes, they did! They visited me on Saturday and Sunday. Sophal and 2. Tell them to guess what the pictures are
Bopha visited me. They played and talked to Arunny, but you didn’t in pairs.
3. Tell them to number the pictures and
visit me, Dara! write their guesses in their notebooks.
4. Ask instruction checking questions and
Dara: Oh, but I’m here now! Here’s some ice cream for you. Did you miss give a time limit of 3 minutes.
me, Avorng? 5. Tell students to listen and check. Tell them
to point to the pictures as they listen.
Avorng: Hmm…Maybe! 6. Tell students to listen and repeat. Again,
- 180 - ask them to point to the pictures as they
C10-9 listen.
TAPESCRIPT 10.29.2
If you do not have the recording, say each
word (or phrase) 2 times.e.g. Say: Hello
(wait for students to repeat) Say: Hello (wait
for students to repeat)
cry / wait / carry/ cover / call / miss /
2 (5 mins): Activity 2. Students read for the
big idea
1. Tell students that the pictures in activity 1
are all about Avorng’s weekend.
2. Tell them to read the text quickly.
3. Ask instruction checking questions and
give a time limit of 3 minutes.
4. Ask: How was Avorng’s weekend? Did he
have a good weekend? Did he have a
boring weekend?
5. Check answers as a class.
3 (7 mins): Activity 3. Students read for the
answers
1. Tell students to read the text again and
complete the sentences in activity 3 in
their notebooks.
2. Ask instruction checking questions and
give a time limit of 4 minutes.
3. Tell students to compare their answers
with their partners / groups.
4. Check answers as a class.
4 (4 mins): Activity 4. Grammar box
1. Tell students to close their books and look
at you / the board.
2. Write Yesterday, I walk to school. Ask
students if this is correct. Ask what is wrong.
3. Add –ed to walk. Ask students if this is
correct. Ask why.
4. Tell students that some words like cry
change spelling when used in the past.
5. Tell students to open their books. Ask
them to look how cry is spelt.
6. Tell them to write the past forms of the
rest of the verbs in their notebooks.
7. Ask instruction checking questions and
give a time limit of 2 minutes.
8. Tell students to compare their answers
with their partners.
9. Check answers as a class.
5 (3 mins): Activity 5. Pronunciation (T.10.29.3)
1. Tell students that there are 3 ending
sounds for past simple verbs. Write them
on the board (i.e. /t/, /d/, /id/)
2. Tell students to listen and write the words
in the correct column.
3. Tell students to compare their answers
with their partners.
 Chapter 10, Unit 29, Lesson B
4. Play the recording again. Tell students to Reflection is important and all good teachers
3 Read again. Tick () or cross (). compare their answers with their partners. do it. It doesn’t matter if everything went
5. Check answers as a class. wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
1. Avorng didn’t look for food. 
______________ TAPESCRIPT 10.29.3
Think about the answers to these questions.
2. Avorng didn’t sleep because his baby cried a lot. 
______________ If you do not have the recording, say each You don’t have to tell anyone the answers!
3. Avorng watched football. 
______________ word (or phrase) 2 times.e.g. Say: Hello
(wait for students to repeat) Say: Hello (wait 1. You can’t learn a new language if you
4. Avong’s dad didn’t want to visit the baby. 
______________ for students to repeat) don’t use it. Students should be encouraged
to speak English in class. Students don’t
5. Dara visited Avorng at the weekend. 
______________ /t/ /d/ /id/ get enough practice using English
6. Avorng’s weekend was busy. 
______________ missed covered waited
outside the classroom, so it’s important
they practice in class. Did your students
liked called carried have enough opportunities to ‘use’ English
4 Look at the sentences. What’s the rule? Can you write the words? cooked cried hated in today’s lesson?
watched played wanted 2. Students at this level probably do not
have enough English yet. This will make
Arunny cried a lot! cry carry them use Khmer in class, to ask you
(3 mins): Stirrer. TPR game! questions or to discuss some ideas.
Avorng carried Arunny. 1. Tell students to close their books. Tell them What do you do when you hear students
try marry dry talking in Khmer? What do you do if they
to stand up. answer in Khmer?
Can you write the words? 2. Tell them you are going to say some words 3. When your students respond in Khmer,
and that they have to do the corresponding one good thing to do is to ‘recast’ their
cry – cried marry - married try - tried action. answers in English. This means you say
carry - carried dry - dried The rule: We change y to i and add - ed. / t / - students sit down them in English, but also make sure that
/d / - students step forward students understood what you said.
/ id / - students step backwards Responding to them in English is also a
3. Practice with one or two words from the book. good idea. Any more ideas? Does
5 T.10.29.3 Listen. Is it /t/ /d/ or /id/? Write the words in your notebooks. 4. Put students into groups of 4/5. miming/use of gestures help?
5. Assign a reader in each team. The reader 4. Your own questions: _________________?
reads out words from the book.
covered missed called cried waited carried 6. Other team members listen for the ending បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
sounds and do the corresponding action. (ារឆលុះបញចាំង)
liked hated wanted played cooked watched 7. Ask instruction checking questions and
give a time limit of 2 minutes. ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
/t/ /d/ /id/ 8. Go around and help students as necessary. ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
6 (5 mins): Activity 6. Writing មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
watched played carried
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
1. Put students into pairs.
“លអឥតខចាះ” ោះទា!
missed covered waited 2. Tell students to write a conversation about
their weekend. Tell them to use the text in ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
cooked called hated activity 1 as an example. មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
3. Ask instruction checking questions and
liked cried wanted give a time limit of 4 minutes. ១. អនកមិនាចចាះាាថមីានទា បាសិនអនកមិនបាើបាស់
ា។ សិសសា គួរតាវូ ានលើកទឹកចិតឲ ត យា និយយ ាាអង់គស ាល
7 (4 mins): Activity 7. Speaking
ៅកនុងានាក់។ សិសាសមិនានអនុវតតារបាើបាស់ាា
6 Work with your partner. Write about your weekend. 1. Tell students to swap papers/notebooks អង់គលាសានគាប់គាន់ទា ៅកាាានាក់រៀន ដូចនាះា
with other pairs. សំាន់ាស់ ដាលពួកគាអនុវតតបប ើា សា ា ់ ាអង់គស ាល
2. Tell students to practice the conversation ៅកនង ុ ានក
ា ។់ តើសស ិ សា របស់អក ន ានឱាសគាបគ ់ នា ់ ដើមបា ី
Sophal: Did you have a good weekend, Dara? in their pairs. បាបើ ស ា ា់ ាអង់គស ាល សមាប ា ម់ រ ា ៀនថងន ា ះា ដារឬទា?
3. Ask instruction checking questions and ២. សិសាសកមាិតនាះ បាហាលាមិនាន់ានចំណាះដឹងផនាក
Dara: Yes! I watched TV on Saturday. I watched TV for 4 hours. give a time limit of 30 seconds. ាាអង់គស ាល គាបគ ់ ន ា ៅ
់ ឡើយទា។ មូលហាតន ុ ះា នឹង
4. Tell students to swap papers again. ធវើឲាយពួកគាបាើបាស់ាាខមារៅកនុងានាក់ ដើមាបីសួរអនក
Sophal: ….. Students practice the conversation. Give ឬក៏ពិាកាាគំនិតមួយចំនួន។ តើអនកនិងធវើយ៉ាងដូចមតាច
a time limit of 30 seconds. ៅពាលដាលអនកលឺសស ិ សា និយយគនា ា ាាខមរា ? ហើយ
5. Repeat until students have had 3/4
តើអកន និងធវយ ើ ង ា៉ ដូចមតច ា បាសន ិ បើពក ួ គាឆយ ើល ាាាខមរា ?
different conversations.
៣. ៅពាលដាលសិសាសរបស់អនកឆលើយាាារខមារ វិធីដ៏លអ
មួយដាលតាូវធវើគឺ និយយចមលើយរបស់ពួកគា ាាា
7 Speak to your partner. (2 mins): Learner assessment and lesson wrap up
អង់គលាសវិញ។ នាះគឺានន័យាអនកនិយយចមលើយាំង
1. Ask some students what they did last ោះាាាអង់គលាស ប៉ុនតាតាូវបាាកដ ផងដារា សិសាស
weekend. យល់នូវអវីដាលអនកាននិយយ។ ារឆលើយតបាាា
Did you have a good 2. Praise students who consistently tried
អង់គលាសៅាន់ពួកគា ក៏ា គំនិតដ៏លអមួយផងដារ។ តើ
weekend, Dara? Yes! I watched TV on Saturday. speaking in English today. Encourage the
អនកានគំនត ិ អវប ី នថម ា ទៀត? តើារធវត ើ បា ា់ ម ឬបាប ើ ស ា ់
others.
I watched TV for 4 hours. ាយវិាាច ជួយសិសាសឲាយយល់ានដារឬទា?
After the lesson: Thinking about the lesson ៤. សំណួរផទាល់ខលួនរបស់អនកៈ__________________?
(Reflection)
- 181 - C10-10
Chapter 10, Unit 29, Lesson C
29c The good old days - The best holiday ever!
Chapter 10, Unit 29, Lesson C
It’s all in the past: The good old days: The best holiday ever!
1 Draw the timeline in your notebooks. Order the words. Write This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
them on the timeline.
a long time ago last week 3 days ago yesterday last night now
(7 mins): Warmer. Lip Reading
1. Put students into groups of 3 /4.
2. Tell students to look at you.
3 days ago last week yesterday last night a long time ago 3. Tell them you are going to say a word
silently. They will guess the word by look-
ing at the movements of your mouth.
T.10.29.4
Listen and check. Listen and repeat. 4. Say some words / phrases students know,
either from this unit or the previous ones.
3 (3 mins): Activity 3. Students listen for the
NOTE: This activity can also be done in
2 Look. Who had a good holiday? Who had a boring holiday? Guess. small groups. Select a student in each
group with relatively good pronunciation to
Tell your partner. say the words quietly. Ask students to keep
track of their scores.
1 (7 mins): Activity 1. New words (T.10.29.4)
1. Tell students to look at you. Write some
examples of regular past simple verbs on
the board (e.g. hated, liked, watched)
2. Ask students what these words have in
common (-ed endings). Ask them why
(they’re written in their past simple forms).
3. Draw a timeline on the board like this:
now
4. Tell students that these verbs are used
when talking about the past, before now.
Point to the left side of the timeline.
5. Tell them that we use some words to talk
about the past too (e.g. yesterday, a
long time ago, 3 days ago, last week)
6. Tell them to order and write the words
on the timeline (i.e. a long time ago, last
week, 3 days ago, yesterday, last night) in
their notebooks.
7. Ask instruction checking questions and
give a time limit of 4 minutes.
3 T.10.29.5
Listen. Did you guess right? Write the names. 8. Tell students to listen and check.
9. Tell students to listen and repeat.
TAPESCRIPT 10.29.4
If you do not have the recording, say each
word (or phrase) 2 times.e.g. Say: Hello
(wait for students to repeat) Say: Hello (wait
for students to repeat)
a long time ago / last week / 3 days ago /
yesterday / last night/ now
2 (5 mins): Activity 2. Lead in and students
guess
1. Tell students to look at the photos in
activity 2. Tell them that these kids went
on holiday.
- 182 -
C10-11
2. Tell students in each group to talk about
who had a good holiday and a boring /
not exciting holiday. Ask them why they
think so.
3. Ask instruction checking questions and
give a time limit of 3 minutes.
4. Collect ideas from the class. Accept all
answers.
big idea (T10.29.5)
1. Tell students to listen and check if they
guessed right.
2. Tell students to listen and match the
pictures with the people.
3. Ask instruction checking questions.
4. Check answers as a class.
TAPESCRIPT 10.29.5
Hi! My name is Chinedu. I’m from Nigeria in
Africa. Two years ago, I had the worst
holiday ever! Guess what happened! Well I
went camping with my friends. We stayed on
the mountain for 3 days. On the first day,
it rained! We all got wet. We were really
cold. We didn’t play any games. There was
a very strong wind. We just watched the
trees dance. It was so dark we couldn’t
make a fire! Then on the second day I heard
strange noises. I was so scared. I knew I
heard monster noises. I called my mum, but
she didn’t answer. I didn’t sleep that day. On
the last day, something happened. It made
me cry. Can you guess what happened?
Hi! My name is Chisum. I’m from the
Philippines. Last week, I had the best holiday
ever! Guess what happened! Well, I went
swimming with my family. We went to 3
beaches! On the first day, we travelled by
boat. We ate and sang songs on the boat.
We travelled for 4 hours. We were very
excited. Then we went to an island. We
stayed there for the night. Mum cooked
dinner and we ate at the beach. It was the
most delicious meal ever. I also met a nice
boy. We played volleyball on the beach.
I really like him. Yesterday we travelled back
home. Something happened on our way
home. It made me really happy. Can you
guess what happened?

4 T.10.29.5 Listen again. Answer the questions with No, he/she didn’t and 4 (7 mins): Activity 4. Students listen for the
answers (T10.29.5)
Yes, he/she did. 1. Tell students to listen again and answer
the questions in their notebooks.
1. Did Chinedu enjoy his holiday? ______________
No, he didn’t. 2. Ask instruction checking questions.
3. Tell students to compare their answers
2. Did he make a fire? ______________
No, he didn’t. with their partners. Give a time limit of 1
3. Was he scared? ______________
yes, he was. minute.
4. Check answers as a class.
4. Did Chisum play sports? ______________
yes, she did.
5 (10 mins): Activity 5. Writing
5. Did she sleep on the island? ______________
yes, she did.
1. Put students in groups of 3 /4.
6. Was she sad? No, she wasn’t.
______________ 2. Talk about the last days of Chinedu and
Chisum’s holidays. What do they think
made Chinedu cry on the last day? What
5 Write the ending to the stories. Which story has a happy ending? made Chisum really happy?
3. Ask some students their ideas. Accept
Which story has a boring ending? all answers. Ask questions to help them if
necessary.
4. Tell students that they are going to write
On the last day, Chinedu...
_________________________________________________________________________ the ending of each story. Tell them to
write on pieces of paper.
5. Ask instruction checking questions and
_________________________________________________________________________
give a time limit of 8 minutes.
6. Walk around and help students as necessary.
_________________________________________________________________________
7. Tell students to compare their story
endings with that at the back of the book.
_________________________________________________________________________
6 (6 mins): Activity 6. Speaking
_________________________________________________________________________ 1. Ask students to swap pieces of paper.
2. Tell them to read the other groups’ writing
and decide if they like the ending or
not. Students put a smiley face if they like
Turn to page 236. Is your story ending the same or different? the ending.
3. Ask instruction checking questions and
give a time limit of 1 minute.
6 Swap papers. Read your classmates’ story endings. Do you like it? 4. Then ask students to swap papers again.
Continue until each group has read all
Draw the other groups’ writing.
5. Ask a few students to read their story
endings in front of the class.
Congratulations! (5 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not
You inished Unit 29. Tick () the things you can do. testing all the students!
I can talk about when I was young.  1. Ask students to look at the “can do” state-
ments.
I can talk about what I did at the weekend.  2. Compare with a partner.
3. Ask students how they feel about the can
I can ask and answer questions about when do statements. Tell students not to worry
I was young.  about the ones they don’t tick.
I can write an ending to a story.  After the lesson: Thinking about the lesson
(Reflection)
I can say some words that end with /t/, /d/ and /id/.  Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
- 183 -
Chapter 10, Unit 29, Lesson C
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Teachers learn from each other. It’s
good to talk to your fellow teachers
about things happening in your class-
room – whether good or bad. When
you share your experience with other
teachers, you help create an environment
where people learn from each other. Do
you discuss / talk to your fellow teachers
about your students / your teaching? How
often?
2. How happy are you to talk about things
that you feel didn’t go right in your
classroom? If you aren’t happy, why do
you think this is? Remember, we all learn
from our mistakes.
3. Do you share activities and teaching
strategies that worked well in your class to
your fellow teachers? Remember, sharing
is the key. Learn from your fellow teachers
as they too, learn from you.
4. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. គារូ ៀនពីគៅាន វិញៅមក។ ាារឿងដ៏លម អ យួ កនង
ុ ារនិយយ
ាមួយគាូរួមាជីពអំពីអវី ៗ ដាលាន កើតឡើងៅកនុង
ានាក់រៀនរបស់អនក ោះាារឿងលអ ឬារឿងមិនលអក៏
ោយ។ ៅពាលដាលអនក ចាករំលាកបទពិោធន៍របស់
អនកាមួយគាូផាសាងទៀត អនកជួយបងកើតបរិយាសមួយ
ដាលមនុសាសានា រៀនពីគនាាន។ តើអនកានពិាកាា ឬ
ជជាកាមួយគាូរួមាជីព អំពីសិសាស ឬារបងាៀនរបស់
អនកដារឬទា? ហើយតើាញឹកាប់ប៉ុាណាដារ?
២. តើអនកសបាាយចិតតយ៉ាងាដារ កនុងារនិយយអំពីអវី ៗ
ដាលអនកានារមមណា ៍ ាដំណរើ ារៅ មិនានតាម ឹ តាវូ
ៅកនង ុ ានក
ា រ់ ៀនរបស់អកន ? បាសន ិ បើអកន មិនសបាាយចិតត
កនុងារនិយយដូចនាះ ហាតុអវីានាអនកគិតដូចនាះ? ចូរ
ចងាំាយើងរៀនពីកំហុសរបស់ពួកយើង?
៣. តើអនកានចាករំលាកសកមមាព និងយុទធវិធីបងាៀនដាល
ដំណើរារៅានលអ ៅកនុងានាក់ របស់អនកាមួយគាូ
រួមាជីពដារឬទា? ចូរចងាំាារចាករំលក ា បទពិោធន៍
គឺាគនលះឹ ដ៏សា ំ ន់។ អនករៀនពីគរូា មួ ាជីព ដូចដាលពួកគា
រៀនពីអនកផងដារ។
៤. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?
C10-12
 Unit 30 - Cool memories Chapter 10, Unit 30, Lesson A
It’s all in the past: Cool memories: What happened, really?
30a Cool memories - What happened, really? This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
1 What’s happening in the picture? Guess. Tell your partner.
(7 mins): Warmer. Play Sentence relay Mr. Sovann: Tell me the truth Bopha. Did
you take Arunny last week?
1. Say a sentence (e.g. Yesterday, I walked
Bopha: No, I didn’t see Arunny last week.
to school). I didn’t visit Avorng. I went shopping with my
2. Have another student say your sentence friends after school. I bought 3 pairs of shoes
and add his/her sentence (e.g. Yesterday, and a notebook. Then I went home, I had
Miss Mom walked to school. I cooked dinner. I did my homework then I slept at 9.00.
dinner.)
Mr. Sovann: Hmm….Alright then. Now Linda,
3. Call another student to say both sen- tell me the truth. Did you take Arunny last week?
tences and add his/her own sentence
Linda: Of course not, Mr. Sovann. I hate
(e.g. Yesterday, Miss Mom walked to school. birds! I took my dog for a walk last week at
I cooked dinner and Sophal helped his
the park. When I came back home, I spoke
mum). to my friends in England on the computer.
4. Tell students they are going to play the Mr. Sovann: OK. OK. I get it. It’s your turn
same game in big groups. Dara. Tell me the truth. Did you take Arunny
5. Tell them they can’t write. They have to last week?
remember the sentences without writing. Dara: No, no, no. No, I didn’t Mr. Sovann. I
6. Put students into 2 big groups. was really busy last week. After school, I
7. Put them in a circle.
helped my mum and I played football
8. Students take it in turns to say a sentence, with Sophal. Then I bought some presents
one sentence building from the other,
for my youngest sister. But I… I forgot to do
until the last student has said everybody’s my homework!
sentence. Mr. Sovann: Is that so, Dara? Hmmm…
1 (3 mins): Activity 1. Lead in Sophal, tell me the truth now. Where is
Arunny? Did you take her last week?
1. Tell students to look at the picture in activity Sophal: No, Mr Sovann. I was really busy
1. Ask: What’s happening? (Arunny is missing) last week too. I did my homework and
2. Tell students to guess what happened to I swam in the river. I also played football with
Arunny with their partners. Did somebody Dara. Oh, I remember now, I saw Arunny
take her? Who took her? flying! Yes, she flew past me by the river!
3. Ask instruction checking questions and Arunny: Hi! Were you looking for me? I went
2 T.10.30.1
Listen. Did you guess right? Who took Arunny? give a time limit of 1 minute. swimming last week, but I will never do it
4. Collect ideas from the class. Accept all again!
answers.
3 (7 mins): Activity 3. Students listen for the
3 T.10.30.1
Listen again. Put a tick () or a cross () next to the sentences. 2 (5 mins): Activity 2. Students listen for the answers (T.10.30.1)
big idea (T.10.30.1)
1. Bopha went shopping yesterday. 
__________
1. Tell students to listen and check if their
1. Tell students to listen again. They tick or
cross the sentences in activity 3.
2. Linda phoned her friends in England. 
__________ guesses were right. 2. Ask instruction checking questions.
2. Ask: Did you guess right? Who took Arunny?
3. Dara bought some shoes. 
__________
3. Check answers as a class.
3. Tell students to compare their answers
with their partners / groups.
4. Dara didn’t do his homework. 
__________ 4. Check answers as a class.
5. Sophal went swimming yesterday. 
__________
TAPESCRIPT 10.30.1

6. Sophal saw Arunny by the river. 

__________
Avorng’s baby is missing. Who took her?
Mr Sovann is here to help. He will find out
who took Avorng’s baby.

C10-13 - 184 -
 Chapter 10, Unit 30, Lesson A

4 Look at the sentences. Answer the questions. 4 (8 mins): Activity 4. Grammar box (T.10.30.2) 2. Check students’ pronunciation as a class.
Don’t single students out. Drill some words
1. Tell students to complete the exercises in they consistently pronounce wrong class.
the grammar box. 3. Praise students who came to class on
She bought a notebook. They bought a notebook. 2. Help as necessary, but let students guess time today. Encourage the others.
Did she buy a notebook? Did they buy a notebook? / think about the rules.
3. Ask questions to help students. After the lesson: Thinking about the lesson
Yes, she did. Yes, they did. 4. Give a time limit of 5 minutes. (Reflection)
No, she didn’t. No, they didn’t. 5. Tell students to listen and check.
6. Check answers as a class. Reflection is important and all good teachers
do it. It doesn’t matter if everything went
TAPESCRIPT 10.30.2 wrong. What’s important is to learn from it!
Tick () or cross (). Remember, no lesson is ever “perfect”!
If you do not have the recording, say each
1. Bought, took, and wrote are examples of past simple verbs.  word (or phrase) 2 times.e.g. Say: Hello Think about the answers to these questions.
(wait for students to repeat) Say: Hello (wait You don’t have to tell anyone the answers!
2. We use past simple verbs to talk about now.  for students to repeat)
1. We said earlier that younger students
3. We use did when asking questions in the past.  go - went / come - came / drink – drank / work best to classroom rules that are fair
T.10.30.2
read – read / speak – spoke / do – did / see and unchanging. They help students
Match the words with their past forms. Listen and check. Listen and – saw / swim – swam / take – took / put – put understand what is expected of them.
What were your rules this year?
repeat. 5 (8 mins): Activity 5. Writing 2. Were they effective?
read put spoke did took 1. Write one true and one false sentence 3. Did the rules change throughout the
about you on the board (e.g. I liked year? How?
saw drank swam came 4. Did the way you deal with rule breakers
walking when I was 3 years old).
2. Tell students to guess which is true and change? How?
1. go - went 6. do - did 5. What rules do you think you’ll keep for
which is false.
7. see - saw 3. Put a tick next to the true sentence and next year? Which ones will you change?
2. come - came
cross next to the false sentence. 6. Your own questions: _________________?
3. drink - drank 8. swim - swam 4. Tell students that they are going to write
9. take - took true/false sentences about them. បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
4. read - read (ារឆលុះបញចាំង)
5. Tell them to write the sentences in their
5. speak - spoke 10. put - put notebooks. ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
6. Ask instruction checking questions and ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
Which 2 words do NOT change when we write them in the past? give a time limit of 6 minutes. ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
read put 6 (7 mins): Activity 6. Speaking
_________________ ___________________ កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
1. Tell students to swap papers / notebooks. “លអឥតខចាះ” ោះទា!
5 Write 3 false sentences about you.Write 2 true sentences about you. 2. Put students in pairs. ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
3. Tell them to guess which of their friend’s មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
sentences are true / false. They put a tick
6 Ask and answer questions with your partner. Did they guess right? or a cross next to the sentences. ១. ដូចដាលយើងាននិយយពីមន ុ មកហើយា សិសសា អនុវតត
វិន័យបាាំានាក់ានលអ ៅពាលដាលវិន័យ ាំងោះាន
NOTE: For this activity, it might be better to ាពយុតតិធម៌ និងមិនផលាស់បតូរ។ វិន័យាំងោះជួយសិសាស
pair students up with other students they ឲាយយល់ពីអវី ដាលតាូវានរំពឹងពី ពួកគា។ តើវិន័យបាាំ
Did you buy don’t know very well / don’t usually work with. ានាក់របស់អនកឆនាំនាះគឺអវីខលះ?
shoes yesterday? 1. Tell students to find out if their guesses ២. តើវិន័យាំងោះានបាសិទធាពដារឬទា?
No, I didn’t. were correct by asking their partners ៣. តើវនិ យ័ ាំងោះានផលស ា ប់ រូត ដារឬទា រយៈពាល ១ឆនស ំា កិ ាា
questions. Tell them to record their scores. នាះ? បាសន ិ បើានផលស ា ប់ រូត តើាផលសា ប
់ រូត យ៉ងា ដូចមតច ា ?
They earn a point for each correct guess. ៤. តើវិធីដាលអនកោះសាាយាមួយសិសាសដាលមិនោរព
2. Ask instruction questions and give a time វិន័យបាាំានាក់ានផលាស់បតូរដារឬទា? បាសិន បើាន
limit of 5 minutes. ផលាស់បតូរ តើាផលាស់បតូរយ៉ាងដូចមតាច?
3. Walk around and help students as ៥. តើវន ិ យ័ បាាា ំ ក ាន ា
់ ខលះ ដាលអនកគិតានឹងរកាាទុក ហើយ
necessary. វិនយ
័ បាាា ំ ក ាន ា់ ខលះ ដាលអនកគិតា នឹងផលស ា ប់ រូត សមាប ា ់
ឆនាំសិកាាកាាយ?
(3 mins): Learner assessment and lesson wrap up ៦. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

1. Ask students how many of their guesses

were right.
- 185 - C10-14
 Chapter 10, Unit 30, Lesson B
30b Cool memories - All about dinos!
1 T.10.30.3 What are these photos of? Guess. Tell your partner. Listen and
check then listen and reapeat.
a b c d
1. sounds (d)
2. hurt (f)
3. plants (c)
4. seeds (a)
e f g 5. stones (g)
6. holes (b)
7. light (e)
2 Look at the photos.
What are they of?
Guess. Tell your partner.
3 Read quickly. Did you guess right?
Dinosaurs lived 65 million years ago! They lived
on land and they lived for 180 million years. They
lived for a very long time. They walked and ran fast.
They ran faster than any other animals at the time!
Dinosaurs spoke to each other too. They spoke by
making sounds. Baby dinosaurs made sounds if they
were hungry or hurt. They made sounds if they
needed help! They could hear quiet and loud
sounds! What colour were the dinosaurs? Well,
some were brown and green, and some were purple,
orange, blue, red, yellow and pink! People who study
dinosaurs think their colours were important. Some dinosaurs ate
plants. They ate leaves and seeds, and sometimes stones too.
But some dinosaurs were really scary. They ate meat. They ate
other animals and other dinosaurs too! Some dinosaurs had 60
teeth. They used their teeth to break the bones of strong and big
animals. Some dinosaurs could swim, but they couldn’t fly. They
swam in big rivers and seas. Dinosaurs had eggs. Some were small, like tennis balls.
Others were big, as big as footballs! Oh and guess what! All dinosaurs had holes behind
their eyes. The holes made their heads light.
C10-15
Chapter 10, Unit 30, Lesson B
It’s all in the past: Cool memories: All about dinos!
This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
(7 mins): Warmer. Play ‘Spin the pen’
1. Ask some students what they did yesterday.
Write some of their answers on the board.
2. Put students into groups of 5/6. Tell them
to sit in circles.
3. Tell each group to have a pen / pencil
ready.
4. Tell each group that they are going to
ask and answer questions about what
they did yesterday / last night / last week.
5. One student spins the pen. Whoever the
pen points to ask a question (e.g. Did
you go swimming yesterday?). The stu-
dent chooses one person in the group
to answer the question.
6. Go around and listen to students’ ques-
tions and responses.
7. Stop the activity after 6 minutes. Correct
some mistakes students made (pronunciation
or grammar). Do this as a class. Do not
single out students.
1 (5 mins): Activity 1. New words (T.10.30.3)
1. Tell students to look at the photos in
activity 1.
2. Tell students to guess what the photos
are of with their partners.
3. Tell them to number the photos in their
notebooks.
4. Ask instruction checking questions and
give a time limit of 3 minutes.
5. Tell students to compare with their
partners / groups/
6. Tell students to listen and check.
7. Tell students to listen and repeat.
TAPESCRIPT 10.30. 3
If you do not have the recording, say each
word (or phrase) 2 times .e.g. Say: Hello
(wait for students to repeat) Say: Hello (wait
for students to repeat)
seeds / holes / plants / sounds / light / hurt
/ stones /
2 (2 mins): Activity 2. Lead in
1. Tell students to look at the pictures in
activity 2.
2. Tell them to guess what the pictures are
of. Give hints as necessary (e.g. They’re
animals. They lived a long time ago. They
were big).
3. Tell students to talk to their partners and
guess.
- 186 -
4. Ask instruction checking questions and
give a time limit of 2 minutes.
5. Collect ideas from the class.
3 (5 mins): Activity 3. Students read for the
big idea
1. Tell students the pictures are of dinosaurs.
Tell them to talk about what they know
about dinosaurs.
2. Give a time limit of 2 minutes.
3. Collect ideas from the class. Listen to
students’ answers and accept all answers.
4. Tell students to read and check their
guesses.
5. Ask instruction checking questions and
give a time limit of 3 minutes.
6. Ask students how many of their guesses
were correct.
4 (7 mins): Activity 4. Students read for the
answers
1. Tell students to read again and answer
the questions in activity 4.
2. Ask instruction checking questions and
give a time limit of 4 minutes.
3. Tell students to compare their answers
with their partners / groups.
4. Check answers as a class.
5 (7 mins): Activity 5. Game! Draw the
dinosaur!
1. Draw a dinosaur on the board like this:
2. Tell students that the dinosaur is missing
some body parts. They will draw the
missing body parts.
3. Put students into 4 groups.
4. Ask one student from each team to
come to the front. Blindfold one student
or have him / her close his/her eyes. No
cheating! No peeping!
5. Say: Draw the eyes (nose, legs, feet, tail,
ears, etc.).
6. Tell each group to direct their group-
mate. They tell him/her where to draw by
giving instructions such as move to the
right, left, go up, go down, etc. You might
want to write these phrases on the board.
7. Continue until the time is up. Ask some
questions about the students’ dinosaur
(e.g. Where are the teeth?). Ask them to
give a name for this dinosaur.

4 Read again. Complete the sentences.
making sounds
1. Dinosaurs talked to each other by _______________.
colours
2. Dinosaurs had very different ___________________ .
plants
3. Dinosaurs ate meat and ______________________
swim
4. Some dinosaurs could ________________________
5. Dinosaurs couldn’t ____________________________
fly
6. They had holes in their ________________________
heads
5 Draw the dinosaur! Game!
6 Work with your partner.
Student A turns to page 236. Student B turns to page 240.
Listen to your partner. Correct the mistakes.
Student A:
This dinosaur’s name is
Tyrannosaurus Rex. It ate
plants. It had 60 teeth. It had a very
small head. It was really strong. It was
stronger than an elephant. It was very
big. It was bigger than the Triceratops.
It had 2 heads and small arms.
7 Write your questions about dinosaurs.
. partners. Tell them their texts are secret.
. 4. Tell student A to read his/her text to his/her
. 2. Trying is more important than succeeding,
. are 4 mistakes.
Student B:
This dinosaur’s name
is Triceratops. It ate meat. It
had about 20 teeth! It had 4 legs. It
was a fast dinosaur. It walked slowly.
It had 3 horns on its mouth. It used
its horns to fight other dinosaurs and
animals.
Ask me!
- 187 -
6 (8 mins): Activity 6. Listening and speaking
1. Put students in pairs.
2. Ask student A to turn to page 236. Ask
student B to turn to page 240.
3. Tell students NOT to show their text to their
partner. Tell student B to look at her /
his text and correct the mistakes. There
5. Ask instruction checking questions and
give a time limit of 3 minutes.
6. Tell students to swap roles. Student B
reads his/her text. Student A listens and
corrects the mistakes in his/her text. There
are 4 mistakes. Give a time limit of 3 minutes.
7. Walk around and help students as
necessary.
8. Tell students to compare their texts. Did
they find all the mistakes?
7 (7 mins): Activity 7. Writing
1. Ask students what they would like to know
about dinosaurs.
2. Write some of their answers on the board.
Don’t write complete sentences. Write
only phrases and words.
3. Tell them to write 3 questions about di-
nosaurs in their notebooks.
4. Ask instruction checking questions and
give a time limit of 4 minutes.
5. Tell students to compare notes. Can they
answer their classmates’ questions?
(2 mins): Learner assessment and lesson wrap up
1. Ask some students their questions. Answer
some of the questions, if you can.
2. Tell them to answer at least one of their
classmates’ questions for homework. Tell
them not to answer their own questions.
Other students should look for the answers
for them.
3. Praise students who consistently tried
speaking in English today. Encourage the
others.
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
Chapter 10, Unit 30, Lesson B
1. Allowing students to have pride in their
work builds their confidence. This means
that they are more willing to try and
participate in activities. Do you pay
attention to what your students produce
in class? Do you only look for mistakes
in your students’ work? How often do you
give positive comments?
and failure is an opportunity to learn.
Did you praise your students for trying their
best today? How can you encourage
students to try out activities that might be
difficult? Do you allow them to take pride
in just trying?
3. If activities are done perfectly by most
students, this probably means they are
too easy. They may be learning nothing
new. Do students’ works have to be
perfect? Do you let students take pride
in their work even if they aren’t perfect?
4. Your own questions: _________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. ារឲាយសិសាសានោទនាពកនុងារសិកាារបស់ពួកគា គឺ
បងកើតាពជឿាក់របស់ពួកគា។ នាះ គឺាន ន័យាពួកគា
ានឆនទៈាន់តាាលាំងឡើង ដើមាបីពាាយម និងចូលរួមកនុង
សកមមាពផាសាង ៗ។ តើអនក យកចិតតទុកាក់ចំោះអវី ៗ
ដាលសិសសា របស់អក ន ធវៅ ើ កនង
ុ ានក ា ដ់ រា ឬទា? តើអក
ន គាន
ា ត់ ា
សវាងរកកំហុស ៅកនុងកិចចាររបស់សិសាសអនកដារឬទា?
តើអនកផតល់ោបល់វិជជានដល់សិសាសញឹកាប់ប៉ុាណា?
២. ារពាាយមគឺសា ំ ន់ាងាពោគជ័យ ហើយារបាជ័យ
គឺាឱាសដើមបា ស ី ក ិ ា
ា ។ តើថន ាង ះា អនកាន សរសើរសិសសា
របស់អនកចំោះារពាាយមអស់ពីសមតថាពរបស់ពួកគា
ដារឬទា? តើអនកាចលើក ទឹកចិតតសិសាសឲាយាកលាបង
សកមមាពផាសាង ៗ ដាលាចពិាកយ៉ាងដូចមតាច? តើអនក
ឲាយសិសសា ាន ោទនាពតាកង ុន ារខិតខំពា ា យមដារឬទា?
៣. បាសិនបើសិសាសាគចាើនធវើកិចចារានលអឥតខចាះ នាះ
បាហល ា ាានន័យាកិចា ច រាំងោះគឺ ាយសាល ួ ពាក។
ពួកគាបហ ា ល
ា ាមិនានរៀនអវី ៗ ដាលថមោ ី ះទា។ តើកច
ិ ាច រ
របស់សិសាស តាូវតា លអឥតខចាះដារឬទា? បាសិនបើសិសាស
ធវកើ ច
ិ ា
ច រមិនានលអឥតខចះា តើអក ន ឲាយពួកគាានោទនាព
ចំោះារាររបស់ពួកគាដារឬទា?
៤. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?
C10-16
Chapter 10, Unit 30, Lesson C

30c Cool memories - All about cavemen!

Chapter 10, Unit 30, Lesson C
It’s all in the past: Cool memories: All about cavemen!
1 Find the words in the pictures. This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
1. animal skins
2. a cave (7 mins): Warmer. Play ‘Whispers’
3. hunt 1. The teacher whispers a word to a student on the first row.
2. The student in turn, whispers to the next student, until the last student at the end of the row.
3. The last student either shouts the word or writes it on the board.
Tip: Students could also be asked to stand in line.

1 (5 mins): Activity 1. New words (T.10.30.4)

1. Tell students to look at the picture in activity 1.

T.10.30.4 Listen and check then listen and repeat. 2. Tell students to work in pairs. Tell them to guess what the pictures are of and find them in the
pictures.
2 Amika lived a long time ago. What did she do? What did she have? 3. Tell them to number the pictures in their notebooks.
Guess. Tell your partner. 4. Ask instruction checking questions and give a time limit of 2 minutes.
5. Tell students to listen and check.
had friends 6. Tell students to listen and repeat.

TAPESCRIPT 10.30.4

If you do not have the recording, say each word (or phrase) 2 times.e.g. Say: Hello (wait for
students to repeat) Say: Hello (wait for students to repeat)
don’t have
a book animal skins / a cave / hunt
Amika 2 (5 mins): Activity 2. Lead in

1. Tell students that this girl lived a long, long time ago.
2. Tell students to talk with their partners. Ask: What did she have? What didn’t she have? What
did she do? What didn’t she do? Did she have toys? Did she have a computer? Did she brush
her hair?
3. Tell students to draw a concept map in their notebooks similar to the one in activity 2 and
write their ideas. Tell them not to write complete sentences. They only write words and phrases.
4. Ask instruction checking questions and give a time limit of 3minutes.
3 Read quickly. Did you guess right? 5. Collect ideas from the class. Accept all answers.

3 (4 mins): Activity 3. Students read for the big idea

Amika lived a long time ago. She lived 15, 000 years ago. She wore clothes
made from animal skins. Her clothes were brown and black. She didn’t have a 1. Tell students to read the text quickly and check their guesses. How many of their guesses
shower, but she sometimes went swimming in the river. She lived with her family were correct?
and other people. She didn’t have a house. She lived in caves. She slept on the 2. Ask instruction checking questions and give a time limit of 2 minutes.
ground. She didn’t have a bed. She lived in many different caves because they 3. Tell students to compare their answers with their partners / groups.
walked a lot. They never stayed in one place. She liked dancing and she played 4. Check answers as a class.
games with other children. They climbed trees and ran around the caves. She
had a lot of friends. She didn’t play football – no one played football at the
time! She never went shopping! There were no shops! She ate fish and plants
and other animals. She ate a lot of fruit. Her dad hunted animals and her mum
cooked them. Her dad made boats too. She didn’t go to school. She couldn’t
read and write, but she could draw pictures. She drew pictures of animals in the
caves. Lions, tigers and elephants lived near them. She was scared of them.
She was scared of monsters too!
C10-17
- 188 -

4 Read again. Answer the questions with Yes, she did or No, 4 (6 mins): Activity 4. Students read for the
answers
she didn’t. Write the answers in your notebooks.
1. Tell students to read the text again and
1. Did Amika wear clothes? Yes, she did.
_____________ answer the questions in activity 4.
2. Ask instruction checking questions and
2. Did she have a house? _____________
No, she didn’t. give a time limit of 4 minutes.
3. Did she live alone? _____________
No, she didn’t. 3. Tell students to compare their answers with
their partners / groups.
4. Did she eat bananas? _____________
Yes, she did.
4. Check answers as a class.
5. Did she go to school? _____________
No, she didn’t.
6. Did she make friends with lions? _____________
No, she didn’t. 5 (10 mins): Activity 5. Writing
1. Write now and 15,000 years ago. Ask
5 Write. Draw some pictures. Colour. students if Amika’s life was different or the
same as theirs (different).
2. Ask some things which are different. Write
What things are different?
ideas on the board. (e.g. Amika didn’t
have a house. I have a house).
15,000 years ago now 3. Put students in groups of 3 /4.
People lived in caves. We live in houses. 4. Tell them to write some more differences
between now and 15,000 years ago.
5. Tell them to write on pieces of paper. Tell
them to draw some pictures too.
6. Ask instruction checking questions and
give a time limit of 8 minutes.
7. Walk around and help students as ne-
cessary. For fast finishers, you may ask them
to colour their pictures.
6 (8 mins): Activity 6. Speaking
1. Choose one student from each team
to report about their work. Alternatively,
you can also ask students to choose the
reporters in their teams.
2. Call each reporter in front of the class.
Tell them to talk about their work for 1
minute.
3. Ask the other students to think of one
question for the reporting team. Remind
them to listen to others.
6 Tell your class about your pictures! Do your friends like it? NOTE: If your students are shy and don’t
feel confident talking in front of the class,
you can let each reporter visit the other
teams and report to them. Give the
Congratulations!
reporters a time limit of 1 minute. Go around
and help as necessary.
You inished Unit 30. Tick () the things you can do.
4. Display some of the students’ work.
I can talk about what people did a long time ago.  5. Have a class vote to see which of the
I can ask questions about what people did pictures students like best. You can do this
a long time ago.  by pointing to each picture and asking
students to raise their hands, clap, or
shout (e.g. yes!) if they like the picture.
- 189 -
Chapter 10, Unit 30, Lesson C
(5 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not tes-
ting all the students!
1. Ask students to look at the “can do” state-
ments.
2. Compare with a partner.
3. Ask students how they feel about the can
do statements. Tell students not to worry
about the ones they don’t tick.
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Think about your lessons when you first
started teaching. All teachers have some
horror stories - things didn’t go well as
planned when they first started teaching.
What’s your story?
2. Now think about your success stories. Did
you notice any change in your teaching
style / in your understanding of how
students learn a foreign language? Take
pride in your progress! You deserve it.
3. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. ចូរគិតអំពីារបងាៀនរបស់អនក ៅពាលដាលអនកាន
ាប់ផតើមបងាៀនលើកដំបូង។ គាូាំងអស់សុទធ តាាន
រឿងដាលគួរឲាយរនធត់មួយចំនួនដូចា៖ អវី ៗ មិនានណើរ
ារលអាមារគាាងទុក ៅពាល ដាលពួកគាានាប់
ផតើមបងាៀនលើកដំបូង។ តើអនកានរឿងអវីខលះដារ?
២. ឥឡូវនាះចូរគិតអំពីរឿងោគជ័យរបស់អនកវិញ។ តើអនក
ានកត់សាគាល់ឃើញា ានារផលាស់បតូរអវីខលះ ៅកនុង
របៀបបងាៀនរបស់អនក ឬៅកនុងារយល់ដឹងរបស់អនក
អំពី របៀបដាលសិសាសសិកាាាា បរទាសដារឬទា?
ចូរានោទនាពចំោះាររីកចមាន ើ របស់អកន ! អនកសម
នឹងទទួលាននូវ ោទន-ាពាំងនាះ។
៣. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?
C10-18
 Chapter
I can remember everything
11 Chapter 11, Unit 31, Lesson A
I can remember everything: What happened?: Weird weekend?
This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)

(3 mins): Lead in. Bopha: Tom wanted to see my brother. Tom

Unit 31 - What happened? 1. Put students into groups of 4.
and Linda think he’s cool.
Dara: You don’t sound sick, Bopha.
2. Write What’s your favourite thing to do on Bopha: Oh! But I am! Errrr. Arggghhhh.
31a What happened? - Weird weekend? the weekend? Why? on the board. Dara: And where did you go after that?
3. Tell students to talk about their ideas. Bopha: We went to get something to eat.
1 Look at the picture. What is happening? 4. Ask instruction checking questions and Sophal: What did you eat?
give a 2 minute time limit. Bopha: Just rice and vegetables.
5. Get some answers from the class.
2 T.11.31.1
Why is Bopha sick? Listen and check. She is sick. She is pretending Sophal: That sounds ok. What time did you
get home?
1 (2 mins): Activity 1. Students guess
to be sick. She didn’t do her homework etc. Bopha: 6. Then I watched TV.
1. Ask students to look at the picture. What Sophal: So what made you sick?
can they see? Linda: Hi, Bopha! Do you have your homework
2. Ask students What is happening? ready? Remember, it’s really important. I didn’t
3. Ask students Why? do anything yesterday! I only did my home-
4. Tell students to compare with their partner work. Where’s yours?
for a minute. Bopha: Ummm. Well…
5. Get some answers from the class (but do Dara: I think we know why Bopha’s sick!
not say who is right or wrong).
3 (10 mins): Activity 3. Students listen for
2 (5 mins): Activity 2. Students listen for the answers (T.11.31.1)
big idea (T.11.31.1)
1. Tell students to work with a partner.
1. Tell students that they are going to listen 2. Tell students to write 1-7 in their notebooks.
and check their guesses. Tell students to try and remember / guess
2. Ask instruction checking questions. the answer.
3. Students listen. 3. Tell them to listen and write the answers
4. Tell students to compare with their partner/ next to the numbers in their notebooks.
group. 4. Ask instruction checking questions and
5. Check the answer as a class. give a 3 minute time limit.
5. Students listen and check.
TAPESCRIPT 11.31.1
6. Students compare their answers with their
Cool kids say:
Dara: What’s wrong, Bopha? group/partner.
Not much Bopha: Eeeeerrr! Oooooh! Oh, I feel sick! I 7. Ask for some answers as a class.
don’t think I can go to school today!
3 T.11.31.1 Answer the questions about Bopha’s weekend. Dara: Uh huh.
Sophal: Oh Bopha! What’s wrong? Is it your
stomach?
1. How does Bopha feel? 5. What did Linda do yesterday? Bopha: Yeah! And my head! And my legs.
She feels sick. Her homework And it’s really bad!
2. What hurts? Her stomach, her arms, 6. Did Bopha do her homework Sophal: Why? What did you do yesterday?
or her foot? Her stomach yesterday? No, she didn’t. Bopha: Not much. I just went to the shops.
3. Where did she go yesterday? 7. Does Dara think Bopha is sick? Dara: Oh yeah. Who did you do that with?
She went to the shops. No, he doesn’t. Bopha: Just Tom. *sigh*
4. Who did she go with? She went with Dara: Why?
Tom.
C10-19 Teachers Tip! In English, your foot is not part of your leg!
- 190 -

4 Read about Nika’s weekend. What was special about it?
Last weekend, I went rollerblading.
I went with my Dad, and my friends.
We went rollerblading because we
love it! We went to the basketball
court near the school. We ate ice
cream! We got back home at 5.30!
It was a big day!
5 Imagine you are Nika! Answer the questions.
1. What did you do? I went roller 4. Where did you go? To the basketball
blading. court.
2. Who did you do that with? Dad and 5. What did you eat? Ice cream.
friends. 6. When did you get back home? 5.30.
3. Why did you do it? We love it!
6 Think about last Sunday. Answer the questions about you!
7 Now use your notes to write about your weekend.
8 Tell your friends about your weekend!
- 191 -
Chapter 11, Unit 31, Lesson A
4 (3 mins): Activity 4. Students look at a model.
1. Tell students to look at the picture of Nika. Ask How old is she?
2. Tell students they are going to read about Nika very quickly and find out why last weekend
was special. Tell students when they think they know to put up their hand (this will encourage
students to stay on task).
3. Ask instruction checking questions and give a time limit of 1 minute!
4. Ask and answer as a class.
5 (5 mins): Activity 5. Students discuss a model
1. Tell students to work with a partner.
2. Tell students to discuss what Nika would answer to the questions.
3. Tell students they don’t need to write.
4. Ask instruction checking questions and give a time limit of 3 minutes.
5. Ask and answer questions as a class.
6 (4 mins): Activity 6. Students make notes
1. Tell students to use the questions in activity 5 to make notes about their own Sunday.
2. Ask instruction checking questions and give a time limit of 3 minutes.
7 (7 mins): Activity 7. Students write
1. Tell students to write about their own weekend. They can use the model for help.
2. Ask instruction checking questions and give a time limit of 5 minutes.
3. Tell students to read their writing in groups.
(2 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not testing students!
It’s almost the end of term. Think about students at the beginning of term as you listen to them
share their work. How have students progressed.
1. Ask some students to share their writing with the class.
2. Are students confident? How much progress have students made since the beginning of the
year?
After the lesson: Thinking about the lesson (Reflection)
Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
1. It’s almost the end of the school year. Whose English has improved this school year? Why?
2. Who has fallen behind this school year? Why?
3. Your own question(s). ____________________________________________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!
១. ាជិតចប់ឆនាំសិកាាហើយ។ តើាារអង់គលាសរបស់សិសាសាខលះ ានារចមាើនៅឆនាំសិកាានាះ? ហាតុអវី?
២. តើសសិ ាសាខលះ រៀនមិនាន់គាៅឆនាំសិកាានាះ? ហាតុអវី?
៣. សំណរួ ផទាល់ខលួនរបស់អនកៈ______________________________________?
C11-2
Chapter 11, Unit 31, Lesson B

31b What happened? - It was the scariest thing ever!

Chapter 11, Unit 31, Lesson B
I can remember everything: What happened?:
1 Here are some things from today’s story. Can you guess the story? It was the scariest thing ever
There are no right and wrong answers, but creative answers are always fantastic! This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Encourage creativity! Sport website. (50 mins)

(5 mins): Warmer. What I like about you is

1. Put students in groups of 4.

some ghosts
2 Look at the picture.
How does the boy feel? Why?
2. Write: What I like about you is… on the board.
3. Ask students to help you finish the sentence about you!
(e.g. What I like about you is you’re a good teacher. OR What I like about you is you’re funny.
some monks a bed 4. Tell students that they are going to say nice things about each person in the group for 30
seconds! Students have to finish the sentence What I like about you is with something true.
5. Tell students you are going to clap your hands at the end of 30 seconds and they need to
change the peson they are talking about.
6. Ask instruction checking questions. (e.g. Are we saying good things, or bad things? )
1 (5 mins): Activity 1. New words / Lead in

1. Put students in groups of 4.

2. Tell students to look at the pictures, cover today’s text and guess today’s story.
3. Ask instruction checking questions and give a time limit of 3 minutes.
4. Get some ideas from different groups.
3 T.11.31.2
Read, listen and check your guess!
2 (2 mins): Activity 2. Students guess

When I was 10, I went and lived in a pagoda to help the monks. I remember my first 1. Ask students to look at the picture and cover the text. What can they see?
day. I was very happy! I got a new bedroom! Other boys slept in there with me. They 2. Ask students How does the boy feel? Why?
were nice! They helped me make my bed. But then they said “There are ghosts here! 3. Tell students to compare their ideas with their partner for a minute.
4. Get some answers from the class (but do not say who is right or wrong).
Don’t get out of bed! They are angry ghosts and they can hurt you! Remember! Don’t
get up!” I was so scared! I went to bed, but I didn’t sleep! I listened for the ghosts. After 3 (5 mins): Activity 3. Students read and listen for the big idea (T.11.31.2)
an hour, it was dark. I couldn’t see anything! Then, there was a big bang next to my
1. Tell students that they are going to listen and read and check their guesses.
bed! The ghosts! They were angry! They were sad, too. I heard crying. They wanted to 2. Tell students to read along with their finger. This helps students with dyslexia and also helps you
hurt someone! I was really scared, but I didn’t get up! I stayed in bed. check no one is lost.
The next morning, I was very tired. But I was very happy! The night before, I stayed in 3. Ask instruction checking questions. Say: fingers ready? Play the recording.
bed away from the ghosts and I didn’t get out of bed once, so the ghosts didn’t hurt 4. Students listen and read along with their fingers.
5. Tell students compare their answer with their group/partner
me. I felt brave! The boys said “We’re sorry! There aren’t really ghosts! We wanted to
6. Check the answer as a class.
scare you, but you were brave!” We were friends after that.
Answers: He feels scared.
TAPESCRIPT 11.31.2
4 Answer the questions about Bona’s scary memory.
See Reading
1. How old was Bona? 6. How did Bona feel the next morning? 4 (10 mins): Activity 4. Students read for the answers
He was 10 years old. Tired and/but happy
1. Do the first question together as a class. Have students point to where the answer is in the text.
2. Can he remember his first day? Yes, he 7. Who made the ghost sounds? The 2. Tell students to do the other questions in their notebooks.
can. ghosts or the other boys? The other 3. Ask instruction checking questions and give students a 5 minute limit.
3. Why did the boys tell him to stay in bed? boys 4. Students complete.
Because of the ghosts. 8. Were Bona and the other boys 5. Students compare with their group/ partner.
4. Did Bona sleep? No, he didn’t. friends after that? Yes, they were. 6. Check answers as a class.
5. Did Bona stay in bed? Yes, he did.
C11-3 - 192 -
 Chapter 11, Unit 31, Lesson B

5 Which of these things are you scared of? Why? 5 (7 mins): Activity 5. Post task/Brainstorming
1. Books closed. Write Are you scared of ghosts? on the board. Ask some students around the
room. Ask: Why?
2. Tell students to work with a partner and talk about the things in the pictures one by one.
3. Ask instruction checking questions and give a time limit of 5 minutes.
4. Come together as a class. Say: Put your hand up if you’re scared of ghosts!

6 (5 mins): Activity 6. Note taking/ Getting ready to talk

ghosts monsters cleaning your room the dark 1. Tell students to work by themselves. Tell students to think about a time they were really scared.
They can use an idea from the last activity, or something else.
2. Ask instruction checking questions and give a time limit of 4 minutes.

7 (8 mins): Activity 7. Freer speaking practice

1. Tell students to work in groups and take it in turns to tell their friends their scary story. Students
should listen and ask follow up questions
2. Ask instruction checking questions (what do good listeners do?) and give a time limit of 7 mins.
having no friends dogs girls boys (2 mins): Learner assessment and lesson wrap up
6 Think about a time you were really scared. Make notes about these Assessing the success of the lesson. Not testing students!
things. 1. Ask one person in each group to take it in turns reading out their scary stories to the class.
There are no right and wrong answers, but creative answers are always fantastic! 2. Have a class vote on the scariest story.
Encourage creativity! After the lesson: Thinking about the lesson (Reflection)

How old were you? Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
Where were you? What’s important is to learn from it! Remember, no lesson is ever “perfect”!
What were you scared of? Think about the answers to these questions. You don’t have to tell anyone the answers!
Why was it scary?
Who was with you? 1. It’s almost the end of the school year. Do you think students feel safe in your class? Why?
2. Do you think any students still feel nervous or scared to speak in class? Why?
What happened at the end of the story? Were you ok?
3. Your own question(s). ____________________________________________________?

What were you បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)

scared of? I was scared of ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
my sister. ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

Why were you ១. ាជិតចប់ឆនាំសិកាាហើយ។ តើអនកគិតាសិសាសៅកនុងានាក់របស់អនកានារមមណ៍កក់កតាចំោះលទធផល នាារសិកាារបស់ពួកគា

ដារឬទា? ហាតុអវី?
scared of your
I ate all her ២. តើអនកគិតាសិសាសខលះៅតាានារមមណ៍ភ័យ ឬាលាចកនុងារនិយយៅកនុងានាក់ដារឬទា? ហាតុអវី?
sister? ៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?
candy.

7 Tell your group your story. Who has the scariest story? C11-4
- 193 -
Chapter 11, Unit 31, Lesson C

31c What happened? - They’re important to me

Chapter 11, Unit 31, Lesson C
I can remember everything: What happened?: They’re important to me
1 Look at these people. Match the pictures. Just guess! This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
best friends a teacher a neighbour a band

Who is important to you? (7 mins): Game!: Pass the eraser

Dalis Lots of people! My family, my friends and my neighbour. 1. Use the board eraser or a pencil case. Ask What is it? talk into it like a phone. Students: It’s a
What’s your neighbour’s name? phone!
Sam. 2. Tell students that they are going to play the game in their groups.
Why is he important to you? 3. RULES You get a point if your friends can guess what you are pretending the eraser is. But
Well, we talk every day. He really listens to me. And some- all the members lose a point if they can’t guess. The person with the eraser is not allowed to
times we have dinner together as well. talk. The group must speak in English! Some ideas: an egg, a bird, a cat, a pen, a notebook,
When did you meet? lunch, an apple, an orange, a friend, a game.
5 years ago. That’s when Sam started living next door. 4. Ask instruction checking questions and set a time limit of 5 minutes.

Who is important to you? 1 (2 mins): Activity 1. Students guess

Mony I love my family and friends, but I love music too! Cam-
bodian Space Project is my favourite band and Srey Thy is
the best singer in the world!
When did you meet her?
Well, I didn’t meet her, but I went to her concert and I
danced and danced! It was really cool! And she smiled
at me! I think she liked my dancing!
What was your favourite song at the concert?
I am 16 years old! It’s an old song by Ros Sereysothea. She
was great! She’s my Dad’s favourite singer.
Who is important to you?
Chanthou My teacher. She is great! She always tells me I can do
everything! She makes me feel smart!
Do you study with her now?
Yes, I do! We have her for Khmer and French.
When did you meet?
Well. Really she’s my mum and she’s my teacher! I met
her when I was born, I guess!
1. Ask students to look at the pictures. What can they see?
2. Tell students not to read the texts, but to try and match the words in the box with the photos.
3. Tell students to compare with their partner for a minute.
4. Get some answers from the class (but do not say who is right or wrong).
2 (5 mins): Activity 2. Students read and listen for the big idea (T.11.31.3)
1. Tell students that they are going to listen and read and check their guesses.
2. Tell students to read along with their finger. This helps students with dyslexia and also helps you
check no one is lost.
3. Ask instruction checking questions. Say: fingers ready? Play the recording.
4. Students listen and read along with their fingers.
5. Tell students compare their answer with their group/partner
6. Check the answer as a class

Who is important to you?

Panha I know! My best friend Nary! We do everything together!
Where did you meet?
We met on the first day of school. I saw Nary playing cars,
and that’s my favourite game, too!
What do you like doing together?
We love going fishing, going for walks and swimming. Nary
is better at swimming than me!

2 T.11.31.3
Read, listen and check your guesses. Best friends – Panha;
a teacher - Chantou; a neighbour - Dalis a band - Mony.

C11-5 - 194 -
3 Answer the questions. Chapter 11, Unit 31, Lesson C

TAPESCRIPT 11.31.3 2. Ask instruction checking questions and

1. What’s Dalis’s neighbours name? Sam 6. How does Chanthou’s teacher make give a time limit of 6 minutes.
See Reading in Activity 1
2. How often do Dalis and Sam talk? Every her feel? Smart. (3 mins): Learner assessment and lesson wrap up
day. 7. What subjects does Chanthou’s mum 3 (10 mins): Activity 3. Students read for the
3. How long ago did they meet? 5 years teach her? Khmer and French answers Assessing the success of the lesson. Not
testing students!
ago. 8. What did Panha see Nary doing on 1. Do the first question together as a class.
4. Who is Mony’s favourite singer? Srey the first day of school? playing cars Have students point to where the answer 1. Ask students to look at the “can do” state-
is in the text. ments.
Thy. 9. Who is best at swimming? Nary or Panha?
2. Tell students to do the other questions in 2. Compare with a partner.
5. What did Mony do at the Cambodian Nary their notebooks. 3. Ask students how they feel about the can
Space Project concert? dance 3. Ask instruction checking questions and do statements. Tell students not to worry
give students a 5 minute limit. about the ones they don’t tick.
Teachers Tip! Even though Cambodian space project is Mony’s favourite band, 4. Students complete.
5. Students compare with their group/ partner. After the lesson: Thinking about the lesson
Srey Thy is the one who sings. 6. Check answers as a class. (Reflection)
4 Talk about you! Take it in turns to ask and answer the questions with 4 (3 mins): Activity 4. Post Task/ Personalisation Reflection is important and all good teachers
do it. It doesn’t matter if everything went
your partner. Answers will be different for each student. 1. Put students in pairs. Tell them to ask and wrong. What’s important is to learn from it!
answer the questions. They should ask Remember, no lesson is ever “perfect”!
1. Who is your favourite neighbour? 2. Who is your best friend? one follow up question after each answer.
2. Ask instruction checking questions and Think about the answers to these questions.
3. Who is your favourite singer? 4. Who is your favourite teacher? You don’t have to tell anyone the answers!
give a time limit of 2 minutes.
1. Not all activities will work all days! You
5 Read this! What are Socheata’s answers to the questions? 5 (4 mins): Activity 5. Students look at a model
need to look at you students. If they are
1. Tell students to work with a partner. bored, play a game! Do you think your
My brother is important to me. I don’t remember meeting him! I was a baby, but 2. Tell students that they don’t have to write. activities met the student’s energy levels
I know he always hangs out with me and he talks to me when I feel sad. We play 3. Tell students that you are going to give today?
sport together. them 3 minutes to read the model and 2. Do you do your lesson plan no matter
find the answers to the questions. what, or do you change it as you are
4. Ask instruction checking questions and going when you need to?
1. Who is important to you? My brother. give a time limit of 2 minutes! 3. Your own questions: _________________?
2. Where did you meet? I didn’t rememeber. 5. Tell students to compare their answers
with their partners. បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
3. When did you meet? When I was a baby. 6. Ask and answer questions as a class. (ារឆលុះបញចាំង)
4. Why are they important to you?
6 (5 mins): Activity 6. Taking notes ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
He hangs out with me and talks to me. ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
1. Tell students to think about their answers ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
5. What do you do together? to the questions in activity 5 and to write មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
We play sport together. notes in their notebooks. កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
2. Ask instruction checking questions and “លអឥតខចាះ” ោះទា!
6 What about you? Make notes about these things. give a time limit of 3 minutes
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
7 (3 mins): Activity 7. Comparing ideas with មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
7 Talk to your partner. Ask and answer the questions. Do they want to a partner
១. គមានសកមមាពាំងាយានឹងដំណើរារពាញ ១ថងា
know anything else? 1. Tell students to ask and answer questions ោះទា! អនកតាូវសងកាតមើលសិសាស។ បាសិនបើ ពួកគា
with a partner and to ask one follow up ធុញទាន
ា ត
់ វូា លាងលាបង
ា សិកា
ា មួយ! តើៅថងន ា ះា អនកគិត
8 Write about someone who is important to you. Use your notes to help you. question. ាសកមមាពរបស់អនកឆលើយតបៅនឹង កមាិត ាមពល
2. Ask instruction checking questions and របស់សិសាសដារឬទា?
Congratulations! give a time limit of 2 minutes. ២. តើោះាានរឿងអវក ី ត ើ ឡើងក៏ោយ អនកៅតាបងាៀន
ាមកិចចតាងាររបស់អនក? ឬក៏អនកផលាស់បតូរា ៅពាល
You inished Unit 31. Tick () the things you can do. 8 (7 mins): Activity 8. Writing ដាលអនកាំាច់តាូវផលាស់បតូរាមាថានាពាក់សតាង?
៣. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?
I can talk / say what I did on the weekend.  1. Tell students to use their notes to write
about someone who is important to
I can talk about a time I was really scared.  them. They should include the answer to
I can talk about someone who is important to me.  the question their partner asked.

- 195 - C11-6
 Unit 32 - Is that really real? Chapter 11, Unit 32, Lesson A
I can remember everything!: Is that really real? : That never happened!
32a Is that really real? - That never happened! This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
1 Look at Dara’s picture of Angkor Wat 800 years ago. How many
things can you name? (5 mins): Warmer. Feeling greetings.
1. Write some first meeting vocab on the
whiteboard. e.g. Hi. How are you? How
are you? What’s your name?
2. Tell students to stand up. (You can have
student work in groups if it is too small to
have students walking around the room).
3. Tell students that they are going to do a
get to know you role play.
4. Have the students do the activity once
normally.
5. Tell students to choose a different partner,
but this time they have just found out
that they have lost their telephone!
How do they feel? Tell students to have
the conversation with this feeling.
6. Keep changing the situation (and part-
ners!). Dog is dead. You have a million
dollars! ect.
1 (5 mins): Activity 1. Students remember
vocab / lead in
1. Ask students to look at the picture. What
can they see? How many things can they
name?
2. Tell students compare with their partner
for 2 minutes.
3. Get some answers from the class (but do
not say who is right or wrong).
2 (5 mins): Activity 2. Students listen for the
big idea (T.11.32.1)
Cool kids say:
Whatever! = I am not talking 1. Ask students what they think Bopha will
say about Dara’s picture?
about this anymore. 2. Tell students to talk to their partner for a
minute.
3. Tell students that they are going to listen
and check their guesses.
2 T.11.32.1
What do you think Bopha will say about Dara’s picture? Listen 4. Ask instruction checking questions.
5. Students listen.
and check. 6. Tell students to compare with their partner/
group.
7. Check the answer as a class.
Answers: This picture is wrong / Dara is bad at
history.
C11-7 - 196 -
TAPESCRIPT 11.32.1
I’m good at History
Bopha: Hey Dara! What’s up?
Dara: Hey Bopha! I finished my picture for
history! What do you think?
Bopha: Did you say for history class? Hey. Is
that Angkor Wat?
Dara: Yep. It’s Angkor Wat the way it looked
800 years ago.
Bopha: 800 years ago? Dara, is that a pizza
shop?
Dara: Yes. Imagine the pizza they ate 800
years ago…
Bopha: Dara! There weren’t pizza shops 800
years ago! They didn’t know Italians, and
they didn’t know about pizza.
Dara: Are you sure? They didn’t eat pizza
800 years ago.
Bopha: Yes, I’m sure! And they didn’t go
water skiing either!
Dara: But then why was there water outside
Angkor Wat!
Bopha: Dara! They didn’t go water skiing!
Dara: Fine. I do like the girls on the bikes,
though. I love bike riding. They rode bikes.
Bopha: What’s wrong with you Dara. They
didn’t have bikes. Of course they didn’t ride
bikes! And they didn’t wear t-shirts either!
Dara: Don’t be stupid, Bopha. What did they
wear?
Bopha: I don’t know! But they didn’t wear
purple t-shirts that say “Dara is cool” on the
front!
Dara: Bopha?
Bopha: Yes, Dara?
Dara: You’re not very good at history.
Bopha: Whatever Dara.
 Chapter 11, Unit 32, Lesson A

3 Write the things Bopha says are wrong with the picture. 3 (10 mins): Activity 3. Students listen for answers (T.11.32.1)

(Clue: There are 4!) 1. Tell students to work with a partner.

2. Tell students to try and remember/guess the things that Bopha says about Dara’s picture.
3. Ask instruction checking questions.
They didn’t eat pizza. They don’t go skiing. They don’t have bikes. They 4. Tell students to listen and check.
didn’t wear t-shirts. 5.
6.
Tell students to compare with their group/partner.
Ask and answer questions as a class.

4 How many more things can you see in the picture that they didn’t do 4 (7 mins): Activity 4. Post Task

or have? Write sentences in your notebook. 1. Tell students to look at the picture and see how many more things they can see. Tell students
to write full sentences in their notebooks.
2. Ask instruction checking questions and give a time limit of 5 minutes.
5 Look at the pictures. Do you have these things at your house? 3. Tell students to compare with their group/partner.
4. Ask answers as a class.
5 (3 mins): Activity 5. Review vocab.
1. Tell students to look at the pictures and talk to their partner about which of the things they
have in their house.
2. Ask instruction checking questions and give a time limit of 2 minutes.
3. Get answers from the class.
6 (5 mins): Activity 6. Writing
1. Tell students to write sentences about what they had and what they didn’t have 50 years ago.
2. Ask instruction checking questions and give a time limit of 4 minutes.
7 (8 mins): Activity 7. Freer Practice
1. Put students in groups of 4.
2. Tell students to discuss the question in their groups.
3. Ask instruction checking questions and give a time limit of 7 minutes.
(2 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not testing students!
1. Ask some students their ideas. Are students using the past simple?
2. Are students using auxiliary verbs correctly?
After the lesson: Thinking about the lesson (Reflection)
6 Write some sentences about what they had and didn’t have Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
50 years ago. What’s important is to learn from it! Remember, no lesson is ever “perfect”!
Think about the answers to these questions. You don’t have to tell anyone the answers!
7 What did they have 50 years ago? Discuss with your group. Use 1. If you come into class feeling good with lots of energy, your students will feel good as well,
the pictures to help you. but if you come in with low energy ready to shout, students will pick up on that as well. How
was your attitude in class today?
But they didn’t 2. How do you try to make sure your class have a great attitude toward learning English?
Thay had cars
3. Your own question(s). ____________________________________________________?
50 years a go. have television.
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
Yes, they did. ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

១. បាសិនបើអនកមកដល់ានាក់រៀនោយានារមមណ៍លអ និងាមពលាលាំងាលាោះ សិសាសរបស់អនកនឹង ានារមមណ៍ និងាមពល

ៅាមោះដារ ប៉ុនតាបាសិនអនកមកដល់ានាក់រៀនោយានារមមណ៍មិនលអ និងមិនសូវានាមពលហើយាំតាសាកោះ
សិសាសនឹងានារមមណ៍ៅាមោះដារ។ តើឥរិយបទ របស់អនកៅកនុងារបងាៀនថងានាះដូចមតាចដារ?
២. តើអនកពាាយមដូចមតាចខលះ ដើមាបីឲាយបាាកដាសិសាសរបស់អនកានឥរិយបទលអចំោះាររៀនាា អង់គលាស?
៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?
- 197 - C11-8
Chapter 11, Unit 32, Lesson B

32b Is that really real? - Paper Fortune Tellers

Chapter 11, Unit 32, Lesson B
I can remember everything!: Is that really real?: Paper Fortune Tellers
1 Look at the picture. Do you know this game? This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)

2 T.11.32.2 Listen to Bopha and Linda playing. What does Linda get?
3 T.11.32.2 Answer the questions about Linda and Bopha. Listen and check.
1. Do people play with paper fortune
tellers in England? Yes, they do.
2. What is Bopha’s first question? What’s
your favourite colour?
3. What is Linda’s favourite colour?
Yellow
4. How many times does Bopha have to
move the paper fortune teller? 6
C11-9
(10 mins): Warmer. Game! Buzz
1 (3 mins): Activity 1. Lead in
2 (5 mins): Activity 2. Students listen for the
5. What’s Linda favourite number? 13
6. How many times does Bopha have to
move the paper fortune teller? 13
7. What is the next number Linda picks?
4 Linda: Hey cool! We play these in England
8. Do you think Linda likes Bopha’s paper
fortune teller? No.
- 198 -
1. Write the number ‘2 ‘on the board.
2. Tell students to count up to 10, but for
every multiple of 2, they say ‘buzz ’
(e.g. 1, buzz, 3, buzz, 5, buzz…).
3. Write another number on the board (e.g. 3)
4. Tell students to count up to 20, but for
every multiple of 3, they say ‘buzz’
(e.g. 1, 2, buzz, 4, 5, buzz…)
5. Put students into groups of 4/5.
6. Write another number on the board.
7. In groups, students take turns counting
up one number at a time, but for any
multiple of that number, they say ‘buzz’
(e.g. 1, buzz, three, buzz…..).
1. Tell students to look at the question and
see if they know the game in the picture.
If they don’t know, guess.
2. Students compare with their partner.
3. Check the answer as a class.
big idea (T.11.32.2)
1. Ask students what they think the paper
fortune teller will tell Linda.
2. Get some ideas from the class.
3. Tell students that they are going to listen
and check their guesses.
3 (10 mins): Activity 3. Students listen for answers
4. Ask instruction checking questions.
5. Students listen.
6. Tell students to compare with their partner
/group.
7. Check the answer as a class.
TAPESCRIPT 11.32.2
Bopha: Hey Linda.
Linda: Hi Bopha! What have you got there?
Bopha: It’s a paper fortune teller. It only tells
the truth. It’s always right!
as well! Can I have a go?
Bopha: Sure! Ok. First, what’s your favourite
colour?
Linda: Yellow! It’s so happy! That’s why I love it!
Bopha: *Shudder* Okay. Your favourite colour
is … yellow. Yellow has 6 letters so I need to
move this 6 times. Y – E – L – L – O – W.
Ok. Next one. What’s your favourite number?
Linda: Um… 7! That’s the number of pairs of
shoes I have!
Bopha: Really? Whatever. 1 – 2 – 3 – 4 – 5 – 6 – 7.
Ok last one!
Linda: Ok. 13.
Bopha: Ok! Let’s see. It says “You are ugly!”
Linda: What!
Bopha: Ugly! It means not beautiful, bad
looking…
Linda: I know what it means! That’s not right!
Try again!
Bopha: Ok.
Linda: Purple!
Bopha: P-U-R-P-L-E
Linda: 4.
Bopha: 1 – 2 – 3 – 4.
Linda: 7
Bopha: Yup! It says “You are ugly!” It’s true!
Linda: What!? Give me that! Bopha, these
all say “You are ugly!”.
Bopha: Well, if you’re always ugly, you’re
always ugly!
Linda: Whatever.
(T.11.32.2)
1. Tell students to work with a partner.
2. Tell students to write 1-8 in their notebooks.
Tell students to try and remember/guess
the answers to the questions.
3. Tell them to listen and write the answers
next to the numbers in their notebooks.
4. Ask instruction checking questions and
give a 3 minute time limit.
5. Students listen and check.
6. Students compare their answers with their
group/partner.
7. Ask for some answers as a class.

4 Linda didn’t like Bopha’s paper fortune teller! What do you think
she wanted to see? What other nice things can you write in paper
fortune tellers?
5 Make your own paper fortune teller!
You will need:
* A square piece of paper
* A pen
First, fold the paper in half
and then in half again. It
should be a triangle now.
Forth, fold the corners into
the middle again. It should
be a smaller square.
6 Use your paper fortune teller on your friends. What do they get?
Second, open it up so it’s
a square again. Now you
can see where the middle is!
Fifth, fold it in half so it’s a
rectangle. Then fold it in
half so it’s a little square.
Chapter 11, Unit 32, Lesson B
4 (7 mins): Activity 4. Brainstorming
1. Put students in groups of 4. Tell students to choose one person to be the writer.
2. Read the instructions as a class. What do you think she wanted to see? Get some ideas from
the class. (e.g. You are beautiful. You are nice. etc)
3. Ask students to brainstorm as many things as they can that can go in the paper fortune tellers.
4. Ask instruction checking questions and give a time limit of 5 minutes.
5. Come together as a class and get some ideas.
5 (7 mins): Activity 5. Reading
1. Tell students to follow the instructions to make their own paper fortune teller. Students can
work alone or with a partner.
2. Ask instruction checking questions and give a time limit of 5 minutes.
3. A few minutes before the end of time, help students who are confused.
6 (7 mins): Activity 6. Speaking
1. Tell students to go around the room and play paper fortune tellers.
2. Ask instruction checking questions and give a time limit of 5 minutes.
(2 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not testing students!
1. Ask some questions from today’s lesson. (e.g. What’s your name? How old are you?).
2. Listen to students answers. Are students confident? Are all students, or only students who
already knew today’s lesson? Who might need extra support/encouragement?
After the lesson: Thinking about the lesson (Reflection)
Third, fold the corners into Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.
the middle. It should be a What’s important is to learn from it! Remember, no lesson is ever “perfect”!
square. Think about the answers to these questions. You don’t have to tell anyone the answers!
1. Telling kids where they need to improve can be hard. How do you tell kids the areas they
need to improve?
2. Do you focus on positives, or just negatives?
3. How do you make students feel good about their mistakes and excited about improving?
4. Your own question(s). ____________________________________________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់
ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ
ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!
១. ារបាាប់សិសាសនូវចំណុចដាលពួកគាតាូវកាលំអ ាចាារពិាក។ តើអនកបាាប់សិសាសនូវចំណុច ដាល ពួកគាតាូវកាលំអយ៉ាង
ដួចមតាច?
២. តើអនកផតាតារយកចិតតទុកាក់លើចំណុចវិជជាន ឬគាាន់តាផតាតលើចំណុចអវិជជាន?
Last, write! Now you are ៣. តើអនកធវើដូចមតាច ដើមាបីឲាយសិសាសអនកានារមមណ៍លអចំោះកំហុសរបស់ពួកគា ហើយរីកាយនឹងារ កាលំអឡើងវិញ?
ready to play! ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?
- 199 - C11-10
Chapter 11, Unit 32, Lesson C

32c Is that really real? - Getting in trouble at home

Chapter 11, Unit 32, Lesson C
I can remember everything!: Is that really real?:
1 Do your parents leave you alone sometimes? Are you good or naughty Getting in trouble at home
when they are away? This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
2 Look at the picture. Is he being good, or naughty? What do you
T.11.32.3

think Dara is saying to his mum? Listen and check. Dara is being
Naughty. He’s telling his mum he’s being good.
3 T.11.32.3 Look at the picture for idea. Answer the questions about
Dara in your notebook. Listen and check.
1. Does Dara think his mum is home?
No, he doesn’t.
2. What subject is Dara’s homework for?
maths
3. What does Dara say vegetables are
better than? pizza
4. Does Dara tell his mum he always
brushes his hair and teeth? Yes, he does.
(5 mins): Warmer. Game! What are you doing?
1 (3 mins): Activity 1. Lead in
2 (5 mins): Activity 2. Students guess
5. Who does Dara say he is watching?
The baby.
6. Is Dara lying? Yes, he is.
7. What does Dara see when he looks
behind him? His mum.
8. Do you think Dara is in trouble?
Student’s own idea.
(5 mins): Activity 2. Students listen for the big
1. This is an acting game. One student
idea (T.11.32.3)
stands in front of the class doing a con-
tinuous- ing acting. (eg fishing).
2. Student 2 comes and asks What are you
doing?
3. Student 1 doesn’t say I am fishing. They
say a different -ing action. I’m flying!
4. Student 2 has to do the action student 1
said. (eg flying).
5. Students 2 keeps pretending to fly until
student 3 asks What are you doing? Stu-
dent 2 doesn’t say flying. They say a dif-
ferenting action.
6. Continue until all students have had a
turn. It’s really funny! (If you have a very
large class. Just point to some people.
You could also have students play the
game in groups.
1. Put students in groups of 4.
2. Books closed. Write: Do your parents
leave you alone sometimes? Are you
good or naughty when they are away?
3. Tell students to discuss the question in
their groups.
4. Ask instruction checking questions and
give a time limit of 2 minutes.
5. Ask some students their answers.
1. Ask students to look at the picture. What
can they see?
2. Ask students Do you think Dara is being
good or naughty? Why?
3. Tell students compare with their partner
for a minute.
4. Get some answers from the class (but do
not say who is right or wrong).
1. Tell students that they are going to listen
and check their guesses.
2. Ask instruction checking questions.
3. Students listen.
4. Tell students to compare with their partner
/group.
5. Check the answer as a class.
TAPESCRIPT 11.32.3
I’m good at History
Dara’s Mum: Hello sweetie! Are you being
good?
Dara: Yes mum. How is Aunty Neath’s house?
Dara’s Mum: Oh, it’s nice. She’s good. She
says hello. What are you doing now?
Dara: I’m doing my homework. I have lots of
maths homework to do.
Dara’s Mum: Oh good. And are you eating
rice? Did you eat the vegetables for dinner
last night?
Dara: Oh yes, mum. They were yummy.
They were much better than pizza.
Dara’s Mum: And you’re brushing your hair
every day, and cleaning your teeth?
Dara: Oh of course, Mum! I always brush my
hair and teeth! You know that!
Dara’s Mum: And you’re watching your
baby sister.
Dara: Yes. She is being good. Everything is ok.
Dara’s Mum: And she isn’t getting in trouble?
Dara: No Mum. She’s right here next to me.
Dara’s Mum: Dara, are you lying to me?
Dara: Mum! No I am not! I never lie! I am a
good boy!
Dara’s Mum: Are you sure, Dara?
Dara: Of course, I am! Why?
Dara’s Mum: Dara, look behind you.
Dara: Oh. Hi mum! You’re home early.
Dara’s Mum: Yes.

C11-11 - 200 -

4 Think about a time you were in trouble. Talk to your group about
these things.
Where were you?
What did you do?
What did your mum/dad do?
Do you get in trouble when your room is messy?
5 Where is Avorng? Talk to your partner. Use these words: under,
next to, behind, in front of, opposite and in between.
6 Draw this!
7 Student A, turn to page 236.
Student B, turn to page 240.
Congratulations!
You inished Unit 32. Tick () the things you can do.
I can talk about what people did and didn’t do in the past.
I can make a paper fortune teller.
I can draw where things are in a bedroom.
3 (10 mins): Activity 3. Students listen for
answers (T.11.32.3)
1. Tell students to work with a partner.
2. Tell students to write 1-8 in their notebooks.
Tell students to try and remember/guess
the answers.
3. Tell them to listen and write the answers
next to the numbers in their notebooks.
4. Ask instruction checking questions and
give a 3 minute time limit.
5. Students listen and check.
6. Students compare their answers with their
group/partner.
7. Ask for some answers as a class.
4 (3 mins): Activity 4. Post task
1. Tell students to work with their partner.
2. Tell students to discuss the questions in
their groups.
3. Ask instruction checking questions and
give a time limit of 2 minutes.
4. Ask some people to share their ideas with
the class.
5 (3 mins): Activity 5. Revision
1. Tell students to talk to their partners, and
match the words with the pictures.
2. Ask instruction checking questions and
give a time limit of 2 minutes.
3. Check answers as a class
6 (10 mins): Activity 6. Speaking
1. Tell students to work in pairs. Tell students
to decide who is student A, and who is
student B.
2. Tell student As to put up their hands. Tell
student Bs to put up their hands.
3. Tell students that their partner has a picture
of the bedroom they need to draw and
they have to use questions with Where is
the___and then draw them in their
pictures.
7 (2 mins): Activity 7
1. Tell student As to turn to page 236 and
student Bs to turn to page 240.
 2. Ask instruction checking questions and
give a time limit of 9 minutes.

 (3 mins): Learner assessment and lesson wrap up
Assessing the success of the lesson. Not tes-
ting students!
- 201 -
Chapter 11, Unit 32, Lesson C
1. Ask students to look at the “can do” state-
ments.
2. Compare with a partner.
3. Ask students how they feel about the can
do statements. Tell students not to worry
about the ones they don’t tick.
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went wrong.
What’s important is to learn from it! Re-
member, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. It’s almost the end of term! Students learn
lots of things in class that aren’t English.
What else have your students learnt?
2. Do you think your students are better at
group work than at the beginning of term?
3. Do you think you students are better at
being nice to one another?
4. Do you think you students are better at
listening respectfully to their peers?
5. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. ាជិតចប់វគគសិកាាហើយ! សិសាសរៀនចាះអវី ៗ ាចាើនៅ
កនុងានាក់ដាលមិនមានាាាអង់គលាស។ តើសិសាសរបស់
អនកានរៀនចាះអវី ៗ ផាសាងទៀតដារឬទា។
២. តើអនកគិតាសិសាសរបស់អនកពូកាាងធវើារារាកាុម
ាងៅដើមវគគសិកាាដារឬទា?
៣. តើអនកគិតាសិសាសរបស់អនកានសាតានចិតតលអ ាមួយ
សិសាសដ៏ទាទៀតាងមុនដារឬទា?
៤. តើអនកគិតាសិសាសរបស់អនកពូកាាងាតាប់មិតតភកតិរបស់
ពួកគាោយារោរពាងមុនដារឬទា?
៥. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?
C11-12
 Unit 33 - More questions Chapter 11, Unit 33, Lesson A
I can remember everything: More questions: Silly questions!
33a More questions - Silly questions! This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
1 Arunny has silly questions. What are they? Guess. Tell your
partner. (7 mins): Warmer. Play ‘How many things can
you think of?’
1. Write a word on the board (e.g. small).
2. Ask: What small things can you think of?
(e.g. pencil, pen, rat, paper). Accept all
possible answers.
3. Tell students they are going to play the
same game in groups.
4. Put students into groups of 5/ 6.
5. Assign a writer in each group.
6. Ask a question / write on the board (e.g.
red, square, bigger than the teacher,
yellow)
7. In groups, students write down as many
things they can think of that are red,
square, bigger than the teacher, yellow, etc.
8. Give a time limit of 1 minute for each
2 T.11.33.1 Listen to Arunny and Avorng. Did you guess right? word or phrase.
9. The group with the most number of words
wins. Accept words that are spelt wrong.
1 (8 mins): Activity 1. Lead in
1. Write silly questions on the board.
2. If students don’t already know what silly
means, encourage them to guess by
giving some examples.
3. Ask some silly questions (e.g. Why have
you got black hair? Why do we have 10
fingers? Why can’t people fly? Why are
there black and white bears? Why is my
sister naughty? ) Write some of these on
the board. Be quick!
4. Tell students that younger children usually
ask silly questions. Tell them to look at
3 T.11.33.1 Listen again. Which pictures does Arunny ask about? Tick (). Arunny’s picture in activity 1. She is asking
silly questions to her dad, Avorng.
5. Tell students to guess what Arunny’s
questions are in pairs / groups.
6. Tell them to use a concept map like the
one in the book. Tell them to draw the
concept map quickly in their notebooks.
   7. Ask instruction checking questions and
give a time limit of 3 minutes.
8. Collect ideas from the class. Accept all
answers.
2 (3 mins): Activity 2. Students listen for the
  big idea (T.11.33.1)
C11-13 - 202 -
1. Tell students to listen and check their
guesses.
2. Tell them to compare their answers with
their partners / groups.
3. Check answers as a class.
TAPESCRIPT 11.33.1
Arunny’s silly questions
Arunny: Dad, where’s my mum?
Avorng: Your mum is…I don’t know where
your mum is Arunny. I have no idea!
Arunny: Where are my brothers and sisters,
Dad? Do I have brothers and sisters?
Avorng: Arunny, stop asking silly questions.
No, you don’t have any brothers or sisters.
Arunny: But why, Dad? Why?
Avorng: Grrr….
Arunny: Is it true Dad? Is it true that I was an
egg? I was an egg, then I became a bird. Is
it true Dad?
Avorng: Yes! That’s true!
Arunny: That’s so cool. Do all eggs become
birds? Urgh! I saw Dara eating eggs for
breakfast! Urgh! Do all eggs become birds
like me Dad?
Avorrng: Stop asking silly questions, Arunny!
Arunny: OK. Just one more Dad! Why do we
sleep?
Avorng: hmmmm…..I don’t know Arunny.
We sleep that’s all. Our friends sleep too.
Sophal, Dara and Bopha sleep in their beds
too.
Arunny: Dad, where do I go when I fly?
Where do you go when you fly?
Avorng: You can go anywhere! You can go
up the mountain, to the park or by the river!
But don’t go swimming in the river again!
Arunny: OK. Dad. Can trees talk? Can they
talk to me?
Avorng: No, Arunny. Trees can’t talk. They
don’t talk to people and they don’t talk to birds!
Arunny: When does school start, Dad. I want
to go to school. When can I go to school!
Avorng: Don’t be silly, Arunny. You can’t go
to school. Schools are for people.
Arunny: What do people eat, Dad!
Avorng: They eat a lot of things! They eat
chicken, they eat rice, they eat eggs.
Sometimes they eat birds, too!
Arunny: Oh – oh (scared)

4 You are something else. Choose from the box. Write 3 questions. 3 (5 mins): Activity 3. Students listen for the
answers (T.11.33.1)
1. Tell students to listen again and tick the
pictures that Arunny asks about.
a mobile phone an elephant 2. Ask instruction checking questions.
3. Tell students to compare their answers
with their partners / groups.
4. Check answers as a class.
a pen a school 4 (7 mins): Activity 4. Writing
1. Write a computer on the board. Tell students
a house a lion noodles that they are computers. What questions
do / can they ask?
2. Collect some ideas from students. Write
a cinema some of their ideas on the board (e.g.
What colour am I? Why don’t I have legs
/ hands?)
3. Tell them they are something else (e.g. a
mobile phone, an elephant, a pen, a
school, a house, etc.)Tell them to choose
5 Silly questions and silly answers! Ask your silly questions. Can your what they are.
4. Tell students to write 2 silly questions to ask
classmates give silly answers? people.
5. Ask instruction checking questions and
give a time limit of 5 minutes.
5 (10 mins): Activity 5. Speaking
What colour are your I don’t have 1. Tell students to walk around and ask their
teeth? teeth!
questions.
2. Tell them to ask 5 different people in the
class. Tell them NOT to write. They have to
remember their classmate’s answers.
3. Encourage students to give silly answers.
6 Can you make some more silly questions? Game!
4. Walk around and listen to students’
questions and responses.
5. Stop the activity after 7 minutes.
6. Ask: Who asked the silliest question? Who
gave the silliest answer?
7. Write some of the students’ answers on
the board.
8. Have a class vote. You can do this by
reading each question / answer on the
board and asking students to raise their
hands, clap, or shout (e.g. yes!) if they
like/ think the question /answer is the silliest.
6 (8 mins): Activity 6. Stirrer – More silly questions
1. Put students into 3 groups.
2. Tell group 1 to write 3 question words in
their notebooks / a piece of paper (e.g.
why, what, when). Tell them to number
the words.
3. Tell group 2 to write 3 action words in their
notebooks / a piece of paper (e.g. eat,
drink, write). Tell them to number the words.
4. Tell group 3 to write 3 names of people /
things (e.g. Dara, a lion, a pen)
5. Ask instruction checking questions and
give a time limit of 1 minute.
6. Shout out a number (e.g. group 1 –
number 2, group 2 - number 2, group 3 –
number 1).
- 203 -
Chapter 11, Unit 33, Lesson A
7. Write the words on the board (e.g. what,
drink, Dara).
8. Tell each group to make the sentence.
The first group to make the sentence wins
(e.g. What does Dara drink?)
(2 mins): Learner assessment and lesson wrap up
1. Ask some students to answer some
questions from activity 6.
2. Praise students who consistently tried
speaking in English today. Encourage the
others.
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Children learn better when they ‘see’
how things are done. They learn very little
if you explain and explain. For children,
‘showing’ what to do works better
than ‘explaining’. In today’s lesson, did
you demonstrate most of the activities,
or did you talk through each one?
2. In your next lesson, try to demonstrate
more and explain less. Did you notice
any difference in students’ understanding
of each task?
3. Your own questions: _________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. សិសាសរៀនានលអាងៅពាលដាលពួកគាមើលឃើញា
កិចា
ច រាំងោះតាវូ ានធវោ ើ យរបៀបា។ ពួកគារៀន
ានតិចតួចាស់បស ា និ បើអក ន ពនាយល់ហយ ើ ពនាយល់ទៀត។
ចំោះសិសសា “ារបាហញ ា ” អវដី លា តាវូ ធវើ ាានបាសទ ិ ា
ធ ព
ាង “ារពនាយល់”។ តើៅកនុងារបងាៀនថងានាះ អនកាន
បាហញា របៀបអនុវតតសកមមាពាគចាន ើ ឬក៏អកន ានពនាយល់
របៀបអនុវតតសកមមាពនីមួយ ៗ?
២. ៅកនង ុ ារបងាៀនលើកកាយ ា របស់អក ន ចូរពាាយមបាហញ ា
ពីរបៀបអនុវតតឲាយានចាើនហើយពនាយល់ ឲាយានតិចតួច។
តើអនកានកត់សាគាល់ាពខុសគនាអវីខលះ កនុងារយល់ដឹង
របស់សិសាសអំពីកិចចារនីមួយ ៗ?
៣. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?
C11-14
Chapter 11, Unit 33, Lesson B

33b More questions - Cool superheroes!

Chapter 11, Unit 33, Lesson B
I can remember everything: More questions: Cool superheroes!
1 What are the pictures of? Guess. Tell your partner. This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)

(5 mins): Warmer. ‘Say it with feeling!’

1. Put the class into 2 teams.

2. Ask for team names and write them on the board.
3. Read an easy text out of the book using a funny voice from one feeling (e.g. Read a text crying!)
4. Ask students: How do I feel? Students: Sad!
5. Tell students that they are going to play a game. They are going to have one team member
at the front of the class reading out a text with a feeling. Whoever guesses the feeling first
gets a point.
6. Chose 2 team members to come to the front of the class. Give them a text (from the book)
to read.
7. First team to guess gets a point! Ask instruction checking questions.
1 (2 mins): Activity 1. Lead in

1. Tell students to look at the pictures in activity 1.

2. In pairs, tell students to guess who they are. What can they do? What can’t they do?
3. Ask instruction checking questions and give a time limit of 1 minute.
4. Collect ideas from the class.

2 (3 mins): Activity 2. New words (T.11.33.2)

2 T.11.33.2 Match these words with the pictures. Then listen and check.
1. Tell students to match the words with the pictures in their notebooks.
Listen and repeat. 2. Ask instruction checking questions and give a time limit of 2 minutes.
3. Tell students to listen and check.
1. a neighbour 2. a superhero 3. special powers 4. bored 4. Tell students to listen and repeat.

TAPESCRIPT 11.33.2
3 Read quickly. Did you guess right?
a neighbour / a superhero / special powers / bored
Animal superhero 3 (5 mins): Activity 3. Students read for the big idea

Hi! I’m Annie! I’m an animal superhero! I save animals! I saved 10 animals last 1. Tell students they are going to read about a superhero.
week! Yesterday, I saved a bird! It was really dark! I forgot what time it was. I had 2. Tell them to guess what special powers the superhero has in pairs.
3. Ask instruction checking questions and give a time limit of 1 minute.
so much fun playing football with my friends! Then on my way home, I saw a bird
4. Collect ideas from the class.
and our neighbour’s dog. The dog wanted to eat the bird! I ran quickly and the 5. Tell students to read quickly and find out if their guesses were correct.
dog got scared of me! 6. Give a time limit of 2 minutes.
I don’t like school! At school, I study hard but I often get bored! I like saving animals 7. Check answers as a class.
better than going to school. Studying is boring! Saving animals is fun! Sometimes
at school, I think about all the animals I saved, and then I feel happy! I have a lot
of friends, but they don’t like animals. I don’t know why. We play football at school.
I love playing football at school – it’s my favourite! Then after school, we play
computer games! I sometimes do my homework – sometimes!
Do I have special powers? Of course! I can listen to animal sounds. I can listen to
quiet and loud animal sounds. I know if they are hurt when I listen to their sounds.
I am strong! I am stronger than an elephant! I can run really fast! I can run faster
than a lion! And I can fly! I can fly higher than Avorng!
C11-15
- 204 -

4 Read again. Answer the questions in your notebooks. 4 (7 mins): Activity 4. Students read for the
answers
1. What did Annie save yesterday? _________________
a bird 1. Tell students to read the text again and
answer the questions in their notebooks.
2. How many animals did she save last week? _________________
10 2. Ask instruction checking questions and
3. What does she do after school? She plays computer games
_________________________ give a time limit of 5 minutes.
3. Tell students to compare their answers
4. Does she do her homework? _________________
Yes, sometimes with their partners / groups/
4. Check answers as a class.
5. Is she strong? Yes, she is.
_________________
5 (10 mins): Activity 5. Writing
6. Can she fly? _________________
Yes, she can.
1. Put students into groups of 3 /4.
5 Write about your superhero! Draw and colour. 2. Tell students that they are going to write
and draw their own superhero.
3. Tell them to write a fact file of their
superheroes in their notebooks / pieces
My superhero of paper. Tell them to use the ideas in
activity 5.
Name : _______________________ 4. Ask instruction checking questions and
give a time limit of 8 minutes.
How old? : _______________________
6 (7 mins): Activity 6. Speaking
Special powers : _______________________
1. Choose one student from each team to
report about their work. Alternatively, you
Favourite colour : _______________________ can ask students to choose the reporters
Favourite subject : _______________________ in their teams.
2. Call each reporter in front of the class.
Favourite sport : _______________________ Tell them to talk about their work for 1
minute.
Not good at : _______________________ 3. Ask the other students to think of one
question for the reporting team. Remind
Doesn’t like : _______________________ them to listen to others.
NOTE: If your students are shy and don’t
feel confident talking in front of the class,
you can let each reporter visit the other
teams and report to them. Give the
reporters a time limit of 1 minute. Go
6 Tell your classmates about your superhero! around and help as necessary.
4. Display some of the students’ work.
5. Have a class vote to see which of the
7 Role play! One of you is a superhero! Ask him/her questions! pictures students like best. You can do this
by pointing to each picture and asking
students to raise their hands, clap, or
shout (e.g. yes!) if they like the picture.
7 (9 mins): Activity 7. Speaking – role play
What’s your name?
1. Tell each group to choose one superhero
that the other groups wrote / drew.
My name’s Jig. I’m a
2. Tell them to write 3 questions to ask the
computer superhero! superhero.
3. Ask instruction checking questions and
give a time limit of 5 minutes.
What are your special 4. Choose one student in each group to be
powers? the superhero. Alternatively, you can
ask students to choose the superhero in
their teams.
5. Tell students to take it in turns to ask their
questions. Encourage the superheroes of
each team to give silly answers. Focus on
fun, not accuracy of language!
- 205 -
Chapter 11, Unit 33, Lesson B
(2 mins): Learner assessment and lesson wrap up
1. Ask some students their favourite superheroes.
2. If they haven’t finished, tell them to
continue drawing / writing / colouring
their superheroes for homework.
3. Praise students who did their homework
today. Encourage the others.
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t matter if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Sometimes class should be fun. It is more
important that students are having fun
than saying things “perfectly”. A lot of
people think that fun is the most important
thing in English class! Were your kids
having fun?
2. It is more important that kids feel confident
than be perfect! Do you correct kids too
much?
3. Do you think the kids in your class feel
brave enough to make mistakes?
4. How could you do this lesson better next
time?
5. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. ពាលខលះានកា រ
់ ៀនគួរតាានាពសបាាយរីកាយ។ ារដាល
សិសាសានាពសបាាយរីកាយ គឺសំាន់ ាងារដាល
សិសាសនិយយអវី ៗ “ានលអឥតខចាះ” ៅទៀត។ មនុសាស
ាចាើនគិតា ារសបាាយ រីកាយ គឺាអវីដាលសំាន់
បំផុតៅកនុងានាក់រៀនាាអង់គលាស! តើសិសាសរបស់អនក
ានាពសបាាយ រីកាយដារឬទា?
២. សិសាសានាពជឿាក់គឺសំាន់ាងាពលអឥតខចាះ! តើ
អនកកាកំហុសពួកគាចាើនពាកដារឬទា?
៣. តើអកន គិតាសិសសា ៅកនង ុ ានក
ា រ់ បស់អក
ន ានសាចកតា
ី ា
ាល ន
ា៊
គាប់គាន់កនុងារានកំហុសដារឬទា?
៤. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ
ានលអាង ៅពាលបងាៀនលើកកាាយ?
៥. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?
C11-16
Chapter 11, Unit 33, Lesson C
33c More questions - My best memories
1 What are these pictures of? Why are they memorable? Tell your
partner.
2 T.11.33.3 Listen. Point to the pictures.
3 T.11.33.3 Listen again. Answer the questions.
1. Did Dara touch the ghost’s hair?
2. Was Dara scared?
3. Where did Sophal’s friend stand?
4. Did Sophal talk to his partner? Why? ___________________________________
No, because he didn’t like his partner.
5. What does Bopha do at the weekend with her friends? _____________________
6. Is Avorng’s baby good at singing?
4 Write about your most memorable day. Use the ideas below to
help you.
What happened? Did you feel happy, sad, scared?
What did you do? Who was with you?
What day was it?
C11-17
Chapter 11, Unit 33, Lesson C
I can remember everything: More questions: My best memories
This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and
Sport website. (50 mins)
(5 mins): Warmer. ‘Banana-na’
1. Tell the students to ask you any questions
they want. Answer each question with
Banana-na without pausing! Hold as long
as you can. Answer 2 questions like this.
2. Tell students that they are going to play
this game in groups.
3. Tell students to work in groups and chose
one person to be “it”.
4. The student has to answer 2 questions
with Banana- na. They cannot laugh or
pause. If they can answer each question
with banana-na without breaking, they
get 5 points. If the group makes them
laugh, they get one point.
5. Ask instruction checking questions and
give a time limit of 4 minutes.
1 (5 mins): Activity 1. Lead in
1. Tell students to look at the pictures in
activity 1. Tell them each picture shows a
memorable event.
2. Write memorable on the board. Ask
questions to help students understand
what it means (e.g. When something
is memorable, do we forget easily? Do
we remember?)
3. Tell students to talk about the pictures in
pairs. Tell them to talk about what makes
each event memorable.
4. Ask instruction checking questions and
No, he didn’t.
_________________ give a time limit of 3 minutes.
5. Collect ideas from students.
_________________
Yes, he was.
2 (3 mins): Activity 2. Students listen for the
_________________
On the table. big idea (T.11.33.3)
1. Tell students that they are going to listen
swimming and hiking to the most memorable days in grade 7
of Sophal, Dara, Bopha and Avorng.
_________________
Yes,she is. 2. Tell students to listen and point to the
pictures of the characters as they listen.
3. Ask instruction checking questions.
4. Tell students to compare their answers
with their partners / groups.
5. Check answers as a class.
TAPESCRIPT 11.33.3
3 (5 mins): Activity 3. Students listen for the
My most memorable day
Congratulation! It’s the end of school year!
Hmm….What’s your most memorable day
in grade 7?
Oh, I remember now! My friends took me to
a ghost house! I thought I touched a ghost’s
- 206 - hair, but it was only noodles! And I thought
I touched the ghost’s teeth, but it was only
corn! Then I touched the ghost’s stomach!
It really smelled bad! Ugh! But it wasn’t a
ghost’s stomach! It was just clothes – wet
clothes! I was so scared, but I didn’t let my
friends know! I said I wasn’t scared! I was
brave! This is my most memorable day! My
friends were so happy. They laughed like
crazy! Can you guess who I am?
Hmm…What’s my most memorable day in
grade 7? I know. I was in the classroom with
my friends! My friends were really naughty
on that day! One of my friends was on the
table. He stood on the table! Then my other
friend was on the floor! She sat on the floor!
She didn’t want to get up! And I didn’t want
to talk to my partner. I didn’t like my partner
on that day. I couldn’t forget this day – it’s so
memorable! Miss Mom had a really bad
day. Now we’re not naughty! We are good
students! Can you guess who I am?
Hmm…What’s my most memorable day in
grade 7? It was when a new girl came to
our class. Her name is Linda! Everyone liked
her and nobody wanted to talk to me! All my
friends wanted to talk to her! She isn’t the
smartest in class, but she is the prettiest! I
didn’t like her at all! But things changed!
We’re friends now. My friends talk to me and
they like me! I go swimming and hiking with
them on Saturday and Sunday. Linda
sometimes goes swimming and hiking with
us, but I don’t care! My friends love me and
I love them too! Can you guess who I am?
Hmm..My most memorable day? Of course!
It was when my new baby was born! She
was the prettiest baby ever! She is really good
at singing and she can speak English and
Khmer! Dara doesn’t believe me, but it’s true!
She sings songs all the time. She wants to
go to school. She’s really smart! And now
she’s learning to fly! Oh, I feel really tired
sometimes. I have a lot of work to do be-
cause of my baby! But she’s my favourite
thing in the world! Can you guess who I am?
answers (T.11.33.3)
1. Tell students to listen again and answer
the questions.
2. Ask instruction checking questions.
3. Tell students to compare their answers
with their partners / groups.
4. Check answers as a class.

5 Find the writer! Ask questions.
Who is your best
friend?
Did you get 100% in
your English test?
6 Write to as many of your friends as you can!
I like you because…
Congratulations!
You inished Unit 33. Tick () the things you can do.
I can ask and answer questions about what people
do every day.
I can write a short story about my most memorable day.
I can remember some words and stories from the book.
4 (10 mins): Activity 4. Writing
1. Tell students to write about their most
memorable day in grade 7 on pieces of
paper.
2. Tell them NOT to write their names on
their paper.
3. If necessary, give them time to read the
tapescript quickly to get some ideas.
4. Ask instruction checking questions and
give a time limit of 8 minutes.
5. Walk around and help students if
necessary. Use English!
5 (7 mins): Activity 5. Speaking
1. Collect the papers from each student.
2. Tell students that you are going to give
them their classmate’s writing.
3. Tell them to look for the writer by asking
questions (e.g. Who is your best friend?
Did you get 100% in your English test?)
4. Give the papers back to the students.
Make sure students do not get their own
papers. If they do, ask them to return it to you.
5. Ask instruction checking questions and
give a time limit of 5 minutes.
6. Praise students who found the writers
quickly. Praise everyone for trying and for
speaking to everyone in class. Clap!
6 (10 mins): Activity 6. Writing
1. Write I like you because… on the board.
2. Ask some students to complete the
sentence about their classmates / best
friend / teacher.
3. Tell them to write short sentences like this
about their classmates. Tell them to write
on small pieces of paper.
4. Tell them to write as many people as they
like.
5. Ask instruction checking questions (e.g.
Are we writing good things or bad things? )
and give a time limit of 7 minutes.
6. Stop the activity after 7 minutes.
7. Tell students to go around and give their
notes to their classmates.
8. Ask who had the most number of notes.
9. Ask some students to read some of the
notes they received in front of the class.
 (5 mins): Learner assessment and lesson wrap up
 Assessing the success of the lesson. Not
testing all the students!
 ដាលពួកគាបនតៅានាក់ទី៨? តើារនិយយៅាន់គាូ
1. Ask students to look at the “can do”
statements.
2. Compare with a partner.
3. Ask students how they feel about the can
do statements. Tell students not to worry
about the ones they don’t tick.
4. Praise students for working hard, being
punctual, speaking English as much as
they can in class, etc…Wish them well.
- 207 -
Chapter 11, Unit 33, Lesson C
After the lesson: Thinking about the lesson
(Reflection)
Reflection is important and all good teachers
do it. It doesn’t mater if everything went
wrong. What’s important is to learn from it!
Remember, no lesson is ever “perfect”!
Think about the answers to these questions.
You don’t have to tell anyone the answers!
1. Look back to when you first started
teaching. Do you notice any change in
your teaching style / in your understanding
of how students learn a foreign language?
Make a list! Take pride in your progress!
You deserve it!
2. We believe most of your students have
significantly improved their English!
Congratulations! How many of your
students still need extra help in grade 8?
Would talking to their grade 8 teacher/s
about their progress help? How else can
you help them?
3. Apart from English, what do you think your
students learned from you that will help
them in their everyday lives? What did
you learn from them?
4. Your own question(s). ________________?
បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។
(ារឆលុះបញចាំង)
ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់
ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា
ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន
មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី
កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល
“លអឥតខចាះ” ោះទា!
ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក
មិនាំាច់បប ា ច់ មលយ
ើ ចំោះសំណរួ ាំងនាះដល់អក
ន ដ៏ទទ
ា !ា
១. ចូរគិតអំពីារបងាៀនៅពាលដាលអនកាប់ផតើមបងាៀន
លើកដំបូង។ តើអនកានកត់សាគាល់ឃើញា ានារ
ផលាស់បតូរអវីខលះៅកនុងរបៀបបងាៀន ឬៅកនុងារយល់ដឹង
របស់អនកអំពីរបៀបដាលសិសាសសិកាា ាាបរទាសដារ
ឬទា? ចូរធវើបញជីមួយដើមាបីកត់តាារផលាស់បតូរ! ចូរាន
ោទនាព ចំោះាររីក ចមាើនរបស់អនក! អនកសមនឹង
ទទួលាននូវោទនាពាំងនាះ។
២. យើងជឿាក់ាសិសសា របស់អក ន ាគចានើ ានាររីកចមាន ើ
ផនាកាាអង់គលាសរបស់ពួកគាគួរឲាយកត់ សាគាល់! សូម
អបអាទរ! តើានសិសាសប៉ុនមាននក់កនុងចំោមសិសាស
ាំងអស់របស់អនក ៅតាតាូវារ ជំនួយបនថាម ៅពាល
ានាក់ទី៨ របស់ពួកគា ឬារ និយយអំពីាររីកចមាើនរបស់
ពួកគា នឹងជួយពួកគាដារឬទា?
៣. តើកាពីាាអង់គលាស អនកគិតាសិសាសរបស់អនកាន
រៀនអវខី ះល ពីអក
ន ដាលនឹងជួយពួកគាានៅកនង
ុ ជីវតិ បាាថ
ំ ាង
របស់ពួកគា? ហើយតើអនករៀនអវីខលះពីពួកគាផងដារ?
៤. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?
C11-18