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Join Us on the Following Group 
Primary Teachers of 
English All Over the World
The Mission Of The School 
-The school administration is pleased to announce the 
school educational mission to achieve th...
the highest standard apparatus accompanied by good 
performance. 
-We believe that there should be a creative staff that i...
Objectives of Teaching English as a Foreign Language 
in the Preparatory Stage 
* General Aims: 
1.a : To acquire and deve...
Monthly Distribution of EFL Syllabus ٢٠١٥ / العام الدراسي ٢٠١٤ 
توزیع منھج اللغة الإنجلیزیة 
First Term 
Month Hello! Engl...
1 
Unit1 
New people 
NeLwE SpSeoOpNle 1 SB Page 1 WB page 1 
Aims : I help ss to : 
 revise and extend ways of expressin...
2 
Unit1 
New people 
NeLwE SpSeoOpNle 2 SB Page 2 WB page 2 
Aims : I help ss to : 
 revise and extend voc.: countries a...
3 
Unit1 
New peoLpEleSSON 3 SB Page 3 
Date class PER 
New people 
New people 
Aims : I help ss to : 
 Revise have got 
...
4 
Unit1 
New people 
LNEeSwS pOeNop 4le SB Page 4 WB page 3 
Aims : I help ss to : 
 Revise the present cont. 
Teaching ...
5 
Unit1 
New people 
New pLeEoSplSeON 5 SB Page 5 
Aims : I help ss to : 
 Review the language of the unit 
 Practise o...
6 
Unit2 
New classes 
NeLwE SpSeoOpNle 1 SB Page 6 WB page 4 
Aims : I help ss to : 
 Learn to ask for help 
 Ask and s...
7 
Unit2 
New classes 
NeLwE SpSeoOpNle 2 SB Page 7 WB page 5 
Aims : I help ss to : 
 Revise the imperatives 
 Understa...
8 
Unit2 
New classes 
NeLwE SpSeoOpNle 3 SB Page 8 WB page 6 
Aims : I help ss to : 
 Revise the present continuous 
 T...
9 
Unit2 
New classes 
New peopleLESSON 4 SB Page 9 
Aims : I help ss to : 
 Revise the past simple 
 Understand a dialo...
10 
Unit2 
New classes 
New peoplLeESSON 5 SB Page 10 
Aims : I help ss to : 
 Practise asking for help in the classroom ...
11 
Unit3 
Family, home and work 
NLeEwS pSeOopNle 1 SB Page 11 WB page 7 
Aims : I help ss to : 
 Revise the present sim...
12 
Unit3 
Family, home and work 
New peopleLESSON 2 SB Page 12 
Aims : I help ss to : 
 Revise and extend their voc. Job...
13 
Unit3 
Family, home and work 
NewL EpSeSopOleN 3 SB Page 13 WB page 8 
Aims : I help ss to : 
 Revise the present sim...
14 
Unit3 
Family, home and work 
NewL EpSeSopOleN 4 SB Page 14 WB page 9 
Aims : I help ss to : 
 Revise the present sim...
15 
Unit3 
Family, home and work 
New peopleLESSON 5 SB Page 15 
Aims : I help ss to : 
 Review and consolidate the langu...
16 
Unit4 
How tall are you? 
New peopLleESSON 1 SB page 18 
Aims: Learners will 
• revise comparative and superlative adj...
17 
Unit4 
How tall are you? 
NewL EpSeSoOplNe 2 WB page 12 SB page 19 
Aims: Learners will 
• revise and extend their voc...
18 
Unit4 
How tall are you? 
NeLwE pSeSoOplNe 3 SB page 20 WB page 13 
Aims: Learners will 
• revise comparative and supe...
19 
Unit4 
How tall are you? 
NeLwE pSeSoOplNe 4 SB page 21 WB Page 14 
Aims: Learners will 
• practise using questions ab...
20 
Unit4 
How tall are you? 
New peopLleESSON 5 SB page 22 
Aims: Learners will 
• review and consolidate the language pr...
21 
Unit5 
Things we can do 
NewL pEeSoSpOleN 1 SB page 23 WB page 15 
Aims: Learners will 
• revise can to express abilit...
22 
Unit5 
Things we can do 
NewL pEeSoSpOleN 2 SB page 23 WB page 15 
Aims: Learners will 
• practise and extend their us...
23 
Unit5 
Things we can do 
New pLeEoSplSeON 3 page 25 WB page 16 
Aims: Learners will 
• revise could 
• learn was able ...
24 
Unit5 
Things we can do 
NewL EpeSoSpOleN 4 SB page 26 WB page 17 
Aims: Learners will 
• learn and practise will be a...
25 
Unit5 
Things we can do 
New peopLleESSON 5 SB page 27 
Aims: Learners will 
• review and consolidate the language pre...
26 
Home assignment: SB p28 
Self Evaluation : 
Unit6 
Time to see Egypt 
New peopleLESSON 1 SB Page 28 
Aims: Learners wi...
27 
Home assignment : SB 18 
Self Evaluation : 
Unit6 
Time to see Egypt 
NewL EpeSoSpOleN 2 SB page 29 WB page 18 
Date c...
28 
Unit6 
Time to see Egypt 
NewL EpeSoSpOleN 3 SB Page 30 WB page 19 
Aims: Learners will 
• extend their range of adjec...
29 
Unit6 
Time to see Egypt 
NewL pEeSoSpOleN 4 SB page 31 WB page 20 
Aims: Learners will 
• write a simple timetable 
•...
30 
Unit6 
Time to see Egypt 
New peopleLESSON 5 SB Page 32 
Aims: Learners will 
• consolidate the language presented in ...
31 
Unit7 
Sara's poem 
NeLwE SpeSoOpNle1 SB Page 35 WB page 23 
Aims: Learners will 
• revise the use of the past continu...
32 
Unit7 
Sara's poem 
NeLwE pSeSoOplNe 2 SB Page 36 WB page 24 
Aims: Learners will 
• revise the use of the past contin...
33 
Unit7 
Sara's poem 
NewL EpSeoSpOleN 3 SB page 37 WB page 25 
Aims: Learners will 
• revise the use of the past contin...
34 
Unit7 
Sara's poem 
New peopLleESSON 4 SB Page 38 
Aims: Learners will 
revise the use of the past continuous to expre...
35 
Home assignment : SB p39 
Self Evaluation 
Unit7 
Sara's poem 
New peopLleESSON 5 SB Page 39 
Date class PER
36 
Home assignment : SB p40 
Self Evaluation : 
Unit8 
Fun with science 
and maths 
s poem 
NewL pEeSoSpOleN 1 SB page 40...
37 
Home assignment : SB P41 
Self Evaluation 
Unit8 
Fun with science 
and maths 
s poem 
NewL pEeSoSpOleN 2 SB page 41 W...
38 
Unit8 
Fun with science 
and maths 
s poem 
NewL EpSeSoOplNe 3 SB page 42 WB page 28 
Aims: Learners will 
• revise im...
39 
Unit8 
Fun with science 
and maths 
s poem 
New peopleLESSON 4 SB Page 43 
Aims: Learners will 
• practise reading for...
40 
Unit8 
Fun with science 
and maths 
s poem 
New peopleLESSON 5 SB Page 44 
Aims: Learners will 
• review and consolida...
41 
Unit9 
A clean place to live 
New peopleLESSON 1 SB Page 45 
Date class PER 
Aims: Learners will 
• listen to and repe...
42 
Unit9 
A clean place to live 
NeLwE SpeSoOpNle2 SB page 46 WB page 29 
Aims: Learners will 
• revise and extend their ...
43 
Unit9 
A clean place to live 
NewL EpSeoSpOleN 3 SB Page 47 WB page 30 
Aims: Learners will 
• revise the past continu...
44 
Unit9 
A clean place to live 
NewL pEeSoSpOleN 4 SB Page 48 WB page 31 
Aims: Learners will 
• revise the use of the p...
45 
Unit9 
A clean place to live 
New peopleLESSON 5 SB Page 49 
Aims: Learners will 
• review and consolidate the languag...
46 
Unit 
10 What's for lunch? 
NewL pEeSoSpOleN 1 SB page 52 WB page 34 
Aims: Learners will 
• revise using some for cou...
47 
Unit 
10 What's for lunch? 
New peopleLESSON 2 SB page 53 
Aims: Learners will 
revise and consolidate using some and ...
48 
Unit 
10 What's for lunch? 
NewL pEeSoSpOleN 3 SB page 54 WB page 35 
Aims: Learners will 
• learn to form questions w...
49 
Unit 
10 What's for lunch? 
New LpEeSopSlOeN 4 SB page 55 WB page 36 
Aims : learners will : 
• revise and extend thei...
50 
Unit 
10 What's for lunch? 
New peopleLESSON 5 SB page 56 
Aims: Learners will 
• review and consolidate the language ...
51 
Unit 
11 She's too busy 
oe 
NewL EpSeSoOplNe 1 SB page 57 WB page 37 
Aims: Learners will 
• learn to use too with ad...
52 
Unit 
11 She's too busy 
oe 
NewL EpSeSoOplNe 2 SB page 58 WB page 38 
Aims : learners will : 
• learn to use enough a...
53 
Unit 
11 She's too busy 
oe 
New peopLleESSON 3 SB page 59 
Aims: Learners will 
• learn to use adjective + enough 
• ...
54 
Unit 
11 She's too busy 
oe 
NeLwE pSeSoOplNe 4 SB page 60 WB page 39 
Aims: Learners will 
• revise the use of should...
55 
Unit 
11 She's too busy 
oe 
New peopleLESSON 5 SB page 61 
Aims: Learners will 
• review and consolidate language pre...
56 
Unit 
12 Shops and shopping 
NeLwE SpeSoOpNle1 SB Page 62 WB page 40 
Aims: Learners will 
• learn the names of shops ...
57 
Unit 
12 Shops and shopping 
New peopLlEeSSON 2 SB Page 63 
Aims: Learners will 
• read and understand directions 
• a...
58 
Unit 
12 Shops and shopping 
NeLwE SpeSoOpNle3 SB Page 64 WB page 41 
Aims: Learners will 
• learn to use may for poli...
59 
Unit 
12 Shops and shopping 
NeLwE pSeSoOplNe 4 SB page 65 WB page 42 
Aims: Learners will 
• practise using so and be...
60 
Unit 
12 Shops and shopping 
New peopLlEeSSON 5 SB Page 66 
Aims: Learners will 
• review and consolidate language pre...
61 
NLeEwS SpOeoNple1 SB Page 16 WB page 10 
Aims: Learners will 
• revise the present continuous 
• talk about personal i...
62 
NLeEwS SpOeoNp le2 SB Page 17 WB page 11 
Aims: Learners will 
1 revise their vocabulary for jobs and work 1 revise 
t...
63 
LESSON 1 SB Page 23 WB page 21 
Date class PER 
Aims: Learners will 
• revise and consolidate the use of can, could an...
64 
LESSON 2 SB Page 24 WB page 22 
Aims: Learners will 
• revise vocabulary: activities in the home 
• revise the future ...
65 
LESSON 1 SB Page 50 WB page 32 
Aims: Learners will 
• revise and consolidate the use of ordinal numbers with days 
an...
66 
LESSON 2 SB Page 51 WB page 33 
Aims: Learners will 
• revise and consolidate vocabulary: home activities, places and ...
67 
LESSON 1 SB Page67 WB page 43 
Aims: Learners will 
• revise and consolidate ways of expressing different degrees of 
...
68 
LESSON 2 SB Page 68 WB page 44 
Aims: Learners will 
• revise and consolidate describing routes between places in a 
t...
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التحضير الألكتروني فى اللغة الإنجليزية للصف الأول الاعدادي ترم أول لعام 2015

تحضير

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التحضير الألكتروني فى اللغة الإنجليزية للصف الأول الاعدادي ترم أول لعام 2015

  1. 1. Join Us on the Following Group Primary Teachers of English All Over the World
  2. 2. The Mission Of The School -The school administration is pleased to announce the school educational mission to achieve the best educational results. The school has a group of distinguished teachers specialized in all fields. They have the necessary efficiency and experience. -We work to create an Islamic generation that believes in our country. A generation that works hard to achieve the aims of the country. A generation that puts the interests of the country in the first place. -A generation that is committed to the morals, customs and good behaviour of the society. -We aim at creating a generation that acquires skills, knowledge and scientific trends through the school activities that support positive behaviour to be able to catch up with the international scientific development. Our Point Of View -We believe that our school should be the pioneer. We all work along the same lines. We have a well-prepared team that believes in traditional values and the continuity and development of education that aim at creating a generation that is able to succeed in life. -We believe that education is a great responsibility. We believe that although our work is very hard, it is wonderful and creative. We are very happy to do our work. -We believe that distinction in our hard work depends on developed methods, interesting performance and international criteria, so our school should be equipped with
  3. 3. the highest standard apparatus accompanied by good performance. -We believe that there should be a creative staff that is interested in everything new. A staff that is wonderful in performing a great role resulting from the eternal intention of sincerity and good will. -We believe that our students are good by nature and talented through our care. They are able to create. Their aims are to succeed in life and realize God's contentment. -We believe in debate and discussion through our open channels with all parties. We value and respect all views and suggestions. We are keen to accept all that is reasonable and applicable. -Our hopes and aspirations are limitless. We believe that others can't achieve what we can really do, depending on God. We will reach our aims through patience and industry. -We believe that reaching the summit is something great. It's a real achievement.
  4. 4. Objectives of Teaching English as a Foreign Language in the Preparatory Stage * General Aims: 1.a : To acquire and develop the four language skills integratively. 1.b : To help the students communicate in English within the limited scope of the number of hours allocated to the course. 1.c : Consequently, learning the first foreign language may be considered as a basis the students can build on at a later stage. * Specific Aims: 2.a : To enable the students to understand the lexical items, syntactic structures, phonological features and functional items they are exposed to within the limits of what they have acquired. 2.b : To enable the students to express themselves orally in English through the use of simple expressions and sentences, taking into account the correct pronunciation. * The Four Skills: Teaching will aim at acquiring and developing all skills in an integrated way for most of the time. 3.a : Listening: -Distinguishing sounds and words. -Understanding a limited range of vocabulary items. -Understanding simple sentences, questions, instructions and directions and responding to them. -Understanding a wider range of vocabulary. -Understanding different forms of questions. -Identifying topics of situational dialogues. 3.b : Speaking: -Producing words and sentences. -Producing short utterances. -Taking part in simple dialogues. -Producing questions and answers. -Re-telling a story. -Making simple requests. -Telling a story or dramatizing it as a play. 3.c : Reading: -Identifying a range of vocabulary items. -Responding appropriately to simple sentences and short paragraphs. -Scanning and skimming texts for information. -Answering questions on a text. 3.d : Writing: -Completing and constructing simple sentences. -Writing a letter following instructions. -Writing a paragraph by answering questions or any other kind of guidance.
  5. 5. Monthly Distribution of EFL Syllabus ٢٠١٥ / العام الدراسي ٢٠١٤ توزیع منھج اللغة الإنجلیزیة First Term Month Hello! English - Year One Student's Book & Workbook September Units ( 1 & 2 ) October Units ( 2, RA, 4 & 5 ) November Units ( 6 , RB , 7 & 8 ) December Units ( 9 , RC , 10 , 11 & 12 ) January ( 2015 ) RD & Practice Tests First Term Month Hello! English - Year Two Student's Book & Workbook September Units ( 1 & 2 ) October Units ( 2, RA, 4 & 5 ) November Units ( 6 , RB , 7 & 8 ) December Units ( 9 , RC , 10 , 11 & 12 ) January ( 2015 ) RD & Practice Tests First Term Month Hello! English - Year Three Student's Book & Workbook The Reader September Unit 1 Chapter 1 October Units ( 2 , 3 & RA) Chapters ( 2 & 3 ) November Units ( 4 , 5 , 6 & RB) Chapters ( 3 cont. & 4 ) December Units ( 7 , 8 & 9 ) Chapters ( 4cont. & 5 ) January ( 2015 ) RC & Practice Tests Chapter 5 cont.
  6. 6. 1 Unit1 New people NeLwE SpSeoOpNle 1 SB Page 1 WB page 1 Aims : I help ss to :  revise and extend ways of expressing personal details  revise the verb to be : present simple and past simple Teaching aids : Board – chalk – cassette ………………………………………. Review :* what's your name ? * where do you live ? warm up ( before using the book ):I ask ss to say sentences about themselves My name's ……………I live in …….etc … Presentation SB EX ( 1): "Listen and complete." SB EX ( 2) :"Ask and answer ." WB EX ( 1) :"Finish the following dialogue with these words ." WB EX ( 2): " Read and complete about yourself" Key structure : statements and questions with to be in the present and past simple .( How old ) are you …..? I am …. (Where were you …….? I was ….. ( What is you ………..) My……is……. Key vocabulary :first name , last name Functions : Giving and asking for personal info. Talking about the past and present Skills : Listening for details Asking for and giving personal info. Class organization : Whole class , pairs , individuals Home fun : write three sentences about yourself Evaluation : ……………………………………………. …………………………………………… Date class PER
  7. 7. 2 Unit1 New people NeLwE SpSeoOpNle 2 SB Page 2 WB page 2 Aims : I help ss to :  revise and extend voc.: countries and languages  revise has got  revise days of the week  learn to describe language features Teaching aids : Board – chalk – cassette ………………………………………. Review :* where are you from ? * what language do you speak ? warm up ( before using the book ):I write on the board: Today is …………..yesterday was ……...tomorrow is…….etc Presentation SB EX ( 3): "Read and complete." WB EX ( 3) :"Read and complete the table ." WB EX ( 4): " Write about yourself" Key structures :present simple : is / are ( not ), speaks, has got Key vocabulary :Japan , Japanese , Turkey, Turkish , ( first ) language ,Grammar, pen friend , spelling Functions : Describing language features Talking about where you are from Skills : Scanning text for key information Writing notes of details from written text Describing languages Class organization : Whole class , pairs , individuals Home fun : imagine you are from ( Japan , turkey……) And write 3 sentences about yourself Evaluation : ……………………………………………. …………………………………………… Date class PER
  8. 8. 3 Unit1 New peoLpEleSSON 3 SB Page 3 Date class PER New people New people Aims : I help ss to :  Revise have got  revise telling the time  revise days of the week Teaching aids : Board – chalk – cassette ………………………………………. Review :* what is today ?  where are you from ?  what language do people in ( Japan ) speak ? warm up ( before using the book ):I draw a clock on the board and ask ss to tell the time Presentation SB EX ( 4): "Write the times." SB EX ( 5):” Listen and complete “ SB EX ( 6):”Ask and answer “ Key structures :have got , has got What time have you got ……..? What subjects have you got on ( Sat. ) at ( 9 O’clock ) Key vocabulary :break ( n ) lesson , science , timetable Functions : talking about the school day talking about a timetable telling the time Skills : Listening for details Talking about and reading timetables** Writing times Class organization : Whole class , pairs , individuals Home fun …………………………………………………… ………………………………………………………………… Evaluation : …………………………………………….
  9. 9. 4 Unit1 New people LNEeSwS pOeNop 4le SB Page 4 WB page 3 Aims : I help ss to :  Revise the present cont. Teaching aids : Board – chalk – cassette ………………………………………. Review :* what is the time now ? What time have you got ( science ) today? warm up ( before using the book ):What are you doing now ? are you reading a book , running , sleeping ……etc Presentation SB EX ( 7): "What are they doing." SB EX ( 8):” Now read and match “ WB EX ( 5):”read an answer “ WB EX ( 6):” Look at the pictures and complete the sentences” Key structures :present cont. He is ……ing She is not ……ing What is he / she ….ing Functions : Describing what is someone is doing Skills : Matching words with pictures Asking and answering about someone’s actions Class organization : Whole class , pairs , individuals Home fun …………………………………………………… ………………………………………………………………… Evaluation : ……………………………………………. …………………………………………… Date class PER
  10. 10. 5 Unit1 New people New pLeEoSplSeON 5 SB Page 5 Aims : I help ss to :  Review the language of the unit  Practise ordering words alphabetically. Teaching aids : Board – chalk – cassette ………………………………………. warm up ( before using the book ):revise the alphabet whole class , groups , pairs Presentation Do it yourself : “alphabetical order “ Review :” to be “ is was “ / have / has got “ Key structures :review struc. From lessons 1 - 4 Functions : Giving personal details Describing the school day Describing what someone is doing Skills : Writing letters and words in alphabetical order Class organization : Whole class , pairs , individuals Home fun …………………………………………………… ………………………………………………………………… Evaluation : ……………………………………………. …………………………………………… Date class PER
  11. 11. 6 Unit2 New classes NeLwE SpSeoOpNle 1 SB Page 6 WB page 4 Aims : I help ss to :  Learn to ask for help  Ask and say where places are in a school  Revise words and expressions of locations Teaching aids : Board – chalk – cassette Maps …………………………………. Review :* what's are you doing now ( Ali – Samy ….etc.) ? warm up ( before using the book ):I draw a simple plan of the school on the board then ask students to write the names of the rooms , eg. Sports hall / library etc…. Presentation SB EX ( 1): "Listen and read the rhyme." SB EX ( 2) :"read and match ." SB EX ( 3) :"ask and answer ." WB EX ( 1): " find six school words" WB EX ( 2): " read and write the names" Key structure :- Classroom 2B is next to /opposite the library. -is Classroom 2B next to /opposite the library. ? - Excuse me , where is …..? Key vocabulary :head teacher – instructions – science lab – sports hall - toilet Functions : Asking for help Asking for and giving locations of places in a building Skills : Listening to and saying a rhyme Matching words and pictures Asking and answering about location Class organization : Whole class , pairs , individuals Home fun : where is the playground ? Evaluation : ……………………………………………. …………………………………………… Date class PER
  12. 12. 7 Unit2 New classes NeLwE SpSeoOpNle 2 SB Page 7 WB page 5 Aims : I help ss to :  Revise the imperatives  Understand and give positive and negative commands  Extend their voc.& verbs Teaching aids : Board – chalk – cassette …………………………………. Review :* excuse me. Where is the library ? warm up ( before using the book ):  ask the SS to say the rhyme from the previous lesson again  ask SS to tell you what they can see in the classroom Presentation SB EX ( 4): "Listen and number." WB EX ( 3): " Match the pictures and sentences" Key structure :- Stand up and walk to the board Don’t stand up ! Key vocabulary : pick up - take out Functions : Giving and carrying out instructions Skills : Listening for sequence of actions Listening for instructions Class organization : Whole class , pairs , individuals Home fun : how can I prepare tea ? Evaluation : ……………………………………………. …………………………………………… Date class PER
  13. 13. 8 Unit2 New classes NeLwE SpSeoOpNle 3 SB Page 8 WB page 6 Aims : I help ss to :  Revise the present continuous  Talk about dreams Teaching aids : Board – chalk – cassette …………………………………. Review :* are you playing tennis now ? Am I drawing a picture now ? what am I doing ? warm up ( before using the book ):  I give some instructions e.g. stand up - sit down – take out your books . Presentation SB EX ( 5): "Read and answer." SB EX ( 6) :"ask and answer ." WB EX ( 4): " complete the dream in the past " WB EX ( 5): " Now write this dream in the past" Key structure :- I’m ……v ing You we they are ………v…ing (What / where / why ) is he /she ….v…ing ? Key vocabulary : dream – idea -lion Functions : describing and asking about dreams Skills : scanning for detail Asking and answering questions about a written text Class organization : Whole class , pairs , individuals Home fun : Describe what your family members are doing ? Evaluation : ……………………………………………. …………………………………………… Date class PER
  14. 14. 9 Unit2 New classes New peopleLESSON 4 SB Page 9 Aims : I help ss to :  Revise the past simple  Understand a dialogue about a day at school Teaching aids : Board – chalk – cassette …………………………………. Review :* Where are you going this evening ? warm up ( before using the book ):  What lessons did you have yesterday ?  Who was your teacher for ( science ) last year ? Presentation SB EX ( 7): "Listen, read and say ." SB EX ( 8) :"ask and answer the questions ." Key structure I / He was ……:- I /he had I / He met I / He couldn’t ( How /Why ) was he …….? ( who / which / what )did he have …..? Key vocabulary : anyone Functions : reporting and asking about past events Skills : scanning for detail Reading and answering comprehension questions Asking and answering questions about a text Class organization : Whole class , pairs , individuals Home fun : Where did you go yesterday ? Evaluation : ……………………………………………. …………………………………………… Date class PER
  15. 15. 10 Unit2 New classes New peoplLeESSON 5 SB Page 10 Aims : I help ss to :  Practise asking for help in the classroom  Review the language presented in the unit Teaching aids : Board – chalk – cassette …………………………………. Review :* what are you doing now ? and what were you doing at the same time yesterday ? warm up ( before using the book ):  I write the word SCHOOL on the board and ask SS to write all the words connected to school on the board Presentation Do it yourself : “Match the sentences and answers “ Review :” remember :- instructions / what someone did “ Key structure :- Review structures from lesson 1 - 4 Functions :  Giving instructions  Describing location  Asking for help in the classroom  Reporting past events Skills : Matching appropriate responses to questions Class organization : Whole class , pairs , individuals Evaluation : ……………………………………………. …………………………………………… Date class PER
  16. 16. 11 Unit3 Family, home and work NLeEwS pSeOopNle 1 SB Page 11 WB page 7 Aims : I help ss to :  Revise the present simple  Revise and extend their voc. Of families  Learn and practise is / are called Teaching aids : Board – chalk – cassette A chart of a family …………………………………. Review :* what did you study last period ? warm up ( before using the book ):I draw a simple picture of the family this is ( Samy ) .He is my ( brother ) etc …. Presentation SB EX ( 1): "Listen and match." SB EX ( 2) :"Talk about Soha’s family ." WB EX ( 1): " Choose the correct pair" WB EX ( 2): " Write sentences " Key structure :- she /He is married / single she /He is called …… she /He’s got …..sons / daughters. Soha’s grandfather Key vocabulary :daughter – grandfather – grandmother – single – son wife Functions : describing family relationships Saying what people are called Skills : Listening to detail Scanning for detail Talking about a family Class organization : Whole class , pairs , individuals Home fun : What is your mother’s sister ? What is your father’s father ? Evaluation : ……………………………………………. …………………………………………… Date class PER
  17. 17. 12 Unit3 Family, home and work New peopleLESSON 2 SB Page 12 Aims : I help ss to :  Revise and extend their voc. Jobs and work  Revise the present simple  Listen , read and talk about people and their jobs Teaching aids : Board – chalk – cassette …………………………………. Review :* my father’s brother is my ………etc ? warm up ( before using the book ):I ask ss what is my job ,they say a teacher , then I ask them about the jobs they know , I write these jobs on the board Presentation SB EX ( 3): "Listen and complete." SB EX ( 4) :"match the questions and answers ." Key structure :- she /He lives / works in / at Where does he work ? What is he called ? What is his job ? He is a …… Key vocabulary :businessman – clinic, housewife, post office, Postman, sales assistant, tourist company Functions : Describing and asking about working life Skills : Listening to details Taking notes from a spoken text Asking and answering about work Class organization : Whole class , pairs , individuals Home fun : What is your father’s job ? What job would you like to have in the future ? Evaluation : ……………………………………………. …………………………………………… Date class PER
  18. 18. 13 Unit3 Family, home and work NewL EpSeSopOleN 3 SB Page 13 WB page 8 Aims : I help ss to :  Revise the present simple  Describe work  Say what job they want to have Teaching aids : Board – chalk – cassette Charts of men of different jobs …………………………………. Review :* who helps us when we are ill ? warm up ( before using the book ): what’s your uncle’s job? Where does he work ? Presentation SB EX ( 5): "Listen and write the names." WB EX ( 3): " Match the pictures with jobs" WB EX ( 4): " Ask and answer " Key structure :- she lives in …… He works at …… They fix / sell / make ……. What do you want to be when you leave school ? I want to be …. Key vocabulary :baker - bakery – deliver – postman , secretary , sell, use Functions : describing jobs Asking for and giving personal preferences Skills : Reading for specific information Matching pictures with sentences Asking and answering about personal preferences Class organization : Whole class , pairs , individuals Home fun : What’s your mother’s job ?where does she work ? What does she do ? Evaluation : ……………………………………………. …………………………………………… Date class PER
  19. 19. 14 Unit3 Family, home and work NewL EpSeSopOleN 4 SB Page 14 WB page 9 Aims : I help ss to :  Revise the present simple  Extend their voc. About health care. Teaching aids : Board – chalk – cassette …………………………………. Review :* what does a ( carpenter ) do ? warm up ( before using the book ): Qs about doctors: -where doctors work? -what do they do ? - who wants to be a doctor ? why ? Presentation SB EX (6): "Listen and answer." SB EX (7): "Make sentences about doctor Khaled." WB EX ( 5): " Read the following and then answer the questions" WB EX ( 6): " Write questions using the words in brackets " Key structure :- he works / lives in / at …… Where does he work? What time does he work ? What time does he …… ? He gets up / starts work at …..o’clock . He likes …. Because he ….. Key vocabulary :clinic , examine , medicine , patient , X-ray Functions : describing a doctor’s routine in detail Explaining preferences Skills : scanning for detail Reading and answering comprehension questions Making sentences from prompts Class organization : Whole class , pairs , individuals Home fun : why do you go to a doctor ? Evaluation : ……………………………………………. …………………………………………… Date class PER
  20. 20. 15 Unit3 Family, home and work New peopleLESSON 5 SB Page 15 Aims : I help ss to :  Review and consolidate the language presented In the unit  Practise orering words alphabetically Teaching aids : Board – chalk …………………………………. Review: where does your father work ? warm up ( before using the book ): I give the ss an idea about the two excercises they are going to deal with Presentation Do it yourself : “put the words in a alphabetical order “ Review :” family members , jobs “ Key structure :- Review the structures from lessons 1 –4 Functions : describing family relationships Describing and asking about a job Telling a partner about your hopes / dreams Skills : writing the words in a alphabetical order Class organization : Whole class , pairs , individuals Evaluation : ……………………………………………. …………………………………………… Date class PER
  21. 21. 16 Unit4 How tall are you? New peopLleESSON 1 SB page 18 Aims: Learners will • revise comparative and superlative adjectives • compare and describe people's height, weight and age • learn and practise units of measurement Structures: She weighs... kilograms. She is... tall. She is... years old. How old/tall are you? New vocabulary: age, centimetre, gram, height, kilogram, light (adjective, opposite of heavy) measure, metre, weigh, weight Functions: Comparing and describing people Asking for and giving your weight, age and height Skills: Listening for detail Scanning for detail Describing, asking and answering about the personal details for oneself and others Class organisation: Whole class, pairs, individuals Before using the book: • Ask four or five students of varying heights to stand in a line at the front of the class. Ask the class to compare the pupils using comparative and superlative adjectives. Give them an example first. (AH is taller than Omar) Date class PER
  22. 22. 17 Unit4 How tall are you? NewL EpSeSoOplNe 2 WB page 12 SB page 19 Aims: Learners will • revise and extend their vocabulary: numbers Structures: She weighs ... kilograms. She is ... tall. She is ... years old. How old/tall are you? New vocabulary: million Functions: Expressing quantities Skills: Listening for detail Matching numbers and words. Recognizing and saying numbers up to 1 million Class organisation: Whole class, pairs, individuals Before using the book: • Remind the students of height, weight and age by writing on the board and asking a volunteer to come in and fill the information about him or herself. Date class PER
  23. 23. 18 Unit4 How tall are you? NeLwE pSeSoOplNe 3 SB page 20 WB page 13 Aims: Learners will • revise comparative and superlative adjectives • compare and describe vehicles' height, weight and age • learn and practise units of measurement Structures: It weighs ... kilograms. It is... tall. It's ... years old. How old/tall/heavy/long is it? What is the slowest vehicle? This car is the fastest... This plane is slower than ... New vocabulary: kilometre, length, tonne, vehicle Functions: Describing and comparing the age, size, height, weight and speed of vehicles Answering questions about the length and weight of vehicles Skills: Listening for specific information Talking about the differences between vehicles Class organisation: Whole class, pairs, individuals Before using the book: • Bring in cut-out pictures of a car, a plane or a ship, or simply put the words on the board. • Tell the students that these are called vehicles and write it on the board. Explain to them that these are means of transport. Ask which they think is heaviest? Which do they think is fastest? Date class PER
  24. 24. 19 Unit4 How tall are you? NeLwE pSeSoOplNe 4 SB page 21 WB Page 14 Aims: Learners will • practise using questions about size and dimension with how • practise saying and reading units of measurement • practise hearing and understanding numbers Structures: How heavy/wide/high/'old/long is it? It weighs ... New vocabulary: high, lake, mountain, wide Functions: Describing and comparing places Asking for and giving measurements, ages and dimensions Skills: Reading, predicting the answers to and answering questions about the dimensions of places Reading and solving a puzzle Asking and answering questions about the dimensions of places Listening for specific information Listening for numbers Class organisation: Whole class, pairs, individuals Before using the book: • Bring in some photographs of St. Catherine's Mountain, Lake Nasser, the River Nile, Ibn Tulun Mosque and the Great Pyramid at Giza. • Ask the class to identify them. • Ask the students questions with How.., for example, How long is the River Nile? • Encourage pupils to guess, but do not confirm or give them the correct answers. (These questions form a part of the listening in the lesson.) Date class PER
  25. 25. 20 Unit4 How tall are you? New peopLleESSON 5 SB page 22 Aims: Learners will • review and consolidate the language presented in the unit • practise using context clues to identify the meaning of words Structures: Review structures from lessons 1- 4. New vocabulary: far, second (noun), without Functions: Describing people, places and objects Asking for and giving information about dimensions and age Skills: Reading and understanding meaning from context (Other skills practised here are dependent on which activities are chosen for the review.) Class organisation: Whole class, pairs, individuals Before using the book: • For this lesson, ask the students to prepare three multiple choice questions about a landmark of their choice using questions with 'How Date class PER
  26. 26. 21 Unit5 Things we can do NewL pEeSoSpOleN 1 SB page 23 WB page 15 Aims: Learners will • revise can to express ability • revise and extend vocabulary: verbs of the senses • ask and say what someone can do Structures: 1/He/She/We can ... Can you ...? New vocabulary: fit, smell, taste Functions: Asking for and giving information about your abilities ikills: Asking and answering about ability Class organisation: Whole class, pairs, individuals Before using the book: • Revise can and can't. Ask the students to respond with yes or no. Say Birds can fly. (Yes) Dogs can read. (No) Get the students to correct the statement to Dogs can't read. Do the same with: Horses can talk. Cows can fly. Cars can swim. Home assignment : SB p28 Self Evaluation Date class PER
  27. 27. 22 Unit5 Things we can do NewL pEeSoSpOleN 2 SB page 23 WB page 15 Aims: Learners will • practise and extend their use of questions with How + adjective • revise and practise can • express opinions and ideas with / think Structures: How far/long/fast... can camels ...? I think camels can .... New vocabulary: litre, until Functions: Asking about and saying extent and amount. Describing a camel Skills: Listening for detail Asking and answering about extent and amounts Predicting answers to written questions Expressing facts about ability Class organisation: Whole class, pairs, individuals Before using the book: Before the students open their books, ask them How old/tall/heavy are you? Draw a camel or put a picture of a camel on the board and ask what it is. Elicit any information students have about camels. Date class PER
  28. 28. 23 Unit5 Things we can do New pLeEoSplSeON 3 page 25 WB page 16 Aims: Learners will • revise could • learn was able • practise using sense verbs see, taste, etc. • practise guessing meaning from context Structures: She could... She could not... She was able ... New vocabulary: blind, Braille, deaf Functions: Describing past ability Skills: Skimming and scanning a text for information Answering written comprehension questions Understanding new words from their context Class organisation: Whole class, pairs, individuals Before using the book: • Revise the sense verbs; taste, touch, hear, smell, see. Ask the students to mime them as you say them. • Revise can and could. Ask if students can write, read and speak English. Then ask them if they could do these things when they were two years old. Date class PER
  29. 29. 24 Unit5 Things we can do NewL EpeSoSpOleN 4 SB page 26 WB page 17 Aims: Learners will • learn and practise will be able to • revise vocabulary: health care Structures: What will we be able to do? (I think) We'll be able to ... Functions: Speculating about the future Skills: Listening for specific information Asking about the future Expressing opinions Class organisation: Whole class, pairs, individuals Before using the book: • Write on the board When I was 5,1 could (walk), and When I was 5,1 couldn't (read). Read and drill with the class. Ask the class for other possibilities to finish the sentences. • Write on the board When I was 6,1 could... / When I was 6,1 couldn't... and the same for a selection of ages. Ask the students to complete the sentences orally to the class or in small groups so they are true for them Date class PER
  30. 30. 25 Unit5 Things we can do New peopLleESSON 5 SB page 27 Aims: Learners will • review and consolidate the language presented in the unit • learn about English vowels Structures: Review structures from Lessons 1- 4. Functions: Talking about ability in the past, present and future Skills: Identifying vowels (Other skills practised here are dependent on which activities are chosen for the review.) Class organisation: Whole class, pairs, individuals Home assignment : SB p28 Self Evaluation Date class PER
  31. 31. 26 Home assignment: SB p28 Self Evaluation : Unit6 Time to see Egypt New peopleLESSON 1 SB Page 28 Aims: Learners will • revise analogue time • revise will • understand a spoken timetable of future events Structures: Will with positive statements, questions and answers New vocabulary: advertisement, Bedouin village, timetable, travel Functions: Asking and answering about time Skills: Listening for correct order of information Understanding a spoken timetable Making notes of details from spoken texts Asking and answering about the times of future events Class organisation: Whole class, pairs, individuals Before using the book: • Tell the students that the phrase time to (do something) is quite common. We use it when we want something to happen now, rather like when we say let's (do something). For example, if you wanted to leave at this moment, you might say to someone you were with, Time to go. • Explain that the texts used in this unit are taken from advertisements for a package holiday in Egypt. It is the sort of holiday where the tourist pays one price to have everything arranged by a tour operator: the nights, hotel bookings, transport, pleasure trips, etc. Date class PER
  32. 32. 27 Home assignment : SB 18 Self Evaluation : Unit6 Time to see Egypt NewL EpeSoSpOleN 2 SB page 29 WB page 18 Date class PER
  33. 33. 28 Unit6 Time to see Egypt NewL EpeSoSpOleN 3 SB Page 30 WB page 19 Aims: Learners will • extend their range of adjectives • understand a written timetable of future events • revise will Structures: Will with positive statements Use of adjectives New vocabulary: advertisement, airport, comfortable, fabulous, famous, temple, treasures, valley Functions: Understanding a description of a holiday Describing places and things with adjectives Skills: Skimming texts for gist Scanning texts for key information Making notes of details from written texts Class organisation: Whole class, pairs, individuals Before using the book: • Revise will and key vocabulary from SB page 28. Ask the students what the tourists will do tomorrow at certain times: What will the tourists Home assignment : SB p30 WB p19 Self Evaluation Date class PER
  34. 34. 29 Unit6 Time to see Egypt NewL pEeSoSpOleN 4 SB page 31 WB page 20 Aims: Learners will • write a simple timetable • understand a spoken timetable of future events • revise will • revise use of by with means of transport Structures: Will with positive statements Use of adjectives New vocabulary: bus station, e-mail, go back, Science Museum, visitor Functions: Inviting someone to visit you Expressing plans in writing Skills: Listening for gist Listening for detail Making notes of details from spoken texts Writing e-mails Writing invitations Class organisation: Whole class, pairs, individuals Before using the book: • Revise will and the use of by with means of transport. Refer the students to SB page 28. Ask about the different ways the tourists will travel: there are three ways (four, if you consider they arrived by plane). Elicit sentences. Write on the board: They will travel by ... and the students supply bus. (They will travel by camel. They will travel by boat.) Date class PER
  35. 35. 30 Unit6 Time to see Egypt New peopleLESSON 5 SB Page 32 Aims: Learners will • consolidate the language presented in the unit, especially telling the time and the use of will • learn that some words which sound the same can have different spellings and meanings Structures: Revise structures from Lessons 1- 4. Functions: Asking for the time Describing future schedules Skills: Asking for and telling the time Making a timetable Class organisation: Whole class, pairs, individuals Before using the book: • Tell the students that in English some words sound the same, but are spelt differently and don't have the same meanings. Elicit some examples they might know (like no and know!) Home assignment : SB 32 Self Evaluation Date class PER
  36. 36. 31 Unit7 Sara's poem NeLwE SpeSoOpNle1 SB Page 35 WB page 23 Aims: Learners will • revise the use of the past continuous to express interrupted actions • revise the past simple Structures: What did she do? When they e-mailed, Soha was eating an orange. New vocabulary: prize, send, surprised, win Functions: Reporting past events Describing what was happening at a specific time Skills: Reading for specific information Listening for detail Saying what was happening at a specific time Class organisation: Whole class, pairs, individuals Before using the book: • Write three times on the board, for example 11 o'clock, 3 o'clock and half past eight. • Ask the class What were you doing at (11 o 'clock) yesterday? in order to elicit answers in the past continuous. • Write the answers the class give you on the board and drill. Help with any vocabulary they may need and correct any mistakes. Home assignment : SB p35 Self Evaluation : Date class PER
  37. 37. 32 Unit7 Sara's poem NeLwE pSeSoOplNe 2 SB Page 36 WB page 24 Aims: Learners will • revise the use of the past continuous to express interrupted actions • ask and answer about what is and what was happening in a scene Structures: A: Who is wearing jeans? B: Hesham is wearing jeans. A: Was he holding a camera? B: No, he was holding a phone. New vocabulary: cover, hold Functions: Asking and answering about what was happening in a scene. Reporting a past event Skills: Asking and answering about what was happening in a scene Class organisation: Whole class, pairs, individuals Before using the book: • Before the students open their books, revise the past continuous. Ask: What was Soha doing when the magazine e-mailed her? What did she break? Etc. Home assignment : SB p Self Evaluation Date class PER
  38. 38. 33 Unit7 Sara's poem NewL EpSeoSpOleN 3 SB page 37 WB page 25 Aims: Learners will • revise the use of the past continuous to set the scene and give background information • revise vocabulary for clothes and time Structures: A helicopter was flying in the sky. A car and an ambulance were driving/going along the road. New vocabulary: baby, fall off, helicopter, swerve, while Functions: Describing scenes in the past Skills: Describing a scene in the past Listening to check information Class organisation: Whole class, pairs, individuals Before using the book: • Bring a picture of a scene on the street or in an airport for example, where there is a lot going on. • Tell the students that this happened yesterday at 10 o'clock. • Help the students with any vocabulary they don't know and correct any mistakes. Write the correct sentences on the board and drill. • Home assignment : SB p37 Self Evaluation Date class PER
  39. 39. 34 Unit7 Sara's poem New peopLleESSON 4 SB Page 38 Aims: Learners will revise the use of the past continuous to express an event that was interrupted by another action • make predictions about what is going to happen Structures: When the policeman arrived, the man was riding a horse. New vocabulary: banana peel Functions: Describing scenes and events in the past Skills: Describing a scene in the past Listening for the order of events Retelling a story from pictures in writing Retelling a story from pictures orally Class organisation: Whole class, pairs, individuals Before using the book: • Write actions (e.g. stand up, write on the board, run in your place, etc.) on different pieces of paper and give them to five students at random. Ask them to perform these actions. Walk out of the class and come back in. Write on the board When the teacher arrived... and elicit the current actions that the selected pupils are doing: Home assignment : SB p38 Self Evaluation Date class PER
  40. 40. 35 Home assignment : SB p39 Self Evaluation Unit7 Sara's poem New peopLleESSON 5 SB Page 39 Date class PER
  41. 41. 36 Home assignment : SB p40 Self Evaluation : Unit8 Fun with science and maths s poem NewL pEeSoSpOleN 1 SB page 40 WB page 26 Aims: Learners will • learn and practise first conditional clauses with if • learn to form sentences with is/are made of Structures: If I put this in water, it will float. New vocabulary: brick, float, glass (material), if, metal, paper, plastic, sink, wood Functions: Predicting likely results of an action Explaining why something happens Skills: Listening and repeating new language Reading written texts aloud Asking and answering about the properties of materials Class organisation: Whole class, pairs, individuals Before using the book: • Revise will to predict events. Put something breakable (a cup, a glass, etc.) on the table or floor so students can see, and put your foot or fist over it as if you are going to smash it. Then say Stop! Ask the students why you should not stand on it to elicit It will break.' and write the sentence on the board. Then write: If I stand on this cup, it will break. Do some more examples: If you smile at me, I will smile at Date class PER
  42. 42. 37 Home assignment : SB P41 Self Evaluation Unit8 Fun with science and maths s poem NewL pEeSoSpOleN 2 SB page 41 WB page 27 Aims: Learners will • practise and extend their use of first conditional clauses with if • revise numbers • practise using new materials vocabulary Structures: Multiply/divide by four add/take away four If you add two and ten, you'll get twelve. New vocabulary: add, divide by, multiply by, sum, take away Functions: Doing simple mathematics Describing a mathematical process Skills: Listening for detail Describing and doing mathematical tasks Class organisation: Whole class, pairs, individuals Before using the book: • Before the students open their books, do some addition chain rounds with the class. Start a student at three and tell them to add ten. Write + 10 on the board and say: Add ten. Go round the class. Each student adds ten to the previous student's number. Then write x 2 on the board and say multiply by two. The first student says two, the next four, then eight then sixteen, etc. Date class PER
  43. 43. 38 Unit8 Fun with science and maths s poem NewL EpSeSoOplNe 3 SB page 42 WB page 28 Aims: Learners will • revise imperative structures for giving instructions • carry out an experiment and report on its results • revise sequencing words • practise using conditional clauses • practise using numbers and mathematical terms Structures: First, you ... Then/Next/After that you ... When/if you do this, it will do that. Stand up and close your eyes. New vocabulary: edge, experiment Functions: Giving instructions Stating the most likely result of actions Skills: Listening for detail Asking and answering about, and describing an experiment Class organisation: Whole class, pairs, individuals Before using the book: • Before the students open their books, revise first conditional clauses. For example, ask what will happen if you put your pencil in water. Ask about other objects If you put them in water, will they float or sink? Home assignment : SB 42 Self Evaluation Date class PER
  44. 44. 39 Unit8 Fun with science and maths s poem New peopleLESSON 4 SB Page 43 Aims: Learners will • practise reading for gist and for main ideas • carry out a simple experiment and report its results • revise the use of the past simple to report past events • revise imperative statements used to give instructions • revise comparative adverbs Structures: The weights are made of... We dropped all the weights ... Some shapes sink faster than other shapes. (Please) sit on a chair. New vocabulary: shape, tank, time (amount of time taken to do something), time (verb), weight (an object used to weigh other things down) Functions: Reporting the findings of a scientific experiment Skills: Skimming and scanning for gist, for specific detail and for the main ideas of a text Class organisation: Whole class, pairs, individuals Before using the book Before the students open their books, revise key words such as experiment, sink/sank Ask the students if they remember which materials floated or sank in the first experiment, and what they found out about their eyesight in the second experiment. Home assignment : SB p Self Evaluation : Date class PER
  45. 45. 40 Unit8 Fun with science and maths s poem New peopleLESSON 5 SB Page 44 Aims: Learners will • review and consolidate the language presented in the unit • learn about word formation and morphemes which indicate certain word classes Structures: Review structures from Lessons 1- 4. New vocabulary: difference, noun, reader, verb, writing Functions: Describing objects Doing maths Giving instructions for an experiment Predicting the most likely outcome of an action or event Skills: Building and writing words by combining morphemes (Other skills practised here are dependent on which activities are chosen for the review) Class organisation: Whole class, pairs, individuals Before using the book: * Prepare small pieces of card with a new word learned in this unit written on each, e.g. 'sink', 'float' or experiment'. • Draw a simple picture on the board depicting a ship, for example sinking in water. Home assignment : SB p43 Self Evaluation Date class PER
  46. 46. 41 Unit9 A clean place to live New peopleLESSON 1 SB Page 45 Date class PER Aims: Learners will • listen to and repeat a dialogue • revise the past continuous tense • revise and extend their vocabulary: the environment • revise the infinitive of purpose • revise relative clauses with where Structures: Do you mean ...? What does ... mean? She was teaching us about... She was/had ... How was she? How to keep it clean/How to look after it. Why? To think of ways to teach ... New vocabulary: environment, look after, nature, puzzle, try Functions: Explaining how and why someone did something Asking for confirmation that one's understanding is correct Skills: Listening to and repeating a dialogue Asking and answering about a text Inferring the meaning of new words from their context Class organisation: Whole class, pairs, individuals Resources Work : SB, WB, TB , BB , Cassette Presentation • Revise words the students know about the environment such as clean, litter, rubbish, bin. Crumple a piece of paper, and ask what it is to elicit rubbish. Point to the classroom bin and ask what it is. Ask why we should put the rubbish in the bin and not just throw it on the ground. Encourage the students to talk about keeping our environment clean Home – Assignment : SB p45 wb Evaluation My lesson was : ( very successful – successful – not successful )
  47. 47. 42 Unit9 A clean place to live NeLwE SpeSoOpNle2 SB page 46 WB page 29 Aims: Learners will • revise and extend their use of relative clauses with which, who and where • revise ordinal numbers • practise using environment vocabulary Structures: A bin is the place where ... A cleaner is a person who ... My eighth letter is ... Functions: Doing simple mathematics Describing a mathematical process Skills: Listening for detail Describing and doing mathematical tasks Class organisation: Whole class, pairs, individuals Before using the book: • Before the students open their books at page 46 in the SB, revise the vocabulary of the environment by asking what environment means. Revise the context of the first lesson by asking who made some puzzles and why. Resources Work : SB, WB, TB , BB , Cassette Presentation • Revise words the students know about the environment such as clean, litter, rubbish, bin. Crumple a piece of paper, and ask what it is to elicit rubbish. Point Home – Assignment : SB p45 wb Evaluation My lesson was : ( very successful – successful – not successful ) Date class PER
  48. 48. 43 Unit9 A clean place to live NewL EpSeoSpOleN 3 SB Page 47 WB page 30 Aims: Learners will • revise the past continuous and past simple • listen to and re-tell a story about looking after the environment Structures: He was working in a town by the sea. He made the tourist pay the fine. He saw a girl. New vocabulary: dolphin, fine (noun), pay Functions: Reporting past events Skills: Listening for detail Forming and saying sentences from written prompts to re-tell a story Class organisation: Whole class, pairs, individuals Resources Work : SB, WB, TB , BB , Cassette Presentation Before using the book: • Before the students open their books, revise what has already been said about litter and the environment. Prompt students with provocative statements such as Throw your litter onto the street! Use a lot of water! Drive everywhere! etc. Elicit corrections Home – Assignment : SB p46 wb Evaluation My lesson was : ( very successful – successful – not successful ) Date class PER
  49. 49. 44 Unit9 A clean place to live NewL pEeSoSpOleN 4 SB Page 48 WB page 31 Aims: Learners will • revise the use of the past simple to report past events • revise relative clauses with where, which and who • do a project which practises definitions Structures: This is the policeman who saw the tourist at the beach. This is the beach where people go to look at the sea. It's an animal which has a long neck. Functions: Reporting past events Defining and identifying people and places Skills: Listening for a sequence Reciting a rhyme Class organisation: Whole class, pairs, individuals Resources Work : SB, WB, TB , BB , Cassette Presentation Before using the book: • Before the students open their books, revise the story of the policeman and the little girl who cut her foot from the previous lesson. Home – Assignment : SB p46 wb Evaluation My lesson was : ( very successful – successful – not successful ) Date class PER
  50. 50. 45 Unit9 A clean place to live New peopleLESSON 5 SB Page 49 Aims: Learners will • review and consolidate the language presented in the unit • practise using capital letters and Ml stops Structures: Review structures from Lessons 1- 4. New vocabulary: capital letter, ordinal numbers Functions: Denning places, things and people Skills: Punctuating texts (Other skills practised here are dependent on which activities are chosen for the review.) Class organisation: Whole class, pairs, individuals Before using the book: • Play the rhyme again from the previous lesson. • Ask the students to say it again together, using their books for reference. Write the rhyme on the board with some words missing. • Play the rhyme again for the students to say including the missing words. Resources Work : SB, WB, TB , BB , Cassette Presentation Home – Assignment : SB p wb Evaluation My lesson was : ( very successful – successful – not successful ) Date class PER
  51. 51. 46 Unit 10 What's for lunch? NewL pEeSoSpOleN 1 SB page 52 WB page 34 Aims: Learners will • revise using some for countable plural nouns and uncountable nouns • revise and extend their vocabulary: food • learn I don't mind ... to express mild liking Structures: We've got some onions. There's some cake and fruit. Are there any...? I don't mind vegetables. What else is there? New vocabulary: carrots, courgettes, dessert, don't mind, onions, salad Functions: Listing what is available to eat Asking what is available to eat Skills: Listening for specific information Following a text while it is read out Asking and answering about spoken and written texts Class organisation: Whole class, pairs, individuals Resources Work : SB, WB, TB , BB , Cassette Presentation Before using the book: • Ask the students about what they like and don't like to eat. Choose some of the words and remind the students of the countable and uncountable nature of English nouns by asking If we say one apple or two apples, what do we say for bread? Show the students that we say some bread or two pieces of bread or two loaves of bread but never two breads. Give and elicit some more examples. • Home – Assignment : SB p wb • Evaluation • My lesson was : ( very successful – successful – not successful ) • Date class PER
  52. 52. 47 Unit 10 What's for lunch? New peopleLESSON 2 SB page 53 Aims: Learners will revise and consolidate using some and any with countable and uncountable nouns identify countable and uncountable nouns revise vocabulary of food and drink Structures: Are there any apples? Yes, there are. How many are there? Is there any juice? Yes, there is. How much is there? There isn't any lemonade. New vocabulary: juice Functions: Asking what is available to eat Listing what is available to eat Identifying and describing grammar rules Skills: Skimming and scanning a text to find language patterns Asking and answering about what is in a picture Identifying and talking about grammar rules Class organisation: Whole class, pairs, individuals Resources Work : SB, WB, TB , BB , Cassette Presentation Before using the book: • Before the students open their books, revise the vocabulary of food. Tell the students that you have written six food items on pieces of paper. • Students have to guess what they are. Students say items of food until they have guessed all six. Revise count. Ask the students to count to ten. Home – Assignment : SB p WB Evaluation My lesson was : ( very successful – successful – not successful ) Date class PER
  53. 53. 48 Unit 10 What's for lunch? NewL pEeSoSpOleN 3 SB page 54 WB page 35 Aims: Learners will • learn to form questions with How much ...? and How many ...? • practise reading and following sequences of instructions • extend their vocabulary: cookery and food Structures: Cook the courgettes. How many tomatoes do you need? How much salt do you need? New vocabulary: cooking oil, garlic, heat (verb), jar, pan, salt, spoon Functions: Giving instructions Asking and answering about quantities Skills: Reading for gist Sequencing a reading text Reading for specific information Asking and answering about quantities Class organisation: Whole class, pairs, individuals Before using the book Before the students open their books, revise food words. Ask What is if! and start spelling out courgettes: C-O-U ... Students should at some point shout the answer. Revise some more words in this way. Students do the same in pairs Date class PER
  54. 54. 49 Unit 10 What's for lunch? New LpEeSopSlOeN 4 SB page 55 WB page 36 Aims : learners will : • revise and extend their ability to express likes and dislikes, and preferences • revise vocabulary: food and cookery • role play a restaurant scene • practise asking and answering with How much ...? and How many ...? Structures: What would you like? I'd like a ... I like meat a lot. I don't mind chicken. I don't like fish very much. How many ...do you need? How much ...do you need? New vocabulary: coffee Functions: Ordering food in a restaurant Asking someone to say what they want Expressing likes and dislikes Skills: Listening for specific information Asking and answering about what food you'd like Talking about how much you like things Class organisation: Whole class, pairs, individuals Before using the book: • Before the students open their books, revise food by asking them to list some fruit, vegetables, meat and desserts. Ask what students eat when they go out to a restaurant, or if they never eat out, what they would like to eat in a restaurant Date class PER
  55. 55. 50 Unit 10 What's for lunch? New peopleLESSON 5 SB page 56 Aims: Learners will • review and consolidate the language presented in the unit • practise correcting their written work Structures: Review structures from Lessons 1 Functions: Expressing likes and dislikes Asking and answering about quantities Skills: Writing neatly (Other skills practised here are dependent on which activities are chosen for the review.) Class organisation: Whole class, pairs, individuals Before using the book: • Write the following on the board: [I love (cheese)./I like (chocolate) a lot./I like (fruit)./ I don't like (fish) very much./I don't like (courgettes).] so that the sentences are true for you. • Read the sentences to the class. You can make one of the sentences false and the class have to guess which. Date class PER
  56. 56. 51 Unit 11 She's too busy oe NewL EpSeSoOplNe 1 SB page 57 WB page 37 Aims: Learners will • learn to use too with adjectives and too much/many with nouns to indicate excess • identify and describe why people are unable to do things Structures: It's too difficult. There's too much sugar. Why can't she do it? Because she's too busy. New vocabulary: problem, salty Functions: Identifying and describing why people are unable to do things Asking why something can't be done Skills: Reading to match sentences with pictures Listening for gist and for specific detail Asking and answering about why people are unable to do things Class organisation: Whole class, pairs, individuals Before using the book: • Before the students open their books, revise adjectives. Write a word on the board, for example, an elephant, a city and ask students to describe it. Only write up adjectives. Ask if the students know the opposites of some of the words they have given Date class PER
  57. 57. 52 Unit 11 She's too busy oe NewL EpSeSoOplNe 2 SB page 58 WB page 38 Aims : learners will : • learn to use enough and too much + noun • revise adjectives Structures: / watch too much TV. I don't watch too much TV. I do enough homework. I don't do enough homework. New vocabulary: enough Functions: Expressing whether or not there is an adequate or excessive quantity of something Skills: Reading a text to detect language patterns Responding to a written text with personal information Describing what is shown in pictures Class organisation: Whole class, pairs, individuals Before using the book: • Before the students open their books, revise How much and How many with countable and uncountable nouns. Ask about a few things in the classroom. Then ask how many chairs there are and how many students. • Ask a student to take some chairs out of the room, leaving insufficient chairs for all the students to sit down. Ask again how many chairs and students there are and write the answers on the board. Ask Why can't all the students in the class sit down? Say Because there aren 't enough chairs. Students repeat the sentence while you write it on the board. • Ask Are there enough tables/desks in the classroom? Students should say yes. Write There are enough tables in the classroom. Get the chairs back in to elicit Now there are enough chairs. Collect a large number of books and put them all on a student's desk. Ask why he/she can't use the desk. Say Because there are too many books. Write this on the board. Then ask if the whole class can fit in your car. Ask Why not? to elicit There are too many students. Explain that too much replaces too many with uncountable nouns Date class PER
  58. 58. 53 Unit 11 She's too busy oe New peopLleESSON 3 SB page 59 Aims: Learners will • learn to use adjective + enough • practise using enough + noun • practise using too much and too many Structures: The park isn't clean enough. Not enough people put litter in the bins. There are enough bins. The bins are too full. There are too many people. There is too much litter. New vocabulary: full Functions: Expressing whether or not there is an adequate or excessive quantity of something Skills: Selecting structures to complete a reading text Describing what is shown in a picture Class organisation: Whole class, pairs, individuals Before using the book • Before the students open their books, revise too much, too many and not enough. Draw (or write) on the board three people and two apples. Say Can everyone have an apple? Why not? to elicit There aren't enough apples. Draw a picture of a person and a pile of books on a table. Ask if he/ she can pick up all the books. Why not? to elicit There are too many books. Say I put six spoons of sugar in my tea. And mime the action to elicit You put too much sugar in your tea. • Introduce the structure (not) + (adjective) + enough. To contextualize the language, ask questions such as Why can't I wear your shoes? to elicit They 're not big enough. Date class PER EDITED BY MR ASHRAF EZZAT
  59. 59. 54 Unit 11 She's too busy oe NeLwE pSeSoOplNe 4 SB page 60 WB page 39 Aims: Learners will • revise the use of should for giving advice and suggestions • give opinions • give advice • practise using should and if' with conditional clauses Structures: They should take the bus. If there are too many cars, I think more people should go by bus. You should get up earlier. New vocabulary: advice, empty (verb), queue Functions: Giving opinions Giving advice Skills: Listening for specific detail Talking about what should happen Reading to match text with pictures Saying what someone should do Class organisation: Whole class, pairs, individuals Before using the book: • Before the students open their books, revise the problems in the park scene in the previous lesson. There was too much litter. Etc. • Ask how the situation in the park could be improved. Encourage the students to use should, for example, People should pick up their litter. People shouldn't 't throw litter on the ground. Date class PER EDITED BY MR ASHRAF EZZAT
  60. 60. 55 Unit 11 She's too busy oe New peopleLESSON 5 SB page 61 Aims: Learners will • review and consolidate language presented in the unit • learn about pronunciation by breaking up words into syllables Structures: Review structures from Lessons 1-4. New vocabulary: syllable Functions: Expressing whether or not there is an adequate or excessive quantity of something Giving opinions Giving advice Skills: Identifying syllables (Other skills practised here are dependent on which activities are chosen for the review.) Class organisation: Whole class, pairs, individuals Before using the book: i Elicit five foods and five words connected with the environment, revising vocabulary recently introduced to the class Date class PER
  61. 61. 56 Unit 12 Shops and shopping NeLwE SpeSoOpNle1 SB Page 62 WB page 40 Aims: Learners will • learn the names of shops • recite a rhyme • revise and practise following directions • revise and extend vocabulary: places in a town Structures: He went to the bakery for cakes. Where/Why did (n't) you go? New vocabulary: butcher's, chemist's, greengrocer's, grocer's, headache, medicine Functions: Reporting where you went in a town Skills: Reciting a rhyme Reading and scanning texts for specific detail Asking and answering about a text Class organisation: Whole class, pairs, individuals Before using the book: • Before the students open their books, revise places in a town or city that they know: cinema, library, school, shop, etc. Elicit any types of shop that they already know. Date class PER
  62. 62. 57 Unit 12 Shops and shopping New peopLlEeSSON 2 SB Page 63 Aims: Learners will • read and understand directions • ask for and give directions • revise and extend their vocabulary: places in towns and directions Structures: / went to the museum. When I came out, I crossed the road. At the butcher's, I turned left. the building on the left New vocabulary: bank, corner, come out of, straight (on) Functions: Describing a route around a town Asking for and giving directions Skills: Reading and matching Reading for global understanding Asking about and saying how to get from place to place Class organisation: Whole class, pairs, individuals Before using the book: • Before the students open their books, revise places in a town. Ask if they can remember what Ahmed bought in each of the shops in the previous lesson Date class PER
  63. 63. 58 Unit 12 Shops and shopping NeLwE SpeSoOpNle3 SB Page 64 WB page 41 Aims: Learners will • learn to use may for polite requests • learn about dialogues in shops • revise and extend their vocabulary: prices, mobile phones and their functions Structures: May I see some mobile phones? Certainly. Here you are. Can I ask a question, please? New vocabulary: expensive, game, internet, mobile, price, receive, text message Functions: Making and responding to polite requests Requesting services in a shop Skills: Skimming and scanning reading texts for the gist and the main points Sequencing the main points of a reading text Reading a written text while listening to it Making and responding to polite requests Class organisation: Whole class, pairs, individuals Before using the book: • Write the names of some items on the board, for example, newspaper, bread, skirt, meat and chocolate. Ask the class to tell you the names of the shops where you can buy these products. • Show them a picture of a mobile phone. Elicit the word and drill. • Ask them if they have a mobile phone, what a mobile phone can do and where you can buy a mobile phone. Date class PER
  64. 64. 59 Unit 12 Shops and shopping NeLwE pSeSoOplNe 4 SB page 65 WB page 42 Aims: Learners will • practise using so and because to link sentences Structures: People like corner shops, because they stay open a long time./You can shop from home, so you don't need to go out. New vocabulary: corner shop Functions: Expressing reasons and consequences Skills: Listening for gist and specific details Talking about reasons and consequences Reading to match events or states and their consequences Class organisation: Whole class, pairs, individuals Before using the book: • Before the students open their books, revise the names of shops, asking what you would buy in each one. Date class PER
  65. 65. 60 Unit 12 Shops and shopping New peopLlEeSSON 5 SB Page 66 Aims: Learners will • review and consolidate language presented in the unit • learn to record words with pictures • carry out a project on shopping Structures: Review structures from Lessons 1- 4. New vocabulary: keyboard, monitor, mouse, onions Functions: Describing routes between places Making polite requests Skills: Using word-picture association to store and retrieve new vocabulary (Other skills practised here are dependent on which activities are chosen for the review.) Class organisation: Whole class, pairs, individuals Before using the book Divide the class into small groups. Tell them that one student in each group will write. Give them a moment to decide who is going to write. Give the groups a category for a recently taught lexical set, such as food. Date class PER EDITED BY MR ASHRAF EZZAT
  66. 66. 61 NLeEwS SpOeoNple1 SB Page 16 WB page 10 Aims: Learners will • revise the present continuous • talk about personal information • find out personal information about other students and the locations of places in a school describe another person Structures: Review structures from Units 1-3. Functions: Giving personal information about oneself and others Describing the location of places in a building Describing activities in pictures Skills: Saying what is happening in a picture Filling in a form Asking and answering about where places are in a building Class organisation: Whole class, pairs, individuals Before using the book: • Before the students open their books, revise the present continuous. Ask a student to come to the front of the class. Ask him/her to mime a sport. The class guesses which sport it is. Then blindfold a volunteer. You can use a scarf or just ask the student to close his/her eyes. Ask another student to mime a sport. The blindfolded student has to guess what is happening: Is he playing tennis? Is he running? etc. Continue with other students. If possible, get male and female pairs of students doing things to practise she/he/they forms. Cover various areas of vocabulary: things you do in the classroom or at home, and sports or hobbies. Date class PER
  67. 67. 62 NLeEwS SpOeoNp le2 SB Page 17 WB page 11 Aims: Learners will 1 revise their vocabulary for jobs and work 1 revise the present simple listen, read and talk about people and their jobs Structures: Review structures from Units 1 Functions: Describing and asking about working life Asking for and giving personal details skills: Listening for detail Taking notes from a spoken text Asking and answering about personal information and about work Class organisation: Whole class, pairs, individuals Before using the book: • Revise the present simple with questions. Ask if students remember Dr Khaled (See SB page 14.) Ask questions like: What time does he start work? Where does he work? etc. • Revise the alphabet for spelling. Ask students how they spell their first and last names. Date class PER
  68. 68. 63 LESSON 1 SB Page 23 WB page 21 Date class PER Aims: Learners will • revise and consolidate the use of can, could and will be able to • revise and consolidate the use of comparative adjectives • practise forming and using questions with How • revise vocabulary: vehicles, adjectives, places • revise numbers • exchange information about cars • compare cars Structures: Review structures from Units 4-6. Functions: Finding out information about cars Describing and comparing cars Skills: Asking for and giving information about cars Describing the New differences classes between cars Class organisation: Whole class, pairs, individuals Before using the book: • Revise measurements: Ask a volunteer to come to the front of the class. Ask the students: How old is (Omar)? Open the classroom door. Ask How high is the door? Ask: How many people are in the class? You could do a few more examples, using whatever resources you have available in the classroom.
  69. 69. 64 LESSON 2 SB Page 24 WB page 22 Aims: Learners will • revise vocabulary: activities in the home • revise the future with will • revise can • revise the present continuous Structures: Review structures from Units 4-6. Functions: Explaining why someone can't do something Asking if someone can do something Skills: Asking and answering about someone's present ability Class organisation: Whole class, pairs, individuals Before using the book: • Mime some actions (eating food, drinking, running, washing your hands, etc.) and get students to guess what you are doing. Make sure that they are using the present continuous to describe your actions Date class PER
  70. 70. 65 LESSON 1 SB Page 50 WB page 32 Aims: Learners will • revise and consolidate the use of ordinal numbers with days and months • revise and consolidate the use of first conditional clauses with if • revise what things are made of Structures: Review structures from Units 7 Functions: Describing objects Asking about and comparing the likely results of different courses of action skills: Asking and answering about the order of days and months Completing sentences with conditional structures Doing a crossword Asking and answering about travel information on a timetable Class organisation: Whole class, pairs, individuals Before using the book: • Write two headings on the board: Days of the week and Months of the year and get students to come up and write one item each until the 12 months and 7 days are all up on the board. Make sure that the students are pronouncing and spelling each word correctly. Date class PER
  71. 71. 66 LESSON 2 SB Page 51 WB page 33 Aims: Learners will • revise and consolidate vocabulary: home activities, places and occupations • revise and consolidate the use of the past continuous • revise and consolidate the use of relative clauses with who, which and where Structures: Review structures from Units 7-9. Functions: Defining objects, occupations and places Reporting past events Skills: Listening for detail Asking for the name of something Saying definitions Asking and answering about past events Class organisation: Whole class, pairs, individuals Before using the book: • Bring a volunteer student (Bassem) to the front of the class and ask him to start erasing the board. Ask another (Walid) to step outside and knock. Tell the student who's erasing the board (quietly, so no one else hears you!) to stop erasing and to open the door when he hears someone knocking. When this scenario takes place, ask the rest of the students What was Bassem doing when Walid knocked? They answer He was erasing the board. Ask What did he dol Elicit He stopped erasing the board and opened the door. Drill this several times by using some more examples. Date class PER
  72. 72. 67 LESSON 1 SB Page67 WB page 43 Aims: Learners will • revise and consolidate ways of expressing different degrees of liking: like a lot, don't mind, etc. • revise and consolidate the use of too and enough • revise vocabulary: food, shops and IT • revise and consolidate the use of countable and uncountable nouns with some, a/an and any • revise and consolidate how to make polite requests with may Structures: Review structures from Units 10 - 12. Functions: Expressing preferences Giving advice Making polite requests Skills: Saying how much you like or dislike things Telling someone what they should do in given situations Listening for gist and detail Writing words to complete sentences Class organisation: Whole class, pairs, individuals Before using the book: • Ask the students to list what sorts of new things they would like to buy if they had the money for it. Write some items on the board. Entitle their list New things. Now ask them to list some of their hobbies and entitle their list Hobbies. Do the same for Food. • Draw a time line, indicating degrees of likes and dislikes: like, don't mind, don't like. Get the students to exchange opinions. If they don't like any of the items on the list, get them to say / don't like... very much, or I don't mind... Date class PER
  73. 73. 68 LESSON 2 SB Page 68 WB page 44 Aims: Learners will • revise and consolidate describing routes between places in a town • revise and consolidate vocabulary: shops and other places in towns, food • revise and consolidate the use of too and enough Structures: Review structures from Units 10 -12. Functions: Describing a route Asking and answering about quantities Asking for and giving directions Expressing excess and inadequacy Skills: Listening for detail Asking for and giving directions Asking and answering about quantities Writing directions Reading to determine the truth of statements Reading and scanning for specific Information Class organisation: Whole class, pairs, individuals Before using the book: • Revise shops and places in a town. Ask where you buy certain things: potatoes, clothes, etc. Date class PER

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