موقع الطريق المضئ 3rd prep- Prepration- - By Mr. Adel- 2ndTerm

Day Date Period Class
Lesson ( 1 ) SB Page ( 2 )
Objectives Teaching Aids Contact Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: -Lecture Warm up and revision: 5m
students will be able to: Do you like travelling by train? Teacher’s
meeting -Discussion
-Internet Presentation: preparation
scenery book 15 m
-Inductive 1- Ask and answer
• To talk about -Student's book destination
-Study circles 1- Draw attention to the Objectives box on
first class
travelling on a -Workbook economy class
page 2, which refers to the objectives of the
--Problem solving unit, and explain in Arabic if necessary.
sleeper train. 2 -Now ask the students to look at the Students’
-Teacher's guide -Brainstorming note
Structures: pictures in exercise 1 and say what they can
books
-Co- operative see (a train: a dining car and a sleeping
• To read about a -Library
- Future forms: the compartment). Then ask them to read the
-learning question.
train journey and present simple and Student’s'
-Board -Discovery 2- Read Tarek’s email. Does he have the same
answer activity 15 m
present opinions as you in exercise 1?
books
-Cassette -Role playing - Ask the students to read Tarek’s email
questions. continuous quickly. Tell them not to worry about any
-Individual words they don’t know at this point. Ask
-Flash cards
-Peer learning them what it was about.
3- Which of the words in red in the text mean
-Work groups the following?
-Team teaching - Ask the students to look at the definitions
and the words in red in Tarek’s email.
-Pair work 4- Read again and number the sentences in the
correct order
Assessment: 5m
Oral questions:
Written Exercises:
Home Assignment:SB page 2

Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them
Teacher Senior teacher Supervisor Director

Lesson ( 2 ) SB Page ( 3 ) WB Page ( 2 )

By the end of the lesson -Data show New vocabulary: -Lecture Warm up and revision:
students will be able to: How do you go to school? Teacher’s 5m
-Internet future -Discussion
Presentation: preparation
• To use the present forms -Inductive 1- Underline the verbs in these sentences book
-Student's book 1- Write the example sentence on the board 15 m
simple and present -Study circles
and elicit the verbs. Underline them. Ask Is
continuous for -Workbook --Problem solving this about the past? The present? The future?
Structures: (It is about the future.) Students’
future forms. -Brainstorming note
-Teacher's guide 1- We’re taking the 2- Ask the students to look at the picture and
read the sentences. books
sleeper train to Aswan -Co- operative
• To talk about -Library 2- Choose the correct form of the verb
tonight. -learning - Ask the students to read the sentences and
timetables and Student’s'
-Board -Discovery choose the correct form of the verb in each
taking trains. 2- The train is going to case. activity
be busy. -Role playing 3- Choose a train to take to two towns. Ask books 15 m
-Cassette
and answer questions
-Individual
-Flash cards 3- The train leaves at WB
seven o’clock. -Peer learning 1- Read and match
-Work groups 2- Complete the sentences
3- Complete the sentences with the
-Team teaching
correct form of the verb in brackets
-Pair work Assessment:
Oral questions:
Written Exercises
5m
Home Assignment:WB page 2
Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them.


By the end of the lesson -Data show New vocabulary: -Lecture Warm up and revision: 5M
students will be able to: - Would you like first or second class? Teacher’s
-Discussion
-Internet Presentation: preparation 15m
• To ask and platform book
-Inductive 1- Look at the train timetable and answer
answer questions -Student's book single ticket the questions
-Study circles
about using trains. return ticket 1- Ask the students to look at the timetable.
-Workbook --Problem solving 2- Ask the students to discuss the questions
passenger Students’
in pairs. Then check the answers as a class.
• To listen to a -Teacher's guide -Brainstorming
2- Listen to a businessman buying a ticket
note
conversation books
-Co- operative and match the questions and answers
about travelling -Library Structures: 1- Ask the students to read the questions and 15m
- Can I book a single / -learning
by train. answers and predict the correct matching Student’s'
-Board return (ticket to -Discovery sentences. activity
2- Play the recording. The students listen and books
-Cassette Alexandria), please? -Role playing
• To carry out an match.
- Would you like first -Individual 3- Listen again and answer the questions
internet search -Flash cards or second class? - Ask the students to read the questions and
about railways in -Peer learning ask them whether they can answer any of
- How long does (the
India. -Work groups
them before listening again.
express train) take? 4- Work in pairs
- How much is that, -Team teaching Assessment:
please? -Pair work Oral questions:
Written Exercises 5m



students will be able to: Do you like travelling by bus? Teacher’s
-Internet ferry -Discussion
• To use sports centre -Inductive 1- Complete the idea map with the correct book 15m
-Student's book collocations
collocations related get ready -Study circles 1- Brainstorm modes of transport.
to travel. -Workbook park --Problem solving 2 -Then ask the students to look at the idea
Students’
maps and example. Explain that they have to
-Teacher's guide
Structures: -Brainstorming decide where each mode of transport should note
• To answer a quiz 1- Your train leaves on go on the maps. books
-Co- operative
about time-keeping. -Library Saturday at 11.15 a.m. 2- Work in pairs to do the quiz. Which
-learning sentence is true for you?
You do not have a Student’s'
-Board 3- Discuss in pairs
• To discuss ticket yet. -Discovery activity
1- Ask the students to read the questions and
punctuality. -Role playing discuss them with their partner. books
-Cassette 15m
a- You buy your ticket 2- Then hold a brief class discussion about
-Individual the importance of being on time.
-Flash cards before Saturday.
-Peer learning WB
1- Choose the correct answer from a, b, c or d
-Work groups 2- Complete the sentences with the correct
b- You go to the
-Team teaching form of these words
station on Saturday 3- Put the dialogue in the correct order
morning at 11 a.m. to -Pair work Assessment:
buy the ticket. Oral questions:
Written Exercises
5m
Home Assignment: WB Page ( 3 )


Review SB Page ( 6 ) WB Page ( 4 )

students will be able to: What do you remember about travelling for Teacher’s
-Discussion
-Internet work? preparation
• To review and -Inductive Presentation: book 15m
-Student's book
No
practise the new -Study circles
1 -Match to make sentences
vocabulary and 1- Elicit phrases about buying a train ticket.
-Workbook vocabulary --Problem solving
structures of the unit 2- Ask the students to look at the example
Students’
and match the remaining sentence halves.
2- Complete the dialogue with the present
• To practise simple or continuous form of the verbs in
books
-Co- operative
dictionary skills -Library brackets
-learning 3- Complete the dialogue
Student’s'
-Board Structures: -Discovery 1- Ask the students to look at the words in
the box and elicit their meanings. activity
-Role playing 2- Then ask them to complete the dialogue books
-Cassette 15m
with the correct words.
No -Individual
-Flash cards WB
new -Peer learning 1- Match the words with similar meanings.
Structures
-Work groups 2- Match to make sentences.
3- Read and correct the underlined words
-Team teaching 4- Write a description of a journey you plan to
go on.
-Pair work
Assessment:
Oral questions:
Home Assignment:. WB Page ( 4 )



students will be able to: What kinds of problems do you have at home? Teacher’s
-Internet addicted -Discussion
• To introduce the lung disease -Inductive 1- Ask and answer book 15 m
-Student's book - Draw attention to the Objectives box on
unit to the students. pass -Study circles page 7, which refers to the objectives of the
-Workbook operation --Problem solving unit, and explain in Arabic if necessary.
Students’
2- Read Ahmed’s blog. What couldn’t Sameh
• To talk about healthy -Brainstorming stop doing? note
-Teacher's guide
problems at home 1- Read out the instruction and allow time for books
-Co- operative the students to read the text quickly – tell
and at school. -Library Structures:
-learning them not to worry about understanding every
word at this stage. Student’s'
-Board might / must have -Discovery
• To read a blog and 2- Ask the students to answer the question. activity 15 m
answer questions. -Cassette for possibility and -Role playing 3- Which of the words in red in the text mean books
the following?
should / -Individual 1- Students read the text again, taking note of the
-Flash cards shouldn't have for words in red.
-Peer learning 2 -Read out the first definition and check that
recommendations in students agree that the matching word is pass.
-Work groups
the past 4- Are these sentences true (T) or false
-Team teaching (F)?
Oral questions:
Written Exercises:
5m



students will be able to: What kinds of problems do you have at Teacher’s 5m
-Internet express -Discussion school? preparation
• To use might / regret -Inductive Presentation: book
-Student's book 1- Underline the verbs in these sentences 15 m
situation -Study circles
must and should 1- Tell the students to read the Grammar box
carefully.
-Workbook --Problem solving
have correctly. Structures: 2- Ask the students to read the example sentence Students’
-Brainstorming in exercise 1 and elicit the meaning (it is possible note
-Teacher's guide 1- He might have that he became addicted to smoking).
become addicted to books
-Co- operative 2- Match to make one or two sentences
-Library smoking. 1- Read out the first sentence and check the
-learning students agree that c is the correct matching
Student’s'
-Board 2- He should have -Discovery sentence.
activity
2- Allow time for the students to complete
talked to his parents. -Role playing books 15 m
-Cassette the task. Go round and monitor.
3 -Make sentences about these situations using
3- They might have -Individual
-Flash cards might / must have or should (not) have
helped him with his -Peer learning WB
problems.. -Work groups 1 - Read and correct the underlined words
2- Complete the sentences with might / must or
-Team teaching should (not) have and the correct form of the
verb in brackets
-Pair work 3- Answer the questions
Assessment:
Oral questions:


students will be able to: How do some people feel if they try to stop smoking? Teacher’s
-Discussion Presentation:
• To speculate about a -Internet preparation 15m
feel -Inductive 1- Look at the picture and complete the book
picture. sentences
-Student's book
• To listen to a smoking -Study circles 1- Allow time for the students to study the
conversation about picture.
-Workbook social --Problem solving
2- Read out the first unfinished sentence and Students’
addictions.
• To practise expressing -Teacher's guide networking sites -Brainstorming elicit ideas from the class. note
2- Listen to a talk about addiction. What is the books
past recommendations, -Co- operative difference between a physical and a
explaining a choice in the
-Library Structures: psychological addition? 15m
-learning
expressing past - Read out the question and tell the students Student’s'
past and expressing -Board recommendations -Discovery not to worry about understanding every activity
regret in the past.
- I think you should word, but to listen out for the answer to the books
• To research information -Cassette -Role playing question.
have tried (the pizza)
about the dangers of -Individual 3- Listen again and answer the questions
-Flash cards last night.
smoking. 4- Work in pairs. Use expressions from the
-Peer learning Functions box
-Work groups Students read the Functions box, saying each
- You shouldn't have expression aloud.
drunk (so much coffee) -Team teaching
Assessment:
yesterday. Oral questions:
-Pair work



students will be able to: Do you like using smartphone? Teacher’s
-Internet
check -Discussion
worry -Inductive 1 -Ask and answer book 15m
• To talk about
-Student's book unhappy -Study circles
1- Ask students to look at the pictures and
addictions. say what they can see (a cigarette, a mobile
-Workbook
instead of
--Problem solving phone game, coffee, sugar).
Structures: 2 Read out the first question and discuss it as Students’
• To write about -Brainstorming note
-Teacher's guide 1- Why do you a whole class. Then ask students to discuss
addiction and the other questions in pairs. books
think that people -Co- operative
possible solutions. -Library 2- Project
become addicted -learning - Read out points 1–3 and discuss the
Student’s'
-Board -Discovery students’ ideas. They can scan the QR code
to these things? with their phones to access the link within
activity
-Role playing books
-Cassette the Egyptian Knowledge Bank (or type in the 15m
address if they are unable to scan the code).
2- How easy would -Individual
-Flash cards WB
it be for you to -Peer learning 1- Answer the questions.
2- Complete the sentences with words from
never do or try any -Work groups
exercise 1
of these things? -Team teaching 3- Complete the sentences
4-Write two or three sentences about the
-Pair work dangers of smoking
Assessment:
Oral questions: 5m
Written Exercises



students will be able to: What do you remember about making the Teacher’s
-Discussion
-Internet right choices? preparation
-Inductive Presentation: book 15m
• To review and No
-Student's book 1- Match to make sentences
1- Read out the first phrase and check the
vocabulary and -Workbook vocabulary --Problem solving students agree that d is the correct ending for
structures of the unit. the sentence. Students’
-Teacher's guide -Brainstorming 2- Allow time for the students to complete note
the task, and then check the answers as a books
• To practise word -Co- operative
-Library whole class.
building skills. -learning 2- Choose the correct words
Student’s'
-Board Structures: -Discovery 1- Read out the instruction and the example.
2- Allow time for the students to complete activity
-Role playing the task in pairs, and go round offering help books
-Cassette 15m
where needed.
No -Individual 3- Complete the sentences, then explain or
-Flash cards
new -Peer learning express regret about what you did
Structures WB
-Work groups 1- Complete the sentences with the correct
-Team teaching form of these words
2- Put the dialogue in the correct order
-Pair work 3- Write a dialogue between Person A and
Person B
Assessment:
Oral questions: 5m
Written Exercises



students will be able to: Why did he need to wear a helmet and boots? Teacher’s
manager -Discussion
proud -Inductive 1- Ask and answer book 15 m
• To talk about jobs. especially
-Student's book 1- Draw attention to the Objectives box on
-Study circles
manual page 12, which refers to the objectives of the
• To read an email -Workbook buildings --Problem solving unit, and explain in Arabic if necessary.
2- Read out the questions and invite some Students’
about a transport -Brainstorming note
-Teacher's guide initial responses.
worker’s job. Structures: 2- Match to make sentences books
-Co- operative
-Library 1- Read out the first phrase and check that
-Reporting statements -learning students agree that b is the correct matching
Student’s'
-Board and imperatives. -Discovery phrase.
2- Allow time for the students to complete activity 15 m
-Role playing books
-Cassette the task and then check answers in pairs.
3- Complete the email with the red words from
-Individual exercise 2
-Flash cards
-Peer learning 4- Answer these questions
Ask the students to read the questions and -
-Work groups try to answer them in pairs without referring
-Team teaching back to the text. Invite them to share their
ideas.
-Pair work 4- Answer the questions
Assessment:
Oral questions: 5m
Written Exercises:



students will be able to: Where does your father work? Teacher’s 5m
-Internet
Reporting verbs -Discussion preparation
Presentation:
-Inductive 1- Underline the reporting verbs. Which are book
• To report Structures:
-Student's book followed by an object + to + infinitive? 15 m
statements and 1- The manager -Study circles
1- Allow time for the students to read the
imperatives correctly. -Workbook ordered me to wear a --Problem solving Grammar box. Go round and answer any
queries. Students’
helmet and boots.
-Teacher's guide -Brainstorming 2- Ask the students to copy sentences 1–5 note
books
2- He warned me to -Co- operative into their notebooks and to underline the
-Library reporting verbs.
look out for things -learning 2- Write these reported statements
falling. Student’s'
-Board -Discovery 1- Ask the students to read the example and
activity
check that they understand what to do.
3- He asked me to tell -Role playing books 15 m
-Cassette 2- Students then complete the rest of the task
him about my work -Individual with a partner, referring back to the
-Flash cards experience. Grammar box if necessary.
-Peer learning 3 -Work in pairs
WB
4- I told him that it was -Work groups
1 -Choose the correct word
my first job.
-Team teaching 2 -Complete the sentences
3 -Report these sentences using the reporting
-Pair work verbs from exercise 2
Assessment:
Oral questions:


students will be able to: What is the most important part of the man’s job? Teacher’s
cleaner -Discussion
• To talk about -Internet Presentation: preparation 15m
mechanic book
different jobs. -Inductive 1- Match the jobs and the pictures
-Student's book Ticket inspector 1- Allow time for the students to look at the
pilot -Study circles
• To listen to an pictures and match them with the jobs.
-Workbook --Problem solving 2- Check answers with the whole class. Make
interview with a man Students’
who works Structures: sure that they understand the words.
-Teacher's guide -Brainstorming 2- Listen to an interview with a man who works note
at a station. - These people can be books
-Co- operative at a station. What is his job?
quite angry if their
-Library 1- Read out the question, and remind the 15m
• To practise making train is late. -learning students to listen for general meaning and in
opinions stronger. particular for the answer to the question. Student’s'
-Board -Discovery
- A railway station Then play the recording. activity
• To carry out an manager’s job is very -Role playing 2- Elicit the answer from the class. books
-Cassette
internet search to important. 3- Listen again and answer the questions
find facts about -Individual - Ask the students what they remember from
-Flash cards
firefighters. - Most of them work -Peer learning the recording they have just heard.
4- Work in pairs. Look at the list of jobs. Say
really hard. -Work groups what people do in each job and why they are
important. Use expressions from the
-Team teaching
Function box
-Pair work
Assessment: 5m
Oral questions:
Written Exercises


students will be able to: What do you know about technical schools? Teacher’s
vocational -Discussion
skills -Inductive 1 -Complete the sentences using the red words book 15m
• To read a text technician
-Student's book from the text
about technical -Study circles - Ask the students what they know about
courses
schools and -Workbook
Structures: --Problem solving technical schools in Egypt. Then ask them to
read the text quickly. Remind them not to Students’
answer questions. 1- What would happen -Brainstorming worry about any unfamiliar words at this note
-Teacher's guide
if nobody learned point. books
-Co- operative
• To talk about the -Library technical skills for 2- Answer the questions
-learning 1- Ask the students to read the questions and
importance of jobs jobs? discuss them with their partner before Student’s'
-Board -Discovery
that need reading the text again. activity
technical skills. -Role playing 2- Then allow time for the students to read books
-Cassette 2- Why do you think 15m
the text and confirm their answers.
that you need to study -Individual 3 -Critical thinking
-Flash cards
at university to -Peer learning WB
become an engineer? 1- Match the people and the places where they
-Work groups might work
-Team teaching 2- Complete the sentences
3- Complete the conversation with the correct
-Pair work words
Assessment:
Oral questions:



students will be able to: What do you remember about transport Teacher’s
-Discussion
-Internet workers? preparation
-Student's book
No
practise the vocabulary 1- Complete the sentences with the correct job
new -Study circles
- Read out the instruction and the first
and structures of the -Workbook vocabulary --Problem solving sentence, completed as the example.
unit. 2-Report the sentences using these reporting Students’
-Teacher's guide -Brainstorming verbs note
• To practise reporting 1- Ask the students to study the example. books
-Co- operative
statements and -Library 2- Students complete the exercise
imperatives -learning individually
before checking their answers with a partner. Student’s'
correctly. -Board Structures: -Discovery
Go round and monitor. activity
-Role playing 3- Choose the correct words books
• To practise making -Cassette 15m
- Read out the first sentence, completed as
opinions stronger No -Individual
the example.
-Flash cards
• To practise writing new -Peer learning WB
skills. Structures 1- Read the following, then answer the
-Work groups
questions
-Team teaching 2- Put this plan for an article into the correct
order
-Pair work 3- Write a description of an important job
Assessment:
Oral questions: 5m
Written Exercises



students will be able to: Did you enjoy learning about transport Teacher’s
-Discussion
-Internet workers? preparation
No book
-Inductive Presentation:
-Student's book New
• To review and -Study circles
1- Complete the blog with the correct form of
practise the vocabulary the words in brackets
-Workbook --Problem solving - Tell the students that they are going to
vocabulary and review and consolidate what they have learned Students’
structures of Units -Teacher's guide -Brainstorming in Module 4. note
10–12 -Co- operative 2- Read again and complete the sentences books
-Library
Structures: 1- Ask the students to read the sentences and
-learning try to complete them in pairs without referring
Student’s'
-Board -Discovery back to the text.
No 2- Ask the class to read the text again more activity
-Role playing books
-Cassette New carefully and check their ideas.
3- Match the words and the meanings
structures -Individual
1- Ask the students to look at the words in the
-Flash cards
-Peer learning box and the example.
2- Students then complete the task in pairs.
-Work groups
Assessment:
-Team teaching Oral questions:
Written Exercises:
-Pair work
Home Assignment:WB Page ( 11 )



students will be able to: Do you like reading? Teacher’s
-Discussion
-Internet No Presentation: preparation
-Inductive 1-Complete the questions with the present book
-To review and -Student's book
New simple or the present continuous. Then ask
practise the vocabulary -Study circles and answer the questions in pairs
vocabulary and -Workbook --Problem solving 2- Complete the reported imperatives using
structures of Units these verbs Students’
10–12 -Teacher's guide -Brainstorming 1- Ask the students to read the example note
sentence. books
Structures: -Co- operative
-Library 2- The students complete the exercise
-learning individually and check their answers in pairs.
Then check the answers as a whole class. Student’s'
-Board No -Discovery 3- Listen to Amir and Nabil. Are these activity
New -Role playing sentences true (T) or false (F)? books
-Cassette - Ask the students to read the sentences and
structures
. -Individual decide in pairs whether they think they are
-Flash cards true or false.
-Peer learning 4- Listen and underline the stressed syllables in
-Work groups these words. Then say the words
- Ask the students to look at the words and
-Team teaching check the meanings.
-Pair wor Assessment:
Oral questions:
Written Exercises:
Home Assignment:SB Page ( 18 )



students will be able to: What do you know about stars and planets? Teacher’s
observatory -Discussion
solar system 1- Read the fact file. Can you answer the book 15 m
• To talk about the -Inductive
-Student's book planets questions?
solar system. astronomers -Study circles 1- Draw attention to the Objectives box on
-Workbook telescope --Problem solving page 19, which refers to the objectives of the
unit, and explain in Arabic if necessary. Students’
• To read an article -Teacher's guide Structures: -Brainstorming 2- Ask the students to read the fact file. note
about astronomy Check they understand the meaning of the books
-Co- operative
-Library new words in red.
and answer - Reported questions -learning 2- Read the website article and check your
questions. answers to exercise 1 Student’s'
-Board -Discovery 1- Ask the students to look at the title of the activity 15 m
-Role playing article and ask them to predict the kind of books
-Cassette information it will include.
-Individual 2- Then ask them to read the article and
-Flash cards check the answers to exercise 1. Check that
-Peer learning
they understand the new words in red.
-Work groups 3- Are these sentences true (T) or false (F)?
- Ask the students to read the statements and
-Team teaching discuss them before referring back to the text
-Pair work to find the answers.
4 -Are these sentences true (T) or false (F)?
Assessment:
5m
Oral questions:
Written Exercises:



students will be able to: What does observatory mean? Teacher’s 5m
notice -Discussion
• To use reported reported speech -Inductive 1- Underline the verbs. What do you notice
book
-Student's book about the word order and tenses? 15 m
-Study circles
questions. Structures: - Ask the students what they remember about
-Workbook --Problem solving reported statements and reported imperatives
- Are you an and ask them to provide some examples. Students’
-Teacher's guide astronomer?” the -Brainstorming 2 -Report these questions note
1- Elicit the form and use of reported books
students asked the -Co- operative
-Library questions.
professor. -learning 2- Students then report the questions using
➞ The students Student’s'
-Board -Discovery the appropriate form. Remind them to refer
back to the Grammar box for help. Go round activity
asked the professor -Role playing books 15 m
-Cassette and monitor, helping where necessary.
if she was an 3- Take turns to complete these questions.
-Individual
-Flash cards astronomer .
Then tell the class what your partner asked
-Peer learning you
WB
-Work groups 1- Complete the sentences
-Team teaching 2- Read and correct the mistakes in these
sentences
-Pair work 3- Complete the following to make meaningful
sentences
Assessment:
Oral questions: 5m
Written Exercises


students will be able to: Do you want to be an astronomer? Teacher’s
-Discussion
• To talk about being -Internet Presentation: preparation 15m
explain book
an astronomer. -Student's book fact file
-Study circles 1- Ask the students to look at the diagram
like and tell you what it shows (the earth going
-Workbook dislike --Problem solving around the sun).
• To listen to an Students’
2- Then ask them to read the questions and
astronomer talking -Teacher's guide -Brainstorming note
Structures: discuss them in small groups.
books
about her work. - Could you please -Co- operative 2- Listen to an astronomer and answer the
-Library questions 15m
explain to me why (I -learning - Tell the students that they are going to
Student’s'
• To carry out an -Board -Discovery listen to an astronomer talking to some
can’t feel the earth students. Ask them what they think the activity
internet search about -Role playing astronomer might talk about. books
-Cassette turn)?
the moons -Individual
3- Listen again. Check your answers to exercise
-Flash cards - I wonder if you could 2 and complete the fact file
of planets in the solar
-Peer learning - Ask the students to read the fact file. Elicit
system. tell me what (a star is possible answers.
-Work groups 4- Ask and answer using polite questions about
made of). the following
-Team teaching
- I’d like to know if Assessment:
-Pair work Oral questions:
(you like your job).. Written Exercises 5m



students will be able to: What will you do if your teacher asks the Teacher’s
gas -Discussion
-Internet class a question and you know the answer? preparation
difficult -Inductive Presentation: book 15m
• To practise using -Student's book mostly 1- Complete the polite questions. Then match
polite questions. -Study circles
polite the questions and the answers
-Workbook --Problem solving 1- Write the prompts from the example on the
Structures: board and construct the polite question as a class. Students’
• To do a quiz -Teacher's guide - You are waiting -Brainstorming 2- Then ask the students to complete the rest of note
the exercise in pairs. books
about politeness. for a bus home -Co- operative 2- Work in pairs and choose the correct answers
-Library
with lots of other -learning - Ask the students to read the first question
and the options. Hold a class vote for those Student’s'
-Board people. -Discovery who would choose a or b. activity
When the bus -Role playing 3 -Discuss in pairs books
-Cassette 15m
-Ask the students whether they think they are
arrives, do you: -Individual polite and ask them to give reasons for their
-Flash cards answers.
a- wait for other -Peer learning
WB
people to get on -Work groups 1- Choose the correct answer from a, b, c or d
until it is your turn? 2- Match the words and their meanings
-Team teaching
3 -Complete the questions
b- move quickly to -Pair work 4- Now match the questions in exercise 3 and
get on the bus these answers
Assessment:
first? Oral questions: 5m
Written Exercises



students will be able to: What do you remember about an Teacher’s
-Discussion
-Internet observatory? preparation
-Student's book 1- Choose the correct words
1- Elicit words for the solar system.
vocabulary and -Workbook vocabulary --Problem solving 2- Students then complete the exercise in
Students’
structures of the -Brainstorming
pairs.
note
-Teacher's guide 2- Write these questions in reported speech
unit 1- Write the example question on the board
books
-Co- operative
-Library and elicit the reported question.
-learning
• To practise writing 2- Then ask the students to complete the
Student’s'
-Board Structures: -Discovery exercise, as in the example.
skills. 3 -Rearrange to make questions
activity
-Role playing books
-Cassette 1- Elicit phrases for asking polite questions. 15m
No -Individual 2 -Then ask the students to write the
-Flash cards questions as in the example.
new -Peer learning WB
Structures 1- Read the following, then answer the questions
-Work groups
2- Rewrite these questions so that they ar e
-Team teaching more polite
3- Write interview questions
-Pair work
Assessment:
Oral questions:
Written Exercises
5m


students will be able to: Can you name any of the seven wonders of the Teacher’s
monument -Discussion
-Internet ancient world? preparation
marble Presentation: book 15 m
• To talk about the -Inductive
-Student's book minarets 1- Ask and answer
wonders of the wonders -Study circles 1- Draw attention to the Objectives box on page
world. -Workbook dome --Problem solving 24, which refers to the objectives of the unit, and
explain in Arabic if necessary. Students’
-Teacher's guide -Brainstorming 2- Read out the question and invite responses note
Structures: from the class. List their answers on the board. books
• To read an article -Co- operative 2- Read the newspaper article and check
-Library
about the wonders The present perfect -learning your answers to exercise 1
of the world. - Allow time for the students to read the Student’s'
-Board passive -Discovery text quickly – tell them not to worry about activity 15 m
-Role playing understanding every word. books
-Cassette
3- Complete the sentences
-Individual 1- Read out the example sentence and check
-Flash cards
-Peer learning that the students agree that monument is the
correct answer.
-Work groups 2- Students read the text again and complete
the task in pairs.
-Team teaching
4- Answer the questions
Oral questions:
Written Exercises: 5m



students will be able to: What do you know about Taj Mahal? Teacher’s 5m
-Internet
passive voice -Discussion preparation
Presentation:
-Inductive book
• To use the present Structures: 1- Underline the examples of has/have been +
-Student's book verb 15 m
perfect passive 1- The final seven -Study circles
1- Read the example together. Then allow
correctly. -Workbook places have been --Problem solving time for the students to read the Grammar
Students’
chosen. box. Go round and answer any queries.
2- Ask the students to copy sentences 2–4
into their notebooks and underline has/have books
2- A new list of -Co- operative
-Library been + verb in each one.
wonders has been -learning 2 - Rewrite the sentences in the present perfect
written. Student’s'
-Board -Discovery passive
activity
1- Ask the students to read the example and
3- The Taj Mahal has -Role playing books 15 m
-Cassette check that they understand what to do.
been visited by 2- Students then complete the rest of the task
-Individual
-Flash cards millions of people. with a partner, referring back to the
-Peer learning Grammar box if necessary.
3- Ask your parents about the changes……..
-Work groups
WB
-Team teaching 1 - Match the words and their meanings
2 - Write what you would say……
-Pair work
3 -Complete the sentences …..
4 -Write two sentences about the changes…
Assessment:
Oral questions: 5m
Written Exercises


students will be able to: What do you know about wonders of the Teacher’s
-Discussion
•To listen to a -Internet world? preparation 15m
waterfalls book
-Inductive Presentation:
conversation about -Student's book temple
-Study circles 1- Look at the pictures. Which are man-made
wonders of the oasis wonders and which are natural wonders?
world. -Workbook sphinx --Problem solving 1- Ask students what they can remember about
the wonders of the world they looked at in the Students’
-Teacher's guide -Brainstorming first lesson. note
• To practise asking 2- Now read the instruction and allow time for the books
for opinions and Structures: -Co- operative
students to study the four photographs.
-Library -What do you think of 15m
expressing -learning 2- Listen to Salma and Huda talking the seven
(the Sphinx)? wonders of Egypt. Which two places do they Student’s'
agreement and -Board -Discovery agree should be on the list? activity
disagreement. - Read out the question, and remind the books
-Cassette -How do you feel -Role playing
students to listen for general meaning and in
• To carry out an about (the Cairo -Individual particular for the answer to the question.
-Flash cards Tower)? Then play the recording.
internet search about -Peer learning
3 -Listen again and complete the sentences
the seven -Work groups 1- Ask the students what they remember
wonders of the world. -Do you agree? from the recording they have just heard.
-Team teaching 2- Allow time for them to read the
-Pair work incomplete sentences.
4 -Work in pairs 5m
Assessment:
Oral questions:
Written Exercises


students will be able to: What's your opinion of victoria Falls, Africa? Teacher’s
man-made -Discussion
natural -Inductive book 15m
• To give and 1- Ask and answer
-Student's book agree 1- First, give the students time to look at the
discuss opinions. -Study circles
opinion three photos. These pictures show some more
-Workbook --Problem solving
Structures: wonders of the world, as well as modern
Students’
• To plan and write 1- Choose a place that -Brainstorming
wonders.
note
-Teacher's guide 2- Read out the first question and elicit the
a paragraph about a you think should be on books
-Co- operative answers.
modern -Library the list of modern
2- Project
wonders of the world. -learning
wonder of the 1- Read out the first instruction and the questions. Student’s'
-Board • Where is the place? -Discovery Invite suggestions of places from the class. Note
world. down good ideas on the board.
activity
• Why did you choose it? books
-Cassette -Role playing 2- Then allow time for the students to read
• Describe it and give 15m
-Individual the example text and help them with any
-Flash cards your opinion of it. questions. They can use this text as a model.
• Why is it important to -Peer learning WB
protect this place? 1- Choose the correct answer from a, b, c or d
-Work groups
2- Make a poster or a 2- Complete the dialogue
-Team teaching 3- Write what you would say in each of the
brochure about the following situations.
place and say why it -Pair work
Assessment:
should be on the list Oral questions:
Written Exercises
5m



students will be able to: What do you remember about wonders of the Teacher’s
-Discussion
-Internet world? preparation
-Student's book
No
practise the vocabulary 1- Complete the text
new -Study circles
- Ask the students to look at the picture. Then
and structures of the -Workbook vocabulary --Problem solving tell them to read the first two sentences and
unit. check that they agree that marble is the Students’
-Teacher's guide -Brainstorming correct answer for number 1. note
• To practise asking for 2 -Rewrite the newspaper headlines using the books
-Co- operative
opinions, agreeing and -Library present perfect passive
disagreeing. -learning 1- Ask the students to study the example.
Student’s'
-Board Structures: -Discovery 2- Students complete the exercise
individually before checking their answers activity
• To practise word books
-Cassette -Role playing with a partner.
building skills. 15m
No -Individual 3 -Complete the dialogue
-Flash cards WB
new -Peer learning 1- Complete the sentences
Structures 2- Match the pictures and the fact files about
-Work groups
four wonders of the modern world
-Team teaching 3- Write about a visit to a wonder of the world
-Pair work
Assessment:
Oral questions:
Written Exercises
5m


students will be able to: Do you have a smartphone? Teacher’s
developments -Discussion
social media book 15 m
• To read a text -Inductive 1- Ask and answer
-Student's book advertise
-Study circles - Read out the question and encourage a short
about technology transfer class discussion.
and answer -Workbook pay --Problem solving 2- Read the newspaper article and check your
Students’
questions. -Brainstorming
answer to exercise 1
note
-Teacher's guide Structures: 1- Allow time for the students to read the
text quickly – tell them not to worry about books
- The second conditional -Co- operative
-Library understanding every word at this point.
with would, might or -learning 2- Read out the question in exercise 1 again
Student’s'
-Board could -Discovery and elicit answers from the class.
3- Which of the words in red in the text mean activity 15 m
-Role playing books
-Cassette the following?
1- Ask the students to read the definitions.
-Individual 2- They then read the text again more
-Flash cards
-Peer learning carefully, matching the words in red with the
definitions. Remind them to think carefully
-Work groups about the context.
-Team teaching 4 – Are these sentences true (T) or false (F)?
-Pair work
Assessment:
Oral questions:
Written Exercises:
5m



students will be able to: Do you use social media? Teacher’s 5m
-Internet
Second -Discussion preparation
conditional Presentation:
-Inductive book
• To use the second 1- Underline would/might/could, if and the two
-Student's book 15 m
conditional with -Study circles verbs in each sentence
would, might - Allow time for the students to read the
-Workbook Structures: --Problem solving Grammar box. Go round and answer any
or could. Students’
-Brainstorming queries. note
-Teacher's guide 1- If a person didn’t know
2- Complete these sentences with the correct books
• To talk about how to use social media, it -Co- operative form of the verb in brackets to make second
-Library conditionals
possibility and might be more difficult for -learning 1- Ask the students to read the example and
impossibility. Student’s'
-Board them to find work. -Discovery check that they understand what to do. activity
2- If somebody wanted to 2- Students then complete the task with a books
-Cassette -Role playing partner, referring back to the Grammar box if 15 m
have the latest technology, necessary.
-Individual
-Flash cards they could buy a 3- Complete the questions, then ask and answer
-Peer learning WB
smartphone.
1- Look at the table and complete the
-Work groups
3- If you had a smartphone, sentences with the correct form of these
it would be easy to transfer -Team teaching words
2- Choose the correct answer from a, b, c or d
money. -Pair work 3- Answer the questions
Assessment:
Oral questions:


students will be able to: Which social networking sites do you know? Teacher’s
-Discussion
• To understand to a -Internet Presentation: preparation 15m
smartphone book
conversation about -Student's book highest number 1- Ask the students to read the questions.
robber -Study circles 2- Students discuss the questions in pairs. Then
social
-Workbook encourage --Problem solving hold a short class discussion, encouraging
networking site students to share their ideas. Students’
privacy settings. -Brainstorming 2- Listen to Basel and Nader talking about note
-Teacher's guide
social networking sites and fnd out what books
Structures: -Co- operative privacy settings are.
-Library - Read out the question and check whether 15m
• To encourage -Great! What else does it -learning
the students already know what privacy Student’s'
people to continue -Board say? -Discovery settings are. Tell them they are going to fnd activity
speaking. -Really? Go on.
out more as they listen. books
-Cassette -Role playing 3- Listen again and complete the sentences
-How wonderful! Tell me -Individual - Ask the students what they remember from
• To carry out an -Flash cards the recording they have just heard.
more.
-Peer learning 4- Work in pairs. Take turns to talk about a
internet search about -Then what happened? story in the news. Encourage your partner to
-Work groups
the internet. -What happened after continue speaking
-Team teaching Assessment:
that?



students will be able to: What is the importance of ancient buildings? Teacher’s
digital -Discussion
project -Inductive book 15m
• To read about a 1- Complete the sentences using these
-Student's book repair words from the article
project to protect -Study circles
gallery - Ask the students to read the title of the text
buildings. -Workbook
Structures: --Problem solving and the words in the box and predict what it Students’
1- What do you think -Brainstorming is about. note
-Teacher's guide
• To discuss the would happen if we 2- Answer the questions books
-Co- operative 1- Ask students to read the questions and see
importance of -Library didn’t if they
-learning
ancient buildings. repair Egypt’s ancient can answer them from what they remember. Student’s'
-Board -Discovery 2- They then read the text again and answer
wonders? activity
the questions. books
-Cassette 2- Do you think that all -Role playing
3- Critical thinking 15m
of the world’s ancient -Individual Students read the questions and discuss them
-Flash cards in pairs or small groups.
monuments should be -Peer learning
protected? Why / Why WB
-Work groups 1- Read and correct the underlined words
not? 2- Choose the correct words to complete the
-Team teaching
dialogue
-Pair work 3- Write what you would say in each of the
following situations
Assessment:
Oral questions: 5m
Written Exercises



students will be able to: What do you remember about technology? Teacher’s
-Discussion
-Inductive 1- Complete the text book 15m
-Student's book 1 Ask the students to read the whole text
before attempting the task.
vocabulary and -Workbook vocabulary --Problem solving 2 Allow time for the students to complete the
structures of the unit. task in pairs. Students’
2- Write sentences in the second conditional
books
• To practise using -Co- operative with would, might or could
-Library - Quickly review the form and use of the
the second -learning second conditional. Then ask the students to
conditional with Student’s'
-Board Structures: -Discovery study the example.
activity
would, might or 3 - Complete the dialogue
books
could. -Cassette -Role playing - Ask two students to read out the dialogue. 15m
Then put the students in pairs to complete the
No -Individual
-Flash cards task. Go round and monitor.
• To practise writing new -Peer learning WB
skills. Structures 1- Complete the sentences with capital letters,
-Work groups
full stops and commas
-Team teaching 2- Read the report and answer the questions.
-Pair work 3- 3 Write a report about social media
Assessment:
Oral questions:



students will be able to: What do you think the word cash means? Teacher’s
-Discussion
No book
-Inductive 1- Read the article. What will probably increase 15m
-Student's book New by 300 percent in the next few years?
•To review and -Study circles
practise the
vocabulary - Tell the students that they are going to
-Workbook --Problem solving review and consolidate what they have learned
vocabulary and in Module 5. Students’
structures of Units -Teacher's guide -Brainstorming 2- Answer the questions about the words in red note
books
13–15 Structures: -Co- operative in the text
-Library 1- Ask the students to read the questions and try to
-learning work out the meanings of the words in context.
They can discuss their answers in pairs. Student’s'
-Board -Discovery
No 2- Check answers as a class. activity
-Role playing 3- Answer these questions books
-Cassette New 15m
1- Give students time to read the questions,
structures -Individual then they can read the text again in more detail
-Flash cards
-Peer learning to answer them.
2-Students complete the task in pairs.
-Work groups Assessment:
-Team teaching Oral questions:
Written Exercises:
-Pair work
5m



students will be able to: What do you know about al-Hakim mosque in Teacher’s
-Discussion
-Internet No Cairo? preparation
•To review and -Student's book
New 1- Rewrite the sentences in the present perfect
practise the vocabulary -Study circles passive
vocabulary and -Workbook --Problem solving - Ask the students to read the example
carefully, and quickly review the present Students’
structures of Units -Brainstorming perfect passive form and use. note
-Teacher's guide
13–15 2- Complete the sentences using books
-Library conditionals with could / couldn’t / might
-learning (more than one answer might be possible)
1- Read out the example. Student’s'
-Board No -Discovery 2- Allow time for the students to complete the activity
New -Role playing task in pairs. books
-Cassette 3- Listen and choose the correct answer 15m
structures
. -Individual 4 -Ask your partner three questions about a
-Flash cards place that they like. Then tell the class what
-Peer learning your partner asked you and what you replied
-Work groups 5 -Listen and underline the stressed syllables in
these words. Then say the words
-Team teaching
Assessment:
-Pair wor Oral questions:
Written Exercises:
.
5m



students will be able to: What's your favourite kind of stories? Teacher’s
content -Discussion
wise book 15 m
• To talk about stories -Inductive 1- Ask and answer
-Student's book goose
with a moral. -Study circles 1- Draw attention to the Objectives box on
enough page 36, which refers to the objectives of the
-Workbook golden --Problem solving unit, and explain in Arabic if necessary.
• To read stories with 2- Students work in small groups to discuss Students’
morals and answer Structures: the question.
books
questions . The past perfect -Co- operative 2- Read two stories by the ancient Greek
-Library writer Aesop. What are the morals?
-learning 1- Ask the students to read the options for Student’s'
-Board -Discovery each story. activity 15 m
2- They then read the stories quickly to find books
-Cassette -Role playing the answers.
-Individual 3- Which of the words in red in the text
-Flash cards mean the following?
-Peer learning - Ask the students to read the words in red in
-Work groups the text and ask them to discuss in pairs what
they think the meanings are.
-Team teaching 4-Read again and choose the correct words
Oral questions:
Written Exercises: 5m



students will be able to: Do you like stories about animals? Teacher’s 5m
Past perfect -Discussion
-Inductive book
• To use the past -Student's book Structures:
1- Underline the verbs in these sentences
15 m
-Study circles - Allow time for the students to read the
perfect correctly. 1- Grasshopper Grammar box carefully.
-Workbook --Problem solving 2- Complete the sentences with the past perfect
hadn’t done any Students’
or the past simple of the verb in brackets
-Teacher's guide work all week. -Brainstorming
- Read out the frst sentence, completed as the
note
books
-Co- operative example. Check understanding – ask which
-Library 2- When the winter action happened frst (had already started).
-learning 3- Say what you had/hadn’t done by the
came, Ant had found Student’s'
-Board -Discovery following times
enough - Read out the question, and then ask two
activity
food to eat. -Role playing books 15 m
-Cassette students to read out the speech bubbles.
-Individual WB
-Flash cards 3- A farmer found 1- Choose the correct answer from a, b, c or d
-Peer learning 2- Match to make sentences
that his goose had
-Work groups 3- Answer the questions
laid a yellow egg .
Assessment:
-Team teaching
Oral questions:
-Pair work Written Exercises
5m


students will be able to: Do you watch news on TV? Teacher’s
-Discussion
• To respond to news. -Internet happy Presentation: preparation
book
15m
-Inductive 1- Choose the correct words to describe how
-Student's book unhappy each person feels
surprised -Study circles
• To listen to 1- Ask the students to look at the pictures
-Workbook unkind --Problem solving and describe what they can see in each one.
someone’s news and 2- Then ask them to read the speech bubbles, Students’
respond -Teacher's guide -Brainstorming and elicit the meanings of the phrases. note
2- Listen to Amir talking about a visit to the zoo. books
appropriately. Structures: -Co- operative
-Library Choose the correct sentence when you hear
15m
- How wonderful! -learning a bell
- Ask the students to read the sentences. Student’s'
• To carry out an -Board - Really? I can’t -Discovery activity
Then play the first part of the conversation
internet search about
-Cassette
believe it! -Role playing and pause the recording after the first bell. books
ants. - Oh dear! 3- Listen again and check your answers
-Individual - Check the answers by playing the
-Flash cards
- Oh no! -Peer learning recording, pausing for the students to
respond after each relevant section, and then
- How terrible! -Work groups playing the answers for them to check.
4- Complete the sentences with your own ideas
-Team teaching
and respond to the news
Oral questions: 5m
Written Exercises


Lesson ( 4 ) SB Page ( 39) WB Page ( 29 )

students will be able to: Do you always do the right thing? Teacher’s
nearby -Discussion
quickly -Inductive 1- Are the people in the pictures doing the right book 15m
• To talk about contents
-Student's book or the wrong things?
doing the right -Study circles
guess - Ask the students to look at the pictures and
thing. -Workbook
Structures: --Problem solving say what is happening in each one.
2- Work in pairs to do the quiz Students’
1 -Why is it important to -Brainstorming note
-Teacher's guide 1- Ask the students to read through the quiz
try to do the right thing? and check the meaning of any words they books
-Co- operative
-Library don’t know.
2 -Write another -learning 2- Ask them to read the question Do you
Student’s'
-Board question and two -Discovery always do the right thing? and give their
initial responses. activity
possible answers for the books
-Cassette -Role playing 3- Did you answer mostly a or b? Read what the
quiz. Then ask a different 15m
results say about you. Do you agree?
pair. -Individual 4- Work in pairs
-Flash cards
-Peer learning WB
1- Match the words and their meanings
-Work groups
2- Complete the sentences with words from
-Team teaching exercise 1
3- Write what you would say in each of the
-Pair work following situations
4-Choose the correct word or phrase to
complete the dialogues
Assessment: 5m
Oral questions:
Written Exercises



students will be able to: What have you learned in this unit? Teacher’s
-Discussion
-Inductive 1- Complete the sentences with these words book 15m
-Student's book 1- Ask the students to look at the words in
the box and elicit the definitions.
vocabulary and -Workbook vocabulary --Problem solving 2 -Then ask the students to complete the
sentences with the words. Students’
structures of the -Brainstorming note
-Teacher's guide 2 -Choose the correct verb
unit 1- Elicit the form and use of the past perfect. books
-Co- operative
-Library 2- Then ask the students to work in pairs to
-learning choose the correct verbs.
• To practise Student’s'
-Board Structures: -Discovery 3- Complete the dialogue
dictionary skills. activity
1- Elicit phrases for responding to news. books
-Cassette -Role playing 2- The students then complete the dialogue in 15m
No -Individual pairs.
-Flash cards WB
new -Peer learning 1 -Read about Captain Scott and answer the
Structures questions
-Work groups
2- Write your own story with a moral
Oral questions:
-Pair work Written Exercises
5m


students will be able to: What do you know about dinosaurs? Teacher’s
dinosaur -Discussion
• To introduce the lizard book 15 m
-Inductive 1- sk and answer
unit to the students. -Student's book theory
-Study circles 1- Draw attention to the Objectives box on
meteorite page 41, which refers to the objectives of the
• To talk about -Workbook atmosphere --Problem solving unit, and explain in Arabic if necessary.
2- Read out the question to the class. Students’
dinosaurs. -Teacher's guide Structures: -Brainstorming 2- Read the website and check your answers to note
exercise 1 books
-Co- operative
• To read a website -Library - Read out the rubric and then allow time for
The third -learning the students to read the text quickly. Tell
about dinosaurs and -Board conditional them not to worry about understanding every Student’s'
-Discovery activity 15 m
answer word at this point.
-Role playing 3- Which of the words in red mean the books
the questions. -Cassette
following?
-Individual - Ask the students to read the words in red in
-Flash cards
-Peer learning the text and ask them to discuss in pairs what
they think the meanings are.
-Work groups 4- Answer the questions
-Team teaching Ask the students to read the questions and try
to answer them in pairs without referring
-Pair work back to the text.
Assessment:
Oral questions: 5m
Written Exercises:



students will be able to: Do you like dinosaurs? Teacher’s 5m
-Internet
third conditional -Discussion preparation
Presentation:
Structures: -Inductive book
• To use the third 1- Underline the verbs + if/would in these
15 m
-Student's book sentences
conditional 1- What would have -Study circles
1- Review the form and use of the first and
correctly. -Workbook happened if a huge --Problem solving second conditionals.
2 -Tell the students to read the Grammar box Students’
meteorite had hit
-Teacher's guide -Brainstorming carefully. note
the earth? 2- Make third conditional sentences for these books
-Co- operative situations
-Library 2- What would have
-learning 1- Read out the first sentence, completed as the
happened if a lot of example. Check that the students understand Student’s'
-Board -Discovery what to do.
volcanoes had activity
2- Put the students in pairs to complete the task. books 15 m
-Cassette -Role playing Go round and monitor.
erupted at the same time?
3- If scientists had been on -Individual 3- Ask and answer
-Flash cards 1- Ask two students to read out the speech
earth 65 million years ago, -Peer learning bubbles.
2- Students then read the situations.
they would have seen why -Work groups
WB
the dinosaurs disappeared. -Team teaching 1- Match to make sentences
-Pair work 2 -Complete the sentences with the correct
form of the verbs in brackets to make third
conditional sentences
Assessment: 5m
Oral questions:
Written Exercises


students will be able to: What do you know about stone age people? Teacher’s
-Discussion
• To talk about -Internet Presentation: preparation 15m
cave book
dinosaurs and Stone -Student's book cave art
-Study circles 1- Ask the students to look at the picture and
Age people. stone discuss the questions in pairs or small groups.
• To listen to a museum -Workbook caly --Problem solving 2- Read out the questions one by one and
Structures: invite different students to answer them. Students’
guide talking about -Brainstorming note
-Teacher's guide -Dinosaurs lived) about 2- Listen to a museum guide talking to some
Stone students. Check your answers to exercise 1 books
-Co- operative
Age people. -Library 65 million years ago. -Tell the students just to listen to the general 15m
-learning meaning in order to fnd the answer to the
• To practise giving (We think that people Student’s'
-Board -Discovery questions, and not to worry about details
dates and numbers you first lived) because they will hear the recording again. activity
are not -Role playing 3- Listen again and complete the sentences books
-Cassette - maybe 250,000 years
sure of. - First, ask the students to read the
-Individual
-Flash cards ago. incomplete sentences. Ask them to predict
• To carry out an -Peer learning the rest of the sentences in pairs.
internet search about - (I’m going to talk to you
4- Work in pairs
-Work groups
dinosaurs. about some people who -Students read the Functions box, saying
-Team teaching each expression aloud.
lived) almost 8,000 years
ago. Oral questions:
Written Exercises
5m



students will be able to: What do you know about lions? Teacher’s
lion -Discussion
giraffe -Inductive 1- What do you know about these animals? book 15m
• To talk about -Student's book zebra Work in pairs and do the quiz
-Study circles
animals that used crocodile 1- Read out the first question and invite
-Workbook --Problem solving students to answer.
to live in Egypt. Structures:
2- Students then work in pairs to complete Students’
1- Which of the following -Brainstorming note
-Teacher's guide the rest of the quiz. Go round and monitor.
can’t hippos do? 2- Listen and check your answers to exercise 1 books
• To find out and -Co- operative
-Library a-swim - Tell the students they are going to hear
write about an b- walk -learning someone talking about the animals in
Student’s'
-Board -Discovery exercise 1 and that they should listen and
animal. c- run
check their answers.
activity
-Role playing books
-Cassette 3- Count your correct answers, check your
15m
2- How many hours a results and compare them with other students
day do some lions sleep -Individual
-Flash cards 4- Project
for? -Peer learning WB
a- 5 -Work groups 1- Answer the questions
b- 10 2- Complete the sentences
-Team teaching 3- Choose the correct words to complete the
c- 20
dialogue
-Pair work 4- Write what you would say in each of the
following situations
Assessment:
5m
Oral questions:
Written Exercises



students will be able to: What do you remember about " animal life Teacher’s
-Discussion
-Internet in the past"? preparation
-Student's book 1- Complete the text
1- Read out the example sentence and check that
vocabulary and -Workbook vocabulary --Problem solving the students agree that die out is the correct
answer. Students’
structures of the -Brainstorming 2- Students complete the task in pairs. note
-Teacher's guide
unit 2- Match to make third conditional sentences books
-Co- operative 1- Allow time for the students to study the
-Library
-learning example.
• To practise word 2- Students complete the task in pairs. Go round Student’s'
-Board Structures: -Discovery
building skills. and monitor. activity
3- Answer the questions using the words in books
-Cassette -Role playing
brackets 15m
No -Individual - Read out the frst sentence. Explain that students
-Flash cards can answer using the text on Student’s Book page
new -Peer learning 44 and the words in brackets.
Structures WB
-Work groups
1- Complete the sentences
-Team teaching 2- Work in pairs.
-Pair work 3 -Listen and check your answers.
4- Write the answers to the quiz questions
Assessment:
Oral questions: 5m
Written Exercises



students will be able to: Where is Ras Mohammed and why do people go there? Teacher’s
stingray -Discussion Presentation:
-Internet preparation
shark 1 - Ask and answer book 15 m
• To read a blog -Inductive
-Student's book national park - Ask if anybody has ever been to Ras
about sea life and coral -Study circles Mohammed. Ask those who say yes for some
answer -Workbook reef --Problem solving details and encourage some questions from
the class. Students’
questions. -Teacher's guide Structures: -Brainstorming 2- Read this blog and check your answers to note
exercise 1 books
First, second and -Co- operative
-Library 1- Allow time for the students to read the
third conditionals -learning text quickly – tell them not to worry about
understanding every word. Student’s'
-Board -Discovery
2- Read out the question in exercise 1 again activity 15 m
-Role playing and elicit answers from the class. books
-Cassette
-Individual 3- Answer the questions
-Flash cards 1- Ask the students to read the questions and
-Peer learning try to complete the task without referring
back to the text. Invite them to share their
-Work groups
ideas.
-Team teaching 2- Present the new words in red and check
they understand the sea life shown in the
-Pair work photos.
Assessment:
Oral questions: 5m
Written Exercises:

Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve t hem


students will be able to: Have you ever been to Ras Mohmed? Teacher’s 5m
-Internet
First, second and -Discussion preparation
Presentation:
• To use first, second
third conditionals -Inductive 1-Underline the verbs in these sentences. Then book
-Student's book Structures: write if it is a first, second or third conditional 15 m
and third conditionals -Study circles
- Allow time for the students to read the
correctly. -Workbook 1- If I had more free time, I --Problem solving Grammar box. Go round and answer any
4
queries. Students’
could go diving every day..
-Teacher's guide -Brainstorming 2- Complete the sentences to make first, note
2- If you dive in some parts books
-Co- operative second or third conditionals
-Library of the world, the sea will - Ask the students to read the example and
-learning then complete the task with a partner,
be rough and cold Student’s'
-Board -Discovery referring back to the Grammar box if
3- If you didn’t want to go necessary activity
-Role playing 3- Ask and answer books 15 m
-Cassette diving, you could go
1- First, ask a student to read the speech
snorkeling. -Individual
-Flash cards bubble.
-Peer learning 2- Ask students to read the questions and
elicit initial responses from the class.
-Work groups
WB
-Pair work
3 -Match to make sentences
4-Choose the correct words
Assessment:
5m
Oral questions:
Written Exercises


students will be able to: What can you see in the picture? Teacher’s
-Discussion
• To talk about sea life. -Internet shark
Presentation: preparation 15m
-Inductive 1- Ask and answer book
-Student's book turtle 1- Ask the students to look at the pictures
• To listen to a diving stingray -Study circles and say what they can see.
instructor speaking to -Workbook wreck --Problem solving 2 -Students work in pairs to discuss questions
Structures: 2 and 3. Students’
some divers. -Brainstorming 2- Listen to a diving instructor speaking to note
-Teacher's guide Showing relief
some divers. What are they unlikely to see? books
-Phew! -Co- operative
• To practise showing -Library - Read out the question. Remind the students 15m
-What a relief! -learning to listen only for general meaning and for
relief and excitement. the answer to the question, and then play the Student’s'
-Board -Thank goodness for -Discovery
recording. activity
• To carry out an that! -Role playing 3 -Listen again and answer the questions books
-Cassette
internet search about Showing excitement - Ask the students what they remember from
-Individual the recording they have just heard.
the Red Sea. -Flash cards -Great!
-I can’t wait! -Peer learning 4 -Work in pairs
1- Ask the students to look at the Functions
-I’m looking forward to -Work groups box and, as a class, practise saying the
that. -Team teaching phrases aloud.
2- Ask the students to read the instructions;
-Pair work then ask two students to read out the speech
bubbles. 5m
Assessment:
Oral questions:
Written Exercises

Lesson ( 4 ) SB Page ( 49) WB Page ( 35 )

students will be able to: What do you know about the red see? Teacher’s
sailfish -Discussion
warmest -Inductive book 15m
• To read an article 1- Complete the sentences
-Student's book group 1- Ask the students to look at the pictures.
about the Red Sea -Study circles
bottom Ask whether they have been to the Red Sea
and answer -Workbook
Structures: --Problem solving and what they know about it.
Students’
questions. 1- Why do so many birds -Brainstorming
2- Students then read the text.
note
-Teacher's guide and animals 2 -Answer the questions books
live in the Red Sea? -Co- operative 1- Ask the students to read the questions and
• To talk about the -Library try to answer them in pairs without referring
-learning
importance of 2- Why do stingrays usually back to the text. Student’s'
-Board stay at the -Discovery 2- Students then reread the text and answer
protecting sea bottom of the sea?
activity
the questions. books
life. -Cassette -Role playing
3- Critical thinking 15m
3- How big are some sharks
-Individual -Ask the students to work in small groups
-Flash cards in the Red
to discuss the questions.
Sea? -Peer learning
WB
-Work groups 1- Complete the diagram
-Pair work
3 -Complete the dialogue
Assessment:
Oral questions:



students will be able to: What do you remember about sea life? Teacher’s
-Discussion
-Inductive 1 -Complete the sentences book 15m
-Student's book 1- Read out the first sentence, completed as
the example.
vocabulary and -Workbook vocabulary --Problem solving 2- Allow time for the students to complete Students’
structures of the unit. the task in pairs.
2 -Complete the sentences with the correct books
• To practise using -Co- operative form of the verbs in brackets
-Library 1- Ask the students to study the first
conditionals. -learning
sentence, completed as the example. Student’s'
-Board Structures: -Discovery 2- Students complete the exercise activity
• To practise writing individually before checking their answers books
skills. -Cassette -Role playing with a partner. 15m
No -Individual 3- Complete the mini-dialogues with the words
-Flash cards - Ask two students to read out the first two
new -Peer learning sentences, completed as the example. Then
Structures put the students in pairs to complete the task.
-Work groups
WB
-Team teaching 1- Match the words and the abbreviations
2- Make notes for these sentences
-Pair work 3 -Write these notes in full sentences
brackets
Assessment:
Oral questions: 5m
Written Exercises



students will be able to: What do you remember about sea life? Teacher’s
-Discussion
No book
-Inductive 1- Read the magazine article about animals 15m
-Student's book New in danger. What might happen if we don’t
•To review and -Study circles
vocabulary help these animals?
practise the -Workbook --Problem solving - Tell the students that they are going to
vocabulary and review and consolidate what they have learned Students’
-Teacher's guide -Brainstorming in Module 6. note
structures of books
-Co- operative 2- Answer the questions
Units16 – 18 -Library
Structures: 1- Ask the students to read the questions and
-learning try to answer them without referring back to
Student’s'
-Board -Discovery the text.
No 2- They then read the text again and find the activity
-Role playing books
-Cassette New answers. Check the answers with the class.
15m
structures -Individual 3- Complete the sentences
-Flash cards 1- Read out the words in the box.
-Peer learning 2- Allow time for the students to complete the
task, and then check the answers as a whole
-Work groups
class.
Written Exercises:
5m



students will be able to: Do you like reading stories about animals? Teacher’s
-Discussion
-Internet No Presentation: preparation
-Inductive 1- Read and correct the mistakes in these book 15m
•To review and -Student's book
New sentences
practise the vocabulary -Study circles 1- Write the example sentence (with the
vocabulary and -Workbook --Problem solving mistake) on the board and ask the students to
correct it. Students’
structures of -Teacher's guide -Brainstorming 2- Allow time for the students to complete the note
Units16 – 18 task in pairs. books
-Library 2- Complete the sentences with the past simple
-learning or the past perfect of the verb in brackets
-Ask the students to read the example Student’s'
-Board No -Discovery
carefully and explain why the past perfect is activity
New -Role playing used (it describes the action that happened books
-Cassette 15m
structures first).
. -Individual 3- Listen to Salma and Mona. Are these
-Flash cards
-Peer learning sentences true ( T ) or false ( F ).
4 -Listen and put each word in the correct box
-Work groups - Ask the students to look at the words in the
-Team teaching box and elicit their meanings.
Assessment:
Written Exercises:
.
5m


Lesson ( 1 ) SB Pages ( 56 -60 and 71 - 72 )

By the end of the -Data show New vocabulary: -Lecture Warm up and revision: 5m
Chapter students will What can you see in these pictures? The Reader
pull -Discussion
be able to: -Internet
Presentation: Teacher’s
• To revise the fashion -Inductive 15m
-Student's book Pre-reading activity preparation
background to the rein -Study circles You can ask students to read Chapter 4 book
story. trouble --Problem solving individually, or you can read it together as a
-Teacher's guide class. Point out that the words in bold are
recover -Brainstorming explained in the glossary on page 75.
• To read Chapter 4 -Library kick Students’
-Co- operative 1- Choose the correct definitions from a, note
-Board . -learning b, c or d books
1- Read Chapter 4 together as a class. Remind
-Discovery
-Cassette the students that the words in bold are new
-Role playing words which are explained in the glossary on Student’s'
page 77, but they should try and work out the activity 15m
-Individual meaning of these words from context when books
-Peer learning they can.
2- When they have finished reading, look
-Work groups again at their ideas on the board. Did they
correctly anticipate the problems Black
-Team teaching
Beauty had?
-Pair work 2- Read the quotation and answer the question
1- Choose a student to read the quotation
aloud.
2- Ask the students to find the quotation 5m
within the story text and to identify who is
speaking and why he says this.
Home Assignment: SB Page ( 71 )


Lesson ( 2 ) SB Pages ( 56 -60 and 71 - 72 )

Chapter students will Who was Lady Anne? The Reader
For long -Discussion
Presentation: Teacher’s
energy -Inductive
3 -Put the events in the correct order
15m
-Student's book preparation
•To answer reply -Study circles 1- Ask volunteers to summarise the events in book
matching questions. rough chapter 4.
--Problem solving 2- Then ask the students to read the events
-Teacher's guide
sick -Brainstorming and discuss their order in small groups. They
• To put the events gently can read the text again if necessary. Students’
-Library -Co- operative
of the story into the note
4- Match column A with column B
correct order. -Board
.
-learning books
1- Ask the students to work in pairs to decide
-Discovery which the correct option is for each sentence.
-Cassette 2 -Students can read the chapter again to
• To talk about -Role playing Student’s'
check their answers if necessary. activity 15m
what has happened
-Individual 3- Check answers with the whole class. books
to the Black Beauty.
-Peer learning 5- Answer the following questions
1- Read out the first question and elicit
-Work groups different answers from around the class.
-Team teaching Make sure that the students answer in
complete sentences.
-Pair work 2 -The students complete the exercise
individually and then compare their answers
in pairs. Go round and check.
5m


Lesson ( 1 ) SB Pages ( 61 - 65 and 73 - 74)

chapter students will What do you remember about chapter 4? The
-Internet dark -Discussion Reader
be able to: Presentation:
• To read the next
a call -Inductive 15m
-Student's book Pre-reading activity
part of the story. lights -Study circles You can ask students to read Chapter 5
wide --Problem solving
individually, or you can read it together as a Teacher’s
-Teacher's guide class. You could also give students different preparation
• To talk about find out -Brainstorming parts to read: Black Beauty, John, Squire book
what has happened trust Gordon, the man on the bridge, Squire
to the Black Beauty. -Co- operative Gordon’s friend.
-Board
-learning 1- Match the words and the definitions
•To answer True / -Cassette - Ask the students to find the words in the first Students’
-Discovery note
False questions. column within the story text. Read out the
-Flash cards -Role playing example definition and check that the students books
agree that b is the correct definition. Read the 15m
-Individual sentence in the story where the word appears
to check that the meaning works in the Student’s'
-Peer learning
context. activity
-Work groups books
2-Are these sentences true (T) or false (F)?
-Team teaching 1- Choose students to read all the sentences
-Pair work aloud without saying if they are true or false.
2- Choose a student to read the example again.
3- Answer the following questions

5m
- Read out the first question and elicit
different answers from around the class.


Lesson ( 2 ) SB Pages ( 61 - 65 and 73 - 74)

chapter students will When did Jerry take Captain to work? The Reader
call over -Discussion
Presentation:
remind -Inductive 15m
-Student's book 4-Match column A with column B
• To discuss the wealthy -Study circles 1- Ask the students to work in pairs to decide Teacher’s
relationship between come up --Problem solving
which the correct option is for each sentence. preparation
the Black Beauty and -Teacher's guide 2- Students can read the chapter again to book
poor -Brainstorming check their answers if necessary.
the others. cough -Co- operative
5- Put the events in the correct order
-Board 1- Ask the students to read the chapter again.
•To answer .
-learning 2- Ask volunteers to summarise the events in Students’
matching questions. -Cassette chapter 5. note
-Discovery books
6-Read the quotation and answer the
-Flash cards -Role playing questions
• To put the events 15m
1- Choose a student to read the quotation
of the story into the -Individual Student’s'
aloud.
correct order. activity
-Peer learning 2- Read the questions with the class and ask
books
the students to work in pairs to discuss them.
-Work groups Monitor as they are working and help where
-Team teaching necessary.
-Pair work
5m


Lesson ( 1 ) SB Pages ( 66 - 70 and 75 - 76 )

chapter students will What did Harry and Dolly do to help look The
-Internet apologise -Discussion Reader
be able to: after Black Beauty?
change -Inductive Presentation: 15m
-Student's book life
• To read the next -Study circles Pre-reading activity
part of the story. any more --Problem solving You can ask students to read Chapter 6 Teacher’s
-Teacher's guide individually, or you can read it together as a class. preparation
weak -Brainstorming You could also give students different parts to book
•To answer move to read: Black Beauty, John, Squire Gordon, the man
-Co- operative on the bridge, Squire Gordon’s friend.
matching questions. -Board 1-Complete the sentences with these
-learning
words from the story Students’
-Cassette -Discovery 1- Ask the students to look at the words in the
note
• To answer box. Explain that these words all come from the
books
-Flash cards -Role playing chapter they have just read.
questions on 2- Give students time to complete the sentences
15m
-Individual
Chapter 6. individually.
Student’s'
-Peer learning 2 -Match column A with column B
1- Ask the students to work in pairs to decide activity
-Work groups which the correct option is for each sentence. books
Students can read the chapter again if necessary.
-Team teaching 2- Check their answers as a class.
-Pair work 3 - Read the quotation and answer the questions
1- Choose a student to read the quotation aloud.
2- Ask the students to fnd the quotation within the
story text and to identify who is speaking and
when. 5m


Lesson ( 2 ) SB Pages ( 64 - 68 and 73 - 74 )

chapter students will Who fed Black Beauty when Jerry was ill? The Reader
station -Discussion
Presentation:
luggage -Inductive
4- Are these sentences true (T) or false (F)?
15m
-Student's book
• To intensively vet -Study circles 1- Choose students to read all the sentences Teacher’s
study one part of ill-looking aloud without saying if they are true or false. preparation
--Problem solving 2- Choose a student to read the example
the story. -Teacher's guide book
forehead -Brainstorming again.
• To answer treat -Co- operative
5- Put the events in the correct order
1- Ask the students to read the chapter again.
-Board
comprehension .
-learning 2- Ask volunteers to summarise the events in Students’
Chapter 6. note
questions. -Cassette -Discovery 6- Answer the following questions books
1- Read out the first question and elicit
• To put the -Flash cards -Role playing different answers from around the class. 15m
events of the story -Individual Make sure that the students answer in Student’s'
into the correct complete sentences. activity
-Peer learning 2- The students complete the exercise
order. books
-Work groups individually and then compare their answers
in pairs.
•To answer True / -Team teaching 7- Did you enjoy Black Beauty? What was your
False questions. -Pair work
favourite part of the story? Did you learn any
thing from the story? Write a paragraph.
• To predict the - Tell the students that they have nearly
ending of the finished their work on Black Beauty. Before
they do the last task, read the questions in 5m
story.
exercise 7 as a class.


موقع الطريق المضئ 3rd prep- Prepration- - By Mr. Adel- 2ndTerm

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