12 تحضير 2

Day & Date Class Period Book 12 Subject Matter
Mon. 12 Sc / 5 Unit 1
12 A/ 2
3rd& 6th The Law
18 / 9 / 2023 Lesson Opener
Objectives
By the end of this of lesson , my pupils should be able to :
o get ready to the new semester to start properly.
o Know the classroom rules.
o Recognize the importance of English in their life.
o acquire some facts about the first Module and the units' headings .
o analyse some notes about The Law.
Anticipated Problems & Suggested Solutions :
No book in the first day of school Using PowerPoint.
Language Focus : using the past tense to express actions happened in the past.
( Brainstorming and Discussion )
New language :
Materials : Motivating videos of success stories. PB ( 55-56)

Procedures
Warming up :
o Welcoming Ss to the new scholastic year.
o Congratulating and getting them ready to start.
The Opener :
o Using the photos at SB11 to introduce the First Module and its content.
o Mind mapping and clustering the titles.
o Discussing the ideas mentioned in the units.
o Presenting some clues and spurring Ss to participate in the discussion.
o Checking Ss' points of view.
Discussion :
o Brainstorming Ss ' ideas to talk about the importance of laws , who makes them & who enforce them.
o Using the pictures on page 56 .
o Presenting the new vocabulary needed for the task.
o Ss talk about the mentioned points.
Asking :
o Why should we protect our society ?
o How can we keep our societies safe and secure ?
o How can we get our societies aware of safety , peace and security ?
o What measures safety , peace and security ?
Wrap up :
o What is the importance of the Law ?
o Who makes the Law ?
o What are the different types of law ?
Evaluation :
Aim Achievement: ____________________________________________________________
Pupils’ response: ______________________________________________________________
Teacher’s self evaluation: ________________________________________________________
Tue. 12 Sc / 5 Unit 1
12 A/ 2
1st & 2nd The Law
19 / 9 / 2023 Lesson 1
Objectives
By the end of the lesson , my pupils should be able to :
 listen to a lecture about law-making.
 understand some information about Kuwaiti law.
 work with words.
 value the importance to have laws within society.
 Too many items smooth slide .
Language Focus : ( suggesting solutions )
New language :
{ adoption / civil / code of law / consultation / define / enforce / govern /
guilty / impose / innocent / judiciary / jury / legal / penalty /
persuasion / principle / property / prove / tolerant / violence / welfare }
Materials : ( SB 12 - 13 )
Procedures
Warming up :
Asking students to look at the following diagram : what who makes
Students will try to answer each point

Why law school law
Introducing the topic :
 Introducing the theme of the unit " Law ".
 Introducing the photos. Types ? where ?
 Students look at the spidergram and try to find answers and other relevant words.
Discussing the topic :
 Asking students to think of any word or expression to talk about law.
 Eliciting some functions of suggesting and writing on the board.
 Presenting the active vocabulary needed for each activity.
 Reading out the questions for the Ss to do the task.
 Eliciting correct matching of headlines with the spidergram.
Pre - reading :
 Brainstorming ideas about the topic.
 Ss predict the answers for other student's choices. Comparing the Ss' ideas.
 Dealing with any vocabulary queries. Clubbing , clustering and mapping ideas.
While - reading :
 Ss work in pairs to answer the questions.
 Circulating , monitoring , helping where needed.
Post - reading :
o Checking Ss' work and correcting or confirming.
Wrap up :
What are the special characteristics of talented people ?
Evaluation :
Aim Achievement: _______________________________________________________________
Pupils’ response: ________________________________________________________________
Teacher’s self evaluation: __________________________________________________________
Wed. 12 Sc / 5 & Unit 1
12 A/ 2
4th The Law
20 / 9 / 2023 Lesson 2
Objectives
o understand how to use certain words in different places.
o understand some information about new laws.
o work with words.
o value the importance to have laws within society.
Language Focus : ( present perfect and present perfect continuous )
( comparative and contrastive connectors )
New language :
{ bench / brief / brief / case / defence / spring / handcuffs / note /
note / prosecute / row / row }
Procedures
Warming up :
Asking students the following questions:
o What are the types of laws ?
o Why do people need laws ?
o How do Islamic values influence the system of laws in Kuwait ?

o Introducing the theme of the lesson .
o Introducing the first question ( exercise 1 )
o Students look at the exercise and try to find answers.
o Asking the students to think of any word or expression to talk about law.
o Eliciting some functions of suggesting and writing on the board.
o Presenting the active vocabulary needed for each activity.
o Reading out the questions for the Ss to do the task.
o Eliciting correct matching of headlines with the spidergram.
Pre - reading :
o Brainstorming ideas about the topic.
o Ss predict the answers for other student's choices. Comparing the Ss' ideas.
o Dealing with any vocabulary queries. Clubbing , clustering and mapping ideas.
While - reading :
o Ss work in pairs to answer the questions.
o Circulating , monitoring , helping where needed.
Post - reading :
Wrap up :
Evaluation :
Aim Achievement:_________________________________________________________________
Pupils’ response: __________________________________________________________________
Teacher’s self evaluation: ___________________________________________________________
Thur. 12 Sc / 5 & Unit 1
1st The Law
21 / 9 / 2023 12A/2 Lesson 6
Objectives
 understand how to use certain words in different places.
 understand some information about new laws.
New language :
{ No New Language }
Materials : ( WB 6-7 )
Procedures
Warming up :
Revising some structural points ( Tenses of the verb ) :
o I ( learn ) English for ten years now.
o The ( cry ) since two o'clock and nobody knows why.
o The Parliament ( just issue ) some new laws.
Language Practice :
o Introducing the task in Ex:1 .
o Ss work in pairs to find answers.
o Circulating and offering help where necessary.
o Checking correct answers with the class.
o Following the same procedure with (Ex:2).
o Eliciting as many responses as possible and writing on the board..
Structure Practice :
o Introducing the task in Ex:5.
o Giving illustrative examples to explain the tense.
o Ss work in pairs to find answers.
o Checking correct answers with the class.
Wrap up : Correct the verbs in brackets:
o My family ( live ) in Kuwait for twenty years now.
Evaluation :
Aim Achievement: _______________________________________________________________
Pupils’ response: ________________________________________________________________

Sun. 12 Sc / 5 Unit 1
5th The Law
24 / 9 / 2023 12A/2 Lesson 7
Objectives
 understand a text about legal disputes.
New language :
{ claim / clog up / contend / grievance / in favour of / intend / litigation / petty /
regardless / residential area / speed limit / sue / supporter / ultimately }
Procedures
Warming up :
o Introducing the theme of the lesson.
o Introducing the first question (Ex:1)
Pre - reading :
While - reading :
Post - reading :
Wrap up :
What are the special characteristics of talented people?
Evaluation :
Aim Achievement: ________________________________________________________________
Pupils’ response: __________________________________________________________________
Mon. 12 Sc / 5 Unit 1
5th The Law
25 / 9 / 2023 12A/2 Lesson 8
Objectives
 understand a text about legal disputes.
New language :
{ claim / clog up / contend / grievance / in favour of / intend / litigation / petty /
regardless / residential area / speed limit / sue / supporter / ultimately }
Procedures
Warming up :
o Introducing the first question (Ex:1)
Pre - reading :
While - reading :
Post - reading :
Wrap up :
Evaluation :
Aim Achievement: ________________________________________________________________
Pupils’ response: __________________________________________________________________

Tue. Unit 1
12 art / 2 2nd The Law
26 / 9 / 2023 Lesson 9
Objectives
 comprehend short paragraphs.
 write an essay.
New language :
{ No New Language }
Materials : ( WB 8/ 9 )
Procedures
Warming up :
a. What are the types of laws ? Why do people need laws ?
b. How do Islamic values influence the system of laws in Kuwait ?
o Introducing the first question (Ex:1).
o Asking students to think of any word or expression to talk about law.
o Eliciting correct matching of headlines.
Pre - writing :
o Dealing with any vocabulary queries.
o Clubbing , clustering and mapping ideas.
While - writing :
Post - writing :
Wrap up :
o What are the special characteristics of talented people ?
Evaluation :
Aim Achievement: _______________________________________________________________
Pupils’ response: ________________________________________________________________

Wed. 12 Sc/ 5 Unit 1
2nd The Law
27 / 9 / 2023 12 art / 2 Lesson 9
Objectives
 write an essay.
New language :
{ No New Language }
Procedures
Warming up :
c. What are the types of laws ? Why do people need laws ?
d. How do Islamic values influence the system of laws in Kuwait ?
o Introducing the first question (Ex:1).
Pre - writing :
While - writing :
Post - writing :
Wrap up :
Evaluation :
Aim Achievement: _______________________________________________________________
Pupils’ response: ________________________________________________________________

Thur. 12 Sc/ 5 Unit 1
2nd Writing and translation
28 / 9 / 2023 12 art / 2 Lesson -
Objectives
 Practice writing a draft.
 Work in groups to write an outline.
 write an essay.
 some students will be shy to write viewing samples of other students work.
Language Focus : present simple
New language :
{ No New Language }
Procedures
Warming up :
How do you define Law ? Why do people need laws ?
How do Islamic values influence the system of laws in Kuwait ?
Pre - writing :
While - writing :
Post - writing :
Wrap up :
Evaluation :
Aim Achievement: _______________________________________________________________
Pupils’ response: ________________________________________________________________

12 A/ 2 3rd Unit 2
Migration
/ / 2023 12 S/ 5 5th Lesson 1
Objectives
 listen to a lecture about Migration.
 understand some information about migrants in Kuwait.
 value the importance to have organized migrations moves.
New language :
{ afford / boom / decimate / deteriorate / emigrate / famine / foreign
hard-pressed / high-tech / necessitate / seek / unfortunately }
Procedures
Warming up :
Asking students to look at the following diagram : what who migrates
Students will try to answer each point whyMigratio

Introducing the topic : n
 Introducing the theme of the unit " Migration ".
 Introducing the photos. types ? where ?
 Students look at the spidergram and try to find answers and other relevant words.
 Asking students to think of any word or expression to talk about migration.
Pre - reading :
While - reading :
Post - reading :
Wrap up :
Evaluation :
Aim Achievement:_________________________________________________________________
Pupils’ response:__________________________________________________________________
Teacher’s self evaluation:___________________________________________________________

12 A/ 2 3rd Unit 2
Migration
/ / 2023 12 S/ 5 5th Lesson 2
Objectives
 listen to a lecture about Migration.
 understand some information about migrants in Kuwait.
 value the importance to have organized migrations moves.
New language :
{ afford / boom / decimate / deteriorate / emigrate / famine / foreign
hard-pressed / high-tech / necessitate / seek / unfortunately }
Procedures
Warming up :
Asking students to look at the following diagram : what who migrates
Students will try to answer each point whyMigratio

Introducing the topic : n
 Introducing the theme of the unit " Migration ".
 Introducing the photos. types ? where ?
 Asking students to think of any word or expression to talk about migration.
Pre - reading :
While - reading :
Post - reading :
Wrap up :
Evaluation :
Aim Achievement:_________________________________________________________________
Pupils’ response:__________________________________________________________________

12 Art / 2 Unit 2
Migration
/ / 2023 12 Sc / 6 Lesson 4
Objectives
o understand and use the past perfect tense.
o Use some words in meaningful sentences.
o value the importance to have organized migrations moves.
o Too many items smooth slide .
Language Focus : ( past perfect / opposites )
New language : Animal Migration
{ disgruntled / displace / mass / meticulous / migrant / rift / Types What Why How
obliterate / perturbed / resort }
Procedures
Warming up :
o Asking students to look at the following diagram :
o Students will try to answer each point :
Introducing the target language :
o Introducing the target structure " Past perfect tense ".
o Giving illustrative examples.
o After I ( finish ) my homework before I watched a film.
o Before they ( leave ) school , they ( clean ) their classroom.
o Students work in pairs to do the exercise.
o Circulating , monitoring , offering help as needed.
o Checking answers collectively.
Discussing the target language :
o Introducing (Ex:1) as usual.
o Reading out the instructions for the Ss to do the task.
o Following the same procedure with (Ex:2 , 3, 4) as usual.
Work with words :
o Following the same procedure with (Ex:2 , 3, 4 , 5) as usual.
Wrap up :
o By the time the police arrived , the thief leave the bank. ( Correct)
o What are the types of animal migration ?
Evaluation :
Aim Achievement:________________________________________________________________________
Pupils’ response:_________________________________________________________________________
Teacher’s self evaluation:__________________________________________________________________

12 Art / 2 Unit 2
Migration
/ / 2023 12 Sc / 6 Lesson 5
Objectives
o Too many items smooth slide . Animal Migration
Language Focus : ( past perfect / opposites ) Types What Why How
New language :
{ disgruntled / displace / mass / meticulous / migrant / rift /
obliterate / perturbed / resort }
Procedures
Warming up :
Work with words :
Wrap up :
Evaluation :
Aim Achievement:________________________________________________________________________
Pupils’ response:_________________________________________________________________________

12 Art / 2 Unit 2
Migration
/ / 2023 12 Sc / 6 Lesson 4
Objectives
Animal Migration
Types What Why How
New language :
{ disgruntled / displace / mass / meticulous / migrant / rift / obliterate / perturbed / resort }
Procedures
Warming up :
Work with words :
Wrap up :
Evaluation :
Aim Achievement:________________________________________________________________________
Pupils’ response:_________________________________________________________________________
12S5 Unit 2
2nd Migration
/ / 12A2 Lesson 6
Objectives
o understand some information about past perfect and past simple.
o understand some information about migrants in Kuwait.
o work with words.
o Too many items smooth slide
Language Focus : ( past perfect / opposites / Suffixes & Prefixes )
New language : { No New Language }
Materials : ( WB 12 - 13 )
Procedures Animal Migration
Warming up : Types Why How

Bird
Students will try to answer the following : - In fleets
Migration
- For food
Land
o Why do animals migrate ? Animal
- For better weather
- In cattle
- For breeding
o Where do animals usually migrate ? Migration
- For raising young
Sea Animal
o How do animals usually migrate ? Migration
- In groups

o Ss look at the spidergram and find answers to the questions.
o Eliciting all possible types of animal migration.
o Introducing the active vocabulary needed for each activity.
Language Practice :
o Brainstorming ideas about the topic in (Ex:1).
o Ss work in pairs to complete the gaps with right answers.
o Comparing the Ss' ideas.
o Following the same procedure with the remaining exercises.
Wrap up :
o Why do animals migrate ?
o What are the different types of animals migration ?
o How do animals migrate ?
Evaluation :
Aim Achievement: ________________________________________________________________________________________________
Pupils’ response: ___________________________________________________________________________________________________
Teacher’s self evaluation: ________________________________________________________________________________________
12 A 2 Unit 2
2nd Migration
/ / 12 sc/ 5 Lesson 7
Objectives
o listen to & comprehend a talk on emigration.
o talk about important events in their lives.
o remember a past event.
o write an e-mail about a life-changing event.
Language Focus : ( Past perfect )
New language : { animated (adj) / arduous (adj) / engage in (ph.V.) / major (adj) / minor (adj) / nervously (adv) /
rent (v) / reside (v) / strenuous (adj) / take a breather
Human Migration
(Exp.) }
Reasons Feeling Difficulties
Materials : ( SB 22 - 23 ) ( CD )
Procedures
Warming up :
o Introducing the photos & letting Ss guess.
o Students look at the spidergram and try to find answers and other relevant words.
o Revising the different types of migration.
o Eliciting possible guessed answers from the class.
Pre-listening :
o Ss predict the answers for other student's choices.
While-listening :
Post-listening :
Wrap up :
o What are the advantages of moving abroad ?
Evaluation :
Aim Achievement:________________________________________________________________________
Pupils’ response:_________________________________________________________________________

12 A 2 Unit 2
2nd Migration
/ / 12 sc/ 5 Lesson 8
Objectives
o listen to & comprehend a talk on emigration.
o talk about important events in their lives.
o remember a past event.
o write an e-mail about a life-changing event.
Language Focus : ( Past perfect ) Human Migration
New language : { animated (adj) / arduous (adj) / engage in (ph.V.) / Reasons Feeling Difficulties
major (adj) / minor (adj) / nervously (adv) /
rent (v) / reside (v) / strenuous (adj) / take a breather
(Exp.) }
Materials : ( SB 22 - 23 ) ( CD )
Procedures
Warming up :
o Introducing the photos & letting Ss guess.
o Revising the different types of migration.
o Eliciting possible guessed answers from the class.
Pre-listening :
While-listening :
Post-listening :
Wrap up :
o What are the advantages of moving abroad ?
Evaluation :
Aim Achievement:________________________________________________________________________
Pupils’ response:_________________________________________________________________________

Unit 2
12 art / 2 5th Writing
/ / Lesson 9
Objectives
o describe a sequence of events in the past.
o understand some information about migrants in Kuwait.
o write a description of about a sequence of events.
o value the importance to have organized migration moves.
New language : { No New Language }
Materials : ( WB 14 – 15 )
Procedures
Warming up :
o Students will try to answer the following:
o Where do animals usually migrate ? How ?
o Asking students to reorder the sentences .
o Ss work in pairs to do the stated tasks.
o Asking students to think of the best order .
Pre - reading :
While - reading :
Post - reading :
Wrap up :
o Why do animals migrate ? Why ?
Evaluation :
Aim Achievement: ________________________________________________________________
Pupils’ response: __________________________________________________________________

12 A / 2, Unit 3
12S/5,6
2nd Writing a description
/ / Lesson 1
Objectives
By the end of this lesson , the pupils should be able to :
o discuss and talk about human values.
o comprehend an article for specific information.
o analyse a passage about human rights.
o analyse pictures to deduce a topic.
o Too many items.
o Time management.
Language Focus : describe sequence events : first , then , after that.

o Express opinions.
New language : ( Lexical items )

{ abuse , anthropologist , ethnographer , apparent , attribute ,charitable , impulse }
Materials : ( SB: 24 ) ; ( WB:14+15 )
Procedures : Warming up :
Asking the students to look at the pictures and to guess what the topic will be about ,
encouraging them to talk about human values.
Presentation : ( Reading )
Pre- Reading :
o Brainstorming ideas about the sequence of events.
o Introducing the theme of the lesson pointing at the pictures.
o Drawing a mind map for Ss to fill in and discuss.
o Going through the first task in SB24/ Ex:2.
While- Reading :
o Ss do the task in pairs.
o Circulating , helping while doing the task..
Post- Reading :
o Checking , correcting and confirming.
o Reading out various answers.
Analyzing pictures in words :

o Asking the Ss to look at the pictures and speak about them answering some questions:
o What can you see in each photo ?
o Eliciting a plan of what Ss are going to study.
Wrap up :
o What values do all humans share in common ?
o What is meant by compassion / tolerance ?
Evaluation :
Aim Achievement : _____________________________________________________________
Pupils’ response: _______________________________________________________________
Teacher’s self evaluation : _______________________________________________________

12 A / 2, Unit 3
12S/5,6
2nd Writing a description
/ / Lesson 2
Objectives
o discuss and talk about human values.
o comprehend an article for specific information.
o analyse a passage about human rights.
o analyse pictures to deduce a topic.
o Too many items.
o Time management.
Language Focus : describe sequence events : first , then , after that.

o Express opinions.
New language : ( Lexical items )

{ abuse , anthropologist , ethnographer , apparent , attribute ,charitable , impulse }
Materials : ( SB: 24 ) ; ( WB:14+15 )
Procedures : Warming up :
Asking the students to look at the pictures and to guess what the topic will be about ,
encouraging them to talk about human values.
Presentation : ( Reading )
Pre- Reading :
o Brainstorming ideas about the sequence of events.
o Introducing the theme of the lesson pointing at the pictures.
o Drawing a mind map for Ss to fill in and discuss.
o Going through the first task in SB24/ Ex:2.
While- Reading :
o Circulating , helping while doing the task..
Post- Reading :
o Checking , correcting and confirming.
o Reading out various answers.
Analyzing pictures in words :

o Asking the Ss to look at the pictures and speak about them answering some questions:
o What can you see in each photo ?
o Eliciting a plan of what Ss are going to study.
Wrap up :
o What values do all humans share in common ?
o What is meant by compassion / tolerance ?
Evaluation :
Aim Achievement : _____________________________________________________________
Pupils’ response: _______________________________________________________________
Teacher’s self evaluation : _______________________________________________________

12 art / 2 Unit 3
2nd Kuwait Red Crescent Society
/ / 12 S/ 5 & 6 Lesson 3
Objectives
o understand a text about human values in the Kuwait Red Crescent Society.
o understand some information about Kuwait Red Crescent Society.
o work with words.
o value the importance behind the Kuwait Red Crescent Society.
New language : {aftermath / deploy / ethnicity / hardship / voluntary / vulnerable }
Aims
Procedures
Warming up : Kuwait Red Crescent
Asking students to look at the following diagram : Activities why

Students will try to answer each point.
Introducing the topic : ethics

o Introducing the theme of the unit " Human Values ".
o Introducing the photos.
o Asking students to think of any type of help the RCS offers to people.
Pre - reading :
o Brainstorming ideas about the topic " The Kuwait Red Crescent Society "
While - reading :
Post - reading :
Wrap up :
o What are the aims of the Red Crescent Society of Kuwait ?
Evaluation :
Aim Achievement: ________________________________________________________________
Pupils’ response: __________________________________________________________________
12 s / 5 1st, 2nd & Unit 3
Human rights & Values
/ / 12 A / 2 5th Lesson 4
Objectives
 listen to a lecture about human values.
 understand some information about important human values.
 Use adverbs of manners.
 value the importance to have organized human values.
Language Focus : ( Adverbs of manner ; If - Conditional 3 types )
New language :
{ aggressive / compassionately / cry over spilt milk / enfranchisement / extravagant
frail / over a barrel / over the hill / over the top / suffrage / tide someone over }
Materials : ( SB 26 - 27 ) ; Paper sheets
Procedures
respect
Warming up :
o Asking students to look at the following
diagram :
o Students will try to answer each point. values
Introducing the topic : empathy freedom

o Eliciting some information about " Human
Values ".
o Asking students to think of any word or expression to talk about Human Values.
Pre - reading :
While - reading :
Post - reading :
Wrap up :
o What are the main aims of the Kuwait Red Crescent Society ?
Evaluation :
Aim Achievement: ______________________________________________________________
Pupils’ response: ________________________________________________________________
Teacher’s self evaluation: _________________________________________________________

12 s / 5 1st, 2nd & Unit 3
Human rights & Values
/ / 12 A / 2 5th Lesson 5
Objectives
 listen to a lecture about human values.
 understand some information about important human values.
 Use adverbs of manners.
Language Focus : ( Adverbs of manner ; If - Conditional 3 types )
New language :
{ aggressive / compassionately / cry over spilt milk / enfranchisement / extravagant
frail / over a barrel / over the hill / over the top / suffrage / tide someone over }
Materials : ( SB 26 - 27 ) ; Paper sheets
Procedures
respect
Warming up :
o Asking students to look at the following
diagram :
o Students will try to answer each point. values
Introducing the topic : empathy freedom

o Eliciting some information about " Human
Values ".
o Asking students to think of any word or expression to talk about Human Values.
Pre - reading :
While - reading :
Post - reading :
Wrap up :
o What are the main aims of the Kuwait Red Crescent Society ?
Evaluation :
Aim Achievement: ______________________________________________________________
Pupils’ response: ________________________________________________________________

Wed. 12 art / 2 Unit 3
12 S/5 & 6
2nd Human Values
26 / 10 / 2022 Lesson 6
Objectives
o understand a text about human .

o work with( IF ) conditionals .
o use the adverbs of manner .

 If conditionals - adverbs more examples – mechanical drill .
o Language Focus : (adverbs of manner / ( IF ) conditionals )
New language : { No new language }

Aims
Human values
Procedures
examples why
Warming up : Revising some previously taught material.

ethics

o Asking students to look at the exercise one WB page (18) (1)

o Working in pairs; they do their task .
o Eliciting correct matching of headlines with the. spidergram.
o Asking students to do (Ex: 2;3) , they do the task , then checking answers.
o Moving to the rest of (Ex:4 ; the puzzle )
o Carrying on till the end….
Wrap up :
1- If I be you , I'd study hard. Correct
2- My grandfather drives his car slow . correct
Evaluation :
Aim Achievement:_________________________________________________________________
Pupils’ response:__________________________________________________________________
12 art / 2 Unit 3
12 S/5
3rd & 4th Human Values
/ / Lesson 7
Objectives
 write a humanitarian appeal .
 listen to a radio advert for charity.
 prepare to present a radio advert.
New language : { alleviate / appeal / avert / campaign / commitment / dire / donate
extensive / humanitarian / in leaps and bounds / underprivileged}
Procedures respect
Warming up :
Asking students to look at the following diagram :
Students will try to answer each point values
 Asking about the theme of the unit " Human Values empathy
". freedom
 Introducing the photos.

 Asking students to think of any word or expression to talk about Human Values
Pre - reading :
While - reading :
Post - reading :
Wrap up :
What are the main aims of the Kuwait Red Crescent Society ?
Evaluation :
Aim Achievement:_________________________________________________________________
Pupils’ response:__________________________________________________________________
12 art / 2 Unit 3
12 S/5
3rd & 4th Human Values
/ / Lesson 8
Objectives
 write a humanitarian appeal .
 listen to a radio advert for charity.
 prepare to present a radio advert.
New language : { alleviate / appeal / avert / campaign / commitment / dire / donate
extensive / humanitarian / in leaps and bounds / underprivileged}
Procedures respect
Warming up :
Asking students to look at the following diagram :
Students will try to answer each point values
 Asking about the theme of the unit " Human Values empathy
". freedom
 Introducing the photos.

 Asking students to think of any word or expression to talk about Human Values
Pre - reading :
While - reading :
Post - reading :
Wrap up :
What are the main aims of the Kuwait Red Crescent Society ?
Evaluation :
Aim Achievement:_________________________________________________________________
Pupils’ response:__________________________________________________________________
12 a / 2 Unit 3
5th & 6th Writing & focus on
/ / 12s/5 Lesson 9
Objectives
o understand a text about human values in the Kuwait Red Crescent Society.
o understand some information about Kuwait Red Crescent Society.
o write a report .
o value the importance behind the Kuwait Red Crescent Society

Materials : ( WB 16 - 17 ) Aims
Procedures
Inculcating the educational value of "Appreciation of science and scientists"
Kuwait Red Crescent
Warming up :
why
o Asking students to look at the following diagram
Activities:
Introducing the topic : ethics

o Asking students to think of any type of help the RCS offers to people .
Pre - writing :
o Brainstorming ideas about the topic. The Red Crescent Society
While - writing:
Post –writing :
Wrap up :
What are the aims of the Red Crescent Society of Kuwait ?
Evaluation :
Aim Achievement: _______________________________________________________________
Pupils’ response: _________________________________________________________________
Mon. 12 art / 2 1st , 2nd & Unit 4
The Earth at Risk
31 / 10 / 2022 12 S/5 & 6 3rd Lesson 1&2
Objectives
o understand some information about the dangers that the earth is facing.
o highlight the danger in the desertification process.
Language Focus : ( Subordinate clauses of purpose and clause)
New language :
{ precipitate / productive / proportion / soil / treacherous / unproductive / wash away / wildfire /
climate / desertification / erode / graze / harsh / increasingly / kill off / overcultivate /
permanently }
Procedures
Inculcating the pedagogical value of "respecting the law"
Warming up :
o Asking students to look at the pictures they see on page 34 :
o Students will try to answer the questions in (Ex:1).
o Introducing the theme of the unit " The Earth At Risk ".
o Students look at the photos and try to find answers and other relevant words.
o Asking students to think of any word or expression to talk about earth's dangers.
o Eliciting correct matching of headlines with the idea.
Pre - reading :
While - reading :
Post - reading :
Wrap up :
o What are the most dangerous threats that people in the gulf may face ?
Evaluation :
Aim Achievement:_________________________________________________________________
Pupils’ response:__________________________________________________________________

Tue. 12 A / 2 Unit 4
2, 4 & 6 The Earth at Risk
1 / 11 / 2022 12 s/ 5 &6 Lesson 2
Objectives
o understand some information about the dangers that the earth is facing.
Language Focus : ( Suffixes & prefixes )
New language :
{ climate / desertification / erode / graze / harsh / increasingly / kill off / over cultivate / permanently /
precipitate / productive / proportion / soil / treacherous / unproductive / wash away / wildfire }
Procedures
Warming up :
o Revising the previous lesson items :
o What are the most dangerous threats that our planet is facing ?
o What are the most dangerous threats that people in the gulf may face ?
o Recalling the theme of the unit " The Earth At Risk ".
o Explaining the difference between weather and climate.
o Eliciting any information about the climate in the Arabian Gulf.
o What may affect the climate on Earth ?
Working with words :
o Brainstorming ideas about the task.
o Eliciting the meaning of the listed words for the activity.
o Ss work in pairs to do the task.
o Eliciting correct answers.
Grammar :
o Brainstorming ideas about the grammar.
o Explaining the form of prefixes and suffixes and how to use them.
o Dealing with relevant exercise as usual.
Wrap up :
o What are the most dangerous threats that our planet is facing ?
o What is the difference between " Climate " and " Weather " ?
Evaluation :
Aim Achievement:_________________________________________________________________
Pupils’ response:__________________________________________________________________
Wed. 12 a/ 2 Unit 4
2nd , 3rd Climate
2 / 11 / 2022 12 s 5 & 6 Lesson 4
Objectives
o understand some information about the dangers that the Earth is facing.
o work with Grammar… Subordinate clauses of purpose and clause.

Too many items smooth slide .
New language :
{ arid ; atmosphere ; equator ; flooding ; forecasting ; frig ; humid ; misbehave ; planting…prevailing ; reclaim}
Procedures
Inculcating the pedagogical value of "respecting the law"
Warming up :
o What are the threats that the earth is facing these days ?
o Asking students to look at (Ex:1 P:36) :
o Students will try to answer the questions in (Ex:1 P:36).
Grammar Talk :
o Introducing the theme of the lesson:( grammar ).
o Introducing the second exercise.
o Students look at the rest of the exercise and do as the task is required.
o Carrying on till the end of Ex:3 ; students have to answer with the same idea
noticing that their answers are checked in pairs.
o Moving to Ex: 4&6. The Students do the same.
Vocabulary Talk:
o Asking students to look at the vocabulary box on ( SB 37 ).
o They complete the text with a suitable word.
o Asking some questions :
 What may change the weather nowadays ?
 Why is nature so affected these days ?
Wrap up :
o What are the most dangerous threats that may change the climate ?
Evaluation :
Aim Achievement: ________________________________________________________________
Pupils’ response: __________________________________________________________________
Thurs. 12 sc / 5 & 6 Unit 4
7th Climate
3 / 11 / 2022 12 A / 2 Lesson 5
Objectives
o listen to a lecture about natural world.
o understand some information about the dangers that the Earth is facing.
o work with words.
o work with Grammar… Subordinate clauses of purpose and clause.

New language :
{ arid ; atmosphere ; equator ; flooding ; forecasting ; frig ; humid ; misbehave ; planting…prevailing ; reclaim}
Procedures
Warming up :
o What are the threats that the earth is facing these days ?
o Asking students to look at (Ex:1 P:36) :
o Students will try to answer the questions in (Ex:1 P:36).
Grammar Talk :
o Introducing the theme of the lesson:( grammar ).
o Introducing the second exercise.
o Students look at the rest of the exercise and do as the task is required.
o Carrying on till the end of Ex:3 ; students have to answer with the same idea
noticing that their answers are checked in pairs.
o Moving to Ex: 4&6. The Students do the same.
Vocabulary Talk:
o Asking students to look at the vocabulary box on ( SB 37 ).
o They complete the text with a suitable word.
 What may change the weather nowadays ?
 Why is nature so affected these days ?
Wrap up :
o What are the most dangerous threats that may change the climate ?
Evaluation :
Aim Achievement: ________________________________________________________________
Pupils’ response: __________________________________________________________________
Sun. 12 a/ 2 2nd Unit 4
Climate change
5 / 11 / 2022 12 s / 5&6 3rd Lesson 6
Objectives
o complete a paragraph about climate change.
o work with words.
o value the effect of climate changes.
o use subordinate clauses of result & purpose properly.
 Too many items smooth slide.
Language Focus : ( Subordinate clauses of Purpose & result )
Warming up :
o Eliciting the reasons and effects of climate changes.
o revising the topic of the lesson " Climate changes ".
o Introducing the exercise.
o Asking students to think of Climate changes .
o Asking the students to look at Ex:1 and do the task.
o Eliciting correct answers.
o Ss read out the text loudly.
o Following the same procedure with Ex: 2 ; 3 ; 4.
Structures : Subordinate clauses of Purpose & result.
o Giving illustrative examples about the grammar focus.
o Ss work in pairs to do Ex:5 ; 6.
Wrap up :
o What are the different reasons behind changes in climate ?
Evaluation :
Aim Achievement: ________________________________________________________________
Pupils’ response: __________________________________________________________________
Mon. 12 art / 2 Unit 4 Describing photos ,
5th
6 / 11 / 2022 12 s/ 5 & 6 Lesson 7 Note-making & Writing
Objectives
 comprehend a reply about water ; its importance and uses.
 understand some information about the dangers that the Earth is facing.
 work with words.
 work with Grammar… Subordinate clauses of purpose and clause
 highlight the danger in the desertification process.
Language Focus : ( Subordinate clauses of purpose and clause of reason )
New language :
{ curtail / hurdle / implement / intrinsic / paucity / preservation / prevail over / scarcity / spearhead /
unwarranted }
Procedures
Warming up :
o What may change the climate nowadays ?
o What is the difference between the climate and the weather ?
Introduction:
o Introducing the theme of the lesson: note taking
o Asking students to answer the questions in Ex:1 P:38
Grammar Talk :
 Introducing the theme of the lesson:( Note-Taking ).
 Introducing the second exercise.
 Students look at the rest of the exercise and describe the photos :
o Asking students to think of any word or expression to talk about the photos .
o Carrying on till the end of exercise 2 ; students have to answer with the same idea noticing
that their answers are checked in pairs.
Vocabulary Talk:
importance
o Asking students to look at the text on page 39.
o They complete the text with a suitable word. Water
Misuse uses
o What should we do to reduce water wasting
s
?
o Why is water important ?
Wrap up :
 What are the bad ways in which we waste water ?
Reduce consumption
 Why is it important to save our water ?
Evaluation :
Aim Achievement:_________________________________________________________________
Pupils’ response:__________________________________________________________________
Tues. 12 art / 2 Unit 4 Describing photos ,
7 / 11 / 2023 12S/ 4 &5 Lesson 8 Note-making & Writing
Objectives
 comprehend a reply about water ; its importance and uses.
 understand some information about the dangers that the Earth is facing.
 work with words.
 work with Grammar… Subordinate clauses of purpose and clause
 highlight the danger in the desertification process.
Language Focus : ( Subordinate clauses of purpose and clause of reason )
New language :
{ curtail / hurdle / implement / intrinsic / paucity / preservation / prevail over / scarcity / spearhead /
unwarranted }
Procedures
Warming up :
o What may change the climate nowadays ?
o What is the difference between the climate and the weather ?
Introduction:
o Introducing the theme of the lesson: note taking
o Asking students to answer the questions in Ex:1 P:38
Grammar Talk :
 Introducing the theme of the lesson:( Note-Taking ).
 Introducing the second exercise.
 Students look at the rest of the exercise and describe the photos :
o Asking students to think of any word or expression to talk about the photos .
o Carrying on till the end of exercise 2 ; students have to answer with the same idea noticing
that their answers are checked in pairs.
Vocabulary Talk:
importance
o Asking students to look at the text on page 39.
o They complete the text with a suitable word. Water
Misuse uses
o What should we do to reduce water wasting
s
?
o Why is water important ?
Wrap up :
 What are the bad ways in which we waste water ?
Reduce consumption
 Why is it important to save our water ?
Evaluation :
Aim Achievement:_________________________________________________________________
Pupils’ response:__________________________________________________________________
Wed. 12 A / 2 Unit 4
3rd Writing
8 / 11 / 2023 12 s/ 4&5 Lesson 9
Objectives
 analyse an outline speech about the preservation of natural sources.
 write a speech about the preservation of natural sources.
 Writing mistakes planning writing & taking notes.
Language Focus : ( suggestion / persuasion )
New language :
Warming up :
o Revising some language functions.
 Revising the theme of the unit " The Earth at Risk ".
Writing skill :
Pre -writing :
a) Read to write:
 Introducing the topic and task to be taken.
 Eliciting the importance water and the different uses and ways of saving it.
 Ss read the speech in Ex:1 silently.
b) Planning writing :
 Ss skim the expressions of persuasions from the text.
While - writing :
 Ss work in pairs to do Ex:2.
 Circulating , monitoring , helping where needed & giving suitable time.
 Some Ss can write their own speeches ; and it can be a home assignment for others.
Post - writing :
 Ss check spelling mistakes , structure , … etc.
 Checking Ss' work and correcting or confirming.
Wrap up :
o How can we preserve our natural sources ? ( Ss prepare speech about this. )
Evaluation :
Aim Achievement: ________________________________________________________________
Pupils’ response: _________________________________________________________________
Thurs. 12 art / 2 Unit 5
Recycling
9 / 11 / 2023 12 S/5 & 6 Lesson 1
Objectives
o value the necessity of recycling.
o talk about recycling and environment issues.
o complete sentences after listening.
Language Focus : ( wish + would ; wish + past simple )
New language:
{ collection points / concur / crisis / machinery / offence / pass a law / prohibitively / reprocess }
Materials : ( SB40 - 41 )
Procedures
Warming up :
o Asking students to look at the logo ( I will draw it on the board ).
o Students will try to guess the meaning of the diagram.
Introducing the theme of the unit " Precious Resources ".
Introducing the photos. Dealing with Ex:2.
Students look at the photos and try to find answers and other relevant words.
o Asking students to think of any word or expression to talk about reusing materials.
Pre - reading :
While - reading :
Post - reading :
Wrap up :
o What is the importance of recycling ?
o What are the materials that we can recycle ?
o How and why do we help recycle our wastes ?
Evaluation :
Aim Achievement:_________________________________________________________________
Pupils’ response:__________________________________________________________________
Teacher’s self-evaluation:___________________________________________________________
Sun. 12 art / 2 Unit 5
Recycling
12 / 11 / 2023 12 s/ 5 & 6 Lesson 2
Objectives
o value the necessity of recycling.
o talk about recycling and environment issues.
o complete sentences after listening.
Language Focus : ( wish + would ; wish + past simple )
New language:
{ collection points / concur / crisis / machinery / offence / pass a law / prohibitively / reprocess }
Procedures
Warming up :
o Asking students to look at the logo ( I will draw it on the board ).
o Students will try to guess the meaning of the diagram.
Introducing the theme of the unit " Precious Resources ".
Introducing the photos. Dealing with Ex:2.
Students look at the photos and try to find answers and other relevant words.
Pre - reading :
While - reading :
Post - reading :
Wrap up :
o What is the importance of recycling ?
o What are the materials that we can recycle ?
o How and why do we help recycle our wastes ?
Evaluation :
Aim Achievement:_________________________________________________________________
Pupils’ response:__________________________________________________________________
. Unit 5
12 A / 2 Paper
12 / 11 / 2023 Lesson 3
Objectives
 understand a text about paper .
 understand some information about old and modern types of paper.
 value the importance of paper and how to keep the environment.
Language Focus : ( past perfect / opposites ) What ..means
New language:{commercially / partnership / wood pulp}

Materials :( WB 32-33 )
Procedures importance paper why
Warming up :
o Students will try to answer each point. how

 Introducing the theme of the unit " Precious resources ".
 Introducing the photos.
 Students look at the spidergram and try to find answers and other relevant words.
 Asking students to think of the ways we get paper from.
Pre - reading :
 Brainstorming ideas about the topic " Precious Resources ".
 Dealing with any vocabulary queries.Clubbing , clustering and mapping ideas.
While - reading :
 Ss work in pairs to answer thequestions.
Post - reading :
Wrap up :
What is the importance of recycling ?
What materials can be recycled ?
Why is recycling , sometimes , not welcomed by some countries ?
Evaluation :
Aim Achievement: ________________________________________________________________
Pupils’ response: __________________________________________________________________
Mon. Unit 5 Language practice
12 A / 2
( Unreal Past ) ; Phrasal
13 / 11 / 2022 12s/5 & 6 Lesson 4 &5
Verbs
Objectives
 use wish + would / could ; wish + Simple Past & Past Perfect.
 use phrasal verbs correctly.
 use colour idioms to express feelings.
Language Focus : ( wish + would ; wish + past simple ; phrasal verbs )
New language:
{ administration/ annoyance / bureaucracy / come up against / criticism / cut down on / get rid of / go along
with / incinerator / irritation / keep up with packaging / paperwork / put up with / red tape / run out of }
Procedures
Warming up :
Revising the previously given vocabulary items and language as usual.
Eliciting examples using Unreal Past structure.
o Introducing the target language phrasal verbs.
o Giving illustrative examples to explain the structure.
o Eliciting similar phrasal verbs from the class.
o Reading out the sentences in Ex: 1.
o Ss work out answers in pairs.
o Circulating , monitoring , offering help where needed.
Students discuss the questions in Ex:2.
Inviting individuals to read out the questions loudly.
Eliciting suitable answers from the class.
o Introducing the task in Ex:3.
o Reading out the sentences in Ex:3.
o Eliciting correct competitions.
Eliciting some functions of the three-part phrasal verbs.
Wrap up :
What are your wishes ?
Evaluation :
Aim Achievement:_________________________________________________________________
Pupils’ response: __________________________________________________________________
Tues 12 art \ 2 Unit 5
Language Practice
14 / 11 / 2022 12s/5 &6 Lesson 6
Objectives
 learn how to use colours to describe events and people.

 understand some information about the use of “ wish ” : Unreal past.
 value the importance of paper and how to keep the environment.
Language Focus : ( Unreal Past )
Procedures
Warming up :
Why do people turn red ? Yellow ?
Introducing the use of colours in describing people as well as items.
 Introducing the theme of Ex:1.

 Students do the task in pairs.
 Circulating , monitoring and offering help where needed.
 Checking answers with the class collectively.
 Following the same procedure with Ex: 2.
 Asking students to do the task in pairs.
 Checking answers with the class collectively.
 Reading out the answers .
 Directing students to the grammar assistant on WB34.
 Following the same procedure with Ex: 3 ; 4 ; 5 ; 6.
Wrap up :
Correct the verbs in brackets:
1. I wish he ( be ) …………………………………..…….…. more active in the future.

2. I wish they ( do ) …………………………………..……. their best in the match yesterday.
Evaluation :
Aim Achievement:_________________________________________________________________
Pupils’ response:__________________________________________________________________
Wed. 12 art / 2 Unit 5
Waste and recycling 2000 - 2006
15 / 11 / 2022 12 s/ 5 & 6 Lesson 7
Objectives
o analyze a report about waste and recycling.
o discuss a statistical chart.
o write a report based on waste and recycling statistics.
Problem Anticipation & possible solution :
Reluctance to read. --------- Dividing the text into sections.
Language Focus : report quantity/ compare information / express recommendations \ express
criticism
and annoyance / express regret / make conclusion / compare information )
New lexical items :
component constituent Quantity Household waste
compost duration Trend Incineration
constant heartening Upsurge Material
Materials: SB ( 44 \ 45 )
Procedures
Warming up :
Revising some previously given items :
 How can we protect our precious resources ?
Presenting the active vocabulary needed for the task.
Reading skill :
Pre–reading :
o Brainstorming Ss information about the recycling in our societies .

o Relating the topic to the Ss' life and social background.
Pre-reading :
o Looking at the bar chart to discuss some points.
While-reading :
o Dividing the report into sections to become handy.
o Ss read each part silently to answer the questions.
o Discussing the lesson facts with Ss.
Post-reading :
 Asking and discussing
What conclusion does the figure reach ? Do you agree ? Why ?
 Checking answers and points of view.
 Ss are to write a report based on waste and recycling statistics using the useful
language box ( home assignment ).
Wrap–Up :
 What can the government do to spread recycling more ?
Evaluation :
AimAchievement:_________________________________________________________________
Pupils’response:_________________________________________________________________
Thur. 12 art / 2 Unit 5
Waste and recycling 2000 - 2006
16 / 11 / 2023 12 s/ 5 & 6 Lesson 8
Objectives
o analyze a report about waste and recycling.
o discuss a statistical chart.
o write a report based on waste and recycling statistics.
Reluctance to read. --------- Dividing the text into sections.
Language Focus : report quantity/ compare information / express recommendations \ express
criticism
and annoyance / express regret / make conclusion / compare information )
New lexical items :
compost duration Trend Incineration
constant heartening Upsurge Material
Materials: SB ( 44 \ 45 )
Procedures
Warming up :
 How can we protect our precious resources ?
Presenting the active vocabulary needed for the task.
Reading skill :
Pre–reading :
o Brainstorming Ss information about the recycling in our societies .

o Relating the topic to the Ss' life and social background.
Pre-reading :
o Looking at the bar chart to discuss some points.
While-reading :
o Dividing the report into sections to become handy.
o Ss read each part silently to answer the questions.
Post-reading :
 Asking and discussing
What conclusion does the figure reach ? Do you agree ? Why ?
 Checking answers and points of view.
 Ss are to write a report based on waste and recycling statistics using the useful
language box ( home assignment ).
Wrap–Up :
 What can the government do to spread recycling more ?
Evaluation :
AimAchievement:_________________________________________________________________
Pupils’response:_________________________________________________________________
Sun. 12 a / 1 Unit 5
6th Writing
19 / 11 / 2023 12S/ 5 & 6 Lesson 9
Objectives
 read a bar chart and a related report :

 write a report based on waste and recycling statistics.
 make a bar chart.

o Reluctance to write.
o Taking notes and presenting a model.
Language Focus : Make suggestions
New lexical items : None
Materials : WB ( 36 – 37 )
Procedures
Warming up :
o What are the disadvantage of burying paper under the ground ?
Writing skill :
o Getting Ss aware of the purpose of the writing.

o Ss read the bar chart carefully to answer the related questions.
o Spurring Ss to use the internet to help them.
o Drawing a chart is a good way to show the ideas before writing
o Ss plan the report in four paragraphs:
o ( introduction , key facts , conclusion and recommendation )
o Asking Ss to check their spelling ‚ punctuation and grammar after writing.
Wrap –Up :
Discussing the importance of recycling.
Evaluation :
AimAchievement: ________________________________________________________________
Pupils’ response: _________________________________________________________________
Mon. 12 sc/5&6 Unit 6
Under Threat
20 / 11 / 2023 12 art / 2 Lesson 1+2
Objectives
 understand some information about endangered species.
 learn some information about the dangers that the Panda is facing.
 highlight the dangers of the panda.
Language Focus : ( Modals + infinitive / modals + P.P.)
New language:
{ acute / avoid / damp / expansive / extinction / fascinating / hibernate / permanent / pose /
refuge / reservation / reticent / solitary / stem / threatened / timid }
Materials : ( SB46 - 47 ) What

Procedures
Warming up : Endangered
Why
Solutions species
o Asking students to look at the diagram.
o Students will try to guess the meaning of the word in the middle of the diagram. where
of the word in the middle of the diagram.
Introducing the theme of the unit " endangered species".
Introducing the questionnaire .
Students look at the questions and answer the questions in pairs with old knowledge.
Pre - reading :
While - reading :
Post - reading :
Wrap up :
o Why are the Bamboo Bear in danger ?
o What are the best solutions for the Panda’s crisis ?
Evaluation :
Aim Achievement:_________________________________________________________________
Pupils’ response:__________________________________________________________________
Mon. 12 s/ 5 & 6 Unit 6
Under Threat
20 / 11 / 2023 12 art / 2 Lesson 1+2
Objectives
 understand some information about endangered species.
 learn some information about the dangers that the Panda is facing.
 highlight the dangers of the panda.
Language Focus : ( Modals + infinitive / modals + P.P.)
New language:
{ acute / avoid / damp / expansive / extinction / fascinating / hibernate / permanent / pose /
refuge / reservation / reticent / solitary / stem / threatened / timid }
Materials : ( SB46 - 47 ) What

Procedures
Warming up : Endangered
Why
Solutions species
o Asking students to look at the diagram.
o Students will try to guess the meaning of the word in the middle of the diagram. where
of the word in the middle of the diagram.
Introducing the theme of the unit " endangered species".
Introducing the questionnaire .
Students look at the questions and answer the questions in pairs with old knowledge.
Pre - reading :
While - reading :
Post - reading :
Wrap up :
o Why are the Bamboo Bear in danger ?
o What are the best solutions for the Panda’s crisis ?
Evaluation :
Aim Achievement:_________________________________________________________________
Pupils’ response:__________________________________________________________________
Unit 6
12 art / 1 Under Threat
/ / Lesson 3
Objectives
o understand a text about paper.
o understand some information about old and modern types of paper.
o value the importance of paper and how to keep the environment.
What ..means
Language Focus : (past perfect/ opposites ) Endangere
importanc why
dplants
New language:{carnivorous / enemy / inject / sting} e
Materials :( WB 32-33 ) Self protection

Procedures
Warming up :
o Asking students to look about the following diagram :
o Students try to answer each point.
o Introducing the theme of the unit " endangered species ".
o Asking students to think of the ways we get paper from.
Pre - reading :
o Brainstorming ideas about the topic.Precious resources
While - reading :
o Ss work in pairs to answer thequestions.
Post - reading :
Wrap up :
o How do plants protect themselves ?
o Why are some animals face danger ?
Evaluation :
Aim Achievement:_________________________________________________________________
Pupils’ response:__________________________________________________________________
Wed. 12sc / 5&6 Unit 6
Under Threat
23 / 11 / 2022 12 art / 2 Lesson 4
Objectives
o understand some information about endangered species.
o learn some information about the dangers that the Panda is facing.
o highlight the dangers of the Panda.
Language Focus : ( Modals + infinitive / modals + P.P./ passive )
New language:
{ aware / bounty / cultivate / encroach / grow / illegitimate / nourishment / recompense / reward
/ trespass on / unsanctioned }
Procedures
Warming up :
 Asking : Why are the Pandas in danger ?
 What should people do to save the Panda?
o Introducing the theme of the lesson” endangered Plants.”
o Students look at the questions and answer the questions in pairs.
o Asking students to think of the answers.
o Carrying on to the rest of the exercise .
Pre - reading :
While - reading :
Post - reading :
Wrap up :
What is the importance of plants ?
How can we solve the problem of plant shortage?
Evaluation :
Aim Achievement: _______________________________________________________________
Pupils’ response: ________________________________________________________________
Teacher’s self-evaluation: __________________________________________________________
Thurs. Unit 6
24 / 11 / 2022 Lesson 5
Objectives
o learn some information about the dangers that the Panda is facing.
o work with words.
New language:
{ aware / bounty / cultivate / encroach / grow / illegitimate / nourishment / recompense / reward
/ trespass on / unsanctioned }
Procedures
Warming up :
 Asking : Why are the Pandas in danger ?
 What should people do to save the Panda?
o Introducing the theme of the exercise .
Pre - reading :
While - reading :
Post - reading :
Wrap up :
How can we solve the problem of plant shortage?
Evaluation :
Aim Achievement: _______________________________________________________________
Pupils’ response: ________________________________________________________________
Sun. Unit 6
27 / 11 / 2022 Lesson 6
Objectives
o work with some language practice.
o work with some grammar.
o value the importance of plants protection .
Language Focus : (Modals + Inf. / Modals + have +P.P)
New language: {No new Language }
Materials : ( WB 40-41 )
Procedures
Warming up :
o Why are some plants in danger?
o How do some plants protect themselves?
o Introducing the theme of the lesson grammar practice.
o Introducing the exercises .
o Students look at the exercise and do the task.
Discussing the topic:
o Asking students to look at exercise 1 .
o Students do the task in pairs .
o They do the task in pairs.
o Checking answers in pairs.
o Carrying on to the second exercise 2 .
o Checking answers with the class.
The Modals :
 He should help the poor.
 They must stop smoking.
 He looks sad. He must have received a surprise.
 He had some troubles with his mobile. He should have asked me first.
 The phone is ringing. It might be my brother.
 Carrying on to the rest of the exercises.
 Checking answers with the class.
Wrap up :
o How do animals protect themselves ?
o How do plants kill their enemies ?
Evaluation :
Aim Achievement:_________________________________________________________________
Pupils’ response:__________________________________________________________________

Mon 12 sc 5&6 Unit 6
Under Threat
28 / 11 / 2022 12 art / 2 Lesson 9
Objectives
o understand a text about reclamation.
o understand some agreements and disagreements against reclamation .
o work with words.
o value the importance of land reclamation .
Language Focus : (past perfect/ opposites )
New language:{No new Language }
Procedures
Warming up :
o Are you for or against land reclamation ?
o Why are there some people against land reclamation ?
o Introducing the theme of the lesson “ Land Reclamation” .
o Students look at the photo and guess what is it about.
o Asking students to think of the ways we use to land to reclaim.
o Eliciting correct matching of headlines with the topic of the lesson.
Pre - reading :
o Brainstorming ideas about the topic.The Palm Island in The U.A.E.
o Dealing with any vocabulary queries.Clubbing , clustering and mapping ideas.
While - reading :
o Ss work in pairs to answer thequestions.
Post - reading :
Wrap up :
o Why are some people against land reclamation ?
o Why are some people for land reclamation ?
Evaluation :
Aim Achievement:_________________________________________________________________
Pupils’ response:__________________________________________________________________
Mon. 12 sc5&6 Unit 6
Under Threat
29 / 11 / 2022 12 art / 1 Lesson 7+8
Objectives
o role play.
o Too many items smooth slide.
New language :
{ burgeoning / consensus / dearth / graduate , housing / knock-on / utilize / vociferously / wetland }
Procedures
Warming up :
Asking :
Why are certain plants in danger ?
o What should people do to save the plants ?

o Introducing the theme of the exercise.
o Asking students to think of the answers.
Pre - reading :
While - reading :
Post - reading :
Wrap up :
o What is the importance of plants ?
o How can we solve the problem of plant shortage ?
Evaluation :
Aim Achievement:________________________________________________________________
Pupils’ response:__________________________________________________________________
Tues. 12 sc 5&6 Unit 6
Under Threat
1 / 12 / 2022 12 art / 1 Lesson 9
Objectives
o understand a text about animal extinction .
o understand reasons and solutions of animal extinction.
o work with words.
o value the importance of protecting animals.
Procedures
Warming up :
o Why do some animals ectinct
o How do they extinct?
o Introducing the theme of the lesson “ animal extinction” .
o Students look at the photo and guess what is it about.
o Asking students to think of the reasons of animals extinction.
o Eliciting correct matching of headlines with the topic of the lesson.
Pre - reading :
o Brainstorming ideas about animal extinctions reasons.
o Dealing with any vocabulary queries.Clubbing , clustering and mapping ideas.
While - reading :
Post - reading :
Wrap up :
o What are the solutions for animals extinction?
Evaluation :
Aim Achievement:_________________________________________________________________
Pupils’ response:__________________________________________________________________
Mon. Unit Revision
12 sc 5&6
Summary Making &
5 / 12 / 2022 12 art / 1 Lesson
Translation
Objectives
o understand a text to prepare themselves for summarize it.
o Understand the main points in a paragraph.
o Paraphrase a paragraph and keep the same meaning.
o Differentiate between important and unimportant information.

Materials : extra worksheet & booklet
Procedures
Warming up :
o What are the main points in a paragraph?
o Introducing the theme of the lesson “ Summary” .
o Introducing the paragraph.
o Students look at the paragraph and guess what is it about.
o Asking students to think of the main points of the paragraph.
o Eliciting the answer of the question and writing on the board.
Translation
o Brainstorming ideas about difficult words in the translation
o Put students into groups to translate the sentences.
o Discussing the answers and writing it on the board.
Wrap up :
o What are the solutions for animals extinction?
Evaluation :
Aim Achievement:_________________________________________________________________
Pupils’ response:__________________________________________________________________
Mon. 12 sc 5&6 Unit Reading Comprehension
5 / 12 / 2022 12 art / 1 Lesson and Language function
Objectives
o understand the general idea of a reading comprehension passage (skimming)
o Understand the main points in a paragraph.
o Read the text again to find some detailed information (scanning)
o Answer the essay questions according to passage.
o Answer the language function questions using simple language

 too many difficult words in the passage using the guessing and skimming .
Materials : extra worksheet & booklet
Procedures
Warming up :
o What are the main points in?
o Asking Ss to read the questions of the passage.
o Guiding Ss to skim the passage to understand the general idea of the passage.
o In .
o Students look at the paragraph and guess what is it about.
o Asking students to think of the main points of the paragraph.
o Eliciting the answer of the question and writing on the board.
o Presenting the active vocabulary needed for the activity.
Translation
o Brainstorming ideas about difficult words in the translation
o Put students into groups to translate the sentences.
o Discussing the answers and writing it on the board.
o Asking Ss to answer the language function question.
Wrap up :
o What is the suitable title for any passage?
Evaluation :
Aim Achievement:_________________________________________________________________
Pupils’ response:__________________________________________________________________
Date &day Unit Lesson Class Period Subject
12/5 Sc
7 The Opener & Lesson (1) 1 Staying active
6 / 3 / 2022 12/5 A

 Write in groups ways of being a centenarian.
 acquire some facts about the third Module and the units' headings.
 analyse a short text about staying active.
None in particular.
Language Focus : ( Brainstorming and Discussion )
New language :
{ cardiovascular , centenarian , commentary , cycle , elderly , expectation , geriatric , honour ,
integral , onerous , supple , vigorous }
Materials : PB ( 55 – 56 )
Procedures
Warming up :
o Welcoming Ss to the new semester .
o Congratulating and getting them ready to start.
The Opener:
o Using the photos at page 55 to introduce the Third Module and its content ( three units ,
focus on and
project three).
o Mind mapping and clustering the titles.
o Discussing the ideas mentioned in the units.
o Presenting some clues and spurring Ss to participate in the discussion.
Discussion :
o Brainstorming Ss ' ideas to talk about how to keep fit and healthy to live a long life
o Using the pictures on page 56 .
o Ss read the text in Ex 1.
Asking :
o Why should we protect our health ?
o Do you know some actions that keep our brain strong ?
Wrap up :
How can you keep active and ensure a long life?
Evaluation:
Aim Achievement: ……………………………………………………………………………………………………………………...
Pupils’ response: ……………………………………………………………………………………………………………………...
Teacher’s self-evaluation: …………………………………………………………………………………………………………..
7 2 Staying active
/ /
By the end of this lesson , my pupils should be able to :

o talk about old people after listening to a journalist.
o work with words.
o discuss the ways of showing gratitude and respect to the elderly.

Long listening text ….. dividing into sections
Language Focus : ( Functions: giving reasons –making suggestions –discussing and comparing )
New language :
{ cardiovascular , centenarian , commentary , cycle , elderly , Expectation , geriatric , honour ,
integral , onerous , supple , vigorous }
Materials : PB ( 56 , 57 ) ; ( CD player: 7.1 )
Procedures
Listening:
Pre-listening :
o Setting the scene of the listening.
o Presenting the words in Ex 2 for Ss to find definitions using the glossary.
While listening :
o Playing the recording for Ss to listen.
o Deciding the gist of the text with books closed.
Post listening :
o Dealing with the related Exercises.
o Checking answers collectively through listening again with pauses .

o Asking Ss to read the passage in Ex 6
o Discussing the ways of showing gratitude and respect to the elderly.
o Ss do the task .
o Giving a hand and checking Ss' answers and points of view .
Wrap up :
 Old people's homes are often known as geriatric homes.
 Are there any of these in Kuwait and the Arab World ? Why ?
Evaluation:
Aim Achievement: ………………………………………………………………………………………………………………...
Pupils’ response: …………………………………………………………………………………………………………………...
Teacher’s self-evaluation: ……………………………………………………………………………………………………..
. Unit 7
12 / Long lives
/ / Lesson 3
Objectives
o analyze a text about the importance of sleep.
o talk about the importance of sleep.
o work with words properly.
Language Focus : ( reported speech : interrogative )
New language : { chronic, deprived of , drowsy , genetic make up , restful , shallow}
Procedures Factors of
Warming up : long
o Asking students to look at the following diagram : lives
o Students will try to answer each point. Health care Exercise Food

Satisfaction Optimism
 Introducing the theme of the unit " long lives ".
 Introducing the photos.
 Students look at the diagram and try to find answers and other relevant words.
 Asking students to think of the ways we can live longer.
 Reading out the questionnaire for the Ss to do the task.
 Eliciting all possible factors of living longer.
Pre - reading :
While - reading :
Post - reading :
Wrap up :
How can we live longer life ?
How can we show respect to the old people ?
Evaluation :
Aim Achievement: ________________________________________________________________
Pupils’ response: __________________________________________________________________
Date & day Unit Lesson Class Period Subject
Wed.
7 4 12 art / 2 Long lives
/ /
Objectives
By the end of this pair of lessons , my pupils should be able to :
 use direct and reported questions and statements.
 use phrasal verbs with do and make.
Language Focus :
( reported questions and statements / phrasal verbs with do and make )
New language :
{ blizzard / do without / conceal / excuse / dispute / frequently / do away with / in spite of / do
up }
Materials : PB ( 58 - 59 ) , paper sheets
Procedures
Warming up :
True or false ? Justify
1. Teenagers need only 7 hours of sleep. ( )
2. If you don't get enough sleep , you may be moody or irritable. ( )
Analyzing the target language :
Reported questions and statements :
o Presenting the new vocabulary items by adopting any suitable technique.
o Giving some sentences of reported sentences.
o Illustrating and eliciting the answers.
o Attracting Ss ' attention to the paper sheets to practice reporting.
o Checking answers and correcting mistakes.
Phrasal verbs with do and make :
o Asking Ss to read the text to match the phrasal verbs with their meanings.
o Clustering and outlining.
o Going round and giving a hand.
Wrap up :
Report :
1 “ I’ll travel to Syria tomorrow. ”
2 “ Why did you come late this morning ? ”
Evaluation:
Aim Achievement: …………………………………………………………………………………………………………...
Pupils’ response: ……………………………………………………………………………………………………………...
Teacher’s self-evaluation: …………………………………………………………………………………………………
.
7 5 12 art / 1 Long lives
/ /
Objectives
 use direct and reported questions and statements.
 use phrasal verbs with do and make.
Language Focus :
( reported questions and statements / phrasal verbs with do and make )
New language :
{ blizzard / do without / conceal / excuse / dispute / frequently / do away with / in spite of / do
up }
Materials : PB ( 58 - 59 ) , Paper sheets
Procedures
Warming up :
True or false ? Justify
3. Teenagers need only 7 hours of sleep. ( )
4. If you don't get enough sleep , you may be moody or irritable. ( )
Analyzing the target language :
Reported questions and statements :
 Presenting the new vocabulary items by adopting any suitable technique.
 Giving some sentences of reported sentences.
 Illustrating and eliciting the answers.
 Attracting Ss ' attention to the paper sheets to practice reporting.
 Checking answers and correcting mistakes.
Phrasal verbs with do and make :
 Asking Ss to read the text to match the phrasal verbs with their meanings.
 Clustering and outlining.
 Ss do the task in pairs.
 Going round and giving a hand.
Wrap up :
Report :
o “ I’ll travel to Syria next summer. ”
o Why did you come late this morning ? ”
Evaluation:
Aim Achievement: ……………………………………………………………………………………………………………...
Pupils’ response: ………………………………………………………………………………………………………………...
Teacher’s self-evaluation: ……………………………………………………………………………………………………
Unit 7
12 / ( WB ) Language Practice
/ / Lesson 6
Objectives
o practise using direct and reported questions and statements.
o use phrasal verbs with do and make.
o use both …… and .
Too many items. …. Pair or group work.
Language Focus :
( direct and reported questions and statements ) ( phrasal verbs with do and make )
New language : ( None )
Materials : WB ( 50 ; 51 )
Procedures
Warming up :
Revising some structural points :
" Can you solve this puzzle ? ”
He wanted to know …………………………………………………………………….
Language practice :
o Preparing Ss for the task page No. 50.
o Helping with some examples.
o Circulating and checking answers.
Correcting mistakes :
o Reading out the required task and help with some sentences.
o Ss find out the mistakes to correct them.
Direct and reported questions and statements :
o Peer correction.
o Ss practice using ( both …… and ) in Ex: 5.
Self assessment :
o Ss use phrasal verbs with do and make ..
o They use the self assessment to correct their answers .
Wrap up : Supply with do or make
o He ...................................... a lot of mistakes in his composition last exam.
o My dad ....................................... a research on bees.
Evaluation:
Aim Achievement: …………………………………………………………………………………………………………...
Pupils’ response: ……………………………………………………………………………………………………………...
Teacher’s self-evaluation: ………………………………………………………………………………………………….
.
7 7 12 / A magazine article
/ /
Objectives
o analyse a magazine article.
o talk about how to show respect to the elderly.
Anticipation Problem & Possible Solution :
- The article is rather long ---------- scanning and skimming.
New Lexical Items :
admiration n due adj
affection n fatal adj
ailment n life expectancy n
Language focus :
{ give opinion , agree / disagree , give advice , express gratitude , express obligation / duty }
Materials : ( PB: 60 / 61 )
Procedures:
Warming up:
Revising some language functions ( paper sheets )
Reading for gist
Pre - reading :
Brainstorming Ss' ideas about the theme of the lesson ( showing respect to the elderly ).
 Presenting the new vocabulary using different techniques.
 Giving Ss a brief summary of the text.
While reading
 Dividing the reading into sections to make it easy to read.
 Determining the task in each paragraph.
 Ss read the text silently to get the main ideas and to answer the related questions.
Post reading
 Ss work in pairs to do the task : ( matching headings )
 Checking answers collectively.
 Discussing the lesson's facts.
Wrap – Up :
 Why has life expectancy reached a high average ?
Evaluation:
Aim Achievement: …….………………………………………………………………………………………………...
Pupils’ response: …………….…………………………………………………………………………………………...
Teacher’s self-evaluation…….…………………………………………………………………………………………..
7 8 12 / A magazine article
/ /
Objectives
o analyse a magazine article.
o talk about how to show respect to the elderly.
Anticipation Problem & Possible Solution :
- The article is rather long ---------- scanning and skimming.
New Lexical Items :
admiration n Due adj
affection n Fatal adj
ailment n life expectancy n
bestow v reverence n
deserve v
Language focus :
{ give opinion , agree / disagree , give advice , express gratitude , express obligation / duty }
Materials : ( PB: 60 / 61 )
Procedures:
Warming up:
Revising some language functions ( paper sheets )
Reading for gist
Pre - reading :
Brainstorming Ss' ideas about the theme of the lesson ( showing respect to the elderly ).
 Presenting the new vocabulary using different techniques.
 Giving Ss a brief summary of the text.
While reading
 Dividing the reading into sections to make it easy to read.
 Determining the task in each paragraph.
 Ss read the text silently to get the main ideas and to answer the related questions.
Post reading
 Ss work in pairs to do the task : ( matching headings )
 Checking answers collectively.
 Discussing the lesson's facts.
Wrap – Up :
 Why has life expectancy reached a high average ?
Evaluation:
Aim Achievement: …………………………………….…………………………………………………………………………...
Pupils’ response: …………………………………………….……………………………………………………………………...
Teacher’s self-evaluation: ……………………………………………………………………………………………………..
Unit 7
12 / Writing
/ / Lesson 9
Objectives
o analyse paragraphs extracted from three articles.
o write an outline for an article and complete it.
Anticipated Problems & Suggested Solutions:

o Writing mistakes planning writing and taking notes
Language Focus: ( make suggestions ).

Materials : WB ( 52 / 53 )
Procedures
Warming up :
Revising some language functions :
What you would say :
o Your brother tells you that he will leave school forever.
o Someone asks you the way to the bank.
o You want your brother to help you with your bag.
Writing skill :
Pre-writing :
A- ( Read to write )
o Introducing the task for Ss to take in.
o Ss read the three paragraphs to match with the titles in Ex.1.
o Going round and offering help.
B- ( Planning writing )
o Asking Ss to choose a paragraph to finish using the guiding points.
While-writing :
C- ( Outlining )
o Asking Ss to write an outline for the article.
o Ss are going to write three more paragraphs using their own notes in the graphic
organizer.
D-( Write )
o Some Ss can start writing , and it can be a home assignment for others.
o Giving the class suitable time to write freely.
Post-writing :
E-( Check)
o Asking Ss to check their spelling , structure …. etc.
o Ss exchange their work. ( Peer pair correction ).
Wrap-up stage :
 Inviting some individuals to read their writing loudly.
 Ss are to complete the task as a home assignment.
Evaluation:
Aim Achievement: ……………………………………….……………………………………………………………...
Pupils’ response: …………………………………….………………………………………………………………...
Teacher’s self-evaluation: …………………………..………………………………………………………………
Date &day Class Period Book 12 Subject
Unit 8 Town & country
12 /
/ / Lesson 1 The end of village life
Objectives
o analyze a text about the end of village life.
o talk about why people move to the city.
o talk about city life.
o account the pros and cons of living in the city.
Too many items … Pair or group work
Language Focus : give reasons , give opinions , discuss advantages and disadvantages
Materials : PB ( 62 ; 63 )
New language :
almond n. public services n. Reverse v.
depopulation n. infrastructure n. Rural adj.
deserted adj. overcrowding adj. Vacant adj.
export n. socioeconomic adj. vice versa adv
Procedures
Warming up :
Discussing the title of unit two '' town and country '' and asking :
 Where do you prefer living in the country or the city ? Why ?
 Why do people move from the country to the town ?
Discussion :
o Using the photos to identify the reasons of moving to the town .
o Ss do the task in ( Ex:1 ).
Reading skill :
Pre-reading :
o Presenting the active vocabulary needed for the task.
o Asking Ss to guess the that will appear in the text.
o Attracting Ss' attention to the pre reading questions to focus on while reading.
While-reading :
o Ss read the text silently to answer the questions .
o Elaborating any difficulties and mind mapping reasons of moving to the town .
o In pairs Ss deal with the related exercises .
Post-reading :
Asking and discussing
o Why do people who live in the village move to live in the city?
o Why has farming become less profitable in recent years?
o Discussing the questions in Ex. 6 .
o Encouraging Ss to express their opinions .
Wrap – Up :
What are the advantages and disadvantages of migration ?
Evaluation:
Aim Achievement: …………………………………………………………………………………………………………...
Pupils’ response: ……………………………………………………………………………………………………………...
Teacher’s self-evaluation: ………………………………………………………………………………………………..
12 /
Objectives
o analyze a text about the end of village life.
o talk about why people move to the city.
o talk about city life.
o account the pros and cons of living in the city.
The text might be a little bit long . … dividing the text into three paragraghs.
Language Focus : give reasons , give opinions , discuss advantages and disadvantages
Materials : PB ( 62 ; 63 )
New language :
almond n. public services n. reverse v.
depopulation n. infrastructure n. rural adj.
deserted adj. overcrowding adj. vacant adj.
export n. socioeconomic adj. vice versa adv
graduated adj. unemployment n.
Procedures
Warming up :
Discussing the title of unit two '' town and country '' and asking :
 Where do you prefer living in the country or the city ? Why ?
 Why do people move from the country to the town ?
Discussion :
o Using the photos to identify the reasons of moving to the town .
o Ss do the task in ( Ex:1 ).
Reading skill :
Pre-reading :
o Asking Ss to guess the that will appear in the text.
o Attracting Ss' attention to the pre reading questions to focus on while reading.
While-reading :
o Ss read the text silently to answer the questions .
o Elaborating any difficulties and mind mapping reasons of moving to the town .
o In pairs Ss deal with the related exercises .
Post-reading :
Asking and discussing
o Why do people who live in the village move to live in the city?
o Why has farming become less profitable in recent years?
o Discussing the questions in Ex. 6 .
o Encouraging Ss to express their opinions .
Wrap – Up :
What are the advantages and disadvantages of migration ?
Evaluation:
Aim Achievement: …………………………………………………………………………………………………………...
Pupils’ response: ……………………………………………………………………………………………………………...
Teacher’s self-evaluation: ………………………………………………………………………………………………..
12 /
Objectives
o analyze an article about '' Silk City ''.
o work with words .
o practise summary making skill (the difference between the silk cit and the modern cities ) .

 Too many exercises time management .
New language contentment , crown jewel , demarcation , skyline , vertical village
Language Focus : give reasons , give opinions , , compare and contrast
Procedures
Warming up :
o Revising some structural points : correct
o Hamad (read ) the newspaper since the morning now.
o They ( buy ) a new car every year.
Reading for gist
Pre - reading :
o Brainstorming Ss' ideas about the theme of the lesson (the silk city )
o Presenting the new vocabulary using different techniques.
o Giving Ss time to match the words with their meanings .
While-reading :
o Dividing the reading into sections to make it easy to read.
o Determining the task (answering questions in Ex 2 ).
o Ss read the text silently to get the main ideas and to answer the related questions.
Post-reading :
o In pairs , Ss do the task : ( working with words )
o Discussing the lesson's facts.
Summary making skill :
o Helping Ss to summarize the difference between the silk city and the modern cities
o Organizing groups to work together.
o Giving Ss clues and ideas to use.
o Ss are about to do the task.
o Going around and offering help if necessary.
o Asking Ss to check their spelling , punctuation , and structures.
o Peer correction.
Wrap up :
 Why is " Silk City " being built ?
 What is exceptional about Burj Mubarak Al Kabeer?
Evaluation :
Aim Achievement: …………………………………………………...……..……………………….…….................
Pupils’ response: …………………………………………………………..……………………….…….................
Teacher’s self evaluation: ………………………………………………………..…………………….................
Unit 8
12 / Town and country
/ / Lesson 4&5
Objectives
o analyse an email.
o use inverted sentences.
o work with words ( idioms with and ).
o identify intonation patterns.

Too many exercises time management
Language Focus: inverted sentences

New language :
astounded adj hub n
bump into phv metropolis n
densely adv narrate v
disturbance n odds and ends idiom
embarrassed adj pluck up the courage exp
fare and wide idiom tranquil adj
Materials: PB ( 64 / 65 )
Procedure
Warming up :
Revising some previously given items:
 What is meant by '' animal migration ''?
 Mention two kinds of law .
Grammar time :
Inverted sentences
o Introducing the topic for Ss to grasp through paper sheets.
o Reading out some sentences from the e-mail.
o Ss complete the email to find more inverted sentences .
o Ss work in pairs to do the relevant exercises.
o Circulating , offering help and checking answers collectively.
Vocabulary Practice :
o Reading out the instructions for Ss and they do the task ( matching ).
o In pairs , Ss complete the sentences in ( Ex: 2 ) with idioms from the box.
o Helping with the meaning of some sentences .
o Putting Ss in pairs to complete the task of the word families ( Ex: 3 ).
Pronunciation :
Pre-listening :
o Setting the scene and introducing the task .
o Reading out the explanation and the instructions.
While-listening :
o Playing the recording with pauses for Ss to recognize the intonation patterns.
o Ss notice and decide
Post-listening :
o Checking Ss ' answers.
o Ss repeat the conversation.
Wrap up :
o Not only ( he swim ) , but he played tennis. ( Correct )
Evaluation :
Aim Achievement: ……………………………………………...……..……………………….…….................
Pupils’ response: ………………………………………………………..……………………….…….................
Teacher’s self evaluation: ……………………………………………..…………………….................
Unit 8
/ / Lesson 5
Objectives
o analyse an email.
o work with words ( idioms with and ).
o identify intonation patterns.

Too many exercises time management
Language Focus: inverted sentences

New language :
astounded adj hub n
bump into phv metropolis n
densely adv narrate v
disturbance n odds and ends idiom
embarrassed adj pluck up the courage exp
fare and wide idiom tranquil adj
glamour n hustle and bustle idiom
Materials: PB ( 64 / 65 )
Procedure
Warming up :
 What is meant by '' animal migration ''?
 Mention two kinds of law .
Grammar time :
Inverted sentences
o Introducing the topic for Ss to grasp through paper sheets.
o Reading out some sentences from the e-mail.
o Ss complete the email to find more inverted sentences .
o Ss work in pairs to do the relevant exercises.
o Circulating , offering help and checking answers collectively.
Vocabulary Practice :
o Reading out the instructions for Ss and they do the task ( matching ).
o In pairs , Ss complete the sentences in ( Ex: 2 ) with idioms from the box.
o Helping with the meaning of some sentences .
o Putting Ss in pairs to complete the task of the word families ( Ex: 3 ).
Pronunciation :
Pre-listening :
o Setting the scene and introducing the task .
o Reading out the explanation and the instructions.
While-listening :
o Playing the recording with pauses for Ss to recognize the intonation patterns.
o Ss notice and decide
Post-listening :
o Checking Ss ' answers.
o Ss repeat the conversation.
Wrap up :
o Not only ( he swim ) , but he played tennis. ( Correct )
Evaluation :
Aim Achievement: ………………………………………………………………...……..……………………….…….................
Pupils’ response: ………………………………………………………………………..……………………….…….................
Teacher’s self evaluation: ……………………………………………………………………..……………………................

Unit 8
12 / Language practice
/ / Lesson 6
Objectives
o use comparative and contrastive connectors.
o use relative pronouns.

-Too many items time management.
Language Focus :
inverted sentences comparative and contrastive
relative pronouns
Materials : ( WB: 56 / 57 )
Procedures: -
Dealing with the remedial exercises.
Warming up :
Correct :
o After he ( finish ) his work , he went out.
o They ( build ) a new palace at the moment.
Language practice
Completing
o Reading out the required task for Ss to grasp.
o In pairs Ss do the task ( 1 and 2 ).
o Going round and giving a hand .
Relative pronouns :
o Introducing the task for Ss to do.
o Reading out the first sentence with Ss.
o Ss find out the mistakes and rewrite the sentences. ( Ex.3 )
o Going round and offering help.
Over to you " functions :
o Presenting the task for Ss to understand ( responding to situations ).
o Putting Ss in pairs to do the task.
o Monitoring , guiding and checking answers
Comparative and contrastive connectors
o Ss use the comparative and contrastive connectors in sentences in Ex 6.
o Dealing with the inverted and non inverted sentences
o Going round and offering help where necessary.
Wrap-up stage :
Correct : No sooner he ( eat ) fish when he fell ill.
Evaluation :
Aim Achievement: ………………………………………………………………...……..……………………….…….................
Pupils’ response: …………………………………………………………………………..……………………….…….................
Teacher’s self evaluation: ………………………………………………………………………..…………………….................
.
Unit 8
/ / Lesson 7+8
Objectives
o analyse an e-mail giving recommendations.
o talk about the choices of suitable places to live.
o write an e- mail giving recommendations.
Problem anticipation & possible Solution:
writing mistakes …… planning writing and taking notes
New Lexical items:
{ advantageous , leafy , make it your own , palatial , picturesque , residents' parking }
Language Focus :- compare and contrast / explain choices
Materials focus: PB ( 66 / 67 )
Procedures
Warming up
Translate :
 People need quiet to live peacefully away from the crowded places.
Presenting the active vocabulary needed.
Speaking
o Note-making stage : Ss have a look at the photos on SB66.
o Preparing to speak about the photographs .
o Making good use of the Useful Language Box.
o Ss take turns.
The Quote :
o Discussing the meaning of the quote with Ss.
o Sharing ideas and points of view.
Writing :
Pre-writing :
o Spurring Ss to choose one a place.
o Ss read the e-mail to use as a guide and to write notes.
While-writing :
o Ss start writing the first draft.
o Reminding them to use the " Useful Language Box ''.
o Going round and offering a hand.
Post-writing :
o Asking Ss to check their spelling , grammar , … etc.
o Ss read each other's e-mails.
o Sharing ideas in the e-mails.
Wrap-up stage :
 Families live in different places of different styles according to their taste. Why ?
 Describe a perfect family place from your own point of view.
Evaluation :
Aim Achievement:_____________________________________________________________
Pupils’ response: :______________________________________________________________
Teacher’s self evaluation: :_______________________________________________________
Unit 8
/ / Lesson 8
Objectives
o analyse an e-mail giving recommendations.
o talk about the choices of suitable places to live.
o write an e- mail giving recommendations.
Problem anticipation & possible Solution:
writing mistakes …… planning writing and taking notes
New Lexical items:
{ advantageous , leafy , make it your own , palatial , picturesque , residents' parking }
Language Focus :- compare and contrast / explain choices
Materials focus: PB ( 66 / 67 )
Procedures
Warming up
Translate :
 People need quiet to live peacefully away from the crowded places.
Presenting the active vocabulary needed.
Speaking
o Note-making stage : Ss have a look at the photos on SB66.
o Preparing to speak about the photographs .
o Making good use of the Useful Language Box.
o Ss take turns.
The Quote :
o Sharing ideas and points of view.
Writing :
Pre-writing :
o Spurring Ss to choose one a place.
o Ss read the e-mail to use as a guide and to write notes.
While-writing :
o Going round and offering a hand.
Post-writing :
o Ss read each other's e-mails.
o Sharing ideas in the e-mails.
Wrap-up stage :
 Families live in different places of different styles according to their taste. Why ?
 Describe a perfect family place from your own point of view.
Evaluation :
Aim Achievement:_______________________________________________________________
Pupils’ response: :________________________________________________________________
Teacher’s self evaluation: :_________________________________________________________
Unit 8
12 sc / 1 5th Writing
/ / Lesson 9
Objectives
 analyse a descriptions of places to live.
 write an advertisement describing a place to live.
- Writing mistakes planning writing and taking notes.
Language Focus: ( describing – making predictions )

Materials : WB ( 58/68 )
Procedures
Warming up :
Revising some language functions :
What you would say :
 Your brother tells you that he will leave school forever.
 Someone asks you the way to the bank .
 You want your brother to help you with your bag .
Writing skill :
Pre-writing :
o Introducing the task for Ss to take in .
o Ss read the descriptions in Ex.1 to match the descriptions with the illustrations .
o Going round and offering help .
While-writing :
o Ss complete the table.
o Giving them the suitable time to write freely.
o Some Ss can start writing , and it can be a home assignment for others.
Post-writing :
o Asking Ss to check their spelling , structure … etc .
o Ss exchange their work.
o Peer pair correction.
Wrap-up stage :
 What do you prefer about the place to live in ?

Evaluation :
Aim Achievement: __________________________________________________________________________________
Pupils’ response: ____________________________________________________________________________________
Teacher’s self evaluation: ___________________________________________________________________________
9 1 12 / New ways and old
/ /
Objectives
o analyze three conversations about different ways of doing things after listening.
o discuss traditional and modern pastimes.
The listening text is rather long. / Dividing into parts.
Language Focus : ( give examples / talking about changes / comparing )
New lexical items:
{ competent , cookery , custom-made , fix , mail order , mass-produced , unique , unusual , workshop }
Materials: SB ( 68 / 69 )
Procedures
Warming up :
How did people spend their leisure time in the past ?
How do people spend their leisure time nowadays ?
Discussion :
o Writing '' New ways and old '' on the board and asking Ss to list as many words as
possible.
o Eliciting all possible ideas.
o Sharing ideas.
Listening :
Pre-listening :
o Ss fill in the table in (Ex:1).
While listening :
Post listening :
o Checking answers collectively through listening again with pauses.
Speaking :
o Discussing some facts about the lesson.
o Giving a hand and checking Ss' points of view.
Wrap –Up :
In comparison with the past , leisure time activities have changed in the modern world.
Explain.
Evaluation :
Aim Achievement:____________________________________________________
Pupils’ response:_____________________________________________________
Teacher’s self evaluation:_______________________________________________
9 2 12 / New ways and old
/ /
Objectives
o analyze three conversations about different ways of doing things after listening.
o discuss traditional and modern pastimes.
The listening text is rather long. / Dividing into parts.
Language Focus : ( give examples / talking about changes / comparing )
New lexical items:
{ competent , cookery , custom-made , fix , mail order , mass-produced , unique , unusual , workshop }
Materials: SB ( 68 / 69 )
Procedures
Warming up :
How did people spend their leisure time in the past ?
How do people spend their leisure time nowadays ?
Discussion :
o Recalling the topic of the lesson '' New ways and old '.
o Eliciting all possible ideas about the differences between old and new.
o Sharing ideas.
Reading :
Pre-reading :
o Ss fill in the table in (Ex:1).
While-reading :
o Ss read the text silently and .
Post-reading :
Speaking :
o Introducing (EX:5) and Discussing some facts about the lesson.
o Giving a hand and checking Ss' points of view.
Wrap –Up :
In comparison with the past , leisure time activities have changed in the modern world.
Explain.
Evaluation :
Aim Achievement:________________________________________________________
Pupils’ response:_________________________________________________________
Teacher’s self evaluation:___________________________________________________
9 3 12 / Bayt Lothan
/ /
Objectives
o analyze an article about Bayt Lothan.
o write a summary about the changes in Bayt Lothan.
o work with words.
o long article dividing into sessions
New language
{ contemporary / pottery / craftsman / promote / in parallel / seamlessly / platform / socialize }
Language Focus : ( express opinion / making inferences)
Procedures
Warming up :
From a , b , c and d choose the correct answer :
 That is the house ............................. Hassan lives.
a) who b) when c) where d) whose
 I talked to Fawaz ............................ father is a famous doctor.
a) who b) when c) where d) whose
Reading skill :
Pre - reading :
o Presenting the pre–reading questions in (Ex:1).
o Giving Ss a brief summary of the text .
While reading
o Dividing the reading into sections to make it easy to read .
o Determining the task in each paragraph .
Post reading
o In pairs , Ss do the task in (Ex:2).
o Discussing the following questions :
o Many people believe in rebuilding and restoring old buildings . Give reasons.
o Why was Bayt Lothan given that name ?
Summarizing ;
o Ss read the text again to summarize the changes of usage that have been occurred at Bayt
Lothan and its surroundings.
o Encouraging Ss to write freely.
o Checking answers as usual.
o Going round and offering help where needed.
Wrap up :
o How does Bayt Lothan contributes in reviving the art in Kuwait ?
Evaluation :
Aim Achievement : ______________________________________________________________________________________
Pupils’ response: ________________________________________________________________________________________
Teacher’s self evaluation: _______________________________________________________________________________
9 4 12 / Causative verbs
/ /
Objectives
o talk about skills and processes.
o describe things they can have done.
o use causative verbs.
o use suffixes.
Problem Anticipation & possible solution:

- Too many items ------- Smooth slide
New Lexical items :
{ below par / call the shots / immobile / neck and neck / put to /
snooker / substandard / toe the line / ungentlemanly }
Language Focus : causative verbs , suffixes
Materials focus : SB 70 / 71 – printed sheets
Procedures :
Warming up :

 What art lessons could one take in Bayt Lothan ?
 How does Bayt Lothan contributes in reviving the art in Kuwait ?
Analysing the target language:

o Presenting the task for SS to get it (causative verbs )
o Giving examples and eliciting more from Ss
o Ss do the task
o Going round , monitoring and offering help .
Vocabulary :
o Asking Ss to give examples of the some suffixes .
o Encouraging and correcting mistakes.
o Ss are about to do the task in pairs
o Giving Ss time to write their own sentences in Ex 2 .
o Ss identify the sports idioms in Ex 3 .
o Peer pair correction
Wrap-Up :
Evaluation :
Aim Achievement: ______________________________________________________________________________
Pupils’ response: ___________________________________________________________________________________
Teacher’s self evaluation: ___________________________________________________________________________
New ways and old
9 5+6 12 / Causative verbs
/ /
Objectives
o talk about skills and processes.
o describe things they can have done.
o use suffixes.
- Too many items ------- Smooth slide
New Lexical items :
{ below par / call the shots / immobile / neck and neck / put to /
snooker / substandard / toe the line / ungentlemanly }
Language Focus : causative verbs , suffixes
Materials focus : SB70 / 71 – printed sheets
Procedures :
Warming up :

 What art lessons could one take in Bayt Lothan ?
 How does Bayt Lothan contributes in reviving the art in Kuwait ?
Revising the target language :
o Revising the target language ( Causative verbs ).

o Giving examples and eliciting more from Ss.
o Inviting some individual students to
o Going round , monitoring and offering help.
Vocabulary :
o Asking Ss to give examples of the some suffixes.
o Ss are about to do the task in pairs.
o Giving Ss time to write their own sentences in (Ex:2) .
o Ss identify the sports idioms in (Ex:3).
o Peer pair correction.
Wrap – Up:
Make causative :
o He paints his shoes. (
………………………………………………………………………………………………………… )
o He is mending his car. (
………………………………………………………………………………………………………… )
Evaluation :
Aim Achievement:________________________________________________________________________________________________
Students’ response:________________________________________________________________________________________________
Teacher’s self evaluation:_________________________________________________________________________________
Language practice
9 6 12 /
/ / Causative verbs
Objectives
o use used to.
o compare the past and the present.

- New idioms ------- more examples
New Lexical items : None
Language Focus : causative verbs , used to .
Materials focus : WB ( 62 / 63 )
Procedures
Warming up :
In comparison with the past , leisure time activities has changed in the modern world.
Explain.
In the past ………………………………………………………………………..………………………..
In the present time ………………………………………………………………………..……………………….
language practice :
o Introducing the task for Ss ( crossword puzzle )
o In pairs Ss do the task.
o Ss look to the text (Ex:2) to deal with some idioms.
o Presenting and discussing the meaning of the idioms with Ss.
o Circulating and offering help.
o Ss work in pairs do the remaining exercise ( causative – used to – self-assessment ).
o Going round , and discussing disagreements .
Wrap–Up :
o I used to do exercise in the mornings. ( Negative )
o My father used to be a diver. ( Ask a question )
Evaluation :
Aim Achievement:____________________________________________________________________________
Students’ response:___________________________________________________________________________
Teacher’s self evaluation:____________________________________________________________________
Date & Day Unit Lesson Class Period Subject
9 7 12 / Massouma Al-Mubarak
/ /
Objectives
o analyse a biography after reading.
o talk about biographies.
o write a biography.
 The text is rather long - dividing into sections
New Lexical items :
{ appoint , bill , biography , customarily , degree , doctorate , Master’s degree , minister ,
parliament , portfolio , resign , whereas }
Language Focus : explain differences – give biographical information - plan
Materials focus : SB ( 72 / 73 )
Procedures
Warming up :
Correct the words between brackets :
o Ahmed ( come ) on time if he were able to.
o If you ( ask ) me , I’d have given you the loan.
Pre-reading :
Brainstorming Ss' ideas about the theme of the lesson ( Massouma Al-Mubarak ).
o Giving Ss a brief summary of the text.
While-reading :
o Dividing the reading into sections to make it easy to read.
o Determining the task in each paragraph.
Post-reading :
o In pairs , Ss answer the questions.
Writing :
Pre-writing :
o Spurring Ss to know how to write a biography.
o Ss decide who they are going to write about.
While-writing :
o Ss start writing the first draft using the " Useful Language Box ''.
Post-writing :
o Ss read each other's biographies.
o Peer correction.
Wrap-up stage :
Evaluation :
Aim Achievement: __________________________________________________________________________________________
Pupils’ response: _____________________________________________________________________________________
Teacher’s self evaluation: ______________________________________________________________________________
Date & Day Unit Lesson Class Period Subject
Massouma
9 8 12 art / 2 2nd
/ / Al-Mubarak
Objectives
o analyse a biography after reading.
o talk about biographies.
o write a biography.
- The text is rather long - dividing into sections
New Lexical items :
{ appoint , bill , biography , customarily , degree , doctorate , Master’s degree , minister ,
parliament , portfolio , resign , whereas }
Language Focus : explain differences – give biographical information - plan
Materials focus : SB ( 72 / 73 )
Procedures
Warming up :
Correct the words between brackets :
o Ahmed ( come ) on time if he were able to.
o If you ( ask ) me , I’d have given you the loan.
Pre-reading :
Brainstorming Ss' ideas about the theme of the lesson ( Massouma Al-Mubarak )
o Giving Ss a brief summary of the text .
While-reading :
o Dividing the reading into sections to make it easy to read .
o Determining the task in each paragraph .
Post-reading :
o In pairs , Ss answer the questions
Writing :
Pre-writing :
o Spurring Ss to know how to write a biography.
o Ss decide who they are going to write about.
While-writing :
Post-writing :
o Ss read each other's biographies.
o Peer correction.
Wrap-up stage :
Evaluation :
Aim Achievement: _____________________________________________________________________________________________
Pupils’ response: _________________________________________________________________________________________________
Teacher’s self evaluation: ____________________________________________________________________________________
Writing a book review
9 9 12 / 3rd
/ / The Pearl
Objectives
o skim a book review.
o write a book review.
o express opinion.

Reluctance to write … Elaborating and presenting a model.
Language Focus : Writing a book review
New lexical items : none
Materials : SB64 / 65
Procedures
Warming up :
 What does biography mean ?
 What is the difference between biography and an autobiography ?
Writing skill :
Pre–writing : ( read to write )
o Getting Ss aware of the purpose of the writing '' a book review ''
o Discussing various points of view with Ss .
o Ss read the review at page 64 to answer the questions .
o Attracting Ss to the positive and negative words and expressions
While-writing :
o Ss are about to answer the related exercises.
o Helping Ss to take notes and plan before writing.
o Some Ss can start writing reviews about books they recently read.
o Going round and giving a hand.
Post- writing : ( check )
o Checking answers and comparing.

o Peer correction.
Wrap – Up :
 How should a book review be written ?
Evaluation :
Aim Achievement: ________________________________________________________________________________________________
Pupils’ response: __________________________________________________________________________________________________
10 1 12 / The seven summits
/ /
Objectives

 analyze a text about a Kuwaiti climber.
 talk about qualities needed for surviving in the Himalayas.
 discuss climbing expedition.
o The text is long.
o Dividing it into parts.
Language Focus :
(describe qualities – giving reasons – state problems – discuss preparation - expressing personal
opinion)
New language:
{ ascend , attempt , dizzying , elite , exhaustion , extreme , frost-bite , highlight , perilous ,
reconstruction , scale , summit }
Materials : SB ( 77---79 )
Procedures
Warming up :
o Introducing the new module and giving them time to look at the photos and the unit
headings.
The Opener :
o Using the photos at page 77 to evoke Ss to answer the questions under them.
o Encouraging and accepting answers.
o Correcting mistakes when needed.
Reading skill :
Pre – reading :
o Discussing the words related to the unit.
While - reading
o Ss read silently to get the main ideas.
o Asking them to check whether there are any ideas from the text they have already mentioned
in the discussion.
Post – reading :
o Ss deal with the related Exercises.
o Checking understanding and answers.
Language Function :-
o Introducing the functions : expressing personal opinion..
o Encouraging Ss to make good sentences.
o Discussing the questions in EX. 7 in pairs .
Wrap – Up :
o There are a lot of limits and obstacles which face man's progress.
o What do you need to push these limits ?
Evaluation :
Aim Achievement: ________________________________________________________________________________________________
Students’ response: _______________________________________________________________________________________________
Teacher’s self evaluation: _____________________________________________________________________________________
The seven summits
10 2 12 art / 2 3rd
/ / Writing
Objectives
 analyze a text about a Kuwaiti climber.
 talk about qualities needed for surviving in the Himalayas.
 discuss & write a report about climbing expedition.
o The text is long.

o Dividing it into parts.
Language Focus :
( describe qualities – giving reasons – state problems – discuss preparation - expressing personal opinion )
New language:
{ ascend , attempt , dizzying , elite , exhaustion , extreme , frost-bite , highlight , perilous , reconstruction , scale , summit }
Materials : SB ( 78 … 79 )
Procedures
Warming up :
o Recalling the lesson topic.
Writing skill :
Pre–writing :
o Setting the scene and revising the active vocabulary needed for the task.
o Eliciting the related notes and ideas.
While–writing :
o Ss think to get the main ideas.
o Encouraging the Ss to use the related language function expressions.
o Ss work in pairs to get notes.
o Circulating and offering help where necessary.
Post–writing :
o Ss work in pairs to elaborate their notes.
o Ss write drafts.
o Checking structure & spelling & sequence of ideas , … etc.
o Inviting individual students to read out their drafts.
o Encouraging the class to check any mistakes.
o Dealing with any errors that may arise.
o Encouraging the Ss to rewrite their composition correctly.
Wrap –Up :
o There are a lot of limits and obstacles which face man's progress.
o What do you need to push these limits ?
Evaluation :
Aim Achievement: ……………………………………………………………………...……..……………………….…….................
Students’ response: ………………………………………………...………………………..……………………….…….................
Teacher’s self evaluation: ………………………………………………………………………..…………………….................
10 3 12 / The seven summits
/ /
Objectives
 analyze a text about Steve Fossett.
 write a summary of a timeline.
 work with words properly.
 The text is rather long.
 Skimming and dividing.
New lexical items clamber v
manned adj
set a record v
submerged v
Materials: WB ( 70 – 71 )
Procedures
Warming up :
o What difficulties may a mountain climber face ?
Reading skill :
Pre-reading :
o Brainstorming Ss information about the alternative sources of power.
While-reading :
o Ss read the text silently to get the target.
o Elaborating any difficulties and encouraging guessing.
Post-reading :
o Ss deal with the related exercises.
o checking answers collectively.
Writing a Summary :
o Ss read the text again to list the advantages and disadvantages of pushing the limits.
o Checking Ss' work and correcting mistakes.
Wrap –Up :
o What are the pros and cons of record breaking attempts ?
Evaluation :
Aim
Achievement:__________________________________________________________________________________________________
Students’ response:_______________________________________________________________________________________________
Teacher’s self evaluation:_____________________________________________________________________________________
Zed Al Refai
10 4 12 /
/ / A Kuwaiti climber
Objectives
o use Past perfect simple and continuous.
o analyse a report about adventures.
Problem Anticipation & possible Solution :
-Too Many Items - Time Management
New Lexical Items :
{ afflicted , alight , arson , austere , come across , come away with , come down , come over , come
round , come up , exhilarated , fatigued , traverse , unconscious , visible }
Language focus: Past perfect simple and continuous \ phrasal verbs of come
Materials: SB ( 80 - 81 )
Procedures :
Warming up :
- Let's go shopping , ……………………………………………… ? ( Add a question tag ).
- The manager ( leave ) since two o'clock. ( Correct )
Grammar time :
Past perfect simple and continuous :
o Writing some examples on the board.
o Ss infer the difference between the two forms of tenses.
o Elaborating the different uses of the two tenses .
o Dealing with the related Exercises adopting pair work.
o Offering help and correcting mistakes .
Vocabulary :
o Explaining the task for Ss to do.
o Clustering the phrasal verbs of come.
o Ss do the task in pairs. ( phrasal verbs – adjectives beginning with a )
o Circulating , monitoring and offering help .
Pronunciation :
o Introducing the task.
o Asking Ss to listen carefully to recognize the intonation patterns
o Playing the recording again with pause for Ss to repeat .
o Discussing the meaning of the quote with Ss .
Wrap – Up : Correct :
 After he ( finish ) his work , he went out.
Evaluation :
Aim Achievement: _________________________________________________________________________________________________
Pupils’ response: __________________________________________________________________________________________________
Zed Al Refai
10 5 12 / A Kuwaiti climber
/ /
Objectives
 use Past perfect simple and continuous.
 analyse a report about adventures.
 work with words properly.
-Too Many Items - Time Management
New Lexical Items :
{ come round , come up , exhilarated , fatigued , traverse , unconscious , visible }
Language focus: Past perfect simple and continuous \ phrasal verbs of come
Materials: SB ( 80 - 81 )
Procedures :
Warming up :
o A good student never forgets his duties , …………………………… ? ( Add a question tag )
o The teacher ( give ) us a homework before he left. ( Correct )
Grammar time :
Past perfect simple and continuous :
o Revising the mentioned tenses by writing some examples on the board.
o Ss infer the difference between the two forms of tenses.
o Elaborating the different uses of the two tenses.
o Ss work in pairs to work.
o Offering help and correcting mistakes.
Vocabulary :
o Revising the vocabulary items.
o Clustering the phrasal verbs of come.
o Ss do the task in pairs. ( phrasal verbs – adjectives beginning with a )
o Circulating , monitoring and offering help.
Pronunciation :
o Introducing the task.
o The Ss read and repeat the intonation patterns carefully.
Wrap – Up : Correct :
 Before I ( finish ) my work , I went out.
Evaluation :
Aim Achievement: _______________________________________________________________________________________________
Pupils’ response: _________________________________________________________________________________________________
Teacher’s self evaluation: ___________________________________________________________________________________
Past perfect simple and
10 6 12 / continuous
/ /
Objectives
By the end of this lesson , my pupils should be able :
 use Past perfect simple and continuous.
 use such … that / so … that.
 make suggestions.
- Too many exercise.

- Some be home assignment.
New Lexical Items : none

Language focus :
{ past perfect simple and continuous - such … that / so … that suggestions }
Procedures:
Warning up :
Revising some previously given items.
Correct the verbs :
o If I ( be ) tired , I rest.
o If he travels to Kuwait , he ( see) Kuwait towers.
Working with words

o Ss replace the words with the phrasal verbs.
o Dealing with synonyms in (Ex:3 .
o Ss correct mistakes in (Ex:6).
o In pairs Ss use such … that / so … that in (Ex:7).
Grammar assistant :
o SS read the Grammar assistant to do the task.
o Circulating guiding and checking answers.
Wrap–Up :
o By the time police arrived , the thief leave the bank. (correct )
Evaluation :
Aim Achievement: _______________________________________________________________________________________________
10 7 12 / Do you have what it takes ?
/ /
Objectives
o analyze a scenario and an advert.
o write a response to an advert for a place on an expedition.
Problem Anticipation & Possible Solution :
- Too many items.
- Time management.
New Lexical Items :
{ assist , binoculars , cope with , crave , engulf , entail , feat , gruelling mountaineer , strong-willed }
Language focus: compare lists –be persuasive – explain a choice – agree and disagree
Materials: SB ( 82– 83 )
Procedures :
Warming up :
 Revising some previously given items :
 Mention some power alternative resources.
 If they ( have ) money , they would buy a car. ( correct )
Speaking :
o Ss read the scenario to react.
o Dealing with the related activities.
o Ss take turns.
Writing
Pre-writing :
o Spurring Ss to write a response to an advert.
o Ss read the advert to use as a guide and to write notes.
While-writing :
o Reminding them to use the " Useful Language Box''.
o Going round and offering a hand .
Post-writing :
o Asking Ss to check their spelling , grammar , ….etc .
o Ss read each other's work .
o Sharing ideas.
Wrap-up stage :
 What type of personality and skills are important for challenges ?
Evaluation :
Aim Achievement: ________________________________________________________________________________________________
Pupils’ response: __________________________________________________________________________________________________
10 8 12 / Do you have what it takes ?
/ /
Objectives
o analyze a scenario and an advert
o write a response to an advert for a place on an expedition .
- Too many items .
- Time management.
New Lexical Items :
{ assist , binoculars , cope with , crave , engulf , entail , feat , gruelling mountaineer , strong-willed }
Language focus: compare lists –be persuasive – explain a choice – agree and disagree
Materials: SB ( 82– 83 )
Procedures :
Warming up :
 Revising the previously given vocabulary items :
 What do you need for a camping journey ?
 Have you ever faced a difficult situation ?
Speaking :
o Ss answer the above-mentioned questions.
o Ss ask each others about critical situations.
Writing
Pre-writing :
o Spurring Ss to write a response to an advert.
o Ss read the advert to use as a guide and to write notes.
While-writing :
o Ss start writing the first draft .
o Going round and offering a hand .
Post-writing :
o Asking Ss to check their spelling , grammar , ….etc .
o Ss read each other's work .
o Sharing ideas.
Wrap-up stage :
 What type of personality and skills are important for challenges ?
Evaluation :
Aim Achievement: _____________________________________________________________________________________________
Teacher’s self evaluation: _______________________________________________________________________________________
10 9 12 / An interview
/ /
Objectives
By the end of this lesson , my pupils should be able to
o analyse an interview with an extreme sports enthusiastic.
o write an interview about the dangers of extreme sports.

- Writing mistakes.
- Presenting a model.
Language Focus: Writing an interview
Materials : WB ( 74 – 75 )
Procedures :
Warming up :
Correct the verbs :
o If you boil water , it ( turn ) into steam.
o He may come tomorrow if the ( Finish ) early.
Reading for gist :
Pre- reading :
o Introducing the take for SS to understand.

o Giving some pre reading questions.
While – reading :
o SS read silently to get the idea of each article.

o Asking them to guess if they are not sure.
Post – reading :
o SS do the related tasks.

Writing skill :
o Introducing the task for SS to understand.

o Asking Ss to make good use of the method's in exercise 2.
o Writing the interview can be home assignment.
Evaluation :
Aim Achievement: _______________________________________________________________________________________________
Teacher’s self evaluation: ______________________________________________________________________________________
11 1 12 / international space station
/ /
Objectives
 analyze a factfile after reading.
 discuss the pros and cons of space travel.
 talk about the International Space Station.
The text is long. Dividing it into parts.

Language Focus : { Identify information – Give opinions , Give examples – Justify }
New language :
{ abhorrent , awe-inspiring , concept , detriment , execute , frontier , intrepid mission , orbit , revere ,
revolve round , sentient , universe }
Materials : SB ( 83 / 84 / 85 )
Procedures
Listening :
Pre-listening :

o Discussing the questions in (Ex: 1) with Ss.
While listening :

Post listening :
o Dealing with the related exercises. ( Matching )

Language Function :
o Introducing the functions : agreement and disagreement.

o Ss do the task in pairs in (Ex: 5).
o Discussing the questions in (Ex: 6) in pairs.
Wrap – Up :
 Why is the space station important ?
 What is the importance of space exploration ?
Evaluation :
Aim Achievement: _______________________________________________________________________________________________
Teacher’s self evaluation: ______________________________________________________________________________________
11 2 12 / international space station
/ /
Objectives
 analyze a factfile after reading.
 discuss the pros and cons of space travel.
 talk about the International Space Station.
The text is long. Dividing it into parts.
Language Focus: Identify information – Give opinions Give examples – Justify
New language:
abhorrent, Awe-inspiring ,concept ,detriment ,execute ,frontier ,intrepid mission, orbit, revere,
Revolve round ,sentient, universe
Materials : SB 83 / 84 / 85
procedures
Listening:
Pre-listening :
 Setting the scene of the listening .
 Presenting the new vocabulary needed for the task.
 Discussing the questions in Ex 1 with Ss .
While listening:
o Deciding the gist of the text with books closed .
Post listening:
 Dealing with the related Exercises .( matching ).
 Checking answers collectively through listening again with pauses .
Language Function :
o Introducing the functions : agreement and disagreement.
o Ss do the task in pairs in Ex 5
o Discussing the questions in EX. 6 in pairs .
Wrap – Up :
1) Why is the space station important ?
2) What is the importance of space exploration ?
Evaluation :
Aim Achievement: ………………………………………………………………...……..……………………….…….................
Students’ response: ……………………………………………………………………..……………………….…….................
Teacher’s self evaluation: ……………………………………………………………………..…………………….................
11 3 12 / The morning star
/ /
Objectives
o analyze a text about the morning star .

o Read an article to answer some questions .
o Complete a table with necessary information from the article.

o The text is rather long.
o Skimming and dividing.
New lexical items :

{ approximately , dispatch , obscure , perceivable , scrutinize }
Procedures
Warming up :
o How can you stay safe whilst doing extreme sports ?
Reading skill :
Pre – reading :
- Presenting the active vocabulary needed for the task .

- Brainstorming Ss information about the topic : Venus .
while reading :
- Ss read the text silently to get the target .

- Elaborating any difficulties and encouraging guessing .
Post reading :
- Ss deal with the related Exercises at their WBs (definitions, true or false and completion ).
- Checking answers collectively .
Wrap – Up :
Why is it very difficult for scientists to study Venus from the earth ?
Evaluation :
Aim Achievement:__________________________________________________________
Students’ response:_________________________________________________________
Teacher’s self evaluation:____________________________________________________
The final frontier
11 4&5 12 / Passive with Modal verbs
/ /
Objectives
o analyze a paragraph about Mars.
o talk about choices.
o use the passive with modal verbs.
o use either / or and neither / nor.

-Too Many Items -Time Management
New Lexical Items :
{ astronomical, conducive , exceptionally , habitation , Natural satellite , on board , opportunity ,
roughly , solar system , superb , wane }
Language focus: the passive with modal verbs / either .. or and neither … nor .
Materials: SB (86-87)
Procedures :
Warming up :
o Revising some previously given items :
o Change into passive:
o They planted some trees in the garden.
Grammar time :
The passive with modal verbs :
o Writing some sentences containing modal verbs.
o Asking Ss to change into passive.
o Correcting mistakes if necessary.
o Elaborating some examples from EX.I and eliciting the answer of the rest.
o Dealing with the related exercises adopting pair work technique.
either .. or and neither … nor
o Ss in pairs to complete the sentences in Ex 2 ; 3 using " either / or and neither / nor
"
o Offering help and correcting mistakes .
Vocabulary :
o Explaining the task for Ss to do.
o Ss do the task in pairs. ( filling in the gaps )
o Circulating , monitoring and offering help.
Wrap – Up :
The y can send the parcel by post. ( change the focus )
Evaluation :
Aim Achievement:____________________________________________________________
Students’ response:___________________________________________________________
Teacher’s self evaluation:_______________________________________________________
Objectives

11 6 12 / 4th
/ /
 use the passive with modal verbs.
 use mixed tenses.
 work with words correctly ( heavy and strong ).
o Too many exercise .
o Some cone be home assignment.
Language focus : passive with modal verbs / both .. and / either …or / neither …nor
Materials: SB ( 78 – 79 )
Procedures :
Warning up :
Revising some previously give items .
Correct the verbs :
If I ( be ) tired , I rest.
If he had traveled to Kuwait , he ( see ) Kuwait towers.
Language Practice :
Word families :
o Evoking Ss through some verbs and nouns on the board.
o Shifting to deal with the related exercises.
o Ss complete the task in Ex:2 in pairs.
o Going around and offering help where necessary.
Word definitions :
o Reading the first sentence for.
Passive with modal verbs :
o Giving further examples.
o Ss do the task.
Both .. and / either …or / neither … nor
o Ss join the sentences in Ex:6 individually.
Wrap–Up :
 Some exercises can be home assignment
Evaluation :
Aim Achievement: ______________________________________________________________________________
Pupils’ response: ________________________________________________________________________________
Teacher’s self evaluation: _______________________________________________________________________
11 7&8 Space age technology today
Objectives
By the end of this pair of lessons , my pupils should be able to
- analyze a report a report about space age technology .
- talk about recent technological advancements .
- write a report on space technology .
- Too many items .
- Time management.
New Lexical Items : abnormal, alert, data, dual, durable, economical, emission, GPS, monitor,
revolutionise, specifically, Spin off, Take for granted, trainers,
Language focus: Giving information /approval – disapproval

Materials: Pupil's Book P 88– 89
Procedures:
Warming up:
Revising some previously given items:-
a- Mention Some power alternative resources .
b- If they ( have) money , they would buy a car. ( correct)
Introducing the Topic: -
- Presenting the active vocabulary needed for the task .
- In groups, Ss read the report in Ex 2 .
- Ss give their titles and make notes .
- Suggesting some ideas and encouraging participation .
Role – play:-
- Attracting Ss attention to the Useful Language Box .
- Discussing the topic more freely .
- SS vote on whether they agree or disagree with the statement .
Quote:-
- SS read the Quote and discuss its meaning .
- Elaborating and giving some data about James Enos .
Reading for gist :-
Pre – reading :- Brainstorming SS ideas about the topic .
- Presenting some pre-reading questions .
- While reading : SS read silently to get the main ideas.
- Post reading : SS note down answers to the questions .
- Comparing answers and checking as usual .
Planning an article :-
- SS plan to write on article using the paragraph guide.
- Ss make good use of the useful language Box at p 61 .
Wrap – Up :
How can we overcome the problem of over crowdedness?
Evaluation :
Aim Achievement: ………………………………………………………………………………………...…….................
Pupils’ response: ………………………………………………………………………………………………….................
Teacher’s self evaluation: ………………………………………………………………..…………………….................

11 9
Objectives
By the end of this lesson , my pupils should be able to
 analyse notes about life in space .
 write an argumentative essay about space .
- Writing Mistakes .
New Lexical Items :
Language Focus: Writing from notes .
Materials : Work Book P 80– 81
Procedures :
Warming up :
- They should build new projects . ( passive )
- He said '' they have come with their kids '' ( report )
Writing time
Pre- writing :-
- Introducing the take for SS to understand .
- Reading some notes for SS To help them in reading.
- Asking them to determine the subject of each article.
While – writing:-
- Ss read silently to turn the notes into full sentences.
- Asking them to work in pairs .
Post – writing:-
- SS do the task in Ex 3 .
- Circulating and checking answers .
- Writing the article can be home assignment for some Ss.
Wrap – Up :
Space exploration is very important nowadays. Explain
Evaluation :
Aim Achievement: ……………………………………………………………...……..……………………….…….................
Pupils’ response: ………………………………………………………………………..……………………….…….................
Teacher’s self evaluation: …………………………………………………………………..…………………….................
Objectives

passive with modal
11 6 12 /
/ / verbs
 use the passive with modal verbs.
 use mixed tenses.
 work with words correctly ( heavy and strong ).
o Too many exercise .
o Some cone be home assignment.
Language focus : passive with modal verbs / both .. and / either …or / neither …nor
Procedures :
Warning up :
Revising some previously give items.
Correct the verbs :
 If I ( be ) tired , I rest.
 If he had traveled to Kuwait , he ( see ) Kuwait towers.
Language Practice :
Word families :
o Evoking Ss through some verbs and nouns on the board.
o Shifting to deal with the related exercises.
o Ss complete the task in Ex:2 in pairs.
o Going around and offering help where necessary.
Word definitions :
o Reading the first sentence for.
Passive with modal verbs :
o Giving further examples.
o Ss do the task.
Both .. and / either …or / neither … nor
o Ss join the sentences in Ex:6 individually.
Wrap–Up :
 Some exercises can be home assignment
Evaluation :
Aim Achievement: _____________________________________________________________________________________
Students’ response: ____________________________________________________________________________________
11 7&8 12 / Space age technology today
/ /
Objectives
 analyze a report a report about space technology.
 talk about recent technological advancements.
 write a report on space technology.
 Too many items // Time management.
New Lexical Items :
{ abnormal , alert , data , dual , durable , economical , emission , GPS , monitor , revolutionise }
Language focus: Giving information /approval – disapproval
Procedures:
Warming up:
 Mention Some power alternative resources.
 If they ( have ) money , they would buy a car. ( Correct )
Introducing the Topic :
o Presenting the active vocabulary needed for the task .
o In groups, Ss read the report in Ex 2 .
o Ss give their titles and make notes .
o Suggesting some ideas and encouraging participation .
Role – play :
o Attracting Ss attention to the Useful Language Box .
o Discussing the topic more freely .
o SS vote on whether they agree or disagree with the statement .
Quote:
o SS read the Quote and discuss its meaning .
o Elaborating and giving some data about James Enos .
Reading for gist :
Pre – reading :
o Brainstorming SS ideas about the topic .
o Presenting some pre-reading questions .
o While reading : SS read silently to get the main ideas.
o Post reading : SS note down answers to the questions .
o Comparing answers and checking as usual .
Planning an article :
o SS plan to write on article using the paragraph guide.
o Ss make good use of the useful language Box at p 61 .
Wrap – Up :
 Are you for or against space exploration ? Why or why not ?
Evaluation :
Aim Achievement: ______________________________________________________________________________________
Students’ response: _____________________________________________________________________________________
Teacher’s self evaluation: _________________________________________________________________________________ _

11 9 12 / Life in Space
/ /
Objectives
 analyse notes about life in space.
 write an argumentative essay about space.
- Writing Mistakes.
New Lexical Items :
Language Focus:
Writing from notes.
Materials : WB (80–81)
Procedures :
Warming up :
o They should build new projects . ( passive )
o He said '' they have come with their kids '' ( report )
Writing time :
Pre-writing :
o Introducing the take for SS to understand .
o Reading some notes for SS To help them in reading.
o Asking them to determine the subject of each article.
While–writing:
o Ss read silently to turn the notes into full sentences.
o Asking them to work in pairs .
Post–writing :
o SS do the task in Ex 3.
o Writing the article can be home assignment for some Ss.
Wrap – Up :
Space exploration is very important nowadays. Explain
Evaluation :
Aim Achievement: _____________________________________________________________________________________
Students’ response: ____________________________________________________________________________________
12 arts / 5 Unit 12
3rd Geniuses
/ / 12 S/5 Lesson 1&2
Objectives
o understand an article about geniuses.
o discuss the importance of improving ways to enhance geniuses.
o describe talents that people can do to be described as talent.

Too many items smooth slide
New language :
{ abstract / arbitrarily / audience / BSc / digit / genius / MSc / outstanding / PhD
Procedures
Warming up :
Asking :
 How do you know that someone is talented ?
 What is the meaning of the word " genius " ?
Introducing the theme of the unit the Geniuses.
Introducing the photos and ask students to talk about them.
Students look at the discussion points.
o Ss look at the pictures to figure out the theme of the unit Natural threats &
Calamities.
o Eliciting correct matching of headlines with the photos.
Pre - reading :
While - reading :
Post - reading :
Wrap up :
Evaluation :
Aim Achievement: _______________________________________________________________
Pupils’ response: ________________________________________________________________
12 arts / 5 2nd Unit 12
Geniuses
/ / 12 sc/ 5 3rd Lesson 3
Objectives
By the end of this pair of lessons , the pupils should be able to :
 understand and comprehend a text about Kuwaiti inventors.
 work with words.
 think of ways to enhance geniuses
 expand knowledge about Kuwaiti talents.
 Rather too long text Time management.
Language Focus :
( Expressing agreement / disagreement )
New language :
{ acquire / attire / electrochemical / forum / medalist / reactor / sewage / sponsor / unprecedented }
Materials : ( WB 82 / 83 ) . . . . . . ( White Board )
Warming up :
 What does a child prodigy mean?
 Being a child prodigy has many advantages and disadvantages . Explain
Discussing :
o Looking at the picture to elicit the theme of the lesson ( inventions ).
o Reading out the first question to let students have something in mind
Pre - reading :
o Brainstorming ideas about the article in ( Ex:1 ).
o Ss try to predict the answers for other Ss' choices.
o Dealing with any queries that may arise.
o Cubing , clustering and mapping ideas.
While - reading :
o Ss work in pairs to find answers for the relevant questions.
o Circulating , monitoring and offering help where needed.
o Introducing the new vocabulary items using synonyms, antonyms , real objects &
translation.
o Ss read the text silently to find answers to the questions.
o Circulating , helping and monitoring.
Post - reading :
o Introducing ( Ex:2 , 3 & 4) , eliciting answers from the class.
o Checking answers , confirming or correcting collectively.
Wrap up :
 How do we encourage innovations ?
 Do you remember any Kuwaiti inventor ?
Evaluation :
Aim Achievement: _____________________________________________________________
Pupils’ response:______________________________________________________________
12 sc / 5 3rd Unit 12
5th Geniuses
/ / 12 A/5 Lesson 4, 5 & 6
Objectives
o understand an article about geniuses.
o discuss the importance of improving ways to enhance geniuses.
o describe talents that people can do to be described as talent.
o value the importance to enhance geniuses .
Language Focus : ( Relative clauses and verbs ending with ing )
New language :
{ accusation / agonise / extravagantly / high-living / jockey / repudiate / season }
Procedures
Warming up :
o What does a child prodigy mean?
o Being a child prodigy has many advantages and disadvantages . Explain
o How can you improve your talents ?
o Introducing the theme of the unit the Geniuses.
o Introducing the photos and ask students to talk about them.
o Students look at the discussion points .
o Ss look at the pictures to figure out the theme of the unit.
Wrap up :
o What does a child prodigy mean ?
o Being a child prodigy has many advantages and disadvantages. Explain.
Evaluation :
Aim Achievement:_________________________________________________________________________________________________
Pupils’ response: ___________________________________________________________________________________________________

Unit 12
12 sc / 1 5th Geniuses
/ / Lesson 7&8
Objectives
 understand an article about geniuses.
 discuss the importance of improving ways to enhance geniuses.
 describe talents that people can do to be described as talent.
 value the importance to enhance geniuses.
Language Focus : ( Relative clauses and verbs ending with ing )
New language :
{ accolade / aligned / bladder / eternity / genetics / gifted / molecular / nomination / non-invasive /
recipient / researcher }
Procedures
Warming up :
Asking :
o Being a child prodigy has many advantages and disadvantages. Explain.
o Introducing the theme of the unit the Geniuses.

o Introducing the photos and ask students to talk about them.
o Students look at the discussion points.
o Ss look at the pictures to figure out the theme of the unit.
Wrap up :
o Being a child prodigy has many advantages and disadvantages. Explain
Evaluation :
Aim Achievement:_________________________________________________________________________________________________
Pupils’ response: ___________________________________________________________________________________________________

12 sc / 1 st
Unit 12 Argumentative essay
nd Maha Al-Ghanim
/ / 12 A/ 2 Lesson 9 & focus on
Objectives
By the end of this pair of lessons , the pupils should be able to :
o write personal statement.
o know how to fill in gaps of a resume.
o write a paragraph about personal statements.
o value talents
 Rather too long text Time management.
Language Focus :
( Using Unless / Past perfect and past perfect continuous )
New language :
( No New Language )
Materials : ( WB 86/ 87 ) . . . . . . ( White Board )
Warming up :
o What does a child prodigy mean?

o Being a child prodigy has many advantages and disadvantages . Explain
Discussing :
o Looking at the picture to elicit the theme of the lesson ( inventions ).
o Reading out the first question to let students have something in mind
Pre - reading :
o Brainstorming ideas about the article in ( Ex:1 ).
o Ss try to predict the answers for other Ss' choices.
o Dealing with any queries that may arise.
While - reading :
o Ss work in pairs to find answers for the relevant questions.
o Circulating , monitoring and offering help where needed.
o Ss read the text silently to find answers to the questions.
o Circulating , helping and monitoring.
Post - reading :
o Introducing ( Ex:2 , 3 & 4 ) , eliciting answers from the class.
o Checking answers , confirming or correcting collectively.
Wrap up :
 How do we encourage innovations ?
 Do you remember any Kuwaiti inventor ?
Evaluation :
Aim Achievement : ____________________________________________________________________________________________
Pupils’ response: ________________________________________________________________________________________________
Teacher’s self evaluation : _____________________________________________________________________________________

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Day & Date Class Period Book 12 Subject Matter

Materials : Motivating videos of success stories. PB ( 55-56)

Students will try to answer each point

Introducing the topic :

Day & Date Class Period Book 12 Subject Matter

Day & Date Class Period Book 12 Subject Matter

Day & Date Class Period Book 12 Subject Matter

Day & Date Class Period Book 12 Subject Matter

Day & Date Class Period Book 12 Subject Matter

Students will try to answer each point whyMigratio

Day & Date Class Period Book 12 Subject Matter

Students will try to answer each point whyMigratio

Day & Date Class Period Book 12 Subject Matter

Day & Date Class Period Book 12 Subject Matter

Day & Date Class Period Book 12 Subject Matter

Warming up : Types Why How

Introducing the topic :

Day & Date Class Period Book 12 Subject Matter

Day & Date Class Period Book 12 Subject Matter

Day & Date Class Period Book 12 Subject Matter

Language Focus : describe sequence events : first , then , after that.

New language : ( Lexical items )

Materials : ( SB: 24 ) ; ( WB:14+15 )

Analyzing pictures in words :

Day & Date Class Period Book 12 Subject Matter

Language Focus : describe sequence events : first , then , after that.

New language : ( Lexical items )

Materials : ( SB: 24 ) ; ( WB:14+15 )

Analyzing pictures in words :

Day & Date Class Period Book 12 Subject Matter

Asking students to look at the following diagram : Activities why

Introducing the topic : ethics

Introducing the topic : empathy freedom

Day & Date Class Period Book 12 Subject Matter

Introducing the topic : empathy freedom

Day & Date Class Period Book 12 Subject Matter

o understand a text about human .

Anticipated Problems & Suggested Solutions :

o Language Focus : (adverbs of manner / ( IF ) conditionals )

New language : { No new language }

Warming up : Revising some previously taught material.

Introducing the topic :

o Introducing the theme of the unit " Human Values ".

Discussing the topic :

o Asking students to look at the exercise one WB page (18) (1)

 Introducing the photos.

 Introducing the photos.

Language Focus : ( past perfect / opposites )

o Introducing the theme of the unit " Human Values ".

Day & Date Class Period Book 12 Subject Matter

Anticipated Problems & Suggested Solutions :

Anticipated Problems & Suggested Solutions :

New language:{commercially / partnership / wood pulp}

Introducing the topic :

By the end of the lesson , my pupils should be able to :

 learn how to use colours to describe events and people.

Anticipated Problems & Suggested Solutions :

 Too many items smooth slide .

Language Focus : ( Unreal Past )

New language : { No new language }

 Introducing the theme of Ex:1.

Correct the verbs in brackets: