3rd year-prep-Prepration-New-Hello-2023-By-Mr.-Adel-2nd Term

Third year prep
Day class 1st 2nd 3rd 4th 5th 6th 7th 8th
From From From From From From From From From
To To To To To To To To To
Sun. class
Mon. class
Tues. class
Wed. class
Thurs. class
Ministry of Education
ELT Counsellor's office
*************
2223 – 2222 ‫توزيع منهج اللغة االنجليزية للصف الثالث االعدادى‬
First term
Months New Hello! English for Preparatory Schools Year One (SB + WB)
October Unit 1+ 2
November Units 3 + Review A + Unit 4
December Units 5 + 6
January 2023 Review B + General Revision
Second term
Months New Hello! English for Preparatory Schools Year One (SB + WB)
February Unit 7
March Unit 8 + 9 + Review C + unit 10
April Unit 11 + Unit 12
May Review D + General Revision
Teacher Senior teacher Supervisor Director

Objectives of Teaching English as a Foreign Language in the Preparatory Stage
- Understanding a wider range of vocabulary.

1.a : To acquire and develop the four language skills - Understanding different forms of questions.
interactively. - Identifying topics of situational dialogues.
1.b : To help the students communicate in English within
the limited scope of the number of hours allocated to the 3.b : Speaking:
course. - Producing words and sentences.
1.c : Consequently, learning the first foreign language - Producing short utterances.
may be considered as a basis the students can build on at - Taking part in simple dialogues.
a later stage. - Producing questions and answers.
* Specific Aims: - Re-telling a story.
2.a : To enable the students to understand the lexical - Making simple requests.
items, syntactic structures, phonological features and - Telling a story or dramatizing it as a play.
functional items they are exposed to within the limits of
what they have acquired. 3.c : Reading:
2.b : To enable the students to express themselves orally - Identifying a range of vocabulary items.
in English through the use of simple expressions and - Responding appropriately to simple sentences and
sentences, taking into account the correct pronunciation. short paragraphs.
* The Four Skills: - Scanning and skimming texts for information.
Teaching will aim at acquiring and developing all skills in
- Answering questions on a text.
an integrated way for
most of the time. 3.d : Writing:
- Completing and constructing simple sentences.
3.a : Listening: - Writing a letter following instructions.
- Distinguishing sounds and words.
- Understanding a limited range of vocabulary items. - Writing a paragraph by answering questions or any
- Understanding simple sentences, questions, other kind of guidance.
instructions and directions and responding to them.

Day Date Period Class
Lesson ( 1 ) SB Pages ( 2 and 3 ) WB page 70
Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: -Lecture Warm up and revision: 5m
students will be able to: What is the largest wildcat on earth? Teacher’s
coastal -Discussion
• To pronounce familiar -Internet Presentation: preparation
polar book 15 m
and unfamiliar words -Inductive 1- Listen to a talk about habitats. Which
mostly accurately -Student's book rainforest of the habitats from page 2 does the
wetland -Study circles
• To participate in shared speaker talk about?
research and writing -Workbook caracal --Problem solving 2- Listen again and answer the questions.
projects 3 Work in pairs. Take turns to be Student Students’
• To identify gist and main -Teacher's guide -Brainstorming A and Student B. note
idea(s) in longer
Structures: books
The past simple tense -Co- operative
listening texts (both -Library WB
informative and literary - These areas are -learning 1- Match the descriptions to the following
texts) Student’s'
-Board known as polar -Discovery habitats.
• To discuss topics 2- Now write definitions for these habitats. Use activity 15 m
habitats. books
providing explanation and -Cassette -Role playing the definitions in Exercise 1 as a model.
clarification as needed 3- Write these sentences in the present simple
• To write a narrative: -Individual passive.
-Flash cards
recount an event or -Peer learning 4- Imagine that you are visiting a habitat for
sequence of events include the first time. Write a paragraph of about
details to describe -Work groups 110 words in your notebook to describe your
actions, thoughts, and visit.
-Team teaching
feelings, use sequencing
words, and provide a sense -Pair work
Assessment:
of closure.)
Oral questions:
Written Exercises: 5m
Home Assignment:WB page 70

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


By the end of the lesson -Data show New vocabulary: -Lecture Warm up and revision:
students will be able to: Why do you think tourists like to visit Egypt? Teacher’s 5m
contain -Discussion
•To consult reference -Internet Presentation: preparation
describe book
materials, both -Inductive 1- Read the online article quickly and discuss
print and digital, to find -Student's book shooting star the questions in pairs. 15 m
springs -Study circles 2- Read the article again and match the fact
the pronunciation and
determine or clarify the -Workbook wildlife --Problem solving files with the photos.
precise meaning of key 3- Read the article again and answer the Students’
-Teacher's guide -Brainstorming questions. note
words and phrases.
4- Rewrite the sentences in the passive with by. books
• To use context (e.g., -Co- operative 5- Listen to Randa and Nihal discussing a
cause/effect relationships -Library Structures: -learning natural wonder of Egypt.
and comparisons in text) as The past simple 6- Listen again and complete the table. Student’s'
a clue to the -Board - The lake is called -Discovery 7- Choose a place that you think should be activity
meaning of a word or the Shooting Star one of Egypt’s natural wonders.
-Role playing books 15 m
phrase. -Cassette by locals, because 8- Work in pairs to ask and answer questions
• To identify main and
it is believed that a -Individual about your fact file.
specific information in -Flash cards WB
descriptions: such as goods piece of a star -Peer learning 1- Complete the sentences with these words.
in brochures and (a meteorite) fell 2- Complete the text with the correct passive.
websites e.g. computer into it. -Work groups
3- Read the text again and answer the
games, clothes, etc. -Team teaching questions.
• To identify gist and main 4- Choose the correct answer.
idea(s) in longer . -Pair work 5- Use your fact file from the Student’s Book.
listening texts (both Assessment:
informative and literary Oral questions:
texts) Written Exercises: 5m
Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them.


By the end of the lesson -Data show New vocabulary: -Lecture Warm up and revision: 5M
students will be able to: What do you think a fossil is? Teacher’s
-Discussion
• To identify main and -Internet Presentation: preparation 15m
depression book
specific information in -Inductive 1- Look quickly at the title of Huda’s project and
descriptions. -Student's book polish the photos. Discuss the questions in pairs.
remote -Study circles
• To use context (e.g., 2- Read the project and find a sentence to show
cause/effect relationships -Workbook species --Problem solving the following.
and comparisons in text) as fossils 3- Complete the sentences with the words in Students’
a clue to the meaning of a -Teacher's guide -Brainstorming bold from the text. note
word or phrase. 4- Discuss in pairs. books
-Co- operative 5- Write these sentences in the past simple
• To use verb tense to -Library
convey various times,
Structures: -learning passive tense. 15m
sequences, states, and 6- Listen and choose the correct answer. Student’s'
-Board -Discovery
conditions. -The Fayum Depression 7- Listen and check your answers. activity
is an area of desert 8- Research an important building. books
• To write -Cassette -Role playing
informative/explanatory ,southwest of WB
texts; introducing a topic, Cairo. Many ancient -Individual 1- Read and match the words with their
-Flash cards meanings.
developing ideas, and fossils are often found
-Peer learning 2- Complete the text.
providing a concluding here .
-Work groups 3- Match to make sentences in the past simple
statement
passive.
-Team teaching 4- Write a paragraph of about 110 words on
the building you researched in the Student’s
-Pair work Book page 7, Exercise 8.
Assessment: 5m
Oral questions
Written Exercises
Lesson ( 4 ) SB Page ( 8 ) WB page 73

students will be able to: Do you think horses enjoy their work? Why? Teacher’s
carriages -Discussion
• To determine the main -Internet Presentation: preparation
cruel book
idea of a text and -Inductive 1- Look at the photo of horses and carriages 15m
explain how it is supported -Student's book stable and discuss the questions in pairs.
treat -Study circles 2- Read this part of a story about a horse called
by key details;
summarise the text. -Workbook crocodile -Problem solving Black Beauty by Anna Sewell. What problems
• To consult reference lighthouse did Ginger have? Students’
materials (e.g., -Teacher's guide -Brainstorming 3- Choose the best meaning of the words in note
dictionaries, glossaries, bold from the story. books
-Co- operative 4- Read the story again and answer the
thesauruses), both -Library
print and digital, to find
Structures: -learning questions.
the pronunciation and - The owner of an 5- Discuss the questions in pairs. Student’s'
-Board -Discovery
determine or clarify the animal is the WB activity
person who has 1- Complete the sentences with these words. books
precise meaning of key -Cassette -Role playing
words and phrases. bought it . 2- Match the words with the same meaning, 15m
• To pronounce familiar -Individual then find the opposites and circle them.
-Flash cards 3- Match to make sentences about the story
and unfamiliar words -Peer learning Black Beauty.
mostly accurately. 4- Choose one of these animals and write about
• To recognize some -Work groups
how it is used to help people.
synonyms, antonyms, -Team teaching
prefixes, suffixes and root Assessment:
words. -Pair work Oral questions
• To spell grade- Written Exercises
appropriate words
correctly, consulting 5m
references as needed.
Home Assignment: WB Page ( 73 )


students will be able to: What kind of stories do you like reading? Teacher’s
clarification -Discussion
• To identify gist and main -Internet Presentation: preparation
confused 1- Listen to Samir and Taha discussing the book
idea(s) in longer -Inductive 15m
listening texts (both -Student's book personification story of Black Beauty. Choose the correct
tongue-twister -Study circles answers.
informative and literary
texts). -Workbook -Problem solving 2- Listen again and put the expressions in the
order that you hear them. Students’
• To discuss topics -Brainstorming 3- Listen to three more conversations and note
-Teacher's guide Structures: match them with the topics they talk about
providing explanation and books
- I'm still confused. -Co- operative a–c.
clarification as needed. -Library Could you say that -learning 4- Work in pairs. Take turns to be Student A
another way? and Student B. When you do not understand Student’s'
-Board -Discovery something, use the expressions from activity
Exercise 2. books
-Cassette -Role playing WB 15m
-Individual 1- Match to make expressions that ask for or
-Flash cards give clarification.
-Peer learning 2- Read and correct the underlined words.
3- Now listen and check your answers to
-Work groups
Exercise 2.
-Team teaching 4- Write the conversation that you had in the
Student’s Book page 9, Exercise 4.
-Pair work Assessment:
Oral questions
Written Exercises
5m
Home Assignment:. WB Page ( 74 )


students will be able to: What should we include in a fact file? Teacher’s
mongoose -Discussion
• To use context (e.g., -Internet Presentation: preparation
control book
cause/effect relationships -Inductive 1- Read the article quickly and answer the 15m
and comparisons in text) as -Student's book desertification questions in pairs.
fight -Study circles 2- Read the article again.
a clue to the meaning of a
word or phrase. -Workbook -Problem solving 3- Plan a fact file about an Egyptian species of
• To use various text bird or animal. Students’
features (e.g., headings, -Teacher's guide -Brainstorming 4- Write a paragraph giving information about note
Structures: the species of animal or bird you researched books
tables of contents, -Co- operative
- What do you call in your notebook.
glossaries, electronic -Library
menus, icons) to locate key
the short, fine hair of -learning WB
facts or information in a an animal? 1- Match the paragraphs in the Caracals fact Student’s'
-Board -Discovery file with the headings in the box.
text activity
2- Read the text again and answer the books 15m
• To write -Cassette -Role playing
questions.
informative/explanatory
texts; introducing a topic, -Individual 3- Do some research on another desert animal
-Flash cards and write a short article of about 110 words
developing ideas, and -Peer learning about it in your notebook.
providing a concluding
statement. -Work groups
Assessment:
• To participate in shared -Team teaching Oral questions
research and writing Written Exercises
projects. -Pair work
• To demonstrate
command of the
conventions of standard
English. 5m
Teacher senior teacher supervisor Director


students will be able to: No Do you think studying fossil is important? Teacher’s
-Discussion
• To review and -Internet new Why? preparation
-Inductive Presentation: book 15m
practise the vocabulary
-Student's book 1- Complete the text with the words in the box.
vocabulary and -Study circles
2- Write the sentences in the past simple
structures of the unit. -Workbook --Problem solving passive. Remember to include by when
necessary. Students’
-Teacher's guide -Brainstorming 3- Correct the verbs in brackets. note
Structures: 4- Write a short paragraph about an invention. books
-Co- operative
-Library Think about the following.
-learning WB
1- Circle the correct words. Then write an Student’s'
-Board -Discovery animal that lives in each habitat. activity
2- Complete the sentences with these words. books 15m
-Cassette -Role playing
3- Choose the correct answer.
No -Individual 4- Answer the questions.
-Flash cards new Assessment:
-Peer learning Oral questions
Structures
.
-Work groups Written Exercises
-Team teaching
-Pair work
5m
Home Assignment: WB page 76



students will be able to: How can we help solve the environmental Teacher’s
chemicals -Discussion
• To use context (e.g., -Internet problems? preparation
coral reefs book 15 m
cause/effect relationships -Inductive Presentation:
and comparisons in texts) as -Student's book recycle 1- Listen to the radio programme. Which of the
environmental -Study circles
a clue to the meaning of a environmental problems on page 12 will this
word or phrase -Workbook --Problem solving project help to stop?
• To identify gist and main Structures: 2- Listen again and answer the questions. Students’
idea(s) in longer -Teacher's guide -Brainstorming 3- Complete the sentences using the words in note
listening texts (both brackets. books
- If families collect -Co- operative
informative and literary -Library 4- Discuss these questions in small groups.
texts) their paper, plastic and -learning WB
• To discuss topics providing metal, we will pay 1-Read the definitions of environmental Student’s'
-Board -Discovery
explanation and clarification problems and find the words in the word activity 15 m
them for doing this. search. books
as needed -Cassette -Role playing
• To ask and answer 2- Match to make questions.
questions about key details -Individual 3- Now answer the questions in Exercise 2 for
-Flash cards you.
and low level inferences in a -Peer learning 4- Write a paragraph in your notebook about
range of texts
-Work groups things you can recycle at school or in your
• To write
house.
informative/explanatory -Team teaching Assessment:
texts; introducing a topic, Oral questions:
developing ideas, and -Pair work Written Exercises:
statement.
5m



students will be able to: What makes the most greenhouse gasses? Teacher’s 5m
absorb -Discussion
avoid book
cause/effect relationships -Inductive 1- Our planet is getting hotter and our
-Student's book carbon dioxide 15 m
and comparisons in text) as
-Study circles weather is changing.
a clue to the meaning of a create 2- Read the article. What produces a lot of
word or phrase. -Workbook increase --Problem solving carbon dioxide?
• To interpret non-verbal 3- Complete using words from the list. Students’
reading texts (charts, -Teacher's guide -Brainstorming 4- Now write definitions for the other words in note
and tables). bold in the article in your notebook. books
Structures: -Co- operative
• To read and respond to -Library 5- Read the article again and complete the
longer texts connected -learning sentences.
- Our planet is getting Student’s'
to international 6- Work in pairs. Take turns to ask and answer
-Board hotter and our -Discovery
people/global events. questions about the text on page 14. activity
weather is changing. 7- Complete the sentences with the correct books
• To discuss topics -Cassette -Role playing 15 m
providing explanation and form of the verbs in brackets.
clarification as needed. -Individual 8- Work in pairs. Look at the graph and answer
-Flash cards the questions.
• To explain orally verbal . -Peer learning
and non-verbal texts WB
e.g. tables, simple charts, -Work groups 1- Complete the sentences with these words.
2- Choose the correct words.
and graphs. -Team teaching 3- Complete the blog with these verbs.
• To write
4- Choose another topic from the graph. In your
informative/explanatory -Pair work
notebook, write a paragraph of about 110
texts; introducing a topic, words about how we can stop this causing
developing ideas, and so many greenhouse gases.
providing a concluding Assessment: 5m
statement. Oral questions:
Written Exercises:


students will be able to: What's a printer used for? Teacher’s
-Discussion
• To use context (e.g., -Internet Presentation: preparation 15m
connected to book
cause/effect relationships -Inductive 1- Listen to Dalida and Sherifa talking then
and comparisons in text) as -Student's book head teacher choose the correct answer.
ink -Study circles 2- Listen again. Are the sentences true (T) or
word or phrase -Workbook printer --Problem solving false (F)? Correct the false sentences.
• To identify main and Structures: 3- Discuss the questions in small groups. Students’
specific information in -Teacher's guide -Brainstorming 4- Look at the words in the box. note
descriptions: such as goods 5- Read Dalida and Sherifa’s social media post. books
- At the moment, we -Co- operative What have they asked their teachers to do?
in brochures and websites -Library throw away the 15m
e.g. computer games, -learning 6- Read the social media post again and answer
printer cartridges the questions. Student’s'
clothes, etc. -Board with the school -Discovery 7- Write a plan for a recycling project that you activity
• To use various text rubbish. But the ink could start at your school. books
features (e.g., headings, -Cassette inside printer -Role playing
tables of contents, WB
cartridges is very bad -Individual 1 Complete the table with these words from
glossaries, electronic -Flash cards for the environment. the unit. Then listen and check your answers.
menus, -Peer learning 2- Choose the correct words to complete the
icons) to locate key facts blog.
or information in a -Work groups
3- Read the blog again and answer the
text -Team teaching questions.
• To identify different 4- Think of something else that we often throw
stress positions in words -Pair work away. Write a plan for recycling this object
and junctures across using ideas from Student’s Book Exercise 5. 5m
words. Assessment:
Oral questions
Written Exercises

Lesson ( 4 ) SB Page ( 1 8 ) WB page 80

students will be able to: What does the word "traditional" mean? Teacher’s
fabric -Discussion
• To consult reference -Internet Presentation: preparation
fishing net book
materials (e.g., -Inductive 1- Read the blog about the Reform Studio in 15m
dictionaries, glossaries, -Student's book loom Cairo. What is made there?
thread -Study circles 2- Look at the words in red. Use a dictionary to
thesauruses), both
print and digital, to find -Workbook -Problem solving check the meanings. Then write them in your
the pronunciation and notebook. Students’
-Teacher's guide -Brainstorming 3- Read the blog again and match to make note
determine or clarify the Structures: sentences. books
precise meaning of key - Weaving is an -Co- operative 4- Discuss the questions in small groups.
words and phrases. -Library
• To identify main and Egyptian tradition, but -learning WB
specific information in there aren't many 1- Complete the text with these words. Student’s'
-Board -Discovery 2- Read the text about recycling. Are these
descriptions: such as goods traditional weavers in activity
sentences true (T) or false (F)? Correct the books
in brochures and -Cassette Egypt today. -Role playing
websites e.g., computer
false sentences. 15m
games, clothes, etc. -Individual 3- Choose the correct answer.
-Flash cards 4- Write in your notebook an email to a friend
• To write a narrative: -Peer learning about the thing you chose to recycle in the
recount an event or Student’s Book page 18, Exercise 4. How
sequence of events that -Work groups
would it help the environment? Write 110-100
include details to -Team teaching words.
describe actions, thoughts,
and feelings, use -Pair work Assessment:
sequencing words, and Oral questions
provide a sense of Written Exercises
closure. 5m



students will be able to: Have you ever grown any plants at home? Teacher’s
attractive -Discussion
• To read and respond to -Internet Presentation: preparation
herbs book
longer texts connected -Inductive 1- Listen to Ziad’s speech. What is it about? 15m
to international -Student's book spider plants 2- Listen to the speech again. Tick the
member -Study circles expressions that Ziad uses.
people/global events.
• To identify gist and main -Workbook -Problem solving 3- Listen again and choose the correct answer
idea(s) in longer Structures: that you hear. Students’
listening texts (both -Teacher's guide -Brainstorming 4- Write a speech about how to keep our air note
- Everyone can help clean and how to stop air pollution. Use the books
informative and literary -Co- operative
texts). -Library
the environment. following tips to help you.
• To write an opinion -learning 5- Work in groups. Take turns to read your
piece: introduce the topic speech to your group. Student’s'
-Board -Discovery
[e.g. school, simple WB activity
1- Circle the incorrect word. books
biography] or book they -Cassette -Role playing
are writing about; state an
2- Complete the speech with these expressions. 15m
opinion; supply -Individual 3 -Listen and check your answers to Exercise 2.
-Flash cards 4- Now answer the questions.
reasons that support the -Peer learning 5- Write a speech in your notebook about ways
opinion. you can recycle paper at school or at home.
• To demonstrate -Work groups
command of the -Team teaching Assessment:
conventions of standard Oral questions
English capitalization, -Pair work Written Exercises
punctuation, and spelling
when writing.
5m


students will be able to: Do you think that Seagrass is important? Teacher’s
disappear -Discussion
remind book
cause/effect relationships -Inductive 1- Look at the photo of Seagrass. Can you think 15m
and comparisons in text) as -Student's book Seagrass of any reasons why it is important for the
-Study circles environment?
word or phrase. -Workbook --Problem solving 2- Read the text and check your answers to
• To identify main and Exercise 1. Students’
specific information in -Teacher's guide -Brainstorming 3- Read the text again. Are these sentences note
Structures: true (T) or false (F)? Correct the false books
descriptions: such as goods - Seagrass is found in -Co- operative sentences.
in brochures and websites -Library the sea along the coast
e.g. computer games, -learning 4- Complete the table with the words and
clothes, etc. of many countries. expressions in red from the text. Student’s'
-Board -Discovery 5- Research one of the habitats in the photos
• To determine the main activity
below and write a short report of about 110 books 15m
idea of a text and -Cassette -Role playing
words in three short paragraphs.
explain how it is supported
-Individual WB
by key details; -Flash cards 1- Choose the correct words.
summarise the text. -Peer learning 2- Match to make sentences about habitats.
• To read and respond to 3- Now complete these sentences about visiting
longer texts connected -Work groups
the desert with a suitable verb + to or -ing.
to international people / -Team teaching 4- Write a short report of about 110 words
global events. about visiting the coast.
• To participate in shared -Pair work
research and writing Assessment:
projects. Oral questions
• To write informative Written Exercises
/explanatory texts. 5m


students will be able to: No What environmental problems would you Teacher’s
-Discussion
• review and practise -Internet new like to give a speech about? preparation
the vocabulary and vocabulary
structures of the unit -Student's book 1- Complete the sentences with the words in
-Study circles
the box.
-Workbook --Problem solving 2- Complete the sentences with the to +
infinitive or -ing form of these verbs. Students’
-Teacher's guide -Brainstorming 3- Look at the poster. Think about what note
Structures: you have learnt in this unit. Write some books
-Co- operative
-Library information for each section of the poster,
-learning like the example.
WB Student’s'
-Board -Discovery 1- Complete the table with these words. activity
2- Complete the sentences with the to or -ing books 15m
form of the verbs in brackets.
No -Individual 3- Complete the sentences with the correct
-Flash cards new form of the verbs in brackets.
-Peer learning 4- Read and correct the underlined words.
Structures
.
-Work groups
Assessment:
-Team teaching Oral questions
Written Exercises
-Pair work
5m



students will be able to: What sustainable products do you use? Teacher’s
carbon footprint -Discussion
hairbrush book 15 m
ideas in longer -Inductive 1- Listen to Dalia and Reem. Which of the
listening texts. -Student's book bamboo cup sustainable products on page 22 do they talk
plug in -Study circles about?
• To discuss topics providing -Workbook sustainable --Problem solving 2- Listen again and circle the correct answer.
explanation and Structures: 3- Complete the sentences with used to or Students’
clarification as needed. -Teacher's guide -Brainstorming didn't use to and the verbs in brackets. note
4- Discuss the questions in small groups. books
- We used to get all -Co- operative
-Library
our shopping in -learning WB
plastic bags. 1- Complete the sentences using the words in Student’s'
-Board -Discovery the box. activity 15 m
2- Complete the sentences with used to or books
didn’t use to and these verbs.
-Individual 3- Answer the questions. Write full sentences.
-Flash cards
-Peer learning Assessment:
-Work groups Oral questions:
Written Exercises:
-Team teaching your research
-Pair work
5m



students will be able to: What do you know about climate change? Teacher’s 5m
affect -Discussion
-Internet Presentation: preparation
crops book
• To use context as a clue -Inductive 1- Discuss these questions in pairs.
to the meaning of a -Student's book seedling 2- Read the webpage. Check any new words 15 m
-Study circles in a dictionary. Why are mangrove trees
word or phrase.
• To use various features to -Workbook --Problem solving unusual?
locate key facts or 3- Complete the sentences with the words in Students’
information in a text. -Teacher's guide -Brainstorming bold from the text. note
• To determine the main 4- Read the webpage again and answer the books
-Co- operative questions.
idea of a text and -Library Structures:
explain how it is supported -learning 5- Choose the correct answer.
by key details. 6- Complete the sentences with the correct Student’s'
-Board - If there were more -Discovery form of the verbs.
• To discuss topics activity
mangrove trees, there 7- Discuss these questions in pairs. books
providing explanation and -Cassette -Role playing 15 m
clarification as needed.
would be fewer WB
• To demonstrate floods. -Individual 1- Answer the questions.
-Flash cards 2- Read and correct the underlined words.
command of the -Peer learning 3- Match to make sentences.
conventions 4- Answer the questions.
. -Work groups
of standard English Assessment:
structure and usage when -Team teaching Oral questions:
writing. Written Exercises:
-Pair work
5m


students will be able to: What problems do factories cause? Teacher’s
-Discussion
• To consult reference -Internet Presentation: preparation 15m
enormous book
materials (e.g. dictionaries, -Inductive 1- Discuss these questions in pairs.
glossaries, thesauruses), -Student's book promise 2-Look at the words in red. Use a dictionary to
reduce -Study circles check the meaning. Then match them to the
both print and digital, to
clarify the precise meaning -Workbook renewable --Problem solving words with a similar meaning below.
of key words and phrases 3- Read the summary of The Iron Woman by Students’
• To determine the main -Teacher's guide -Brainstorming Ted Hughes and answer the questions. note
idea of a text and explain 4- Discuss these questions in pairs. books
Structures: -Co- operative 5- Listen to a conversation about The Iron
how it is supported by key -Library 15m
details -learning Woman. Who liked the story more, Dina or
• To describe in depth a •If we didn 't have Judy? Student’s'
-Board -Discovery
character, setting, or factories, we 6- Listen again and choose the correct activity
event in a story or drama, wouldn't have so -Role playing
answers. books
-Cassette 7- Complete the sentences from the liste ning.
drawing on specific many things.
details in the text (e.g., a -Individual 8- Read the text and discuss the questions in
-Flash cards pairs.
character’s thoughts, -Peer learning WB
words, or actions). 1- Complete the following sentences with the
• To identify gist and main -Work groups
correct form of the words from the list.
idea(s) in longer -Team teaching 2- Read the text and answer the questions.
listening texts 3- Write an email of about 110 words to a friend
• To identify main and -Pair work in your notebook, describing the best form of
specific information in renewable energy that you could use in your 5m
descriptions community.
• To exchange opinions Assessment:
with peers; agree and Oral questions
disagree with others. Written Exercises


students will be able to: How can people help the environment? Teacher’s
air conditioning -Discussion
• To use context as a clue -Internet Presentation: preparation
heating book
to the meaning of a -Inductive 1- Read the first web post on the webpage and 15m
word or phrase. -Student's book remote control circle the correct answer.
-Study circles
• To determine the main 2- Read all the web posts. Who hasn’t given up
idea of a text and -Workbook -Problem solving anything yet?
explain how it is supported Structures: 3- Read the web posts again and write the Students’
-Brainstorming names. note
by key details. -Teacher's guide - I always used to
• To discuss topics 4- Work with a partner. Which of the things in books
get the newest -Co- operative the web posts would or wouldn’t you be able
providing explanation and -Library phone.
clarification as needed -learning to give up or do to help the environment?
• To identify gist and main Why? Student’s'
-Board -Discovery
idea(s) in longer WB activity
1- Match to make phrases. books
listening texts (both -Cassette -Role playing
2- Answer the questions using the phrases from 15m
texts) -Individual Exercise 1.
-Flash cards 3- Listen to the conversation about energy use
• To write -Peer learning in the house. Choose the correct answers.
informative/explanatory 4- Write a paragraph in your notebook about
texts. -Work groups
what you would or wouldn’t be able to give
-Team teaching up to help the environment. Say why.

Oral questions
Written Exercises
5m



students will be able to: Do you think that there are solar parks in Egypt? Teacher’s
solar farm -Discussion
totally 1- Listen to this television interview about a book
ideas in longer -Inductive 15m
listening texts -Student's book countryside solar farm. Where is it?
-Study circles 2- Listen to the interview again. Put these
• To react to a long
listening text, giving an -Workbook -Problem solving expressions in the order that you hear them.
opinion 3- Listen again and complete the table. Students’
• To exchange opinions -Teacher's guide Structures: -Brainstorming 4- Discuss this situation in groups. note
with peers; agree and books
- Personally, I think -Co- operative WB
disagree with others -Library that solar panels 1- Read and correct the underlined words.
• To write an opinion piece -learning
are useful. 2- Now complete this dialogue using the correct Student’s'
-Board -Discovery expressions from Exercise 1. activity
3- Listen and check your answers to Exercise 2. books
-Cassette -Role playing 4- Write about 110 words in your notebook 15m
-Individual giving your opinion on what you think of
-Flash cards building solar farms near a nature reserve.
-Peer learning
Assessment:
-Work groups Oral questions
-Team teaching Written Exercises
-Pair work
5m


students will be able to: What does the expression "renewable Teacher’s
living things -Discussion
• To use context as a clue -Internet energy" mean? preparation
farmland book
to the meaning of a word -Inductive Presentation: 15m
or phrase. -Student's book landscape 1- Look at this map of Africa and discuss the
-Study circles
• To identify main and question in pairs.
specific information in -Workbook --Problem solving 2- Read the report and check your answers to
descriptions. Exercise 1. Students’
• To write -Teacher's guide -Brainstorming 3- Read the report again. Complete the note
informative/explanatory sentences with one, two or three words. books
texts; introducing a topic, -Library 4- Research a green initiative in Egypt or a
- The Great Green Wall -learning country in Africa. Write a report in four short
developing ideas and
will improve the lives paragraphs in your notebook. Student’s'
-Board -Discovery
statement.
of everyone who lives in WB activity
the Sahel region. 1- Put the paragraphs of this report about a books 15m
solar farm in the UK in the correct order.
-Individual What is the main idea of the report?
-Flash cards 2- Read the report again and complete the
-Peer learning table.
-Work groups 3- Research information about another solar
farm and write a report about it in your
-Team teaching notebook
Oral questions
Written Exercises
5m


students will be able to: No How can green initiatives help to protect the Teacher’s
-Discussion
-Internet new environment? preparation
• To review and book
-Inductive Presentation: 15m
use the vocabulary
-Student's book 1- Complete the text with the words in the box.
-Study circles
vocabulary and 2- Complete the sentences using the correct
structures of the -Workbook --Problem solving form of the verb in brackets.
3- Work in pairs. Discuss question 6 in Exercise Students’
unit. -Teacher's guide -Brainstorming 2- Then compare your ideas with a different note
Structures: pair books
-Co- operative
-Library Project
-learning Do a survey. Ask your friends at school what
Student’s'
-Board -Discovery they would or would not do to live a more
sustainable life. activity
books 15m
-Cassette -Role playing WB
1- Complete the table with these words.
No -Individual 2 -Can you guess the answers to these
-Flash cards new
-Peer learning questions?
Structures 3- Now match the questions in Exercise 2 to
.
-Work groups these answers.
4- Choose two correct answers from a, b, c or d
-Team teaching 5- Write an email to a friend saying what
-Pair work you would or would not do to live a more
sustainable life.
Assessment:
Oral questions
Written Exercises
5m


Lesson ( 1 ) SB Pages ( 32 )

students will be able to: What's a rainforest? Teacher’s
No -Discussion
new book 15 m
• To identify gist and main -Inductive 1- Listen and tick the habitats that you hear on
idea(s) in longer -Student's book vocabulary the radio programme.
Structures: -Study circles
listening texts (both 2- Listen again. Are the sentences true (T) or
informative and literary -Workbook --Problem solving false (F)? Correct the false sentences.
texts) 3- Complete the text with the correct form of Students’
• To identify main and -Teacher's guide
Revision of -Brainstorming the verb in brackets. note
specific information in language from 4- Discuss these questions in pairs. books
-Co- operative 5- Choose the correct words.
descriptions: such as goods -Library
in brochures and websites, Units 7-9 -learning
e.g. computer games, Student’s'
-Board -Discovery Assessment:
clothes, etc. activity 15 m
Oral questions: books
• To discuss topics providing -Cassette -Role playing Written Exercises:
explanation and
clarification as needed. -Individual
-Flash cards
-Peer learning
-Work groups
-Team teaching
-Pair work
5m
Home Assignment:SB page 32


Lesson ( 2 ) SB Pages ( 33 ) WB page 91-92

students will be able to: What are the materials people usually Teacher’s 5m
No -Discussion
• To identify gist and main -Internet use? preparation
new book
idea(s) in longer -Inductive Presentation:
listening texts (both -Student's book vocabulary 15 m
-Study circles 1- Read the texts. Who do you agree or
informative and literary disagree with? Discuss your ideas with a
texts). -Workbook --Problem solving partner.
• To identify 2- Read the blog. What happens to the Students’
main and specific -Teacher's guide -Brainstorming recycled plastic bottles? note
information in 3 Read the blog again and complete the books
-Co- operative sentences with one, two or three words.
descriptions: such as goods -Library Structures: -learning 4- Choose one of the green initiatives you
in brochures and websites
e.g. computer games,
learnt about in Unit 9. Write an email to a Student’s'
-Board -Discovery
clothes, etc. Revision of friend and tell them about it. activity
WB books
• To exchange opinions -Cassette language from -Role playing 15 m
1- Listen to a speech. Are these sentences true
with peers; agree and
disagree with others. Units 7-9 -Individual (T) or false (F)? Correct the false sentences.
-Flash cards 2- Read and correct the underlined words.
• To write informative -Peer learning 3- Choose the correct words.
/explanatory texts; 4- Complete the text with the correct form of
. -Work groups
introducing a topic, the verbs in brackets.
developing ideas, and 5- Read the text again and answer the
-Team teaching questions.
-Pair work 6- Complete the table with these words.
statement.
7- Choose an animal, a habitat or an
environmental problem.
Assessment:
Oral questions: 5m
Written Exercises:
Home Assignment:WB page 91-92


students will be able to: Do you want to be an astronaut? Why? Why not? Teacher’s
astronaut -Discussion
• To identify main and -Internet Presentation: preparation
astronomer 1- Discuss these questions in pairs. book 15 m
specific information in -Inductive
descriptions: such as goods -Student's book gravity 2- Read the article quickly. Why did Ayman
lecture -Study circles Ragab enter NASA’s competition?
in brochures and
websites e.g. computer -Workbook retire --Problem solving 3- Are these sentences true (T) or false (F)?
games, clothes, etc. spacecraft Correct the false sentences. Students’
• To interpret non-verbal -Teacher's guide -Brainstorming 4- Ask and answer these questions in pairs. note
Structures: WB books
reading texts (charts, -Co- operative 1- Read and match the words with their
and tables). -Library
- The first -learning meanings.
• To use context (e.g.,
telescope is sent 2- Read the newspaper article and choose the Student’s'
cause/effect relationships -Board -Discovery correct form of the verb.
and comparisons in text) as a activity 15 m
into space. 3- Complete the sentences with the present books
clue to the -Cassette -Role playing perfect or present perfect continuous form of
meaning of a word or phrase the verbs in brackets.
• To read and respond to -Individual
-Flash cards 4- Write a paragraph in your notebook about
longer texts connected -Peer learning some of the things you have been dreaming
to international of since you were young.
people/global events -Work groups Assessment:
• To participate in shared -Team teaching Oral questions:
research and writing Written Exercises:
projects. -Pair work
• To write a narrative:
recount an event or
5m
sequence of events.



students will be able to: Who invented the first telescope? Teacher’s 5m
alive -Discussion
discover book
cause/effect relationships -Inductive 1- Read the article. Match the headings a–e to
and comparisons in text) as -Student's book orbit the paragraphs 1–5. 15 m
publish -Study circles 2- Read the article again and complete the
word or phrase. -Workbook solar system --Problem solving sentences with these words.
• To read and respond to 3- Choose the correct answer. Students’
longer texts connected -Teacher's guide -Brainstorming 4- Listen to the conversation about a quiz and note
to international people/ number the photos in the order that you hear books
-Co- operative them.
global events. -Library Structures:
• To use verb tense to -learning 5- Listen to the quiz again and choose the
convey various times, correct answers. Student’s'
-Board - He hadn't -Discovery 6- In pairs, make sentences using the past
sequences, states, and activity
published his ideas simple and the past perfect. Then say True or books 15 m
conditions. -Cassette -Role playing
until just False.
• To identify gist and main
-Individual WB
idea(s) in longer -Flash cards before he died. 1 Complete the sentences with these words.
listening texts (both -Peer learning 2 Complete the sentences with the correct
informative and literary form of the verbs in brackets.
texts). . -Work groups
3- Match to make sentences.
• To exchange opinions -Team teaching 4- Write a diary entry of about 100 words for
with peers; agree and last weekend in your notebook. Continue this
disagree with others. -Pair work sentence using the past perfect form.
• To write a narrative: Assessment:
recount an event or Oral questions:
sequence of events. Written Exercises: 5m


students will be able to: What does "GPS" refer to? Teacher’s
-Discussion
• To read and respond to -Internet Presentation: preparation 15m
allow book
longer texts connected -Inductive 1- Look at the diagram and answer the
to international -Student's book braces questions.
headphones -Study circles 2- Read the article quickly. Which of the things
• To use various text -Workbook helmet --Problem solving
that the article describes do you use?
3- Read the article again and complete the Students’
features (e.g., headings, sensor sentences.
-Brainstorming note
tables of contents, -Teacher's guide signal 4- Answer the questions.
glossaries, electronic 5- Work in pairs. How have you used satellite books
-Co- operative
menus, icons) to locate key -Library technology this week?
15m
facts or information in a -learning 6- What space technology do you think these
text. -Board
Structures : objects use? Student’s'
-Discovery 7- Listen to the podcast and check your activity
• To determine the main answers to Exercise 6.
idea of a text and -Cassette • I checked the -Role playing 8 Listen again.
books
explain how it is supported weather this morning 9- Circle the correct information for the trainers
by key details; -Individual and the mobile phone camera.
-Flash cards and I watched my
summarise the text. 10- Choose one of the other objects from the
-Peer learning
• To identify gist and main favourite show on podcast.
idea(s) in longer satellite TV last -Work groups WB
listening texts (both 1- Answer the questions.
night. -Team teaching 2- GPS is an abbreviation for global positioning
system.
texts). -Pair work
3- Complete the article with these words.
• To write 5m
4 Read the article again.
informative/explanatory Assessment:
texts. statement Oral questions
• To explain the meaning Written Exercises
of acronyms


students will be able to: Do you like poetry? Teacher’s
continent -Discussion
• To be able to analyze a -Internet Presentation: preparation
in vain book
poem. -Inductive 1- Read the poem and look at the pictures. 15m
• To consult reference -Student's book task What do you think the poem says about the
toiler -Study circles day?
materials (e.g.,
dictionaries, glossaries, -Workbook verse -Problem solving 2- Listen to and read the poem. Check your
thesauruses), both answers to Exercise 1. Students’
print and digital, to find -Teacher's guide -Brainstorming 3- Look at the words in bold. Use your note
the pronunciation and dictionary to help you. Which words describe books
Structures: -Co- operative the following?
determine or clarify the -Library - This poem was
precise meaning of -learning 4- Read the poem again and answer the
written by Sir Cecil questions. Student’s'
key words and phrases. -Board Spring-Rice, a -Discovery 5- Discuss these questions in pairs. activity
British diplomat born
-Role playing WB books
-Cassette on February 27, 1859. 1- Read the poem Day again and answer the 15m
-Individual questions.
-Flash cards 2- Read the poem again and answer the
-Peer learning questions.
3- The word won sounds like one, but has a
-Work groups
different meaning. Listen and choose the
-Team teaching correct spelling of these words.
4- Now write a sentence for each of the other
-Pair work word meanings in Exercise 3.
Assessment:
Oral questions
Written Exercises 5m



students will be able to: Have you ever used a map? Teacher’s
exhibition -Discussion
railway book
idea(s) in longer -Inductive 1- Lina and Injy are at a photo exhibition. What 15m
listening texts (both -Student's book flat do you think they are talking about?
as soon as -Study circles 2- Listen to Lina and Injy talking to a guide and
texts). -Workbook -Problem solving check your ideas to Exercise 1.
• To discuss topics 3- Listen again and put the events in the correct Students’
providing explanation and -Teacher's guide -Brainstorming order. note
4- Listen one more time and choose the correct books
clarification as needed Structures: -Co- operative answer.
• To participate in shared -Library - A long time after
research and writing -learning 5- Work in pairs. Take turns to talk about
that, in 1967, the photos of the Earth. Use the information below Student’s'
projects. -Board first colour photo -Discovery and the expressions from Exercise 4. activity
of the Earth was -Role playing WB books
-Cassette 1- Read about the history of maps. When did 15m
taken.
-Individual people first use satellites for maps?
-Flash cards 2- Read the history again. Complete the
-Peer learning sentences with a date from the history of
maps.
-Work groups
3- Research the history of one of the subjects
-Team teaching below, or choose your own. Write a short
history in your notebook.
Oral questions
Written Exercises
5m


students will be able to: What do you know about the international Teacher’s
asteroid -Discussion
• To identify main and -Internet Space Station? preparation
bright book
specific information in -Inductive Presentation: 15m
descriptions: such as goods -Student's book space robot 1- Read the text quickly. Who can stay on the
-Study circles
in brochures and International Space Station?
websites e.g. computer -Workbook --Problem solving 2- Read the text again and match the
games, clothes, etc. paragraphs 1–4 with the questions. Students’
• To read and respond to -Teacher's guide -Brainstorming 3- Read the text again. What do these numbers note
longer texts connected and dates refer to? books
to international -Library 4- You are going to write an informative text.
- Lots of countries -learning First, choose one of the topics below or use
worked together to your own idea. Research and make notes Student’s'
• To participate in shared -Board make the Space Station -Discovery about it using these ideas. activity
research and writing and astronauts from all 5- Write your informative text in around 110 books 15m
projects. -Cassette around the world have -Role playing
words.
• To write stayed on it.
informative/explanatory -Individual WB
-Flash cards 1- Put the paragraphs of this informative text in
texts; introducing a topic, -Peer learning the correct order.
developing ideas, and
-Work groups 2 Read the text again and answer the
questions.
statement. -Team teaching 3- Write an informative text of around 110
• To demonstrate
words in your notebook about one of the
command of the -Pair work
planets in the solar system
conventions of standard Assessment:
English. Oral questions
Written Exercises
5m



students will be able to: No Have you ever visited a planetarium? Teacher’s
-Discussion
• review and practise -Internet new Presentation: preparation
-Inductive book 15m
the vocabulary and vocabulary 1- Complete the sentences with the words in
structures of the unit. -Student's book the box.
-Study circles 2- Read Hassan’s homework. Complete the
-Workbook --Problem solving sentences with the past perfect form of the
verbs in brackets. Students’
-Teacher's guide -Brainstorming 3- Play the Space Race game. note
Structures: WB books
-Co- operative
-Library 1- Choose the correct words.
-learning 2- Give complete answers to the following
questions. Student’s'
-Board -Discovery 3- Complete the sentences with the past activity
perfect form of the verbs in brackets. books 15m
4- Complete the sentences using words from
No -Individual the list.
-Flash cards new 5- Write a diary entry about a holiday in your
-Peer learning notebook.
Structures Assessment:
.
-Work groups
Oral questions
-Team teaching Written Exercises
-Pair work
5m



students will be able to: Where do you normally get your news Teacher’s
The press -Discussion
• To identify gist and main -Internet from? Why? preparation
normally book 15 m
idea(s) in longer -Inductive Presentation:
listening texts (both -Student's book online 1- Do these people usually work in TV, radio,
Camera operator -Study circles newspapers or online? There might be more
texts). -Workbook web designer --Problem solving than one answer.
• To exchange opinions with editor 2- Discuss this question in pairs. Students’
peers; agree and -Teacher's guide -Brainstorming 3- Listen to Fatma and Reem. Which of the jobs note
Structures: from Exercise 1 do they talk about? books
disagree with others -Co- operative
• To discuss topics providing -Library 4- Listen again. Are these sentences true (T) or
explanation and - Was there an -learning false (F)? Correct the false sentences.
clarification as needed. accident yesterday? 5- Ask and answer the questions in groups. Student’s'
-Board -Discovery
• To ask and answer WB activity 15 m
1- Complete the crossword. books
questions about key details -Cassette -Role playing
and low level inferences in a 2- Complete the sentences with a word from
range of texts. -Individual Exercise 1.
-Flash cards 3- Write a paragraph of 110-100 words in your
• To write an opinion piece: -Peer learning notebook about a job that you would or
introduce the topic
-Work groups would not like to do in the media.
(e.g., school, simple
biography) or book they -Team teaching Assessment:
are writing about; state an Oral questions:
opinion; supply -Pair work Written Exercises:
reasons that support the
opinion.
5m



students will be able to: Which type of media do you trust the Teacher’s 5m
burst -Discussion
• To consult reference -Internet most? Why? preparation
cross book
materials (e.g., -Inductive Presentation:
dictionaries, glossaries, -Student's book pipe 15 m
1- Discuss this question in pairs.
replace -Study circles
thesauruses), both 2- Read the texts quickly and answer the
print and digital, to find -Workbook --Problem solving questions.
the pronunciation and 3- Read the texts again. Answer the questions Students’
determine or clarify the -Teacher's guide -Brainstorming to complete the table. note
precise meaning of 4- Discuss the questions in pairs. books
-Co- operative
key words and phrases -Library 5- Complete the sentences with the correct
• To identify main and -learning form of these verbs.
specific information in
Structures: 6- Ask and answer questions about the text Student’s'
-Board -Discovery
descriptions: such as goods using the words. activity
- There was a bad accident 7- Write a newspaper report about the picture books 15 m
in brochures and -Cassette -Role playing
websites e.g. computer on the road to our school in your notebook.
games, clothes, etc. yesterday. -Individual WB
-Flash cards 1- Complete the sentences with these words.
• To compare and contrast -Peer learning 2- Correct the underlined verbs.
the point of view
-Work groups 3- Write a paragraph of about 110 words about
from which different
a bad situation you experienced last week.
stories are narrated, -Team teaching Assessment:
including the difference .
Oral questions:
between first- and -Pair work Written Exercises:
third-person narrations
• To use various text
features .
5m



students will be able to: Is there a water park in your city? Teacher’s
-Discussion
• To identify gist and main -Internet Presentation: preparation 15m
governor book
idea(s) in longer -Inductive 1- Listen to the radio news report. What is it
listening texts (both -Student's book warm about? Choose the correct answer.
water park -Study circles 2- Listen again and answer the questions.
texts). -Workbook tournament --Problem solving
3- Complete the reported speech.
4- Listen to some people talking about what
• To react to a long Students’
they think about the new water park and
listening text, giving an -Teacher's guide -Brainstorming answer the questions.
note
opinion. 5- Can you remember who said these books
• To tell a story or recount -Library sentences? Write Maged, Heba, Nadia or
15m
an experience with -learning Kareem. Then listen again to check your
appropriate facts and • The governor said answers. Student’s'
-Board -Discovery 6- Change the sentences from Exercise 5 into
relevant, descriptive that the park was activity
reported speech in your notebook.
details, speaking audibly in the biggest in -Role playing books
-Cassette 7- Work in pairs. Choose a topic from the box.
coherent sentences. Egypt. -Individual
Ask your partner what they think about it.
• To write a narrative: -Flash cards
8- Write down what your partner said. Use
recount an event or reported speech.
-Peer learning
sequence of events include WB
details to describe -Work groups 1- Read and correct the mistakes in the
actions, thoughts, and reported speech.
-Team teaching 2- Listen to five girls talking about a water park.
feelings, use sequencing
Put what they say in the correct order.
words, and provide a sense -Pair work
3- Listen and check your answers to Exercise 2.
of closure. 5m
4- Now report what the girls said in Exercise 2.
Assessment:
Oral questions
Written Exercises


students will be able to: What do you think of the area where you Teacher’s
break down -Discussion
-Internet live? preparation
broadcast book
• To use context (e.g., -Inductive Presentation: 15m
cause/effect relationships -Student's book guardian 1- Read the article quickly and discuss the
linguist -Study circles
and comparisons in text) as questions in pairs.
a clue to the -Workbook -Problem solving 2- Read the article again. Are these sentences
meaning of a word or true (T) or false (F). Correct the false ones. Students’
-Teacher's guide -Brainstorming 3- Discuss these questions in pairs. note
phrase Structures:
• To determine the main WB books
- Egyptian radio -Co- operative
idea of a text and -Library 1- Match the words to their definitions.
broadcasting - learning 2- Read the article and write the titles in the
explain how it is supported
by key details;
started in 1934. correct place. Student’s'
-Board -Discovery
summarise the text 3 - Read the article again and answer the activity
• To describe in depth an -Role playing questions. books
-Cassette 15m
event in a story or 4- Research one person you like who was or
drama, drawing on specific -Flash cards - Individual is still working in the media. Write his or her
details in the text biography. Write about 110 words. Write
-Peer learning about.
(e.g., a character’s
-Work groups Assessment:
thoughts, words, or
Oral questions
actions) -Team teaching Written Exercises
• To ask and answer
questions about key details -Pair work
and low level inferences in
a range of texts
• To tell a story or recount 5m
an experience with
appropriate facts.


students will be able to: What do people do at the food festival? Teacher’s
according to -Discussion
festival book
• To identify gist and main -Inductive 1- Listen to three teenagers talk about a 15m
idea(s) in longer -Student's book apparently festival. Tick the two things that they talk
-Study circles about in the photographs.
listening texts (both
informative and literary -Workbook -Problem solving 2- Listen again. Are these sentences true (T) or
texts). false (F)? Correct the false sentences. Students’
• To react to a long -Teacher's guide Structures: -Brainstorming 3- Listen again. Put the phrases in the order note
that you hear them. books
listening text, giving an - Fawzi, did you know -Co- operative 4- Listen again. Tick the phrases that you hear.
opinion. -Library that they are having
-learning 5- Work in a small group.
• To tell a story or recount a new food festival next
an experience with WB Student’s'
-Board month in our -Discovery 1- Read and correct the underlined words.
appropriate facts and activity
village. 2- Now complete this dialogue using the
relevant, descriptive -Role playing books
-Cassette expressions from Exercise 1. 15m
details, speaking audibly in 3- Use these words to write responses to
coherent sentences. -Individual
-Flash cards the sentences. (More than one answer is
-Peer learning possible.)
-Work groups Assessment:
Written Exercises
-Pair work
5m


students will be able to: What skills do you need to get the job you Teacher’s
climber -Discussion
-Internet dream of? preparation
film book
• To use context (e.g., -Inductive Presentation: 15m
cause/effect relationships -Student's book government 1- Read the magazine article. What job do you
path -Study circles
and comparisons in text) as think Shaimaa does?
a clue to the meaning of a -Workbook --Problem solving 2- Make questions and then add them to
word or phrase. Shaimaa's interview. Students’
• To use various text -Teacher's guide -Brainstorming 3- Discuss the questions in pairs. note
features (e.g., headings, 4- Write an email to ask someone about their books
-Co- operative
tables of contents, -Library job in the media.
glossaries, electronic Structures: -learning WB
menus, icons) to locate key - After that, I 1- Read the article and write the sentences a–c Student’s'
-Board -Discovery
facts or information in a in the right places. activity
normally spend a long 15m
text. -Role playing 2- Read the article again and choose the books
-Cassette time on the correct answer.
• To determine the main internet and talk to
idea of a text and -Individual 3- Write a reply to the email you wrote in the
-Flash cards people on the phone. Student’s Book page 52, Exercise 4. Write
explain how it is supported -Peer learning 110 words.
by key details; Assessment:
summarise the text. -Work groups
Oral questions
• To write informative -Team teaching Written Exercises
/explanatory texts;
introducing a topic, -Pair work
developing ideas, and
statement.
5m



students will be able to: No What job do you want to do in the future? Teacher’s
-Discussion
• To review and use -Internet new Presentation: preparation
-Inductive 1- Complete the text with the correct form of book 15m
-Student's book the verbs in brackets.
structures of the unit. -Study circles 2- Read the reported sentences. What did the
-Workbook --Problem solving people say?
3- Work in pairs. How many jobs can you Students’
-Teacher's guide -Brainstorming remember from this unit? Take it in turns to note
Structures: act a job for your partner to guess. books
-Co- operative 4- Work in pairs.
-Library
-learning WB
1- Complete the sentences with these words. Student’s'
-Board -Discovery 2- Choose the correct answer. activity
3- Complete the talk by a camera operator books 15m
called Salma with these words.
No -Individual 4- Now write what Salma said in reported
-Flash cards new speech.
-Peer learning 5- Write a paragraph of about 100 words in your
Structures
notebook summarising a story in the news.
.
-Work groups
-Team teaching Assessment:
Oral questions
-Pair work Written Exercises
5m



students will be able to: What type of transport do you think we'll all Teacher’s
-Internet
3D printer -Discussion
use in the future? preparation
• To identify gist and main cycle lane -Inductive Presentation: book 15 m
ideas in longer -Student's book e-sports player -Study circles
1- Listen to the conversations and put the news
listening texts. articles in the correct order.
exist
• To react to a long listening -Workbook --Problem solving 2- Listen again. Which two articles are about
text, giving an percent things that the students think will happen? Students’
opinion. -Teacher's guide prediction -Brainstorming 3- Work in pairs. Which predictions from note
• To discuss topics providing Exercise 1 do you think will happen? Say books
-Co- operative
explanation and -Library why.
clarification as needed Structures: -learning 4- Write four predictions for the future using
• To recognise some suffixes will/won’t. Student’s'
-Board -Discovery
and root words. WB activity 15 m
- In the future, we 1- Many adjectives end in -ic. Complete the books
will use renewable sentences with the adjective form of these
energy. -Individual words.
-Flash cards 2- Read and match.
-Peer learning 3- Use these words to make questions with will.
-Work groups 4- Now answer the questions you wrote in
Exercise 3.
-Team teaching 5- Which jobs in the future do you think will be
the same? Which will be different? Write a
-Pair work paragraph of 110 words in your notebook
and give your reasons.
Assessment: 5m
Oral questions:
Written Exercises:



students will be able to: Can you imagine how our life will be in the Teacher’s 5m
-Internet
apply -Discussion
future? preparation
• To use various features to challenge -Inductive Presentation: book
locate key facts or -Student's book pandemic 1- Discuss this question in pairs. Read the 15 m
-Study circles
information in a text. article quickly to check your answers.
• To determine the main -Workbook --Problem solving 2- Read the article and answer the questions.
idea of a text and 3- Read the article again. Are these sentences Students’
explain how it is supported -Teacher's guide -Brainstorming true (T) or false (F)? Correct the false note
by key details sentences. books
• To identify gist and main -Library 4- Discuss these questions in pairs.
ideas in longer -learning 5- Complete the sentences with will/won’t be
- When we go to able to. Student’s'
listening texts. -Board hospital in the future, -Discovery 6- Listen to the radio interview. Tick the things activity
• To discuss topics we may see doctors, that Dr. Leila Hamed thinks we will be able to books 15 m
providing explanation and -Cassette -Role playing
clarification as needed. nurses... and robots! do or have in schools in the future.
• To demonstrate -Individual 7- Listen again and complete the table.
-Flash cards 8- Discuss this question in pairs.
command of the -Peer learning
conventions WB
. 1- Complete the sentences with these words.
of standard English -Work groups
2- Complete the sentences with will/won’t be
structure and usage when -Team teaching able to and the verbs in brackets.
writing. 3- What will/won’t the visitors to the zoo be
-Pair work able to do? Make sentences.
4- Write a paragraph in your notebook about
what you will/won’t be able to do.
Assessment: 5m
Oral questions:
Written Exercises:


students will be able to: What does an architect do? Teacher’s
accountant -Discussion
-Internet Presentation: preparation 15m
ambition book
• To consult reference internship -Inductive 1- Discuss this question in pairs.
materials (e.g., -Student's book 2- Listen to four students discussing their
distance -Study circles
goals. Match each speaker to the photos.
dictionaries, glossaries,
-Workbook marathon
thesauruses), both --Problem solving 3- Listen to the students again and complete
print and digital, to clarify the sentences. Students’
the precise meaning. -Teacher's guide Structures: -Brainstorming 4- Answer the questions. note
of key words and phrases 5- Read Hussein’s blog. Which three things books
-Co- operative
• To determine the main -Library does he want to do in the future?
• When I'm older, 15m
idea of a text and I'm going to -learning 6- Read again and complete the sentences.
explain how it is supported Check any new words in a dictionary. Student’s'
-Board work as a -Discovery
by key details. 7- Read the questions and write answers for activity
volunteer at Hussein. books
• To identify gist and main -Cassette -Role playing
idea(s) in longer weekends. 8- Work in pairs.
listening texts. -Individual WB
-Flash cards 1- Read and match.
• To identify main and -Peer learning 2- Listen to four people. Which jobs are they
specific information in
-Work groups going to do?
descriptions.
3- Listen again and answer the questions.
• To exchange opinions -Team teaching 4- Read and complete the blog with the correct
with peers. job.
• To write an informative -Pair work 5- Choose another job from Exercise 4, or
/explanatory texts. use your own ideas. 5m
• To write an opinion Assessment:
piece. Oral questions
Written Exercises


students will be able to: Where do you live? Teacher’s
-Internet
cashless -Discussion preparation
• To determine the main Presentation:
idea of a text and explain districts -Inductive 1- Look at the photos and read the article book 15m
how it is supported by key -Student's book expert -Study circles
quickly. Which cities will have the following?
details. 2- Read the article again. Are these sentences
link
• To discuss topics -Workbook -Problem solving true (T) or false (F)? Correct the false
providing explanation and sentences. Students’
clarification as needed. -Teacher's guide Structures: -Brainstorming 3- Discuss these questions in pairs. note
• To recognize some - There will be twice WB books
-Co- operative
prefixes. -Library as many people in 1- You can add the prefix re- to verbs to mean
• To write Africa in 2050. -learning do again. Complete the sentences with the
informative/explanatory correct form of these verbs. Student’s'
-Board -Discovery 2- Read the article and write the missing
texts. activity
sentences a-d in the right places. books
3- Read the article again. Are these sentences 15m
-Individual true (T) or false (F)? Correct the false
-Flash cards sentences.
-Peer learning 4- What do you think your city will be like in the
future? Write a paragraph of about 100 – 110
-Work groups
words in your notebook describing it.
Oral questions
5m



students will be able to: How do you think buildings will be like in the Teacher’s
-Internet
agree -Discussion future? preparation
• To identify gist and main
ideas in longer likely -Inductive Presentation: book 15m
listening texts. -Student's book slightly -Study circles
1- Listen to Huda and Amal. Which map
• To react to a long matches Huda’s ideas?
listening text, giving an -Workbook -Problem solving 2- Listen again and number the phrases in the
opinion. order you hear them. Students’
• To exchange opinions -Teacher's guide
Structures: -Brainstorming 3- Look at the phrases from Exercise 2 again note
with peers. - I think there will and discuss the questions in pairs. books
-Co- operative 4- Read the sentences below. How strongly do
• To demonstrate -Library definitely be more
-learning you agree? Use expressions from Exercise 2.
command of the tall buildings.
conventions
5- What do you think your city will be like in Student’s'
-Board -Discovery 2050? Ask and answer questions in pairs,
of standard English activity
using the expressions from Exercise 2. books
capitalization, punctuation, -Cassette -Role playing WB 15m
and spelling when writing. 1 Listen to a quiz and put the expression in the
-Individual
-Flash cards order that you hear them.
-Peer learning 2- What do you think? Write your answers to
the questions in the quiz using the expressions
-Work groups
from Exercise 1.
-Team teaching 3- Now write three more questions about the
future.
-Pair work 4- Ask your partner your questions from
Exercise 3. Write their answers.
Assessment:
Oral questions 5m
Written Exercises



Do you think that driverless cars will Teacher’s
students will be able to:
-Internet
drone -Discussion
improve our life? preparation
• To use context as a clue flying car -Inductive Presentation: book 15m
to the meaning of a -Student's book low 1- Read the text and match to make sentences.
-Study circles
word or phrase. means Check any new words in a dictionary.
• To identify main and -Workbook --Problem solving 2- Read the text again. Write the number of the
specific information in paragraph that answers the questions. Then Students’
descriptions. -Teacher's guide -Brainstorming ask and answer the questions in pairs. note
• To write 3- Choose a future technology that will affect books
-Co- operative
informative/explanatory -Library our lives. Research and make notes about it
texts; introducing a topic, Structures: -learning using these ideas.
developing ideas and 4 Write a short report of around 100 words Student’s'
-Board - In future, -Discovery
providing a concluding about a future technology in your notebook. activity
driverless WB books 15m
statement. -Cassette -Role playing
Cars will change 1- Read and choose the correct answer.
• To correctly use
frequently confused words All of our Lives. -Individual 2- Put the paragraphs in this text about flying
-Flash cards cars in the correct order.
and phrases (pass/break a -Peer learning 3-Write four paragraphs in your notebook
law, etc.).
-Work groups about future homes. Research and make
notes using these ideas.
Oral questions
5m


students will be able to: No What do you think we will be able to do in Teacher’s
-Discussion
• review and practise -Internet new the future? preparation
structures of the unit -Student's book 1- Complete the sentences.
-Study circles
2- Read and complete the texts with will/won’t
-Workbook --Problem solving be able to.
3- Work in pairs. Choose a topic from below. Students’
-Teacher's guide -Brainstorming Tell your partner your predictions about the note
Structures: future. books
-Co- operative
-Library 4- Write five predictions about the future using
-learning your ideas from Exercise 3.
WB Student’s'
-Board -Discovery 1- Complete the crossword. activity
2- Tick the things that you think we will be able books 15m
to do in the future.
No -Individual 3- Now write sentences using the information
-Flash cards new from Exercise 2 and will/won’t be able to.
-Peer learning 4- This is the last unit of level 3. Write answers
Structures
.
-Work groups to these questions.
Assessment:
Written Exercises
-Pair work
5m


Lesson ( 1 ) SB Pages ( 64 )

students will be able to: Have you ever dreamt of travelling to space? Teacher’s 5m
No -Discussion
new book
• To identify the gist and -Inductive 1- Listen to the radio programme. What was
main ideas in short -Student's book vocabulary Sputnik 1 doing as it was orbiting the Earth? 15 m
-Study circles 2- Listen again. Are the sentences true (T) or
listening texts.
• To determine the main -Workbook --Problem solving false (F)? Correct the false sentences.
idea of a text and 3- Discuss these questions in pairs. Students’
explain how it is supported -Teacher's guide -Brainstorming 4- Read the newspaper article quickly. How note
many buildings were damaged in 2018? books
by key details. Structures: -Co- operative 5- Read the article again. Complete the
• To exchange opinions -Library
with peers; agree and -learning sentences in reported speech.
disagree with others.
- Revision of Assessment: Student’s'
-Board -Discovery Oral questions:
• To tell a story or recount language from activity
Written Exercises: books 15 m
an experience with -Cassette Units 10-12. -Role playing
appropriate facts and
relevant, descriptive -Individual
-Flash cards
details, speaking audibly in -Peer learning
coherent sentences. .
-Work groups
-Team teaching
-Pair work
5m
Home Assignment:SB page 64

Lesson ( 2 ) SB Pages ( 65 ) WB page 114-115

students will be able to: Do you like reading online news? Teacher’s
-Internet
To revise the -Discussion preparation
Presentation:
• To discuss topics providing vocabulary of Units -Inductive 1- Read the blog. Which jobs does the writer book 15 m
explanation and -Student's book 10-12 -Study circles
think robots will do for us in the future?
2- Read the blog again. Complete the sentences
clarification as needed. Structures: with will or won’t be able to.
• To determine the main idea -Workbook --Problem solving 3- Discuss the blog and anything more you
of a text and explain how it Students’
know about robots with a partner. Use some
is supported by key detail. -Teacher's guide - Revision of -Brainstorming of the expressions below.
note
• To write informative 4- Choose one of the new African cities you books
language from -Co- operative
/explanatory texts; -Library learnt about in Unit 12. Write a short blog
introducing a topic, Units 10-12. -learning about it.
developing ideas, and WB Student’s'
-Board -Discovery 1- Complete the table with these words. Can
providing a concluding activity 15 m
you add any words? books
statement. -Cassette -Role playing 2- Listen to a conversation. Are these
• To identify main idea(s) in sentences true (T) or false (F)? Correct the
longer listening -Individual false sentences.
-Flash cards
texts (both informative and -Peer learning 3- Read the article. Choose the correct words.
literary texts). 4- Read the text again and answer the questions.
-Work groups 5- Complete the sentences with the past perfect
form of the verbs in brackets.
-Team teaching Listen and complete the reported sentences.
Write a paragraph of about 110 words on
-Pair work how you think we will or won’t be able to use
technology in the future.
Assessment:
Oral questions: 5m
Written Exercises:
Home Assignment:WB page 114-115


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Third year prep

From From From From From From From From From

November Units 3 + Review A + Unit 4

January 2023 Review B + General Revision

March Unit 8 + 9 + Review C + unit 10

April Unit 11 + Unit 12

May Review D + General Revision

Teacher Senior teacher Supervisor Director

- Understanding a wider range of vocabulary.

Teacher Senior teacher Supervisor Director

Lesson ( 1 ) SB Pages ( 2 and 3 ) WB page 70

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Home Assignment:WB page 70

Teacher Senior teacher Supervisor Director

Lesson ( 2 ) SB Pages ( 4 and 5 ) WB page 71

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Teacher Senior teacher Supervisor Director

Lesson ( 3 ) SB Pages ( 6 and 7 ) WB page 72

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Lesson ( 4 ) SB Page ( 8 ) WB page 73

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Teacher Senior teacher Supervisor Director

Lesson ( 5 ) SB Page ( 9 ) WB page 74

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Teacher Senior teacher Supervisor Director

Lesson ( 6 ) SB Page ( 10 ) WB page 75

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Teacher senior teacher supervisor Director

Lesson ( 7 ) SB Page ( 11 ) WB page 76

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Home Assignment: WB page 76

Teacher Senior teacher Supervisor Director

Lesson ( 1 ) SB Pages ( 12 and 13 ) WB page 77

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Home Assignment:WB page 77

Teacher Senior teacher Supervisor Director

Lesson ( 2 ) SB Pages ( 14 and 15 ) WB page 78

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Teacher Senior teacher Supervisor Director

Lesson ( 3 ) SB Pages ( 16 and 17 ) WB page 79

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Teacher Senior teacher Supervisor Director

Lesson ( 4 ) SB Page ( 1 8 ) WB page 80

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Home Assignment: WB Page ( 80 )

Teacher Senior teacher Supervisor Director

Lesson ( 5 ) SB Page ( 19 ) WB page 81

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Teacher Senior teacher Supervisor Director

Lesson ( 6 ) SB Page ( 20 ) WB page 82

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Teacher senior teacher supervisor Director

Lesson ( 7 ) SB Page ( 21 ) WB page 83

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Home Assignment: WB page 83

Teacher Senior teacher Supervisor Director

Lesson ( 1 ) SB Pages ( 22 and 23 ) WB page 84

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Home Assignment:WB page 84

Teacher Senior teacher Supervisor Director

Lesson ( 2 ) SB Pages ( 24 and 25 ) WB page 85

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Teacher Senior teacher Supervisor Director