Day Lesson ( 1
) SB Page ( 2
Objectives By the end of the lesson students will be able to: • To talk about Egyptian inventions. • To read a web page about Egyptian inventions and answer questions. • To carry out an internet search about another great Egyptian invention.
Date
Period
Class
)
Teaching Aids -Data show -Internet -Student's book -Workbook -Teacher's guide -Library -Board -Cassette -Flash cards
Contact
New vocabulary:
glass beads - ink lighthouses papyrus for paper toothpaste ancient Egyptians
invent Chinese earliest beautifully
Structures: Adverbs • The ancient Egyptians liked to dress beautifully.
• The ancient Egyptians cleaned their teeth very well.
Strategies
Procedures Warm up and revision: What do you know about the lighthouse?
-Lecture -Discussion
-Study circles --Problem solving
1 Match the words and the pictures. Which things do you think Egyptians first built or invented?
1
-Co- operative -learning -Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
Teacher’s preparation book
Presentation:
-Inductive
-Brainstorming
Evidence
2
Senior teacher
5m 15 m
Students’ note books
Draw attention to the Objectives box on page 2, which refers to the objectives of the unit, and explain in Arabic if necessary. Now ask the students if they know of any Egyptian inventions. Draw their attention to the words in the box and drill pronunciation.
Student’s' activity books
15 m
2 Read the web page and check your answers to exercise 1. What other things did Egyptians invent?
Tell the students that they are going to find out their answer to the question in exercise 1.
3 -Now answer these questions Assessment: Oral questions Written Exercises
5m
Home Assignment: SB page 2 Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them
Teacher
Time
Supervisor
Director
Day Lesson ( 2 ) SB Page ( 3
Objectives By the end of the lesson students will be able to: • To use adverbs. • To talk
about things you do well, easily or badly.
) WB Page (
Teaching Aids -Data show -Internet -Student's book -Workbook -Teacher's guide -Library -Board -Cassette -Flash cards
2
Date
Period
Class
)
Contact
New vocabulary: carefully quickly easily happily slowly hard fast early late well
Structures:
Adverbs
-They worked more carefully than usual on that old building. -You can tell the time most accurately with this clock.
Strategies
Procedures
-Lecture
Warm up and revision:
-Discussion
Who invented paper?
-Inductive -Study circles --Problem solving -Brainstorming -Co- operative -learning -Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
Presentation:
1 Underline the adverbs in these sentences:
Ask the students to look at the picture and ask What can you see? (a lighthouse/ The ancient lighthouse of Alexandria) 2- Ask the students to read the example sentence and look at the underlined word. 2- Complete the sentences with the correct form of the words in brackets 1- Ask the students to read the example sentence. 2 -The students then complete the exercise individually before checking their answers in pairs. Then check the answers as a whole class. 3 -Complete these sentences with the comparative form of the word in brackets
Evidence
Time
Teacher’s preparation book
5m 15 m
1-
Students’ note books Student’s' activity books
15 m
4 -Talk about things you do well, easily or badly
Assessment: Oral questions Written Exercises
Home Assignment:WB page 2 Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them.
5m
Day Lesson ( 3 ) SB Page ( 4
Objectives By the end of the lesson students will be able to: • To
describe objects. • To listen to
a conversati on about measurem ents. • To ask
about and give measurem ents.
Date
Period
Class
)
Teaching Aids -Data show -Internet -Student's book -Workbook -Teacher's guide -Library -Board -Cassette -Flash cards
Contact
Strategies
Procedures Warm up and revision: which Egyptian inventions do you remember? Presentation:
New vocabulary:
-Lecture
ruler scales stopwatch tape measure How wide How heavy How long How tall How fast
-Discussion
Structures:
-Discovery -Role playing
-How fast does a plane go?
2- Which of the words from exercise 1 can you use to measure the following?
-Individual
- How heavy is (your bag)?
- Elicit the meaning of measure (find out the size, length, etc. of something). 3- Amal is flying to Aswan with her
-Work groups
-Inductive -Study circles --Problem solving -Brainstorming -Co- operative -learning
-Peer learning -Team teaching -Pair work
Evidence Teacher’s preparation book
15m
1- Ask the students to look at the
pictures and ask What can you see? Then ask them to look at the four words in the box and drill pronunciation. Note that scales in English are usually plural. 2- The students work in pairs to match the words with the pictures. Then check the answers as a whole class.
Students’ note books 15m Student’s' activity books
father to visit her uncle and his wife. Listen and answer the questions
4- Ask and answer Assessment:
5m
Oral questions Written Exercises
Senior teacher
5M
1 Match the words and the pictures
Home Assignment:SB page 4 Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them.
Teacher
Time
Supervisor
Director
Day Lesson ( 4
) SB Page ( 5 ) WB Page ( 3
Objectives By the end of the lesson students will be able to: • To describe
pictures using measurem ents.
Teaching Aids -Data show -Internet -Student's book -Workbook -Teacher's guide
• To ask and
answer about using a computer and the internet.
Contact New vocabulary: accurately carefully immediately safely facts How good Structures:
-How good are you with facts and figures?
-Board -Cassette -Flash cards
Strategies -Lecture -Discussion -Inductive -Study circles --Problem solving -Brainstorming -learning -Discovery -Role playing
Class
-Peer learning
discuss the questions in exercise 2. 2- Invite some ideas from the class.
-Pair work
Evidence
Warm up and revision: What do you know about using the internet? Presentation: 1 Match the measurements to the pictures and make sentences 1- Ask the students to look at the pictures and decide in small groups which of the measurements in the box might be used to describe each one, as in the example. Ask them in their groups to take turns asking and answering about each one. (How heavy is this baby? How tall is the Great Pyramid? How heavy is this car? How long is the Qasr El Nile Bridge?) 2- Check the answers as a whole class.
-Individual
-Team teaching
rules for using a computer
Procedures
2 Ask and answer 1 Ask the students to form new groups to
-Work groups
• To discuss
Period
)
-Co- operative
-Library
Date
Teacher’s preparation book
Student’s' activity books
15m
15m
3- Complete the rules for using the internet using these adverbs
4 -Discuss in pairs Assessment: Oral questions Written Exercises
Senior teacher
5m
Students’ note books
5m
Home Assignment: WB Page ( 3 ) Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them.
Teacher
Time
Supervisor
Director
Day
Review
SB Page (
Objectives By the end of the lesson students will be able to: • To review and practise the vocabular y and structures of the unit
•
To practise dictionary skills
6 ) WB Page ( 4
Teaching Aids -Data show
New vocabulary: No new vocabulary
-Lecture -Inductive -Study circles --Problem solving -Brainstorming
-Teacher's guide
-Co- operative
-Library -Board
Strategies -Discussion
-Internet
-Workbook
-learning
Structures:
-Discovery -Role playing
-Cassette -Flash cards
Period
Class
)
Contact
-Student's book
Date
No new
Structures
-Individual -Peer learning -Work groups -Team teaching -Pair work
Procedures Warm up and revision:
How often do you brush your teeth?
Presentation: 1 Complete the sentences 1 Elicit the inventions that the students have found out about in the unit. 2 Then ask the students to look at the words in the box and elicit their meanings. The students then complete the sentences in pairs. 3 Invite different students to read out the completed sentences.
Evidence Teacher’s preparation book
Student’s' activity books
2 Rewrite the sentences using adverbs 1 Ask the students for some examples of adverbs, including regular and irregular ones. 2 The students then complete the sentences with suitable adverbs and check their answers with a partner.
Supervisor
15m
15m
5m
Assessment: Home Assignment:. WB Page ( 4 ) 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.
Senior teacher
5m
Students’ note books
3 -Complete the questions and answers with these words.
Teacher
Time
Director
Day Lesson ( 1
Objectives By the end of the lesson students will be able to: • To read about
Teaching Aids -Data show -Internet -Student's book
-Teacher's guide
instructions for an experiment.
-Library -Board -Cassette
• To carry out
an internet search about objects that sink and float in water.
Period
Class
) SB Page ( 7 )
an experiment and answer -Workbook questions. • To sequence
Date
-Flash cards
Contact
Strategies
Procedures
New vocabulary:
-Lecture
Warm up and revision:
add float peel (v) peel (n) sink
-Discussion
Do you like science?
Structures:
-Brainstorming
Zero Conditional " If "
• If you put an orange into water, it floats on the water.
• If you peel the orange and then put it into the water, the orange sinks to the bottom.
Presentation:
-Inductive -Study circles --Problem solving -Co- operative -learning -Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
1 Look at the pictures. Which subject are the students studying? 1- Draw attention to the Objectives box on page 7, which refers to the objectives of the unit, and explain in Arabic if necessary. 2 -Ask the students to look at the set of pictures and discuss in small groups what they think is happening (an experiment) and which subject the pictures represent (science). 2 -Read about the experiment and put the pictures in the correct order
Evidence Teacher’s preparation book
Student’s' activity books
15 m
15 m
3 -Match the words and their meanings 4- Answer the questions - Ask the students to read the questions and
discuss the answers with a partner before they read the experiment in exercise 2 again. Invite some ideas from the class.
Assessment:
5m
Home Assignment:SB page 7 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
Senior teacher
5m
Students’ note books
Oral questions Written Exercises
Teacher
Time
Supervisor
Director
Day Lesson ( 2 ) SB Page ( 8
Objectives By the end of the lesson students will be able to: • To use the
zero conditional • To ask and
answer questions using if and when
) WB Page (
Teaching Aids -Data show
5
Contact
Strategies -Lecture -Discussion
-Workbook
feel ill warm become bottom add
-Teacher's guide
Structures:
-Student's book
-Library
Zero Conditional " If "
-
-Board -Cassette -Flash cards
-
-
Period
Class
)
New vocabulary:
-Internet
Date
If ice gets warm, it becomes water. When I’m tired, I go to bed. I go to bed when I’m tired. If it gets warm, does ice become water? Does ice become water if it gets warm?
Procedures Warm up and revision: When do you go to bed?
Presentation:
1 -Underline the verbs that follow if or when 1- Ask the students to look at the picture and
-Inductive -Study circles --Problem solving -Brainstorming -Co- operative -learning -Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
Time
Teacher’s preparation book
5m 15 m
say what it is (oil and water). Ask what they remember about mixing oil and water (oil floats because it is lighter than water). 2 -Then ask them to read the example sentence and the underlined words. Ask What tense are the underlined verbs? (present simple). Ask what else they notice, to elicit the words if/when at the beginning of the sentence.
2 -Match to make sentences
Evidence
Students’ note books Student’s' activity books
- Ask the students to look at the sentence
halves. Tell them that they have to match them.
3- Ask and answer questions with if/when
Assessment:
Oral questions Written Exercises 5m
Home Assignment:WB page 5 Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them.
Teacher
Senior teacher
15 m
Supervisor
Director
Day Lesson ( 3 ) SB Page ( 9
Objectives By the end of the lesson students will be able to: •
•
To listen and sequence instructions for an experiment To ask and talk about the sequence of events
Date
Period
Class
)
Teaching Aids -Data show
Contact New vocabulary:
-Teacher's guide
becomes fills happen heat need put Watch When
-Library
Structures:
-Internet -Student's book -Workbook
-Board -Cassette -Flash cards
Sequencing events First, pour/add/put (some water) … Now … Then/Next/After that, … Finally, … Asking about the sequence of events What do we do first/next/after that? What happens next/now? Why does this happen?
Strategies
Procedures
-Lecture
Warm up and revision:
-Discussion
When I feel ill, I ………………
-Inductive -Study circles --Problem solving -Brainstorming -Co- operative -learning -Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
Presentation:
1 -Complete the dialogue about another experiment
Evidence Teacher’s preparation book
Senior teacher
5M 15m
1 -Ask the students what they remember
about the experiment with the orange in Lesson 1. Ask what other experiments they have done in science lessons. 2 -Ask them to look at the two pictures and say what they think the experiment is. Tell them that they are going to find out. 2 -Match each verb to a picture - Ask the students to look at the pictures and say what is happening (an experiment with an egg, water and salt). Then refer them to the verbs in the box and check meaning.
Students’ note books 15m Student’s' activity books
3- Listen to an experiment and put the pictures in the order you hear them 4 -Ask and answer about the experiment in exercise 3
Assessment:
5m
Oral questions Written Exercises
Home Assignment:SB page 9 Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them.
Teacher
Time
Supervisor
Director
Day Lesson ( 4
) SB Page ( 10 ) WB Page ( 6
Objectives By the end of the lesson students will be able to:
• To talk about
Teaching Aids -Data show -Internet
science facts using the zero conditional.
-Student's book
• To learn about
-Teacher's guide
famous scientists.
• To write a
paragraph about a famous scientist.
-Workbook
-Library
Contact New vocabulary: scientist university famous for science study melt Structures: -Asking about famous scientist: scientist’s name and date of birth?
-Cassette -Flash cards
• Where did the •
Period
Class
)
• What was the
-Board
Date
scientist come from? What did the scientist do when he/she was young?
• How did the
scientist learn about science?
• What can we
Strategies -Lecture -Discussion -Inductive -Study circles --Problem solving -Brainstorming -Co- operative -learning -Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
Procedures
Evidence
Warm up and revision:
Do you want to be a scientist? Presentation: 1 Make four science facts using the zero conditional 1 -Ask the students to look at the pictures and say what they can see (colours, rice being cooked, clocks, ice). 2 -Put the students into small groups. Then ask them to read the four sets of prompts and match them to the pictures. 2 Match these people with the objects they are famous for. Then listen to check your answers 1- Ask the students to name some famous scientists or inventors and say what they are famous for. 2- Then ask them to look at the pictures and ask them to identify the objects (a = the internet, b = windscreen wipers,c = Xray, d = telephone).Ask if they know who invented them.
Teacher’s preparation book
Student’s' activity books
15m
15m
3- Project
Assessment: Oral questions Written Exercises
5m
learn about
Senior teacher
5m
Students’ note books
Home Assignment: WB Page ( 6 ) Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them.
Teacher
Time
Supervisor
Director
Day
Review
SB Page (
Objectives By the end of the lesson students will be able to: •
•
To review and practise the vocabulary and structures of the unit. To practise using ordinal numbers correctly.
11 ) WB Page ( 7
Teaching Aids -Data show
Contact New vocabulary:
Strategies -Lecture -Discussion
No new vocabulary
-Inductive -Study circles
-Workbook
--Problem solving
-Teacher's guide
-Brainstorming
-Library -Board
Structures: No new structure
-Cassette -Flash cards
Period
Class
)
-Internet -Student's book
Date
-Co- operative -learning -Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
Procedures Warm up and revision:
How often do you go to the science lab? Presentation: 1 Complete the sentences with these verbs 1- Brainstorm the verbs that the students
have learned in the unit to describe experiments. 2 -The students then complete the exercise in pairs. Check the answers as a whole class. 2- Write the sentences using the zero conditional 1 Elicit the form and use of the zero
Evidence Teacher’s preparation book
Time 5m 15m
Students’ note books Student’s' activity books
conditional. (If/When + present simple + , + present simple. It is used to say what always happens when a certain action takes place.) Ask the students to read the example sentence.
15m
3 -Complete the dialogue Assessment: Oral questions Written Exercises
5m Home Assignment:. WB Page ( 7 ) Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them.
Teacher
Senior teacher
Supervisor
Director
Day Lesson ( 1
Objectives By the end of the lesson students will be able to: • To ask and answer about forms of transport • To read about how people travel and answer questions • To carry out an internet search about the fastest plane in the world
) SB Page ( 12
Teaching Aids -Data show -Internet -Student's book -Workbook -Teacher's guide -Library -Board -Cassette -Flash cards
Date
Period
Class
)
Contact New vocabulary:
Electric electricity environment petrol technology instead of travel plan for bad for pollution Structures: The future with " will " - In the future, we will have small electric cars.
-cities will build more metro lines so people will be able to get around the cities quickly. -How will technology help us to travel in the future?
Strategies
Procedures
Evidence
Warm up and revision: What do you know about means of transport?
-Lecture -Discussion
Teacher’s preparation book
-Inductive
Presentation:
-Study circles
1- Ask and answer 1- Draw attention to the Objectives box on page 12, which refers to the objectives of the unit, and explain in Arabic if necessary. 2- Now ask the students to look at the picture and ask What can you see? (a train) 2 -Read the text and find all the forms of transport 1- Ask the students what they think the text might be about, and then ask them to read the question and scan the text quickly to find the answer. 2- Check the answer as a whole class. 3 -Complete the sentences with these words
--Problem solving -Brainstorming -Co- operative -learning -Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
Senior teacher
5m 15 m
Students’ note books Student’s' activity books
15 m
4 -Answer the questions
Assessment:
Oral questions: Written Exercises:
5m
Home Assignment:SB page 12 Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them
Teacher
Time
Supervisor
Director
Day Lesson ( 2 ) SB Page ( 13
Objectives By the end of the lesson students will be able to: • To use will and won’t for future predictions
) WB Page (
Teaching Aids -Data show -Internet -Student's book -Workbook -Teacher's guide
• To talk about ability and possibility
-Library -Board -Cassette -Flash cards
8
Date
Period
Class
)
Contact New vocabulary: technology petrol fast across desert younger hundred Structures: will and won’t for future predictions -My brother will be at university in France next year. He won’t be at home. *We can travel to Alexandria from Cairo by train. We can’t travel by boat. *Long ago, people couldn’t travel by plane.. *My brother’s learning to drive. Next year, he’ll be able to drive. *He won’t be able to buy a car because they are expensive.
Strategies
Procedures
-Lecture -Discussion -Inductive -Study circles --Problem solving -Brainstorming -Co- operative -learning -Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
Warm up and revision: Warm up and revision: What will the weather be like this afternoon? Presentation: 1 Underline the verbs. Tick the sentences that are about the future 1- Write predictions on the board and check the meaning. Ask them what kinds of things people make predictions about (e.g. stories the weather). Then ask the students to read the example and look at the underlined verbs. Ask When was this? (in the past) 2- Tell them to copy the sentences into their copybooks and underline the verbs, ticking the sentences that are about the future.
Evidence
Time
Teacher’s preparation book
5m 15 m
Students’ note books Student’s' activity books
2- Complete the sentences with these words - Ask the students to look at the words in the
box. Ask them to say which refer to the past (could, couldn’t), present (can, can’t) and future (will, won’t, won’t be able).
3 -Complete the sentences
Assessment:
Oral questions: Written Exercises
5m
Home Assignment: WB page 8 Self-Evaluation: (
Teacher
) 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.
Senior teacher
15 m
Supervisor
Director
Day Lesson ( 3 ) SB Page ( 14
Objectives
)
Teaching Aids
By the end of the lesson -Data show students will be able to: -Internet
• To make predictions about the future
• To
listen to people making predictions and answer questions
-Student's book -Workbook -Teacher's guide -Library -Board
Contact New vocabulary:
university skyscraper get better go skiing dark understand definitely Structures: Expressing certainty/uncertainty - Do you think
Strategies -Lecture -Discussion -Inductive -Study circles --Problem solving -Brainstorming -Co- operative -learning -Discovery
Procedures Warm up and revision: Do you think we will have underground cities? Presentation: 1 Read the questionnaire. What are your predictions about the future? 1 Ask the students to look at the picture in exercise 1 and ask What can you see? (an underground city) 2 Ask the students to read the first statement. Invite some opinions from the class and encourage the students to give reasons for their answers. 2 Listen to Salma and her sister Dina doing the questionnaire. Which two answers do they agree on?
Evidence Teacher’s preparation book
Teacher
Senior teacher
Supervisor
5M 15m
Students’ note books 15m Student’s' activity books
that we’ll -Role playing only read on 1- Tell the students that they are -Individual computers in the • To ask and -Flash cards going to hear Salma and her sister future? answer -Peer learning Dina doing the questionnaire in - No, that questions that exercise 1. -Work groups definitely express 2- Elicit phrases for agreeing and won’t certainty/unce -Team teaching disagreeing and tell them to listen out for happen. rtainty the two answers which the sisters agree on. -Pair work -That’s impossible. 3 Play the recording. - Perhaps (we 3 -Ask and answer about the following will/won’t be Assessment: able to Oral questions: …) Written Exercises: - I’m (not) a hundred Home Assignment: SB page 14 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. -Cassette
Time
Director
5m
Day Lesson ( 4 Objectives By the end of the lesson students will be able to:
• To read about transport in Egypt and answer questions • To use critical thinking skills to discuss travelling in the future
) SB Page ( 15 ) WB Page ( 9 Teaching Aids -Data show -Internet -Student's book -Workbook -Teacher's guide -Library -Board -Cassette
New vocabulary:
Strategies -Lecture
transport large ferry project billion dollars railway system international airport
-Discussion
Structures:
-learning
-Flash cards
-
Period
Class
)
Contact
-
Date
Do you think travel will be easier or more difficult in the future? Why?
-Inductive -Study circles --Problem solving -Brainstorming -Co- operative -Discovery -Role playing -Individual -Peer learning -Work groups
Do you think travel will be more expensive or less expensive in the future? Why?
-Team teaching -Pair work
Procedures
Evidence
Warm up and revision: What do you know about transport in Egypt? Presentation: 1 Are these sentences true (T) or false (F)? 1 Ask the students to look at the pictures and say what they can see (a Nile ferry, an old train, coaches, Cairo International Airport). Ask what kind of information they expect to be in the text. 2 Ask the students to read the text heading. Ask why they think transport is so important in a large country (e.g. because people want to travel to places far away quickly). 3 The students then read the text to check their ideas. Tell them not to worry about any words they don’t know at this point.
Teacher’s preparation book
Student’s' activity books
15m
15m
2-Critical thinking
- Ask the students to read the first question and elicit the forms of transport mentioned in the text. Check the answers as a whole class.
Home Assignment: WB Page ( 9 ) 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.
Senior teacher
5m
Students’ note books
Assessment: Oral questions: Written Exercises
Teacher
Time
Supervisor
Director
5m
Day
Review
SB Page (
Objectives By the end of the lesson students will be able to: • To review and practise the vocabular y and structures of the unit
•
To practise using articles.
•
To practise using sequencing words.
16 ) WB Page ( 10
Teaching Aids -Data show
New vocabulary: No new vocabulary
-Lecture -Inductive -Study circles --Problem solving -Brainstorming
-Teacher's guide
-Co- operative
-Library -Board
Strategies -Discussion
-Internet
-Workbook
-learning
Structures: No new
Structures
•
To practise using linking words although, because and so.
-Discovery -Role playing
-Cassette -Flash cards
Period
Class
)
Contact
-Student's book
Date
-Individual -Peer learning -Work groups -Team teaching -Pair work
Procedures Warm up and revision:
What do you want to be in the future? Presentation:
1- Match to make sentences 1- Elicit the forms and use of the future with will and won’t. 2- The students then match the sentence halves, as in the example. 2 Complete the sentences with these words 1- Ask the students which words and phrases are used to express ability and possibility in the past, present and future (could, couldn’t, can/can’ will/won’t, will/won’t be able to). 2- Then ask them to read the example answer and tell them that they have to complete the rest of the text with the words in the box.
Evidence Teacher’s preparation book
Student’s' activity books
3 - Complete the dialogue
Supervisor
15m
15m
5m
Assessment:
Senior teacher
5m
Students’ note books
Home Assignment:. WB Page ( 10 ) Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them.
Teacher
Time
Director
Day Lesson ( 1
) SB Page (
Objectives By the end of the lesson students will be able to: • To review and practise the vocabulary and structures of Units 10 –12
Date
Period
Class
17 )
Teaching Aids -Data show
Contact New vocabulary:
-Internet
No
-Student's book -Workbook
New vocabulary
-Board -Cassette -Flash cards
Structures:
New structures
Warm up and revision: What do you know about Michel Bakhum?
-Discussion
Presentation:
-Inductive -Study circles --Problem solving -Co- operative -learning
No
Procedures
-Lecture
-Brainstorming
-Teacher's guide -Library
Strategies
-Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
1 Look at the pictures. Which of these people do you think the text is about? 1- Tell the students that they are going to review and consolidate what they have learned in Module 4 in Review D. 2- Ask the students to look at the two pictures in exercise 1 and describe them (the 6th October Bridge in Cairo, the Cairo International Stadium). 3 The students decide which person they think the text is about. 2 Read the web page and check your answers to exercise 1 1- The students read the text quickly to check whether their answer to the question in exercise1was correct. 2- Check the answer as a whole class.
Evidence Time Teacher’s preparation book
Students’ note books Student’s' activity books
3 - Answer the questions
Assessment:
Oral questions: Written Exercises: Home Assignment:WB Page ( 17 ) Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them.
Teacher
Senior teacher
Supervisor
Director
Day Lesson ( 2
) SB Page (
Objectives
18
Period
Teaching Aids
Contact New vocabulary:
-Internet
No
-Student's book
New vocabulary
Strategies
Warm up and revision:
-Discussion
Do you remember Michel Bakhum?
-Inductive -Study circles --Problem solving
-Teacher's guide
-Brainstorming
-Board -Cassette -Flash cards
Structures:
-Co- operative -learning
No
New structures .
Procedures
-Lecture
-Workbook
-Library
-Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair wor
Presentation:
1- Listen and complete the sentences with adverbs 1- Ask the students to look at the picture and say where it is (in a city). Ask How will they cross the road? Quickly? Carefully? and then refer them to the example. 2- Then ask the students to read the rest of the sentences and predict which adverbs might complete them. 2 Match to make sentences 1- Ask the students to read the first halves of
Evidence Teacher’s preparation book
Students’ note books Student’s' activity books
the sentences. Tell them that the second part of each sentence tells about that something that happens all the time. 2- The students then complete the exercise in pairs. Check the answers as a whole class. 3- Complete the sentences with these verbs 4- Listen and put each word in the correct box
Assessment:
Oral questions: Written Exercises: . Home Assignment:SB Page ( 18 ) Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them.
Teacher
Class
)
By the end of the lesson -Data show students will be able to: -To review and practise the vocabulary and structures of Units 10 –12
Date
Senior teacher
Supervisor
Director
Time
Day
Lesson ( 1
Objectives By the end of the lesson students will be able to: • To ask and answer about foods which are good for you • To read a magazine page about health and answer questions
Date
Period
Class
) SB Page ( 19 )
Teaching Aids -Data show -Internet -Student's book -Workbook -Teacher's guide -Library -Board -Cassette -Flash cards
• To carry out an internet search about food and vitamins
Contact New vocabulary: health healthy vitamins protein fat sugar calcium carbohydrates contain dairy products energy Structures: Question tags
Strategies
Warm up and revision: How can you stay fit?
-Lecture -Discussion
Presentation:
-Inductive
1 -Ask and answer
--Problem solving -Brainstorming -Co- operative -learning -Discovery -Role playing -Individual -Peer learning
-She’s very friendly, isn’t she? Yes, she is.
-Pair work
-Work groups -Team teaching
Evidence Teacher’s preparation book
on page 19, which refers to the objectives of the and explain in Arabic if necessary.،unit 2- Now ask the students to work in small groups to brainstorm foods which they think are healthy or unhealthy. 2- Read the magazine page and check your answers 1- Ask the students to quickly look at the text. Ask where they think they might find this text (in a magazine). 2- Ask them to read the title and make predictions about what kind of information will be included in the article.
Senior teacher
5m 15 m
Students’ note books Student’s' activity books
15 m
3 -Answer the questions
- Ask the students to read the questions and
ask whether they can answer them from memory.
5m
Assessment:
Oral questions: Home Assignment: SB page 19 Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them
Teacher
Time
1- Draw attention to the Objectives box
-Study circles
-You’re in the basketball team, aren’t you?
-You like shopping, don’t you?
Procedures
Supervisor
Director
Day Lesson ( 2 ) SB Page ( 20
Objectives By the end of the lesson students will be able to: • To use question tags • To listen to and identify intonation in question tags • To ask and answer questions using question tags
) WB Page (
Teaching Aids -Data show -Internet -Student's book -Workbook -Teacher's guide -Library -Board -Cassette -Flash cards
13
Date
Period
Class
)
Contact New vocabulary: weather weekend table tennis Structures: Question tags -We aren’t late, are we? No, we aren’t.
Strategies -Lecture -Discussion -Inductive -Study circles --Problem solving -Brainstorming -Co- operative -learning
.
-You like nuts, don’t you?
-Discovery
- He speaks English, doesn’t he?
-Individual
-Ashraf doesn’t play football, does he?
-Work groups
-Role playing -Peer learning -Team teaching -Pair work
Procedures Warm up and revision: What's your favourite food? Presentation: 1-Underline the verbs in these sentences. Circle the subject
1- Ask the students to look at the picture and ask What can you see? (a person sleeping). 2- Ask the students to read the example sentence, and look at the underlined verbs and the circled words. 2 -Complete these sentences with a question tag. -1 Ask the students to look at the picture in exercise 2 and ask What can you see? (a girl painting). 2- Ask the students to read the example sentence and play the first part of the recording for them to listen for the intonation. 3- Complete the sentences with a question tag. Then ask and answer - Ask two students to read out the question and answer shown in the speech bubbles. Repeat several times with different students.
Evidence
Time
Teacher’s preparation book
5m 15 m
Students’ note books Student’s' activity books
15 m
Assessment:
Oral questions: Written Exercises Home Assignment:WB page 13 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.
5m
Day Lesson ( 3 ) SB Page ( 21
Objectives By the end of the lesson students will be able to: • To listen to a doctor giving advice • To use expressio ns for asking for and giving advice
Date
Period
Class
)
Teaching Aids -Data show -Internet -Student's book -Workbook -Teacher's guide -Library -Board -Cassette -Flash cards
Contact New vocabulary:
Strategies -Lecture
sports team- get fitadvice- exerciseincrease- bad forinstead of- alsostill- tastecompletely Structures: Asking for advice: -How can I get fit quickly? -What can I do?
-Discussion
Giving advice: -Why don’t you do some exercise every day? -Try doing ten minutes of exercise a day -What about eating some fruit when you’re hungry? -It’s a good idea to relax
-Role playing
-Inductive -Study circles --Problem solving -Brainstorming -Co- operative -learning -Discovery
-Individual -Peer learning -Work groups -Team teaching -Pair work
Procedures Warm up and revision: I want to live a healthy life, What should I do? Presentation:
Evidence Teacher’s preparation book
1- Ask the students to look at the three pictures in exercise 1 and say what they see (a = a boy watching other children play football; b = a girl looking at sweets; c = a boy in bed, looking tired). 2- Ask the students to look at the picture and read the speech bubble in situation a. Invite suggestions about what the boy should do.
15m
2- Listen to Doctor Sabrin giving more advice and check your answers to exercise 1
Students’ note books 15m Student’s' activity books
1- Tell the students to look at the picture of Doctor Sabrin, and tell them that they are going to listen to her giving advice to the people in the situations in exercise 1 2- Play the recording for the students to listen and check their answers to exercise 1. 3 -Listen again and complete the Functions box 4- Use these sentences to ask for and give advice using expression from the Functions box
5m
Assessment: Oral questions:
Senior teacher
5M
1- Match the situations with the advice
Home Assignment: SB page 21 Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them.
Teacher
Time
Supervisor
Director
Day Lesson ( 4
Objectives
) SB Page ( 22 ) WB Page ( 14
Teaching Aids
By the end of the lesson -Data show students will be able to: -Internet
• To read a text about why you should not smoke
-Student's book -Workbook -Teacher's guide -Library
Contact New vocabulary: breathe chemical contains lungs tobacco cigarettes smoking air
• To use question tags
-Flash cards
1- It doesn’t
-Board
smell nice, does it?
-Cassette
Period
Class
)
Structures:
• To discuss problems related to smoking
Date
2- We shouldn’t smoke, should we?
3- Cigarettes
aren’t cheap, are they?
Strategies -Lecture -Discussion -Inductive -Study circles --Problem solving -Brainstorming -Co- operative -learning -Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
Procedures
Evidence
Warm up and revision: Do you like sports? Presentation:
1- Match the words and their meanings
1- Ask the students to look at the picture and say what they can see (lungs in a human body). 2- Ask them to read the words in the box and check their meanings. Ask what they think the link between the words is (smoking). 2- Complete the text about why you should not smoke using words from exercise 1 1 Ask the students to look at the pictures and ask them why smoking is bad for our health (the first man smokes and can’t do exercise; the second man doesn’t smoke and he can do exercise). Encourage them to use the words from exercise1 in their answers.
Teacher’s preparation book
Time 5m 15m
Students’ note books
Student’s' activity books
15m
3 -Discuss in pairs
- Ask the students to work in new groups to
discuss the questions in exercise 3. 4 -Complete these sentences with question tags - Ask the students to look at the example and
say what the verbs are (is, isn’t).
Assessment:
5m
Oral questions: Written Exercises Home Assignment: WB Page ( 14 ) Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them.
Teacher
Senior teacher
Supervisor
Director
Day
Review
SB Page (
Objectives By the end of the lesson students will be able to: • To review and practise the vocabulary and structures of the unit • To practise using commas before question tags
23 ) WB Page ( 15
Teaching Aids -Data show
New vocabulary: No new vocabulary
-Lecture -Inductive -Study circles --Problem solving -Brainstorming
-Teacher's guide
-Co- operative
-Library -Board
Strategies -Discussion
-Internet
-Workbook
-learning
Structures:
-Discovery -Role playing
-Cassette -Flash cards
Period
Class
)
Contact
-Student's book
Date
No new
Structures
-Individual -Peer learning -Work groups -Team teaching -Pair work
Procedures Warm up and revision: Do you like healthy food?
Presentation: 1 Read and match 1- Elicit the foods and food groups the students have learned in this unit. 2- Ask the students to look at the foods on the left and ask them what they know about each item in the list. 2 Complete the sentences. Then ask and answer 1- Ask the students to look at the example answer in exercise 2. Ask why don’t is used in the question (because do is used in the question tag). 2- Go through each question tag and elicit the form needed in the first part of the sentence.
Evidence Teacher’s preparation book
Student’s' activity books
15m
15m
3 -Use the notes to give advice to Nabila about how to study
- Point to the picture and explain that the girl’s name is Nabila. Ask the students what they think she is doing (studying for her exams).
5m
Oral questions: Written Exercises Home Assignment:. WB Page ( 15 ) 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.
Senior teacher
5m
Students’ note books
Assessment:
Teacher
Time
Supervisor
Director
Day Lesson ( 1
Objectives By the end of the lesson students will be able to: • To match parts of the body with pictures • To read about health and exercise • To carry out an internet search about how fast the heart beats
) SB Page ( 24
Teaching Aids -Data show -Internet -Student's book -Workbook -Teacher's guide -Library -Board -Cassette -Flash cards
Date
Period
Class
)
Contact
Strategies
Procedures
New vocabulary:
-Lecture
Warm up and revision:
back brain eye heart knee skin teeth Unless prepare heart beat
-Discussion
Name some parts of your body. Presentation:
Structures: -Reflexive pronouns
*Amir will hurt himself. *Did you look at yourself in the mirror? The first conditional -If you don’t eat, you will be hungry. Unless you eat, you will be hungry.
-Inductive
-learning -Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
page 24, which refers to the objectives of the unit, and explain in Arabic if necessary 2- Now ask the students to look at the pictures. Call out each number in turn and elicit the parts of the body. 2- Read about health and fnd out why exercise is good for you 1- Ask the students to read the title of the text and predict in pairs what kind of information will be included. Then invite them to share their ideas with the rest of the class. 2- Ask the students to read the text and then discuss the answer in pairs. Tell them not to worry about any words they don’t know at this point.
Senior teacher
5m 15 m
Students’ note books Student’s' activity books
15 m
3- Are these sentences true (T) or false (F)?
Assessment:
5m
Oral questions: Written Exercises: Home Assignment:SB page 24 Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them
Teacher
Time
1- Draw attention to the Objectives box on
--Problem solving -Co- operative
Teacher’s preparation book
1- Match the parts of the body to the pictures
-Study circles -Brainstorming
Evidence
Supervisor
Director
Day Lesson ( 2 ) SB Page ( 25
Objectives By the end of the lesson students will be able to: • To use reflexive pronouns • To use the first conditiona l
) WB Page (
Teaching Aids -Data show
16
Contact
Strategies -Lecture
-Teacher's guide
Structures:
-Brainstorming
-Library
- Nobody helped me do the work. I did it myself.
-Student's book -Workbook
-Board -Cassette -Flash cards
Period
Class
)
New vocabulary: hurt mirror painting need a bath exams
-Internet
Date
.
-When I arrive, I’ll phone you. I’ll phone you when I arrive. -Will it be cold if you go to England? What will you do if you arrive late?
-Discussion -Inductive -Study circles --Problem solving -Co- operative -learning -Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
Procedures Warm up and revision: What do you know about your body parts?
Presentation:
1 -What do the underlined pronouns refer to? 1- Ask the students to look at the picture and
say what they can see (a doctor and a young patient). 2 -Then ask them to read the sentences and the underlined words. Ask them to work with a partner to discuss what they think the pronouns refer to.
Evidence
Time
Teacher’s preparation book
5m 15 m
Students’ note books
2- Now underline the verbs in these sentences - Ask the students to read the example
Student’s' activity sentence and look at the underlined verbs. books Elicit which tenses are used (present simple and future with will). 3- Complete the sentences with reflexive pronouns 1- Ask the students to read the example sentence and ask who herself refers to (Amal). 2- The students then complete the rest of the exercise in pairs. 4- Ask and answer questions using the first conditiona
15 m
Assessment:
Oral questions: Written Exercises
Home Assignment:WB page 16 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.
5m
Day
Date
Period
Class
Lesson ( 3 ) SB Page ( 26 )
Objectives
Teaching Aids
By the end of the lesson -Data show students will be able to: -Internet
• To learn vocabul ary for illnesses and injuries • To listen to a doctor talking to patients and complete some notes • To ask and talk about health problems
-Student's book -Workbook -Teacher's guide
Contact New vocabulary:
-Lecture
stay in bed toothache headache stomachache cold ankle
-Discussion
-Library
Structures:
-Board
What’s the matter? How do you feel? What happened to I feel hot/cold. I hurt my (ankle). My (arm/back/stomach) hurts. I’ve got toothache/a headache/a cold/a stomach-ache. you?
-Cassette -Flash cards
Strategies Presentation:
-Study circles --Problem solving -Co- operative -learning -Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
Evidence
Warm up and revision: How do you feel today?
-Inductive
-Brainstorming
Procedures
1 -What’ s t he m atter wi th thes e peopl e? Read and match 1- Ask the students to look at the pictures. Ask the students to identify where the people are (in a doctor’s waiting room). Call out a letter and invite ideas about what’s wrong with each person. 2- The students then work in pairs to read the problems and match them with the people in the pictures. 2- Listen to a doctor talking to her patients and complete the notes - Tell the students that they are going to listen to a doctor talking to her patients. Ask them to read through the notes and explain that they are going to listen and complete them. 3 -Take turns to be a doctor and a patient. Talk about health problems and give advice
Teacher’s preparation book
Senior teacher
15m
15m Student’s' activity books
Assessment: Oral questions: Written Exercises
Supervisor
5M
Students’ note books
Home Assignment: SB page 26 Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them.
Teacher
Time
Director
5m
Day Lesson ( 4
) SB Page ( 27 ) WB Page ( 17
Objectives By the end of the lesson students will be able to: • To talk about exercise and staying fit • To listen to instructio ns for exercises • To write instructio ns for exercises
Teaching Aids -Data show -Internet -Student's book -Workbook -Teacher's guide
Contact New vocabulary: bend hold lift stretch Touch knees toes
Strategies -Lecture -Discussion -Inductive -Study circles --Problem solving -Brainstorming -Co- operative -learning
Structures:
-Discovery -Role playing
-Cassette -Flash cards
Period
Class
)
-Library -Board
Date
No new structures
-Individual -Peer learning -Work groups -Team teaching -Pair work
Procedures
Evidence
Warm up and revision: Which jobs do you have to do in the house?
Presentation:
1 -Complete the sentences with these verbs 1 -Ask the students what they do to stay fit. 2 -Ask them to look at the text and pictures in exercise 1. Elicit that the pictures show different types of exercise. 2 -Listen to the instructions and put the pictures in the correct order - Ask the students to look at the pictures in exercise 2 and say what the person is doing in each one, using the vocabulary in exercise 1 (a = bending, b = stretching, c = bending, d = lifting, e = holding). You may need to teach them the word weight.
Teacher’s preparation book
Student’s' activity books
15m
15m
3- Project 1- Tell the students that they are going to write instructions for the exercises in the pictures in exercise 2. 2- First ask the students to look at the pictures in exercise 2. Elicit parts of the body and ask them to write a list. Ask them to add the verbs from exercise 1. 5m
Oral questions: Written Exercises Home Assignment: WB Page ( 17 ) 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.
Senior teacher
5m
Students’ note books
Assessment:
Teacher
Time
Supervisor
Director
Day
Review
SB Page (
Objectives By the end of the lesson students will be able to: • To review and practise the vocabulary and structures of the unit • To practise using hyphens in numbers and ages .
Date
Period
Class
28 ) WB Page ( 18 )
Teaching Aids -Data show
Contact New vocabulary:
-Lecture -Discussion
-Internet
No new vocabulary
-Student's book -Workbook
-Inductive -Study circles --Problem solving -Brainstorming
-Teacher's guide
-Co- operative
-Library -Board
Strategies
-learning
Structures:
-Role playing
-Cassette -Flash cards
-Discovery
No new
Structures
-Individual -Peer learning -Work groups -Team teaching -Pair work
Procedures Warm up and revision:
Do you like sports? Presentation: 1- Read and match
Evidence Teacher’s preparation book
students have learned in this unit. -2 The students complete the exercise in pairs, matching the body parts with their definitions, as in the example. 2 -Complete the sentences with reflexive pronouns -Elicit the reflexive pronouns and their use (myself, yourself, himself, herself, itself, ourselves, yourselves, themselves – these are used when the object is the same as the subject of the verb. They are sometimes used for emphasis). 3- Complete the first conditional sentences - Now ask the students to look at the picture in exercise 3 and tell you where they think the boy is (in England).
15m
Students’ note books Student’s' activity books
15m
4 -Complete the dialogue
Assessment:
5m
Home Assignment:. WB Page ( 18 ) 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.
Senior teacher
5m
1- Elicit the parts of the body that the
Oral questions: Written Exercises
Teacher
Time
Supervisor
Director
Day Lesson ( 1
Objectives By the end of the lesson students will be able to: • To ask and answer about saying safe in the kitchen. • To read a leaflet about saying safe in the kitchen and answer questions. • To carry out an internet search about the danger of pouring water on burning oil.
Date
Period
Class
) SB Page ( 29 )
Teaching Aids -Data show -Internet -Student's book -Workbook -Teacher's guide -Library -Board -Cassette -Flash cards
Contact New vocabulary:
Electric electricity environment petrol technology instead of travel plan for bad for pollution Structures: The future with " will " - In the future, we will have small electric cars.
-cities will build more metro lines so people will be able to get around the cities quickly. -How will technology help us to travel in the future?
Strategies
Procedures Warm up and revision:
-Lecture
Where do you sleep?
-Discussion
Presentation: 1- Match the words and the pictures 1- Draw attention to the Objectives box on
-Inductive -Study circles --Problem solving -Brainstorming -Co- operative -learning -Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
page 29, which refers to the objectives of the unit, and explain in Arabic if necessary. 2- Now ask the students to look at the picture in exercise 1 and ask What can you see? (A mother and two girls in the kitchen.)
2- Ask and answer 1- Ask the students to work in small groups to discuss the questions about the picture in exercise 1. 2- Then hold a short class discussion about what is happening, but do not confirm their answers at this point. 3- Now read the leaflet and check your answers to exercise 2 - Tell the students that they are going to find out whether their ideas for exercise 2 were correct.
Evidence Teacher’s preparation book
Student’s' activity books
15 m
15 m
4 -Choose the correct answer
Assessment:
5m
Home Assignment: SB page 29 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
Senior teacher
5m
Students’ note books
Oral questions: Written Exercises:
Teacher
Time
Supervisor
Director
Day Lesson ( 2 ) SB Page ( 30 ) WB Page (
Objectives By the end of the lesson students will be able to: • To use can, can't , must, mustn't for permission and obligation. • To discuss what you can, can't , must, mustn't
do at school.
Teaching Aids -Data show -Internet -Student's book -Workbook -Teacher's guide -Library -Board -Cassette -Flash cards
19
Date
Period
Class
)
Contact New vocabulary: technology petrol fast across desert younger hundred Structures: will and won’t for future predictions -My brother will be at university in France next year. He won’t be at home. *We can travel to Alexandria from Cairo by train. We can’t travel by boat. *Long ago, people couldn’t travel by plane.. *My brother’s learning to drive. Next year, he’ll be able to drive. *He won’t be able to buy a car because they are expensive.
Strategies -Lecture -Discussion -Inductive -Study circles --Problem solving -Brainstorming -Co- operative -learning -Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
Procedures Warm up and revision:
Does your mother say you can cook with her? Presentation:
1 -Underline the examples of can, must or mustn’ t and the verb that follows in these sentences 1 -Ask the students to look at the photo in exercise 1 and identify what it shows (a woman cooking in a kitchen). 2 -Ask the students to read the example sentence and look at the underlined verbs. Ask What does can mean in this sentence? 2- Complete the sentences with can, can’t , must or mustn’ t 1- Ask the students to read the example and ask why can is used (the person is asking permission). 2 -The students complete the exercise in pairs. Remind them to think about whether the speakers are asking for/giving permission or whether what they are saying is an obligation. 3 -What c an/ c an’t/ mus t/mustn’t y ou do at school?
Evidence
Time
Teacher’s preparation book
5m 15 m
Students’ note books Student’s' activity books
Assessment: Oral questions:
Home Assignment:WB page 19 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.
15 m
5m
Day Lesson ( 3 ) SB Page ( 31
Objectives
)
Teaching Aids
By the end of the lesson -Data show students will be able to: -Internet
• To make predictions about the future
• To
listen to people making predictions and answer questions
• To ask and answer questions that express certainty/unce rtainty
-Student's book -Workbook -Teacher's guide -Library -Board -Cassette -Flash cards
Home Assignment: SB page 31 Self-Evaluation: (
Teacher
Contact New vocabulary:
university skyscraper get better go skiing dark understand definitely Structures: Expressing certainty/uncertainty - Do you think that
we’ll only read on computers in the future? - No, that definitely won’t happen. -That’s impossible. - Perhaps (we will/won’t be able to …) - I’m (not) a hundred percent sure that (we will …) - I’m (not)
Strategies
Procedures
-Lecture
Warm up and revision:
-Discussion
Where can you catch a bus?
-Inductive -Study circles --Problem solving -Brainstorming -Co- operative -learning -Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
Presentation: 1- Answer the questions
Evidence Teacher’s preparation book
5M 15m
1- Ask the students to look at the photo and
ask What can you see? (a bus) 2 -Ask the students to read the first sentence and decide in pairs what the correct answers are. Check their answers and explain that these verbs are known as phrasal verbs. 2- Listen and put the pictures in the correct order - Ask the students to look at the pictures and say what they think is happening in each one. Tell them that they are going to listen to some conversations and find out. 3 -Listen again and answer the questions - Ask the students to read the questions and discuss them in pairs to see what they remember from the conversations.
Students’ note books Student’s' activity books
15m
4 -Take turns to ask for and offer help
Assessment:
Oral questions: Written Exercises
5m
) 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.
Senior teacher
Time
Supervisor
Director
Day Lesson ( 4
) SB Page ( 32 ) WB Page ( 20
Objectives By the end of the lesson students will be able to: • To read about transport in Egypt and answer questions • To use critical thinking skills to discuss travelling in the future
Teaching Aids -Data show -Internet -Student's book -Workbook -Teacher's guide -Library -Board
New vocabulary:
Strategies -Lecture
transport large ferry project billion dollars railway system international airport
-Discussion
Structures:
-learning
-
-Flash cards
-
Period
Class
)
Contact
-Cassette
Date
Do you think travel will be easier or more difficult in the future? Why? Do you think travel will be more expensive or less expensive in the future? Why?
-Inductive -Study circles --Problem solving -Brainstorming -Co- operative -Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
Procedures
Evidence
Warm up and revision:
How can we help to keep water clean? Presentation: 1- Read and match 1- Ask the students to look at the picture of the Nile river in the border, and ask them why the Nile is important. Ask what canals are and what they do. Then ask them to read the introductory paragraph and check their answers. 2- Ask the students to say what they can see in the pictures in the text (someone washing food, a noswimming sign). Ask them whether they know what diseases people can get from dirty water. Tell them that they are going to find out about a disease called bilharzia and how to avoid getting it. 3 -The students read the text. Tell them not to worry about any unknown words at this point.
Teacher’s preparation book
Senior teacher
5m 15m
Students’ note books Student’s' activity books
15m
2- Critical thinking
1- Ask the students to read the questions. 2 -Then ask them to work in pairs or small
groups to discuss the questions.
Assessment: Oral questions:
Home Assignment: WB Page ( 20 ) Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them.
Teacher
Time
Supervisor
Director
5m
Day
Review
SB Page (
Objectives By the end of the lesson students will be able to: • To review and practise the vocabulary and structures of the unit • To practise giving examples.
Date
Period
Class
33 ) WB Page ( 21 )
Teaching Aids -Data show
Contact New vocabulary:
-Internet
No new vocabulary
-Student's book -Workbook
Warm up and revision:
-Discussion
Presentation:
-Work groups -Team teaching
3- Complete the dialogues
-Pair work
box and decide whether they think they are used for asking for or offering help.
-Study circles --Problem solving
-learning
Structures:
-Role playing
-Cassette -Flash cards
-Discovery
No new
Structures
-Individual -Peer learning
Evidence
What other ways can you think of to stay healthy? Teacher’s
1- Complete the sentences with these words 1- Elicit what the students remember about staying safe in the kitchen and any related vocabulary. 2- Ask the students to look at the example answer, and then ask them to complete the rest of the exercise individually before checking their answers with a partner. 2- Complete the sentences with can, can’t , must or mustn’t 1- Elicit the modals for permission and obligation and when they are used (can/can’t for permission, must/mustn’t for obligation). 2 -Then ask them to look at the pictures and say what rule they think they represent.
-Inductive
-Co- operative
-Library
Procedures
-Lecture
-Brainstorming
-Teacher's guide
-Board
Strategies
preparation book
Student’s' activity books
15m
15m
- Ask the students to read the words in the
5m
Oral questions: Written Exercises Home Assignment:. WB Page ( 21 ) 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.
Senior teacher
5m
Students’ note books
Assessment:
Teacher
Time
Supervisor
Director
Day Lesson ( 1
) SB Page (
Objectives By the end of the lesson students will be able to: •To review and practise the vocabulary and structures of Units 13 –15
Date
Period
Class
34 )
Teaching Aids -Data show
Contact New vocabulary:
-Internet
No
-Student's book -Workbook
New vocabulary
-Board -Cassette -Flash cards
Structures:
Warm up and revision:
-Discussion
- You get up at six o’clock, don’t you?
New structures
Presentation:
-Inductive -Study circles --Problem solving -Co- operative -learning
No
Procedures
-Lecture
-Brainstorming
-Teacher's guide -Library
Strategies
-Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
1- Read and complete the magazine article with sentences 1– 5 1- Tell the students that they are going to review and consolidate what they have learned in Module 5 in Review E. 2 -Ask the students to look at the title of the text and the pictures. Ask them to predict what information the text might include. 2- Are these sentences true (T) or false (F)? -Ask the students to read the sentences and decide whether they think they are true or false without referring back to the text in exercise 1.
Evidence Time Teacher’s preparation book
Student’s' activity books
15m
3-Add question tags to the sentences in exercise 2. Then ask and answer
- Review the form and use of question tags (when the verb is positive, the question tag is negative; when the verb is negative, the question tag is positive; question tags are used to check and ask for information). Invite different students to provide some examples. 5m
Oral questions: Written Exercises: Home Assignment:SB Page ( 33 ) 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.
Senior teacher
15m
Students’ note books
Assessment:
Teacher
5m
Supervisor
Director
Day Lesson ( 2
) SB Page (
Objectives By the end of the lesson students will be able to: -To
review and practise the vocabulary and structures of Units 13 –15
35
To listen to and practise pronouncing words with ea that have different vowel sounds
Period
Class
)
Teaching Aids -Data show -Internet -Student's book
Contact New vocabulary: No
New vocabulary
Strategies -Lecture -Discussion -Inductive -Study circles
-Workbook
--Problem solving
-Teacher's guide
-Brainstorming
-Library
•
Date
-Board -Cassette -Flash cards
Structures:
-Co- operative -learning
No
New structures .
-Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair wor
Procedures
Evidence
Warm up and revision:
Some fats are healthy for eyes, aren’t they? Presentation: 1- Listen to some advice about studying for exams. Number the sentences in the order you hear them 1 -Ask the students to look at the picture in exercise 1 and elicit where the children are (at school). 2 -Ask the students what advice they would give someone who is studying to take an exam, for example, Take lots of breaks. 2-Make sentences using the frst conditional - Write the prompts for the example sentence on the board and construct the sentence together as a class.
Teacher’s preparation book
Time 5m 15m
Students’ note books Student’s' activity books
15m
3- Complete the sentences with reflexive pronouns 4- Listen and put each word in the correct box
Assessment:
Oral questions: Written Exercises: .
5m
Day Lesson ( 1
Objectives By the end of the lesson students will be able to: • To ask and answer about using modern technology. • To read a magazine article about mobile phones and answer questions.
Date
Period
Class
) SB Page ( 36 )
Teaching Aids -Data show -Internet -Student's book -Workbook -Teacher's guide -Library -Board -Cassette -Flash cards
• To carry out an internet search about the invention of the first computer.
Contact New vocabulary: Mobile phone internet voicemail size show popular battery Structures:
-as …………..as
Strategies
Procedures Warm up and revision: Who invented the computer?
-Lecture -Discussion
Presentation:
-Inductive
1- Ask and answer
-Study circles --Problem solving -Brainstorming -Co- operative -learning -Discovery
-more / less than
-Role playing
-the most / the least
-Individual -Peer learning -Work groups -Team teaching -Pair work
1- Draw attention to the Objectives box on page 36, which refers to the objectives of the unit, and explain in Arabic if necessary. 2 -Students stay in their current groups to discuss the question. 2 -Read the magazine article about mobile phones and fnd out when someone sent the frst text message - Ask the students to discuss in small groups what they know about mobile phones. Ask them when they think the first mobile was invented and what the first mobile phones looked like.
Evidence Teacher’s preparation book
Student’s' activity books
15 m
15 m
3 -Answer the questions
- Ask the students what else they remember
from the article. Then ask them to read the questions and discuss the answers in pairs without referring back to the text.
Assessment:
5m
Home Assignment: SB page S36elf-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
Senior teacher
5m
Students’ note books
Oral questions: Written Exercises:
Teacher
Time
Supervisor
Director
Day Lesson ( 2 ) SB Page ( 37 ) WB Page (
Objectives By the end of the lesson students will be able to: • To use ( not ) as ….as ………….. More / less The most / least
Teaching Aids -Data show -Internet -Student's book -Workbook
Period
Class
24 )
Contact New vocabulary: useful opinion laptop Structures:
Strategies
Procedures
-Lecture
Warm up and revision:
-Discussion
Do you a mobile phone?
-Inductive -Study circles --Problem solving -Brainstorming
-Teacher's guide
Structures:
-Library
-as …………..as
-Board
-more / less than
-Discovery
-Cassette
-the most / the least
-Role playing
-Flash cards
Date
-Co- operative -learning
-Individual -Peer learning -Work groups -Team teaching -Pair work
Presentation: 1 -Underline the comparative or superlative phrases 1- Ask the students to look at the picture and
Evidence
Time
Teacher’s preparation book
5m 15 m
ask What can you see? (A girl using a mobile phone.) 2- Elicit what they already know about comparatives and superlatives. Quickly go through the forms of some regular and irregular adjectives in their comparative and superlative forms. 2 -Rewrite the sentences to have the same meaning, using the words in brackets 1- Ask the students to read the example sentence and to consider the changes that have been made. 2 -Go through each of the sentences and elicit which adjective will be used in the rewritten sentences. 3- Make sentences with (not) as … as … ; more/ less than; the most/least
Students’ note books Student’s' activity books
Assessment:
Oral questions: Written Exercises Home Assignment:WB page 28 Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them.
Teacher
Senior teacher
Supervisor
Director
15 m
5m
Day Lesson ( 3 ) SB Page ( 31
Objectives By the end of the lesson students will be able to: • To listen to a conversation in a computer shop and answer questions. • To ask and talk about similarities and differences.
Date
Period
Class
)
Teaching Aids -Data show -Internet -Student's book -Workbook -Teacher's guide
Contact New vocabulary: Keyboard Mouse Printer Screen price
Structures: Asking about
Strategies -Lecture
Warm up and revision:
-Discussion
Do you have a computer?
-Inductive -Study circles --Problem solving -Brainstorming -Co- operative
-Library
similarities and differences.:
-Board
-Is the laptop the same -Discovery as the tablet?
-Cassette -Flash cards
Procedures
-learning
-Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
Presentation:
1- Match the pictures and the words 1- Ask the students to look at the picture and ask What can you see? to find out how much of the technology vocabulary in the box the students already know. 2- Then ask them to match the words with the items in the picture in small groups. 2 -Listen to the conversation in a computer shop. Does the man buy a computer, a laptop or a tablet? 1- Ask the students to listen and say what the man buys. Play the recording. 2Check the answer as a whole class. 3 -Listen again and answer the questions 4 -Choose two objects. Ask and answer about the similarities and diferences
Evidence Teacher’s preparation book
Student’s' activity books
Assessment:
5m
) 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.
Senior teacher
Supervisor
15m
15m
Home Assignment: SB page 31
Teacher
5M
Students’ note books
Oral questions: Written Exercises Self-Evaluation: (
Time
Director
Day Lesson ( 4
) SB Page ( 39) WB Page ( 25
Objectives By the end of the lesson students will be able to: • To ask and answer about problems in a pictures. • To discuss taking care of your possessions.
Contact New vocabulary:
-Student's book
rucksack seat briefcase so that
-Workbook
Structures:
-Internet
-Teacher's guide
1- Always keep your possessions with you.
-Library -Board
Period
Class
)
Teaching Aids -Data show
Date
2- Never leave
-Cassette -Flash cards
your bag open.
Strategies -Lecture -Discussion -Inductive -Study circles --Problem solving -Brainstorming -Co- operative -learning -Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
Procedures
Evidence
Warm up and revision: Do you have a rucksack?
Teacher’s preparation book
Presentation: 1- Ask and answer
discuss what is happening. (A girl is sitting on a bus with her rucksack next to her.) 2- Then ask them to find the objects in the box in the picture and ask different students to point to them. Ask what people carry in a briefcase (papers, documents). 2- Complete this advice about how to take care of your possessions - Ask the students who they think the man in the pictures is (he’s probably a tourist). Ask them what the problems might be (he has some expensive items on show, which a thief might try to steal). Ask them what the tourist could do to protect his possessions.
15m
Students’ note books Student’s' activity books
15m
3- Discuss in pairs
-Ask the students to discuss the question in
pairs. Ask them to consider public transport, the street, shops and so on, to decide which places they should be most careful in. 5m
Oral questions: Written Exercises Home Assignment: WB Page ( 25 ) 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.
Senior teacher
5m
1 - Ask the students to look at the picture and
Assessment:
Teacher
Time
Supervisor
Director
Day
Review
SB Page (
Objectives By the end of the lesson students will be able to: • To review and practise the vocabulary and structures of the unit • To practise using linking words too, also and in addition Correctly.
40 ) WB Page ( 26
Teaching Aids -Data show
New vocabulary: No new vocabulary
-Lecture -Inductive -Study circles --Problem solving -Brainstorming
-Teacher's guide
-Co- operative
-Library -Board
Strategies -Discussion
-Internet
-Workbook
-learning
Structures:
-Discovery -Role playing
-Cassette -Flash cards
Period
Class
)
Contact
-Student's book
Date
No new
Structures
-Individual -Peer learning -Work groups -Team teaching -Pair work
Procedures Warm up and revision: What have you learned in this unit?
Presentation: 1-Match the words and their meanings
Evidence Teacher’s preparation book
have found out about in the unit. 2- Then ask them to match the words and the definitions, as in the example. 2- Make sentences about these earphones using ( not ) as … as … ; more/l ess t han; the most/least and these words 1 -Elicit some examples of adjectives which could be used to describe the earphones in the pictures. Ask the students to compare their ideas with the adjectives in the box in exercise 2. 2- Then ask the students to compare the three sets of earphones, using each of the adjectives and the comparative and superlative phrases. 3Complete the text 4- Complete the dialogue with these words and phrases
15m
Students’ note books Student’s' activity books
Home Assignment:. WB Page ( 26 ) 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.
Supervisor
15m
5m
Oral questions: Written Exercises
Senior teacher
5m
1- Elicit the technologies that the students
Assessment:
Teacher
Time
Director
Day Lesson ( 1
Objectives
Teaching Aids -Internet
• To read a website about recycling and answer questions. • To carry out an internet search about recycling.
Period
Class
) SB Page ( 41 )
By the end of the lesson -Data show students will be able to: • To talk about what things are made of.
Date
-Student's book -Workbook -Teacher's guide -Library - Board
Contact New vocabulary:
blanket car tyre rubber recycle wood wool
Structures:
" made of " - A ruler is made of plastic.
-Cassette
-
-Flash cards
-
plastic is made from petrol. Most cars are made in Korea.
Strategies -Lecture -Discussion -Inductive -Study circles --Problem solving -Brainstorming -Co- operative -learning -Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
Procedures Warm up and revision: What is a ruler made of?
Presentation:
1 -Look at the pictures below and guess which material each object is made of 1- Draw attention to the Objectives box on page 41, which refers to the objectives of the unit, and explain in Arabic if necessary. 2- Now ask the students to look at the pictures in the text in exercise 2 and discuss in small groups what material they think each object is made of. 2 -Read the website and check your answers to exercise 1 1- Ask the students to read the title of the website and elicit the meaning of recycle. Ask them to use the pictures to help explain. 2- The students then read the text quickly to check their answers to exercise 1.
Evidence Teacher’s preparation book
Student’s' activity books
15 m
15 m
3- Are these sentences true (T) or false (F)? - Ask the students to read the sentences and
decide in pairs whether they are true or false, without referring back to the text.
5m
Oral questions: Written Exercises:
Home Assignment: SB page 41 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
Senior teacher
5m
Students’ note books
Assessment:
Teacher
Time
Supervisor
Director
Day Lesson ( 2 ) SB Page ( 42 ) WB Page (
Objectives By the end of the lesson students will be able to: • To use made of , made from and made in. • To ask and answer about classroom objects.
Teaching Aids
27
Date
Period
)
Contact
Strategies
Procedures
New vocabulary:
-Lecture
Warm up and revision:
-Discussion
Where does silk come from?
-Student's book
made of made from made in
-Workbook
Structures:
--Problem solving
-Teacher's guide
" made of " - A ruler is
-Brainstorming
-Data show -Internet
-Library -Board
-
-Cassette -Flash cards
-
Class
made of plastic. plastic is made from petrol. Most cars are made in Korea.
-Inductive -Study circles
-Co- operative -learning -Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
Presentation:
1 -Underline the examples of is/are made and the word that follows 1- Ask the students to look at the photo in exercise 1 and elicit what item of clothing they can see (jumpers). 2 -Ask the students to read the example sentence. Ask them what the form of the verb is (be in present simple + past participle). Ask which part of speech of is (a preposition). 2- Look at the pictures and complete the sentences with of, from or in 1- Ask the students to look at the pictures and say what the objects are (a desk, a hat, a bowl, a bag). 2 -Ask them to work in pairs to complete the descriptions. Remind them to refer to the Grammar box if necessary. 3 -Ask and answer about things in your classroom
Evidence
Time
Teacher’s preparation book
5m 15 m
Students’ note books Student’s' activity books
15 m
Assessment:
Oral questions: Written Exercises Home Assignment:WB page 27 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.
5m
Day Lesson ( 3 ) SB Page ( 43
Objectives By the end of the lesson students will be able to: • To talk
Teaching Aids -Data show -Internet
-Workbook -Teacher's guide
• To listen to a radio programme about where things are made and answer questions.
Period
Class
)
-Student's book
about countries and nationaliti es.
Date
-Library -Board -Cassette
Contact
Strategies
Procedures
New vocabulary:
-Lecture
Warm up and revision:
cotton cow gold leather oil sheep
-Discussion
Where is China? Presentation:
Structures:
Asking about and describing objects
-What is that like?
-Flash cards
-
• To ask about and describe objects.
It's made of plastic and it's Chinese.
-Inductive -Study circles --Problem solving -Brainstorming -Co- operative -learning -Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
-
How big is it?
1- Match the countries and the nationalities 1- Ask the students in the class what nationality they are. Drill pronunciation. 2- Ask them to look at the map and identify the countries. Elicit the nationalities of people from the countries. 2- Which countries from exercise 1 do you think these things come from? - Ask the students to look at the words in the box and work in pairs to decide where the things come from, using the countries in exercise 1. 3- Listen to a radio programme about where things are made and check your answers to exercise 2 4 -Listen again and choose the correct word
Evidence Teacher’s preparation book
Student’s' activity books
5 -Choose an object and describe it. Can your partners guess the object?
5m
Assessment:
) 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.
Senior teacher
Supervisor
15m
15m
Home Assignment: SB page 43
Teacher
5M
Students’ note books
Oral questions:
Self-Evaluation: (
Time
Director
Day Lesson ( 4
) SB Page ( 44 ) WB Page ( 28
Objectives By the end of the lesson students will be able to: • To match materials with where they come from. • To talk about what everyday objects are made of.
-Internet -Student's book -Workbook -Teacher's guide -Library
Contact
Strategies
New vocabulary:
-Lecture
cotton cow gold leather oil sheep
-Discussion
Structures: -What are they like?
-Board -Cassette
Period
Class
)
Teaching Aids -Data show
Date
-
-Flash cards
Where do they come from?
-Inductive -Study circles --Problem solving -Brainstorming -Co- operative -learning -Discovery -Role playing -Individual -Peer learning
-
How wide are they?
- What are they?
-Work groups -Team teaching -Pair work
Procedures
Evidence
Warm up and revision:
What's your shirt made of? Presentation:
1- Match the materials with where they come from
Teacher’s preparation book
say what they can see. 2 -Ask the students to work in pairs to discuss where the materials 1–4 come from. Then ask them to share their ideas with the rest of the class and confirm their answers.
15m
2- Name an everyday object. Say what it is made of
1- Put the students into small groups and ask them to take turns to name an everyday object for the rest of the group to say what it is made of. 2- Invite different students to name objects for the rest of the class to say what they’re made of. 3- Project -Tell the students that they are going to write about a material. Ask them to choose one of the materials they would like to write about. Make sure there is an even spread within the class. Assessment:
Students’ note books Student’s' activity books
Home Assignment: WB Page ( 28 ) 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.
Senior teacher
5m
1- Ask the students to look at the pictures and
Oral questions: Written Exercises
Teacher
Time
Supervisor
Director
15m
5m
Day
Review
SB Page (
Objectives By the end of the lesson students will be able to: • To review and practise the vocabular y and structures of the unit
• To practise using abbreviations for countries
45 ) WB Page ( 29
Teaching Aids -Data show
New vocabulary: No new vocabulary
-Lecture -Inductive -Study circles --Problem solving -Brainstorming
-Teacher's guide
-Co- operative
-Library -Board
Strategies -Discussion
-Internet
-Workbook
-learning
Structures:
-Discovery -Role playing
-Cassette -Flash cards
Period
Class
)
Contact
-Student's book
Date
No new
Structures
-Individual -Peer learning -Work groups -Team teaching -Pair work
Procedures Warm up and revision: Do you like pizza?
Presentation: 1- Choose the correct word 1 -Brainstorm the materials that the students have learned in the unit. 2 -The students then complete the exercise in pairs by choosing the correct words. Check the answers as a whole class. 2- Rewrite the sentences to have the same meaning, using made of, made from or made in 1- Elicit the difference between made of, made from and made in. 2 -Ask the students to read the example and complete the rest of the exercise in pairs. 3- Where do these objects come from and what are they made of? 1- Ask the students to look at the pictures and name the objects (a rug, a car, a toy, a ring, a scarf). 2 -Elicit the nationalities for each of the countries listed below the pictures a–e.
Evidence Teacher’s preparation book
Student’s' activity books
Home Assignment:. WB Page ( 29 ) 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.
Supervisor
15m
15m
5m
Oral questions: Written Exercises
Senior teacher
5m
Students’ note books
Assessment:
Teacher
Time
Director
Day Lesson ( 1
Objectives
Teaching Aids -Internet
•
To ask and answer about the news and newspapers . To read a magazine article about how a newspaper is made and complete sentences.
-Student's book -Workbook -Teacher's guide -Library
Contact
Strategies
New vocabulary:
-Lecture
newspaper reporter article headline print
-Discussion
Structures: The present simple passive
-Brainstorming
-Inductive -Study circles --Problem solving -Co- operative -learning
- Board
-Discovery
-Cassette
-Role playing
-Flash cards
-Individual -Peer learning -Work groups -Team teaching -Pair work
•
Period
Class
) SB Page ( 46 )
By the end of the lesson -Data show students will be able to: •
Date
To carry out an internet search about newspapers
Procedures Warm up and revision: Do you like reading newspapers?
Presentation: 1 -Ask and answer 1- Draw attention to the Objectives box on page 46, which refers to the objectives of the unit, and explain in Arabic if necessary. 2- Now ask the students to discuss in small groups whether they read newspapers and if not, how they find out about the news. Then ask different students to tell the rest of the class about the people in their group. 2 -Complete the sentences about a newspaper 1- Ask the students to read the sentences about a newspaper and the example. 2- The students then complete the sentences in pairs using the words in the box. Invite different students to read out the completed sentences.
3 4
Evidence Teacher’s preparation book
Student’s' activity books
-Read the magazine article about newspapers and put the pictures in the correct order -Complete the sentences with information from the article
Oral questions:
Supervisor
15 m
15 m
5m
Assessment:
Senior teacher
5m
Students’ note books
Home Assignment: SB page 46 Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them
Teacher
Time
Director
Day Lesson ( 2 ) SB Page ( 47 ) WB Page (
Objectives By the end of the lesson students will be able to: •
•
To use the present simple passive. To guess what sentences are about.
Contact
Strategies
Warm up and revision:
-Lecture
-Student's book -Workbook
Structures:
--Problem solving
-Teacher's guide
1- How are newspapers
-Brainstorming
-Library
made?
-Co- operative
-Board
2
-Inductive
often taken
-Discovery
-Flash cards
added to some of the articles. -After an article is written, the information is checked. 4-Newspapers are not
-Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
Evidence
Time
Teacher’s preparation book
5m 15 m
1- Point to the man in the photo in exercise 1
-Study circles
-learning
and they are
When was this school built? Presentation: 1- Underline the verbs in each sentence
-Discussion
-Photos are
-Cassette
3
Class
Procedures
New vocabulary: decide design ready
-Internet
Period
30 )
Teaching Aids -Data show
Date
and ask the students what he is reading (a newspaper). 2 -Ask the students to look at the underlined verbs in sentence 1 and elicit their forms (the present simple of be and the past participle of make). 2 -Rewrite the sentences using the present simple passive 1- Point to the people in the photo in exercise 2 and ask the students what they are taking photos of (the Suez Canal). 2- Ask the students to identify the verbs and tenses in each sentence in exercise 2. 3- Work in pairs. What are these sentences about? Ask two students to read out the dialogue shown in the speech bubbles. Then refer them to descriptions in sentences 1–4.
Students’ note books Student’s' activity books
Assessment:
Oral questions: Written Exercises
5m
Home Assignment:WB page 30 Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them.
Teacher
Senior teacher
15 m
Supervisor
Director
Day Lesson ( 3 ) SB Page ( 48
Objectives
•
To listen to a conversation about an invention.
and order sentences • To respond to informati on.
Teaching Aids
-Student's book -Workbook -Teacher's guide -Library -Board -Cassette
Contact New vocabulary: soil plough seeds hole
Structures: -That’s (good/bad)! Really?
Teacher
Strategies
Class
-Inductive -Study circles --Problem solving -Co- operative
-Oh dear. What a pity.
-Discovery -Role playing -Individual
-Flash cards
-How (interesting/amazing)!
-Peer learning -Work groups -Team teaching
-I can’t believe it!
-Pair work
Evidence
Do you like watching news on TV? Presentation: 1 -Ask and answer 1- Ask the students to look at the picture and
-Discussion
-Brainstorming
Procedures Warm up and revision:
-Lecture
-learning
say what they think it is. Refer them to the options a–c in question 1 and ask them again. 2- Ask the students to work in pairs to match the words in the box in question 2 to the numbered parts of the picture. 2- Listen to a conversation about the invention and check your answers to exercise 1
Teacher’s preparation book
1- Tell the students that they are going to
hear Tarek talking to his mother about the invention in exercise 1. Tell them to listen and check their answers. 2- Play the recording. Then check the answers as a whole class. 3 -Listen again and put the sentences in the order you hear them 4- Complete the sentences with your own ideas
15m
Student’s' activity books
Oral questions: Written Exercises
Supervisor
5M
15m
) 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.
Senior teacher
Time
Students’ note books
Assessment:
Home Assignment: SB page 48 Self-Evaluation: (
Period
)
By the end of the lesson -Data show students will be able to: -Internet • To ask and
answer about inventions.
Date
Director
5m
Day Lesson ( 4
) SB Page ( 49 ) WB Page ( 31
Objectives By the end of the lesson students will be able to: •
•
To read about farming in Egypt and answer questions. To use critical thinking skills to discuss why farming is important.
Teaching Aids -Data show -Internet -Student's book -Workbook
New vocabulary: shaduf crops irrigate what a pity Structures: No new
Structures
-Library
Strategies -Lecture -Discussion -Inductive -Study circles --Problem solving -Brainstorming -Co- operative -learning
-Board
-Discovery
-Cassette
-Role playing
-Flash cards
Period
Class
)
Contact
-Teacher's guide
Date
-Individual -Peer learning -Work groups -Team teaching -Pair work
Procedures
Evidence
Warm up and revision:
Teacher’s preparation book
What does a farmer do? Presentation: 1- Match the crops and the pictures 1- Ask the students to read the title of the article and look at the photos in the article. Ask them to identify what is shown in the photos (a farmer using a shaduf; a farmer using a machine to irrigate a field) and what kind of information they think will be included in the text. 2- Brainstorm a list of crops that are grown in Egypt. 2- Which of the words in blue in the text mean the following? - Ask the students to find the words in blue in the text. Ask them to work in pairs to read the context carefully and try to work out their meanings. Invite them to share their ideas.
Student’s' activity books
15m
15m
3- Work in pairs and do the following
- Ask the students to read the sentences and
check the meaning.
4- Critical thinking 5m
Oral questions: Written Exercises Home Assignment: WB Page ( 31 ) 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.
Senior teacher
5m
Students’ note books
Assessment:
Teacher
Time
Supervisor
Director
Day
Review
SB Page (
Objectives By the end of the lesson students will be able to: • To review and practise the vocabular y and structures of the unit
To practise using however to give a contrasting idea or view. •
50 ) WB Page ( 32
Teaching Aids -Data show
New vocabulary: No new vocabulary
-Lecture -Inductive -Study circles --Problem solving -Brainstorming
-Teacher's guide
-Co- operative
-Library -Board
Strategies -Discussion
-Internet
-Workbook
-learning
Structures:
-Discovery -Role playing
-Cassette -Flash cards
Period
Class
)
Contact
-Student's book
Date
No new
Structures
-Individual -Peer learning -Work groups -Team teaching -Pair work
Procedures Warm up and revision: What do you know about farming in Egypt?
Presentation: 1 -Complete the text
Evidence Teacher’s preparation book
exercise 1 and ask what it is (a newspaper) and what the article is about (the new Suez Canal). 2- Elicit the words that the students have learned about to describe parts of a newspaper. 2 -Rewrite the sentences in the present simple passive - Elicit the form and use of the present simple passive. (be + past participle. We use the present simple passive when we don’t know who does something, or when the action is more important than the person who does it.) 3 -Choose the correct words - Review the phrases for responding to information.
15m
Students’ note books Student’s' activity books
15m
4- Complete the sentences
Assessment: 5m
Home Assignment:. WB Page ( 32 ) 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.
Senior teacher
5m
1 -Ask the students to look at the picture in
Oral questions: Written Exercises
Teacher
Time
Supervisor
Director
Day Lesson ( 1
) SB Page (
Objectives By the end of the lesson students will be able to: •To review and practise the vocabulary and structures of Units 16 –18
Date
Period
Class
51 )
Teaching Aids -Data show
Contact New vocabulary:
-Internet
No
-Student's book -Workbook
New vocabulary
-Board -Cassette -Flash cards
Structures:
New structures
Warm up and revision: What do you remember about computers?
-Discussion -Inductive -Study circles --Problem solving -Co- operative -learning
No
Procedures
-Lecture
-Brainstorming
-Teacher's guide -Library
Strategies
-Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
Presentation: 1 -Read the magazine article and choose the correct words from a, b, c or d 1 -Tell the students that they are going to review and consolidate what they have learned in Module 6 in Review F. 2 -Ask them to read the title of the magazine article and look at the photo of the recycling bins and say what kind of information they think will be included.
2-Are these sentences true ( T ) or false ( F )? 1- Ask the students to read the statements
Evidence Time Teacher’s preparation book
Student’s' activity books
and discuss whether they think they are true or false without referring back to the text. 2- They then read the article again and check their answers. 3 -Check the sentences as a whole class, encouraging the students to correct the false sentences by reading out the part of the text which provides the answer.
Supervisor
15m
5m
Oral questions: Home Assignment:SB Page ( 50 ) 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.
Senior teacher
15m
Students’ note books
Assessment:
Teacher
5m
Director
Day Lesson ( 2
) SB Page (
Objectives
52
Date
Period
Class
)
Teaching Aids
Contact
Strategies
Procedures
Evidence
Time
By the end of the lesson students will be able to: -To review and
practise the vocabulary and structures of Units 16 –18.
To listen to and practise pronouncing the - d or -ed ending of regular past verbs.
-Data show -Internet -Student's book
New vocabulary: No
New vocabulary
-Lecture
Warm up and revision:
-Discussion
Where do you live?
-Inductive -Study circles
-Workbook
--Problem solving
-Teacher's guide
-Brainstorming
-Library
Structures:
-Co- operative -learning
•
-Board -Cassette -Flash cards
No
New structures .
-Discovery -Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
Teacher’s preparation book
Presentation: 1 -Which materials are these things usually made of? Choose as many answers as possible 1- Ask the students to identify the objects in the photo and what they can be made from (rucksacks; leather/plastic/cotton). 2 -Then ask the students to look at the material words in the box and say what objects can be made from them. 2- Listen to the conversation in a shop. What colour is the pen that Omar buys? 1- Play the recording for the students to listen for the answer. 2 -Check the answer as a whole class.
5m 15m
Students’ note books Student’s' activity books
15m
3- Listen again and complete the table 4 -Listen and put each word in the correct box
Assessment:
Oral questions: Written Exercises:
. 5m
Day Lessons ( 1 - 2
) SB Pages (
Objectives By the end of the Chapter students will be able to: • To learn about
Ted Hughes. •
•
•
55-57
-Student's book -Teacher's guide
To understand the background to the story.
-Library -Board
Contact
New vocabulary:
-Internet
Period
Class
)
Teaching Aids -Data show
Date
cliff stones climb shout hole trap .
Strategies -Discussion -Inductive -Study circles --Problem solving -Brainstorming -Co- operative -learning
-Role playing
To read Chapter 1.
-Individual -Peer learning
To make predict ions.
Warm up and revision: What can you see in these pictures? Presentation:
-Lecture
-Discovery
-Cassette
Procedures
-Work groups -Team teaching -Pair work
1 -Read about the writer and poet Ted Hughes and answer the question 1- Ask the students to read the question. Elicit/ teach the words poem and poet. Ask the students to look at the biography and find out what other things Hughes wrote in addition to poems (children’s books). 2- Draw a map of England on the board, with a dot to represent Cambridge.
Prereading activity
Ask the students to look at the picture and ask What can you see? What is the Iron Man doing? Who is the man in the car? How do you think he feels? What do you think is going to happen next?
Evidence The Reader Teacher’s preparation book
Teacher
Student’s' activity books
1- Match the words and the defnitions 1- Ask the students to look at the pictures and ask What can you see? (small items made from iron, and cliffs). 2 -Ask the students to cover the words on the left and read the definitions on the right.
Supervisor
15m
15m
5m
) 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.
Senior teacher
5m
Students’ note books
Home Assignment: Answer question on chapter 1 and read chapter 2. Self-Evaluation: (
Time
Director
Day Lesson ( 3 ) SB Page ( Objectives By the end of the Chapter students will be able to: •
•
•
To answer true/false questions about the story. To discuss what the farmers are planning for the Iron Man.
57
Period
Class
)
Teaching Aids -Data show
Contact
New vocabulary:
-Internet -Student's book -Teacher's guide -Library
Date
cliff stones climb shout hole trap
-Inductive -Study circles --Problem solving -Brainstorming -Co- operative -learning
-Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
To talk about the Iron Man’s character.
Warm up and revision: What do you know about Ted Hughes? Presentation:
-Lecture
-Discovery
-Cassette
Procedures
-Discussion
.
-Board
Strategies
3 -Are these sentences true (T) or false (F)? 1 -Ask the students to read the sentences and decide with a partner whether they are true or false, without referring back to the text. 2- Ask the pairs to share their ideas. Then ask them to read the text again carefully to confirm their answers. 4 -Read the quotation and answer the question - Ask the students to work in small groups to
summarise the chapter, without referring back to the text. Then invite different students to summarise different parts of the story.?
Evidence The Reader Teacher’s preparation book
Teacher
5m 15m
Students’ note books Student’s' activity books
15m
5 -Think of three words to describe the Iron Man
6- Critical thinking
- Ask the students to read the questions and think about them individually, referring back to the text if necessary. 5m
Home Assignment: Answer question on chapter 1 on page 57 and read chapter 2 Self-Evaluation: (
Time
) 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.
Senior teacher
Supervisor
Director
Day
Date
Period
Class
Lessons ( 1 - 2 ) SB Pages ( 58 - 59 )
Objectives
Teaching Aids
-Data show By the end of the chapter students will be -Internet able to: • To read the
next part of the story. •
To talk about what has happened to the Iron Man.
Contact New vocabulary:
-Student's book -Teacher's guide
fox fence follow lamp full of scrap metal yard
-Board
Strategies
Presentation:
-Inductive --Problem solving -Brainstorming -Co- operative
-Flash cards
-Role playing -Individual -Peer learning -Work groups -Team teaching
Evidence Time The Reader
Ask students to look at the picture and ask What can you see? Where is the Iron Man? Who are the people? What are they doing? Do you think they are happy or sad? How do you think the Iron Man feels?
Teacher’s preparation book
1- Complete the sentences
- Ask the students to look at the words in the
Students’ box and ask them to work with a partner to note discuss what they think they refer to in the story. Invite different pairs to share their ideas. books Then ask them to find the words in the text on page 58 and check their answers. Student’s' activity 2-Answer the questions books
15m
3-Put the events into the correct order
-Pair work 5m
Home Assignment:Answer question on chapter 2 and read chapter 3. Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them.
Teacher
5m 15m
Prereading activity
-Study circles
-Discovery
To put the events of the story into the correct order.
What do you remember about chapter 1?
-Discussion
-Cassette
•
Warm up and revision:
-Lecture
-learning
•To answer reading comprehension questions.
Procedures
Senior teacher
Supervisor
Director
Day
Date
Period
Class
Lesson ( 3 ) SB Pages( 59 )
Objectives
Teaching Aids
Contact
Strategies
Procedures
Evidence
Time
-Data show By the end of the chapter students will be -Internet able to:
•
To discuss the Iron Man’s eating habits.
-Student's book -Teacher's guide -Board
•
To learn adjectives to describe feelings
New vocabulary: fox fence follow lamp full of scrap metal yard .
-Lecture -Discussion -Inductive -Study circles --Problem solving -Brainstorming -Co- operative -learning
-Cassette
-Discovery
-Flash cards
-Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
Warm up and revision:
Why did they want the Iron Man to stop eating the cars and tractors?
The Reader
5m 15m
Presentation: 4- Read the quotation and answer the Teacher’s preparation question 1- Invite a volunteer to read out the quotation. book 2- Then ask the class to work in small groups to discuss the question.
3- Invite different groups to share their ideas and discuss them as a class.
5 -Find two examples in the text that show Hogarth is brave 6- Critical thinking 1- Read through the questions with the class,
Students’ note books
Student’s' making sure they understand them. Explain activity that the answers to the questions are not in the books text, but they can refer to the text for clues if they wish. 2- Put the students into groups of three of four to discuss the questions. Remind them to give reasons for their answers. Monitor as the students are working. Make sure that all students are taking part.
15m
5m
Day
Date
Period
Class
Lessons ( 1 - 2 ) SB Pages ( 60 - 61 )
Objectives
Teaching Aids
-Data show By the end of the chapter students will be -Internet able to:
•
•
•
To read the next chapter of the story. To answer questions about what happened next.
Contact New vocabulary:
-Student's book -Teacher's guide
star unusual earth wing tail rocket
-Board
Strategies
Warm up and revision:
-Lecture
What animal did Hogarth want to catch?
-Discussion
Presentation: Prereading activity
-Inductive -Study circles
1- Ask the students to look at the picture. Ask
--Problem solving -Brainstorming -Co- operative -learning
-Cassette
-Discovery
-Flash cards
-Role playing -Individual
To answer questio ns on Chapte r 3.
Procedures
What is the creature? (a dragon) Where is it? (in the sky) Who else is in the picture? (the Iron Man) What time of day do you think it is? (nighttime). Why? (because it is dark and we can see stars and the moon). 2- Then ask them to work in small groups to predict what they think might happen next in the story. Then invite different groups to share their ideas. Tell them that they are going to read the next chapter to find out.
1 -Match the words and their definitions
-Peer learning
- Write the words on the board and ask elicit
-Work groups
2- Answer the questions
-Team teaching -Pair work
their meanings.
Evidence Time The Reader
15m Teacher’s preparation book
Students’ note books
Senior teacher
15m
Student’s' activity books
-Ask the students to read the questions and
discuss them with a partner before checking the answers by referring back to the text. 3- Are these sentences true (T) or false (F)? - Ask the students to read the sentences and discuss whether they are true or false in pairs.
5m
Home Assignment:Answer question on chapter 3 and read chapter 4. Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them.
Teacher
5m
Supervisor
Director
Day Lesson ( 3 ) SB Pages ( 60 - 61
Objectives
Date
Period
Class
)
Teaching Aids
Contact
Strategies
Procedures
Evidence
Time
-Data show By the end of the chapter students will be -Internet able to:
•
•
To intensively study one part of the story. To discuss the test that the Iron Man gave the dragon.
-Student's book -Teacher's guide -Board
New vocabulary: star unusual earth wing tail rocket .
-Lecture -Discussion -Inductive -Study circles --Problem solving
Warm up and revision: Where did the dragon land?
Presentation:
4- Read the quotation and answer the questions 1- Ask the class to read the quotation and
-Individual
questions and check they understand them. 2- Ask the class to work in small groups to discuss the questions. Encourage them to give reasons for their answers. Monitor as they are working, helping if necessary. 3- Ask the groups to join together with another group and share their ideas. Then hold a short class discussion.
-Peer learning
5- Critical thinking
-Work groups
to discuss the questions. Encourage them to give reasons for their answers. 2- Invite a confident student to give their answers to one of the questions for the rest of the class to decide which question they are answering (model the activity first if necessary). Then ask the rest of the class to offer their own opinions. Repeat the activity for the remaining questions.
-Brainstorming -Co- operative -learning
-Cassette
-Discovery
-Flash cards
-Role playing
-Team teaching -Pair work
The Reader
1- Ask the class to work in different groups
5m 15m
Teacher’s preparation book
Students’ note books 15m Student’s' activity books
5m
Day Lessons ( 1 - 2 ) SB Page (
Objectives
•
•
To discuss the moral of the story.
Teaching Aids
-Teacher's guide
Contact New vocabulary:
go back frighten ground show hero sing
-Board
Warm up and revision:
How do you think the story ends? Presentation: Prereading activity
-Discussion -Inductive -Study circles --Problem solving -Brainstorming -Co- operative -Discovery
-Flash cards
-Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
To discuss the importanc Home Assignment: Answer question on chapter 4.
Procedures
-Lecture
-Cassette
•
Teacher
Strategies
-learning
To answer comprehen sion questions about Chapter 4.
Self-Evaluation: (
Period
Class
62 )
-Data show By the end of the chapter students will be -Internet able to: • To read the -Student's book
final instalment of the story.
Date
Evidence Time The Reader
15m
Ask the students to look at the picture and ask Teacher’s What can you see? What is the Iron Man preparation doing? Who is the man in the car? How do you think he feels? What do you think is going book to happen next?
1- Put the events into the correct order 1- Ask the students to read the sentences and
decide in pairs which order they go in. 2 -They should then check their answers by referring back to Chapter 4.
Students’ note books
2- Answer the questions
1- Ask the students to read the questions. Ask Are the answers in the text? (no). 2- Ask the students to discuss their ideas with a partner. Monitor as they are working, helping where necessary. Then ask the students to form new pairs and to share their ideas. 3- Choose students to tell the class what they think, and to give reasons for their answers.
Supervisor
15m
Student’s' activity books
5m
) 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.
Senior teacher
5m
Director
Day Lesson ( 3 ) SB Page (
Objectives By the end of the chapter students will be able to: • To discuss
the story in more detail. •
To write a review of the story.
62
Date
Period
Class
)
Teaching Aids -Data show -Internet -Student's book -Teacher's guide - Board
Contact
New vocabulary: go back frighten ground show hero sing .
Strategies -Lecture -Discussion -Inductive -Study circles --Problem solving -Brainstorming -Co- operative -learning
-Cassette
-Discovery
-Flash cards
-Role playing -Individual -Peer learning -Work groups -Team teaching -Pair work
Procedures Warm up and revision: What do you think John Clay wanted to do with all the gold?
Presentation:
4- Read the quotation and answer the question
1- Ask the students to read the quotation and discuss the question in small groups. 2- Invite the groups to share their ideas with the rest of the class. 3 -Then have a short class discussion about how it might be possible to stop people becoming thieves and criminals.
Evidence The Reader
5m 15m
Teacher’s preparation book
Students’ note books
Writing activity
Give the students the following questions and ask them to write a report about the whole story: What is the story about? [Students should write four or five sentences.] What is your favourite part? [Students should write two or three sentences.] Are you going to tell your friends to read it? [Students should write one or two sentences] How many stars do you want to give it? [1, 2, 3, 4 or 5]
Time
15m Student’s' activity books
5m