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The Mission Of The School-The school administration is pleased to announce theschool educational mission to achieve the best educationalresults. The school has a group of distinguished teachersspecialized in all fields. They have the necessary efficiencyand experience.

-We work to create an Islamic generation that believes inour country. A generation that works hard to achieve theaims of the country. A generation that puts the interests ofthe country in the first place.

-A generation that is committed to the morals, customs andgood behaviour of the society.

-We aim at creating a generation that acquires skills,knowledge and scientific trends through the school activitiesthat support positive behaviour to be able to catch up withthe international scientific development.

Our Point Of View-We believe that our school should be the pioneer. We allwork along the same lines. We have a well-prepared teamthat believes in traditional values and the continuity anddevelopment of education that aim at creating a generationthat is able to succeed in life.

-We believe that education is a great responsibility. Webelieve that although our work is very hard, it is wonderfuland creative. We are very happy to do our work.

-We believe that distinction in our hard work depends ondeveloped methods, interesting performance andinternational criteria, so our school should be equipped with

the highest standard apparatus accompanied by goodperformance.

-We believe that there should be a creative staff that isinterested in everything new. A staff that is wonderful inperforming a great role resulting from the eternal intentionof sincerity and good will.

-We believe that our students are good by nature andtalented through our care. They are able to create. Theiraims are to succeed in life and realize God's contentment.

-We believe in debate and discussion through our openchannels with all parties. We value and respect all views andsuggestions. We are keen to accept all that is reasonable andapplicable.

-Our hopes and aspirations are limitless. We believe thatothers can't achieve what we can really do, depending onGod. We will reach our aims through patience and industry.

-We believe that reaching the summit is something great. It'sa real achievement.

Objectives of Teaching English as a Foreign Languagein the Preparatory Stage

* General Aims:1.a : To acquire and develop the four language skills integratively.1.b : To help the students communicate in English within the limited

scope of the number of hours allocated to the course.1.c : Consequently, learning the first foreign language may be

considered as a basis the students can build on at a later stage.* Specific Aims:2.a : To enable the students to understand the lexical items, syntactic

structures, phonological features and functional items they areexposed to within the limits of what they have acquired.

2.b : To enable the students to express themselves orally in Englishthrough the use of simple expressions and sentences, taking intoaccount the correct pronunciation.

* The Four Skills:Teaching will aim at acquiring and developing all skills in an integrated way for mostof the time.3.a : Listening:

-Distinguishing sounds and words.-Understanding a limited range of vocabulary items.-Understanding simple sentences, questions, instructions anddirections and responding to them.

-Understanding a wider range of vocabulary.-Understanding different forms of questions.-Identifying topics of situational dialogues.

3.b : Speaking:-Producing words and sentences.-Producing short utterances.-Taking part in simple dialogues.-Producing questions and answers.-Re-telling a story.-Making simple requests.-Telling a story or dramatizing it as a play.

3.c : Reading:-Identifying a range of vocabulary items.-Responding appropriately to simple sentences and shortparagraphs.-Scanning and skimming texts for information.-Answering questions on a text.

3.d : Writing:-Completing and constructing simple sentences.-Writing a letter following instructions.-Writing a paragraph by answering questions or any other kind of guidance.

Monthly Distribution of EFL Syllabus ٢٠١٥/ ٢٠١٤العام الدراسي توزیع منھج اللغة اإلنجلیزیة

First Term

Month Hello! English - Year OneStudent's Book & Workbook

September Units ( 1 & 2 )October Units ( 2, RA, 4 & 5 )November Units ( 6 , RB , 7 & 8 )December Units ( 9 , RC , 10 , 11 & 12 )January ( 2015 ) RD & Practice Tests

First Term

Month Hello! English - Year TwoStudent's Book & Workbook

September Units ( 1 & 2 )October Units ( 2, RA, 4 & 5 )November Units ( 6 , RB , 7 & 8 )December Units ( 9 , RC , 10 , 11 & 12 )January ( 2015 ) RD & Practice Tests

First Term

MonthHello! English - Year Three

Student's Book &Workbook

The Reader

September Unit 1 Chapter 1October Units ( 2 , 3 & RA) Chapters ( 2 & 3 )November Units ( 4 , 5 , 6 & RB) Chapters ( 3 cont. & 4 )December Units ( 7 , 8 & 9 ) Chapters ( 4cont. & 5 )January ( 2015 ) RC & Practice Tests Chapter 5 cont.

1

Unit

1 New people

New peopleLESSON 1 SB Page 1 WB page 1

Aims : I help ss to : revise and extend ways of expressing personal details revise the verb to be : present simple and past simple

Teaching aids : Board – chalk – cassette……………………………………….

Review :* what's your name ?* where do you live ?

warm up ( before using the book ):I ask ss to say sentencesabout themselves

My name's ……………Ilive in …….etc …

PresentationSB EX ( 1): "Listen and complete."SB EX ( 2) :"Ask and answer ."WB EX ( 1) :"Finish the following dialogue with these words."WB EX ( 2): " Read and complete about yourself"

Key structure : statements and questions with to be in thepresent and past simple.( How old ) are you …..? I am ….(Where were you …….? I was …..( What is you ………..) My……is…….Key vocabulary :first name , last nameFunctions : Giving and asking for personal info.

Talking about the past and presentSkills : Listening for details

Asking for and giving personal info.Class organization : Whole class , pairs , individualsHome fun : write three sentences about yourselfEvaluation : …………………………………………….

……………………………………………

Date class PER

2

Unit

1 New people


Aims : I help ss to : revise and extend voc.: countries and languages revise has got revise days of the week learn to describe language features


Review :* where are you from ?* what language do you speak ?

warm up ( before using the book ):I write on the board:Today is …………..yesterday was ……...tomorrow is…….etc

PresentationSB EX ( 3): "Read and complete."WB EX ( 3) :"Read and complete the table ."WB EX ( 4): " Write about yourself"

Key structures :present simple : is / are ( not ), speaks, has gotKey vocabulary :Japan , Japanese , Turkey, Turkish ,( first ) language ,Grammar, pen friend , spelling

Functions : Describing language featuresTalking about where you are from

Skills : Scanning text for key informationWriting notes of details from written textDescribing languages

Class organization : Whole class , pairs , individuals

Home fun : imagine you are from ( Japan , turkey……)And write 3 sentences about yourself

Evaluation : …………………………………………….……………………………………………

Date class PER

3

New peopleLESSON 3 SB Page 3

Date class PER

Unit

1 New people

New people

Aims : I help ss to : Revise have got revise telling the time revise days of the week


Review :* what is today ? where are you from ? what language do people in ( Japan ) speak ?

warm up ( before using the book ):I draw a clock on the boardand ask ss to tell the time

PresentationSB EX ( 4): "Write the times."SB EX ( 5):” Listen and complete “SB EX ( 6):”Ask and answer “

Key structures :have got , has gotWhat time have you got ……..?What subjects have you got on ( Sat. ) at ( 9 O’clock )Key vocabulary :break ( n ) lesson , science , timetable

Functions : talking about the school daytalking about a timetabletelling the time

Skills : Listening for details

Talking about and reading timetables** Writingtimes

Class organization : Whole class , pairs , individualsHome fun ………………………………………………………………………………………………………………………Evaluation : …………………………………………….

4

Unit

1 New people


Aims : I help ss to : Revise the present cont.


Review :* what is the time now ?What time have you got ( science ) today?

warm up ( before using the book ):What are you doing now ?are you reading a book , running , sleeping ……etc

PresentationSB EX ( 7): "What are they doing."SB EX ( 8):” Now read and match “WB EX ( 5):”read an answer “WB EX ( 6):” Look at the pictures and complete thesentences”Key structures :present cont.

He is ……ing

She is not ……ingWhat is he / she ….ing

Functions : Describing what is someone is doingSkills : Matching words with pictures

Asking and answering about someone’s actions

Class organization : Whole class , pairs , individualsHome fun ……………………………………………………

…………………………………………………………………Evaluation : …………………………………………….

……………………………………………

Date class PER

5

Unit

1 New people


Aims : I help ss to : Review the language of the unit Practise ordering words alphabetically.


warm up ( before using the book ):revise the alphabetwhole class , groups , pairs

PresentationDo it yourself : “alphabetical order “Review :” to be “ is was “ / have / has got “

Key structures :review struc. From lessons 1 - 4

Functions : Giving personal detailsDescribing the school dayDescribing what someone is doing

Skills : Writing letters and words in alphabetical order

Class organization : Whole class , pairs , individualsHome fun ……………………………………………………

…………………………………………………………………Evaluation : …………………………………………….

……………………………………………

Date class PER

6

Unit

2 New classes


Aims : I help ss to : Learn to ask for help Ask and say where places are in a school Revise words and expressions of locations

Teaching aids : Board – chalk – cassetteMaps ………………………………….

Review :* what's are you doing now ( Ali – Samy ….etc.) ?

warm up ( before using the book ):I draw a simple plan of theschool on the board then ask students to write the names of therooms , eg. Sports hall / library etc….

PresentationSB EX ( 1): "Listen and read the rhyme."SB EX ( 2) :"read and match ."SB EX ( 3) :"ask and answer ."WB EX ( 1): " find six school words"WB EX ( 2): " read and write the names"

Key structure :- Classroom 2B is next to /opposite thelibrary.-is Classroom 2B next to /opposite the library. ?- Excuse me , where is …..?Key vocabulary :head teacher – instructions – science lab –sports hall - toiletFunctions : Asking for helpAsking for and giving locations of places in a buildingSkills : Listening to and saying a rhymeMatching words and picturesAsking and answering about locationClass organization : Whole class , pairs , individualsHome fun : where is the playground ?Evaluation : …………………………………………….

……………………………………………

Date class PER

7

Unit

2 New classes


Aims : I help ss to : Revise the imperatives Understand and give positive and negative commands Extend their voc.& verbs

Teaching aids : Board – chalk – cassette………………………………….

Review :* excuse me. Where is the library ?

warm up ( before using the book ): ask the SS to say the rhyme from the previous lesson

again ask SS to tell you what they can see in the classroom

PresentationSB EX ( 4): "Listen and number."WB EX ( 3): " Match the pictures and sentences"

Key structure :- Stand up and walk to the boardDon’t stand up !

Key vocabulary : pick up - take outFunctions : Giving and carrying out instructions

Skills : Listening for sequence of actionsListening for instructions


Home fun : how can I prepare tea ?Evaluation : …………………………………………….

……………………………………………

Date class PER

8

Unit

2 New classes


Aims : I help ss to : Revise the present continuous Talk about dreams


Review :* are you playing tennis now ?Am I drawing a picture now ? what am I doing ?

warm up ( before using the book ): I give some instructions e.g. stand up - sit down – take

out your books .Presentation

SB EX ( 5): "Read and answer."SB EX ( 6) :"ask and answer ."

WB EX ( 4): " complete the dream in the past "WB EX ( 5): " Now write this dream in the past"

Key structure :- I’m ……v ingYou we they are ………v…ing(What / where / why ) is he /she ….v…ing ?

Key vocabulary : dream – idea -lionFunctions : describing and asking about dreamsSkills : scanning for detailAsking and answering questions about a written text


Home fun : Describe what your family members are doing ?Evaluation : …………………………………………….

……………………………………………

Date class PER

9

Unit

2 New classes


Aims : I help ss to : Revise the past simple Understand a dialogue about a day at school


Review :* Where are you going this evening ?

warm up ( before using the book ): What lessons did you have yesterday ? Who was your teacher for ( science ) last year ?

PresentationSB EX ( 7): "Listen, read and say ."SB EX ( 8) :"ask and answer the questions ."

Key structureI / He was ……:-I /he hadI / He metI / He couldn’t( How /Why ) was he …….?( who / which / what )did he have …..?

Key vocabulary : anyoneFunctions : reporting and asking about past eventsSkills : scanning for detail

Reading and answering comprehension questionsAsking and answering questions about a text


Home fun : Where did you go yesterday ?Evaluation : …………………………………………….

……………………………………………

Date class PER

10

Unit

2 New classes


Aims : I help ss to : Practise asking for help in the classroom Review the language presented in the unit


Review :* what are you doing now ? and what were you doingat the same time yesterday ?

warm up ( before using the book ): I write the word SCHOOL on the board and ask SS to

write all the words connected to school on the board

PresentationDo it yourself : “Match the sentences and answers “Review :” remember :- instructions / what someone did “

Key structure :- Review structures from lesson 1 - 4

Functions : Giving instructions Describing location Asking for help in the classroom Reporting past events

Skills : Matching appropriateresponses to questions


Evaluation : …………………………………………….……………………………………………

Date class PER

11

Unit

3 Family, home and work


Aims : I help ss to : Revise the present simple Revise and extend their voc. Of families Learn and practise is / are called

Teaching aids : Board – chalk – cassetteA chart of a family ………………………………….

Review :* what did you study last period ?

warm up ( before using the book ):I draw a simple picture ofthe familythis is ( Samy ) .He is my ( brother ) etc ….

PresentationSB EX ( 1): "Listen and match."SB EX ( 2) :"Talk about Soha’s family ."WB EX ( 1): " Choose the correct pair"WB EX ( 2): " Write sentences "

Key structure :- she /He is married / singleshe /He is called ……she /He’s got …..sons / daughters.Soha’s grandfather

Key vocabulary :daughter – grandfather – grandmother –single – son wifeFunctions : describing family relationshipsSaying what people are calledSkills : Listening to detailScanning for detailTalking about a familyClass organization : Whole class , pairs , individualsHome fun : What is your mother’s sister ?

What is your father’s father ?Evaluation : …………………………………………….

……………………………………………

Date class PER

12

Unit



Aims : I help ss to : Revise and extend their voc. Jobs and work Revise the present simple Listen , read and talk about people and their jobs


Review :* my father’s brother is my ………etc ?

warm up ( before using the book ):I ask ss what is my job,they say a teacher , then I ask them about the jobs they know ,I write these jobs on the board

PresentationSB EX ( 3): "Listen and complete."SB EX ( 4) :"match the questions and answers ."

Key structure :- she /He lives / works in / atWhere does he work ?What is he called ?What is his job ? He is a ……

Key vocabulary :businessman – clinic, housewife, post office,Postman, sales assistant, tourist companyFunctions : Describing and asking about working lifeSkills : Listening to details

Taking notes from a spoken textAsking and answering about work

Class organization : Whole class , pairs , individualsHome fun : What is your father’s job ?

What job would you like to have in the future ?Evaluation : …………………………………………….

……………………………………………

Date class PER

13

Unit



Aims : I help ss to : Revise the present simple Describe work Say what job they want to have

Teaching aids : Board – chalk – cassetteCharts of men of different jobs

………………………………….Review :* who helps us when we are ill ?

warm up ( before using the book ):what’s your uncle’s job?Where does he work ?

PresentationSB EX ( 5): "Listen and write the names."WB EX ( 3): " Match the pictures with jobs"WB EX ( 4): " Ask and answer "

Key structure :- she lives in ……He works at ……They fix / sell / make …….What do you want to be when you leave school ?I want to be ….Key vocabulary :baker - bakery – deliver – postman ,secretary , sell, useFunctions : describing jobsAsking for and giving personal preferencesSkills : Reading for specific informationMatching pictures with sentencesAsking and answering about personal preferencesClass organization : Whole class , pairs , individualsHome fun : What’s your mother’s job ?where does she work ?What does she do ?Evaluation : …………………………………………….

……………………………………………

Date class PER

14

Unit



Aims : I help ss to : Revise the present simple Extend their voc. About health care.


Review :* what does a ( carpenter ) do ?

warm up ( before using the book ): Qs about doctors:-where doctors work?-what do they do ?- who wants to be a doctor ? why ?

PresentationSB EX (6): "Listen and answer."SB EX (7): "Make sentences about doctor Khaled."WB EX ( 5): " Read the following and then answer thequestions"WB EX ( 6): " Write questions using the words in brackets "

Key structure :- he works / lives in / at ……Where does he work?What time does he work ?What time does he …… ?He gets up / starts work at …..o’clock .He likes …. Because he …..Key vocabulary :clinic , examine , medicine , patient , X-rayFunctions : describing a doctor’s routine in detailExplaining preferencesSkills : scanning for detailReading and answering comprehension questionsMaking sentences from promptsClass organization : Whole class , pairs , individualsHome fun : why do you go to a doctor ?Evaluation : …………………………………………….

……………………………………………

Date class PER

15

Unit



Aims : I help ss to : Review and consolidate the language

presented In the unit Practise orering words alphabetically

Teaching aids : Board – chalk………………………………….

Review: where does your father work ?

warm up ( before using the book ):

I give the ss an idea about the two excercises they are going todeal with

PresentationDo it yourself : “put the words in a alphabetical order “Review :” family members , jobs “

Key structure :-Review the structures from lessons 1 –4

Functions : describing family relationshipsDescribing and asking about a jobTelling a partner about your hopes / dreamsSkills :writing the words in a alphabetical order


Evaluation : …………………………………………….……………………………………………

Date class PER

16

Unit

4 How tall are you?

New peopleLESSON 1 SB page 18

Aims: Learners will• revise comparative and superlative adjectives• compare and describe people's height, weight and age• learn and practise units of measurement

Structures:She weighs... kilograms. She is... tall. She is...years old. How old/tall are you?

New vocabulary:age, centimetre, gram, height, kilogram, light (adjective,opposite of heavy) measure, metre, weigh, weight

Functions:Comparing and describing peopleAsking for and giving your weight, age andheight

Skills:Listening for detailScanning for detailDescribing, asking and answering about thepersonal details for oneself and others

Class organisation:Whole class, pairs, individuals

Before using the book:• Ask four or five students of varying heights to stand in a line

at the front of the class.Ask the class to compare the pupils using comparative andsuperlative adjectives. Give them an example first. (AH istaller than Omar)

Date class PER

17

Unit

4 How tall are you?

New peopleLESSON 2 WB page 12 SB page 19

Aims: Learners will• revise and extend their vocabulary: numbersStructures:She weighs ... kilograms. She is ... tall.She is ... years old. How old/tall are you?

New vocabulary: millionFunctions:

Expressing quantitiesSkills:

Listening for detail Matching numbers andwords. Recognizing and saying numbers up to1 million


Before using the book:• Remind the students of height, weight and age

by writing on the board and asking a volunteer to comein and fill the information about him or herself.

Date class PER

18

Unit

4 How tall are you?

New peopleLESSON 3 SB page 20 WB page 13

Aims: Learners will• revise comparative and superlative adjectives• compare and describe vehicles' height, weight and age• learn and practise units of measurementStructures:It weighs ... kilograms.It is... tall.It's ... years old.How old/tall/heavy/long is it?What is the slowest vehicle?This car is the fastest...This plane is slower than ...

New vocabulary:kilometre, length, tonne, vehicle

Functions:Describing and comparing the age, size, height, weight andspeed of vehicles Answering questions about the length andweight of vehicles

Skills:Listening for specific information Talking about the differencesbetween vehicles


Before using the book:• Bring in cut-out pictures of a car, a plane or a ship, or simply put

the words on the board.• Tell the students that these are called vehicles and write it on the

board. Explain to them that these are means of transport. Askwhich they think is heaviest? Which do they think is fastest?

Date class PER

19

Unit

4 How tall are you?

New peopleLESSON 4 SB page 21 WB Page 14

Aims: Learners will• practise using questions about size and dimension with how• practise saying and reading units of measurement• practise hearing and understanding numbersStructures:How heavy/wide/high/'old/long is it? It weighs ...

New vocabulary:high, lake, mountain, wide

Functions:Describing and comparing places Asking for and givingmeasurements, ages and dimensions

Skills:Reading, predicting the answers to andanswering questions about the dimensionsof placesReading and solving a puzzleAsking and answering questions about thedimensions of placesListening for specific informationListening for numbers


Before using the book:• Bring in some photographs of St. Catherine's Mountain, Lake Nasser,

the River Nile, Ibn Tulun Mosque and the Great Pyramid at Giza.• Ask the class to identify them.• Ask the students questions with How.., for example, How long is

the River Nile?• Encourage pupils to guess, but do not confirm or give them the correct

answers. (These questions form a part of the listening in the lesson.)

Date class PER

20

Unit

4 How tall are you?


Aims: Learners will• review and consolidate the language presented in the unit• practise using context clues to identify the meaning of words

Structures:Review structures from lessons 1- 4.

New vocabulary:

far, second (noun), without

Functions:Describing people, places and objects Asking for and giving

information about dimensions and age

Skills:Reading and understanding meaning from

context

(Other skills practised here are dependent on

which activities are chosen for the review.)


Before using the book:• For this lesson, ask the students to prepare three multiple choice

questions about a landmark of their choice using questions with 'How

Date class PER

21

Unit

5 Things we can do


Aims: Learners will• revise can to express ability• revise and extend vocabulary: verbs of the senses• ask and say what someone can do

Structures:1/He/She/We can ... Can you ...?

New vocabulary:fit, smell, taste

Functions:Asking for and giving information about your abilities

ikills:Asking and answering about ability


Before using the book:• Revise can and can't. Ask the students to

respond with yes or no. Say Birds can fly. (Yes) Dogs canread. (No) Get the students to correct the statement to Dogscan't read. Do the same with: Horses can talk. Cows can fly.Cars can swim.

Home assignment : SB p28Self Evaluation

Date class PER

22

Unit

5 Things we can do


Aims: Learners will• practise and extend their use of questions with How +

adjective• revise and practise can• express opinions and ideas with / think

Structures:How far/long/fast... can camels ...? I think camelscan ....

New vocabulary: litre, untilFunctions:

Asking about and saying extent and amount. Describinga camel

Skills:Listening for detailAsking and answering about extent andamountsPredicting answers to written questionsExpressing facts about ability


Before using the book:Before the students open their books, ask them Howold/tall/heavy are you?Draw a camel or put a picture of a camel on the boardand ask what it is. Elicit any information students haveabout camels.

Date class PER

23

Unit

5 Things we can do

New peopleLESSON 3 page 25 WB page 16

Aims: Learners will• revise could• learn was able• practise using sense verbs see, taste, etc.• practise guessing meaning from context

Structures:She could... She could not... She wasable ...

New vocabulary: blind, Braille, deafFunctions:

Describing past abilitySkills:

Skimming and scanning a text forinformationAnswering written comprehension questionsUnderstanding new words from their context


Before using the book:• Revise the sense verbs; taste, touch, hear, smell, see. Ask

the students to mime them as you say them.• Revise can and could. Ask if students can write, read and

speak English. Then ask them if they could do thesethings when they were two years old.

Date class PER

24

Unit

5 Things we can do


Aims: Learners will• learn and practise will be able to• revise vocabulary: health care

Structures:What will we be able to do? (I think) We'llbe able to ...

Functions:Speculating about the future

Skills:Listening for specific information Asking aboutthe future Expressing opinions


Before using the book:• Write on the board When I was 5,1 could

(walk), and When I was 5,1 couldn't (read).Read and drill with the class. Ask the class for otherpossibilities to finish the sentences.

• Write on the board When I was 6,1 could... / When Iwas 6,1 couldn't... and the same for a selection of ages.

Ask the students to complete the sentences orally to theclass or in small groups so they are true for them

Date class PER

25

Unit

5 Things we can do


Aims: Learners will• review and consolidate the language presented

in the unit

• learn about English vowels

Structures:

Review structures from Lessons 1- 4.

Functions:Talking about ability in the past, present and future

Skills:Identifying vowels

(Other skills practised here are dependent on

which activities are chosen for the review.)

Class organisation:

Whole class, pairs, individualsHome assignment : SB p28

Self Evaluation

Date class PER

26

Home assignment: SB p28Self Evaluation :

Unit

6 Time to see Egypt


Aims: Learners will• revise analogue time• revise will• understand a spoken timetable of future events

Structures:Will with positive statements, questions and answers

New vocabulary:advertisement, Bedouin village, timetable, travel

Functions:Asking and answering about time

Skills:Listening for correct order of information Understanding aspoken timetable Making notes of details from spoken textsAsking and answering about the times of future events

Class organisation:Whole class, pairs, individualsBefore using the book:

• Tell the students that the phrase time to (do something) isquite common. We use it when we want something to happennow, rather like when we say let's (do something). Forexample, if you wanted to leave at this moment, you mightsay to someone you were with, Time to go.

• Explain that the texts used in this unit are taken fromadvertisements for a package holiday in Egypt. It is the sortof holiday where the tourist pays one price to haveeverything arrangedby a tour operator: the nights, hotel bookings, transport,pleasure trips, etc.

Date class PER

27

Home assignment : SB 18Self Evaluation :

Unit

6 Time to see Egypt


Date class PER

28

Unit

6 Time to see Egypt


Aims: Learners will• extend their range of adjectives• understand a written timetable of future events• revise will

Structures:Will with positive statements Use ofadjectives

New vocabulary:advertisement, airport, comfortable, fabulous,famous, temple, treasures, valley

Functions:Understanding a description of a holiday Describingplaces and things with adjectives

Skills:Skimming texts for gist Scanning texts for keyinformation Making notes of details from writtentexts


• Revise will and key vocabulary from SB page 28.Ask the students what the tourists will do tomorrowat certain times: What will the tourists

Home assignment : SB p30 WB p19Self Evaluation

Date class PER

29

Unit

6 Time to see Egypt


Aims: Learners will• write a simple timetable• understand a spoken timetable of future events• revise will• revise use of by with means of transport

Structures:Will with positive statements Use of adjectives

New vocabulary:bus station, e-mail, go back, Science Museum, visitor

Functions:Inviting someone to visit you Expressing plans inwriting

Skills:Listening for gistListening for detailMaking notes of details from spoken textsWriting e-mailsWriting invitations


Before using the book:• Revise will and the use of by with means of transport. Refer

the students to SB page 28. Ask about the different ways thetourists will travel: there are three ways (four, if youconsider they arrived by plane). Elicit sentences. Write on theboard: They will travel by ... and the students supply bus.(They will travel by camel. They will travel by boat.)

Date class PER

30

Unit

6 Time to see Egypt


Aims: Learners will• consolidate the language presented in the unit,

especially telling the time and the use of will• learn that some words which sound the same can have

different spellings and meaningsStructures:

Revise structures from Lessons 1- 4.Functions:

Asking for the time Describing futureschedules

Skills:Asking for and telling the time Making atimetable


Before using the book:• Tell the students that in English some words sound thesame, but are spelt differently and don't have the samemeanings. Elicit some examples they might know (likeno and know!)

Home assignment : SB 32Self Evaluation

Date class PER

31

Unit

7 Sara's poem


Aims: Learners will• revise the use of the past continuous to express interrupted

actions• revise the past simple

Structures:What did she do?When they e-mailed, Soha was eating anorange.

New vocabulary:prize, send, surprised, win

Functions:Reporting past eventsDescribing what was happening at a specifictime

Skills:Reading for specific informationListening for detailSaying what was happening at a specific time


Before using the book:• Write three times on the board, for example 11 o'clock, 3 o'clock

and half past eight.• Ask the class What were you doing at (11

o 'clock) yesterday? in order to elicit answers in the pastcontinuous.

• Write the answers the class give you on theboard and drill. Help with any vocabulary theymay need and correct any mistakes.

Home assignment : SB p35Self Evaluation :

Date class PER

32

Unit

7 Sara's poem


Aims: Learners will• revise the use of the past continuous to express

interrupted actions• ask and answer about what is and what was happening

in a sceneStructures:

A: Who is wearing jeans? B: Hesham iswearing jeans. A: Was he holding a camera?B: No, he was holding a phone.

New vocabulary: cover, holdFunctions:

Asking and answering about what was happening in ascene. Reporting a past event

Skills:Asking and answering about what was happening in ascene


Before using the book:• Before the students open their books, revise the past

continuous. Ask: What was Soha doing when themagazine e-mailed her? What did she break? Etc.

Home assignment : SB pSelf Evaluation

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Unit

7 Sara's poem


Aims: Learners will• revise the use of the past continuous to set the scene

and give background information• revise vocabulary for clothes and time

Structures:A helicopter was flying in the sky.A car and an ambulance were driving/goingalong the road.

New vocabulary:baby, fall off, helicopter, swerve, while

Functions:Describing scenes in the past

Skills:Describing a scene in the past Listening tocheck information


• Bring a picture of a scene on the street or in an airport forexample, where there is a lot going on.

• Tell the students that this happened yesterday at 10o'clock.

• Help the students with any vocabulary they don't knowand correct any mistakes. Write the correct sentences onthe board and drill.

• Home assignment : SB p37Self Evaluation

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34

Unit

7 Sara's poem


Aims: Learners willrevise the use of the past continuous to express an eventthat was interrupted by another action • makepredictions about what is going to happen

Structures:When the policeman arrived, the man was riding a horse.

New vocabulary: banana peelFunctions:

Describing scenes and events in the pastSkills:

Describing a scene in the past Listening for the order ofevents Retelling a story from pictures in writingRetelling a story from pictures orally


Before using the book:• Write actions (e.g. stand up, write on the board, run

in your place, etc.) on different pieces of paper and givethem to five students at random. Ask them to performthese actions. Walk out of the class and come back in.Write on the board When the teacher arrived... andelicit the current actions that the selected pupils are doing:


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Unit

7 Sara's poem


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Home assignment : SB p40Self Evaluation :

Unit

8 Fun with scienceand maths

s poemNew peopleLESSON 1 SB page 40 WB page 26

Aims: Learners will• learn and practise first conditional clauses with if• learn to form sentences with is/are made of

Structures:If I put this in water, it will float.

New vocabulary:brick, float, glass (material), if, metal, paper, plastic,sink, wood

Functions:Predicting likely results of an action Explainingwhy something happens

Skills:Listening and repeating new language Reading writtentexts aloud Asking and answering about the properties ofmaterials


• Revise will to predict events. Put something breakable (acup, a glass, etc.) on the table or floor so students can see,

and put your foot or fist over it as if you are going to smashit. Then say Stop! Ask the students why you should not

stand on it to elicit It will break.' and write the sentence onthe board. Then write: If I stand on this cup, it will break.Do some more examples: If you smile at me, I will smile at

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Home assignment : SB P41Self Evaluation

Unit



Aims: Learners will• practise and extend their use of first conditional clauses

with if• revise numbers• practise using new materials vocabularyStructures:Multiply/divide by fouradd/take away fourIf you add two and ten, you'll get twelve.New vocabulary:add, divide by, multiply by, sum, take awayFunctions:Doing simple mathematics Describing a mathematicalprocessSkills:Listening for detailDescribing and doing mathematical tasksClass organisation:Whole class, pairs, individualsBefore using the book:

• Before the students open their books, do some addition chainrounds with the class. Start a student at three and tell them toadd ten. Write + 10 on the board and say: Add ten. Go roundthe class. Each student adds ten to the previous student'snumber. Then write x 2 on the board and say multiply by two.The first student says two, the next four, then eight thensixteen, etc.

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Unit



Aims: Learners will• revise imperative structures for giving instructions• carry out an experiment and report on its results• revise sequencing words• practise using conditional clauses• practise using numbers and mathematical terms

Structures:First, you ... Then/Next/After that you ... When/if you do this, itwill do that. Stand up and close your eyes.

New vocabulary:edge, experiment

Functions:Giving instructionsStating the most likely result of actions

Skills:Listening for detailAsking and answering about, and describingan experiment


Before using the book:• Before the students open their books, revise first conditional

clauses. For example, ask what will happen if you put yourpencil in water. Ask about other objects If you put them in water,will they float or sink?

Home assignment : SB 42Self Evaluation

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Unit


s poemNew peopleLESSON 4 SB Page 43

Aims: Learners will• practise reading for gist and for main ideas• carry out a simple experiment and report its results• revise the use of the past simple to report past events• revise imperative statements used to give instructions• revise comparative adverbs

Structures:The weights are made of...We dropped all the weights ...Some shapes sink faster than other shapes.(Please) sit on a chair.

New vocabulary:shape, tank, time (amount of time taken to do something),time (verb), weight (an object used to weigh other thingsdown)

Functions:Reporting the findings of a scientific experiment

Skills:Skimming and scanning for gist, for specific detail and forthe main ideas of a text


Before using the bookBefore the students open their books, revise key words such as

experiment, sink/sank Ask the students if they rememberwhich materials floated or sank in the first experiment, andwhat they found out about their eyesight in the secondexperiment.

Home assignment : SB pSelf Evaluation :

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Unit


s poemNew peopleLESSON 5 SB Page 44

Aims: Learners will• review and consolidate the language presented in the

unit• learn about word formation and morphemes which

indicate certain word classesStructures:

Review structures from Lessons 1- 4.New vocabulary:

difference, noun, reader, verb, writingFunctions:

Describing objectsDoing mathsGiving instructions for an experimentPredicting the most likely outcome of anaction or event

Skills:Building and writing words by combiningmorphemes(Other skills practised here are dependent onwhich activities are chosen for the review)


Before using the book:* Prepare small pieces of card with a new word learned in this

unit written on each, e.g. 'sink', 'float' or experiment'. •Draw a simple picture on the board depicting a ship, forexample sinking in water.


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Unit

9 A clean place to live


Aims: Learners will• listen to and repeat a dialogue• revise the past continuous tense• revise and extend their vocabulary: the environment• revise the infinitive of purpose• revise relative clauses with where

Structures:Do you mean ...? What does ... mean?She was teaching us about...She was/had ...How was she?How to keep it clean/How to look after it.Why? To think of ways to teach ...

New vocabulary:environment, look after, nature, puzzle, try

Functions:Explaining how and why someone didsomethingAsking for confirmation that one'sunderstanding is correct

Skills:Listening to and repeating a dialogue Asking and answering about a textInferring the meaning of new words from their context

Class organisation:Whole class, pairs, individualsResources Work : SB, WB, TB , BB , Cassette

Presentation• Revise words the students know about the environment such as clean, litter,

rubbish, bin. Crumple a piece of paper, and ask what it is to elicit rubbish. Pointto the classroom bin and ask what it is. Ask why we should put the rubbish in thebin and not just throw it on the ground. Encourage the students to talk aboutkeeping our environment cleanHome – Assignment : SB p45 wbEvaluationMy lesson was : ( very successful – successful – not successful )

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Unit



Aims: Learners will• revise and extend their use of relative clauses with which, who

and where• revise ordinal numbers• practise using environment vocabulary

Structures:A bin is the place where ... A cleaner is a person who ...My eighth letter is ...

Functions:Doing simple mathematics Describing a mathematical process

Skills:Listening for detailDescribing and doing mathematical tasks


Before using the book:• Before the students open their books at page 46 in the SB, revise the

vocabulary of the environment by asking what environment means.Revise the context of the first lesson by asking who made somepuzzles and why.

Resources Work : SB, WB, TB , BB , CassettePresentation

• Revise words the students know about the environment such as clean, litter,rubbish, bin. Crumple a piece of paper, and ask what it is to elicit rubbish. Point

Home – Assignment : SB p45 wbEvaluationMy lesson was : ( very successful – successful – not successful )

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Unit



Aims: Learners will• revise the past continuous and past simple• listen to and re-tell a story about looking after the environment

Structures:He was working in a town by the sea. He made the touristpay the fine. He saw a girl.

New vocabulary:dolphin, fine (noun), pay

Functions:Reporting past events

Skills:Listening for detailForming and saying sentences from writtenprompts to re-tell a story


Resources Work : SB, WB, TB , BB , Cassette

PresentationBefore using the book:

• Before the students open their books, revise what has alreadybeen said about litter and the environment. Prompt students withprovocative statements such as Throw your litter onto the street!Use a lot of water! Drive everywhere! etc. Elicit corrections

Home – Assignment : SB p46 wbEvaluation

My lesson was : ( very successful – successful – not successful )

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Unit



Aims: Learners will• revise the use of the past simple to report past events• revise relative clauses with where, which and who• do a project which practises definitions

Structures:This is the policeman who saw the tourist atthe beach.This is the beach where people go to look atthe sea.It's an animal which has a long neck.

Functions:Reporting past eventsDefining and identifying people and places

Skills:Listening for a sequence Reciting a rhyme




• Before the students open their books, revise the story ofthe policeman and the little girl who cut her foot from theprevious lesson.Home – Assignment : SB p46 wbEvaluation


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Unit



Aims: Learners will• review and consolidate the language presented in the unit• practise using capital letters and Ml stops

Structures:Review structures from Lessons 1- 4.

New vocabulary:capital letter, ordinal numbers

Functions:Denning places, things and people

Skills:Punctuating texts(Other skills practised here are dependent onwhich activities are chosen for the review.)


Before using the book:• Play the rhyme again from the previous lesson.• Ask the students to say it again together, using their books for

reference.Write the rhyme on the board with some words missing.

• Play the rhyme again for the students to sayincluding the missing words.Resources Work : SB, WB, TB , BB , Cassette

PresentationHome – Assignment : SB p wbEvaluation


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Unit

10 What's for lunch?


Aims: Learners will• revise using some for countable plural nouns and uncountable

nouns• revise and extend their vocabulary: food• learn I don't mind ... to express mild liking

Structures:We've got some onions. There's some cake and fruit. Arethere any...? I don't mind vegetables. What else isthere?

New vocabulary:carrots, courgettes, dessert, don't mind, onions, salad

Functions:Listing what is available to eat Asking what is available toeat

Skills:Listening for specific information Following a text while it is readout Asking and answering about spoken and written texts




• Ask the students about what they like and don't like to eat. Choosesome of the words and remind the students of the countable anduncountable nature of English nouns by asking If we say one apple ortwo apples, what do we say for bread? Show the students that we saysome bread or two pieces of bread or two loaves of bread but never twobreads. Give and elicit some more examples.• Home – Assignment : SB p wb• Evaluation• My lesson was : ( very successful – successful – notsuccessful )

•

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Unit



Aims: Learners willrevise and consolidate using some andany with countable and uncountablenounsidentify countable and uncountable nounsrevise vocabulary of food and drink

Structures:Are there any apples? Yes, there are.How many are there?Is there any juice? Yes, there is.How much is there?There isn't any lemonade.

New vocabulary:juice

Functions:Asking what is available to eat Listing what is available to eatIdentifying and describing grammar rules

Skills:Skimming and scanning a text to findlanguage patternsAsking and answering about what is in apictureIdentifying and talking about grammar rules




• Before the students open their books, revise the vocabulary of food. Tell thestudents that you have written six food items on pieces of paper.

• Students have to guess what they are. Students say items of food until theyhave guessed all six.Revise count. Ask the students to count to ten.Home – Assignment : SB p WBEvaluation


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Unit



Aims: Learners will• learn to form questions with How much ...? and How many ...?• practise reading and following sequences of instructions• extend their vocabulary: cookery and food

Structures:Cook the courgettes.How many tomatoes do you need?How much salt do you need?

New vocabulary:cooking oil, garlic, heat (verb), jar, pan, salt, spoon

Functions:Giving instructionsAsking and answering about quantities

Skills:Reading for gist Sequencing a reading text Reading forspecific information Asking and answering about quantities


Before using the bookBefore the students open their books, revise food words. AskWhat is if! and start spelling out courgettes: C-O-U ... Studentsshould at some point shout the answer. Revise some morewords in this way. Students do the same in pairs

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Unit



Aims : learners will :

• revise and extend their ability to express likes and dislikes,and preferences

• revise vocabulary: food and cookery• role play a restaurant scene• practise asking and answering with How much ...? and How

many ...?Structures:

What would you like? I'd like a ...I like meat a lot.I don't mind chicken.I don't like fish very much.How many ...do you need?How much ...do you need?

New vocabulary: coffeeFunctions:

Ordering food in a restaurantAsking someone to say what they wantExpressing likes and dislikes

Skills:Listening for specific information Asking and answering aboutwhat food you'd like Talking about how much you like things


Before using the book:• Before the students open their books, revise food by asking themto list some fruit, vegetables, meat and desserts. Ask what studentseat when they go out to a restaurant, or if they never eat out, whatthey would like to eat in a restaurant

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Unit



Aims: Learners will• review and consolidate the language presented

in the unit• practise correcting their written work

Structures:Review structures from Lessons 1

Functions:Expressing likes and dislikesAsking and answering about quantities

Skills:Writing neatly(Other skills practised here are dependent onwhich activities are chosen for the review.)


Before using the book:• Write the following on the board: [I love (cheese)./I

like (chocolate) a lot./I like (fruit)./ I don't like(fish) very much./I don't like (courgettes).] so thatthe sentences are true for you.

• Read the sentences to the class. You can make one ofthe sentences false and the class have to guess which.

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Unit

11 She's too busyoe


Aims: Learners will• learn to use too with adjectives and too much/many with

nouns to indicate excess• identify and describe why people are unable to do things

Structures:It's too difficult.There's too much sugar.Why can't she do it? Because she's too busy.

New vocabulary: problem, saltyFunctions:

Identifying and describing why people areunable to do thingsAsking why something can't be done

Skills:Reading to match sentences with pictures Listening for gistand for specific detail Asking and answering about whypeople are unable to do things


Before using the book:• Before the students open their books, revise adjectives.Write a word on the board, for example, an elephant, a cityand ask students to describe it. Only write up adjectives. Ask ifthe students know the opposites of some of the words they havegiven

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Unit

11 She's too busyoe


Aims : learners will :• learn to use enough and too much + noun• revise adjectives

Structures:/ watch too much TV.I don't watch too much TV.I do enough homework.I don't do enough homework.

New vocabulary: enoughFunctions:

Expressing whether or not there is an adequate or excessive quantityof something

Skills:Reading a text to detect language patternsResponding to a written text with personalinformationDescribing what is shown in pictures


Before using the book:• Before the students open their books, revise How much and How

many with countable and uncountable nouns. Ask about a few things inthe classroom. Then ask how many chairs there are and how manystudents.

• Ask a student to take some chairs out of the room, leaving insufficientchairs for all the students to sit down. Ask again how many chairs andstudents there are and write the answers on the board. Ask Why can'tall the students in the class sit down? Say Because there aren 't enoughchairs. Students repeat the sentence while you write it on the board.

• Ask Are there enough tables/desks in the classroom? Students shouldsay yes. Write There are enough tables in the classroom. Get the chairsback in to elicit Now there are enough chairs.

Collect a large number of books and put them all on a student's desk.Ask why he/she can't use the desk. Say Because there are too manybooks. Write this on the board. Then ask if the whole class can fit inyour car. Ask Why not? to elicit There are too many students. Explainthat too much replaces too many with uncountable nouns

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Unit

11 She's too busyoe


Aims: Learners will• learn to use adjective + enough• practise using enough + noun• practise using too much and too many

Structures:The park isn't clean enough.Not enough people put litter in the bins.There are enough bins.The bins are too full.There are too many people.There is too much litter.

New vocabulary: fullFunctions:

Expressing whether or not there is an adequate or excessivequantity of something

Skills:Selecting structures to complete a readingtextDescribing what is shown in a picture


Before using the book• Before the students open their books, revise too much, too many

and not enough. Draw (or write) on the board three people andtwo apples. Say Can everyone have an apple? Why not? to elicitThere aren't enough apples. Draw a picture of a person and a pileof books on a table. Ask if he/ she can pick up all the books. Whynot? to elicit There are too many books. Say I put six spoons ofsugar in my tea. And mime the action to elicit You put too muchsugar in your tea.

• Introduce the structure (not) + (adjective) + enough. Tocontextualize the language, ask questions such as Why can't Iwear your shoes? to elicit They 're not big enough.

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Unit

11 She's too busyoe


Aims: Learners will• revise the use of should for giving advice and suggestions• give opinions• give advice• practise using should and if' with conditional

clausesStructures:

They should take the bus.If there are too many cars, I think morepeople should go by bus.You should get up earlier.

New vocabulary:advice, empty (verb), queue

Functions:Giving opinions Giving advice

Skills:Listening for specific detail Talking about whatshould happen Reading to match text with picturesSaying what someone should do


Before using the book:• Before the students open their books, revise the problems in

the park scene in the previous lesson. There was too muchlitter. Etc.

• Ask how the situation in the park could beimproved. Encourage the students to use should,for example, People should pick up their litter.

People shouldn't 't throw litter on the ground.

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Unit

11 She's too busyoe


Aims: Learners will• review and consolidate language presented in

the unit• learn about pronunciation by breaking up words into

syllablesStructures:

Review structures from Lessons 1-4.New vocabulary:

syllableFunctions:

Expressing whether or not there is an adequate orexcessive quantity of something Giving opinions Givingadvice

Skills:Identifying syllables(Other skills practised here are dependent onwhich activities are chosen for the review.)


Before using the book:iElicit five foods and five words connected with theenvironment, revising vocabulary recently introduced tothe class

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Unit

12 Shops and shopping


Aims: Learners will• learn the names of shops• recite a rhyme• revise and practise following directions• revise and extend vocabulary: places in a town

Structures:He went to the bakery for cakes. Where/Whydid (n't) you go?

New vocabulary:butcher's, chemist's, greengrocer's, grocer's,headache, medicine

Functions:Reporting where you went in a town

Skills:Reciting a rhymeReading and scanning texts for specific detailAsking and answering about a text


Before using the book:• Before the students open their books, revise places in

a town or city that they know: cinema, library, school,shop, etc. Elicit any types of shop that they alreadyknow.

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Unit



Aims: Learners will• read and understand directions• ask for and give directions• revise and extend their vocabulary: places in towns and

directionsStructures:

/ went to the museum. When I came out, I crossed theroad. At the butcher's, I turned left. the building onthe left

New vocabulary:bank, corner, come out of, straight (on)

Functions:Describing a route around a town Asking for andgiving directions

Skills:Reading and matching Reading for global understanding

Asking about and saying how to get from place to place


Before using the book:• Before the students open their books, revise places in a

town. Ask if they can remember what Ahmed bought in each of

the shops in the previous lesson

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Unit



Aims: Learners will• learn to use may for polite requests• learn about dialogues in shops• revise and extend their vocabulary: prices, mobile phones

and their functionsStructures:

May I see some mobile phones? Certainly.Here you are.Can I ask a question, please?

New vocabulary:expensive, game, internet, mobile, price, receive, textmessage

Functions:Making and responding to polite requests Requestingservices in a shop

Skills:Skimming and scanning reading texts for the gist and themain points Sequencing the main points of a reading textReading a written text while listening to it Making andresponding to polite requests


Before using the book:• Write the names of some items on the board, for example,

newspaper, bread, skirt, meat and chocolate.Ask the class to tell you the names of the shops

where you can buy these products.• Show them a picture of a mobile phone. Elicit the word

and drill.• Ask them if they have a mobile phone, what a mobile

phone can do and where you can buy a mobile phone.

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Unit



Aims: Learners will• practise using so and because to link sentences

Structures:People like corner shops, because they stay opena long time./You can shop from home, so youdon't need to go out.

New vocabulary: corner shopFunctions:

Expressing reasons and consequencesSkills:

Listening for gist and specific details Talking

about reasons and consequences Reading to

match events or states and their consequences


Before using the book:• Before the students open their books, revise the

names of shops, asking what you would buy in eachone.

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Unit



Aims: Learners will• review and consolidate language presented in the

unit• learn to record words with pictures• carry out a project on shopping

Structures:Review structures from Lessons 1- 4.

New vocabulary:keyboard, monitor, mouse, onions

Functions:Describing routes between places Making politerequests

Skills:Using word-picture association to store and retrieve newvocabulary (Other skills practised here are dependent onwhich activities are chosen for the review.)


Before using the bookDivide the class into small groups. Tell them that onestudent in each group will write. Give them a moment todecide who is going to write.Give the groups a category for a recently taught lexicalset, such as food.

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Aims: Learners will• revise the present continuous• talk about personal information• find out personal information about other students and the

locations of places in a school describe another personStructures:

Review structures from Units 1-3.Functions:

Giving personal information about oneselfand othersDescribing the location of places in abuildingDescribing activities in pictures

Skills:Saying what is happening in a picture Filling in aformAsking and answering about where places are in a building


Before using the book:• Before the students open their books, revise the present

continuous. Ask a student to come to the front of the class.Ask him/her to mime a sport. The class guesses which sportit is. Then blindfold a volunteer. You can use a scarf or justask the student to close his/her eyes. Ask another student tomime a sport. The blindfolded student has to guess what ishappening: Is he playing tennis? Is he running? etc.Continue with other students. If possible, get male andfemale pairs of students doing things to practise she/he/theyforms. Cover various areas of vocabulary: things you do inthe classroom or at home, and sports or hobbies.

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Aims: Learners will1 revise their vocabulary for jobs and work 1 revisethe present simple listen, read and talk about peopleand

their jobsStructures:

Review structures from Units 1Functions:

Describing and asking about working life Asking forand giving personal details

skills:Listening for detail Taking notes from a spoken textAsking and answering about personal informationand about work


Before using the book:• Revise the present simple with questions. Ask if students

remember Dr Khaled (See SB page 14.) Ask questionslike: What time does he start work? Where does he work?etc.

• Revise the alphabet for spelling. Ask students how theyspell their first and last names.

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LESSON 1 SB Page 23 WB page 21

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Aims: Learners will• revise and consolidate the use of can, could and will be

able to• revise and consolidate the use of comparative

adjectives• practise forming and using questions with How• revise vocabulary: vehicles, adjectives, places• revise numbers• exchange information about cars• compare cars

Structures:Review structures from Units 4-6.

Functions:Finding out information about cars Describing andcomparing cars

Skills:Asking for and giving information about cars Describing thedifferences between cars


Before using the book:• Revise measurements: Ask a volunteer to come to the front

of the class. Ask the students: How old is (Omar)? Open theclassroom door. Ask How high is the door? Ask: How manypeople are in the class? You could do a few more examples,using whatever resources you have available in theclassroom.

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Aims: Learners will• revise vocabulary: activities in the home• revise the future with will• revise can• revise the present continuous

Structures:Review structures from Units 4-6.

Functions:Explaining why someone can't do something Askingif someone can do something

Skills:Asking and answering about someone's presentability


Before using the book:• Mime some actions (eating food, drinking, running,washing your hands, etc.) and get students to guesswhat you are doing. Make sure that they are using thepresent continuous to describe your actions

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Aims: Learners will• revise and consolidate the use of ordinal numbers with days

and months• revise and consolidate the use of first conditional clauses with

if• revise what things are made of

Structures:Review structures from Units 7

Functions:Describing objectsAsking about and comparing the likelyresults of different courses of action

skills:Asking and answering about the order ofdays and monthsCompleting sentences with conditionalstructuresDoing a crosswordAsking and answering about travelinformation on a timetable


Before using the book:• Write two headings on the board: Days of the week and Months

of the year and get students to come up and write one item eachuntil the 12 months and 7 days are all up on the board. Make surethat the students are pronouncing and spelling each wordcorrectly.

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Aims: Learners will• revise and consolidate vocabulary: home activities, places and

occupations• revise and consolidate the use of the past continuous• revise and consolidate the use of relative clauses with who, which

and whereStructures:

Review structures from Units 7-9.Functions:

Defining objects, occupations and places Reporting past eventsSkills:

Listening for detailAsking for the name of somethingSaying definitionsAsking and answering about past events


Before using the book:

• Bring a volunteer student (Bassem) to the front of the class andask him to start erasing the board. Ask another (Walid) to stepoutside and knock. Tell the student who's erasing the board (quietly,so no one else hears you!) to stop erasing and to open the door whenhe hears someone knocking. When this scenario takes place, ask therest of the students What was Bassem doing when Walid knocked?They answer He was erasing the board. Ask What did he dol ElicitHe stopped erasing the board and opened the door. Drill this severaltimes by using some more examples.

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Aims: Learners will• revise and consolidate ways of expressing different degrees of

liking: like a lot, don't mind, etc.• revise and consolidate the use of too and enough• revise vocabulary: food, shops and IT• revise and consolidate the use of countable and uncountable nouns

with some, a/an and any• revise and consolidate how to make polite requests with may

Structures:Review structures from Units 10 - 12.

Functions:Expressing preferences Giving advice Makingpolite requests

Skills:Saying how much you like or dislike thingsTelling someone what they should do ingiven situationsListening for gist and detailWriting words to complete sentences


Before using the book:• Ask the students to list what sorts of new things they would like to buy

if they had the money for it. Write some items on the board. Entitletheir list New things. Now ask them to list some of their hobbies andentitle their list Hobbies. Do the same for Food.

• Draw a time line, indicating degrees of likes and dislikes: like, don'tmind, don't like. Getthe students to exchange opinions. If they don't like any of the itemson the list, get them to say / don't like... very much, or I don't mind...

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LESSON 1 SB Page67 WB page 43

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Aims: Learners will• revise and consolidate describing routes between places in a

town• revise and consolidate vocabulary: shops and other places in

towns, food• revise and consolidate the use of too and enough

Structures:Review structures from Units 10 -12.

Functions:Describing a routeAsking and answering about quantities Asking for and givingdirections Expressing excess and inadequacy

Skills:Listening for detailAsking for and giving directionsAsking and answering about quantitiesWriting directionsReading to determine the truth of statementsReading and scanning for specificInformation


Before using the book:• Revise shops and places in a town. Ask where you buy

certain things: potatoes, clothes, etc.

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التحضير الألكتروني فى اللغة الإنجليزية للصف الأول...

Education

Transcript of التحضير الألكتروني فى اللغة الإنجليزية للصف الأول...