First year prep

Day class 1st 2nd 3rd 4th 5th 6th 7th 8th

From From From From From From From From From

To To To To To To To To To

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Wed. class

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Ministry of Education
ELT Counsellor's office
*************
‫توزيع منهج اللغة االنجليزية للصف األول االعدادى‬
First term
Months

Second term
Months

Teacher Senior teacher Supervisor Director

 Objectives of Teaching English as a Foreign Language in the Preparatory Stage

- Understanding a wider range of vocabulary.

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

Teacher Senior teacher Supervisor Director

 Day Date Period Class

Lesson ( 1 ) SB Pages ( 2 and 3 ) WB page 72

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: -Lecture Warm up and revision: 5m
students will be able to: What's your name? Teacher’s
aunt -Discussion
-Internet Presentation: preparation
brother book 15 m
• Welcome the -Inductive 1-Read and write the names of the people 1–10.
-Student's book dad 1 -Draw attention to the Objectives box on page
students to their new -Study circles
mum 3, which refers to the objectives of the unit, and
class
-Workbook grandfather --Problem solving
explain in Arabic if necessary.
grandmother
2 -Now tell the students to read about the family Students’
• Introduce the -Brainstorming members. note
Student’s Book to the -Teacher's guide sister 2- Reread and find: books
students son -Co- operative - Ask the students to complete the gaps 1n
-Library
family -learning exercise 2. Help them if necessary.
• Talk about family 3- Look at Ali’s family. Circle the correct
Structures: Student’s'
-Board -Discovery words.
members. Pronouns - Ask the students to read the questions. Tell activity 15 m
-Role playing books
-Cassette Possessive adjectives them that the information they need is in the
• Discuss some text in exercise 2.
questions about
my, your, his, her, its, -Individual
-Flash cards 4- Work in pairs. Discuss.
family. our, their
-Peer learning - Ask the students to work in pairs. They will
take turns. Every student will talk about his /
-Work groups her family.
-Team teaching WB
1- Complete the crossword.
-Pair work 2- Listen and complete the text
3- Complete the sentences r
Assessment: 5m
Oral questions:
Written Exercises:

Home Assignment:WB page 72

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 Date Period Class

Lesson ( 2 ) SB Pages ( 4 and 5 ) WB page 73

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: -Lecture Warm up and revision:
students will be able to: Have you got a brother or sister? Teacher’s 5m
twins -Discussion
-Internet Presentation: preparation
chess book
• use the present -Inductive 1- Have you got a brother or sister? Have
-Student's book voluntary work you got the same hobbies as your 15 m
simple drums -Study circles brother or sister?
• ask and answer -Workbook band -Ask the students to answer the above
--Problem solving
questions about mentioned questions. Students’
family. -Teacher's guide -Brainstorming 2- Read the interview and answer the note
question. Hazem and Hatem both love books
-Co- operative football. True or False?
-Library Structures: -learning -Ask the students to read the interview with
The present simple twins brothers Hazem and Hatem and answer Student’s'
-Board I play the drums. -Discovery the questions in exercise 2. activity
She plays chess. 3- Look at the photos and talk about
-Role playing books 15 m
-Cassette I don’t play football.
the hobbies you like.
She doesn’t go
swimming. -Individual 4- Read the interview again and
-Flash cards answer the questions.
-Peer learning 5- Listen and complete the diaries.
-Work groups WB
1- Read and match the words with
-Team teaching their meanings.
-Pair work 2- Complete the table.
3- Complete the sentences
4 -Write about your hobbies r
Assessment:
Oral questions: 5m
Written Exercises:
Home Assignment:WB page 73
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 Date Period Class
Lesson ( 3 ) SB Pages ( 6 and 7 ) WB page 74

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: -Lecture Warm up and revision: 5M
students will be able to: What's your favourite hobby? Teacher’s
-Discussion
-Internet Presentation: preparation 15m
hobby book
• ask and answer -Inductive 1- Think of different hobbies. Then
-Student's book music ask and answer.
about hobbies -Study circles
football -Ask the students to answer the questions.
• listen to a -Workbook swimming --Problem solving Let everybody to talk about his / her own
how long hobbies. Students’
conversation between -Brainstorming note
Sami and Aya. -Teacher's guide 2- Look at the table. Are sentences 1
and 2 true (T) or false (F)? books
-Co- operative
-Library Structures: -Ask the students to complete the table then 15m
• Learn about some -learning put T or F.
countries. 3- Correct the underlined words. Student’s'
-Board -Discovery
-I play football. 4- Listen to Sami and Aya. Which activity
• ask and answer -I don't play football. -Role playing three countries do you hear in the books
-Cassette
questions using the -Do you play conversations?
present simple tense. football? -Individual 5- Listen again and answer the
-Flash cards
-Does he play -Peer learning questions.
football? WB
-Work groups 1- Complete the text with these words.
2- Reorder the words to make questions.
-Team teaching 3- Match the questions in Exercise 2 to
-Pair work these answers.
Assessment:
5m
Oral questions
Written Exercises
Home Assignment:WB page 74
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 Date Period Class

Lesson ( 4 ) SB Page ( 8 ) WB page 75

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: -Lecture Warm up and revision: 5m
students will be able to: Do you like reading stories? Teacher’s
orphan -Discussion
-Internet Presentation: preparation
attic book
• read about Heidi. -Inductive 1- Do you know the story of Heidi? Where 15m
-Student's book mountain does she live?
goat -Study circles -Ask the students to read the story of Heidi
• ask and answer -Workbook birds and answer the question.
--Problem solving
about yourself. flowers 2- Read the story and put these pictures Students’
-Brainstorming in the correct order. note
-Teacher's guide adventure -Ask the students to read the story again and
• discuss some -Co- operative
books
reorder the pictures.
questions about the -Library
3- Read the story again. Find these words
-learning
story. Structures: in the text. Student’s'
-Board -Discovery -Ask the students to reread the story and
-Heidi lives with her activity
grandfather. complete the sentences with the correct word books
-Cassette -Role playing from the text. 15m
-Individual 4- What do you think Heidi learns when
- Heidi lives in
-Flash cards she lives with her grandfather?
Switzerland. -Peer learning 5- Add two sentences to end the story.
6- Read the sentences about Heidi.
- She drinks milk. -Work groups WB
-Team teaching 1- Complete the sentences.
- Her friend is called 2- Complete the table. Can you add
Peter. -Pair work any words?
3- Match the description to the
people in the story.
4- Answer the questions about Heidi. 5m
Assessment:
Oral questions
Written Exercises
Home Assignment: WB Page ( 75 )
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 Date Period Class

Lesson ( 5 ) SB Page ( 9 ) WB page 76

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: -Lecture Warm up and revision: 5m
students will be able to: Do you remember the story of Heidi? Teacher’s
food -Discussion
-Internet Presentation: preparation
cheese book
• answer some -Inductive 1- Ask and answer the questions in pairs. 15m
-Student's book bread -Ask the students to read the story of Heidi
questions about the -Study circles
hobby from lesson 4 and answer the question.
story of Heidi from the
last lesson. -Workbook Play football --Problem solving 2- Think of other words you know for food
diagram and hobbies and write them on the Students’
-Brainstorming diagram. note
• complete a diagram -Teacher's guide -Ask the students to group words together books
food and hobbies. -Co- operative like in the diagram.
-Library Structures: -learning 3- Think of a friend or a person in your
• write a paragraph - My best friend’s name family. Write answers to these questions. Student’s'
-Board is Mustafa. -Discovery
about family. -Ask the students to answer the questions activity
about a person in their family and write a books
-Cassette -Role playing
- How old is he? paragraph. 15m
-Individual 4- Ask and answer the questions in pairs.
• learn more about -Flash cards - Where does he live? WB
family tree. -Peer learning 1- Complete the sentences.
-Work groups 2- Complete the table. Can you add
any words?
-Team teaching 3- Match the description to the
people in the story.
-Pair work 4- Answer the questions about Heidi.
Assessment:
Oral questions
Written Exercises 5m

Home Assignment:. WB Page ( 76 )

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 Date Period Class

Lesson ( 6 ) SB Page ( 10 ) WB page 77

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: -Lecture Warm up and revision: 5m
students will be able to: What do you know about gymnastics? Teacher’s
gymnast -Discussion
-Internet Presentation: preparation
gymnastics book
• read a passage -Inductive 1- Read about Habiba Marzouk. Which 15m
-Student's book busy sport makes her happy?
about Habiba train -Study circles -Ask the students to read about Habiba
Marzouk -Workbook top Marzouk and answer the question.
--Problem solving
Olympics 2- Read again and correct the underlined Students’
• write a description -Teacher's guide healthy
-Brainstorming words. note
about someone in -Ask the students to read again and correct books
strong -Co- operative the underlined words in Exercise 2.
the family. -Library
3- Write a description of someone in your
-learning
Structures: family. Student’s'
• learn more about -Board -Discovery -Ask the students to answer the questions
- Habiba Marzouk is a activity
punctuation marks. gymnast. -Role playing
about a person in their family and write a books 15m
-Cassette paragraph.
- She is 18 and -Individual WB
-Flash cards 1- Read about Habiba Marzouk again
lives in Cairo with her -Peer learning
family. and complete these sentences.
-Work groups 2- Read and punctuate.
3- Choose the correct answer.
-Team teaching 4- Write about your usual week.
Assessment:
-Pair work Oral questions
Written Exercises

5m
Home Assignment:WB page 77
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 Date Period Class

Lesson ( 7 ) SB Page ( 11 ) WB page 78

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: -Lecture Warm up and revision: 5m
students will be able to: No What do you remember about your family Teacher’s
-Discussion
• review and practise -Internet new tree? preparation
-Inductive Presentation: book 15m
the vocabulary and vocabulary
structures of the unit -Student's book 1- Work in pairs. Look at Ali’s family
-Study circles
tree and make sentences.
-Workbook --Problem solving -Ask the students to make sentences about
• practise using Students’
capital letters Ali's family tree.
-Teacher's guide -Brainstorming 2- Read and complete the text. note
correctly books
Structures: -Co- operative -Ask the students to complete the text about
-Library Lama using the correct verb..
-learning 3- Write the third person form of these
verbs. Then write a sentence with He Student’s'
-Board -Discovery
or She. activity
books 15m
-Cassette -Role playing -Ask the students to write the third person
No -Individual
form of the verbs in exercise 3.
-Flash cards WB
new
-Peer learning 1- Reorder the letters to make words
Structures for people in the family.
.
-Work groups 2- Read and complete the country
-Team teaching names.
3- Complete the sentences with a
-Pair work possessive adjective.
4- Read the passage from your
Student’s Book page 11 again.
5- Read and correct the sentences.
Assessment: 5m
Oral questions
Written Exercises
Home Assignment:WB Page ( 78 )
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 Date Period Class

Lesson ( 1 ) SB Pages ( 12 and 13 ) WB page 79

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: -Lecture Warm up and revision: 5m
students will be able to: What's your favourite subject? Teacher’s
favourite -Discussion
-Internet Presentation: preparation
subject book 15 m
• Ask the students -Inductive 1- Look at Amal and Injy’s timetable
-Student's book art and answer the questions.
about their favourite -Study circles
science
subjects. 1 -Draw attention to the Objectives box on page
-Workbook maths --Problem solving 12, which refers to the objectives of the unit, and
social studies explain in Arabic if necessary. Students’
• learn more about -Brainstorming 2 -Now tell the students to read about school note
telling the time. -Teacher's guide English subjects. books
Arabic -Co- operative 2- Listen and complete the timetable.
-Library
• Talk about school break -learning - Ask the students to listen to the text and
timetable. Structures: answer the questions. 2. Help them if Student’s'
-Board -Discovery necessary.
1- How many lessons activity 15 m
do they have every 3- Listen again and answer the books
-Cassette -Role playing questions.
day?
-Individual - Ask the students to listen again and answer
-Flash cards the questions.
2- What subjects do -Peer learning 4- Say the times. Listen and check.
they study?
-Work groups - Ask the students to work in pairs. They talk
about how tell the time correctly.
-Team teaching WB
1- Write the school subjects.
-Pair work
2- Write the times in words.
3- Answer the questions.
Assessment: 5m
Oral questions:
Written Exercises:

Home Assignment:WB page 79

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 Date Period Class

Lesson ( 2 ) SB Pages ( 14 and 15 ) WB page 80

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: -Lecture Warm up and revision:
students will be able to: How often do you go to school? Teacher’s 5m
typical -Discussion
-Internet Presentation: preparation
bell book
• learn more about -Inductive 1- Look quickly at the text. When does
-Student's book hall school finish? 15 m
daily life around the library -Study circles -Ask the students to the text and answer the
world. -Workbook playground questions in Ex 2 and 3.
--Problem solving
• use the present 2- Look at the words in bold in the text. Students’
simple. -Teacher's guide -Brainstorming Match the words and the definitions. note
• use the adverbs of 3- Read the text again and answer the books
-Co- operative questions.
frequency correctly. -Library
4- Look at the adverbs of frequency. How
-learning
Structures: often … Student’s'
-Board The present simple -Discovery 5- Complete the sentences about Akeyo activity
1- How does Akeyo and her brother, Yaro.
-Role playing books 15 m
-Cassette 6- Complete the table for you.
get to school?
7- Ask and answer the questions in pairs.
2- Why does it take a -Individual
-Flash cards WB
long time?
-Peer learning 1- Complete the sentences with these
3- What time does
words.
school start? -Work groups 2- Complete the table with these
4- What do Akeyo
-Team teaching words.
and her friends do at
3- Now rewrite these sentences with
break? -Pair work an adverb of frequency.
5- When does Akeyo
4- Write about your day and your
go to bed?.
friend’s.
Assessment:
Oral questions: 5m
Written Exercises:
Home Assignment:WB page 73
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 Date Period Class

Lesson ( 3 ) SB Pages ( 16 and 17 ) WB page 81

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: -Lecture Warm up and revision: 5M
students will be able to: What's your favourite hobby? Teacher’s
notebook -Discussion
-Internet Presentation: preparation 15m
football shirts book
• learn more about -Inductive 1- Look at the table and complete
-Student's book cap
possessive's. -Study circles the sentences with the names in
T-shirt
brackets.
• ask and answer -Workbook whose --Problem solving -Ask the students look at the picture and read
Students’
about objects. -Brainstorming the names. Ask them to read the names then note
-Teacher's guide ask a question ( Whose bag is this? It's books
• find the differences Structures: -Co- operative Magdy's.) then let them complete the
-Library -It’s the girl’s sentences blow. 15m
between two pictures. -learning
notebook. 2- Work in groups. Put objects on the Student’s'
-Board -Discovery table. Ask and answer.
• correct the activity
-The girl’s name is 3- Find the differences between the
underlined words in -Role playing books
-Cassette Lama. pictures.
the sentences.
-Individual WB
• learn more about -Flash cards 1- Listen and match the objects with the
-It’s Salma’s book.
rules. -Peer learning people.
2- Now complete the sentences.
-It’s the girls’ picture. -Work groups 3- Read and correct the underlined
words.
-The girls’ names are -Team teaching 4- Which rules do you follow at home?
Judy and Ola. Assessment:
-Pair work
Oral questions 5m
Written Exercises

Home Assignment:WB page 81

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 Date Period Class

Lesson ( 4 ) SB Page ( 18 ) WB page 82

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: -Lecture Warm up and revision: 5m
students will be able to: How do you go to school? Teacher’s
journey -Discussion
-Internet Presentation: preparation
canoe book
• learn about some -Inductive 1- Look at the photos and answer the 15m
-Student's book bike questions.
means of transport. snowmobile -Study circles
-Ask the students to look at the photos and
-Workbook Uganda --Problem solving answer the question about means of
• learn about some cycle transport. Students’
countries. -Teacher's guide cheep
-Brainstorming 2- Read the text and check your note
answers to Exercise 1. books
healthy -Co- operative
• write about your -Library -Ask the students to read the text and check
-learning
journey to school. their answers from Ex 1 .
Student’s'
-Board 3- Match the speakers with the correct parts
Structures: -Discovery of the text in Exercise 2. activity
• ask and answer 1- How do you travel
4- Listen and check your answers to Exercise 3. books
-Cassette -Role playing 5- Answer the questions.
some questions to school? 6- Write about your journey to school in your
15m
about your school. -Individual notebook. Think about these questions.
-Flash cards
2- How long does it -Peer learning WB
take? 1- How many forms of transport do
-Work groups you know? Complete the table.
3- Why do some 2- Read Student's Book page 18
-Team teaching
children need to take again. Choose the correct word.
difficult journeys to -Pair work 3- Complete the sentences with at, in or- _.
school? 4- Write about your journey to school.
Assessment:
Oral questions
4- Why is it important 5m
Written Exercises
to go to school?

Home Assignment: WB Page ( 82 )

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 Date Period Class

Lesson ( 5 ) SB Page ( 19 ) WB page 83

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: -Lecture Warm up and revision: 5m
students will be able to: Are you good at computer studies? Teacher’s
hobbies -Discussion
-Internet Presentation: preparation
timetable book
• ask and answer -Inductive 1- Look at the photo and answer the 15m
-Student's book food questions.
some questions about -Study circles
favourite
the school day. -Ask the students to look at the photon in
-Workbook children --Problem solving ex.1 and answer the questions.
good at 2- Listen and check your answers to Students’
• put a dialogue in the -Brainstorming note
correct order. -Teacher's guide Exercise 1.
-Ask the check their answers in Ex1 through books
-Co- operative
-Library Structures: listening text..
• write a paragraph -learning 3- Complete the questions.
about your favourite -When have we got -Ask the students to answer the questions. Student’s'
-Board -Discovery
subject. Computer Studies? Then check their answers. activity
-Role playing 4- Match the questions in Exercise 3 books
-Cassette 15m
with these answers.
-It’s after break. -Individual
-Flash cards 5- Work in pairs. Use the questions in
-Peer learning Exercise 3 to ask and answer
questions about
-Are you good at -Work groups your school day.
Computer Studies? WB
-Team teaching
1- Put the dialogue into the correct order.
-Pair work 2- Look at the graph. Read and number in
-Yes, I’m not bad at it. order from best to worst.
3- Answer the questions.
Assessment:
Oral questions 5m
Written Exercises

Home Assignment:. WB Page ( 83 )

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 Date Period Class

Lesson ( 6 ) SB Page ( 20 ) WB page 84

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: -Lecture Warm up and revision: 5m
students will be able to: What do you usually do after school? Teacher’s
preparatory -Discussion
-Internet Presentation: preparation
music book
• read a passage -Inductive 1- Read about Amira. Write the 15m
-Student's book watch questions a–c in the correct places.
about your daily life. always -Study circles
-Ask the students to read the text carefully
-Workbook sometimes --Problem solving and put the questions in their correct places.
• use punctuation shower 2- Read the text again. Are these Students’
correctly. -Teacher's guide -Brainstorming sentences true (T) or false (F)? note
-Ask the students to read again and decide books
Structures: -Co- operative
• use adverbs of -Library a- What do you
which one is correct or false.
-learning 3- Now write about a day in your life.
frequency. usually do after Student’s'
-Board -Discovery Use adverbs of frequency.
school? -Ask the students to write about their daily activity
books 15m
-Cassette b- How old are you, -Role playing life using adverbs of frequency.
and where are you WB
-Individual 1- Read the email and write the missing
-Flash cards from?
-Peer learning sentences a–c in the right places.
c- What subjects do 2- Read the email again and answer
-Work groups the questions.
you like?
3- Write Nagwa’s reply to Nesma.
-Team teaching Assessment:
-Pair work Oral questions
Written Exercises

5m
Home Assignment:WB page 84
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 Date Period Class

Lesson ( 7 ) SB Page ( 21 ) WB page 85

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: -Lecture Warm up and revision: 5m
students will be able to: No What time is it now? Teacher’s
-Discussion
• review and practise -Internet new Presentation: preparation
-Inductive 1- Say the times. book 15m
the vocabulary and vocabulary
structures of the unit -Student's book -Ask the students to look at the picture then
-Study circles
tell the time.
-Workbook --Problem solving 2- Match the words from A and B to
make daily activities. Students’
-Teacher's guide -Brainstorming -Ask the students to match the verb with the note
Structures: correct activity then make a sentence. books
-Co- operative
-Library 3- Whose things are these? Which
-learning subjects are they for? Make
sentences. Student’s'
-Board -Discovery
-Ask the students to make sentences about activity
books 15m
-Cassette -Role playing possessions.
No 4- Add the adverbs of frequency to
-Individual these sentences.
-Flash cards new
-Peer learning WB
Structures 1- Read and match.
.
-Work groups 2- Complete the times.
-Team teaching 3- Choose the correct answer from a,
b, c or d.
-Pair work 4- Quiz! Can you match the flags and
the countries?
5- Now make sentences about the
flags in Exercise 4.
Assessment: 5m
Oral questions
Written Exercises
Home Assignment:WB Page ( 85 )
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 Date Period Class

Lesson ( 1 ) SB Pages ( 22 and 23 ) WB page 86

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision: 5m
How old is your uncle? Teacher’s
students will be able to: beard - Discussion
- Internet Presentation: preparation
straight book 15 m
• learn some -Inductive 1 - Listen. Tick (✓ ) the picture of
-Student's book blond
adjective to describe - Study circles Samir.
people.
curly - Ask the students to listen and tick the write
-Workbook moustache - -Problem solving pictures.
long 2 - Listen again. Answer the questions Students’
• learn to use has got -Brainstorming note
-Teacher's guide dark - Ask the students to again and answer the
/ have got correctly. books
questions..
glasses -Co- operative
- Library 3 - What do you look like? Work in
• learn to write - learning pairs. Describe your family.
descriptions of Structures: - Ask the students try to describe some Student’s'
- Board - Discovery
people. - I / You / We / They members in their families. activity 15 m
have got (’ve got) -Role playing 4 - Choose a friend. Then ask and books
- Cassette
dark hair. answer.
- Individual - Ask the students to work in pairs to ask and
- Flash cards
- Peer learning answer some questions.
- I / You / We / They WB
-Work groups 1 - Complete the descriptions with these words.
have not (haven’t) 2 - Complete the sentences with the correct form of
got blond hair. - Team teaching have got.
3 - Write descriptions of these people.
-Pair work A s sessment:
Oral questions:
- He / She has got (‘s Written Exercises:
got) curly hair. 5m

Home Assignment:WB page 86

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 Day Date Period Class

Lesson ( 2 ) SB Pages ( 24 and 25 ) WB page 87

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision:
What time does English finish on Monday? Teacher’s 5m
students will be able to: smile - Discussion
- Internet Presentation: preparation
kind book
• read a text about -Inductive 1 - Look at the photo. What do you
-Student's book fans know about this sports star? 15 m
Mohamed Salah. Europe - Study circles
-Ask the students to introduce some
-Workbook footballer - -Problem solving information about Mo-Salah.
• match the words 2 - Read and check your answers to Students’
and their opposites. -Teacher's guide -Brainstorming
Exercise 1. note
books
-Co- operative 3- Read again and answer the
• complete the - Library Structures: questions.
sentences with can - learning 4- Work in pairs. Match the words
1- Which sport does Student’s'
& can't. - Board Mohamed Salah - Discovery with their opposites.
activity
play? 5- Complete the sentences with the
-Role playing books 15 m
• read a text about - Cassette correct adjectives.
6- Listen and circle the correct
- Flash cards 2- Why does he score - Individual words.
Doaa Alghobashy. a lot of goals? 7- Describe your favourite sports
- Peer learning
star.
3- How tall is he? -Work groups WB
1- Choose the correct words.
- Team teaching 2- Write the names of two people or things
4- How does he help
which are:
people?. -Pair work
3- Complete the sentences with can or can’t.
4- Use the expression in Student’s Book page
25, Exercise 7.
Assessment:
Oral questions: 5m
Written Exercises:
Home Assignment:WB page 87
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 Day Date Period Class

Lesson ( 3 ) SB Pages ( 26 and 27 ) WB page 88

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision: 5M
students will be able to: What's your favourite sport? Teacher’s
- Discussion
- Internet Presentation: preparation 15m
blog book
• ask and answer -Inductive 1 Read the blog post quickly. What is
-Student's book website Yunis’s favourite sport?
about the student’ - Study circles
favourite sport.
twice -Ask the students to read the text then answer
-Workbook boring - -Problem solving the questions.
2 Read the blog post again. Are these Students’
• listen to a game and -Brainstorming note
write the order. -Teacher's guide sentences true (T) or false (F)?
-Ask the students to the text again then put T books
Structures: -Co- operative
- Library or F. 15m
• Learn about some - learning 3- Listen to the game and write the
countries. - Does he / she like Student’s'
- Board - Discovery order.
playing basketball? 4- Listen again and check your activity
• read a blog post. -Role playing answers to Exercise 3. books
- Cassette
- Yes, he / she does. 5 - Listen again and answer the
No, he / she doesn’t. - Individual questions.
- Flash cards
- Peer learning 6- Play the game with your partner.
WB
-Work groups 1 - Complete the sentences with the
- Team teaching correct form of the verb in brackets.
2 - Read the blogs and write the
-Pair work questions a– c in the correct place.
3 - Now answer the questions in 5m
Exercise 2 to write a blog about you.
A s sessment:
Oral questions
Written Exercises
Home Assignment:WB page 88
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 Day Date Period Class

Lesson ( 4 ) SB Page ( 28 ) WB page 89

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision: 5m
Do you like reading stories? Teacher’s
students will be able to: angry - Discussion
- Internet Presentation: preparation
scary book
• read about Alice’s -Inductive 1- Look at the pictures. What do you think 15m
-Student's book brave the story is about? Is it a true story?
Adventures in busy - Study circles -Ask the students to read the story and ask
Wonder land. -Workbook clever them Is this story true?
- -Problem solving
sensible 2- Read the story and answer the Students’
• ask and answer -Teacher's guide -Brainstorming questions. note
-Ask the students to read the story again and
about the story. Structures: -Co- operative
books
answer the questions.
- Library 1- Who is the main - learning 3- Look at the adjectives in red. Use a
• use the dictionary character? dictionary to check the meaning. Write Student’s'
to check the - Board 2- Which other - Discovery the words in your notebook. activity
meaning of some characters are in the -Ask the students to use their dictionaries to books
- Cassette -Role playing
words. book? check the meaning of the words in red. 15m
3- Who has got a big - Individual 4- Play a game. Descr ibe a character
• describe a - Flash cards from the story for your partner to guess.
smile?
character. 4- Who is not very - Peer learning WB
nice? 1 - Choose the correct answer from a, b, c
-Work groups or d.
2 - Read Alice’s Adventures in
- Team teaching
Wonderland again and answer the
-Pair work questions.
3 - Describe a character in a book or film.
A s sessment:
Oral questions
Written Exercises 5m

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 Day Date Period Class

Lesson ( 5 ) SB Page ( 29 ) WB page 90

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision: 5m
students will be able to: Do you remember the story Alice? Teacher’s
food - Discussion
- Internet Presentation: preparation
cheese book
• answer some -Inductive 1- Answer the questions. 15m
-Student's book bread -Ask the students to read the story of Alice
questions about the - Study circles
story of Alice’s
hobby from lesson 4 and answer the question.
Adventures in Wonder -Workbook Play football - -Problem solving 2- Look at the photos. Tell your partner
diagram what you like / love / don’t like doing. Students’
land. -Brainstorming -Ask the students to discuss the questions in note
-Teacher's guide
Ex 2. books
-Co- operative 3- Which books do you like? Complete
- Library Structures:
• complete - learning the information.
information about - I love reading books -Ask the students to answer the questions Student’s'
- Board - Discovery
books. by (name of writer) about their favourite kind of books. activity
4- Work in pairs. Discuss your favourite books
- Cassette -Role playing book.
• ask the students - My favourite book is 15m
- Individual WB
about their favourite ……..
- Flash cards 1 - Listen and complete the sentences.
books. - Peer learning 2 - Match the book reviews to the
-It’s about a girl/boy
names of the books. Then write them.
called…… -Work groups
3 - Now write a review of your
- Team teaching favourite book.
-The other A s sessment:
characters -Pair work Oral questions
are………….. Written Exercises

5m
Home Assignment:. WB Page ( 90 )
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 Day Date Period Class

Lesson ( 6 ) SB Page ( 30 ) WB page 91

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision: 5m
students will be able to: Who is your best friend? Teacher’s
wheelchair - Discussion
- Internet Presentation: preparation
together book
• read a blog post -Inductive 1- Read Fady’s blog post. Why can’t Fady 15m
-Student's book appearance and Basel always do the same things?
about your best Personality - Study circles -Ask the students to read about fady and
friend. -Workbook Basel and guess the meanings of new words.
- -Problem solving
2- Read the te xt again and answer the Students’
• write a blog post -Teacher's guide -Brainstorming questions. note
-Ask the students to read again and answer
about a famous -Co- operative
books
the questions in Ex 2.
person. - Library Structures: 3- Write a blog post about a friend in your
- learning
1- How are people in notebook. Think about: Student’s'
• use “but” or “and” - Board your life different - Discovery -Ask the students to answer the questions activity
correctly. from you? -Role playing
about a person in their family and write a books 15m
- Cassette paragraph.
2- Are differences - Individual WB
• learn some writing - Flash cards
important? Why/Why 1 - Complete the sentences with and,
tips. - Peer learning because or but.
not? 2 - Read and match the questions and
-Work groups
the answers.
- Team teaching 3 - Write about a famous person.
A s sessment:
-Pair work Oral questions
Written Exercises

5m
Home Assignment:WB page 91
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 Day Date Period Class

Lesson ( 7 ) SB Page ( 31 ) WB page 92

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By t he end of the lesson -Data show New vocabulary : - Lecture Warm up and revision: 5m
students will be able to: No What do you remember about your best Teacher’s
- Discussion
• review and practise - Internet new friend? preparation
the vocabulary and -Inductive Presentation: book 15m
vocabulary
structures of the unit -Student's book 1- Read and complete the words in
- Study circles
each group.
-Workbook - -Problem solving -Ask the students to complete each group
• make a poster Students’
about famous with a suitable word.
-Teacher's guide -Brainstorming 2- Read and circle the correct words. note
person. books
Structures: -Co- operative -Ask the students to circle the correct word.
- Library 3- Read and complete the sentences
- learning about Magda.
Student’s'
- Board - Discovery -Ask the students to complete the sentences
about Magda. activity
books 15m
- Cassette -Role playing 4- Ask and answer about Magda.
No WB
- Individual
- Flash cards 1 - Complete the diagram.
new 2 - Answer the questions for you.
- Peer learning
Structures 3 - Read and correct the underlined
.
-Work groups words.
- Team teaching 4 - Describe your brothers, sisters or
cousins.
-Pair work A s sessment:
Oral questions
Written Exercises

5m

Home Assignment:WB Page ( 92 )

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 Day Date Period Class

Lesson ( 1 ) SB Page ( 32 )

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision:
students will be able to: Do you like koshari? Teacher’s
- Discussion
- Internet Presentation: preparation
No book
-Inductive 1 Read the text. Write a title and circle
-Student's book New the correct words.
• review and - Study circles
practise the vocabulary - Ask the Students to read the texts carefully
-Workbook - -Problem solving then they will try to find the correct title for
vocabulary and Students’
each text they will circle the correct word.
structures of Units -Teacher's guide -Brainstorming note
2- Now match the paragraphs with the
1and 2. -Co- operative photos.
books
- Library
Structures:
- Ask the Students to read the text again and
- learning
match the paragraphs with the correct photo. Student’s'
- Board - Discovery 3- Read the text again and circle the
No activity
correct words. books
- Cassette New -Role playing
4- Make sentences. Use the words from
structures - Individual the box.
- Flash cards
- Peer learning - Ask the students to make sentences using the
words then check their answers.
-Work groups
Assessment:
- Team teaching Oral questions:
Written Exercises:
-Pair work

Home Assignment:SB Page ( 32 )

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 Day Date Period Class

Lesson ( 2 ) SB Page ( 33 ) WB Pages ( 93 and 94 )

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary : - Lecture Warm up and revision:
students will be able to: Have you got any bread? Teacher’s
- Discussion
- Internet No Presentation: preparation
New -Inductive 1 Look at the timetable. Ask and book
• review and -Student's book answer the questions in pairs.
practise the vocabulary - Study circles
2 Listen to Shady talking about his
vocabulary and -Workbook - -Problem solving day. Circle the correct words. Students’
structures of Units
1and 2. -Teacher's guide -Brainstorming 3- Look at the information. Comple te note
the sentences. books
Structures: -Co- operative
- Library WB
- learning 1- What does Ali do every week after
school? Student’s'
- Board No - Discovery 2 - Listen and circle the correct words. activity
New 3- Read and match the girls with the bags. books
- Cassette -Role playing 4- Read the text again and choose the
structures correct answer from a, b, c or d.
. - Individual
- Flash cards 5- Read about the twins.
- Peer learning 6- Answer the questions.
7- Read and correct the mistakes in these
-Work groups sentences.
8- Listen and circle the word that you
- Team teaching hear.
-Pair work 9 Write about your favourite character in
a book.

Assessment:
Oral questions:
Written Exercises:
.
Home Assignment:WB Page ( 94 )
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 Day Date Period Class

Lesson ( 1 ) SB Pages ( 34 and 35 ) WB page 95

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision: 5m
students will be able to: laptop Do you have a smart phone? Teacher’s
-Discussion
-Internet computer Presentation: preparation
• To read a range of mobile -Inductive 1- Read Ziad’s description of his book 15 m
high-frequency words -Student's book phone classroom. Are the sentences true (T) or
mouse - Study circles false (F)? Correct the false sentences.
and CVC words.
-Workbook MP3 - Draw students’ attention to the speech bubble at the
player
- -Problem solving bottom of page 34 and explain that the boy is talking
• To use glossaries to Students’
phone charger -Brainstorming
about the classroom picture at the top of page 35.
note
determine or clarify -Teacher's guide printer 2- Listen to the description of the
the meaning of words classrooms. Tick () the correct picture.
books
tablet -Co- operative
and phrases. -Library Structures: Read though the instruction with the class and explain
-learning that they have to choose the correct picture.
There is / there are; the 3- Now describe one of the pictures to Student’s'
• To read short, simple -Board present continuous -Discovery your partner. Which picture is it? activity 15 m
sentences. 4- Work in pairs. Ask and answer
-Role playing books
- Cassette questions about your classroom.
• To identify key WB
-Individual
details in short, -Flash cards 1- Write the correct word next to the
familiar texts. -Peer learning number.
-Work groups 2- Circle the correct words.
3- Look at the picture and complete
-Team teaching the sentences with these words.
4- Write a description of your
-Pair work classroom.
Assessment:
Oral questions: 5m
Written Exercises:

Home Assignment:WB page 95

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 Date Period Class

Lesson ( 2 ) SB Pages ( 36 and 37 ) WB page 96

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision:
students will be able to: online Do you have a laptop? Teacher’s 5m
-Discussion
-Internet 3D printer Presentation: preparation
• To read short, simple selfie -Inductive 1- Read the text message conversation. book
sentences. -Student's book click on the icon What is in this photo? 15 m
- Study circles Direct students’ attention to the photo at the
look at a website top of the page. Ask the class to describe what they can see
• To use glossaries and -Workbook make a video call - -Problem solving and have a guess at what it might be.
beginner’s dictionaries 2- Match the verbs to the photos. Which Students’
to determine or clarify
tap on the
-Teacher's guide icon -Brainstorming of these are in Adam’s conversation? note
the meaning of words Ask a different student to read each of the verb phrases to the books
and phrases. -Co- operative class. Check they understand them and refer to the Glossary
-Library of the book if necessary.
• To skim grade- -learning 3- Read the text again and answer the
appropriate text to get questions. Student’s'
-Board Structures: -Discovery
the general idea. Read through the questions as a class and check for activity
To practice -Role playing
understanding. books 15 m
- Cassette 4- Work in pairs. Discuss.
• To identify key details using the present
-Individual The speech bubble icon in the Student’s Book denotes
in short, familiar texts. continuous .
• To write short, -Flash cards a critical thinking exercise, encouraging students to
explanatory texts. -Peer learning question and challenge what they know and learn
WB
-Work groups 1- Circle the correct words.
• To form and use the 2- Match to make sentences.
simple verb tenses -Team teaching 3- Complete the sentences with the
(present continuous). correct form of these verbs.
-Pair work
4- What are people in your family doing at
• To ask and answer the moment?
questions in order to get Assessment:
information. Oral questions: 5m
Written Exercises:
Home Assignment:WB page 96
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Teacher Senior teacher Supervisor Director

 Day Date Period Class

Lesson ( 3 ) SB Pages ( 38 and 39 ) WB page 97

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision: 5M
students will be able to: What are you doing now? Teacher’s
-Discussion
-Internet Presentation: preparation 15m
website book
• To identify key -Inductive 1- Listen to the conversation between
-Student's book garden two sisters. What is Randa doing?
details in short,
dancer - Study circles Draw students’ attention to the photo of the two
familiar texts.
-Workbook girls and elicit what they are doing. (They are
- -Problem solving
• To form and use the
talking on the phone.) Students’
-Brainstorming 2- Listen again and take notes. Then note
basic verb tenses -Teacher's guide Structures: write sentences about what the family is
(present books
-Co- operative doing.
continuous). -Library To form questions Read the instruction with the class. Look at the 15m
-learning
and negative photos with the class and decide who the people
Student’s'
• To identify gist and -Board sentences in -Discovery
are.
main idea(s) in short 3- Ask and answer the questions in pairs. activity
the present books
listening texts. - Cassette -Role playing 4- Now answer the questions about your
continuous friend.
-Individual 5- Read the puzzle. Match the numbers
• To express facts. -Flash cards with the people.
-Peer learning WB
-Work groups 1- Read the conversation between Leila
and Judy.
-Team teaching 2- Reorder the words to make questions.
3- Now answer the questions in Exercise
-Pair work 2.
4- Read the answers. 5m
Assessment:
Oral questions
Written Exercises
Home Assignment:WB page 97
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.

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 Day Date Period Class

Lesson ( 4 ) SB Page ( 40 ) WB page 98

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision: 5m
students will be able to: Do you have a laptop? Teacher’s
nature -Discussion
-Internet Presentation: preparation
eagle book
• To skim grade- -Inductive 1- Read about Wael and Mazin. Who has got a 15m
appropriate text to get -Student's book laptop?
- Study circles
the general idea. -Tell students they are going to read two blog
-Workbook - -Problem solving posts about two different boys. Ask students
• To identify key Structures: to look at the photos and say what each Students’
details in short, -Brainstorming person is doing. Check students’ use of the note
-Teacher's guide The present
familiar texts. present continuous. books
continuous -Co- operative
-Library (Workbook) 2- Read and complete the table.
• To read and respond -learning 1- Ask the students to read the blog posts
to short, familiar texts. again and then complete the table below. Student’s'
-Board -Discovery
2- When the students have finished, they can activity
• Write about likes and -Role playing compare their answers with a partner. If they books
- Cassette 15m
dislikes in different have different answers, they can check the
-Individual
topics (Workbook). -Flash cards text again to see if they can find the correct
-Peer learning answers.
WB
-Work groups 1- Complete the table with the words in
the box.
-Team teaching 2- Look at the picture. Complete the text
-Pair work with the words in the box.
3- Now write a description of this picture.
4- Which do you like more, nature or
technology?
Assessment: 5m
Oral questions
Written Exercise

Home Assignment: WB Page ( 98 )

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 Day Date Period Class

Lesson ( 5 ) SB Page ( 41 ) WB page 99

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision: 5m
How do you send a text message? Teacher’s
students will be able to: person -Discussion
-Internet Presentation: preparation
tape
• To identify key details -Inductive 1- Read the instructions and put the pictures in book 15m
send
in short, familiar texts. -Student's book the correct order.
icon - Study circles Draw students’ attention to the series of pictures
boil showing a mobile phone. Ask students what they
• To form and use the -Workbook - -Problem solving
simple verb tenses (the
kettle think they show (instructions for how to send a Students’
-Brainstorming text message). Point out that the pictures are not note
imperative). -Teacher's guide
in the correct order. books
-Co- operative 2- Complete the text.
• To write a short, -Library Structures: -Read through the language box with the
informative/explanatory The imperative -learning
class. Then ask students to look back at the Student’s'
text. -Board -Discovery text in Exercise 1 and ask students which activity
words in the text are imperatives (tap, write). books
- Cassette -Role playing 3- In pairs, make instructions for how to make a 15m
-Individual cup of tea. You can use these words to help
-Flash cards you.
-Peer learning WB
1- Read and correct the underlined
-Work groups words.
-Team teaching 2- How do you send a text message?
3- Complete the sentences with the
-Pair work words in the box.
4- Now write instructions for how to make
a cup of tea.
Assessment:
Oral questions 5m
Written Exercises

Home Assignment:. WB Page ( 99 )

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.

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 Day Date Period Class

Lesson ( 6 ) SB Page ( 42) WB page 100

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision: 5m
students will be able to: What do you know about facebook? Teacher’s
password -Discussion
-Internet Presentation: preparation
secret book
• To identify key -Inductive 1- Work in pairs. Complete the table with 15m
details in short, -Student's book this advice. Can you add any sentences?
- Study circles - Read the table heading “Stay safe when you
familiar texts.
-Workbook Structures: - -Problem solving use technology” to the class and elicit any
• To write short, To form and use ideas around what it means. Students’
informative texts -Teacher's guide -Brainstorming 2- In pairs, make a poster about how to note
negative imperatives
stay safe online. books
• To form and use the -Co- operative 1- Review positive and negative imperatives
simple verb tenses -Library
-learning with the students and write examples on the
(the
imperative).
board for weaker classes. Student’s'
-Board -Discovery 2- Put students into pairs. Stronger classes activity
can work through the three stages books 15m
• To express facts and - Cassette -Role playing
independently. Otherwise, brainstorm the
points of view.
-Individual bulleted points with the class and write ideas
-Flash cards on the board.
-Peer learning WB
-Work groups 1- Complete the crossword.
2- Write these sentences as
-Team teaching negatives. Tick ( ) the negative
-Pair work sentences you agree with.

Assessment:
Oral questions
Written Exercises
5m
Home Assignment:WB page 100
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 Date Period Class

Lesson ( 7 ) SB Page ( 43 ) WB page 101

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision: 5m
students will be able to: No What do you remember about technology? Teacher’s
-Discussion
• To review and -Internet new Presentation: preparation
practise the -Inductive 1- Look and say what these objects are. book 15m
vocabulary
vocabulary and -Student's book - Before students open the books, brainstorm
- Study circles
structures of the technology and nature words from the unit.
unit. -Workbook - -Problem solving Write two headings on the board
( Technology and nature ) and elicit examples Students’
• To write a -Teacher's guide -Brainstorming of each to write in the columns. note
paragraph about Structures: 2- What technology do you use? Work in books
-Co- operative
online safety -Library pairs. Discuss.
(Workbook). -learning - Students can stay in the same pairs as in
Student’s'
-Board -Discovery Exercise 1. Alternatively, put students into
activity
groups of three. 15m
-Role playing books
- Cassette 3- Ask and answer questions. Guess who
No -Individual your partner is thinking of.
-Flash cards new WB
-Peer learning 1- Match to make words for technology.
Structures Which is one word?
.
-Work groups 2- Complete the dialogue with these
words.
-Team teaching
3- Answer the questions for you.
-Pair work 4- Write a paragraph about how you stay
safe online.
classroom.
Assessment:
Oral questions
Written Exercises 5m

Home Assignment:WB Page ( 101 )

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 Date Period Class

Lesson ( 1 ) SB Pages ( 44 and 45 ) WB page ( 102 )

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision: 5m
students will be able to: beach What did you spend your last holiday? Teacher’s
-Discussion
-Internet cave Presentation: preparation
• To read a range of desert -Inductive 1- Write the words from the Quiz in the correct book 15 m
high-frequency words -Student's book forest place.
and short, simple - Study circles Ask students to look at the four headings and the
jungle
sentences. -Workbook example. Explain that they have to write the words
lake - -Problem solving from the quiz into the correct place. Students work
mountain Students’
• To recall information together in pairs.
-Teacher's guide river -Brainstorming note
from experiences or 2- Work in groups to search for examples of
sea these places.
books
gather information from -Co- operative
provided sources to -Library waterfall Draw students’ attention to the picture and elicit the
answer a question. -learning correct word (cave). Then ask them to look at the boy’s
Structures: example in the speech bubble. Student’s'
-Board • The present simple -Discovery 3- Listen to Taha and his sister playing a game.
• To identify gist in short activity 15 m
Can you guess the places? books
listening texts - Cassette -Role playing
• To ask and answer 4- Listen again and check your answers.
questions in order to get -Individual 5- Think of some more places. Play the game
information. -Flash cards with a partner.
-Peer learning 6- Talk about the places on page 44.
• To pronounce familiar WB
-Work groups
words with some 1- Label the map with the words in the box.
accuracy. -Team teaching 2- Look at the map. Where would you like to
go? Where would you not like to go? Why?
• To write short, -Pair work Use expressions from Student’s Book page
informative/explanatory 47.
texts Assessment:
5m
Oral questions
Written Exercises

Home Assignment:WB page 102

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 Day Date Period Class

Lesson ( 2 ) SB Pages ( 46 and 47 ) WB page 103

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision:
students will be able to: climb a mountain Did you sleep in the tent? Teacher’s 5m
-Discussion
-Internet eat delicious food Presentation: preparation
• To use context to go in a cave -Inductive 1- Review the vocabulary from Lesson 1 book
confirm or self-correct -Student's book have a picnic 2- Which activities can you see in the photos? 15 m
- Study circles
word recognition, make a sandcastle Ask students what they can see in each
rereading as -Workbook play games - -Problem solving photo.
necessary. ride a bike 3- Look and read. Match the photos with the Students’
-Teacher's guide see a camel -Brainstorming descriptions. note
• To identify key details sleep in a tent Students read the descriptions of Sayed’s books
-Co- operative
in short, familiar texts. -Library swim in a lake holiday photos and match the photos with the
visit family -learning descriptions.
• To form and use 4 -Read the text again and circle the correct Student’s'
-Board -Discovery
regular and irregular words. activity
verbs (past simple). -Role playing 5- Read and complete the table. books 15 m
- Cassette Structures: 6- Find and underline the past simple form of
To practise using the -Individual these verbs in the holiday descriptions in
• To express facts -Flash cards
• To write short, past simple. Exercise 3.
-Peer learning 7- Work in pairs. Use the verbs in Exercise 6
informative/explanatory and make sentences about your holiday.
texts. -Work groups
WB
-Team teaching 1- Write the words. Use all the letters.
2- Complete the sentences with the past simple.
-Pair work
3- Write these sentences using the past simple.
4- Write a paragraph about last weekend.
r Assessment:
Oral questions: 5m
Written Exercises:
Home Assignment:WB page 103
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 Date Period Class

Lesson ( 3 ) SB Pages ( 48 and 49 ) WB page 104

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision: 5M
students will be able to: buy Have you ever seen a dolphin? Teacher’s
-Discussion
-Internet camp Presentation: preparation 15m
• To identify gist and castle -Inductive 1- Look at the photos. Guess the answers. book
main ideas in listening -Student's book dolphin Draw students’ attention to Yunis. Ask what
- Study circles
texts. holiday they think was great about his holiday. talk
-Workbook flat - -Problem solving about his / her own hobbies.
• To express facts. hotel 2- Listen and check your answers to Exercise 1. Students’
-Brainstorming note
-Teacher's guide flag Tell students they are going to hear Yunis
• To show limited books
souvenir -Co- operative talking to his friend, Hatem, about his
awareness of rising -Library view holiday.
15m
and falling -learning 3- Listen again. Choose the correct photo.
intonation for wh- and 4- Work in pairs. Find these things in the Student’s'
-Board Structures: -Discovery
\es no questions. photos. activity
-Role playing 5- Complete the past simple questions with the books
- Cassette To use the past
• To write short, correct form of the verbs in brackets.
simple -Individual 6-Work in pairs. Ask and answer the questions
informative texts. -Flash cards in Exercise 5.
-Peer learning 7- Ask and answer questions about your last
• To form and use
-Work groups holiday.
regular and irregular
WB
verbs. -Team teaching 1- Read and match the words with their meanings.
2- Reorder the words to make questions.
-Pair work 3- Listen and check your answers to Exercise 2.
4- Now answer the questions in Exercise 2. 5m
Assessment:
Oral questions
Written Exercises
Home Assignment:WB page 104
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 Date Period Class

Lesson ( 4 ) SB Page ( 50 ) WB page 105

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision: 5m
students will be able to: course Do you like travelling abroad? Teacher’s
-Discussion
-Internet castle Presentation: preparation
• To identify a text Queen -Inductive 1- Read the text quickly and answer the book 15m
type from its format -Student's book souvenirs questions in pairs.
- Study circles
and appearance. view Before opening the book, brainstorm what
• To skim grade - -Workbook - -Problem solving the students known about London and write
appropriate text to get the ideas on the board again and reorder the Students’
Structures: -Brainstorming note
the general idea. -Teacher's guide pictures.
To use the past books
• To use glossaries -Co- operative 2- Read again and answer the questions. Write
simple full sentences.
and beginner’s -Library
dictionaries to -learning Ask the students to read the text more
determine or clarify carefully and answer the questions. Draw Student’s'
-Board -Discovery
the meaning of words their attention to the example, and ask a activity
and phrases. -Role playing volunteer to read out the section of text books
- Cassette 15m
• To identify key which answers the question.
-Individual WB
details in short, -Flash cards
familiar texts. 1- Complete the email with the past
-Peer learning
simple
• To write a short,
-Work groups form of the verbs in brackets.
informative text. 2- Answer the questions about Andy’s
• To recall information -Team teaching email.
from experiences or 3- Answer Andy’s question: What did you
gather information -Pair work do last summer? Think about:
from provided Assessment:
sources to answer a Oral questions
question. Written Exercises 5m

Home Assignment: WB Page ( 105 )

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 Day Date Period Class

Lesson ( 5 ) SB Page ( 51 ) WB page 106

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision: 5m
students will be able to: How exciting! Did you go to the beach last summer? Teacher’s
-Discussion
-Internet Really? Presentation: preparation
• To identify gist in Oh dear! -Inductive 1- Listen. What ate Mazin’s ice cream? book 15m
short listening texts -Student's book Wow! Ask students to look at the four pictures and elicit
- Study circles what they can see in each one. Elicit what the Zzzzs
(both informative and That’s interesting! mean in picture b (someone/something is asleep). .
literary texts). -Workbook Oh no! - -Problem solving 2- Listen again and put these pictures in the
What a pity! Students’
-Brainstorming correct order.
• To write short, -Teacher's guide note
Ask students which order they think the books
informative texts. -Co- operative pictures are in in the story.
-Library 3- Match the responses from the listening to
• To express how -learning the correct emotion.
he/she is feeling using -Board
Structures: 4- Listen again and repeat the expressions in
Student’s'
To use the past -Discovery activity
basic expressions. Exercise 3.
simple -Role playing books
- Cassette 5- Work in pairs. Take turns to be A and B.
15m
• To pronounce WB
-Individual
familiar words with -Flash cards 1- Complete the sentences with a word from
some accuracy. -Peer learning the box.
2- Reply to the following using expressions
• To express facts and -Work groups from Exercise 1.
points of view. -Team teaching 3- Draw a sign for a rule that tourists should
follow.
• To explain orally -Pair work 4- Answer the questions about Heidi.
verbal and non-verbal, Assessment:
age - appropriate Oral questions
texts, eg signs. Written Exercises 5m

Home Assignment:. WB Page ( 106 )

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 Day Date Period Class

Lesson ( 6 ) SB Page ( 52 ) WB page 107

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision: 5m
students will be able to: What do you know about Paris? Teacher’s
-Discussion
-Internet Presentation: preparation
snails
• To skim grade - -Inductive 1- Look at the photo. Do you know where it is? book 15m
tower
appropriate text to get -Student's book for example 1- Point to the photo of the Eiffel Tower and
- Study circles
the general idea. ask where it is. Ask what other things the
-Workbook - -Problem solving students know about Paris or France (the
• To use glossaries and other pictures show bread, snails, and Students’
beginner’s dictionaries -Teacher's guide -Brainstorming Pacarons – a French sweet). note
to determine or clarify 2 Ask whether anyone has been to Paris or books
-Co- operative
the meaning of words -Library France and what they saw and did there.
and phrases. -learning 2- Read Fatma’s email. Find:
Structures: Student’s'
-Board Before students do the exercise, draw their
To practise using the -Discovery activity
• To identify key details attention to the words in bold in the text.
past simple 3- Write an email about a holiday. Answer the books 15m
in short, familiar texts. - Cassette -Role playing
questions and give some examples.
-Individual Read through the questions with the students
• To form and use the -Flash cards
simple verb tenses. -Peer learning and ask them to make notes to answer them.
Point out that the holiday can be one they
• To write short, -Work groups have had at any time in their life.
informative/explanatory WB
-Team teaching 1- Complete the sentences with examples.
texts.
-Pair work 2- Put the email into the correct order.
3- Write an email about a journey.

Assessment:
Oral questions
Written Exercises 5m
Home Assignment:WB page 107
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 Date Period Class

Lesson ( 7 ) SB Page ( 53 ) WB page 108

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision: 5m
students will be able to: No Where did you spend your last holiday? Teacher’s
-Discussion
• To review and use -Internet new Presentation: preparation
the vocabulary and -Inductive 1- Describe something in the picture to your book 15m
vocabulary
structures of the -Student's book partner. Do not say its name. What is it?
- Study circles
unit. 1 Before students open the books, elicit the
-Workbook - -Problem solving places they learned in lesson one. Prompt
• To pronounce them with one of the words, e.g. cave. Students’
familiar words with -Teacher's guide -Brainstorming 2- Complete the sentences with the past simple note
some accuracy. Structures: form of these verbs. books
-Co- operative
-Library 1 Ask students to look at the verbs and elicit
• To write sentences -learning the past simple forms. Ask Which verbs are
answering personal regular? (climbed, played, visited ). Student’s'
-Board -Discovery
questions 3- Complete the sentences with the past simple activity
form of the verbs in brackets. books 15m
(Workbook). - Cassette -Role playing
4- Write the questions. Then answer them
No -Individual in your notebook.
-Flash cards new
-Peer learning WB
Structures 1- Write the words for the pictures.
.
-Work groups 2- Complete the answers, then match the
questions and answers.
-Team teaching 3- Answer the questions about you.
-Pair work
Assessment:
Oral questions
Written Exercises
5m

Home Assignment:WB Page ( 108 )

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 Day Date Period Class

Lesson ( 1 ) SB Pages ( 54 and 55 ) WB page 109

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision: 5m
students will be able to: biscuits What's your favourite food? Teacher’s
-Discussion
• To read a range of high- -Internet Presentation: preparation
cheese
frequency words and -Inductive 1- Look at the photos on page 54 and complete book 15 m
crisps
read short, simple -Student's book the table.
figs - Study circles Ask students to look at the table and the
sentences
hummus examples. Ask them to talk in pairs or small
• To recall information -Workbook - -Problem solving
from experiences or nuts groups about what countable and uncountable Students’
gather information from -Teacher's guide olives -Brainstorming mean. note
peppers 2- Listen to Nadia and her brother Omar. Which books
provided sources to -Co- operative two things do they not have?
answer a question. -Library raisins Tell students that Nadia and her brother are
• To identify gist and main salad -learning
going to make lunch and they are talking about
idea(s) in short salt Student’s'
-Board -Discovery what they have and do not have.
activity 15 m
listening texts (both sugar 3- Read and circle the correct words. Listen
informative and literary -Role playing books
- Cassette Structures : again and check.
texts). 4- Play the game with a partner. Ask and answer
• To pronounce familiar -Individual questions.
-Flash cards
words with some countable and -Peer learning 5- Write a description of one of the pictures
accuracy uncountable nouns; from Exercise 4.
• Explain orally verbal and some and any -Work groups WB
non-verbal age-appropriate 1- Write the words correctly.
-Team teaching
texts e.g. pictures and 2- Which of the food in Exercise 1 do you like?
photos -Pair work Which don’t you like?
• To write 3- Complete the sentences with is/are, some or
informative/explanatory any. r
5m
texts Assessment:
• To write about likes and Oral questions:
dislikes in different Written Exercises:
topics
Home Assignment:WB page 109
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 Date Period Class

Lesson ( 2 ) SB Pages ( 65 and 57 ) WB page 110

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision:
students will be able to: add Do you like rice pudding? Teacher’s 5m
-Discussion
-Internet Presentation: preparation
boil
• To use context to -Inductive 1- Look at the photo and the recipe and answer book
cinnamon
confirm or self- -Student's book the questions. 15 m
cup - Study circles
correct word Ask students to look at the photo and ask
fridge what it is and what it’s made from.
recognition, rereading -Workbook - -Problem solving
as necessary. raisins 2- Read the recipe and put these pictures in the Students’
-Teacher's guide saucepan -Brainstorming correct order. note
• Skim grade stir Ask students what they can see in each books
-Co- operative
appropriate text to get -Library teaspoon picture.
the general idea. Structures: -learning 3- Look at the words in bold in Exercise 2.
Which can you see in the pictures? Then Student’s'
-Board a lot of, -Discovery
• To identify key complete the table. activity
enough, 4- Read the reviews of the recipe. Who did not books 15 m
details in short, - Cassette -Role playing
too much, like it?
familiar texts.
too many. -Individual 5- Read the reviews again. Are these sentences
-Flash cards true (T) or false (F)?
• To interpret non- -Peer learning 6- Work in pairs. Look at the photos and use
verbal reading texts ( the table to make sentences.
a recipe). -Work groups
WB
-Team teaching 1- Choose the correct answer from a, b, c or d.
• Express facts and 2- Read and correct the sentences.
points of view. -Pair work 3- Complete the text with a lot of, enough, too
much or too many.
Assessment:
Oral questions: 5m
Written Exercises:
Home Assignment:WB page 110
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 Date Period Class

Lesson ( 3 ) SB Pages ( 58 and 59 ) WB page 111

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision: 5M
Should we eat a lot of fish? Teacher’s
students will be able to: a piece of -Discussion
• To read a range of -Internet Presentation: preparation 15m
cake book
high-frequency words -Inductive 1- Look at the photos and read the introduction.
and CVC words, and -Student's book chocolate What does the article give advice on?
fruit - Study circles Draw students’ attention to the photos and elicit
read short, simple
sentences. -Workbook juice - -Problem solving the vocabulary.
2- Complete the sentences with the words from Students’
fat
• To skim grade- -Teacher's guide -Brainstorming the article. note
Structures: Ask students to read the example and then read books
appropriate text to get -Co- operative
the general idea. -Library should and the text again carefully to complete the exercise.
3- Read the article again and complete 15m
shouldn’t for -learning
the diagram.
• To read and respond advice Student’s'
-Board -Discovery 4- Think of four more types of food and add
to short, explanatory activity
them to the diagram. books
texts. - Cassette Life skills: -Role playing 5- Ask and answer the questions in pairs.
6- Complete the sentences with should or
Problem-solving; -Individual
• To express facts and -Flash cards should not.
identify a problem
points of view. -Peer learning 7- Listen to the interview and check your
and suggest answers to Exercise 6.
solutions -Work groups
• To explain orally WB
verbal and non-verbal -Team teaching
1- Complete the table. Can you add more words?
age-appropriate texts 2- Complete the sentences with the correct words.
e.g. charts. -Pair work 3- Choose the correct words.
4 -Complete the advice with should or 5m
shouldn’t.
Assessment:
Oral questions
Written Exercises
Home Assignment:WB page 111
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 Date Period Class

Lesson ( 4 ) SB Page ( 60 ) WB page 112

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision: 5m
students will be able to: amazing What’s your favourite dish? Teacher’s
-Discussion
• To skim grade- -Internet Presentation: preparation
delicious
appropriate text to get -Inductive 1- What food can you see? Which countries do book 15m
the
great
-Student's book you think they are from? Which would you
general idea. healthy - Study circles like to try?
-Workbook Kenya 1 Before opening the book, brainstorm the
- -Problem solving
• To use beginner’s Morocco food from Lesson 3. Students’
dictionaries to wonderful -Brainstorming 2- Read the descriptions and check your note
determine or clarify the -Teacher's guide
Zimbabwe answers to Exercise 1. books
meaning of words and -Co- operative
phrases. -Library Ask the students to read the text and find the
Structures: -learning answers to Exercise 1.
• To identify key details 3- Read the text again. Are these sentences Student’s'
-Board - What food can you -Discovery
in short, familiar texts. see?
true (T) or false (F)? activity
• To read a range of - Which countries do -Role playing 4- Read again and complete the table. books
- Cassette 15m
high-frequency words you think they are 5- Work in pairs. Discuss your favourite food.
and CVC words, and from? -Individual What is in it? How can you describe it?
read short, simple -Flash cards WB
- Which would you
sentences. -Peer learning
like to try? 1- Complete the map with these countries.
-Work groups 2- Listen and tick () the ingredients for
• To write a short, shepherd’s pie.
informative text. -Team teaching 3- Complete the table.
• To write about likes 4- Write about your favorite food. Use ideas
and dislikes on different -Pair work from Student’s Book page 60.
topics (Workbook). Assessment:
Oral questions
• To explain orally verbal
and non-verbal
Written Exercises 5m
age-appropriate texts
e.g. maps (Workbook)

Home Assignment: WB Page ( 112 )

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 Day Date Period Class

Lesson ( 5 ) SB Page ( 61 ) WB page 113

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision: 5m
Do you like chicken? Teacher’s
students will be able to: chicken -Discussion
• To identify gist in short -Internet Presentation: preparation
customer book
listening texts (both -Inductive 1- Listen to the people in a café. Tick ( ) the 15m
informative and literary texts) -Student's book waiter food that the customer buys.
• To read a range of high- Structures: - Study circles
Elicit the food and drink that the students
frequency words and -Workbook - I’d like ... - -Problem solving have learned in the unit so far.
CVC words, and read short,
2- Listen again and put these phrases in the Students’
simple sentences - Small or large? -Brainstorming note
-Teacher's guide order that you hear them.
• To interpret non-verbal - What would you Ask students to look at the phrases and books
reading texts (menus) -Co- operative
• To pronounce familiar -Library like? predict the order in which they will hear
words with some - Is that everything? -learning them.
accuracy 3- Work in pairs. Take turns to be A and B. Student’s'
-Board - We’ve got ... -Discovery
• To ask and answer 1 'raw students’ attention to the menu and activity
questions in order to seek - That’s ... pounds. -Role playing ask them to read it. Check they know all of books
- Cassette 15m
help, get information or - Have you got any the words.
clarify something that -Individual WB
is not understood -Flash cards ... ?
1- Put the dialogue in the correct order.
• To express points of view -Peer learning
2- Now complete your own menu.
and aspirations
-Work groups 3- Choose things from your menu to complete
• To explain orally verbal and
the dialogue.
non-verbal -Team teaching
age-appropriate texts e.g. 4- Practise reading your dialogue. Find a
menus -Pair work partner to practise with.
• To identify different stress Assessment:
positions in words Oral questions
Written Exercises
5m
Home Assignment:. WB Page ( 113 )
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Teacher Senior teacher Supervisor Director

 Day Date Period Class

Lesson ( 6 ) SB Page ( 62 ) WB page 114

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision: 5m
students will be able to: Do you like biscuits? Teacher’s
No -Discussion
• To skim grade- -Internet Presentation: preparation
new book
appropriate text to get the -Inductive 1- Read the review. What did Sara like most 15m
general idea. -Student's book vocabulary about her visit?
- Study circles
• Read a range of high- Ask students to look at the photos and say
frequency words and -Workbook - -Problem solving what they can see (from top: chicken with
CVC words, and read Structures: rice, cakes, fish with olives and salad). Students’
-Teacher's guide -Brainstorming 2- Read the review again and answer the note
short, simple sentences • Use a topic
• To identify key details in questions. books
sentence, e.g. -Co- operative
short, familiar texts. -Library Ask students to read the text again.
• To identify a text type
I want to write about -learning 3- Write a review of a café (it does not have to
from its format and an amazing meal. be real). Student’s'
-Board -Discovery
appearance e.g. Headings • Use supporting 1- Ask students to read the Writing tip activity
books 15m
and sub-headings. - Cassette sentences, e.g. My -Role playing 2- Ask them to read it silently for a minute
• To express facts and cousins took us and discuss it in small groups.
points of view. -Individual WB
-Flash cards to a café for lunch. It 1- Put the article in the correct order.
• To write about likes and -Peer learning
was near the beach. I 2- Read this review. Circle the topic sentence.
dislikes on different
topics. had my favourite -Work groups Underline the supporting sentences.
• To demonstrate meal, koshari. It 3- Write a review of a meal you remember.
-Team teaching Assessment:
command of using topic was delicious.
Oral questions
and supporting sentences -Pair work
Written Exercises
in writing short review

5m
Home Assignment:WB page 114
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 Date Period Class

Lesson ( 7 ) SB Page ( 63 ) WB page 115

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision: 5m
students will be able to: No What do you remember about healthy food? Teacher’s
-Discussion
• To review and use -Internet new Presentation: preparation
the vocabulary and -Inductive 1- Match the food with the photos. book 15m
vocabulary
structures of the -Student's book Ask students to look at the words in the
- Study circles
unit. box. Point to each one in turn and elicit the
-Workbook - -Problem solving pronunciation.
• To pronounce 2- Is the food in Exercise 1 countable (C) or Students’
familiar words with -Teacher's guide -Brainstorming uncountable (U)? note
some Structures: Ask students to look at the example in books
-Co- operative
accuracy. -Library Exercise 1.
-learning 3- Read and circle the correct words.
• To write a recipe Ask students to look at the example and Student’s'
-Board -Discovery
(Project). explain why the circled answer is correct (too activity
Pan\ is negative, and the speaker wouldn’t books 15m
- Cassette -Role playing
• To write sentences say they liked the biscuits if there was too
No -Individual much of something in it)
about how to be -Flash cards new 4- Work in pairs. Give advice using should,
healthy -Peer learning
(Workbook). Structures shouldn’t and these words.
.
-Work groups WB
1- Complete the diagram with these words.
-Team teaching 2- Choose the correct answer.
-Pair work 3- Read and correct the mistakes in these
sentences.
4- Write a paragraph about a healthy meal
you had.
Assessment:
Oral questions 5m
Written Exercises
Home Assignment:WB page 115
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 Date Period Class

Lesson ( 1 ) SB Page ( 64 ) WB Page ( 116 )

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision:
students will be able to: Where do you go in Sham El-Nassim? Teacher’s
-Discussion
-Internet Presentation: preparation
No book
• To read a range of -Inductive 1- Match paragraphs 1–4 with the headings a–d.
high-frequency words -Student's book New Write Sham El-Nassim on the board and ask
- Study circles
and CVC words, and vocabulary students to say in English what happens at that
read short, simple -Workbook - -Problem solving time.
sentences. 2- Read the text again and choose the correct Students’
-Teacher's guide -Brainstorming words. note
• To skim grade- 1 Ask students to look at the words in the books
Structures: -Co- operative
appropriate text to get -Library options and check that they understand the
the general idea. -learning task.
Revision of language 3- Complete the diagram with words and Student’s'
-Board -Discovery
• To interpret non- from Units 4–6 phrases from the text. activity
verbal reading texts -Role playing Ask students to look at the three topics and books
- Cassette
(charts and tables). examples. Ask a stronger student to explain
-Individual what they have to do.
-Flash cards
• To identify key -Peer learning WB
details in short 1- Listen and match each speaker with what
-Work groups they are doing.
familiar texts.
2- Listen again and circle the correct answer.
-Team teaching 3- Read the email and complete Judy’s
-Pair work shopping list.
4- Judy lost Mona’s email.
Assessment:
Oral questions:
Written Exercises:

Home Assignment:wB Page ( 116 )

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 Date Period Class

Lesson ( 2 ) SB Page ( 65 ) WB Page ( 117 )

Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: - Lecture Warm up and revision:
students will be able to: Do you like pancakes? Teacher’s
-Discussion
• To read a range of high- -Internet No Presentation: preparation
frequency words and -Inductive 1- Listen and number the pictures in the correct book
-Student's book
New order.
CVC words, and read
vocabulary - Study circles 1 Ask students to look at the pictures and ask
short, simple sentences.
-Workbook - -Problem solving them what they think the recipe is for
• To form and use regular (pancakes). Students’
and irregular verbs -Teacher's guide -Brainstorming 2- Choose the correct words. note
(past tenses) Ask students to look at the example and books
Structures: -Co- operative
-Library explain what they have to do.
• To use the simple verb Revision of language -learning 3- Say the past tense of these verbs. Are they
tenses. regular or irregular? Student’s'
-Board from Units 4–6 . -Discovery 4- Work in pairs. Complete the dialogue. Then activity
• To react to a short practise reading it. books
- Cassette -Role playing
listening text, giving an WB
opinion (Workbook). -Individual 5- Complete the sentences with the correct
-Flash cards words in the box.
-Peer learning 6- Complete the sentences with the correct
• To identify different
-Work groups past simple form of the verbs in the box.
stress positions in words
7- What are the people doing?
(Workbook)
-Team teaching 8- Write about healthy and unhealthy food.
• To express facts and
points of view -Pair work Assessment:
• To write short Oral questions:
informative/explanatory Written Exercises:
texts in which they simply .
introduce the topic
(Workbook)
Home Assignment:WB Page ( 117 )
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