.

Lesson Plan
Class/Level: 9 grade th
Unit Title : If you are happy, write about it
Number of Classes: 2 Date: from ------------------- to ------------------- Lesson Title:
Previous Learning: ----------------------------------------------------------------------------------------------------------------------------------------------
Vertical Integration: --------------------------------------------------------------------------------------- Horizontal Integration: -----------------------------------------------

No Material/ Instructional Assessment Procedures

Specific Outcomes Duration
. Resources Strategy Strategy Tool
At the end of lessons Ss - Questions Communication Tell them that they should make an educated
will be able to : answers guess if they aren’t certain which alphabets they
Observation are looking at pictures of. For example, since the
- Self- second-from-the-left picture features an alphabet
To use pictures to make Student’s Book written on stone, students might deduce that it is
guesses -Exercises
pages 36–37 assessment Ask the alphabet of an ancient civilization.
• Dictionaries • Check answers as a class before students go on
• Glossary – -Direct and to discuss their knowledge of the associated
• To demonstrate reading
understanding of a listening Activity Book languages. Have students read all four questions before
activities answer
pages 67–68 you play the cassette so that they know what
text to put information in • Cassette information they should be listening out for. Tell them
order of appearance that the answers for these questions are found in the
listening text.
• To use context to guess the • Then, play the cassette. You can choose whether or not
meaning of new words to pause every now and then in order to make the
exercise slightly easier for students.
• Once you have fi nished playing the cassette, see
• To use dictionaries and if students can put the questions in order. They will have
glossaries to confi rm and time to check their responses in the next exercise.
clarify word meaning • Do not answer any questions relating to unfamiliar
vocabulary if the words are featured in exercise 4.
• To participate in a group However, encourage students to use a dictionary if
there are any other words they do not understand Put
discussion to talk about students into pairs to check their answers. If they gave
languages the same responses, they should listen to the cassette
again in order to confi rm their answers. If they
disagreed on any of the questions, they should listen
more carefully to the relevant information and then have
 a discussion before settling on a fi nal answer.
• Go through the answers as a class with reference
to the information on the cassette.
Exercise 3
• Read the Listening Strategies with the class. Make
sure students understand what is written before they start
working on the activity.
• Tell students to follow the stages in the Listening
Strategies box to complete the exercise.
Exercise 4
• Have students work in small groups to read the
key words and then try to guess their meanings based on
how they were used in the previous exercise.
• Play the cassette for students to see if their
defi nitions still make sense after hearing the word
used in a different context. Ask students about the words
that are the same in Arabic (Sumerian, hieroglyphics).
• To check answers, go through the list of words
and have volunteers share their group’s defi nition.
See if other students agree, and then check the
defi nition using a dictionary or the Activity Book
glossary before moving on to the next word until
you have gone through the whole list together.
(Daily follow –up table)
Day & Date Section Period Fulfilled Homework Reflection:
Outcomes 1. I feel satisfied with
--------------------------------------------------------------------
2 2. Challenges that faced me -----------------------------------------------------------------
3. Suggestions for improvement
-------------------------------------------------------------------------------------------------.

Prepared by: Mohammad Eid

Lesson Plan
 Class/Level: 9th grade Unit Title :
Number of Classes: 2 Date: from ------------------- to ------------------- Lesson Title: GRAMMAR
Previous Learning: ----------------------------------------------------------------------------------------------------------------------------------------------
Vertical Integration: ------------------------------------------------- Horizontal Integration: -----------------------------------------------
Material/ Instructional Assessment Procedures
No. Specific Outcomes Duration
Resources Strategy Strategy Tool
At the end of lessons Ss - Questions Communication Make sure students understand what the First
will be able to : answers Conditional means. You may wish to write one
Observation or two sentences on the board to make sure they
-workbook/ - Self- understand how it is used.
• To use the First Student’s
• Read the rubric and check students understand
Conditional to make a chain Book pages Worksheet
assessment Ask what to do by going through the fi rst sentence
of conditions 38–40 together. Then, students complete the exercise in
• Dictionaries -Exercises and pairs. • Read the answers to the class and allow
about activities
• Glossary – students to go through any mistakes they made to
Activity Book -Direct reading answer avoid them being repeated throughout the grammar
• To develop speaking pages 67–68 activities section.
strategies by responding to • Cassette • Have students complete the text using the six
peers and encouraging them • Activity given verbs.
in a discussion about Book: • Allow students to confer with a partner. If there is
personal activities Module 4 – a discrepancy in their answers, they should know
to listen very carefully at the corresponding point
pages 30–
in the cassette in order to reach a mutual decision
31 about the correct answer.
• Play the cassette and have students check their
answers. Draw their attention to the rise and fall of
intonation.
• Quickly confi rm the correct answers before
moving on to the next exerciser in pairs.
• Read the rubric and then go through the example.
• Students can work either individually or in pairs
to complete the given sentences. Walk around the
classroom as they work and make sure students
aren’t having too much diffi culty. Answer any
outstanding questions they have at this stage – this
will allow them to work alone on the slightly more
advanced task in the next exercise.
 • Check answers by having volunteers read out a
sentence each. Correct any mistakes as you go
along (making it a general point rather than a
critique of any individual’s contribution) and give
praise for progress and correct answers.
• Ask students to read the story individually. Give
them one minute to brainstorm ideas about the last
two questions in the story. Then, put students in
small groups giving answers to the two questions.
• At the end of the group work, ask one or two
students from each group about their answers. As
a class, ask students what they think Omar should
do. Should he send the email or not? Read the
rubric and then go through the example.
Make sure students understand what is meant
by chain in this context – a series of interlocking
sentences, each one connected to the last through
the use of the First Conditional.
• Tell students that they should only choose one of
the sentence beginnings to write their chain of
conditional sentences.
• Take in students’ work to mark it as they
complete the remaining exercises.
• For homework, you can have students write
chains of fi ve conditional sentences relating to the
two remaining sentence beginnings.
(Daily follow –up table)
Day & Date Section Period Fulfilled Homework Reflection:
Outcomes 4. I feel satisfied with
--------------------------------------------------------------------
3 2. Challenges that faced me -----------------------------------------------------------------
6. Suggestions for improvement
-------------------------------------------------------------------------------------------------.

Prepared by: Mohammad Eid

Lesson Plan
Class/Level: 9th grade Unit Title :
 Number of Classes: 2 Date: from ------------------- to ------------------- Lesson Title: exercises
Previous Learning: ----------------------------------------------------------------------------------------------------------------------------------------------
Vertical Integration: ------------------------------------------------------------------------------------------------ Horizontal Integration: -----------------------------------------------
Material/ Instructional Assessment Procedures
No. Specific Outcomes Duration
Resources Strategy Strategy Tool
At the end of lessons Ss - Questions Communication Read the Speaking Strategies with the class.
will be able to : Make sure students understand what is written
answers Observation before they start working on the activity.
- Self- • Explain that the response can also be expressed
• To develop speaking through facial expressions, gestures, eye contact,
strategies by responding -workbook/ assessment Ask and nodding, body movements, etc.
to peers and encouraging Student’s • Put students into pairs to take turns asking and
Worksheet answer answering the given questions, following the
them in a discussion Book pages
about personal activities Speaking Strategies in exercise 6.
38–40 • Listen to students’ conversations, taking note
-Exercises of any grammatical or pronunciation errors.
• To take part in a debate • Dictionaries
• When students have been through all of the
about sending letters or • Glossary – questions, share your observations of common
emails Activity -Direct mistakes in order to make students learn from
them.
Book pages reading • Put students into pairs, based on who you think
• To appraise writing to will work well together. Students should pay
people 67–68 activities
attention to their partner’s answers and write
• Cassette them down in a copy of the table on page 40.
• To check answers, have several volunteers
• Activity
compare their and their partner’s responses to
Book: one of the activities for the rest of the class.
• Divide the class into groups and give each
Module 4
group time to prepare the case for or against
– pages sending letters.
• When groups have had time to prepare their
30–31
ideas and make notes, ask a few students from
each group to present their opening argument.
Once each group has presented an opening
argument, they take it in turns to say why they
think the other group’s argument is incorrect,
using the given expressions.
 • More guidance about holding a debate is found
in the Introduction on pages 13–15. You can
refer to these pages and make sure the students
are following the same guidelines they followed
in the debate in Module 1, page 7, exercise 7.
• Now, you may complete the table below to
assess and evaluate students' progress.
(Daily follow –up table)
Day & Date Section Period Fulfilled Homework Reflection:
Outcomes 7. I feel satisfied with
--------------------------------------------------------------------
4 2. Challenges that faced me -----------------------------------------------------------------
9. Suggestions for improvement
-------------------------------------------------------------------------------------------------.

Prepared by: Mohammad Eid

Lesson Plan
Class/Level: 9 grade
th
Unit Title :
Number of Classes: 2 Date: from ------------------- to ------------------- Lesson Title: activity book
Previous Learning: ----------------------------------------------------------------------------------------------------------------------------------------------
Vertical Integration: --------------------------------------------------------------------------------------- Horizontal Integration: -----------------------------------------------

Material/ Instructional Assessment Procedures

No. Specific Outcomes Duration
Resources Strategy Strategy Tool
At the end of lessons Ss - Questions warming up introductory
will be able to : answers questions
Observation
* Ss read and talk about the
• To develop speaking strategies Student’s Book -workbook/ - Self- instruction of each exercise
by responding to peers and pages 38–40 Worksheet and try to solve it
encouraging them in a discussion assessment Ask and
• Dictionaries * Ss give the answers to each
about personal activities • Glossary – -Exercises answer sentences by writing the
• To take part in a debate about Activity Book
sending letters or emails pages 67–68
missing word
• To appraise writing to people • Cassette *Tr. Then checks their answers
• Activity Book: and correct their errors if
Module 4 – necessary.
pages 30–31 * ss choose the correct word .

(Daily follow –up table)

Day & Date Section Period Fulfilled Homework Reflection:
Outcomes 10. I feel satisfied with
11. --------------------------------------------------------------------
5 2. Challenges that faced me -----------------------------------------------------------------
12. Suggestions for improvement
-------------------------------------------------------------------------------------------------.

Prepared by: Mohammad Eid

Lesson Plan
Class/Level: 9th grade Unit Title :
Number of Classes: 2 Date: from ------------------- to ------------------- Lesson Title:
 Previous Learning: ----------------------------------------------------------------------------------------------------------------------------------------------
Vertical Integration: ---------------------------------------------------------------- Horizontal Integration: -----------------------------------------------

Material/ Instructional Assessment Procedures

No. Specific Outcomes Duration
Resources Strategy Strategy Tool
At the end of lessons - Questions Communication Play the cassette and give students time to
Ss will be able to : answers guess the meanings of the key words.
Observation
• Play the cassette a second time for
To use pictures to make -workbook/ - Self- students to double-check their guesses
guesses about writing in Student’s Book Worksheet before referring to a dictionary or the
assessment Ask and
the past pages 41–43 Activity Book glossary. Allow time for
• To use context to • Dictionaries -Exercises playing the cassette again for students to
• Glossary – answer
guess the meanings of Activity Book
practise pronunciation of the words.
new words pages 67–68 -Direct reading • Have some students read the defi nitions
• To use dictionaries and • Cassette activities aloud and then, as a class, fi nd the
glossaries to confi rm • Activity Book: corresponding key words to match them.
and clarify Module 4 – page • Test students’ knowledge of hieroglyphic
32
word meaning writing by asking them to work in pairs and
• To scan a text about answer each of the questions. Allow several
Egyptian hieroglyphics pairs to answer each one in order to get a
• To interpret reading range of responses.
material by answering • Give praise for each answer, even if it
questions turns out not to be correct.
• To demonstrate • Continuing on from the classwork in the
understanding of a previous exercise, now read through the
listening text on fun article as a class – students reading a
facts about writing sentence each until you have read it all.
• To roleplay a writer of Explain to them that ‘hieratic’ is
an early system of pronounced /haI´"roetIk/.
writing
• To write a short
message using a new
writing system
(Daily follow –up table)
 Day & Date Section Period Fulfilled Homework Reflection:
Outcomes 13. I feel satisfied with
14. --------------------------------------------------------------------
6 2. Challenges that faced me -----------------------------------------------------------------
15. Suggestions for improvement
-------------------------------------------------------------------------------------------------.

Prepared by: Mohammad Eid

Lesson Plan
Class/Level: 9 grade th
Unit Title :
Number of Classes: 2 Date: from ------------------- to ------------------- Lesson Title:
Previous Learning: ----------------------------------------------------------------------------------------------------------------------------------------------
 Vertical Integration: ---------------------------------------------------------------------------------------------------- Horizontal Integration: ------------------------------------------------------------------------------
Material/ Instructional Assessment Procedures
No. Specific Outcomes Duration
Resources Strategy Strategy Tool
At the end of Student’s Book - Questions Communication Play the cassette and give students time to guess
answers the meanings of the key words.
lessons Ss will be Observation • Play the cassette a second time for students to
pages 41–43
-workbook/ - Self- double-check their guesses before referring to a
able to : dictionary or the Activity Book glossary. Allow
• Dictionaries Worksheet
assessment Ask and time for playing the cassette again for students
to practise pronunciation of the words.
• Glossary – -Exercises answer • Have some students read the def nitions aloud
To use pictures to
and then, as a class, fi nd the corresponding key
make guesses about Activity Book -Direct reading words to match them.
activities Page 42, Exercise 2
writing in the past pages 67–68 • Test students’ knowledge of hieroglyphic
writing by asking them to work in pairs and
• To use context to answer each of the questions. Allow several
• Cassette
guess the meanings pairs to answer each one in order to get a range
• Activity of responses.
of new words • Give praise for each answer, even if it turns
out not to be correct.
• To use dictionaries Book: Page 42, Exercise 3
• Continuing on from the classwork in the
and glossaries to Module 4 – previous exercise, now read through the article
confi rm and clarify as a class –students reading a sentence each
page 32 until you have read it all. Explain to them that
word meaning ‘hieratic’ is pronounced /haI´"roetIk/. Read the
fi rst question with the class. Explain to them
• To scan a text that the pronouns in bold in the article are
called reference words because they are used to
about Egyptian refer to certain words in the article that usually
come before them, in the same sentence or in
hieroglyphics
the previous sentence. Reference words help to
• To interpret reading keep the ideas in the text clear and well-
connected.
material by • Ask the students to answer the four questions
in pairs. Then, they should discuss questions 3
answering questions and 4 because they might have different
opinions. When they are finished, discuss these
• To demonstrate two questions with the class.
• When all the students are finished, instruct
understanding of a them to complete Assessment Tool 6 on page 75
of the Activity Book. Tell them to circle the
listening text on fun
number in the corresponding box in the table
facts about writing based on their reading task and to write about
ways to improve their reading skills. Now, ask
• To roleplay a writer students to cover the article so they cannot see it
before the end of the exercise.
of an early system of • Tell them that this is an informal way of
testing what they can recall from the text. They
writing should work individually to correct all six
• To write a short sentences using the information they read
previously.
message using a new • When all students have fi nished, have them
swap their work with somebody else in the
writing system class. At this point, they may look at the text
once again and mark their partner’s work.
Page 43, Exercise 6
• Read the rubric and give students time to look
at the table before you play the cassette. Make
sure they understand that they have to select just
one of the given possibilities, based on the new
information they hear.
• Play the cassette, pausing whenever necessary
to give students time to make up their minds.
The pressure used when writing can reveal a lot
about a person’s character. When someone
presses down hard when writing, they are
usually nervous. When someone writes lightly,
they typically deal with unpleasant
situations very calmly. People who press down
a medium amount are often good at dealing with
stress. You can use a pencil to draw a line that
reaches for about 55 km, or to write up to
45,000 words. A ballpoint pen, on the other
hand, can only draw a line between 1,200 to
2,300 m long.
The colour of the ink we choose can tell us a
few things about our personality. For example,
people who choose green ink may show a desire
to adapt, and a sociable person may choose blue
ink. Red ink points to violence or dominance,
and black ink suggests power.
If you write using your right hand, you can read
the writing on a pencil. If you use the other
hand, the writing will usually be upside down.
Writing using separate letters suggests that
you’re spontaneous or artistic. Writing using
attached letters indicates that you’re highly
cautious. If your writing is in between the two,
then you will have a balance between
reason and feelings.
Page 43, Exercise 7
• Put students in pairs to check their answers.
Play the cassette a second time in order to help
them.
• Congratulate students who got all the answers
correct. See if students who made several
mistakes need any extra help.
Page 43, Exercise 8
• Before students begin roleplaying in pairs,
have them think about these questions: Who are
you?What do you want to tell your friends
about? What do you have to do if you want to
tell them this thing? How will you write the
message? Where will you leave it?
• Once students are prepared, put them into
pairs to explain the importance of the writing
system which their character is an early user of.
Encourage them to correct each other’s speech
constructively if they notice any mistakes.
• Walk around the class listening in on
conversations without interrupting. Identify
 several students who are making their case in
clear and grammatically correct sentences,
preferably with imaginative ideas too. Then,
have them present their case to the rest
of the class.
(Daily follow –up table)
Day & Date Section Period Fulfilled Homework Reflection:
Outcomes 16. I feel satisfied with
17. --------------------------------------------------------------------
7 2. Challenges that faced me -----------------------------------------------------------------
18. Suggestions for improvement
-------------------------------------------------------------------------------------------------.

Prepared by: Mohammad Eid

Lesson Plan
Class/Level: 9 grade th
Unit Title :
Number of Classes: 2 Date: from ------------------- to ------------------- Lesson Title:
Previous Learning: ----------------------------------------------------------------------------------------------------------------------------------------------
Vertical Integration: ------------------------------------------------------------------------------------------------------------- Horizontal Integration: -----------------------------------------------
 Material/ Instructional Assessment Procedures
No. Specific Outcomes Duration
Resources Strategy Strategy Tool
At the end of lessons Ss Student’s - Questions Communication Put students into groups and make sure they
will be able to : Book page 44 answers understand the concept behind the exercise. The
Observation idea is to convey their chosen meaning using silent
• Activity methods of communication: to suggest talking, for
To engage in a discussion Book: -workbook/ - Self-assessment
example, they could move their mouths and use
about Jordanian proverbs Module 4 – Worksheet
Ask their hands to indicate that words are coming out.
and their values pages 33–35 Stress that it is against the rules to write anything
-Exercises and down.
• To use proverbs in • Make sure that each group member has a turn at
-Direct reading answer acting out a proverb. Walk around the classroom
English or Arabic to act activities monitoring the activity.
them out Page 44, Exercise 2
• Based on the difficulties group members might
• To participate in a group have faced in the previous exercise, have them
discussion about the discuss how much more difficult it would be trying
to go about the day with no speech or systems of
importance of speech and writing. Do students think life would be the same?
writing • As groups are in discussion, walk around and give
praise for good responses. If you notice that some
• To translate proverbs students aren’t getting the chance to contribute, ask
from Arabic into English them directly what they think and have the rest of
and vice versa the students in the group listen.
• Make sure the discussions move forward onto
alternative ways we might find to communicate. Do
• To write a short students think that performing actions in the
paragraph about the way they did in exercise 1 would be suitable for
importance of daily life?
communicating in several Page 44, Exercise 3
• Ask students to read through the Writing
languages Strategies, and make sure they understand what is
required from them when they translate proverbs.
• Working alone now, students should try to
think of any proverbs they know that relate to
communication (they can be proverbs in English,
Arabic or any other language they know) and write
 them down. If they cannot think of any, see if they
can invent their own or, alternately, write some
on the board. Your examples might include: A fool
may talk but a wise man speaks; If you wouldn’t
write it and sign it, don’t say it; Two monologues
don’t make a dialogue; Of those who say nothing,
few stay silent; and The kindest word in all the
world is the unkind word, unsaid.
• Students should try to provide a translation into
English or Arabic for the proverbs they chose.
Allow them to use a dictionary if necessary, and
remind them to follow the Writing Strategies
when they translate the proverbs. Explain that
they must focus on the gist or meaning of the
proverb, and not to be limited to the literal
meaning of the words.
• Following this, students should try to answer
the question, giving examples from their own
experiences if possible. Make sure that they
complete the paragraph giving a summary of their
ideas on the matter. Encourage them to use as
many linking words as possible, such as ‘as well
as‘ and ‘also‘ for addition, ‘however‘ and
‘although‘ for contrast, and ‘because‘ to show
cause and effect.
• Discuss responses as a class and take the
opportunity to encourage students to continue
working hard to learn English. Give praise for the
progress they have made so far.
ctivity Book

Lesson Plan
Class/Level: 9 grade th
Unit Title :
Number of Classes: 1 Date: from ------------------- to ------------------- Lesson Title: activity book
Previous Learning: ----------------------------------------------------------------------------------------------------------------------------------------------
Vertical Integration: -------------------------------------------------------------------------------- Horizontal Integration: -----------------------------------------------
 Material/ Instructional Assessment Procedures
No. Specific Outcomes Duration
Resources Strategy Strategy Tool
At the end of - Questions answers Communication warming up introductory
lessons Ss will be questions
- Self-
able to : Activity book -workbook/ * Ss read and talk about the
skill Worksheet assessment instruction of each exercise
Complete the development and try to solve it
-Exercises Ask and * Ss give the answers to each
sentences pages 10/11
answer sentences by writing the
missing word
*Tr. Then checks their answers
and correct their errors if
necessary.
* ss choose the correct word .

(Daily follow –up table)

Day & Date Section Period Fulfilled Homework Reflection:
Outcomes 19. I feel satisfied with
20. --------------------------------------------------------------------
8 2. Challenges that faced me -----------------------------------------------------------------
21. Suggestions for improvement
-------------------------------------------------------------------------------------------------.

Prepared by: Mohammad Eid

Lesson Plan
Class/Level: 9 grade th
Unit Title :
Number of Classes: 2 Date: from ------------------- to ------------------- Lesson Title: Language Development
Previous Learning: ----------------------------------------------------------------------------------------------------------------------------------------------
Vertical Integration: ------------------------------------------------------------------- Horizontal Integration: ----------
No. Specific Outcomes Material/ Assessment Procedures Duration
 Instructional Strategy Tool
Resources
Strategy
At the end of lessons - Questions answers Communication Have students familiarise themselves with the
Ss will be able to : available phrases in the box. They should keep
Observation these in mind as they read through the six
Student’s Book -workbook/
To participate in a peer pages 45–46 Worksheet - Self- sentences.
• Set them to work, either individually or in
• Activity
discussion using assessment Ask and pairs, as you walk around the classroom
Book: -Exercises monitoring the activity.
sentences with Module 4 – answer • Tell students to review their answers before
pages 36–37 -Direct reading handing them in for you to mark while they
the First Conditional
activities move on to exercise 2.
• To identify words Page 45, Exercise 2
• Put students into pairs, placing weaker
from defi nitions to students with stronger ones so that they do not
complete a crossword get left behind. Read the rubric and clarify any
doubts; once each student has completed the
puzzle sentence beginnings, they should read them to
their partner for their partner to answer them
depending on their accuracy.
• Mark students’ work from exercise 1 as they
are working. For this exercise, students should
correct each other’s work, checking with you if
they are experiencing any difficulties.
Page 45, Exercise 3
Tell the students that they might not know the
mistake in each definition unless they try to fi
nd out the word referring to each of the defi
nitions. That’s why, advise them to take a look
at both columns of the table. After that, ask
them to fi nd the mistakes and then match the
defi nitions with
their corresponding words.
Check the answers with the whole class. If any
students had a hard time fi nding the mistakes,
explain the defi nitions a bit further.
What do you think?
Read the quotation to the class. Ask students to
 try translating it and explaining what it means.
Once they have attempted to guess, translate it
for them and explain that it is about not being
arrogant and stubborn. Ptah-Hotep was an
Ancient Egyptian vizier /vIzi´/ (or minister)
during
the late 25th century BCE and early 24th
century
BCE. He was known for writing early Egyptian
wisdom literature. It was used for instructing
young men to behave appropriately. That is
what
this quotation talks about. Wiser men must be
respected and listened to with an open mind.
(Daily follow –up table)
Day & Date Section Period Fulfilled Homework Reflection:
Outcomes 22. I feel satisfied with
23. --------------------------------------------------------------------
9 2. Challenges that faced me -----------------------------------------------------------------
24. Suggestions for improvement
-------------------------------------------------------------------------------------------------.

Prepared by: Mohammad Eid

Lesson Plan
Class/Level: 9 grade th
Unit Title :
Number of Classes: 2 Date: from ------------------- to ------------------- Lesson Title: An email in hieroglyphics
Previous Learning: ----------------------------------------------------------------------------------------------------------------------------------------------
Vertical Integration: ---------------------------------------------------------------------------------------------------------- Horizontal Integration: -----------------------------------------------
No. Specific Outcomes Material/ Assessment Procedures Duration
 Instructiona Strategy Tool
Resources
l Strategy
At the end of lessons - Questions Communicati Put students into pairs and tell them to read
Ss will be able to : answers through their first assignment. One student should
on use their Student’s Book to view the Project email,
To use symbols to -workbook/ Observation and the other to see the alphabet on page 42.
Student’s Book
• Then, all students should start trying to translate
decipher an email in page 47 Worksheet
- Self- Ask and the email into English. Tell them not to be
hieroglyphics concerned if the translation seems a little fl awed
-Exercises assessment answer – part of their task is to highlight and discuss any
• To write a short problems they encounter.
email in English using -Direct • If students are doing the Project in class, for
Egyptian reading homework you could have them respond to the
hieroglyphics activities statement. It is impossible to translate meanings
exactly from one language to another for students
to argue for or against the statement based on the
discussion they had with their partner.
Page 47, Assignment 2
• Remaining in their pairs, have students prepare a
short email in English.
• They should then work together to translate it
into Egyptian hieroglyphics, using the alphabet on
page 42 as a guide. • Then, have students swap
their work with another pair for them to decipher
each other’s messages.
• Each pair should then mark each other’s work
based on their original message in English.
• Another fun homework assignment is to get
students to write a message in English and then
translate it into Arabic using a free translation
programme on the Internet. They should then
translate the Arabic message back into English.
How different is the final English message
compared to the one they started with? How
might they then respond to the statement? It is
impossible for a computer to translate meanings
exactly from one language to another.
(Daily follow –up table)
 Day & Date Section Period Fulfilled Homework Reflection:
Outcomes 25. I feel satisfied with
26. --------------------------------------------------------------------
10 2. Challenges that faced me -----------------------------------------------------------------
27. Suggestions for improvement
-------------------------------------------------------------------------------------------------.

Prepared by: Mohammad Eid

Lesson Plan
Class/Level: 9 grade th
Unit Title : Money doesn’t bring happiness
Number of Classes: 2 Date: from ------------------- to ------------------- Lesson Title:
Previous Learning: ----------------------------------------------------------------------------------------------------------------------------------------------
Vertical Integration: ----------------------------------------------------------------------------------------------------------------------------------- Horizontal Integration: -----------------------------------------------
No. Specific Outcomes Material/ Assessment Procedures Duration
 Instruction Strategy Tool
Resources
al Strategy
At the end of lessons Ss will - Questions Communication Read the rubric so that students have a rough idea
answers of what the conversation on the cassette will be
be able to : Observation about. Make sure they know to pay attention for
-workbook/ - Self- the three reasons the speaker gives to explain why
money does not necessarily make us happy.
Student’s Worksheet
To use context to guess the assessment Ask and • Play the cassette, pausing when necessary to give
students time to write down the reasons given.
meaning of new words Book pages -Exercises answer • Then, allow students to respond, stating whether or
• To use context to identify the not they agree with the man they just heard.
48–49 -Direct Page 49, Exercise 2
meaning of unfamiliar words reading • Play the cassette for students to guess the
• activities meanings of the key words based on the context
and ideas when listening to a in which they are used.
text about money Dictionaries • Pause the cassette whenever necessary to give
students a chance to write down their guesses.
• To use dictionaries and • Check answers as a class with volunteers referring
• Glossary –
to a dictionary or the Activity Book glossary. You
glossaries to confi rm and
can check their understanding by having them
Activity write sentences of their own using the key words.
clarify
• Allow time for playing the cassette again, for
word meaning Book pages students to practise pronunciation of the words.
• To participate in a class Page 49, Exercise 3
68–69 • Have students work in pairs or small groups to
discussion about adjectives and read through the list of key words and then try to
• Cassette guess the answer for each sentence.
their connotations • Play the cassette for students to see if their
answers still make sense after they listened to the
audioscript again. Pause every now and then to
give them time to discuss their answers.
Lesson Plan
Class/Level: 9 grade th
Unit Title :
Number of Classes: 2 Date: from ------------------- to ------------------- Lesson Title: activity book
Previous Learning: ----------------------------------------------------------------------------------------------------------------------------------------------
Vertical Integration: ----------------------------------------------------------------------------------------------------Horizontal Integration: -----------------------------------------------
 Material/ Instructional Assessment Procedures
No. Specific Outcomes Duration
Resources Strategy Strategy Tool
At the end of - Questions answers Communication warming up introductory
lessons Ss will be questions
Observation
able to : Activity -workbook/ * Ss read and talk about the
book skill Worksheet - Self- instruction of each exercise
Read and complete development and try to solve it
assessment Ask and
-Exercises * Ss give the answers to each
the sentences pages 18/19
answer sentences by writing the
Correct the form of missing word
the verbs. *Tr. Then checks their answers
and correct their errors if
necessary.
* ss choose the correct word .

(Daily follow –up table)

Day & Date Section Period Fulfilled Homework Reflection:
Outcomes 28. I feel satisfied with
29. --------------------------------------------------------------------
11 2. Challenges that faced me -----------------------------------------------------------------
30. Suggestions for improvement
-------------------------------------------------------------------------------------------------.

Prepared by: Mohammad Eid

Lesson Plan
Class/Level: 9th grade - Unit Title:
Number of Classes: Date: from ------------------- to ------------------- Lesson Title:
Previous Learning: -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Vertical Integration: --------------------------------------------------------------------------------------------------------------------------- Horizontal Integration: -----------------------
No. Specific Outcomes Material/ Assessment Procedures Duration
 Instructional Strategy Tool
Resources
Strategy
At the end of lessons Ss will - Questions Communication Have students read the story individually.
be able to : answers They should try to work out the meanings
Observation of words they do not understand from the
To analyse a text and make -workbook/ - Reflection context in which they are used.
1-
• Ask students to raise their hands if they
inferences Student’s Worksheet Ask and
- Self- agree with what Mrs Lin did, and pair these
• To use context to guess the Book pages answer
students up with students who do not agree
meaning of new words 50–52 -Work with assessment with what Mrs Lindid. Each pair (or small
2-
• To use context to identify the • the book group) should give reasons explaining why
3- meaning of unfamiliar words and Dictionaries they think so. Students should pay close
ideas when reading a text about • Glossary – -Exercises attention to the counter argument presented
money Activity to them, as it may come in handy in the
• To use dictionaries and Book pages -Direct reading next part of the exercise.
glossaries to confi rm and clarify 68–69 activities • Divide the class into two groups in order
word meaning • Cassette to have a debate. Tell one half that they
• To classify countable and • Activity should defend Mrs Lin’s actions and the
other half should argue against them. Each
uncountable nouns in a table Book:
group should give reasons for the
• To use quantity words and Module 5 viewpoint they are representing, using key
expressions to describe two – pages words from the previous exercise.
pictures by fi nding the 38–39 Page 50, Exercise 2
differences between them • Play the cassette to give students a chance
• To interview peers about to hear each of the key words used in a
possessions and lifestyle using different context.
How much and How many • Pause after each sentence to give students
a chance to think about their responses.
• Allow students to check answers in pairs
using a dictionary or the Activity Book
glossary.
Page 51, Exercise 3
• Give the students a few minutes to read
the two questions very quickly and then to
read the story silently. Ask them to write
brief notes about their answers to the
questions.
• In small groups, students discuss their
 answers and agree on a single answer for
each question.
• Listen to the answers of all the groups and
discuss them, especially if some groups had
different opinions.
Page 51, Exercise 4
• Students work individually to complete
each of the sentences using their
knowledge of the story about Mr Lin and
his money. Ask stronger students to try
answering without referring to the story.
• Put students into pairs to check each
other’s answers.
(Daily follow –up table)
Day & Date Section Period Fulfilled Homework Reflection:
Outcomes 31. I feel satisfied with
32. --------------------------------------------------------------------
12 2. Challenges that faced me -----------------------------------------------------------------
33. Suggestions for improvement -------------------------------------------------------
Prepared by: Mohammad Eid

Lesson Plan
Class/Level: 9th grade - Unit Title:
Number of Classes: 2 Date: from ------------------- to ------------------- Lesson Title: Quantity words and expressions
Previous Learning--------------------------------------------------------------------
Vertical Integration: -------------------------------------------------- Horizontal Integration:---------------------------

No. Specific Outcomes Material/ Assessment Procedures Duration

 Instructio Strategy Tool
Resources nal
Strategy
At the end of lessons Ss Student s - Questions Communication Instruct students to copy the table into their
will be able to : book answers notebooks.
Observation • Students can work either individually or in
pages pairs to sort the nouns into the correct
• To classify countable and - - Reflection
columns, before thinking of additional
uncountable nouns in a table -Work
- Self- nouns to fi ll each column.
with the
Cassette 1 Ask and • Explain to students that most good
book assessment dictionaries list the plural form for each
Grammar answer
• To use quantity words and reference noun, in order for users to know whether it
expressions to describe two -Exercises is countable or not. Then, have students
workbook check their own answers using a dictionary.
pictures by fi nding the
differences between them pages -Direct Page 51, Exercise 2
reading • Read the rubric and clarify any doubts.
activities • Set a time limit for students to complete
the exercise in their notebook.
• To interview peers about • Check answers as a class.
possessions and lifestyle using Page 51, Exercise 3
How much and How many • First, ask students to find the five words in
the crossword puzzle. The ask them to work
in pairs to match the words with the quantifi
ers. Make sure they discuss their choices if
they have different answers.
Student’s Page 52, Exercise 4
• Direct students’ attention to the first
picture and the words and phrases they
should use to describe it.
• Have them describe the picture following
the instructions in the rubric. Walk around
the classroom making sure they are writing
down their responses.
• To check answers, refer to an item – or
items – in the picture for a volunteer to
share their response.
Students should now compare the fi rst and
 second picture. The purpose of the exercise
is for them to make a list of any differences
using clear and straightforward English.
• To check answers, invite volunteers to
share their observations.
• You may also ask students to say what
stays the same between the two pictures.
(Daily follow –up table)
Day & Date Section Period Fulfilled Homework Reflection:
Outcomes 34. I feel satisfied with
35. --------------------------------------------------------------------
13 2. Challenges that faced me -----------------------------------------------------------------
36. Suggestions for improvement
-------------------------------------------------------------------------------------------------.

Prepared by: Mohammad Eid

Lesson Plan
Class/Level: 9th grade - Unit Title:
Number of Classes: 1 Date: from to Lesson Title: Volunteer! Save lives
Previous Learning: ------------------------------------------------------------------------------------------------------ Vertical Integration: -----------------------------------------------------------------------------------
Horizontal Integration: -----------------------------------------------
 Material/ Instructional Assessment Procedures
No. Specific Outcomes Duration
Resources Strategy Strategy Tool
At the end of lessons Ss will be - Questions Communication Play the cassette and give students time to guess
able to : answers the meanings of the key words.
Observation • Play the cassette a second time for students to
To use pictures to make guesses -workbook/ - Reflection double-check their guesses before referring to a
1-
dictionary or the Activity Book glossary.
Student’s Worksheet
- Self- Find the words
• To use context to guess the Book pages • Have students read the defi nitions individually
53–55 -Work with the assessment and then fi nd the corresponding key words to
2-
meaning of new words • book match them.
Dictionaries • Ask students to visit a website to search for
• To use context to identify the • Glossary – -Exercises words related to medical equipment and to fi rst
Activity aid. Then, they vote to choose ‘a word of the
meaning of unfamiliar words and Book pages -Direct reading day’. Read the Reading Strategies with the class.
68–69 activities Make sure students understand what is written
ideas when reading a text about • Cassette before they start working on the activity.
• Activity • Tell students to follow the stages in the
Reading Strategies box to complete the exercise.
the Red Crescent Book:
• Read the rubric and remind students not to look
Module 5 at the article before they give answers to each of
• To use dictionaries and glossaries – pages the questions.
40–41 • Have them make a note of their guesses in
to confi rm and clarify word preparation for the next exercise, and pass their
answers on to a partner.
meaning Page 54, Exercise 3
• Students should read the article once through in
• To use prior knowledge to order to properly understand what is written.
• Then, they should read it through a second
answer questions about the Red time, marking their partner’s answers as they do.
• Have students give back their notes to the
person who wrote them. Ask to see if anybody
Crescent gave correct guesses to any of the answers.
Page 54, Exercise 4
• To develop reading strategies to • Each of the given pronouns are taken from the
text, as indicated by the corresponding line
predict answers to questions numbers.
• To develop strategies of active • Working alone, have students identify who or
what is being referred to in the instance of each
listening to a text about relative pronoun according to the text.
• For homework, have students use each of the
relative pronouns in sentences where they refer
fi rst aid
to one of the other given options. Give students
time to read the article again before answering
• To compare and contrast the questions. Give students the choice of
working individually or in pairs.
different opinions of different • Walk around the classroom monitoring the
activity while students are working. Draw the
persons on choosing a project students' attention to the facts (e.g. objectives,
dates, events) and themes (e.g. volunteering,
proposal responding to disasters) when answering.
• Check answers as a class. Encourage as many
• To write an argument for a students as possible to share their ideas since
there is no one single correct answer.
Page 55, Exercise 6
project proposal • Tell students that they will be listening to a
recording of a doctor talking about fi rst aid.
• To prescribe community service Make sure they understand what they must do as
they listen.
• In order to follow what he says, you may read
through the transcript so that students get the
gist. Ask them to draw the table in their
notebook so that they complete it while listening.
• Then, play the cassette all the way through
without pausing for students to complete the
table as they listen. Play the cassette a second
time for students to confi rm their answers.
• Complete the exercise by reading the answers
to the class.
First aid
Usually, when you wake up for work or school
you will go through your day normally.
However, there are some situations when a basic
knowledge of fi rst aid could be very helpful or
even save a life! For example, what do you do
when someone starts suffering from heat
exhaustion? If someone doesn’t drink enough
water in hot weather, they may get heat
exhaustion. The symptoms include nausea,
weakness and a headache, but if you don’t
treat it, it becomes heat stroke. This is more
dangerous and can be life-threatening. Help
someone with heat exhaustion by giving them
plenty of water and putting them in the shade.
Do a fi rst-aid course and learn more about how
to help save lives!
Page 55, Exercise 7
• Read the Speaking Strategies with the class.
Make sure students understand what is written
before they start working on the activity.
• Tell students to follow the stages in the
Speaking Strategies box to complete the
exercise.
• Put students into groups – not so large that
there won’t be the chance for everybody to take
part and share their ideas.
• Instruct students to work methodically through
each of the given points in the rubric. If they
disagree about which group to help or how to
help them, remind students to be diplomatic, to
listen to each other’s ideas and to take a vote to fi
nd out the majority view. A vote is a good way
of ensuring that students get to have their voice
heard, even if they are not the most vocal
member of a group.
• Once students have decided who they will help
and how, have them take down notes. These
notes should be clear and orderly, as they will be
used to form the backbone of an argument.
• Students should work together using their
notes, selecting the most convincing points that
will best contribute to their argument. Make sure
all students get the chance to have their ideas
 heard, so that the group’s fi nal argument takes
into account as many opinions as possible.

(Daily follow –up table)

Day & Date Section Period Fulfilled Homework Reflection:
Outcomes 37. I feel satisfied with
38. --------------------------------------------------------------------
14 2. Challenges that faced me -----------------------------------------------------------------
39. Suggestions for improvement
-------------------------------------------------------------------------------------------------.

Prepared by: Mohammad Eid

Lesson Plan
Class/Level: 9th grade - Unit Title:
Number of Classes: 1 Date: from to Lesson Title: Agreeing and disagreeing
Previous Learning: -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Vertical Integration: ----------------------------------------------------------------------------------------------------------------------- Horizontal Integration: -----------------------------------------------
 Material/ Instructional Assessment Procedures
No. Specific Outcomes Duration
Resources Strategy Strategy Tool
At the end of lessons Ss - Questions Communication Tell students that, as they listen to the cassette,
will be able to : answers they should put a tick next to any of the given
- Reflection expressions they hear being used. Draw students
-workbook/ - Self- attention to the rise and fall in intonation to
To recognise the signifi Ask and
express meaning. As students are listening,
cance of agreement and Worksheet answer
assessment draw two columns on the board – one labelled
disagreement expressions Student’s Book Agreement and the other labelled Disagreement.
page 56 -Work with • Then, lead a discussion in which students
for understanding when the book
• Cassette decide which column each of the statements
listening to a dialogue • Activity belong in. They should try to recall how the
Book: statements were used in the dialogue, and then
Module 5 – write each statement in the correct column on the
page 42 board.
• Confi rm the answers and then have students
• To take part in a debate copy them into their notebooks for future
reference.
using words related to Page 56, Exercise 2
agreement and • In their groups, have students remind
disagreement themselves of the arguments they composed in
the last lesson.
• Tell them that after they have presented their
arguments to the class, other students will ask
them questions about their ideas. They should
try to anticipate possible questions and listen out
for the expressions from exercise 1. They will be
expected to respond to these expressions and
questions, in the manner of a debate.
Page 56, Exercise 3
• Tell students that, in this exercise, they will be
listening to each other’s speeches. As they listen,
they should make notes. These notes will later
be used as a memory aide so that they can ask
pertinent questions about each project proposal.
• Have each group present their argument. Draw
their attention to the importance of keeping eye
 contact with their classmates. Make sure that
the remaining students are listening carefully and
making notes as you asked them to.
• When all the arguments have been presented,
have students write questions for one or two
groups using their notes. Also, encourage them
to
(Daily follow –up table)
Day & Date Section Period Fulfilled Homework Reflection:
Outcomes 40. I feel satisfied with
41. --------------------------------------------------------------------
15 2. Challenges that faced me -----------------------------------------------------------------
42. Suggestions for improvement
-------------------------------------------------------------------------------------------------.

Prepared by: Mohammad Eid

Lesson Plan
Class/Level: 9 grade th
Unit Title :
Number of Classes: 2 Date: from ------------------- to ------------------- Lesson Title: Language Development
Previous Learning: ----------------------------------------------------------------------------------------------------------------------------------------------
Vertical Integration: ------------------------------------------------------------------------------------------------------------------------------- Horizontal Integration: -----------------------------------------------
 Material/ Instructional Assessment Procedures
No. Specific Outcomes Duration
Resources Strategy Strategy Tool
At the end of lessons Ss Student’s Book - Questions Communication Have students read through the dialogue
answers individually, fi lling in the gaps with the
will be able to : pages 57–58 Observation correct words.
• Cassette -workbook/ - Self- • You can quickly revise countable and
uncountable nouns if students start asking for
Worksheet
To participate in a peer • Activity assessment Ask and help.
• You may ask pairs of students to roleplay
discussion about personal Book: -Exercises answer the
activities Module 5 – dialogue in order to check and correct each
-Direct other’s answers.
pages 43–44 reading • Play the cassette for students to listen to the
activities dialogue and mark their own work.
• Write the answers on the board and tell
students to double check their answers.
Page 57, Exercise 3
• Put students into pairs and make sure they
understand what they have to do to complete
• To identify words from defi
the activity. Go through the example together
nitions to complete a and then point out the list they should base
their questions on.
crossword puzzle • Walk around the classroom observing
students’ conversations. Listen out for any
misuse of the given words, correcting them
along the way.
• Go through the sentences together, following
the list of prompts in the Student’s Book.
• Give general feedback and praise based on
students’ responses. Students will have
encountered all of the words
as key words throughout the module. Explain
that the phrases in Column B are clues that
will help them fi nd out what the words in
Column A are. Ask them to complete the
exercise without referring back to their notes.
 In this way, students can test how much new
vocabulary they have remembered.
• Read the answers to the class and have
students mark their own work. Tell them to
learn any words that they couldn’t guess in
this exercise. You can come back to this
exercise as an informal test at a later stage.
Give students the option whether to work
individually or in pairs to complete the
crossword.
• Students should read through all the clues
before starting to write their answers in the
grid. Tell them to write in pencil if they are
unsure of an answer. While students are
working, copy the grid onto the board.
• Fill in the grid by inviting volunteers to the
board in response to defi nitions as you read
them.
• Ask students to bring in their notes from
Lesson 5 for the next lesson. In preparation
for the Project, encourage students to do some
research on the Internet or in the school
library about charity fund-raising.
(Daily follow –up table)
Day & Date Section Period Fulfilled Homework Reflection:
Outcomes 43. I feel satisfied with
44. --------------------------------------------------------------------
16 2. Challenges that faced me -----------------------------------------------------------------
45. Suggestions for improvement
-------------------------------------------------------------------------------------------------.

Prepared by: Mohammad Eid

Lesson Plan
Class/Level: 9th grade Unit Title :
Number of Classes: 2 Date: from ------------------- to ------------------- Lesson Title: A charitable campaign
Previous Learning: ----------------------------------------------------------------------------------------------------------------------------------------------
 Vertical Integration: ------------------------------------------------- Horizontal Integration: -----------------------------------------------
Material/ Instructional Assessment Procedures
No. Specific Outcomes Duration
Resources Strategy Strategy Tool
At the end of lessons Ss - Questions Communication Explain to students that the purpose of the assignment
will be able to : A large sheet answers is to make a poster like the one on page 59. The poster
Observation should make a public request, i.e. for CDs, clothes,
of
To participate in a class construction -workbook/ - Self- books, etc. and then state what cause the items will be
sold for. There should be information including the
discussion about reasons paper per Worksheet
assessment Ask time and location of any event and contact details too.
for group, You can write these pointers as a list on the board for
supporting a charitable coloured -Exercises and students to use as a further guide. Encourage students
organisation paper, to be creative – there are many ways of raising money
• To make a poster for a scissors, -Direct reading answer for charity besides second-hand sales as they may
charitable campaign marker pens, activities have discovered if they did some research before the
• To take part in a well- a glue stick lesson on the Internet, or by visiting a public library or
prepared authentic and blue tack the school library.
presentation to • Student’s • Students should return to the groups they were in for
the class Book page 59 Lesson 5. As before, they should pay attention to each
• To devise a plan to • Activity other’s suggestions, and everybody should be given
the chance to participate. The aim is to communicate
help Book:
all the relevant information in a clear and concise way
Module 5 – using the ideas, vocabulary and language structures
pages 45– they have encountered throughout the module.
46 • Set a time limit for groups to complete their
posters and give notice when there are ten
minutes remaining, fi ve minutes, and so on. This
should keep them focused on the task at hand.
Walk around the classroom making sure the
posters are coming along. Give positive feedback
and encouragement in order to motivate students.
You should stress that the artistic aspect is only a
way of practising their language skills.
Page 59, Assignment 2
• The focus on this assignment will be an oral
presentation of the poster produced in the
previous assignment. As each group shows
the class their poster, group members should
 summarise its content, outlining their charitable
aims and main ideas. When each group has
presented their poster, stick it to the board so that
towards the end of the lesson you have a gallery
of posters.
• To fi nish the lesson, discuss how you might
implement some of these ideas to hold an actual
charity fund-raising event in school. You can either
organise a real fund-raising day or, if this is not
possible, use the discussion as an opportunity to
raise students’ awareness of the good things
(Daily follow –up table)
Day & Date Section Period Fulfilled Homework Reflection:
Outcomes 46. I feel satisfied with
47. --------------------------------------------------------------------
17 2. Challenges that faced me -----------------------------------------------------------------
48. Suggestions for improvement
-------------------------------------------------------------------------------------------------.

Prepared by: Mohammad Eid

Lesson Plan
Class/Level: 9 grade
th
Unit Title : They have made important
Number of Classes: 2 Date: from ------------------- to ------------------- discoveries
Lesson Title:
 Previous Learning: ----------------------------------------------------------------------------------------------------------------------------------------------
Vertical Integration: ------------------------------------------------------------------------------------------------------------------------------- Horizontal Integration: -----------------------------------------------
Instructio Assessment Procedures
Material/
No. Specific Outcomes nal Strategy Tool Duration
Resources
Strategy
At the end of lessons Ss will be able - Questions Communication So that students have an idea about relative
to : answers distances, discuss as a class how far students have
Observation to travel to get to school and if it takes a long
To use pictures to make guesses Student’s -workbook/ - Self- time.
Worksheet • Then, play the cassette so they can hear about
• To use context to guess the meaning Book pages
assessment the journeys made by our ancestors. Try to play
of new words 60–61 -Exercises the whole track without pausing and make sure
• To use context to identify the • Dictionaries students are paying attention.
meaning of unfamiliar words and • Glossary – -Direct • Have students make a note of how fast they
Ask and
ideas when listening to a text about Activity Book reading think our ancestors travelled. How does it
discoveries page 69 activities answer compare to their journey times to school? Discuss
• To use dictionaries and glossaries to • Cassette responses as a class. Our earliest ancestors just ate
confi rm and clarify word meaning • World fruit, roots and seeds in
• To develop listening strategies to map the forests of Africa. But one day, about a million
improve pronunciation of fi gures by years ago, they wandered out of the forests and
listening to taped native speakers of into the African lands. They discovered many
types of animals there and started to eat them!
English
Once they began to eat
• To participate in a peer discussion meat they could travel further and further across
about important discoveries from the the lands because food was always available for
past them. Our ancestors’ progress was very slow,
• To fi nd a location on a map however. They only advanced 10 km in each
generation – that’s about two paces a day! Trails
of bone and stone tools have shown that it took
them about 25,000 years to leave Africa and
explore as far as South-East Asia. Although
we don’t know the exact route they followed, we
do know that by 250,000 years ago, our ancestors
lived in Africa, Asia and Europe.
But our ancestors’ journey didn’t stop there.
About 11,300 years ago, the world’s climate
became very cold.
 The oceans froze, and there was thick ice between
Asia and North America. People and animals
walked across the ice from Asia into North
America, but it took them
another 5,500 years to reach South America!
Their journey across continents isn’t possible
today; where there was once ice, there’s now a
narrow sea called the Bering Strait.
Play the cassette for students to hear the key
words used in context.
Pause at the end of each sentence for students
to guess the meaning of the key word. Allow
students to compare answers with a partner.
Allow time for playing the cassette again for
students to practise pronunciation of the words.
To check answers, give the dictionary defi nition
for each word and have students guess which
word each defi nition is referring to. Read the
Listening Strategies with the class. Make
sure students understand what is written before
they start working on the activity.
• Tell students to follow the stages in the
Listening Strategies box to complete the exercise.
• The purpose of this exercise is for students to
understand the relationship between the way
numbers are written in English and the way they
are spoken.
(Daily follow –up table)
49.

Lesson Plan
Class/Level: 9th grade Unit Title : past and present
Number of Classes: 2 Date: from ------------------- to ------------------- Lesson Title: activity book
Previous Learning: ----------------------------------------------------------------------------------------------------------------------------------------------
 Vertical Integration: ----------------------------------------------------------------------------------------------------------------------------------------------
Horizontal Integration: -----------------------------------------------

Material/ Instructional Assessment Procedures

No. Specific Outcomes Duration
Resources Strategy Strategy Tool
At the end of lessons Ss - Questions warming up introductory
will be able to : answers questions
Observation
*work book * Ss read and talk about the
*Read and answer the pages 6+7 -workbook/ - Self- instruction of each exercise
questions Worksheet and try to solve it
assessment Ask and * Ss give the answers to each
-Exercises answer sentences by writing the
*Complete the sentences missing word
*Tr. Then checks their answers
and correct their errors if
necessary.
* ss choose the correct word .

(Daily follow –up table)

Day & Date Section Period Fulfilled Homework Reflection:
Outcomes 50. I feel satisfied with
51. --------------------------------------------------------------------
18 2. Challenges that faced me -----------------------------------------------------------------
52. Suggestions for improvement
-------------------------------------------------------------------------------------------------.

Prepared by: Mohammad Eid

Lesson Plan
Class/Level: 9th grade Unit Title :Story tellers
Number of Classes: 2 Date: from ------------------- to ------------------- Lesson Title: Once upon a time
Previous Learning: ----------------------------------------------------------------------------------------------------------------------------------------------
 Vertical Integration: ---------------------------------------------------------------- Horizontal Integration: -----------------------------------------------

Material/ Instructional Assessment Procedures

No. Specific Outcomes Duration
Resources Strategy Strategy Tool
At the end of Student s - Questions Communication warming up introductory questions
lessons Ss will be book answers Ss talk about the pictures, guess the *
Observation
able to : pages18/19 meanings of new words
-workbook/ - Self- Ss. Read and give the main ideas *
*to tell a story . Work book Worksheet about stories. Comparing story from
assessment Ask and ;the past and now
page 8
-Exercises answer * Discussion ideas and give
*Reading and telling a suggestions then they answer the
story . Cassette 1 -Direct reading questions.
* use new structure activities * presents new structure use ( could/
couldn’t/ was/ wasn’t/ were/ weren’t
able to)in full sentences; they correct
the sentences through writing the
suitable one.

(Daily follow –up table)

Day & Date Section Period Fulfilled Homework Reflection:
Outcomes 53. I feel satisfied with
54. --------------------------------------------------------------------
19 2. Challenges that faced me -----------------------------------------------------------------
55. Suggestions for improvement
-------------------------------------------------------------------------------------------------.

Prepared by: Mohammad Eid

Lesson Plan
Class/Level: 9th grade Unit Title : Story tellers
Number of Classes: 2 Date: from ------------------- to ------------------- Lesson Title: The door
Previous Learning: ----------------------------------------------------------------------------------------------------------------------------------------------
Vertical Integration: ---------------------------------------------------------------------------------------------------- Horizontal Integration: ------------------------------------------------------------------------------
No. Specific Outcomes Material/ Assessment Procedures Duration
 Instructional Strategy Tool
Resources
Strategy
At the end of Student s - Questions answers Communication warming up introductory questions
lessons Ss will be book tr. Explains new material through *
Observation
able to : pages20/21 -workbook/ giving information; present new
Worksheet - Self- .vocabularies
*to make suggestion Work book Ss. Read and give the main ideas *
assessment Ask and
-Exercises about stories. Talking about the theme
page 4
answer of the story
*reading a story and -Direct reading * Discussion ideas and give
reflecting . Cassette 1 activities suggestions then they answer the
questions.
* presents new structure obligation:
use ( should/ must/ have to/ had
better / ought to)in full sentences; they
correct the sentences through writing
the suitable words. tr. checks the
correct their errors.

(Daily follow –up table)

Day & Date Section Period Fulfilled Homework Reflection:
Outcomes 56. I feel satisfied with
57. --------------------------------------------------------------------
20 2. Challenges that faced me -----------------------------------------------------------------
58. Suggestions for improvement
-------------------------------------------------------------------------------------------------.

Prepared by: Mohammad Eid

Lesson Plan
Class/Level: 9th grade Unit Title : Story tellers
Number of Classes: 2 Date: from ------------------- to ------------------- Lesson Title: focus on storytelling
Previous Learning: ----------------------------------------------------------------------------------------------------------------------------------------------
Vertical Integration: ----------------------------------------------------------------------------------------------------------------------------------------------
Horizontal Integration: -----------------------------------------------

Material/ Instructional Assessment Procedures

No. Specific Outcomes Duration
Resources Strategy Strategy Tool
At the end of Student s - Questions answers Communication warming up introductory questions
lessons Ss will be book Ss talk about the story and discuss *
Observation
able to : pages22/23 -workbook/ the tips for writing successful story
Worksheet - Self- guessing the meanings of new words
*to write a story . Work book .read and answer the questions *
assessment Ask and
-Exercises
page 4
*listening to a radio answer
-Direct reading
programme and Cassette 1 activities * Listening and answering the
taking notes . questions by writing the correct
words in the space.
Ss then copy and complete the table

(Daily follow –up table)

Day & Date Section Period Fulfilled Homework Reflection:
Outcomes 59. I feel satisfied with
60. --------------------------------------------------------------------
21 2. Challenges that faced me -----------------------------------------------------------------
61. Suggestions for improvement
-------------------------------------------------------------------------------------------------.

Prepared by: Mohammad Eid