تحضير 2ع

New friendsUnit : 1 Lesson : 1

SB page : 1 WB page : TB page : 1Aims : Learners will• revise the use of to be and other verbs in the present simple• learn about the new characters in the book• practise describing oneself and others• practise talking about interestsResources Work : SB, WB, TB , BB and Cassette

Presentation Warm Up : Introduce yourself and say Good morning/ afternoon to the students. This should be said every time you enter the classroom.Structure : I’m I He’s (13/in the first year of Preparatory School)He’s a (scientist)I / We like/meet ... He meets/likes ...New Vocabulary : managerFunctions : Giving and asking for personal informationSkills : Listening for detailsAsking for and giving personal information.SB Ex 1: Listen, read and saySB Ex 2 : Complete the formSB Ex 3 : Talk about Samy and his familyPractice : Asking ss to work in (groups - pairs - individuals )Feed back : What's your name ?Home – Assignment : he are 13 years old

Evaluation My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved ) My instructions were : ( very clear – clear – not clear )Activities were : (well graded – somewhat graded – not graded )The best part of the lesson was : ( presentation – practice – production )The worst part of the lesson was : ( presentation – practice – production )

New Friends

1

DatePeriod Class

Unit : 1 Lesson : 2

SB page : 2 WB page : 1 TB page : 2Aims : Learners will • revise how to form questions with to be in the present, past simple and continuous tenses• practise describing oneself and others• practise listening and speaking skillsResources Work : SB, WB, TB , BB , Cassette

Presentation Warm Up : Revise what students remember about Samy from the first lesson. Structure : What’s your name/nationality/address, etc.?When were you born? Are you married?How long are you staying ...?New Vocabulary : Japan, Japanese, Turkey, Turkish, (first) language, grammar, pen friend, spellingFunctions : Giving and asking for personal informationSkills : Scanning text for key information Writing notes of details from written text Describing languagesSB Ex 4 : Listen and completeWB Ex 5 Complete the formWB Ex 1 : Read and answerWB Ex 2 : Write questions using the words in bracketsPractice : Asking ss to work in (groups - pairs - individuals )Feed back : When was you born?Home – Assignment : WB Page 1Evaluation My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved ) My instructions were : ( very clear – clear – not clear )Activities were : (well graded – somewhat graded – not graded )The best part of the lesson was : ( presentation – practice – production )The worst part of the lesson was : ( presentation – practice – production )

New FriendsUnit : 1 Lesson : 3SB page : 3 WB page : 2 TB page : 4

Aims : Learners will• revise the present simple• revise must

2

DatePeriod Class

• describe job routines• give opinions about jobs• practise reading skillsResources Work : SB, WB, TB , BB , Cassette

Presentation Warm Up : Revise jobs and work vocabulary. Ask about Samy’s parents, and then students’ own parents.Structure : / want/have/work, etc. / enjoy/like .. .ing You must...New Vocabulary : Functions : Giving opinions and describing routinesSkills : Listening for detail Taking notes from spoken texts Talking about and reading timetables Writing timesSB Ex 6: Read and matchSB Ex 7 Discuss the jobsWB Ex 3 Discuss the jobsWB Ex 4 : Look at the pictures and write more sentencesPractice : Asking ss to work in (individuals - pairs - groups )Feed back : I want to is a doctor Home – Assignment : WB Page 2Evaluation My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved ) My instructions were : ( very clear – clear – not clear )Activities were : (well graded – somewhat graded – not graded )The best part of the lesson was : ( presentation – practice – production )The worst part of the lesson was : ( presentation – practice – production )

New FriendsUnit : 1 Lesson : 4

SB page : 4 WB page : 3 TB page : 7Aims : Learners willFurther practise describing routinesfurther practise giving and understanding personal informationpractise giving information about themselvesResources Work : SB, WB, TB , BB , Cassette

Presentation Warm Up : Ask if students can remember any of the jobs they studied in the previous lesson and get them to describe the jobs.

3

DatePeriod Class

Structure : Questions:What is your name/ What class are you in/ What are your hobbies/ What does your father do?Have you got any brothers or sisters? Where were you born?Functions : Describing oneself Giving personal informationSkills : Matching words with pictures Asking and answering questions about someone's actionsSB Ex 8: Listen and numberSB Ex 9 Listen again and circle the correct informationSB Ex 10 Talk about yourselfWB Ex 5 Complete the informationWB Ex 6 Now write about yourselfPractice : Asking ss to work in (groups - pairs - individuals )Feed back : What class are you in ?.Home – Assignment : WB page 3 Evaluation My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved ) My instructions were : ( very clear – clear – not clear )Activities were : (well graded – somewhat graded – not graded )The best part of the lesson was : ( presentation – practice – production )The worst part of the lesson was : ( presentation – practice – production )

New FriendsUnit : 1 Lesson : 5SB page : 5 WB page : TB page : 8

Aims : Learners will• review language from the unit• use the mini dictionary Resources Work : SB, WB, TB , BB , Cassette Presentation

Warm Up : Refer back to the first page of the unit and the list of aims in the box. Go through each bullet point and elicit from students what they have learnt about each one. New Vocabulary : cool (v), dry (v), no one, rise, turn into Skills : Deducing the meaning of new words by reading them in context. SB Ex : Do it yourself Help with reading Practice : Asking ss to work in (groups - pairs - individuals )

4

DatePeriod Class

Feed back : What is your hobbies Home – Assignment : Has you got any brothers or sisters? Evaluation

My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved ) My instructions were : ( very clear – clear – not clear )Activities were : (well graded – somewhat graded – not graded )The best part of the lesson was : ( presentation – practice – production )The worst part of the lesson was : ( presentation – practice – production )

Running waterUnit : 2 Lesson : 1SB page : 6 WB page : TB page :10

Aims : Learners will• revise the use of the present continuous• revise and practise the use of should to give advice• practise prediction and critical thinking skillsResources Work : SB, WB, TB , BB , Cassette

Presentation Warm Up : Ask students to tell you what they remember about Ahmed and Soha from the previous year: their family and friends, what their parents do, etc.Structure : What should they do?They should wake up their grandmother because ...Salma is playing with her toys.Where is she playing?New Vocabulary : Functions : Giving adviceSB Ex 1: Listen and answerSB Ex 2 : Read and discuss. Make sentences

5

DatePeriod Class

Practice : Asking ss to work in (groups - pairs - individuals )Feed back : What should they does ?Home – Assignment : .Salma is play with her toys.Evaluation


Running waterUnit : 2 Lesson : 2

SB page : 7 WB page :4 TB page :11Aims : Learners willrevise and learn new ways to give advice and recommendations• revise the use of should and shouldn’t• learn and practise the phrase the best thing to do when ... is ...• revise the use of the past simple and continuous to tell a story• practise listening for sequence and gistResources Work : SB, WB, TB , BB , Cassette

Presentation Warm Up : Ask students to tell you the story about what has happened to Salma,Structure : The best thing to do when you are lost is to use a map.What’s the best thing to do when ...? Should we ...?New Vocabulary : Functions : Recommending courses of actionSB Ex 3: Listen and numberSB Ex 4 : Tell the story in your own wordsWB Ex 1 Finish the following dialogueWB Ex 2 Write advice using these wordsPractice : Asking ss to work in (groups - pairs - individuals )Feed back : What’s the best thing to do when you is lost ?

6

DatePeriod Class

Home –

Assignment : .WB page 4

Evaluation



SB page : 8 WB page :5 TB page :13Aims : Learners will• revise the use of the present simple to express facts and scientifc processes• describe and summarise scientifc processes• learn new vocabulary related to waterResources Work : SB, WB, TB , BB , Cassette

Presentation Warm Up : Discuss water: how most of the world is water and there is even water in the air.Structure : When the vapour hits the plate, it cools.New Vocabulary : condense, condensation, drop (n), evaporate, evaporation, steam, vapour Functions : Describing an experiment Describing natural lawsSB Ex 6: Read and completeSB Ex 7 : Match the words with their meaningsWB Ex 3 Write the opposites to complete the puzzleWB Ex 4 Read and correct the underlined wordPractice : Asking ss to work in (groups - pairs - individuals )Feed back : When the vapour hits the plate, it condenses.Home – Assignment : .WB page 5

Evaluation My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved ) My instructions were : ( very clear – clear – not clear )

7

DatePeriod Class

Activities were : (well graded – somewhat graded – not graded )The best part of the lesson was : ( presentation – practice – production )The worst part of the lesson was : ( presentation – practice – production )

Running waterUnit : 2 Lesson : 4SB page : 9 WB page :6 TB page :15

Aims : Learners will• revise the use of the present simple to express facts and scientifc processes• describe and summarise scientifc processes• learn new vocabulary related to weather• practise reading skills: reading for gist and deducing meaning from contextResources Work : SB, WB, TB , BB , Cassette

Presentation Warm Up : Revise weather vocabulary: Structure : When warm water vapour rises into the sky, it cools and condenses.New Vocabulary : cloudFunctions : Describing a natural processSB Ex 8: Read and put a / or a XSB Ex 9 : Discuss and answerWB Ex 5 Choose the correct answer from a, b or cWB Ex 6 Read and choose the correct answer from a, b or cPractice : Asking ss to work in (groups - pairs - individuals )Feed back : When warm water vapour rises into the sky, it cold Home – Assignment : .WB page 6


8

DatePeriod Class


SB page : 10 WB page : TB page :18Aims : Learners willreview language from the unit• form more complex sentences using connectors and, so and butResources Work : SB, WB, TB , BB , Cassette

Presentation Warm Up : Refer back to the first page of the unit and the list of aims in the box. Go through each bullet point and elicit from students what they have learnt about each one.SB Ex : Do it yourself Making longer sentencesPractice : Asking ss to work in (groups - pairs - individuals )Feed back : How do clouds from ?Home – Assignment : .When you boil water , it turns into water


9

DatePeriod Class

Friends and

neighboursUnit : 3 Lesson : 1

SB page : 11 WB page : 7 TB page : 20Aims : Learners willrevise the use of relative clauses with which, who and where• learn about tools• practise describing and identifying objects and people• practise listening skillsResources Work : SB, WB, TB , BB , Cassette

Presentation Warm Up : Ask students what they remember about Samy. What are his hobbies?Structure : This is the tool which is next to the knife. This is the man who lives next door to Samy. This is the room where Samy usually works.New Vocabulary : blade, end (n), hammer, nail, needle, pliers, saw (n), scissors, sew, toolFunctions : Describing objects and people Identifying objects and peopleSkills : Listening for detailsAsking for and giving personal informationSB Ex 1: Listen, read and answerSB Ex 2 : Make sentencesWB Ex 1: Choose the correct answer from a, b or cWB Ex 2 : Use the table to write Basma’s sentencesPractice : Asking ss to work in (groups - pairs - individuals )Feed back : . This is the man where lives next door to Samy Home – Assignment : WB page 7


Friends and neighboursUnit : 3 Lesson : 2

SB page : 12 WB page : 8 TB page : 22

10

DatePeriod Class

Aims : Learners will• revise the use of questions which ask about the nature and purpose of objects: What’s it made of? What’s it like? What’s itfor?• learn about tools• practise describing and identifying objects and people• revise and extend materials vocabulary• revise the infnitive of purposeResources Work : SB, WB, TB , BB , Cassette

Presentation Warm Up : Revise materials and tools by playing a game.Structure : What’s it made of? What’s it like? What’s itfor? They’re made of... They’re wooden/metal We use them to ...New Vocabulary : handle, woodenFunctions : Describing objectsSB Ex 3: Read and matchSB Ex 4 : Ask and answerSB Ex 5 Play 20 QuestionsWB Ex 3 : Complete the crosswordWB Ex 4 : Listen and numberWB Ex 5 Read and circle the correct word to fnish the sentencePractice : Asking ss to work in (groups - pairs - individuals )Feed back : . What’s it made off ?Home – Assignment : WB page 8



SB page : 13 WB page : TB page : 24Aims : Learners will• revise the use of the past simple to narrate a story• describe people• express one’s impressions and opinions of people

11

DatePeriod Class

• practise reading skills: reading for specifc information and gistResources Work : SB, WB, TB , BB , Cassette

Presentation Warm Up : Revise telling a story using the past simple tense.Structure : Magdy worked in a factory. He didn’t have much money.New Vocabulary : kind (adj), lend, mend, roofFunctions : Describing people Giving opinionsSB Ex 6 : Read and answer true or falseSB Ex 7 : Read again and answerPractice : Asking ss to work in (groups - pairs - individuals )Feed back : . Magdy worked in a factory. He don't have much money.Home – Assignment : yesterday , I go to school by bus



SB page : 14 WB page : 9 TB page : 25Aims : Learners will• revise the use of the past simple to narrate a story• describe people• express one’s impressions and opinions of peopleResources Work : SB, WB, TB , BB , Cassette

Presentation Warm Up : Have students re-tell the story of Magdy and Seif so far.

12

DatePeriod Class

• Ask them for their predictions for the next part of the story.Structure : The past tenseFunctions : Expressing opinions Narrating a storySB Ex 8 : Listen and number the picturesSB Ex 9 : Now complete the sentences using the verbs in (brackets)SB Ex 10 : DiscussWB Ex 6 Write the story in the pastWB Ex 7 Read and answerPractice : Asking ss to work in (groups - pairs - individuals )Feed back : . Magdy worked in a factory. He don't have much money.Home – Assignment : WB page 9


Friends and neighboursUnit : 3 Lesson : 5SB page : 15 WB page : TB page : 28 Aims : Learners will• review language from the unit• learn ways of storing new vocabularyResources Work : SB, WB, TB , BB , Cassette

Presentation Warm Up : Refer back to the frst page of the unit and the list of aims in the box.Skills : Storing new vocabulary in a word bookSB Ex : Do it yourself learning words Practice : Asking ss to work in (groups - pairs - individuals )Feed back : . Magdy worked in a factory. He don't have much money.

13

DatePeriod Class

Home –

Assignment : WB page 9 Evaluation


Revision : ARevision : A Lesson : 1

SB page : 16 WB page : 10 TB page : 30Aims : Learners willrevise the use of relative clauses with which, who and wheredescribe toolspractise describing and identifyingobjects and peoplerevise present simple and continuous tensesResources Work : SB, WB, TB , BB , Cassette

Presentation Warm Up : Ask the students to look at the picture of the Zaki children on SB page 16. What is happening in the photo?Structure : New Vocabulary:

14

DatePeriod Class

Functions : SB Ex 1: Choose the correct answers from a, b or cSB Ex 2: Guess the pictureWB Ex 1 Read and circleWB Ex 2 Listen and choose the correct answer from a, b, c or dWB Ex 3 Write about ZeinabPractice : Asking ss to work in (groups - pairs - individuals )Feed back : It's made off wood Home – Assignment : WB page 10


Revision : ARevision : A Lesson : 2

SB page : 17 WB page : 11 TB page : 31Aims : Learners willrevise the use of the past simple and continuous tensespractise describing and identifying objects and peoplerevise the use of relative clauses with which, who and whererevise new vocabularyResources Work : SB, WB, TB , BB , Cassette

Presentation Warm Up : Revise the past tense by acting out a short simple scene and getting students to tell the story, e.g. mime getting in a car, driving to the beach and having a swim, getting back in the car, driving home, falling asleep in front of the TV.Structure : New Vocabulary: SB Ex 3: Listen and numberSB Ex 4: Complete in the past simple. Use these wordsSB Ex 5: Talk about your mother or fatherWB Ex 4 Read and match

15

DatePeriod Class

WB Ex 5 Complete with these verbs in the past tenseWB Ex 6 Now punctuate these sentencesPractice : Asking ss to work in (groups - pairs - individuals )Feed back : This is the cat where ate the mouse Home – Assignment : WB page 11


Unusual storiesUnit : 4 Lesson : 1SB page : 18 WB page : TB page : 34 Aims : Learners will• revise There is/are• revise the present continuous• revise the past continuous• describe a picture• learn the structure There is/are + noun +-ingResources Work : SB, WB, TB , BB , Cassette

Presentation Warm Up : Draw a street on the board. Ask students to come and draw quick sketches of things going on in the street. When the picture is quite busy, ask students to describe the scene using There is/are, and He/She/They ( is/are + -ing).• Then ask them to imagine it’s the first part of a story, and get them to tell it as a story opening using the past continuous.Structure : There is a lorry taking a lion to the zoo. Were there two girls playing with a ball? There were two boys playing with a ball.New Vocabulary : cartoon, photographerFunctions : Describing a pictureSB Ex 1: What is happening in the picture?SB Ex 2 : Look at the picture. Read and matchSB Ex 3 : Ask and answer using the past continuous

16

DatePeriod Class

Practice : Asking ss to work in (groups - pairs - individuals )Feed back : There is a lorry take a lion to the zoo Home – Assignment : There were two boys play with a ball.


Unusual storiesUnit : 4 Lesson : 2SB page : 19 WB page :12 TB page : 35 Aims : Learners will• revise the past continuous and simple tenses• practise writing sentences using the structure There is/are + noun + -ing.• practise listening and speaking skillsResources Work : SB, WB, TB , BB , Cassette

Presentation Warm Up : Revise the past continuous.Structure : the lion was arriving in the town. What was he doing when the lorry arrived? He was terrifed. He left the shop.New Vocabulary : escape, terrifed, worriedFunctions : Describing a picture Narrating a story Making predictionsSB Ex 4 : Talk about the pictureSB Ex 5 : Listen and match to check your answersSB Ex 3 : Ask and answer about each personWB page 1 Write six sentencesWB page 2 : Write what you were doing at these times yesterdayPractice : Asking ss to work in (groups - pairs - individuals )Feed back : the lion was arrive in the town Home – Assignment : WB page 12

Evaluation My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved ) My instructions were : ( very clear – clear – not clear )Activities were : (well graded – somewhat graded – not graded )

17

DatePeriod Class

The best part of the lesson was : ( presentation – practice – production )The worst part of the lesson was : ( presentation – practice – production )

Unusual storiesUnit : 4 Lesson : 3SB page : 20 WB page :13 TB page : 37 Aims : Learners will• revise the use of the past simple and past continuous tenses to narrate a story• learn and practise adjectives relating to feelingsResources Work : SB, WB, TB , BB , Cassette

Presentation Warm Up : Revise telling a story using the past simple tense.Structure : Who felt terrifed?Dorothy felt terrifed.Dorothy was flying to her daughter’s wedding in America.New Vocabulary : America, feel, flight attendantFunctions : Narrating a storySB Ex 7 : Read and matchSB Ex 8: Read and circle the correct informationSB Ex 9 : Now answer the questionsWB page 3 Read the following, then answer the questionsWB page 4 : Now look and fnish the storyPractice : Asking ss to work in (groups - pairs - individuals )Feed back : Dorothy was flying to here daughter’s wedding in America.Home – Assignment : WB page 13


18

DatePeriod Class

Unusual storiesUnit : 4 Lesson : 4SB page : 21 WB page :14 TB page : 39 Aims : Learners will• revise the use of the past simple to narrate a story• practise adjectives related to feelings• practise reading skillsResources Work : SB, WB, TB , BB , Cassette

Presentation Warm Up : Ask students to re-tell the stories of the woman on the plane in as much detail as possible.Structure : The past tenseNew Vocabulary : dream (n), illnessFunctions : Narrating a storySB Ex 10 : Read and numberSB Ex 11 : Make sentencesWB page 5 Choose the correct answer from a, b, c or dWB page 6 : Supply the missing parts in the following two mini-dialoguesPractice : Asking ss to work in (groups - pairs - individuals )Feed back : Dorothy was flying to her daughter’s wedding for America.Home – Assignment : WB page 14


19

DatePeriod Class

Unusual storiesUnit : 4 Lesson : 5SB page : 22 WB page : TB page : 41 Aims : Learners will• review language from the unit.• learn independent learning skills.• learn about pronunciation and spelling rules.Resources Work : SB, WB, TB , BB , Cassette

Presentation Warm Up : Refer back to the first page of the unit and the list of aims in the box. Go through each bullet point and elicit from students what they have learnt about each one.SB Ex : Do it yourself Spelling Practice : Asking ss to work in (groups - pairs - individuals )Feed back : Dorothy was flying to her daughter’s wedding for America.Home – Assignment : WB page 14


20

DatePeriod Class

Unit : 5 Lesson : 1SB page : 23 WB page : TB page : Aims : Learners wil

- Use will to offer and ask for help

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

- I will help you with that - Will you make some tea , please ?

New VocabularyOffer Functions

- Making offer - Requesting help Presentation - Revise the use of will and contrast with the past tense from previous unit

Draw attention to the aims box and explain

Practice: Asking ss to work in (groups - pairs - individuals )

Home – Assignment : WB 15Evaluation


Unit: 5 Lesson : 2SB page : 24 WB page : 15 TB page :

21

DatePeriod Class

Aims : learners will

- Use will to practice and speculate about the future - Resources Work : SB, WB, TB , BB , Cassette- Structure : We will be able to travel oversea .Do you think we will be able to ………..?Yes , I think so

New VocabularyElectric – probably Presentation

- Revise the use of will to predict - Read through the ideas in questionnaire and check understanding.

SB : ex 3 listen and complete SB : ex: 4 ask and answer SB : Ex . 5 write sentences

Home – Assignment: WB 15Evaluation


Unit : 5 Lesson : 3SB page : 25 WB page : 16 TB page :

Aims: Learners will

22

DatePeriod Class

• revise and expand vocabulary

related to computers

Structures:Various

New vocabulary:Accurately, everywhere, flexible, follow, modern, program, quantity, store

Functions:Describing computers- Resources Work : SB, WB, TB , BB , Cassette

Presentation Read and match 1- Read through the introductory speech bubbles at the top of the page. Ask students

what they think computers are most useful for.2 - Read through the three paragraph titles and check understandingAsk them to go back and find any words they didn't understand. Get them to guess likely meanings from context, then introduce the new words: modern, follow (instructions), flexible, accurately, quantities, everywhere, store (informationSB Ex.3- write the correct stressSB EX. S: write complete sentences

Home – Assignment : WB 17Evaluation


Unit : 5 Lesson : 4SB page : 26 WB page : 17 TB page :

23

DatePeriod Class

- Res

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

Presentation• Discuss how they think computers will developand what they would like computers to be able todo in the future.-SB Ex 9 Listen and number -SB10-Dicuss The future WB 6- read and tick 7- read questions using words in brackets

Listen and number1 Look at the pictures and what students think is happening in each one2 Explain the task: students will listen and number the pictures in the order that they

hear them mentioned on the tape.Home – Assignment : WB 17


Unit : 5 Lesson : 5SB page : 27 WB page : - TB page :

Aims : Learners will

Aims: Learners will• use will to predict and

speculate about the future• talk about the future of computers• revise the use of may

to express less probability than will

Structures:Computers will control space rockets.

24

DatePeriod Class

• review language from the unit

• learn about parts of speech

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

PresentationBefore using the book:- Refer back to the first page of the unit and the list of aims in the box. Go

through each bullet point and elicit from students what they have learnt about each one.

-Write two sentences on the board: / have got a blue telephone. I telephone my friend every night ask them to think about me use telephone in each case, and say what the difference is. If they aren't sure, ask which is a verb and which a noun. (It may be necessary to clarify these terms, too.) Discuss how the noun telephone can change (plural/singular), and the verb telephone can change to express tense.Introduce the new term parts of speech.

Revise what an adjective is by asking what kind of phones students have: colour, big, small, expensive, good, bad, etc. Remind them that adjectives usually come before a noun, and that they can also be comparative or superlative

SB: Ex1: learning new words SB: Ex2"Write noun , adjective and verb Home – Assignment : WB 17

Evaluation My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved ) My instructions were : ( very clear – clear – not clear )Activities were : (well graded – somewhat graded – not graded )The best part of the lesson was : ( presentation – practice – production )

The worst part of the lesson was : ( presentation – practice – production

LESSON Unit : 6 Lesson : 1 SB page : 28 WB page : 18 TB page :

Aims: Learners will• revise the present perfect with irregular and regular verbs• practise tag questions

25

DatePeriod Class

Structures:I've found it. She has 't taken it. Sofia's taken it, hasn't she? It won't take long, will it?

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

Functions:Checking informationTalking about the indefinite past


PresentationBefore using the book:• Revise past participles. Write the infinitives of common verbs some regular, some irregular, including take and lose) on separate pieces of paper Hand out the past participles to students. Put the infinitives in a pile face down on your desk. As you turn over each one, have the person with the matching past participle come up and give you their piece of paper. Then turn the infinitives over one by one again, but this time select students to tell you the past participles from memory.-Revise the present perfect.-Ask about students' studies: which units have they done in the book, how long have they have studied English-Read and answer

-Draw attention to the aims box and explain.Students describe what is happening in the pictures.Discuss answers with the whole class.Home – Assignment : WB Evaluation My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved The best part of the lesson was : ( presentation – practice – production )


LESSON Unit : 6 Lesson : 2 SB page : 29 WB page : 19 TB page :

Aims: Learners will• use the present perfect with ever in questions• practise using the infinitive of purpose• expand their vocabulary: farms and crops

26

DatePeriod Class

Structures:Have you ever been to a farm?Yes, I have. / No, I haven't.The last time I went was about a month ago.We keep goats to get milk and meat.

New vocabulary:cotton, crop, flour, harvest, keep, (sugar) cane, wheat, wool

Functions:Talking about experiences in the indefinite pastExpressing purpose


PresentationRead, ask and answer 1 Look at the pictures and elicit the correct past participles and past tenses for each

verb given in the prompts.2 Introduce 3 Read through the two example exchanges, reminding students of the use of the two

tenses: present perfect and past simple, and explaining how the dialogue relates to the pictures, the words given, and the ticks and crosses.

4 Students ask and answer in pairs, as in the example exchange.5 Ask some pairs to demonstrate.Answers:c Has Soha ever grown tomatoes? Yes, she has. She grew some tomatoes three

months ago.d Has Soha ever met a farmer? No, she hasn't. She's never met a farmer.Home – Assignment : WB Evaluation My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved The best part of the lesson was : ( presentation – practice – production )


Unit : 6 Lesson : 3 SB page : 30 WB page : - TB page :

Aims: Learners will • revise and extend vocabulary related to farming• revise the use of the present perfect and past simple in a story• revise the use of just with the present perfect

27

DatePeriod Class

Structures:I've just found this.

New vocabulary:excited, golden, greedy, lay (an egg), tractor

Functions:Narrating a storyBefore using the book:

• Revise present perfect with just. Act out a sequence of events, telling students to remember what you have done.

E.g., go out of the classroom, come back in, put your bag on the desk


Presentation1 Read through the introductory speech bubble at the top of the page.2 Read through the three questions and check understanding.3 Students read the text quickly and answer the three questions. Set a time limit.4 Check their answers.5 Ask them to go back and find the words laid, golden and greedy. Get them to

guess their likely meanings from context.6 Students form pairs and discuss what they think is going to happen at the end of

the story.7 Students share their ideas with the whole class.Home – Assignment : WB Evaluation My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved The best part of the lesson was : ( presentation – practice – production )


LESSO

Unit :6

Aims: Learners will• revise and extend vocabulary related to farming• revise the use of the present perfect with never, yet, for

Structures:The woman has fed her son. The man hasn't cut

LESSON 4 SB page 31 WB page 20

28

DatePeriod Class

the grass yet.

New vocabulary: collect, compare

Functions:Describing pictures


Presentationbefore using the book:-Discus Things that farmers do, and discuss how and why students think farming

has changed over the years the different tools and machinery'that is now, work practices, different animals reared and crops grown, etc.10 Compare the pictures1 - Read through the verbs in the box, and introduce collect. Get students to point to

where each action is happening in the picture as you say the verb.2 - Explain the task: students will use each one of the verbs to talk about the pictures. First they will describe what is happening (using the present continuous tense), and then they will look at the second picture, compare it with the first, and say what has happened, and what has not happened yet (using the present perfect 4-Read through the bottom example responses

with the whole class. In their pairs, students compare the two pictures j and say what has happened, and what has not ; happened yet. Home – Assignment : WB Evaluation My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved The best part of the lesson was : ( presentation – practice – production )The worst part of the lesson was : ( presentation – practice – production

LESSO N Unit : 6 Lesson : 5 SB page : 32 WB page : - TB page :

Aims: Learners will• review language from the unit• learn about irregular verbs

Structures:Using a dictionary

Resources Work : SB, WB, TB , BB , Cassette29

DatePeriod Class

Presentation

Before using the book:• Refer back to the first page of the unit and the list of aims in the box. Go through

each bullet point and elicit i.rom students what they have learnt about each one.

Make sure students have dictionaries for lesson. Remind them the-terms tense and past participle. Give examples.2 Read the two top speech bubbles with the class. Remind them what regular and irregular mean, : and elicit examples.3 Students do the first task4 Check their answers and get them to say how : the spelling differs when we change from the

present simple to the regular past tense/pastRead with students the third speech bubble about irregular verbs.7 Focus on the example verb choose and its three forms. Get students to look it up

in their dictionaries to find and confirm that these are the three forms.8 Students do the second task with the help of their dictionaries.

Check answers with the whole class.

Home – Assignment : WB Evaluation My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved The best part of the lesson was : ( presentation – practice – production )The worst part of the lesson was : ( presentation – practice – production

LESSON Unit : 7 Lesson : 1 SB page : 35 WB page : - TB page :

Aims: Learners will • learn to use as soon as, when and after with the present simple tense followed by going to (do). Structures:

As soon as the taxis are here, we're going toleave.I'm going to have a rest when 1 arrive home.

The Pyramids

30

DatePeriod Class

After they go inside the Pyramids ...

New vocabulary: as soon as, SphinxBefore using the book: warming up

• Revise going to. Ask if anyone has any plans for their next holiday. What are they going to do, • where are they going to go, etc.

• Discuss the Pyramids: What are they? Who built them? Where are they? Has anyone been to them? Introduce Sphinx.


Presentation-Draw attention to the aims box and expStudents describe what is happening in the pictures.-Introduce as soon as. Go out of the come back in again, and sit down

Say, As soon as I came into the room, Emphasize that as soon as implies and compare with / came into the room! / sat down, which may not connect so closely in time. Then introduce as soon as with going to:

As soon as I get home to, I am going to have a bath, etc.-Read the speech bubble text in the picture Point out that the dots indicate

where are phrase occurs.-Read phrases a-f . Explain the task: student will listen for these phrases and

match! the pictures. Point out that as soon as emphatic and immediate than when, \ a similar meaning in terms of events.

Home – Assignment : WB Evaluation My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved The best part of the lesson was : ( presentation – practice – production )The worst part of the lesson was : ( presentation – practice – production

LESSON Unit : 7 Lesson : 2 SB page : 36 WB page : - TB page :

Aims: Learners will• practise using as soon as, when and after with the present simple tense

followed by going to (do)Structures:

What is going to happen as soon as the taxiis here?What is Soha going to do when Ahmed comesback?What are they going to do after they visit thePyramids?

31

DatePeriod Class

New

vocabulary:reserve (v)Functions:Describing the order of eventsWarming upBefore using the book:

• Revise as soon as. Write the following on the board and ask students to order them chronologically:I'm going to speak to Dad as soon as I get home.I'm going to speak to Dad before I get home. I'm going to speak to Dad after I get home.


PresentationRead and complete1 Read through the two speech bubbles with the class. Practise saying the times on the three

clocks: half past eight , nine o'clock and half past nine.2 Explain the task : students will write after, as soon as and before in the boxes below the

appropriate clocks, bearing in mind that Hesham arrives home at 9 o'clock.Listen and choose the correct answer from a,

With books open, ask students to relate as much as they can about the scenarios on page 35. Prompt with As soon as the taxis are here ... , When Ahmed comes back ..., etc. (See page 35 Ex. 1).Home – Assignment : WB Evaluation My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved The best part of the lesson was : ( presentation – practice – production )

LESSON Unit: 7 Lesson: 3 SB page: 37 WB page: 24 TB page:

Aims: Learners will• revise and extend vocabulary related to the Pyramids• practise using when with the present simple tense followed by going

to (do)Structures:When the boat arrives, the reporter is going to tell us about the

ceremony. When the king's boat arrives, what's going to happen?

New vocabulary:Ceremony, entrance, journey, tomb

32

DatePeriod Class

Functions:Reporting an eventBefore using the book: warming up

• Revise the use of when with the present simple tense followed by going to. Ask students what they are going to do when they leave school (i.e. at the end of their schooling).


PresentationRead and match1 Look at the text and discuss what k is (a news report).2 Students describe in their own words what happening in each of the pictures.3 Write up on the board ceremony, entrance. Ask students to find them! and guess their meaning, using the pictures to help.4 Check their understanding of the v5 Read through sentences a-f and check understanding.6 Explain the task: students match the pictures.7 Check their answers

Home – Assignment : WB Evaluation My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved The best part of the lesson was : ( presentation – practice – production )

33

DatePeriod Class

Unit: 7 Lesson: 4 SB page: 38 WB page: 24 TB page:

Aims: Learners will• revise and extend vocabulary related to ancient Egypt• revise and practise the use of the past passive

Structures:The stones were cut. The job was done.

New vocabulary:bury, large, pull, ramp, slave, stone, transport

Functions:Describing a processBefore using the book: ( Warming up )

• Ask students to tell you again what they know about the Pyramids. Supply any words that they need (e.g. bury) to explain what they know.

• Revise the past passive. Ask when the Pyramidswere built (roughly), where they were built, andwhat they were made of. Write the answers onthe board. . . . . . .


PresentationListen and complete

1 Look at the pictures of the building of Pyramids and ask students to say what happening.

2 Read the text through with the class ask students to suggest answers to fill the j3 Write the following verbs on the boat

were made were used were 1 were cut were built were t were transported4 Acknowledge that students don't of the verbs, and explain that they are listen to

the tape, write the verbs into gaps, and then read the text again; guess the meaning of those they don't understand

5 Play the cassette. Students write the gaps. Repeat the cassette until they answer.6 Check their answers. Check that they understood that the structure is the pas and why it is used here. Pay attention to correct pronunciation of the new words


34

DatePeriod Class

Unit: 7 Lesson: 5 SB page: 39 TB page:

Aims: Learners will

• review language from the unit

• learn about the uses of commas

Before using the book:• Refer back to the first page of the unit and the list of aims in the box do through

each bullet point and elicit from students what they have learnt about each one.• Draw a big comma on the board, next to a full stop, speech marks, a question

mark and an exclamation mark.


PresentationAsk students what they are and where they would be found. Elicit examples

Punctuating with commasRead through the three uses of commas and explain where necessary.Ask students to look at the sentences below in the Key language box, and ask which use (1, 2, or 3) the commas in the sentences are examples of.Revise where capital letters, speech marks, question marks and full stops go in written texts.Students punctuate items a-e. Check answers with the whole class


Unit: 8 Lesson: 135

DatePeriod Class

SB page: 40 TB page:

Aims: Learners will• be introduced to the concept of the World Pen Friends Club website• revise and practise wouldftke to do• practise reading and listening skills!

Structures: IP*I'd like to write to people who are 11-12years old. I'd prefer to write to a girl.I want to write in English.

Before using the book:• Discuss writing letters. Does anyone write letters to anyone? Who? How often? Introduce the

idea of a pen friend. Has anyone got a pen friend, i.e. an acquaintance who they just write to, or at least met first through writing? «,;

• Revise would you like. Ask those who don't have pen friends if they'd like to have one, what nationality would they like their pen friend to be, how old, and so on.


PresentationNew vocabulary:

contact, free, pen friend, prefer Presentation

Who is in the picture? What are they reading about?

1 Draw attention to the aims box and explain.2 Students say who is in the picture and what they are doing.3 Introduce free (without charge) and contact.3 Students read the text about the World Pen Friends Club. Ask them some comprehension

questions such as What's the name of the club? What is it for? How do you contact people in the club?2 Listen and / or X

1 Read through the sentences. Get students to say whether they think they are true or false.2 Play the cassette. Students tick or cross the sentences.3Check their answers. Get them to correct the wrong ones.

Home – Assignment : SB p40 Evaluation My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved The best part of the lesson was : ( presentation – practice – production )

Unit: 8 Lesson: 236

DatePeriod Class

SB page: 41 WB page:26Aims: Learners will

• practise using verb/adjective andpreposition + verb ..ing and verb + verb to (do) structures

• practise and extend their adjective vocabulary• practise describing people

Structures:Who do you like meeting? What are you interested in doing? What are you good at doing? What do you really/quite like doing?

New vocabulary:hard-working, IT, polite, quite, really

Functions:Describing people

Before using the book:• Revise the concept of pen friends. Discuss what Soha and Ahmed's preferences were, what

kinds of other things students would want to know about a prospective pen friend, and what kind of person would they like to write to.


Presentation4 Read and make sentences1 Read through the first two speech bubbles with the class to explain the situation.2 Look at the picture of Ann Brown and ask what kind of person they think she might be.3 Explain the meaning of really like and quite like by showing the different degrees of liking:

love - really like - like - quite like - don't like - hate. Explain that enjoy here means the same as like.

4 Tell students to read through Ann's form to find out what kind of person she is. As they read, ask them to think about whether she'd be a good pen friend for Soha, and why/why not.

5 Ask comprehension questions about Ann: Is she kind? Does she like quiet people? What is she good at?/interested in? etc.

Point out the structures interested in + -ing and good/bad at +-ing, and get students to give full answers.aboutAnn using these-structures. 1

6 Read through the next pair of speech bubbles with the class to demonstrate the next task.8 Ask some pairs to demonstrate. Make sure they use the correct structures; interested in + -ing

and good/bad at + -ing.Home – Assignment : SB p41 wb26 Evaluation My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved The best part of the lesson was : ( presentation – practice – production )

Unit: 8 Lesson: 3 SB page: 42 WB page:27

37

DatePeriod Class

Aims: Learners will

• revise and extend vocabulary related to language learning

• learn about English abbreviations

Structures:Various

New vocabulary:abbreviation, etc., laboratory, mathematics, Ms, Roman

Functions:Describing languageBefore using the book:

• Introduce the topic of abbreviations by asking if they know what the following mean:Mr, Mrs, St (street), Rd, (road), kilo (kilogram).


Presentation6 Read and match

1 Look at the text and discuss what kind of text it is (magazine article).2 Make sure students understand what abbreviation means.3 Read through topics a-d and check understanding.3 Students read the text and find which paragraphs contain the information.*Check their answers. Read and match1 Students read the text again and find the meanings of the abbreviations.2- Check their answers

Home – Assignment : SB p41 wb26 Evaluation My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved The best part of the lesson was : ( presentation – practice – production )

Unit: 8 Lesson: 4 SB page: 43 WB page:-

38

DatePeriod Class

Aims: Learners will

• practise using preposition + verb with -ing and verb + verb to (do) structures

• practise using the new vocabulary• practise describing people

Structures:I'm looking forward to hearing from you. I don't mind sending e-mails.

*New vocabulary: look forward to

Functions:Describing people Introducing yourself in writing

Before using the book:• Ask students to tell you what they remember about Ann Brown (see SB page 41) and about

the World Pen Friends Club.Resources Work : SB, WB, TB , BB , Cassette

Presentation

Read quickly and answer1 Draw attention to the picture of Soha and*ask what she is doing.2 Read questions a and b with the class.3 Students skim and scan the text for the answers. Give them a short time to do this.4 Check their answers. Ask if they know any other ways to start and finish letters. Discuss where

and why different phrases are used.10 Listen and complete1 Read through the letter and ask students to suggest answers for the gaps.2 Introduce look forward to ... ing and revise don't mind ...ing.3 Play the cassette. Students listen and fill in the gaps. Repeat the cassette if they need to hear it

again.4 Check their answers. Make sure they understand that the statement I'm looking forward to

hearing from you is a common set phrase which means I'm looking forward to your next communication.Home – Assignment : SB p41 wb26 Evaluation My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved The best part of the lesson was : ( presentation – practice – production )

Unit: 8 Lesson: 5Aims: Learners will

• review language from the unit.• learn about the use of would like, like, prefer and would prefer.

39

DatePeriod Class

Match the verb to its correct meaning - -1 Read through the top speech bubble to introduce the topic of like/prefer vs would

like/would prefer and elicit some examples.2 Read through the grammar explanations for part 1 and explain that they have to

match them to the correct verb patterns a-d.3 Students write the letters in the correct boxes.5 Check answers with the whole class.


PresentationRead the three bullet points. Elicit examples.2 Read through the examples of key language in the box with the class and check understanding.3 Read through instructions a-d and explain where necessary.4 Explain that, for instructions a and b, students should write a or b in the boxes next to the

appropriate sentence or question in the Key language box. For c and d, they should write c or d above the correct words.

5 Students do the task individually, then compare their answers in pairs.6 Check answers with the whole class.7 In their pairs, students think of more examples for each of instructions a-d.8 Students share their ideas with the whole class.

Reading TaskTarget element: reading about personal qualities and preferencesUse the forms and letters from Ann, Soha and Tom on SB pages 41 and 43, WB 27. Ask students to write who the following refer to:This person would prefer to send e-mails. This person is friendly and funny.This person doesn 't write about what kind of person she/he is.This person quite enjoys using computers. This person is interested in learning English. This person really likes listening to music. This person is bad at arriving on time. This person is good at doing exams.

Home – Assignment : SB p41 wb26 Evaluation My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved The best part of the lesson was : ( presentation – practice – production )

Unit: 9 Lesson: 1 SB page: 45 WB page Aims: Learners will

• learn new vocabulary for parts of the body• revise and extend their knowledge of verbs which describe the use of trie senses

40

DatePeriod Class

• learn about sign language and being deaf

Structures:We can feel/see/smell/hear/taste with our fingers/eyes/noseslearsltongue.

New vocabulary:feel, finger, sense, sign (language), tongue

Functions:Describing how things feel, look, taste, hear and sound


PresentationPlay 'Simon Says'. Give instructions, e.g. Simon says touch your head. (Students obey). Students

do the action unless you don't say 'Simon says ...' before the instruction, e.g. if you only say• Touch your head, and students touch their heads, they are out.• Ask what we do with our eyes and ears. Introduce sense and ask if students know the other

senses. Ask if they can remember the story of Helen Keller in Prep 1 (if appropriate), and if they remember the terms used when someone can't see (blind) and someone can't hear (deaf).

Answer the questions in the pictures

1 Draw attention to the aims box and explain.2 Students say who is in the pictures and what they are doing. Ask if they remember who Nawal

is and what she does (she's a scientist at the university).3 Read the two questions in the speech bubbles.4 Students form pairs and discuss their answers.2 Listen and answer1 Read through the questions and check understanding. Introduce tongue.2 Get students to suggest possible answers to the questions.

3 Before they listen, tell them to write short notes only, just key words. They can then make fuller answers from their notes after listeningEvaluation My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved The best part of the lesson was : ( presentation – practice – production )

Unit: 9 Lesson: 2 SB page: 46 WB page 29

41

DatePeriod Class

Aims: Learners will• learn to use sense verbs feel, sound, taste, with like in questions• practise and extend their adjective vocabularyStructures:What does it taste/feel/sound like?It feels smooth.It doesn't feel rough.New vocabulary:hard, horrible, rough, smooth

Before using the book:• Revise what the five senses are and which parts of the body they relate to.Resources Work : SB, WB, TB , BB , Cassette

PresentationBring into class some objects which have very definite qualities: rough (e.g. sandpaper, a kitchen scouring pad), smooth (use the other side of the sandpaper, if you have it), hard (e.g. your

keys). Try to use objects which don't have] qualities in equal measure! Pass these objects around the class to introduce the new adje rough, smooth, hard. Ask students whatl opposite of hard is. Elicit some examples. Practise the pronunciation of the new wo

2 Read through the questions and the adje answer options. Point out that What does ... like? is the usual way of asking some to describe how something feels, tastes, Introduce horrible as the opposite of nice

3 Look at pictures a and b, and get student! describe them. Ask them the questions on left: e.g. for the snake: What does it feel

4 Explain they will have to listen and wor which thing in each pair of pictures is befl discussed by the two people.

5 Play the cassette. Students tick the correct pictures.6 Check their answers. Students tell you how things were described and which adjective used.7 Home – Assignment : SB p45 wb 29

Evaluation My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved The best part of the lesson was : ( presentation – practice – production )

Unit: 9 Lesson: 3 SB page: 47 WB page 30Aims: Learners will

• learn to form clauses using by + verb + -ing

42

DatePeriod Class

• revise and practise

using present simple passives

• extend their vocabulary for the parts of the bodyStructures:

English vowels are made by touching the fingers of the right hand.

New vocabulary:communicate, palm, thumbFunctions:Describing methodsBefore using the book:

• Revise what they have learnt about signlanguage. Ask Who is it for? How does it help? Who wanted to use it?


Presentation

Read and choose1 Look at the text and discuss what kind of text it is (magazine article).

2 Explain the task: students will read the text and decide on the best title. Remind them that they if should choose the title that most of the text is abjput. They shouldn't be tempted by a title that describes only a small part of the text.

3 Read through the text titles and make sure students understand them.4 Students read the text and choose the best title.5 Check their answers.6 Check their understanding: ask students (whole class) to demonstrate how to make the

letters a, e, o, c, b and n in finger spelling.7 Highlight the new structure It is made by (holding).... Ask students to describe in words

how vowels are made in sign language. (They are made by touching different fingers of the left hand with the first finger of the right hand.). Ask them to describe how to form an a, e and an n in finger spelling.

Read and / or X1 Read through the statements with the class. check understanding.4 Students read the text again and tick or cross t statements.

Home – Assignment : SB p46 wb 30Evaluation My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved The best part of the lesson was : ( presentation – practice – production )


Aims: Learners will43

DatePeriod Class

• team to use although to connect ideas• learn about Louis Braille• revise and practise using present simple passives

Structures:Although there were 100 students, there were only 14 special books.

New vocabulary:although, bad, health, message

Functions:Describing someone's life


Presentation

Before using the book:

• Revise the senses and what parts of the body they relate to.• Revise what deaf and blind mean.• Ask how deaf people communicate. Ask how blind people communicate and read. Ask if any

of the students have heard of Braille.1 Look at the text and discuss what kind of text it is (internet/web page).2 Explain the task: students will listen to and read the text and decide what each paragraph is

about.3 Read through the paragraph topics and make

sure students understand them.*4 Students listen to the text and match the paragraphs to the topics.5 Check their answers.5 Highlight although. Ask students to find all the uses of although in the text. Show how it can

be used as an inverted version of but: He couldn't see, but he went tp the village school = Although he couldn't see, he went to the village ,-, school.

6 Project: Read, ask and answer2 Students form pairs and ask and answe questions about each of the things in the} using the adjectives (and others if appropfi answer.3 Select a few students to answer some of \ questions.



44

DatePeriod Class

Aims: Learners will

• review language from the unit• learn about the use of or, although and as soon asBefore using the book:

• Refer back to the first page of the unit and the list of aims in the box. Go through each bullet point and elicit from students what they have learnt about each one.


PresentationLearning words1 Read through the top speech bubble to introduce the topic of connecting words.

Ask students if they can think of any.2 Read through the grammar explanations and the ; examples in points 1-3 with the class. For point 1, add that or is used as a kind of negative form of and when two negatives are listed together: / like sweets and chocolate... but... / don't like eggs or fish. ' 3 Students work out how to join the sentences in a-d orally in pairs.

Elicit the answers orally, then have students write the answers out in their exercise books.

Answers:a As soon as Louis Braille arrived in Paris, he went to the school for the blind.b As soon as blind people tried Braille's writing system, they found it very

useful.c Helen Keller could not see or hear.d Although deaf people, cannot speak easily, they can learn to read and write.



45

DatePeriod Class

Aims: Learners will

• learn to use the present perfect continuous tense to talk about continuing actions• revise and practise vocabulary for work situations

Structures:Hesham has been answering e-mails in his office this morning.

New vocabulary: studio, test (verb)

Functions:Describing ongoing activities


Presentation• Revise work and work places. Get students to tell you as many jobs and places of work as

possible. Ask them what kind of activities the different jobs involve.• Still talking about work, get students to think about different tenses by giving them time phrases (at the moment, every Monday, a year ago, since January, etc.) and ask them to make up sentences using the phrases with the appropriate tense, e.g. Hatem 's working in a gift shop at the moment. Hazem works in a shop every Monday. Salwa worked in a supermarket a year ago. Soad's worked in this shop since January

1 Listen and complete

1 Draw attention to the aims box and explain.2 N.B.: Although the present prefect continuous is explicitly introduced in Exercise 2, students

first hear it naturally in this exercise, and then think about why it is used later, when they are familiar with the scenario.

3 Students say who are in the pictures and where they are. (Make sure they know that Nawal's prompt letter for where is an /, not a u, and that all the things are happening at the moment of speaking.)

4 Introduce to test and studio.5 Read the speech bubbles to explain the task. Students will first look at the pictures and the first

letters of. the words and suggest what the words are. Then they will listen and check their suggestions.

6 Students write in their suggestions lightly inpencil.

7 Check their answers as a whole class.Home – Assignment : SB p52 wb 34

Evaluation My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved

The best part of the lesson was : ( presentation – practice – production

Unit: 10 Lesson:2

46

DatePeriod Class

SB page: 53

Aims: Learners will• learn to use the present perfect continuous when drawing conclusions• learn to use present perfect continuous questions

Structures:/ think he's been pumping up his tyres. Have you been pumping up your tyres?

New vocabulary: pump up, tyre

Functions:Drawing conclusions from visual clues

Resources Work : SB, WB, TB , BB , Cassette Presentation3 Look and say1 Before students open their books at page 53, introduce a different use of the present perfect

continuous. Take in some objects that signify certain activities, e.g., reading glasses, an apron, a paint brush, a gardening implement, a shopping bag, a football, a tennis racket. Give students a scenario and act it out. For example, they see you walking down the street with the tennis racket and you're all hot and sweaty. What do they conclude? (You've been playing tennis.) Supply the correct grammar (present perfect continuous) and write it on the board. Continue with other scenarios that demonstrate how the tense is used when we are expressing conclusions that we have drawn from visual

Look at the picture of Ahmed, the prompts and the example exchange. Make sure they understand and can say pump up a tyre. Explain the task from this: students will say what they think the character has been doing using the clues in the pictures, and prompt verbs in the present continuous tense.

1 Look at the pictures and get students to describe them.2 Explain they will have to listen and write the order that they hear the events in each picture.3 Play the cassette. Students write the numbers.4 Check their answers. Students tell you what each person has really been doing.

Ask and answer

1 Read through the example exchange todemonstrate the task. Point out the grammar of the questions on the board.

2 Students form pairs and ask and answer about what the characters have been doing.3 Ask some pairs to demonstrateHome – Assignment : SB p52 wb 34



Unit: 10 Lesson:3 SB page: 54 WB : 35

47

DatePeriod Class

Aims: Learners will

• practise using the present perfect continuous to talk about actions continuing throughout a period

• practise using present perfect continuous questions with How long? and Who?• use since and for with the present perfect continuous

Structures:Who's been collecting stamps? How long has she been collecting stamps? She's been collecting stamps since 2003. She's been playing chess for six years.

New vocabulary: chess, China, France

Functions:Asking about duration of activities

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

6 Make sentences1 Read the speech bubbles which explain the task to the students.2 To demonstrate the task, select one student and ask them for the information needed to fill in

the tables. For Doing a hobby they should write which hobby it is that they do in the space underneath.

3 Students fill in the table with information about themselves.4 They form pairs and tell each other about themselves.5 Ask some students to tell the class about their partners.

7 Listen and complete Read through the notes on each person and explain the new word chess. Get students to suggest

possible answers for the gaps. Whilst doing this, remind them of the use of for and since, and the types of time phrase that will follow each one, e.g. for three years, since 2002. Elicit some examples.

Home – Assignment : SB p54 wb 35Evaluation

My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved



Aims: Learners will

48

DatePeriod Class

• practise using the present perfect

continuous to talk about continuing actions throughout a period

• practise using present perfect continuous questions with How long? Why? and What?• use since and for with the present perfect continuous• talk about free time activities• read and write a letter

Structures:What has Ann been studying?Why has Ann been practising the piano?

New vocabulary:free time, geography, piano, practise

Functions:Describing yourselfThanking othersRequesting a written response


8 Make sentences1 Look at the text and discuss what kind of text it is (a letter).2 Ask introductory questions about it: Who's it from and to? What's Ann's address?3 Introduce practise the piano and geography.4 Explain the task: students will read the letter and decide what each paragraph is about.5 Read through the paragraph topics and check understanding.6 Students read the text and match the paragraphs to the topics.7 Check their answers.Focu Home – Assignment : SB p55 wb 36



Unit: 10 Lesson:5 SB page: 55

49

DatePeriod Class

Aims: Learners will

• review language from the unit• learn about the different ways individual phonemes are writtenfoce using the book;

Refer back to the first page of the unit and the list of aims in the box. Go through each bullel point and elicit from students what they have learnt about each one.


1 write these words under the correct sound1 Read through the top two speech bubbles to introduce the topic of spelling sounds in

different ways.2 Check that students are pronouncing the names of the letters in each group box correctly: 'a'

as in day, 'e' as in week and 'i' as in lie. -3 Read through the words in the left hand box and make sure everyone is pronouncing them

correctly.4 Explain the task: students will write each word from the box into the correct group according

to the vowel sound (rather than the spelling) of the word.5 Students do the task individually or in pairs.6 Check their answers, making sure they are pronouncing the words correctly.7 To practise the point, get students to pronounce some words which they are unlikely to know,

e.g. seek, rate, slate, tide, slide or treat.

2 Complete the sentences1 Read through the first sentence to illustrate the task. Elicit answers for the second gap in the

sentence.2 Explain that they need to write in one, two or three letters in each gap to complete the words.3 Students complete the task individually.4 Check their answers.5 Read and explain the two speech bubbles. Ask students to write down the different sets of spellings from Exercises 1 and 2 which have the • sounds a, e, and i (tail, /i:/, /ei/).

Home – Assignment : SB p55 Evaluation

My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved



Aims: Learners will

50

DatePeriod Class

• use imperative structures

with always and never to give instructions

• use might to talk about future possibilityStructures:

Never buy too many sweets. Always cross the road carefully. Soha might go to the paper shop.

New vocabulary:gas

Functions:Giving instructions | Giving advice Expressing futureResources Work : SB, WB, TB , BB , Cassette

Presentation

Before using the book:• Revise the imperative by asking the class what they would tell a new student about what to do

at their school, e.g. Don't talk when teachers are talking. Try the Art Club, it's great, etc.

Draw attention to the aims box and explain.2 Read through the speech bubbles with the students and check understanding. Ask

them what they think is happening: Where are they going? Why? What do they do before they go out? Why? Introduce gas, as in cooking gas.

3 Read through the multiple choice questions and check understanding. Get students to guess answers.

4 Remind them to write down only a few key words as answers while they listen.5 Play the cassette. Students listen and circle the correct answers.6 Check their answers as a whole class.

Home – Assignment : SB p57 wb 37 Evaluation

My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved The best part of the lesson was : ( presentation – practice – production


Aims: Learners will51

DatePeriod Class

• use imperative structures

with always and never to give instructions

• use might with first conditional structures to talk about possibilityStructures:

If you leave children alone in a kitchen, they might have an accident. If you don 'tput shopping in a safe place, children might fall over it.

New vocabulary:alone, burn, cooker, spill

Functions:Expressing possibilities Expressing conditions and possible consequences


Presentation

3 Read and match1 Before students look at the exercise, revise vocabulary for kitchens and bathrooms, including

pan, bath and tap. Introduce cooker.2 Students open their books and look at the

picture. Ask them to describe what they can see.3 Ask them to tell you what the problems in the picture are.4 Students read the statements and match them to the correct number in the pictures.5 Check their answers.Complete the sentences about the picture1 Revise conditionals. Ask students what will happen if you throw your book at the window, if

you go to sleep in the class now, if you play some rock music very loudly, if you teM your students to go home? Get students to give their suggestions using the structure: If you throw your book at the window, the window will break. Write this on the board for their reference.

2 Tell them, If I throw this piece of chalk at the window, the window might break to show the lesser likelihood expressed by might. Give some more examples, e.g. if you tell your students to go home now, you might lose your job.

3 Refer students back to the picture and introduce the new words spill and burn.4 Point out that students should use the advice in Exercise 3 as prompts.5 Students form pairs and fill in the blanks.6 Check the answers all together as a classHome – Assignment : SB p57 wb 37

Evaluation My lesson was : ( very successful – successful – not successful ) My students were : ( very involved – involved – not involved The best part of the lesson was : ( presentation – practice – production

Unit: 11 Lesson:3 SB page: 59 WB : -Aims: Learners will

52

DatePeriod Class

• read the first part of a story and predict the next part

New vocabulary:lifeboat, sink/sunk, storm

Functions:Giving opinionsPredicting the next part of a story


Presentation

Before using the book:• Ask if everyone has been to the sea and if anyone has ever been sailing. Put students in pairs

or in groups and ask them to tell each other about a trip they have had to the sea, saying what they did there, what the weather was like, if they liked it, and how long they were there. If students haven't been to the sea, ask them to say what they would like to do there.

5 Read and match1 Ask students to look at the links at the top of the web page and tell you what kind of text this

is (a story).2 Tell them it's an exciting story about the sea and ask them to guess what kind of thing might

happen in such a story.3 Read through the paragraph summaries on the left with the students, and explain that they

have to match them with the paragraphs in the text.4 Students read the text quickly to«match the

paragraphs. Remind them that they don't need tounderstand every word when reading for generalunderstanding.

5 Check their answers6 Read and answer

1 Read through the questions with students and explain where necessary. Explain lifeboat when reading through question c.

2 Students look at the little photo on the web page and speculate about who it might be.3 Students read the text again, carefully this time, and find the answers to the questions. They

can write key answer words in pencil next to the questions.5 Ask them to find the new words sunk, storm and terrible and to guess what they mean from their ; context. Give them some answer choices (e.g. • terrible: good or very bad?) if they struggle.Home – Assignment : SB p59 wb


Unit: 11 Lesson:4

53

DatePeriod Class

SB page: 60 WB : 39New vocabulary:

fire (v), Pacific Ocean, wave (n)Functions:

Expressing conditions and results Giving opinions

Before using the book:• Revise the story from the last lesson: what happened to the boys' father... what do they want to

do now?• Get students to practise the //... will/might structures by asking them about possible next parts

to the story: If they go to sea, they might ... they will.... Emphasise again the difference between the two: might being a weaker possibility.


Presentation+8 Listen and match1 Look at the pictures and ask students to guess what is happening in the story. Remind them

what lifeboat means.2 Introduce America, the Pacific Ocean, fire a rocket and a wave.3 Read through the if clauses and check understanding. Point out that the two clauses in

conditional sentences are usually interchangeable, but that they must add a comma after the if clause when it comes first in the sentence: If we work all day today, we'll be tired this evening. We'll be tired this evening if we work all day today.

4 Now read through the speech bubbles on the pictures and ask which of the if clauses a-f might go with the speech bubble in the first picture.

5 Explain the task: students will listen and match clauses a-f to the speech bubbles in pictures 1-6.

6 Play the cassette. Students write the letters in the boxes.7 Check their answers. Get them all to repeat the combined sentences.Home – Assignment : SB p60 wb 39


Unit: 11 Lesson:5

54

DatePeriod Class

SB page: 61 WB : -

Aims: Learners will• review language from the unit• look up parts of speech in dictionaries• select the appropriate meanings in dictionaries


Presentation

Before using the book:Refer back to the first page of the unit and list of aims in the box. Go through each bullet point and elicit from students what they have learnt about each one.Make sure all students have access to a dictionary.

1 / the part of speech of the word in red1 Do some dictionary warm-up exercises: recite the alphabet in a chain around the class.

Force speed by tapping on the desk and getting them to say the letters in time. Start at different places in the alphabet. Tell them to recite the alphabet without the vowels. Then give them words

Students hold a formal debate about doing dangerous sports. Split the class into two sides: those who think we should do dangerous sports if we want to; and those who oppose them. The group members select one speaker to put the case and write the speech for him/her together. A vote is taken at the beginning to see how many people vote for, and how many against, dangerous sports. The two speakers then put their cases to the class. Students can question each other. Another vote is taken to conclude which they have to order alphabetically. The turn randomly to a dictionary page and say which head word is at the top of the right h page. Students have to race to tell you the p; number.Revise the terms noun, verb and adjective and elicit some examples. Read through the top two speech bubbles introduce the idea of finding the part of sp the dictionary entry.Give them a word that students don't knov

Home – Assignment : SB p 61 wb 39 Evaluation



55

DatePeriod Class

Aims: Learners will

• practise using the present perfect continuous with recently

• discuss health and fitnessStructures:

I've been using the computer too much recently.Ahmed hasn 't been riding his bike very much.

New vocabulary:fewer, less, put on weight, recently

Functions:Giving advice

Resources Work : SB, WB, TB , BB , Cassette PresentationBefore using the book:• Revise the present perfect continuous. Mime some actions and ask students what they think

you've been doing, e.g. stretch sleepily and elicit You've been sleeping. Start panting and puffing,

• wipe sweat from your brow to elicit Y»u.'ve been running. Other possibilities include: You've been eating, shopping

1 Read, listen and complete

1 Draw attention to the aims box and explain.2 Introduce recently.3 Look at the pictures of the people and ask who : they are. What are they doing that appears to be unhealthy?4 Use the example to explain the task: students will write verbs in the spaces as they listen.2 Now give advice with fewer, less or more1 Write dessert, some TV, exercise and ask what the difference is between some TV and a TV.

(some TV = an uncountable amount of TV-watching; a TV= a TV set). Remind students about countable and uncountable notions.

2 Remind them of what more means (+) and introduce less and fewer (-). Show how morecan be used very flexibly: / should go for more walks. I should walk more. I should watch more TV, but less is used with uncountable nouns or with verbs (/ should eat less chocolate. I should sleep less.) and fewer is used with countable nouns (I should eat fewer sweets.) ^ I -

3 With the whole class, go through each of the characters and elicit what they should do less or more or fewer of. Pay attention to word order: more and less go before nouns but after verbs; fewer goes before nouns.

Home – Assignment : SB p 62 wb 40 Evaluation


Unit: 12 Lesson:2

56

DatePeriod Class

SB page: 63 WB : 41Aims: Learners will

• practise using the present perfect continuous with recently• practise using How much and How many in questions• revise adverbs of frequency• discuss their own health and fitness

Structures:Have you been walking to school recently? How many vegetables have you been eating each day?

New vocabulary:a few, a little, diet, fitness

Functions:Discussing health


Before using u IB book:• Write healthy and unhealthy as headings on the board. Brainstorm healthy and unhealthyactivities.3 Read and match1 Check that students remember what recently means.2 Introduce fitness.3 Students look at the page and tell you what kind of texts these are (questionnaires) and where

they might be found (magazines, clinics).4 Read through the questions and check

understanding, also the time frame that is being referred to (i.e. over the past few weeks).5 Read through the headings of the tick boxes and give students some ideas of what sometimes

and often might suggest.6 Students read the questions and tick the boxes, answering for themselves.7 Students form pairs and ask and answer the questions.8 Students tell the class about their partners.

4 Read, /, then ask and answer1 Revise How much and How many: put some pins j or something small in your hand, close the

hand and ask How many ... have I got in my hand?Home – Assignment : SB p 63 wb 41


Unit: 12 Lesson:3

57

DatePeriod Class

SB page: 64 WB : 41

Aims: Learners will• practise using the present perfect

continuous in statements, questions and answers• revise and extend their vocabulary for health and fitness

Structures:How long has Adel been working as a trainer?

New vocabulary:change, get fit, trainer

Functions: N£ Giving opinions Predicting the next part of a storyResources Work : SB, WB, TB , BB , Cassette PresentationBefore using the book:

• Get students to do some exercises in class to warm up. Tell them to stand up and slowly bend down to touch their toes, put their hands out to the sides, twist from the hips round to "-look behind them, twisting both ways, and then slowly bring their hands together over their heads and down to their sides. Run on the spot, jump up and down, etc. Introduce do exercises and exercise.

Discuss what kind of exercise students do, reminding them that it doesn't only mean iV

organised sports, but includes things like walking up and down stairs, etc.

5 Listen and put a / or X

1 Ask students to look at picture of Adel and introduce fitness trainer.

2 Read through the questions with students and explain where necessary. Get them to suggest possible answers. Introduce get fit.

3 Explain the task: students will listen and write notes. Remind them to write only key words as they listen.

4 Play the cassette.5 Check their answers. Encourage them to make fuH sentence answers from their notes.

Home – Assignment : SB p 64 wb 41



58

DatePeriod Class

Aims: Learners will

• read a text about food and healthy eating• revise and extend the vocabulary for health and fitness

New vocabulary: calories, energyFunctions:

Giving opinionsResources Work : SB, WB, TB , BB , Cassette Presentation

Before using the book:• Ask students what they ate for breakfast. Ask if they know which foods are healthy and which

are not. Decide who had the healthiest breakfast.

8 Read and match

1 Ask students why we eat food. Introduce energy.2 Read through the speech bubbles to explain the task.3 Read through the paragraph topics.4 Students read the text and match the paragraph topics a-d to the correct paragraphs 1-4.5 Check their answers.6 Ask them to find calorie in the text and explain what it is.

5 Project: Read and match

1 Read through the project questions and tables and make sure students know how to answer. Elicit a few answers from students.

2 Students do the questionnaire.4 Read the speech bubble, which instructs on writing the project.5 Go through each section of the project and discuss how they will write the sentences, i.e.

complete sentence answers to the questions which start each section.

Home – Assignment : SB p 65 wb 42



59

DatePeriod Class

Aims: Learners will

• review language from the unit• learn more about parts of speech• use their dictionaries


Before using the book:• Refer back to the first page of the unit and the list of aims. Go through each bullet point and

elicit from students what they have learnt about each one.1 Discuss1 Write these two sentences on the board: / watch football every Sunday. She wears a watch on her

right hand. Ask which word is the same in both sentences, and if it has the same meaning. Elicit that in the first sentence watch is a verb, and in the second, a noun. Ask what other parts of speech students know.

2 Read through the top two speech bubbles and the example exchange to demonstrate the task.3 Students form pairs and define three parts of ,, speech.4 Students tell the class their definitions and give some examples of them.2 Complete the table1 Read the example and explain how the same word is both a noun and a verb, like watch.2 Elicit the noun for the verb train (as in coach): trainer.3 Explain that answers here may be the same or different to the word given.4 Ask students to write in the words they know, then use their dictionaries to find out those they

don't know.5 Check their answers.Draw students' attention to the REMEMBER box and read the three bullet points. Elicit examples.Read through the examples of key language with the students and check understanding.Read through instructions a-e and explain where necessary.Explain that, for a, b and c, students should write the letter of the correct instruction in the box next to the appropriate sentence in the Key language box. For d and e, they should write/ (food) or s (sport) above the correct words.Students do the task individually, then compare their answers in pairs.In their pairs, students think of more statements for instructions a-c and share their ideas with the whole class.Home – Assignment : SB p 65 wb 42


60

DatePeriod Class

تحضير 2ع

Education

Transcript of تحضير 2ع