Ge ennerraall eRReeccoo mmmennddaattiioonnss · 2. The Direct method: The direct method emphasizes...

GGeenneerraall RReeccoommmmeennddaattiioonnss

It is Recommended, also, that a teacher should know about the objectives of teaching English in details:

FIRST: The general objectives of English language in Saudi Arabia:

Students should be able to: 1. Develop their intellectual, personal and professional abilities. 2. Acquire basic language skills (listening, speaking, reading and writing) in order to 3. Communicate with speakers of English language. 4. Acquire the linguistic competence necessarily required in various life situations. 5. Acquire the linguistic competence required in different professions. 6. Develop their awareness of the importance of English as a means of international

communication. 7. Develop positive attitudes towards learning English. 8. Develop the linguistic competence that enables them to be aware of the cultural, economical

and social issues of their society in order to contribute in giving solutions. 9. Develop the linguistic competence that enables them, in the future, to present and explain the

Islamic concepts and issues, and participate in spreading Islam. 10. Develop the linguistic competence that enables them, in the future, to present the cultural and

civilization of their nation. 11. Benefit from English – speaking nations, in order to enhance the concepts of international

cooperation of their nation. 12. Acquire the linguistic bases that enable them to participate in transferring the scientific and

technological advances of their nations to their nation. 13. Acquire their linguistic bases that enable them to present and explain Islamic concepts and

issues, and participate in the programme of Islam.

SECOND: The general objectives of teaching English language for the Elementary Stage:

By the end of the Elementary Stage within the assigned structures for this stage, pupils should be able

to:

1. Learn the basics of the English language that would from the foundation for its mastery in the future.

2. Use the basic structures of English sentences. 3. Learn the core vocabulary assigned for the stage. 4. Listen and understand simple English language. 5. Express themselves orally using simple English language. 6. Read and understand simple written English language materials. 7. Write simple guided sentences in English language. 8. Appreciate the importance of English language, as an international language of

communication, for introducing Islam, The Islamic nation's culture and the cultural achievements of Muslims to other nations.

9. Appreciate the important of English language, as an international language of communication, to benefit from the achievements of other cultures in accordance with Islam.

THIRD: The objectives of teaching listening and speaking in the ELEMENTARY STAGE:

by the end of the Elementary Stage pupils should be able to do the following with in the framework of the

assigned structure and vocabulary for this stage:

1. Recognize and produce the English alphabet. 2. Understand and respond to simple requests verbally and physically. 3. Participate in shot simple activities: greetings, giving and receiving commands. 4. Participate in short simple activities: greetings, giving and receiving commands, short

conversations, role play, etc…. 5. Ask and respond to simple interrogative sentences: what, how + verb to be, yes/no questions,

and WH questions, in general, about people and things. 6. Describe and participate in short simple events and activities taking place in continuous forms. 7. Distinguish and utter different sounds using different techniques. 8. Be willing to take part in activities inside the classroom; such as songs, role play, and to listen

to simple short prepared recorded materials.

Objectives of Teaching Reading in the Elementary Stage:

1. Recognize and produce the English alphabet. 2. Recognize and apply directionality in reading English alphabet and words. 3. Recognize the relationship between sounds and letters. 4. Distinguish and read words containing symbols of English alphabet such as (ch, th, ph) 5. Read correctly and comprehend simple words and short sentences and paragraphs. 6. Comprehend the meaning of the following English punctuation and capitalization

(period, comma, colon, semicolon, question mark, exclamation mark, slash, hyphen, an apostrophe)

7. Be willing to read words phrases and sentences. 8. Be willing to read simplified illustrated (drawn / pictured) children short stories.

Objective of Teaching writing in the Elementary Stage:

1. Practice the system of spacing between letters and words. 2. Match capital letters with small letters. 3. Recognize the letter sound relationship. 4. Recognize and apply the directionality of English writing. 5. Recognize and apply the position of letters in relation to the rules lines. 6. Recognize and apply the formation of individual letters and numbers through coloring and

tracing. 7. Copy letters, words, numbers and simple sentences assigned for this grade using script. 8. Spell correctly the assigned vocabulary. 9. Write guided answers to written questions. 10. Do controlled writing exercises such as supplying missing letters or words. 11. Recognize and use punctuation and capitalization assigned for this grade. 12. Be willing to write words, numbers and simple sentences.

It is recommended to introduce some songs or rhymes to help in delivering the material (e.g. numbers) such

as: A One, two, touch your shoe: WORDS:

One, two, touch your shoe Three, four; shut the door

Five, six; pick up sticks Nine, ten; say it again.

How To Explain:

The pupils hold up the correct number of finger or Flashcards or point to a poster for each line and them;

They touch one shoe. They go to shut the classroom door. They pick up (small) sticks (brought by the teacher inside the classroom) They pretend as if they open a gate.

The characteristics of acceptable rhymes:

Rhymes and songs are very useful. One should know what makes a song or a rhyme Suitable for a beginner age group and interests and the learners level of English. A song or a rhyme should be in simple modern language, short, easy to be repeated and it serves a purpose, i.e. relates to the topic understudy.

And it should not have too many new items of vocabulary and grammar. A rhyme should be culturally acceptable, i.e. it does not contradict the culture of the native language.

Why ryhymes should be taught?

A. They help pupils to speak the language fluently. B. Young learners enjoy singing and playing. C. Rhymes reinforce the target language. D. The stressed syllables are taught correctly. E. The simple grammatical structures are reinforced. F. The language patterns, which are commonly used, are taught successfully.

How a rhyme is taught?

A. Sing or simply say the rhyme once or twice to the pupils accompanied with suitable actions. B. Try to know that the pupils have understood what the rhyme is about. C. If they cannot understand the meaning, try to explain the rhyme in a very simple language. Use any

needed visual aids. D. Say the rhyme again more than once, and let them repeat after you. E. Keep repeating each rhyme during regular lessons, revision lessons, and any other chances. F. As an assignment, ask pupils to find other rhymes, and choose the simple ones to be repeated with

the class, if they are relevant to the syllabus.

A Brief Display of Some known Methods of Teaching English as a foreign language: 1. The Grammar Translation Method:

It places significant emphasis on reading. It makes an extensive use of the native language of the learner to explain and discuss the target language.

It also concentrates on direct instruction of grammatical rules and memorization of isolated words. Translation from and to native language is a major practice in this method.

2. The Direct method:

The direct method emphasizes the use of the target language in the classroom. The native language is not used at all. The target language is dominating.

3. The Audio – Lingual Method: (Aural – Oral)

It is a reaction to the Grammar Translation Method which concentrates on reading and writing skills. The Audio-lingual method views language as a set of habits formation through repeated exposure to specific forms.

4. The Suggestopedia (Suggestology):

The instructional objective of this method is defined in semantic and communicative term. Students initiate the foreign language learning with the assistance of their language teacher.

5. The Total Physical Response Method:

It is not an actual method. Rather, it is a technique. It attaches great importance and emphasis on listening and comprehension skills.

6. The Communicative Approach:

It is known as Functional National Approach. The primary goal of Communicative Approach is to enable Foreign Language learners to communicate on the target language fluently and freely.

7. Cognitive Approach:

It pays great attention to conscious instruction drills rather than to mechanical ones. Rules of grammar are taught dialogues and are presented in a sequential basis.

8. Natural Approach:

It views language as a means of inter personal communications. There is no one method for all situations. Teachers should be aware of these methods and approaches

in order to choose from them to build their own method of teaching. Each instructional situation is unique. To be effective, the teacher should be ectictic.

Dear colleague, REMEMBER Before writing your objectives, they should be:

1. Clear 2. Limited 3. Attainable 4. Measurable 5. Stated in behavioral terms

BBeehhaavviioorraall TTeerrmmss

By the end of the lesson the pupil is to:

1- Pronounce (the letter …….) correctly 2- Write down capital …………… small.

3- Identify letters …….. small letters … 4- Apply ……… rules of certain structure.

5- Put…… certain words in sentences. 6- Change from active into passive.

7- Report certain sentences. 8- Compare between two things/more.

9- Read a text at (80% - 90%) of fluency. 10- Answer some given questions.

11- Use a model composition for writing another. 12- Match words which…..

13- Distinguish elements. 14- List things, names ……………… etc.

15- Classify ……………………… 16- Select ……………….

17- Contrast ……………………… 18- Discuss ………………

19- Relate ……………………….. 20- Combine …………….

21- Organize ……………………. 22- Discover ……………..

23- Differentiate ……………….. 24- Rewrite ………………

Distribution of the syllabus We Can 3 DATES

WEEKS TO FROM

Unit 1 – lessons 1, 2 - WB – goal 1, 2, 3, 4 6/1/1441 2/1/1441 1

Unit 1 – lesson3 - WB – goal 5, 6 13/1/1441 9/1/14412

Unit 1 – lesson 4 - WB – goal 7, 8 20/1/1441 16/1/1441 3

Unit 2 –lessons 1, 2 - WB – goal 9, 10, 11, 12

Unit 2– lesson 3 - WB – goal 13, 14 27/1/1441 23/1/1441 4


Test of of 1st Period Assessment 11/2/14417/2/1441 6

Unit3 – lesson 1 - WB – goal 17, 18 18/2/144114/2/1441 7

Unit3 – lesson 2 - WB – goal 19, 20 25/2/1441 21/2/1441 8


Unit 3– lesson 4 - WB – goal 23, 24 10/3/14416/3/144110

Unit 4– lesson1 - WB – goal 25, 26 17/3/144113/3/144111

Unit 4– lesson2 - WB – goal 27, 28 24/3/1441 20/3/144112

Unit 4– lesson 3 - WB – goal 29, 30 1/4/1441 27/3/144113


General English

Test of 2nd Period Assessment 15/4/1441 11/4/1441 15

Vacation - Therapeutic program (26/3) special test for those who aren't

proficient in the skills of some periods 22/4/1441 18/4/144116

Final test 7/5/1441 25/4/144117-18

Feelings Title 1

1

Unit Lesson

English 5th

g. Subject

: ⃝ oral tests ⃝ written tests ⃝ observation ⃝ discussion ⃝ exercises ⃝ activities ⃝ others........... Evaluation too

Great – fine- thanks- meet- first- second- third- fourth- fifth Vocabulary

Verification Procedure Aids Objectives

Evaluation:

1. “How are you?”

2. Greet your teacher.

3. Complete: "I'm ...."

Greet the students and say "Hello".

Write the date and the title on the board.

Page 4: 1 -

Play the CD and listen to a short simple dialogue.

Ask the students:"How are you?"

Get the students to respond.

Ask the students to open their books and play the CD

twice.

Walk around the class to make sure that the students are

finding the correct pictures.

2 -

Ask the students to play the dialogue in pairs, then play

the CD twice.

3-

Write the dialogue on the board, and ask students to act

out the talk in pairs.

Page 5: 4-

Ask the students to stand in a line.

Ask the students to listen, then play the CD twice.

Write the new words on the board.

Ask them to read it, and say "I'm first, second, ……..

Student's book

Workbook

Poster (s)

Flashcards

Word cards

CD

1. To ask;"How

are you?"

2. To greet their

teacher

3. To say, "I'm

first, second,

………

Ask the students to turn to their W.B. Read the instructions and explain the tasks. The students start to

do the exercises in the class and then, assign the rest for homework. Homework

Feelings

Title

1

2

Unit Lesson

English 5th

g. Subject


Happy- know-hand- show- cap- clap- lock- clock- sixth- seventh- eighth- ninth- tenth Vocabulary


Evaluation:

1. Chant the if you're

happy and you

know it chant on

P.6 in pairs.

2. Play the confusion

game in pairs.

3. Is [H] the sixth

letter of the

alphabet?

Greet the students and ask one of them, "How are

you?" and get the answer.


Check the homework.

Page 6: 1-

Ask the students to listen, then play the CD.

Ask the students to chant the song chorally.

2-

Play the CD twice, ask students to listen carefully

to notice the sounds.

Ask students to match the words with the correct

pictures.

Page 7: 3-

Write the new vocabulary on the board.

Ask them to read it one by one loudly.

Ask them to play the confusion game in pairs.

Student's book

Workbook

Poster (s)

Flashcards

Word cards

CD

1. To chant an

educational

chant with a

partner

2. To play the

confusion game

with a partner

3. To say ''sixth,

seventh, eighth,

…."



Fellings Title 1

3

Unit Lesson

English 5th

g. Subject


Matter- thirsty- hungry- hot – cold- sleepy- scared Vocabulary


Evaluation:

1. "What's the

matter?"

2. Act out that you are

hungry.

3. Say your feeling:

I'm…

Greet the students.

Revise the previous lesson and check the homework.


Page 8: 1-

Hold up the Student’s Book, point to the pictures and

ask them to read loudly.

Play the CD twice.

Hold up the flashcards of feelings.

2,3-

Play the CD twice.

Ask the students to listen and act.

Go round the class to check that they find the correct

pictures.

Make one student ask " What's the matter?", and

another one replies.

Page 9: 4-

Ask one student to be the leader.

Ask the rest to do the same action as the leader.

Ask them to do different feelings.

Student's book

Workbook

Poster (s)

Flashcards

Word cards

CD

1. To ask: "What's

the matter?"

2. To act out three

feelings

3. To answer,

"This is….."



Feelings Title 1

4

Unit Lesson

English 5th

g. Subject


Ink-iron- pin- pine- time Vocabulary


Evaluation:

1. Look at P.10 and

point to the right

pictures and words.

2. Practice the sounds

/a/ and /i/.

Greet the students.



Page 10: 1-

Ask the students to open their books and play the CD twice.

Ask the students to repeat after me.

Ask them to point to the right pictures and words.

2-

Play the CD twice, Write the words on the board.

Ask the students to number the words with the correct

sound.

Go around the class to check that they number the pictures

correctly.

3-

Play the CD twice and ask them to say the words. Ask them

to match the pictures while they are listening to the words.

Go around the class to make sure that they are matching the

correct pictures. Page 11: 4-

Play the CD twice, Ask the students to mime and say in

pairs.

Make the students mime other sounds.

Student's book

Workbook

Poster (s)

Flashcards

Word cards

CD

1. To listen and

point to the right

pictures and

words

2. To say, read, and

write the sounds

for a, I by

themselves



Things we wear Title 2

1

Unit Lesson

English 5th

g. Subject


Hat- mine- thank –welcome –whose –who-what-white Vocabulary


Evaluation:

1. Complete:……car is

this? - "it's mine"

2. Answer, "Whose

book is this?"

3. Put on order:

hat/like/your/i

Greet the students.



Page 12: 1 -


Ask the students:"Whose book is this?"



twice.

2 - Ask the students to act out the dialogue in pairs, then

play the CD twice.

3- Play the CD twice, write the words on the board.

Ask the students to number the words with the correct

sound.

Go

around

the class

to check

that they number the pictures correctly.

Page 13: 4- Explain the task.

Ask them to ask and answer about their belongings in

pairs.

Student's book

Workbook

Poster (s)

Flashcards

Word cards

CD

1. To ask,

"Whose…is

this?"

2. To reply, "it's

mine"

3. To meet

someone and

say,"I like

your…."




2

Unit Lesson

English 5th

g. Subject


Wear- green-me-today-look- who- grass- see- ass- blue Vocabulary


Evaluation:

1. Chant the Who is

wearing green?

Chant chorally.

2. Write three colors

that they are

wearing.

Greet the students.



Page 14:

1-



2-

Play the CD twice, ask students to listen carefully to

notice the sounds.

Ask students to write the missing letters.

Page15: 3-

Ask them to play the colors the classmates are

wearing

EX:

- Who's wearing green today?

Ask them to play one by one.

Student's book

Workbook

Poster (s)

Flashcards

Word cards

CD

1. To chant the

Who is wearing

green? Chant

2. To say three

colors that they

are wearing


do the exercises in the class and then, assign the rest for homework.

Homework

[


3

Unit Lesson

English 5th

g. Subject


Sunglasses- T-shirt- a jacket-blouse- sweater- skirt- jeans- shoes Vocabulary


Evaluation:

1. Write the names of

five things that you

can wear.

2. " I'm

wearing………,…,

…….,…….today?

Greet the students.



Page 16: 1-


Hold up the Student’s Book, point to the picture and

ask them to read loudly.

Play the CD twice.

Hold up the flashcards of clothes.

2-

Say the chant, ask them to repeat after me.

Ask them to say the chant chorally.

: 3-

Ask students to name the pictures.

Ask them one by one to touch the pictures that I say

it.

Do it again with other pictures.

Student's book

Workbook

Poster (s)

Flashcards

Word cards

CD

1. To say the names

of five things that

they can wear

2. To name two

things he/she

wearing,

saying,"I'm

wearing….

and…..today."




4

Unit Lesson

English 5th

g. Subject


Parrot-pen-panda-bear-bed-banana-plane-black-blue-tissue-mouth Vocabulary


Evaluation:

1. Say if these words

start with p or b

(ball-bat-pin-pine)

2. Give two words that

start with p and b.

3. Play Does it move?

In group

Greet the students.



: 1- Ask the students to open their books and

play the CD twice.

Ask them to listen carefully.

Ask them to read and say it one by one and chorally.

2- Play the CD twice.

Ask the students to say the words then they match

the words with the correct pictures.

They write the missing letters to complete the

sentence.

Page 19: 3-

Play the CD twice

Ask them to repeat.

Then, give everyone a tissue to hold it in front of

his/her mouth to say the words.

Make sure that they say the words correctly.

Student's book

Workbook

Poster (s)

Flashcards

Word cards

CD

1. To tell if the

words start with

p or b

2. To say two words

that begin with p

and b

3. To play Does it

move? in group



Things we do Title 3

1

Unit Lesson

English 5th

g. Subject


Homework-watch-phonics-photo-phone-elephant- snacks Vocabulary


Evaluation:

1. Act out the

telephone talks on

P.21 in pairs.

2. Make up a

telephone

conversation in

English.

3. Practice the sound

of /ph/.

4. Put the sentence in

order :( playing-he-

football-is)

Greet the students.



Page 20: 1-

Play the CD twice, ask students to listen carefully.

Ask the students to read the conversation.

2- Ask students to act out the conversation in pairs.

Ask them to change the verb as: reading a book,

listening to music, ……etc.

3- Play the CD twice, ask them to say the words.

Ask them to match the pictures.

Ask them to complete the missing letters to make

correct sentence.

Page 21: 4-

Play the CD, ask students to listen carefully.

Ask them to act out a telephone conversation to call a

friend to ask what he or she is doing.

Check that students have understood what’s

required.

Student's book

Workbook

Poster (s)

Flashcards

Word cards

CD

1. To act out the

telephone talks

with a partner

2. To have a

telephone

conversation in

English

3. To practice the

sounds of /ph/

4. To use present

continuous to

talk about what

they are doing at

the moment




2

Unit Lesson

English 5th

g. Subject


Karate-football Vocabulary


Evaluation:

1. Chant the What are

you doing? Chant

chorally.

2. Play the True or

False Action Game

in pairs.

Greet the students.

Revise the previous lesson and check the

homework.


Page 22: 1-


Write the new vocabulary on the board and ask

them to read it loudly.


2-

Play the CD twice.

Ask the students to read the song loudly.

Page23:

3-

Ask them to play True or False Action Game in

group.

Ask them to run to the T or F when your teacher

does the action.

Student's book

Workbook

Poster (s)

Flashcards

Word cards

CD

1. To chant the

What are you

doing? Chant

2. To play the True

or False Action

Game with a

friend




3

Unit Lesson

English 5th

g. Subject


Computer games- gring-ring-rink-wink-giwn- wing-speak-peaking Vocabulary


Evaluation:

1. Play the Card

Snap Game in-

group.

2. What are you

doing?

3. Put the sentence in

order

(reading/he/a/is/bo

ok/.)

Greet the students.



Page 24: 1-

Explain the task. Play the CD twice and ask them to

listen.


Ask them to point to the actions on the book.

Go around the class to check that they find the correct

exercise.

2-

Play the CD twice, and ask the students to listen carefully.

Ask them to say the words, then to read and circle.

Page25: 3-

Play the CD twice.

Ask the student to hit the card when the teacher says the

sentence.

Check that students have understood what’s required.

Student's book

Workbook

Poster (s)

Flashcards

Word cards

CD

1. To play the

Card Snap

Game with

friends

2. To say two

things when

asked "What

are you doing?"

3. To put the

sentences in

order


do the exercises in the class and then, assign the rest for homework. Homework [


4

Unit Lesson

English 5th

g. Subject


Tiger- tomato-telephone-door-doll-duck Vocabulary


Evaluation:


start with t or d

(dog-tea-tiger-doll)

2. Write two words

that start with t and

d.

3. Name this animal

Greet the students.



Page26: 1-


twice.




Ask the students to say the words then they number

the pictures.

They write the missing letters to complete the words.

Page 27: 3-

Play the CD twice


Ask them to touch the pictures that I say it one by

one.



Student's book

Workbook

Poster (s)

Flashcards

Word cards

CD

1. To tell if the

words start with

t or d

2. To say two words

that begin with t

or d

3. To name objects



Beautiful nature Title 4

1

Unit Lesson

English 5th

g. Subject


Snake- bat-short-long-beautiful- ugly- shake-snow-show Vocabulary


Evaluation:

1. Act out a talk about

nature in pairs.

2. Find out something

beautiful or ugly

around you.

3. Describe the tiger.

Greet the students.



Page 28: 1-




Ask them to talk about about other beautiful and

ugly things.


Ask them to complete the missing letters to make

correct words.

Page 29 : 4-

Play the CD, ask Ss to listen carefully to the

conversation.

Ask them to look around and find a beautiful or an

ugly object.


required.

Student's book

Workbook

Poster (s)

Flashcards

Word cards

CD

1. To act out one of

the talks about

nature

2. To find

something

beautiful or ugly

and say" look!

It's a ….! It's

beautiful (or

ugly)."

3. To describe

objects




2

Unit Lesson

English 5th

g. Subject

Date Chapter - Class

Spring-winter-summer-fall- mountain-rolling hills-campfire- stars Vocabulary


Evaluation:

1. Chant the I love the

mountains chant

chorally.

2. Say the months and

the seasons of the

year.

3. Number the

pictures on P.30

Greet the students.

Revise the previous lesson and check the

homework.


Page 30: 1-



2-

Play the CD twice, ask students to listen carefully

to notice the sounds.

Ask students to number the words, then to read

it.

Page 31: 3-


Play the CD twice, ask them to listen carefully.

Ask them to read it one by one.

Ask them to match it with the correct pictures.

Student's book

Workbook

Poster (s)

Flashcards

Word cards

CD

1. To chant the I

love the

mountains chant

2. To name seasons

and months

3. To number the

pictures correctly




3

Unit Lesson

English 5th

g. Subject


Long-short-small-big-quite-noisy-weak-strong-mouse-elephant Vocabulary


Evaluation:

1. Act out the pair of

opposites in pair.

2. Play "Guess What it

is" in group.

3. Say the opposites

(short…….,

small…….)

Greet the students.



Page 32: 1-


twice.

Hold up the flashcards to show opposites.

Write the words on the table, ask them to read it

loudly.

2-

Divide them into two groups to act out the pair of

opposites.

3-

Ask them to act out the actions in pairs.

Page 33: 4-

Ask students to play "Guess what it is"

Ask them to do the opposite action in group.


required.

Student's book

Workbook

Poster (s)

Flashcards

Word cards

CD

1. To act out one

pair of opposites

2. To describe and

guess What or

Who

3. To say the

opposites




4

Unit Lesson

English 5th

g. Subject


Gorilla-crab-goat-glass Vocabulary


Evaluation:


start with c or g

(goat-cat-crab-

glass)

2. Write two words

that begin with c

and two words that

begin with g.

3. Play the Word

Making Game in

group.

Greet the students.



Page 34: 1-


twice.



2-

Play the CD twice.

Ask the students to point and say the words.


Page 35: 3-

Play the CD twice

Ask students to play Word Making Game

They listen to the teacher and hold up the letters.


Student's book

Workbook

Poster (s)

Flashcards

Word cards

CD

1. To tell if the

words start with

c or g

2. To say two words

that begin with c

and g

3. To play the

Word Making

Game in group



Friends, Actions, Things Title 5

1

Unit Lesson

English 5th G. Subject


come – help - Nice to meet you – ready - computer store - Good morning - Good afternoon - Good evening – Goodnight – Let's – go

- have - watch – school – lunch – TV - bed Vocabulary


Evaluation:

1. In groups of three,

introduce each other. Say

“This is my friend …"

and “Let's…!

2. Chant “Good morning!” in

pairs.

3. Look at the flash cards, tell

the time of day and say

greeting.

I greet the students.

I revise the previous lesson and check the homework.

I write the date and the title on the board.

Page 36:

1- Listen and say.

I I play the CD twice, ask students to listen carefully.

The students read the conversation.

2-

They form groups of three and introduce each other.

I remind them to make a suggestion at the end of the talk

with “Let’s…”

Page 37 :

3-

I play the CD, ask Ss to listen carefully to the “Good

morning!” Chant.

The students chant in pairs or groups.

4-

I ask them to I write the sentences in their books.

I circulate around the room and let the students I check the

ir own books once they

have accomplished the goals.

Student's book

Workbook

Poster (s)

Flashcards

Word cards

CD

1. To introduce people to

each other, say “This is

my friend …" and

“Let's…!

2. To chant “Good

morning!”.

3. To tell the times of day

and say greetings.

I ask the students to turn to their W.B. I read the instructions and explain the tasks. The students start to do the exercises in the

class and then, I assign the rest for homework. Homework


2

Unit Lesson



cycling - friends – laughing – jumping - As happy as can be – walking – talking – now - Where …? - at home - at school - in his/her

room - in the classroom - it's my turn Vocabulary


Evaluation:

1. Chant "We're playing,

we're cycling" in pairs.

2. In pairs, talk about what

“I'm, he/she's,

we/you/they're" doing or

not doing.

3. In groups of four, ask and

answer Yes / No questions

about what people are

doing.




Page 38:

1-

I ask the students to listen, then play the CD.

The students chant the chant on in pairs, miming or talk about

what people are doing or not doing in class.

2-

I ask the students to change the words and chant.

Page 39:

3-

I play the CD twice and ask them to listen carefully.

In pairs, they ask and answer questions about what people are

doing.

I put students in groups of four and let them ask and answer

questions about what people are doing, as they did in activity 3

on page 39.

They check the goal box in their books after they have

accomplished the goals.

Student's book

Workbook

Poster (s)

Flashcards

Word cards

1. To chant "We're

playing, we're

cycling".

2. To talk about what

“I'm, he/she's,

we/you/they're" doing

or not doing.

3. To ask and answer

Yes / No questions

about what people are

doing.




3

Unit Lesson



sweet – sour – hot – cold – salty – tasty – lemons – cherries – soup – rice – chips - fresh -round - small – big – I like – I don't like –

That's right Vocabulary


Evaluation:

1. Make sentences about

food using the words

“hot, cold, sour, sweet,

salty, tasty".

2. In groups, chant

"Lemons are sour".

3. In pairs, ask questions

with “or”, “want”.

4. Make sentences, say "I

like / I don't like".




Page 40:

1-

I ask the students to open their books and play the CD twice.

The students chant the chant on in groups.

I write the words on the table.

I read them and ask the students to read them loudly.

2-

I put the students in groups and let them make sentences

with the words “hot, cold,

sour, sweet, salty, tasty”.

Page 41:

3-

I play the CD and ask them to act out the "The 3 Questions

Game" in pairs.

4-

I ask them in pairs to stand up and demonstrate their

dialogue with food they have chosen using “or”, “want”, and

“like/don’t like.”

They check the box after they have finished.

Student's book

Workbook

Poster (s)

Flashcards

Word cards

CD

1. To talk about food

using the words “hot,

cold, sour, sweet,

salty, tasty".

2. To chant "Lemons

are sour".

3. To ask questions with

“or”, “want”.

4. To say

"I like /I don't like".




4

Unit Lesson



sandwiches – notebooks - orange juice - a poster - carrots – pens - Whose … is that? - Maybe Vocabulary


Evaluation:

1. Look at flashcards with

food items (plural) and

make the sounds for

plural –s.

2. In pairs, ask and answer

with“have."

3. Make sentences, use

“and" or “but."

4. Ask and answer in pairs

using whose and

(name)’s.




Page 42:

1-

I hold up flashcards with food items (plural) and let

students say the word using the right end sound.

I play the CD twice and ask them to listen and check.

2-

I play the CD twice.

I ask the students to point and say the sentences.

3-

In pairs, I ask each student to make a sentence about their

partner using "and/ but".

Page 43:

4-

I play the CD twice, I ask the students to listen carefully.

The students read the dialogue in pairs.

5-

I ask the students to leave one of their school things on the

desk. I let them ask and answer in pairs using whose and (name)’s.

I form groups of three and ask them to trace and answer.

They check the goal box in their books after they have

accomplished the goals.

Student's book

Workbook

Poster (s)

Flashcards

Word cards

CD

1. To make the sounds

for plural –s.

2. To ask and answer

with“have".

3. To use “and" or

“but".

4. To ask and say whose

something is using

(name)'s.



Distribution of the syllabus We Can 3 DATES

WEEKS

TO FROM

Unit 1 – lessons 1, 2 - WB – goal 1, 2, 3, 4 6/1/1441 2/1/1441 1

Unit 1 – lesson3 - WB – goal 5, 6 13/1/1441 9/1/14412


Unit 2 –lessons 1, 2 - WB – goal 9, 10, 11, 12



Test of of 1st Period Assessment 11/2/14417/2/1441 6

Unit3 – lesson 1 - WB – goal 17, 18 18/2/144114/2/1441 7

Unit3 – lesson 2 - WB – goal 19, 20 25/2/1441 21/2/1441 8


Unit 3– lesson 4 - WB – goal 23, 24 10/3/14416/3/144110

Unit 4– lesson1 - WB – goal 25, 26 17/3/144113/3/144111

Unit 4– lesson2 - WB – goal 27, 28 24/3/1441 20/3/144112



General English

Test of 2nd Period Assessment 15/4/1441 11/4/1441 15

Vacation - Therapeutic program (26/3) special test for those who aren't

proficient in the skills of some periods 22/4/1441 18/4/144116

Final test 7/5/1441 25/4/144117-18

Th We Tu Mo Su Day 1 Lesson Feelings Unit

Date I check the homework of the previous lesson and revise the previous lesson. Introduction

Period ⃝ Visual presentation ⃝ Smart board ⃝ Electronic slides ⃝ Activity

sheets

⃝ Activity book ⃝ Practical experiments ⃝ Paper and cork

Teaching

aids Class

⃝ Sorting concepts ⃝ Ice cream sticks ⃝ Cross-training ⃝ Six hats ⃝ Competitions ⃝ Card questions ⃝ Think-

Marriage-Share ⃝ Chopper cards ⃝ Numbered heads ⃝ Other ...

Active

learning

strategy

Questions Enrichment

activity Procedure Objectives

How are you?”

Trib

al Q

ues.

Pra

ctice listen

ing fo

r specific in

form

atio

n a

nd

follo

win

g d

irection

s.

Greet the students and say "Hello".


Page 4: 1 -


Ask the students:"How are you?"



Walk around the class to make sure that the students are finding the correct

pictures.

2 -

Ask the students to play the dialogue in pairs, then play the CD twice.

3-

Write the dialogue on the board, and ask students to act out the talk in pairs.

Page 5: 4-

Ask the students to stand in a line.

Ask the students to listen, then play the CD twice.

Write the new words on the board.

Ask them to read it, and say "I'm first, second, ……..

1. To ask;"How are

you?"

2. To greet their

teacher

3. To say, "I'm first,

second, ………

Greet your teacher

Stru

ctura

l Qu

es.

Complete: "I'm ...."

Fin

al Q

ues.

Previous experience

Interactive links to textbook Interactive link Visit the Public Library and the King Abdul Aziz Historical

Center to view the topic of the lesson

Enriching

information

Targeted Skills Answer the lesson questions and accompanying activities Home works

⃝ listening ⃝ Speaking ⃝ Reading ⃝ Writing ⃝ Thinking Completing The Enjaz Bag Activities of Enjaz

File




sheets


Teaching

aids Class



Active

learning

strategy



Play the confusion

game in pairs.

Trib

al Q

ues.

Pra

ctice listen

ing fo

r specific in

form

atio

n a

nd

follo

win

g d

irection

s. Greet the students and ask one of them, "How are you?" and get

the answer.


Check the homework.

Page 6: 1-



2-

Play the CD twice, ask students to listen carefully to notice the

sounds.

Ask students to match the words with the correct pictures.

Page 7: 3-


Ask them to read it one by one loudly.

Ask them to play the confusion game in pairs.

4. To chant an

educational

chant with a

partner

5. To play the

confusion game

with a partner

6. To say ''sixth,

seventh, eighth,

…."

Is [H] the sixth letter of

the alphabet?

Stru

ctura

l Qu

es.

Chant the if you're

happy and you know it

chant on P.6 in pairs.

Fin

al Q

ues.

Previous experience

Greet your teacher



Enriching

information



File




sheets


Teaching

aids Class



Active

learning

strategy



What's the matter?"

Trib

al Q

ues.

Pra

ctice listen

ing fo

r specific in

form

atio

n a

nd

follo

win

g d

irection

s. Greet the students.



Page 8: 1-

Hold up the Student’s Book, point to the pictures and ask them to

read loudly.

Play the CD twice.

Hold up the flashcards of feelings.

2,3-

Play the CD twice.

Ask the students to listen and act.

Go round the class to check that they find the correct pictures.

Make one student ask " What's the matter?", and another one

replies.

Page 9: 4-

Ask one student to be the leader.

Ask the rest to do the same action as the leader.

Ask them to do different feelings.

4. To ask: "What's

the matter?"

5. To act out three

feelings

6. To answer, "This

is….."

Act out that you are

hungry.

Stru

ctura

l Qu

es.

Say your feeling:

I'm…

Fin

al Q

ues.

Previous experience

Play the confusion

game in pairs.



Enriching

information



File




sheets


Teaching aids Class



Active learning

strategy



Use nonlinear information

and key words

Trib

al Q

ues.

Pra

ctice listen

ing fo

r specific in

form

atio

n

an

d fo

llow

ing d

irection

s.

Greet the students.



Page 10: 1-


Ask the students to repeat after me.

Ask them to point to the right pictures and words.

2-

Play the CD twice, Write the words on the board.

Ask the students to number the words with the correct sound.

Go around the class to check that they number the pictures correctly.

3-

Play the CD twice and ask them to say the words. Ask them to match the

pictures while they are listening to the words.

Go around the class to make sure that they are matching the correct

pictures. Page 11: 4-

3. To listen and point to

the right pictures

and words

4. To say, read, and

write the sounds for

a, I by themselves

Look at P.10 and point

to the right pictures

and words.

Stru

ctura

l Qu

es.

Practice the sounds /a/

and /i/.

Fin

al

Qu

es. Previous experience

Play the CD twice, Ask the students to mime and say in pairs.

Make the students mime other sounds.Ask them to touch the color as fast as possible. Say your feeling: I'm…


Center to view the topic of the lesson Enriching information


⃝ listening ⃝ Speaking ⃝ Reading ⃝ Writing ⃝ Thinking Completing The Enjaz Bag Activities of Enjaz File

Th We Tu Mo Su Day 1 Lesson Things we wear Unit



sheets


Teaching aids Class



Active learning

strategy



Complete:……car is

this? - "it's mine"

Trib

al Q

ues.

Pra

ctice listen

ing fo

r specific

info

rmatio

n a

nd

follo

win

g d

irection

s.

Greet the students.



Page 12: 1 -


Ask the students:"Whose book is this?"



2 - Ask the students to act out the dialogue in pairs, then play the CD twice.

3- Play the CD twice, write the words on the board.

Ask the students to number the words with the correct sound.

Go around the class to check that they number the pictures correctly.

Page 13: 4- Explain the task.

Ask them to ask and answer about their belongings in pairs.

To ask, "Whose…is

this?"

To reply, "it's mine"

To meet someone and

say,"I like your…."

Answer, "Whose book

is this?"

Stru

ctura

l Qu

es.

Put on order:

Fi

nal

Ques.

hat/like/your/i Previous experience

Practice the sounds /a/

and /i/.








sheets


Teaching aids Class



Active learning

strategy




and key words

Trib

al Q

ues.

Pra

ctice listen

ing fo

r specific

info

rmatio

n a

nd

follo

win

g

directio

ns.

Greet the students.



Page 14:

1-



2-

Play the CD twice, ask students to listen carefully to notice

the sounds.

Ask students to write the missing letters.

To chant the Who

is wearing green?

Chant

To say three

colors that they

are wearing

Chant the Who is

wearing green? Chant

chorally.

Stru

ctura

l Qu

es.

Write three colors that

they are wearing.

Fin

al Q

ues.

Page15: 3-

Ask them to play the colors the classmates are wearing

EX:

- Who's wearing green today?

Ask them to play one by one.

Previous experience

Put on order:

hat/like/your/i








sheets


Teaching aids Class



Active learning

strategy




and key words

Trib

al Q

ues.

Pra

ctice

listenin

g fo

r

specific

info

rma

tion

an

d

follo

win

g

directio

ns.

Greet the students.



Page 16: 1-


3. To say the names of

five things that they

can wear

4. To name two things

Write the names of five

things that you can

wear.

Stru

ctura

l Qu

es.

Hold up the Student’s Book, point to the picture and ask them to read loudly.

Play the CD twice.

Hold up the flashcards of clothes.

2-

Say the chant, ask them to repeat after me.

Ask them to say the chant chorally.

Page 17: 3-


Ask them one by one to touch the pictures that I say it.


he/she wearing,

saying,"I'm

wearing….

and…..today."

I'm

wearing……….today? F

inal Q

ues.

Previous experience

Use the last vocabulary to

make new sentences








sheets


Teaching aids Class



Active learning

strategy



Say if these words start

with p or b (ball-bat-

pin-pine)

Trib

al Q

ues.

Pra

ctice listen

ing fo

r specific in

form

atio

n a

nd

follo

win

g d

irection

s.

Greet the students.



Page 18: 1- Ask the students to open their books and play the CD twice.




Ask the students to say the words then they match the words with the correct

pictures.

They write the missing letters to complete the sentence.

Page 19: 3-

Play the CD twice

Ask them to repeat.

Then, give everyone a tissue to hold it in front of his/her mouth to say the

words.


To tell if the words

start with p or b

To say two words

that begin with p and

b

To play Does it

move? in group

Give two words that

start with p and b. S

tructu

ral Q

ues.

Play Does it move? In

group

Fin

al Q

ues.

Previous experience

I'm

wearing……….today?





Th We Tu Mo Su Day 1 Lesson Things we do Unit



sheets


Teaching

aids Class



Active

learning

strategy



Make up a telephone

conversation in English.

Trib

al Q

ues.

Act o

ut th

e teleph

on

e talk

s on

P.2

1 in

pairs.

Greet the students.



Page 20: 1-




Ask them to change the verb as: reading a book, listening to music, ……etc.


Ask them to match the pictures.

Ask them to complete the missing letters to make correct sentence.

Page 21: 4-

Play the CD, ask students to listen carefully.

Ask them to act out a telephone conversation to call a friend to ask what he or

she is doing.


To act out the

telephone talks with

a partner

To have a telephone

conversation in

English

To practice the

sounds of /ph/

To use present

continuous to talk

about what they are

doing at the moment

Put the sentence in

order :( playing-he-

football-is)

Stru

ctura

l Qu

es.

Practice the sound of

/ph/.

Fin

al Q

ues.

Previous experience

Play Does it move? In

group



Enriching

information



File




sheets


Teaching

aids Class



Active

learning

strategy



Chant the What are you

doing? Chant chorally.

Trib

al Q

ues.

Pra

ctice listen

ing fo

r specific in

form

atio

n a

nd

follo

win

g d

irection

s.

Greet the students.



Page 22: 1-


Write the new vocabulary on the board and ask them to read it

loudly.


2-

Play the CD twice.

Ask the students to read the song loudly.

Page23:

3-

Ask them to play True or False Action Game in group.

Ask them to run to the T or F when your teacher does the action.

5. To chant the What

are you doing?

Chant

6. To play the True

or False Action

Game with a

friend

Play the True or False

Action Game in pairs.

Stru

ctura

l Qu

es.

Show the pupils flash cards

of the new vocabulary and

ask them to read this new

vocabulary.

Fin

al Q

ues.

Previous experience

Practice the sound of

/ph/.



Enriching

information



File



Period ⃝ Visual presentation ⃝ Smart board ⃝ Electronic slides ⃝ Activity Teaching

Class sheets


aids



Active

learning

strategy



Play the Card Snap

Game in-group. T

riba

l Qu

es.

Pra

ctice listen

ing fo

r specific in

form

atio

n a

nd

follo

win

g d

irection

s.

Greet the students.



Page 24: 1-

Explain the task. Play the CD twice and ask them to listen.


Ask them to point to the actions on the book.

Go around the class to check that they find the correct exercise.

2-

Play the CD twice, and ask the students to listen carefully.

Ask them to say the words, then to read and circle.

Page25: 3-

Play the CD twice.

Ask the student to hit the card when the teacher says the sentence.


4. To play the Card

Snap Game with

friends

5. To say two things

when asked

"What are you

doing?"

6. To put the

sentences in

order

Put the sentence in

order

(reading/he/a/is/book/.)

Stru

ctura

l Qu

es.

What are you doing?

Fin

al Q

ues.

Previous experience

Play the True or

False Action Game in

pairs.



Enriching

information



File




sheets


Teaching

aids Class



Active

learning

strategy




with t or d (dog-tea-

tiger-doll)

Trib

al Q

ues.

Pra

ctice listen

ing fo

r specific in

form

atio

n a

nd

follo

win

g d

irection

s.

Greet the students.



Page26: 1-





Ask the students to say the words then they number the pictures.


Page 27: 3-

Play the CD twice


Ask them to touch the pictures that I say it one by one.



To tell if the words

start with t or d

To say two words

that begin with t

or d

To name objects

Write two words that

start with t and d.

Stru

ctura

l Qu

es.

Name this animal

Fin

al

Qu

es.

Previous experience

What are you doing?



Enriching

information



File

Th We Tu Mo Su Day 1 Lesson Beautiful

nature Unit



sheets


Teaching

aids Class



Active

learning

strategy



Act out a talk about

nature in pairs.

Trib

al Q

ues.

Pra

ctice listen

ing fo

r specific in

form

atio

n a

nd

follo

win

g d

irection

s.

Greet the students.



Page 28: 1-




Ask them to talk about about other beautiful and ugly things.


Ask them to complete the missing letters to make correct

words.

Page 29 : 4-

Play the CD, ask Ss to listen carefully to the conversation.

Ask them to look around and find a beautiful or an ugly

object.


To act out one of

the talks about

nature

To find something

beautiful or ugly

and say" look! It's

a ….! It's beautiful

(or ugly)."

To describe

objects

Find out something

beautiful or ugly

around you.

Stru

ctura

l Qu

es.

Describe the tiger.

Fin

al Q

ues.

Previous experience


start with t and d.



Enriching

information



File


nature Unit



sheets


Teaching

aids Class



Active

learning

strategy



Chant the I love the

mountains chant

chorally.

Trib

al Q

ues.

Pra

ctice listen

ing fo

r specific in

form

atio

n a

nd

follo

win

g d

irection

s.

Greet the students.



Page 30: 1-



2-

Play the CD twice, ask students to listen carefully to notice the

sounds.

Ask students to number the words, then to read it.

Page 31: 3-


Play the CD twice, ask them to listen carefully.

Ask them to read it one by one.

Ask them to match it with the correct pictures.

To chant the I love

the mountains chant

To name seasons and

months

To number the

pictures correctly

Say the months and the

seasons of the year.

Stru

ctura

l Qu

es.

Number the pictures

on P.30

Fin

al Q

ues.

Previous experience

Describe the tiger.



Enriching

information



File


nature Unit



sheets


Teaching

aids Class



Active

learning

strategy



Act out the pair of

opposites in pair.

Trib

al Q

ues.

Pra

ctice listen

ing fo

r specific in

form

atio

n

an

d fo

llow

ing d

irection

s.

Greet the students.



Page 32: 1-


Hold up the flashcards to show opposites.

Write the words on the table, ask them to read it loudly.

2-

Divide them into two groups to act out the pair of opposites.

3-

Ask them to act out the actions in pairs.

Page 33: 4-

Ask students to play "Guess what it is"

To act out one pair of

opposites

To describe and guess

What or Who

To say the opposites

Play "Guess What it

is" in group.

Stru

ctura

l Qu

es.

Say the opposites

Fin

al

Qu

es

.

Previous experience

(short…….,

small…….)

Ask them to do the opposite action in group.

Check that students have understood what’s required. Number the pictures

on P.30



Enriching

information



File


nature Unit



sheets


Teaching

aids Class



Active

learning

strategy




with c or g (goat-cat-

crab-glass)

Trib

al Q

ues.

Pra

ctice

listenin

g fo

r

specific

info

rmatio

n a

nd

follo

win

g

directio

ns.

Greet the students.



Page 34: 1-


4. To tell if the words

start with c or g

5. To say two words

that begin with c


begin with c and two

words that begin with

g.

Stru

ctura

l Qu

es.



2-

Play the CD twice.

Ask the students to point and say the words.


Page 35: 3-

Play the CD twice

Ask students to play Word Making Game

They listen to the teacher and hold up the letters.


and g

6. To play the Word

Making Game in

group

Play the Word Making

Game in group. F

inal Q

ues.

Previous experience

Say the opposites

(short…….,

small…….)



Enriching

information



File

Th We Tu Mo Su Day 1 Lesson Friends, Actions,

Things Unit



sheets


Teaching

aids Class



Active

learning

strategy



In groups of three, introduce

each other. Say “This is my

friend …" and “Let's…!

Trib

al Q

ues.

Pra

ctice listen

ing fo

r specific in

form

atio

n a

nd

follo

win

g d

irection

s.




Page 36:

1- Listen and say.

I I play the CD twice, ask students to listen carefully.

The students read the conversation.

2-

They form groups of three and introduce each other.

I remind them to make a suggestion at the end of the talk with “Let’s…”

Page 37 :

3-

I play the CD, ask Ss to listen carefully to the “Good morning!” Chant.

The students chant in pairs or groups.

4-

I ask them to I write the sentences in their books.

I circulate around the room and let the students I check the ir own books once they have accomplished the goals.

4. To introduce people to each

other, say “This is my

friend …" and “Let's…!

5. To chant “Good morning!”.

6. To tell the times of day and

say greetings.

Chant “Good morning!” in

pairs.

S

tructu

ral Q

ues.

Look at the flash cards, tell the

time of day and say greeting.

Fin

al Q

ues.

Previous experience

Play the Word

Making Game in

group.



Enriching

information



File


Things Unit



sheets


Teaching

aids Class



Active

learning

strategy



Chant "We're playing, we're

cycling" in pairs.

Trib

al Q

ues.

Pra

ctice listen

ing fo

r specific in

form

atio

n a

nd

follo

win

g d

irection

s.




Page 38:

1-

I ask the students to listen, then play the CD.

The students chant the chant on in pairs, miming or talk about what people are

doing or not doing in class.

2-

I ask the students to change the words and chant.

Page 39:

3-

I play the CD twice and ask them to listen carefully.

In pairs, they ask and answer questions about what people are doing.

I put students in groups of four and let them ask and answer questions about

what people are doing, as they did in activity 3 on page 39.

They check the goal box in their books after they have accomplished the goals.

To chant "We're playing,

we're cycling".

To talk about what “I'm,

he/she's, we/you/they're"

doing or not doing.

To ask and answer Yes / No

questions about what people

are doing.

In pairs, talk about what “I'm,

he/she's, we/you/they're" doing

or not doing.

Stru

ctura

l Qu

es.

In groups of four, ask and

answer Yes / No questions about

what people are doing

Fin

al Q

ues.

Previous experience

Chant “Good morning!” in

pairs.



Enriching

information



File


Things Unit



sheets


Teaching

aids Class



Active

learning

strategy



In groups, chant "Lemons are

sour".

Trib

al Q

ues.

Ma

ke sen

tence

s ab

ou

t foo

d u

sing

the w

ord

s “h

ot, co

ld,

sou

r, swee

t, salty

, tasty

".




Page 40:

1-

I ask the students to open their books and play the CD twice.

The students chant the chant on in groups.

I write the words on the table.

I read them and ask the students to read them loudly.

2-

I put the students in groups and let them make sentences with the words “hot, cold,

sour, sweet, salty, tasty”.

Page 41:

3-

I play the CD and ask them to act out the "The 3 Questions Game" in pairs.

4-

I ask them in pairs to stand up and demonstrate their dialogue with food they have

chosen using “or”, “want”, and “like/don’t like.”

They check the box after they have finished.

To talk about food using the

words “hot, cold, sour, sweet,

salty, tasty".

To chant "Lemons are sour".

To ask questions with “or”,

“want”.

To say "I like /I don't like".

In pairs, ask questions with

“or”, “want”.

Stru

ctura

l Qu

es.

Make sentences, say "I like / I

don't like".

Fin

al

Qu

es.

Previous experience Chant "We're playing, we're

cycling" in pairs.



Enriching

information



File


Things Unit



sheets


Teaching

aids Class



Active

learning

strategy



In pairs, ask and answer

with“have."

Trib

al Q

ues.

Lo

ok

at fla

shca

rds w

ith fo

od

item

s (plu

ral) a

nd

ma

ke th

e

sou

nd

s for p

lura

l –s.




Page 42:

1-

I hold up flashcards with food items (plural) and let students say the word using the right end sound.

I play the CD twice and ask them to listen and check.

2-

I play the CD twice.

I ask the students to point and say the sentences.

3-

In pairs, I ask each student to make a sentence about their partner using "and/ but".

Page 43:

4-

I play the CD twice, I ask the students to listen carefully.

The students read the dialogue in pairs.

5-

I ask the students to leave one of their school things on the desk. I let them ask and answer in pairs using whose and (name)’s.

I form groups of three and ask them to trace and answer.

They check the goal box in their books after they have accomplished the goals.

To make the sounds for plural

–s.

To ask and answer

with“have".

To use “and" or “but".

To ask and say whose

something is using (name)'s.

Make sentences, use “and" or

“but."

Stru

ctura

l Qu

es.

Ask and answer in pairs using

whose and (name)’s.

Fin

al Q

ues.

Previous experience

Make sentences, say "I like / I

don't like".

Ge ennerraall eRReeccoo mmmennddaattiioonnss · 2. The Direct method: The direct method emphasizes...

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