U1/ Two Is Better Than One Listen and Discuss + Pair Work: Day Class Period

U1/ TWO IS BETTER THAN ONE LISTEN AND DISCUSS + PAIR WORK
day class period Learning Objectives

3/1 The student will be able to:
3/2  Match words with their meanings.
3/3  Explain the difficult conditions ..
3/4
3/5
3/6
Teaching Strategies Steps to follow

Pair work A-Warming up and revision
Work group Warm up:
Problem solving With students’ books closed, discuss the introductory question. Ask: Who are some
Brain storming famous husbands and wives from history? Elicit answers and write their names
on the board.
Role play
a Review the list of marriages on the board. Ask: What is each of these married
Discussion couples famous for? Call on volunteers to share what they know about each.
Inductive a Write on the board the title of the unit: Two is better than one. Ask students to
predict what Unit 1 will be about. (famous marriages)
Co-operative learning
Discovery
B- Presentation
The students are going to learn…
Recourses needed
Language builder
Student book .
Work book
Teacher’s guide
Teaching aids C- Practice
Board 1. Listen and Discuss
Drawing Ask students to open their books to pages 6 and 7. Give them a moment to
scan the pages and look at the pictures. Ask: What famous marriages are
Cards discussed on these pages? (Anita and Giuseppe Garibaldi, and Marie and
Real objects Pierre Curie)
Have students read the text and answer the second introductory question: Do
Data show
you think their marriage made it easier for them to achieve certain goals?
Interactive CD Play the audio for each couple on pages 6 and 7. Have students listen and
read along in their books.
2. Pair Work
Evaluation Tools Ask students to read the directions silently. Ask a student to explain the task
Oral Tests to the class, helping as necessary. Emphasize that the married couples do
Written Tests not have to be historical; they could be modern married couples.
Arrange students in pairs to choose married couples. Ask them to write a list of
Observation
at least three reasons that explain their choice.
Have each pair join another pair to form a small group. Then have the groups
Discussion discuss each married couple and the reasons that they are a good match.
Exercise To conclude the exercise, have each group list their matches on the board.
Take a class vote on which couple seems to be the most perfect match.
Activities D- Feedback
Answer the activities in Quick Check
Home assignment workbook page ( 1 ) exercise ( )
Teacher Headmaster Supervisor

U1/ TWO IS BETTER THAN ONE GRAMMAR
3/2  Use "Other" as an adjective.
3/3  Use "Others" as a pronoun.
3/4  Use "another" as adjective/pronoun.
3/5
 Use "Do" before the infinitive.
 Solve a puzzle using (other-others-another)
3/6
 Rephrase sentences using (Do).
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Discovery B- Presentation
Recourses needed
Language builder
Student book The emphatic do can also occur at the beginning of an imperative sentence.
Work book For example:
Teacher’s guide Do come in! Do be nice to your sister! Do do your homework tonight!
Imperatives like these are correct without the initial do. Adding do simply
makes them stronger.
Board
Other, Others, and Another
Drawing Explain to students that these common English words often cause confusion for English
Cards learners. They are related words, but each has a different meaning.
Other/Others
Real objects
a Read the explanation with the class. Write the example sentences on the board.
Data show Point out that in these sentences, other and others have a similar meaning although
they function differently in the sentences.
Interactive CD
Another
a Read the explanation with the class. Write the example sentences on the board and
discuss them.
Evaluation Tools
Emphatic Do
Oral Tests a Read the explanation with the class. Ask volunteers to read aloud the examples.
Make sure that they stress the emphatic do. Point out that the emphatic do is used as
Written Tests
an auxiliary verb in these statements and changes form (do, does, did) as it does in
Observation negative statements and questions.
Discussion
Exercise
Do the activities in the student’s book
Home assignment workbook page ( 2–4 ) exercise ( )

U1/ TWO IS BETTER THAN ONE CONVERSATION - LISTENING - PRONUNCIATION - VOCABULARY BUILDING
3/2  Apply "real talk" in new sentences.
3/3  Use negotiating phrases in sentences.
 Build a conversation about team work.
3/4
 Identify words with /r/ sound.
3/5  predict the meanings of words from the text.
3/6  Explain new vocabulary in their own words.
 Correct given sentences according to the audio
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
Language builder
Student book
Work book
Teacher’s guide
Board conversation
Direct students’ attention to the photo. Ask: What are the boys doing? Elicit that they are cooking.
Drawing
Play the audio. Tell students to listen with their books closed.
Cards To check comprehension, ask: What is the relationship of the boys? (They are going to share an
apartment while they study.) Play the audio again. Have students listen and read along in
Real objects
their books.
Data show Real Talk Draw students’ attention to the Real Talk box. Point out that the words in this box are
highlighted in blue in the Conversation. Explain that these are usually idiomatic or slang words
Interactive CD and expressions that students may not be able to find in their dictionaries.
About the Conversation Have students work in pairs to answer the questions, referring back to the
conversation to find the answers. Check answers by calling on pairs to read aloud the questions
and answers.
Evaluation Tools Listening
Oral Tests Ask students If they know who Dr. Abdullah Al-Rabeeah is. Call on a volunteer to give some
information.
Written Tests
a Have a student read aloud the directions and list of events. Tell students that they will listen in
Observation order to number the events in the correct order.
Play the audio as students just listen. Play the audio again for students to number the events in
the correct order. Play the audio a third time for students to check their answers.
Discussion
Pronunciation
Exercise Play the audio. Have students listen and read along in their books.
Play the audio again. Have students listen and repeat, or speak along with the recording.
Vocabulary Building
A. Have students work individually to match the words with the definitions.
B. Have students compare answers with a partner.
Do the activity in the book.

U1/ TWO IS BETTER THAN ONE READING - SPEAKING
3/2  Explain the meaning of symbiosis.
3/3  Explain the relationship between the African crocodile and the plover.
 Describe animals' relationships.
3/4
 Set up a new name for animals' relationships.
3/5  Demonstrate a case of symbiosis in an animal's life.
3/6  Name animals that make up for each other’s deficiencies.
 List the benefits gained from the clownish and anemone's relationship.
 Analyze the elements of a relationship.
 Find the meanings of new words.
Work group Warm up:
Problem solving Ask Do you think animals ever form partnerships to help one another?
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board Have students open their books to pages 12 and 13 and look at the photos. Ask: What animal
partners do you think this reading will discuss?
Drawing Play the audio for the entire reading.
READING STRATEGY Outlining
Cards Tell students that creating an outline of a reading is a helpful way to break down information in a
Real objects scientific text. This is a useful study tool when reading text for information. It is also helpful as a
tool to review the information later. Make copies of the structure of an outline, or draw the
Data show structure on the board. Work as a class to fill in the first section, based on the reading. Ask
students to work individually, or with a partner to complete the rest of the outline. The sample
Interactive CD outline below is completed for reference.
Call on students to explain in their own words how each word is used in the context of the
reading.
After Reading
Evaluation Tools
Have students work in pairs to answer the questions, referring back to the text as necessary to
Oral Tests find the answers.
Call on pairs to read aloud the questions and answers.
Written Tests Speaking
Observation Arrange students in pairs to discuss the question.
Each student should answer and explain what friends can offer each other.
Discussion Have students copy the chart in the notebook and write their ideas. Then form groups of four by
putting two pairs together.
Exercise Have the pairs explain to each other their ideas about the question. Open up the group
discussions to a class discussion. Ask groups to share their answers with the class.
Answer the activities
Home assignment workbook page ( 6-7 ) exercise ( )

U1/ TWO IS BETTER THAN ONE WRITING
3/2  Use linking devices.
3/3  Use a Venn diagram to write two friends' qualities.
3/4  Describe someone's negative and positive qualities.
 Express personal feelings about people.
3/5
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed Language builder
Student book
Work book
Teacher’s guide
Board A
Direct students to the photo and elicit what they see. Ask questions like these to help
Drawing them: What kind of furniture can you see in the photo? Who do you think it belongs to?
Cards Do you know anyone who might like/have this kind of room?.
Organize students in groups.
Real objects Ask students to read the text silently and confirm or find answers to the rest of the
Data show questions in task 2. Have them compare answers with the rest of group. Remind them
to make notes or assign the task to one or two members of the group, so they have a
Interactive CD record when they report in class.
a Discuss the answers to the questions in class. Allow time for students to discuss their
views on the last two bullet points. Hold a class discussion.
Evaluation Tools B
Oral Tests Tell students that they are going to write a descriptive essay about friends and
friendship. Ask them to think of people they know who are good friends.
Written Tests
Organize students in pairs and direct them to the diagram in their books. Ask them to
Observation copy the diagram in their notebooks if they need more spaced to make notes.
Have them brainstorm and make notes on the qualities/characteristics of each
Discussion person. Point out that the features they have in common can be placed in the
centre where circles overlap.
Exercise Explain to students that they are going to write a first draft using their notes
Have students write individually using their notes. Then ask them to exchange and
comment on/correct each other’s essays.

U1/ TWO IS BETTER THAN ONE FORM, MEANING AND FUNCTION
3/2  Use exclamations with the present simple.
3/3  Use the present progressive with always, continually, constantly.
 Express enthusiasm with adjectives.
3/4
 Write a sentence in the simple present tense.
3/5  Apply the suitable verb form according to the sentence.
3/6  Apply the present progressive

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
Language builder Explain the spelling rules for adding -s or -es to simple present verbs
Student book used with he, she, and it.
Work book 1. For verbs ending in s, x, z, ch, and sh: add -es (relaxes).
2. For verbs do and go: add -es (does, goes).
Teacher’s guide 3. For verbs ending in a consonant + y: change the y to i and add -es (studies).
4. For verbs ending in a vowel + y: add -s (enjoys).
5. For all other verbs: add -s (designs, organizes).

Board Simple Present Tense
Write the following sentences on the board and ask students to complete the
Drawing
information with an appropriate verb: Ahmed and Ali ____ twins. Ahmed____fifteen
Cards years old and so ____ Ali. They ____ to the same school but they ____ in the same class.
Have students fill in the blanks. If they need help with the verbs, write the following on
Real objects
the board: is (twice)/ go/are/aren’t
Data show Simple Present versus Present Progressive
Go over the material in the presentation for the present progressive used for an action
Interactive CD that is happening now. Have students say things that they are doing right now. Model
a few possibilities. For example: I’m standing at the front of the room. I’m speaking
English.
Evaluation Tools Words Connected with Museums and Galleries
Oral Tests Write the following words on the board: dinosaur, skeleton, rocks, fossils. Ask students:
Where would you find these objects on display? (Natural Science Museum)
Written Tests Ask students what other things they can see at museums and list them on the board in
Observation groups. Ask students to identify what kind of museum they can view each group of
objects. For example, Museum of Science and Technology, National History
Museum and so on.
Discussion Expressing Enthusiasm with Intensifiers and Adjectives
Explain to students that we use adverbs like very, quite, really and extremely to make
Exercise adjectives stronger. These adverbs are normally placed before the adjective.
Do the activities AB

U1/ TWO IS BETTER THAN ONE PROJECT - SELF REFLECTION
3/2  Design a power point presentation about a team's relationship.
3/3  Name teams whose members share a symbiotic relationship.
3/4  Fill in the chart with suitable information.
3/5
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board Project
Direct students to the photos at the top of the page and ask them to discuss what
Drawing they see in pairs.
Cards Organize students in groups and give them time to discuss and decide the type of
team or group that they would like to research and present.
Real objects Have students brainstorm on the group or team. Ask questions
Direct students to questions 2 and 3, study the chart and have them discuss in their
Data show
groups.
Interactive CD Have students outline the stages that they will have to go through to prepare a Power
Point presentation.
Self Reflection
Evaluation Tools Divide students into groups and have them brainstorm on symbiosis/Two is Better Than
One. Write some questions on the board to help them,
Oral Tests
Have groups compare their findings and make notes.
Written Tests a Have students scan pages 6 and 7. Ask them to think about things they liked and
Observation things they disliked about this part of the unit.
Have students work in pairs to discuss the questions. Ask them to compare with other
students in class.
Discussion
Discuss the grammar of the unit with the class.
Exercise a Have students make notes in the Self Reflection chart. Ask them to focus on likes,
dislikes and easy or difficult items.
Have students discuss what they liked and/or disliked and what they found difficult or
easy. Ask them to make notes in the Self Reflection chart.
Home assignment workbook page ( ) exercise ( )

U2/

U2/RAGS TO RICHES LISTEN AND DISCUSS + PAIR WORK
3/2  Relate information to Abdul Latif Jameel.
3/3  Find the reason behind Zara's success.
 ُ◌Explain the event that gave Jobs self satisfaction.
3/4
 Define the meaning of money industries .
3/5  Write sentences with new vocabulary.
3/6  Summarize the challenges Li Ka-shing faced.
 Demonstrate Steven Jobs' determination.
 Summarize information in a text.
Work group Warm up:
Problem solving With students’ books closed, write the title of Unit 2 on the board: Rags to Riches.
Brain storming Ask: What does this phrase mean? Elicit or explain that this expression refers to
any situation where a person goes from being poor (and wearing rags for clothes) to
Role play being rich.
Discussion With books still closed, discuss the first introductory question on page 20.
Inductive Arrange students in small groups to discuss the second introductory question: What
qualities do you think a person needs to make a fortune? Have students
Co-operative learning make a list. Assign one student in each group the role of reporter.
Recourses needed
Language builder
Student book
Work book
Teacher’s guide
Have students open their books to pages 20 and 21 and look at the photos. Ask: Do you
Drawing recognize any of these people? Ask a few students to say what they already know about
Amancio Ortega, Mohammed Abdul Latif Jameel, Li Ka-shing, and Steven Paul Jobs. Point out
Cards the headings under each person’s name: industry and country of citizenship. Ask: What does
Real objects industry refer to? (This is the business or career in which the person made their money.) Point out
that country of citizenship does not necessarily refer to the place that a person was born, but to
Data show the place where the person is a current citizen.
Play the audio for each person’s story.
Interactive CD Stop the recording after each person’s story and ask a few questions to check students’ general
comprehension.
Quick Check Focus students’ attention on the vocabulary words in the box. Have them work
Evaluation Tools individually to find and underline each of the words in the rags to riches stories. Tell them to study
how the words are used in context in order to guess the meaning.
Oral Tests a Have students work individually to complete the sentences with the correct words, and then
compare answers with a partner
Written Tests 2. Pair Work
Ask a volunteer to read the directions aloud.
Observation
Arrange students in pairs.
Make sure students know that they must choose one of the people from pages 20 and 21 to
Discussion role-play with a reporter. Students should use their knowledge of the person’s life as much as
possible. However, they can make up answers to questions that they don’t know the real
Exercise answers to. When students switch roles, have them choose a different person to interview.
a Have the reporters jot down questions to ask in preparation for the interview as well as the
answers they receive.
Call on a few pairs to role-play their interviews for the class.

U2/RAGS TO RICHES GRAMMAR
3/2  Form an affirmative sentence with "used to".
 Use "used to " to form a negative sentence.
3/3
 Use "used to" to form a question.
3/4
 Apply the correct verb with (used to).
3/5  Use "would" to express a repeated action in the past .
3/6  Write sentences about changing old habits.
 Revise sentences’ grammatical structure.
 Rewrite old plans that didn't work.
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
Language builder
Student book
Work book
Teacher’s guide
Board Used To versus Be Used To Read aloud the explanation and example sentences. Have students
read aloud the example sentences. Give a few examples of things that you used to do, and write
Drawing them on the board. For example: I used to go to bed late at night, but now I go to bed early. Or I
used to read a lot, but now I don’t have time.
Cards
Contrast these examples with sentences about things you are used to doing. For example: I am
Real objects used to getting up early. I always get up at 6. Or I am used to walking to work. I don’t have a car.
Direct students to exercise A for practice.
Data show
Would for Repeated Action in the Past versus Used To Read aloud the explanation and examples.
Interactive CD Write the following sentences on the board:
Ahmed used to walk to work before he had a car. I used to live in a small house.
Ask: In which of these sentences can you substitute would for used to? (the first sentence) Why?
Evaluation Tools (Ahmed used to walk to work tells about a habitual action in the past. I used to live in a small
house tells about a fact, not a habitual action.)
Oral Tests Direct students to exercise B for practice.
Written Tests Was/Were Going To (Future in the Past) Read the explanation with the class. Have a student read
aloud the two examples. Point out that each of the examples shows a different meaning of was
Observation going to.
I knew that the company was going to be a great success is an example of a prediction made in
the past.
Discussion
He was going to spend the money, but he decided to invest it in the stock market instead is an
example of a past plan that was not carried out.
Exercise
Direct students to exercise C for practice.
Do the activities ABCDE

U2/RAGS TO RICHES CONVERSATION - LISTENING - PRONUNCIATION - VOCABULARY BUILDING
3/2  Determine the "ed" sound in given words.
3/3  Select the right meaning of the words according to the text.
 Answer questions about the conversation.
3/4
 Match new vocabulary with sentences to achieve correct meaning.
3/5  Arrange numbers' sequence according to an audio.
3/6  Point out new phrases in a classroom conversation.
 Apply new phrases in sentences.
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board Conversation
With students’ books closed, say and write on the board: You won SAR 30,000! (Or
Drawing write an equivalent amount of money in the students’ currency.) Ask: What will you do
Cards with it? Elicit answers from a few students.
Tell students to open their books to page 24 and look at the photos. Ask: What is the
Real objects young man thinking about? (He is deciding whether to spend his money on a car or
Data show a vacation.)
Play the audio of the conversation. Have students just listen.
Interactive CD Have students work in pairs and take turns asking and answering the questions.
Real Talk
Draw students’ attention to the Real Talk box. Point out that the words in this box are
Evaluation Tools highlighted in blue in the conversation. Explain that these are usually idiomatic or slang
Oral Tests words and expressions
Listening
Written Tests Have a student read aloud the directions. Give students time to look at the list of the
forms of money to help them know what information they will listen for.
Observation
Play the audio once for students to just listen.
Play the audio a second time for students to write the dates. Then have them order
Discussion the forms of money. You may want to pause the audio periodically.
Play the audio a final time for students to check their answers.
Exercise Pronunciation Play the audio for the explanation while students read along in their
books. Play the rest of the audio for students to listen and repeat the sentences.
Vocabulary Building
A Read the directions with the class. Have students work individually to match each
word with its meaning..

U2/RAGS TO RICHES READING - SPEAKING
3/2  Relate the text content to particular social issues.
3/3  Find the meanings of new words in the text.
3/4  Invent ideas on success in life without relying on anybody.
3/5
 Classify the ideas according to the text.
3/6

Work group Warm up:
Problem solving
Write on the board: Sheikh Sulaiman bin Abdul- Aziz Al-Rajhi. With books closed,
Brain storming discuss the Before Reading questions as a class. Elicit any facts or information students
Role play know about Sheikh Sulaiman bin Abdul-Aziz Al-Rajhi.
Have students open their books to pages 26 and 27. Focus their attention on the
Discussion photo. Ask: Where do you think this photo was taken? (Students may not know the
Inductive exact answer but elicit that it was probably during an interview or awards ceremony. )
Ask: Does he look like a successful businessman?
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board READING STRATEGY 3-2-1
Drawing Write the following on the board:
3 (Write 3 things you found out.)
Cards 2 (Write 2 interesting things.)
Real objects 1 (Write 1 question you still have.)
Using the 3-2-1 strategy allows students
Data show Arrange the class into small groups. Have students share the points that they wrote
down with each other and discuss them. Have them discuss the points that they have
Interactive CD questions about and try to answer each other’s questions.
Play the audio for the reading. Have students listen and follow along.
Discuss with students what each word means in the context of the article. Ask
Evaluation Tools questions,
Oral Tests After Reading
Have students work individually to answer the questions, referring back to the text as
Written Tests necessary. Then have them compare answers with a partner.
Observation Check answers by calling on pairs to read aloud the questions and answers. Speaking
Arrange students in small groups to discuss the questions.
As students are working, go around and check that everyone is participating in the
Discussion discussion. Make sure that each student in the group completes the chart about
him or herself.
Exercise Open up the group discussions to a class discussion. Ask groups to share their answers
with the class.

U2/RAGS TO RICHES WRITING
3/2  Rewrite the story of the text.
3/3  Use connectors to show the order of events.
 Identify the topic of each paragraph.
3/4
 Summarize long sentences into short clear ones.
3/5  Point out the most verb tenses used in the passage.
3/6  List the key events.
 Apply descriptive style
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board Writing
Have students discuss the picture in pairs and ask volunteers report answers/ideas for
Drawing the class.
Cards A.
Write E-COMMERCE on the board and allow students to make suggestions on what
Real objects
the word/term refers to. Discuss suggestions in class.
Data show Have students work in pairs discussing their views on e-commerce. Ask them to make
notes on advantages and disadvantages.
Interactive CD
Play the audio and have students check their answers.
Have students read individually and make notes about Bezos, then compare notes in
groups.
Evaluation Tools
B. Tell students that they are going to write a descriptive essay about a famous and/or
Oral Tests wealthy person.
Written Tests a Organize them in small groups and ask them to think about famous people. Have
them list the names of the people they think of and the reason they know them. Call
Observation on a student from each group to tell the class and list the names on the board.
Compare with other groups.
Discussion Direct students to the Writing Corner. Explain that they will be writing a brief biography
of the person along the lines of the biography they read on page 28.
Exercise Organize students into pairs/groups. Ask them to write their first draft and exchange
drafts in order to comment and make suggestions. Direct them to the model text but
allow them to change the beginning of their biography if they want.
Ask the students to answer the activity AB

U2/RAGS TO RICHES FORM, MEANING AND FUNCTION
3/2  Recognize past simple tense.
3/3  Ask about personal experiences.
 Use present perfect simple tense with" for" and "since".
3/4
 Apply (how long ) to ask about duration.
3/5  Form sentences with the present perfect.
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed Language builder
Student book .We commonly use the present perfect to talk about actions that have happened at an
indefinite time in the past or to talk about the duration of actions that have happened from the
Work book past up to now. We often use time expressions such as: ever, never, so far, yet.
Teacher’s guide We use the simple past to talk about actions that were completed in the past. We often use time
expressions such as: yesterday, last week, two days ago, a year ago, in the 19th century, in 2014.

Board Present Perfect Simple Tense
Review how to form the present perfect in the affirmative and negative forms:
Drawing
has/have or hasn’t/ haven’t + past participle.
Cards Remind students that with regular verbs, the past participle is usually the same as the
Real objects past. Then have students identify the past participles in the example sentences in
the presentation. (visited, contributed, lived)
Data show Remind students that many common verbs have irregular past participles. Elicit the
Interactive CD irregular past participle for the verbs: do, be, go (done, been, gone)
Time Expressions with For and Since
Point out that we use the present perfect with since to talk about an action or state
that started in the past and continues up to the present.
Evaluation Tools
Explain that we use for to talk about duration. Write an example on the board. For
Oral Tests example, We have lived in Muscat since May. We have lived here for 6 months.
Questions with How Long Call on two volunteers to read out the question and answers.
Written Tests
Ask students to practice different questions and answers in pairs, using the question
Observation form How long and for and since in the answer.
Past Simple versus Present Perfect Have volunteers read aloud the questions and answers in
Discussion the presentation. Highlight or elicit the form of the present perfect and underline the simple past
in the examples.
Exercise Asking and Telling about Personal Experiences: Have you ever ..?
Ask two students to take it in turns to read out the question and the answers.
Write on the following on the board and ask students to complete it in five different ways: Have
you ever _________?
All students should then stand
Ask the students to answer the activity

U2/RAGS TO RICHES PROJECT - SELF REFLECTION
3/2
3/3  Design a poster about a role model.
3/4
3/5
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board Project
Read directions for task 1 and have students think about a person they admire that
Drawing operates as a role model for them and/or their friends. Give them time to think and
Cards make notes.
Organize students into groups. Read 2 with the class and have students research,
Real objects
collect information and make notes.
Data show Ask students to read directions for task 3 and explain what they are required to do.
Interactive CD When the tasks have been completed, ask groups to coordinate all their work and
work on the actual presentation both in terms of staging and materials. Circulate and
make sure that students are following guidelines, focusing on content, using visuals as
well as doing a trial run.
Evaluation Tools
Have groups present for the class on the same or a different day. Encourage them to
Oral Tests involve as many members of their group as possible in the presentations.
Written Tests Self Reflection
Brainstorm Rags to Riches. Write the title on the board and elicit as many ideas and
Observation
words as possible from the class. List the words on the board.
Have students scan pages 20 and 21. Ask them to think about things they liked and
Discussion things they disliked about this part of the unit. Use questions to help them remember.
Give students time to make notes about likes and dislikes and easy or difficult items in
Exercise the section.
Complete the sentences with used to or be used to.He _________ travel a lot when he
was young. Now, he __________ spending most of his time at home, reading. She got
really sick on the boat, she _____________ sailing. She used to drive everywhere.

U3/WHAT WILL THEY THINK OF NEXT? LISTEN AND DISCUSS + PAIR WORK
3/2  Match each word to its definition.
3/3  List things that we take for granted today.
3/4  Explain life changes without having inventions.
3/5
 Name an invention they can’t live without.
 List the predictions the author made about the English language.
3/6

Work group Warm up:
Problem solving Write on the board the introductory questions on page 34:
Brain storming 1. What things that we take for granted today did people not have 100 years ago?
2. Name a discovery or development that you think people will have (or use) 100
Role play years from now.
Discussion Arrange students in small groups. Have them discuss the questions with their books
closed. Assign one student in each group the role of reporter.
Inductive Call on the reporters to report back to the class about their group’s discussion.
Recourses needed
Language builder
Student book
Work book
Teacher’s guide
Play the audio for pages 34 and 35 with students’ books still closed. Have students
Drawing
listen for general understanding.
Cards a To check general comprehension, ask: What topics were discussed? (people,
Real objects language, transportation, traffic, media, deliveries, communication) Elicit and write
on the board all of the topics that students can remember.
Data show a Have students open their books and look at pages 34 and 35 to find any missing
Interactive CD topics. Have them call them out while you write them on the board.
Play the audio again while students listen and read along.
Focus students’ attention on the pictures and ask them some questions about them.
Evaluation Tools Quick Check Have a student read aloud the directions and the list of vocabulary
words in the left column.
Oral Tests Tell them to use the context of the words in the article to help them guess the
Written Tests meaning. Then have them work individually to match each word with its definition.
Check answers as a class by calling on students to read aloud the matched up words
Observation and definitions.
2. Pair Work
Discussion Read the directions with the class. If the categories from the article are not still on the
board, rewrite them as column heads. (People, Language, Transportation, Traffic,
Exercise Media, Deliveries, Communication)
Have students work in pairs to write one prediction for each category.
Have students go to the board and write their predictions in a list under each category.
Read and discuss the predictions as a class. Do students agree on what the year 2100
will be like?

U3/WHAT WILL THEY THINK OF NEXT? GRAMMAR
3/2  Apply the correct tense according to the situation.
3/3  Transform the verbs into the future tense.
3/4  Express an idea using the future perfect tense.
3/5
 Write sentences with the Present Perfect Progressive Tense.
 Write a future event using a time clause.
3/6
 Combine sentences with the future perfect tense
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
Language builder
Student book
Work book
Teacher’s guide
Board Future Perfect
Read the explanation with the class.
Drawing
Draw a timeline on the board to illustrate the concept of the future perfect.
Cards Plot the example sentences in the book on the timeline.
Direct students to exercise A on this page to practice the future perfect.
Real objects
Future Perfect Progressive
Data show Read the explanation with the class.
Draw a timeline on the board to illustrate the concept of the future perfect progressive. For
Interactive CD
example:
1st event Now 2nd event
By the year 2025, people will have been flying for 122 years.
Evaluation Tools
Point out that in this sentence, the 1st event (flying) began in the past and continues into the
Oral Tests future up until the second event (the year 2025).
Direct students to exercise B on page 37 to practice the future perfect and future perfect
Written Tests progressive together.
Observation The Future with Dependent Time Clauses
Read the explanation with the class.
Have students read aloud the example sentences.
Discussion
Emphasize that when using a time clause, the verb in the time clause is in the present tense. Only
Exercise the main verb in the sentence uses will or be going to.
Direct students to exercise C on page 37 to practice using the future with dependent time
clauses.
Answer the activities

U3/WHAT WILL THEY THINK OF NEXT? CONVERSATION -LISTENING - PRONUNCIATION - VOCABULARY BUILDING
3/2  Use phrases for persuading in sentences.
3/3  Write the correct consonant cluster according to what they hear .
 Find out the meaning of the new words.
3/4
 Invent a conversation using the new words.
3/5  Use the "real talk" in new sentences.
3/6  Find the consonant cluster in a word .
 Match the words with their meaning.
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board Conversation
Have students cover the conversation and focus their attention on the pictures. Ask: What do you
Drawing think the old lady is doing? (She is reading a book.) What device do you see? (an electronic book
Cards reader or e-reader) Ask students: Do any of you use an e-reader? What do you like about it? What
don’t you like about it? How many books can it hold?
Real objects Play the audio. Have students just listen with the conversation still covered.
About the Conversation Have students work with a partner to ask and answer the questions.
Data show Check answers by calling on students to read the questions aloud and answer them..
Interactive CD Real Talk
Ask questions about the phrases to help students understand their meaning in the context of the
conversation. For example, ask:
Listening
Evaluation Tools Read aloud the directions. Have students study the chart to see what information they will listen
Oral Tests for.
Play the audio. Tell students to listen but not to write their answers at this time.
Written Tests
Play the audio once for students to write the advantages of each news format. Play it again for
Observation them to write the disadvantages.
a Have students check their answers in pairs and discuss question 2.
Discussion Pronunciation Play the audio of the explanation as students read along in their books.
Play the audio of the sentences for students to listen and repeat, or speak along with the
recording.
Exercise
Vocabulary Building
A Have students work individually to match the words with their meanings.
B Have students compare answers with a partner..

U3/WHAT WILL THEY THINK OF NEXT? READING- SPEAKING
3/2  Correct information about the text.
3/3  Explain the meanings of new words.
 Match the main idea with the paragraph .
3/4
3/5
3/6

Work group Warm up:
With students’ books closed, ask: What is space tourism? (when ordinary
Problem solving
people visit space for vacation) Do you think space tourism will become
Brain storming common in your lifetime? Elicit students’ opinions.
Role play a Arrange students in pairs to discuss the Before Reading question: If you
could go into space, would you? Why or why not? After a few minutes, elicit
Discussion
answers from a few pairs.
Inductive
Recourses needed
language builder
Student book The informal word steep means very expensive. There are many more synonyms and
Work book idiomatic expressions to express this meaning. Here are a few:
a pretty penny, an arm and a leg, big-ticket, out of sight, pricey, rich, ritzy, sky high,
Teacher’s guide stiff, and swank.
Board READING STRATEGY Predicting
Drawing Ask students: What do you think this article will be about? (space tourism) Ask: What do
you think you will learn from this article? Give students time to each write down three
Cards things they think they will learn. If students are unsure what to write, as an example,
Real objects write on the board: I think I will learn who has taken a vacation in space.
Elicit answers from students and write them on the board.
Data show Play the audio. Have students listen for the predictions on the board.
Interactive CD Ask a few general questions to check comprehension.
After Reading
Read the directions aloud. Have students work individually to write true or false for
Evaluation Tools each statement, looking back at the article as necessary to find the answers. Have
Oral Tests them rewrite each false statement to be true.
a Have students check their answers with a partner.
Written Tests Speaking
Observation Arrange students in small groups to discuss the questions.
To keep students on task, give them about five minutes to discuss each question.
Discussion Assign the roles of leader, writer, and reporter. The leader makes sure that each
student is contributing ideas. The writer takes notes on the group’s ideas. (The writer
Exercise should list the advantages and disadvantages that the group comes up with).
When time is up, the reporter summarizes their group’s discussion for the class.
Encourage the rest of the class to respond to the reporters and ask questions about
ideas they are interested in.

U3/WHAT WILL THEY THINK OF NEXT? WRITING
3/2  Relate the changes to the category.
3/3  Point out the changes of the future.
 Write notes about will have happened .
3/4
 Write notes about will be happening.
3/5  Find the vision of the future in the essay
3/6  Find the future forms in the text.

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board A1
Direct students’ attention to question 1.
Drawing
Have students brainstorm on good and bad changes. Elicit ideas in class.
Cards Call on students to report their answers for the class. Hold a class discussion about how
Real objects cities, homes, manufacturing, vehicles, trade, buildings, protective measures against
radiation will change and whether changes will be good or bad. Have students justify
Data show their answers.
Interactive CD Organize students in pairs or small groups. Read through question 2 and have students
decide how to note, record and organize their ideas around the topics. Discuss their
ideas as a class.
Evaluation Tools Read the directions for 3 with the class. Read through the text as a class, asking
students to read different paragraphs out loud.
Oral Tests Pause regularly to check comprehension or ask students to suggest synonyms for
Written Tests vocabulary, or to use particular words in sentences of their own.
B Read the directions for tasks 1, 2 and 3 with the class.
Observation
a Organize students in pairs or small groups and have them think about one of the
developments in Saudi Arabia that will have taken place by 2030. Tell students to think
Discussion about the impacts and effects of these changes on themselves and on society.
Direct students to the Writing Corner. Ask them to think about essays that they like and
Exercise the reasons they like them. Have students think about the content of essays and how
they are organized.
Have students draft their essays.
Have students exchange drafts and make comments or suggestions.

U3/WHAT WILL THEY THINK OF NEXT? FORM, MEANING AND FUNCTION
3/2  Ask and answer information questions.
 Ask a simple past question with Be Born.
3/3
 Form simple past questions with the irregular verbs.
3/4  Use space and the planetary system vocabulary correctly.
 Ask and short Answers (Yes/No)questions.
3/5
 Form simple past questions with the regular verbs.
3/6  transform statements having no overt auxiliary verb into yes/no questions.
 Point out the correct form of the irregular verbs and the regular verbs.
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
Language Builder
Student book
Work book
Teacher’s guide
Board Simple Present Tense Have different students read out the question and short answers.
Write the example questions on the board and point out the assimilation in the question (D’they
Drawing use the Internet? D’you? D’she? etc). Emphasize the word stress in the short answer: Yes, they DO.
Cards a Have students practice the assimilation and intonation patterns of the questions and answers in
the examples.
Real objects Simple Present of the Verb Be and Information Questions
Have students brainstorm the question words they know before looking at the questions listed in
Data show the presentation.
Ask students to form different questions of their own using the Wh-question words.
Interactive CD
Simple Past of the Verb Be and Be Born
a Call on students to read out the questions and answers. Students should then form a chain
around the class and ask and answer with Where and When:
Evaluation Tools
Simple Past with Regular and Irregular Verbs
Oral Tests Direct students’ attention to the examples in the presentation. Call on students to read aloud the
yes/no questions and short answers. Have different students read aloud the Wh-questions and
Written Tests answers.
Observation As a review, write regular and irregular at the top of two columns on the board. Ask students to
tell you verbs that are regular in the past, and verbs that are irregular. If necessary, provide
examples: watch/watched = regular; go/ went = irregular.
Discussion Write the present and past tense forms of the verbs on the board in the correct columns. Get
about five examples of each.
Exercise Words Connected with Space and the Planetary System: Part 1 Ask students to research the topic
before the lesson. Then quiz students on how much they know about space and the planetary
system. Write all the information on the board.

U3/WHAT WILL THEY THINK OF NEXT? PROJECT - SELF REFLECTION
3/2
3/3  Inspect the changes in their city.
3/4
3/5
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
Language Builder
Student book
Work book
Teacher’s guide
Board Project Direct students to the photos of Riyadh. Have the students compare the two photos.
Explain that the black and white photo on the left shows buildings in an older part of town
Drawing whereas the photo on the right is a view of Riyadh as we see it now.
Have the students work in pairs to identify changes that have taken place in the city.
Cards
Circulate and monitor to make sure all students are contributing. Help when required.
Real objects Call on pairs to report their ideas and discuss the changes in class. Ask the students question
Data show ask them to find and bring in photos in advance or download and print out some photos yourself
to distribute to groups.
Interactive CD Encourage them to think about different things if they wish. Remind them to choose one or two
people in their group to make notes as they discuss their ideas.
Call on each group to present their PowerPoint presentation.
Evaluation Tools Have students choose the presentations they like best to include in their class portfolio.
Self ReflectionWrite ‘What Will They Think of Next?’ on the board and elicit as many ideas and
Oral Tests words as possible from the class. List the words on the board.
Written Tests Have students scan pages 34 and 35. Ask them to think about things they liked and things they
disliked about this part of the unit. Use questions to help them remember.
Observation Before directing students to pages 36, 37, ask them to rephrase some sentences.
Have volunteers answer the questions.
Discussion Have students make notes in the Self Reflection chart. Ask them to focus on likes, dislikes and easy
or difficult items.
Exercise Write AN OUT-OF-THIS-WORLD VACATION on the board and brainstorm on language and
information that students remember. Organize students in pairs and ask them to answer questions
Have students complete their Self Reflection charts as before about likes, dislikes and things they
found easy or difficult.

EXPANSION UNITS 1–3 LANGUAGE REVIEW
3/2  answer personal information
3/3  use of other, others, and another.
3/4  use of used to, be used to, and would
3/5
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board Language Review.
A. This exercise reviews the use of other, others, and another, which was presented in
Drawing Unit 1. Refer students to the grammar chart on page 8 to review as necessary.
Cards As a quick review, write the following conversation on the board for students to
complete.
Real objects
A: It’s too cold to go swimming today. Do you have ___ idea? (another)
Data show B: Everyone is waiting for us. You don’t want to go outside but the ___ do. (others)
Interactive CD A: Well, what ___ things can you do outside when it’s cold? (other)
Ask two students to read the conversation aloud.
Have students work individually to complete the exercise sentences. Then have
Evaluation Tools students compare their answers with a partner.
B. This exercise reviews the use of used to, be used to, and would for repeated actions
Oral Tests in the past, which was presented in Unit 2.
Written Tests Have students work individually to rewrite the sentences, and then compare answers
with a partner.
Observation C. This exercise reviews the future perfect, which was presented in Unit 3 on page 36. It
can also serve as a review of the emphatic do, which was presented in Unit 1 on page 8.
Discussion Have students work in groups of three or four to discuss and answer the questions.
Exercise D This exercise reviews the grammar points presented in Units 2 and 3. Refer students to
the charts on pages 22 and 36 for reference as necessary.
Have students work in pairs to write sentences,

EXPANSION UNITS 1–3 READING
3/2  answer questions from a passage.
3/3  complete the form from the passage.
3/4
3/5
3/6

Work group Warm up:
Problem solving ask students what they know about both human and computer viruses. Make notes
Brain storming of some of their ideas on the board.
Role play
Discussion
Inductive
Recourses needed
Language builder
Student book The word extraterrestrial is made up of the Latin words extra (outside of or beyond) +
Work book terrestris (the planet Earth). It can be used to describe things from outer space but also
can just mean an alien from outer space. The name of the popular science fiction
Teacher’s guide movie about a space alien,
Board Have students open their books to pages 50 and 51 and look at the pictures.
Drawing Discuss the Before Reading questions as a class.
Write on the board: What does SETI stand for? (the Search for Extraterrestrial
Cards Intelligence) Tell students they will listen for the answer to this question.
Real objects Play the audio of the article. Elicit the answer to the question on the board.
After Reading
Data show
Ask a student to read aloud the directions. Make sure that students
Interactive CD understand they will match up the words in the left column with the words
that mean the exact same thing in the right column.
Have students work either individually or in pairs to answer the questions,
Evaluation Tools referring back to the article as necessary.
Oral Tests Discussion
Written Tests Arrange students in groups to discuss and answer the questions.
a Have one person from each group report some of the group’s ideas to the
Observation class. Discuss any differing opinions with the whole class.
Discussion
Exercise

EXPANSION UNITS 1–3 LANGUAGE PLUS
3/2  ask and answer questions
3/3  complete sentences with suitable words.
3/4
3/5
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board Ask: What do these idioms have in common? (They all contain the word world.)
Ask questions about each picture to elicit the meaning of the idiom.
Drawing (A) be in another world Ask: Where are the two boys? (They are sitting on Earth.) Where is the other
Cards boy? He is sitting on a different planet all alone.) How does the boy sitting alone look? (He doesn’t
seem to notice or mind that he is on a different planet.) What do you think it means to say someone
Real objects is in another world? (The person is not paying attention to what is going on around him or her. The
Data show person is daydreaming or involved with his or her own thoughts.)
(B) carry the weight of the world on (one’s) shoulders Ask: What is the boy doing? (He is carrying
Interactive CD Earth on his shoulders.) How does he look? (He looks tired and unhappy.) When would you say
that someone looks like this? (when someone has a lot of troubles or problems to worry about)
(C) be on top of the world Ask: Where is the boy? (He is on top of the world.) What is he holding?
Evaluation Tools (a trophy) How does he look? (very happy and proud) When would you say that someone is on
top of the world? (when someone is happy and proud after winning or succeeding at something
Oral Tests important)
(D) be worlds apart Ask: Where are the two boys? (They are standing on different planets.) How
Written Tests
do they look? (They look angry and are not talking to each other.) When would you say that two
Observation people are worlds apart? (when they are not in agreement or are thinking or doing very different
things)
(E) the world is (one’s) oyster Ask: What is usually inside an oyster? (a pearl, which is a valuable
Discussion gem) If you have an oyster, are you fortunate or unfortunate? (fortunate) If the whole world is
inside your oyster, what do you have? (the whole world and all of its opportunities in your hands)
Exercise When would you say that the world is someone’s oyster? (when the person can do or get
anything he or she wants, such as the man in the picture who is graduating from school)
(F) Where in the world…? Ask: What is the boy doing? (He is looking for his glasses.) Where is he
looking? (all over the world) When would you say Where in the world…? (when you are looking
everywhere for something and have no idea where it could be)
Have students work individually to complete the sentences with the idioms.

EXPANSION UNITS 1–3 WRITING
3/2
3/3  Write an essay about the history of a common device or technology
3/4 and how it will change in the future
3/5
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board Tools for Writing: Commonly Confused Words
Call on a student to read the explanation and examples with fewer and less. Write the following
Drawing sentences on the board for students to complete:
Cards We’ve had ___ snow than usual this year. (less) We’ve had ___ snow days than usual this year.
(fewer)
Real objects Have a student read the explanation and examples with farther and further. Write the following
sentences on the board for students to complete:
Data show
I am too tired to walk much ___. (farther) We are too tired for ___ exercise. (further)
Interactive CD Emphasize that farther always refers to physical distance while further does not.
Writing Prompt
1. Explain that this is just the beginning of a sample essay, but point out how it mentions what
telephones were like in the past and will probably go on to make predictions about what
Evaluation Tools telephones will be like in the future.
Oral Tests 2. Focus students’ attention on the sample essay at the bottom of the page: The Past, Present,
and Future of the Telephone.
Written Tests 3. Some ideas include the radio, the computer, wireless technology, the microwave,
automobiles, and the television.
Observation 4. Point out the note that explains the purpose of an expository essay.
5. Brainstorm common devices or technology that students might write about in their essays.
6. Read the Writing Prompt with the class. Have a student read it aloud.
Discussion Developing Your Writing: Prewriting Techniques Before students begin to write their essays, have
them read the box Developing Your Writing: Prewriting Techniques.
Exercise Call on students to explain each of the three prewriting techniques in their own words.
Tell students to each choose one prewriting technique: freewriting, brainstorming, or questioning.
Give them about five minutes to use one of the techniques in preparation for writing their essay.
Write Your Personal Narrative Have students copy down the chart from their books to complete.
Have students work individually to write a draft of their essay.
Do the activity

U1/ Two Is Better Than One Listen and Discuss + Pair Work: Day Class Period

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U1/ TWO IS BETTER THAN ONE LISTEN AND DISCUSS + PAIR WORK

day class period Learning Objectives

Teaching Strategies Steps to follow

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Home assignment workbook page ( 2–4 ) exercise ( )

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Home assignment workbook page ( 6-7 ) exercise ( )

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Teaching aids C- Practice

Home assignment workbook page ( 9-10 ) exercise ( )

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Home assignment workbook page ( 11 ) exercise ( )

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Home assignment workbook page ( 15 ) exercise ( )

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Home assignment workbook page ( 16-17 ) exercise ( )

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Home assignment workbook page ( 18 ) exercise ( )

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Teaching aids C- Practice

Home assignment workbook page ( 19-20 ) exercise ( )

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Home assignment workbook page ( 21 ) exercise ( )

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Home assignment workbook page ( 26-27 ) exercise ( )

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Home assignment workbook page ( 29-30 ) exercise ( )

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Home assignment workbook page ( 34-35 ) exercise ( )

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