Lesson Tittle: Date: Subject : Class :

There is no Comparison ( unit : 3) English Grade : 08

Warming up: Write on the board the names of a variety of record Idea : Learning Aids :
holders from the natural world and from the human world that you think your LISTEN AND DISCUSS White board , projector, images
students will recognize. A mixed list could include, for example, Mount Everest, + PAIR WORK
the Nile, Russia, Burj Khalifa, Usain Bolt,
and videos

Objectives Educationa Procedure and activities Teaching Evaluation

l content strategies method and
tool
Give examples about Make comparisons 1: Listen and Discuss: Ask about the first picture: What Ask students to provide
facts around the world State opinions Talk makes football different from all other sports? How many examples, descriptions,
Judge the given about interesting teams are there around the world? How many clubs are and explanations of
information facts there? How many players are there? How many teams play their own to determine
in the World Cup? How many people watch the World comprehension. a
Brainstorming
Cup around the globe? a For the second picture, ask
Think , pair ,
students to predict what kind of information they will learn Have students keep a
share
about the hotel. Elicit questions from them that they think vocabulary notebook.
the text will answer. Some questions might include: What Suggest they use their
makes the hotel special? Where is it located? How tall is own words to define
it? What makes the hotel rooms special? How much does it
the terms and
cost to stay there for a night? a Ask about the picture of the
incorporate visuals
shark on page 19: What do you think makes the great
white shark so special? How long do you think great white whenever possible.
sharks are? How much do you think they weigh? How
many teeth do you think they have? Do you think they
have good or bad hearing? Do you think they have a good Use the photos and
or bad sense of smell? illustrations throughout
2: Pair Work the unit to practice the
Then have two students read aloud the conversation. words. Have students
Provide a model for a new conversation. Ask a student: describe the pictures as
Which is the most popular fruit in the world? (the banana) well as ask and answer
a Have students ask and answer questions in pairs, taking questions about the
turns being the questioner. Monitor and correct students pictures. a Play games
when they are not using the comparative and superlative with the words.
correctly.
Home work :
Lesson Tittle: Date: Subject : Class :
There is no Comparison ( unit : 3) English Grade : 08
Warming up: Idea : Learning Aids :
Ask a student to read aloud the first item and elicit the superlative form of the
given adjective. Then have students do the rest of the exercise alone or in pairs.
Grammar White board , projector, images
and videos

Objectives Educational Procedure and activities Teaching Evaluation

content strategies method and tool
Use comparative and Comparative and The Comparative : 1: Have students write
superlative forms of superlative forms of Choose volunteers to read aloud the sentences in grammar exercise answers on
adjectives adjectives So… the first part of the chart. Ask how the form of the the board, highlighting the
Discuss some that/Such…that adjective changes in the sentences on the right. target structure and explaining
interesting facts Then elicit why -er and more have been added to their answers. a
the adjectives. (The speaker is comparing two Think , pair ,
Produce the sound -er
people.) a Ask: Why do we add -er to tall but add share
more before intelligent? Elicit that we add -er to Mastery 2: Have students work in pairs
most one-syllable adjectives when we make them to complete and/or correct
comparative, and use more with most three- grammar exercises.
syllable adjectives. Ask: What word do we often
use with comparative adjectives? (than)
The Superlative : 3:Use sentences from the
Choose volunteers to read aloud the sentences in grammar exercises for
the next part of the chart. Have students identify dictations
the adjectives in the sentences. Ask: How many
boys are probably in Ahmed’s class, two or more
than two? Elicit why -est and most have been
added to the adjectives. (The speaker is comparing
more than two people.) a Ask: Why do we add -est
to tall but add most before intelligent? Elicit that
we add -est to most onesyllable adjectives when
we make them superlative, and use most with most
three-syllable adjectives. Ask: What word do we
usually use before superlative adjectives? (the)

Home work :
Lesson Tittle: Date: Subject : Class :
There is no Comparison ( unit : 3) English Grade : 08
Warming up: Idea : Learning Aids :
First ask students to describe what they see in the pictures. Then have two -PRONUNCIATION White board , projector, images
students read aloud the example. a Have students do the activity in pairs, taking – LISTENING
turns asking and answering.
and videos

Objectives Educational Procedure and Teaching Evaluation

content activities strategies method and tool
Practice the Listen for specific details Play the audio or read the
Pronunciation
conversation from a tour guide Conversation again while
Answer the questions Have students listen to the audio and students look at the text.
Hold an argument with repeat the words and sentences. As an
or against a sport or extension, elicit other words students Role playing
high tech device know that end in -er. Mastery Ask students to read the
Listening Reciprocal teaching Conversation silently. Ask
Tell students that they are going to hear them to figure out the meaning
a tour guide talk about diamonds. Have of unknown words from
them read the sentences and predict context.
what the answers are.
| CD1, T16 Play the audio. Have
students listen and check their Have students answer the
predictions. About the Conversation
| CD1, T16 Play the audio again as questions. They may do this
students check their answers. individually, in pairs, in small
groups, or as a class.

Home work :
Lesson Tittle: Date: Subject : Class :
There is no Comparison ( unit : 3) English Grade : 08
Warming up: Idea : Learning Aids :
Draw a two-column chart on the board with the headings Sports and High-tech -Conversation White board , projector, images
Devices. Brainstorm a list of topics to include under each heading.
-About you and videos

Objectives Educational Procedure and activities Teaching Evaluation

content strategies method and
tool
Practice the The er sound Conversation : Ask students to
conversation practice a
Have students cover the conversation and look at the pictures.
Answer the questions conversation using
Ask: What do the people probably talk about in the
Hold an argument with the new words.
conversation? Elicit: Desktop and laptop computers. Ask: What
or against a sport or
do you think of the desktop computer? What about the laptop? Role playing
high tech device
What comparisons can you make about desktop and laptop Mastery
computers? Elicit and write students’ ideas on the board. Reciprocal
Have the groups prepare what they are going to say to support teaching
their opinion. Tell them to come up with as many comparative
and superlative sentences as they can. a Finally, each student in
the group says at least one statement in support of their sport
or high-tech device to the other group. The class decides which
group has the stronger argument. For example, if students are
comparing tennis and golf, the sentences might be as follows:
Tennis is a faster sport than golf. Golf is the most boring sport
to watch in the world. People who play tennis are healthier
than people who play golf
About You :
Have students work in small groups to discuss and answer the
questions. a Have one person from each group report back to
the class about the answers on which there was agreement and
the answers for which group members did not agree.

Home work :
Lesson Tittle: Date: Subject : Class :
There is no Comparison ( unit : 3) English Grade : 08
Warming up: Tell students that writers often define technical words Idea : Learning Aids :
included in a reading. For example, in the first paragraph, the writer includes
words such as oil, gold, phosphate, uranium, and other valuable minerals to
Reading White board , projector, images
explain the words natural resources and minerals.
and videos

Objectives Educational Procedure and activities Teaching Evaluation

content strategies method and tool
Read about changes Vision 2030 Kingdom of As a warm up, write 2030 on the board Each student reads a different
after 2030 Saudi Arabia and ask: How old will you be then? Where paragraph and the groups work
Answer the text's do you think you will be? Then have together to get the important
questions students look at the pictures on page 23. information from the Reading.
Ask them to describe the picture and say
where they think it is. Then ask them to Mastery
imagine what the rest of place is like, e.g. if Think , pair , share
there is a garden, a pool, different rooms,
etc. Ask them what they think the
relationship between the people is and if
there are more people in the family. Have
them suggest likely areas in the Kingdom. a
Discuss the Before Reading question. Elicit
any prior knowledge the students have
about their country in the topic. a Refer
students to the title and ask: What does the
word Vision refer to? (a picture of the
future). Have students write down two
questions about the future of the Kingdom
of Saudi Arabia. | CD1, T19 Play the audio
of the reading. Ask students to read along
as they listen, looking to see if the reading
answered either of their two questions.

Home work :
Lesson Tittle: Date: Subject : Class :
There is no Comparison ( unit : 3) English Grade : 08
Warming up: Idea : Learning Aids :
Do the first item with the class. Elicit that the verb be should agree with the
subject they in the simple present (are), and then elicit the past participle of
Writing and project White board , projector, images
make. (made)
and videos

Objectives Educationa Procedure and activities Teaching Evaluation

l content strategies method and tool
Use the passive form Write about Writing Make sure that students have
in the present or past something from a Explain that the passive is used to focus on the access to the materials to do a
tense book of records action and not on whom or what does it. The passive task, such as magazines, large
Use " by " to show the Present an ancient is formed with the correct tense of the verb be + past pieces of paper or cardboard,
agent that did the monument in your participle. Note: Remind students that past participle paints or colored pencils,
action country (Project) Think , pair , scissors, and so on.
for regular verbs is the same as the simple past tense
share
Write a text from the with -ed. Students can refer to a list of past
Cooperative Help students break down the
book of record participles for irregular verbs on page 83. a Have a
learning task into its basic
volunteer read the first sentence in 1. Ask: What
tense is the verb be? (simple present) Point out that components; for example, a
be made of is a common passive structure that list of questions to answer, a
describes an object’s material. Ask what different list of materials to get, a
things in the class are made of. For example: What is format for the final product,
the chair made of? (wood/plastic/metal) What are the and so on
windows made of? (glass) What are your books
made of? (paper) a Read the second sentence in 1
and ask: What tense is the verb be? (simple past)
Then ask: Who found the Cullinan diamond? Elicit
the answer people/someone. Explain that this
information is unnecessary so the sentence focuses
on the diamond rather than who found it.
Project : Organize students into groups. Each group
chooses an ancient monument to research.
Encourage groups to choose different monuments. If
students have a hard time thinking of monuments,
assign one to each group, or provide a list for
students to choose from.
Home work :
Lesson Tittle: Date: Subject : Class :
There is no Comparison ( unit : 3) English Grade : 08
Warming up: Idea : Learning Aids :
Have students work individually to complete the sentences. Remind them to pay Form, Meaning and White board , projector, images
attention to the plural and noncount nouns. a Have individual students read the Function
completed sentences aloud.
and videos

Objectives Educational Procedure and activities Teaching Evaluation

content strategies method and
tool
Use " so – that – Write about something So…That / Such… Encourage students
from a book of records to brainstorm and
such " Present an ancient
That a Read the explanation with the class. Call on students
to read aloud the examples. a Write the following sentences take notes before
monument in your on the board: It was such a hot day. The test was so difficult.
country (Project) Brainstorming drafting. After
Ask: What do such and so mean in these sentences? Elicit
that they emphasize the adjective and make it stronger. a Discovery drafting, they should
Write the following sentences on the board for students to peer-edit each
learning
complete: It was such a hot day that… The test was so other’s work. Finally,
difficult that… Explain that by adding the word that, these they should use
phrases now express a cause. Say: Complete each sentence these suggestions to
with an effect. Answers may include: …we went to the
create their final
beach; …we couldn’t play football; and …I couldn’t answer
all the questions; …no one passed; etc. a Write the following product. You may
sentences on the board and elicit the correct word to also want to provide
complete each sentence: He ate so _____ cookies that he students with a
felt sick. (many) She drank so _____ coffee that she couldn’t scoring rubric by
sleep. (much) The film on TV was _____ boring that I fell which you will be
asleep. (so) It’s _____ a nice day! Let’s go outside. (such)
evaluating their
work.

Home work :