2nd Year Prep Prepration

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First year prep
Day class 1st 2nd 3rd 4th 5th 6th 7th 8th
From From From From From From From From From
To To To To To To To To To
Sun. class
Mon. class
Tues. class
Wed. class
Thurs. class
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Ministry of Education
ELT Counsellor's office
*************
1211 – 1212 ‫توزيع منهج اللغة االنجليزية للصف الثانى االعدادى‬
First term
Months New Hello! English for Preparatory Schools Year One (SB + WB)
October Unit 1+ 2
November Units 3 + Review A + Unit 4
December Units 5 + 6+ Review B
January 2022 General Revision
Second term
Months New Hello! English for Preparatory Schools Year One (SB + WB)
February Unit 7
March Unit 8 + 9 + Review C + unit 10
April Unit 11 + Unit 12 + Review D
May Unit 7
Teacher Senior teacher Supervisor Director
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Objectives of Teaching English as a Foreign Language in the Preparatory Stage
- Understanding a wider range of vocabulary.

1.a : To acquire and develop the four language skills - Understanding different forms of questions.
interactively. - Identifying topics of situational dialogues.
1.b : To help the students communicate in English within
the limited scope of the number of hours allocated to the 3.b : Speaking:
course. - Producing words and sentences.
1.c : Consequently, learning the first foreign language - Producing short utterances.
may be considered as a basis the students can build on at - Taking part in simple dialogues.
a later stage. - Producing questions and answers.
* Specific Aims: - Re-telling a story.
2.a : To enable the students to understand the lexical - Making simple requests.
items, syntactic structures, phonological features and - Telling a story or dramatizing it as a play.
functional items they are exposed to within the limits of
what they have acquired. 3.c : Reading:
2.b : To enable the students to express themselves orally - Identifying a range of vocabulary items.
in English through the use of simple expressions and - Responding appropriately to simple sentences and
sentences, taking into account the correct pronunciation. short paragraphs.
* The Four Skills: - Scanning and skimming texts for information.
Teaching will aim at acquiring and developing all skills in
- Answering questions on a text.
an integrated way for
most of the time. 3.d : Writing:
- Completing and constructing simple sentences.
3.a : Listening: - Writing a letter following instructions.
- Distinguishing sounds and words.
- Understanding a limited range of vocabulary items. - Writing a paragraph by answering questions or any
- Understanding simple sentences, questions, other kind of guidance.
instructions and directions and responding to them.
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Day Date Period Class
Lesson ( 1 ) SB Pages ( 2 and 3 ) WB page 7 2
Objectives Teaching Aids Content Strategies Procedures Evidence Time

By the end of the lesson -Data show New vocabulary: -Lecture Warm up and revision: 5m
students will be able to: What do you do every school day? Teacher’s
parents -Discussion
-Internet Presentation: preparation
make breakfast book 15 m
• To use glossaries or text
-Inductive 1- Read about Mariam. How does she get
-Student's book to school?
beginning dictionaries, School day -Study circles 1- Direct students to the photos of Mariam on
both print and digital, -Workbook always pages 2 and 3 of the Student’s Book.
--Problem solving
to determine or clarify usually 2- Elicit that a daily routine is the activities Students’
the precise meaning of -Brainstorming that people do every day and the times when note
-Teacher's guide often
key words and books
sometimes -Co- operative they do them. Students can check the
phrases. -Library meaning of routine in the Glossary.
never -learning
• To determine the 2- Read about Mariam again. Are these
Structures: sentences true (T) or false (F)? Correct Student’s'
main idea of a text and -Board -Discovery
The present simple the false sentences. activity 15 m
explain how it is -Role playing - Read the statements 1-5 with the class, books
-Cassette tense
supported by key - Mariam doesn't get
asking a different student to read each one.
-Individual 3- Read and complete.
details i.e. -Flash cards up at 7 a.m. - Ask students to read the short text and the
Summarize the text -Peer learning
example.
• To follow agreed - Do her parents make -Work groups 4- Answer the questions.
upon rules for 5- Write two true sentences and one false
dinner? -Team teaching sentence about your daily routine.
discussion up to this
WB
age e.g. Listening to -Pair work 1- Complete the sentences with these words.
others with care, 2- Make sentences or questions,
speaking one at a time 3- Complete these sentences
Assessment:
5m
about the topics. Oral questions: -Written Exercises.
Home Assignment:WB page 72

Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them
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By the end of the lesson -Data show New vocabulary: -Lecture Warm up and revision:
students will be able to: How many people are in your family? Teacher’s 5m
blog -Discussion
block of flats book
• To use their interview
-Inductive 1- Look quickly at the blog. How does
-Student's book Sherifa help at home? 15 m
knowledge of sight- best friend -Study circles Elicit or remind students what a blog is. Ask
words, letter -Workbook free time --Problem solving them how often they read blogs and what
patterns, sounds and they read about on blogs. Students’
-Teacher's guide -Brainstorming 2- Read the blog again and answer the note
clues from questions. books
surrounding text to -Co- operative - Ask students to read the questions and try
-Library Structures:
read words and use -learning to remember the answers.
The present simple 3- Work in pairs. Discuss. Student’s'
some word -Board - When do you get up? -Discovery 4- Complete the questions. activity
identification - Do you like to study? 6- Match the questions a-e to the answers
-Role playing books 15 m
strategies with -Cassette 1-5.
growing confidence. Life skills: -Individual

7- Work in pairs.
-Flash cards WB
• To determine the Self-management: -Peer learning 1- Answer the questions.
main idea of a text. managing time and 2- Match to make questions.
routine. -Work groups 3-Now answer the questions in Exercise 2
• To ask and answer about yourself.
-Team teaching 4- Write a paragraph about what you and
questions to
-Pair work your family usually do in the holidays.
demonstrate Assessment:
understanding of a Oral questions:
text. Written Exercises:
5m
Self-Evaluation: ( ) I've achieved all the lessons objectives or ( ) I haven't achieved all the objectives for some reasons. I'll try hard to achieve them.
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By the end of the lesson -Data show New vocabulary: -Lecture Warm up and revision: 5M
students will be able to: How do you get to school? Teacher’s
-Discussion
-Internet Presentation: preparation 15m
borrow book
• To use their -Inductive 1- Read the profile quickly. Which of the
-Student's book knife three questions is Shahana answering?
knowledge of sight- tap -Study circles - Tell students they are going to read a
words, letter -Workbook watermelon --Problem solving profile (a short description) about the daily
patterns, sounds and life of a student called Shahana from India. Students’
-Teacher's guide -Brainstorming 2- Read the article again and choose the note
clues from Structures: books
correct answers.
surrounding text. -Co- operative
-Library - Tell students to read the sentences and try
-Can I borrow it this -learning to answer correctly
15m
• To use glossaries or evening? 3- Read the answers about Shahana. Student’s'
-Board -Discovery
beginning What are the questions? activity
-Shall I play it too? -Role playing 4- Answer the questions. books
dictionaries, -Cassette 5- Write about your daily routine. What do
both print and -Individual you do every day?
-Flash cards 6- Read the conversation and answer the
digital. -Peer learning questions.
7- Complete the text message with can,
-Work groups
• To ask and answer shall or have got.
questions to -Team teaching WB
1- Complete the sentences..
demonstrate -Pair work 2- Match to make questions.
understanding of a 3- Choose the correct word. Then role- 5m
play the dialogue.
text. Assessment:
Oral questions
Written Exercises
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Lesson ( 4 ) SB Page ( 8 ) WB page 75

students will be able to: Do you like reading stories? Teacher’s
adventure -Discussion
• To recognise some -Internet Presentation: preparation
attractive book
-Inductive 1-Work in pairs. Look at the pictures and 15m
synonyms, homonyms,
-Student's book prison discuss the questions.
antonyms, prefixes, railway -Study circles
1-Tell students that the three pictures each
suffixes and root -Workbook -Problem solving show important scenes from the book The
words. Railway Children. Students’
-Brainstorming note
• To use glossaries or -Teacher's guide 2-Put students into pairs.
2- Read the story and put these pictures books
beginning dictionaries, -Co- operative
-Library in the correct order.
both print and digital, -learning -Tell students that they are now going to
to determine or clarify read a summary of The Railway Children Student’s'
-Board -Discovery
the precise meaning of story. activity
key words and -Role playing 3- Read the story again and match to make books
-Cassette 15m
sentences.
phrases. -Individual 4- Look at the words in bold in the story.
• To use context as a -Flash cards Match the words and the definitions.
clue to the meaning -Peer learning 5-Ask and answer the questions in pairs.
of a word or phrase. -Work groups
WB
-Team teaching 1- Complete the sentences..
• To determine the 2- Match to make questions.
main idea of a text. -Pair work 3- Choose the correct word. Then role-
• To ask and answer play the dialogue.
Assessment:
questions. Oral questions 5m
Written Exercises
Home Assignment: WB Page ( 75 )

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students will be able to: Do you remember the story from the last lesson? Teacher’s
armchair -Discussion
basin book
• To complete bookshelf
-Inductive 1 Work in pairs. Look at the pictures and
ask and answer the questions.
15m
-Student's book
various types of chest of drawers -Study circles - This exercise requires students to use their
listening -Workbook curtains -Problem solving critical thinking skills to identify the time
comprehension cupboard period a bedroom could be from and give Students’
-Brainstorming their opinions about two bedrooms. note
tasks. -Teacher's guide cushions 2 Label the pictures with the words in the books
• To follow agreed lamp -Co- operative box.
-Library
upon rules for mirror -learning - Direct students to the word box. Ask them
to study the pictures again and identify the Student’s'
discussion up -Board -Discovery furniture they can see.. activity
to this age. 3- Listen to two descriptions. Which room books
-Cassette -Role playing
• To answer simple is each person describing? 15m
-Individual 4- Listen again and answer the questions.
questions and -Flash cards WB
respond to simple -Peer learning 1- Complete the crossword.
statements in an 2- Listen and complete the description of
-Work groups
the bedroom.
interview 3- 3 Write about 90 words describing your
-Team teaching
bedroom.
-Pair work Assessment:
Oral questions
Written Exercises
5m
Home Assignment:. WB Page ( 76 )
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students will be able to: Do you have a penfriend? Teacher’s
nature reserve -Discussion
• To ask and answer -Internet Presentation: preparation
penfriend book
questions to -Inductive 1-Read the email. Why does Judy want 15m
-Student's book a penfriend?
demonstrate -Study circles 2- Read Judy’s email again. Match the
understanding of a text. -Workbook --Problem solving
paragraphs 1-3 with the topics a-c.
• To plan, write and - Tell students they are going to read the Students’
-Teacher's guide -Brainstorming email again and this time they are going to note
sequence texts. Structures: identify the topic of each paragraph . books
• Follow agreed upon - I have a lamp on a -Co- operative 3-Read the email again and answer the
-Library bookshelf.
rules for discussion -learning questions.
- Tell students they are going to read the Student’s'
up to this age. -Board - I have a wardrobe. -Discovery email again and this time they are going to activity
• To answer simple find specific information in it.. 15m
-Role playing books
questions and respond -Cassette 4- Write your own email to a new
to simple statements in -Individual penfriend.
an interview. -Flash cards 5- Ask and answer the questions in pairs.
-Peer learning WB
• To describe and 1- Copy and punctuate the email to a
compare feelings, -Work groups penfriend in your notebook. Use capital
people, places, actions, letters.
-Team teaching
objects and events 2- Put this email to a penfriend in the
-Pair work correct order.
establishing 3- Write a reply to the email above in your
relationships. notebook.
Assessment:
Oral questions
Written Exercises 5m
Teacher senior teacher supervisor Director
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students will be able to: No Describe your bedroom. Teacher’s
-Discussion
-Internet new Presentation: preparation
-Inductive book 15m
• review and practise vocabulary 1-Complete the emails with the correct
the vocabulary and -Student's book form of the verbs in brackets.
-Study circles - In this exercise, students review the
structures of the unit
-Workbook --Problem solving positive, negative and question forms of the
present simple Students’
-Teacher's guide -Brainstorming 2- Write questions. Then write the note
Structures: answers. books
-Co- operative
-Library 1- Direct students’ attention to the example
-learning question and answer.
2- Students write the questions and answers Student’s'
-Board -Discovery
and then compare in pairs.. activity
3-Complete the text with words from the books 15m
picture.
No -Individual - In this exercise, students review vocabulary
-Flash cards new for furniture..
-Peer learning
Structures WB
.
-Work groups 1-Take turns to describe these things to
your partner. Your partner guesses the
-Team teaching object.
2- Look at a typical school day for Dalia
-Pair work and write about her routine.
3- Complete these questions with a
question word.
Assessment:
Oral questions 5m
Written Exercises
Home Assignment: WB page 76

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Lesson ( 1 ) SB Pages ( 12 and 13 ) WB page 79

students will be able to: How are you felling now? Teacher’s
food stall -Discussion
park book 15 m
• To read a range of patient
-Inductive 1-Read about some people in the photos.
-Student's book What are their jobs?
high-frequency words ward -Study circles 1- Ask the students to close their books and
and CVC words. -Workbook wave --Problem solving call out the jobs from page 12..
• To read and respond 2-Then ask them to open their books and Students’
-Teacher's guide -Brainstorming note
to short explanatory Structures: read the first description..
books
-Co- operative 2- Ask and answer the questions in pairs.
texts with support, to -Library - Ask students to discuss the question in
recall information - I'm looking after -learning pairs.
from experiences or patients at a hospital. 3- Read the article again and answer the Student’s'
-Board -Discovery questions. activity 15 m
gather information 4- Think of two friends or two people in books
from provided sources your family. What are they doing at the
to answer a question. -Individual moment? Tell your partner.
-Flash cards WB
• To take notes from -Peer learning 1- Match to make jobs.
short listening texts 2- Listen to four people doing the jobs in
-Work groups
(Workbook). Exercise1.Write their jobs.
-Team teaching 3- Match to make sentences.
• To plan and write a 4-Complete the sentences with the
text (Workbook). -Pair work correct form of the verb in brackets.
Assessment:
Oral questions.
5m
Written Exercises.

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students will be able to: What are you doing now? Teacher’s 5m
art club -Discussion
artist book
• To skim grade- calligraphy
-Inductive 1- Read about what Ziad, Injy and Aya do
-Student's book at the weekend. Choose two sentences 15 m
appropriate text to get the sign language -Study circles from a-d to complete each text.
general idea. -Workbook --Problem solving
2- Choose the correct answer.
• To read a range of high- - Elicit what the students remember about Students’
-Teacher's guide -Brainstorming Ziad, Injy and Aya from Exercise 1. note
frequency words and 3- Ask and answer the questions in pairs. books
CVC words, and read -Co- operative - Draw students’ attention to the first
-Library
short, simple sentences -learning question. Then point to the speech bubble
Structures: and read it aloud.. Student’s'
• To read and listen for -Board -Discovery 4-Listen to three people talking about activity
specific information. - At the moment, I'm learning new skills and put the photos in books 15 m
-Cassette learning a new skill. -Role playing
• To read and respond to the correct order.
-Individual 5- Listen again and answer the
short explanatory texts -Flash cards questions.
• To gather information -Peer learning 6-Complete the sentences with correct
. form of the verbs in brackets.
from provided sources -Work groups WB
to answer a question. 1- Complete the sentences with these
-Team teaching
• To write an words.
-Pair work 2- Complete the sentences with the
informative/explanatory correct form of these verbs.
text 3- Complete the sentences.
4- Write about the person in this photo.
Assessment: 5m
Oral questions:
Written Exercises:
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students will be able to: Did you go on a school trip before? Teacher’s
-Discussion
crowded book
• To complete various skin
-Inductive 1-Work in pairs. What can you see in the
-Student's book photos?
types of listening sharp -Study circles -Ask students to look at the photos and say
comprehension tasks -Workbook guest --Problem solving what they can see (someone at an airport, a
based on audio-visual treat couple on their wedding day, a smiling baby, Students’
information given in -Teacher's guide -Brainstorming people sitting on some rocks) note
pictures. 2- Listen to the descriptions and put the books
-Co- operative
• To use context to -Library photos in the correct order.
15m
Structures: -learning -Play the recording for the students to listen
confirm or self-correct and order the photos, as in the example.. Student’s'
-Board -Discovery
word recognition and • We're sitting on the 3-Listen again and complete the activity
understanding, -Cassette rocks.. -Role playing sentences with adverbs from the box. books
rereading as necessary. 4- Complete the sentences with the
-Individual correct form of the adjectives in brackets.
• To read and respond -Flash cards 5- Listen and read to complete the
to short explanatory -Peer learning description of the photo with the
texts. expressions in the box
-Work groups 6. Work in pairs..
• To write WB
-Team teaching
informative/explanatory 1- Choose the correct words.
texts in which they -Pair work 2- Complete the sentences with the
correct form of the word in brackets. 5m
introduce a topic. 3- Write the opposites of the words.
Assessment:
Oral questions
Written Exercises
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Lesson ( 4 ) SB Page ( 1 8 ) WB page 82

students will be able to: What do you know about Al Azhar Park? Teacher’s
alone -Discussion
desert book
• To skim grade- grateful
-Inductive 1- Ask and answer the questions in pairs. 15m
-Student's book - Ask the students to look at question 1 and
appropriate text to get teenager -Study circles the photos. Explain that they should describe
the general idea. -Workbook -Problem solving them in pairs. Then ask what they think links
• To read and respond the photos (things people do in their free Students’
-Teacher's guide -Brainstorming time/to make them feel happy). note
to short explanatory Structures: books
2- Read and complete the article with the
texts. -Talia is in the middle -Co- operative
correct headings a-e.
-Library of the picture.
• To follow agreed -learning - Ask the students to look at the title
upon rules for and predict what it might be about. Student’s'
-Board -Discovery
2 Students then read the text quickly to activity
discussion up books
-Cassette -Role playing check their ideas.
to this age. 3- Ask and answer the questions in
15m
• To express and ask -Individual groups.
-Flash cards
for opinion in a limited -Peer learning WB
way. 1-Read the definitions and find the words
-Work groups in the word search.
• To write a simple 2- Read the email to a magazine and its
narrative. -Team teaching reply.
• To complete various -Pair work 3- Write an email in your notebook .
types of listening Assessment:
Oral questions
comprehension.
Written Exercises
5m

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students will be able to: Do you play football? Teacher’s
shame -Discussion
well done 1- Listen to four short conversations and book
• To identify gist and -Inductive 15m
-Student's book greetings put the photos in the correct order.
main idea(s) in short -Study circles - Ask the students to look at the photos
listening texts (both
-Workbook -Problem solving and say what they can see.
informative and Students’
literary Structures: 2-Complete the expressions.
-Teacher's guide - I'm sitting under a tree -Brainstorming 3- Which of the expressions in Exercise 2 note
texts). are used to respond to good news and books
and hungrily eating my -Co- operative
• To react to a listening lunch.
which are used to respond to bad news?
-Library 4- Work in pairs. Take turns to be A and B.
text, giving opinion. -learning
• To ask and answer Ask the students to read the instructions and Student’s'
-Board -Discovery each write down one good piece of news and
questions about key activity
one bad piece of news. books
details in a familiar text -Cassette -Role playing WB 15m
presented through 1- Reorder the words to make 3
-Individual
different media . -Flash cards expressions.
• To follow agreed upon -Peer learning 2- Match to make expressions for
rules for discussion up responding to news.
-Work groups 3- Now complete the dialogue with the
to this age.
expressions from Exercise 2.
• To express facts, -Team teaching 4- Write the conversation below.
points of view, hopes -Pair work Assessment:
and aspirations. Oral questions
Written Exercises
5m
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students will be able to: What do you know about football? Teacher’s
guess -Discussion
pass book
• To ask and answer -Inductive 1- Read Injy’s email to her friend Salma 15m
-Student's book prepare and answer the questions.
such questions as -Study circles - Ask the students to skim read the text and
who, what, where, -Workbook --Problem solving say what it is about. Remind them that they
when, why, and how. know Injy is planning to go to Amman from Students’
-Brainstorming note
• To plan texts orally. -Teacher's guide Structures: the Lesson 1 task..
books
2- Complete the phrases below with the
• To write a simple - My parents say I can -Co- operative words in the box.
-Library go on a school trip.
narrative: recount an -learning 1- Brainstorm ways to start and end an email
event or short sequence and write them on the board.. Student’s'
-Board -Discovery
of events, include 2- Then ask the students to look at the useful activity
phrases and the words in the box . books 15m
details to describe -Cassette -Role playing
3- Write an email to a friend in your
actions, thoughts, and -Individual notebook. Use these ideas.
feelings, use sequencing -Flash cards - Tell the students that they are going to write
-Peer learning
words, and provide a an email to a friend.
sense of closure. -Work groups WB
1- Read and punctuate.
-Team teaching 2- Read the email from Tamer to Tarek.
3- Write Tarek’s reply to Tamer in your
-Pair work
notebook.
Assessment:
Oral questions
Written Exercises
5m
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students will be able to: No What does a nurse do? Teacher’s
-Discussion
• review and practise -Internet new Presentation: preparation
-Inductive book 15m
the vocabulary and vocabulary 1-Match the jobs with the descriptions.
structures of the unit -Student's book 1-Ask students to look at the words and the
-Study circles example.
-Workbook --Problem solving 2-Students then complete the exercise and
check their answers with a partner. Students’
-Teacher's guide -Brainstorming 2- Choose the correct words. note
Structures: - Ask students to look at the example and books
-Co- operative
-Library explain that they have to choose the correct
-learning words in each sentence.
3-Work in pairs. Take turns to describe the Student’s'
-Board -Discovery photos using adverbs from the box. activity
4- Write a reply to Huda’s email. Write books 15m
about 90 words.
No -Individual WB
-Flash cards new 1- Circle the correct words.
-Peer learning 2- What do these people usually do? What
Structures are they doing now?
.
-Work groups 3-Tick the correct description of the
-Team teaching photo.
4- Now write a description of the other
-Pair work photo.
Assessment:
Oral questions
Written Exercises
5m

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students will be able to: What do you know about Magdy Yacoub? Teacher’s
attack -Discussion
heart book 15 m
• To scan the unit for hero
-Inductive 1- What do you know about the people in
-Student's book the photos on page 22?
specific information. nuclear -Study circles - Focus attention back on the photos on page
-Workbook shark --Problem solving 22. Point to each one in turn and elicit what
• To identify gist and princess students know about each one. Students’
main ideas in a short -Teacher's guide -Brainstorming 2- Listen to someone talking about the note
Structures: people in the photos. Check your answers books
listening text. -Co- operative to Exercise 1.
-Library
- She was born in -learning 3- Complete these sentences from
• To write a paragraph 1917.
Exercise 2 with the correct past time Student’s'
-Board -Discovery expression. Then listen again and check
about what makes a activity 15 m
your answers.
hero. -Role playing books
-Cassette 4- Complete the sentences with your own
answers.
-Individual 5- Look for the verbs in Exercises 3 and 4.
-Flash cards
-Peer learning Write them in the correct column.
6- Work with a partner.
-Work groups WB
1- Complete the sentences with these
-Team teaching words.
2- Circle the correct words.
-Pair work
3- Choose the correct year.
4 Write a paragraph.
Assessment: 5m
Oral questions:
Written Exercises:

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students will be able to: Do you like playing handball? Teacher’s 5m
Final -Discussion
Senior book
• To make predictions junior
-Inductive 1- Do you know the team in the photo?
-Student's book Which sport do you think these players 15 m
about a text. world cup -Study circles do?
• To scan a text for -Workbook competition - Point to the photo of the sports team and
--Problem solving
specific information ask What do you think the text is about? Students’
• To use context as a -Teacher's guide -Brainstorming 2-Read the article and check your note
clue to the meaning answers to Exercise 1 books
-Co- operative 3- Look at the words in bold in the text.
of a word or phrase. -Library Structures: Match the words and the definitions.
• To listen for specific -learning 4-Read the article again. Are these
Student’s'
information.. -Board - They won the handball -Discovery sentences true (T) or false (F)?
5- Listen and complete. activity
• To answer simple Africa Cup of nations. books
-Cassette -Role playing 6- Reorder the words to make past simple 15 m
questions and respond questions.
to simple statements in -Flash cards -Individual 7- Work with a partner. Ask and answer
. the questions in Exercise 6.
an interview. -Peer learning
WB
-Work groups 1-Complete the text with these words.
2- Circle the correct –ed ending.
-Team teaching 3 Complete the sentences.
4- Use these words to make questions.
Oral questions:
Written Exercises:
5m
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students will be able to: Do you live in a city or in the countryside? Teacher’s
charity -Discussion
countryside book
• To describe and earthquake
-Inductive 1- Work in pairs. Discuss your family
-Student's book history.
compare people, natural disaster -Study circles 2- Complete the sentences with a word
places and events. -Workbook --Problem solving from the box. Use a dictionary if
• To identify gist and necessary.
3- Listen to Yasser talking about his
Students’
-Teacher's guide -Brainstorming note
main ideas in a short Structures: family history and answer the questions. books
listening text. -Co- operative 4- Listen again. Complete the sentences.
-Library • I didn't use to know 5 Work in pairs. Who are you proud of? 15m
• To gather -learning Why?
very much about my Student’s'
information from -Board family history. -Discovery 6- When Yasser was researching his
family history, he found out some other activity
provided sources interesting information. Complete the books
to answer questions. sentences with used to or didn’t use to.
• To write an -Individual 7- Work in pairs and make sentences.
-Flash cards 8- Complete these questions.
informative text. -Peer learning 9- Ask and answer the questions.
-Work groups 10- Write a short paragraph.
WB
-Team teaching 1- Complete the sentences with these
words.
-Pair work 2- Read about Magdy Yacoub.
3- Reorder the words to make questions. 5m
Assessment:
Oral questions
Written Exercises
darsenglizy.com
Lesson ( 4 ) SB Page ( 2 8 ) WB page 89

students will be able to: Did Ancient Egyptians use to have doctors? Teacher’s
blood -Discussion
bone book
• To use their breathe
-Inductive 1- Work in pairs. Match the parts of the 15m
-Student's book body to their functions.
knowledge of sight- burn -Study circles - Point to the picture in the top, right-hand
words, letter -Workbook -Problem solving corner of the page and ask students if they
patterns, sounds and know what these are in English. Students’
-Teacher's guide -Brainstorming 2- Read the article. Which parts of the note
clues from Structures: body did Ancient Egyptian doctors books
surrounding text. -How long does it -Co- operative understand some things about?
-Library take to travel from
• To ask and answer -learning 3- Read the article again. Are these
London to Suez? sentences true (T) or false (F)? Student’s'
questions to -Board -Discovery Ask students to read the article again and activity
demonstrate decide if the sentences are true or false.
-Role playing books
understanding of a -Cassette 4- Ask and answer the questions in pairs. 15m
text. -Individual - Read the example with the class, and
-Flash cards remind students of how to use used to/didn’t
• To write a simple -Peer learning use to from Lesson 3.
narrative: recount an WB
-Work groups
event or sequence of 1- Complete the table with the words in
events. -Team teaching the box.
2- Complete the sentences.
-Pair work 3- Complete the text with these verbs.
4- Read the article again and answer the
questions.
Assessment: 5m
Oral questions
Written Exercises
darsenglizy.com

students will be able to: What does a hero mean? Teacher’s
brave -Discussion
society 1- Listen to two young people having a book
• To identify gist and street cleaner
-Inductive 15m
-Student's book class discussion. Tick{/) the correct topic.
main ideas in a short rubbish collector -Study circles 2- Listen to the conversation again.
listening text. -Workbook -Problem solving
Complete the expressions with words
• Take notes from from the box. Students’
-Teacher's guide -Brainstorming - Read the words in the box with the note
short listening texts. class, then focus attention on the books
• To ask questions to Structures: -Co- operative
conversation on the page.
-Library - Her life used to be
clear up any difficult
-learning 3- Ask and answer the questions below in
confusion about the pairs. Student’s'
-Board -Discovery -Read the questions with the class and check activity
topics and texts understanding. books
under discussion. 4- Work in pairs. Complete and then role- 15m
• To gather -Individual play the dialogue.
-Flash cards WB
information from -Peer learning 1- Read and correct the underlined words.
provided sources 2- Now complete this dialogue using the
-Work groups correct expressions from Exercise 1.
to answer a question. 3- Write a paragraph about rubbish
-Team teaching
collectors, who do a useful job for
-Pair work society.
Assessment:
Oral questions
Written Exercises
5m

darsenglizy.com

students will be able to: What does your mother do? Teacher’s
captain -Discussion
heroic book
• To ask and answer -Inductive 1-Read the article. Who is the writer’s 15m
-Student's book manager hero? Why?
questions to -Study circles class discussion. Tick{/) the correct topic.
demonstrate -Workbook --Problem solving Point to the photo in the top, right-hand corner
understanding of a of the page and explain that this is someone’s Students’
-Teacher's guide -Brainstorming hero. note
text, referring
2-Read the article again and answer the books
explicitly to Structures: -Co- operative
-Library questions.
the text as the basis - When she was -learning
young, she used to 1- Go through the questions with the class
for the answers. Student’s'
-Board study very hard. -Discovery and check understanding. activity
• To write an opinion 2- Ask students to read the article again and books 15m
piece. answer the questions individually, then
• To state an opinion. -Individual compare answers in pairs.
-Flash cards
• To supply reasons -Peer learning 3- Write three paragraphs about your
hero.
that support the -Work groups - Demonstrate the activity by telling the
opinion.
-Team teaching students about your hero.
WB
-Pair work
1- Circle the correct words.
2-Read the email and write the sentences.
3- Read the email again.
Assessment:
5m
Oral questions Written Exercises

darsenglizy.com

students will be able to: No When did your parents use to live when they Teacher’s
-Discussion
• review and practise -Internet new were young? preparation
-Inductive Presentation: book 15m
the vocabulary and vocabulary
structures of the unit -Student's book 1-Use the clues and find the words in the
-Study circles word search.
-Workbook --Problem solving Read the example with the class, then ask
students to find the rest of the words in the Students’
-Teacher's guide -Brainstorming word search. note
Structures: 2- Complete the sentences using the past books
-Co- operative simple of the verbs in brackets or the
-Library correct form of used to.
-learning
3-Write four sentences about yourself Student’s'
-Board -Discovery using used to / didn’t use to.
activity
1-Read the example with the class, then ask books 15m
-Cassette -Role playing students to write their sentences.
No -Individual 2- Go round and offer help with ideas where
-Flash cards new necessary.
-Peer learning 4-Work in pairs. Read your sentences
Structures from Exercise 3. Ask your partner for
.
-Work groups more information.
-Team teaching WB
1- Read and match.
-Pair work 2- Match to make sentences.
3- Choose the correct answer.
4- Answer the questions about you and
your family.
Assessment:
Oral questions 5m
Written Exercises
darsenglizy.com
Lesson ( 1 ) SB Pages ( 32 )

students will be able to: What do you know about your family Teacher’s
No -Discussion
-Internet history? preparation
new book 15 m
• To take notes from vocabulary
-Inductive Presentation:
-Student's book 1- Complete the questions with the
short listening texts. Structures: -Study circles correct question word.
• To complete various -Workbook Before students open their books, elicit the
--Problem solving
types of listening question words in English and write them on Students’
- I’m doing a school -Brainstorming
comprehension tasks -Teacher's guide the board. note
project about our 2- Listen to Dalia talking to her father. books
based on audio-visual -Co- operative
-Library family history. Check your answers to Exercise 1.
information given in
-learning - Ask the students to listen and check their
pictures. answers. You can play the recording more Student’s'
-Board -Discovery
• To follow agreed than once if necessary. activity 15 m
upon rules for -Role playing 3- Listen again and complete the answers books
-Cassette
to the questions in Exercise 1.
discussion up -Individual 4- Work in pairs.
to this age. -Flash cards - Elicit words for bedroom furniture and
-Peer learning
• To explain orally prepositions of place. You could put these
verbal and non-verbal -Work groups on the board.
Assessment:
age appropriate texts. -Team teaching Oral questions:
-Pair work Written Exercises:
5m
Home Assignment:SB page 32

darsenglizy.com
Lesson ( 2 ) SB Pages ( 33 ) WB pages 93 and 94

students will be able to: What do you know about Antarctica? Teacher’s 5m
No -Discussion
new book
• To skim grade- -Inductive 1- Read the interview with a scientist in
-Student's book vocabulary Antarctica and choose the correct words. 15 m
appropriate text to get -Study circles 2- Read the text again and match the
the general idea. -Workbook questions 1-3 to the answers a-c.
--Problem solving
• To read and respond 3- Work in pairs. Would you like to live in Students’
-Brainstorming Antarctica? Why/Why not? note
to short explanatory -Teacher's guide
4- Use the words to make questions. books
texts. Structures: -Co- operative Then ask and answer the questions in
• To ask and answer -Library pairs.
- We are walking -learning 5- Write a reply to this email from a
questions in order to Student’s'
-Board through an attractive -Discovery penfriend in Canada.
seek help, get park on a school trip. WB activity
information. -Role playing 1- Listen and label the picture with the books 15 m
-Cassette
• To plan texts orally; correct names.
-Individual
sequence and write -Flash cards .
2 Complete the sentences with the correct
texts with other -Peer learning form of the words in brackets.
3- Match the news with the correct
children; read and talk -Work groups expressions.
about their writing 4- Make sentences about Samir’s week.
-Team teaching
• To write 5. Now complete the chart.
6- Complete the table.
informative/explanatory -Pair work 7- Write a paragraph.
texts in which they Assessment:
introduce a topic. Oral questions:
Written Exercises: 5m
Home Assignment:WB pages 93 and 94
darsenglizy.com

students will be able to: Did you visit a special place before? Teacher’s
arch -Discussion
castle book 15 m
• To identify gist and sailing
-Inductive 1- Work in pairs. What do you think these
-Student's book words mean? Find them in the photos on
main idea(s) in short culture -Study circles page 34.
listening texts. -Workbook mosque --Problem solving - Put students into pairs and direct them to
• To take notes from ruins the words in the box.. Students’
-Teacher's guide -Brainstorming 2- Listen to the teacher. What is she note
short listening texts. Structures: telling the class about? books
• To follow agreed -Library
-Co- operative 3- Listen again and complete the table.
upon rules for - You must all wear a -learning 4- Complete the rules with must or
hat. mustn’t. Student’s'
discussion up -Board -Discovery - Check students understand the word touch activity 15 m
to this age e.g. by acting out touching something. books
Listening to others 5- Work in pairs. Think of another place.
with care, speaking one -Individual Say the rules.
-Flash cards WB
at a time about the -Peer learning 1- Choose the correct words.
topics and texts under -Work groups
2 Answer the questions using words from
Exercise 1.
discussion. 3- Complete the text with must or mustn’t.
-Team teaching
4-Write the rules for the place you
-Pair work discussed in the Student’s Book page 35,
Exercise 5.
Assessment:
Oral questions: 5m
Written Exercises:

darsenglizy.com

students will be able to: What do you know about Jerash? Teacher’s 5m
amazing -Discussion
ancient book
• To use context as a clue to -Inductive 1- Read the reviews and answer the
-Student's book awesome questions. 15 m
the meaning of a word or -Study circles
race Tell students that they are going to read the
phrase.
-Workbook protect --Problem solving online reviews of three historic places.
• To ask and answer 2- Look at the photos. What do you think Students’
questions to demonstrate -Teacher's guide -Brainstorming people did in Jerash 2,000 years ago? note
understanding of a text. 3- Read about Jerash and match the books
-Co- operative photos A-D to the paragraphs 1-4.
• To write -Library 4- Read the text again and answer the
-learning
informative/explanatory questions.
Student’s'
-Board -Discovery 5- Work in pairs. Tell your partner about a
texts. Structures: historic place you visited. You can use activity
• To follow agreed upon -Role playing some of these adjectives. books 15 m
-Cassette - I visited Abydos last
rules for discussion up WB
week with my cousin. -Individual
to this age. -Flash cards 1- Complete the crossword.
2- Write these numbers as words.
-Peer learning
3- Complete the review with words or
-Work groups numbers from Exercises 1 and 2.
.
4-Find out about another historic place
-Team teaching and write a paragraph describing it in
your notebook. Answer these questions.
Oral questions:
Written Exercises:
5m
darsenglizy.com

students will be able to: Have you visited any museums before? Teacher’s
-Discussion
bowl
• To use glossaries or -Inductive 1- Look at the information below. Where is book
coin
beginning dictionaries, -Student's book
it from?
figure -Study circles - Tell students that they are going to look at
both print and digital. -Workbook papyrus some information about a museum.
--Problem solving
• To use context as a 2- Work in pairs and have a role-play. Students’
clue to the meaning -Teacher's guide -Brainstorming Take turns to be A and B. note
-of a word or phrase.
3- Listen to Ahmed's talk about a museum books
Structures: -Co- operative visit. What did he leave at the museum?
• To notice format, -Library 4- Listen again and complete the 15m
-learning
appearance and • We enjoyed sentences. Student’s'
-Board -Discovery - Tell students that all the missing words are
typographic ourselves when we activity
went sailing. verbs. books
features in order to -Cassette -Role playing 5- Work in pairs. Take turns to complete
identify the type of -Individual
the sentences.
text. -Flash cards - Put students into pairs to complete the
-Peer learning exercise.
• To identify gist and
WB
main idea(s) in short -Work groups
1- Read and match the words with their
listening texts -Team teaching meanings.
2- Put the dialogue in the correct order.
• To complete various -Pair work 3- Listen and check your answers.
types of listening 4- Complete the sentences with the 5m
comprehension correct form.
Assessment:
tasks. Oral questions
Written Exercises
darsenglizy.com

students will be able to: What do you know about Ancient Egyptians? Teacher’s
chemical -Discussion
design book
• To use glossaries or insect
-Inductive 1- Read about objects in Ancient Egypt. 15m
beginning dictionaries, -Student's book mix -Study circles Why did people draw squares on the
floor?
both print and digital. -Workbook
-Problem solving - Before students read the article, you
• To plan, write and could ask them to say any objects used in
Students’
sequence texts. -Teacher's guide -Brainstorming note
Structures: Ancient Egypt that they know. books
• To complete - The Ancient -Co- operative 2- Read the text again and correct the
-Library Egyptians used pots mistakes in these sentences.
various types of -learning
and bowls for making - Tell students that there is one mistake in Student’s'
listening -Board food. -Discovery every sentence. You could also help weaker activity
comprehension tasks students by telling them that the mistake is
-Role playing books
based on audio-visual -Cassette always at or near the end of each sentence. 15m
information given in -Individual 3- Read the text again and complete the
-Flash cards table.
pictures, short stories -Peer learning 4- Ask and answer the questions in the
and descriptions. text in pairs.
-Work groups WB
• To follow agreed
-Team teaching 1- Choose the correct word.
upon rules for 2 Match to make sentences about Ancient
discussion up -Pair work Egyptians.
3- Listen and match.
to this age. 4- Write a description.
Assessment:
Oral questions 5m
Written Exercises
darsenglizy.com

students will be able to: Why do you think tourism important? Teacher’s
agree -Discussion
damage book
• To use context as a debate
-Inductive 1- Listen to Amira and Hana having a 15m
-Student's book class debate. Who thinks tourism is good
clue to the meaning -Study circles
tourism for historic places? Who thinks it is bad?
of a word or phrase. 2- Listen again and complete the
-Workbook -Problem solving
• To plan, write and conversation with these phrases Students’
3- Read the conversation again and
sequence texts; read -Teacher's guide -Brainstorming note
complete the table. Can you add your own
and talk about their books
Structures: -Co- operative ideas?
writing with the -Library - While we were visiting - Tell students that they are now going to
the beach last month,
-learning focus on the reasons why tourism is good
teacher to check it Student’s'
-Board we decided to it was a -Discovery and bad for historic places.
makes sense and great place to build a
activity
4- Work in pairs. Discuss. books
begin to make -Cassette new hotel. -Role playing - Put students into pairs and give them 15m
suggestions to -Individual two or three minutes to prepare for the
improve it. -Flash cards debate.
-Peer learning
•To identify gist and WB
main idea(s) in short -Work groups 1- Read and choose the correct answer.
2- Read the email.
listening texts. -Team teaching 3- Read the conversation.
•To take notes from 4- Listen to check your answers.
short listening texts. -Pair work 5- Write a paragraph
Assessment:
•To react to a listening
Oral questions
text, giving opinion. Written Exercises 5m


darsenglizy.com

students will be able to: What w about the stone circles? Teacher’s
century -Discussion
needle book
• To determine the report
-Inductive 1- Read the report and look at the photos. 15m
-Student's book Where are the stone circles and what do
main idea of a text. ruler -Study circles you think they can tell us?
• To ask and answer -Workbook --Problem solving 2- Read the report again and answer the
questions to questions. Students’
-Teacher's guide -Brainstorming - Tell students they are going to read the note
demonstrate report books
understanding of a -Co- operative again to find specific information in it.
-Library
text. Structures: -learning 3- Write a report of the place you
• To plan, write and - The British made a researched in lesson 1 Student’s'
-Board -Discovery 1- Direct students to the instruction and
special ship for the activity
sequence texts; read stone in 1877. elicit the task from a strong student. books 15m
-Cassette -Role playing 2- Direct students to the Writing tip and
and talk about their read it out loud in class.
writing with the -Individual
-Flash cards WB
teacher to check it -Peer learning 1- Read the report and match the parts 1-4
with the headings a-d.
makes sense and -Work groups 2- Read the report again and answer the
begin to make questions.
-Team teaching
suggestions to 3- Discuss the question in groups.
improve it . -Pair work 4- Write a report.
Assessment:
Oral questions
Written Exercises
5m
darsenglizy.com

students will be able to: No What do you remember Ancient Egypt in the Teacher’s
-Discussion
• review and practise -Internet new unit? preparation
the vocabulary and vocabulary
structures of the unit -Student's book 1- Match the objects with the photos.
-Study circles
1- In this exercise, students review
-Workbook --Problem solving vocabulary for historic and cultural objects.
• To read and write Students’
2- Direct students to the instruction and ask
a report -Teacher's guide -Brainstorming
them to look at the photos carefully. note
(Workbook). Structures: 2- Rewrite these rules for visiting a books
-Co- operative
-Library castle using must or mustn’t .
-learning 3- Play a game. Choose two numbers
Student’s'
-Board -Discovery between one and six and make
activity
sentences with As/While. 15m
-Role playing books
-Cassette WB
No -Individual 1- Complete the table with the words
-Flash cards new in the box.
-Peer learning 2- What do you think these signs
Structures mean?
.
-Work groups
3- Match to make sentences.
-Team teaching 4- Complete the story in one or two
paragraphs.
Oral questions
Written Exercises
5m

darsenglizy.com

students will be able to: How do you help around your house? Teacher’s
clothes -Discussion
lift book 15 m
• To read a range of rules
-Inductive 1- Listen to four teenagers doing the jobs on
-Student's book page 44.
high-frequency words rubbish -Study circles
2- Listen again and circle the correct
and CVC words. -Workbook stairs --Problem solving answer.
• With support, to tidy - Ask the students what they remember about Students’
-Brainstorming note
recall information -Teacher's guide lucky each person in Exercise 1.
books
from experiences or messy -Co- operative 3-Choose the correct answer.
-Library 4- Complete the sentences with the
gather information full -learning correct form of have to.
from provided sources Structures: 5- Make questions with have to. Then ask Student’s'
-Board -Discovery and answer the questions in pairs. activity 15 m
to answer a question. books
• To read and respond -Cassette - Hala has to put -Role playing - Elicit the question and answer forms of
away her clothes have to. Then ask two students to read out
to short explanatory -Individual the speech bubbles.
-Flash cards once a week.
texts. -Peer learning WB
• To identify gist and -Work groups
1- Choose the correct answer
2- Match to make sentences.
main idea(s) in short 3- Complete the text with the correct form
-Team teaching
listening texts. of have to.
-Pair work 4- Write five sentences about your
school’s
Assessment:
Oral questions: -Written Exercises. 5m

darsenglizy.com

students will be able to: Why should we all be kind? Teacher’s 5m
acts -Discussion
practise book
• To follow agreed stranger
-Inductive 1- Work in pairs. What is happening in
-Student's book each photo? What problem does each 15 m
upon rules for surprised -Study circles person have?
discussion up -Workbook thief 2- Listen to two people talking about the
--Problem solving
to this age. photos. Do they have the same ideas as Students’
• To complete various -Teacher's guide -Brainstorming you? note
3- Match to make sentences. Listen again books
types of listening -Co- operative to check your answers.
comprehension tasks -Library Structures: 4- Work in pairs.
-learning 5- Read the article. What happens on
based on audio-visual - We should ask the Student’s'
information. -Board -Discovery Random Acts of Kindness Day?
shopkeeper to look 6- Look at the words in bold in the article. activity
• To read a range of -Cassette after it. -Role playing 7- Read the article again. books 15 m
high-frequency words 8- Ask and answer the questions in pairs.
-Individual WB
and CVC words, and -Flash cards
-Peer learning 1- Complete the sentences
read short, simple 2- Match to make sentences.
sentences. -Work groups 3- Answer the questions.
• To read for specific 4- Read the advertisement and write
-Team teaching
information. sentences using should or shouldn’t.
Oral questions:
Written Exercises:
5m
darsenglizy.com

students will be able to: Do you do voluntary work? Why? Teacher’s
-Discussion
blog book
• To express facts, charity
-Inductive 1- Work in pairs. Look at the photos. Can
-Student's book you guess how these people helped Amal?
points of view, hopes community -Study circles
2- Listen to Amal, check your answers to
and aspirations. -Workbook donate --Problem solving Exercise 1 and complete the sentences.
• To complete 3- Complete the sentences. Students’
-Teacher's guide -Brainstorming 4- Complete the sentences with who, note
various types of Structures: books
which / that or where.
listening -Co- operative
-Library 5- Ask and answer the questions in pairs.
comprehension tasks -I saw Ahmed in the -learning 6- Read these extracts from the blogs of 15m
park where we often three teenagers and complete the Student’s'
based on audio-visual -Board play football. -Discovery sentences. activity
information. 7- Which charity work would you like to books
• To skim grade- do? Why?
-Individual WB
appropriate text to get
-Flash cards 1- Read and match the words with their
the general idea. -Peer learning meanings.
• To follow agreed 2-Read and correct the mistakes in the
-Work groups sentences.
upon rules for 3- Complete the sentences with who,
discussion up -Team teaching
which/ that or where.
to this age. -Pair work 4-Now answer the questions in Exercise 3
using who, which/that or where. 5m
Assessment:
Oral questions
Written Exercises
darsenglizy.com

students will be able to: Do you like reading stories? Teacher’s
act -Discussion
• To skim grade- -Internet Presentation: preparation
beggar book
-Inductive 1- Ask and answer the questions in pairs. 15m
appropriate text to get
-Student's book servant Ask the students to look at question 1 and the
the general idea. boarding school -Study circles picture. Ask what they think is happening (a
• To use glossaries and -Workbook princess -Problem solving girl is giving another girl something to eat)
beginning dictionaries, owner 2- Read part of A Little Princess and Students’
-Brainstorming check your answers to Exercise 1. note
both print and digital, -Teacher's guide cruel
- Ask the students to read the story books
to determine or clarify generous -Co- operative
-Library summary and check their ideas.
the meaning of words -learning 3- Look at the words in bold in the text.
and phrases. Match the words and the definitions. Student’s'
-Board -Discovery
• To describe 4- Read the story again and answer the activity
questions. books
characters, settings, -Cassette -Role playing 5- Work in groups of four and role-play 15m
and major -Individual the story.
events in a story, using -Flash cards WB
key details. -Peer learning 1- Answer the questions.
2- Match the descriptions to the people in
• To ask and answer -Work groups A Little Princess.
questions about key 3-Read what the baker said about Sara
-Team teaching
details in a familiar Crewe and answer the questions.
text. -Pair work 4- Write the end of the story in your
notebook. Write 80-90 words.
Assessment:
Oral questions
5m
Written Exercises

darsenglizy.com

students will be able to: How can famous people help their community? Teacher’s
businesswoman -Discussion
donation book
• To read and respond give away
-Inductive 1-Read and complete the newspaper 15m
-Student's book article about another kind person.
to short explanatory hundred -Study circles 2- Read the article again and answer the
texts. -Workbook million questions.
-Problem solving
• To take notes from thousand
3- Listen to Leila and Amal talking about Students’
-Brainstorming the article and answer the questions. note
short listening text. -Teacher's guide large 4-Listen again and put these expressions
• To react to a listening books
-Co- operative in the order that you hear them.
text, giving opinion. -Library 5- Work in groups of three.
-learning WB
• To follow agreed Student’s'
upon rules for -Board -Discovery
1-Fareeda Rashwan gave two million
pounds to charities. Match the words and activity
discussion up to this -Role playing these other large numbers. books
-Cassette 15m
age. 2- Listen and write the numbers in words.
-Individual 3- Complete the dialogue with these
• To express and ask -Flash cards words.
for opinion in a limited -Peer learning 4- Listen and check your answers to
way. -Work groups
Exercise 3, then role-play the dialogue.
• To complete various 5-Should all famous people work for a
-Team teaching charity? Write a paragraph of about 90
types of listening words giving your opinion.
comprehension tasks. -Pair work Assessment:
Oral questions
Written Exercises
5m
darsenglizy.com

students will be able to: What jobs did you do at home today? Teacher’s
bridge -Discussion
• To ask and answer -Internet Presentation: preparation
canteen book
-Inductive 1- Read Hassan’s blog and answer the 15m
such questions as who,
-Student's book helpful questions.
what, where, when, snow -Study circles - Ask the students to recall their three days of
why, and how to -Workbook sunny --Problem solving doing random acts of kindness for the project
demonstrate outlined on page 47. Students’
understanding of key -Teacher's guide -Brainstorming 2-Read the blog again and complete the note
following information. books
details in a text. -Co- operative Ask the students to read the instructions and
• To plan texts orally; -Library
-learning information, and to look at the examples.
sequence and write Ask them to find these words in the text and Student’s'
-Board -Discovery
texts with other underline them. activity
3- Write a blog post about the Random books 15m
children; read and talk -Cassette -Role playing
Acts of Kindness project.
about their writing. -Individual
• To write a simple -Flash cards WB
narrative. -Peer learning 1- Read and punctuate.
2- Put Fady’s blog into the correct order.
-Work groups
3- Listen and check your answers. Circle
-Team teaching the expressions for putting things in
order.
-Pair work 4- Write a blog about how you could help
people in your community for a day.
Assessment:
Oral questions
Written Exercises
5m
darsenglizy.com

students will be able to: No Why should you help the poor? Teacher’s
-Discussion
-Internet new Presentation: preparation
-Inductive book 15m
• review and practise vocabulary 1- Complete the text with the words in the
the vocabulary and -Student's book box.
-Study circles
structures of the unit - Ask students to look at the words and
-Workbook --Problem solving the example.
2- Complete the dialogue with the correct Students’
-Teacher's guide -Brainstorming form of have to. note
Structures: 1- Elicit the use of have to / don’t have to books
-Co- operative
-Library (for obligation / no obligation).
-learning 2- Students then complete the exercise in
Student’s'
-Board -Discovery pairs.
activity
3- Reorder the words to make questions. 15m
-Role playing books
-Cassette Then ask and answer the questions in
pairs.
No -Individual 4- Choose who, which, that or where.
-Flash cards new 5- Write about a time.
-Peer learning
Structures WB
.
-Work groups 1-Take turn to describe these things to
your partner. Your partner guesses the
-Team teaching object.
2- Look at a typical school day for Dalia
-Pair work and write about her routine.
3- Complete these questions with a
question word.
Assessment:
Oral questions 5m
Written Exercises

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students will be able to: What do you know about climate change? Teacher’s
pollution -Discussion
canal book 15 m
• To identify gist and report
-Inductive 1- Listen to two reports on a radio news
-Student's book programme for students. Which of the
main ideas in short rubbish -Study circles photos on page 54 are they talking about?
listening texts. -Workbook seat --Problem solving
2- Listen again and circle the correct
• To complete warn
words. Students’
-Brainstorming - Go through the sentences with the class note
various types of -Teacher's guide flood so they know what to listen for, and books
listening drought -Co- operative
check understanding.
-Library
comprehension tasks Structures: -learning 3- Complete the sentences with the
based on audio- The canal is dirtier adjectives in the box to make Student’s'
-Board -Discovery comparatives.
and more polluted activity 15 m
visual information. 4- Work in pairs and compare the books
-Cassette than ever before. -Role playing
• To describe and following. Use the adjectives in the box or
-Individual your own ideas.
compare feelings,
-Flash cards WB
people, places, actions, -Peer learning 1- Complete the sentences.
objects and events 2- Read and correct the sentences.
-Work groups 3- Compare two objects.
establishing
Assessment:
relationships. -Team teaching Oral questions: -Written Exercises.
• To write an opinion -Pair work
piece.
5m

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students will be able to: What do you know about Australia? Teacher’s 5m
Bar chart -Discussion
green energy book
• To use context as a melt
-Inductive 1- Work in pairs. What do you know about
clue to the meaning -Student's book climate change? How is it changing the 15 m
rainforest -Study circles planet?
of a word or phrase.
-Workbook temperature --Problem solving
2- Read the presentation. Does it talk
• To ask and answer about the problems you discussed in Students’
questions to -Brainstorming Exercise 1? note
-Teacher's guide 3- Read the presentation and look at the
demonstrate books
-Co- operative graphs again. Are these sentences true
understanding of a -Library . (T) or false (F)? Correct the false
-learning sentences.
text. Student’s'
-Board -Discovery 4- Complete the sentences with as...
• To ask questions to activity
clear up any confusion -Cassette -Role playing as... and the words in brackets. books 15 m
about the topics and WB
-Individual 1- Match to make compound nouns.
texts under discussion.. -Flash cards 2- Look at the graphs. Complete the
• To explain orally -Peer learning sentences comparing the countries’
verbal and non-verbal -Work groups weather with (not) as ... as ... and the
age appropriate texts. words in brackets.
-Team teaching 3- Match to make sentences.
• To participate in 4- Answer the questions. Write full
shared research and -Pair work sentences.
writing projects. Assessment:
Oral questions:
Written Exercises:
5m
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students will be able to: Where is your home city located? Teacher’s
-Discussion
black honey book
• To determine the main cotton
-Inductive 1- Look at the photos and titles in the
idea of a text and -Student's book article below. Then ask and answer the
located -Study circles questions in pairs.
explain how it is supported
by key details i.e. -Workbook main --Problem solving - Focus students’ attention on the photo at
the top and elicit that it shows cotton. Then Students’
summarise the text. -Brainstorming note
-Teacher's guide Structures: focus on the photos in the article and the
name of the two cities, and then read the books
• To ask and answer -Co- operative
questions with the class.
questions to demonstrate -Library -Many fish are 15m
-learning 2- Work in pairs. .
understanding of a text. caught in the sea. 3- Ask and answer the questions in pairs. Student’s'
• To plan, write and -Board -Discovery 4-Complete the sentences with the activity
sequence texts. -Role playing present simple passive form of the books
-Cassette verbs in brackets.
• To gather information -Individual 5- Choose the correct verb.
-Flash cards
from provided sources -Peer learning 6-Write a paragraph of about 90 words.
to answer a question. WB
-Work groups 1- Match the words with their meanings.
2- Complete the table.
-Team teaching 3- Correct the underlined verbs.
Assessment:
-Pair work
Oral questions

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students will be able to: What's meant by green energy? Teacher’s
damage -Discussion
• To use context as a -Internet Presentation: preparation
podcast book
-Inductive 1-Work in small groups. Which word do 15m
clue to the meaning of a
-Student's book protect you think is the odd one out? Why?
word or phrase. scuba diving -Study circles - Check students remember what the term
• To identify gist and -Workbook odd one out means. Read the example with
-Problem solving
main ideas in short the class, and the reason why the camel is the Students’
listening texts. -Teacher's guide -Brainstorming odd one out. note
Structures: 2- Listen to the introduction to the books
• To take notes from -The North Hotel is -Co- operative podcast and choose the correct topic.
short listening texts. -Library located on a lovely
-learning 3- Work in pairs and answer the question.
• To react to a listening beach. 4- Listen to the podcast and check your Student’s'
text, giving opinions.
-Board -Discovery answers to Exercise 3. activity
5- Listen again and complete the
-Role playing books
-Cassette sentences with a word from the podcast.
15m
6- Work in small groups. How could the
-Individual owners of a hotel near the Red Sea help
-Flash cards
-Peer learning the environment?
- Go through the instructions and read the
-Work groups example with the class.
-Team teaching WB
1-Choose the correct answer from a, b, c
-Pair work or d.
2- Complete the text about three hotels.
3 Read the advertisement.
Assessment:
Oral questions 5m
Written Exercises

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students will be able to: Does your school produce plastic rubbish? Teacher’s
burn -Discussion
diagram book
• To describe and reuse
-Inductive 1- Work in pairs. Talk about how to use 15m
-Student's book less water and complete the diagram.
compare feelings, solve -Study circles 2- Put the dialogue into the correct order.
people, places, actions, -Workbook vote - Tell students that they are going to listen to
-Problem solving
objects and events two people discussing ways to save water. Students’
establishing -Teacher's guide -Brainstorming Focus attention on the dialogue and point note
relationships. out that d is the first line of the dialogue. books
-Co- operative
-Library 3- Listen and check your answers.
• To plan, write and -learning - Point to the Remember! box and read it
sequence texts. with the class, checking understanding. Student’s'
-Board -Discovery
• To gather 4- Ask and answer the questions below in activity
information from pairs. books
-Cassette -Role playing 5- Work with a different partner. 15m
provided sources WB
-Individual
to answer a question. -Flash cards 1- Listen to Dina talking about her school
• To identify gist and -Peer learning and answer the questions.
main ideas in short 2- Complete the dialogue.
-Work groups
listening texts 3- Listen and check.
-Team teaching 4- Write a paragraph about how we can
recycle rubbish at school.
Oral questions
Written Exercises
5m
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students will be able to: What do you know about recycling things? Teacher’s
aim -Discussion
• To determine the -Internet Presentation: preparation
city centre book
-Inductive 1- Read, underline and correct the five 15m
main idea of a text and
-Student's book improve mistakes in the article.
explain how it is remind -Study circles Point to the photo in the article and explain
supported by key -Workbook global --Problem solving that it shows someone cleaning up rubbish
details e.g. summarise gas from a riverbank. Students’
-Brainstorming 2-Read the article again and answer the note
the text. -Teacher's guide riverbank
books
• To ask and answer tonnes -Co- operative questions.
-Library Read the example with the class, then ask
questions to -learning students to read the article again and write
demonstrate their answers to the questions, as in the Student’s'
-Board -Discovery
understanding of a text. example. activity
15m
• To write -Cassette -Role playing 3- Write a short report for a school books
newspaper about something you or
informative/exploratory -Individual someone at your school did to help the
texts: introduce a topic, -Flash cards environment. It does not need to be real!.
use simple facts and -Peer learning WB
definitions to develop 1- Read, underline and correct the five
-Work groups
points and provide a mistakes in the article.
short concluding statement -Team teaching 2-Read the article again and match the
or section. paragraphs 1-3 with the headings a-c.
-Pair work 3- Write a paragraph about recycling at
home.
Assessment:
Oral questions
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students will be able to: No Would you like to clean a polluted area Teacher’s
-Discussion
-Internet new around your school? Why? preparation
• To review and use -Student's book
vocabulary
1-Complete the sentences with the correct
the vocabulary and -Study circles words.
structures of the -Workbook --Problem solving 2- Complete the sentences with the
unit. correct form of the words in the box. Students’
-Teacher's guide -Brainstorming 3- Complete these sentences with (not) as note
• To participate in + adjective + as. books
Structures: -Co- operative
shared research -Library
4- Work in pairs. Do you agree with the
and writing -learning sentences in Exercise 3? Why/Why not?
Student’s'
projects. -Board -Discovery 5-Use the fact file and the verbs in the box activity
• To gather to make sentences in the present simple books 15m
information from passive.
No -Individual
provided sources -Flash cards new WB
to answer a -Peer learning
Structures 1- Choose the correct word.
question. .
-Work groups 2- Complete the sentences with a
comparative or as... .
-Team teaching 3- Choose the correct answer.
-Pair work 4- Read and correct the sentences.
5- Write a fact file about your city.
Assessment:
Oral questions
Written Exercises
5m

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Lesson ( 1 ) SB Pages ( 64 )

students will be able to: What do you know historical places in Teacher’s
No -Discussion
-Internet Egypt? preparation
new book 15 m
• To identify gist and vocabulary
-Inductive Presentation:
main ideas in short -Student's book 1- Listen to the telephone conversation.
-Study circles What place is the teacher calling and
listening texts.
-Workbook --Problem solving why?
• To complete various 2 Listen again and complete the form. Students’
types of listening -Brainstorming 1- Focus students’ attention on the form and note
-Teacher's guide
comprehension tasks elicit what type of information is missing in books
based on audio-visual -Co- operative
-Library each gap, e.g. 2/3: times, 4/5: places, etc.
information given in -learning 2- Students listen and complete the form
pictures, short stories Student’s'
-Board -Discovery individually, then check in pairs.
and descriptions. 3- Read the text quickly. Which objects activity 15 m
• To determine the main -Role playing did Hamid see at the museum? books
-Cassette
idea of a text and 4 Read the text again. Are these
-Individual sentences true (T) or false (F)? Correct
explain how it is -Flash cards the false sentences.
supported by key details. -Peer learning 5- Complete the sentences with as +
adjective + as or the comparative of the
-Work groups
words in the box.
-Team teaching
Assessment:
-Pair work Oral questions:
Written Exercises:
5m
Home Assignment:SB page 64

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Lesson ( 2 ) SB Pages ( 65 ) WB pages 116 and 117

students will be able to: Do you like visiting ancient places? Teacher’s 5m
No -Discussion
new book
• To describe and vocabulary
-Inductive 1 -Work in pairs. Take turns to describe
-Student's book the pictures and tell the story using the 15 m
compare feelings, -Study circles past simple and past continuous.
people, places, actions, -Workbook 2- Complete the sentences about the
--Problem solving
objects and events story with who, where or which/that. Students’
-Brainstorming 3- Make a list of beach rules using should, note
establishing -Teacher's guide must/mustn’t or have to.
relationships. books
Structures: -Co- operative 4- Use the notes to write a short
• To understand -Library newspaper report in your notebook about
- We are walking -learning how a school helped the community.
everyday signs and Student’s'
-Board through an attractive -Discovery WB
notices. park on a school trip. 1- Listen and match the three telephone activity
• To write a simple -Cassette -Role playing conversations 1-3 with the places the books 15 m
narrative. callers want to visit a-c.
-Individual 2- Listen again and complete the
• To gather information -Flash cards . sentences.
from provided sources -Peer learning 3- Choose the correct words.
to answer a question. -Work groups 4- Read and complete the article.
5- Complete the sentences.
• To use their 6- Complete the sentences.
-Team teaching
knowledge of sight- 7- Complete the definitions.
words, letter patterns, -Pair work 8- Write a description of the map showing
sounds and clues from rainfall in Egypt.
Assessment:
surrounding text. Oral questions:
Written Exercises: 5m
Home Assignment:WB pages 116 and 117
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2nd Year Prep Prepration

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2nd Year Prep Prepration

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From From From From From From From From From

November Units 3 + Review A + Unit 4

December Units 5 + 6+ Review B

January 2022 General Revision

March Unit 8 + 9 + Review C + unit 10

April Unit 11 + Unit 12 + Review D

Teacher Senior teacher Supervisor Director

- Understanding a wider range of vocabulary.

Teacher Senior teacher Supervisor Director

Lesson ( 1 ) SB Pages ( 2 and 3 ) WB page 7 2

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Home Assignment:WB page 72

Teacher Senior teacher Supervisor Director

Lesson ( 2 ) SB Pages ( 4 and 5 ) WB page 7 3

Objectives Teaching Aids Content Strategies Procedures Evidence Time

growing confidence. Life skills: -Individual

Teacher Senior teacher Supervisor Director

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Teacher Senior teacher Supervisor Director

Lesson ( 4 ) SB Page ( 8 ) WB page 75

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Home Assignment: WB Page ( 75 )

Teacher Senior teacher Supervisor Director

Lesson ( 5 ) SB Page ( 9 ) WB page 76

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Teacher Senior teacher Supervisor Director

Lesson ( 6 ) SB Page ( 10 ) WB page 77

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Teacher senior teacher supervisor Director

Lesson ( 7 ) SB Page ( 11 ) WB page 76

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Home Assignment: WB page 76

Teacher Senior teacher Supervisor Director

Lesson ( 1 ) SB Pages ( 12 and 13 ) WB page 79

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Home Assignment:WB page 79

Teacher Senior teacher Supervisor Director

Lesson ( 2 ) SB Pages ( 14 and 15 ) WB page 80

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Teacher Senior teacher Supervisor Director

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Teacher Senior teacher Supervisor Director

Lesson ( 4 ) SB Page ( 1 8 ) WB page 82

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Home Assignment: WB Page ( 82 )

Teacher Senior teacher Supervisor Director

Lesson ( 5 ) SB Page ( 19 ) WB page 83

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Teacher Senior teacher Supervisor Director

Lesson ( 6 ) SB Page ( 20 ) WB page 84

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Teacher senior teacher supervisor Director

Lesson ( 7 ) SB Page ( 21 ) WB page 85

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Home Assignment: WB page 83

Teacher Senior teacher Supervisor Director

Lesson ( 1 ) SB Pages ( 22 and 23 ) WB page 86

Objectives Teaching Aids Content Strategies Procedures Evidence Time

Home Assignment:WB page 86

Teacher Senior teacher Supervisor Director

Lesson ( 2 ) SB Pages ( 24 and 25 ) WB page 87

Objectives Teaching Aids Content Strategies Procedures Evidence Time