تحضير تاسع

Lesson
Plan
Reflection:
I feel satisfied with
Challenges that faced me
Suggestions for improvement
Lesson
Plan
th
Class/Level: 9 Unit Title:
Number of Classes: 2 Date: from 4/2 To 5/2 Unit Title: If you are happy, write about it
Previous Learning: Pronunciation/ Use of dictionary Lesson Title: lesson 1+2 (Vocabulary & Reading)
Vertical Integration: Horizontal Integration:
Material/ Instructional Assessment Procedures

No. Specific Outcomes Strategy Tool
Duration
Resources Strategy
- Greeting and warming up. 5m
By the end of this - Direct • Opener: Start by asking if students ever write letters. If not, in 15m
class students should Instruction- order to respond to the following questions, you should ask them
be able to: work with Communication -Chick to answer on behalf of somebody they know who does, i.e. a
Student’s parent or friend.
• To use context to the book list
1 Book - Questions • Exercise 1
guess the meaning pages 38-
Have students read through the text alone, bearing the rubric’s
40 Direct answers
of new words questions in mind as they do. • Then, have students read through
Instruction- the text a second time, underlining the parts of the text which
Question - Rating will help them answer the questions. While students are 15m
2 • To use answers Observation- scale working, draw a timeline on the board.
dictionaries and • Glossary Exercise 2
glossaries to Random
AB\ p68-69 • Play the cassette, pausing occasionally to give students
confirm and clarify observation more time to work out and jot down the meaning of each
word meaning word. • Tell students to go through their guesses in pairs 25m
Activity –
• Cassette before getting them to check using a dictionary or the glossary.
based Reflection-
3 • To demonstrate learning- • Exercise 3
understanding of a discussion in - Self- Give the students two minutes to read the text on page 38
text about the groups silently. Then put them in small groups and ask them to
assessment discuss the answers to the two questions. They can write down
history of written
communication by their answers in their notebooks. • As a whole class, discuss the
answers found by the different groups. 30m
answering
questions
(Daily follow –up table)

Day & Date Section Period Fulfilled Homework
A Outcomes Reflection:
Sun 4/2//2024 4 45m I feel satisfied with
Mon 5/2\2024 2 45m Challenges that faced me
Lesson
Plan
Reflection:
Lesson
Plan
th
Class/Level: 9 Module Title: If you are happy, write about it
Number of Classes: 3 Date: from: 6/2 To 8\2 Unit Title: First conditional
Previous Learning: Lesson Title: lesson 3 +4+5(Grammar)
Material/ Instructional Assessment Procedurs

No. Specific Outcomes Duration
Resources Strategy Strategy Tool
By the end of this - Direct Communication Exercise 1
class students Instruction- Make sure Ss understand what the First Conditional means.
- Questions
should be able to: work with -Chick You may wish to write one or two sentences on the board to
Student’s answers make sure they understand how it is used. • Read the rubric
the book list 40m
Book
• To use the First and check Ss understand what to do by going through the first
pages 39
1 Conditional to Direct sentence together. Then, Ss complete the exercise in pairs. •
make a chain of Instruction- Observation- Read the answers to the class and allow Ss to go through any
conditions about – Activity Question - mistakes they made to avoid them being repeated throughout
Random
activities Book pages answers Rating the grammar section.
31-32 observation scale Exercise 2
• To develop • Have students complete the text using the six given verbs. •
Activity –
2 speaking strategies based Allow students to confer with a partner. If there is a
by responding to • Cassette learning- Reflection- discrepancy in their answers, they should know to listen very
peers and discussion in - Self- carefully at the corresponding point in the cassette in order to 45m
encouraging them groups reach a mutual decision about the correct answer. • Play the
• Board assessment
in a discussion cassette and have students check their answers. Draw their
about personal attention to the rise and fall of intonation. • Quickly confirm
activities the correct answers before moving on to the next exercise.
3 • To take part in a Exercise 3
debate about sending • Read the rubric and then go through the example. • Ss can
letters or emails work either individually or in pairs to complete the given
sentences. Walk around the classroom as Ss work and make 45m
sure Ss aren’t having too much difficulty. Answer any
outstanding questions they have at this stage – this will allow
them to work alone on the slightly more advanced task in the
next exercise.
Section Fulfilled
Day & Date Period Homework
Tuesday 6/2/2024 3 45m 11 I feel satisfied with
Wed 7/2/2024 45m Challenges that faced me
Th 8/2/2024 Suggestions for improvement
45m
Lesson
Plan
Reflection:
Lesson
Plan
th
Class/Level: 9 Module Title: If you are happy, write about it
Number of Classes: 2 Date: from 11/2 To 12/2 Unit Title: If conditional
Previous Learning: Lesson Title: lesson 6 + 7(Grammar)

Duration
Resources Strategy
By the end of this - Direct Exercise 4
Student’s Communication -Chick Ask Ss to read the story individually. Give them one minute to
class students should Book pages Instruction- 40m
list brainstorm ideas about the last two questions in the story. Then, put
be able to: 39-40 work with - Questions Ss in small groups giving answers to the two questions. • At the end of
• use the First • Dictionaries the book
answers - the group work, ask one or two Ss from each group about their
Conditional to Rating answers. As a class, ask Ss what they think Omar should do. Should he
– Activity Book Direct
express ideas and pages 31-32 scale send the email or not?
Instruction-
opinions. • Cassette Observation-
Question
• Board
answers Random
Direct observation Exercise 5
Instruction- Read the rubric and then go through the example. Make sure students
Direct reading understand what is meant by chain in this context – a series of
activities Observation- interlocking sentences, each one connected to the last through the use of
the First Conditional. • Tell students that they should only choose one of
Systematic the sentence beginnings to write their chain of conditional sentences. • 45m
Take in students’ work to mark it as they complete the remaining
exercises. • For homework, you can have students write chains of five
conditional sentences relating to the two remaining sentence beginnings.
Exercise 7
Put Ss into pairs to take turns asking and answering the given questions,
following the Speaking Strategies in exercise 6. • Listen to students’
conversations, taking note of any grammatical or pronunciation errors. •
When students have been through all of the questions, share your
observations of common mistakes in order to make students learn from
them.

Sunday 11/2/2024 5 45m 12 I feel satisfied with
Monday 12/2/2024 6 45m Challenges that faced me
Lesson
Plan
Class/Level: 10th Module Title: Journeys
Number of Classes: 2 Date: from 4/2 To: 5\2 Unit Title: Exploring Wildlife
Previous Learning: Second conditional/ past tense forms Lesson Title: Speaking/ Exercises/ Quotation
Vertical Integration: Seventh Grade/ Visiting Places (journeys) Horizontal Integration: Science (animals)/ Geography (North and South Pole)

Duration
Resources Strategy
Communication Activity Book, page 31, exercises 3, 4 and 5 For exercise 3, remind
By the end of this - Direct
students about using the Second Conditional. Students join the sentence 20m
class students should Instruction- - Questions
-Chick parts (1–6) and (a–f) to make complete sentences. In exercise 4, students
be able to: Student’s work with
the book answers list use the sentence beginnings (1–6) in exercise 3 to make their own
Book pages 43
sentences, which they write in their notebooks. Ask volunteers to read
• Dictionaries
1 Direct some of their sentences to the class. In exercise 5, students use the word
• Demonstrate • Glossary –
Activity Book Instruction- Observation- prompts to write questions in the Second Conditional.
understanding of
pages 31 Question Random -
the second • Cassette Rating Speaking/ Exercise 8: Ask the students if they think they will go to the
answers
conditional. • Board observation scale North or South Pole. Ask them which conditional to use when talking
about something that is unlikely to happen (the Second Conditional). 15m
2 • Engage in a Ask the students to think about what they would do if they went to the
Direct
discussion about Instruction- Observation- North or South Pole. Give an example of your own using the Second
North and South Direct reading Conditional. The students make notes about what they would see or do.
Systematic
Poles. activities They then take it in turns to tell their partner. Monitor as they are
observation working, helping where necessary. Choose students to give their
3 • Discuss a answers.
quotation. Activity –
based
Reflection- Quotation: Read the quotation to the class. Ask Ss to translate it.
learning- Discuss the meaning and translate if necessary.
- Self-
discussion in
groups assessment 5m

A Outcomes
Reflection:
Sunday 4/2//2024 4 45m 13 I feel satisfied with
Monday 5\2\2024 Challenges that faced me
Lesson
Plan
th
Class/Level: 10 Module Title: Journeys
Number of Classes: 3 Date: from 6/2 To: 8\2 Unit Title: Exploring Wildlife
Previous Learning: Vocabulary from previous lesson/ skimming & scanning Lesson Title: lesson 1+2(Reading)
Vertical Integration: Seventh Grade/ Visiting Places (journeys) Horizontal Integration: Science (animals)/ Geography (Antarctica)
Material/ Instruction Assessment Procedures

No. Specific Outcomes Resources al Strategy
Duration
Strategy Tool
By the end of this - Direct Exercise 1: Ask the students what they know about the northern and
class students should Instruction- southern hemispheres to elicit that the seasons are opposite. Ask them 20m
be able to: work with Communication -Chick when they think is the best time to visit Antarctica (in summer). Ask
Student’s
1 • Read functional the book list What happens in summer in Antarctica? Tell the students they are going
Book pages - Questions
to read the text quickly to find the answer to the question. Remind them
material to extract 44
• Dictionaries Direct answers not to spend too long on this. They should not worry about any
information from a
• Glossary – Instruction- vocabulary they don’t know at this point. Check answers as a class.
brochure. • Cassette - Rating
Question
2 • Use context to • Board answers Observation- scale Exercise 2: Tell the students they are going to read the text again to
guess the meaning complete the table. Read through the titles in the table with the class and 10m
of new words. Random
check the meaning of any vocabulary the students may not know.
3 • Complete a Direct observation Encourage students to give you some answers if they remember any
paragraph using Instruction- details from their first reading. The students read the text again and find
the second Direct the answers in the text. They can underline the key information in the
conditional. reading Observation- text as they read. Encourage the students to write in full rather than in
activities note form. They can work in pairs if you wish. Check answers as a class.
Systematic
4 •Transform Ask the students if there is any vocabulary they still do not understand.
observation Encourage other students to try to explain these words if they can.
information from a
linear text to a Activity –
based Exercise 4: Ask the students to remind you of the form and use of the
table. Reflection- Second Conditional. Tell them they have to complete the sentences with
learning-
discussion in the correct form of the verbs in brackets. The students complete the 10m
- Self-
groups exercise, in pairs if you wish. Check answers as a class.
assessment
Daily follow –up table)

Tue – Th 6-8/2/2024 2 45m 14 I feel satisfied with
Lesson
Plan
Class/Level: 10th Module Title: Journeys
Number of Classes: 1 Date: from 11/2 Unit Title: Exploring Wildlife
Previous Learning: Vocabulary from previous lesson/ skimming & scanning Lesson Title: Exercises

By the end of this - Direct Exercise 3: Tell the students that they are going to read and
class students should Instruction- complete Jameel’s email about his trip to Aqaba. Read the text 10m
be able to: work with Communication -Chick with the students, asking them to suggest words that might go
Student’s
the book list in each gap. Now look at the words in the box and check the
Book pages 45 - Questions
• Dictionaries pronunciation and meaning. The students complete the
1 • Use context to • Glossary – Direct answers
exercise, in pairs. Check the answers as a class.
guess the meaning Activity Book Instruction-
pages 32-33 Question - Rating
of new words in an Activity Book, page 32, exercises 6, 7, 8 and 9. Students look
• Cassette answers Observation- scale
email. • Board at the photo in exercise 6 and decide what they think the text
Random will be about. Write their answers on the board. In exercise 7,
Direct observation students read the text about a travel review and check their 25m
2 • Scan a text and Instruction- answer to exercise 6. Check how many answers written on the
Direct reading
choose true or board are correct. In exercise 8, students read the definitions
activities Observation-
false. and then re-read the text in exercise 7 to find the matching
Systematic words. Students can do this activity in pairs to make it make
observation more fun. Students read each sentence and decide whether it is
Activity –
based true of false, marking T or F in the box. They then correct the
learning- false sentences and rewrite them
discussion in Reflection-
groups Exercise 12: Using the word prompts and the verbs in
- Self-
brackets in exercise 12, students write sentences in the Second 5m
assessment
Conditional.

Sunday 11/2/2024 3 45m 15 Challenges that faced me
Lesson
Plan
th
Previous Learning: Vocabulary from previous lesson/ skimming & scanning Lesson Title: Speaking / Writing

No. Specific Outcomes Resources Strategy Tool
Duration
Strategy
By the end of this class - Direct Exercise 5: Tell the students they are going to go on a boat trip to
students should be able Instruction- Antarctica and they are going to ask Fadi some questions. Read 10m
to: work with the Communication -Chick through the questions with the students and check any vocabulary
Student’s
book list they may not know. The students work in groups and take it in
45 turns to ask and answer the questions, using the text in exercise 1
1 • Participate in a • Dictionaries Direct answers to help them. Monitor as they are working, helping where
group discussion by • Glossary – Instruction- necessary. Choose students to ask and answer the questions.
Activity Question - Rating
sharing ideas and Book pages answers Observation- scale Exercise 6: Ask the students to remind you where the Red Sea is.
opinions using the 33 Tell them they are visiting the Red Sea and they are going to write 20m
Second Conditional. • Cassette Random
an email describing their visit to a friend. They have to describe
• Board
Direct observation the scenery and wildlife that they can see. Ask the students to look
2 • Email a friend Instruction- at the email in exercise 3 and tell you how to begin and end an
describing a visit to Direct reading email. Ask the students if they can think of other ways to begin and
the Red Sea. activities Observation- end an email and write them on the board (e.g. Hi, See you later,
Systematic Bye for now, All the best, (Love) from...). The students write their
email. Ask them to include only the most important information.
3 • Write sentences observation Monitor as they are writing, pointing out any errors.
Activity –
using the first based learning-
conditional. discussion in For exercise 11 AB, students imagine that they are thinking of
groups Reflection- going on an Antarctic holiday. Following the example, they use the
word prompts to write questions in the Second Conditional. Then, 10m
- Self-
using the Second Conditional, they write answers to their
assessment questions.

Monday 12/2/2024 5 45m 16 Challenges that faced me
Lesson
Plan
Reflection:
Lesson
Plan
th
Previous Learning: Vocabulary from previous lesson/ skimming & scanning Lesson Title: Listening/ Vocabulary and comprehension

• Listening: Exercise 1 & 2: Ask the students to look at the picture.
class students should Instruction- Ask the students what they know about diving. Tell the students to 15m
be able to: work with Communication -Chick look at the questions and try to answer them. The students work in
Student’s
the book list pairs. Check answers as a class. Tell the students that they are going
Book pages 46 - Questions
• Respond to • Dictionaries to listen to some information about diving in Aqaba and check their
1 analytical questions • Glossary – Direct answers answers to the questions in exercise 1. Play the cassette for the
• Cassette Instruction- students to check their answers. Play again and check answers as a
before and after
• Board Question - class.
listening to an Observation- Rating 25m
answers
article. scale • Exercise 3, 4, 5 &6: Ask students to look at the words in the box.
Random
Which words refer to features of animals? Choose students to read the
words from the box aloud to check pronunciation. The students work
in
Direct observation pairs to answer the question. Students can check the meaning of any
2 • Use context to Instruction- words they don’t know in the Activity Book glossary or in a dictionary.
guess the meaning Direct reading Tell the students that they are going to read a text about sea turtles.
of new words. activities Observation- What kind of information do they think might be included in the text?
Systematic Tell the students to read the text silently and quickly to find the answer
to the question. Check the answer as a class. Then, ask students if they
3 observation remember any other information from the text that they read and
• Use dictionaries Activity –
and glossaries to based found interesting about sea turtles. Discuss their answers with the whole
confirm and clarify learning- class. Ask the students what they remember from the text in exercise 4
discussion in Reflection- about sea turtles. Tell them they have to choose from each column to
word meaning groups - Self- make sentences about how sea turtles are adapted to their habitat. Point

Tuesday 13/2/2024 6 45m 17 Challenges that faced me
Lesson
Plan
assessment
out that they have to use one sentence half on the left more than once.
Reflection:
Lesson
Plan 20/3 to 21/3
th
Number of Classes: 2 Date: from Unit Title: Exploring Wildlife
Previous Learning: Vocabulary from previous lesson/ Speaking and writing strategies Lesson Title: Pronunciation/ Speaking/ Writing
Specific Material/ Instruction Assessment Procedures

No. Duration
Outcomes Resources al Strategy Strategy Tool
• Pronunciation: Read the sentences ignoring the arrows. Draw the students’
attention to the arrows and ask them what they mean. Ss listen to the sentences 5m
class students Instruction-
Communicatio -Chick (they should listen out for the rising and falling intonation patterns. Play the
should be able Student’s work with
list cassette to the students. Play the cassette again and pause after each turn,
to: Book pages the book n- Questions repeating the sentences. Ss repeat.
47
1 • Use rising • Dictionaries Direct answers • Exercise 8 & 9: Check any vocabulary they may not know. Give students two
15m
and falling • Glossary – Instruction- minutes to write brief notes of their answers to get ready for the interview. The
• Cassette Question - Rating
intonation. students role-play an interview, taking it in turns to ask and answer the
• Board answers Observation- scale questions. Now choose pairs of students to tell the class about some of the answers
they gave.
• Interview Random Begin by saying If I won a lot of money, I would buy a big house. If I bought a big
2 house, I would have a swimming pool. If I had a swimming pool, I would swim in it
peers using the Direct observation
every day. Go around the class asking each student to repeat what you said and to
Second Instruction- add a sentence of their own. When the students start to forget sentences,
Conditional. Direct
encourage the others to help.
reading Observation-
3 • Write a activities
Systematic • Exercise 10 & 11: Elicit the marine animals the students have learnt the names
report about a of in the unit. Ask Which is your favourite marine animal? Why? Ask them if 23m
marine animal. observation they like any other marine animal which they haven’t learnt about in the unit.
Tell the
Activity – students they are going to write a report about their favourite marine animal. Put
4 based students in groups, Ss write the name of the marine animal they chose in exercise
• Organise Reflection-
learning- 10 on a small piece of paper and fold it. One student from each group picks one
information discussion in - Self- piece of paper so that they decide on which animal to prepare the e-presentation.
into an e- groups Ss write the information they have in the form of bullet points. Ss may include
presentation. assessment pictures. Set a time limit for each group. Remind the students to speak very clearly,
and make sure all the members of the groups get the chance to present part of the
project. At the end of each e-presentation, get some feedback from the other groups
on how well the presentation was.
Day & Date Section Period Fulfilled Homework Reflection:

A Outcomes I feel satisfied with
Sun / Mon 20/3/- 21/3 4 45m
Lesson
Plan 23/3 to 24/3
th
Previous Learning: Vocabulary from previous lesson/ writing strategies Lesson Title: Vocabulary/ Writing

No. Duration
By the end of this - Direct • Exercise 10/ AB: students read the text about leopard seals and
class students Instruction- choose the correct word from the box to complete each sentence. 10
should be able work with Communicatio -Chick
Student’s Encourage them to use a dictionary to check the meaning of any
to: the book list m
Book pages n- Questions words they’re not sure of. Tell students that there is one extra
41-42
1 • Write an • Dictionaries Direct answers word.
email of advice • Glossary – Instruction-
Activity Question - Rating • Exercise 13 & 14: In exercise 13, students write some advice for
to a friend. Book pages answers Observation- scale
33-34
a friend who wants to visit Jordan. They complete the sentences
30
• Cassette Random in the Second Conditional, including suggestions for things they
• Board would or wouldn’t do if they were their friend. In exercise 14,
Direct observation
Instruction- students are supposed to use the sentences they wrote in exercise
Direct
13 to write an email to a friend. Tell them that the sentences they
reading Observation-
activities wrote in the previous exercise should be more developed and
Systematic have more detail in the email. Remind them to review their work
observation to check whether the ideas in the email are coherent and
Activity – whether they used the Second Conditional correctly.
based
learning- Reflection-
discussion in
- Self-
groups
assessment

2 Challenges that faced me
Wed 23/3/2022 2 45m
Th 24/3/2022 45min
Lesson
Plan 3/3 to 4/3
th
Previous Learning: Vocabulary from previous lesson/ listening strategies Lesson Title: Comprehension
Vertical Integration: Seventh Grade/ Visiting Places (journeys) Horizontal Integration: Geography (countries and cities)

No. Duration
• Exercise 1: Ask the students to look at the photographs and say what they
By the end of - Direct
this class Instruction- can see in each one. Brainstorm different types of holiday and write them on 15
students should work with Communication -Chick the board. Ask the students what kinds of holiday they enjoy. Tell the students
Student’s
be able to: the book list they are going to discuss their ideal holiday with their partner. The students m
48-49 complete the exercise. Monitor as they are working, helping where necessary.
1 • Respond to • Dictionaries Direct answers Choose students to talk about their partner’s ideal holiday.
analytical • Glossary – Instruction-
• Cassette Question - Rating • Exercise 2 & 3: Tell students that you are going to play a little game before
questions • Board answers Observation- scale beginning the activity. Tell them that you are going to ask them a question, and
before, during the first student to raise their hand and say the correct answer wins. Ask them 20
and after Random
to take a quick look at the text without reading it and see whether they know to
listening to a Direct observation which country the family is going for holiday. The students are supposed to see
conversation. Instruction- the words Canada and Canadian to know the answer. Note that there’s a slight
Direct difference in meaning among the three words holiday, journey and trip.Write
reading Observation- on the board the following sentences: We are going on holiday this summer.
activities Our journey to Aqaba will take two hours. We went on a day trip to a
Systematic
museum. Explain that holiday means vacation or a break from school or work.
observation Then, play the cassette and ask students to read the text at the same time to
Activity – check their guesses. After that, ask students if any of them has ever been to
based Canada, or if they know any other places in Canada they can go for holiday.
learning- Reflection- Tell the students they are going to read and listen to the text again to find the
discussion in - Self- answers to the questions. Read through the questions and check the meaning of
groups
any vocabulary they may not know. Play the cassette again. The students can
5m
assessment
underline the relevant information in the text as they listen. Play the cassette
again for the students to check their answers. Check answers as a class

2 Challenges that faced me
Sun 3/3/2024 3 45m
Mon 4/3/2024 45m
Lesson
Plan 05/4 to 07/4
th
Previous Learning: Modal verbs Lesson Title: Grammar/ Speaking/ Pronunciation

No. Duration
By the end of - Direct • Exercises 5 & 6: Tell the students they are going to spend some time
this class Instruction- together over the weekend. Ask them for some suggestions about things 25m
students should work with Communication -Chick they could do. Don’t expect them to use the target language yet, but
Student’s
be able to: the book list simply encourage them to come up with a few ideas. Write the ideas on the
49 board in note form. Now go through the examples of language for making
1 • Use rising • Dictionaries Direct answers suggestions in the Grammar notes section in the Activity Book, paying
intonation. • Glossary – Instruction- attention to the verb forms that follow. The students complete the exercise
• Cassette Question - Rating
in pairs. Check answers as a class. Write Shall we and How about on the
• Board answers Observation- scale
board. Ask the students to tell you which verb forms follow these phrases.
• Make Random Tell the students they have to complete the suggestions using Shall we or
2
suggestions Direct observation How about. The students complete the exercise.
using Shall Instruction-
we… and How Direct • Exercise 7: Ask the students to look at the phrases in the box. Ask them 10m
about… reading Observation- which are suggestions (the first four) and which are responses (the last
activities two). Using the first sentence as an example, ask the students How
Systematic
about
going on safari in Kenya? and choose students to respond, using the
3 • Develop observation phrases in the box. Give another example of your own if you wish.
speaking Activity –
based • Pronunciation: Read the instructions and the four questions. Explain the 8m
strategies Reflection-
learning- difference in pitch between the first two questions and the second two
about how to discussion in - Self- questions. Ask some volunteers to repeat each question after you. Then
make groups play the cassette for students to notice the rising pitch in questions 3 and
dialogues assessment
4,
and elicit the answer. Explain that when the answer to a question can be

Outcomes I feel satisfied with
Tue 05/3/2024 45m
Th 07/4/2024 45m
Lesson
Plan yes or no, the question is uttered with a rising pitch.

Reflection:
Lesson
Plan 05/4 to 06/4
th
Previous Learning: Making suggestions/ Glossary & dictionary Lesson Title: Exercises/ Vocabulary

No. Duration
• Exercises 1, 2, 3 and 4 AB: In exercise 1, students look at the words in the box and,
match them to the definitions (1–7). Tell students that there is one extra word. In
this class Instruction- 15m
exercise 2, students read the suggestions and complete them using the correct form of the
students should work with Communication -Chick
Student’s verbs in brackets. If more advanced students finished before the others, put them in
be able to: the book list
Book pages - Questions pairs and ask them to give answers of their own to the eight suggestions. Using the word
50 prompts, students complete the dialogue in exercise 3 and then number the lines in the
1 • Use • Dictionaries Direct answers correct order. Ask students to practise saying the dialogue with a partner. Remind
dictionaries • Glossary – Instruction- students about when we use will, won’t and shall. Students then complete the dialogues
Activity Question - Rating in exercise 4 with the correct word.
and glossaries Book pages answers Observation- scale
to confirm and 35-36 • VOCABULARY/ Exercise 1 & 2: Ask the students to look at the photographs and
clarify word • Cassette Random describe what they can see. Look at the words in the box. Choose students to read aloud
meaning. • Board the words to check pronunciation. Tell the students they have to match the words from
Direct observation
the box with the pictures. The students complete the exercise individually. Check
Instruction- answers as a class. Ask students if they have seen similar places in Jordan. Ask them to
2 • Demonstrate Direct
name these places or say in which area these places are found. Ask the students if they
15m
understanding reading Observation- remember what and where the Rockies are. Ask if they have ever seen mountains and
of making activities
Systematic where. Are there mountains in Jordan? Ask What can you see and do in the
suggestions. mountains? Check the meaning and pronunciation of the words in the box. Tell the
observation students they have to complete the first part of an email by Dalia Husseini about her
trip to the Canadian Rockies. The students complete the exercise. Check answers as a
• Use pictures Activity –
3 based
class.
to match with Reflection- 12m
learning-
new words. discussion in
• Exercises 5 & 6 AB: Students answer the questions in exercise 5 in their own words. Ask
- Self- volunteers to share their answers with the class. In exercise 6, students read the sentences
groups
and choose the correct word from the box to complete each one. Encourage them to use a
assessment
dictionary to check the meaning of any words they’re not sure of. Tell students that there
is one extra word.
Daily follow –up table

Tue 05/4/2022 3 45m Challenges that faced me
Wed 06/4/2022
Lesson
Plan
th
Previous Learning: Making suggestions/ Modals / Abbreviations Lesson Title: Grammar/ Speaking

No. Duration
• GRAMMAR: will / won’t and shall 3 Write the following sentences on the
this class Instruction- board: will/ won’t/ shall. I meet my friends because I have to study for 15m
students should work with Communication -Chick my exam. I go holiday this summer. we take an umbrella? It’s
Student’s
be able to: the book list going to rain. Ask three volunteers to come to the board and write the correct
50-51 answer in the gap. Check the answers with the whole class, and ask other
1 • Use Modal • Dictionaries Direct answers volunteers to explain the use of will, won’t and shall. Explain the general
verbs (will/ • Glossary – Instruction- meaning of the letter written by Dalia to help students complete the exercise
• Cassette Question - Rating more confidently. The students complete the exercise. Remind them that there
won’t) • Board answers Observation- scale is a Grammar notes section in the Activity Book that they can refer to if they
correctly.
Random need to. Check answers as a class.
2 • Engage in a Direct observation • SPEAKING: Ask the students to look at the photograph at the top of the
discussion to Instruction- page and say what they can see. Ask them which form of transport is in the
talk about Direct picture (train). Ask which other ways people can use to travel. Explain that the 15m
planning a reading Observation- students are planning a trip from Vancouver to Toronto in Canada (a distance
trip activities
Systematic of around nine and a half thousand kilometres). With a partner, they have to
make dialogues about the best way to travel, using the words and phrases in
observation the box. The students complete the exercise. Monitor as they are working,
Activity – helping where necessary. Choose pairs to read out their dialogues for the class.
based Ask How do you prefer to travel? After students have worked in pairs, ask
learning- Reflection-
them to use Assessment Tool 6 in the Activity Book page 79 to evaluate their
discussion in
- Self- performance in speaking.
groups
assessment Quotation: Read the quotation and ask Ss to translate it. Help them if
10m
necessary. Discuss it together.

Th 7/4/2022 3 45m Challenges that faced me
Lesson
Plan 10/4 to 11/4
th
Previous Learning: Making suggestions Lesson Title: Speaking
Specific Material/ Instructional Assessment Procedures

No. Duration
Outcomes Resources Strategy Strategy Tool
• Exercise 5 & 6: Ask the students to look at the second picture. What can they
this class Instruction- see and where is it? Ask the students what they know about the Crystal Mosque. 15m
students work with Communication- -Chick Tell the students that they are now going to Malaysia on holiday and must make
Student’s
should be able the book Questions list some plans. Read through the questions with the students and ask them to note
Book pages
to: 50-52 down their answers individually. Tell students that they will be asking and
answers answering the questions in exercise 5, using their notes. Once students are
• Dictionaries Direct
1 • Make • Glossary – Instruction- prepared, put them in pairs to begin discussing the questions. Walk around the
suggestions • Cassette Question Observation- - Rating class and monitor their work. Make sure each student gets a turn to ask and
• Board answers scale answer the questions. When students have finished, have some pairs present their
about things Random
dialogue to the rest of the class.
to take on a observation
trip to Direct • Exercise 7: Brainstorm a list of things you might take on holiday with you and
Malaysia. Instruction- write them on the board. Accept any appropriate answers. Look at the words
Direct reading Observation- 15m
in the box with the class. Choose students to read aloud the words to check
activities Systematic pronunciation and meaning. Elicit the different ways to make a suggestion. Read
observation through the Speaking strategies box with the students. Then, read the
instructions and explain that the students have to decide in groups what to take
Activity – on their trip. The students complete the exercise. Monitor as they are working,
based Reflection-
helping where necessary. Choose groups to act out their dialogues for the class.
learning- - Self-assessment
discussion in • Speaking: Ask the students to look at the photographs and say what they can see
groups
(rivers). Which rivers do they think are shown in the photographs? Ask which
10m
other rivers the students know in Jordan and around the world. The students
work in groups to discuss a journey they would like to make. You could give an
example of your own. Choose students to give their answers.

Sun 10/4/2022 3 45m
Mon 11/4/2022
Lesson
Plan
th
Previous Learning: Reading strategies (skim and scan)/ writing strategies Lesson Title: Reading/ Writing

No. Duration
By the end of - Direct •Reading & comprehension: Tell the students that they are going to
this class Instruction- read an article about one man’s incredible journey. Ask them to look 30m
students should work with Communication -Chick at the photographs and say what they can see. Ask the students to look
Student’s
be able to: the book list at the title of the article. What kind of information do they think might
52-53 be included in the article? Tell the students to read the article quickly
1 • Respond to • Dictionaries Direct answers
to find the answer to the question. The students complete the exercise.
analytical • Glossary – Instruction-
• Cassette Question - Rating Check answers as a class. Give students two minutes to re-read the text
questions • Board Observation- scale silently. Then, students can work in small groups to answer the
answers
before and questions. For question 1, students can do their research on the
after reading Random
Internet or in the school library. When the groups are finished, ask one
an article. Direct observation volunteer from each group to give an answer to one of the questions.
Instruction-
For question 5, students may involve a bigger number of students to
Direct
reading Observation- get more varied responses.
• Write a short
2 activities
description of Systematic •Writing: Ask the students what they remember about the Amazon 10m
the Amazon
observation River from the text in exercise 2. Tell them that they are going to write
River by
a short description of the river using this text and their answers from
making Activity –
based exercise 3. Elicit information from the students and write ideas on the
inferences Reflection-
learning- board. The students complete the exercise. Monitor as they are
from reading discussion in
material. - Self- working, helping where necessary. Choose students to read their
groups
assessment descriptions to the class.

Tuesday 12/4/2022 3 45m Challenges that faced me
Lesson
Plan 13/4 To 14/4
th
Previous Learning: Comprehension/ Speaking strategies/ Listening strategies Lesson Title: Speaking/ Reading/ writing
Material/ Instruction Assessment Procedures

No. Specific Outcomes al Strategy
Duration
Resources Strategy Tool
•Speaking: Tell the students about the longest journey you have been on and 10
By the end of this class - Direct
what it was like. Talk about how and where you travelled, what you saw and
students should be able Instruction- m
Communication- -Chick what you did. The students work in pairs to describe their longest journeys.
to: Student’s Book work with list
the book Questions • VOCABULARY/Tours: Check the meaning of tour. Students are supposed to
pages 53
• Engage in a peer • Dictionaries answers find the words related to geographical features. Check whether the students
1 discussion about the • Glossary – Direct know what is meant by geographical feature. Choose students to read the words 10m
Activity Book Instruction- - Rating from the box aloud to check pronunciation. Ss work in pairs to answer the
longest journey Observation- scale
pages 37 Question question.
• Cassette answers Random
2 • Demonstrate • Board observation • LISTENING: Elicit different ways of travelling. Tell the students they are
understanding of a going to listen to a description of a tour to Wadi Rum. They have to make a note
listening text about a of the ways of travelling that are mentioned. Play the cassette once for the
Direct Observation-
15m
students to complete the exercise. Check answers as a class.
tour to Wadi Rum by Instruction-
Systematic
completing a table Direct • Exercises 7, 8 &9 /AB: In exercise 7, students look at the photo and decide
reading observation
what kind of organisation they think the text will be about. Students read the
3 activities
• Write three well- text in exercise 8 and check their answer to exercise 7. Students read the
developed Reflection- definitions in exercise 9 and re-read the text in exercise 8 to find the words that 25
match the definitions. They write the words next to the corresponding
paragraphs in a story - Self-assessment
definition.
about a memorable Activity –
journey. based • Writing: Tell the students they are going to write three welldeveloped
learning- paragraphs of a memorable journey that they have been on. Explain that this
discussion in could be any journey they have taken and does not have to be a long one. For
groups more guidance, write on the board notes of what each paragraph should
include. Monitor as they are writing. Choose students to read. 25m

Wednesday 13/4/2022 3 45m
Thursday 14/4/2022 6 45m
Lesson
Plan 17/4 To 21/4
th
Previous Learning: Writing strategies Lesson Title: Writing

By the end of this - Direct • Exercises 10, 11, 13 & 14: For exercise 10, ask 10
class students Instruction- students for their suggestions about things to do, m
should be able to: • Dictionaries work with the Communication- -Chick
• Glossary – book list know about or observe in Jordan. Then they write
Questions
Activity Book four sentences about four different things they would
1 • Develop writing pages 37-38 Direct answers like to do, know about or observe. Exercise 11 10m
strategies to • Cassette Instruction-
encourages students to think about whether The
write about a • Board Question - Rating
answers Observation- scale Jordan Ranger Exploration and Adventure Centre
memorable trip.
could help with the things they wrote about in
Random
exercise 10. Students write their opinion. Exercise 12
Direct observation 15m
helps students to plan their piece of writing in
Instruction-
Direct reading exercise 13. Students choose a memorable trip for
activities Observation- their family, and make notes on where they would
Systematic stay, how they would travel and how they would
25
observation
prepare for the trip. In exercise 13, remind students
Activity – based to include in their writing the notes from exercise 12,
learning- in addition to any details that they would find
discussion in Reflection- interesting to mention, such as who they would go
groups
- Self-assessment with and why, what kind of activities they would do,
how much they loved the trip, etc 25m

Reflection:
A Outcomes
Sun 3/4/2022 45m Challenges that faced me
Th 21/4/2022 45m Suggestions for improvement

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