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Teacher :............................................................

Studding Year 1437 / 1438

1. To contribute to student’s intellectual, personal and professional growth.2. To enable student to acquire basic language skills (listening, speaking, reading and

writing).3. To develop student’s awareness of the importance of English as a means of

international communication.4. To develop student’s positive attitude towards learning English.5. To enable student to acquire the necessary linguistic competence required in

various life situations.6. To enable student to acquire the linguistic competence required in different

professions.7. To develop student awareness about the cultural, economic, and social issues of his

society and prepare him to participate in their solutions.8. To develop the linguistic competence that enables student –in future- to present and

explain Islamic concepts and issues, and participate in spreading Islam.9. To enable student linguistically to present the culture and civilization of his nation.10.To enable student linguistically to benefit from English-speaking nations, that would

enhance the concepts of international cooperation that would develop understanding and respect of the cultural differences between nations.

11.To provide student with the linguistic basis that would enable him to participate in transforming other nations’ scientific and technological advances that can enhance the progress of his nation.

By the end of the Intermediate Stage and within the assigned structures and vocabulary for this stage, pupils should be able to:

1.Learn the basics of the English language that would form the foundation for mastering the English language in the future.

2.Use the English language structures.3.Learn the assigned vocabulary for this stage that would enable them to

express themselves in different life situations.4.Listen and understand English language.5.Express themselves orally using correct English.6.Read and understand English written material.7.Write a short guided paragraph.8.Be aware of the importance of English –as an international language of

communication- for benefiting from the achievements of other cultures in accordance with Islamic teaching; through texts representing various life situations.

9.Be aware of the importance of English –as an international language of communication for introducing Islam, our culture and cultural achievements to the others

1- To feel the greatness of the creator in the great differences between the tongues and the languages of different people all over the world.

2- To acquire the linguistic basis that enables the learners to advocate Islamic and explain the Islamic concepts and Issues.

3- To spread the Instructions of the true Islamic religion through convincing the other of those who are not Muslims all over the world.

4- To benefit from being an International language that spread all over the world by developing attitude towards spreading the Islamic Instructions.

5- To appreciate the important of English as an International language of communication – to benefit from the achievements of the other cultures in accordance with the Islamic teachings.

Students should be able to:1. Enhance their intellectual, personal and professional abilities.2. Acquire the language skills (listening, speaking, reading and writing) in order to communicate

with English speaking people.3. Acquire the linguistic competence necessarily required to use English in various life situations. 4. Develop awareness of the importance of English in the local job market.5. Develop awareness of the important of English as a means of International communication. 6. Develop the linguistic competence that enables them to understand the cultural, economic

and social issues of their society in order to participate in their solution.7. develop the linguistic competences that enable them, in the future, to participate in spreading

Islam.8. Acquire the linguistic basis that enables them to advocate Islam and explain the Islamic

concepts and issues.9. Enhance understanding and respect of cultural differences among nations.10. Appreciate the importance of English – as an International language of communication – to

present their culture, and civilization to others.11. Appreciate the important of English – as an International language of communication – to

benefit from the achievements of other cultures in accordance with the Islamic teachings. 12. Develop positive towards learning English.

Facts about English For Saudi Arabia'' of the sixth grade elementary.1. It is upon the unity of its characters, i.e. Ali's small family, and his grand family too, to from kind of warm relationship

between the characters of the book and the sixth grade pupil. Such warm relationship may help pupils to accept the book and like it.

2. It is built, too upon many modern educational theories such as: constructivism, the Multiple Intelligence, the Musical intelligence, the Visual intelligence, the Kinesthetic intelligence and the skills of thinking theories.

3. Many lessons which strengthen the national spirit and feelings are introduced.4. Most of the modern educational trends such as the use of information technology, and teaching through playing are

included.1) The main four skills of English Language are tackled based on the learners' age facts.2) Teaching Aids materials such as audio cassettes, Flashcards, posters, a teacher book, the WB and a CD of all lessons

are produced, and attached to the PB. 3) This book assumes that the pupils will learn; letters of English language, the numbers, to introduce themselves, their

country, to greet others, to Respond to rheir teacher instructions, to known the names of shapes, colors, some adjectives, places, and many other things.

4) The main purpose of the Teacher's book is to identify the objectives of each lesson. The better to achieve the objectives you are kindly requested to do so.

5) Please, do not give homework unless you are sure that it is necessary, pupils will do it themselves, and that you have time to correct it carefully.

6) English for Saudi Arabia is a course designed for pupils learning English for the first time as a foreign language. 7) Pupil's Book provides the frame work for the curriculum. It consists of 26 lessons for each term, 52 lessons for both

terms. It introduces new vocabulary, structures and reviews.8) The cassette that accompanies the PB contains spoken recording of the all material covered in the PB.9) Let pupils listen to the cassette many times. Give them chance to understand and repeat.

Repetition leads to speaking. It is very important. So have pupils to repeat more than once. 10) The Work Book (WB) like, the PB, consists of 52 lessons for both terms. It corresponds to the like numbered lessons in

the PB.11) Use real objects, as much as you can.12) Use the interactive CD in the computer lab or in class if you have PC.13) Use pairs and group work in class as time permits.

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

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

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

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

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

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

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

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

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

issues, and participate in the programme of Islam.

SECOND: The general objectives of teaching English language for the Elementary Stage: By the end of the Elementary Stage within the assigned structures for this stage, pupils should be able to:

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

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

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

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

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

by the end of the Elementary Stage pupils should be able to do the following with in the framework of the assigned structure and vocabulary for this stage:

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

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

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

to simple short prepared recorded materials.

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

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

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

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

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

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

A One, two, touch your shoe: WORDS:One, two, touch your shoeThree, four; shut the door

Five, six; pick up sticksNine, ten; say it again.

How To Explain: The pupils hold up the correct number of finger or Flashcards or point to a poster for each line and

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

The characteristics of acceptable rhymes:Rhymes and songs are very useful. One should know what makes a song or a rhyme Suitable for a

beginner age group and interests and the learners level of English. A song or a rhyme should be in simple modern language, short, easy to be repeated and it serves a purpose, i.e. relates to the topic understudy.

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

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

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

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

the class, if they are relevant to the syllabus.

A Brief Display of Some known Methods of Teaching English as a foreign language:1. The Grammar Translation Method: It places significant emphasis on reading. It makes an extensive use of the native language of the

learner to explain and discuss the target language. It also concentrates on direct instruction of grammatical rules and memorization of isolated words.

Translation from and to native language is a major practice in this method.

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

3. The Audio – Lingual Method: (Aural – Oral) It is a reaction to the Grammar Translation Method which concentrates on reading and writing skills.

The Audio-lingual method views language as a set of habits formation through repeated exposure to specific forms.

4. The Suggestopedia (Suggestology): The instructional objective of this method is defined in semantic and communicative term. Students

initiate the foreign language learning with the assistance of their language teacher.

5. The Total Physical Response Method: It is not an actual method. Rather, it is a technique. It attaches great importance and emphasis on

listening and comprehension skills.

6. The Communicative Approach: It is known as Functional National Approach. The primary goal of Communicative Approach is to

enable Foreign Language learners to communicate on the target language fluently and freely.

7. Cognitive Approach: It pays great attention to conscious instruction drills rather than to mechanical ones. Rules of

grammar are taught dialogues and are presented in a sequential basis.

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

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

Before writing your objectives, they should be:

1. Clear2. Limited3. Attainable4. Measurable5. Stated in behavioral terms

By the end of the lesson the pupil is to:1- Pronounce (the letter …….) correctly 2- Write down capital …………… small.

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

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

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

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

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

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

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

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

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

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

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

The distribution of the syllabus Lift Off for 3rd grade Intermediate First semester (1437 – 1438H)

The 1st week The 2nd week The 3rd week The 4th week (Three Days)17/12 – 21/12 24/12 – 28/12 1/1 – 5/1 8/1 – 12/1 8/1 – 12/1

Unit 1 – Lesson 1Unit 1 – Lesson 2Unit 1 – Lesson 3

Unit 1 – ReviewUnit 2 – Lesson 1Unit 2 – Lesson 2

Unit 2 – Lesson 3Unit 2 – Review

Unit 3 – Lesson 1

Unit 3 – Lesson 2Unit 3 – Lesson 3Unit 3 – Review

Revision Units (1-3)Unit 4 – Lesson 1

The 5th week The 6th week The 7th week The 8th week the 9th week15/1 – 19/1 22/1 – 26/1 29/1 – 3/2 6/2 – 10/2 20/2 – 24/2



Unit 5 – ReviewUnit 6 – Lesson 1Unit 6 – Lesson 2


Revision Units (4-6)General Revision

The 10th week The 11th week The 12th week The 13th week The 14th week27/2 – 2/3 5/3 – 9/3 12/3 – 16/3 19/3 – 23/3 26/3 – 30/3


Unit 7 – ReviewUnit 8 – Lesson1Unit 8 – lesson2


Unit 9 – Lesson 1



The 15th week The 16th week The 17th

weekThe 18th

weekBeginning of the vacation by the end of the

week.

3/4 – 7/4 10/4 – 14/4 17/4– 21/4

24/4– 28/4

Unit 10 – ReviewRevision Units (7-10) General Revision Final Exams Beginning of the vacation

Key Words:across, along, below, bridge, collapse, set out, spend, jungle, ravine, through, address, chess, feeling, frightened, hate, parking space, podcast, smoking, connect construct, develop, discovery, healthcare

, increase industry, marry , nomadic, unwelcome

Learning objectives: To describe experiencesKnow: Prepositions of movement Do: express and ask for opinion

(Unit Goals) Big Picture Life changes and accidents in the news

Assessing Progress (AFL)To practice the present perfect tense / To describe changes and differences

Assessing Progress (AFL)To express (likes and dislikes)To write an e-mail

Assessing Progress (AFL)To describe and narrate a past story / To use the prepositions of movement

Unit AssessmentPortfolios, Quizzes, Observation

Activity - L3S.B. exercises on Ps. 18 & 19Key learning PointPractice the present perfect tense .Describe changes and differences .Practice reading about Saudi Arabia.How?Individually/group\pairT/s Led?S. Peer and self assessmentT. Procedures

DifferentiationDescribe the differences between Saudi Arabia in the past and now.

Activity - L2S.B. exercises on Ps. 16 & 17Key learning PointExpress favourites and pet hates (likes and dislikes). Listen for specific information .Write an e-mail. Practice "like/ would like to"How?group\pairT/s Led?S. Classroom routine/Read, listen, repeat and write.T. Co-construction

DifferentiationExpress your likes and dislikes.

Activity - L1S.B. exercises on Ps. 14 & 15Key learning PointDescribe and narrate a past story .Revise the past simple tense .Practice and use the prepositions of movement. How?group\pairT/s Led?S. Key word buildingT. Use flashcards and PowerPoint

Differentiation (Customization)Write the past simple of these verbs: spend- sell – tell – ring

Learning Hook (Starter)Check the homework of the previous lesson.Warm up for every new lesson.

Unit StrategiesPresentationDiscussionInductiveBrain stormingSilent readingLoud readingDrillings Work sheetsKWL Table Think-Tic-Tac-Toe

Independent Learning (Homework)Do the assigned exercises at their W.B.

Next Learning Steps Engage the pupils with self-evaluation to achieve the stated results.

Final Learning Check (Closer)• Think-Tic-Tac-Toe: The Tic-Tac-Toe board has 9 cells in it.I allow students to complete any 3 tasks to make a Tic-Tac-Toe.• KWL chart: Students are asked to brainstorm all of the things you either know, think you know or want to know about a particular topic.

Key Words:design, edit, enjoyable, fact, intermediate, profile, topic, website, arrange, academy, contact, decide, discuss, immediately, print (v), sound (v), suggest, prepare, proofread, punctuate, relax, wave (

Learning objectives: To express personal information and plansKnow: Jobs ending –or and –er / Spelling of "V + -ing"Do: Describe people, places, experiences and events

(Unit Goals) Big Picture Narrating an event or a story

Assessing Progress (AFL)To describe people and places in detail / To use the present continuous tense and imperatives

Assessing Progress (AFL)To practice and review the past simple / To write and narrate an event or a story

Assessing Progress (AFL)To express personal information and plans / To practice and use "going to" for the future

Unit AssessmentPortfolios, Short Research, Observation

Activity - L3S.B. exercises on Ps. 10 & 11Key learning PointDescribe people and places in detail .Use the present continuous tense and imperatives. Practice listening advices.Write a description of a place.How?group\pairT/s Led?S. peer mark each other's work, using the Three Stars

DifferentiationImagine a beautiful place and describe it.

Activity - L2S.B. exercises on Ps. 8 & 9Key learning PointPractice and review the past simple tense. Use the time phrases .write and narrate an event or a story.pronounce the past tense verbs.How?Individually/group\pairT/s Led?S. Led learning as possibleT. Procedures

DifferentiationWrite a story about yourself. Use the past simple.

Activity - L1S.B. exercises on Ps. 6 & 7Key learning PointExpress personal information and plans. Use "going to" for future. Listen for specific information. Write personal profile. Interview the partner. How?group\pairT/s Led?S. Classroom routine/Read, listen, repeat and write.T. Co-construction

Differentiation (Customization)Write your plans for the future.


Unit StrategiesPresentationDiscussionSkimmingSilent reading Loud readingBrain stormingDrillings Work sheetsCo-operativeThink-pair-share



Final Learning Check (Closer)• I ask: What one thing did you learn today?• Showdown: Teams each have a set of question cards stacked facedown in the center of the table.• Be the Teacher: Students present three key ideas they think everyone should have learned. Could be done with a group or individually –responses can be either oral or written.

Key Words:break down , dirty, fall over, give (someone) a lift, steal (stolen), Argentina, as well as, barrel, diplomat, Ecuador, however, mine , overseas, peas, Venezuela, adventurous, become chief, insect

meeting, official (adj), remote, scout , survival, viewer

Learning objectives: To use structures to communicate information in everyday situationsKnow: Present perfect used in everyday situations Do: Give reasons and explanations

(Unit Goals) Big Picture Communication in variety of situations

Assessing Progress (AFL)To use present perfect with ever and never / To write adventurous things in future

Assessing Progress (AFL)To compare and contrast thingsTo use and practice the present perfect tense

Assessing Progress (AFL)To practice the present perfect To make a conversation


Activity - L3S.B. exercises on Ps. 26 & 27Key learning PointDescribe experiences and events. Use present perfect with ever and never .Write adventurous things that they would like do in the future.How?group\pairT/s Led?S. peer mark each other's work, using the Smiley Faces

Activity - L2S.B. exercises on Ps. 24 & 25Key learning PointCompare and contrast things. Use and practice the present perfect tense (irregular verbsPractice (not) as many …….as /as much…….. AsPractice [fewer, more, most, less, least, fewest] with nouns.How?group\pairT/s Led?S. Co-constructionT. Procedures

Activity - L1S.B. exercises on Ps. 22 & 23Key learning PointPractice the present perfect tense. Practice listening for details. Make conversation. How?group\pairT/s Led?S. Classroom routine/Read, listen, repeat and write.T. Key word building


Unit StrategiesPresentationDiscussionSilent readingLoud readingDeductive Brain stormingRole playDrillings Work sheetsFind the fib

Final Learning Check (Closer)• I ask: What was the most difficult concept in today’s lesson?• Whip Around: Students quickly and verbally share one thing they learned in the class today.•Hot seat: A student in the "hot seat" will be asked to answer questions related to the lesson.

DifferentiationWrite a list of adventurous things that you would like to do in the future

DifferentiationGive examples of countable / uncountable nouns

Differentiation (Customization)Write few sentences in the present perfect.



Key Words:communicate, emotion, expression, formal, madam, pronounce, situation, stranger, tone, voice, ankle, collect, get on (a bus), icy, put away, switch on/off, washing up, boxing, champion, fight(er), (fought)

handicapped, hero, medal, satellite, sportsman

Learning objectives: To describe experiences, events and past activities Know: Jobs and words relating to writingDo: Link ideas by using a variety of logical connectors

(Unit Goals) Big Picture Establish social contact

Assessing Progress (AFL)To use time clauses with when, after, before, etc. (+ verb + -ing) / To ask and answer questions about people

Assessing Progress (AFL)To describe experiences or eventsTo use present perfect with already, just and yet

Assessing Progress (AFL)To use [by + verb + -ing] to join separate sentences / To make nouns from verbs by adding -ion


Activity - L3S.B. exercises on Ps. 34 & 35Key learning PointDescribe experiences, events and past activities.Use time clauses with when, after, before, etc. (+ verb + -ing); some irregular past participles; implicit contrast of present perfect and past simple .Ask and answer questions about people.How?group\pairT/s Led?S. Peer and self assessment

DifferentiationTalk about Muhammad Ali.

Activity - L2S.B. exercises on Ps. 32 & 33Key learning PointDescribe experiences or events.Use present perfect verbs with "already" and "yet". Use the present perfect with "just". Write a message.How?Individually/group\pair T/s Led?S. Led learning as possibleT. Procedures

DifferentiationDescribe an experience or event that happened to you.

Activity - L1S.B. exercises on Ps. 30 & 31Key learning PointGuess the meaning of unknown words. Use [by + verb + -ing] join separate sentences. Make nouns from verbs by adding -ion. How?group\pairT/s Led?S. Classroom routine/Read, listen, repeat and write.T. Key word building

Differentiation (Customization)Make nouns from these verbs: communicate, examine, situate.


Unit StrategiesPresentationDiscussionSkimmingSilent readingLoud readingDeductiveBrain stormingDrillings Work sheetsConcept map



Final Learning Check (Closer)• Whip Around: Students quickly and verbally share one thing they learned in the class today.• Quiz: 2-4 questions to show what student have learned. • Numbered Heads Together: Students in groups of up to five are numbered sequentially.

Key Words:collect, collection, furniture, generation, great grandparent, heirloom, own, recently, repair, stamp, calligraphy, culture, educational energetic, hostel, kimono, model, prefer, theatre, youth

average, billion, cost, death, double, expectancy, futurologist, on the other hand, prediction

Learning objectives: To: describe people and places in detail Know: predictions with will/won/t, may/mightDo: Compare and contrast objects and experiences

(Unit Goals) Big Picture Expressing duration and length of actions

Assessing Progress (AFL)To describe future plans and predictions / To express degrees of certainty with modals used for future

Assessing Progress (AFL)To use [as (adjective) as] to compare similar qualitiesTo use [would prefer and prefer]

Assessing Progress (AFL)To describe people and places in details / To use the present perfect with [for and how long]

Unit AssessmentPortfolios, Observation, , Long Test

Activity - L3S.B. exercises on Ps. 42 & 43Key learning PointDescribe future plans and predictions. Express degrees of certainty with modals used for the future: will, won’t, may, might. Distinguish word families: nouns derived from particular verbs.How?Individually/group\pairT/s Led?S. Led learning as possibleT. Procedures

DifferentiationSay your future predictions.

Activity - L2S.B. exercises on Ps. 40 & 41Key learning PointUse [as (adjective) as] compare similar qualities. Use [would prefer and prefer]. Talk about and transfer verbal information in tables.How?group\pairT/s Led?S. Co-constructionT. Questioning strategies

DifferentiationMake sentences using (prefer/ would prefer)

Activity - L1S.B. exercises on Ps. 38 & 39Key learning PointDescribe people and places in details.Use the present perfect with [for and how long]. Differentiate between sounds and stress in English Ask about favourite object. How?group\pairT/s Led?S. Key word buildingT. Use flashcards / PowerPoint

Differentiation (Customization)What's your favourite object?


Unit StrategiesPresentationDiscussionSkimmingBrain stormingDrillings Work sheetsThink-pair-share Co-operativeSurvival words



Final Learning Check (Closer)• Flash Cards ask students to create a flash card that contains the key concept or idea. Toward the end of the class, have students work in pairs to exchange ideas and review the material.• Showdown: Teams each have a set of question cards stacked facedown in the center of the table.

Key Words:annoying, formal, informal, request, purse, surprised, atmosphere, background, calm, capital, lonely, peaceful, clear, distance, general, roundabout, particular, simple, system, turn, turning, visitor

Learning objectives: To make, accept and refuse polite suggestions and requestsKnow: countable and uncountable nouns;Do: Express preferences / follow directions

(Unit Goals) Big Picture Express a desire politely

Assessing Progress (AFL)To use clauses with [when, before, after …etc] / To practice imperative and future verbs

Assessing Progress (AFL)To use [too many/too much] and [(not) enough] with countable and uncountable nouns

Assessing Progress (AFL)To use [could you + verb]; and [would you mind + verb + -ing] for requests


Activity - L3S.B. exercises on Ps. 50 & 51Key learning PointGive directions. Use clauses with [when, before, after …etc].Practice imperative and future verbs. Practice listening label places.How?group\pairT/s Led?S. peer mark each other's work, using the Three Stars

DifferentiationGive directions to your home.

Activity - L2S.B. exercises on Ps. 48 & 49Key learning PointExpress and ask for opinion and explanations on topics of interest. Use [too many/too much] and [(not) enough] with countable and uncountable nouns. Use "would rather". Read for the main idea.How?group\pairT/s Led?S. Co-constructionT. Questioning strategies

DifferentiationWould you rather live in the country than in the town?

Activity - L1S.B. exercises on Ps. 46 & 47Key learning PointUse [could you + verb]; and [would you mind + verb + -ing] for requests. Recognize different levels of formality. Make conversation. How?group\pairT/s Led?S. Key word buildingT. Use flashcards / PowerPoint

Differentiation (Customization)In pairs, make informal requests.


Unit StrategiesPresentationDiscussionSkimmingSilent readingLoud readingBrain stormingRole playDrillings Work sheetsCo-operative Jigsaw Independent Learning (Homework)

Do the assigned exercises at their W.B.Next Learning Steps Engage the pupils with self-evaluation to achieve the stated results.

Final Learning Check (Closer)• Whip Around: Students quickly and verbally share one thing they learned in the class today.• Quiz: 2-4 questions to show what student have learned. • Numbered Heads Together: Students in groups of up to five are numbered sequentially.

Key Words:circuit, compulsory, crowd, during, lap, medical, official, practice, protective, brick, concrete, curtain, jealous, leather, goods, material, mud, steel

Learning objectives: To compare present and past with used Know: Sentences with have to or mustDo: Describe experiences, events, daily routines and past activities

(Unit Goals) Big Picture Express habits in the past and contrast them with habits in the present

Assessing Progress (AFL)To describe experiences, events, daily routines and past activities

Assessing Progress (AFL)To revise words with materialsTo compare between past and present life

Assessing Progress (AFL)To practice and use "must/ have to"To make adjectives


Activity - L3S.B. exercises on Ps. 58 & 59Key learning PointPractice the present perfect and past simple.Describe experiences, events, daily routines and past activitiesHow?group\pairT/s Led?S. Peer and self assessment

DifferentiationWrite few sentences using the present perfect

Activity - L2S.B. exercises on Ps. 56 & 57Key learning PointExpress habits in the past and contrasting them with habits in the present. Revise words with materials. Compare between past and present life.How?group\pairT/s Led?S. Co-constructionT. Questioning strategies

DifferentiationWrite the adjectives from these nouns: danger- injury

Activity - L1S.B. exercises on Ps. 54 & 55Key learning PointRead about sports. Practice and use "must/ have to". Make adjectives. How?group\pairT/s Led?S. Classroom routine/Read, listen, repeat and write.T. Procedures

Differentiation (Customization)Write the adjectives from these nouns: danger- injury


Unit StrategiesPresentationDiscussionSkimmingLoud readingBrain stormingRole playDrillings Work sheetsHot seat



Final Learning Check (Closer)• Thumbs Up / Thumbs down: Pose some questions that can be answered thumbs up/down/ sideways, ask for explanation of the decisions. Questioning strategies • Be the Teacher: Students present three key ideas they think everyone should have learned. Could be done with a group or individually –responses can be either oral or written.

Key Words:afford, aluminium, deal with, get rid of, landfill, reason, solution, tell o ff, brain, dream, during, electrical, memory, movement, rapid, specialist, ambassador, convert, factory, India, Pakistan, Yemeni

Learning objectives: To use vocabulary and structures to express information in everyday situation Know: Relative clauses with "who and where"Do: Form adverbs from adjectives

(Unit Goals) Big Picture Express reasons and results

Assessing Progress (AFL)To practice the relative clausesTo talk about pictures

Assessing Progress (AFL)To practice making adverbsTo use" more" and "most" to make comparative/ superlative of adverbs

Assessing Progress (AFL)To read about material resourcesTo use "so and such" to say reasons and results


Activity - L3S.B. exercises on Ps. 66 & 67Key learning PointTalk about "Islam in Britain".Practice the relative clauses.Talk about pictures.How?group\pair T/s Led?S. Key word building / Peer and self assessment

DifferentiationForm sentences using: (since – for –last).

Activity - L2S.B. exercises on Ps. 64 & 65Key learning PointRead about sleeping.Make adverbs.Use" more" and "most" make comparative and superlative of adverbs.Describe a dream.How?group\pairT/s Led?S. Classroom routine/Read, listen, repeat and write.T. Procedures

DifferentiationIn pairs: Describe a dream.

Activity - L1S.B. exercises on Ps. 62 & 63Key learning PointRead about material resources.Practice listening paragraphs about materials.Practice using "so and such" say reasons and results. How?group\pairT/s Led?S. Co-constructionT. Key word building

Differentiation (Customization)Write a list of the materials you know.


Unit StrategiesPresentationDiscussionInductiveBrain stormingSilent readingLoud readingDrillings Work sheetsKWL Table Think-Tic-Tac-Toe



Final Learning Check (Closer)• Think-Tic-Tac-Toe: The Tic-Tac-Toe board has 9 cells in it.I allow students to complete any 3 tasks to make a Tic-Tac-Toe.• KWL chart: Students are asked to brainstorm all of the things you either know, think you know or want to know about a particular topic.

Key Words:company, notice, gap, glove, mean, narrow, shelf, weak, advice, although, due to, improve, lonely, nerve, swap, cell, complex, galaxy heart, mental, organ, protein, physical, vitamin, x-ray

Learning objectives: To ask for and give advice Know: Relative clauses with "who, which and where"Do: Express information and reasons

(Unit Goals) Big Picture Explanations and reasons for opinions

Assessing Progress (AFL)To read about the brainTo use the relative clauses

Assessing Progress (AFL)To write e-mails and lettersTo give advice

Assessing Progress (AFL)To read about dangersTo give warnings using "if"


Activity - L3S.B. exercises on Ps. 74 & 75Key learning PointRead about the brain.Use the relative clauses.Group words with similar meaning.How?group\pairT/s Led?S. Peer and self assessment

DifferentiationWhat do you know about the brain?

Activity - L2S.B. exercises on Ps. 72 & 73Key learning PointWrite e-mails and letters.Give advice.Practice listening for advices.How?group\pairT/s Led?S. Co-constructionT. Procedures

DifferentiationGive some advices to your friend who is patient.

Activity - L1S.B. exercises on Ps. 70 & 71Key learning PointRead about dangers. Give warnings using "if". Focus on adjectives with opposite meanings.How?group\pairT/s Led?S. Classroom routine/Read, listen, repeat and write.T. Questioning strategies

Differentiation (Customization)Take the parts of the people in the conversations. (Speaking)


Unit StrategiesPresentationDiscussionInductiveSilent readingLoud readingBrain stormingDrillings Work sheetsSurvival words Think-pair-share



Final Learning Check (Closer)• I ask: What was the most difficult concept in today’s lesson?• Whip Around: Students quickly and verbally share one thing they learned in the class today.• Be the Teacher: Students present three key ideas they think everyone should have learned. Could be done with a group or individually –responses can be either oral or written.

Key Words:beans, complicated, disease, diabetes, fat, junk food, nuts, vegetate, whole grains, consider, ignore, lie, manage stranger, suggest, difficulty, edition, favourable × unfavourable, positive

texting

Learning objectives: To quantify, agreeing and disagreeingKnow: Countable and uncountable nouns with determiners / Responses with so and neitherDo: Give reasons and explanations for opinions and actions

(Unit Goals) Big Picture Use varied structures to communicate information

Assessing Progress (AFL)To talk about the advantages and disadvantages / To give opinions and reasons

Assessing Progress (AFL)To use two verbs together (verb verb + V-ing and verb + to + verb)To tell a story

Assessing Progress (AFL)To response with" so" and "neither" / To practice using "definite / indefinite" articles

Unit AssessmentPortfolios, Short Research, Long Test, Observation

Activity - L3S.B. exercises on Ps. 82 & 83Key learning PointTalk about the advantages and disadvantages.Talk about mobiles.Give opinions and reasons of opinions.Use parts of speech.How?group\pairT/s Led?S. Peer and self assessment

DifferentiationGive your opinion of mobiles. Say the reason

Activity - L2S.B. exercises on Ps. 80 & 81Key learning PointNarrate past events. Write short descriptions of people, places and eventsHow?Individually/group\pairT/s Led?S. peer mark each other's work, using the Three StarsT. Procedures

DifferentiationWrite a list of verbs followed by 'to +infinitive' and verbs followed by 'gerund'.

Activity - L1S.B. exercises on Ps. 78 & 79Key learning PointExpressing agreement and disagreement politely How?group\pairT/s Led?S. Classroom routine/Read, listen, repeat and write.T. Key word building

Differentiation (Customization)What do you know about healthy eating?


Unit StrategiesPresentationDiscussionSkimmingSilent readingLoud readingDeductiveBrain stormingDrillings Work sheetsConcept map



Final Learning Check (Closer)• I ask: What was the most difficult concept in today’s lesson?• Whip Around: Students quickly and verbally share one thing they learned in the class today.• Be the Teacher: Students present three key ideas they think everyone should have learned. Could be done with a group or individually –responses can be either oral or written.

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