EFL Syllabus Monthly Distribution

Teacher's Name: Ayman Farouk El-Gammal.
School
: Islamic Language School.
Class
: 2nd Sec.
Division : A & B
Subject
: English
School Year : 2010 - 2011
Monthly Distribution of the EFL Syllabus

The books to be taught:
1- Hello 7 Students Book
2- Hello 7 Workbook
3- The Spiders
MONTH
THE SYLLABUS
2009 - 2010
Hello 7
September
Unit : 1
October
Units : 1(Cont.), 2, 3 +
Review A
November
Units : 4, 5, 6
Review B
December
Units : 7, 8, 9
January
Unit : 9, (Cont.) +
Review C
February
Units : 10, 11
March
April
May
Units : 12, Review D, 13,

14
Units : 15, Review E, 16,
17
Unit: 18 + Review F
The Spiders
Chapter : 1
Chapter : 1 (Cont.)
+ Chapter: 2
Chapter: 3
Chapter: 4
Chapter: 4
(Cont.)
Chapter: 5
Chapter: 6
Chapter: 7
Chapter: 8
Islamic Language School

26 July Street,
Port Tawfic.
The mission of the school
-The school administration is pleased to announce the
school educational mission to achieve the best
educational results. The school has a group of
distinguished teachers specialized in all fields. They have
the necessary efficiency and experience.
-We work to create an Islamic generation that believes in
our country. A generation that works hard to achieve the
aims of the country. A generation that puts the interests of
the country in the first place.
-A generation that is committed to the morals, customs
and good behaviour of the society.
-We aim at creating a generation that acquires skills,
knowledge and scientific trends through the school
activities that support positive behaviour to be able to
catch up with the international scientific development.
Our point of view

-We believe that our school should be the pioneer. We all work
along the same lines. We have a well-prepared team that
believes in traditional values and the continuity and
development of education that aim at creating a generation that
is able to succeed in life.
-We believe that education is a great responsibility. We believe
that although our work is very hard, it is wonderful and creative.
We are very happy to do our work.
-We believe that distinction in our hard work depends on
developed methods, interesting performance and international
criteria, so our school should be equipped with the highest
standard apparatus accompanied by good performance.
-We believe that there should be a creative staff that is interested
in every thing new. A staff that is wonderful in performing a
great role resulting from the eternal intention of sincerity and
good will.
-We believe that our students are good by nature and talented
through our care. They are able to create. Their aims are to
succeed in life and realize God's contentment.
-We believe in debate and discussion through our open channels
with all parties. We value and respect all views and suggestions.
We are keen to accept all that is reasonable and applicable.
-Our hopes and aspirations are limitless. We believe that others
can not achieve what we can really do, depending on God. We
will reach our aims through patience and industry.
-We believe that reaching the summit is something great. It's a
real achievement.
This is our Islamic Language School.
English as a foreign language

* General Aims:
1.a : To acquire and develop the four language skills integratively.
1.b : To help the students communicate in English within the limited
scope of the number of hours allocated to the course.
1.c : Consequently, learning the first foreign language may be
considered as a basis the students can build on at a later stage.
* Specific Aims:
2.a : To enable the students to understand the lexical items, syntactic
structures, phonological features and functional items they are
exposed to within the limits of what they have acquired.
2.b : To enable the students to express themselves orally in English
through the use of simple expressions and sentences, taking into
account the correct pronunciation.
* The Four Skills:

Teaching will aim at acquiring and developing all skills in an
integrated way for most of the time.
3.a : Listening:
-Distinguishing sounds and words.
-Understanding a limited range of vocabulary items.
-Understanding simple sentences, questions, instructions and
directions and responding to them.
-Understanding a wider range of vocabulary.
-Understanding different forms of questions.
-Identifying topics of situational dialogues.
3.b : Speaking:
-Producing words and sentences.
-Producing short utterances.
-Taking part in simple dialogues.
-Producing questions and answers.
-Re-telling a story.
-Making simple requests.
-Telling a story or dramatizing it as a play.
3.c : Reading:
-Identifying a range of vocabulary items.
-Responding appropriately to simple sentences and short
paragraphs.
-Scanning and skimming texts for information.
-Answering questions on a text.
3.d : Writing:
-Completing and constructing simple sentences.
-Writing a letter following instructions.
-Writing a paragraph by answering questions or any other kind of
guidance.
Date
Period
Class
Introduction and Revision
Aims:
-Introducing myself and getting to know my students.
-Introducing the course.
-Revising some grammatical points.
Teaching Aids:
Computer Data Show
Procedure:
-I introduce myself to the students as their English teacher for
this year and try to create cordial relations with them.
-I introduce the course we are going to do this year as "Hello 7"
and "The Spiders", giving brief notes on how we are going to
get on.
-I give brief notes on the use of grammar and its importance.
-I give brief notes on how to study and learn tenses, giving
examples and asking questions, orally or shown on the Data
Show.
Date
Period
Class
" The Spiders "

An Introduction
-I give an introduction about the story.
The Spiders is an adventure story. The main events of the
story take place in Hamdayya; a new town south-west of Cairo.
The Characters of the Story
Ayman Hassan:
A university student whose main hobby is the internet.
Dr Shereen Fakhry:
Works at the department of Egyptology, Oxford University.
Professor Malcolm jones:
The head of the zoology department at Oxford University. He is
also a world famous arachnologist.
Previewing:
The students are asked to read chapter: 1, at home and prepare
themselves to answer questions like:
1- Who were asleep in the tents ?
2- Why did the four robbers switch off the lights
and
engines of their cars ?
3- What information did the oldest robber get ?
Date
Period
Class
" The Spiders "

Chapter: 1
Previewing:
I revise the introduction asking questions about the setting and
characters, with me responding and guiding them to help them
get the correct facts.
Viewing:
-The students answer the questions they have prepared about the
chapter with me correcting their answers orally.
-I read and explain some important parts in the chapter. The
students answer questions like:
1- A team of six archaeologists found these rooms
last week .
1- Who said this ? To whom ?
2- Why was the second room empty ?
3- What did the speaker plan to do ?
2- What does that machine do ?
1- Who said this ? To whom ?
2- What was that machine ?
3- Why was it brought ?
Previewing:
-The students are asked to read the chapter at home and prepare
answer these questions:
1- What does GPR stand for ?
2- What was the use of the GPR ?
3- How does the GPR work ?
Date
Period
Class
" The Spiders"

Chapter: 1 (Cont.)
Previewing:
The students answer questions about the parts we have covered
in the story like:
1-Where were a team of archaeologists asleep ?
2-Where did the cars stop ?
3-Where did the four men go ?
4-What did they do to see around them ?
5-What were on the walls of the passage ?
Viewing:
The students are asked to answer the questions they have
prepared about the chapter with me helping and correcting
orally.
-I read and explain some important parts.
-The students answer more questions like:
1-How did the tall man try to keep the spiders away
?
2-Where was the small man bitten ?
3-Why didnt the oldest man worry about the biting
of
the spiders ?
4-How did the four men feel as they drove through
the desert ?
5-Where did the big man see four spiders ?
Previewing:
-The students are asked to read the chapter: 2 at home and
prepare answer these questions:
1- Why couldnt the police officer believe his eyes ?
2- How was the police officer in great danger ?
3- How did Ayman get his computer ?
Date
Unit: 1
Period
Lesson: 1
SBP: 1
Class
WBP: 1
Learning objectives:
Grammar Past and present tenses
Functions Describe likes and dislikes
Listening Listen for gist and specific information
Reading Read for gist
Critical thinking The positive contributions older people
can make
to society and the value of charitable
organisations
Teaching Aids:
SB WB Computer - Data Show.
Warm up:
Asking the students about the jobs they would like to have after
they finish their education, and why they would like to have
these jobs.
Procedure:
SB. Ex.1:
Checking the meaning of words in the Active Study Dictionary.
- I write the words on the board, say them aloud and get the students to repeat them.
- I get the students to look up the words in their Active Study Dictionary.
- I make sure they understand the meaning of the words.
- I tell them I am going to give a simple explanation of a word and the students must tell me
what word it is.
SB. Ex.2:
The students hear four people talking about their jobs to specify what each
speaker likes:
- Telling the students to look at the book and read the exercise.
- Explaining to the students that I am going to play the tape, and they must write in the
number of the correct speaker.
- I play the tape more than once.
- Afterwards, I go through the answers with the class.
SB. Ex.3:
Listen again and choose the correct answers.
- I get the students to read the sentences first.
- I make sure they understand all the words written in bold.
- I explain that I am going to play the tape again and the students must circle the correct
word for each sentence.
- Afterwards, I get them to compare their answers with another student.
- I go through the answers with the class.
SB. Ex.4:
Reading and answering questions.
- I ask the students to look at the picture.
- I ask the questions: What job does it show? / Which speaker does this job?
- I put the students into pairs and get them to decide which job each of the speakers does.
SB. Ex.5:
Imagine you have a job from this lesson. Tell a partner why you like it using this
language.
- I read through the text in the box with the class.
- I tell the students to choose one of the jobs of the four speakers on the tape.
- I Put the students in groups of three or four.
- I tell them to use the language in the box to take turns to talk about their job to their group.
- the other students must guess what job he/she is talking about.
SB. Ex.6:
The sounds of English
- Asking the students to look at the words in the boxes.
- Asking different students to read out the words.
- Asking the students to listen for letters which look the same but sound different in different
words.
- Telling the students to look up the words in their dictionary to check pronunciation.
- Playing the tape and geting the students to repeat the words.
- Organising the students to work in pairs, taking turns at the roles. Student 1 points to a word
and Student 2 pronounces it.
WB. Ex.1:
What would you say in these situations?
- Telling the students to read the four situation.
- The students think what they might say in each of the situations.
- Telling them to write their answers in the space provided.
- Getting some of the students to read out their ideas to the class.
WB. Ex.2:
Answer the questions using words from the box.
- Asking the students to look at the words in the word box.
- Getting the class to pronounce the words aloud and then asking if they can explain
what the words mean.
- The students use the words to complete the answers to the questions.
WB. Ex.3:
Match the words with the same sound. Check in your Active Study Dictionary.
- Asking the students to look in their books.
- Telling them to read the words in the first and second columns
- Getting them to match each word in the first column with the word with the same sound in
the second column.
- Afterwards, I organise the students to work in pairs. Student 1 says a word
From the first column and student 2 says the word with the same sound from the second
column. Then Student 2 says a word from the second column.
Date
Unit: 1
Period
Lesson: 2
SBP: 2
Class
WBP: 2

can make
organisations
Teaching Aids:
Warm up:
these jobs.
Procedure:
SB. Ex.1:
Past and present tenses
Study these sentences from the listening text, then answer the questions.
- I put the students into pairs.
- I tell them to read the sentences and decide which time each sentence refers to, present or
past.
- I tell them to name the tense for each sentence too.
- I go through the answers with the class.
SB. Ex.2:
Now study the sentences again and answer these questions.
- Putting the students into pairs.
- Telling the students to read the sentences again and then getting them to read the questions.
- Pointing to the first example which has been done for them.
- Organizing the students to work in pairs to discuss the answers.
- Going through the answers with the class.
SB. Ex.3:
Choose the correct verbs to complete these sentences.
- Telling the students to read through all the sentences first.
- Getting them to choose the correct verb for each sentence.
- Getting them to compare their answers with a student sitting near them.
- Going through any problems with the class.
SB. Ex.4:
Complete these questions, then ask your partner.
-Getting the students to focus on the question beginnings.
- Telling them to complete the questions. There are no fixed answers. The students can think
of different ways to complete the sentences.
- Telling the students to work in pairs. One student asks the questions and the other student
answers.
- Once they have completed all the questions they can swap roles.
WB. Ex.1:
Complete with the correct form of the word in brackets.
- Telling the students to read through all the sentences first.
- Telling the students to write the correct form of the verb in the space.
- Afterwards, I get the students to compare their answers.
WB. Ex.2:
Ask questions using these words and the correct verb tense.
- Asking the students to look at the exercise.
- Telling them to read through the words and to think about how to form questions correctly
from the words.
- Telling them to write the full questions down.
- Organizing the students to work in pairs, asking and answering the questions to each other.
WB. Ex.3:
Now answer the questions in Exercise 2 about yourself.
- Asking the students to look at the questions they made in Exercise 2.
- Telling them to write answers to the questions.
- Asking some of the students to read out their answers to the class.
Date
Unit: 1
Period
Lesson: 3
SBP: 3
Class
WBP: 3

can make
organisations
Teaching Aids:
Warm up:
these jobs.
Procedure:
SB. Ex.1:
Check the meanings of these words in your Active Study Dictionary.
- Telling the students to look at the four words in the box.
- Writing the words on the board and seeing if the students can pronounce them.
- Asking the students to look up the words in the Active Study Dictionary.
- Checking that they understand the meanings of the words.
- Explaining the words in English and see if the students can guess what each word is.
SB. Ex.2:
Discuss these questions in pairs.
- Telling the students that they are going to read an article about Professor Magdi Yacoub and
asking them to tell me what they know about him.
- Writing the students ideas on the board.
- Asking simple questions such as What does he do? Where was he born? and so on.
- Asking the students what other things they would like to know about the professor and
writing their ideas on the board.
- Telling the students to read the article quickly.
- Asking them if the things they thought they knew before were correct and if they found out
the other things they wanted to know.
SB. Ex.3:
Read the article again and put the sentences in the order they happened.
-Telling the students to read the sentences.
- Explaining that they must read the article and then put the sentences in the correct order.
- Telling the students to work in pairs to compare their answers.
SB. Ex.4:
Complete these sentences with the correct form of make or do.
- Asking the students to read through the sentences first.
- Explaining that they have to write the correct form of the verb do or make in each sentence
to complete it.
WB. Ex.1:
Match to make sentences about Professor Magdi Yacoub.
- Asking the students to quickly read the text in the Students Book on page 3.
- Explaining that they have to match each sentence in the first column with a sentence in the
second column.
- Putting the students into pairs and getting them to compare their answers.
WB. Ex.2:
Choose the correct verbs.
- Asking the students to read through the sentences.
- Explaining that they must choose do or make to complete each sentence correctly.
- Organizing the students to compare their answers in pairs.
Date
Unit: 1
Period
Lesson: 4
Class
SBP: 4
can make
organisations
Teaching Aids:
Warm up:
these jobs.
Procedure:
SB. Ex.1:
Read this quotation from the article about Professor Magdi Yacoub and answer
the questions.
- Asking the students to read the quotation to the right of the questions.
- Putting the students into pairs and getting them to discuss the questions.
- Asking some pairs to say their answers aloud to the rest of the class.
SB. Ex.2:
Answer the following questions.
-Telling the students to read the questions and explaining that they must ask another student
in the class the questions.
- Organizing the students to work in pairs, taking turns to ask and answer. One student asks a
question and the other answers it.
SB. Ex.3:
Now discuss these questions in pairs.
- Asking the students to read the questions.
- Making sure they understand all the questions.
- Putting the students into pairs and getting them to discuss the questions.
- After discussing all the questions, I ask some of them to share their answers with the class.
SB. Ex.4:
Discuss these questions with a different partner.
-Making sure the students know what charitable organizations are and asking them to think of
some and write their suggestions on the board.
- Putting the students into different pairs and telling them to discuss the questions.
- Explaining that they can use the language in the box to help them.
- Going through the box with the class.

- Doing one or two examples using the language to make it clear to the students what to do.
Date
Unit: 1
Period
Lesson: 5
SBP: 5
Class
WBP: 4

can make
organisations
Teaching Aids:
Warm up:
these jobs.
Procedure:
SB. Ex.1:
Read these three job advertisements and discuss the questions below.
- Asking the students to read the three advertisements and helping them with any unknown
vocabulary.
- Putting the students into pairs and asking them to discuss the questions.
- Asking some of the students to report their answers to the class.
SB. Ex.2:
When you fill in a job application form, you have to answer questions about
yourself. Match the form headings 1-8 with the correct questions a-h.
- Telling the students that the list in the first column in the box shows the typical information
they might be asked to include in an application form.
- Helping the students with any vocabulary they dont know.
- Asking them to match the words in the first column with the correct questions in the second
column.
SB. Ex.3:
Now ask your partner questions a-h above and complete this form with their
answers.
- Organizing the students to work in pairs.
- Explaining to the students that they have to complete the form by asking their partner
questions.
- Going through the form with the class and making sure they are clear what questions they
need to ask for each part of the form.
- Getting the students to work in pairs. Student 1 asks the questions and completes the form
about Student 2. After they have finished, they can swap roles.
WB. Ex.1:
Read and complete this application form.
- Asking the students to think back to the jobs that were advertised in the Students Book on
page 5.
- Asking different students which job they chose.
- Going through the text in the box with the class and asking different students to use the
language to say why they chose their job.
- Telling the students to complete the application form. They can use the language in the box
to help them.
- Telling them to write drafts on separate paper for their answers to B and C before
completing these questions on the form.
WB. Ex.2:
Check and correct your writing.
- Telling the students to read through their applications and make any necessary corrections.
- Transferring their draft to the application form in the book.
- Asking the students to place their application forms on their tables.
- Telling the students to get up and move around the room and to read what other students
wrote.
-Telling them to find out how many other students in the class chose the same job that they
chose.
Date
Unit: 1
Period
Class
Assessment

can make
organisations
Teaching Aids:
Warm up:
these jobs.
Procedure:
Listening Task
Target element: vocabulary and language from the unit
- Writing these gapped sentences below on the board
and asking the students to read through them.
- Telling the students that I am going to play the tape again for Exercise 2 on page 1 of the
Students Book.
- Reminding them that they will hear four people talking about their jobs.
- Telling the students to complete the gapped sentences with the missing words by listening
carefully to the four speakers.
1 The company ________ us well and________ us a smart uniform to wear.
2 People ________ here from all over the world most of them ________ speak Arabic,
so I ________ my English a lot.
3 But Im proud to be helping to ________ a modern ________.
4 I even ________ the leaders of France and Germany.
5 Now I work for a well-known Egyptian company that ________ computer programs
for important national and international companies.
Speaking Task
Target element: job language in context
- In Lesson 5, Workbook page 4 Exercise 1, the students each filled out an application for a
job. I organise the students to work in pairs and tell them to show each other their application
form so each student knows what job the other applied for.
- Writing the following questions on the board and explaining that the students are going to
interview each other about the job they applied for.
- Student 1 interviews Student 2 about his/her job and then Student 2 interviews Student 1
about his/her job.
- Moving around and listening to the interviews.
- Asking the most confident students to perform their interviews in front of the class.
1 What is your name?
2 How old are you?
3 What is your nationality?
4 What is your marital status?
5 Why would you like the job?
6 What qualities have you got for this job?
7 What are your hobbies?
Reading Task
Target element: language from the unit
- Telling the students to look again at the text about Professor Magdi Yacoub on page 3 of the
Students Book.
- Explaining that they must each write six sentences about Professor Magdi Yacoub. Three
of the sentences must be true and three of the sentences must be false.
- Organizing the students to work in pairs and telling them to give each other their sentences
to read and decide which are true and which are false. They should write T by the sentences
they think are true and F by sentences they think are false.
- Checking the students work.
Writing Task
Target element: tenses used in the unit
- Writing these sentences on the board and telling the students to copy and complete them.
- Getting some of the students to read out their completed sentences to the class. The rest of
the class must listen. If they wrote the same thing they must stand up and read the sentence
again.
Yesterday at 2 oclock I was
Yesterday afternoon I
I have visited
I have never
A city in Egypt that I have not visited is
Date
Unit: 2
Period
Lesson: 1
SBP: 6
Class
WBP: 5
Grammar
Linking words (conjunctions)
Functions
Make small talk
Listening
Listen for gist and for detail
Reading
Read for gist and detail and to guess the meanings of unknown words
Critical thinking
How to understand when things are not important
Writing
A narrative
Teaching Aids:
Warm up:
Asking the students to tell me any information they know about
the novel, Gullivers Travels and the author Jonathan Swift.
Procedure:
SB. Ex.1:
- Introducing the students to the words in the box and telling them I am going to say the first
and the last letter of each word and they have to tell me what word it is.
- Helping the students with any problems they have with the pronunciation of the words.
- Getting the students to look up the words in their Active Study Dictionary.
- Asking them to work in pairs. Student 1 says a word and Student 2 explains what it means in
English.
SB. Ex.2:
Read these sentences about the writer Jonathan Swift. Can you choose the correct
answer?
- Asking the students to read the sentences.
- Telling them to choose what they think is the best answer.
- Going through the sentences with the class and finding out which answers the students
chose.
- Then they correct the work themselves in the next part.
SB. Ex.3:
Listen to a talk about Jonathan Swift and check your answers.
- Telling the students that they are going to listen to a radio presentation about Jonathan Swift.
- Explaining that this is a chance for them to correct the answers they gave in the previous
exercise.
- Playing the tape twice.
- Going through the answers with the students.
SB. Ex.4:
Listen again and complete these sentences.
- Telling the students to read all the sentences.
- Telling them that I am going to play the tape again and they must listen carefully and
complete the sentences.
- Organizing the students to work in pairs and asking them to compare their answers.
-Going through the answers with the students.
SB. Ex.5:
- Asking the students to look at the two lists of words.
- Asking them to read the words aloud and helping them with any difficulties in
pronunciation.
- Playing the tape and telling the students to listen and repeat.
- Organizing the students to work in pairs and explaining the activity to them. Student 1 reads
out a word from row 1 and Student 2 reads out a word from row 2 that has the same sound.
SB. Ex.6:
Read and complete this conversation.
-Telling the students to read through the whole conversation.
- Asking the students to think about which words they need to complete the conversation and
telling them to write the words in.
- Putting the students in pairs and telling them to compare their answers.
- Playing the tape and getting the students to check their answers.
- going through the answers with the students.
- Telling the students to practise reading out the conversation in pairs.
WB. Ex.1:
Match these words a-f with their meanings 1-6.
- Telling the students to look at the words in the first column.
- Revising the pronunciation of the words with the class and telling the students
that I am going to call out a letter from a to f, and they must call out the word next to that
letter in the column.
- Correcting any problems with pronunciation as I go along.
- Continuing in the same way with all the words.
- Telling the students to read the sentences in the second column.
- Explaining that the students must write the letter next to each
word in column 1 beside the correct definition for that word in column 2.
- Putting the students in pairs and getting them to compare their answers.
WB. Ex.2:
Complete these sentences with words from Exercise 1.
- Asking the students to read through the sentences first and helping them with any unknown
vocabulary.
-Telling the students to use words from Exercise 1 to complete the sentences.
- Putting the students into pairs and asking them to compare their answers.
- Going through the correct answers with the class.
WB. Ex.3:
- Asking the students to look at the picture on the right.
- Asking them to say what they can see happening in the picture.
- Explaining that the students must read the sentences and then decide what they would
say in each situation.
- Making sure they fully understand the situations.
- Asking them to write down their ideas.
- Telling the students to work in pairs and compare their ideas.
Date
Unit: 2
Period
Lesson: 2
SBP: 7
Class
WBP: 6
Grammar
Functions
Make small talk
Listening
Reading
Critical thinking
Writing
A narrative
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
Read these sentences from the listening text.
- Telling the students to read through the words in the box and checking that they use
correct pronunciation.
- Asking them to read through the sentences and then to choose the
correct word from the box to complete each sentence.
- Playing the tape and getting the students to correct their work by listening to the sentences.
SB. Ex.2:
Now match the linking words you added to Exercise 1 with their meanings.
Check in your Active Study Dictionary.
- Telling the students to read all the sentences and explaining that each sentence refers to a
word from Exercise 1.
- Telling the students to choose the correct word from Exercise 1 for each sentence.
- Putting the students into pairs and asking them to compare their answers.
SB. Ex.3:
Rewrite these sentences in your exercise books using one of the linking words.
- Asking the students to read the sentences.
- Asking the students to look at the example and explaining that they must use a word from
the box to join each pair of sentences in the same way.
- When they have completed the exercise, I will put the students into pairs to
compare their answers.
SB. Ex.4:
Complete these sentences with your own ideas.
- Telling the students to read through the sentence beginnings first and then to complete them
with their own ideas.
- Asking some of the students to read out their sentences. If others in the class have written
the same sentences, they should stand up.
WB. Ex.1:
Choose the correct linking words in these sentences.
- Telling the students to read through the sentences carefully.
- Asking them to look at the example and explaining that they must choose the correct linking
word for each sentence.
WB. Ex.2:
Match to make sentences using linking words.
- Asking the students to look at the exercise in the book.
- Telling them to read the sentence beginnings in column one and then the sentence endings in
column two.
- Explaining that they have to match each sentence beginning with a sentence ending.
- Student 1 reads a sentence beginning from column one and Student 2 reads the
sentence ending from column two.
WB. Ex.3:
Complete these sentences with a linking word.
- Telling the students to read through all the sentences.
- Telling the students to look at the example and explaining that, for each sentence, they must
write in a linking word.
Date
Unit: 2
Period
Lesson: 3
SBP: 8
Class
WBP: 7
Grammar
Functions
Make small talk
Listening
Reading
Critical thinking
Writing
A narrative
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
- Writing the five words in the box on the board.
- Pointing to the words and asking the students to pronounce them.
- Asking the students to look at the words in their Active Study Dictionary and making
sure
they know what the words mean.
- Asking the students to come to the board to mark the main stress on the words with more
than one syllable.
SB. Ex.2:
Read this part of Gullivers Travels and answer these questions.
- Asking the students to read the text about Gullivers voyage to Lilliput and helping them
with any vocabulary they cant understand.
- Telling the students to read the questions in Exercise 2.
- Telling them to look at the example and explaining that the students must write the
answers to the remaining questions.
- Putting the students into pairs and telling them to compare their answers.
SB. Ex.3:
Choose the correct meanings of these words from A, B or C.
- Reading the three words with the class and explaining that the students must choose the
correct meaning for each word from the three alternatives given for each, A, B or C.
SB. Ex.4:
Read the story again. Are these sentences True or False? Correct any false
statements.
- Telling the students to read the sentences and decide if they are true or false.
-Telling the students to look at the example and explaining that they must mark the sentences
True or False and correct the false sentences.
WB. Ex.1:
- Telling he students to read the clues first and explaining the each clue is a definition for
another word or words.
- Explaining that the students must complete the puzzle by writing in the correct word for
each definition. When they have done this, they will find the vertical word marked by the
column of boxes.
WB. Ex.2:
Complete these sentences with words from the puzzle.
- Explaining to the students that they must use the words from the puzzle in Exercise 1 to
complete the sentences in Exercise 2.
- Telling them to read through the sentences first and helping them with any difficult
vocabulary.
WB. Ex.3:
Use your Active Study Dictionary to complete these sentences using the correct
form of the word in brackets.
- Telling the students to read the four sentences and to look up the words in brackets in their
Active Study Dictionary to find the correct form for each.
- Telling them to write the words in the spaces provided.
- Putting the students into pairs and asking them to compare their sentences.
Date
Unit: 2
Period
Lesson: 4
Class
SBP: 9
Grammar
Functions
Make small talk
Listening
Reading
Critical thinking
Writing
A narrative
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
- Telling the students to read through all the questions first and helping them with any
difficult vocabulary.
- Explaining to the students that they may need to refer back to the text to answer the
questions.
- Going through the answers to all the questions with the class.
SB. Ex.2:
Read this quotation from the story and answer the questions.
- Telling the students to read the quotation in the box.
- Putting the students into groups and telling them to read the questions.
- Making sure that the students understand all the questions.
- Telling the students to discuss the answers to the questions in their groups.
SB. Ex.3:
Discuss this question in pairs.
- People often argue about silly things. In the story Gulliver highlights the example of arguing
about which end to break a boiled egg.
- Putting the students into groups and asking them to discuss any other ridiculous things that
people sometimes argue about.
- Getting the groups to report their ideas to the class.
Date
Unit: 2
Period
Lesson: 5
SBP: 10
Class
WBP: 8
Grammar
Functions
Make small talk
Listening
Reading
Critical thinking
Writing
A narrative
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
You are going to talk about a famous writer. Choose a writer you like and make
notes to answer these questions.
- Telling the students to read the questions, helping them with any difficult vocabulary and
making sure they understand the questions.
- Explaining to the students that they must think of a writer they like and make notes about
him/her based on the questions in the exercise.
- The students can do this activity as homework.
- Telling the students to write their answers to the questions.
- Moving around the class and helping the students as they work.
SB. Ex.2:
Use the example to make notes about your writers life and work.
- Telling the students to look at the example notes about Jonathan Swift.
- Explaining that they are going to use their answers to the questions in Exercise
1 to write notes about their own chosen author in the same way.
- Moving around the class and helping the students with their notes and any
vocabulary they need.
SB. Ex.3:
Work in small groups.
- Putting the students into small groups of four or five.
- Telling the students to take turns to talk to the other members of their group about their
chosen author, using their notes to help them.
- Getting the students to practise on their own first for homework, before they present their
author to their group.
- The other students in the group should listen carefully and think of questions to ask or
comments to add if they also know about the author.
WB. Ex.1:
Find and correct the mistakes in each sentence of this article about Jonathan
Swift.
- Telling the students to read the sentences in the article first.
- Explaining that there is a mistake in each sentence and asking them to look at the example. - Telling the students that they must find the mistake in each sentence, cross it out and write
the correct word in the space provided.
WB. Ex.2:
Now write the article about the writer you discussed in groups.
- Telling the students that they are going to use the notes they made for their talk about a
favourite writer (Students Book page 10, Lesson 5, Exercise 2) to write an article.
- Asking them to write a draft article first and explaining that they can use the text about
Jonathan Swift in Exercise 1 on page 8 of the Workbook to help them.
- Asking them to use linking words such as but, if, while, because and although in
their
writing.
- When they have completed their first draft, tell the students to check it carefully and correct
any mistakes. They can look up any spellings they are unsure of in their Active Study
Dictionary.
- Telling the students to write a final copy of their corrected article.
- Numbering the articles and displaying them on the classroom walls.
- Telling the students to move around the class and read any five articles and decide which
article they like most.
- Asking the students which articles they liked most.
- Reading one or two of the best articles to the class.
Date
Unit: 2
Period
Class
Assessment
Grammar
Functions
Make small talk
Listening
Reading
Critical thinking
Writing
A narrative
Teaching Aids:
Warm up:
Procedure:
Listening Task
Target element: listen for accuracy and revise language from the
unit
- Writing the following sentences on the board (without the answers in brackets) and telling
the students to copy them.
1 Jonathan Swift was born in 1667 in Dublin, Ireland, when that country belonged to
America. (America England)
2 Although he lived his early years in England, he returned to Ireland to go to school
and university. (lived spent)
3 While he was working as a secretary, Swift started to paint. (paint write)
4 Gullivers Travels was published and was a great success. (was became)
5 Jonathan Swift wrote other stories, but none were as successful as Gullivers Travels.
(stories books)
- Explaining that these sentences are taken from the listening passage in Exercise 3 on page 6
of the Students Book, but that there is an incorrect word in each sentence I have written.
- Telling the students to listen carefully to the presentation about Jonathan Swift again to find
the incorrect word in each sentence.
- Telling them to cross out the incorrect word and write in the correct word.
Speaking Task
Target element: revise and use language based around the story of
Lilliput
- On the board, I will write the following basic structure to the story of Lilliput from
Gullivers Travels.
- Explaining that the students must use the structure to retell the story.
- Organizing the students to work in small groups and to take turns to retell the story to the
group.
storm shipwreck
island
found by islanders
enemy
tie
story
help
favourite
steal ships
not punish
angry
die
friend
escape
Reading Task
Target element: revise and expand understanding of the text from
the unit
- Writing the following sentences (without the answers in brackets) from the story of Lilliput
on the board.
1 He has been sent by our enemies. (the people of Lilliput)
2 We must capture him and tie him down. (the people of Lilliput)
3 I dont think we should punish the people from the island of Belfusco. (Gulliver)
4 I can help you to fight against Belfusco. (Gulliver)
5 I am very angry with Gulliver. We should kill him. (the King of Lilliput)
6 I think politicians in England are ridiculous. (Gulliver)
- Explaining that the students must read the sentences and decide who said them:
* Gulliver
* The King of Lilliput or
* The people of Lilliput.
- Telling the students that they can read the text on pages 8 and 9 of the Students Book to
help them.
Writing Task
Target element: revise linking words
- Writing the following sentences on the board (without the answers in brackets) and telling
the students to copy and complete them.
1 ________I was tired, I finished my homework before going to bed. (Although)
2 The boy didnt go to school ________ he was ill. (because)
3 ________ I was watching TV, I did my homework. (While)
4 ________ I have time, I will come and see you tomorrow. (If)
5 Gulliver escaped from the island ________ the king wanted to kill him. (because)
Date
Unit: 3
Period
Lesson: 1
SBP: 11
Class
WBP: 9
Grammar
Revision of past verb tenses
Functions
Ask and answer questions
Listening
Listen for gist and detail
Reading
Read for gist and specific information
Critical thinking
Consider the advantages of internet
shopping, banking and money
Writing
A report based on a survey
Teaching Aids:
Warm up:
Asking the students to give their opinions about shopping in the
past and in the present.
Procedure:
SB. Ex.1:
Check your vocabulary.
- Asking the students to look at the pictures and to name the things they can see.
- Telling them to look at the example and to write the correct picture letter next to the other
words.
- Telling the students to look up the words in the box and check their meanings in their
Active
Study Dictionary.
- Checking they understand the meanings of the words.
- Telling the students that I am going to give an explanation of a word and they must call out
the correct word.
- Continuing with all the words at random several times, asking the class, groups and
Individual students.
SB. Ex.2:
Listen to three friends talking about buying things and answer the questions.
- Telling the students that they are going to listen to three friends talking about buying things.
- Before they listen, I tell the students to read the questions and to listen for the answers when
I play the tape.
SB. Ex.3:
Listen again and complete these sentences with a word or phrase.
- Telling the students to read the six incomplete sentences.
- Telling them to guess what words they might need to complete the sentences.
- Explaining that I am going to play the tape again, and the students must listen and complete
the sentences.
SB. Ex.4:
Discuss these questions in pairs, using language from the box.
- Asking them to think about their friends and how they spend their money.
- Telling the students to look at the language in the box and explaining that they can use it to
talk about how most people they know pay for things and where they like to buy things.
- Doing an example for the students before they work in pairs.
- Telling them to continue in the same way, working in pairs.
SB. Ex.5:
- On the board, I write the words this and thing.
- Saying the two words and asking the students if they can hear the difference in the first
sound of each word. Even though the sounds are spelt the same (th), they sound different.
- Pointing out that the letters th can have a soft sound or a hard sound as in this
- Telling the students to look at the list of words in the exercise.
- Look at the example with the class.
- Explaining that I am going to play the tape and that the students must listen carefully to each
word and write S for soft or H for hard next to it, depending on the sound made by the letters
th in the word.
- Telling the students to practise the sounds in pairs.
Student 1 says a number from one to six and
Student 2 says the corresponding word in the exercise, with the correct th sound.
- Playing the second part of the recording and telling the students to follow the sentences in
their book.
- Playing the tape again and telling the students to repeat the sentences.
- Organizing the students to work in pairs, taking turns. Student 1 says a number and Student
2 repeats the corresponding sentence.
WB. Ex.1:
Complete the puzzle to find a word.
- Telling the students to read the definitions.
- Explaining that they have to think of a word meaning the same as each definition and write
it in the space provided.
- Organizing the students to work in pairs to compare their answers.
- Making sure the students know how to pronounce the words.
WB. Ex.2:
Make sentences using these words from the listening text.
- Looking at the example with the class and making sure that the students understand the task.
- They must write complete sentences using the words provided. All the sentences come from
the listening text for Exercise 2 in the Students Book.
- When the students have completed the exercise, I go through the answers with
the class.
- Playing the tape again, sentence by sentence, and telling the students to put
up their hands when they hear the sentences.
WB. Ex.3:
3 Make sentences with I prefer/Id rather and a verb to say which of the two
things you like
- Pointing out to the students that when we use I prefer we add to before the following verb
(Id prefer to buy from a shop), but with Id rather we put the verb immediately after, without
to (Id rather buy from a shop).
- Asking the students to read the sentences and think about the choices.
- Telling them to complete the sentences.
- Organizing the students to work in pairs and read out their answers to each other.
- Asking how many sentences they wrote which were the same.
- Going through the possible answers with the class.
Date
Unit: 3
Period
Lesson: 2
SBP: 12
Class
WBP: 10
Grammar
Functions
Listening
Reading
Critical thinking
Writing
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
Revision of past verb tenses.
Discuss the difference in meaning between these pairs of sentences with your
partner.
- Telling the students to read the pairs of sentences and think about the difference in meanings
in each pair.
- Organizing the students to work in pairs and getting them to share their ideas about
the differences.
- Asking some pairs to share their ideas with the rest of the class.
SB. Ex.2:
Now read these sentences from the listening text and choose the correct verbs.
- Telling the students to read the sentences first.
- Explaining that they are from the listening text for Exercise 2 on page 11 of the Students
Book.
- Telling the students to choose the correct verb forms in each sentence.
- Playing the tape so that the students can check to see if their answers are correct.
SB. Ex.3:
Read these sentences and complete them with your own ideas.
- Telling the students to read the five sentence beginnings.
- Explaining that they must complete the sentences with their own ideas.
- Putting the students into small groups and tell them to read out their ideas to each other.
- Moving around the groups, listening, encouraging and noting any problems.
SB. Ex.4:
In pairs, tell each other about the following.
- Reading through the instructions with the class.
- Making sure the students understand the activity by doing some examples with them.
- Putting the students into small groups and telling them to discuss the four questions.
- Asking some of the groups to report their answers to the whole class.
WB. Ex.1:
Correct the grammar mistake in each sentence. (One has no mistake.)
- Telling the students to read the sentences.
- Explaining that there is a grammar mistake in all of the sentences except one.
- Telling them to find and cross out the mistake and then write the correct word, as in
the example.
WB. Ex.2:
- Explaining that they must choose the correct verb for each sentence and circle it, as in the
example.
WB. Ex.3:
Write your own answers to these questions.
- Telling them to write their answers.
Student 1 asks the three questions;
Student 2 answers.
Afterwards, they can change roles.
Date
Unit: 3
Period
Lesson: 3
SBP: 13
Class
WBP: 10
Grammar
Functions
Listening
Reading
Critical thinking
Writing
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
Choose the correct meanings for these words.
- Writing the three words on the board (broadband, traditional, user-friendly).
- Making sure the students can pronounce them correctly.
- Pointing out where the main stress is in each word underline the stressed.
- Telling the students to look at the book and choose the correct definition for each word.
SB. Ex.2:
Use your Active Study Dictionary to find the correct meaning of the words in
bold.
- Asking them to say what they think the words in bold mean.
- Telling them to look in their Active Study Dictionary to check the meanings of the words.
- Reminding them that, for each word, they need to read all the meanings and decide which is
the correct meaning for the word in the given sentence.
- Telling the students that you are going to define a word and they must tell you what word it
is.
- Continuing in the same way all the words.
SB. Ex.3:
Answer these questions, then read the article to check your ideas.
- Getting the students to look at the book and telling them to read the questions and think
about their answers.
- Organizing the students to work in pairs to discuss the answers.
- Asking some of the pairs to share their answers with the class.
- Telling the students to read the article.
SB. Ex.4:
Are these sentences True or False? Correct the false ones.
- Telling the students to read through the sentences.
- Explaining that they must decide if the sentences are true or false.
- Telling them to mark the true sentences True and the false sentences False and to correct
the false ones.
- Putting the students into pairs to compare their answers.
SB. Ex.5:
- Telling the students to read the questions and to think about their answers.
- Organizing them to work in pairs to discuss their answers.
- Asking one or two students to share their answers with the class.
WB. Ex.1:
Complete these sentences using words from the box. (You do not need one word.)
- Asking the students to look at the words in the box.
- Calling out the words and seeing if the students can tell me what they mean.
- Explaining that they must use the words in the box to complete the sentences.
WB. Ex.2:
Complete using the correct form of the word in brackets.
- Telling the students to read the gapped sentences.
- Explaining that they must use the words in brackets, in the correct form, to complete the
sentences.
WB. Ex.3:
Finish these sentences with your own ideas.
- Telling the students to look carefully at the sentence beginnings.
- Explaining that they must complete each sentence with their own idea.
- When they have completed the exercise, I put the students into small groups and tell them to
take turns to read out their ideas to the rest of the group.
- Asking some of the students to share their ideas with the class.
Date
Unit: 3
Period
Lesson: 4
Class
SBP: 14
Grammar
Functions
Listening
Reading
Critical thinking
Writing
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
- Telling the students to read the questions.
- Organizing the students to work in pairs. Student 1 asks his/her questions and Student 2
answers. They then swap roles.
- Going through all the answers with the class.
SB. Ex.2:
Answer these questions.
- Organizing the students to work in small groups.
- Telling them to read the questions and to think about them.
- Encouraging them to think about price, delivery costs, shop overheads, size of market,
convenience, etc.
- Getting them to discuss the answers
- Asking some of the groups to explain their answers to the whole class.
- Writing up their ideas on the board.
SB. Ex.3:
Look at the following information about people who complained about internet
shopping and discuss the questions in pairs.
- Telling the students to read the information.
- Helping them with any difficult vocabulary and making sure they understand the
information.
Date
Unit: 3
Period
Lesson: 5
SBP: 15
Class
WBP: 12
Grammar
Functions
Listening
Reading
Critical thinking
Writing
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
You are going to ask someone about their shopping habits. Read the survey and
add a final question of your own.
- Telling the students to read carefully through the questions in the survey and help them with
any difficult vocabulary.
- Making sure they understand all the questions.
- Telling them to add one more question of their own. It can be any question connected with
shopping. For example, about their favourite shops, about the future of shopping, about the
things they want to buy, etc.
- Giving them some ideas to help them.
- Asking some students to read out their extra question to the class.
SB. Ex.2:
Ask another student to complete the survey and note down their answers. Use
this language.
- Explaining that the students are going to complete the shopping survey for each other.
- Going through the language in the boxes with the class and explaining that they can use this
language when they are asking each other the survey questions.
- Choosing a confident student and doing a survey with him/her.
- Using the language in the boxes when asking the questions and making notes of the
students answers to show the students how to conduct the survey correctly.
- Organizing the students to work in pairs to conduct the survey on each other.
- Reminding them to use the language in the boxes and to take notes of their partners
answers.
- Moving around, listening to and encouraging the students and make notes of any mistakes.
SB. Ex.3:
Check your notes.
- Telling the students to read through the notes they took when doing the shopping survey
with a partner.
- Making sure they understand their notes and telling them to look up any words they are not
sure about in their Active Study Dictionary.
- Explaining that they will need the notes for a Workbook activity.
WB. Ex.1:
- Telling the students to read through the four situations and to think about what they would
say in each of the situations.
- Telling them to write their answers. The first one has been done for them as an example.
- When they have completed the exercise, I organize them to work in pairs to read out their
answers to each other.
- Asking some of the students to read their answers to the class and then going through the
answers with the class
WB. Ex.2:
Complete this sample report based on a shopping survey.
- Telling the students to read through the gapped report.
- Helping them with any difficult vocabulary.
- Asking them to read the words in the box and make sure they understand them.
- Telling the students to use the words in the box to complete the report.
WB. Ex.3:
Write a report using the information from your survey and the report above.
- Telling the students to look at the notes they made for the survey they did on page 15 of the
Students Book.
- Telling them to write a report based on their notes.
- Exlaining that they can use the example from Exercise 2 about Ali to help them.
- After they have written their reports, organize the students to work in groups of four or five.
- Telling the students they must each read their report to the group. The group should then
choose one of their reports to read to the class.
Date
Unit: 3
Period
Class
Assessment
Grammar
Functions
Listening
Reading
Critical thinking
Writing
Teaching Aids:
Warm up:
Procedure:
Listening Task
Target elements: practise the language from the survey and get the students to
listen, take notes and complete sentences
- Telling the students that they are going to interview me as a class about my shopping habits.
- They can use the shopping survey on page 15 of the Students Book. Not all the students
have to ask me questions but they must all listen and take their own notes.
- Telling the students to use the notes from my answers to the shopping survey to write six
sentences about their teachers shopping.
- Asking some of the students to read out their sentences.
Speaking Task
Target element: talking about shopping and buying things in the context of clothes
shopping
- Writing the following questions on the board.
When did you buy your ?
How much did you pay for it/them?
Where did you buy it/them?
How did you pay for it/them?
- Explaining that they are going to interview each other about four different objects or pieces
of clothing.
- Telling them to ask each other the questions about their clothes and/or any other objects they
have with them.
- Monitoring the students as they work.
Reading Task
Target element: revise the meaning of new vocabulary and practise definitions.
- I write the following incomplete definitions on the board, without the answers in brackets. - Telling the students to read them and then complete them.
1 A website that is easy to use is (user-friendly)
2 When you buy things online, you have to use a debit card or a (credit card)
3 Going to shops and buying from catalogues are more ways of shopping; modern
ways are on the internet. (traditional)
4 Most people keep their money in a bank (account)
5 Online shopping is growing quickly. There will be a in internet shopping in
Britain next year. (growth)
Date
Lesson: 1
Period
SBP: 16
Review A ( Units: 1 / 3)
Class
WBP: 13
* Revising and consolidating the functional and structural points studied in
units: 1 / 3.
Teaching Aids:
Procedure:
SB. Ex.1:
Listen to four people talking about how they use the internet. Match each
speaker 1-4 with one of these subjects. (You do not need one.)
- Telling the students that they are going to listen to four people talking about how they use
the internet.
- Telling them to read the list of uses for the internet.
- Explaining that they must write the number of the correct speaker next to each use, as in the
example.
SB. Ex.2:
Listen again and complete these sentences with a word or phrase.
- Telling the students to read the four gapped sentences and encouraging them to guess what
the missing words are.
- Explaining that I am going to play the tape again and they must listen carefully and write in
the four missing words.
- Playing the tape more than once.
SB. Ex.3:
Finish these sentences with your own ideas, then compare your ideas in pairs.
- Getting the students to read the sentence beginnings.
- Telling them to look at the example and then to finish the next two sentences with their own
ideas.
- Putting the students into pairs to read their sentences to each other.
- Asking one or two students to read their sentences to the class.
SB. Ex.4:
Complete these conversations
- Telling the students to read through the three incomplete conversations.
- Telling them to try to complete them.
- Putting the pupils into pairs to compare their answers.
- Going through the answers with the class. There are several possibilities.
SB. Ex.5:
- Playing the tape and tell the students to listen carefully.
- Playing the tape again and tell the students to repeat the sentences.
- Playing the tape again.
- This time, I tell the students to write the sentences down.
- Going through the answers with the class by writing the sentences on the board.
- Asking some of the students to read them to the class.
WB. Ex.1:
Say where each of the following two mini-dialogues takes place and who the
speakers are.
- Telling the students to read through the two dialogues.
- Explaining that they must first think about where the dialogues are taking place, then decide
who the two speakers are in each situation.
- When they have completed the activity, I put the students into pairs to read the dialogues
aloud.
- Asking some of the pairs to read their dialogues to the class.
WB. Ex.2:
Choose the correct answer from a, b, c or d.
- Explaining to the students that they must read the gapped sentences and choose the correct
word to complete each.
- Telling them not to rush and to think carefully about the four possible answers.
- Once they have completed the activity, I put them into pairs to compare their answers.
Date
Lesson: 2
Period
SBP: 17
Class
WBP: 14
units: 1 / 3.
Teaching Aids:
Procedure:
SB. Ex.1:
Look at the pictures. Write what people with this job do and what this person is
doing now.
- Telling the students to look at the pictures and ask them to say what jobs they think the four
people have.
- Telling them to read what the four jobs are to see if they are right.
- Asking the students to think about what the four people are doing now and to write the
answers in the spaces provided.
SB. Ex.2:
Choose the correct linking words in this conversation.
- Asking the students to read through the conversation.
- Telling them to decide which is the correct linking word for each sentence.
SB. Ex.3:
Complete the sentences with the correct past forms of the verbs in brackets.
- Asking the students to read through the two gapped paragraphs.
- Telling them to think about the verbs in brackets and to choose the correct verb form for
each gap.
WB. Ex.1:
Correct the underlined mistakes in the following paragraph.
- Telling the students to read the paragraph.
- Helping them with any vocabulary they dont understand.
- Telling the pupils to think about the underlined words and to correct them.
- Going through the answers with the whole class.
WB. Ex.2:
Read the text below, then write the word which best fits each space.
- Telling the students to read through the gapped paragraph quickly.
- Telling them to close their books and asking them what the text is about.
- Asking what they can remember about it.
- Putting the students into pairs to share their ideas.
- Telling the pupils to open their books and read the text again and then to write the missing
words in the spaces.
- Telling them to compare their answers with their partner.
WB. Ex.3:
- Telling the students to read through all the questions.
- Helping them with any vocabulary or other problems they have.
- Telling them to write the answers.
- Putting the students into pairs and explaining that they must tell each other what their
answers are.
- Asking a few students to share their answers with the class.
Date
Lesson: 3
Period
SBP: 18
Class
WBP: 15
units: 1 / 3.
Teaching Aids:
Procedure:
SB. Ex.1:
Complete the article about the French scientist Louis Pasteur with the correct
form of these words.
- Telling the students to look at the words in the box.
- Asking them to pronounce the words.
- Asking the students what the words mean and, if they dont know, I tell them to look the
words up in their Active Study Dictionary.
- Asking the pupils to read through the text about Louis Pasteur quickly.
- Telling them to close their books and asking what they can remember from the text.
- Writing their ideas on the board.
- Telling the pupils to open their books, read the text again and try to complete it using the
words in the box.
SB. Ex.2:
In pairs, use these words and phrases to ask and answer questions about Louis
Pasteur.
- Organizing the students to work in pairs and asking them to try to make questions from the
words and phrases provided, as in the example.
- When they have done this, I ask and answer the questions with a confident student in front
of the class as an example.
- Telling the pupils to continue in this way in their pairs, taking turns to ask and answer the
questions in any order.
WB. Ex.1:
Read the following passage, then answer the questions.
- Asking the students to look at the picture.
- Asking them to say what they can see and write their ideas on the board.
- Asking them what they think the article might be about.
- Telling the students to read the article.
- Helping them with any vocabulary they dont know.
- Telling the students to answer the questions.
- When they have completed the activity, put the students into pairs to
compare their answers.
Date
Lesson: 4
Period
Class
SBP: 19
units: 1 / 3.
Teaching Aids:
Procedure:
SB. Ex.1:
Match a verb with a word or phrase. Then use the correct form of these words to
complete the sentences.
- Telling the students to look at the words in the boxes. Explain that they must match a verb
from the first box with words from the second box to make a phrase. I encourage them to do
this and write their correct suggestions on the board (make fun of someone, publish a
novel, research information, steal money, surf the internet).
- Telling the student to read the list of gapped sentences on the right.
- Explaining that they must use the correct form of the phrases they made to complete the
sentences on the right.
Critical Thinking
SB. Ex.1:
Read this quotation from the article about Pasteur and answer the questions.
- Asking the students to look at the picture and say what they can see.
- Telling them to read the extract from the text about Pasteur.
- Putting the students into pairs to discuss the questions.
- Asking some of the students to share their answers with the class.
SB. Ex.2:
Discuss these questions in pairs, then write short answers.
- Putting the students into pairs to read the questions carefully and to think about their
answers.
- Pointing out that some questions already have a possible answer, but the students can think
of more.
- Telling the students to discuss their answers and to write them down.
- Putting pairs of students together into groups of four to compare their answers.
- Asking some groups to share their answers with the class.
Date
Lesson: 5
Period
SBP: 20
Class
WBP: 16
units: 1 / 3.
Teaching Aids:
Procedure:
SB. Ex.1:
Answer the questions to complete this reading survey.
- Explaining that the students are going to complete a survey about reading.
- Telling them to read the questions and help them with any difficult vocabulary.
- Telling them to write their answers in the spaces provided.
SB. Ex.2:
Work in pairs. Compare your answers to the survey questions.
- Putting the students into pairs to compare their answers to the survey.
- Telling the students to read the two additional questions in the book and to discuss their
answers
- Each student should give a short summary of any books they have read but their partner has
not read.
SB. Ex.3:
Discuss in pairs.
- Telling them to choose a book they both like and write about it.
- Telling them to think about who the book was written for, why they like the book, where the
story takes place, the main characters, the story, etc.
- Writing some ideas on the board to help them to think about the book and what they are
going to write.
- Telling them to take notes together. One or both of the students in each pair will use the
notes to give a presentation about the book.
SB. Ex.4:
Work in groups of four.
- Putting pairs from the last exercise together into groups of four.
- Telling the students to look at the language in the box.
- Explaining that each pair must use some of the language in the box to give a presentation
about the book they chose to the other pair in their group.
- Telling them to use the notes they made in the last exercise. One of the students in the pair
can give the presentation, or they can share it.
- Encouraging the listening pair to ask questions.
- Asking some of the students to present their book to the class.
WB. Ex.1:
Write a paragraph about a job you would like to do when you finish your
education.
- Telling the students to think carefully about the job they would like to.
- Writing the following questions on the board to get them thinking:
What job would you like to do?
What skills do you need to do this job?
Why do you like the job?
Can you travel with this job?
Doyou have to study a lot to get this job?
Do you know anyone who does this job?
Where do you work if you have this job?
- Getting the students to write a paragraph about the job. They dont have to answer the
questions; they are just to guide them.
- Putting the students into groups of four or five and asking them to read their paragraphs to
each other. Each group chooses one paragraph to read to the class.
WB. Ex.2:
Translation
a
- Telling the students to read the English paragraph, translate it into Arabic and write the
translation.
b
- Drawing students attention to how the first Arabic sentence is translated.
- Telling the students to read the next Arabic sentence, translate it into English and write the
translation down.
Date
Unit: 4
Period
Lesson: 1
SBP: 21
Class
WBP: 17
Grammar
Future verb forms: will, going to and
present continuous
Functions
Ask for and give advice
Listening
Listen for gist and detailed
information
Reading
Critical thinking
Discuss the benefits of cooperation
and tolerance
Writing
An advertisement for a magazine
Teaching Aids:
Warm up:
Asking the students to tell me what they know about the
Olympic Games and other international sports competitions.
Procedure:
SB. Ex.1:
Discuss these questions with a partner.
- Telling the students to look at the pictures of the people doing sports. Have them also look at
the picture at the bottom of the page.
- Asking them to name the sports (volleyball, {Field} hockey, squash, badminton, running)
and writing their ideas on the board.
-Telling the students to read the questions.
- Putting the students into pairs to answer the questions together.
SB. Ex.2:
Listen to a conversation about sports and answer these questions.
- Telling the students to read the questions before they listen.
- Telling them that they are going to listen to Ali and his brother talking about four sports.
- Playing the tape.
- Organizing the students to work in pairs to discuss the answers to the questions.
- Going over the answers with the class.
SB. Ex.3:
Listen again and match the phrases below to the sports they describe.
- Writing the four sports listed in the box on the blackboard and make sure the students can
pronounce them correctly.
- Telling the students to read the five sentences.
- Explaining that I am going to play the tape again and they must write the correct sport next
to each sentence, as in the example.
SB. Ex.4:
In pairs, take turns to ask each other for advice about what sport you should do,
using this language.
- Asking the students to read through the language table and helping them with the difficult
vocabulary.
- Organizing the students to work in pairs, taking turns to ask each other for advice about
doing sports.
- Choosing a student and doing an example with him/ her to make the activity clear.
SB. Ex.5:
- Telling the students to look at the pairs of words in the box.
- Asking them to read the words aloud and helping them with any problems with the
pronunciation.
- Explaining that I am going to play the tape and the students must tick the correct word.
- Telling the students to look at the sentences in part b.
- Telling them that I am going to play the tape and they must repeat the sentences.
- Organizing the students to work in pairs, taking turns to say a number and to read the
sentence aloud.
WB. Ex.1:
Find four team sports and four individual sports in the puzzle.
- Reminding the students that individual sports are played alone and team
sports are played with a group of people.
- Telling the students to look at the puzzle and find four team sports and four individual
sports, circle the words and write them in the spaces on the right.
- Going through the answers with the class and making sure the students can pronounce the
names of the sports correctly.
WB. Ex.2:
Complete these sentences with the correct words.
- Going through them and making sure the students know the words and the correcting
pronunciations.
- Telling the students to read through the dialogue. It is an extract from the listening text
between Ali and his brother.
- Explaining that the students must use the words in the box to complete the dialogue.
- Playing the tape twice so that the students can correct their answers.
WB. Ex.3:
- Telling the students to read through the situations.
- Explaining that they must decide what they would say in each situation and telling them to
write their answers in the spaces provided.
- Putting the students into pairs to comparing their answers.
- Asking one or two of the students to read their answers to the class.
Date
Unit: 4
Period
Lesson: 2
SBP: 22
Class
WBP: 18
Grammar
present continuous
Functions
Listening
information
Reading
Critical thinking
and tolerance
Writing
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
Read these sentences from the listening text and answer the questions.
- Asking the students to look at the three sentences from the listening in the box.
- Telling them to read the questions and write their answers.
SB. Ex.2:
Choose the best future forms to complete these conversations.
- Explaining that for each sentence they have to choose the correct future verb form.
- When they have completed the exercise, I put the students into pairs to compare their
answers.
SB. Ex.3:
What is the difference between these two sentences that make predictions?
- Telling the students to look at the two pictures and to read the speech bubbles.
- In both pictures a person is making a prediction, but one is different from the other. I ask the
students if they can see the difference.
- Telling them to make suggestions.
SB. Ex.4:
Write what you would say in these situations, then compare answers with a
partner.
- Telling the students to read the four sentences.
- Telling them to think about what they would say in each example. They can write their
answers in the spaces provided.
- Reminding the students that we use going to when there is evidence to help us predict the
future.
WB. Ex.1:
Complete with the correct future form of the verbs in brackets.
- Telling them to write in the correct future form to complete the sentences.
WB. Ex.2:
Complete these predictions using the words in brackets.
- Reminding the students to use going to for future predictions when there is evidence to show
something will happen.
- Telling them to read through the situations and to write the correct predictions in the spaces
provided.
WB. Ex.3:
Match the situations a-d with what somebody may say 1-4, then complete the
sentences.
- Telling the students to read the situations first.
- Explaining that they must match each situation with what somebody might say in that
situation. The students have to complete the gapped sentences, too.
- When they have completed the activity, I put the students into pairs to compare their
answers.
Date
Unit: 4
Period
Lesson: 3
SBP: 23
Class
WBP: 19
Grammar
present continuous
Functions
Listening
information
Reading
Critical thinking
and tolerance
Writing
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
- Writing the words in the box on the board.
- Helping the students to pronounce the words by underlining the part of the word where the
main stress falls in each: attach, bring up, cooperate, pack, situation, string, tolerance.
- Getting the students to look the words up in their Active Study Dictionary.
- Checking that the students know the meanings of the words.
- Telling them that when I say a word definition, they must say which word I am describing.
- Continuing in this way with the definitions for all the words.
SB. Ex.2:
Discuss these questions in pairs. Then read the article and check your ideas.
- Telling the students to read the two questions.
- Putting them into pairs to discuss their answers.
- Asking some pairs to share their answers with the class.
- Telling the students to read the article and helping them with any difficult vocabulary.
SB. Ex.3:
Read again and complete these sentences.
- Telling the students to read the four sentence beginnings.
- Explaining that they must re-read the article and find the information to complete the
sentences.
answers.
SB. Ex.4:
- Putting the students into pairs or small groups.
- Telling them to read the two questions and discuss their answers.
- Asking two or three of the students to share their answers with the class.
WB. Ex.1:
Correct the grammar or vocabulary mistake in each sentence.
- Explaining that they must cross out the mistake in each sentence and write in the correct
answer at the end, as in the example.
- When they have completed the activity, I go through the answers with the class.
WB. Ex.2:
Cross out the word that does not belong, then underline the word which tells you
the subject.
- Asking the students to look at each line of words to find the word which defines the subject
area and underlining the word.
- Telling them to cross out the one word which does not belong to the subject group.
WB. Ex.3:
- Explaining that the students must change the form of the word in brackets to complete each
sentence.
answers.
WB. Ex.4:
Complete the sentences with a word from the box.
- Telling the students to read the three words in the box.
- Asking them to say the meanings of the three words.
- Telling the students to read the sentences and then to use the three words in the box to
complete them.
Date
Unit: 4
Period
Lesson: 4
Class
SBP: 24
Grammar
present continuous
Functions
Listening
information
Reading
Critical thinking
and tolerance
Writing
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
- Asking the students to read all the questions.
- Telling them to write their answers to the questions.
- When they have completed the exercise, I put the students into pairs and tell them to take
turns to read out their questions and answers to each other.
- Going through the answers to all the questions with all the class.
SB. Ex.2:
Read this quotation from the article and discuss the questions.
- Telling the students to read the text in the box and helping them with any difficult
vocabulary.
- Asking the students to read through the questions. and making sure they understand them.
- Putting the students into small groups to discuss the questions.
- Asking some students to share their answers with the rest of the class and encouraging class
discussion.
SB. Ex.3:
Look at the pictures and discuss the questions in pairs.
- Telling the students to look at the pictures and say what they can see and what is happening
in each.
- Writing their answers on the board.
- Putting the students into pairs and telling them to read the three questions related to the
pictures and discussing their answers.
- Asking some of the pairs to share their answers with the class and encouraging class
discussion.
Date
Unit: 4
Period
Lesson: 5
SBP: 25
Class
WBP: 20
Grammar
present continuous
Functions
Listening
information
Reading
Critical thinking
and tolerance
Writing
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
Read this situation, then discuss the questions in pairs.
-Telling the students to read the situation in the box on the right.
- Asking them what content they would expect to find in a magazine for their school.
- Putting the students into pairs and asking them to read through the three questions and
discuss their answers.
SB. Ex.2:
Which of these jobs would you like to do? Discuss with your partner.
- Before they look at the exercise in the book, I ask the students to think of the different jobs
that need to be done to produce a magazine.
- Asking the students to look at the jobs and the job descriptions in the book.
- Organizing the students to work in the same pairs as for the last exercise and asking them to
discuss which job they would like to do and why.
- Asking some students to share their answers with the class.
SB. Ex.3:
Now discuss these questions.
- Explaining that two people are not enough to produce a magazine, so each pair has to
choose two other people to join their team and decide on the jobs they will do.
- Still working in the same pairs, I ask the students to read through the questions and discuss
their answers.
WB. Ex.1:
You are going to describe your magazine for a web page.
- Explaining to the students that they are going to display information on a web page for
people who might want to join their magazine team.
- Asking them to work in their pairs to read the questions and discuss their answers.
- Telling them to write notes in answer to the questions in the spaces provided.
- Asking one or two students to share their answers with the class.
WB. Ex.2:
Now write notes about the new team members.
- Explaining that the students need to think about the new team members they want.
- Working together in their pairs, they must decide what jobs the new members will do and
what their responsibilities will be.
- Telling them to discuss the questions and to make notes to answer them.
WB. Ex.3:
Complete this description on the web page using your notes.
- Asking the students to look at the form displayed on the web page in the book and
explaining that, on the form, they can give information about their magazine team and the
type of people they are looking for.
- Telling the students to work in their pairs to complete the information about their magazine
team.
- For the last part, I tell them to describe the kind of work for each job title they are
advertising.
- Once the students have completed the form, I put pairs together into groups of four for each
pair to share their work with the other.
- Asking some pairs to share their forms with the class.
Date
Unit: 4
Period
Class
Assessment
Grammar
present continuous
Functions
Listening
information
Reading
Critical thinking
and tolerance
Writing
Teaching Aids:
Warm up:
Procedure:
Listening Task
Target element: key vocabulary and phrases from the unit
- Writing the following phrases on the board.
1 I cant decide
2 I want to do something with
3 You cant play it on your own you need
4 What other team games can you do
5 Well, why dont
- Telling the students to copy them down.
- Explaining that I am going to play the tape with the discussion between Ali and his brother.
- The students must listen carefully and complete the sentences.
- Playing the tape at least twice.
Speaking Task
Target element: revise some of the key vocabulary for sports and teams
- On the board, I write the names of the following sports:
Tennis
football
cycling
hockey
basketball
badminton
- Telling the students to choose one of the sports and to make notes to describe it, without
naming the sport.
- Putting the students into small groups and telling them to take turns to describe their chosen
sport to the group.
- The other students must listen and, at the end of the description, name the sport.
Writing and Reading Task

Target element: language and structures for writing and reading about jobs and the
skills needed to do them
- Telling the students to imagine that they have got a school magazine, but they need an editor
for it.
- Telling them to design and write an advertisement for the post of Magazine Editor to go in
the next edition of the magazine.
- Telling them to describe the job, the type of person they are looking for, the type of work the
editor will have to do, the hours they will need to work, etc.
- Telling them to write their name at the top of the paper.
- Taking in all the completed advertisements and then
handing them out to different students in the class.
- Telling the students to read the advertisement they have been given and write a reply saying
why they think they could do the job, what skills they have, why they are good at working in
teams, etc.
- Collecting each advertisement and its reply and giving both back to the student who
originally wrote the advertisement.
- Telling the students to read the replies and decide if they think the person would be good for
the job.
Date
Period
Class
" The Spiders "

Chapter: 2
Reviewing:
in the story like:
123456-
Four men went to the archaeological site to .

The GPR was used for .. .
Inside the room with gold doors there were .
The oldest robber couldnt believe that .. .
The engineer told the pilot to get on the radio to .
Only the biggest spider could . .
Viewing:
1- What did the spider do as the officer was going to his superior ?
2- Why did the officer go to his superior ?
3- What did the police discover in the Land Cruisers ?
Previewing:
1-Why did Ayman phone the student of zoology ?
2-What did Ayman find on the Word Wide Web ?
3-What was the old Egyptian text about ?
4-Who translated that text into English ?
Date
Period
Class
" The Spiders"

Chapter: 2 (Cont.)
Reviewing:
in the story like:
1-Where were a team of archaeologists asleep ?
2-Where did the cars stop ?
3-Where did the four men go ?
4-What did they do to see around them ?
5-What were on the walls of the passage ?
Viewing:
orally.
1-Why was the internet useful to Ayman ?
2-How did the conversations look like on a computer screen ?
3-What would be a big problem for Ayman ?
4-How was Najat in danger of being attacked by the spider ?
Previewing:
1- Im sending you a very old picture that was found in a
tomb near Bawiti.
1-Who sent that picture and to whom ?
2-What was the picture about ?
3-What was the effect of the picture on the one who received it ?
Date
Unit: 5
Period
Lesson: 1
Class
SBP: 26
WBP: 21
Grammar
Definite and indefinite articles
Functions
Give opinions
Listening
Listen for detail and identify points of
view
Reading
Read for gist and recognise attitude
Critical thinking
Qualities needed for leadership
Writing
Rules
Teaching Aids:
Warm up:
Asking the students about the stories or novels they have read
and the information they know about their authors.
SB. Ex.1:
- Telling them to look at the questions and discuss them in their pairs.
- Asking some of the students to share their answers with the whole class.
SB. Ex.2:
Before you listen, check the meanings of these words in your Active Study
Dictionary.
- Writing the words on the board and helping the students to pronounce them correctly.
- Telling the students to look up the words in their Active Study Dictionary.
- Telling them that I am going to describe a word and they must tell me which word I am
describing.
- Continuing in this way with each of the words, in random order.
SB. Ex.3:
Listen to two people discussing the novel Lord of the Flies and complete these
sentences about the author, William Golding.
- Telling the students to read through the gapped sentences.
- Explaining that I am going to play the tape and the students must listen carefully for the
information they need to complete the sentences.
SB. Ex.4:
Listen again and choose the correct answer.
- Telling the students to read the questions and the answer choices. They can think about
the correct answers but they must not write anything yet.
- Playing the tape again, and telling the students to listen and choose the correct answers.
- Telling the students to close their books and asking them what they now know about the
author, William Golding, and writing their answers on the board.
SB. Ex.5:
- Asking the students to read the four sentences in the box.
- Telling them that I am going to play the tape and they must listen and repeat the sentences.
- Pointing out to the students that the underlined sounds are short vowels.
- Asking them to look at the table and telling them to add the underlined words from the
sentences into the correct place in the table.
- Organizing the students to work in pairs. Student 1 points to a column and Student 2 reads
the words in that column.
WB. Ex.1:
Complete the sentences with the correct words.
- Making sure they can pronounce them correctly.
- Telling the students to read the gapped sentences below the box.
- Explaining that they must use the words in the box to complete the sentences.
WB. Ex.2:
Rewrite these sentences using the words in brackets.
- Explaining to the students that they must use the words in brackets to rewrite the sentences.
The first one has been done as an example.
- Putting the students into pairs and telling them to read out their sentences to each other.
WB. Ex.3:
- Telling the students to read the phrases.
- Explaining that they must match a phrase in the first column with a phrase in the second
column to form complete sentences about William Golding.
Date
Unit: 5
Period
Lesson: 2
SBP: 27
Class
WBP: 22
Grammar
Functions
Give opinions
Listening
view
Reading
Critical thinking
Writing
Rules
Teaching Aids:
Warm up:
SB. Ex.1:
Definite and indefinite articles.
Read these sentences from the listening text.
- Telling the students to read the sentences in the box.
- The articles in the first sentence have been underlined.
- Telling the students to underline the articles in the other sentences.
- Asking the students to say when an is used instead of a.
SB. Ex.2:
Complete the sentences with a, an or the and give examples from Exercise 1.
- Organizing the students to work in pairs to discuss the answers and write them.
SB. Ex.3:
Discuss the following in pairs.
- Asking the students to read the two questions.
- Having the students discuss the answers in pairs.
SB. Ex.4:
Choose the correct articles (or no article) to complete the beginning of Lord of
the Flies.
- Telling the students to read through the text.
- Telling them to choose and circle the correct article in each pair of alternatives and
reminding them that sometimes no article may be needed.
- Goingthrough the answers with the class.
SB. Ex.5:
Now complete the table with the following.
- Telling the students to focus on the box.
- Telling them to think about which words require articles and which ones dont.
- Getting them to write in their answers.
WB. Ex.1:
Complete this text about William Golding with a/an, the or no article .
- Telling the students to read through the text and to ask about any problems with vocabulary.
- Telling them to complete the text with the correct articles or with none.
WB. Ex.2:
Correct the mistakes in these sentences about islands.
- Telling the students to read the three sentences.
- Organizing the students to work in pairs and telling them to discuss the mistakes in the
sentences.
- Telling them to rewrite the sentences correctly.
WB. Ex.3:
Read these sentences, then make similar sentences of your own.
- Explaining that they must use the prompt words to make similar sentences of their own, as
in the example.
answers.
- Finally, I go through the answers with the class.
Date
Unit: 5
Period
Lesson: 3
SBP: 28
Class
WBP: 23
Grammar
Functions
Give opinions
Listening
view
Reading
Critical thinking
Writing
Rules
Teaching Aids:
Warm up:
SB. Ex.1:
Choose the correct meaning of these words, then check in your Active Study
Dictionary.
- Writing the words in the box on the board.
- Asking the students if they know what the words mean.
- Telling them to choose and circle one of the two definitions provided for each word in the
book.
- Telling them to look the words up in their Active Study Dictionary.
SB. Ex.2:
Read this summary of Lord of the Flies and complete with the correct form of the
words from Exercise 1.
- Telling the students to read the gapped text on the right.
- Helping them with any vocabulary they find difficult.
- Telling them to use the words from Exercise 1 to complete the text.
SB. Ex.3:
Read the story again. Are these sentences True or False? Correct the false
sentences.
- Asking the students to read the sentences and decide if they are true or false.
- Telling them to correct the false sentences.
answers.
SB. Ex.4:
Complete these sentences using the correct form of the words in brackets.
- Telling them to write the correct form of the word in brackets to complete each sentence.
WB. Ex.1:
Complete the puzzle to find the word.
- Telling the students to look at the definitions and think about which words they describe.
- Telling them to write the words into the puzzle.
- Going through the answers with the class and making sure the students can pronounce the
words correctly.
WB. Ex.2:
Complete using the correct form of the words from Exercise 1.
- Explaining that they must use the correct form of the words from Exercise 1 to complete the
sentences.
WB. Ex.3:
- Explaining that they must choose the correct verb form for each sentence.
Date
Unit: 5
Period
Lesson: 4
Class
SBP: 29
Grammar
Functions
Give opinions
Listening
view
Reading
Critical thinking
Writing
Rules
Teaching Aids:
Warm up:
SB. Ex.1:
Read this quotation from Lord of the Flies and answer the questions.
- Telling the students to read the quotation.
- Putting them into pairs and asking them to read the three questions and discuss their
answers.
SB. Ex.2:
- Telling the students to read through all the questions and think about answers to them.
- Telling them to write the answers to them.
- Putting the students into pairs and telling them to read the questions and then give their
answers.
SB. Ex.3:
Work in pairs. How would you choose a leader if you and your friends were on
an island?
- Discussing the qualities of a good leader with the class and writing their ideas on the board.
- Telling them to look at the table in the exercise and read through the text.
- Telling them to look up any unknown words in their Active Study Dictionary.
- Making sure everyone understands all the words.
- Asking the students to imagine that they are on an island and they need to choose a leader.
- Telling them to write down the qualities they think a good leader should have. They can use
the language in the table to do this.
- Making one or two example sentences with the class first.
- Putting the students into pairs to compare their ideas.
- Finally, I ask some students to share their ideas with the class.
Date
Unit: 5
Period
Lesson: 5
SBP: 30
Class
SBP: 24
Grammar
Functions
Give opinions
Listening
view
Reading
Critical thinking
Writing
Rules
Teaching Aids:
Warm up:
SB. Ex.1:
Communication
- Putting the students into pairs to talk about rules.
- Telling them to read the questions and think about their ideas.
- Putting the pairs together into groups of four to share and discuss their answers.
- Asking as many groups as possible to share their answers with the class.
SB. Ex.2:
If you were the leader of a group of children on a desert island, what rules would
you make? Write one suggestion under each of these headings.
- Asking the students to imagine that they are leading a group of children on a desert island.
- Telling them to look at the table in the book and to think about what rules and suggestions
they would make for each of the headings to make life on the island work well.
- Telling the students they must all write at least one rule or suggestion in each section.
SB. Ex.3:
Discuss and compare your ideas.
- Putting the students into pairs to discuss their ideas and make a list of the best rules.
- Putting pairs together to make groups of four to discuss the rules.
- Asking groups to share their ideas with the class.
WB. Ex.1:
- Telling the students to read about the situations and think about what they would say in
each.
WB. Ex.2:
You are going to write rules for life on an island. First, plan how to organize your
rules.
- Asking the students to think of some headings for rules for living on an island, such as food,
shelter, defence, escape, etc.
- Writing their suggestions on the board.
- Telling them to choose five headings and think about one or two rules for each.
- Putting the students into pairs to compare their categories and talk about their rules.
WB. Ex.3:
Write your rules clearly. Use your notes in the Students Book and the following
language.
- Telling the students to look at the table.
- Explaining that they must write in the section headings and then write in the rules they have
for each section.
- They can use the language in the box to help them.
WB. Ex.4:
Check your writing.
- Telling the students to look carefully through their work, checking for any grammar and
spelling mistakes.
- Telling them to check spellings in their Active Study Dictionary.
- Telling the students to make a final draft.
- Putting the students into groups of four or five to share their ideas and find out if they have
chosen different categories and rules for each category.
- Asking some students to read out their tables to the class.
- Displaying the tables in the classroom.
Date
Unit: 5
Period
Class
Assessment
Grammar
Functions
Give opinions
Listening
view
Reading
Critical thinking
Writing
Rules
Teaching Aids:
Warm up:
Procedure:
Listening Task
Target element: revise the listening activity about William Golding and listen for
detail
- Writing the following sentences on the board and ask the students to copy them.
1 Karim heard a television programme about
William Golding.
2 Golding was a student at London University.
3 He studied French literature.
4 He became a teacher in a primary school.
5 Lord of the Flies was his second novel.
6 William Golding was very optimistic.
- Telling the students that each sentence has one incorrect piece of information in it.
- Explaining that I am going to play the tape with the listening text about William Golding
again, and they must correct the mistake in each sentence.
Speaking Task
Target element: revise what the students know about William Golding
- Putting the students into groups and getting them to remember everything they can about
William Golding.
- One member of the group should write down all the groups ideas and then share them
with the class.
Reading Task
Target element: revise the story of Lord of the Flies and activate the new
vocabulary
- Writing the following sentences about lord of Flies on the board.
- Telling the students to read them and then put them in the correct order.
1 A passing ship sees the fire.
2 A plane carrying a group of British boys crashes.
3 After a while, the group splits into two groups.
4 The boys realise that they need a leader and they choose Ralph.
5 More children join Jacks group.
6 Jack sets fire to the island.
7 Jacks group tries to steal Poggys glasses.
8 At first the children cooperate with each other.
Writing Task
Target element: use new vocabulary related to personal vocabulary and think in
greater depth about the story
- Asking the students to think about the characters of Jack and Ralph in the story Lord of the
Flies.
- Asking them to think about the qualities and types of personality the children have.
- Telling them to think about the adjectives they would use to describe the boys.
- Asking them to write a short description about each of the boys.
Date
Unit: 6
Period
Lesson: 1
SBP: 31
Class
WBP: 25
Grammar
Comparative and superlative forms
less/the least, more/the most,
(not) as as
Functions
Express certainty and uncertainty
Listening
Listen for gist and specific
information
Reading
Read for gist and distinguish fact
from opinion
Critical thinking
The importance of motivation
Writing
An informal e-mail
Teaching Aids:
Warm up:
Asking the students about amazing things and places in the
world.
Procedure:
SB. Ex.1:
- Telling them to look up the words in their Active Study Dictionary and then to mark the
main stress in each word in the box.
- Writing the words on the board and showing where the stress falls on each word.
SB. Ex.2:
Ask and answer in pairs. Make a note of your answers.
- Telling the students to read through the questions and helping them with any difficult
vocabulary.
- Asking them to make notes of their answers to the questions.
- Putting the students into pairs. They can take turns to ask and answer questions, using the
notes they made.
- If the student does not know the answer, he or she should simply say I dont know. The
students will hear the answers in the next exercise.
SB. Ex.3:
You are going to listen to two girls answering the same questions.
a
- Telling the students that I am going to play the tape.
- They should listen and number the questions in Exercise 2 in the order they hear them.
- Playing the first part of the tape and having the students write the answers.
b
- Telling the students that they must listen now to the answers to the questions in Exercise 2.
- Having them write the answers they hear next to the answers they wrote in Exercise 2.
- Playing the second part of the tape twice.
- Having the students work in pairs to compare their answers to the answers on the tape and
telling me how many they have correct.
SB. Ex.4:
Underline the phrases which show how sure the speakers are about their
answers. Which do you think is the most/ least sure?
- Telling them to underline the words that show the level of certainty with which the person is
saying things.
- Asking them to say in pairs which speaker they think is the most sure and which is the least
sure.
SB. Ex.5:
- Telling the students to look at the sentences in the blue box on the right.
- Playing the tape and asking the students to follow the sentences in the blue box.
- Playing the tape again and telling the students to repeat. I explain that the underlined letters
are long vowel sounds.
- Playing the tape several times to allowing the students to become familiar with the sounds.
- Asking them to look at the table in the book.
- Explaining that they must write the underlined words from the sentences into the correct
columns, as in the examples.
- Organizing the students to work in pairs, taking turns. Student 1 points to a column on the
table and Student 2 says the words in that column.
WB. Ex.1:
Find the words in the puzzle to match the definitions.
- Asking the students to look at the list of definitions a to e.
- Asking them to suggest the words they define and tell them to find and circle the words in
the puzzle.
WB. Ex.2:
- Asking them to read the gapped sentences.
- Telling them to use the words they found in Exercise 1 to complete the sentences.
WB. Ex.3:
- Telling the students to read through the situations and to look at the example answer.
- Asking them to think about what they would say in each situation and to write in their
answers.
- Putting the students into pairs and to compare their answers.
Date
Unit: 6
Period
Lesson: 2
SBP: 32
Class
WBP: 26
Grammar
(not) as as
Functions
Listening
information
Reading
from opinion
Critical thinking
Writing
An informal e-mail
Teaching Aids:
Warm up:
world.
Procedure:
SB. Ex.1:
Choose the correct words in these sentences from the listening text.
- Asking the students to read through the sentences first.
- Telling them to decide which is the correct word to complete each sentence and to circle it.
- Going through the answers as a class.
SB. Ex.2:
Now match the phrases which have the same meaning.
- Asking the students to look at the phrases.
- Telling them to match a phrase on the left with one that means the same on the right.
SB. Ex.3:
Make sentences comparing these mountains.
- Asking the students to look at the table.
- Making sure they understand that the table compares three aspects of three different
mountains: beauty, danger and popularity.
- Making sure they understand that the number of dots represents the degree of the quality, so
three dots is the most beautiful and one dot is the least beautiful; three dots is the most
dangerous and one dot is the least dangerous; three dots is the most popular and one dot is the
least popular.
- Looking at the example with the class and telling the students to complete the sentences
using the word cues, the information on the table and the words in the box.
SB. Ex.4:
In pairs, compare two cities, towns, tourist attractions or buildings you both
know. Use these adjectives.
- Getting the class to think of different pairs of cities, towns, tourist attractions or buildings
that they can compare.
- Writing the pairs on the board.
- Encouraging them to think of as many as they can.
- Putting the students into pairs to choose and compare two things.
- Asking some pairs to share their sentences with the class.
WB. Ex.1:
Make sentences.
- Telling the students to look at the word cues and explaining that they are going to use them
to make sentences.
- Looking at the word cues and the model answer in a with the class and making sure the
students understand how the sentences have been formed from the word cues.
- Telling them to follow the model in the first example and to write similar sentences for the
other word cues.
WB. Ex.2:
Correct the mistake in each sentence.
- Telling the students to read through the sentences and look for the mistake in each.
- Explaining that the students must re-write the sentences correctly.
WB. Ex.3:
Ask questions using these words and the correct superlative.
- Asking the students to look at the words in each line and explain that they are going to make
a question from them.
- Telling them to use the example answer as a model.
WB. Ex.4:
Now answer the questions in Exercise 3.
- Telling the students to look at the questions they wrote in the last exercise.
- Putting them in pairs to discuss their answers to the questions.
- Asking some students to read their answers to the class.
Date
Unit: 6
Period
Lesson: 3
SBP: 33
Class
WBP: 27
Grammar
(not) as as
Functions
Listening
information
Reading
from opinion
Critical thinking
Writing
An informal e-mail
Teaching Aids:
Warm up:
world.
Procedure:
SB. Ex.1:
Check the meaning of these words in your Active Study Dictionary.
- Telling them to check the meanings of the words in their Active Study Dictionary.
- Explaining that I am going to define a word and they must say what word I have defined.
SB. Ex.2:
Discuss in pairs.
- Asking the students to read and think about the question.
- Putting the students into pairs to talk about what motivates people to climb high and
dangerous mountains.
- Asking them if they think everybody would like to climb Everest.
- Asking pairs to share their suggestions and writing them on the board.
SB. Ex.3:
Read the article quickly. Does it include any of the reasons you discussed in
Exercise 2?
- Telling the students to read through the article Why do they do it? quickly.
- Asking them if any of the reasons for climbing high mountains that they thought of in
Exercise 2 are mentioned in the article.
- Asking the students for any reasons for climbing high mountains that were included in the
article that they didnt think of in Exercise 2.
SB. Ex.4:
Read the article again and discuss these questions in pairs.
- Putting the students into pairs to discuss the questions and then writing down their answers.
SB. Ex.5:
Discuss in pairs.
- Discussing the difference between a fact and an opinion with the students.
- Explaining that a fact is something that is true and can be proven, and an opinion is
someones personal thoughts about something.
- Putting the students into pairs to read through the sentences and decide if they are facts or
opinions.
- Going through the answer with the class.
- Asking the pairs to give a fact about mountains and then express an opinion about
mountaineers.
- Asking pairs to share the fact and opinion with the class.
WB. Ex.1:
- Telling the students to look at the column of words on the left and the column of definitions
on the right.
- Telling them to match each word with its correct definition.
WB. Ex.2:
- Explaining that they must use the words from Exercise 1 to complete the sentences.
WB. Ex.3:
Which are these sentences are facts (F) and which are opinions (O)? For each
opinion sentence, write a fact.
- Making sure that the students understand the difference between an opinion and a fact.
- Telling them to read the sentences and decide which ones are facts and which ones are
opinions.
- Looking at the example answering with the class and explaining that if the sentences are
opinions, the students must write a fact about the same topic.
Date
Unit: 6
Period
Lesson: 4
Class
SBP: 34
Grammar
(not) as as
Functions
Listening
information
Reading
from opinion
Critical thinking
Writing
An informal e-mail
Teaching Aids:
Warm up:
world.
Procedure:
SB. Ex.1:
-Telling the students to read through all the questions and helping them with any vocabulary
they find difficult.
- Explaining that they have to answer the questions and asking them to write their answers.
- Organizing the students to work in pairs and take turns to read out a question and give their
answer.
- When they have done this, I go through the answers to all the questions with the class.
SB. Ex.2:
Read what some mountaineers have said about climbing, then discuss the
questions.
Parts a and b
- Telling the students to read the first quote.
- Putting the students into pairs or groups to discuss the questions.
Parts c and d
- Telling the students to read the second quote and helping them with any difficult
vocabulary.
- Discussing the questions with the class.
Part e
- Asking the students to read the third quote.
- Making sure the students understand the word conquer and telling them to look it up in their
Active Study Dictionary.
- Discussing the quote with the class.
Part f
- Telling the students to read the final quote.
- Helping them with any vocabulary they find difficult and telling them to look up words in
their Active Study Dictionary.
- Asking the students to read the question and then discuss the answer with the class.
SB. Ex.3:
Discuss these ideas in pairs.
- Telling the students to read the questions and helping them with any vocabulary they find
difficult.
- Putting the students into pairs to discuss the two questions and writing some words on the
board to encourage them to think about different ideas.
- The students could ask lots of questions.
- Guiding them to think about the various aspects of climbing such as preparation, time away
from family, dangers, challenge, reasons for climbing, when the dream started, and so on.
- Going over the answers with a class and get some of the pairs to share their answers.
Date
Unit: 6
Period
Lesson: 5
SBP: 35
Class
SBP: 28
Grammar
(not) as as
Functions
Listening
information
Reading
from opinion
Critical thinking
Writing
An informal e-mail
Teaching Aids:
Warm up:
world.
Procedure:
SB. Ex.1:
Communication
Read this e-mail from someone who has been diving in the Red Sea and answer
these questions.
- Telling them to read through the e-mail very quickly and then close their books.
- Putting the students into pairs to discuss what they can remember about the e-mail they read.
- Asking some students to talk about the e-mail to the class.
- Telling the students to open their books again and read the e-mail a second time.
- Telling them to look at the questions and discuss the answers in pairs.
SB. Ex.2:
Look at the idioms in red above.
- Telling the students to read questions a and b and putting them in pairs to discuss the
answers.
- Asking the students to study the table.
- Asking them to work in pairs to think of another sentence which uses each of the idioms.
SB. Ex.3:
You are going to write an e-mail telling a friend about something you have just
done that you are proud of.
- Asking the students to think of something they have done that they are proud of, (or imagine
they did something that made them proud).
- Asking them to look at the questions and sample answers in part b.
- Telling them to make similar notes to answer the questions about the thing they did.
- Explaining that they will be using the notes in an exercise in the Workbook.
SB. Ex.4:
In pairs, take turns to tell your stories. Use some of the idioms above.
- Putting the students into pairs to telling each other the story of what they did. They can use
the notes they wrote in Exercise 3b to help them.
- Encouraging them to use idioms when they speak, and writing the following on the board:
out of the blue
made my day
a close call
to keep your cool
in a tight corner
- Selecting some pairs and asking them to read their stories to the class.
WB. Ex.1:
Read about the apostrophe, then insert the missing apostrophes in this e-mail to
a friend.
- Telling the students to read the rules below the e-mail and making sure they understand that
there are two reasons for using apostrophes: to show possession or to indicate missing letters.
- Writing some examples on the board then telling the students to read through the e-mail and
insert the five missing apostrophes.
WB. Ex.2:
Order the e-mail in Exercise 1.
- Asking the students to look again at the e-mail.
- Explaining that the sentences are in the wrong order.
- Telling them to read the sentences and then decide the correct order.
-Going through the answers with the class.
WB. Ex.3:
Read the e-mail again and find the following.
- Putting the students into pairs to find four idioms and five expressions to show that the
e-mail is informal.
WB. Ex.4:
Write your e-mail to a friend.
- Reminding the students of the e-mail they planned in the SB, p. 35, Ex. 3.
- Telling them they are going to use the quotes they wrote to plan their e-mail.
- Telling them to think about the order of events.
- Writing a model based on the e-mail in the WB on the board to help
them.
Salutation
where I am and why I am writing
Tell story part 1
Tell story part 2
Finish story
Say goodbye
- Asking the students to write their e-mails.
- Telling them to read their writing carefully and correct all the mistakes.
- Reminding them to check their apostrophes.
- Putting the students into groups to read out their e-mails.
- Asking each group to choose one e-mail to read to the class.
Date
Unit: 6
Period
Class
Assessment
Grammar
(not) as as
Functions
Listening
information
Reading
from opinion
Critical thinking
Writing
An informal e-mail
Teaching Aids:
Warm up:
world.
Procedure:
Listening Task
Target element: revise questions for comparatives and superlatives
- Writing the following questions on the board:
1 Where is the ______ all the oceans?
2 ______ is the highest mountain ______?
3 How far above ______?
4 Where is the oldest ______and ______ it?
- Telling the students I am going to play the first part of the listening for Unit 6, page 31,
Exercise 3 again, and they must listen carefully and complete the gapped questions.
- Checking the answers with the class.
Speaking Task
Target element: practise and use language from the e-mail
- Writing some of the key words on the board as prompts to the story in the Workbook about
the boy in the hot air balloon:
South Africa
family
hot air balloon
4 oclock
2 hours animals, pilots house
wind blew
pilot OK
- Putting the students into pairs and asking them to tell the story to each other, using the key
words.
Reading Task
Target element: revise the text and practice key vocabulary
- Writing the following on the board:
1 For many, climbing a great mountain is a ________ ambition.
2 When Omar was a ________ he liked to climb stairs.
3 Most people want to _______________ something during their life.
4 Some mountaineers say that their hobby is no different from other ________.
5 When someone climbs a mountain they have ________ their goal.
- Asking the students to read the gapped sentences and to complete them.
- Telling them that they will find the missing words in the text in Exercise 3 on page 33 of the
Students Book.
Writing Task
Target element: revising comparatives and superlatives
- Writing the following words on the board:
Cairo Alexandria big
Challenger Deep deep ocean
Mount Fuji Matterhorn beautiful
London Cairo expensive
Amazon Nile long
tree old world Sweden
- Telling the students to write sentences to compare the things in each line. They should use
the adjective as a cue to help them.
Date
Lesson: 1
Period
SBP: 36
Review B ( Units: 4 / 6 )
Class
WBP: 29
units: 4 / 6.
Teaching Aids:
Procedure:
SB. Ex.1:
Listening
Discuss these questions with a partner.
- Putting them into pairs to discuss their answers.
- Tellingthe students to listen carefully and check their ideas as you play the tape.
SB. Ex.2:
Listen again and complete the sentences.
- Explaining that the words in the box are the words needed to complete the five sentences.
- Telling the students to guess which words complete which sentences.
- Playing the tape again and telling the students to listen carefully, check their answers and
write the correct words in the gaps if they guessed incorrectly.
SB. Ex.3:
Part a
- Putting them in pairs and telling them to read the sentences aloud to each other.
- Playing the tape.
- Telling the students to decide whether the underlined words are short vowels or long vowels
and write them in the correct box.
Part b
- Telling the students to look at the box with three lists of words.
- Explaining that the students must listen carefully and circle the word in each list that uses a
different vowel sound.
- Playing the tape.
- Asking the students to read the words aloud to practise the short and long vowel sounds.
- Putting the students into pairs to take turns.
Student 1 says a number, one, two or three and
Student 2 reads the words in that list.
WB. Ex.1:
Respond to each of the following situations.
- Telling them to write down what they would say in each situation.
- Going through the answers with the class and asking some students to share their answers
with the class.
WB. Ex.2:
- Asking the students to read through all the questions first.
- Telling them to read again and choose the correct answer for each question.
Date
Lesson: 2
Period
SBP: 37
Class
WBP: 30
units: 4 / 6.
Teaching Aids:
Procedure:
SB. Ex.1:
Choose the correct future form to complete the conversation.
- Asking the students to read through the dialogue.
- Explaining that they must choose the correct future form to complete the conversation.
SB. Ex.2:
Complete with a, an, the or (no article)
- Asking the students what they can remember about the author William Golding.
- Telling them to read the text and write in the correct articles.
SB. Ex.3:
Look at the information abut five birds and make sentences.
- Telling the students to study the table.
- Making sure they understand how it works, with the number of dots representing the degree
of the quality, so five dots is the most common and one dot is the least common; five dots is
the biggest and one dot is the smallest; five dots is the longest wing and one dot is the
shortest wings.
- Explaining any vocabulary the students dont understand.
- Telling the students to use the cues and the information in the table to make sentences using
the superlative, as in the example.
SB. Ex.4:
Now compare the birds using these words.
- Telling the students to look at the word cues and the model sentence.
- Telling them to use the cues and the information in the table to write comparative sentences
like the example.
WB. Ex.1:
Rewrite the following sentences, using the word(s) in brackets, to give the same
meaning.
- Looking at the example with the class and explaining that the students must rewrite the
sentences using the word(s) in brackets to give the same meaning as the original sentences.
WB. Ex.2:
- Telling the students to read through the text quickly.
- Asking them what the text is about and writing their ideas on the board.
- Telling them to look at the underlined words and to correct them.
WB. Ex.3:
- Telling the students to read the gapped text quickly.
- Putting them in pairs and telling them to explain to each other what the text is about.
- Telling the students to read through the text again and try to complete it with the best words
for the spaces.
Date
Lesson: 3
Period
SBP: 38
Class
WBP: 31
units: 4 / 6.
Teaching Aids:
Procedure:
SB. Ex.1:
Complete this story with the correct form of these words.
- Telling the students to read the text and then to close their books.
- Putting them into pairs to discussing what the text is about.
- Telling the students to open their books again and read the text a second time.
- Explaining that they must use the words in the box to complete the text.
SB. Ex.2:
Choose the correct answer from A, B, C or D
- Reminding the students about the article they read in Exercise 1.
- Telling them to read all the questions carefully.
- Explaining that they must choose the correct answer from the alternatives given.
WB. Ex.1:
Read the following letter, then answer the questions.
- Asking the students to read through the letter quickly.
- Telling them to close their books and asking them to tell me what the letter is about.
- Telling the students to open their books, read the letter again and answer the questions
below.
- Putting them in pairs to compare their answers.
Date
Lesson: 4
Period
Class
SBP: 39
units: 4 / 6.
Teaching Aids:
Procedure:
SB. Ex.1:
Find words in the story to answer these questions.
- Telling the students that they can find the words they need in the story in Exercise 1 on page
38.
- Telling them to read through the questions and then to write their answers.
SB. Ex.2:
Now complete the following with a word from Exercise 1.
- Telling the students to read all the sentences.
- Explaining that they must use words from the first exercise to complete sentences in
Exercise 2.
Critical thinking
SB. Ex.1:
-Telling the students to read through all the questions.
- Telling them to write down their answers.
- Putting the students into pairs to take turns to read out the questions and give their answers.
SB. Ex.2:
Complete these sentences.
- Telling the students to read the sentence beginnings.
- Telling them to complete the sentences truthfully for themselves.
- Asking some of the students to read their sentences to the class.
Date
Lesson: 5
Period
Class
SBP: 40
SBP: 32
units: 4 / 6.
Teaching Aids:
Procedure:
SB. Ex.1:
- Telling the students to read through the situations and think about what they would say.
SB. Ex.2:
Read the poster and discuss these questions in pairs.
- Telling the students to look at the poster and asking them the following questions and
discussing the answers as a class to help them understand the poster.
What is the poster about?
What is going to happen?
When will it happen? Who can participate?
What activities can you do?
- Putting the students into pairs to discuss the two questions in the book.
SB. Ex.3:
You would like to help the School Challenge. Make notes to answer these
questions.
- Telling the students to read through the three questions.
- Asking them to think about the questions and make notes to answer them.
- Explaining that they will need the notes for the next activity.
SB. Ex.4:
Work in groups. Tell other students what you have decided to do.
- Putting the students into groups to talk about what they are going to do, how they are going
to prepare and how they are going to collect the money. They can usethe notes they made in
the last exercise to help them.
- Telling the students to think of questions they can ask each other about their plans.
- Writing their suggestions on the board.
WB. Ex.1:

- Asking the students to read through all the questions.
- Putting the students into pairs to compare their answers. The students should each read out
the questions and then give their answers.
WB. Ex.2:
Write a paragraph of seven (7) sentences about a book you have enjoyed reading.
- Starting by telling the students about a book I have enjoyed reading.
- Writing the name of the book on the board and telling the basic story to the class.
- Explaining to the students that they must think of a good book they have read.
- Telling them to write seven sentences about it.
- Putting the students into groups to read out their sentences to each other.
- Telling each group to choose the book in their group that they found the most interesting.
- Asking the students whose books have been chosen to read out their sentences to the class.
WB. Ex.3:
Translation
a
translation down.
- Drawing the students attention to how the first Arabic sentence is translated.
translation down.
Date
Unit: 7
Period
Lesson: 1
SBP: 41
Class
WBP: 33
Grammar
Relative clauses, relative pronoun
whose
Functions
Polite greetings
Listening
Listen to check predictions and for
detail
Reading
Read for gist, for detail and in order
to understand reference words
Critical thinking
Appreciating the importance of
international trade
Writing
A formal business letter
Teaching Aids:
Warm up:
Asking the students about the business they would like to start
up after they finish their education and how they are going to
manage it.
Procedure:
SB. Ex.1 ( Listening ):
- Telling the students to look at the four words in the box and pointing out that the word
representative has the stress on the third syllable.
- Asking if the students can explain any of the words in English.
- Telling them to look up the words in their Active Study Dictionary.
SB. Ex.2:
Read about the export company Fruco. What kinds of fruit and vegetables do
you think it exports?
- Telling the students to read the text in the box.
- Asking them to tell you what the company exports (fresh vegetables and fruit) and which
regions they export to (Asia, Europe, Africa, the Middle East).
SB. Ex.3:
Listen to Fruco employees welcoming visitors and answer the questions.
- Telling the students that they are going to listen to employees talking to visitors about the
company they work for, Fruco.
- Asking the students to read the questions before they listen.
- Playing the tape.
- Putting the students into the pairs to discuss the answers.
- Playing the tape a second time and telling the students to write the answers in the spaces
provided.
SB. Ex.4:
Now complete the conversations.
- Telling the students to look at the phrases in the box.
- Helping them with any words they dont understand; they can use their Active Study
Dictionary, too.
- Telling them to read through the sentences below the box and try and use the phrases from
the box to complete them. The conversations are from the dialogues the students listened to
in Exercise 3.
- Playing the tape again so that the students can check their work.
SB. Ex.5:
Part a
- Asking the students to look the words in the box.
- Writing the words on the board, underlining the same sounds as in the Students Book.
- Saying the words to the students and asking them what they notice about the sound in each
word that is underlined.
Part b
- Telling the students to look at the three sentences in the box.
- Explaining that I am going to play the tape and they must listen to the sentences and
underline the schwa sounds in each.
- Writing the sentences on the board and going through the answers with the students.
- Finally, putting the students into pairs to practice reading the sentences. Student 1 points to a
sentence and Student 2 reads it. Then they swap over.
WB. Ex.1:
Complete using words from the box.
- Telling them to read through the sentences below and to use the words from the box to
complete them.
- Going through the answers with the class. Note that the final answer must begin with a
capital letter as it starts the sentence.
WB. Ex.2:
Use your Active Study Dictionary to answer these questions.
- Telling the students to read the three questions.
- Helping to explain if they dont understand the instructions.
- Making sure they use their Active Study Dictionary to answer the questions. For question c,
they can also look back at Exercise 5 on page 41 of the Students Book and at Exercise 1 in
the Workbook.
- Going through the answers.
WB. Ex.3:
- Telling the students to read through the four situations first.
- Asking them to think about what they would say in each situation and to write in their
answers.
Date
Unit: 7
Period
Lesson: 2
SBP: 42
Class
WBP: 34
Grammar
whose
Functions
Polite greetings
Listening
detail
Reading
Critical thinking
international trade
Writing
Teaching Aids:
Warm up:
manage it.
Procedure:
SB. Ex.1:
Study these sentences from the listening text.
- Telling them to look at the example, then to circle the relative pronoun (the connecting
word, like who, which, that, etc.) in each sentence in the same way.
- Asking them to look at the example again and telling them to underline the relative clause(s)
(which refer to the object/person/thing referred to by the relative pronoun) in each sentence
in the same way.
- Telling them that one sentence has more than one relative clause.
- Finally, going through the answers with the class.
SB. Ex.2:
Now complete the sentences about relative clauses.
- Telling the students to read through the rules about relative clauses.
- Telling them to write in the correct words to complete the rules.
SB. Ex.3:
Study these sentences and answer the questions.
- Telling the students to read the three sentences in the box.
- Telling them to read the questions below the sentences and think about the answers.
- Putting the students into pairs to discuss their answers.
SB. Ex.4:
Join these pairs of sentences using a relative clause.
- Asking the students to read the sentences carefully.
- Telling them they must make the two sentences in each pair into one sentence, using a
relative clause.
- Putting the students into pairs or small groups to compare their answers.
SB. Ex.5:
Complete these sentences with a relative pronoun and your own ideas.
- Telling them to write down their own ideas to complete the sentences.
- Putting the students into groups and telling them to read out their completed sentences to
each other.
- Asking if any of the students wrote the same sentences.
- Inviting some students from each group to read their sentences to the class.
WB. Ex.1:
Complete these sentences with a relative pronoun. (Two answers may be
possible.)
- Asking the students to read the gapped sentences through.
- Telling them to add a relative pronoun to complete each sentence.
WB. Ex.2:
- Explaining to the students that there is a mistake in the relative pronoun in each sentence.
- Asking them to read through the sentences and find the mistake, then correct each sentence
in the space provided.
WB. Ex.3:
Complete the sentences with a relative pronoun and your own ideas.
- Telling the students to read through the sentence parts.
- Explaining that they must add a relative pronoun and complete the main clause of each
sentence.
- Putting the students into pairs to read out their sentences to their partner.
- Asking some of the students to read out their sentences to the class.
Date
Unit: 7
Period
Lesson: 3
SBP: 43
Class
WBP: 35
Grammar
whose
Functions
Polite greetings
Listening
detail
Reading
Critical thinking
international trade
Writing
Teaching Aids:
Warm up:
manage it.
Procedure:
SB. Ex.1(Reading):
Before you read the article, check the meaning of these words in your Active
Study Dictionary.
- Telling the students to look at the words in the box and asking if they can explain any of
them to me.
- Asking the students to mark the stress in each of the words with more one than one syllable
SB. Ex.2:
Discuss in pairs.
- Telling the students to read the article title. Ask them what they think the phrase global
economy means.
- Putting the students into pairs to discuss their ideas.
- Telling the students to read the article and see if they understood the title.
SB. Ex.3:
Match to make sentences about the global economy.
- Explaining that they must match each sentence beginning from the first column with a
sentence ending from the second column.
- When they have completed the exercise, I put the students into pairs to take turns to read out
their answers.
SB. Ex.4:
What do these words and phrases in bold from the reading refer to?
- Explaining that they must decide what the words in bold relate to.
- Putting the students into pairs to discuss and write down the answers.
WB. Ex.1:
- Telling the students to look at the puzzle.
- Telling them to read the definitions below the puzzle and think of the words that match the
definitions.
- Explaining that they must find the words in the puzzle.
WB. Ex.2:
Complete using the correct form of the words in brackets.
- Explaining that they must use the words in brackets to complete the sentences.
WB. Ex.3:
What do the words and phrases in bold refer to?
- Telling the students to read through the sentences. Each sentence has a word in bold.
- Telling the students they must decide what the word in bold refers to.
Date
Unit: 7
Period
Lesson: 4
Class
SBP: 44
Grammar
whose
Functions
Polite greetings
Listening
detail
Reading
Critical thinking
international trade
Writing
Teaching Aids:
Warm up:
manage it.
Procedure:
Critical thinking
SB. Ex.1:
- Telling the students to read all the questions.
- Explaining that they must write the answers.
- Putting the students into pairs. The students should take turns to read out a question and then
give the answer.
- Going over the answers to all the questions with the class.
SB. Ex.2:
Read this short article, then discuss the questions.
- Telling the students to read the article about Port Said quickly and then to close their books.
- Putting the students into pairs and telling them to take turns explaining to their partner what
the article is about.
- Telling them to open their books again and to read the article a second time.
- Putting them into pairs again and telling them to read and answer the questions.
SB. Ex.3:
Discuss in pairs.
- Telling the students to read the situation.
- Asking them what is meant by chemical business.
- Making sure they understand what type of industry it is and what it does.
- Telling them to read the question.
- Putting the students into pairs to discuss the question.
- Telling them to cover each of the points in the box.
- Asking some pairs to share their answers with the rest of the class.
Date
Unit: 7
Period
Lesson: 5
SBP: 45
Class
WBP: 36
Grammar
whose
Functions
Polite greetings
Listening
detail
Reading
Critical thinking
international trade
Writing
Teaching Aids:
Warm up:
manage it.
Procedure:
SB. Ex.1:
Read this letter and answer the questions.
- Asking the students to read the letter.
- Checking that they understand all the vocabulary. If there are any words they are unsure of,
they look them up in their Active Study Dictionary.
- Asking the students to explain what the letter is about.
- Telling them to read the questions above the letter.
- Putting the students into pairs to answer the questions.
SB. Ex.2:
Roleplay the first few minutes of a conversation between these two people when
they meet in Cairo. Use some of the language below.
- Putting the students into pairs and telling them to imagine that they are having a business
meeting. One student will take role A and the other will take role B.
- Telling them to read about their roles.
- Telling the pairs to make a dialogue for the business meeting.
- Explaining that they can use the language in the box to help them.
- Telling them to write out their dialogue and then to try to memorise it. They will need to
practise it several times.
- Choosing pairs of students to perform their dialogues for the rest of the class.
- Encouraging them to say the dialogue without looking at the script.
WB. Ex.1:
Rewrite this business letter using more formal language.
- Telling the students to read the letter on the left.
- Explaining that the letter is informal but that when we write a letter in business we use more
formal language.
- Asking the students to identify some of the phrases that make it informal.
- Telling the students to re-write the letter using more formal language. The letter on page 45
of the SB can help them.
- Putting the students into small groups to read out their letters to each other.
- Telling each group to choose the best letter in their group and to read it out to the class.
WB. Ex.2:
Write a business letter on your own, using the following information.
- Telling the students they are going to write a business letter and asking them to read the
situation outlined in part a of the exercise.
- Telling them to think about the style of the letter, how they will open and close it, and what
they should include in the content.
- Asking the students to write a first draft, then check it carefully for grammar and spelling
mistakes.
- Putting the students into pairs to read and comment on their partners draft. Then each
student should rewrite his/her letter.
- Putting the students into small groups and
telling them to read every letter in their group.
Date
Unit: 7
Period
Class
Assessment
Grammar
whose
Functions
Polite greetings
Listening
detail
Reading
Critical thinking
international trade
Writing
Teaching Aids:
Warm up:
manage it.
Procedure:
Listening Task
Target element: revise the listening activity and roles within business
- Writing the following table on the board and asking the students to copy it.
Mr Wong
Mr Karmi
Miss OConnor
Ibrahim Abaza
Tom Masters
Chief buyer for an Irish supermarket

Scientist at Fruco
Sales manager
Representative of Chinese import company
Scientist at the University of Scotland
- Telling the students to listen to the tape and to match the jobs with the people.
- Playing the tape again from Lesson 1 Exercise 3.
Speaking Task
Target element: revise and use key vocabulary from the unit
- Telling the students to imagine that a power company from the USA is planning to build a
nuclear power station about 30 km from their town.
- Writing the following categories on the board:
Jobs and employment
The building industry
Safety
Pollution
Local shops and businesses
Language schools
- Putting the students into pairs to think of the positive and negative aspects of this form of
investment. They can make notes but they should not write out their ideas in full.
- Telling them to present their ideas to the rest of the class.
Reading Task
Target element: revise and understand the formalities in a letter
- Telling the students to read the letter on page 45 of the Students Book.
- Writing the following questions on the board and asking the students to answer them.
1 What is Mr Karmis position in the company?
2 What is the name of the company Helen OConnor works for?
3 What is Helen OConnors job?
4 Where do you write the name of the company you are writing to?
5 What is the internet address (URL) of Superval?
6 Where is the date normally written?
Writing Task
Target element: revise key phrases for formal business letters
- Writing the following phrases on the board:
1 Best wishes
2 See you soon
3 Hi, Mr Thomas
4 To start with
5 Im getting to the airport
6 I want to chat about future orders
7 If our business idea goes well
- Asking the students to think of more formal phrases to replace each one with.
Date
Unit: 8
Period
Lesson: 1
SBP: 46
Class
WBP: 37
Grammar
Used to to refer to completed
past habits
Functions
Ask questions
Listening
Listen for gist and to guess the
meaning of unknown words
Reading
Read to check predictions and for
specific information
Critical thinking
How you feel about your situation
in life
Writing
A description of an object
Teaching Aids:
Warm up:
Asking the students about expensive things they would like to
have, what they are going to do to have them and what they are
going to do with them.
Procedure:
- Writing the words on the board and marking the stress on the words with more than one
syllable: act, army, canoeing, collection
- Modeling the pronunciation for the class.
- Telling the students to look up the meanings of the words in their Active Study Dictionary.
SB. Ex.2:
Listen to a radio programme about the writer Guy de Maupassant and complete
these questions.
- Telling students to read through the gapped sentences in the Students Book.
- Telling them they are going to listen to a radio programme about a writer called Guy de
Maupassant.
- Explaining that they must listen carefully to the tape for the correct words to complete the
sentences.
- Playing the tape.
SB. Ex.3:
Listen again. Are these sentences True or False? Correct the false ones.
- Telling the students to read through the sentences and help them with any difficult
vocabulary.
- Explaining that I am going to play the tape again and they must decide whether the
sentences are true or false.
- Telling them that if the sentences are incorrect, they should correct them.
SB. Ex.4:
Guess the meaning of the words in bold from the listening.
- Telling the students to read the three sentences.
- Asking them what they think the words in bold mean.
- Putting the students into pairs to discuss what they think the three words mean.
SB. Ex.5:
Discuss in pairs.
- Telling the students to read the question and discuss it in pairs.
- Asking some of the pairs to share their answer with the class.
SB. Ex.6:
- Explaining to students that sometimes sounds merge when speaking in phrases and
sentences.
- Telling the students to read the six phrases in the box.
- Telling them that when you play the tape, they must listen carefully to find out which
consonants they do not hear separately.
- Playing the tape.
- Putting the students in pairs to take turns to say the phrases exactly as they heard them on
the tape.
WB. Ex.1:
- Telling the students to look at the words in the column on the left and their definitions in the
column on the right.
- Helping them with any vocabulary they find difficult.
- Telling the students to match each word to its meaning.
WB. Ex.2:
- Telling the students to read through all the sentences and helping them with any difficult
vocabulary.
- Explaining that the students must use the words from Exercise 1 to complete the sentences.
- Telling them to write the correct words to complete the sentences.
WB. Ex.3:
- Telling the students to read through the four situations.
- Telling them to write down what they would say in each situation.
- Putting the students into pairs to read out their answers to each other.
- Asking some of the students to read out their answers to the rest of the class.
Date
Unit: 8
Period
Lesson: 2
SBP: 47
Class
WBP: 38
Grammar
past habits
Functions
Ask questions
Listening
Reading
Critical thinking
in life
Writing
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
Used to
Study these sentences from the listening text and do the following.
- Telling the students to read the five sentences in the box.
- Putting students into pairs to read through the questions and discuss the answers.
- Asking some of the students to explain their answers to the whole class.
SB. Ex.2:
Look at these photos of Paris 100 years ago and Paris now.
- Asking the students to look at the two pictures of Paris and making sure they understand that
one shows Paris a hundred years ago and the other shows Paris now.
- Asking them to describe the two pictures.
- Asking what they can see and what things they can see people doing, etc.
- Putting the students into pairs to talk about how people used to live and how they live now.
- Doing some examples with the class to make the activity clear.
- When they have done this, I ask the students to think about Egypt.
- Asking how the people used to live and how they live now.
SB. Ex.3:
In pairs, discuss your life in the past using used to and the following ideas.
- Explaining that they must compare their lives in the past with their lives today in relation to
the topics in the box.
- Putting the students into pairs to make sentences.
WB. Ex.1:
Complete with the correct form of used to.
- Explaining that we use used to plus the infinitive to talk about activities we did repeatedly in
the past which have now finished.
- Telling the students to read the sentences and the following sentence beginnings.
- Telling them to complete the sentence beginnings using used to.
WB. Ex.2:
John Pools life changed when he got a good job. Write sentences about the
changes in his life.
- Making sure they understand that it gives information about a man called John Pool.
- Explaining that it tells us about John Pools life before and after he got a good job.
- Telling the students they must use the information in the table to write sentences about John
Pool comparing his life before he got the job with his life after he got the job. They must
write about what he used to do and what he does now.
-Putting the students in pairs to read their sentences to each other.
WB. Ex.3:
Rewrite the bold verbs in these sentences using used to if you can.
- Telling the students to read through the four sentences.
- Telling them to look at the example and to rewrite the sentences using the verbs in bold and
used to.
Date
Unit: 8
Period
Lesson: 3
Class
SBP: 48
WBP: 39
Grammar
past habits
Functions
Ask questions
Listening
Reading
Critical thinking
in life
Writing
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
- Telling the students that they are going to read a story and they need to understand the
words in the box.
- Telling them to look up the meanings of the words in the box in their Active Study
Dictionary.
- Telling them that you are going to say the meanings of the words and the students must call
out the word which has that meaning.
SB. Ex.2:
Look at the pictures. What do you think The Necklace is about?
- Telling the students to look at the picture and describe the things they can see.
- Asking them what they think the story might be about and writing any suggestions on the
board. There are no correct answers; it is just important to get the students to use any clues
in the pictures to make predictions.
- Accepting all reasonable suggestions.
SB. Ex.3:
Read the story and check your predictions.
- Telling the students to read through the story quickly.
- Discussing with the class how close their predictions were to the story they have read.
- Asking what they can remember about the story after reading it once.
SB. Ex.4:
Match to make correct sentences about the story.
- Telling the students to read the sentence beginnings on the left and then the sentence
endings on the right.
- Explaining that they must match each beginning in column 1 with the correct ending in
column 2 to make complete sentences.
SB. Ex.5:
Discuss this question with a partner.
- Telling the students to read the question.
- Asking them why the ending of the story is surprising.
- Asking them how they feel about the ending if they have learnt anything from the story.
- Discussing how the students feel about Loisel and Mathilde at the end of the story.
WB. Ex.1:
- Telling the students to read through the definitions from a to g.
- Telling them to think of the words that are being defined, write the words into the crossword
and find the hidden word.
WB. Ex.2:
WB. Ex.3:
Complete these sentences with the correct prepositions.
- Telling the students to read through the gapped sentences and the words in the box.
- Telling them to use the correct preposition from the box to complete each sentence.
Date
Unit: 8
Period
Lesson: 4
Class
SBP: 49
Grammar
past habits
Functions
Ask questions
Listening
Reading
Critical thinking
in life
Writing
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
Critical thinking
- Telling the students to read through all the questions, then to answer them.
- Putting the students into pairs to read out the questions and their answers to each other.
SB. Ex.2:
Read this quotation from the story and discuss the questions.
- Putting them into small groups to read through and discuss the questions.
- Asking each group to share their answers with the class.
SB. Ex.3:
- Putting the students into pairs to read and discuss the sentences.
- Asking them which ones they agree with and why.
- Asking what advice they would give to a person like Mathilde who thinks that money and
things can make life better.
Date
Unit: 8
Period
Lesson: 5
SBP: 50
Class
WBP: 40
Grammar
past habits
Functions
Ask questions
Listening
Reading
Critical thinking
in life
Writing
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
Communication
Read this description of a piece of missing jewellery. Which of the pictures does it
describe?
- Asking the students to look at the pictures of the three pieces of jewellery.
- Asking them to suggest words to describe each one and writing their suggestions on the
board.
- Telling the students to read the description in the box and to decide which necklace it
describes.
SB. Ex.2:
Work with a partner. Take turns to describe the other two necklaces.
- Putting the students into pairs to take turns to say sentences to describe the other two
necklaces. Student 1 says a sentence describing one of the necklaces and Student 2 guesses
which necklace is being described. They then swap roles.
- Getting the students to continue in this way, taking turns to describe a necklace.
SB. Ex.3:
You are now going to describe something of yours.
- Telling the students that they are going to describe an object of their own. It must be
something that they like but it doesnt have to be valuable.
- Looking at the pictures with the class and asking for suggestions to give the students ideas
for objects to describe.
- Telling them to think about their object and to use the questions in the box to help them
describe it.
- Telling them to make notes of their answers to the questions in box and explaining that they
can use the notes to write a description of the object, but they must not name the object.
- Putting the students into pairs to take turns to read their description to their partner, who
must try to guess the object. Then they swap roles.
SB. Ex.4:
Tell other pairs about the things you described to your partner.
- Putting the pairs of students together to make groups of four.
- Telling each student to read out their description for the other pair to guess.
- Inviting some students to read their description to the class for everyone to guess.
WB. Ex.1:
Answer the questions and add a question of your own.
- Telling the students to look at the table. name the objects pictured across the top (clock,
laptop computer, mobile phone).
- Telling them to read the questions, on the left, about the three objects.
- Telling them to add one more question.
- Telling the students to complete the table.
WB. Ex.2:
Write a description of the thing you described in the Students Book.
- Reminding the students about the object they described in Ex. 3 p.50 of the Students Book.
- Telling them to write a draft description of their object. They can use the example in Ex. 1 in
the Students Book and the language in the table above to help them.
- Telling them to check the vocabulary, grammar and spelling.
- Putting the students into groups to take turns to read out their descriptions.
- Asking each group to choose one description to read to the class.
Date
Unit: 8
Period
Class
Assessment
Grammar
past habits
Functions
Ask questions
Listening
Reading
Critical thinking
in life
Writing
Teaching Aids:
Warm up:
Procedure:
Listening Task
Target element: further comprehension of the listening activity on Guy de
Maupassant
- Writing the following sentence beginnings on the board and telling the students to copy
them.
1 Professor Richard Hillery teaches _________
2 He works at a university in __________
3 Guy de Maupassant was born in __________
4 In 1871 he moved to __________
5 His friends said he used __________
6 On every journey he __________
- Explaining that I am going to play the listening from Exercise 2 on page 46 of the Students
Book again.
- Telling the students to listen carefully and to use the information to complete the sentences.
Playing the tape.
Speaking Task
Target element: revise used to and the present simple to talk about habits
- Drawing the following table on the board.
Toms life
Eating
Sports
Money
Work
Car
In the past
Now
eat in restaurants
play football every day
earn 9000 a week
play football
drive a Mercedes
eat at home
watch TV
earn 500 a week
write about football
drive a Toyota
- Putting the students into pairs to taking turns to use information from the table to say
sentences comparing Toms life in the past with his life now.
- Telling them to talk about what he used to do and what he does now.
Reading Task
Target element: revise key language from the reading
- Writing the following sentences on the board and asking the students to copy them.
1 Loisel works as a government engineer.
2 One day Loisel receives an invitation to a party.
3 Mathilde goes to see her friend and buys a beautiful diamond necklace.
4 Mathilde borrows a beautiful diamond watch.
5 They decide to buy a similar diamond necklace as a replacement.
- Explaining that each sentence has a factual mistake.
- Telling them to read the story called The Necklace on pages 48 and 49 of the Students Book
again and to find the mistakes.
- Telling them to cross the wrong words out and write the correct word at the end of each
sentence.
Writing Task
Target element: revise the language of descriptions
- Reminding the students of the questions they answered to complete the table about three
objects on page 40 of the Workbook.
- Writing the questions on the board.
What shape is it ?
How big is it ?
What is it made of ?
What is it used for ?
Where do you normally find or see it ?
- Placing three objects at the front of the class.
- Telling the students to choose one of the objects and to write a description of it.
- Telling them to make sure that all the questions on the board are answered in the
description, but that they dont mention the name of the object.
- Asking some of the students to read their descriptions to the class and see if the class can
guess what the objects are.
Date
Unit: 9
Period
Lesson: 1
SBP: 51
Class
WBP: 41
Grammar
Present perfect simple and continuous
Functions
Make suggestions, agree and disagree
Listening
information
Reading
Read for gist and guess the meaning
of unknown words
Critical thinking
The benefits of international sports
Writing
A questionnaire
Teaching Aids:
Warm up:
Asking the students to imagine that the Olympic Games are
going to be held in Egypt. What things would need to be built
and what things would need to be done to run the Olympic
Games.
Procedure:
- Putting the students into pairs and telling them to look at the pictures.
- Telling the pairs to read the questions and discuss the answers.
SB. Ex.2:
Check the meanings of these words and phrases in your Active Study Dictionary.
- Asking them if they can explain the meanings of any of the words.
- Telling them to look up the meanings of the words in their Active Study Dictionary.
- Asking them again to explain what the words mean.
SB. Ex.3:
Listen and answer these questions.
- Asking the students to think of all the sports they know and writing their ideas on the board.
- Telling them to read the two questions before they listen carefully to two friends talking
about the Olympic Games.
- Playing the tape.
- Putting the students into pairs to discuss the answers to the questions.
SB. Ex.4:
- Explaining that I am going to play the listening from Exercise 3 again and they must listen
carefully and complete the sentences with the correct words.
SB. Ex.5:
- Putting the students into pairs and telling them to read through the questions.
- Telling them to discuss the questions in their pairs.
SB. Ex.6:
- Explaining that there are eight vowel sounds, called diphthongs, which are made up of two
vowel sounds eachas in day, sky, boy, / fear, / bear, tour, go, cow.
- Playing the tape and telling the students to decide which words contain diphthongs.
- Telling the students to write 1 after the words that contain one vowel sound, and 2 after the
words that contain two vowel sounds, i.e., a diphthong.
- Asking the students to work in pairs to practise the sounds. Student 1 says a word and
Student 2 says if it includes a diphthong or not. Then they swap roles.
WB. Ex.1:
- Telling the students to read the definitions of the words and one phrase.
- Explaining that they must write the words and the phrase into the puzzle to complete it
and then find the new word.
WB. Ex.2:
Complete with a word or phrase from Exercise 1.
- Telling the students to read through the five gapped sentences.
- Explaining that they must use words from Exercise 1 to complete the sentences.
WB. Ex.3:
Match the words which have the same vowel sound. Check in your Active Study
Dictionary.
- Telling the students to look at the two columns of words.
- Explaining that they must match a word in column one with a word with the same vowel
sound in column two.
- If they are unsure, I tell the students to check the pronunciation in their Active Study
Dictionary.
WB. Ex.4:
Make sentences using the two matching words in Exercise 3.
- Telling the students to write sentences using the pairs of words from Exercise 3 and asking
them to look at the example to help them.
- Telling them to think carefully about the pronunciation of the words.
- Asking some students to read their sentences to the class.
Date
Unit: 9
Period
Lesson: 2
SBP: 52
Class
WBP: 42
Grammar
Functions
Listening
information
Reading
of unknown words
Critical thinking
Writing
A questionnaire
Teaching Aids:
Warm up:
Games.
Procedure:
SB. Ex.1:
- Telling the students to read the sentences taken from the listening for Exercise 3 on
Students Book page 51.
- Telling them to read the instructions in a and b and to circle examples of present perfect
continuous verbs and underline examples of present perfect simple verbs.
- Telling them to look at the question in c and to think about how the two tenses are formed.
SB. Ex.2:
Discuss the difference in meaning between these sentences.
- Putting the students into pairs and asking them to read the three groups of sentences.
- Asking them what the difference between the sentences in each group is.
SB. Ex.3:
Choose the correct verbs to complete this conversation.
- Telling the students to read through the conversation.
- Explaining that they must choose the correct verb from the given alternatives to complete
each sentence.
- Making sure they understand why they made their choices.
SB. Ex.4:
Discuss in pairs.
- Asking the students to think about things they have been doing for a long time. It might be
hobbies, sports, interests, clubs they are part of, etc.
- Asking them to make some suggestions and write their ideas on the board.
- Putting the students into pairs to talk about their activities.
- Telling them to look at the example in the Students Book and do another example to make
sure it is clear what they have to do.
WB. Ex.1:
Complete with the present perfect simple or present perfect continuous form of
the verbs in brackets.
- Telling the students to read through the gapped dialogues.
- Explaining that they must use the verbs in brackets to complete the sentences and they
should use either the present perfect simple or the present perfect continuous tense.
WB. Ex.2:
Ask and answer questions using the past simple, present simple or present
perfect continuous.
- Telling the students to look at the four question prompts.
- Telling them to make questions from the prompts, as in the example, and then to answer
them.
WB. Ex.3:
Correct the grammar mistake in each sentence. (One is correct.)
- Explaining that there is a mistake in three of the sentences.
- Telling the students to cross out the mistake and write the correct answer, as in the example.
Date
Unit: 9
Period
Lesson: 3
SBP: 53
Class
WBP: 43
Grammar
Functions
Listening
information
Reading
of unknown words
Critical thinking
Writing
A questionnaire
Teaching Aids:
Warm up:
Games.
Procedure:
SB. Ex.1:
Before you read, check the meaning of these words in your Active Study
Dictionary.
- Asking if they can tell me the meaning of any of the words in the box.
- Telling them to look up the words in their Active Study Dictionary.
- Asking the students to explain the words again.
SB. Ex.2:
What do you know about the history of the Olympic Games?Write down one or
two facts.
- Putting the students into pairs and asking them to think of anything they know about the
history of the Olympic Games.
- Telling them to write their ideas down. They can think about where the games started, which
sports have been involved, where the games have taken place, etc.
- Asking some of the pairs to share their ideas.
SB. Ex.3:
Now read the article quickly. Does it include any of the facts you wrote?
- Telling the students to read through the article quickly.
- Asking if the facts they thought of in the last exercise were included in the article.
- Asking them if they have learnt any more facts about the history of the Olympics from
reading the article.
SB. Ex.4:
Match these headings with the correct paragraphs.
- Telling the students to read the list of titles.
- Explaining that one title is suitable for each paragraph.
- Telling the students to match each title to one of the paragraphs from the article.
SB. Ex.5:
Guess the meanings of the words in bold, then answer these questions.
- Telling the students to find the words in bold in the reading text.
- Telling them to think about what the words in bold italics mean.
- Putting the students into pairs to discuss the meanings of the words.
SB. Ex.6:
- Putting the students into pairs and asking them to talk about how countries can help their
athletes to prepare for the Olympic Games.
- Telling them to think about things such as trainers, facilities, equipment, food,
accommodation, travel, etc.
- Asking some of the students to share their answers with the whole class.
WB. Ex.1:
- Telling the students to read the definitions and think which words they define.
- Asking them to write each word next to its definition.
- Telling the students to look at the puzzle and try to find the words.
WB. Ex.2:
Match these take verbs with their meanings.
- Asking the students to look at the two columns of words.
- Telling them they must match each phrasal verb on the left with its correct meaning on the
right.
WB. Ex.3:
Complete with the correct form of take verbs from Exercise 2.
- Asking the students to read through the gapped sentences.
- Telling them to use the phrasal verbs from Exercise 2 to complete the sentences.
Date
Unit: 9
Period
Lesson: 4
Class
SBP: 54
Grammar
Functions
Listening
information
Reading
of unknown words
Critical thinking
Writing
A questionnaire
Teaching Aids:
Warm up:
Games.
Procedure:
SB. Ex.1:
Critical thinking
- Asking the students to think about all the things they know about the Olympic Games.
- Telling them to read all the questions.
- Putting the students into pairs and telling them to take turns to read out a question and then
give the answer.
SB. Ex.2:
Read this quotation from The Olympic Games and discuss the questions.
- Telling the students to read the quotation in the box and checking that they understand the
meaning.
- Asking them why the Olympic Games started again (because they thought individual
athletes would benefit) and what it was hoped they would achieve (that they would help the
world to become a more peaceful place).
- Putting the students into small groups.
- Telling them to read the three questions and discuss their answers.
SB. Ex.3:
- Putting the students in pairs and asking them to read through the three questions.
- Making sure they all understand the questions, then asking them to discuss the questions in
their pairs.
- Getting some pairs to share their answers with the class.
SB. Ex.4:
Discuss these questions in small groups.
- Telling the students to read about the two athletes and making sure they understand the two
stories fully.
- Asking what Abebe Bikila wore on his feet (nothing).
- Asking where Zola Budd was born (South Africa), why she ran for Britain (South Africa
could not be in the Olympic games in 1985) and who she won the medal for (Britain).
- Putting the students into small groups and telling them to read and discuss the questions.
- Asking some of the group members to share their answers with the class.
Date
Unit: 9
Period
Lesson: 5
SBP: 55
Class
WBP: 44
Grammar
Functions
Listening
information
Reading
of unknown words
Critical thinking
Writing
A questionnaire
Teaching Aids:
Warm up:
Games.
Procedure:
SB. Ex.1:
The five activities in the pictures are not part of the Olympic Games now, but
may be in the future. Discuss the questions in pairs.
- Telling the students to look at the pictures and asking if they know of all the games.
- Asking which of these games are normally done in teams and which ones are normally done
individually.
- Explaining that these games are not part of the Olympic Games at present.
- Telling the students to read the four questions.
SB. Ex.2:
In groups, discuss these games using language from the boxes.
- Telling the students to look at the language in the three boxes.
- Telling them to decide which activity from the five in Exercise 1 should be included in
future Olympic Games.
- Telling them to think of their arguments why they think it is a good idea, using language
from the boxes.
- Putting the students into groups. Each member of the group should present his/her idea for
the sport they think should be part of the next Olympic Games. The other students in the
group must say if they agree or disagree, and why.
- Doing an example to make the activity clear.
- Telling them to read the three questions and discuss their answers.
- Asking each group to choose and present to the class three sports which they think should go
into the next Olympics.
SB. Ex.3:
Now discuss this question.
- Asking the students if there are any sports which they think should never be a part of the
Olympic Games.
- Telling them to give reasons for their choices.
WB. Ex.1:
Complete this questionnaire about the sports your group chose to be part of the
next Olympics.
- Telling the students to read through the questionnaire.
- Reminding the students of the groups they worked in for Exercise 2 in the Students Book
when they chose sports to put forward for the Olympic Games.
- Putting the students in their groups again and telling them to complete the questionnaire.
They have to write in the sports their group chose and their reasons for choosing them. They
should also choose one sport that they dont think should be included in the Olympics.
- Asking one person from each group to stand up and read out the information on the
completed questionnaire.
WB. Ex.2:
- Asking the students to read through the four situations carefully.
- Telling them to decide what they would say in each situation and to write their answers in
the spaces provided.
Date
Unit: 9
Period
Class
Assessment
Grammar
Functions
Listening
information
Reading
of unknown words
Critical thinking
Writing
A questionnaire
Teaching Aids:
Warm up:
Games.
Procedure:
Listening Task
Target element: revise key grammar from the listening
-Writing the following gapped sentences on the board and asking the students to copy them
down.
1 Its Tamer. What have __________________?
2 Ive been watching _____________________.
3 Hes been __________________________ since the Olympics Games in Athens in 2004.
4 Have you _______________ judo?
5 For the last few months Ive ______________ regularly.
- Telling the students that I am going to play the tape for the listening activity from page 51 of
the Students Book again. They must listen carefully and complete the sentences.
Speaking Task
Target element: revise the history of the Olympic Games
- Writing these key words about the history of the Olympic Games on the board:
originally religious festival races and boxing - Romans in Greece no money stopped
destroyed earthquake - modern games 1896 peace amateur - today countries pay
more sports - athletes train hard new records motivate - people big business
- Putting the students into pairs and ask them to discuss the topics.
- Monitoring the pairs as they work.
Reading Task
Target element: revise key language from the Olympic Games text
- Writing the following sentences on the board:
1 The Olympic Games take place every four years.
2 Football is not included in the Olympic Games sports.
3 After the Romans conquered Greece, the religious meaning of the Olympics was lost.
4 The Olympic Stadium was destroyed by the Romans.
5 The modern Olympic Games started in 1986.
6 The Olympics can make people want to try sport for the first time.
- Telling the students to re-read the article about the Olympic Games on page 53 of the
Students Book and decide if the sentences are true or false.
- Telling them to rewrite the false ones correctly.
Writing Task
Target element: revise the qualities and characteristics of different sports
- Telling the students to choose a sport which they think should be included in the Olympic
Games.
- Telling them to write down their ideas in a short presentation. They should:
* Describe the sport and say whether it is an individual or a team sport.
* Say what characteristics and sporting qualities people need to do this sport.
* Explain why they think it is a good sport to choose.
- Asking some of the students to read out their presentations.
Date
Period
Class
" The Spiders "

Chapter: 3
Reviewing:
in the story like:
1- Where was the archaeological site ?
2- Who discovered two underground rooms ?
3- Why did the people burn down the town ?
Viewing:
1- What was the spider in the picture like ?
2- In Aymans opinion, how did the spider come to his area ?
3- What did Dr. Shereen ask Ayman to do ?
Previewing:
1- Why was Professor Jones interested in Aymans spider ?
2- How could spider bites be treated ?
Date
Period
Class
" The Spiders"

Chapter: 3 (Cont.)
Reviewing:
in the story like:
1- How many archaeologists and how many
robbers were there ?
2- How did the robbers die ?
3- What did Dr. Shereen think about the story of
the spiders ?
Viewing:
orally.
1- Why did the Professor think the spider was a female ?
2- When would scientists have to develop a new antivenom ?
3- Why did Professor Jones decide to go to Cairo ?
Previewing:
1- What was Professor Jones famous for ?
2- Why was Professor Jones on his way to Egypt ?
Date
Period
Class
" The Spiders "

Chapter: 4
Reviewing:
in the story like:
1234-
How did the robbers know the place of the treasure ?

How did the robbers meet their end ?
What did Dr. Shereen ask Ayman to do ?
How could spider bites be treated ?
Viewing:
1- What was Professor Jones interested in ?
2- Why was he on his way to Egypt ?
3- What would stories about dangerous spiders cause ?
Previewing:
1- Why should the officers wear protective clothing ?
2- What did the Colonel ask Ayman to do ?
Date
Period
Class
" The Spiders"

Chapter: 4 (Cont.)
Reviewing:
in the story like:
* Complete the following sentences:
1- Archaeologist didnt use GPR because.. .
2- The four men died of .
3- Ayman saw the spider as.. .
4- The people burnt the town down so as
to. .
Viewing:
orally.
1234-
Why did Professor Jones decide to fly to Egypt ?

Why are unknown spiders dangerous ?
Why are the archaeological site dangerous ?
What made Aymans uncle phone the Colonel ?
Previewing:
1- What did the Professor say about the spider he saw ?
2- What did Professor Jones use to examine the spiders ?
Date
Lesson: 1
Period
SBP: 56
Review C ( Units: 7 / 9 )
Class
WBP: 45
units: 7 / 9.
Teaching Aids:
Procedure:
SB. Ex.1:
Listening
Can you do this sports quiz in pairs?
- Asking the students to name all the sports they can and writing their ideas on the board,
making two lists: one of individual sports and one of team sports.
- Putting the students into pairs and telling them to read the quiz questions and to discuss their
answers. It doesnt matter if they cant answer all the questions.
- Playing the tape and telling the students to check if their answers are correct.
SB. Ex.2:
Listen again and complete these notes.
- Telling the students to read through the notes.
- Making sure that they understand the vocabulary.
- Telling them to look up any difficult words in their Active Study Dictionary.
- Explaining that the students must listen to the dialogue again and complete the notes.
- Playing the tape again and telling them to write their answers.
SB. Ex.3:
- Writing on the board a list of the big sporting events that students might dream of attending,
for example:
The Olympic Games
The Pan Arab Games
The Football World Cup
The European Football Champions League Final
The World Athletics Championships
- Putting the students into pairs and telling them to read the question.
- Telling them to imagine that they could choose to attend any international sporting event.
Asking them to discuss which one they would choose and why.
- Asing some pairs to share their answers with the class.
SB. Ex.4:
- Reminding the students of the schwa sounds in words like to, the, for when they are in the
middle of sentences.
- Telling them to look at the sentences and to think about where they think the schwa sounds
might be.
- Telling them to underline the schwa sounds.
- Playing the tape and telling the students to check their work.
- Going through the answers with the class
WB. Ex.1:
speakers are.
aloud.
WB. Ex.2:
- Telling the students to read through all the sentences.
- Explaining that for each question they have to choose a given answer, a, b, c or d.
Date
Lesson: 2
Period
SBP: 67
Class
WBP: 46
units: 7 / 9.
Teaching Aids:
Procedure:
SB. Ex.1:
Match a-e with 1-5 and complete with a relative pronoun.
- Telling the students to read the sentence beginnings and endings in the two columns.
- Explaining that they must decide which ending matches which beginning, and which
relative pronoun to use to connect them.
SB. Ex.2:
Complete these definitions with a relative clause and your own ideas.
- Telling the students to read through all the sentence beginnings.
- Explaining that they have must use a relative clause and then finish each sentence.
- When they have completed the activity, I put the students into pairs to read their answers to
each other.
- Asking pairs to share their answers with the class.
SB. Ex.3:
Rewrite these sentences like the example using used to.
- Explaining that they must rewrite them using used to.
- Reminding the students that we use used to to talk about past habits or states.
- Asking them to look at the example and using it as a model.
- Telling them to read the sentences again carefully and to write their answers.
SB. Ex.4:
Complete with the correct form of the verbs in brackets.
- Telling the students to read through the text and then to close their books.
- Putting the students into pairs and asking them to discuss what the text is about.
- Telling the students to open the book again and complete the text using the correct form of
the verbs in brackets.
WB. Ex.1:
meaning.
- Telling the students to read through the sentences and explaining that they must rewrite each
sentence using the words in brackets and that the meaning must stay the same.
- Asking some students to share their sentences with the class.
WB. Ex.2:
- Telling the students to read through the paragraph.
- Asking them to tell me what it is about.
- Telling them that in some of the lines there is a mistake which is underlined.
- Telling them to cross out the mistakes and to write in the correct words in the spaces
provided.
WB. Ex.3:
- Telling the students to read through the gapped paragraph.
- Putting them into pairs and asking them to tell each other quickly what the text is about.
- Telling the pairs to complete the text with the best word for each space.
Date
Lesson: 3
Period
SBP: 58
Class
WBP: 47
units: 7 / 9.
Teaching Aids:
Procedure:
SB. Ex.1:
Reading
- Asking a student to read the question to the class and making sure the students understand
the meaning of international trade (trade between countries).
- Putting the students into pairs to discuss the question.
- Telling them to think about transport, languages, cooperation and modern technology, and
how all these things have affected international trade.
- Asking pairs to report to the class with their ideas and writing them on the board.
SB. Ex.2:
As you read the article, make lists of the following.
- Telling the students to read the question and to look at the list headings in their book.
- Telling them to read the article and to make a list after each heading.
- Explaining that this is a skimming activity and that they do not need to understand
everything in the article but just look over it quickly.
- Telling them to be careful though they dont have to write down the names of continents!
SB. Ex.3:
Read the article again. Are these statements True or False? Correct the false
sentences.
- Telling the students to read through the statements.
- Telling them to read the article again.
- Explaining that they must decide if the statements are true or false. If a statement is false
they must correct it.
WB. Ex.1:
- Telling the students to read through the passage, to underline any difficult vocabulary and to
look the words up in their Active Study Dictionary.
- Telling them to read through the questions and then answer them.
- Asking pairs to share their answers with the class.
Date
Lesson: 4
Period
Class
SBP: 59
units: 7 / 9.
Teaching Aids:
Procedure:
SB. Ex.1:
Complete these sentences with the correct form of the verbs in brackets.
- Telling the students to read through the gapped sentences and explaining that they must use
the correct form of the verbs in the brackets to complete them.
- After they have completed the exercise, I go through the answers with the class.
SB. Ex.2:
- Reading the question with the class and explaining that as a result of world trade, many
people eat and drink the same things.
- Putting the students into pairs to discuss whether they think this is a good consequence of
world trade or a bad one.
- Asking some pairs to share their ideas with the rest of the class, then discuss as a class.
Critical thinking
SB. Ex.1:
- Telling the students to read through all the questions and then to write the answers.
- Explaining that they may find it helpful to read the article about trading on page 58 of the
Students Book again.
- Putting the students into pairs to take turns to read out the questions and their answers.
- Telling them to discuss their answers.
SB. Ex.2:
Read this quotation from the article and answer the questions.
- Telling the students to read the quotation in the box.
- Making sure they understand its meaning by checking that they know all the vocabulary and
asking them some questions. For example, What is a global economy? How has transport
changed in the last hundred years?
- Telling the students to read through the questions.
- Putting them in pairs and asking them to discuss their answers.
SB. Ex.3:
- Putting the students into pairs and asking them to read through the two questions.
- Telling them to work in their pairs to make a list of things their families use which come
from other countries.
- Asking them to think about why things are imported.
- Putting the pairs together in groups of four to compare their answers.
- Discussing the answers with the class.
Date
Lesson: 5
Period
Class
SBP: 60
SBP: 48
units: 7 / 9.
Teaching Aids:
Procedure:
SB. Ex.1:
Change the underlined words and phrases in this e-mail using more formal
language. Use the words in this box.
- Telling the students to read through the e-mail.
- With the class, I discuss how some of the language in the e-mail is very informal.
- Explaining that the idea is to make the e-mail more formal.
- Asking the students to read through the formal phrases in the box.
- Telling them to make the e-mail more formal by using phrases from the box to replace the
underlined words in the e-mail.
SB. Ex.2:
Read your e-mail to another student. Do you agree on the answers?
- Putting the students in pairs and telling them to take turns to read out their revised e-mails
and see if they are the same.
SB. Ex.3:
- Making sure the students understand what a business letter/e-mail is.
- Putting the students into pairs and asking them to read through the questions and discuss
their answers.
SB. Ex.4:
Roleplay a telephone conversation between Mr Jenkins and Mr Fawzi.
- Putting the students into pairs and explaining that they are going to roleplay a telephone
conversation.
- Telling the students in each pair to decide who is A and who is B and then asking them to
read their parts.
- Reminding the students that they must imagine that the e-mail is not working and so they
have to speak on the phone.
- Telling the students that they will have to give the information from the e-mail in
Exercise 1.
- Asking them to think about the information they need to give.
- Telling them to look again at the e-mail and list the information Mr Jenkins needs to pass to
Mr Fawzi.
- Explaining that they need to think of questions for Mr Fawzi to ask Mr Jenkins, to make it a
dialogue.

- Telling the pairs to practise their conversation, remembering to speak informally.
- Asking some pairs to perform their conversation for the class.
WB. Ex.1:
- Telling the students to read through all the questions, then to writing their answers.
- Putting the students into pairs and telling them to take turns to read out one of the questions
and the answer they gave.
WB. Ex.2:
Write a paragraph of seven (7) sentences about a form of exercise that you enjoy
doing.
- Telling the students to think about a form of exercise they like doing.
- Writing the following questions on the board:
How long have you been doing it?
What equipment do you need to do it?
What do you have to do?
Why is it good for you?
Why would you recommend it to other people?
- Telling the students to write seven sentences about their chosen exercise.
- Telling them to use the questions on the board to help them but not to answer them directly.
- Asking some students to read their paragraphs to the class.
WB. Ex.3:
3 Translation
a
translation down.
b
- Drawing students attention to how the first Arabic sentence is translated.
translation down.
Date
Period
Class
" The Spiders "

Chapter: 5
Reviewing:
in the story like:
1234-
Who found two rooms underground ?

Why was Ayman surprised when he saw the spider ?
How could spider bites be treated ?
Why was Professor Jones on his way to Egypt ?
Viewing:
1234-
What was the medicine made from ?

Where did the plant grow ?
Who had studied the plant ?
When would Wafaa Sultan be sent to Sinai ? Why ?
Previewing:
1- What did the men who went into the tomb wear ?
2- Why did the spider fall on the ground ?
Date
Period
Class
" The Spiders"

Chapter: 5 (Cont.)
Reviewing:
in the story like:
1-How did the robbers find gold and treasures ?
2-What was the female spider like ?
3-Why is the venom put into the animals ?
4-What news did Dr. Shereen tell Ayman in her e-mail ?
Viewing:
orally.
1-What happened when the Professor switched on the smoker ?
2-What dropped on the sheet ?
3-What shows that the spider was still alive ?
Previewing:
-The students are asked to read the rest of chapter: 6 at home
and prepare answer these questions:
1-What arrangements for the search did the colonel make ?
2-Why did the Professor think the spider was female ?
Date
Period
Class
" The Spiders "

Chapter: 6
Reviewing:
in the story like:
1-Who found two rooms underground ?
2-Why was Ayman surprised when he saw the spider ?
3-How could spider bites be treated ?
4-Why was Professor Jones on his way to Egypt ?
Viewing:
1-Why did the police prevent cars from coming into or out of the
town ?
2-What would Captain Ahmed and his men do the next morning ?
3-Why did the professor think that the spider was female ?
4-In the professors opinion, how many spiders were there in the
town ?
5-What arrangements for the search did the colonel make ?
Previewing:
1-Where had Ayman seen the spider go ?
2-Why was a female spider more dangerous than a male spider ?
Date
Period
Class
" The Spiders"

Chapter: 6 (Cont.)
Reviewing:
in the story like:
1-How did the robbers find gold and treasures ?
2-What was the female spider like ?
3-Why is the venom put into the animals ?
4-What news did Dr. Shereen tell Ayman in her e-mail ?
Viewing:
orally.
1-What was the effect of the poisonous insecticide on the
spiders ?
2-What did the spider do as soon as it freed itself ?
3-What did the officer do when the female spider fell to the
ground ?
4-How did the spider get rid of its leg on which the tank landed ?
5-What did the large female spider do ?
Previewing:
1-What had Captain Osama and his mates to cross ?
2-What was in the back of the third car ?
3-How was the weather in Sinai at the time of the journey ?
Date
Unit: 10
Period
Lesson: 1
SBP: 61
Class
WBP: 63
Grammar
Question tags
Function
Giving advice and instructions
Listening
information
Reading
detail
Critical thinking
The uses of genetic engineering
Writing
A magazine article
Teaching Aids:
Warm up:
Asking the students to find out how people got their food in the
past and how they get it now. I also ask them to tell me what
they think of genetically modified food.
Procedure:
- Telling the students to look at the two pictures.
- Asking them to describe the pictures to me.
- Writing some of the words they use on the board.
- Explaining to the students that the farmers are using pesticides and fertilisers.
- Asking the students to read the two questions.
- Discussing the answers with the whole class.
SB. Ex.2:
- Telling them to use their dictionary to look up the meanings and to find out and mark where
the stress falls in the words with more than one syllable.
- Making sure that the students can pronounce the words.
SB. Ex.3:
Listen and answer these questions.
- Playing the tape and telling the students to listen for the answers to the questions.
- Asking some pairs to share their answers with the class and encouraging class discussions.
- Finding out who agrees with Ali and who agrees with Hassan and encouraging them to give
reasons.
SB. Ex.4:
Listen again and choose the correct words to complete these sentences.
- Explaining that I am going to play the tape and they must listen and choose the correct word
from the alternatives given in each sentence.
- I play the tape several times.
SB. Ex.5:
- Putting the students into pairs to read the question and discuss the answer.
- Telling them to think about the cost of producing the food, the amount of food produced, the
quality of the products, and so on.
SB. Ex.6:
- Telling the students I am going to play the tape and ask them to listen carefully to hear if the
sentences go up or down at the end.
- Telling them to mark each sentence with an up or a down arrow, as in the example.
- Going over their answers.
- Asking the students to read the Dont Forget box and then to look at the sentences again.
- Playing the tape again and asking the students to repeat the sentences, being especially
careful to reproduce the correct intonation.
WB. Ex.1:
- Telling the students to read through the definitions and make sure they understand them.
- Telling the students to think of the words they define and use them to complete the puzzle.
WB. Ex.2:
Complete with the correct form of the words from Exercise 1.
- Explaining that they must use the correct form of the words from Exercise 1 to complete the
sentences.
WB. Ex.3:
Complete the table with words which have the same sound.
- Telling the students to look at the table.
- Explaining that they must sort the words into those that have the same vowel sound as chair
and those that have the same vowel sound as cheer.
- Telling them to write each word in the correct box.
- Telling the students to take turns in their pairs to practise saying the words. Student 1 points
to a word and Student 2 says it.
Date
Unit: 10
Period
Lesson: 2
SBP: 62
Class
WBP: 64
Grammar
Question tags
Function
Listening
information
Reading
detail
Critical thinking
Writing
A magazine article
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
Question tags
Study these sentences from the listening text and underline the question tags.
Which words in the sentences do the tags match?
- Telling the students to read through the sentences and giving them time to identify and
underline the question tags and to work out which words they match.
- Asking students to work in pairs to compare and discuss their answers.
SB. Ex.2:
- Getting the students to discuss the questions in pairs.
- Going over the answers as a class.
- Doing the same with the second question.
- Making sure they are clear about the formation of question tags with
present and past simple verbs.
SB. Ex.3:
Complete this conversation with the correct question tags.

- Getting the students to complete the question tags on their own.
- In pairs, they compare and discuss their answers.
- Going over the answers as a class.
- Asking the students to read the dialogue in pairs, making sure they use the correct intonation
for each question tag.
SB. Ex.4:
Work in pairs. Ask what food your partner likes and dislikes.
- Spending a few minutes brainstorming the names of food and putting these on the board.
- In pairs, students ask and answer about the food items, as in the example.
- Making sure they use the correct intonation in their question tags.
- Getting a few pairs to demonstrate their dialogues to the class.
WB. Ex.1:
Choose the correct question tag.
- Asking the students to read through the six sentences and to choose the correct question tag.
- They can compare and discuss their answers with a partner.
- Getting the students to read out the sentences aloud, using the correct intonation.
WB. Ex.2:
Complete these sentences with the correct question tags.
- Asking the students to complete each sentence with the correct question tag.
- They can compare and discuss their answers with a partner.
- Getting the students to read out the sentences aloud, using the correct intonation.
WB. Ex.3:
Now answer each question in Exercise 2, starting with the word given.
- Encouraging the students to say each sentence to their partner, then to write the appropriate
reply using the prompts given.
- Going over their answers as a class.
WB. Ex.4:
Find the mistake in each of the following sentences, then write it correctly.
- Explaining to the students that the mistake might be in grammar or vocabulary.
- Asking the students to underline the mistakes and write each sentence correctly.
- Asking the students to work in pairs to compare their answers before I go over the answers
with the class. In some cases there may be more than one way to correct the sentence.
Date
Unit: 10
Period
Lesson: 3
SBP: 63
Class
WBP: 65
Grammar
Question tags
Function
Listening
information
Reading
detail
Critical thinking
Writing
A magazine article
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
- Asking if they can explain any of the words in English.
- Telling them to look up the meanings of the words in their Active Study Dictionary.
- Explaining that you are going to give a definition and the students must tell me which word
I am defining.
- Continuing in this way with the other words.
SB. Ex.2:
Now read and answer these questions.
- Telling the students to read the title of the text and asking what they think it is about.
- Telling them to read the two questions and then the text.
- Putting the students into pairs to discuss the answers.
- Asking some pairs to suggest their answers to the class.
SB. Ex.3:
Match to make sentences.
- Telling the students to look at the sentences in the box.
- Explaining that they must match each sentence beginning from the first column with a
sentence ending from the second column to make a complete sentence.
SB. Ex.4:
Join these sentences using whose.
- Explaining that we use whose to show possession and looking at the first example with the
class.
- Explaining that whose shows that the food was the possession of the people.
- Telling the students to join the other two sentences in the same way.
WB. Ex.1:
- Telling the students to read the gapped definitions and think of the words they need to
complete them.
- Telling them to look in the puzzle, find and circle the words and then write them in the
definitions.
WB. Ex.2:
Use your Active Study Dictionary to complete, using the correct form of the word
in brackets.
- Telling them to use the correct form of the words in brackets to complete the sentences.
- If they dont know the correct form, they can use their Active Study Dictionary to help them.
WB. Ex.3:
Complete these sentences with who is or whose.
- Telling the students to read the gapped sentences carefully.
- Explaining that they must write who is or whose to complete each sentence.
- Reminding them that we use whose to show possession.
Date
Unit: 10
Period
Lesson: 4
Class
SBP: 64
Grammar
Question tags
Function
Listening
information
Reading
detail
Critical thinking
Writing
A magazine article
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
- Telling the students to read through all the questions and to think about the answers.
- Asking them to write their answers.
- Putting the students into pairs to take turns to read out their questions and the answers they
wrote.
- Going through all the answers.
SB. Ex.2:
Read this quotation from Should scientists modify our food? and discuss the
questions.
- Telling the students to read the quotation, then asking them to read through the questions.
- Putting the students into groups to discuss their answers.
- Asking some groups to explain their answers to the whole class.
SB. Ex.3:
Read the following and discuss the question below in pairs.
- Telling them to read the information in the box.
- Telling them to read the question below the box and discuss the answer in pairs.
Date
Unit: 10
Period
Lesson: 5
SBP: 65
Class
WBP: 66
Grammar
Question tags
Function
Listening
information
Reading
detail
Critical thinking
Writing
A magazine article
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
- Telling the students to look at the three words in the box.
- Asking them to try to explain them in English.
- If they need help, I tell them to look up the words in their Active Study Dictionary.
- Asking the students to pronounce the words and making sure they put the stress in the
correct place in the words with more than one syllable.
SB. Ex.2:
Look at the different types of food and complete the table.
- Helping them with any difficult vocabulary in it.
- Telling them to fill in the table.
- Helping them by discussing what the different foods contain.
SB. Ex.3:
Work in pairs.
- Telling them to find out if they eat similar or different types of food.
- Asking pairs to report to the class.
- Asking them to discuss whether they eat a healthy diet.
- Asking different pairs to report to the class.
- Discussing with the class what a healthy diet is.
SB. Ex.4:
- Telling the students to look at the language in the boxes.
- Putting the students into different pairs to discuss a healthy diet using the language in the
boxes.
- Doing some examples to make the activity clear.
WB. Ex.1:
- Telling the students to read through the situations, decide what they would say in each
situation and write it down.
- Putting the students into pairs to read out their answers to each other.
WB. Ex.2:
Read this advertisement and answer the questions.
- Telling the students to read the advertisement and helping them with difficult vocabulary.
- Asking the students what the advertisement is asking them to do (write an article); what it
wants them to write about (food) and where the article is going to go (Good Food magazine).
- Telling the students to read the questions below the advertisement.
- Discussing the answers with the class.
WB. Ex.3:
Use the questionnaire from the Students Book to plan what to write.
- Telling the students to plan their article and explaining that they must write one paragraph to
cover each of the three topics.
- Suggesting that they write a list of useful vocabulary to helping them with the article.
- Reminding them to use the expressions of advice and instructions that they have been
practicing in the unit, and to refer to the questionnaire on page 65 of the Students Book.
WB. Ex.4:
Write your article in no more than 120 words.
- Telling the students to read the instructions for writing the article in the advertisement again
before writing a draft.
- Telling the students to read carefully through their article and check any grammar and
spellings they are unsure of in their Active Study Dictionary.
- Telling them to correct any mistakes and to write the final article.
- Asking some students to read their articles to the class.
- The class can vote for their favourite article.
Date
Unit: 10
Period
Class
Assessment
Grammar
Question tags
Function
Listening
information
Reading
detail
Critical thinking
Writing
A magazine article
Teaching Aids:
Warm up:
Procedure:
Listening Task
Target element: revise key language
- Writing the following gapped sentences on the board and telling students to copy them:
1 It was very interesting, . .
2 Organic food is better for you, .. .
3 Organic food is more expensive to produce, .
4 Its a very difficult subject, . .
5 Farming is very hard work, . .
- Explaining that I am going to play the listening from Lesson 1 Exercise 6 of the Students
Book again.
- Telling the students to listen carefully and to complete the sentences,
Speaking Task
Target element: practise talking about healthy diets
- Putting the students into pairs and asking the students to tell their partner what they
normally eat for breakfast, lunch and dinner.
- Telling them that they must say what is contained in the food they eat and finally, explain
whether they think their diet is healthy and why.
Reading Task
Target element: revise the language and vocabulary from
the key text
1 Thousands of years ago, man didnt stay in one place.
2 Farmers noticed that some plants grew more food than others.
3 When tomatoes ripen and become rotten, they are better to eat.
4 People like genetically modified food because it is natural.
5 Many people dont realise that they are already eating genetically modified food in
things like biscuits and cakes.
- Telling the students to read the text in Exercise 2 on page 63 of the Students Book.
- Telling them to decide if the sentences are true or false and to correct the false ones.
Writing Task
Target element: revise language giving advice and
instruction
- Telling the students that the problem of starvation affects many places in the world.
- Asking them to write some sentences advising governments about what to do to help solve
the problem.
- Telling them to think about things like giving money, helping the farmers, supplying
equipment and allowing scientific experiments with genes, etc.
- Encouraging them to use the expressions of advice and instructions that they have learnt in
the unit.
- Asking some of the students to read out their presentations.
Date
Unit: 11
Period
Lesson: 1
SBP: 66
Class
WBP: 67
Grammar
Past perfect simple and continuous
Functions
Make recommendations
Listening
Listen for detail and interpret
information
Reading
Read for detail and between the lines
Critical thinking
The dangers of being too ambitious
Writing
A book review
Teaching Aids:
Warm up:
the novel, Moby Dick and the author Herman Melville.
Procedure:
-Asking the students to look at the picture on the right of Exercise 1.
- Asking them to describe what they can see in it and what is happening. Then asking them to
say when they think the scene took place.
- Asking the students to say how they think the picture would be different today.
- Discussing any ideas as a class.
SB. Ex.2:
- Asking if they can explain the meaning of any of them.
- Telling the students to look up the meanings of the words in their Active Study Dictionary
and to mark the stress on each of them.
SB. Ex.3:
Listen and answer these questions about Herman Melville, who wrote a story
about whaling called Moby Dick.
- Telling the students to look at the questions.
- Explaining that I am going to play the tape and they must listen carefully and answer the
questions.
- Playing the tape more twice.
SB. Ex.4:
- Explaining that they must decide if the sentences are true or false.
- Playing the tape again.
- Telling the students that if they think any of the sentences are false, they must correct them.
SB. Ex.5:
- Asking the students to think about the differences in Melvins life on the islands in the
Pacific Ocean and his life in New York.
- Writing these ideas on the board to help them:
food
job
daytime activities
living conditions
language
- Asking some pairs to share their answers with the class and encouraging class discussion.
SB. Ex.6:
Part a
- Telling them I am going to play the tape and they must listen and repeat the words they hear.
- Asking the students which sound all the words begin with /sh/.
Part b
- Telling them I am going to play the tape and they must listen and repeat the words they hear.
- Asking the students which sound all the words begin with /ch/.
Part c
- Telling the students to look at the pairs of words in the box.
- Explaining that I am going to play the tape and they must listen and choose the correct word,
as in the example given.
- Playing the tape two times.
Part d
- Telling the students that I am going to play the tape with some sentences with examples of
/sh/ and /ch/ sounds.
- Asking them to listen and repeat the sentences, making sure they pronounce the sounds
correctly.
WB. Ex.1:
Match these words a-e with their meanings 1-6. (You do not need one.)
- Telling the students to read the words and the definitions.
- Explaining that they must match each word with a definition, and that there is one definition
they do not need.
WB. Ex.2:
Complete with the words from Exercise 1.
WB. Ex.3:
Which of these adverbs mean the following? Use your Active Study Dictionary.
- Telling the students to look at the words in the box. If they dont know what any of the
words mean, they can look them up in the Active Study Dictionary.
- Telling the students to match each word with the correct definition on the right.
WB. Ex.4:
- Telling the students to read the three questions. If they dont know the answers, they can
look the words up in their Active Study Dictionary.
Date
Unit: 11
Period
Lesson: 2
SBP: 67
Class
WBP: 68
Grammar
Functions
Listening
information
Reading
Critical thinking
Writing
A book review
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
Study these sentences from the listening text, then do the following.
- Referring the students to the yellow box on the right hand side to reminding them of when
we use the past perfect tense to talk about an event that happened before another past event.
- Telling the students to read through the sentences in the blue box.
- Telling them to choose and circle the correct verb for each sentence.
- Playing the tape and having the students listen to check their answers.
SB. Ex.2:
Discuss in pairs.
- Reminding the students that there is a difference between the use of the past perfect simple
and the past perfect continuous tenses.
- Telling them to read the two questions.
- Putting the students into pairs to decide on their answers.
- Asking some pairs to explain their answers to the class.
SB. Ex.3:
Complete with the past perfect simple or continuous form of the verb in
brackets.
- Explaining that they must decide whether to complete each sentence with the past perfect
simple or the past perfect continuous form of the word in brackets.
SB. Ex.4:
Work in pairs. Suggest reasons for the following.
- Reading the first situation and the example answer to the students and discussing it with the
class.
- Putting the students into pairs and telling them to read the other situations and discuss in the
same way what might have happened before the event in each case.
WB. Ex.1:
Complete with the past perfect simple or continuous form of the verb in
brackets.
- Reminding them that we use the past perfect continuous to show duration of an activity in
the past and that we use past perfect simple to show completed actions.
- Telling them to write the correct verb form in each sentence.
WB. Ex.2:
Complete the sentences with the past perfect simple or continuous form of these
verbs.
- Explaining that they must use the words in the box in either the past perfect continuous or
the past perfect simple form to complete the sentences.
WB. Ex.3:
This picture shows a town after a storm. What had the people been doing just
before the storm?
- Telling the students that the picture in the box shows a town after a storm.
- Explaining that the four pictures outside the box show what the people had been doing when
the storm started.
- Telling them to look at the example sentence for picture a and to write about the other
people in the same way.
- After finishing writing, I put students into pairs to compare their answers.
Date
Unit: 11
Period
Lesson: 3
Class
SBP: 68
WBP: 69
Grammar
Functions
Listening
information
Reading
Critical thinking
Writing
A book review
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
- Asking if they can explain any of them to me.
- Telling them to look up the meanings of any
words they do not know in their Active Study Dictionary.
- Explaining that I am going to give a definition and they must say which word I am defining.
- Continuing in this way with the other words.
SB. Ex.2:
Read this summary of Moby Dick and find out what or who these are.
- Telling the students to look at the four names connected with the story of Moby Dick.
- Telling them to read the text and find out ant write down who or what they are.
SB. Ex.3:
Complete these sentences with information from the story.
- Telling them to read through the text again to find the information to complete the
sentences.
- After finishing writing, I put the students into pairs to compare their answers.
WB. Ex.1:
- Explaining that they must write the words belonging to the definitions in the puzzle.
WB. Ex.2:
Choose the correct verb to complete these sentences.
- Explaining that they must use the words in brackets to complete the sentences.
WB. Ex.3:
Answer the questions to describe the difference in meaning.
- Telling them to read through the sentences and discuss their answers.
- Putting two pairs together to compare their answers.
Date
Unit: 11
Period
Lesson: 4
Class
SBP: 69
Grammar
Functions
Listening
information
Reading
Critical thinking
Writing
A book review
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
- Helping them with any words they dont understand.
- Telling them to write their answers.
- Putting the students into pairs to take turns to read out the questions and their answers.
SB. Ex.2:
- Telling the students to read the quotation from the story and making sure that they
understand it.
- Putting the students into pairs to read the questions and discuss the answers.
SB. Ex.3:
Discuss the following ideas. Give examples of people you know.
- Discussing with the class how determination can be both a good thing and a bad thing.
- Talking about how Captain Ahab was determined, but how the results of this were very
negative.
- Telling the students to read through the three ideas carefully.
- Putting them into pairs to discuss what they think of each idea.
- Asking some pairs to share their thoughts with the class.
- Discussing each of the ideas with the class.
Date
Unit: 11
Period
Lesson: 5
SBP: 70
Class
WBP: 70
Grammar
Functions
Listening
information
Reading
Critical thinking
Writing
A book review
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
Read these readers reviews of Moby Dick and answer the questions.
- Telling the students to read the two reviews of Moby Dick.
- Helping them with any words they do not know.
- Telling them to read the two questions and puting them into pairs to discuss the answers.
SB. Ex.2:
Make a list of the good and bad things the reviewers say about Moby Dick.
- Telling the students to look at the reviews in Exercise 1 again and to make lists of all the
good things and all the bad things the reviewers say about the book.
- Going through the lists with the class and writing the students ideas on the board.
SB. Ex.3:
Plan a review of a book you have enjoyed reading.
- Telling the students that they are going to review a book.
- Asking them to think of a book they enjoyed reading.
- Writing these pointers on the board to help them to think about:
the characters
the story
where the story took place
the language
how easy it was to understand the story
the message of the book
- Telling the students to make notes using the pointers I have listed on the board.
- Finally, asking them how many stars they would give the book.
SB. Ex.4:
Work in pairs.
- Telling the students that they are going to work in pairs to recommend books to each other
and to give reasons for their recommendations.
- Telling them to read the language in the boxes and making sure they understand both the
language for making recommendations and for giving reasons.
- Putting the students into pairs and telling them to take turns, referring to their notes and the
language in the boxes, to recommend the book they like to their partner, and to give reasons
for recommending it.
- Afterwards, asking the students if any of them will be reading the book that their partner
recommended.
- Asking some students to recommend their chosen book to the class.
WB. Ex.1:
- Telling the students to read through the situations and writing down what they would say in
each.
WB. Ex.2:
Read these reviews and indicate how much the writer liked the book.
- Explaining that reviewers often show how much they liked a book by using stars. Five stars
show that they liked the book a lot, while one star shows that they didnt like it.
- Asking the students to read the reviews and to decide how many stars they think the
reviewer would give the book.
WB. Ex.3:
Plan a book review using your notes from the Students Book.
- Explaining that the students are going to plan a review of the book they liked.
- Telling them to refer to the notes they made for Ex. 3 on p. 70 of the Students Book.
- Telling them to make sure they have the title, the name of the writer, when the book was
written and when they read it.
- Telling the students to read carefully through questions b, c and d.
- Telling them to think about some sentences they can write about the story, its location, the
characters and why they liked the book.
WB. Ex.4:
Write your review in 100-120 words.
- Telling the students to write a first draft of their review, following the plan they made in
Exercise 3. They can use language from Ex. 3 and Ex. 1 on p. 70 of the Students Book.
- After completing their drafts, I tell the students to read them over to check for spelling and
grammar.
- Asking them to use their Active Study Dictionary.
- Telling the students to write a final draft with all mistakes corrected.
- Putting the students into groups of four or five.
- Telling the students to read their review to their group.
- Asking each group to choose one review to be read to the rest of the class.
Date
Unit: 11
Period
Class
Assessment
Grammar
Functions
Listening
information
Reading
Critical thinking
Writing
A book review
Teaching Aids:
Warm up:
Procedure:
Listening Task
Target element: revise language from the listening
- Writing the following sentence beginnings on the board and ask the students to copy them.
1 Moby Dick came out in __________________
2 At first people __________________
3 Melville worked in ordinary jobs in _______
4 His second novel, Omoo, was about ________
5 In 1847, Melville married Elizabeth Shaw and ___________________________
- Telling the students that I am going to play the listening from page 66 of the Students Book
again and they must listen for the information and complete the sentences.
Speaking Task
Target element: retell the story from the unit and revise key
vocabulary
-Writing this set of key words for the story about Moby Dick on the board.
ship Perquod
whaling
attacked
Captain Ahab lost leg
purpose of new voyage
gold coin
around Africa
asked captains
If you try to kill Moby Dick
saw Moby Dick

boats
third day sank boat
Captain Ahab died
only one survivor Ishmael
- Putting the students into pairs and telling them to take turns to use the key words to retell the
story to each other.
- Monitoring and encouraging the students as they work.
Reading Task
Target element: revise reading from the unit and read for
detail
- Writing these sentences on the board:
1 Moby Dick is a great blue whale.
2 The Perquod sailed around Africa and then into the Indian Ocean.
3 Many of the captains of other ships had seen Moby Dick.
4 One sailor on the Perquod died after a storm.
5 The sailors couldnt hit Moby Dick with their harpoons.
6 Captain Ahab drowned when the ship sank.
- Telling the students to read through the sentences and then to read the story of Moby Dick
again.
- Telling them they must decide if the sentences are true or false and ask them to correct the
false ones.
Writing Task
Target element: Write a review of a good book, a bad book
and a fair book
- Reminding the students about the star rating which reviewers often give to a book.
- Telling them to write three separate reviews, each of a different book, to match these
different star ratings:
* = dont like
*** = some good things and some bad things
***** = a great book
Date
Unit: 12
Period
Lesson: 1
SBP: 71
Class
WBP: 71
Grammar
Pronouns and reflexive pronouns
Functions
Ask and answer about dreams and
ideals
Listening
Listen for detail, recognise a
speakers attitude
Reading
Read to check predictions and to
interpret reference words
Critical thinking
Understand the value of traditional
ways of building
Writing
Describe a place
Teaching Aids:
Warm up:
Asking the students to tell me about different kinds of buildings
and how they differ to suit peoples conditions.
Procedure:
Look at the photos of different homes and work in pairs.
- Telling the students to look at the pictures and asking them to describe the different homes
they can see.
- Asking the students to write a phrase about each house.
- Putting the students into pairs to compare their phrases and to discuss which house they
would most like to live in and why.
- Encouraging class discussion about which house would be the most popular choice and why.
SB. Ex.2:
- Telling the students to look at the words in the box and then look up their meanings in their
Active Study Dictionary.
- Telling them that when I give a definition, they must say which word it is.
- Continuing in this way.
SB. Ex.3:
You are going to hear four people describing where they live. As you listen,
match each speaker 1-4 with the pictures a-d.
Part a
- Explaining that each of the speakers lives in one of the homes shown in the four pictures.
- Telling the students that they must listen carefully and match each speaker with the correct
picture.
Part b
- Telling the students to read the four sentences.
- Explaining that I am going to play the tape again and the students must listen and write the
correct number of the speaker next to each sentence.
SB. Ex.4:
- Explaining that I am going to play the tape and they must listen for the correct information
to complete the sentences.
SB. Ex.5:
- Writing some suggestions of things to think about on the board, such as location, type of
house, number of rooms, air conditioning, modern/ old, garden, quiet/noisy.
- Putting the students into pairs to discuss the question and make a list of things that make a
good home.
- Encouraging class discussion.
SB. Ex.6:
Part a
- Asking the students to read the words in the box.
- Telling them that I am going to play the tape. They must listen carefully, repeat each word
they hear and tick it, as in the example.
- Playing the tape again and asking the students to repeat the words and check their answers.
Part b
- Reading through the sentences with the class.
- Putting the students into pairs and explaining that Student 1 must point to a sentence and
Student 2 must read it.
- After a while they can change roles.
Part c
- Playing the tape again and asking the students to listen and repeat.
WB. Ex.1:
- Telling them to think about the words they need, write them next to the definitions, then find
and circle them in the puzzle, as in the example.
WB. Ex.2:
- Explaining that they must use the words from Exercise 1 to complete them.
WB. Ex.3:
- Telling the students to read through the questions and then use their Active Dictionary to
find the answers.
Date
Unit: 12
Period
Lesson: 2
SBP: 72
Class
WBP: 72
Grammar
Functions
ideals
Listening
speakers attitude
Reading
Critical thinking
ways of building
Writing
Describe a place
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
Language focus
Pronouns and reflexive pronouns.
Study these sentences from the listening text and circle the pronouns.
- Revising pronouns with the students and telling them to read the Dont Forget note to
remind them what they are.
- Telling the students to read through the sentences and circle all the examples of pronouns in
them.
SB. Ex.2:
Write lists of pronouns which could replace the underlined pronouns.
- The object of this exercise is to get the students to think about all the pronouns within a
group.
- Looking at the example with the class and making sure they understand the activity.
- Telling them to think of the other pronouns that could be used in the other sentences and
write them down.
SB. Ex.3:
Change the underlined parts to pronouns.
- Looking at the example with the class and explaining that the students must change the
underlined words to pronouns.
answers.
SB. Ex.4:
Complete with a reflexive pronoun and the correct form of these verbs.
- Looking at the example with the class and explaining that the students must use the correct
form of a verb from the box together with a reflexive pronoun to complete each sentence.
answers.
WB. Ex.1:
Complete this story using reflexive pronouns.
- Telling the students to read through the text quickly and then close their books.
- Putting them into pairs to tell each other what the text is about.
- Asking the students to open their books and read through the text again.
- Telling them to complete it using reflexive pronouns as in the example.
WB. Ex.2:
Rewrite the following sentences, using pronouns, so they have the same meaning.
- Looking at the example with the class and explaining that the students must write another
sentence for each one, with the same meaning.
- When they have finished the exercise, I put the students into pairs to compare their
answers. - Going through the answers with the class.
Date
Unit: 12
Period
Lesson: 3
SBP: 73
Class
WBP: 73
Grammar
Functions
ideals
Listening
speakers attitude
Reading
Critical thinking
ways of building
Writing
Describe a place
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
- Telling the students to look at the words in the box and asking if they know the meaning of
any of them and if they can explain them in English.
- Telling the students to look up the words in their Active Study Dictionary and note the
stressed syllable.
- Going through the meanings with the class and encouraging the students to explain them in
their own words.
SB. Ex.2:
- Putting the students into pairs to discuss the questions and telling them to think about such
things as the weather, local materials, the danger of such things as floods and earthquakes.
SB. Ex.3:
Read this article and check your answers.
- Telling the students to read the article and find out the reasons it gives for flat and sloping
roofs and for wooden houses.
- Discussing if their ideas were correct.
- Asking the students to tell you other things the article says about the way in which houses
are built.
SB. Ex.4:
Match these headings with the correct paragraphs.
- Asking the students to read the list of titles for the different paragraphs of the article.
- Telling them to read the article again and to decide which title goes with which paragraph.
SB. Ex.5:
What do these words and phrases in bold from the reading refer to?
- Telling the students to read the three sentences and going through the example with the
class.
- Putting the students into pairs to discuss what the words in bold refer to.
- Reminding them that they may need to look at the words in the context of the text to
understand what they refer to.
SB. Ex.6:
- Discussing with the class how it is now possible to control things in a house from a distance
with a mobile phone. For example, you can turn on the heating or air conditioning, turn the
cooking on or off, and so on.
- Putting the students into pairs to think about the advantages and disadvantages of being able
to do this.
- Asking pairs to report back to the class and encouraging full class discussion.
WB. Ex.1:
Match these words a-g with their meanings 1-7.
- Telling the students to look at the lists of words and definitions and looking at the example
with the class and explaining that the students must match each word with a definition in the
same way.
- When they have completed the exercise, I go through the answers with the class.
WB. Ex.2:
Use your Active Study Dictionary to complete using the correct form of the word
in brackets.
- Looking at the example with the class and explaining that the students must use the correct
form of the words in brackets to complete the other sentences.
- Telling them to look up the word in their Active Study Dictionary.
WB. Ex.3:
What do the words and phrases in bold refer to?
- Telling the students to read the letter. Quickly ask them what it is about.
- Asking them to think carefully about the words in bold and to write down what they refer to
in the letter.
Date
Unit: 12
Period
Lesson: 4
Class
SBP: 74
Grammar
Functions
ideals
Listening
speakers attitude
Reading
Critical thinking
ways of building
Writing
Describe a place
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
Critical thinking
- Asking the students to read through all of the questions.
- Putting the students into pairs and telling them to take turns to read out the questions and
then their answer.
SB. Ex.2:
- Asking the students to read the quotation.
- Putting the students into pairs to read the questions and discuss the answers.
- Asking some pairs to report their answers to the class.
SB. Ex.3:
- Telling the students to look at the pictures of the school at Fares.
- Asking them to describe the school and write their ideas on the board.
- Putting the students into pairs and getting them to read and answer the question.
Date
Unit: 12
Period
Lesson: 5
SBP: 75
Class
WBP: 74
Grammar
Functions
ideals
Listening
speakers attitude
Reading
Critical thinking
ways of building
Writing
Describe a place
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
Communication
Make notes on the following.
- Asking the students to look at the pictures and to describe some of the houses to you.
- Telling them to think about which house they would like to live in and why.
- Telling them to think about which house they would choose to stay in for a holiday and why.
- Putting the students into pairs to tell each other which house they would choose to live in
and which house they would choose for a holiday, and why.
SB. Ex.2:
Work in pairs.
Parts a and b
- Telling the students to work in their pairs to look at all the houses in the picture again and to
discuss what makes each house different, and what they like and dislike about each house.
Part c
- Reading through the language in the boxes with the class, and then telling the students to use
it to discuss, in their pairs, what their dream house would be like.
- Explaining that one student must ask questions and the other student must answer, then they
can swap roles.
Part d
- Asking the students to discuss with their partner how their dream house is related to their
character.
- Telling them to use the words in the box to help them, as in the example.
WB. Ex.1:
- Looking at the example with the class.
- Telling the students to write what they would say in each of the other situations.
- Asing some pairs to read their answers to the class.
WB. Ex.2:
Read these two descriptions. Which one is easier to read? Why?
- Telling the students to read the two descriptions.
- Putting the students into pairs to decide which description is easier to read.
- Telling them to discuss why.
WB. Ex.3:
Punctuation: the comma and the colon
- Telling the students to read the information about commas and colons.
- Going through some examples on the board to make the rules clear.
- Telling the students to work through the second description and to add in the commas and
colons where they are needed.
WB. Ex.4:
Write a description of your dream house in about 75 words.
- Telling the students that they are going to write a description of their dream house.
- Asking them to tell you any words they would use to describe their dream house and write
their ideas on the board.
- Telling the students to write their descriptions.
- Asking them to check their work and making sure all the punctuation is correct.
- Telling them to check any spellings they are unsure of in their Active Study Dictionary.
- When they have corrected their mistakes, I tell them to write a final copy of their
descriptions.
- Putting the students into groups to read their descriptions to each other.
- Asking each group to choose one description to read to the class.
Date
Unit: 12
Period
Class
Assessment
Grammar
Functions
ideals
Listening
speakers attitude
Reading
Critical thinking
ways of building
Writing
Describe a place
Teaching Aids:
Warm up:
Procedure:
Listening Task
Target element: revise and listen for detail from four house
descriptions
Write the following sentences on the board.
Speaker 1: We live on the twentieth floor of a very modern thirty-storey skyscraper
which overlooks the city.
Speaker 2: Our house is very old and is made of wood.
Speaker 3: We have a large garden with lots of flowers.
Speaker 4: Our house is not very big but its a real home.
- Telling the students to listen again carefully to the four speakers describing their houses in
the listening from Exercise 3 on Students Book page 71.
- Explaining that there is a mistake in each of the sentences on the board and the students
must find and correct it.
Speaking Task
Target element: describe a building and revise the key
vocabulary of the unit
- Telling the students to think of a building in their town which they like. It can be their home,
a shop, a library, a sports centre, a theatre, etc.
- Telling them to make some notes as a basis for describing the building.
- Putting the students into pairs to describe their chosen buildings to each other.
Reading Task
Target element: revise and understand the text Building for
people
1 Another way of keeping out the heat is to have small windows.
2 Sloping roofs protect you from the snow as well as the rain.
3 Japan has many earthquakes.
4 Most modern buildings are made of mud.
5 Mud brick houses are very expensive to make.
6 Houses in Ancient Egypt used similar methods to houses in Upper Egypt today.
- Telling the students to read the article, Building for people, on page 73 of the Students
Book again.
- Telling them to read the sentences on the board and decide if they are true or false.
Writing Task
Target element: revise rules for punctuation
-Writing the following text on the board:
i forgot my bag this morning it had everything in it that i needed for my exam today my
books my pencil and my calculator i had to do the maths exam without my calculator
and work out all the sums myself i answered three questions 1 5 and 7
- Telling the students to correct the text by writing it with the capital letters, commas, colons
and full stops needed.
Date
Lesson: 1
Period
Class
SBP: 76
WBP: 75
Review D ( Units: 10 / 12 )
units: 10 / 12.
Teaching Aids:
Procedure:
SB. Ex.1:
Listening
- Asking the students to look at the three pictures and to describe them and writing their ideas
on the board.
- Asking the students where they buy most of their food and why they buy it there.
- Asking if they think it is better to buy in a grocers shop, a large supermarket or a street
market.
- Discussing with them the advantages and disadvantages of each.
SB. Ex.2:
Listen and match each speaker 1-3 with the pictures which show where they buy
most of their food.
- Telling the students they are going to listen to interviews with three different people.
- Explaining that they must listen to find out where each speaker gets most of their food and
then match each speaker with one of the pictures.
SB. Ex.3:
- Explaining that I am going to play the tape again and the students must listen carefully and
decide if the sentences are true or false. If they are false, they should correct them.
SB. Ex.4:
- Telling them to read the questions and discuss them.
SB. Ex.5:
- Getting the students to read the sentences in silence.
- Putting them into pairs and telling them to take turns to read the sentences to each other.
- Playing the tape and asking the students to repeat the sentences.
- Getting them to practise the sentences in pairs again.
WB. Ex.1:
- Asking them to think about what they would say in each situation and write down their
ideas.
- Asking some pairs to read their answers to the class.
WB. Ex.2:
- Telling them to read the sentences again and decide on the correct answer.
Date
Lesson: 2
Period
Class
SBP: 77
WBP: 76
units: 10 / 12.
Teaching Aids:
Procedure:
SB. Ex.1:
Match a-e with 1-5 and complete with the past perfect simple or continuous.
- Telling the students to read sentences a to e and explaining that these sentences describe the
situation.
- Telling them to read the gapped sentences 1 to 5 which say what happened or was
happening before the situation.
- Telling the students to complete the second set of sentences with the correct form of the
verbs in brackets.
- Telling them to match the sentences in the first part with the sentences in the second part.
SB. Ex.2:
Complete these sentences with the correct question tags.
- Looking at the example and explaining that they must complete each sentence with the
correct question tag.
- Reminding them that positive sentences end with negative question tags and vice versa.
- Putting the students into pairs to read their answers to each other.
- Going over their answers with the class.
SB. Ex.3:
Make sentences with questions tags on these subjects, then discuss your sentences
in pairs.
- Giving students a few minutes to write sentences using the word prompts and the
appropriate question tag.
- Putting students into pairs and asking them to say their sentences to each other.
- Encouraging them to use the correct intonation and to answer appropriately.
WB. Ex.1:
meaning.
- Explaining that they must rewrite each sentence, using the words in brackets, and keeping
the same meaning.
WB. Ex.2:
- Telling the students to read through the text.
- Explaining that they must correct each underlined word by writing the correct word in the
space at the end of the line.
WB. Ex.3:
- Telling the students to read through the gapped text.
- Asking them to add the word in each space which completes the text best.
Date
Lesson: 3
Period
Class
SBP: 78
WBP: 77
units: 10 / 12.
Teaching Aids:
Procedure:
SB. Ex.1:
Reading
Discuss in pairs.
- Telling the students to look at the pictures of different ice creams.
- Putting the students into pairs to discuss which one they each like best and to find out if they
like the same or different ones.
SB. Ex.2:
Before you read, do the following quiz in pairs.
- Telling the students not to look at the text about the history of ice cream yet.
- Explaining that before they read the text, they must answer the quiz questions.
SB. Ex.3:
Read the article and check your answers to Exercise 2.
- Telling the students to read the text.
- Telling them to check their answers to the quiz in Exercise 2.
SB. Ex.4:
Complete the sentences with information from the article.
- Asking the students to read the gapped sentences.
- Telling them to use information from the text to complete the sentences.
WB. Ex.1:
- Telling the students to read the text and helping them with any vocabulary they dont
understand.
- Telling the students to go through the questions and answer them.
Date
Lesson: 4
Period
Class
SBP: 79
units: 10 / 12.
Teaching Aids:
Procedure:
SB. Ex.1:
Rewrite the following sentences so that they have the same meaning.
- Telling the students to read through the sentences and looking at the example with the class
and explaining that they must rewrite the sentences but keep the meaning the same. The
beginning of each sentence is given.
SB. Ex.2:
Discuss these questions in pairs
- Putting the students into pairs and telling them to read the questions and then discuss them.
- Encouraging class discussion of the answers.
Critical thinking
SB. Ex.1:
- Telling the students to read all the questions and then to write their answers.
- When they have completed the exercise, I put the students into pairs.
- Telling them to take turns to read out a question and their answer.
SB. Ex.2:
Read this quotation from The history of ice cream and answer the questions.
- Telling the students to read the quotation, then to look at the three questions.
SB. Ex.1:
- Telling them to read the two questions and discuss the answers.
- Telling them to think about any inventions they know of from the 20th and 21st centuries.
- Asking some pairs to report back with their answers to the class.
Date
Lesson: 5
Period
Class
SBP: 80
WBP: 78
units: 10 / 12.
Teaching Aids:
Procedure:
SB. Ex.1:
Communication
Look at the pictures and do the following.
- Telling the students to look at the pictures and say what they can see.
- Telling the students to list the foods in order, from healthy (1) to unhealthy (8).
- Going through the answers with them.
SB. Ex.2:
Now look at the pictures and compare your order with a partner, then discuss
these questions.
- Putting the students in pairs. Tell them to compare their lists
- Encouraging the students to talk about their choices.
- Telling them to use the language in the box to explain why the different foods are healthy or
- Asking them to think about how nutrition information can be given to buyers.
SB. Ex.3:
Look at the pictures and discuss these questions.
- Telling the students to look at the food packets and note the nutrition facts on the food
packets.
- Telling them to read the two questions and helping them with any difficult vocabulary.
WB. Ex.1:
- Asking the students to read through all the questions and write their answers.
- Putting the students into pairs to read out the questions and their answers.
- Going through the answers.
WB. Ex.2:
Write a paragraph of about 100 words about Egyptian food that you would like
people from other countries to try.
- Asking the students to tell you the kinds of food they usually eat.
- Writing a list on the board.
- Asking them which of the listed foods they would recommend to people from other
countries and why.
- Asking the students to write a paragraph about the food they would recommend.
- Telling them to name the food, describe it (give its main ingredients), and say whether it is
good for people and why. Asking some students to read out their answers.
WB. Ex.3:
Translation
- Following the same procedure for translation as in the other review units.
Date
Unit: 13
Period
Lesson: 1
SBP: 81
Class
WBP: 79
Grammar
Zero, first, second and third
conditionals
Functions
Describe the morals of stories
Listening
Listen for gist, interpret meaning
Reading
Read for gist and for detail
Critical thinking
The importance of mobile phones
Writing
A narrative
SB
Teaching Aids:
Warm up:
Asking the students to tell me any proverbs or wise saying they
know. I also ask them to look for more on the internet to discuss
in class.
Procedure:
- Telling the students to look at the words in the box and asking them to explain any words
they understand to me.
- Telling them to look up the words in their Active Study Dictionary, check the meaning and
mark the stress on the words with more than one syllable.
SB. Ex.2:
- Putting them into pairs to discuss the answers.
- Asking some students to share their answers with the class and encouraging class discussion.
SB. Ex.3:
Listen to an experiment. Are these sentences True or False? Correct the false
ones.
- Explaining that I am going to play the tape and they are going to listen to a story about a
professor.
- Telling them to listen to find the information to decide if the sentences are true or false.
- Telling them to correct any false sentences.
SB. Ex.4:
- Putting the students into pairs, then playing the tape one more time.
- Asking the pairs to read the questions and answer them in pairs.
- Getting some of the pairs to suggest their answers to the class.
- Going through the answers with the class
SB. Ex.5:
- Telling the students to look at the list of words in
the blue box.
- Explaining that there are three ways of pronouncing the ending of plural nouns.
- Reading the three examples to the class: accountants, ambitions, edges and making sure the
students can hear the three different pronunciations of the word endings.
- Playing the tape and telling the students to listen to the pronunciation of the word endings
and to add each word to the correct box.
- Putting the students into pairs and telling them to take turns at the following activity:
Student 1 points to a box and Student 2 reads out the words in that box.
WB. Ex.1:
Match these words a-e with their meanings 1-5.
- Telling the students to read the lists of words and definitions.
- Explaining that they must match each word with the correct definition.
WB. Ex.2:
WB. Ex.3:
- Telling the students to read through the question.
- Telling them to use their Active Study to find the answers.
WB. Ex.4:
Choose the correct word.
- Explaining that they must choose the correct word for each sentence, as in the example.
Date
Unit: 13
Period
Lesson: 2
SBP: 82
Class
WBP: 80
Grammar
conditionals
Functions
Listening
Reading
Critical thinking
Writing
A narrative
SB
Teaching Aids:
Warm up:
in class.
Procedure:
- Reminding students of the grammar for the different conditionals.
zero conditional:
If + present + present
If you heat ice, it melts.
First conditional:
If + present + future
If I find his telephone number, I will phone him.
second conditional:
If + past simple + would (or other helping verb) + infinitive.
If I had time, I would write a book.
third conditional:
If + past perfect + would (or other
helping verb) + present perfect
If she had seen the thief, she would she would have phoned the police.
- Telling the students to read through the sentences and underline the two verbs that make up
the conditional.
- Asking them to work in pairs to say which tenses are used and what type of of conditional
each sentence is and then going over the answers with the class.
SB. Ex.2:
Look at sentences 1-4 above again. In which sentence (or sentences) does the
speaker talk about:
- Telling the students to read through each sentence again and decide if it is best describe by
a, b, c, or d.
SB. Ex.3:
Complete these sentences with the words in brackets.
- Asking the students to read the beginning of each sentence and to complete the sentence.
- Telling them that sometimes there is more than one answer possible.
- Having the students work in pairs to compare their answers before I go over the answers
with the class.
- Discussing the difference in meaning of different answers, and of e and f.
SB. Ex.4:
- Putting the students into different pairs to discuss the answers.
- Telling them to think about who they might ask for advice in each situation and why.
- Encouraging some pairs to share their answers with the class.
WB. Ex.1:
- Explaining that there is a mistake in each sentence and they must correct it.
- Discussing different answers for b and c.
WB. Ex.2:
Make conditional sentences to describe the situation.
- Telling the students to look at the situation in the picture.
- Making sure they understand that the men are talking about something that is possible, but
not probable.
- Asking the students to read the word cues.
- Telling them to use the words to write conditional sentences to describe the situation.
WB. Ex.3:
Use the same words to make conditional sentences to describe the new situation.
- Telling the students to look at the new picture.
- Explaining that the situation has changed and it looks as if the tree will fall down it is
probable.
- Telling the students to use the same words as in Exercise 2 to make the sentences to describe
this situation.
- Putting the students into pairs to compare their answers, then go through the answers with
the class.
Date
Unit: 13
Period
Lesson: 3
Class
SBP: 83
WBP: 81
Grammar
conditionals
Functions
Listening
Reading
Critical thinking
Writing
A narrative
SB
Teaching Aids:
Warm up:
in class.
Procedure:
SB. Ex.1:
Reading
Discuss in pairs.
- Drawing a train on the board.
- Asking the students to discuss the advantages and disadvantages of traveling by train in
comparison to driving or flying.
SB. Ex.2:
- Telling the students to read the words in the box.
- Asking if any student can explain any of the words to the class.
stressed syllable.
- Explaining that I am going to give a definition and the students must say which word I am
defining.
- Continuing in this way with each of the words.
SB. Ex.3:
Read the story and answer these questions.
- Putting them into pairs and telling them to read the questions and discuss them together.
SB. Ex.4:
Complete these sentences about the story with a word or phrase.
- Telling the students to read through the six sentence beginnings.
- Explaining that they must re-read the story to find the information they need to complete the
sentences.
SB. Ex.5:
- Telling them to read the two questions and discuss the answers.
WB. Ex.1:
Complete these sentences with the correct form of the words.
- Telling the students to read the gapped text.
- Explaining that they must write the correct form of the words in the box to complete
the
WB. Ex.2:
Complete these sentences in your own words.
- Asking the students to read through the sentence beginnings.
- Telling them to complete the sentences with their own words.
- Putting the students into pairs to read out the sentences they wrote to each other.
- Asking some pairs to read their sentences to the class.
WB. Ex.3:
- Telling them to use the correct form of the words in brackets to complete the sentences.
- Telling them to use their Active Study Dictionary if they are not sure of any words.
WB. Ex.4:
- Telling them to complete the sentences in their own words.
Date
Unit: 13
Period
Lesson: 4
Class
SBP: 84
Grammar
conditionals
Functions
Listening
Reading
Critical thinking
Writing
A narrative
SB
Teaching Aids:
Warm up:
in class.
Procedure:
SB. Ex.1:
Critical thinking
- Putting the students into pairs and telling them to read the questions and ask them to discuss
their answers
SB. Ex.2:
- Telling the students to read through all the questions, then to write their answers.
- Telling them to take turns to read out the questions and their answers.
SB. Ex.3:
Choose one of the following morals for the story and discuss your choice with a
partner.
- Telling the students to read the three morals in the box.
- Putting the students into pairs and telling them to discuss each of the morals with their
partner.
- Tell them to think, for example, about why it might be a good idea to have a doctor on each
train and what problems, such as large costs, this might cause.
- Asking them to think about situations in which being a good neighbour could save lives and
to think of ways, other than mobile phones, in which technology can save lives.
- Asking them to choose the best moral for the story and to discuss why they chose it. chose
it.
SB. Ex.4:
Discuss the following in groups of three.
- Putting the students into groups of three.
- Telling the groups to read the questions and then discuss their answers.
- Asking some groups to share their answers with the class. Encourage class discussion.
Date
Unit: 13
Period
Lesson: 5
SBP: 85
Class
WB: 82
Grammar
conditionals
Functions
Listening
Reading
Critical thinking
Writing
A narrative
SB
Teaching Aids:
Warm up:
in class.
Procedure:
SB. Ex.1:
Communication
Read these wise words and discuss what the sayings mean with a partner.
- Telling the students to read all the sayings and helping them with any new vocabulary they
find difficult.
- Putting the students into pairs to discuss the meaning of each saying.
- Putting the pairs together into groups of four to discuss their answers.
SB. Ex.2:
Choose one of the sayings above and think of a story to illustrate it.
- Telling the students to think about the sayings in Exercise 1.
- Asking if they can think of a story in their lives or one they have heard of read that
illustrates the point of one of the sayings.
- Helping them decide and telling them to read through the suggestions for types of story in
the book it can be fictional or something that has happened to them or someone else.
SB. Ex.3:
Plan your story.
- Explaining to the students that they are going to tell their story.
- Telling them to prepare by making notes about the character, what happened
and, of course,
the moral of the story the saying it relates to.
- Telling the students to make notes that will help them to tell the story.
SB. Ex.4:
Take turns to tell your story to a group of students.
- Explaining that the students are going to tell their stories to each other in small groups and,
after each story, the other students in the group will ask questions about it.
- Putting the students into small groups and asking them to tell their stories to each other.
- After each story, telling them to look at the language in the Questions and Answers boxes
and to ask and answer questions about the stories.
-Telling each group to choose the person who told the most interesting story to tell their story
to the class.
WB. Ex.1:
- Asking the students to read through the four situations and to write what they would say in
each one.
WB. Ex.2:
Read this story and do the following.
- Telling the students to read the story and then close their books.
- Putting the students into pairs and asking them to try to remember and tell each other as
much as they can about the story.
- Telling the students to open their books, read the story again and complete item a with one
of the conditionals.
- Finally, asking them to complete item b with one of the sayings from Exercise 1 on page: 85
of the Student's Book.
WB. Ex.3:
Write the story you told the other students in the Students Book.
- Reminding the students of the story they told in Exercise 4 on page: 85 of the Student's
Book.
- Explaining that they are going to use the notes they made for Exercise 3 on
that page.
- Telling them to follow the paragraph plan and to write three paragraphs, each giving
information to answer the questions in the plan.
- Putting the students into groups of four when they have finished writing their stories and
telling them to read their stories to each other.
- Moving around the class, listening and selecting one or two to read their stories to the class.
Date
Unit: 13
Period
Class
Assessment
Grammar
conditionals
Functions
Listening
Reading
Critical thinking
Writing
A narrative
SB
Teaching Aids:
Warm up:
in class.
Procedure:
Listening Task
Target element: listen and revise key language from the
story about the professor
1 The professor put some sand in the tank.
2 The professor put some water in the tank.
3 The student said, If we are busy we can always do more.
4 It proves that if you dont put the tennis balls in the tank
first, you
wont be able to put them in the tank later.
5 The professor put some tennis balls in the tank.
6 The professor put some golf balls in the tank.
- Explaining that the students are going to listen to the story from Exercise 3 on page
81 of the Students Book again.
- When they have listened, I tell them to put the sentences on the board in the correct
order.
Speaking Task
Target element: revise the language from the story about
the train journey
- On the board, I write these key words from the story:
train journey
announcement
passenger ill
doctor
no doctor
womans brother
mobile phone
at station
operation
phoned thank you
- Putting the students into pairs and telling them to take turns to tell the story again.
Reading Task
Target element: revise the story and vocabulary from a A
trip to Italy
- On the board, I write the following sentences:
1
2
3
4
5
Hassan went to Italy with his wife.

They stayed in a big city near the sea.
Hassan can speak English.
Mario and Hassan became good friends.
Hassan wants to visit Mario in Italy next year.
- Asking the students to re-read the story A trip to Italy from Exercise 2 on page 82 of the
Workbook.
- Telling them to read the sentences on the board and decide if they are true or false.
Writing Task
Target element: revise key vocabulary from the unit
- On the board, I write the following words:
ambition
include
meaningless
silent
conductor
regret
announcement
- Telling the students to choose three of the words and to write a definition for each of them.
- When they have done this, I put the students into groups of four.
- Telling them to take turns to read out a definition to the other members of the group, who
must guess which word it defines. They must not guess until the student has read the
definition.
Date
Unit: 14
Period
Lesson: 1
Class
SBP: 86
WBP: 83
Grammar
Prepositions after nouns, verbs and
adjectives
Functions
Ask for and agree to help people
Listening
Listen for gist and for detail, guess
the meanings of unknown words
Reading
Read to check what you know and for
Critical thinking
Why peoples home countries are
important to them
Writing
An e-mail asking for help
Teaching Aids:
Warm up:
Asking the students to tell me about any adventure stories of
adventure films they know.
Procedure:
Look at the pictures and discuss with a partner.
- Asking the students what they know about England and South Africa.
- Asking them to say in what ways the two countries are different.
- Asking the students how they think their lives would change if they moved from England to
South Africa.
SB. Ex.2:
- Telling the class to look up the two words in their Active Study Dictionary.
- Asking the students to explain what they mean in their own words.
- Telling them to mark the main stress on the two words.
SB. Ex.3:
Listen to a conversation between two students and answer the questions.
- Explaining that I am going to play the tape and they must listen carefully for the information
to answer the questions, and then discuss the answers with a partner.
- Playing the cassette twice.
SB. Ex.4:
Listen again and match to make sentences about Rider Haggard.
- Telling the students to read the sentence halves in the box.
- Explaining that they must match each sentence beginning in the first column with the
correct sentence ending in the second column.
- Playing the tape again and telling the students to listen and then match the sentence halves.
SB. Ex.5:
In pairs, guess the meaning of these words from the listening.
- Asking them to read the three words in the box and to think about what they mean.
- Asking some of the pairs to share their ideas with the class.
- Telling the students to look up the words in their Active Study Dictionary and see if they
were correct.
SB. Ex.6:
a
- Telling the students to look at the list of compound nouns in the box and asking if they know
what the words mean.
- Telling them to listen to the tape and to mark the stress on each word.
b
- Playing the tape again and telling the students to check their work.
- Playing the tape once more and asking the students to repeat the words.
WB. Ex.1:
Find the words in the puzzle to match the
- Telling the students to read through the definitions.
- Explaining that they can find the word to match each definition in the puzzle.
- Telling them to find the words in the puzzle and write them in the spaces provided.
WB. Ex.2:
Complete these sentences with the words from Exercise 1.
WB. Ex.3:
Write compound nouns with these meanings and mark the main stress.
- Putting the students into pairs to decide which compound noun is being defined.
- Telling them to read the Don't Forget box and to check in their Active Study Dictionary to
see how the word is written.
- Asking some students to share their answers with the class, then going through the answers.
Date
Unit: 14
Period
Lesson: 2
SBP: 87
Class
WBP: 84
Grammar
adjectives
Functions
Listening
Reading
Critical thinking
important to them
Writing
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
Language focus
Prepositions after nouns, verbs and adjectives
- Asking them to look at the example and telling them that they must underline the verb, noun
or adjective that is followed by a preposition in each sentence. They must write v + p, a + p
or n + p, as in the example.
SB. Ex.2:
Choose the correct prepositions. Check in your Active Study Dictionary.
- Telling the students to read through the dialogues.
- Explaining that they must choose the correct preposition for each sentence.
- If the students have problems, I tell them to look in their Active Study Dictionary.
SB. Ex.3:
Discuss in pairs using the red phrases in your answers.
- Telling the students to read through the three questions carefully.
- Telling them to think about how to answer the questions using the red phrases.
- Writing the list of phrases on the board to help them:
interested in good at
worried about causes of
answer to apply for
- Going through some possible answers with the class.
WB. Ex.1:
Choose the correct prepositions to complete the sentences.
- Asking the students to read through all the sentences first.
- Telling them to choose the correct preposition to complete each sentence.
- Putting the students in pairs to compare their answers.
WB. Ex.2:
Find the mistakes in these sentences. (One sentence is correct.)
- Telling them to look at the example and explaining that that they must find and correct the
mistake in each sentence. One sentence has no mistake.
WB. Ex.3:
- Telling the students to read through the sentence beginnings and explaining that they must
complete each sentence with their own ideas.
- Putting the students into groups and having them read out their answers to each other.
- Asking some students to read out their answers to the class.
Date
Unit: 14
Period
Lesson: 3
SBP: 88
Class
WBP: 85
Grammar
adjectives
Functions
Listening
Reading
Critical thinking
important to them
Writing
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
- Asking if they can explain any of the words to you.
- Telling them to look up the words in their Active Study Dictionary and note the stressed
syllable.
- Telling them that you are going to give a definition of one of the words and they must tell
you which word.
- Continuing in the same way with all the words.
SB. Ex.2:
Discuss in pairs.
- Telling the students to look at the pictures.
- Asking them what they can remember from the listening about King Solomons Mines. - Writing their ideas on the board.
- Telling them to read the text on the right and see if they were right.
SB. Ex.3:
Choose the correct answer A, B, C or D.
- Telling the students to read through the text again.
- Telling them to read the questions and choose the correct answers.
SB. Ex.4:
- Writing the following questions on the board to encourage the students to think about their
answers.
WB. Ex.1:
Match these words a-h with their meanings 1-8.
- Telling the students to read through the words in the first column and the definitions in the
second column.
- Telling the students to match each word with the correct definition.
WB. Ex.2:
Complete these sentences withthe correct form of the words in Exercise 1.
- Telling them to use the correct form of the words in Exercise 1 to complete the sentences. If
they need help, I tell them to look in their Active Study Dictionary.
WB. Ex.3:
Use your Active Study Dictionary to complete the sentences using the correct form
of the word in brackets.
- Telling them to look at the words in brackets.
- Explaining that they must use these words to complete the sentences.
- Telling them to think about which form of the word they need. If they do not know the
correct form, they can look the word up in their Active Study Dictionary.
Date
Unit: 14
Period
Lesson: 4
Class
SBP: 89
Grammar
adjectives
Functions
Listening
Reading
Critical thinking
important to them
Writing
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
Critical thinking
- Telling the students to read all the questions and then to write their answers.
- Telling them to take turns to read out a question and their answer.
SB. Ex.2:
- Asking the students to read the quotation from the story first.
- Telling them to read through the questions and think about the answers.
SB. Ex.3:
Read another quotation from the story and discuss these questions.
- Asking the students to read the second quotation from the story.
- Asking them to read through the questions and to discuss them in pairs.
- Putting their ideas on the board and discussing as a class.
Date
Unit: 14
Period
Lesson: 5
SBP: 90
Class
WBP: 86
Grammar
adjectives
Functions
Listening
Reading
Critical thinking
important to them
Writing
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
Communication
Complete this e-mail from Aisha to her friend Leila.
- Telling the students to read through the gapped e-mail.
- Asking them to tell me quickly what it is about.
- Telling them to use the words in the box to complete the text.
SB. Ex.2:
In pairs, ask each other for help and answer using language from the box.
- Telling the students that they are going to practise asking each other for help.
- Telling them to look at the language in the boxes and going through it with them.
- Putting the students into pairs and telling them to read through the four different situations.
- Telling them to take turns to ask for information and respond.
- Asking some of the students to perform their dialogues for the class.
SB. Ex.3:
- Telling them to read through the questions and discuss the answers.
WB. Ex.1:
- Explaining that they must think about what they would say in each situation and write it
down.
- Telling them to read what they wrote for each situation and find out if they were the same or
different.
- Going through suggested answers with the class.
WB. Ex.2:
Make notes to plan a reply to the e-mail in the Students Book.
- Telling the students to look at page 90 of the Students Book and to read the e-mail in
Exercise 1 again.
- Explaining that the students must make notes for writing a reply.
- Telling them to look at the plan for four paragraphs and to make notes under each heading.
- Putting the students into pairs to compare their notes and ideas.
WB. Ex.3:
Write your e-mail in about 100 words.
- Telling the students to use their notes to write a first draft of their e-mail.
- Asking them to read through their draft and check it carefully for spelling and grammar
mistakes.
- Telling them to use their Active Study Dictionary if they need help.
- Telling the students to write a second draft.
- Displaying the reply e-mail on the classroom walls.
- Telling the students to go around the class and read at least five of the replies.
- Asking which one they like best and read out the most popular reply to the whole class.
Date
Unit: 14
Period
Class
Assessment
Grammar
adjectives
Functions
Listening
Reading
Critical thinking
important to them
Writing
Teaching Aids:
Warm up:
Procedure:
Listening Task
Target element: revise key information from the listening
- On the board, I write the following sentence beginnings and tell the students to copy them
down.
1 Rider Haggard was born in ...
2 His mother was a ...
3 His father sent him to ...
4 King Solomons Mines was a bestseller for ...
5 While he was a writer, he worked for ...
- Playing the tape from Exercise 3 on page 86 of the Students Book again and telling the
students to listen carefully for the information they need to complete the sentences.
Speaking Task
Target element: revise the life of Rider Haggard
On the board, I write Rider Haggard and the following prompts:
born English dad mum school - South Africa England married - family
lawyer writer adventure - King Solomon bestseller - other books British
government - died
- Putting the students into pairs and telling them to take turns to say sentences about Rider
Haggards life.
Reading Task
Target element: revise the text about King Solomons Mines
- On the board, I write the following sentences:
1 Walking across the desert, the group hardly die of thirst.
2 The Englishmen are taken to King Twala, a bad man.
3 In the war that follows, Twala is killed.
4- They found a room full of gold and jewellery.
5 On their way, they stop at a beach, where they find Sir Henry's brother.
- Asking the students to read the sentences and then look at the text in the Students Book on
pages 88 and 89.
- Telling them to find one mistake in each sentence.
Writing Task
Target element: revise writing an e-mail requesting help
- Telling the students they are going to write an e-mail to their friend.
- Telling them it should have four parts.
- Writing the plan on the board:
Part one: say hello and explain that you have something to do tomorrow and need your
friends help
Part two: ask your friend to come over to your house and help you with your computer
as it is not working
Part three: ask your friend to reply as soon as possible
Part four: say goodbye
- Asking some of the students to read out their e-mails to the class.
Date
Period
Class
" The Spiders "

Chapter: 7
Reviewing:
in the story like:
1-Why was Ayman surprised when he saw the spider ?
2-How could spider bites be treated ?
3-what was the spider Ayman saw like ?
Viewing:
1-How was the weather in Sinai at the time of the journey ?
2-Who were in the first car ?
3-Why were they going on that journey ?
Previewing:
2-Why did the second car move sideways ?
3-what shows that Farouk was impatient ?
Date
Period
Class
" The Spiders"

Chapter: 7 (Cont.)
Reviewing:
in the story like:
1-What happened to the four robbers ?
2-Why did Ayman use the internet ?
3-What was the spider Ayman saw like ?
Viewing:
orally.
1-Why did the Captain bring the towrope ?
2-What happened to the car when a tree hit it ?
3-what happened to the four men ?
4-Why did Wafaa drive too fast ?
Previewing:
1-Which part of the hospital was Ayman in ?
2-What is a ventilator used for ?
3-How did the medicine help Ayman ?
Date
Unit: 15
Period
Lesson: 1
Class
SBP: 91
WBP: 87
Grammar
Passive verbs
Functions
Persuade people and ask for
information
Listening
Reading
Critical thinking
Learning from the past
Writing
Details for a poster
Teaching Aids:
Warm up:
Asking the students about what they know about the tourist sites
in Egypt. They may use the internet to find the information they
need.
Procedure:
Look at the photos and discuss these questions with a partner.
- Telling the students to look at the photos. Ask them to suggest words and phrases to
describe the five pictures.
- Putting the students into pairs. Tell them to read the questions and discuss them with their
partner.
SB. Ex.2:
Check the meanings of these words in
your Active Study Dictionary.
- Asking if they can explain any of them in their own words.
- Telling them to look the meanings of the words up in their Active Study Dictionary and note
the stressed syllable.
- Explaining that I am going to give them a definition and they must tell me the word.
- Continuing in the same way with the other definitions.
SB. Ex.3:
Before you listen to a short talk, try to answer these questions.
- Asking some students for their answers and encouraging class discussion.
- Writing the students' answers on the board.
SB. Ex.4:
Listen to check your answers, then answer these questions.
- Playing the tape and asking the students to listen to see if their ideas about Dakhla were
correct.
- Playing the tape again and telling he students to listen for the information to answer the
questions.
SB. Ex.5:
- Telling the students to read through the sentence beginnings.
- Playing the tape again and telling the students to listen for the information to complete the
sentences.
- Putting the students into pairs to complete their answers.
SB. Ex.6:
Part a
-Getting the students to look at the pairs of words in the first box.
- Asking the class to read the pairs of word out.
- Explaining that I am going to play the tape and they must underline the correct word in each
pair, as in the example.
Part b
- Playing the tape again and telling the students to listen and repeat the words.
Part c
- Putting the students into pairs and explaining that student 1 must point
to one of the
sentences and student 2 must read the sentence.
- Telling them to take turns at pointing and reading.
Part d
- Playing the tape and asking the students to listen to the sentences.
- Playing the sentences again, one at a time, and telling the students to repeat.
- Letting the students listen again to check their pronunciation.
WB. Ex.1:
Match these words and phrases a-f with their meanings 1-6.
- Telling the students to read the lists of words and definitions.
- Explaining that they must match each word with its correct definition as in the example.
WB. Ex.2:
- Telling them to use the words from Exercise 1 to complete them.
- Explaining that they may have to change the form of the word to fit the sentence.
WB. Ex.3:
- Asking the students to read through the questions.
- Telling them to think carefully about the form of the word.
- Telling them to use their Active Study Dictionary to help them answer the questions.
WB. Ex.4:
Now complete these sentences with words from Exercise 3.
Date
Unit: 15
Period
Lesson: 2
Class
SBP: 92
WBP: 88
Grammar
Passive verbs
Functions
information
Listening
Reading
Critical thinking
Writing
Teaching Aids:
Warm up:
need.
Procedure:
SB. Ex.1:
Passive verbs
Part a
- Telling the students to circle the passive verbs and underline the active verbs in the
sentences.
Part b
- Asking the students to read the information in the first sentence in the yellow box.
- Making sure they understand that passive verbs contain the verb be and it is this part that
tells us the tense.
- Telling the students to name the tense in the passive verbs in the sentences.
- Going through the answers in the class.
Part c
- Asking the students to read the information in the second sentence in the yellow box.
- Explaining that we often use by after the passive verb to show the agent ( who or what does
the action).
- Telling the students to write down the agents of the actions. It can be a person or a thing.
Part d
- Asking them to suggest possible answers and encouraging class discussion.
Part e
- Telling the students to rewrite the sentences using active verbs in the places of passive ones,
and keeping the meaning the same.
- Telling them to look at the example sentence and explaining that they should put the agent at
the beginning and make the sentence active.
SB. Ex.2:
Rewrite these sentences in the passive using the underlined verb.
- Telling them to rewrite the sentences in the passive voice.
SB. Ex.3:
In pairs, make your own sentences about Egyptian history using these passive
phrases.
- Asking the students to look at the passive phrases in the box.
- Telling them to use the passive phrases to make sentences about Egyptian history.
- Asking some students to read out their answers to the class.
WB. Ex.1:
Change these sentences into the passive.
- Telling the students to read through the sentences and helping them with any difficult
vocabulary.
- Explaining that they must change the sentences into passive.
WB. Ex.2:
Change these sentences into the active.
- Telling the students to read through the sentences and helping them with any difficult
vocabulary.
- Explaining that they must rewrite the sentences in the active form.
Date
Unit: 15
Period
Lesson: 3
Class
SBP: 93
WBP: 89
Grammar
Passive verbs
Functions
information
Listening
Reading
Critical thinking
Writing
Teaching Aids:
Warm up:
need.
Procedure:
SB. Ex.1 ( Reading ):
- Telling the students to read the three words in the box and asking them if they know what
the words mean and if they can explain any of them.
SB. Ex.2:
Read and complete the article with the correct form of the words from Exercise 1.
- Telling the students to read the article and them close the books.
- Putting the students into pairs to tell each other what they can
remember about the text.
- Asking the students to open their books and read the text again.
- Telling them to use the three words from Exercise 1 in the correct form to
complete the text.
SB. Ex.3:
Are these sentences True or False? Correct the false ones.
- Telling them to decide whether they are true or false.
- Explaining that if the sentences are false, the students must correct them.
SB. Ex.4:
Complete these sentences using the correct form of the words in brackets.
- Telling them to complete the sentences using the correct form of the words in brackets. They
can use their Study Dictionary to help them.
WB. Ex.1:
- Asking the students to read through the definitions and telling them to write a word into the
puzzle for each definition.
- Putting the students into pairs to check their answers.
WB. Ex.2:
Correct the grammar or vocabulary mistake in each sentence.
- Telling the students to read through the sentences and explaining that there is a grammar or
vocabulary mistake in each sentence.
- Telling the students to find and correct the mistakes.
- Putting them into pairs to compare their answers.
WB. Ex.3:
Complete these sentences about yourself.
- Asking the students to read through the sentence beginnings.
- Telling them to finish the sentences using their own words.
Date
Unit: 15
Period
Lesson: 4
Class
SBP: 94
Grammar
Passive verbs
Functions
information
Listening
Reading
Critical thinking
Writing
Teaching Aids:
Warm up:
need.
Procedure:
SB. Ex.1:
Critical thinking
- Telling the students to read through the questions and write down their answers.
- Putting the students into pairs to take turns to read out their questions and answers.
SB. Ex.2:
Look at the photographs and discuss in pairs.
- Telling the students to look at the pictures and asking them to describe them to me.
- Telling the students to read the three questions. questions.
- Asking some pairs to share their answers with the class and encouraging class discussions.
SB. Ex.3:
-Putting the students into pairs.
- Asking them to read through the questions and making sure they understand them.
- Telling the students to discuss the answers in their pairs.
Date
Unit: 15
Period
Lesson: 5
SBP: 95
Class
WBP: 90
Grammar
Passive verbs
Functions
information
Listening
Reading
Critical thinking
Writing
Teaching Aids:
Warm up:
need.
Procedure:
SB. Ex.1:
Think about somewhere in Egypt that is off the beaten track and do the
following.
- Telling the students to think of a place that is off the beaten track in
Egypt. If it's difficult to think of a place they know, they can choose a place
they have read about.
- Telling them to read the sample notes in the yellow box and then make similar notes of their
own about the chosen place.
- Writing the following questions to elicit the information they need to include in
their notes:
What is the name of the place?
Where is it located?
What can you see there?
What can you do there?
What places can you visit there?
How can visitors travel to this place?
Where can visitors stay?
Why do you really like this place?
SB. Ex.2:
Roleplay this situation.
- Telling the students that they are going to do a role-play.
- Putting them into pairs and explaining that Student A is a travel agent who is trying to
persuade a tourist _ Student B _ to visit a place off the beaten track. Student A can use the
notes from Exercise 1 about the place he or she chose off the beaten track or they can choose
a place described in the unit. Student A must use the language in the first blue box and his or
her notes to try to persuade Student B to visit the place.
- Student B is the tourist. He or she wants to go to the typical tourist places and doesn't know
about the places off the beaten track. He or she must ask questions like the ones in the
second blue box to find out more about the place Student 1 is recommending.
- Telling the students to read about their part in the role-play and think about what they are
going to say. I will give them time to prepare and make notes.
- Telling the student to role-play and moving around class to listen.
- Choosing two or three pairs to perform their role-play for the class.
WB. Ex.1:
- Telling the students to read through the four situations and helping them with any
vocabulary they find difficult.
- Putting the students into pairs to compare their answers .
WB. Ex.2:
Look at this poster and put the headings in the correct order.
- Telling the students to read through the poster and helping them with any vocabulary they
find difficult.
- Asking them to read the headings and then telling them to write each heading on the poster
in the correct place.
WB. Ex.3:
Plan your poster.
- Reminding the students of the notes they made about a place off the beaten track in Egypt.
- Telling them that they are going to use the notes to make a poster to advertise the place.
They should use the same headings as in the poster in Exercise 2.
- Asking them to make a first draft.
- Telling them to check through it and use their Active Study Dictionary to check the spellings.
- Asking them to make a final corrected draft.
- Displaying the posters on the classroom walls.
- Telling the students to move around, look at the posters and choose one they like.
- Having a vote to see which poster the students like most.
Date
Unit: 15
Period
Class
Assessment
Grammar
Passive verbs
Functions
information
Listening
Reading
Critical thinking
Writing
Teaching Aids:
Warm up:
need.
Procedure:
Listening Task
Target element: revise listening and language from the unit
- Writing the following sentences for the students.
1 Dakhla is near the main towns and cities of Egypt.
2 It is above sea level.
3 The main attraction is the town of Al-Qasr.
4- The first settlement in Dakhla was El-Qasr.
5- Today you can directly fly to Dakhla.
- Explaining that the students are going to hear the listening from Exercise 4 on page 91 of the
Student's Book again.
- Telling them to listen carefully and decide if the sentences on the board are true or false.
Speaking Task
Target element: revise talking about favourite tourist
attractions
- Putting the students into pairs and asking them to talk about a favourite place they enjoy
visiting in Egypt. It can be anywhere.
- Writing the following questions to help them.
Where is it?
How can you get there?
When is the best time to go?
Where can you stay?
What do you like there?
Reading Task
Target element: revise and use the language to create
tourist posters
- Writing the following sentences on the board.
1 You will love the beautiful mountain _______ of the area.
2 You will see grand houses and farm buildings which were built in the __________
_______ of northern Spain.
3 The village now has a __________ of about 200 people.
4 Carmona can be __________ by car.
- Telling the students to re-read the poster on page: 90 of the Workbook and find the
information to complete the sentences.
Writing Task
Target element: revising language used in a travel agency
- Telling the students to imagine that they work for a travel agency and that they are trying to
convince a tourist to visit Egypt and telling them that the tourist has lots of questions, which
they as travel agent must try to answer.
- Telling them to use the language in the blue boxes on Student's Book page: 95 to help them
to write the dialogue between the travel agent and the tourist.
Date
Period
Class
" The Spiders "

Chapter: 8
Reviewing:
in the story like:
2-Why did the second car move sideways ?
3-what shows that Farouk was impatient ?
Viewing:
1-Which part of the hospital was Ayman in ? Why ?
2-What is a ventilator used for ?
4-How did the medicine help Ayman ?
3-What did the doctors make from the plants Wafaa Sultan
brought ?
Previewing:
5-Who were with Ayman when he woke up ?
6-Where did Ayman and his family go in the afternoon ?
8-Where could a picture of Ayman be seen ?
7-Where was the roof terrace ?
Date
Period
Class
" The Spiders"

Chapter: 8 (Cont.)
Reviewing:
in the story like:
1-What did Professor Malcolm say about Aymans education
?
2-How did the Professor show his pleasure for discovering a
new
3-Where did Ayman see the 7-legged female spider ?
4-When do the spiders in the desert hurt people ?
Viewing:
orally.
1-How did Ayman catch the spider ?
2-When did Ayman fall on the floor ?
3-What would have happened without Aymans intelligence
and bravery ?
4-What did Ayman see on the television screen ?
Date
Lesson: 1
Period
SBP: 96
Review E ( Units: 13 / 15 )
Class
WBP: 91
units: 13 / 15.
Teaching Aids:
Procedure:
SB. Ex.1:
Listening
-Telling the students to look at the three pictures and asking them to tell you what is
happening in each.
- Putting the students into pairs and telling them to read and discuss the two questions.
SB. Ex.2:
Listen to three conversations and answer these questions.
- Telling the students to look at the table and read the two questions in it.
- Explaining that they are going to hear three conversations and telling them to listen carefully
for the information they need to answer the questions and complete the table.
- Playing the tape and telling the students to write in all the answers.
SB. Ex.3:
Listen again and match to make sentences.
- Telling the students to read through the sentence beginnings in the first column and the
sentence endings in the second column.
- Explaining that they are going to hear the listening from Exercise 2 again.
- Telling them to listen carefully and then match each sentence beginning in the first column
with the correct sentence ending in the second column, as in the example.
SB. Ex.4:
Discuss in pairs.
- Putting the students into pairs or small groups.
- Asking them to think of any helpful advice they have got in the past from their teachers,
parents, grandparents or other adults.
- Asking some of the groups to share their answers with the class.
SB. Ex.5:
- Explaining that they are going to hear the sentences on the tape and they must listen
carefully and write in the missing words.
- Playing the tape several times.
- Putting the students in pairs to take turns reading the sentences to each other.
WB. Ex.1:
speakers are.
aloud.
WB. Ex.2:
- Asking the students to read through all the questions and then to choose the best answer for
each question.
Date
Lesson: 2
Period
SBP: 97
Class
WBP: 92
units: 13 / 15.
Teaching Aids:
Procedure:
SB. Ex.1:
Choose the correct verbs in these conditional sentences.
- Asking the students to read through the sentences and to choose the correct verb for each
sentence.
SB. Ex.2:
Complete the conversation with the correct prepositions.
- Telling the students to read through the gapped dialogue.
- Explaining that they must complete each gap in the dialogue with the correct preposition
from the box.
SB. Ex.3:
Change these sentences into the passive.
- Telling them to change each one into a passive sentence.
- Asking some pairs to read out their answers.
WB. Ex.1:
- Explaining that there is a mistake in each one and the students must find it and correct it as
in the example.
- Discussing the two possible answers for a and b and the difference in meaning.
WB. Ex.2:
- Asking the students to read through the passage in the box and then close their books.
- Putting them into pairs to talk about what they can remember from the passage.
- Telling the students to open their books read through the text again and helping them with
any difficult vocabulary.
- Asking them to answer the questions.
Date
Lesson: 3
Period
SBP: 98
Class
WBP: 93
units: 13 / 15.
Teaching Aids:
Procedure:
SB. Ex.1:
Reading
Look at the picture of Rider Haggard and discuss these questions in pairs.
- Asking students what they remember about Rider Haggard.
- Asking them to discuss King Solomons Mines, in pairs ,then asking them to share their
information to revise the sort of books Rider Haggard writes.
SB. Ex.2:
Reading this introduction to his book She and answer the questions.
- Telling students to read through the introduction.
- Putting them into pairs and asking them to discuss the two questions.
- Asking one or two pairs to share their answers with the class and encouraging class
discussion.
SB. Ex.3:
Read this summary of the story and check your answers to Exercise 2.
- Telling students to read through the summary of the story and helping them with any
vocabulary they find difficult.
- Asking the students to tell me what the text is about.
- Asking if they were right in their answers to Exercise 2.
SB. Ex.4:
Complete these sentences using information from the story.
- Asking students to read through the incomplete sentences and then to complete them. They
can use the text in Exercise 3 to help them.
- Putting the students into pairs to compare their answers, then going through the answers
with the class.
WB. Ex.1:
- Asking the students to read through all of the questions and to answer them.
- Putting the students into pairs and telling them to take turns to read out the questions and
their answers.
WB. Ex.2:
Find the mistake in each of the following sentences, then write them correctly.
- Telling them to find the mistake in each sentence and then rewrite the sentences correctly in
the spaces provided.
Date
Lesson: 4
Period
Class
SBP: 99
units: 13 / 15.
Teaching Aids:
Procedure:
SB. Ex.1:
Find words in the story with the same meaning as the blue words below.
- Explaining that they must search the text in Exercise 2 on Students Book page 98 for words
which mean the same as the blue words in the sentences, and write them down, as in the
example.
- Warning them that they may need to change the form of some of the words to match the
words in the sentences.
SB. Ex.2:
- Putting the students into pairs and asking them to read the question.
- Telling them to discuss which book they would prefer to read and why.
SB. Ex.3:
- Asking the students to read through all the questions, then to write the answers to them.
- Putting the students into pairs to take turns reading out the questions and their answers.
Critical thinking
SB. Ex.1:
- Asking the students to read through all the questions, then to write the answers to them.
- Putting the students into pairs to take turns reading out the questions and their answers.
SB. Ex.2:
- Telling the students to read the quotation, then to read through the questions.
- Asking some pairs to share their answers with the class, and encouraging class discussion.
SB. Ex.3:
Discuss in pairs.
- Putting students into pairs and giving them a few minutes to discuss the question.
- Encouraging the class to discuss the question.
Date
Lesson: 5
Period
Class
SBP: 100
SBP: 94
units: 13 / 15.
Teaching Aids:
Procedure:
SB. Ex.1:
Look at these photographs and descriptions of holiday destinations.
- Telling the students to look at the three photographs and asking them to describe the three
pictures and writing their ideas on the board.
- Putting the students into pairs to read and discuss their answers to the two questions.
SB. Ex.2:
Roleplay this situation with a different partner.
- Putting the students into pairs and explaining that one student is Student A and one student
is Student B.
- Asking them to read their part of the role-play and making sure that they understand that
Student A must convince Student B to go with him or her to the place they chose in Exercise
1. Student B must ask lots of questions about the place.
- Telling the students to use the language and ideas in the boxes to help them.
- Allowing the students some time to prepare and make notes.
- Telling the students to perform the role-play, and going round and listening to them.
- Asking two or three of the pairs to perform their role-plays for the class.
WB. Ex.1:
Write a paragraph of about 100 words about a place that is off the beaten track.
- Asking the students to think about a place that is off the beaten track.
- Writing the following questions on the board, to help them to focus on the place.
Where is the place?
What is it like?
What can you do there?
Where can you stay there?
How can you travel there?
What do you like about the place?
- Telling the students to write a paragraph about the place they have chosen and to include as
much information as possible.
- Putting the students into groups and telling them to take turns to read out their paragraphs to
the group.
- Asking each group to choose one of the paragraphs to read to the class.
WB. Ex.2:
Translation
a
translation down.
b
translation down.
Date
Unit: 16
Period
Lesson: 1
Class
SBP: 101
WBP: 95
Grammar
Modal verbs of obligation have to, must, need to.
Functions
Compromise and come to agreements
Listening
Listen to identify speakers and to
interpret information
Reading
Read for specific information, guess
Critical thinking
The importance of tourism
Writing
A formal e-mail
Teaching Aids:
Warm up:
Asking the students about what they know about tourist sites
around the world and about the advantages and disadvantages of
tourism They may use the internet to find the information they
need.
Procedure:
Look at the map showing popular tourist sites. Discuss these questions with a
partner.
- Telling the students to look at the map and to name the places marked on it.
- Putting the students into pairs and asking them to read the questions and discuss the answers
to them.
- Writing on the board students suggestions of places to add to the map.
SB. Ex.2:
- Telling the students to look at the six words in the box.
- Asking if they can explain any of them in their own words.
- Telling them to look the words up in their Active Study Dictionary and note the stressed
syllable.
- Explaining that I am going to give them a definition and they must tell me which of the
words it defines.
- Continuing in the same way with the rest of the words.
SB. Ex.3:
Three people talk about tourism. Listen and match each speaker with only one of
these descriptions.
- Telling the students to read through the descriptions.
- Explaining that I am going to play the tape and the students must listen carefully and match
each description with one of the three speakers. They will not need one.
- Playing the tape more than once.
SB. Ex.4:
Listen again and match each speaker with only one of these ideas.
- Telling the students to read through the sentences about the speakers.
- Explaining that I am going to play the tape again and they must listen carefully and number
the sentences with the correct speakers number.
SB. Ex.5:
- Putting the students into pairs and asking them to read the questions and discuss their
answers.
- Going through the answers with the class and encouraging class discussion.
SB. Ex.6:
- Asking the students to read the words in the box.
- Telling them to look at the example and explaining that they must underline the part of the
word that has the main stress.
- Telling them to do this at first without listening.
- Playing the tape and asking the students to listen and check their answers.
- Playing the tape again and telling the students to repeat the words.
WB. Ex.1:
Match these words a-h with their meanings 1-8.
- Telling the students to read through the list of words in the first column and the list of
definitions in the second column.
- Helping them with any difficult vocabulary in the definitions.
- Telling the students to match each word with its correct definition.
WB. Ex.2:
- Telling the students to read through the gapped sentences and helping them with any
vocabulary difficulties.
- Explaining that they must use the correct form of the words from Exercise 1to complete the
sentences, as in the example.
WB. Ex.3:
Find the main stress, then complete the table using the words below.
- Telling the students to read the words in the blue box and decide where the main stress falls
on each word.
- Telling them to write the words into the correct column according to where the main stress
falls:
on the first, second or third syllable.
- Putting the students into pairs and telling one student to point to a column and the other to
read out all the words in that column.
Date
Unit: 16
Period
Lesson: 2
SBP: 102
Class
WBP: 96
Grammar
Functions
Listening
Reading
Critical thinking
Writing
A formal e-mail
Teaching Aids:
Warm up:
need.
Procedure:
SB. Ex.1:
Language focus
have to, must, need to
Study these sentences from the listening text and circle the modal verb phrases.
- Discussing what a modal verb is and writing some examples of must, need to and have to in
sentences on the board. For example:
I have to go to school tomorrow.
I must be on time for school.
I need to get up at half past six.
- Looking at the example in sentence a with the class and explaining that the students must
circle the modal verbs in the sentences.
SB. Ex.2:
Answer these questions and give examples from Exercise 1.

- Telling them to answer the questions and to give examples from Exercise 1.
SB. Ex.3:
Choose the correct modal verbs in these sentences.
- Telling the students to read through the sentences and then to choose the correct modal for
each sentence.
SB. Ex.4:
Look at the picture and answer the questions.
- Asking the students to look at the picture and describing it to me.
- Telling them to read the two questions and to write down more questions and answers like
the examples.
WB. Ex.1:
Choose the correct verbs in these sentences.
- Explaining that they must choose the correct modal verb, as in the example.
WB. Ex.2:
Rewrite these sentences using the verbs from Exercise 1.
- Telling them to rewrite the sentences using the modal verbs from Exercise 1, as in the
example.
WB. Ex.3:
What would you say in the following situations? Use the verbs from Exercise 1.
- Asking the students to read through the situations.
- Telling them to write what they would say in each situation, using the modal verbs fromEx.1
Date
Unit: 16
Period
Lesson: 3
SBP: 103
Class
WBP: 97
Grammar
Functions
Listening
Reading
Critical thinking
Writing
A formal e-mail
Teaching Aids:
Warm up:
need.
Procedure:
SB. Ex.1:
Reading
As you read this article, guess the meaning of the bold words and phrases.
- Telling the students to read through the text and to think about the meaning of the words in
bold.
- Explaining that if they are not sure of the meaning of a word, its context (the words around
it) may help them to work it out.
SB. Ex.2:
Choose the correct answer from A, B, C or D.
- Telling them to think carefully and choose the best answer for each.
SB. Ex.3:

- Putting the students into pairs and telling them to read the question.
- Asking them to discuss their answer, thinking about the advantages and disadvantages of
each type of place.
WB. Ex.1:
- Telling them to write a word for each definition in the puzzle, and find the new word.
WB. Ex.2:
- Telling them to use the words from Exercise 1 to complete the sentences.
WB. Ex.3:
Use your Active Study Dictionary to complete these sentences with the correct
form of these phrasal verbs with wear.
- Telling the students that wear away is a phrasal verb.
- Explaining that we often join a verb and a preposition in this way to create a phrasal verb.
- Telling them to read the phrasal verbs in the blue box which are all formed from wear and a
preposition.
- Telling them to complete the sentences with the correct form of one of the phrasal verbs
from the box.
Date
Unit: 16
Period
Lesson: 4
Class
SBP: 104
Grammar
Functions
Listening
Reading
Critical thinking
Writing
A formal e-mail
Teaching Aids:
Warm up:
need.
Procedure:
SB. Ex.1:
Critical thinking
- Asking the students to read through the questions and to write the answers.
- Putting the students into pairs and telling them to take turns to read a question and their
answer to each other.
SB. Ex.2:
- Asking them to read through the questions and making sure they understand what has to be
discussed in each of them.
SB. Ex.3:
Read the short news report, then discuss the questions in pairs.
- Telling the students to read through the news report, then putting the students into pairs and
telling them to tell each other what the text is about.
- Telling the students to read the text again.
- Asking them to read the questions and discuss the answers in their pairs.
Date
Unit: 16
Period
Lesson: 5
SBP: 105
Class
WBP: 98
Grammar
Functions
Listening
Reading
Critical thinking
Writing
A formal e-mail
Teaching Aids:
Warm up:
need.
Procedure:
SB. Ex.1:
Communication
- Putting the students into pairs and telling them to read through the two questions.
- Making sure that they understand the meaning of ecotourism.
- Telling the pairs to discuss their answers.
- Getting some pairs to share their answers with the class and encouraging class discussion.
SB. Ex.2:
Roleplay the following.
- Putting the students into groups of three to do a role-play.
- Naming the students in each group Student A, B and C, and telling them each to read
through their role.
- Telling the groups to read through questions a and b and then to read the advertisements.
- Telling each student to choose the holiday they, as A, B, or C, would like and reminding
them to think carefully about their role.
- Giving the groups time to think about their roles, make notes and prepare their role-play.
- Telling the students to look at and use the suggestions and the language in the boxes to help
them and moving around and listening to the students as they perform their role-play.
- Asking one or two groups to perform their role-play for the class.
WB. Ex.1:
- Telling the students to read through the situations and to write down what they would say in
each one.
WB. Ex.2:
Read this e-mail and answer the questions.
- Asking the students to read through the e-mail.
- Putting them into pairs and telling them to read the three questions and then to discuss the
answers.
WB. Ex.3:
Plan a reply to the e-mail from Pete Barton. Include the following information.
- Telling the students to read through the information they need to include in their reply to
Pete Bartons e-mail.
- Telling them to make notes and write down key phrases that might be useful as they plan
their reply e-mail.
WB. Ex.4:
Write your e-mail using formal language in 60-90 words.
- Telling the students to use the plan they made in Exercise 3 to write a first draft of their
reply e-mail.
- Asking them to read through their draft and check the spelling and grammar.
- Telling them to write a second, corrected draft.
- Putting the students into groups and telling them each to read out their e-mail to their group.
Date
Unit: 16
Period
Class
Assessment
Grammar
Functions
Listening
Reading
Critical thinking
Writing
A formal e-mail
Teaching Aids:
Warm up:
need.
Procedure:
Listening Task
Target element: revise the listening and key language from
the unit
- Writing the following sentences on the board and asking the students to copy them.
1 My children has to study ancient history at school next year.
2 Im the manager for a travel agency in Alexandria.
3 Sometimes I pretend to be a customer and go on the trips myself.
4 Its been a fantastic holiday so far.
5 We are finding it very interesting but also tiring.
- Playing the listening from Exercise 3 of page: 101 of the Students Book again.
- Telling the students to listen carefully and to find and correct the mistake in each sentence.
Speaking Task
Target element: revise and use key language from the unit
pollution
jobs
building work
space
noise
wearing away monuments
foreign currency
spreading culture, etc
- Putting the students into pairs and telling them to think about the issues listed on the board
and to discuss all the reasons for and against the expansion of tourism in the future.
Reading Task
Target element: revise the text and key language from the
unit
- Asking the students to re-read the text Tourism Today on Page: 3 of the Students Book
- Writing the following sentences on the board and asking the students to copy them:
1 The first package holidays were organized by ________.
2 Today, tourism is a huge ________.
3 More than 100 million people visit places on the Mediterranean ________.
4 Buses create pollution that damage the outside of ________.
5 For Egypt, tourism is the second most important earner of foreign ________.
- Telling the students to find and use the information in the text to complete the sentences.
Writing Task
Target element: revise the text and write an accompanying
advert
- Asking the students to re-read the news report about the new five-star hotel in Exercise 3 on
page 104 of the Students Book
- Telling them to use the information in the news report to write an advertisement for the
hotel, similar to the adverts on page 105.
- Telling the students to think about the facilities at the hotel and to write a set of key points
about the hotel.
- Reminding them to allow space for a picture too.
- Displaying the Students adverts on the classroom walls and asking the class to move around
and choose the best one.
Date
Unit: 17
Period
Lesson: 1
Class
SBP: 106
WBP: 99
Grammar
Passive verbs.
Functions
Compare and contrast ideas.
Listening
Listen for gist and for detail.
Reading
Read for gist and for specific information, guess the meaning of unknown words.
Critical thinking
The advantages and disadvantages of scientific research.
Writing
An informal e-mail.
Teaching Aids:
Warm up:
Asking the students about what they know about genetic
engineering and how it can affect us.
Procedure:
- Asking if they can explain any of the words to me in English.
stressed syllable.
- Telling them that I am going to give a definition and they must say which word it defines.
- Continuing in the same way with the other words.
SB. Ex.2:
As you listen to a talk about the writer Michael Crichton, answer these questions.
- Asking the students to read through the two questions in the book.
- Telling them that as they hear the tape, they should listen out for and
write down the
answers to the questions.
- Playing the tape, then going through the answers with the class.
SB. Ex.3:
Listen again and choose the correct answer from A, B, C or D.
- Telling them to listen to the tape again and choose the correct answer for
each question.
SB. Ex.4:
- Reminding the students that many of Michael Crichtons books talk about problems.
- Telling the students to read the question and the list of three problems
and making sure that
the students understand what each one means.
- Putting the students into pairs and telling them to discuss the question
and decide which
problem is the most serious and why.
- Asking some pairs to share their answer with the class and encouraging
class discussion.
SB. Ex.5:
a
- Asking the students to read the three sentences in the box, then to practise reading
them
aloud.
- Playing the tape and telling the students to follow in their books and
telling them to listen
carefully to the intonation.
- Playing the tape again and asking the students to listen and repeat.
b
- Telling the students to make their own lists of things they like.
- Putting the students into pairs and telling them to take turns to read their
lists to their
partner.
- Asking some pairs to read their lists to the class.
WB. Ex.1:
Answer the questions using words from the box.
- Telling them to use the words in the box to answer the questions.
WB. Ex.2:
- Telling them to use words from Exercise 1 to complete the sentences.
WB. Ex.3:
Use your Active Study Dictionary to complete these sentences, using the correct
form of the words in brackets.
- Telling them to use the correct form of the words in brackets to complete
the sentences.
They can use their Active Study Dictionary to help them.
Date
Unit: 17
Period
Lesson: 2
Class
SBP: 107
WBP: 100
Grammar
Passive verbs.
Functions
Listening
Reading
Critical thinking
Writing
An informal e-mail.
Teaching Aids:
Warm up:
Procedure:
Language focus
Passive verbs
SB. Ex.1:
- Telling the students to read through the sentences first and then through the questions.
- Making sure they understand what they have to do.
- For part a, telling them to underline the passive verb in each sentence first and then going
back to circle the agent in each sentence if it is included.
Ex.2:
Rewrite the sentences in Exercise 1 using active verbs.
- Telling the students to rewrite the sentences from Exercise 1 in the active form. The
beginning of each sentence is given to help them.
SB. Ex.3:
Rewrite these sentences using passive verbs where possible.
- Telling them to write them in the passive form.
SB. Ex.4:
- Putting the students into pairs and asking them to read the questions and discuss the
answers.
- Asking some pairs to share the answers with the class and encouraging
class discussion.
WB. Ex.1:
Choose the correct active or passive verb.
- Explaining that they must choose either the passive or the active verb in
each sentence.
WB. Ex.2:
What has happened now the dinosaurs have escaped? Write passive sentences
using these nouns and verbs.
- Telling the students to look at the pictures.
- Explaining that they must make passive sentences to say what has happened now that the
dinosaurs have escaped.
- Telling them to use the nouns and the verbs in the box to say what has happened and helping
them with any vocabulary that they dont understand.
Date
Unit: 17
Period
Lesson: 3
SBP: 108
Class
WBP: 101
Grammar
Passive verbs.
Functions
Listening
Reading
Critical thinking
Writing
An informal e-mail.
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
Reading
Use your Active Study Dictionary to check the meanings of these words.
- Asking if there are any word they know and if they can explain them in English.
-Telling the students to look up the words in their Active Study Dictionary and note the
stressed syllable.
- Asking them to explain all the words to me.
Ex.2:
Discuss in pairs.
- Asking them to look at the pictures and think about what they have
already read about
Michael Crichton.
- Telling them to discuss what they already know about the novel Jurassic
Park.
- Asking some pairs to report their answers to the class and encouraging
class discussion.
- Telling the pairs to read the story to see if they were right and find out
more.
- Asking them what else they can tell me about the story now.
SB. Ex.3:
Read the story again. Are these sentences True or False? Correct the false ones.
- Asking them to read the text again and decide on their answers. They
must correct any false
sentences.
SB. Ex.4:
Answer the questions to help you guess the meanings of these words from the
story.
- Telling the students to read the words and the two questions.
- Putting the students into pairs and telling them to discuss their answers.
SB. Ex.5:
- Putting the students into pairs and telling them to read the questions.
- Telling them to discuss the answer and give reasons for it.
- Asking some pairs to share their answers with the class and encouraging
class discussion.
WB. Ex.1:
Find the words in the puzzle to
- Telling them to find a word in the puzzle to match each definition and to
write it next to the correct definition.
WB. Ex.2:
Complete these sentences with the correct form of words from Exercise 1.
- Telling them to use the words from Exercise 1 to complete the sentences.
- Reminding to put the words in the correct forms for the sentences.
WB. Ex.3:
Cross out the word that does not belong and say why.
- Telling the students to read the lists of words.
- Telling them to choose the word in each list that does not belong to the
group and write why
it does not belong.
Date
Unit: 17
Period
Lesson: 4
Class
SBP: 109
Grammar
Passive verbs.
Functions
Listening
Reading
Critical thinking
Writing
An informal e-mail.
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
Critical thinking
- Telling the students to read through the questions and helping them with any difficult
vocabulary.
- Telling them to write answers to the questions.
-Putting the students into pairs and telling them to take turns to read out the questions and
their answers.
Ex.2:
- Asking the students to read the quotation in the box.
- Telling them to read through the questions, helping them with any vocabulary they find
difficult and making sure they understand what each question is asking.
- Putting the students into small groups and asking them to discuss their answers.
SB. Ex.3:
Discuss these questions in pairs or small groups.
- Putting the students into different pairs or small groups and telling them to read through the
questions.
- Helping them with any vocabulary they find difficult and making sure they understand what
they have to discuss.
- Telling them to discuss the answers in their groups.
- Asking some groups to share their answers with the class and encouraging class discussion.
Date
Unit: 17
Period
Lesson: 5
SBP: 110
Class
WBP: 102
Grammar
Passive verbs.
Functions
Listening
Reading
Critical thinking
Writing
An informal e-mail.
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
Communication
Take notes to complete this questionnaire.
- Telling the students to read through the questions about films and books and making sure
they understand what they are being asked in each question.
- Telling them to write their answers in the spaces provided and explaining that they will be
using the answers in the next exercise.
SB. Ex.2:
Compare your questionnaire answers with your partner.
- Putting the students into pairs and telling them to read through the questions and the
language in the blue boxes.
- First, asking them to compare and discuss their answers to the questionnaire in Exercise 1.
- Asking them to compare a book with a film of that book and telling them to use the
language in the blue boxes to help them.
- Finally asking the pairs to compare books and films in general, again making use of the
language in the blue boxes.
- Moving around the class and listening to the students dialogues.
- Choosing one or two pairs to discuss their answers in front of the class.
WB. Ex.1:
-
Telling the students to read through the situations and write down what they would
say in each one.
WB. Ex.2:
Complete this e-mail from a friend.
- Telling the students to read through the gapped e-mail.
- Putting them into pairs and asking them to discuss what the e-mail is about.
- Asking them if it is a formal or informal e-mail.
- Telling them to complete the e-mail together.
WB. Ex.3:
Plan your reply to this e-mail. Here are some ideas.
- Telling the students they are going to plan a reply to Lisas e-mail.
- Telling them to read the instructions carefully and to ask for help if there is anything
they dont understand.
- Telling them to make notes for the plan, making sure they cover the information listed.
WB. Ex.4:
Write your e-mail in 100-120 words.
- Asking the students to write a quick first draft of their reply e-mail, using the notes they
made in Exercise 3.
- Telling them to read through their draft to check the grammar and spelling, using their
Active Study Dictionary if they need to.
- Telling them to write a final corrected e-mail.
- Putting the students into groups and asking them to read out their e-mails to each other.
Date
Unit: 17
Period
Class
Assessment
Grammar
Passive verbs.
Functions
Listening
Reading
Critical thinking
Writing
An informal e-mail.
Teaching Aids:
Warm up:
Procedure:
Listening Task
Target element: revise the listening activity and key
language from the unit
- Writing the following sentences and asking the student to read them.
1 Firstly because his books have sold more than 150 million examples.
2 He was a brilliant student at school and went on to study anthropology and
paleontology at Harvard.
3 Crichton was awarded a trophy for one of these early novels.
4 State of Fear is about the dangers of global commerce.
- Explaining that there is a mistake in each sentence and telling the students that they are
going to replay the listening about Michael Crichton from Exercise 2 on page 106 of the
students books.
- Asking them to listen carefully and correct the mistake in each sentence on the board.
Speaking Task
Target element: talk about Crichtons life and use the
language from the unit
- Asking the students to think for a few minutes about what they can remember about Michael
Crichtons life and writing some ideas on the board to get them started.
birthplace
studies
jobs
books
successes
films
writing themes and topics
why popular
- Putting the students into pairs and asking them to take turns to talk about Michael Crichton,
each saying one sentence at time.
- Monitoring the pairs as they work.
Reading Task
Target element: revise and rework language from the text
about Jurassic Park
- Writing the following gapped sentences on the board and asking the students to read them.
1 Jurassic Park was set up by ______________.
2 The park is ____________ by dinosaurs.
3 Some of the eggs are stolen by ____________.
4 The park is destroyed by ______________.
5 Alan Grant _____ put in prison.
6 _____________ animals are reported to be eating crops and attacking animals in Costa
Rica.
- Asking the students to re-read the article about Jurassic Park on pages: 108 and 109 of the
Students Book.
- Telling them to find the information to complete the gapped sentences on the board.
Writing Task
Target element: revise writing e-mails
- Asking the students to imagine that they are the student who arrived on the island with
Alan Grant.
- Telling them to write an e-mail to their friends at home telling them what they have
seen.
- Writing the following list on the board and explain that the students must organize their
e-mail into these parts:
1-Say hello to your friends and tell them you are well.
2-Explain where you are and describe the park.
3-Describe the amazing things you have seen, including the dinosaurs.
4-Tell your friends that you will write soon and tell them more.
-
Asking some of the students to read their e-mails to the class.
Date
Unit: 18
Period
Lesson: 1
Class
SBP: 111
WBP: 103
Grammar
Modal verbs describing ability/possibility
and permission
Functions
Asking for permission
Listening
Listen for gist, identify points of view
Reading
Read for detail and inference
Critical thinking
Taking responsibility for global problems
Writing
An essay about climate change
Teaching Aids:
Warm up:
Asking the students to give me any information they know about
some global issues such as global warming, pollution and
hunger. They can use the internet to help them.
Procedure:
Look at the pictures and discuss these
questions in pairs.
- Asking the students to look at the pictures and tell me what they can see.
- Asking them which problems are represented by the pictures and which problems they think
are serious.
SB. Ex.2:
- Asking them which words they already know and if they can explain any of them in English.
- Telling the students to look up all the words in their Active Study Dictionary and note the
stressed syllable.
- Asking the students to explain all the words to me.
SB. Ex.3:
Listen to a conversation between two students and answer the questions.
- Telling the students to read through the two questions.
- Explaining that I am going to play the tape and the students must listen for the information
to answer the questions.
SB. Ex.4:
Listen again and complete with the correct form of the words from Exercise 2.
- Telling them that I am going to play the tape again and asking them to listen and complete
the sentences using the correct form of the words from Exercise 2.
SB. Ex.5:
Work in pairs. Which of the following students suggestions do you agree with?
- Telling the students to read through the opinions in the box.
- Putting the students into pairs and asking them to decide which sentences they agree with. - Asking them to say why they agree (or disagree).
SB. Ex.6:
Part a
- Telling the students to look at the pairs of words.
- Writing them on the board.
- Pointing to each pair of words and telling the students to read them out aloud.
- Making sure their pronunciation is correct for each word.
- Explaining that when they listen to the tape, they will hear one word from each pair and they
must tick the word they hear in each pair.
Part b
- Telling the students that I am going to play the tape and they must listen and repeat the
phrases.
- Doing this several times.
- Seeing if the students can remember the phrases without playing the tape.
WB. Ex.1:
- Telling them to work out the word for each definition and write it in the puzzle.
WB. Ex.2:
- Explaining that the students must use words from Exercise 1 to complete the sentences.
- Telling them that they may need to change the forms of the words and they can use their
Active Study Dictionary to help them.
WB. Ex.3:
- Telling them to write the correct words to answer the questions and remind them that they
can use their Active Study Dictionary to find the correct forms.
Date
Unit: 18
Period
Lesson: 2
Class
SBP: 112
WBP: 104
Grammar
and permission
Functions
Listening
Reading
Critical thinking
Writing
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
Language focus
Can/could for ability/possibility and permission
- Telling the students to read the three words in the box.
- Asking them to look the words up in their Active Study Dictionary.
- Telling them that I am going to define one of the words and they must tell me which word I
defined.
SB. Ex.2:
Study these sentences from the listening text and answer the questions.
- Telling them to underline the form of can and the infinitive verb that follows it in each
sentence.
- Asking the students to decide what the use of the can verb in each sentence is.
- Telling them to write A if it is used to show ability, PO if it is used to show possibility, or P
if it is used to show permission.
SB. Ex.3:
Do the underlined verbs in these sentences tell us about ability (A), possibility
(PO) or permission (P)? Do they refer to the past, the future or any time?
- Asking them to decide if each sentence shows ability, possibility or permission and to which
time each sentence refers.
- Putting the students into pairs to discuss the answers together.
SB. Ex.4:
- Asking the students to look at the picture and tell me what they can see.
- Putting them into pairs and telling them to discuss the questions.
WB. Ex.1:
Write sentences about these animals abilities using can and cant.
- Asking the students to look at the pictures.
- Putting them into pairs and telling them to name the animals.
- Telling Student 1 to point to an animal and Student 2 to name it.
- Telling them to swap roles.
- Telling the students to write sentences about what the animals can and cant do, as in the
example.
WB. Ex.2:
Use can/cant, could/couldnt and your own ideas to answer the questions.
- Explaining that the questions and answers together form short dialogues.
- Telling them to write the answers, using can/cant, could/couldnt and their own words in
each sentence.
- Putting the students into pairs to compare their answers, then asking some pairs to read their
answers.
Date
Unit: 18
Period
Lesson: 3
Class
SBP: 113
WBP: 105
Grammar
and permission
Functions
Listening
Reading
Critical thinking
Writing
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
Reading
Use your Active Study Dictionary to check the meaning of these words and
phrases.
- Asking them to explain any of the words they know in English.
stressed syllable.
- Explaining that I am going to define a word and the students must tell me which word I
defined.
SB. Ex.2:
Before you read the article, discuss these questions in pairs.
- Putting the students into pairs and asking them to discuss the answer together.
SB. Ex.3:
Read How hot can the earth get? and check your answers to Exercise 2.
- Discussing with the students whether their answers to Ex. 2 were correct.
SB. Ex.4:
Choose the correct answers from A, B, C or D.
- Asking the students to read the questions, then to read the text again and then choose the
correct answers.
SB. Ex.5:
- Putting the students into pairs and asking them to read and discuss the question.
WB. Ex.1:
Match these words a-e with their meanings 1-5.
- Asking the students to read through the lists of words and definitions.
- Telling them to match each word with its correct definition.
WB. Ex.2:
Label the picture with these words and phrases.
- Asking the students to read the words in the box and look at the picture.
- Telling them to label the picture with the words in the box.
WB. Ex.3:
Use your Active Study Dictionary to complete these sentences using the correct
form of the words in brackets.
- Telling them that they can use their Active Study Dictionary to help them find the correct
form of the words in brackets to complete the sentences.
Date
Unit: 18
Period
Lesson: 4
Class
SBP: 114
Grammar
and permission
Functions
Listening
Reading
Critical thinking
Writing
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
Critical thinking
- Asking the students to read through the questions and helping them with any difficult
vocabulary.
- Telling the students to answer the questions.
- Putting the students into pairs and telling them to take turns to read out a question and their
answer.
SB. Ex.2:
- Asking the students to read the quotation.
- Putting the students into pairs and telling them to read through the questions and discuss
them.
- Going through the answers with the class and encouraging class discussion.
SB. Ex.3:
Discuss these questions in pairs or small groups.
- Asking the students to look at the pictures and tell me what they see (sugar cane, cooking
oil, a waterfall, the sun, vegetable peelings/food waste).
- Telling the students to read through the two questions.
- Putting the students into pairs or small groups and telling them to discuss the questions.
- Asking some pairs/groups to share their answers with the class and encouraging class
discussion.
Date
Unit: 18
Period
Lesson: 5
Class
SBP: 115
WBP: 106
Grammar
and permission
Functions
Listening
Reading
Critical thinking
Writing
Teaching Aids:
Warm up:
Procedure:
SB. Ex.1:
Listen and complete these conversations.
- Asking the students to read through the gapped conversations.
- Telling them I am going to play the tape and they must listen carefully and complete the
sentences.
with the class.
- Playing the tape again and then asking the students to practise the conversations in their
pairs.
SB. Ex.2:
- Asking them to read the two questions and discuss their answers.
SB. Ex.3:
You are going to ask people about their opinions on climate change.
- Telling the students to think about the area of climate change they want to ask about, for
example, what individuals can do, or what local, national, or regional governments can do.
- Telling the students to think of at least three questions, but they can ask more if they want.
SB. Ex.4:
Now work with two other students.
- Putting the students into groups of three and telling them to take turns to ask each other their
questions.
- Telling them to make notes of the answers they receive.
SB. Ex.5:
Work in different pairs.
- Putting the students into pairs and making sure they are working with different students than
they worked with in the previous exercise.
- Asking them to tell each other the answers they received to their questions.
- Telling them to discuss ideas they could use when writing about solving the problem of
climate change.
WB. Ex.1:
- Telling the students to read the questions, then write down what they would say in each
situation.
with the class.
WB. Ex.2:
Punctuation: Inverted commas
- Asking the students to read through the information in part a.
- Making sure they understand that inverted commas are placed at the beginning and at the
end of the actual words someone says.
- Telling them to look at the examples in part b and making sure they can see that inverted
commas are often used with verbs such as say, ask, explain, reply, etc.
WB. Ex.3:
You are going to write an article about solving climate change.
- Telling the students that the article they write about climate change should have four
paragraphs, as outlined in the exercise.
- Telling them to look carefully at the structure given for the article and to write notes for
each paragraph.
- Telling them that they can use ideas from the interviews they gave and the discussions they
had in Exercises 4 and 5 of the Students Book.
WB. Ex.4:
Write your article in 125-150 words.
- Telling the students to write a first draft of their article, using the notes they made in
Exercise 3.
- Asking them to read through the draft to check their work for any mistakes.
- Telling them to use their Active Study Dictionary.
- Telling them to rewrite the piece, correcting any mistakes.
- Displaying the students articles on the classroom walls.
- Asking the students to move around the class and read at least five articles, and then to
choose their favourite article.
- Asking some students to read out their choice to the class.
Date
Unit: 18
Period
Class
Assessment
Grammar
and permission
Functions
Listening
Reading
Critical thinking
Writing
Teaching Aids:
Warm up:
Procedure:
Listening Task
Target element: revise the listening and use key language
from the unit
1 Countries cant do much on their ________.
2 If every city in the world did that, we could cut ________ pollution by 50 percent.
3 But can we do that before we _______ oil?
4 Personally, I think ________ is the worst problem.
5 I agree, but there is actually ________ of food in the world.
- Telling the students that I am going to replay the listening from Exercise 3 on page 111 of
the Students Book.
- Asking them to listen carefully and to complete the sentences.
Speaking Task
Target element: revise and use key vocabulary from the unit
- Putting the students into pairs and telling them to make a list of all the global problems they
can think of.
- Asking them to take turns to read out a problem from their list and say what the solution
might be for it.
Example:
Student 1: There are too many cars.
Student 2: Yes, we must walk or use public transport more.
Student 2: We use too much electricity.
Student 1: Yes, we must use energy-efficient light bulbs.
- The students continue in this way with the other global problems they have listed.
Reading Task
Target element: revise the text and check detailed
comprehension
- On the board, I write the following questions:
1 What happens when the dust from a volcano goes into the atmosphere?
2 What are gases like carbon dioxide sometimes called?
3 How much hotter might the earth be in 2050?
4 What is happening to the ice at the Arctic and the Antarctic?
5 List two ways to reduce carbon dioxide.
- Telling the students to re-read the text on page 113 of the Students Book and to answer the
questions.
Writing Task
Target element: revise the language from the unit to make a
poster about global warming
- On the board, I write the following:
What is the title of your poster?
What picture(s) can you use to attract attention?
What tips will you list?
- Telling the students to plan and make a poster that gives people some tips about things they
can do to reduce the problem of global warming.
- When they are planning, I ask them to think of a title, of pictures they can use and a list of
the tips they can give.
- Telling them to think about things like cutting their use of cars, walking more, using more
public transport, turning off air conditioning, etc.
- Displaying the finished posters on the classroom walls.
- Asking the students to move around, look at the posters and choose the best one.
Date
Lesson: 1
Period
Class
SBP: 116
Review F ( Units: 16 / 18 )
WBP: 107
units: 16 / 18.
Teaching Aids:
Procedure:
SB. Ex.1:
Listening
What are the most important things when you go on holiday?
- Asking the students to read the list in the box of things to consider when going on holiday.
- Telling the students to put the items in the box in order of importance to them. The most
important should be number 1 and the least important should be number 6.
- Putting the students into pairs and telling them to compare their choices and to explain why
they made their choices.
- Telling the pairs to decide if they would have an enjoyable holiday together.
- Explaining that if their choices of importance are the same or nearly the same, they would
probably have a nice time together, but if they are very different, it would probably be best
not to holiday together.
SB. Ex.2:
Listen to two families trying to decide where to go on holiday and answer the
questions.
- Explaining to the students that they are going to listen to two families trying to decide where
to go for their holidays.
- Asking them to read the two questions in the book and telling them to listen carefully to the
tape and write the answers.
SB. Ex.3:
Listen again and match to make sentences.
- Telling the students to read through the two columns of sentence halves.
- Explaining that they must match each sentence beginning in column one with the correct
sentence ending in column two, to make complete sentences.
- Playing the tape again and telling the students to listen for the information they need to
match the sentence halves correctly.
- Playing the tape two times.
SB. Ex.4:
-Putting the students into pairs.
- Telling them to read and discuss the question.
- Tell them to give reasons for their choice of holiday destination and asking them to discuss
where they would go on holiday, why they would choose that place, what they would do
there and when they would like to go.
- Asking some of the pairs to report back to the class.
SB. Ex.5:
- Asking them to listen and complete the sentences with the words they hear. This will help them to
revise words with confusing sounds and lists.
- Going over their answers as a class.
- Playing the tape again, and asking students to repeat the sentences using the correct pronunciation and
intonation.
WB. Ex.1:
speakers are.
aloud.
WB. Ex.2:
- Asking the students to read through all the gapped sentences.
- Telling them to think carefully about the correct choice to complete each
sentence.
Date
Lesson: 2
Period
Class
SBP: 117
WBP: 108
units: 16 / 18.
Teaching Aids:
Procedure:
SB. Ex.1:
Grammar review
Choose the correct modal verb from A, B, C or D.
- Reminding the students briefly about modal verbs and their uses.
- Telling the students to read through the gapped sentences and to choose and write the
correct modal verb for each one.
SB. Ex.2:
Change the underlined active verbs into the passive form.
- Asking them to rewrite the sentences, changing the active verbs into passive verbs.
- Reminding them that the sense of the sentences must stay the same.
WB. Ex.1:
- Telling them to find the mistake in each sentence and write in the correct word, as in the
example.
WB. Ex.2:
Read the following article, then answer the questions.
- Telling the students to read through the text quickly.
- Asking them to tell me what it is about.
- Telling the students to read through the questions below the text.
- Finally, telling them to read the text a second time and write their answers to the questions.
Date
Lesson: 3
Period
Class
SBP: 118
WBP: 109
units: 16 / 18.
Teaching Aids:
Procedure:
SB. Ex.1:
Reading
Look at the pictures and discuss these questions in pairs.
- Asking the students to read through the two questions.
- Putting them into pairs and telling them to discuss their answers.
- Telling them to look at the pictures on page 119 also.
SB. Ex.2:
Read this article. Does it include any of the ideas you discussed?
- Telling the students to read through the article.
- Asking if they think they answered the questions correctly in Exercise 1.
- Helping the students with any vocabulary that they find difficult.
- Asking the students to explain to me what the article says.
SB. Ex.3:
Complete these sentences using information from the article.
- Telling them to re-read the article to find the information they need to complete the
sentences.
- Telling them to write their answers, as in the example.
SB. Ex.4:
What do these words and phrases in bold from the article refer to?
- Explaining that they must decide and write down what the words in bold refer to, as in the
example.
WB. Ex.1:
- Telling them to write in their answers and asking them to try to do the exercise without
looking the answers up, but if they have difficulty, I tell them that they can find the answers
in units 16 18 of the Students Book.
WB. Ex.2:
Read this quotation and answer the questions.
- Telling the students to read through the quotation.
- Asking them to read through the three questions and to write their answers down.
WB. Ex.3:
meaning.
- Telling them to rewrite the sentences using the words in brackets and being careful to keep
the original meaning.
Date
Lesson: 4
Period
Class
SBP: 119
units: 16 / 18.
Teaching Aids:
Procedure:
SB. Ex.1:
Complete these sentences with the correct form of the word in brackets.
- Explaining that they must use the correct form of the words in brackets to complete the
sentences, as in the example.
- Telling the students to use their Active Study Dictionary to help them.
SB. Ex.2:
- Asking the students to read through the question.
- Putting them into pairs and telling them to discuss the question.
- Telling them that they must give the reasons for their answers.
- Going round and monitor as they work.
- Asking some pairs to share their answer with the class and encouraging class discussion.
Critical thinking
SB. Ex.1:
- Asking the students to read through all the questions and to write down their answers.
- Putting the students into pairs and telling them to take turns to read out a question and their
answer.
SB. Ex.2:
Read this quotation from the article and answer the questions.
- Asking the students to read through the quotation and the three questions.
- Putting the students into pairs to discuss the questions and encouraging them to think about
the ethical issues.
SB. Ex.3:
Discuss in pairs.
- Asking the students to think of all the ways that scientists could spend their time usefully,
and to write a list.
- Putting the students into pairs to compare their lists and asking them to decide together
which things on their lists they think are the most important.
- Asking some pairs to read their lists to the class, and encouraging class discussion.
Date
Lesson: 5
Period
Class
SBP: 120
SBP: 110
units: 16 / 18.
Teaching Aids:
Procedure:
SB. Ex.1:
Communication.
Read these newspaper headlines and discuss the questions in pairs.
- Telling the students to read through the newspaper headlines.
- Putting them into small groups and asking them to discuss the two questions. For
part a, I make sure they consider all the factors listed in the question.
- Asking some groups to report back to the class and encouraging class discussion.
SB. Ex.2:
- Asking the students to look at the pictures and name the animals they can see (panda,
walrus, tiger).
- Telling them to read through the questions.
- Putting the students into pairs and telling them to discuss the questions.
SB. Ex.3:
Work in small groups.
- Asking the students to think of an animal they want to save. (They can do some research in
books or on the internet before class.)
- Telling them to look at the example notes in the book and to make similar notes about their
chosen animal.
- Putting the students into groups of three or four.
- Explaining that each student is going to give a presentation about the animal they want to
save.
- Telling them to use the notes they made to help them.
- Asking each group to choose the best presentation and asking these students to give their
presentations to the class.
WB. Ex.1:
Write a paragraph of about 100 words about how you think people could protect
the environment in your town or city.
- Telling the students to think about any environmental problems such as pollution,
overcrowding and the small number of green spaces in their own town or city.
- Asking them to think about what needs to be done to protect the environment.
- Telling them they are going to write a paragraph explaining how people can protect the
environment.
- Writing the following questions on the board and telling the pupils to organise their
paragraph to answer the questions.
What is the name of the town?
What are the environmental problems in the town?
What can people do to protect the environment?
- Telling them to write their paragraph.
- Putting the students into pairs and telling them to exchange paragraphs and to read their
partners paragraph.
- Telling them to correct any mistakes they find.
WB. Ex.2:
Translation
a
translation. down.
b
translation down.

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Teacher's Name: Ayman Farouk El-Gammal.

Monthly Distribution of the EFL Syllabus

Units : 12, Review D, 13,

Islamic Language School

Our point of view

This is our Islamic Language School.

English as a foreign language

* The Four Skills:

Introduction and Revision

" The Spiders "

" The Spiders "

" The Spiders"

Grammar Past and present tenses

Grammar Past and present tenses

- Going through the box with the class.

Grammar Past and present tenses

Grammar Past and present tenses

A city in Egypt that I have not visited is

Writing and Reading Task

" The Spiders "

Four men went to the archaeological site to .

" The Spiders"

article that they didnt think of in Exercise 2.

Answer the following questions.

Chief buyer for an Irish supermarket

" The Spiders "

" The Spiders"

" The Spiders "

How did the robbers know the place of the treasure ?

" The Spiders"

Why did Professor Jones decide to fly to Egypt ?

- Writing their answers on the board.

" The Spiders "

Who found two rooms underground ?

What was the medicine made from ?

" The Spiders"

" The Spiders "

" The Spiders"

Complete this conversation with the correct question tags.

saw Moby Dick

Hassan went to Italy with his wife.

" The Spiders "

" The Spiders"

- Going through the answers with the class.

What do you like there?

" The Spiders "

" The Spiders"

Answer these questions and give examples from Exercise 1.

Discuss this question in pairs.

Asking some of the students to read their e-mails to the class.

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