تحضير 2ع

New friends
Unit : 1 Lesson : 1
SB page : 1 WB page : TB page : 1
Aims : Learners will
• revise the use of to be and other verbs in the present simple
• learn about the new characters in the book
• practise describing oneself and others
• practise talking about interests
Resources Work : SB, WB, TB , BB and Cassette
Presentation
Warm Up : Introduce yourself and say Good morning/ afternoon to the students. This
should be said every time you enter the classroom.
Structure : I’m I He’s (13/in the first year of Preparatory School)
He’s a (scientist)
I / We like/meet ... He meets/likes ...
New Vocabulary : manager
Functions : Giving and asking for personal information
Skills : Listening for details
Asking for and giving personal information.
SB Ex 1: Listen, read and say
SB Ex 2 : Complete the form
SB Ex 3 : Talk about Samy and his family
Practice : Asking ss to work in (groups - pairs - individuals )
Feed back : What's your name ?
Home – Assignment : he are 13 years old
Evaluation
My lesson was : ( very successful – successful – not successful )
My students were : ( very involved – involved – not involved )
My instructions were : ( very clear – clear – not clear )
Activities were : (well graded – somewhat graded – not graded )
The best part of the lesson was : ( presentation – practice – production )
1
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Class

The worst part of the lesson was : ( presentation – practice – production )
New Friends
Unit : 1 Lesson : 2
SB page : 2 WB page : 1 TB page : 2
Aims : Learners wil l
• revise how to form questions with to be in the present, past simple and continuous
tenses
• practise describing oneself and others
• practise listening and speaking skills
Resources Work :
SB, WB, TB , BB , Cassette
Presentation
Warm Up : Revise what students remember about Samy from the first lesson.
Structure : What’s your name/nationality/address, etc.?
When were you born? Are you married?
How long are you staying ...?
New Vocabulary : Japan, Japanese, Turkey, Turkish, (first) language, grammar, pen
friend, spelling
Functions : Giving and asking for personal information
Skills : Scanning text for key information Writing notes of details from written text
Describing languages
SB Ex 4 : Listen and complete
WB Ex 5 Complete the form
WB Ex 1 : Read and answer
WB Ex 2 : Write questions using the words in brackets
Feed back : When was you born?
Home – Assignment : WB Page 1
Evaluation
2
Date
Period
Class

New Friends
Unit : 1 Lesson : 3
• revise the present simple
• revise must
• describe job routines
• give opinions about jobs
• practise reading skills
Resources Work : SB, WB, TB , BB , Cassette
Presentation
Warm Up : Revise jobs and work vocabulary. Ask about Samy’s parents, and then
students’ own parents.
Structure : / want/have/work, etc. / enjoy/like .. .ing You must...
New Vocabulary :
Functions : Giving opinions and describing routines
Skills : Listening for detail Taking notes from spoken texts Talking about and reading
timetables Writing times
SB Ex 6: Read and match
SB Ex 7 Discuss the jobs
WB Ex 3 Discuss the jobs
WB Ex 4 : Look at the pictures and write more sentences
Practice : Asking ss to work in (individuals - pairs - groups )
Feed back : I want to is a doctor
Home – Assignment : WB Page 2
Evaluation
3
Date
Period
Class

The best part of the lesson was : ( presentation – practice –
production )
The worst part of the lesson was : ( presentation – practice –
production )
New Friends
Unit : 1 Lesson : 4
Further practise describing routines
further practise giving and understanding personal information
practise giving information about themselves
Presentation
Warm Up : Ask if students can remember any of the jobs they studied in the previous
lesson and get them to describe the jobs.
Structure : Questions:
What is your name/ What class are you in/ What are your hobbies/ What does your father
do?
Have you got any brothers or sisters? Where were you born?
Functions : Describing oneself Giving personal information
Skills : Matching words with pictures Asking and answering questions about someone's
actions
SB Ex 8: Listen and number
SB Ex 9 Listen again and circle the correct information
SB Ex 10 Talk about yourself
WB Ex 5 Complete the information
WB Ex 6 Now write about yourself
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Date
Period
Class

Feed back : What class are you in ?.
Home – Assignment : WB page 3
Evaluation
New Friends
Unit : 1 Lesson : 5
• review language from the unit
• use the mini dictionary
Presentation
Warm Up : Refer back to the first page of the unit and the list of aims in the box. Go
through each bullet point and elicit from students what they have learnt about each one.
New Vocabulary : cool (v), dry (v), no one, rise, turn into
Skills : Deducing the meaning of new words by reading them in context.
SB Ex : Do it yourself Help with reading
Feed back : What is your hobbies
Home – Assignment : Has you got any brothers or sisters?
Evaluation
5
Date
Period
Class

Running water
Unit : 2 Lesson : 1
SB page : 6 WB page : TB page :10
• revise the use of the present continuous
• revise and practise the use of should to give advice
• practise prediction and critical thinking skills
Presentation
Warm Up : Ask students to tell you what they remember about Ahmed and Soha from
the previous year: their family and friends, what their parents do, etc.
Structure : What should they do?
They should wake up their grandmother because ..
.Salma is playing with her toys.
Where is she playing?
New Vocabulary :
Functions : Giving advice
SB Ex 1: Listen and answer
SB Ex 2 : Read and discuss. Make sentences
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Date
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Class

Feed back : What should they does ?
Home – Assignment : .Salma is play with her toys.
Evaluation
Running water
Unit : 2 Lesson : 2
SB page : 7 WB page :4 TB page :11
revise and learn new ways to give advice and recommendations
• revise the use of should and shouldn’t
• learn and practise the phrase the best thing to do when ... is ...
• revise the use of the past simple and continuous to tell a story
• practise listening for sequence and gist
Presentation
Warm Up : Ask students to tell you the story about what has happened to Salma,
Structure : The best thing to do when you are lost is to use a map.
What’s the best thing to do when ...? Should we ...?
New Vocabulary :
Functions : Recommending courses of action
7
Date
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Class

SB Ex 4 : Tell the story in your own words
WB Ex 1 Finish the following dialogue
WB Ex 2 Write advice using these words
Feed back : What’s the best thing to do when you is lost ?
Home – Assignment : .WB page 4
Evaluation
Running water
Unit : 2 Lesson : 3
• revise the use of the present simple to express facts and scientifc processes
• describe and summarise scientifc processes
• learn new vocabulary related to water
Presentation
Warm Up : Discuss water: how most of the world is water and there is even water in the
air.
Structure : When the vapour hits the plate, it cools.
New Vocabulary : condense, condensation, drop (n), evaporate, evaporation, steam,
vapour
Functions : Describing an experiment Describing natural laws
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SB Ex 6: Read and complete
SB Ex 7 : Match the words with their meanings
WB Ex 3 Write the opposites to complete the puzzle
WB Ex 4 Read and correct the underlined word
Feed back : When the vapour hits the plate, it condenses.
Evaluation
Running water
Unit : 2 Lesson : 4
• revise the use of the present simple to express facts and scientifc processes
• describe and summarise scientifc processes
• learn new vocabulary related to weather
• practise reading skills: reading for gist and deducing meaning from context
Presentation
Warm Up : Revise weather vocabulary:
Structure : When warm water vapour rises into the sky, it cools and condenses.
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New Vocabulary : cloud
Functions : Describing a natural process
SB Ex 8: Read and put a / or a X
SB Ex 9 : Discuss and answer
WB Ex 5 Choose the correct answer from a, b or c
WB Ex 6 Read and choose the correct answer from a, b or c
Feed back : When warm water vapour rises into the sky, it cold
Evaluation
Running water
Unit : 2 Lesson : 5
SB page : 10 WB page : TB page :18
review language from the unit
• form more complex sentences using connectors and, so and but
Presentation
SB Ex : Do it yourself
Making longer sentences
10
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Class

Feed back : How do clouds from ?
Home – Assignment : .When you boil water , it turns into water
Evaluation
Friends and neighbours
Unit : 3 Lesson : 1
revise the use of relative clauses with which, who and where
• learn about tools
• practise describing and identifying objects and people
• practise listening skills
Presentation
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Class

Warm Up : Ask students what they remember about Samy. What are his hobbies?
Structure : This is the tool which is next to the knife. This is the man who lives next
door to Samy. This is the room where Samy usually works.
New Vocabulary : blade, end (n), hammer, nail, needle, pliers, saw (n), scissors, sew,
tool
Functions : Describing objects and people Identifying objects and people
Skills : Listening for details
Asking for and giving personal information
SB Ex 1: Listen, read and answer
SB Ex 2 : Make sentences
WB Ex 1: Choose the correct answer from a, b or c
WB Ex 2 : Use the table to write Basma’s sentences
Feed back : . This is the man where lives next door to Samy
Evaluation
Unit : 3 Lesson : 2
• revise the use of questions which ask about the nature and purpose of objects: What’s it
made of? What’s it like? What’s itfor?
• learn about tools
• practise describing and identifying objects and people
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• revise and extend materials vocabulary
• revise the infnitive of purpose
Presentation
Warm Up : Revise materials and tools by playing a game.
Structure : What’s it made of? What’s it like? What’s itfor? They’re made of... They’re
wooden/metal We use them to ...
New Vocabulary : handle, wooden
Functions : Describing objects
SB Ex 3: Read and match
SB Ex 4 : Ask and answer
SB Ex 5 Play 20 Questions
WB Ex 3 : Complete the crossword
WB Ex 4 : Listen and number
WB Ex 5 Read and circle the correct word to fnish the sentence
Feed back : . What’s it made off ?
Evaluation
Unit : 3 Lesson : 3
• revise the use of the past simple to narrate a story
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• describe people
• express one’s impressions and opinions of people
• practise reading skills: reading for specifc information and gist
Presentation
Warm Up : Revise telling a story using the past simple tense.
Structure : Magdy worked in a factory. He didn’t have much money.
New Vocabulary : kind (adj), lend, mend, roof
Functions : Describing people Giving opinions
SB Ex 6 : Read and answer true or false
SB Ex 7 : Read again and answer
Feed back : . Magdy worked in a factory. He don't have much money.
Home – Assignment : yesterday , I go to school by bus
Evaluation
Unit : 3 Lesson : 4
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• describe people
• express one’s impressions and opinions of people
Presentation
Warm Up : Have students re-tell the story of Magdy and Seif so far.
• Ask them for their predictions for the next part of the story.
Structure : The past tense
Functions : Expressing opinions Narrating a story
SB Ex 8 : Listen and number the pictures
SB Ex 9 : Now complete the sentences using the verbs in (brackets)
SB Ex 10 : Discuss
WB Ex 6 Write the story in the past
WB Ex 7 Read and answer
Evaluation
15
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Period
Class

Unit : 3 Lesson : 5
• learn ways of storing new vocabulary
Presentation
Warm Up : Refer back to the frst page of the unit and the list of aims in the box.
Skills : Storing new vocabulary in a word book
SB Ex : Do it yourself learning words
Evaluation
16
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Class

Revision : A
Revision : A Lesson : 1
describe tools
practise describing and identifying
objects and people
revise present simple and continuous tenses
Presentation
Warm Up : Ask the students to look at the picture of the Zaki children on SB page 16.
What is happening in the photo?
Structure :
New Vocabulary:
Functions :
SB Ex 1: Choose the correct answers from a, b or c
SB Ex 2: Guess the picture
WB Ex 1 Read and circle
WB Ex 2 Listen and choose the correct answer from a, b, c or d
WB Ex 3 Write about Zeinab
Feed back : It's made off wood
Evaluation
17
Date
Period
Class

Revision : A
Revision : A Lesson : 2
revise the use of the past simple and continuous tenses
practise describing and identifying objects and people
revise new vocabulary
Presentation
Warm Up : Revise the past tense by acting out a short simple scene and getting students
to tell the story, e.g. mime getting in a car, driving to the beach and having a swim, getting
back in the car, driving home, falling asleep in front of the TV.
Structure :
New Vocabulary:
SB Ex 4: Complete in the past simple. Use these words
SB Ex 5: Talk about your mother or father
WB Ex 4 Read and match
WB Ex 5 Complete with these verbs in the past tense
WB Ex 6 Now punctuate these sentences
Feed back : This is the cat where ate the mouse
Evaluation
18
Date
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Class

Unusual stories
Unit : 4 Lesson : 1
• revise There is/are
• revise the present continuous
• revise the past continuous
• describe a picture
• learn the structure There is/are + noun +-ing
Presentation
Warm Up : Draw a street on the board. Ask students to come and draw quick sketches of
things going on in the street. When the picture is quite busy, ask students to describe the
scene using There is/are, and He/She/They ( is/are + -ing).
• Then ask them to imagine it’s the first part of a story, and get them to tell it as a story
opening using the past continuous.
Structure : There is a lorry taking a lion to the zoo. Were there two girls playing with a
ball? There were two boys playing with a ball.
New Vocabulary : cartoon, photographer
Functions : Describing a picture
SB Ex 1: What is happening in the picture?
SB Ex 2 : Look at the picture. Read and match
SB Ex 3 : Ask and answer using the past continuous
Feed back : There is a lorry take a lion to the zoo
Home – Assignment : There were two boys play with a ball.
Evaluation
19
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Class

Unusual stories
Unit : 4 Lesson : 2
SB page : 19 WB page :12 TB page : 35
• revise the past continuous and simple tenses
• practise writing sentences using the structure There is/are + noun + -ing.
• practise listening and speaking skills
Presentation
Warm Up : Revise the past continuous.
Structure : the lion was arriving in the town. What was he doing when the lorry
arrived? He was terrifed. He left the shop.
New Vocabulary : escape, terrifed, worried
Functions : Describing a picture Narrating a story Making predictions
SB Ex 4 : Talk about the picture
SB Ex 5 : Listen and match to check your answers
SB Ex 3 : Ask and answer about each person
WB page 1 Write six sentences
WB page 2 : Write what you were doing at these times yesterday
Feed back : the lion was arrive in the town
Evaluation
20
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Class

Unusual stories
Unit : 4 Lesson : 3
• revise the use of the past simple and past continuous tenses to narrate a story
• learn and practise adjectives relating to feelings
Presentation
Warm Up : Revise telling a story using the past simple tense.
Structure : Who felt terrifed?
Dorothy felt terrifed.
Dorothy was flying to her daughter’s wedding in America.
New Vocabulary : America, feel, flight attendant
Functions : Narrating a story
SB Ex 7 : Read and match
SB Ex 8: Read and circle the correct information
SB Ex 9 : Now answer the questions
WB page 3 Read the following, then answer the questions
WB page 4 : Now look and fnish the story
Feed back : Dorothy was flying to here daughter’s wedding in America.
Evaluation
21
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Class

Unusual stories
Unit : 4 Lesson : 4
• practise adjectives related to feelings
• practise reading skills
Presentation
Warm Up : Ask students to re-tell the stories of the woman on the plane in as much
detail as possible.
Structure : The past tense
New Vocabulary : dream (n), illness
Functions : Narrating a story
SB Ex 10 : Read and number
SB Ex 11 : Make sentences
WB page 5 Choose the correct answer from a, b, c or d
WB page 6 : Supply the missing parts in the following two mini-dialogues
Feed back : Dorothy was flying to her daughter’s wedding for America.
Evaluation
22
Date
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Class

Unusual stories
Unit : 4 Lesson : 5
• review language from the unit.
• learn independent learning skills.
• learn about pronunciation and spelling rules.
Presentation
SB Ex : Do it yourself Spelling
Feed back : Dorothy was flying to her daughter’s wedding for America.
Evaluation
23
Date
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Class

Unit : 5 Lesson : 1
SB page : 23 WB page : TB page :
Aims : Learners wil
- Use will to offer and ask for help
Structure :
- I will help you with that
- Will you make some tea , please ?
New Vocabulary
Offer
Functions
- Making offer
- Requesting help
Presentation
- Revise the use of will and contrast with the past tense from previous unit
Draw attention to the aims box and explain
Practice: Asking ss to work in (groups - pairs - individuals )
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Class

Home – Assignment : WB 15
Evaluation
Unit: 5 Lesson : 2
SB page : 24 WB page : 15 TB page :
Aims : learners will
- Use will to practice and speculate about the future
- Resources Work : SB, WB, TB , BB , Cassette
- Structure :
We will be able to travel oversea .
Do you think we will be able to ………..?
Yes , I think so
New Vocabulary
Electric – probably
Presentation
- Revise the use of will to predict
- Read through the ideas in questionnaire and check understanding.
SB : ex 3 listen and complete
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SB : ex: 4 ask and answer
SB : Ex . 5 write sentences
Home – Assignment: WB 15
Evaluation
Unit : 5 Lesson : 3
Aims: Learners will
• revise and expand vocabulary related to computers
Structures:
Various
New vocabulary:
Accurately, everywhere, flexible, follow, modern, program, quantity, store
Functions:
Describing computers
Presentation
Read and match
1- Read through the introductory speech bubbles at the top of the page. Ask students
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what they think computers are most useful for.
2 - Read through the three paragraph titles and check understanding
Ask them to go back and find any words they didn't understand. Get them to guess
likely meanings from context, then introduce the new words: modern, follow
(instructions), flexible, accurately, quantities, everywhere, store (information
SB Ex.3- write the correct stress
SB EX. S: write complete sentences
Evaluation
Unit : 5 Lesson : 4
27
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Class

Aims: Learners will
• use will to predict and
speculate about the future
• talk about the future of
computers
• revise the use of may
to express less
probability than will
Structures:
Computers will control space
rockets.
Presentation
• Discuss how they think computers will develop
and what they would like computers to be able to
do in the future.
-SB Ex 9 Listen and number
-SB10-Dicuss The future
WB 6- read and tick
7- read questions using words in brackets
Listen and number
1 Look at the pictures and what students think is happening in each one
2 Explain the task: students will listen and number the pictures in the order that they
hear them mentioned on the tape.
Evaluation
Unit : 5 Lesson : 5
SB page : 27 WB page : - TB page :
28
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Class

• learn about parts of speech
Presentation
Before using the book:
- Refer back to the first page of the unit and the list of aims in the box. Go
through each bullet point and elicit from students what they have learnt
about each one.
-Write two sentences on the board: / have got a blue telephone.
I telephone my friend every night ask them to think about me use telephone
in each case, and say what the difference is.
If they aren't sure, ask which is a verb and which a noun. (It may be
necessary to clarify these terms, too.)
Discuss how the noun telephone can change (plural/singular), and the verb
telephone can change to express tense.
Introduce the new term parts of speech.
Revise what an adjective is by asking what kind of phones students
have: colour, big, small, expensive, good, bad, etc. Remind them that
adjectives usually come before a noun, and that they can also be
comparative or superlative
SB: Ex1: learning new words
SB: Ex2"Write noun , adjective and verb
Evaluation
The worst part of the lesson was : ( presentation – practice – production
LESSON Unit : 6 Lesson : 1
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Aims: Learners will
• revise the present perfect with irregular and regular verbs
• practise tag questions
Structures:
I've found it. She has 't taken it. Sofia's taken it, hasn't she? It
won't take long, will it?
New vocabulary:
age, centimeter, gram, height, kilogram, light (adjective, opposite of heavy)
measure, metre, weigh, weight
Functions:
Checking information
Talking about the indefinite past
Presentation
• Revise past participles. Write the infinitives of common verbs some regular, some
irregular, including take and lose) on separate pieces of paper Hand out the past
participles to students.
Put the infinitives in a pile face down on your desk.
As you turn over each one, have the person with the matching past participle come
up and give you their piece of paper. Then turn the infinitives over one by one again,
but this time select students to tell you the past participles from memory.
-Revise the present perfect.
-Ask about students' studies: which units have they done in the book, how long have
they have studied English
-Read and answer
-Draw attention to the aims box and explain.
Students describe what is happening in the pictures.
Discuss answers with the whole class.
Home – Assignment : WB
Evaluation
My students were : ( very involved – involved – not involved
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Aims: Learners will
• use the present perfect with ever in questions
• practise using the infinitive of purpose
• expand their vocabulary: farms and crops
Structures:
Have you ever been to a farm?
Yes, I have. / No, I haven't.
The last time I went was about a month ago.
We keep goats to get milk and meat.
New vocabulary:
cotton, crop, flour, harvest, keep,
(sugar) cane, wheat, wool
Functions:
Talking about experiences in the indefinite past
Expressing purpose
Presentation
Read, ask and answer
1 Look at the pictures and elicit the correct past participles and past tenses for each
verb given in the prompts.
2 Introduce
3 Read through the two example exchanges, reminding students of the use of the two
tenses: present perfect and past simple, and explaining how the dialogue relates to
the pictures, the words given, and the ticks and crosses.
4 Students ask and answer in pairs, as in the example exchange.
5 Ask some pairs to demonstrate.
Answers:
c Has Soha ever grown tomatoes? Yes, she has. She grew some tomatoes three
months ago.
d Has Soha ever met a farmer? No, she hasn't. She's never met a farmer.
Evaluation
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Class

Unit : 6 Lesson : 3
Aims: Learners will
• revise and extend vocabulary related to farming
• revise the use of the present perfect and past simple in a story
• revise the use of just with the present perfect
Structures:
I've just found this.
New vocabulary:
excited, golden, greedy, lay (an egg),
tractor
Functions:
Narrating a story
• Revise present perfect with just. Act out a sequence of events, telling students to
remember what you have done.
E.g., go out of the classroom, come back in, put your bag on the desk
Presentation
1 Read through the introductory speech bubble at the top of the page.
2 Read through the three questions and check understanding.
3 Students read the text quickly and answer the three questions. Set a time limit.
4 Check their answers.
5 Ask them to go back and find the words laid, golden and greedy. Get them to
guess their likely meanings from context.
6 Students form pairs and discuss what they think is going to happen at the end of
the story.
7 Students share their ideas with the whole class.
Evaluation
32
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Class

LESSO
Unit :6
LESSON 4 SB page 31 WB page 20
Aims: Learners will
• revise and extend vocabulary related to farming
• revise the use of the present perfect with never,
yet, for
Structures:
The woman has fed her son. The man hasn't cut
the grass yet.
New vocabulary: collect, compare
Functions:
Describing pictures
Presentation
before using the book:
-Discus Things that farmers do, and discuss how and why students think farming has
changed over the years the different tools and machinery'that is now, work practices,
different animals reared and crops grown, etc.
10 Compare the pictures
1 - Read through the verbs in the box, and introduce collect. Get students to point to
where each action is happening in the picture as you say the verb.
2 - Explain the task: students will use each one of the verbs to talk about the
pictures. First they will describe what is happening (using the present continuous
tense), and then they will look at the second picture, compare it with the first, and
say what has happened, and what has not happened yet (using the present perfect
4-Read through the bottom example responses
with the whole class.
In their pairs, students compare the two pictures j and say what has happened, and
what has not ; happened yet.
Evaluation
33
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Class

LESSO N Unit : 6 Lesson : 5
Aims: Learners will
• learn about irregular verbs
Structures:
Using a dictionary
Presentation
• Refer back to the first page of the unit and the list of aims in the box. Go through
each bullet point and elicit i.rom students what they have learnt about each one.
Make sure students have dictionaries for lesson. Remind them the-terms
tense and past participle. Give examples.
2 Read the two top speech bubbles with the class. Remind them what regular and
irregular mean, : and elicit examples.
3 Students do the first task
4 Check their answers and get them to say how : the spelling differs when we
change from the
present simple to the regular past tense/past
Read with students the third speech bubble about irregular verbs.
7 Focus on the example verb choose and its three forms. Get students to look it up
in their dictionaries to find and confirm that these are the three forms.
8 Students do the second task with the help of their dictionaries.
Check answers with the whole class.
Evaluation
34
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Class

The Pyramids
Aims: Learners will
• learn to use as soon as, when and after with the present simple tense followed by
going to (do).
Structures:
As soon as the taxis are here, we're going to
leave.
I'm going to have a rest when 1 arrive home.
After they go inside the Pyramids ...
New vocabulary: as soon as, Sphinx
Before using the book: warming up
• Revise going to. Ask if anyone has any plans for their next holiday. What are they
going to do, • where are they going to go, etc.
• Discuss the Pyramids: What are they? Who built them? Where are they? Has
anyone been to them? Introduce Sphinx.
Presentation
-Draw attention to the aims box and exp
Students describe what is happening in the pictures.
-Introduce as soon as. Go out of the come back in again, and sit down
Say, As soon as I came into the room, Emphasize that as soon as implies
and compare with / came into the room! / sat down, which may not connect
so closely in time. Then introduce as soon as with going to:
As soon as I get home to, I am going to have a bath, etc.
-Read the speech bubble text in the picture Point out that the dots indicate
where are
phrase occurs.
-Read phrases a-f . Explain the task: student will listen for these phrases and
match! the pictures. Point out that as soon as emphatic and immediate than
when, a similar meaning in terms of events.
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Evaluation
Aims: Learners will
• practise using as soon as, when and after with the present simple tense
followed by going to (do)
Structures:
What is going to happen as soon as the taxi
is here?
What is Soha going to do when Ahmed comes
back?
What are they going to do after they visit the
Pyramids?
New vocabulary:
reserve (v)
Functions:
Describing the order of events
Warming up
• Revise as soon as. Write the following on the board and ask students to order them
chronologically:
I'm going to speak to Dad as soon as I get home.
I'm going to speak to Dad before I get home. I'm going to speak to Dad after I
get home.
Presentation
Read and complete
1 Read through the two speech bubbles with the class. Practise saying the times on the three
clocks: half past eight , nine o'clock and half past nine.
2 Explain the task : students will write after, as soon as and before in the boxes below the
appropriate clocks, bearing in mind that Hesham arrives home at 9 o'clock.
36
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Period
Class

Listen and choose the correct answer from a,
With books open, ask students to relate as much as they can about the scenarios on page 35.
Prompt with As soon as the taxis are here ... , When Ahmed comes back ..., etc. (See page 35
Ex. 1).
Evaluation
LESSON Unit: 7 Lesson: 3
SB page: 37 WB page: 24 TB page:
Aims: Learners will
• revise and extend vocabulary related to the Pyramids
• practise using when with the present simple tense followed by going to
(do)
Structures:
When the boat arrives, the reporter is going to tell us about the ceremony.
When the king's boat arrives, what's going to happen?
New vocabulary:
Ceremony, entrance, journey, tomb
Functions:
Reporting an event
Before using the book: warming up
• Revise the use of when with the present simple tense followed by going
to. Ask students what they are going to do when they leave school (i.e. at
the end of their schooling).
Presentation
Read and match
1 Look at the text and discuss what k is (a news report).
2 Students describe in their own words what happening in each of the pictures.
3 Write up on the board ceremony, entrance. Ask students to find them! and guess
their meaning, using the pictures to help.
4 Check their understanding of the v
5 Read through sentences a-f and check understanding.
6 Explain the task: students match the pictures.
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Class

7 Check their answers
Evaluation
38
Date
Period
Class

Unit: 7 Lesson: 4
SB page: 38 WB page: 24 TB page:
Aims: Learners will
• revise and extend vocabulary related to ancient Egypt
• revise and practise the use of the past passive
Structures:
The stones were cut. The job was done.
New vocabulary:
bury, large, pull, ramp, slave, stone, transport
Functions:
Describing a process
Before using the book: ( Warming up )
• Ask students to tell you again what they know about the Pyramids. Supply any
words that they need (e.g. bury) to explain what they know.
• Revise the past passive. Ask when the Pyramids
were built (roughly), where they were built, and
what they were made of. Write the answers on
the board. .. .. ..
Presentation
Listen and complete
1 Look at the pictures of the building of Pyramids and ask students to say what
happening.
2 Read the text through with the class ask students to suggest answers to fill the j
3 Write the following verbs on the boat
were made were used were 1 were cut were built were t were transported
4 Acknowledge that students don't of the verbs, and explain that they are listen to
the tape, write the verbs into gaps, and then read the text again; guess the meaning
of those they don't understand
5 Play the cassette. Students write the gaps. Repeat the cassette until they answer.
6 Check their answers. Check that they understood that the structure is the pas and
why it is used here. Pay attention to correct pronunciation of the new words
Evaluation
39
Date
Period
Class

40
Date
Period
Class

Unit: 7 Lesson: 5
SB page: 39 TB page:
Aims: Learners will
• learn about the uses of commas
• Refer back to the first page of the unit and the list of aims in the box do through
each bullet point and elicit from students what they have learnt about each one.
• Draw a big comma on the board, next to a full stop, speech marks, a question
mark and an exclamation mark.
Presentation
Ask students what they are and where they would be found. Elicit examples
Punctuating with commas
Read through the three uses of commas and explain where necessary.
Ask students to look at the sentences below in the Key language box, and ask
which use (1, 2, or 3) the commas in the sentences are examples of.
Revise where capital letters, speech marks, question marks and full stops go in
written texts.
Students punctuate items a-e. Check answers with the whole class
Evaluation
41
Date
Period
Class

Unit: 8 Lesson: 1
SB page: 40 TB page:
Aims: Learners will
• be introduced to the concept of the World Pen Friends Club website
• revise and practise wouldftke to do
• practise reading and listening skills!
Structures: IP*
I'd like to write to people who are 11-12
years old
. I'd prefer to write to a girl.
I want to write in English.
• Discuss writing letters. Does anyone write letters to anyone? Who? How often? Introduce the
idea of a pen friend. Has anyone got a pen friend, i.e. an acquaintance who they just write to, or
at least met first through writing? «,;
• Revise would you like. Ask those who don't have pen friends if they'd like to have one, what
nationality would they like their pen friend to be, how old, and so on.
Presentation
New vocabulary:
contact, free, pen friend, prefer
Presentation
Who is in the picture? What are they reading about?
1 Draw attention to the aims box and explain.
2 Students say who is in the picture and what they are doing.
3 Introduce free (without charge) and contact.
3 Students read the text about the World Pen Friends Club. Ask them some comprehension
questions such as What's the name of the club? What is it for? How do you contact people in the
club?
2 Listen and / or X
1 Read through the sentences. Get students to say whether they think they are true or false.
2 Play the cassette. Students tick or cross the sentences.
3Check their answers. Get them to correct the wrong ones.
Home – Assignment : SB p40
Evaluation
42
Date
Period
Class

Unit: 8 Lesson: 2
SB page: 41 WB page:26
Aims: Learners will
• practise using verb/adjective and
preposition + verb ..ing and verb + verb to (do) structures
• practise and extend their adjective vocabulary
• practise describing people
Structures:
Who do you like meeting? What are you interested in doing? What are you good at
doing? What do you really/quite like doing?
New vocabulary:
hard-working, IT, polite, quite, really
Functions:
Describing people
• Revise the concept of pen friends. Discuss what Soha and Ahmed's preferences were, what
kinds of other things students would want to know about a prospective pen friend, and what
kind of person would they like to write to.
Presentation
4 Read and make sentences
1 Read through the first two speech bubbles with the class to explain the situation.
2 Look at the picture of Ann Brown and ask what kind of person they think she might be.
3 Explain the meaning of really like and quite like by showing the different degrees of liking:
love - really like - like - quite like - don't like - hate. Explain that enjoy here means the same
as like.
4 Tell students to read through Ann's form to find out what kind of person she is. As they read,
ask them to think about whether she'd be a good pen friend for Soha, and why/why not.
5 Ask comprehension questions about Ann: Is she kind? Does she like quiet people? What is
she good at?/interested in? etc.
Point out the structures interested in + -ing and good/bad at +
-ing, and get students to give full answers.about
Ann using these-structures. 1
6 Read through the next pair of speech bubbles with the class to demonstrate the next task.
8 Ask some pairs to demonstrate. Make sure they use the correct structures; interested in + -ing
and good/bad at + -ing.
43
Date
Period
Class

Home – Assignment : SB p41 wb26
Evaluation
Unit: 8 Lesson: 3
SB page: 42 WB page:27
Aims: Learners will
• revise and extend vocabulary related to language learning
• learn about English abbreviations
Structures:
Various
New vocabulary:
abbreviation, etc., laboratory, mathematics, Ms, Roman
Functions:
Describing language
• Introduce the topic of abbreviations by asking if they know what the following
mean:
Mr, Mrs, St (street), Rd, (road), kilo (kilogram).
Presentation
6 Read and match
1 Look at the text and discuss what kind of text it is (magazine article).
2 Make sure students understand what abbreviation means.
3 Read through topics a-d and check understanding.
3 Students read the text and find which paragraphs contain the information.
*Check their answers.
Read and match
1 Students read the text again and find the meanings of the abbreviations.
2- Check their answers
44
Date
Period
Class

Evaluation
Unit: 8 Lesson: 4
SB page: 43 WB page:-
Aims: Learners will
• practise using preposition + verb with -ing and verb + verb to (do) structures
• practise using the new vocabulary
• practise describing people
Structures:
I'm looking forward to hearing from you. I don't mind sending e-mails.
*
New vocabulary: look forward to
Functions:
Describing people Introducing yourself in writing
• Ask students to tell you what they remember about Ann Brown (see SB page 41) and about the
World Pen Friends Club.
Presentation
Read quickly and answer
1 Draw attention to the picture of Soha and*ask what she is doing.
2 Read questions a and b with the class.
3 Students skim and scan the text for the answers. Give them a short time to do this.
4 Check their answers. Ask if they know any other ways to start and finish letters. Discuss where
and why different phrases are used.
10 Listen and complete
1 Read through the letter and ask students to suggest answers for the gaps.
2 Introduce look forward to ... ing and revise don't mind ...ing.
45
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Class

3 Play the cassette. Students listen and fill in the gaps. Repeat the cassette if they need to hear it
again.
4 Check their answers. Make sure they understand that the statement I'm looking forward to
hearing from you is a common set phrase which means I'm looking forward to your next
communication.
Evaluation
Unit: 8 Lesson: 5
Aims: Learners will
• review language from the unit.
• learn about the use of would like, like, prefer and would prefer.
Match the verb to its correct meaning - -
1 Read through the top speech bubble to introduce the topic of like/prefer vs would
like/would prefer and elicit some examples.
2 Read through the grammar explanations for part 1 and explain that they have to
match them to the correct verb patterns a-d.
3 Students write the letters in the correct boxes.
5 Check answers with the whole class.
Presentation
Read the three bullet points. Elicit examples.
2 Read through the examples of key language in the box with the class and check understanding.
3 Read through instructions a-d and explain where necessary.
4 Explain that, for instructions a and b, students should write a or b in the boxes next to the
appropriate sentence or question in the Key language box. For c and d, they should write c or d
above the correct words.
5 Students do the task individually, then compare their answers in pairs.
6 Check answers with the whole class.
7 In their pairs, students think of more examples for each of instructions a-d.
8 Students share their ideas with the whole class.
Reading Task
46
Date
Period
Class

Target element: reading about personal qualities and preferences
Use the forms and letters from Ann, Soha and Tom on SB pages 41 and 43, WB 27. Ask students
to write who the following refer to:
This person would prefer to send e-mails. This person is friendly and funny.
This person doesn 't write about what kind of person she/he is.
This person quite enjoys using computers. This person is interested in learning English.
This person really likes listening to music. This person is bad at arriving on time. This
person is good at doing exams.
Evaluation
Unit: 9 Lesson: 1
SB page: 45 WB page
Aims: Learners will
• learn new vocabulary for parts of the body
• revise and extend their knowledge of verbs which describe the use of trie senses
• learn about sign language and being deaf
Structures:
We can feel/see/smell/hear/taste with our fingers/eyes/noseslearsltongue.
New vocabulary:
feel, finger, sense, sign (language), tongue
Functions:
Describing how things feel, look, taste, hear and sound
Presentation
Play 'Simon Says'. Give instructions, e.g. Simon says touch your head. (Students obey). Students
do the action unless you don't say 'Simon says ...' before the instruction, e.g. if you only say
• Touch your head, and students touch their heads, they are out.
• Ask what we do with our eyes and ears. Introduce sense and ask if students know the other
senses. Ask if they can remember the story of Helen Keller in Prep 1 (if appropriate), and if
they remember the terms used when someone can't see (blind) and someone can't hear (deaf).
Answer the questions in the pictures
2 Students say who is in the pictures and what they are doing. Ask if they remember who Nawal
47
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is and what she does (she's a scientist at the university).
3 Read the two questions in the speech bubbles.
4 Students form pairs and discuss their answers.
2 Listen and answer
1 Read through the questions and check understanding. Introduce tongue.
2 Get students to suggest possible answers to the questions.
3 Before they listen, tell them to write short notes only, just key words. They can then make
fuller answers from their notes after listening
Evaluation
Unit: 9 Lesson: 2
SB page: 46 WB page 29
Aims: Learners will
• learn to use sense verbs feel, sound, taste, with like in questions
• practise and extend their adjective vocabulary
Structures:
What does it taste/feel/sound like?
It feels smooth.
It doesn't feel rough.
New vocabulary:
hard, horrible, rough, smooth
• Revise what the five senses are and which parts of the body they relate to.
Presentation
Bring into class some objects which have very definite qualities: rough (e.g. sandpaper, a kitchen
scouring pad), smooth (use the other side of the sandpaper, if you have it), hard (e.g. your
keys). Try to use objects which don't have] qualities in equal measure! Pass these objects around
the class to introduce the new adje rough, smooth, hard. Ask students whatl opposite of hard is.
Elicit some examples. Practise the pronunciation of the new wo
48
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Class

2 Read through the questions and the adje answer options. Point out that What does ... like? is the
usual way of asking some to describe how something feels, tastes, Introduce horrible as the
opposite of nice
3 Look at pictures a and b, and get student! describe them. Ask them the questions on left: e.g. for
the snake: What does it feel
4 Explain they will have to listen and wor which thing in each pair of pictures is befl discussed by
the two people.
5 Play the cassette. Students tick the correct pictures.
6 Check their answers. Students tell you how things were described and which adjective used.
7 Home – Assignment : SB p45 wb 29
Evaluation
Unit: 9 Lesson: 3
Aims: Learners will
• learn to form clauses using by + verb + -ing
• revise and practise using present simple passives
• extend their vocabulary for the parts of the body
Structures:
English vowels are made by touching the fingers of the right hand.
New vocabulary:
communicate, palm, thumb
Functions:
Describing methods
• Revise what they have learnt about sign
language. Ask Who is it for? How does it help? Who wanted to use it?
Presentation
Read and choose
1 Look at the text and discuss what kind of text it is (magazine article).
49
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2 Explain the task: students will read the text and decide on the best title. Remind them that they
if should choose the title that most of the text is abjput. They shouldn't be tempted by a title
that describes only a small part of the text.
3 Read through the text titles and make sure students understand them.
4 Students read the text and choose the best title.
6 Check their understanding: ask students (whole class) to demonstrate how to make the letters
a, e, o, c, b and n in finger spelling.
7 Highlight the new structure It is made by (holding).... Ask students to describe in words how
vowels are made in sign language. (They are made by touching different fingers of the left
hand with the first finger of the right hand.). Ask them to describe how to form an a, e and an
n in finger spelling.
Read and / or X
1 Read through the statements with the class. check understanding.
4 Students read the text again and tick or cross t statements.
Home – Assignment : SB p46 wb 30
Evaluation
Unit: 9 Lesson: 4
Aims: Learners will
• team to use although to connect ideas
• learn about Louis Braille
• revise and practise using present simple passives
Structures:
Although there were 100 students, there were only 14 special books.
New vocabulary:
although, bad, health, message
Functions:
Describing someone's life
Presentation
• Revise the senses and what parts of the body they relate to.
50
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Class

• Revise what deaf and blind mean.
• Ask how deaf people communicate. Ask how blind people communicate and read. Ask if any
of the students have heard of Braille.
1 Look at the text and discuss what kind of text it is (internet/web page).
2 Explain the task: students will listen to and read the text and decide what each paragraph is
about.
3 Read through the paragraph topics and make
sure students understand them.*
4 Students listen to the text and match the paragraphs to the topics.
5 Highlight although. Ask students to find all the uses of although in the text. Show how it can be
used as an inverted version of but: He couldn't see, but he went tp the village school =
Although he couldn't see, he went to the village ,-, school.
6 Project: Read, ask and answer
2 Students form pairs and ask and answe questions about each of the things in the} using the adjectives
(and others if appropfi answer.
3 Select a few students to answer some of questions.
Evaluation
Unit: 9 Lesson: 5
Aims: Learners will
• learn about the use of or, although and as soon as
• Refer back to the first page of the unit and the list of aims in the box. Go through
each bullet point and elicit from students what they have learnt about each one.
Presentation
Learning words
1 Read through the top speech bubble to introduce the topic of connecting words.
Ask students if they can think of any.
2 Read through the grammar explanations and the ; examples in points 1-3 with
the class. For point 1, add that or is used as a kind of negative form of and when two
negatives are listed together: / like sweets and chocolate... but... / don't like eggs or
51
Date
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Class

fish. '
3 Students work out how to join the sentences in a-d orally in pairs.
Elicit the answers orally, then have students write the answers out in their exercise
books.
Answers:
a As soon as Louis Braille arrived in Paris, he went to the school for the blind.
b As soon as blind people tried Braille's writing system, they found it very
useful.
c Helen Keller could not see or hear.
d Although deaf people, cannot speak easily, they can learn to read and write.
Evaluation
The best part of the lesson was : ( presentation – practice –
production )
Unit: 10 Lesson: 1
Aims: Learners will
• learn to use the present perfect continuous tense to talk about continuing actions
• revise and practise vocabulary for work situations
Structures:
Hesham has been answering e-mails in his office this morning.
New vocabulary: studio, test (verb)
Functions:
Describing ongoing activities
Presentation
52
Date
Period
Class

• Revise work and work places. Get students to tell you as many jobs and places of work as
possible. Ask them what kind of activities the different jobs involve.
• Still talking about work, get students to think about different tenses by giving them time phrases
(at the moment, every Monday, a year ago, since January, etc.) and ask them to make up sentences
using the phrases with the appropriate tense, e.g. Hatem 's working in a gift shop at the moment.
Hazem works in a shop every Monday. Salwa worked in a supermarket a year ago. Soad's worked
in this shop since January
2 N.B.: Although the present prefect continuous is explicitly introduced in Exercise 2, students
first hear it naturally in this exercise, and then think about why it is used later, when they are
familiar with the scenario.
3 Students say who are in the pictures and where they are. (Make sure they know that Nawal's
prompt letter for where is an /, not a u, and that all the things are happening at the moment of
speaking.)
4 Introduce to test and studio.
5 Read the speech bubbles to explain the task. Students will first look at the pictures and the first
letters of. the words and suggest what the words are. Then they will listen and check their
suggestions.
6 Students write in their suggestions lightly in
pencil.
7 Check their answers as a whole class.
Evaluation
The best part of the lesson was : ( presentation – practice – production
Unit: 10 Lesson:2
SB page: 53
Aims: Learners will
• learn to use the present perfect continuous when drawing conclusions
• learn to use present perfect continuous questions
Structures:
/ think he's been pumping up his tyres. Have you been pumping up your tyres?
New vocabulary: pump up, tyre
Functions:
Drawing conclusions from visual clues
53
Date
Period
Class

Presentation
3 Look and say
1 Before students open their books at page 53, introduce a different use of the present perfect
continuous. Take in some objects that signify certain activities, e.g., reading glasses, an apron,
a paint brush, a gardening implement, a shopping bag, a football, a tennis racket. Give students
a scenario and act it out. For example, they see you walking down the street with the tennis
racket and you're all hot and sweaty. What do they conclude? (You've been playing tennis.)
Supply the correct grammar (present perfect continuous) and write it on the board. Continue
with other scenarios that demonstrate how the tense is used when we are expressing
conclusions that we have drawn from visual
Look at the picture of Ahmed, the prompts and the example exchange. Make sure they understand
and can say pump up a tyre. Explain the task from this: students will say what they think the
character has been doing using the clues in the pictures, and prompt verbs in the present
continuous tense.
1 Look at the pictures and get students to describe them.
2 Explain they will have to listen and write the order that they hear the events in each picture.
3 Play the cassette. Students write the numbers.
4 Check their answers. Students tell you what each person has really been doing.
Ask and answer
1 Read through the example exchange to
demonstrate the task. Point out the grammar of the questions on the board.
2 Students form pairs and ask and answer about what the characters have been doing.
3 Ask some pairs to demonstrate
Evaluation
Unit: 10 Lesson:3
SB page: 54 WB : 35
Aims: Learners will
• practise using the present perfect continuous to talk about actions continuing throughout
a period
• practise using present perfect continuous questions with How long? and Who?
• use since and for with the present perfect continuous
Structures:
Who's been collecting stamps? How long has she been collecting stamps? She's been collecting
54
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Period
Class

stamps since 2003. She's been playing chess for six years.
New vocabulary: chess, China, France
Functions:
Asking about duration of activities
Presentation
6 Make sentences
1 Read the speech bubbles which explain the task to the students.
2 To demonstrate the task, select one student and ask them for the information needed to fill in
the tables. For Doing a hobby they should write which hobby it is that they do in the space
underneath.
3 Students fill in the table with information about themselves.
4 They form pairs and tell each other about themselves.
5 Ask some students to tell the class about their partners.
Read through the notes on each person and explain the new word chess. Get students to suggest
possible answers for the gaps. Whilst doing this, remind them of the use of for and since, and
the types of time phrase that will follow each one, e.g. for three years, since 2002. Elicit some
examples.
Evaluation
Unit: 10 Lesson:4
SB page: 55 WB : 36
Aims: Learners will
• practise using the present perfect continuous to talk about continuing actions throughout a period
• practise using present perfect continuous questions with How long? Why? and What?
• use since and for with the present perfect continuous
• talk about free time activities
• read and write a letter
55
Date
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Class

Structures:
What has Ann been studying?
Why has Ann been practising the piano?
New vocabulary:
free time, geography, piano, practise
Functions:
Describing yourself
Thanking others
Requesting a written response
Presentation
8 Make sentences
1 Look at the text and discuss what kind of text it is (a letter).
2 Ask introductory questions about it: Who's it from and to? What's Ann's address?
3 Introduce practise the piano and geography.
4 Explain the task: students will read the letter and decide what each paragraph is about.
5 Read through the paragraph topics and check understanding.
6 Students read the text and match the paragraphs to the topics.
Focu
Evaluation
Unit: 10 Lesson:5
SB page: 55
Aims: Learners will
• learn about the different ways individual phonemes are written
56
Date
Period
Class

foce using the book;
Refer back to the first page of the unit and the list of aims in the box. Go through each bullel
point and elicit from students what they have learnt about each one.
Presentation
1 write these words under the correct sound
1 Read through the top two speech bubbles to introduce the topic of spelling sounds in
different ways.
2 Check that students are pronouncing the names of the letters in each group box correctly: 'a' as
in day, 'e' as in week and 'i' as in lie. -
3 Read through the words in the left hand box and make sure everyone is pronouncing them
correctly.
4 Explain the task: students will write each word from the box into the correct group according to
the vowel sound (rather than the spelling) of the word.
5 Students do the task individually or in pairs.
6 Check their answers, making sure they are pronouncing the words correctly.
7 To practise the point, get students to pronounce some words which they are unlikely to know,
e.g. seek, rate, slate, tide, slide or treat.
2 Complete the sentences
1 Read through the first sentence to illustrate the task. Elicit answers for the second gap in the
sentence.
2 Explain that they need to write in one, two or three letters in each gap to complete the words.
3 Students complete the task individually.
5 Read and explain the two speech bubbles. Ask students to write down the different sets of
spellings from Exercises 1 and 2 which have the • sounds a, e, and i (tail, /i:/, /ei/).
Home – Assignment : SB p55
Evaluation
Unit: 11 Lesson:1
SB page: 57 WB : 37
Aims: Learners will
• use imperative structures with always and never to give instructions
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Class

• use might to talk about future possibility
Structures:
Never buy too many sweets. Always cross the road carefully. Soha might go to
the paper shop.
New vocabulary:
gas
Functions:
Giving instructions | Giving advice Expressing future
Presentation
• Revise the imperative by asking the class what they would tell a new student about what to do
at their school, e.g. Don't talk when teachers are talking. Try the Art Club, it's great, etc.
Draw attention to the aims box and explain.
2 Read through the speech bubbles with the students and check understanding. Ask
them what they think is happening: Where are they going? Why? What do they do
before they go out? Why? Introduce gas, as in cooking gas.
3 Read through the multiple choice questions and check understanding. Get students
to guess answers.
4 Remind them to write down only a few key words as answers while they listen.
5 Play the cassette. Students listen and circle the correct answers.
6 Check their answers as a whole class.
Evaluation
Unit: 11 Lesson:2
SB page: 58 WB : 38
58
Date
Period
Class

Aims: Learners will
• use imperative structures with always and never to give instructions
• use might with first conditional structures to talk about possibility
Structures:
If you leave children alone in a kitchen, they might have an accident. If you don 'tput
shopping in a safe place, children might fall over it.
New vocabulary:
alone, burn, cooker, spill
Functions:
Expressing possibilities Expressing conditions and possible consequences
Presentation
3 Read and match
1 Before students look at the exercise, revise vocabulary for kitchens and bathrooms, including
pan, bath and tap. Introduce cooker.
2 Students open their books and look at the
picture. Ask them to describe what they can see.
3 Ask them to tell you what the problems in the picture are.
4 Students read the statements and match them to the correct number in the pictures.
Complete the sentences about the picture
1 Revise conditionals. Ask students what will happen if you throw your book at the window, if
you go to sleep in the class now, if you play some rock music very loudly, if you teM your
students to go home? Get students to give their suggestions using the structure: If you throw
your book at the window, the window will break. Write this on the board for their reference.
2 Tell them, If I throw this piece of chalk at the window, the window might break to show the
lesser likelihood expressed by might. Give some more examples, e.g. if you tell your students
to go home now, you might lose your job.
3 Refer students back to the picture and introduce the new words spill and burn.
4 Point out that students should use the advice in Exercise 3 as prompts.
5 Students form pairs and fill in the blanks.
6 Check the answers all together as a class
Evaluation
Unit: 11 Lesson:3
59
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SB page: 59 WB : -
Aims: Learners will
• read the first part of a story and predict the next part
New vocabulary:
lifeboat, sink/sunk, storm
Functions:
Giving opinions
Predicting the next part of a story
Presentation
• Ask if everyone has been to the sea and if anyone has ever been sailing. Put students in pairs or
in groups and ask them to tell each other about a trip they have had to the sea, saying what they
did there, what the weather was like, if they liked it, and how long they were there. If students
haven't been to the sea, ask them to say what they would like to do there.
5 Read and match
1 Ask students to look at the links at the top of the web page and tell you what kind of text this is
(a story).
2 Tell them it's an exciting story about the sea and ask them to guess what kind of thing might
happen in such a story.
3 Read through the paragraph summaries on the left with the students, and explain that they
have to match them with the paragraphs in the text.
4 Students read the text quickly to«match the
paragraphs. Remind them that they don't need to
understand every word when reading for general
understanding.
5 Check their answers
6 Read and answer
1 Read through the questions with students and explain where necessary. Explain lifeboat when
reading through question c.
2 Students look at the little photo on the web page and speculate about who it might be.
3 Students read the text again, carefully this time, and find the answers to the questions. They
can write key answer words in pencil next to the questions.
5 Ask them to find the new words sunk, storm and terrible and to guess what they mean from
their ; context. Give them some answer choices (e.g. • terrible: good or very bad?) if they
struggle.
Home – Assignment : SB p59 wb
Evaluation
60
Date
Period
Class

Unit: 11 Lesson:4
SB page: 60 WB : 39
New vocabulary:
fire (v), Pacific Ocean, wave (n)
Functions:
Expressing conditions and results Giving opinions
• Revise the story from the last lesson: what happened to the boys' father... what do they want to
do now?
• Get students to practise the //... will/might structures by asking them about possible next parts
to the story: If they go to sea, they might ... they will.... Emphasise again the difference between
the two: might being a weaker possibility.
Presentation
+
8 Listen and match
1 Look at the pictures and ask students to guess what is happening in the story. Remind them
what lifeboat means.
2 Introduce America, the Pacific Ocean, fire a rocket and a wave.
3 Read through the if clauses and check understanding. Point out that the two clauses in
conditional sentences are usually interchangeable, but that they must add a comma after the if
clause when it comes first in the sentence: If we work all day today, we'll be tired this evening.
We'll be tired this evening if we work all day today.
4 Now read through the speech bubbles on the pictures and ask which of the if clauses a-f might
go with the speech bubble in the first picture.
5 Explain the task: students will listen and match clauses a-f to the speech bubbles in pictures 1-
6.
6 Play the cassette. Students write the letters in the boxes.
7 Check their answers. Get them all to repeat the combined sentences.
Evaluation
61
Date
Period
Class

Unit: 11 Lesson:5
SB page: 61 WB : -
Aims: Learners will
• look up parts of speech in dictionaries
• select the appropriate meanings in dictionaries
Presentation
Refer back to the first page of the unit and list of aims in the box. Go through each bullet point and
elicit from students what they have learnt about each one.
Make sure all students have access to a dictionary.
1 / the part of speech of the word in red
1 Do some dictionary warm-up exercises: recite the alphabet in a chain around the class.
Force speed by tapping on the desk and getting them to say the letters in time. Start at
different places in the alphabet. Tell them to recite the alphabet without the vowels. Then
give them words
Students hold a formal debate about doing dangerous sports. Split the class into two sides:
those who think we should do dangerous sports if we want to; and those who oppose them.
The group members select one speaker to put the case and write the speech for him/her
together. A vote is taken at the beginning to see how many people vote for, and how many
against, dangerous sports. The two speakers then put their cases to the class. Students can
question each other. Another vote is taken to conclude which they have to order
alphabetically. The turn randomly to a dictionary page and say which head word is at the
top of the right h page. Students have to race to tell you the p; number.
Revise the terms noun, verb and adjective and elicit some examples.
Read through the top two speech bubbles introduce the idea of finding the part of sp the
dictionary entry.
Give them a word that students don't knov
Home – Assignment : SB p 61 wb 39
Evaluation
62
Date
Period
Class

Unit: 12 Lesson:1
SB page: 62 WB : 40
Aims: Learners will
• practise using the present perfect continuous with recently
• discuss health and fitness
Structures:
I've been using the computer too much recently.
Ahmed hasn 't been riding his bike very much.
New vocabulary:
fewer, less, put on weight, recently
Functions:
Giving advice
Presentation
• Revise the present perfect continuous. Mime some actions and ask students what they think
you've been doing, e.g. stretch sleepily and elicit You've been sleeping. Start panting and
puffing,
• wipe sweat from your brow to elicit Y»u.'ve been running. Other possibilities include: You've
been eating, shopping
1 Read, listen and complete
2 Introduce recently.
3 Look at the pictures of the people and ask who : they are. What are they doing that appears to
be unhealthy?
4 Use the example to explain the task: students will write verbs in the spaces as they listen.
2 Now give advice with fewer, less or more
1 Write dessert, some TV, exercise and ask what the difference is between some TV and a TV.
(some TV = an uncountable amount of TV-watching; a TV= a TV set). Remind students about
countable and uncountable notions.
2 Remind them of what more means (+) and introduce less and fewer (-). Show how more
can be used very flexibly: / should go for more walks. I should walk more. I should watch more
TV, but less is used with uncountable nouns or with verbs (/ should eat less chocolate. I should
sleep less.) and fewer is used with countable nouns (I should eat fewer sweets.) ^ I -
3 With the whole class, go through each of the characters and elicit what they should do less or
more or fewer of. Pay attention to word order: more and less go before nouns but after verbs;
63
Date
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fewer goes before nouns.
Evaluation
Unit: 12 Lesson:2
SB page: 63 WB : 41
Aims: Learners will
• practise using the present perfect continuous with recently
• practise using How much and How many in questions
• revise adverbs of frequency
• discuss their own health and fitness
Structures:
Have you been walking to school recently? How many vegetables have you been eating each
day?
New vocabulary:
a few, a little, diet, fitness
Functions:
Discussing health
Presentation
Before using u IB book:
• Write healthy and unhealthy as headings on the board. Brainstorm healthy and unhealthy
activities.
3 Read and match
1 Check that students remember what recently means.
2 Introduce fitness.
3 Students look at the page and tell you what kind of texts these are (questionnaires) and where
they might be found (magazines, clinics).
4 Read through the questions and check
understanding, also the time frame that is being referred to (i.e. over the past few weeks).
5 Read through the headings of the tick boxes and give students some ideas of what sometimes
and often might suggest.
6 Students read the questions and tick the boxes, answering for themselves.
7 Students form pairs and ask and answer the questions.
8 Students tell the class about their partners.
64
Date
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4 Read, /, then ask and answer
1 Revise How much and How many: put some pins j or something small in your hand, close the
hand and ask How many ... have I got in my hand?
Evaluation
Unit: 12 Lesson:3
SB page: 64 WB : 41
Aims: Learners will
• practise using the present perfect
continuous in statements, questions and answers
• revise and extend their vocabulary for health and fitness
Structures:
How long has Adel been working as a trainer?
New vocabulary:
change, get fit, trainer
Functions: N£ Giving opinions Predicting the next part of a story
Presentation
• Get students to do some exercises in class to warm up. Tell them to stand up and slowly
bend down to touch their toes, put their hands out to the sides, twist from the hips round to "-
look behind them, twisting both ways, and then slowly bring their hands together over their
heads and down to their sides. Run on the spot, jump up and down, etc. Introduce do exercises
and exercise.
Discuss what kind of exercise students do, reminding them that it doesn't only mean iV
organised sports, but includes things like walking up and down stairs, etc.
5 Listen and put a / or X
1 Ask students to look at picture of Adel and introduce fitness trainer.
2 Read through the questions with students and explain where necessary. Get them to suggest
possible answers. Introduce get fit.
3 Explain the task: students will listen and write notes. Remind them to write only key words as
they listen.
65
Date
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Class

4 Play the cassette.
5 Check their answers. Encourage them to make fuH sentence answers from their notes.
Evaluation
Unit: 12 Lesson:4
SB page: 65 WB : 42
Aims: Learners will
• read a text about food and healthy eating
• revise and extend the vocabulary for health and fitness
New vocabulary: calories, energy
Functions:
Giving opinions
Presentation
• Ask students what they ate for breakfast. Ask if they know which foods are healthy and which
are not. Decide who had the healthiest breakfast.
8 Read and match
1 Ask students why we eat food. Introduce energy.
2 Read through the speech bubbles to explain the task.
3 Read through the paragraph topics.
4 Students read the text and match the paragraph topics a-d to the correct paragraphs 1-4.
6 Ask them to find calorie in the text and explain what it is.
5 Project: Read and match
1 Read through the project questions and tables and make sure students know how to answer.
Elicit a few answers from students.
2 Students do the questionnaire.
4 Read the speech bubble, which instructs on writing the project.
66
Date
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Class

5 Go through each section of the project and discuss how they will write the sentences, i.e.
complete sentence answers to the questions which start each section.
Evaluation
Unit: 12 Lesson:5
SB page: 66 WB : 4
Aims: Learners will
• learn more about parts of speech
• use their dictionaries
Presentation
• Refer back to the first page of the unit and the list of aims. Go through each bullet point and
elicit from students what they have learnt about each one.
1 Discuss
1 Write these two sentences on the board: / watch football every Sunday. She wears a watch on her
right hand. Ask which word is the same in both sentences, and if it has the same meaning. Elicit
that in the first sentence watch is a verb, and in the second, a noun. Ask what other parts of speech
students know.
2 Read through the top two speech bubbles and the example exchange to demonstrate the task.
3 Students form pairs and define three parts of ,, speech.
4 Students tell the class their definitions and give some examples of them.
2 Complete the table
1 Read the example and explain how the same word is both a noun and a verb, like watch.
2 Elicit the noun for the verb train (as in coach): trainer.
3 Explain that answers here may be the same or different to the word given.
4 Ask students to write in the words they know, then use their dictionaries to find out those they don't
know.
67
Date
Period
Class

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