تحضير الصف ٢ ث

U1/ CONNECTED BY TECHNOLOGY LISTEN AND DISCUSS + PAIR WORK
day class period Learning Objectives

2/1 The student will be able to:
2/2  Match the expression with the teenager.
2/3  Name some apps students to contact with out of school.
2/4  Analyze profiles.
2/5  Find important details about a teenager profile.
2/6  Match behavior with a person.
 Correct information about the teen's profile.
 Write the teen's characteristics.
Teaching Strategies Steps to follow
Pair work A-Warming up and revision
Work group Warm up:
Problem solving
Brain storming With books closed, ask students: How do you communicate with your friends when you’re
not in school? Make some notes about their answers on the board.
Role play
Discussion
Inductive
Co-operative learning
Discovery
B- Presentation
The students are going to learn…
Recourses needed
Language builder
Student book Explain that a proverb is a common saying that usually states a general truth or gives advice.
Work book
Teacher’s guide
Teaching aids C- Practice
Board 1. Listen and Discuss
Have students look at the notes on the board about the Warm Up discussion. Which of these means of
Drawing communication involve technology?
Cards Have students open their books and look at the pictures and profiles from the social networking site. If
you haven’t discussed this already, ask students what a social networking site is and which ones
Real objects they and their friends use most.
Data show Play the audio for the profiles on pages 6 and 7. Have students listen with their books closed.
Play the audio again. Ask students to read along in their books.
Interactive CD Put students into small groups and assign each group one of the profiles. Have each group find two
important details about each and list three or four words or phrases from the profile that describe the
person’s personality.
Evaluation Tools 2. Pair Work
Oral Tests Put students in pairs to discuss the questions in the first item.
a Have students work individually to write their own profiles. They can use the profiles on these
Written Tests
pages as models. As students are working, go around and help as needed with vocabulary. Write
Observation some of the more useful words students ask for on the board for everyone to learn.
a Have students exchange profiles with their partners and discuss them. Do they think the profile
Discussion describes their.
Exercise
Activities D- Feedback
Answer the activities in Quick Check
Home assignment workbook page ( 1 ) exercise ( )

U1/ Connected by Technology Grammar
Teacher Headmaster Supervisor

day
class
period
Learning Objectives
2/1
The student will be able to:

 Use the auxiliary verbs (do, have, and be) in the correct way.
 Use auxiliary verbs with the main verbs correctly.
 Use do with negative and affirmative statements and questions.
 Use have/has with present perfect.
 Use had with past perfect.
 .Use be with progressive statements.
 Use be with passive.
2/2
2/3
2/4
2/5
2/6
Teaching Strategies
Steps to follow
Pair work
A-Warming up and revision

Work group
Warm up:
Problem solving
Brain storming
Role play
Discussion

Inductive
Discovery
B- Presentation

Language builder
Point out that the verbs do, have, and be can also be the main verb in a sentence. For example, in the sentence Tom did his homework, did is the
main verb. But in the question Did he arrive late? did is an auxiliary and arrive is the main verb.
Recourses needed
Student book
Work book
Teacher’s guide
Teaching aids
C- Practice
Board
Auxiliary Verbs
Focus students’ attention on the chart and give them a few minutes to read the explanations and examples.
Remind students of some of the basic features of the use of auxiliary verbs.
The short answer echoes the auxiliary used in the question.
Write a few questions and answers on the board and have students come up and write the correct auxiliary in the blank.
A
Ask a volunteer to read the directions and the first sentence aloud. Elicit that the auxiliary verb in this sentence is are.
Have students work individually to circle the auxiliary verbs in the other sentences.
B
Read the directions and the example with the class.
Have students work individually to write the questions.
Check answers by having students write their questions on the board.
C
Give students a minute or two to read the conversation silently.
Put students in pairs to complete the conversation.
D
a Focus students’ attention on the photo. Ask a volunteer to read the directions and the example questions.
a Elicit one or two more questions that students might ask about the picture.
a Have students work individually to write their stories. After they finish writing, they should circle or underline
Drawing
Cards

Real objects
Data show
Interactive CD
Evaluation Tools
Oral Tests
Written Tests
Observation
Discussion
Exercise
Activities
D- Feedback
Do the activities in the student’s book

Home assignment
workbook page ( 2–4 ) exercise ( )
U1/ CONNECTED BY TECHNOLOGY CONVERSATION - LISTENING - PRONUNCIATION -
VOCABULARY BUILDING
day
class
period
Learning Objectives
2/1

 Judge some teens habits.
 Make use of the "real talk" phrases in a conversation.
 Asking about clarifications in a conversation.
 Predict the topic of a conversation.
 Ask for clarification and do the confirmation.
 Match a word with its category.
 Determine stress in numbers (teens and tens)

2/2
2/3
2/4
2/5
2/6
Teaching Strategies
Steps to follow
Pair work

Work group
Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Discovery
B- Presentation

Language builder

Explain the words abbreviation and acronym. An abbreviation is a short form of a word. For example, ovr is an abbreviation of over. An
acronym uses the first letters of several words to write a phrase. For example, DYWT means Do you want to.
Recourses needed
Student book
Work book
Teacher’s guide
Teaching aids
C- Practice
Board
conversation
Tell students they are going to listen to a conversation between a grandmother and granddaughter about texting.
Play the audio. Tell students to listen with their books closed.
Ask a couple of simple questions to see what students have understood. For example: What’s Cara doing? (texting her friend Maria) Does Cara’s grandmother
know how to text? (no)
Have students practice the conversation with a partner.
Real Talk Model the phrases for students to repeat.
About the Conversation Have students work in pairs and take turns asking and answering the questions
Listening
Focus students’ attention on the photo. Tell students that the father and son are talking about using the cell phone. Ask: What do you think the father is saying?
What do you think his son is saying?
Give students a minute to read the questions. Play the audio. Tell students to listen but not to write their answers at this time..
Pronunciation
Play the audio for the explanation while students read along in their books.Model pronunciation of numbers, showing how the first syllable is stressed when
counting but the last syllable is stressed when saying the time. Play the rest of the audio and have students circle the word they hear.
Vocabulary Building
A Have students work individually to complete the chart.
B Have students compare charts with a partner. Check answers with the whole class. Find out which words students already knew or were able to guess, and which
words they had to look up in a dictionary.
Drawing
Cards
Real objects
Data show
Interactive CD
Evaluation Tools
Oral Tests

Written Tests
Observation
Discussion
Exercise
Activities
D- Feedback
Do the activity in the book.

Home assignment
workbook page ( 5 ) exercise ( )
U1/ CONNECTED BY TECHNOLOGY READING - SPEAKING
2/2  Summarize a story about reconnecting with a friend via the internet .
2/3  Name ways to connect via the internet.
 Match a story with a topic.
2/4
 Find the meaning of new words in the text.
2/5  Correct some information about the text.
2/6  Answer questions about the text.
 Explain how the internet helps to meet people
Work group Warm up:
Problem solving If possible, tell students about a time when the Internet has helped you find an old friend or
Brain storming meet a new one. Then, with books closed, ask students the Before Reading question: Has
the Internet ever helped you meet or reconnect with a friend? Elicit answers from several
Role play students. Encourage others to ask questions.
Discussion
Inductive
Discovery B- Presentation
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board READING STRATEGY Using pictures and titles to predict
Focus students’ attention on the pictures on pages 12 and 13. Ask: What can you tell about the people
Drawing in the pictures? How old are they? Where are they? What are they doing?
Cards Play the audio for the first story. Have students read along as they listen. Then refer to the notes on the

Real objects board. Were their predictions correct?
Have students read the story again. Ask a few questions to check comprehension.
Data show Play the audio for the next two stories and check the predictions on the board as before.
After students listen to each story, have them read the story again. Ask questions to check
Interactive CD
comprehension.
Ask students to write the words they have chosen on the board. Discuss the words with the class.
After Reading
Evaluation Tools Arrange students in groups of four. Assign one question to each member of the group. Give students a
Oral Tests few minutes to make notes about the answer to their question.
Speaking
Written Tests a Brainstorm a few ideas about the advantages and disadvantages of the Internet. Draw a chart on the
Observation board like the one in the book and make notes in the appropriate sections.
Have students work in pairs or groups to share ideas.
Discussion
Exercise
Answer the activities
Home assignment workbook page ( 6-7 ) exercise ( )
U1/ Connected by Technology Writing

day
class
period
Learning Objectives
2/1

 Determine the similarities and differences between socializing types.
 Compare two ways of socializing.
 Write an outline of online studying.
 Find the features of the two socializing types.
 Use phrases to state similarities.
 Use phrases to state differences.
 Illustrate what the student means with phrases like: for example, as in …, such as …, in other words…
2/2
2/3
2/4
2/5
2/6
Teaching Strategies
Steps to follow

Pair work

Work group
Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Discovery
B- Presentation

Language builder
Recourses needed
Student book
Work book
Teacher’s guide
Teaching aids
C- Practice
Board
Writing

A
Direct students to the photos and elicit what they see. Ask them to compare the two photos and discuss differences and similarities.
Organize students in groups. Read the directions for tasks 1 to 3.
Call on groups to report their ideas for the class.
Read task 4 with the class. Play the audio and ask students to listen and follow in the text.
Ask students to read the text silently and confirm or find answers to all the questions in task 4.
Discuss the answers to the questions in class.
a Have students read directions for task 5 and work individually to find the answers.
a Tell them to highlight words or phrases that they have used as clues and use them to justify their answers.
B
Tell students that they are going to write an essay comparing and contrasting the two ways of socializing and say which they prefer and why.
Read directions 1 and 2 with the class. Draw the diagram on the board.
Call on pairs to present their ideas for the class.
Direct students to the Writing Corner. Read the first point with the class and ask them to find and highlight examples in the text.
Have students write individually using their notes.
Drawing
Cards
Real objects
Data show
Interactive CD
Evaluation Tools
Oral Tests
Written Tests
Observation
Discussion
Exercise
Activities
D- Feedback
Home assignment

U1/ Connected by Technology form, meaning and function
day
class
period
Learning Objectives
2/1

 Compare using comparative adjectives.
 Write the comparative and superlative form of an adjective.
 Form irregular comparative for some adjectives.
 Form irregular superlative of some adjectives.
 Use "need to be (done) "correctly.
 Use "have or get something (past participle)" correctly.
 Use past participles as an adjective
2/2
2/3
2/4
2/5
2/6
Teaching Strategies
Steps to follow
Pair work

Work group
Warm up:
Problem solving
Brain storming
Role play

Discussion
Inductive
Discovery
B- Presentation

Language builder
We can use both -er or more and -est or most with many two-syllable adjectives; for example, politer and more polite are both correct.
We usually use -er and -est with adjectives ending in -y, -ow, -le, and -er; for example: prettier, heavier, narrower, simpler, and cleverer.
We use more or most with two-syllable adjectives ending in -ed, -ing, -ful, and -less; for example: more tired, more boring, more stressful, and
more careless.
Recourses needed
Student book
Work book
Teacher’s guide
Teaching aids
C- Practice
Board
Comparative and Superlative Forms of Adjectives
The Comparative Choose volunteers to read aloud the sentences in the first part of the presentation and elicit the function. Ask: What is being compared in each
sentence?
Point out the three ways we form the comparative. Ask: Why do we add -er to fast but add more (or less) before popular and expensive?
Elicit that we add -er to most one-syllable adjectives when we make them comparative, and use more and less with most three-syllable adjectives.
Ask: What word do we often use with comparative adjectives? (than)
The Superlative Choose volunteers to read aloud the sentences in the next part of the chart. Have students identify the adjectives in the sentences. Ask: How
many different ways to learn have most likely been identified by the speaker? (three or more)
Elicit why -est and most have been added to the adjectives fast and popular respectively. (The speaker is comparing three or more things in terms of speed and
popularity.)
Ask: Why do we add -est to fast but add most (or least) before popular and expensive? Elicit that we add -est to most one syllable adjectives when we make them
superlative, and use most with most three-syllable adjectives.
Needs to Be (Done) Have students read the two example sentences in the presentation and ask: Will the speaker fix the TV him or herself? (No) Does the speaker
intend to clean the car seats him or herself? (No)
Ask students to identify the object in each of the example sentences. (TV, car seats)
Have/Get Something (Done)Call on volunteers to identify the object in each example sentence. (room, air conditioner, house)
Ask students to identify the past participles and write the base form, simple past and past participle for each one on the board
Drawing

Cards
Real objects
Data show
Interactive CD
Evaluation Tools
Oral Tests
Written Tests
Observation
Discussion
Exercise
Activities
D- Feedback
Do the activities AB
Home assignment
workbook page ( 9-10 ) exercise ( )
U1/ Connected by Technology project - Self Reflection
day
class
period
Learning Objectives
2/1

 Survey the internet's advantages and disadvantages.
2/2

2/3
2/4
2/5
2/6
Teaching Strategies
Steps to follow
Pair work

Work group
Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Discovery
B- Presentation

New vocabulary
Recourses needed

Student book
Work book
Teacher’s guide
Teaching aids
C- Practice
Board
Project
Direct students to the photos at the top of the page and ask them to discuss what they see in pairs.
Read directions for task 1 with the class. Ask students to go through the list and suggest more details.
Organize students in groups and give them time to discuss the things they do on the Internet.
Call on students from different groups to report their group ideas, comments and suggestions.
a Have students brainstorm on social networks. Ask questions
Have students work in groups discussing the rest of the items on the list. Ask them to make notes in the chart focusing on advantages and disadvantages.
Direct students to questions 3 and 4 and have them discuss in their groups.
Set a time limit for each presentation and remind learners to rehearse in each group before doing the actual presentation for the class
Self Reflection
Divide students into groups and have them brainstorm on Technology in learning, life and work.
Have groups compare their findings and make notes.
Have students scan pages 6 and 7. Ask them to think about things they liked and things they disliked about this part of the unit.
Have students work in pairs to discuss the questions. Ask them to compare with other students in class.
Discuss the grammar of the unit with the class.
Have students discuss what they liked and/or disliked and what they found difficult or easy. Ask them to make notes in the Self Reflection
chart.
a Have students fill out the checklist alone and write their five favorite words.
Drawing
Cards
Real objects
Data show
Interactive CD
Evaluation Tools
Oral Tests
Written Tests
Observation

Discussion
Exercise
Activities
D- Feedback
Home assignment
workbook page ( ) exercise ( )
U2/CRIME DOESN’T PAY LISTEN AND DISCUSS
+ PAIR WORK
day
class
period
Learning Objectives
2/1

 Match the headline with the article.
 Match words with their meanings.
 Practice the verb collocations with crime vocabulary.
 Recall a national crime.
 Find a crime and its punishment in a newspaper.
 Find the most foolish criminal.
 Answer true or false about crime's information .
2/2
2/3
2/4
2/5
2/6
Teaching Strategies
Steps to follow
Pair work

Work group
Warm up:
With books closed, ask students about what kinds of crimes are common in their community and about recent crimes they’ve seen in the news. As students talk,
make some notes on the board about crime words that come up in the discussion, such as steal, hijack, robber, burglar, thief, theft. Also include words related to
law enforcement, such as police, prison, jail, and sentence
Problem solving
Brain storming
Role play
Discussion
Inductive
Discovery
B- Presentation

Language builder
If students ask, explain that in the U.S. a misdemeanor is a crime that is not considered very serious. Someone who commits a misdemeanor usually pays a fine or
spends a few days in jail. More serious crimes are called felonies. For a felony, a person can spend months or years in prison.
Recourses needed
Student book
Work book
Teacher’s guide
Teaching aids
C- Practice
Board
1. Listen and Discuss

Discuss the first introductory question with the whole class. Elicit two or three famous crimes students have heard of. As students talk, continue to add words to
the vocabulary list on the board. Note: As the topic of crime can bring up sensitive issues, direct the discussion as much as possible to less violent crimes.
Focus students’ attention on the headlines. Point out that there are six headlines, but only three newspaper stories on pages 20 and 21. Have students read the
headlines and skim the stories quickly to match the stories with the correct headlines.
Play the audio for the three stories on pages 20 and 21. Have students read along in their books.
Have students read the stories again one by one. After they read each story, ask a few questions to check comprehension.
2. Pair Work
Brainstorm a few crime stories that have been in the news recently. Remind students of some of the stories they mentioned earlier. Students might also think
of crimes they have seen on police shows on TV. Again, direct students toward less violent crimes.
Have each student choose a story. Give them four or five minutes to make some notes about the story. Go around and help with vocabulary as needed.
Have students tell their story to a partner. They should include as many details as possible.
Ask two or three volunteers to tell their stories to the whole class.
Drawing
Cards
Real objects
Data show
Interactive CD
Evaluation Tools
Oral Tests
Written Tests
Observation
Discussion
Exercise
Activities
D- Feedback
Home assignment
U2/CRIME DOESN’T PAY

GRAMMAR
 Rewrite active sentences as passive sentences.
2/2
 Combine sentences to create one past perfect sentence.
2/3  Combine sentences to create one past perfect progressive sentence.
2/4  Identify the action word in a sentence.
 Use of the past perfect and past perfect progressive tense to describe a friend.
2/5  Use the passive to put the focus on action.
2/6  Use the preposition "by" to include who did the action
 Use the past perfect correctly.
 Use the past perfect progressive correctly..
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
Language builder
Student book Point out that in many cases we can use either the past perfect or the simple past or past
Work book progressive. However, the past perfect helps make the order of events clearer.
Teacher’s guide
Board The Passive
Write these sentences on the board:
Drawing The police accused the men of stealing a car.
The men were accused of stealing the car (by the police).
Cards Explain that in the first sentence the action (accused) is performed by the subject (the police). The verb accuse is an
active verb in this sentence. In the second sentence the men receive the action. Here the verb accuse is passive.
Real objects
Draw arrows to show how the men moves from the object to the subject position.
Data show Have students read the explanation and the examples in the chart. Ask: What’s more important in passive
sentences, the action or the person or people who do the action? (the action)
Interactive CD Past Perfect and Past Perfect Progressive
Write this sentence on the board: When Alicia got home, the robbers had already left. Then write these sentences
on the board and label them as 1 and 2 to show which action happened first:
Evaluation Tools (2) Alicia got home. (1) The robbers left.
Oral Tests Explain that the verb phrase had already left is in the past perfect. We often use the word already with the past
perfect.
Written Tests Have students read the explanation and the examples.
Have students find more examples of the past perfect in the stories on pages 20 and 21.
Observation
Discussion
Exercise
Do the activities ABCDE
U2/Crime Doesn’t pay conversation - listening - pronunciation - Vocabulary Building

day
class
period
Learning Objectives
2/1
 Make use of real talk phrases in a real conversation.

 Use the new words in sentences.
2/2
2/3
2/4
2/5
2/6
Teaching Strategies
Steps to follow
Pair work

Work group
Warm up:
Problem solving
Brain storming
Role play
Discussion

Inductive
Discovery
B- Presentation

New vocabulary
Recourses needed
Student book
Work book
Teacher’s guide
Teaching aids
C- Practice
Board
Conversation
Focus students’ attention on the photos. Ask: What’s happening to the person with the wallet? Introduce the word pickpocket as a noun and a verb.
Play the audio twice.
Ask questions to check comprehension.
Real Talk Model the phrases for the students to repeat. Ask students who says each phrase and why. Have students practice these phrases by using them
in sentences or situations with a partner.
About the Conversation Have students work in pairs and take turns asking and answering the questions.
Listening
Focus students’ attention on the photo. Ask: What do you think the man is doing? Elicit from students some things they do to stay safe from crime.
Make notes of their answers on the board.
Play the audio once for students to just listen. Play it again for them to write their answers. Play the audio a third time. Pause after each section to ask
students to summarize what they heard, using the notes they wrote in the chart.
Review the notes on the board. Which things were also mentioned in the lecture on safety?
Pronunciation
Play the audio for the explanation while students read along in their books.
Model the first sentence for the class, showing how the s from tips becomes the first sound of seminar.
Play the rest of the audio for students to listen and repeat the sentences
Vocabulary Building
A Read the directions with the class. Have students read the list of words and the sentences. Then have students work individually to complete the
sentences.
B Have students compare answers with a partner.
Drawing
Cards
Real objects

Data show
Interactive CD
Evaluation Tools
Oral Tests
Written Tests
Observation
Discussion
Exercise
Activities
D- Feedback

Home assignment
U2/CRIME DOESN’T PAY
READING - SPEAKING
2/2  Find the meaning of new words in the text.
2/3  Organize pieces of crime puzzle.
 Explain part of the puzzle in their own words.
2/4
 Find whether a sentence is true or false.
2/5
2/6

Work group Warm up:
Problem solving
With books closed, discuss the Before Reading questions. Ask students about mystery or
Brain storming
crime stories they have read or that they watch on TV. Who are their favorite detective
Role play characters?
Discussion

Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board READING STRATEGY Jigsaw reading
a Tell students that they are going to read a crime story. Put students in pairs and assign each pair one of the two
Drawing crime stories on page 26. Tell them that they are going to read the story and then tell another pair about their
story. (They should not read the other story.)
Cards a In pairs, students read the story and then practice retelling the story in their own words.
Real objects a As students are working, go around the room and help as needed. Answer questions about the stories and give
them some ideas about how they can retell this story.
Data show a Have students work with a pair that read the other story.
After Reading
Interactive CD Have students work individually to write true or false for each sentence. Have them rewrite the false sentences to be
true. Then have them compare answers with a partner.
Check answers by calling on students to read a sentence and say if it’s true or false. Then have them refer to the part
Evaluation Tools of the story that proves this.
play the audio for the two stories. Have students read along as they listen.
Oral Tests Speaking
Written Tests Put students in small groups to discuss the questions. Give one student the role of reporter and say that this student
will have to report what the group says about the characteristics of a good detective.
Observation
Ask students to draw a similar organizer in their notebook. As students are working, go around and check that
everyone is participating in the discussion, and writing their ideas in the organizer.
Discussion Have the reporter from each group tell the class the characteristics the group thinks make a good detective. Do the
members of the group think they would be good detectives? Why or why not?
Exercise
U2/Crime Doesn’t Pay

Writing
day
class
period
Learning Objectives
2/1
 Write about a detective character they know.

 Analyze a crime story to its main elements.
 Answer the main questions about a crime story.
 Use time markers to follow the order of events.
2/2

2/3
2/4
2/5
2/6
Teaching Strategies
Steps to follow
Pair work

Work group
Warm up:
Organize students into pairs. Direct their attention to the picture. Give them a few minutes to discuss what they see. Give students some
questions to help them. For example: Who do you think the person is? What is he doing in the picture? Where do you think he is?
Why?
a Have volunteers report answers/ideas for the class..
Problem solving
Brain storming
Role play
Discussion
Inductive
Discovery
B- Presentation

New vocabulary
Recourses needed
Student book
Work book
Teacher’s guide
Teaching aids
C- Practice
Board
Writing
A. Write the title CHARGING YOUR CELL PHONE, CAN GET YOU IN TROUBLE on the board and allow students to reflect and make suggestions on what
the title is referring to. Elicit and discuss suggestions in class.
Read the directions for 1 with the class and have students to try and predict what the article is about. For example: Was the burglar arrested? How do you
know? What makes you think that?
Play the audio and have students listen and follow in the text. Were their predictions confirmed?
Have students read the text individually to make notes then form groups to compare their notes. Circulate and monitor participation. Help when required.
Call on students to report to the class. Ask them to give reasons for their answers.
B. Tell students that they are going to write a newspaper or web article about a foolish crime. Ask them to work in pairs to write a definition of a foolish crime.
Call on pairs to tell the class what they wrote. Compare with other pairs.
a Read directions for 1 and 2 and organize students in pairs or small groups.
Have students look at the pentagon and work on Who. Ask them to make notes using the lines over the pentagon.
Call on a student from each pair/group to report using their notes.
a Have students use the rest of the diagram to make notes on the location, events, reasons and time of events in the story.
After groups/pairs have made their notes around the pentagon read directions for 3 and 4.
Organize students into pairs/groups. Ask them to write their first draft and exchange drafts in order to comment and make suggestions. Direct them to the model
text but allow them to change the beginning of their article if they want.
Drawing
Cards
Real objects
Data show
Interactive CD
Evaluation Tools
Oral Tests

Written Tests
Observation
Discussion
Exercise
Activities
D- Feedback
Ask the students to answer the activity AB

Home assignment
U2/Crime Doesn’t Pay form, meaning and function
day
class
period
Learning Objectives
2/1

 Rephrase a present simple sentence into past simple tense.
 Use the correct verb "to be" in the simple past tense.
 Use regular verbs in the simple past tense.
 Use irregular verbs in the simple past tense.
 Use (used to ) with the past tense.
 Use (Would ) with the past tense.
 Use past progressive correctly.
2/2
2/3
2/4
2/5
2/6
Teaching Strategies

Steps to follow
Pair work

Work group
Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Discovery
B- Presentation

Language builder
.
Recourses needed
Student book
Work book
Teacher’s guide
Teaching aids

C- Practice
Board
Simple Past Tense: Be
Direct students’ attention to the first part of the grammar chart. Choose students to read aloud the questions and answers. Point out that we use the simple past of
be to talk about a past situation rather than an action or an event.
Simple Past Tense: Regular and Irregular Verbs
Direct students’ attention to the examples in the presentation. Call on students to read aloud the Wh-questions and answers. Review the function of the simple past
tense to describe things that happened and finished in the past, that is, completed actions.
Time Expressions for the Past
Use the irregular verbs in sentences about what students do every day. Have students respond with sentences about yesterday. For example: You: Ali rides his
bike to school every day. Student: He rode his bike to school yesterday.
Tell students to write sentences about themselves using the simple past tense and time expressions.
The Past with Used to and Would
Write the following question on the board and ask students to answer it truthfully: When you were younger, what were you afraid of?
Share with the class a fear of your own and write it on the board. For example, When I was younger, I was afraid of the dark.
a Call on volunteers to share their fears with the class and write them on the board under your own.
Past Progressive
Go over the material in the presentation. Explain that we use the past progressive to talk about an action that started before a certain time in the past and was still
in progress at that time.
Elicit how the past progressive is formed: was/were + the -ing form of the verb.
Drawing
Cards
Real objects
Data show
Interactive CD
Evaluation Tools
Oral Tests
Written Tests
Observation
Discussion
Exercise
Activities
D- Feedback

Ask the students to answer the activity
Home assignment
U2/Crime Doesn’t Pay project - Self Reflection

day
class
period
Learning Objectives
2/1

 Write about famous crimes, frauds, or blunders.
2/2
2/3
2/4
2/5
2/6
Teaching Strategies
Steps to follow
Pair work

Work group
Warm up:
Problem solving
Brain storming
Role play

Discussion
Inductive
Discovery
B- Presentation

New vocabulary
Recourses needed
Student book
Work book
Teacher’s guide
Teaching aids
C- Practice
Board
Project
Direct students to task 1. Ask them to explain the meaning of frauds and blunders.
Have students work in pairs or groups and choose the topic that they are going to research in 1. Call on a student from each group to report the
topic that the group is going to focus on.
Ask students to read directions for task 3 and explain what they are required to do.
Have students listen to the points as you read and assign them to the appropriate heading/category. Read one or two points at a time and ask
students to categorize. Call on volunteers to report their ideas and decide in class. Encourage them to talk about each point and provide
examples.
Give groups time to organize themselves and share the tasks that need to be completed among members of the group. Let students work on their
presentations.
Self Reflection
Brainstorm Crime Doesn’t Pay. Write the title on the board and elicit as many ideas and words as possible from the class. List the words on the
board.
Have students scan pages 20 and 21. Ask them to think about things they liked and things they disliked about this part of the unit. Use questions
to help them remember. For example: Which headlines on page 20 did you find more intriguing? Why? Which silly crimes do you remember? Which
one was the silliest? Why?
Discuss the grammar of the unit with the class.
Have students make notes in the Self Reflection chart. Ask them to focus on likes, dislikes and easy or difficult items.
Have students reflect on the Speaking activity. Have students complete their Self Reflection charts as before about likes, dislikes and things they found easy or
difficult.

Drawing
Cards
Real objects
Data show
Interactive CD
Evaluation Tools
Oral Tests
Written Tests
Observation
Discussion
Exercise
Activities
D- Feedback

Home assignment
U3/FAR AND AWAY LISTEN AND DISCUSS
+ PAIR WORK
day
class
period
Learning Objectives
2/1

 List the benefits of traveling.

 Create a written image of their own hotel.
 List five things every hotel must have.
 Find how each hotel is different.
 Complete a paragraph with new words.
 Correct information about the text.
 Match the new words with meaning
2/2
2/3
2/4
2/5
2/6
Teaching Strategies
Steps to follow
Pair work

Work group
Warm up:
Use the questions on page 34 as the Warm Up. With books closed, tell students about an interesting hotel you have been to. Then
ask students to tell you about the most interesting hotels they have been to.
Ask students the question: What are the five things you expect a hotel to have? Have students tell a partner. Then discuss
answers with the whole class.
Problem solving
Brain storming
Role play
Discussion
Inductive

Discovery
B- Presentation

Language builder
Recourses needed
Student book
Work book
Teacher’s guide
Teaching aids
C- Practice
Board
1. Listen and Discuss
Have students look at the pictures and skim the four articles. Ask a comprehension question and have students raise their hands as soon as they
find the answer. When three or four students have raised their hands, call on one student to answer the question. This activity should move very
quickly.
Play the audio for the four articles
Have students tell their partner which hotel they would like to stay at and why. Ask a few students to report their partner’s answer to the class.
Quick Check Have students read the whole paragraph. Tell them not to fill in the missing words at this time. Ask two or three comprehension
questions. For example:
Where does the writer live? (in a beautiful area of Panama)
What kind of hotel does the writer want to open? (a small, friendly hotel)
How much would the writer charge for admission to the wildlife park? (The writer wouldn’t charge any admission.)
2. Pair Work
Have students work with a partner to design their own hotel. Write a few questions on the board to guide them. For example:
Where is the hotel?
How large is it?
What attractions does it have?
What makes it unique?
a Have each pair present their hotel to the class.
Drawing
Cards
Real objects
Data show
Interactive CD

Evaluation Tools
Oral Tests
Written Tests
Observation
Discussion
Exercise
Activities
D- Feedback
Home assignment
U3/FAR AND AWAY

GRAMMAR
2/2  Classify the adverbs according to their degree.
2/3  Rewrite sentences using adverbs of degree.
2/4  Indicate an attitude with sentence adverbs.
2/5  Use sentence adverbs correctly.
2/6  Use adverbs of degree with adjectives.
 Use adverbs of degree with adverbs.
 Use "enough" with adverbs of degree.
 Use sentence adverbs with "simple tenses".
 Use sentence adverbs with compound verbs
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive

Recourses needed
Language builder
Student book Explain that the words scarcely, barely, and hardly are negative words and can’t be used with another
Work book negative. This is a common error, especially with can/could + hardly. For example:
It’s very dark. I can hardly see. (NOT: I can’t hardly see.)
Teacher’s guide
Board Adverbs of Degree
Drawing Read the explanation about adverbs of degree with the class. Have students look at the articles on pages
34 and 35 to find examples of adverbs of degree. (Some examples include: Jules’ Undersea Lodge
Cards —extremely unusual hotel; Capsule Hotels—just big enough for a bed, people can scarcely sit up,
Real objects offer a relatively inexpensive alternative)
Write the following words on the board and have students find other words in the hotel descriptions
Data show with a similar meaning.
Interactive CD Sentence Adverbs
Have students read the explanation and examples of sentence adverbs. Have students find examples in
the articles on pages 34 and 35. (Some examples include: Jules’ Undersea Lodge—Undoubtedly, most
people have…; Ariau Amazon Towers—Amazingly, Ariau’s towers are built…; The Kakslauttanen
Evaluation Tools Hotel—Luckily, the hotel provides…)
Oral Tests
Written Tests
Observation
Discussion
Exercise
Answer the activities
U3/far and away conversation -listening - pronunciation - vocabulary building
day
class
period
Learning Objectives
2/1

 Name stuff to take along when traveling.
 Use the new words in a conversation .
 Use the "real talk " phrases in new sentences.
 Declining special requests.
 Use the stress in compound nouns correctly.
 Match words with their meanings.
2/2
2/3
2/4

2/5
2/6
Teaching Strategies
Steps to follow
Pair work

Work group
Warm up:
With students’ books closed, ask the class about their experiences with airplane travel. For example, ask: What do you do when
you board a plane? Do you have to sit in your assigned seat? Where do you like to sit—by a window or on the aisle?
Problem solving
Brain storming
Role play
Discussion
Inductive
Discovery
B- Presentation

New vocabulary
Recourses needed
Student book

Work book
Teacher’s guide
Teaching aids
C- Practice
Board
Conversation
Play the audio twice. The first time students listen with their books closed. The second time, they read along in their books. Have students practice the
conversation with a partner. Then they switch roles and practice again.
Ask students questions to elicit their opinions about the situation. For example:
What is your opinion of the man’s request? Was it OK to ask for the seat change? What do you think of the airline policy?
Elicit student’s ideas
About the Conversation Have students work with a partner to ask and answer the questions.
Check answers by calling on students to read the questions and answer them.
Real Talk Model the phrases for the students to repeat.
Ask questions about the phrases. For example: Why do you think that overnight flights are called red-eye flights? (because overnight travelers are usually very
tired and have red eyes) Are the expressions crummy and a drag formal or informal expressions? (They are informal
Listening
Ask students if they’ve ever gone on a backpacking trip. Then have students look at the list of items. If several students in the class have gone on backpacking
trips, ask: Which of these things did you take on your trip? If not, ask: What would you take on a backpacking trip?
Play the audio. Tell students to listen but not to write their answers at this time. Play the audio for students to check their answers.
Pronunciation Play the audio of the explanation as students read along in their books. Have students work individually to find compound nouns. After several
minutes put students in groups to practice reading them aloud.
Vocabulary Building
A Have students work individually to match the words with the definitions.
B Have students compare answers with a partner. When their answers are different or they don’t know a word, they should look it up in a dictionary.
Drawing
Cards
Real objects
Data show
Interactive CD
Evaluation Tools
Oral Tests
Written Tests
Observation
Discussion

Exercise
Activities
D- Feedback

Home assignment
U3/FAR AND AWAY
READING- SPEAKING
2/2  Find the meaning of ecotourism.
2/3  Make use of the text topic to make questions.
2/4  Mark phrases related to the word (ecotourism).
2/5  Complete sentences about the text.
2/6  Find the meaning of new words in the text

Work group Warm up:
Problem solving
1. Eco- means “related to the earth or environment.” What do you think ecotourism means?
Brain storming 2. Read the passage and underline all the words and phrases that can help you understand
Role play what ecotourism means.
Discussion
Inductive
Recourses needed
language builder
Student book
Work book
Teacher’s guide
Board Ask a volunteer to read aloud the Before Reading question. Write the word Ecotourism on the board
Drawing and underline Eco. Ask: What does Eco- mean? (related to the earth or the environment) Then elicit
Cards students’ ideas about the meaning of ecotourism.
Play the audio. Have students listen and read along in their books.
Real objects Review the notes on the board. Which of the students’ ideas best describes the main idea?
Data show READING STRATEGY Summarizing
Interactive CD Read aloud the first paragraph again as the class listens. Then ask students to close their books and tell
you in their own words what the paragraph is about. (Responses should include the idea that it’s about
taking vacations in beautiful places and helping the environment at the same time. This is called
Evaluation Tools ecotourism.)

Oral Tests Discuss with students what each word means in the context of the article.
Written Tests After Reading
Have students work individually to complete the sentences. Tell them to look back at the article as
Observation necessary to find the words.
Check answers by calling on students to read their sentences.
Discussion Speaking
Have students work in pairs or groups based on the questions. Have students ask the questions and call
Exercise on classmates to answer. They should elicit answers from as many classmates as possible.
Have students work in groups to list names of places in their country that are good for ecotourism and
the activities that are offered there. After several minutes have students present their list to the class.
U3/Far and Away

Writing
day
class
period
Learning Objectives
2/1

 Name the qualities of dream traveling destination .
 Find some information about the article.
 Analyze information about a place .
 Decide the tense the writer used.
 Determine the article opening and closing.
2/2
2/3
2/4
2/5
2/6
Teaching Strategies
Steps to follow
Pair work

Work group
Warm up:

Problem solving
Brain storming
Role play
Discussion
Inductive
Discovery
B- Presentation

New vocabulary
Recourses needed
Student book
Work book
Teacher’s guide
Teaching aids
C- Practice
Board
A 1 Read through question 1 together and ask students to think individually about the issues.
Elicit ideas about what kinds of charts or systems for making notes and organizing information would suit this task.
Have students make notes about the issues in whatever type of chart or organizer suits them.
Share thoughts in groups or as a class. Discuss the issues and the types of charts they used.
A 2 Read through the text as a class.
Pause at regular points and ask questions to check comprehension, vocabulary, the use of metaphor and some of the more complex concepts.
Now read through questions a. and b. together and ask students to work on both questions individually.
a Share answers as a class
B 1 Direct students to B 1 on page 43. Ask students to think individually about a place in Saudi Arabia of cultural, historical, ecological (or
other) significance that they think people outside of the country should know about

B 2 Read through exercise 2 together and go over the chart. Have students work individually to fill in their charts with the information they have
found and then compare these with the others in their groups or pairs. Although the research is collaborative, each student may have noted
different issues. Have them think about which pieces of information each person regarded as significant and why.
a Share as a class.
Drawing
Cards
Real objects
Data show
Interactive CD
Evaluation Tools
Oral Tests
Written Tests
Observation
Discussion
Exercise
Activities
D- Feedback

Home assignment
U3/Far and Away form, meaning and function

day
class
period
Learning Objectives

2/1
 Use "be going to" to talk about future plans.

 Choose the suitable question word for the information question.
 Build correct sentences about tourism destinations
2/2
2/3
2/4
2/5
2/6
Teaching Strategies
Steps to follow
Pair work

Work group
Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive

Discovery
B- Presentation

Language Builder
Point out the use of the articles a/an in most phrases with singular nouns. For example: Saudi Arabia is an interesting place.
Riyadh is a wonderful city.
Recourses needed
Student book
Work book
Teacher’s guide
Teaching aids
C- Practice
Board
Future with Be Going To Ask a student to read aloud the affirmative and negative statements in the first part of the presentation. Have students focus on the form.
Explain that the function of be going to is to express actions, intentions, and plans that have already been decided on (i.e. They are planned actions.).
Have two students read the question and answers. Review the rules for word-order change in questions.
Information Question Have students brainstorm the question words they know before looking at the questions listed in the presentation.
Call on students to read aloud the questions and answers in the next part of the chart.
Ask students to read aloud the questions and answers.
Position of Adjectives Write the following example sentences on the board. Elicit and underline the adjective: Saudi Arabia is an interesting place. Saudi Arabia
and Jordan are interesting places.
Present Progressive Elicit or explain that we use the present progressive to talk about actions that are taking place now.
Explain that the present progressive is formed with the present form of be + the -ing form of a verb. Write the base form of several verbs on the board, and have
students say and then spell the -ing form of the verb. Use any verbs from the presentation or others that you think might be appropriate.
Future with Going to and Will Write the following phrases on the board: I’ll definitely…, I’ll probably…, Maybe I’ll…, I don’t think I’ll…, I definitely won’t…
Ask: What do you think you’ll do in the coming year? Have students respond using the phrases on the board.
Time Expressions for the Future Go over the future time expressions in the example sentences in the presentation.
Have students form a sentence of their own for each time expression. For example, I’m going to study for our English test tomorrow night.
Drawing
Cards
Real objects
Data show
Interactive CD
Evaluation Tools

Oral Tests
Written Tests
Observation
Discussion
Exercise
Activities
D- Feedback

Home assignment
U3/Far and Away project - Self Reflection

day
class
period
Learning Objectives
2/1

 Create a poster promoting ecotourism in the country.
2/2
2/3
2/4
2/5
2/6
Teaching Strategies

Steps to follow
Pair work

Work group
Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Discovery
B- Presentation

Language Builder
Recourses needed
Student book
Work book
Teacher’s guide
Teaching aids
C- Practice

Board
Project
Organize students in groups and have them brainstorm on ecotourism in their country.
Tell students that they will have to design a poster about the place with a slogan to attract visitors.
Have students read directions 1 to 4 and tell them to use the chart and make notes about the questions raised. Set a time limit for groups to decide
or distribute issues to members of the group to think about and then discuss and finalize.
Call on each group to present their poster.
Display the posters on the wall if you can. Have students choose the poster they like best.
Self Reflection
Write ‘Far and Away’ on the board and elicit as many ideas and words as possible from the class. List the words on the board.
Have students scan pages 34 and 35. Ask them to think about things they liked and things they disliked about this part of the unit.
Discuss the grammar of the unit with the class. Call on volunteers to say if they found it easy or difficult and give reasons.
a Have students make notes in the Self Reflection chart. Ask them to focus on likes, dislikes and easy or difficult items.
Write Ecotourism on the board and brainstorm on language and information that students remember. Call on volunteers to list as much as possible on the board.
a Organize students in pairs and ask them to answer questions
Have students fill out the checklist alone and write their five favorite words.
a Discuss areas that students feel they need more work on and make suggestions.
Drawing
Cards
Real objects
Data show
Interactive CD
Evaluation Tools
Oral Tests
Written Tests
Observation
Discussion
Exercise
Activities
D- Feedback

Home assignment
EXPANSION Units 1–3 Language Review
day
class
period
Learning Objectives
2/1

 answer personal information
 use of do, have, and be as auxiliary verbs
2/2
2/3
2/4
2/5
2/6
Teaching Strategies
Steps to follow
Pair work

Work group
Warm up:
Problem solving
Brain storming
Role play
Discussion

Inductive
Discovery
B- Presentation

New vocabulary
Recourses needed
Student book
Work book
Teacher’s guide
Teaching aids
C- Practice
Board
Language Review.
A. This exercise reviews the use of do, have, and be as auxiliary verbs, which was presented in Unit 1. Refer students to the grammar chart on
page 8 to review as necessary.
As a quick review, before students complete the sentences, write the following sentences on the board and elicit the auxiliary verbs that go in
the blanks.
B. This exercise reviews the passive, which was presented in Unit 2. Refer students to the chart on page 22 to review as necessary.
C. This exercise reviews the past perfect forms presented in Unit 2 on page 22.
D This exercise reviews adverbs of degree, which were presented in Unit 3. Refer students to the chart on page 36.
E This exercise reviews sentence adverbs presented in Unit 3. Refer students to the chart on page 36 for review as necessary.
Have students work individually to circle the correct words. Check answers by calling on students to read the sentences aloud.
F This exercise reviews both sentence adverbs and adverbs of degree.
Have students look at the first sentence stem and elicit possible answers from several different students. Then have students work individually to
complete the rest of the sentences.
Drawing
Cards
Real objects
Data show

Interactive CD
Evaluation Tools
Oral Tests
Written Tests
Observation
Discussion
Exercise
Activities
D- Feedback

Home assignment
EXPANSION UNITS 1–3 READING

2/2  answer questions from a passage.
2/3  complete the form from the passage.
2/4
2/5
2/6

Work group Warm up:
Problem solving ask students what they know about both human and computer viruses. Make notes of some of
Brain storming their ideas on the board.
Role play
Discussion
Inductive

Recourses needed
Language builder
Student book
Work book
Teacher’s guide
Board READING STRATEGY Ask questions before reading
Drawing a Tell students that good readers often think of questions, things they want to know about a topic,
before they start to read. Put students in pairs and have each pair write two questions about
Cards computer viruses.
Real objects a Ask three or four pairs to share their questions with the class. Write these on the board. Then ask if
anyone has any different questions.
Data show Play the audio of the reading. Have students listen and follow along.
Ask a few additional questions about key points in the article not covered in the After Reading
Interactive CD
questions.
After Reading
Evaluation Tools A Have students look at the list of words and find each word in the article. Discuss each word and elicit
the meaning appropriate for the context.
Oral Tests B Put students in groups of three to ask and answer the questions.
Written Tests a Check answers by having groups report their answers to the class. Have students support their
answers by referring back to parts of the article with the correct information.
Observation Discussion
Arrange students into small groups. Assign each group one of the discussion questions. Give students
five or six minutes to discuss the question.
Discussion
Have one person in each group report the results of their discussion to the class and ask the class if
Exercise they agree or not. This should end up in a general class discussion of all of the questions.
EXPANSION Units 1–3 language plus

day
class
period
Learning Objectives
2/1

 ask and answer questions
 complete sentences with suitable words.
2/2
2/3
2/4

2/5
2/6
Teaching Strategies
Steps to follow
Pair work

Work group
Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Discovery
B- Presentation

New vocabulary
Recourses needed
Student book

Work book
Teacher’s guide
Teaching aids
C- Practice
Board
Focus students’ attention on the pictures and their captions. Ask: What do all of the words have in common? (They end with -load.) Tell students that a load is an amount of something
that a person or vehicle can carry. Use questions like the following to elicit the meanings of the words shown.
What does the woman have in her hand? (a To Do list)
What’s her problem? (She has too much to do. She has an overload of work.)
Is there a lot of fruit on the truck or a little? (There’s a lot. The truck is full. It’s a truckload of fruit.)
What is someone doing with the computer and the memory stick? (They’re downloading computer games from the computer to the memory stick.)
What is someone doing with the camera and the computer? (They’re uploading pictures from the camera to the computer.)
How many books is the man carrying? (He’s carrying an armload of books.)
What is the man doing with the boxes? (He’s taking them off the boat. He’s offloading them.)
a Have students work individually to complete the sentences. Check by calling on students to read the sentences.
Drawing
Cards
Real objects
Data show
Interactive CD
Evaluation Tools
Oral Tests
Written Tests
Observation
Discussion
Exercise

Activities
D- Feedback

Home assignment
EXPANSION UNITS 1–3 WRITING

2/2
2/3  Write about a problem or difficult situation you have experienced
2/4
2/5
2/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board Tools for Writing: Capitalization
Drawing Read the capitalization rules with the class. Write the following examples for each rule on the board.
He’s a student. I’m here. Tom, New York, Microsoft
Cards Monday, January, Thanksgiving
Mexico, Venezuelan, Spanish
Real objects
He said, “That’s a great car!”
Data show Have students work individually to rewrite the sentences with the correct capitalization. Then have
them compare sentences with a partner.
Interactive CD Check answers by having students write the sentences on the board.
Writing Prompt
Read the Writing Prompt with the class.
Evaluation Tools Brainstorm briefly a few more ideas that students might use for their own stories. Point out that they
Oral Tests need to choose one short event as a topic, not something like “My First Year in High School.”
Developing Your Writing: The Introduction
Written Tests

Observation Before students begin to write their essays, focus their attention on the box Developing Your Writing:
The Introduction. Then have them look at the sample essay, The Day My Computer Died. Ask
questions.
Discussion Write Your Personal Narrative
Have students discuss a few ideas for their own narratives with a partner and then choose the one that
Exercise
they would like to describe.
Have students work individually to complete the chart. They make notes about the problem(s) and the
solution(s) in their story.
Do the activity
Home assignment workbook page ( 36 ) exercise ( )

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U1/ CONNECTED BY TECHNOLOGY LISTEN AND DISCUSS + PAIR WORK

day class period Learning Objectives

Home assignment workbook page ( 1 ) exercise ( )

Teacher Headmaster Supervisor

The student will be able to:

A-Warming up and revision

Teacher Headmaster Supervisor

The students are going to learn…

Teacher Headmaster Supervisor

Do the activities in the student’s book

The student will be able to:

Teacher Headmaster Supervisor

A-Warming up and revision

The students are going to learn…

Teacher Headmaster Supervisor

Teacher Headmaster Supervisor

Do the activity in the book.

Teacher Headmaster Supervisor

Home assignment workbook page ( 6-7 ) exercise ( )

U1/ Connected by Technology Writing

The student will be able to:

Teacher Headmaster Supervisor

A-Warming up and revision

The students are going to learn…

Teacher Headmaster Supervisor

Teacher Headmaster Supervisor

The student will be able to:

A-Warming up and revision

Teacher Headmaster Supervisor

The students are going to learn…

Teacher Headmaster Supervisor

The student will be able to:

Teacher Headmaster Supervisor

A-Warming up and revision

The students are going to learn…

Teacher Headmaster Supervisor

Teacher Headmaster Supervisor

The student will be able to:

Teacher Headmaster Supervisor

The students are going to learn…

1. Listen and Discuss

Teacher Headmaster Supervisor

U2/CRIME DOESN’T PAY

Teacher Headmaster Supervisor

U2/Crime Doesn’t pay conversation - listening - pronunciation - Vocabulary Building

Teacher Headmaster Supervisor

The student will be able to:

 Make use of real talk phrases in a real conversation.

A-Warming up and revision

Teacher Headmaster Supervisor

The students are going to learn…

Teacher Headmaster Supervisor

Do the activity in the book.

Teaching Strategies Steps to follow

Teacher Headmaster Supervisor

Home assignment workbook page ( 16-17 ) exercise ( )

U2/Crime Doesn’t Pay

The student will be able to:

 Write about a detective character they know.

Teacher Headmaster Supervisor