G 12-Prep

10 / 9 /2019. Class: 12/1 Period: ….
Module: 1 Unit: 1 Lesson:

Opener .
Module : 1
A) Lesson Objectives: At the end of the period, pupils should be able to….
1. Get acquainted to the structure of new syllabus
2. Know the rules of work along the semester.
3. introduce the theme of the module.
B)-Problem Anticipations: (If any)

The pupils might not have got their new books.
Solutions: Trying to show them my own copy and explain.
C)-New VOC. Dealing with new language queries.

………………………………………………………………………………………………………………
D)-Materials: SB. Page 11 / W. B page CD
E)-Procedures:
As this will be the first period in this academic year, I do the following:
* Introduce myself to my pupils.
* Get acquainted to them by asking them about their names and welcome them.
* Set my own rules concerning the class discipline and what they are required to do.
* Let them know how their notebooks should be organised & divisions should be there.
* Explain the structure of the new syllabus & how it works, its distribution & distribution
of marks and branches of oral marks.
* The pupils might ask questions about the new book.
Introducing the opener:
* Inviting Ss to look at the photograph on page 11 and read the caption under each one.
* Putting Ss in pairs and giving them time to note down as many other world issues as
possible. Having a general discussion on each and telling Ss to give as much
information as they can about "the law. How does the law work?"
Encouraging Ss to share their ideas with the class, giving their reasons where possible.
F)-Wrap-up stage :
Asking some questions on functions (situations).
Asking some questions on ( Tenses )
G)-Evaluation: ………………………………………………………………………………
12 / 9 /2019 . Class: 12 / 1 sc Period: 5 Module: 1 Unit: 1 Lesson: 2.
Module : 1 WORLD issues
U: 1 the law
Topic: a tolerant society
 Read a paragraph about Kuwait law to answer some questions.
 Listen to a lecture about law-making to answer some questions
 Discuss picture. Discuss the law
 Give opinion about laws
B)-Problem Anticipations: (If any) The pupils may not get along with the new material easily.
Suggested solutions: Trying to make it easy for them and encourage them to speak.
C)-New VOC.
adoption - civil – code of law – consultation – define – enforce – govern – guilty –
impose – innocent – judiciary – jury – legal – penalty – persuasion – principle – property –
prove – tolerant – violence – welfare.
D) - Language Functions: Describe, Discuss the law, express opinion
E) - Language Focus: Reading, listening & Speaking
F)-Materials: SB. Page 12 / 13 W. B page CD 1. 1
G)-Procedures:
Warming up : presenting the theme of the unit " the law".
1. I put Ss in pairs. They will look at the pictures, and then they will give as many
relevant words as they can. I read the Qs a – c and ask Ss to give answers.
Checking their answers and correcting them.
2. Explaining the task and providing dictionaries if possible. Ss will have to match the
words a – I with their meanings 1 – 9. Checking answers afterwards.
3. Listening: preparing Ss for a listening task. Reading out the instructions and
Preteaching new items of vocabulary necessary for the task. Reading out the Qs a
– d allowed or inviting an individual to read and getting Ss to give answers.
4. Playing the CD twice. Ss will check their answers to Ex 3.
5. Explaining the task. Reading the Qs a –c. Ss will listen again to CD .1.1 and choose
the correct answers from 1-4.
6. Ss will have to decide if the sentences a – d are true or false and justify their
answers. In pairs, Ss will workout the exercise. I give time to think and answer.
Meanwhile, I circulate and offer help if needed. When they are finished, I invite
individuals to give their answers while the rest of the class follow and comment.
Discussing answers and providing correct ones.
7. Briefing Ss about the task and the text. Ss will read the text, discuss it and answer
the Qs below. Discussing answers and providing correct ones.
H)-Wrap-up stage : Asking Ss to define the law. Why is it necessary?

I)-Homework: Ex 6 [ c-d] ex 7 b
J)-Evaluation: ………………………………………………………………………………………
15 / 9 /2019 . Class: 12 / 1 Period: 4 Module: 1 Unit: 1 Lesson: 3
U: 1 the law
Topic: new crimes
 Answer questions after reading an article about computer crimes.
The pupils may not get along with the new material easily.
C)-New VOC.
break into / fake / invisible / techno-criminal / worthless /
D) - Language Functions: express opinion

E) - Language Focus: Speaking & Reading
F)-Materials: SB. Page / W. B page 4 -5 CD
G)-Procedures:
Warming up : Preparing Ss for the reading task, reminding them of the previous lesson
about the law and encouraging them to give as much information as
possible.
1. Putting Ss in pairs. In brief, I tell Ss about the general idea and present new
vocab. Discussing the Qs a – b before reading. Allowing Ss time to read.
Meanwhile, I circulate and offer help if needed. When they are finished, I
invite individuals to give their answers while the rest of the class follow and
comment. Discussing answers and providing correct ones.
2. In pairs, Ss will read the text again and then they will match parts of sentences
a – d with their endings 1 – 5. Pear checking should follow working out the
exercise.
3. Inviting Ss to read the instructions, and I check that they understand the task.
Ss will match words a –f with their correct meanings 1 – 6.
4. Explaining the task and putting the Ss in pairs, letting them read the text again
and complete the missing parts with words or phrases from the text.
5. Comprehension Qs: Inviting an individual to read out the Qs and then allowing
them time to answer the qs in pairs. Discussing answers and providing
correct ones.
6. Ss will have to complete the beginnings of the sentences with the suitable
endings from a,b &c. Discussing answers and providing correct ones.
H)-Wrap-up stage :
7. Over to you: Discussing what crimes we may suffer from, in our life, and
suggest laws to be enforced to prevent them.
I)-Homework: Writing a short essay on crimes we may suffer from, in our life, and
suggest laws to be enforced to prevent them
J)-Evaluation:
………………………………………………………………………………………
16 / 9 /2019 . Class: 12 / 1 sc. Period: 6 Module: 1 Unit: 1 Lesson: 4

U: 1 the law
Topic: law making
 use present perfect simple and continuous.
 Use comparative and contrastive connectors.
C)-New VOC. bench / banc / brief [n]-[adj] / case / defence / handcuffs /note /prosecute /row
/spring
D) - Language Functions: compare and contrast ideas

E) - Language Focus: Reading, speaking& writing
F)-Materials: SB. Page 14 – 15 / W. B page CD
G)-Procedures:
Warming up : reminding Ss of the present perfect & encouraging them to give as many
examples as possible.
1. presenting the present perfect & the present perfect continuous. Drawing a
diagram on the board. Dividing SS into pairs & encouraging them to give
example after discussing them and writing them on the board under each one
and explaining why.
the present perfect the present perfect continuous
I have already read this story I have been reading this story all the morning.
Inviting Ss to read the sentences a – c and find out the difference.
2. Explaining the task and showing that Ss how to write two different answers to
each of the Qs a – c.
3. Introducing comparative and contrastive connectors:
Inviting Ss to refer to grammar file P.122 and explaining comparative degrees
adj +er / less...than / more …than. Providing examples.
going through contrast connectors[ whereas, but, on the other hand, instead of, in
comparison with]. Providing examples. Ss should identify the relevant words.
4. What is being compared in exercise 3? They will follow the example.
5. Ss will practise using comparative and contrastive connectors to make
sentences. They will use the information in the list below.
H)-Wrap-up stage : Asking Ss to write sentences using comparative and

contrastive connectors.
I)-Homework:
J)-Evaluation: ……………………………………………………………………………
18 / 9 /2019 . Class: 12 /1 Period:1 Module: 1 Unit: 1 Lesson: 5.
U: 1 the law
Topic: law making
 use present perfect simple and continuous.
 Use comparative and contrastive connectors.
 Use words with more than one meaning.

C)-New VOC. No new vocabulary
D) - Language Functions: compare and contrast ideas

E) - Language Focus: Reading, speaking& writing
G)-Procedures:
Warming up : presenting new language and sowing that some words have more than
one meaning & providing examples.
1. I explaining the task and let Ss read the instructions. I make sure they
understand the task. Allowing them time to work out the exercise in pairs.
Meanwhile, I circulate and offer help if needed. When they are finished, I
invite individuals to give their answers while the rest of the class follow
and comment. Discussing answers and providing correct ones.
2. I explaining the task and let Ss use the dictionaries or the glossary at the
end of the book to check the multiple meanings of the words. Discussing
answers and providing correct ones.
3. Nouns & Adjectives: Ss will have to complete the sentences with
adjectives related to the nouns in the brackets. Allowing them time to work
out the exercise, in pairs. Meanwhile, I circulate and offer help if needed.
When they are finished, I invite individuals to give their answers while the
rest of the class follow and comment. Discussing answers and providing
correct ones.
H)-Wrap-up stage : I ask Ss to give extra examples apart from the sentences in
the book.
I)-Homework:
J)-Evaluation: ……………………………………………………………………………
19 / 9 /2019 . Class: 12 /1 Period: 3 Module: 1 Unit: 1 Lesson: 6

U: 1 the law
Topic: language practice
 Write present perfect simple and continuous in simple sentences

C)-New VOC. no new active language. Dealing with any language queries.
D) - Language Functions: state what people have done / give advice

E) - Language Focus: Reading, Speaking & writing
F)-Materials: SB. Page / W. B page 6&7 CD
G)-Procedures:
Warming up : Reminding Ss of the words with multiple meanings.
1. Ss will read the item of language a – d, read the meanings 1 – 8 and then match two
meanings with each word a – d. Allowing them time to work out the exercise, in pairs.
Meanwhile, I circulate and offer help if needed. When they are finished, I invite
individuals to give their answers while the rest of the class follow and comment.
Discussing answers and providing correct ones.
2. Again Ss will use the words a – d twice in the gaps.
3. Ss will complete the sentences with the appropriate word or words, then write the word
in the following crossword puzzle.
4. Language Functions: Ss will have to write suitable responses in the following situations.
5. Ss will look at the illustration a, b, c and tell what has happened. They will use the
present perfect simple and the present perfect continuous. Discussing answers and
providing correct ones.
6. Ss will rewrite the sentences, correcting the verb tenses where necessary.
7. Do as shown: In pairs, Ss will workout the exercises. Allowing them time to work out the
exercise, in pairs. Meanwhile, I circulate and offer help if needed. When they are
finished, I invite individuals to give their answers while the rest of the class follow and
comment. Discussing answers and providing correct ones.
8. Self-assesment: Ss will correct the verb forms to complete the conversations.
H)-Wrap-up stage : asking Ss to give examples of words with multiple meanings and use them
in authentic situations.
I)-Homework: EX. 6 [ c – d] . EX. 7 [ d –e]
J)-Evaluation: ………………………………………………………………………………………
23 / 9 /2019 . Class: 12 / 1 Period: 4 Module: 1 Unit: 1 Lesson: 7 & 8

U: 1 the law
Topic: legal disputes
 Write an essay about driving fast in residential areas.

C)-New VOC: No new language
D) - Language Functions: make conclusions / agree & disagree / express intention /

express obligation / present arguments / express opinion /
express absence of obligation
E) - Language Focus: Reading, Speaking
G)-Procedures:
Warming up : I try to arouse the interest of Ss reminding them of litigations, cases,
prosecution, the court of law… etc. Presenting new language.
1. Preparing Ss for a reading task. Briefing them about the text, introducing new item of
language necessary for the task, reading the prereading Qs and allowing Ss time to
read the text silently. Meanwhile, I circulate and offer help if needed. When they are
finished, one student reads the Qs one by one and I select another to give answers.
2. Explaining the task. Ss will have to read again and match the headings a – d with the
paragraphs of the text above. Checking answers and correcting them.
3. Think & speak. Discussing the Qs a – c.
Writing:
1. Discussing the Qs in preparation for writing.
2. Ss will write an essay in answer to the Qs. Ss will do this task in pairs.
3. writing the essay.
4. Checking Ss writing. Discussing the Ss' production. Reading and practising lang. func.
Discussing the quote & asking if Ss agree or disagree with it.
H)-Wrap-up stage : Why do people litigate each other in the court?
I)-Homework: Writing the final copy of the essay.
J)-Evaluation: ………………………………………………………………………………………
cont.
U: 1 the law
Topic: writing
 Answer questions about an article about the disadvantages of computers
 Write an essay to express opinion

C)-New VOC: no new active language. Dealing with any language queries.
D) - Language Functions: express opinion

E) - Language Focus: Speaking, Reading & writing
F)-Materials: SB. Page / W. B page 8&9 CD
G)-Procedures:
Warming up : Discussing the structure of an essay.
1. "Expressing opinions in an essay". I explain the task and make sure that Ss
understand what they have to do. I divide the class in pairs where Ss work out
the task together. They will read the essay and put the four paragraphs in the
correct order. Meanwhile, I circulate and offer help if needed. When they are
finished, I invite individuals to give their answers while the rest of the class follow
2. Ss will have to decide what qs was the writer answering from [a - d]
3. I ask Ss to give me their own opinions about employees who use the work
computer sets for their own purposes. I try to get as much information as
possible, and then I tell them that they are going to write an essay on this topic. It
is a sort of free writing where Ss can decide a person and the situation to express
their opinions. Ss will write the plan of the topic, collect information, arrange ideas
and write the first draft, in their notebooks. They will refine the topic. I circulate
and offer help if needed.
H)-Wrap-up stage : Checking what they have written.
I)-Homework: Ss will write the fair coy of the essay at home, in their WB.
J)-Evaluation: ………………………………………………………………………………………
U: 2 migration
Topic: Why do people leave their home countries
 Answer questions after reading an article about migration.
 List the reasons for migration.
 Identify the advantages and disadvantages of migration.

C)-New VOC: no new language
D) - Language Functions: predict / give reasons / express opinion /

discuss advantages and disadvantages
F)-Materials: SB. Page 18 -19 / W. B page CD
G)-Procedures:
Warming up : I introduce the theme of the unit "MIGRATION", explaining the meaning and
providing examples. I ask Ss to look at the picture and read the commentary below each one.
Speaking: 1. After studying the pictures and discussing them Ss will answer the Qs a – c.
Reading: 2. Preparing Ss for a reading task. Asking Ss to read the words a – g and match
them with their meanings 1 – 7.
3. Briefing them about the text, introducing new item of language necessary for
the task, reading a prereading Qs; Why do people leave their home
countries? and allowing Ss time to read the text silently. Meanwhile, I circulate
and offer help if needed. When they are finished, I ask Ss to match the suitable
heading [the 3 provided] with the correct part of the text.
4. In pairs, Ss will fill in the table using information from the article. When they are
finished, I invite individuals to give their answers while the rest of the class follow
5. Studying reference words: Ss will read the sentences a – d and give the
reference to the words in italics.
Thinking & speaking:
6. Expressing opinion: I revise the language functions of express opinion. I
explain the task and discuss the Qs a – c with Ss.
With reference to the language functions file, I present {predict / give reasons / express opinion
/ discuss advantages and disadvantages} getting Ss to provide examples.
H)-Wrap-up stage : Asking: Why do people leave their home countries?

I)-Homework:
J)-Evaluation: ………………………………………………………………………………………
27 /9 /2018 . Class: 12 / 1 Period: 3 Module: 1 Unit: 2 Lesson: 3
U: 2 migration
Topic: animal migration
 Answer questions after reading an article about animal migration.
 Write a summary about animal migration.
C)-New VOC: instead / periodic /plenty of /swallow
D) - Language Functions: give reasons / express opinion
F)-Materials: SB. Page / W. B page 10 - 11 CD
G)-Procedures:
Warming up : Reminding Ss of the previously covered lesson about the reasons why people
migrate.
1. Preparing Ss for a reading task. I ask Ss to give the best definition for the verb
migrate from the list of definitions below.
2. Briefing them about the text, introducing new item of language necessary for the
task, reading the prereading Qs [a & b] and allowing Ss time to read the text silently.
Meanwhile, I circulate and offer help if needed. When they are finished, one student
reads the Qs one by one and I select another to give answers.
3. In pairs, Ss will read the statements a – f, to decide if they are true or false and
justify the false one. Ss will have to read the article again and work out the exercise.
4. Working with words. Ss will find words from the article which give the same meaning
of the definitions.
5. Studying reference words: Ss will read the sentences a – e and give the reference to
the words in italics.
6. I ask Ss to read the statements a – d and tick the which can be inferred from the
text.
7. Summary making: Ss will have to summarize the paragraphs 2 – 4. in the article,
expressing coherently why, how, when and where animals migrate.
H)-Wrap-up stage : Do animals and people migrate for the reasons?

I)-Homework: Translating the first paragraph form the article.
J)-Evaluation: ………………………………………………………………………………………
1 / 10/2019 . Class: 12 /1 Period: 2 Module: 1 Unit: 2 Lesson: 4
U: 2 migration
Topic: migration
 Write sentences using past perfect.

C)-New VOC: disgruntled / displace / mass/ meticulous /migrant / obliterate / perturbed /

resort / rift.
D) - Language Functions: describe past events / past perfect
F)-Materials: SB. Page 20 - 21 / W. B page CD 2. 1
G)-Procedures:
Warming up : Checking homework [the translation of the first paragraph in WB 10]
1. GRAMMAR: presenting new items of vocab. needed for each activity. Presenting
the past perfect simple with after, before, by the time. Reading out the exercises a
– d, encouraging Ss to choose the correct answer. I ask Ss to justify why they chose
either the past perfect or the past simple.
2. In pairs, Ss will discussing the difference in meaning between the pairs of sentences
a & b. Discussing and correcting Ss' answers.
3. Explaining the task and letting Ss work out the exercise. When Ss finish correcting
verbs, I check and provide correct answers.
4. Ss will follow the example in 4 a and think of an explanation for each situation using
words in brackets and a verb in the past perfect.
1. VOCABULARY: I present and remind Ss of prefixes[im-, un-, ir-, dis-,…] I ask Ss to
give example. I explain the task & allow Ss to work in pairs and provide answer.
2. Ss will do the task as the previous one but dealing suffixes:[ -ing, -ly, -able, -ful].
3. WORD FAMILIES: I explain the task and draw Ss' attention to the fact that they can
refer to their dictionaries to check answers. Allowing time for Ss to work out the ex.
reads the answers & I check and provide the correct answers.
4. PRONUNCIATION: Using the stress of emphasis. I explain that we often stress
words in sentences to give them emphasis or to correct what someone else has
said. Then I play the CD and let Ss listen to the conversations that are stressed in
B's replies. The item ( 5 ) is to check answers.
H)-Wrap-up stage : Ss will be asked to provide examples of the past perfect simple [ after,
before, by the time] and give examples.
I)-Homework: worksheets
J)-Evaluation: ………………………………………………………………………………………
3 / 10 /2019 . Class: 12 /1 Period:5 Module: 1 Unit: 2
Lesson: 6
U: 2 migration
 Use past simple and past perfect.

D) - Language Functions: describe past events.
F)-Materials: SB. Page / W. B page 12- 13 CD
G)-Procedures:
Warming up : Getting Ss ready by reminding them of the topic of migration.
1. Explaining the task and checking if the item of vocab in the box are known to Ss. I let
Ss work out the exercise in about 3 minutes. When they are finished, I ask individuals to
read out the complete text.
2. In this exercise Ss will choose the correct word whether it is a verb tense, a noun, an
adj or adv. I do the fist one as an example. Allowing time for Ss to work out the ex.
reads the answers & I check and provide the correct answers.
3. Back to vocab exercise, I explain the task and remind Ss of word formation then Ss
will have to add the correct prefix, in the lower box, to the word, in the upper box, and
complete the sentences.
4. Ss will have to complete the dialogue using the expressions provided. In pairs, they
will to do it. I select a pair to read out the dialogue after they completed it. Ss will check.
5. Going through the past perfect and attract Ss to read the GRAMMAR ASSISTANT
box. Ss will be directed to work out the exercise. When they are finished, Ss will
exchange their WBs to make peer checking.
6. Ss will have to match a sentence from the list A with another from the list B and
correct the verbs in the past simple and the past perfect.
Checking Ss' answers and providing the correct answers.
7. in this exercise Ss will transform the given sentences as shown in the brackts.
H)-Wrap-up stage : Asking Ss to differentiate between the past simple and the past perfect,
adj and adv then give examples.
I)-Homework: Ex. 3 ( e – f ), Ex 5 ( 14 – 18), Ex. 7 ( d – e )
J)-Evaluation: ………………………………………………………………………………………
6 / 10 /2019 . Class: 12 / 1 Period: 3 Module: 1 Unit: 2 Lesson: 7 & 8
U: 2 migration
Topic: important events in your life
 Listen to a talk on emigration to answer some questions.
 Identify the important events in their lives.
 Write an email about a life-changing events.
C)-New VOC: animated
/arduous /engage in /major /minor /nervously /rent /reside /strenuous /
take a breather
D) - Language Functions: remember a past event.
F)-Materials: SB. Page 22-23 / W. B page CD 2.2
G)-Procedures:
Warming up : Through teacher / student technique, I discuss the topic of migration.
a. SPEAKING: I present new language needed for each activity.
Ss will look at the pictures and tell what they can see. I ask if they can guess which
countries the pictures are from. I elicit relevant vocabulary from the students, supplying
new words as necessary. Suggested vocab: crowds, rush hour, commuters, train,
station, // lake, yachts, parks, trees, skyline. I explain the instruction and put Ss in
pairs to discuss the two Qs, meanwhile, I circulate and offer help if needed. When they
are finished, I invite 3 r 4 Ss to report their ideas. Back to the class, I invite brief class
discussion& comments on the answers of their peers.. I check and provide the correct
answers.
b. I prepare Ss for a listening task, explaining that they will listen to check the ideas
they discussed in ex.1.
c. In this ex., Ss will listen again and fill in the table below with information about the
speaker and her move abroad. When they are finished, one student reads the
answers & I check and provide the correct answers.
d. In pairs, Ss will workout this ex. to complete the mini-dialogue.
1. WRITING: In this task, Ss will have to write an email to a friend describing a life
changing event. I explain what Ss should do in the steps a & b respectively.
2. Ss will work in pairs and take turns to tell their stories referring to their notes &
using expression of Language Functions box below.
3. The writing process: Ss will write around 200 -220 words, describing the event.
4. Checking Ss work. [ spelling, grammar & punctuation]. Exchanging emails to
suggestion and comments on them.
Discussing the quote, giving a brief background about R. L. Stevenson.
H)-Wrap-up stage : the last step would be a good enough wrap up.
I)-Homework:
J)-Evaluation: ………………………………………………………………………………………
7 / 10 /2019. Class: 12 / 1 Period: 6 Module: 1 Unit: 2 Lesson:
9.
U: 2 migration
Topic: writing
 Answer questions after reading a story.
 Write a description of a sequence of events.

D) - Language Functions:
F)-Materials: SB. Page / W. B page 14 -15 CD
G)-Procedures:
Warming up : Encouraging each one of Ss to remember a story from their
personal experiences and tell it to their friends.
1. I explain that we are going to read a mixed up story then we have
to reorder it in the correct order. Ss will read it silently, then in pair,
they will reorder it.
2. Ss will look at the complete version of the story and write the
words or phrases that helped to work out the correct order, taking
the example below the instructions. Allowing time to do the task
before checking.
3. I explain the plan of writing a topic. I explain the instructions
clearly and make sure that Ss understand. In groups of four, Ss will
write a story using the past tense. I discuss with them the ideas, put
them in order and write the first draft. A spokesperson from each
group will read the their story. Ss in the other groups will comment .
H)-Wrap-up stage :
I)-Homework: Ss will writ the last copy of the topic at home.
J)-Evaluation: ………………………………………………………………………………………
9/ 10 /2019 . Class: 12 /1 Period: 5 Module: 1 Unit: 3 Lesson: 2
Composition writing
Write a composition about migration
C)-New VOC: no new vocabulary

D) - Language Functions: describe , give example , give opinion , agree and disagree
F)-Materials: SB. Page / W. B page CD
G)-Procedures:
Warming up :
 Asking ss what they are going to write about.
 Eliciting students background information about the lesson
 Prereading stage
 Asking students what they know about migration .
 Telling students to work in groups to make the plan.
While reading stage
Asking ss to work in groups to complete the task.
Telling ss to start writing the first draft.
Circulating and helping while they do the task.
Post writing
Checking and correcting
H)-Wrap-up stage : what do you think is the merit of migration?
I)-Homework:
J)-Evaluation: ………………………………………………………………………………………
**
U:3 Human values
Topic: our shared humanity
 Read an article on shared human values.
 Talk about human rights and values.
C)-New VOC: inevitable / legislation / liberty /minority / overview / tolerance / universal / value
[n&v]
D) - Language Functions: describe , give example , give opinion , agree and disagree
F)-Materials: SB. Page 24 - 25 / W. B page CD
G)-Procedures:
Warming up : Introducing the theme of the unit Human values & the topic of the lesson our
shared humanity. Presenting active vocabulary needed for each activity.
1. After having a general discussion on the title of the unit, (a)Ss will look at the
pictures and give any ideas about the photos. (b)In pairs, they discuss what is meant
by the term Human values. I go round, listen & provide new vocab & ideas.(c) I ask
Ss how the photos relate to Human values.
2. Preparing Ss for a reading task. Briefing Ss about what they are going to read about,
Preteaching new language, discussing the ideas on the word map [spider gram] on
Human values and asking Ss to give a definition for each item they will read about.
3. In addition to the previous part og the task Ss should answer the provided Qs in this
exercise : what do you think is the merit of identifying universal human values?
4. in pairs, Ss will have to find sentences, from the text, which mean the same, or imply
the same, as the sentences give. When they are finished, I check and provide the
correct answers.+
5. THINKING & SPEAKING: Before getting Ss involved in the task, I revise Language
Functions: give opinion , agree and disagree and then I explain the task. Ss will put
in groups as they should read the item a – c, discuss and provide answers.
Meanwhile, I circulate and offer help if needed. When they are finished, I invite Ss to
give their ideas. Back to the class, I invite brief class discussion & comments on the
answers of their peers. I check and provide the correct answers.
H)-Wrap-up stage : what do you think is the merit of identifying universal human values?
I)-Homework:
J)-Evaluation: ………………………………………………………………………………………
10 / 10 /2019 Class: 12 / 1 Period: 3 Module: 1 Unit: 3 . Lesson:3

U:3 Human values
Topic: the Kuwait Red Crescent Society
 Read an article about the Kuwait Red Crescent Society to answer some questions.
 Write a paragraph that describes the ideal Red Crescent Society.
B)-Problem Anticipations: The pupils may not get along with the new material easily.
C)-New VOC: aftermath / deploy/ ethnicity / hardship / voluntary / vulnerable /

D) - Language Functions: justify answers.
G)-Procedures:
Warming up : Reminding Ss of the topic Human values.
1. Preparing Ss for a reading activity. Briefing Ss of the theme about the Kuwait Red
Crescent Society. Preteaching new items of vocabulary. Ss will read the pre-reading
questions so that Ss will answer them after they finish the reading activity.
Meanwhile, I circulate and offer help if needed. When they are finished, I invite Ss to
give answers. I invite for a brief class discussion & comments on the answers of their
peers. I check and provide the correct answers.
2. I explain the task. Ss will have to match the words (1 – 9) with their correct definitions
(a – g). Ss to read the text and answer.
3. Ss are expected to have understood the words in the previous exercise, so, in pairs,
they will practise these words in sentences of their own. Checking afterwards.
4. Ss will read for specific information. They will make a list of adverbs in the text and
use each one in a sentence. I help and correct.
5. From the information provided in the text and discussions, Ss will write a paragraph
that describes the ideal Red Crescent volunteer.
6. I explain the instructions. Ss will have to decide if the statements are true or false and
justify them.
H)-Wrap-up stage : Would you want to volunteer for the KRCS or a similar organisation? Why
or why not?
I)-Homework: Ex: 6 (c, d, e)
J)-Evaluation: ………………………………………………………………………………………
14 / 10 /2019 Class: 12 /3 Period: 6 Module: 1 Unit: 3 Lesson: 4-5.
U:3 Human values
Topic: human rights and values
 Write sentences using adverbs of manner.
 Write sentences using If conditionals type 0, type 1, type 2 and type 3.
B)-Problem Anticipations: The pupils may not get along with the new material easily.
C)-New VOC: aggressive /compassionately /cry over spilt milk / enfranchisement / extravagant/ frail /
over a barrel / over the hill /over the top / suffrage / tide some one over/
D) - Language Functions: talk about possibilities.
F)-Materials: SB. Page 26 -27 / W. B page CD
G)-Procedures:
 Warming up : revising [If conditionals type 0, type 1, type 2 and type 3. ]
Presenting active vocabulary needed for each activity.
1. Grammar: checking if all Ss understand what is meant by an adverb of manner.
Explaining how an adj is changed by adding –ly to give an adverb of manner. Allowing
Ss to work out the exercise, individually, before checking their answers.
2. I explain the task, help Ss to do the first item and then let them complete the task.
When they are finished, I check and provide the correct answers.
3. This part of grammar has already been introduced, so I direct ss to do the
exercise immediately. I help them answer the first one, then allow them enough time to
work it out. Meanwhile, I circulate and offer help if needed. When they are finished, I
invite brief class discussion & comments on the answers of their peers. I check and
provide the correct answers.
4. In this task, Ss will have to identify which sentences in the previous exercise are
type 0, type 1, type 2 and type 3. Checking answers. The next part of the task (b) Ss
will write a sentence of their own for each type.
1. Vocabulary: I explain that many words in English have multiple meanings and
context identifies the meaning. Ss will read the words and choose the right definition.
2. This is related to the previous one as Ss will match the correct words from the
exercise 1 with similar words from the box.
3. Idioms with OVER: I explain the first one with the class, then I let Ss work in pairs.
They will replace the words in bold with the right idiom from the box above. Checking
and discussing the meanings of each one afterwards.
H)-Wrap-up stage : Ss will give sentences using idioms with over.
I)-Homework: Ex 4 - b
J)-Evaluation: ………………………………………………………………………………………
15/ 10 /2019 . Class: 12 / 1 sc. Period: 3 Module: 1 Unit: 3
Lesson: 6
U:3 Human values
Topic: Language practice
 Use conditionals to answer some questions
 Use adverbs of manner.

D) - Language Functions: none
G)-Procedures:
Warming up : Asking discussing the use of If conditionals.
1. I explain the task. Ss will have to complete the dialogues ( a – f) with the correct
phrase from the box above. When Ss finish the exercise they exchange WBs and
correct. I invite two Ss to read out the answers [ a ], another two will [b ] and so
on.
2. Studying and practising idioms: I explain the task and present an example so as
to make the meaning clear. Ss will read the idioms in the box, read the sentences
below and replace the underlined parts with the suitable idiom.
3. Working with words: In this exercise, Ss will read the items of vocab in the box,
understand them and use them to complete the sentences below [a – o]. Ss will
be given enough time to read and work it out, meanwhile, I circulate and offer
help if needed. When they are finished, I invite Ss to give answers. I check and
correct answers.
4. Working with words: I explain the task and make sure it is clear for Ss to do it. Ss
will read the definitions [a – f], understand them and find the word in the table
below and then write it in the spaces provided.
5. In pairs or groups, Ss will use the cues provided and write if sentences. I help
them do the first one as an example. Checking afterwards.
6. Self-assessment: Ss will the instructions and follow them as they will have to
change the words, in the box, into adverbs and use them to complete the the
sentences below.
H)-Wrap-up stage: Asking Ss to use the idioms in exercise three in sentences.

I)-Homework: Ex. 1 [ e –f], Ex. 3 [ k – o] , Self-assessment
J)-Evaluation: ………………………………………………………………………………………
16/10 /2019 . Class: 12 / 1 Period: 5 Module: 1 Unit: 3 Lesson:
7&8
U:3 Human values
Topic: a humanitarian appeal
 Read a newsletter to answer some questions.
 Listen to a charity radio advert to answer some questions.
 Present a radio advert.

C)-New VOC: alleviate / appeal / avert / campaign / commitment / dire / donate / extensive /
humanitarian /
in leaps and bounds / underprivileged
D) - Language Functions: plan , ask for help , persuade , present information.
E) - Language Focus: Reading, listening, Speaking, & writing
F)-Materials: SB. Page 28 - 29 / W. B page CD 3 .1
G)-Procedures:
Warming up : Asking general Qs on Human values .Presenting active vocabulary needed
for each activity.
1. Preparing Ss for a listening task. Briefing Ss about what they are going to hear about
[ a radio broadcast by a charity asking for donations], Preteaching new language,
discussing the ideas in the Qs a 1,2,3 & b 1,2,3. Ss will listen twice before they can
give answers.
2. In groups, Ss will have to produce their own radio broadcast. They have to decide
what the appeal will be about. Ss will have to produce their adverts individually, but
that the group will give them the opportunity to discuss ideas & gather opinions.
3. Having talked to other Ss about their plans Ss begin to plan their broadcast.
4. Ss will perform their radio broadcast. As each group performs the rest of the class
should consider the Qs a –c.
1. Writing: Ss will read the newsletter and match the paragraphs with correct headings.
2. In groups, Ss will discuss the letter. They will account for the Qs provided in addition
to extra Qs for guidance e.g. Is the newsletter formal or informal?
Is the language emotive?
Why is each campaign named?
3. In groups, Ss will plan to write a newsletter to be sent to people who donated to their
radio adverts.
H)-Wrap-up stage : Inviting Ss to read their newsletter as the rest of the class follow.
I)-Homework:
J)-Evaluation: ………………………………………………………………………………………
17 / 10 /2019 Class: 12 / 1 . Period: 3 Module: 1 Unit: 3
Lesson: 9
U:3 Human values
Topic: writing
 Answer questions after reading an advert asking for volunteers for the KRCS.
 Write an advert asking for volunteers.

D) - Language Functions: justify, persuade
G)-Procedures:
Warming up : Recapping the previously taught text in lesson three [ KRCS].
1. Reading. I brief Ss that they are going to read an advert seeking volunteers
for the KRCS. They will read the pre-reading Qs, then they read silently.
meanwhile, I circulate and offer help if needed. When they are finished, I
invite Ss to give answers. I check and correct answers.
2. Again Ss will read the text for specific information. They will read the Qs and
then go back to the text, underline answers and write them.
3. Writing task: In groups of four or five, Ss will use the words and phrases they
identified in exercise 2, plan and write their own advert for volunteers. It is not
necessarily to be for the KRCS but for any humanitarian project or charity. Ss
will discuss and decide an advert and the project it would be directed to, they
will plan, collect information, arrange, refine and write the draft.
When they finish I invite the spokesperson of each group to read their topic. I
invite for a brief class discussion & comments on the production of their
peers. I check and provide the correct answers.
H)-Wrap-up stage : Ss read their drafts and discuss.

I)-Homework: Ss will write the final copy at home.
J)-Evaluation: ………………………………………………………………………………………
20/ 10 /2019 Class: 12 / Period: Module: 1 Unit: 3Lesson: Focus
on
U:3 Human values
Topic: Focus on
 Read an article about the Foreign Diplomatic Institute of Kuwait to answer some
questions.
 Discuss and share information about foreign diplomat qualifications.
 Practise and use compound words.

F)-Materials: SB. Page 30 W. B page CD
G)-Procedures:
Warming up : I point out the photo and ask Ss what the photo shows. How does it relate to the
reading title. I ask some general Qs to guide Ss to the topic.
 Preparing Ss for a reading task. Briefing Ss about what they are going to read about,
Preteaching new language and expressions like myriad & diplomats in training,
discussing the ideas through the following Qs:
 What are the the purposes of the Foreign Diplomatic Institute?
 Are there any not mentioned in the text?
 Why has the FDI recently been established? Give opinions and justifications?
 What kind of person would make a successful diplomat? Explain.
H)-Wrap-up stage :
I)-Homework:
J)-Evaluation: ………………………………………………………………………………………
/ /20 Class: 12 / Period: Module: 1 Unit: 3 Lesson:
Project 1
U:3 Human values
Topic: Project 1
 Produce a set of recommendations about protecting human rights.

F)-Materials: SB. Page 31 -- 32 / W. B page CD
G)-Procedures:
Warming up : Asking some general Qs on human rights and they can be protected.
Stage 1: Assessing the current situation:
Ss will look at the photographs and discuss the state of human rights in the
world. They can use other resources. Ss will make notes under the headings in
the table below.
Stage 2: Reading and discussing:

I prepare S for reading the letter. They will read the prereading Qs, then start
reading it silently. I circulate and offer help as necessary. When they finish, they
will answer the Qs below the letter.
Stage 3: Agreeing on recommendations:

Ss will list five ways in which human rights could be protected and maintained,
discuss ideas that might help with this improvement and write recommendation
for each of five aspects.
Stage 4: Presenting recommendations:

Pairs or groups take turns to present their recommendations to the rest of the
class. Having a class vote on the best set of recommendations
H)-Wrap-up stage : Discussing the recommendations of each group.
I)-Homework: Ss will write recommendations.
J)-Evaluation: ………………………………………………………………………………………
/ /20 . Class: 12 / Period: Module: 1 Unit: 3 Lesson:
Progress Test
U:3 Human values
Topic: Progress Test


F)-Materials: SB. Page / W. B page CD
G)-Procedures:
Warming up :
H)-Wrap-up stage :
I)-Homework:
J)-Evaluation: ………………………………………………………………………………………
J)-Evaluation: ………………………………………………………………………………………
22 / 10 /2019 . Class: 12 / 1 Period: 3 Module: 2 Unit: 4 Lesson:
2
Module : 2 natural world
U:1 the earth at risk
Topic: the spread of the desert
 Read an article about the spread of the desert to answer some questions.
 List the main environmental problems.

C)-New VOC: climate / desertification / erode / graze / harsh / increasingly / kill of / overcultivated /
permanently / soil
Precipitate / productive / proportion / treacherous / unproductive / wash away /
wild fire /
D) - Language Functions: describe environmental problems / express opinion
F)-Materials: SB. Page 35
G)-Procedures:
Warming up : 1. presenting the new voc items needed for each activity.
2. Asking Ss to read the title of the unit ( natural world ). Asking them few
questions and electing answers.
3. Ss look at the pictures on page 34 and discuss the questions in pairs
before a class discussion.
4.They should try to match the words with their definitions in pairs in ex 3
5. Ss read the factfile and discuss it in pairs before a class discussion.
6. Asking Ss some pre reading questions about the article.
Ss should read silently once or twice and try to answer the questions in ex
4&5 in pairs. Checking answers orally.
H)-Wrap-up stage : what are the causes and results of desertification?
How can we avoid desertification?
I)-Homework: Ss answer the true and false questions on ex 5
J)-Evaluation: ………………………………………………………………………………………
23 / 10 /2019 . Class: 12 / 1 Period: 5 Module: 2 Unit4 Lesson:3

Topic: feeding chickens is destroying the climate
 Read an article about South American rainforests to answer some questions.
 Write a summary about .

C)-New VOC: at the expense of / Vital /logger / devastating
D) - Language Functions: make suggestions / Give reasons.
E) - Language Focus: , Reading & writing

F)-Materials: W. B page 10
G)-Procedures:
2. Pre reading tasks: Asking the Ss to read the 1 st two ques. Before
the reading practice to prepare them for the lesson.
3. In pairs, Ss should answer the ques. Checking the answers.
4. While reading: arranging Ss into 5 groups. Asking them to read the topic
silently once or twice, moving around and give help if needed.
5. Ss should go through ex. 3 and match the beginning with their endings.
6. Ss are asked to work through ex. 4 choose the correct answer.
7. Ss are asked to find words in the text that mean the words given.
8. Post reading: Ss are asked to answer this ques: Why are the
rainforests being destroyed?
H)-Wrap-up stage : How does man affect the environment negatively?
I)-Homework: to do ex. 6
J)-Evaluation: ………………………………………………………………………………………
27 / 10 /2019. Class: 12 /1 Period: 4 Module: 2 Unit: 4 Lesson: 5
Topic: climate
 Identify ways to talk about climate .
 Use subordinate clauses of purpose and result ( in order t, because, to, so that, to be
the cause of, with the result that , lead to )

Suggested solutions: Trying to make

it easy for them and encourage them to speak.
C)-New VOC :- arid / atmosphere / equator / flooding / forecasting / frigid / humid / misbehave /
planting / reclaim
D) - Language Functions: Give explanation / Express preferences / describe a problem
and its effects.
E) - Language Focus: Speaking, grammar
F)-Materials: SB. Page 36 /37
G)-Procedures:
2. Asking Ss to read the examples given in ex. 1. then they should write
ques. For the given answers in pairs.
3. Ss should write the answers in ex. 3 and check their answers before a
class check.
4. In pairs, Ss go through ex. 4 and link the action with its result.
5. In pairs, Ss are to go through the text given in SB ex.1 page 37 and
scan it quickly then they should fill in the gabs with the words given in the box.
Checking answers with the class.
6. Ss are asked to read the two questions given and discuss their answers i
In pairs.
7.Ss are to read the prefixes given in ex.3 and match the three prefixes
with their meanings, checking the answers in pairs.
H)-Wrap-up stage : what is the difference between the weather and the climate?
I)-Homework: we study hard to get high marks. (use : so that)
Many people die because of lack of water. (use: the main cause of )
J)-Evaluation: ………………………………………………………………………………………
29 /10 /2019 . Class: 12 / 1 Period: 1 Module: 2 Unit: 4 Lesson: 6
Topic: Language practice
 Use subordinate clauses to answer some questions.
 Use prefixes to complete some sentences.
 Use relative pronouns to complete some sentences.

D) - Language Functions: none
E) - Language Focus: grammar
F)-Materials: W. B page 28 - 29
G)-Procedures:
Warming up : 1. Asking Ss to read through and complete the paragraph about climate
change with the words given in the box in ex1. they should do the task in pairs and
check their answers.
2. In pairs, Ss are asked to complete the sentences with the correct form of verbs from
the list given in ex 2. doing the task then checking answers.
3. Ss are asked to join the sentences given in ex 5 using conjunction such as :
because, in addition to, so that, in order to. In pairs, they do the task and check their
answers before a class check.
4. Ss are to go through WB page 29 ex 6 and complete the sentences with the

Correct relative pron. Then checking answers in pairs.
5. In pairs, Ss are asked to complete the sentences with the correct form of the words
given in ex. 3. checking answers
6. Ss should complete the sentences with the appropriate word and then write the word
In the cross word puzzle. Checking answers in pairs.
H)-Wrap-up stage : We eat healthy food to keep fit.(use: so that )
I)-Homework: to complete sentences e:h in ex 2
D : g ex 3
J)-Evaluation: ………………………………………………………………………………………
29 / 10 /2019 . Class: 12 /1 sc. Period: 3 Module: 2 Unit: 4
Lesson: 7 & 8
Topic: water shortage
 Read a e-mail about water shortages to answer some questions.
 List the main features of some photographs.
 Write a reply to an e-mail.

C)-New VOC: curtail /hurdle /implement /intrinsic /paucity /unwarranted /prevail over /scarcity
/spearhead /preservation
D) - Language Functions: Describe photographs, compare and contrast photograph
E) - Language Focus: Reading, Speaking, & writing
F)-Materials: SB. Page 38 - 39
G)-Procedures:
Warming up : 1. presenting the new voc. items needed for the each activity.
2. Arranging the Ss into pairs to make notes and talk about the pictures given on
SB page 39.
3. they should use the useful lang. box about describing photographs. Going around
And giving help.
4. Ss should change their roles in new pairs and take turns to speak about their
Photographs using their notes for reference.
5. Discussing the quote with them after choosing one of the Ss to read it.
6. Arranging Ss into groups and asking them to read the e mail and discuss their ideas
about the spider gram given about water. Going around and giving suggestions
where necessary.
7. Asking Ss to use the notes they took from their discussions to write a reply to the mail
Ss should use the formal style of an e mail.
8. telling Ss to check carefully their spelling, grammar and punctuation. They should
Also share their ideas with their partners.
H)-Wrap-up stage : How can we save water?
I)-Homework: to complete the reply at home.
J)-Evaluation: ………………………………………………………………………………………
31 / 10 /2019 . Class: 12 /1 Period:1 Module: 2 Unit: 4
Lesson: 9
Topic: writing
 Read an outline of speech to list the main ways of the reservation of natural resources .
 Write speech about the reservation of natural resources.

D) - Language Functions: make suggestions, persuade
E) - Language Focus: Reading & writing
F)-Materials: W. B page 30 / 31
G)-Procedures:
Warming up : 1 Arranging Ss into groups. Giving some time to read silently once or twice
the out line of a speech that highlights the importance of reserving natural
resources and the ways of doing so.
2. Ss are asked to answer the questions in ex 2 by using extracts from the
speech given. They are asked to use the writer’s technique to persuade
his audience. They check their answers in pairs before a class check.
3. Preparing Ss to write their own speech given on WB page 31, giving them
enough time for completing the task. They can use the information and the
outline given in WB page 30.
4. Ss are asked to check carefully their spelling, grammar and punctuation.
They can share their ideas with their partners.
5. Asking individual Ss to read out their own speeches to the rest of the class.
6. Collecting books for checking.
H)-Wrap-up stage : What does conservation mean?
I)-Homework: to write a summary of the ways of reserving natural resources.
J)-Evaluation: ………………………………………………………………………………………
4 / 11/2019 . Class: 12 / 1 Period: 6 Module: 2 Unit: 5 Lesson: 1& 2
U:5 precious resources
Topic: recycling resources
 Answer some questions after reading a short text about the environment.
 Listen to a discussion about waste products to answer some questions.
 List the main environmental issues.

C)-New VOC: collection points / concur / crisis / machinery / reprocess / pass a law / prohibitively /
offence
.
D) - Language Functions: Give reasons / Give opinion
E) - Language Focus: Reading, listening &Speaking,

F)-Materials: SB. Page 40 / 41 CD 5.1 TG, page 133
G)-Procedures:
Warming up : 1. Introducing the theme of the unit ( precious resources) by asking Ss:
Mention some of our precious resources. Eliciting answers and writing
Some on the board.
2. Presenting the new voc. items needed for the each activity.
3. Arranging Ss into groups and asking them to guess the most accurate
definition of recycling in ex 1.a. They check their answers with their partners.
4. In ex 1.b, Ss are asked to look at the title of the unit and suggest what it
means. Going around, listening to them and adding my own ideas. Asking
different Ss to report their ideas back to the class.
5. Ss are asked to look at the photographs given on Sb 40 and discuss the
three Ques. Given and take notes. Giving help. Asking a student from each
group to report back on their ideas for the three Ques.
6. Reading out the Ques. And play the recording straight through. Ss are asked
To note down the waste products that are mentioned.
7. Playing the recording once again to check their answers.
8. Playing the recording, pausing to allow time for Ss to complete the missing
words. Playing the recording again to check and compare their answers.
9. Ss are asked to read the sentences in ex 5 and try to remember if they are
true or false. Ss check their answers together before a class check.
10. Ss are asked to read the short text given in ex 6 and discuss the two Ques.
a&b . they should check their answers in pairs.
H)-Wrap-up stage : List the waste products that could be recycled in Kuwait.
I)-Homework: write a short paragraph about recycling wastes in Kuwait.
J)-Evaluation: ………………………………………………………………………………………
5 /11/2019. Class: 12 / 1 Period: 4 Module: 2 Unit: 5 Lesson: 3
Topic: paper: new from old
 Read an article about making and recycling paper to answer some questions .
 Write a short summary about recycled paper
C)-New VOC: commercially / wood pulp / partnership
D) - Language Functions: Express opinions l Make suggestions
E) - Language Focus: Speaking & writing
G)-Procedures:
2. pre reading: Ss are asked to read the Ques. 1 & 2 and answer then in pairs
before they start reading the text. Discussing the answers with them.
3. While reading Ss are asked to read article then match words a / d from the
article with their meanings 1 / 4. checking answers in pairs.
4. Asking Ss to read the article again and try to decide if the sentences are
true or false in ex 4 and justify their answers. checking answers in pairs.
5. Ss are asked to complete the sentences with words from the list given in
Ex 5. Checking their answers in pairs.
6. Ss go through ex 7 and complete the sentences with information from the
Article. Checking their answers in pairs.
7. Inviting Ss to choose the correct alternative given in ex 8 and check their
answers in pairs.
8. Ss are to make a summary in ex 8 of the three facts mentioned in the article
about recycled paper. They should write them as briefly as possible. After they
finish asking some of them to read out their summary to the class.
H)-Wrap-up stage : What other materials that could be recycled in Kuwait?

I)-Homework: to do ex 6 WB page 33
J)-Evaluation: ………………………………………………………………………………………
7/ 11 /2019 . Class: 12 / 1 Period: 5 Module: 2 Unit: 5 Lesson: 5
 Write simple sentences using wish + would; wish+ past simple, wish + past perfect
 Complete sentences using phrasal verbs.

C)-New VOC: administration / annoyance / bureaucracy / criticism / come up against /

D) - Language Functions: talk about wishes , criticism, annoyance, express regret
E) - Language Focus: grammar, function
F)-Materials: SB. Page 42 / 43
G)-Procedures:
2. writing these words on the board: regret, criticism, annoyance. In pairs SS
are to discuss the questions and down their answers. Asking one of the Ss to
read out sentence a then ask what it expresses. They do the same and check
the sentences b : e in the same way.
3. Reading out the question and asking the class to tell the answer.
4. Asking Ss to look again at sentences a : e in ex 1. to complete the sentences
in pairs. Asking Ss to look at the pictures again and asking them if they are
expressing regret or criticism. Checking answers.
5. Ss are asked to read out the sentences a : e and write down the wish
Sentences . checking answer.
6. In pairs, Ss are asked to complete the wish sentences using thr correct tense
Of the verbs in brackets.
7. Asking Ss to complete the sentences with their own ideas, then compare their
Sentences with other Ss. Asking some of them to read out their answers.
8. Ss should look at the idioms in the list and try to guess what they mean in pairs
Then they should discuss their ideas for sentences b : f. checking answers.
9. Asking Ss to discuss the questions a : c in ex2 in pairs and write their ideas
About each question.
10. In pairs, ,Ss are asked to read out the instructions and the examples given
about the Three-part phrasal verbs given in ex 3 then they should match each of
them with one of the meanings given below. Checking answers.
11. Ss are asked to discuss questions in ex 4 and check their answers in pairs.
H)-Wrap-up stage : I wish I (keep) enough money with me last weekend.

I)-Homework: Write 3 sentences of your own using wish
J)-Evaluation: ………………………………………………………………………………………
Topic: grammar
 Write sentences using wish + would; wish+ past simple, wish + past perfect
 Use phrasal verbs
 Use the present perfect simple, the past simple and the present perfect continuous.
B)-Problem Anticipations: (If any)The pupils may not get along with the new material easily.
D) - Language Functions: make wishes / express opinion
E) - Language Focus: grammar & Function

G)-Procedures:
Warming up : 1. Ss are asked to complete the conversation in ex1 with one of the colour
Adjectives. Checking answers in pairs.
2. In pairs, Ss are supposed to re write the sentences in ex 2 using the three-part
phrasal verbs in brackets.
3. Ss should re write the sentences in ex3 using wish and the words in brackets.
Checking answers in pairs.
4. In ex4 Ss are asked to circle the correct word to complete the given sentence
Then checking answers in pairs.
5. Asking Ss to re write the sentences given in ex5 following the clues in
brackets. Checking answers in pairs.
6. Ss should choose the correct verb form in ex 6 to complete the sentences
given. Checking answers in pairs.
7. Ss are asked to complete the conversation in ex 7 using the correct form of the
Verbs in brackets. They should choose the present perfect simple or the present
perfect cont. checking answers in pairs.
8. In pairs, Ss should write what they would say in the given situations in ex8
using either making wishes or expressing opinion.
H)-Wrap-up stage : I wasn’t paying attention when the accident happened.(use: wish)
I)-Homework: to complete sentences c : e ex1 & 6 : 10 in ex 6
J)-Evaluation: ………………………………………………………………………………………
14 / 11/2019 . Class: 12 /2 sc. Period: 4 Module: 2 Unit: 5 Lesson: 8
Topic: waste and recycling 2000-2006
 Read a report about waste and recycling to answer some questions.
 Discuss a statistical chart.
 Write a report based on waste and recycling statistics.
C)-New VOC: component / compost / constant / constituent / duration / heartening / material /

incineration /upsurge / quantity / trend / household waste
D) - Language Functions: report quantity, compare information, express recommendation

express criticism and annoyance, regret, make conclusions.
G)-Procedures:
Warming up : 1. Allowing time for Ss to study the bar chart and discuss the questions and
note down 3 key facts. Checking answers in pairs.
2. Giving Ss enough time to read the text carefully and asking them about the
key facts they had noted down in ex 1.
3. Ss are asked to answer question b and decide which fact in the report is
Incorrect. Checking answers in pairs.
4. Asking Ss to read the report again and discuss the questions given in ex 1
page 44. they check their answers in pairs then with the whole class.
5. In ex2, Ss are asked to study the bar chart carefully and discuss question a
In pairs. Going around and giving help if necessary. Asking them to discuss
Question b then check answers in pairs. Holding a class discussion and asking
Them to note down the main points in their note books.
6. SS are asked to re read the article on page 44 and look at the useful lang. box
Then asking them to choose a good title for a report based on the bar chart in
Ex2. writing good suggestions on the board and Ss choose the best one. Ss then
use their notes from ex2 to write their reports. Reminding them to use the
headings: introduction, key facts, conclusions and recommendations.
7. Telling Ss to read their work carefully and check spelling, grammar and
Punctuation. Ss then read their partners’ reports referring to the questions.
Encouraging them to make suggestions and comments
H)-Wrap-up stage : . Inviting different Ss to read out their reports to the class.
I)-Homework:
J)-Evaluation: ………………………………………………………………………………………
13/ 11 / 2019 . Class: 12 / 1 Period: 5 Module: 2 Unit: 5 Lesson: 9
Topic: writing
 Read a bar chart and related report to answer some questions.
 Write a report based on statistics.
 design a bar chart.

D) - Language Functions: Make suggestions
F)-Materials: SB. Page / W. B page 36/37 CD

G)-Procedures:
Warming up : Ss are asked to look at the chart and answer the questions ( a to f ) and check
their answers in pairs.
2. Ss should the bar chart and the statistics given carefully and try to take notes. Giving
help if necessary.
3. Now, Ss should use the internet to research information about recycling in a city of
their own choice.
4. Ss should draw a bar chart and write a report based on their research. They should
follow the same step on page 36.
5. arranging Ss into groups to start the writing process. Going around and giving help.
6. During the writing process, they should be careful about their work and check their
spelling.
7. Ss are asked to read their colleagues’ reports and make suggestions and comments.
H)-Wrap-up stage : Inviting the best model to be read out to the whole class.
I)-Homework:
J)-Evaluation: ………………………………………………………………………………………
14 / 11 / 2019 . Class: 12 / 1 Period: 3 Module: 2 Unit: 6 Lesson:
1
U:6 under threat
Topic: The bamboo bear
 Read a text about the panda bear to answer some questions
 List the main threats facing animals and plants today.
C)-New VOC: avoid / damp / expansive / extinction / fascinating / hibernate / permanent /pose /
refuge / reservation / reticent /solitary / stem / threatened / timid
D) - Language Functions: agree & disagree / express opinion / support opinion

E) - Language Focus: Reading
G)-Procedures:
Warming up : 1. Introducing the theme of the unit ”under threat” through asking them some
questions about animals facing extinction and eliciting answers.
2. Presenting the new voc needed for each activity then checking answers.
3. Ss should try to answer the quiz on page 46 about the panda. They do the task then
check their answers in pairs.
4. Ss are asked to match the words with their definitions in ex. 2 and check their
answers.
5. Ss are supposed to read the article on p 47 about the bambo bear silently one or
twice and check their answer in ex 1-2 on p 46 in pairs.
6. Ss read the article again and match the heading on ex 4 with the correct p. A-E of the
article. They should check answers in pairs.
7. Ss should complete the sentences given on ex 5 with information from the article.
8. Ss are asked to read the given extracts from the text on ex 6 and say what the words
in bold refer to. Checking answers in pairs.
9. Ss should discuss the questions on ex 7 with other students and support their
opinion.
H)-Wrap-up stage : Some rare animals are facing extinctions. Give reasons
I)-Homework:
J)-Evaluation: ………………………………………………………………………………………
3

U:3 under threat
Topic: how plants protect themselves
A) Lesson Objectives:
 Answer questions after reading an article about the ways plants protect themselves.
 Write a summary about types of plants and the way protect themselves.
Suggested solutions:
C)-New VOC: carnivorous / enemy / inject / sting
D) - Language Functions: To express opinion

E) - Language Focus: Reading & Writing
F)-Materials: SB. Page / W. B page 38/39 CD
G)-Procedures:
Warming up : 1. Presenting the new voc items needed for each activity.
2. Before reading. Ss are asked to answer the questions given on ex 1 (a / b)
and discuss their answers in pairs.
3. Ss are asked to read the article silently then asking some questions to check
understanding.
4. Ss should read the three titles given in ex 2 and choose the best one after they
finish reading the topic. Checking answers.
5. Ss are asked to match the sentences beginning in (1 – 5 ) with their correct
ending and in pairs, they check answers.
6. Ss go through ex 4 and complete the table with the necessary information from
the text on page 39 then check their answers.
7. In pairs, Ss should answer the questions given in ex 5
8. Ss are asked to use the notes in ex 4 and make a summary of the types of
plants and the different ways in which they protect themselves.
H)-Wrap-up stage :
I)-Homework:
J)-Evaluation:………………………………………………………………………………………
19 / 11 / 2019 . Class: 12 / 1 Period:
Topic: 2 threat
under Module: 2 Unit: 6 Lesson:
5
 Read a short text about Islam and the importance of plants.
 Explain possibilities
 Use modals + (infinitive & past participle)
 Use passive verb forms. (Revision)
 Use prepositions
C)-New VOC: aware / bounty / cultivate / encroach / grow / Illegitimate / nourishment
recompense / reward / wealth / unsanctioned / trespass on
D) - Language Functions: Describe events
E) - Language Focus: Reading, speaking
F)-Materials: SB. Page / / CD
G)-Procedures:
Warming up : 1. Presenting the new voc items needed for each activity.
2. Ss are asked to read the two sentences in a, b and c and match them with
their meanings. They should check their answers.
3. In pairs, Ss are asked to look at the photo given on page 48 and discuss
what happened just before and after the photo was taken. They should
make sentences using “must have or can’t have” if they feel sure that
something happened and might have if they are not sure.
4. Asking Ss to read the sentences given in ex 3 and circle the passive verbs.
They should do the task in pairs and check their answers.
5. Ss are asked to name the tenses and verbs in each sentences then check
their answers in pairs.
6. In pairs, in ex 5 Ss are asked to rewrite sentences (3a-f) using active verbs.
7. Explaining that they are going to read a text about nature, environmental
issues and Islam.
8. In pairs, Ss should use the glossary at the end of this book and give
definitions for these words from the text.
9. Ss are asked to match the words from ex 1 with words in the box with the
same meanings. They do the task and check their answers in pairs.
10. In ex 3, Ss are asked to complete the sentences given with the correct
prepositions from the box. They should check their answers in pairs.
H)-Wrap-up stage : What’s the importance of plants on our life?
I)-Homework:
J)-Evaluation:………………………………………………………………………………………
20 /11 / 2019 . Class: 12 / 1 Period: 5 Module: 2 Unit: 6 Lesson:

6
Topic: grammar
 Use modals + infinitive
 Use modals + past participle
 Form questions
C)-New VOC: Dealing with any language queries.
D) - Language Functions: make enquiries / ask for information / give advice
E) - Language Focus: grammar
F)-Materials: SB. Page / W. B page 40 / 41 CD
G)-Procedures:
Warming up : 1. In groups, Ss choose the correct phrases to complete the sentences given in
Ex 1 and check the answers.
2. In pairs, Ss should choose the correct preposition to complete the sentences
given in ex 2. checking answers orally.
3. Ss go through ex 3, they write sentences to explain the situations given. They
Should use the words in brackets. Checking answers orally.
4. Ss should complete the sentences given in ex4 with one of the connectors
given in the box. They should they check their answers in pairs.
5. Ss go through ex 5, they write questions to the answers given and check their
answers in pairs.
6. Ss should read the sentences and pick out the mistakes. They should write the
sentences underneath.
7. Ss should write what they would say in the given situations in ex 7. checking
answers in pairs.
8. Ss are asked to match the sentences (a: e)to their function. Checking answers
in pairs.
H)-Wrap-up stage : Choose the correct preposition

I)-Homework: Complete ex.3 e : f / ex 6 ( c : F ) / ex 7 ( c : d )
J)-Evaluation:………………………………………………………………………………………
7/ 8
Topic: under threat
* perform a role play
* write a formal request
C)-New VOC: burgeoning/ consensus/ dearth/ graduate/ housing/ knock-on/ utilise/
vociferously/ wetland
D) - Language Functions: give reasons for choices / persuade others / express prohibition
E) - Language Focus: reading, speaking, writing
F)-Materials: SB. Page 50 / 51 W. B page / CD
G)-Procedures:
Warming up : 1. Pre teaching the new voc needed for each activity.
2. Arranging Ss into three or for groups, giving then enough time to study the
information on the map. Asking them to read the appropriate role card carefully
then discuss and note down their ideas.
3. Ss are asked to look at the “ Useful language box “. In groups, they discuss the
different ideas and try to persuade each other. Then they should vote for where
the houses should be built. Asking each group report back to the class. Finally
I should have a (free vote) with students real opinion.
4. discussing the quote on page 50 with the class in details.
Writing: A) telling Ss that they are going to read a report written by a group of local business
owners from the town. Ss read the report and fill in the four gabs for headings at
the beginning of each paragraph. They should check the answers in pairs.
B) In groups, Ss should write their own reports based on the previous information in the
speaking exercise on page 50. they should decide on the section headings for
their reports and then write down their main ideas.
C) Asking Ss to read the useful Lang box and the previous report of the local business to get
the key points.
D) Ss are asked to check spelling, grammar and punctuation carefully. Exchange the reports,
Ss read and see if they express the same points of view.
E) Collecting the reports for correction.

H)-Wrap-up stage : Selecting the best topic to be read to the rest of the class.
I)-Homework: If they haven’t finished, asking them to finish it at home.
J)-Evaluation:………………………………………………………………………………………
9
Topic: writing
 Read an argumentative essay about local reclamation to answer some questions.
 Write an argumentative essay.

C)-New VOC: Dealing with any language queries.
D) - Language Functions: state adv & disadv / make suggestions / make complaints
E) - Language Focus: Reading / Writing
G)-Procedures:
Warming up : 1. Telling Ss that they are going to read an essay about the pros and cons of
land reclamation. Ss should read the text silently once or twice to answer
the following question: Is the writer for or against land reclamation?
2. Asking Ss to read the essay again and make a note of the phrases the writer
uses to structure the essay to present his ideas. Checking answers in pairs.
3. Ss are asked to match the formal words and phrases with their meaning in
ex 3, in pairs before a class check.
4. Asking Ss to write down their own essay including arguments for and against
one of the titles given in ex 4. Ss should use same or similar expressions to
structure their essay and to express their ideas as the writer of the essay in ex 2
5. Ss should carefully check their grammar, spelling and punctuation marks.
Then they may read another students’ essay to see if they express the same
points of view.
H)-Wrap-up stage : Selecting the best essay to be an example to the rest of the class.
I)-Homework: Write a summary of the pros and cons of land reclamation
J)-Evaluation:………………………………………………………………………………………
25 / 11 / 2019 . Class: 12 / 1 Period: 6 Module: 2 Unit: 6 Focus on
U: 6 under threat
Focus on
 Read a topic about “ The Arfaj “.
 Answer some comprehension questions.
B) New VOC: Dealing with any language queries.

C) - Language Focus: Reading
D)-Materials: SB. Page 52 / W. B page CD
E)-Procedures:
Warming up : 1. Telling Ss that they are going to read a topic about “ The Afraj “
2. Asking Ss some pre reading questions to pave the way for them to read
Smoothly: What do you know about the Afraj?
3. Arranging Ss into groups to read the text silently once or twice to be able
To answer the questions given on page 52.
4. After they finish reading, Ss are asked to answer the questions and check
their answers before a class check.
5. Ss should explain what a speaker means when he or she says; the given two
questions on SB 52 in ex 2. they should answer a, b in pairs then check their
answers.
6. Asking Ss some post-reading questions to check understanding:
Why was the Afraj chosen as the Kuwaiti national flower?
H)-Wrap-up stage : Why should we protect rare animals?
I)-Homework: Translate into good English:

‫يجب علينا حماية النباتات النادرة ألنها جزء من البيئة الطبيعية‬
J)-Evaluation:………………………………………………………………………………………
30 / 12 / 2010 . Class: 12 / 1 Arts Period: 1st Module: 2 Unit: 6
Project
Project 2
 Write a leaflet on environmental issues
 Read a leaflet about “ what is kew Gardens? “.
B) New VOC: Dealing with any language queries.

C) - Language Focus: Reading & Writing
D)-Materials: SB. Page 53 / some websites

E)-Procedures:
1. Telling Ss that they are going to write a leaflet to raise environmental awareness.
Stage 1: a) Asking Ss to read the leaflet, then in groups, they discuss questions 1&2 then
checking their answers orally.
Stage 2: a) Discussing the pictures with the whole class; writing down any new voc on the
board. After class discussion, inviting Ss to share ideas with the whole class.
b) Discussing the two questions given with the whole class.
c) Ss look at the suggestions given and then note down further ideas. Then, when they
are ready inviting them to share ideas with the whole class
Stage 3: Make your decisions:
Ss in groups, should discuss the three points given and note down the main points for
their leaflet.
Stage 4: Write your leaflet.
*In a, b and c Ss divide the tasks among group members and prepare a first draft of
their own leaflet.
* They should comment on each other’s ideas and make changes accordingly. Finally,
the groups produce the final version of their leaflets.
Stage 5 : present your leaflet
Groups take turns to present their leaflets to the class. Inviting comments and finally
held a class vote for the most effective leaflet.
H)-Wrap-up stage : Using the finished work for a classroom display.
J)-Evaluation:………………………………………………………………………………………
2/ 3 /2021 . Class: 12/1 Period: 3 Module:3 Unit: 7 Lesson:1
M.: 3 life style

U.: Long lives
Topic: Staying active
A) Lesson Objectives: (By the end of the period, pupils should be able to….
I-read a short text about staying active to answer some questions.
2-listen to a journalist talking about old people she has met to answer some questions.
B)-Problem Anticipations:- The lesson is a bit long.
Solutions: -Dividing it into two periods
C)-New VOC. cardiovascular/ centenarian/ commentary/ cycle/ elderly/ elderly/

expectation/ geriatric/ honour/ integral/ onerous/ onerous/ supple/ vigorous
D-Language Functions :
Give reasons /make suggestions /discuss and compare
E)-Materials: P.B. - 56&57 W. B: CD…7.1
F)-Procedures:
1-Introducing the subject of the module and the topic (Long Lives)
2-Presenting the active Voc., needed for each activity
3-Asking some Qs about the given Ps., to pave the way for the SS to understand the new lesson.
4-SS read the given words in Ex.2 and match them with their definitions.
Playing CD7.1 SS listen carefully to check their answers.
5- Playing CD7.1 again SS listen carefully to complete the table in EX:3
SS work in pairs to compare their answers.
6-SS read the instructions in EXs3&4, then thy do the task in pairs .To check and monitor.
7- SS read the instructions in EX: 6,then thy do the task in pairs.
G-Wrap-up stage
1-One should follow many procedures to be physically and mentally active. Mention two.
2-How can we show gratitude and respect to the elderly?
H) Homework: SB. Exercises that can't be tackled in the period.
I)-Evaluation:
…………………………………………………………………………………………………………
5 / 2 /2020 . Class: 12/ 1 Sci Period: 5 Module:3 Unit:7 Lesson:3
Module:3 life style

Unit: Long lives
Topic: Why is sleep important?
- Answer some questions after reading an article about the importance of sleep.
- List the different types of sleep.
B)- New VOC. chronic/ deprived of / drowsy/ genetic make up/ restful/ shallow
C)- Language Functions : - Giving opinion
D- Materials: P.B. - W. B: 48&49 CD…
E)- Procedures:
1- Introductory commentary to the topic, talking about the importance of sleeping.
2. Presenting the new voc through different examples on the board
3- Ss are given time to complete the given questionnaire in Ex: 1.To discuss
good sleeping habits with the class.
4. Ss read the instructions in EX2, then they do the task. Ss work in pairs to
compare their answers.
5- SS are asked to read the given headings in EX.3, then they read the article on
Page 48&49to match the headings with the Paragraphs they relate to.
6- Asking SS read the article again to fine the suitable words to complete the
sentences in EXs4. going around and offering help. Checking the answers orally.
7. In pairs, Ss check the sentences in Ex 5 and they should justify their answers.
8. Ss go through Ex. 6, they should make nouns from the verbs given in the
table. Writing the correct answers on the board.
F)- Wrap-up stage

How does sleep affect your lifestyle?
G- Homework:
WB. Exercises that can't be tackled in the period.
H) Evaluation: ……………………………………………………………………
9 / 2 /2019 . Class: 12/1sc. Period: 4 Module:3 Unit: 7 Lesson: 5 cont.
Module:3 life style

Unit 7: Long lives
-change sentences using direct and reported questions/statements
- Complete sentences using phrasal verbs with make and do
B)-Problem Anticipations: - phrasal verbs
Solutions:… - giving more examples
C)-New VOC. Blizzard /conceal/ dispute /do away with / do up/ excuse /
frequently/ in spite of / make up / make up for/ .
D-Language Functions :- Report questions and statements
E)-Materials: P.B.58 - 59 W. B: CD : 7.2.3
F)-Procedures:
2-Reminding the SS of the recording about very old people .SS are asked to fill in
the gaps in the text.SS work in pairs to compare their answers.
3-Playing CD7.2 .SS listens carefully to check their answers.
4- SS read the instructions in EX3&4, and then they do the task. SS work in pairs
to compare their answers. *- Playing CD7.3 again .SS listen carefully to check
their answers.
5- SS work in pairs to discuss the three Qs in EX.6.To circulate and monitor.
6- SS read the instructions in EX7, and then they complete the task in pairs.
7-Demonstrating the task in EXs1&2 PB.59 (Phrasal verbs with make and do).
SS read the instructions in EX1,2&3, then they complete the task in pairs. To
circulate and monitor.
G-Wrap-up stage
1-I asked him (which-what-where-whether)he had enjoyed his holiday. (choose)
2-Botanists usually (make-do) their experiments in the lab.
(choose)
H) Homework:
SB. Exercises that can't be tackled in the period.
I)-Evaluation: ………………………………………………………………………
11 / 2 /2018 . Class: 12/3 sc. Period : 3 Module:3 Unit: 7 Lesson:6
Module: 3 Long lives

Unit: 7
1- Complete sentences using direct and reported speech
2- using ( both…………..and) to complete a task
3- use phrasal verbs with make and do
B)-Problem Anticipations: reported speech
Solutions: giving more examples
C)-New VOC.
To reinforce the pre-taught items of voc.,
- - SS read the instructions in EX1, then they complete the given sentence in EX.1
E)-Materials: P.B. - W. B: 50&51 CD…
F)-Procedures:
1- SS read the instructions in EX1, and then they complete the given sentence. SS work in pairs to
compare their answers.
2-Reminding the SS of phrasal verbs and reported questions and statements through different examples
on the board.SS read the instructions in EX2,3&4, then they do the tasks in pairs. To circulate and
monitor.
3-Demonstrating how to use (both……….and), then SS are given time to do EX.5.To check and help.
4- SS read the instructions in EX6, then they complete the given dialogue using the given words and
phrases.
5-- SS read the instructions in EX7, and then they complete the given sentence using the correct phrasal
verbs. To check and help.
G-Wrap-up stage
1- (When did you finish your report?)Asked the teacher. (Report)
2-(I bought this laptop yesterday) Hamad said. (Report)
H) Homework:
I)-Evaluation:
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
16 / 3 /2021 . Class:…12/1 sc. Period: 3rd Module:3 Unit: 7 Lesson: 8
Module: 3
Unit: 7
Topic: Long lives
1-Answer questions after reading a magazine article.
2-list the main points on how to show respect to the elderly.
3-write an article.
B)-Problem Anticipations: -Language Functions
Solutions: -Giving more examples.
C)-New VOC. admiration/ affection/ ailment/ bestow/ deserve/ due/ fatal/ life expectancy/ reverence/
-give opinion/agree/disagree/
-give advice/express gratitude/
-express obligation/duty.
E)-Materials: P.B. 60&61 W. B: CD…
F)-Procedures:
1-SS are given time to read the article in EX.1, then they choose the best title for the article. To go round
and explain any voc.
2-SS works in pairs to discuss the qs in ex.2.To go round and listen to the best piece of advice.
3-SS read the article again and do the task in Exs.,3&4in pairs. To circulate and monitor.
4- SS read the instructions in EX5&6, and then they write an article of about200-220words. To circulate
and monitor.
5-SS are asked to check their work carefully, then they change articles with a partner for checking up.
G-Wrap-up stage
1-Many Kuwaitis are now living longer than before. Give reasons.
2-How can we show respect to the elderly?
H) Homework:
-SB. Exercises that can't be tackled in the period.
I)-Evaluation:
…………………………………………………………………………………………………………
11 / 2/2019 . Class:…12/1sc.…… Period: 6 Module:3 Unit: 7 Lesson:9

Unit: 7 lesson 9
-Read paragraphs extracted from three articles to answer some questions

-Write an outline for an article and complete it.
B)-Problem Anticipations: ……………………………………………………………………
Solutions:………………………………………………………………………………………………
C)-New VOC.
- To reinforce the pre-taught items of voc.,
-Making suggestions
E)-Materials: P.B. - W. B: 52:53 CD…
F)-Procedures:
1-SS are given time to read the given paragraphs, then they match each paragraph with the suitable title.
2-SS work in pairs to check their answers.
3-- SS read the instructions in EX2, and then they write an article of about220words of their own .To
4- Asking some SS to read aloud to check their paragraphs.
G-Wrap-up stage
1-There are many factors that affect our longevity, Mention two.
2 -Your younger brother doesn’t know how to keep his brain fit and active.(suggestion)
H) Homework:
-WB. Exercises that can't be tackled in the period.
I)-Evaluation:
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
18 / 2 /2020 . Class: 12/1 Period:3 …Module:3 Unit:8 Lesson: 2

Unit: 8 Town and country
Topic: The end of village life?
1- Answer questions after reading a text about the end of village life
2- State why people move to the city.
3- List the advantages of the city life
B)-Problem Anticipations: -The lesson is a bit long.
Solutions: -Dividing it into two periods
C)-New VOC.
- vice versa/depopulation/deserted/export/graduated/infrastructure/overcrowding/public
services/reverse/rural/ socio economic/unemployment/vacant/almond
-give reasons /* give opinion /*state advantage and disadvantages
E)-Materials: P.B. – 62/63 W. B: CD…
F)-Procedures:
1- Presenting the new voc through different examples on the board.
2-Asking some Qs about the given photographs to pave the way for the SS to understand the new lesson.
Writing some words related to the photos on the board eg: crowd, traffic, noisy, village, quiet, etc………
-Ss work in groups to complete the T-Bar. To circulate and monitor.
3-SS read the title of the article and guess what the article about Ss is read the words in the box to decide
which ones will appear in the text.
4-SS are given time to read the text to find answers to the as in Ex.3. To explain any voc. Queries.
5-SS read the instructions in EX4/5, and then they work in groups to do the task. To circulate and
monitor.
6- SS read the instructions in EX6, and then they work in groups to do the task. Giving prompts where
necessary. Inviting SS from each group to share their ideas with the class
G-Wrap-up stage
1-Many villages are suffering from depopulation nowadays. State reasons.
2-In recent years many wealthy people move to the countryside, why?
H) Homework:
I)-Evaluation: ………………………………………………………………………
19 / 2 /2020 . Class: 12/1 Period/ 1 Module:3 Unit:8 Lesson:3

Unit: 8
Topic: Silk city
-read an article about silk city
-write a summary of the differences between Silk City and other modern cities.
Solutions:………………………………………………………………………………………………
C)-New VOC.
Contentment/Crown jewel/demarcation/skyline/Vertical village
-give reasons /* express opinion /*compare and contrast
E)-Materials: P.B. - W. B: 54/55 CD…
F)-Procedures:
1- Presenting the new voc through different examples on the board.
2-SS match the words a -f with their meanings1-8 ,then they work in pairs to compare their answers.
3--SS are given time to read the article to find answers to the qs in Ex.2. To explain any voc. Queries.
4- SS read the instructions in EX3-4, and then they work in groups to do the task. To circulate and
monitor.
5-SS red the article again to summarise the differences between Silk City and other modern cities. To
check and help.
G-Wrap-up stage
-How do you think cities like Silk city will change the way we live?
H) Homework:
I)-Evaluation:
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
18/ 2 /2018 . Class:…12/ 3 Period: 3 Module:3 Unit:8 Lesson : 5

Unit: 8
Topic: Town and country
1-Answer questions after reading an e-mail
2- Writing sentences using inversion.
B)-Problem Anticipations: Inversion
Solutions: Giving more examples.

C)-New VOC.
No new voc.
D-Language Functions:
E)-Materials: P.B. 64/65- W. B: CD:8.1
F)-Procedures:
1-Presenting the new voc through different examples on the board.
2-SS read the e-mail carefully to look out the six inverted sentences. Explaining how to invert sentences
through different examples on the board.SS are given time to invert the sentences in ex.1b.
3-SS work in pairs to talk about the value of inverting sentences.
4- SS work in pairs to invert the sentences in ex.3.To check and give any help required.
5- SS read the instructions in EX1-2&3, and then they work in pairs to do the task. SS can use the
glossary at the end of the book. To circulate and monitor.
6-Reading out the instructions. Playing CD:8.1.SS listen carefully to discuss the intonation.
G-Wrap-up stage
-He only now understood the proplem. (B.W:Only…………….)
-I have never seen such a beautiful car. . (B.W:Never…………..)
H) Homework:
I)-Evaluation:
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
19/ 2 /2019 . Class:…12/1 Period: 4 Module:3 Unit:8 Lesson:6
1- Write sentences using inverted sentences
2- Writing sentences using comparative and constructive connectors.
3- Completing sentences using relative pronouns.
B)-Problem Anticipations: Inversion
Solutions: Giving more examples
C)-New VOC.
-Express opinion
E)-Materials: P.B. - W. B: 56-57 CD…
F)-Procedures:
1.SS read the Para., inExs.1,then they complete the Para., using the words and phrases in
the box.
2.SS read the given instructions in Exs2&3,then they do the task in pairs. To circulate
and monitor.
3.To practise expressing opinion and making predictions through the situations in Ex.4.
4. SS read the given instructions in Ex.5 , then they do the task in pairs. To circulate and
monitor.
5.Demonstrating the tasks in Exs6&7(Comparative and contrastive connectors)through
examples on the board . SS do the task.SS work in pairs to check their answers. To
G-Wrap-up stage
1.It's cloudy and windy(Express prediction)
2.Kuwait city has many modern buildings. The silk city will have lots of modern buildings and malls.
(Use:whereas)
H) Homework:
I)-Evaluation:
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
3 /3/2019 . Class:…12/1sc. Period: 4 Module:3 Unit: 8 Lesson:7&8

Topic: Town and country
a. List recommendations after reading an e-mail .
b. discuss choices of suitable places to live.
c. write an e-mail giving recommendations
Solutions:………………………………………………………………………………………………
C)-New VOC.
- Residents' parking/leafy/Make it your own/palatial/picturesque/Advantageous
-compare and contrast
- compare and explain choices
E)-Materials: P.B. - 66/67 W. B: CD…
F)-Procedures:
1. Presenting the new voc through different examples on the board.
2.Asking some qs.about the given pictures to pave the way for the SS to understand the
new lesson.
SS work in small groups to choose where to live and why using the suitable expressions
from the box. To go round to check and help. Groups are put together to compare their
answers.
3.SS read the task box, then they read the e-mail to answer the given qs.
4.Asking some compr.,qs about the e-mail to check the SS'understanding
5 .SS are given time to write a similar e-mail using a similar style and layout to the e-
mail in ex.1.SSare given time to check their grammar and punctuation.SS read their
partner's comps.,
G-Wrap-up stage
H) Homework:
-Which place do you like to live in? Why?
I)-Evaluation:
…………………………………………………………………………………………………………
3/ 3 /2019 . Class:…12/1…… Period 5 Module:3 Unit:8 Lesson:9
a- Answer some questions after reading descriptions of place to live
b-write an advertisement describing place to live
Solutions:………………………………………………………………………………………………
C)-New VOC.
-describe a residential place
-make predictions
F)-Procedures:
1.SS are given time to read the given descriptions(A-C)and match them with the correct
illustrations.SSwork in pairs to check their answers.
2.SS read the descriptions again to complete the table in ex.2
3 .SS read the given instructions in Ex 3.SS use the descriptions in ex.1to write three
descriptions for three buildings they know.
G-Wrap-up stage
.
H) Homework:
-WB. Exercises that can't be tackled in the period
4 /3 / 2019 . Class:…12/1 Period: 6 Module:3 Unit:9 Lesson:1/2

Topic:New ways and old
a-listen to conversations about ways of doing things to answer some questions.
b-List the main features traditional and modern pastimes.
B)-Problem Anticipations:
-The lesson is a bit long
Solutions:
-Dividing it into two periods
C)-New VOC.
Competent/cookery/custom-made/fix/mail order/mass-produced/unique/unusual/workshop
-describe-talk about change-give examples-compare
E)-Materials: P.B. 68/69 W. B: CD:9.1
F)-Procedures:
1-a) SS work in pairs to describe the given pictures. To go round and help. To provide new voc., where
needed. To make a note of new words and write them on the board. To invite SS to share their ideas and
comments . b )Reading out the Qs and inviting answers from the class. c)SS work in pairs to complete
the given table.
2-Playing CD:9.1 SS listen carefully to the three convs. ,to say which the speakers talk about.
3- Playing CD:9.1 again SS listen carefully to discuss the Qs in ex.3 and note down their answers.
Playing CD:9.1 again SS listen carefully to check their answers.
4-SS read the instructions in ex.4 and do the task in pairs. To go round and help.
5-SS work in small groups to do ex.5.To go round and listen .To encourage comments and Qs.
G-Wrap-up stage
1- How have traditional pastimes and leisure activities changed in the modern world?
2- . What skills were common place in the past but are unusual now?
H) Homework:
SB. Exercises that can't be tackled in the period
I)-Evaluation: …………………………………………………………………………
5 / 3 /2019 . Class:…12/1…… Period 2 Module:3 Unit: 9 Lesson:3.

Topic: Bayt Lothan:an old house serving new purposes
a-read an article about Bayt Lothan to answer some questions
b-write a summary about the changes in Bayt Lothan
Solutions:………………………………………………………………………………………………
C)-New VOC.
contemporary/craftsman/In parallel/platform/pottery/promote/Seamlessly/socialise
-make inferences / express opinion
F)-Procedures:
1-SS read the title of the given article and answer the qs., in ex.1.
2-SS are given time to read the given article about Bayt Lothan ,then they do ex.2 in
pairs.Toexplain any voc.queries.To circulate and monitor.
3-SS read the article again to answer the given qs.,in Ex.3
4-SS read the given instructions in Ex.4 then they do the task using information from the
text.
G-Wrap-up stage
1- Where does the name of " Bayt Lothan " come from?
2- What is " Bayt Lothan " or " The House of Shelter "?
H) Homework:
-Is it better to reuse old buildings,or build entirely new ones that perfectly suit a community needs?
I)-Evaluation:
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
6 / 3 /2019 . Class:…12/1 science Period 5 Module:3 Unit: 9 Lesson:4-5

Topic: New ways and old
a- List the main skills and processes
b-describe things you can have done
c- write causative verbs(past-present-future)-use suffixes
B)-Problem Anticipations: using causative verbs
Solutions: giving more examples
C)-New VOC.
Below par/Call the shots/Immobile/Neck and neck/Put to /Snooker/Substandard/Toe the
line/ungentlemanly
D-Language Functions:
Compare the past and the present
E)-Materials: P.B. -70/71 W. B: CD:9.2
F)-Procedures:
1-a-SS read the given instructions. Playing CD9.2 SS listen carefully to answer the given
Qs.
b-SS work in pairs to compare the sentences in Ex.3.a.Explaining how causative
sentences are formed (have+object+PP)eg:He had his car fixed.
2-SS work in pairs to do the task in Exs.3&4.To go round and help.
3-Reminding SS of using suffixes through on the board, then SS are given time to do
Exs.1&2 in pairs. To circulate and monitor.
4- SS read the given instructions in Exs.3&4, then they work in small groups to do the
tasks. To circulate and monitor.
G-Wrap-up stage
1-Ididn't repair my computer myself (Re-write using causative verb)
2-I didn't cut my hair myself (Re-write using causative verb)
H) Homework:
I)-Evaluation:
…………………………………………………………………………………………………………
7/ 3 /2019 . Class:…12/3sc…… Period 5 Module:3 Unit:9 Lesson:6
a- write sentences using causative verbs
b-Answer an exercise about used to
B)-Problem : causative verbs
Anticipations & Solutions : giving more examples
C)-New VOC.
-Compare the past and present.
F)-Procedures:
1-SS complete the sentences with the missing words, then they use them to fill the
crossword puzzle.
2-SS read the given instructions in Exs.2, 3&4, then they do the task in pairs. To help and
check.
3-Demonstrating the task in Ex.5. SS read the given instructions .then they do the task in
pairs. To circulate and monitor.
4-SS are given time to read the instructions in Exs.,6&7,then they work in small groups to
do the task. To check and help.
G-Wrap-up stage
1-My father (uses-used to-didn't use to smoke cigarettes but nowadays he practices sports.(choose)
H) Homework:
WB. Exercises that can't be tackled in the period
I)-Evaluation:
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
10 / 3 /2019 . Class:…12/1 Period: 4 Module:3 Unit: 9 Lesson: 7-8

Topic: Massouma Al-Mubarak
a- Answer questions after reading a biography about AL Mubarak
b-write a biography
Solutions:………………………………………………………………………………………………
C)-New VOC.
Appoint/bill/biography/customarily/degree/doctorate/Master’sdegree/minister/
parliament/portfolio/resign/whereas
-explain differences /give biographical information/plan
E)-Materials: P.B. -72/73 W. B: CD…
F)-Procedures:
1-SS work in pairs to discuss the Qs.,in Ex.1.SS note down their ideas.To go round and
join their discussions.
2- SS are given time to read the given biography quickly to find answers to the given Qs.
To go round and explain any difficulities.
3- Demonstrating the task in Ex.3.SS are given time to write their biographies.To go
round and offer help where necessary.To invite two or three SS to read out their work to
the class.
G-Wrap-up stage
1- What is a biography? How is it different from an autobiography?
2- Who is Massouma Al Mubarak?

H) Homework:
I)-Evaluation:
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
11/ 3/2019 . Class:…12/1 Period: 5 Module:3 Unit:9 Lesson:9
a-Answer questions after reading a book review
b-write a book review
B)-Problem Anticipations : How to write a book review
Solutions Demonstrating with an example.
C)-New VOC.
-express opinion
F)-Procedures:
1-- SS are given time to read the book review to answer the given Qs., in Exs.1&2.To
Circulate and help where necessary. To explain any voc., queries.
2- Demonstrating the task in Ex.3.SS read the instructions, then they write their own
review of a book they recently read. To circulate and monitor. To invite two or three SS
to read out their work to the class.
G-Wrap-up stage
-Governments should pay attention to youths'proplems.(opinion)
H) Homework:
I)-Evaluation:
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
11/ 3 /2019 . Class:12/1 Period: 6 Module:3 Unit:9 Lesson: Focus on
Module: 3 Focus on
Topic: Game of the past
a-read a title about games of the past
b-write sentences using apposition.
Solutions:………………………………………………………………………………………………
C)-New VOC.
-express opinion
E)-Materials: P.B.74 W. B: CD…
F)-Procedures:
1-SS read the title and sub-titles and to look at the photo. To ask some general Qs.,to
pave the way for the SS to understand the lesson.
2-SS read the text silently. To go round and offer help where necessary. To explain any
voc., queries.
3-SS work in pairs to discuss the text.
4-SS read the explanation about apposition and the example.SS are given time to do
Exs.1&2.To ask a few SS to read their sentences tocheck.
G-Wrap-up stage
1- How do people spend their free time nowadays?
2- Mention some of the classic Kuwaiti games.
H) Homework:
1-What were the characteristics of the games of the past?
I)-Evaluation:
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
12 / 3 /2019. Class: 12 / 1 Period: 2 Module: 4 Unit: 10 Lesson: 2

Module : 4 Achievements
U: 10 Pushing the limits
Topic: The seven summits
 List the qualities needed for surviving in Himalayas to answer some questions.
 Discuss climbing expeditions.
 Answer questions after reading a report about a Kuwaiti climber
C)-New VOC: ascend / attempt / dizzying / elite / exhaustion / extreme / frost-bite / highlight /
perilous / reconstruction / scale / summits
D) - Language Functions: describe qualities, give personal opinions, Give reasons
E) - Language Focus: Speaking, Reading
G)-Procedures:
Warming up :
1. Asking students if they have ever read about the Himalayas. Inviting Ss to look
at the two photos on page 78. They discuss and find out the answers to
questions a & b of Ex.1. Presenting the new voc. needed for the activity.
2. Ss try find as many words as possible related to the unit to provide hints. They
record their answers and complete the word map in their book in ex.2.
3. Ss are asked to read the text on page 79 then they decide whether the
sentences Of Ex. 3 true or false and justify their answers.
4. Reading the text again then stating how many of the difficulties and problems
they discussed in Q.2 are mentioned in the text.
5. Inviting students to prepare some more questions for "Zeddy." But the
questions must all have their answers in the text.
6. Going through Ex. 5, students read the sentences and suggest explanations.
H)-Wrap-up stage :
What kind of preparation do people have to make before they go on expeditions?
Would you be interested in doing something physically and mentally demanding?
I)-Homework: think of famous expeditions using reference books or the internet.
J)-Evaluation: ………………………………………………………………………………………
17/ 3/2019 . Class: 12 / 1 Period: 3 Module: 4 Unit: 10 Lesson: 3

Topic: Steve fossett – a record breaker
 Read an article about Steve Fossett to answer some questions.
 Write a summary of a timeline.

 The pupils may not get along with the new material easily.
C)-New VOC: clamber / manned / set a record / submerged

D) - Language Functions: Discuss pros and cons. Express opinion
F)-Materials: W. B page 70, 71

G)-Procedures:
Warming up :
1. Introducing the topic. Talking about the famous record breaker in the world Then
asking students some questions about the air balloon. Inviting Ss to give as much
information as they could about the air balloon's famous trips.
2. In pairs, Ss are asked to complete the chart with pros and cons of break-record attempts.
3. Introducing the new voc needed for the activity then asking Ss to read the text about
Steve Fossett. I'll write few pre reading questions:
How was Steve's balloon controlled?
How long did his solo journey take?
How did Steve escape from his balloon?
4. Checking understanding by going through Ex. 2, Ss choose the correct answer to the
questions given.
5. In pairs, Ss try to choose the correct meaning to the words in italics in Ex.3 then
checking answers orally.
6. Ss are asked to summarise in full sentences the most important dates in Steve's record.
H)-Wrap-up stage : Why do you think people push themselves to extreme limits?
I)-Homework: Complete Ex. 4
J)-Evaluation: ………………………………………………………………………………………
19 / 3/2019 . Class: 12 / 1 Period: 2 Module: 4 Unit: 10 Lesson:
5.
Topic: Pushing the limits
 Read a report about adventures to answer some questions.
 Listen to quiz questions to complete some sentences.
 Use past perfect simple and continuous in simple sentences.
C)-New VOC: No new vocabulary
E) - Language Focus:
F)-Materials: SB. Page 80 / 81 CD
G)-Procedures:
Warming up : 1. writing a sentence from the text then asking students to tell me what the verb tense
and what is the main event. In pairs, asking Ss to discuss sentences 2-5 in the same way.
2. Introducing the past perfect simple and continuous tense, how it is formed and how we can use it
properly.
3. In pairs, Ss go through ex. 3 and form correct sentences using verbs in the past perfect simple or the
past perfect continuous.
4. Ss read the two situations then discuss and write down further background information for each
situation using the two tenses above. I'll encourage them to use their imagination.
5. Introducing the voc needed for the activity, the phrasal verbs with come. Reading the sentences in
ex.1 then asking Ss to find out the correct meaning of the underlined phrasal verbs.
6. Explaining the difference between the adjectives beginning with a and other adjectives, asking Ss to
read and match adj in A list with adj with the same meaning in B list, Then Ss complete the sentences
in ex 2b using words from either A or B list.
7. Preparing Ss for a listening task. Playing the 1st question and answer then asking Ss to decide
whether the answer is sure or unsure and they note down their answers. Playing the remaining
questions, pausing after each one so Ss say if the answers sure or not. Checking answers by looking at
the text.
8. Asking Ss to read the quote and give explanation of what it means.
H)-Wrap-up stage : I'll give some more sentences using past perfect continuous
I)-Homework: Look up other phrasal verbs with Come
J)-Evaluation: ………………………………………………………………………………………
21/ 3 /2019 . Class: 12 / 1 Period: 3 Module: 4 Unit: 10 Lesson:

6
Topic: Language Practice
 Use past perfect simple and continuous in simple sentences.
 Use such….that / so ……..that in simple sentences.

C)-New VOC: dealing with any language queries.

D) - Language Functions: Make suggestion / persuade
F)-Materials: W. B page 72 /73 CD
G)-Procedures:
Warming up :
1. recycling the past perfect and continuous tense then asking Ss to go through ex.6. Ss read
the sentences and check the underlined verbs. They are asked to rewrite the incorrect
sentences. Checking answers and giving help.
2. Explaining how to use such…that & so…that. Giving examples on the board. Encouraging
Ss to give their own sentences then Ss go through ex 7 and make sentences.
3. In pairs Ss complete the sentences in ex 1 with the correct adjectives given in the box above.
4. Recycling the phrasal verbs with come, Ss are asked to read the sentences in ex 2 and
replace the underlined words with the correct phrasal verb. Checking answers.
5. revising voc by asking Ss to give the synonyms for the definition given in ex 3. I'll make sure
that Ss understand the task.
6. Revising suggestions and persuasion by going through ex 4. Ss write what they would say
in the situation given then they are asked to complete the conversation in ex 5
H)-Wrap-up stage :
I)-Homework: sentences c, d, e ex 2 / sentences c, c ex 4
Ex 8
J)-Evaluation: ………………………………………………………………………………………
24/ 3/2019 . Class: 12 / 1 Period: 4 Module: 4 Unit: 10 Lesson: 7&8

Topic: Do you have what it takes?
 Read a scenario / read an advert to answer some questions
 List difficult choices.
 Write a response to an advert for a place on an expedition.

C)-New VOC: assist / binoculars / cope with / crave / engulf / entail / feat / gruelling / strong-willed/
mountaineer
D) - Language Functions: compare lists / persuade / explain choices / agree & disagree

G)-Procedures:
Warming up:
1. Introducing the voc needed for each activity. Arousing the Ss by asking if any of them had
faced any critical situation and what was their reaction. In pairs Ss are asked to read the
scenario and discuss how they could react.
2. Asking Ss to look at the pictures on ex 2 and they choose the most important six items that
needed for the trip.
3. In pairs Ss read the instructions and make their own choices. Encouraging Ss to use the
Useful Language box. Going around the class. Giving help and offering prompts.
4. Inviting Ss to read the advert on page 83. Explaining that the advert is asking for volunteers
for a mount expedition. Asking Ss how the advert grabs their attention.
5. In small groups Ss read and discuss question a, b of ex 2. encouraging Ss to vote on the
most important skills and personality types needed for the expedition and what lessons they
would learn.
6. Ss are asked to write a reply including any of the positive personality traits or skills.
7. If there is time, few Ss can read their replies. Ss can decide which student who won the
competition.
H)-Wrap-up stage :
I)-Homework: rewrite the reply of the advert and check the errors.
J)-Evaluation: ………………………………………………………………………………………
25/ 3 /2019 . Class: 12 / 1 Period: 3 Module: 4 Unit: 10 Lesson:
9
Topic: writing
 Read an interview with an extreme sport enthusiast to answer questions
 Write an interview about the dangers of extreme sport

Suggested solutions: Trying to make it easy for them and encourage them to write.
C)-New VOC: dealing with any language queries
D) - Language Functions: Give advice / make suggestion
G)-Procedures:
Warming up : 1. Inviting Ss to read the interview of ex 1, writing few pre reading questions;
What sport was Dave practising?
How was his leg broken?
What other extreme sports do Dave like?
2. in pairs, Ss are asked to go through questions a, b and try to find answers
from the interview.
3. Recycling the expressions of suggestions and formal phrases. Encouraging
Ss to give their own expressions. Writing a list on the board
4. Preparing Ss for writing activity. Ss are asked to go through ex 3. they read
The topic and understand it. Explaining that they are going to write a similar
interview to the one on page 74.
5. encouraging Ss to make a list of all extreme sports they think it suitable for
their writing. I\ll go around and give help to the needy.
H)-Wrap-up stage :
26/ 3 / 2019 . Class: 12 /1 Period: 1 Module: 4 Unit: 11 Lesson: 1.
U: 11 the final frontier
Topic: international space station
 Listen to interview about the pros and cons of space travel to answer some questions
 State the benefits of the international space travel
C)-New VOC: abhorrent / awe-inspiring / concept/ detriment / execute / frontier /
Intrepid/ mission / orbit / revere / revolve around / sentient / universe
D) - Language Functions: identify information / give opinions / give examples / justify
E) - Language Focus: Reading, Speaking, listening

F)-Materials: SB. Page 84 / 85 CD
G)-Procedures:
Warming up : 1. Introductory commentary to the lesson, arousing Ss by asking them about
the famous space travels and which countries are more interested in space. Encouraging
them to give all the important information about space travels, they have read about.
2. Introducing the new voc needed for the activity. Asking Ss to look at the pictures and
describe them, Ss can suggest other voc, I'll list them on the board
3. Ss are asked to read the factfile then in pairs, they answer the question about the
International Space Station. They discuss question b, choosing and providing justification
for their answer.
4. Ss go through ex 2, they match the words with their correct meaning, encouraging Ss to
use dictionaries or the glossary. Checking answers with their partners.
5. Preparing Ss for the listening task, telling them they are going to listen to an interview and
they discuss if the speakers approve or disapprove of space travels. Playing the fist part
then asking the class the question. Repeat with the second and third sections.
6. playing the recording again, one section at a time so Ss have time to read the sentences list
in ex 4 and write the correct number for the speakers.
7. In pairs or small groups, Ss read the sentences in ex 5 (they have just head it in the
interview) they agree or disagree with these sentences. Offering help where necessary. Ss
then record their answers with appropriate justification. Inviting some Ss to read out their
answers.
8. In pairs, Ss take it in turn to answer questions in ex 6. Giving help.
H)-Wrap-up stage : Why is the Space Station important?

I)-Homework:
J)-Evaluation: ………………………………………………………………………………………
27/ 3 /2019 . Class: 12 / 1 sc. Period: 5 Module: 4 Unit: 11 Lesson:

3
Topic: The morning star
 Read an article about the Morning Star to answer some questions
 Write notes in full sentences

C)-New VOC: approximately / scrutinise / obscure / perceivable /dispatch
D) - Language Functions: Justify answers
G)-Procedures:
Warming up :
1. Arousing the Ss by asking about the planets; names of the planets, which one is the
closest to the earth, which one is the farthest, encouraging Ss try to give as much
information as they could. Before reading the article Ss try find answers to the
question in ex. 1
2. Introducing the topic, telling them they are going to read an article about the
planet Venus, teaching the new voc needed for the activity. Ss start read the article as I
write some pre reading questions on the board:
Why is it difficult to study the surface of Venus?
How did the American and Russian get their information about Venus?
What are the similarities between the Earth and Venus?
Checking understanding by answering the questions then Ss choose the correct
answer in ex. 2
3. Asking Ss give appropriate definition to the words form the article in ex 3, they may use
a dictionary or the glossary.
4. Reading the statements of ex 4 and according to what Ss have read in the article, they
decide whether these statements true or false and they are asked to justify their
answers.
5. Inviting Ss to complete the table in ex 5 with necessary information from the article.
H)-Wrap-up stage : Are you for or against space tourism? Why?

I)-Homework: Complete ex 4, Sentences d : g
J)-Evaluation: ………………………………………………………………………………………
31/3/2019 . Class: 12 / 1 sc. Period: 4 Module: 4 Unit: 11 Lesson: 5
Topic: the final frontier
 Read a paragraph about Mars to answer some questions.
 Talk about choices and list them in the notebooks.
 Use the passive with modal verbs
 Use either…. or / neither…nor
C)-New VOC: astronomical / conducive / exceptionally / habitation / natural satellite

on board / opportunity / roughly / solar system / / superb / wane
E) - Language Focus: Speaking, Reading
G)-Procedures:
Warming up : 1. introducing the passive with modals, giving examples on the boars and
encouraging Ss to give their own sentences. Explaining how to change passive to
active and the active to passive. Asking Ss to change the passive sentences of ex 1
into active ones and vice versa.
2. introducing neither…nor and either...or. Giving examples on the board.
In pairs, Ss go through ex 2 and complete the sentences using neither…nor or
3. Explaining the task in ex 3, telling Ss that they are going to combine all the sentences
Into one sentence, but they must use neither…nor and either ..or. Give sentence 'a'
as example on the board so Ss can get the idea. Giving Ss few time to work through
sentences b & c. offering help to the needy then checking answers.
4. Asking Ss to read the text and take notes of the words in bold. Explaining voc ,
encouraging Ss to discuss the differences and similarities between Earth and Mars.
Ss are asked to write a paragraph on Earth. They use information and voc from the
article on Mars and use their knowledge. If there is time few Ss can read their
paragraphs.
5. introducing the voc needed for the activity, Ss should know what the words mean.
In groups, Ss start read the text in ex 2 and fill in the gabs with the correct words from
the list. Ss can use dictionaries or the glossary if needed. Eliciting all the answers by
asking different groups .
Discuss with the class how they would feel about the prospect of travelling into space
H)-Wrap-up stage :
I)-Homework: Complete ex 3 ( Sentences d : f )
J)-Evaluation: ………………………………………………………………………………………
1/ 4/2019. Class: 12 / 1 sc. Period: 1 Module: 4 Unit: 11 Lesson: 6

 Write sentences using passive with modals.
 Complete sentences with mixed tenses

C)-New VOC: Dealing with any language queries
G)-Procedures:
Warming up : 1. Asking SS to complete the sentences in ex 1 with nouns related to the words
in capital letters in brackets.
2. Ss read the phrases given in ex 2, checking understanding of the meanings
Then Ss complete the sentences with the phrases given. Checking answers.
3. Going through ex 3, Ss choose the correct word for the definition given
4. Ss go through ex 4, they complete the dialogue by matching the sentences
given in letters ( a – f ). Checking answers orally.
5. Revising the passive with modals, then Ss work through sentences in ex 3,
they are asked to change the passive sentences into active ones and vice
versa.
6. Revising neither. nor and either ..or and how to combine sentences. Ss read
the sentences in ex 6 and join them together using the words in brackets.
7. Revising sentences by reading the sentences given in ex 7, asking Ss to check
whether the verbs are in the correct tense. They rewrite the incorrect ones.
H)-Wrap-up stage :
I)-Homework: Ex 8 WB 79
J)-Evaluation: ………………………………………………………………………………………
1/ 4 /2019 . Class: 12 /1 Period: 5 Module: 4 Unit: 11 Lesson: 7&8
Topic: under heat
 Read a report about space age technology
 Talk about recent technological advancement
 Write a report about space technology
C)-New VOC: abnormal /Alert /data /dual /durable /economical / emission /GPS /
Monitor /revolutionise /specifically /spin-off / take for granted / trainers
D) - Language Functions: Give examples, express opinion, give information,
express approval/ disapproval
G)-Procedures:
Warming up : Inviting Ss to talk about the technological advancement that happened recently.
1. Introducing the active voc needed for the activity. Asking Ss to read the short paragraph of
ex 1 and in pairs or small groups they discuss the questions a, b and c. Encouraging Ss to
make notes then a brief class discussion is allowed.
2. Inviting Ss to read the title of the report and think what the report will be about. Discussing
ideas with the whole class. Ss are asked to read the report, I'll go around and explain any new
words. In pairs, Ss discuss the four questions of ex 2, then I'll discuss the answers with the
whole class.
3. In pairs or small groups, Ss look back at the report and pick two examples of space tech. or
they can use their own examples. Ss divide the work between members of the group and note
down important facts. They can use reference books or the Internet. Ss plan their report
following the points mentioned in ex 1. encouraging them to use the useful language box.
4. Ss are asked 2 check spelling rammer and punctuation. Encouraging them to make
suggestions, comments and alternations to their work
5. Drawing the Ss attention to the quote, asking them to paraphrase it in their own words.
H)-Wrap-up stage : How has our life been affected by the space technology?
I)-Homework: Rewrite a final draft of the report in ex 2
J)-Evaluation: ………………………………………………………………………………………
2 / 4 /2019 . Class: 12 /1 Period: 2 Module: 4 Unit: 11 Lesson:
9
Topic: writing
 Write notes about life in space
 Write an argumentative essay about space

C)-New VOC: dealing with any language queries

D) - Language Functions: Support opinions
G)-Procedures:
Warming up :
1. Inviting Ss to talk about life in space and how they see it.
2. Ss are asked to read the notes of ex 1 about life in space, then they work
Work through questions a& b, then think of any other activities that astronauts
Can do in their free time and what inventions would help them in space.
3. Ss read the notes again and use them as basis then turn the notes into full
Sentences. Writing examples on the board so Ss can understand the task
4. Ss choose one of the themes mentioned in ex 3 and write an essay about it.
Explaining that they should argue for one side of the argument but
acknowledge both potential positions. Writing some idea as key answers on
the board So Ss can write their essay. Writing a list of words that may use in
their essay on the board. I'll go around and give help.
5. Inviting Ss to read some of their essays, and discussing ideas with the whole
class
H)-Wrap-up stage : Checking more of Ss writings

I)-Homework: Finish the essay.( those didn't complete their essays)
J)-Evaluation: ………………………………………………………………………………………
7 / 4 / 2019 Class: 12 /1 sc. Period: 4 Module: 4 Unit: 12
Lesson: 2 1&2
U: 12 geniuses
Topic: so talented, so young
 Answer questions after reading an article about talented children.
 list the main people’s special talents
 Identify the advantages and disadvantages of being a child prodigy
C)-New VOC: no new language
D) - Language Functions: describe talent / state adv & disadv.
E) - Language Focus: Reading , Speaking
F)-Materials: SB. Page 90 / 91 W. B page CD
G)-Procedures:
Warming up : 1. Introductory commentary to the lesson, asking Ss to look at the title of the
module and think of any examples. Asking them if they like to be geniuses?
2. Introducing the new voc needed for each activity.
3. Inviting Ss to look at the photographs on page 90 and then in pairs they

discuss question A & b of Ex 1. asking Ss to try answer question c and
report back to the class.
4. in pairs, Ss are asked to go through Ex. 2. They read the words and match
them to their correct meanings. Ss may use dictionaries or the glossary at the
end of their books. Going around and giving help then checking answers.
5. Inviting Ss to read the article, going around and explaining any new words.
Ss look at the titles in Ex 3 and match the sections of the text with the correct
headings. Checking answers orally.
6. Reading the text again, directing the Ss attention to the table. Explaining
that they should complete the table in Ex 4 with the information in the text.
7. Ss go through Ex 5 and vote on what they think is the most amazing talent.
8. Dividing the class into two parts, Asking a part to discuss question “a” and the
The second part to discuss question “B” .Going round and offering ideas
Where necessary. Ss are asked to report back to the class when they are
Ready. Finally. A short class discussion for each question is allowed.
H)Wrap-up stage: What are the advantages and disadvantages of being a child prodigy?
I)-Homework: Surf the net to find more examples of talented children.
J)-Evaluation: ………………………………………………………………………………………
9 / 4 / 2019 Class: 12 / 1. Period: 6 Module: 4 Unit: 12 Lesson: 3
U: 12 geniuses
Topic: Kuwaiti inventor return from award ceremony in Geneva
 Read an article about Kuwaiti inventors
 Write a summary of the article about Kuwaiti inventors
C)-New VOC: acquire / attire / deputy / electrochemical / forum / medallist /

reactor
sewage / sponsor / unprecedented
D) - Language Functions: making wishes

G)-Procedures:
Warming up :1. introducing the topic, talking about the famous inventors of the last century.
asking Ss if they have read about any Kuwaiti inventors.
2. introducing the new voc needed for the reading activity.
3. preparing Ss for reading, inviting them to read the article on page 82 WB

and while reading they should underline the information needed to complete
the chart in Ex 1, then they are asked to fill in the chart with the necessary
information. Checking answers.
4. Ss are asked to choose the correct ending to the sentences given in Ex. 2
Checking answers orally.
5. Ss decide which sentences of Ex 3 are true or false and they should justify
their answers. Checking answers.
6. Ss are asked to scan the article again and they should complete the
sentences of Ex. 4 with words from the article.
7. Inviting Ss to write a summary of the article in Ex 5. Advising Ss to avoid

unnecessary details. Going around and offering help. Inviting some Ss to read
out their summary.
H)-Wrap-up stage : In which discipline would you wish to be a genius?

I)-Homework: write n account of 12 sentence on the modern inventions and how helpful
they are in our life
J)-Evaluation: ………………………………………………………………………………………
11/ 4 / 2019 Class: 12 / 1 Period:4 Module: 4 Unit: 12 Lesson: 4-
5
U: 12 geniuses
Topic: geniuses
 Answer questions after reading a short text
 Write sentences of comparison of as……as
 use prepositions
B)-Problem Anticipations: The lesson is lengthy
Suggested solutions: Divide into tow periods
C)-New VOC: accusation / agonise / extravagantly / high-living / jockey /
repudiate / season
E) - Language Focus: Reading & grammar
F)-Materials: SB. Page 92 / 93 W. B page CD
G)-Procedures:
Warming up : 1. presenting the new active voc needed for each activity.
2. Asking Ss to read the sentences a – d of Ex 1 and then answer questions a – c
below. They should do the task in pairs and then check their answers.
3. Reading out the instructions and the example sentence, then asking Ss to
complete the task in pairs. Going around and check their work.
4. Explaining how to use the relative clause and the verb ending in ..ing. Asking Ss
to read out sentence “a” of Ex. 3, then inviting ideas to rewrite it using the “ing”
form. In pairs, Ss complete the task. Going around and giving help if needed.
5. Ss are asked to read out the sentence in Ex 4 to see how it is formed. Explaining
the comparison of “as……as “ giving examples on the board. Ss should write a
few sentences of their own by using the words given. Checking answers orally.
6. In pairs, Ss are asked to fill in the gabs in Ex 1 on page 93 with words that relate
to the given words in capitals. Explaining the task by giving a model on the board
then allowing time for Ss to complete the task. Checking answers.
7. Going through Ex 2 p 93, Ss complete the sentences using the appropriate prefix
given in the box. Checking answers in pairs.
8. In pairs, inviting Ss to read out the short text of Ex 3 and supply the prepositions
from the box. Ss check their own answers by referring to the text on page 91.
9. Ss are asked to listen to part a, b of Ex 4 p 93 and try explaining the difference in
intonation between the two. Playing the parts c – d, pausing after each one to
say interested or not interested.
10. playing the tape again, pausing after each sentence to let SS repeat what the 2 nd
speaker says. Repeating it several times.
11. reading out the instructions, then playing the 1 st statement, choosing a student to
respond either or without interest. Asking Ss to decide if the answer sounded
interested or uninterested. Doing the same with the remaining statements.
H)-Wrap-up stage : He is very tall. He is like a tree. (Use: as…as)
I)-Homework: to write more sentences using the relative pronouns and as…as
14/ 4/ 2019 Class: 12 /1 Period: 4 Module: 4 Unit: 12 Lesson:

6
U: 12 geniuses
Topic: grammar
 Write sentences using propositions
 Write sentences using verbs ending in -ing
B)- Language Functions: express surprise, express opinions, make suggestions
C)- Language Focus: Grammar
D) - Materials: SB. Page / W. B page 84/85 CD
E) - Procedures:
1. Explaining the task of Ex1, Ss are asked to fill in the gabs with words related to the
words given between brackets. Writing the correct words on the board.
2. Recycling the use of prepositions. Writing the most used preposition on the board
then inviting Ss to use some of them in sentences of their own. Asking Ss to look at
Ex2 and choose the correct preposition. Checking answers orally.
3. Ss are asked to read the words given un the box of Ex3, checking the meaning of
these words then asking Ss in pairs to complete the text with words from the box.
checking answers orally.
4. Explaining how to use a verb ending in –ing, giving some examples on the board
then in pairs, they go through Ex 5 and combine the two sentences as a single ones
using the –ing verb. Going around and offering help. Checking answers orally.
5. Ss are asked to read the situations given in Ex. 6 and then write the what they would
say in such situation. Drawing Ss attention to express their opinions, their surprise
or make suggestions. Inviting some Ss to read out their answers. Writing some of
their good responses on the board.
F)-Wrap-up stage : Giving more examples to use the verbs ending in –ing.
G)- Homework: Ex 4 page 85 Do as shown between brackets.
H)- Evaluation: ………………………………………………………………………………………

16/ 4 / 2019 Class: 12 /1 Period: 2 Module: 4 Unit: 12 Lesson:
7&8
U: 12 geniuses
Topic: geniuses
 Read a letter of application for an imaginary to answer some questions.
 Solve problems
 Write a letter about a genius you know
B)- New VOC: accolade / aligned / bladder / eternity / genetics / gifted /

molecular
nomination / non-invasive / recipient / researcher
C)- Language Functions: express possibilities, guess, promise. Give explanation
D) - Language Focus: Reading & writing
E) - Materials: SB. Page 94 / 95 W. B page CD
F)-Procedures:
G)- Warming up : 1. presenting the active voc needed for each activity.
2. putting Ss into pairs. Explaining what a riddle is. Giving them time to read and discuss
the appropriate questions; going around and offering suggestions where necessary.
*. Ss should use the “useful lang box”. They note down their ideas. Then, they should
read each other\s questions.
3. Ss then take turn to explain and discuss their own with their partners. Finally, reading
out the real explanation and allowing a class discussion.
4. Quote: Drawing Ss attention to the quote. Asking them what they think it means. Do
they agree or disagree? Offering help where necessary.
5. Writing: A letter about a genius you know. Telling Ss that they are going to read a
letter about an imaginary award recognizing geniuses. Giving Ss a few minutes to
read the letter.
* Ss should read the letter silently and then try to answer the questions and check their
answers in pairs.
6. Ss are asked to decide who they are going to recommend for the award. They must
justify their recommendation. Giving Ss time to write their letter, inviting them to use
the model letter and the useful lang box on page 94.
7. Asking Ss to check their work for spelling, punctuation and grammatical errors. They
swap letters with each others. Ss read their letters to the class and asking the class
to vote on whose letter should receive the award.
H)-Wrap-up stage : What is a riddle?
I)-Homework: to write a parallel letter at home.
J)-Evaluation: ………………………………………………………………………………………
16 / 4 / 2019 Class: 12 /1 sc Period:2 Module: 4 Unit: 12 Lesson:

9
U: 12 geniuses
Topic: writing
 Fill an application form.
 Write a personal statement for a university
B)- Language Functions: express future hopes and plans. Give reasons
C)- Language Focus: Speaking, Reading & writing

D) - Materials: SB. Page / W. B page 86 / 87 CD
E) - Procedures:
Warming up :
* Explaining the task by telling Ss that they are going to imagine that they are
applying to a university and fill in an application form with personal details.
Inviting Ss to read the application and see if there is any unclear points
need to be explained. Allowing time to Ss to finish the application form.
* Preparing Ss to write a personal statement t for the university they applied to

be attached to the application they have just completed.
* Explaining the task, in groups, inviting Ss to mention the voc that come to
their minds and writing them on the boards. Encouraging Ss in pairs to start
writing the first draft in their notebooks. Ss are asked to comment on their
academic career, future hopes and plans.
* Inviting Ss to mention their main interests and activities and also write about
the reasons for wishing to study at that particular university.
* Allowing time for Ss to complete their draft. Going around and offering help
if necessary. Asking some to read out their work. Correcting mistakes.
* Ss are asked to start writing the final draft in their work book page 87
F)- Wrap-up stage :

G)- Homework: Completing the final draft of the personal statement.
H)- Evaluation: ………………………………………………………………………………………
17/ 4/ 2019 Class: 12 / 1 Period: 3 Module: 4 Unit: 12 Lesson:

Focus on
Module : 4 Focus on
Maha Al-Ghunaim
 Read a letter about Maha AL-Gunaim
B)- New VOC: Dealing with any language queries.
C)- Language Focus: Reading
D) - Materials: SB. Page / W. B page CD
E) - Procedures:
Warming up: * Pointing to the title, Maha AL-Gunaim, and the picture.
* Asking Ss if any of them has ever heard of her.
* Eliciting Answers and writing some of them on the board.
* Explaining that Maha AL-Gunaim is a successful business woman.
WHILE READING:
* Ss are asked to read the text silently once or twice. Writing some pre reading
questions on the board to check their understanding and to lead them in a
discussion:
How did AL-Gunaim\s degree help her in business?
What is Maha AL-Gunaim’s ultimate ambition in business?
SUFFIXES:
* Reading the instructions to the class. Telling them to look at the example in the
In the box to make sure they understand the concept and the task.
* Giving Ss time to complete the task themselves.
* Comparing Ss answers orally.
F)- Wrap-up stage : Who is Maha AL-Gunaim?

How does she balance the many parts of her life?
G)- Homework: Write a summary about Maha AL-Gunaim

:
H)- Evaluation: ………………………………………………………………………………………
/ / 2011 Class: 12 / Period: Module: 4 Unit: 12 Lesson:

Project 4 on
Project 4
A balloon debate
 Hold a balloon debate
B) - Materials: SB. Page 97 / 98
C) - Procedures:
* Reading out the title to the class. Asking if they know what a balloon debate is.
* Telling them that they are going to hold a balloon debate to practice their persuading,
Debating and public speaking skills.
STAGE 1 Introduction
* asking Ss to read the information. Explaining what a balloon debate is and check that
All SS understand the concept.
* Playing the recording straight through, then allow time for Ss to discuss with a partner
who should stay in the balloon.
* Playing the recording again and allowing time for their discussion, then they have a
class vote to see who stays in the balloon.
STAGE 2
* Asking S to read about the situation, going around and offering help.
* Putting Ss into groups and asking them to choose their roles.
* Asking Ss to read their instructions. Allowing time for them to prepare their speeches.
Going around and making suggestions for them.
STAGE 3
*Choosing group a , b each group present their arguments to the other group. Asking
the groups who are listening ( the audience) to vote for who should continue the
journey to the ship. The groups then switch roles.
STAGE 4
* Putting Ss into new groups of 4 or 5. telling them to read the instructions and decide
who to be.
* Ss then prepare their speeches. Going around and making suggestions when needed.
* Ss can take turns to make their speeches to the whole class. After each group has
finished, the class votes on who should stay in the balloon.
D- Homework: Ss can access the websites given on page 98 to obtain more information
:
E- Evaluation: ………………………………………………………………………………………
16 / 11 / 2017 Class: 12 /1 Period: 4 Module: . Unit: …… Lesson:

……
U: 1 the law
Topic: a tolerant society
 Answer some questions after reading a passage about traffic accidents.
 List the main causes of car accidents.
C)-New VOC.
Distracted /disorder
E) - Language Focus: Reading, & Speaking
F)-Materials: Printed materials
G)-Procedures:
Warming up :
1- Introduction:-
 Asking students to guess the topic of the reading passage.
 Eliciting students background information about the topic.
 Asking students what they already know about car accidents.
 Showing students a video about car accident to answer a question.
 Presenting the new vocabulary items.
2- Reading for gist ( Skimming )
 Reseating students in pairs.
 Asking students to read the first two paragraphs to answer a prequestion
 Setting a time limit for the students to work in pairs to complete the task.
 Circulating and helping while they do the task
 Checking answers collectively.
 Following the same procedure with the third and the fourth paragraphs-
3- Reading for details :- ( scanning )
 Asking students to read the comprehension questions.
 Checking that they understand what to do-
 Asking students to work in pairs to complete the task.
 Setting time limit for the students to compete the task.
 Checking answers with the class.
H)-Wrap-up stage : A discussion about animals communication.

I)-Homework:
J)-Evaluation: ………………………………………………………………………………………

G 12-Prep

Uploaded by

Copyright:

Available Formats

G 12-Prep

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

G 12-Prep

Uploaded by

Copyright:

Available Formats

10 / 9 /2019. Class: 12/1 Period: ….

Module: 1 Unit: 1 Lesson:

B)-Problem Anticipations: (If any)

Solutions: Trying to show them my own copy and explain.

C)-New VOC. Dealing with new language queries.

D)-Materials: SB. Page 11 / W. B page CD

H)-Wrap-up stage : Asking Ss to define the law. Why is it necessary?

D) - Language Functions: express opinion

Module : 1 WORLD issues

D) - Language Functions: compare and contrast ideas

F)-Materials: SB. Page 14 – 15 / W. B page CD

H)-Wrap-up stage : Asking Ss to write sentences using comparative and

B)-Problem Anticipations: (If any)

C)-New VOC. No new vocabulary

D) - Language Functions: compare and contrast ideas

F)-Materials: SB. Page 14 – 15 / W. B page CD

Module : 1 WORLD issues

B)-Problem Anticipations: (If any)

D) - Language Functions: state what people have done / give advice

F)-Materials: SB. Page / W. B page 6&7 CD

Module : 1 WORLD issues

B)-Problem Anticipations: (If any)

C)-New VOC: No new language

D) - Language Functions: make conclusions / agree & disagree / express intention /

F)-Materials: SB. Page 16 – 17 / W. B page CD

B)-Problem Anticipations: (If any)

D) - Language Functions: express opinion

F)-Materials: SB. Page / W. B page 8&9 CD

B)-Problem Anticipations: (If any)

C)-New VOC: no new language

D) - Language Functions: predict / give reasons / express opinion /

F)-Materials: SB. Page 18 -19 / W. B page CD

H)-Wrap-up stage : Asking: Why do people leave their home countries?

C)-New VOC: instead / periodic /plenty of /swallow

D) - Language Functions: give reasons / express opinion

E) - Language Focus: Speaking, Reading & writing

F)-Materials: SB. Page / W. B page 10 - 11 CD

H)-Wrap-up stage : Do animals and people migrate for the reasons?

B)-Problem Anticipations: (If any)

C)-New VOC: disgruntled / displace / mass/ meticulous /migrant / obliterate / perturbed /

B)-Problem Anticipations: (If any)

D) - Language Functions: describe past events.

E) - Language Focus: Speaking, Reading & writing

F)-Materials: SB. Page / W. B page 12- 13 CD

B)-Problem Anticipations: (If any)

E) - Language Focus: Speaking, Reading & writing

F)-Materials: SB. Page / W. B page 14 -15 CD

C)-New VOC: no new vocabulary

Module : 1 WORLD issues

C)-New VOC: aftermath / deploy/ ethnicity / hardship / voluntary / vulnerable /

E) - Language Focus: Speaking, Reading & writing

F)-Materials: SB. Page / W. B page 16 - 17 CD

D) - Language Functions: talk about possibilities.

E) - Language Focus: Speaking, Reading & writing

F)-Materials: SB. Page 26 -27 / W. B page CD

B)-Problem Anticipations: (If any)

D) - Language Functions: none

E) - Language Focus: Speaking, Reading & writing

F)-Materials: SB. Page / W. B page 18 - 19 CD