Mega Goal 2 (1 To 5) Prepration

/
Date
!You've Got Mail

First year Secondary
Grade
. a introduce the unit

.b- Write the topic , skim the unit and read the objectives on pages 2 & 3
Evaluation
Procedure and Activities

Warming up by engaging student in an open discussion about communications in
.both old days and nowadays. Pinpoint and show the differences
.E-Mail - Internet - Letter
Ask students to open their Pupil's Book page 2 and look at the.pictures without reading and try too guess what they are
.Discussion
Ask a student to open his Pupil's Book and read the E-Mails on.page 2 & 3, while the others follow
.Ask students a few questions and make them search for the answers :Examples
Students answer the

.questions orally
.Writing
?Who is the sender of the E-Mail ?Who is the receiver of the E-Mail ?What is the Email about Dived students into a groups of two and ask them to do exercises A & B on page .3, while I walk around and correct the mistakes
.Min
Introduction
Specific objective
Pupils should be-1
.interested in the lesson
Students should be able to -2
comprehend what they see or
.read
.read fluently
understand and comprehend the
passage and deduce the
.questions and answers
.deduce the answers and write
Apologize Imported Suppliers Possibilities Arrangements Graduation Access Urgent Matter Contact Advantage Wondering
.Inconvenience Soaked In spite
.... Headmaster
Less
on
Revision
.Work Book
Board
1 )
(
5
Pupil's
.Book
Work
.Sheets
Unit
.Min
Materials
.Discussion
1 )
(
New Vocabulary
. Teacher
Date
!You've Got Mail

Grade
Ask the student a few questions about the previous lesson and hear their responses. Correct
.Min
.their mistakes
.b- Write the topic , skim the unit and read the objectives on page 4
Evaluation
For and or
.but..etc
.Drawing is art
Students give sentences

using Although, Even
.though &In spite of

using As Soon As &
.When

Write on the board : "Ali is looking" on the right side of the board and on the left ."his book". Ask a student to join these two phrases
Explain to the students that any connector that joins two phrases is called
.preposition
.Ask them to write the prepositions they know on a separate sheet
Ask a student to give me any verb, example "drive" then change it to Gerund by .adding ing driving
Explain to them that the gerund is a verb + ing, and can be used as a subject in a
.sentence. ( Gerund can replace a Noun ) example: Driving is fun
.Ask the student to give a similar sentences where Gerund can be used as a subject
Explain that ( Although, Even though, In spite of ) have the Similar meaning. Although and Even though Introduce a clause that has a subject and verb.
Example: Although it rained, we enjoyed the vacation. Even though I was tired,
.I couldn't sleep
In spite of is followed by a Gerund or a Noun. Example: In spite of traffic, I

.arrived on time
Explain that As Soon As and When are all conjunctions of time. They both are not followed by future form of verbs even though the verbs tell about future time.
.Example: I will tell you As Soon As I know. I will tell you When I know
.Min
1 )
(
Unit
2 )
(
Less
on
Revision
Introduction
Materials
Specific objective
Pupil's
.Book
Students should be able -1

to comprehend what they
.see and hear
.Work Book
Work
.Sheets
Board
Students should be able to the -2

Gerund and the Noun and the
.verb

differentiate between Although,
.Even though and In spite of

differentiate between As Soon
.As and When
Explain that we use So with an adjective or with many, much, few or little to
.using So.That
express result of degree. Example: There were so many cars (that) we couldn't

.know when to use So.That
.find a place to park

.Ask them to do exercises A on page4-
New Vocabulary
.... Headmaster
. Teacher
Date
!You've Got Mail

Grade
.Min
.their mistakes
Evaluation
.Discussion
students fill in by using

Although, as soon as, because,
.but, during, and in spite of
.Discussion

Warming up by engaging student in an open discussion about the previous lesson.
Connector, Gerund, Although, Even though, In spite of, As Soon As and When
.and So.That
Ask students to open their Pupil's Book page 4 and fill in the paragraph by using Although, as soon as, because, but, during,
.and in spite of
Ask a student to talk about communications and the differences between now and .100 years ago
?Explain to the Students what is a Telegraph? and How it works -
.Min
Materials
Pupil's
.Book
.Work Book
Work
.Sheets
1 )
(
Unit
3 )
(
Less
on
Revision
Introduction
Specific objective
Pupils should be-1
.comprehend what they read
.speak fluently
Students answer the

.questions Correctly

Ask students to form groups of two and ask them to do exercises C & D on page .5, while I walk around and correct the mistakes
.Assign homework pages 2,3 & 4 in their Work books-
Board
Demonstrate, Potential, Telegraph, Feasible, Signal, Transmitted, Impressive, Associate, Eager, Fund, Private, Dispatch, Evantually, Era,
.Construction
.... Headmaster
. Teacher
Date
!You've Got Mail

Grade
.Min
.their mistakes
Evaluation
Give sentences using

.the phrase used to
.Listening
New Vocabulary

Look at the photos and read the speech bubbles together. Remind students that used to means accustomed to, or in the
.habit of
After students compile their personal lists, have students share .them with a partner
Remind students that knowing what information they need to listen for will make the listening task easier. Tell them you will
play the audio twice. The first time they will listen for general
information. The second time they will listen for specific
.Min
Materials
Pupil's
.Book
.Work Book
Work
1 )
(
Unit
4 )
(
Less
on
Revision
Introduction
Specific objective
Pupils should know-1

.what used to means
.speak freely and fluently
.information
.Comprehension
.Speaking & Writing
.Play the audio through and have students listen only Then have them read the conversations in the activity. Tell them .to look for the specific information they need to listen for
Play the audio a second time for students to complete the .sentences
Play the audio a third time for students to check their answers. .Then check answers as a class
Have students listen to the audio twice and repeat the words. .Tell them to pay attention to the sounds of the bolded vowels
Ask student to do exercises 1,2,3 & 4 in their Pupil's Book page 6-

Listen and comprehend what
.they hear
.Sheets
Board

.speak fluently
New Vocabulary
.... Headmaster
. Teacher
Date
!You've Got Mail

Grade
.Min
.their mistakes
Evaluation
Materials
.Min
1 )
(
Unit
5 )
(
Less
on
Revision
Introduction
Specific objective
.Discussion
Student pinpoint
.Synonyms
.Discussion
..Speaking
Have students look at the pictures and predict what the phone :conversation is about. Then Ask
?Where is he
?Who is he talking to
?How does he feel
?What is he saying
Have students scan the conversation for two- and three-word verbs and figure out the meanings from context if they are not
.familiar with them
make it = achieve a specific goal
let down = disappoint
looking forward to = excited about
insist on = demand
Ask: Who says No way! (Abdullah) Ask students to find the two :verb phrases Abdullah uses to support this
I refuse to accept that and I insist on
Explain that in this context, a synonym for Of course .you can is Sure you can
.Explain that synonyms for frank are open and direct -
Pupils should be-1

Pupil's
.Book

.comprehend what they read
.Work Book
Work
.Sheets

.speak fluently
Board
Answer the questions in Pupil's Book page 7 as a whole class activity. Call on a student to start. That student asks the first
question of another student. That student answers and then calls
.on another student to ask the next question

Ages, Looking forward, Unfortunately, No way, Refuse, Accept, Insist, Wedding, Anniversary, Let down, Sneak, Of
.course
.... Headmaster
. Teacher
Date
!You've Got Mail

Grade
New Vocabulary
1 )
(
Unit
6 )
(
Less
on
.Min
.their mistakes
Evaluation
.Discussion
Reading
Speaking & Writing
Students answer
the questions
.Correctly
.Min
Materials
Revision
Introduction
Specific objective
Pupils should be-1
interested in the
.lesson
Have students read the title. Have a class discussion about the meaning of .the title: From Smoke Signals to Email: Keeping in Touch
ave students scan the reading for forms of communication. As they find them, add any to the list on the board that are not already there. From the
reading, the list should include: a chain of fires on mountaintops; smoke
from fires to transmit messages; signal towers that people shouted from;
.drum talk; by letter, telegraph, telephone, email
Have students scan the reading for unfamiliar words. Elicit and write the words on the board as students say them, and have them try to figure out
:the meanings from context. Some words that might be unfamiliar include
parallel = extending in the same direction
dialect = variety of a language spoken by people in a geographical area
simulate = assume the likeness of.
widespread = over a large
.area
revolution = big change.
nonsense = without meaning.
sites
.= locations
Ask a few comprehension questions. For example: What does the reading say about noise and signaling? (almost anything that makes
noise has been used for signaling)
How does the drummer simulate speech? (by changing the tone)
etc
Pupil's
.Book

to understand and
comprehend What they
.read
Work
.Book
Work
.Sheets
Board

.to speak fluently

to understand and
comprehend what they
.hear
Ancient, chain of fires, mountaintops, relate, native, transmit, combinations, parallel, indicate, drum, dialect,
.widespread, significant, nonsense, diversified
.... Headmaster
New Vocabulary
. Teacher
Date
!You've Got Mail

Grade
.Min
.their mistakes
Evaluation
.Discussion
Students complete the

.sentences

Have students read the title. Have a class discussion about the meaning of the title: From Smoke Signals to Email: Keeping
.in Touch
Ask students to open their Pupil's Book page 8 and read the .passage silently
After reading ask students to work individually and complete the .sentences on page 9
Speaking
Call on several students to say their answer for each sentence. .Other students correct the mistakes if there are any
.Students fill in the table
Have students work in groups to answer and discuss the .questions

Have students discuss the advantages and disadvantages and complete the table on page 9 about the various ways of
communicating and the most common and most effective ways
.of communication
.Assign homework pages 6 & 7 in their Work books -
.Min
Materials
1 )
(
Unit
7 )
(
Less
on
Revision
Introduction
Specific objective
Pupils should be-1
Pupil's
.Book
.Work Book

.read and write

.speak fluently
Work
.Sheets
Board

New Vocabulary
.... Headmaster
. Teacher
Date
!You've Got Mail

Grade
.Min
.their mistakes
Evaluation
.Discussion
.Writing
Brainstorm emails and have students say what they remember :about them. Use questions like these to help them
?What kind of communication are emails used for
Are they suitable for personal and/or professional
?communication
You are writing an email to a friend. How would you begin
?and end
Read the directions. Give the students a few minutes to look at the chart on page 10 and make some notes on what they
.remember or think is relevant for each email
Have students work in pairs comparing the emails on pages 2 and 3 of the unit and make notes in the chart. Tell them to have
one of their books open on pages 2 and 3 with the emails and
.one open on page 10 with the chart
.Min
Materials
Pupil's
.Book
1 )
(
Unit
8 )
(
Less
on
Revision
Introduction
Specific objective
Pupils should be-1

.Work Book
Work
.Sheets
Board

.write clearly
..Speaking
..Comprehension
After several minutes, call on different pairs to report their comments for the class. Tell students to listen carefully as each
pair presents, and then ask them to compare their answers and
.agree or disagree
Direct students to the picture at the bottom of page 10. Give them a couple of minutes to look at the photo and elicit answers
:about what they see. Ask questions such as these to help them
?Who is in the picture
?How old do you think they are
?What are they wearing
?What are they holding
?Where do you think they are? What are theyabout to do

.speak fluently

understand and comprehend
.what they see or read
New Vocabulary
.... Headmaster
. Teacher
Date
!You've Got Mail

Grade
.Min
.their mistakes
Evaluation
.Discussion

.Ask students to open their books page 11 and follow Play the audio and have students listen and follow in their books. -
Give them a few minutes to discuss the content of the e-mail in

.groups
Materials
Pupil's
.Book
.Min
1 )
(
Unit
9 )
(
Less
on
Revision
Introduction
Specific objective
Pupils should be able to-1
.work together
.Writing
After a few minutes call on students to present their answers for the class. Ask the rest of the students to listen and challenge or
.accept the answers
Read the directions for 2 and 3. Have students read the email .again and discuss answers with their partner
.Call on students to report their answers in class .Tell the students they are going to write an email to a friend
Organize students in groups and ask them to think about ways :to
greet a friend 1
close and sign a letter 2
Call on a student from each group to report the group .suggestions
.Writing
Ask a student to write emails. Have each student read and make changes to his/her own emails and send it to the person it is
.addressed to in class
.Writing
.Assign homework pages 8 in their Work books-
.Work Book

.Write properly
Work
.Sheets
.write an E-mail or letter
Board

to exercise writing an E.mail or letter
New Vocabulary
.... Headmaster
. Teacher
Date
!You've Got Mail

Grade
.Min
.their mistakes
1 )
(
Unit
10 )
(
Less
on
Revision

Evaluation
.Discussion
students fill in the

.chart
.Writing
.Min
Materials
.Organize the students into groups .Ask students to open their pupil's book page 12 Have them brainstorm on things they do to celebrate the Saudi Arabia National .Day
.Call on groups to report and compare ideas Read the directions with the class. Have groups study the chart and suggest -
examples in class. Make sure students are clear about what they need to do.
Explain that they are supposed to talk about what they do on that day or what
they see other people do and make notes in the first column of the chart; things
that they see, buy or give to people and make notes in the second column of the
chart; what things and people are like on that day and make notes in the third
column and how they feel or what feelings are associated with the day and make
.notes in the last column
Give them some time to reflect, discuss and complete the chart. Monitor participation and help when necessary. Allow groups to help each other with
words if they want. Encourage students to use dictionaries in class in order to
check, confirm, find words they need. Read the directions for 3. Have students
think about messages that can be used as greetings or messages that can be
used on posters or banners. For example, a message that they would write on a
.banner to use in class
Read the rest of the directions with the class. Allow time for the groups to design
their cards. Remind them to assign tasks to different members of each group
depending on abilities and skills. Have them choose the sentence or sentences
.that they are going to include and decide who they are going to send the card to
Specific
objective
Pupils should be-1
interested in the
.lesson
Pupil's
.Book
Students should be -2
able to comprehend
.what they hear
.Work Book
Work
.Sheets
Board
Demonstrate, Potential, Telegraph, Feasible, Signal, Transmitted, Impressive, Associate, Eager, Fund, Private, Dispatch, Evantually, Era,
.Construction
.... Headmaster
Introduction
.able to Write properly
New Vocabulary
. Teacher
Date
!You've Got Mail

Grade
.Min
.their mistakes
.b- Write the topic , skim the unit and read the objectives on page13
Evaluation
.Discussion
.Speaking
.Writing
..Writing

Brainstorm on the meaning of Self Reflection with the class. Have students work in pairs to remember and describe what is involved in self reflection.
Encourage them to think of optional phrases or words to refer to it, for
.example, thinking back on something
Ask Students not to open their books. Explain that this is not a test and they .should not feel that they have to remember everything
,Write some questions on the board to help them
:for example
?What was the unit about
?Which words and phrases do you remember
?Which part of the unit did you dislike? Why
?Did you like any part of the unit? Which? Why
Read the self reflection table with the class and have volunteers suggest answers as examples. Direct students to the Unit checklist and tell them to
complete each item as they work through the unit. Have students check
through the unit and complete the table. Circulate and monitor; help when
.necessary
Ask students to try and remember examples for each item as they complete the chart. Have students compare their answers with their partner. Encourage
.them to give reasons for their answers
Divide the class into small groups and have students compare areas in each -category to find out if some things were class favorites or non-favorites. Have
students who did not experience difficulty with things that others found
.difficult, form smaller groups and help their classmates
.Min
Materials
1 )
(
Unit
11 )
(
Less
on
Revision
Introduction
Specific objective
Pupils should be-1
interested in the
.lesson
Pupil's
.Book

.hear
.Work Book
Work
.Sheets

.to write properly
Board
.to work together
New Vocabulary
.... Headmaster
. Teacher
Date
Wishful Thinking
Grade
Ask the student a few questions about the previous lesson and hear their responses. Correct their
.Min
.mistakes
.b- Write the topic , skim the unit and read the objectives on pages 14
Evaluation
.Discussion
Students form a
.conditional sentences
Student give form
sentences by
using wish and
.hope

Use sentences in the present perfect with ever to ask students about things theyve wished for. For example: Have you ever wanted to be taller or
shorter?
Have you ever wanted to have more money?
Have
?you ever wanted to be very talented at something
Have students answer with Yes, I have or No, I havent. Encourage students to
.give additional information. For example: Yes, I have. I wish I could speak Italian
Explain that when the verb in the if-clause is in the past tense, we use would orcould in the other clause. For example: If we leave now, well be on time for
.class. If we took the bus instead of walking, we would be on time for class
Discuss the meaning of the verb wish, and have a class discussion about the differences between the verb wish and the verb hope. Discuss that although
some wishes come true, wish often refers to something that is not expected to
happen. On the other hand, hope indicates that the event might happen. For
:example, write on the board
I wish I had a better job.
I hope I get the job I applied for
..last week
.Min
2 )
(
Unit
1 )
(
Less
on
Revision
Introduction
Materials
Pupil's
.Book
Specific objective
Pupils should be-1

interested in the
.lesson
.Work Book
Work
.Sheets
Board

to form a conditional
.sentences
to differentiate between
.verbs
.Write on the board sentences with if-clauses, such as the following .If I had a sailboat, I _____ sail around the world
Students fill in the

blanks by using
would and
.could
.If my brother won the competition, he _____ be extremely happy

Have students fill in the blanks with could or would. Point out that for some -
Students should -4
be able to
differentiate
between would and
.could
sentences, both would and could are logical answers. Have students discuss the
.difference in meaning. (would shows intent; could shows ability)
Explain that the if-clause can come at either the beginning or the end of a sentence. The meaning is the same. For example: What would you do if you
?had a lot of money
?If you had a lot of money, what would you do
.Desert Island, Keep in touch, Lonely, Historical Figure,, Empires, Extraterrestrial, Surfing, Fabulous, Technologies
.... Headmaster
. Teacher
Date
Wishful Thinking
Grade
.Min
.mistakes
Evaluation
( Happy ) & ( 1.000.000 )
New Vocabulary

Ask students to open their Pupil's Book page 15 and read silently the.text
After 5 minutes ask: How much is the Nobel prize Andre Geim -
.Min
Materials
Pupil's
2 )
(
Unit
2 )
(
Less
on
Revision
Introduction
Specific objective
able to read with
.comprehension
?and Konstantin Novoselov have won?
How do they feel
:Ask a few comprehension questions. For example Where do they do their research?
When did they win the
?Nobel prize
What Nobel Prize did they win?
Why did they win the
?Nobel Prize
?What are their future plans
Ask students to do exercise (A) on their Pupil's Book page 15 and.form expressions like the expressions on page 14
Have students work in pairs to do exercise (B). Call on pairs to .present for the class
Have students work with new partners. Tell them to take turns asking and answering about their wishes. Encourage them to use their own
ideas as well as the ideas on pages 14-15. Point out that they should
use yes/no questions rather than questions with if-clauses. However,
.their yes/no answers should include would as in the example
.Call on students to tell the class one of their wishes Have students work alone to make their list, and then compare with a .partner
Call on volunteers to compile a list on the board. As a class, decide .the top three most common wishes
.Assign page 9 on their work books As a homework -
,(Manchester University )
they) ,(physics) ,(2010)
) & (created grapheme
they will continue their

(research
.Writing
.Speaking
.Writing
.Book
.Work Book
Work
.Sheets

understand and deduce the
answers correctly from a
.seen passage

.work together

.speak
Board

.write correctly
.Prize, Physics, Create, Prapheme, Extraordinary, Properties, Transform, Split, Intend, Research, Determined
.... Headmaster
. Teacher
Date
Wishful Thinking
Grade
New Vocabulary
2 )
(
Unit
3 )
(
Less
on
.Min
.mistakes
Evaluation
Students understand and

know how to use the
.Conditional Sentences
Students write
Conditional with Might
.and Could
Students write
.contraction sentences

Ask students to open their Pupil's Book page Go over the material in the grammar chart. Explain that we use this form to talk about
hypothetical situations in the present. Point out that we use the simple
past in the if-clause, and would in the main clause. Write sentences on
:the board and have students identify the verbs. For example
.If I bought a sports car, I would drive it on weekends
.If he had some extra money, he would buy a new jacket
Explain that might can replace would to express possibility. For:example
.If I had more time, I might take up painting
.If I were taller, I might be a pro basketball player
Explain that could in the if-clause means if someone were able to. :Write examples on the board. For example
.If we could buy anything, wed get a sailboat
.If I could visit any city, I would go to Paris
If I could meet someone famous, Id meet our Prophet
.Mohammed
.Ask students for additional examples
Explain that could in the main clause means be able to. Write examples:on the board and call on volunteers to complete the blank. For example
._________ If I had more energy, I could
.__________ If we had more food, we could
.__________ If I had more money, I could
.Have students make more sentences with If I had Go over the contractions for would. Tell students that the contraction for it would is itd. However, this contraction is usually only used in
speaking, not writing. For example, say: Itd be better if you arrived
.earlier
.Min
Materials
Pupil's
.Book
.Work Book
Revision
Introduction
Specific objective
Pupils should be-1

interested in the
.lesson
Work
Sheets
Board
.read

to know and understand
.contraction
Students knows how to

use the verb wish in a
.sentence
.Writing
Go over the material in the grammar chart. Call on one student to read :from the left column, and another from the right. For example
.A: I dont have much time
.B: I wish I had more time
Write a few sentences on the board for students to restate using wish.:For example
Im not good at math. (I wish I was/were better at math.)
I cant go to the party this weekend. (I wish I could go to the party
this weekend.)
My friend wont lend me any money. (I wish my friend would lend
me some money.)
Call on students to make statements such as those above. For each .statement, call on another student to restate it using wish
Ask students to work alone to do exercise A on Pupils' Book page 16 and match the sentence parts. Call on students to read their sentences
.for the class

.to understand Grammar
Students should be to -4
.apply Grammar
New Vocabulary
.... Headmaster
. Teacher
Date
Wishful Thinking
Grade
.Min
.mistakes
Evaluation
Students respond
.differently, but correctly
Students give correct but

.different solutions

Have students work in small groups to discuss what they would do in each situation. Point out that while some of the situations
are unlikely, others are possible. For example: You lent a friend
some money, but the person didn't return it.
You
.saw someone cheating on a test
Call on groups to share their answers with the class. Make sure several students from each group present so that there is full
.participation
.Have a class discussion about some of the situations Have students work in groups to discuss how they might resolve each of the problems in the city. Go over the example. Encourage
students to agree and disagree with one another, and work
together to come up with a possible solution that satisfies all of
them. For each problem, call on groups one at a time to share
their ideas with the class. Encourage groups to discuss each
others ideas. Provide on the board a few structures for politely
:agreeing and disagreeing. For example
Thats a good idea, but
That might work, but
another idea is
.Min
Materials
Pupil's
.Book
.Work Book
Work
.Sheets
Board
2 )
(
Unit
4 )
(
Less
on
Revision
Introduction
Specific objective
Pupils should be able to -1

deal with different
.situations

.find solutions for any problem
That sounds like a good idea.
.Writing
Thats a great
!solution
Have students work alone to complete the exercise (E) on Pupil's book page 17, and then compare answers in pairs. Point out that
.more than one form may be correct in some cases
.Assign pages 10, 11& 12 on their work books As a homework -

write clearly
,Public, Transportation, Facilities, Recycling, Crime
.... Headmaster
. Teacher
Date
Wishful Thinking
Grade
.Min
.mistakes
Evaluation
.Discussion
.Listening
New Vocabulary
.Min
Materials
Have students open their pupil's book page 18 and work alone to write .down their three wishes. Then discuss them
Pupil's
.Book
Tell students they will hear a long listening passage. Knowing what information they need to listen for will make the listening task easier.
Have them look at the chart. Explain that they will listen twice. The first
.Work Book
2 )
(
Unit
5 )
(
Less
on
Revision
Introduction
Specific objective
Pupils should be-1
interested in the
.lesson
.comprehend what they hear
time they will listen to find out what the people wish. The second time
.they will listen to find out why
Play the audio twice and have students write notes. Instead of writing in the chart, students can take notes on a piece of paper as they listen,
.and then use their notes to fill in the chart
Play the audio a third time for students to check their answers. Play a .final time, as needed
Have students listen to the audio twice and repeat the questions. Then
.practice in pairs
Have students work individually. After several minutes, as a class have.students practice reading the sentences
.Pronunciation
Have students work in pairs to discuss the questions on pupil's book page 18 about hypothetical situations. Monitor students as they talk,
.but do not make corrections
.Writing
Work
.Sheets
Board

.pronounce

.Write properly
New Vocabulary
.... Headmaster
. Teacher
Date
Wishful Thinking
Grade
.Min
.mistakes
Evaluation
.Min
Materials
2 )
(
Unit
6 )
(
Less
on
Revision
Introduction
Specific objective
.Discussion
.Listening
.Speaking
.Writing
Warm up by Ask students what they know about game shows. They should know that game shows are programs on TV or radio in which
players answer questions or play games of skill or chance to try to win
money or prizes. Game shows are popular in many countries. Ask students
.to share with the class game shows they like
.With books closed, have students listen to the audio twice Have students open their pupil's books page 19 and scan the conversation to underline the would you and could you, and expressions
that are unfamiliar. Write on the board: Some people really have all
the luck and on one condition. Have students use the context to tell
.you what these expressions mean
Practice speaking by asking students Who this guy is in the ?conversation
?Who says to me?
Who says You wouldnt know
?Who says Id have a ball
Have students work in pairs to ask and answer the question on pupil's book page 19 . Tell students to answer in their own words rather than
reading from the conversation. Call on pairs to present their answers to
.the class
.Assign pages 13 on their work books As a homework -
Pupils should be-1

interested in the
.lesson

to understand and
.hear
.Pupil's Book
.Work Book
.Work Sheets

.to speak fluently
Board

to understand and answer
.questions
.Guy, Divide, Amount, Informal, Echo, Confirm, Disbelief
.... Headmaster
. Teacher
Date
Wishful Thinking
New Vocabulary
Grade
Ask the student a few questions about the previous lesson and hear their responses. Correct their .Min
2 )
(
Unit
7 )
(
Less
on
Revision

Evaluation
.Discussion
.Reading
.Comprehension

Explain to students that the main idea of a reading is often presented in the
first paragraph. It is helpful to read the introduction and then pause and
.predict what the whole reading is about
Have students open their pupil's books page 20 and read the title and look at the photos. Have a class discussion about the meaning of the title: Money:
?A Blessing or a Problem
Have students read the introduction (the first paragraph) only. Ask what the main idea of the paragraph is. (Winning a money prize can be very stressful.)
Discuss the Before Reading question about the kinds of problems they think money would bring. List their ideas on the board. Now ask students to
.predict what the reading is about
Explain that the reading mentions what happened to several people who won a prize.. Ask students to read the article and compare their list with the
.problems mentioned in the article
Play the audio as students follow along in their books silently. Ask students :to tell you the names of the winners. Write these questions on the board
Who won?
How much did he or she win?
What did he or she
?buy
?What happened to him or her
Have students work in pairs. Tell them to read the article on their own. Have them pause after they read about each winner and answer the questions on
the board. Encourage them to use the context to help each other with new
.vocabulary
.Play the audio again as students follow along in their books silently -
.Min
Materials
Introduction
Specific objective
Pupils should be-1
interested in the
.lesson
.to read fluently
Pupil's
.Book
.Work Book

to comprehend a reading
.passage
Work
.Sheets
Board

to understand and
comprehend the passage
and deduce the questions
.and answers
Parted, Reality, Nightmare, Neighbors, Bankruptcy, Pressure, Vulnerable, Financial, Prey, Sums, Investment, Partner, Business, Arrested, Inherit,
Ventures, Sudden, Disaster, Notorious, Entire, Fortune, Convertible, Stake, Insane, Nuisance, Constant, Trouble, Fines, Vandalism, Rejected, Flashy,
.Luxury, Mansion, In favor, Benefit, Advisory, Psychiatrist, Sanity
New Vocabulary
.... Headmaster
. Teacher
Date
Wishful Thinking
Grade
.Min
.mistakes
Evaluation
Winning Millions, Bankruptcy, )

Financial Decisions,
Investments, Went Broke,
(.Spent his Fortune, Fine
Ask students to open their pupil's books page 20 and havethem work alone or in pairs to underline the words and
expressions that refer to money. Elicit and compile a list on the
.board
Have students work alone to complete the exercise on pupil's .books page 21. Remind them to use their own words
Have students work in pairs to compare answers. Then call on .volunteers to read their answers aloud
Have students work alone to list the most common problems experienced by winning money as a prize. Then have students
.compare answers in groups
Have students work in groups to answer and discuss the question. Have them refer to examples of what people did in
the reading, and how they would help them protect their
..money
Have students copy the chart in the notebook. Ask one person .from each group to summarize their discussion for the class
.Assign pages 14 & 15 on their work books As a homework -
Students answer using their

.own words
.Discussion
.Min
Materials
2 )
(
Unit
8 )
(
Less
on
Revision
Introduction
Specific objective
Pupils should be-1
Pupil's
.Book
.Work Book

.compose and form sentences
Work
.Sheets
Board

.speak and discuss
New Vocabulary
.... Headmaster
. Teacher
Date
Wishful Thinking
Grade
.Min
.mistakes
Evaluation
.Discussion
Speaking and
.Writing

Organize students into pairs. Direct their attention to the picture in their
pupil's book page 22. Give them a few minutes to discuss what they see.
Give students some questions to help them. For example: Who do you
?think the person in the picture is? Where do you think he is? Why
?What does he do? How do you know
?Are there any clues in the picture that helped you guess
.Have volunteers report answers/ideas for the class Read the directions for 1 and elicit answers from students. Have students
.decide on a quiz show that they are familiar with and comment on it
Have students work in pairs discussing question 2.Call on pairs to report .their answers
Read the directions for task 3. Point to the questions along the right side of the interview. Have students read through the questions and then read the
interview and match questions and answers individually. Ask students to
.compare their answers with their partners
.Min
Materials
Pupil's
.Book
.Work Book
Work
.Sheets
Board
2 )
(
Unit
9 )
(
Less
on
Revision
Introduction
Specific objective
Pupils should be-1

able to discuss and
.work together

to Speak and Write
.properly
.Speaking
Read the directions for 4. Have students discuss their views in pairs. Ask .pairs to team up with other pairs and find out how other people feel
Have students go through the interview in pairs and think about the answers. Ask them to say which questions they would answer differently if
.they were in the position of the winner

to engage in an open
.conversation
.Writing
Read the directions for 5. Have pairs think about all the questions and decide which ones they wouldnt like if they were winners. Ask them to
replace them with their own questions. Circulate and monitor participation;
.help when necessary
able to exercise
writing an E-mail or
.letter
,Participate, Interviewer, Congratulation, Excited, Celebrity, Regular, Shock, Whiz, Compete, Experience, Unique, Settle down, Opportunity
.... Headmaster
. Teacher
Date
Wishful Thinking
Grade
.Min
.mistakes
Evaluation
Students elicit and
.read
New Vocabulary

Ask students to open their pupil's books page 23 and let them take a look at .the chart
Read the directions and organize students in pairs. Have them think about the people that were mentioned in the Reading and elicit what they
.remember about them
Read directions 1, 2 and 3. Give students time to study the chart before .they read the text and think of possible questions
.Min
2 )
(
Unit
10 )
(
Less
on
Revision
Introduction
Materials
Pupil's
.Book
.Work Book
Specific objective
Pupils should be-1
able to elicit and
.read properly
.Writing
.Writing
Students form
.questions
Direct students to the Writing Corner and have them read the first point. :Give them different contexts to practice. For example
You are interviewing new graduates of the university. Think about
.topics that you would like to touch upon through your questions
Have students think about possible topics in pairs and report in class. List topics that are suggested on the board. Sample topics:
Faculty, Difficulties, Positive aspects, Events before they went to university,
.Events after they went to university, Future plans
Read the rest of the points in the Writing Corner and have students prepare questions in pairs. Remind them that they need to be prepared to modify on
the spot and ask questions in different ways in order to get the information
.they want
Give them time to write the questions. Circulate and monitor. Encourage students to write different versions of a question. Explain that an interview
does not work like an exercise with questions and answers. Remind them
.that they will probably need to get over hesitation and/or resistance
.Assign page 16 on their work books As a homework -
.able to Write properly
able to write and work
.together
Work
.Sheets
Board
Students should -4
be able to form
.questions
New Vocabulary
.... Headmaster
. Teacher
Date
Wishful Thinking
Grade
.Min
.mistakes
.Min
2 )
(
Unit
11 )
(
Less
on
Revision
Introduction
Evaluation
.Discussion
.Writing
Students discuss
.each other
.Writing
Materials
Ask students to open their pupil's books page 24 and let them take a look at the .Project and what is it about
Brainstorm on TV programs that students watch. Elicit the names of the programs .and write them on the board
.Have a class discussion about the programs and why students like them or not Direct students to the program logos/visuals on page 24. Ask them to work in .pairs and say what type of shows they might be from
Call on volunteers to report in class and compare ideas/suggestions with other .groups
.Organize students in groups depending on the programs they watch Read the directions and have each group choose a program to focus on and brainstorm on the points listed in 1, i.e. prizes, game objective, rules, winners,
.losers. Tell them to make notes
Call on students to report their information in class. Allow groups a few minutes .to make their final choices about the programs that they are going to work on
Have students study the chart and use it to make notes as they work in their .groups
If students do not watch many game shows, allow them to include a different .type of show
.Write the names of the shows that each group has chosen on the board .Have students work in groups discussing what they know about the programs Ask students to assign tasks to group members. Remind them to research the programs they have chosen on the Internet and/or magazines and other
.publications and collect information
Have groups decide on whether they are going to prepare a poster or PowerPoint .presentation
Have students design their presentation and prepare a draft. Encourage them to .trial part of their draft within the group, comment and edit
.Have students write brief texts about the areas they have discussed -
Specific objective
Pupils should be-1

interested in the
.lesson
Pupil's
.Book
able to Brainstorm, and
organize their ideas and
.thought
.Work Book
Work
.Sheets
able to cooperate and
.work together
Board
Students should -4
be able to organize
his ideas and write
.properly
New Vocabulary
.... Headmaster
. Teacher
Date
Wishful Thinking
Grade
.Min
.mistakes
Evaluation
.Discussion
.Writing
.Speaking

Write the title Wishful Thinking on the board and elicit as many ideas and words as .possible from the class. List the words on the board
Have students scan pages 14 and 15. Ask them to think about things they liked and things they disliked about this part of the unit. Use questions to help
:them remember. For example
?What would you take to a desert island
?If you could change something in your life, what would you change? Why
Discuss the grammar of the unit with the class. Call on volunteers to say if they .found it easy or difficult and give reasons
Have students make notes in the Self Reflection chart. Ask them to focus on likes, .dislikes and easy or diff cult items
Direct them to the Unit 2 Checklist and ask them to complete it gradually as they .go through the different parts of the unit
Direct students to pages 18, 19. Call on volunteers to say what the context is in this .lesson, i.e. wishes and dreams
Have students say what they remember from this section and have them make .notes in the chart
Write MONEY: A Blessing or a Problem? on the board and brainstorm on language and information that students remember. Call on volunteers to list as much as
.possible on the board
Organize students in pairs and ask them to answer as quickly as they can to questions like these: Convey the meaning in your own words: A fool and his
.money are soon parted
.Min
2 )
(
Unit
12 )
(
Less
on
Revision
Introduction
Materials
Pupil's
.Book
.Work Book
Work
.Sheets
Specific
objective
Pupils should be-1

interested in the
.lesson
.able to write
Board
..able to speak
:Say which is right

Most prize winners are used to having money and making financial
.decisions
Most prize winners are not used to having money and making financial
.decisions
.Sudden money can cause financial disaster
.Sudden money cannot cause financial disaster
.Writing
.Discussion
Have students complete their Self Reflection charts as before about likes, dislikes .and things they found easy or difficult
Before directing students to 10 Writing ask them to say what they remember about interviews. Give them some time to work in pairs and then call on volunteers to
.answer
.Have students scan pages 22 and 23 and make notes as before Direct students to the 11 Project page and hold a discussion about what they found more or less useful and more or less interesting. Hold a class discussion about
project work. Elicit ideas from the students and explain some of the benefits of this
:kind of work. List some aspect of project work on the board. For example
Personalization
Creativity
Natural language use
Focus on meaning
Research/ collecting information
Using other knowledge
Allow time for students to make notes on the project section individually. Then have .them check with a partner
able to cooperate and
.work together
Students should -5
.be able to discuss
Speaking and
.Writing
Have students fill out the checklist alone and write their fi ve favorite words. Ask them to move around the classroom and compare their notes with as many of their
.classmates as possible
Discuss areas that students feel they need more work on and make suggestions. Check to make sure that they have chosen the appropriate suggestion from the last
.column in order to deal with difficulties
Students should -6
be able to answer
.questions
New Vocabulary
.... Headmaster
Unit
( 3
)
Less
on
( 1
)
. Teacher
Date
Complaints, Complaints
Grade
Revision
Min.
Introduction
Min.
Specific objective
mistakes.
a introduce the unit .
b- Write the topic , skim the unit and read the objectives on page 26.
Materials
Evaluation
1-Pupils should be
interested in the lesson.
2- Students should be able to
comprehend what they see or
read.
speak fluently.
Pupil's
Book.
Work Book.

know how to complain..
Work
Sheets.

know and memorize
vocabularies.
New Vocabulary
Board
Warming up by engaging student in an open discussion about complaints and What you
should say when you want to complain about something.
Discussion.
-Ask students to open their Pupil's Book page 26 and look at the
pictures and read what each picture complains about.
Reading.
-Ask a student to take roles when reading the dialogues. For example on the housing
picture one student will play the role of a realstateman the other play the role of a client.
Speaking
-Ask students complain about things or problems happened in their real life. For
found that it is defective? If he say yes ask him to complain about it.
.Write the words: Filthy - Refund - Technician, and ask student if they
can define them.
Filthy = very dirty
Refund = get ones payment back
Technician = someone who makes repairs
Less
on
Students use them in

complaints..
Filthy - Refund Technician Sleeve Warranty, Consumer, Complaints.
Teacher .
Unit
Students make
complaints and
solutions..
example ask a student: Did you ever bought something and after you get home you
( 3
)
( 2
)
Headmaster ....
Date
Grade
mistakes.
Revision
Min.
Introduction
Min. a introduce the unit .

Specific objective
1- Students should be
able to speak and
discuss.
Materials
Pupil's Book.

-Have students read the title on pupil's book page 27. Ask them to tell you
the four categories of consumer problems shown. (housing, clothing, car
repairs, and electronic products)
-Ask students to scan and underline the adjectives. (leaky, dripping,
Evaluation
Discussion.
broken, loose, broken, cracked, flat, dead, worn, missing, torn, scratched)
-Call students attention to the past participles broken, cracked, worn, and
scratched. Explain that one way to determine whether a word is a past
participle is to try to use it in the sentence I have _____ it. For example: I
have worn it.

comprehend what they hear.
Work Book.
Work Sheets.
read and Write.
Board
-Play the audio for page 27 as students read along silently.

-Ask students to identify the items in the pictures.
-Play the audio again as students follow along in their books. Then elicit
and go over any new words or expressions. These may include the
following:
dead battery = no power in the battery
dent = surface of car is bent in from being hit
flat tire = a tire that has no air in it
Listening.
- Ask students to work alone to write down the worst problems and
reasons for their choices Have students compare answers in pairs. Then
call on students to share with the class one of the problems their partner
considered the worst and why. Have students work in pairs to ask and
answer the questions. To check answers, call on pairs.
Students write
complaints.
-Explain

write.
New Vocabulary
that there are other ways to ask about a problem. Model these
questions for students to repeat: Whats the problem? Whats the
matter?
Is something wrong?
-Have students work in pairs to ask and answer about the problems,
switching roles. Monitor students as they practice. Assist with vocabulary
as needed. Then call on several pairs to present for the class. Assign page
17 in work book as homework.
Leak, Pipe, Faucet, Crack, Windshield, Flat, Battery, Doorknob, Floorboard, Worn, Dents, Stain, Scratch, Air
Conditioner.
Teacher .
Unit
( 3
)
writing.
Headmaster ....
Date
Less
on
( 3
)
Grade
Revision
Min.
Introduction
Min.
Specific objective
1-Pupils should be
interested in the lesson.
their mistakes.
Materials
Pupil's
Book.
Work Book.
able to use the rule have
to be (done).
able to use the rule
needs to be (done).
Work
Sheets.
Board
Evaluation
Warming up by engaging student in an open discussion about the

previous lesson. Give a situation to the students and ask them to
complain and then give a solution.
Discussion.
-Go over the material in the grammar chart. Review other irregular
past participles. For example: been, had, said, put, told, gotten, hung,
grown, spoken, read, bought, and made.
-Explain that have to be (done) means the same as need to be (done).
For example: My laptop has to be repaired means the same as My
laptop needs to be repaired.
Students apply the rule

have to be (done).
-Write cues on the board and have students use them in sentences
with have to be done or need to be done. Make sure students use the
correct singular or plural form of need based on the subject of the
sentence.
For example:
phone / fixed (The phone needs to be fixed.)
pants / sewn (The pants need to be sewn.)
walls / painted (The walls need to be painted.)
shirt / cleaned (The shirt needs to be cleaned.)
-Tell students to look around the classroom and say things that need to
be done. For example, a student might say: The books on the table
need to be put away. The papers on the desk need to be
thrown into the trash.
-Go over the material in the grammar chart.
-Emphasize that this structure is used when someone else does the
service. To make this clear, write the following on the board:
The roof needs to be repaired.
Students apply the rule

needs to be (done).
Ill repair it this weekend. (Ill do it.)

Ill get it repaired this weekend. (Ill ask someone else to do it.)
able to differentiate
between past and past
participle.
able to differentiate
between transitive and
intransitive verbs.
-Ask questions. Have students respond with sentences using

have/get something (done). For example:
You: Are you going to replace the window?
Student: Yes, Ill get it replaced next week.
You: Are you going to repair your bicycle?
Student: Yes, Ill have it repaired this weekend.
-Go over the material in the grammar chart.
-Explain that only transitive verbs (verbs that take an object) can be
used as adjectives in the past participle form. Verbs that describe a
state of being rather than an action, such as be, and verbs that are
not used with objects, such as smile, cannot be used as past
participle adjectives. To make this clear, write examples on the board
eat ate eaten.
Transitive Go. Eat.

Intransitive Run. Sleep.
such as the following and point out the subject (I, He) and the object
(window, vase). I broke a window. I fixed the broken window.
He cracked the vase. He repaired the cracked vase.
-Give sentences and have students restate them, using past
participles as adjectives. Someone damaged the book. (The book
was damaged.) Someone tore the paper. (The paper was torn.)
-Discuss the words in the box to make sure that students understand
all of them.
-Go over the example.
-Have students work alone to write two sentences about each
picture: one stating the problem with a past participle adjective, and
one stating what needs to be done to solve the problem.
-To check answers, call on students to read their sentences for the
class.
able to understand the
meanings of words.
New Vocabulary
Dry-clean, Stain, Sharpen.
Teacher .
Unit
( 3)
Less
on
( 4
)
Revision
Writing.
Headmaster ....
Date
Min.
Grade
their mistakes.
Introduction
Min.
Specific objective

Materials
Evaluation
1-Pupils should be able to

speak and discuss.
-Ask students to look at the pictures and describe what they see.
Discuss as a class any vocabulary they might need to complete this
activity.
-Have students work individually to complete the chart. In the fi rst
column, they list the problems and state what needs to be done. In
the second column, they state the solution to each problem using
have/get something (done).
Discussion.
able to write clearly.
-Point out that in the example in the chart, replaced can be used as
well as fixed.
-Have students compare answers in pairs.
-To check answers, call on pairs for each room in the chart. One
student states the problem, the other the solution. Because answers
will vary, call on several pairs for each room.
Writing
-Have students work in pairs or small groups to say what they had
done in the apartment, based on the sentences they wrote in B.
Writing.
-Have students work individually to complete the conversation.

-Check answers as a class by calling on students to read the lines
aloud.
-Discuss how Khalid might be feeling (frustrated, irritated, slightly
angry), and the reason why. (His car keeps breaking down.) Tell
students to consider this as they practice their role plays.
-Have students work in pairs to role play the conversation. Tell them
to use contractions whenever possible.
-Assign pages 18, 19, 20 in their work book as a homework.
Reading & Writing.
Pupil's Book.
Work Book.
able to work together.
Work Sheets.
Board
able to comprehend and
understand what read.
New Vocabulary
Dining room, Carpet, Hole, Recharge, Radiator.
Teacher .
Headmaster ....
Unit
( 3
)
Less
on
( 5
)
Date
Grade
Revision
Min.
Introduction
Min.
Specific objective
their mistakes.
Materials
Pupil's Book.
Work Book.
1-Pupils should be
interested Speak and
Discuss.
Work Sheets.
Board
able to comprehend what
they hear.
able to comprehend what
they hear.
Evaluation
-Review with students the various ways to give advice:

should/shouldnt; ought to; must/must not; and had better/had
better not.
-Remind students of the impersonal you, which is often the
understood (not stated) subject in instructions such as those in
this activity.
-Read the example with the students. Have them explain the
instructions in their own words using You and a verb to express
advice.
-Have students work in pairs to talk about the meanings of the
instructions.
Discussion.
-Tell students that when they listen to a long listening passage

from which they need to understand several pieces of
information, it is helpful to take notes. Then they can use their
notes to restate the information afterwards. -To help students
organize their note taking, tell them to draw a chart like the one
in the book on a piece of paper to write notes about each of the
four problems that the guest complains about.
Listening.
-Play the audio once. Have students take notes while they listen.
-Play the audio a second time for students to confirm their notes.
-Have students compare notes with a partner and then use their
notes to fill in the chart in the book.
Listening.
-Play the audio a third time for students to check their answers.
Play the audio. Tell students to focus on the stress on the first
noun of the compound nouns.
-Play the audio two more times. Ask students to listen and
repeat.
-Have students to find more compound nouns and practice
reading them in class.
able to notice stress and
pronounce words
correctly.
New Vocabulary
Hair dryer, Upright, Dessert, Container, Shower cap, Meat grinder, Baby stroller, Purpose.
Teacher .
Unit
( 3
)
Less
on
( 6
)
Grade
Min.
Introduction
Min.
1-Pupils should be
Speak and Discuss.
Headmaster ....
Date
Revision
Specific objective
Pronunciation.
their mistakes.
Materials
Pupil's Book.

-Have students look at the picture and describe the situation. Ask them to
predict what the problem is. Ask: Who do you see? Where are they? What
do you think the problem is?
-With books closed, have students listen to the audio.
Evaluation
Discussion.
able to understand and
read.
-Have students open their books and scan the conversation for unfamiliar words
and expressions. Elicit and write them on the board. Encourage students to try to
get the meanings through context, or encourage other students to say the
meanings. Some words that may be new include:
fade = to lose color or brightness
flimsy = thin, light, not strong
trend = style
Reading
able to understand and
hear.
-Explain that in formal situations, maam is usually used for women of all ages,
but not girls.
-Play the audio again, and have students read along silently.
-Point out that the customer uses if you could because she is making a polite
request.
-Explain that the salesperson uses It sounds like to indicate she has understood
the customer and made a conclusion about the jeans.
-Play the audio for the endings again. Have students discuss the endings in pairs
and then add one more ending of their own. Then they decide which to use and
practice the conversation.
Listening
-Have students work in pairs to ask and answer the questions. Check answers as
a class. Have students work in pairs to write, practice, and present their
conversation.
-Have students work with a different partner to write this conversation. They can
base it on the conversation between the customer and the salesperson, but the
complaint should be about a different item of clothing.
-Ask pairs to present their conversations to the class.
- Assign page 21 in their work book as a homework.
Writing.
Work Book.
Work Sheets.
Board
able to write clearly.
New Vocabulary
Ma'am, Jeans, Wide-cut, Creation, Loose-fitting, Fade, Style, Season, Son, Fabric, Flimsy, Lightweight, Washer, Falling
apart.
Teacher .
Unit
( 3
)
Less
on
( 7
)
Headmaster ....
Date
Grade
Revision
Min.
Introduction
Min.
Specific objective
their mistakes.
Materials
1-Pupils should be
interested in the
lesson.
Pupil's
Book.
2- Students should be able
to speak fluently.
Work Book.
Work
Sheets.
Board

to Comprehend what they
read.
New Vocabulary
Evaluation
-Tell students that relating what they read to their own experiences will
increase their understanding of the passage. Tell them as they read to think
about the similarities between their own lives and the examples in the
reading:
-Have students read the title. Ask the Before Reading questions. Have
they ever heard of Murphys Law? To help students discuss this, present the
following hypothetical situation: A 22-year-old guy has been driving for
five years, but he has already been involved in six car accidents.
Does he simply have bad luck, or are there other factors that
might have caused him to have so many accidents? Lead students to
understand that more than bad luck might be involved in this situation.
Discussion.
- Ask students to look at the pictures of the bread falling and the cat falling.
Ask them to use the illustrations to predict what they are going to read.
-Play the audio as students follow along in their books.
-Ask: What is Murphys Law? (If anything can go wrong, it will.)
Speaking.
-Play the audio again. Pause after each section for students to describe in
their own words the examples that are given; for example, the chances of
getting into the fastest lane in the supermarket.
-Ask: Why is it called Murphys Law? (Edward A. Murphy first used it to
talk about a situation in his lab.)
-Allow students time to read silently one more time and underline
vocabulary that is new for them. Elicit and write the new words and
expressions on the board and go over them. Words and expressions that
may be new include: episode = event - on all fours = on four feet backup = copy - malfunctioning = not working correctly
Reading.
Soda, Refrigerator, Popcorn, Popping, Fuzzy, Plain, States, Occur, Remaining, Coincidence, According, Physicist, Neither, Selective, Episode,
Readily, Probability, Favor, Cashier, Lane, Percent, Proved, Buttered, Tricky, Tie, Balcony, Sincerely, Experiment, Blame, Vehicle, Water heater,
Interview, Backup.
Teacher .
Unit
( 3
)
Less
on
( 8
)
Headmaster ....
Date
Grade
Revision
Min.
Introduction
Min.
Specific objective
1-Pupils should be able to
Speak.
their mistakes.
Materials
Pupil's
Book.
Work Book.

Discuss.
3- Pupils should be able

to Speak.
Work
Sheets.
Board
Evaluation
-Have students work individually to answer the questions about

the reading, and then compare answers in pairs.
-Call on students to read their answers aloud.
Speaking
-Use directions that have several steps as an opportunity for

students to practice reading or listening for a specific purpose.
Read the directions aloud. Then have students tell you what they
need to do to complete the activity.
-Have students work in pairs or groups to discuss their own
experiences that demonstrate Murphys Law. Tell them to give
reasons for why they believe in or don't believe in Murphys Law.
Discussion.
-Have students talk about a time when they were pressured by a

salesperson to buy something they didnt want or need, or a time
when they bought something they wanted to return, but didnt.
- Ask pairs to create a role play between a salesperson and a
customer in which the situation cant be resolved. The customer
is very demanding, with many reasons why he or she must return
the item for a full refund, while the salesperson refuses because
this is against store policy.
Speaking.
-Call on students to tell the class about the experience of another

group member that demonstrates Murphys Law. Students
shouldnt talk about their own experiences.
- Assign pages 22 & 23 in their work book as a homework.
4- Pupils should be able

to Comprehend what they
read.
New Vocabulary
Measure, Heartbeat, Breathing, Malfunction, Equipment, Error, Typically.
Teacher .
Unit
( 3
)
Less
on
( 9
)
Reading.
Date
Grade
Revision
Min.
Introduction
Min.
Specific objective
1-Pupils should be
able to work together.
their mistakes.
Materials
Pupil's
Book.
Work Book.

to Write properly.
Headmaster ....
Work
Sheets.
Board

-Direct students attention to the picture. Give them a few minutes to discuss
what they see in pairs and what the connection is between this object and
consumer complaints
-Read the directions for 1 and ask students to work in pairs telling each other
about a faulty or unsatisfactory product and what they or someone else did
about it. Allow students to talk about an incident that involves someone they
know if they have not similar experiences themselves. Monitor participation
and help when necessary.
-Have volunteers tell their story for the class.
-Hold a brief class discussion on the options available to a consumer in the
event of a faulty or unsatisfactory product. Elicit ideas from the class and
write them on the board. For example:
Return the product and get a refund.
Evaluation
Writing.
Writing.
Return the product and replace it with a new one.

Never buy the brand again.

to Write properly.
-Read the directions for 2. Have students speculate about what the answers
to the questions might be. Remind them how helpful predictions can be.
-Elicit ideas/predictions from volunteers.
-Play the audio and have students follow on page 35 in their books. Allow a
few minutes for students to check the answers to the questions in pairs.
-Call on students to report their answers in class.
Writing.

to Write properly.
-Read the directions for 3. Have students read the text individually to find
out what purpose each paragraph serves. Point out that each paragraph can
serve more than one purpose. Ask them to compare answers in pairs.
-Check answers in class. Call on volunteers to report their answers.
Writing.
New Vocabulary
Teacher .
Headmaster ....
Date
I Wonder What Happened

Grade
.Min
.their mistakes
.b- Write the topic , skim the unit and read the objectives on pages 44
Evaluation
.Discussion

Warming up by engaging student in an open discussion Ask
students if they have ever been involved in or heard of a
situation that was mysterious and seemed to have no logical
explanation. To prompt discussion, offer ideas that have been on
Materials
Pupil's
.Book
.Min
4 )
(
1Uni
t
1 )
(
Less
on
Revision
Introduction
Specific objective
Pupils should be-1
.Comprehension
Student use must have

been, cant be might
have, must have,
might be, must be,
.and could be
.Speaking
the news lately, especially those that have not yet been resolved;
.for example, nonviolent crimes
Explain that students can use the title of the unit to help them understand the purpose of the presentation. Here, the title is I
Wonder What Happened. Tell students to cover the sentences for
.matching on page 44, and then look at the pictures
Have students work in pairs to discuss each picture, write for .some of the pictures, and speculate about what happened
Have students uncover the sentences and match the sentences .and the pictures
Play the audio for page 44 as students read along silently. Check .answers
Call attention to the use of must have been, cant be might .have, must have, might be, must be, and could be
Explain that these are ways to speculate about events thathappened in the past or that we are seeing the results of in the
present. For example, must be, cant be, might be, and could be
can be used to speculate about something we are currently
experiencing, as in It might be a new design of sunglasses.
Explain that might have and could have are used to express
.possibility, and have basically the same meaning
Say sentences. Have students respond, using maybe + the simple past. If possible, use the context of your classroom to make the exchanges
.more realistic. For example: Someone threw the book. It might have been Ali

comprehend and understand
.what they see or read
.Work Book
Work
.Sheets
Board

to speculate about events
that happened in the
.past

.speak fluently
.Hurricane Tornado Locomotive Advertisement Teased Sunglasses Carter Volcano - Meteorite

.... Headmaster
. Teacher
Date

New Vocabulary
Grade
.Min
.their mistakes
4 )
(
Unit
2 )
(
Less
on
Revision

Evaluation
.Reading
had crashed, had )

heard, had seen,
had penetrated,
(had ended up
.Comprehension
.Writing
.Min
Materials
Ask students to read the title on page 45 and look at the pictures and .speculate what the article is about
Ask students if they know where New Orleans is located. If possible, have .them point it out on a map
.Play the audio for page 45 as students listen Ask: What happened to Ray and Judy Faussets house? (It was struckby a meteorite.)
Explain to students that the past perfect is formed with had/have + the past.participle; for example, had landed
.Play the audio again, as students follow along in their books Ask students to underline the past perfect verbs in the article. (had crashed, had heard, had seen, had penetrated, had ended up) Point
.out that all of these events happened before Ray and Judy Fausset got home
Ask students to tell you a few details from the news article; for example, the .total mass of the meteorite, and the weight of each of the three fragments
Have students underline the verb phrases in the sentences on page 44 used .to express what probably happened or what something probably is
Have students work individually to mark their answers. Call on students for.the answers, and have them correct the false statements to make them true
Organize students into pairs to take turns asking and answering about the photos on pages 44- 45. Play the audio for students to listen and repeat. Model the example conversations with
volunteers, changing roles. Monitor students as they practice. Then call on several pairs to
.present for the class
.Assign homework page 31 in their Work books-
Introduction
Specific objective
.able to read fluently
Pupil's
.Book
.Work Book
.able Know past perfect
Work
.Sheets
Board

.comprehend what they see

.write and work together
New Vocabulary
.... Headmaster
. Teacher
Date

Grade
.Min
.their mistakes
Evaluation

.Go over the material in the grammar chart Explain that we use the past perfect tense when we are talking about -
Student provide
sentences in different
.tenses
Students gives sentences in

.the past perfect tense
Student present
sentences by using
.Modals
Students provide
sentences in the past,
.also the present
two actions that happened in the past and we want to make it clear
.which action happened first
:Write some examples on the board, such as the following The plane left at 7:00. We got to the airport at 7:10. When we
.got to the airport, the flight had already left
Write two sentences on the board and have students form one past perfect sentence. For example: He left his house at 8:00. He got
home at 8:30. (When he got home, he had already left.)
Explain to students they can also use before and by the time with thepast perfect. For example: He had left before they arrived home. By
.the time they arrived home, he had left
Cant, Could, Couldnt, Must, May, or Might
.Go over the material in the grammar chart for the modals.Call on volunteers to read aloud the sentences in the speech bubbles Explain that while might (have been) expresses possibility, must (have been) expresses strong probability, and cant or couldnt (have been)
.expresses very strong likelihood that something isnt true
Discuss other ways to express the ideas in the speech bubbles. For example: Present. Theres no way its a balloon. Thats impossible.
Maybe its a glider. / It could be a glider. It has to be a helicopter. What
?else could it be
Past Theres no way it was a balloon. Its impossible. Maybe it was a
.Min
Materials
Pupil's
.Book
.Work Book
Work
.Sheets
Board
4 )
(
Unit
3 )
(
Less
on
Revision
Introduction
Specific objective
Pupils should be -1
differentiate
.between tenses

.read

to Correctly use the
..Modals
to use the past and the
present
glider. / It could have been a glider. it had to have been a helicopter.

What else could it
?have been
.... Headmaster
. Teacher
Date

Grade
.Min
.their mistakes
Evaluation
Give sentences using

.cant, must, or might
.Writing
New Vocabulary
Have students work individually to complete the sentences, .using cant, must, or might
Have students work in pairs to compare answers. Then call on .students to read their completed sentences for the class
Have students work in pairs. Tell them to look at each picture and explain what they think happened using must have
happened, might have happened or could have happened. Each
student should make three sentences for each picture. Quickly
review with students that might and could express possibility,
whereas must expresses probability, and is typically used to state
.a conclusion about a situation
.Min
Materials
.Pupil's Book
.Work Book
.Work Sheets
Board
4 )
(
Unit
4 )
(
Less
on
Revision
Introduction
Specific objective
Pupils should know How-1
to use cant, must, or
.might
.work together
.Writing
Direct students attention to the example picture. Ask them to describe the man. Then call on volunteers to read the sentences
.in the speech bubble. Monitor pairs as they work
To check answers, call on students to share their ideas with the class. Since answers will vary, call on several students to talk
.about each picture
.Assign homework pages 32, 33, 34 in their Work books -

.Write
New Vocabulary
.... Headmaster
. Teacher
Date

Grade
.Min
.their mistakes
Evaluation
Materials
.Min
4 )
(
Unit
5 )
(
Less
on
Revision
Introduction
Specific objective
.Speculation
.Comprehension
.Speaking
.Pronunciation
Have students work in pairs to look at the picture and speculate .about what had happened before
Have students give their answers using complete sentences. For example: When Mr. and Mrs. Jones got home, the children
.had cooked dinner
Tell students they will listen to two stories. Remind them that knowing what information they need to listen for will make the
listening task easier. Here they will listen for general
understanding of the events that occurred; it is not necessary for
.them to understand every detail
Direct attention to the chart. Tell students to fill in the chart under What Happened? as they listen, or first take notes and
.then fill in their charts
Play the audio twice while students listen and write what happened. Play the audio a third time for students to check their
.answers
Have students work alone to fill in the chart under Speculation/ .Possibility with their own ideas. Compare ideas as a class
.Play the audio twice as students listen and repeat Check pronunciation by calling on individual students to say the .words. Crater, driver, recover, water, discover

.to work together
Pupil's
.Book

.Work Book
Work
.Sheets

.speak fluently
Board
to pronounce the words
.correctly
New Vocabulary
.... Headmaster
. Teacher
Date

Grade
Ask the student a few questions about the previous lesson and hear their responses. Correct .Min
4 )
(
Unit
6 )
(
Less
on
Revision

Evaluation
.Discussion
Requesting
.permission
.Speaking & Writing
.Writing
.Min
Materials
Ask students to look at the picture and describe what they see. Ask: Who do you see? Where are they? What do you think happened? With
.books closed, have students listen to the audio
Have students open their books and scan the conversation for cant/might/must with be or other verbs used to speculate. For example: It
must have fallen from the sky. Or, Do you have any idea what it might be?
.Also ask them to scan for the past perfect
Explain we can also use Excuse me to request permission to pass by; for .example, on a crowded bus
Explain that Gee, Wow, and Whoa all are used to express surprise. Ask .students what they usually say
Explain that You never know is typically used to express an opinion or conclusion. For example: Rob may show
Have students each decide the ending. Then elicit from volunteers the .ending they chose. Ask them to explain their choice
Have students work in pairs to ask and answer the questions. Tell students .to answer in their own words rather than reading from the conversation
Organize students into pairs. Tell students to create a role play in which they speculate about the object found in the park. Tell them to use the
ideas from the
.conversation as well as any new ideas they can come up with
Have students work in pairs. Tell them to take turns pretending they are a reporter on the scene, reporting about the object found in the park. Tell
them to describe the scene, as a reporter would, as well as speculate on
what the object is. Students can present in small groups or to the whole
.class
.Assign homework page 35 in their Work books -
Introduction
Specific objective
Pupils should be-1

interested in the
.lesson
Pupil's
.Book
Students should -2
be able to request
.permission
.Work Book
Work
.Sheets
Students should -3
be able to speak
.fluently
Board
Students should -4
be able to write
.clearly
New Vocabulary
.... Headmaster
. Teacher
Date

Grade
.Min
.their mistakes
Evaluation
.Reading
.Reading
.Reading

Have students read the title and look at the photos. Have a class discussion about the meaning of the title: Rock the Earth.
Have students in pairs to write words for the pictures and use
them to predict what they are going to read. Check as a class by
calling on pairs to read their predictions. Ask students to
speculate about what might happen if an asteroid were to hit the
.Earth
Direct students attention to the first sentence in the fourth paragraph: But there are also other hazards in space. Call on a
volunteer to read the sentence aloud. Ask students to use this
sentence to predict the general theme of the text; namely, that
there are hazards in space. Check that they understand hazards
.means dangers or risks
Have students read the article on their own to get a general idea .of the content and write a few notes for each paragraph
Play the audio as students follow along in their books. as they underline words and expressions that are new for them. Elicit the
new words and expressions and write them on the board.
Encourage students to use context to guess meaning. If students
have difficulty with this, rather than giving the definitions, you
might use the words in new sentences on the board and have
.students use that context to figure out the meanings
.Min
Materials
4 )
(
Unit
7 )
(
Less
on
Revision
Introduction
Specific objective

to understand and
.comprehend the passage
.Pupil's Book
.Work Book
.Work Sheets

.passage
Board

.passage
.Reading
Review the difference between the words effect and affect. Write on the board: If an asteroid hit Earth, it could have
.catastrophic effects. Many people could be affected by it

.passage
Atmosphere, Harmlessly, Theory, Impact, Diameter, Extinction, Altitude, Acres, Forest, Devastated, Rendezvous,
Probability, Virtually, Negligible, Circulating, Solar System, Catastrophic, Toxic Fuel, Speculate, Surveillance,
.Uninhabited
.... Headmaster
. Teacher
Date

Grade
.Min
.their mistakes
Evaluation
New Vocabulary
.Min
Unit
8 )
(
Less
on
Revision
Introduction
Materials
Specific objective
Pupil's
.Book

to understand and
comprehend what they
.read
Reading
Have students match the words with the meanings based on the .reading. Check answers as a class
Have students work individually to write the answers to the .questions, or ask and answer them in pairs
Check as a class by calling on pairs of students to read the .questions and answers
4 )
(
.Work Book
.Discussion
.Role Play
have students work alone to list their ideas about what they .would do if they knew an asteroid was going to hit Earth
Then have students work in pairs to copy, complete the organizer in their notebook and to discuss their ideas. Remind
.them to say what they might possibly do and would definitely do
Ask volunteers to present their ideas and compare them as a .class
Have students work in pairs to create a role play in which they are two scientists speculating about whether an asteroid is going
to hit Earth, and how people might react. They believe it will fall
into the ocean, but they dont want people to panic. They can
.include their advice about what people should do
.Assign homework pages 36 , 37 in their Work books -

.speak fluently
Work
.Sheets
Board
.work together
New Vocabulary
.... Headmaster
. Teacher
Date

Grade
.Min
.their mistakes
.Min
4 )
(
Unit
9 )
(
Less
on
Revision
Introduction
Evaluation
.Discussion
.Reading
.Listening and Writing
.Writing
Materials
If possible, bring or use a remote control that you have in class. Hold it up and have students name it. Ask them if they know how
.it was developed
Read the directions for 1 with the class. Have students work in pairs discussing the question and making a list. Call on
.volunteers to present their answers for the class
Have students move around and find out how many remote controls different people have as a class survey. Call on students
.to report the survey results and provide reasons for them
Call on a volunteer to read the directions for 2 aloud for the .class
.Play the audio and have students listen and follow in their book Have students work individually to answer the question. Tell them to make notes in the chart and add rows if they need to.
.Then have them compare with a partner
.Call on students to report their answers in class Ask the class to read question 3 and discuss the answer in pairs. .Call on pairs to report in class
Read the directions for 4. Give students a few minutes to identify the focus/topic of each paragraph. Call on volunteers to
report their answers in class. Discuss the answers with the rest of
.the class and agree or disagree
Read directions for 5. Have students read and answer .individually. Discuss answers and reasons in class
Specific objective
Pupils should be able to-1

.speak freely
Pupil's
.Book
.Work Book
Work
.Sheets
able to Comprehend what
.they hear
Board
able to collaborate with
.others
Exhibition, Consisted, Executed, Electromagnetic Waves, Field, Manufacture, Exclusive, Ultrasound, Reliable, Sophisticated, Functions,
.Immediate, Channel, Surf, Commercials, Universal, Wonderful, Scary
.... Headmaster
Date
New Vocabulary
. Teacher
4 )
(
Unit
10 )
(
Grade
.Min
.their mistakes
.b- Write the topic , skim the unit and read the objectives on page 53 & 54
Evaluation
.Discussion
.Writing
.Speaking
.Writing
Direct students to the picture. Read the directions for task 1 with the class. Call on volunteers to answer. Hold a brief
.discussion in class
Have students read the caption. Elicit what they know about the .Incas
Read directions for tasks 2 and 3. Have students research and .collect information about Kon-Tiki and make notes in the chart
If there is no access to the Internet or a library, download and print out information about Kon-Tiki that the students can use to
.make notes
Have students copy the chart in their notebooks. Remind them .to allow more space for their notes
Organize students in groups and use their information to make .their notes
Call on a student from each group to report. Ask the rest of the class to listen carefully and add new information to their notes.
Encourage students to ask for clarification or repetition if they
need. Explain that these are normal speaking strategies that
.facilitate understanding/communication
Direct students to the Writing Corner. Read and discuss each point with the class. Explain to them that learning to organize
.content and present it well will help them become better writers
Read 4. Have students use their notes to write an article about .Kon-Tiki
Ask students to exchange drafts and comment /make .corrections
.Have students edit and rewrite their articles -
.Min
Materials
Pupil's
.Book
.Work Book
Work
.Sheets
Board
Less
on
Revision
Introduction
Specific objective

.see and hear

.write clearly

.speak fluently

.work together
.... Headmaster
. Teacher
Date
If It Hadn't Happened
Grade
.Min
.their mistakes
Evaluation
.Discussion
E-Mail Internet .Letter
New Vocabulary

Hold a class discussion about inventions and discoveries. Check that students understand the difference between an invention (something that is created) and a discovery (something
.that is found, or found out about)
help students get started, tell them to look around the classroom and notice things they use
every day that were invented; for example, a pen or a pencil sharpener. State some major
discoveries. For example: the earth isnt fl at, and it orbits around the sun. Draw a twocolumn chart on the board. Label the columns Inventions and Discoveries. Ask students
.for their ideas. List them in the chart on the board
Have students form pairs and discuss what they consider to be the top ten inventions and .discoveries. Then have students form groups and compare their ideas
Call on students to relate the top ten inventions their group decided on. Hold a class -
.Min
5 )
(
Unit
1 )
(
Less
on
Revision
Introduction
Materials
Pupil's
.Book
Work
.Book
Work
Specific
objective
Pupils should-1
be interested in
.the lesson
able to comprehend
what they see or
discussion and see if students agree on the ten most important inventions and discoveries.
.Ask students to give reasons for their answers
.read
.Discussion
Have students look at the photos on page 56. Ask: Which of these inventions and ?discoveries do youthink are the most important
.Have students work individually to write words for each photo .Have students read the text and underline words that name something in the pictures -
Students
answer the
questions
.orally
.Play the audio for page 56 as students read along silently Point out the if-clauses. Explain that the if-clause presents the conditions or circumstances that lead to a result, and the result is stated in the main clause. For example, read the
paragraph on oil. The central idea is that the reason that cars which run on gasoline are so
.common is because of the discovery of lots of sources of oil
Have students form pairs and summarize the main idea presented about each invention or .discovery
Play the audio again as students follow along in their books. Then go over any new words .and expressions students ask about
.Sheets
Board
Apologize Imported Suppliers Possibilities Arrangements Graduation Access Urgent Matter Contact Advantage Wondering
.Inconvenience Soaked In spite
.... Headmaster
Date
Grade
5 )
(
2 )
(

.Discussion
New Vocabulary
. Teacher
.Min
.their mistakes
Evaluation
able to understand
and comprehend the
passage and deduce
the questions and
.answers

Direct attention to the picture of the guy unloading a truck. Ask students to read the text. Ask students to say in their own words what
he regrets. Play the audio for page 57 . Ask students to listen and follow
.along
.Min
Materials
.Pupil's Book
.Work Book
Unit
Less
on
Revision
Introduction
Specific objective
able to comprehend
what they see and
.hear
.Speaking
Tell students to think about experiences they have had. For example, for number 3, tell students to think about something specific they once
wanted to buy. Students may also want to change a situation slightly to
make it fit better with their own experiences. For example, for number
2, they might substitute jacket or bag forhairstyle and his for her.
Explain that for number 7, other after-thoughts means feelings or
situations similar to those in numbers 16. Have students discuss their
.answers with a partner
.Writing
Have students work individually to make the matches to form new words. Discuss any words that may be new to students. work
individually to answer true or false.Check answers as a class by calling
.on volunteers.Have them correct the false statements

.to speak fluently
.Work Sheets
Board
Play the audio as students listen and repeat. Model the examples with students, changing roles. Organize students into pairs. Tell them to take
turns asking and answering about their biggest regrets and about the
inventions and discoveries on pages 56 and 57.Monitor students as
they practice. Then call on pairs to present for the class. Have students
work alone to list mistakes in life they would not make again. Tell them
to use I would have. Have students compare their lists with a partner.
.Assign homework page 39 in their Work books
.Speaking

.to write clearly

.to speak fluently
Typical, Situations, Hairstyle, Hurt, Avoid, Security Guard, Lock, Trip, Route, Bulb, Load, Infection, Candles, Regret,
.Serious, Thief, Compare
.... Headmaster
. Teacher
Date
Grade
New Vocabulary
5 )
(
Unit
3 )
(
Less
on
.Min
.their mistakes
Evaluation
.Discussion
students form should

have + past participle
.sentences
Students forms
negative sentences
with should have +
.past participle
.Writing
.Min
Materials
over the material in the grammar chart for should have + pastparticiple to talk about regrets. Explainthat we use this structure to
talk about things we wishwe had done or had not done. Write some
additionalsentences on the board. For example: I should have
called you earlier. (But, I didnt.)I shouldnt have left my book
outside in the rain.(But, I did.)
Remind students of the contracted forms of should have (shouldve), could have (couldve), and would have (wouldve).
Write sentences on the board. Havestudents say what the person
shouldve or shouldnt
have done. He went downtown without any money. (He
shouldve taken some with him.) He left his backpack on the
bus. (He shouldnt have been so careless.)
Go over the examples and explanation in the chart. Tell students they need to pay attention to the negative (not) in the clauses. For
example, compare these sentences: If I hadnt found my book, I
would have been in
trouble. (I found it and so I wasnt in trouble.) If I hadnt lost my
book, I wouldnt have been introuble
Go over the Note. Point out that Id can mean either I had or I would. They need to look at the context to understand which is
.being used
Go over the examples and explanation in the chart. Explain that although could have and might have often have the same meaning,
we sometimes use
.could have to express ability and might have to express possibility
Revision
Introduction
Specific objective
Pupils should be-1

Pupil's
.Book
able to form should have
+ past participle
.sentences
.Work Book
Work
.Sheets
Board
able to use the negative
with should have + past
.participle

.write clearly
New Vocabulary
.... Headmaster
. Teacher
Date
Grade
.Min
.their mistakes
Evaluation
Reading
.Have students work individually to match the sentence halves Check answers by calling on volunteers to read their completed .sentences
.Writing
Have students write their own clauses with would to complete each if-clause in exercise C. Point out that the second clause can
include I could have or I mighthave instead of I would have, but
.not I should have
.Then have students work in pairs to compare sentences
Student work together

. writing sentences
Students work in pairs. Have them look at the pictures, read each situation, and make a sentence to express what they
would, could, or might have said or done if they were in that
.situation
Do the first one together as a class, and then have students .continue in pairs
.Comprehension
Explain to students that we borrow money from someone. Welend money to someone. When we borrow money, we are
.expected to pay the money back. We can also say pay it back
.Assign homework pages 40, 41, 42 in their Work books -
.Min
Materials
5 )
(
Unit
4 )
(
Less
on
Revision
Introduction
Specific objective
Pupils should know-1
.what they read
Pupil's
.Book

.write clearly
.Work Book
Work
.Sheets

.work together
Board
.Comprehend what they hear
New Vocabulary
.... Headmaster
. Teacher
Date
Grade
.Min
.their mistakes
Evaluation
.Discussion
.Comprehension

.Give students time to read the message silently Discuss the message as a class. Ask questions to check that students understand the sequence of events. Ask students to use the context to
figure out the meaning of hoax. (a joke)
Have students work in pairs to say what they would have thought if they found the bottle, and what they would have done with the money.
.Have students share their ideas with the class
Remind students that knowing what information they need to listen for will make the listening task easier. Tell them to look at the chart.
Ask: For each person, whatare you going to hear? (a regret and
the reason)
Ask students what they know about call-in radio shows. Some call-in shows allow listeners to call and give their opinions. Others are similar
to advice columns: The caller says his or her problem and listens to
.the advice
.Play the audio twice Students listen and write the information in the correct columns in the .chart
.Min
Materials
Pupil's
.Book
.Work Book
Work
.Sheets
Board
5 )
(
Unit
5 )
(
Less
on
Revision
Introduction
Specific objective
Pupils should be-1

interested in the
.lesson

.Play the audio a third time for students to check their answers -
.Reading
Have students listen to the audio twice and repeat the sentences. Tell them to pay attention to the reduced pronunciation of would have,
.could have, and should have in the sentences
Have students work individually. After several minutes as a class have .students practice reading the sentences aloud

.read
.Speaking
Have students work in pairs to discuss their answers to the questions. Monitor as students talk, but do not make corrections as the focus
.here is on fluency

.speak fluently
.Unemployed, Aimlessly, Floated, Confusion, Entire, Attorney, Alike, Hoax

.... Headmaster
. Teacher
Date
Grade
.Min
.their mistakes
Evaluation
.Discussion
New Vocabulary

Have students look at the photo and describe it. Ask: Where are they? ?What are they doing? What kind of jobs do you think they have? Why
Read aloud the first line of the conversation. Ask students to predict what the conversation is about. Play the audio. Have students listen with their
.books closed
.Min
Materials
Pupil's
.Book
5 )
(
Unit
6 )
(
Less
on
Revision
Introduction
Specific objective
Pupils should be-1
interested in the
.lesson
Reading
Speaking
&Comprehension
Writing
Tell students to open their books and scan the conversation for phrases that express regret, possibilities, or missed opportunities. (could have,
.should have, and would have) Elicit and have students read the phrases
Have students read the conversation for words and expressions that are unfamiliar. Elicit and write them on the board. Encourage students to try to
understand the words and phrases through context. Some words and
expressions that may be new include: Immature = not behaving in a way
appropriate for ones age
Matt came along = I met Matt Manage to = am able to
.Play the audio again, and have students read along silently .Have students read the conversation in pairs, switching roles Ask: Who says you mean? (Ibrahim) Explain we use this to confirm a question and also to show that we understood the question and are getting
.ready to answer it, as Ibrahim does without waiting for Faisal to respond
Ask: Who says breathing down your neck? (Ibrahim) Explain that this is .used to complain about someone being overly strict
Have students work alone to list Faisals regrets and to describe Ibrahims life. Tell students to answer in their own words rather than copying from the
.conversation
Have students work in pairs to compare answers. Then call on volunteers .to write their answers on the board

to understand and
.read
Work
.Book
Work
.Sheets

to comprehend What they
.hear
Board
.to write clearly
.Regrets, Guess, Opportunity, Immature, Business, Breath, Responsibility, Management, Employ, Career
.... Headmaster
. Teacher
Date
Grade
New Vocabulary
5 )
(
Unit
7 )
(
Less
on
.Min
.their mistakes
Evaluation
.Discussion
Explain to students that when reading about something that happened, there are words and expressions that they can use to
help them follow the sequence of events. Words such as next,
then, after that, now, or phrases such as a week ago tell them
.the order in which events happened
.Discussion
Have a general discussion about advice columns. Discuss the types of columns available online and on TV and radio (for
example, medical advice, the type of advice they give (serious or
humorous), and the source of the advice (advice from doctors,
psychologists, or others). Ask the Before Reading questions.
Have students talk about which types of advice columns they
enjoy and why. Find out if students ever use any advice columns,
.or if they simply enjoy reading or listening to them
Reading &
.Comprehension
Explain to students that when reading about something that happened, there are words and expressions that they can use to
help them follow the sequence of events. Words such as next,
then, after that, now, or phrases such as a week ago tell them
the order in which events happened
Have a general discussion about advice columns. Discuss the types of columns available online and on TV and radio (for
example, medical advice, the type of advice they give (serious or
humorous), and the source of the advice (advice from doctors,
psychologists, or others). Ask the Before Reading questions. Have
students talk about which types of advice columns they enjoy
and why. Find out if students ever use any advice columns, or if
.they simply enjoy reading or listening to them
.Min
Materials
Pupil's
.Book
Revision
Introduction
Specific objective
Pupils should be-1

.Work Book
Work
.Sheets

.argue and discuss
Board
Reading &
.Comprehension
Reading &
.Comprehension
Present to students the idea that the real purpose of advice columns is to entertain people, not to give actual advice. Ask
.students if they agree or disagree with this idea
.Have students read the title: Marios: Advice Column Point out the closings to each letter. (Confused Friend and Honest but Wondering Why) Ask students to predict what the
.letters may be about
.Play the audio as students follow along in their books -

.read comprehensively
Play the audio again for the first letter only. Then ask students to .summarize in their own words what the problem is
Play the audio again for the second letter. Ask students to summarize the problem the limo driver has. Ask them to say in
.their own words why he calls himself Honest but Wondering Why
Ask students to say words and expressions that are new to them. Elicit and write them on the board. Encourage students to use the
context to help each other with new vocabulary. Words and
:expressions that may be new to students include
Gave me a funny look = showed displeasure
Never want to have anything to do with somebody = not to have
any social contact
Allowance = money that a parent regularly gives to the child
Grateful = thankful
Praise = to say you admire
Have students scan the second letter and underline the verb .phrases with must, should, and could
Explain that must have been wearing and must have fallen off both express conclusions the limo driver made. The following
sentences and phrases all express regret about possibilities in
the past: I should have kept the watch; what I could have done
.with the money; I could have bought my own limousine

read comprehensively, and write
clearly
New Vocabulary
.... Headmaster
. Teacher
Date
Grade
.Min
.their mistakes
.b- Write the topic , skim the unit and read the objectives on page 63 & 64
Evaluation
.Group work
.Speaking

Have students work with a partner to ask and answer the questions about .the letters
Check answers by calling on pairs to ask and answer the questions. Have .students work in small groups to discuss their answers to the questions
.Call on students to report back to the class what their group talked about Ask students if they have ever shared clothes or other possessions with a .friend
Read 1 and have students discuss the question briefly in pairs. Call on pairs .to report their answers and give reasons for them
Ask students if they read or have read an advice column. Call on volunteers to explain what an advice column is like, what kind of people write them,
?what kind of advice do they give
.Min
Unit
8 )
(
Less
on
Revision
Introduction
Materials
Pupil's
.Book
.Work Book
Work
.Sheets
5 )
(
Specific objective
Pupils should be-1
able to Cooperate
with his
.classmates
.able to speak fluently
.Writing
Writing
Read the directions for 2 with the class. Play the audio and have students listen and follow in their book. Have students answer individually and then
.compare with a partner
.Call on students to report their answers for the class Have students focus on 3 and discuss with a partner. Ask them to provide reasons for their answer. Have students move around the classroom and ask
as many people as they can within the time set, for example 5 minutes. Call
.on volunteers to say what most students in class think
Direct students to 4. Have them read the question and answer it .individually
.able to write clearly
Board
Organize students in groups and have them discuss the question. Call on a .student from each group to report the groups ideas
Read the directions for 5. Read the advice column and answer the questions .in pairs
Have students discuss the last question of 5 in groups. Then call on .volunteers to report for the class
.Assign homework pages 44 & 45 in their Work books -
.able to write clearly
Limousine, Scarves, Wealthy, Prestigious, Ceremony, Notice, Diamond, Slipped, Arrange, Greateful, Valuable, Heirloom, Honesty, Insisted,
.Believed
.... Headmaster
. Teacher
Date
New Vocabulary
Grade
.Min
.their mistakes
.Min
5 )
(
Unit
9 )
(
Less
on
Revision
Introduction
Evaluation
Materials
Specific objective
.Discussion
.Read the directions for 1 and 2. Have students study the organizer Organize them into pairs. Have them look back at the letters in the unit .and choose one to write a reply to
Pupils should be able-1

.to work together
.Writing
Have them read the letter again and make notes in the organizer. Ask .them to include their own advice in note-form
Direct students to the Writing Corner. Call on a student to read the first point aloud. Ask students why they think it is important to get all the
.facts and summarize them. Elicit answers from volunteers

.Write properly
.Writing
.Writing
Call on another student to read the next point about sides. Elicit the -.
.reason for this point from the class. Call on volunteers to answer
Organize students in pairs and ask them to read the rest of the point s and discuss them with their partner. Do not be judgmental or
.patronizing
Have students read 3 and write an answer to the letter they have chosen individually. Ask them to exchange letters with a partner and
.comment and/or make corrections
Pupil's
.Book
.Work Book

.write an E-mail or letter
Work
.Sheets
Board
able to exercise writing
.an E-mail or letter
.Assign homework pages 46 in their Work books -
New Vocabulary
.... Headmaster
. Teacher

Mega Goal 2 (1 To 5) Prepration

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What are the objectives of the lesson?

What are the objectives of the lesson?

What materials and activities are used in the lesson?

What materials and activities are used in the lesson?

/

!You've Got Mail

. a introduce the unit

Procedure and Activities

.E-Mail - Internet - Letter

Students answer the

!You've Got Mail

Students give sentences

Students give sentences

Procedure and Activities

In spite of is followed by a Gerund or a Noun. Example: In spite of traffic, I

Students should be able -1

Students should be able to the -2

Students should be able to -3

Students should be able to -4

Students should be able to -5

.find a place to park

!You've Got Mail

students fill in by using

Procedure and Activities

Students answer the

Students should be able to -4

!You've Got Mail

Give sentences using

Procedure and Activities

Pupils should know-1

.Speaking & Writing

Students should be able to -3

Students should be able to -4

!You've Got Mail

Procedure and Activities

Pupils should be-1

Students should be able to -2

Students should be able to -3

Students should be able to -4

!You've Got Mail

Speaking & Writing

Procedure and Activities

Students should be able -2

Students should be able -3

Students should be able -4

!You've Got Mail

Students complete the

Procedure and Activities

.Students fill in the table

Have students work in groups to answer and discuss the .questions

Students should be able to -2

Students should be able to -3

Students should be able to -4

!You've Got Mail

Procedure and Activities

Pupils should be-1

Students should be able to -2

Students should be able to -3