U1/ GOOD MORNING LISTEN AND DISCUSS +

PAIR WORK
day class period Learning Objectives
1/1 The student will be able to:
1/2 Say greetings.
1/3  Tells the times of the day.
1/4  Say the titles.
1/5
1/6

Teaching Strategies Steps to follow

Pair work A-Warming up and revision
Work group Warm up:
Problem solving Greet the class by saying: Good morning. Elicit the response from students: Good morning.
Brain storming Write your name on the board and say: Hello, I’m
Mr./Ms./Miss/Mrs. (name).
Role play Greet individual students, saying: Hello, I’m (name)
Discussion and elicit the response: Hello, I’m (student’s name).
Inductive Have students introduce themselves to one another.
A: Hello, I’m (name). B: Hello, (name). I’m (name).
Co-operative learning
Discovery B- Presentation
The students are going to learn…
Recourses needed
Language builder
Student book morning (from about 6 a.m. to 12 noon), afternoon (from 12 noon to 6 p.m.), and evening
Work book (from 6 p.m. to 12 midnight).
Teacher’s guide
Teaching aids C- Practice
Board 1. Listen and Discuss
Drawing - Direct students’ attention to the photos in the Greetings section. Ask questions about the
pictures. For example: Which picture shows a family? (a) Which picture is in a school? (b) Is
Cards George a teacher or a student? (a student)
Real objects -Play the audio. Point to the photos as students listen. Point out that Good afternoon, Good
evening, and How are you? are formal expressions. Hi and How’s it going? are informal and
Data show are used with friends and classmates.
Interactive CD - Focus students’ attention on the photos in the Saying Goodbye section. Explain that Good
evening is used when a person arrives. Good night is said before leaving or going to bed.
2. Pair Work
Evaluation Tools - Play the audio. Students listen and repeat or speak along with the recording.
Oral Tests - Put students in pairs to practice conversation A.
- For conversation B, have students work with a different partner and introduce themselves.
Written Tests - Put students in groups of three to practice introductions in conversation C.
Observation

Discussion
Exercise

Activities D- Feedback
Put students in groups and have each group make a list of adults they know, such as teachers
in the school, but not family members. They write the names, first and last, with the
appropriate titles. Have a student from each group read the list to the class.
Home assignment workbook page ( 89 ) exercise ( )
U1/ GOOD MORNING

Teacher Headmaster Supervisor

GRAMMAR
day class period Learning Objectives
1/1 The student will be able to:
1/2 use verb Be with different subjects.
1/3  use singular possessive adjectives : my, your , his , her
1/4
1/5
1/6

Teaching Strategies Steps to follow

Pair work A-Warming up and revision
Work group Warm up:
Problem solving -- Play a game with the student.
Brain storming -- Check the homework and answer the questions.
-- Do physical exercise.
Role play
Discussion
Inductive
Co-operative learning
Discovery B- Presentation
The students are going to learn…
Recourses needed
Language builder
Student book Point out that in English the possessive form agrees with the person, not with the thing.
Work book Fahd’s book = his book because Fahd is a boy.
Teacher’s guide
Teaching aids C- Practice
Board Verb: be
- Have students read the sentences in the grammar chart. Illustrate the subject pronouns by
Drawing
pointing to yourself and saying I’m (name). Then gesture toward
Cards a student in the class and say: He’s/She’s (name). Continue with the other pronouns.
Real objects - Give the full form (for example, you are) and elicit the
contraction. (you’re)
Data show
Possessive Adjectives: my, your, his, her
Interactive CD - Go over the material in the grammar chart. Write the subject pronouns I, you, he, and she on
the board.
- Elicit from students the possessive adjective that goes with each and write it on the board.
Evaluation Tools - Say the name of a student in the class, for example, Fahd. Elicit the sentence: His name’s
Oral Tests Fahd.
a Point to yourself and say your name. Elicit from a student the sentence: Your name’s ____.
Written Tests
- Ask a volunteer to read the directions. Then read the first sentence and elicit the answer
Observation from the class: is.
- Have students work individually or in pairs to complete the exercise.
Discussion
Exercise

Activities D- Feedback
Answer the questions A B C D
Home assignment workbook page ( 90–91 ) exercise ( )

U1/ GOOD MORNING PRONUNCIATION – LISTENING –

ABOUT YOU

Teacher Headmaster Supervisor

day
class
period
Learning Objectives
1/1

The student will be able to:

 practice low intonation in questions
 extract information through listening
 give full meaning answers to WH questions

1/2

1/3

1/4

1/5

1/6

Teaching Strategies

Steps to follow
Pair work

A-Warming up and revision

Work group

Warm up:
Writing the following on the board and have learners try to read them
She got a dog.
She got a dog !?
Explain the difference then present the new ideas.

Problem solving

Brain storming

Role play

Discussion

Teacher Headmaster Supervisor

Inductive

Co-operative learning

Discovery

B- Presentation

The students are going to learn…

New vocabulary

Recourses needed

Student book

Work book

Teacher’s guide

Teaching aids

C- Practice
Board

Pronunciation
Explain that students are going to practice the pronunciation of questions.
Play the audio. Ask: Does the speaker’s voice go up or down at the end of the question? Elicit that it goes down.
Put students in pairs to practice asking and answering the questions.
Listening
Have students look at the expressions in numbers 1–6. Explain that they have to choose the correct response to what they hear in
the audio.
Play the audio. Have students listen to the first item: How’s it going? Elicit the correct response: Not bad. Play the rest of the
recording.
Play the audio again for students to listen and mark their answers.
About you
Have students read the list of questions.
Put students in pairs or small groups. Students take turns asking and answering the questions.
Go around the class as students are working and help as needed.

Drawing

Cards

Real objects

Teacher Headmaster Supervisor

Data show

Interactive CD

Evaluation Tools

Oral Tests

Written Tests

Observation

Discussion

Exercise

Activities

D- Feedback

Do the activity in the book.

Home assignment
workbook page ( 90-91 ) exercise ( )

U1/ GOOD MORNING

CONVERSATION
day class period Learning Objectives
1/1 The student will be able to:
1/2  answer questions about a conversation
1/3
1/4
1/5
1/6

Teaching Strategies Steps to follow

Pair work A-Warming up and revision
Work group Warm up:
Problem solving Imagine that Rasha is new in your class,
Brain storming what will you say to her?
Role play

Teacher Headmaster Supervisor

 Discussion to elicit simple questions like asking about ( name - nationality ......etc
Inductive
Co-operative learning
Discovery B- Presentation
The students are going to learn…
Recourses needed
New vocabulary
Student book starving
Work book
Teacher’s guide
Teaching aids C- Practice
Board Have students look at the picture. Ask: Where are the people in the picture? Elicit that they’re
at an airport.
Drawing
Have students listen to the audio twice with their books closed. Then have them listen with
Cards their books open, reading along.
Real objects Ask: What country is Rick visiting? Elicit: Spain.
Explain that starving means that Rick is very hungry.
Data show Put students in pairs and have them practice the conversation.
Interactive CD Have students work in pairs to complete the conversation. Have them first write down the
complete conversation in their books or notebooks.
Students practice their conversation, changing roles each time.
Evaluation Tools Ask two or three pairs to present their conversations to the class.
Oral Tests
Written Tests
Observation

Discussion
Exercise

Activities D- Feedback
Ask students to practice a conversation using the new words.
Home assignment workbook page ( ) exercise ( )

U1/ GOOD MORNING READING

day class period Learning Objectives
1/1 The student will be able to:
1/2  answer some questions from a reading text.
1/3

1/4
1/5
1/6

Teaching Strategies Steps to follow

Pair work A-Warming up and revision
Work group Warm up:
Problem solving
Brain storming If there is a new student in the class, what would you like to know about him/her?
Role play
Discussion

Teacher Headmaster Supervisor

 Inductive
Co-operative learning
Discovery B- Presentation
The students are going to learn…
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Teaching aids C- Practice
Board Have students look at the photo and ask the Before Reading question: What do you say when
you meet someone for the first time? Write students’ ideas on the board, but don’t confirm or
Drawing
deny answers at this time.
Cards Play the audio for the first conversation. Ask students to read along as they listen, looking to
Real objects see if anything on the board is mentioned in the conversation.
Have students work in pairs to complete the conversation by using the expressions from the
Data show box.
Interactive CD After Reading
- Ask a volunteer to read the directions and the first sentence. Ask students if the answer is
yes or no. Elicit: no. Ask how they know this. (Ahmed says that he’s a new student.)
Evaluation Tools - Have students do the task individually. Tell them to underline the part of the text that
provided them with the answer.
Oral Tests
- Have students go over the answers with a partner. Finally, go over the answers with the
Written Tests class.
Observation

Discussion
Exercise

Activities D- Feedback
Bring or have students bring some pictures of interesting looking people from magazines.
Give each student a picture. Students invent a name for the person in the picture— first name,
last name, and nickname. Then in pairs or small groups, students introduce their person to
their classmates.
Home assignment workbook page ( ) exercise ( )
U1/ GOOD MORNING WRITING -PROJECT - FORM, MEANING
AND FUNCTION
day
class
period
Learning Objectives
1/1

The student will be able to:

 Write a conversation
 Make and illustrate a list of greetings
1/2

1/3

Teacher Headmaster Supervisor

 1/4

1/5

1/6

Teaching Strategies

Steps to follow
Pair work

A-Warming up and revision

Work group

Warm up:

Problem solving

Brain storming

Role play

Discussion

Inductive

Co-operative learning

Discovery

B- Presentation

The students are going to learn…

New vocabulary

Recourses needed

Student book

Teacher Headmaster Supervisor

Work book

Teacher’s guide

Teaching aids

C- Practice
Board

Writing
Have students find examples on page 7 for capital letters, periods, and question marks. Ask: Which other words have capital
letters? (names of people, names of cities, and titles such as Miss, Mr., Mrs.)
-Write the affirmative sentences on the board and form the questions
She is a new student. Her name is Farah.
Is she a new student? What is her name?
Show students how She is changes to Is she and Her name is changes to is her name in the question.

Project
- Have students work in groups to write lists of formal and informal greetings. Have them submit the writing portion of this
project to you.
Form, Meaning and Function
- Explain to students that school supplies are things that we use in the classroom.
- Elicit the names of the school supplies from the students. Write them on the board. Provide the names for any items they do not
know.

Drawing

Cards

Real objects

Data show

Interactive CD

Evaluation Tools

Oral Tests

Written Tests

Observation

Discussion

Teacher Headmaster Supervisor

Exercise

Activities

D- Feedback

Ask the students to answer the activity ABC

Home assignment
workbook page ( 92 ) exercise ( )

U2/ WHAT DAY IS TODAY? LISTEN AND DISCUSS +

PAIR WORK
day class period Learning Objectives
1/1 The student will be able to:
1/2  List Days of the week
1/3  List Months of the year
1/4  Count to one thousand
1/5  Talk about age
1/6

Teaching Strategies Steps to follow

Pair work A-Warming up and revision
Work group Warm up:
Problem solving Ask students: What month is it? Or, use important days for Saudi Arabia. Show students a
Brain storming calendar. Say to students: My favorite month is (month). Ask three or
four students. What is your favorite month?
Role play
Discussion
Inductive
Co-operative learning
Discovery B- Presentation
The students are going to learn…
Recourses needed
Language builder
Student book Point out that in English, days of the week and months of the year always start with capital
Work book letters.
Teacher’s guide
Teaching aids C- Practice
Board 1. Listen and Discuss
Days of the week Draw students’ attention to the calendar at the top of the page. Point to a day and say:
Drawing
(Day) is my favorite day of the week. Play the audio and point to the days of the week. Repeat the days
Cards again and check students’
Ask two or three students: What’s your favorite day of the week? Then have students ask each other the
Real objects question and answer.
Data show Months of the Year Repeat the procedure above for the months of the year. Play the audio and then ask
students about their favorite months. Ask: What day is today? What month is it?
Interactive CD Numbers Ask students: What numbers do you know in English? Then start counting from one and
encourage students to join. Play the audio for the numbers 1 to 10
Age Play the audio for the first part of the conversation. Point to the baby stroller in the picture and ask:
Evaluation Tools How old is he?

Teacher Headmaster Supervisor

 Oral Tests point to the twins and ask: How old are they? (They’re seven.)
2. Pair Work
Written Tests - Play the audio. Students listen and repeat or speak along with the recording.
Observation Put students in pairs to practice conversations A and B and in groups of three for conversation
C.
Discussion Point out that students use their own information for conversations B and C.

Exercise

Activities D- Feedback
Do the activity in the book.
Home assignment workbook page ( 93-94 ) exercise ( )

U2/ WHAT DAY IS TODAY?

GRAMMAR
day class period Learning Objectives
1/1 The student will be able to:
1/2  use plural possessive adjectives
1/3  make questions using WHAT/WHEN/HOW OLD
1/4  use IN/ON with dates
1/5
1/6

Teaching Strategies Steps to follow

Pair work A-Warming up and revision
Work group Warm up:
Problem solving Revise the possessive adjectives by a game
Brain storming
Role play
Discussion
Inductive
Co-operative learning
Discovery B- Presentation
The students are going to learn…
Recourses needed
Language builder
Student book Explain that in English, people use ordinal numbers for dates when speaking. For example:
Work book September fourth, NOT September four..
Teacher’s guide
Teaching aids C- Practice
Board Possessive Adjectives: our, your, their
- Write the subject pronouns I, he, and she on the board. Elicit the possessive adjective for each pronoun
Drawing (my, his, her) and write it next to the pronoun.
Cards -Then write the pronouns we, you, and they on the board. Focus students’ attention on the chart and elicit
the possessive adjectives for these pronouns.
Real objects (our, your, their) Write them on the board as well.
Question Words: What, When, How old
Data show - Have volunteers read the questions and the answers. Ask: Which question word asks about time:
Interactive CD When, What, or How old? (When) Which asks about age? (How old)
Prepositions: in, on with Dates
- Go over the explanation of in and on with the class. Have volunteers read the example sentences in the
Evaluation Tools chart.
-Write random months and days on the board. Point to them and have volunteers read the words adding
Oral Tests in or on. For example, write March and elicit: in March.

Teacher Headmaster Supervisor

 Written Tests -Write Sunday and elicit: on Sunday. Remind students that we use on before a month when it is followed
by the date, for example: on June 15th.
Observation

Discussion
Exercise

Activities D- Feedback
Students work in groups to do their concepts map, they should discus it with the rest of the
class.
Home assignment workbook page ( 90–91 ) exercise ( )

U2/ WHAT DAY IS TODAY? LISTENING - PRONUNCIATION – ABOUT

YOU
day
class
period
Learning Objectives
1/1

The student will be able to:

 complete a chart from listening material
 answer personal information

1/2

1/3

1/4

1/5

1/6

Teaching Strategies

Steps to follow
Pair work

A-Warming up and revision

Work group

Warm up:

Problem solving

Teacher Headmaster Supervisor

Brain storming

Role play

Discussion

Inductive

Co-operative learning

Discovery

B- Presentation

The students are going to learn…

New vocabulary

Recourses needed

Student book

Work book

Teacher’s guide

Teaching aids

C- Practice
Board

Listening
Play the audio. Have students listen to the first conversation. Elicit the words that go in the blanks (Monday, June first) and have students write
them in the chart. Play the rest of the recording. Tell students to listen but not write.
Play the audio again for students to listen and write their answers.
Pronunciation
Play the audio as students listen and read along. Then play the audio again for students to repeat or speak along with the recording.
Put students in pairs to practice reading the words to each other with the correct stress.
About you
A: Have students work individually to complete the form and then compare with a partner. If necessary, write an example of a full
name on the board, labeling the first, middle, and last names.
B: Put students in pairs or small groups to ask and answer the questions.

Teacher Headmaster Supervisor

When students have finished, ask one person from each group to report one or two answers to the class.

Drawing

Cards

Real objects

Data show

Interactive CD

Evaluation Tools

Oral Tests

Written Tests

Observation

Discussion

Exercise

Activities

D- Feedback

Do the activity in the book.

Home assignment
workbook page ( 95 ) exercise ( )

U2/ WHAT DAY IS TODAY?

CONVERSATION
day class period Learning Objectives
1/1 The student will be able to:
1/2  answer questions about a conversation
1/3
1/4
1/5

Teacher Headmaster Supervisor

 1/6

Teaching Strategies Steps to follow

Pair work A-Warming up and revision
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Co-operative learning
Discovery B- Presentation
The students are going to learn…
Recourses needed
New vocabulary
Student book remember , remind, forget
Work book
Teacher’s guide
Teaching aids C- Practice
Board Have students look at the comic strip. Ask: Who are the people in the picture? Elicit that they’re father
and son.
Drawing Point out that the words remember and forget are opposites. Explain that remind means to tell someone
Cards to remember.
Ask students: What do you think? Does John’s dad remember? Elicit students’ guesses in answer to this
Real objects question. (yes or no). Then ask: What does John’s dad forget? (the basketball game)
Real Talk
Data show
Direct students’ attention to the Real Talk box. Read the explanations with the class.
Interactive CD Act out You’re welcome with a student. Ask the student to do something, like lend you a pencil. Then
say: Thank you. The student responds: You’re welcome.
Ask volunteers to read the questions aloud and answer them. Do this activity with the whole class.
Evaluation Tools Ask two or three pairs to present their conversations to the class. Encourage them to be expressive and
to look at each other when they are speaking.
Oral Tests
Written Tests
Observation

Discussion
Exercise

Activities D- Feedback
From the conversation in page 14:
What day of the week is it?
Home assignment workbook page ( ) exercise ( )

U2/ WHAT DAY IS TODAY ?

READING
day class period Learning Objectives
1/1 The student will be able to:
1/2  answer some questions from a reading text.
1/3
 research about different animal life span compared to humans
1/4
1/5
1/6

Teacher Headmaster Supervisor

Teaching Strategies Steps to follow
Pair work A-Warming up and revision
Work group Warm up:
Problem solving
Brain storming Ask students to look quickly at the pictures and the chart headings. Ask the Before Reading
question: What do you think the reading is about? Elicit
Role play students’ ideas but do not confirm whether they are right or wrong at this point.
Discussion
Inductive
Co-operative learning
Discovery B- Presentation
The students are going to learn…
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Teaching aids C- Practice
Board Have students look at the photos. Write the names of the animals on the board. Say an animal and have
students point to the picture in the book.
Drawing Have students read the text and the charts silently. Ask: What does adolescent mean? Elicit or explain
Cards that an adolescent is a teenager. Explain that life span
is the number of years an animal can live.
Real objects Play the audio and have students read along as they listen.
READING STRATEGY Scanning
Data show Tell students to look at a text quickly to find a specific fact. They don’t need to
Interactive CD read the whole article.
Tell students that you’re going to ask some questions about the animals in the article. Sample questions
include: What is the life span of a horse? Which animal has a life span of 123 years? What kind of
Evaluation Tools animal is Marla? How old is Ollie?
After Reading
Oral Tests Put students in pairs to ask and answer the questions. Have them scan to find the answers.
Go over the answers with the class. Call on different students to read the questions and answers aloud.
Written Tests
Observation

Discussion
Exercise

Activities D- Feedback
Have students work in groups to figure out how old they are in months, days, and hours. Tell
them not to forget the extra day in Leap Year, once every four years
Home assignment workbook page ( ) exercise ( )

U2/ WHAT DAY IS TODAY ? WRITING -PROJECT - FORM, MEANING

AND FUNCTION
day
class
period
Learning Objectives
1/1

The student will be able to:

Teacher Headmaster Supervisor

  match each question to it's answer
 write a question for each information
1/2

1/3

1/4

1/5

1/6

Teaching Strategies

Steps to follow
Pair work

A-Warming up and revision

Work group

Warm up:

Revise the question words and its usage

Problem solving

Brain storming

Role play

Discussion

Inductive

Co-operative learning

Discovery

B- Presentation

Teacher Headmaster Supervisor

The students are going to learn…
New vocabulary

Recourses needed

Student book

Work book

Teacher’s guide

Teaching aids

C- Practice
Board

Writing
Focus students’ attention on the question words. Ask: Which question word asks about time? (When) Which question word asks about place?
(Where) Which question word do we use to learn a person’s name? (What) Which question word asks about the way to do something? (How)
Have students complete the exercise individually.
Check answers by calling on pairs of students to read aloud the questions and answers.
Go over the information about capital letters. Have volunteers read the examples aloud. Ask: Which other words have capital letters? (the first
word in a sentence, titles such as Miss, Mr., Mrs.)
Project
For homework, ask students to find out the life span of other animals, insects, or plants and say how old they are in human years.
In class, have students work in small groups and make a chart with the names of the animals, insects, and plants that they have researched.
Students can
illustrate their charts with photos or drawings.
Form, Meaning and Function
Classroom English
- Focus students’ attention on the classroom instructions and the pictures. Have volunteers read an instruction and act it out.
Call out the instructions and have students act them out. For variety, change some of the instructions. For example, say: Open the door, Put
away your books,
Take out your notebooks, Write your name on the board, etc.

Drawing

Cards

Real objects

Data show

Interactive CD

Evaluation Tools

Teacher Headmaster Supervisor

Oral Tests

Written Tests

Observation

Discussion

Exercise

Activities

D- Feedback

Ask the students to answer the activity ABC

Home assignment
workbook page ( 96 ) exercise ( )
U3/ WHAT’S THAT? LISTEN AND DISCUSS +
PAIR WORK
day class period Learning Objectives
1/1 The student will be able to:
1/2  list a museum content
1/3  follow the museum instructions
1/4
1/5
1/6

Teaching Strategies Steps to follow

Pair work A-Warming up and revision
Work group Warm up:
Problem solving Walk around and identify common items in the classroom. Say, for example: That’s a
Brain storming window. These are chairs. This is a pencil. After students are familiar with
several items, point to an item and ask a question. For example: Is this a pencil? Students
Role play answer with yes or no. (This activity is not to teach the demonstrative pronouns, but just to get
Discussion students used to hearing them.)
Inductive
Co-operative learning
Discovery B- Presentation
The students are going to learn…
Recourses needed
Language builder
Student book souvenir = something people buy to remember their visit to a place
Work book toy = something children play with
Teacher’s guide check out = an informal expression that means look at

Teacher Headmaster Supervisor

Teaching aids C- Practice
Board 1. Listen and Discuss
Drawing - Ask the question: Which words do you already know? Ask: Are these objects old or new?
(old) Where are they? (in a museum)
Cards Play the audio of the guide Tom and the list of objects on this page. Students listen and point
Real objects to each object as they hear the word.
Ask: What are they looking at? (the radio and the calculators)
Data show Write the questions What’s this? and What are those?
Interactive CD Ask the questions: What’s this? and What are those? Students answer: It’s a
______. or They’re ______.
2. Pair Work
Evaluation Tools Write the words that and these on the board next to this and those. Elicit that that is singular
Oral Tests and these is plural.
Play the audio for students to listen and repeat or speak along with the recording.
Written Tests Put students in pairs to practice the conversation.
Observation

Discussion
Exercise

Activities D- Feedback
Quick Check
Put students in pairs and have them list the things that they have.
Ask a few pairs to read their lists for the class.
Home assignment workbook page ( 97 ) exercise ( )
U3/ WHAT’S THAT?
GRAMMAR
day class period Learning Objectives
1/1 The student will be able to:
1/2  use the demonstrative pronoun
1/3  use imperatives
1/4  use indefinite articles
1/5
1/6

Teaching Strategies Steps to follow

Pair work A-Warming up and revision
Work group Warm up:
Problem solving Instructor points to a chair near him/her and say " This is a chair ' then point to a chair cross
Brain storming the room and say " That is a chair ' Next, repeat this with other items in the classroom

Role play
Discussion
Inductive
Co-operative learning
Discovery B- Presentation
The students are going to learn…
Recourses needed
Language builder
Student book Explain that that’s is a contraction for that is. There is no contraction for this is.
Work book
Teacher’s guide
Teaching aids C- Practice

Teacher Headmaster Supervisor

 Board Demonstrative Pronouns: this / that / these / those
Focus students’ attention on the picture. Explain that the man uses this to refer to the sculpture because
Drawing it is close to him. He uses that for the water fountain because it is far away from him.
Cards Give students a few more examples using classroom objects. For example, pick up a pencil and say:
This is a pencil. Then point to something across the room and say: That’s a _____.
Real objects Imperatives
Read the explanation of the imperatives with the class. Explain that an affirmative imperative begins
Data show with the verb. A negative imperative begins with Don’t (Do not) + verb.
Interactive CD Act out the imperatives Sit down and Don’t sit down with one or two volunteers. Show how using the
word Please makes the command more polite.
Indefinite Articles: a / an
Evaluation Tools Write the words a radio and an airplane on the board and say them. Show students how it’s
easier to say an airplane with the /n/ sound in an.
Oral Tests
Written Tests
Observation

Discussion
Exercise

Activities D- Feedback
Do the activity
Home assignment workbook page ( 90–91 ) exercise ( )

U3/ WHAT’S THAT? ABOUT YOU- LISTENING -

PRONUNCIATION
day
class
period
Learning Objectives
1/1

The student will be able to:

 produce the different sounds of TH
 answer personal information

1/2

1/3

1/4

1/5

1/6

Teaching Strategies

Teacher Headmaster Supervisor

 Steps to follow
Pair work

A-Warming up and revision

Work group

Warm up:

Problem solving

Brain storming

Role play

Discussion

Inductive

Co-operative learning

Discovery

B- Presentation

The students are going to learn…

New vocabulary

Recourses needed

Student book

Work book

Teacher’s guide

Teaching aids

C- Practice
Board

Teacher Headmaster Supervisor

About you
Put students in pairs to continue the activity. Partners take turns asking and answering the question: What’s in your ______?
Conclude by asking a few students to report abouttheir partners. Ask: What’s in/on (name’s) ______?.
Listening
Play the audio while students just listen.
Play the audio again for students to circle the things Mark and Andy see.
Check answers by asking volunteers to name the objects they circled.
Pronunciation
Write the words think and this on the board and model the pronunciation. Show students how the tongue comes between the top and bottom teeth
when they say the th sound. Tell them they should feel a tickle or vibration on their tongues when they say this.
Play the audio for students to listen, and then play it again for them to repeat or speak along with the recording.

Drawing

Cards

Real objects

Data show

Interactive CD

Evaluation Tools

Oral Tests

Written Tests

Observation

Discussion

Exercise

Activities

D- Feedback

Do the activity in the book.

Home assignment
workbook page ( 98-99 ) exercise ( )

Teacher Headmaster Supervisor

U3/ WHAT’S THAT?
CONVERSATION

Teacher Headmaster Supervisor

day class period Learning Objectives
1/1 The student will be able to:
1/2  answer questions about a conversation
1/3
1/4
1/5
1/6

Teaching Strategies Steps to follow

Pair work A-Warming up and revision
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Co-operative learning
Discovery B- Presentation
The students are going to learn…
Recourses needed
New vocabulary
Student book dinosaur, skeleton, rocks, fossils, fish.
Work book
Teacher’s guide
Teaching aids C- Practice
Board Have students look at the comic strip. Ask: Where are the people? (They’re in a museum.)
Write these words on the board: dinosaur, skeleton, rocks, fossils, fish. Ask students to find
Drawing
these items in the pictures.
Cards Paly the audio and ask students listen to the audio.
Real objects Ask: What’s the name of the dinosaur? (Tyrannosaurus Rex) How old is it? (65 million years
old)
Data show Ask students to look at the last picture in the comic strip. Ask what they think the object is.
Interactive CD Elicit ideas other than those given.
Play the audio
Ask students which ending they agree with. Find out which ending the majority of the class
Evaluation Tools agrees with.
Have students work individually to answer the statements with yes or no.
Oral Tests
Have students role-play the conversation with a partner.
Written Tests
Observation

Discussion
Exercise

Activities D- Feedback

Home assignment workbook page ( ) exercise ( )

U3/ WHAT’S THAT?

READING
day class period Learning Objectives

Teacher Headmaster Supervisor

 1/1 The student will be able to:
1/2  answer questions from a passage.
1/3  complete sentences from the passage.
1/4
 design a brochure for a museum
1/5
1/6

Teaching Strategies Steps to follow

Pair work A-Warming up and revision
Work group Warm up:
Problem solving
Brain storming To activate learners’ prior knowledge and introduce the reading, ask them: What kinds of
things do you see in museums? List students’ ideas on the board.
Role play
Discussion
Inductive
Co-operative learning
Discovery B- Presentation
The students are going to learn…
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Teaching aids C- Practice
Board To activate students’ prior knowledge and introduce the reading, ask the Before Reading
question: What kinds of things do you see in museums? List students’
Drawing
ideas on the board, but don’t confirm or deny answers.
Cards READING STRATEGY Titles and subtitles
Make sure students understand that this is a brochure for a museum. Focus students’ attention
Real objects
on the titles and subtitles in the brochure. Ask: What kinds of
Data show things do you think you can see in this museum? Can you see a film in this museum?
Interactive CD Play the audio.
After Reading
Have students work in pairs to complete the sentences with words from the brochure. Check
Evaluation Tools answers
Discussion
Oral Tests Read the first question with the class. Elicit answers from two or three students.
Written Tests Put students in small groups to continue asking and answering the questions.
Observation

Discussion
Exercise

Activities D- Feedback
Do the activity
Home assignment workbook page ( ) exercise ( )

U3/ WHAT’S THAT? WRITING -PROJECT - FORM, MEANING

AND FUNCTION
day
class

Teacher Headmaster Supervisor

period
Learning Objectives
1/1

The student will be able to:

 use adjectives to describe museum
 read to find specific information
 use the definite article
1/2

1/3

1/4

1/5

1/6

Teaching Strategies

Steps to follow
Pair work

A-Warming up and revision

Work group

Warm up:

Ask learners about a museum they know and some of the objects they can see there. If you have visited a museum as a class,
discuss the objects and ask learners to describe the ones they like best

Problem solving

Brain storming

Role play

Discussion

Inductive

Teacher Headmaster Supervisor

Co-operative learning

Discovery

B- Presentation

The students are going to learn…

New vocabulary

Recourses needed

Student book

Work book

Teacher’s guide

Teaching aids

C- Practice
Board

Writing
Ask students about a museum they know and some of the objects they can see there. If you have visited a museum as a class, discuss the objects
and ask students to describe the ones they like best. Provide a model, for example: I like the modern paintings at the National Gallery. They are
beautiful.
Have students complete the chart individually. Then put students in pairs to compare charts.
Have a student read aloud the examples in 1 and 2. Then call on different students to make similar sentences with objects in the room.
Project
Have students work in groups to make their brochure. They can use the Reading as a model.
Collect the written brochures to review as a writing assessment.
Form, Meaning and Function
Read the other examples in the chart with the class. Elicit more examples of the names of rivers, seas, deserts, mountain ranges, and monuments.
Point out the note at the bottom of the chart. Read the examples with the class. Elicit further examples by asking: What day is it today? What
time do you eat breakfast? What do you do on weekdays? Where do you go after school? Students respond with
sentences.

Drawing

Cards

Real objects

Data show

Interactive CD

Teacher Headmaster Supervisor

Evaluation Tools

Oral Tests

Written Tests

Observation

Discussion

Exercise

Activities

D- Feedback

Ask the students to answer the activity ABC

Home assignment
workbook page ( 100 ) exercise ( )

U4/ AROUND THE WORLD LISTEN AND DISCUSS +

PAIR WORK
day class period Learning Objectives
1/1 The student will be able to:
1/2  answer questions related to pictures
1/3  ask about countries and nationalities
1/4  answer about countries and nationalities
1/5
1/6

Teaching Strategies Steps to follow

Pair work A-Warming up and revision
Work group Warm up:
Problem solving Play a game with students. Give clues about three or four different countries and have
Brain storming students name the country. For example, say: It’s in South America. It’s a
big country. The people speak Portuguese. What’s the country? Students answer: It’s Brazil.
Role play If possible, have students find the countries on a world map.
Discussion
Inductive
Co-operative learning

Teacher Headmaster Supervisor

 Discovery B- Presentation
The students are going to learn…
Recourses needed
Language builder
Student book viewers = the people who are watching the television program
Work book tourist = someone traveling on vacation
Teacher’s guide on business = refers to someone traveling for work

Teaching aids C- Practice

Board 1. Listen and Discuss
Draw students’ attention to the photo on this page. Ask: Where is this? (It’s New York City.
Drawing
Have students look at the pictures for the conversations on pages 26 and 27. Ask: Who’s Dan Ramirez?
Cards Play the audio for the conversations on pages 26 and 27
Explain or elicit the meaning of any new words. Some words that may be new include: viewers tourist
Real objects on business
Data show Put students in pairs and have each pair choose one conversation to practice.
Chart for Countries and Nationalities
Interactive CD Focus students’ attention on the chart. Ask: Is your/ our country in the chart?
Play the audio as students listen and read along.
Have students look at the conversations on these pages again. Ask: Where are John and Paul from?
Evaluation Tools (England) What’s their nationality? (English) Where’s
Tom Lennon from? (Australia) What’s his nationality? (Australian)
Oral Tests 2. Pair Work
Written Tests Play the audio for the conversations.
Observation Put students in pairs to practice the conversations. They should use different names and
nationalities.
Discussion
Exercise

Activities D- Feedback
Quick Check
Have a different pair act out each conversation for the class. Encourage students to use
different names and nationalities.
Home assignment workbook page ( 101 ) exercise ( )
U4/ AROUND THE WORLD
GRAMMAR
day class period Learning Objectives
1/1 The student will be able to:
1/2  use verb to be in negative and in questions
1/3  make questions using WHERE
1/4  use prepositions in sentences
1/5
1/6

Teaching Strategies Steps to follow

Pair work A-Warming up and revision
Work group Warm up:
Problem solving Play game, students will choose the correct form of the verb "TO BE" for each
Brain storming given sentence.
Role play
Discussion
Inductive
Co-operative learning
Discovery B- Presentation

Teacher Headmaster Supervisor

 The students are going to learn…
Recourses needed
Language builder
Student book Explain that affirmative short answers never use contractions. For example, we can’t say Yes,
Work book he’s.
Teacher’s guide
Teaching aids C- Practice
Board Verb be: Negative
Read the examples with the class. Ask: What’s the contraction for is not? (isn’t) What’s the contraction
Drawing for are not? (aren’t) Point out that the apostrophe replaces the omitted letter o.
Cards Give students a few more examples using countries, nationalities, or capitals. For example, say: Paris
isn’t the capital of Spain, or I’m not from (country). Elicit more examples from volunteers.
Real objects Verb be: Questions and Short Answers
Write this affirmative sentence on the board: He’s from China. Under it write the question: Is he from
Data show China? Show students how He is changes to Is he in the question. Then write the short answers: Yes, he
Interactive CD is. and No, he isn’t.
Question Word: Where
Show students that questions with Where and other question words use the same inversion of
Evaluation Tools subject and verb as the yes/no questions.
Prepositions: from, in, on
Oral Tests Have volunteers read the example sentences aloud..
Written Tests
Observation

Discussion
Exercise

Activities D- Feedback
Do the activity
Home assignment workbook page ( 101 ) exercise ( )

U4/ AROUND THE WORLD PRONUNCIATION - LISTENING

day
class
period
Learning Objectives
1/1

The student will be able to:

 produce the different sounds of TH
 answer personal information

1/2

1/3

1/4

1/5

Teacher Headmaster Supervisor

 1/6

Teaching Strategies

Steps to follow
Pair work

A-Warming up and revision

Work group

Warm up:
Do a skit with a learner where he/she is using the phone to call the company and you will be the employee who requests
the personal information phone number, E-mail address, and street address.

Problem solving

Brain storming

Role play

Discussion

Inductive

Co-operative learning

Discovery

B- Presentation

The students are going to learn…

New vocabulary

Recourses needed

Student book

Work book

Teacher Headmaster Supervisor

Teacher’s guide

Teaching aids

C- Practice
Board

Pronunciation
Play the audio for students to listen and then play it again for them to repeat or speak along with the recording.
Model the first conversation with a student. For modeling purposes, use the conversation as it is on the page.
Listening
Tell students they are going to hear different phone numbers, email addresses, and street addresses. They should read the choices
and circle the one they hear.
Play the audio for students to listen.
Play the audio again for students to circle the answers
.

Drawing

Cards

Real objects

Data show

Interactive CD

Evaluation Tools

Oral Tests

Written Tests

Observation

Discussion

Exercise

Activities

D- Feedback

Teacher Headmaster Supervisor

Do the activity in the book.
Home assignment
workbook page ( 98-99 ) exercise ( )

U4/ AROUND THE WORLD CONVERSATION -

ABOUT YOU
day class period Learning Objectives
1/1 The student will be able to:
1/2  answer questions about personal information
1/3
 establish a conversation including information about nationality and country
1/4
1/5
1/6

Teaching Strategies Steps to follow

Pair work A-Warming up and revision
Work group Warm up:
Problem solving Have learners look quickly at the comic strip. Ask: Where are the people going? (to the
Brain storming airport) What are their names? (Alberto/Al and Michael/Mike).

Role play
Discussion
Inductive
Co-operative learning
Discovery B- Presentation
The students are going to learn…
Recourses needed
Language builder
Student book Students may be familiar with Excuse me as an expression used to say you’re sorry, for
Work book example, if you accidentally bump into someone. Explain that getting attention is also a
Teacher’s guide common use of the expression. In this case, it doesn’t mean “I’m sorry.”

Teaching aids C- Practice

Board Conversation
Ask: Where are the people going? (to the airport) What are their names? (Alberto/Al and
Drawing
Michael/Mike)
Cards Have students listen to the audio twice
Real objects Ask: What is the shuttle? Elicit that it’s a bus because Al says, “Here’s our bus.”
Have them find the expressions Excuse me and How about you?
Data show Have students work in pairs and take turns asking and answering the questions.
Interactive CD About You
Put students in small groups to ask and answer the questions.
Assign one student in the group the role of reporter. That student’s job is to report some of the
Evaluation Tools information from the group conversation to the class.
Oral Tests
Written Tests
Observation

Discussion
Exercise

Activities D- Feedback

Teacher Headmaster Supervisor

Home assignment workbook page ( ) exercise ( )

U4/ AROUND THE WORLD

READING
day class period Learning Objectives
1/1 The student will be able to:
1/2  complete the chart from the passage
1/3
1/4
1/5
1/6

Teaching Strategies Steps to follow

Pair work A-Warming up and revision
Work group Warm up:
Problem solving
Brain storming Ask the Before Reading question. Give students only a few seconds to look quickly at the
pictures and map before they answer.
Role play
Discussion
Inductive
Co-operative learning
Discovery B- Presentation
The students are going to learn…
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Teaching aids C- Practice
Board READING STRATEGY Using prior knowledge
Focus students’ attention on the picture of the northern lights (Aurora Borealis). Ask a few
Drawing
questions, such as What do you know about this phenomenon? Where can you see this?
Cards Play the audio. Ask students to read along as they listen.
After Reading
Real objects
Tell them that they’re going to complete the chart with information from the article. Ask:
Data show Who is telling us about the midnight sun? (Hannun) Put students in pairs to fill in the chart.
Interactive CD Ask: When is the darkest time of the year? (December 21st) Is there sunlight in November?
(No, there isn’t.)
Discussion
Evaluation Tools Read the first question with the class. Elicit answers from two or three students.
Put students in small groups to continue asking and answering the questions.
Oral Tests
Written Tests
Observation

Discussion
Exercise

Activities D- Feedback
Do the activity

Teacher Headmaster Supervisor

 Home assignment workbook page ( ) exercise ( )

U4/ AROUND THE WORLD WRITING -PROJECT - FORM, MEANING

AND FUNCTION
day
class
period
Learning Objectives
1/1

The student will be able to:

 use adjectives to describe museum
 read to find specific information
 use the definite article
1/2

1/3

1/4

1/5

1/6

Teaching Strategies

Steps to follow
Pair work

A-Warming up and revision

Work group

Warm up:
The instructor goes over the information in the Writing Corner with
the class. Learners ask him/ her the first question. He / She answers by filling in his / her name. And put learners in pairs. Learners
take turns asking and answering the question

Problem solving

Brain storming

Role play

Teacher Headmaster Supervisor

Discussion

Inductive

Co-operative learning

Discovery

B- Presentation

The students are going to learn…

New vocabulary

Recourses needed

Student book

Work book

Teacher’s guide

Teaching aids

C- Practice
Board

Writing
Go over the information in the Writing Corner with the class.
Have a student ask you the first question. Answer by filling in your name. Put students in pairs. Have them take turns asking and answering the
questions.
Have students work individually to complete the information form in their books. Then tell them to prepare two more information forms in their
notebooks.
Have students write their name, home address, telephone number, cell phone number, and email address on a piece of paper and give it to you.
Project
For homework, tell students to look for information about their country. Have them find pictures of the cities or places of interest.
Form, Meaning and Function
Requests and Offers: Can / Will
Explain that these requests are questions. In questions, the modal verbs Can and Will come before the subject.
Ask: What does the teacher say when the boy opens the window? (Thank you.) Then what does the boy say? (You’re welcome.)
Ask: What other word in the request is polite? (please) Where else can please go in the sentence? (Before the verb: Can you please help me?)
Put students in pairs to practice making requests and offers. Remind them to respond differently each time.

Drawing

Cards

Teacher Headmaster Supervisor

Real objects

Data show

Interactive CD

Evaluation Tools

Oral Tests

Written Tests

Observation

Discussion

Exercise

Activities

D- Feedback

Ask the students to answer the activity

Home assignment
workbook page ( 104 ) exercise ( )

EXPANSION UNITS 1–4 LANGUAGE REVIEW

day
class
period
Learning Objectives
1/1

The student will be able to:

 answer personal information

1/2

Teacher Headmaster Supervisor

 1/3

1/4

1/5

1/6

Teaching Strategies

Steps to follow
Pair work

A-Warming up and revision

Work group

Warm up:

Problem solving

Brain storming

Role play

Discussion

Inductive

Co-operative learning

Discovery

B- Presentation

The students are going to learn…

New vocabulary

Recourses needed

Teacher Headmaster Supervisor

Student book

Work book

Teacher’s guide

Teaching aids

C- Practice
Board

Language Review.
A- Ask a volunteer to read the directions aloud. Have students look at the example item, modern. Then do one more item as an example with the
whole class.
Ask: Which column does the word painting go in? (Museum Items)
Put students in pairs to complete the activity.
B. Have students answer exercise reviews the use of question words and asking for and answering about personal information.
Put students in pairs to practice asking and answering the questions.
C. This exercise reviews common social expressions Put students in pairs and have them take turns reading a question or statement for their
partner to
choose the correct response.
D. Have students first read the conversation
Ask: Who are the people in the picture? (Omar’s family) Who is Frank Lawson?
(their guide) Elicit that the family is probably on vacation and that they are meeting a tour guide of some kind.

Drawing

Cards

Real objects

Data show

Interactive CD

Evaluation Tools

Oral Tests

Written Tests

Observation

Teacher Headmaster Supervisor

Discussion

Exercise

Activities

D- Feedback

Do the activity in the book.

Home assignment
workbook page ( 105–106 ) exercise ( )

EXPANSION UNITS 1–4 READING

day class period Learning Objectives
1/1 The student will be able to:
1/2  answer questions from a passage.
1/3  complete the form from the passage.
1/4
1/5
1/6

Teaching Strategies Steps to follow

Pair work A-Warming up and revision
Work group Warm up:
Problem solving Look at the photos. What do you
Brain storming know about the Dominican Republic?
Role play
Discussion
Inductive
Co-operative learning
Discovery B- Presentation
The students are going to learn…
Recourses needed
Language builder
Student book Students may be familiar with Excuse me as an expression used to say you’re sorry, for
Work book example, if you accidentally bump into someone. Explain that getting attention is also a
Teacher’s guide common use of the expression. In this case, it doesn’t mean “I’m sorry.”

Teaching aids C- Practice

Board Focus students’ attention on the photos and ask them to describe what they see in each. Ask
them what they know about the Dominican Republic..
Drawing
Play the audio
Cards Have students work individually to complete the questionnaire and fill in their information on
Real objects the form.
Have students check their answers
Data show Have students work individually to write yes or no for each statement. Ask students to rewrite
Interactive CD the incorrect sentences to be correct.

Teacher Headmaster Supervisor

Evaluation Tools
Oral Tests
Written Tests
Observation

Discussion
Exercise

Activities D- Feedback

Home assignment workbook page ( ) exercise ( )

EXPANSION UNITS 1–4 WRITING

day class period Learning Objectives
1/1 The student will be able to:
1/2  Write about his country
1/3
1/4
1/5
1/6

Teaching Strategies Steps to follow

Pair work A-Warming up and revision
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Co-operative learning
Discovery B- Presentation
The students are going to learn…
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Teaching aids C- Practice
Board A.
Have students first read the paragraph without trying to fill in the blanks. Then ask the class what word
Drawing they think goes in the first blank. Do the first sentence
Cards together as an example.
Have students work in pairs or individually to complete the paragraph. Then they compare answers with
Real objects a partner or with another pair.
Data show B.
Tell students that they are going to write a similar paragraph about their own country.
Interactive CD Put students in groups to ask and answer the other questions and complete their notes.
Have students use their notes to write a paragraph about their country.

Evaluation Tools
Oral Tests

Teacher Headmaster Supervisor

 Written Tests
Observation

Discussion
Exercise

Activities D- Feedback
Do the activity
Home assignment workbook page ( ) exercise ( )

EXPANSION UNITS 1–4 CHANT ALONG

day
class
period
Learning Objectives
1/1

The student will be able to:

 Say the chant

1/2

1/3

1/4

1/5

1/6

Teaching Strategies

Steps to follow
Pair work

A-Warming up and revision

Work group

Warm up:

Problem solving

Teacher Headmaster Supervisor

Brain storming

Role play

Discussion

Inductive

Co-operative learning

Discovery

B- Presentation

The students are going to learn…

New vocabulary

Recourses needed

Student book

Work book

Teacher’s guide

Teaching aids

C- Practice
Board

Tell students that they are going to listen to a chant called Orders, Orders, Everywhere. Ask: Who gives you orders every day? Students will
probably answer with people like parents, teachers, and even classmates. Ask: What orders do they give you? Make notes of their answers on the
board.
Teach students the question: What does ____ mean?
Play the audio
You might have students perform the chant, either chanting, or saying the words.
Vocabulary
Have students read the words and phrases in the two columns by themselves. Then they look at the chant for similar expressions.
Point out that the complete expressions in this exercise are similar to the orders in the chant, For example, the chant says Find a partner. In the
exercise, it says Work with a partner.
Have students work individually to match the parts of the sentences.
Comprehension
Have students work individually to write yes or no, referring back to the chant as necessary for the information.

Teacher Headmaster Supervisor

Have them write the correct information for the no answers.

Drawing

Cards

Real objects

Data show

Interactive CD

Evaluation Tools

Oral Tests

Written Tests

Observation

Discussion

Exercise

Activities

D- Feedback

Ask the students to answer the activity

Home assignment
workbook page ( ) exercise ( )

EXPANSION UNITS 1–4 PROJECT

day
class
period
Learning Objectives
1/1

The student will be able to:

Teacher Headmaster Supervisor

  Prepare a set of school rules

1/2

1/3

1/4

1/5

1/6

Teaching Strategies

Steps to follow
Pair work

A-Warming up and revision

Work group

Warm up:

Problem solving

Brain storming

Role play

Discussion

Inductive

Co-operative learning

Discovery

B- Presentation

Teacher Headmaster Supervisor

The students are going to learn…
New vocabulary

Recourses needed

Student book

Work book

Teacher’s guide

Teaching aids

C- Practice
Board

Have a short brainstorming session with the whole class about school rules that they would like to have.
Put students in groups to continue the activity.
Discuss the rules with the class. Which rules do they agree with? Which rules do they disagree with?
Create one list of school rules on the board that the whole class agrees with.

Drawing

Cards

Real objects

Data show

Interactive CD

Evaluation Tools

Oral Tests

Written Tests

Observation

Discussion

Teacher Headmaster Supervisor

Exercise

Activities

D- Feedback

Ask the students to answer the activity

Home assignment
workbook page ( ) exercise ( )

Teacher Headmaster Supervisor