U1/ TWO IS BETTER THAN ONE LISTEN AND

DISCUSS + PAIR WORK

day class perio Learning Objectives
d
3/1 The student will be able to:
3/2  Match words with their meanings.
3/3  Explain the difficult conditions ..
3/4
3/5
3/6

Teaching Strategies Steps to follow

Pair work A-Warming up and revision
Work group Warm up:
Problem solving With students’ books closed, discuss the introductory question. Ask: Who
Brain storming are some famous husbands and wives from history? Elicit answers
and write their names on the board.
Role play a Review the list of marriages on the board. Ask: What is each of these
Discussion married couples famous for? Call on volunteers to share what they
Inductive know about each.
a Write on the board the title of the unit: Two is better than one. Ask
Co-operative learning students to predict what Unit 1 will be about. (famous marriages)
Discovery
B- Presentation
The students are going to learn…
Recourses needed
Language builder
Student book .
Work book
Teacher’s guide
Teaching aids C- Practice
Board 1. Listen and Discuss
Drawing Ask students to open their books to pages 6 and 7. Give them a moment
to scan the pages and look at the pictures. Ask: What famous
Cards marriages are discussed on these pages? (Anita and Giuseppe
Real objects Garibaldi, and Marie and Pierre Curie)
Have students read the text and answer the second introductory question:
Data show Do you think their marriage made it easier for them to achieve
Interactive CD certain goals?
Play the audio for each couple on pages 6 and 7. Have students listen and
read along in their books.
Evaluation Tools 2. Pair Work
Oral Tests Ask students to read the directions silently. Ask a student to explain the
task to the class, helping as necessary. Emphasize that the married
Written Tests
couples do not have to be historical; they could be modern married
Observation couples.
Arrange students in pairs to choose married couples. Ask them to write a
Discussion list of at least three reasons that explain their choice.
Have each pair join another pair to form a small group. Then have the
Exercise
groups discuss each married couple and the reasons that they are a good
match.
To conclude the exercise, have each group list their matches on the board.
Take a class vote on which couple seems to be the most perfect match.
Activities D- Feedback

Teacher Headmaster
Supervisor
 Answer the activities in Quick Check

Home assignment workbook page ( 1 ) exercise ( )

U1/ TWO IS BETTER THAN ONE
GRAMMAR
day
class
period
Learning Objectives
3/1

The student will be able to:

 Use "Other" as an adjective.
 Use "Others" as a pronoun.
 Use "another" as adjective/pronoun.
 Use "Do" before the infinitive.
 Solve a puzzle using (other-others-another)
 Rephrase sentences using (Do).
3/2

3/3

3/4

3/5

3/6

Teaching Strategies

Steps to follow
Pair work

A-Warming up and revision

Work group

Warm up:

Problem solving

Brain storming

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Supervisor
Role play

Discussion

Inductive

Co-operative learning

Discovery

B- Presentation

The students are going to learn…

Language builder
The emphatic do can also occur at the beginning of an imperative sentence. For example:
Do come in! Do be nice to your sister! Do do your homework tonight!
Imperatives like these are correct without the initial do. Adding do simply makes them stronger.
Recourses needed

Student book

Work book

Teacher’s guide

Teaching aids

C- Practice
Board

Other, Others, and Another

Explain to students that these common English words often cause confusion for English learners. They are related
words, but each has a different meaning.
Other/Others
a Read the explanation with the class. Write the example sentences on the board. Point out that in these
sentences, other and others have a similar meaning although they function differently in the sentences.
Another
a Read the explanation with the class. Write the example sentences on the board and discuss them.
Emphatic Do
a Read the explanation with the class. Ask volunteers to read aloud the examples. Make sure that they stress the
emphatic do. Point out that the emphatic do is used as an auxiliary verb in these statements and changes form
(do, does, did) as it does in negative statements and questions.

Drawing

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Supervisor
Cards

Real objects

Data show

Interactive CD

Evaluation Tools

Oral Tests

Written Tests

Observation

Discussion

Exercise

Activities

D- Feedback

Do the activities in the student’s book

Home assignment
workbook page ( 2–4 ) exercise ( )
U1/ TWO IS BETTER THAN ONE CONVERSATION - LISTENING -
PRONUNCIATION - VOCABULARY BUILDING
day
class
period
Learning Objectives
3/1

The student will be able to:

 Apply "real talk" in new sentences.
 Use negotiating phrases in sentences.

Teacher Headmaster
Supervisor
  Build a conversation about team work.
 Identify words with /r/ sound.
 predict the meanings of words from the text.
 Explain new vocabulary in their own words.
Correct given sentences according to the audio

3/2

3/3

3/4

3/5

3/6

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

Teacher Headmaster
Supervisor
B- Presentation

The students are going to learn…

Language builder

Recourses needed

Student book

Work book

Teacher’s guide

Teaching aids

C- Practice
Board
conversation
Direct students’ attention to the photo. Ask: What are the boys doing? Elicit that they are cooking.
Play the audio. Tell students to listen with their books closed.
To check comprehension, ask: What is the relationship of the boys? (They are going to share an apartment while they
study.) Play the audio again. Have students listen and read along in their books.
Real Talk Draw students’ attention to the Real Talk box. Point out that the words in this box are highlighted in blue in the
Conversation. Explain that these are usually idiomatic or slang words and expressions that students may not be able to find in
their dictionaries.
About the Conversation Have students work in pairs to answer the questions, referring back to the conversation to find the
answers. Check answers by calling on pairs to read aloud the questions and answers.
Listening
Ask students If they know who Dr. Abdullah Al-Rabeeah is. Call on a volunteer to give some information.
a Have a student read aloud the directions and list of events. Tell students that they will listen in order to number the events in
the correct order.
Play the audio as students just listen. Play the audio again for students to number the events in the correct order. Play the audio
a third time for students to check their answers.
Pronunciation
Play the audio. Have students listen and read along in their books.
Play the audio again. Have students listen and repeat, or speak along with the recording.
Vocabulary Building
A. Have students work individually to match the words with the definitions.
B. Have students compare answers with a partner.

Drawing

Cards

Real objects

Data show

Teacher Headmaster
Supervisor
Interactive CD

Evaluation Tools

Oral Tests

Written Tests

Observation

Discussion

Exercise

Activities

D- Feedback

Do the activity in the book.

Home assignment
workbook page ( 5 ) exercise ( )
U1/ TWO IS BETTER THAN ONE
READING - SPEAKING
day class perio Learning Objectives
d
3/1 The student will be able to:
3/2  Explain the meaning of symbiosis.
3/3  Explain the relationship between the African crocodile and the plover.
 Describe animals' relationships.
3/4  Set up a new name for animals' relationships.
3/5  Demonstrate a case of symbiosis in an animal's life.
3/6  Name animals that make up for each other’s deficiencies.
 List the benefits gained from the clownish and anemone's relationship.
 Analyze the elements of a relationship.
 Find the meanings of new words.
Teaching Strategies Steps to follow
Pair work A-Warming up and revision
Work group Warm up:
Problem solving Ask Do you think animals ever form partnerships to help one another?
Brain storming
Role play
Discussion

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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 open their books to pages 12 and 13 and look at the photos. Ask: What
animal partners do you think this reading will discuss?
Drawing Play the audio for the entire reading.
READING STRATEGY Outlining
Cards Tell students that creating an outline of a reading is a helpful way to break down information
Real objects in a scientific text. This is a useful study tool when reading text for information. It is also
helpful as a tool to review the information later. Make copies of the structure of an outline,
Data show or draw the structure on the board. Work as a class to fill in the first section, based on the
reading. Ask students to work individually, or with a partner to complete the rest of the
Interactive CD outline. The sample outline below is completed for reference.
Call on students to explain in their own words how each word is used in the context of the
reading.
After Reading
Evaluation Tools
Have students work in pairs to answer the questions, referring back to the text as necessary
Oral Tests to find the answers.
Call on pairs to read aloud the questions and answers.
Written Tests Speaking
Observation Arrange students in pairs to discuss the question.
Each student should answer and explain what friends can offer each other.
Discussion Have students copy the chart in the notebook and write their ideas. Then form groups of four
by putting two pairs together.
Exercise Have the pairs explain to each other their ideas about the question. Open up the group
discussions to a class discussion. Ask groups to share their answers with the class.

Activities D- Feedback
Answer the activities

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

U1/ TWO IS BETTER THAN ONE

WRITING
day
class
period
Learning Objectives
3/1

The student will be able to:

 Use linking devices.
 Use a Venn diagram to write two friends' qualities.
 Describe someone's negative and positive qualities.
 Express personal feelings about people.
3/2

3/3

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Supervisor
 3/4

3/5

3/6

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…

Language builder

Recourses needed

Teacher Headmaster
Supervisor
Student book

Work book

Teacher’s guide

Teaching aids

C- Practice
Board

A
Direct students to the photo and elicit what they see. Ask questions like these to help them: What kind of
furniture can you see in the photo? Who do you think it belongs to? Do you know anyone who might
like/have this kind of room?.
Organize students in groups.
Ask students to read the text silently and confirm or find answers to the rest of the questions in task 2. Have them
compare answers with the rest of group. Remind them to make notes or assign the task to one or two members of
the group, so they have a record when they report in class.
a Discuss the answers to the questions in class. Allow time for students to discuss their views on the last two bullet
points. Hold a class discussion.
B
Tell students that they are going to write a descriptive essay about friends and friendship. Ask them to think of
people they know who are good friends.
Organize students in pairs and direct them to the diagram in their books. Ask them to copy the diagram in their
notebooks if they need more spaced to make notes. Have them brainstorm and make notes on the
qualities/characteristics of each person. Point out that the features they have in common can be placed in the
centre where circles overlap.
Explain to students that they are going to write a first draft using their notes
Have students write individually using their notes. Then ask them to exchange and comment on/correct each
other’s essays.

Drawing

Cards

Real objects

Data show

Interactive CD

Evaluation Tools

Oral Tests

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Supervisor
Written Tests

Observation

Discussion

Exercise

Activities

D- Feedback

Home assignment
workbook page ( 8 ) exercise ( )
U1/ TWO IS BETTER THAN ONE FORM,
MEANING AND FUNCTION
day
class
period
Learning Objectives
3/1

The student will be able to:

 Use exclamations with the present simple.
 Use the present progressive with always, continually, constantly.
 Express enthusiasm with adjectives.
 Write a sentence in the simple present tense.
 Apply the suitable verb form according to the sentence.
 Apply the present progressive

3/2

3/3

3/4

3/5

3/6

Teacher Headmaster
Supervisor
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…

Language builder Explain the spelling rules for adding -s or -es to simple present verbs used with he, she, and it.
1. For verbs ending in s, x, z, ch, and sh: add -es (relaxes).
2. For verbs do and go: add -es (does, goes).
3. For verbs ending in a consonant + y: change the y to i and add -es (studies).
4. For verbs ending in a vowel + y: add -s (enjoys).
5. For all other verbs: add -s (designs, organizes).
Recourses needed

Student book

Work book

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Supervisor
Teacher’s guide

Teaching aids

C- Practice
Board
Simple Present Tense
Write the following sentences on the board and ask students to complete the information with an appropriate verb:
Ahmed and Ali ____ twins. Ahmed____fifteen years old and so ____ Ali. They ____ to the same school but they ____ in
the same class.
Have students fill in the blanks. If they need help with the verbs, write the following on the board: is (twice)/
go/are/aren’t
Simple Present versus Present Progressive
Go over the material in the presentation for the present progressive used for an action that is happening now.
Have students say things that they are doing right now. Model a few possibilities. For example: I’m standing at the
front of the room. I’m speaking English.
Words Connected with Museums and Galleries
Write the following words on the board: dinosaur, skeleton, rocks, fossils. Ask students: Where would you find
these objects on display? (Natural Science Museum)
Ask students what other things they can see at museums and list them on the board in groups. Ask students to
identify what kind of museum they can view each group of objects. For example, Museum of Science and
Technology, National History Museum and so on.
Expressing Enthusiasm with Intensifiers and Adjectives
Explain to students that we use adverbs like very, quite, really and extremely to make adjectives stronger. These
adverbs are normally placed before the adjective.

Drawing

Cards

Real objects

Data show

Interactive CD

Evaluation Tools

Oral Tests

Written Tests

Observation

Discussion

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Supervisor
Exercise

Activities

D- Feedback

Do the activities AB
Home assignment
workbook page ( 9-10 ) exercise ( )
U1/ TWO IS BETTER THAN ONE
PROJECT - SELF REFLECTION
day
class
period
Learning Objectives
3/1

The student will be able to:

 Design a power point presentation about a team's relationship.
 Name teams whose members share a symbiotic relationship.
 Fill in the chart with suitable information.
3/2

3/3

3/4

3/5

3/6

Teaching Strategies

Steps to follow
Pair work

A-Warming up and revision

Work group

Warm up:

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Supervisor
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

Project
Direct students to the photos at the top of the page and ask them to discuss what they see in pairs.
Organize students in groups and give them time to discuss and decide the type of team or group that they would
like to research and present.
Have students brainstorm on the group or team. Ask questions
Direct students to questions 2 and 3, study the chart and have them discuss in their groups.
Have students outline the stages that they will have to go through to prepare a Power Point presentation.

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Self Reflection
Divide students into groups and have them brainstorm on symbiosis/Two is Better Than One. Write some questions
on the board to help them,
Have groups compare their findings and make notes.
a Have students scan pages 6 and 7. Ask them to think about things they liked and things they disliked about this
part of the unit.
Have students work in pairs to discuss the questions. Ask them to compare with other students in class.
Discuss the grammar of the unit with the class.
a Have students make notes in the Self Reflection chart. Ask them to focus on likes, dislikes and easy or difficult
items.
Have students discuss what they liked and/or disliked and what they found difficult or easy. Ask them to make
notes in the Self Reflection chart.

Drawing

Cards

Real objects

Data show

Interactive CD

Evaluation Tools

Oral Tests

Written Tests

Observation

Discussion

Exercise

Activities

D- Feedback

Home assignment
workbook page ( ) exercise ( )

Teacher Headmaster
Supervisor
U2/
U2/RAGS TO RICHES
LISTEN AND DISCUSS + PAIR WORK
day
class
period
Learning Objectives
3/1

The student will be able to:

 Relate information to Abdul Latif Jameel.
 Find the reason behind Zara's success.
 ُExplain the event that gave Jobs self satisfaction.
 Define the meaning of money industries .
 Write sentences with new vocabulary.
 Summarize the challenges Li Ka-shing faced.
 Demonstrate Steven Jobs' determination.
 Summarize information in a text.

3/2

3/3

3/4

3/5

3/6

Teaching Strategies

Steps to follow
Pair work

A-Warming up and revision

Work group

Warm up:
With students’ books closed, write the title of Unit 2 on the board: Rags to Riches. Ask: What does
this phrase mean? Elicit or explain that this expression refers to any situation where a person goes
from being poor (and wearing rags for clothes) to being rich.
With books still closed, discuss the first introductory question on page 20.
Arrange students in small groups to discuss the second introductory question: What qualities do you
think a person needs to make a fortune? Have students make a list. Assign one student in each
group the role of reporter.

Problem solving

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Supervisor
Brain storming

Role play

Discussion

Inductive

Co-operative learning

Discovery

B- Presentation

The students are going to learn…

Language builder

Recourses needed

Student book

Work book

Teacher’s guide

Teaching aids

C- Practice
Board
1. Listen and Discuss
Have students open their books to pages 20 and 21 and look at the photos. Ask: Do you recognize any of these people? Ask
a few students to say what they already know about Amancio Ortega, Mohammed Abdul Latif Jameel, Li Ka-shing, and Steven
Paul Jobs. Point out the headings under each person’s name: industry and country of citizenship. Ask: What does industry
refer to? (This is the business or career in which the person made their money.) Point out that country of citizenship does not
necessarily refer to the place that a person was born, but to the place where the person is a current citizen.
Play the audio for each person’s story.
Stop the recording after each person’s story and ask a few questions to check students’ general comprehension.
Quick Check Focus students’ attention on the vocabulary words in the box. Have them work individually to find and underline
each of the words in the rags to riches stories. Tell them to study how the words are used in context in order to guess the
meaning.
a Have students work individually to complete the sentences with the correct words, and then compare answers with a partner
2. Pair Work

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Supervisor
 Ask a volunteer to read the directions aloud.
Arrange students in pairs.
Make sure students know that they must choose one of the people from pages 20 and 21 to role-play with a reporter. Students
should use their knowledge of the person’s life as much as possible. However, they can make up answers to questions that
they don’t know the real answers to. When students switch roles, have them choose a different person to interview.
a Have the reporters jot down questions to ask in preparation for the interview as well as the answers they receive.
Call on a few pairs to role-play their interviews for the class.

Drawing

Cards

Real objects

Data show

Interactive CD

Evaluation Tools

Oral Tests

Written Tests

Observation

Discussion

Exercise

Activities

D- Feedback

Home assignment
workbook page ( 11 ) exercise ( )

U2/RAGS TO RICHES
GRAMMAR
day class perio Learning Objectives

Teacher Headmaster
Supervisor
 d
3/1 The student will be able to:
3/2  Form an affirmative sentence with "used to".
 Use "used to " to form a negative sentence.
3/3
 Use "used to" to form a question.
3/4
 Apply the correct verb with (used to).
3/5  Use "would" to express a repeated action in the past .
3/6  Write sentences about changing old habits.
 Revise sentences’ grammatical structure.
 Rewrite old plans that didn't work.
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
Language builder
Student book
Work book
Teacher’s guide
Teaching aids C- Practice
Board Used To versus Be Used To Read aloud the explanation and example sentences. Have
students read aloud the example sentences. Give a few examples of things that you used to
Drawing do, and write them on the board. For example: I used to go to bed late at night, but now
I go to bed early. Or I used to read a lot, but now I don’t have time.
Cards
Contrast these examples with sentences about things you are used to doing. For example: I
Real objects am used to getting up early. I always get up at 6. Or I am used to walking to work.
I don’t have a car.
Data show Direct students to exercise A for practice.
Interactive CD Would for Repeated Action in the Past versus Used To Read aloud the explanation and
examples. Write the following sentences on the board:
Ahmed used to walk to work before he had a car. I used to live in a small
house.
Evaluation Tools Ask: In which of these sentences can you substitute would for used to? (the first
Oral Tests sentence) Why? (Ahmed used to walk to work tells about a habitual action in the past. I used
to live in a small house tells about a fact, not a habitual action.)
Written Tests Direct students to exercise B for practice.
Observation Was/Were Going To (Future in the Past) Read the explanation with the class. Have a
student read aloud the two examples. Point out that each of the examples shows a different
meaning of was going to.
Discussion I knew that the company was going to be a great success is an example of a prediction made
in the past.
Exercise He was going to spend the money, but he decided to invest it in the stock market instead is
an example of a past plan that was not carried out.
Direct students to exercise C for practice.
Activities D- Feedback
Do the activities ABCDE
Home assignment workbook page ( 12-14 ) exercise ( )

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Supervisor
U2/RAGS TO RICHES CONVERSATION - LISTENING - PRONUNCIATION -
VOCABULARY BUILDING
day
class
period
Learning Objectives
3/1

The student will be able to:

 Determine the "ed" sound in given words.
 Select the right meaning of the words according to the text.
 Answer questions about the conversation.
 Match new vocabulary with sentences to achieve correct meaning.
 Arrange numbers' sequence according to an audio.
 Point out new phrases in a classroom conversation.
 Apply new phrases in sentences.

3/2

3/3

3/4

3/5

3/6

Teaching Strategies

Steps to follow
Pair work

A-Warming up and revision

Work group

Warm up:

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
Conversation
With students’ books closed, say and write on the board: You won SAR 30,000! (Or write an equivalent amount
of money in the students’ currency.) Ask: What will you do with it? Elicit answers from a few students.
Tell students to open their books to page 24 and look at the photos. Ask: What is the young man thinking
about? (He is deciding whether to spend his money on a car or a vacation.)
Play the audio of the conversation. Have students just listen.
Have students work in pairs and take turns asking and answering the questions.
Real Talk
Draw students’ attention to the Real Talk box. Point out that the words in this box are highlighted in blue in the
conversation. Explain that these are usually idiomatic or slang words and expressions
Listening
Have a student read aloud the directions. Give students time to look at the list of the forms of money to help them
know what information they will listen for.
Play the audio once for students to just listen.
Play the audio a second time for students to write the dates. Then have them order the forms of money. You may
want to pause the audio periodically.
Play the audio a final time for students to check their answers.
Pronunciation Play the audio for the explanation while students read along in their books. Play the rest of the
audio for students to listen and repeat the sentences.
Vocabulary Building
A Read the directions with the class. Have students work individually to match each word with its meaning..

Drawing

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Supervisor
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 ( 15 ) exercise ( )
U2/RAGS TO RICHES
READING - SPEAKING
day class perio Learning Objectives
d
3/1 The student will be able to:
3/2  Relate the text content to particular social issues.
3/3  Find the meanings of new words in the text.
3/4  Invent ideas on success in life without relying on anybody.
 Classify the ideas according to the text.
3/5
3/6

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Supervisor
Teaching Strategies Steps to follow
Pair work A-Warming up and revision
Work group Warm up:
Problem solving
Write on the board: Sheikh Sulaiman bin Abdul- Aziz Al-Rajhi. With books
Brain storming closed, discuss the Before Reading questions as a class. Elicit any facts or
Role play information students know about Sheikh Sulaiman bin Abdul-Aziz Al-Rajhi.
Have students open their books to pages 26 and 27. Focus their attention on the
Discussion photo. Ask: Where do you think this photo was taken? (Students may not
Inductive know the exact answer but elicit that it was probably during an interview or awards
ceremony. ) Ask: Does he look like a successful businessman?
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 3-2-1
Drawing Write the following on the board:
3 (Write 3 things you found out.)
Cards 2 (Write 2 interesting things.)
1 (Write 1 question you still have.)
Real objects
Using the 3-2-1 strategy allows students
Data show Arrange the class into small groups. Have students share the points that they
wrote down with each other and discuss them. Have them discuss the points that
Interactive CD they have questions about and try to answer each other’s questions.
Play the audio for the reading. Have students listen and follow along.
Discuss with students what each word means in the context of the article. Ask
Evaluation Tools questions,
Oral Tests After Reading
Have students work individually to answer the questions, referring back to the text
Written Tests as necessary. Then have them compare answers with a partner.
Check answers by calling on pairs to read aloud the questions and answers.
Observation
Speaking
Arrange students in small groups to discuss the questions.
Discussion As students are working, go around and check that everyone is participating in the
discussion. Make sure that each student in the group completes the chart about
Exercise him or herself.
Open up the group discussions to a class discussion. Ask groups to share their
answers with the class.
Activities D- Feedback

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

U2/RAGS TO RICHES
WRITING
day
class
period
Learning Objectives
3/1

Teacher Headmaster
Supervisor
The student will be able to:
 Rewrite the story of the text.
 Use connectors to show the order of events.
 Identify the topic of each paragraph.
 Summarize long sentences into short clear ones.
 Point out the most verb tenses used in the passage.
 List the key events.
 Apply descriptive style

3/2

3/3

3/4

3/5

3/6

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

Teacher Headmaster
Supervisor
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
Have students discuss the picture in pairs and ask volunteers report answers/ideas for the class.
A.
Write E-COMMERCE on the board and allow students to make suggestions on what the word/term refers to. Discuss
suggestions in class.
Have students work in pairs discussing their views on e-commerce. Ask them to make notes on advantages and
disadvantages.
Play the audio and have students check their answers.
Have students read individually and make notes about Bezos, then compare notes in groups.
B. Tell students that they are going to write a descriptive essay about a famous and/or wealthy person.
a Organize them in small groups and ask them to think about famous people. Have them list the names of the
people they think of and the reason they know them. Call on a student from each group to tell the class and list the
names on the board. Compare with other groups.
Direct students to the Writing Corner. Explain that they will be writing a brief biography of the person along the
lines of the biography they read on page 28.
Organize students into pairs/groups. Ask them to write their first draft and exchange drafts in order to comment
and make suggestions. Direct them to the model text but allow them to change the beginning of their biography if
they want.

Drawing

Cards

Real objects

Data show

Teacher Headmaster
Supervisor
Interactive CD

Evaluation Tools

Oral Tests

Written Tests

Observation

Discussion

Exercise

Activities

D- Feedback

Ask the students to answer the activity AB

Home assignment
workbook page ( 18 ) exercise ( )
U2/RAGS TO RICHES
FORM, MEANING AND FUNCTION
day
class
period
Learning Objectives
3/1

The student will be able to:

 Recognize past simple tense.
 Ask about personal experiences.
 Use present perfect simple tense with" for" and "since".
 Apply (how long ) to ask about duration.
 Form sentences with the present perfect.

3/2

3/3

Teacher Headmaster
Supervisor
 3/4

3/5

3/6

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…

Language builder

Teacher Headmaster
Supervisor
.We commonly use the present perfect to talk about actions that have happened at an indefinite time in the past or to talk about
the duration of actions that have happened from the past up to now. We often use time expressions such as: ever, never, so far,
yet.
We use the simple past to talk about actions that were completed in the past. We often use time expressions such as: yesterday,
last week, two days ago, a year ago, in the 19th century, in 2014.
Recourses needed

Student book

Work book

Teacher’s guide

Teaching aids

C- Practice
Board

Present Perfect Simple Tense

Review how to form the present perfect in the affirmative and negative forms: has/have or hasn’t/ haven’t + past
participle.
Remind students that with regular verbs, the past participle is usually the same as the past. Then have students
identify the past participles in the example sentences in the presentation. (visited, contributed, lived)
Remind students that many common verbs have irregular past participles. Elicit the irregular past participle for
the verbs: do, be, go (done, been, gone)
Time Expressions with For and Since
Point out that we use the present perfect with since to talk about an action or state that started in the past and
continues up to the present.
Explain that we use for to talk about duration. Write an example on the board. For example, We have lived in
Muscat since May. We have lived here for 6 months.
Questions with How Long Call on two volunteers to read out the question and answers. Ask students to practice
different questions and answers in pairs, using the question form How long and for and since in the answer.
Past Simple versus Present Perfect Have volunteers read aloud the questions and answers in the presentation.
Highlight or elicit the form of the present perfect and underline the simple past in the examples.
Asking and Telling about Personal Experiences: Have you ever ..?
Ask two students to take it in turns to read out the question and the answers.
Write on the following on the board and ask students to complete it in five different ways: Have you ever _________?
All students should then stand

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

Home assignment
workbook page ( 19-20 ) exercise ( )
U2/RAGS TO RICHES
PROJECT - SELF REFLECTION
day
class
period
Learning Objectives
3/1

The student will be able to:

 Design a poster about a role model.

3/2

3/3

3/4

3/5

Teacher Headmaster
Supervisor
 3/6

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

Project
Read directions for task 1 and have students think about a person they admire that operates as a role model for
them and/or their friends. Give them time to think and make notes.
Organize students into groups. Read 2 with the class and have students research, collect information and make
notes.
Ask students to read directions for task 3 and explain what they are required to do.
When the tasks have been completed, ask groups to coordinate all their work and work on the actual presentation
both in terms of staging and materials. Circulate and make sure that students are following guidelines, focusing on
content, using visuals as well as doing a trial run.
Have groups present for the class on the same or a different day. Encourage them to involve as many members of
their group as possible in the presentations.
Self Reflection
Brainstorm Rags to Riches. Write the title on the board and elicit as many ideas and words as possible from the
class. List the words on the board.
Have students scan pages 20 and 21. Ask them to think about things they liked and things they disliked about this
part of the unit. Use questions to help them remember.
Give students time to make notes about likes and dislikes and easy or difficult items in the section.
Complete the sentences with used to or be used to.He _________ travel a lot when he was young. Now, he
__________ spending most of his time at home, reading. She got really sick on the boat, she _____________
sailing. She used to drive everywhere.

Drawing

Cards

Real objects

Data show

Interactive CD

Evaluation Tools

Oral Tests

Written Tests

Teacher Headmaster
Supervisor
Observation

Discussion

Exercise

Activities

D- Feedback

Ask the students to answer the activity

Home assignment
workbook page ( ) exercise ( )
U3/WHAT WILL THEY THINK OF NEXT? LISTEN
AND DISCUSS + PAIR WORK
day
class
period
Learning Objectives
3/1

The student will be able to:

 Match each word to its definition.
 List things that we take for granted today.
 Explain life changes without having inventions.
 Name an invention they can’t live without.
 List the predictions the author made about the English language.
3/2

3/3

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3/6

Teaching Strategies

Steps to follow

Teacher Headmaster
Supervisor
Pair work

A-Warming up and revision

Work group

Warm up:
Write on the board the introductory questions on page 34:
1. What things that we take for granted today did people not have 100 years ago?
2. Name a discovery or development that you think people will have (or use) 100 years from now.
Arrange students in small groups. Have them discuss the questions with their books closed. Assign one student in
each group the role of reporter.
Call on the reporters to report back to the class about their group’s discussion.

Problem solving

Brain storming

Role play

Discussion

Inductive

Co-operative learning

Discovery

B- Presentation

The students are going to learn…

Language builder

Recourses needed

Student book

Work book

Teacher’s guide

Teacher Headmaster
Supervisor
Teaching aids

C- Practice
Board
1. Listen and Discuss
Play the audio for pages 34 and 35 with students’ books still closed. Have students listen for general
understanding.
a To check general comprehension, ask: What topics were discussed? (people, language, transportation,
traffic, media, deliveries, communication) Elicit and write on the board all of the topics that students can
remember.
a Have students open their books and look at pages 34 and 35 to find any missing topics. Have them call them
out while you write them on the board.
Play the audio again while students listen and read along.
Focus students’ attention on the pictures and ask them some questions about them.
Quick Check Have a student read aloud the directions and the list of vocabulary words in the left column.
Tell them to use the context of the words in the article to help them guess the meaning. Then have them work
individually to match each word with its definition.
Check answers as a class by calling on students to read aloud the matched up words and definitions.
2. Pair Work
Read the directions with the class. If the categories from the article are not still on the board, rewrite them as
column heads. (People, Language, Transportation, Traffic, Media, Deliveries, Communication)
Have students work in pairs to write one prediction for each category.
Have students go to the board and write their predictions in a list under each category.
Read and discuss the predictions as a class. Do students agree on what the year 2100 will be like?

Drawing

Cards

Real objects

Data show

Interactive CD

Evaluation Tools

Oral Tests

Written Tests

Observation

Discussion

Exercise

Teacher Headmaster
Supervisor
Activities

D- Feedback

Home assignment
workbook page ( 21 ) exercise ( )

U3/WHAT WILL THEY THINK OF NEXT?

GRAMMAR
day class perio Learning Objectives
d
3/1 The student will be able to:
3/2  Apply the correct tense according to the situation.
3/3  Transform the verbs into the future tense.
3/4  Express an idea using the future perfect tense.
 Write sentences with the Present Perfect Progressive Tense.
3/5
 Write a future event using a time clause.
3/6  Combine sentences with the future perfect tense
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
Language builder
Student book
Work book
Teacher’s guide
Teaching aids C- Practice
Board Future Perfect
Read the explanation with the class.
Drawing Draw a timeline on the board to illustrate the concept of the future perfect.
Cards Plot the example sentences in the book on the timeline.
Direct students to exercise A on this page to practice the future perfect.
Real objects
Future Perfect Progressive
Data show Read the explanation with the class.
Draw a timeline on the board to illustrate the concept of the future perfect progressive. For
Interactive CD example:
1st event Now 2nd event
By the year 2025, people will have been flying for 122 years.
Evaluation Tools

Teacher Headmaster
Supervisor
 Oral Tests Point out that in this sentence, the 1st event (flying) began in the past and continues into
the future up until the second event (the year 2025).
Written Tests Direct students to exercise B on page 37 to practice the future perfect and future perfect
progressive together.
Observation
The Future with Dependent Time Clauses
Read the explanation with the class.
Discussion Have students read aloud the example sentences.
Emphasize that when using a time clause, the verb in the time clause is in the present tense.
Exercise Only the main verb in the sentence uses will or be going to.
Direct students to exercise C on page 37 to practice using the future with dependent time
clauses.
Activities D- Feedback
Answer the activities
Home assignment workbook page ( 22-24 ) exercise ( )
U3/WHAT WILL THEY THINK OF NEXT? CONVERSATION -LISTENING - PRONUNCIATION -
VOCABULARY BUILDING
day
class
period
Learning Objectives
3/1

The student will be able to:

 Use phrases for persuading in sentences.
 Write the correct consonant cluster according to what they hear .
 Find out the meaning of the new words.
 Invent a conversation using the new words.
 Use the "real talk" in new sentences.
 Find the consonant cluster in a word .
 Match the words with their meaning.

3/2

3/3

3/4

3/5

3/6

Teaching Strategies

Steps to follow
Pair work

A-Warming up and revision

Work group

Teacher Headmaster
Supervisor
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
Conversation
Have students cover the conversation and focus their attention on the pictures. Ask: What do you think the old lady is
doing? (She is reading a book.) What device do you see? (an electronic book reader or e-reader) Ask students: Do any of
you use an e-reader? What do you like about it? What don’t you like about it? How many books can it hold?

Teacher Headmaster
Supervisor
Play the audio. Have students just listen with the conversation still covered.
About the Conversation Have students work with a partner to ask and answer the questions.
Check answers by calling on students to read the questions aloud and answer them..
Real Talk
Ask questions about the phrases to help students understand their meaning in the context of the conversation. For example, ask:
Listening
Read aloud the directions. Have students study the chart to see what information they will listen for.
Play the audio. Tell students to listen but not to write their answers at this time.
Play the audio once for students to write the advantages of each news format. Play it again for them to write the disadvantages.
a Have students check their answers in pairs and discuss question 2.
Pronunciation Play the audio of the explanation as students read along in their books.
Play the audio of the sentences for students to listen and repeat, or speak along with the recording.
Vocabulary Building
A Have students work individually to match the words with their meanings.
B Have students compare answers with a partner..

Drawing

Cards

Real objects

Data show

Interactive CD

Evaluation Tools

Oral Tests

Written Tests

Observation

Discussion

Exercise

Activities

D- Feedback

Do the activity in the book.

Home assignment

Teacher Headmaster
Supervisor
workbook page ( ) exercise ( )
U3/WHAT WILL THEY THINK OF NEXT?
READING- SPEAKING
day class perio Learning Objectives
d
3/1 The student will be able to:
3/2  Correct information about the text.
3/3  Explain the meanings of new words.
 Match the main idea with the paragraph .
3/4
3/5
3/6

Teaching Strategies Steps to follow

Pair work A-Warming up and revision
Work group Warm up:
With students’ books closed, ask: What is space tourism? (when
Problem solving
ordinary people visit space for vacation) Do you think space tourism
Brain storming will become common in your lifetime? Elicit students’ opinions.
Role play a Arrange students in pairs to discuss the Before Reading question: If
you could go into space, would you? Why or why not? After a few
Discussion minutes, elicit answers from a few pairs.
Inductive
Co-operative learning
Discovery B- Presentation
The students are going to learn…
Recourses needed
language builder
Student book The informal word steep means very expensive. There are many more synonyms
Work book and idiomatic expressions to express this meaning. Here are a few:
a pretty penny, an arm and a leg, big-ticket, out of sight, pricey, rich, ritzy, sky
Teacher’s guide high, stiff, and swank.
Teaching aids C- Practice
Board READING STRATEGY Predicting
Ask students: What do you think this article will be about? (space tourism)
Drawing
Ask: What do you think you will learn from this article? Give students time to
Cards each write down three things they think they will learn. If students are unsure what
to write, as an example, write on the board: I think I will learn who has taken a
Real objects
vacation in space.
Data show Elicit answers from students and write them on the board.
Interactive CD Play the audio. Have students listen for the predictions on the board.
Ask a few general questions to check comprehension.
After Reading
Evaluation Tools Read the directions aloud. Have students work individually to write true or false for
each statement, looking back at the article as necessary to find the answers.
Oral Tests
Have them rewrite each false statement to be true.
Written Tests a Have students check their answers with a partner.
Speaking
Observation
Arrange students in small groups to discuss the questions.
To keep students on task, give them about five minutes to discuss each question.
Discussion
Assign the roles of leader, writer, and reporter. The leader makes sure that each
Exercise student is contributing ideas. The writer takes notes on the group’s ideas. (The
writer should list the advantages and disadvantages that the group comes up
with).
When time is up, the reporter summarizes their group’s discussion for the class.
Encourage the rest of the class to respond to the reporters and ask questions
about ideas they are interested in.

Teacher Headmaster
Supervisor
 Activities D- Feedback

Home assignment workbook page ( 26-27 ) exercise ( )

U3/WHAT WILL THEY THINK OF NEXT?

WRITING
day
class
period
Learning Objectives
3/1

The student will be able to:

 Relate the changes to the category.
 Point out the changes of the future.
 Write notes about will have happened .
 Write notes about will be happening.
 Find the vision of the future in the essay
 Find the future forms in the text.

3/2

3/3

3/4

3/5

3/6

Teaching Strategies

Steps to follow
Pair work

A-Warming up and revision

Work group

Warm up:

Problem solving

Brain storming

Teacher Headmaster
Supervisor
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
A1
Direct students’ attention to question 1.
Have students brainstorm on good and bad changes. Elicit ideas in class.
Call on students to report their answers for the class. Hold a class discussion about how cities, homes,
manufacturing, vehicles, trade, buildings, protective measures against radiation will change and whether changes
will be good or bad. Have students justify their answers.
Organize students in pairs or small groups. Read through question 2 and have students decide how to note, record
and organize their ideas around the topics. Discuss their ideas as a class.
Read the directions for 3 with the class. Read through the text as a class, asking students to read different
paragraphs out loud.
Pause regularly to check comprehension or ask students to suggest synonyms for vocabulary, or to use particular
words in sentences of their own.
B Read the directions for tasks 1, 2 and 3 with the class.

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Supervisor
a Organize students in pairs or small groups and have them think about one of the developments in Saudi Arabia
that will have taken place by 2030. Tell students to think about the impacts and effects of these changes on
themselves and on society.
Direct students to the Writing Corner. Ask them to think about essays that they like and the reasons they like
them. Have students think about the content of essays and how they are organized.
Have students draft their essays.
Have students exchange drafts and make comments or suggestions.

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 ( 28 ) exercise ( )

U3/WHAT WILL THEY THINK OF NEXT? FORM,

MEANING AND FUNCTION
day

Teacher Headmaster
Supervisor
class
period
Learning Objectives
3/1

The student will be able to:

 Ask and answer information questions.
 Ask a simple past question with Be Born.
 Form simple past questions with the irregular verbs.
 Use space and the planetary system vocabulary correctly.
 Ask and short Answers (Yes/No)questions.
 Form simple past questions with the regular verbs.
 transform statements having no overt auxiliary verb into yes/no questions.
 Point out the correct form of the irregular verbs and the regular verbs.

3/2

3/3

3/4

3/5

3/6

Teaching Strategies

Steps to follow
Pair work

A-Warming up and revision

Work group

Warm up:

Problem solving

Brain storming

Role play

Discussion

Teacher Headmaster
Supervisor
Inductive

Co-operative learning

Discovery

B- Presentation

The students are going to learn…

Language Builder

Recourses needed

Student book

Work book

Teacher’s guide

Teaching aids

C- Practice
Board
Simple Present Tense Have different students read out the question and short answers.
Write the example questions on the board and point out the assimilation in the question (D’they use the Internet? D’you? D’she?
etc). Emphasize the word stress in the short answer: Yes, they DO.
a Have students practice the assimilation and intonation patterns of the questions and answers in the examples.
Simple Present of the Verb Be and Information Questions
Have students brainstorm the question words they know before looking at the questions listed in the presentation.
Ask students to form different questions of their own using the Wh-question words.
Simple Past of the Verb Be and Be Born
a Call on students to read out the questions and answers. Students should then form a chain around the class and ask and
answer with Where and When:
Simple Past with Regular and Irregular Verbs
Direct students’ attention to the examples in the presentation. Call on students to read aloud the yes/no questions and short
answers. Have different students read aloud the Wh-questions and answers.
As a review, write regular and irregular at the top of two columns on the board. Ask students to tell you verbs that are regular in
the past, and verbs that are irregular. If necessary, provide examples: watch/watched = regular; go/ went = irregular.
Write the present and past tense forms of the verbs on the board in the correct columns. Get about five examples of each.
Words Connected with Space and the Planetary System: Part 1 Ask students to research the topic before the lesson. Then
quiz students on how much they know about space and the planetary system. Write all the information on the board.

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 ( 29-30 ) exercise ( )
U3/WHAT WILL THEY THINK OF NEXT?
PROJECT - SELF REFLECTION
day
class
period
Learning Objectives
3/1

The student will be able to:

 Inspect the changes in their city.

3/2

Teacher Headmaster
Supervisor
 3/3

3/4

3/5

3/6

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…

Teacher Headmaster
Supervisor
Language Builder

Recourses needed

Student book

Work book

Teacher’s guide

Teaching aids

C- Practice
Board
Project Direct students to the photos of Riyadh. Have the students compare the two photos. Explain that the black and white
photo on the left shows buildings in an older part of town whereas the photo on the right is a view of Riyadh as we see it now.
Have the students work in pairs to identify changes that have taken place in the city.
Circulate and monitor to make sure all students are contributing. Help when required.
Call on pairs to report their ideas and discuss the changes in class. Ask the students question
ask them to find and bring in photos in advance or download and print out some photos yourself to distribute to groups.
Encourage them to think about different things if they wish. Remind them to choose one or two people in their group to make
notes as they discuss their ideas.
Call on each group to present their PowerPoint presentation.
Have students choose the presentations they like best to include in their class portfolio.
Self ReflectionWrite ‘What Will They Think of Next?’ on the board and elicit as many ideas and words as possible from the class.
List the words on the board.
Have students scan pages 34 and 35. Ask them to think about things they liked and things they disliked about this part of the
unit. Use questions to help them remember.
Before directing students to pages 36, 37, ask them to rephrase some sentences.
Have volunteers answer the questions.
Have students make notes in the Self Reflection chart. Ask them to focus on likes, dislikes and easy or difficult items.
Write AN OUT-OF-THIS-WORLD VACATION on the board and brainstorm on language and information that students remember.
Organize students in pairs and ask them to answer questions
Have students complete their Self Reflection charts as before about likes, dislikes and things they found easy or difficult.

Drawing

Cards

Real objects

Data show

Interactive CD

Evaluation Tools

Teacher Headmaster
Supervisor
Oral Tests

Written Tests

Observation

Discussion

Exercise

Activities

D- Feedback

Ask the students to answer the activity

Home assignment
workbook page ( ) exercise ( )

EXPANSION UNITS 1–3

LANGUAGE REVIEW
day
class
period
Learning Objectives
3/1

The student will be able to:

 answer personal information
 use of other, others, and another.
 use of used to, be used to, and would
3/2

3/3

3/4

3/5

Teacher Headmaster
Supervisor
 3/6

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

Work book

Teacher’s guide

Teacher Headmaster
Supervisor
Teaching aids

C- Practice
Board

Language Review.
A. This exercise reviews the use of other, others, and another, which was presented in Unit 1. Refer students to the
grammar chart on page 8 to review as necessary.
As a quick review, write the following conversation on the board for students to complete.
A: It’s too cold to go swimming today. Do you have ___ idea? (another)
B: Everyone is waiting for us. You don’t want to go outside but the ___ do. (others)
A: Well, what ___ things can you do outside when it’s cold? (other)
Ask two students to read the conversation aloud.
Have students work individually to complete the exercise sentences. Then have students compare their answers
with a partner.
B. This exercise reviews the use of used to, be used to, and would for repeated actions in the past, which was
presented in Unit 2.
Have students work individually to rewrite the sentences, and then compare answers with a partner.
C. This exercise reviews the future perfect, which was presented in Unit 3 on page 36. It can also serve as a review of
the emphatic do, which was presented in Unit 1 on page 8.
Have students work in groups of three or four to discuss and answer the questions.
D This exercise reviews the grammar points presented in Units 2 and 3. Refer students to the charts on pages 22
and 36 for reference as necessary.
Have students work in pairs to write sentences,

Drawing

Cards

Real objects

Data show

Interactive CD

Evaluation Tools

Oral Tests

Written Tests

Observation

Discussion

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Supervisor
Exercise

Activities

D- Feedback

Do the activity in the book.

Home assignment
workbook page ( 31-33 ) exercise ( )

EXPANSION UNITS 1–3

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

Teaching Strategies Steps to follow

Pair work A-Warming up and revision
Work group Warm up:
Problem solving ask students what they know about both human and computer viruses.
Brain storming Make notes of some of their ideas on the board.

Role play
Discussion
Inductive
Co-operative learning
Discovery B- Presentation
The students are going to learn…
Recourses needed
Language builder
Student book The word extraterrestrial is made up of the Latin words extra (outside of or
Work book beyond) + terrestris (the planet Earth). It can be used to describe things from
outer space but also can just mean an alien from outer space. The name of the
Teacher’s guide popular science fiction movie about a space alien,
Teaching aids C- Practice
Board Have students open their books to pages 50 and 51 and look at the
Drawing pictures. Discuss the Before Reading questions as a class.
Write on the board: What does SETI stand for? (the Search for
Cards Extraterrestrial Intelligence) Tell students they will listen for the answer to
Real objects this question.
Play the audio of the article. Elicit the answer to the question on the board.
Data show After Reading
Interactive CD Ask a student to read aloud the directions. Make sure that students

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 understand they will match up the words in the left column with the words
that mean the exact same thing in the right column.
Evaluation Tools Have students work either individually or in pairs to answer the questions,
Oral Tests referring back to the article as necessary.
Discussion
Written Tests
Arrange students in groups to discuss and answer the questions.
Observation a Have one person from each group report some of the group’s ideas to
the class. Discuss any differing opinions with the whole class.
Discussion
Exercise

Activities D- Feedback

Home assignment workbook page ( 34-35 ) exercise ( )

EXPANSION UNITS 1–3

LANGUAGE PLUS
day
class
period
Learning Objectives
3/1

The student will be able to:

 ask and answer questions
 complete sentences with suitable words.

3/2

3/3

3/4

3/5

3/6

Teaching Strategies

Steps to follow
Pair work

A-Warming up and revision

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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

Ask: What do these idioms have in common? (They all contain the word world.)
Ask questions about each picture to elicit the meaning of the idiom.

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(A) be in another world Ask: Where are the two boys? (They are sitting on Earth.) Where is the other boy? He is sitting on
a different planet all alone.) How does the boy sitting alone look? (He doesn’t seem to notice or mind that he is on a different
planet.) What do you think it means to say someone is in another world? (The person is not paying attention to what is
going on around him or her. The person is daydreaming or involved with his or her own thoughts.)
(B) carry the weight of the world on (one’s) shoulders Ask: What is the boy doing? (He is carrying Earth on his shoulders.)
How does he look? (He looks tired and unhappy.) When would you say that someone looks like this? (when someone has
a lot of troubles or problems to worry about)
(C) be on top of the world Ask: Where is the boy? (He is on top of the world.) What is he holding? (a trophy) How does he
look? (very happy and proud) When would you say that someone is on top of the world? (when someone is happy and
proud after winning or succeeding at something important)
(D) be worlds apart Ask: Where are the two boys? (They are standing on different planets.) How do they look? (They look
angry and are not talking to each other.) When would you say that two people are worlds apart? (when they are not in
agreement or are thinking or doing very different things)
(E) the world is (one’s) oyster Ask: What is usually inside an oyster? (a pearl, which is a valuable gem) If you have an
oyster, are you fortunate or unfortunate? (fortunate) If the whole world is inside your oyster, what do you have? (the
whole world and all of its opportunities in your hands) When would you say that the world is someone’s oyster? (when the
person can do or get anything he or she wants, such as the man in the picture who is graduating from school)
(F) Where in the world…? Ask: What is the boy doing? (He is looking for his glasses.) Where is he looking? (all over the
world) When would you say Where in the world…? (when you are looking everywhere for something and have no idea where
it could be)
Have students work individually to complete the sentences with the idioms.

Drawing

Cards

Real objects

Data show

Interactive CD

Evaluation Tools

Oral Tests

Written Tests

Observation

Discussion

Exercise

Activities

D- Feedback

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Ask the students to answer the activity
Home assignment
workbook page ( ) exercise ( )
EXPANSION UNITS 1–3
WRITING
day
class
period
Learning Objectives
3/1

The student will be able to:

 Write an essay about the history of a common device or technology and how it will change in
the future

3/2

3/3

3/4

3/5

3/6

Teaching Strategies

Steps to follow
Pair work

A-Warming up and revision

Work group

Warm up:

Problem solving

Brain storming

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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
Tools for Writing: Commonly Confused Words
Call on a student to read the explanation and examples with fewer and less. Write the following sentences on the board for
students to complete:
We’ve had ___ snow than usual this year. (less) We’ve had ___ snow days than usual this year. (fewer)
Have a student read the explanation and examples with farther and further. Write the following sentences on the board for
students to complete:
I am too tired to walk much ___. (farther) We are too tired for ___ exercise. (further)
Emphasize that farther always refers to physical distance while further does not.
Writing Prompt
1. Explain that this is just the beginning of a sample essay, but point out how it mentions what telephones were like in the past
and will probably go on to make predictions about what telephones will be like in the future.
2. Focus students’ attention on the sample essay at the bottom of the page: The Past, Present, and Future of the Telephone.
3. Some ideas include the radio, the computer, wireless technology, the microwave, automobiles, and the television.
4. Point out the note that explains the purpose of an expository essay.
5. Brainstorm common devices or technology that students might write about in their essays.
6. Read the Writing Prompt with the class. Have a student read it aloud.

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Developing Your Writing: Prewriting Techniques Before students begin to write their essays, have them read the box
Developing Your Writing: Prewriting Techniques.
Call on students to explain each of the three prewriting techniques in their own words.
Tell students to each choose one prewriting technique: freewriting, brainstorming, or questioning. Give them about five minutes
to use one of the techniques in preparation for writing their essay.
Write Your Personal Narrative Have students copy down the chart from their books to complete. Have students work
individually to write a draft of their essay.

Drawing

Cards

Real objects

Data show

Interactive CD

Evaluation Tools

Oral Tests

Written Tests

Observation

Discussion

Exercise

Activities

D- Feedback

Do the activity
Home assignment
workbook page ( 36 ) exercise ( )

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