The document summarizes information about an educational institution's mission, point of view, and objectives for teaching English as a foreign language. The school aims to develop students who are committed to their country and society, acquire skills and knowledge, and keep up with scientific advances. Teachers believe the school should be a pioneer, and that education is a great responsibility. They value traditional values, continuous development, and creating successful students. The document also outlines general and specific aims, as well as skills and objectives for listening, speaking, reading and writing in English.

1. Join Us on the Following Group
Primary Teachers of
English All Over the World

2. The Mission Of The School
-The school administration is pleased to announce the
school educational mission to achieve the best educational
results. The school has a group of distinguished teachers
specialized in all fields. They have the necessary efficiency
and experience.
-We work to create an Islamic generation that believes in
our country. A generation that works hard to achieve the
aims of the country. A generation that puts the interests of
the country in the first place.
-A generation that is committed to the morals, customs and
good behaviour of the society.
-We aim at creating a generation that acquires skills,
knowledge and scientific trends through the school activities
that support positive behaviour to be able to catch up with
the international scientific development.
Our Point Of View
-We believe that our school should be the pioneer. We all
work along the same lines. We have a well-prepared team
that believes in traditional values and the continuity and
development of education that aim at creating a generation
that is able to succeed in life.
-We believe that education is a great responsibility. We
believe that although our work is very hard, it is wonderful
and creative. We are very happy to do our work.
-We believe that distinction in our hard work depends on
developed methods, interesting performance and
international criteria, so our school should be equipped with

3. the highest standard apparatus accompanied by good
performance.
-We believe that there should be a creative staff that is
interested in everything new. A staff that is wonderful in
performing a great role resulting from the eternal intention
of sincerity and good will.
-We believe that our students are good by nature and
talented through our care. They are able to create. Their
aims are to succeed in life and realize God's contentment.
-We believe in debate and discussion through our open
channels with all parties. We value and respect all views and
suggestions. We are keen to accept all that is reasonable and
applicable.
-Our hopes and aspirations are limitless. We believe that
others can't achieve what we can really do, depending on
God. We will reach our aims through patience and industry.
-We believe that reaching the summit is something great. It's
a real achievement.

4. Objectives of Teaching English as a Foreign Language
in the Preparatory Stage
* General Aims:
1.a : To acquire and develop the four language skills integratively.
1.b : To help the students communicate in English within the limited
scope of the number of hours allocated to the course.
1.c : Consequently, learning the first foreign language may be
considered as a basis the students can build on at a later stage.
* Specific Aims:
2.a : To enable the students to understand the lexical items, syntactic
structures, phonological features and functional items they are
exposed to within the limits of what they have acquired.
2.b : To enable the students to express themselves orally in English
through the use of simple expressions and sentences, taking into
account the correct pronunciation.
* The Four Skills:
Teaching will aim at acquiring and developing all skills in an integrated way for most
of the time.
3.a : Listening:
-Distinguishing sounds and words.
-Understanding a limited range of vocabulary items.
-Understanding simple sentences, questions, instructions and
directions and responding to them.
-Understanding a wider range of vocabulary.
-Understanding different forms of questions.
-Identifying topics of situational dialogues.
3.b : Speaking:
-Producing words and sentences.
-Producing short utterances.
-Taking part in simple dialogues.
-Producing questions and answers.
-Re-telling a story.
-Making simple requests.
-Telling a story or dramatizing it as a play.
3.c : Reading:
-Identifying a range of vocabulary items.
-Responding appropriately to simple sentences and short
paragraphs.
-Scanning and skimming texts for information.
-Answering questions on a text.
3.d : Writing:
-Completing and constructing simple sentences.
-Writing a letter following instructions.
-Writing a paragraph by answering questions or any other kind of guidance.

5. Monthly Distribution of EFL Syllabus ٢٠١٥ / العام الدراسي ٢٠١٤
توزیع منھج اللغة الإنجلیزیة
First Term
Month Hello! English - Year One
Student's Book & Workbook
September Units ( 1 & 2 )
October Units ( 2, RA, 4 & 5 )
November Units ( 6 , RB , 7 & 8 )
December Units ( 9 , RC , 10 , 11 & 12 )
January ( 2015 ) RD & Practice Tests
First Term
Month Hello! English - Year Two
Student's Book & Workbook
September Units ( 1 & 2 )
October Units ( 2, RA, 4 & 5 )
November Units ( 6 , RB , 7 & 8 )
December Units ( 9 , RC , 10 , 11 & 12 )
January ( 2015 ) RD & Practice Tests
First Term
Month
Hello! English - Year Three
Student's Book &
Workbook
The Reader
September Unit 1 Chapter 1
October Units ( 2 , 3 & RA) Chapters ( 2 & 3 )
November Units ( 4 , 5 , 6 & RB) Chapters ( 3 cont. & 4 )
December Units ( 7 , 8 & 9 ) Chapters ( 4cont. & 5 )
January ( 2015 ) RC & Practice Tests Chapter 5 cont.

6. 1
Unit1
New people
NeLwE SpSeoOpNle 1 SB Page 1 WB page 1
Aims : I help ss to :
 revise and extend ways of expressing personal details
 revise the verb to be : present simple and past simple
Teaching aids : Board – chalk – cassette
……………………………………….
Review :* what's your name ?
* where do you live ?
warm up ( before using the book ):I ask ss to say sentences
about themselves
My name's ……………I
live in …….etc …
Presentation
SB EX ( 1): "Listen and complete."
SB EX ( 2) :"Ask and answer ."
WB EX ( 1) :"Finish the following dialogue with these words
."
WB EX ( 2): " Read and complete about yourself"
Key structure : statements and questions with to be in the
present and past simple
.( How old ) are you …..? I am ….
(Where were you …….? I was …..
( What is you ………..) My……is…….
Key vocabulary :first name , last name
Functions : Giving and asking for personal info.
Talking about the past and present
Skills : Listening for details
Asking for and giving personal info.
Class organization : Whole class , pairs , individuals
Home fun : write three sentences about yourself
Evaluation : …………………………………………….
……………………………………………
Date class PER

7. 2
Unit1
New people
NeLwE SpSeoOpNle 2 SB Page 2 WB page 2
Aims : I help ss to :
 revise and extend voc.: countries and languages
 revise has got
 revise days of the week
 learn to describe language features
Teaching aids : Board – chalk – cassette
……………………………………….
Review :* where are you from ?
* what language do you speak ?
warm up ( before using the book ):I write on the board:
Today is …………..yesterday was ……...tomorrow is…….etc
Presentation
SB EX ( 3): "Read and complete."
WB EX ( 3) :"Read and complete the table ."
WB EX ( 4): " Write about yourself"
Key structures :present simple : is / are ( not ), speaks, has got
Key vocabulary :Japan , Japanese , Turkey, Turkish ,
( first ) language ,Grammar, pen friend , spelling
Functions : Describing language features
Talking about where you are from
Skills : Scanning text for key information
Writing notes of details from written text
Describing languages
Class organization : Whole class , pairs , individuals
Home fun : imagine you are from ( Japan , turkey……)
And write 3 sentences about yourself
Evaluation : …………………………………………….
……………………………………………
Date class PER

8. 3
Unit1
New peoLpEleSSON 3 SB Page 3
Date class PER
New people
New people
Aims : I help ss to :
 Revise have got
 revise telling the time
 revise days of the week
Teaching aids : Board – chalk – cassette
……………………………………….
Review :* what is today ?
 where are you from ?
 what language do people in ( Japan ) speak ?
warm up ( before using the book ):I draw a clock on the board
and ask ss to tell the time
Presentation
SB EX ( 4): "Write the times."
SB EX ( 5):” Listen and complete “
SB EX ( 6):”Ask and answer “
Key structures :have got , has got
What time have you got ……..?
What subjects have you got on ( Sat. ) at ( 9 O’clock )
Key vocabulary :break ( n ) lesson , science , timetable
Functions : talking about the school day
talking about a timetable
telling the time
Skills : Listening for details
Talking about and reading timetables** Writing
times
Class organization : Whole class , pairs , individuals
Home fun ……………………………………………………
…………………………………………………………………
Evaluation : …………………………………………….

9. 4
Unit1
New people
LNEeSwS pOeNop 4le SB Page 4 WB page 3
Aims : I help ss to :
 Revise the present cont.
Teaching aids : Board – chalk – cassette
……………………………………….
Review :* what is the time now ?
What time have you got ( science ) today?
warm up ( before using the book ):What are you doing now ?
are you reading a book , running , sleeping ……etc
Presentation
SB EX ( 7): "What are they doing."
SB EX ( 8):” Now read and match “
WB EX ( 5):”read an answer “
WB EX ( 6):” Look at the pictures and complete the
sentences”
Key structures :present cont.
He is ……ing
She is not ……ing
What is he / she ….ing
Functions : Describing what is someone is doing
Skills : Matching words with pictures
Asking and answering about someone’s actions
Class organization : Whole class , pairs , individuals
Home fun ……………………………………………………
…………………………………………………………………
Evaluation : …………………………………………….
……………………………………………
Date class PER

10. 5
Unit1
New people
New pLeEoSplSeON 5 SB Page 5
Aims : I help ss to :
 Review the language of the unit
 Practise ordering words alphabetically.
Teaching aids : Board – chalk – cassette
……………………………………….
warm up ( before using the book ):revise the alphabet
whole class , groups , pairs
Presentation
Do it yourself : “alphabetical order “
Review :” to be “ is was “ / have / has got “
Key structures :review struc. From lessons 1 - 4
Functions : Giving personal details
Describing the school day
Describing what someone is doing
Skills : Writing letters and words in alphabetical order
Class organization : Whole class , pairs , individuals
Home fun ……………………………………………………
…………………………………………………………………
Evaluation : …………………………………………….
……………………………………………
Date class PER

11. 6
Unit2
New classes
NeLwE SpSeoOpNle 1 SB Page 6 WB page 4
Aims : I help ss to :
 Learn to ask for help
 Ask and say where places are in a school
 Revise words and expressions of locations
Teaching aids : Board – chalk – cassette
Maps ………………………………….
Review :* what's are you doing now ( Ali – Samy ….etc.) ?
warm up ( before using the book ):I draw a simple plan of the
school on the board then ask students to write the names of the
rooms , eg. Sports hall / library etc….
Presentation
SB EX ( 1): "Listen and read the rhyme."
SB EX ( 2) :"read and match ."
SB EX ( 3) :"ask and answer ."
WB EX ( 1): " find six school words"
WB EX ( 2): " read and write the names"
Key structure :- Classroom 2B is next to /opposite the
library.
-is Classroom 2B next to /opposite the library. ?
- Excuse me , where is …..?
Key vocabulary :head teacher – instructions – science lab –
sports hall - toilet
Functions : Asking for help
Asking for and giving locations of places in a building
Skills : Listening to and saying a rhyme
Matching words and pictures
Asking and answering about location
Class organization : Whole class , pairs , individuals
Home fun : where is the playground ?
Evaluation : …………………………………………….
……………………………………………
Date class PER

12. 7
Unit2
New classes
NeLwE SpSeoOpNle 2 SB Page 7 WB page 5
Aims : I help ss to :
 Revise the imperatives
 Understand and give positive and negative commands
 Extend their voc.& verbs
Teaching aids : Board – chalk – cassette
………………………………….
Review :* excuse me. Where is the library ?
warm up ( before using the book ):
 ask the SS to say the rhyme from the previous lesson
again
 ask SS to tell you what they can see in the classroom
Presentation
SB EX ( 4): "Listen and number."
WB EX ( 3): " Match the pictures and sentences"
Key structure :- Stand up and walk to the board
Don’t stand up !
Key vocabulary : pick up - take out
Functions : Giving and carrying out instructions
Skills : Listening for sequence of actions
Listening for instructions
Class organization : Whole class , pairs , individuals
Home fun : how can I prepare tea ?
Evaluation : …………………………………………….
……………………………………………
Date class PER

13. 8
Unit2
New classes
NeLwE SpSeoOpNle 3 SB Page 8 WB page 6
Aims : I help ss to :
 Revise the present continuous
 Talk about dreams
Teaching aids : Board – chalk – cassette
………………………………….
Review :* are you playing tennis now ?
Am I drawing a picture now ? what am I doing ?
warm up ( before using the book ):
 I give some instructions e.g. stand up - sit down – take
out your books .
Presentation
SB EX ( 5): "Read and answer."
SB EX ( 6) :"ask and answer ."
WB EX ( 4): " complete the dream in the past "
WB EX ( 5): " Now write this dream in the past"
Key structure :- I’m ……v ing
You we they are ………v…ing
(What / where / why ) is he /she ….v…ing ?
Key vocabulary : dream – idea -lion
Functions : describing and asking about dreams
Skills : scanning for detail
Asking and answering questions about a written text
Class organization : Whole class , pairs , individuals
Home fun : Describe what your family members are doing ?
Evaluation : …………………………………………….
……………………………………………
Date class PER

14. 9
Unit2
New classes
New peopleLESSON 4 SB Page 9
Aims : I help ss to :
 Revise the past simple
 Understand a dialogue about a day at school
Teaching aids : Board – chalk – cassette
………………………………….
Review :* Where are you going this evening ?
warm up ( before using the book ):
 What lessons did you have yesterday ?
 Who was your teacher for ( science ) last year ?
Presentation
SB EX ( 7): "Listen, read and say ."
SB EX ( 8) :"ask and answer the questions ."
Key structure
I / He was ……:-
I /he had
I / He met
I / He couldn’t
( How /Why ) was he …….?
( who / which / what )did he have …..?
Key vocabulary : anyone
Functions : reporting and asking about past events
Skills : scanning for detail
Reading and answering comprehension questions
Asking and answering questions about a text
Class organization : Whole class , pairs , individuals
Home fun : Where did you go yesterday ?
Evaluation : …………………………………………….
……………………………………………
Date class PER

15. 10
Unit2
New classes
New peoplLeESSON 5 SB Page 10
Aims : I help ss to :
 Practise asking for help in the classroom
 Review the language presented in the unit
Teaching aids : Board – chalk – cassette
………………………………….
Review :* what are you doing now ? and what were you doing
at the same time yesterday ?
warm up ( before using the book ):
 I write the word SCHOOL on the board and ask SS to
write all the words connected to school on the board
Presentation
Do it yourself : “Match the sentences and answers “
Review :” remember :- instructions / what someone did “
Key structure :- Review structures from lesson 1 - 4
Functions :
 Giving instructions
 Describing location
 Asking for help in the classroom
 Reporting past events
Skills : Matching appropriate
responses to questions
Class organization : Whole class , pairs , individuals
Evaluation : …………………………………………….
……………………………………………
Date class PER

16. 11
Unit3
Family, home and work
NLeEwS pSeOopNle 1 SB Page 11 WB page 7
Aims : I help ss to :
 Revise the present simple
 Revise and extend their voc. Of families
 Learn and practise is / are called
Teaching aids : Board – chalk – cassette
A chart of a family ………………………………….
Review :* what did you study last period ?
warm up ( before using the book ):I draw a simple picture of
the family
this is ( Samy ) .He is my ( brother ) etc ….
Presentation
SB EX ( 1): "Listen and match."
SB EX ( 2) :"Talk about Soha’s family ."
WB EX ( 1): " Choose the correct pair"
WB EX ( 2): " Write sentences "
Key structure :- she /He is married / single
she /He is called ……
she /He’s got …..sons / daughters.
Soha’s grandfather
Key vocabulary :daughter – grandfather – grandmother –
single – son wife
Functions : describing family relationships
Saying what people are called
Skills : Listening to detail
Scanning for detail
Talking about a family
Class organization : Whole class , pairs , individuals
Home fun : What is your mother’s sister ?
What is your father’s father ?
Evaluation : …………………………………………….
……………………………………………
Date class PER

17. 12
Unit3
Family, home and work
New peopleLESSON 2 SB Page 12
Aims : I help ss to :
 Revise and extend their voc. Jobs and work
 Revise the present simple
 Listen , read and talk about people and their jobs
Teaching aids : Board – chalk – cassette
………………………………….
Review :* my father’s brother is my ………etc ?
warm up ( before using the book ):I ask ss what is my job
,they say a teacher , then I ask them about the jobs they know ,
I write these jobs on the board
Presentation
SB EX ( 3): "Listen and complete."
SB EX ( 4) :"match the questions and answers ."
Key structure :- she /He lives / works in / at
Where does he work ?
What is he called ?
What is his job ? He is a ……
Key vocabulary :businessman – clinic, housewife, post office,
Postman, sales assistant, tourist company
Functions : Describing and asking about working life
Skills : Listening to details
Taking notes from a spoken text
Asking and answering about work
Class organization : Whole class , pairs , individuals
Home fun : What is your father’s job ?
What job would you like to have in the future ?
Evaluation : …………………………………………….
……………………………………………
Date class PER

18. 13
Unit3
Family, home and work
NewL EpSeSopOleN 3 SB Page 13 WB page 8
Aims : I help ss to :
 Revise the present simple
 Describe work
 Say what job they want to have
Teaching aids : Board – chalk – cassette
Charts of men of different jobs
………………………………….
Review :* who helps us when we are ill ?
warm up ( before using the book ):
what’s your uncle’s job?
Where does he work ?
Presentation
SB EX ( 5): "Listen and write the names."
WB EX ( 3): " Match the pictures with jobs"
WB EX ( 4): " Ask and answer "
Key structure :- she lives in ……
He works at ……
They fix / sell / make …….
What do you want to be when you leave school ?
I want to be ….
Key vocabulary :baker - bakery – deliver – postman ,
secretary , sell, use
Functions : describing jobs
Asking for and giving personal preferences
Skills : Reading for specific information
Matching pictures with sentences
Asking and answering about personal preferences
Class organization : Whole class , pairs , individuals
Home fun : What’s your mother’s job ?where does she work ?
What does she do ?
Evaluation : …………………………………………….
……………………………………………
Date class PER

19. 14
Unit3
Family, home and work
NewL EpSeSopOleN 4 SB Page 14 WB page 9
Aims : I help ss to :
 Revise the present simple
 Extend their voc. About health care.
Teaching aids : Board – chalk – cassette
………………………………….
Review :* what does a ( carpenter ) do ?
warm up ( before using the book ): Qs about doctors:
-where doctors work?
-what do they do ?
- who wants to be a doctor ? why ?
Presentation
SB EX (6): "Listen and answer."
SB EX (7): "Make sentences about doctor Khaled."
WB EX ( 5): " Read the following and then answer the
questions"
WB EX ( 6): " Write questions using the words in brackets "
Key structure :- he works / lives in / at ……
Where does he work?
What time does he work ?
What time does he …… ?
He gets up / starts work at …..o’clock .
He likes …. Because he …..
Key vocabulary :clinic , examine , medicine , patient , X-ray
Functions : describing a doctor’s routine in detail
Explaining preferences
Skills : scanning for detail
Reading and answering comprehension questions
Making sentences from prompts
Class organization : Whole class , pairs , individuals
Home fun : why do you go to a doctor ?
Evaluation : …………………………………………….
……………………………………………
Date class PER

20. 15
Unit3
Family, home and work
New peopleLESSON 5 SB Page 15
Aims : I help ss to :
 Review and consolidate the language
presented In the unit
 Practise orering words alphabetically
Teaching aids : Board – chalk
………………………………….
Review: where does your father work ?
warm up ( before using the book ):
I give the ss an idea about the two excercises they are going to
deal with
Presentation
Do it yourself : “put the words in a alphabetical order “
Review :” family members , jobs “
Key structure :-
Review the structures from lessons 1 –4
Functions : describing family relationships
Describing and asking about a job
Telling a partner about your hopes / dreams
Skills :
writing the words in a alphabetical order
Class organization : Whole class , pairs , individuals
Evaluation : …………………………………………….
……………………………………………
Date class PER

21. 16
Unit4
How tall are you?
New peopLleESSON 1 SB page 18
Aims: Learners will
• revise comparative and superlative adjectives
• compare and describe people's height, weight and age
• learn and practise units of measurement
Structures:
She weighs... kilograms. She is... tall. She is...
years old. How old/tall are you?
New vocabulary:
age, centimetre, gram, height, kilogram, light (adjective,
opposite of heavy) measure, metre, weigh, weight
Functions:
Comparing and describing people
Asking for and giving your weight, age and
height
Skills:
Listening for detail
Scanning for detail
Describing, asking and answering about the
personal details for oneself and others
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Ask four or five students of varying heights to stand in a line
at the front of the class.
Ask the class to compare the pupils using comparative and
superlative adjectives. Give them an example first. (AH is
taller than Omar)
Date class PER

22. 17
Unit4
How tall are you?
NewL EpSeSoOplNe 2 WB page 12 SB page 19
Aims: Learners will
• revise and extend their vocabulary: numbers
Structures:
She weighs ... kilograms. She is ... tall.
She is ... years old. How old/tall are you?
New vocabulary: million
Functions:
Expressing quantities
Skills:
Listening for detail Matching numbers and
words. Recognizing and saying numbers up to
1 million
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Remind the students of height, weight and age
by writing on the board and asking a volunteer to come
in and fill the information about him or herself.
Date class PER

23. 18
Unit4
How tall are you?
NeLwE pSeSoOplNe 3 SB page 20 WB page 13
Aims: Learners will
• revise comparative and superlative adjectives
• compare and describe vehicles' height, weight and age
• learn and practise units of measurement
Structures:
It weighs ... kilograms.
It is... tall.
It's ... years old.
How old/tall/heavy/long is it?
What is the slowest vehicle?
This car is the fastest...
This plane is slower than ...
New vocabulary:
kilometre, length, tonne, vehicle
Functions:
Describing and comparing the age, size, height, weight and
speed of vehicles Answering questions about the length and
weight of vehicles
Skills:
Listening for specific information Talking about the differences
between vehicles
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Bring in cut-out pictures of a car, a plane or a ship, or simply put
the words on the board.
• Tell the students that these are called vehicles and write it on the
board. Explain to them that these are means of transport. Ask
which they think is heaviest? Which do they think is fastest?
Date class PER

24. 19
Unit4
How tall are you?
NeLwE pSeSoOplNe 4 SB page 21 WB Page 14
Aims: Learners will
• practise using questions about size and dimension with how
• practise saying and reading units of measurement
• practise hearing and understanding numbers
Structures:
How heavy/wide/high/'old/long is it? It weighs ...
New vocabulary:
high, lake, mountain, wide
Functions:
Describing and comparing places Asking for and giving
measurements, ages and dimensions
Skills:
Reading, predicting the answers to and
answering questions about the dimensions
of places
Reading and solving a puzzle
Asking and answering questions about the
dimensions of places
Listening for specific information
Listening for numbers
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Bring in some photographs of St. Catherine's Mountain, Lake Nasser,
the River Nile, Ibn Tulun Mosque and the Great Pyramid at Giza.
• Ask the class to identify them.
• Ask the students questions with How.., for example, How long is
the River Nile?
• Encourage pupils to guess, but do not confirm or give them the correct
answers. (These questions form a part of the listening in the lesson.)
Date class PER

25. 20
Unit4
How tall are you?
New peopLleESSON 5 SB page 22
Aims: Learners will
• review and consolidate the language presented in the unit
• practise using context clues to identify the meaning of words
Structures:
Review structures from lessons 1- 4.
New vocabulary:
far, second (noun), without
Functions:
Describing people, places and objects Asking for and giving
information about dimensions and age
Skills:
Reading and understanding meaning from
context
(Other skills practised here are dependent on
which activities are chosen for the review.)
Class organisation:
Whole class, pairs, individuals
Before using the book:
• For this lesson, ask the students to prepare three multiple choice
questions about a landmark of their choice using questions with 'How
Date class PER

26. 21
Unit5
Things we can do
NewL pEeSoSpOleN 1 SB page 23 WB page 15
Aims: Learners will
• revise can to express ability
• revise and extend vocabulary: verbs of the senses
• ask and say what someone can do
Structures:
1/He/She/We can ... Can you ...?
New vocabulary:
fit, smell, taste
Functions:
Asking for and giving information about your abilities
ikills:
Asking and answering about ability
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Revise can and can't. Ask the students to
respond with yes or no. Say Birds can fly. (Yes) Dogs can
read. (No) Get the students to correct the statement to Dogs
can't read. Do the same with: Horses can talk. Cows can fly.
Cars can swim.
Home assignment : SB p28
Self Evaluation
Date class PER

27. 22
Unit5
Things we can do
NewL pEeSoSpOleN 2 SB page 23 WB page 15
Aims: Learners will
• practise and extend their use of questions with How +
adjective
• revise and practise can
• express opinions and ideas with / think
Structures:
How far/long/fast... can camels ...? I think camels
can ....
New vocabulary: litre, until
Functions:
Asking about and saying extent and amount. Describing
a camel
Skills:
Listening for detail
Asking and answering about extent and
amounts
Predicting answers to written questions
Expressing facts about ability
Class organisation:
Whole class, pairs, individuals
Before using the book:
Before the students open their books, ask them How
old/tall/heavy are you?
Draw a camel or put a picture of a camel on the board
and ask what it is. Elicit any information students have
about camels.
Date class PER

28. 23
Unit5
Things we can do
New pLeEoSplSeON 3 page 25 WB page 16
Aims: Learners will
• revise could
• learn was able
• practise using sense verbs see, taste, etc.
• practise guessing meaning from context
Structures:
She could... She could not... She was
able ...
New vocabulary: blind, Braille, deaf
Functions:
Describing past ability
Skills:
Skimming and scanning a text for
information
Answering written comprehension questions
Understanding new words from their context
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Revise the sense verbs; taste, touch, hear, smell, see. Ask
the students to mime them as you say them.
• Revise can and could. Ask if students can write, read and
speak English. Then ask them if they could do these
things when they were two years old.
Date class PER

29. 24
Unit5
Things we can do
NewL EpeSoSpOleN 4 SB page 26 WB page 17
Aims: Learners will
• learn and practise will be able to
• revise vocabulary: health care
Structures:
What will we be able to do? (I think) We'll
be able to ...
Functions:
Speculating about the future
Skills:
Listening for specific information Asking about
the future Expressing opinions
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Write on the board When I was 5,1 could
(walk), and When I was 5,1 couldn't (read).
Read and drill with the class. Ask the class for other
possibilities to finish the sentences.
• Write on the board When I was 6,1 could... / When I
was 6,1 couldn't... and the same for a selection of ages.
Ask the students to complete the sentences orally to the
class or in small groups so they are true for them
Date class PER

30. 25
Unit5
Things we can do
New peopLleESSON 5 SB page 27
Aims: Learners will
• review and consolidate the language presented
in the unit
• learn about English vowels
Structures:
Review structures from Lessons 1- 4.
Functions:
Talking about ability in the past, present and future
Skills:
Identifying vowels
(Other skills practised here are dependent on
which activities are chosen for the review.)
Class organisation:
Whole class, pairs, individuals
Home assignment : SB p28
Self Evaluation
Date class PER

31. 26
Home assignment: SB p28
Self Evaluation :
Unit6
Time to see Egypt
New peopleLESSON 1 SB Page 28
Aims: Learners will
• revise analogue time
• revise will
• understand a spoken timetable of future events
Structures:
Will with positive statements, questions and answers
New vocabulary:
advertisement, Bedouin village, timetable, travel
Functions:
Asking and answering about time
Skills:
Listening for correct order of information Understanding a
spoken timetable Making notes of details from spoken texts
Asking and answering about the times of future events
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Tell the students that the phrase time to (do something) is
quite common. We use it when we want something to happen
now, rather like when we say let's (do something). For
example, if you wanted to leave at this moment, you might
say to someone you were with, Time to go.
• Explain that the texts used in this unit are taken from
advertisements for a package holiday in Egypt. It is the sort
of holiday where the tourist pays one price to have
everything arranged
by a tour operator: the nights, hotel bookings, transport,
pleasure trips, etc.
Date class PER

32. 27
Home assignment : SB 18
Self Evaluation :
Unit6
Time to see Egypt
NewL EpeSoSpOleN 2 SB page 29 WB page 18
Date class PER

33. 28
Unit6
Time to see Egypt
NewL EpeSoSpOleN 3 SB Page 30 WB page 19
Aims: Learners will
• extend their range of adjectives
• understand a written timetable of future events
• revise will
Structures:
Will with positive statements Use of
adjectives
New vocabulary:
advertisement, airport, comfortable, fabulous,
famous, temple, treasures, valley
Functions:
Understanding a description of a holiday Describing
places and things with adjectives
Skills:
Skimming texts for gist Scanning texts for key
information Making notes of details from written
texts
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Revise will and key vocabulary from SB page 28.
Ask the students what the tourists will do tomorrow
at certain times: What will the tourists
Home assignment : SB p30 WB p19
Self Evaluation
Date class PER

34. 29
Unit6
Time to see Egypt
NewL pEeSoSpOleN 4 SB page 31 WB page 20
Aims: Learners will
• write a simple timetable
• understand a spoken timetable of future events
• revise will
• revise use of by with means of transport
Structures:
Will with positive statements Use of adjectives
New vocabulary:
bus station, e-mail, go back, Science Museum, visitor
Functions:
Inviting someone to visit you Expressing plans in
writing
Skills:
Listening for gist
Listening for detail
Making notes of details from spoken texts
Writing e-mails
Writing invitations
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Revise will and the use of by with means of transport. Refer
the students to SB page 28. Ask about the different ways the
tourists will travel: there are three ways (four, if you
consider they arrived by plane). Elicit sentences. Write on the
board: They will travel by ... and the students supply bus.
(They will travel by camel. They will travel by boat.)
Date class PER

35. 30
Unit6
Time to see Egypt
New peopleLESSON 5 SB Page 32
Aims: Learners will
• consolidate the language presented in the unit,
especially telling the time and the use of will
• learn that some words which sound the same can have
different spellings and meanings
Structures:
Revise structures from Lessons 1- 4.
Functions:
Asking for the time Describing future
schedules
Skills:
Asking for and telling the time Making a
timetable
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Tell the students that in English some words sound the
same, but are spelt differently and don't have the same
meanings. Elicit some examples they might know (like
no and know!)
Home assignment : SB 32
Self Evaluation
Date class PER

36. 31
Unit7
Sara's poem
NeLwE SpeSoOpNle1 SB Page 35 WB page 23
Aims: Learners will
• revise the use of the past continuous to express interrupted
actions
• revise the past simple
Structures:
What did she do?
When they e-mailed, Soha was eating an
orange.
New vocabulary:
prize, send, surprised, win
Functions:
Reporting past events
Describing what was happening at a specific
time
Skills:
Reading for specific information
Listening for detail
Saying what was happening at a specific time
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Write three times on the board, for example 11 o'clock, 3 o'clock
and half past eight.
• Ask the class What were you doing at (11
o 'clock) yesterday? in order to elicit answers in the past
continuous.
• Write the answers the class give you on the
board and drill. Help with any vocabulary they
may need and correct any mistakes.
Home assignment : SB p35
Self Evaluation :
Date class PER

37. 32
Unit7
Sara's poem
NeLwE pSeSoOplNe 2 SB Page 36 WB page 24
Aims: Learners will
• revise the use of the past continuous to express
interrupted actions
• ask and answer about what is and what was happening
in a scene
Structures:
A: Who is wearing jeans? B: Hesham is
wearing jeans. A: Was he holding a camera?
B: No, he was holding a phone.
New vocabulary: cover, hold
Functions:
Asking and answering about what was happening in a
scene. Reporting a past event
Skills:
Asking and answering about what was happening in a
scene
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Before the students open their books, revise the past
continuous. Ask: What was Soha doing when the
magazine e-mailed her? What did she break? Etc.
Home assignment : SB p
Self Evaluation
Date class PER

38. 33
Unit7
Sara's poem
NewL EpSeoSpOleN 3 SB page 37 WB page 25
Aims: Learners will
• revise the use of the past continuous to set the scene
and give background information
• revise vocabulary for clothes and time
Structures:
A helicopter was flying in the sky.
A car and an ambulance were driving/going
along the road.
New vocabulary:
baby, fall off, helicopter, swerve, while
Functions:
Describing scenes in the past
Skills:
Describing a scene in the past Listening to
check information
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Bring a picture of a scene on the street or in an airport for
example, where there is a lot going on.
• Tell the students that this happened yesterday at 10
o'clock.
• Help the students with any vocabulary they don't know
and correct any mistakes. Write the correct sentences on
the board and drill.
• Home assignment : SB p37
Self Evaluation
Date class PER

39. 34
Unit7
Sara's poem
New peopLleESSON 4 SB Page 38
Aims: Learners will
revise the use of the past continuous to express an event
that was interrupted by another action • make
predictions about what is going to happen
Structures:
When the policeman arrived, the man was riding a horse.
New vocabulary: banana peel
Functions:
Describing scenes and events in the past
Skills:
Describing a scene in the past Listening for the order of
events Retelling a story from pictures in writing
Retelling a story from pictures orally
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Write actions (e.g. stand up, write on the board, run
in your place, etc.) on different pieces of paper and give
them to five students at random. Ask them to perform
these actions. Walk out of the class and come back in.
Write on the board When the teacher arrived... and
elicit the current actions that the selected pupils are doing:
Home assignment : SB p38
Self Evaluation
Date class PER

40. 35
Home assignment : SB p39
Self Evaluation
Unit7
Sara's poem
New peopLleESSON 5 SB Page 39
Date class PER

41. 36
Home assignment : SB p40
Self Evaluation :
Unit8
Fun with science
and maths
s poem
NewL pEeSoSpOleN 1 SB page 40 WB page 26
Aims: Learners will
• learn and practise first conditional clauses with if
• learn to form sentences with is/are made of
Structures:
If I put this in water, it will float.
New vocabulary:
brick, float, glass (material), if, metal, paper, plastic,
sink, wood
Functions:
Predicting likely results of an action Explaining
why something happens
Skills:
Listening and repeating new language Reading written
texts aloud Asking and answering about the properties of
materials
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Revise will to predict events. Put something breakable (a
cup, a glass, etc.) on the table or floor so students can see,
and put your foot or fist over it as if you are going to smash
it. Then say Stop! Ask the students why you should not
stand on it to elicit It will break.' and write the sentence on
the board. Then write: If I stand on this cup, it will break.
Do some more examples: If you smile at me, I will smile at
Date class PER

42. 37
Home assignment : SB P41
Self Evaluation
Unit8
Fun with science
and maths
s poem
NewL pEeSoSpOleN 2 SB page 41 WB page 27
Aims: Learners will
• practise and extend their use of first conditional clauses
with if
• revise numbers
• practise using new materials vocabulary
Structures:
Multiply/divide by four
add/take away four
If you add two and ten, you'll get twelve.
New vocabulary:
add, divide by, multiply by, sum, take away
Functions:
Doing simple mathematics Describing a mathematical
process
Skills:
Listening for detail
Describing and doing mathematical tasks
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Before the students open their books, do some addition chain
rounds with the class. Start a student at three and tell them to
add ten. Write + 10 on the board and say: Add ten. Go round
the class. Each student adds ten to the previous student's
number. Then write x 2 on the board and say multiply by two.
The first student says two, the next four, then eight then
sixteen, etc.
Date class PER

43. 38
Unit8
Fun with science
and maths
s poem
NewL EpSeSoOplNe 3 SB page 42 WB page 28
Aims: Learners will
• revise imperative structures for giving instructions
• carry out an experiment and report on its results
• revise sequencing words
• practise using conditional clauses
• practise using numbers and mathematical terms
Structures:
First, you ... Then/Next/After that you ... When/if you do this, it
will do that. Stand up and close your eyes.
New vocabulary:
edge, experiment
Functions:
Giving instructions
Stating the most likely result of actions
Skills:
Listening for detail
Asking and answering about, and describing
an experiment
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Before the students open their books, revise first conditional
clauses. For example, ask what will happen if you put your
pencil in water. Ask about other objects If you put them in water,
will they float or sink?
Home assignment : SB 42
Self Evaluation
Date class PER

44. 39
Unit8
Fun with science
and maths
s poem
New peopleLESSON 4 SB Page 43
Aims: Learners will
• practise reading for gist and for main ideas
• carry out a simple experiment and report its results
• revise the use of the past simple to report past events
• revise imperative statements used to give instructions
• revise comparative adverbs
Structures:
The weights are made of...
We dropped all the weights ...
Some shapes sink faster than other shapes.
(Please) sit on a chair.
New vocabulary:
shape, tank, time (amount of time taken to do something),
time (verb), weight (an object used to weigh other things
down)
Functions:
Reporting the findings of a scientific experiment
Skills:
Skimming and scanning for gist, for specific detail and for
the main ideas of a text
Class organisation:
Whole class, pairs, individuals
Before using the book
Before the students open their books, revise key words such as
experiment, sink/sank Ask the students if they remember
which materials floated or sank in the first experiment, and
what they found out about their eyesight in the second
experiment.
Home assignment : SB p
Self Evaluation :
Date class PER

45. 40
Unit8
Fun with science
and maths
s poem
New peopleLESSON 5 SB Page 44
Aims: Learners will
• review and consolidate the language presented in the
unit
• learn about word formation and morphemes which
indicate certain word classes
Structures:
Review structures from Lessons 1- 4.
New vocabulary:
difference, noun, reader, verb, writing
Functions:
Describing objects
Doing maths
Giving instructions for an experiment
Predicting the most likely outcome of an
action or event
Skills:
Building and writing words by combining
morphemes
(Other skills practised here are dependent on
which activities are chosen for the review)
Class organisation:
Whole class, pairs, individuals
Before using the book:
* Prepare small pieces of card with a new word learned in this
unit written on each, e.g. 'sink', 'float' or experiment'. •
Draw a simple picture on the board depicting a ship, for
example sinking in water.
Home assignment : SB p43
Self Evaluation
Date class PER

46. 41
Unit9
A clean place to live
New peopleLESSON 1 SB Page 45
Date class PER
Aims: Learners will
• listen to and repeat a dialogue
• revise the past continuous tense
• revise and extend their vocabulary: the environment
• revise the infinitive of purpose
• revise relative clauses with where
Structures:
Do you mean ...? What does ... mean?
She was teaching us about...
She was/had ...
How was she?
How to keep it clean/How to look after it.
Why? To think of ways to teach ...
New vocabulary:
environment, look after, nature, puzzle, try
Functions:
Explaining how and why someone did
something
Asking for confirmation that one's
understanding is correct
Skills:
Listening to and repeating a dialogue Asking and answering about a text
Inferring the meaning of new words from their context
Class organisation:
Whole class, pairs, individuals
Resources Work : SB, WB, TB , BB , Cassette
Presentation
• Revise words the students know about the environment such as clean, litter,
rubbish, bin. Crumple a piece of paper, and ask what it is to elicit rubbish. Point
to the classroom bin and ask what it is. Ask why we should put the rubbish in the
bin and not just throw it on the ground. Encourage the students to talk about
keeping our environment clean
Home – Assignment : SB p45 wb
Evaluation
My lesson was : ( very successful – successful – not successful )

47. 42
Unit9
A clean place to live
NeLwE SpeSoOpNle2 SB page 46 WB page 29
Aims: Learners will
• revise and extend their use of relative clauses with which, who
and where
• revise ordinal numbers
• practise using environment vocabulary
Structures:
A bin is the place where ... A cleaner is a person who ...
My eighth letter is ...
Functions:
Doing simple mathematics Describing a mathematical process
Skills:
Listening for detail
Describing and doing mathematical tasks
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Before the students open their books at page 46 in the SB, revise the
vocabulary of the environment by asking what environment means.
Revise the context of the first lesson by asking who made some
puzzles and why.
Resources Work : SB, WB, TB , BB , Cassette
Presentation
• Revise words the students know about the environment such as clean, litter,
rubbish, bin. Crumple a piece of paper, and ask what it is to elicit rubbish. Point
Home – Assignment : SB p45 wb
Evaluation
My lesson was : ( very successful – successful – not successful )
Date class PER

48. 43
Unit9
A clean place to live
NewL EpSeoSpOleN 3 SB Page 47 WB page 30
Aims: Learners will
• revise the past continuous and past simple
• listen to and re-tell a story about looking after the environment
Structures:
He was working in a town by the sea. He made the tourist
pay the fine. He saw a girl.
New vocabulary:
dolphin, fine (noun), pay
Functions:
Reporting past events
Skills:
Listening for detail
Forming and saying sentences from written
prompts to re-tell a story
Class organisation:
Whole class, pairs, individuals
Resources Work : SB, WB, TB , BB , Cassette
Presentation
Before using the book:
• Before the students open their books, revise what has already
been said about litter and the environment. Prompt students with
provocative statements such as Throw your litter onto the street!
Use a lot of water! Drive everywhere! etc. Elicit corrections
Home – Assignment : SB p46 wb
Evaluation
My lesson was : ( very successful – successful – not successful )
Date class PER

49. 44
Unit9
A clean place to live
NewL pEeSoSpOleN 4 SB Page 48 WB page 31
Aims: Learners will
• revise the use of the past simple to report past events
• revise relative clauses with where, which and who
• do a project which practises definitions
Structures:
This is the policeman who saw the tourist at
the beach.
This is the beach where people go to look at
the sea.
It's an animal which has a long neck.
Functions:
Reporting past events
Defining and identifying people and places
Skills:
Listening for a sequence Reciting a rhyme
Class organisation:
Whole class, pairs, individuals
Resources Work : SB, WB, TB , BB , Cassette
Presentation
Before using the book:
• Before the students open their books, revise the story of
the policeman and the little girl who cut her foot from the
previous lesson.
Home – Assignment : SB p46 wb
Evaluation
My lesson was : ( very successful – successful – not successful )
Date class PER

50. 45
Unit9
A clean place to live
New peopleLESSON 5 SB Page 49
Aims: Learners will
• review and consolidate the language presented in the unit
• practise using capital letters and Ml stops
Structures:
Review structures from Lessons 1- 4.
New vocabulary:
capital letter, ordinal numbers
Functions:
Denning places, things and people
Skills:
Punctuating texts
(Other skills practised here are dependent on
which activities are chosen for the review.)
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Play the rhyme again from the previous lesson.
• Ask the students to say it again together, using their books for
reference.
Write the rhyme on the board with some words missing.
• Play the rhyme again for the students to say
including the missing words.
Resources Work : SB, WB, TB , BB , Cassette
Presentation
Home – Assignment : SB p wb
Evaluation
My lesson was : ( very successful – successful – not successful )
Date class PER

51. 46
Unit
10 What's for lunch?
NewL pEeSoSpOleN 1 SB page 52 WB page 34
Aims: Learners will
• revise using some for countable plural nouns and uncountable
nouns
• revise and extend their vocabulary: food
• learn I don't mind ... to express mild liking
Structures:
We've got some onions. There's some cake and fruit. Are
there any...? I don't mind vegetables. What else is
there?
New vocabulary:
carrots, courgettes, dessert, don't mind, onions, salad
Functions:
Listing what is available to eat Asking what is available to
eat
Skills:
Listening for specific information Following a text while it is read
out Asking and answering about spoken and written texts
Class organisation:
Whole class, pairs, individuals
Resources Work : SB, WB, TB , BB , Cassette
Presentation
Before using the book:
• Ask the students about what they like and don't like to eat. Choose
some of the words and remind the students of the countable and
uncountable nature of English nouns by asking If we say one apple or
two apples, what do we say for bread? Show the students that we say
some bread or two pieces of bread or two loaves of bread but never two
breads. Give and elicit some more examples.
• Home – Assignment : SB p wb
• Evaluation
• My lesson was : ( very successful – successful – not
successful )
•
Date class PER

52. 47
Unit
10 What's for lunch?
New peopleLESSON 2 SB page 53
Aims: Learners will
revise and consolidate using some and
any with countable and uncountable
nouns
identify countable and uncountable nouns
revise vocabulary of food and drink
Structures:
Are there any apples? Yes, there are.
How many are there?
Is there any juice? Yes, there is.
How much is there?
There isn't any lemonade.
New vocabulary:
juice
Functions:
Asking what is available to eat Listing what is available to eat
Identifying and describing grammar rules
Skills:
Skimming and scanning a text to find
language patterns
Asking and answering about what is in a
picture
Identifying and talking about grammar rules
Class organisation:
Whole class, pairs, individuals
Resources Work : SB, WB, TB , BB , Cassette
Presentation
Before using the book:
• Before the students open their books, revise the vocabulary of food. Tell the
students that you have written six food items on pieces of paper.
• Students have to guess what they are. Students say items of food until they
have guessed all six.
Revise count. Ask the students to count to ten.
Home – Assignment : SB p WB
Evaluation
My lesson was : ( very successful – successful – not successful )
Date class PER

53. 48
Unit
10 What's for lunch?
NewL pEeSoSpOleN 3 SB page 54 WB page 35
Aims: Learners will
• learn to form questions with How much ...? and How many ...?
• practise reading and following sequences of instructions
• extend their vocabulary: cookery and food
Structures:
Cook the courgettes.
How many tomatoes do you need?
How much salt do you need?
New vocabulary:
cooking oil, garlic, heat (verb), jar, pan, salt, spoon
Functions:
Giving instructions
Asking and answering about quantities
Skills:
Reading for gist Sequencing a reading text Reading for
specific information Asking and answering about quantities
Class organisation:
Whole class, pairs, individuals
Before using the book
Before the students open their books, revise food words. Ask
What is if! and start spelling out courgettes: C-O-U ... Students
should at some point shout the answer. Revise some more
words in this way. Students do the same in pairs
Date class PER

54. 49
Unit
10 What's for lunch?
New LpEeSopSlOeN 4 SB page 55 WB page 36
Aims : learners will :
• revise and extend their ability to express likes and dislikes,
and preferences
• revise vocabulary: food and cookery
• role play a restaurant scene
• practise asking and answering with How much ...? and How
many ...?
Structures:
What would you like? I'd like a ...
I like meat a lot.
I don't mind chicken.
I don't like fish very much.
How many ...do you need?
How much ...do you need?
New vocabulary: coffee
Functions:
Ordering food in a restaurant
Asking someone to say what they want
Expressing likes and dislikes
Skills:
Listening for specific information Asking and answering about
what food you'd like Talking about how much you like things
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Before the students open their books, revise food by asking them
to list some fruit, vegetables, meat and desserts. Ask what students
eat when they go out to a restaurant, or if they never eat out, what
they would like to eat in a restaurant
Date class PER

55. 50
Unit
10 What's for lunch?
New peopleLESSON 5 SB page 56
Aims: Learners will
• review and consolidate the language presented
in the unit
• practise correcting their written work
Structures:
Review structures from Lessons 1
Functions:
Expressing likes and dislikes
Asking and answering about quantities
Skills:
Writing neatly
(Other skills practised here are dependent on
which activities are chosen for the review.)
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Write the following on the board: [I love (cheese)./I
like (chocolate) a lot./I like (fruit)./ I don't like
(fish) very much./I don't like (courgettes).] so that
the sentences are true for you.
• Read the sentences to the class. You can make one of
the sentences false and the class have to guess which.
Date class PER

56. 51
Unit
11 She's too busy
oe
NewL EpSeSoOplNe 1 SB page 57 WB page 37
Aims: Learners will
• learn to use too with adjectives and too much/many with
nouns to indicate excess
• identify and describe why people are unable to do things
Structures:
It's too difficult.
There's too much sugar.
Why can't she do it? Because she's too busy.
New vocabulary: problem, salty
Functions:
Identifying and describing why people are
unable to do things
Asking why something can't be done
Skills:
Reading to match sentences with pictures Listening for gist
and for specific detail Asking and answering about why
people are unable to do things
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Before the students open their books, revise adjectives.
Write a word on the board, for example, an elephant, a city
and ask students to describe it. Only write up adjectives. Ask if
the students know the opposites of some of the words they have
given
Date class PER

57. 52
Unit
11 She's too busy
oe
NewL EpSeSoOplNe 2 SB page 58 WB page 38
Aims : learners will :
• learn to use enough and too much + noun
• revise adjectives
Structures:
/ watch too much TV.
I don't watch too much TV.
I do enough homework.
I don't do enough homework.
New vocabulary: enough
Functions:
Expressing whether or not there is an adequate or excessive quantity
of something
Skills:
Reading a text to detect language patterns
Responding to a written text with personal
information
Describing what is shown in pictures
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Before the students open their books, revise How much and How
many with countable and uncountable nouns. Ask about a few things in
the classroom. Then ask how many chairs there are and how many
students.
• Ask a student to take some chairs out of the room, leaving insufficient
chairs for all the students to sit down. Ask again how many chairs and
students there are and write the answers on the board. Ask Why can't
all the students in the class sit down? Say Because there aren 't enough
chairs. Students repeat the sentence while you write it on the board.
• Ask Are there enough tables/desks in the classroom? Students should
say yes. Write There are enough tables in the classroom. Get the chairs
back in to elicit Now there are enough chairs.
Collect a large number of books and put them all on a student's desk.
Ask why he/she can't use the desk. Say Because there are too many
books. Write this on the board. Then ask if the whole class can fit in
your car. Ask Why not? to elicit There are too many students. Explain
that too much replaces too many with uncountable nouns
Date class PER

58. 53
Unit
11 She's too busy
oe
New peopLleESSON 3 SB page 59
Aims: Learners will
• learn to use adjective + enough
• practise using enough + noun
• practise using too much and too many
Structures:
The park isn't clean enough.
Not enough people put litter in the bins.
There are enough bins.
The bins are too full.
There are too many people.
There is too much litter.
New vocabulary: full
Functions:
Expressing whether or not there is an adequate or excessive
quantity of something
Skills:
Selecting structures to complete a reading
text
Describing what is shown in a picture
Class organisation:
Whole class, pairs, individuals
Before using the book
• Before the students open their books, revise too much, too many
and not enough. Draw (or write) on the board three people and
two apples. Say Can everyone have an apple? Why not? to elicit
There aren't enough apples. Draw a picture of a person and a pile
of books on a table. Ask if he/ she can pick up all the books. Why
not? to elicit There are too many books. Say I put six spoons of
sugar in my tea. And mime the action to elicit You put too much
sugar in your tea.
• Introduce the structure (not) + (adjective) + enough. To
contextualize the language, ask questions such as Why can't I
wear your shoes? to elicit They 're not big enough.
Date class PER
EDITED BY
MR ASHRAF
EZZAT

59. 54
Unit
11 She's too busy
oe
NeLwE pSeSoOplNe 4 SB page 60 WB page 39
Aims: Learners will
• revise the use of should for giving advice and suggestions
• give opinions
• give advice
• practise using should and if' with conditional
clauses
Structures:
They should take the bus.
If there are too many cars, I think more
people should go by bus.
You should get up earlier.
New vocabulary:
advice, empty (verb), queue
Functions:
Giving opinions Giving advice
Skills:
Listening for specific detail Talking about what
should happen Reading to match text with pictures
Saying what someone should do
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Before the students open their books, revise the problems in
the park scene in the previous lesson. There was too much
litter. Etc.
• Ask how the situation in the park could be
improved. Encourage the students to use should,
for example, People should pick up their litter.
People shouldn't 't throw litter on the ground.
Date class PER
EDITED BY
MR ASHRAF
EZZAT

60. 55
Unit
11 She's too busy
oe
New peopleLESSON 5 SB page 61
Aims: Learners will
• review and consolidate language presented in
the unit
• learn about pronunciation by breaking up words into
syllables
Structures:
Review structures from Lessons 1-4.
New vocabulary:
syllable
Functions:
Expressing whether or not there is an adequate or
excessive quantity of something Giving opinions Giving
advice
Skills:
Identifying syllables
(Other skills practised here are dependent on
which activities are chosen for the review.)
Class organisation:
Whole class, pairs, individuals
Before using the book:
i
Elicit five foods and five words connected with the
environment, revising vocabulary recently introduced to
the class
Date class PER

61. 56
Unit
12 Shops and shopping
NeLwE SpeSoOpNle1 SB Page 62 WB page 40
Aims: Learners will
• learn the names of shops
• recite a rhyme
• revise and practise following directions
• revise and extend vocabulary: places in a town
Structures:
He went to the bakery for cakes. Where/Why
did (n't) you go?
New vocabulary:
butcher's, chemist's, greengrocer's, grocer's,
headache, medicine
Functions:
Reporting where you went in a town
Skills:
Reciting a rhyme
Reading and scanning texts for specific detail
Asking and answering about a text
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Before the students open their books, revise places in
a town or city that they know: cinema, library, school,
shop, etc. Elicit any types of shop that they already
know.
Date class PER

62. 57
Unit
12 Shops and shopping
New peopLlEeSSON 2 SB Page 63
Aims: Learners will
• read and understand directions
• ask for and give directions
• revise and extend their vocabulary: places in towns and
directions
Structures:
/ went to the museum. When I came out, I crossed the
road. At the butcher's, I turned left. the building on
the left
New vocabulary:
bank, corner, come out of, straight (on)
Functions:
Describing a route around a town Asking for and
giving directions
Skills:
Reading and matching Reading for global understanding
Asking about and saying how to get from place to place
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Before the students open their books, revise places in a
town. Ask if they can remember what Ahmed bought in each of
the shops in the previous lesson
Date class PER

63. 58
Unit
12 Shops and shopping
NeLwE SpeSoOpNle3 SB Page 64 WB page 41
Aims: Learners will
• learn to use may for polite requests
• learn about dialogues in shops
• revise and extend their vocabulary: prices, mobile phones
and their functions
Structures:
May I see some mobile phones? Certainly.
Here you are.
Can I ask a question, please?
New vocabulary:
expensive, game, internet, mobile, price, receive, text
message
Functions:
Making and responding to polite requests Requesting
services in a shop
Skills:
Skimming and scanning reading texts for the gist and the
main points Sequencing the main points of a reading text
Reading a written text while listening to it Making and
responding to polite requests
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Write the names of some items on the board, for example,
newspaper, bread, skirt, meat and chocolate.
Ask the class to tell you the names of the shops
where you can buy these products.
• Show them a picture of a mobile phone. Elicit the word
and drill.
• Ask them if they have a mobile phone, what a mobile
phone can do and where you can buy a mobile phone.
Date class PER

64. 59
Unit
12 Shops and shopping
NeLwE pSeSoOplNe 4 SB page 65 WB page 42
Aims: Learners will
• practise using so and because to link sentences
Structures:
People like corner shops, because they stay open
a long time./You can shop from home, so you
don't need to go out.
New vocabulary: corner shop
Functions:
Expressing reasons and consequences
Skills:
Listening for gist and specific details Talking
about reasons and consequences Reading to
match events or states and their consequences
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Before the students open their books, revise the
names of shops, asking what you would buy in each
one.
Date class PER

65. 60
Unit
12 Shops and shopping
New peopLlEeSSON 5 SB Page 66
Aims: Learners will
• review and consolidate language presented in the
unit
• learn to record words with pictures
• carry out a project on shopping
Structures:
Review structures from Lessons 1- 4.
New vocabulary:
keyboard, monitor, mouse, onions
Functions:
Describing routes between places Making polite
requests
Skills:
Using word-picture association to store and retrieve new
vocabulary (Other skills practised here are dependent on
which activities are chosen for the review.)
Class organisation:
Whole class, pairs, individuals
Before using the book
Divide the class into small groups. Tell them that one
student in each group will write. Give them a moment to
decide who is going to write.
Give the groups a category for a recently taught lexical
set, such as food.
Date class PER
EDITED BY
MR ASHRAF
EZZAT

66. 61
NLeEwS SpOeoNple1 SB Page 16 WB page 10
Aims: Learners will
• revise the present continuous
• talk about personal information
• find out personal information about other students and the
locations of places in a school describe another person
Structures:
Review structures from Units 1-3.
Functions:
Giving personal information about oneself
and others
Describing the location of places in a
building
Describing activities in pictures
Skills:
Saying what is happening in a picture Filling in a
form
Asking and answering about where places are in a building
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Before the students open their books, revise the present
continuous. Ask a student to come to the front of the class.
Ask him/her to mime a sport. The class guesses which sport
it is. Then blindfold a volunteer. You can use a scarf or just
ask the student to close his/her eyes. Ask another student to
mime a sport. The blindfolded student has to guess what is
happening: Is he playing tennis? Is he running? etc.
Continue with other students. If possible, get male and
female pairs of students doing things to practise she/he/they
forms. Cover various areas of vocabulary: things you do in
the classroom or at home, and sports or hobbies.
Date class PER

67. 62
NLeEwS SpOeoNp le2 SB Page 17 WB page 11
Aims: Learners will
1 revise their vocabulary for jobs and work 1 revise
the present simple listen, read and talk about people
and
their jobs
Structures:
Review structures from Units 1
Functions:
Describing and asking about working life Asking for
and giving personal details
skills:
Listening for detail Taking notes from a spoken text
Asking and answering about personal information
and about work
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Revise the present simple with questions. Ask if students
remember Dr Khaled (See SB page 14.) Ask questions
like: What time does he start work? Where does he work?
etc.
• Revise the alphabet for spelling. Ask students how they
spell their first and last names.
Date class PER

68. 63
LESSON 1 SB Page 23 WB page 21
Date class PER
Aims: Learners will
• revise and consolidate the use of can, could and will be
able to
• revise and consolidate the use of comparative
adjectives
• practise forming and using questions with How
• revise vocabulary: vehicles, adjectives, places
• revise numbers
• exchange information about cars
• compare cars
Structures:
Review structures from Units 4-6.
Functions:
Finding out information about cars Describing and
comparing cars
Skills:
Asking for and giving information about cars Describing the
New differences classes
between cars
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Revise measurements: Ask a volunteer to come to the front
of the class. Ask the students: How old is (Omar)? Open the
classroom door. Ask How high is the door? Ask: How many
people are in the class? You could do a few more examples,
using whatever resources you have available in the
classroom.

69. 64
LESSON 2 SB Page 24 WB page 22
Aims: Learners will
• revise vocabulary: activities in the home
• revise the future with will
• revise can
• revise the present continuous
Structures:
Review structures from Units 4-6.
Functions:
Explaining why someone can't do something Asking
if someone can do something
Skills:
Asking and answering about someone's present
ability
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Mime some actions (eating food, drinking, running,
washing your hands, etc.) and get students to guess
what you are doing. Make sure that they are using the
present continuous to describe your actions
Date class PER

70. 65
LESSON 1 SB Page 50 WB page 32
Aims: Learners will
• revise and consolidate the use of ordinal numbers with days
and months
• revise and consolidate the use of first conditional clauses with
if
• revise what things are made of
Structures:
Review structures from Units 7
Functions:
Describing objects
Asking about and comparing the likely
results of different courses of action
skills:
Asking and answering about the order of
days and months
Completing sentences with conditional
structures
Doing a crossword
Asking and answering about travel
information on a timetable
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Write two headings on the board: Days of the week and Months
of the year and get students to come up and write one item each
until the 12 months and 7 days are all up on the board. Make sure
that the students are pronouncing and spelling each word
correctly.
Date class PER

71. 66
LESSON 2 SB Page 51 WB page 33
Aims: Learners will
• revise and consolidate vocabulary: home activities, places and
occupations
• revise and consolidate the use of the past continuous
• revise and consolidate the use of relative clauses with who, which
and where
Structures:
Review structures from Units 7-9.
Functions:
Defining objects, occupations and places Reporting past events
Skills:
Listening for detail
Asking for the name of something
Saying definitions
Asking and answering about past events
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Bring a volunteer student (Bassem) to the front of the class and
ask him to start erasing the board. Ask another (Walid) to step
outside and knock. Tell the student who's erasing the board (quietly,
so no one else hears you!) to stop erasing and to open the door when
he hears someone knocking. When this scenario takes place, ask the
rest of the students What was Bassem doing when Walid knocked?
They answer He was erasing the board. Ask What did he dol Elicit
He stopped erasing the board and opened the door. Drill this several
times by using some more examples.
Date class PER

72. 67
LESSON 1 SB Page67 WB page 43
Aims: Learners will
• revise and consolidate ways of expressing different degrees of
liking: like a lot, don't mind, etc.
• revise and consolidate the use of too and enough
• revise vocabulary: food, shops and IT
• revise and consolidate the use of countable and uncountable nouns
with some, a/an and any
• revise and consolidate how to make polite requests with may
Structures:
Review structures from Units 10 - 12.
Functions:
Expressing preferences Giving advice Making
polite requests
Skills:
Saying how much you like or dislike things
Telling someone what they should do in
given situations
Listening for gist and detail
Writing words to complete sentences
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Ask the students to list what sorts of new things they would like to buy
if they had the money for it. Write some items on the board. Entitle
their list New things. Now ask them to list some of their hobbies and
entitle their list Hobbies. Do the same for Food.
• Draw a time line, indicating degrees of likes and dislikes: like, don't
mind, don't like. Get
the students to exchange opinions. If they don't like any of the items
on the list, get them to say / don't like... very much, or I don't mind...
Date class PER

73. 68
LESSON 2 SB Page 68 WB page 44
Aims: Learners will
• revise and consolidate describing routes between places in a
town
• revise and consolidate vocabulary: shops and other places in
towns, food
• revise and consolidate the use of too and enough
Structures:
Review structures from Units 10 -12.
Functions:
Describing a route
Asking and answering about quantities Asking for and giving
directions Expressing excess and inadequacy
Skills:
Listening for detail
Asking for and giving directions
Asking and answering about quantities
Writing directions
Reading to determine the truth of statements
Reading and scanning for specific
Information
Class organisation:
Whole class, pairs, individuals
Before using the book:
• Revise shops and places in a town. Ask where you buy
certain things: potatoes, clothes, etc.
Date class PER