outcomes

1. Primary Teachers of English All Over the World

2. Unit 1 All about me SB pages 1-5 WB pages 1-3
Date :…...…………………………………………………………. Class:…...….. / ...………… Period: …...……….. Unit: 1 Lessons: 1-2
Indicators
Objectives
content Time Procedures Strategies Aids Assessment Evidence
Learnerswill
-Welcomesstotheirnewclass.
-revisethepresentsimplewithadverbsoffrequency.
-readablogpostaboutTarek'sschooldayandanswerquestions.
-carryoutinternetsearchaboutblogs.
1 - ask
and
answer
2 Read
Tarek's
blog post
2
Complete
the
sentences
with the
correct
adverbs
of
frequency
- Draw attention to the objectives box.
- tell ss to read first question in exercise 1.
- Elicit how to answer it.
- Remind ss to use ( My favourite subject is…)
- Put ss into different groups.
- Invite ss to tell class about their brothers, sisters
and favourite subjects….. .
- Ask ss to look at the blog …. What's the
name of this blog?
- Tell ss to look at questions in exercise 2.
- Check answers orally.
- Ask ss to look at the example an say why it
has been completed with ( usually )
- Ask ss to complete exercise in pairs using
corresponding adverb.
- Check answers as a whole class.
Brain
Storming
Pairwork
Role-play
Internet
search
SB
WB
CD
Oral
Questions
Written
Exercises
Teacher’s
Preparation
Book
Students’
Note
Books
Student’s
Activity
Books

3. Unit 1 All about me SB pages 1-5 WB pages 1-3
Date :…...…………………………………………………………. Class:…...….. / ...………… Period: …...……….. Unit: 1 Lesson: 3
Indicators
Objectives
content Time Procedures Strategies Aids Assessment Evidence
Learnerswill
-askandansweraboutpictures.
-Listentoaconversationinalibraryandcompleteaform.
-askandansweraboutpersonalinformation.
1 – Ask
and
answer
2- listen
and
check
3- Listen
again
and
complete
the form
- Ask ss to look at the picture on page 3 and
to answer questions 1 and 2.
- Do this with the whole class.
- Don't confirm whether their ideas are correct
or not.
- Tell ss that they're going to listen to people
in the picture.
- They check whether their answers in
exercise 1 were correct.
- Ask ss whether they like to go to the library
and why / why not.
- Ask ss what you have to do if you want to
join a library.
- Play the recording for ss to listen then
complete the form
- Check answers as a whole class.
Brain
Storming
Guessing
Pairwork
S B
W B
Oral
Questions
Written
Exercises
Teacher’s
Preparation
Book
Students’
Note
Books
Student’s
Activity
Books

4. Unit 1 All about me SB pages 1-5 WB pages 1-3
Date :…...……………………………………………………. Class:…...….. / ...………… Period: …...……….. Unit: 1 Lessons : 4-5
Indicators
Objectives
content Time Procedures Strategies Aids Assessment Evidence
Learnerswill
-Askandansweraboutfriendsandfavouritesubjects.
-discussbeingkindtoothers.
-reviewthevocab.Andthestructuresoftheunit.
-Practiseusingcapitalletterscorrectly.
2 – Now
ask and
answer
3-
Complete
these
sentences
with
always or
never
1 – Read
and
match
- Ask ss to questions 1-5 and elicit the
beginning of the answers for questions.
- Ss work in pairs to ask and answer these
questions.
- Invite pairs to ask and answer the question
to the class.
- Ask ss to look at the Tool for Life box. Ask
them ( What's wrong with Amal ?)
- Invite ss to make suggestions for helping
Amal.
- Ask ss to tell what difference between
always and never is .
- Ask different ss to read out the sentences.
- Elicit school subjects that ss learned in this
unit.
- Ask ss to say what they can see in the
pictures a-e.
- Ask ss to look at subjects in the SB and
match them with pictures.
- Check answers as a whole class.
Brain
Storming
Pairwork
Role play
Internet
search
SB
WB
CD
Oral
Questions
Written
Exercises
Teacher’s
Preparation
Book
Students’
Note
Books
Student’s
Activity
Books

5. Unit 2 My Family at Work SB pages 6-10 WB pages 4-6
DateDateDateDate ::::…………............………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….... ClassClassClassClass::::…………............………….. / ..... / ..... / ..... / ...………… Period………… Period………… Period………… Period:::: …………............………………………………........ UnitUnitUnitUnit:::: 1111 LessonLessonLessonLessonssss :::: 1111----2222
Indicators
Objectives
content Time Procedures Strategies Aids Assessment Evidence
Learnerswill
-matchjobswithpictures.
-readaboutTarek'sfamilyandanswerquestions.
-carryoutaninternetsearchaboutuniversitiesinEgypt.
-usethepresentcontinuoustense.
1 –
Match
the
words
and the
pictures
2- Tarek
is writing
about his
family in
the blog.
3-
Underline
the verbs
in
present
simple
and circle
present
cont.
- Draw attention to the objectives box.
- tell ss to look at the pictures in page 6.
- Ss work in pairs to match words with pictures
- Check answers as a whole class.
- Ask ss what they remember about Tarek's
family in unit 1.
- Ask ss to look at the exercise 2 and ask ss
what information they think they will find in
the text.
- Ask ss to read the two questions and scan
text quickly to find answers.
- Ask ss to underline verbs in present simple .
- Draw attention to time expressions used with
present simple and for present continuous.
- Let ss look at the grammar box to read rules
for the present continous.
Brain
Storming
Pairwork
Internet
search
SB
WB
CD
Oral
Questions
Written
Exercises
Teacher’s
Preparation
Book
Students’
Note
Books
Student’s
Activity
Books

6. Unit 2 My Family at Work SB pages 6-10 WB pages 4-6
Date :…...…………………………………………………………. Class:…...Date :…...…………………………………………………………. Class:…...Date :…...…………………………………………………………. Class:…...Date :…...…………………………………………………………. Class:…...………….. / ..... / ..... / ..... / ...………… Period………… Period………… Period………… Period:::: …………............………………………………........ UnitUnitUnitUnit:::: 1111 LessonLessonLessonLesson :::: 3333
Indicators
Objectives
content Time Procedures Strategies Aids Assessment Evidence
LearnerswillLearnerswillLearnerswillLearnerswill
-listenandcompleteafamilytree.
-reviewwordsforfamilymembers.
-askandansweraboutthefamily.
1 -
listen
and
complet
e a
family
tree.
2- Now
complete
the
sentences
3- - ask
and
answer
about
your
family.
- Ask ss to look at the family tree and elicit
words like wife , husband ……..
- Tell them they are going to find missing
members of the family.
- Play the recording while they are
completing the family tree.
- Ss work out answers in pairs.
- Quickly elicit the family members again.
- Ask ss to complete the rest of the
sentences using words in the box.
- I check answers orally
- Ask ss questions in the function box.
- Ask ss to find out as much as about their
partner's family in 5 minutes.
- Ask two ss to ask and answer question 1.
- Invite two ss to ask and answer each
question
Brain
Storming
Group
work
Pair work
S B
W B
Oral
Questions
Written
Exercises
Teacher’s
Preparation
Book
Students’
Note
Books
Student’s
Activity
Books

7. Unit 2 My Family at Work SB pages 6-10 WB pages 4-6
DateDateDateDate ::::…………............…………………………………………………………………………………………………………………………………………………………………………………………………………………….... ClassClassClassClass::::…………............………….. / ..... / ..... / ..... / ...………… Period………… Period………… Period………… Period:::: …………............………………………………........ UnitUnitUnitUnit:::: 1111 LessonsLessonsLessonsLessons :::: 4444----5555
Indicators
Objectives
content Time Procedures Strategies Aids Assessment Evidence
Learnerswill
-matchjobswiththeirdefinitions.
-askandansweraboutyourselfandyourfamily.
-writeaparagraphaboutyoupartner'sfamily.
-reviewandPractisethevocabularyandthestructuresoftheunit
1- Read
and
match
2- ask
and
nswerr
about
yourse
lf and
your
family.
1- Read
and
match
- Quickly review the jobs the ss have learned.
- Refer jobs to the left –hand.
- Ask ss to read the definition in thr right-hand
column
- Ask ss to complete the exercise.
- Check answers as a whole class.
- Ask ss about the jobs of their family members
do .
- Ask two ss to read question and answer in
the speech bubbles.
- Go round and monitor while they are working
helping where necessary.
- Finally , ask ss what they want to be in the
future.
- Elicit the jobs ss have learned in this unit.
- Ask ss to match the descriptions with the
jobs.
- Invite different ss to read out each description
and its matching job.
Brain
Storming
Pairwork
Role play
Group
wprk
SB
WB
CD
Oral
Questions
Written
Exercises
Teacher’s
Preparation
Book
Students’
Note
Books
Student’s
Activity
Books

8. Unit 3 Food SB pages 11-15 WB pages 7-9
Date :…...…………………………………………………………. Class:…...….. / ...………… Period: …...……….. Unit:Date :…...…………………………………………………………. Class:…...….. / ...………… Period: …...……….. Unit:Date :…...…………………………………………………………. Class:…...….. / ...………… Period: …...……….. Unit:Date :…...…………………………………………………………. Class:…...….. / ...………… Period: …...……….. Unit: 3333 LessonLessonLessonLessonssss : 1: 1: 1: 1----2222
Indicators
Objectives
content Time Procedures
Strategi
es
Aids Assessment Evidence
Learnerswill
•ToaskandansweraboutfavouritefoodeTolearnfoodvocabulary
-ToreadSalma'semailaboutfoodandanswerrquestions
<TocarryoutaninternetsearchaboutingredientsinanEgyptiandish
-Toidentifycountableanduncountablenouns
1 – Ask
and
answer
2- Read
Salma's
email.
What food
does
Salma's
aunt
always
cook for
her?
1-
Underline
the food
words.
Write C
(countable)
or U
(uncountab
le)
- Draw attention to the objectives box.
- Now tell the students about the food you like, for
example, My favourite food is ...
- Now tell the students to read the first question in
exercise I, and elicit how to answer the question
(My favourite food is ... ).
-Now ask the students to look arthe list of food in
the box in question 2.
-Invite different group members to tell the rest
of the class about another student's likes and
• dislikes.
-Ask the students what they learned about Salma
in Unit 2 (they learned about her famity). Then
cask them to look very quickly at the text and say
what kind of writing this is (an entail). Ask who
they think Jane is (Salma's English friend).
-
- Ask the students to look at the picture in exercise
1 and elicit the word soup. Ask Call you count
soup? (no) Draw some tomatoes on the board
~nd ask Call you count tomatoes? (yes) Ask
them why it isn't possible to count soup (it's
liquid).
-Go through each sentence a' a whole class.
inviting the students to say whether they think
the food is countable or uncountable.
Brain
Storming
Pairwork
Internet
search
SB
WB
CD
Oral
Questions
Written
Exercises
Teacher’s
Preparation
Book
Students’
Note
Books
Student’s
Activity
Books

9. Unit 3 Food SB pages 11-15 WB pages 7-9
Date :…...…………………………………………………………. Class:…...….. / ...………… Period: …...……….. Unit:Date :…...…………………………………………………………. Class:…...….. / ...………… Period: …...……….. Unit:Date :…...…………………………………………………………. Class:…...….. / ...………… Period: …...……….. Unit:Date :…...…………………………………………………………. Class:…...….. / ...………… Period: …...……….. Unit: 3333 Lesson : 3Lesson : 3Lesson : 3Lesson : 3
Indicators
Objectives
content Time Procedures Strategies Aids Assessment Evidence
Learnerswill
--Toaskandansweraboutgoingtorestaurants
-Tolistentoaconversationandanswerquestions
--Toaskandansweraboutamenu
--Toreviewfoodwords
Ask and
answer
2- Look at
the menu.
Match the
words
and the
Pictures
3- Listen
and
answer
the
questions.
1-Ask the students to read the two questions and
tell them that they are going to discuss them in
pairs.
2 When they have finished, invite different
students to tell the class about their partner.
1-Ask the 'students to look at the words in the
box and 011 the menu. Explain that they have
to match the words and the pictures. as in the
example.
2 The students complete the exercise in
pai rs.
-Tell the students that they are going to listen to a
conversation in a restaurant. Ask them who they
think they will hear (a customer/customers and
a waiter). Tell them that they are going to hear a
-farnily ordering their food.
2 Ask the students to reaci through tile questions
and then play the recording.
3 Ask the students to check their answers in pairs
and then play the recording for them to check
their answers.
4 Check the answers as a whole class,
Brain
Storming
Group
work
Pair work
S B
W B
Oral
Questions
Written
Exercises
Teacher’s
Preparation
Book
Students’
Note
Books
Student’s
Activity
Books

10. Unit 3 Food SB pages 11-15 WB pages 7-9
Date :…...……………………………………………………. Class:…...….. / ...………… Period: …...……….. Unit:Date :…...……………………………………………………. Class:…...….. / ...………… Period: …...……….. Unit:Date :…...……………………………………………………. Class:…...….. / ...………… Period: …...……….. Unit:Date :…...……………………………………………………. Class:…...….. / ...………… Period: …...……….. Unit: 3333 Lessons : 4Lessons : 4Lessons : 4Lessons : 4----5555
Indicators
Objectives
content Time Procedures Strategies Aids Assessment Evidence
Learnerswill
-•ToreadaboutEgyptianfoodandanswerquestions
-TousecriticalthinkingskillstodiscussEgyptianandinternationalfood
•Totalkaboutfoodanddrink
-Toreviewandpractisethevocabularyandstructuresoftheunit
1- Answer
the
questions
2Critical
thinking
1- Read
and
match
-Ask the students to read the title of the reading
text and look at the pictures. Ask. them (0
identify the food items in the picture.
-Ask the students to quickly s.can the text to
check whether thcy were right about the food
items.
-The students then complete the exercise.
-Brainstorm a list of popular Egyptian dishes and
write them on the board. Ask different students
what their favourite Egyptian dish is.
2 Ask the students to work with another student
who likes a different dish and to tell them about
the main ingredients in the dish.
-Elicit the food and dishes that the students have
learned in the unit
-Invite different students to read out each
description and its matching food..
Brain
Storming
Pairwork
Role play
Group
wprk
SB
WB
CD
Oral
Questions
Written
Exercises
Teacher’s
Preparation
Book
Students’
Note
Books
Student’s
Activity
Books

11. Chapter 1 The Old Man and the Sea SB pages 52-60
Date :…...………………………………Date :…...………………………………Date :…...………………………………Date :…...………………………………………………. Class:…...….. / ...………… Period: …...………..………………. Class:…...….. / ...………… Period: …...………..………………. Class:…...….. / ...………… Period: …...………..………………. Class:…...….. / ...………… Period: …...……….. ChapterChapterChapterChapter:::: 1111 LessonLessonLessonLessonssss : 1: 1: 1: 1----2222----3333
Indicators
Objectives
content Time Procedures
Strategi
es
Aids Assessment Evidence
Learnerswill
-learnaboutErnestHemingway.
-understandthebackgroundtothestory.
-readchapterone.
-makepredictions.–giveopinionsonrelatedtopics.
1 –Pre-
reading
activity
Read
about the
writer
Ernest
Hemingwa
y
2-While –
reading
activity
-Put the
events in
the correct
order.
3-Post-
reading
-Ask Ss to look at the pictures and ask
What can you see on page…?
What do you think will happen….?
Do you think that….Why ?Why not?
.
- I give a background about the writer and
the prizes he got.
- I ask ss to read the passage silently, then
ask two ss to read each paragraph aloud.
-I ask ss to complete the exercise while reading.
-I ask ss to order sentences to tell the story.
-I ask ss to answer questions .
-I check answers orally as a whole class.
1-Why did manolin love the old man?
2-Why wasn't the old man afraid when he sailed?
3-Why is it important to help old people?
4-How did you know that Santiago was poor?
5-What was Santiago's opinion about the sea?
Brain
Storming
Pairwork
Internet
search
SB
CD
Video
Oral
Questions
Written
Exercises
Teacher’s
Preparation
Book
Students’
Note
Books
The
Reader