Mega Goal 5 Perparation

U1/ TWO IS BETTER THAN ONE LISTEN AND DISCUSS + PAIR WORK
day class period Learning Objectives

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 are some
Brain storming 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 married
Discussion couples famous for? Call on volunteers to share what they know about each.
Inductive a Write on the board the title of the unit: Two is better than one. Ask students to
predict what Unit 1 will be about. (famous marriages)
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 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 marriages are
Cards discussed on these pages? (Anita and Giuseppe Garibaldi, and Marie and
Real objects Pierre Curie)
Have students read the text and answer the second introductory question: Do
Data show
you think their marriage made it easier for them to achieve certain goals?
Interactive CD Play the audio for each couple on pages 6 and 7. Have students listen and
read along in their books.
2. Pair Work
Evaluation Tools Ask students to read the directions silently. Ask a student to explain the task
Oral Tests to the class, helping as necessary. Emphasize that the married couples do
Written Tests not have to be historical; they could be modern married couples.
Arrange students in pairs to choose married couples. Ask them to write a list of
Observation
at least three reasons that explain their choice.
Have each pair join another pair to form a small group. Then have the groups
Discussion discuss each married couple and the reasons that they are a good match.
Exercise 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
Answer the activities in Quick Check
Home assignment workbook page ( 1 ) exercise ( )
Teacher Headmaster Supervisor

U1/ TWO IS BETTER THAN ONE GRAMMAR
3/2  Use "Other" as an adjective.
3/3  Use "Others" as a pronoun.
3/4  Use "another" as adjective/pronoun.
3/5
 Use "Do" before the infinitive.
 Solve a puzzle using (other-others-another)
3/6
 Rephrase sentences using (Do).
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Discovery B- Presentation
Recourses needed
Language builder
Student book The emphatic do can also occur at the beginning of an imperative sentence.
Work book For example:
Teacher’s guide 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.
Board
Other, Others, and Another
Drawing Explain to students that these common English words often cause confusion for English
Cards learners. They are related words, but each has a different meaning.
Other/Others
Real objects
a Read the explanation with the class. Write the example sentences on the board.
Data show Point out that in these sentences, other and others have a similar meaning although
they function differently in the sentences.
Interactive CD
Another
a Read the explanation with the class. Write the example sentences on the board and
discuss them.
Evaluation Tools
Emphatic Do
Oral Tests 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
Written Tests
an auxiliary verb in these statements and changes form (do, does, did) as it does in
Observation negative statements and questions.
Discussion
Exercise
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
3/2  Apply "real talk" in new sentences.
3/3  Use negotiating phrases in sentences.
 Build a conversation about team work.
3/4
 Identify words with /r/ sound.
3/5  predict the meanings of words from the text.
3/6  Explain new vocabulary in their own words.
 Correct given sentences according to the audio
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
Language builder
Student book
Work book
Teacher’s guide
Board conversation
Direct students’ attention to the photo. Ask: What are the boys doing? Elicit that they are cooking.
Drawing
Play the audio. Tell students to listen with their books closed.
Cards 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
Real objects
their books.
Data show 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
Interactive CD 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.
Evaluation Tools Listening
Oral Tests Ask students If they know who Dr. Abdullah Al-Rabeeah is. Call on a volunteer to give some
information.
Written Tests
a Have a student read aloud the directions and list of events. Tell students that they will listen in
Observation 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.
Discussion
Pronunciation
Exercise 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.
Do the activity in the book.

U1/ TWO IS BETTER THAN ONE READING - SPEAKING
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.
Work group Warm up:
Problem solving Ask Do you think animals ever form partnerships to help one another?
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
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 in a
Real objects 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, or draw the
Data show 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 outline. The sample
Interactive CD 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 to
Oral Tests 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.
Answer the activities
Home assignment workbook page ( 6-7 ) exercise ( )

U1/ TWO IS BETTER THAN ONE WRITING
3/2  Use linking devices.
3/3  Use a Venn diagram to write two friends' qualities.
3/4  Describe someone's negative and positive qualities.
 Express personal feelings about people.
3/5
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed Language builder
Student book
Work book
Teacher’s guide
Board A
Direct students to the photo and elicit what they see. Ask questions like these to help
Drawing them: What kind of furniture can you see in the photo? Who do you think it belongs to?
Cards Do you know anyone who might like/have this kind of room?.
Organize students in groups.
Real objects Ask students to read the text silently and confirm or find answers to the rest of the
Data show 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
Interactive CD 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.
Evaluation Tools B
Oral Tests 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.
Written Tests
Organize students in pairs and direct them to the diagram in their books. Ask them to
Observation 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
Discussion person. Point out that the features they have in common can be placed in the
centre where circles overlap.
Exercise 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.

U1/ TWO IS BETTER THAN ONE FORM, MEANING AND FUNCTION
3/2  Use exclamations with the present simple.
3/3  Use the present progressive with always, continually, constantly.
 Express enthusiasm with adjectives.
3/4
 Write a sentence in the simple present tense.
3/5  Apply the suitable verb form according to the sentence.
3/6  Apply the present progressive

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
Language builder Explain the spelling rules for adding -s or -es to simple present verbs
Student book used with he, she, and it.
Work book 1. For verbs ending in s, x, z, ch, and sh: add -es (relaxes).
2. For verbs do and go: add -es (does, goes).
Teacher’s guide 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).

Board Simple Present Tense
Write the following sentences on the board and ask students to complete the
Drawing
information with an appropriate verb: Ahmed and Ali ____ twins. Ahmed____fifteen
Cards 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
Real objects
the board: is (twice)/ go/are/aren’t
Data show Simple Present versus Present Progressive
Go over the material in the presentation for the present progressive used for an action
Interactive CD 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.
Evaluation Tools Words Connected with Museums and Galleries
Oral Tests Write the following words on the board: dinosaur, skeleton, rocks, fossils. Ask students:
Where would you find these objects on display? (Natural Science Museum)
Written Tests Ask students what other things they can see at museums and list them on the board in
Observation 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.
Discussion Expressing Enthusiasm with Intensifiers and Adjectives
Explain to students that we use adverbs like very, quite, really and extremely to make
Exercise adjectives stronger. These adverbs are normally placed before the adjective.
Do the activities AB

U1/ TWO IS BETTER THAN ONE PROJECT - SELF REFLECTION
3/2  Design a power point presentation about a team's relationship.
3/3  Name teams whose members share a symbiotic relationship.
3/4  Fill in the chart with suitable information.
3/5
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board Project
Direct students to the photos at the top of the page and ask them to discuss what
Drawing they see in pairs.
Cards 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.
Real objects 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
Data show
groups.
Interactive CD Have students outline the stages that they will have to go through to prepare a Power
Point presentation.
Self Reflection
Evaluation Tools Divide students into groups and have them brainstorm on symbiosis/Two is Better Than
One. Write some questions on the board to help them,
Oral Tests
Have groups compare their findings and make notes.
Written Tests a Have students scan pages 6 and 7. Ask them to think about things they liked and
Observation 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.
Discussion
Discuss the grammar of the unit with the class.
Exercise 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.
Home assignment workbook page ( ) exercise ( )

U2/

U2/RAGS TO RICHES LISTEN AND DISCUSS + PAIR WORK
3/2  Relate information to Abdul Latif Jameel.
3/3  Find the reason behind Zara's success.
 ُ◌Explain the event that gave Jobs self satisfaction.
3/4
 Define the meaning of money industries .
3/5  Write sentences with new vocabulary.
3/6  Summarize the challenges Li Ka-shing faced.
 Demonstrate Steven Jobs' determination.
 Summarize information in a text.
Work group Warm up:
Problem solving With students’ books closed, write the title of Unit 2 on the board: Rags to Riches.
Brain storming 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
Role play being rich.
Discussion With books still closed, discuss the first introductory question on page 20.
Inductive 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
Co-operative learning make a list. Assign one student in each group the role of reporter.
Recourses needed
Language builder
Student book
Work book
Teacher’s guide
Have students open their books to pages 20 and 21 and look at the photos. Ask: Do you
Drawing 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
Cards the headings under each person’s name: industry and country of citizenship. Ask: What does
Real objects 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
Data show the place where the person is a current citizen.
Play the audio for each person’s story.
Interactive CD 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
Evaluation Tools 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.
Oral Tests a Have students work individually to complete the sentences with the correct words, and then
compare answers with a partner
Written Tests 2. Pair Work
Ask a volunteer to read the directions aloud.
Observation
Arrange students in pairs.
Make sure students know that they must choose one of the people from pages 20 and 21 to
Discussion 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
Exercise 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.

U2/RAGS TO RICHES GRAMMAR
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.
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
Language builder
Student book
Work book
Teacher’s guide
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 do, and write
Drawing 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 am
Real objects 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.
Direct students to exercise A for practice.
Data show
Would for Repeated Action in the Past versus Used To Read aloud the explanation and examples.
Interactive CD 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.
Ask: In which of these sentences can you substitute would for used to? (the first sentence) Why?
Evaluation Tools (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.)
Oral Tests Direct students to exercise B for practice.
Written Tests 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
Observation going to.
I knew that the company was going to be a great success is an example of a prediction made in
the past.
Discussion
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.
Exercise
Direct students to exercise C for practice.
Do the activities ABCDE

U2/RAGS TO RICHES CONVERSATION - LISTENING - PRONUNCIATION - VOCABULARY BUILDING
3/2  Determine the "ed" sound in given words.
3/3  Select the right meaning of the words according to the text.
 Answer questions about the conversation.
3/4
 Match new vocabulary with sentences to achieve correct meaning.
3/5  Arrange numbers' sequence according to an audio.
3/6  Point out new phrases in a classroom conversation.
 Apply new phrases in sentences.
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board Conversation
With students’ books closed, say and write on the board: You won SAR 30,000! (Or
Drawing write an equivalent amount of money in the students’ currency.) Ask: What will you do
Cards 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
Real objects young man thinking about? (He is deciding whether to spend his money on a car or
Data show a vacation.)
Play the audio of the conversation. Have students just listen.
Interactive CD 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
Evaluation Tools highlighted in blue in the conversation. Explain that these are usually idiomatic or slang
Oral Tests words and expressions
Listening
Written Tests 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.
Observation
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
Discussion the forms of money. You may want to pause the audio periodically.
Play the audio a final time for students to check their answers.
Exercise 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..

U2/RAGS TO RICHES READING - SPEAKING
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.
3/5
 Classify the ideas according to the text.
3/6

Work group Warm up:
Problem solving
Write on the board: Sheikh Sulaiman bin Abdul- Aziz Al-Rajhi. With books closed,
Brain storming discuss the Before Reading questions as a class. Elicit any facts or information students
Role play 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 know the
Inductive exact answer but elicit that it was probably during an interview or awards ceremony. )
Ask: Does he look like a successful businessman?
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
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.)
Real objects 1 (Write 1 question you still have.)
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 they have
Interactive CD 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 as
Written Tests necessary. Then have them compare answers with a partner.
Observation Check answers by calling on pairs to read aloud the questions and answers. Speaking
Arrange students in small groups to discuss the questions.
As students are working, go around and check that everyone is participating in the
Discussion discussion. Make sure that each student in the group completes the chart about
him or herself.
Exercise Open up the group discussions to a class discussion. Ask groups to share their answers
with the class.

U2/RAGS TO RICHES WRITING
3/2  Rewrite the story of the text.
3/3  Use connectors to show the order of events.
 Identify the topic of each paragraph.
3/4
 Summarize long sentences into short clear ones.
3/5  Point out the most verb tenses used in the passage.
3/6  List the key events.
 Apply descriptive style
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board Writing
Have students discuss the picture in pairs and ask volunteers report answers/ideas for
Drawing the class.
Cards A.
Write E-COMMERCE on the board and allow students to make suggestions on what
Real objects
the word/term refers to. Discuss suggestions in class.
Data show Have students work in pairs discussing their views on e-commerce. Ask them to make
notes on advantages and disadvantages.
Interactive CD
Play the audio and have students check their answers.
Have students read individually and make notes about Bezos, then compare notes in
groups.
Evaluation Tools
B. Tell students that they are going to write a descriptive essay about a famous and/or
Oral Tests wealthy person.
Written Tests 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
Observation on a student from each group to tell the class and list the names on the board.
Compare with other groups.
Discussion 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.
Exercise 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.
Ask the students to answer the activity AB

U2/RAGS TO RICHES FORM, MEANING AND FUNCTION
3/2  Recognize past simple tense.
3/3  Ask about personal experiences.
 Use present perfect simple tense with" for" and "since".
3/4
 Apply (how long ) to ask about duration.
3/5  Form sentences with the present perfect.
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed Language builder
Student book .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
Work book past up to now. We often use time expressions such as: ever, never, so far, yet.
Teacher’s guide 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.

Board Present Perfect Simple Tense
Review how to form the present perfect in the affirmative and negative forms:
Drawing
has/have or hasn’t/ haven’t + past participle.
Cards Remind students that with regular verbs, the past participle is usually the same as the
Real objects past. Then have students identify the past participles in the example sentences in
the presentation. (visited, contributed, lived)
Data show Remind students that many common verbs have irregular past participles. Elicit the
Interactive CD 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.
Evaluation Tools
Explain that we use for to talk about duration. Write an example on the board. For
Oral Tests 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.
Written Tests
Ask students to practice different questions and answers in pairs, using the question
Observation form How long and for and since in the answer.
Past Simple versus Present Perfect Have volunteers read aloud the questions and answers in
Discussion the presentation. Highlight or elicit the form of the present perfect and underline the simple past
in the examples.
Exercise 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
Ask the students to answer the activity

U2/RAGS TO RICHES PROJECT - SELF REFLECTION
3/2
3/3  Design a poster about a role model.
3/4
3/5
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board Project
Read directions for task 1 and have students think about a person they admire that
Drawing operates as a role model for them and/or their friends. Give them time to think and
Cards make notes.
Organize students into groups. Read 2 with the class and have students research,
Real objects
collect information and make notes.
Data show Ask students to read directions for task 3 and explain what they are required to do.
Interactive CD 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.
Evaluation Tools
Have groups present for the class on the same or a different day. Encourage them to
Oral Tests involve as many members of their group as possible in the presentations.
Written Tests Self Reflection
Brainstorm Rags to Riches. Write the title on the board and elicit as many ideas and
Observation
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
Discussion 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
Exercise 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.

U3/WHAT WILL THEY THINK OF NEXT? LISTEN AND DISCUSS + PAIR WORK
3/2  Match each word to its definition.
3/3  List things that we take for granted today.
3/4  Explain life changes without having inventions.
3/5
 Name an invention they can’t live without.
 List the predictions the author made about the English language.
3/6

Work group Warm up:
Problem solving Write on the board the introductory questions on page 34:
Brain storming 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
Role play years from now.
Discussion Arrange students in small groups. Have them discuss the questions with their books
closed. Assign one student in each group the role of reporter.
Inductive Call on the reporters to report back to the class about their group’s discussion.
Recourses needed
Language builder
Student book
Work book
Teacher’s guide
Play the audio for pages 34 and 35 with students’ books still closed. Have students
Drawing
listen for general understanding.
Cards a To check general comprehension, ask: What topics were discussed? (people,
Real objects language, transportation, traffic, media, deliveries, communication) Elicit and write
on the board all of the topics that students can remember.
Data show a Have students open their books and look at pages 34 and 35 to find any missing
Interactive CD 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.
Evaluation Tools Quick Check Have a student read aloud the directions and the list of vocabulary
words in the left column.
Oral Tests Tell them to use the context of the words in the article to help them guess the
Written Tests 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
Observation and definitions.
2. Pair Work
Discussion 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,
Exercise 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?

U3/WHAT WILL THEY THINK OF NEXT? GRAMMAR
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.
3/5
 Write sentences with the Present Perfect Progressive Tense.
 Write a future event using a time clause.
3/6
 Combine sentences with the future perfect tense
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
Language builder
Student book
Work book
Teacher’s guide
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
Point out that in this sentence, the 1st event (flying) began in the past and continues into the
Oral Tests future up until the second event (the year 2025).
Direct students to exercise B on page 37 to practice the future perfect and future perfect
Written Tests progressive together.
Observation The Future with Dependent Time Clauses
Read the explanation with the class.
Have students read aloud the example sentences.
Discussion
Emphasize that when using a time clause, the verb in the time clause is in the present tense. Only
Exercise 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.

U3/WHAT WILL THEY THINK OF NEXT? CONVERSATION -LISTENING - PRONUNCIATION - VOCABULARY BUILDING
3/2  Use phrases for persuading in sentences.
3/3  Write the correct consonant cluster according to what they hear .
 Find out the meaning of the new words.
3/4
 Invent a conversation using the new words.
3/5  Use the "real talk" in new sentences.
3/6  Find the consonant cluster in a word .
 Match the words with their meaning.
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board Conversation
Have students cover the conversation and focus their attention on the pictures. Ask: What do you
Drawing think the old lady is doing? (She is reading a book.) What device do you see? (an electronic book
Cards 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?
Real objects 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.
Data show Check answers by calling on students to read the questions aloud and answer them..
Interactive CD Real Talk
Ask questions about the phrases to help students understand their meaning in the context of the
conversation. For example, ask:
Listening
Evaluation Tools Read aloud the directions. Have students study the chart to see what information they will listen
Oral Tests for.
Play the audio. Tell students to listen but not to write their answers at this time.
Written Tests
Play the audio once for students to write the advantages of each news format. Play it again for
Observation them to write the disadvantages.
a Have students check their answers in pairs and discuss question 2.
Discussion 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.
Exercise
Vocabulary Building
A Have students work individually to match the words with their meanings.
B Have students compare answers with a partner..

U3/WHAT WILL THEY THINK OF NEXT? READING- SPEAKING
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

Work group Warm up:
With students’ books closed, ask: What is space tourism? (when ordinary
Problem solving
people visit space for vacation) Do you think space tourism will become
Brain storming 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 minutes, elicit
Discussion
answers from a few pairs.
Inductive
Recourses needed
language builder
Student book The informal word steep means very expensive. There are many more synonyms and
Work book 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 high,
Teacher’s guide stiff, and swank.
Board READING STRATEGY Predicting
Drawing Ask students: What do you think this article will be about? (space tourism) Ask: What do
you think you will learn from this article? Give students time to each write down three
Cards things they think they will learn. If students are unsure what to write, as an example,
Real objects write on the board: I think I will learn who has taken a vacation in space.
Elicit answers from students and write them on the board.
Data show Play the audio. Have students listen for the predictions on the board.
Interactive CD Ask a few general questions to check comprehension.
After Reading
Read the directions aloud. Have students work individually to write true or false for
Evaluation Tools each statement, looking back at the article as necessary to find the answers. Have
Oral Tests them rewrite each false statement to be true.
a Have students check their answers with a partner.
Written Tests 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
student is contributing ideas. The writer takes notes on the group’s ideas. (The writer
Exercise 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.

U3/WHAT WILL THEY THINK OF NEXT? WRITING
3/2  Relate the changes to the category.
3/3  Point out the changes of the future.
 Write notes about will have happened .
3/4
 Write notes about will be happening.
3/5  Find the vision of the future in the essay
3/6  Find the future forms in the text.

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board A1
Direct students’ attention to question 1.
Drawing
Have students brainstorm on good and bad changes. Elicit ideas in class.
Cards Call on students to report their answers for the class. Hold a class discussion about how
Real objects cities, homes, manufacturing, vehicles, trade, buildings, protective measures against
radiation will change and whether changes will be good or bad. Have students justify
Data show their answers.
Interactive CD 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.
Evaluation Tools Read the directions for 3 with the class. Read through the text as a class, asking
students to read different paragraphs out loud.
Oral Tests Pause regularly to check comprehension or ask students to suggest synonyms for
Written Tests vocabulary, or to use particular words in sentences of their own.
B Read the directions for tasks 1, 2 and 3 with the class.
Observation
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
Discussion 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
Exercise 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.

U3/WHAT WILL THEY THINK OF NEXT? FORM, MEANING AND FUNCTION
3/2  Ask and answer information questions.
 Ask a simple past question with Be Born.
3/3
 Form simple past questions with the irregular verbs.
3/4  Use space and the planetary system vocabulary correctly.
 Ask and short Answers (Yes/No)questions.
3/5
 Form simple past questions with the regular verbs.
3/6  transform statements having no overt auxiliary verb into yes/no questions.
 Point out the correct form of the irregular verbs and the regular verbs.
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
Language Builder
Student book
Work book
Teacher’s guide
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
Drawing use the Internet? D’you? D’she? etc). Emphasize the word stress in the short answer: Yes, they DO.
Cards a Have students practice the assimilation and intonation patterns of the questions and answers in
the examples.
Real objects Simple Present of the Verb Be and Information Questions
Have students brainstorm the question words they know before looking at the questions listed in
Data show the presentation.
Ask students to form different questions of their own using the Wh-question words.
Interactive CD
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:
Evaluation Tools
Simple Past with Regular and Irregular Verbs
Oral Tests 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
Written Tests answers.
Observation 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.
Discussion Write the present and past tense forms of the verbs on the board in the correct columns. Get
about five examples of each.
Exercise 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.

U3/WHAT WILL THEY THINK OF NEXT? PROJECT - SELF REFLECTION
3/2
3/3  Inspect the changes in their city.
3/4
3/5
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
Language Builder
Student book
Work book
Teacher’s guide
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
Drawing 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.
Cards
Circulate and monitor to make sure all students are contributing. Help when required.
Real objects Call on pairs to report their ideas and discuss the changes in class. Ask the students question
Data show ask them to find and bring in photos in advance or download and print out some photos yourself
to distribute to groups.
Interactive CD 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.
Evaluation Tools 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
Oral Tests words as possible from the class. List the words on the board.
Written Tests 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.
Observation Before directing students to pages 36, 37, ask them to rephrase some sentences.
Have volunteers answer the questions.
Discussion Have students make notes in the Self Reflection chart. Ask them to focus on likes, dislikes and easy
or difficult items.
Exercise 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.

EXPANSION UNITS 1–3 LANGUAGE REVIEW
3/2  answer personal information
3/3  use of other, others, and another.
3/4  use of used to, be used to, and would
3/5
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board Language Review.
A. This exercise reviews the use of other, others, and another, which was presented in
Drawing Unit 1. Refer students to the grammar chart on page 8 to review as necessary.
Cards As a quick review, write the following conversation on the board for students to
complete.
Real objects
A: It’s too cold to go swimming today. Do you have ___ idea? (another)
Data show B: Everyone is waiting for us. You don’t want to go outside but the ___ do. (others)
Interactive CD 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
Evaluation Tools students compare their answers with a partner.
B. This exercise reviews the use of used to, be used to, and would for repeated actions
Oral Tests in the past, which was presented in Unit 2.
Written Tests Have students work individually to rewrite the sentences, and then compare answers
with a partner.
Observation 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.
Discussion Have students work in groups of three or four to discuss and answer the questions.
Exercise 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,

EXPANSION UNITS 1–3 READING
3/2  answer questions from a passage.
3/3  complete the form from the passage.
3/4
3/5
3/6

Work group Warm up:
Problem solving ask students what they know about both human and computer viruses. Make notes
Brain storming of some of their ideas on the board.
Role play
Discussion
Inductive
Recourses needed
Language builder
Student book The word extraterrestrial is made up of the Latin words extra (outside of or beyond) +
Work book 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 popular science fiction
Teacher’s guide movie about a space alien,
Board Have students open their books to pages 50 and 51 and look at the pictures.
Drawing Discuss the Before Reading questions as a class.
Write on the board: What does SETI stand for? (the Search for Extraterrestrial
Cards Intelligence) Tell students they will listen for the answer to this question.
Real objects Play the audio of the article. Elicit the answer to the question on the board.
After Reading
Data show
Ask a student to read aloud the directions. Make sure that students
Interactive CD understand they will match up the words in the left column with the words
that mean the exact same thing in the right column.
Have students work either individually or in pairs to answer the questions,
Evaluation Tools referring back to the article as necessary.
Oral Tests Discussion
Written Tests Arrange students in groups to discuss and answer the questions.
a Have one person from each group report some of the group’s ideas to the
Observation class. Discuss any differing opinions with the whole class.
Discussion
Exercise

EXPANSION UNITS 1–3 LANGUAGE PLUS
3/2  ask and answer questions
3/3  complete sentences with suitable words.
3/4
3/5
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
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.
Drawing (A) be in another world Ask: Where are the two boys? (They are sitting on Earth.) Where is the other
Cards 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
Real objects is in another world? (The person is not paying attention to what is going on around him or her. The
Data show 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
Interactive CD 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?
Evaluation Tools (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
Oral Tests important)
(D) be worlds apart Ask: Where are the two boys? (They are standing on different planets.) How
Written Tests
do they look? (They look angry and are not talking to each other.) When would you say that two
Observation 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
Discussion 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)
Exercise 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.

EXPANSION UNITS 1–3 WRITING
3/2
3/3  Write an essay about the history of a common device or technology
3/4 and how it will change in the future
3/5
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board Tools for Writing: Commonly Confused Words
Call on a student to read the explanation and examples with fewer and less. Write the following
Drawing sentences on the board for students to complete:
Cards We’ve had ___ snow than usual this year. (less) We’ve had ___ snow days than usual this year.
(fewer)
Real objects Have a student read the explanation and examples with farther and further. Write the following
sentences on the board for students to complete:
Data show
I am too tired to walk much ___. (farther) We are too tired for ___ exercise. (further)
Interactive CD 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
Evaluation Tools telephones will be like in the future.
Oral Tests 2. Focus students’ attention on the sample essay at the bottom of the page: The Past, Present,
and Future of the Telephone.
Written Tests 3. Some ideas include the radio, the computer, wireless technology, the microwave,
automobiles, and the television.
Observation 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.
Discussion Developing Your Writing: Prewriting Techniques Before students begin to write their essays, have
them read the box Developing Your Writing: Prewriting Techniques.
Exercise 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.
Do the activity

U4/ THE WORLD OF TV LISTEN AND DISCUSS + PAIR WORK
3/2  Distinguish movies with fictional characters.
3/3  Explain the reason for choosing the movie genre.
3/4
 Express feelings for a movie genre.
 Use the new words to complete a sentence.
3/5
 Match the words with the suitable sentences.
3/6

Work group Warm up:
Problem solving Arrange students in small groups to discuss the introductory questions. To ensure that
students do not look ahead on pages 54 and 55, write the questions on the board
Brain storming for groups to refer to. Since this topic is likely to be of high interest for students, as
Role play long as they are speaking in English, allow them time to finish their discussions.
a Have a student lead a quick follow-up discussion. Have the student read aloud
Discussion each question and call on a few students for responses.
Inductive
Recourses needed
Language builder
Student book
Work book
Teacher’s guide
Drawing Have students open their books and look at pages 54 and 55. Ask: What do you see in
the pictures? (a snapshot from an animation film, a TV remote control, two boys
Cards watching TV and one of them using the remote control) What do these objects all
Real objects have in common? (They represent either a TV film or watching a TV film.)
Tell students that they will play a game to guess TV film titles. Ask them to cover and
Data show not look at the answers that are on page 55.
Interactive CD Have students scan the reading texts to guess the titles of the films. Make sure the
students are guessing the titles in English. Make sure sure that they don’t have more
than one minute for the task.
Evaluation Tools Elicit guesses on the TV film titles without comfirming them.
Play the complete audio for each TV film card.
Oral Tests Brainstorm other movie genres and elicit a brief description of each. Possible answers
Written Tests include: action, biography, children’s, crime/mystery, disaster, documentary,
espionage/spy, family, western, sci-fi (or science fiction), and war.
Observation Quick Check
Have a student read aloud the directions.
Discussion Give students time to find and underline each of the words in the box on the movie
cards. Tell them to read the sentences containing the underlined words carefully
Exercise and try to guess the meaning of the words from context.
2. Pair Work
Have students read the directions with a partner. Tell them to create two
movie cards like the ones on these pages. Each card should contain a
description of the movie.

U4/ THE WORLD OF TV GRAMMAR
3/2  Use conjunctions to complete a clause activity.
3/3  Write captions for images using suitable conjunctions.
 Write a complete sentence with two indecent clauses.
3/4  Differentiate between independent and dependent clauses.
3/5  Apply comma correctly.
3/6  Use conjunctions to link two words or phrases.
 Use "both...and" to connect two subjects.
 Connect two singular subjects correctly.
 Use coordinating conjunction to combine two clauses.
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
Language builder
Student book
Work book Although many teachers object to students beginning sentences with a conjunction,
Teacher’s guide such as and, but, so, or yet, it is not grammatically incorrect to do so. As a matter of
fact, it can sometimes help connect ideas effectively.
Board Both...And, Not Only...But Also, Either...Or, Neither...Nor
Read the explanation and examples with students.
Drawing
Direct students to exercises A and B to practice paired conjunctions.
Cards Independent Clauses with And, But, Or, So, and Yet
Real objects Read the explanation and examples with students.
Write the following sentences on the board. Ask: Which is incorrect?
Data show
It is raining hard. There is a lot of lightning. (correct)
Interactive CD It is raining hard there is a lot of lightning. (incorrect)
Write the following sentences on the board. Ask students to complete each
sentence with the correct conjunction.
Evaluation Tools It is raining hard, ___ there is a lot of lightning. (and)
Oral Tests He didn’t want to walk in the rain, ___ he took a taxi. (so)
He doesn’t live far away, ___ he always drives. (yet, but)
Written Tests
We could go to a restaurant, ___ we could stay home and watch TV. (or)
Observation I don’t like documentaries, ___ I will see it if he asks me. (but)
Direct students to exercise C for practice.
Discussion
Exercise

U4/ THE WORLD OF TV CONVERSATION -LISTENING - PRONUNCIATION - VOCABULARY BUILDING
3/2  Write the linking sound for two words.
3/3  Assemble a debate using agreeing and disagreeing phrases.
3/4  Construct a sentence with vowel linking sounds.
 Classify words according to its meaning.
3/5
 Use the "real talk" in new sentences.
3/6  Write sentences using new vocabulary.
 Answer questions about the conversation.
 Distinguish the vowel linking sounds in a conversation.
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board Conversation Ask students to look at just the photo. Ask: What is happening? (Adel and Fahd
are watching something exciting, probably a sports game)
Drawing a Write the following question on the board: What are they watching? Tell students to listen for the
Cards answer to this question with the conversation still covered.
Play the audio. Have students listen for the answer to the question on the board. (They are
Real objects watching a basketball game.)
Data show Play the audio again and have students listen and follow along in their books..
Real Talk Model the words and phrases for students to repeat. Point out that these are informal
Interactive CD expressions normally used in casual conversation, not in formal situations.
About the Conversation Have students work individually or in pairs to answer the questions.
Check answers as a class by calling on volunteers to read their answers aloud.
Evaluation Tools Listening Tell students to read the questions in the chart so they know what information to listen
for.
Oral Tests Play the audio. Tell students to listen but not to write at this time.
Written Tests Play the audio again. Have students write their answers in the chart.
Play the audio again for students to check their answers. Pause the recording as necessary to
Observation
confirm.
Pronunciation Play the audio while students listen and read along in their books.
Discussion Play the audio again. Students listen and repeat, or speak along with the recording.
Vocabulary Building
Exercise A Have students work individually to match the words with their meanings.

U4/ THE WORLD OF TV READING- SPEAKING
3/2  Identify the formula of deductive stories.
3/3  List the elements in a detective story.
 Match the main idea to the paragraph.
3/4  Identify the types of deductive.
3/5  Correct information about the text.
3/6  Find the meanings of the new words.

Work group Warm up:
Problem solving
With students’ books closed, write on the board: Detective stories. Do the
Brain storming
Before Reading activity as a class: Brainstorm a list of elements in a detective
Role play story. Elicit such information as film titles, various fictional detectives and
Discussion detective novels. Write notes on the board of students’ ideas. (For
background information about various detectives, see the Culture Note on
Inductive this page.)
Recourses needed
language builder
Student book
Work book
Teacher’s guide
Board Play the audio. Ask students to listen with their books closed.
Ask: Were any of your ideas on the board mentioned in the reading? Which ones?
Drawing Draw students’ attention to the photos. Ask: Who are these people?
Cards READING STRATEGY Active reading Tell students that when they are reading for
information, it is helpful to highlight, underline, and jot down notes on the text as they read. This
Real objects
will emphasize the most important information in their minds, helping them to recall it later. Tell
Data show students to read the text silently, practicing active reading. Have them highlight or underline the
Interactive CD parts of the text that they think are important as they read. Arrange students in groups of three to
compare their marked-up texts. Have them notice what types of information each group
member highlighted or underlined. Did they choose the same pieces of information? Have them
Evaluation Tools
ask and answer questions about why they thought certain pieces of information were important
Oral Tests but others weren’t.
Written Tests After Reading Have students work individually to answer true or false for each statement, referring
Observation back to the text as necessary. Have them rewrite the false sentences to be true. Have students
compare answers with a partner, discussing any they have answered differently and evaluating
which answer is correct.
Discussion
Check answers as a class by calling on volunteers to read the statements and give their answers.
Exercise Speaking Arrange students in small groups to discuss the questions. Assign one student the role of
reporter. Monitor students’ discussions to make sure that everyone is taking part. Have students
copy the chart in the notebook and write their ideas.
a Ask a volunteer to lead the follow-up class discussion. The volunteer should call on the reporters
to share the most interesting parts of their discussions and then ask other students for any
individual questions, opinions, or responses.

U4/ THE WORLD OF TV WRITING
3/2  Classify the main categories of film genres.
3/3  Distinguish between characteristics of different genres.
3/4  Write an expository essay about a film genre.
 Illustrate the formula of a favorite genre .
3/5
 Define the film genres in the text.
3/6  Name the film genres they are not interested in.
 Identify the films' genres in the text
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board A
Direct students’ attention to the picture. Discuss what they see. Elicit answers to
Drawing
questions. For example: Where can you see scenes like this one? What can you see
Cards in the background? Can you tell where it is? Who do you think the men are? What
do you think is about to happen?
Real objects
a Have students read the questions 1 and 2.
Data show B
Interactive CD Organize students in groups and have them read the directions for 1. Elicit examples of
formulas for different genres. For example, a martial arts specialist who takes on a
number of “bad” people for a good cause.
Evaluation Tools a Have students study the diagram, discuss the formula of the genre they have chosen
and fill out the diagram with features/parts of the formula. Encourage groups to be
Oral Tests creative and add their own ideas.
Written Tests a Ask them to think about a film and visualize scenes as they discuss and make notes.
Encourage them to work together so they can all contribute their ideas and what they
Observation remember.
Discussion
Exercise

U4/ THE WORLD OF TV FORM, MEANING AND FUNCTION
3/2  Express how things differ.
3/3  Use as+ adjective + as to compare things.
 Use the + comparative, the + comparative to describe two actions.
3/4  Apply the superlative with the + adjective + -est .
3/5  Form the superlative with the most/least + adjective.
3/6  "Add emphasis by using the expression "by far .
 Compare between things using more/less with adjectives.
 Apply -er to adjectives to compare.
 Distinguish between irregular comparative and superlative adjectives.
 Recognize words connected with space and the planetary system
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
Language Builder
Student book
Work book
Teacher’s guide
Board Comparative and Superlative Forms of Adjectives
Drawing Choose volunteers to read aloud the sentences in the first part of the presentation
and elicit the function. Ask: What is being compared in each sentence? (Two types
Cards of stories/ two types of fish)
Real objects Point out the three ways we form the comparative. Ask: Why do we add -er to small
but add more or less before popular?
Data show Elicit that we add -er to most one-syllable adjectives when we make them
Interactive CD comparative, and use more and less with most three-syllable adjectives.
Ask: What word do we often use with comparative adjectives? (than)
Words Connected with Space and the Planetary System: Part 2
Evaluation Tools Review the information about planetary systems from Unit 3; remind or elicit how
Oral Tests many planets there are. Ask students to share any information they have about the
planets. As a class, try to draw the planetary system on the board.
Written Tests Ask students to turn to page 65 in their Student Book and read the information in the
chart. Crosscheck any information you have on the board with what is given in the
Observation
chart. Call on volunteers to correct the information on the board if necessary.
Irregular Comparative and Superlative Adjectives
Discussion a Read through the information in the presentation. Use the adjective far to ask and
answer questions about the planets. For example, Which planet is the farthest away
Exercise from the sun? Which planet is farther – Uranus or Venus? etc.

U4/ THE WORLD OF TV PROJECT - SELF REFLECTION
3/2
3/3  Create a story about a Muslim's life.
3/4
3/5
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
Language Builder
Student book
Work book
Teacher’s guide
Board Project
Drawing Organize students in groups. Tell them that they are going to design and
produce a storyboard. Explain that a storyboard is necessary for any
Cards production that involves actors, actions and script (what the actors/ people
Real objects are expected to say).
Read directions 1 with the class. Direct them to the example in the second
Data show
half of the page. Ask groups to assign the sketching of each scene to the
Interactive CD artistically talented members of their team.
Call on a student to read the directions for 2 aloud and discuss it in class.
Allow time for groups to discuss and make notes. Call on individual students
Evaluation Tools
from each group to report in class.
Oral Tests Self Reflection
Written Tests Brainstorm The World of TV. Write the title on the board and elicit as many
Observation ideas and words as possible from the class. Call on a volunteer to list the
words on the board.
a Have students scan pages 54 and 55. Ask them to think about things they
Discussion
liked and things they disliked in this part of the unit. Use questions to help them
Exercise remember.

U5/ DO YOU REALLY NEED IT? LISTEN AND DISCUSS + PAIR WORK
3/2  Create an advertisement.
3/3  Recognize the most effective advertisements
 Describe a memorable advertisement .
3/4  Match new words with their meanings.
3/5  Find out the way commercials sell.
3/6  Point out the unnecessary item they bought.

Work group Warm up:
Problem solving With students’ books closed, write the title of the unit on the board: Do You Really
Need It? Ask: What do you think the unit will be about? Elicit guesses, but do not
Brain storming deny or confirm them.
Role play a Ask students to open their books to pages 68 and 69 and scan the pictures. Ask: Now
what do you think the unit will be about? (advertising and consumer products) Say:
Discussion When you want to buy something, do you ever ask yourself Do I really need this? Ask:
Inductive What is the purpose of advertisements? (to make people buy things)
Recourses needed
Language builder
Student book
Work book
Teacher’s guide
Arrange students in small groups to discuss the introductory questions. Assign one
Drawing
student in each group the role of reporter.
Cards Play the audio.
Real objects Stop the recording after each advertisement and ask a few comprehension
questions to make sure that students understood the main ideas. Ask questions,
Data show Quick Check Have a student read aloud the directions and the list of vocabulary Call
Interactive CD on a volunteer to read aloud the directions and the list of vocabulary words in the
left column.
Have students find and underline each word in the advertisements. Tell them to study
Evaluation Tools the context of the word in the advertisement to help them guess the meaning.
Have students work individually to match the words with their definitions.
Oral Tests
Check answers by having students read aloud the words and the definitions.
Written Tests 2. Pair Work
Observation Have a student read aloud the directions.
Arrange students in pairs.
As a class, brainstorm products for which students might create advertisements. Ideas
Discussion
include: an item of clothing, a video game or system, a beauty product, or an item
Exercise of sports equipment.
Ask pairs to create a poster to present to the class. The poster should contain a
paragraph of text, similar to the advertisements on pages 68 and 69, and a picture or
illustration of the product.

U5/ DO YOU REALLY NEED IT? GRAMMAR
3/2  Write adverb clauses about reasons.
3/3  Write adverb clause about purpose.
3/4  Use adverbs describing conditions.
 Formulate a warning advice.
3/5
 Use a comma correctly.
3/6  Combine sentences.
 Identify how adverbs are applied
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
Language builder
Student book
Work book
Teacher’s guide
Board Adverb Clauses Call on a student to read aloud the explanation.
Write each example sentence on the board and ask students to label the parts. For
Drawing example, write:
Cards Because the shoes were on sale, I bought two pairs.
Ask: Which is the independent clause? (I bought two pairs.) How do you know? (It is
Real objects a complete sentence.) Which is the dependent clause? (because the shoes were
Data show on sale) How do you know? (It is not a complete sentence.) Say: This dependent
clause is an adverb clause. How do you know this? (It begins with the adverb
Interactive CD because.)
a Repeat this procedure with the second example sentence, making sure that
students can correctly identify the independent clause, the adverb clause, and the
Evaluation Tools adverb.
Oral Tests Because, Because of, Since, and Now That Have a student read aloud the
explanation. Look at the example sentences as a class. Write the adverbs because,
Written Tests because of, since, and now that on the board in the Reasons column. Ask students to
Observation do the same in their notebooks.
Elicit additional sentences from students that contain adverb clauses beginning with
these words.
Discussion (In Order) To and So (That) Have a student read aloud the explanation. Look at the
example sentences as a class. Write the adverbs (in order) to and so (that) on the
Exercise board in the Purpose column. Ask students to do the same in their notebooks.
a Elicit additional sentences from students that contain adverb clauses beginning with
these words.

U5/ DO YOU REALLY NEED IT? CONVERSATION -LISTENING - PRONUNCIATION - VOCABULARY BUILDING
3/2  Find the closest meaning for a new word.
3/3  Use the "real talk" in new sentences.
3/4  Set up a conversation using the new words .
 Write an advise using new words.
3/5
 Identify the different ways of pronouncing (to).
3/6  Identify the meanings of new words.


Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board Conversation
Ask students to look at the photo without reading the conversation. Ask: What are all these bags?
Drawing (shopping)
Cards Write on the board: Where are the women? Ask students to listen to the conversation for the
answer to this question.
Real objects
Play the audio. Have students listen with their books closed, or the conversation covered.
Data show Elicit responses to the question on the board. (They are shopping, probably at a mall or
department store.)
Interactive CD Play the audio again. Have students listen and read along in their books.
Real Talk Model the words and phrases for students to repeat. Explain that these are informal
words and phrases that would not be used in writing or formal conversation. About the
Evaluation Tools Conversation Discuss the questions as a class. Ask students to read aloud the questions and call
on other students to answer. Don’t confirm or deny answers yourself. Rather, ask other students:
Oral Tests Do you agree?
Listening Read the directions aloud and ask students to study the chart.
Written Tests
Play the audio. Tell students to first just listen for the names of the products listed in the chart.
Observation Play the audio again. Tell students to write the advertising techniques.
Play the audio again to check answers. Pause the recording as necessary.
Discussion Pronunciation Play the audio for the explanation. Have students listen and read along.
Play the audio for the sentences. Have students listen and repeat, or speak along with the
Exercise recording.
Vocabulary Building

U5/ DO YOU REALLY NEED IT? READING- SPEAKING
3/2  Classify the main ideas of the text .
3/3  Name unconventional places for advertisements.
3/4  Demonstrate the situation without ads.
 Compare between two different commercials.
3/5
 List the ads they see everyday.
3/6  Mention weird places for adds.
 Answer questions about the text.
 Find the meaning of new words.
Work group Warm up:
With books closed, discuss the Before Reading activity and question as a class. Brainstorm all of
Problem solving
the places students see ads and write them on the board. Have students guess at how many
Brain storming ads they see a day. Do not confirm or deny answers at this point.
a Have a student read aloud the title: Ads Everywhere: Do You “Buy” It? Ask: Why is Buy in
Role play quotation marks? Elicit or explain that buy has two meanings in this title. The first meaning is to
purchase something. The second, more idiomatic meaning is to accept, believe, or support
Discussion something. Ask: What are the two meanings of the title? (Do you buy products that you see
Inductive advertisements for? and Do you accept the practice of being exposed to advertisements
everywhere?)
Recourses needed
language builder
Student book
Work book
Teacher’s guide
Board READING STRATEGY Previewing
Explain to students that previewing a text before they read it will prepare them to understand it
Drawing better. Previewing gives the reader an idea of what the text will be about and the reader can
Cards think about what he or she already knows about this topic.
Ask students to read the first sentence in the first paragraph, covering the rest of the paragraph.
Real objects Ask: What do you think you will learn in this paragraph? (about the amount of advertisements
people see in a day)
Data show
Ask students to read aloud the first sentence in the second paragraph, covering the rest of that
Interactive CD paragraph. Ask: What do you think this paragraph will tell you? (how advertisements reach
people today)
Continue previewing the text in this manner, having students read the first sentence of each
Evaluation Tools paragraph and eliciting what they think they will learn in that paragraph.
Play the audio of the text. Have students listen and read along in their books.
Oral Tests
After Reading Have students work individually to write answers to these questions.
Written Tests Encourage students to use their own words in their answers. One way to do this is for students to
Observation reread the part of the text that answers the question, and then close their books to write the
answer.
To check answers as a class, ask a different student to read aloud each question and call on a
Discussion classmate to answer it.
Speaking Have students in pairs to prepare the task. Have students copy the chart in the
Exercise notebook and write their ideas. Then form groups of four by putting two pairs together. Have the
pairs explain to each other their ideas. Open up the group discussions to a class discussion. Ask
groups to share their answers with the class.

U5/ DO YOU REALLY NEED IT? WRITING
3/2  Write an essay using the lesson's ideas
3/3  Explain the reasons behind word-processing popularity.
 Name the types of tests.
3/4  Distinguish the differences between the test types.
3/5  Point out the skills included in hand writing.
3/6  Find the reason why some people are not keen on writing by hand.
 List the features found in handwriting.
Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board A Write ‘handwriting’ on the board and ask the students how they feel about it.
Read questions 1 and 2 and hold a discussion in class.
Drawing
Organize students into groups and ask them to discuss question 2 in greater detail. Call
Cards on a student from each group to report the group decisions.
Real objects Ask students to read the title and answer it. Divide the class into two groups, one that
thinks handwriting is obsolete and one that disagrees. Give groups a few minutes to
Data show prepare their arguments and then hold a class debate.
Interactive CD Organize students into pairs. Have them read the questions for task 3 and try to
predict as many of the answers as they can and make notes. Call on pairs to suggest
possible answers in class.
Evaluation Tools Play the audio and have students listen and follow in their texts. Ask them to check
their notes as they do so. Give them some time to discuss the notes on all the
Oral Tests answers in their groups and then check in class.
Written Tests Hold a brief class discussion on the last point/ question. Allow students to express their
opinion.
Observation B Tell students that they will write a persuasive letter to a local newspaper about
advertising in schools.
Discussion a Read the directions for tasks 1 and 2 with the class. Organize students in groups and
have them decide what the advantages and disadvantages are about advertising
Exercise in schools

U5/ DO YOU REALLY NEED IT? FORM, MEANING AND FUNCTION
3/2  Compose a correct conditional clause.
3/3  Identify the conditional sentences' structure.
3/4  Use may/might to talk about results.
3/5
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
Language Builder
Student book Remind students that won’t is the contraction of the negative form will not.
Work book The negative forms of may and might are may not and might not. We do not
Teacher’s guide use a contraction for may not and although it is grammatically possible, we
rarely use the contraction mightn’t for might not.
Board Conditional Sentences with Present and Future Forms Have volunteers read aloud the
example sentences in the presentation. Explain that when we use if to talk about
Drawing present facts, if means whenever. For this reason we often substitute if with when.
Cards Elicit the verb forms in the if-clause and the main clause (simple present + simple
present).
Real objects When we use if to talk about the future, if means something may or may not happen.
Elicit the verb forms in the if-clause and the main clause (simple present +
Data show
will/won’t).
Interactive CD Emphasize that we use the simple present in the if-clause even though we are talking
about the future.
Elicit the difference in meaning between an if-clause + may/might (the second event
Evaluation Tools is not certain to happen if the event in the if-clause happens) and an if-clause + will
(the second event is certain to happen if the event in the if-clause happens).
Oral Tests I’d Rather/I’d Prefer Ask students to read out the questions and answers in the
Written Tests presentation. Point out the difference in form: I’d rather + bare infinitive; I’d prefer + full
infinitive.
Observation Words Connected with Shopping Habits Tell students to read through the vocabulary
items in the box and circle any words with which they are unfamiliar.
Discussion Ask volunteers to read out the words they have circled and write them on the board.
Have another student in the class volunteer the meaning by putting the word in a
Exercise sentence of his/her own.
Conditional Sentences with When and Unless Review the use of the zero conditional to
talk about facts and general truths. For example, Water boils at 100 degrees
centigrade. If you heat water to 100 degrees centigrade, it will boil. When you heat
water to 100 degrees centigrade, it will boil.

U5/ DO YOU REALLY NEED IT? PROJECT - SELF REFLECTION
3/2
3/3  Create a new advertisement for a product.
3/4
3/5
\u jh n
jnyhu8k
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
Language Builder
Student book
Work book
Teacher’s guide
Board Project
Organize students in groups and have them brainstorm on popular advertisements
Drawing Read directions for task 1 with the class. Have students work in groups discussing
Cards different advertisements that they see or hear every day. Circulate and encourage
groups to think of different types of advertisements.
Real objects Call on a student to read the directions for 2. Give groups a couple of minutes to
choose an advertisement that they think is beneficial and helpful to people.
Data show
Call on a student from each group to present the group’s decision and discuss in class.
Interactive CD Have students read the directions for task 3 silently. Ask them to use the picture on the
page as an example and identify the product, the target group, the slogan, the
image and the message that the advertisement is trying to get across.
Evaluation Tools Ask students to study the chart and use it to make notes about the advertisement that
they have chosen.
Oral Tests Read directions for task 4. Discuss where students can find information
Written Tests Have groups plan and design their advertisement. Encourage them to add their own
ideas. Remind groups to assign tasks and responsibilities to group members depending
Observation on their skills and abilities. Tell each group to appoint a chairperson that can control
the discussion and make sure everyone has a chance to express their opinion and
=
Discussion make suggestions. Circulate and monitor.
Self Reflection
Exercise Write ‘Do You Really Need It?’ on the board and elicit as many ideas and words as possible from
the class. List the words on the board. Ask students to say what they associate the unit title
with. Elicit answers from volunteers.
Have students scan pages 68 and 69. Ask them to think about things they liked and things they
disliked about this part of the unit. Use questions to help them remember.

U6/ THE GENDER DIVIDE LISTEN AND DISCUSS + PAIR WORK
3/2  Use the new words in sentences.
3/3  Answer questions about the text.
3/4
 List 3 differences between men and women.
 Name some men jobs women can do.
3/5
3/6

Work group Warm up:
Problem solving With books closed, write the title of the unit on the board: The Gender Divide. Define
the word gender if necessary (male or female). Ask: What do you think this unit will be
Brain storming about? (differences between men and women)
Role play Arrange students in small groups to discuss the introductory questions. Write the
questions on the board for students to refer to. Tell them to focus on the emotional
Discussion
or mental differences between men and women rather than the physical.
Inductive Have a brief class discussion about the questions, allowing groups to share and
respond to each other’s opinions.
Recourses needed
Language builder
Student book
Work book
Teacher’s guide
With books still closed, tell students that they will listen to the recording and take a quiz.
Drawing
Tell them to listen to each statement and answer true or false. Explain that their
Cards answers should reflect their opinions.
Real objects Play the audio of just the quiz section of the recording. Have students listen and
answer true or false.
Data show Play the audio of the quiz section again for students to confirm their answers.
Interactive CD Play the remainder of the audio. Have students listen and read along with the
explanation of each true/false statement.
a Briefly discuss students’ reactions to the results of the gender studies.
Evaluation Tools Quick Check Have students look at the words in the box and then find them in the
quiz.
Oral Tests
Have students work individually to complete the sentences, and then compare
Written Tests answers with a partner.
Observation Check answers by calling on students to read aloud the completed sentences.
2. Pair Work
Call on a volunteer to read aloud the directions.
Discussion
Have students work in pairs to think of another gender stereotype. Have pairs write
Exercise whether they think the stereotype is true or false and give an explanation to support
their opinion.
Ask students to research their stereotype outside of class to confirm their answers. Tell
students to try to find real scientific studies done on the stereotype, either in the library
or on the Internet. If they are not able to find any, tell partners to conduct their own
research. Have pairs present their findings to the class.

U6/ THE GENDER DIVIDE GRAMMAR
3/2  Express their point of view of being in 3rd grade.
3/3  Use the auxiliary verbs after (and-but) .
3/4  Write the suitable verb according to the sentence meaning .
3/5
 Write sentences with the passive tense.
 Express things that they remember
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
Language builder
Student book The following verbs can be followed by either a gerund or infinitive and retain
Work book the same meaning:
Teacher’s guide begin continue love can’t bear hate prefer can’t stand like start

Board Verbs + Infinitives or Gerunds with Different Meanings
Read the explanation and examples with the class. For each set of examples,
Drawing
ask students to explain in their own words how the meaning changes in the
Cards sentence, by changing the gerund to the infinitive.
Real objects Direct students to exercises A and B for practice.
Passive Forms of Infinitives and Gerunds
Data show
Call on students to read aloud the explanations and examples.
Interactive CD Ask: When would you choose to use passive forms of infinitives and gerunds
like in these examples? (to emphasize that the subject of the sentence is
being acted upon) Explain that these forms are also useful when making
Evaluation Tools general statements.
Oral Tests a Direct students to exercise C for practice.
Auxiliary Verbs after But and And
Written Tests
Read the explanation and examples with the class.
Observation Elicit or remind students about auxiliary words. The most common are do,
have, and be.
Discussion Point out that only statements with and are followed by too or either.
Statements with but do not use too or either.
Exercise Direct students to exercises D and E for practice.

U6/ THE GENDER DIVIDE CONVERSATION -LISTENING - PRONUNCIATION - VOCABULARY BUILDING
3/2  Use the 'real talk" in a conversation.
3/3  Write sentences about directions.
3/4  Find the meanings of new words through the text.
 Summrize the directions they hear
3/5
 Distinguish the tag question intonation.
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board Conversation Draw students’ attention to the picture. Ask: What do you see? (a driver using
Google Maps for finding directions) How many of you use Google Maps for finding directions?
Drawing (See the Culture Note.)
Cards Ask students to close their books. Play the audio for students to just listen.
Ask several students to tell you just one thing that they understood from the conversation. Make
Real objects a few notes on the board about their answers.
Data show Play the audio again. Have students listen and read along in their books.
If students ask, explain that Town Hall refers to the chief administrative or government building in
Interactive CD a town. This is where the office of the mayor or town council is found.
Real Talk Model the Real Talk expressions in the conversation. Read aloud the whole sentence
with appropriate intonation for students to repeat.
a Discuss the meaning of the words and phrases in the context of the conversation.. About the
Evaluation Tools Conversation
Oral Tests Discuss the questions with the class. Have students ask classmates the questions and elicit
answers. students: Do you agree?
Written Tests Listening Have a student read aloud the directions.
Observation Ask students to read the statements and make predictions about the answers.
Play the audio twice. The first time students just listen. The second time they mark the sentences
true or false. Play the audio again for students to check their answers. Pause as necessary to
Discussion discuss answers. For false sentences, ask students to give the correct information..
Pronunciation Play the audio for the explanation and the sentences. Students listen and read
Exercise
along. Play the audio for the sentences again. Students listen and repeat, and then check
whether the sentence has rising or falling intonation.
Vocabulary Building

U6/ THE GENDER DIVIDE READING- SPEAKING
3/2  Point out the main ideas of the text.
3/3  Write the differences between men and women.
3/4  Find the meanings of new words.
3/5
 Answer questions about the text.
3/6

Work group Warm up:
Problem solving
With books closed discuss the Before Reading question with the class. If students
Brain storming
need help responding, suggest specific situations. For example, say: When men
Role play get together what do they talk about? When women are together, what
Discussion do they talk about? How do men and women react differently to a
disagreement? Emphasize that there are no right or wrong answers to these
Inductive
questions. You are asking for students’ ideas and opinions.
Co-operative learning a Ask
students to open their books to pages 88 and 89.
Recourses needed
language builder
Student book
Work book
Teacher’s guide
Board READING STRATEGY Pause and reflect
Tell students that when reading a long or scientific text, it is helpful to pause
Drawing
periodically and think about what they just read. When they pause, they should
Cards follow three steps. Write the steps on the board:
Real objects 1) Summarize the main ideas of what you just read.
2) Comment on the information and add your own thoughts.
Data show
3) Question anything that you don’t understand.
Interactive CD Arrange students in groups of three. Tell them that they will read the article silently,
pausing and reflecting after every two paragraphs. During the pause, group
members will take turns summarizing, commenting on, and questioning the
Evaluation Tools paragraphs they just read. Group members will respond by adding ideas or
answering questions to help each other understand the article.
Oral Tests
Explain that, while reading, students can pause and reflect by themselves, following
Written Tests the three steps in their heads.
Observation Play the audio of the complete reading. Have students listen and follow along in their
books.
After Reading Have students work with a partner and take turns asking and answering
Discussion
the questions.
Exercise Check answers by calling on pairs to read aloud a question and answer it.
Speaking Arrange students in pairs to discuss the questions.
Each student should use the questionnaire to ask each other the questions.
Have students copy the questionnaire in the notebook and write the answers as well
as their ideas. Open up the group discussions to a class discussion. Have students
share and discuss their ideas in class.

U6/ THE GENDER DIVIDE WRITING
3/2  Write about communication approaches.
3/3  Act out a silent conversation .
3/4  Find information in the text.
3/5
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board A Direct students’ attention to the pictures at the top of the page. Elicit ideas from
them about the people in the pictures. Use questions like these: What is the origin of
Drawing each person in the picture? Do they both come from the same country? How do you
Cards think they communicate?
Read question 1 with the class. Have students answer in pairs. Elicit and discuss answers
Real objects
in class.
Data show Go through directions for task 2. Have students try to communicate the messages to
Interactive CD each other without speaking. Call on students to demonstrate for the class.
Call on a student to read the instructions for task 3. Give students time to write their
messages on slips of paper, fold them and set them aside or give them to you.
Evaluation Tools Call on students to use non-verbal language in order to communicate their messages
to the class. Check the slip to find out how successful they are.
Oral Tests Write “A picture is worth a thousand words.” On the board and ask students to think
Written Tests about its meaning and explain it.
B Tell students that they are going to write an essay about the way different people
Observation communicate.
Have students read the instructions for tasks 1, 2 and 3. Ask students to think of an Arab
Discussion and a non-Arab person individually and make notes in the chart.
Have them compare with a partner and add or modify their notes.
Exercise
Have students use their notes to draft an essay. Remind them to organize their
information and views in an alternative or block structure. Circulate and monitor; help
when necessary.
Give students time to read their essays and make comments and corrections
individually before they exchange with other students.

U6/ THE GENDER DIVIDE FORM, MEANING AND FUNCTION
3/2  Apply the suitable tense to express result or duration.
3/3  Use the correct time expressions with the present perfect
3/4 progressive.
 Recognize words connected to hobbies.
3/5
 Form correct sentences with adjective + preposition + gerund
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
Language Builder
Student book
Work book
Teacher’s guide
Board Present Perfect Progressive versus Present Perfect Simple
Read the explanation and examples in the presentation.
Drawing Ask: What is the form of the present perfect progressive? (has/have + been + -ing form
Cards of the verb) Ask: What is the form of the present perfect? (has/have + the past
participle) Ask students to look at the example sentences for each tense in the
Real objects presentation. Ask: Which tense is used in each example sentence and why? Explain or
Data show elicit that we use the present perfect progressive to ask and say for how long
something has been happening. We use the present perfect simple tense to talk
Interactive CD about something in the past which has a relation to now.
Time Expressions with the Present Perfect Progressive: How long, for, since, all day/all
week/all month/all year Call on students and ask: What have you learned to do? Have you
Evaluation Tools
finished learning it? If not, how long have you been learning for?
Oral Tests Write students answers to these questions on the board. Highlight the time expression. For
example, Ali has been learning how to drive for five months.
Written Tests Elicit a substitution for the underlined time expressions on the board using since. ( e.g., since
Observation May)
Refer students to the explanation in the presentation. Point out that How long refers to the
length of time someone has been doing or has done something.
Discussion a Ask them to explain in their own words the difference between for and since. (For refers to an
extended period
Exercise Words Connected with Hobbies and Interests Tell students to read through the vocabulary
items in the box and
Adjective + Preposition + Gerund Read through the example sentences and emphasize
the prepositions which follow the adjectives. For example, good AT, fascinated BY,
interested IN.

U6/ THE GENDER DIVIDE PROJECT - SELF REFLECTION
3/2
3/3  Find out about different methods of communication.
3/4
3/5
\u jh n
jnyhu8k
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
Language Builder
Student book
Work book
Teacher’s guide
Board Project
Drawing Tell students that they are going to research and prepare a presentation on
the ways people have communicated through history.
Cards
a Have them brainstorm on ways of communication that they know about in
Real objects groups. Call on a student from each group to report the group information
and ideas.
Data show
a Have students look at the photos in their book and talk about them. Ask
Interactive CD them to give reasons for their answers. Elicit answers from volunteers and list
ideas on the board.
Evaluation Tools Self Reflection
Write ‘The Gender Divide’ on the board and elicit as many ideas and words
Oral Tests
as possible from the class. List the words on the board.
Written Tests Have students scan pages 82 and 83. Ask them to think about things they
Observation liked and things they disliked about this part of the unit. Use questions to
help them remember. For example:
=
Discussion Circle the right word/s: The common stereotype that men talk less than
women is wrong/right. According to studies women worry less/more than
Exercise men. Men and women tend to lie about different/the same things. Men
can/cannot adjust well to repetitive tasks. Men have lower/higher tolerance
to pain.

EXPANSION UNITS 4-6 LANGUAGE REVIEW
3/2  answer personal information
3/3 
3/4
3/5
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
New vocabulary
Student book
Work book
Teacher’s guide
Board Language Review.
A. This exercise reviews using paired conjunctions, which was presented in Unit 4. Refer
Drawing students to the grammar chart on page 56 for review as necessary.
Cards Call on a student to read aloud the directions.
Real objects Have students work individually to complete the sentences, and then compare
answers with a partner.
Data show To check answers as a class, call on volunteers to read their completed sentences
aloud. Elicit alternative correct answers from students as appropriate.
Interactive CD
B. This exercise reviews adverb clauses, which were presented in Unit 5. Refer students
to the grammar chart on page 70 for review as necessary.
Evaluation Tools Ask a student to read aloud the directions and the example sentence.
Have students work individually to complete the sentences, and then compare
Oral Tests answers with a partner.
Written Tests C. This exercise also reviews adverb clauses. Refer students to the chart on page 70 for
Observation review as necessary.
a Have a student read aloud the directions, the example sentence, and the names
of the items.
Discussion
Tell students to refer to the list of adverbs in the box for exercise B for reference when
Exercise forming their adverb clauses.
D This exercise reviews using verbs + infinitives or gerunds with different meanings,
which was presented in Unit 6. Refer students to the chart on page 84 for review as
necessary.

EXPANSION UNITS 4-6 READING
3/2  answer questions from a passage.
3/3  complete the form from the passage.
3/4  The impact of a changing world on human language and
3/5 communication
3/6

Work group Warm up:
Problem solving ask students what they know about both human and computer viruses. Make notes
Brain storming of some of their ideas on the board.
Role play
Discussion
Inductive
Recourses needed
Language builder
Student book Arrange students in small groups to discuss the Before Reading questions. For question
Work book 1, have them do a group survey and make a note of each student’s answer.
a Elicit answers from each group and write them on the board. Ask students to
Teacher’s guide compare group results and discuss the reasons why they prefer to text or call. Have
students give examples of the kind of language they use.
Board READING STRATEGY Using prior knowledge
Drawing Ask students to look at the pictures on pages 98 and 99 and read the title, without
reading the article. Ask: What do you see? (people texting, using a tablet or a
Cards cellphone.) Ask: What do the photos have in common? (they all show examples of
Real objects online/distance communication through technology)
Ask: Can you explain how online communication differs from other types of
Data show communication? Compare with more conventional face-to-face communication,
Interactive CD letter writing, smoke signals etc. Elicit answers and write notes on the board, but do
not confirm or deny answers at this point.
Play the audio for the article. Ask students to just listen, with their books closed. Ask:
Evaluation Tools Did you hear any of the
After Reading
Oral Tests
Read aloud the vocabulary words in the box. Ask students to repeat for proper
Written Tests pronunciation.
Observation Tell students to find and underline each word in the reading. Have them study the
context of each word carefully to guess at its meaning.
Have students work individually to complete each sentence with one of the words.
Discussion Then have them compare answers with a partner.
Exercise Discussion Arrange students in groups to discuss the questions. Assign one student in
each group the role of reporter.
As a follow-up, call on a few volunteers to share their group’s answer to each question.
Home assignment workbook page ( 70–71 ) exercise ( )

EXPANSION UNITS 4-6 LANGUAGE PLUS
3/2  ask and answer questions
3/3  complete sentences with suitable words.
3/4  Use everyday idioms
3/5
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
Language builder
Student book
Work book
Teacher’s guide
Board
Drawing Ask students to read the definitions of the idioms silently.
Cards Focus students’ attention on the cartoons and the sentences below them. Tell
students to match up each cartoon with the sentence that describes it.
Real objects Then have students fill in the blanks with the idioms.
Data show Call on students to read aloud the completed sentences and say which
Interactive CD cartoon illustrates each sentence. Ask students to explain each idiom as it is
shown in the cartoon. For example, ask: How do you know that picture 1
illustrates the idiom Break into a cold sweat? (It shows a patient getting
Evaluation Tools ready to go to the dentists surgery.)
Oral Tests Ask: How do you know that picture 2 illustrates the idiom The third time’s the
charm? (It shows a woman who has baked two cakes that didn’t come out
Written Tests very well, and a third one that looks perfect.)
Observation Ask: How do you know that picture 3 illustrates the idiom Throw caution to
the wind? (Skydiving is a dangerous and risky sport.)
Discussion Ask: How do you know that picture 4 illustrates the idiom Root for someone?
(The man is hoping that his friend will win the award.)
Exercise

EXPANSION UNITS 4-6 WRITING
3/2
3/3  Write an essay about tales involving animals
3/4
3/5
3/6

Work group Warm up:
Problem solving
Brain storming
Role play
Discussion
Inductive
Recourses needed
Language builder
Student book Elicit or provide students with this list of coordinating conjunctions: for, and,
Work book nor, but, or, so, yet.
Teacher’s guide
Board Tools for Writing:
Ask students to read the explanation and examples silently. Write the following
Drawing
sentence on the board:
Cards I need the textbook today I can lend it to you tomorrow.
Real objects Ask: Is this sentence correct? (no) Ask: What is wrong with it? Elicit that it contains
two independent clauses, so it is a run-on sentence. Ask: How can I correct this
Data show sentence? Elicit that the two independent clauses should be broken into two
Interactive CD separate sentences, or joined together with a coordinating conjunction. Ask two
volunteers to come to the board to write the corrected sentences:
I need the textbook today. I can lend it to you tomorrow.
Evaluation Tools I need the textbook today, but I can lend it to you tomorrow.
Have students work individually to correct each run-on sentence,
Oral Tests
Writing Prompt
Written Tests Read aloud the Writing Prompt.
Observation Developing Your Writing: Prewriting Techniques Focus students’ attention on the box
Developing Your Writing: Outlining an Essay. Ask students to read the explanation
and sample outline silently.
Discussion Ask: Who has created an outline like this one before? Remind students that they
practiced outlining as a reading strategy in Unit 1. Find out how comfortable
Exercise
students are with creating outlines and tailor the amount of instruction provided to
meet their needs.
Explain that the sample outline is an outline of an essay about tales about animals,
similar to the one that they will write.
Do the activity

Prepared by
Khalid Al Shikarah
Twitter
www.Twitter.com /saudienglish
‫سعودي انجلش على التلغرام‬
https://t.me/saudienglish2021
‫موقع سعودي انجلش‬

www.saudienglish.net/vb

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U1/ TWO IS BETTER THAN ONE LISTEN AND DISCUSS + PAIR WORK

day class period Learning Objectives

Teaching Strategies Steps to follow

Home assignment workbook page ( 1 ) exercise ( )

Teacher Headmaster Supervisor

Home assignment workbook page ( 2–4 ) exercise ( )

Teacher Headmaster Supervisor

Teacher Headmaster Supervisor

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

Teacher Headmaster Supervisor

Teaching Strategies Steps to follow

Home assignment workbook page ( 8 ) exercise ( )

Teacher Headmaster Supervisor

Teaching Strategies Steps to follow

Teaching aids C- Practice

Home assignment workbook page ( 9-10 ) exercise ( )

Teacher Headmaster Supervisor

Teaching Strategies Steps to follow

Home assignment workbook page ( ) exercise ( )

Teacher Headmaster Supervisor

Home assignment workbook page ( 11 ) exercise ( )

Teacher Headmaster Supervisor

Teacher Headmaster Supervisor

Home assignment workbook page ( 15 ) exercise ( )

Teacher Headmaster Supervisor

Teaching Strategies Steps to follow

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

Teacher Headmaster Supervisor

Home assignment workbook page ( 18 ) exercise ( )

Teacher Headmaster Supervisor

Teaching Strategies Steps to follow

Teaching aids C- Practice

Home assignment workbook page ( 19-20 ) exercise ( )

Teacher Headmaster Supervisor

Teaching Strategies Steps to follow

Home assignment workbook page ( ) exercise ( )

Teacher Headmaster Supervisor

Teaching Strategies Steps to follow

Home assignment workbook page ( 21 ) exercise ( )

Teacher Headmaster Supervisor

Teacher Headmaster Supervisor

Teacher Headmaster Supervisor

Teaching Strategies Steps to follow

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

Teacher Headmaster Supervisor

Teaching Strategies Steps to follow

Home assignment workbook page ( 28 ) exercise ( )

Teacher Headmaster Supervisor

Home assignment workbook page ( 29-30 ) exercise ( )

Teacher Headmaster Supervisor

Teaching Strategies Steps to follow

Home assignment workbook page ( ) exercise ( )

Teacher Headmaster Supervisor

Teaching Strategies Steps to follow

Teacher Headmaster Supervisor

Teaching Strategies Steps to follow

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

Teacher Headmaster Supervisor

Teaching Strategies Steps to follow

Teacher Headmaster Supervisor