توزيع منهج قواعد 4 - eelyanbu€¦ · Web viewT. Key word building. Differentiation (Customization) What is happening all over the world this week? Learning Hook (Starter)

Teacher :............................................................

Studding Year 1437 / 1438

1. To contribute to student’s intellectual, personal and professional growth.2. To enable student to acquire basic language skills (listening, speaking, reading and

writing).3. To develop student’s awareness of the importance of English as a means of

international communication.4. To develop student’s positive attitude towards learning English.5. To enable student to acquire the necessary linguistic competence required in

various life situations.6. To enable student to acquire the linguistic competence required in different

professions.7. To develop student awareness about the cultural, economic, and social issues of his

society and prepare him to participate in their solutions.8. To develop the linguistic competence that enables student –in future- to present and

explain Islamic concepts and issues, and participate in spreading Islam.9. To enable student linguistically to present the culture and civilization of his nation.10.To enable student linguistically to benefit from English-speaking nations, that would

enhance the concepts of international cooperation that would develop understanding and respect of the cultural differences between nations.

11.To provide student with the linguistic basis that would enable him to participate in transforming other nations’ scientific and technological advances that can enhance the progress of his nation.

By the end of the Intermediate Stage and within the assigned structures and vocabulary for this stage, pupils should be able to:1.Learn the basics of the English language that would form the foundation for

mastering the English language in the future.2.Use the English language structures.3.Learn the assigned vocabulary for this stage that would enable them to

express themselves in different life situations.4.Listen and understand English language.5.Express themselves orally using correct English.6.Read and understand English written material.7.Write a short guided paragraph.8.Be aware of the importance of English –as an international language of

communication- for benefiting from the achievements of other cultures in accordance with Islamic teaching; through texts representing various life situations.

9.Be aware of the importance of English –as an international language of communication for introducing Islam, our culture and cultural achievements to the others

1- To feel the greatness of the creator in the great differences between the tongues and the languages of different people all over the world.

2- To acquire the linguistic basis that enables the learners to advocate Islamic and explain the Islamic concepts and Issues.

3- To spread the Instructions of the true Islamic religion through convincing the other of those who are not Muslims all over the world.

4- To benefit from being an International language that spread all over the world by developing attitude towards spreading the Islamic Instructions.

5- To appreciate the important of English as an International language of communication – to benefit from the achievements of the other cultures in accordance with the Islamic teachings.

As a Foreign Language in the Kingdom of Saudi ArabiaAs a Foreign Language in the Kingdom of Saudi Arabia

Students should be able to:1. Enhance their intellectual, personal and professional abilities.2. Acquire the language skills (listening, speaking, reading and writing) in order to communicate

with English speaking people.3. Acquire the linguistic competence necessarily required to use English in various life situations. 4. Develop awareness of the importance of English in the local job market.5. Develop awareness of the important of English as a means of International communication. 6. Develop the linguistic competence that enables them to understand the cultural, economic and

social issues of their society in order to participate in their solution.7. develop the linguistic competences that enable them, in the future, to participate in spreading

Islam.8. Acquire the linguistic basis that enables them to advocate Islam and explain the Islamic

concepts and issues.9. Enhance understanding and respect of cultural differences among nations.10. Appreciate the importance of English – as an International language of communication – to

present their culture, and civilization to others.11. Appreciate the important of English – as an International language of communication – to

benefit from the achievements of other cultures in accordance with the Islamic teachings. 12. Develop positive towards learning English.

To the teacher of ENGLISH LANGUAGE in the Elementary StageFacts about English For Saudi Arabia'' of the sixth grade elementary.1) It is upon the unity of its characters, i.e. Ali's small family, and his grand family too, to from kind of warm relationship

between the characters of the book and the sixth grade pupil. Such warm relationship may help pupils to accept the book and like it.

2) It is built, too upon many modern educational theories such as: constructivism, the Multiple Intelligence, the Musical intelligence, the Visual intelligence, the Kinesthetic intelligence and the skills of thinking theories.

3) Many lessons which strengthen the national spirit and feelings are introduced.4) Most of the modern educational trends such as the use of information technology, and teaching through playing are

included.5) The main four skills of English Language are tackled based on the learners' age facts.6) Teaching Aids materials such as audio cassettes, Flashcards, posters, a teacher book, the WB and a CD of all lessons

are produced, and attached to the PB. 7) This book assumes that the pupils will learn; letters of English language, the numbers, to introduce themselves, their

country, to greet others, to Respond to rheir teacher instructions, to known the names of shapes, colors, some adjectives, places, and many other things.

8) The main purpose of the Teacher's book is to identify the objectives of each lesson. The better to achieve the objectives you are kindly requested to do so.

9) Please, do not give homework unless you are sure that it is necessary, pupils will do it themselves, and that you have time to correct it carefully.

10) English for Saudi Arabia is a course designed for pupils learning English for the first time as a foreign language. 11) Pupil's Book provides the frame work for the curriculum. It consists of 26 lessons for each term, 52 lessons for both

terms. It introduces new vocabulary, structures and reviews.12) The cassette that accompanies the PB contains spoken recording of the all material covered in the PB.13) Let pupils listen to the cassette many times. Give them chance to understand and repeat.

Repetition leads to speaking. It is very important. So have pupils to repeat more than once. 14) The Work Book (WB) like, the PB, consists of 52 lessons for both terms. It corresponds to the like numbered lessons in

the PB.15) Use real objects, as much as you can.16) Use the interactive CD in the computer lab or in class if you have PC.17) Use pairs and group work in class as time permits.

It is Recommended, also, that a teacher should know about the objectives of teaching English in details:

FIRST: The general objectives of English language in Saudi Arabia :

Students should be able to:1. Develop their intellectual, personal and professional abilities.2. Acquire basic language skills (listening, speaking, reading and writing) in order to 3. Communicate with speakers of English language.4. Acquire the linguistic competence necessarily required in various life situations.5. Acquire the linguistic competence required in different professions.6. Develop their awareness of the importance of English as a means of international

communication.7. Develop positive attitudes towards learning English.8. Develop the linguistic competence that enables them to be aware of the cultural, economical

and social issues of their society in order to contribute in giving solutions.9. Develop the linguistic competence that enables them, in the future, to present and explain the

Islamic concepts and issues, and participate in spreading Islam.10. Develop the linguistic competence that enables them, in the future, to present the cultural and

civilization of their nation.11. Benefit from English – speaking nations, in order to enhance the concepts of international

cooperation of their nation.12. Acquire the linguistic bases that enable them to participate in transferring the scientific and

technological advances of their nations to their nation.13. Acquire their linguistic bases that enable them to present and explain Islamic concepts and

issues, and participate in the programme of Islam.

SECOND: The general objectives of teaching English language for the Elementary Stage: By the end of the Elementary Stage within the assigned structures for this stage, pupils should be able to:

1. Learn the basics of the English language that would from the foundation for its mastery in the future.

2. Use the basic structures of English sentences. 3. Learn the core vocabulary assigned for the stage.4. Listen and understand simple English language.5. Express themselves orally using simple English language.6. Read and understand simple written English language materials.7. Write simple guided sentences in English language.8. Appreciate the importance of English language, as an international language of

communication, for introducing Islam, The Islamic nation's culture and the cultural achievements of Muslims to other nations.

9. Appreciate the important of English language, as an international language of communication, to benefit from the achievements of other cultures in accordance with Islam.

THIRD: The objectives of teaching listening and speaking in the ELEMENTARY STAGE:

by the end of the Elementary Stage pupils should be able to do the following with in the framework of the assigned structure and vocabulary for this stage:

1. Recognize and produce the English alphabet.2. Understand and respond to simple requests verbally and physically.3. Participate in shot simple activities: greetings, giving and receiving commands.4. Participate in short simple activities: greetings, giving and receiving commands, short

conversations, role play, etc…. 5. Ask and respond to simple interrogative sentences: what, how + verb to be, yes/no questions,

and WH questions, in general, about people and things.6. Describe and participate in short simple events and activities taking place in continuous forms.7. Distinguish and utter different sounds using different techniques.8. Be willing to take part in activities inside the classroom; such as songs, role play, and to listen

to simple short prepared recorded materials.

Objectives of Teaching Reading in the Elementary Stage:1. Recognize and produce the English alphabet.2. Recognize and apply directionality in reading English alphabet and words.3. Recognize the relationship between sounds and letters.4. Distinguish and read words containing symbols of English alphabet such as (ch, th, ph) 5. Read correctly and comprehend simple words and short sentences and paragraphs.6. Comprehend the meaning of the following English punctuation and capitalization

(period, comma, colon, semicolon, question mark, exclamation mark, slash, hyphen, an apostrophe)

7. Be willing to read words phrases and sentences.

8. Be willing to read simplified illustrated (drawn / pictured) children short stories.

Objective of Teaching writing in the Elementary Stage:1. Practice the system of spacing between letters and words.2. Match capital letters with small letters.3. Recognize the letter sound relationship.4. Recognize and apply the directionality of English writing.5. Recognize and apply the position of letters in relation to the rules lines.6. Recognize and apply the formation of individual letters and numbers through coloring and

tracing.7. Copy letters, words, numbers and simple sentences assigned for this grade using script.8. Spell correctly the assigned vocabulary.9. Write guided answers to written questions.10. Do controlled writing exercises such as supplying missing letters or words.11. Recognize and use punctuation and capitalization assigned for this grade.12. Be willing to write words, numbers and simple sentences.

It is recommended to introduce some songs or rhymes to help in delivering the material (e.g. numbers) such as: A- One, two, touch your shoe: WORDS:

One, two, touch your shoeThree, four; shut the door

Five, six; pick up sticksNine, ten; say it again.

How To Explain: The pupils hold up the correct number of finger or Flashcards or point to a poster for each line and

them; They touch one shoe. They go to shut the classroom door. They pick up (small) sticks (brought by the teacher inside the classroom) They pretend as if they open a gate.

The characteristics of acceptable rhymes:Rhymes and songs are very useful. One should know what makes a song or a rhyme Suitable for a beginner age group and interests and the learners level of English. A song or a rhyme should be in simple modern language, short, easy to be repeated and it serves a purpose, i.e. relates to the topic understudy. And it should not have too many new items of vocabulary and grammar. A rhyme should be culturally acceptable, i.e. it does not contradict the culture of the native language.

Why ryhymes should be taught?A. They help pupils to speak the language fluently. B. Young learners enjoy singing and playing.C. Rhymes reinforce the target language.D.The stressed syllables are taught correctly.E. The simple grammatical structures are reinforced.F. The language patterns, which are commonly used, are taught successfully.

How a rhyme is taught?A. Sing or simply say the rhyme once or twice to the pupils accompanied with suitable actions.B. Try to know that the pupils have understood what the rhyme is about.C. If they cannot understand the meaning, try to explain the rhyme in a very simple language. Use any

needed visual aids.D.Say the rhyme again more than once, and let them repeat after you.E. Keep repeating each rhyme during regular lessons, revision lessons, and any other chances.F. As an assignment, ask pupils to find other rhymes, and choose the simple ones to be repeated with

the class, if they are relevant to the syllabus.

A Brief Display of Some known Methods of Teaching English as a foreign language:1. The Grammar Translation Method: It places significant emphasis on reading. It makes an extensive use of the native language of the

learner to explain and discuss the target language. It also concentrates on direct instruction of grammatical rules and memorization of isolated words.

Translation from and to native language is a major practice in this method.

2. The Direct method: The direct method emphasizes the use of the target language in the classroom. The native language is not used at all. The target language is dominating.

3. The Audio – Lingual Method: (Aural – Oral) It is a reaction to the Grammar Translation Method which concentrates on reading and writing skills.

The Audio-lingual method views language as a set of habits formation through repeated exposure to specific forms.

4. The Suggestopedia (Suggestology): The instructional objective of this method is defined in semantic and communicative term. Students

initiate the foreign language learning with the assistance of their language teacher.

5. The Total Physical Response Method: It is not an actual method. Rather, it is a technique. It attaches great importance and emphasis on

listening and comprehension skills.6. The Communicative Approach: It is known as Functional National Approach. The primary goal of Communicative Approach is to

enable Foreign Language learners to communicate on the target language fluently and freely.7. Cognitive Approach: It pays great attention to conscious instruction drills rather than to mechanical ones. Rules of

grammar are taught dialogues and are presented in a sequential basis.8. Natural Approach: It views language as a means of inter personal communications. There is no one method for all situations. Teachers should be aware of these methods and

approaches in order to choose from them to build their own method of teaching. Each instructional situation is unique. To be effective, the teacher should be ectictic.

Before writing your objectives, they should be:1. Clear2. Limited3. Attainable4. Measurable5. Stated in behavioral terms

By the end of the lesson the pupil is to:1- Pronounce (the letter …….) correctly 2- Write down capital …………… small.

3- Identify letters …….. small letters … 4- Apply ……… rules of certain structure.

5- Put…… certain words in sentences. 6- Change from active into passive.

7- Report certain sentences. 8- Compare between two things/more.

9- Read a text at (80% - 90%) of fluency. 10- Answer some given questions.

11- Use a model composition for writing another. 12- Match words which…..

13- Distinguish elements. 14- List things, names ……………… etc.

15- Classify ……………………… 16- Select ……………….

17- Contrast ……………………… 18- Discuss ………………

19- Relate ……………………….. 20- Combine …………….

21- Organize ……………………. 22- Discover ……………..

23- Differentiate ……………….. 24- Rewrite ………………

The distribution of the syllabus Lift Off for 2nd grade Intermediate First semester (1437 – 1438H)

The 1st week The 2nd week The 3rd week The 4th week (Three Days)17/12 – 21/12 24/12 – 28/12 1/1 – 5/1 8/1 – 12/1 8/1 – 12/1

Unit 1 – Lesson 1Unit 1 – Lesson 2Unit 1 – Lesson 3

Unit 1 – ReviewUnit 2 – Lesson 1Unit 2 – Lesson 2

Unit 2 – Lesson 3Unit 2 – Review

Unit 3 – Lesson 1

Unit 3 – Lesson 2Unit 3 – Lesson 3Unit 3 – Review

Revision Units (1-3)Unit 4 – Lesson 1

The 5th week The 6th week The 7th week The 8th week the 9th week15/1 – 19/1 22/1 – 26/1 29/1 – 3/2 6/2 – 10/2 20/2 – 24/2



Unit 5 – ReviewUnit 6 – Lesson 1Unit 6 – Lesson 2


Revision Units (4-6)

General Revision

The 10th week The 11th week The 12th week The 13th week The 14th week27/2 – 2/3 5/3 – 9/3 12/3 – 16/3 19/3 – 23/3 26/3 – 30/3


Unit 7 – ReviewUnit 8 – Lesson1Unit 8 – lesson2


Unit 9 – Lesson 1



The 15th week The 16th week The 17th

weekThe 18th

weekBeginning of the vacation by the end of the

week.

3/4 – 7/4 10/4 – 14/4 17/4– 21/4

24/4– 28/4

Unit 10 – ReviewRevision Units (7-10)

General Revision Final Exams Beginning of the vacation

Key Words:surname, description, agriculture, Master's Degree, level (of English), Director of Studies, university, parrot, pet shop, verse, funny (odd), intelligent

Learning objectives: To identify peopleKnow: Agreeing and personal informationDo: Personal descriptions and expressing ownership

Unit Goals) Big Picture Identify old and new students

Assessing Progress (AFL)To ask questions with [whose] and use [possessive ’s]To revise some irregular verbs

Assessing Progress (AFL)To contrast the present simple/present continuousTo read and answer exam questions

Assessing Progress (AFL)To use "it" to identify people To revise characters in the book.To revise the pronouns [he and she].

Unit AssessmentPortfolios, Quizzes, Observation

Activity - L3S.B. exercises on Ps. 10 & 11 Key learning PointAsk questions with [whose] and use [possessive ’s]. Read and match the correct questions and answers. Revise the past simple tense of some irregular verbs. Read and answer questions about parrots.How?group\pairT/s Led?S. Peer and self assessment

DifferentiationAsk questions with [whose] and use [possessive ’s] in your answer.

Activity - L2S.B. exercises on Ps. 8 & 9 Key learning PointRevise and contrast the present simple/present continuous. Contrast [need] when it is followed by a noun and a verb. Read and answer exam questions practise falling intonation in question tags.How?group\pairT/s Led?S. Co-constructionT. Questioning strategies

DifferentiationUse [need] when it is followed by a noun and a verb in sentences.

Activity - L1S.B. exercises on Ps. 6 & 7 Key learning PointUse "it" to identify people. Revise characters in the book. Revise the pronouns [he and she]. How?group\pairT/s Led?S. Classroom routine/Read, listen, repeat and write.T. Procedures

Differentiation (Customization)Say the names of the characters in the book.

Learning Hook (Starter)Check the homework of the previous lesson.Warm up for every new lesson.

Unit StrategiesPresentationDiscussionSkimmingLoud readingBrain stormingRole playDrillings Work sheetsHot seat

Independent Learning (Homework)Do the assigned exercises at their W.B.

Next Learning Steps Engage the pupils with self-evaluation to achieve the stated results.

Final Learning Check (Closer)• Thumbs Up / Thumbs down: Pose some questions that can be answered thumbs up/down/ sideways, ask for explanation of the decisions. Questioning strategies • Be the Teacher: Students present three key ideas they think everyone should have learned. Could be done with a group or individually –responses can be either oral or written.

Key Words:essay, open-topped (bus), (in) trouble, rhyme (v), fire (n), destroy, baker/bakery, oven, blow (v), building (n), Londoner, burn (v) catch (fire), exit (n), clearly, calmly, panic (v), (fire) drill, immediately

Learning objectives: To describe schoolsKnow: Recognize the language schoolDo: Narrate past events

(Unit Goals) Big Picture Language school

Assessing Progress (AFL)To recognise adverbs of manner.To discuss and read fire safety rules.

Assessing Progress (AFL)To give opinionTo compare the use of [both and all].

Assessing Progress (AFL)To revise [I’d like].To recognise some irregular verbs.


Activity - L3S.B. exercises on Ps. 18 & 19 Key learning PointRecognise adverbs of manner. Discuss and read fire safety rules. Revise [must(n’t)]. Revise the simple past tense form of some irregular verbs.How?group\pairT/s Led?S. Co-construction / Led learning as possibleT. Procedures

DifferentiationGive examples of adverbs of manner in meaningful sentences.

Activity - L2S.B. exercises on Ps. 16 & 17Key learning PointGive opinion. Compare the use of [both and all]. Revise the past simple tense of some irregular verbs. Listen and say the different sounds /ɪ/ and /e/.How?group\pairT/s Led?S. Classroom routine / Led learning as possibleT. Questioning strategies

DifferentiationAsk and answer "What do you think …?"

Activity - L1S.B. exercises on Ps. 14 & 15 Key learning PointRead a text and match short descriptions picture. Revise [I’d like]. Recognise some irregular verbs. Listen and read a poem for pronunciation, stress and rhythm practice. How?group\pairT/s Led?S. Co-constructionT. Key word building

Differentiation (Customization)Say the past simple tense of the verbs: heat / read / write / see


Unit StrategiesPresentationDiscussionSkimmingLoud readingBrain stormingDrillings Work sheetsKWL TableCo-operative



Final Learning Check (Closer)• I ask: What one thing did you learn today?• Showdown: Teams each have a set of question cards stacked facedown in the center of the table.• KWL chart: Students are asked to brainstorm all of the things you either know, think you know or want to know about a particular topic.

Key Words:mystery, break-in (n), investigate, strange, torch, (police) statement, definitely; police station, burglar, reporter, headline, oversleep, accident, hurt (v), bruise, break, steering wheel, ambulance, bandages

Learning objectives: To ask for extra informationKnow: ApologisingDo: Narrate past events

(Unit Goals) Big Picture Asking for extra information about problems and accidents

Assessing Progress (AFL)To read and recognise the sequence of e-mails / To highlight the use and omission of [the] with places

Assessing Progress (AFL)To practise intonation in apologies To identify words connected with accidents and health.

Assessing Progress (AFL)To practice [wh-] questions.To re-tell a story


Activity - L3S.B. exercises on Ps. 26 & 27 Key learning PointRead and recognise the sequence of e-mails. Retell a narrative. Use and omit [the] with places. Identify word stress.How?group\pairT/s Led?S. Peer and self assessmentT. Procedures

Activity - L2S.B. exercises on Ps. 24 & 25Key learning PointPractice intonation in apologies. Identify words connected with accidents and health. Listen and read a poem for pronunciation, stress and rhythm practice.How?group\pairT/s Led?S. Key word buildingT. Use flashcards and PowerPoint

Activity - L1S.B. exercises on Ps. 22 & 23 Key learning PointPractice [wh-] questions. Re-tell a story. Practice the falling intonation in [wh- questions]. How?group\pairT/s Led?S. Classroom routine/Read, listen, repeat and write.T. Co-construction


Unit StrategiesPresentationDiscussionSkimmingSilent reading Loud readingBrain stormingDrillings Work sheetsCo-operativeThink-pair-share

Final Learning Check (Closer)• Whip Around: Students quickly and verbally share one thing they learned in the class today.• Quiz: 2-4 questions to show what student have learned. • Numbered Heads Together: Students in groups of up to five are numbered sequentially.

DifferentiationWhere was Uncle Jim when he had his accident?

DifferentiationSay words connected with accidents and health.

Differentiation (Customization)Re-tell the story.



Key Words:mirror, knock (n), mysterious, towards, escape, reword, clean (v), ground (n), fault, (fly a) kite, (sea) captain, diary, crewman, shout, lifeboat, ship, anybody nobody

Learning objectives: To narrate past mysteries eventsKnow: Formal writtenDo: Express past ability

(Unit Goals) Big Picture Things which are not fully understood

Assessing Progress (AFL)To practise [could] for past ability in questions and negatives / To discuss the story of the Mary Celeste.

Assessing Progress (AFL)To practise [could and couldn’t] for past abilities

Assessing Progress (AFL)To discuss and read about an accidentTo practice the past continuous


Activity - L3S.B. exercises on Ps. 34 & 35Key learning PointPractice [could] for past ability in questions and negatives. Read for details. Discuss the story of the Mary Celeste.How?group\pairT/s Led?S. Key word building / Peer and self assessment

DifferentiationWhat do you think happened to the Mary Celeste?

Activity - L2S.B. exercises on Ps. 32 & 33 Key learning PointPractice [could] for past ability. Listen to a dialogue for gist and specific information. Practice [could and couldn’t] for past abilitiesHow?group\pairT/s Led?S. Classroom routine/Read, listen, repeat and write.T. Procedures

DifferentiationGive sentences with [could and couldn’t]

Activity - L1S.B. exercises on Ps. 30 & 31 Key learning PointDiscuss and read about an accident. Practice the past continuous. Practice the sounds /əʊ/ and /ᴐː/. How?group\pairT/s Led?S. Co-constructionT. Key word building

Differentiation (Customization)Look at Exercise 4 and match the words and the pictures.


Unit StrategiesPresentationDiscussionInductiveBrain stormingSilent readingLoud readingDrillings Work sheetsKWL Table Think-Tic-Tac-Toe



Final Learning Check (Closer)• Think-Tic-Tac-Toe: The Tic-Tac-Toe board has 9 cells in it.I allow students to complete any 3 tasks to make a Tic-Tac-Toe.• KWL chart: Students are asked to brainstorm all of the things you either know, think you know or want to know about a particular topic.

Key Words:climate, lifestyle, electricity, rubbish, gas, CO, heat, Japan, recycle, plastic, glass, oil, petrol, spaceship, limited, energy, coal, waste, valuable, (radio) studio, expert, top

Learning objectives: To talk about climateKnow: Reasons that lead to change the Earth’s climate Do: Describe process

(Unit Goals) Big Picture Temperature, precipitation, and wind

Assessing Progress (AFL)To identify vocabulary of electrical items / To use should(n’t) to make recommendations.

Assessing Progress (AFL)To describe a process / To practise countable and uncountable nouns with [less/much and fewer/many]

Assessing Progress (AFL)To discuss the topic of climate change / To discuss Earth’s climate is changing.

Unit AssessmentPortfolios, Short Research, Observation, Long Test

Activity - L3S.B. exercises on Ps. 42 & 43Key learning PointRead and summarise key vocabulary. Identify vocabulary of electrical items. Use should (n’t) make recommendations. Revise [nothing, something and everything]. Summarise learning about climate change.How?Individually/group\pairT/s Led?S. peer mark each other's work, using the Three Stars

DifferentiationWrite a list of things in your house that use electricity.

Activity - L2S.B. exercises on Ps. 40 & 41 Key learning PointDescribe a process. Practice countable and uncountable nouns with [less/much and fewer/many]. Listen for gist and detail. Categorise words as countable and uncountable.How?group\pairT/s Led?S. Co-constructionT. Procedures

DifferentiationCategorise words as countable and uncountable at Exercise 3.

Activity - L1S.B. exercises on Ps. 38 & 39 Key learning PointDiscuss the topic of climate change. Read and listen for detail. Discuss Earth’s climate is changing. Recognise the use of [much and many]. How?group\pairT/s Led?S. Classroom routine/Read, listen, repeat and write.T. Key word building

Differentiation (Customization)What is happening all over the world this week?


Unit StrategiesPresentationDiscussionSilent readingLoud readingDeductive Brain stormingRole playDrillings Work sheetsFind the fib



Final Learning Check (Closer)• Roving Reporter – While students are doing group work, one student from each group moves around gathering scoops, discoveries, ideas, angles, approaches, pathways, and so forth from other groups. •Hot seat: A student in the "hot seat" will be asked to answer questions related to the lesson.

Key Words:activity, bird of prey, Hawk Conservancy, prehistoric, parallel, desert (n), religious, trade, turn off, pick up, publish, glosses (spectacles), cool, bee, honey, traditional, ski, crowded

Learning objectives: to describe different placesKnow: Tourist attractionsDo: Giving reasons

(Unit Goals) Big Picture Describing a place

Assessing Progress (AFL)To describe favourite placesTo practise word order in past simple question

Assessing Progress (AFL)To practise infinitive of purpose / To use phrasal verbs and their opposites.

Assessing Progress (AFL)To read an activities programme. To use [probably and possibly]


Activity - L3S.B. exercises on Ps. 50 & 51 Key learning PointDescribe favourite places. Practice speaking and writing about favourite places. Practice word order in past simple questions. Practice using capital letters. Respond spoken questions in the past.How?Individually/group\pairT/s Led?S. peer mark each other's work, using the Smiley Faces

DifferentiationWrite about your favourite places.

Activity - L2S.B. exercises on Ps. 48 & 49 Key learning PointPractice infinitive of purpose. Use phrasal verbs and their opposites. Recognise the theme of the next lesson.How?group\pairT/s Led?S. Co-constructionT. Questioning strategies

DifferentiationGive the opposites of: go away / come in / take off

Activity - L1S.B. exercises on Ps. 46 & 47Key learning PointRead an activities programme. Use [probably and possibly]. Read for general and specific information. Practice the use and pronunciation of [probably and possibly]. How?group\pairT/s Led?S. Key word buildingT. Use flashcards / PowerPoint

Differentiation (Customization)Use [probably and possibly] in meaningful sentences.


Unit StrategiesPresentationDiscussionSkimmingBrain stormingDrillings Work sheetsThink-pair-share Co-operativeSurvival words



Final Learning Check (Closer)• Flash Cards ask students to create a flash card that contains the key concept or idea. Toward the end of the class, have students work in pairs to exchange ideas and review the material.• Showdown: Teams each have a set of question cards stacked facedown in the center of the table.

Key Words:bonk, bin, rot (v), naturally, disappear, gold, planet, matters (n), verse, conserve, scissors, mobile (phone, fridge, man-made, volcano, Mount, Sequencing, erupt, ash, tonne, serious, flood, drought, visa, Embassy, finally

Learning objectives: To discuss recyclingKnow: Sequencing (process)Do: Describing purpose and giving advice

(Unit Goals) Big Picture Materials, explorers and ways of life

Assessing Progress (AFL)To order events based on understanding a textTo use [First …, Then … etc]

Assessing Progress (AFL)To talk about stopping climate change / To give advice using [should/shouldn’t]

Assessing Progress (AFL)To discuss the topic of recyclingpractise [made of]

Unit AssessmentPortfolios, Short Research, Observation

Activity - L3S.B. exercises on Ps. 58 & 59 Key learning PointRead for general and specific information. Order events based on understanding a text. Use [First …, Then … etc]. Sequence adverbs in conversations. Match words that rhyme.How?group\pairT/s Led?S. Led learning as possibleT. Questioning strategies

DifferentiationWhat did you do during the days of the last week?

Activity - L2S.B. exercises on Ps. 56 & 57 Key learning PointTalk about stopping climate change. Give advice using [should/shouldn’t]. Order words in sentences and add punctuation and capitals. Practice [What’s a/What are …s for? It’s/They’re for + -ing].How?group\pairT/s Led?S. Co-constructionT. Procedures

DifferentiationTalk about stopping climate change.

Activity - L1S.B. exercises on Ps. 54 & 55 Key learning PointDiscuss the topic of recycling. Practice using [made of].Identify new words. Read and order a process. Say the sounds /g/ and /k/. How?group\pairT/s Led?S. Classroom routine/Read, listen, repeat and write.T. Key word building

Differentiation (Customization)Use [made of] in meaningful sentences.


Unit StrategiesPresentationDiscussionSkimmingSilent readingLoud readingDeductiveBrain stormingDrillings Work sheetsConcept map



Final Learning Check (Closer)• Whip Around: Students quickly and verbally share one thing they learned in the class today.• Quiz: 2-4 questions to show what student have learned. • Numbered Heads Together: Students in groups of up to five are numbered sequentially.

Key Words:lamp, feed (v), spare time, pole, lid, duck, rabbit, pour, flat (adj), Briton, huge, weigh, midsummer, observatory, fitness centre, equipment, snack, dark, blond

Learning objectives: To talk about Holiday facilitiesKnow: Possibility and agreeingDo: Describe appearance and sequencing

(Unit Goals) Big Picture Time available for hobbies and other activities or for ease and relaxation

Assessing Progress (AFL)To ask and answer questions about holidays / To use [prepositions and verbs+ -ing] to identify people

Assessing Progress (AFL)To express possibility, using [may]To use [So … / Neither …]

Assessing Progress (AFL)To use [It looks like …]To practise sequencing adverbs


Activity - L3S.B. exercises on Ps. 66 & 67 Key learning PointAsk and answer questions about holidays. Read a holiday brochure. Use [prepositions and verbs+ -ing] identify people.How?group\pairT/s Led?S. Peer and self assessment

DifferentiationWhich boys is Fred asking about?

Activity - L2S.B. exercises on Ps. 64 & 65 Key learning PointExpress possibility, using [may]. Use [So … / Neither …]. Order the words and punctuate sentences.How?group\pairT/s Led?S. Co-constructionT. Procedures

DifferentiationWhy do you think they built Stonehenge?

Activity - L1S.B. exercises on Ps. 62 & 63 Key learning PointListen for specific information. Use [It looks like …]. Revise sequencing adverbs. Practice sequencing adverbs. How?group\pairT/s Led?S. Classroom routine/Read, listen, repeat and write.T. Questioning strategies

Differentiation (Customization)Say instructions, using sequencing adverbs. (First, then, etc.)


Unit StrategiesPresentationDiscussionSkimmingSilent readingLoud readingBrain stormingDrillings Work sheetsSurvival words Think-pair-share



Final Learning Check (Closer)• Whip Around: Students quickly and verbally share one thing they learned in the class today.• Be the Teacher: Students present three key ideas they think everyone should have learned. Could be done with a group or individually –responses can be either oral or written.

Key Words:kid, close (odj), (photographic) plate, image, optics, establish, major (odj), invent(or), upside down, ray (of light), web page, liquid, jet lag, stewardess, bumpy, position, enjoy

Learning objectives: To Know: Instructions and reasons for instructionsDo: Use subject, object and possessive pronouns

(Unit Goals) Big Picture Directions

Assessing Progress (AFL)To recognise countables / uncountableTo wish someone a good experience

Assessing Progress (AFL)To order a textTo use [What’s it about? It’s about …]

Assessing Progress (AFL)To recognise subject and object pronounsTo revise directions


Activity - L3S.B. exercises on Ps. 74 & 75 Key learning PointRecognise countables / uncountables. Match instructions and reasons. Revise [should/shouldn’t]. Wish someone a good experience.How?group\pairT/s Led?S. Peer and self assessmentT. Procedures

DifferentiationGive examples of countables / uncountables.

Activity - L2S.B. exercises on Ps. 72 & 73 Key learning PointOrder a text. Use [What’s it about? It’s about …]. Practice [… is about …]. Demonstrate how stress changes in words. How?group\pairT/s Led?S. Co-constructionT. Questioning strategies

DifferentiationAsk and answer in pairs: [What’s it about? It’s about …].

Activity - L1S.B. exercises on Ps. 70 & 71 Key learning PointListen to directions. Recognise subject and object pronouns. Revise directions. How?group\pairT/s Led?S. Key word buildingT. Use flashcards / PowerPoint

Differentiation (Customization)Read and follow the directions on the map of London at Exercise 4.


Unit StrategiesPresentationDiscussionSkimmingSilent readingLoud readingBrain stormingRole playDrillings Work sheetsCo-operative Jigsaw Independent Learning (Homework)

Do the assigned exercises at their W.B.Next Learning Steps Engage the pupils with self-evaluation to achieve the stated results.

Final Learning Check (Closer)I ask: What one thing did you learn today?•Fishbowl: Students write one question they have about the topic of the current lesson. Share question with the person in front of them to see if they know the answer, switch who is asking the questions.

Key Words:Giving reasons, scholarship, congratulate, congratulations, score (n), award (v), include, pocket money, committee, specially

Learning objectives: To practice question tags Know: General revisionDo: Talk about stories in the book

(Unit Goals) Big Picture Scholarship ►congratulations

Assessing Progress (AFL)To revise Infinitive of purposeTo talk freely about stories in the book

Assessing Progress (AFL)To revise irregular verbsTo revise question tags

Assessing Progress (AFL)To revise indefinite pronounsTo revise [why/because]

Unit AssessmentPortfolios, Quizzes, Observation, Long Test

Activity - L3S.B. exercises on Ps. 82 & 83 Key learning PointRead a formal letter. Deduce the meaning of new words from context. Revise Infinitive of purpose. Listen and read a poem for pronunciation, stress and rhythm practice. Talk about stories in the book.How?group\pairT/s Led?S. Peer and self assessment

DifferentiationIn groups: Talk freely about stories in your book.

Activity - L2S.B. exercises on Ps. 80 & 81 Key learning PointRevise irregular verbs. Revise verb forms. Listen to a conversation. Revise question tags.How?group\pairT/s Led?S. Co-constructionT. Procedures

DifferentiationGive examples of some irregular past simple verbs.

Activity - L1S.B. exercises on Ps. 78 & 79 Key learning PointListen for specific information. Revise indefinite pronouns. Revise grammar from earlier units. Punctuate sentences. Revise vocabulary and spelling. Revise [why/because]. How?group\pairT/s Led?S. Classroom routine/Read, listen, repeat and write.T. Questioning strategies

Differentiation (Customization)Do the puzzle to find the name of a character in this book.


Unit StrategiesPresentationDiscussionSilent readingLoud readingBrain stormingDrillings Work sheetsSurvival words Co-operative Find the fib



Final Learning Check (Closer)• I ask: What was the most difficult concept in today’s lesson?• Whip Around: Students quickly and verbally share one thing they learned in the class today.• Be the Teacher: Students present three key ideas they think everyone should have learned. Could be done with a group or individually –responses can be either oral or written.

Documents

توزيع منهج قواعد 4 - eelyanbu€¦ · Web viewT. Key word building. Differentiation (Customization) What is happening all over the world this week? Learning Hook (Starter)