eelyanbu | english electronic liberary in yanbu€¦ · web viewto contribute to student’s...

To contribute to student’s intellectual, personal and professional growth.

To enable student to acquire basic language skills (listening, speaking, reading and writing).

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

Studding Year 1437 / 1438

To develop student’s awareness of the importance of English as a means of international communication.

To develop student’s positive attitude towards learning English.

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

To enable student to acquire the linguistic competence required in different professions.

To develop student awareness about the cultural, economic, and social issues of his society and prepare him to participate in their solutions.

To develop the linguistic competence that enables student –in future- to present and explain Islamic concepts and issues, and participate in spreading Islam.

To enable student linguistically to present the culture and civilization of his nation.

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.

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: Learn the basics of the English language that

would form the foundation for mastering the English language in the future.

Use the English language structures. Learn the assigned vocabulary for this stage

that would enable them to express themselves in different life situations.

Listen and understand English language. Express themselves orally using correct

English. Read and understand English written material. Write a short guided paragraph. 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.

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

To feel the greatness of the creator in the great differences between the tongues and the languages of different people all over the world.To acquire the linguistic basis that enables the learners to advocate Islamic and explain the Islamic concepts and Issues.To spread the Instructions of the true Islamic religion through convincing the other of those who are not Muslims all over the world. To benefit from being an International language that spread all over the world by developing attitude towards spreading the Islamic Instructions. 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.

Students should be able to: Enhance their intellectual, personal and

professional abilities. Acquire the language skills (listening, speaking,

reading and writing) in order to communicate with English speaking people.

Acquire the linguistic competence necessarily required to use English in various life situations.

Develop awareness of the importance of English in the local job market.

Develop awareness of the important of English as a means of International communication.

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.

develop the linguistic competences that enable them, in the future, to participate in spreading Islam.

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

Enhance understanding and respect of cultural differences among nations.

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

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.

Develop positive towards learning English.

Facts about English For Saudi Arabia'' of the sixth grade elementary.

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.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. Many lessons which strengthen the national spirit and feelings are introduced.Most of the modern educational trends such as the use of information technology, and teaching through playing are included.The main four skills of English Language are tackled based on the learners' age facts.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. 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. 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.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. English for Saudi Arabia is a course designed for pupils learning English for the first time as a foreign language. 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. The cassette that accompanies the PB contains spoken recording of the all material covered in the PB. 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. The Work Book (WB) like, the PB, consists of 52 lessons for both terms. It corresponds to the like numbered lessons in the PB. Use real objects, as much as you can. Use the interactive CD in the computer lab or in class if you have PC. 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.

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:

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

- Use the basic structures of English sentences. - Learn the core vocabulary assigned for the stage.- Listen and understand simple English language.- Express themselves orally using simple English

language.- Read and understand simple written English

language materials.

- Write simple guided sentences in English language.

- 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.

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

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:

o Recognize and produce the English alphabet.o Understand and respond to simple requests

verbally and physically.o Participate in shot simple activities: greetings,

giving and receiving commands.o Participate in short simple activities: greetings,

giving and receiving commands, short conversations, role play, etc….

o Ask and respond to simple interrogative sentences: what, how + verb to be, yes/no questions, and WH questions, in general, about people and things.

o Describe and participate in short simple events and activities taking place in continuous forms.

o Distinguish and utter different sounds using different techniques.

o Be willing to take part in activities inside the classroom; such as songs, role play, and to listen to simple short prepared recorded materials.

Recognize and produce the English alphabet. Recognize and apply directionality in reading

English alphabet and words. Recognize the relationship between sounds and

letters. Distinguish and read words containing symbols of

English alphabet such as (ch, th, ph) Read correctly and comprehend simple words and

short sentences and paragraphs. Comprehend the meaning of the following English

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

Be willing to read words phrases and sentences. Be willing to read simplified illustrated (drawn /

pictured) children short stories.

Practice the system of spacing between letters and words.

Recognize the letter sound relationship. Recognize and apply the directionality of English

writing. Recognize and apply the position of letters in

relation to the rules lines.

Recognize and apply the formation of individual letters and numbers through coloring and tracing.

Copy letters, words, numbers and simple sentences assigned for this grade using script.

Spell correctly the assigned vocabulary. Write guided answers to written questions. Do controlled writing exercises such as supplying

missing letters or words. Recognize and use punctuation and capitalization

assigned for this grade. 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 shoe

Three, four; shut the door

Five, six; pick up sticks

Nine, ten; say it again.

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.

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.

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.

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. Measurable

5. Stated in behavioral terms

Behavioral TermsBehavioral 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 1st 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 1

Unit 1 – Lesson 2

Unit 1 – Lesson 3

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

Unit 2 – Lesson 3

Unit 2 – ReviewUnit 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 week

15/1 – 19/1 22/1 – 26/1 29/1 – 3/2 6/2 – 10/2 20/2 – 24/2

Unit 4 – Lesson 2

Unit 5 – Lesson 1Unit 5 – Lesson 2

Unit 5 – Review

Unit 6 – Lesson 3

General Revision

Unit 4 – Lesson 3

Unit 4 – Review

Unit 5 – Lesson 3 Unit 6 – Lesson 1Unit 6 –

Lesson 2

Unit 6 – Review


The 10th week The 11th week The 12th week The 13th week The 14th week

27/2 – 2/3 5/3 – 9/3 12/3 – 16/3 19/3 – 23/3 26/3 – 30/3Unit 7 – Lesson

1Unit 7 – Lesson

2Unit 7 – Lesson

3

Unit 7 – Review Unit 8 – Lesson1

Unit 8 – lesson2

Unit 8 – Lesson 3

Unit 8 – Review

Unit 9 – Lesson 1

Unit 9 – Lesson 2Unit 9 –

Lesson 3 Unit 9 – Review

Unit 10 – Lesson 1Unit 10 – Lesson 2Unit 10 – Lesson 3

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 – Review


General Revision Final Exams Beginning of the vacation

Subject: English (Lift Off)Unit 1- New friendsFirst grade intermediateLessons (1:3)

Time Frame: 3 lessonsUnit Summary

This unit presents the characters that feature in the book as well as breaking students gently back into English after their holidays. It focuses on revising greetings, revising introducing self, revising numbers 1 –20, using present affirmative to be and [a/an].

Stage 1: Identify Desired Results The General Objectives: By the end of this unit, students will be able: To identify new vocabulary. To revise greetings. To revise introducing people. To use "It’s nice to meet you". To revise numbers 1 – 20 To revise letters [a – f]. To introduce new characters in the book. To identify family vocabulary. To revise letters [dD – mM].

To practice introductions. To recognise the concept of irregular plurals. To revise greetings. To hear and write words used in introductions. To practice writing and listening to numbers [1 – 20].

Essential Questions:Enduring Understandings: In group: each group says a greeting to the

others. In pairs, the students introduce themselves. Say numbers [1 – 20]. Point to the characters in the book and say

their names. Say some of the family members. In pairs: ask your partners about their

names and ages. Give the plural of: [book – goat - child]. Say greetings to your classmates. Listen and write words used in

introductions. Write numbers [1 – 20].

Students will understand that: Revise greetings Revise introducing self. Revise numbers 1 –20. Present affirmative to be. How to use [a/an]

Knowledge andSkillsStudents will be able to … Say a greeting to the others. Introduce themselves. Say numbers [1 – 20]. Say some of the family members. Ask about their names and ages. Listen and write words used in

introductions. Write numbers [1 – 20].

Students will know The characters in the book and

their names. Present affirmative to be. How to use [a/an]. Regular and irregular plurals. Greetings.

Stage 2: Assessment EvidencePerforming Tasks:

Use vocabulary in a variety of sentences.Listening tests.Oral tests.Conversations: talking about future plans.Written tests.

Performance Standards:- Achieve advanced degrees in tests and quizzes.- Show the ability to answer the exercise of Student’s book and Workbook.- They are done through the follow up table (expectation table).Other Evidence:- Observation to evaluate the performance of learners in the oral presentation.

- Tests.- Quizzes.- Self-evaluation according to their self-evaluation forms.- Workbook activities (activity book) which to ensure of understanding of the basic

points in the unit.- Homework.

Stage 3: Teaching and learning experiences PlanThe approach: Prepare the pupils for this unit, what expected for them and the level of

performance required for them to achieve the stated results.

Introductory activities: Activities designed attractively and variable (listening, speaking, reading and

writing) are encourage learners to express themselves in simple, correct English and cultivate in them the habit of listening to passages containing many words and the habit of writing in a correct way.

Educational learning activities: Training of learners of the skills of grammar, spelling and structures of

language through class room activities and homework. Training of learners of the rules for writing. Engage the pupils with self-evaluation of the students to achieve the stated

results. We have to focus on basic questions:

In group: each group says a greeting to the others. In pairs, the students introduce themselves. Say numbers [1 – 20]. Point to the characters in the book and say their names. Say some of the family members. In pairs: ask your partners about their names and ages. Give the plural of: [book – goat - child]. Say greetings to your classmates. Listen and write words used in introductions. Write numbers [1 – 20].

- Implementation of activities in the form of individual, in pairs and groups.

Assigned learners to do performance task:- Learners carry out tasks according to the standards and present their works on the

class according to specific standards.

Work in groupsWork in pairs

Work individually

Warm-up questions

In group: each group says a greeting to the others.

Say numbers [1 – 20].

Say some of the family members.

Say greetings to your classmates.

In pairs, the students introduce themselves.

In pairs: ask your partners about their names and ages.

Use present continuous in sentences.

Listen and write words used in introductions.

Write numbers [1 – 20].

Point to the characters in the book and say their names.

Give the plural of: [book – goat - child].

How many people can you see in the picture?

Who can you see in the picture?

Title of Unit: New FriendsFirst grade intermediate

Students' performance task: Read and listen to the conversations and texts. Listen and repeat. Write short sentences. Use the present continuous. Look at the picture and describe it. Read and copy the Look! box in their notebooks. Write the new words.

Objective: Achieve the general objective of the Unit.

The problem and the challenge : Help students to know / understand their learning goals and

evaluate their own progress.

A.

Students' role-play: Discussion. Read and spell the new vocabulary. Read numbers [1:20]. Match sentences. Complete sentences. Answer worksheets. Write a description. Implementation of the activities related to the unit.

The way to carry out the task:o Discussion.o Making presentations and introductions.o Motivate students to think and answer.o Ask questions.o Use posters, flashcards and board.o Divide students to work in pairs and groups.o Critical thinking.o Check students’ answers and correct their mistakes.

B.

Audience: Pupils of the class, school or community.

Need to present: Unit vision.

C.

The situation: The context of the educational curriculum. Work in pairs.

The challenge : To discuss the topic (New Friends) and do the tasks related to the

Unit.

D.

Output, performance and purpose:Learn, know and be familiar with everything in the Unit.Carry out the activities related to the Unit.

E.

Standards and criteria of success:Students must learn how to read, write, speak, listen and use language

F.

effectively in a variety of content areas.

Evidence and total

points

(4)Advanced

(3)Efficient

(2) Intermediate

(1)BeginnerExpectations

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Content

Subject: English (Lift Off)Unit 2- My thingsFirst grade intermediateLessons (1:3)

Time Frame: 3lessonsUnit Summary

This unit focuses on revising colours, revising clothes, revising rooms, describing clothes, ownership, position of objects and possessive adjectives.

Stage 1: Identify Desired ResultsThe General Objectives:By the end of this unit, students will be able:

To identify clothes vocabulary.To revise colours.To use the present continuous tense with wearing.To distinguish occupations by uniform.To distinguish between and practise the sounds /ɜ:/ & /u:/.To use genitive ('s).To compare the use of ('s) in contractions and possessives.To punctuate correctly using ('s).To revise adjectives.To practise writing the letters [n – s] using known vocabulary.

To revise ['ve got].To use the preposition [in].To practise capital letters.To identify vocabulary of house and garden.To differentiate between and pronounce the unvoiced /s/ and the voiced /z/.To practise small and capital letters [t – z].

Essential Questions:Enduring Understandings: What are you wearing? What colours are your clothes? Point to the flashcards for occupations and name them. Pronounce the following words: purple, skirt, two, blue,

shoes. Use genitive ('s) in sentences. Read the Look! box to compare the use of ('s) in

contractions and possessives. Describe your friend. Use the adjectives you've studied. Use ['ve got] in short sentences. Use the preposition [in] in short sentences. Point to the poster and say the words of house and garden.

Pronounce the following words:caps – jeans – bags – books

Write small and capital letters [t – z].

Students will understand that: Distinguish occupations by uniform. Describing clothes. Ownership. Position of objects. Possessive adjectives.

Knowledge and SkillsStudents will be able to …

Say some occupations. Punctuate correctly using ('s). Pronounce the unvoiced /s/ and the voiced /z/. Read the Look! box to compare the use of ('s)

in contractions and possessives. Say the words of house and garden. Write small and capital letters [t – z]. Listen and repeat words and sentences.

Students will know New vocabulary about house

and garden. Describing their friends. Using ['ve got] in short

sentences. Using the preposition [in] in

short sentences. Using genitive ('s) in

sentences.


Use vocabulary in a variety of sentences.Listening tests.Oral tests.ConversationsAsk and answer questions.Written tests.

Performance Standards:- Achieve advanced degrees in tests and quizzes.- Show the ability to answer the exercise of Student’s book and Workbook.- They are done through the follow up table (expectation table).

Other Evidence:- Observation to evaluate the performance of learners in the oral presentation.- Tests.- Quizzes.- Self-evaluation according to their self-evaluation forms.- Workbook activities (activity book) which to ensure of understanding of the

basic points in the unit.- Homework.

Stage 3: Teaching and learning experiences PlanThe approach:

- Prepare the pupils for this unit, what expected for them and the level of performance required for them to achieve the stated results.

Introductory activities:- Activities designed attractively and variable (listening, speaking, reading and


Educational learning activities:Training of learners of the skills of grammar, spelling and structures of language through class room activities and homework.Training of learners of the rules for writing.Engage the pupils with self-evaluation of the students to achieve the stated results.What are you wearing?What colours are your clothes?Point to the flashcards for occupations and name them.Pronounce the following words: purple, skirt, two, blue, shoes.Use genitive ('s) in sentences.Read the Look! box to compare the use of ('s) in contractions and possessives.Describe your friend. Use the adjectives you've studied.Use ['ve got] in short sentences.Use the preposition [in] in short sentences.Point to the poster and say the words of house and garden.Pronounce the following words:caps – jeans – bags – books

Write small and capital letters [t – z].Implementation of activities in the form of individual, in pairs and groups.

Assigned learners to do performance task:- Learners carry out tasks according to the standards and present their works

on the class according to specific standards.

Work in groupsWork in pairsWork individuallyWarm-up questions

Use genitive ('s) in sentences.

Use ['ve got] in short sentences.

Use the preposition [in] in short sentences.

Pronounce the following words:

caps – jeans – bags – books

Describe your friend. Use the adjectives you've studied.

Ask and answer in pairs:

1. What are you wearing?

2. What colours are your clothes?

Point to the flashcards for occupations and name them.

Pronounce the following words: purple, skirt, two, blue, shoes.

Read the Look! box to compare the use of ('s) in contractions and possessives.

Point to the poster and say the words of house and garden.

Write small and capital letters [t – z].

Complete your identity card.

What’s Fred wearing? (answer in the present continuous tense).

What can you see in the picture?

What are these in English?

Title of Unit: My ThingsFirst grade intermediate

Students' performance task:

Read and listen to the conversations and texts. Listen and repeat. Write short sentences. Use ['ve got] in short sentences. Use the preposition [in] in short sentences. Look at the picture and describe it. Read and copy the Look! box in their notebooks. Write the new words. Complete their identity cards. Talk about a person in the picture.


A.


evaluate their own progress.Students' role-play: Discussion. Listen and repeat. Read and spell the new vocabulary. Role-play conversations. Participate in educational games. Match sentences. Complete the sentences. Answer worksheets. Implementation of the activities related to the unit. Use the present continuous affirmative or negative.

The way to carry out the task: Discussion. Making presentations and introductions. Identify the suitable strategy (cooperative, role play, linguistic

communication, detective, and brainstorming). Motivate students to think and answer. Ask questions. Use posters, flashcards and board. Divide students to work in pairs. Critical thinking. Check students’ answers and correct their mistakes.

B.

Audience: Pupils of the class, school or community.Need to present: Unit vision.

C.

The situation:The context of the educational curriculum.Work in pairs.

The challenge : To discuss the (My Things) and do the tasks related to the Unit.

D.

Output, performance and purpose: Learn, know and be familiar with everything in the Unit. Carry out the activities related to the Unit.

E.

Standards and criteria of success:Students must learn how to read, write, speak, listen and use language effectively in a variety of content areas.

F.

Evidence and total

points

(4)Advanced

(3)Efficient

(2) Intermediate



Language has some

slang words

Dom

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ed b

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wor

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notes

Excellent examples

and answers.

Very good examples

and answers.

Fairly good examples and

answers.

Con

fuse

d in

gi

ving

exa

mpl

es

and

answ

erin

g th

e qu

estio

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actin

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Uni

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The examples

and answers

are correct in the

structure of

sentences.

The examples

and answers


the structure

of sentences.

The examples and answers have

some incorrect


The examples

and answers are lacked the correct structure of sentences.

Content

Subject: English (Lift Off)Unit 3- Around schoolFirst grade intermediateLessons (1:3)


This unit focuses on formal introduction, information about self, describing school, describing actions, form filling, information about self, adjectives and present continuous affirmative.

Stage 1: Identify Desired Results

The General Objectives: By the end of this unit, students will be able: To practise listening for specific information. To practise formal introductions. To read and complete identity cards. To provide information about self. To differentiate the sounds /θ/ and /ð/. To practice prepositional and adverbial phrases. To ask for and give descriptions using "What’s it like?" To revise school vocabulary. To distinguish between the singular and plural possessive ['s & s']. To use present affirmative. To revise [in] and recognise [outside]. To practise reading the present continuous. To practise writing the present continuous.

Essential Questions:Enduring Understandings: Introduce your friend to another. Complete your identity cards. Say information about self. Pronounce the sounds /θ/ and /ð/. Use prepositional and adverbial phrases

to say the place of objects in the classroom.

In pairs: Ask for and give descriptions using "What’s it like?"

Use school vocabulary in short sentences.

Study the Look! box . Use present affirmative in short

sentences. Use [in] and [outside] in short sentences. Write short sentences in the present

continuous.

Students will understand that: Formal introduction. Information about self. Describing school. Describing actions. Form filling. Information about self. Adjectives. Present continuous affirmative.

Knowledge and SkillsStudents will be able to … Introduce a friend to another. Complete their identity cards. Say information about self. Pronounce the sounds /θ/ and /ð/. Ask for and give descriptions using

"What’s it like?" Write short sentences in the present

continuous.

Students will know School vocabulary. Using prepositional and adverbial

phrases to say the place of objects in the classroom.

Using present affirmative in short sentences.

Using [in] and [outside] in short sentences.

Stage 2: Assessment Evidence

Performing Tasks:Use vocabulary in a variety of sentences.Listening tests.Oral tests.Dialogues.Written tests.

Performance Standards:- Achieve advanced degrees in tests and quizzes.- Show the ability to answer the exercise of Student’s book and Workbook.- They are done through the follow up table (expectation table).Other Evidence:- Observation to evaluate the performance of learners in the oral presentation.- Tests.- Quizzes.- Self-evaluation according to their self-evaluation forms.- Workbook activities (activity book) which to ensure of understanding of the basic


Stage 3: Teaching and learning experiences PlanThe approach:- Prepare the pupils for this unit, what expected for them and the level of performance

required for them to achieve the stated results.



Educational learning activities: Training of learners of the skills of grammar, spelling and structures of language

through class room activities and homework. Training of learners of the rules for writing. Engage the pupils with self-evaluation of the students to achieve the stated

results. We have to focus on basic questions:

Introduce your friend to another. Complete your identity cards. Say information about self. Pronounce the sounds /θ/ and /ð/. Use prepositional and adverbial phrases to say the place of objects in the

classroom. In pairs: Ask for and give descriptions using "What’s it like?" Use school vocabulary in short sentences. Study the Look! box . Use present affirmative in short sentences. Use [in] and [outside] in short sentences. Write short sentences in the present continuous.

Implementation of activities in the form of individual, in pairs and groups.

Assigned learners to do performance task:- Learners carry out tasks according to the standards and present their works on

the class according to specific standards.


Discuss the questions.

Pronounce the sounds /θ/ and /ð/.

Use prepositional and adverbial phrases to say the place of objects in the classroom.

Use present affirmative in short sentences.

Introduce your friend to another.

In pairs: Ask for and give descriptions using "What’s it like?"

Use [in] and [outside] in short sentences.

Complete your identity cards.Say information about self.Use school vocabulary in short sentences.Write short sentences in the present continuous.

Who are the people in the picture? What are they doing? Look and describe: What’s it like?

Title of Unit: Around SchoolFirst grade intermediate

Students' performance task:A.

Read and listen to the conversations and texts. Listen and repeat. Write short sentences in present continuous affirmative. Use the present continuous. Look at the picture and describe it. Pronounce the sounds /θ/ and /ð/. Use prepositional and adverbial phrases to say the place of objects in

the classroom. Read and copy the Look! box in their notebooks. Write the new words.



evaluate their own progress.Students' role-play: Discussion. Listen and repeat. Read the texts. Asking and answering questions. Role-play conversations. Match sentences. Implementation of the activities related to the unit. Answer worksheets. Complete the sentences. Write a newspaper article.

The way to carry out the task:Discussion.Making presentations and introductions.Identify the suitable strategy (cooperative, role play, linguistic communication, detective, and brainstorming).Motivate students to think and answer.Ask questions.Use posters, flashcards and board.Divide students to work in pairs.Critical thinking.

B.

Check students’ answers and correct their mistakes. Audience: Pupils of the class, school or community.


C.


The challenge : To discuss the topic (Around School) and do the tasks related to the

Unit.

D.


E.


F.

Evidence and total

points

(4)Advanced

(3)Efficient

(2) Intermediate




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Content

SUBJECT: ENGLISH (LIFT OFF)UNIT 4- WHEN IS IT?FIRST GRADE INTERMEDIATELessons (1:3)

TIME FRAME: 3 LESSONSUNIT SUMMARY

THIS UNIT FOCUSES ON TELLING THE TIME, MAKING

ARRANGEMENTS AND REQUESTS, TIMES OF YEAR OF EVENTS, WRITING THE TIME, MONTHS, ORDINALS, E-MAIL ADDRESS AND USING "WHEN" QUESTIONS.

STAGE 1: IDENTIFY DESIRED RESULTSTHE GENERAL OBJECTIVES: BY THE END OF THIS UNIT, STUDENTS WILL BE ABLE: TO REVISE TELLING THE TIME AND PRACTISE USING TWO

DIFFERENT FORMATS. TO PRACTISE WRITING THE DIFFERENT WAYS OF TELLING

THE TIME. TO LISTEN FOR SPECIFIC INFORMATION. TO PLAN AN AFTERNOON. TO RECOGNISE THE MONTHS OF THE YEAR. TO APPLY BASIC E-MAIL LANGUAGE. TO LISTEN FOR SPECIFIC INFORMATION. TO PRACTISE THE SOUND /Θ/. TO RECOGNISE THE LAST SIXTH MONTHS OF THE YEAR. TO IDENTIFY WORD STRESS. TO RECOGNISE THE SEASONS IN A POEM. TO CONNECT BETWEEN THE MONTHS AND THE SEASONS. TO LISTEN FOR DETAIL.

ESSENTIAL QUESTIONS:Enduring Understandings:WHAT'S THE TIME?WRITE THE DIFFERENT WAYS OF TELLING THE TIME. MAKE A PLAN TO YOUR AFTERNOON.SAY THE FIRST SIXTH MONTHS OF THE YEAR.READ E-MAIL ADDRESSES.PRONOUNCE THE SOUND /Θ/. WRITE THE MONTHS OF THE YEAR.SAY THE MONTHS OF THE YEAR.WHAT ARE THE NAMES OF THE FOUR SEASONS?COMPLETE THE POEMWHAT DO YOU KNOW ABOUT SCHOOL HOLIDAYS IN

Students will understand that:Telling the time.Making arrangements.Making requests.Times of year of events.Writing the time.Months.Ordinals.E-mail address."When" questions.

ENGLAND?KNOWLEDGE AND SKILLS

STUDENTS WILL BE ABLE TO … WRITE AND SAY THE

DIFFERENT WAYS OF TELLING THE TIME.

MAKE A PLAN TO THEIR AFTERNOON.

SAY THE FIRST SIXTH MONTHS OF THE YEAR.

READ E-MAIL ADDRESSES. PRONOUNCE THE

SOUND /Θ/. WRITE AND SAY THE

MONTHS OF THE YEAR. SAY THE MONTHS AND

SEASONS OF THE YEAR. READ AND COMPLETE A

POEM TALK ABOUT SCHOOL

HOLIDAYS IN ENGLAND.

Students will know Two ways of telling the time. Making arrangements. Making requests. Months. Names of the four seasons. Ordinals. "When" questions.

STAGE 2: ASSESSMENT EVIDENCEPERFORMING TASKS:

USE VOCABULARY IN A VARIETY OF SENTENCES.LISTENING TESTS.ORAL TESTS.ASK AND ANSWER QUESTIONS.WRITTEN TESTS.

PERFORMANCE STANDARDS:- ACHIEVE ADVANCED DEGREES IN TESTS AND QUIZZES.- SHOW THE ABILITY TO ANSWER THE EXERCISE OF STUDENT’S

BOOK AND WORKBOOK.- THEY ARE DONE THROUGH THE FOLLOW UP TABLE

(EXPECTATION TABLE).OTHER EVIDENCE:- OBSERVATION TO EVALUATE THE PERFORMANCE OF

LEARNERS IN THE ORAL PRESENTATION.- TESTS.- QUIZZES.- SELF-EVALUATION ACCORDING TO THEIR SELF-EVALUATION

FORMS.- WORKBOOK ACTIVITIES (ACTIVITY BOOK) WHICH TO ENSURE

OF UNDERSTANDING OF THE BASIC POINTS IN THE UNIT.

- HOMEWORK.STAGE 3: TEACHING AND LEARNING EXPERIENCES PLAN

THE APPROACH:- PREPARE THE PUPILS FOR THIS UNIT, WHAT EXPECTED FOR

THEM AND THE LEVEL OF PERFORMANCE REQUIRED FOR THEM TO ACHIEVE THE STATED RESULTS.

INTRODUCTORY ACTIVITIES:- ACTIVITIES DESIGNED ATTRACTIVELY AND VARIABLE

(LISTENING, SPEAKING, READING AND WRITING) ARE ENCOURAGE LEARNERS TO EXPRESS THEMSELVES IN SIMPLE, CORRECT ENGLISH AND CULTIVATE IN THEM THE HABIT OF LISTENING TO PASSAGES CONTAINING MANY WORDS AND THE HABIT OF WRITING IN A CORRECT WAY.

EDUCATIONAL LEARNING ACTIVITIES:TRAINING OF LEARNERS OF THE SKILLS OF GRAMMAR, SPELLING AND STRUCTURES OF LANGUAGE THROUGH CLASS ROOM ACTIVITIES AND HOMEWORK.TRAINING OF LEARNERS OF THE RULES FOR WRITING.ENGAGE THE PUPILS WITH SELF-EVALUATION OF THE STUDENTS TO ACHIEVE THE STATED RESULTS.WE HAVE TO FOCUS ON BASIC QUESTIONS: WHAT'S THE TIME?WRITE THE DIFFERENT WAYS OF TELLING THE TIME. MAKE A PLAN TO YOUR AFTERNOON.SAY THE FIRST SIXTH MONTHS OF THE YEAR.READ E-MAIL ADDRESSES.PRONOUNCE THE SOUND /Θ/. WRITE THE MONTHS OF THE YEAR.SAY THE MONTHS OF THE YEAR.WHAT ARE THE NAMES OF THE FOUR SEASONS?COMPLETE THE POEMWHAT DO YOU KNOW ABOUT SCHOOL HOLIDAYS IN ENGLAND?IMPLEMENTATION OF ACTIVITIES IN THE FORM OF INDIVIDUAL, IN PAIRS AND GROUPS.

ASSIGNED LEARNERS TO DO PERFORMANCE TASK:- LEARNERS CARRY OUT TASKS ACCORDING TO THE STANDARDS

AND PRESENT THEIR WORKS ON THE CLASS ACCORDING TO SPECIFIC STANDARDS.


Listen and repeat the words and sentences.Read e-mail addresses.Pronounce the sound /θ/.

Complete the poem.Tell the time in two different ways.

Write the different ways of telling the time. Make a plan to your afternoon.Say the first sixth months of the year.Say the months of the year.What do you know about school holidays in England?

What's the time?What are the names of the four seasons?What are you doing this afternoon after school? What would you like to do?

Title of Unit: When Is It?First grade intermediate

Students' performance task:Read and listen to the conversations and texts.

A.

Listen and repeat.Write short sentences. Write and say two ways of telling the time. Make arrangements.Make requests.Look at the picture and describe it. Read and copy the Look! box in their notebooks.Write the new words. Ask and answer questions with [When...?]


The problem and the challenge : Help students to know / understand their learning goals and evaluate

their own progress.Students' role-play: Discussion. Listen and repeat. Complete the sentences. Play an educational game. Read the texts. Asking and answering questions. Role-play conversations. Participate in educational games. Match sentences. Implementation of the activities related to the unit. Answer worksheets. Write a description of a visit to the doctor.


communication, detective, and brainstorming). Motivate students to think and answer. Ask questions.

B.

Use posters, flashcards and board. Divide students to work in pairs. Critical thinking. Check students’ answers and correct their mistakes. Audience: Pupils of the class, school or community.


C.


The challenge : To discuss the topic (When Is It?) and do the tasks related to the Unit.

D.


E.


F.

EVIDENCE AND TOTAL POINTS

(4)ADVANCE

D

(3)EFFICIEN

T

(2) INTERMEDI

ATE

(1)BEGINNE

R

EXPECTATIONS

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answers.

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Content

Subject: English (Lift Off)Unit 5 - Food and mealsFirst grade intermediateLessons (1:3)


This unit focuses on inviting and accepting, complimenting, expressing pleasure, disagreeing, present continuous questions, negatives and short forms.

Stage 1: Identify Desired Results

The General Objectives: By the end of this unit, students will be able:

To make invitations and acceptance.To differentiate between "midday/midnight".To differentiate between "love/ like".To revise times, food, drinks and meals.To practise present tense affirmative and spelling.To recognise It’s made with … , It smells …To practise It smells/looks/tastes …; enthusiastic pronunciation.To identify items of cutlery. To practise prepositions of place.To practise writing degrees of liking. To identify consonants those are silent in speech.To listen and complete a conversation.To ask for words in English.To practise the negative of to be when disagreeing.To recognise to introduce irregular spellings of the present continuous – the dropped "e".To express polite enthusiasm.

Essential Questions:Enduring Understandings: In pairs: make invitations and

acceptance. Use "love/ like" in short sentences. Complete the table about times, food,

drinks and meals. Play a game. Use [smells/looks/tastes] in short

sentences. Say items of cutlery. Use prepositions of place. In pairs, ask and answer about degrees

of liking for kinds of food. Say some words have consonants those

are silent in speech. Listen and complete a conversation Express polite enthusiasm.

Students will understand that: Inviting and accepting. Complimenting. Expressing pleasure. Disagreeing. Present continuous questions,

negatives and short forms.

Knowledge and SkillsStudents will be able to … In pairs: make invitations and

acceptance. Play a game. Say items of cutlery.

Students will know New vocabulary about sense. New vocabulary about items of

cutlery. Making invitations and acceptance.

Ask and answer about degrees of liking for kinds of food.

Say some words have consonants those are silent in speech.

Listen and complete a conversation

Using "love/ like" in short sentences. Using [smells/looks/tastes] in short

sentences. Using prepositions of place. Expressing polite enthusiasm. Present continuous questions,

negatives and short forms.Stage 2: Assessment Evidence

Performing Tasks:Use vocabulary in a variety of sentences.Listening tests.Oral tests.Conversations: making calls.Written tests.







Educational learning activities:- Training of learners of the skills of grammar, spelling and structures of language

through class room activities and homework.- Training of learners of the rules for writing.- Engage the pupils with self-evaluation of the students to achieve the stated results.

- We have to focus on basic questions:

In pairs: make invitations and acceptance. Use "love/ like" in short sentences. Complete the table about times, food, drinks and meals. Play a game. Use [smells/looks/tastes] in short sentences. Say items of cutlery. Use prepositions of place. In pairs, ask and answer about degrees of liking for kinds of food. Say some words have consonants those are silent in speech. Listen and complete a conversation Express polite enthusiasm.- Implementation of activities in the form of individual, in pairs and groups.


the class according to specific standards. Work in groupsWork in pairsWork individuallyWarm-up

questions Discuss the

questions. Use "love/ like"

in short sentences.

Complete the table about times, food, drinks and meals.

Play a game. Express polite

enthusiasm.

In pairs: make invitations and acceptance.

In pairs, ask and answer "Would you like to . . . ?" "I’d/We’d love to".

In pairs, ask and answer "What’s it called?" It’s called.

Use [smells/looks/tastes] in short sentences.

Say items of cutlery.

Use prepositions of place.

Say some words have consonants those are silent in speech.

Look at the pictures: Who is that? What is he doing?

Look at the picture on page 42". "Are they having breakfast?"

Title of Unit: Food and MealsFirst grade intermediate

Students' performance task: Read and listen to the conversations and texts. Listen and repeat.

A.

Write the new words. Write short sentences. Invite and accept invitations. Compliment. Express pleasure. Disagree. Use present continuous questions, negatives and short forms. Look at the picture and describe it. Read and copy the Look! box in their notebooks.



evaluate their own progress.Students' role-play: Discussion. Read the texts. Listen to the conversation. Role-play conversations. Match sentences. Circle the correct answers. Label the pictures with the words from the box. Participate in educational game. Implementation of the activities related to the unit. Answer worksheets. Write about jobs using the present simple and present continuous.

The way to carry out the task: Discussion. Making presentations and introductions. Motivate students to think and answer. Ask questions. Use posters, flashcards and board. Divide students to work in pairs. Critical thinking. Check students’ answers and correct their mistakes.

B.

Audience:C.

Pupils of the class, school or community.

Need to present: Unit vision.The situation: The context of the educational curriculum. Work in pairs.

The challenge : To discuss the topic (Food and Meals) and do the tasks related to

the Unit.

D.


E.


F.

Evidence and total

points

(4)Advanced

(3)Efficient

(2) Intermediate




words

Dom

inat

ed

by sl

ang

wor

dsLanguage notes


answers.

Very good examples

and answers.


answers.

Con

fuse

d in

gi

ving

exa

mpl

es

and

answ

erin

g th

e qu

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actin

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The examples and answers are correct in the structure of sentences.

The examples








Content

Subject: English (Lift Off)Unit 6- Hot and coldFirst grade intermediateLessons (1:3)


This unit focuses on expressing problems, geographical positions, talking about weather,

expressing frequency, talking about climate, daily activities, present simple affirmative and questions.

Stage 1: Identify Desired ResultsThe General Objectives: By the end of this unit, students will be able:

To ask and answer about problems. To check the understanding of the new vocabulary.To recognise points of the compass.To practise writing points of the compass using English cities.To identify weather vocabulary.To revise "What’s . . . like?" When asking about the weather.To use adverbs of frequency to talk about activities and habits.To revise adverbs of frequency and weather.To practise identifying opposites.To differentiate between [It’s cold and I’m cold].To revise the present simple tense with everyday activities.To recognise various spellings of the present simple [-s, -es and irregular has].

Essential Questions:Enduring Understandings: In pairs: ask and answer about problems. What are the points of the compass? What's the weather like today? In pairs: ask each other about their

evening and weekend activities. Talk about weather, using adverbs of

frequency. Give the opposites of: dry / the same / hot Talk about your everyday activities.

Students will understand that: Expressing problems. Geographical positions. Describing weather. Expressing frequency. Daily activities. Present simple affirmative and

questions.

Knowledge and SkillsStudents will be able to … Ask and answer about problems. Ask each other about their evening

and weekend activities. Talk about weather, using adverbs of

frequency. Talk about your everyday activities.

Students will know New vocabulary. Words and their opposites. Geographical positions. Describing weather. Adverbs of frequency. Daily activities. Present simple affirmative and

questions.Stage 2: Assessment Evidence

Performing Tasks:Use vocabulary in a variety of sentences.Listening tests.Oral tests.ConversationsAsk and answer questions.Written tests.








through class room activities and homework.- Training of learners of the rules for writing.- Engage the pupils with self-evaluation of the students to achieve the stated results.- We have to focus on basic questions:

In pairs: ask and answer about problems. What are the points of the compass? What's the weather like today? In pairs: ask each other about their evening and weekend activities. Talk about weather, using adverbs of frequency. Give the opposites of:

dry / the same / hot Talk about your everyday activities.

- Implementation of activities in the form of individual, in pairs and groups.


the class according to specific standards.



Listen and repeat the words and sentences.

In pairs: ask and answer about problems.

In pairs: ask each other about their evening and weekend activities.

Talk about your everyday activities.

Talk about weather, using adverbs of frequency.

What’s the matter?

What are the points of the compass?

What's the weather like today?

First grade intermediate

Students' performance task: Read and listen to the conversations and texts. Listen and repeat.

A.

Write the new words. Write short sentences. Look at the picture and describe it. Read and copy the Look! box in their notebooks. Ask and answer about problems. Ask each other about their evening and weekend activities. Talk about weather, using adverbs of frequency. Talk about your everyday activities.



evaluate their own progress.Students' role-play: Role-play conversations. Discussion. Read the texts. Complete the sentences. Match the questions with the answers. Follow the lines. Complete the chart. Answer worksheets. Implementation of the activities related to the unit. Write an e-mail about a trip.


communication, detective, and brainstorming). Motivate students to think and answer. Ask questions. Use posters, flashcards and board. Divide students to work in pairs. Critical thinking. Check students’ answers and correct their mistakes.

B.

Audience:C.

Pupils of the class, school or community.



The challenge : To discuss the topic (Hot and Cold) and do the tasks related to the

Unit.

D.


E.


F.

Evidence and total

points

(4)Advanced

(3)Efficient

(2) Intermediate




words

Dom

inat

ed

by sl

ang

wor

dsLanguage notes


answers.

Very good examples

and answers.


answers.

Con

fuse

d in

gi

ving

exa

mpl

es

and

answ

erin

g th

e qu

estio

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actin

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Uni


The examples

and answers are mostly

correct in the structure of sentences.






Content

Subject: English (Lift Off)Unit 7- Going to the mallFirst grade intermediateLessons (1:3)


This unit focuses on food items, making arrangements, asking prices, requests, punctuation, using [too+ adj] and present simple negative and short forms.

Stage 1: Identify Desired ResultsThe General Objectives: By the end of this unit, students will be able: To revise [Let’s]. To recognise verbs which double the final consonant in the present continuous. To punctuate sentences with [Let’s …]. To read a text for specific information. To identify and practise word stress. To listen for specific information. To practise writing [so + adjective]. To recognise abbreviations. To express likes and dislikes about items of shopping To differentiate between [smart and scruffy]. To ask for information politely. To read a menu. To identify new food vocabulary. To revise "What would you like …? I’d like …, please". To recognise words that have the plural [-es]. To pronounce the new food items.

Essential Questions:Enduring Understandings: Use [Let’s] in short sentences. Punctuate sentences with [Let’s …]. Read the text aloud and find the answers. Pronounce word stress at the following

words: today – evening – morning Give short sentences, using [too +

adjective]. Talk about what you like and dislike

about items of shopping. Ask for information politely. Read the menu. Use new food vocabulary in short

sentences. Ask and answer in pairs: What would you

like … ? I’d like … , please. Pronounce the new food items at

Pronunciation corner.

Students will understand that: Food items. Making arrangements. Asking prices, Requests. Punctuation. Using [too+ adj]. Present simple negative and short

forms.

Knowledge and SkillsStudents will be able to … Punctuate sentences with [Let’s …]. Read the text aloud and find the answers.

Students will know Using shopping vocabulary in

sentences.

Pronounce word stress. Talk about what you like and dislike

about items of shopping. Ask for information politely. Read the menu. Ask and answer in pairs: What would you

like … ? I’d like … , please. Pronounce the new food items.

Using [Let’s] in short sentences. Give short sentences, using [too +

adjective]. Using new food vocabulary in short

sentences. Using present simple negative and

short forms. Food items. Making arrangements. Asking prices, Requests.


Use vocabulary in a variety of sentences.Listening tests.Oral tests.Dialouges.Written tests.




required for them to achieve the stated results. Introductory activities:- Activities designed attractively and variable (listening, speaking, reading and writing)

are encourage learners to express themselves in simple, correct English and cultivate in them the habit of listening to passages containing many words and the habit of writing in a correct way.


through class room activities and homework.

- Training of learners of the rules for writing.- Engage the pupils with self-evaluation of the students to achieve the stated results.- We have to focus on basic questions:

Use [Let’s] in short sentences. Punctuate sentences with [Let’s …]. Read the text aloud and find the answers. Pronounce word stress. Give short sentences, using [too + adjective]. Talk about what you like and dislike about items of shopping. Ask for information politely. Read the menu. Use new food vocabulary in short sentences. Ask and answer in pairs: What would you like … ? I’d like … , please. Pronounce the new food items.- Implementation of activities in the form of individual, in pairs and groups.


the class according to specific standards. Work in groupsWork in pairsWork individuallyWarm-up


comprehension questions.

Pronounce word stress.

, please. Pronounce the

new food items.

Talk about what you like and dislike about items of shopping.

Ask for information politely.

Use new food vocabulary in short sentences.Ask and answer in pairs: What would you like …? I’d like …

Read, pronounce and write new vocabulary.

Use [Let’s] in short sentences.

Punctuate sentences with [Let’s …].

Read the text aloud and find the answers.

Give short sentences, using [too + adjective].

How much . . . ? What would

you like? Can I . . . ?

Title of Unit: Going To the MallFirst grade intermediate

Students' performance task: Read and listen to the conversations and texts. Listen and repeat. Write the new words. Write short sentences. Look at the picture and describe it. Read and copy the Look! box in their notebooks. Punctuate sentences with [Let’s …]. Pronounce word stress. Talk about what they like and dislike about items of shopping. Read the menu. Using [too + adjective]. Using present simple negative and short forms. Asking for prices.



their own progress.

A.

Students' role-play: Discussion. Listen and repeat. Read the texts. Asking and answering questions. Role-play conversations. Match sentences. Complete the sentences. Colour the pictures. Answer worksheets. Implementation of the activities related to the unit.


communication, detective, brainstorming).

B.

Motivate students to think and answer. Ask questions. Use posters, flashcards and board. Divide students to work in pairs. Critical thinking. Check students’ answers and correct their mistakes. Audience: Pupils of the class, school or community.


C.


The challenge : To discuss the topic (Going To the Mall) and do the tasks related to the

Unit.

D.


E.


F.

Evidence and total

points

(4)Advanced

(3)Efficient

(2) Intermediate



Language has some

slang words

Dom

inat

ed

by sl

ang

wor

dsLanguage notes

Excellent examples

and answers.

Very good examples

and answers.


answers.

Con

fuse

d in

gi

ving

exa

mpl

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and

answ

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g th

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ns.

actin

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Uni

t

The examples

and answers are correct


The examples

and answers are

mostly correct in


The examples and answers have

some incorrect


The examples


Content

Subject: English (Lift Off)Unit 8- I’m sorry I’m lateFirst grade intermediateLessons (1:3)

Time Frame: 3 lessons

Unit SummaryThis unit focuses on apologies, opposites, describing noises, description of place, narrative past, reading historical text and to be past tense affirmative.

Stage 1: Identify Desired Results The General Objectives: By the end of this unit, students will be able: To practise asking and answering [Why …? Because …]. To practise apologising. To differentiate between early and late. To match [Why …?] questions with suitable [Because … answers]. To revise can (ability). To revise opposites. To listen to passage about a city. To identify larger numbers (100+). To identify meaning of [very]. To use was and were. To tell a story. To read a historical text including the past tense of to (be).

Essential Questions:Enduring Understandings: Read the Look! box to

differentiate between [early and late].

Ask in pairs: [Why …?] [Because …].

Say what you can or can't do. Listen to passage about a city. Use large numbers vocabulary in

sentences. Use [very] in short sentences. Tell the story about Omar. Read the historical text.

Students will understand that: Apologies. Opposites. Describing noises. Description of place. Narrative past. Historical text. Using to be past tense affirmative.

Knowledge and SkillsStudents will be able to …

Read texts and conversations.Ask and answer [Why …?] [Because …].Say what you can or can't do.Listen to passage about a city.Read the historical text.

Students will knowNew vocabulary.Large numbers. Using [very] in short sentences. Making apologies.Giving opposites.Describing noises.Using to be past tense affirmative.


Use vocabulary in a variety of sentences.Listening tests.Oral tests.Ask and answer questions.Written tests.



Stage 3: Teaching and learning experiences PlanThe approach:- Prepare the pupils for this unit, what expected for them and the level of





through class room activities and homework. Training of learners of the rules for writing. Engage the pupils with self-evaluation of the students to achieve the stated results.

We have to focus on basic questions:

Why is Rakan late? Read the Look! box to differentiate between [early and late]. Ask in pairs: [Why …?] [Because …]. Say what you can or can't do. Give the opposites of the following words:- short --------------- dry ---------------

- right -------------- Listen to passage about a city. Use large numbers vocabulary in sentences. Use [very] in short sentences. Tell the story about Omar. Read the historical text.





Discuss questions.

Listen to passage about a city.

Tell the story about Omar.

Use large numbers vocabulary in sentences.

Use [very] in short sentences.

Ask in pairs: [Why …?] [Because …].

Say what you can or can't do.

Read the historical text.

Why is Rakan late?

Where’s Omar? Listen

Why was Omar late

What is Nina reading?

Title of Unit: I’m Sorry I’m LateFirst grade intermediate

Students' performance task:Read and listen to the conversations and texts.Listen and repeat.Write the new words. Write short sentences. Say what you can or can't do.Give the opposites of certain words.Listen to passage about a city.Tell the story about Omar.Look at the picture and describe it. Read and copy the Look! box in their notebooks.Read the historical text.



their own progress.

A.

Students' role-play: Discussion. Read the texts. Listen and repeat. Asking and answering questions. Role-play conversations. Match sentences. Complete sentences. Answer worksheets. Implementation of the activities related to the unit.


communication, detective, and brainstorming).

B.



C.


The challenge : To discuss the topic (I’m Sorry I’m Late) and do the tasks related

to the Unit.

D.


E.


F.

Evidence and total

points

(4)Advanced

(3)Efficient

(2) Intermediate




words

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Language notes


answers.

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Content

Subject: English (Lift Off)Unit 9- Bad times, good times

First grade intermediateLessons (1:3)Time Frame: 3 lessons

Unit SummaryThis unit focuses on describing illness, expressing sympathy, expressing enthusiasm, talking about place, punctuation, sequencing, historical text and family tree. It also presents [to be+ ago] and to be past questions and negatives.

Stage 1: Identify Desired ResultsThe General Objectives: By the end of this unit, students will be able: To express illnesses and sympathy. To identify [yesterday] and [tomorrow]. To practise using affirmative negative form of the past tense of to (be). To talk about health using not [very well and better]. To punctuate correctly sentences including the past tense of to (be). To practise strong and weak forms of was/were. To sequence a series of e-mails in the correct order. To recognise [this week and last week]. To identify negative and positive statements. To listen to and complete a poem. To use the prepositions [in and at]. To express enthusiasm. To use [to be + ago]. To read about the history of a Jeddah. To practice large numbers. To identify the meaning of [ago]. To revise the use of [was/wasn’t, were/weren’t].

Essential Questions:Enduring Understandings: Read the Look! box. Punctuate correctly sentences. Sequence a series of e-mails in the

correct order. Listen to and complete a poem. Use the prepositions [in or at] in short

sentences. In pairs: describe illness and express

sympathy. Talk about a place. Use [to be + ago] in short sentences. Read about the history of Jeddah. Say and write large numbers.

Students will understand that: Illness vocabulary. Punctuation. Sequencing (e-mail). Historical text about Jeddah. Family tree. Past [to be+ ago] to be past questions and negatives.

Knowledge and SkillsStudents will be able to …Students will know

Read the Look! box. Punctuate correctly sentences. Listen to and complete a poem. In pairs: describe illness and express

sympathy. Talk about a place. Read about the history of Jeddah. Say and write large numbers.

Illness vocabulary. Sequence a series of e-mails in the

correct order. Use the prepositions [in or at] in short

sentences. How to express enthusiasm. Use [to be + ago] in short sentences.


Use vocabulary in a variety of sentences.Listening tests.Oral tests.Conversations: making calls.Written tests.



Stage 3: Teaching and learning experiences PlanThe approach:- Prepare the pupils for this unit, what expected for them and the level of


Introductory activities:- Activities designed attractively and variable (listening, speaking, reading and writing)



through class room activities and homework. Training of learners of the rules for writing.

Engage the pupils with self-evaluation of the students to achieve the stated results.

We have to focus on basic questions: Why is Yasser in bed? Read the Look! box. Punctuate correctly sentences. Sequence a series of e-mails in the correct order. Listen to and complete a poem. Use the prepositions [in or at] in short sentences. In pairs: describe illness and express sympathy. Express enthusiasm. Talk about a place. Use [to be + ago] in short sentences. Read about the history of Jeddah. Say and write large numbers.






Sequence a series of e-mails in the correct order.

Express enthusiasm.

Use [to be + ago] in short sentences.

In pairs: describe illness and express sympathy.

Say and write large numbers.

Use the prepositions [in or at] in short sentences.

Read, pronounce and write new vocabulary.

Punctuate correctly sentences.

Listen to and complete a poem.

Talk about a place.

Read about the history of Jeddah.

Why is Yasser in bed?

Who can you see?

What are they doing?

I point to Jeddah on the map and say "Where’s this?

Title of Unit: Bad Times, Good TimesFirst grade intermediate

Students' performance task: Read and listen to the conversations and texts. Read about the history of Jeddah. Read and copy the Look! box in their notebooks. Listen and repeat. Listen to and complete a poem. Write the new words. Write short sentences. Punctuate correctly sentences Express enthusiasm. Look at the picture and describe it. Sequence a series of e-mails in the correct order. Use the prepositions [in or at] in short sentences. Use [to be + ago] in short sentences.



their own progress.

A.

Students' role-play: Discussion. Read and listen to the texts. Circle the correct answers. Listen and repeat the words. Match sentences. Complete the sentences. Answer worksheets. Implementation of the activities related to the unit.

The way to carry out the task: Discussion. Making presentations and introductions. Motivate students to think and answer. Ask questions. Use posters, flashcards and board.

B.

Divide students to work in pairs. Critical thinking. Check students’ answers and correct their mistakes.

Audience: Pupils of the class, school or community.


C.


The challenge : To discuss the topic (Bad Times, Good Times) and do the tasks related

to the Unit.

D.


E.


F.

Evidence and total

points

(4)Advanced

(3)Efficient

(2) Intermediate




words

Dom

inat

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by sl

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wor

dsLanguage notes


answers.

Very good examples

and answers.


answers.

Con

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The examples








Content

Subject: English (Lift Off)Unit 10- Time to goFirst grade intermediateLessons (1:3)

Time Frame: 3 lessons

Unit SummaryThis unit focuses on following directions, tourist information, expressing thanks, present narrative and present continuous with future meaning.

Stage 1: Identify Desired ResultsThe General Objectives: By the end of this unit, students will be able: To use the present continuous form with its future meaning. To use the word [catch + public transport]. To read about a tourist spot. To follow directions. To talk about favourite picnic spots. To put a picture story into words. To revise food items. To revise words expressing enthusiasm. To listen for specific information. To complete an e-mail. To identify [happy and sad]. To recognise negative [un-]. To differentiate between [come and go]. To practice thanking [Thank you for + ing]. To label pictures.

Essential Questions:Enduring Understandings: Use the present continuous form with its

future meaning in short sentences. Read the Look! box about [catch +

public transport]. Read about the tourist spot. Follow directions. Talk about favourite picnic spots. Put the picture story into words. Say some food items. Listen and answer. Complete the e-mail. Read the Look! box about [come and

go]. Use [Thank you for + ing] in sentences.

Students will understand that: Following directions. Tourist information. Expressing thanks. Present narrative. Present continuous with future

meaning.

Knowledge and SkillsStudents will be able to … Read the Look! box about [catch +

public transport]. Read the Look! box about [come and

go].

Students will know New vocabulary. Using the present continuous form

with its future meaning in short sentences.

Read about the tourist spot. Talk about favourite picnic spots. Put the picture story into words. Say some food items. Listen and answer. Complete the e-mail.

Follow directions. Put the picture story into words. Tourist information. Present narrative. Present continuous with future

meaning. Using [Thank you for + ing] in

sentences.Stage 2: Assessment Evidence

Performing Tasks:Use vocabulary in a variety of sentences.Listening tests.Oral tests.ConversationsAsk and answer questions.Written tests.

Performance Standards:- Achieve advanced degrees in tests and quizzes.- Show the ability to answer the exercise of Student’s book and Workbook.- They are done through the follow up table (expectation table).Other Evidence:- Observation to evaluate the performance of learners in the oral presentation.- Tests.- Quizzes.- Self-evaluation according to their self-evaluation forms.- Workbook activities (activity book) which to ensure of understanding of the

basic points in the unit.- Homework.



Introductory activities:- Activities designed attractively and variable (listening, speaking, reading and writing)


Educational learning activities: Training of learners of the skills of grammar, spelling and structures of

language through class room activities and homework. Training of learners of the rules for writing.

Engage the pupils with self-evaluation of the students to achieve the stated results.

We have to focus on basic questions:

Use the present continuous form with its future meaning in short sentences. Read the Look! box about [catch + public transport]. Read about the tourist spot. Follow directions. Talk about favourite picnic spots. Put the picture story into words. Say some food items. Listen and answer. Complete the e-mail. Read the Look! box about [come and go]. Use [Thank you for + ing] in sentences. Implementation of activities in the form of individual, in pairs and groups.


class according to specific standards. Work in groupsWork in pairsWork individuallyWarm-up


questions. Use the present

continuous form with its future meaning in short sentences.

Put the picture story into words.

Follow directions.

Talk about favourite picnic spots.

Listen and answer the questions.

Complete the e-mail.

Use [Thank you for + ing] in sentences.

Say some food items.

Who can you see?

What’s Nina doing?

Does anyone know Wadi Al-Touqi?

Describe activities in the picture.

Think of a present from Saudi Arabia to give it for Fred and Nina, "What do you choose? Why?

Title of Unit: Time to Go

First grade intermediateStudents' performance task: Read and listen to the conversations and texts. Listen and repeat. Write the new words. Write short sentences. Look at the picture and describe it. Read and copy the Look! box in their notebooks. Read about the tourist spot. Talk about favourite picnic spots. Put the picture story into words. Put the picture story into words. Use present continuous with future meaning. Use [Thank you for + ing] in sentences.



their own progress.

A.

Students' role-play: Discussion. Read the texts. Label pictures. Complete the e-mail. Listen and answer. Follow directions. Match sentences. Implementation of the activities related to the unit. Answer worksheets. Complete the sentences. Write sentences.


communication, detective and brainstorming).

B.



C.


The challenge : To discuss the topic (Time to Go) and do the tasks related to the Unit.

D.


E.


F.

Evidence and total

points

(4)Advanced

(3)Efficient

(2) Intermediate




words

Dom

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wor

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Language notes

Excellent examples

and answers.

Very good examples

and answers.


answers.

Con

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ving

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examples and answers are correct


The examples

and answers


the structure

of sentences.



The examples


Content

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