Primary Teachers of English All Over the World

Unit 1

All about me

SB pages 1-5

WB pages 1-3

Date :.... Class:..... / ... Period: ..... Unit: 1

Learners will
- Welcome ss to their new class.
- revise the present simple with adverbs of frequency.
- read a blog post about Tarek's school day and answer questions.
- carry out internet search about blogs.

Indicators
Objectives

content

1 - ask
and
answer

Time

Procedures

- Draw attention to the objectives box.

- tell ss to read first question in exercise 1.
- Elicit how to answer it.
- Remind ss to use ( My favourite subject is)
- Put ss into different groups.
- Invite ss to tell class about their brothers, sisters
and favourite subjects.. .

Strategies

Aids

Brain
Storming
SB

Lessons: 1-2

Assessment

Oral
Questions

Evidence

Teachers
Preparation
Book

WB
Students
Note
Books

Pairwork
CD
2 Read
Tarek's
blog post

Ask ss to look at the blog . What's the

name of this blog?
Tell ss to look at questions in exercise 2.
Check answers orally.

Written
Exercises
Role-play

2
Complete
the
sentences
with the
correct
adverbs
of
frequency

Ask ss to look at the example an say why it

has been completed with ( usually )

Ask ss to complete exercise in pairs using

corresponding adverb.

Check answers as a whole class.

Internet
search

Students
Activity
Books

Unit 1

All about me

SB pages 1-5

WB pages 1-3

Date :.... Class:..... / ... Period: ..... Unit: 1

Indicators
Objectives

content Time

Procedures

- ask and answer about pictures.

-Listen to a conversation in a library and complete a form.
- ask and answer about personal information.

Learners will

1 Ask
and
answer

2- listen
and
check

3- Listen
again
and
complete
the form

Ask ss to look at the picture on page 3 and

to answer questions 1 and 2.
Do this with the whole class.
Don't confirm whether their ideas are correct
or not.

Tell ss that they're going to listen to people

in the picture.

They check whether their answers in

exercise 1 were correct.

Ask ss whether they like to go to the library

and why / why not.

Ask ss what you have to do if you want to

join a library.

Play the recording for ss to listen then

complete the form

Check answers as a whole class.

Strategies

Aids

Brain
Storming

Lesson: 3

Assessment

Oral
Questions
SB

Evidence

Teachers
Preparation
Book

Students
Note
Books

Guessing

WB
Written
Exercises

Pairwork

Students
Activity
Books

Unit 1

All about me

SB pages 1-5

WB pages 1-3

Date :.... Class:..... / ... Period: ..... Unit: 1

Indicators
Objectives

content

Time

Procedures

2 Now
ask and
answer

Learners will
- Ask and answer about friends and favourite subjects.
- discuss being kind to others.
- review the vocab. And the structures of the unit.
- Practise using capital letters correctly.

3Complete
these
sentences
with
always or
never

1 Read
and
match

Ask ss to questions 1-5 and elicit the

beginning of the answers for questions.
Ss work in pairs to ask and answer these
questions.
Invite pairs to ask and answer the question
to the class.
Ask ss to look at the Tool for Life box. Ask
them ( What's wrong with Amal ?)

Ask ss to tell what difference between

always and never is .

Ask different ss to read out the sentences.

Elicit school subjects that ss learned in this

unit.
Ask ss to say what they can see in the
pictures a-e.
Ask ss to look at subjects in the SB and
match them with pictures.
Check answers as a whole class.

Aids

Brain
Storming
SB

Assessment

Oral
Questions

Evidence

Teachers
Preparation
Book

WB
Students
Note
Books

Pairwork
CD

Invite ss to make suggestions for helping

Amal.

Strategies

Lessons : 4-5

Written
Exercises
Role play

Internet
search

Students
Activity
Books

Unit 2

My Family at Work

SB pages 6-10

WB pages 4-6

Date :...
....
. Class:
Class:...
..... / ...
... Period:
Period: ...
.....
.. Unit:
Unit: 1
Indicators
Objectives

content
1
Match
the
words
and the
pictures

Time

Procedures
- Draw attention to the objectives box.
- tell ss to look at the pictures in page 6.
- Ss work in pairs to match words with pictures
- Check answers as a whole class.

Learners will
- match jobs with pictures.
- read about Tarek's family and answer questions.
- carry out an internet search about universities in Egypt.
- use the present continuous tense.

2- Tarek
is writing
about his
family in
the blog.

3Underline
the verbs
in
present
simple
and circle
present
cont.

Strategies

Brain
Storming
SB

Ask ss what they remember about Tarek's

family in unit 1.
Ask ss to look at the exercise 2 and ask ss
what information they think they will find in
the text.

Ask ss to read the two questions and scan

text quickly to find answers.

Ask ss to underline verbs in present simple .

Draw attention to time expressions used with

present simple and for present continuous.

Let ss look at the grammar box to read rules

for the present continous.

Aids

Lessons
Lessons : 1-2

Assessment

Oral
Questions

Evidence

Teachers
Preparation
Book

WB
Students
Note
Books

Pairwork
CD
Written
Exercises

Internet
search

Students
Activity
Books

Unit 2

My Family at Work

SB pages 6-10

WB pages 4-6

Date :.... Class:...

Class:..... / ...
... Period:
Period: ...
.....
.. Unit:
Unit: 1 Lesson : 3
Indicators
Objectives

content

1listen
and
complet
ea
family
tree.

- listen and complete a family tree.

- review words for family members.
- ask and answer about the family.

Learners will

2- Now
complete
the
sentences
3- - ask
and
answer
about
your
family.

Time

Procedures

Ask ss to look at the family tree and elicit

words like wife , husband ..
Tell them they are going to find missing
members of the family.
Play the recording while they are
completing the family tree.
Ss work out answers in pairs.

Quickly elicit the family members again.

Ask ss to complete the rest of the

sentences using words in the box.

I check answers orally

Ask ss questions in the function box.

Ask ss to find out as much as about their

partner's family in 5 minutes.

Ask two ss to ask and answer question 1.

Invite two ss to ask and answer each

question

Strategies

Aids

Brain
Storming

Assessment

Oral
Questions
SB

Evidence

Teachers
Preparation
Book

Students
Note
Books
Group
work

Pair work

WB
Written
Exercises

Students
Activity
Books

Unit 2

My Family at Work

SB pages 6-10

WB pages 4-6

Date :...
....
. Class:
Class:...
..... / ...
... Period:
Period: ...
.....
.. Unit:
Unit: 1

Learners will
- match jobs with their definitions.
- ask and answer about yourself and your family.
- write a paragraph about you partner's family.
- review and Practise the vocabulary and the structures of the unit

Indicators
Objectives

content Time

1- Read
and
match

2- ask
and
nswerr
about
yourse
lf and
your
family.

1- Read
and
match

Procedures

Quickly review the jobs the ss have learned.

Refer jobs to the left hand.
Ask ss to read the definition in thr right-hand
column
Ask ss to complete the exercise.

Check answers as a whole class.

Ask ss about the jobs of their family members

do .
Ask two ss to read question and answer in
the speech bubbles.
Go round and monitor while they are working
helping where necessary.
Finally , ask ss what they want to be in the
future.

Elicit the jobs ss have learned in this unit.

Ask ss to match the descriptions with the

jobs.

Invite different ss to read out each description

and its matching job.

Strategies

Aids

Brain
Storming
SB

Lessons : 4-5

Assessment

Oral
Questions

Evidence

Teachers
Preparation
Book

WB
Students
Note
Books

Pairwork
CD
Written
Exercises
Role play

Group
wprk

Students
Activity
Books

Unit 3

Food

SB pages 11-15

WB pages 7-9

Date :.... Class:..... / ... Period: ..... Unit: 3

Indicators
Objectives

content

Learners will
To ask and answer about favouri te food e To learn food vocabulary
-To read Sal ma's email about food and answer r questions
<To carry out an internet search about ingredients in an Egyptian dish
-To identify countable and uncountable nouns

1 Ask
and
answer

2- Read
Salma's
email.
What food
does
Salma's
aunt
always
cook for
her?
1Underline
the food
words.
Write C
(countable)
or U
(uncountab
le)

Time

Procedures
- Draw attention to the objectives box.
- Now tell the students about the food you like, for
example, My favourite food is ...
- Now tell the students to read the first question in
exercise I, and elicit how to answer the question
(My favourite food is ... ).
-Now ask the students to look arthe list of food in
the box in question 2.
-Invite different group members to tell the rest
of the class about another student's likes and
dislikes.

Strategi
es

Aids

Brain
Storming
SB

Lessons
Lessons : 11-2

Assessment

Oral
Questions

Evidence

Teachers
Preparation
Book

WB
Students
Note
Books

Pairwork
-Ask the students what they learned about Salma
in Unit 2 (they learned about her famity). Then
cask them to look very quickly at the text and say
what kind of writing this is (an entail). Ask who
they think Jane is (Salma's English friend).
- Ask the students to look at the picture in exercise
1 and elicit the word soup. Ask Call you count
soup? (no) Draw some tomatoes on the board
~nd ask Call you count tomatoes? (yes) Ask
Internet
them why it isn't possible to count soup (it's
search
liquid).
-Go through each sentence a' a whole class.
inviting the students to say whether they think
the food is countable or uncountable.

CD
Written
Exercises

Students
Activity
Books

Unit 3

Food

SB pages 11-15

WB pages 7-9

Date :.... Class:..... / ... Period: ..... Unit: 3 Lesson : 3

Indicators
Objectives

content

Learners will
-- To ask and answer about going to restaurants
-To listen to a conversation and answer questions
-- To ask and answer about a menu
-- To review food words

Ask and
answer

2- Look at
the menu.
Match the
words
and the
Pictures

3- Listen
and
answer
the
questions.

Time

Procedures

1-Ask the students to read the two questions and

tell them that they are going to discuss them in
pairs.
2 When they have finished, invite different
students to tell the class about their partner.
1-Ask the 'students to look at the words in the
box and 011 the menu. Explain that they have
to match the words and the pictures. as in the
example.
2 The students complete the exercise in
pai rs.

-Tell the students that they are going to listen to a

conversation in a restaurant. Ask them who they
think they will hear (a customer/customers and
a waiter). Tell them that they are going to hear a
-farnily ordering their food.
2 Ask the students to reaci through tile questions
and then play the recording.
3 Ask the students to check their answers in pairs
and then play the recording for them to check
their answers.
4 Check the answers as a whole class,

Strategies

Aids

Assessment

Oral
Questions

Brain
Storming
SB

Evidence

Teachers
Preparation
Book

Students
Note
Books
Group
work

Pair work

WB
Written
Exercises

Students
Activity
Books

Unit 3

Food

SB pages 11-15

WB pages 7-9

Date :.... Class:..... / ... Period: ..... Unit: 3

Learners will
- To read about Egyptian food and answer questions
-To use critical thinking skills to discuss Egyptian and international food
To talk about food and drink
-To review and practise the vocabulary and structures of the unit

Indicators
Objectives

content

Time

Procedures
-Ask the students to read the title of the reading
text and look at the pictures. Ask. them (0
identify the food items in the picture.

1- Answer
the
questions

Strategies

Aids

Brain
Storming
SB

Lessons : 44-5

Assessment

Oral
Questions

-Ask the students to quickly s.can the text to

check whether thcy were right about the food
items.

Students
Note
Books

Pairwork
2Critical
thinking

1- Read
and
match

-Elicit the food and dishes that the students have

learned in the unit
-Invite different students to read out each
description and its matching food..

Teachers
Preparation
Book

WB

-The students then complete the exercise.

-Brainstorm a list of popular Egyptian dishes and

write them on the board. Ask different students
what their favourite Egyptian dish is.
2 Ask the students to work with another student
who likes a different dish and to tell them about
the main ingredients in the dish.

Evidence

CD
Written
Exercises
Role play

Group
wprk

Students
Activity
Books

Review A

SB pages 18-22

WB pages 12-14

Date :.... Class:..... / ... Period: ..... Review A

Indicators
Objectives

content

Learners will
-review and practice the vocabulary structures of the units 1-3.
-listen and recognize the ch sound.
-practice pronunciation of the new words.

1 Match
paragraphs
1-3 with the
pictures.

Time

Procedures
- Ask ss what themes of module 1 were..
- Elicit grammar points the have practiced.
- Tell ss what they are going to review and what
they have learned in module 1.
- Ask ss to looka the the three pictures in exercise
1 and describe them.

Strategies

Brain
Storming
SB

2- Answer
these
questions.

3- Look at
the menu
.Make
sentences
with some
and any.

Ask ss to read questions and if they can

remember answers..

Tell them to read the text again.

Ask them to check their answers in pairs..

- Quickly elicit the food words from unit 3.

- Ask ss to look at the example and explain
the task.
-

Ask ss to work in groups to make

sentences.

Invite different ss to choose a food item and

make a sentence.

Assessment

Oral
Questions

Evidence

Teachers
Preparation
Book

WB

- Ask ss to scan the paragraphs quickly..

Aids

Lessons
Lessons : 11-2

Students
Note
Books

Pairwork
CD
Written
Exercises

Groupwork

Students
Activity
Books

Unit 4

Getting around

SB pages 18-22

WB pages 12-14

Date :.... Class:..... / ... Period: ..... Unit: 4

Indicators
Objectives

content

Learners will
-talk about the Cairo Metro.
-reaout the city of Cairo and answer questions.
-use the imperative for instructions and advice.
- discuss road signs and their meanings.

1 Ask
and
answer

2- Read
about
Cairo
metro and
check
answers.

Time

Procedures
- Draw attention to the objectives box.
- tell ss to look at the pictures in exercise 1.
- Ss work in groups to answer questions.
- Hold a short discussion about the Cairo Metro.

Strategies

Aids

Brain
Storming
SB

Ask ss what they know about Cairo.

Ask ss to look at the texts and check if their

ideas for exercise 1 were correct.
Pairwork

Check answers as a whole class.

Lessons
Lessons : 11- 2

Assessment

Oral
Questions

Students
Note
Books
CD

- Ask ss to look at the pictures in exercise 1..

- Ask ss to read sentences 1-6.
-

Let ss copy sentences in their copy books..

Now ask them to look at the grammar box

and read the rules for the imperative.

Play a quick game of the teacher says.

Teachers
Preparation
Book

WB

Written
Exercises
3Underline
the words
which give
instructions
or advice

Evidence

Internet
search

Students
Activity
Books

Unit 4

Getting around

SB pages 18-22

WB pages 12-14

Date :.... Class:..... / ... Period: ..... Unit: 4 Lesson : 3

- listen to aconversation asking for directions and complete a dialogue.

- talk about using the metro.
- ask and answer about the metro.

Learners will

Indicators
Objectives

content Time

1 - ask
and
answer

Procedures

2- Listen
and
complete

3- You
are at
the
Opera
Metro
Station

Ask ss to look at the map of the Cairo Metro

and questions in exercise 1.
Ask ss to discuss questions in pairs.
Ask them to find a map for London
underground on the internet and compare.
Ss work out answers in pairs.
I check answers orally

Ask ss to look at the pictures in exercise 2.

Ask ss to look at the words in the box and
check their meanings.

Play the recording to listen for the answers.

Invite two pairs to read out the dialogues.

Ask ss to look at the functions box.

Ask ss to look at the words in the box and

check their meanings.

Finally, Invite two pairs to read out the

dialogues.

Strategies

Aids

Assessment

Oral
Questions

Brain
Storming
SB

Evidence

Teachers
Preparation
Book

Students
Note
Books
Group
work

Pair work

WB
Written
Exercises

Students
Activity
Books

Unit 4

Getting around

SB pages 18-22

WB pages 12-14

Date :....
:.... Class:..... / ... Period: ..... Unit: 4

Learners will
- understand directions and prepositions of adverbs .
-ask for and give directions using a map.
-discuss being polite on public transport.
- review and Practise the vocabulary and the structures of the unit

Indicators
Objectives

content

1- Look
at the
map
where do
Ali and
Hala
want to
go?

Time

Procedures
-

Brainstorm a list of places in a town..

Ask ss to look at the map and a photo of a
town.
Ask ss to rad a dialogue between Ali and
Basel.

Strategies

Aids

Brain
Storming
SB

Ask ss to find out the prepositions of place in

the dialogue.
Finally , ask ss to find phrases for asking for
directions

Lessons : 44-5

Assessment

Oral
Questions

Teachers
Preparation
Book

WB
Students
Note
Books

Pairwork

Evidence

CD
2- ask
and
nswerr
about
yoursel
f and
your
family.

1- Match
the
questions
and
answers.

Ask ss to rad a dialogue shown in the

speech bubbles .
Go around and monitor while reading.
.
Finally, extend activity to ask about more
places.

Elicit phrases for asking information.

Ask ss to look at questions and answers to

match them.

Invite different ss to read out questions and

answers.

Written
Exercises
Role play

Group
wprk

Students
Activity
Books

Unit 5

A clean country

SB pages 23-27

WB pages 15-17

Date :.... Class:..... / ... Period: ..... Unit: 5

Indicators
Objectives

content

Learners will
use adjectives to describe places
-read about a ~~al and answer questions
-carry out an internet search about Egypt's canals.
-use the past simple and the past continuous. sentences

1 - Use
these
words to
describe
the
pictures

2- Read a
magazine
article
about a
canal.
What
do these
words
describe?

1Underline
the verbs
in the past
simple and
circle the
verbs in
the past
continuous

Time

Procedures
- Draw attention to the objectives box.
- Now ask the students to look at the pictures
in exercise I and ask What can vou see?
-Elicit which parts of speech are used to describe
places, people or things (adjectives).
-Then ask the students to work in small groups
to describe the pictures,
Hold a short class discussion about why places
become dirty or polluted
- Ask the students what they know about canals
and what they are used for
.- Ask the students to look at the adjectives in
exercise 2
-Now ask them to look at the title of the text and
to predict what they think the article is about.
- Check the answers as a whole class. Ask the
students whether their predictions were correct.

- Elicit examples of the past simple by asking

the students what they did last night/last weekend
-Ask the students to look at the picture in
exercise
1 and ask what they can see
-Ask the students to identify the verb forms in
the rest of the sentences.
-Invite different students to read out each

Strategies

Aids

Brain
Storming
SB

Lessons
Lessons : 11-2

Assessment

Oral
Questions

Evidence

Teachers
Preparation
Book

WB
Students
Note
Books

Pairwork
CD
Written
Exercises

Internet
search

Students
Activity
Books

Unit 5

A clean country

SB pages 23-27

WB pages 15-17

Date :.... Class:..... / ... Period: ..... Unit: 5 Lesson : 3

-describe scenes using.i he past continuous

-ask about and describe scenes using the past continuous

Learners will

Indicat
ors
Object
ives

content

1 - look at
the pictures
and
complete the
sentences

Time

Procedures

- Ask the students to look at the pictures in

exercise I and elicit where the people arc in each
Ask the students to look at the verbs in the box
- and match them to a picture
Then ask them to look at the example sentence
and tell them that they have to complete the rest
- of the sentences using a verb from the box
- The students complete the .sentences in
pairs.
-

2- listen and
check

3- - Look at
the pictures
again. Then
cover them.
What can
you
remember?

- Tell the students that they are going to

listen and
check their answers to exercise I.
-Play the recording for the students to listen
and check their answers.

- Elicit the question and short answer forms

of the
past continuous.
-Then draw their attention to the Functions
box,
-Now tell the students that they arc going to
play a mcrnory game.
-Tell the students to close their books and
ask and answer

Strategies

Aids

Assessment

Oral
Questions

Brain
Storming
SB

Evidence

Teachers
Preparation
Book

Students
Note
Books
Group
work

Pair work

WB
Written
Exercises

Students
Activity
Books

Unit 5

A clean country

SB pages 23-27

WB pages 15-17

Date :.... Class:..... / ... Period: .....

..... Unit: 5
Indicato
rs
Objectiv
es

content

Time

Procedures

Learners will
-complete descriptions of events using the past simple and the past
continuous
-write a paragraph about a scene using the past simple and the past
continuous

1- Look at
the
pictures.
Complete
the
sentences

2- Project

1- Match
the
adjectives
with their
opposites

Ask the students to look at the pictures and

ask where the people were
Point to the different people and ask What
was./were lie/she/they doing?
Elicit how the past simple and past
continuous tenses can be used in the same
sentence.
Tell the students that paragraphs a and b
belong to' the two pictures.
The-student. complete the paragraphs in
pairs.

Strategies

Aids

Brain
Storming

Lessons : 44-5

Assessment

Oral
Questions
SB

Evidence

Teachers
Preparation
Book

WB
Students
Note
Books

Pairwork
CD

- Ask the students to quickly recap the story

from exercise I
- -Ask the students to look at the verb In the
sentence and decide why the past continuous
was used.
- Ask the students to write their paragraphs
individually,
- When they have finished writing, ask them to
compare their paragraphs with their partner,
-

-Elicit the adjectives that the students have

learned in the unit.
-Ask the students to look at the example and
complete the matching exercise individually.
-The students compare their answers in pairs.

Written
Exercises
Role play

Group
wprk

Students
Activity
Books

Chapter 1

The Old Man and the Sea

SB pages 52-60

Date :....
:.... Class:..... / ... Period: ..... Chapter:
Chapter: 1
Indicators
Objectives

content

Learners will
- learn about Ernest Hemingway.
-understand the background to the story.
-read chapter one.
-make predictions.
give opinions on related topics.

1 Prereading
activity
Read
about the
writer
Ernest
Hemingwa
y

Time

Procedures
-Ask Ss to look at the pictures and ask
What can you see on page?
What do you think will happen.?
Do you think that.Why ?Why not?
.
- I give a background about the writer and
the prizes he got.
-

I ask ss to read the passage silently, then

ask two ss to read each paragraph aloud.

Strategi
es

Aids

Brain
Storming
SB

Lessons
Lessons : 11-2-3

Assessment

Oral
Questions

Evidence

Teachers
Preparation
Book

Students
Note
Books

CD
Pairwork

-I ask ss to complete the exercise while reading.

2-While
reading
activity
-Put the
events in
the correct
order.

-I ask ss to order sentences to tell the story.

-I ask ss to answer questions .

The
Reader

-I check answers orally as a whole class.

1-Why did manolin love the old man?
2-Why wasn't the old man afraid when he sailed?

3-Postreading

Video

3-Why is it important to help old people?

4-How did you know that Santiago was poor?
5-What was Santiago's opinion about the sea?

Written
Exercises

Internet
search