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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 3rd grade Intermediate First semester (1437 – 1438H)

The 1st week The 2nd week The 3rd week The 4th week (Three Days)

17/12 – 21/12 24/12 – 28/12 1/1 – 5/1 8/1 – 12/1 8/1 – 12/1

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

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

Unit 2 – Lesson 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 2Unit 4 – Lesson 3

Unit 5 – Lesson 1Unit 5 – Lesson 2


Unit 6 – Lesson 3 General Revision

Unit 4 – Review Unit 5 – Lesson 31

Unit 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 – 30/3

Unit 7 – Lesson 1Unit 7 – Lesson 2Unit 7 – Lesson 3

Unit 7 – ReviewUnit 8 – Lesson1Unit 8 – lesson2

Unit 8 – Lesson 3


1

Unit 9 – Lesson 2Unit 9 –

Lesson 3Unit 9 – Review

Unit 10 – Lesson 1



The 15th week The 16th

weekThe 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- A website and a newsletter3rd intermediate Lessons (1:4)

Time Frame: 4 lessonsUnit Summary

This unit focuses on talking about Marhaba website and Saudi Stars newsletter, using the forms of (be going to), using the past simple, talking about steps of good sleep, describing a beautiful place and using present continuous.

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

To practice and use the forms of "be going to". To practice the present continuous. To write personal profile. To listen for specific information. To practice and review the past simple tense. To use the time phrases.

To write and narrate an event or a story. To pronounce the past tense verbs. To practice imperative verbs. To write a description of a place. To write future plans.

Essential Questions:Enduring Understandings: Write your future plans. Talk about Marhaba website. Write few sentences using the forms of

"be going to" and the present continuous.

Write a story. Write three sentences in the past

simple. Write the steps of good sleep. Imagine and describe a beautiful place.

Students will understand that: Language related to websites and

newsletters. Using (be going to) Using the present continuous. Using the past simple. Writing a story. Using the imperative form. Describing a place.

Knowledge and SkillsStudents will be able to … Talk about Marhaba website and Saudi

Stars newsletter. Use the forms of "be going to". Use the present continuous. Use past simple. Write a story. Describe a beautiful place.

Students will know New vocabulary. Language related to websites and

newsletters. The forms of "be going to". The present continuous The imperative. The past simple

Stage 2: Assessment EvidencePerforming Tasks: Use vocabulary in a variety of sentences. Listening tests. Oral tests. Conversations. 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: What is Marhaba? What do you know about Saudi Stars? Write a list of verbs with the past tense How do you have a good sleep? What are you going to do in the future? 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

Make two lists of jobs.

Make a list of ten verbs with regular past tenses and ten verbs with irregular past tense.

Look at the past tense

Ask and answer questions about the profiles.

Ask and answer questions about the text.

Find mistakes in the story.

Correct the false sentences.

Read, pronounce and write new vocabulary.

Write your profile.

Complete text with words.

Answer and complete the exercises.

Listen and answer the

What is

Marhaba?

What do you know about Saudi Stars?

Write a list of verbs with the past tense

How do you

verbs and write them in the table.

Imagine and describe a beautiful place.

Say how to have a good night's sleep.

Ask and answer questions about what you are going to do

questions. Answer exercise

about grammatical rules.

Write a story. Write sentences

in your notebook.

have a good sleep?

What are you going to do in the future?

Title of Unit: A website and a newsletter3rd intermediate

Students' performance task: Ask and answer the questions. Read the information. Complete the missing information. Interview your partner. Make a list of jobs. Circle the correct word. Underline the time phrase. Find mistakes and correct them. Listen and repeat. Imagine and describe a beautiful place. Match and number.

A.

Write sentences in your notebooks.

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.Students' role-play: Discussion. Read the texts. Role play conversations. Writing sentences. Listening. Participate in educational games. Match sentences. Implementation of the activities related to the lesson. Writing a paragraph. Answer worksheets. Describing a beautiful place.

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: Pupils of the class, school or community.

Need to present: Unit vision.

C.

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

D.

The challenge : To discuss the topic (A website and a newsletter) and do the tasks

related to the Unit.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

(1)BeginnerExpectations

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Content

Subject: English (Lift Off)Unit 2- In the news3rd intermediateLessons (1:4)


This unit focuses on talking about accidents, using the past simple, telling a story, talking about favourites and pet hates, using like and would like, using the present perfect and talking about the changes of life.


To talk about accidents. To describe and narrate a story. To revise the past simple tense. To practice and use the prepositions of movement. To practice listening to sounds and write the missing words. To express favourites and pet hates (likes and dislikes). To write an e-mail. To practice "like/ would like to" To practice the present perfect tense.

To describe changes and differences. To practice reading about Saudi Arabia.

Essential Questions:Enduring Understandings: Talk about an accident happened to

you. Use the past simple in the sentences. Write three sentences using the

prepositions of movement. Write a few sentences using the

present perfect. Talk about changes and differences in

life in the present and the past. Write an e-mail.

Students will understand that: Using the past simple. Using the prepositions of movement. Using "like/ would like to". Using the present perfect tense. Talking about changes and

differences. Writing an e-mail

Knowledge and SkillsStudents will be able to … Talk about accidents. Use the past simple. Use the prepositions of movement. Use the present perfect. Write an e-mail. Describe changes and differences. Express favourites and pet hates (likes

and dislikes).

Students will know New vocabulary. The past simple. The past prepositions of movement. The present perfect The e-mail.

Stage 2: Assessment EvidencePerforming Tasks: Use vocabulary in a variety of sentences. Listening tests. Oral tests. Conversations 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


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: Have you had an accident before? Tell a story about an accident that has happened to you. Talk about favourites and pet hates. What have changed in Saudi Arabia? Write the past participle of these verbs: think- buy- write - hate 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.

Talk about accidents.

Look at the pictures and discuss the questions.

Look at the picture then ask and answer the questions.

Correct the sentence.

Work in pairs to ask and answer the questions.

Use the past simple.

Make sentences about the

Complete the table.

Read and listen then answer the questions.

Write the correct number in each box.

Complete the sentences with past simple and "like/ would like to".

Have you had an accident before?

Tell a story about an accident that has happened to you.

Talk about favourites and pet hates.

What have changed in Saudi Arabia?

pictures. Listen and answer the exercise.

Match the paragraphs with the headings.

Write an e-mail.

Write the past participle of these verbs: think- buy- write - hate

Title of Unit: In the news3rd intermediate

Students' performance task:

Look at the picture. Ask and answer the questions. Read the story. Correct the sentences. Complete the table with verbs. Listen and answer the questions. Tick the correct answer. Match the paragraphs with the headlines. Discuss your favourites and pet hates. Complete the sentences. Find and underline verbs. Say complete sentences.


A.

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

evaluate their own progress.Students' role-play: Listening. Read the texts. Role play conversations. Participate in educational games. Match. Implementation of the activities related to the lesson. Answer worksheets. Complete the sentences. Tell a story. Say sentences.

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.



C.


The challenge : To discuss the topic (In the news) and do the tasks related to the

D.

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

E.


F.

Evidence and total

points

(4)Advanced

(3)Efficient

(2) Intermediate

(1)Beginner

Expectations



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Content

Subject: English (Lift Off)Unit 3- At home and abroad3rd intermediateLessons (1:4)


This unit focuses on talking about a story about a young man's accident, using the present perfect, talking about life abroad, using (much, many, more, few, the most and the fewest), using (as many as & as much as), knowing countable and uncountable nouns) and writing a list of adventurous things you would like to do in the future.


To read about a young man's accident. To practice the present perfect tense. To practice listening for details. To compare and contrast things. To practice (not) as many …….as /as much…….. as. To practice fewer, more, more, less, least, fewest with nouns.

To describe experiences and events. To use present perfect verbs with ever and never. To write adventurous things that they would like to do in the future. To revise countable and uncountable nouns.

Essential Questions:Enduring Understandings: Write sentences using the present

perfect simple. Write sentences using (not) as many

…….as /as much…….. as Write a list of countable and

uncountable nouns. Use fewer, more, more, less, least,

fewest with nouns. Write adventurous things that they

would like to do in the future.

Students will understand that: Using the present perfect simple. Using countable and uncountable

nouns. Using (not) as many …….as /as

much…….. as Using (ever/ never). Writing adventurous things that they


Knowledge and SkillsStudents will be able to … Talk about living abroad. Use the present perfect. Write a list of countable and

uncountable nouns. Write adventurous things that they


Students will know New vocabulary. Language related to accidents and

adventure. The present perfect simple. As many as/ as much as. Fewer, more, more, less, least, fewest

with nouns.Stage 2: Assessment Evidence

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



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




results. We have to focus on basic questions: Write few sentences in the present perfect. Have you travelled abroad before? What activities do you like? Have you done any adventurous thing? Have you done anything exciting? 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




Think of five countable and uncountable nouns.

Listen and repeat.

Make a conversation about each picture.

Ask and answer.

Compare the food and juice in the picture.

Talk about what Bear done.


Tick the best title.

Complete the sentences.

Underline the verbs in the present perfect.

Make sentences.

Read and

Write few sentences in the present perfect.

Have you travelled abroad before?

What activities do you like?

Have you done any adventurous

Ask and answer the questionnaire.

answer the questions.

Answer the exercises of the grammatical rules.

Listen and answer the questions.

Write a list of five adventurous things you would like to do in the future.

thing?

Have you done anything exciting?

Title of Unit: At home and abroad3rd intermediate

Students' performance task: Tick the best title. Complete the sentences. Repeat the conversation. Make conversation. Talk about the accident. Underline the verbs in the present perfect. Ask and answer the questions. Make sentences. Compare food and juice in the picture. Write countable and uncountable words. Write a list of adventurous things you would like to do in the

future.

Objective:

A.

Achieve the general objective of the Unit.


evaluate their own progress.Students' role-play: Discussion. Read the texts. Asking and answering questions. Role play conversations. Participate in educational games. Match sentence with pictures. Implementation of the activities related to the lesson. Answer worksheets. Writing sentences. Making a conversation. Complete the sentences.


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.



C.


D.

The challenge : To discuss the topic (At home and abroad) and do the tasks related

to the Unit.

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

E.


F.

Evidence and total

points

(4)Advanced

(3)Efficient

(2) Intermediate




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Content

Subject: English (Lift Off)Unit 4- Helloes, helpers and heroes3rd intermediateLessons (1:4)


This Unit focuses on talking about ways of communication, making nouns from verbs, using "by+ verb_ -ing) to join sentences, using (already, just and yet) with the present perfect, writing a message and using (after+ verb+ ing).


To read about different ways of communication. To use by + verb + -ing to join separate sentences. To make nouns from verbs by adding -ation. To describe experiences or events. To use present perfect verbs with already and yet To write a message. To use the present perfect with "just". To use time clauses with when, after, before, etc. + verb + -ing; some

irregular past participles; implicit contrast of present perfect and past simple

To ask and answer questions about people.

Essential Questions:Enduring Understandings: Write three sentences with the present

perfect tense. Talk about ways of communication. Join sentences using (by/ after). Use already, just and yet. Write a message.

Students will understand that: Language related to the

communication. The present perfect with (already, just

and yet). Making nouns by adding (-ation). Time clauses with when, after, before,

etc. Writing a message.

Knowledge and SkillsStudents will be able to … Talk about ways of communication. Write a message to your friend. Join sentences. Ask and answer questions.

Students will know New vocabulary. Language related to communication. The present perfect. By +verb+ ing. After+ verb+ing. Just/ already/yet.

Stage 2: Assessment EvidencePerforming Tasks: Use vocabulary in a variety of sentences. Listening tests. Oral tests. Ask and answer questions. Written tests.



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.



results. We have to focus on basic questions: What are the different ways of communication? Have you finished homework yet? Do you know any hero? What do you know about Muhammad Ali Clay? 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



One person says a sentence and the second one reply.

Ask and answer questions about ways of communication.

Talk about Muhammad Ali.

Find words in the text.

Ask and answer questions.

Say sentences.

Make questions and sentences.

Make an interview.

Write the number of sentence.


Listen and repeat.

Read and answer the questions.

Rewrite the sentences.

Answer the exercises about grammatical rules.


Complete the exercises.

Write a message.

What are the different ways of communication?

Have you finished homework yet?

Do you know any hero?

What do you know about Muhammad Ali Clay?

Title of Unit: Helloes, helpers and heroes3rd intermediate

Students' performance task: Listen and repeat. Talk about ways of communication.

A.

Read and answer. Complete the sentences. Rewrite the sentences. Ask and answer. Say sentences. Make questions and sentences. Write a message to your friend. Find and underline the past tense verbs. Complete the table. Read and match. Write the missing words.



evaluate their own progress.Students' role-play: Discussion. Read the texts. Asking and answering questions. Role play conversations. Participate in educational games. Match. Discussion. Implementation of the activities related to the lesson. Answer worksheets. Writing a message.


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 (Helloes, helpers and heroes) 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 5- Old and new2nd year secondaryLessons (1:4)


This Unit focuses on talking about family heirlooms, Using "for" with the

present perfect tense, using "How long…….?", talking about holidays, using "as (adjective) as", using "prefer/ would prefer" and talking about predictions.


To use language related to family heirlooms. To describe people and places in details. To use the present perfect with for and how long. To differentiate between sounds and stress in English. To ask about favourite object. To use as (adjective) as to compare similar qualities. To use would prefer and prefer. To describe future plans and predictions. To express degrees of certainty with modals used for the future: will, won’t,

may, might. To make comparisons with more/less/as … as.

Essential Questions:Enduring Understandings: Talk about your family heirlooms. Write three sentences in present

perfect using "for". Ask questions using "How long". Write sentences using "prefer/ would

prefer". Make comparison. Write predictions for the future.

Students will understand that: Language related to family heirlooms. The present perfect simple The present perfect with "for" Comparing similar qualities. Modals Writing predictions.

Knowledge and SkillsStudents will be able to … Talk about your family heirlooms. Use the present perfect with "for". Ask questions using "how

long…..?". Make comparisons. Use "prefer/ would prefer to" Make sentences Write predictions.

Students will know New vocabulary. Language related to family heirlooms. The present perfect tense. The modals The present perfect with for and how

long. Comparison. "prefer/ would prefer"

Stage 2: Assessment EvidencePerforming Tasks: Use vocabulary in a variety of sentences. Listening tests. Oral tests. Conversations: making calls.

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.


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. We have to focus on basic questions: Talk about your family heirlooms. How long have you studied English? Which holiday do you prefer? What are your predictions for the future? 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




Repeat paragraph.

Talk about predictions for the future.


Ask and answer questions using "how long……?".

Make sentences.

Ask and answer about the future.

Listen, check and repeat.




Compare holidays.


Write predictions for the future.

Talk about your family heirlooms.

How long have you studied English?

Which holiday

do you prefer?

What are your predictions for the future?

Title of Unit: Old and new3rd year intermediate

Students' performance task:A.

Ask and answer. Tick the correct meaning. Mark the stress. Number the picture. Complete the exercise. Listen and answer. Choose and complete. Make sentences. Are the sentences true or false? Write predictions for the future. Ask and answer about the future.



evaluate their own progress.Students' role-play: Discussion. Read the texts. Listen to the conversation. Role play conversations. Participate in educational games. Match sentences. Implementation of the activities related to the lesson. Answer worksheets. Write predictions.

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.



The challenge : To discuss the topic (Old and new) 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 6- Requests, opinions and directions3rd intermediateLessons (1:4)


This Unit focuses on making requests, saying what you think and agreeing or disagreeing politely and giving directions.


To read about annoying friend. To use could you + verb; and would you mind + verb + -ing for requests. To recognize different levels of formality. To express and ask for opinion and explanations on topics of interest. To practice and use too many/too much and (not) enough with countable and

uncountable nouns. To use "would rather". To give directions. To use clauses with when, before, after, etc. To practice imperative and future verbs. To practice listening to label places.

Essential Questions:Enduring Understandings: Talk about an annoying friend. Make requests politely. Use too many/too much and (not)

enough. Write sentences using "would rather". Write few sentences in the imperative

and the future.

Students will understand that: The requests. Too many/too much and (not) enough

with countable and uncountable nouns.

Using "would rather". Imperative and future verbs.

Knowledge and SkillsStudents will be able to … Talk about annoying friend. Use too many/too much and (not)

enough. Use would rather. Write sentences using imperative and

future form. Write and give directions.

Students will know New vocabulary. The requests. The uses of too many/too much and

(not) enough. The uses of "would rather". The imperative and future verbs.

Stage 2: Assessment EvidencePerforming Tasks: Use vocabulary in a variety of sentences. Listening tests. Oral tests. Conversations 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


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.


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: Tell your friend to be quiet. Would you rather live in the country than in the town? Where is the nearest bank? Say the direction from your school to your home. 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.


Repeat the requests.

Make conversation.

Give directions.


Make complete sentence.

Cover the writing and say the phrases for each picture.

Give directions to places 1-4.

Make requests.

Make sentences about the information in the table.

Look at the picture and answer the question.


Write three conversations in your notebook.


Complete the table.

Match the directions with the phrase.

Complete the exercises about grammatical rules.

Match the words with their meaning.

Write directions.

Tell your friend

to be quiet.

Would you rather live in the country than in the town?

Where is the nearest bank?

Say the direction from your school to your home.

Title of Unit: Requests, opinions and directions3rd intermediate


Ask and answer questions. Tick yes or cross. Make conversation. Complete the sentences. Tick the best title. Make complete sentences. Match the directions with phrases. Give directions.


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

their own progress.Students' role-play: Discussion. Read the texts. Role play conversations. Participate in educational games. Writing a paragraph. Match sentences. Implementation of the activities related to the lesson. Answer worksheets. Making requests. Writing directions.



B.

Audience:C.

Pupils of the class, school or community.



The challenge : To discuss the topic (Requests, opinions and directions) 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 7- Old habits and new experiences3rd intermediateLessons (1:4)


This Unit focuses on talking about old habits and new experiences, talking about favourite sports, using "have to/ must", using "used to", talking about materials, comparing the past with present life and using the present perfect and past simple.


To read about sports. To practice and use "must/ have to". To make adjectives. To express habits in the past and contrasting them with habits in the present. To revise words with materials. To compare the past and present life. To practice the use of the present perfect and past simple. To describe experiences, events, daily routines and past activities To practice "used to" to compare the past with the present.

Essential Questions:Enduring Understandings Talk about your favourite sport. Write sentences using "must/ have

to". Write sentences using "used to". Talk about the materials. Compare the present and past life. Write adjectives from nouns and

verbs.

Students will understand that: The uses of "have to/ must". The adjectives. The uses of "used to". The materials. Comparing the past and present life.

Knowledge and SkillsStudents will be able to … Talk about favourite sports. Write sentences using "must/ have

to". Write sentences using "used to". Express habits. Compare the present and past habits.

Students will know New vocabulary. The use of "must/have to". The adjectives The use of "used to".

Stage 2: Assessment EvidencePerforming Tasks: Use vocabulary in a variety of sentences. Listening tests. Oral tests. Conversations Ask and answer questions.




performance required for them to achieve the stated results.

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




results. We have to focus on basic questions: What's your favourite sport? Write few sentences about things you used to do. Compare your past and present life. Talk about a young achiever. 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



Repeat paragraph.

Talk about things you had to do yesterday.

Talk about past and present life.

Find the sentences with the same meaning.

Correct the sentences.

Match the words to the pictures.

Ask and answer.

Say sentences.

Make sentences.

Complete the table.


Complete the exercises about grammatical rules.

Match.

Underline verbs in the present perfect and past simple.

Write an e-mail /letter asking for information about an announcement.

What's your

favourite sport?

Write few sentences about things you used to do.

Compare your past and present life.

Talk about a young achiever.

Title of Unit: Old habits and new experiences3rd intermediate

Students' performance task: Discuss

A.

Find the sentences with the same meaning. Complete the table. Complete the sentences. Underline incorrect words. Match. Ask and answer questions. Say sentences. Compare the present and past life. Make sentences.



evaluate their own progress.Students' role-play: Discussion. Read the texts. Role play conversations. Participate in educational games. Writing a paragraph. Match sentences. Implementation of the activities related to the lesson. Answer worksheets. Writing sentences. Comparing the past and present life.



B.



C.


The challenge : To discuss the topic (Old habits and new experiences) and do the


D.


E.


F.

Evidence and total

points

(4)Advanced

(3)Efficient

(2) Intermediate




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Content

Subject: English (Lift Off)Unit 8- Rest, research and religion3rd intermediateLessons (1:4)


This unit focuses on talking about the problem of rubbish, talking about the

materials, using (so and such), talking about the brain, using adverbs, describing a dream and talking about Islam in Britain.


To read about material resources. To practice listening to paragraphs about materials. To practice using "so and such" to say reasons and results. To read about sleeping and brain. To practice making adverbs. To use more and most to make comparative and superlative of adverbs. To describe a dream. To talk about Islam in Britain. To practice the relative clauses.

Essential Questions:Enduring Understandings Talk about material resources. Use "so/ much" to join sentences. Write three sentences using "more/

the most". Write a few sentences using the

relative clauses. Talk about Islam in Britain. Describe a dream.

Students will understand that: Using "so/ much". The adverbs. Using "more/ the most". The relative clauses.

Knowledge and SkillsStudents will be able to … Talk about material resources. Use "so/ much". Use the adverbs. Use the relative clauses. Talk about the brain. Describe a dream.

Students will know New vocabulary. The use of "so/much". The adverbs. The use of "more/ the most". The relative clauses.

Stage 2: Assessment EvidencePerforming Tasks: Use vocabulary in a variety of sentences. Listening tests. Oral tests. Conversations Ask and answer questions. Written tests.








results. We have to focus on basic questions: What is the best way to deal with rubbish? Did you sleep well? What do you know about the brain? Talk about Islam in Britain What do you know about relative clauses? 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



Repeat the paragraphs.

Talk about Isalm.

Look at the pictures and discuss the questions.

Read then ask and answer.

Make sentences with words.

Work in pairs to say sentences.

Underline the adverbs.

Say complete sentences.

Number the sentence.

Read and listen then answer the questions.

Write the sentences in your notebook.


Listen and answer the exercise.

Describe a dream.

Join the sentences with the relative clauses.

What is the best way to deal with rubbish?

Did you sleep well?

What do you know about the brain?

Talk about Islam in Britain.

What do you know about relative clauses?

Title of Unit: Rest, research and religion3rd intermediate

Students' performance task: Read quickly in pairs. Then ask and answer.

A.

Make sentences. Say sentences. Underline the adverbs. Ask and answer the questions. Describe a dream. Complete. Join the sentences. Say sentences about the pictures. Use words from the box to complete the sentences. Match the words with the definitions.



evaluate their own progress.Students' role-play: Listening. Read the texts. Role play conversations. Participate in educational games. Match. Implementation of the activities related to the lesson. Answer worksheets. Complete the sentences. Describe a dream. Say sentences.


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 (Rest, research and religion) and do the tasks


D.


E.


F.

Evidence and total

points

(4)Advanced

(3)Efficient

(2) Intermediate




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Content

Subject: English (Lift Off)Unit 9- Quizzes and questions3rd intermediateLessons (1:4)


This unit focuses on talking about the dangers, giving warnings, using "too &

enough", writing e-mails and letters, giving advice, talking about the brain and using relative clauses.


To read about dangers. To practice and use " too + adjective + to + verb. Or not + adjective + enough +

to + verb". To give warnings using "if". To write e-mails and letters. To give advice. To read about the brain. To use the relative clauses.

Essential Questions:Enduring Understandings: Talk about dangers. Write sentences using " too +

adjective + to + verb. Or not + adjective + enough + to + verb".

Write e-mail. Write a letter. Write advice. Join sentences using relative clauses.

Students will understand that: The dangers. The warnings. Using " too + adjective + to + verb. Or

not + adjective + enough + to + verb". Giving advice. The relative clauses. Writing e-mails and letters.

Knowledge and SkillsStudents will be able to … Talk about dangers. Use " too + adjective + to + verb. Or

not + adjective + enough + to + verb". Write an e-mail. Write a letter. Write advices.

Students will know New vocabulary. Language related to dangers and

warnings. The uses of " too + adjective + to +

verb. Or not + adjective + enough + to + verb".

The relative clauses.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







results. We have to focus on basic questions: Give a warning: the floor is too wet. Give your friend advice who is ill. What can you remember about the brain? What do you know about relative clauses? 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



Give warnings.

Take the parts of the people in the conversation.

Listen and repeat.

Listen and repeat paragraphs.

Put these words in groups of three words.

What dangers do these notices tell you about?

Write the numbers of the sentences.

Say sentences.

Give your advice.

Give these people advices.

Match the paragraphs to the headings.

Ask and answer.


Listen and complete the sentences.


Make sentences.


Answer the exercises of the grammatical rules.


Give advice.

Give a warning: the floor is too wet.

Give your friend advice who is ill.

What can you remember about the brain?

What do you know about relative clauses?

Title of Unit: Quizzes and questions3rd intermediate

Students' performance task: Find the adjectives with the opposite meaning. Complete the sentences. Give warnings about the pictures. Make conversation. Say the sentences. Take the parts of the people in the conversation. Ask and answer the questions. Make sentences. Give advice. Write e-mail. Write a letter.



evaluate their own progress.

A.

Students' role-play: Discussion. Read the texts. Asking and answering questions. Role play conversations. Participate in educational games. Match sentence with pictures. Implementation of the activities related to the lesson. Answer worksheets. Writing sentences. Making a conversation. Write e-mail and letter.


communication, detective, and 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 (Quizzes and questions) and do the tasks


D.


E.


F.

Evidence and total

points

(4)Advanced

(3)Efficient

(2) Intermediate




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Content

Subject: English (Lift Off)Unit 10- Healthy, helpful and hard work

3rd intermediateLessons (1:4)Time Frame: 4 lessons

Unit SummaryThis Unit focuses on talking about healthy food, using "so", using the articles, using infinitive and gerund, telling short stories, talking about hard work, giving opinions and reasons and writing an e-mail.


To read about healthy food. To use "so & neither" to join sentences. To practice using "definite / indefinite" articles. To read a story. To practice verbs followed by to +infinitive or verbs followed by gerund To tell a story. To talk about the advantages and disadvantages. To talk about mobiles. To give opinions and reasons of opinions. To use parts of speech. To revise countable and uncountable nouns. To revise the present perfect tense and the past simple tense. To revise using "so/ neither".

Essential Questions:Enduring Understandings Talk about healthy eating. Tell a story. Join sentences using (so/ neither). Write sentences using verbs followed by to

+infinitive or verbs followed by gerund. Write the suitable article. Give your opinion of mobiles. Write a list of countable and uncountable

nouns.

Students will understand that: Language related to the healthy eating. The use of "so & neither". The infinitive. The gerund. The articles. Countable and uncountable nouns.

Knowledge and SkillsStudents will be able to … Talk about healthy food. Join sentences. Ask and answer questions. Write sentences using verbs followed by to

+infinitive or verbs followed by gerund. Write countable and uncountable nouns. Give opinions and reasons.

Students will know New vocabulary. Language related to healthy eating. The use of "so & neither". Verbs followed by to +infinitive or verbs

followed by gerund After+ verb+ing. The articles. Countable and uncountable nouns.

Stage 2: Assessment EvidencePerforming Tasks: Use vocabulary in a variety of sentences. Listening tests. Oral tests. Ask and answer questions.








results. We have to focus on basic questions: What do you know about healthy eating? Do you eat healthy food? Say a short story What's your opinion on mobile? Why? 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



One person says a sentence and the second one reply.


Talk about healthy eating.

Correct sentences.


Say sentences.

Make questions and sentences.

Complete the table.

Give opinion of mobile and give reasons

Find the following in text.


Put sentences in order.





Complete the exercises.

Say a short story.

What do you know about healthy eating?

Do you eat healthy food?

Say a short story

What's your opinion on mobile? Why?

Title of Unit: Healthy, helpful and hard work3rd intermediate


Find the following in the text. Talk about healthy food. Correct the sentences. Read and answer. Complete the sentences. Tick the best title. Put the sentences in order. Rewrite the sentences. Ask and answer. Say sentences. Say a short story. Complete the table. Read and match. Give your opinion and reason.



evaluate their own progress.Students' role-play: Discussion. Read the texts. Asking and answering questions. Role play conversations. Participate in educational games. Match. Discussion. Implementation of the activities related to the lesson. Answer worksheets. Writing a message.


communication, detective, and 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 (Healthy, helpful and hard work) and do the


D.


E.


F.

Evidence and total

points

(4)Advanced

(3)Efficient

(2) Intermediate




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Content

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