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					Date   Class   Unit       Lesson
        3A
        3B
        3C




                      1
      Date         Class         Unit       Lesson
                    3A
                    3B
                    3C




   Aims:
1.   revise the previous lessons 1- 13.


                                        2
           Date        Class         Unit        Lesson
                         3A
                         3B
                         3C

  2.      Practice writing.
  3.      Practice reading.
      Aids:
      Overhead projector.
      Slides
      Steps:
      1. Revise the tense from the previous lesson.
      2. Give them some examples of the present perfect tense.
      3. Give them some examples of the past tense.
   4.     Have the pupils read these sentences.
   5.     Have the pupils write these sentences in their notes.
I.        Choose the right words:
   1-     My friend (make-making-makes) a lot of models.
   2-     We (travel –are travelling-travelled) to Jeddah next month.
   3-     Mr. Al- Nasser (went-goes-go) to London last year.
   4-     Ali (be-was-has been) a potter for 30 years.
   5-     Has he (written-write-wrote) the address?
   6-     Public buses have run in S.A. (since – for – ago) 1979 AD.
   7-     A camel needs water every 3 or 4 (hours – days – weeks).
   8-     Al-Ahsa is famous (to – for – of) its pots.
   9-     Could you (lend – borrow – want) me an eraser, please?
   10- If it (rain – rains – rained) tomorrow, I will read a book.

II.       Do as shown in brackets:
   1-      We don‟t have much time. Be ……………………………           (Complete)
   2-      He (live) in this house since 1410H.             (Correct)
   3-      Finished – We – already – have – our – home work (Re-arrange).
   4-      He comes to school by bus, (make negative).
   5-      If it ( be ) cool, We will play foot ball.        (Correct).
   6-      They have worked in a big firm for 10 years.    (Make a
        question).


        Aims:



                                            3
           Date        Class        Unit        Lesson
                        3A
                        3B
                        3C

        A. Revise has /have got plus vocabulary.
        B- Begin to introduce new vocabulary for the next lesson:
        Aids:
         One or two toothbrushes and one or two combs.
        New Vocabulary: comb, toothbrush, towel.
        Stpes::
        A- To revise has/have got plus vocabulary:
     1-    I have the class open their books to pages 73-74.
     2-    I read the title and words at the top of the two pages.
     3-    I ask: What can you see in the pictures? (two shops) What is
        the name of the shop on the left/right?
     4-    I make statements and have pupils answer with true or false.
        e.g.
           Jameel‟s has got some cameras, but Fareed‟s has not. (True)
           Fareed‟s has got some vegetables, but Jameel‟s has not. (True).
           Jameel‟s has got some coffee, but Fareeds‟ has not.      (False).
     5-    I have pupils make similar statements.
     6-    I change the questions. e.g.
           Has Jameel‟s got any watches?
           Yes, it has. Has Fareed‟s got any cameras? No, it hasn‟t.
        B- To begin to introduce new vocabulary for the next lesson:
     1-    I ask: Have these shops got any (cameras)? Yes, they have.
           Have they got any combs? No, they haven‟t.
     2-    I do the same toothbrushes and towels.
     3-    I have pupils ask and answer questions about combs, towels
        and toothbrushes and toothbrushes across the class.




I.
       Aims:



                                           4
              Date         Class          Unit          Lesson
                             3A
                             3B
                             3C

     A-      To revise vocabulary introduced in the last lesson.
     B-      To revise asking for things with I‟d like.. plus polite answers.
        Aids:
     A-    Flash cards with the words: scissors, soap and toothpaste.
     B-    Recording 21.
        New Vocabulary:
        a bar of soap, a pair of scissors, pharmacy, a tube of toothpaste.
        Steps:
     A-    Revising the vocabulary introduced in the last lesson:

     1-      Pupils open their books at pages        . I ask: Have these shops got

          any combs/towels/toothbrushes ? (No, they haven‟t).

     2-      I have pupils ask and answer the same question across the class.

     B-      Revising asking for things with I‟d like … plus polite answers:

     1-      Pupils turn to page 75 and look at the pharmacy. I write the word
          “pharmacy” on the board and have pupils repeat it.
          2- Pupils look for combs, toothbrushes and towels. Then I ask: Has
             it got any combs/towels/toothbrushes? (Yes, it has).
          3- I play the first conversation between Ahmad and the shopkeeper in
             recording.
          4- I play the conversation again, stopping at the end of each line and
             having the class repeat it in chorus.
          5- I introduce the new words.
          6- I have two pupils read the conversation aloud.

          7- I repeat for the other conversation.
I.
          Aims:



                                                 5
        Date         Class         Unit        Lesson
                      3A
                      3B
                      3C

A-      To revise the previous lesson.
B-      To revise “should” and the present perfect tense.
      Aids:
     Poster 15 (should do – Has done).
     New Vocabulary:
      To combs, nails (fingernails), teeth, to wash.
      Procedure:
A-      To revise the previous lesson with a short dictation:
1-      I have the class take out a piece of paper to write on. (They put
     their names at the top).
2-      I dictate on of the three conversations from p. 75.
3-      When I finish, I collect the papers to mark.
B-      To revise “should” and the present perfect tense:
1-      I have different pupils read the three forms of each verb of
     these:
        Comb- ed - ed        (hair)             Dry – dried – dried (face)
        Cut – cut – cut      (nails)            Wash – ed - ed      (face)
        Clean - ed - ed      (teeth)

2.    I hang poster 15. I point to picture 1 A and ask: What should he
   do?
3.    I point to comb and hair and answer. He should comb his hair.
   Pupils repeat.
4.    I repeat with picture 1B using the question: What has he done?
   (He has combed his hair).
5.    I point to picture 2A on the poster, asking what should he do? (He
   should wash his face).
   6. I repeat to elicit, He has washed his face.
     7. I repeat with the other pictures and verbs.
     Homework: pupils write questions and answer about picture 4-5.




                                          6
         Date            Class       Unit         Lesson
                          3A
                          3B
                          3C




     Aims:
A-      To introduce what is …… for ? with household items.
B-      To practice asking and answering orally.
C-      To practice reading.
     Aids: Poster 16.
     New Vocabulary: for + (ing), hammer, nails, put in, pliers, scissors,
     screws, screw- driver, get out.
      Procedure:
A-      To introduce what is … for? With household items:
1-      I hang up poster 16. I point to picture 1 and ask: What is this?
     It‟s a tin-opener.
2-      I introduce the new items: hammer, nails, pliers, scissors, screws,
     screw-driver. I model the new words, having pupils repeat chorally
     and individually.
3-      I ask: (picture 2) What is this? What is it for? It is for putting in
     nails.
4-      I repeat for the plural: What are they? What are they for?
B-      To practice asking and answering orally:
1-      I model the questions: What is it for?
        What are they for? I have pupils repeat.
2-      I have pupils ask and answer across the class: What‟s this? What
     are these? What is it for? What are they for?




                                            7
            Date       Class         Unit        Lesson
                        3A
                        3B
                        3C

C-      To practice reading:
1-      Pupils open their pupils‟ book at p. 77. They are to read the words
     silently for 2 or 3 minutes.
2-      They are to work in pairs.



     Aims:

A-      To revise has/have got, and the vocabulary from Lesson 1.

B-      To introduce be able to with different pronoun subjects.

C-      To practice writing.

     Aid: Poster 16.

     New Vocabulary:

      be able to.

     Procedure:

     A. To revise can, has/have got, and the vocabulary from Lesson 1:

1-      I give a pupil a tin-opener and ask: can (Ali) open a tin? (Yes, he

     can). Then I say: Ali can open a tin because he‟s got a tin-opener.

2-      I have the class repeat.

3-      I repeat with the other objects.

B.      To introduce “be able to” with different pronoun subjects:

1.      I say: Ali has got scissors. So, he can cut things. [He is able to cut

     things because he has got scissors]

2.      I have pupils give sentences about the other things with “be able

     to”.



                                            8
         Date         Class           Unit       Lesson
                        3A
                        3B
                        3C

3.      They practice changing the subject. e.g. He/She/It is able to

     …………, I am able to …………………… We/You/They are able to …………………

C.      To practice writing: Pupils open their books at p. 78.

     Pupils give answer to 2A and write them down.

     Homework:

     Pupils complete p. 78.

     Aims:

A-      To practice reading skills.

B-      To introduce was/were able to.

     New Vocabulary:

     as, broken, bulb, fetched, held, ladder, light, reach, take hold of.

     Procedure:

A-      To practice reading skills:

1-      I preview the passage, by discussing the title and pictures.

2-      I have pupils scan the passage for information which can be found

     easily.

3-      I have them read the passage silently to answer these questions:

a-           Why wasn‟t the man able to reach the light bulb?

b-           Who fetched a ladder?

4-      I explain the new words during explaining the lesson.

B-      To introduce was/were able to:

1-      I write these sentences on the board.


                                             9
           Date           Class         Unit        Lesson
                           3A
                           3B
                           3C

          e.g. Today I‟m able to buy a sandwich because I have got money.

          Yesterday I was able to buy a sandwich because I had got money.

        Homework:

        Pupils do true/false exercise on p. 79.



        Aims:
A-              To practice listening to an interview about the moon.
B-              To ask and answer questions about the interview.
C-              To practice some sounds of the letter “s”.
        Aids:
         A- Poster 18,     B- Recording 29 and 30.
        New Vocabulary:
         breathing, equipment, minus, shade, tank, sunlight.
         Procedure:
     A-    To practice listening to an interview:
     1-        I hang poster 18 and ask these questions:
              a. Where/what is this? (Pointing to the moon the earth and space)
              b. Where is this man? (In space), c. Where are we? (On earth),
              d. What is the difference between the earth and the moon?
     2-        I ask: What about air and breathing? Pupils repeat
        “breathing” breathe – breathing.
     3-        I play recording 29 (first part) and I ask: a. What this
        man‟s name? b. Who is the other man? Where are the two men,
        on earth or on the moon? c. Was the moon different from the
        earth? d. What did the man need? (Introduce air tanks) e. What
        did he need air tanks for? (Breathing). f. Why did he need special
        clothes? (For keeping him the right temperature).
     B-    To ask and answer questions about the interview:
     1-    I play the first part of recording 29 again. I elicit questions and
        answers from the pupils e.g.
           T : Has Mr.Smith been somewhere?


                                               10
          Date        Class         Unit        Lesson
                        3A
                        3B
                        3C

         P1: Yes, he has. T (prompts) ask where.
         P2: Where has Mr. Smith been?
         P3: To the moon. T: Is a reporter doing something?
         P4: Yes, he is. T: (Prompts) Ask what.
         P5: What is a reporter doing?
         P6: He is asking him about the moon.
  2-     I have pupils open their books and read the conversation.


       Aims:
        A- To complete the interview about the moon.
        B - To practice reading the conversation.
        C- To practice writing.
       Aids:
       A- Flash cards of the new vocabulary. B- Recording 29.
       New Vocabulary:
       brought, comma, full, stop, grown, plants (n.), soil.
       Procedure:
A-           To complete the interview about the moon:
  1-         I play recording 29 from the beginning right through.
  2-         I say: He talked about air and temperature in the first part.
       What did the talk about in the second part? (plants and soil).
       I write the two word on the board and ask pupils to spell them.
       3-I ask: What do plants need? Does any thing on the moon? (No,
       Nothing). Is the soil on the moon dead? What did they bring back from
       the moon?
  3-         I introduce (brought and grown).
B-          To practice reading:
          1- I have pupils look at p. 81. I begin to read the conversation
             aloud, stopping in the middle of each sentence or an
             individual pupil to complete.
  2-         I ask: What is the conversation about? (Journey to the
       moon, the earth and the moon Plants and soil, air and the
       temperature).



                                           11
           Date         Class          Unit        Lesson
                          3A
                          3B
                          3C

  3-        I have pupils read the whole interview silently.
C-           To practice writing:
   1-        Pupils look at exercise B on p. 82. They read the
      instructions.
   2-        I have pupils work in pairs to do the exercise in class.
      Homework:
       Pupil do exercise (A) on p. 82 at home.




        Aims:

        A- To go over the homework.

        B- To practice reading.

        Aids:

        recording 29.

        Procedure:

  A-       To go over the homework:

   1-      I have pupils open their books at p. 81. They are to follow silently

        as I play recording 29.

   2-      They are to turn to p. 82 exercise (B). They compare their

        answers with their neighbours‟.

   3-      I have pupils check their answers, working in pairs.

  B-       To preview the reading passage:




                                              12
         Date          Class          Unit        Lesson
                         3A
                         3B
                         3C

1-      I have pupils turn to page 83 and I ask: What should you look at

     before reading? (the title). What do you known about „space” before

     you read.

2-      I preview the passage by writing some key words on the board.

     e.g. air, water, temperature, clothes, plants.

3-      I have pupils read the words aloud and find them in the passage.

4-      I write the following questions on the board: a. Why is space

     silent? b. Why can‟t you measure weight in space?

5-      I have pupils read the passage on p. 83 silently and find the

     answers to the two questions.

     Aims:

A-      To revise the reading passage from L.3, and introduce vocabulary.

B-      To read the paragraph fluently.

     C- To practice writing.

     New Vocabulary:

     either (=also), gravity, humans, normally, tell the difference.

     Procedure:

     A. To revise the reading passage from lesson3 and introduce the

     vocabulary.

1-           I have pupils open their books at p. 83 and scan for: air,

     water, temperature, weight.

2-           I explain the new words as they occur, and have pupils

     repeat them: - Normally = every day (usually)


                                             13
              Date         Class         Unit          Lesson
                              3A
                              3B
                              3C

          - either    = also or too. e.g. Ali goes to bed late. Hasan does

          too, Ali doesn‟t wake up early. Hasan doesn‟t, either.

     B.      To practice reading:

     1-      I read the paragraph and have the class repeat after me chorally.

     2-      After I have read the passage through, I have pupils tell me

          about: breathing, normally, silent, water, plants, etc. I have pupils

          read the relevant sentences.

     C.      To practice writing:

     -       I have pupils start to write a paragraph about earth as they have

          practiced it orally.

          Aims:

A-                To revise reported speech with no tense changes.

B-                To practice reported speech with no tense changes.

          Aids:

           A- Recording 31,              B- Poster 19.

          New Vocabulary:

          call someone back, sir, take a message, write something down.

          Procedure:

     A-      To revise reported speech with no tense changes:

     1-      I hang poster 19 and play recording 31, I have the class listen. I

          point to the appropriate picture as each person in the conversation

          says his part.




                                                14
        Date         Class         Unit         Lesson
                        3A
                        3B
                        3C

2-      I play the recording again, stopping at the end of each sentence

     and having pupils repeat.

3-      Class open their books at p. 85 and read the conversation silently.

4-      I explain the new words: - write it down; sir; take a message;

     write a message.

5-      I have two pupils to come to the front and act the role of the

     travel agent and the man. Another boy to act the role of the agent‟s

     friend.

B-      To practice reported speech:

1-      I write: I like sandwiches. What does he say? He says he likes

     sandwiches.

2-      I repeat with other sentences.

   Aims:
   A- To revise the reported speech.
   B- To practice reading.
   New Vocabulary:
    Camp, each other, enemies, fight, fought, look around, really,
   thin, tried.
   Procedure:
A-    To revise reported speech:
1-    I write some sentences on the board and have pupils answer these
   questions: What does he say? What did he say?
2-    I have pupils begin each sentence whit: He said ………
B-    To practice reading:
1-    Class open their books at pages 86-87. The look at the title
   “Salahuddin” and I read it aloud.
2-    I ask: Who was Salahuddin? (He was a great muslim soldier).




                                          15
         Date         Class         Unit         Lesson
                        3A
                        3B
                        3C

      3- I ask: What do soldier do? (fight). I say: Salahuddin and Richard
         never fought each other. Pupil repeat.
      4- I ask: Can you see King Richard? Pupils point to his picture on the
         page.
      5- I point to the picture of Palestine and ask: What is this? (It‟s
         Palestine).
      6- I repeat with picture (Salahuddin‟s camp).
      7- I have pupils read the passage silently and answer these
         questions:
      Questions:
      a.    When did Salahuddin live?
      b.    Which country did King Richard come from?
      c.    What did the two men always need?
      d.    What did King Richard want?
      e.    Who were the chicken for?




      Aims:
      A. To finish the reading.
      B- To report the words of the people in activity (B).
      New Vocabulary:
      speech marks.
      Procedure:
A-         To finish the reading:
 1-        I have pupils open their books at pages 86-87 again. I
      read the story aloud and have different pupils complete each
      sentence.
 2-        I ask true/false questions: p.9.
 a.            Salahuddin lived from 1138 to 1193 H. (false)
 b.            Richard was King of Palestine. (false)



                                           16
            Date         Class         Unit         Lesson
                          3A
                          3B
                          3C

  c.            Richard was Salahuddin‟s enemy. (True)
  d.            Salahuddin sent Richard some chickens (True).
  3-         I have pupils give me the line numbers for the correct
      answers.
B-           To draw attention to quotation mark and match
      words to people.
   1-      Pupils turn to p. 88. I read the instructions who is this?
      (King Richard) What are his words? (the falcons are very
      thin).
   2-      I give pupils two minute to match the other picture with
      the sentences. They should work in pairs.
   3-      I check the answer orally.
C-           To report the words of the people in (B):
   1-      pupils turn to p. 89 and I read the instructions aloud.
   2-      I go through each sentence on p. 88. I have pupils change
      them into reported speech. They are to change tenses and
      pronouns.
      Homework:
      Pupils do 3 sentences at home.
        Aims:
A-              To practice some sounds of (U).
         B- To revise positive and negative instructions and adverbial links
        (first, then, next).
        Aids:
         A- Recording 35 (Letter Sounds: U).
         B- A pair of scissors and two postcards.
        New Vocabulary:
        backwards, edge, end, fold in hall, forwards, like this, surprise (u) .
        Procedure:
     A-     To practice some sound of “U”.
     1-    I have pupils say the words as I write two list on the board.
     2-    I circle the letter “U” word as I read it, I have the class repeat.



                                              17
        Date         Class          Unit        Lesson
                       3A
                       3B
                       3C

3-     Pupils open their books at p. 96 and look at Box 5. I play recording
   35 and have the pupils repeat.
B-     To revise positive and negative instructions and adverbial
   links:
1-     I hold a postcard and say, “I can walk through this. If pupils said,
   No, you can‟t,” I say: I‟ll show you.
2-     I go trough each of the 5 steps on p. 91, showing the class what to
   do as I speak.
3-     When I come to a new word, I explain it by my actions. I repeat
   the new words.
4-     I choose a pupil to come to the front of the class. I say to him,
   Now it is your turn and hand him the scissors and a new postcard.
5-     I make sure that the pupil follow the instructions. I have choral
   and individual repetition of each sentence.
6-     Pupils open their books at p. 91. I read the title and have pupils
   repeat the word “ surprise”. I explain it.
7-     I have pupils read the instructions aloud from the page.




     Aims:
     A- To introduce reported instructions.
     B- To practice some new instructions and report them orally.
C-      To practice writing.
     Aids:
     Two paper-clips, a pair of scissors and a piece of paper.
     New Vocabulary:
     paper- clips, strip (of paper), touch.
     Procedure:



                                           18
          Date            Class       Unit          Lesson
                           3A
                           3B
                           3C

  A-      To introduce reported instructions:
  1-       Pupils open their books at p. 92. I write: First, fold the
       postcard in half.
  2-       I ask: What did Uthman tell Bill to do? I repeat the question.
  3-       I answer: Uthman told Bill to fold the postcard in half. I write
       it on the board.
  4-       I point to the second picture and say: Do not cut right across!
       I write it, then I ask: What did Uthman tell Bill to do?
  5-       I answer: He told him not to cut right across.
 6-        I have pupils ask and answer the two questions orally several
       times.
 7-        Pupil do the other instructions on p. 91 in the same way.
  B-      To practice some new instructions and report them orally.
  1-       Pupils look at (B) on p. 92. I bring a pupil to the front with his
       book. I read Uthman‟s part and have the pupil read Bill‟s part.
  2-       I hold the two paper – clips and ask: Can you join these two
       paper-clips without touching them?
  3-       I explain “Without touching them” (by gesture).
  4-      I go through each of the 4 steps on the page, performing each
      action as I do it.
   5-     After I have demonstrated, I ask : What did Uthman tell Bill to
      do? Pupils report the instructions orally.
I.          Homework: Pupils report 4 sentences from p. 92.
      Unit 17, L-4
I.          Aims: A- To finish the reading, B- To practise reported
      instructions.
II.         Aids: Pieces of paper with positive and negative
      instructions written on them.
III.        Procedure:



                                             19
             Date         Class         Unit        Lesson
                            3A
                            3B
                            3C

     A-      To finish the reading:
     1-      I revise the reading from L. 3, I have some reading practice. I
          begin to read each sentence aloud different individuals complete it.
     2-      I ask True/false questions:
     a.         The farmer was sad. (True)
     b.         The farmer‟s neighbours always worked together. (False)
     c.         The farmer said, the water and the stone needed some salt.
          (True)
     d.         The neighbours brought water, salt, vegetables, rice and a
          stone for the soap. (False)
     B-      To practise reported instructions:
     1-      I have pupils turn to page 95. They look at the first pairs of
          sentences and see how the reported sentence is turned back into
          what the farmer really said.
     2-      I do the same with the second pair of sentences. (instruction)
     3-      I work through the other for pairs of sentences orally to elicit
          what the farmer actually really said. I write number 3 on the board
          after eliciting it. Then pupils do the other alone.
IV.             Homework: Pupils complete the exercise on p. 95.




          Aims:
A-                To practice some sounds of V and W.
          B- To practice greeting people and asking for and giving personal
          information.
          Aids:
          recording 36.
          New Vocabulary:



                                               20
         Date         Class          Unit         Lesson
                       3A
                       3B
                       3C

     birth, born, Islam, job, practise, (I‟m very) well.
     Procedure:
A-      To practice some sounds of “V” and “W”.
1-          I have pupils look at boxes 2-3 on page 102, while I play
     recording 36.
2-          I have pupils repeat each word after me or the speaker.
B-      To practice greeting people and asking for and giving personal
     information:
1-          Pupil are to turn to page 97. They great each other working
     in pairs.
2-          I introduce “I‟m very well” by having different individuals
     ask me, How are you? And I answer: I‟m very well thanks.
3-          I write these key word on the board, having pupils ask
     questions about them: first/family / full name/ country/ Religion/
     town – address –telephone/ nationality – occupation- high- weight.
4-          I ask : What‟s your religion? How old are you? When/ where
     were you born? What is your address? What do you do?
   Aims:
   To introduce reflexive pronouns (i.e., ending in– self or – selves)
   Aids:
    A hard mirror, poster 20.
   New Vocabulary:
    herself, himself, itself, my self, our selves, mirror, yourselves,
   themselves, weigh.
   Procedure:
A-    To introduce reflexive pronouns:




                                            21
        Date       Class         Unit        Lesson
                       3A
                       3B
                       3C

1-    I show the class the mirror and introduce the word. (This is a
   mirror) pupils repeat.
2-    I hand the mirror to a pupil and say, look at the mirror. Who can
   you see? (I can see …… I add my self) I have pupil repeat.
3-    I have him pass the mirror to another pupil. I prompt a different
   pupil to ask, who can you see? I repeat with other pupils.
4-    I ask the rest of the class: Who can he see? To elicit: He can see
   … himself.
5-    I prompt pupils to say the sentence in the full e.g.
      I  I can see my self.              He  He can see him self.
6-    I introduce the other reflexives in the same way. Then I
   introduce the plurals. I say: We can see …… (suggestions) from pupils
    I add “ourselves”. Pupils repeat.
7-    I hang poster 20,pointing to each picture and introduce the
   reflexives.
B-    To practice writing:
1-    I have pupils open their books at page 98-99. They read the
   sentences under each pictures.
2-    I have pupils supply the missing letters in exercise (A) on p. 99.
   They also arrange the words correctly to make right sentences.




     Aims:

A-     To introduce possessive pronouns.

B-     To practice using possessives.

     New Vocabulary:




                                        22
         Date          Class        Unit        Lesson
                        3A
                        3B
                        3C

     whose, glasses, keys, hers, theirs.

     Procedure:

A-      To introduce possessive pronouns:

1-      I have pupils open their books at p. 100, I point to each picture

     and explain it.

2-      I point to picture A and ask: Whose eraser is that? Pupils answer:

     It is her eraser. It is hers. I have pupils repeat the question and the

     answer chorally and individually.

3-      I repeat for the other pictures, having pupils work in pairs to ask

     and answer questions.

B-      To practice using possessives:

1-      I have pupils ask and answer questions about pictures a, b and c.

     They work in pairs.

2-      I read the lesson aloud and explain the new words.




     Aims:

A-      To discuss pen – friends.

B-      To discuss and read a pen – friend letter.

     New Vocabulary:



                                           23
         Date         Class         Unit        Lesson
                       3A
                       3B
                       3C

     enjoy, hope, language, magazine, New Zealand, post code.

     Procedure:

A-      To discuss pen – friends.

1-      I ask : What is a pen-friend? Why do some people want pen –

     friends?

     - How do you get a pen – friend?

2-      I also ask: Is a pen – friend a school friend? Do you talk to a pen-

     friend or do you write to him?

3-      I introduce “language, magazine”.

B-      To discuss and read a pen – friend letter.

1-      Pupils open their books at p. 101.

2-      I give them some questions to understand the form of the letter.

     e.g. Is this a story or a letter? How do you know? (address, date,

     Dear, .. etc).

3-      I ask: Where is the address? Which country does Bilal come

     from? What language do people speak in Indonesia? (English).

4-      I have pupils read the letter silently and answer these questions:

a.         Who did John write to before he wrote to Uthman?

b.         Why dose Bilal want a pen-friend in Saudi Arabia?

c.         What will Uthman be able to do with a pen-friend?

     Do as shown in brackets:
     1- Ali has (do) his homework.              (correct)




                                           24
     Date       Class         Unit        Lesson
                 3A
                 3B
                 3C

 2- You should (cleans – clean – cleaned) your teeth. (choose)
 3- Scissors are for ……………………………………………………              (complete)
 4- Normally – can not – in- You- space – breathe (Re-arrange)

 5- “I want to improve may English”                (Report)

 6- “Don‟t eat too much”                           (Report)

 7- The boy was able to take out the light bulb. (Use: not)

   8- “My family lives in Aflaj”. Ali said …………………………… (complete)
   9- A tin opener is (to – by – for) opening tins        (Choose)
   10- The opposite of “sunlight” is …………………………………… (Complete)
   Choose the right words:
 1.     What should he (does-did-do)?
 2.     We buy toothpaste at the (school – pharmacy –
   cleaner‟s).
 3.     We are able to (cut – cuts – cutting) wood with a saw.
 4.     (Scissors – Pliers – Saws) are for getting out nails.
 5.     A hammer is for (put – puts – putting) in nails.
 6.     He told me (to bring – brought – bring) my book.
 7.     Salahuddin said he (know – knew – knows) what King
   Richard really wanted.
 8.     Was the moon different? Yes, it (is – was – wasn‟t).
 9.     The teacher told us (to come – not to come – come –
   came ) late.
10.     There is no air in space. There I is no water, (too –
   either – also).
                           Revision & Testing

                            (Units 13 – 18)



                                     25
           Date       Class         Unit         Lesson
                        3A
                        3B
                        3C

     L-1

     Steps:

A-      To practice has/have got:

1-      I have pupils open their books at pages 73 – 74.

2-      I ask questions about the shops, having pupils answer with : Yes, it

     has or No, it hasn‟t. e.g.

        Has Jameel‟s got cameras?

        (Pupils answer after looking at Jameel‟s).

        Has Fareed‟s got any tents? (Pupils answer).

3-      I repeat for other objects.


B-      To practice and revise is/are able to and for + ing:

1-      I use real objects (tin-opener, screw – driver, scissors, etc). to

     ask: What is it? What is it for? Pupils answer. It is … it is for ….

2-      I say : Ali has got a screw – driver. He is able to ………………

     (complete) I have pupils practice this sentence using other tools.




                                           26
           Date      Class           Unit         Lesson
                       3A
                       3B
                       3C

                                  Revision & Testing

                                   (Units 13 – 18)

     L-2

     Aims:

A-      To practice vocabulary.

B-      To practice reported speech.

     Steps:

     A- To practice vocabulary.

1-      I have pupils look at section 3 of the practice test p. 103.

2-      I make sure they understand the instructions. Then I have them

     complete the eight items there silently and individually.

     B- To practice reported speech.

1-      I have pupils turn to p. 89 and look at the spoken words there. I

     elicit sentences from them.

2-      I have pupils read the sentences aloud.

3-      I have them turn to p. 104 section (4) . I explain the instructions

     and have pupils choose the right words orally.

4-      I have pupils write the chosen words in the correct spaces.




                                            27
                 Date      Class          Unit          Lesson
                             3A
                             3B
                             3C




                                       Revision & Testing

                                         (Units 13 – 18)

           L-1

I.                Aims: A- To revise the reported speech, B- To practise

           reading.

II.               Steps:

      1-      I have pupils turn to p. 104-105 (section 7).

      2-      I tell them that they are going to read the three paragraphs

           silently. I‟ll give them 4 minutes to finish reading the passage.

      3-      I explain the instructions for question (a) on p. 105. I have pupils

           look at the question and give the answer orally.

      4-      I make sure that they all understand the question and circle the

           correct number.

      5-      I repeat for questions b, c, d, e, f and g.




                                                 28
              Date         Class          Unit         Lesson
                             3A
                             3B
                             3C

          Unit 19, L-1.

I-              Aims: A- To practise some sounds of X and Z.
          B- To introduce the reading with scanning tasks.
          C- To practise reading
II-             Aids: A- Poster 21,              B- Recording 37.
III-            New Vocabulary: assistant, call (v.) = (phone for), call-box,
          change (coins), fax, mail (n.), (v.) out of order, post office.
IV-             Steps:
     A-      To practise some sound of (X and Z):
     1-      I have pupils open their books at p.110 and look at boxes 6 and 7.
     2-      I play recording 37 and have pupils repeat each word after the
          speaker.
     B-      To introduce the reading with scanning tasks:
     1-      I have pupils open their books at p. 106 and I ask them these
          questions:
     a.         What can you see? (a boy, some men, some money, some
          stamps, a telephone).
     b.         What is the title? What can you do at the post office?
     c.         What is Uthman doing in picture 1? …. etc.
     d.         Look at picture 7, What is Uthman doing?
     C-      To practise reading:
     1-      I have pupils read the passage silently and answer these questions
          orally.
     a.         Why did Uthman get change from the assistant?
     b.         Why did he walk home?



                                                 29
              Date        Class          Unit         Lesson
                            3A
                            3B
                            3C

     2-      I have individual pupils answer the two questions.
     3-      I have pupils read the passage again and underline any new words.
          e.g. assistant = helper , out of order = not working.
          Unit 19, L-12

I.              Aims:

     A-      To revise object questions with did + go.

     B-      To introduce subject questions with who ..?

     C-      To practise writing in support of A and B.

II.             Aids: pupils‟ book p. 107.

III.            Steps:

     A-      Revising object questions with did + go:

     1-      I write: yesterday Uthman went to the post office. I erase

          “Yesterday” and say: You know that Uthman went to the post office,

          you don‟t know when. Ask when.

     2-      I have pupils repeat the question after I write it on the board.

          (When did Uthman go to the post office?).

     3-      I erase : the post office and say: Ask where …? (Where did

          Uthman go yesterday?).

     B-      To introduce subject questions with who…?:

     1-      I erase Uthman from the sentence on the board and saw: You

          Know someone went to the post office yesterday: Ask who…? Who

          went to the post office yesterday?

     2-      I have individuals ask and answer.



                                                30
              Date          Class        Unit          Lesson
                             3A
                             3B
                             3C




          Unit 19, L-3

I.            Aims: A- To practise listening for information.

             B- To practise some mixed subject and object question and answers.

II.             Aids: recording 38.

III.            New Vocabulary: airmail, cost (v.), counter, intelpost, owe,

          parcel, payfor.

IV.             Steps:

     A-      To practise listening for information.

     1-      I play recording 38 (at the post office).

     2-      After that I ask: a. Where is Uthman? b. What does he want? I

          have pupils answer the two questions orally. (Uthman is in the post

          office) (He wants to send a parcel and a fax and to by a stamp).

     3-      I play the recording again in sections, having pupils repeat. I stop

          after “that‟ll be 10 reyals, please. I ask: What does Uthman want to

          do? Does he want it to go by sea, air or road? (by air). I introduce

          “air mail” and have pupils repeat it.



                                                  31
             Date          Class         Unit         Lesson
                             3A
                             3B
                             3C

     4-      I ask about where to? (Where is the parallel going to?).

     5-      I play the conversation again and stop at “15 riyals, please”. Then

          I ask: What else does he want to do? (send a fax). Where does he

          need to go to send a fax? I introduce “Intelpost” and “counter”.

     B-      To practise some mixed subject and object question and answers

     1-      I read the conversation with a good pupil then I ask these

          questions, having pupils answer:

     a.           Who is sending a parcel to Egypt?

     b.           Who is Uthman talking to?

     c.           How much does the parcel cost?

     d.           Who wants to send a fax?

     e.           Where does Uthman have to go to send the fax?

     f.           How much does the first page of the fax cost?

V-                Homework: Pupils do the true/false exercise on p. 109 at

          home.




                                                32
              Date        Class          Unit          Lesson
                             3A
                             3B
                             3C

          Unit 19, L-4
I.              Aims:
A-           To revise the reading from lesson 1 and listening from L3.
     B- To practise writing an account, using first, then, next, etc, and
          prompt.
II.             Aids: recording 38.
III.            New Vocabulary: paid for.
IV.             Steps:
     A-      To revise the reading from lesson 1 and listening from L3:
     1-      I have pupils open their books at p. 106 and re-read the passage
          quickly.
     2-      I have them close their books, and I ask: What did Uthman do at
          the post office?
     3-      I write on the board “Yesterday” and the main verbs: collected,
          mailed, bought, sent, got, tried, was, walked.
     4-      I elicit the sentence from the reading for each word. If pupils
          can‟t remember, I let them read the passage again.
     5-      I have pupils use: first, then, after that, and finally.
     B-      To start writing an account, using adverbial links and prompts:
     1-      I have pupils open their books at p. 109 and open their notebooks.
     2-      I play recording 38 (At the post office).
     3-      I ask: What did Uthman do at the post office? I write the
          prompts on the board: sent, got, paid to, wend and ask about.




                                                33
             Date         Class          Unit         Lesson
                              3A
                              3B
                              3C

     4-      As I point to each word, I elicit the full sentence. I have many
          pupils say the sentences as possible. They have to use the linking
          adverbials.
     5-      I have pupils write the paragraph in the copybooks.
          Unit 20, L-1

I.              Aims:

A-              To begin to teach classifying.

B-              To revise relative clauses with “that” and to teach defining.

II.             Aids: poster 22.

III.            New Vocabulary: mice, persons, wool.

IV.             Steps:

     A-      To begin to teach classifying:

     1-      I hang poster 22, I point to the first group and ask: What are

          these? (people). Then I teach persons.

     2-      I ask : What is a mechanic? (a person) What is a pilot? What is

             a shopkeeper? What is a teacher?

     3-      I point to the second group on the poster and ask: What are

          these? (animals).

     4-      I go through each animal to elicit: A cat is an animal. A sheep is an

          animal.

     5-      I repeat with the third group.

          B- To revise relative clauses with “that” and begin to teach defining:




                                                 34
                 Date      Class         Unit         Lesson
                             3A
                             3B
                             3C

     1-      I go back to the first group on the poster and ask: What‟s a

          mechanic? A mechanic is person. I ask: What kind of person? I

          answer: A mechanic is person that repair cars.

     2-      I repeat for animals and things.

     3-      I have the class look at p. 111 in their books. I have different

          individuals read aloud the 3 sentences at B. Then I have pupils make

          sentences from the first table in the large box.

          Unit 20, L-2

I.                Aims:

     A-      To introduce “who” and “which” in relative clauses.

     B-      To continue classifying and defining things.

II.               New Vocabulary: who, which, tool, machine, instrument,

          helicopter, horse, porter, wood.

III.              Steps:

     A-      To introduce “who” and “which” in relative clauses:

     1-      I ask: What is a teacher? To elicit, children. I repeat with the

          “key” and opens doors = A key is a thing that opens doors. A wolf is

          an animal that chases sheep. = A wolf is an animal which chases

          sheep.

     2-      Pupils open their books at p. 113 and look at the four pictures at

          (B).

     3-      Introduce the new words using the pictures “helicopter, horse, a

          porter and a saw”. I have pupils repeat.


                                                35
              Date         Class           Unit           Lesson
                             3A
                             3B
                             3C

     4-      I have pupils answer the questions at (B).

     B-      To continue classifying and defining things:

     1-      I have pupils look at the 3 lines at (C) tools, machines,

          instruments.

     2-      I pronounce them and have pupils repeat. I explain the meaning of

          the 3 words in Arabic.

     3-      I use the list under each word to make sentences about them.




          Unit 20, L-3

I.              Aims:
          A- To practise some sounds of (Y).           B- To practise reading.
II.             Aids: recording 39 (letter sounds: Y)
III.            New Vocabulary: argument, decided, felt terrible, steal,
          stole, stolen, thief.
IV.             Steps:
          A- To practise some sounds of (Y):
     1-      I write three lists on the board:
             List 1                List2                 List3
             Year                  happy                 fly
             You                   heavy                 by



                                                  36
              Date          Class        Unit         Lesson
                             3A
                             3B
                             3C

     2-      I circle the letter Y in each list as I red it and have the class
          repeat.
          B- To practise reading:
     1-      I have the class open their books at p. 114.
     2-      I read the title aloud and have pupils repeat it. I ask: What kind
          of thobe? To focus “stolen”
          3- What does “stolen” mean? I give translation for the word and
             write it on the board.
          4- I point to the “thief” in picture 1 and ask: What is this man? (a
             thief). I ask: What is a thief? (A person who steals things). I
             write “steals” on the board.
          5- I have the class look at picture (2) and ask: What are these two
             men doing? (They„re having an argument).
     6-      I have pupils read the passage silently and answer these
          questions:
             a. Why did the thief steal a thobe not money?
             b. Where did Al-Junaid hear an argument?
          7- I elicit the correct answers and ask about the words they don‟t
                know.
          Unit 20, L-4

I.              Aims: A- To complete the reading, B- To do an oral

          composition.

II.             New Vocabulary: crankshaft, drive shaft, move, pedal,

          vehicle, wheel.

III.            Steps:



                                                37
              Date           Class         Unit         Lesson
                               3A
                               3B
                               3C

A-               To complete the reading:
     1-          Pupils open their books at p. 114, and I begin to read the
          passage aloud to the class.
     2-          I ask the following questions:
     a.               Did Al-Junaid have a lot of money?
     b.               Did he tell the police about the thief?
     c.               Did the thief need a new thobe? (No, he wanted to
          sell it).
B-               To do an oral composition: (25m).
          1- I have pupils turn to p. 115 and look at the diagram of the bicycle.
             2- I point to the labeled parts and pronounce them, having choral
                 and individual repetition.
          3- I read the short paragraph about the bicycle, I explain “vehicle”.
             4- I‟ll tell the class that the words in the box have been used to
                 write the paragraph about the bicycle.
             5- I explain the meaning of the words in the box with the car
                 diagram.
             6- I try to elicit oral sentences containing. Those words about the

                 car. They are to use the paragraph about the bicycle as a

                 model.

          7- I write the paragraph on the … board.

IV.              Homework: I have pupils write the paragraph about the car
          as a home work.
          Unit 21,L-1



                                                  38
             Date         Class          Unit            Lesson
                               3A
                               3B
                               3C

I.              Aims:

A-              To teach: It/He looks + adj. Together with some new

          adjectives.

B-              To practise the new structure and vocabulary.

II.             Aids: A- Poster 23 (faces). B- Flash cards with the new

          vocabulary.

III.            New Vocabulary: afraid (= frightened), angry,

          embarrassed, surprised.

IV.             Steps:

     A-      To teach “It/He looks + adj. Together with some new adjectives

          showing emotions:

     1-      I point to a heavy object in the class-room and say: It looks

          heavy. I have pupils repeat.

     2-      I repeat with a light thing in the class.

     3-      I hang poster 23. I point to the first face on the poster and say:

          He looks … … … I have pupils complete “happy”. I have choral and

          individual repetition of the sentence. Then I write it on the board.

     4-      I do the same with the other faces. I introduce the new words.

     B-      To practise the new structure and vocabulary in a game.

     1-      I have a pupil come to the front of class. I show him one of the

          flash cards but the rest of the class can‟t see it.

     2-      I have him mime the adjective on the card. He can use (facial

          expressions only).


                                                39
             Date         Class         Unit         Lesson
                            3A
                            3B
                            3C

     3-      I have the rest of the class describe his actions or expressions.




          Unit 21, L2

I.              Aims:

A-              To revise the previous lesson.

B-              To teach the verbs: feel, smell, sound and taste.

II.             Aids: A- Poster 24, B- Flash cards of the new vocabulary.

III.            New Vocabulary: comfortable, uncomfortable, feels, sour,

          sweet.

IV.             Steps:

     A-      To revise the previous lesson:

     1-         I hang poster 23 and elicit sentences from individuals with:

          He looks ……

     2-         I have the class open their books at p. 117 and I have

          individuals read aloud the sentences there.

     B-      To teach the verbs fell, smell, sound, and taste with adjectives:

     1-         I hang poster 24, I point to the first picture and say: It

          smells good. I repeat and have the class repeat after me.

     2-         I repeat with the remaining pictures, writing sentences

          about them and having choral and individual repetition.



                                               40
               Date         Class          Unit        Lesson
                               3A
                               3B
                               3C

     3-           I show flash cards of the new words for pupils to open

          their books at p. 118 and read the sentences there.




          Unit 21, L-3
I.                Aims: A- To begin to practise reading, B- To read the
          revision page 121.
II.               Aids: pupils‟ book p. 119.
III.              New Vocabulary: bag, to find, found, to judge, powder,
          proof, pudding, a saying, shook, sugar.
IV.               Steps:
     A-        To begin to practise reading:
     1-           Pupils open their books at p. 119
     2-           I go through the pictures one by one asking pupils to describe
          them.
     3-           I explain “proof” and “a saying”, having pupils repeat them.
     4-           I introduce “pudding” in the title, saying to pupils that “The
          proof of the pudding is t he eating” is a saying in English. I ask:
          What does this saying mean? Pupils find the answer in paragraph
          1.
     5-           I have the pupils read the caption under each picture. I
          explain the new words.




                                                  41
             Date         Class          Unit         Lesson
                            3A
                            3B
                            3C

     6-         I have pupils read the story silently and answer these
          questions:
     a.            What did Joha find in the kitchen cupboard?
     b.            What did he think was in the bag?
     c.            Why did it taste terrible?
     7-         I give pupils five minutes to find the answers. They are to
          give me the sentences to prove their answers.
     8-         Pupils read the story again and underline any new words
          which they don‟t know.
     B-      To read the Revision page 121:
     1-         I have the class turn to page. 121.
     2-         I have individuals read sentences from box 1 and the verb
          forms from boxes 2 and 3.
          Unit 21, L-4

I.              Aims:

     A-      To continue to practise reading.

     B-      To read the story again.

II.             Steps:

     1-      I ask pupils to open their pupils once more to the story: The proof

          of the pudding is in the eating.

     2-      I begin to read the story aloud, them I ask them the following

          true/false questions:

     a.         Joha found nothing in the house for a long time. (True).




                                                42
              Date        Class         Unit         Lesson
                            3A
                            3B
                            3C

     b.         Joha shook the box and thought, “it sounds ordinary”.

          (false).

     c.         “The powder inside the bag looked yellow”. (false).

     d.         The powder felt rough. (True).

     e.         The powder was sugar. (False).

     3-      I have pupils read the story section by section aloud.




          Unit 22, L-1

I.              Aims:

A-              To revise the language of unit 21.

B-              To revise inseparable two-word verbs, and the present

          perfect.

II.             Aids: Poster 25.

III.            New Vocabulary: patient.

IV.             Steps:



                                               43
             Date         Class          Unit         Lesson
                              3A
                              3B
                              3C

     A-      To revise the language of unit 21:

          1- I point to a big pupil and ask: How does he look? I elicit: He

             looks big.

          2- I point to a chair and ask: How does it feel? (It feels

             uncomfortable).

          3- I repeat with other verbs and objects.

     B-      To revise inseparable prepositional verbs:

     1-      I hang poster 25, and have pupils repeat the words with the

          picture after me.

     2-      I ask: How may words are together for each picture? (two).

     3-      I have pupils looks at picture 1 and I ask:

     a.         Where are these two people? (in hospital).

     b.         Why is the girl here? c. What do we call a sick person in

          hospital? (patient) ( I point to the nurse) Who is this person? ( a

          nurse), What does she do? How long has she looked after her?

          (for a long time). I have pupils repeat the answer.

     4-      I repeat for the other pictures on the poster.




          Unit 22, L-2
I.              Aims: A-To revise inseparable two-word
          B- To introduce separable two-word verbs.




                                                44
              Date         Class          Unit        Lesson
                            3A
                            3B
                            3C

     C-      To read sentences containing phrasal verbs and make
          substitutions.
II.             Aids: poster 25 and 26.
III.            New Vocabulary: put on, take off (clothes), tap (n.), turn
          off, turn on.
IV.             Steps:
     A-      To revise inseparable phrasal verbs:
     1-      I ask pupils to open their books at p. 122 and I ask some questions
          about the pictures. e.g. What the nurse doing. How long has she
          looked after the patient?
     2-      I repeat for the other pictures.
     B-      To introduce separable phrasal verbs:
     1-      I hang poster 25, 26 and say: pick up your pens/ put down your
          pens, having pupils repeat.
     2-      I say pick your pens up. Put your pens down. Explain that the
          menaing is the same.
     3-      I point to picture (1) on the posters and ask: What is this person
          going to do? (He is going to pick up the pencil. Or He is going to pick
          pencil up.
     4-      I repeat for the other pictures.
     C-      To read sentences containing phrasal verbs:
     -       I have pupils open their books at p. 123 and read aloud the
          sentences next to each picture.
V.              Homework: I have pupils write four sentences about the
          pictures on p. 123.



                                                 45
              Date           Class         Unit         Lesson
                              3A
                              3B
                              3C

          Unit 22, L-3

I.              Aims:

     A-      To revise separable and inseparable two-word verbs.

     B-      To practise listening.

II.             Aids: an electricity bill, recording 40.

III.            New Vocabulary: bill, cooker, electric, electricity, water

          heater.

IV.             Steps:

     A-      To revise separable and inseparable two-word verbs:

     1-         Pupils turn to p. 126, I have individual pupils make sentences

          from box 1.

     2-         I repeat with box 2A and 2B, I‟ll tell then that up, down, on

          and off can change position with words like your pens.

     3-         I repeat with the other boxes.

     B-      To practise listening:

     1-         I demonstrate electricity by switching the lights (or the

          a/c) off and on.

     2-         I say: your father pays for the electricity, every month. He

          gets an electricity bill. I show pupils electricity bill.

     3-         I ask: Have you get electricity in your houses? What uses

          electricity in your house? (The television, lights, water heater and

          electric cooker). I write the above words on the board.




                                                  46
              Date        Class           Unit        Lesson
                            3A
                            3B
                            3C

     4-         I play recording 40 and have pupils put T of F in front of

          each sentences on p. 124 exercise (A).

V.              Homework: Pupils do exercise (B) on p. 124.



          Unit 22, L-4
I.              Aims: A- To check the homework, B- To practise reading.
II.             Aids: recording 40.
III.            New Vocabulary: cooked (adj.), cool down, depend on, dirty,
          heat up, switch on /off.
IV.             Steps:
     A-      To check the homework:
     1-         I have pupils open their books at p. 124 exercise (B).
     2-         I have different pupils say the correct words for the
          sentences from 1 to 5. I correct any mistakes.
     B-       To practise reading:
     1-      I have pupils open their books at p. 125. I have them read the
          title aloud.
     2-      The look at the pictures and tell me what they are. I ask
          questions about the pictures:
     a.         What is the picture at the top?
     b.         When you use electricity, what do you have to do? (pay).
     c.         What is the picture in the middle? (What does it do?).
     3-      I have pupils read the passage silently and answer these
          questions:
     a.         Who asks, “What do you mean?”


                                                 47
             Date        Class            Unit            Lesson
                           3A
                           3B
                           3C

     b.        What uses electricity in Uthman‟s house?
     c.        What does the water heater do?
     4-     I read the passage aloud and introduce the new words.
     5-     I check the meanings of the new words. e.g. I ask:
     a.        What do we switch on when it gets dark?
     b.        What does the a/c do?
     c.        What do light bulbs depend on?
          Revision

I.             Do as shown in brackets:

     1-     This box is 200 kilos.

          It looks ……………………………………………                  (Complete)

     2-     Ali mailed a parcel to Egypt.                (Make a queation)

     3-     The a/c cools (up – off – down)              ( Choose)

     4-     “Don‟t come to class late.”                  (Report)

     5-     “We are having an English lesson”

            He said …………………………………………….                   (Complete)

     6-     dark – on- We – the lights – switch – is – when – it.            (Re-

          arrange)

II.            Choose the correct words:

     1-     Sami is washing (himself – myself- herself).

     2-     The doctor told him (stay – to stay – stayed) in bed.

     3-     This food (sounds – feels – tastes) good.



                                                 48
              Date          Class         Unit         Lesson
                              3A
                              3B
                              3C

     4-      The nurse is looking (on – at – after) a patient.

     5-      (What – Whose – Who) book is this? It is mine.




          Unit 23, L-1

I.                 Aims: A- To introduce a reading passage that practises

          two-word verbs.

II.                New Vocabulary: basin, come out of , dig up, dishwasher,

          leak, let out, put in, run along, sink, toilet, washing-machine,

          workmen.

III.               Steps:

          * To introduce a reading passage that practises two-word verbs:

     1-      I have pupils open their books at p. 127, I have a pupil read the

          title.

     2-      Pupils look at the pictures and I ask:

     a.            Where does the water come from?

     b.            How does it come into your house?




                                                 49
             Date        Class         Unit           Lesson
                           3A
                           3B
                           3C

     c.        How does it leave your house?

     d.        What do you use water for?

     3-     I introduce some new vocabulary, and I ask: Where do you wash

          yourselves? Where do you wash you clothes? (bathroom)

            Where do you wash your knives, forks and plates?

            Where do you wash your hands and your face?

     4-     I have pupils look at the pictures and answer these questions:

          What can you see in the first picture? What is happening?

     5-     I introduce : workmen, dig up.

     6-     I repeat with the other pictures.




          Unit 23, L-2
I.             Aims: A- To practise more reading with two-word verbs.
                     B- To practise reference exercise.
II.            New Vocabulary: bath, fresh water, noise sewage, waste
          water, water heater, wet.
III.           Steps:
     A-      To practise reading:
     1-     I revise the previous lesson by asking:
     a.        Where do you use water in your house? b. How does it come
          from?



                                              50
             Date          Class        Unit          Lesson
                             3A
                             3B
                             3C

            c. Where does it come from? d. Why do workmen put in new pipes?
     2-     I read the passage aloud and have pupils circle words they do not
          know.
     3-     I ask: Who circled “wet”? I say read the sentence before that, I
          have a pupil read it aloud. I ask: What happens to the ground when
          water comes out of a pipe? What does “wet” mean?
     4-     I check pupils‟ understanding of new vocabulary: e.g.
            Do new pipes leak? (No)
            Do old pipes some times leak? (Yes)
            Does water become cold in a water heater?
            Is “sewage” fresh water or waste water?
     B-      To practise reference exercise:
     1-     I have pupils open their books at pate 128. I have an individual
          read the first sentence on exercise (A).
     2-     I have another pupil say if it is true of false.
     3-     I repeat for the other sentences.
     4-     I continue with exercise (B) and (C). I have pupils work in pairs to
          do the two exercises. ]
IV.               Homework: pupils complete exercise (C) at home.
          Unit 23, L-3

I.                Aims: A- To check the homework, B- To revise two-word

          verbs.

II.               Steps:

     A-      To check the homework:




                                               51
               Date           Class       Unit            Lesson
                               3A
                               3B
                               3C

               I have pupils open their books at p. 128 exercise (C) . I have an

          individual read aloud the answers. Pupils correct any mistakes.

     B-        To revise two-verbs:

     1-        I write two lists of two-word verbs on the board. e.g.

                    You cannot separate these               You can separate these

           -       See into                           -   Dig up
           -       Come out of                        -   Let out
           -       Run along                          -   Put in
           -       Go into                            -   Cool down
           -       Go to
           -       Come to
     2-        I have individuals give me examples of the verbs on the left with

          nouns and pronouns. e.g.

               Uthman can see into the hole.

               He can see into it. The workmen are digging up the road. They are

               digging the road up. They are digging it up.

               I repeat for other verbs on the right.




          Unit 24 (Revision) 1

I.                Aims:


                                                 52
              Date           Class           Unit        Lesson
                               3A
                               3B
                               3C

A-                 To revise different verb tenses, time references and time

          lines.

B-                 To revise irregular verbs.

II.                Aids: Poster 27A and B.

III.               Steps:

     A-      To revise different verb tenses, time references and time lines:

     1-            I hang up poster 27A and 27B, having the class look at the

          time lines at the top of poster 27A. They read the words aloud as

          I point to them.

     2-            I say: Look at the sentences, and tell me which time line is

          right for each sentence and which word or words tell you the

          correct time line.

     3-            I have pupils open their books at p. 129. I have an individual

          read the first sentences and I elicit the words that tell the time

          reference. I repeat with the other sentences.

     B-      To revise irregular verbs:

     1-      I write some irregular words on the board and have pupils read

          them.

     2-      I have pupils give me the past and P.P. of each verb. e.g. write,

          buy, get, go, come, … etc.




                                                    53
Date   Class   Unit        Lesson
        3A
        3B
        3C




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