Evaluation
Evaluation |Activities |Teaching Resources |Learning Strategy |Skills |New vocabulary |Aims |Contents |Month | | |Making A carton clock |Students' Book- Workbook |Pair work
Individuals
Groups |-Listening for details
-Asking for and giving personal information.
-Scanning text for key information
-Writing notes of details from written text
-Describing languages
-Taking notes from spoken texts
-Talking about and reading timetables
-Writing times
-Matching words with pictures |first name, last name,Japan, Japanese,
Turkey, Turkish, (first) language, grammar,
spelling, pen friend,
break (noun), lesson,science, timetable
|• Demonstrate a developing academic vocabulary
• Demonstrate the ability to introduce themselves and
others
• Help and support classmates carry out classroom tasks
• Listen to and interact with teachers and peers
• Participate actively in English learning tasks
• Produce a variety of written texts for different purposes
• Respond in interpersonal situations
• Skim and scan written texts
• Use classroom language
• Use dictionary skills |Unit One
New People |September | | | |Students' Book- Workbook |Pairwork
Individuals Groups |=Listening to and saying a rhyme
=Matching words with pictures
=Asking and answering about location
=Listening for sequence of actions
=Listening for instructions
=Saying instructions in sequence
=Scanning for detail |head teacher,
instructions, science lab,
sports hall, toilet,
pick up, take out,
dream, idea, lion,
anyone
|• Ask for correction, clarification or verification of information
• Combine and substitute language items
• Listen and respond to directions and commands
• Help and support classmates to carry out classroom tasks
• Listen to and interact with teachers and peers
• Participate actively in English learning tasks
• Participate in guided conversation
• Respond in interpersonal situations, listening to and interacting with teachers and peers |Unit Two
New Classes | | | | |Students' Book- Workbook |Pairwork
Individuals Groups |=Listening for detail
=Scanning for detail
=Talking about a family
=Taking notes from a spoken text
=Asking and answering about work
=Reading for specific information
=Matching pictures with sentences
=Asking and answering about personal
preferences |daughter, grandfather,
grandmother, single,son, wife, businessman,
clinic, housewife,
post office, postman,
sales, assistant, tourist,company, baker, bakery
deliver, secretary, sell,use, clinic, examine,medicine, patient, X-ray
|• combine and substitute language items
• deduce meaning from existing knowledge
• draw conclusions from texts
• exchange information about their hopes/dreams
• express facts
• help and support classmates to carry out classroom
tasks
• listen to and interact with teachers and peers
• paraphrase spoken texts
|Unit Three
Family,Home and Work |October | | | |Students' Book- Workbook |Pairwork
Individuals Groups |=Describing a doctor's routine in detail
=Explaining preferences
=Telling a partner about your hopes/dreams
|age,centimetre, gram,height, kilogram, light
measure,metre,weigh, weight, million,tone, kilometre, far, high,length, vehicle, lake,
mountain, wide, |• deduce meaning from existing knowledge
• describe objects
• describe themselves and others in terms of age, gender, etc.
• express facts
• help and support classmates to carry out classroom tasks |Unit Four
How Tall Are You ? |October | | | |Students' Book- Workbook |Pairwork
Individuals Groups |=Asking and answering about ability
=Saying a rhyme
=Listening for detail
=Asking and answering about extent and amounts
=Predicting answers to written questions
=Expressing facts about ability
=Skimming and scanning a text for information
=Answering written comprehension questions
|fit, smell, taste,
litre, until
blind, deaf, Braille
|• deduce meaning from existing knowledge
• engage in silent reading express facts
• help and support classmates to carry out classroom
tasks
• know and use rhythm/sentence stress patterns
accurately
• make predictions about upcoming information in oral
texts
• participate actively in English learning tasks
|Unit Five
Things We Can Do ? | | | | |Students' Book- Workbook |Pairwork
Individuals Groups |
=Listening for correct order of information
=Understanding a spoken timetable
=Making notes of details from spoken texts
=Asking and answering about the times of
future events
=Talking about the details of a timetable
=Writing analogue times
=Scanning texts for key information
=Making notes of details from written texts
=Skimming texts for gist
|
advertisement, Bedouin
village, timetable,
travel, airport, comfortable,
fabulous, famous,visitor
temple, treasures, valley Science Museum
, bus station,
go back |• help and support classmates carry out classroom tasks
• listen to and interact with teachers and peers
• make notes from spoken and written texts
• paraphrase and plan spoken and written texts
• produce a variety of written texts for different purposes
• recognise that some words which sound the same can
have different spellings and meanings
|Unit Six
Time to see Egypt |November | | | |Students' Book- Workbook |Pairwork
Individuals Groups |=Reading for specific information
=Listening for detail
=Saying what was happening at a specific
time
=Listening to check information
=Listening for the order of events
=Retelling a story from pictures in writing
=Retelling a story from pictures orally |prize, send, surprised,
win, cover, hold, baby,
fall off, helicopter,
swerve, while, banana peel
|• Engage in silent reading
• Exchange information about general events
• Express ideas and opinions in simple sentences
• Generate ideas before writing
• Help and support classmates to carry out classroom tasks
• Identify and use complex structures
• Make predictions about information in oral or written texts
|Unit Seven
Soha's Poem |November | | | |Students' Book- Workbook |Pairwork
Individuals - Groups |=Listening and repeating new language
=Reading written texts aloud
=Asking and answering about the properties of materials
=Listening for detail
=Asking and answering about, and describing an experiment
|brick, float, glass
, metal,paper, plastic, sink, wood, add, sum,divide by,
multiply by, take away, edge, experiment,time,
shape, tank,
(verb) weight difference, |• deduce meaning and rules from context
• draw conclusions from spoken or written texts
• express facts, ideas and opinions in simple sentences
• help and support classmates to carry out classroom tasks
• make reports based on spoken or written information
• participate actively in English learning tasks
• understand and respond to simple questions in English |Unit Eight
Fun with Science and maths | | | | |Students' Book- Workbook |Pairwork
Individuals - Groups
|Listening for detail
Describing and doing mathematical tasks
Forming and saying sentences from
written prompts to re-tell a story
Listening for a sequence
Reciting a rhyme |environment, look after,
nature, puzzle, try,dolphin, fine (noun),pay, capital letter,
ordinal numbers
|• deduce meaning from context
• demonstrate awareness of social responsibility
• engage in silent reading
• exchange information about general events
• help and support classmates to carry out classroom
tasks
|Unit Nine
A Clean Place to Live |December
| | | |Students' Book- Workbook |Pairwork -
Individuals - Groups |=Listening for specific information
=Following a text while it is read out
=Asking and answering about spoken and written texts
=Skimming and scanning a text to find language patterns
=Asking and answering about what is in a picture |carrots, courgettes,
dessert, mind,
onions, salad, juice,cooking oil, garlic,(verb), jar, pan, salt,spoon, coffee , line, space, size |• assess success while completing a learning task
• deduce meaning and rules from context
• draw conclusions from spoken and written texts
• engage in silent reading
• express likes, dislikes and personal preferences
• give and respond to directions and commands
• help and support classmates to carry out classroom
tasks
• participate actively in English learning tasks |Unit Ten
What's for Lunch ? | | | | |Students' Book- Workbook |Pairwork
Individuals - Groups
|=Reading to match sentences with pictures
=Listening for gist and for specific detail
=Asking and answering about why people are unable to do things
=Reading a text to detect language patterns
=Describing what is shown in pictures |problem, salty, enough,
full, advice, empty
(verb), queue, syllable
|• discuss topics of current interest
• engage in silent reading
• express points of view
• help and support classmates to carry out classroom tasks
• identify and use spoken or written words and phrases
• identify the syllable as a meaningful unit of a word in English
|Unit Eleven
She 's too busy |December
| | | |Students' Book- Workbook |Pairwork
Individuals - Groups |Reciting a rhyme
Reading and scanning texts for specific detail
Asking and answering about a text
Reading for global understanding
|butcher's, chemist's,
greengrocer's, grocer's, corner
headache, medicine,
bank |• deduce meaning from existing knowledge
• discuss topics of current interest
• give and respond to directions and commands
|Unit Twelve
Shops and Shopping | | | | |Students' Book- Workbook |Pairwork
Individuals - Groups |Reading and scanning texts for specific
detail
Asking and answering about a text
Asking for and giving suggestions
Reading for gist and main ideas
Matching titles to short reading texts
Listening for specific information |CD, enjoy, sport,
suggestion, enjoyable,
funny, helpful,
interesting, joke,
useful, footprint, hunt,
across, finally, stress
|• analyse a variety of reading texts
• deduce meaning and rules from context
• deduce meaning from existing knowledge
• engage in silent reading
• express likes, dislikes and personal preferences
• help and support classmates to carry out classroom tasks
• identify the syllable as a meaningful unit of a word in English
|Unit Thirteen
What Should I buy ? |February | | | |Students' Book- Workbook |Pairwork
Individuals - Groups |=Reading and scanning texts for specific detail
=Making and saying sentences by
transforming prompts
=Reading and matching texts with key
points and pictures
=Reading for global understanding
=Reading for specific information
=Asking about and saying how to get from place to place |brontosaurus, cheetah,
compare, enormous,
whale, world, common,
dinosaur, fed/feed,
frightening, iguanodon,
massive, probably,
pterodactyl, sharp, tail,
tyrannosaurus, unusual
|• analyse and critique a variety of reading texts
• draw conclusions form spoken and written texts
• engage in silent reading
• express ideas and opinions in simple sentences
• help and support classmates to carry out classroom tasks
• listen to and interact with teachers and peers
• make reports based on written and spoken information
• participate actively in English learning tasks
• recombine and substitute language items
• respond in interpersonal situations
• respond orally and in writing to content presented |Unit Fourteen
Comparing Things |February
| | | |Students' Book- Workbook |Pairwork
Individuals - Groups | |boot, engine, magic, bring ,ancient, birth, become, date of death, die, look ,important, king, |• Begin to develop vocabulary notebooks
• deduce meaning and rules from context
• deduce meaning from existing knowledge
• identify and use complex structures |Unit Fifteen
| | | | |Students' Book- Workbook |Pairwork
Individuals - Groups |=Recognising, forming and saying positive and negative statements to
practise new structures
=Reading for the main ideas and for
specific detail
|cleaned, done,finished,put away, swept, taken,
tidied,washed, bought,had, learned, made,moved, started, used
|• assess success after completing a learning task
• demonstrate a developing academic vocabulary
• demonstrate a knowledge of grammatical structures
• engage in silent reading
• give and respond to instructions
|Unit Sixteen
Changes |March | | | |Students' Book- Workbook |Pairwork
Individuals - Groups |=Reading for detail
=Recognising and understanding positive
and negative statements in the present perfect
=Reading for the main ideas and for specific detail
=Writing sentences using the present perfect
=Asking and answering about cities,nationalities and languages
=Reading and following instructions |Arabian, West, Jordan,visited (past participle)
consonant, double,
regular past participles:
changed, happened,
multiplied, travelled,
ever
|• assess success after completing a learning task
• engage in silent reading
• help and support classmates to carry out classroom tasks
• identify the purpose of learning tasks
• make reports based on spoken and written info.
• skim and scan written texts
• understand the meaning of a short dialogue
• use sentence patterns to convey meaning
• use visual clues to predict meaning |Unit Seventeen
We've been very busy
|March | | | |Students' Book- Workbook |Pairwork
Individuals - Groups |Reading for detail
Recognising and understanding positive
and negative statements in the present
perfect
Reciting a rhyme
Deducing meaning of new words from
context
|already, iron, yet:
bought, ironed, phoned,
revised
Jordan, visited (past participle)
just, soon
past participles: eaten,
forgotten, left
|• engage in silent reading
• help and support classmates to carry out classroom tasks
• identify the purpose of learning tasks
• identify the syllable as a meaningful unit in an English word
• make reports based on spoken and written information
• participate actively in English learning tasks
• respond in interpersonal situations
|Unit Eighteen
Have you done your h.w yet ? | | | |Using Internet to make a research about Dugongs |Students' Book- Workbook |Pairwork
Individuals - Groups | |keyboard, mouse website, dugong,
flippers,grey,
form, fins, tusks,control, kangaroo,
command,modem, |• describe objects
• engage in silent reading
• fill in forms and applications
• help and support classmates to carry out classroom tasks
• identify the purpose of learning tasks
• label classroom objects |Unit Nineteen
Under the Sea | | | | |Students' Book- Workbook |Pairwork
Individuals - Groups |=Reading for detail
=Listening to learn correct pronunciation
=Asking and answering questions about
a text
=Listening for specific detail
=Asking and answering about people's holidays
=Writing the correct words to complete sentences
=Completing tables |friendly, since,
fins, flippers,
overseas, fire,
against, canal,
headlines, main,news,
news report, points , report, reporter, team,robbery, steal ,thief , zero, arrest, rob,European
|• generate ideas before writing
• make reports based on spoken and written information
• participate in guided conversations
• respond orally and in writing to information given
• revise and edit written texts |Unit Twenty
How long have you been here ?
|April | | | |Students' Book- Workbook |Pairwork
Individuals - Groups |Reading for detail
Listening to learn correct pronunciation and stress patterns
Reciting a rhyme
Asking and answering questions orally about written text
Reading for gist, for specific details and the main ideas
Reading to sequence parts of a process
Transforming active sentences into passive sentences
Asking and answering about inventions |cotton, empty, fill,become, cover, diesel,
form (v), oil, kerosene,
Kuwait,petrol, rock, sand,drill, hole,massive, pipe, port,pump, refinery, surface,
invent, builder, design(n), designer, user invention,
inventor,
|• express facts
• help and support classmates to carry out classroom tasks
• participate actively in English learning tasks
• recognise grammatical structures
• recombine and substitute language items
• search, predict and confirm while reading
• selectively listen to and read texts of varying lengths
and difficulty
• skim and scan written texts
• take notes from spoken and written texts |Unit Twenty One
Things we can use
| | | |Making a Poster about the importance of water |Students' Book- Workbook |Pairwork
Individuals - Groups |Reading for detail
Reading and reciting a poem
Listening for correct pronunciation and stress patterns
Asking and answering questions orally about written texts
Reading for gist, detail, global understanding Reading an experiment |blow, plan (v), boil,check, discover, freeze, jug,
freezer, kettle, tap, tower,
bottle top, nail,
aqueduct, lift buffalo,religious
waterwheel, get better,join |• assess success after completing a learning task
• engage in silent reading
• express personal reactions and feelings about literary texts
• help and support classmates to carry out classroom
tasks
• make predictions about information in spoken or
written texts
• recognise grammatical structures
• recombine and substitute language items
• respond orally and in writing to information give
|Unit Twenty Two
Water and more water | | | | |Students' Book- Workbook |Pairwork
Individuals - Groups |=Reading for gist and detail
=Reading and correcting incorrect sentences
=Listening to learn correct pronunciation and stress
=Reading sentences and choosing adverbs
=Completing sentences to summarise parts of a story
=Listening to assess a completed task
=Saying what will happen next
=Reading sentences and matching them with the pictures
=Writing what you have deduced about a situation
|carefully,happily, locked ,loudly, quickly, sadly,
brightly,excitedly,
flash, nervously,
professor, time
machine, true,
university, wrong,get away, frightened,
thirsty, unhappy,
importantly, tidily
|• draw conclusions about context, events, characters and setting
• engage in silent reading
• exchange information about current or past events and aspirations in one's personal life and in those of
family, friends and community
• express agreement and disagreement
• make predictions about information in spoken or written texts
• observe and model how others speak and behave in specific social situations
|Unit Twenty Three
The Time Machine P. I |April | | | |Students' Book- Workbook |Pairwork
Individuals - Groups |Reading for gist
Transforming and writing conditional
sentences
Self-assessing: reviewing predictions
made earlier in the unit
Forming and writing conditional
sentences with unless
Listening for detail: whether statements
are true or false
Listening to assess a completed task
Telling a story orally
Reading and answering comprehension
questions
|hide, unless, work
(= function), worried,
capture, either,kill, root, mind ,
properly,
re-build,
re-check, re-do,re-read, unhealthy,
unhelpful, unhurt,
unusual, untidy
|• assess success after completing a learning task
• express likes, dislikes and personal preferences
• help and support classmates to carry out classroom tasks
• identify and use complex structures
• interview classmates and others
• know and use word-formation processes and the change of meaning or word class
• observe and model how others speak and behave in specific social situations
• paraphrase and outline spoken and written texts
• produce a variety of written texts for different purposes
• recombine and substitute language items |Unit Twenty Four
The Time Machine P. II |May | |
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