preparation sheet عرضي - ksa- web view2-learn the assigned vocabulary ,idioms ,and expressions...

Kingdom Of Saudi ArabiaMinistry Of Education

School: King Abdullah bin Abdulaziz

التعليم المرحلة / الثانوي

Year 1435 / 1436 H

الحصةاليوم

األولى

الثانية

الثالثة

الرابعة

الخامسة

السادسة

السابعة

األحداالثنينالثالثاء األربعاء

الخميس

Teacher The Principle……………………………….. ………………………………..

By the end of the secondary stage and within the assigned structures and vocabulary for this stage students should be able to do the following :1-Use English language structures and analyze them to understand the relationships among them2-Learn the assigned vocabulary ,idioms ,and expressions and understand their meanings in context3- Acquire the ability to listen to comprehend English language and to distinguish between diffrent intonations 4- Participate in conversations and discussions using proper English 5- Acquire the ability to read and comprehend English texts through different reading types (i.e. loud reading) and reading strategies (i.e. scanning, pleasure and reading for all understanding6- Write a free-essay of three paragraphs using correct English7- Translate English text into Arabic and vise versa8-Realize the importance of English in the local job market9- Be aware of the importance of English as an international language of communication for introducing Islam ,our culture ,and our cultural achievements to others10- Be aware of the importance of English as an international language of communication for benfiting from achievements to others cultures in accordance with Islamic teaching ;through texts representing various life situations11- Gain a reasonable command of English in orderto be in a better position to defend Islam against adverse criticism and to participate in the dissemination of Islamic culture .

General Objective Of Teaching English In Secondary StageGeneral Objective Of Teaching English In Secondary Stage

WEAK DATE SUBJECT WEAK DATE SUBJECT WEAK DATE SUBJECT

1 Unit 1Trends 3 Days Unit 4 Life’s a

journey 12 Unit 7 The 20th century

2 Unit 1Trends 7 Unit 4 Life’s a

journey 13 Unit 8 People and technology

3 Unit 2Big moments 8 Unit 5

Stages of life 14 Unit 8 People and technology

4 Unit 2Big moments 9 Unit 5

Stages of life 15 EXAMS

5 Unit 3Crossing cultures

10 Unit 6The future 16 EXAMS

6 Unit 3Crossing cultures

11 Unit 7 The 20th century 17 + 18 EXAMS

YearTermSubjectStage1435 / 1436 HFirstFLYING HIGH 3Secondary

الدراسي هـ 1435 / 1434للعام التقويمالـميالدي الـتاريخالهجـري الـتاريخالموضـوع

الدراسي للفصل الدراسة بدايةاألول

م 2013 / 8 /31هـ1434 / 10 / 24السبت

الوطني اليوم م23/9/2013هـ17/11/1434اإلثنينإجازةاألضحى عيد إجازة األربعاء بداية دوام نهاية

هـ4/12/1434م9/10/2013

عيد أجازة بعد الدراسة بدايةاألضحى

م 2013 /10 /21هـ12/1434/ 16االثنين

الدراسي الفصل اختبار بدايةاألول

م 2014 / 1 / 4هـ1435/ 3/3السبت

العام منتصف إجازة األربعاء بداية يوم دوام نهايةهـ14/3/1435

م 2014 / 1 / 15

الدراسي للفصل الدراسة بدايةالثاني

م 2014 / 1 / 25هـ1435/ 3/ 24السبت

الفصل منتصف إجازة بدايةالثاني الدراسي

األربعاء دوام /5/ 18نهايةهـ1435

م 2014 / 3 / 19

منتصف إجازة بعد الدراسة بدايةالثاني الفصل

م29/3/2014هـ28/5/1435السبت

الثاني الفصل اختبار م24/5/2014هـ25/7/1435السبتبدايةالعام نهاية إجازة األربعاء بداية دوام نهاية

هـ6/8/1435م 2014 / 6 / 4

الدراسي العام 1436/ 1435بداية هـ

م 2014 / 8 / 30هـ1435 / 11/ 4السبت

للفصل الدراسة أسابيع عدداألول الدراسي

( 18 ) ) الدراسة+ أسابيع تشمل يومان أسبوعاً( االختبارات وأسبوعي

للفصل الدراسة أسابيع عددالثاني الدراسي

وأسبوعي( ( 18 ) الدراسة أسابيع تشمل أسبوعاًاالختبارات)

الفعلية الدراسة أيام عددللفصلين

الدراسة( (182) أيام تشمل ) يوماً االختبارات وأيام

العام أثناء اإلجازات عددالدراسي

إجازات ( 4 )

األضحى عيد إجازة أيام يوماً ( 11 )عددالعام منتصف إجازة أيام عدد

الدراسيأيام ( 9 )

الفصل منتصف إجازة أيام عددالثاني

أيام ( 9 )

الدرس الحصةالصفالتاريخاليوم التوقيععنوانهـ14 / /السبت

هـ14 / /األحد

التحضير مسرد

the principal...............................

Teacher :………………………..

supervisor:...............................

Teaching Aids

BlackboardThe textbookNewspaperCDAudio Procedure

Presentation

Learning Strategy

- Pupils will be evaluated through:Practice:Match the words with the correct examples.

1. roads a)skyscraper, low-rise apartment, shopping mall

2. buildings b) street vendor, street cleaner, traffic warden

3. leisure c) traffic lights, no parking, speed restrictions

4. city people d) pizzeria, coffee shop, restaurant

5. signs and signals e) mosque, fitness center

6. eating places f ) street, avenue, lane

EVALUATIONOBJECTIVES

Discourse objectivesEstablish the unit topic: social trends

Expose students to extended spoken discourse

Familiarize students with biographicalWriting

Language objectiveTeach linking in speech

Specific skills objectivesDevelop listening skills: listening and note-taking

Develop writing skills: paragraphing

هـ14 / /االثنين

هـ14 / /الثالثاء

هـ14 / /األربعاء

Teaching Aids


Presentation- Pupils will be evaluated through:Practice:Match the material with the itemit is commonly used to make. One example has been done for you.

1 leather a) blouse, scarf

2 wool b) shoes, jacket

3 gold c) sweater, socks

4 cotton d) shirt, skirt

5 suede e) watch, ring

6 silk f) boots, bag


Pupils will be able to:Discourse objectives

Develop the unit topic: clothes and FashionExpose students to extended written discourse

Language objectives

Teach and review words for clothingTeach the order of adjectives

Specific skills objectives

Develop reading skills: reading forspecific informationDevelop speaking skills: expressing personal opinions

Teaching Aids

BlackboardThe textbookPresentationsCDAudio Procedure

Presentation

Learning Strategy

Discussion

Brainstorm

Role Play

- Pupils will be evaluated through: Practice:Put the letters in order to form seven things you can buy.

1 boradkey _________________________________________2 dordeoant _________________________________________3 vashtafere _________________________________________4 noortmi _________________________________________5 terprin _________________________________________6 dapsemou _________________________________________7 fumerpe _________________________________________



Develop the unit topic: shoppingExpose students to colloquial spoken discourse.

Language objectives

Teach vocabulary for commonhousehold items Teach aspects of quantifiers.


Develop listening skills: listening for specific informationDevelop writing skills: writing a formal e-mail

SUPERVISOR: the principal:TEACHER:e:

Teaching Aids


Presentation

Learning Strategy

Discussion

Brainstorm

Role Play

- Pupils will be evaluated through:Practice:If you had interviewed Ned to write this story ,what questions would you have asked him?

1 ?At the local grocery store.

2 ?I was a bagger.

3 ?I had to put the groceries in a paper bag.

4 ?No, it wasn’t simple.

5 ?It was an elderly woman.



Establish the unit topic: important life eventsExpose students to extended narrative text

Language objectives

Teach intonation: showing interestExpose students to target grammar of the next lesson (expressing obligation)


Develop speaking skills: describing personal experienceDevelop reading skills: reading to identify sequence

SUPERVISOR: the principal:TEACHER:

Teaching Aids


Presentation

Learning Strategy

Discussion

Brainstorm

Role Play

- Pupils will be evaluated through:Practice:Check (✔) the correct sentence.a) You have to wear a hat. (✔)b) You have wear a hat.

1 a) She doesn’t need to come.b) She needn’t to come.

2 a) He hasn’t to study tonight.b) He doesn’t have to study tonight.

3 a) They can not smoke in here—it’s a non-smoking area.b) They don’t have to smoke in here—it’s a non-smoking area.

4 a) Marisa doesn’t need to study—she’s so smart.b) Marisa can’t study—she’s so smart.



Develop the unit topicAnalyze spoken discourse

Language objective

Teach expressing obligation and Necessity


Develop speaking skills: comparing the past with nowDevelop reading skills: reading and analyzing a leafletDevelop writing skills: writing an advice leaflet


Teaching Aids


Presentation

Learning Strategy

Discussion

Brainstorm

Role Play

- Pupils will be evaluated through:Practice:

Complete the paragraph with a preposition from the box andput the verbs in parentheses in the correct form.

(1)____________________ (leave) school, today, I had a nice surprise.

(2) _______________ (go) home, and (3)________________ (walk) along the street, I met my cousin. I hadn’t seen him for ages, so we had a long chat..(4) ________________ (say) goodbye to him, I continued on my way home. My dad was worried about me because I was late.



Develop the unit topic: significant days Expose students to formal written discourse.

Language objectives

Teach vocabulary related to weddings and graduationsTeach and review prepositions and present participle time expressions.


Develop listening skills: listening for specific informationDevelop writing skills: writing a formal transactional letter.

: المشرفالتربوي the principal:TEACHER:

After Before Since While

Teaching Aids


Presentation

Learning Strategy

Discussion

Brainstorm

Role Play

- Pupils will be evaluated through:Practice:Read the text again. Check (✓) the statements T (true) or F (false).

1. Bill always works in the same department. T F

2. Bill usually sees patients before the doctor does. T F

3. He always works the same shift for a week. T F

4. Bill thinks that nursing is usually a woman’s job. T F

5. He is thinking of changing his job. T F



Establish the unit topic: differentculturesExpose students to extended spoken discourse

Language objectivesReview vocabulary for jobsFamiliarize students with expressions for talking about social roles andconventions

Specific skills objectivesDevelop listening skills: listening for gist

Develop writing skillsparagraphing


Teaching Aids


Presentation

Learning Strategy

Discussion

Brainstorm

Role Play

- Pupils will be evaluated through:Practice:Complete the paragraph with the correct forms of the verbs in parentheses.

What an awful day I’ve had! If I (1) _____________ (know) what was going to happen, I (2) _______________ (stay) at home. I decided to visit my parents. It was a beautiful morning and I decided to take the back roads. And that was where my car broke down.If I (3) _______________ (go) on the highway, someone (4) ______________ (stop and help)me. And, of course, if I (5) _____________ (not forget) my cell phone I (6) ______________ (call) for help. I waited for hours before someone came along—and I never did get to see my parents!


Pupils will be able to:Discourse objectiveDevelop the unit topic: chance meetings and their effects

Language objectiveTeach the third conditionalTeach sentence stress —conditionals

Specific skills objectivesDevelop reading skills: reading for specific informationDevelop speaking skills: speculating about the past

التربوي : المشرف the principal:TEACHER:

Teaching Aids


Presentation

Learning Strategy

Discussion

Brainstorm

Role Play

- Pupils will be evaluated through:Practice:1 Word builder: word families

Circle the word that is different from theothers in the group.walk / stroll / stay / climb

1 jacket / socks / whistle / trousers

2 darker / colder/ heavy / higher

3 cell phone / whistle / alarm / first aid kit

4 tourist / doctor / traveler / walker

5 dark / fog / rain / wind


Pupils will be able to:Discourse objectiveDevelop the unit topic: experiencing another culture through travel

Language objectiveTeach ways of expressing wishes

Specific skills objectivesDevelop reading skills: reading for specific informationDevelop speaking skills: expressing regret


Teaching Aids


Presentation

Learning Strategy

Discussion

Brainstorm

Role Play

- Pupils will be evaluated through:Practice:Write a sentence with should(n’t) have.1. John wore his new shoes to the park. It was very muddy.He

2. We went to Rome in winter. It was very cold.

3. Mariam spent all her money. She can’t come to the mall.

4. George pushed Teddy. Teddy fell over.

5. I ran for the bus. I hurt my leg.



Develop the unit topic: extremeexperiencesExpose students to colloquial spoken discourse.

Language objectives

Teach past modals—would have, should have, could haveTeach weak forms—modals


Develop listening skills: listening for gistDevelop writing skills: writing a story


Teaching Aids


Presentation

Learning Strategy

Discussion

Brainstorm

Role Play

- Pupils will be evaluated through:Practice:Circle the correct modals.1. James is never late. He can have had / must have had an accident.

2. Maybe Harriet took it. She may have needed / can’t have needed it.

3. They said they’d been to London, but they’re back already. They couldn’t have been / might have been there long.

4. Bob went back to work the next day. He may have been / can’t have been very ill.

5. Mr. Lawrence hasn’t called. I wonder if he might have lost / must have lost the phone number.

6 Look, there’s Jenny’s book. She might have forgotten / must have forgotten it.


Pupils will be able to:Discourse objectivesDevelop the unit topic: extremereactionsExpose students to extended writtenDiscourseLanguage objectivesTeach past modals—could have, might have, may have, must have, can’t haveConsolidate past modals—would have,could have, should have

Specific skills objectivesDevelop listening skills: listening for gistDevelop reading skills: reading for gistDevelop speaking skills: summarizing a myth


Teaching Aids


Presentation

Learning Strategy

Discussion

Brainstorm

Role Play

- Pupils will be evaluated through:Practice:Circle the correct answers.

1) Many children are overweight because they are verya) fat b) inactive c) obese.

2 Most children apparently go to schoola) on foot b) walking c) by car or bus.

3 Dr. Guthrie thinks children shoulda) participate in sports b) eat more c) play.

4 She thinks children’s normal activities are oftena) chaotic b) misunderstood c) quiet.

5 She would like to see morea) play areas b) sports fields c) obesity.



Establish the unit topic: life stagesExpose students to academic spokenDiscourse.

Language objectives

Teach vocabulary to describe people Expose students to target grammar of the next lesson (future progressive / future simple).


Develop listening skills: listening for specific informationDevelop integrated skills: writing and reading a description.


Teaching Aids


Presentation

Learning Strategy

Discussion

Brainstorm

Role Play

- Pupils will be evaluated through:Practice:Correct the errors in these sentences.1 When I’m 60, I’ll be retire in Florida._______________________________________2 I hope Robert will be coming to work early tomorrow morning._______________________________________3 By the end of next year, I’ll travel in Europe._______________________________________4 Sally will getting her degree as soon as possible._______________________________________5 My mother will cook dinner by the time I get home._______________________________________6 The painters will be painting the house first thing tomorrow morning._______________________________________


Pupils will be able to:Discourse objective

Develop the unit topic: goals andAmbitions.

Language objectives

Teach the different uses of the future progressive and the future simpleRaise awareness of linking in spoken English.


Develop reading skills: reading for gistDevelop speaking skills: discussingpersonal future.


Teaching Aids


Presentation

Learning Strategy

Discussion

Brainstorm

Role Play

- Pupils will be evaluated through:Practice:Rewrite the sentences to express the same meaning, using so or because.It was hot so he took off his sweater. _____________________________________________1 The child cried because the toy broke. _____________________________________________2 The boys were bored so they played football. _____________________________________________3 I came here because I wanted to see you. _____________________________________________4 Joe went to the market because he needed vegetables. _____________________________________________5 They were tired so they went home. _____________________________________________Grammar builder: connectorsUse:Connectors are used to join ideas together and make longer sentences. They can be grouped into those withsimilar basic meanings, e.g.:Contrast: although, however, butResult: so, therefore, becauseCondition: if, unless, only ifForm:Connectors usually combine two clauses. Notice that some are placed either between or in front of the clauses.He was angry. He didn’t shout.He was angry but he didn’t shout.Although he was angry, he didn’t shout.He was angry. However, he didn’t shout.5 Arrive at your destination6 Leave home7 Take a taxi to the terminal8 Go back home againsoHe took off his sweater because it was hot.Language assistantDo not use two conjunctions with the same function together.Although he was angry, but he didn’t shout. ✘ALesson 3 Stages of life32 Unit


Pupils will be able to:Discourse objectivesDevelop the unit topic: old ageExpose students to extended written discourseExpose students to informal spokenDiscourse

Language objectiveTeach the use of connectors.

Specific skills objectiveDevelop reading skills: reading to Understand text structureDevelop integrated skills: reading and writing a descriptive essay


Teaching Aids


Presentation

Learning Strategy

Discussion

Brainstorm

Role Play



-Establish the unit topic: the future-Expose students to extended written discourse.Language objective

Expose students to target grammar of the next lesson (future perfect)


-Develop reading skills: reading for specific information

-Develop integrated skills: designing and presenting a future invention


Teaching Aids


Presentation

Learning Strategy

Discussion

Brainstorm

Role Play



-Develop the unit topic: future developments-Expose students to informal spoken discourse.

Language objective

Teach the future perfect


-Develop reading skills: scanning for specific information-Develop listening skills: listening for opinion


Teaching Aids


Presentation

Learning Strategy

Discussion

Brainstorm

Role Play

- Pupils will be evaluated through:Practice:Circle the correct future form: will or present simple.The plane leaves / will leave at 7:00 p.m.1 The Chicago Bears win / will win the Super Bowl this year.2 Georgia has / will have a French class on Saturday.3 Don’t worry. The meeting is / will be a great success.4 Do you think Mary passes / will pass the exam?5 The next course starts / will start on May 14th soyou should sign up now.



-Develop the unit topic: personal goals-Analyze informal spoken discourse.Language objective

-Review future forms-Teach intonation to express emotionSpecific skills objectives

-Develop integrated skills: reading and listening for gist-Develop integrated skills: making and discussing language development plans.


Teaching Aids


Presentation

Learning Strategy

Discussion

Brainstorm

Role Play


Pupils will be able to:Discourse objectiveEstablish the unit topic: the 20th century; develop the subjects of changes that occurred.

Language objective

-Expose students to topic vocabulary through reading and listening-Expose students to target grammar of the next lesson (connectors)-Make students aware of word stress variation between nouns and verbs

Specific skills objectivesDevelop speaking skills: expressing personal opinions on changes


Teaching Aids


Presentation

Learning Strategy

Discussion

Brainstorm

Role Play

- Pupils will be evaluated through:Practice: Rewrite the sentences using although or however..1 Although the human race has reached the moon, we seem unable to prevent wars.______________________________________________________ 2 Many people in the west are worried about their diet. However, obesity is an increasing problem._______________________________________________________________ 3 Governments are trying to limit carbon emissions. However, the world’s climate continues to get warmer._______________________________________________________________ 4 Although we have made huge technological progress, many of the world’s people are still hungry._________________________



Develop the unit topic: major events of the 20th century

Language objective

Review appropriate and effective use of connectors


-Develop speaking skills: expressing opinions

-Develop writing skills: effective use of connectors in a paragraph


Teaching Aids


Presentation

Learning Strategy

Discussion

Brainstorm

Role Play

- Pupils will be evaluated through:Practice: Join the two sentences in each pair, using while, when, or after.

1 He had established the family business. He opened the first branch in Makkah.…………………………………………………………………………………2 He was becoming successful in business. He developed an interest in philanthropy.…………………………………………………………………………….3 He gave support to orphans. He had made enough money.……………………………………………………………………………………



Develop the unit topic: world figures of the 20th century

Language objective

-Review past time clauses-Expose students to vocabulary related to politics


-Develop comprehension strategies: inferring meaning of words from context

-Develop writing skills: using past time clauses in a biography


Teaching Aids


Presentation

Learning Strategy

Discussion

Brainstorm

Role Play

- Pupils will be evaluated through:Practice:Writing

A Make notes about the advantages and disadvantages of e-mail and / or text messages, under these headings.

Advantages You can contact people at any time.

Disadvantages

People no longer write letters.


Pupils will be able to:Discourse objectiveEstablish the unit topic: peopleand technology

Language objectivesExpose students to topic vocabulary through reading and listeningExpose students to target grammar of the next lesson (whoever, whatever, whenever, wherever)

Specific skills objectivesDevelop reading skills: scanning for specific informationDevelop speaking skills: speculating about photographs / expressing opinions on technology


Teaching Aids


Presentation

Learning Strategy

Discussion

Brainstorm

Role Play

- Pupils will be evaluated through:Practice:Rewrite each sentence, with an appropriate wh-ever word.

1 It doesn’t matter who told you that, they were wrong!

2 Every time I go shopping, I forget to buy something.

3 It doesn’t matter who you know, you won’t get this job.

4 It doesn’t matter where you look, you won’t find it.


Pupils will be able to:Discourse objectiveDevelop the unit topic: scientific developments

Language objectivesReview vocabulary related to science and technologyExpose students to ideas about modern biology, climate change and nuclear energy

Specific skills objectivesDevelop speaking skills: discussing advantages and disadvantagesDevelop writing skills: presenting arguments for and against


]

Teaching Aids


Presentation

Learning Strategy

Discussion

Brainstorm

Role Play

- Pupils will be evaluated through:Practice:Put the words in the correct order to make sentences.

1 reactions / out / Jack / planning / carry / research / is / to / chemical / on

2 for / president / decided / the / to/ office / stand / again / has

3 the / looking / I / is / words / dictionary / think / fun / up / in

4 the / him / wrap / salesman / it / helped / up

5 put / hat / I / on / it / took / the / and


Pupils will be able to:Discourse objectiveDevelop the unit topic: technological dependence

Language objectivesTeach word order with multi-word verbsTeach stress with separable multi-word Verbs

Specific skills objectivesDevelop speaking skills: speculatingDevelop writing skills: preparing and giving a presentation on technology


preparation sheet عرضي - ksa- web view2-learn the assigned vocabulary ,idioms ,and expressions...

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