challenges المنهج الجديد

[mr sayed]

يا جماعة الخير - ندرس المنهج الجديد challenges
ولم ياتى اى شىء غير كتاب الطالب وكتاب التمارين
وبحثت فى النت لم اجد شىء لان النسخة معدلة وليست مثل النسخة العالمية من شركة longman
اذا كان وضل كتاب المعلم او اشرطة الاستماع - يمدنا حتى بالوحدة الاولى الى ان نصرف وربنا يوفقنا ان شاء الله

وقد ارفقت لكم نسخة من نظام التحضير الجديد الخاص بالمنهج الجديد



Lesson Plan # 1

Coursebook: ‘Challenges 1’, by Michael Harris & David Mower. Pearson-Longman, 2006
Unit: 10 ‘Free Time’, pp. 42, 43
Course: 1st year secondary school / 8th year EGB Average age: 16 years old
Nº of students: 25 (approx.)
Level: Beginners
Length of lesson: 40 mins.

Topic: Free Time
Vocabulary: free time activities
Grammar: Adverbs of Frequency
Language skills: Reading (a report about teenagers’ leisure pursuits); Listening (to partners’ sentences in a game).
Assumed knowledge: Grammar: Present Simple (all forms); Voc: some free time activities, places (shopping centre, cinema, sports centre, etc.)

Lesson Objectives: By the end of this lesson students will be able to identify the most common adverbs of frequency and recognise their position in the sentence.


1) Warm-up: Brainstorming round a word. (5 mins.)
The teacher writes ‘Free Time’ on the board and asks students (as a whole class) what they do in their free time. As students call out their answers, the teacher writes them on the board.
NB: This activity serves to set the students’ minds into the English lesson and as a lead-in for the topic.

2) Reading (Students’ Book, p. 42) (15 mins.)
a) Pre-task: Teacher tells sts (students) that they are going to read a newspaper report on the free time activities British teenagers like. With the aid of the pictures, sts predict which activities they think British kids like and which they don’t.
b) Global task: Sts skim the text (read through to get a general idea) and check their predictions (Were the activities the same they predicted?).
c) Specific task: Students read the article for a second time and complete the text with the verbs in the box (ex. 2).
d) Post-task: Teacher asks students if they do the same activities of British teenagers or they find any difference.

3) Teaching Point: Adverbs of Frequency (p.43, ex. 4) (10 mins.)
Sts look for the words in the text to complete the sentences. Once they have done so, answers are checked with the whole class. As sts call out their answers, the teacher can write down some sentences on the board. Then the teacher explains that we use adverbs of frequency to say how often we do things and that the percentages next to the sentences refer to the degree of frequency (from more often to less often). Teacher also elicits where we write the adverb in the sentence (before the verb).
NB: The position of adverbs after verb to be will be introduced in following lessons.

4) Recognition Practice (p. 43, ex. 4) (5 mins.)
Part A: Individually, sts put the words in order to make sentences. Then the class as a whole checks the answers.
Part B: Once answers have been checked, sts write T (true) or F (false) in the boxes next to the sentences. (follow-up in next activity)

5) Guessing Game (5 mins.)
Students get in groups of four or five. Each group will consist of two teams. Each student from each team takes their turn to read 3 of their own T/F sentences (from previous exercise) to the other team. The members from the other team guess whether the sentences are true or false. They get a point for each correct guess. When they finish, the team with the most points wins.

[ناصر اللويش]

وانا اضم صوتي لك


وانادي بتوفير ايشئ يخدم المنهج

لكن اين التفاعل

يا سيد سيد

[Miss Sugar]

Hello every body....We in Dammam have a copy from the teacher's hand book. it doesn't work that much but at least there is the paragraphs 4 listening that we can read 4 the students. I hope that I can help with it

[mr sayed]

[LEFT]please Miss Sugar try to send the teacher's hand book
if you can not try to send unit one
Did you get the Teacher's Pack and the class cassettes
what does it contain
thanks very much[/LEFT
]

[teach me2007]

الحمد لله والصلاة والسلام على أشرف الخلق محمد وعلى آله وصحبه أجمعين

احنا كمان عندنا نفس المنهج وما وصلنا الا كتاب التمارين فقط وقد قمت بتصوير كتاب الطالبة وتوزيعه على الطالبات ومو عارفة كيف احضر او اوزع المنهج انا محتارة ارجوكم ساعدووووووووووووووني

[h0pe]

أضم صوتي لكم النهج مشتت حتى بوجود كتاب المعلم ..... ويقدم موضوعات دسمه لطلاب من دون إعطائهم الفرصة لإستيعابها ..... لإ نه ليس مخصص second language speakers

[fsoliman]

thank you very much

[abo s3ood]

thank yiu

[Fhd1416]

اسسّتغفر الله ~
اسسّتغفر الله ~

[مزوون]

الله يعين بس

[shisho]

thanks so much

[الراجية 33]

جزاك الله خير

[هيوم ال]

شي جميل