- T starts the class with a brief introduction about him as a model. - T encourages ss and gets to know his/her ss by asking them to do like the model he/she provided. - T asks ss to stand up and chests a GTKY activity, saying that they have to get to know each other more, they have to choose the questions they like, ask follow-up questions like "how/when/where/why", and find 3 things in common. - T ICQs " 1- are you speaking in English or in Arabic?"/ "2- Are you asking the question in order or randomly?"/ "3- are you only asking the paper questions or other follow-up questions?" - T hands out the activity and asks ss to mingle. - T monitors and jumps into conversation to lighten the atmosphere, answer ss's questions, and prompts ss to speak. - T asks ss to change partners. - T asks ss to get seated and starts the whole class feedback where he/she asks about the things in common ss found about their partners. - T praises ss and starts to introduce the course / the books' division/ the number of sessions/ the units' content/ his or her rules/ what is required from ss/ assignments and their deadline/ Trello/ movies/extra sessions.

- T hangs on the wall pictures of well-known movies like [ avatar/ titanic/ fool el seen alazeem/ mission impossible/ Jumanji] - T asks ss to stand up and take a tour in class when their book is open on page no.9 / ex. 1a - T asks ss to match the types of movies with the movies on the wall in pairs in 2 mins. - T checks ss's answers, while they still stand up. - T asks ss to talk about these movies [ the story and how they felt when they watched them] - T starts the whole class feedback, after having ss seated.

- T elicits what today's topic is. -T asks ss about their feelings when they first saw fool el seen alazeem. - T chests and grabs ss attention to ex.2a. - T asks ss to look at the adjs box and write the opposite adj. - T models by answering the first one " sad x happy" . - T asks ss to do this exercise individually for 2 mins. -T does the 2 rounds monitoring and helps the struggling ss if there are any. - T asks ss to check their answers in pairs. - T starts the whole class feedback.

-T grabs ss attention and asks them to close their books. -T starts to go through ex.2 adjs. -T starts to use body language and facial expressions to explain the adj easily. -T follows the ECDW. [ no need for the EC if the teacher uses facial expressions] -T drills "frightening/ fast-moving/enjoyable/serious" -T sheds light on the difference between serious and series. - T recaps all adjs e explained by making the facial expressions without talking at all.

- T asks ss to open page no. 79/ ex.1. - T asks them to choose the correct answer. - T models by answering the first one with them. -T asks ss to do it individually for 3 mins. -T asks ss to check their answers in pairs. - T displays the answer keys and asks ss to check their answers.

- T asks ss to think of a movie they watched recently. - T asks ss to talk about it, describe it, and talk about their feelings back then. - T models by talking about " afwah w aranb". - T says " yesterday, I watched afwah w aranb by Faten Hamama. It was a romantic movie. It is about a poor family......I felt very sad for Faten and her poor family. " - T asks ss to do like him/her in pairs for 5 mins. - T monitors and helps ss if they know some words in their L1 and don't know them in English. - T includes a part on the board titled "extras" for the words ss don't know. - T pays ss attention to the time of the activity by saying "1 min left", while writing ss's mistakes in a paper. - T ends the activity and starts to ask ss about each other's films and feelings. - T thanks ss for their interesting discussions. - T starts the language feedback on the board and elicits the correct answers from them. T gives ss a 10 min break.

- T welcomes ss after the break. - T asks ss about their feelings when they watch any movie in general. for example, ss say "happy, relaxed, exciting.." - T asks "what else other than movies can give you the same feelings?" - T elicits from ss other forms of entertainment without mentioning the word "entertainment" - T writes on the board what he elicited from ss and teaches the word "entertainment" - T sets the context of the next activity, saying " we have other sorts of entertainment" - T asks ss to open their books on page 11 and answer ex.1 individually for 3 mins. - T models by completing no.1 with them. - T monitors very well and helps the weak ss. - T asks ss to check their answers in pairs.

- T grabs ss attention to the board, where he/she draws 6 circles on the board. - T writes in each circle one of these verbs "go/ watch /play/cook/download/read" - T checks ss answers by asking them to help him match these verbs with phrases in the exercise. - T doesn't jump to write the phrases ss say, instead he/she 1- CCQs /2-highlights the pronunciation features of each phrase/3- drills/4- write it on the verb circle. - T highlights the meaning of "concert/ musical/ theatre" - T sheds light on " go" as a verb and "go out/ go for a walk" as phrasal verbs.

- T asks ss to open page no. 79/ ex.2. - T asks them to choose the correct answer. - T models by answering the first one with them. -T asks ss to do it individually for 3 mins. -T asks ss to check their answers in pairs. - T displays the answer keys and asks ss to check their answers.

- T asks ss to classify the phrases on the board into 2 categories "an evening in / an evening out". - T says " which of these activities can you do in an evening in/ out?" - T asks ss to talk about these activities/ their favorite ones/ with whom/ when/ where do they do them. - T models by talking about him/herself. For example, "My favorite activity is cooking dinner for my friends. last week, I invited all of them and I cooked mahshi....." - T asks ss to do like him/her in pairs for 5 mins. - T monitors and helps ss if they know some words in their L1 and don't know them in English. - T includes a part on the board titled "extras" for the words ss don't know. - T pays ss attention to the time of the activity by saying "1 min left", while writing ss's mistakes in a paper. - T ends the activity and starts to ask ss about each other's films and feelings. - T thanks ss for their interesting discussions. - T starts the language feedback on the board and elicits the correct answers from them.

- T displays the picture of queen Cleopatra and asks ss if they know who she is. -T elicits some info about her. - T asks ss to discuss the first 2 questions in ex.1a for 2 mins. -T starts the whole class feedback. -T sets the context of the next activity by saying" let's know more about her"

- T asks ss to read quickly and check their answers to the lead-in questions. - T asks ss to check their answers in pairs -T displays the answer keys and talks more about the surprising facts about Cleopatra.

- T asks ss to answer the first 2 questions in the grammar box. - T answers the first question, CCQs, highlights the pronunciation features, drill, and write the form on the board. - T highlights the negative form, drills "wasn't /weren't". - T repeats the same stages with number two in the grammar box.

- T asks ss to open the book on page 87 "workbook". ex.3. - T asks ss to do this activity individually in 3 mins. -T asks ss to check their answers in pairs. -T displays the answer keys.

- T asks ss to open page no.10. ex.2a. - T asks ss to make the exercise sentences true for them in pairs in 5 mins. - T models, saying" Last night, I went out with my friends" - T monitors very well, helping the struggling ss. - T writes ss's mistakes for the language feedback. - T pays ss's attention to the time left for the activity. -T corrects ss's mistakes on the board.

- T has ss stand up and divide them into As and Bs. - T asks ss to open their books on page no.46. - T asks ss to mingle answering questions in A and B. - T asks a student to model with another student in front of the whole class. -T ICQs " are you asking the same questions?/ are you answering in short answers?/ are you answering in Arabic? - T asks ss to switch their partners after a while. - T monitors very well and participates from time to time. -T corrects on the spot if needed - T pays ss attention to the time of the activity by saying "1 min left", while writing ss's mistakes in a paper. T thanks ss for their interesting discussions. T starts the language feedback on the board and elicits the correct answers from them.

- T plays the "we will rock you" song. - T asks ss if they know the song/ who sang it... - T asks ss to read about the song on page 12 and answer the 4 questions on page 11. -T still plays the song while ss are answering. - T asks ss to check in pairs. - T displays the answer keys and starts to discuss the surprising facts about both the song and the band.

- T shows a picture of Osama Mounir's program, and asks ss about it to elicit a " radio program" by asking questions like "who is that person? / what's his job? / does he work on Tv?" - T sets the context by saying " we will listen to a radio program that talks about we will rock you". -T asks ss to listen and number topics a-h in the order they hear them. -T plays the audio again if needed. - T asks ss to check their answers in pairs. -T displays the answer keys.

- T selects 2 marker sentences from the audio "did the musical get good reviews?" /" when did the musical come out?" - T follows the ECDW by asking:" is this an answer or a question?"/ is it past or present?/ is it a wh or yes or no question?... - T drills, highlighting the major differences in intonation between the wh/ yes or no question. - T writes the form on the board.

- T asks ss to do the controlled activity ex.1a on page 12 individually for 3 mins. -T asks ss to check their answers in pairs. -T displays the answer keys.

- T asks ss to open page 45 and do the activity "looking back 8A" - T draws bubbles on the board and writes names in each bubble and asks ss to look at points on page 54 and asks you yes /no questions. - T asks all ss to give him/her questions and then encourages ss to ask wh questions for more details. - T asks ss to write names in the bubbles in their books and in pairs ask each others yes/no questions. - T ICQs " do you write full answers or just names in bubbles?/ are you just asking yes/no questions? / are you using past or present?/ are you doing it alone?" - T monitors very well and helps the struggling ss. -T corrects on the spot if needed. - T pays ss attention to the time of the activity by saying "1 min left", while writing ss's mistakes in a paper. T thanks ss for their interesting discussions. T starts the language feedback on the board and elicits the correct answers from them. -