Lesson plan [8 grade] Unit: Ten Day & Date Sat. Sun ...
Transcript of Lesson plan [8 grade] Unit: Ten Day & Date Sat. Sun ...
Lesson plan [8th grade]
Prepared by Rana Abdel Rahman Al Najjar 2018
Unit: Ten Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………
Period: One Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……
Shift: Period: …… …… …… …… …… ……
Behavioral Objective New Vocabulary New Structure New Functions Resources
At the end of the period students are expected to:
1. pronounce new words correctly
2. match parts of sentences describing some people
3. respond correctly to questions related to a recorded
dialogue
4. pinpoint new words in the dialogue
backpack beard
centre curly
glasses moustache side
straight wife/wives
# # # Describing some people
in a picture
BB\ SB\
recording\cards
Warm up Greeting\ Build words game: small groups of Ss. compete using letters of the word ‘butterfly’ to find smaller words.
Pre-requisite Learning vocab. of similar meaning to new vocab.
Obj.
no.
Procedures and evaluation Skills Organization Time
1
2
3
4
ACTIVITY 1
1 T. points to each of the words and say them. T. checks the meaning with the pupils. 2
T. plays recording. The pupils listen. 3 T. plays recording again. T. pauses after each
word. The pupils repeat the words chorally and individually.
ACTIVITY 2
1 T. points to the picture on page 29. T. asks the pupils Where are they? (They’re in
Palestine) and What are they doing? (They’re having a picnic) 2 T. reads the beginning
of sentence 1 (This seems to be). T. helps the pupils to match the rest of the sentence
(This seems to be / a picture of / a family picnic). 3 The students match the rest of the
sentences.
ACTIVITY 3
1 T. reads the questions to the pupils. T. plays recording 25. The pupils listen to the
questions. 2 T. plays recording 26. The pupils listen. 3 T. plays recording 25 again. In
pairs, the pupils answer the questions. 4 T. plays recording 26 again. The pupils check
their answers to the questions. 5 T. checks the answers orally.
ACTIVITY 4
1 T. reads the words in activity 1 to the pupils again. 2 T. plays recording 26 again. The
pupils look for the new words in the dialogue. 3 T. says each of the words and asks a
pupil to read the complete sentence with that word.
Pronouncing new vocab. correctly
Matching parts of sentences to
form meaningful ones guided by
a picture
Listening for details
Identifying new vocab.in a
dialogue
T.Ss.
Individuals
Whole class
T.Ss.
Pair work
T.Ss.
Individual
work
T.Ss.
Individual
work
15min.
10min.
10min.
5min.
Teachers’ comments: Supervisor’s signature:
Homework: copying new words Head teacher’s signature:
Lesson plan [8th grade]
Prepared by Rana Abdel Rahman Al Najjar 2018
Unit: Ten Day & Date Sat. ……… Sun. ……… Mon. …… Tues. ……… Wed. ………. Thurs. ………
Period: Two Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……
Shift: Period: …… …… …… …… …… ……
Behavioral Objective New Vocabulary New Structure New Functions Resources
At the end of the period students are expected to:
1. complete a few mini-dialogues with new
vocab. of previous period appropriately
2. act out a few mini-dialogues acceptably
3. respond correctly to a few questions related
to the dialogue , based on careful reading
4. act out a long dialogue acceptably
# # #
# # #
# # #
BB\ SB\
recording
Warm up Greeting\ Board race game: a competition in which three groups of students try to remember the vocabulary of previous period on BB.
Pre-requisite Learning the new vocab. of previous period + having a general idea about the dialogue of previous period.
Obj.
no.
Procedures and evaluation Skills Organization Time
1
2
3
4
T. checks HW.
ACTIVITY 1
1 T. reads number 1 to the pupils. T. asks What’s the missing word? (backpacks) 2 The pupils
complete the rest of activity with the new words from period 1.
ACTIVITY 2
1 T. plays recording. The pupils listen and check their answers. 2 T. checks the answers orally.
3 T. chooses a pair of pupils to read the dialogue to the class. 4 In pairs, all the pupils practice
reading the dialogue.
ACTIVITY 3
1 T. points to the dialogue in activity 4 of period 1. 2 T. elicits the names of the people in the
picture. 3 T. chooses pupils to read the questions aloud. 4 The pupils read the conversation
again. 5 The pupils answer the questions individually. 6 T. checks the answers orally.
ACTIVITY 4
1 T. plays recording 27 again. The students listen. 2 T. chooses pairs of pupils to read the
conversations aloud. 3 In pairs, all the pupils practise reading the conversations.
Identifying suitable missing
words in a few mini-
dialogues
Acting out a few mini-
dialogues acceptably
Reading a dialogue for
details
Acting out a dialogue
acceptably
T.Ss
T.Ss.
Pair work
T.Ss.
Pair work
T.Ss.
Individual
work
T.Ss.
Groups of ss.
2min.
8min.
10min.
10min.
10min.
Teachers’ comments: Supervisor’s signature:
Homework: Activity (3) no. 7 & 8 Head teacher’s signature:
Lesson plan [8th grade]
Prepared by Rana Abdel Rahman Al Najjar 2018
Unit: Ten Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………
Period: Three Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……
Shift: Period: …… …… …… …… …… ……
Behavioral Objective New
Vocabulary
New Structure New Functions Resources
At the end of the period students are expected to:
1. identify the use of prepositions (near, next to,
in, with, etc.) to describe positions and what
people wear
2. complete few sentences using prepositions
(near, next to, in, with, etc.) using a picture
3. talk about different people in their textbook
using prepositions (near, next to, in, with, etc.)
# # #
prepositions (near, next to, in,
with, etc.) before nouns
describing positions and what
people wear
Describing what people wear\
where they are
BB\ SB
Warm up Greeting\ Simon Says game
Pre-requisite Learning some prepositions and clothes items
Obj.
no.
Procedures and evaluation Skills Organization Time
1
2
3
T. checks HW.
ACTIVITY 1
1 T. reads the sentences to the pupils. T. focuses on the use of prepositions (near, next to etc.)
in the sentences. 2 The pupils read the sentences with prepositions again. 3 T. helps the pupils
to complete the first statement (thing or person). 4 The pupils complete the rest of the
statements. 5 T. checks the answers orally.
ACTIVITY 2
1 T. shows pupils the picture again. T. chooses pupils to read the phrases in the box to the
class. 2 T. reads number 1 to the pupils. 3 The pupils complete the rest of the sentences. 4 T.
checks the answers orally.
ACTIVITY 3 1 T. reads the example conversation to the pupils. 2 T. practises the conversation with another
pupil. T. says the unit number and describe the person using in and with. 3 T. helps the pupil to
identify the person. 4 T. repeats with other pupils and other people in the book. 5 In pairs, all
the pupils take turn to describe people in the book and guess who it is.
Identifying the use of
prepositions (near, next to,
in, with, etc.) to describe
positions and what people
wear
Identifying the missing
parts in few sentences
using a picture
Speaking: describing
different people in their
textbook using
prepositions
T.Ss
T.Ss.
Individual
work
T.Ss.
Individual &
Pair work
T.Ss.
Individual &
Pair work
2min.
13min.
10min.
15min.
Teachers’ comments: Supervisor’s signature:
Homework: # # # Head teacher’s signature:
Lesson plan [8th grade]
Prepared by Rana Abdel Rahman Al Najjar 2018
Unit: Ten Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………
Period: Four Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……
Shift: Period: …… …… …… …… …… ……
Behavioral Objective New Vocabulary New
Structure
New Functions Resources
At the end of the period students are expected to:
1. pronounce new vocab. correctly
2. complete a few mini-dialogues with new vocab.
3. act out a few mini-dialogues acceptably
4. number the things to do in the order that Jake
and Tina did them, guided by listening material
area construct crop deep
hotel human being tower
various
Word formation: tour tourism tourist
include including
farm farmer farming
# # # # # #
BB\ SB\ cards\
recording
Warm up Greeting\ Hang man game: T. thinks of a long word and asks students to suggest a letter. If it appears in the word, T. writes it in all of the
correct spaces. If the letter does not appear in the word, write it off to the side and begin drawing the image of a hanging man.
Pre-requisite Learning vocab. of similar meaning to new vocab.
Obj. Procedures and evaluation Skills Organization Time
1
2
3
4
ACTIVITY 1 1 T. points to each of the words and say them. T. checks the meaning with the pupils. 2 T.
plays recording. The pupils listen. 3 T. plays recording again. Pause after each word. The
pupils repeat the words chorally and individually. 4 T. reads the sets of words. T. shows the
pupils how:
• we can add -ist or -er to a verb (tour, farm) to make the
person who does the action (tourist, farmer);
• we can add -ism or -ing to a verb to make the activity (tourism, farming, including).
ACTIVITY 2 1 T. plays recording. Pupils listen. 2 T. reads number 1 to the pupils. T. asks What’s the
missing word? (deep) 3 The pupils complete the rest of activity with the new words from
period 1.
ACTIVITY 1 T. plays recording 29 again. The pupils listen and check their answers. 2 T. Check the answer
orally. 3 T. chooses a pair of pupils to read the dialogues to the class. 4 In pairs, all the pupils
practise reading the dialogues.
ACTIVITY 4 1 T. explains the situation to the pupils. 2 T. chooses pupils to read the activities in the box to
the class. 3 T. plays recording. The pupils listen. 4 T. plays recording again. The pupils listen
and number the activities in the order Jake and Tina did them. 5 T. plays recording again. The
pupils check their answers.
Pronouncing new words
correctly
Identifying derivation of
some words
Identifying missing words in
short texts
Speaking: acting out short
dialogues
Listening for specific
information
T. Ss.
Individuals
Whole class
T.Ss.
Individual
work
T.Ss.
Pair work
T.Ss.
Individual
work
10min
10min
10min
10min
Teachers’ comments: Supervisor’s signature:
Homework: Copying new words Head teacher’s signature:
Lesson plan [8th grade]
Prepared by Rana Abdel Rahman Al Najjar 2018
Unit: Ten Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………
Period: Five Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……
Shift: Period: …… …… …… …… …… ……
Behavioral Objective New Vocabulary New Structure New Functions Resources
At the end of the period students are expected to:
1. discuss few web page pictures
2. decide whether a few sentences are ✔ or ✘
after skimming a text
3. read a text aloud
# # #
# # #
# # #
BB\
SB\recording
Warm up Greeting\ First letter game: Few pupils choose words from previous periods from a basket and tell only first letters. Others guess
what words.
Pre-requisite Learning the vocab. of previous period
Obj
. no.
Procedures and evaluation Skills Organization Time
1
2
3
T. checks HW.
ACTIVITY 1
1 T. asks the pupils to recall Jake and Tina’s blog. T. helps the pupils to remember the places
they visited. 2 T. shows the picture to the pupils. T. helps the pupils to answer the questions.
ACTIVITY 2 1 The pupils read the texts silently. 2 T. reads number 1 to the pupils. T. asks Is that correct?
(yes) The pupils write ✔ in the answer box. 3 The pupils read the other sentences and write ✔
or ✘. 4 In pairs, the pupils check their answers. 5 They correct the false sentences (2, 3 and 5).
6 T. checks the answers orally.
ACTIVITY 3 1 T. plays recording. T. pauses CD after each sentence for pupils to read aloud.
2 Pupils listen and read the texts aloud.
Speaking: talking about
few web page pictures
Skimming a reading text
for deciding if a few
sentences are ✔ or ✘.
Reading a text aloud
T.Ss
T.Ss
Individual
work
T.Ss
Individual
work
T.Ss Individual
work
2min.
8min
20min
10min.
Teachers’ comments: Supervisor’s signature:
Homework: Making a summary of the text in one paragraph Head teacher’s signature:
Lesson plan [8th grade]
Prepared by Rana Abdel Rahman Al Najjar 2018
Unit: Ten Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………
Period: Six Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……
Shift: Period: …… …… …… …… …… ……
Behavioral Objective New Vocabulary New Structure New Functions Resources
At the end of the period students are expected to:
1. fill in a table with notes after scanning a text
2. take turns asking and answering questions
about Jericho
3. decide what the underlined parts refer
to\mean after reading a text carefully
4. discuss the topic of text (Jericho)
# # #
# # #
Talking about Jericho SB\
BB
Warm up Greeting\ Two truths and a lie game: T. writes 3 statements about himself on the board, two of which should be lies and one which
should be true. The pupils ask questions to test the truth. Pre-requisite Learning the content related to the reading text of previous period
Obj.
no.
Procedures and evaluation Skills Organization Time
1
2
3
4
T. checks HW.
ACTIVITY 1
1 The pupils read the text from period 5 again, silently. 2 T. helps the pupils to answer
questions 1–5. 3 T. shows pupils the map from Tina and Jack’s blog in period 4. 4 The
pupils find the places to visit and other things to in Jericho.
ACTIVITY 2 1 T. reads the roles to the pupils. T. arranges the pupils in pairs; the pupils decide to be
either the tourist, reporter or the assistant at the Palestine Information Centre. 2 T.
demonstrates the conversation with one of the pupils. T. asks the pupil questions about
visiting Jericho. T. helps the pupil to answer. 3 In pairs, all the pupils role play an interview.
ACTIVITY 3
1 The pupils read the text about Jericho again silently. 2 T. helps the pupils to identify what
the underlined words refer to. 3 T. helps the pupils to say the meanings of the phrases.
ACTIVITY 4
1 T. asks the pupils to suggest what tourists can do in the pupils’ area of Palestine. 2 T.
arranges the pupils in pairs again. This time, the tourist/ reporter wants information about
the local area where the pupils live. 3 T. demonstrates the conversation with one of the
pupils. T. asks the pupil questions about visiting the local area; help the pupil to answer. 4
In pairs, all the pupils role play an interview.
Scanning a text to take notes
Speaking: asking and
answering questions about
Jericho
Reading for detail
Speaking: producing
acceptable chunks of
spoken language related to
the topic of the text
T.Ss
T.Ss Individual
work
T.Ss Pair work
T.Ss Individual
work
T.Ss Pair work
2min.
5min.
10min.
13min.
10min.
Teachers’ comments: Supervisor’s signature:
Homework: # # # Head teacher’s signature:
Lesson plan [8th grade]
Prepared by Rana Abdel Rahman Al Najjar 2018
Unit: Ten Day & Date Sat. ……… Sun. ……… Mon. ……… Tues.
………
Wed. ……. Thurs. ………
Period: Seven Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……
Shift: Period: …… …… …… …… …… ……
Behavioral Objective New Vocabulary New Structure New Functions Resource
s
At the end of the period students are expected to:
1. derive nouns (person) from some verbs
2. use pairs of verbs\nouns (person) from activity 1 to
complete few mini dialogues
3. derive nouns (activity) from some nouns (person)
4. use pairs of nouns (activity) \ nouns (person) from activity
3 to complete few mini dialogues
Noun person
Noun activity
# # #
# # #
SB\
BB
Warm up Greeting\ Homophones game: T. says a word and pupils recall words sounding the same: sound, found, bound, etc.
Pre-requisite Knowing some nouns (activity) \ nouns (person)
Obj. Procedures and evaluation Skills Organization Time
1
2
3
4
ACTIVITY 1
1 T. reads the headings in the table to the pupils. T. makes sure the pupils understand
that the first column is for words that are just nouns, but the third column is for words
that can be nouns and verbs. For example: Travel is interesting. I travel a lot. 2 T. help
the pupils to complete the rest of the table. 3 T. focuses on the different endings : -ist
goes with nouns, -er goes with noun /verbs.
ACTIVITY 2
1 T. reads the first sentence to the pupils. T. helps them to choose the correct words
from activity 3 (work, workers). 2 The pupils complete the rest of the sentences. 3 T.
checks the answers orally.
ACTIVITY 3
1 T. Read the headings to the pupils. This time, the pupils are making activity nouns
from person nouns, and vice versa. 2 T. helps the pupils to complete the first blank
(farming). 3 The pupils complete the rest of the table.
ACTIVITY 4
1 T. reads the first sentence to the pupils. T. helps them to choose the correct words
from activity 3 (swimming, swimmer). 2 The pupils complete the rest of the sentences.
3 T. checks the answers orally.
Identifying the derivation of
some nouns (person) from
some verbs
Identifying missing nouns
(person) \ verbs in few mini
dialogues
Identifying the derivation of
nouns (activity) from some
nouns (person)
Identifying missing nouns
(activity) \nouns (person)in
few mini dialogues
T.Ss
Individual
work
T.Ss
Individual &
Pair work
T.Ss
Individual
work
T.Ss
Individual &
Pair work
10min
10min.
10min.
10min.
Teachers’ comments: Supervisor’s signature:
Homework: # # # Head teacher’s signature:
Lesson plan [8th grade]
Prepared by Rana Abdel Rahman Al Najjar 2018
Unit: Ten Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………
Period: Eight Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……
Shift: Period: …… …… …… …… …… ……
Behavioral Objective New Vocabulary New Structure New Functions Resources
At the end of the period students are expected to:
1. identify the use of relative pronouns
2. pinpoint sentences with who, which, that clauses in a
preceding text
3. match pairs of complex sentences linked by relative pronouns
4. describe their classmates\ objects in class, using relative
pronouns
# # # relative pronouns: who
which that
Describing and
guessing their
classmates\ objects in
class
SB\
BB
Warm up Greeting\ Board race game: a competition in which three groups of students try to remember the vocabulary of the unit on BB.
Pre-requisite Some information about relative pronouns: who which that
Obj. Procedures and evaluation Skills Organization Time
1
2
3
4
ACTIVITY 1 1 T. reads the sentences to the pupils. T. focuses on the relative clauses
(which …, that …, who …). 2 T. reads number 1 to the pupils. T. elicits the answer (and
each has a verb). 3 T. repeats with the other statements. T. helps the pupils to understand
how we use relative clauses.
ACTIVITY 2 1 The pupils read the text again. T. helps them to find a sentence with who.
(… a lot of people who live there work in tourism) 2 T. helps the pupils to say this sentence
with that. (… a lot of people that live there work in tourism) 3 The pupils find a sentence
with which. (Jericho is a small city which stands in a deep valley.) The pupils say the same
sentence with that. (Jericho is a small city that stands in a deep valley.) 4 The pupils find
other sentences with who … and which … (… the people who 500 years later constructed
the first city in the world / a high stone tower and walls which were almost five metres
high) 5 The pupils say these sentences with that. 6 The pupils find sentences in the text
with that.
ACTIVITY 3 1 T. reads the sentence beginning in number 1 to the pupils (Jake and Tina
are the people). 2 T. helps the pupils to complete the sentence (who / visited Jericho on
their bikes). 3 The pupils make the rest of the statements. 4 T. checks the answers orally.
ACTIVITY 4 1 T. demonstrates the guessing game with a pupil. T. chooses another
pupil in the class and describe him/her. The pupils must guess who it is. 2 T. demonstrates
the guessing game with another pupil, but think of a thing this time. The pupil must guess
what it is. 3 In pairs, all the pupils take turns to describe and guess.
Grammar: Identifying the use
of relative pronouns
Grammar: Identifying
sentences with who, which,
that clauses in a preceding text
Grammar: Identifying the
constituents of few complex
sentences linked by relative
pronouns
Speaking: describing their
classmates\ objects in class,
using relative pronouns
T.Ss
T.Ss
Individual
work
Pair work
T.Ss
Individual
work
Pair work
T.Ss
Pair work
10min.
10min.
10min.
10min.
Teachers’ comments: Supervisor’s signature:
Homework: a worksheet focuses on relative pronouns: who which that Head teacher’s signature:
Lesson plan [8th grade]
Prepared by Rana Abdel Rahman Al Najjar 2018
Unit: Ten Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ……. Thurs. ………
Period: Nine Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……
Shift: Period: …… …… …… …… …… ……
Behavioral Objective New
Vocabulary
New Structure New Functions Resources
At the end of the period students are expected to:
1. take turns asking\describing people in pictures
2. rewrite few statement using relative pronouns
3. write sentences describing people\objects in preceding
textbook units
# # #
# # # Describing what people wear
SB\
BB
Warm up Greeting\ Word Bingo: T. presents new words of the unit on BB and Ss. choose 5 words & write them in their notebooks. T. says words
randomly and circles them. Pupils circle in their notebooks words uttered by T. The first pupil to circle all his five words is the winner.
Pre-requisite Learning previous information about relative pronouns and describing people
Obj.
no.
Procedures and evaluation Skills Organizat
ion
Time
1
2
3
T. checks HW.
ACTIVITY 1
1 T. shows the pictures of the two pairs of twins to the pupils. T. says the names. 2 T. reads the
first example conversation to the pupils. 3 T. chooses a pupil and demonstrate a conversation with
him / her. T. uses the sentence beginnings in the first example conversation, and helps the pupil
say suitable sentences. T. notes that in this conversation, the pupils are just distinguishing one
pair of pupils from another. 4 In pairs, all the pupils practise identifying the pairs of twins. 5 T.
repeats the procedure with the second example conversation. Here, the pupils are distinguishing
one from the other twin in each pair. 6 In pairs, all the pupils practise identifying the twins in
each pair.
ACTIVITY 2
1T. reads the example dictionary entry to the pupils (the definition of car). 2 T. helps the pupils
to make a similar definition for drum. 3 In pairs, the pupils make definitions for the rest of the
words, using which or that. 4 T. calls pupils to the front to write their definitions on the board.
5 The class can then choose the best definitions.
ACTIVITY 3
1 T. points to the first picture (of Ali Magrabi) T. reads the example sentence to the pupils. 2 T.
points to the second picture (the volunteers at Yosemite). T. helps the pupils to make a sentence
about them (These were the volunteers who …). 3 In pairs, the pupils remember who all the
pictures are. They make sentences about the people with who or that.
Speaking: taking turns
asking\describing people in
pictures
Grammar: rewriting few
statement using relative
pronouns
Writing: writing sentences
describing people\objects in
preceding textbook units
T.Ss
T.Ss
Pair work
T.Ss
Pair work
Individual
work
T.Ss
Individual
work
2min.
8min
15 min
15 min
Teachers’ comments: Supervisor’s signature:
Homework: # # # Head teacher’s signature:
Lesson plan [8th grade]
Prepared by Rana Abdel Rahman Al Najjar 2018
Unit: Ten Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ……. Thurs. ………
Period: Ten Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……
Shift: Period: …… …… …… …… …… ……
Behavioral Objective New Vocabulary New Structure New Functions Resources
At the end of the period students are expected to:
1. respond to few questions after listening to a text
2. fill in a table with notes after listening to a text
3. take turns asking\answering questions about the content of
listening material in activities 1 & 2
4. practise pronunciation of: th /ð/ and th /θ/
# # #
# # #
# # #
BB\ SB\ recording
Warm up Greeting\ Hot seat game
Pre-requisite Learning vocab and structure of previous periods
Obj. Procedures and evaluation Skills Organization Time
1
2
3
4
ACTIVITY 1 1 T. shows the map to the pupils. T. asks the pupils to suggest the
names of the places. 2 T. reads the place names in the box to the pupils. 3 T. plays
recording for the first time. The pupils listen. 4 T. plays recording again. The pupils
number the places in the order they hear them. 5 T. plays recording again. The pupils
check their answers, then add the place names to the map.
ACTIVITY 2 1 T. explains that this time, they will be adding: *distances (from
Jerusalem to Jericho, and from Jericho to Amman); *heights above sea level (+) and
below sea level (–).T. makes sure the pupils understand the ideas of above and below
sea level – use simple diagrams on the board if necessary. 2 T. plays recording for the
first time. The pupils listen. 3 T. plays recording again. The pupils add the distances
and heights to the table. 4 T. plays recording again. The pupils check their answers. 5
T. copies the table on the board. T. calls pupils to the front to complete it
ACTIVITY 31 T. demonstrates the interview with one of the pupils. You are the
Young Times reporter, the pupil is Tina or Jake. T. asks the pupil the example
questions; help the pupil to respond. 2 In pairs, all the pupils choose a role (Tina/Jake,
or the reporter); the reporter interviews Tina/Jake. 3 The pupils change roles and role
play the interview again.
ACTIVITY 4 1 T. plays recording. The pupils listen. T. focuses on the pronunciation
of /ð/ and /θ/. 2 T. plays recording again. The pupils listen and repeat. 3 T. plays
recording again. T. focuses on which words have /ð/ and which words have /θ/. The
pupils listen and repeat the words. 4 The pupils practise saying the sentences. They
try to say them three times as fast as they can. 5 T. arranges a class competition to see
who can say them the fastest.
Listening for getting information
Listening for taking notes
Speaking: asking\answering
questions about the content of a
listening material
Pronouncing the sounds /ð/ and
/θ/correctly
T.Ss
Individual
work
T.Ss
Individual
work
T.Ss
Pair work
T.Ss
Whole class
individual
work
10min.
10min.
10min.
10min.
Teachers’ comments: Supervisor’s signature:
Homework: # # # Head teacher’s signature:
Lesson plan [8th grade]
Prepared by Rana Abdel Rahman Al Najjar 2018
Unit: Ten Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………
Period: Eleven Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……
Shift: Period: …… …… …… …… …… ……
Behavioral Objective New Vocabulary New Structure New Functions Resources
At the end of the period students are expected to:
1. write what they hear
2. substitute nouns with pronouns in various written texts
# # #
Subject\ object pronouns
# # #
BB\ SB
Warm up Greeting\ Board race game: T. divides class into two groups and splits BB into two parts. A pupil of each group draws a network including
Arab culture aspects and examples of previous period with the help of others in his group. The first to finish is the winner.
Pre-requisite Learning personal pronouns
Obj.
no.
Procedures and evaluation Skills Organization Time
1
2
ACTIVITY 1 1 T. plays recording. The pupils listen. 2 T. plays recording again. The pupils write
what they hear. 3 T. plays recording a third time. The pupils check what they have written.
4 T. Check the sentences orally.
ACTIVITY 2 1 T. reads the sentences about using pronouns to the pupils. 2 T. makes sure the
pupils understand how we use these three different types of pronouns – subject, object and
possessive. 3 T. elicits the sets of pronouns from the pupils – subject (I, you, he, she, it, we, they),
object (me, you, him, her, it, us, them) and possessive (mine, yours, his, hers, ours, theirs).
4 T. helps the pupils to rewrite the sentences with pronouns.
ACTIVITY 3 1 T. reads the sentences about using one and ones to the pupils. 2 T. makes sure
they understand the idea of the one and the ones being examples from a larger group. 3 T. helps
the pupils to rewrite the sentence using one or ones.
ACTIVITY 4 1 T. chooses pupils to read a sentence each of the text to the class. 2 The pupils
change as many words as they can to subject, object or possessive pronouns, or one/ones. 3 T.
checks the answers orally.
Dictation: writing what
they hear
Grammar: substituting
nouns with pronouns in
various written texts
˵
˵
T.Ss
Individual
work
T.Ss
Individual
work pair work
˵
˵
10min.
10min.
10min.
10min.
Teachers’ comments: Supervisor’s signature:
Homework: # # # Head teacher’s signature:
Lesson plan [8th grade]
Prepared by Rana Abdel Rahman Al Najjar 2018
Unit: Ten Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………
Period: Twelve Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……
Shift: Period: …… …… …… …… …… ……
Behavioral Objective New Vocabulary New Structure New Functions Resources
At the end of the period students are expected to:
1. draw photos of their friends
2. taking turns asking and answering questions about the
photos
3. write description of their friends in the photos
# # #
# # #
Describing what people wear BB\ SB
Warm up Greeting\ A game: T. presents key words of the unit and puts the class into teams and gives the pupils 20 seconds to memorize
them, then take down flashcards. The teams have to remember all the cards (by writing down the names on a piece of paper which
you look at and check). The winner is the team with the most correct.
Pre-requisite Learning how to describe what people wear\ learning relative pronouns
Obj.
no.
Procedures and evaluation Skills Organization Time
1
2
ACTIVITY 1
1 T. reads the unit task to the pupils. 2 T. reads the instructions for the ‘photo’. 3 The pupils draw
their photos and plan how to describe the people in the photo.
ACTIVITY 2
1 T. reads the example conversation to the pupils. 2 T. demonstrates the conversation with one of
the pupils, using his/her ‘photo’. T. helps the pupil to make suitable answers. 3 In pairs, all the
pupils practise the conversation about their ‘photos’.
ACTIVITY 3
1 T. reads the instructions to the pupils. 2 T. elicits from the pupils the details of their pen friend
from Unit 1. 3 The pupils copy the start of paragraph 1. Then they complete the paragraph. T.
asks the write, circulate around the glass to check grammar and vocabulary and help the pupils. 4
T. repeats with paragraph 2. 5 T. chooses pupils to read their emails and show their ‘photos’ to
the class. 6 The class can vote for the best email and the best ‘photo’.
Drawing photos of
their friends
Speaking: taking turns
asking and answering
questions about the
photos
Writing descriptions of
their friends in the
photos
T.Ss
Individual
work
T.Ss
pair work
T.Ss Individual work
Pair work
10min.
15min.
15min.
Teachers’ comments: Supervisor’s signature:
Homework: # # # Head teacher’s signature: