unit 2] Unit: Two Day & Date Sat. Sun. ……… ………. ……… Lesson ...
Transcript of unit 2] Unit: Two Day & Date Sat. Sun. ……… ………. ……… Lesson ...
Lesson plan [8th grade\ unit 2]
Planned by: Rana Abdel-Rahman Al-Najjar [Sep. 2016-2017]
Unit: Two Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………
Lesson: One Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……
Shift: Period: …… …… …… …… …… ……
Behavioral Objectives New Vocabulary New Structure New Functions Resources
At the end of the period students are expected to:
1. talk about Palestinian food & music
2. use new words meaningfully
3. match parts of sentences describing a situation at a
restaurant
4. respond correctly to questions related to a recorded
dialogue
5. pinpoint new words in the dialogue
age – culture– develop –
feel like – guitar – pizza–
quite – seem – sound
I feel like (v.+ ing)
Talking about two parts of
Palestinian culture (food &
music)\ Describing a
situation at a restaurant in a
picture
BB\ SB\
flash cards\
recording
Warm up Greeting\ Build words game: small groups of Ss. compete using letters of the word ‘documentary’ to find smaller words.
Pre-requisite Learning vocab. of similar meaning to new vocab. such as want = feel like\ look =seem\ rather=quite\ Having some knowledge about
Palestinian food & music
Obj.
no.
Procedures and evaluation Skills Organization Time
1
2
3
4
5
Introductory: T. discusses the title of the unit and the topic of the first period
(Palestinian food and music). T. asks questions related to the topic: What’s your favorite
type of Palestinian food? Do you always eat Palestinian food in your house? Do you
listen to Palestinian music? Do you play a Palestinian musical instrument? etc.
Activity (1): T. introduces the pronunciation of new words and encourages pupils to
repeat them individually and chorally. T. encourages pupils to guess\ elicit their
meanings using various techniques (e.g., using flash cards, definition, synonyms,
antonyms, miming, explaining meaning by using new words in familiar contexts, etc.).
T. encourages pupils to use them meaningfully using suitable techniques (e.g., asking
what they can see in a picture\s including some of new words, getting pupils use them in
sentences, completion exercise, asking questions stimulating answers including new
words, etc.)
Activity (2): T. discusses the picture on page 17 by asking questions stimulating
responses similar to the sentences in activity 2. T. introduces and explains activity 2. In
pairs, pupils match the parts of sentences, and then few pupils read them aloud.
Activity (3): T. discusses the pre-listening questions and helps pupils predict the topic of
dialogue. The pupils listen twice to the dialogue, find out answers and then check in
pairs. Pairs of pupils ask and answer the questions, and T. provides necessary feedback.
Activity (4): The pupils are asked to read the dialogue silently, underline and read out
included new vocabulary.
Predicting the topic of the period
Pronouncing new words
correctly/ Speaking (using them
in sentences meaningfully)
Speaking (describing a picture by
matching the parts of few
sentences suitably)
Predicting the topic of a recorded
dialogue \Scanning it for specific
information
Pinpointing the new words in the
dialogue
T.Ss.
Individual
work
T.Ss.
Individual &
choral work
T.Ss.
Pair work
T.Ss.
Pair work
T.Ss.
Individual
work
3min.
15min
8min.
10min
4min.
Teachers’ comments: Supervisor’s signature:
Homework: Copying new words in notebooks Head teacher’s signature:
Lesson plan [8th grade\ unit 2]
Planned by: Rana Abdel-Rahman Al-Najjar [Sep. 2016-2017]
Unit: Two Day & Date Sat. ……… Sun. ……… Mon. …… Tues. ……… Wed. ………. Thurs. ………
Lesson: Two Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……
Shift: Period: …… …… …… …… …… ……
Behavioral Objectives 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. respond correctly to a few questions related
to the dialogue of previous period
3. act out a few mini-dialogues acceptably
4. act out a long dialogue acceptably
# # #
# # #
Talking about a situation in a
restaurant
BB\ SB\
flash cards\
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 and revises some of the language from period (e.g., the new words and
phrases with a dictation)
Activity (1) T. checks pupils’ recognition of new words of previous period again
(e.g., by flashing cards, guessing meaning through description\ synonym\ antonym,
etc.). T. reads number 1 to pupils and asks about the missing word (seems). In pairs,
the pupils complete the rest of the activity with the new words from previous period.
T. walks around and checks.
Activity (2) T. plays recording. The pupils listen and check their answers. T. checks
the answers orally. T. chooses a pair of pupils to act out the dialogues. In pairs, all
pupils practise acting out the dialogues.
Activity (3) T. points to the dialogue in activity 4 of period 1. T. chooses pupils to
read the questions aloud. The pupils read the dialogue again carefully. The pupils
answer the questions 1- 6 individually. T. checks the answers orally. T. provides
necessary feedback.
Activity (4) T. plays the recording of the dialogue again. The pupils listen. T. chooses
six pupils to read the dialogue aloud. In groups of six, all the pupils practise reading
the dialogue. T. walks around and checks.
Writing (recalling spelling of key
words correctly)
Recalling pronunciation and
meaning of some words \ Writing
& Listening (recalling missing key
words in a few mini-dialogues
suitably)
Speaking (acting out a few mini-
dialogues acceptably)
Reading a dialogue for details
Speaking (acting out a dialogue
acceptably
T.Ss. Individual work
T.Ss.
Pair work
T.Ss.
Pair work
T.Ss.
Individual
work
T.Ss.
Groups of ss.
2min.
10min.
10min.
10min.
8min.
Teachers’ comments: Supervisor’s signature:
Homework: Activity (3) no. 7 & 8 Head teacher’s signature:
Lesson plan [8th grade\ unit 2]
Planned by: Rana Abdel-Rahman Al-Najjar [Sep. 2016-2017]
Unit: Two Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………
Lesson: Three Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……
Shift: Period: …… …… …… …… …… ……
Behavioral Objectives New
Vocabulary
New Structure New Functions Resources
At the end of the period students are expected to:
1. label various human senses presented in brain
diagram with sense verbs highlighted in few
sentences
2. complete a few sentences with suitable stative
verbs and predicative adjs. using pictures
3. talk about what they and other people could\not
do at different ages in the past
# # #
Present simple tense:
(S.) + look\sound + adj.
Past ability:
When+ (S.) + was+ (age),
(S.) + could\ couldn’t + (inf.)
expressing feelings
expressing ability in the past
BB\ SB
Warm up Greeting\ Simon Says: T. does an action and says 'Simon Says'. The pupils must copy what T. does. Then T. does an action and omit 'Simon
Says'. Whoever does the action this time is out and must sit down and so on until last pupil (the winner).
Pre-requisite Learning the form of present simple / subject\verb agreement / the meanings of the included adjectives & modal verbs in activities
Obj.
no.
Procedures and evaluation Skills Organization Time
1
2
3
T. checks HW orally.
Activity (1) T. reads the sentences to the pupils and focuses on the verb forms. T.
reads the first sentence again and says Looks – what part of the brain is it? (the eyes)
The pupils write looks on the label next to the eyes. The pupils label the other parts of
the picture with the verbs from the sentences. T. calls pupils' attention to the special
use of present simple with sense verbs as well as the use of predicative adjectives
after sense verbs.
Activity (2) T. provides more examples including other stative verbs (those added in
activity 2). T. discusses the first answered example, and does another with class. The
pupils are asked to complete other examples in pairs. T. checks answers orally and
provides necessary feedback.
Activity (3) (4) T. discusses the examples in activity 3 and draws pupils attention to
the use of infinitive after can\can’t\could\couldn’t.
Activity (4) T. reads the words in line 1 to the pupils (two, walk, run). T. shows the
pupils how this can be made into the example sentence and writes it on BB: When he
was two, he could walk but he couldn’t run. The pupils say the rest of the sentences.
The pupils are encouraged to talk about themselves in the same way orally and then
write in their notebooks. T. provides necessary feedback.
Identifying the use of present
simple with sense verbs & the
use of predicative adjectives
after them
Writing [using a grammatical
pattern correctly (S. + stative
V. + Adj.)]
Speaking [using a grammatical
pattern correctly: when + (S.)
+ was (age), (S.) + could\
couldn’t + infinitive]
T.Ss.
T.Ss.
T.Ss.
Individuals
Pair work
T.Ss.
Individual
Pair work
2min.
8min.
15min.
15min.
Teachers’ comments: Supervisor’s signature:
Homework: Writing sentences about what they could\ couldn’t do in the past in NBs Head teacher’s signature:
Lesson plan [8th grade\ unit 2]
Planned by: Rana Abdel-Rahman Al-Najjar [Sep. 2016-2017]
Unit: Two Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………
Lesson: Four Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……
Shift: Period: …… …… …… …… …… ……
Behavioral Objectives New Vocabulary New Structure New Functions Resources
At the end of the period students are expected to:
1. use new vocab. meaningfully
2. complete a few mini-dialogues with new vocab.
3. act out short dialogues
4. make notes about two singers while listening to
paragraph about them
classical – folk song –
instrument – poem – rock music
– the heart of – the 1950s– used
to
# # #
Talking about
music related
things\ people
BB\ SB\ flash
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, T. writes it off to the side and begin drawing the image of a hanging man.
Pre-requisite Learning word classes: n., v., adj. etc. \ Having a general idea about Arab music and singers
Obj.
no.
Procedures and evaluation Skills Organization Time
1
2
3
4
T. checks HW orally and reviews some of the language from period 3 (e.g., T. asks
pupils to tell what they could\ couldn’t do when they were six/seven/eight etc.)
Activity (1): T. introduces the pronunciation of new words and encourages pupils to
repeat them individually and chorally. T. encourages pupils to guess\ elicit their
meanings using various techniques (e.g., using flash cards, definition, synonyms,
antonyms, miming, explaining meaning by using new words in familiar contexts,
etc.). T. encourages pupils to use them meaningfully using suitable techniques (e.g.,
asking what they can see in a picture\s including some of new words, getting pupils
use them in sentences, completion exercise, asking questions stimulating answers
including new words, etc.). T. calls pupils attention to the words in the box at the
right, discuss and help pupils distinguish word classes.
Activity (2): T. reads number 1 to pupils and asks about the missing word (the heart
of). In pairs, the pupils complete the rest of the activity with the new words from
previous period. T. walks around and checks.
Activity (3): The pupils listen and check their answers in activity 2.
T. checks the answers orally by choosing few pairs to read the dialogues to the class.
Activity (4): T. points to the pictures and asks the pupils to write singers’ names. The
pupils listen to the recording twice and complete other notes. T. checks orally.
Speaking [recalling a grammatical
pattern correctly: when + (S.) + was
(age), (S.) + could\ couldn’t + inf.]
Pronouncing new words correctly/
Speaking(using them meaningfully)
Identifying derivation of some
word classes
Listening & Writing (recalling
missing key words in short texts)
Speaking (acting out a few short
dialogues)
Listening for note-taking
T.Ss.
Individual
work
T.Ss.
Individual &
choral work
T.Ss.
Pair work
T.Ss.
Pair work
T.Ss.
Individual
work
5min.
15min
10 min.
5min.
5min.
Teachers’ comments: Supervisor’s signature:
Homework: Copying new words Head teacher’s signature:
Lesson plan [8th grade\ unit 2]
Planned by: Rana Abdel-Rahman Al-Najjar [Sep. 2016-2017]
Unit: Two Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………
Lesson: Five Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……
Shift: Period: …… …… …… …… …… ……
Behavioral Objectives New Vocabulary New Structure New Functions Resources
At the end of the period students are expected to:
1. talk about two Arab singers
2. decide whether a few sentences are ✔ or ✘ after
skimming a text
3. read a text aloud
# # #
# # #
Talking about\ reporting what
they know about two Arab
singers
BB\ SB\ flash
cards\ 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\ Remembering their notes about the two Arab singers in last period
Obj.
no.
Procedures and evaluation Skills Organization Time
1
2
3
Review:
T. checks HW and pupils’ recognition of new words of previous period (e.g., by flashing
cards, dictating words, asking questions stimulating answers including them, etc.).
Activity (1): T. points to the pictures of the two singers in activity 2 and elicits their
names from the pupils. In pairs, the pupils talk about the singers’ lives. T. chooses pupils
from two or three groups to report what they said.
Activity (2): The pupils read the paragraphs silently while listening to the recording. T.
reads number 1 to the pupils and asks: Is that correct? (No) The pupils write ✘ in the
answer box. The pupils read the other sentences and write ✔ or ✘. In pairs, the pupils
check their answers. They correct the false sentences (1, 3, 4 and 6). T. checks the answers
orally.
Activity (3): T. plays the recording of the text again. The pupils listen. T. asks every two
students to read aloud the paragraphs in turns. T. walks around and checks their readings.
Speaking (recalling
pronunciation of key words
correctly)/Writing (dictating
them) Speaking (responding
to questions including them
in the answers)
Speaking(recalling what they
remember about two singers)
Reading a text for deciding if
a few sentences are ✔ or ✘.
Reading a text aloud
T.Ss
Individual
work
T.Ss
Pair work
T.Ss
Individual
work
Pair work
Individual
work
8min.
5min.
15min.
12min.
Teachers’ comments: Supervisor’s signature:
Homework: Making a summary of the text in one paragraph Head teacher’s signature:
Lesson plan [8th grade\ unit 2]
Planned by: Rana Abdel-Rahman Al-Najjar [Sep. 2016-2017]
Unit: Two Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………
Lesson: Six Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……
Shift: Period: …… …… …… …… …… ……
Behavioral Objectives New Vocabulary New Structure New Functions Resources
At the end of the period students are expected to:
1. note when several things happened after
scanning a text
2. discuss some musical types and instruments
3. respond correctly to a few questions after
reading a text carefully
4. discuss various music related topics
# # #
# # #
Talking about music types
and instruments
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 Organizati
on
Time
1
2
3
4
T. checks HW orally and checks pupils’ knowledge about the text of previous period
through questions: Can you name two great classical Arabic singers? Can you name an
instrument used in classical Arabic music? How can music make us feel better? etc.
Activity (1): T. reads the list of events to the pupils and makes sure they understand that the
example answer is in the text. The pupils read the text from period 5 again. They write a
time expression from the text for each event. T. checks the answers orally.
Activity (2): T. reads the instructions to the students and helps them to make questions
about music with: ‘When … ?’ and ‘How long ago … ?’ T. chooses pupils to ask the
questions and others to answer them. All the pupils work in pairs, asking and answering.
Activity (3): T. chooses pupils to read the questions to the class. The pupils read the text
again silently. They answer the questions. T. checks the answers orally.
Activity (4): T. reads number 1 to the pupils and helps them to express their opinions. T.
gives them any extra vocabulary they need. T. repeats with numbers 2–4.
Speaking (recalling what
they know about music
from previous period)
Reading for Note making
Speaking (asking and
answering questions about
music using ‘When’ and
‘How long ago’)
Reading for detail
Speaking (Producing
acceptable chunks of
spoken language related to
music topic)
T.Ss
T.Ss
Individual
work
T.Ss
Pair work
T.Ss
Individual
work
T.Ss
Individual
work
5min.
10min.
10min.
10min.
5min.
Teachers’ comments: Supervisor’s signature:
Homework: # # # Head teacher’s signature:
Lesson plan [8th grade\ unit 2]
Planned by: Rana Abdel-Rahman Al-Najjar [Sep. 2016-2017]
Unit: Two Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………
Lesson: Seven Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……
Shift: Period: …… …… …… …… …… ……
Behavioral Objectives New Vocabulary New Structure New Functions Resources
At the end of the period students are expected to:
1. complete a network suitably with various aspects
of Arab culture and related examples
2. talk about these aspects and examples
3. distinguish between some pairs of nouns and
verbs in form and use
# # #
# # #
Talking about various
aspects of Arab culture and
related examples
SB\
BB
Warm up Greeting\ Find out homophones (sound alike words)game: T. says a word and pupils recall words sounding the same: sound, found,
bound, round, etc.
Pre-requisite Knowing some aspects of Arab culture and examples\ Leaning some nouns and verbs
Obj.
no.
Procedures and evaluation Skills Organization Time
1
2
3
Activity (1): T. reads the words in the box to the pupils. T. explains that the network shows
aspects of Arab culture and examples. Pupils complete the network by using the words in the
box. T. reads A’s first question and then helps the pupils to complete B’s answer.
T. chooses pairs of pupils to read the questions and answers. In pairs, all the pupils practise
the questions and answers.
Activity (2): T. reads the instruction to the pupils. T. helps the pupils to make the -er forms of
the words. The pupils find the words (player and singer) in the text.
Activity (3): T. helps the pupils to write the missing word in number 1 (singer). T. makes
sure they understand that the verb ‘sing’ has been adapted to fit the sentence (sings). The
pupils complete the rest of the sentences. T. checks the answers orally. T. asks pupils in pairs
to create further exchanges using more of the word pairs. T. calls on pairs to present their
exchanges to the class.
Speaking (asking and
answering questions
about various aspects
of Arab culture and
examples)
Identifying some
verb\noun pairs
distinctively
Writing (completing
a few sentences with
verb\noun pairs
distinctively)
T.Ss
Pair work
T.Ss
Individual
work
T.Ss
Pair work
20min
10min.
10min.
Teachers’ comments: Supervisor’s signature:
Homework: # # # Head teacher’s signature:
Lesson plan [8th grade\ unit 2]
Planned by: Rana Abdel-Rahman Al-Najjar [Sep. 2016-2017]
Unit: Two Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………
Lesson: Eight Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……
Shift: Period: …… …… …… …… …… ……
Behavioral Objectives New Vocabulary New Structure New Functions Resources
At the end of the period students are expected to:
1. identify some grammatical patterns used to
express repeatedly actions in the past
2. write about what two persons are used to do
now, contrasted with what they didn’t use to
do in the past
3. write about themselves in the same way
# # #
S. + used to + inf.
S. + didn’t use to+ inf.
Did + S. + use to inf.
Talking about what they and
other people are used to do
now contrasted with what
they didn’t use to do in the
past
SB\
BB
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 form of present simple and past simple tenses
Obj.
no.
Procedures and evaluation Skills Organization Time
1
2
3
T. reviews the verb\noun pairs from the previous period with the pupils: T. says one of the
verbs, for example, bake. The pupils say the noun (baker). T. chooses pupils to say the
nouns and other pupils to say the verbs.
Activity (1): T. reads the sentences to the pupils and focuses on the use of ‘used to +
verb’. T. helps the pupils to complete the statements and tick the best way to complete the
statement. T. helps the pupils to work out the form. The pupils look for another sentence
in the text with ‘used to’.
Activity (2): T. chooses pupils to read the questions and answers to the class. The pupils
look at the sentences and tick the best way to complete the sentences. T. helps the pupils
to understand the question form and the negative form.
Activity (3): T. reads the cues to the pupils and help them to see how the cues can be
expanded into the complete sentence about Ali. T. helps the pupils to make sentence
number 2 about Mona. The pupils write the rest of the sentences. T. calls pupils to the
front to write the answers on the board.
Activity (4): T. reads the example sentences to the pupils and chooses pupils to say true
sentences about themselves. The sentences contrast what they do now with what they used
to do in the past. In pairs, all the pupils write sentences about themselves now, and in the
past. T. says sentences about himself [I used to … when I was ….but now …] T. elicits
sentences like this from the pupils. In pairs, all the pupils talk in the same way.
Speaking (recalling some
noun\verb pairs)
Identifying a grammatical
pattern: S. + used to + inf.
Identifying grammatical
patterns: S. + didn’t use to+
inf. + Did + S. + use to +inf.
Writing sentences using the
grammatical pattern (He\She
+ v. + now, ..but he\she did
not use to .. He\She used to..)
Writing sentences using the
grammatical pattern (I + v. +
now, ..but I did not use to .. I
used to ..)
T.Ss
Ss. Ss
T.Ss
Individual
work
T.Ss
Individual
work
T.Ss
Individual
work
T.Ss
Pair work
2min.
5min.
5min.
14min.
14min.
Teachers’ comments: Supervisor’s signature:
Homework: Witting sentences about themselves contrasting what they do now with what they used to do in the past. Head teacher’s signature:
Lesson plan [8th grade\ unit 2]
Planned by: Rana Abdel-Rahman Al-Najjar [Sep. 2016-2017]
Unit: Two Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………
Lesson: Nine Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……
Shift: Period: …… …… …… …… …… ……
Behavioral Objectives New Vocabulary New Structure New Functions Resources
At the end of the period students are expected to:
1. talk about Palestinian culture
2. talk about what they could\couldn’t do
3. talk about what they used to\didn’t use to do
4. guess the names of some famous people
from the past in a game
# # #
What’s (example of a cultural
Palestinian aspect) like?
It looks\tastes\sounds + adj.
Talking about Palestinian
culture\ Talking about past
abilities\ Talking about habits in
the past\ playing guessing game
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 the vocab. and structural patterns of previous periods
no. Procedures and evaluation Skills Organiz
ation
Time
1
2
3
4
T. checks HW orally and reviews some of the language of last period: e.g., Did you use
to …when you were...? Pupils are asked to provide complete answers.
Activity (1): T. reads the topics (Arab coffee, food & music, old Jerusalem). T.
explains the situation and tells pupils that one pupil is a visitor and he should ask
questions such as What’s Arab coffee like? T. helps the pupils to make suitable
answers e.g., It smells beautiful.\ It tastes delicious etc. T. chooses pupils to be visitors
and others pupils to reply in front of class. In pairs, all pupils take the roles of visitors
and Palestinians, asking and answering questions about Palestinian culture. T. walks
around and checks.
Activity (2): T. reads the example sentences to the pupils and focuses on the use of
could and couldn’t, and the time expressions – When I was five etc. T. reads the lists of
topics: dance the dabka, make sfeeha etc. T. helps the pupils to make sentences about
their abilities. In pairs, the pupils talk about their abilities in the past. T. walks around,
check and then provide feedback.
Activity (3): T. reads the dialogue to the pupils and focuses on the use of questions and
answers: Did you use to …? Yes, I did. / No, I didn’t.
T. helps the pupils to ask each other questions about their abilities in the past. In pairs,
all the pupils ask each other questions about abilities in the past. T. walks around,
check and then provide feedback.
Activity (4): T. chooses a famous person from Palestinian history and helps the pupils
to ask questions with Did you use to …? and Were you …? The pupils listen to
teacher’s answers and try to guess who the person is. In pairs, all the pupils play the
game using a list of names on BB. T. walks around and checks.
Speaking (recalling a grammatical
pattern: I used to…when I was…)
Speaking (asking & answering
questions using the pattern: What’s
(example of a cultural Palestinian
aspect)? It looks\tastes\sounds + adj. )
Speaking (talking about themselves
using the pattern: I could\couldn’t
…when I was…)
Speaking (asking & answering
questions using the patterns: I used
to…when I was… \ Did you use to…
you were…? Yes, I did. / No, I..)
Speaking (asking & answering
questions using the patterns: Did you
use to …? and Were you …?)\
Guessing persons’ names in a game
T.Ss
T.Ss
Pair
work
T.Ss
Pair
work
T.Ss
Pair
work
T.Ss
Pair
work
2min.
8min.
10min.
10min.
10min.
Teachers’ comments: Supervisor’s signature:
Homework: # # # Head teacher’s signature:
Lesson plan [8th grade\ unit 2]
Planned by: Rana Abdel-Rahman Al-Najjar [Sep. 2016-2017]
Unit: Two Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………
Lesson: Ten Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……
Shift: Period: …… …… …… …… …… ……
Behavioral Objectives New Vocabulary New Structure New Functions Resources
At the end of the period students are expected to:
1. talk about nature using a related picture
2. infer a poem topic after listening to it
3. deduce meanings of some words from
contexts
4. respond correctly to a few questions about
the poem after listening
5. recite a poem properly
Hum\ shivers\ surge\
rattling
# # #
Talking about nature\
Reciting a poem for
pleasure
BB\ SB\
recording
Warm up Greeting\ Hot seat: T. elects a person from each team to sit in the Hot Seat, facing the classroom with BB behind him. T. writes a word
on the board. One of the team members of the student on the hot seat must help him guess the word by describing it.
Pre-requisite Learning some nature- related vocab.: birds, air, trees, river, wind, clouds, rain, grass, sea, etc.
Obj.
no.
Procedures and evaluation Skills Organization Time
1
2
3
4
5
Activity (1): T. points to the picture and ask questions 1 and 2. T. elicits answers
from the pupils.
Activity (2): T. tells the pupils to listen to the poem and read it at the same time.
T. asks them to listen for the general idea of the poem. T. helps the pupils to
express the idea that the sound of nature is a type of music, and that it is
everywhere.
Activity (3): T. reads the list of words to the pupils (hum, shivers, surge &
rattling) and the definitions. The pupils listen to the poem again and T. helps
them to choose the correct definition of each sound.
Activity (4): T. chooses pupils to read the questions to the class. T. plays the
recording a third time. The pupils answer the questions and check in pairs. T.
checks the answers orally.
Activity (5): T. plays the recording again and reads it to the pupils. T. asks
individual pupils to read sections and helps them with the rhythm of the lines. T.
chooses individual pupils to read a verse each. T. does choral reading of the
poem.
Speaking (recalling some nature-
related vocab.: birds, air, trees,
river, wind, rain, grass, sea, etc.)
Listening for gist
Reading for deducing meanings of
some words from context
Listening for detail & specific
information
Reciting a poem
T.Ss
Individual
work
T.Ss
Individual
work
T.Ss
Individual
work
T.Ss
Pair work
T.Ss
Individual
work
Whole class
5min.
5min.
10min.
10min.
10min.
Teachers’ comments: Supervisor’s signature:
Homework: # # # Head teacher’s signature:
Lesson plan [8th grade\ unit 2]
Planned by: Rana Abdel-Rahman Al-Najjar [Sep. 2016-2017]
Unit: Two Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………
Lesson: Eleven Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……
Shift: Period: …… …… …… …… …… ……
Behavioral Objectives New Vocabulary New Structure New Functions Resources
At the end of the period students are expected to:
1. write missing words in three sentences correctly while
listening
2. complete a descriptive text with suitable time
expressions
3. reorder a few sentences into a coherent short story using
suitable missing time expressions.
# # #
Adverbial(time expression), + a
sentence
e.g. [At that age, Oum Kalthoum
became famous in…]
Writing a short
story
BB\ SB
Warm up Greeting\ Listening to and reciting the poem of previous period
Pre-requisite Learning some connectors: finally, after that, etc.\ Learning how to write simple sentences in English.
Obj.
no.
Procedures and evaluation Skills Organization Time
1
2
3
Activity (1): The pupils read the incomplete sentences. T. plays recording. The
pupils listen. T. plays recording again. The pupils complete the sentences. T. plays
recording a third time. The pupils check their answers. T. checks the answers orally.
Activity (2): T. reads the first part of the text to the pupils. T. shows the pupils the
choice of (Finally / Then) in number 1, and the answer (Then). T. helps them to
choose the correct time expression for number 2 (at the age of 11). In pairs, the
pupils choose the correct expressions for the rest of the text. T. checks the answers
orally.
Activity (3):
T. reads the sentences and helps the pupils to put them in order. The pupils work in
pairs, and T. checks orally and on BB.
T. reads the time expressions to the pupils. T. shows the pupils that (At an early
age) goes in the first blank. T. helps the pupils to choose the correct expression for
the second blank (From the age of 12). In pairs, the pupils choose the correct
expressions for the other sentences.
T. asks pupils to talk about Oum Kalthoum. T. helps them to expand the cues to
make sentences, for example, At an early age, she started singing beautifully. Her
parents saw that she could be a great singer. In pairs, the pupils tell each other about
Oum Kalthoum.
The pupils write the story of Oum Kalthoum as a paragraph.
Listening for dictating some
missing words in short texts
correctly
Reading for deciding suitable
time expressions in a
paragraph
Reading a few sentences for
putting them in correct order
Reading the sentences for
matching some time
expressions with them suitably
Rewriting the sentences into a
coherent paragraph
T.Ss
Individual
work
T.Ss
Pair work
T.Ss
Pair work
Individual
work
10min.
12min.
18min.
Teachers’ comments: Supervisor’s signature:
Homework: Writing the short story of Oum Kalthoum in their notebooks Head teacher’s signature:
Lesson plan [8th grade\ unit 2]
Planned by: Rana Abdel-Rahman Al-Najjar [Sep. 2016-2017]
Unit: Two Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………
Lesson: Twelve Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……
Shift: Period: …… …… …… …… …… ……
Behavioral Objectives New
Vocabulary
New Structure New Functions Resources
At the end of the period students are expected to:
1. make notes about a special person in their life
2. tell a short story about a special person in their life
3. write a short story about a special person in their life
# # #
# # #
Talking about\ Telling a story
about a special person in their
life
BB\ SB
Warm up Greeting\ A game: T. divides class into small groups and presents a list of beginning word of a few time expressions from the previous
period. The winning group is the one which firstly notes the rest word\s of all time expressions. E.g., after..., \at the ..., \ a week...., from
the …, etc.
Pre-requisite Learning how to write simple sentences\ Learning how to use time expressions as adverbials at the start of sentences in a paragraph.
Obj.
no.
Procedures and evaluation Skills Organization Time
1
2
T. checks HW orally.
Activity (1): T. explains that in this period the pupils are going to write a description
of a person they know. T. asks the pupils to suggest people they would like to write
about. T. asks questions to find out why that person is important to them. T. asks each
pupil to choose a person and helps the pupils to write notes about this person. In
pairs, the pupils tell each other about their person. T. encourages the pupils to ask
question about each other’s subject.
Activity (2): T. reads through the list of things that can be added to the notes. T.
helps the pupils to add material where necessary. T. helps the pupils to write
paragraphs based on their notes. The pupils write their stories and T. walks around
checks and helps. The pupils read aloud their stories. T. provides necessary feedback.
Writing notes about a special
person in their life
Speaking (producing
acceptable chunks of spoken
language describing a special
person in their life)
Writing a short story about a
special person in their life
T.Ss
T.Ss
Individual &
pair work
T.Ss
Individual
work
5min.
10min
25min.
Teachers’ comments: Supervisor’s signature:
Homework: Writing the short story about a special person in their life in their
notebooks
Head teacher’s signature: