Lesson plan [6th grade\ unit two]

Planned by: Rana Abdel-Rahman Al-Najjar. [Sep. 2016-2017]

Unit: Two Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………

Lesson: One Class: 6th \ …… 6th \ …… 6th \ …… 6th \ …… 6th \ …… 6th \ ……

Shift: Period: …… …… …… …… …… ……

Behavioral Objectives New Vocabulary New Structure New Functions Resources

At the end of the period students are expected to:

1. pronounce new vocab. correctly

2. respond to various questions after listening to a text

3. read aloud a dialogue while listening to the text

4. respond to various questions after listening to the text

anyone\ argue\ but\ cry\ give back\ go

away\ invite\ lend\ problem\ quiz\

share\ someone\ understand

Everyday English: What happened?

Go away! I’m sorry.

# # #

Talking about two

situations

presented in a

poster

SB\ BB\

recording\

Poster\

Flashcards \

Word cards

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 vocab. such as share, favorite, left it at home, need it, happy/sad, nice, play

Obj.

no.

Procedures and evaluation Skills Organization Time

1

2

3

4

Activity (1): T. says Listen, plays recording and points to flashcards. T. says Say, and

uses the flashcards and word cards. Pupils repeat individually and chorally. T. repeats

until pupils master the new words. T. checks pupils understanding of their meanings.

Activity (2): T. helps pupils predict the topic of listening text by displaying unit 2 poster

and asking pupils to talk about the two situations. T. recycles and encourages the use of

new vocab. through talking. T. asks pupils to talk about the pictures, asking questions

like: What can you see? Who can you see? What are they doing? etc. T. presents the

pre-listening questions and then asks pupils to listen to recording. On first listening, the

pupils focus on understanding. On second listening, they listen and answer the questions

in pairs and T. makes pauses. T. teaches everyday English included in the text: What

happened? Go away! I’m sorry.

Activity (3): T. says Listen and read aloud and plays the recording again. T. pauses so

that pupils can read and repeat the text chorally. Then, pupils read aloud again in pairs.

T. gets pupils to focus on the stress and intonation of the dialogues.

Activity (4): T. says Listen and answer the questions and plays the recording again. T.

pauses so that pupils can read and answer the questions in pairs.

Pronouncing new vocab.

correctly

Predicting the topic of a

listening text

Listening for details

Reading a dialogue aloud while

listening to it

Listening for details

T. Ss.

Individual &

choral work

T. Ss.

Individual & pair

work

T. Ss.

pair

choral &work

T. Ss.

Individual & pair

work

12min.

13min.

10min.

5min.

Teachers’ comments: Supervisor’s signature:

Homework: copying new vocab. Head teacher’s signature:

Lesson plan [6th grade\ unit two]

Planned by: Rana Abdel-Rahman Al-Najjar. [Sep. 2016-2017]

Unit: Two Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………

Lesson: Two Class: 6th \ …… 6th \ …… 6th \ …… 6th \ …… 6th \ …… 6th \ ……

Shift: Period: …… …… …… …… …… ……

Behavioral Objectives New Vocabulary New Structure New Functions Resources

At the end of the period students are expected to:

1. match unit key words to pictures, guided by listening material

2. read a dialogue aloud chorally while listening

3. act out the dialogue

4. circle correct verb among choices to complete sentence meaning

5. guess unit key words in a game

# # # # # # # # #

SB\ BB\ recording\

Flashcards \ Word

cards

Warm up Greeting\ Chinese whispers: T. puts the class into teams, each sitting in a row from the back to the front of class. T. gives a chalk to the

first child at the front and gives a paper on which he\she wrote sth. in English to the first child in each team at the back of the class. They

look without showing anyone and whisper the message to the person next in line until it reaches the person at the front. He/ She then

writes it on the board. The team which finishes first – and is correct – is the winner.

Pre-requisite Learning the key words and topic of reading text of the unit

Obj.

no.

Procedures and evaluation Skills Organization Time

1

2

3

4

Checking HW

Activity (1): T. reviews new vocab. of previous period using flashcards and word cards. T.

says Listen and circle the words you hear and plays the recording, pausing when he\she

hears a key word so that pupils can find it in the text and circle. T. says Match the words

with the pictures and elicits answers. Pupils check and correct.

Activity (2): T. gets pupils to look at activity 2 in period 1. T. says Listen and repeat the

passage on page 12. T. plays recording and pauses after each narration or dialogue and gets

children to read and repeat.

Activity (3): T. gets pupils to work in groups. They take it in turns to read narration or

dialogue in period 1 activity 2. T. says Work in groups of four or five. Read the passage on

page 12 aloud. T. monitors groups. If necessary T. models what he\she wants the pupils to

do with a group before getting the pupils to work in their own groups.

Activity (4): T. says Read and gets pupils to read silently. T. models what he\she wants the

pupils to do with an example. T. asks What do you like doing with your friends.

(sharing/lending things, playing) T. encourages the pupils to read for meaning. T. says Read

and circle the correct words. T. asks pupils to read and circle the correct word. T. gets

pupils to check their answers with a partner. T. writes 1, 2, 3, 4, 5, 6 on BB and T. elicits the

answers inviting a child to come to the board and write the answer next to the number.

Pupils check their own work and correct.

Listening for matching unit

key words to some pictures

Reading a dialogue aloud and

chorally

Speaking (acting out the

dialogue in groups)

Eliciting correct verb among

choices to complete sentence

meaning

T. Ss.

T. Ss.

Individual

work

T. Ss.

choral work

T. Ss.

group work

T. Ss.

Individual

work

2min.

8min.

5min.

10min.

10min.

Lesson plan [6th grade\ unit two]

Planned by: Rana Abdel-Rahman Al-Najjar. [Sep. 2016-2017]

5 Review: T. displays flashcards and word cards. T. play I spy, e.g. I spy something

beginning with ‘a’ (argue). T. repeats with ‘sh’ (share), ‘u’ (understand), ‘l’ (lend), ‘i’

(invite), etc.

Guessing unit key words in a

game

T. Ss.

Individual

work

5min.

Teachers’ comments: Supervisor’s signature:

Homework: a worksheet of a similar activity to activity 4 page 13 Head teacher’s signature:

Lesson plan [6th grade\ unit two]

Planned by: Rana Abdel-Rahman Al-Najjar. [Sep. 2016-2017]

Unit: Two Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………

Lesson: Three Class: 6th \ …… 6th \ …… 6th \ …… 6th \ …… 6th \ …… 6th \ ……

Shift: Period: …… …… …… …… …… ……

Behavioral Objectives New Vocabulary New Structure New Functions Resources

At the end of the period students are expected to:

1. decide whether a few sentences are ✔ or ✘ while listening to them

2. decide whether a few sentences are ✔ or ✘ after reading a text

3. complete a few sentences with unit key words after reading a text

4. respond to a few wh questions after reading a text

Hurray for ✔&

Boo for ✘ # # # # # #

SB\ BB\

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 key words and the topic of the text in period 1

Obj.

no.

Procedures and evaluation Skills Organization Time

1

2

3

4

Checking HW

Activity (1): T. says Listen. Pupils listen to the sentences and identify what is wrong. T.

says Listen and says say Hurray and say Boo. T. plays the recording and pauses after each

sentence. Pupils say Hurray if the sentence is correct and Boo if the sentence is wrong and

correct it.

Activity (2): T. says Read and then tick the correct sentences. T. asks the pupils to read

the sentences silently and put a tick next to each correct sentence. T. gives a model as an

example e.g. Rania lent Fatima a book and elicit: correct. T. writes 1, 2, 3, 4, 5, 6 on the

board and elicits answers by asking questions to encourage the pupils to think about

meaning and not focus on words in isolation, e.g. 1 Who lent the book? (Rania) 2 How

many girls did the quiz? (3) 3 Who wanted to be Rania’s friend? (Fatima) 4 Who made

Ben sad? (Bilal) 5 Who wanted Ben and Bilal to be friends? (Omar) 6 Who said I’m

sorry? (Bilal)

Activity (3): T. says Read and complete the sentences and gets the pupils to read the

incomplete sentences (1-4) and answer them with the unit vocabulary. T. gets pupils to

check their answers with a partner. T. elicits the answers and the rest of the class agrees or

disagrees. Pupils correct their own work.

Activity (4): T. says Read. Then write answers to the questions. T. gets pupils to read the

questions (1-4) silently, looking at the pictures on page 12 activity 2. T. gets pupils to

check their answers with a partner. T. elicits answers, pupils put their hands up to answer.

Rest of class agrees or disagrees. Pupils correct their own work.

Listening for deciding whether

a few sentences are ✔ or ✘

Reading for deciding if a few

sentences are ✔ or ✘

Reading for specific

information

Reading for details

T.Ss.

T.Ss.

Individual

work

T.Ss.

Individual

work

T.Ss.

Individual &

pair work

T.Ss.

Individual &

pair work

2min.

5min.

10min.

8min.

10min.

Teachers’ comments: Supervisor’s signature:

Homework: page 14 activity 3 no. 5 \ activity 4 no. 5-6 Head teacher’s signature:

Lesson plan [6th grade\ unit two]

Planned by: Rana Abdel-Rahman Al-Najjar. [Sep. 2016-2017]

Unit: Two Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………

Lesson: Four Class: 6th \ …… 6th \ …… 6th \ …… 6th \ …… 6th \ …… 6th \ ……

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 sentences with missing key words, guided

by some pictures

2. read aloud a few sentences

3. circle the verbs (to be) which show correct subject\ verb

agreement in few sentences

4. read aloud some questions and answers

# # #

Rania and Amy were….

Fatima was…..

What did Fatima do? She left…

What did Omar do? He invited...

# # # SB\ BB

Warm up Greeting\ Find out homophones (sound alike words) game: T. says a word and pupils recall words sounding the same: e.g., cry,

fly, bye\ share, hare, dare, etc.

Pre-requisite Learning the key words of the unit

Obj.

no.

Procedures and evaluation Skills Organization Time

1

2

3

4

Checking HW

Activity (1): T. says Look and complete the sentences with the correct words. T. gets the

pupils to read the words in the word box and look at the pictures. T. discusses the pictures

and reads out the sentences. Pupils write about the pictures. T. gets pupils to check their

answers in pairs. T. gets two pairs to make a group to check each other’s writing. T. elicits

answers and pupils check their own work.

Activity (2): T. says Work in pairs. Read the sentences aloud. T. gets pupils to work in

pairs and take it in turn to read out their sentences.

Activity (3): T. says Read and circle the correct words. T. gets pupils to read the

questions and answers. T. gets pupils to circle the correct word. T. gives a model as an

example. T. elicits answers and invites a pupil to write them on the board. Pupils check

and do their own corrections.

Activity (4): T. says Read and asks pupils to read the questions in Activity 4 silently. T.

says Read aloud and asks pupils to read them aloud. T. says Answer the questions. T.

asks the following concept checking questions: What did Bilal say that made Ben feel sad?

(Go away!) What did Fatima do that was a problem? (she did not give back Rania’s book)

Why is Omar a good friend? (he invited Bilal and Ben to play together). Pupils read out

the questions and answers in pairs.

Recalling missing key words

in few sentences, guided by

some pictures

Reading aloud a few sentences

Eliciting verbs (to be) which

show correct subject\ verb

agreement in few sentences

Reading aloud some questions

and answers

T.Ss.

T.Ss.

Individual &

pair work

T.Ss.

Individual

work

T.Ss.

Individual

work

T.Ss

Individual &

pair work

2min.

10min.

8min.

10min.

10min.

Teachers’ comments: Supervisor’s signature:

Homework: a worksheet including an activity similar to activity 3 on page 15 Head teacher’s signature:

Lesson plan [6th grade\ unit two]

Planned by: Rana Abdel-Rahman Al-Najjar. [Sep. 2016-2017]

Unit: Two Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………

Lesson: Five Class: 6th \ …… 6th \ …… 6th \ …… 6th \ …… 6th \ …… 6th \ ……

Shift: Period: …… …… …… …… …… ……

Behavioral Objectives New

Vocabulary

New Structure New Functions Resourc

es

At the end of the period students are expected to:

1. identify the form and use of past simple tense

2. complete a few sentences by writing correct forms of some past

simple verbs

3. match some questions with correct answers

4. complete these answers by writing correct forms of past simple verbs

5. use past simple tense to ask and answer questions

# # #

Past simple tense

Why are you sad? What happened?

What did he/ she do?

What did you do?

What happened in the end?

Talking about a

problem that

happened in the

past

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 key words of the unit and some past verbs: stood, talked, taught, and sat, walked

Obj.

no.

Procedures and evaluation Skills Organization Time

1

2

3

4

Checking HW

Activity (1): T. says This morning and asks the pupils what do the words this morning

mean? T. says What did I do this morning? and elicits: stood, talked, taught, sat, walked

and anything reasonable.

T. writes What did they do? on the board (left hand side). T. says Read and gets pupils to

read the sentence starters and complete them with their own information. T. models one

example so pupils know what to do, e.g. T. gets the class to read out the first sentence

together: Ben … (tell) Omar about Bilal. T. elicits: Ben told Omar about Bilal. T. gets

pupils to look back at the pictures on page 12 period 1 activity 2. T. says Complete the

sentences with correct words. T. gets pupils to check their sentences with a partner. T.

elicits answers and writes them on the board. T. helps children notice the endings -ed for

the regular verbs.

Activity (2): T. says What did they do? T. encourages pupils to focus on what characters

in story did, and accepts anything reasonable, e.g. argued, played, lent, spoke, did, etc. T.

writes on the board: What happened? T. says Read the questions aloud and encourages

the class to identify the answers.

T. invites a pupil to answer and gets the class to agree or disagree. T. says Think and

match the correct questions and answers. T. gets the pupils to read, think and match. T.

gets them to check their answers with a partner. T. elicits answers and writes them on the

board. T. helps pupils to notice endings of past tense: said, invited, lent, and went. T.

highlights the verbs that need modification.

Identifying the form and use of

past simple tense

Writing correct forms of some

past simple verbs to complete a

few sentences

Identifying correct answers for a

few questions

Writing correct forms of past

simple verbs to complete the

answers

T.Ss.

T.Ss.

T.Ss.

Individual &

pair work

T.Ss.

Individual

work

T.Ss.

Individual &

pair work

2min.

5min.

10min.

3min.

5min.

Lesson plan [6th grade\ unit two]

Planned by: Rana Abdel-Rahman Al-Najjar. [Sep. 2016-2017]

5

Activity (3): T. gets pupils to read the questions and look at the pictures for some ideas

for answers. T. gets pupils to work in pairs taking it in turns to ask the questions and think

of some answers.

Speaking (asking and answering

questions using past simple

tense)

T.Ss.

pair work

15min.

Teachers’ comments: Supervisor’s signature:

Homework: a worksheet including similar activities to those of activity 1 & 2 on page 16 Head teacher’s signature:

Lesson plan [6th grade\ unit two]

Planned by: Rana Abdel-Rahman Al-Najjar. [Sep. 2016-2017]

Unit: Two Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………

Lesson: Six Class: 6th \ …… 6th \ …… 6th \ …… 6th \ …… 6th \ …… 6th \ ……

Shift: Period: …… …… …… …… …… ……

Behavioral Objectives New Vocabulary New Structure New Functions Resources

At the end of the period students are expected to:

1. respond to a few questions after listening to a text

2. circle correct verbs in a few sentences while listening to them

3. sing a song while doing actions that match included verbs

4. practise asking and answering questions using given cues

5. perform actions that match verbs said by teacher in a game

# # #

What’s a good friend?

What does a good friend do\not do?

What is a problem with friends?

# # #

SB\ BB\

recording\

cards

Warm up Greeting\ Memory 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 the key words and the topic of the text of period 1\Learning past simple tense

Obj.

no.

Procedures and evaluation Skills Organization Time

1

2

3

Checking HW

Activity (1): T. says What happened? and mimes hurting leg. T. elicits: broke leg, hurt

leg/ankle. T. repeats with argue (T. goes up to a pupil and says this is my chair, why do you have

my chair?), problem (pretend to be very sad), understand (look confused), cry (rub his\her eyes).

T. says Look and gets the pupils to look at the pictures to get the meaning. T. says Listen and

plays the recording. T. gets pupils to look at the pictures and listen for meaning. T. says Listen

and answer the questions. T. plays the recording again and gets the pupils to call out the answer.

T. gets the class to agree or disagree with the answers.

Activity (2): T. says Read and gets the pupils to read the sentences aloud. T. gets them to look at

the pictures. T. says Listen and plays the recording so pupils can listen for meaning. T. says

Listen and circle the correct words and plays the recording, pausing so pupils can circle the

words they hear. T. gets pupils to check their answers with a partner by taking it in turns to read

aloud a sentence each. T. elicits answers and writes them on the board. Pupils check and correct

their own work.

Activity (3): T. says Read the words of the poem and gets pupils to read what actions can we do

with the poem? e.g., shares (offer pencil case to a partner), understands you (nod head), lend

things (take something offered), argue (put arms around friend), cry (pretend to cry), don’t make

problems (shake hands). T. gets pupils to read the words and do the actions. T. says Listen and

plays the recording and gets pupils to listen for meaning. They can do the actions. T. says Listen

and repeat and plays the recording again and gets the pupils to sing along and do the actions.

Listening for details

Listening for selecting

correct verbs in a few

sentences

Speaking (singing a

song while doing

actions that match

included verbs)

T.Ss.

T.Ss.

Individual work

T.Ss.

Individual &

pair work

T.Ss.

Choral work

2min.

10min.

5min.

10min.

Lesson plan [6th grade\ unit two]

Planned by: Rana Abdel-Rahman Al-Najjar. [Sep. 2016-2017]

4

5

Activity (4): T. invites a pair to come to the front of the class and model the activity using the

picture in activity 1. T. says Work in pairs and ask and answer questions. T. gets pupils to look

at the picture in activity 1 and take it in turns to ask and answer questions using the question

cues.

Review T. plays Teacher says. T. says Teacher says you lend something. Pupils have to pretend

they give something to a partner. T. repeats with share, cry, invite, understand, argue, give back,

go away.

Speaking(asking and

answering questions

using given question

cues)

Performing actions

that match verbs said

by teacher

T.Ss.

Pair work

T.Ss.

Individual work

8min.

5min.

Teachers’ comments: Supervisor’s signature:

Homework: # # # Head teacher’s signature:

Lesson plan [6th grade\ unit two]

Planned by: Rana Abdel-Rahman Al-Najjar. [Sep. 2016-2017]

Unit: Two Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………

Lesson: Seven Class: 6th \ …… 6th \ …… 6th \ …… 6th \ …… 6th \ …… 6th \ ……

Shift: Period: …… …… …… …… …… ……

Behavioral Objectives New Vocabulary New Structure New Functions Resources

At the end of the period students are expected to:

1. work out a crossword puzzle

2. rewrite few sentences using correct punctuation marks (capital

letters & full stops)

3. write questions & answers for building a quiz

4. copy key words of the unit correctly

# # #

punctuation marks

(capital letter & full

stop)

# # #

SB\ BB\

Poster of

crossword

puzzle

Warm up Greeting\ Singing the song of previous period with actions.

Pre-requisite Learning the key words of the unit\ Learning past simple tense

Obj.

no.

Procedures and evaluation Skills Organization Time

1

2

3

4

Activity (1): T. says Read and gets children to read the clues. T. gets the children to look at

the poster which explains how to do a crossword puzzle if necessary. T. models what he\she

wants the pupils to do with an example. T. reads the first clue aloud and elicits the answer. T.

shows the children that some of the words are written across (T. gestures and draws an arrow

on the board to ensure they understand) and some down (T. gestures and drawing again to

ensure understanding). T. says Complete the crossword and monitors and supports the pupils

who are struggling. They could work in pairs. T. elicits the answers and write them on the

board. T. gets pupils to check and correct their work.

Activity (2): T. writes on the board: rania lent her favorite book to fatima. fatima left the

book at home T. gets the pupils to help him\her correct the punctuation, e.g., capital letter at

the beginning of the sentence and names of people, full stop. T. says Join the sentences

using but. T. models what he\she wants the pupils to do. Rania lent her favourite book to

Fatima but Fatima left the book at home. T. gets pupils to check their answers with a

partner. T. elicits feedback and gets pupils to check and correct their work.

Activity (3): T. models what he\she wants the pupils to do by brainstorming questions he\she

can use in a quiz. T. writes question words on the board and gets pupils think of a topic for a

quiz, e.g. problem, football and then think of the questions and answers.

Activity (4): T. says Read and gets the pupils to read the unit vocabulary. T. says Write the

words. Practise your handwriting. T. tells the children this is for homework and they should

write in their copybook in their best handwriting.

Recalling the

corresponding keywords to

the clues given in a

crossword puzzle

Writing (rewriting some

sentences using correct

punctuation marks)

Writing (Forming questions

& answers to build a quiz)

Handwriting (copying key

words of unit)

T.Ss.

Individual &

Pair work

T.Ss.

Individual &

Pair work

T.Ss.

Individual &

Pair work

T.Ss.

Individual

work

15min.

10min.

12min.

3min.

Teachers’ comments: Supervisor’s signature:

Homework: activity 4 on page 18 Head teacher’s signature:

Lesson plan [6th grade\ unit two]

Planned by: Rana Abdel-Rahman Al-Najjar. [Sep. 2016-2017]

Unit: Two Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………

Lesson: Eight Class: 6th \ …… 6th \ …… 6th \ …… 6th \ …… 6th \ …… 6th \ ……

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 short texts with missing

unit key words, guided by some pictures

2. design a poster of a quiz

# # # # # # Asking for things \ Responding

appropriately to a quiz

SB\ BB\ Material needed to

design a poster: paper, glue,

scissors photos, colors,

pencils

Warm up Greeting\ Teacher says game: T. uses key verbs of the unit and says Teacher says you lend something. Pupils have to pretend they

give something to a partner. T. repeats with share, cry, invite, give back, and go away.

Pre-requisite Learning the key words of the unit\ Learning activity 3 on page 18

Obj.

no.

Procedures and evaluation Skills Organization Time

1

2

Checking HW

Activity (1): T. says Read and gets children to read the incomplete sentences for

meaning. T. says Read and complete the sentences and gets the children to read the

incomplete sentences and fill the gaps with unit vocabulary. T. says Work in pairs and

read sentences aloud. T. gets pupils to take it in turns to read the sentences aloud to each

other. T. says Check your spelling and gets children in pairs to check each other’s

spelling. T. gets pupils to make their own corrections. T. elicits answers and write them

on the board. T. gets pupils to check their work again and make corrections.

Activity (2): T. tells the children they are going to write a quiz using some of the ideas

from quizzes they have chosen. T. shows them a model of a quiz he\she has made before

the class with photos and descriptions. T. tells the pupils they will need to use their best

handwriting as the posters will be displayed in the classroom. T. writes the following on

the board as a checklist of what they need to include: Title – name of quiz (this should

identify the problem or topic of quiz)\ Names of children in the group\ Pencil lines to

write clearly and carefully. T. brainstorms on the board using a mind map showing the

children what else they can write about their quiz

Where, e.g., place – where does What, e.g. is the problem, explain itthe

problem take place

Who, e.g. Parents, mum/dad, What doing, e.g., solutions, advice

Mother/father, brother, sister etc.

Recalling missing unit key

words in some short texts

Writing (designing a poster of a

quiz)

T.Ss.

T.Ss.

Individual &

Pair work

T.Ss.

Individual &

Pair work

3min.

12min.

25min.

Quiz

Lesson plan [6th grade\ unit two]

Planned by: Rana Abdel-Rahman Al-Najjar. [Sep. 2016-2017]

T. gets pupils to look at the sentences they drafted in Period 7 Activity 4. T. gets pupils

to add some more sentences. T. gets pupils to work in pairs and proofread each other’s

sentences. T. monitors and helps the pupils notice further edits they need to make. T.

gives out the paper, glue, scissors and the materials the pupils have brought in. T. shows

the pupils how to make the poster. They need to agree who does the writing, who does

the glueing, who decides where the pictures/ photos go. T. monitors as the pupils glue in

their photos/drawing and write their sentences in their best handwriting. If he\she runs

out of time, the pupils can take their poster home to finish and bring back the next

period. T. displays the completed posters.

Teachers’ comments: Supervisor’s signature:

Homework: completing the poster of the quiz if not finished in class Head teacher’s signature: