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:



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

Lesson: Two Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……



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.


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.


Homework: Activity (3) no. 7 & 8 Head teacher’s signature:




Lesson: Three Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……

Behavioral Objectives New

Vocabulary

New Structure New Functions Resources


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.


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.


Homework: Writing sentences about what they could\ couldn’t do in the past in NBs Head teacher’s signature:




Lesson: Four Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……



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.


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.


Homework: Copying new words Head teacher’s signature:




Lesson: Five Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……



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.


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.


Homework: Making a summary of the text in one paragraph Head teacher’s signature:




Lesson: Six Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……



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.


Homework: # # # Head teacher’s signature:




Lesson: Seven Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……



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.


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.






Lesson: Eight Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……



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.


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.


Homework: Witting sentences about themselves contrasting what they do now with what they used to do in the past. Head teacher’s signature:




Lesson: Nine Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……



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…)


questions using the patterns: I used

to…when I was… \ Did you use to…

you were…? Yes, I did. / No, I..)


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.






Lesson: Ten Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……



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.


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.






Lesson: Eleven Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……



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.


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.


Homework: Writing the short story of Oum Kalthoum in their notebooks Head teacher’s signature:




Lesson: Twelve Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……

Behavioral Objectives New

Vocabulary

New Structure New Functions Resources


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.


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.


Homework: Writing the short story about a special person in their life in their

notebooks

Head teacher’s signature:

unit 2] unit: two day & date sat. sun. ……… ………. ……… lesson

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