Unit plan

Unit Plan
Unit Four: Going Places
Done by: Fatma AlGhafri
Introduction
This is a unit plan for the forth unit of EFM curriculum for grade 5A. The title of the
unit is "Going Places". This unit is part of Basic Education English course for grade 5
in the first semester of the year. The unit "Going Places" is very interesting and useful
unit. It presents many different places around the world such as Ayers Rock in
Australia, famous places in Oman, and famous places around the world. Moreover, it
contains different types of skills, and talks about favorite places.
"Going Places" unit is full of practical activities such as, acting, write and draw
certain places, and play a game. There are some tasks require teamwork and some of
them require specific skills and strategies such as deductive reasoning skills and
referencing skills in reading. This unit is going to be taught for grade five in Aseela
bint Qais School Basic Education School (1-9) which is located in Al-Hail South/
Muscat. The Educational system that oversees the school is run by the Ministry of
Education. The headmistress of the school is Omani teacher.
This unit will be taught for Arabic Omani students using Arabic as their first
language and English is a foreign language in their society. Most of the students at
grade five have the same age and in moderate educational level. In general, the
learners in Aseela bint Qais School seem to come from good income families. The
average number of students in a classroom is 36, but there are some classrooms with
more or less students. This unit is designed to be taught in 12 lessons.
There are some positive and negative characteristics about grade five. First, their
level in English is somehow lower than it is supposed to be which means they need
more help and support towards learning English language. Therefore, that will help
them to raise their level in English. On the other hand, they are well behaved, active,
and motivated. What is more than that, they are cooperative, and they like to work in
pairs and in groups, so such topic about different places around the world, likes and
dislikes and skills will be very enjoyable and interesting for them. Thus, all these
characteristics will help the teachers to move successfully in teaching this unit. All

the units in the book target to encourage students to develop a positive attitude
towards the English language.
Goals and Objectives
Grade five students in "Going Places" unit are required to achieve these goals and
objectives during the unit and should be fulfilled by the end of the unit.
By the end of the unit, students should be able to:
1. Goal: To know the different ways of asking questions
- Objectives: At the end of the unit, students should be able to:
O1: Ask question using (let's, why don't and how about) with 100%
accuracy
O2: Form questions about making suggestions and accepting/ refusing
with 90% accuracy
2. Goal: To read longer, more complex reading texts
Objectives: At the end of the unit, students should be able to:-
O1: Respond to different questions after reading a text about famous places
with 90% accuracy
O2: Scan while reading (How the Kangaroo got its Pouch) to order the
pictures 100% accuracy
3. Goal: To encourage students to appreciate teamwork
O1: Arrange the cards that have the story of kangaroo in groups with 98%
accuracy
O2: Share with their peers in groups what they like and do not like and what
they good at and not good at with 100% accuracy
4. Goal: To plan and write a paragraph
O1: Take down notes from different texts about different places around the
world with 85% accuracy
O2: Organize their ideas about their favorite places and write them correctly
with 92% accuracy

These goals are aligned with ACTFL standards, which are communication, culture,
connection comparison and communities. For example, it is related to communication
which is the standard of “students engage in conversations, provide and obtain
information, express feelings and emotions, and exchange opinions.” In this unit
“Going Places” students will talk about their towns and some famous places around
the world and express their opinions and thoughts and their likes and dislikes. Another
aspect is culture which is the standard of ‘Students demonstrate an understanding of
the relationship between the products and perspectives of Omani culture.” Students
will talk about famous places in Oman and the Omani traditions and customs and to
respect their culture. Moreover, the aspect of comparisons which is the standard
“students demonstrate understanding of the concept of culture through comparisons of
the culture studied and their own.” In this aspect, the students will read a text about
Austria and another text about Oman and compare between the famous places in these
two places.
Theoretical Framework
"Going Places" unit is one of the interesting and important unit for student, as it relevant
itworld,places around theto their learning. It attracts students' attention to the famous
them,learn more about these places and what is special aboutalso motivates students to
it empowers and promotesdgive them more information in history and geography an
in term of writing skills, theexample,their skills of writing, speaking and reading. For
eaking. For spwrite sentences about certain famous placesstudents will learn how to
skills, they will learn how to talk about things that they do in their towns and about their
likes and dislikes, different ways of understanding, and ask and answer questions for
personal information. For reading skills, they will learn how to read and transfer
information from one medium to another and read longer, more complex factual texts
for specific information and general understanding.
needs,rocess of attending to people’sis the pachinghat teAs a teacher, I do believe t
experiences and feelings, and making specific interventions to help them learn
is gaining information and knowledge from lifeparticular things. While learning
experiences, also it is active processes of inquiry, engagement and participation in the
Englishmeansforeign languageEnglish as a. For meworld around us
inlivelanguage is not English and whomainwhosepeopletotaughtis
There are certainlanguage.mainorofficialwhere English is not thecountrya

strategies and methods that I will use to reach my objectives, which are in line with
the Ministry of Education objectives, such as vary my teaching approaches to
accommodate diverse learning styles and language proficiency.
Pedagogy
Part 1:
According to Vygotsky's Theory, which requires teamwork and collaboration.
Moving from individual work to work in groups. Thus, I will apply this theory for
teaching this unit because most of the activities require group work, for instance, ask
and answer, in this activity, they share with each other their likes and dislikes and the
favorite activities. In addition, the activity listen and read, requires pairs work, one
talk about David and one talk about Ahmed. These activities are useful for students
because they help them to communicate between them, ask questions and to make a
conversation.
In addition, student-centered learning (SCL) which means that the focus is on students
and their abilities to learn the language. Moreover, it focuses on the utilization of
technology and new ways in learning the language (Overby, 2011). In other words,
students involve in "active learning, integrating self-paced learning programs and/or
cooperative group situations, ultimately holding the student responsible for [his/her]
own advances in education" (Nanney, 2004, p. 1). Therefore, I will make sure that my
students do the most work and practice almost all the skills in order to be more
confidant and skilled in using English language.

Part 2: Lessons Plans
Lesson plan (1)
Date Grade Theme Unit Lessons/acts
27/11/2018 5A Welcome Back to English 4 1
Learning Outcomes:
- To listen to a dialogue
- To read information from web site
- To complete a fact file
- To talk about Australia
Potential Challenges:
Some Ss may face difficulty in knowing new vocabs
Strategies Materials Time Assessment &
Evaluation
 T. shows Ss a short video to guess
the title of the unit
 T. asks Ss about Australia. Ss talk
about it.
 Ss look at p.38& 39 of CB& say
what they see. Then, Ss read the
rubric & instruction text for act.1. T.
elicits the address of the web site&
name of the animals& places on the
page. Ss read the info on the web bag
 Ss listen to the dialogue between
Ahmed& David
 Ss read the rubric & instruction text
for act.3. Ss read the info in the
boxes& complete the suggestions
 Ss complete the fact file in act4.
About Australia
T.V
CB p. 38
L.T
Sheets
CB p.38&39
5
5
5
10
5
10
Speaking
Reading
Homework (if applicable):
Comments/ Reminder:

Lesson plan (2)
28/11/2018 5A Welcome Back to English 4 2
Learning Outcomes:
- To revise animal body parts
- To read about Australian animals
- To create verb- noun collocations
--------
Evaluation
Revising for the test
 Ss look at p.22 of SB& say what
they see in the pictures & name the
animals. Then, Ss read the texts&
match them with the picts. T. elicits
the answers.
for act.2. T. checks their
understanding of the task. Ss match
the verbs to the correct nouns. T.
guides& supports Ss
 Ss in pairs look at the picts in act.3
and ask& answer Qs about them
using the picts& phrases
F.C.S
SB p. 32
pictures
SB p.33
F.C.S
SB p.34
pictures
10
10
10
10
Speaking
Reading
Comments/ Reminder:

Assessment of Student Learning
It is very important to use different assessment types to assess the students’ strengths,
weaknesses and progress. I will use both the formative and the summative
assessments. For the formative assessment, I will assess the student’s learning
progress during the learning process, which will help me to identify their strengths
and weaknesses and give me some hints about what students needs and what I should
focus on. Therefore, I will provide feedback that will help my students in improving
their future performance. The formative assessment could be done using different
ways such as short quizzes, questioning, and self- assessment.
1- Conducting a quiz by the end of the unit will be a useful way to bring
students’ attention to their progress. Though the quiz usually assesses
reading, writing, grammar and vocabs, the topics should be related to the
topic of the unit “Going Places”, I will design a quiz to assess students'
ability to answer short questions from long reading texts and to measuring
their ability to pick the important information. I think this is an
appropriate way because when I have 36 students or more in one class. In
addition, I can quickly analyze in what areas students are successful and
in what areas they have demonstrated learning gaps. Thus, that will help
me to select an appropriate learning strategy for each student. In this unit,
short quizzes will be more interesting because there are some exercises
with pictures like read short text about famous places in Australia, so that
will be easy for me to design quiz full of beautiful pictures about different
with short questions under it.
2- Questioning is one type of formative assessments that can be used at any time
to assess the students understanding. Therefore, I have to ask the students
more comprehending question that require thinking in order to get a reflection
of what the students have understood and what they still need. Moreover, I
should ask different types of questions such as yes/no questions and WH-
questions. For example, asking questions after reading the text about Austria
such as “Have you been to Austria?”, “Do you know the famous places in
Austria?”, or “Where Austria allocated?”.

3- As peer-evaluation assessment, I will use different forms of peer-evaluation in
order to allow students to gain experience working in a team, make students
more comfortable with using teams, and to see their skills in communication
and organization. I think this is an appropriate way because group work can be
more successful when students are involved in developing the assessment
process, encourages student involvement and responsibility, and students can
learn from other's mistakes. In this unit especially, teamwork will be very
useful and helpful for them because reading too long texts for example, about
kangaroo, will take more time. However, if the students work in group, they
can divide the work.
Short Quiz
Names:……………………… Date:………………
about Qatar and then answer the following question:Read this short text
. The capital city ofWestern AsiaQatar is a beautiful country in
Qatar is AL-Doha. The president of Qater is the Prince Tamim bin
Hamad bin Khalifa Al Thani. Qatar's flag contains of two colors,
which are white and red. Qatar has famous places such as Museum
of Islamic Art, the Pearl- Qatar, Katara beach and Banana Island.
Question:
1- Where is Qatar located?...................................
2- What is the capital city of Qatar?..............................
3- How many colors does Qatar's flag has? And what are
they?..............................................
4- What are the famous places in
Qatar?........................................................................................................
.....

Peer Evaluation Form
Names:……………………… Date:………………
Write the name of your group members in the numbered boxes. Then, assign yourself a
value for each listed attribute. Finally, do the same for each of your group members and
total all of the values.
Values: 1= Strongly agree 2= Agree 3= Disagree 4= Strongly disagree
4.3.2.1.YourselfAttribute
Helped others with their work
when needed.
Did work accurately and
completely
Was dependable in attending
group meetings
Contributed positively to group
discussions
Worked well with others group
members

Expectation of implementation
I am planning to teach this unit by adopting variant methods and techniques. Firstly,
by using group style, I will distribute the students into small groups. Then I will give
them different names of famous places around the world, and I will ask them to search
with their groups why these places become famous and what is special about them. This
will help them to know each other and to gain different skills. Secondly, I will use
different and effective styles of teaching because students do have different styles of
learning and understanding. For example, by using videos or pictures so that will help
students who use visual learning style. Moreover, by using some songs and music to
teach them so that will help those who depend on aural style. Thus, this way is a very
good for them because it will help them to know their way of learning and
understanding. Thirdly, I will teach the students how to read longer and complicated
reading texts. First, by giving them simple and short reading and help them to read and
pronounce the words correctly, then move to the complex one. For example, first, they
will read short information about Muscat, and then they will read text about famous
places in Oman. I do believe that I will face some challenges and I have to solve them.
For example, time will be the big issue for me; however, I will handle it by managing
each lesson. I will try my best to cover this unit in 12 lessons, and the lessons will be
full of useful activities and materials. In addition, I will cut off some activities from this
unit because some of them are similar. For example, match activities, there are more
than one task require from students to mach. Thus, this will help me to save more time.
Moreover, I think I will face another challenge which is the topics of the unit might be
not interesting. However, I will solve it through applying different techniques to make
the topic very interesting such as by making competition between students and ask them
to act certain traditions of some countries in the unit. Thus, that will them enthusiastic.
In addition, by using technology and show them videos about beautiful places around
the world. Moreover, go with them in a trip to a famous place in Muscat like Matrah.
That will be interested for them.

Lesson plan (1)
27/11/2018 5A Going Places 4 1
Learning Outcomes:
- To listen to a dialogue
- To read information from web site
- To complete a fact file
- To talk about Australia
Some Ss may face difficulty in knowing new vocabs
Evaluation
 T. shows Ss a short video to guess
the title of the unit
 T. asks Ss about Australia. Ss talk
about it.
 Ss look at p.38& 39 of CB& say
what they see. Then, Ss read the
rubric & instruction text for act.1. T.
elicits the address of the web site&
name of the animals& places on the
page. Ss read the info on the web bag
 Ss listen to the dialogue between
Ahmed& David
for act.3. Ss read the info in the
boxes& complete the suggestions
 Ss complete the fact file in act4.
About Australia
T.V
CB p. 38
L.T
Sheets
CB p.38&39
5
5
5
10
5
10
Speaking
Reading
Comments/ Reminder:

Lesson plan (2)
Learning Outcomes:
- To revise animal body parts
- To read about Australian animals
- To create verb- noun collocations
--------
Evaluation
Revising for the test
 Ss look at p.22 of SB& say what
they see in the pictures & name the
animals. Then, Ss read the texts&
match them with the picts. T. elicits
the answers.
for act.2. T. checks their
understanding of the task. Ss match
the verbs to the correct nouns. T.
guides& supports Ss
 Ss in pairs look at the picts in act.3
and ask& answer Qs about them
using the picts& phrases
F.C.S
SB p. 32
pictures
SB p.33
F.C.S
SB p.34
pictures
10
10
10
10
Speaking
Reading
applicable):Homework (if
Comments/ Reminder:

Lesson plan (3)
Learning Outcomes:
- To ask & answer Qs
- To listen to a dialogue & complete a diary
- To make suggestion
Ss may face difficulty in completing the diary
Evaluation
 Ss look at the pictures in SB p. 33.
Then, in pairs Ss ask & answer Qs
about the pictures
 Ss look at p.40 of CB & read the
rubric for act.1. Ss listen to Ahmed
& David talking about their plans for
the week and complete the diary
 Ss in pairs say the conversations in
act.2
 presentations
SB p. 33
CB p.33
L.T
CB p.40
10
10
10
10
Speaking
listening
Group work
Comments/ Reminder:

Lesson plan (4)
Learning Outcomes:
- To read & complete suggestions
- To identify phrases foe accepting & refusing
- To order words in sentences
Ss may face difficulty in ordering the sentences
Evaluation
 Revising for the test
 Ss look at p.34 of SB & look at the
grammar box. T. elicits the
suggestions in the box.
 Ss read the instruction text for act.1
and look at the pictures & complete
writing the suggestions. T. helps &
guides Ss
for act.2. Ss look at CB p.40 & find
two ways of accepting & refusing
suggestion
for act 3. Then, they order the words
to write suggestions
SB p. 34
SB p.34
SB p.34
CB p.40
SB p.35
10
10
10
10
Grammar
Writing
Group work
Comments/ Reminder:

Lesson plan (5)
Learning Outcomes:
- To listen to children talking about Oman
- To order suggestions & pictures
- To decide if the suggestions are accepted or refused
- To practice using intonation to respond to suggestions
Ss may face difficulty in new vocabulary
Evaluation
 Revising for the test
 Ss look at p.36 & say what they see
in the pictures. Ss read the rubric &
instruction text for act 1 and listen to
Ahmed & David and order the
pictures
 Ss read the instruction text for act.2.
Ss listen to Ahmed & David again
and put tick to the accepted
suggestions & put cross for the
refusing suggestions
 Ss look at CB p.42 & read the rubric
& instruction text for act 1. Ss listen
to David's voice & decide how he
feels in each suggestions
 Ss in pairs practice making
suggestions
CB p. 36
SB p.36
CB p.42
10
10
10
5
Listening
Writing
Group work
Comments/ Reminder:

Lesson plan (6)
Learning Outcomes:
- To listen to information
- To match sentences
- To discuss things to do in their cities
Ss may face difficulty in talking about their cities
Evaluation
 Ss look at p.37 of SB & read the
rubric & instruction text for act 3 and
listen to the dialogue and follow in
their book
 Ss read the instruction text for act.4.
Ss read the information about Rustaq
& match the sentences and then
check the answers
 Ss look at CB p.43 & read the rubric
& instruction text for act 3. Ss in
group discuss & write things the
tourists can do or see in their cities
 Ss talk about things they wrote about
their cities
SB p. 37
SB p.36
CB p.42
10
10
10
10
Listening
Listening
Writing
Group work
Speaking
Give examples of places in Oman would you tell a tourist to visit
Comments/ Reminder:

Lesson plan (7)
8/12/2018 5A Going Places 4 7 & 8
Learning Outcomes:
- To talk about things they can do & see in their cities
- To complete phrases
- To write suggestions for some pictures
- To complete the gaps
Ss may face difficulty in completing the paragraph about Nakhal
Evaluation
 Ss talk about things the see, do and
visit in their cities
 Ss look at act1 on CB p.44 & say
what they see. Then, Ss look at the
pictures and complete the phrases
 Ss in group look at the pictures in act
2 & write a suggestion about each
one
 Ss read the rubric & instructions text
for act1 on SB p. 38. T. checks their
understanding of the task. Ss read the
paragraph about Nakhal & complete
the gaps
CB p.44
CB p.44
SB p. 38
10
10
10
10
Speaking
Writing
Writing
Group work
Comments/ Reminder:

Lesson plan (8)
Learning Outcomes:
- To complete paragraph
- To identify parts of a paragraph
- To plan & write a short paragraph about a place in Oman
Ss may face difficulty in writing a paragraph about Oman
Evaluation
for act1. Ss read the paragraph about
Nakhal & complete the missing
words
for act 2. Ss read the paragraph &
label the parts of the paragraph. T.
helps & guides Ss
 Ss read the sentences in act.3 about
Bar Al Hikman & put them in order
 Ss choose a place in Oman & make a
plan & write about it
SB p. 38
SB p.38
SB p. 40
5
10
10
Speaking
Writing
Writing
Group work
Write a paragraph about their cities
Comments/ Reminder:

Lesson plan (9)
11/12/2018 5A Going Places 4 Reading
Learning Outcomes:
- To read the story independently
- To answer the Qs
Ss may face difficulty in reading some words
Evaluation
 Ss read a story about "How the
Kangaroo Got its Pouch"
 Ss answer the Qs in group
CB p. 45
CB p. 46
15
10
Reading
Writing
Comments/ Reminder:

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