This lesson plan is for teaching a chapter from the novel "A Tale of Two Cities". The main aims are for students to write the main ideas of the chapter and connect events related to different characters. The teacher will help students highlight important parts and fill in a table showing characters and related events. Students will then answer questions in their copybooks to demonstrate their understanding of key events and passages. The lesson involves refreshing students' background knowledge, group work analyzing the chapter, and individual writing to summarize the chapter's key information.

1. Egyptian Language School
Doha - Qatar
English Department
Lesson planning sheet
/2023
5
/
8
Date:
Component Content
Topic A.L (Revision)
Class profile Class: 3p2 3p4 & 3p6 number of students:
Aims:
Main aim(s) The students open the revision sheets to answer the exercises .
Subsidiary aim(s) The students connect to the lessons ( grammar & vocab) using the strategies of brainstorm and seed discussion.
The students use the information previously was explained during the lesson to answer the questions .
Personal aim(s) I improve my management of group work.
Assumption The students answer the questions according to the rules and the vocab in the unit.
Anticipated problem Some of the students may have some difficulties in answering the exercises alone .

2. Possible solution I try to remind them by the rules or the vocab.
Timing Procedure Stage aims Aids and materials Interaction pattern
- minutes I ask the students to open their sheets and try to answer by
themselves first. The first question about choose the correct
answer.
Then I ask them to give their answers individually. The teacher
by turn writes the answers on the board to help low achievers .
Warmer/lead-in: answering
the questions correctly
The board Individual
- minutes I ask the students to read the heading of the next question and
start to answer as fast as they can.
Brainstorm their ideas
about the meaning of the
vocab
The board Individual
- minutes I ask the students to work in pairs and help each other to
answer the next question and give me the answers to be
written on the board I by turn correct the mistakes .
Scanning The book Pair work
- minutes I bring the students one by one to the board to write their
answers on the board I can give a chance for them to explain
what did they do ? (in case we have time)
Speaking and compounding
the ideas of the separate
paragraphs.
The students mingle
around
Individual work
- minutes I give the students time to think about the last exercise and
start to give me the answers.
Guessing the meaning from
context
worksheet Individual work
Homework I ask the students to answer one or two questions as HW.
Senior teacher Academic deputy School principal

3. Date: 12 / 4 / 2023
Component Content
Topic Unit 16 Grammar (indirect questions) to ask people for information. ( can you tell me – Do you know and Could I ask you?)( using if or whether)
Class profile Class: 3p2/3p4 and 3/6
Aims:
Main aim(s) The students read the sentences. Then complete the questions in Ex. a.
Subsidiary aim(s) The students complete the rule by writing never , invert , don’t invert , sometimes no b.
Personal aim(s) I am going to explain and help the weak students to understand the rule and answer ex( c ).
Assumption The students know how to use the indirect questions .
Timing Procedure Stage aims Aids and materials Interaction pattern
5 minutes I write three sentences on the board in the formation of the
question and ask the students to answer them.
“When does the film start?” (use Can you tell me)
“Has the film started yet?” (use Do you know)
Warmer/lead-in:
brainstorming
the board the whole class
Egyptian Language School
Doha - Qatar
English Department
Lesson planning sheet

4. “Where is the train station?” (use I want to know)
I ask the students to show the difference between the three
formations.
5 minutes Writing some questions on the board and the st answer them in
their copybooks.
-It’s easy to say why (is he – he is -does he was he sad.
-Who told you (why – when – who – where) I live?
-What is your favourite film? (Can you tell me)
-Do the customers ever listen to music? (I’d like to know)
elicitation The copy books Individual work
10 minutes I ask the students to answer the exercises in their books to achieve
the main aim.
Strengthening the formation
and enhancing their work
The book and the
board
individual
5 minutes I ask the students to answer (ex d ) in their books to be sure that
they understand the rule .
brainstorming The book and the
board
the whole class
15 minutes Answering the exercises relevant to the formations in the workbook
P. 94 ex a and b
Practise the two tenses The workbook Whole class
Homework Workbook: P.94 ex c &d p 69 ex 5 a and b
Senior teacher Academic deputy School principal

5. Date: 11 /4 / 2023
Component Content
Topic Novel (A Tale of Two Cities) Chapter 18
Class profile Class: 3p2/3p4&3p6 number of students:
Aims:
Main aim(s) The students write the main ideas of the chapter.
Subsidiary aim(s) The students connect between what happened to him before being prisoner and after that adding to that finding out the reasons of
his imprisonment.
Personal aim(s) I improve my management of the group working
Assumption The students know how Carton helped Luci Manette to return her husband.
Timing Procedure Stage aims Aids and materials Interaction pattern
5 minutes I ask the students three questions to refresh their minds about
Chapter 17:
What promise did Carton ask Mr. Lorry to make?
Warmer/lead-in:
Refreshing their
background
The board Whole class
Egyptian Language School
Doha - Qatar
English Department
Lesson planning sheet

6. Who would miss Mr. Lorry if he died?
What did monsieur Defarge find in the cell of Dr. Manette
to be a petition?
“ Not ill. Sixty – three to-day. We shall mount to hundred
soon.” Comment
10 minutes I help the students highlight the most important parts in
chapter 18. I give the students 5 minutes to read the
highlighted parts to skim the main ideas.
skimming The book group work
5 minutes I draw the following table on the board to show the main
events related to each character and what relations are
between them.
Dr Manette He refused to take fees from the twin
brothers.
He wrote a letter to the minister
explaining the Marquis violence with the
young boy and his sister and what
happened to him later.
The young
lady
She lost her mind because of the twin
brothers and what the did wither family.
getting the main ideas The copybooks/ the
board
pair work

7. I leave some gaps for the students to fill by either the character
or the event.
5 minutes I ask the students some interactive questions to motivate them
and grab their interest.
Why do you think Dr Manette refused to tell anyone about
what happened to him from the Marquis ?
Do you think that Dr Manette agreed to denounce Darnay
?why?
Brainstorming by asking
critical thinking questions
The students mingle
around
Individual/group work
10 minutes The students write and answer the following questions in their
copybooks.
How did Manette write his paper?
What was the matter with the young woman and her brother?
Who visited Dr Manette after the incident of the young woman and her
brother and why?
“She has some recent associations with the number twelve”
Comment
“ Now that you have come, I think you will do something to
help mamma something to save papa”
elicitation The copybooks individual
Homework Answering the progress sheet