Lesson plan 20

Lesson Plan No. ( 1 )
General
Candidate teacher’s
name
Tasneem Al Tubi
School: Aisha Al Arasibiya
Unit title: Writers and
writing
Lesson 1
SB 14- CB 11PP.--
/October/2018thDate:7 Task(s): 1
Objectives
By the end of this lesson, students will be able to:
1. Remember types of writing they have already studied.
2. Familiarize themselves with class book content
3. Revise vocabulary with the meaning
Warm up Show some scenes of different type of stories
Ask students to determine what they are.

Task 1 Analysis
Givens
Class book/ p.11
Proxima
Task-
setting
questions
-
How the zebra got its stripes?
( Zulu/ Myth)
The lion and the Mouse is ?
( Aesop/ Fable)
Sindbad the Sailor is?
(Legend- Fiction)

The life of Marco Polo is?
( biography/ autobiography)

Learner’s
procedures
Show these questions on the board via Proxima.
Ask students to discuss the answers with their groups.
quick as they canStudents try to determine the answers as
Get the answers from each group orally.
Give a point for each correct answers.
Determine the winning group
Task
outcome(s)
Activate prior knowledge-
Share information with their mates.-
Language
focus
vocabulary
(E.g. Legend, fable, poem. So on….)
Skill to be
improved
Recalling
Vocabulary
Assessment
Plan
-The ability of students to remember pervious knowledge
about different type of writing.

Group work-
Task 2 Analysis
Givens
Skills book/ activity 1/ p. 14
Task-setting
questions
How many words do we see inside the books on activity 1 p
14?
What kind of words are they?
Who can read the instructions?
Learner’s
procedures
Whole class open p 14
Ask each students to work individually to do task 1
e first six students who have finishedMark for th

Then ask students to swap their books with their mates to
correct for each other.
Elicit the answers orally
Task
outcome(s)
Ss will familiarize themselves with the content of the unit.
Language
focus
Vocabulary (Speech, longer, dream, writings….)
Skill to be
improved
Vocabulary
Assessment
Plan
Assess students individually to skim the content quickly to find
words and determine their categories.
Task 3 Analysis
Givens skill book/ task 2/p. 14

Task-setting
questions
Which words did you know before?
What did they mean?
Could you put some of them on sentences?
Learner’s
procedures
All of students are directed to open page 14
Work on group to fill the words on Crosswords game
Ask them to work accurately and fast.
Give three places for the first three group who have finished
Show the Crosswords via Proxima
Elicit the answers of group alternatively.

Task
outcome(s)
Ss will learn new vocabs related to the unit
Language
focus
Meaning of new vocabs
Skill to be
improved
Words and meaning
Assessment
Plan
Assess group work to find the meaning of words

Closing of
lesson
Ask students to tell the best story they have read and
determine the type of that story.
Homework/
extension of
learning
Practice the new vocab of the today lesson
Reflective
comment/
potential
challenges
OR success
factors
-
Alternative
Plan
- The proxima does not work on class nine /two
( ask students to come to English club)
-The students may be will mix between different type of
stories
(provide them with different examples )
Post Teaching reflections:
Thoughts on students' learning

The lesson was interesting for students; they liked the way of starting
lesson. What was not predicted that the students face a problem in saying
the name of stories in English. They keep saying that we knew them in
Arabic name. For that, I asked them to discuss in-group to help each other.
Then the task went smoothly.
For the new vocab, they mixed a lot among words. I provided them with
examples, and then ask them to provide their own examples.
General
name
Tasneem Al Tubi
writing
Lesson 2
CB 12-13PP.--
/October/2018th8Date: Task(s): 1

Objectives
Ss read for general information
Ss scan texts for specific information
Ss present orally about different writers
Warm up Show some pictures of some writers..
Ask students to know, who are these?
Task 1 Analysis

Givens
Class book/ p.12-13
Proxima
Task-
setting
questions
How many texts do we see?
What kind of writings are these?
Who are these writers?
What are the type of paragraphs?
Have you ever read anything for any writers of
them?
If yes, tell us about what have you read?

Learner’s
procedures
23 in class book-Ss open p 12
Ss will skim the three texts
Ss will answer focus questions before specific reading
Ss will share the answers
Task
outcome(s)
Ss can skim for general information about writers-
Language
focus
Skimming general information
Skill to be
improved
Reading
Assessment
Plan
-The ability of students to skim general information-
Task 2 Analysis
Givens
Skills book 105/ class book p. 12-13

Task-setting
questions
Who is the blind writer?
Who is the female writer?
What is the nationality of the third writer?
Learner’s
procedures
All students cut out page 105 of SB
Ask Ss to scan it saliently
to read the instruction orallyAsk one students
Divide the three writers for the six group
Give Ss time to answers with their group
Task
outcome(s)
Ss will scan for specific information

Language
focus
Scanning for specific information
Skill to be
improved
Reading
Assessment
Plan
Assess students in group to find specific information
Task 3 Analysis
Givens Class book p 12-13
Task-setting
questions
Which writer did you scan the information about?
Who can present about him/her?
Learner’s
procedures
Choose three students from each group
Each students will present part of information about the
writer

The rest of the class will complete the table.
Task
outcome(s)
Ss will speak about a specific writer
Language
focus
Informing the class about writer they have found information
about
Skill to be
improved
speaking
Assessment
Plan
Assess individual student to present information about writers
Coherence, pronunciation, grammar, ability to speak
Closing of
lesson
Ask students to tell the best writers they liked.
Homework/
extension of
learning
Ask students to search more information that they mostly
admire, and then write it on the notebook.

Reflective
comment/
potential
challenges
OR success
factors
-
Alternative
Plan
Time consuming
I think students will take long time to complete the cut out
page
( draw reinforcement table on the board )
(tell them that we will see which group will cooperate with
each other and will finish first)
Teaching reflections:Post
As I predicted they took more time to finish the table, even I used the
reinforcement table, they did not finish fast. For that, I walked around the
groups and saw that they did not divide the work equally among the
members of the group. I stopped them and asked them to do so.

They then did it and went faster than before. Therefore, they finished on
time.
In addition, I noticed that, they did not pronounce the foreign names of
writers accurately. Therefore, I said loudly and asked them to repeat them
again after me, until they got used.
Lesson Plan No. ( 3)
General
name
Tasneem Al Tubi
writing
Lesson 2
CB 12-13PP.--
Objectives

Ss identify relative pronoun and relative clauses
Ss listen for specific information to check the order of the
clauses.
Ss write description for pictures including relative clauses.
Warm up Bring different items. E.g., pen. Book
Ask students to describe this item via using that, which..
Task 1 Analysis
Givens
Class book/ p.12-13
Proxima
Paper form
Task-
setting
questions
What is relative pronoun?
How to highlight the relative clauses?
What are the types of relative clauses?

Learner’s
procedures
Ss read examples
boy who plays the football is my neighbor.)(The
( I bought that blue car)
(the company which I worked on, is located at Muscat)
Ss underline the relative pronouns
highlight the relative clausesSs
identify different types of relative pronounsSs

Task
outcome(s)
Ss identify relative pronouns
Language
focus
Relative clauses
Skill to be
improved
Writing
Assessment
Plan
Ss be able to identify relative pronouns from different examples
Individual activity

Task 2 Analysis
Givens SB /2. P.15
Task-setting
questions
What are the relative pronouns?
What do we use for people?
What do we use for things?

Learner’s
procedures
Ss open page 15 activity 2
Read the instruction saliently
Ask Ss to skim the statements
Ss listen for the first time
Ss listen for the second time
Ss share the answers orally
Task
outcome(s)
Ss listen for specific information
Language
focus
listen for specific information

Skill to be
improved
Listening
Assessment
Plan
Assess students' ability to listen for specific information to use relative
pronouns
Task 3 Analysis
Givens skill book p 105
Task-setting
questions
How many pictures do we see in this page?
What do you think about these pictures?
Learner’s
procedures
group Ss write description for pictures use relative clauses-In
Ss write their descriptions on 3A card.
Swap paper with next group.

Task
outcome(s)
Ss write description by using relative pronouns
Language
focus
Description writing
Skill to be
improved
Writing
Assessment
Plan
Assess Ss in writing a description via using relative pronoun accurately
Closing of
lesson
Write three sentences using relative pronouns
Homework/
extension of
learning
Activity 1 p15 in SB
Reflective
comment/
potential
challenges
Ss could mix between different types of relative pronouns

OR success
factors
-
Alternative
Plan
The tape recorder did not work in class nine one, so I read the passage from
the book for saving time.
The students in grade nine two needs more practice in relative clauses
For that I gave them more examples until they understood
Then I asked them to produce sentences by their selves.

General
name
Tasneem Al Tubi
writing
Lesson 4
PP.--
Objectives
Listen to definition containing relative clauses.
Skim the texts for general information.
Listen for specific information.
Warm up Game: Ask students to writes relative clauses sentences as
much as they can through two minutes.

Task 1 Analysis
Givens
Tape recorders
Papers form
Task-
setting
questions
Who are the people in the story?
Who are the people who write the story?
What we call the events in the story?
What is the piece of paper that has rhythm?
What was the name of the blind author?

Learner’s
procedures
All group participate on a competition.
They listen to the tape recorder
They write the answers for each question that they heard
puss three seconds after each questionThe tape recorder will
Each group swap the paper to next group
Groups correct the answers after hearing the answers from
tape recorder.
Count the points for each group
Congratulate the winner group
Task
outcome(s)
Ss remember previous lesson's vocabs
Ss listen for general information
Language
focus
Vocabulary (author, setting, characters …and so on...)
Skill to be
improved
Listening
Assessment
Plan
Asses students in remembering previous lesson's vocabs

Their abilities to write these words correctly
Asses students group work
Task 2 Analysis
Givens
Class book p 14-25
Cards
Task-setting
questions
Which texts are poems?
Which texts are stories?
Who wrote the story?
What is the topic of the poems?
Which part of story is this?
Who wrote the poems?

Learner’s
procedures
15 (Class book)-Students are directed to open page 14
Ask Ss to skim the texts silently for two mints.
Give each group cards containing focus questions.
find the answers within theirAsk them to skim the texts to
group.
Ask students to read questions orally with the answers
Check the answers with them.
Task
outcome(s)
Ss skim different texts of writings.
Language
focus
Skimming for general information
Skill to be
improved
Reading

Assessment
Plan
Assess group work to skim texts
Task 3 Analysis
Givens
Tape recorder
SB/ 3, P.16
Task-setting
questions
What the texts about?
Which type of story is it?
What are the main characters?
What is the summery of the plot of story?
Learner’s
procedures
All students read instruction of activity 3 on SB p.16
Each student skim the statements of (T/F)
Ss listen to the story from tape recorders
Ss determine the truthful of statements

Tape recorder plays twice
Share the answers orally from students.
Task
outcome(s)
Ss listen for specific information of story.
Language
focus
Listening for specific information
Skill to be
improved
listening
Assessment
Plan
Individual assessment for students to test their ability of
listening for specific information
Closing of
lesson
Draw mind map for what learnt from today's lesson
Homework/
extension of
learning
SB, 2 P.24

Reflective
comment/
potential
challenges
OR success
factors
-
Alternative
Plan
Ss could face problem to spell out the answers on first task.
Students listened very well for the completion
They almost got the answers
But they did not get the spelling correctly
They almost got 3 out of 7

For that I asked them to practice the words and plan for spelling test for
those words next lesson
General
name
Tasneem Al Tubi
writing
Lesson 2
PP.--
Objectives
Guess the meaning of new vocabulary by reading context
Notice the role of speech marks in a written piece of text.
Insert speech marks in to sentences.

Warm up Provide this sentence for them " work hard, until you get your
dreams" Jone Powl
Ask students what they get from the sentence
Then get students attention to the speech mark
Task 1 Analysis
Givens
Cards
CB P.14
SB P 17
Task-
setting
questions
Who can read the instructions for activity 1
p17?
Who is the main character?
Who can read the words?
How we can get the meaning of the words
without using dictionary?

Ss were inspired by famous saying .they shared their opinion about the
saying. Then they got easily to the lesson.
They applied speech mark perfectly. However, there was some noise on the
class since they feel exciting about the lesson. Therefore, I used mark for
groups, and then they become active and calm.
The students shared some famous saying they already knew.
General
Unit title: Money
Objectives
By the end of this lesson students will:
Listen for specific information related to Money unit
Read for specific information by matching key sentences.
Express their own opinions about money.

Tasks and
activities
Warm up;
Ask students if you manage home budgets. How you will do
so?
Task 1; SB P26 Activity 1
Ss listen for specific information to fill blankets
Task 2; matching activity ( match topics with key sentences)
Task 3; express personal opinion about money.
Task 1 Analysis
Givens
Cards
SB, ACT 1, P.26
Task-setting
questions
Who many missing words are they?
What the topics about?
What kind of text is it?
Linguistic
focus
Listen for specific information
Vocabulary ( save, spend, rich)
Skill to be
improved
Listening
Learner
procedures
Ss are directed to open p 26 ACT 1
Ss read the instructions silently
Ss read the passage orally
Ss listen to tape recorder
Ss fill the gaps
Ss choose the words from the cards
Ss stick them to the board

Expected
outcomes
Ss familiarize with new vocabs about money
Assessment
plan
Formative questioning
Reflective
comments
Ss will find it easy topic
Ss may not get words' spelling correctly
Post-
teaching
reflection
The students didn’t get the idea of budget correctly
. They kept saying that they would buy things for themselves. Then I
explain for them that this word means the plan to use money. Then
they got the ideas and started sharing their ideas as well. For
example, one of students say; I will put 50 OR for buying food for
home, 30 OR for electricity and water …. And so one
They did well, not as I expected from them. They spell the words
correctly .

General
Unit title: Writing and Writers
Objectives
Identify different words for "said"
Listen for attitude by identifying the way that people say things
Write different ways to express things
Tasks and
activities
Warm up:
Show pictures included facial expressions, ask students to
imagine what these people could say.
Task 1; ACT 1, CB, P.14
Ss read different sentence, they be able to find different way to
say things.
Task 2; Learning strategy, SB P.18
SS Listen to different words replace "SAY"
Task 3; Exercise notebook, Ss write sentence via using
different words for say.
Task 1 Analysis
Givens
Cards
CB, ACT, 1 P.14

Task-setting
questions
and learners
procedures
Who can read the sentences respectively?
What is the different among these sentences?
Underline the different way to replace say, what are they?
Linguistic
focus
Use different words express "say"
Skill to be
improved
Speaking
Writing
Reading
Learner
procedures
Ss directed to open CB p14
Ss read the sentences
Ss notice different way to express "SAY"
Ss underline the words which replace "SAY"
Ask students within their group to act these words.

Expected
outcomes
Ss identify different ways to replace word ''Say''
Assessment
plan
Assess students by questioning (formative"
Reflective
comments I predict that Ss will enjoy the lesson.
They could mix between some words.
Post-
teaching
reflection
As it was expected, students liked the lesson. They were very excited
and enjoyed the lesson very much. They liked to act these words.
However, at the beginning, they little mixed between some words.
For example, some student mixed between " murmured, whispered".
For that, I provide them with example with showing facial
expressions to let them notice the differences more. Then asked them
to provide their examples. Moreover, I showed them some emoji's of
Watsapp, and asked them to create their sentences, which reflect that
faces.
Lesson Plan No. (8 )
General
Unit title: Money
Objectives
Read for specific information about money.
Listen for general information about money.
Interview each other about money.

Tasks and
activities
Warm up;
Watch short video about how did they raise money.
Ask them to take notes and discuss with them.
Task1;
CB/ACT1/P.22
Ss read three texts about how ITC members raise money. They
answer focus questions.
Task2;
SB/ACT4/P.26
Listen for three ITC members talking how they raise money.
Work on group to determine who is talking now.
Task3;
Interviewing each other. They ask their partner how they raised
money.
Task 1 Analysis
Givens
Cards
Proxima
Papers form
CB/ACT1/P.22
Task-setting
questions
-How many people do we have?
Ok what are their names?
-Who raise his money by charity?
-How did Yasser raise his money?
-How much did Mauna raise so for?
Linguistic
focus
Scanning for specific information.
Skill to be Reading

improved
Learner
procedures
Ss are directed to open page 22 of CB
They looked at three texts and read them saliently.
Give each group focus question cards
They discussed with their group
Sharing their answers orally
Giving points for group who answers correctly.
Expected
outcomes
Ss be able to read for specific information.
Assessment
plan
Group work
Informative way by questioning randomly any girls of groups.
Reflective
comments
I think this will be an interesting topic for them. Moreover, I predict
that the lesson will move smoothly. However, students could face
little issues in listening part.
Post-
teaching
reflection
As it was predicted. The lesson was very interesting for them. They
liked the first part of warm up activities. They shared gratifying
points and notes. For example, one of students stated that, she got
good idea about how teenagers raise money and she learnt new
methods to do so. Another student said that she liked the idea of
raising money through charity work. These ideas encouraged her to
do so. However, as it was predicted, they could not define the
characters who was speaking that time. For that, I paused the tape
recorder after each speech and repeated twice for them.

General
Unit title: Money
Objectives
Listen for specific information about shopping.
Write formal letter about complaint.
Act a role-play about shopping complaint.
Tasks and
activities
Warm up;
Spelling test for five words ( Money- Shopaholic- Spend –
Deposit –Cash)
Task1;
SB/ACT1/P.29
Listen for dialogue in shopping center.
Task2;
CB/ACT1/P.25
Exercise note-book
Write formal complaint letter.
Task3;
Act a role-play about shipping complaint.
Task 1 Analysis
Givens
Tape recorder
Papers form
SB/ACT1/P.25

Task-setting
questions
Have you ever complained against shopping center?
Ok if yes!
What did you do?
Did you satisfy with the result?
Linguistic
focus
Listening for specific information
Vocabulary (money. Address... so on…)
Skill to be
improved
Listening
Learner
procedures
Ss open page 25.
Ss read instruction.
Ss listen for the first time.
Ss listen for the second time.
Ss share the answers orally
Ss write the answers on the board.

Expected
outcomes
Ss be able to ;
Listen for specific information.
Spell words correctly.
Assessment
plan
Assess students' ability to spell the words correctly.
Reflective
comments
Ss could face a difficulty on spelling during the listening.
Ss will interest in role-play part
Post-
teaching
reflection
The students liked the lesson. They enjoyed role play- part.
Moreover, they finished quickly from the first part of five words
spelling since they had memorized them before. However, most of
the students did not get the correct spelling of listening. For example,
they misspelt "Address". They wrote it "Adress" and some of them
wrote like it as "Adrese". For that, I asked them to rewrite it ten times
again.
General
Unit title: Money
Objectives
Read for specific information about strange attitude of spending money.
Write Ss' opinion about Crazy Cash Money.

Express their opinion about Crazy Cash Money.
Tasks and
activities
Warm up;
View pictures about Strange Crazy Cash Money
Ask them to take notes and discuss with them.
Task1;
CB/ACT1/P.28-29
Ss read four texts about crazy cash money. They answer focus questions.
Task2;
CB/ACT1/P.28-29
Exercise note-book
Write their opinions about crazy cash money facts.
Task3;
Ss express their opinion about crazy fact about cash money facts and what
are their opinions about people's way of spending money orally.
Task 3 Analysis

Givens
Proxima
Papers form
CB/ACT1/P.28-12
Task-
setting
questions
-How many facts do we have?
Ok ! is it ecepectable to find people like this?
Now tell me what does OREO strategy mean?
Think about them..
What do you think?
Linguistic
focus
Express their opinion.
Skill to be
improved
Speaking
Learner
procedure
s
Ss see different pictures abut crazy facts of spending money.
Ss revise OREO strategy.
Ss think about these facts
Ss share their opinion by using OREO strategy.
Expected
outcomes
Ss be able to e express their opinion about facts.
Assessmen
t plan
Students ability to express their opinion orally

Reflective
comments
I think this will be great topic for students.
They will express their own opinion about the topics.
Post-
teaching
reflection
The students liked the lesson. They enjoyed expressing their opinion orally.
However, some of them did not get the idea of expressing their ideas very well.
They try to do so by using Arabic. I stopped them, and try to give them hints or
directed them to use simple language to express their ideas. Moreover, I tried to
pay their attention about that this is bad attitudes from people to waste their
money in that ways. I asked them to think for some example to use money on a
good way.
General
Unit title: Money
Objectives
Read for comprehension questions.
Listen for different tones' way.
Revise second conditional form.

Tasks and
activities
Warm up;
Short video about SC role.
Task1;
SB/ACT3/P.30
T/F activity for comprehension reading.
Task2;
SB/ACT2/P.30
Activity of listening to different tones to determine who is
talking and what is tone's speaker.
Task3;
SB/ACT1/P.30
Ss practice second conditional role through SB activity.
Task 3 Analysis
Givens
Proxima
Papers form
SB/ACT1/P.30
Task-setting
questions
-What is the role of second conditional?
What is the form of second conditional
Who can provide us with some examples?
Who can read the instruction of SB P, 30?
Linguistic
focus
Use second conditional form
Skill to be
improved
Writing
Speaking

Learner
procedures
Ss revise the role of second conditional.
Ss open SB- ACT 1 / P. 30
Ss discuss the answers with their groups.
Ss share the answers respectively.
Ss write the answers on the board.
Expected
outcomes
Ss be able to use Second Conditional.
Assessment
plan
Ss individually, answer short exercise about second conditional
Name……….. Grade 9/….
Complete the Conditional Sentences (Type II) by putting the verbs
into the correct form. Use conditional I with would in the main
clause.
1.If we (have) a yacht, we (sail) the
seven seas.
2.If he (have) more time, he (learn)
karate.
3.If they (tell) their father, he (be)
very angry.
4.She (spend) a year in the USA if it (be)
easier to get a green card.
5.If I (live) on a lonely island, I (run)
around naked all day.
6.We (help) you if we (know)
how.
7.My brother (buy) a sports car if he (have)
the money.
8.If I (feel) better, I (go) to the
cinema with you.
9.If you (go) by bike more often, you (be / not)
so flabby.

Reflective
comments
Ss may miss use second conditional.
Ss will like listening part since they will hear different type of tones.
Post-
teaching
reflection
Students liked the lesson. They mostly interested in the third part.
They engaged with listening and excited to predict who was
speaking. They listened for different type of tones. However, they
was side talking between them because they had a math exam before
English period. For that, they kept talking. I changed the plan a little
pet. I swapped the steps to attract their attention. Then they forgot
about the exam and focused through the lesson.
General
Unit title: Money
Objectives
Read for general information about money.
Decide the topics of the different texts.
Predict the meaning from the context.
Tasks and
activities Task1;
CB/ACT3/P.26
Answers the focus questions, to find general information.
Task2;

SB/ACT3/P.29
Group work activity deciding topics of texts.
Task3;
SB/ACT2/P.29
ACTIVITY that students get the meaning from the content.
Task 3 Analysis
Givens
Proxima
Papers form
SB/ACT3/P.29
Task-setting
questions
-How many texts do we have?
What do you think the topics will be about?
How we can decide the topics?
What are the frequents words in these texts?
What are all about?
Linguistic
focus
Deciding the topics of texts.
Skill to be
improved
Reading
Learner
procedures
Ss work on group.
They discuss with group about the different texts.
They open SB activity 2, p29.
Each group will work on six texts out of sixteen.
They try to get the topics of these texts.

Then get the answers orally
Expected
outcomes
Ss be able to decide the topics of texts.
Assessment
plan
Students' ability to deal with reading texts through group work.
Reflective
comments
I predict that Ss may face some obstacles in the second step, which
is about deciding the topic.
Post-
teaching
reflection
They thought at the beginning that the lesson is too heavy and boring
when they saw the sixteen information in the full page. I kept as a
teacher encouraging them and directed them towards positive side.
For example, one girl said: Oh, I do not know the answer. I smiled
and asked her to try. Then she did it and gave the correct answer.
Moreover, they did not get the idea of deciding what the topics are
about. For that, I stopped them for a while and provide them with
example. After that, everything went smoothly. However, they
applied the part of meaning very well, since it was not their first time
to answer such activities.
General
Unit title: Teen Time
Objectives By the end of this lesson students will:

Brainstorm the adjectives, which describe personality.
Get the meaning of adjectives, which describe personality.
Write a description by using the adjectives, which describe
personality. .
Tasks and
activities
Warm up
Show them pictures ask them to describe what they see.
Task1;
CB/ACT3/P.3
Note book
Ss brainstorm to get as much as they can to describe personality.
Task2;
CB/ACT3/P.3
Note book
Ss get the meaning of adjectives, which describe personality.
Task3;
CB/ACT2/P.3
Note book
Ss write a description by using adjectives, which describe
personality.
Task 2 Analysis
Givens
Proxima
Papers form
Dictionaries
SB/ACT2/P.3
Task-setting
questions
-How many pictures do you see?
Is they show appearance or personality?
Ok! What are the adjectives that describe these personalities?
What do they mean?

Linguistic
focus
Describe the personalities (calm, active, angry…so on. )
Using dictionary
Skill to be
improved
Writing
Learner
procedures
Ss work on group.
Ask them to describe pictures.
Revise some adjectives about personality.
They open dictionary and search for meaning of 3 words for each
group.
They write it on the board.
Expected
outcomes
Ss be able to get the meaning of personality adjectives.

Assessment
plan
Group work activity to get meaning by using dictionary.
Reflective
comments
I think student may mix between appearance and personality
adjective.
Post-
teaching
reflection
That lesson was full of interest. They ask me to add an activity. The
idea was they want to work with peer and describe the personality of
each other within the classroom. For example, one of them describes
her partner as a kind, smart and calm girl. However, most of them
face a problem in the third part, which was writing a description for
what they see. They did not know how to spell all of words
accurately. Then I asked them to search for the correct spelling of
these words.
General
Objectives
Brainstorm the adjectives, which describe appearances.
Get the meaning of adjectives, which describe appearances.
Write a description by using the adjectives, which describe
appearances. .
Tasks and
activities
Warm up
Show them pictures ask them to describe what they see.
Task1;
CB/ACT3/P.3
Note book
Ss brainstorm to get as much as they can to describe appearances.

Task2;
CB/ACT3/P.3
Note book
Ss get the meaning of adjectives, which describe appearances.
Task3;
CB/ACT2/P.3
Note book
Ss write a description by using adjectives, which describe.
appearances
Task 2 Analysis
Givens
Proxima
Papers form
Dictionaries
SB/ACT2/P.3
Task-setting
questions
-How many pictures do you see?
Is they show appearance or personality?
Ok! What are the adjectives that describe these appearances?
What do they mean?

Linguistic
focus
Describe the appearance (tall, hairy, slim…so on. )
Using dictionary
Skill to be
improved
Writing
Learner
procedures
Ss work on group.
Ask them to describe pictures.
Revise some adjectives about appearance.
They open dictionary and search for meaning of 3 words for each
group.

They write it on the board.
Expected
outcomes
Ss be able to get the meaning of appearance adjectives.
Assessment
plan
Group work activity to get meaning by using dictionary.
Reflective
comments
I think student may mix between appearance and appearance
adjective.
Post-
teaching
reflection
As it was expected, they started mixing between appearance and
personality adjectives. For that, I repeated the differences between
two of them. Then I asked them to describe a volunteer from the
class. For that, at appearance part they said she is tall and for
personality, she is mean as they were kidding with her. Then they get
the idea better.
General
Objectives
Understand possessive pronouns.
Use possessive pronouns in writing.
Speak by using possessive pronouns within short time.
Tasks and
activities
Task1;
SB/ACT1/P.6
Focus questions
To find possessive pronouns
Task2;

SB/ACT2/P.6
Activity 2 to write sentences with possessive pronouns.
Task3;
SB/ACT3/P.6
Speak by using possessive pronouns within short period.
Task 2 Analysis
Givens
Proxima
Papers form
Dictionaries
SB/ACT2/P.3
Task-setting
questions
What is the tittle?
Who many texts do we have?
What are the words which written in bold?
-whose this bag for?
Whom these books belong?
Who is these shirts belong to?
Linguistic
focus
Use possessive pronouns ( MINE, HERS, ITS…SO ON)
Skill to be
improved
Writing

Learner
procedures
Ss open page 6 on the SB
Ss underline the possessive pronouns from the texts.
Ss answer the questions about to whom these refer.
Ss work on group to answer activity 2 of SB P6.
Ss share the answers orally.
Ss write the answers on the boards.
Expected
outcomes
Ss be able to use possessive pronouns.
Assessment
plan
Answer these questions (informative assessment)
Complete the gabs with correct possessive pronouns.
1...This bag is …… . I bought yesterday.
2.. That was Mona's house. Its…..
3.. Which one is……..
4.. These books belong to Ali and Hammed. They…..
Reflective
comments
I think student may mix between possessive pronouns and subject
pronouns.
Post-
teaching
reflection
Well, the lesson was good. They did all tasks on time. However, as it
was predicted. At the beginning, they mixed between possessive
pronouns and subject pronouns. For example instead of saying
"mine" they kept saying "I". Then when we practiced more, they got
the idea clearly. In addition, what I was noticing that for formative
assessment the four statements that I provided them, were not enough
to determine whether they understood or did not. I determine for
next time to provide more examples for them to be sure they get
enough practice.

General
Unit title: Space
Objectives
Understand the meaning of fiction story.
Understand the meaning of science fiction .
Revise the elements of fiction story.
Tasks and
activities
Warm up
Watch video about space fiction story
Task1;
Show video students take note about fiction story.
Task2;
By using dictionary, they search for the meaning of science fiction.
Task3;
Via reading cards, students elicit the story elements.
Task 2 Analysis
Givens Proxima

Papers form
Reading cards
Dictionaries
Task-
setting
questions
What is the tittle?
What are the types of story?
What are the difference s between the two types?
What are the main topics of science fiction story?
What does it mean?
Linguistic
focus
Use dictionary to find understand ( Science fiction )
Skill to be
improved
Writing
Learner
procedures
Ss underline the word of science fiction.
Ss work on group to find the meaning of the word.
Expected
outcomes
Ss be able to understand the word meaning of science fiction
Assessment
plan
Question ( design your rocket and write what did you learn from the lesson)

Reflective
comments
The students may spend time in getting the meaning from dictionary.
They will find the video interest to understand the concepts. The design of
rocket and write what did you learn from will break the routine of lesson.
Post-
teaching
reflection
It was one of the loveliest lesson ever for students and for me as a teacher.
The students enjoyed the video, which was about space and fiction story.
They understood the concept of fiction story and science fiction as well.
The method of using video and dictionary mad a good differences in
understanding faster. Moreover, the critical questions thinking about space
and language let students think deeper and these help them to improve their
skills as well. For example, one of students gave a good answer she said
that, language help us to communicate and understand each other as well.
However, it was better to get copies for each students instead of having one
copy for each group.
General
Objectives
Read for general information.
Use conjunctions to give reasons.
Write opinion by using conjunctions to give reasons.

Tasks and
activities
Warm up
Show pictures ask them to find reasons behind these pictures.
Task1;
SB/ACT2/P.6
Answer focuses questions
Task2;
SB/ACT1/P.7
Determine the use of some conjunctions to give reasons.
Task3;
SB/ACT3/P.7
Write opinion by using conjunctions to give reasons.
Task 2 Analysis
Givens
Cards
Paper form
SB/ACT3/P.7
Task-setting
questions
What are the bold words?
What is the common between them?
When we use;
Because..
Since…
As….
?
Which words are suitable for these sentences?

Linguistic
focus
Conjunctions for giving reasons ( because, since, as)
Skill to be
improved
Writing
Learner
procedures
Ss underline the conjunctions from the texts.
Ss answer the questions to fill the gaps.
Ss work on group to answer activity 2 of SB P7.
Expected
outcomes
Ss understand the use of conjunction for giving reasons.
Assessment
plan
Complete the following sentences using an appropriate conjunction
or preposition.
1. ………………… I was ill for several months, I lost my job.
Because

Because of
Due to
2. It is raining again, …………………. we will have to cancel the
picnic.
so
as
since
3. I decided to take a break, ………………. I was feeling tired.
for
because
therefore
4. We were late ……………….. it rained.
because
because of
due to
5. The match was cancelled ………………. bad weather.
because
due to
because of
Reflective
comments
Ss may need more practice to understand more about
conjunctions.

Post-
teaching
reflection
The topic was not very new for them. They familiarized with these
conjunctions. However, they did not know what they called. While
they clearly understood that, we use these words for giving reasons.
They get better understanding for the appropriate use of each one by
the practice exercise. They get the benefit of learning this to prepare
themselves for the writing exam specially opinion type. Moreover,
through group work they practice it better. While for assessment it
was individual to be sure, that, each one can apply them correctly.
General
Unit title: Space
Objectives
Read large numbers.
Use large numbers in speaking.
Write large numbers to describe planets.
Tasks and
activities
Warm up
Show them some numbers , ask them to read them quickly.
Task1;
SB/ACT2/P.44
Task to read large numbers.
Task2;
SB/ACT1/P.44
Use these large numbers to speak in peers.
Task3;
SB/ACT3/P.44
Write description for planets by using large numbers.
Task 3 Analysis
Givens
Cards
Paper form

SB/ACT3/P.44
Task-setting
questions
How many numbers do we have?
Who can read the simple one?
Ok! What about this?
Why do we use large numbers with space?
Linguistic
focus
Speak in peer by using large numbers. (10000000,
1000000000… so on)
Skill to be
improved
Speaking
Learner
procedures
Ss underline the large numbers in the texts.
Ss work in a peer.
Ss speak with each other by using large numbers
Elicit some examples from the peers to act in front the class.
Expected
outcomes
Ss use large numbers.
Assessment
plan
Write numbers literally;
10000000

…….
246000
……….
34700003400
……..
4000080
………..
4570000003
……………
Reflective
comments
Ss may need more practice to read these large
numbers.
These skills need for math ability equally to English as
well.
Post-
teaching
reflection
.
To be honest the lesson was difficult a little pet. They did not interest
in math numbers. They kept asking me to skep this lesson. I explain
the importance of using these numbers in our life. Then I did it as
competition. This encourage them to be fast and cooperated to finish
on time. Then, they enjoyed the lessen. For grade nine one they
completed each steps on time. However, for grade nine two the third
period was short as usual. For that, I asked them to do the last
activity as a homework.

General
Unit title: Space
Objectives
Determine characters' adjective of the story.
Extract the setting of story.
Predict what will happen in story.
Tasks and
activities
Task1;
. SB/ACT1/P.38
Activity to sort adjectives, which describe superhero and super
villain.
Task2;
Note book
Reading cards
Extract setting from the story.
Task3;
Note book
Reading cards
Predict within group what will happen next
Task 1 Analysis
Givens
Reading Cards
SB/ACT3/P.38

Task-setting
questions
What are the elements of the story?
What are the main characters in the story?
What are the adjectives of the superhero?
What are the adjectives of the antagonist?
Linguistic
focus
Sort vocabulary describe superhero and antagonist (smart.
Handsome, weak, ugly.. so on)
Skill to be
improved
Vocabulary
Reading
Learner
procedures
Ss read the instruction
Ss sort the adjective
Ss be as a mini teacher
S asks other students to write the answers on the board.
Expected
outcomes
Ss differentiate between characters' adjectives.
Assessment
plan
Homework
SB /ACT7/P49

Reflective
comments
Ss may spend time in predicting what will happen.
They may miss pronounce "SUPERVILLAIN'.
Post-
teaching
reflection
.
It surprised me that they very enthused to do all tasks. Moreover,
they kept willing to do all tasks. They were active and interested in
sorting the adjectives. In addition, they liked the idea of being mini
teacher. However, they miss pronounce "super villain" I asked them
to repeated many times loudly. I also, asked them to find a word,
which meant person who wants to know everything. I emphasized
that they have to search for the information.
General
Unit title: Space
Objectives
Describe pictures .
Deeside elements of story
Write story about school.
Tasks and
activities
Task1;
. describe the pictures
Note book
Task2;
Note book

Write story
Task 1 Analysis
Givens
Paper form
Task-setting
questions
What are the picture about?
How many pictures do we have?
What verbs has we have to use?
Linguistic
focus
Write story from pictures
Skill to be
improved
Writing
Learner
procedures
Ss see picture
Discuss with groups about story

Try to write with groups
Read their story orally
Expected
outcomes
Ss write a story.
Assessment
plan
Homework
Write story about space.
Reflective
comments
Ss may mix between tenses of verbs of story.
Post-
teaching
reflection
.
The students enjoyed writing story. They took all steps seriously.
Since they need it for their final exam. Moreover, they kept asking
some questions. Which sounded very good because that gave me
hints that they willing to learn and enjoy the lesson. For example,
they asked me to fix their sentences. Moreover, they asked for
appropriate tense to use. They were cooperative and active.
Nerveless, they made few mistakes. For example, they use present
verb instead of past tense. I asked them to pay attention to these
mistakes.

Lesson plan 20

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Lesson plan 20