Date

5/10/2015
Time

Student
teacher
School

Second period start at 9:00 am to

9:45 am
SST

Hamda Hasan
Al Ghob School

Class
Miss Fatima

Lesson
Unit 1: Education: At School
unit/page
(Review the grammar)
Context of the lesson

Grade 8
No of
students

32 students

This lesson from the first unit (Education: At school). Its about grammar by using the sturctures in the
sentences, such as:

Talking about the future: be going to+ inf.

Yes/No questions with be going to.
Wh-questions with be going to.
Verb tense and time phrases.
Using present continues and past simple.

Teaching goal
To teach learners how to use the form of going to, yes/no questions, verb tense and time phrases, using
present continues and past simple in a sentences.
Learning objectives
Students will be able to:

Revise and consolidate colesd and open questions using the form going to.
Revise and have controlled practice of verb tenses and time phrases.
Revise and consolidate sentence patterns after key verbs.

Assumptions about prior learning

Students are already familiar with tongue twister, and know the grammar of the lesson, and most grammar
were taking in grade 7.
Anticipated problems and possible solutions
Some of students will find difficult to write acorrect grammar in each sentence, and Ss may confusing to
compare structures between talking about the future and present continues. If the students faced this
problem I will reteach these structures for them.
Ss may get overexcited when working in group, so I will need to be firm about instructions.
Personal focus for this lesson
I will give clear, firm instructions, teachers rules (speak in English, worktogether, participation), and I will
foucs on students more about the way of their writing by using a grammar in this unit.
My PDP:
Goal 1: Time management through the lesson. Note: I want from you to focus on my PDP goal 1
only.
Competency Areas

Planning for Learning:

How the lesson is going to be carried out such as activities, organization the lesson for
putting limit time in each stage.
To develop my implementing and managing learning:
Using clear instructions for managing classroom activities and move it to the next one.
Manage transitions between activities smoothly.
Manage time through the lesson.
Reflection:
To check student understanding of the assessment
Last 5 mins ask them question for what they have learnt from the lesson.
To plan my time and set priorities before acting.
To improve classroom practice through tasks and activities and be able to assess students.
To increase my productivity and be able have more time to spend teaching.

Goal 2: Communication skills with the students by using body language, eye contact, and voice.
Competency Areas

To develop my implementing and managing learning.

To build relationship through interaction with the students.
Use appropriate body language, eye contact, gestures, voice to effect classroom presence.
To develop my professional and planning skills.
To develop the non-verbal communication such as my body language, eye contact, gestures and
voice, smiling to maintain an effective classroom presence.
To develop my personal and professional of empathy skills with the learners will allow me to
understand the needs of students while working on assessments and how to motivate them through
the lesson.

Goal 3: Classroom management: focus on maintains space, motivation, and provides challenge for
the learners.
Competency Areas

Implementing and managing learning:

Maintains pace, motivate students and provides challenging for them to get more stars or
points as working in group or in pair or individual.
Maintains rules and clear routines for behavior rules in the classroom.
Uses appropriate strategies as rewarding for manage student behavior while they are doing
the activities.
Professionalism and Understanding:
Displays a high standard of professional behavior that includes punctuality and personal
organization of working in group while discuss and share information in group without doing
misbehavior.
Planning for Learning:
How to manage pair work, group work, individual, and whole class tasks competently.
To develop an instructional structure in which students are responsible, motivated, and highly
engaged in the specific task at hand (Manis, 2012).
The impact of using rewards leads learners to participate and respond to my questions or instruction
which let me to monitor and assess students learning and let others to pay attention and understand
the lesson without face any problems in the class.

Target language

Students will write the sentences by using a

grammar and sturctures of each sentences

Teacher language

Teacher will ask students questions on the

board such as:

and discuss it as whole class, such as:

Give a structure in each sentence and
question. (Note: Ss will see the
examples of sentences and questions
on the PPT)
Give an examples of each structure.
(Note: Ss will see the examples of
structures on the PPT).
Etc.

I am going to talk about Africa today.

(The sturture of this sentence is
talking about the future: be going to+
inf).
Are you going to talk about France
today? Yes, we are or No, we arent
(The sturture of this question is
Yes/No questions with be going to
such as we have V1 a + S + V1 b +
V2).
Etc.
Main tasks or activities (Note: I described each
of tasks and activities below on page 5 to 7)
-

Task 1 (engage stage) Tongue Twister

(5 mins)

Task 2: Review the grammar (13 mins)

Task 3: Activity 1 sticks, cups, and

papers for using a grammar in each
sentence (12 mins)

Resources and teaching aids

o
o
o
o
o
o

Smartboard
PowerPoint
Markers
Whiteboard
Sticks, cups, and papers.
Worksheet

Note: I will not give Ss HMW because next day

they have Exam and they dont have time to do
their HMW which some of them arrive home at
4:00 and 4:30 pm

Task 4: Activity 2 Twitter tweet (15 mins)

IF I HAVE EXTRA TIME I WILL DO:

-

Task 5: Reflection (T will ask ss what

they have learnt from this lesson) (5
mins)

Consider these grouping strategies:

Pair work
Whole class
Group work (To discuss about the
sentences)

Consider where the children are working:

At their desk
In front of the class (T will choose 2 students
to do twitter tweet on the board)

Main tasks or activities - Consider these grouping strategies - Consider where the children are
working
Main tasks or activities (list the tasks in sequence eg flashcard recognition, worksheet, drawing posters etc)

Stage

Time

5 mins

Intro/warmer/opening
activity

Main tasks or
activities
Tonguge Twister

Consider these
grouping
strategies
Whole class

Consider
where the
children are
working
At their desk

Ss will read the tongue twister

as fast as they can.

To engage the learners in

class.
13 mins

Review the grammar

Students
(Activity & Language)

T will use PPT to

display for Ss tongue
twister on it.

Ss will read the tongue

Twister as fast as they
can Black
background, Brown
background.

T will read tongue

twister for the
learners and let them
to say it as fast as
they can for three
times.

Purpose:

Teacher
(Activity &
Language)

Whole class

Review the grammar

At their desk/
infront of the class

On the board (To

write a sentences on
it)

Ss will read the sentences and

questions on PPT, they have
to give a structure of each of
them.
Ss will read the structures on
PPT, they have to give an
examples of each of them.
Purpose:

Ss will respond to the

teacher instruction.

T will display the

grammars on PPT
and let Ss to
participate and
choose any number
because each
questions and
sentences have a
number. So students
will choose the
number and answer
to the question.

Ss will respond to the

T questions.

T will give Ss
instruction of this
activity.

Ss will respond to the

T instruction.

Ss will choose the

numbers and answers
to the questions.
Ss will participate in
the class and will
remind the grammars.

To check Ss understating of
the grammar and how they are
giving a correct exampels for
each of them.
3

12 mins

Activity 1

Activity 1 (sticks + cups &

papers)

The leaders of each group will

pick the sticks or pieces of
papers from each cups and
each of cup are lable it as
Subjects, verbs 1a & verbs 2b
and Q words.
Leaders will take also the
papers from the T to write a

Group work

At their desk

T will walk around

the Ss and scaffold
them.
T will let Ss to share
and discuss their
answers as whole
class.

Ss will work in group

and discuss their
answers by using
correct structures of
grammar.
Ss will participate and
share their answers as
whole class.