Lesson Plan

Let’s Go to the Stationary Shop

Lesson Details ‫تفاصيل الدرس‬

Topic: Back-to-School
Level: Beginners
Language Introduced: Key vocabulary: supplies needed for school (pencil,
scissors, glue, notebook, ruler, rubber, colors and school-bag
Key structure: “I’ve got…”
Language Skills :Speaking and writing
Time: ‫لقد وضعنا لك التوقيت المناسب لكل جزء من أجزاء الدرس في شكل نسبة مئوية حتى يمكنك‬
‫بواسطتها حساب التوقيت الذي يناسب طول الحصة الدراسية لديك‬.

Materials Needed ‫الوسائل المساعدة‬

Chalkboard, real objects for supplies needed for school, picture of a school (Appendix A), activity #1
(Appendix B), activity # 2 (Appendix C) and activity # 3 (Appendix D)
Lesson Objectives ‫أهداف الدرس‬

By the end of this lesson, Ss will be able to:

- Identify and name supplies needed for school.
- Talk about their school supplies using I’ve got.
Lesson Procedures ‫خطوات الدرس‬ Arabic in Time
Brief
Warm Up Ice breaker: ‫ابدأ الدرس بأن‬
Play the game “Who’re you?” ‫تطلب من‬
The teacher starts introducing himself/herself to the children saying: ‫الطفال أن‬
Good morning I’m … then the child in the first row replies: Good morning ‫يلعبوا لعبة‬
Mr.…/ Mrs.… I’m … ‫التعارف وفيها‬
Then the 2nd child replies: Good morning Mr.…/ Mrs.… and … I’m … ‫يحيي كل منهم‬
Repeat this with the whole class until the last child says all the class ‫الخآر و يذكر‬
names. ‫ اسمه حتى آخآر‬5%
Tip: .‫طفل في الفصل‬
1. This step creates a friendly atmosphere between you and
your children, so it is recommended to start it as soon as you
enter the classroom.
2. It is very important to be sure that you did not teach this
class before because this game is used when teaching a class
for the first time.
Presentation 1. Brainstorm children’s ideas using the picture of the school (see ‫ استخدم‬-
Appendix A) provided. ‫الصورة لتعطي‬
Suggested questions: ‫الطفال الفرصة‬
 What is this? ‫للتعبير عما‬
 What can you see in the picture? .‫يدور فيها‬
 What do they have to buy before coming to school? … etc. ‫ استخدم‬-
2. Show the class the first real object you have for the supplies needed for ‫الدأوات‬
school and say: “This is a pencil”. ‫المدرسية التي‬
3. Ask children to repeat after you. ‫قمت بإحضارها‬
4. Write the word “pencil” on the board. ‫في تقديم‬
5. Repeat steps 2, 3 and 4 with the words: scissors, glue, ‫الكلمات الجديدة‬
notebook, ruler, rubber, coluors (colors) and school-bag. .‫في الدرس‬ 25
‫ دأع الطفال‬- %
6. Have children guess where they can buy the things above.
7. Help children to reach the right guessing then write the ‫يكررون‬
word “stationary” on the board. ‫الكلمات حتى‬
8. Ask children to repeat the word “stationary” after you. ‫تتأكد من فهمهم‬
9. Teach the structure “Have you got …?” by asking children ‫لها ولمعناها‬
about things they do not have and things they have. .‫الصحيح‬
10. Write the structure on the board and have children use it in
pairs.

Tip: For step # 6 it is possible that children may give you the required
term in Arabic do not reject their answers until they acquire the English
term.
Practice 1. Check understanding of the new words by holding two objects ‫تأكد من فهم‬
Activity
alternatively and asking children to say the right word. ‫الطفال لما قدم‬
2. Repeat this with the whole new vocabulary presented. ‫في الخطوة‬
‫السابقة بأن‬
20
Tip: It is important to ‫تستخدم نفس‬ %
1. Have children repeat after you several times and highlight correct ‫الصور وتجعلهم‬
pronunciation especially the /P/ sound in the word ‘pencil’.
2. Set a general system for repetition time starting it with the whole class
.‫يتعرفون عليها‬
then group repetition and end with individual children repetition.

Consolidation 1. Distribute Activity #1. (see Appendix B) ‫يقوم الطفال‬

Activity
2. Give instructions as follows: ‫بتوصيل‬
Match the picture in column (A) with the right word in column (B) ‫الصورة بالكلمة‬ 10
3. Set the time for the activity. .‫التي تناسبها‬ %
4. Help children who have problems.
5. Do pair correction first then correct with the whole class.
Production 1. Distribute Activity # 2 (see Appendix C). ‫يقوم كل طفل‬
Activity
2. Ask children to look at the picture and fill in the spaces. ‫بكتابة الكلمة‬
3. Correct children’s work and help them if there are any problems with ‫الصحيحة في‬
the spelling. ‫ الفراغ الموجودأ‬20
‫ بعد أن ينظر إلى‬%
‫الصورة المشار‬
Tip: The focus in this activity is on the correct spelling of the words. .‫إليها‬
However do not ignore to check children’s handwriting.
Wrap Up 1. Call a child to the front with his/ her school supplies. Have the child ‫اطلب من أحد‬
hold up them one by one and point to it and say ‘this is …’ and get the ‫الطفال أن يتقدم‬
child to finish the sentence. ‫و يقف أمام‬
2. Ask children to do repeat step 1 with their partners. ‫الفصل و معه‬
‫أدأواته المدرسية‬
‫ ثم دأعه يرفع‬5%
‫إحداها أمام‬
‫الفصل ثم قل‬
‫‘ و دأع‬... ‫’هذا‬
‫الطفل يكمل‬
‫الجملة‬.
Children Assessment ‫تقييم التلمايذ‬
1. Distribute Activity #3 (Appendix D). ‫ قيم استيعاب‬10
2. Give children time to answer then check their answers. ‫ التلميذ للمفاهيم‬%
‫المقدمة‬.
Out of Class Activities ‫أنشطة خارج الفصل الدرلسي‬
Project ‫يعمل الطفال‬
1. Divide the children into groups of five children each. ‫ في مجموعات‬5%
2. Ask each group to write on a piece of paper all the school supplies they need and ‫حيث يقوموا‬
prepare a scenario at the stationary where one of them will pretend that he is the owner of ‫بإعدادأ سيناريو‬
the stationary and the other four children are buying the things they need. ‫لموقف شراء‬
3. Set a time for submitting the project. ‫الدأوات‬
4. Set a time for each group to come in the front of the class and present their scenario. ‫المدرسية مع‬
‫ضرورة تقديم‬
Tip: Offer children help with the key vocabulary and structure they need to build up their ‫العون لهم فيما‬
scenario. ‫يخص الكلمات‬
‫و التراكيب‬
‫التي سوف‬
.‫يستخدمونها‬
Self-Assessment ‫التقييم الذاتي للمدرس‬
You should ask yourself the following questions:
1. Did I follow the lesson plan I prepared?
2. Were all the desired objectives fulfilled?
3. Did I give due care to individual differences in my class?