date: day:14 month: Nov year:2018 name of student: Bashair Omar H00349315

time: from: 12:20 pm length of

name of school: Al Maha Girls School
to: 1:05pm class: 45mins
name of Dawn Rainear Class: 4-A Grade: Four 4 No. Ss: 27
MST:
Name of book: Unit: 4 page(s)
Details about the book that
Bridge of Success learner’s Book (60)
the MST uses: activity Book (43)

PURPOSE – Why am I teaching this lesson? What do I want the students to know/to be able to do by the end of the
lesson tat they could not do before?

By the end of the lesson, learners will be able to read for detailed information through pictures about animals and shapes, identify
two concepts about what is possible which is mean real, and it can happen and another concept what is impossible thing which is
mean not real, and it can’t happen by recognizing the characteristics of things, animals or shapes. Develop a lexical range about
animal characteristics and shapes, for example, the horse can't fly but the bird can fly because have wings that help it fly, and
there are real cubes and impossible cubes when I will tell them our rooms are like a cube shape and it is a real cube because we
have roof, floor, and 4 walls but when I have the corners and edges only, I can’t live in this room which is "cube".

LANGUAGE – What is the language I hope to teach ? Specifically – what do I want the students to be able to say or write
or read or listen to? Is it new language, or am I revising something I or my MST has already presented and practiced, or
is it a misxture? Do I understand the language myself, or do I need to research it more?

I will teach them about the concept of possible and impossible things and identify them through real or impossible of pictures
about animals and shapes, give them more examples of it. Then I will ask them about impossible things to draw it and write
simple present sentences. Now learners will be able to answer the book questions according to what they see in the pictures.
Finally, students will listen for the description of a picture from the teacher and they should draw the shapes in the correct
place that the teacher told them. This language is the mixture between what they have previous knowledge about what it can
happen and what is impossible, and what they will learn more about this language through this lesson about how they can
classification pictures of animals or shapes for it can happen or impossible according to what they already know about the
animal characteristic and the shapes. I understood this language myself because I have enough knowledge about it, but I did
research about possible and impossible things that can or can't happen with shapes and animals.

SKILLS – Which skill(s) am I teaching and what aspect of that / those skill(s) will I focus on?

Through this lesson, learners will improve their reading skills when they read about an impossible picture and speaking when
they describe what they have seen from pictures and talk about animal characteristics and impossible situations and give
examples about it. In the writing when they write simple sentences about impossible things. Finally, in the listening when they
draw the shapes that they heard about it by following the teacher reading. Although I will use the four skills, the lesson focuses
more on the skill of speaking because I will need to stress that the important thing is for learners to give their opinions and be
prepared to discuss, using their critical thinking skills.

CONTEXT – How will I make the language realistic for the students?

The language will be realistic for the learners when I link the lesson to real events, for example when I tell them, have you ever
seen a horse with wings and flies in the sky? in this question they imagine a horse flying in the sky and they will know that this not

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true and it can’t happen. Also, when I present for them pictures to make them the sense, so when they understand the lesson or
the concept of impossible things they can give more examples of impossible things.

RESOURCES –– What resources do I need to create the context and provide practice so the students can do what they
need to do to develop? - Include realia, books, handouts, multimedia, songs, games, etc.

Learner’s Book page 60

Activity Book page 43

Pictures about impossible and possible things

white papers with pencils

powerpoint to present the pictures
Flashcards of keywords which are (impossible, possible, circle, triangle, square, rectangle, side, elephant, leg) and
key expressions/structure:( can/can’t) for possibility

ACTIVITIES – What activities can I design that use the resources and are appropriate in the context? Are my activities
authentic and purposeful?

In this lesson, I will do a variety of activities. The first activity is I will ask the class to do some impossible things and classifying
sentences or events as possible or impossible things. The second activity the learners could draw their impossible things and
write sentences in the simple present. The third activity is learners discuss what they see from the pictures in their book and I
will ask the learners to raise their hands to give responses. Also, answer the activity book questions and share with the class
students. Finally, ask them to draw shapes that they heard about them while the teacher reading. My activities are authentic
and purposeful because I make connections between the language and my activity with real life and they can think about it
because I will tell them the situations that it could happen in the life and my activities are focused on all four skills and help all
different learning styles, and learner will be able to understand, interest and interaction with the activities.

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