Date

28/9/2015
Time

Student
teacher
School

9:00 am to 9:45 am
SST

Hamda Hasan
Al Ghob School

Class
Miss Fatima

Lesson
Unit 1: Education: At School
unit/page
(Writing 2: Daily timetable)
Context of the lesson

Grade 8
No of
students

32 students

This lesson from the first unit (Education: At school). Its about writing which let students to write a
sentences or prapgraph about their dialy timetable according to their subjects and the periods by using past
simple and using before/after, using learn.
Teaching goal
To teach learners how to write sentences or paragraph by using before/after, using learn and do not repeat
the pattern of sentences. It let students to use past simple and use before and after according to the
timetable which each period has different times and let them to use it according to the time and subject. For
instance, We have Maths then IT before the break.
Learning objectives
Students will be able to:

Use a variety of phrases in written English.

Use common patterns with learn.
Write in a less controlled way.

Assumptions about prior learning

Students are already familiar with tongue twister, and know the most vocabulary of the lesson, and most
grammar which took it in grade 7.
Anticipated problems and possible solutions
Some of students will find difficult to write a sentences and may write it as patterns and the same manin
words, and may they confusie how to use in writing before/after. So, I will explain for them cleary and I will
check their comprehension, if students didnt understand I will reteach the lesson 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 patterns, past simple, and using before/after.
My PDP:
Goal 1: Time management through the lesson.
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 and share

it with whole class. Students will say:
We have Geography, then we have
Science.
We have Maths then IT before the
break.
Before the break, we have Maths

Teacher language

Teacher will ask students questions on the

timetable, e.g., What time is Maths? When
does it end? What is after Maths? And so on.
Lets do tongue twister and you have to say it
as fast as they can for three times.
Lets doing writing 2 on P.21 exercie A
Etc

then IT.
In Maths this morning, we learnt how
to find the area of a circle.
Etc
Main tasks or activities
-

Task 1 (engage stage) Tongue Twister

(5 mins)

T will read tongue twister for the learners

and let them to say it as fast as they can for
three times. That will engage the learners in
class.

Task 2: (whole class) Asking questions

(What is your daily school timetable?)
What time or period is Maths? What is
after Maths? When does it end? (5 mins)

T will ask students questions and let Ss to

respond to her questions and answer it.

Task 3: (Individual work, pairwork &

whole class)- Do exercise A individulay
& B pairwork on students book on page
21 (10 mins)

First of all teacher will explain the skills

check and grammar check for the learners
on students book. To describe regular
events, and using learn and show them an
examples of them. (6 mins)

T will ask Ss to do exercise A individually for

2 mins and let them to discuss the answer
as whole class.

T will let Ss to do exercise B in pairwork for

2 mins and let them to discuss the answer
as whole class.

Task 4: (Group work) Activity (School

timetable) (15 mins)

T will give instructions of this activity which

each group has different timetable, and
each group has different subject such as
red group has Math subject, Green group
has Science subject, etc that shows the
classes as clubs.

Each student has worksheet which has

questions according to their timetable. For
instance, red group has Maths class so they
have to go to the group has Maths club
(each group has cards different about
subjects). Then students will write 3 or 4
sentences about the Maths lesson by using
grammar check and skills check on their
students book. (2 mins)

Resources and teaching aids

o
o
o
o
o
o
o
o

Smartboard
PowerPoint
Students book
Whiteboard
Cards (Names of subjects)
Forms of timetables
Worksheet
H.W on the studnets book

Then T will count down thats mean the first

period is finished, so they have to move to
next period and find their class according
the their timetable.

After that, they have break 1 in their

timetable, so in this break students will
discuss and share their sentences as whole
class. Then the break 1 will finished and
students will continue the same stage which
they will move to the next period according
to their timetable, and so on.

Note: T will give students 2 mins in each period to

write 3 or 4 sentences about the subjects that have
learnt from their lessons.

Task 5: Reflection (T will ask ss what

they have learnt from this lesson) (5
mins)

Consider these grouping strategies:

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

Consider where the children are working:

At their desk
Walk around the class to move to the next
class according to the timetable

Lesson Procedure
Time/
stage
1.
Engagement
10 mins

2.
Building
knowledge
10 mins

Teacher activity
(T will )
-

Task 1 (engage stage) Tongue Twister (5

mins)

T will read tongue twister for the learners and

let them to say it as fast as they can for three
times. That will engage the learners in class.

Task 2: (whole class) Asking questions

(What is your daily school timetable?) What
time or period is Maths? What is after
Maths? When does it end? (5 mins)

T will ask students questions and let Ss to

respond to her questions and answer it.

Task 3: (Individual work, pairwork & whole

class)- Do exercise A individulay & B
pairwork on students book on page 21 (10
mins)

First of all teacher will explain the skills check

and grammar check for the learners on
students book. To describe regular events, and
using learn and show them an examples of
them. (6 mins)

T will ask Ss to do exercise A individually for 2

mins and let them to discuss the answer as
whole class.

T will let Ss to do exercise B in pairwork for 2

mins and let them to discuss the answer as
whole class.

Student activity
(eg. In groups ss will )

Ss will read the tongue Twister

as fast as they can You know
New York, you need New York,
you know you need unique
New york
Ss will respond to the teacher
instruction
Ss will respond to the T
questions

Students will respond to the

teacher's questions.
Ss will respond to the teacher
instruction
Ss will do exercise A on book
individually
Ss will do exercise B on book
in pairwork
Students will participate and
share their answers as whole
calss.
Ss will answers to the
questions

Tutor Comment

3.
Transformation
15 mins

Task 4: (Group work) Activity (School

timetable) (15 mins)

T will give instructions of this activity which

each group has different timetable, and each
group has different subject such as red group
has Math subject, Green group has Science
subject, etc that shows the classes as clubs.

Each student has worksheet which has

questions according to their timetable. For
instance, red group has Maths class so they
have to go to the group has Maths club (each
group has cards different about subjects). Then
students will write 3 or 4 sentences about the
Maths lesson by using grammar check and
skills check on their students book. (2 mins)

Then T will count down thats mean the first

period is finished, so they have to move to next
period and find their class according the their
timetable.

After that, they have break 1 in their timetable,

so in this break students will discuss and share
their sentences as whole class. Then the break
1 will finished and students will continue the
same stage which they will move to the next
period according to their timetable, and so on.

Students will respond to the

teacher instruction.
Ss will work with their group or
individualy
Ss will walk around the class
to find their classes according
to the timetable.
Ss will share and discuss their
sentences as whole class.

Note: T will give students 2 mins in each period to

write 3 or 4 sentences about the subjects that have
learnt from their lessons.
5.
Reflection
5 mins

Task 5: Reflection (T will ask ss what they

have learnt from this lesson)

Ss will respond to the T

questions and answer it.