Eng G1 by eisllmasalhey

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									‫ﻋﻤﺮ ﻟﺒﺪ‬
          ‫1 ‪Grade‬‬
Palestinian National Authority                               ‫السـلطـة الوطـنــية الفـلسطينية‬

Ministry of Education & Higher Ed.                                                         ‫ار‬
                                                              ‫وز ة الـتربـية والتعلـيم العــالي‬
Directorate General of Supervision &
                                                                      ‫ر‬             ‫اإلدار‬
                                                   ‫ة العامة لإلش اف و التأهيل التربوي‬
Educational Qualifying




                  Curriculum Development




              Notes for Teacher's
                       of
             English for Palestine

                                     Grade 1
                                       2010-2011
                                                              ‫بسم اهلل الرحمن الرحيم‬

                               ‫ا ْ ا ا ْ ُ ا اْ ُ‬
                                 ‫ُ‬                         ‫ّ‬         ‫ْ ُ ّ ْ ا ا ا ْ َّ ْ ُ ا ا ا‬
                ‫‪ ‬إن أريد إّل اإلصَلح ما استطعت وما توفِيقِي إّل باهلل عليهِ توكلت وإليهِ أنِيب ‪( ‬هود:88)‬
                                                                                           ‫ِ‬
                                                    ‫ِ‬


                                                                     ‫تقديــــــــم‬

                                                                                                     ‫أخي المعلم / أختي المعلمة:‬

                                                                                   ‫السالم عليكم ورحمة هللا وبركاته ,,,‬

    ‫ر‬
    ‫ا يي ل‬                                                                                                    ‫تر‬
                 ‫في يير جهي ييار اي يية ةل ل ت ارعاي ييط ةت العي ييال ت لي ييا ر اهي ييةار ت ليعاي ييط ت العاياي ييط ةت ي ييا اعط ي ي ت ت‬
                                   ‫تر‬
    ‫ةل ل ت ارعا ي ي ييط ةت الع ي ي ييال‬    ‫ةت ي اي ي ي يير ة اه ي ي ييةل ا ي ي ي ي ل ةأهي ي ي ي ت‬           ‫يي ي ي ي أه ي ي ييص تواام ي ي يياص ةت ياي ي ي ي ت‬
     ‫ةة ي يير ت يي يير‬         ‫اهي ييص ت يلعي ييل ةت ها ي ي‬     ‫يي‬         ‫ت ليي‬     ‫ةاافا ي ي‬      ‫ي ييا‬       ‫ت لي ييا ر في يير اهي ييةار ت ي اي ييا ةا‬
    ‫ة ي ييص ا جمي ي ي تر ي ييرص‬              ‫ا ي ييرب عهعلاي ي ي ت ة ي ي ي‬         ‫عالا ي ييط (ت ةص ت‬             ‫ا ي ييص يلع ي ييل ت عي ي ييط ت‬    ‫ا ي ييل ع ي ييا‬
                                                                            ‫ت فرمط فر ت ع تع ةت ا ا ةت ا را .‬                                      ‫ي يج اي‬

            ‫ر‬
       ‫ت ي ر ي يير ةأه تف ي ي ت لايي ييط ةت اامي ييط ةت ي ييا تاا اا‬                  ‫يي ييا ر ي ي تراعي يياه هي ييصت ت ي ي اص عي اي ييةت ت اي ييا‬
                              ‫ا ط ا قاق ت العل ةت العال ت ا اعر ااهاهاج ةا فاصتج ةاقةاياج .‬                                        ‫ت ا راس ت يالئيط ةت‬

                      ‫جص ق ل ا هصت ت اص أيص أ ا ة يرش تج ةيةر تج ا الا ع فر أ تئا .‬                                                          ‫ة‬



                 ‫د. خليل عبد الفتاح حماد‬

                      ‫ر‬
    ‫نائب مدير عام اإلش اف والتأهيل التربوي‬




‫2‬
                                                      ‫فريق اإلعداد للصف األول‬
                              ‫ا أعة يمهفي‬          ‫ا ير‬                                                      ‫اي ت غيا‬         ‫اي‬     ‫جاييا ا‬
                              ‫ياير ج يا اص ت مةت ي‬                                                           ‫جا ياس يي ي أعية يمعيح‬
                         ‫أعة يمهف‬         ‫عاا ت ا ية‬                                                         ‫اايا اية س ع ت ر يي‬
                                    ‫ي يال فاي ير ايا اي‬                                                      ‫ت‬
                                                                                                             ‫يا ت ير‬            ‫يا ي ل ي ي‬
                            ‫ع تهلل افظ فيارس‬         ‫ت‬
                                                     ‫اار‬                                            ‫ال فا ر ع ت عاص ت يةص‬
                                                                                               ‫يمهف أعة يلاعق‬                      ‫ت امار اة‬


                                                                      ‫ر‬
                                                               ‫إشـ اف عــام‬
                                  ‫نجـــاه علــى نصــــــر‬               ‫حيـــدر محــمـــد أبـو شاويش‬


                                                            ‫المشرفون التربويون‬
                                                                                              ‫مشرفو مبحث اللغة االنجليزية وهم :‬
          ‫يا‬        ‫الييط‬       ‫ير اعي‬      ‫-‬      ‫ع ت اا ث ت عاار‬            ‫لا‬     ‫عايا أعة ت اار - ةهع‬                ‫ع رع‬         ‫ا‬      ‫-‬
                    ‫ر‬
     ‫- ت ا تص جع تهال لا أعة لي ل‬                           ‫ي شيا ير‬       ‫- جايييا ي ي‬         ‫ع ت رال أ ي أعة ت‬                     ‫-ي ي‬
               ‫عييا ير‬      ‫- ييياص يةت ت‬                    ‫عير‬    ‫- ايا ي ش ي ل عاييا‬                ‫عية‬                ‫ر‬
                                                                                                               ‫- ا ت يار ي ي ت‬
               ‫- ها ر يعير رعياح ت يعية‬                            ‫- يي ايير ايعيايص ميا يح‬                        ‫يعير ت ياعياش‬      ‫- أ ييي‬
    ‫اليط ت ل عيط‬            ‫- ع ت رال اا‬             ‫ع ت عاص أعة هيةت‬              ‫- يمهف‬         ‫ق يمهف ت رافر‬                     ‫-أ ي ج‬
    ‫ح‬‫ة‬                    ‫ر‬
               ‫- اض ل ع مالح أعة‬                          ‫- ياص ع ت فاياح أعية شييا يط‬            ‫اص‬         ‫عال‬      ‫ع تي ا‬              ‫- يلا‬


                                                              ‫طباعة وتنسيق‬
                                                       ‫ت يايال ا يل ي ي ت ي ل‬


                                                             ‫تصميم ومونتاج‬
                                     ‫ير ع‬                                          ‫ر‬
                                                                                   ‫اا ار عر ليا ل‬




‫3‬
                                  Table of contents

                                 Topic/ subject                           Page
     1   General Goals of Teaching English for Palestine                    5
     2   A list of deleted subjects                                         6
     3   Content analysis of grade 1                                        7
     4   Lesson Aims                                                       41
     5   Bloom's Taxonomy Verbs                                            46
     6   Longer-term planning                                              47
     7   Example of scheme of work                                         48
     8   lesson plan format-A sheet of daily lesson plan                   49
     9   lesson plan format -A sheet of daily lesson plan                  02
    10   Lesson plan Template                                              04
    11   Model lesson plans. A model preparation for a unit                01
    12   Self evaluation questionnaire                                     77
    13   How to build rapport with your students:                          79
    14   Instruction lesson evaluation sheet                               12
    15   A list of so far useful websites for English Language Teachers    14




4
                 General Goals of Teaching English Language
   To contribute to the intellectual, personal, and vocational development of the individual.
   To enable students to use English, orally and in writing, to communicate freely and effectively in
    different situations and settings with native and non-native speakers alike, using appropriate and
    linguistically correct forms.
   To develop students ability to use English for personal expression and enjoyment as well as for
    creative purposes.
   To enable students to attain a reasonable language proficiency to function within certain academic and
    vocational settings.
   To equip students with the requisite linguistic. Basic academic, study and research skills for pursuing
    university education in their fields of study.
   To develop communicative skills in order to acquire, record, and use information form aural and
    written texts using traditional and non-traditional sources.
   To develop students ability to present information in and organized manner in spoken or written
    English.
   To develop and maintain the students sense of self confidence and self-worth, and reinforce pride in
    their Palestinian, Arab, Islamic cultural heritage, and family backgrounds.
   To foster understanding and develop sensitivity to the target language culture and other cultures, and
    thereby, strengthen the learners appreciation and understanding of their own culture.
   To develop students respect for others especially those with social cultural and family backgrounds
    different from their own by encouraging them to reject sexual, racial, and ethnic stereotypes.
   To increase through a common language the possibility of understanding and cooperation with people
    who speak English.
   To develop understanding and appreciation of cultures where English is used.
   To enhance students ability to use learning strategies to extend their communicative competence (CC)
   To enhance students ability to work cooperatively with others by developing social communication
    skills.
   To develop students high-order thinking skills (HOTS) such as critical, creative, analytical inferential,
    relational, thinking.
   To develop students ability to think critically about different social, environmental, and political
    problems.
   To develop the students ability to transfer knowledge from one context to other similar and relevant
    contexts.
   To develop students environmental concern i.e., respect for the natural environment-locally and
    globally and man's place in the web of life.
   To develop in students the willingness to approach different sources of information, people and events
    with a critical but open mind.
   To develop students sense of social responsibility valuing genuinely democratic principles and
    processes, and developing a commitment not only to defend their rights but to accept and fulfill their
    responsibilities as well.
   To develop students ability to use strategies for cooperation, consensus building teamwork, while
    having an opportunity for language development.
   To develop students' appreciation of literature that is written in the English language
   To develop the students awareness of the nature of language and the differences between English and
    other languages, and thereby, gain additional insight into the nature of their mother tongue,
   To encourage students to look for common themes in the texts they read or listen to and draw
    conclusions about the needs and feelings of humans in general.
   To develop students social literacy skills i.e. the ability to influence decision-making thoughtfully and
    constructively both within their own lives and local community, and also at the national and global
    levels.
5
                 Grade 1 A list of deleted subjects
Unit    lesson    page                   subject                   Reason

                          Listen and Look
          1        58
                                                               Long
SB 21
          2        59     Say, Look and say, Play              Curriculum
          3        60     Say and do, Sing
                          Match and say
          1        54
                          Read and Match                         Long
WB 21
                          Trace, Listen and circle, Listen, tick Curriculum
          2        55
                          and say
          1        61     Look and Listen
                                                               Long
SB 22     2        62     Say, Look and say, Play              Curriculum
          3        63     Sing
          1        56     Look and write, Color and say
                                                               Long
WB 22                     Trace, Listen and circle, Listen and Curriculum
          2        57
                          say
          1        64     Look and Listen
                                                               Long
SB 23     2        65     Look and say, Point and say, Play    Curriculum
          3        66     Say and do, Clap

          1        58     Say and write, Look and match
                                                               Long
WB 23
                          Trace, Listen and circle, Listen and Curriculum
          2        59
                          write
          1        67     Look and Listen
                                                               Long
SB 24     2        68     Say, Look and say, Play              Curriculum
          3        69     Say and do, Sing
                   60     Say and write, Look and match
                   61     Trace, Listen and circle
                                                               Long
WB 24     1       62,63   A B C…
                                                               Curriculum




  6
                                                  Content Analysis – Grade 1

                Skills                                                             New                                   Topics\
 Unit                                            Objectives                                          Structure
              practiced                                                         vocabulary                              functions
                              -To say Hello, Hi
               -listening -
                              - To practice saying some characters names.
                -speaking                                                           Hello               Hello
 One                          - To introduce the direction of writing                                                    Greeting
             -pre-writing                                                            Hi                  Hi
                              - To check the position of holding a pencil.
                   skills
                              - To reinforce manual dexterity for writing.

           -listening         - To introduce actual letter shapes c, d, i
                                                                                                                        Alphabets ,
           -speaking          - To introduce cat, dog, and insect orally.         Dog , cat
 Two                                                                                                                    classroom
           pre-writing -      - To practice sounds of c, d, and i.                 ,insect
                                                                                                                         language
           skills             - To learn let's clap.

                              - To introduce the letters g , p and y.
           pre-writing -                                                                        What's this?            Alphabets ,
Three                         - To introduce what's this\it's a……               Animals ِ
           skills                                                                                It's a …               classroom
                              - To revise some animals names.                   names
                                                                                                                         language
                                                                                                                        Alphabets ,
           pre-writing -
Four                          To introduce letters v and u                                                              classroom
           skills
                                                                                                                         language
           - listening-       - To revise Hi, Hello.
           -speaking          - To recognize written form                       Action verbs:   Hello ,Hi, (+name),
                                                                                                                      Greeting people
Five       -pre-writing       - To revise the characters and their names.       Let's play      Goodbye
           skills             - To introduce upper case letters: T,M ,A ,K ,H



       7
                                                      Content Analysis – Grade 1
              Skills                                                                   New                                    Topics\
Unit                                             objectives                                              structure
            practiced                                                               vocabulary                               functions
                             - To ask what's this?
                                                                                                       Questions
          - listening-       - To introduce some letters names.                   -Good
                                                                                                       What's this?
          -speaking          - To recognize capital letters A . B ,C D , E        - Alphabet in
Six                                                                                                    Verb 'be' : It's   Identifying things
          pre-writing -      - To use classroom language : Good .                 alphabetical order
                                                                                                       …
          skills             - To use the word 'sing'                             - Sing
                                                                                                       Yes, No
                             - To introduce "me' in the song.                     - Me
                             -To introduce yourself
                              -To spell names
                              -To introduce capital letters F, G, H. S
      -listening-                                                                                      What's your           Introducing
                             -To reinforce spelling names-
      -speaking                                                                   Action verbs let's   name?                   yourself
                             -To reinforce what's your name?
       -pre-writing                                                               play                 My name's
                             -To practice writing of capitals F,G,H,and I
Seven skills                                                                                           ……
                             - To revise and No
                             -To introduce the word spell
                             - To introduce the question form : Is it …?
                             - To learn simple commands Sit down
                             - To introduce new vocab.: boy, book, desk, pencil
Eight                        chair and the initial sound of those words.
                                                                                                                         - Talking about
          -listening-         - To revise what's this . It's a .
                                                                                  - Classroom          Sit down, stand classroom objects
          -speaking           - To introduce stand up , listen, write
                                                                                  objects              up , Write , Pick -Commands
              -pre-writing    - To introduce capital letters J,K ,L,N
                                                                                  - Oh , No !          up
                skills       -To learn the command' pick up'
                             -To revise yes, no, Hello
                              - To revise action words
                             -To write some initial letters.

      8
                                              Content Analysis – Grade 1

            Skills                                                                                                      Topics\
Unit                                       Objectives                     New vocabulary           structure
          practiced                                                                                                    functions
        -listening-
                        - To review language covered so far                                                          - Talking about
        -speaking                                                                               - It's a ….
                        - To introduce o,p,q and r as capital letters     Animals names-                             animals.
Nine     -pre-writing                                                                           - Look. Listen
                        - to review what's this?                                                                     - Commands
        skills
                                                                                                -There's a …
                                                                                                -Plurals cat\ cats
        -listening      - To learn Look there's a… Where?
                                                                                                dog \ dogs
        -speaking       - To introduce the adjective big and plurals.     - Preposition under                        - Describing
 Ten    -Hand-writing   - To revise numbers 1-5                           - big - small
                                                                                                - Question word;
                                                                                                                     things
                                                                                                Where?
        skills          - To introduce capital letters S,T,U,V
                                                                                                - Preposition :
                                                                                                under
                        - To learn Mum and Dad, Cake
                                                                          - Mum , Dad, Cake,
                        - To revise what's this? And the adjective: big                                              - Introducing
                                                                          baby
       -listening-      - To learn some food vocabulary                                                              your family
                                                                          - Food vocabulary
       -speaking        - To learn brother , sister , baby and me                                My brother , my     - Talking about
eleven Hand-writing     -To introduce capital letters W,X,Y,Z
                                                                          - Action verb Let's
                                                                                                   sister, me        food
                                                                          spell, Let's sing.
       skills           - To revise greeting.
                                                                          Let's sing
                        - To revise adjectives big , small.
                                                                          - Verb 'be' We're
                        - To sing for enjoyment.




    9
                                                   Content Analysis – Grade 1
               Skills
 Unit                                         Objectives                      New vocabulary          Structure     Topics\ functions
             practiced
                             To revise numbers 1-5
                                                                              -Numbers 1-2
          -listening-        - To revise Mum ,Dad , plurals with s
                                                                              - Action verbs let's
Twelve    -speaking          - To introduce How Many?                                                               -Counting
                                                                              hop, let's count
                             To revise plurals
                             - To revise numbers and How many?
                            - To learn eyes, nose and legs
                            - to introduce head, ears , mouth, arm hands
                            and feet.
                  Listening                                                                                         Talking about parts of
Thirteen                    - To revise how many                              Body parts             Look at
         Speaking                                                                                                   the body Command
                            - revise Parts of the body.
                            - To revise the writing of numbers from one to
                            five
                            -To introduce How old are you?
                                                                                                     -How old are
         -listening-        - To introduce number 6                           - Birthday
                                                                                                     you?           -Talking about age
Fourteen -speaking          - To write number 7,8,9,10                        - Birthday cake
                                                                                                     - Happy        - Polite phrases
            -and-writing    - To practice saying age. How old are you?.       - Action verb Let’s
                                                                                                     birthday!
               skills       )I'm…).                                           -count
                            -- To revise writing e,E and f,F
                             To learn co lour words                           Colours red
         listening-          To revise yes , Hello , Hi , arms, legs          ,yellow, green, blue
                                                                                                                    - Talking about
         speaking -         To practice colours and learn --Tof spell them.    Object pronoun
Fifteen                                                                                            -Come here       colours (1)
          -Hand-writing -To learn it's blue, etc..                            me , you
                                                                                                                    - Command
          skills            -To practice writing g, G, and h,H                 Possessive
                            To use the short question What colour?            pronoun your


     01
                                              Content Analysis – Grade 1

                Skills                                                              New                                    Topics\
  Unit                                         Objectives                                              Structure
              practiced                                                          vocabulary                               functions
                             -To revise what's this? It's a..
                             - To revise vocabulary already learnt
           -listening-                                                         - very good
                             - To practice formation of i I,jJ                                       -What’s this?     - Asking and
           -speaking                                                           - Prepositions: up,
                             - To introduce very good                                                It's a…..         answering
Sixteen    -Hand-writing                                                       down.
                             - To learn some action words : touch, look                              - count , touch   - Command
           skills                                                              - verb touch
                             -To learn up , down
                             - To revise parts of the body


                             -To learn question: Is this an..?
          -listening-                                                                                                  -Answering
                             - To recognize use of a , an.                     - delicious           - This is a …
Seventeen -speaking                                                                                                    questions-
                             - To practice writing k,K l,L                     - names of fruit        Yes, it is.
           -pre-writing                                                                                                confirming
                             - To practice the alphabets.
          skills
                             - To learn the verb catch.


                             -To learn No,it is'nt
                                                                                                                              Answering
            -listening       - To revise yes, it is and and contrast it with
                                                                               - Food items          No, it isn't             questions-
            -speaking        No, it isn't.
Eighteen    hand-writing -   - To practice Yes, it is and it isn't
                                                                               - Action verbs        - Please          negation
                                                                               "lets guess"          - Thank you
            skills           - To revise writing of M,m N,n
                                                                                                                       - Polite phrases
                             - To use please and thank you




    00
                                                   Content Analysis – Grade 1

              Skills                                                                 New
   Unit                                      Objectives                                               Structure      Topics\ functions
            practiced                                                             vocabulary
                                                                                - subject
                          - To introduce he \ hi
            -listening-                                                         pronoun: he, she
                          - To use come here.
            -speaking                                                           - Possessive
Nineteen                  - To revise the contraction 's.                                                            - Talking about
             -Hand-                                                             pronouns: his ,
                          -To learn she and her.                                                                     colours (2)
            writing                                                             her
                          -To revise writing o O and p P.
            skills                                                              - teacher , happy
                          - To revise "is" and some adjectives.
                                                                                , bo
                          - To introduce "I'm" in a song.
                          - To revise words for colours
                          -To learn colour as adjective
            -listening-                                                         - items of
                          - To learn black and white.                                               - It's a white
            -speaking                                                           clothing                             Describing clothes
Twenty                    -To introduce sweater and coat.                                           sweater.
                                                                                - Plurals:                           - Command
                          -To revise clothes vocabulary and introduce t-shirt                       - Stop
                                                                                snake\snakes
                          - To revise plural form and counting1-5
                          - To revise qQ, rR, sS
                          -To use number and items of clothing in a song.
                          - To introduce numbers 11-15                                            -one ,
           -listening-
                          - To ask where are you and answer                     - Numbersv11-15 two….fifteen         - Counting and
           -speaking
Twenty one                - To use prepositions in , on and under               - Prepositions :  - Five , four ,    counting down
           -Hand-
                          - To review the writing of t, T and u, U              on, in , under    three, two , one   -Asking about one's
           writing
                          - To sing a counting song.                            - jump off , just - Where are        place.
           skills
                          - To practice the question: Where are you?                              you? I'm here



     02
                                               Content Analysis – Grade 1

             Skills
 Unit                                     Objectives                     New vocabulary              Structure        Topics\ functions
           practiced
                            -To review what's is ?
         -listening-
Twenty                      - To revise colours ( used as adjectives )   - Transport items       - What's this ?      - Talking about
         -speaking
two                         - To practice transport words                  car , bus, bicycle,   -It's a green car.   transport
          -hand-writing
                            - To practice writing vV ,w W                taxi
         skills
                            - To sing a song using
                            transport words
                            - To revise he's, she's and his, her.
                            - To use there's as a demonstrative                                                       Talking about
         -listening                                                      verb be                 - His\ her \ your
Twenty                      - To introduce your                                                                       possessions
         -speaking                                                         He's , she's          bicycle
three                       - To revise colour and use it as a
                                                                         -
                            complement.                                                                               - Ask where is .. ?
                                                                                                 - where is ..?
                            - To revise prepositions
                            - To revise where.
                            - to revise Hello , Goodbye
                            - To learn How are you? Fine ,thanks.
         -listening-        - To revise greetings and action verbs.                                                   - Greeting people
Twenty   -speaking          - To revise writing the small letters of                             How are you\ Fine,
                                                                         All together
four         -pre-writing   the alphabet.                                                        thanks\ bye
               skills       - To revise saying Goodbye.
                            - To revise favourite song or games.
                            - To sing the alphabet song.




    03
                                        Lesson Aims
     What are lesson aims?
      Statements which describe what learners will recognize or be able to do at the end of
       the lesson.
      A focus on what learners will learn rather than what teachers will teach.
      There are three types:

     1-Main aims:
      The overarching aim of the lesson. These tend to be worded very specifically, e.g.
        learners will be able to discuss leisure plans for the coming week, using the present
        continuous form.

     2-Subsidiary aims
      Second in importance to the main aim. These tend to be worded less specifically than
        main aims, and are linked to the main aims of the lesson. e.g. to enable learners to
        review/activate previously learnt lexis relating to leisure interests.

     3-Personal aims
      These focus on an aspect of teaching the teacher him or herself would like to
        practice/expire with/ improve on, e.g. : to provide learners with more effective
        feedback.

     Why is setting lesson aims important?
      They provide a purpose and direction for teaching and learning.
      They enable teachers to focus on what their learners need to achieve.
      They help teachers to adapt textbooks to their learners’ needs.
      They provide a framework for the lesson.
      They help teachers to select appropriate materials and activities.
      They help teachers to anticipate possiblea problems and build in solutions.
      They can serve as a reference point for teachers to measure learners’ achievements.


     Look at the following two aims. Which one do you think is the most effective? Which
     one is less effective?
     1) Learners will be able to use the present perfect simple to describe situations in their
        lives which began in the past and are still continuing. Most effective.
     2) To teach the present perfect simple with time adverbials. Least effective.

      What made aim it less effective:
      It doesn’t say what learners will be able to do.
      It doesn’t give a context.
      It is vague and lacking in detail.
      It would be difficult to measure if learners had achieved the aim.

     Writing effective lesson aims:
      Learning – centered, focus on what learners will be able to do.
      Say which situation, context etc, the language will be used in.
      State exactly which sub-skills will be developed, and the context.
04
        Ensure the aims are measurable, i.e. how will teachers know that learners can
         understand and perform the target language/situations described in the aims.

     Activity: Identifying different learning aims
     Discuss these learning aims. Are they main, subsidiary or personal?
     1. To use strategies for dealing with unknown words in reading comprehension passages:
        deducing meaning form context, using knowledge of the world, using word structure.
     2. To improve handwriting on the board.
     3. To revise language for describing people.
     4. To use narrative tenses simple past and past continuous to create stories on the theme of
        Halloween.
     5. To develop learners’ ability to express opinions.
     6. To give learners a chance to speak without correcting them every time they make a
        mistake.
     7. To give instructions to learners in English.
     8. To use imperatives to write instructions for making hot drinks.
     9. To expand vocabulary on the topic of the environment.

     Answer sheet
     Main aims
     1,4,6
     These aims are specific about language and context, and are therefore measure able.
     Subsidiary aims
     3,5,9
     These aims are less specific about language, and do not provide a context. These are softer
     aims and therefore less easy to measure.
     Personal aims
     2, 6,7
     These aims a ..”relate to an aspect of teaching that the teacher him/herself would like to
     develop.




05
                             Bloom's Taxonomy Verbs

      When preparing a lesson or a test for your class, keep this list nearby. This will
      help you determine the level of response you are anticipating from your students.

Knowledge     Count, Define, Describe, Draw, Find, Identify, Label, List, Match,
              Name, Quote, Recall, Recite, Sequence, Tell, Write, Outline,
              Produce, Select, State, Numerate, Point to, Recognize, Recall, Cite,
              Choose, Locate, Record, Repeat, Select.
Comprehension Conclude, Demonstrate, Discuss, Explain, Generalize, Identify,
              Illustrate, Interpret, Paraphrase, Predict, Report, Restate, Review,
              Summarize, Tell, Give examples, Infer, Select, Defend ,Distinguish,
              Extend, Estimate, Convert, Locate, Arrange, Associate, Clarify,
              Classify, Convert, Describe, Diagram, Draw, Estimate, Express,
              outline, sort, transfer, translate.
Application   Apply, Use, Change, Choose, Compute, Dramatize, Interview,
              Prepare, Produce, Role-play, Select, Show, Transfer, Demonstrate,
              Employ ,Operate, Solve, Write an example, Modify,                Relate,
              Classify, Adapt, catalogue, Chart, Consolidate, Develop, Extend,
              Extrapolate, Generalize, Illustrate, Infer, Interpolate, Interpret,
              Manipulate, Order, Sketch, Submit, Tabulate, Utilize
Analysis      Appraise, Audit, Breakdown, Calculate, Categorize, Certify,
              Correlate, Criticize, Defend, Detect, Inspect, Investigate, Question,
              Reason, Solve, Survey, Test, Uncover, Verify,                  Analyze,
              Characterize, Classify, Compare, Contrast, Debate, Deduce, Diagram,
              Differentiate, Discriminate, Distinguish, Examine, Outline, Relate,
              Research, Separate, Support, Draw conclusions, Illustrate, Infer, Point
              out, Select
Synthesis     Arrange, Assemble, Build, Discover, Draft, Formulate, Generate,
              Manage, Prepare, Recorder, Recognize, Set up, Structure, Synthesize,
              Compose, Write, Construct, Reconstruct, Create, Design, Develop,
              Integrate, Invent, Make, Organize, Perform, Plan, Produce, Propose,
              Rewrite, Rearrange, Predict, Categorize, Combine, Devise ,Explain,
              Generate, Formulate ,Design, Compile
Evaluation    Approve, Confirm, Critique, Diagnose, Recommend, research,
              Resolve, Revise, Rule on, Validate, Appraise, Argue, Assess, Choose,
              decide, Decide, Evaluate, Judge, Interpret, Justify, Predict, Prioritize,
              Prove, Rank, Rate, Select , Compare ,Conclude, Describe, Contrast
              ,Support, Criticize , Discriminate , Explain, Write , Score, Rate




      06
                           Longer-term planning
   In addition to knowing what was covered in the previous lesson and what will
be covered in the next lesson, it is also useful to get a picture of what will be
covered over several lessons i.e. a scheme of work.
   A scheme of work, may include:
   Leaning outcomes.
   Time needed.
   Language input and language reviews.
   Activities/tasks.
   Materials
   Topics.
   Types of skills.
   Provision for mixed levels in class.
   Advantages in having a scheme of work:
   provides a framework for what needs to be taught.
   Helps teachers to have an overall view of leaming.
   Brings together different elements of the syllabus and shows how they
      interlock.
   Helps teachers to check at a glance that they are providing balance and
      variety.
   Helps to clarify priorities.
   They can be done for a few lessons or many.
   The help relate individual lesson aimas.
   Help teachers to see at a glance that they are incorporating activities to meet
      a diverse range of learnin meeds.




07
                                     scheme of work Grade 1 Unit 15
                    Learning out      Topic     Langua                  Tasks &       Resources &        Home
Time                                                     Skills
                       come (f)      context      ge                    activities     Materials         work
                    1. to say the
                        colours.                                                      Pupils book
                    2. to say                                      1.   Missing         page 40
 Saturday lesson1




                        some parts                                      game.          cassette 2
                                                         Listeni
                        ot the                                     2.   look &       side1 WB.42
                                                Red      ng                                              -Make
                        body.                                           colour.        Flash card
                                     Reading    blue     speakin                                         color -
                    3. to use the                                  3.   Matching    puppets unit 15
                                     lesson     yellow   g                                                flash
                        command                                         game.            poster
                                                green    reading                                          cards
                        "come                                      4.   puppet show     coloured
                                                         writing
                        here".                                          "grading"        pencils
                    4. to revise                                   5.   Role play    * work sheet
                        "yes, hi,                                                         LCD
                        hello"
                    1. to name       Reading    Red      Listeni 1. singing a        * PB page 41       Prepare
                       colours.      lesson     blue     ng         song.            cassettes side1    at
                    2. to spell                 yellow   speakin 2. word             WB.43 Flash        home:
                       colours.                 green    g          revision         cards of           *spellin
                    3. to match                 ****     reading 3. Matching         colours a          g
 Sunday lesson 2




                       between.                 It's     writing    game.            selection of       *card
                    4. to use                   green            4. spelling         coloured           hangers
                       (it's) with                                  game             objects
                       colours.                                  5. completion       * balloons.
                    5. to Practise                                  of missing       * work sheet
                       writing                                      letters          LCD
                       (G.g) (H.h)                               6. sun & moon
                                                                    game
                                                                 7. balloon
                                                                    contest -9 w
                                                                    .sheet.
                    1. to sing a
                       song
                       revising
                                                                   1. make words     * Make a word
                       previous
                                                                      out of           out of
                    2. to spell
                                     Singing                          jumbled        jumbled
 Monday lesson 3




                       words.
                                     song                             letters.         letters.
                    3. to put                            Listeni
                                     -                             2. role play      * cassette 2        Make
                       letter in                         ng
                                     learning                      3. choose         side 1 * PB        these: -
                       order to                          speakin
                                     colours    colour                is/are.        page 42              own
                       make a                            g
                                     through                       4. Match &        * flash cards of   colour -
                       word                              reading
                                     songs                            colour            colours          poster.
                    4. role play                         writing
                                     " What                        5. listen &       * Coloured
                    5. to choose
                                     colour?                          pick a word    objects.
                       is / are
                                                                      from the       * work sheet
                    6. to listen &
                                                                      table          LCD
                       repeat
                    7. to match
                       & colour.


          08
Subject: ………………………… Unit:……………                        Lesson: )   ( ……………………………
Grade/Class
:                                Day:………………           Date:       /      /       .
Period:                          …


Pre-requisites

Resources & T aids   SB page       - WB page     - BB –
New Language
   Personal aim




                                                                                          Results
                                                                             Evaluation




                                                                      Time
       Objectives              Teaching/ Learning Activities
                                                                               Tools


Ss are expected to Ice breaker:


                     Procedures:




                     Homework:



  09
Subject:               Unit:           Lesson:          page:     Day:                          Date:
Aims:                                                             Time:
Personal aim:                                                     Group:
Prerequisites:                                                    Level:                        Age:
Difficulties foreseen:
    Materials/ Equipment needed:                                 Grade/Class              /       /    /     /      /
New language:                                                     Period

                                                                                                 Assessment   Evaluation &
     Objectives      Stage
                                                 Activities     Time   Organisation   Sources
                                                                                                  procedure      Feedback




                             Assignment:



    21
                                 Lesson plan Template
Lesson Plan Title:

Concept / Topic to Teach:

Standards Addressed:

Time:

General Goal(s):

Personal aim:

Specific Objectives:

Required Materials:

Anticipatory Set (Lead-In) (warming up)

Step-By-Step Procedures:

Plan for Independent Practice:

Closure (Reflect Anticipatory Set):

Assessment Based On Objectives:

Adaptations (For Students with Learning Disabilities):

Extensions (For Gifted Students):

Possible Connections to Other Subjects:

The following 10 steps would help you much to understand the above 15 points

10 Steps to Developing a Quality Lesson Plan:

This guide is not meant to be the one and only way to develop a lesson plan. It is a general
overview that highlights the key points of creating a lesson plan. Below is a list of the steps
involved in developing a lesson plan as well as a description of what each component should
be. You may also find this new Lesson Plan Template to be useful for creating your lesson
plans!

1. The first thing to consider, obviously, is what you want to teach. This should be developed
based upon your teacher's guide standards. You also need to be aware of what grade level you
are developing the lesson plan for (and keep that in mind of course), and also record a time
estimate for your lesson plan to help in time budgeting. Having your lesson plan correctly
correlated with teacher's guide standards helps to prove its worthiness and necessity.

2. To make sure your lesson plan will teach exactly what you want it to; you need to develop
clear and specific SMART objectives. Please note that objectives should not be activities
that will be used in the lesson plan. They should instead be the learning outcomes of those
activities. As an example, if you wanted to teach your class the present simple tense with

20
he/she/it, your objective may be that "students will be able to use the third singular
pronouns(he/she/it) in present simple tense sentences "Your objectives must be
student-oriented not teacher-oriented                                                            .
Objectives should also be directly measurable (we'll get to this in assessment / evaluation). In
other words, make sure you will be able to tell whether these objectives were met or not. You
can certainly have more than one objective for a lesson plan                                     .
To make objectives more meaningful, you may want to include both broad and narrow
objectives. The broad objectives would be more like goals and include the overall goal of the
lesson plan, i.e. to gain familiarity with present simple tense sentences. The specific objectives
would be more like the one listed above, i.e. "the students will be able to use the third singular
pronoun (he/her/it) in present simple sentences."

3. You would probably find out exactly what materials you are going to use later during
carrying out your lesson, and they should be shown early in your lesson plan. This way if
someone else were going to use your lesson plan, they would know in advance what materials
are required (could also pre-requests). Be specific here to make sure the teacher will have
everything they need i.e. teaching aids, learning resources (tapes)…etc.

4. You may also want to write an Anticipatory Set (lead in/warming up), which would be a
way to lead into the lesson plan and develop the students' interest in learning what is about to
be taught. A good example deals with a lesson on present simple tense with he/she/it is to start
with: T-SS: discover what your partner likes to do everyday/discover he (dis)likes to play
computer games (also it depends on the students' level to make this start).Remember to round
up your lesson with a cool down activity .

5. Now you need to write the step-by-step procedures that will be performed to reach the
objectives. These don't have to involve every little thing the teacher will say and do, but they
should list the relevant actions the teacher needs to perform. For the present simple with
he/she/it, you may have procedures such as these:
   A. T-Ali: what do you usually do in Friday?

     B. Ali -T: I sleep for a late hour.

     C.T-SS: What does Ali (he) usually do on Friday?

     D: SS-T: He sleeps for a late hour.

   E: teacher writes this answer on the board and then develops a procedure(s) to use
she/it/Sue/Rami/Mona....etc.

6. After the procedures have been completed, you may want to provide time for independent
practice. For the example above, students could be given time to use different verbs with third
person singular and also different names (Samia, Helen, Ramzi...etc.)

7. Just before moving on to the assessment phase you should have some sort of closure for the
lesson plan. A good idea for this is to return to your anticipatory set, i.e. ask students what his
partner usually likes to do on Friday/everyday/every night (Refer to the example in step 4).

8. Now you want to write your assessment/evaluation. Lesson plans should have some sort of
evaluation of whether or not the objectives were reached. The key in developing your
assessment is to make sure that the assessment specifically measures whether the objectives
were reached or not. Thus, there should be a direct correlation between the objectives and the
assessments. This could be done by using the formative assessment during the lesson (for

22
gradual progress towards the objectives scoring)and the summative assessment by the end of
the lesson. This would uncover if the objectives were scored or to re-teach the lesson again.

9. Adaptations should also be made for students with learning disabilities and extensions for
others. For students with learning disabilities, already prepared handouts with simple examples
and exercise on present simple tense sentences and for gifted students to write about everyone
in his family what he/she likes to do often on holidays to report later. This is best done with
specific adaptations for specific students, to take into account their individual differences.

10. it's also a good idea to include a "Connections" section, which shows how the lesson plan
could be integrated with other subjects. An example would be to have students paint a
picture(s) with comments what he /she likes to do often...etc. to integrate Art into the lesson.
This repetition of topics in different subjects can be extremely helpful in ensuring retention of
the learnt material.

That's it! If you followed all the instructions above, you've successfully written a very thorough
lesson plan that will be useful for any other teachers wanting to teach such a topic. One of the
most helpful tips in writing your first lesson plans would be to look at lesson plans that are
already fully developed to get a better idea of what needs to be in the lesson plan. You can do
this by looking at the lesson plans done by distinguished colleagues.

11- Personal aim: What the teacher would like to improve on his/her teaching, e.g. To reduce
the time I spend at the whiteboard.

Note:

Scheme of work:

A basic plan of what a teacher will teach for a number of lessons.




23
Unit: (15)                     Lesson: 1                             Grade: 1st
Day:                           Date:                      Class/period:

Learning              - At the end of the lesson Ss are expected to be able to:.
objectives:           1. say the 4 colour words.
                      2. revise some parts of the body.
                      3. use the command ''come here!".
                      4. to revise greetings with " hello!" " hi!" "arm" and " legs" .
Personal aim                 To pay much attention to individual differences.
Key structure               It's + colour word
Key vocabulary               red – yellow - blue – green
Materials             " SB" page 40 WB 42 flash cards – work sheet – real objects-
                      poster


objectives        Stage                              Procedures
Get Ss                      - Greeting class, teacher uses a puppet to greet kids, Hi Ali!,
turn in to      Warm up     Hi teacher!, Hello Mohammed!. T. Makes sure kids respond
EL                          correctly to her/his , T. emphasizes the word : hi, hello .
To reinforce    Home
                            -Home work checking answer, are written on the B., T
new learnt      work
material                    checks and circulates
                checking
                        - T. Shows a flash card of Dilly or shows a poster / puppet
                        .T mimes and talks to Dilly as if teaching him. Hi Dilly.
To say the Presentatio
                        Look. Blue .....blue ... T. repeats the words several times
colours     n
                        and does the same with the rest of the words.
words       -Oral phase
                        - T. Drills and repeats. Makes sure all kids are repeating
                        after her/his.
                        - T. Distributes letters " g-y-r-b" and displays words on the
Complete
            Formative black board with missing letters T. Explains the task,
the missing
            Evaluation makes sure everybody gets the idea then gives Ss. chance to
letters
                        try to put back the letter – T. Says the words again.
                        1) T. Plays the cassette, and points at the picture on the
                        poster. T. Drills & repeats and then do kids. T. Plays the
                        cassette again with pauses Ss Open their books page 40.
Listen and Look and
                        2) students read speech bubble, T. listens and corrects
repeat      listen
                        mistakes. T. plays the cassette again divides the class into
                        " two groups, one would be Miss Kate and the other would
                        be Dilly. Ss repeat and have fun.

    24
Objectives       Stage      Procedures
To            Focus on      - Teacher says each colour clearly and slowly makes sure
consolidate   sounds        Ss produce the last consonants correctly & smooth
To                          4) work book page 42
demonstrat    Written        - T. tells kids to open their books. T circulates to make
e colour      phase         sure all kids follow the teacher.
words                        Tells them to colour the butterfly correctly
                            - T. Tells kids we'll have a nice game T. Distributes some
                            coloured sheets among some groups, and colour words to
              Summative
To match                    the other groups. One kid goes & puts his/her card, the
              Evaluation
                            other matches the colour with its word .Ss read word &
                            have fun
To act out                  - T. asks some students to act the parts of Miss Kate and
the           Final phase   Dilly.
dialogue                    - Ss act out the dialogue from the SB.
                            T. Distributes the work sheets T. Explains the task. Allows
Complete
                            3 minutes for the first ex. Answers are checked on the B..
the missing Worksheet
                            - Ss Move on to exercise 2 complete the missing letter.
letters
                            And then answers are checked on B.B
To revise
              Round up      - Kids act out the dialogue.
the lesson
To follow
                             - At home prepare carefully " colour words"
up colour     Homework
                             - Make colour flash cards
words




   25
Unit: (15)                       Lesson: 2                       Grade: 1st Grade
Day:                             Date:                     Class/period:

 - Learning              - At the end of the lesson Ss are expected to be able to:.
   objectives:               1. name the colours .
                             2. spell each colour .
                             3. use it's with colours e.g. it's blue .
                             4. match each colour & it's word .
                             5. practise writing ( G & g ) ( h & H ).
-Key structure           - spelling
-Personal aim                     To pay much attention to individual differences.
-Key vocabulary             - it's /red / blue / yellow / green
-Materials               - PB page 41- cassette -WB. Page 43- flash cards of colours- a
                         selection of coloured objects for examples- balloon ,poster

Objectives       Stage                               Procedures
                            - greeting class using Hello & hi T brings a big bag full of
                            different things , asks a child to come and put his hand into it
                 Warm
 Ss turn in      up
                            .T. counts to five and the kid takes out his/ her hand holding
to EL.                      up an object T. asks What is it ? It is a pen . Etc . T. repeats
                            activity several times with more kids and objects.
                            T. read Ss repeat colour words
To
consolidate Home
                            - T. checks home work.
previous    work
learnt      checking
material
To say the - Oral           - T tells kids we'll sing a lovely song.
colours.    phase           - Is this blue ?
                            - No, it's green.
To use                      IS this blue? No , it's red.
'it's' with                 IS this blue? No , it's yellow .
colours                     Is this blue? Yes it's blue .
                            It's blue . it's blue . it's blue.
                            Ss listen , clap , sing and have fun
              Presentatio   Ss open their books page 40
              n
                            Say T. reads the colour , point to them
                            Ss listen and repeat in pairs
                            Look:
                             T. displays some coloured sheets and coloured words on B.B.
                            jumbled and asks SS. to match them together Ss. read and

    26
Play a                 repeat .
game                   T. starts spelling the words clearly and correctly
                       r-e-d b-l-u-e …etc
                        Ss repeat correctly.
                       Look and say :
                       T. and Ss. repeat the game with objects in the back . some
                       coloured balloons . T. gives some Ss coloured balloons , blow
                       them , read and spell .
                       Ss look and read word colours .
                       Chorus : it's blue . it's red . it's yellow .
                       Ss repeat individually and in chorus .
                       T. holds a pen & says a pen. It's red.
Match                  T. does several examples with several objects
            Formative
each        Evaluation
                       now kids lets have " sun & moon " game
colour                  - T. displays word cards on B.B and asks kids to put their
word & its             heads down 'moon" she removes a card and asks them to raise
word                   their heads again . " sun" Okay, what's the missing word and
                       so on
practise               - Ss open their WB page 43 .T. writes G.g H.h on the black
            Written
writing :              board .T. draws 4 lines showing the correct strokes . children
            phase
(G &g)                 trace the letter on the air then on their books .T. draws kid
 ( h & H ).            attention to descenders & ascenders.
                       * T. plays the cassette:
                       T. draws Ss attention by drills & repetition that (g) could have
  Identify   Listening 2 sound: hard – girl. Soft – orange
 the words             - T. asks children to listen and work out the word which is
                       different

                         Ss move on to their SB page 41
Practice
                         T. assigns kids to sit in a circle and clap the first line listen and
Writing        Final
                         clap for Red- Yellow -Green and Blue – T. plays the cassette
( G/g )( h/    phase
                         again Ss listen ,clap, repeat and have fun
H)
                        * T pulls out some word hangers jumbled all together assigns
                        3 Ss to come to the front put them on , then order themselves
Spell each    summative to from a colour word
  of the      Evaluation
 colours      work sheet Now let's move on to our work sheet           r      e d
                            1. look say and colour .T. makes sure instructions are clear
                            .T. allows 3 minutes for kids to colour then spell.
                            Then answers are checked
To revise
lesson key    round up      What is the colour of Dilly ?
points.

    27
To follow up   Home work     -learn to spell words at home
Unit: (15)                        Lesson: 3                       Grade: 1st Grade
Day:                              Date:                    Class/period:

                           - At the end of the lesson Ss are expected to be able :
 - Learning                   1. to revise previous lesson vocabulary.
   objectives:                2. to use the question, what colour?
                              3. to ask & answer questions
 - Key structure              - What colour?

-Personal aim                    To pay much attention to individual differences.
- Key vocabulary              - Red – Yellow – Blue – Green
 - Materials                    SB.P.42 – WB – balloon - flash cards

Objectives           Stage                                Procedures
Ss turn in         Warm up          - Greeting class; Hi! hello!
to EL                               - Ss sing a song ; " Is this blue"
To                               - T. checks home work.
consolidate      Home work
learnt            checking
material
To revise                     - T. sticks some cards on the board and spells one. Then
previous          Oral phase asks other kids to spell the rest, then students have some
lesson                        fun. Singing the song " Is it his blue?"
vocabulary                    - then T. displays some jumbled letter on the board asks Ss
                              to make colour words
To Use the                    Children open their books page 42 say & do
question:                     - T. holds up colour sheets and asks ; what colour?
what             presentation Children reply T. uses a variety of other objects.
colour?
                                 Sing: T. tells kids to listen because we'll sing a song.
                                    - T. says one pen two pens.
                                    - The pen is red
To sing                             - The pens are red
a song                              - T. draws attention to plural & singular
                                    - T. makes or gives more examples
                                    - T. explains the clowns face is painted with different
                                       colours Ss listen ,sing loudly & then softly




    28
Objectives       Stage                           Procedures


                        -Ss open their WB page 43
                        Match and colour;
To match      Work book
                           - children match the colour words with the pictures
                              and the correct colour.

               Formativ
To match           e         - Ss. Move to the work sheet 3 & try to complete the
colour and     evaluatio       letters after clear instructions from the teacher
words              n         - Then answers are checked on BB
               Worksheet
To revise
                             - T. displays some word cards on the back board (are
key points    Summative
                               – is – colours) and picks one of the students T. says
in the        Evaluation
                               a word & the kid points to it
lesson
To have fun   Round up       - Students sing a song and have fun.
To apply
newly
              Home work      - Make nice poster of your own
learnt
material




   29
Name
Class
                                Unit (15)
                           Lesson 1 work sheet
1) Match the words;


     1.      red                             red


     2.      green                           blue


     3.      blue                           green



2 ) Complete missing letter:

               ( red – blue – yellow – green )



     1. ___ reen.

     2. re____.

     3. ____ellow.

     4. _____lue.
31
Name
Class
                                Unit (15)
                           Lesson 2 work sheet


1) Match colour and spell:




     blue             yellow         green       red

2) look say and colour::




     red             blue           green        Yellow




30
Name
Class
                                    Unit (15)

                               Lesson 3 work sheet

         look and complete:
     

         red              blue            green      yellow

     1.   b…………


     2. r…………..




     3.   g…………..


     4.   y………….


complete:

     1. My hands are……..

     2. My legs are……….



32
Name
Class
                            Unit (15)
                       Lesson 3 work sheet

                  Aims:
            .4 To recognize the letters: b, r, g, y.
            .0 To recognize colour words.
            .7 To colour the shapes.




         R= red    B= blue G= green Y= yellow




     B             R                Y                  G




                   R            G



33
Subject: colours            Unit: 15        Lesson:1         page: 40                                             Day:                       Date:
Aims: to identify colours                                                                                         Time:45 m
Personal aim : To pay much attention to individual differences.                                                   Group:38 Ss
Prerequisites :knowing colours word in mother tongue                                                              Level:   first grade                   Age:7
Difficulties foreseen: pronounce good English
Materials/ Equipment needed :SB .WB cassette ,flash cards ,work sheets ,poster .                                  Grade/Class                1/1          /   /        /            /
New language: red – blue-yellow-green-"come here"                                                                 Period                    2nd
                                                                                                                                                                           Evaluation
                                   Stag                                                                                                                   Assessment
            Objectives              e                                   Activities                                  Time    Organisation    Sources                            &
                                                                                                                                                          procedure        Feedback
Ss turn in to EL                    1     Warm up: greeting with ''hello and hi''                                     3     Whole class    T's NB        observation       scored

To consolidate previous             2     Homework :T. checks homework + answer with feedback                         5     T-Ss-T         Work sheets   answers           achieved
learnt material
By the end of the lesson Ss will    3     T. shows a flash card ,poster of dilly presents new vocabulary                    C/G/S          SB            observation       realized
be able:                                  ,drills and repeats.
 to extend Ss' vocabulary
to complete the missing             4     T. displays flash cards with missing letters ,SS answer on the                    T-Ss-T         Flash         answers           scored
letters                                   board.                                                                      15                   cards
to review the colour words.         5     T. plays the cassette and point at the picture. T. drills and repeats             T-Ss-T         Cassette      demonstration scored
                                          and then do kids.                                                                                poster
to have fun                               T plays the cassette again class is divided into two groups Ss                    Ss-Ss          tape          demonstration realize
                                          repeat and have fun.
to state colour words clearly       6     T. says each colour word slowly and clearly children repeat                 2     T-Ss           board         observation       scored
to recognize colour words           7     Students open their workbooks and do the colouring exercise.                5     C              WB            drawing           fulfilled
to match colour words with          8     T distributes coloured sheets and coloured words Ss match them.             5     Individua      Word          matching          scored
colour objects                                                                                                              l.             cards
to act out the dialogue             9     Students act out the dialogue                                               5     pairs          SB            acting            realized
To complete the missing            10     T .distributes worksheet ,explain task answers are checked on BB            5     Individua      Work                            achieved
letters                                                                                                                     l              sheets
To follow up learnt material              Assignment: make colour flash cards
       34
Subject: Identifying colours                 Unit: 15       Lesson: 2    page: 41                               Day:                        Date:
Aims: Talking about colours                                                                                     Time:45m
Personal aim: To pay much attention to individual differences.                                                  Group:38 s
Prerequisites: colour words                                                                                     Level: :        first grade                 Age:7
Difficulties foreseen: clear English pronunciation
Materials/ Equipment needed: PB page 41- cassette -WB. Page 43- flash cards of colours- a                       Grade/Class                 1/1         /     /     /          /
selection of coloured objects for examples- balloon-poster
New language: it's – colour words                                                                               Period                        2nd

                                                                                                                                                      Assessment    Evaluation &
            Objectives                Stage                           Activities                           Time   Organization       Sources          procedure     Feedback

Ss turn in to EL                      1       Greeting class "hi ,hello"                                    1     Whole class      T's NB           Observation     scored
To consolidate the previous learnt    2       T. checks homework                                            2     T-Ss-T           Ss' work         producing       scored
material
By the end of the lesson Ss will be   3       T. shows a bag full of items a child picks and indentifies    2     S-T              T's NB           demonstration   completed
able :to say the colour words.                :What is it ? what colour ?
-to use It's + colour words
To sing a song for fun                4       Sing a song                                                   3     Whole class      SB               involvement     realized
To review the colour words            5       Ss open books page 41 .Ss listen and repeat                   5     C/G/S            Tape +           observation     scored
                                                                                                                                   poster
To match words with colours.          6       T. displays colour sheets and words match                     3     T-S-S-T          colour           answers         realized
                                                                                                                                   sheets
To spell colour words                 7       T. spells words clearly and correctly                         5     C/G/S            SB               observation     scored

To identify the words                 8       T. gives Ss coloured balloon . Ss blow them up and spell      5     T.S               SB              answers         scored
To play a game                        9       Kim's game (sun –moon)                                        3     Whole class      cards            Observation     realized

To practice writing g/h               10      WB page 43 .T plays cassette Ss listen and work out the       3     T-Ss-T           WB               answers         achieved
                                              word which is different
To listen and repeat                  11      T. plays the cassette Ss listen ,clap, repeat & have fun      3     T-Ss             Tape, poster demonstration       done
-To build up words.                   12      Ss order cards to form words                                  5     T-Ss-T           cards        answers             done
To manipulate the work sheet          13      Work sheet (2)                                                5     Indiv.           Work sheet supervision           scored
To follow up learnt material                  Assignment:/learn to spell the words at home.

       35
Subject: colours                 Unit:15          Lesson: 3    page: 42                                    Day:                        Date:
Aims: to review the colour words                                                                           Time:45
Personal aim: To pay much attention to individual differences.                                             Group:38
Prerequisites: recognizing colour words                                                                    Level: first grade                        Age:7
Difficulties foreseen: mispronouncing green / blue
Materials/ Equipment needed: Material SB page. 42 WB. balloon flash cards .work sheets                     Grade/Class                    1/1              /   /       /            /
cassette poster
New language: Red – Yellow – Blue – Green                                                                  Period                         1st

                                                                                                                                                  Assessment                Evaluation &
            Objectives             Stage                           Activities                       Time     Organization       Sources
                                                                                                                                                   procedure                   Feedback
Ss turn in to EL.                   1.     Warm up: greeting-sing a song.                          2       Whole Class      T's NB              Observation        Scored
To consolidate learnt material      2.     T- checks homework + answer with feedback               3       T-Ss-T           Ss' NB              answers            achieved
To revise vocabulary of previous    3.     T- stick cards on B.B to spell them                     5       C/G/S            cards               observation        Completed
lesson.
To form colour words                4.     T-asks Ss to form colour words                          5       S-S              cards               answers            scored
To recognize the question:"what     5.     Ss open SB page 42                                      5       T-Ss-T           SB                  response           realized
colour "                                   T. asks what colour ? Ss reply.

To sing a song for reviewing        6.     Ss listen then sing loudly and then softly.             5       Whole Class      cassette            Observation        scored
colour words
To identify plural & singular       7.     T. draws attention to plural and singular.              2       T-Ss             B.B                 observation        fulfilled

To match colours and words.         8.     Work book page 43 T. gets Ss to spell the colours        5      T-Ss-T           WB                  Correct            done
                                           children match the colour words with pictures and colour                                             colouring
                                           the pictures.
To consolidate the learnt           9      Work sheet (3)                                           3      Individual.      Work                answers            achieved
material                                                                                                                    sheet
To listen to identify words.       10      T. displays cards .Ss listen and point to it            5       T-Ss-T           Word                answers            done
                                                                                                                            cards
To review colour words             11      Ss sing a song and have fun                             5       Whole Class                          encouraging        scored
To follow up learnt material               Assignment: Make a nice poster of your own clown.

       36
                             Self evaluation questionnaire
        Good teachers are always on the look out for ways to improve their teaching.
    Self-evaluation is one of these ways .The following questionnaire helps us to
    monitor our work . It would help teachers to discover the good aspects of their
    teaching as well as the problems that needs to identify to solve. This
    questionnaire could be done a lot of times, after every lesson, or daily ,or every
    week. One you read it well and answer it, it will help you to answer the
    following questions:
    ● what I have learned from the lesson
    ● what I want to improve or change
    ● any additional skills I may need
    ● what materials might help me
    ● what I can do immediately and what I need to plan over time
    ● what different strategies I could use to manage change
    (welcome to photocopy the following questionnaire and do it often)
                  SELF-EVALUATION QUESTIONNAIRES
Date:                                          Time:                                 Class:
Lesson content:

LEARNERS :-Do I know the following things about the learners?                        YES      NO
1. Whether they are motivated to learn English
2. Their language needs, expectations and interests
3. Their language proficiency level.
4. Their opinion of their own strengths and weaknesses.
5. Their personalities.
6. Their preferred learning styles and activities
7. Their interpersonal relationships.

LESSON PREPARATION                                                                   YES      NO
1. Have I set myself a clear aim for the lesson?
2. Have I outlined the lesson structure?
3. Have I prepared adequate materials and activities
4. Have I allocated adequate time for presentation, practice and evaluation of the
learning points?
5. Have I prepared enough different activities?
6. Have I planned how to organize and time activities?
7. Have I planned to ensure that all learners are actively involved?

CLASSROOM MANAGEMENT                                                                 YES      NO
1. Did I create a friendly and co-operative atmosphere
2. Did I explain what, why and how I was going to teach?
3. Did I organize the work clearly and efficiently
    37
4. Did I adapt the lesson flexibly as it went on?
5. Did I create space for learners to initiate activities?
6. Did I assist learners in carrying out activities when necessary?
7. Did I use different media and aids?

ACTIVITIES AND METHODS                                                                      YES   NO
1. Did learners learn by using the language rather than by speaking about it?
2. Did I respect learners’ differing abilities by setting tasks of varying difficulty for
different learners?
3. Could learners self-correct their errors?
4. Did the tasks simulate real-life activities?
5. Did the tasks encourage learners’ activity, independence and creativity?
6. Could learners choose from a number of activities?
7. Did I use an activity I had never used with a group before?

CONTENT                                                                                     YES   NO
1. Were the items taught relevant to learners’ needs?
2. Did the items naturally link previous learning with following items?
3. Were the items interesting, challenging and personally involving
4. Were the items informative? Did they teach something new?
5. Did the items cause thoughtful communication?
6. Did learners understand the use of the items?
7. Did I know the items I taught well enough?

TEACHER                                                                                     YES   NO
1. Did I play the role of a facilitator rather than a lecturer
2. Did I set clear criteria for evaluation and assessment of performance
3. Did I challenge, encourage and praise learners where possible?
4. Did I check regularly whether learners understood?
5. Did I adapt my language and explain or paraphrase where necessary?
6. Did I provide brief, easy explanations with examples
7. Did I tolerate learners’ mistakes when appropriate?

OVERALL                                                                              YES    NO
1. Do I implement ideas and suggestions from my previous evaluations?
2. Do I encourage learners to practice meaningful language in meaningful situations?
3. Do I get evidence as to whether I attain (or not) my objectives?
4. Do I get evidence as to whether I meet (or not) learners’ expectations?
5. Do I get evidence as to whether I raise learners’ interest in further study?
6. Do I advise learners on their action plans and further study?
7. Do I learn from lessons what I would like to do differently next time?
    The more you do this questionnaire to yourself and by yourself, the more perfect you will
    be and have more knowledge about yourself and your work. So, you can enjoy your work
    and students will happily come to your class.




    38
               How to build rapport with your students:
    We teachers are very powerful people. We can make a 20% difference to
functional intelligence of our students! We must be in good relationship with our
students and have a healthy atmosphere. With good rapport , students of a teacher
show 10%rise in their measured intelligence .With bad rapport, there is 10%fall.
There are ten ways to build rapport with your students:
1-Greet your students each lesson. Smile, make eye-contact. Shake their hands. If
you behave as you do to guests in your home, your students see you as
'transparent' as a person not a teacher.
2-Use your students' name. Have a card near you with diagram on it of the class
seating plan and names in places.
3-express enthusiasm at the start of each lesson. Say for example ,"I love
English'. Express your likes and dislikes about the lesson, topic, grammar or
words.
4-Show that you prize, or value each student .Even if you are criticizing a
student's work or behaviour, show that you still prize the students as a person.
You could say, when appropriate, 'I like you; I don't like your bahaviour. "I
respect you as a person; I do not respect this piece of work.'
5-Be very polite. Say 'please' and thank you, and 'sorry'..etc.
6-praise the whole class:"I enjoyed this lesson. Thank you. Well done!"
7-when you teach using VAK(visual, audial, kinesthetic), you give your students
something to see(visual), something to hear(audial) and something to
do(kinesthetic) at each stage of the lesson. so you are addressing the different
strengths of all your students.
8-When you move round the room, as students are working in groups and pairs,
mirror their different facial expressions and moods. Smile with those who are
smiling, frown with those who are frowning, laugh with the group that is
laughing. This shows that you can participate with their inner world.
9-Be honest. Say what you hear your students saying:"You are saying that this is
too easy' 'You are saying that you don't understand.'
10-When rapport is good , your students become more independent and
responsible as learners. They become more creative and better at problem solving
and their self esteem goes up. You also have fewer discipline problem .




39
                 Instructional Lesson Evaluation Sheet

         Dear colleague:
                While observing my teaching procedures, will you take down your
  notes so as to discuss them later on and have your favorable feedback.?

        Teacher:……………………………. School: …………………………….
        Class: ……………………….. Date: ………………………….

                   …………………………………………………………………
1. Lesson Plan     …………………………………………………………………

                   …………………………………………………………………
2. opener          …………………………………………………………………

                   …………………………………………………………………
3. Techniques      …………………………………………………………………

   Class           …………………………………………………………………
4. management      …………………………………………………………………

                   …………………………………………………………………
5. Resources       …………………………………………………………………

   Language &      …………………………………………………………………
6. material        …………………………………………………………………

                   …………………………………………………………………
7. Evaluation      …………………………………………………………………

                   …………………………………………………………………
8. Others          …………………………………………………………………


Suggestions & feedback: …………………………………………………………
                      ………………………………………………………….
                      …………………………………………...…..…………
                      ………………………………………….………………



Name: ………………………….. Signature:……………………

  41
                A list of so far useful websites for
                   English Language Teachers
Note: The following web sites are OK so far.
www.qabrielatos.com-/CB-Use-TTEd.pdf
www.britishcouncil.org/learnenglish/ central
http://www.topics-mag.com/back/issues.htm
http://nonstopenglish.com/reading/
http://www.qradedreading.pwp.blueyonder.co.uk/
http://www.teachigenglish.orq.uk
http://www.britishcouncil.org.hk
http://www.willis-elt.co.uk/taskbased.htm
http://www.onestopenglish.com
http://www.techingenglish.org
http://linguistics.byu.edu/faculty/henrich
http://www.britishcouncil.org/hongkong
http://www.cambridgeesol.org/TKT
http://www.cambridgeesol.org/assets/pdf/tkt glossary.pdf
http://www.cambridgeesol.org/teach/tkt/index.htm
http://www.cambridgeesol.org/elt/tkt/index.htm
http://www.techingenglish.org.uk
http://www.developingteachers.com
http://-go.www.english-to-go-com
http:// www.bes.info.diagnosis/diag
www.qabrielatos.com-/CB-Use-TTEd.pdf
www.britishcouncil.org/learnenglish/ central
http://www.topics-mag.com/back/issues.htm
http://nonstopenglish.com/reading/
http://www.qradedreading.pwp.blueyonder.co.uk/
www.reproline.jhu.ed
www.teachingenglish.org.
www.eltnotebook.blogsppt.com
www.onestopinglish.com
www.edb.gov.hk/indec.aspx
www.developingteachers.com




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