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					‫ﻋﻤﺮ ﻟﺒﺪ‬
          ‫4 ‪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 4
                                       2010-2011


                                           1
                                                                        ‫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
    ‫اي ي ي ل يي ي ي‬                                                                                                            ‫تر‬
                          ‫ف ي يير جه ي ييار ا ي يية ةل ل ت ارعا ي ييط ةت الع ي ييال ت ل ي ييا ر اه ي ييةار ت ليعا ي ييط ت العايا ي ييط ةت ي ييا اعط ي ي ي ت ت‬
                                                    ‫تر‬
 ‫ة هي ي ييةل ا ي ي ي ل ةأه ي ي ي تل ةل ل ت ارعاي ي ييط ةت العي ي ييال ت لي ي ييا ر في ي يير‬             ‫ةت ي اي ي ي ي‬        ‫ا ي ي يياص ةت يا ي ي ي ت‬         ‫أهي ي ييص ت‬
 ‫ا ي ييص‬        ‫ةة ي يير ت ي ي يير ا ي ييل ع ي ييا‬     ‫اه ي ييص ت يلع ي ييل ةت ها ي ي ي‬    ‫ييي‬        ‫ةا فا ي ييل ت لي ي ي‬       ‫اه ي ييةار ت ي ا ي ييا ةاح ي ييا‬
   ‫اي ح ي ي ي‬          ‫ج ي ي ي تر ي ي ييرص ي ي ي ي ي‬        ‫ة ي ي ييا‬      ‫ا ي ي ييرت عهعلا ي ي ي ت ة ي ي ي‬                ‫ت‬
                                                                                                                  ‫عالاي ي ييط (ت رع ي ي ي ت‬      ‫يلعي ي ييل ت علي ي ييط ت‬
                                                                                                              ‫ت فر ط فر ت ع تع ةت ا ا ةت ا را .‬

          ‫ر‬
     ‫ت ي ر ي ي يير ةأه تف ي ي ي ت لايي ي ييط ةت ا ي ي ييط ةت ي ي ييا تاا اا‬                 ‫يي ي ييا ب ي ي ي تراعي ي يياه هي ي ييات ت ي ي ي اص عيحاي ي ييةب ت اي ي ييا‬
                                        ‫ت ا راس ت يالئيط ةت ح ا ط احقاق ت العل ةت العال ت ا اعر ا هاهاً ةا فااتً ةاقةاياً .‬

                          ‫هات ت اص أيص أ ا ة يرش تً ةيةر تً ا الا ع فر أ تئ .‬                                                 ‫ة ح جا ق ل‬



                          ‫د. خليل عبد الفتاح حماد‬

                  ‫ر‬
‫نائب مدير عام اإلش اف والتأهيل التربوي‬




                                                                                     ‫2‬
                                             ‫ر‬
                                           ‫فريق اإلعداد للصف ال ابع‬


                       ‫اير اشةر عيةش‬                                                           ‫يياص ت حعاعير‬     ‫ياعرا‬
                     ‫ير يلط‬        ‫عا ل يحية‬                                                                 ‫ل‬
                                                                                               ‫هار ية ي ت ل يا‬           ‫ع‬
                                                                                                ‫ر‬        ‫ر‬
                                                                                               ‫يض ير شي ي ي ت شي ي ي‬


                                                           ‫ر‬
                                                    ‫إشـ اف عــام‬
                       ‫نجـــاه علــى نصــــــر‬                  ‫حيـــدر محــمـــد أبـو شاويش‬


                                                 ‫المشرفون التربويون‬
                                                                             ‫مشرفو مبحث اللغة االنجليزية وهم :‬
      ‫الييط ح يا‬      ‫- حير اعي‬         ‫ع ت اا ي ت عا ر‬            ‫لا‬     ‫عايا أعة ت ار - ةهع‬          ‫ع رع‬      ‫-ح ا‬
                ‫ر‬
 ‫- ت ا تص جع تهال لا أعة لي ل‬                    ‫- جايييا يحي ح ي شيا ير‬             ‫ع ت رال أحي أعة ب‬           ‫- يحي‬
        ‫- ييياص يةت ت حعييا ير‬                    ‫عير‬    ‫- يا ي شحي ل عاييا‬                               ‫ر‬
                                                                                          ‫- ا ب يار يحي ت حعية‬
       ‫- ها ر يعير رعياح ت حيعية‬                        ‫يا يح‬    ‫- يي ايير يعيايص‬                ‫يعير ت ياعياش‬   ‫- أحييي‬
‫اليط ت ل عيط‬       ‫- ع ت رال اا‬           ‫ع ت عاص أعة هيةت‬              ‫- ي هف‬          ‫- أحي ج حق ي هف ت رافر‬
 ‫ة‬
‫الح أعة ح ح‬             ‫ر‬
                      ‫- ضل ع‬                 ‫- ياص ع ت فاياح أعية شييا يط‬              ‫عال حاص‬      ‫ع تي ا‬       ‫- يلا‬


                                                   ‫طباعة وتنسيق‬
                                            ‫ت يايال ا يل يحي 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    Bloom's Taxonomy Verbs                                            7
3    A list of deleted subjects                                        8
4    Lesson Aims                                                       9
5    lesson plan format-A sheet of daily lesson plan                   11
6    lesson plan format -A sheet of daily lesson plan                  11
7    Lesson plan Template                                              13
8    Scheme of work                                                    11
9    Model daily lesson plans (Unit 17)                                18
11   Content analysis of grade 3                                       21
11   Self evaluation questionnaire                                     45
12   Puzzles and word games                                            47
13   Tips for Creating Games to Suit your Classes                      48
14   A list of so far useful websites for English Language Teachers    49




                                          4
  General Goals of Teaching English for Palestine
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.

                                   5
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.




                                     6
                            Bloom's Taxonomy Verbs

  When preparing a lesson or a test for your class, keep this list nearby..

                   Count, Define, Describe, Draw, Find, Identify, Label, List, Match,
                   Name, Quote, Recall, Recite, Sequence, Tell, Write, Outline,
  Knowledge
                   Produce, Select, State, Numerate, Point to, Recognize, Recall, Cite,
                   Choose, Locate, Record, Repeat, Select.

              Conclude, Demonstrate, Discuss, Explain, Generalize, Identify,
              Illustrate, Interpret, Paraphrase, Predict, Report, Restate, Review,
              Summarize, Tell, Give examples, Infer, Select, Defend ,Distinguish,
Comprehension
              Extend, Estimate, Convert, Locate, Arrange, Associate, Clarify,
              Classify, Convert, Describe, Diagram, Draw, Estimate, Express,
              outline, sort, transfer, translate.

                   Apply, Use, Change, Choose, Compute, Dramatize, Interview,
                   Prepare, Produce, Role-play, Select, Show, Transfer, Demonstrate,
                   Employ ,Operate, Solve, Write an example, Modify, Relate,
  Application
                   Classify, Adapt, catalogue, Chart, Consolidate, Develop, Extend,
                   Extrapolate, Generalize, Illustrate, Infer, Interpolate, Interpret,
                   Manipulate, Order, Sketch, Submit, Tabulate, Utilize

                   Appraise, Audit, Breakdown, Calculate, Categorize, Certify,
                   Correlate, Criticize, Defend, Detect, Inspect, Investigate, Question,
                   Reason, Solve, Survey, Test, Uncover, Verify, Analyze,
   Analysis        Characterize, Classify, Compare, Contrast, Debate, Deduce, Diagram,
                   Differentiate, Discriminate, Distinguish, Examine, Outline, Relate,
                   Research, Separate, Support, Draw conclusions, Illustrate, Infer, Point
                   out, Select

                   Arrange, Assemble, Build, Discover, Draft, Formulate, Generate,
                   Manage, Prepare, Recorder, Recognize, Set up, Structure, Synthesize,
                   Compose, Write, Construct, Reconstruct, Create, Design, Develop,
   Synthesis
                   Integrate, Invent, Make, Organize, Perform, Plan, Produce, Propose,
                   Rewrite, Rearrange, Predict, Categorize, Combine, Devise ,Explain,
                   Generate, Formulate ,Design, Compile

                   Approve, Confirm, Critique, Diagnose, Recommend, research,
                   Resolve, Revise, Rule on, Validate, Appraise, Argue, Assess, Choose,
  Evaluation       decide, Decide, Evaluate, Judge, Interpret, Justify, Predict, Prioritize,
                   Prove, Rank, Rate, Select , Compare ,Conclude, Describe, Contrast
                   ,Support, Criticize , Discriminate , Explain, Write , Score, Rate



                                             7
                     Grade 4 A list of deleted subjects
Unit    lesson page                          subject                  Reason

          1     61     Listen, Ask and answer
                       Look, Read and act out, Talking about, Ask Long
SB 21     2     62
                       your friend                                Curriculum

          3     63     Look, Look and say, Play a game
          1     61     Look and Write, Look and complete
                       Read and answer, Ask and write, Look and Long
WB 21     2     62
                       write                                    Curriculum

          3     63     Listen and complete, Write
          1     64     Look, Look and answer
                       Listen and say, Look and complete, Play a
          2     65                                                   Long
SB 22                  game
                                                                     Curriculum
                       Listen and read, Choose and write, Read and
          3     66
                       order
          1     64     Read and answer, Say and copy
                                                                     Long
WB 22     2     65     Look and write, Mach and draw
                                                                     Curriculum
          3     66     Listen and answer, Think and draw
          1     67     Listen, Ask each other, Project
          2     68     Listen, Ask and answer, Ask each other        Long
SB 23
                                                                     Curriculum
                       Listen and point, Listen and say, Sing, Say
          3     69
                       again
          1     67     Look and Write, Write, Project
                                                                     Long
WB 23     2     68     Look and answer, Look and complete
                                                                     Curriculum
          3     69     Look and write, Writing
          1     70     Listen and read, Ask and answer
                                                                     Long
SB 24     2     71     Listen, Ask and answer
                                                                     Curriculum
          3     72     Revision
                                                                     Long
WB 24     1     70     Vocabulary Test
                                                                     Curriculum


                                         8
                                         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 possible 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 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.


                                                    9
   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.

    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.




                                                   11
Subject: ………………………… Unit:……………                           Lesson: )   ( ……………………………
Grade/Class
:                                                        Date:       /      /
                                 Day:………………
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:




                                               11
Subject:               Unit:   Lesson:          page:               Day:                     Date:
Aims:                                                               Time:
Personal aim:                                                       Group:
Prerequisites:                                                      Level:                   Age:
Difficulties foreseen:
Materials/ Equipment needed:                                        Grade/Class         /      /    /     /      /
New language:                                                       Period
                                                                                                          Evaluation
                                                                                             Assessment
    Objectives      Stage         Activities                 Time   Organisation   Sources
                                                                                              procedure
                                                                                                              &
                                                                                                          Feedback




                                               Assignment:


                                                  12
                              Lesson plan Template
   Lesson Plan Title:

   1. Concept / Topic to Teach:

   2. Standards Addressed:

   3. Time:

   4. General Goal(s):

   5. Personal aim:

   6. Specific Objectives:

   7. Required Materials:

   8. Anticipatory Set (Lead-In):

   9. Step-By-Step Procedures:

   10. Plan for Independent Practice:

   11. Closure (Reflect Anticipatory Set):

   12. Assessment Based On Objectives:

   13. Adaptations (For Students with Learning Disabilities):

   14. Extensions (For Gifted Students):

   15. 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



                                              13
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 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).




                                                14
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 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.




                                                15
                                Scheme of work:
A basic plan of what a teacher will teach for a number of lessons.

Longer-term planning
   In addition to knowing what was covered in the previous lesson and what will be
covered in the next lesson(s), 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 learning.
    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.
    They help relate individual lesson aims.
    Help teachers to see at a glance that they are incorporating activities to meet a
diverse range of learning needs.




                                          16
                                               Scheme of work: Unit 14   4th grade (example)

         Learning
                       Context/ topic       language           skills         Tasks & activities      Resources/ materials   Homework
         outcome
                                                                         -look a and read a list .
                                                                             -Read and answer
                                                                                                            S.Bp40
                                          Past simple                   -Find out what did their                             Make a list
       Reading and                                            Reading                                      W.Bp40
Sat                    Reading list.      ( questions)                     friend do yesterday.                              about ''what
       making list .                                         & writing                                      Poster
                                                                            -Match the words.                                did he buy''
                                                                                                          Flash cards
                                                                               -Complete the
                                                                                 sentences .
                                                                        -look and say the            S.Bp41
                                                                        months.                      W.Bp41
                                        .ordinals          . Reading& -Listen and write the          Flash cards of month W.B
sun   Using ordinals Ordinals           1st -12th          Listening    months.                      of the year.           Exercise (
      numbers.                          Review : months    &writing     Play a game.                 Ordinals      numbers 2)
                                                                        Find       and write the     cards.
                                                                        months                       Cassette.
                                                                              -listen and read               S.Bp42
                                                                                 a post card.                W.bp42
                                                                                                                              Write a
                                                            Listening & -complete the post card.             Cassette
      Writing post                      Present and past                                                                     post card
Mon                     Post card                            reading &     - read and order the      Cards for making post
         card .                              tenses                                                                         about your
                                                              writing .           post card.                  cards.
                                                                                                                                self
                                                                           -listen and circle the     Different pictures of
                                                                                right answer.              post cards.




                                                                  17
Subject: Making comparisons Unit: 17 Lesson: 1 page: 49                                                 Day: Tuesday                Date: 22/6/2010
Aims: To compare between things/people using comparative adj..                                          Time: 40mintues
Personal aims: To use more English language than mother tongue.                                         Group:39
Prerequisites: Ss should revise some adjectives" big–small-heavy"                                       Level: 4th grade                Age: 10years
Difficulties foreseen: To answer some WH/questions .
Materials/ Equipment needed: S.Bp49-W.Bp49-cassette -poster                                             Grade/Class         4/1       4 /2     4/3   4/4         /
New language: comparative taller than – shorter than .                                                  Period              2

                                                                                                                                      Assessment     Evaluation &
          Objectives              Stage                            Activities                      Time    Organization   Sources
                                                                                                                                      procedure       Feedback
Ss get used to EL                  1-     -Warming up:(refer to TB)                                3m        T-Ss          TB         observation     achieved
To consolidate previous            2-     -Homework (check and answer)                             5m      T-Ss-T         Ss'NB        answers          done
learnt material
Ss are expected to:                3-     T. introduces the new vocabularies through               7m      T-Ss-T          SB           whole        completed.
-extend new vocabulary                    elicitation, cards, context etc. Ss repeat.                                                   class
                                          T. uses card to make speech bubbles with dialogue..              C. G. P                    participati
                                                                                                                                          on

-develop listening (for            4-     -T displays the poster in front of the class.            10m     T-Ss-T         Poster       answers         Scored
details) skill.                           -T plays the tape.                                                               tape
                                          -Ss listen and stick their cards on the correct place.                          Cards
                                          -T. plays the cassette again                                                      SB
                                          -Ss practice the dialogue .
3-find answers for the             5-     -T. asks the questions.                                  5m       S-S            SB        answers          realized
questions .                               -Ss answer the questions .                                      T-Ss-T
                                          -T. asks Ss to practise the questions in pairs.                   Pairs
4- complete the dialogue .         6-     T. plays the cassette.                                   10m     T-Ss-T          WB        answers         Achieved
                                          Ss Listen and complete the sentences with verbs
To consolidate newly learnt material      Assignment: (WB) Exercise 2           page 49


                                                                                  18
Subject: height / measurement Unit: 17 Lesson: 2         page: 50                              Day: Tuesday            Date: 22/6/2010
Aims: To make comparison .                                                                     Time:40mintues
Personal aims: To use more English language than mother tongue.                                Group:
Prerequisites: Ss talk about their names and age .                                             Level: 4th grade         Age:10 years
Difficulties foreseen: Talk about their height .
Materials/ Equipment needed: SB p50 , WB p50, a meter .                                        Grade/Class      4/1     4/2    4/3       /           /
New language: She is 1.4metres tall . She is ten years . older –younger                        Period

                                                                                                                              Assessment      Evaluation
           Objectives             Stage                       Activities                      Time   Organization   Sources   procedure       &
                                                                                                                                              Feedback
Ss get used to EL                  1-     Opener:( refer to TB)                                3       T-Ss-T          TB     observation     realized
To consolidate previous learnt     2-     Homework: (check and answer)                         3       T-Ss-T         WB      matching        done
material.
Ss are expected to:                3-     -T. elicits the pictures with three children.       7m       T-Ss-T          SB     elicitation     completed
- recognize about height and              -T. reads the text. - Ss read the text.
age.
-identify the name of children.    4-     -T. reads the text about three children             5m                              answers         done
                                          randomly.-
                                          Ss. identify the name of children.
-recognize heights descriptions    5-     T. explains how to read " height "1.6 " one                    T/S          Cards   responses       Scored
                                          point six . Ss read some heights.
-find the missing information.     6-     - T. asks Ss to practise the dialogue to find "B"   8m       S-S-T                  participation achieved
- act out the dialogue.                   - Ss practise the dialogue in pairs .
3-To talk about age and height.    7-     - T. asks Ss to talk about their age and height.    7m       T-Ss-T          SB     demonstration   done
                                          - Ss talk about themselves
4- To write about                   8-    T, asks Ss to write about their friends.            7m       T-Ss-T         WB        answers         fulfilled
their friends                             Ss write about their friends.
To consolidate newly learnt material.     Assignment: WB Exercise 2 Page 50


                                                                            19
Subject: Making comparisons Unit: 17 Lesson: 3        page: 51                                    Day: Tuesday            Date: 22/6/2010
Aims: To make comparison using comparative degree .                                               Time:40mintues
Personal aims: To use more English language than mother tongue.                                   Group:
Prerequisites: revises some food vocabulary .                                                     Level: 4th grade        Age:10 years
Difficulties foreseen: Use 'heavier' in a comparison
Materials/ Equipment needed: SB p51, WB p51, food flash cards                                     Grade/Class       4/1    4/2       4/3      /           /
New language: taller than –shorter than –heavier than                                             Period            1st

                                                                                                                                                        Evaluation
                                                                                                                                           Assessment
          Objectives             Stage                          Activities                          Time   Organization    Sources                          &
                                                                                                                                           procedure
                                                                                                                                                        Feedback
Ss get used to EL                 1-     Opener( refer to TB)                                       3m       T-Ss-T         TB         observation      realized
To consolidate previous           2-     -Homework(check and answer)                                5m       T-Ss-T         WB         answers          done
learnt material.
Ss are expected to :              1-     T. asks Ss to compare between two pictures:                10m      S-S-T          SB         comparing        scored
- compare between two                    John- James
pictures .                               Amanda-Clare

-identify answers of the          2-     T. reads the questions then ask studenst to answer.        5m       S-S-T          SB         involvement      fulfilled
questions                                Ss. answer the questions .
                                         Ss practice the questions in pairs .


-employ comparative degree        3-     T. explains to Ss how to play a game.                      7m       groups         SB         Playing the      accomplishe
                                                                                                                                                        d
through playing a game.                  Ss play a game in groups                                                                      game
.
  -recognize the                  4-     . T. asks Ss to look at the picture and tick the right     10m       S-S           WB         performance      Scored
right answer.                            answers
                                         Ss compare their answers

To consolidate learnt material           Assignment: WB Exercise 2 Page 51


                                                                              21
                                              Content analysis – grade 4 Unit (1) Revision of school
Lesson




           Skill
                                      Objective                           New &revised vocabulary               Structure                   function
          practice

                      To listen and read a dialogue at school.                                        Hello Rami /Let's go and see
                                                                                                                                     Greeting
                      To answer comprehension questions on the                                        How do you know?
                                                                          Pupil, new, knew,                                          Making suggestion
          Listening   text.                                                                           Is there… ? yes there is
  1                                                                       possessive vocab (my-                                      Answering questions
         & speaking   To listen and choose the sentence.                                              No there isn't
                                                                          your –his – our)                                           About contents of a
                      To answer yes/ no questions.                                                    Are there..? yes there are
                                                                                                                                     picture.
                      To write a-h lines.                                                             No there aren't
                      To read text about people.                          Cities (Ramallah-Nablus-                                   Description of people
                                                                                                      This is Deena she's from
                      To act out a dialogue and find who is B.            Jerusalem-Gaza).                                           (name, age, where are
                                                                                                      Nablus.
         Reading &    To use the structure to introduce people.           Numbers (1-10)                                             they from)
  2                                                                                                   She's ten.
          speaking    To write numerals below numbers 1 to 10.            Adjective(short-long)                                      Physical
                                                                                                      She has long hair.
                      To write letters I-p on lines                       Colours(blue- green-red)                                   Characteristics
                                                                                                      Her bag is green
                                                                                                                                     Possessions
                      To read the time table of lesson.
                      To read the time and write the subject from         School! subject (civics-
                      the table.                                          Arabic- science- maths-
                      To match numerals and numbers(of time).             arts-English-religion-p.E   It's half past ten.            Telling the time
         Reading &
  3                   To listen and write: quarter past/ half past/(the   break)                      We have Maths with Mr.         speaking about school
          writing
                      clock).                                             Times(quarter past- half    Hassan                         time table
                      To choose the numeral and write it below the        past)
                      right numbers                                       Numbers(11-20)
                      To write letters q-z lines




                                                                                21
                                                 Content analysis – grade 4 Unit (2) Revision of school
Lesson




                                                                               New &revised
         Skill practice                      Objective                                                    Structure                    Function
                                                                                vocabulary

                             To read teacher's names and subjects.           School! Subject        Who teaches you           Asking about school subject
                             To answer comprehension questions on the        (Arabic- English-      Arabic?                   and teachers
                             text.                                           religion- maths).      Miss Huda does            Asking about numbers of
         Listening &
 1.                          To answer question (how many with number-       How many/who           How many children are     things
         speaking
                             who with names of people).                      numbers: 30-40         there in your class?
                             To write capital letters A-H on lines           forty-fifty-sixty      There are forty five
                                                                                                    students
                            To read the rules for school garden.             Must /mustn't verbs    We must speak English     Making classroom rules
                            To listen and write the days of the week next    ( talk – eat – do      We mustn't eat in class   Writing days of the week in
         Reading &          to suitable children .                           homework –come –                                 order.
         Listening          To make some class rules ( use must/             listen –bring speak
 2.                                                                          – help).
         and                 mustn't)
         speaking           To unscramble letters to write the days of the   Days of the week
                          week, then put them in the right order
                            To write capital letters I – P on lines
                            To listen and read a letter about school.        Teacher –school –      My new school is very     Talking about school and
                            To choose words to complete Adnan's letter       name – friend          nice.                     family
                            about school.                                    Adjectives: ( nice –   I like my Arabic
                            To unscramble jumbled up text and read the       clean)                 teacher
         Listening &                                                         Family vocab           My friends name is
 3.                         letter in the correct format
         writing                                                             (father – mother-      Yazan
                            To listen and complete the letter.
                            To choose the correct relationship word to       sister- brother-       His brother's name is
                            complete the text.                               cousin)                Ashraf.
                            To write capital letters Q.Z on lines.




                                                                              22
                                 Content analysis – grade 4 Unit (3) Revision of Home ( bedroom furniture)
Lesson




                                                                                        New &revised
         Skill practice                      Objective                                                             Structure                 Function
                                                                                         vocabulary

                          To listen to questions about Adnan's bedroom and                                   Does she have …?        Asking about school
                          answer tit with yes /no.                                                           Yes, she does.          subject and teachers
                          To ask and answer questions about Adnan's                   Lamp – rug-            No, she doesn't.        Asking about numbers of
                          belongings.                                                 television- radio-     Is there…? Yes, there   things
          Listening &                                                                                        is No, there isn't.
 1.                       To write and draw about their belongings.                   chair –table – shelf
          speaking
                          To write bedroom items under pictures                       – mirror –
                          To answer Does/ Is questions with : yes she dies/ is        cupboard
                          .No she doesn't /isn't.
                          To practice joined up handwriting.
                          Listen to a dialogue at home.                               Clothes vocab          Where is/ are…?         Talking about location to
                          To answer questions on the text.                            (sock –shoe –          On – In –Under – Are    things Revising items of
                          To use Where to ask about location to things in             dress – t – shirt –    ...?                    clothing
          Listening &     class and answer them.                                      skirt – trouser)       Yes, they are
 2.                                                                                   Where is/are…          No, they aren't
          speaking        To write item of clothing.
                          To listen and write clothes items to complete               Prepositions ( on –
                           questions.                                                 in -under)
                          To practice joined up handwriting.
                          To listen and repeat furniture vocab.                       Television –           One baby in a bed       Pronunciation practice
                          To pronounce words with stress on the first                 calculator-            Two children on a
                          syllable.                                                   birthday –             chair
                          To join in the counting song                                breakfast –
          Listening &
 3.                       To listen and repeat furniture vocab. In plural             crocodile
          writing
                          form.                                                       Furniture ( chairs
                          To write furniture words to solve cross words.              – mirrors – radio –
                          To practice joined up hand writing.                         lamp – bed –
                                                                                      cupboard)


                                                                                 23
                             Content analysis – grade 4 Unit (4) Revision of ( market and bedroom furniture)
Lesson




                                                                             New &revised
         Skill practice                  Objective                                                        Structure                     Function
                                                                              vocabulary

                          To listen to then read a text about Basim at                             Watch out                  Listen to narrative identify
                          the market and on way home.                                              I'm sorry                  names of people –places –
                          To answer questions on the text.                Market – riding –        Where is Basim?            things
          Listening &     To listen and complete the questions with the   bike walks – road –      What is he carrying?       Listen to spoken language
 1.
          writing         correct question word.                          falls – says – where –   Who is the boy?            (apologizing)
                          To listen and choose words to complete the      what - who
                          dialogue.
                          To practice joined up handwriting.
                          Listen to text at the market and on way home.   Gets –falls – shouts –   She is buying              Tell the story using picture
          Listening &     To ask and answer questions about the story.    bus apples – bike        She gets off the bus       prompts
 2.                                                                                                "Watch out" Basim
          speaking        To choose words to complete the story.
                          To practice joined up handwriting .                                      shouts
                          To spot differences between two pictures and    Colour vocab.            I can see…./ I can't see   Revising: colours/ furniture
                          report it to class.                             Furniture vocab.         There is …/ There isn't    items / action vocab.
                          To complete missing letters for colours.        Actions: ( reading –     There are …/ there         Describing facts about
          Speaking
                          To listen and complete with suitable action.    shouting- writing –      aren't …                   people
 3.       Listening &
                          To read a text and answer questions on it.      buying – riding –        He's riding …
          writing
                                                                          carrying)                Her name is…
                                                                          Clothes ( sweater –      She is from …
                                                                          trouser – trainer)       She is…




                                                                            24
                                            Content analysis – grade 4 Unit (5) Individual and health
Lesson




                                                                            New &revised
         Skill practice                  Objective                                                     Structure                  Function
                                                                             vocabulary

                          To listen to text in past simple.                                      Watch out               Listen about past events
                          To answer questions on the text.               Were – was –            I'm sorry
          Listening &
 1.                       To unscramble jumbled up words.                crashed- happened –     Where is Basim?
          writing                                                                                What is he carrying?
                          To match questions with answers.               banged
                          To practice joined up handwriting.                                     Who is the boy?
                          To read a text about where people were.        Yesterday – Was –       Murad was on his bike   Asking about where people
                          To act out a dialogue and find who is B.       were                    Were you in Ramalhah    where.
                          To talk about Murad, fadi and Nabila.                                  yesterday?
          Reading &       To use: was – wasn't were – weren't to                                 Yes, I was / No, I
 2.                                                                                              wasn't
          speaking         complete answers.
                          To study the map and answer question with                              Was she in Bethlehem?
                          yes, or no.                                                            Yes, she was.
                          To practice joined up handwriting                                      No, she wasn't.
                          To read out parts of the body.                 Revise parts of the     What's number 1?        Identifying parts of the body
                          To answer questions about parts of the body.   body: (head – eyes –    They're her elbows.     and using his / her for
          Reading &       To say a number and identify the part of the   ears – nose- mouth-     They're his ears        possessive.
 3.                                                                      shoulder – elbows –     It's her head
          Speaking        body.
                          To use his and her with parts of the body.     knees – feet – hands)
                          To practice joined up hand writing             His / her




                                                                           25
                                            Content analysis – grade 4 Unit (6) Individual and health
Lesson




                                                                            New &revised
         Skill practice                   Objective                                                      Structure                   Function
                                                                             vocabulary

                          To read to text of Mr white sales last week.                            How many bicycles did
                          To answer questions on the text.                                        Mr White sell last
                          To find out number of children who cycled to   Last week sell sold      Tuesday?
          Listening &
 1.                       school ( for boys schools)                     Revise ( how many –      He sold three bicycles    Counting using How many
          writing
                          To complete sentences depending on table of    numbers)                 last Tuesday
                          clothes sales.                                                          In January we sold
                          To practice joined up handwriting.                                      twenty four coats.
                          To read road safety lesson instructions.       Safety / please
                          To listen and write the missing names and      Revise
                          times.                                         Must / mustn't
                                                                                                  Please sit down
                          To call out a command using cards              Verbs (sit down –
          Reading                                                                                 Please don't eat in the
                          To match signs with commands.                  cycle – smoke –                                    Following commands
          listening                                                                               class.
 2.                       To match times with pictures and write them    make noise- turn left/                             Writing times Giving
          writing &                                                                               You must stop
                           on lines                                      right – listen- eat –                              commands
          speaking                                                                                You mustn't listen to
                          To practice joined up hand writing.            cross)
                                                                                                  the radio.
                                                                         Time : Quarter=
                                                                         fifteen
                                                                         Half = thirty
                          To listen to a letter of explanation.          Ill
                          To listen and fill in the letter's gaps.       Revise: yesterday –      Yesterday k Areej was/
                                                                         is was – were-                                     Reading and writing letters
                          To reorder sentence to write a letter in a                              hot / tired/ ill
          Reading &                                                      crashed – mustn't                                  of explanation
 3.                       correct format.                                                         Today she is ill
          Speaking                                                       can't                                              Using past or present
                          To choose vocab in the past or in present                               She can't come to
                                                                                                                            according to adverb of time.
                          according to tense marker.                                              school
                          To practice joined up hand writing



                                                                           26
                                            Content analysis – grade 4 Unit (7) Individual and health
Lesson



                                                                              New &revised
         Skill practice                   Objective                                                        Structure                      Function
                                                                               vocabulary

                          To read names of objects in the first aid kit.   First aid kit /
                          To answer questions about the first aid          bandage/ bottle of       Are there safety pins in
                          content.                                         water/ safety /pins/     the kit? Yes, there are
          reading &
                          To ask and answer questions about content of     pair of scissors/        /No.
          speaking &                                                                                                            Identifying first aid kit
 1.                       their pencil case.                               plaster                  There aren't
          writing                                                                                                               content
                          To write about things in their school bag.       Revise ( pencil case     Is there a ruler? Yes,
          Listening &
                          To Label first aid contents.                     contents )               there is /No, there isn't
                          To listen and match halves of sentences.         ( school bag
                          To practice joined up handwriting.               contents)
                           To listen to a conversation between Murad       Repair shop              Did Murad crash?            Asking and answering
                           and Mr. Salama.                                 Revise : (play – bring   Yes, he did/ No he          questions about what
                          To match question and answers.                   – have –get – go –       didn't                      happened.
          Reading         To use Did to ask about what did they do the     speak)                   Was Murad with Ali?
          listening        day before.                                                              Yes, he was/ No, he
 2.                                                                                                 wasn't
          writing &       To answer Did to ask about what did they do
          speaking        the day before.
                          To answer Did questions with yes or no.
                          To choose verbs to complete sentences.
                          To practice joined up handwriting
                          To listen to words with first syllabl:s stress   Revision: parts of the   What's the matter?          Pronunciation practice
                          To say names of pictures                         body (elbow –            How did you hurt your       labeling deferent items.
                          To sing a song.                                  shoulder – knee)         knee?
          Reading &                                                        First aid kit :
 3.                       To listen and repeat words in plural form..
          Speaking                                                         (bandage – scissors)
                          To complete cross words using picture clues.
                          To count number of named letters.                Doctor /football
                                                                           /bicycle
                          To practice joined up handwriting



                                                                             27
                                             Content analysis – grade 4 Unit (8) Individual and health
Lesson




                                                                              New &revised
         Skill practice                    Objective                                                      Structure                 Function
                                                                               vocabulary

                          To listen to a story of what happened.           Checked – quickly –
                                                                           hurt – banged- going     Come quickly
                          To answer comprehension questions on the                                                         Reading a dialogue about
                                                                           to Revise ( first aid    What's the matter?
                          text.                                                                                            past events Answering
          Listening                                                        kit content – elbow –    What happened?
                          To look at picture, listen and write the                                                         questions on the text
 1.       reading &                                                        happened – walked –      Did she walk?
                          suitable action.                                                                                 Describing continues actions
          writing                                                          banged) actions (        I'm going to put a
                          To match words to pictures to words again to                                                     Labeling objects with
                                                                           crying walking           plaster
                          make correct phrases.                                                                            phrases.
                                                                           eating – writing
                          To practice joined up handwriting.               reading)
                          To listen to a story about past events                                    Come quickly
                                                                           Scored – a goal
          Reading         To answer comprehension questions on the                                  What's the matter?
                                                                           Revise : (head –                                Telling a story using past
          listening        story.                                                                   What happened?
 2.                                                                        come – bang –                                   tense verbs.
          writing &       To fill in sentences with words form the list,                            Did you bang …? Yes,
                                                                           checked - did)
          speaking        then tell the story using picture prompts.                                I did.
                          To practice joined up handwriting                                         I scored a goal
                                                                           Revision: helping
                                                                           verbs ( is –was –        Did he go/ walk /
                                                                           were- wasn't ) verbs     getup…. Were you…?
                          To ask and answer questions in the snake.        (did – crashed – walk    Yes, I was/ No, I      Revising structures present
                          To label parts of the body.                      – arrived – don't – go   wasn't                 simple for describing facts
          Reading &
 3.                       To listen and circle the suitable verb tense.    went) modal verb         What's the matter ?    Describing past events ( past
          Speaking
                          To write ordinals ( first – tenth ) next to      (mustn't – can't )       Yesterday I hurt my    simple
                          numbers ( 1-10 )                                 days ( Tuesday –         knee Murad crashed/
                                                                           Wednesday –              walked There are
                                                                           Thursday) Parts of       twenty pupils
                                                                           the body



                                                                             28
                                          Content analysis – grade 4 Unit (9) Food and shopping places
Lesson




                                                                                  New &revised
         Skill practice                    Objective                                                           Structure                     Function
                                                                                   vocabulary

                                                                                                        Good morning
                          To listen and read the dialogues.                                             A kilo of figs. Please
                          To answer comprehension questions on the                                      I bought them from
                                                                                                                                   Reading a text with various
                          text.                                                                         Omar Did he..?
                                                                               Like/ love                                          tenses: present contentious
          Listening       To choose words to complete mini dialogues                                    Yes, he did / No, he
                                                                               Revise ( market –                                   to describe present actions/
 1.       reading &       using ( possessive pronouns – preposition –                                   didn't Do you…?
                                                                               home - buy – bought                                 past simple to describe past
          writing         and past verb).                                                               Yes, I do/ No, I don't
                                                                               – is buying)                                        events/ present simple to
                          To answer questions with yes/ no using the                                    Does he..?
                                                                                                                                   state facts likes and dislikes.
                          helping verb in the beginning of the questions.                               Yes, he does/ No, he
                          To practices joined up handwriting                                            doesn't Is he…?
                                                                                                        Yes, he is / No he isn't
                           To read a text about three children in different
                           places.                                                                      I buy ….
                                                                                                        Yesterday / last
                          To act out a dialogue and find who is B
          Reading                                                              Gas station – litres –   Sunday I bought ….         Reading text in past simple
                          To use past simple to talk about Yassir , Areej
          listening                                                            petrol – How much        Areeg was …                Matching the tense with its
 2.                       and Adnan's father.
          writing &                                                           Revise ( go – went ) (    How much petrol did        past
                          To read passage and answer comprehension
          speaking                                                            Buy – bought)             he buy ?
                          questions on it.                                                              He bought ten litres of
                          To match the verb with its past tense                                         petrol
                          To practice joined up hand writing
                          To read container vocabulary.
                          To read phrase of containers and its contents…
                                                                                                        What did you buy ?
          Reading &       To match containers with its contents to make        A packet – a jar – a                                Talking about food and
 3.                                                                                                     I bought a packet of
          Speaking        phrases.                                             can – a carton - abag                               food packaging
                                                                                                        biscuits
                          To write a shopping list.
                          To practice joined up handwriting


                                                                                29
                                             Content analysis – grade 4 Unit (10) Food and shopping
Lesson




                                                                                        New &revised
         Skill practice                       Objective                                                          Structure                  Function
                                                                                         vocabulary

                          To read price list of items.                                                       How much does a
                                                                                                             carton of milk cost
                          To ask and answer questions about food and it's cost
                                                                                      Kilo/ litre – cost –   in your town?
                          (in London)
          Reading ,                                                                   price                  What does a liter
                          To find out how much some food items cost in Gaza.
 1.       Speaking &                                                                  NIS= sheikle           of milk cost in       Talking about prices.
          writing         To complete sentences by litre or kilo. Then answer         Revise ( how           Gaza?
                          questions a bout prices of items in London                  much) Numbers          What does a kilo
                          To write the prices of some items in Gaza                                          of banana's cost?
                          To practice joined up handwriting.                                                 It costs 5 NIS
                          To listen to numbers (10.20.30-100)                                                Twenty and thirty
                          To listen and do some simple sums.                                                 are fifty.
                                                                                     Hunderd (100)
                          To listen and join in counting song.                                               Ten men went to       Reading and writing
          listening &                                                                Dig- revise (
 2.                       To copy words and figures of numbers into lines.                                   dig a garden          numbers
          writing                                                                    numbers1 -100)
                          To write the cost of items depending on price labels.                              Apples cost one
                                                                                     fook items
                          To practice joined up handwriting.                                                 pound and ten
                                                                                                             pence
                          To listen and read a note.
                                                                                                             I went to the
                          To select and write words to complete Yassir's note
                                                                                                             market
                          to Arwa.                                                    But
                                                                                                             I didn't buy apples
          Reading &       To read jumbled up text and put it in the correct           Revise; (buy –
 3.                                                                                                          Please buy a kilo     Reading and writing a note
          writing         order to make note format.                                  bought- didn't buy
                                                                                                             of apples
                          To unscrambled up words to construct correct                – went)
                                                                                                             I'm going to arrive
                          sentences.                                                                         home very late.
                          To practice joined up hand writing.




                                                                                31
                                                  Content analysis – grade 4 Unit (11) Shopping places
Lesson




                                                                                          New &revised
         Skill practice                            Objective                                                         Structure                    Function
                                                                                           vocabulary

                             To listen to questions about the shops.                       Shoe shop –
                             To ask and answer questions about the shops in the street.    baker –
                                                                                                          The restaurant is next to the shoe
                             To draw a street in their town and write the names of         butcher –                                           Talking about
          listening &                                                                                     shop
 1.                          shops                                                         green                                               shops and their
          writing                                                                                         The book shop is between the
                             To write shop's names of the missing shop words to            grocer- post                                        location.
                                                                                                          baker and the green grocer.
                             complete questions.                                           office- next
                             To practice joined up handwriting.                            to- between
                             To listen to dialogue about location of the bookshop.        Beside –        What is Aunt Suhaila going to
                             To answer comprehension questions an the text..              behind – in     buy?
                             To ask about the position of different pupils and class      front of –      She is going to buy a book.
                                                                                                                                               Talking about
                          room objects                                                    book shop –     Where is the bookshop? It's in
          listening &                                                                                                                          intentions
 2.                          To compete sentences using the structure" is going to buy    shoe shop       Nablus street
          Speaking                                                                                                                             Talking about
                          with identified objects.                                                        It's beside the shoe shop
                                                                                                                                               location
                             To practice joined up handwriting.                                           Who is sitting behind /next to /in
                                                                                                          front of you?
                                                                                                          Who is your book? On the table
                             To listen to words with weak form of er and consonant         Revise:
                             clusters tch/sw/gr/                                           letter-
                             To listen and say words with er.                              sweater-
                             To listen join in and find out days and places mentioned      computer       Where can I buy…?
          listening &        in the song                                                   doctor-        In the market                        Pronunciation
 3.                                                                                        teacher –
          writing            To listen and say words with clusters of consonants and                      At the baker                         practice.
                             also with weak form of er.                                    baker-         On Sunday / Monday /Tuesday.
                             To complete cross words with suitable job.                    butcher –
                             To match number words with numbers then writ them in          grocer.
                             figures and copy number.



                                                                                  31
                                            Content analysis – grade 4 Unit (12) food and shopping places
Lesson




                                                                                               New &revised
         Skill practice                             Objective                                                              Structure              Function
                                                                                                vocabulary

                              To listen to text about shopping and food cooking then read
                              it.                                                            Make /made /Eat         Where did aunt Suhaila
                                                                                             /ate /Put /put add /    go?                       Talking about
          listening &         To answer comprehension questions on the text.
 1.                                                                                          added lamb –            What did she.             shops and their
          reading             To listen and fill in the sentences with suitable verb.
                                                                                             onions – rice-          Buy / make/ put / make/   location.
                              To write ingredients for aunt Suhail's meal                    pepper – chickpeas      eat?
                              To practice writing proper nouns.
                              To listen to text about shopping and food cooking.
                              To matnh questions and answer on the text.                                                                       Reading
                                                                                                                     Where did they go?
          listening &         To complete the recipe from words in the box then read it     Peel/ cook sugar/                                  instruction and
 2.                                                                                                                  What did they buy/
          Speaking        in pairs. \to                                                     honey/ yoghurt                                     telling it to
                                                                                                                     cook?
                             practice writing sentences using capital letters and full                                                         class
                          stops.
                              To discuss the picture, What can thy see? The location of      Revise: names of
                              shops. What can they buy or do at each place.                  shops / food items/
                              To complete sentences use tense endings.                       tense markers                                     Revising
                                                                                                                     Yassir _____ Yesterday
                              To complete the recipe with verbs from the list.               yesterday / last                                  shopping
          Speaking &                                                                                                 I'm /she's __________
 3.                           To complete the phrases of partatives                          night Present                                     places, food
          writing                                                                                                    You can buy A _______
                                                                                             continues: is sitting                             items, main
                                                                                                                     ot _________at ______
                                                                                             / going verbs (buy-                               verbs.
                                                                                             wash- wash – cut
                                                                                             add cook).




                                                                                 32
                                                   Content analysis – grade 4 Unit (13) (family life)
Lesson



                                                                                           New &revised
         Skill practice                           Objective                                                           Structure                Function
                                                                                            vocabulary

                          To listen to dialogue and read it.                                                  What did you do today?
         Listening &
 1.                       To answer comprehension. Questions on the dialogue.           Learned- finished     Did Miss Huda give you       Telling past
         reading
                          To make questions , use (Who-What –Where- Did).                                     homework?                    events
                          To study the family tree and read the text.                   Studied College       Ahmed went to Jordan.
         Reading &        To act out the dialogue and identify who B is.                Revise: (went –       He bought to a restaurant.
 2.                                                                                                                                        Telling past
         speaking         To reuse the structures to talk about the characters of the   bought)               Now she's a……
                                                                                                                                           events and recent
                          lesson and their families.                                    Time marker: (now)    Now they work…..
                                                                                                                                           events.
                                                                                        Wash –washed-
                                                                                        Learn-learned-put-    Did Adnan finish his
                          To read questions and sentences in past tense.
         Reading &                                                                      put-Have-had-         homework?
 3.                       To choose the correct verb to complete the questions.                                                            Forming the past
         writing                                                                        bought-Study-         Yes, he did. He finished
                          To match each verb with its past.                                                                                tense.
                                                                                        studied- Go – went-   his homework.
                                                                                        Eat- ate.




                                                                                  33
                                                  Content analysis – grade 4 Unit (14) (family life)
Lesson




                                                                                            New &revised
         Skill practice                          Objective                                                               Structure                Function
                                                                                             vocabulary

                                                                                                                 What did Aunt Suhaila
                                                                                                                 do?
                          To read the list of things to do.
         Reading,                                                                        Revise: (make – buy-    She went to the post         Reading past
                          To fill questions and answer with verbs form the list.
 1.      writing &                                                                       Went-write-post-        office?                      events.
         Speaking.        To ask and answer questions about what did they do the day     office-pears-lunch)     Did she….?                   Telling past
                          before.                                                        New choose- present     Yes, she did.                events.
                                                                                                                 No, she didn't.

                          To read months and their ordinals.
         Reading,         To listen and write the month next to its ordinal.             Revise: Ordinals
 2.      listening &      To arrange months in the right order.                          (first-twelfth)
                                                                                                                 January is the first month   Using ordinal
         writing.         To write sentences, identifying the month and describing the   Revise: Months
                                                                                                                 of the year.                 numbers.
                          weather.                                                       (January-December)

                                                                                                                 This month aunt Suhaila is   Telling past
                          To listen to and read a post card.
         Listening &                                                                     Works – is staying-     staying                      (finished) events.
 3.                       To choose the correct verb to complete the post card.
         Reading.                                                                        does – is –was – ate-   She likes…..                 Talking about
                          To order sentences to make a post card.                        is making likes.        Last week I cycled.          facts and habits.




                                                                                  34
                                                  Content analysis – grade 4 Unit (15) (family life)
Lesson




                                                                                       New &revised
         Skill practice                          Objective                                                          Structure                Function
                                                                                        vocabulary

                          To read names of the family.                              Revise( uncle- aunt)                                 Reading and
         Reading&                                                                                           How many nephews dose
 1.                       To ask and answer questions about Adnans family tree.     New ( nephew- nice-                                  speaking about
         speaking                                                                                           suhaila have?
                          To write the names of people in their families .          cousins)                                             relations.
                                                                                                            Is jihad older than mousa?
                                                                                                            Yes, he is/No, he isn't.
                          To listen and read the dialogue.                          Older- younger                                       Comparing
         Listening&                                                                                         Are you older than Ali?
 2.                       To answer comprehension questions on the dialogue.        Revise(brother-                                      people Talking
         speaking                                                                                           Yes , I'm / not
                          To personalize the structures they have just learned .    sister- cousin)                                      about birthdays.
                                                                                                            How old are you?

                          To listen and say words with th /and the/ /
                                                                                    Grandmother
         Listening&       To listen and practice words that contains th/ / sound                            Lost of cousins make a big Pronunciation
 3.                                                                                 revise(members of
         reading          To listen and sing a song about family members.                                   family.                    practice.
                                                                                    the family/ ordinals)
                          To listen and practice plural form with th sound




                                                                               35
                                                   Content analysis – grade 4 Unit (16) (family life)
Lesson




                                                                                           New &revised
         Skill practice                            Objective                                                            Structure                 Function
                                                                                            vocabulary

                                                                                                                   Get off the bus Turn       Using suitable
                          To listen and read instructions .
                                                                                        Turn – arrive –ring –      left/ right                verb for
                          To match questions with answers on the text.
         Listening&                                                                     come -walk-get –near       Ring the bill              instruction.
 1.                       To listen and complete the letter.
         reading                                                                        –lift -bill –Revise        Walk to What number/
                          To answer questions about locations.                          (next to- opposite)        time is…?
                                                                                                                   Where must …?
                                                                                                                   Did Bill arrive in         Telling past
                          To listen and read the dialogue.
         Listening&                                                                                                Toronto?                   events.
 2.                       To answer comprehension questions on the dialogue.            Turned – arrived –
         speaking                                                                                                  Yes, he did
                          To personalize the structures they have just learned .        rang – walked.
                                                                                                                   No, he didn't.
                           To answer question Identify objects or persons.                                      All structures learned        Revision (asking
                           To use Did to make question.                                                         before specially units (13-   about past events/
                           To answer questions with:                                    Revision ( names of     14-15) e.                     time / dates/
         speaking &        Yes She/ he      did                                         object – months-        Did he / She ....?            places-
 3.
         writing.                                                                       ordinals- numbers-                                    instruction)
                           No, She/ he     didn't                                       places- time)           Yes,    he / She   did.       Making and
                           To choose words to complete the passage about Adnan's                                                              answering
                          uncle.                                                                                No,    he / She    didn't.    Yes/ no questions.




                                                                                   36
                                              Content analysis – grade 4 Unit (17) (Making comparison)
Lesson




                                                                                          New &revised
         Skill practice                            Objective                                                           Structure                Function
                                                                                           vocabulary

                                                                                       Library – librarian –
                           To listen and read the dialogue.                            reach – want –            I'm taller than you        Describing things.
         Listening&        To answer comprehension questions on the dialogue.          Dictionary                It's heavy.                Making
 1.
         reading           To complete the dialogue with suitable verb from the box.   Tall (taller) short       That was very kind of      comparisons
                           To match halves of sentences to make sentences.             (shorter) Heavy -         you.                       thank others.
                                                                                       King
                                                                                                                 Fadwa is nine years old
                                                                                                                 she is 1.4 meters tall.
                                                                                                                 Adnan is
                                                                                                                                            Talking about age
                           To read the description of three children.                  Old (older) Young
         Reading &                                                                                              Taller/ shorter /           and height.
 2.                        To act out the dialogue and find who B is.                  (younger) Point                            Than
         speaking                                                                                               older/ younger              Making
                           To ask each other about age and height..                    Meters
                                                                                                                                            comparisons
                                                                                                                 Fadwa/ Ahmed


                           To read names and adjectives below it.
                                                                                                               Is John taller than James?
                           To use information from previous exercise to answer                                                              Makin
                                                                                                               Yes, he is. No, he isn't
         Reading &          questions.                                                 Big /bigger                                          comparison
 3.                                                                                                            Is a banana heavier than a
         speaking          To compare relative weight between items of food                                                                 (height – weight –
                                                                                                               melon?
                           To write information about themselves and their friends     Heavy / heavier                                      size).
                                                                                                               Yes, it is/ no it isn't.
                          (name –age- height)




                                                                                37
                                        Content analysis – grade 4 Unit (18) (Journey / geography of Palestine)
Lesson




                                                                                              New &revised
         Skill practice                               Objective                                                             Structure                  Function
                                                                                               vocabulary

                                                                                           Library – librarian –
                             To read the text (distance and speed) between Gaza & Rafah.
                                                                                           reach – want –              I'm taller than you         Describing things.
                             To answer comprehension questions on the journey.
         Reading &                                                                         Dictionary                  It's heavy.                 Making
 1.                          To find out how long does it take to walk or cycle certain
         writing.                                                                          Tall (taller) short         That was very kind of       comparisons
                             distance.                                                     (shorter) Heavy -           you.                        thank others.
                             To use quicker/ slower in sentences comparing journey times   King
                                                                                                                        How far is Hebron
                                                                                                                        from Nablus ?
                                                                                                                        Jericho is 40              Describing
                                                                                                                        Kilometers from            distances in
         Reading &           To read the description in Palestine in kilometers.                                        Jerusalem Hebron is 35     Palestine. Making
                                                                                           Far/ further
 2.      Listening &         To listen to sentences of comparisons between places.                                      kilometers from            distance
                                                                                           Near/ nearer
         writing.            To compare the distances use nearer/ further.                                              Jerusalem.                 comparisons
                                                                                                                        Jericho is further than    Asking about
                                                                                                                        Hebron.                    distances.
                                                                                                                        Hebron is nearer than
                                                                                                                        Jericho
                              To listen to an account of a visit to Hebron and read it.                             Last week we went to It's
         Listening &          To complete an account of a visit to Jericho.                Beautiful Exciting       is a beautiful city There is
                                                                                                                                                   Description of
 3.      writing              To unscramble sentences to Qalqilya.                         Colourful Factory        a ( factory- mosque – palm
                                                                                                                                                   places..
         Reading &            To listen to an account of a visit to Nazareth and choose    Tiles/ pottery Palms /   tree ..)We (went/ live/
                          correct word to complete it.                                     dates Mosque             helped)




                                                                                     38
                                                             Content analysis – grade 4
                                   Unit (19) (My favourites (sports – TV programmes – computer games hobbies )
Lesson




                                                                                                   New &revised
         Skill practice                                Objective                                                                Structure                 Function
                                                                                                    vocabulary

                                                                                                                           Do you like (football-
                                                                                                                           swimming –cycling )?
                                                                                                                           Yes, I do ? No. I don't
                             To listen to texts about people's interests, likes and dislikes.
                                                                                                                           What's your favourite     Stating interests
                             To answer comprehension questions on the text.
         Reading &                                                                              Favourite team/ sea        (sport/ TV                (sports and
 1.                          To ask and answer about their favourite sports and TV
         writing.                                                                               Like / hate                programme)?               activities), likes
                             programmes.                                                                                   My favourite              and dislikes
                             To match sport with its picture
                                                                                                                           Sport / TV programme

                                                                                                                           Is …..
                                                                                                                           Are you…                  Using adjectives
                             To listen to a dialogue.
         Reading &                                                                                                         Is it…                    Stating likes and
                             To answer comprehension questions on the text….                    Office
 2.      Listening &                                                                                                       Do you like….?            dislikes.
                             To ask and answer questions about their favourite (sports/ tv      Easy / difficult
         writing.                                                                                                          May I have a go?          Asking for doing
                             programmes /school subjects).                                                                 Of course.                things politely .
                             To listen and repeat sports vocab.
         Listening &         To listen and say sports vocab. Accompanied by pictures.           Revision ( swimming     He's playing
                                                                                                                                                     Pronunciation
 3.      writing             To listen and join in the song.                                    – dancing – running –   She's singing
                                                                                                                                                     practice
         Reading &           To listen and say sentences ( emphasis the elision of s in he's    playing – riding –      I like playing
                          with s of singing and swimming                                        bikes




                                                                                       39
                                 Content analysis – grade 4 Unit (20) Geography ( describing a famous place )
Lesson




                                                                                            New &revised
         Skill practice                           Objective                                                               Structure                Function
                                                                                             vocabulary

                                                                                                                     Which city did Adnan
                                                                                                                     write about?
                          To read a text about Jerusalem.                                Jerusalem Important         Are there many holy
         Reading &        To answer comprehension questions on the text.                 beautiful famous –          places to visit?       Describing
 1.
         Listening.       To listen to the text, choose words from the box to complete   place Mosque                Al Aqsa mosque is very famous place
                          the text.                                                      Seasons Visitors            important.
                                                                                                                     Jerusalem is my
                                                                                                                     favourite place
                          To listen to a text about Cairo.                               City
                                                                                                                     When is it hot in Cairo?
         Listening &      To answer comprehension questions on the text….                Lots of /very                                        Describing
 2.                                                                                                                  When is it a good time
         speaking         To complete a text about Paris from words listed above.        Beautiful / favourite/                               famous place
                                                                                                                     for tourists?
                          To practice hand writing.                                      tourists /Museum

                          To compare contrasting pictures.                               Revision ( taller –        Nablus is nearer than
                                                                                                                                               Comparing
         Speaking &       To correct the objective into comparative form to complete     older- younger-            Jericho/ is further than
                                                                                                                                               objects and things
         writing          sentences.                                                     smaller) ( biscuits –      Nablus.
 3.                                                                                                                                            Naming objects
         (Revision        To complete phrase with suitable food item.                    water- sweets –            A can of apricot a bag
                                                                                                                                               Describing a
         unit)            To complete the passage about Cairo with words from the        apricot- grapes milk)      of sweets, …
                                                                                                                                               famous place.
                          list                                                           ( most –very – best -    Cairo is very famous
                                                                                         famous)




                                                                               41
                                                     Content analysis – grade 4 Unit (21) Habits
Lesson



                                                                                        New &revised
         Skill practice                          Objective                                                         Structure                 Function
                                                                                         vocabulary

                                                                                                                                         Using adverb of
                                                                                                             Hurry up                    manner to
                          To listen to a dialogue at home.
                                                                                                             Finish your homework        describe the way
         Listening &      To answer comprehension questions on.                      Quickly/ always /
 1.                                                                                                          quickly                     of doing the verb
         speaking.        To complete sentences with want.                           hurry up /want to
                                                                                                             I want to watch carton      and adverb of
                          To complete sentences use adv. always                                              times                       time to state
                                                                                                                                         frequency
                          To read sentences about manner of doing children's home
                          work.
                                                                                                                                         Describing things
                          To act out a dialogue and find who B is.                                           It was (difficult – easy)
                                                                                     Slowly * quickly                                    (using adjectives)
         Reading &        To use the new language to construct conversations about                           I did it ( quickly –
 2.                                                                                  Neatly/ carefully/                                  and the manner of
         speaking         Greej, Jamila and Huda.                                                            slowly – carefully-
                                                                                     Last night Tomorrow                                 doing it ( adverb
                          To practice the structures in a conversation about the                             neatly)
                                                                                                                                         of manner)
                          homework the had the day before .
                          To read a text and answer comprehension questions.

                          To read sentences with adverb of manner.                   Slow / slowly
                                                                                                           I walk slowly
                          To answer comprehension questions on the sentences.        Quick/ quickly                                      Describing
 3.      Reading                                                                                           The radio is playing
                          To do action using adverbs.                                Loud/ loudly                                        actions
                                                                                                           loudly
                                                                                     Quiet/ quietly
                                                                                     Bad/badly




                                                                                41
                                                       Content analysis – grade 4 Unit (22) Culture
Lesson



                                                                                               New &revised
         Skill practice                            Objective                                                                Structure              Function
                                                                                                vocabulary

                                                                                                                                              Discuss information
                                                                                                                                              Reading times.
                          To read information about museums.                                                                                  Telephone numbers
                                                                                            Museum/ number              From ____to ___
          Reading &       To answer questions about museums.
 1.                                                                                         Information/ opening        What time……..?        Finding
           writing.       To complete sentences with want.                                  hours/ open /close          Which museum….?
                          To copy telephone numbers.                                                                                          Opening /closing
                                                                                                                                              hours and days
                                                                                                                                              Using preposition
                                                                                            Cultural/ center
                                                                                                                                              with time and days
                          To listen to information about Bethlehem cultural center.         Revise (days of the
           Listening                                                                                               The_____ is on ____        Saying telephone
 2.                       To complete sentences with words from the list.                   week ) (time of hours:
           & writing                                                                                               from ______to _______      numbers
                          To draw different parts of the body.                              half/ quarter past)
                                                                                                                                              Revise parts of the
                                                                                            (parts of the body)
                                                                                                                                              body
                          To listen to a personal account of a visit and read it .
                          To choose words to complete the visit to a painting club.
                                                                                                                      I (went / painted/
                          To re-arrange sentences to construct an account of the visit to   (Painting/ cycling art)
          Listening                                                                                                   enjoyed)……(yesterday/   Reading personal
 3.                       club.                                                             club
          & Reading                                                                                                   last week) 3            accounts
                          To listen to the letter of account and answer comprehension       Painted / went /
                                                                                                                      I'm going to be……
                          question.                                                         going/ enjoyed




                                                                                  42
                                                     Content analysis – grade 4 Unit (23) Festivals
Lesson



                                                                                          New &revised
         Skill practice                           Objective                                                           Structure                 Function
                                                                                           vocabulary

                                                                                       Happy (Eid /
                                                                                       birthday) merry           How long ago….?           Greeting others in
                          To listen and repeat expression of certain occasion.
         Listening &                                                                   Christmas /               Got married               different social
 1.                       To read the occasion and say the suitable greeting.
          Speaking.                                                                    congratulation            My birthday is            occasions.
                          To write the dates of birthday / marriage/ Ramadan.          Revise (months of the     on…….
                                                                                       year)
                                                                                       Party / ago/                                        Reading and Talking
                          To listen and read the dialogue of social occasion.                                  Fifty people are going to
          Listening                                                                    wonderful                                           about parties
                          To answer comprehension questions on the text.                                       come.
 2.           &                                                                        Revise (get married –                               (birthdays-
                          To ask and answer questions about their birthdays and                                Are you going to have a
          Speaking.                                                                    going to – tomorrow                                 anniversary of
                          birthday parties… .                                          –come)
                                                                                                               party?
                                                                                                                                           marriage) parties
                          To listen and read words related with occasions.
                          To listen and repeat ordinals.                                                       Long live dear (father
                                                                                       Ordinals; (tenth-
                          To listen and join in a song.                                                        /mother)                    Pronunciation
 3.        Listening                                                                   twentieth- thirties-
                          To listen and repeat ordinals.                                                       Now's a welcome time        practice
                                                                                       fortieth – fiftieth)
                          To match vocab. To their picture.                                                    to sing.
                          To practice writing the ordinal.




                                                                                  43
                                                        Content analysis – grade 4 Unit (24) Revision
Lesson



                                                                                                New &revised
         Skill practice                              Objective                                                              Structure               Function
                                                                                                 vocabulary

                                                                                             Boat / fishing/ lake/
                                                                                             middle/ saw
                            To listen and read a story in past tense.                        Suddenly / caught         John went fishing
         Listening &                                                                                                                           Telling past events.
 1.                         To answer comprehension questions on the text.                   Revise; (went-            They checked the
          reading.
                            To complete phrases.                                             bought- checked-          boat quickly
                                                                                             started- shouted –
                                                                                             saw) (old) (quickly)
                                                                                             Jumped /side/
          Listening                                                                          opposite/ new
                            To listen and read a story in past tense.
 2.           &                                                                              rescued/ took stopped   He jumped into his boat   Telling past events
                            To answer comprehension questions on the text.                   Revise; (happy)
          Speaking.
                                                                                             (loudly)
                                                                                                                                               Brain storm
                             To sat what they can see.                                                               I can see…...
                                                                                             Numbers/ colours /                                language and
 3.        Listening         ( colours/ actions/ telephone numbers/ object's names/ shops/                           There are…..
                                                                                             location                                          structures learned so
                          location)                                                                                  The boy…..
                                                                                                                                               far




                                                                                   44
                               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 organise 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 organise the work clearly and efficiently
                                                     45
    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?

     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?

    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?

    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.




                                                            46
                                         Puzzles and word games
   ** Find animals and insects
Find the animals hiding in the following sentences.    EXAMPLE: Close the door at once! (rat)

                 Questions                Answers                        Questions                  Answers
        1.   Do good students succeed?    1. = dog         6. It will be a real surprise if he     6. bear
        2.   This plant needs water.      2. =ant          succeeds.                               7. camel
        3.   These are common keys.       3. =monkey       1. He came late.                        8. = bee
        4.   He made errors.              4. = deer        2. He must be excited.                  9. = cat
        5.   Doric owes money to me.      5. = cow         3. He visited America two times         10. mice
                                                           4. I gave them ice cream cones.

***Hidden colours
  Find the name of a color hidden in each sentence:

  D- Find Colors
       1- They agree never to speak to strangers.                        7- = green
       2- Keep inkbottles in a safe place.                               8- = pink
       3- When they yell, awesome noise fills the place.                 9- = yellow
       4- They are driving to school.                                    10- = red
       5- He raised his eyebrow. No one knew why!                        11- = brown
       6- Neither rage nor anger will solve the problem.                 12- = orange


  ** Find Countries, cities or continents
       1- Good morning Aza!                                                            1- = Gaza
       2- Ashraf, Ahmad and Samy live here.                                            2- = Rafah
       3- Has he gone to the hospital yet?                                             3- = Italy
       4- Can Adam help me?                                                            4- =Canada
       5- He cannot control his anger, many people notice that.                        5- =Germany
       6- The major dance was boring.                                                  6- = Jordan
       7- This woman is courageous.                                                    7- =Oman
       8- Show us what you find, I added.                                              8- = India
       9- She has pain in her teeth                                                    9- =Spain
       10- A plane, which is green, landed 2 minutes ago.                              10- = Greenland
       11- We need to widen markets.                                                   11- = Denmark
       12- Afaf ran cement and steel companies.                                        12- =France
       13- He hurt his chin and knee.                                                  13- = China

  ** Find the hidden numbers:
       1. Most of our students like English      .                                        1. = four 4
       2. Turn TV off if teenagers come in.                                               2. = fifteen 15
       3. The boy answers even the most difficult questions                               3. = seven 7
       4. He asked if I've seen Amany.                                                    4. = five 5
       5. What is the exact weight of this bag?                                           5. = eight 8
       6. That woman is a doctor.                                                         6. = two 2
       7. The bus stops on every station                                                  7. = one 1
       8. They only hate nervous people.                                                  8. =ten 10
       9. There are brave men in every town and city.                                     9. =nine 9
       10. The ministry of health reestablished many centers.                             10. = three 3




                                                       47
                  Tips for Creating Games to Suit your Classes


Personalize or localize games. A game or quiz about famous people can include not only
internationally known but local people too. Use television and local magazines. Mix pictures of
local television, sports and music personalities or political and controversial figures with more
widely known faces. Students find these quizzes more challenging as not all of them, for
example, would recognize the country's football captain or an important politician. The
information gap is genuine and meaningful. Stick mixed groups of personalities on A4-sized
sheets and photocopy them if you can. Students in small groups or pairs can then have a number
of sheets to work from when challenging each other.

Adapt games to suit all levels if possible (to make the most of the material you have prepared).
The Famous Person game can work with beginners asking: ? Is he Italian?? Is he French?
Where's he/she from? And can work equally well with advanced students who can invent
complex clues or questions to guess the personality, e.g.? He's well known in this country for his
music but he comes from America and sings in a boy band. Who is he??

Invent games which recycle language from the main textbook.

If you note that learners have covered time telling this week in their main lessons with their
teacher, you can prepare a short time bingo game with blank clock faces on cards. Each pupil fills
in the clock faces and then the teacher calls out a random time, picks clock faces from a hat or
says sentences including the times.




                                                48
                           A list of useful websites for
                           English Language Teachers
Note:These websites 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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