ﻋﻤﺮ ﻟﺒﺪ
9 Grade
Palestinian National Authority السـلطـة الوطـنــية الفـلسطينية
Ministry of Education & Higher Ed. وزارة الـتربـية والتعلـيم العــالي
Curriculum Development
Notes for Teacher's
of
English for Palestine
Grade 9
2010-2011
بسم اهلل الرحمن الرحيم
ا ْ ا ا ْ ُ ا اْ ُ
ُ ّ ْ ُ ّ ْ ا ا ا ْ َّ ْ ُ ا ا ا
إن أريد إّل اإلصَلح ما استطعت وما توفِيقِي إّل باهللِ عليهِ توكلت وإليهِ أنِيب ( هود:88)
ِ
تقديــــــــم
أخي المعلم / أختي المعلمة:
السالم عليكم ورحمة هللا وبركاته ,,,
ر
اي ي ي ل ا ي يين أه ي ييل ييي ت ت تر
ف ي يير جه ي ييار ا ي يية ةل ل ت ارعاي ي ي ةت ا ي ييام ت ي ييا ر اه ي ييةار ت ا اي ي ي ت ا اااي ي ي ء ةتك ي ييا اع
تر
ةل ل ت ارعا ي ي ي ي ةت ا ي ي ي ييام ت ي ي ي ييا ر في ي ي يير اهي ي ي ييةار تالخاصي ي ي ييادء ةت اا ي ي ي ي تنء ةت ا ااي ي ي ييزء ة خهي ي ي ييةل ا ك ي ي ي ي م ةأه ي ي ي ي ت
ا ي ييل ا ي ييم ت ي ي ي ت ي ييب و ي يين اه ي ييل ت ا ي ييم ةت ها ي ييب ةة ي يير ت ا ي ييرء ا ي ييم ع ي ييا ت ا ا ي يياي ةا ك ي ييا عء ةاخ اي ي ي
تإل الا (ت ااكز ت كاكر) عهع اع ت ة ىء اا ع ت رص فر تإلع تع ةت ا ا ةت ا راب.
ت اي ي ي را ر
ا ي ييا ر ي ي ي تراع ي يياه هي ي ي ت ت ي ي ي ال عا ا ي ييةت ت ا ي يياب ت ا رك ي ييرء ةأه تف ي ييع ت ااي ي ي ةت خاصي ي ي ء ةتك ي ييا تاا اا
ا قاق ت ا م ةت ا ام تإلا اعرء اخهاهاجء ةا ا تجء ةاقةاااج . ا ت االئا ةت
ة ن ج ق م ك ه ت ت ال أال أن ا ةن ارش تج ةاةر تج اكا ان عع فر أ تئك .
د. خليل عبد الفتاح حماد
ر
نائب مدير عام اإلش اف والتأهيل التربوي
فريق اإلصداد للصف التاسـع
يةل
اا ي ف ث ت شيافير فاها وع ت ر ان هعا
ا اية كااير عص يع ير
جاياييان ت اياي ث
إشـراف صــام
نجـــاه علــى نصــــــر حيـــدر محــمـــد أبـو شاويش
المشرفون التربويون
مشرفو مبحث اللغة االنجليزية وهـم :
كيان كالاي - ك ير اعي - ةهعى ك ا وع ت اا ث ت كعاخر - كان وع رعع ك ااان أعة ت خار
ر
- توا تل جع تهام ك ا أعة ك ي ل كين شاا ير - جايايان ا ا - ا ا وع ت رام أ ا أعة ت
- يايال ويةت ت ك عييا ير - خيا ي ش ي ل ك اايان عير ية - ت واار ا ا ت
اكر
- ها ر وي ير رعياح ت ي ية - اي ايير خي يايل صيا يح - أ ياي وي ير ت ياعياش
ي - وع ت رام ااب كالا ت - اصه ى وع ت ال أعة وهيةتن - أ ا جك ق اصه ى ت را ر
حة ر
- خض ل و ى صالح أعة - اال وع ت اياح أعية شايا ي ال - ا ان وع ت ا ا ك ام
طباصة وتنسيق
الـهـام قاسـم محمد الـدم -
Table of contents
Topic/ subject Page
General Goals of Teaching English for Palestine
Bloom's Taxonomy Verbs
A list of deleted subjects
Lesson Aims
Lesson plan Template
lesson plan format-A sheet of daily lesson plan
lesson plan format -A sheet of daily lesson plan
Scheme of work for grade 9
Content analysis of grade 9
Model lesson plans. A model preparation for a unit
Self evaluation questionnaire
How to build rapport with your students:
Puzzles and word games
A list of so far useful websites for English Language Teachers
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.
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.
Bloom's Taxonomy Verbs
When preparing a lesson or a test for your class, keep this list nearby. This will help
you determine the level of response you are anticipating from your students.
Knowledge Count, Define, Describe, Draw, Find, Identify, Label, List, Match,
Name, Quote, Recall, Recite, Sequence, Tell, Write, Outline,
Produce, Select, State, Numerate, Point to, Recognize, Recall
Comprehension Conclude, Demonstrate, Discuss, Explain, Generalize, Identify,
Illustrate, Interpret, Paraphrase, Predict, Report, Restate,
Review, Summarize, Tell, Give examples, Infer, Select, Defend
,Distinguish, Extend ,Estimate, Convert, Locate
Application Apply, Use, Change, Choose, Compute, Dramatize, Interview,
Prepare, Produce, Role-play, Select, Show, Transfer,
Demonstrate, Employ ,Operate, Solve, Write an example,
Modify, Relate, Classify
Analysis Analyze, Characterize, Classify, Compare, Contrast, Debate,
Deduce, Diagram, Differentiate, Discriminate, Distinguish,
Examine, Outline, Relate, Research, Separate, Support, Draw
conclusions, Illustrate, Infer, Point out, Select
Synthesis Compose, Write, Construct, Reconstruct, Create, Design,
Develop, Integrate, Invent, Make, Organize, Perform, Plan,
Produce, Propose, Rewrite, Rearrange, Predict, Categorize,
Combine, Devise ,Explain, Generate, Formulate ,Design,
Compile
Evaluation Appraise, Argue, Assess, Choose, decide, Critic, Decide, Evaluate,
Judge, Interpret, Justify, Predict, Prioritize, Prove, Rank, Rate,
Select , Compare ,Conclude, Describe, Contrast ,Support,
Criticize , Discriminate , Explain, Write , Score, Rate
Grade 9 A list of deleted subjects
Unit page subject Reason
SB 15 88 Good news from the doctors:
Long Curriculum
WB 15 84 Delete All the unit
SB 16 94 Revision :
Long Curriculum
WB 16 90 Delete All the unit
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 makes the 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.
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 Ramadan.
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 aim = 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.
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
used in the lesson plan. They should instead be the learning outcomes of those activities. As an
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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).
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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.
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بسم هللا الرحمن الرحيم
Subject: ………………………… Unit:…………… Lesson: ) ( ……………………………
Grade/Class:
Period: Day:………………… Date: / /
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 Assignments
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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:
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Scheme of work
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.
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Scheme of work Unit 6 Grade 9
Scheme of work
Learning Context/ Tasks & Resources/
Time language Skills Homework
outcome topic activities materials
Describe a Say what it
Sat. picture speaking SB/WB
picture shows
Rural
Intensive The old ways /country/wel Read for
Sun. Reading SB WB Ex.3
reading and the new ls/ ways of skimming
life
Speaking Possibility Choose the
Speaking
Mon. Modal verbs obligation correct modal SB/WB WB Ex.4
grammar
necessity verbs
Join the
Using Speaking Write a short paragraph about
Tues Writing Connectors following SB/WB
connectors writing yourselves using connectors
sentence
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Content Analysis of Grade "9" First Term
Reading, Teaching
aids & Assessment
Time
General Aims vocabulary Language Listening Writing
Unit
resources techniques
& Dialogue
-To use words related to air travel - Palestine -Present Listening : » Writing; -Cards * students use
-To listen to and read a conversation here we come! continuous email words in
-To talk about air travel A good flight Teacher context
- Air travel -Present completion guide
-To talk about time differences around the word Intonation:
simple + * SS use the
-To use the present continues & ancient times - Flash cards
Getting to Gaza
- Gaza, ancient stative verbs from notes new structure
-To develop speaking fluency and future city yes/no &
-To read a text about Gaza & ancient times » Describe a - Color chalk * Give a
September
trade -Times &
-To study dictionary definitions distances wh/ journey worksheet
questions - B.B
-To understand and use (used to) - Travel
-To review question forms expressions * Additional
-Past simple - S.B - W.B
with by exercises
-To listen and take notes & used to
-To practice question intonation - Worksheet * Observation
1-
-To write an email
-To listen and do dictation
-To describe a journey (writing)
-To use preposition of place movement Let's ask #Listening: » Writing; -Cards * students use
-To listen to and read a conversation the way ordering new vocabs
Indefinite It isn't far Teacher
2 -Where to go, what to see
-To talk about where things are
-To ask and give directions & definite . directions guide * students
Locations in articles; use new
-To develop speaking fluency town &
(a/an, # sounds: » Creation - Color structure
-To read a text about Istanbul
September
school chalk
-To use (a & the) the)
pl/str/xt/th your own * Ss speak
-To talk about places you know local tour - B.B about
Directions r
-To listen and understand a dialogue (follow) (paragraph) directions
-To practice consonant clusters Introducing - S.B
- Ask. give & following directions Istanbul * Ss write a
-0rdering directions, punctuation - W.B paragraph
about their
-Listening; Dictation
Worksheet own journey
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Reading, Teaching
Time Assessment
General Aims vocabular Language Listening Writing aids &
Unit
techniques
y resources
- Use vocabulary of furniture & fittings I feel at - Present » Writing; -Cards * students use
home perfect with words
3 - Home is special where the heart is
- To use the present perfect with (already & still not) already! (already & still a progress Teacher guide
not) * students use
- To read about houses & homes around the work # poem; A report - Flash cards the new structure
Furnishi - Noun- school
- use words connected with houses /homes ng & adjective pairs from notes - Color chalk * Ask students
rooms creed comprehension
- B.B
October
- Writing skills; writing a summary - Present » task: questions
perfect vs. past
- To use the past simple & present perfect Preparin writing - S.B * students
simple (time + practice speaking
g for a
for, since, ago)
- Speaking skills; reading a poem aloud guest one's - W.B about home
- write a progress report own -Worksheet * students
Home is writings
- Listening skills; Dictation a special progress
place
- To write a progress report report
- Use vocabulary of illness » Writing; -Cards *students use
words
- To listen to and read a conversation -You don't -comparison completion Teacher guide
look well of adjectives * students use
- Flash cards
4 - Be fit, but be safe -
- To use comparative & superlative adjectives -noun- notes the new
-Aches & adjective pairs
- To get familiar with a text about sports & safety pains - # A healthy » task: report - Color chalk structure
October
comparison
- Vocabulary expansion; words connected to sport
with (too/not)
heart one's own - B.B *students
-Advice enough practice
- Pronunciation: th # sounds; th heart - S.B - W.B
speaking
- Writing skills : information transfer experiment - Worksheet
-how to be * students write
- Task: describing an experiment, interpreting the results fit- and safe their own report
- write their own report about heart experiment
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Reading, Assessment
Time
General Aims Language Listening Writing
Unit
vocabulary techniques
Vocabulary; The landscape » Writing; * students use new
To listen to and read a conversation vocabs
From here to there - Page 30
To use the present perfect & present continuous Let's go! Past # Listening ordering
To develop speaking fluency simple * students use the
To get familiar with a text about the Global Positioning Present How are events
new structure
System Geographical prefect
vocabulary Present you? » Task: write
Vocabulary expansion; words connected with technology * Check students'
November
prefect a
Reading skills; taking notes # Stress: work
Writing skills: writing a summary continuo
Opposites card about
To do a newspaper interview us * students practice
sentence
To listen to a conversation between friends one's own finding the way
To listen to and understand a technical talk Finding the stress 1
Listening skills; taking notes recent * students write
way
Pronunciation: sentence stress their own card about
Writing skills : writing a postcard activities their own recent
5
activities
Vocabulary; farm & household objects » Writing; *Ask students to use
6 the old ways and the new-- Page 36
To listen to and read a conversation guided words
To use modal verbs, including past time I can still Modal #Listening summary of
To read with a text about cities in the past and the present remember verbs, chorus at conversation *Ask students to use
Reading skills; predicting the content of a text present home the new structure
To use quantifiers: (one/some/most/half/all) forms & » task: write
November
To listen to and understand a conversation between Things for past: #Sounds; about one's *let students practice,
friends everyday life could/ha the sound speaking listening
life, present &
Pronunciation: the sound of/d/ – past & d to of /d/ past
Writing skills : writing about life in the past and the present Connecto * students write their
present rs cards about their own
Listening skills: Dictation Quantifie life in past & present
Building a rs: (one
Unit task: writing about one's life in the past and now
modern city ,of ,etc.)
12
Content Analysis of Grade "9"
Reading,
Assessment
Time
General Aims vocabulary & Language Listening Writing
Unit
techniques
Dialogue
-Vocabulary; personal qualities - The name is » Writing; *Ask students to use
-To use the past simple & past continuous Salah Al-Din Mike's story words *Ask students to
-To talk about scenes & events in the past Past #Listening use the new structure
-To develop speaking fluency - Personal continuo what » task: tell &
*Check students' work
7 A great leader
-To get familiar with a text about Salah Al -Din qualities us + past happened? write a story
December
-Vocabulary expansion; words connected history & leaders simple
* ask students
-Reading skills; predicting the content of a text Synonym #Intonatio
comprehension questions
-Writing skill: writing a biography - Salah Al- s n:
-Listening skills: prediction Din: a leader Past sounding *let students practice,
-Prediction: sounding interesting & interested ahead of his perfect + interesting speaking listening
-Writing skills : writing a narrative about another person time past &
-Unit task: finding out what happened, writing a narrative simple interested
-To listen to and read a biographical text » Task Write *Give grammar review
-Review vocabulary of Unit 1-7 about a visit worksheet
-To listen to a conversation in a Tourist Office A great man #Listening
-Listening skills: & a great & * Give vocabulary
8 – Revision Page 48
-Review the grammar of Units 1-7 Muslim speaking: review worksheet
Grammar review
you should
* Quizzes
December
see the
Vocabulary gardens
review *Revision question about
the material studied of 1-
7
* Preparing students for
the final exam: guidelines
& instructions
[
11
Content Analysis of Grade "9" Second Term
New
Learning
Time
Learning objectives Structure Function Vocabulary Evaluation
Unit
Aids
- to identify nature feature - I'm going to.. - Using - Grass -Cards - Read and notice
9- Growing green - Our friends,
future tense completed and read.
- to learn new vocabulary - He will ……… correctly - Fence Teacher guide
- Fill in the spaces
- to listen and read a conversation - If you study - Leaf - Flash cards
- Using if
the forests
hard, you will conditional - Match the words
- to use the future tense with (will) - Bench - Color chalk
pass exams.
Feb.
type (0+1)
correctly. - B.B - Give a worksheet
- to use the future with (going to ) - If the plants life - Part
takes in co2m it - S.B - Check students work
- to use if conditional type (0+1) correctly. gives at o2 - Notice
- W.B
- to write an informal letter
- Worksheet
- to learn new highlighted words. - There is a - Using - Fried -Cards - Complete and read
Tomato. countable
Quiz : could you look after you
- to talk about food and cooking styles. and - Boiled Teacher guide - Do as shown
10 - What would you do?
- If you studied uncountable between brackets.
- to listen and read a conversation - Row - Flash cards
hard, you would noun
home and family
pass exams. correctly. - Choose the correct
- to use countable/ uncountable nouns with many/much and a - Stew - Color chalk
answer
few/ a little - Using if - B.B
- Duty - Match the words
- to read and understand the text conditional
type (2) - S.B
- Closer - Give a worksheet
- to use if conditional type (2) correctly. correctly - W.B
- Check students work
- to practice with sentence stress 2. - Worksheet
To write a project proposal
Content Analysis of Grade "9" Second Term
11
New
Time Unit Learning objectives Structure Function Learning Aids Evaluation
Vocabulary
- to identify nature feature - I'm going to.. - Using - Grass -Cards - Read and notice
9- Growing green - Our friends,
future tense completed and
- to learn new vocabulary - He will ……… - Fence Teacher guide
correctly read.
- to listen and read a conversation - If you study - Leaf - Flash cards
- Using if - Fill in the spaces
hard, you will
the forests
conditional - Color chalk
- to use the future tense with (will) pass exams. - Bench - Match the words
type (0+1)
Feb.
correctly. - B.B
- to use the future with (going to ) - If the plants - Part - Give a worksheet
life takes in - S.B
- to use if conditional type (0+1) correctly. - Notice - Check students
co2m it gives out
- W.B work
- to write an informal letter o2
- Worksheet
- to learn new highlighted words. - There is a - Using - Fried -Cards - Complete and
Tomato. countable read
Teacher guide
Quiz
- to talk about food and cooking styles. and - Boiled
- If you studied uncountable - Flash cards - Do as shown
- to listen and read a conversation hard, you would noun - Row between brackets.
10 - What would you do?
pass exams. - Color chalk
- to use countable/ uncountable nouns with correctly. - Stew - Choose the
many/much and a few/ a little - B.B correct answer
- Using if - Duty
- to read and understand the text conditional - S.B
- Closer - Match the words
type (2)
- to use if conditional type (2) correctly. - W.B
correctly - Give a worksheet
- Worksheet
- to practice with sentence stress 2. - Check students
To write a project proposal work
Content Analysis of Grade "9" Second Term
11
New
Time Unit Learning objectives Structure Function Evaluation Learning Aids
Vocabulary
- To use the new words in context. - She made - Using - Fetch - Ask students to - S.B
Samera the food relative use words in
11 - Helping hands: making
- To listen and read a text pronouns - Style - Chat context - cards
- I saw the correctly
- To use verb + two objects teacher who - Expect - Ask students to - teacher guide
teached me - Using verb + use the new
-To use relative pronouns - Disaster - B.B.
friends
March
English two objects structure at their
- To listen and read a poem yesterday correctly - Victim own - chalk
- To write summary of opinions and reactions - Kids - Fill in the spaces - Cassette
- Voluntary - Rewrite the - W.B
sentences
Organization - work sheet
-To use the new words in context. The Un has been - Using the - Health care - Give a worksheet - Cards
asked to help. passive about passive
- To listen and read the text - Social services - Picture
12 - Uniting for a better future
By the end of the - Using the - Ask students to
The united nations at work
- To use the passive function, form and by + agent war it had killed past perfect - Education use the new - B.B.
another passive and structure in
- To talk about the UN in Palestine past - Clinics - Staff contexts - color chalk
- To discuss the pictures continuous - Dedicated - W.B
passive - Check students
- To use the past perfect passive and past correctly -Cameraman and work - S.B
- To practice pronunciation of big numbers -Interviewed - True or false - Teacher guide
questions
- T write more than are paragraph - Agencies - Worksheet
- Give a worksheet
Construction
- Freedom
11
Content Analysis of Grade "9"" Second Term
New
Time
Learning objectives Structure Function Vocabulary Evaluation Learning Aids
Unit
- To learn new highlighted words - I can't sleep - Using a - Cheer up – Mood - Ask students to - S.B
greening – Attention – use words at their
13 - Be Happy - Help,-world
- To talk about things make you sad or happy - neither can I with too, Dramatic - own - W.B
either, so, Scream Ignore –
- To listen and read the dialogue - Although he is - Ss use the new - Teacher guide
neither, nor Negative –
poor, he is structure at their
- To use a greening with too, either, so neither, nor correctly Positive – Selfish- - Pictures
happy own
April
Run away
- To use the connectors although, even though - using the - Color chalk
connectors - Check the
- To listen the poem (the news) correctly students work - Cards
- To write an email letter with a reply - a worksheet - Worksheet
- To use the new words - He wants to Using the - Regard=- - Ask students to - Teacher guide
know when you reported Speaker - Fire use words at their
- To listen and read the conversation are going to get speech work - Looking own - pictures
14 - Love and best wishes
in a trip correctly forward to - In
- To use the repeated speech (without tense changes): - Ask students to - Color chalk
touch - Age –
statement, requests, yes no and questions] - I enjoy - using verb use the new
Rude - Home sick - Cards
learning English + ing/ - Getting used to structure at their
- To use phrases with similar meanings
infinitive own - S.B
- To use verb + ing/ infinitive correctly
- Check the - W.B
- To practice contracted forms students words
- Worksheet
- To write a message - Give a worksheet
11
New
Learning
Time
Unit Learning objectives Structure Function Vocabulary Evaluation
Aids
- To learn the new words - Artificial - students use
the new
- To talk about development of medicine - She said she -Using the reported - Operated words in - Teacher
was in much speech correctly sentences guide
15- Good news from the doctors
- To use the reported speech (with tense pain - Recovering
changes) statements - Using the reported - students to - S.B
- I asked Dr. Ali requests and - Expect - Bionic
use the new
- To learn the new words what he meant questions correctly - W.B
- Surprise - included structure in
- To listen and read the text context - Chalk
May.
- Development
- To use reported requests and questions - Check - Cards
- Disabilities students
- To listen to an interview with s disabled writing and - B.B
athlete - Impossible work
- pictures
- To practice pronunciation of words stress - Able bodied - Give a
worksheet - Worksheet
- To write an interview report. - Athletes
- To learn the new words - Grammar - - - Worksheet - S.B
16 - Revision beautiful new west
review
- To listen and read the text - Ask general - W.B
revision
hill English teacher
- To review the vocabulary and grammar of questions - Chalk
units 9-15
- Encourage - Cards
- To review grammar students to
.
- B.B.
use their
notebooks to - Pictures
revise the
vocabulary - Worksheet
and
grammar.
11
Subject: Unit: 9 Lesson:1 page:52 Day: Date:
General Aims: Develop listening skills. Time:40 minutes
Personal aim: Employ EL more than mother tongue. Group:38 Ss
Prerequisites: The ability to describe a picture. Level: 9th Grade
Difficulties foreseen: Ss may not follow well the speaker on the tape . Age:15
Materials/ Equipment needed: flash cards- tape- SB- WB- board. Grade/Class 9/1 / / / /
New language: bench- fence- notice- smelly- grass- leaf Period 2
Evaluation &
Assessment
Objectives Stage Activities Time Organization Sources
procedure
Feedback
Ss get used to EL. 1 Warming up: Do you like going to gardens? Why? 2m T-Ss-T T's NB observation Realized
To consolidate previous 2 Homework: Return the corrected and graded texts 5m Ss-T Ss' NB participation scored
learnt material from the previous lesson. Ss read to note their
mistakes. A student comes to the front to read his
work while the Ss write their comments to discuss
later.
Ss are expected to: 3 T. elicits the meaning of the title.. 3m Whole SB elicitation fulfilled
class
-comment on the title .
-extend Ss vocabulary. 4 T. presents new vocabulary through different 5m T-Ss-T cards participation scored
11
techniques.( C.G.S.)
-describe the picture 5 T. explains the task in Exercise.1& models the first 5m T- Ss-T SB+TB description done
sentence. Ss describe the picture. (T. elicit answers
through asking question like: What is Nadia thinking
about? Etc..)
-relate notes to picture 6 Ss. Read the notice and do ex. 2. What is the 4m Pairs SB+TB answers fulfilled
connection between the two pictures?
-skim the text by listening 7 T. explains the task in 3 and then plays the cassette. 6m Individuals tape answers achieved
delibrately. Ss. Listen and check their answers to exercise 2 T.
corrects them if necessary.(T. Can play the cassette 3
times)
-scan the text for details. 8 Ss read exercise 4 then listening to the tape for details. 7m Pairs SB answers scored
Ss compare their answers in pairs .T. checks answers
orally.
-revise key points in the 9 -Rounding up: What new things have you learnt in the 2m T-Ss-T SB answers accomplished
lesson. lesson?
-To consolidate the newly learnt HOME WORK 1m
materials.
WB p.48.Ex.1 T. explains the task in this ex. And
models one, then tell Ss to do it as a home work.
11
Subject: Growing green Unit: 9 Lesson:2 page:53 Day: Date:
Aims: use "will" &"going to" to talk about future. Time:40
Personal aim: Employ English Language more than mother tongue. Group:
Prerequisites: what is meant by: promise, offer, decision and intention Level:
Difficulties foreseen: differentiating between will &going to Age:15
Materials/ Equipment needed: SB/WB/colored chalk/board/wall chart Grade/Class 9/1 / / / /
New language: future with will/going to Period 3
Assessment Evaluation &
Objectives Stage Activities Time Organization Sources
procedure Feedback
Ss get used to EL 1 Warming up: T. starts with some questions: 3m T-Ss-T SB participation done
What are you going to do tomorrow?
-What will you be in the future?
To consolidate previous 2 Homework: (check and answer) 5m T-Ss-T WB answers achieved
learnt material.
Ss are expected to: 3 T. presents(elicits) the language box through examples. 10 m T- Ss-T wall chart observation Scored
-use will/going to Ss provides more correct examples.
-use ''will/going'' to 4 1-T. elicits the difference between the use of "will" & the 5m T- Ss SB answers
express promises /offers use of " going to "in a list on the board
& decisions 5m Pairs Scored
2-Ss work in pairs to do ex.5 T. checks
12
-express future events 5 1-T elicits the task in exercise 6 and models the first one 6m Individuals SB participation Scored
using will be/will have
2- Ss answer.
Ss do ex 7- T. choose some to tell their answers in front 5m Pairs
of the class
-revise the key points in 6 -Rounding up: What new things have you learnt in the 1m T-Ss-T SB answers done
the lesson. lesson?
-To review previous Assignment: WB p 48 exercises 2,3 and 4
learnt material.
12
Subject: Reading & Vocabulary Unit: 9 Lesson:3a Day: Date:
Aims: to develop silent reading skills. Time:40m
Personal aim: Employ English Language more than mother tongue. Group:
Prerequisites: carbon cycle Level: 9th Grade
Difficulties foreseen: large number of new vocabulary Age:15
Materials needed: flash cards- cassette- SB- WB- board. Grade/Class 9/1 / / / /
New language: highlighted vocabulary Period 2
Evaluation &
Assessment
Objectives Stage Activities Time Organization Sources
procedure
Feedback
Ss get used to EL. 1 Warming up: Play what is it? With the Ss. 3 S-Ss TB observation scored
To consolidate previous learnt
2 Homework: check and answer. 10 Ss-T WB answers realized
material.
Ss are expected to:
New Vocabulary: T presents new vocabulary in the text from
3 7 T-Ss-T SB participation scored
-extend Ss vocabulary. line 1 to line 29.T uses different exciting techniques here.
T elicit the meaning of the title.
Ss (looking to the pictures) tell what happen?
-comment on the title and
4 5 T-Ss-T SB discussion done
pictures. T elicits the picture of carbon cycle.
T elicits the importance of plants and flowers?
Ss read the following question and skim from line 1 to line 10
read for a gist. 5
to answer:
11
-Supply one word: 1 Individual SB answer achieved
Carbon dioxide rises because of destroying the tropical……
T asks Ss to read the following questions and go quickly to find
their answers in the text from line 1 to 15:
-Is plant life essential?
-Plants and animals are not partners, are they?
read for details. 6 12 Ss-T SB answer fulfilled
-What does animal life breathe in?
-What does plant life give out?
-one tree produces enough oxygen four……people (add a
word) etc..
revise the key points of the
7 What new things have you learnt in the text? 2 T-Ss-T SB particpation done
lesson
To review the learnt part of the text . SB: exercise 2 and 3 in the SB page 55
11
Subject: Reading and vocabulary Unit: 9 Lesson:3b page: 54 Day: Date:
General aim(s): to develop silent reading skills. Time: 40m
Personal aim: Employ English Language more than mother tongue. Group:38
Prerequisites: global warming Level: 9th Grade
Difficulties foreseen: a lot of ideas in the text Age:15
Materials needed: flash cards- cassette- SB- WB- board. Grade/Class 9/1 / / / /
New language: highlighted vocabulary Period 2
Evaluation &
Assessment
Objectives Stage Activities Time Organization Sources
procedure Feedback
Ss get used to EL. 1 Warming up: T invites talk about the text they read yesterday? 3 T-Ss-T SB observation realized
Recognize answers for Homework: Check and answer
questions on the read part of the 2- 7 T-Ss-T WB answers scored
text.
Ss are expected to: 3 T presents new vocabulary through different techniques. 3 T-Ss-T SB participation Scored
extend their vocabulary
read for a gist. 4 Ss read the following question then go quickly to discover its answer in 2 class SB answers done
the text from line 30 to the end of the text:
-Why are many animals important?
read for details 5 T asks Ss to read the following questions first, then discover their 13 T-Ss-T SB answers fulfilled
answers in the text from line 30 to the end:
-What causes global warming?
-in line 32, the word 'them' refer to:…(complete)
11
-If we do not control carbon dioxide rising, what will happen?
-How many plant life do forests contain? Etc..
identify the correct answers 6 Exercises: 4, 5 and 6 10 S-S-T SB answers completed
explain the carbon cycle.
-form pair of words
revise the key points in the 7 What new things have you learnt in the lesson? 2 T-Ss-T T's NB answers fulfilled
lesson
To consolidate the newly learnt Assignment: WB page 50 Exercises 1,2 &3
material in the lesson.
11
Subject: language &speaking Unit:9 Lesson:4 page:55 Day: Date:
Aims: To use if conditionals type: 0 and type:1. Time:40 m
Personal aim: Employ English Language more than mother tongue. Group
Prerequisites: use present simple correctly. Level:
Difficulties foreseen: differentiating between the two types of IF-clause Age:15
Materials/ Equipment needed: SB/WB/colored chalk/board Grade/Class 9/1 / / / /
New language: if conditionals type"0"&"1" Period 3
Assessment Evaluation
Objectives Stage Activities Time Organization Sources
procedure & Feedback
Ss get used to EL. 1 Warming up: T asks, what will you be in ten years time from now? 3 T-Ss-T SB answers done
To consolidate previous learnt 2 Homework: check and answer 10 T-Ss-T WB answers realized
material
Ss are expected to: 3 T. writes different sentences of IF-Clause type 0 and type 1 on the board.( 5m T-Ss-T T's NB Participation Scored
6 sentences including "when")
classify the sentences into their
appropriate types Ss. Classify them &focus on the verb and the form. (T elicits that)
differentiate the two types of if 4 Presentation: T .elicits the rules through examples. 10m T-Ss-T SB participation Scored
conditional.
T. focuses on the differences in form and use.
T. reads the rules from the book while Ss follow.
11
use if conditional type 0&1 5 Practice : T.. reads exercise 7 and explains to Ss with a model.. 10m Individuals SB answers Scored
1-Ss say their own sentences using the correct if conditional type/when.
2- Choose the correct answer:
1-If I travel to Jerusalem , I ( visit- will visit- visited) El Aqsa mosque..
2-You will be fat if you ( eat- will eat-ate) a lot of chocolate.
3When she buys a mobile, she (send-sends-sending) SMS.
4-If Sami studies hard, he (will answer- answer-answered) the exercise.
5-…..
Revise the key points in the 6 What new things have you learnt in this lesson? 2 T-Ss-T T's NB participation realised
lesson
To consolidate previous learnt material Assignment :WB exercises 4 page 50
11
Subject: listening & understanding Unit:9 Lesson:5 page:56 Day: Date:
Aims: develop listening skills Time: 40m
Personal aim: Employ English Language more than mother tongue. Group:
Prerequisites: recognize the word: tiny, cream Level:
Difficulties foreseen: recognizing the persons in the picture Age:
Materials/ Equipment needed: SB/WB/cassette/ clear poster of the garden Grade/Class / / / / /
New language: - Period
Evaluation
Assessment &
Objectives Stage Activities Time Organization Sources
procedure
Feedback
Ss get used to EL. 1 Warming up: Exercise 1 SB page 56 5 T-Ss-T SB discussion completed
To consolidate previous leant material. 2 Homework: check and answer 5 T-Ss-T WB answers done
Ss are expected to: 3 Listen to the poem and say what colours the poem mention. 3 S-S-T Tape Answers Realised
listen for a gist.
listen for details. 4 Listen to the poem again and name the people in the picture.( T elicits 6 T-S-S-T tape answers accomplished
how Ss know the people: Sue, Simon and Paul) T models( write on
board):-The girl who has blonde hair is called Sue. We know that because
the poem explains that Sue is looking to plants with white flowers and
plants with blue flowers. And so on….
Ss can listen many times.
11
extend vocabulary. 5- With the help of the picture ( developed clear poster) Ss work out the 3 T-S-S-T poster Working out completed
meaning of: "cream" and the meaning of "tiny"
Discuss about the garden 6- Exercise 6: Discuss these questions: 5 T-S-S-T SB discussion scored
T elicits the answers for the two question with help of providing new
vocabulary.
listen to read the poem accurately 7- Ss are invited to listen to the poem and then read it aloud. 5 S-Ss & T Tape + Aloud scored
aloud. SB reading
Express themselves about gardens. 8- T asks Ss what they like about a real public or private garden? 5 S-S-T SB expressing done
Revise key points in the lesson. 9- Rounding up: What new things have you learnt in the lesson? 3 S-S-T T's NB answers fulfilled
To draw a picture of a garden out of their Assignment: Ss draw a picture of a garden they dream of.
imagination.
11
Subject: writing Unit:9 Lesson:6 page:57 Day: Date:
Aims: writing a letter Time:40 minutes
Personal aim: Employ English Language more than mother tongue. Group:
Prerequisites: punctuation marks/conjunctions Level:
Difficulties foreseen: creating sentences Age:15
Materials/ Equipment needed: SB/WB/Board/wall chart Grade/Class 9/1 / / / /
New language: - Period 1
Evaluation
Assessment &
Objectives Stage Activities Time Organization Sources
procedure
Feedback
Ss get used to EL. 1 Warming up: T revises punctuation marks and conjunctions through a 5 T-Ss-T T's NB participation done
spider net and examples
To discuss more about gardens 2 Homework: check and discuss. 5 T-Ss-T Ss' drawing discussion realized
Ss are expected to: 3- WB: exercise 1.Listen for the tape and do the dictation. 5 T-S-S-T WB answers Scored
Listen to the tape and do a dictation
Identify letter parts 4 Ss revise the letter elements with their T. and list them on the board / 5m Whole class Wall chart Ss label the Scored
Wall chart parts
complete a letter 5 T explains the task in ex. 9 5m Pairs WB page answers Scored
52
Ss write their letter missing parts in the WB then give out their
answers
Write the letter address, body and 6 -T elicits Exercise 11in SB. 13 Pair work SB ex.11 + Observation
end.
-Ss work in pairs to do the task in exercises 4,5, and 6. WB Monitoring
12
-T. monitors, facilitates and check answers done
Revise the key points in the lesson. 7 What new things have you learnt in the lesson? 2 S-S-T T's NB answers Scored
To review Ss' vocabulary. Assignment: WB exercise 6.
12
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 they need to identify and to solve. This
questionnaire could be done many 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 QUESTIONNAIRE
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.
11
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
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?
11
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.
How to build rapport with your students:
11
We teachers are very powerful people. We can make a 20% difference to
functional intelligence of our students! We must be in good relationship with our
students and have a healthy atmosphere. With good rapport , students of a teacher
show 10%rise in their measured intelligence .With bad rapport, there is 10% fall.
There are ten ways to build rapport with your students:
1. Greet your students each lesson. Smile, make eye contact. Shake their hands. If
you behave as you do to guests in your home, your students see you as
'transparent' as a person not a teacher.
2. Use your students' name. Have a card near you with diagram on it of the class
seating plan and names in places.
3. Express enthusiasm at the start of each lesson. Say for example ,"I love English'.
Express your likes and dislikes about the lesson, topic, grammar or words.
4. Show that you prize, or value each student .Even if you are criticizing a
student's work or behaviour, show that you still prize the students as a person.
You could say, when appropriate, 'I like you; I don't like your bahaviour. "I
respect you as a person; I do not respect this piece of work.'
5. Be very polite. Say 'please' and thank you, and 'sorry'.. etc.
6. Praise the whole class:" I enjoyed this lesson. Thank you. Well done!"
7. When you teach using VAK (visual, audial, kinesthetic), you give your students
something to see (visual), something to hear (audial) and something to
(kinesthetic) at each stage of the lesson. So you are addressing the different
strengths of all your students.
8. When you move round the room, as students are working in groups and pairs,
mirror their different facial expressions and moods. Smile with those who are
smiling, frown with those who are frowning, laugh with the group that is
laughing. This shows that you can participate with their inner world.
9. Be honest. Say what you hear your students saying:" You are saying that this is
too easy' 'You are saying that you don't understand.'
10. When rapport is good, your students become more independent and
responsible as learners. They become more creative and better at problem
solving and their self-esteem goes up. You also have fewer discipline problem.
Puzzles and word games
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**ANIMALS IN HIDING :Find the animals hiding in the following sentences. EXAMPLE: Close the
door at once! (rat)
Questions Answers Questions Answers
1- That will be a real help. 1- bear 9- We will go at two o'clock. 9- goat
2- She came late every day. 2- camel 10- Is he the sixth or seventh? 10- horse
3- He came to America today. 3- cat 11- In April I only came once. 11- lion
4- Eric owes me ten cents. 4- cow 12- I'll sing; you hum on key. 12- monkey
5- We made errors in each one. 5- deer 13- I made a Xerox copy of it. 13- ox
6- Do good workers succeed? 6- dog 14- She clothes naked babies. 14- snake
7- If I shout, he'll hear me. 7- fish 15- At last, I, Gerald, had won. 15- tiger
8- If Roger comes, we'll begin. 8- frog
A simplified form of the previous activity
** Find animals and insects
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.
3. These are common keys. 3. =monkey 1. He came late. 7. camel
4. He made errors. 4. = deer 2. He must be excited. 8. = bee
5. Doric owes money to me. 5. = cow 3. He visited America two times 9. = cat
4. I gave them ice cream cones. 10. mice
***Hidden colours
Find the name of a color hidden in each sentence:
Questions Answers
1- Some parts of the face are the eye, eye- brow, nose, and mouth. 1. brown
2- I'm not really dumb; lack of sleep made me forget the answers. 2. black
3- If I tell you what she said, will you agree never to tell anyone? 3. green
4- In the box we found a pencil, a pin, keys, and a few coins. 4. pink
5- Are three zeros enough to write the number one thousand? 5. rose
6- The wheelbarrow hit eleven rocks as it rolled down the hill. 6. white
7- When the nurse gives you the injection, just yell "Ow" if it hurts. 7. yellow
8- Elsa and Otto ran gently down the path to the river. 8. orange
9- Before arriving at Kuala Lumpur, please fill out these forms. 9. purple
10- I play nearly all the stringed instruments: violin, cello, bass viol, etc. 10. violet
11- When I opened the window, shining rays of sunlight flooded the room. 11. gray
12- We'll go in Jim's car. Let's leave at six o'clock. 12. scarlet
A simplified form of the previous activity
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
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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
**LETTER PLAY
1-What two letters express the meaning "not difficult"? 1- EZ (easy)
2- What two letters mean the opposite of "full"? 2- MT (empty)
3- What two letters spell a number? 3- AT (eighty)
4- What two letters spell a word meaning "some"? 4- NE (any)
5- What two letters mean a kind of short composition? 5- SA (essay)
6- What two letters mean "very cold"? 6- IC (icy)
7- What two letters mean the opposite of "causes" (noun)? 7- FX (effects)
8- What letter and number mean "ahead of" or "in front of"? 8- B4 (before)
9- What number and letter spell a popular outdoor game? 9- 10S (tennis)
10- What number and letter mean "anticipate"? 10- 4C (foresee)
- Two letters = a word
13. A number from 70 to 90 19. =AT= 80
14. Not difficult 20. =EZ= easy
15. A computer disk 21. =CD
16. When it rains the water in rivers become…. 22. =IC=icy
17. A question tag for: You aren't ill.---------- 23. =RU= are you
18. Informal usually spoken 'Good bye' 24. =CU= see you
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**- One letter = a word e.g. the letter I sounds like the word eye
1. In your face 13. = I = eye
2. Wh- word to ask for a cause. 14. = y = why
3. A preposition 15. = n = in
4. A hot drink 16. =t= tea
5. Verb to be 17. = r = are
6. A sense- you can do this with your eyes 18. = c= see
7. A large body of water 19. =c =sea
8. A useful insect 20. = b= bee
9. You feel a scratch 21. =h=itch
10. A pronoun I , we, and--- 22. = u = you
11. You can eat this 23. =p= pea
12. not well/ another word for sick 24. = l = ill
**TOOLS
How many words can you make out of the word TOOLS? Can you find:
Questions Answers Questions Answers
1- a preposition 1- to 10- a word meaning "that cannot 10- lost
2- a word meaning "also" 2- too be found" 11- solo
3- a word meaning 3- tool 11- a song sung by one person 12- so
"implement" 4- Oslo 12- therefore 13- soot
4- the capital of Norway 5- loo 13- chimney dirt 14- sot
5- British slang for lavatory 6- loot 14- a drunk 15- sol
6- goods taken away 7- lo 15- a name for the sun 16- slot
unlawfully 8- lot 16- a small narrow opening 17- stool
7- a poetic word meaning 9- lots 17- something to sit on
"look"
8- a plot of ground
9- very much
** PALINDROMES
Try to read the following sentences back- wards. Strange, isn't it?
1- MADAM, I'M ADAM 8- LIVE, O DEVIL!
2- ABLE WAS I ERE I SAW ELBA.
3- A MAN, A PLAN, A CANAL-PANAMA! 9- REVEL EVER!
4- STEP ON NO PETS 10- WAS IT A RAT I SAW?
5- LIVE NOT ON EVIL. 11- WAS IT A CAR OR A CAT I SAW!
6- DRAW, O COWARD! 12- WON'T LOVERS REVOLT NOW?
7- "TIS IVAN ON A VISIT. 13- TOO FAR, EDNA, WE WANDER AFOOT.
14- STRESSED WAS I ERE I SAW DESSERTS.
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** REVERSE ME
Related to the palindromes but more accessible to our knowledge and imagination, are pairs of
words whose spellings are the reverse of each other.
Some such pairs are : pool-loop, era-are, spot-tops, rail-liar, time-emit, dog-god, tap-pat, keep-
peek, dial-laid, rat- tar, span-naps, no-on, lap-pal, sleep- peels, snap-pans, live-evil, step-pets (and
many others). Such pairs of words provide the solutions to the following puzzles:
1- I'm the high point. Reverse me and I'm something to cook in.
2- I'm uncooked. Reverse me and I'm armed conflict.
3- I'm a portion of the whole. Reverse me and I'm something to catch (ensnare) something in.
4- I perceived with the eyes. Reverse me and I existed.
5- I'm a heavy weight. Reverse me and I'm a negative.
6- I'm a wild animal. Reverse me and I move like water.
7- I'm a number. Reverse me and I'm an open-meshed fabric used for catching fish.
8- I'm an obstruction used to hold back water. Reverse me and I'm crazy.
9- I was victorious. Reverse me and I'm the present time.
10- I dug minerals out of the ground. Reverse me and I'm a coarse cloth that jeans are made of.
ANSWERS
1- top-pot 6- wolf-flow
2- raw-war 7- ten-net
3- part-trap 8- dam-mad
4- saw-was 9- won-now
5- ton-not 10- mined-denim
**ANIMAL WORDS
Match each word or phrase in the first column with the word or phrase in the second column
that produces a proverb or idiom.
Column A Column B Answers
1- A barking dog a- the dogs 1- e
2- Never look a gift horse b- out of the bag 2- l
3- Curiosity killed c- but you can't make him drink 3- o
4- Dog eat d- lie 4- j
5- You can't teach an old dog e- never bites 5- f
6- Let sleeping dogs f- new tricks 6- d
7- When the cat's away g- of a different color 7- m
8- Let the cat h- horses 8- b
9- There's more than one way i- hog 9- k
j- dog 10- n
10- It's raining
k- to skin a cat 11- c
11- You may lead a horse to water
l- in the mouth 12- a
12- Go to
m- the mice will play 13- i
13- Go whole n- cats and dogs 14- h
14- Hold your o- the cat 15- g
15- That's a horse
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**SPELLING BEE
Fill in the blanks in each sentence with two or three words that have the same sound but different
spelling and different meanings. The number of blanks equals the number of letters in the missing
word.
1- Our team _ _ _ _ _ _ game and lost three games.
2- They agreed _ _ play _ _ _ more games next week, _ _ _.
3- The _ _ _ _ golfers watched _ _ _ the ball when they heard someone shout "_ _ _ _!"
4- The four of us were so hungry that we _ _ _ _ _ _ _ _ hamburgers.
5- Each player _ _ _ _ _ the ball _ _ _ _ _ _ _ the hoop at least once.
6- As we approached the coast we could _ _ _ the_ _ _.
7- Anna had _ _ many things to _ _ _ on her new machine that she had no time to _ _ _ any seeds in the garden.
8- At the airport the guide said, "Come this _ _ _ so they can _ _ _ _ _ your luggage.
9- We had to _ _ _ _ in line until they deter- mined the _ _ _ _ _ _ of our bags.
10- We _ _ _ _ the boat to the dock so it wouldn't go out when the _ _ _ _ came in.
11- Unfortunately, we did _ _ _ put a very good _ _ _ _ in the rope, and it came unfastened.
12- The people on the safari _ _ _ _ _ that a _ _ _ _ of elephants was headed their way.
13- If you sit _ _ _ _ very quietly, you can _ _ _ _ the wind blowing through the trees.
14- The man in the _ _ _ coat _ _ _ _ the notice to me.
15- We _ _ _ _ on horseback through the tall grass until we came to the _ _ _ _ that led to the town.
16- Everything looked so familiar; it was as if we had _ _ _ _ that _ _ _ _ _ before.
17- We went to where they were selling boats, and _ _ _ _ _ _ _ _ boats had a sign on them that said"_ _ _ _ _ _
_."
18- The students----down in their notebooks the sentences that they had learned by ----
19- The wind _ _ _ _ the rain clouds away, leaving a clear _ _ _ _ sky.
20- The father said, "I will sit in the shade out of the hot _ _ _' _ _ _ _ _ while my _ _ _ _ _ _ _ _ _ the roof on the
house.
Answers:
1- won, one 8- way, weigh
2- to, two, too 9- wait, weight 15- rode, road
3- four, for, fore 10- tied, tide 16- seen, scene
4- ate, eight 11- not, knot 17- four sail, for sale
5- threw, through 12- heard, herd 18- wrote, rote
6- see, sea 13- here, hear 19- blew, blue
7- so, sew, sow 14- red, read 20- sun's rays, sons raise
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Tongue Twisters
Here are some tongue twister that the teacher can use in the warming up phase inside his class.
They would create interesting atmosphere.
Tongue-Twisters
A tongue-twister is a sequence of words that is difficult to pronounce quickly and correctly. Even native
English speakers find the tongue-twisters on this page difficult to say quickly. Try them yourself. Try to
say them as fast as possible, but correctly!
A proper copper coffee pot.
Around the rugged rocks the ragged rascals ran.
Peter Piper picked a peck of pickled pepper.
Did Peter Piper pick a peck of pickled pepper?
If Peter Piper picked a peck of pickled pepper,
Where's the peck of pickled pepper Peter Piper picked?
Red lorry, pink lorry, yellow lorry.
Long legged ladies last longer.
Mixed biscuits, mixed biscuits.
A box of biscuits, a box of mixed biscuits and a biscuit mixer!
Three grey geese in green fields grazing.
We surely shall see the sun shines
Red leather, yellow leather, red leather, yellow leather.
She sells sea-shells on the sea-shore.
The sixth sick Sheik's sixth sheep is sick.
[Sometimes described as the hardest tongue-twister in the English language.]
Swan swam over the pond,
Swim swan swim!
Swan swam back again -
Well swum swan!
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A list of so far useful websites for
English Language Teachers
Note: The following web sites are OK so far.
www.qabrielatos.com-/CB-Use-TTEd.pdf www.reproline.jhu.ed
www.britishcouncil.org/learnenglish/central www.teachingenglish.org.
http://www.topics-mag.com/back/issues.htm www.eltnotebook.blogsppt.com
http://nonstopenglish.com/reading/ www.onestopinglish.com
http://www.qradedreading.pwp.blueyonder.co.uk/ www.edb.gov.hk/indec.aspx
http://www.teachigenglish.orq.uk www.developingteachers.com
http://www.britishcouncil.org.hk http://www.techingenglish.org
http://www.willis-elt.co.uk/taskbased.htm http://-go.www.english-to-go-com
http://www.onestopenglish.com http://www.techingenglish.org.uk
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.developingteachers.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/
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