ﻋﻤﺮ ﻟﺒﺪ
01 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 10
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 ,,,
ي
في ي ي جهو ي يية جلت ي ييالجال جيعا ي ي ي ي جايعايةي ي ي مجيعي ي ييةع جعاو ي ييا جيعي ة ي ي ي جيعاية ي ي ي جاي ي ييالةي جع ي ييلي ي ج
ي
جايع ي ي ييلي جايع لا ي ي ييز جاك وي ي ييا جا ي ي ييلمجاأهي ي ييلي جال جيعا ي ي ي ي ج كث ي ي ي ج ي ي ي جأهي ي ييصجي, ااي ي يية
ج
ايعايةي ي ي مجيعي ي ييةع جفي ي ي جاو ي ييا جيع ت ي يية جااح ي ي ي خ جاا ل ي ي ي جيعي ي ييل جوي ي ي جكةه ي ييصجيع ية ي ييمجايعوةع ي ييلج
ااع ي ي ي جيم ي ي ي جايي ييمجي ي ي يية جلع ي ي ييصجع يةيي ييمجيعة ي ي ي جي لة ل ي ي ي ج(يعيةش ي ي ي جيم ة ي ي ي عججيويياي ي ييخجيماع ي ي ي ج
عا حخجيعل ا جف جي يليعجايعالل لجايعال ل. ج
ك ي ي ي ييةج طكي ي ي ييلجي ايي ي ي ييةوجه ي ي ي ي يجيعي ي ي ييلع صجي حاي ي ي ييااجيعكاي ي ي ييةلجيع ل ي ي ي ي جاأهليفي ي ي ييخجيعية ي ي ي ي جايع ةا ي ي ي ي ج
ي ي ي ي جايعحل ث ي ي ي ي جعاحم ي ي ي ي جيعي ي ي ييايةمجايعاية ي ي ي ي مجي لي ي ي ييةي جا و وي ي ي يية ج جيع اي ي ي ي ييا يا ل ة جيعاي ي ي ييل
اا ل ي جااما ةج. ج
ا ح جه ج ملمجعكجه يجيعلع صج أ صجأ ج كا ج شليجا ا ليجا اي جيخجف جألي كج. ج
ج
د. خليل عبد الفتاح حماد
ر
نائب مدير عام اإلش اف والتأهيل التربوي
2
فريق اإلعداد للصف الـعـاشر
جيعلية ي ج ييالج ا جهي يه مجيع لهيا ج ش
هي يه يمجيع حييية ي ج وة ل جويلج يخجيياجيكي ج
أح يلجلي يةصجلقيا ج شي يية جيع ي ي ج
ةفي ج ة يمجش يةييخ ج ةلل جفاح جيع كي ي ج
يةل ج ة صجقشو ي ج ج ح ة ج ضة جلاحية ج
وة جويلجيهللجيعحشييةش ج ي جا يم ي ج
ر
إشـ اف عــام
نجـــاه علــى نصــــــر حيـــدر محــمـــد أبـو شاويش
المشرفون التربويون
مشرفو مبحث اللغة االنجليزية وهم :
ي جح ية ج ج -ج حي جثةيي ج ج -جاهي ج ي لجويلجيعتةليجيع ية جويلج يخج ة ة جأياجيع -جح
-جيواليصجهي يه مج ي لجأياج ييل ج -ج ح لجويلجيعك مجأح لجأياج لاج ج -جه ي ية ج ح لجح ي جش ةعي ج
-جلي يةصجويايلجيع حييية ي ج -ج يةعيلجشحيل ج ة ية جليي ج اجو ة ج ح لجيعكحةيا ج ج -ج
-جهة جويةي ج ييةحجيعحيةيا ج -ج ي ي ج يةي يصجايةعيح ج -جأحي يلجويةي جيعيتييةش ج
جيعيلةي ج ج -ج اول جويلجيعلة صجأياجووياي ج -جويلجيعك مجل ةلج -جأح لجه ح ج اول جيع ل ج
حج-ج ض جوة جا حجأياجلحلا -جك ةصجويلجيعلايةحجأيياجش يةعي ج -ج ي جويلجيع ل لج ة مجكح ص ج
طباعة وتنسيق
يعيتيةمجقة يمج ح لجيعيلم
تصميم ومونتاج
جو جعيل ج ج ج جوة جل ة ا
3
Table of contents
Topic/ subject Page
1 General Goals of Teaching English for Palestine 5
2 A list of deleted subjects 7
3 Analysis and distribution of the syllabus 8
4 Lesson Aims 16
5 Bloom's Taxonomy Verbs 18
6 Longer-term planning 19
7 Example of scheme of work 20
8 lesson plan format-A sheet of daily lesson plan 22
9 lesson plan format -A sheet of daily lesson plan 23
10 Lesson plan Template 24
11 Model lesson plans. A model preparation for a unit 27
12 Self evaluation questionnaire 37
13 How to build rapport with your students: 39
14 Instruction lesson evaluation sheet 40
15 Puzzles and word games 41
16 A list of so far useful websites for English Language Teachers 50
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.
5
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.
6
Grade 10 A list of deleted subjects
Unit page subject Reason
SB 11 86 TV and other media: Long
WB 11 65 Delete All the unit Curriculum
SB 12 94 Home and away: Long
WB 12 71 Delete All the unit Curriculum
7
Analysis & Distribution of the Syllabus Grade 10th English for Palestine First Semester School year: 200 - 200
School: ---------------------------------------------------- Teacher: -----------
New Language
Month
Week
Unit
Resources
Aims Techniques & AVM Evaluation
Vocabulary Structure Skills
- Discussion
- Re-activate vital areas of basic English -Finding out about the -Eliciting
Zero
Pair/ Group
1st
- Familiarize Ss with the new Student's books work SB / WB -Ss
Book and Workbook Demonstratio Invovement
n
- Focus on the topic: communicating
with friends in distant places
- Oral
- Read a series of e-mails and understand
One -1- Making Contact
September
- Discussion answers
the gist - Silent - SB / WB
-Present simple or - Request.
-Answer questions about the text. reading exercises
present - Describing -Eliciting -
-Exchange personal opinions runs- research project- attaching- SB / WB
2nd + 3 rd
continuous people -Modeling Observatio
- To practice reading skills definite- settle in- take sb out- Cassette
- Present tenses: - Strong and - Acting n
- Write a summary from e-mails show sb round-Lake District- -Giving
Additional
-Ss'
attachment- canoe- foreground-
future meanings weak sounds Exercises
-Paractise ways of saying dates examples Written
junior-capital-tropical -Will & Going to - Capital Worksheet
-Revise and contrast the present simple Pair/ Group production
- Phrasal verbs letters \ full work
s
-
and present simple continuous.
with take stop. Demonstratio Additional
-Revise and contrast going to& will
n exercises
- Use capital letters and full stops
correctly
-Write a description of people
8
New Language
Month
Week
Unit Resources
Aims Techniques & AVM Evaluation
Vocabulary Structure Skills
- Focus on the topic of fire and other dangers
- Read a newspaper story and understand the -fire service-
September
- Ss'
gist disaster- smashed- - Discussion- participati
-Answer questions about the text. leaned out- -Silent
Emergency!
4th
on
-Exchange personal opinions paramedics- flames- - Past simple or reading - Oral
- To practice reading skills casualty- Demonstratio Additional
past continuous answers
- Write a summary from notes desperately- ledge- n Exercises
- Adjectives and - SB / WB
- Commas. -Eliciting / SB / WB
-Use pairs of adjective opposites cheered- thanks to- adverbs exercises
- Telling a story. Cassette
- Revise and contrast past simple and past mayor-struck- -Reflexive Modeling -
Additional
continuous rescue workers- Pronouns - Acting Observatio
Two- 2-
Exercises
- Revise and contrast adjectives and adverbs injured- earth - Subject and -Giving n
Worksheets
- Revise the use of commas tremors- fears- object questions examples
1st
Pair/ Group -Ss'
-Write a guided narrative major- earthquake-
Written
- Listen for information strike- powerful- work
production
- Revise reflexive and object pronouns measured- collapsed
-Use all four skills to produce a report
- Focus on the topic: 'world citizens'
- Read a and understand a biographical
Working for a better world
- Ss'
October
Refugee- settlement-
text. Wall participati
expelled- poetry- Discussion- on
-Answer questions about the text. published- editor- eliciting Charts
-simple past or - Ss' letters
-Exchange personal opinions travel permit- house past perfect Demonstration SB / WB - Oral
-Revise and contrast past simple and arrest- exile- - Modeling Cassette
2nd + 3rd
-Past Simple or - Regular past and answers
present perfect. discovered- cultural- Present Perfect - Aural-Oral Additiona - SB / WB
politics- available- -present perfect perfect verb endings. - Pair work exercises
-Revise and contrast past simple and past l
perfect communities- simple and - Situations- Exercises -
suffering- causes- continuous Acting Observatio
- Listen for information Models of
Three -3-
poverty- economical - Question Tag Modeling n
-Practise using tag questions informal -Ss'
development- - Group work
Use the four skills to collect information letters Written
systems production
about organizations and produce written
and oral reports.
9
New Language
Month
Week
Unit
Aims Techniques Resources Evaluation
Vocabulary Structure Skills & AVM
- Focus on the topic:free time activities
-Ss'
Four -4- Free-time activities
- Read letters and understand the gist
October
responses
-Answer questions about the text. - Intensive
SB/ WB &
4th
Forest-quad bikes- reading
-Exchange personal opinions - Apostrophes Cassette involveme
helmets- personally- Arguments &
- Write a summary of the text page31 - Intonation. Cards nt
girl scouts- Discussion
-Use new vocabulary properly Modals - Advising. Newspapers - Ss' letters
photography – rivals- - Modeling-
-Past tense modals Posters - SB / WB
-Revise and contrast modal verbs ski- amazing- at least-
- suggesting and
- Suggestion. Examples
Wall Charts exercises
-Write a paragraph about Ss daily life chat – pop- sq km- oil- - Countries and Elicitation
advising Additional -
industries- farming- - Oral-Aural
-Listen for information nationalities. Exercises Observatio
forestry –tourism- - Group work
1st
-Identify and use stress correctly - Free-time activities. Worksheets n
story- Loch Demonstration
-Practise suggesting and advising Realia -Ss'
Written
Use the four skills to collect information, production
write a letter and prepare a radio program
- Intensive
Five -5- Healthy eating- healthy body
- Focus on the topic of healthy eating reading –
November
- Indefinite,
- Read a magazine for the gist burger -pastry Problem
definite and
-Answer questions about the text. calorie- habit solving - -Ss'
generic forms
-Exchange information about personal attitudes consist of Situations answers
Articles Wall Charts
- Write a summary of text page 39 counselor - Countable and - Modeling- - SB / WB
A- An SB / WB
-Spell Arabic words in English crust -diet uncountable nouns. Examples exercises
- Defining relative Cassette
2nd + 3rd
-Write a paragraph about Arab food importance lifestyle - Spelling Arabic food Elicitation -
clauses (full and Additional
-Listen for information. nutrient - weight - names. - Group work Observatio
reduced) Exercises
-Practise forming non-defining relative clauses portion - Intonation of negative and - Oral-Aural n
- Non-defining Worksheets
-Practise making negative questions pineapple questions Demonstration -Ss'
relative clauses Realia
Use the four skills to gather information and write Written
-Relative Pronouns
a paragraph pyramid production
- negative
a part from tiredness
questions
11
New Language
Month
Week
Unit Resources Evaluation
Aims Techniques & AVM
Vocabulary Structure Skills
- Focus on the topic of natural disasters
- Read a and understand the gist
-Answer questions about the text.
-Exchange personal opinions
- To practice reading skills
- Write a summary of the text page47 - Nouns and
Six -6- Dangerous Weather
-Use nouns and related adjectives adjectives
Combine- Comparison of - Intensive -Oral
-Use adjectives used like nouns with the
destructive- adjectives and reading - Wall answers
-Revise Comparison of adjectives and
cyclone- adverbs - Situations Charts - SB / WB
adverbs -( not) as+ adj/adv - Modeling- Visual aids exercises
December
destruction-
-Revise negative comparisons .
1st + 2nd
+ as Examples SB / WB - Ss
helplessly- tidal
-Practise using ( not) as+ adj/adv + as -so+ adj/adv +that . Elicitation Cassette written
wave- -such+ noun+ that - Acting Additional answers
-so+ adj/adv +that
approached- - Intensifiers with - Group work Exercises -
-such+ noun+ that
wealth prediction- adj & adv - Oral-Aural Realia Observation
-Listen for information & use weather - quantifiers - Worksheets -Ss'
guess what-
vocabulary - comparatives Demonstration e-mails
enclosing-
- Write a description of the Palestinian - Connectors.
climate - Quantifiers
Use connectors correctly - Use Intensifiers
with adj & adv
- Use quantifiers with of
-Make comparisons of quantity
Use the four skills to present a weather
forecast and reply to a letter.
3d + 4th
Revision
11
Comments
Teacher's
Month
Week Aims New Language Techniques Resources Evaluation
Unit Vocabulary Structure:
-Focus on the topic of career choice Decisions- - be good/ do - Intensive SB / WB / Ss' participation
- Read a and understand the gist academic route- well reading BB - SB / WB
Arguments & -Wall Charts Exercises
-Answer questions about the text. vocational- career- -Connectors Discussion Posters - Oral pronunciation
-Exchange personal opinions become bored- poor -Conditionals - Modeling- Word cards - Observation
Which way now
- Practise reading skills qualifications- type 0,1,2 Examples -Realia -Ss' Written production
Practise using the words highlighted respects- outdoors- -phrasal verbs Elicitation Cassette
1st + 2nd
in the text specialize- with go - Oral-Aural Additional
7
Write a summary of the lesson competitive- -too and (not)
- Group work Exercises
-Pair work Worksheets
Use the word’s families properly personal qualities- enough Student’s
Practise using conditional sentences in particular book
type 0,1,2
-dictionary
-Practise using phrasal verbs with go
Practise using connectors
Listen for noting information
Feb
Remains- -Transitive and - Intensive SB / WB / Ss' participation
archaeological sites- reading BB - SB / WB
Focus on the topic of 'holy land' intransitive
Palestine: Holy land to the world
ascended-tiles- -Arguments -Wall Charts Exercises
Use the highlighted words in context verbs and the & Discussion -Posters - Oral pronunciation
inscriptions- passive
Answer questions about the text architectural - Modeling- -Word cards - Observation
-Exchange personal opinions - The passive: Examples -Realia -Ss' Written production
treasures- pottery- -Elicitation -Cassette
Write a summary simple tenses
leather- resort –
3rd + 4th
- Prepositions -Oral-Aural -Additional
Identify and use T and I verbs destination- pilgrims-
8
- Group work Exercises
-Practise passive tense destroyed- rebuilt- of location -Pair work -Worksheets
Use the word’s families properly vehicle- - Prepositions -role play
write a letter of movement
To listen: getting and following -have/get
directions something done
12
Comments
Teacher's
Month
Week Aims New Language Techniques Resource Evaluation
Unit Vocabulary Structure: s
Focus on the topic of Information
technology in our life -The passive:
Technology- after all- SB / WB /
Speak about the photos calculator-
continuous tenses
and the past perfect - Intensive BB
Use the highlighted words in context
Living with technology
revolution- access- reading -Wall
To answer questions about the - The passive with
robots- artificial- Arguments & Charts Ss' participation
text will and going to
intelligence- Discussion Posters - SB / WB
1st + 2nd
-The passive:
-Exchange personal opinions experimental - Modeling- Word cards Exercises
questions
9
Write a summary prototype- Examples -Realia - Oral pronunciation
-Passive and active: Cassette
Use the word’s families properly laboratory-
position of adverbs
Elicitation - Observation
- Oral-Aural Additional -Ss' Written production
Practise the structure, passive tense commercial-
(in order) to and so Exercises
- Group work
Use connectors-time expressions luxuries- suitable
that -Pair work Worksheets
Listen for gist and details Information and
-Phrasal verbs with
Use all the four skills to collect Communication
carry
information and write a 4 paragraph text. Technology (ICT)
March
Focus on the topic of water
Speak about the photos
Use the highlighted words in context Region- irrigation-
SB / WB /
To answer questions about the text environment- - Intensive BB
-Exchange personal opinions polluting- - could have/ reading -Wall
evaporating-
Use the word’s families properly should have -Arguments & Charts
Ss' participation
shrinking- volume-
What if …?
Discussion -Posters
write a note making summary -Conditionals: - SB / WB
3rd + 4th
rusty- cancer- - Modeling- -Word
Use could/should have properly type 3 Exercises
10
defects- roots- Examples cards
Practise the structures- conditional 3 foreseen- -Verb+ infinitive/ -Elicitation -Realia
- Oral pronunciation
- Contrast verb+ adverb and adjective verb+ ing + - Observation
environmental -Oral-Aural -Cassette
-Ss' Written production
-Use verb+ infinitive or -ing protection- adverb/adjective+ - Group work -Additional
Use abbreviation correctly noun -Pair work Exercises
Describe figures -role play -
Worksheets
Listen for noting information
Use all the four skills to gather ideas
and produce a paragraph.
13
Comments
Teacher's
Month
Week
Aims New Language Technique Resources Evaluation
Unit
Vocabulary Structure: s
Focus on the topic of TV and Media in -Prepositions
our life with nouns verbs
Develop and practice reading skills and adjectives - Intensive SB / WB / BB
Extract relevant information about the Mass media-
T.V and other Media
-reported Speech reading -Wall Charts
water advertising- Arguments & Posters Ss' participation
without tense
Exchange personal opinions and addictive-behaviour- Discussion Word cards - SB / WB
1st + 2nd
change
viewpoints relationships-get rid - Modeling- -Realia Exercises
11
-Reported
Use new vocabulary in context of- researchers- Examples Cassette - Oral pronunciation
speech with Additional
Practsie new structures reported speech imaginative- play- Elicitation - Observation
Use new punctuation-direct speech and
tense change - Oral-Aural Exercises -Ss' Written production
old-fashioned - Group work Worksheets
speech marks -Agreeing
-Reported -Pair work
Practice listening for gist
Use the four skills to collect speech with
April
information modal verbs
-Focus on the topic of being away from
home -Reported
Develop and practice reading skills - Intensive
Living in a Community
questions SB / WB / BB
reading
Exchange personal opinions and Get on- lunch hour- -Reported -Arguments
-Wall Charts
-Posters
viewpoints just in time for- tough- requests & Discussion
Ss' participation
-Word cards
Answer questions about the text everyday-independent -I think so/ I'm - SB / WB
3rd + 4th
- Modeling- -Realia Exercises
Learn new vocabulary -state-nation- identity- afraid not
12
Examples -Cassette - Oral pronunciation
Learn new structures reported serious-screen-3D- -Phrasal verbs -Elicitation -Additional - Observation
questions palace-experience- with get -Oral-Aural Exercises -Ss' Written production
- Group work
Write a formal letter prison -Intensifiers -Worksheets
-Pair work
Practice listening for gist and details with adjectives -role play
Practise using the four skills to gather and adverbs
information and write a report.
14
Lesson Aims
What are lesson aims?
Statements which describe what learners will recognize or be able to do
at the end of the lesson.
A focus on what learners will learn rather than what teachers will teach.
There are three types:
1-Main aims:
The overarching aim of the lesson. These tend to be worded very specifically, e.g.
learners will be able to discuss leisure plans for the coming week, using the present
continuous form.
2-Subsidiary aims
Second in importance to the main aim. These tend to be worded less specifically than
main aims, and are linked to the main aims of the lesson. e.g. to enable learners to
review/activate previously learnt lexis relating to leisure interests.
3-Personal aims
These focus on an aspect of teaching the teacher him or herself would like to
practice/expire with/ improve on, e.g. : to provide learners with more effective feedback.
Why is setting lesson aims important?
They provide a purpose and direction for teaching and learning.
They enable teachers to focus on what their learners need to achieve.
They help teachers to adapt textbooks to their learners’ needs.
They provide a framework for the lesson.
They help teachers to select appropriate materials and activities.
They help teachers to anticipate possiblea problems and build in solutions.
They can serve as a reference point for teachers to measure learners’ achievements.
Look at the following two aims. Which one do you think is the most effective? Which
one is less effective?
1) Learners will be able to use the present perfect simple to describe situations in their lives
which began in the past and are still continuing. Most effective.
2) To teach the present perfect simple with time adverbials. Least effective.
What made aim it less effective:
It doesn’t say what learners will be able to do.
It doesn’t give a context.
It is vague and lacking in detail.
It would be difficult to measure if learners had achieved the aim.
Writing effective lesson aims:
Learning – centered, focus on what learners will be able to do.
Say which situation, context etc, the language will be used in.
State exactly which sub-skills will be developed, and the context.
15
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.
16
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,
Knowledge Name, Quote, Recall, Recite, Sequence, Tell, Write, Outline,
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,
Comprehension Summarize, Tell, Give examples, Infer, Select, Defend ,Distinguish,
Extend, Estimate, Convert, Locate, Arrange, Associate, Clarify,
Classify, Convert, Describe, Diagram, Draw, Estimate, Express,
outline, sort, transfer, translate.
Apply, Use, Change, Choose, Compute, Dramatize, Interview,
Prepare, Produce, Role-play, Select, Show, Transfer, Demonstrate,
Application Employ ,Operate, Solve, Write an example, Modify, Relate,
Classify, Adapt, catalogue, Chart, Consolidate, Develop, Extend,
Extrapolate, Generalize, Illustrate, Infer, Interpolate, Interpret,
Manipulate, Order, Sketch, Submit, Tabulate, Utilize
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,
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
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
17
Longer-term planning
In addition to knowing what was covered in the previous lesson and what will
be covered in the next lesson, it is also useful to get a picture of what will be
covered over several lessons i.e. a scheme of work.
A scheme of work, may include:
Leaning outcomes.
Time needed.
Language input and language reviews.
Activities/tasks.
Materials
Topics.
Types of skills.
Provision for mixed levels in class.
Advantages in having a scheme of work:
provides a framework for what needs to be taught.
Helps teachers to have an overall view of 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 to the course aims.
Help teachers to see at a glance that they are incorporating activities to meet
a diverse range of learning needs.
18
EXAMPLE:
Scheme of work: Unit -2- Emergency
Tasks and Resources and
day Learning outcome Content topic Language Skill Home work
activities materials
Sat Young nurse is Past simple (had started-shut) Construct
Focus on the topic of fire Student book Preparation for
saved from 10th Past continuous (was Reading sentences about
and other dangers P14/15 dictation
floor fire preparing) the picture
Sun Wh- questions say
Answer questions about
As above As above As above what these words As above WB. Page 11
the text
mean
Mon Write a summery from Write a summery
Summary
note. Student book p16- WB p12 Ex
Past simple Writing
Build a word network. Find opposites WB p12 5&6
Vocabulary 1&2
Learn pairs of opposites from the text
Tue -Regular verbs (-ed) e.g.:
Revise and contrast the played
Past simple- and Student book p17-
past simple and Past - Irregular verbs e.g.: wrote – Grammar Correct the verb WB Ex2 p13
Past continuous WB p13-14
continuous tenses ate .
-(was/were + infinitive +ing)
Wed Revise and contrast adjectives and Choose the correct Student book p17-
Adverb(-ly) (beautiful-quick) Grammar WB Ex4 p14
adjectives and adverbs adverbs answer WB p13-14
Sat Add commas to
these sentences Write a story an
Revise the use of Punctuation write a Past continuous
Writing Write a story in Student book P18 accident that
commas story past simple
paragraph you faced
Sun Look at the map
and start to draw.
Listen for information Making Wh questions/yes/no Listening Make questions Student book page
Noting information
Practice the Intonation Questions and rise or fall tick 19 cassette 201 _________
Intonation
of questions. Past simple speaking ()the question 202
you hear.
19
day Learning outcome Content topic Language Skill Tasks and Resources and Home work
activities materials
Mon Revise the reflective and Reflexive pronoun. Reflexive pronoun.
Complete the
object pronoun Student book p20 Work book
Grammar sentences with a
Revise questions with Asking what Forming Wh questions WB p 15 Ex1 and 2 p 15
Reflexive pronoun
did happened
Tue Write the
Learn about who/what as Subject and object following as four Student book p20 Work book
Subject and object questions Grammar
subject and object questions pairs of questions WB p 16 Ex3 and 4 p 16
answers.
Note: lesson(8) integrated skill from unit (2) is omitted except the highlighted words.
T put the highlighted words in different sentence to make it easier.
21
Subject: ………………………… Unit:…………… Lesson: ) ( ……………………………
Grade/Class:
Day:………………… Date: / / .
Period:
Pre-requisites
Resources & T aids SB page - WB page - BB –
New Language
Personal aim
Results
Evaluation
Time
Objectives Teaching/ Learning Activities
Tools
Ss are expected to Ice breaker:
Procedures:
Homework:
21
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:
22
Lesson plan Template
Lesson Plan Title:
Concept / Topic to Teach:
Standards Addressed:
Time:
General Goal(s):
Personal aim:
Specific Objectives:
Required Materials:
Anticipatory Set (Lead-In) (warming up)
Step-By-Step Procedures:
Plan for Independent Practice:
Closure (Reflect Anticipatory Set):
Assessment Based On Objectives:
Adaptations (For Students with Learning Disabilities):
Extensions (For Gifted Students):
Possible Connections to Other Subjects:
The following 10 steps would help you much to understand the above 15 points
10 Steps to Developing a Quality Lesson Plan:
This guide is not meant to be the one and only way to develop a lesson plan. It is a general overview that
highlights the key points of creating a lesson plan. Below is a list of the steps involved in developing a lesson
plan as well as a description of what each component should be. You may also find this new Lesson Plan
Template to be useful for creating your lesson plans!
1. The first thing to consider, obviously, is what you want to teach. This should be developed based upon your
teacher's guide standards. You also need to be aware of what grade level you are developing the lesson plan for
(and keep that in mind of course), and also record a time estimate for your lesson plan to help in time budgeting.
Having your lesson plan correctly correlated with teacher's guide standards helps to prove its worthiness and
necessity.
2. To make sure your lesson plan will teach exactly what you want it to; you need to develop clear and specific
SMART objectives. Please note that objectives should not be activities that will be used in the lesson plan. They
should instead be the learning outcomes of those activities. As an example, if you wanted to teach your class the
23
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).
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.
24
9. Adaptations should also be made for students with learning disabilities and extensions for others. For students
with learning disabilities, already prepared handouts with simple examples and exercise on present simple tense
sentences and for gifted students to write about everyone in his family what he/she likes to do often on holidays
to report later. This is best done with specific adaptations for specific students, to take into account their
individual differences.
10. it's also a good idea to include a "Connections" section, which shows how the lesson plan could be
integrated with other subjects. An example would be to have students paint a picture(s) with comments what he
/she likes to do often...etc. to integrate Art into the lesson. This repetition of topics in different subjects can be
extremely helpful in ensuring retention of the learnt material.
That's it! If you followed all the instructions above, you've successfully written a very thorough lesson plan that
will be useful for any other teachers wanting to teach such a topic. One of the most helpful tips in writing your
first lesson plans would be to look at lesson plans that are already fully developed to get a better idea of what
needs to be in the lesson plan. You can do this by looking at the lesson plans done by distinguished colleagues.
11- Personal aim: What the teacher would like to improve on his/her teaching, e.g. To reduce the time I spend at
the whiteboard.
Note:
Scheme of work:
A basic plan of what a teacher will teach for a number of lessons.
25
Subject: Palestine Unit: 8 Lesson: 1 page: 62- 63 Day: Saturday Date: 14\9\ 2010
Aims: develop silent reading skill Time:45
Personal aim: give much care to slow learners Group:39
Prerequisites: geographical information about Palestine Level: 11th Age:16
Difficulties foreseen and solution: verb 'to be' so revising through poster
Materials/ Equipment needed: SB, WB, TB, Poster Grade/Class 11/B / / / /
New language: remains, archaeological, sites, ascended, inscription, tiles, architectural treasures Period 2nd
pottery, leather, resort, destination, pilgrims.
Assessment Evaluation &
Objectives Stage Activities Time Organization Sources
procedure Feedback
Warming up: a game of vocabulary. Elicitation about historical places in
-Ss turn in to EL 1 Palestine by using spider diagram on the board.
3 T-Ss-T T's NB observation fulfilled
To consolidate learnt
2 Check and answer homework. 4 T-Ss-T Ss' NB answers achieved
material.
- (focus) T asks S to read the introduction of this activity in page (62).
SB Ex1
Ss are expected at the Then, T encourages Ss to imagine that two students from abroad are pair work Students
end of the lesson to: going to visit them for two days so they should work together now to involvement
decide the three most important things for them to do. (T. checks orally). class
- list places to visit in -(Before you read ) T. asks students to read the first question then Students'
Palestine. 3 discusses it with reference to the picture in page (63) T. does the same 13 individual SB answers scored
with questions 2 and 3. practice Ex3,4
- (in activity 4)T asks Ss to do the quiz individually then he discusses their
answers.
-T. presents new vocabulary through elicitation context picture,
- extend new words T-Ss-T participation
flashcards, etc.
Text
-(While you read) first, T. helps students to discuss the questions together Individual
SB Students'
- develop skimming skill 4 and explain them. Then T asks Ss to skim the text silently to answer the 5 Work
questions.(T checks orally). Ex.6&7 answers done
S-S Ss-T
T puts some extra detailed questions on the first paragraph and discuss
with Ss who will go directly to scan the first paragraph and find the
answers. T helps overcome any difficulty. When Ss finish reading T. Individual
discusses the answers of the questions with them and explain any Work Ss'
- develop scanning skill 5 ambiguous points.
15 SB Ex: 8 Realized
Pair participation
1-What lies at crossroads of Asia and Africa?2-Is it a meeting point of work
different people?3…....
T. and Ss follow the same strategy with the rest of the text.
Pair work /
- revise key points in the 6 (After you read) T. asks students to answer the questions (and T. write the Individual SB Ex: Students'
answer on the board if necessary).
5 Scored
text work/Whole 9,10 answers
class
consolidate newly learnt material Assignment: (Home work) WB Ex.1-2 page 47
26
Subject: Palestine.. Unit: 8 Lesson: 2 page: 64( vocabulary development) Day: Date:
Aims: developing the ability of generating words(opposites, nouns and adj). Time:
Personal aims: give much care to slow learners Group:
Prerequisites: statement order Level: Age: 16
Difficulties foreseen: coherence and cohesion of a meaningful paragraph.
Materials/ Equipment needed: SB, WB, TB, Poster Grade/Class / / / / /
New language: Summary- opposites- noun and adjectives Period
Assessment Evaluation &
Objectives Stage Activities Time Organization Sources
procedure Feedback
Greetings- A game about nationalities
and countries
-Ss turn in to EL 1 Participation
A: I am from Palestine. T's NB
pair work & Scored
B: So you are Palestinian. And so on. 4
Observation
- To consolidate previous Check: Homework + elicit answers
2 5 T-SS-T S'NB/WB answers achieved
learnt material
T. asks Ss to read the first paragraph,
Students are expected at
discusses it with SS. Then Ss gather
the end of the lesson to: Group work /
information/notes from the text(lesson
3 15 Individual work SB EX: 1 SS' writing
1&2) to complete in their note books.
- write a summary of the
T checks Ss' answers orally ( T can
text on page 63.
correct some note books if necessary) scored
-T. asks Ss. to do ex.2 by looking at the
text and find the opposites. Then he
check their answers (on the board).
-Ss do Ex 3. Group work /
- extend vocabulary . Ss' answers &
4 -T. asks Ss. to do ex. 4 to complete the 21 Individual work SB done
-employ vocabulary. participation
table with the suitable noun and
adjective.
-Then they do ex. 5.
- consolidate newly learnt material Assignment: (Home work) WB Ex.3 & 4 page 48
27
Subject: Unit: 8 Lesson: 3 page: 65 Day: Date:
Aims: recognize transitive and intransitive verbs Time:
Personal aims: give much care to slow learners Group:
Prerequisites: kinds of sentences and their orders. Level: Age: 16
Difficulties foreseen: sentences with(out) objects
Materials/ Equipment needed: SB, WB, TB, Poster Grade/Class / / / / /
New language: transitive and intransitive verbs Period
Evaluation
Assessment
Objectives Stage Activities Time Organization Sources &
procedure
Feedback
Greetings- A game about nationalities and countries . Observation
1 A: I am from Palestine. +
Ss turn in to EL 5 pair work T's NB Scored
B: So you are Palestinian. And so on. participation
To consolidate previous learnt Check: HW
2 5 T-SS-T Ts 'NB observation achieved
material
T divides the board into two part. Teacher write some example on the board
First part:
ex1: He runs quickly.
2- She ran fast.
3- An accident happened yesterday.
4- It rained hard last week.
5- The solution to my problem appeared to me in a dream.
- T asks Ss to identify the verb in each sentence & ask them about the object
if there is
- T elicits that these verbs are intransitive verbs because they have no direct
Students are expected at the object, so we can't change the such sentences from active to passive.
end of the lesson to: Second part. T- SS\ Observation
SB Ex:
Ex.1 Ahmed helped the boy. 35 S-S\ Ss' answers,
1
-distinguish between 2- The teacher is going to explain the lesson. participation
transitive and intransitive 3- Tom opens the door.
verb. 4- Noha has suggested a new idea.
5- The assistant manager interviewed me.
- T elicits that these verb are transitive verb because they have direct object,
so we can change them from active to passive.
T asks Ss to open their SB at p. 65 to read silently the notes under the title :
Learn in the box
Ex(1) T explain Ex.1
T reads the first sentence asks SS about the verb the object.
T asks Ss to tick the other sentences according to the verb.
T check their answers orally Done
4- to consolidate newly learnt material Assignment: (Home work) WB Ex.1 page 49
28
Subject: language ( grammar ) Unit:8 Lesson: 4 page: 65 Day: Date:
Aims: revising using passive form with simple tenses. Time:
Personal aims: give much care to slow learners Group:
Prerequisites: tenses Level: Age:
Difficulties foreseen: sentence order
Materials/ Equipment needed:TB, SB, WB, Wall Charts, Grade/Class / / / / /
New language: passive voice Period
Assessment Evaluation &
Objectives Stage Activities Time Organization Sources
procedure Feedback
Opener: Who cooks your food? Who irons your clothes?..etc
Ss turn in to EL. 1 5 T-Ss-T T's NB Participation Scored
To consolidate previous learnt Check: Homework + answers with feedback
2 5 T-SS-T T''s NB answers achieved
material
T divides the board into three parts.
T writes examples on each tense alone
Present simple: Whole class/
SB Ex. 2 Participation Scored
1- Ahmed writes a good composition . Pair work/
&
2- The army defends our country. Individual work
Students are expected at the end Observation
3- Soha learns different languages
of the lesson to: SS' Answers
Past simple:
1- Nour cleaned the room.
- practice use of passive voices
2- The ancient Egyptians built the pyramids.
in simple tenses.
Present perfect:
1- My dad has bought a new car.
2- Painters have painted the house.
3- She has studied her lesson
T helps Ss to change each tenses from active to passive alone.
3 35
Formative evaluation: ( change the following)
1- She plays tennis very well.
2- They have finished their work. T-Ss-T
3- Ahmed broke the window.
T's NB Answers realized
- T asks Ss to passivize the sentences & gives them time to do the
exercise.
- T checks answers(writing the answer on the board).
-convert active sentences into
- T asks Ss to open their book at p 65 & to read: remember box
passive
silently
T ask Ss to match ..,T checks answers. S-S-T
- T does the first sentence with Ss in Ex. 2
T's SB answers achieved
- T asks Ss to work in pairs to change the other & give them time
to do the exercise.
- T checks by writing their answers on the board
4- to consolidate newly learnt material Assignment: Home work WB. Page 49 Ex 2+ page50 Ex 3 is replaced by other exercises in the attached T new guide
29
Subject: Palestine.. Unit: 8 Lesson: 5 Writing page: 66 Day: Date:
Aims: writing a personal letter Time:
Personal aims: give much care to slow learners Group:
Prerequisites: What is a personal letter? Level: Age:
Difficulties foreseen: arranging the parts of the personal letter
Materials/ Equipment needed: SB , TB, WB, Poster, Flash cards Grade/Class / / / / /
New language: Period
Assessment Evaluation &
Objectives Stage Activities Time Organization Sources
procedure Feedback
Ss turn in to EL
1 Greetings- A game of vocabulary. 5 pair work T''s NB Participation Scored
To consolidate previous learnt
material 2 Check: Homework answers + feedback 5 T-SS-T S'NB answers achieved
T asks students to have a look at the whole letter.
T elicits how many paragraphs there are. Which is small
and which is big? T shows the leave- a- line style.
T asks students to read the address. T elicits what does it
mean? What they notice. T elicits information from the
students. T explains that the address starts with the
number of the house, the name of the street, the city and
the country. Then comes the date. -T asks the students
how the date is written, it starts with the day the month
and year. After analyzing the date T asks students to
Students are expected at the end have a piece of paper and try to write their own address
Observation
of the lesson to: following the same steps. T goes around to check their T –SS-T \
3 35
S-S
SB , WB Ss' answers scored
-recognize personal letter parts. work, some students read their works. participation
- write a personal letter. -T moves to the first paragraph. T. asks students to read
it .T asks is it big or small ?How many sentences there
are, what is the main idea of the paragraph? --T explains
that the first paragraph begins with a key sentence that
summarizes the purpose of the letter.
T. asks students to write at their own paper the first
paragraph as T shows them. They can write two or three
sentences T goes around. T checks their works. Some
read their works.
-To moves to the second paragraph T asks Ss to look at
it. Is it big or small? How many sentences does it
31
contain? T asks students to read it. T asks students some
questions what is the main information in the paragraph?
T elicits that this paragraph is always the heart of the
letter. It explains the plot of the main idea of the letter
which has already been mentioned at the first paragraph.
It gives more details.
-T asks students to write the second paragraph trying to
write simple sentences. T goes around check their works
some students read their work then T moves to the last
paragraph. T asks students to read it in their books. T
asks how many sentences does it contain? Is it big or
small? What do they understand? T calls the students
attention to the final sentence that is always used to end
letters: " I am looking forward to seeing you".
-T asks the students to write their paragraphs. They can
read them. Then T shows that a letter has to have the
signature of the writer with his/her full name. which
comes after complementary phrase i.e. best
wishes/regards, love .T draws a diagram of the whole
letter like this:
the address
the date
Dear : name
Refer to previous event………
The body of the letter (why you write)…
The conclusion …………………
Complementary phrase
(Signature)
Full name
Review key points of the lesson 4- Rounding up: T elicits the main key points of a personal letter?
To consolidate the learnt material Assignment: page 51 WB personal letter
31
Subject: listening and speaking Unit: 8 Lesson: 6 page: Day: Date:
Aims: develop listening skill Time:
Personal aims: give much care to slow learners Group:
Prerequisites: recognize key vocabulary in the text of listening Level: Age:
Difficulties foreseen: following up the speakers
Materials/ Equipment needed: SB , TG , Poster , Flash cards , tape, Grade/Class / / / / /
New language: request (asking and giving directions ) Period
Assessment Evaluation &
Objectives Stage Activities Time Organization Sources
procedure Feedback
-Ss turn in to EL 1 -TB page 85 ( opener ) 3 pair work T'B Participation Scored
To consolidate previous learnt material 2 -Check: Homework. 5 T-SS-T T''s NB Observation achieved
-T. presents the map by using a poster and asks Ss some
questions about the map, e.g./ what places can you see in
Students are expected at the end of
the map? etc.
the lesson to:
- T asks Ss to listen to three conversations and identify the
Whole Observation\
3 directions on the map, then number the destinations 1-3.T. 10
class
SB. Ex1
Ss' responses
Achieved
identify directions on a map.
plays the cassette. Ss listen to the three conversations one
by one and number the destinations. T. checks orally by
repeating the cassette again. Ss point at the destinations on
the map.
-T. explains the intonation at the end of the request by
giving example.
- use correct intonation in requests. Participation
-T. asks Ss to listen to the conversations again and draw Individual
4 10 SB EX: 3 Ss' answers Scored
arrows to show the intonation of the request/ fall ( ) or work
observation
rise ( ) . after listening, T. check orally. T. asks some Ss
to repeat the sentences using the correct intonations.
practice giving direction. -T. asks Ss to listen again to the conversations and tick Participation
Group
5 ( ) the expressions they hear. 7
work
SB EX: 4 Ss' answers Done
-T. check orally by going back to the conversations. observation
-T. asks Ss to make role-play asking a student to ask for
-practice asking for directions Whole Ss' responses Achieved
6 direction and another one giving direction using the map. 10
work
SB EX: 5
Participation done
-practice giving directions
T. helps Ss if there is any difficulty.
To consolidate the learnt material Assignment: WB page 52 exercise: 1
32
Subject: Palestine… Unit:8 Lesson: 7 grammar page: 68 Day: Date:
Aims: use preposition properly Time:
Personal aims: give much care to slow learners Group:
Prerequisites: knowledge of prepositions Level: Age: 16
Difficulties foreseen: no exact rule for preposition
Materials/ Equipment needed: SB , TB , Poster , Flash cards Grade/Class / / / / /
New language: prepositions Period
Assessment Evaluation &
Objectives Stage Activities Time Organization Sources
procedure Feedback
Ss turn in to EL Warming up: ( TB page 87)
1 5 pair work T'B participation Done
To consolidate learnt material Check: Homework.
2 5 T-Ss-T WB answers achieved
At the end of the lesson Ss are 1-refer to page 108 SB
expected to: 3 -discuss the picture of the room in SB page 68 - 10 T-S-S-T SB answers realized
-- revise preposition of location Exercises 1 & 2:SB
- revise preposition of movement 2-discuss the second picture in SB page 108
4 -get individual students to read and answer. 5 T-S-S-T SB answers scored
Exercises: 3 &
-restate the dialogue in role play 5 -use poster to make the dialogue in role play 5 T-S-S-T SB presentation achieved
Have/get something done:
-refer to SB page 108 SB
-revise have/get something done 6 -Ex. 5: Pair work
answers fulfilled
-T helps with the example.
8
-In pairs, Ss reply.
-Ss answer aloud
Revise key points in the lesson Round up: What new things have you revised/learnt
7 2 S-S-T SB answers done
in the lesson?
5-To consolidate newly learn material Assignment: (WB. P 52 Exercises)
33
Subject: Palestine.. Unit: 8 Lesson: 8 integrated skills page: 69 Day: Date:
Aims: develop the four skills Time:
Personal aims: give much care to slow learners Group:
Prerequisites: knowledge of famous places in Palestine Level: Age:
Difficulties foreseen: express themselves fluently ( T. encourages)
Materials/ Equipment needed: SB, cassette, poster, board, chalk, WB Grade/Class / / / / /
New language: new vocab: destroyed, rebuilt, vehicles + making question & answering Period
Assessment Evaluation &
Objectives Stage Activities Time Organization Sources
procedure Feedback
-What do you know about Jerusalem?
Ss turn in to EL. 1 3 pair work TB Participation Scored
To consolidate learnt material. 2 Homework: check, answer and feedback 3 T-SS-T Ss' NB answers achieved
T. asks some questions about some famous places in Palestine,
e.g. / what is the most famous place to visit in Jerusalem? etc.
Students are expected at the end of -T introduce new vocabulary in different techniques.
participation
the lesson to -T discusses the picture with Ss Whole
-T. helps Ss to guess the content of the text class,
3 15 SB answers
-extend Ss' vocabulary. T. asks Ss to read the question and then scan the text silently to Individual ,
complete as many of the notes as they can. Ss works Pair work
-develop scanning skill. individually to find the answers and later compare answers in
pair..
done
-T checks the answers on the board by going back to the text.
Whole
-T. tells Ss to listen to a tour guide and complete the incomplete
class\ tape
notes.
develop listening to a tour guide . 4 4 Pair work\ SB. Ss answers
-T. plays the cassette while Ss listen and answer. achieved
Individual Ex2
-T. checks on the board by repeating the cassette again.
work
T. asks Ss to make statements about Palestine with extra
information. The notes in the yellow box can help them. T.
does two sentences as a model. Ss write the statements in their
copybook.
Whole
5- compose statements about -T. checks orally.
class\ Ss
Palestine. SB.
5 7 Pair work\ participation achieved
Ex3
Individual
work
34
Assessment Evaluation &
Objectives Stage Activities Time Organization Sources
procedure Feedback
6- express themselves about local 6 -T. asks Ss to work with their partner, choosing the most 5 Whole SB participation achieved
place to visit in Palestine. interesting places to visit and share information…etc class/ Ex4
-T. checks by asking some Ss to give information about the Pair work/
places they have chosen.. Individual
(T. helps in case of difficulty.) work
7- write a letter about local places 7 - T. asks Ss to write a letter explaining where they can take 7 Whole SB Ss writing achieved
to visit in Palestine their visitor (places) and why. (SB page 63 can help them) class/ Ex5
T. checks on the board.(if time allows) Pair work/
Individual
work
-revise key points in the lesson 8 - What knew things have you revised/learnt in the lesson? 1 T-Ss-T T''s NB answers complete
To continue producing the letter Assignment: continue writing the letter at home
35
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 O
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.
YES NO
LESSON PREPARATION
1. Have I set myself a clear aim for the lesson?
2. Have I outlined the lesson structure?
3. Have I prepared adequate materials and activities
4. Have I allocated adequate time for presentation, practice and evaluation of the
learning points?
5. Have I prepared enough different activities?
6. Have I planned how to organize and time activities?
7. Have I planned to ensure that all learners are actively involved?
CLASSROOM MANAGEMENT YES NO
1. Did I create a friendly and co-operative atmosphere
2. Did I explain what, why and how I was going to teach?
3. Did I organize the work clearly and efficiently
4. Did I adapt the lesson flexibly as it went on?
5. Did I create space for learners to initiate activities?
6. Did I assist learners in carrying out activities when necessary?
7. Did I use different media and aids?
ACTIVITIES AND METHODS YES NO
1. Did learners learn by using the language rather than by speaking about it?
2. Did I respect learners’ differing abilities by setting tasks of varying difficulty for
different learners?
3. Could learners self-correct their errors?
4. Did the tasks simulate real-life activities?
5. Did the tasks encourage learners’ activity, independence and creativity?
6. Could learners choose from a number of activities?
7. Did I use an activity I had never used with a group before?
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?
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?
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.
37
How to build rapport with your students
We teachers are very powerful people. We can make a 20% difference to functional
intelligence of our students! We must be in good relationship with our students and have
a healthy atmosphere. With good rapport , students of a teacher show 10%rise in their
measured intelligence .With bad rapport, there is 10%fall.
There are ten ways to build rapport with your students:
1. Greet your students each lesson. Smile, make eye-contact. Shake their hands. If
you behave as you do to guests in your home, your students see you as 'transparent'
as a person not a teacher.
2. Use your students' name. Have a card near you with diagram on it of the class
seating plan and names in places.
3. express enthusiasm at the start of each lesson. Say for example ,"I love English'.
Express your likes and dislikes about the lesson, topic, grammar or words.
4. Show that you prize, or value each student .Even if you are criticizing a student's
work or behaviour, show that you still prize the students as a person. You could
say, when appropriate, 'I like you; I don't like your bahaviour. "I respect you as a
person; I do not respect this piece of work.'
5. Be very polite. Say 'please' and thank you, and 'sorry'..etc.
6. praise the whole class:"I enjoyed this lesson. Thank you. Well done!"
7. when you teach using VAK(visual, audial, kinesthetic), you give your students
something to see(visual), something to hear(audial) and something to
do(kinesthetic) at each stage of the lesson. so you are addressing the different
strengths of all your students.
8. When you move round the room, as students are working in groups and pairs,
mirror their different facial expressions and moods. Smile with those who are
smiling, frown with those who are frowning, laugh with the group that is laughing.
This shows that you can participate with their inner world.
9. Be honest. Say what you hear your students saying:"You are saying that this is too
easy' 'You are saying that you don't understand.'
10. When rapport is good , your students become more independent and responsible as
learners. They become more creative and better at problem solving and their self
esteem goes up. You also have fewer discipline problem.
38
Instructional Lesson Evaluation Sheet
Dear colleague:
While observing my teaching procedures, will you take down your npotes so
as to discuss them later on and have your favorable feedback.?
Teacher:……………………………. School: …………………………….
Class: ……………………….. Date: ………………………….
…………………………………………………………………
1. Lesson Plan …………………………………………………………………
…………………………………………………………………
2. Ice Breaker …………………………………………………………………
…………………………………………………………………
3. Techniques …………………………………………………………………
Class …………………………………………………………………
4. management …………………………………………………………………
…………………………………………………………………
5. Resources …………………………………………………………………
Language & …………………………………………………………………
6. material …………………………………………………………………
…………………………………………………………………
7. Evaluation …………………………………………………………………
…………………………………………………………………
8. Others …………………………………………………………………
Suggestions & feedback: ……………………………………………………………
…………………………………………………………….
……………………………………………………………
……………………………………………………………
Name:……………………………………… Signature:………………………………….
39
Puzzles and word games
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 1- bear
help. 2- camel 9- We will go at two 9- goat
2- She came late every 3- cat o'clock. 10- horse
day. 4- cow 10- Is he the sixth or 11- lion
3- He came to America 5- deer seventh? 12- monkey
today. 6- dog 11- In April I only came 13- ox
4- Eric owes me ten 7- fish once. 14- snake
cents. 8- frog 12- I'll sing; you hum on 15- tiger
5- We made errors in key.
each one. 13- I made a Xerox copy
6- Do good workers of it.
succeed? 14- She clothes naked
7- If I shout, he'll hear babies.
me. 15- At last, I, Gerald, had
8- If Roger comes, we'll won.
begin.
A simplified form of the previous activity
Find animals and insects
Questions Answers Questions Answers
1. Do good students = dog 6. It will be a real surprise if = bear
succeed? =ant he succeeds. = camel
2. This plant needs water. =monkey 7. He came late. = bee
3. These are common keys. = deer 8. He must be excited. = cat
4. He made errors. = cow 9. He visited America two = mice
5. Doric owes money to me. times
10. I gave them ice cream
cones.
41
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 1- brown
mouth. 2- black
2- I'm not really dumb; lack of sleep made me forget the 3- green
answers. 4- pink
3- If I tell you what she said, will you agree never to tell 5- rose
anyone? 6- white
4- In the box we found a pencil, a pin, keys, and a few 7- yellow
coins. 8- orange
5- Are three zeros enough to write the number one 9- purple
thousand? 10- violet
6- The wheelbarrow hit eleven rocks as it rolled down the 11- gray
hill. 12- scarlet
7- When the nurse gives you the injection, just yell "Ow"
if it hurts.
8- Elsa and Otto ran gently down the path to the river.
9- Before arriving at Kuala Lumpur, please fill out these
forms.
10- I play nearly all the stringed instruments: violin, cello,
bass viol, etc.
11- When I opened the window, shining rays of sunlight
flooded the room.
12- We'll go in Jim's car. Let's leave at six o'clock.
A simplified form of the previous activity
D- Find Colors
1- They agree never to speak to strangers. = green
2-Keep inkbottles in a safe place. = pink
3-When they yell, awesome noise fills the place. = yellow
4-They are driving to school. = red
5-He raised his eyebrow. No one knew why! = brown
6-Neither rage nor anger will solve the problem. = orange
41
HIDDEN CITIES
Each sentence below contains the name of a capital city. Identify each city and write
the name of the country in which the city is located on the line provided after each
sentence.
EXAMPLE: Well, I'm afraid I can't do it. LIMA-PERU
1- Here is the draft of your letter. If you mark it "ok," your secretary will type it.
2- Those who were against the war saw to it that their voices were heard.
3- To make underground water potable, scientists first used ammonia, then sand later on.
4- Can karate movies really make children aggressive?
5- No slot machine is needed here.
6- The idiom "on a par" is used to mean "equal."
7- You can see our colleague in the CAI room at lunch. He is always busy doing some-
thing there.
8- Housekeepers usually prefer washing to not doing anything at all.
9- A cobra battle against a mongoose often ends with the defeat of the former.
10- If you use this kind of herb on noodles, the result will be fantastic.
11- Tram manufacturing is declining, as nobody needs this kind of slow transportation.
12- If you have an infection in your colon, don't eat fats or any other rich food.
Answers: HIDDEN CITIES
1- Tokyo-Japan 7- Cairo-Egypt
2- Warsaw-Poland 8- Washington-USA
3- Athens-Greece 9- Rabat-Morocco
4- Ankara-Turkey 10- Bonn-Germany
5- Oslo-Norway 11- Amman-Jordan
6- Paris-France 12- London-England
A simplified form of the previous activity
Find Countries, cities or continents
1-Good morning Aza! = Gaza
2- Ashraf, Ahmad and Samy live here. = Rafah
3- Has he gone to the hospital yet? = Italy
4- Can Adam help me? =Canada
5- He cannot control his anger, many people notice that. =Germany
6- The major dance was boring. = Jordan
7- This woman is courageous. =Oman
8- Show us what you find, I added. = India
9- She has pain in her teeth =Spain
10- A plane, which is green, landed 2 minutes ago. = Greenland
11- We need to widen markets. = Denmark
12- Afaf ran cement and steel companies. =France
13- He hurt his chin and knee. = China
42
Find the hidden numbers:
1. Most of our students like English . = four 4
2. Turn TV off if teenagers come in. = fifteen 15
3. The boy answers even the most difficult questions = seven 7
4. He asked if I've seen Amany. = five 5
5. What is the exact weight of this bag? = eight 8
6. That woman is a doctor. = two 2
7. The bus stops on every station = one 1
8. They only hate nervous people. =ten 10
9. There are brave men in every town and city. =nine 9
10.The ministry of health reestablished many centers. = three 3
THE ANT FAMILY
The following activities build upon a common base of letters to create new words.
What kind of an ant works with figures? An accountant. Get it? Now what kind of an
ant:
Questions: Answers Questions: Answers
1- Lives in jungle? 1- elephant 11- Is very bright? 11- brilliant
2- Is far away? 2- distant 12- Is empty? 12- vacant
3- Is extraordinarily 3- giant 13- Is immediate? 13- instant
large? 4- servant 14- Is plentiful? 14- abundant
4- Works for a master 5- pleasant 15- Has moved to a different 15- immigrant
5- Is good natured? 6- constant country? 16- significant
6- Is unchanging? 7- elegant 16- Is meaningful? 17- plant
7- Is luxurious? 8- 17- Is something that grows? 18- dominant
8- Is one who takes participant 18- Has influence over others? 19- hesitant
part? 9- infant 19- Is unsure and indecisive? 20- inhabitant
9- Is a very small child? 10- dormant 20- Lives in a certain place?
10- Is sleeping?
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)
43
- Two letters = a word
1. A number from 70 to 90 =AT= 80
2. Not difficult =EZ= easy
3. A computer disk =CD
4. When it rains the water in rivers become…. =IC=icy
5. A question tag for: You aren't ill.---------- =RU= are you
6. Informal usually spoken 'Good bye' =CU= see you
- One letter = a word
e.g. the letter I sounds like the word eye
1. In your face = I = eye
2. Wh- word to ask for a cause. = y = why
3. A preposition = n = in
4. A hot drink =t= tea
5. Verb to be = r = are
6. A sense- you can do this with your eyes = c= see
7. A large body of water =c =sea
8. A useful insect = b= bee
9. You feel a scratch =h=itch
10.A pronoun I , we, and--- = u = you
11. You can eat this =p= pea
12.not well/ another word for sick = 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 10- lost
2- a word meaning "also" 2- too cannot 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
44
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. 9- revel ever!
3- a man, a plan, a canal-panama! 10- was it a rat i saw?
4- step on no pets 11- was it a car or a cat i saw!
5- live not on evil. 12- won't lovers revolt now?
6- draw, o coward! 13- too far, edna, we wander afoot.
7- "tis ivan on a visit. 14- stressed was i ere i saw desserts.
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
45
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
10- It's raining j- dog 10- n
11- You may lead a horse to water k- to skin a cat 11- c
12- Go to l- in the mouth 12- a
13- Go whole m- the mice will play 13- i
14- Hold your n- cats and dogs 14- h
15- That's a horse o- the cat 15- g
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.
46
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 11- not, knot
2- to, two, too 12- heard, herd
3- four, for, fore 13- here, hear
4- ate, eight 14- red, read
5- threw, through 15- rode, road
6- see, sea 16- seen, scene
7- so, sew, sow 17- four sail, for sale
8- way, weigh 18- wrote, rote
9- wait, weight 19- blew, blue
10- tied, tide 20- sun's rays, sons raise
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,
47
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!
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
49