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24

Lesson Plan

Grade 8

Unit 15/L.3

Resources:
Petra 4, Cards, Childrens Book, Worksheets, pictures
Skills Developed: Writing a paragraph
Time: 45 minutes
Specific Objectives:
1.
To produce statements using conditional sentences in the spoken and written
forms.
2.
To use punctuation marks correctly.
3.
To use new vocabulary in the written form, appropriately.
4.
To link sentences together to construct a simple coherent paragraph in
English.
Previous Knowledge:

conditional sentences type 2

using punctuation marks

using linking word and, but, although

Expected Errors:

being unable to write the topic sentence

poor acquisition of the correct usage and use of conditional sentences type 1,2
using punctuation marks improperly

25

Introduction:
Teacher greets students.
Students listen to puzzler about Alis dreams and thoughts.
Assessment Activities (previous Knowledge)
Assessment Activity 1
Objective:
to check whether students can produce sentences using the conditional.
Task:
Students are asked to give responses to given pictures and situations.
What would you do if:
You lost something valuable?
You walked along a dark street at night?

You felt sick at school

You found a public telephone that did not work?

Assessment Activity 2
Objective:
To check whether students can use punctuation marks correctly.
Punctuate the following sentences:
1. if Suha had her sunglasses she would wear them.
2. I would learn french if I went to paris.
Remedial Activities related to previous knowledge
Remedial Activity 1
Objective: To enable weak students to write complete statements using conditional
sentences.
Weak students are given worksheets and are asked to match two columns.
Was a novelist
If 1

Build new schools

Had a passport

I would

26

Travel anywhere

Was the Minister of

Education
Anticipated Time:

Write interesting
novels

2 minutes

Role of the Teacher:

Monitoring and correcting mistakes.
Enrichment Activities related to previous knowledge.
Enrichment Activity1
Objective: To practice writing conditional sentences
Required Task:
Teacher asks students who made no mistakes when practising assessment
1. To write down five sentences according to the pattern.
If I ., I would .
Suggested Time:
3 minutes
Role of Teacher:
monitoring and providing necessary support.
New Knowledge:
Teacher follows the instructions given in the Teacher's Book for
paragraph writing taking into consideration the expected errors.
Write a paragraph
EITHER about what you would do if:
You were obliged to leave your home for a long time
OR
If you found 1000JDs in front of your gate early in the morning.

27

Listening and Speaking

Resources:

Grade 8

Unite4/ Lesson 6

worksheets, Students Book, Workbook, Board, Tape Recorder, Tape

Time: 45 minutes
Aims:
To understand English spoken by native speakers.
To participate in a conversation according to given instructions.
Specific Objectives:

Recognise the new vocabulary;

Use vocabulary correctly;
Ask for/give information as appropriate;
Listen for specific information.

Previous Knowledge:

Know the vocabulary required to converse;

Able to listen and understand the message;
Able to form wh-questions accurately.
Expected Errors:

Insufficient knowledge and ability to form appropriate wh-questions;

28

Inability to respond appropriately while listening to taped material.

Teaching, Learning and Assessment:

The teacher should present the new vocabulary items making use of all aids available.
Anticipated Time:
8 minutes
The students should describe the band orally. This can be done in groups.
Anticipated Time:
5 minutes
The students should practice describing the given pictures (SBIP. 16 , WBIP. 18) by asking and
answering relevant as well as accurate questions.
This should be done in pairs.
Anticipated Time:
8 minutes
The students should listen to the tape provided and answer the questions in the Students Book
page 16. This can be done individually.
Anticipated Time:
6 minutes
The students should do Exercise b/Workbook page 18 by filling each blank with the appropriate
vocabulary item. This can be completed in groups.
Anticipated Time:
4 minutes
The teacher should observe the ability of the students to do the assessment activities mentioned
above and record exceptional achievement and/or difficulties.
Remedial Activities
Enrichment Activities
If students are unable to do the speaking task,
provide them with a number of words as well
as a simple model to be used for asking and
answering questions.
For example, band, march

The students who have successfully completed

the speaking task should then be asked to
conduct a conversation about the activities
performed by the band (for example, marching)
as well as the tools being used to serve certain
aims (for example, baton) .

Question: What can you see in the picture?

Answer: I can see a band ..
If students are unable to listen for specific
information, the teacher should play the whole
text again and then play the specific sections
that are applicable to the question.

The students who have successfully completed

the Listening task should be asked to answer
questions requiring higher order skills. For
example: Summarise the text in no more than
20 words.

29

Reading Lesson Plan 9th Grade Book 5

Unit 17 Lesson 1

Specific Objectives:
After reading the text silently the student will be able to:
identity the main ideas in the text;
infer meaning of new vocabulary;
answer referential questions;
answer literal and inferential questions based on the text.
Resources;
Pupil Textbook 5, writing materials, Chalkboard, chalk
Previous Knowledge:
Students should be able to recognise and understand the basic vocabulary of the previous
lesson (s) or grade.

Expected Errors:
inability to identify the main ideas in the text;
inability to infer the meaning of new words;
inability to answer referential questions;
inability to answer literal and inferential question.

30

Teaching, Learning and Assessment

Teacher tells students that they are going to read a text about an invention.
Teacher uses two pictures for two villages-one is lit by electricity and the
other isnt. The teacher elicits from students how life will be in each village.
The teacher asks questions to help the students focus on the reading text
page 75.
Possible questions:
What do you think the text is about?
How do you know that the text is about electricity?
Describe the first picture?

The teacher assesses students according to their responses.

The class should be divided into two groups

Group a ( New Knowledge)
Students are asked to:
identify words they dont know (
new words)
identify the main ideas in the
text.
They are asked to make a list of words they
dont know and together read and try to infer
their meanings.
They read the text in pairs and
answer the questions on page 77.
The teacher checks their work
by asking questions, organising their
lists etc.
The assessment should be
recorded and used for planning the

Group B (Remedial)
Teacher works with students
to help them identify main points of
the text.
Students (in pairs) read the
text and identify the difficult words.
Teacher assists students to
pronounce words correctly.
Teacher help students understand the words
using the text as context clues.
Students ( in pairs) practice
reading the text.
Teacher gives students
remedial work to help them follow.
Students do the exercises on
page 60 work book.

31

next lesson.
They do the exercises in
the work book .

The teacher assesses and

record.

DIAGNOSTIC ASSESSMENT AN APPROACH TO INDIVIDUALISATION

1. Separate development- low ability students work separately from higher ability
students on separate activities.
Give diagnostic assessment eg.
By checking question,
Observations, task etc.

Teacher a new item

Has the student mastered the

item?

YES

32

NO

Do a remedial task

Do an enrichment
task.

2. Core plus extension- necessary activities followed by optional activities

All students must do this
much
CORE
Some students will be able to
do more
EXTENSION

3. Heterogeneous activities- activities have built in possibilities for weaker students to

achieve something at a basic level and stronger students to be challenged and
contribute more complex language. Students naturally fine their own level.

Higher
level work
Basic level
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