No Specific Outcomes Resources & Materials Instructional Strategies Assessment Procedures Duration

Lesson Plan Page No (1)
Class / Level: 8th grade Module title: Starting out

Number of Classes: 3 Lesson 1 Date: from ………………………
Previous Learning:
Vertical Integration: Horizontal Integration:
No Specific Outcomes Resources Instructional Assessment Procedures Duration
& Materials Strategies Strategy Tool
It is expected that Greeting my ss. establishing a friendly environment through preparing a
Direct Performanc Chick FIND SOMEONE WHO survey activity to get them involved with each 15 - 20 M
students will: other. And then T. introduces Action Pack 8 to them. They complete the
Student’s teaching e based list first two pages in the AB to revise the vocabulary and structures from
Book pages Work with assessment Action Pack 7and start with L1. T. asks students to read the title and to
4–5 the book look at the introductory pictures to guess the meaning of the title and how
1. Use words and the pictures relate to the title, answering some questions given by T. / T.
sentences to participate in Observation Rating leads a discussion on what the module might be about. Then, read
• Cassette scale through the outcomes and see how accurate students’ guesses were. T.
a discussion about reads through the questionnaire with students. Ss. put a mark next to the 10 M
answers that best describe their preferences. T. tells ss. to work in pairs to
learning styles. discuss each other’s answers and make notes each student should then try
Group work to guess what type of learner they are.
• Activity Questions In pairs, ss. read the description of learning styles and discuss them and
Book: and describe the way they like to learn. 5-10 M
Module 1 – answers
pages
4–6
15-20 M
Pair work
10 M
Reflection:
Day & Date Section Period Fulfilled Homework
1- I feel satisfied with ……………………………………
Outcomes
2- Challenges that faced me ……………………………
…………………………………………
3- Suggestion for improvement
……………………….
Class / Level: 8th grade module title: Starting out
Number of Classes: Lesson 1 Date: from ………………………
Previous Learning:
No Specific Outcomes Resources & Instructional Assessment Procedures Duration

. Materials Strategies Strategy Tool
It is expected that students Greeting my ss. warming them up by doing an activity so that they
Direct teaching Performanc Chick can talk about their favourite way of learning and the best way to 10 M
will: study English.
Student’s Work with the e based list
Book pages 4– book assessment
2. Demonstrate T. reads the instructions of the listening task about some advice on
5 learning styles descriptions. Ss. listen and make notes. Then they
understanding of a listening share their ideas. 10 M
Observation Rating
text about learning styles. T. refers to Activity Book page 6.T. ask ss. to use what they have
• Cassette scale
learnt in the lesson to solve both exercises. The first ex. ss. work in
pairs but the next one individually. They check work as a whole
Group work class
20 M
• Activity Questions
Book: Module Pair work and
1 – pages 4–6 answers
Reflection:
Outcomes
…………………………………………
3- Suggestion for improvement ………………………..
Prepared by : School principle Date :……………….. Signature:

Number of Classes: 4 (2) Lesson 2+3 Date: from ………………………
Previous Learning: Let teens talk!
It is expected that - Greeting ss. and warming them up by interviewing a
Direct Performanc Chick 5-10 M
students will: student and let her talk about her routines. A student
Student’s teaching e based list reports what her classmate is used to doing. Students
Book pages Work with assessment
1. Use a picture to make look at the picture and answer the questions. Ss. look
6–7 the book 5M
guesses about Hamzah’s at the picture and answer the questions and then some
routines. Observation Rating of them share their ideas. They check their answers as
scale a class after reading. Ss. complete ex1 with the correct
15 M
2. use the Present Simple verb forms individually, then they compare their
and the Present • Cassette answers. T. plays the cassette and give students time
Continuous tenses. Group work to check their answers from exercise. In pairs, ss.
Questions 15 M
choose a verb and put it in a meaningful sentence.
and
• Activity answers - After greeting ss. T. encourages them to practise
Book: present simple through Q and Answers. 15 M
Module 1 – Pair work Now, ss. have a chance to talk about themselves
pages 7–8 answering the same questions using the present simple
10 M
and present continuous. – T. Refer to A.B page 7,
exercises 3–4.
T. clarifies the ex. 1- Grammar- ss. take some time to
complete the activity. T. double checks their work by 10-15 M
Walking around them. Students use the table
individually to make questions and they talk in turn.

Outcomes
Number of Classes: (2) out of 4 Lesson 2+3 Date: from ………………………
Previous Learning: Let teens talk!
No Specific Outcomes Resources Instruction Assessment Procedures Duration
& Materials al Strategy Tool
Strategies
It is expected that students - Greeting ss. and warming them up by playing a board
Direct Performance Chick 10-15 M
will: game so as to form sentences on both present simple
Student’s teaching based list and present continuous. - T. reads the Listening
Book pages Work with assessment
3. Use listening strategies Strategies with the class and make sure students have a
6–7 the book 10-15 M
to take notes about a clear understanding of them. Ss. write down the
profile. Observation important information while listening. T. plays the
cassette and ss. listen and take notes. – In pairs, ss. of
4. Write a paragraph for a different LS work together in order to Ask each pair to 15 M
specific purpose: a profile • Cassette Rating compare their notes on Hamidah’s profile and see if
about a friend. Group scale they are able to find the five mistakes in the text and
work Questions
correct them. Ss. listen to the audio again, checking
and 15 M
• Activity answers their answers. In this class after greeting ss. T. refers
Book: them to the A.B to complete ex.5. The paragraph they
Module 1 – write should be of similar length and detail to
pages 7–8 Pair work 5-10 M
Hamidah’s. They work individually to complete ex. 6
Ex.3+4 - Ss. work individually to write a profile about one of
Ex 5+6 their friends using the Present Simple tense. They use 5M
a graphic organizer to make notes. T. gives them tips
about the things they can write. Walk around the class
monitoring the activity. Some ss. read out their 5M
profiles. The rest listens and identify the wrong inf.
Day & Date Section Period Fulfilled Homework 1-
Outcomes
Lesson Plan
Page No (1)
Number of Classes: 3 Lesson 4+5 Date: from ………………………
Previous Learning: Keeping traditional Arabian crafts alive
Strategies
It is expected that - Greeting ss. and warming them up by showing ss.
• Student’s Direct Performance 5M
students will: some photos of traditional Arabian crafts and asking
Book pages teaching based them about the objects in the picture and what the title
8–9 Work with assessment Chick 5-10 M
1. skim a text about means. Ss. read Um Issam’s story, completing the
•Dictionaries the book list
someone’s story • Glossary – correct form of the verbs, then check their guesses from 5M
Activity Observation the previous ex. They read the article and complete it
2. scan a text about correctly. T. walks around the class monitoring the 10 M
Book page 66
someone’s story Rating activity. Ss. listen to the cassette to check their answers. 10 M
• Cassette scale - Ss. listen and guess the meanings of the words in
3. use context to guess Group context. They use a dictionary or the Activity Book
• Activity work Questions
the meaning of new glossary and they check their work in groups.
Book: and answrs
words Module 1 – - T. reads the sentences asking the ss. to listen for the
pages 8–9 mistakes in each one. They read each sentence again and 20 M
underline the mistakes and then they check the answers.
Worksheet Pair work Now, a student asks the question, and the other writes
down the answer in a full sentence. They should refer
back to the text to make sure their answers are correct.
Day & Date Section Period Fulfilled Homework Reflection:

Outcomes 1- I feel satisfied with ……………………………………
…………………………………………
3- Suggestion for improvement ……………………….
Lesson Plan
Page No (2)
Number of Classes: Lesson 4+5 Date: from ………………………
Previous Learning: Keeping traditional Arabian crafts alive
It is expected that - Two conﬁdent ss. read the dialogue. When they reach
• Student’s Direct Performanc 15-20 M
students will: the blanks, ask different students to suggest the correct
Book pages teaching e based form of the verb. They complete the ex. in their
8–9 Work with assessment Chick
4. use the Past Simple notebooks and check it together. Now, they listen to
•Dictionaries the book list
• Glossary – the audio and check their answers.
Activity Observation - Ss. read the Speaking Strategies. T. explains that
5. use words and Book page 66 such expressions indicate opinion. T. divides the class
15-20 M
sentences to participate in Rating into groups tell them which point of view they will be
a debate about traditional • Cassette scale defending. Ss. prepare their ideas and make notes. A
crafts and modern art Group work few ss. from each group present their opening
• Activity Questions
argument.
Book: and
Module 1 – answers T. refers to the AB ex. 8-9 Ex. 8 and 9. Ss. will
15- 20 M
pages 8–9 practise using the correct verbs. Ss. choose a new
Pair work vocabulary word from the module, Then, they should
think of other English words they know that begin with
each letter of their chosen word.
After they finish, ask for volunteers to give the
answers

…………………………………………

Class / Level: 8th grade Module title: Different cultures, different lifestyles
Number of Classes: 3 classes Lesson 1 Date: from ………………………
Previous Learning:
Strategies
It is expected that Greeting ss. and warming them up. T. reads through 10
students will: Direct Performance Chick the questions with ss. They try to identify where the
• Student’s teaching based list people in the photographs might live. T. plays the
Book pages Work with assessment 10 M
1. use pictures to make cassette and gives students time to take notes. Ss. listen
10–11 the book
guesses about people’s • Dictionaries again to check their answers. They have a discussion.
Observation Rating - T. plays the cassette and ask ss. to work out the
lifestyles
• Glossary – scale meanings of the key words from the context. They
20
Activity work in groups checking their answers using a
Book page 66 dictionary or the glossary. Then they choose the
2. use the sequence of
• Cassette Group correct definition.
sentences to identify the work Questions
- They should now use the new vocabulary to discuss 15 M
• Activity and
main idea while listening the differences between their lives and those of the
Book: answers
to people talk about their Module 2 – characters on the cassette.
page 10 - T. refers to Activity Book page 10, exercise 1. Ss.
culture and lifestyle 15 M
complete the exercise. T. walks around to check and
help ss.
Pair work
3. use context to guess
the meaning of new words

Outcomes
Number of Classes: 3 Lesson tittle Choose your own lifestyle Date: from
Previous Learning:
& Materials Strategies Strategy Tool Mins
It is expected that - Greeting ss. and warming them up 5
- students guess where the man is and what 10
students will: Student’s Direct Performanc Chick he might be doing there.
10
Book pages teaching e based list - students discuss their comparisons in groups
10
- students read the article
12–14 Work with assessment 10
use a picture to make guesses for a - students discuss the questions
• Dictionaries the book students work in pairs read the key words and guess their meanings.
reading task
• Glossary – - students refer to the article so they can see how the words are used 10
• interpret an article about a in context before they look them up in a dictionary or the glossary
documentary maker by Activity Observation Rating - Ss use the words correctly by writing a sentence in their notebooks
10
answering critical-thinking Book page 66 scale for each given word.
10
- Ss Play a quick game with the students in order to
questions • Cassette remind them of the Present Simple and Present
• use context to guess the meaning • Activity Continuous tenses
of new words - T gives students a few examples to make sure they understand the
5
• use dictionaries and glossaries to Book: Group work difference between the two tenses
Module 2 – Questions - Ss do exercise 1 10
confi rm and clarify In pairs Ss identify the correct and incorrect sentences
the meaning of words pages 10–12 and - Ss have a discussion about what might 5
• use the Present Simple and the answers make the lives of the Nyangatom easier.
Present Continuous - Students read the rubric individually and the combine their knowledge of
the Present Simple and Present Continuous tenses with what they 5
tenses to ask and answer questions
Pair work have read in the text to work out what each sentence means.
- T asks different students to suggest the correct form of the verb.
T plays the cassette and have students listen to the dialogue. Check their
answers against it. 10
-
Reflection:
Outcomes
…………………………………………
4-
Number of Classes: 3 Lesson Stories around the world2 and 3 Date: from
Previous Learning:
It is expected that -
- Greeting ss. and warming them up 5
students will: Student’s Book Direct Performanc Chick - students to look at the picture and have a discussion about it 10
pages 15–17 teaching e based list - Ss have a discussion on the types of things they think they will read
• Dictionaries about in the section. 10
Work with assessment T tells students that this lesson is about different kinds of stories from 5
use context to guess the meaning • Glossary –
Activity Book the book around the world and the key words in the box are related to this topic.
of new words - students work in pairs to guess the meaning
page 66 10
• use dictionaries and glossaries to of the key word.
confi rm and clarify • Cassette Observation Rating - students work in pairs to match the Find the words’ definitions with
• Activity Book: the correct word from their new vocabulary. 10
the meaning of words scale -Ss read the Reading Strategies with the class and make sure students
• identify facts and opinions Module 2 – understand that it is important to distinguish between facts and opinions
pages 12–13 5
• develop strategies of listening when reading texts
about an exceptional - T gives students time to read the article on writing from around the world.
Group work Ask them to underline any words they do not know. 15
poet - T asks students to read and answer then questions from the rubric,
• write notes about a person to use Questions basing their opinions on facts from the text 10
them in a and -T puts the students in pairs to discuss their answers.
- T asks students to read the rubric and gives them time to work
presentation answers individually answering the questions. 10
• speak clearly about an - Students listen to the dialogue while doing the exercise individually. 5
- students think carefully about whom they would describe as exceptional.
exceptional Jordanian person Pair work It could be a famous Jordanian or somebody they know personally.
- The students’ aim is to convince the rest of the class that the person they 10
have chosen is one of the most exceptional Jordanians.
- Have a class vote Who do students think is the 10
most exceptional out of the people chosen in
exercise 6
Reflection:
Outcomes
…………………………………………

Number of Classes: 2 Lesson title : Communication Workshop
Writing a personal letter Date: from ………………………
Previous Learning:
Student’s Book Direct Performanc Chick - Greeting ss. and warming them up 5
students will: - students read the letter and work through the questions in pairs. 10
page 18 teaching e based list
- use organisational patterns to - students read the Writing Strategies and plan their own letter 10
• Activity
identify parts of a letter
Book: Module
Work with assessment or email
- write a letter about one’s life in a the book - students read through the headings individually. 5
2 – pages 14–16 - T makes sure students understand what each of the headings
city 5
- revise written work for clarity, means.
correctness and Observation Rating - students read through the letter again with each of the headings
in mind. In their notebooks, they should match each paragraph 10
coherence scale
number with the letter of the corresponding heading.
- students work in pairs choose the city they will imagine living in 10
and make notes about their imaginary life in this city, using the
Group work listed questions as a guide
- T reads the rubric and make sure students understand that they 10
Questions should make use of their notes and the feedback from the
and previous exercise.
answers - students use their Writing Strategies plan to write a full letter,
including the elements in Mustafa’s letter (address, date,
10
questions, etc.)
Pair work - students complete Assessment Tool 2 on page 73 of the Activity 10
Book.
Reflection:
Outcomes
…………………………………………

Number of Classes: 3 Lesson Language Development Date: from
Previous Learning:
Student’s Book - The class review the Present Continuous and the 20
students will: Direct Performanc Chick Present Simple tenses. And working with the worksheet
pages 19–20 teaching e based list
To use sentences in the Present - Students work individually or in pairs to 10
• Cassette
Simple and the Present
• Activity Book:
Work with assessment complete the activity
Continuous tenses -T plays the cassette and tells students to check their own
Module 2 – the book answers. 5
• To use sentences in the negative
pages 17–18 - T reads the rubric and makes sure students understand the
and interrogative forms 5
• To identify words from Worksheet Observation Rating activity. Then writes two examples on the board and works
through them as a class
definitions to complete a scale - students read the rubric and complete the 5
crossword puzzle activity in pairs
- T Puts students into small groups to match each word with the 5
correct definition
Group work - Once groups have had time to complete the activity, T invites
Questions 10
several students to connect each word to the correct definition by
and drawing a line between them.
- T Puts the students into groups of four and explains that
answers crossword puzzles are a fun way to keep the vocabulary 10
words in mind.
Pair work - T Then, asks them to complete the task. And
reminds them that there is a time limit for solving 10
the puzzle.
- T asks students to guess the answer to the question 10
and then to do research to correct or justify their
answers.
-Ss do the exercises in their AB pages 17 and 19 15
Reflection:
Outcomes
…………………………………………
Lesson Plan Page No 6)
Number of Classes: 1 Lesson 2 Project
Children from different cultures Date: from ………………………
Previous Learning:
Materials Strategies Strategy Tool
It is expected that students -
Student’s Direct Performanc Chick - Greeting ss. and warming them up 5
will: - T directs students’ attention to the miniature report on
Book page 21 teaching e based list Amazon children 5
• Paper, Work with assessment - T tells students to pay attention to the kinds of information and
- use simple English reference marker pens, the book pictures they like. This might give them ideas about what to 5
material in the school to include in their own reports.
do some research scissors, glue - Ss work in pairs , each pair should choose a region where
sticks Observation Rating indigenous people live
10
•- write notes guided by a set of
questions scale - Ss should do research, using the Internet
- Ss use their notes to write a report 10
• - write a report by expanding
- Ss should get pictures(or maybe draw them) to include in their
notes 10
report.
• - take part in a well-prepared
authentic presentation to Group work
the class Questions
and
answers
Pair work
Reflection:
Outcomes
…………………………………………

Number of Classes: 3 classes Lesson 1 Date: from ………………………
Previous Learning:
Strategies
It is expected that Greeting ss. and warming them up. T. reads through 10
students will: Direct Performance Chick the questions with ss. They try to identify where the
• Student’s teaching based list people in the photographs might live. T. plays the
Book pages Work with assessment 10 M
1. use pictures to make cassette and gives students time to take notes. Ss. listen
10–11 the book
guesses about people’s • Dictionaries again to check their answers. They have a discussion.
Observation Rating - T. plays the cassette and ask ss. to work out the
lifestyles
• Glossary – scale meanings of the key words from the context. They
20
Activity work in groups checking their answers using a
Book page 66 dictionary or the glossary. Then they choose the
2. use the sequence of
• Cassette Group correct definition.
sentences to identify the work Questions
- They should now use the new vocabulary to discuss 15 M
• Activity and
main idea while listening the differences between their lives and those of the
Book: answers
to people talk about their Module 2 – characters on the cassette.
page 10 - T. refers to Activity Book page 10, exercise 1. Ss.
culture and lifestyle 15 M
complete the exercise. T. walks around to check and
help ss.
Pair work
3. use context to guess
the meaning of new words

…………………………………………

Number of Classes: 3 Lesson tittle Choose your own lifestyle Date: from
Previous Learning:
& Materials Strategies Strategy Tool Mins
- students guess where the man is and what 10
students will: Student’s Direct Performanc Chick he might be doing there.
10
Book pages teaching e based list - students discuss their comparisons in groups
10
- students read the article
12–14 Work with assessment 10
use a picture to make guesses for a - students discuss the questions
• Dictionaries the book students work in pairs read the key words and guess their meanings.
reading task
• Glossary – - students refer to the article so they can see how the words are used 10
• interpret an article about a in context before they look them up in a dictionary or the glossary
documentary maker by Activity Observation Rating - Ss use the words correctly by writing a sentence in their notebooks
10
answering critical-thinking Book page 66 scale for each given word.
10
- Ss Play a quick game with the students in order to
questions • Cassette remind them of the Present Simple and Present
• use context to guess the meaning • Activity Continuous tenses
of new words - T gives students a few examples to make sure they understand the
5
• use dictionaries and glossaries to Book: Group work difference between the two tenses
Module 2 – Questions - Ss do exercise 1 10
confi rm and clarify In pairs Ss identify the correct and incorrect sentences
the meaning of words pages 10–12 and - Ss have a discussion about what might 5
• use the Present Simple and the answers make the lives of the Nyangatom easier.
Present Continuous - Students read the rubric individually and the combine their knowledge of
the Present Simple and Present Continuous tenses with what they 5
tenses to ask and answer questions
Pair work have read in the text to work out what each sentence means.
- T asks different students to suggest the correct form of the verb.
T plays the cassette and have students listen to the dialogue. Check their
answers against it. 10
-
Reflection:
Outcomes
…………………………………………
4-
Number of Classes: 3 Lesson Stories around the world2 and 3 Date: from
Previous Learning:
- Greeting ss. and warming them up 5
students will: Student’s Book Direct Performanc Chick - students to look at the picture and have a discussion about it 10
pages 15–17 teaching e based list - Ss have a discussion on the types of things they think they will read
• Dictionaries about in the section. 10
Work with assessment T tells students that this lesson is about different kinds of stories from 5
use context to guess the meaning • Glossary –
Activity Book the book around the world and the key words in the box are related to this topic.
of new words - students work in pairs to guess the meaning
page 66 10
• use dictionaries and glossaries to of the key word.
confi rm and clarify • Cassette Observation Rating - students work in pairs to match the Find the words’ definitions with
• Activity Book: the correct word from their new vocabulary. 10
the meaning of words scale -Ss read the Reading Strategies with the class and make sure students
• identify facts and opinions Module 2 – understand that it is important to distinguish between facts and opinions
pages 12–13 5
• develop strategies of listening when reading texts
about an exceptional - T gives students time to read the article on writing from around the world.
Group work Ask them to underline any words they do not know. 15
poet - T asks students to read and answer then questions from the rubric,
• write notes about a person to use Questions basing their opinions on facts from the text 10
them in a and -T puts the students in pairs to discuss their answers.
- T asks students to read the rubric and gives them time to work
presentation answers individually answering the questions. 10
• speak clearly about an - Students listen to the dialogue while doing the exercise individually. 5
- students think carefully about whom they would describe as exceptional.
exceptional Jordanian person Pair work It could be a famous Jordanian or somebody they know personally.
- The students’ aim is to convince the rest of the class that the person they 10
have chosen is one of the most exceptional Jordanians.
- Have a class vote Who do students think is the 10
most exceptional out of the people chosen in
exercise 6
Reflection:
Outcomes
…………………………………………

Number of Classes: 2 Lesson title : Communication Workshop
Writing a personal letter Date: from ………………………
Previous Learning:
Student’s Book Direct Performanc Chick - Greeting ss. and warming them up 5
students will: - students read the letter and work through the questions in pairs. 10
page 18 teaching e based list
- use organisational patterns to - students read the Writing Strategies and plan their own letter 10
• Activity
identify parts of a letter
Book: Module
Work with assessment or email
- write a letter about one’s life in a the book - students read through the headings individually. 5
2 – pages 14–16 - T makes sure students understand what each of the headings
city 5
- revise written work for clarity, means.
correctness and Observation Rating - students read through the letter again with each of the headings
in mind. In their notebooks, they should match each paragraph 10
coherence scale
number with the letter of the corresponding heading.
- students work in pairs choose the city they will imagine living in 10
and make notes about their imaginary life in this city, using the
Group work listed questions as a guide
- T reads the rubric and make sure students understand that they 10
Questions should make use of their notes and the feedback from the
and previous exercise.
answers - students use their Writing Strategies plan to write a full letter,
including the elements in Mustafa’s letter (address, date,
10
questions, etc.)
Pair work - students complete Assessment Tool 2 on page 73 of the Activity 10
Book.
Reflection:
Outcomes
…………………………………………

Number of Classes: 3 Lesson Language Development Date: from
Previous Learning:
Student’s Book - The class review the Present Continuous and the 20
students will: Direct Performanc Chick Present Simple tenses. And working with the worksheet
pages 19–20 teaching e based list
To use sentences in the Present - Students work individually or in pairs to 10
• Cassette
Simple and the Present
• Activity Book:
Work with assessment complete the activity
Continuous tenses -T plays the cassette and tells students to check their own
Module 2 – the book answers. 5
• To use sentences in the negative
pages 17–18 - T reads the rubric and makes sure students understand the
and interrogative forms 5
• To identify words from Worksheet Observation Rating activity. Then writes two examples on the board and works
through them as a class
definitions to complete a scale - students read the rubric and complete the 5
crossword puzzle activity in pairs
- T Puts students into small groups to match each word with the 5
correct definition
Group work - Once groups have had time to complete the activity, T invites
Questions 10
several students to connect each word to the correct definition by
and drawing a line between them.
- T Puts the students into groups of four and explains that
answers crossword puzzles are a fun way to keep the vocabulary 10
words in mind.
Pair work - T Then, asks them to complete the task. And
reminds them that there is a time limit for solving 10
the puzzle.
- T asks students to guess the answer to the question 10
and then to do research to correct or justify their
answers.
-Ss do the exercises in their AB pages 17 and 19 15
Reflection:
Outcomes
…………………………………………
Lesson Plan Page No 6)

Number of Classes: 1 Lesson 2 Project
Children from different cultures Date: from ………………………
Previous Learning:
It is expected that students -
Student’s Direct Performanc Chick - Greeting ss. and warming them up 5
will: - T directs students’ attention to the miniature report on
Book page 21 teaching e based list Amazon children 5
• Paper, Work with assessment - T tells students to pay attention to the kinds of information and
- use simple English reference marker pens, the book pictures they like. This might give them ideas about what to 5
material in the school to include in their own reports.
do some research scissors, glue - Ss work in pairs , each pair should choose a region where
sticks Observation Rating indigenous people live
10
•- write notes guided by a set of
questions scale - Ss should do research, using the Internet
- Ss use their notes to write a report 10
• - write a report by expanding
- Ss should get pictures(or maybe draw them) to include in their
notes 10
report.
• - take part in a well-prepared
authentic presentation to Group work
the class Questions
and
answers
Pair work
Reflection:
Outcomes
…………………………………………
Lesson Plan Page No ( 1 )

Class / Level :8th grade module title : What’s a hero?
Number of Classes : 2 unit title What’s a hero?
Date: from ………………………
Previous Learning Vertical Integration: Horizontal Integration:
No. Specific Outcomes Resources & Instructional Assessment Procedures Duration

1 It is expected that students will • Student’s Direct teaching - - Chick list -Teacher reads the questions with the students. 5
• use pictures to make guesses about Book pages 22– - teacher asks the students to describe who or 5
Performance what they can see in the picture
different heroes 23
2 • Dictionaries
based Teacher read the rubric to the class and make
• develop strategies of active listening to sure, first of all, that students understand what
confi rm • Glossary – assessment
the word ‘hero’means.
meaning in authentic descriptions of Activity Book Pair work - Rating -Teacher plays the cassette and asks students to 10
heroes page 67 - scale pay attention to the characteristics of each
• use context to guess the meaning of • Cassette Observation person being described to see which description
new words • Activity Book: Group work of ‘hero’ matches them best.
• participate in a group discussion about Module 3 – - Students Read the words in the box Try to guess 5
page 19 their meanings. Ex2page 23
heroes and
- teacher Plays the cassette a second time and 5
their qualities Questions Tells students that this time, they’re listening to
and answers see which adjectives from exercise 2 describe
each person.
-students read the rubric and make sure 5
they understand the instructions
- students do exercise 1 page 17 5
Day & Date Section Period Fulfilled Homework Reflection :

……………………………………………………….
………………………………………….
repared by : School principle Date :……………….. Signature :
Supervisor Date :……………….. Signature :
Class / Level : 8th grade module title : What’s a hero?
Number of Classes : 2 unit title : A true hero

1 It is expected that students will • Student’s Direct teaching - - Chick list -Teacher reads the rubric and asks students 10
develop reading strategies to understand Book pages 24– Performance to answer the questions in pairs, Asks
an authentic 26 them to think of several possible answers
2 • Dictionaries
based
informational article for each question.
• use context to guess the meaning of • Glossary – assessment Teacher reads the title of the article to the 10
new words Activity Book Pair work - Rating class. Ask: What does ’seven-year-old’
• use dictionaries and glossaries to confi page 67 - scale refer to? What does the word ‘family’ refer
rm word • Cassette Observation to?
meaning and clarify meaning • Activity Book: - students read the Reading Strategies box 5
Module 3 – - the students skim through the article first 10
pages 20–21 to write the headline as a full sentence in
their notebooks
The students work in pairs and answer 10
whether the sentences are true or false and
to explain why.
15
-The class Hold a class discussion about
the facts in the article.
10
Students read the words in the box and
guess their meanings
Students listen to the cassette and write the
10
definition of each word using the
dictionaries

Outcomes I feel satisfied with ……………………………………
Challenges that faced me ……………………………
……………………………………………………….
3- Suggestion for improvement
………………………..
………………………………………….

Number of Classes : 2 unit title : A true hero

1 It is expected that students will Student’s Book Direct teaching - - Chick list Teacher ensures students understand the 10
- differentiate between the uses of the pages 24–26• difference between the Past Simple and Past
Performance Continuous
Past Continuous worksheet Group work based Teacher asks two students to come up to the
2 and the Past Simple tenses Activity Book: 5
assessment board. Tells them to write the name of one of
- roleplay a situation to offer solutions Module 3 – their favourite heroes
- use connecting words (This morning, pages 20–21 Pair work - Rating - Then, say Five seconds ago, they were writing 5
next, in the end - scale their heroes’names on the board. Ask students
…) to help comprehension of the listener Observation which sentence indicates something that
when presenting happened and ended in the past (the first
information sentence) and which one describes something
as it was happening I the past (the second
sentence).
- students work in pairs to complete the activity 10
in exercise1 page 24
- students work in pairs to complete the
activity. - Students should be able to identify 15
the Past Simple and the PastContinuous.
(ex3page25
- Read the rubric and explain to students that
they need to write a sentence for each of the 10
clues given beneath the picture.
• Remind them that they must use the Past 5
Simple or the Past Continuous tense.
• Students should work alone to fill in the gaps 10
using the correct form of the verbs in brackets.
Page 26, Exercise 5
Students do exercise 3 and 4 in their AB page
20 and 21
10

Outcomes
Reflection :
……………………………………………………….
Number of Classes : 3 unit title : A compassionate hero

1 It is expected that students will • Student’s Direct teaching - - Chick list Teacher asks students to consider the questions -5
Book pages 27– and discuss their ideas with a partner
Performance - teacher Plays the cassette, pausing after each
-To use a picture to express an opinion 29 10
2
based sentence to give students time to guess 10
• To use context to guess the meaning of • Dictionaries meanings and allows them to use a dictionary
• Glossary – assessment
new words or the glossary if they are unsure of any of the
- - use dictionaries and glossaries to Activity Book Pair work - Rating meanings. 10
confi rm word page 67 - scale - Students read the meaning and then find the
meaning and clarify meaning • Cassette Observation correct word.
- interpret an article to make inferences • Activity Book: Group work - students read the article about Rufaida Al 10
Module 3 – Aslamiya in pairs. They should then discuss
about Rufaida Al
whether any adjectives from page 23, exercise 10
Aslamiya’s qualities page 227
3 could be used to describe her. 10
- participate in a group discussion to Students work in pairs so that they can help
express an opinion 15
each other to answer the questions.
- Students look at underlined words in the
paragraph in ex4 page 24 and decide whether 10
they are nouns verb s or adjectives
- teacher plays the cassette and tells students to 10
fill in the gaps with the new information.
- students form groups. Members should 10
compare their answers and come to an
agreement about what they think the correct
answer is.ex6 p25 10
- teacher puts students in pairs to read the
rubric and discuss each of the questions 2x7
p25

……………………………………………………….
Lesson Plan Page No (6 )

Number of Classes : 2 unit title : Communication Workshop Writing a story
It is expected that students will Student’s Book Direct teaching - - Chick list - Teacher ask your students to read the - 10
page 30 newspaper article and work in pairs to check
Performance any vocabulary they are uncertain of
• Activity Book:
1
based - the class have a discussion about whether
• skim and scan an article about a hero to Module 3 – Robert is a true hero or not.
10
identify pages 23–25 assessment
-After reading the rubric students should think
information Pair work - Rating about which question each paragraph is 5
• outline a sequence of events in a story - scale answering.
• To write a rescue story for a newspaper Observation -Using the story in their Student’s
2 • read sentences clearly, correctly and fl Group work Books as a guide, they will work in groups and 5
uently write their own rescue story.
- students use their plans to begin writing
their stories. 5
- Each group member should read their stories 5
aloud to the rest of the group
- When students have read their stories, the
teacher tells the groups to have a discussion
about the best bits in each story and, eventually,
which story/stories was/ were the best.
Day & Date Section Period Fulfilled Outcomes Homework Reflection :


epared by : School principle Date :……………….. Signature :
Supervisor Date :………………..Signature :

Number of Classes : 1 unit title : Language Development

1 It is expected that students will Student’s Book Direct teaching - - Chick list -The teacher starts the lesson by having - 10
• use sentences in the Past Simple and pages 31–32 students present their newspaper front pages
Performance (from page 25 of the Activity Book).
the Past • Cassette
2 Continuous tenses
based - Teacher reads the task aloud and clarifies any 10
• Activity Book: doubts then asks students to work individually.
• identify words from defi nitions to Module 3 – assessment
- Teacher plays the cassette and tell students to
complete a pages 26–27 Pair work - Rating check their own answers individually
crossword puzzle - scale - Students read the rubric and make sure they 5
Observation understand that they have to reorder the words
Group work to make sentences.
- In pairs, students answer the questions on the 5
dialogue, EX 2 P30
- Students work in twos or threes to read the 5
rubric and complete the exercise 5 PAGE 31
- Students read all the clues before starting to
write their answers in the grid.( cross puzzle )
5
p31
- Students complete all the exercises on page 26
individually or in pairs.

……………………………………………………….
………………………………………….
Lesson Plan Page No ( 8)

Number of Classes : 1 unit title Project Heroes’ corridors

1 It is expected that students will • Student’s Direct teaching - - Chick list -The teacher prepares all the materials students 10
- participate in a group discussion to Book page 33 will need in order to complete the Project.
Performance Make sure there is enough for each group.
decide on a hero • Construction
2 - write notes to explain the choice of a paper, coloured
based - The teacher reads out the explanation of the 10
assessment task and tells students that this is supposed to
hero paper, be a fun activity to celebrate the heroes and
- use sentences to communicate with the cardboard, Pair work - Rating heroines they have heard of.
class clearly scissors, - scale - Students should have a discussion in order to
and effectively marker pens, a Observation decide which heroes they are going to focus on. 5
- take part in a well-prepared authentic glue stick and Group work - Each group should take notes explaining their 5
presentation to sticky tape choices.
the class - the teacher asks one or two representatives 5
from each group to explain their group’s
choices and have a class discussion.
- the teacher Then, tells students they can begin 5
making their signs and murals.

……………………………………………………….
………………………………………….

Number of Classes : 2 unit title : I now know revision 1-3

1 It is expected that students will • Student’s Direct teaching - - Chick list -The teacher gives students time to go over their - 10
notes and the pages of Modules 1–3 in pairs
To use vocabulary relating to heroism Book pages 34– Performance - the teacher begins the revision of the Past Simple,
and different 35 Present Simple and Present Continuous by asking 10
2 cultures • Activity Book:
based questions about the different points of Modules 1–3.
• To review the grammar learnt in I now know … assessment - the teacher read the instructions and asks students to 10
Pair work - Rating begin by finding the correct form of the verbs in
Modules 1–3 – pages 28–29 brackets. They should keep each sentence in mind for
- scale the next part of the activity.(ex1 page 35)
Observation - the teacher draws the table for this exercise on the 10
Group work board and make sure students understand the task,
Gives them enough time to complete the activity in
pairs. ( ex 2 page 35)
- the teacher asks students to use the table from
exercise 2 to write meaningful sentences which are 10
recognisably based on either facts or opinions.( ex 3
page 35)
-The teacher reads the rubric and tells students that
they must work individually to describe their 10
superhero in one paragraph using some of the
adjectives from Module 3
- Students work in pairs to complete the activity.
10
They should take it in turns to ask questions about
their partner’s hero.
- the grid contains 10 words from 10
Modules 1–3. Students should circle each of the
words as they find them and then write them down.

……………………………………………………….


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Lesson Plan Page No (1)

Class / Level: 8th grade Module title: Starting out

No Specific Outcomes Resources & Instructional Assessment Procedures Duration

Prepared by : School principle Date :……………….. Signature:

Day & Date Section Period Fulfilled Homework

Day & Date Section Period Fulfilled Homework Reflection:

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Lesson Plan Page No ( 1 )

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Lesson Plan Page No (6 )

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3- Suggestion for improvement ………………………..

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repared by : School principle Date :……………….. Signature :

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