STARTER PACK

English
Teachers

YOUR
ULTIMATE
GUIDE T E A C H E R

B O O K

CONTENT

- Teaching Styles &

Techniques
- 9 different well-
designed lesson plans
including video links
- Engaging Materials
- One week lesson
plan Author

- Printable daily & EL MEHDI

BENNYS
weekly planners 2021
 Index

Teaching Purpose (Why I teach) ……………………..…………………………………….……2

Teaching Style (How I teach) ……………………………..…………………………………….…3
Teaching Techniques (What I do use to teach) ………….……………………………….4
1st Day lesson plan ………………………………………………………………………………..…...5
2nd Day lesson plan ……………………………………………………………………………………..8
3rd Day lesson plan ………………………………………….…………………….………………….10
4th Day lesson plan ……………………………………………………………………………………12
5th Day lesson plan ………………………………………………………………………………..….14
6th Day lesson plan …………………………………………………………………………………...16
7th Day lesson plan ……………………………………………………………………………………18
8th Day lesson plan ……………………………………………………………………………..…….19
9th Day lesson plan ………………………………………………………………………………..….21
Toolbox Tip 1 …………………………………………………………………………………………….23
Toolbox Tip 2 …………………………………………………………………………………………….24
One Week lesson plan ..………………………………………………………………….…………25
Today’s planner 1 ………………….………………………………………………………….………37
Today’s planner 2 …………………………………..…………………………………………………38
One Week planner 1 ……………………………………………………………………..…………39
One Week planner 2 …………………………………………………………………………………40
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 TEACHING PURPOSE
I remember the first time I was learning English, and I also remember how ashamed and
afraid I felt, trying to sing or speak that language. I’ve never entered any private English classes,
just because I believe that I need try to rely on myself learning languages and also, I have to
search for techniques and resources to enrich my learning skills so as to reach my goals. I looked
ridiculous when I was singing some lyrics that I don’t even understand, just because I loved it.

My elder brother was making fun of me and tried to disappoint me to stop. My dream was
to be able to sing and speak freely as an English native speaker. I won’t forget how many nights
and how hard I worked on my pronunciation via video calls speaking with different people
around the world. Moreover, I was able to record my first song in English and I shared it with
people. My brother was amazed how my pronunciation developed in few weeks. In addition,
He asks me sometimes to help him with English. Let me say it, I’m proud of myself and I’m
happy with the results I’ve got.

My main aim now is to teach English to those who are afraid to make mistakes, those with
less self-confidence, because I know their feelings and I know how to help them achieve their
goals.

My short-term teaching purpose is to make my students comfortable with the language,

lower their affective filter and give them chances to take risks to be able to speak and show
what they have learned.

My long-term purpose is to charge students with motivation and self-confidence so they

can develop their English speaking even outdoors the classroom.

“My students' success, is my success as a teacher.”

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 TEACHING STYLE

The communicative approach, the comprehension approach are the most relevant
approaches to my teaching style, because they cover the needs of my students during the
teaching process.

My duty as a teacher is to teach high-school students the techniques of learning English

and show them various skills to work on their pronunciation. Thanks to the communicate
approach and the comprehension approach because they make students engaged and
motivated, so they find learning interesting and fun. My aim is to create an atmosphere for
communication in the classroom; I find it best for my students to use role-plays to make
themselves understood by their classmates and focus on communication. In addition, language
games are a good strategy to keep the course conversational and fun.

I would like to use various useful techniques and activities, such as using the target
language, visual aids to convey meaning using simple dialogues and questions to encourage
students to participate. Therefore, the main focus of the comprehension approach is the actual
input and lowering the affective filter to make learners gain confidence and have more desire
to learn, besides to realia for observable action verbs.

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 TEACHING TECHNIQUES

My lessons are rich of techniques, which I use to reach my goals. One of the most important
things I focus on is to gain attention and interest of the audience using a warm language and
sometimes humor to lower their affective filter and provide them a comfortable atmosphere
to learn and be engaged in the lesson. It is a good idea to involve videos, music or some pictures
to give an idea about the lesson of the actual day.

I usually have to inform my students of the objectives and stimulate recall of prior learning
from the previous week allowing quick quizzes to test their memory. I know that my students
are not empty vessels, for this reason I encourage them to ask questions and use imagery or
even look ridiculous in the classroom. Besides, the classroom is my student’s safe zone where
their mistakes are allowed thus, I encourage taking risks to make them feel comfortable.

The 80/20 teaching rule is essential to give the learners more time to practice. guided
practice and independent practice are usually used during the lesson to have an opportunity
to communicate with students and check their understanding individually and guide them in
their work.

My goal is not giving grades to see who is the best, but is ensuring the understanding of
students so they improve their English speaking. I often test my student by forming dialogues
as a summative assessment and notice their errors, and then I give an extra time to check and
correct their mistakes.
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 1ST DAY LESSON PLAN
! Note: This is an engaging lesson plan based on a topic about “Countries and Nationalities”.
Micro Lesson Video Link: HTTPS://[Link]/XTCO4HXFWFQ

Business/Materials Lesson Objectives

- TV Screen 1. Can name some of the major countries, as well as their
- Board + Pen nationalities.
2. Can use different verbs of motion and their various
forms.
3. Can talk about travel plans (ask questions about Where?
What? How?).
Warm-up and Objective Discussion
▪ Show a short clip from either a current or a famous documentary about travel in
Morocco. Why, and how they would do it (3-5 min).
1. Where do you think Morocco is?
2. What does the documentary show?
3. Do you want to travel to this place?
4. Where do you want to travel?
- In the previous lesson, we learned about the words "Africa" and "African". What is the
difference between them and how would you use them? Give me examples?
Today we will talk about countries and nationalities. Do you already know some? Maybe
you watch sports or movies or you like to travel?
Can you give me examples of countries?
Let's take a look at the slide show. Do you recognize these cities? (Rabat, Kyiv, London...)
Today we will learn words, such as Germany/German, China/Chinese,
Morocco/Moroccan, etc. Therefore, we can talk about other countries and cities.
You will also use different verbs of motion (to walk, to fly, to drive...) to talk about travel.
At the end of the lesson, you will self-assess by filling in the blanks of a dialogue while
listening along to the audio. You should be able to recognize all three verbs and ten
countries/nationalities.
You will be given 1 point for the correct country name, 1 point for the correct usage of
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country vs nationality/adj, 2 points for the correct usage of verb (the form + the number).
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 Instruct and Model R W L S
- Tell the students a story about my own travels (something funny) to keep it conversational and
lower the affective filter.
- Show several real-life examples (copies of colorful travel brochures or news articles) that
contain both the country and its nationality.
- Use teacher talk to guide their attention by using simple questions: What is this word? Do you
recognize this place? Why these words have different endings?
- Ask students to deduct what are some of the possible adjective endings when deriving the
nationality/adjective form.
- Show pictures of each verb of motion (make them funny - maybe stills from famous action
movies) and ask students to identify them and make sure that they know the singular, plural and
past forms (write on board).

Guided Practice R W L S
1. Give out handouts with simple exercises (fill in the blanks).

2. Do the first line/item for them and let them do the rest, circulating around the room to
check on everyone individually.

3. Project the answers after a few minutes for self-check. Answer any questions.

4. Go on to a dialogue.

5. Have them listen first. Then have them repeat it after me. Then play it out with a partner.
Finally, re-do it with their own choices of travel destinations and travel modes.

Independent Practice R W L S
▪ Have students pick a city, group them together based on the city they chose (3-4
students). Have them come up with their own dialogue about travel and nationalities (can
borrow phrases from the previous exercise, but the scenario has to be slightly different).
Circulate while they do this, checking on their work and answering questions. In the same
groups, have them come up with an idea for a brochure for the city and what information
should include if they want someone to visit? Assign one student per group to be the
presenter. Have them present their brochure idea to the class (could be done the next class
and have them actually design a brochure).
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 Assessment R W L S
▪ In groups of two, imagine you are a tourist and a travel agent. You will be assigned one of
the roles with a sheet of questions/facts you need to find out or provide. At home, prepare
an imaginary dialogue between the two roles. Based on your role, have a list of phrases at
hand (i.e., if you are the tourist: where is this, how do I get there, what can I do there). When
you come to class, you will enact the dialogue. The trick is that while you have your phrases
prepared and have a general idea what your partner will ask you, you won’t know the exact
phrases words, so you’ll have to listen carefully, demonstrate your comprehension skills,
think on your feet and use set phrases, such as “could you repeat” “could you speak slower”.
I will assess you on whether you are able to complete the impromptu dialogue; how much of
the information on your sheet you were able to find out/provide; how many of the phrases
we have seen in class did you use.

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 2nd DAY LESSON PLAN
! Note: This is an interactive Reading-Writing lesson plan based on a topic about “E-mailing” using
technology.
Micro Lesson Video Link: HTTPS://[Link]/5D-74K3AOVS

Business/Materials Lesson Objectives

- Laptops or Tablets with - Read an email from a friend
access to internet for - Discover the components of an email
- reading a text (PDF) online. - Invite a friend to spend summer with you
- Gmail / Outlook
- Email samples
Warm-up and Objective Discussion
- Have you ever sent an email or received it? If yes, was it to or from a friend? If not, would
you like to try?
- What are the forms of emails you know? Do you prefer an electronic mail or a classic
one?
- How do we write an email? What are the most important components to write?
- If you write an email to a friend, how can you convince him/her to spend the summer
with you?
- We are going to open Gmail or/and Outlook to train ourselves on sending real messages
to each other.

Instruct and Model R W L S

- Today we’ll learn how to write an email to invite a friend to spend the summer with you.
Navigate to the provided link on your screen and let’s read the text of the letter to grasp
the idea of today’s lesson.
- Why is writing an email is important nowadays? Why not a classic letter?
Guided Practice R W L S
▪ From the text we read, we are going to divide it to understand the steps we take to
write an email letter.
- We start with the name of the receiver
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- We write the reason we sent the letter

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 - We provide details
- We ask if there are questions to answer
- We Write the name of the sender
Independent Practice R W L S
Look at the text again and write a similar letter to your classmates inviting each other to have a
good time together. Before you tap on SEND button, be sure that the letter is saved as draft for
correction. I will be available for guidance.

Assessment R W L S
▪ It’s the summer time and you have finished your studies. You are planning to invite
your friend to spend the summer with you.
- Write an email of between 8-10 lines to your friend and mention the activities you are
going to do during the summer holiday. make your letter convictional.

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 3rd DAY LESSON PLAN
! Note: This is an interactive Reading-Writing lesson plan based on a topic about “Snow Boarding”
using technology.
Micro Lesson Video Link: HTTPS://[Link]/DIPKTNKQRWU

Business/Materials Lesson Objectives

- Laptops or Tablets with access - Read an online article about « snow
to internet for reading an article boarding »
on an electronic StudentsBook - Learn how to correctly organize writing a
- Flashcards short story
- Google Form (Answer questions) - Production of a short story

Warm-up and Objective Discussion

- Greeting students and open up the discussing by asking students about sportive
activities they have tried before, or they would like to try in the future.
- Show Flashcards online and ask students to select the right name for each shown sport.
- Ask students to come up with two different sports (the one they like, and the one they
don’t) and talk about the advantages and disadvantages of each one.
- Tell students that we are going to read a text about an experience of “Snow Boarding
for the first time” and answer the asked questions on Google Form.
- Produce a short story about a personal experience with sports.

Instruct and Model R W L S

- Open the page 32 on the eBook, and read the article carefully.
- From the text, mention where is the opening paragraph, the body, and closing.
- Student are asked to put the events in a chronological order: (Provide a link to Google
Form)
A. They didn’t want to go home.
B. They took the lift up the mountain.
C. They booked snowboarding lessons.
D. Rob got to the bottom without falling over.
E. They went skiing.
F. They had their first lesson.
G. They hired helmets, boots and boards.
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 Guided Practice R W L S
- From the article, answer the following questions:
1. WHERE and WHEN the events took place and WHO was involved?
2. WHAT happened and HOW you felt?
- Students will be asked to find examples of narrative tenses in the article.
Independent Practice R W L S
- Go to the task number 7 – P.33 and ask students to organize the events to complete
the story correctly. (Provide a link to Google Form)

Assessment R W L S
- Students are required to write a short story about an event or an experience that they
had before.
+ Students are asked to respect the following guidelines:

1. The writing task must answer the following questions: (WHERE, WHEN, WHO, WHAT
AND HOW).
2. Describe the event and the feelings (use adjectives).
3. Use narrative tenses.
4. Come up with a general idea or a personal point of view.

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 4th DAY LESSON PLAN
! Note: This is an interactive Listening-Speaking lesson plan based on a topic about “Short Film” using
technology.
Micro Lesson Video Link: HTTPS://[Link]/OFPPRL78MEK

Business/Materials Lesson Objectives

▪ Short film ▪ Students will watch a short film, predict a story,
▪ Video Projector retell the story, and discuss zoo animals and
▪ Google Slides their names.
▪ Students will learn vocabulary related to animals
▪ Make a presentation about a specific animal

Warm-up and Objective Discussion

▪ Put students into pairs and ask them to come up with as many words of animals as they
can.
▪ Go through the animals’ names and practice pronunciation. If students have a difficulty to
pronounce a word, I will give them hints and help them to speak by using the phonetics.

Ask the following questions:

• How would you describe the relationship between Ducks and Pigeons?
• How would you describe the difference between a Cow and a Pigeon?

Instruct and Model R W L S

▪ Tell students about examples of mammals and their function in life.
▪ Teach new vocabulary from the video using Minimal Pairs to make them easy to memorize
▪ Hold a plenary discussion on the students’ relationship with animals.
▪ Tell students they are going to watch the start of a short film in which they see a giraffe and
a calf (baby), and an ostrich walking. As they watch, their task is to try to understand what is
the relationship between the three mentioned animals and think about what they normally
eat. Show the film until: 00:22
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 Guided Practice R W L S
▪ Get feedback from students on the story the film tells and the relationship between the
shown animals. Elicit or explain that the giraffe seems to be taking care of her baby, while
the ostrich is walking alone looking for something (maybe food, maybe other friends to join).
▪ Go back to the point in the film I paused at when the ostrich is walking and show the rest of
the video to let them know more details about the other animals and understand the
difference and similarities between them.
▪ Get a member of each group to predict a very short story for each animal they saw in the
video.
Independent Practice R W L S
▪ Get students to compare the scenes shown in the short film with their own.
▪ Tell students they are going to watch the second part of the film again; this time they should
try to remember as many details of the film as they can.
Assessment R W L S
▪ Get students to retell the story to each other in as much details as possible.
▪ Ask students to discuss the following questions in small groups:

- Did you like the film? Why/why not?

- How did the film make you feel?
- Did the film remind you of an animal you saw or you had before? In what way?

▪ Give students a link to the film; ask them to watch it at home, choose and create a
presentation (using Google slides) based on the animal that they have discussed with their
classmates.
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 5th DAY LESSON PLAN
! Note: This is a technology enriched Listening-Speaking lesson plan based on a topic about “Short
Documentary”.
Micro Lesson Video Link: HTTPS://[Link]/WG6LDFUF_2S

Business/Materials Lesson Objectives

- Laptop + Projector - Students will watch a short documentary and try
- Watch an ONLINE VIDEO to answer the questions.
- Smartphones (For audio - Students will train their ears and tongues using
calls) Speaking-Listening activities.
- Students will apply what they have learned in a
real situation.
Warm-up and Objective Discussion
- Make the chairs in form of an arc and the screen in front to make it easy for all students
to watch.
- Introduce students to today’s class by mentioning exciting activities to gain their
attention and to not make them feel bored.
- Ask students to tell us about a real situation when a foreigner asked them for directions
or something else but they were unable to speak or listen clearly.
- Ask students if they have friends overseas, and how they usually communicate.

Instruct and Model R W L S

- Watch an online video about cats-gravity.
- Ask students to talk about their experience when gravity occurred.
- From the video, I will pick up the hardest words and write their phonetics to reinforce the
listening-speaking skills.
Guided Practice R W L S
- Start the video with turned off subtitles.
- I will invite students to work in pairs and answer the provided questions.
- This time I will turn on the subtitles and check if students have understood the video.
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 Independent Practice R W L S
- Create two teams of students and set up both teams in lines. The end of each team line
should be at the whiteboard.
Whisper a word or sentence to the student farthest away from the whiteboard, and then
have them whisper the message they heard to the next student. Each student whispers to
the next until the end of the line.

The last student writes the message on the board. The winner is the team with the most
accurate spelling, pronunciation and content, although bonus points for originality and
hilarity may be awarded.

ACTIVITY SOURCE

Assessment R W L S
- I will contact a teacher who is going to have a listening-speaking class to arrange an activity
for our students using a video call

- Put students in groups of 4 people.

- One student from the group will have a smartphone with a video-calling app installed.

- My students are going to ask questions about a specific topic or situation, while the other
students are going to answer. All the classroom will hear the conversation.

- The members of the group that is asking the questions have to write the answers that they
heard.

- Roles can be altered.

- By the end of the conversation, each group is required to hand their paper for checking.
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 6th DAY LESSON PLAN
! Note: This is a technology enriched lesson plan using online applications.
Micro Lesson Video Link: HTTPS://[Link]/T0OO_MWITP4
Business/Materials Lesson Objectives
▪ Zoom Application - The students are required to write a short story of
▪ SurveyMonkey less than ten lines, then retell it in front of their
▪ Outlook classmates.
▪ Gmail - As an assignment the students have to be creative
by including technology in their final exam and
submit the work via email.

Warm-up and Objective Discussion

▪ Greet students on zoom platform, and invite them to share some titles of some
stories they saw or read before, or even from their imagination.
▪ Ask students to think of an interesting short story from their life and write it in less
than ten lines.

Instruct and Model R W L S

▪ I will tell a short story of myself to give an idea about what I really want them to do.
▪ Invite students to read what they wrote and let them to review each other’s work as a
first step to correct the mistakes they made.

Guided Practice R W L S

▪ Guide students how to write a short story and invite them to pay attention to the
mistakes that their classmates have made before to avoid them in the future.
▪ Invite students to fill an online survey to check their problems during the class and to
guide each one according to the skills level.

Independent Practice R W L S
▪ Tell students that they have to remember the structure of my short story to be as an
example.
▪ Students have to re-write and read the corrected version of their written stories in
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front of their classmates.

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 Assessment R W L S

▪ Ask students to be creative and use technology by recording a short video or use a
PowerPoint document (for those with slow Internet).
▪ Students have to use a microphone input of their laptops, tablets or smartphones
telling their short stories and submit their work via email.

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 7th DAY LESSON PLAN
! Note: This is a Reading-Writing-Grammar lesson plan about “Passive voice”.

Micro Lesson Video Link: HTTPS://[Link]/QIAMKJEBF20

Business/Materials Lesson Objectives

- Board - Talk about the use of the passive voice and its
- PowerPoint Presentation functions.
- Worksheets (printed - How to use the passive voice
exercises) - Use the passive voice in real situations
Warm-up and Objective Discussion
- Start the lesson by lowering the students’ affective filter to feel comfortable and ready
to be engaged in the learning process.
- Ask students what they know about the passive voice and the reasons why we use it.

Instruct and Model R W L S

- Open the PowerPoint presentation and go step by step to give students an idea about
the Passive Voice, and how we use it in different situations.
- Draw a table of the passive voice and the active voice to show the difference and the
happened changes.
Guided Practice R W L S
- I will write examples of different situations on the board and ask students to come up
with more examples to reinforce their understanding.
- I will tell active voice sentences and students have to come up with the passive voice.

Independent Practice R W L S
- Invite students to re-write the sentences in the passive voice – simple present
(exercise) and then check for the correction.
- Students here are invited to re-write the sentences in the passive voice – simple past
(exercise) and then check for the correction.
Assessment R W L S
- Students are asked to answer the questions of the worksheet I’ll provide them.
• The worksheet has mixed tenses; passive voice in the present
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simple and also in the past simple.

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 8th DAY LESSON PLAN
! Note: This is a Grammar lesson plan about “Reported-Speech”.

Micro Lesson Video Link: HTTPS://[Link]/A8243QYVETM

Business/Materials Lesson Objectives

- TV Screen - Discover “When”, “How” and, “Why” to use the
- Laptop with internet reported speech.
- Online exercises (for instant - Use the reported speech in a real situation.
corrections and scores)
- Board + Pen
Warm-up and Objective Discussion
- Invite students to pay attention to the details to be able to grasp the information.
- When everyone is listening and focusing on the lesson, I will tell a random student
something (for example; What is the color of your t-shirt?), the student will answer (for
example; My T-shirt’s color is red). After that, I will ask another student (for example;
What did your classmate say?), the second student would reply (for example; My
classmate said that his T-shirt color is red). I will use this method at least three times to
make it easy for students to answer the coming questions.
- Ask students “What for do we need the Reported-Speech?” and “How do we use the
Reported-Speech?”. (Checking students background knowledge).

Instruct and Model R W L S

- Talk to students about the importance of using the Reported-Speech, and give
examples of real situations when they could find it.
- On the TV screen I will SHOW AN EXAMPLE and divide the components of the sentence
to make it as a model to ease students understanding.
Guided Practice R W L S
- I will provide sentences where the students are required to change them to a
Reported-Speech.
- Students need to answer the provided questions in this LINK. If there is a mistake,
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there will be an explanation of what they need to do.

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 Independent Practice R W L S
- To break the boredom at the classroom, I will open an ONLINE EXERCISE and make
groups of four students.
a. Each group is required to answer the provided questions.
b. The scores and the corrections are shown constantly.
c. The winner group who gets a score of “100%” will be qualified to get an “extra mark” for
the exam.
Assessment R W L S
- Call three students to the board; one of the students will say a sentence and the second
student should tell the third person what the first person has said. (They will change the
roles to keep it fun and engaging)

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 9th DAY LESSON PLAN
! Note: This is a Pronunciation lesson plan.

Micro Lesson Video Link: HTTPS://[Link]/VZRG1R70W0I

Business/Materials Lesson Objectives

- TV Screen - Discover the phonemic chart to correct the
- Laptop with internet pronunciation.
- Speakers - Understanding Syllables for Word Stress to make
- Worksheets listening and speaking easy for the non-native
speakers.
Warm-up and Objective Discussion
- Get students attention to make the classroom silent to begin the class in a good
atmosphere, then;
a. Play an English SONG and pause it after every 10 sec passes.
b. Ask students about what they hear.
- Introduce students to the lesson by telling them about the importance of understanding
and using Syllables for a good speaking and listening.

Instruct and Model R W L S

- Use an interactive phonemic chart to show how we spell letters.
- Show illustrative pictures about different situations of pronunciation, and give related
examples.
- Introduce students to Minimal Pairs and ask them to come up with more examples.
- Introduce students to Homophones and ask them to come up with more examples.
Guided Practice R W L S
- Start Teaching Syllables by drawing a box of three columns to write the word, the
syllables it has, and the numbers of syllables. Ask students to come up with more
examples to engage them in learning.
- Move to teaching the Stress of Words but this time with combining it to Syllables.
a. Students are asked to tell how many Syllables they heard?
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b. Students need to answer where the stress happened in the words they heard.
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 Independent Practice R W L S
- Hand in worksheets to students with a list of words, they need to;
a. Draw a small circle on the part where they think the stress happens.
b. Underline the syllables.
Assessment R W L S
- I will divide the class into two groups of students; The first student has to read a
tongue twister phrase and the second student has to get what he/she heard. Students
will change their places; Student A will speak, and student B has to listen carefully to
repeat what he/she heard. Also, student B will speak and student A has to get what
he/she heard to repeat it.
The winners will have “5” points, it can be added to their coming tests.

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 TOOLBOX TIP 1

Scrambled Words

Purpose: This activity is a strong tool to recall information, getting students attention and to lower
their affective filter to be able to be engaged in the lesson.

Materials: Provide a printable sheet of paper including countries names and unordered capital cities
words. The students are asked to write the correct order of the letters to give the right answer.
example: (Morocco ... B A R T A - RABAT).

Time: This activity can be used as a warm up. It can take between 5 to 10 minutes.

How to make the activity: Write the names of the countries and their capital cities in an unordered
way. Print the document to hand it out.

How the activity may fit to different learners: This activity can be modified depending on the level of
every class we are teaching. We can make harder words if we are teaching advanced English, or
easier words if we are teaching beginners or kids.

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 TOOLBOX TIP 2
Speaking/Listening Activity

Time: 10-15 minutes

Instructions: Show students this picture and ask them to guess the mistake and correct it.

Example1:

SOURCE OF THE PICTURE

Once students become aware of the mistakes, ask them to come up with identical examples to
provide more explanation to those who couldn’t answer.

This activity is great to open the pronunciation lesson, because it’s funny, it helps to get students
attention and also, it’s a clever way to show the result of a misspelled words.

The aim of this activity is to lower affective filter and to avoid boredom at the class.

More examples to show:

[Link]

Useful links connected with the activity:

Minimal Pairs | Pronunciation | EnglishClub

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Interactive Phonemic Chart | Pronunciation | EnglishClub

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Instructor: (write your name here) Course: (The level you are teaching) Textbook: (example: [Link])
Weekly Objectives: (What are your goals of the week)

Monday Tuesday Wednesday Thursday Friday

Countries and Travel Weather and Seasons Basic parts of Speech Elements of Story Official Assessment

Lesson objectives: Lesson objectives: Lesson objectives: Lesson objectives: Assessment objectives:
1. Can name some of the 1. Ability to clearly
1. To have the ability to 1. Students will learn to 1. Check understanding
major countries, as well as demonstrate an
talk about weather in an identify four elements of the four lessons
their nationalities. understanding of the
advanced language. of a fictional story: that we’ve studied.
2. Can use different verbs functions of each part of
characters, setting,
2. To be able to convert Warm-up and Objective
of motion and their speech.
problem, and solution.
Celsius to Fahrenheit. Discussion :
various forms.
[Link] be able to use each
3. Can talk about travel 3. To make students able Warm-up and Objective
part of speech in Today we are going to
plans (ask questions to distinguish between Discussion :
sentences and other test our knowledge
about Where? What? the different types of
prescribed writing. Tell students that today about the last four
How?). weather. we are going to identify lessons we have studied
Warm-up and Objective
Warm-up and Objective the elements that make so far. I want you to
Warm-up and Objective
Discussion :
Discussion: up a story. Explain that focus on the topics and
Discussion :
Show a short clip from Let my students find out an element is an grammar rules because

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either a current or a that the sentences they essential part of

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famous documentary I will try to connect the speak so easily are formed something and every we will need them in our
about travel in Morocco. previous lesson with the of many different parts. fiction story has the assessment.
Why, and how they would actual one to give a clear Have them break down same key elements:
Assessment : (40min)
do it (3-5 min). image on what we are sentences to learn the characters, setting,
Ask students to write an
going to study today. Ask various parts that form a problem, and solution.
essay about their
students about today's sentence.
1. Where do you think Instruct and modeling:
dreamland and what are
weather to check what
Morocco is? Ask students the meaning
Have students think the activities they would
they already know. Show
2. What does the of the following parts of
about a familiar story, like to do based on the
the PowerPoint and give
documentary shows? speech: noun, verb,
like "Hansel and Gretel." four lessons we had.
the handouts for a warm-
3. Do you want to travel adjective, and pronoun.
Display the Elements of a Respect the parts of
up. Go over some known
to this place? Explain to my students that
words then have them do Story: Circle Chart using speech, elements of
4. Why? Why not? a noun is a person, place,
some practice sentences. a document camera. In story and use vocabulary
5. Where do you want to animal, or thing. Tell my
the section labeled from the two first
travel? students that a verb is an
characters, write “Who?” lessons.
action. Remind them that a
Would anyone like to learn and explain that the
In the previous lesson, we pronoun is a word that is
about weather in characters are the
learned about the words used instead of a noun.
English? Why or why not? people or animals the
"Africa" and "African". Define an adjective as a
story is about. Then ask
What is the difference word that describes a
students to name the

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between them and how

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would you use them? What are the weather noun. Ask your students to main characters in the
Give me examples? types you already know? come up with an example story (i.e., Hansel, Gretel,
Today we will talk about Which ones do you like? for each part of speech. and the witch) and
countries and Write down the examples record their answers on
I know that it will be a bit
nationalities. Do you that my students come up the chart. Explain that
difficult for you to discuss
already know some? with on the board. setting is when and
it now, but we are going to
Maybe you watch sports where the story takes
work hard to gain more Instruct and modeling:
or movies or you like to place. Write “when &
understanding about this
Ask students to come up
travel? where” in the section
topic and be more
with an example for each
Can you give me examples labeled setting, then
confident while discussing.
part of speech. Write
of countries? have students describe
We are going to learn a lot down the examples that
Let's take a look at the the setting (i.e., a house
about Weather students come up with on
slide show. Do you made of candy, in the
Forecasting, there will be a the board. Write a
recognize these cities? woods). Repeat with
list of vocabulary, and sentence on the board.
(Rabat, Kyiv, London...) problem (the conflict
common used phrases Invite students to come to
Today we will learn that the character(s)
when it comes to talk the board to label the
words, such as face) and solution (the
about weather. different parts of speech.
Germany/German, resolution to the
Ask students to put an N if
China/Chinese, Today we are going to problem).
it is a noun, V if it is a verb,

27
Morocco/Moroccan, etc. learn those common
Guided Practice:
A if it's an adjective, and P

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Therefore, we can talk
about other countries and phrases to help you be a if it's a pronoun. Repeat Show a short, wordless
cities. better speaker about with many different video like Pixar’s,
You will also use different weather topics. sentences. For example: Boundin’. Display a blank
verbs of motion (to walk, Sam was reading a copy of the circle chart,
Besides, we are going to
to fly, to drive...) to talk storybook to his younger and with students,
learn about different types
about travel. sister, Sarah. Ella was complete each section of
of weather, how to convert
At the end of the lesson, playing with a beautiful, the chart. (Note: Allow
Celsius to Fahrenheit, and
you will self-assess by soft pony. We are going to time for students to
more...
filling in the blanks of a play basketball after discuss each section with
So by the end of the
dialogue while listening school. Sarah and Tom will a partner as you
day, you will be a better
along to the audio. You throw a party for Ben. complete the chart.)
speaker about weather
should be able to They are going to play tag
Independent practice:
and you will be tested by
recognize all three verbs during PE class.
Hand out a copy of the
working in groups of two,
and ten
Guided practice: story "The Frog Prince"
forming conversations
countries/nationalities.
and blank Elements of a
about weather and play Write the beginning of 5
You will be given 1 point
Story: Circle Chart to
them in front of the class. sentences on the board.
for the correct country
each student. Instruct
Ask students to complete
name, 1 point for the Instruction :
students to read the
the sentences in their
correct usage of country
story and fill out the
1. I am going to use reading notebooks using at

28
vs nationality/adj, 2 points
circle chart
acronyms to make the least 3 parts of speech. The

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for the correct usage of
verb (the form + the information sticky beginning of the sentences independently. Circulate
number). (C° for Celsius and °F for could include: Sam is... We and offer support as
Fahrenheit). are... The tall... My dear.... needed.
Instruct and Model:
2. It is important to me to Ask students to label the
Assessment:
- Tell the students a story
use teacher talk. I'll ask parts of speech that they
(Homework)
about my own travels
questions, relate used in each sentence. Set
(something funny) to keep Cut out the cards in the
information to student's the timer to 10 minutes.
it conversational and Elements of a Story: Sort
prior knowledge and use Have students share any
lower the affective filter. It Out! Activity and hand
metaphors or analogies sentences that they wrote,
- Show several real-life out one card to each
to keep things and ask them to identify
examples (copies of student. Hang the
memorable. the parts of speech that
colorful travel brochures elements of a story signs
3. To me, keeping things they used in their
or news articles) that that are included with
conversational relies on sentences.
contain both the country the activity and hang
asking probing questions
and its nationality. each sign in one corner
and getting feedback. I
- Use teacher talk to guide of the room. Instruct
may tell my students one
their attention by using students to read their
of my personal stories Independent practice: (20
simple questions: What is card and go stand in the
related with the weather minutes)
this word? Do you corner with the element
topic we have in the
recognize this place? Why Ask students to write 5 that matches the card

29
lesson. It is a good way
these words have sentences that contain at

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different endings? to activate the least 3 parts of speech in they are holding. Collect
- Ask students to deduct emotional connection each sentence. Instruct my the cards, mix them up,
what are some of the with my students to get students to use each part and pass them out again
possible adjective endings their attention and of speech in at least 2 to repeat the activity.
when deriving the encourage them to sentences.
nationality/adjective engage in the discussion.
Assessment: (Homework)
form. 4. I prefer to use the
Ask students to complete
- Show pictures of each inductive instructional
the Nouns and Adjectives
verb of motion (make method (model, infer,
worksheet. Ask students to
them funny - maybe stills elaborate) to check what
label the 4 parts of speech
from famous action students have in their
movies) and ask students heads and help them that they have learned in

to identify them and improve and correct each sentence on the

worksheet.
make sure that they know their understanding.
the singular, plural and
Model:
past forms (write on
board). Write a letter to a friend
Guided and Independent who asked you to tell
Practice: him/her about the

30
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Guided practice: weather in your country.
Give out handouts with In groups of four, I want
simple exercises (fill in the to see you working to
blanks). Do the first brainstorm vocabulary
line/item for them and let from what we have
them do the rest, learned so far. You will
circulating around the have the opportunity to
room to check on peer review your
everyone individually. classmate's papers and
Project the answers after give advices if needed.
a few minutes for self- Later, I'm going to show
check. Answer any you one of the best
questions. Go on to a models to have an idea
dialogue. Have them about how to write a
listen first. Then have weather letter.
them repeat it after me.
Ask students to tell
Then play it out with a
vocabulary about weather
partner. Finally, re-do it
and write them on the
with their own choices of
board, then give them 5-

31
travel destinations and
10 min to write some

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travel modes.
Independent practice: phrases about weather
Have students pick a city, based on the
group them together brainstorming on board to
based on the city they give an opportunity to
chose (3-4 students). those who still have
Have them come up with difficulty with new words
their own dialogue about to practice and use them.
travel and nationalities Then I'll ask students
(can borrow phrases from individually to read their
the previous exercise, but sentences and give hints
the scenario has to be to correct their mistakes.
slightly different).
For guided practice I
Circulate while they do
would love to use simple
this, checking on their
exercises (fill in the
work and answering
blanks). Do the first line
questions. In the same
for students and give
groups, have them come
them enough time to do
up with an idea for a
the rest. It is important
brochure for the city and
circulating around the

32
what information should
classroom to check

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include if they want
someone to visit? Assign everyone
one student per group to individually. Project the
be the presenter. Have answers after a few
them present their minutes for self-check and
brochure idea to the class answer any questions.
(could be done the next
Independent practice:
class and have them
actually design a I find it great to have
brochure). students talk about the
For homework: weather of their city,
write a paragraph past or group them together
future travel. Include the
based on the city they
city and country, as well
chose (3-4 students). Have
as the nationality. How them come up with their
will you travel there? Are own dialogue about
there alternative ways to weather and seasons of
get there? the year (can borrow
Assessment: phrases from the previous
In groups of two, imagine exercise, but the scenario

33
you are a tourist and a has to be slightly

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travel agent. You will be different). Circulate while
assigned one of the roles they do this, checking on
with a sheet of their work and answering
questions/facts you need questions. In the same
to find out or provide. At groups, have them come
home, prepare an up with an idea for a
imaginary dialogue brochure for the weather
between the two roles. in their city and the best
Based on your role, have a season they like. Suggest
list of phrases at hand (i.e. the question " Which
if you are the tourist: season is best they should
where is this, how do I get include if they want
there, what can I do someone to visit them? ".
there). When you come to Assign one student per
class, you will enact the group to be the presenter.
dialogue. The trick is that Have them present their
while you have your brochure idea to the class
phrases prepared and (could be done the next
have a general idea what class and have them

34
your partner will ask you,

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you won’t know the exact
phrases words, so you’ll actually design a
have to listen carefully, brochure).
demonstrate your
For homework:
comprehension skills,
think on your feet and use • Students are required to
set phrases, such as write an E-mail to a
“could you repeat” “could foreigner friend to tell
you speak slower”. I will about the weather in
assess you on whether their city. they have to
you are able to complete include some of the
the impromptu dialogue; vocabulary we've used in
how much of the
the classroom and they
information on your sheet
need to mention one of
you were able to find the ideal seasons for
out/provide; how many of visiting.
the phrases we have seen • Answer the questions:
in class did you use. "What does °F and
°C refer to?"

35
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 Assessment:

• In groups, students will

write sentences and play
a weather dialogue and I
will listen and see if they
use a variety of new
weather words in their
conversations.

36
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TODAY’S PLAN DATE

TODAY’S SCHEDULE TODAY’S TOP TASKS

DAILY CHECKLIST

WATER

BREAKFAST

LUNCH

DINNER

NOTES

WORKOUT

© [Link]
The Daily Planner DATE: ________________

TODAY'S MOST IMPORTANT TASKS SCHEDULE

 5:00 am

 6:00 am

 7:00 am
 8:00 am

9:00 am

10:00 am
TO DO LIST
11:00 am

12:00 pm

1:00 pm

 2:00 pm

 3:00 pm
 4:00 pm

5:00 pm

6:00 pm
MENU
7:00 pm

8:00 pm

9:00 pm

10:00 pm

11:00 pm

NOTES

APPOINTMENTS

©[Link]
WEEKLY PLANNER WEEK OF

TOP PRIORITIES
MONDAY
TUESDAY

TO DO LIST
WEDNESDAY
THURSDAY
FRIDAY

NOTES
SATURDAY
SUNDAY

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 CLASS
WEEK OF

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

SUNDAY

© MA PL EPL A NNER [Link]