Date

29/10/2015
Time

Student
teacher
School

Second period start at 9:00 am to

9:45 am
SST

Hamda Hasan

Al Ghob School
Class

Miss Fatima
Lesson
Unit 2: Daily Life: Seasons &
unit/page
Schedules (Speaking 1: Seasons)
Context of the lesson

Grade 8
No of
students

32 students

This lesson from the second unit (Daily life: Seasons & Schedules). Its speaking and talking about the four
seasons:
Teaching goal
To teach learners how to pronounce the words of seasons, others words and talking about the type of
weathers, feeling, their favorite seasons, etc. Furthermore, teach them how to use prepositions and articles
to talk about seasons and months.
Learning objectives
Students will be able to:

Practise pronunciation and learning target language for a talk.

Use prespositions (in, on, at) and articles (a, an, the) to talk about seasons and months.
Make notes in preparation for a talk.
Give a talk about seasons and write a senenteces for a talk.

Assumptions about prior learning

Students are already familiar with four seasons (words, and prouncation of each word), and know the
grammar of the preporsitions, and articles.
Anticipated problems and possible solutions
Some of students will find difficult to talk or write about prepositions and articles. If the students faced this
problem I will reteach these structures for them.
Ss may get overexcited when working in group, so I will need to be firm about instructions.
Personal focus for this lesson
I will give clear, firm instructions, teachers rules (speak in English, worktogether, participation), and I will
foucs on students more about their conversation and the way of their writing by using grammar in this unit.
My PDP:
Goal 1: Time management through the lesson.
Competency Areas

Planning for Learning:

How the lesson is going to be carried out such as activities, organization the lesson for
putting limit time in each stage.
To develop my implementing and managing learning:
Using clear instructions for managing classroom activities and move it to the next one.
Manage transitions between activities smoothly.
Manage time through the lesson.
Reflection:

To check student understanding of the assessment

Last 5 mins ask them question for what they have learnt from the lesson.
To plan my time and set priorities before acting.
To improve classroom practice through tasks and activities and be able to assess students.
To increase my productivity and be able have more time to spend teaching.

Goal 2: Classroom management: focus on maintains space, motivation, and provides challenge for
the learners.
Competency Areas

Implementing and managing learning:

Maintains pace, motivate students and provides challenging for them to get more stars or
points as working in group or in pair or individual.
Maintains rules and clear routines for behavior rules in the classroom.
Uses appropriate strategies as rewarding for manage student behavior while they are doing
the activities.
Professionalism and Understanding:
Displays a high standard of professional behavior that includes punctuality and personal
organization of working in group while discuss and share information in group without doing
misbehavior.
Planning for Learning:
How to manage pair work, group work, individual, and whole class tasks competently.
To develop an instructional structure in which students are responsible, motivated, and highly
engaged in the specific task at hand (Manis, 2012).
The impact of using rewards leads learners to participate and respond to my questions or instruction
which let me to monitor and assess students learning and let others to pay attention and understand
the lesson without face any problems in the class.

Goal 3: Communication skills with the students by using body language, eye contact, and voice.
Note: I want from you to focus on my PDP goal 3 only.

Competency Areas

To develop my implementing and managing learning.

To build relationship through interaction with the students.
Use appropriate body language, eye contact, gestures, voice to effect classroom presence.
To develop my professional and planning skills.
To develop the non-verbal communication such as my body language, eye contact, gestures and
voice, smiling to maintain an effective classroom presence.
To develop my personal and professional of empathy skills with the learners will allow me to
understand the needs of students while working on assessments and how to motivate them through
the lesson.

Target language

Students will talk about the seasons,

months, days, weather, and etc, such as:
I am going to talk about winter
season. Or my favorite season is
witner because I like cold weather,
etc.
I like to play with the cold weather
because

Teacher language

Teacher will ask students riddles about the

weather such as:
What goes up when the rain comes
down?
IT is a fall color. It is not red or brown.
It is also the name of a fruit! What is
it?
What order does the seasons go in?

 a dull day.
Spring season is beginning on March
20th and ending on June 21st.
Etc
Main tasks or activities (Note: I described each
of tasks and activities below on page 4 to 7)

Etc.

Resources and teaching aids

Task 1 (engage stage) Riddels

(weather) whole class - (5 mins)

Task 2: T will ask students questions

about seasons, months and let them to
talk with a partner (what do you feel
about the seasons?) pair work - (15
mins)

Task 3: Use students book (Do

exercises A & C) individual work - (10
mins)

Task 4: Activity (Talking about seasons)

group work - (15 mins)

o
o
o
o
o
o
o
o

Consider these grouping strategies:

Pair work Individual work
Whole class
Group work (To discuss about the sentences
and then let them to talk it as whole class)

Smartboard
PowerPoint
Markers
Whiteboard
Students book
Papers
Hats (Each hat has different season)
H.M.W on students book on page 26
(Exercise B) (Students already know how to
use prespositions and articles on text, they
took it in previous lesson)

Consider where the children are working:

At their desk

Classroom arrangement

Smart board

= Means T
movements

Tables
Tables

Tables

Tables
I arranged the classroom in this way as you see in picture above because thats will help me to move around the students and scaffold each
of them to assess their learning.

Main tasks or activities - Consider these grouping strategies - Consider where the children are working
Main tasks or activities (list the tasks in sequence eg flashcard recognition, worksheet, drawing posters etc)
Stage

Time

Main tasks or activities

5 mins

Riddles about the weather

Intro/warmer/opening
activity

Ss will read the questions and

answers to them. (PPT)

Consider these
grouping
strategies
Whole class

Consider where
the children are
working
At their desk

Teacher
(Activity &
Language)

Students
(Activity & Language)

T will use PPT to

display for Ss the
riddles.

Ss will read the

questions What
goes up when the
rain comes down?

T will read the

questions for Ss and
let them to think
about it and asnwers
it as whole class.

Purpose:
To engage the learners in
class and let them to use their
critical thinking.

IT is a fall color. It is
not red or brown. It is
also the name of a
fruit! What is it?

Ss will respond to the

teacher questions and
thinking bout it.
2

15 mins

Speaking

Questions about the

seasons, months & feeling

Ss will respond to T
instruction and asks them
questions about the seasons
which ss will see it on PPT.
T will choos Ss to let them
change their places and ask Ss
what ss are feeling when I
changed their places. After
that, T will ask Ss to talk with
their partner What do you
feel about the seasons?

Whole class/ pair

work

At their desk

T will display the

pictures of seasons
on PPT and let Ss to
participate and
answer to the
questions and let
students to do
conversations about
the seasons with
their partner

Ss will respond to the

T questions.

Ss will participate in
the class and will do
the conversation with
their partner.

T will walk around the SS to

scaffold them and assess their
conversation.
T will let Ss to share their
conversation as whole class
and let others Ss to write
down a note of their
conversation and ask ss what
they heard about ss
conversation.

Purpose:
To assess students
conversation and see their
progress in speaking skills.
Furthermore, to assess
students how to use
presposations and article in
conversation.
3

10 mins

Students book on
page 26

Do Exercises A & C

T will read the questions for

the ss about the seasons.
T will let ss to do Exercises A
& C on page 26
Exercise B H.M.W
Purpose:
To check students
comprehension of the lesson

Individaul work

At their desk

T will give Ss
instruction of this
Tasks.

T will walk around

the Ss and scaffold
them.
T will let Ss to share
and discuss their
answers as whole
class.

Ss will respond to the

T instruction.

Ss will work in
individually.
Ss will participate and
share their answers as
whole class.
Ss will listen to the
others.

and check their improvement

and progress in learning.

Ss will check as whole

class if all groups have
correct answers.

To scaffold Ss learning.
4

15 mins

Activity
Make a dialog or
writing about seasons/
Speaking

Make a dialog or write a

sentences about the
seasons

T will give ss instruction of

the activity. For instance, each
group has to choose hats have
one season such as group one
have winter season, group 2
have summer season, etc, and
each group have to wear a hat
(each hat has different
seasons)
T will walk around ss and
scaffold their speaking and
how to discuss in group by
using Second Language while
they are writing about season.

If ss write as a dialog, I will

give them time to practice and
acting in class (If they would
like to act) T will ask ss to
what ss did and said (They
can take a notes)

T will let ss to discuss their

answers as whole class by
using prepostions and article
through the speaking.

Group work

At their desk

T will give Ss
instruction of this
activity

T will walk around

the students and
scaffold them.
T will let Ss to do
their conversation as
whole class.

Ss will respond to T
instruction

Ss will do conversation
in group and discuss
their answers.
Ss will share and
discuss their answers
as whole class.
May ss will act in class
if they write a season
as a dialog.
Ss will pay attention to
the Ss who will apply
the dialog or speaking
about season.

Purpose:
To check students
comprehension and help T to
give students feedback about
it.
To help Ss how to use their
conversation and use
prepostions and articles about
seasons.
To improve students progress
in speaking.