Date

09/11/2016

Time

Student
teacher
School

Aaeaha Abdulla Almesafre

Rakas

9:20
T MCT

Class
FS1
Miss Cross
of 25
Unit family, reading, The goldilocks No
students
and three bears story.

Unit/Lesson/
Book/Page
Context of the lesson

The lesson in unit family, which is going to be taught. The class made of girls and boys. It is going to be
a reading goldilocks and three bears story
Teaching goal
Get learners to understand the goldilocks and three bears story.
Learning objectives
Student will be able to identify the family words (mother, father, baby).
Assumptions about prior learning
Most of the students may know the words mother, father and baby but they dont know how to named

people with these word.

Anticipated problems and possible solutions

Anticipated problems: misunderstanding story in English.

Possible solutions: tell AEL teacher to translate.
Personal focus for this lesson

Varying voice intonation to all students listen to me and to all students concentrate with me.
Target language
mother, father, baby, goldilocks

Resources and teaching aids

Colors
Plastic bears
teddy
doll
worksheet
numbers
puppet
plates

Teacher language
Good morning students, how are you?
I spy with my little eyes that somebody have
gold hair.
Teddy want to tell me something.
Teddy want me to read the story.
What is your favorite part on the story?
Who can named the characters
Who is interesting for creating story map by
drawing the story sit on the carpet.
Instruction for the activity.
It is time for exploring.
Main task activities
Reading story
Water area: doing soup.
Sand area: playing with bears.
Writing table: drawing dad bear, mama bear, baby
bear and goldilocks.
Math area: count the pictures and stick the number.
Play dough table: creating the story by using
playdough

brown paper
pint
pictures of characters
A3 paper
Plats
Playdough
Playdough mat
Bottle
Masks
Blocks
Puzzle

Carpet: making story map.

Cut and stick table: creating bear face.
Panting area: painting bear by using the bottom of
the bottle.
Painting easel: painting and draw characters and
some staff said in the story.
Reading area: puzzle, puppet and reading story.
Construction area: construct home for the story.
Home area: acting the story

Consider these grouping strategies:

Consider where the children are working:

Individual
Whole class

Floor
Desks

Activity

Time

Interaction

Teacher Activity
(Activity + exact
instructions
you
intend to give.
Include
any
questions that you
plan to ask)

2minutes T-ss
Engagement

Transition

Building
Knowledge

t-s

minutes

Teacher will
said I spy
with my little
eyes that
someone have
gold hair.
Teacher will
ask students
about the cover
page of the
story,

Teacher will
ask students to
show good
listing ear

Teacher will
read the story
for the students
with holding
puppets.

Student
Activity
(what they
do
+
language
you expect
them to use)

Student
will point
the doll
that in
the
middle of
the
carpet.

Purpose/Objective

MCT

of Activity

Comments

To prepare the
students for
reading story.

Students To students be
will put
their
attention with
hand
behind
the teacher.
their ears.

Students
will see
and listen
to the
teacher

To students
know the
story and
understand it.

Transition

15
Transformation
Minutes
&
Post-Reading

T-S

T-s

Teacher will
tell students I
hope you are
enjoying the
story. It is time
for exploring
and how want
to create story
map stay at the
carpet.
T will ask
students to go
and explore
, there are 8
activity each
activity in each
area. Students
in FS go and
chose the area
that like to
explore with it.
The 8area are
Reading story
Water area:
doing soup.
Sand area:
playing with
bears.
Writing table:
drawing dad
bear, mama
bear, baby bear
and goldilocks.
Math area:
count the
pictures and
stick the
number.
Play dough
table: creating
the story by

Students
will go to
explore

To student do

Students
will do
the
activity.

To teacher

the activities.

check if the
students
understand the

Students
will do
the
activity.

story.

using
playdough
Carpet: making
story map.
Cut and stick
table: creating
bear face.
Panting area:
painting bear
by using the
bottom of the
bottle.
Painting easel:
painting and
draw characters
and some staff
said in the
story.
Reading area:
puzzle, puppet
and reading
story.
Construction
area: construct
home for the
story.
Home area:
acting the
story.

Transition

Reflection

Wrap Up

t-ss

Use the bells

Students To the
will come
to the
students come
carpet.
to the carpet

Reflection
The lesson in unit family, which is taught by me. It taught on 15/11/2016 at 9:20. It was for FS1
which they are 25 students in RAKAS School. The class made of girls and boys. It is going to be a
reading goldilocks and three bears story .The lesson observed by my MST miss Cross.
In my lesson I have some strength and some areas of development. In my lesson I think that I
was having good Classroom setup, which I found all students were interested in all areas at the
class. Using Goldilocks to introduce was good because the students was thinking about
goldilocks did. I think that using shared story book it was positive idea. Shared reading is a type
of co-operative reading, where the teacher reads a text to the children and invites them to read
along when they can (Hyland, F. 2005).
In this lesson also I did well by improving areas of development in pervious class which are asking
students questions more to improve their thinking and slow everything down just little.
Even I have strength in my lesson also I have areas for development. I need to do eye contact with
students and trying to avoid look to the book a lot.
In my next class Im going to avoid watching book a lot , also when I will reward students by giving
them sticker Im going to do that at the end of carpet section to dont distribute the students.

Higher Colleges of Technology (United Arab Emirates). (2005). Classroom connections:

The HCT education journal.Classroom Connections,