Date

14/9/2015
Time

Student
teacher
School

8:45 am to 9:25 am
SST

Hamda Hasan
Al Ghob School

Class
Miss Fatima

Lesson
Unit 1: Education: At School
unit/page
(Speaking 1: Conversation )
Context of the lesson

Grade 8
No of
students

32 students

This lesson from the first unit Education. Its speaking which students will do conversation with their partner
and talking about subjects that are studying. Its also review the lesson (vocabulary) for the students to let
them use it in conversation.
Teaching goal
To teach them how to do conversation with the partner and speak with them in a good way. It let student to
respond to the speaker questions, and recognize to the kind of questions, and how able to answers it.
Also, I will foucs on them more about pronunciation, strong sounds of the words (syallble), the way of asking
questions and they have already taken in the last lesson.
Learning objectives
Students will be able to:

Say target vocabulary in isolation with corect stress. (Strong sounds of the words, syallable)
Practis past simple and going to questions.
Practis talking about school career.
Speak and do conversation with others by using good vocabulary and fluency.

Assumptions about prior learning

Students are already familiar with tongue twister, and know the most vocabulary of the lesson, and most of
strong sound.
Anticipated problems and possible solutions
Some of students will find difficult to prounce some words as primary, elementar becasuse some of them
had difficult to prounce 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 pronunciation, strong sounds of the words (syallble), the way of asking
questions and they have already taken in the last lesson.
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: Communication skills with the students by using body language, eye contact, and voice.
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.

Goal 3: 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.

Target language

Students will read the questions and do

conversation with their partner for instance,
Did you go to pre-school?
Did you like it?

Teacher language

What do you know about education at

school? In the past and present
Lets do tongue twister and you have to say it
as fast as they can for three times.

 Which subjects are you studying at

the moment? What the most subject
do you like? Why?

Lets doing speaking 1 on P.12 exercie A

So on

Students will respond to the speaker

questions and answer to the Ss for instance,
Yes, I did.
I cant remember.
I am studing English, Math,
Geography, and so on.

Main tasks or activities

-

Task 1 (engage stage) Tongue Twister

(5 mins)

T will read tongue twister for the learners

and let them to say it as fast as they can for
three times. That will help learners to speak
fluency.

Task 2: (whole class) Asking question

(what do you know about Education At
school? Past and present) (5 mins)

T will ask students question and let Ss to

respond to her question and answer it.

Task 3: (Individual work & whole class)Do exercise A & C on students book on
page 12 (10 mins)

T will ask Ss to do exercise A individually for

2 mins and let them to discuss the answer
as whole class.

T will let two Ss to do exercise C which is

as dialogue has two characters for instance,
one character Ss will ask her friend
question and second character Ss will
answer to the speaker. After that, T will let
all students to hear the answers of the
questions because T will let the girl to ask
whole class the questions and let them to
answers as review the answers if the
students were paying attention to the
conversation.

Task 4: (Pair work) Activity

(Conversation box) (15 mins)

T will give instructions of this activity which

the leaders of group will choose 6 different
of pices color papers in the box which has
different questions. So each ss in group has
one paper and they will do conversations
with their partner to ask the questions and
let others to answers and then they will
switch with their partner.

After that, I will choose two students in each

Resources and teaching aids

o
o
o
o
o
o
o

Smartboard
PowerPoint
Students book
Whiteboard
Conversation box (has diderent kind of
questions)
Pecies of colors paper (To let ss in group to
create five questions about subjects and
education)
H.W on the booklet

group to do their conversation in front of

class as sharing and let others to listening
to their conversation. I will ask ss if the
speakers have correct pronunciation, good
strong sound of words, and the way of
asking questions to see their feedback
about the speakers.
-

Then I will let each group to great five

questions about subjects and education and
discuss it as whole class.

Note: I will walk around of students and listen to

their conversation of how they pronounce the
words, strong sound and the way of asking
questions and how ss respeond to the speakers
questions.
-

Task 5: Reflection (T will ask ss what

they have learnt from this lesson) (5
mins)

Consider these grouping strategies:

Pair work
Whole class
Individula
Group work (To great five questions)

Consider where the children are working:

At their desk
In front of the classroom (To show us their
conversation)
Walk around the class (to listen to the
students conversation and how they are
going)

Lesson Procedure
Time/
stage
1.
Engagement
10 mins

Teacher activity
(T will )
-

Task 1 (engage stage) Tongue Twister (5

mins)
-

2.
Building
knowledge
10 mins

T will read tongue twister for the learners and

let them to say it as fast as they can for three
times. That will help learners to speak fluency.

Student activity
(eg. In groups ss will )

Task 2: (whole class) Asking question

(what do you know about Education At
school? Past and present) (5 mins)

T will ask students question and let Ss to

respond to her question and answer it.

Task 3: (Individual work & whole class)- Do

exercise A & C on students book on page
12

T will ask Ss to do exercise A individually for 2

mins and let them to discuss the answer as
whole class.

T will let two Ss to do exercise C which is as

dialogue has two characters for instance, one
character Ss will ask her friend question and
second character Ss will answer to the
speaker. After that, T will let all students to hear
the answers of the questions because T will let
the girl to ask whole class the questions and let
them to answers as review the answers if the
students were paying attention to the
conversation.

Ss will read the tongue Twister

as fast as they can Can you
can a can as a canner can can
a can?
Ss will respond to the teacher
instruction
Ss will respond to the T
questions

Students will respond to the

teacher's questions.
Ss will respond to the teacher
instruction
Ss will do exercise A on book
individually
Students will participate and
share their answers as whole
calss.
Ss will do dialog and all of
class will listen to them
Ss will answers to the
questions

Tutor Comment

3.
Transformation
15 mins

Task 4: (Pair work) Activity (Conversation

box)

T will give instructions of this activity which the

leaders of group will choose 6 different of pices
color papers in the box which has different
questions. So each ss in group has one paper
and they will do conversations with their
partner to ask the questions and let others to
answers and then they will switch with their
partner.

After that, I will choose two students in each

group to do their conversation in front of class
as sharing and let others to listening to their
conversation. I will ask ss if the speakers have
correct pronunciation, good strong sound of
words, and the way of asking questions to see
their feedback about the speakers.

Then I will let each group to great five

questions about subjects and education and
discuss it as whole class.

Students will respond to the

teacher instruction.
Ss will work with their partner
and asking questions and
other respond to the questions
of speaker.

Note: I will walk around of students and listen to their

conversation of how they pronounce the words, strong
sound and the way of asking questions and how ss
respeond to the speakers questions.
5.
Reflection
5 mins

Task 5: Reflection (T will ask ss what they

have learnt from this lesson)

Ss will respond to the T

questions and answer it.