Lesson Plan 1

Student name: Onoud Eid ID#: H00302897 Lesson

Title/Referenc
e: Future
perfect
Students No. of Date: Time: 8:10- School: Madhab
grade: 12 students: 29 21/2/20 8:55 high school
17
Learning Outcomes Target Language
Speaking
Sentences using Future perfect:

Listening Subject + will + have + past

participle

Reading By the time .

A text to elicit the future perfect

Writing

Writing sentences using the future perfect

Correcting sentences

Vocabulary

Tense, past participle

Phonological features

Pronouncing words that includes ed like, worked

Other (eg affective domain)

Rationale: (Why am I teaching this? Place in teaching sequence?)

The students already know the past participle and present participle

Task(s): (What will the learners do?)

The learners will

- Read a text
- Form sentences using the future perfect
- Describe their future plan
Classroom management
Anticipated concerns and plan of action

The students might not know the terms used to describes the grammar
terminology (past participle, tense, future perfect

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Resources and Materials:

Worksheets
Markers
Sticky notes

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Procedure

Time/Stage Teachers Activity Students Activity Interactio Why Feedb

and language input n Pattern ack

I will give each student The students will To get to know

Engagement a sticky note to write rite three things the students
6 minutes
three things about about themselves. Individual
themselves.
To engage the
students and help
I will show the The students will Whole them with their
students tongue twister read the tongue class pronunciation
and ask them to read it twisters

Building To make the

I will ask the students The students will
knowledge students elicit the
about the tenses to read the text and
recall their information. underline the future Individual rule form the text
15
I will give the students perfect tenses.
a text.

I will give each group a The students will

sentence from the text write the structure in The students will
and ask them to write groups Group learn how to find
the structure of the the rule from a
Transformation text.
sentence.
10
I will ask the students The students will
to change their groups change their groups
and share with each and share their The students will
other sentences. check their
classmates
answers

I will give the students

Presentation
a worksheet to convert
the sentences into The students will Pairs
7 minutes
Future perfect work in pairs to
sentences complete the task

Evaluation
The students will
I will give the students write three
6 minutes Individual
a worksheet to write sentences about the
three sentences things they will
have done before
they graduate

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Post lesson evaluation 1

This lesson was my first lesson with grade twelve, and they already studied the
present and past perfect.

Overall, I achieved my lesson objectives and finished on the time. However,

there were some points that I think I can improve. Firstly, I did not use the write
instructions before giving the activities. For example, I have not told them to
find the verbs from the verbs from the text; I told them to find the tenses, which
made them confused. Also, some students asked about why do not we add (ed)
to all the verbs. I could not deliver a good and convincing explanation, which
made my MST explain to them.
The things that went well were that I made the lesson students centered and
the students were really engaged unlike with my MST they talk a lot. I gave
them a text where they elicit the rule and write the structure. Thus, I prepared
writing activities, which was challenging for them, and they did well.

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 Lesson Plan 3

Student teacher name: ID#: Lesson Title/Reference:

Onoud Eid Mobarak, H00302897 Writing essay about advantages
and disadvantages of using social
media apps
Grade: 12 No. of students: Date:27.2.2 Time: School: Madhab high
29 017 8:10- school
9:55
Learning Outcomes Target Language
Speaking
Students notes
The students will talk about their favorite mind map
social media apps Write a summary about the
Listening country

Reading

The students will the read the advantages

and disadvantages of social media
Writing
The students will write an essay

Vocabulary

Twitter, Instagram, snapchat, whatsapp, advantages, disadvantages

Other (eg affective domain)

Students will have different apps for each group to write about

Rationale: (Why am I teaching this? Place in teaching sequence?)

The students practicing for the EMSAT exam

Task(s): (What will the learners do?)

The students will read, take notes, and write an essay.

Questioning: question types (closed, open ended, informational,
analytical, evaluative etc )?

Closed
Informational:
Evaluative
Open ended

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Reflection/evaluation of learning outcomes:

The students should know how to include their information in the essay.
Resources and Materials:
Worksheet, marker, white board

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PROCEDURE
Teachers Interact
Time/ Students
Activity and ion Why
Stage Activity
language input Pattern
The teacher will
3 ask the students to
minutes ask each other The students will To introduce
Engagem about their ask each other.
Pairs
the topic
ent favorite social
media app and
why, in pairs.
Giving the
- The teacher will The students will students
5m give each group read and discuss inputs to use
prewritin the advantages Group for writing.
g and disadvantages work
of using some
social media apps

The teacher will The students will Group

ask the students to rewrite the notes work Getting ideas
rewrite the notes. and share it with down on
30m the class paper
Drafting

The teacher will The students will Group To turn the

ask the students to write the essay in notes into an
start writing, and groups. essay
each two students
will take a part
from the essay.

5m -the teacher will The students whole To point the

Publishin ask the students to will share class mistakes and
g read their essays with their motivate the
after checking essays after students.
each group and the teacher
give them another check their
topic to write writing
individually at
home

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Post Lesson Self-evaluation 3

I was satisfied when my students liked the topic I chose, when they
discussed they talked using the information I wanted them to focus on,
the things they like and do not like about social media. Also, I asked them
about the essay structure, and they pointed what type of information
should be included in the introduction, body, and conclusion. Moreover,
the student did not make many grammatical mistakes, and they divided
the work among themselves.

Even though the lesson went smoothly, but it did not achieve my
objectives. I was not fully satisfied with the lesson as I felt that the
students have not learned many new things from me. The students used
the knowledge they already have from my MST. Apparently, they practiced
many time with my MST, which I did not know about. Additionally, when
the students divided the essay parts in groups, the law achievers took the
easiest parts like the introduction and conclusion. The high achievers took
the body and the parts that require more writing. Some groups had three
girls writing the introduction, which was from three to four lines, and one
girl writing the body. The work was not divided evenly. Further, the
students who finished early started to talk and did not help the others,
and they only knew about their parts. Since I did not give them other
focus than the essays structure, I found myself unable to give much
feedback.

If I would change this lesson to make it more beneficial to the students, I

would focus on the weak side to change them and the good sides to
improve them. Initially, the first obstacle was having an easy topic that
leaded to less creativity, limited, and repetitive ideas. I think choosing

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more challenging topic that the students are unfamiliar with, might serve
my purpose well. I will be able to get the students think more critically,
and develop problem-solving skills.

Lesson Plan 4

Student name: Onoud Eid ID#: H00302897 Lesson Title/Reference:

Listening (ethical banking)
Students No. of Date:8.3.20 Time: 10:00- School: Madhab
grade: 12 students:29 17 10:45 high school
Learning Outcomes Target Language
Speaking

The students will talk about the things they

will do if they got 1 million dollar
Listening

The students will listen to a conversation.

Reading
The students will read the questions before
listening

Writing

The students will answer the questions

Vocabulary
Ethical, microfinance, loan, debt, poverty.

Phonological features
The students will have many new vocabulary so they will practice the
pronunciation

Rationale: (Why am I teaching this? Place in teaching sequence?)

This lesson is part of unit 9 which is about money

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Task(s): (What will the learners do?)
The students will listen to the conversation then they will debate

Classroom management
Anticipated concerns and plan of action
The topic might be unfamiliar to the students, and they might find it difficult to
debate over this topic

Resources and Materials:

Coursebook page 76
Audio tracks 23 and 24
Board/white board

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Procedure

Time/Stage Teachers Activity Students Interaction Pattern Why

and language input Activity

The teacher will To introduce the

ask the students The students will topic and make
to discuss in discuss Pairs the students use
Pre pairs the things vocabulary
listening they will do if related to
they won a money.
10 million dollar
minutes
The students will The students will
The teacher will use the elicit the new
introduce the dictionary to find vocabulary by
new vocabulary the new words themselves.
by asking the meanings.
students to use
the dictionary to
find the words.
The post activity
will be about
The students will Individual debating and
The teacher will listen to the three ly while listening to
While play the three different audios the audio the
listening audios and ask and write the students will
the students to answers have an
15 write the example of the
answers debate

The students will

The students will Pairs learn how to win
The teacher will write arguments a debate by
give the then debate with having strong
students a topic the other team. logical
Post and ask the arguments or
listening students to using statistics.
write three to
20 four arguments,
minutes then she will The students Whole
divide them into should give class
two teams to strong arguments
debate. based on what
they learned
The teacher will
listen to the
students

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 arguments then
pick the winner
side.

Post Lesson Self-evaluation 4

This lesson plan was suggested to me by my MST, and I followed the plan
very well and achieved the lesson objectives with my MSTs help. the
language used in the audio was little challenging for the students because
the speakers used an Australian accent. However, I think it was a good
practice for the EMSAT exam.

Moreover, when I gave the students the topic they did not react as it was
new and they did not have prior knowledge about it Thankfully, my MST
saved the situation and gave them another topic. I think I should have find
alternative instead of focusing on what I planned. Thus, I did well in
leading the debate, the students had good arguments, and they followed
my instructions well.

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 Lesson Plan 8

Student name: Onoud Eid ID#: Lesson Title/Reference:

H00302897 using persuasive language/
speaking
Students No. of Date: Time: School: Madhab
grade: 12 students:29 high school
Learning Outcomes Target Language
Speaking
use phrasal verbs related to
The students will debate and use the selling and trading
persuasive language to convince each other
Listening use persuasive strategies in a
negotiation
The students will listen to an audio
Reading

Writing
The students will write arguments

Vocabulary
convince, concession, compromise, argue, offer. Powerful words, e.g. stunning,
incredible

Rationale: (Why am I teaching this? Place in teaching sequence?)

To develop learners ability to utilize persuasive language and phrasal verbs
related
to money.

Task(s): (What will the learners do?)

The learners will identify the phrases, negotiate, and convince each other.

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Anticipated concerns and plan of action

Some learners may feel uncomfortable or shy trying to negotiate and persuade
their fellow
classmates.

Resources and Materials:

Audio
Cards

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Procedure

Time/Sta Teachers Activity and language Students Activity Interaction Why

ge input Pattern

The teacher will play two audios to The students will listen to the Whole class Giving the
the students and ask them which one audio then choose. students an
they will buy from if it was a real authentic
Pre situation example

10 minutes The teacher will ask the students to The students will write the Group
write some phrases that they think can phrases
be persuasive.

The teacher will give the students an

event that would happen after one The students will write their Students
week and she will split the class into arguments and try to write some Group practice the
two groups one group will choose the permissive phrases that might language
event to be on weekend and the other support their arguments then start
While group during the school days and each the discussion
side should convince the other side

25 minutes
The teacher will choose the more The students will find the
convincing side then ask the students mistakes and give good examples
to give the reasons

Post
The teacher will do the monopoly The students will play the Groups Checking the
10 board game with questions and cases monopoly students
Minutes where the students will give examples, understanding
mistakes, and different type of
questions.

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Post lesson self-evaluation 8

This lesson was one of the most interesting lessons I have delivered. I actually
did not follow the plan exactly because the discussions talk longer time, and the
students were engaged in persuading their classmates. However, it was not
something bad because the lesson objective was achieved since the students
used the persuasive language. Moreover, the students sometimes used Arabic
and I tried to stop them but I failed because of their enthusiasm. It also caused
classroom management problems.

For the students who were not so good with using the language I asked them
some questions to involve them in the discussion. I think for the next discussion I
will have a whole session for debiting with one pre activity.

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 Lesson Plan 9

Student name: Onoud Eid ID#: Lesson Title/Reference:

H00302897 countries and their
weathers
Students No. of Date: Time: 8:15 School: Madhab
grade: 12 students:29 9:00 high school
Learning Outcomes Target Language
Speaking cause
expected
the students will discuss in groups severe
Listening humidity
torrential
the students will listen to the weather
forecast
Reading
the students will read a text

Writing
the students will complete a text using a
graph

Vocabulary
cause, expected, flash, rolled, severe, humidity, coastal, disrupt, soar, torrential,
visibility, and fog.

Other (eg affective domain)

the students will use the informative text reading strategy to find data

Rationale: (Why am I teaching this? Place in teaching sequence?)

this lesson is to introduce the students to the informative text writing lesson,
which will be given after this lesson.
Task(s): (What will the learners do?)
the learners will read a text and find information.

Anticipated concerns and plan of action

Learners might find it difficult to engage with reading, as they are unfamiliar with
the target text types.

Resources and Materials:

video
worksheets

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Procedure

Time/Stage Teachers Activity and language Students Activity Interaction Why

input Pattern

The teacher will show the The students will To

students a video of the listen carefully to the Whole identify
Pre- weathers forecast in UAE language and take class the
reading and ask them to take notes. language
7 notes of specific data. used.
minutes

The teacher will divide The students will

the students into groups read the texts and
of fifes and six students underline the The
and give each a reading important data students
about a country forecast, related to the will use
and ask them to weather the
underline the forecast Groups reading
While- data. strategy
of the
reading
The teacher will ask one The students will informati
20 student from each group move around and ve text to
minutes to move to another group share their outcomes find data
and give them the
important data of the
weather forecast

The students will

The teacher will give match the graphs
each group three graphic and then share it the
and they should match with the whole class students
them with the right text will use
the data
to fill the
The teacher will give the graph
students a worksheet to The students will do Individu
post- write three differences the work sheets al
reading between the countries
17 they read about
minutes the students will fill
the teacher will give each the gaps using the
student a graph and a graph to
text and they have to fill practice
the gaps to complete the writing a
text based on the graph weather
forecast

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Post lesson self-evaluation 9

This lesson was early in the morning and the students were so lazy to move and discuss. After
watching the video the students took long time to read because they were chatting, I ended up
stopping them from reading and did all the activities as a whole class. I do not think I
achieved my lesson objectives, and the students did not respond to my instructions.

I think I should have done the reading as a whole class and make the activities as planned. I
can also change the students seating to make them stop chatting.

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