LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Beginners 1 Vocabulary
By the end of this lesson, students will be able to:

-Recognize the English alphabets and pronounce them fluently

Objectives -Recognize the days of the week and pronounce them correctly
-Get acquainted with the months of the year and pronounce them correctly

Materials Whiteboard and markers

Anticipated problems Remedies

-Sts may be confused about knowing some words - Translate these words into Arabic Language

Stag Activity Timing Procedure

e
 Warm up ➢ Greet the students and write the date then write the following sentence on the
5mn blackboard: My name is Ahmed. What is your name?
➢ Ask them to work in a chain to say their names.
 presentatio
➢Present the English Alphabets letter by letter.
n
10mn ➢Ask the students to repeat after the teacher by focusing on fluency.
practice
Production ➢Delete the alphabets and ask individuals to say them

 ➢ Point to certain alphabets and write them to get the names of the days.
presentatio
n 10mn  for example : point to S then U then N then D then A then Y to get Sunday
➢ The teacher goes on writing the other days and asks the students to repeat after
practice him
➢ Delete the days one by one and ask individuals to say them.
Production
 Production
➢ present the months of the year starting from the month in the date and write its
10mn number(9)
Presentatio
n ➢ The teacher writes all the months and asks the students to repeat
Practice
5mn ➢ Delete the months and ask some individuals to repeat them
Production
15mn  Ask the students to copy down this lesson in their lesson copybooks.
Writing
down the
new lesson

Self assessment:
1- Did I respect the designed lesson plan?
2- Did I achieve the targeted objectives?
3- Did I respond to student’s needs?
4-Did I respect the time devoted to each activity?
5-Did my students find any difficulties in coping with the activities presented to them?
6- Is there anything to change in the lesson plan? (Type of activity, procedure, timing…)
 LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Beginners 2 Vocabulary
By the end of this lesson, students will be able to:

-Recognize cardinal numbers in words and figures

Objectives -Count from from 1 to 100

Materials Whiteboard and markers

Anticipated problems Remedies

Stag Activity Timing Procedure

e
 Warm up 10mn ➢ Greet the students, write the date then revise the previous lesson ( alphabets,
days and months)

 presentatio
25mn ➢ Present the numbers by writing them one by one in words and figures on the
n
blackboard from on to ten

➢ After writing a number ask individuals to repeat it

➢in chorus, ask them to repeat the written numbers from 1 to 10
➢Ask individuals to count from 1 to 10.
➢ Present the other numbers from 10 to 20 and write them in words. As before.
➢ After writing a number ask individuals to repeat it
➢ In chorus, ask them to repeat the written numbers from 10 to 20
➢ The teacher may add some numbers as 30 40 50 60 70 80 90 100 1000 and
1000000 to widen the student’s knowledge.
 5mn ➢ clean the words one by one then point to numbers in figures and ask the
practice
students to say them

Production 5mn ➢ The teacher writes the numbers in figures and invites individuals to write them
correctly.

Writing 15mn  Ask the students to copy down this lesson in their lesson copybooks
down the
new lesson

Self assessment:
1- Did I respect the designed lesson plan?
2- Did I achieve the targeted objectives?
3- Did I respond to student’s needs?
4-Did I respect the time devoted to each activity?
5-Did my students find any difficulties in coping with the activities presented to them?
6- Is there anything to change in the lesson plan? (Type of activity, procedure, timing…)
 LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Beginners 3 Vocabulary
By the end of this lesson, students will be able to:

-Recognize ordinal numbers in words and figures

Objectives -Count from the 1st to the 20th
-Recognize subject pronouns covering both singular and plural forms

Materials Whiteboard and markers

Anticipated problems Remedies

-Sts may not differentiate b/w cardinal and ordinal numbers -Use their mother tongue to clarify the difference

Stag Activity Timing Procedure

e
 Warm up ➢ Greet the students, write the date then revise the previous lesson(numbers)
10mn ➢ Present the ordinal numbers by writing them one by one in words and figures on
the blackboard from 1st to 10th.
 presentatio
➢ After writing a number ask individuals to repeat it
n
20mn ➢in chorus, ask them to repeat the written numbers from 1st to 10th
➢Ask individuals to count from 1st to 10th.
➢ Present the other numbers from 10th to 20th and write them in words as before.
➢ After writing a number ask individuals to repeat it
➢ In chorus, ask them to repeat the written numbers from 10th to 20th
➢ The teacher asks the students to repeat from 1st to 20th.
practice ➢ Ask individuals to repeat.
➢ clean the words one by one then point to numbers in figures and ask the
Production students to say them or write the numbers and ask them to say them
 ➢ The teacher may delete all the numbers and ask individuals to recite them
presentatio
10mn ➢ present the singular form of the subject pronouns and ask individuals to repeat
n
And proceed on presenting the plural form
practice ➢ delete the personal pronouns one by one and ask some students to recite them
production 15mn ➢ delete all of them and ask the students to recite all in chorus

Writing  Ask the students to copy down this lesson in their lesson copybooks
down the
new lesson

Self assessment:
1- Did I respect the designed lesson plan?
2- Did I achieve the targeted objectives?
3- Did I respond to student’s needs?
4-Did I respect the time devoted to each activity?
5-Did my students find any difficulties in coping with the activities presented to them?
6- Is there anything to change in the lesson plan? (Type of activity, procedure, timing…)
 LESSON PLAN
Teacher’s name School name Textbook Level Lesson number Language skills
unit
Unit 1 : Hello Beginners 4 Listening, speaking & reading
By the end of this lesson, students will be able to:

- Ss should be able to greet people and introduce themselves using the 1st person singular of the present
Objectives tense of the verb “to be”.
- Recognize the meaning and use of Mr, Miss and Mrs.

Materials The student’s book, the whiteboard, pictures and markers

Anticipated problems Remedies

-sts may mix the meanings of Mr, Miss and Mrs - Give examples or use French to clarify the meanings

Stag Activity Timing Procedure

e
 Warm up 5mn ➢ Greet SS, write the date then revise the previous lesson.(Ordinal numbers)
 Listening 10mn ➢Pre-Listening
- Draw the map of Morocco and ask SS to point out the location of the cities then
ask them to say the names.
➢While-listening
-Ask them to listen and check the way these cities are pronounced.
➢Post-listening
 15mn -T plays the cassette again so that SS can correct their pronunciation mistakes.
Listening
➢Pre-listening
- T asks SS to describe the picture ( 2 boys;2 girls, a tree…) and say what they are
doing.
➢While-listening :T reads for SS. They listen then asks them to read in pairs.
➢Post-listening : choose pairs to greet each other haphazardly.(point that Hi is
informal and Hello is formal)
Introduce I am and my name is. Then ask pairs to read the dialogue.
➢Exercise:Ask SS to work in pairs and do the exercise then turn around the class
Reading to ensure that they have understood the task.
 15mn Hello. I am ….. What’s your name?
Hi. My name is…..
➢Whole class correction
➢Pre-reading
-Ask SS to identify the people in pictures by guessing their names and present Mr,
Mrs and Miss with their use.
Jotting ➢while-reading :-Read for them then ask them to check their guessing and decide
 down the
10mn which of them are married and which are not.
new
➢Post-reading: -Model the given dialogue with a student then ask them to work in
lesson
pairs to practise it.
 Ask SS to copy down the presented language in their copybooks ( What’s your
name? I am… and you? My name is …. Nice to meet you + Mr, Mrs and Miss.

Self assessment:
1- Did I respect the designed lesson plan?
2- Did I achieve the targeted objectives?
3- Did I respond to student’s needs?
4-Did I respect the time devoted to each activity?
5-Did my students find any difficulties in coping with the activities presented to them?
6- Is there anything to change in the lesson plan? (Type of activity, procedure, timing…)

LESSON PLAN
Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit 1 : Hello Beginners 5 Reading ( grammar+
Vocabulary)
By the end of this lesson, students will be able to:

- Ss should be able to recognize the present simple of the verb “to be” in both singular and plural forms and
Objectives use it to talk about jobs

Materials Whiteboard , student’s book, pictures and markers

Anticipated problems Remedies

-Sts may not know the real meaning of ” to be” -conjugate “ to be “ in French

Stag Activity Timing Procedure

e
Warm up 5mn  Greet SS, ask them about the date then revise the previous lesson.(introducing
 oneself + Mr, Mrs and Miss uses)
Reading 30mn  Pre-reading
 - Present the new language (to be in the simple present).say this is Med. He is a
student. This is Fatima. She is a student and say we are in the class.
- provide them with the full and short forms of “ to be”.
- show some pictures to present the jobs
-Ask SS to look at the pictures and try to identify the jobs.

 While-reading
-Ask SS to read the sentence patterns provided in their books.
 Post-reading
-T asks s to look at the pictures and identify the jobs.
10mn - T reads the sentences displayed in the book.
 Practice
- In pairs, S read these sentences.
 Exercise: ask students to work in pairs and complete the exercise in their books.
T makes sure that all the students have understood the task.
 Whole class correction
Keys :
1-My name is Naima
.2- I am Youssef.
3- we are friends.
4- This is Youssef. He is a football player.
5- This is Naima. She is a student.
6-This is Youssef and Naima. They are friends.
 Ask SS to copy down the presented language in their copybooks (jobs
vocabulary and the verb “to be” in the simple present.
Self assessment:
1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?

3- Did I respond to student’s needs?

4-Did I respect the time devoted to each activity?

 LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit 1 : Hello Beginners 6 Reading and speaking
By the end of this lesson, students will be able to:

- communicate verbally with classmates by asking after friends, jobs and acquaintances.
Objectives -recognize greetings and use them properly.

Materials Whiteboard , student’s book and markers

Anticipated problems Remedies

-time may not be sufficient to do all activities - Do the dialogue in page 10 orally.

Stag Activity Timing Procedure

e
Warm up 5mn  Greet SS, ask them about the date then revise the previous lesson ( to be in the
 simple present with vocabulary related to jobs)
Reading 15mn  Pre-reading
 -present the new language: how are you? What do you do? The ask pairs to read
the dialogue.
Ask SS to look at the picture in their books and try to identify it’s components.
 While-reading
- Read the sentences, model with a student then ask pairs to practice the dialogue.
 Post-reading
-T asks s to describe the picture then complete the exercise 12.
 Whole class correction
Salim : hi, Lahcen.
Lahcen : hello, Salim.
15mn Salim : how are you ?
 Reading
Lahcen: I’m fine, thanks. And you?
Salim: fine, thank you.
 Pre-reading: Ask s to identify the names of people being displayed in the book.
Then present the greetings with their times.( Good morning , good afternoon, good
evening, good night, and good bye).
 While-reading: Read the sentences then ask pairs to read.
 Post-reading: Ask S to look at the pictures (exercise 14) and use the correct
greeting.
10mn  Whole class correction.
 Out of class assignment
-Ask the students to do exercises 1 and 2 page 19 in their exercise copybooks.
 Ask SS to copy down the presented language in their copybooks. Hi , how are
you? I am fine thanks, and you? fine thank you? What do you do? I am a student.
And you?
I am a student, too.
Self assessment:

1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?

3- Did I respond to student’s needs?

 LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit 1 : Hello Beginners Review N° 1 Vocabulary, grammar
and communication
By the end of this lesson, students will be able to:

- Write numbers in letters, write days correctly, unscramble months of the year, make a correct relevance of
Objectives titles and their uses, classify words in the right column, fill in the gaps with correct form of to be and subject
pronouns then complete a conversation properly.

Materials Whiteboard , student’s book and markers

Anticipated problems Remedies

-time will not be sufficient to copy the exercises and - Ask the students to copy all the exercises first and try
do the correction during the same session to do them at home..

Stag Activity Timing Procedure

e
 Warm up 10mn  Greet SS, ask them about the date then revise the previous lesson dialogue with
functions related to greetings).
 Exercises 45min - Ask the students to open their exercise copybooks and copy the exercises.
- The teacher writes all the exercises on the whiteboard.
- After having all the exercises written, the teacher explains the tasks to the
students then turns around the class to check that they have done the assigned
homework, and make sure that they are copying the exercises.
- At this time, the teacher provides any needed help.
- Tell them that these exercises must be done at home and will be corrected next
session.
Exercises questions are as follows:
A-Write these numbers in letters
B- Write the missing days
C-These months are jumbled. Write them correctly
E-Match these words with their uses: Mr, Mrs and Miss
F-Complete the table with examples(2 examples are enough)
G-Complete with the correct subject pronoun
H-Complete with the correct form of to be
I-Complete this dialogue

Self assessment:

1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?

3- Did I respond to student’s needs?

4-Did I respect the time devoted to each activity?

5-Did my students find any difficulties in coping with the activities presented to them?
 LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit 1 : Hello Beginners Review N° Vocabulary, grammar
correction and communication
By the end of this lesson, students will be able to:

- determine whether they have learned what they were expected to learn
Objectives - measure learning progress and achievement
- evaluate the effectiveness of the program content
- identify students strengths and weaknesses

Materials Whiteboard , student’s book and markers

Anticipated problems Remedies

-The correction process may end with time left - Do a brief and general revision of the previous
lessons.

Stag Activity Timing Procedure

e
Warm up 5mn  Greet SS, ask them about the date then open the exercise copybooks to correct
 the review N°1.
45min - Check that the students have done all the exercises.
 Exercises  Start correcting the exercises one by one.
correction - Invite individuals to write the answers on the whiteboard.
- Ask the students to correct any false answers as soon as the latter is conveyed
- While correcting the exercises, the teacher provides more explanations and
clarifications.
- If there is some time left, the teacher will carry a brief revision of the seen
lesson in unit one.

Self assessment:

1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?

3- Did I respond to student’s needs?

4-Did I respect the time devoted to each activity?

5-Did my students find any difficulties in coping with the activities presented to them?

6- Is there anything to change in the lesson plan? (Type of activity, procedure, timing…)
 LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit 2 : At Beginners 7 Reading and writing
school
By the end of this lesson, students will be able to:

- Ask about and give ages and origin

Objectives - say what colour something is

Materials Whiteboard , student’s book and markers, classroom drawings

Anticipated problems Remedies

- -

Stag Activity Timing Procedure

e
 Warm up  Greet SS, ask them about the date then introduce the new unit by commenting
5mn on the picture in the opening page.
 Writing ➢Pre-writing
10mn - Revise the numbers with S then ask them to say how many people there are in the
pictures.
➢While-writing: - Ask the students to write the numbers in letters using the
example provided.
➢Post-writing -T writes some numbers in figures and invites some S to write them
 in letters.
15mn ➢ Pre-reading
- Ask the S to comment on the picture (who’s there? Their names) then present the way we
ask and give age and origin.
➢ While-reading:-Read the dialogue then ask pairs to repeat
➢ Post-reading
- Following the model, T asks pairs to work together and use their own facts about

Writing age.
15mn ➢ Pre-writing
-Present the colours vocabulary
➢While-writing: -Ask S to look at the pictures (exercise 3 P.14) an d fill in the
colours
◌ Whole class correction:
-1: brown -2:blue -3: red -4:white -5: orange -6: green -7: black -8: yellow.
➢Post-writing
10mn - Show some classroom objects to students and ask them to say what colour they are.

 Ask SS to copy down the presented language in their copybooks. How old are
you? Where are you from And colours as vocabulary.

Self assessment:

1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?

3- Did I respond to student’s needs?

 LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit 2 : At Beginners 8
school
By the end of this lesson, students will be able to:

- recognize new items related to classroom

Objectives - Get familiar with indefinite articles and use them properly

Materials Whiteboard , student’s book , markers and realia.

Anticipated problems Remedies

-Students may not know the difference between - simplify the explanation to know the difference
vowels and consonants. between them.

Stag Activity Timing Procedure

e
 Warm up  Greet SS, ask them about the date then revise the previous lesson (colours and
5mn the dialogue about age).
 Writing ➢Pre-speaking
10mn - Introduce what’s this? It’s ……. What colour is it? It’s…. to introduce the
new vocabulary related to classroom objects.
 Classify the presented vocabulary into 3 categories according to the place where
they exist:
A) In the classroom B) in the bag C) in the pencil case.
 - Take some examples from the presented vocabulary then point out the
15mn uses of articles : a / an
- Say that *** A is used before a consonant sound
- *** An is used before a vowel sound.
 The teacher provides more explanation in this respect.
➢While-speaking
- Ask the students to work in pairs and read the dialogue provided in their books.
 ➢Post-speaking
Writing -In pairs, students look at the pictures and provide other dialogues using the new
15mn
language they have just seen and following the sample in their books.
◌ whole class correction
 out of class assignment : The teacher writes an exercise where the students will
be asked to complete with the correct indefinite article. This exercise will be
corrected next session

10mn
 Ask SS to copy down the presented language in their copybooks: indefinite
articles and classroom objects

Self assessment:

1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?

3- Did I respond to student’s needs?

4-Did I respect the time devoted to each activity?

5-Did my students find any difficulties in coping with the activities presented to them?
 LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit 2 : At Beginners 9 Reading
school
By the end of this lesson, students will be able to:

- recognize prepositions of locations and use them properly to say where something is.
Objectives

Materials Whiteboard , student’s book , markers and realia ( classroom objects)

Anticipated problems Remedies

-*** - ***

Stag Activity Timing Procedure

e
 Warm up 10mn  Greet SS, ask them about the date then revise the previous lesson (classroom
objects and indefinite articles).
 Reading 10mn ➢Pre-reading
-Present the propositions of location:
On, under, behind, in front of, In, between, and out.
-The teacher writes the examples on the whiteboard
 10mn ➢ While-reading
- Ask the students to identify the items in the pictures.
-Read the sentences then ask pairs to repeat
 10min ➢ Post-reading
-create new situations and ask the students to say where something is. (Ex. Put the
book on the chair and say: where is the book?
- The teacher provides enough examples.
- Ask them to look at the exercise 6 page 15 and work in pairs. One students asks
the question and the other answers it
A: where is the…?
B: The … is on/under/behind… the ….

10mn  Ask SS to copy down the presented language in their copybooks:

prepositions of location.

Self assessment:

1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?

3- Did I respond to student’s needs?

4-Did I respect the time devoted to each activity?

5-Did my students find any difficulties in coping with the activities presented to them?

6- Is there anything to change in the lesson plan? (Type of activity, procedure, timing…)
 LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit 2 : At Beginners 10 Speaking ( grammar)
school
By the end of this lesson, students will be able to:

- Respond positively and negatively to the interrogative form of” to be.”

Objectives

Materials Whiteboard , student’s book , markers and realia ( classroom objects)

Anticipated problems Remedies

--*** - ***

Stag Activity Timing Procedure

e
 Warm up 5mn  Greet SS, ask them about the date then revise the previous lesson (classroom
objects and indefinite articles).
 Grammar
15mn ➢ Pre-speaking
* Grammar : presentation
- Present the new language: the interrogative form of to be then provide both positive and
 negative answers.
10mn ➢ While-speaking
* Grammar : practice

-Read the sentences then ask pairs to repeat
- ask more questions using the new language and get the answers from the
students.
10min ➢ Post-speaking
Grammar : production
-ask students to work in pairs and complete an exercise that is related to the
Jotting lesson, then do a whole class correction
15min
down the
lesson
 Ask SS to copy down the presented language in their copybooks : The
interrogative form of the verb ‘to be’.
Self assessment:

1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?

3- Did I respond to student’s needs?

4-Did I respect the time devoted to each activity?

5-Did my students find any difficulties in coping with the activities presented to them?

6- Is there anything to change in the lesson plan? (Type of activity, procedure, timing…)
 LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit 2 : At Beginners 11 Reading, Speaking and
school listening
By the end of this lesson, students will be able to:

- Ask questions using who for people and what for things.
Objectives - Understand and respond to requests stated in the class

Materials Whiteboard , student’s book , markers and realia ( classroom objects)

Anticipated problems Remedies

-electricity may cut off - The teacher gives commands orally

Stag Activity Timing Procedure

e
 Warm up 5mn  Greet SS, ask them about the date then revise the previous lesson (The
interrogative form of the verb “to be”).
 Reading 10mn ➢Pre-reading
-Present who’s this and what’s this Then ask S to identify the sports and Point that
who is used to ask about people while whet is used to ask about objects).
➢While-reading
- T Asks the students to read the names.
➢Post-reading
15mn -T asks the students to work in pairs and complete ex. 9 p.16.+ class correction.
 Speaking
➢ Pre-speaking
- Ask S to look at the pictures then say: what’s this/ that? To get the names.
➢ While-speaking
-Ask pairs to use the model: what’s this? Its’……
➢ Post-speaking
-ask students to work in pairs and complete the exercise 11 P 16. + correction
10mn ➢ Pre-listening

Listening - Present some new vocabulary (open, close, come, go, take, put, draw…)
-Ask the S to comment on the pictures.
While-listening : - Play the cassette then ask them to repeat.
➢ Post-listening
 Exercise - Ask them to listen and follow the orders.
5mn - choose individuals and give commands to follow them.
*** Ask the students to complete the exercise number 1’ P 17. + Class correction.

 Ask SS to copy down the presented language in their copybooks. What’s

this/that? Who’s this/that? + Opposites.
Self assessment:

1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?
3- Did I respond to student’s needs?
4-Did I respect the time devoted to each activity?
5-Did my students find any difficulties in coping with the activities presented to them?
6- Is there anything to change in the lesson plan? (Type of activity, procedure, timing…)
 Test LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit 1 & 2 Beginners Test N° 1 Vocabulary, grammar,
writing
By doing this test, students will be able to:

-Write numbers in letters – Match numbers in figures with their written forms – fill in the gaps appropriately
Objectives - unscramble words – classify words in the right place – name the pictures correctly –complete opposites
- use subject pronouns and the verb to be correctly – answer interrogative questions – complete a dialgue

Materials handouts

Anticipated problems Remedies

-some exercises may not be clear - Provide enough explanation
-some sts may misuse his handout - bring enough copies

Stag Activity Timing Procedure

e
 Warm up 5min  Write the date and greet the students then check the absence.
- Ask the students to close their copybooks and take drafts to be ready for the test
- Distribute some students and change their places
 Pre-test 5min -Remind them of the test rules:
* No speaking with the partner is allowed
* Don’t look at your friend’s paper
* No cheating is permitted
* don’t overuse the correction pen ( no more than 2 times)
45min -Make sure no material that can be used in cheating is at hand
-Ask 2 students to distributes the handouts
- The teacher explains the tasks to be done
While -Ask them to start doing the test
 doing the -The teacher turns around the class to prevent any cheating case
test 5min -The teacher may provide any possible help
From time to time, remind them of the remained timing
-When the time is over, the teacher asks the students to stop writing
 After doing -Ask the students to put their test papers on the desk( one by one)
the test -Ask the students to throw drafts in the waste basket
-The teacher may ask them about their feeling towards the test
-Call it a day and wish them best of luck

Self assessment:

1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?
3- Did I respond to student’s needs? Was the test easy and at hand?
4-Did I respect the time devoted to each activity?
5-Did my students find any difficulties in coping with the activities presented to them?
6- Is there anything to change in the lesson plan? (Type of activity, procedure, timing…)
 LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit3 : clothes Beginners 12 Reading, Speaking and
listening
By the end of this lesson, students will be able to:

- Describe items if clothing using different colours.

Objectives

Materials Whiteboard , student’s book , markers , tape recorder and posters

Anticipated problems Remedies

-electricity may cut off - The teacher reads the sentences

Stag Activity Timing Procedure

e
 Warm up 5mn  ➢ Greet SS, ask them about the date then introduce the new unit by asking
students to identify the items exposed in the posters on the whiteboard
 Reading 10mn ➢Pre-reading
- ask the students to comment on the pictures in the opening page of unit 3.
-Introduce the new vocabulary by reading the items and add more names of
clothes from the posters
➢While-reading
- T reads the words then asks the students to read.
➢Post-reading
 Listening
15mn -Ask the following questions: what’s this? What are these? What colour is it? _ are
and
they? How do you spell shorts? Skirt...
Speaking
➢ Pre-listening
- write some items of clothes (9 items)in one column and write colours in other column
then ask them to listen and match the items with their colours.
➢ While-listening
-Play the cassette and ask them to complete the task as they are listening.
➢ Post-listening
Exercise -ask individuals to repeat the sentences provided in their books.
 5mn
(writing) ➢ Exercise:
- Ask the students to look at the pictures in their books (Exercise 3 p 22) and try to
describe the clothes.
- Correct the exercise and write the answers on the BB
-Ask the students to look at the posters and describe the clothes orally.
Jotting
down the
15min  Ask SS to copy down the presented language in their copybooks. Clothes
lesson vocabulary and description of clothes
.
Self assessment:

1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?
3- Did I respond to student’s needs?
4-Did I respect the time devoted to each activity?
5-Did my students find any difficulties in coping with the activities presented to them?
 LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit3 : clothes Beginners 13 Reading, writing:
(grammar) and speaking
By the end of this lesson, students will be able to:

- Describe people using adjectives

Objectives - use possessive adjectives to describe people’s clothes

Materials Whiteboard , student’s book , markers , and drawings

Anticipated problems Remedies

-students may not differentiate between subject - check their comprehension using Arabic Language
pronouns and possessive adjectives

Stag Activity Timing Procedure

e
 Warm up 5min  ➢ Greet SS, ask them about the date then revise the previous lesson: clothes
vocabulary + description of clothes
 Reading 10min ➢Pre-reading
- introduce these adjectives: happy, sad, slow and fast, tall and short
➢While-reading
- T Asks the students to comment on the pictures then reads and asks some SS to
repeat. + whole class correction
➢Post-reading
-Ask the SS to complete the sentences using the suitable adjective.
 Writing
25min ➢ Presentation
(
-introduce the possessive adjectives via examples
grammar)
- refer to the apostrophe “s” through the given examples.
- provide a table of subject pronouns and possessive adjectives
Subject pronouns I You He She It We You They

Possessive My Your His Her It Our Your Their

adjectives s

➢ practice
- Ask the students to complete the exercise 5 P 23+ whole class correction.
➢ production
- Ask students to comment on the pictures, then read for them and ask them to
read.
- Read the model and ask them to describe other people.
 Jotting - in pairs, students try to describe each other’s clothes.
down the
presented
10min
 Ask SS to copy down the presented language in their copybooks : possessive
language adjectives.
Self assessment:

1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?
3- Did I respond to student’s needs?
4-Did I respect the time devoted to each activity?
 LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit3 : clothes Beginners 14 Speaking, writing and
reading
By the end of this lesson, students will be able to:

- Describe someone’s clothes

Objectives - Differentiate between this and that through description of clothes

Materials Whiteboard , student’s book , markers , and drawings

Anticipated problems Remedies

*** ***
Stage Activity Timing Procedure
 Warm up 5min  ➢ Greet SS, ask them about the date then revise the previous lesson:
possessive adjectives
 Speaking 15min ➢Pre-speaking
- introduce these adjectives: new, old, long, short, big and small.
➢While-speaking
- T asks the students to identify the items of clothes. Then, he reads the sentences
and asks other students to repeat.
- Ask them questions like: is Susan’s dress black? Is it short? is it new?.....
➢Post-speaking
10min - T reads the new items of clothes and asks the students to describe them using
 Writing
the same description as with Susan’s dress and Paul’s socks..
➢ Pre-writing
- Ask the students to identify the items of clothes and ask some of them to read these
items.
➢ while-writing
- Read the example provided and ask the SS to describe the left items. + correction
15min ➢ post-writing
 Reading
- Show some pictures and ask SS to describe them.
➢Pre-reading
- introduce this, these; that and those. Then ask the students to describe the
teams.
➢While-reading
- Read for SS and ask them to repeat
➢Post-reading
 Jotting
10min - Ask SS to complete the sentences using this, our, that and their.
down the
- As an extension activity, the teacher asks the SS to provide a full description of
presented
one of the teams.
language
 Ask SS to copy down the presented language in their copybooks:
demonstrative adjectives and description of someone’s clothes
Self assessment:

1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?
3- Did I respond to student’s needs?
4-Did I respect the time devoted to each activity?
5-Did my students find any difficulties in coping with the activities presented to them?
 LESSON PLAN : Test N° 1 correction

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit 1 and 2 Beginners *** Vocabulary, grammar
and communication
By the end of this lesson, students will be able to:

-reassure that what they think they have understood is right.

Objectives -Be encouraged to think about why an answer is correct or incorrect
-Have a record of correct language for future reference
-Reinforce what they already know and learn from answers
-Improve and practice vocabulary knowledge via word chain game

Materials Whiteboard , markers , and test handouts

Anticipated problems Remedies

*** ***
Stage Activity Timing Procedure
 Warm up 5min  ➢ Greet SS, ask them about the date then revise the previous lesson.
Test
 correction 30min -Check the absence and inform them that this session will be devoted for the test
correction
-Comment on the test results by providing some details: the first mark in this class,
the last mark, the number of students who reached the average, the number of
students who did not reach the average and the class order among other classes.
-Give back the handouts to the students then start correcting exercises one by one
with comments and explanations of the questions
- Invite individuals to write the answers on the board or the teacher may do it
 himself.
-Collect the handouts
-Make the students ready to start the word chain game and divide the class into 3
groups
-Explain what is required to do this activity
-Start the game
-Announce the winner
-Finish the session
Self assessment:

1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?(after doing the test)
3- Did I respond to student’s needs?
4-Did I respect the time devoted to each activity?
5-Did my students find any difficulties in coping with the tasks presented to them?
6- Is there anything to change in the lesson plan? (Type of activity, task type, instructions, handout format,
timing…)
 LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit3 : clothes Beginners 15 reading, writing and
Speaking
By the end of this lesson, students will be able to:

- identify parts of the body and use them in description

Objectives

Materials Whiteboard , student’s book , markers , and drawings

Anticipated problems Remedies

*** ***
Stage Activity Timing Procedure
 Warm up 5min  ➢ Greet SS, ask them about the date then revise the previous lesson:
demonstratives
 Dialogue 5min -Ask pairs to present their dialogue
presentation ➢Pre-reading
- introduce the parts of the body by drawing a body on the blackboard
Reading 15min ➢While-reading
T Asks the students to comment on the picture then he reads and asks some SS to
repeat.
➢Post-reading
- T asks some questions: what colour is Coco’s hat, shirt, trousers, shoes and
 gloves; ears, mouth, eyes…….is his mouth, ear, eye …… big or small?
Writing 10min -writing
- Ask SS to describe the clown without writing. Ex: His mouth is big and red, his
ears are small and white….
- Ask them to write a description of this clown in their exercise copybook+ whole
class correction.
Speaking 15min ➢speaking

Read the sentences with a student and ask pairs to repeat.(explain any difficult
vocabulary).
Extension activity
Ask individuals to touch the parts of body they hear. For example if the student
hears: touch your ear, then he should do it. Go on doing this with individuals then
ask all to do it at once.
Jotting down
➢ Ask students to work individually and prepare an outfit about clothes.
 the 10min
presented
language
 Ask SS to copy down the presented vocabulary in their copybooks:
parts of the body.
Self assessment:

1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?
3- Did I respond to student’s needs?
4-Did I respect the time devoted to each activity?
5-Did my students find any difficulties in coping with the activities presented to them?
6- Is there anything to change in the lesson plan? (Type of activity, procedure, timing…)
 LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit3 : clothes Beginners 16 reading, writing and
Speaking
By the end of this lesson, students will be able to:

- write a descriptive paragraph.

Objectives

Materials Whiteboard , student’s book , markers , and drawings

Anticipated problems Remedies

*** ***
Stage Activity Timing Procedure
 Warm up 5min  ➢ Greet SS, ask them about the date then revise the previous lesson: parts f the
body.
 10mn ➢Pre-writing
- Activate the students’ schemata to create a semantic map of the topic by asking
them to provide examples of clothes vocabulary, adjectives and colours.
- present the check list to be used during this writing process (punctuation: full
stop, comma, semi-colon, spelling and capitalization.
 25mn ➢While-writing
first draft
Ask the students to describe their clothes by writing a short paragraph.
After finishing this first step, the teacher asks some of them to read their
production.
peer editing
Ask the students to exchange their papers and correct each other’s paragraph
using the check list they have been introduced to.
 15mn final draft
Ask the students to take their original paragraphs and rewrite them without
committing mistakes.
➢Modal paragraph
Write a modal paragraph on the BB and ask them to copy it.

 Ask SS to copy down the paragraph in their copybooks : clothes description.

Self assessment:

1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?
3- Did I respond to student’s needs?
4-Did I respect the time devoted to each activity?
5-Did my students find any difficulties in coping with the activities presented to them?
6- Is there anything to change in the lesson plan? (Type of activity, procedure, timing…)
 LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit 3 : clothes Beginners Review N° 3 Reading, Grammar,
vocabulary & writing
By the end of this lesson, students will be able to:

-read for details and do the related tasks- name pictures correctly- find the opposites – use the
Objectives correct demonstrative adjective-fill in the gaps with the correct possessive adjective- circle the odd
word out –Describe people’s clothes- write a short paragraph about their personal information.

Materials Whiteboard , student’s book and markers

Anticipated problems Remedies

-time will not be sufficient to copy the exercises and - Ask the students to copy all the exercises first and try
do the correction during the same session to do them at home.

Stag Activity Timing Procedure

e
 Warm up 10mn  Greet SS, ask them about the date then ask two students to present the dialogue
in front of their classmates.
 Exercises 45min - Ask the students to open their exercise copybooks and copy the exercises.
- The teacher writes all the exercises on the whiteboard.
- After having all the exercises written, the teacher explains the tasks to the
students then turns around the class to check that they are copying the
exercises.
- At this time, the teacher provides any needed help.
- -The teacher may correct some copybooks while the students are doing the
task.
- Tell them that these exercises must be done at home and will be corrected
next session.
Exercises questions are as follows: (see the joint handout for more details)
A-True or false? Justify
B- Answer these questions
C-Name these pictures
E-Complete these opposites
F-Complete with this , that, these or those
G-Complete with the correct possessive adjective
H-circle the odd one out
I-Describe people’s clothes
J-Write a short paragraph in which you introduce yourself

Self assessment:

1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?

3- Did I respond to student’s needs?

4-Did I respect the time devoted to each activity?

5-Did my students find any difficulties in coping with the activities presented to them?

6- Is there anything to change in the lesson plan? (Type of activity, procedure, timing…)
 LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit 3 : Beginners Review N°3 Reading, Grammar,
Clothes correction vocabulary & writing.
By the end of this lesson, students will be able to:

- determine whether they have learned what they were expected to learn
Objectives - measure learning progress and achievement
- evaluate the effectiveness of the program content
- identify students strengths and weaknesses
-have fun via playing a competitive vocabulary game

Materials Whiteboard , student’s book and markers

Anticipated problems Remedies

-The correction process may end with time left - Play a vocabulary game.

Stag Activity Timing Procedure

e
Warm up 5mn  Greet SS, ask them about the date then ask pairs to present their dialogue.
 -Ask the sts to open the exercise copybooks to correct the review N°3.
45min - Check that the students have done all the exercises.
 Exercises  Start correcting the exercises one by one.
correction -The teacher invites individuals to write their answers on the board.
-The teacher asks the learners to correct their mistakes at the same time.
- While correcting the exercises, the teacher provides more explanations and
clarifications.
- If there is some time left, the teacher will carry a vocabulary game as follows
-Devide the sts in groups of 4
-Ask each group to choose a letter ( a, b , c, d ,e…)
-Ask each group to assign their representative.
-Tell each group to write as many words as possible in 3 minutes. The words
must start with the letter they have chosen.
-Invite the representatives of all groups after time is over and ask them to read
aloud their list one by one
-The teacher counts the words of each group and writes them on the board.
-once all the representatives finish their work, the teacher checks the winner (
who got a high number of words).
- call it a day.
Self assessment:

1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?

3- Did I respond to student’s needs?

4-Did I respect the time devoted to each activity?

5-Did my students find any difficulties in coping with the activities presented to them?

6- Is there anything to change in the lesson plan? (Type of activity, procedure, timing…)
 LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit4 : Food 9th grade 17 Listening (reading) &
and drink students Vocabulary
By the end of this lesson, students will be able to:

Objectives - Identify new items related to food and drink.

Materials Whiteboard , student’s book , posters, pictures markers , and drawings .

Anticipated problems Remedies

-some words may not be clear enough - Translate these words into Arabic
Stage Activity Timing Procedure
 Warm up 5mn  ➢ Greet the SS, ask them about the date and ask pairs to present their dialogue
➢ Introduce the students to the new unit by showing them pictures and flashcards
dealing with the topic of this unit.( explain the difference between food and drink)
 Listening 10mn then classify types of food ( fruits, vegetables, meat, drink and other)
vocabulary - ask the SS to identify the food items in the opening page.
➢Pre-listening
- Present some new items presented in the exercise 1 and ask the SS to classify
10mn them as being healthy or unhealthy.
- introduce other words : breakfast, lunch, dinner, meat, cabbage, grapes, water;
soup, pasta, lettuce, cucumber and pepper
➢while-listening
- play the cassette or read the text and ask individuals to repeat then ask them to
complete a chart to classify the vocabulary related to food (vegetables, fruit, meat
drink or other).
➢post-listening
-- ask the students to complete the sentences (exercise 3 p28).+class correction
 Grammar 20mn ➢ presentation
-Write: I eat fish, you eat meat, and he eats fruit. And explain the use of s.
➢ practice
-Ask the learners to put the verbs between brackets in the simple present+ whole
class correction
➢ Production
- ask some wh-questions about Hamid’s eating habits to practise the use of “s”.

 Ask SS to copy down the new lesson: food vocabulary and the simple
present.
Self assessment:

1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?
3- Did I respond to student’s needs?
4-Did I respect the time devoted to each activity?
5-Did my students find any difficulties in coping with the activities presented to them?
6- Is there anything to change in the lesson plan? (Type of activity, procedure, timing…)
 LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit4 : Food 9th grade 18 Grammar
and drink students
By the end of this lesson, students will be able to:

- Talk about eating habits using the simple present and practise the use of “s
Objectives

Materials Whiteboard , student’s book and markers

Anticipated problems Remedies

-sts may apply this case to all verbs - Clarify that there are still other cases with the simple
P.
Stage Activity Timing Procedure
 Warm up 10mn  ➢ Greet the SS, ask them about the date and ask pairs to present their dialogue
➢ Revise the previous lesson ( food and drink vocabulary)
➢ presentation
 Grammar 15mn -Write: I eat fish, you eat meat, and he eats fruit.
-Ask the students to identify the use of “s” in this case.
-The teacher then explains more the use of the simple present
 10mn ➢ practice
-Ask the learners to put the verbs between brackets in the simple present+ whole
class correction
Exercise1: Put the verbs between brackets in the simple present.
1-Said (drink) ___________ milk for breakfast.
2-Jalal and Hamid ( play) _____________ football at the weekends.
3-My teachers ( to be) ______________ punctual.
4-Those boys ( eat) _________________lots of candies.
5-Alex (not/ to be)__________________from Morocco.
6-This dog ( bark) ___________________ at night.

 10mn ➢ Production
-Ask the students to conjugate some verbs chorally
-Provide the learners with some verbs and ask them to use these verbs in
sentences and provide short examples

 Ask SS to copy down the new lesson: the simple present.

Self assessment:

1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?
3- Did I respond to student’s needs?
4-Did I respect the time devoted to each activity?
5-Did my students find any difficulties in coping with the activities presented to them?
6- Is there anything to change in the lesson plan? (Type of activity, procedure, timing…)
 LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit4 : Food 9th grade 19 Grammar
and drink students
By the end of this lesson, students will be able to:

Objectives Ask questions using do/does.

Answer questions using do/ does / don’t / doesn’t

Materials Whiteboard , student’s book and markers

Anticipated problems Remedies

- -
Stage Activity Timing Procedure
 Warm up 10mn  ➢ Greet the SS, ask them about the date and ask pairs to present their dialogue
➢ Revise the previous lesson ( The simple present)
➢ presentation
 Grammar 15mn ➢Pre-listening

- Present the new structure: do / does /don’t and doesn’t

-Provide enough examples
- ask the students to complete orally the questions in exercise 4.
- ask them about their eating habits. Then write these words and ask them to guess the
way they are pronounced: fried eggs, cola, cake and pies.

➢while-listening

- play the cassette and ask them to check whether their guesses were right.
- Ask some students to read.
➢post-listening

- ask some comprehensible questions about Ahmed’s eating habits.

 Practice 10mn
-ask them to answer the questions in exercise 6.

 Production 10mn - ask the students to work in pairs and answer the questions(ex.7) in their exercise
copybooks
Whole class correction.

 Ask SS to copy down the paragraph in their copybooks:

Do /Does

Self assessment:

1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?
3- Did I respond to student’s needs?
4-Did I respect the time devoted to each activity?
5-Did my students find any difficulties in coping with the activities presented to them?
6- Is there anything to change in the lesson plan? (Type of activity, procedure, timing…)
 LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit4 : Food 9th grade 20 Functions & Grammar
and drink students
By the end of this lesson, students will be able to:

Objectives -Talk about likes and dislikes using positive and negative answers in the simple present
-Express offer and respond positively or negatively to it.
- Classify words as countable and uncountable nouns

Materials Whiteboard , student’s book and markers

Anticipated problems Remedies

-count & non-count nouns may confuse students. - Provide more concrete examples
Stage Activity Timing Procedure
 Warm up 10mn  ➢ Greet the SS, ask them about the date and ask pairs to present their dialogue
➢ Revise the previous lesson ( do and doesn’t)
 Speaking 10mn ➢Pre-speaking
- Ask the students to identify the components of the pictures displayed in their
books.
➢while-speaking
-T reads the 2 dialogues and asks individuals to repeat.
➢post-speaking
- T asks SS to look at the other pictures and work in pairs to form other dialogues.
listening 15min Then ask them to use other food items and try to provide both positive and negative
 Functions answers
+ ➢Pre-listening
Grammar - introduce the new language: expressing offer through examples.
-Say: do you like café and coffee? Then ask the sts to state the difference btw the 2
items.
-set the scene and present these expressions: * what would you like to drink/eat? I
 10mn ‘d like a, an, or some…- Would you like…. ? Yes, please or no, thanks.
Practice -Then present (countable / uncountable nouns and give examples.
➢while-listening
10mn - T explains how the dialogue works then plays the cassette or read with other sts.
-T asks 3 sts to repeat.
-T explains any difficult vocabulary.
-Ask the learners to read the dialogue and underline countable and uncountable
 words. -Do a whole class correction
Production ➢post-listening
- T asks the students to complete the exercise 10 and classify the nouns as
countable or uncountable.+ class correction
-Provide more examples about countable and uncountable nouns as an oral
exercise.
10min

Ask STS to copy down the new lesson in their copybooks :
expressing offer and countable/uncountable nouns.
Self assessment:

1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?
3- Did I respond to student’s needs?
 LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit4 : Food 9th grade 21 Grammar
and drink students
By the end of this lesson, students will be able to:

Objectives - Write a paragraph about their eating habits.

Materials Whiteboard , student’s book and markers

Anticipated problems Remedies

- -
Stage Activity Timing Procedure
 Warm up 10mn ➢Greet the students, and revise the bygone lesson (expressing offer + countable/
uncountable nouns.
 Reading 10mn -Ask pairs to present their dialogue.
➢Pre-reading
-Ask the students to comment on the picture.
- introduce new words: sweets, aubergine; peas, grilled fish and roasted meat.
➢while-reading
-T reads the dialogue and asks pairs to repeat.
➢Post-reading
 Writing 25min -The teacher asks further questions as: does Youness play sport? what sport does
he play? what does he eat? does he eat healthy food?...
➢Pre-writing
-Ask the students to comment on the pictures and make a brainstorming about
what students eat for breakfast, lunch and dinner.
Read the paragraph provided and ask some of them to read.
➢while-writing
-----First draft: ask the students to write another paragraph in which they talk
about their eating habits. Draw their attention to: * spelling * capitalization and
*punctuation
Then ask some of them to read.
----Peer editing: ask students to exchange their copybooks and correct each
other’s paragraphs.
-----Final draft: ask them to rewrite the paragraph without mistakes then ask some
Homework of them to read then write a modal paragraph.
 assignment

Writing the 10min

new lesson  Ask SS to copy down the paragraph in their copybooks: eating habits
-Ask them to prepare the review p. 33/34.

Self assessment:

1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?
3- Did I respond to student’s needs?
4-Did I respect the time devoted to each activity?
 LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit 3& 4 9th grade 22 Comprehension ,
Students vocabulary & Grammar
By the end of this lesson, students will be able to:

- read for specific details or facts( scan a text)

Objectives -use the correct possessive adjective
-use the correct form of the verbs in the simple present
-name the pictures

Materials Whiteboard, students’ book and markers.

Anticipated problems Remedies

Stage Activity Timing Procedure

1 Warm up 5mn  ➢ Greet the SS, ask them about the date and ask pairs to present their
2 Comprehension 10min dialogue.
-The teacher writes the exercises related to unit 3 and 4 and asks the students
to open their exercise copybooks and start copying the exercises.
-Exercise 1 : True or false? Justify.
-Exercise 2 : Answer these questions from the text
Grammar 10min
- Exercise 1 : Complete with the correct possessive adjective
-Exercise 2 : put the verbs between brackets in the simple present
Vocabulary 10min
-Exercise 1 : Name these pictures ( the teacher will draw some pictures on the
whiteboard).
-After finishing the writing process of the tasks, the teacher explains what
should be done.
-While the learners are doing the task, the teacher turns around the class to
Correction 15min check that mission is being done and to provide any help or clarification.
-once the time is over, the teacher launches a whole class correction
-Ask the learners to copy the right answers
-inform them to prepare for the test .
-Call it a day.

Self assessment:

1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?
3- Did I respond to student’s needs?
4-Did I respect the time devoted to each activity?
5-Did my students find any difficulties in coping with the activities presented to them?
6- Is there anything to change in the lesson plan? (Type of activity, procedure, timing…)
 LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit 3& 4 9th grade 23 Listening, vocabulary ,
students Grammar & writing
By the end of this lesson, students will be able to:

- Listen for specific details or facts

Objectives -Describe items of clothing
-use the correct possessive adjective to complete the sentences
-Describe people using the right adjective
-Name the parts of the head
-Use the correct words through pictures to fill in the gaps
-Put the verbs between brackets in the correct form
-Complete the sentences using a / an / or some.

Materials Whiteboard, students’ book and markers.

Anticipated problems Remedies

Stage Activity Timing Procedure

1 Warm up 5mn  ➢ Greet the SS, ask them about the date and ask pairs to present their dialogue.
2 Exercises 30min -The teacher asks the learners to open their books and their exercise copybooks
related to and start doing exercises related to review 2 page 34.
“Review” - Before starting doing the task, the teacher clarifies the questions of each
p 34. exercise.
-say you have 30 min to do the tasks.
-The teacher turns around the class to make sure that the learners are focusing on
doing the exercises.
-Tell them that pair or group discussions are permitted.
3 Correction 20min -The teacher provides any necessary help or clarification
-The teacher starts correcting the exercises one by one.
-For exercise 1, the plays the cassette and asks the learners to answer the
questions in their books.
-If necessary, the teacher replays the cassette to give them the chance to answer
the questions easily
- After finishing the correction, ask the learners to correct their mistakes
-Wish them a happy new year and call it a day.

Self assessment:

1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?
3- Did I respond to student’s needs?
4-Did I respect the time devoted to each activity?
5-Did my students find any difficulties in coping with the activities presented to them?
6- Is there anything to change in the lesson plan? (Type of activity, procedure, timing…)
 Test LESSON PLAN

Teacher’s name School name Textbook unit Level Lesson Language skills
number
Unit 3 & 4 9th grade Test N° 2 Vocabulary, grammar,
Students Functions & writing
By doing this test, students will be able to:

-Read for details and facts – Match pictures with their names – classify words in a specific chart – distinguish
Objectives between healthy and unhealthy foods or drinks – use possessive adjectives properly – fill in the gaps with the
correct form of the auxiliary verb “do” –The use the correct form of the verbs in the present simple – answer
free oriented questions – write a descriptive paragraph – write about one’s eating habits

Materials Handouts

Anticipated problems Remedies

-some exercises may not be clear - Provide enough explanation

Stag Activity Timing Procedure

e
 Warm up 5min  Write the date and greet the students then check the absence.
- Ask the students to close their copybooks and take drafts to be ready for the test
- Distribute some students and change their places
 Pre-test 3min -Remind them of the test rules:
* No speaking with the partner is allowed
* Don’t look at your friend’s paper
* No cheating is permitted
* don’t overuse the correction pen ( no more than 2 times)
-Make sure no material that can be used in cheating is at hand
-Ask 2 students to distributes the handouts
- The teacher explains the tasks to be done
While 45min -Ask them to start doing the test
 doing the -The teacher turns around the class to prevent any cheating case
test -The teacher may provide any possible help
From time to time, remind them of the remained timing
-When the time is over, the teacher asks the students to stop writing
 After doing 2min -Ask the students to put their test papers on the desk( one by one)
the test -Ask the students to throw drafts in the waste basket
-The teacher may ask them about their feeling towards the test
-Call it a day and wish them best of luck

Self assessment:

1- Did I respect the designed lesson plan?

2- Did I achieve the targeted objectives?
3- Did I respond to student’s needs? Was the test easy and at hand?
4-Did I respect the time devoted to each activity?
5-Did my students find any difficulties in coping with the activities presented to them?
6- Is there anything to change in the lesson plan? (Type of activity, procedure, timing…)