Lesson plan [8 grade] Unit: Ten Day & Date Sat. Sun

Lesson plan [8th grade]

Prepared by Rana Abdel Rahman Al Najjar 2018

Unit: Ten Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ………. Thurs. ………

Period: One Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……

Behavioral Objective New Vocabulary New Structure New Functions Resources

At the end of the period students are expected to:

1. pronounce new words correctly

2. match parts of sentences describing some people

3. respond correctly to questions related to a recorded

dialogue

4. pinpoint new words in the dialogue

backpack beard

centre curly

glasses moustache side

straight wife/wives

# # # Describing some people

in a picture

BB\ SB\

recording\cards

Warm up Greeting\ Build words game: small groups of Ss. compete using letters of the word ‘butterfly’ to find smaller words.

Pre-requisite Learning vocab. of similar meaning to new vocab.

Obj.

no.

Procedures and evaluation Skills Organization Time

1

2

3

4

ACTIVITY 1

1 T. points to each of the words and say them. T. checks the meaning with the pupils. 2

T. plays recording. The pupils listen. 3 T. plays recording again. T. pauses after each

word. The pupils repeat the words chorally and individually.

ACTIVITY 2

1 T. points to the picture on page 29. T. asks the pupils Where are they? (They’re in

Palestine) and What are they doing? (They’re having a picnic) 2 T. reads the beginning

of sentence 1 (This seems to be). T. helps the pupils to match the rest of the sentence

(This seems to be / a picture of / a family picnic). 3 The students match the rest of the

sentences.

ACTIVITY 3

1 T. reads the questions to the pupils. T. plays recording 25. The pupils listen to the

questions. 2 T. plays recording 26. The pupils listen. 3 T. plays recording 25 again. In

pairs, the pupils answer the questions. 4 T. plays recording 26 again. The pupils check

their answers to the questions. 5 T. checks the answers orally.

ACTIVITY 4

1 T. reads the words in activity 1 to the pupils again. 2 T. plays recording 26 again. The

pupils look for the new words in the dialogue. 3 T. says each of the words and asks a

pupil to read the complete sentence with that word.

Pronouncing new vocab. correctly

Matching parts of sentences to

form meaningful ones guided by

a picture

Listening for details

Identifying new vocab.in a

dialogue

T.Ss.

Individuals

Whole class

T.Ss.

Pair work

T.Ss.

Individual

work

T.Ss.

Individual

work

15min.

10min.

10min.

5min.

Teachers’ comments: Supervisor’s signature:

Homework: copying new words Head teacher’s signature:



Unit: Ten Day & Date Sat. ……… Sun. ……… Mon. …… Tues. ……… Wed. ………. Thurs. ………

Period: Two Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……



1. complete a few mini-dialogues with new

vocab. of previous period appropriately

2. act out a few mini-dialogues acceptably

3. respond correctly to a few questions related

to the dialogue , based on careful reading

4. act out a long dialogue acceptably

# # #

# # #

# # #

BB\ SB\

recording

Warm up Greeting\ Board race game: a competition in which three groups of students try to remember the vocabulary of previous period on BB.

Pre-requisite Learning the new vocab. of previous period + having a general idea about the dialogue of previous period.

Obj.

no.


1

2

3

4

T. checks HW.

ACTIVITY 1

1 T. reads number 1 to the pupils. T. asks What’s the missing word? (backpacks) 2 The pupils

complete the rest of activity with the new words from period 1.

ACTIVITY 2

1 T. plays recording. The pupils listen and check their answers. 2 T. checks the answers orally.

3 T. chooses a pair of pupils to read the dialogue to the class. 4 In pairs, all the pupils practice

reading the dialogue.

ACTIVITY 3

1 T. points to the dialogue in activity 4 of period 1. 2 T. elicits the names of the people in the

picture. 3 T. chooses pupils to read the questions aloud. 4 The pupils read the conversation

again. 5 The pupils answer the questions individually. 6 T. checks the answers orally.

ACTIVITY 4

1 T. plays recording 27 again. The students listen. 2 T. chooses pairs of pupils to read the

conversations aloud. 3 In pairs, all the pupils practise reading the conversations.

Identifying suitable missing

words in a few mini-

dialogues

Acting out a few mini-

dialogues acceptably

Reading a dialogue for

details

Acting out a dialogue

acceptably

T.Ss

T.Ss.

Pair work

T.Ss.

Pair work

T.Ss.

Individual

work

T.Ss.

Groups of ss.

2min.

8min.

10min.

10min.

10min.


Homework: Activity (3) no. 7 & 8 Head teacher’s signature:




Period: Three Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……

Behavioral Objective New

Vocabulary

New Structure New Functions Resources


1. identify the use of prepositions (near, next to,

in, with, etc.) to describe positions and what

people wear

2. complete few sentences using prepositions

(near, next to, in, with, etc.) using a picture

3. talk about different people in their textbook

using prepositions (near, next to, in, with, etc.)

# # #

prepositions (near, next to, in,

with, etc.) before nouns

describing positions and what

people wear

Describing what people wear\

where they are

BB\ SB

Warm up Greeting\ Simon Says game

Pre-requisite Learning some prepositions and clothes items

Obj.

no.


1

2

3

T. checks HW.

ACTIVITY 1

1 T. reads the sentences to the pupils. T. focuses on the use of prepositions (near, next to etc.)

in the sentences. 2 The pupils read the sentences with prepositions again. 3 T. helps the pupils

to complete the first statement (thing or person). 4 The pupils complete the rest of the

statements. 5 T. checks the answers orally.

ACTIVITY 2

1 T. shows pupils the picture again. T. chooses pupils to read the phrases in the box to the

class. 2 T. reads number 1 to the pupils. 3 The pupils complete the rest of the sentences. 4 T.

checks the answers orally.

ACTIVITY 3 1 T. reads the example conversation to the pupils. 2 T. practises the conversation with another

pupil. T. says the unit number and describe the person using in and with. 3 T. helps the pupil to

identify the person. 4 T. repeats with other pupils and other people in the book. 5 In pairs, all

the pupils take turn to describe people in the book and guess who it is.

Identifying the use of

prepositions (near, next to,

in, with, etc.) to describe

positions and what people

wear

Identifying the missing

parts in few sentences

using a picture

Speaking: describing

different people in their

textbook using

prepositions

T.Ss

T.Ss.

Individual

work

T.Ss.

Individual &

Pair work

T.Ss.

Individual &

Pair work

2min.

13min.

10min.

15min.


Homework: # # # Head teacher’s signature:




Period: Four Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……

Behavioral Objective New Vocabulary New

Structure

New Functions Resources


1. pronounce new vocab. correctly

2. complete a few mini-dialogues with new vocab.

3. act out a few mini-dialogues acceptably

4. number the things to do in the order that Jake

and Tina did them, guided by listening material

area construct crop deep

hotel human being tower

various

Word formation: tour tourism tourist

include including

farm farmer farming

# # # # # #

BB\ SB\ cards\

recording

Warm up Greeting\ Hang man game: T. thinks of a long word and asks students to suggest a letter. If it appears in the word, T. writes it in all of the

correct spaces. If the letter does not appear in the word, write it off to the side and begin drawing the image of a hanging man.

Pre-requisite Learning vocab. of similar meaning to new vocab.

Obj. Procedures and evaluation Skills Organization Time

1

2

3

4

ACTIVITY 1 1 T. points to each of the words and say them. T. checks the meaning with the pupils. 2 T.

plays recording. The pupils listen. 3 T. plays recording again. Pause after each word. The

pupils repeat the words chorally and individually. 4 T. reads the sets of words. T. shows the

pupils how:

• we can add -ist or -er to a verb (tour, farm) to make the

person who does the action (tourist, farmer);

• we can add -ism or -ing to a verb to make the activity (tourism, farming, including).

ACTIVITY 2 1 T. plays recording. Pupils listen. 2 T. reads number 1 to the pupils. T. asks What’s the

missing word? (deep) 3 The pupils complete the rest of activity with the new words from

period 1.

ACTIVITY 1 T. plays recording 29 again. The pupils listen and check their answers. 2 T. Check the answer

orally. 3 T. chooses a pair of pupils to read the dialogues to the class. 4 In pairs, all the pupils

practise reading the dialogues.

ACTIVITY 4 1 T. explains the situation to the pupils. 2 T. chooses pupils to read the activities in the box to

the class. 3 T. plays recording. The pupils listen. 4 T. plays recording again. The pupils listen

and number the activities in the order Jake and Tina did them. 5 T. plays recording again. The

pupils check their answers.

Pronouncing new words

correctly

Identifying derivation of

some words

Identifying missing words in

short texts

Speaking: acting out short

dialogues

Listening for specific

information

T. Ss.

Individuals

Whole class

T.Ss.

Individual

work

T.Ss.

Pair work

T.Ss.

Individual

work

10min

10min

10min

10min


Homework: Copying new words Head teacher’s signature:




Period: Five Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……



1. discuss few web page pictures

2. decide whether a few sentences are ✔ or ✘

after skimming a text

3. read a text aloud

# # #

# # #

# # #

BB\

SB\recording

Warm up Greeting\ First letter game: Few pupils choose words from previous periods from a basket and tell only first letters. Others guess

what words.

Pre-requisite Learning the vocab. of previous period

Obj

. no.


1

2

3

T. checks HW.

ACTIVITY 1

1 T. asks the pupils to recall Jake and Tina’s blog. T. helps the pupils to remember the places

they visited. 2 T. shows the picture to the pupils. T. helps the pupils to answer the questions.

ACTIVITY 2 1 The pupils read the texts silently. 2 T. reads number 1 to the pupils. T. asks Is that correct?

(yes) The pupils write ✔ in the answer box. 3 The pupils read the other sentences and write ✔

or ✘. 4 In pairs, the pupils check their answers. 5 They correct the false sentences (2, 3 and 5).

6 T. checks the answers orally.

ACTIVITY 3 1 T. plays recording. T. pauses CD after each sentence for pupils to read aloud.

2 Pupils listen and read the texts aloud.

Speaking: talking about

few web page pictures

Skimming a reading text

for deciding if a few

sentences are ✔ or ✘.

Reading a text aloud

T.Ss

T.Ss

Individual

work

T.Ss

Individual

work

T.Ss Individual

work

2min.

8min

20min

10min.


Homework: Making a summary of the text in one paragraph Head teacher’s signature:




Period: Six Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……



1. fill in a table with notes after scanning a text

2. take turns asking and answering questions

about Jericho

3. decide what the underlined parts refer

to\mean after reading a text carefully

4. discuss the topic of text (Jericho)

# # #

# # #

Talking about Jericho SB\

BB

Warm up Greeting\ Two truths and a lie game: T. writes 3 statements about himself on the board, two of which should be lies and one which

should be true. The pupils ask questions to test the truth. Pre-requisite Learning the content related to the reading text of previous period

Obj.

no.


1

2

3

4

T. checks HW.

ACTIVITY 1

1 The pupils read the text from period 5 again, silently. 2 T. helps the pupils to answer

questions 1–5. 3 T. shows pupils the map from Tina and Jack’s blog in period 4. 4 The

pupils find the places to visit and other things to in Jericho.

ACTIVITY 2 1 T. reads the roles to the pupils. T. arranges the pupils in pairs; the pupils decide to be

either the tourist, reporter or the assistant at the Palestine Information Centre. 2 T.

demonstrates the conversation with one of the pupils. T. asks the pupil questions about

visiting Jericho. T. helps the pupil to answer. 3 In pairs, all the pupils role play an interview.

ACTIVITY 3

1 The pupils read the text about Jericho again silently. 2 T. helps the pupils to identify what

the underlined words refer to. 3 T. helps the pupils to say the meanings of the phrases.

ACTIVITY 4

1 T. asks the pupils to suggest what tourists can do in the pupils’ area of Palestine. 2 T.

arranges the pupils in pairs again. This time, the tourist/ reporter wants information about

the local area where the pupils live. 3 T. demonstrates the conversation with one of the

pupils. T. asks the pupil questions about visiting the local area; help the pupil to answer. 4

In pairs, all the pupils role play an interview.

Scanning a text to take notes

Speaking: asking and

answering questions about

Jericho

Reading for detail

Speaking: producing

acceptable chunks of

spoken language related to

the topic of the text

T.Ss

T.Ss Individual

work

T.Ss Pair work

T.Ss Individual

work

T.Ss Pair work

2min.

5min.

10min.

13min.

10min.





Unit: Ten Day & Date Sat. ……… Sun. ……… Mon. ……… Tues.

………

Wed. ……. Thurs. ………

Period: Seven Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……

Behavioral Objective New Vocabulary New Structure New Functions Resource

s


1. derive nouns (person) from some verbs

2. use pairs of verbs\nouns (person) from activity 1 to

complete few mini dialogues

3. derive nouns (activity) from some nouns (person)

4. use pairs of nouns (activity) \ nouns (person) from activity

3 to complete few mini dialogues

Noun person

Noun activity

# # #

# # #

SB\

BB

Warm up Greeting\ Homophones game: T. says a word and pupils recall words sounding the same: sound, found, bound, etc.

Pre-requisite Knowing some nouns (activity) \ nouns (person)


1

2

3

4

ACTIVITY 1

1 T. reads the headings in the table to the pupils. T. makes sure the pupils understand

that the first column is for words that are just nouns, but the third column is for words

that can be nouns and verbs. For example: Travel is interesting. I travel a lot. 2 T. help

the pupils to complete the rest of the table. 3 T. focuses on the different endings : -ist

goes with nouns, -er goes with noun /verbs.

ACTIVITY 2

1 T. reads the first sentence to the pupils. T. helps them to choose the correct words

from activity 3 (work, workers). 2 The pupils complete the rest of the sentences. 3 T.


ACTIVITY 3

1 T. Read the headings to the pupils. This time, the pupils are making activity nouns

from person nouns, and vice versa. 2 T. helps the pupils to complete the first blank

(farming). 3 The pupils complete the rest of the table.

ACTIVITY 4

1 T. reads the first sentence to the pupils. T. helps them to choose the correct words

from activity 3 (swimming, swimmer). 2 The pupils complete the rest of the sentences.

3 T. checks the answers orally.

Identifying the derivation of

some nouns (person) from

some verbs

Identifying missing nouns

(person) \ verbs in few mini

dialogues

Identifying the derivation of

nouns (activity) from some

nouns (person)

Identifying missing nouns

(activity) \nouns (person)in

few mini dialogues

T.Ss

Individual

work

T.Ss

Individual &

Pair work

T.Ss

Individual

work

T.Ss

Individual &

Pair work

10min

10min.

10min.

10min.






Period: Eight Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……



1. identify the use of relative pronouns

2. pinpoint sentences with who, which, that clauses in a

preceding text

3. match pairs of complex sentences linked by relative pronouns

4. describe their classmates\ objects in class, using relative

pronouns

# # # relative pronouns: who

which that

Describing and

guessing their

classmates\ objects in

class

SB\

BB

Warm up Greeting\ Board race game: a competition in which three groups of students try to remember the vocabulary of the unit on BB.

Pre-requisite Some information about relative pronouns: who which that


1

2

3

4

ACTIVITY 1 1 T. reads the sentences to the pupils. T. focuses on the relative clauses

(which …, that …, who …). 2 T. reads number 1 to the pupils. T. elicits the answer (and

each has a verb). 3 T. repeats with the other statements. T. helps the pupils to understand

how we use relative clauses.

ACTIVITY 2 1 The pupils read the text again. T. helps them to find a sentence with who.

(… a lot of people who live there work in tourism) 2 T. helps the pupils to say this sentence

with that. (… a lot of people that live there work in tourism) 3 The pupils find a sentence

with which. (Jericho is a small city which stands in a deep valley.) The pupils say the same

sentence with that. (Jericho is a small city that stands in a deep valley.) 4 The pupils find

other sentences with who … and which … (… the people who 500 years later constructed

the first city in the world / a high stone tower and walls which were almost five metres

high) 5 The pupils say these sentences with that. 6 The pupils find sentences in the text

with that.

ACTIVITY 3 1 T. reads the sentence beginning in number 1 to the pupils (Jake and Tina

are the people). 2 T. helps the pupils to complete the sentence (who / visited Jericho on

their bikes). 3 The pupils make the rest of the statements. 4 T. checks the answers orally.

ACTIVITY 4 1 T. demonstrates the guessing game with a pupil. T. chooses another

pupil in the class and describe him/her. The pupils must guess who it is. 2 T. demonstrates

the guessing game with another pupil, but think of a thing this time. The pupil must guess

what it is. 3 In pairs, all the pupils take turns to describe and guess.

Grammar: Identifying the use

of relative pronouns

Grammar: Identifying

sentences with who, which,

that clauses in a preceding text

Grammar: Identifying the

constituents of few complex

sentences linked by relative

pronouns

Speaking: describing their

classmates\ objects in class,

using relative pronouns

T.Ss

T.Ss

Individual

work

Pair work

T.Ss

Individual

work

Pair work

T.Ss

Pair work

10min.

10min.

10min.

10min.


Homework: a worksheet focuses on relative pronouns: who which that Head teacher’s signature:



Unit: Ten Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ……. Thurs. ………

Period: Nine Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……

Behavioral Objective New

Vocabulary

New Structure New Functions Resources


1. take turns asking\describing people in pictures

2. rewrite few statement using relative pronouns

3. write sentences describing people\objects in preceding

textbook units

# # #

# # # Describing what people wear

SB\

BB

Warm up Greeting\ Word Bingo: T. presents new words of the unit on BB and Ss. choose 5 words & write them in their notebooks. T. says words

randomly and circles them. Pupils circle in their notebooks words uttered by T. The first pupil to circle all his five words is the winner.

Pre-requisite Learning previous information about relative pronouns and describing people

Obj.

no.

Procedures and evaluation Skills Organizat

ion

Time

1

2

3

T. checks HW.

ACTIVITY 1

1 T. shows the pictures of the two pairs of twins to the pupils. T. says the names. 2 T. reads the

first example conversation to the pupils. 3 T. chooses a pupil and demonstrate a conversation with

him / her. T. uses the sentence beginnings in the first example conversation, and helps the pupil

say suitable sentences. T. notes that in this conversation, the pupils are just distinguishing one

pair of pupils from another. 4 In pairs, all the pupils practise identifying the pairs of twins. 5 T.

repeats the procedure with the second example conversation. Here, the pupils are distinguishing

one from the other twin in each pair. 6 In pairs, all the pupils practise identifying the twins in

each pair.

ACTIVITY 2

1T. reads the example dictionary entry to the pupils (the definition of car). 2 T. helps the pupils

to make a similar definition for drum. 3 In pairs, the pupils make definitions for the rest of the

words, using which or that. 4 T. calls pupils to the front to write their definitions on the board.

5 The class can then choose the best definitions.

ACTIVITY 3

1 T. points to the first picture (of Ali Magrabi) T. reads the example sentence to the pupils. 2 T.

points to the second picture (the volunteers at Yosemite). T. helps the pupils to make a sentence

about them (These were the volunteers who …). 3 In pairs, the pupils remember who all the

pictures are. They make sentences about the people with who or that.

Speaking: taking turns

asking\describing people in

pictures

Grammar: rewriting few

statement using relative

pronouns

Writing: writing sentences

describing people\objects in

preceding textbook units

T.Ss

T.Ss

Pair work

T.Ss

Pair work

Individual

work

T.Ss

Individual

work

2min.

8min

15 min

15 min





Unit: Ten Day & Date Sat. ……… Sun. ……… Mon. ……… Tues. ……… Wed. ……. Thurs. ………

Period: Ten Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……



1. respond to few questions after listening to a text

2. fill in a table with notes after listening to a text

3. take turns asking\answering questions about the content of

listening material in activities 1 & 2

4. practise pronunciation of: th /ð/ and th /θ/

# # #

# # #

# # #

BB\ SB\ recording

Warm up Greeting\ Hot seat game

Pre-requisite Learning vocab and structure of previous periods


1

2

3

4

ACTIVITY 1 1 T. shows the map to the pupils. T. asks the pupils to suggest the

names of the places. 2 T. reads the place names in the box to the pupils. 3 T. plays

recording for the first time. The pupils listen. 4 T. plays recording again. The pupils

number the places in the order they hear them. 5 T. plays recording again. The pupils

check their answers, then add the place names to the map.

ACTIVITY 2 1 T. explains that this time, they will be adding: *distances (from

Jerusalem to Jericho, and from Jericho to Amman); *heights above sea level (+) and

below sea level (–).T. makes sure the pupils understand the ideas of above and below

sea level – use simple diagrams on the board if necessary. 2 T. plays recording for the

first time. The pupils listen. 3 T. plays recording again. The pupils add the distances

and heights to the table. 4 T. plays recording again. The pupils check their answers. 5

T. copies the table on the board. T. calls pupils to the front to complete it

ACTIVITY 31 T. demonstrates the interview with one of the pupils. You are the

Young Times reporter, the pupil is Tina or Jake. T. asks the pupil the example

questions; help the pupil to respond. 2 In pairs, all the pupils choose a role (Tina/Jake,

or the reporter); the reporter interviews Tina/Jake. 3 The pupils change roles and role

play the interview again.

ACTIVITY 4 1 T. plays recording. The pupils listen. T. focuses on the pronunciation

of /ð/ and /θ/. 2 T. plays recording again. The pupils listen and repeat. 3 T. plays

recording again. T. focuses on which words have /ð/ and which words have /θ/. The

pupils listen and repeat the words. 4 The pupils practise saying the sentences. They

try to say them three times as fast as they can. 5 T. arranges a class competition to see

who can say them the fastest.

Listening for getting information

Listening for taking notes

Speaking: asking\answering

questions about the content of a

listening material

Pronouncing the sounds /ð/ and

/θ/correctly

T.Ss

Individual

work

T.Ss

Individual

work

T.Ss

Pair work

T.Ss

Whole class

individual

work

10min.

10min.

10min.

10min.






Period: Eleven Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……



1. write what they hear

2. substitute nouns with pronouns in various written texts

# # #

Subject\ object pronouns

# # #

BB\ SB

Warm up Greeting\ Board race game: T. divides class into two groups and splits BB into two parts. A pupil of each group draws a network including

Arab culture aspects and examples of previous period with the help of others in his group. The first to finish is the winner.

Pre-requisite Learning personal pronouns

Obj.

no.


1

2

ACTIVITY 1 1 T. plays recording. The pupils listen. 2 T. plays recording again. The pupils write

what they hear. 3 T. plays recording a third time. The pupils check what they have written.

4 T. Check the sentences orally.

ACTIVITY 2 1 T. reads the sentences about using pronouns to the pupils. 2 T. makes sure the

pupils understand how we use these three different types of pronouns – subject, object and

possessive. 3 T. elicits the sets of pronouns from the pupils – subject (I, you, he, she, it, we, they),

object (me, you, him, her, it, us, them) and possessive (mine, yours, his, hers, ours, theirs).

4 T. helps the pupils to rewrite the sentences with pronouns.

ACTIVITY 3 1 T. reads the sentences about using one and ones to the pupils. 2 T. makes sure

they understand the idea of the one and the ones being examples from a larger group. 3 T. helps

the pupils to rewrite the sentence using one or ones.

ACTIVITY 4 1 T. chooses pupils to read a sentence each of the text to the class. 2 The pupils

change as many words as they can to subject, object or possessive pronouns, or one/ones. 3 T.


Dictation: writing what

they hear

Grammar: substituting

nouns with pronouns in

various written texts

˵

˵

T.Ss

Individual

work

T.Ss

Individual

work pair work

˵

˵

10min.

10min.

10min.

10min.






Period: Twelve Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……



1. draw photos of their friends

2. taking turns asking and answering questions about the

photos

3. write description of their friends in the photos

# # #

# # #

Describing what people wear BB\ SB

Warm up Greeting\ A game: T. presents key words of the unit and puts the class into teams and gives the pupils 20 seconds to memorize

them, then take down flashcards. The teams have to remember all the cards (by writing down the names on a piece of paper which

you look at and check). The winner is the team with the most correct.

Pre-requisite Learning how to describe what people wear\ learning relative pronouns

Obj.

no.


1

2

ACTIVITY 1

1 T. reads the unit task to the pupils. 2 T. reads the instructions for the ‘photo’. 3 The pupils draw

their photos and plan how to describe the people in the photo.

ACTIVITY 2

1 T. reads the example conversation to the pupils. 2 T. demonstrates the conversation with one of

the pupils, using his/her ‘photo’. T. helps the pupil to make suitable answers. 3 In pairs, all the

pupils practise the conversation about their ‘photos’.

ACTIVITY 3

1 T. reads the instructions to the pupils. 2 T. elicits from the pupils the details of their pen friend

from Unit 1. 3 The pupils copy the start of paragraph 1. Then they complete the paragraph. T.

asks the write, circulate around the glass to check grammar and vocabulary and help the pupils. 4

T. repeats with paragraph 2. 5 T. chooses pupils to read their emails and show their ‘photos’ to

the class. 6 The class can vote for the best email and the best ‘photo’.

Drawing photos of

their friends

Speaking: taking turns

asking and answering

questions about the

photos

Writing descriptions of

their friends in the

photos

T.Ss

Individual

work

T.Ss

pair work

T.Ss Individual work

Pair work

10min.

15min.

15min.



Documents

Lesson plan [8 grade] Unit: Ten Day & Date Sat. Sun