lesson plan [8 grade] unit: eight day & date sat. sun...

Lesson plan [8th grade]

Prepared by Rana Abdel Rahman Al Najjar 2018

Unit: eight 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 action done by

some people

3. respond correctly to questions related to a recorded

dialogue

4. pinpoint new words in the dialogue

assistant, centimetre,

crazy about, dollar, grade,

just, size, smart

# # #

Describing what some

people doing in some

pictures

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 the page 5. T. asks the pupils to identify the characters.

2 T. reads the beginning of sentence number 1. The pupils complete the sentence. 3 In

pairs, pupils match the parts of sentences, and then few pupils read them aloud.

ACTIVITY 3

1 T. reads the questions to the pupils. T. plays recording 2. The pupils listen to the

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

pairs, the pupils answer the questions. 4 T. plays recording 3 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 3 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: eight Day & Date Sat. ……… Sun. ……… Mon. …… Tues. ……… Wed. ………. Thurs. ………

Period: two Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……

Behavioral Objective New

Vocabulary

New Structure New Functions Resources


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? (smart) 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 4 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

Speaking: Acting out a few

mini-dialogues acceptably

Reading a dialogue for

details

Speaking: 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: …… …… …… …… …… ……



1. compare between clothes using comparative and

superlative forms of adjectives (regular/irregular)

2. compare between objects\people using (as + adj +

as)

3. talk about famous people using various

comparison forms (comparative\superlative\ (as +

adj + as)

# # #

Comparative and superlative

forms of adjectives

as + adj + as

Comparing between

objects\people using

comparative and

superlative forms of

adjectives & (as + adj + as)

BB\ SB

Warm up Greeting\ Simon Says: T. plays 'Simon Says' with pupils

Pre-requisite Learning some adjectives (regular\irregular)\ learning some comparative and superlative forms of adjectives

Obj.

no.


1

2

3

4

5

T. checks HW.

ACTIVITY 1

1 T. reads the sentences to the pupils. T. uses hand gestures to emphasize the meaning of the

comparative and the superlative. 2 T. focuses on the irregular comparatives and superlatives of

good and bad.

ACTIVITY 2

1 T. shows the pupils the two adjectives in brackets in number 1 (large and small). 2 T. helps the pupils

to complete the statements. 3 The pupils complete the rest of the statements. 4 T. calls pupils to the

front to write the statements on the board.

ACTIVITY 3 1 T. reads the sentences to the pupils. T. focuses on the use of as … as in the sentences. 2 T. reads

number 1 to the pupils. T. helps them to complete the sentence. 3 T. repeats with the other sentences. T.

makes sure the pupils understand that the two sentences in number 3 have the same meaning.

ACTIVITY 4 1 T. reads number 1 to the pupils. T. helps them to say the sentence with as … as: Omar is as good at

basketball as Ahmad. 2 The pupils rewrite the sentences. 3 T. calls pupils to the front to write the

sentences on the board.

ACTIVITY 5 1 T. reads the dialogue to the pupils. T. helps them to complete it with suitable names. 2 T. chooses

pairs of pupils to make other dialogues about other famous people. If necessary, T. elicits suitable

adjectives and phrases from the pupils and writes them on the board, such as good at football, clever, a

good singer, fast, talented. 3 In pairs, all the pupils compare famous people. 4 T. arranges a feedback

session; choose pairs of pupils to say their dialogues to the class.

Grammar: Identifying the

comparative and the

superlative.

Grammar: comparing

between things using

comparative and superlative

forms of some adjectives

Grammar: Identifying the use

of (as + adj + as) for

comparison

Grammar and writing:

comparing between objects\

people using (as + adj + as)

Grammar and speaking:

talking about famous people

using various comparison

forms

T.Ss

T.Ss.

T.Ss.

Individual &

Pair work

T.Ss

T.Ss.

Individual &

Pair work

T.Ss.

Individual &

Pair work

2min.

5min.

10min.

5min.

8min.

10min.


Homework: activity 4 no.4 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. talk about picture, guided by a listening text

5. number the clothes illustrated as they hear them

6. talk about the clothes that they wear

coat comfortably during gloves hard

hat safety thick uniform Canada

Kuwait Mexico

# # # Talking about the

clothes that they

wear

BB\ SB\ cards\

recording

Warm up Greeting\ Hang man game

Pre-requisite Learning names of seasons and clothes \ adjectives describing clothes

Obj.

no.


1

2

3

4

5

6

T. checks HW.

ACTIVITY 1 1 T. points to each of the words and says 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. plays recording. Pupils listen. 2 T. reads number 1 to the pupils. T. asks

What’s the missing word? (during) 3 The pupils complete the rest of activity with the new

words from activity 1. T.

ACTIVITY 3 1 T. plays recording 6. The pupils listen and check their answers. 2 T. checks

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. shows the picture to the pupils. T. reads the first question to the pupils

and elicits the answer. (They’re waiting for a bus.) 2 The pupils answer the rest of the

questions.

ACTIVITY 5 1 T. points to each of the pictures and elicits the words. (jacket, shorts etc.) 2 T. plays

recording. The pupils listen. 3 T. plays recording again. The pupils number the pictures. 4 T.

plays recording again. The pupils check their answers.

ACTIVITY 6 1 T. chooses a pupil to practise the dialogue with. T. says What do you like wearing in …? T.

helps the pupil to make a suitable reply. 2 T. repeats with other pupils. 3 In pairs, all the pupils

practise the questions and answers.

Pronouncing new words

correctly

Listening: Identifying

missing words in short texts

Speaking: Acting out short

dialogues

Speaking and listening:

Talking about picture guided

by a listening text

Listening for specific

information

Speaking: Talking about the

clothes that they wear

T. Ss.

Individuals

Whole class

T.Ss.

Individual

work

T.Ss.

Pair work

T.Ss.

Individual

work

T.Ss.

Individual

work

T.Ss.

Pair work

2 min

8min

6 min

6 min

6 min

6 min

6 min


Homework: Copying new words Head teacher’s signature:




Period: five Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……


Structure



1. describe the people\their clothes using

pictures

2. decide whether a few sentences are ✔ or ✘

after skimming a text

3. read a text aloud

# # #

# # #

Describing what some

people wear

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 periods \ Remembering information of period 4, activity 1

Obj

. no.


1

2

3

T. checks HW.

ACTIVITY 1

1 T. reviews the clothes words from period 4. 2 T. points to each of the pictures. T. asks

What’s he/she wearing? T. helps the pupils to make sentences about the clothes with

He’s/She’s wearing …

ACTIVITY 2

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

(no). The pupils write ✘ in the 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 (1, 3, 4 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: Describing

what some people wear

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 &

pair 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: …… …… …… …… …… ……


Structure



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

2. act out a dialogue

3. respond correctly to a few questions after reading a

text carefully

4. decide what few underlined words mean after reading

a text carefully

5. read a reading text aloud

# # #

# # #

Talking about the clothes

they wear everyday

SB\

BB

Warm up Greeting\ teacher plays with pupils: Two truths and a lie game Pre-requisite Learning the content related to the reading text of previous period

Obj.

no.


1

2

3

4

5

T. checks HW.

ACTIVITY 1

1 T. chooses pupils to read a section of the text each from page 8, aloud to the class. 2 T. points to

the first row of the table. Ask What name is it? T. elicits the answer. (Deema) 3 T. repeats with

other questions, such as Where is she from? What is she wearing? What are her clothes for? T.

elicits answers. The pupils write key words in the table. 4 The pupils write key words for the other

people in the table. 5 T. copies the table on the board, then calls pupils to the front to complete it.

ACTIVITY 2 1 T. reads the situation to the pupils. 2 T. chooses a pair of pupils to read the dialogue

to the class. 3 T. chooses another pupil to be Bill. T. repeats the dialogue, and helps the pupil to

answer appropriately. 4 In pairs, the pupils take turns to be Deema, Bill, Maria or Abdullah, and

interview each other.

ACTIVITY 3 1 The pupils read the text again silently. 2 T. reads the first question to the pupils. T.

elicits the answer. (Because she feels people trust her more) 3 The pupils answer the other questions.

4 T. checks the answers orally.

ACTIVITY 4 1 The pupils read the text again silently. 2 T. reads the first extract to the pupils. T.

helps them to express the meaning of the first set of underlined words: All the police officers are

proud that they help to protect their country and people. 3 The pupils work out the meaning of the

other underlined words. 4 T. checks the answers orally.

ACTIVITY 5

1 T. plays recording 8 again while the pupils listen. 2 In pairs, all the pupils take turns to read each

text.

Scanning a text to fill in a table

Speaking: Acting out a dialogue

Reading for detail

Reading for specific information

Reading a text aloud

T.Ss

T.Ss

Individual

& pair

work

T.Ss

Pair work

T.Ss

Individual

& pair

work

T.Ss

Individual

& pair

work

Individual

work

2min.

8min.

10min.

10min.

5min.

5min.


Homework: # # # Head teacher’s signature:



Unit: eight 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. identify the order of adjectives describing a noun

2. derive the correct adverb forms from various categories of

adjectives

3. complete few mini-dialogues with correct forms of

adjectives\adverbs

# # #

Derivation of adverbs forms

from various categories of

adjectives

Describing

clothes using a

series of

adjectives

SB\

BB

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

Pre-requisite Learning adjectives describing clothes\ learning some adjectives vs. corresponding adverbs

Obj.

no.


1

2

3

ACTIVITY 1

1 T. reads the speech bubble to the pupils. T. makes sure they understand that it is

what Maria says about her clothes. 2 T. shows the pupils how the key words

(adjectives and nouns) have been added to the table. 3 T. focuses on the order of

adjectives: the speaker's feeling, a general description, colour. 4 T. shows the pictures

to the pupils. T. helps them to add the adjectives to the table. 5 T. helps the pupils to

complete the speech bubbles. 6 T. checks the answers orally.

ACTIVITY 2

1 T. reads the adjectives to the pupils. 2 The pupils find the adverbs in the passages.

3 T. asks individual pupils to read out a sentence each with one of the adverbs in: I

wear it proudly. We dress as smartly and tidily as we can. We can dress much more

comfortably. We try hard. 4 T. shows the pupils the headings of the table. T. makes

sure the pupils understand about the different ways to make adjectives. 5 The pupils

find more adverbs in the passages and add them to the table. 6 T. helps the pupils to

suggest other adverbs to add. If necessary, T. gives them adjectives to make into

adverbs: regular: quick, short, safe y+ ily: happy, heavy, sunny -ble +y: acceptable,

terrible, horrible irregular: fast, early, late

ACTIVITY 3

1 T. reads the first dialogue to the pupils. T. shows them the word in brackets

(comfortable). T. helps the pupils to complete the dialogue with an adverb and an

adjective. 2 T. checks the answers orally.


order of adjectives describing

a noun

Grammar and spelling:

deriving the correct adverb

forms from various

categories of adjectives

Grammar and speaking:

Deciding correct forms of

adjectives\adverbs in few

mini-dialogues and acting

them out

T.Ss

Pair work

T.Ss

Individual &

Pair work

T.Ss

Individual &

Pair work

10min

15min.

15min.






Period: eight Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……



1. distinguish between the use of adjectives and adverbs

2. compare between people's actions using adverbs

3. compare their actions now and (a year) ago using adverbs

# # # Comparative and

superlative forms of

adverbs

Comparing between

actions

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 Learning some adjectives vs. corresponding adverbs

Obj.

no.


1

2

3

ACTIVITY 1 1 T. reads the sentences to the pupils. T. focuses on the use of adverbs in the sentences.

2 T. reads number 1 to the pupils. T. elicits the answer (nouns). 3 T. repeats with the

other sentences. T. makes sure the pupils understand that these sentences are all about

adverbs.

ACTIVITY 2 1 T. reads the first set of word cues to the pupils. T. shows them how the word cues are

expanded to make sentences. 2 T. helps the pupils to make a pair of sentences with the

words cues in number 2, such as Bill dresses more comfortably than Abdullah.

Abdullah does not dress as comfortably as Bill. 3 The pupils write the rest of the pairs

of sentences. 4 T. checks the answers orally. 5 T. repeats the procedure with the

second set of word cues. T. points out that these are all irregular adverbs. 6 T. checks

the answers orally.

ACTIVITY 3 1 T. chooses a pair of pupils. T. demonstrates the dialogue with them. 2 T.

demonstrates the dialogue with another pair of pupils, using another activity and

adverb, for example run, fast (I didn’t use to run as fast as I do now). 3 T. repeats with

other activities and other adverbs from the list. 4 In groups of three or four, all the

pupils practise the dialogue, using different activities and different adverbs.


difference between adjectives

and adverbs in use

Speaking and grammar:

comparing between people's

actions using adverbs

Speaking and grammar:

comparing their actions now

and (a year) ago using

adverbs

T.Ss

T.Ss

Individual &

Pair work

T.Ss

Individual &

Pair work

10min.

15min

15min.


Homework: a worksheet focuses on comparative and superlative forms of

adverbs

Head teacher’s signature:



Unit: eight 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. complete a conversation using correct comparative

forms

2. compare between three people's actions using adverbs

# # #

# # #

Comparing between people's

actions

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 comparative\ superlative forms of some adverbs\ learning (as + adj + as)

Obj.

no.

Procedures and evaluation Skills Organizat

ion

Time

1

2

T. checks HW.

ACTIVITY 1

1 T. shows the picture to the pupils. T. helps them to compare the coats. For example: This coat is

shorter / longer / cheaper / more expensive than that coat. 2 T. reads the beginning of the

conversation. T. elicits the answer for number 3 (is as good as) 3 The pupils complete the rest of

the conversation. 4 T. chooses a pair of pupils to read the completed dialogue to the class.

ACTIVITY 2

1 T. shows the table to the pupils. T. points out the names (Ali, Tariq, Sadiq) and the questions

(How carefully etc.). 2 T. shows pupils the example answer for number 1. 3 The pupils write the

rest of the sentences. 4 T. calls pupils to the front to write the sentences on the board.

Grammar: completing a

conversation with correct

comparative forms

Grammar and Speaking:

comparing between three

people's actions using

adverbs

T.Ss

T.Ss

Individual

work

T.Ss

Individual

work

Pair work

2min.

18 min

20min


Homework: a worksheet focuses on a worksheet focuses on comparative and

superlative forms of adverbs Head teacher’s signature:



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

Period: ten Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……



1. name the shops in the picture

2. note where three conversations are happening, guided by a

listening material

3. note the things people are buying and how much they are,

guided by a listening text

4. practise their pronunciation of numbers (tens and teens)

5. act out a dialogue including numbers (tens and teens)

# # #

# # #

Talking about shops\the

things people are buying

and how much they are

BB\ SB\ recording

Warm up Greeting\ Hot seat: T. elects a person from each team to sit in the Hot Seat, facing the classroom with BB behind him. T. writes a word on the board. One

of the team members of the student on the hot seat must help him guess the word by describing it.

Pre-requisite Learning some names of shops\ learning numbers (tens and teens)

Obj.

no.


1

2

3

4

5

T. checks HW.

ACTIVITY 1 T. reads the words for shop in the box to the pupils. 2 T. points to each of the

shops in the picture. T. asks What shop is it? (It’s a shoe shop etc.)

ACTIVITY 2 1 T. tells the pupils to listen to the three conversations. They should write the

name of the shop in each. 2 Before listening, T. focuses on the use of dark and light in the

conversation. T. writes examples such as light blue / dark blue on the board, and helps the

pupils to find examples of the colours in the classroom. 3 T. plays recording. The pupils listen

and write the names of the shops. 4 T. checks the answers orally. T. asks the pupils to identify

the type of shop (clothes shop etc.) as well as the name of the shop.

ACTIVITY 3 1 T. tells the pupils they are going to listen again. This time, they should listen

for what the people are buying and the prices. 2 T. plays recording 10 again. This time, the

pupils listen for the items and the prices.

ACTIVITY 4 1 T. reviews the numbers 30, 40, 50, 60, 70, 80, 90 with the pupils. T.

emphasises the short /e/ sound. 2 T. repeats with the numbers 13, 14, 15, 16, 17, 18, 19. T.

emphasises the long /iː/ sound. 3 T. compares the pairs of numbers 13/30, 14/40 etc. The

pupils repeat the numbers chorally and individually. 4 T. plays recording 11 part 1. The pupils

listen and tick the numbers they hear. 5 T. Play recording 11 part 1 again. The pupils check

their answers. 6 T. plays recording 11 part 2. T. pauses after the first pair of numbers (thirteen,

thirty). T. shows the pupils how to underline the stressed part of the word. 7 T. plays the rest

of the numbers. The pupils underline the stressed part.

ACTIVITY 5 1 T. chooses pairs of pupils to read the dialogue to the class. 2 As they read

aloud, T. helps the pupils with pronunciation and stress. 3 In pairs, all the pupils practise

reading the dialogue.

Naming the shops in the picture

Listening for taking notes

Listening for talking about the things

people are buying and how much they

are

Speaking: pronouncing numbers (tens

and teens)

Speaking: acting out a dialogue

including numbers (tens and teens)

T.Ss

Individual work

T.Ss

Individual work

T.Ss

Individual work

T.Ss

Individual work

T.Ss

Pair work

8min.

8min.

8min.

8min.

8min.






Period: eleven Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……



1. write down what they hear

2. identify some note-taking mechanics

3. write a public announcement of a lost child

4. use a description to find the lost children in a picture

# # #

# # #

Writing an

announcement of

lost children

BB\ SB

Warm up Greeting\ Board race game

Pre-requisite Learning some -taking mechanics\ learning clothes items and adjectives describing them

Obj.

no.


1

2

3

4

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. checks the

sentences orally.

ACTIVITY 2 1 T. reads the text about writing notes to the pupils. 2 T. compares writing notes in English to

writing notes in their own language. T. focuses on the writing of key words – the words with the

most important information. 3 T. focuses on the use of short forms and abbreviations.

ACTIVITY 3 1 T. points to the picture and ask What is happening? T. helps the pupils to understand the

situation (a mother has lost her two children in the shopping centre; she wants the police officer

to help find them). 2 T. reads the police officer’s notes to the pupils. 3 T. helps the pupils to

expand the notes into the police officer’s announcement. 4 The pupils follow the instructions and

write the police officer’s announcement.

ACTIVITY 4 1 T. chooses individual children to read their announcements to the class. 2 In pairs, all the pupils

check their descriptions. Then they look for Ben and Ann in the picture. 3 When the pupils have

found Ben and Ann, T. asks them to say where they are and what they are doing.

Dictation: write down

what they hear

Writing : Identifying

some note-taking

mechanics

Writing a public

announcement of a lost

child

Using a description to

find the lost children in

a picture

T.Ss

Individual

work

T.Ss

T.Ss

Individual

work

T.Ss

Individual

work

10min.

5min.

20min.

5min.


Homework: choosing another pair of children from the picture p.13 and

attempting to write an announcement Head teacher’s signature:




Period: twelve Class: 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ …… 8th \ ……

Shift: Period: …… …… …… …… …… ……



1. make notes about imaginary lost children

2. role play an imaginary dialogue between an officer and

a parent of the lost children

3. write a public announcement using their notes

4. find out the missing children in the picture on page 13

# # #

# # #

Writing an announcement of

lost children

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 Having some idea about how to write an announcement

Obj.

no.


1

2

3

4

T. checks HW.

ACTIVITY 1

1 T. reads the unit task to the pupils. 2 T. reads the example language for choosing to the pupils.

3 In pairs, the pupils choose a pair of children in the picture. 4 Individually, the pupils make notes

about the two children. They can invent information too. 5 In pairs, the pupils compare their notes

and decide on one final version.

ACTIVITY 2 1 T. arranges the children in different pairs. 2 T. chooses a pupils and follow the instructions; the

pupil is the police officer. 3 T. chooses another pupil and follows the instructions; the pupil is the

parent. 4 The pupils take turns to be the police officer and the parent. 5 The parent describes the

lost children; the police officer writes notes.

ACTIVITY 3 1 T. reads the public announcement again with the pupils. 2 Individually, the pupils write the

public announcement about the missing children, using their notes.

ACTIVITY 4

1 T. arranges the pupils in different pairs. 2 The pupils take turns to read out their descriptions to

their new partners. The partners try to find the missing children in the picture. 3 When they have

found the children, the partners say where the children are and what they are doing.

Writing: Making notes

about imaginary lost

children

Speaking: role playing

an imaginary dialogue

between an officer and

a parent of the lost

children

Writing a public

announcement using

their notes

Identifying the missing

children in the picture

on page 13

T.Ss

T.Ss

Individual &

pair work

T.Ss

Pair work

T.Ss Individual work

T.Ss Individual work

2min.

8min.

10min

10min.

10min.



lesson plan [8 grade] unit: eight day & date sat. sun...

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