Post-test Questions
Appendix 2. Lesson Plan
2.4. Lesson Plan Meeting 5
89
90 Time allotment 70’
Learning Activities Discovery learning activities, team games, board agme
Activities Teaching aid
Big group
Warm up/review – 5 minute activity (10’) o T first greets Ss and calls the role
o T asks Ss to sit in groups (based on their previous group) o Each team sits in lines neatly
o T places a pen and the “5 minute activity” sheet in front of each team
o As the T says “GO”, Ss race in turn to fill out the sheet Small group
Presentation: (15’)
Things around us - brainstorming
o T brainstorm the object that Ss see around them or things in the classroom
o T writes the vocabulary on the board, asks Ss to read to check their pronunciation, and make sure Ss know the translation of each word o T writes additional vocabulary, such as color, shape, and material
describing things – shape, colors, materials
o T explains the use of shape, colors, and materials in describing things o T writes examples of describing things
E.g.
o It’s a poster. Its shape is rectangle. Its color is black and red, and it is made of wood and paper
Practice (15’)
Walk around, Write and describe the things
o T shares “describing things” sheet to each S and lets them walk around the class or the school to write down any objects they see o Ss then write the description of each object on the given worksheet o T checks the Ss work
o T may utilize the Ss’ handbook for variation
Production – snake and ladders (15’) see the file in the teaching aid o T provides snake and ladder boards and share it to each team (1
team 2 board games and dices)
o Ss play the board game and pay attention to the rules Rules:
o Ss play the snake & ladder game with its rules. However, as they land on an object, Ss have to describe it
o 5 minute activity sheet for each team
Marker and board
Classroom objects, board, marker
Worksheet,
Closing and feedback (5’)
o T writes some important vocabulary
91 Teaching material 1: 5 minutes activity
Write three pets
Write three animals with fur Animals that can fly Animals that have fangs Animals that eat only meat Animals that live in the sea
Animals with feather Wild animal Birds that cannot fly
animals with 2 legs
Teaching material 2: Practice – describing things Name of
things
Shape Color Material
92 2.6. Lesson Plan Meeting 6
Teacher:
Mr. A and team
Class:
7 grade (Male)
Meeting/Topic:
6/describing things
Date:
2nd Mayl 2018 Objectives Ss are able to write a descriptive text (describing a thing
they have) Grammar points Adjectives
Vocabulary Classroom/school objects Materials needed Activity book, worksheet
Time allotment 70’
Learning Activities Discovery learning activities, team games,
Activities Teaching aid
Big group
Warm up/review – guess my words (10’) o T shares list of words to describe
o Ss find a partner and take turn describing their words o Ss do a check list for every correct answer
o As T says “change”, then Ss change their partner
o A list of words for each one
Small group
Presentation: (15’)
Adjectives – cut and re-arrange
o T groups the Ss A and B and asks them to sit separately o T assigns one students from each group as a leader. These
leaders are responsible to read the text carefully
o The rest of the team members re-arrange the text read by the leader
o T checks the answer and highlights the adjectives used in the text o T the meaning of some adjectives (book. P. 131) to describe
things
Practice (20’)
Find the antonym – book. Activity 3 and 4 (p. 131) o Ss do the activity on their book and T checks afterwards Production – writing descriptive text (20’)
o T asks Ss to write a description of their favorite things (e.g. bag, smart phone, or any things they love) – sample can be seen on Ss’ book p. 131 “My new backpack”
o One students at least describes two ojects o As it’s done, Ss take turn reading their text
Marker and board
Classroom objects, board, marker
Worksheet,
Closing and feedback (5’)
o T allows Ss to ask some questions o T writes some important vocabulary
93 Teaching material 1: Guess my words Table
Marker Window Fan
Air conditioner
Chair Fan Door
White board Marker
Clock Door Eraser Mop Laptop
Door Table Marker Computer Broom White board
Broom
Air conditioner Curtain
Table
Bag Lamp Broom Eraser Marker
Pen Pencil Clock Mirror Chair
Eraser Table Chair Door Clock Computer
Broom Lamp Curtain Bag
Curtain
Air conditioner Table
Fan Eraser
Lamp Clock Broom Marker Eraser
Broom Chair
White board Bag
Table
Teaching material 2: Cut and re-arrange
I got a surprise this morning. My uncle visited my house and brought me a bolster with the head of shaun the sheep. The head has long ears and wide, stupid eyes.
I bet you know about this funny character.
The new bolster is made of soft fabric. It is soft and fluffy like woolen fabric. The bolster is about a meter long. The lower part‟s color is black, while the upper part‟s color is white. The bolster has two front legs, but, strangely, it doesn‟t have any hind legs
I got a surprise this morning My uncle visited my house
and brought me a bolster with the head of shaun the sheep.
The head has long ears and wide, stupid eyes I bet you know about this funny
character.
The new bolster is made of soft fabric.
It is soft and fluffy like woolen fabric.
The bolster is about a meter long.
The lower part‟s color is black, while the upper part‟s color is white.
The bolster has two front legs, but, strangely, it doesn‟t have any hind legs
94 2.7. Lesson Plan Meeting 7
Teacher:
Mr. A and team
Class:
7 grade (Male)
Meeting/Topic:
7/describing things
Date:
4th Mayl 2018 Objectives Ss are able to write description of any objects at their school Grammar points Adjectives and school objects
Vocabulary Classroom/school objects
Materials needed Activity book, worksheet, go fish cards Time allotment 70’
Learning Activities Discovery learning activities, team games, pair practice
Activities Teaching aid
Big group
Warm up/review – Go fish (10’) see the teaching aid file o T shares go fish cards to each student (1 student 4 cards) o Ss go around to find the pair of his cards by asking question
written on the cards
o Once they find the pair, then the cards should be kept (one point)
o Go fish cards
Small group
Presentation: (15’) All about school
o T highlights/brainstorms any objects or places at schools by writing some clues on the board
E.g. something RED in this school, something round in this school, etc
o T groups the Ss (A and B). T says the clue like the example above and Ss take turn saying objects that correspond the clue
Practice (20’)
My Sam - book (p. 133)
o Ss do the activity on their book and T checks afterwards Production – scavenger hunt (20’)
o T shares the worksheet to each Ss or pair
o Ss then go around the school, find some objects and write their description
Marker and board
Classroom objects, board, marker
Worksheet,
Closing and feedback (5’)
o T allows Ss to ask some questions o T writes some important vocabulary
95 2.8. Lesson Plan Meeting 8
Teacher:
Mr. A and team
Class:
7 grade (Male)
Meeting/Topic:
8/describing things
Date:
9th Mayl 2018 Objectives Ss are able to write description of any objects at their school Grammar points Adjectives and school objects
Vocabulary Classroom/school objects
Materials needed Activity book, worksheet, go fish cards Time allotment 70’
Learning Activities Discovery learning activities, team games, pair practice
Activities Teaching aid
Big group
Warm up/review – (10’) see the teaching aid file
o T shares go fish cards to each student (1 student 4 cards)
o Ss go around to find the pair of his cards by asking question written on the cards
o Once they find the pair, then the cards should be kept (one point)
o Go fish cards
Small group
Presentation: (15’) All about school
o T highlights/brainstorms any objects or places at schools by writing some clues on the board
E.g. something RED in this school, something round in this school, etc o T groups the Ss (A and B). T says the clue like the example above and
Ss take turn saying objects that correspond the clue
Practice (20’)
My Sam - book (p. 133)
o Ss do the activity on their book and T checks afterwards Production – scavenger hunt (20’)
o T shares the worksheet to each Ss or pair
o Ss then go around the school, find some objects and write their description
Marker and board
Classroom objects, board, marker
Worksheet,
Closing and feedback (5’)
o T allows Ss to ask some questions o T writes some important vocabulary
96 Teaching material 1: Scavenger hunt
1 (Round)
2 (Square)
3 (rectangle)
4 Any shape Soft
Fragile Useful Flexible
Strong
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Appendix. 3.
Guided classroom observation form
Date : Topic/Lesson :
Class : VII AL Kindi
1. Learner centered Does the teacher:
Challenge the students?
Give explanations of what is expected?
o Give students choice and control?
Encourage students to work together?
o Ask open ended questions requiring thoughtful response from students?
Provide material that is interesting and relevant?
o Shows respect (knows names, is polite, etc.)?
o Provide individual attention to personal learning styles?
Encourages students to ask questions
Specific examples of learner centered behavior as checked above:
2. Strategic End-Plan (Lesson Planning) Does the teacher:
Provide the class with a plan for that class? (Either verbally or a written outline)
o Provide a summary of the previous class to lead into the objective of the day?
o Explain any and all materials needed for that class period?
Follow a clear format throughout the class time?
Summarize material presented?
Come to the class prepared with notes, instructor aides, equipment needed, etc.?
Specific examples of learner centered behavior as checked above:
3. Resource-Rich Does the teacher use:
o Notes o Handouts
Whiteboard o Videos
o Computer presentations o Demonstrations
Textbooks o Overheads
Other resource materials Specific examples of learner centered behavior as checked above:
4. Interaction
Does the students:
Engage in each activity?
o Do the pair practice?
Work with the team well?
Enthusiastic In learning process?
Ask questions when they get difficulties?
o Talk to their friends in English? Specific examples of learner centered behavior as checked above:
http://eateachertrain.com/Website%20Info/Assignment%20One/Links/GuidedObservEx amples.pdf
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Appendix 4.
Rubric of Speaking Test