LESSON PLAN 4 Subject: English

Trainee: Duaa Topic or Theme: Gould I talk to you about something?

Abdelrahman

Class: 6 G 1 Date & Duration: 27/2/2020

Trainee Personal Goals

I am working on:

- Use simple language.

- Memorize students names.

Lesson Focus

The main focus is speaking and writing.

Lesson Outcomes

Students will be able to:

-Recognize the new vocabulary.

-Identify the difference between formal (could) and informal (can) polite requests.

-Apply the polite requests (could and can) in sentences or questions.

Links to Prior Learning

-Talking and discussing about familiar topics using present and past simple tenses.
-Students are familiar with some words (polite, can, could).
21st Century Skills
-ICT literacy: Introduce learning to apply digital technologies effectively.
-Collaboration: Students will work as groups and help each other.
-Communication: students will communicate and discuss together.

Key vocabulary: polite requests, formal and informal

Possible problems for learners Solutions to possible problems

-Difficulties to memorize and understand -Provide definitions and examples.
unfamiliar word.
-Use repetition and examples.
-Difficulties to understand the difference
between formal and informal polite
requests.

Resources/equipment needed

Worksheets, PowerPoint, video, smart board, whiteboard, sticky notes or white papers, small
black boards, markers, chalk and gifts.

TASKS/ACTIVITIES
Resources
Introduction
& Time
Students will: Teacher will:

5 minutes -Great the teacher -Great students

-Listen to the teacher -Explain the instruction or the
instruction use of the black boards (it is a
-Watch the video and take motivation strategy of students'
notes. good behavior. Students need to
-Answer the teacher choose their groups' names and
questions. write them on the blackboard.
Also, they need to be quiet and
polite, so they do not receive a
red point on the black board. By
the end of the week, the group
who received less red points will
have some gifts).
-Play a video and ask the
students to take notes.
-Ask them questions about the
video (for example, can you
guess the topic of the lesson?
How did you now?)

Resources
Main activities
& Time
 Students will: Teacher will:
-Listen to the teacher explanation -Introduce the topic of the lesson.
35 minutes carefully. -Write the objectives on the whiteboard.
-Read and follow the instruction. -Explain the new vocabulary.
-Work as groups. -Explain the use of "could and can".
-Finish on time. -Divide the students into five groups
-Discuss the answers with the and give them the activity instruction to
teacher. read, understand and divide their roles
on themselves.
-Give them two minutes to finish.
-Ask them to work as groups to finish
the activity.
-Give them five minutes to finish.
-Discuss the answers with them.

Differentiation activities (Support): Provide examples and definitions of the new words to
support their understanding. Let them to work as groups in which higher-level students provide
an assistance for them.

Differentiation activities (Stretch): Distribute these learners among all groups to support the
less learners.

Resources
& Time Plenary/Conclusion

Students will Teacher will

5 minutes
-Work individually -Give them a worksheet and ask them
-Finish on time. to do it individually.
-Give their papers to the teacher. -Give them 3 minutes to finish.
-Take their papers, correct them and
bring them back in the next day.

Homework -
Assessment In both worksheets, students are going to use "could and can" in the written
Strategies: language to make sure that they understood the difference between the formal
and informal use of the polite requests.
☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment
assessment

☐ Quiz ☐ Student presentation ☐ Written work ☐ Verbal feedback

 and feedback

The link of the video that I will present for students to guess the topic of the
lesson.
https://www.youtube.com/watch?v=JpnPT7SG2lo

The first activity instruction, which students need to read and understand.

How to do the activity:

1-Choose the writer

2-Choose the speaker (reader)

3-You have four pictures stick on the walls around the classroom with

written sentences.

3-The other four students need to go to the pictures one by one and

tell their group what did they see, decide if the pictures need "could"

or "can" and write sentences about them using "could" and "can".

4-If more than one student from each group go together, they are

going to lose.

5- You have five minutes to do this activity.

Activity one that students are going to do as group.

You want to borrow
your friend's book.

You want the doctor

to speak slower.

You want to use

your sister's phone
The last individual activity.
 Write polite requests using "Could and Can"

.Your friend is going to the coffee shop -1

?Answer: Can you buy some coffee for me

.You need a paper from your boss-2

……………………………………………………
..………………………
.Your sister is going to the library -3

……………………………………………………
..………………………
.You need a pencil from your brother-4

……………………………………………………
..………………………

You need your notebook from the-5

.teacher

Reflection:
The topic of the lesson was polite requests. I taught grade six general section one students. My
lesson objectives were, to recognize the new vocabulary, to identify the difference between
"could and can" and to apply them sentences or questions. I started the lesson by presenting a
video for students to introduce the topic of the lesson. Then, I began to explain the new
vocabulary by providing definitions, pictures and examples. This was a good strategy because it
enhances students' comprehension process. In addition, I prepared students-centred activities to
encourage the independent learning. Students needed to read the instructions to perform the
activities by themselves. However, students were engaged during the whole lesson and they
were actively and effectively participating with me.

Unfortunately, I made some mistakes in my lesson; nevertheless, I believe that I achieved my

lesson objectives because at the end of the lesson, students were able to create sentences and
questions using "could and can". The first mistake I did was that I did not focus on my lesson
objectives. For example, one of my lesson objectives was to identify the difference between
"could and can". At the end of the lesson, I reviewed the difference between formal and
informal styles instead of reviewing the difference between "could and can". The second
mistake was that I did not differentiated the activities. Some students finished before the time
that I specified for the individual activity. Thus, in my future teaching, I will focus on my
learning objectives. Moreover, I will differentiate the activities or at least provide an extra
activity for those who finish earlier.