lesson planning

How to Plan a lesson

Planning
Planning 2
What should go into an English language lesson?
What are the principles of planning?

 First, set the instructional objectives

 Second stage is warm-up 5 minuets
 Third stage is presentation 15 minuets
 The fourth stage is practice 15 minutes
 The fifth stage is production -- evaluation 10 minutes

If you want to plan your lesson, follow these steps:

* First, set the instructional objectives. These are what you expect your
students will do by the end of the lesson.
Here is the instructional objective statement
By the end of the lesson; students will be able
to pronounce ... correctly
to write .... correctly t
to identify
to apply rules of certain structure
to put certain words in sentences
to change from active into passive
to report certain sentences
to compare two things or more
to read a text fluently
to answer some given questions
to use a model composition for writing another
to match words with ...
to distinguish elements
to list
to classify
to contrast
to differentiate

The above verbs are clear observable and measurable

*Second stage is warm-up 5 minuets

Teacher revises the previous lesson
Teacher checks the homework
Teacher corrects common mistakes

* Third stage is presentation 15 minuets

In this stage the teacher presents his/her lesson through situations
The teacher in this stage is the informant and the student tries to
understand
The teacher writes the steps of what he/she does in this stage

* The fourth stage is practice 15 minutes

In this stage the teacher writes what the students do for example
answering exercises
The teacher in this stage works as a conductor
The work is done by the students

*The fifth stage is production -- evaluation 10 minutes

This is the findings of the lesson
It is the effects of the teacher on his/her students
It is the achievement of the students
Teacher checks their learning according to the instructional objectives
Here the teacher will see whether he/she has achieved what he/she has
expected or not . If he failed he/she should reteach the lesson in different
technique.

Teacher : Mosleh Ghareeb El -Foheqi

Planning

 What should go into an English language lesson?

 What is a lesson plan?
 Why is planning important?
 Do you need to plan if you have a course book?
 What are the principles of planning?
Planning is one of those essential skills of the competent teacher. This
article looks at some general lesson planning questions:
What should go into an English language lesson?
Every lesson and class is different. The content depends on what the
teacher wants to achieve in the lesson. However it is possible to make
some generalizations. Students who are interested in, involved in and
enjoy what they are studying tend to make better progress and learn
faster.
When thinking about an English lesson it is useful therefore to keep the
following three elements in mind - Engage - Study - Activate
Engage
This means getting the students interested in the class. Engaging students
is important for the learning process.
Study
Every lesson usually needs to have some kind of language focus. The
study element of a lesson could be a focus on any aspect of the language,
such as grammar or vocabulary and pronunciation. A study stage could
also cover revision and extension of previously taught material.
Activate
Telling students about the language is not really enough to help them
learn it. For students to develop their use of English they need to have a
chance to produce it. In an activate stage the students are given tasks
which require them to use not only the language they are studying that
day, but also other language that they have learnt.

What is a lesson plan?

A lesson plan is a framework for a lesson. If you imagine a lesson is like
a journey, then the lesson plan is the map. It shows you where you start,
where you finish and the route to take to get there.
Essentially the lesson plan sets out what the teacher hopes to achieve over
the course of the lesson and how he or she hopes to achieve it. Usually
they are in written form but they don't have to be. New or inexperienced
teachers may want to or be required to produce very detailed plans -
showing clearly what is happening at any particular time in the lesson.
However in a realistic teaching environment it is perhaps impractical to
consider this detail in planning on a daily basis. As teachers gain
experience and confidence planning is just as important but teachers
develop the ability to plan more quickly and very experienced teachers
may be able to go into class with just a short list of notes or even with the
plan in their heads.
Whatever the level of experience, it is important that all teachers take
time to think through their lessons before they enter the classroom.
Why is planning important?
One of the most important reasons to plan is that the teacher needs to
identify his or her aims for the lesson. Teachers need to know what it is
they want their students to be able to do at the end of the lesson that they
couldn't do before. Here are some more reasons planning is important:-
 gives the teacher the opportunity to predict possible
problems and therefore consider solutions
 makes sure that lesson is balanced and appropriate for class
 gives teacher confidence
 planning is generally good practice and a sign of
professionalism
Do you need to plan if you have a course book?
Many teachers will find themselves having to use a course book. There
are advantages and disadvantages to having a course book - but although
they do provide a ready made structure for teaching material, it is very
unlikely the material was written for the teachers' particular students.
Each class is different and teachers need to be able to adapt material from
whatever source so that is suitable for their students. A course book can
certainly help planning, but it cannot replace the teacher's own ideas for
what he or she wants to achieve in a class.

What are the principles of planning?

 Aims - considering realistic goals for the lesson, not too easy
but not too difficult. You may find the following checklist
useful:
o What do the students know already?
o What do the students need to know?
o What did you do with the students in the
previous class?
 o How well do the class work together?
o How motivated are the students?
 Variety - an important way of getting and keeping the
students engaged and interested.
 Flexibility - expect the unexpected! Things don't always go
to plan in most lessons. Experienced teachers have the
ability to cope when things go wrong. It's useful when
planning to build in some extra and alternative tasks and
exercises. Also teachers need to be aware of what is
happening in the classroom. Students may raise an
interesting point and discussions could provide unexpected
opportunities for language work and practice. In these cases
it can be appropriate to branch away from the plan.
Effective lesson planning is the basis of effective teaching. A plan is a
guide for the teacher as to where to go and how to get there. However -
don't let the plan dominate - be flexible in your planning so that when the
opportunities arise you can go with the flow.
Callum Robertson, BBC English

Planning 2

 Aims and concepts

 Contexts and marker sentences
 Summary
This article looks at some of the elements to consider when planning an
actual lesson; aims, concepts, contexts and marker sentences.
Aims and concepts
It is important to have clear and realistic aims for your lessons. One way
to check this is actually to write out what your objectives are. To
demonstrate let's take the topic of the use of the prepositions 'for' and
'since' with the present perfect. We can assume that the students have
recently been introduced to the structure and use of the present perfect.
You could write out your aim like this:-
Aim
To present and provide practice of the use of 'for' and 'since' with the
present perfect.
This is a clear but basic statement of aims. It indicates what you intend to
do, but note, not how you intend to do it.
It is helpful also to define the overall concept or meaning of the target
language when it is used naturally. For our teaching point we need to
consider when native speakers use 'for' and 'since' with the present
perfect. We can now adjust our aim statement accordingly:
Aim
To present and provide practice of the use of 'for' and 'since' with the
present perfect when talking about the duration of a continuing state or
action.
Phew! It hardly trips of the tongue but it is important to do. It clarifies for
the teacher exactly what the teaching point is. Many language items are
used in different ways, with different concepts. Take the present
continuous aspect as an example. Compare these two sentences:-
"I'm writing this at my desk."
"I'm visiting my best friend next weekend"
Both of these sentences use the same form, but the concept is different. It
is important when planning your lesson to be accurate in your analysis of
the concept. It can be confusing for students if different concepts are not
clearly identified or are mixed up during a presentation.
By expressing the concept in the aims, it provides a focus for the planning
and that can help to prevent possible confusion. It may be not appropriate
for all situations, but it's a good habit to get into. Every planned activity
and example sentence can then be referred back to the aim to check that it
fits the concept you are trying to teach. It is essential to make sure that the
exercises and activities you decide to do actually fit your aims.
Contexts and marker sentences
Having established the concept, the next step is to think about natural
contexts or situations where the language item to be taught is used.
For our lesson we need to think of a situation when a native speaker
would use the present perfect with 'for' and 'since'. It can be used when
people talk about how long they've had their jobs and possessions. We do
this, for example, when talking about our lives - so we could take a party
as our context. At a party, you might meet new people and talk about
yourself.
A common method of introducing a structure to the students is to use
marker, or model sentences. These are contextualized examples which
illustrate how to 'make' the target language. If the context is clear they
also show how and when it is used. A marker sentence can be taken from
almost any source. It could be from a listening or reading text, it could
come from the students themselves or the teacher can provide it. The
important thing is that the sentence is a natural and accurate example of
the target language.
Marker sentences are used in the 'study' phase of the lesson. There are
different ways of exploiting them. If you have a number of examples, you
could ask the students to look at the sentences and infer the rules for
using 'for' and 'since'. This is what's known as an inductive approach.
Alternatively you can use the sentences to highlight and explain the rules
yourself. This is a deductive approach.
Summary
Aims, concepts, contexts and marker sentences are some of the elements
that should be considered carefully by the teacher when planning a
lesson. When these are clearly established it is much easier to ensure that
the lesson being presented to the students is clear and appropriate.
 Callum Robertson, BBC English

What should go into an English language lesson?

 Introduction
 E. S. A.

 Introduction

Every lesson is unique and is made up of different stages. Lessons can

focus on grammar, vocabulary, reading or writing.
They may contain listening and speaking activities and concentrate on
introducing new language items or on revision. The actual content of any
lesson will depend on what the teacher aims to achieve during the lesson,
the students and the teaching situation. However there are some ideas that
can be considered for every lesson.
Students who are interested in, involved in and enjoy what they are
studying tend to make better progress and learn faster.
As teachers, it is important then to provide students with lessons that are
not only well-structured but which are also interesting and enjoyable.
Careful thought and preparation will help to achieve this.
When thinking about an English lesson it is useful to keep the following
three elements in mind:
These three elements, E. S. A. should be present in every teaching
sequence, whatever your teaching point. But what do we Engage
Study Activate
mean by E. S. A.?
 E. S. A.
E is for Engage
It is important to engage the students. This means getting the students
interested in the subject, in the class and in the language point and
hopefully enjoying what they are doing. But why is this important? After
all, you may feel that students come to school to learn, not to be
entertained!
If students are engaged, if they?re genuinely interested and involved in
what?s going on, the chances are that they?re going to learn an awful lot
better because they?re not just doing what they have to do because
they?re in school, they're also actively involved in what?s going on.
Jeremy Harmer, author of The Practice of English Language Teaching -
Lesson Plan, Programme 2
Engaging students is important for the learning process. Engaged students
learn better and are likely to cause fewer discipline problems.
S is for Study
In any lesson students usually need something to study. In an English
teaching lesson there needs to be some language focus for the class.
Students need to be introduced systematically to the way that English is
put together. The Study element of a lesson could be a focus on any
aspect of the language, such as grammar or vocabulary and
pronunciation. A Study stage does not have to be new language input. It
could also cover revision and extension of previously taught material.
A is for Activate
Simply telling students about the language is not usually enough to help
them to learn it. In order for students to be able to develop their use of
English, they need to be given the chance to produce it. In an Activate
stage the students are given tasks, normally writing and or speaking
activities which require students to use not only the language they are
studying that day, but also other language that they have learnt.
Here are some reasons why it?s important to let students have this kind of
practice:
? It gives students the chance to rehearse English, as if they were doing it
in the real world but in the safe environment of the classroom.
? Some theories of language learning suggest that by giving students this
kind of practice, it helps them to ?switch? language they have been
studying, into language which they can use instinctively without having
to think about it.
? These kind of activities are often fun for the students. As we have
mentioned before, providing an enjoyable classroom experience for
students helps the learning process.
? This kind of activity, because it does not restrict the students to using
only a particular area of language, is an effective way for both students
and the teacher to assess how well the class is progressing.
? Providing suitable tasks which the students can achieve using lots of
different language has a positive motivational effect on students.
Motivated students tend to learn better.
Engage, Study and Activate - three important considerations for any
lesson. Every activity, every exercise, every part of a lesson should fit
into one of these categories. Although ESA is a guide to what should go
into a lesson, it is not necessarily a guide as to what order activities
should come in a lesson. For example, it is possible to have an Activate
stage before a Study stage. In this order the teacher can monitor the
activity to find out what it is that the students need to know. In other
words, the Activate stage helps the teacher to decide the content of the
Study stage.

Action Plan for Teachers

by Callum Robertson
 What are the principles of planning?

 Aims
 Variety
 Flexibility
 Lesson Plan Summary :

 Aims
One of the main principles of planning is establishing a clear aim for your
lesson. It is important that aims are realistic. If the subject is too difficult
for the students, then they can become frustrated and lose motivation.
However, if the subject is too easy, the students may become bored.
Bored and frustrated students can often cause discipline problems. So it is
important when planning to think about your particular class. You may
find it useful to bear these points in mind:
? What do the students know already? If you are planning to introduce
completely new language items allow more time than if you are revising
or extending a topic the class are already familiar with.
? What do the students need to know? If the students are studying for an
exam, for example, then you may need to focus on different skills and
language than for a General English class. Do your aims suit that need?
? What did you do with the students in their previous class?
? How well do the class work together?
? How motivated are the students?
All these factors are important when deciding realistic aims for your
class.
 Variety
As we have seen, it is important to try and keep the students engaged and
interested. Providing variety in a lesson and a series of lessons is a way of
achieving this. Repeating the same kinds of exercises can become
monotonous and demotivating for students. Where possible it?s a good
idea to try and vary the kinds of activities, materials and interactions.
When the teacher sits down to plan what they?re going to be doing, one
of the things they need to have in their heads is, how can I vary the pace
of the class? How can I vary the kind of thing that?s going to happen so
that sometimes maybe the students will be silent, sometimes they?ll be
loud, sometimes they?ll be talking to me, sometimes they?ll be talking to
others, sometimes I?ll do a bit of writing, sometimes they?ll do a bit of
reading. If you vary the patterns of student to student interaction, if you
vary the kind of activity the students are involved in, if you vary the kind
of
material they?re looking at ? there?s a good chance that most of the
students will remain engaged and involved. If you don?t build variety into
your plan the danger is that they?ll switch off at some stage.

 Flexibility
However well you plan you never actually know exactly what?s going to
happen in a class until it happens! Exercises may take longer or shorter
than anticipated; the students may be more or less interested in a topic
than you imagined, something unexpected may happen during the lesson.
In these cases if the teacher sticks rigidly to their plan the careful
preparation may actually have a negative effect. Imagine our journey
again. If the road ahead becomes bloc ked, it?s no good trying to carry
on, you have to find a different route.
Careful planning is very important but teachers need to be able to adapt
their plan during the lesson to suit the circumstances.
This is something that becomes easier with experience, but in the
planning stage it is often a good idea to consider extra optional or
alternative exercises. Then, if your material runs short or you think the
class might not respond well to a particular activity, you have something
to fall back on.
Similarly, teachers need to be aware of what is happening in and around
the class. Students may raise interesting points and discussions could
provide unexpected opportunities for language work and practice. The
teacher needs to be flexible enough to be able to leave the plan if such
opportunities arise.

 Lesson Plan Summary :

? Have clear aims - realistic and appropriate for your class.
? Know your subject - if it?s a grammar point, make sure you
understand how that language is used
and formed - if it?s vocabulary, check pronunciation and spelling and so
on.
? Know your students - base your materials and activities around the
needs and character of your
group.
? Know your school - what room are you in? - this may influence what
kind of activity you can do.
What materials and equipment can you use? What is the syllabus of the
course? - and so on.
In class
? Involve the students in the process - try to give them as much time
using the language as
possible. Personalize language work so they can use English for
describing their own lives. Elicit
where possible, don?t ?lecture?.
? Variety - keeps the students motivated and engaged.
? Engage, Study, Activate - three key planning considerations for effecti
ve teaching and learning.
To demonstrate these principles in action, we took the example of a
teaching sequence based around a language
point and planned a sequence as follows:
1. Warmer To engage and activate.
2. Lead-in To establish a context for the target language.
3. Language presentation To show the students a model of the target
language and establish its concept.
4. Controlled practice :To allow the students to become familiar with
the concept and form of the target
language.
5. Freer practice :To allow students to activate their English.
6. Feedback : For reinforcement, consolidation and correction.
This is a basic model for teaching a grammar point. There are other
elements to lessons which we haven't considered here such as homework
and revision, for example, and there are, of course, many other kinds of
lesson.
However, in this section we have highlighted the overall principles of
planning which can be applied to most lessons and teaching situations.

Action Plan for Teachers by Callum Robertson

Teaching reading
 LESSON PLAN Teacher's Name : Ridouan Sabbabi

Date: … Level : 2nd Baccalaureate SVT Unit 10: Brain Drain;

/.../…
Lesson Type : Reading. Anticipated Time : 50 minutes

Objectives : By the end of the lesson students will be able to:

 Skim a text.
 Read for main idea.
 Read and rearrange ideas.
 Specify referents.
 Make inferences.
 Taking notes.
Materialises and other instructional aids: board/ pictures/ hand-outs/ textbook

Steps: Content: Objectives Timing Type

: of
Breaking the interactio
Warm-up  T greets Ss. ice. n
Vocabulary 3
 Vocabulary recycling.
reinforcement. mins

Pre-reading  Teacher asks the following

question: Are you for or against Setting the mode (T__Ss
BD? for the lesson and )
10min
activating s
schemata.
 Pre-teaching following
vocabulary items. Maximizing (T__Ss
Engendered/experts/firms/adequate comprehension. )
While- reading
 Activity 1: Students match the
main ideas with the Students skim the
corresponding paragraphs. text and read for 5
(hand-out) general idea. mins (T__Ss
)

 Activity 2: Students rearrange

ideas in the order in which they Text attack skill. 5
appear in the text. (hand-out) Bottom up mins
process. Students
try to construct (T__Ss
the meaning of the )
text.

 Activity3: Students answer the 7

following wh-questions: mins
• What is brain drain Students specify
compared to in paragraph referents and
Post- reading 1? make correct (T__S)
• What does ''this inferences.
phenomenon'' refer to in
paragraph 2?
• What does ''they'' refer to in
paragraph 4?
Follow up
 Activity 4: In pairs, students
revisit the text and list the Students take 7 (S__S)
solutions to brain drain notes from the mins
mentioned there.(hand-out) text.

 In groups of four, students add (Ss_Ss

other ideas to the list they have 12min )
s
made. Write a short paragraph
in which you speak about some
possible solutions to problem of
.
brain drain.

 Students fill in the blank with 5 mins

(T__Ss
appropriate word from the box. )
 Class : 2nd year Teacher‘s name : Tarik
Date : 02/05/2016 Lesson duration: 50mins
Baccalaureate Bouketyb
Unit 8: International Organization Topic: Reading focus skills: Reading
Integrated skills : speaking and writing
Objectives/standards:
By the end of the lesson students will:
 Be familiar with new vocabulary items related to International organizations
 To develop proficiency in the reading sub-skills; namely scanning
 Read and scan for specific information.
 Recall and review information.
 Show general understanding of the text by successfully completing the reading activities

Instructional aids, materials, or tools needed: Blackboard, handouts, ICT data show: videos, visual
aids)
Lesson Outline
Stages Content/procedure: Activities Timing Mode
of
Warm up:  Greeting students work
 Inviting ss for 1 min presentation
Matching
Pre-reading : T-SS
 Introducing some international organizations activity 15mins
logos’ and their acronyms

 Introducing the reading topic (UNICEF) through

having students watch the video and answer the
focused questions
SS-T
 Is the video associated with UNICEF, UNESCO, or UN?
 What are its main concerns?

 T invites students to make predictions through

the following questions?

 In which year was the UNICEF Set up ?

 Where is its headquarters ? Pre-
Pre-teaching
vocabulary  Writing students answers on the B.B teaching
vocabulary T-SS
 Seizing the opportunity to teach some extra
vocabulary items (benevolent, Non-profit- funds- -Checking
areas of concern- headquarters….) predictions
While -Chart fill 20mins
reading:  Teacher hands out the worksheet in
 Inviting students to check their predictions -Sentences SS-T
 Instructing ss to work on exercises 1/2/3/4 completion
(see the worksheet) -Making
 Whole class correction inferences
15mins
-Gap fill in
Post reading: WRITE A SHORT PARAGRAPH ABOUT THE FOLLOWING TOPIC:
exercises
Which one of the following international organizations UNICEF, -Sentences
UN, WTO, UNESCO, FAO …etc you think it’s the most completion
important and why?

Teahing listening
 LESSON PLAN
Unit 4: Leisure and Lesson : listening. Class : 1st Date : Anticipated timing : 55 minutes.
Entertainment. year bac 08/12/2015
The main objectives of the lesson :
By the end of the lesson, students will be able to :
- Listen to an audio for specific information and infer meaning.
- Predict the main topic of the audio.
- Gain familiarity with terms related to the main theme of the unit.
- Make use of these terms within their daily life.

stages Activities and procedures Anticipated Used Patterns of

timing materials interaction
Warm T. greets Ss and corrects the previously 5 minutes The board TeacherStudents
up given homework.
T. prepares Ss psychologically to be fully StudentsTeacher
engaged within the lesson.

Pre- T. activates Ss prior knowledge via asking 10 minutes The TeacherStudents

listening Qs. board+
T. Asks Ss about the two types of activities Collective StudentsTeacher
they usually practice during leisure time. discussion
Ss Possible answers: Indoor and outdoor
activities.
T. Prompts Ss to provide examples for each
type of activity.
Ss possible answers: Watching Tv, listening
to music= Indoor, Playing football, visiting
relatives = Outdoor activities.
T. asks Ss about the major activities that
they practice at school.
Ss Anticipated answers: Playing soccer,
Jogging, playing volley ball Etc ….
T. Asks Ss to guess what the audio might be
about (Raising their expectations and
curiosity)
T. classifies Ss assumptions on the board.
While 1) first listening : 30 Minutes The TeacherStudents
listening Ss listen to the tape and spot the general laptop, the
idea and the characters within the dialogue. board and StudentsTeacher
T. makes students correct their previously the
given guesses. textbook StudentsStudents
T. Exposes Ss to answer the true and false
Qs.
2) second listening :
T. Involves Ss in task in which they select
the picture of the activity mentioned in the
tape.
T. Invites Ss to answer the comprehension
Qs
3) third listening :
 Ss listen to the audio and fill in the chart
with words expressing emotions based on
dialogue in the tape.
Post-  T. engages Ss within a writing task in which 15 minutes The board TeacherStudents
listening they are required to write a little paragraph + exercise StudentsTeacher
highlighting the positive impacts of copybook
practicing sports in our daily life
(Integration of skills + Reinforcement).
 LESSON PLAN
Unit 5: Celebration. Lesson : listening. Class : 1st Date : Anticipated timing : 55 minutes.
year bac 04/01/2016

Objectives : By the end of the lesson students will be able to:

 Listen to an audio for specific information and infer meaning

 Predict the main topic of the audio.

 Acquire vocabulary items related to the theme of “Celebration”.
Make use of these terms within meaningful contexts

Materialises and other instructional aids: Computer, Speakers, exercises, blackboard

stages Activities and procedures Anticipated Used Patterns of interaction
timing materials
Warm T. greets Ss and recycles what the was 5 minutes The board TeacherStudents
up previous covered + Checking homework. StudentsTeacher

Pre- T. activates Ss schemata via Qs. 10 minutes The board+ TeacherStudents

listening T. Asks about which continent Morocco Brainstorming StudentsTeacher
belongs to. collectively StudentsStudents
Ss possible answer: African continent.
T. asks invites one of the Ss to draw the
map of Africa.
T. Prompts Ss to locate Morocco on the
map.
T. asks Ss about the famous African
countries that they know.
Ss. Anticipated responses: Ghana, Egypt,
Nigeria, Algeria, Tunisia etc……
T. Asks Ss to identify some festivals or
occasions celebrated In African countries
T. prompts Ss to guess what the listening
tape might about. (raising Ss
expectations).
T. classifies Ss assumptions on the board.

While 1) first listening : 30 Minutes The laptop, Teacher Students

listening Ss listen to the tape and spot the general the board and Students Teacher
idea and the characters within the the textbook StudentsStudents
dialogue.
T. makes students correct their previously
given guesses..
2) second listening :
T. Asks students to focus on the “true and
False” questions of the 2nd part
T. Invites Ss to correct the false statement.
3) third listening :
 Ss listen to the audio and fill in the blanks
in the presented chart.
Post-  T. engages Ss within a collective 15 minutes Group Teacher Students
listening discussion in which they required to give discussion StudentsTeacher
examples about some festivals and
occasions celebrated in African arab
countrie like: Algeria, Tunisia, Lybia and
 Egypt.

Teacher: Class level: Common Core

Textbook: Outlook Class size: 42
Unit 8: Keep Our Environment Clean Lesson type : Conversation
Title: Asking for & Responding to Permission School : Sidi Hajaj
Class period : 55 minutes Date :
Anticipated Problems: No textbook, SS may not understand the work they are required to do; the pair / group
work may allow some noise making.
Teaching functions:
 General Objective (s): Students will be able to ask for and give/respond to
permission.
 Student’s Performance Objectives (SPO): By the end of the lesson, SS
should be able to:
 Recognize expressions of asking for permission and responding to it;
and
 Use these expressions via doing a role play in the production stage.
- Material (s): Data-show, SS textbook, hand-outs, cue cards and the BB.

Time Procedures Techniques

2 Warm-up
mint -T greets SS.
- T: Welcome to my class. Greeting
-T asks one of the SS to write the date on the BB.
20 Presentation:
mint - T plays a video and asks SS to watch & listen carefully. Setting the
Exchange (random sample) scene
Ali: …may I borrow your phone?
Tom: Sure, go ahead.
-T asks SS to see & listen again and then answer the following questions: Video
-T: What is Ali asking for? (date-show)
-SS: Asking to use Tom’s phone.
-T: Good, how do you know? Which expression does he use?
-SS: “” May I…..?”
-T: What is Tom’s response?
-SS: “Sure, go ahead” Q/A
-T: Is it positive or negative answer? T=>SS
-T draws a chart on the BB.
Asking for Permission Responding
Positively Negatively
- May I……………..? - Yes, you may. - No, please don’t.
- Can I…………? - Yes, you can. - I’d rather you didn’t.
- Is it OK if…………..? - Sure, go ahead. - I’m afraid no. Chart
- I’d like to………… - Definitely, why not. - Of course, not.
- Is it all right if ……………..? - Yeah, alright/OK. - Better not.
- I wonder if ………………….? - That goes without - I don’t think it’s a good
- Is it fine if ……………..? saying, OK. idea to do that.
-T asks SS to give other expressions they know to fill in the chart.
- SS provide their potential answers.
-T elicits answers from SS and fills in the chart. Eliciting
Checking comprehension
-T reads out an exchange between X and Y and sees whether SS will notice something
 wrong.
X: Can I use your laptop, please? Negative
Y: Thank you. checking
-T: What do you think?
=> SS: Y needs to respond, not to say “thank you”.
-T: Good. So what can you say?
=> SS: Yes, it’s OK.../ No, I’m sorry but you can’t.
8 Practice: Completion
mint -T asks SS to complete the dialogue on page 93, act. 4. Drills
- Correction on the BB. SS => T
Production:
-T provides situations and asks SS to use expressions of asking for & giving permission.
25 - Each cue card explains what the pair should do to make a conversation. Cue cards
mint Situation 1: The clean Air campaign. Situation 2: Smart phone. Situation 3: Water to
drink. Situation 4: Sneaker/trainers. Situation 5: Copybook. Situation 6: Video games. SS => SS
Situation 7: Pen. Situation 9: Textbook. Situation 10: Joggers…and so forth.
-SS come to the BB and present their dialogues/exchanges. Role play
-T asks SS to copy the lesson.
Follow-up
-T distributes handouts and asks SS to do the given task.
- T corrects with SS.
- SS write their appropriate answers on the BB.
 Text Book: Gateway 2 To English
Date : Level: 2nd BAC Time: 50 mins
Unit: 3 Lesson: Making and Responding to Complaints
Lesson type/skill(s) emphasized: Integration of skills Topic: Gifts of Youth
Objectives/standards: By the end of this lesson students will be able to:

 Make and respond to complaints appropriately.

Instructional aids, materials, or tools needed: Students book, B.B,

References: students book, teacher book, Internet
Lesson Outline
Stages Content/procedure: Techniques Timin Mode of
& Materials g work
Warm  T greets students
up  Review vocabulary items related to education learnt in the previous Wh-questions 5 mins T-S/S-T
session.
 T asks two students to read the dialogue. Then asks Ss about: B.B
o What was the customer doing at the ATM?
T-S/S-T
o Did she draw money from the ATM? If no, Why?
Presentation

o So what’s the customer saying to the Bank Clerk? Chart

 T asks students to read again the dialogue and underline the 20 T-S
mins
expressions of making and responding to complaints.
B.B
 T elicits more expressions of making and responding to complaint T-S/S-T
from students.
 Ss give some examples using the expressions listed in the chart.
Text book

Activity C page: 39 Individual

 Ss read the given expressions and classify them in the chart work
as suggested. Sentence
Making a complaint Accepting a complaint Rejecting a complaint completion

Activity D page: 40 Pair work

Practice

 What would you say in the following situations? B.B

10
Situation: You usually tidy up your desk before leaving to school,
mins
but when you return home you find it in a terrible mess. Complain
to your mother. Handouts Individual
Answer 1: Sorry, I have a complaint mom. My desk is in a terrible work
mess!
Answer 2: I just don’t know how to say it, but I found my desk in B.B
a terrible mess!
 Whole class Correction
Pair work
  Ss try to come up with their own sentences using the expressions
Production
learnt to make a role play.
o A mother and son Role play 15
Pair work
o Teacher and student mins
o Customer and a clerk

Homework assignment:
Anticipated learning problems:
 Teaching Grammar:
Estimated time :
Teacher: Akrame OUAZZA Textbook: Window on the World Level : Common Core
55 mins
Unit : 3 Lesson : Present Continuous
Topic of the unit: Entertainment, Holidays and
Lesson type/skill(s) emphasized : Grammar
Integrated skills: Vocab, Pronunciation, Speaking
Celebrations
Objectives/standards: By the end of this lesson, students should be able to:
 Identify the form and use of present continuous.
 Use present continuous correctly.
Instructional aids, materials or tools needed: students book, whiteboard, teacher’s book, and visual aids.
References: student’s book, teacher’s book.
Lesson Outline
Stages Content/procedure: Techniques Timing Mode of
& Materials work
Warm  T greets students.
WH-
up  T checks the previous homework given to Sts. 5 mins T-S/S-T
questions

Activity 1, p. 38 Visual aids

 Sts to have a look at the pictures and study the sentences.
 T asks Sts the following questions: T-S/S-T
 What is Mike doing? Eliciting
 What are the children doing?
T-S
 Whole class correction. 25 mins
 T writes Sts’ answers on the WB and elicits the form and use of W.B
present continuous. T-S/S-T
Presentation

 T explains the spelling changes that happen with present

continuous tense by giving examples. Textbook
 Sts copy the lesson.

Activity 2, p. 38

 T asks Sts to match the pictures with the sentences. Textbook

 Whole class correction.

Activity 3, p. 39 20 mins Pair work

Board
Practice

 T asks Sts to describe what the people are doing in the

pictures.
 Whole class correction.
Production

Sentence formation: Sentence Individual

formation
 Sts produce two sentences in the present continuous. 5 mins
Work

Homework assignment:
Anticipated learning problems:
 LESSON PLAN
Unit 1 : Personal Lesson : Grammar verb Class : Date : Anticipated timing : 55
Relations. ( To Be). Common 13/ 10/2015 minutes.
Core.
The objectives of the lesson :
By the end of the lesson, students will be able to :
- Spot the verb “To Be” in a reading text.
- Gain familiarity with all the different forms of the verb “To Be”.
- Make use of the verb “To Be” in writing tasks.

stages Activities and procedures Anticipated Used Patterns of

timing materials interaction
Warm up T. Recycle what Ss studied last time :
Jogging Ss’s memory. 5 minutes The board Teacher 
Students
Students 
Presentation T. Exposes Ss to a set of sentences Teacher
written on the board. (Hicham
Gerouj is a Moroccan athlete)
T. Asks Ss to read the sentences by 15 minutes The board Teacher 
turns. Students
T. Elicites from Ss the verb “To Be” in Students 
the sentences. Teacher
T. Classifies the given verbs on the
board.

Practice T. Draws a chart to classify the verb 25 Minutes the board Teacher 
“To Be” in all forms with the help of and Students
Ss handout Students
T. Distributes a worksheet and Teacher
involves Ss in the first exercise.
T. invites Ss to write their answers on
the board.
T. Monitors and guides Ss while
doing the excercises.

Production T. Involves Ss in a writing task in which Ss are 10 minutes The board Teacher 
asked to write fragmented sentences about Students
themselves using the verb “To Be”. Student 
Teacher
 High School: Abi El Kacem

Level: Common Unit 2: Education Lesson :Grammar

Core Time: 50 min
Date: Monday, November9th, 2015 Topic: Adverbs of Frequency
Competencies / Objectives of the lesson:
By the end of the lesson Ss will be able to :
 Recognize different adverbs of frequency.
 Use the adverbs of frequency to talk about their daily activities.

Instructional aids, materials or tools needed:

- Ss’ book ( Visa) - BB _
Skills integrated: Speaking, Reading and writing.
Stages Content/procedures Techniques M.W

Warm up - Teacher greets Ss.

(5 min) - Tongue twister: Four fine fresh fish for you. Engaging T S ST
Students

_ T: How often do you go to school? Eliciting

Presentation _ Ss: We usually go to school. Question TS  ST
(15min) _ T: What do we call usually? Answer
_ Ss: Adverb of frequency.
_ T: What are other adverbs of frequency? Involving Lockstep
_ Ss: always, sometimes, often, rarely, never. Recorder
_ T: asks Ss to listen and read for pronunciation Page 32 Concept
_Ss: answer the questions. checking
_ T: presents the adverbs of frequency and their use.
Experiment _ Ss do some practice PPt
_ T asks students to do task 1: Put the adverbs of frequency in the
correct place. Guiding TS ST
Practice _ T monitors students Monitoring Pair work
(15 min) _ whole class correction
_T asks students to do task 2: Write sentences about Nabil’s daily Facilitating
activities.
_ T monitors students
_ whole class correction

- Ss write four sentences about themselves and four about their

Production classmates. Monitoring Pair Work
(10 min) _ I…………………………………………..
_ He………………………………………...
_ She………………………………………..