Week 1

Formative
Unit & Unit Lesson Methodol
Subject Time Frame Activity Assessmen Resources Evaluation
Out Comes Objectives ogy
t

English Unit 6: - Sunday: Listening: Peer work Learner Book Observatio - Learners The lesson
Subject Dinosaurs Unit 6\ To listen Activity 1: Talk about it n Book in the unit
Bridge The unit Lesson 1: for - Stick the numbered dinosaur picture flashcards pages name as a
to included 4 Amazing specific According to my experience, I noticed that the boys tend to 9495 review part
Success objectives. dinosaurs informatio Individual learn more while visualising the things, boys student can Short Quiz - Audio for the
Students n in a text work understand the concept and memorised it quickly by using Tracks whole unit,
will be able about the visual strategy. 52 and as well as
to dinosaurs. Activity 2: Listening activity 53 the review,
- Ask and Speaking: Thinking - Play the audio and write down some facts about the Learners covered
answer To discuss aloud dinosaurs notebook only two
questions what they Activity 3: Listening activity skills.
about know - Ask learners to read the sentences 16 on page 95 and Such as
dinosaurs about Think with put T or F while listening to the audio. Speaking
- Talk dinosaurs. their peers - around the classroom walls and
about Reading: Using True and False questions is profitable because it is writing.
time and To read a quick and easy to answer, it can develop the consistency of
dates factual Critical the responses and it's really easier, quick, and less costly to
- Describe text about thinking. analyse to get the answer (Otgaar & Smeets, 2010).
and dinosaurs. Activity 4: Read and listen
compare - Ask learners to look at their Learners Book page 95,
dinosaurs and read and listen to the information while you play
- Read the audio. Also ask learners to complete the
about sentences.
and
discuss
dinosaur
discoveri
es.
es.
- Monday: Listening: Individual Learner Book Students Learners
Unit 6\ To listen work Activity 1: Self- Book
Lesson 2: and - Ask the learners to look at the pictures of the dinosaur page 96
assessment
Dinosaurs respond to on page 96 of their Learners Book. Audio
Q and A instruction Thinking - Using the questions (1-4), for example Do you think Track 54
s. aloud this dinosaur could run fast? Do you think this Using self- An alarm
Speaking: dinosaur ate meat? assessment or timer
To ask and - Differentiation activities (Support): Allow extra time is a good with a
answer Critical Activity 2: Read and listen strategy to
loud
questions thinking - Ask learners to look again at the questions in Activity buzzer
about - Learners listen, read and complete the task use
dinosaur Open- individually. because I
abilities in ended think
the past. questions students
Reading:
will think
To predict
informatio that they
n based on are
visuals growing up
and text. and mature
To read enough to
for
do this
specific
informatio work,
n in a text which I
about believe by
dinosaurs that way
abilities in
they will
the past.
do their
work
accurately.
Oral
Questionin
g
- Tuesday: Listening: Group Learner Book Written - Learners
Unit 6\ To listen work Activity 1: Work and Book
Lesson 3: and follow - Give learners the dinosaur cube template and ask how page 97
Feedback
Dino step-by- many sides there are (there are six). Start the game2 - Activity
cubes step Individual Activity 2: Word Study and Listen: Book
instruction work - Ask learners to look at the different dinosaur features page 68
s to and match the words to the correct pictures. - Audio
produce a Tracks
dinosaur Thinking 55 and
cube. aloud 56
Speaking: - Audio
To ask and Track 11
answer (AB)
informatio Critical - Dinosaur
n about thinking flashcard
different s
dinosaurs. (Diplodo
Reading: cus, T-
To read rex,
for Tricerato
specific ps,
details Stegosau
about rus,
dinosaurs. Velocirap
tor,
Plesiosau
r)
- Scissors,
glue and
coloured
pens or
pencils
- Wednesda Listening: Partner Learner Book Students - Learners
y: Unit 6\ To listen works Activity 1: Read and listen Presentatio Book
Lesson 4: for Individuall - Write some years on the board in numerals, for pages
n
Dinosaur specific y works example 1976, 1999, 2016. Explain that with years 9899
discoverie informatio that begin with 20_ _there are two ways of saying - Audio
s n in a text them: two thousand and (sixteen) or twenty (sixteen). Track 57
about Activity 2: Lets do it - Audio
dinosaur - Elicit the current year from learners and write it on Track 12
discoverie the board, then read it. (AB)
s. Activity 3: Read and match - Activity
Speaking: - Ask learners to match the paragraph headings with Book
To the discoveries on the timeline. page 69
compare When I taught students I noticed that the matching
answers. questions were useful because it is easy to score, and the
Reading: matching activity also can cover several contents and test
To match the child knowledge with it.
key
informatio Activity Book: Listen and write, Students will hear
n with a recording and then they have to complete the gap
paragraphs sentences.
.
- Thursday: Listening: Individuall Learner Book Observatio - Learners
Unit 6\ To listen y works Activity 1: Use of English n Book
Lesson 5: for - Ask learners to look at the pictures on page 100 of page 100
Describing specific their Learners Book and elicit what they can see. - Activity
dinosaurs informatio - Ask learners to close their eyes and think of a Short Quiz Book
n when dinosaur that is 37 metres long: thats around thirty page 70
checking teachers lying head to toe. Verbal - Audio
answers. - Still with their eyes closed, ask learners to imagine a Feedback Track 58
Speaking: dinosaur that is as long as three buses. - Optional
To - Elicit which image is easier for the learners to use of
compare imagine. dinosaur
dinosaurs - Ask learners to look at the first picture and elicit if clips
and the dinosaur and buses are the same length. For from
objects example, the longest dinosaurs were as long as three YouTube
using the buses.
as + Activity 2: Word Stud
adjective - Ask learners to reorder the letters to make the
+ as adjectives.
structure. - Do an example with the whole group
Reading: - Play the audio to check the answers
To read Activity 3:
and - Ask learners to imagine a dinosaur and elicit if it was
understand a herbivore or carnivore by asking: Did it eat plants
similes. or meat?
Writing: - Learners read the examples in the Use of English box.
To Explain, these are similes and that a simile is a figure
personalis of speech that directly compares two things. For
e similes example Can you think of something soft? A cloud, a
using the pillow, a cats fur. Can you think of something heavy?
as + Fifty thousand cars, a hundred shopping malls, a
adjective planet.
+ as - Learners work individually to write similes for their
structure. imagined dinosaur.
Imagination can increase the students reasoning skills
which that helps them to increase their curiosity and extend
their knowledge through easily way (Sakes, 2013).
Links among curriculum: According to my experience, I observed that the first 5 lessons concept are connected to each other. This
because the first lesson teaches students fact information about the dinosaurs, and ask students if they know any information about the dinosaurs, so,
which through that way students will be ready for the next lesson which it teaches students how to ask and answers by using their previous
information about the first lesson. However, for the third lesson students start to ask and answer through using their dinosaurs information, so,
during the fourth lesson through asking students can distinguish and compare their answers related to the dinosaur topic. To sum up, in the fifth
lesson by comparing the answers students then can use the simile.
 Week 2
Unit & Unit Time Lesson Formative
Subject Methodology Activity Resources Evaluation
Out Comes Frame Objectives Assessment

English Unit 6: - Sunday: Listening: To Individual Learner Book Written work - Learner The lesson
Subject Dinosaurs Unit 6:\ listen for work Activity 1: Word Study and feedback s Book in the unit
Bridge The unit Lesson specific - Ask learners to read the definitions and write page name as a
I noticed that
to included 4 6: My information in the correct word for each. 101 review part
Success objectives. learning several mini- Thinking - Do the first example as a whole group, students - Audio for the
Students will dialogues aloud eliciting the correct spelling. ignored and Track whole unit,
be able to about Activity 2: Writing didn't read 13 as well as
- Ask and dinosaurs. - Ask learners to look at the four dinosaurs. For the written (AB) the review,
answer Speaking: To Critical example, Were they herbivores or carnivores? - Dinosa covered
feedback
questions ask and thinking Could they run quickly or not? Were they as ur only two
about answer big as a bus? while I think flashcar skills.
dinosaurs questions - Elicit some facts about each of the four when Im ds Such as
- Talk about about dinosaurs. giving them - Activit speaking
time and dinosaurs. - Write two facts about each dinosaur. a verbal y Book and writing
dates Reading: To
feedback it
page 71
- Describe read for Activity Book
and specific - Ask learners to read the definitions and write works more.
compare information. the correct word for each question. But because
dinosaurs To read of limitation
- Read definitions time, I used
about and and match the written
discuss with dinosaur
feedback.
dinosaur related lexis.
discoverie
s.
 - Monday: Listening: To Individual Learn Book Observation - Learner
Unit 6\ listen for work Activity 1: Talk about it s Book
Lesson specific - Ask learners to look at the picture, which pages
7: information in Pairs work compares different dinosaurs sizes to a 102
Dinosaur a text about a human being. 103
footprint dinosaur and Thinking - Ask learners to look at the diagram again and - Activit
s correct key aloud answer the questions. y Book
information. Activity 2: Talk page 72
Speaking: To - Ask learners to look at the picture in Activity - Audio
compare, ask Critical 1 again and answer the questions by writing Track
and answer thinking the letter of the correct dinosaur next to each 59
questions one. - Copy of
about Open-ended Activity 3: Read and Listen audio
different questions - Ask learners to read the text on page 103 of script
dinosaurs. their Learners Book. for
Reading: To - Listening strategy box. Audio
read for - Listen to the audio closely to hear the correct - Track
specific ones. 59 to
information in check
a factual text answers
about a
dinosaur.

Links among curriculum: Lesson 6 introduced 7 different vocabularies as a reordering words. Also, this lesson included the 4 names of
dinosaurs and it pictures and how each type of danseur looks like. On the other hand, in lesson 7 students will use the whole words that the lesson 6 included it
as a speaking activity, so, each lesson completed each other.
- Tuesday: Listening: To Pair works Learner Book Oral - Learn
Unit 6\ listen, Activity 1: Read and write questioning ers
Lesson understand - Ask the learners to read the texts on page 99 Book
8:Then and follow Individual and underline the examples of used to. Verbal page
and now instructions. work - Learners complete the gapped sentences using feedback 104
Speaking: To the words in the box.
ask and Gap questions are good strategy to teach students Observation
answer Thinking because students are solving question through
questions aloud equally way and all student moves towards to
about habits specific purpose, motivation is a part that usually
in the past. quite high in this type of activity, and knowing the
Reading: To answers of the gap are giving students the direction
identify key Critical to improve.
information in thinking Activity 2: Use of English
a text about - Read the Use of English box with the learners
dinosaurs. to clarify the language point.
- Ask learners to read the clues and discuss the
answers.
- In sentence one, is this talking about a person
or a thing? (A person) Do we use who or
which when we are talking about a person?
(who) Repeat the discussion for sentence two.
- Read the sentences and choose the correct
relative pronoun, who or which.
- Wednesd Listening: To Working as a Learner Book Student - Learner
ay: Unit listen for whole class Activity 1: Read and write presentation s Book
6\ specific - Ask learners to read the title of the poem
I think page
Lesson information in Thinking Unfortunately.
9: A a poem about aloud - Ask learners to read and listen to the poem. presentation 105
dinosaur a pet dinosaur. After the first listening, ask learners to clap to helps the - Audio
poem Speaking: To mark the beat of the poem. child develop Tracks
ask and Activity 2: Writing their own 60 and
answer - Ask learners to read the sentences. confidence
61
personal - Discuss which words could go in each gap as and while
questions a class. presenting
about finished - Learners listen to the audio and complete the their works
time periods. sentences. they can feel
Reading: To I believe that discussion strategy is beneficial that the
read and because as a boy young learners they are active, so, teacher
understand a it is a good idea to let them use the activation part valuing their
short poem by sharing their ideas with their friends. It helps works.
about a the learner to recognise their assumptions.
dinosaur. Discussions let the child be respectful listening and Verbal
it let students during the lesson become connected feedback
to a topic.
- Thursda Listening: To Pairs Working Learner Book peer - Learner
y: Unit listen for Activity 1: Read and write assessment s Book
6\ global Group work - Pre-teach the following vocabulary, a pages
Lesson understanding computer screen (point at a computer screen/ 106
10: A in a fictional draw one on the board), an icon (show the Verbal 107
dinosaur story about a WiFi icon on a phone) feedback - Audio
game dinosaur - Play the audio Track
computer I think using the audio recorder in different 62
game. positions, such as, the teacher can play the audio at
Speaking: To any time plus more than one time, the teacher can
re-tell a play the audio to change the daily class routine and
summary of the teacher can repeat the story for students again
the main and again.
points of a - Learners listen to the story and also read the
fictional story story out loud.
about a I think storytelling is an efficient strategy to apply
dinosaur the lesson for many reasons, such as it can make the
computer concept of the lesson became much fixable and
game. easier for all students, storytelling can give all
Reading: To students a simple concept of the lesson with
read for perfection organisation, and students will be able to
specific use their curiosity to think through start imagining
details in a and guessing what will happen next when teacher
text about a stopping the recorder to ask at each event.
dinosaur - Learners read the questions and answer T or F.
computer Activity 2: Read
game. - Reorder the sentences the same order as in the
story
- Ask students to find the starting sentence of
the story
- Ask them what happens next
Activity 3:
- Read the vocabulary in the left-hand column
and match it with the correct definitions.
- Learners check their answers with their
partner or small group.
 Week 3
Unit & Unit Time Lesson Formative
Subject Methodology Activity Resources Evaluation
Out Comes Frame Objectives Assessment

English - Sunday Listening: To Thinking aloud Learner Book Observation - Learners The
Subject Unit 6: : Unit listen and I think this way Activity 1: Talk about it Verbal Book lesson in
Bridge Dinosaurs 6: respond to of sharing the - Ask learners how long ago dinosaurs lived and page 108 the unit
feedback
to The unit Lesson their partners answers can be prompt them, for example Did they live one - Activity name as
Success included 4 11: questions. useful way, hundred years ago? (No), Did they live one Book a review
objectives. How Speaking: To because all thousand years ago? (No) page 76 part for
Students will many talk about students can - Discuss each ideas. the
be able to years how long ago think, and listen I noticed that it a good way to let students discuss to whole
- ask and ago they did to authors each other and then raised their hand to answer, unit, as
answer specific answers and because sometimes learners need to explore their well as
questions activities. through this way various perspectives, and get the child to be the
about students can respectful listening, review,
dinosaurs increase their covered
- talk about knowledge and Activity Book only two
time and develop their - Focus in the instructions of the activity skills.
dates prior - Ask students to start correcting the order of the Such as
- describe information. second question too. speaking
and Whole class and
compare writing
dinosaurs Critical thinking
- read about
and
discuss
dinosaur
discoverie
s
Unit 7: Unit 7: Listening: To Whole class Learner Book Oral Learners
Puzzles listen to Activity 1: Talk about it questioning Book
Puzzels
and codes and general Thinking aloud - Look closely together at the picture on page pages
I think this
The unit Codes descriptions 112. 112113
- Monda - Discuss with the class how the flowers and type of
included 4 and identify Critical thinking Audio
assessment
objectives. y: Unit the item being bugs are different from each other. Track 64
- Introduce suitable phrases, for example with/ can assess
Students will 7\ described. Colourin
only the
be able to Lesson Speaking: To without spots, with/without stripes using the g
students
- describe 1: Bugs compare and Work in pairs worked examples at the top of page 113. pens;penc
who answer
and and describe items Activity 2: Listening ils; a
- The audio contains a description of two the teacher
compare flowers using a selection
question
objects picture flowers. Each one is described in three clear of
rather than
- read and prompt. points. classroo
- Listen in full while paying close attention to other
write Reading: To m objects
students in
secret read page 112.
- Write your response when you catch the the class.
code description
messages answer.
Observation
- use clues to - Play the audio at least twice.
solve Activity 3: Word study
problem - Call out a word from the box on page 113 and
- interview ask the whole class to call the word back to
each other you. Stress the correct pronunciation.
about - Model describing one of the bugs or flowers,
things we for example It is a bug with six legs. It is a
have done blue bug with one spot.
- read and - Learners work in pairs to give similar
act out a descriptions and ask each other questions.
tale about a Activity 4: Writing
clever - Read through the Language tip.
solution to - Write Number, Size and Colour on the board.
a problem - Ask learners to suggest words to go under each
heading.
- Ask learners to then work independently to
write their own instruction sentence.
- Tuesda Speaking: To For whole class Learner Book Peer Learners
y: Unit speak about Activity 1: Talk about it assessment Book
7\ food. Thinking aloud - Look closely at the picture of Matars page 114
Lesson Reading: To barbecue. Identify the different food items Observation
2: solve a puzzle Sharing Ideas visible in the picture. For example, salad,
Matars with clues. drink, burger, chicken, fruit, sweetcorn. Oral
barbec Writing: To Critical thinking - Talk together about the learners experiences questioning
ue write names of eating outside. Encourage them to ask for
and simple Critical thinking additional food vocabulary. Consolidate any
instruction increases our new vocabulary and check pronunciation.
sentences. way of Activity 2: Lets do it!
controlling the - Tell the class that they are going to solve a
whole situation puzzle.
that any person - Read about the characters and point each one
may face in this to know the look character of it
life, and think in - Read and solve the clues.
a logical way. I - Draw a copy of the seating plan on the board.
think critical
thinking should
not link only
with the
academic
information it
also can be
connecting to
the life live.
Such as, kids
need to use their
critical thinking
if they want to
choose their
friend because if
the kids friends
are not very
friendly they
may hurt them a
lot.
- Wednes Listening: To Working as a Learner Book Observation Learners
day: listen to whole class Activity 1: Word Study Book
Unit 7\ instructions - Read the list of tableware items to the class. Written page 115
Lesson using Thinking aloud - Take students attention to the silent k in knife
work and Audio
3: vocabulary but the voiced k in napkin.
Please and indirect Work in pairs - Match the words and pictures, allowing access feedback Track 65
give it pronouns. to dictionaries. Play food
to me Speaking: To Activity 2: Listening and/or
give - Using the Language tip box and review
empty
instructions. indirect pronouns.
To ask - Give five minutes for students to complete all food
politely for the missing words. packagin
food items. - Play the audio and listen to "Matar" giving g,
Reading: To instructions to his uncle and check their work. dictionari
read and - Play the audio at least twice.
es
complete
requests.
Writing: To
write
requests.
- Thursd Speaking: To Pairs Working Learner Book Students Learners
ay: give opinions Activity 1: Talk about it! presentation Book
Unit 7\ about codes. Group work - Ask student why and how they would send a pages
Lesson To work secret message. Try to take the best answer and Observation 116117
4: collaborativel link it to the todays lesson .
Secret y to solve a - Tell students about the difference way of
messag puzzle. sending the messages (Between nowadays, and
es Reading: To in the past)
read about - In the past, people send the messages by
secret codes. pigeons and camels.
To follow Activity 2: Lets do it!
instructions. - Read the texts on pages 116-117 to the class.
Writing: To - Point out with your finger how to code the
write a letters using the answer keys, as described in
message in the text.
code. - Work through your coded activity by using the
secret letter code on page 116.
Piageat believes that working in small group can
help students to develop their learning (Mooney,,
2000).
Activity 3: Talk
- Read the questions to the class and give them
one minute to think and prepare their answer.
- Explain that there are now three stations
around the classroom: one each for the letter
code, number code and tic-tac-toe code.
Identify the locations of each station.
 Week 4
Unit & Unit Time Lesson Methodol Formative
Subject Activity Resources Evaluation
Out Comes Frame Objectives ogy Assessment

English Unit 7: - Sunday: Listening: Thinking Learner Book Observation - Learner The
Subject Puzzels and Unit 7\ To listen aloud Activity 1: Talk about it! s Book lesson in
Bridge codes Lesson to texts - Point to the picture and tell students the name of the bird page the unit
to The unit 5: about an Working (pigeon). Ask students to repeat the words until it 118 name as
Success included 4 Amazin ancient with all become familiar with students. - Audio a review
objectives. g technolog student I think repetitive can support the new learning skills, and also Track part for
Students will messeng y: one it encourages the brain of students to function to be at a higher 66 the
be able to ers factual Sharing level. whole
- describe and one ideas - Read the questions to learners. unit, as
and narrative. - Ask students and try to know their thoughts about well as
compare Speaking: Independe positive and negative thoughts about pigeons. the
objects To give ntly - Read the Amazing Fact and ask, Has anyone heard of review,
- read and opinions working pigeons being used to carry messages? covered
write about Activity 2: Word study only two
secret something - Read the words in the box on page 118 and practise the skills.
code . pronunciation chorally with the class. Such as
messages Reading: - Look up each word on page 175 and clarify its meaning. speaking
- use clues To read - Teach new vocabulary for the reading passage. and
to solve texts - Read the text to the class, with a brief silence for each writing
problem using the gap.
- interview past - Give learners five minutes to complete the rest of the
each simple task in their notebooks.
other tense. Activity 3: Use of English
about - Look in detail at the Language tip box on page 118.
things we - Work through question 1 on the board together.
have - Ask learners to complete questions 2 to 5 independently.
done
- read and
act out a
act out a
tale about - Monday: Listening: Thinking Learner Book Observation - Learner
a clever Unit 7\ To listen aloud Activity 1: Listening activity s Book
solution Lesson for - Explain to learners that they will hear two conversations. Verbal
page
to a 6: My specific Working Each conversation is about just one of three pictures on Feedback
learning details of with all Learners Book page 119. 119
problem
descriptiv student - Tell students that they need to tick one box for each peer
e conversation. assessment - Activit
adjectives Pairs work - Play the audio twice only. y Book
and Activity 2: Read and write page 83
prepositio Sharing - Ask learners to complete the paragraph by writing the
ns of ideas words in their notebooks. - Audio
place. - Tell learners to rewrite the verb in the past simple tense.
Track
Speaking: Independe Activity 3: Talk
To talk ntly - Read the example of the conversation to all student 67
with a working - Now ask learners to talk in pairs.
partner - They should ask and answer the questions using the -
about past example in the Activity Book as a model.
experienc
es using Activity Book
the past - Read the sentences to the class. Pause at the first gap
simple and model how to locate the correct answer.
and past
simple
negative.
Reading:
To read a
short
paragraph
in the past
simple
tense.
- Tuesday: Listening: Thinking Learner Book Observation - Learner
Unit 7\ To listen aloud Activity 1:Use of English s Book
Lesson to people - Tell learners that they are going listen to a person Verbal pages
7: Have talking Working speaking about things he and his friends have done. Feedback 120
you ever about past with all - Read the sentences 121
visited experienc student - Model how each sentences has been added into the chart. - Audio
? es. - Distribute the chart and explain that the learners will Track
Speaking: Pairs work now listen to Nadir talking. They need to add more 68
To ask names to the chart.
and Sharing - Play the audio at least twice.
answer ideas Activity 2: Talk
questions - Read the rubric to the class.
about past - Model two or three question and answer.
experienc - Explain that learners will now have five minutes to ask
es using and answer similar.
the - Encourage learners to ask other questions in addition to
present those on page 120.
perfect Activity 3: Write
simple. - Ask learners to focus on producing one complex
Reading: sentence, using but and a comma.
To read - Tell students that there are two clauses: one affirmative
questions (with the verb written in full) and one negative (with the
and contracted form).
answers - Read the Language tip together to explore further
in the examples of the contracted form.
present Activity 4: Class survey challenges
perfect - In groups, learners follow the model conversation to
simple identify countries visited.
tense. - Learners record their group answers in the form of a
Writing: table.
To write - It is recommended that each individual creates a neat
statements table of results on paper
about past - Distribute graph paper and coloured pens.
experienc - Learners can be organised into small groups, but must
es in the produce their own bar chart.
present - Encourage learners to use of a ruler.
perfect
- Wednesd Speaking: Pairs Learner Book Observation - Learner
ay: Unit To ask working Activity 1:Use of English s Book
7\ and - Read at least one sentence from each of the six boxes out Peer
assessment page
Lesson answer Sharing loud to the class. Ask the questions around the class.
8: Have questions ideas out Accept short answers. 122
you ever about past loud - Then allow at least ten minutes and answer these and - Drawin
seen? experienc additional questions using the same verbs. g
es using Critical - Use a full sentence response: Yes, I have. No, I havent. equipm
the thinking Activity 2:Word study ent;
present - Allow a few minutes for the learners to read the words
perfect out loud dictiona
simple. Listening to students while they reading the words out loud ries
Reading: can help other students to hear the words several times which
To read through that way the word can stick in their mind their mind,
questions and their pronunciation will develop in a good way.
and - Pronunciation worked on a selection of these verbs in
answers Activity Book Activity.
in the Activity 3: Write activity
present - Ask learners to producing one complex sentence, using
perfect the present perfect simple, but and a comma.
simple. - Help with vocabulary and sentence structure.
Writing:
To write
statements
about past
experienc
es in the
present
perfect
simple.
 - Thursda Learning Thinking Learner Book Observation Learners
y: Unit objectives aloud Activity 1: Read and listen Book page
7\ : - Ask learners to open their books at page 123 and look at Verbal 123
Lesson Listening: Working the pictures. (What do they think the children shown are feedback
9: Have To listen with all feeling and hearing?) Audio
you ever to a poem. student - Play the audio twice. Track 69
slept Speaking: - Use the Vocabulary box to explain tossed, whisper and
outside? To Pairs work kite and drill pronunciation.
contribute Activity 2: Talk
to a Sharing - Discussion for whole-class, for example If you have an
whole- ideas idea, raise your hand. Please do not call out until I have
class said your name.
discussion - Analyse the poem in more detail. Allow at least ten
. minutes for this analysis. Such as, What do you think?
Reading: According to my experience I think the analysis is helping
To read a students to understand the information in deeply way, and
poem. discovering the concept to the lesson in all sides.
- Find unfamiliar words you choose to highlight.
- This is a good way to involve less confident speakers.

Links among curriculum: I recognise that lesson 7, 8, and 9 contained the same concept but with different action positions. Such as,
Have you ever visited..? Have you ever seen? Have you ever slept outside..? However, if students understand lesson 7 they will smoothly move
to understand the other 2 lessons and they can deal with the concept easily.