day: 12 month : Nov

date: name of student: Bashair Omar

year: 2018

time: from: 9:40 length of

name of school: Al Maha Girls School
to: 10:20 class: 45mins
name of Dawn Rainear Class: 4-A Grade: Four 4 No. Ss: 27
MST:
Name of book: Unit: 4 page(s):
Details about the book that
Bridge to success learner’s Book (61)
the MST uses: activity Book (44)

PURPOSE – Why am I teaching this lesson? What do I want the students to know/to be able to do by the end of the
lesson tat they could not do before?

By the end of the lesson, learners will be able to develop an awareness of common prefixes of 'im' and 'un', and what happen
when the words "positive adjectives" begin with the prefixes whether un- or im- and what these prefixes mean. They will develop
their oral fluency through describe the pictures of people’s personalities by a set of situations, understand and use antonyms.
Also, they can write a sentence to describe themselves using the new adjectives and adverbs of frequency.

LANGUAGE – What is the language I hope to teach? Specifically – what do I want the students to be able to say or write
or read or listen to? Is it new language, or am I revising something I or my MST has already presented and practiced, or
is it a misxture? Do I understand the language myself, or do I need to research it more?

They will develop their listening skills through listen to situations about descriptions of people’s personalities and guess what is
the words 'adjectives' that matching with situations and then write in the board with their group. In the speaking when they
describe the pictures of people’s personalities by a set of situations Also they will improve their reading skills through read the
words, definitions and match each of word with the correct definition for it. Finally, in the writing they can write sentences about
themselves. The new key vocabulary that they will learn through this lesson impossible, possible, unkind, unhappy, untidy,
impatient, impolite, and key expressions/structure which is adverbs of frequency such as sometimes, always, never; present
simple with adverbs of frequency like I’m always/sometimes/never; these words help them in writing. It is a mixture of language
because they already know about some of the words before, but they will learn the antonyms of the words and how to use
negative prefixes in the words such as im- and un-. I understand the language of this lesson about prefixes and how I can use
in the words and how prefixes change the meaning of an adjective to its opposite. But I need to practice pronunciation some of
the words such as the patient, antonyms and immovable.

SKILLS – Which skill(s) am I teaching and what aspect of that / those skill(s) will I focus on?

Through this lesson, learners will improve their reading skills when they read and match each of the words with the correct
definitions and in the speaking when they describe people’s personalities through pictures and talk about what they saw. In the
writing when they write sentences using the adjectives or words with their antonyms. Finally, in the listening when they listen to
the teacher when she read the situations of people’s personalities and should they guess and write the correct word that is
matching with the situations. Although I will use the four skills, the lesson focuses more on the skill of listening because they
must listen when I teach them the prefixes it helps them to understand the lesson and able to do the activities, listen to the
questions to can they answering and think what they can talk about it and listen to the structures to can do their activity
correctly and follow the rules.

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CONTEXT – How will I make the language realistic for the students?

The language will be realistic for the learners when I link the lesson to real events, for example when I will describe some of the
people’s personalities through situations that is tell them who the person, for example, polite or unpolite and so on. Also when
they describe themselves using the new adjectives they make connections between language and reality life.

RESOURCES –– What resources do I need to create the context and provide practice so the students can do what they
need to do to develop? - Include realia, books, handouts, multimedia, songs, games, etc.

Before the start of the period, I will check if the computer and the display are working. I will divide tools and cards into groups.
What I need for the introduction activity is powerpoint and flash card of the keywords, for example, polite, tidy, untidy, impolite,
kind, unkind, impatient and patient and pictures in the powerpoint for a speaking activity. Also, I need boards and markers for
listening activity. In the reading activity I need flash cards for words and their definitions, but for the writing activity need
worksheets.

ACTIVITIES – What activities can I design that use the resources and are appropriate in the context? Are my activities
authentic and purposeful?

In this lesson, I will do a variety of activities that help the students to understand and easy for them to learn something or new
lesson with new keywords. The first activity is I will teach them how they can use adjectives and understand the antonyms to
describe the people’s personalities through pictures from there book, for example, I will show them pictures and I will ask them
to describe the pictures and learner will identify the person who is kind and who is unkind from the pictures that describe the
people’s personalities. The second activity the learners I will give each of group boards and I will read for them the situations
that describe people’s personalities and should to guess what the correct adjective for the person that matching with the
situation. The third activity is read the words with definition and the learners after reading matching each of word with the
correct definition. The last activity is writing I will give worksheet for each student according to their level, for example, I will
give the worksheet with hint which is simple sentence to can they follow it to for the students who have a problem with writing
for helping them, but who is good at writing I will give them worksheet without hint only I write for them the adverbs of
frequency to using them, this worksheet is about writing a few sentences about themselves, using the adjectives and the
adverbs of frequency. Finally, now at the end of the lesson, I will test their understanding of the lesson through oral questioning
such as what did you learn from this lesson? who can tell me when I can decide this person is kind or unkind? My activities
are authentic and purposeful because I make connections between the language and my activity with real life and they can
think about it because I will give them the situations that it could happen in the life and my activities are focused on all four
skills and help all different learning styles, and learner will be able to understand, interest and interaction with the activities.

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