S3 . 'Ll Put the Right Flash Card Next to the Mouth

Unit 10

My body Unit : 10 ate: – – 142 . D : Class Lesson : 1 :Title . 142 – – : -1 / -1 / - 1 / - 1 part : 1 My body

Objectives Contents Procedures Evaluation Review: I’ll check the homework on the board . 1- Describing pictures, the head , ear- Introduction and presentation : T. What is pupils will be able to identify nose- I’ll enter the class greeting them. this ? at least 10 parts of the body shoulder- Pointing to my body I'll tell them that our lesson today is about my S. This is nose out of 18 correctly . arm-hand- body. knee-hair- Pointing to the pictures, I' ll ask the pupils eyes-face- T. What is this ? What is that ? mouth- T. What are these ? What are those ? tooth- To elicit different answers. teeth- Pointing to the head stomach- T. What is this ? Ill answer my self It is a head. legfoot- I'll show them the flash card ,they 'll repeat chorally and individually. feet I 'll 3 girls to spell the word. I'll ask another 3 to read the word. I'll get the flash away Asking them to spell the word S1- spell the word ( h-e – a – d ) S2- read ( head ) S3- spell the ( h-e – a – d ) While that I'll write it on the board

I'll do the same with the other parts.

Unit : 10 ate: – – 142 . D : Class Lesson : 1 :Title . 142 – – : -1 / -1 / - 1 / - 1 part : 1 My body

Objectives Contents Procedures Evaluation 2- Matching the flash cards Hanging a poster of my body S1 . What is to the poster ,the pupils will Match I'll point to the eyes. this ? be able to name at least 10 flash T. What are these ? S2 . This is parts of the body out of 18 cards with S1- These are eyes. mouth. correctly . poster I'll ask her to come to the board ,asking her to pick up the right flash S3 . 'll put the card " eye " and put it next to the picture of the eyes. right flash card next to the mouth I'll do the same with other parts

3- Describing the pictures in Describing I'll ask them to describe the first picture. They 'll P13 ,the pupils will be able to & S1- It has 4 arms . describe the first draw the third one correctly . drawing S2- It has 4 legs . tow pictures. S3- It has 3 eyes . Then they'll Until they finish draw the third one. I'll do the same with the second picture.

I'll ask them to draw the third picture after they listening to their friend 's description. S1- It has 3 legs S2- It has 2 eyes. I'll elicit many description.

Objectives Contents Procedures Evaluation 4 - Discussing the value and Discussing I'll ask them if they clean their body, and how they take care of it . What must your the importance of our clothes body like to be with my pupils To behave as a good Muslim , they have to clean their body and they at prayer to be must have a shower. a good Muslim ? How many times do you have shower ?

Objectives Contents Procedures Evaluation Review: I’ll check the homework on the board . Listening Introduction and presentation : 1- Listening to the dialogue , I'll read the conversation and ask them to repeat reading sentence by They 'll read the the pupils will be able to read sentence chorally . conversation. the conversation using Showing them some flash cards ( contains different weight and tall ), different Qs fluently . I'll ask them to read in pairs .

2- Working in pairs , the I'll stick a big meter on the wall . I'll ask them to How tall pupils will be able to give T – What is this ? they 'll answer It is meter. give both answers. are you ? different answers to the Q I'll ask one of my girl to come to the front , I 'll ask her to stand How tall are you ? correctly . next to the meter , asking How tall are you ? S1- How tall are I'll ask one of her friend to come to the front and say the number . you ? I'll write the Q and it's answer on the board. S2- I am 137 They' ll repeat chorally and individually . centimeters. I'll ask them to ask their friend S2- I am 1 S1- How tall are you ? meter 37 . S2- I am 137 centimeters. Then, I'll introduce the other answer I am 1 meter 37 .

Objectives Contents Procedures Evaluation 3 - Working in pairs , the I'll ask one of my girl to come to the front , I 'll ask her to stand on pupils will be able to give How much the scale , asking How much do you weight ? I'll ask them to do you different answers to the Qs I'll ask one of her friend to come to the front and say the number . give both answers. weight ? How much do you weight ? I'll write the Q and it's answer on the board. correctly . They' ll repeat chorally and individually . S1- How much I'll ask them to work in pairs and ask their friends . do you weight ? S1- How much do you weight ? S2- I am 37 kilos. S2- I am 37 kilos.

I'll hang tow groups of posters on the board 4 – Reading the Qs, the pupils The first croup with blue coulour which has the Qs, and the second match will be able to match them to croup with purple coulour which has the answers. I'll ask them to their answers correctly . What colour is it ? open their book P 14 and match the How much do you weight ? Qs to the answers . What is it like ? Whose dress is this ? I am 65 kilos .

It is her dress . It is black . It is big .

Objectives Contents Procedures Evaluation Review: I’ll check the homework on the board . Introduction and presentation : 1- Listening to the dialogue , Listening I'll read the conversation and ask them to repeat reading sentence by They 'll read the the pupils will be able to read sentence chorally . conversation. the conversation using Showing them some flash cards ( contains different description ), different Qs fluently . I'll ask them to read in pairs .

2- Describing some people, I'll try to remember with my student's "U9-L2" What is it like ? the pupils will be able to What does S1- 'll say it is small S2- 'll say it is cheap. S1- " What does answer " What does he look he look he / she look like ? " correctly . like ? Pointing to first picture, I'll ask them What does he look like ? like ? . I'll answer my self " He is fat " and write it on the board fat next to S2- He is young it's picture S2- He is old. I'll show them the flash card ,they 'll repeat chorally and individually. I 'll ask 3 girls to spell the word. I'll ask another 3 to read the word. I'll get the flash away Asking them to spell the word S1- spell the word ( f-a-t ) S2- read (fat ) S3- spell the ( f-a-t ) While that I'll write it on the board

Objectives Contents Procedures Evaluation Pointing to other picture, I'll ask them What does he look like ? I'll answer my self " He is thin " and write it on the board thin next to it's picture I'll show them the flash card ,they 'll repeat chorally and individually. I 'll ask 3 girls to spell the word. I'll ask another 3 to read the word. I'll get the flash away Asking them to spell the word S1- spell the word ( t-h-i-n ) S2- read (thin) S3- spell the ( t-h-i-n ) While that I'll write it on the board

I'll do the same with the other adjectives.

3 - Answering the Q What I'll point to the pictures asking them What is the does he / she look like ? ,the Opposite T - What is the opposite of thin ? opposite of short pupils will be able to give the of S1- It is fat ? opposite of 3 objectives objectives I'll write ≠ between the thin and fat. It is tall correctly . I'll do the same with other objectives What is the thin ≠ fat opposite of old? short ≠ tall It is young . young ≠ old They' ll repeat chorally and individually . I'll ask them to ask their friend to work in pairs.

Objectives Contents Procedures Evaluation 4 - Describing people , the pupils will be able to answer S1- What does she the Qs What does she / he look like ? look like ? correctly . S1- She has got . small eyes . Showing them some pictures, I'll start saying He has got black hair. S2- She has got I'll ask her the girls to complete the description using has got big mouth . S1- He has got small eyes . S2- He is fat . S3- She is young. . I'll ask the girls to describe their friends

Objectives Contents Procedures Evaluation Review: I’ll check the homework on the board . Introduction and presentation : 1-Describing people , the I'll ask them to describe some pictures. What does she pupils will be able to answer Describing T- What is she wearing ? look like ? the Qs What does she / he S1- She is wearing an orange shirt and blue skirt. look like ? correctly . S2- She is wearing a brown shoes . S1- She has got black hair. I'll describe my self starting with the simple ones. S2- She has got I have got one nose . I have got brown hair. blue eyes . I have got small eyes . I'll ask one of the girls to do the same What do you S1- I have got big mouth . I have got black hair. I have got blue eyes. look like ? I'll write one of her sentences on the board. I'll introduce the new Q What does she look like ? and S1- I have got I'll write it a above the sentence . black hair. I'll start saying She has got big mouth. S2- I have got I'll ask her friend to complete the description using has got blue eyes . S1- She has got black hair. S2- She has got blue eyes . I'll ask the girls to describe their friends

Objectives Contents Procedures Evaluation 2 - Using parts of the body , I'll hang a poster ( a man , boy and an old woman ) colour and some adjectives , I' ll ask them to describe the pictures using has got . the pupils will be able to describe T- What does he look like ? What does she look like ? describe some pictures S1- He has got brown hair. S5 - She has got yellow hair. S1- He has got correctly . S2- He has got green eyes. S6- She has got white skin . brown hair. S3- He has got white skin . S7- She has got blue eyes. . S2- She has got S4- He has got brown moustache . blue eyes. .

3 – Reading sentences P 16 , I'll ask them to open their books P 16 ( people in P 16 ) the pupils will be able to fill Read & fill Pointing to the old man ,I' ll ask them to describe the first picture I'll ask them to in at least 6 blanks out of 10 using has got. describe pictures correctly . T- What does he look like ? then, write their S1- He has got white hair. answers. S2- He has got white moustache . S3- He has got white beard .

I'll ask them to open their book and start filling the blanks . Don’t forget to correct with them at the end of this E.X .

Objectives Contents Procedures Evaluation 4 – Reading the passage P I'll ask them to open their books P 17 17 , the pupils will be able to Pointing to the passage ,I' ll ask them to listen carefully While I am put "T" or " F" for at least 3 Reading reading . They 'll read the sentences out of 4 At the second time, I'll ask them to repeat after me . passage . correctly . I'll ask them to name the people in this story. S1- ' ll read the S1- Shadi. S2- Rida . first sentence . I'll ask them to name part of the body . S2- "T". S3- nose. S4- eyes. S5- hair

I'll ask some girls to read the passage each one 'll read tow sentences.

I'll ask them to work in pairs , one of my girl 'll read the sentence, the other girl 'll say if it is "T" or " F": S1- ' ll read the first sentence . S2- "T". I'll ask them to open their book and write the answers .

Don’t forget to correct with them at the end of this E.X .

Objectives Contents Procedures Evaluation Review: I’ll check the homework on the board . Introduction and presentation : 1-Describing health problems, I'll describe some health problems with them using pictures and P1.read the the pupils will be able to Describing acting . word answer the Qs What is the sore Looking at the pictures; ask Ss what is the matter with each person in P2.spell the matter with you / her/ him ? throat – each picture. I'll write the Q What is the matter ? word from her correctly . toothache I'll divide my board to tow parts . memory. –backache T. 'll write – cold – flu I'll hold my head ( acting ) and say I have a headache the word on the – fever – Pupils look at the flash card. NO1 board. cough – T. read the word. Ps. Repeat chorally and individually . stomach P1.spell the word P2.read the word . Ps. repeat ache – What is the matter with you ? earache I'll get the card away from their eyes and asking one of them to spell it. S1- I have got P4. spell the word from her memory. headache . T. 'll write the word headache on the board next to its picture . S2- I have got I'll go to the second problem , I'll hold the thermometer putting it in fever. my mouth and putting my hands on my brow, saying I have a fever. I'll ask them to look at flash card. NO2 . I'll do the same with the second flash card.

Objectives Contents Procedures Evaluation I'll writ the health problems that have a woman picture on the right and that have a men pictures on the left. I 'll do the same with other health problems.

" What is the matter ?" " What is the matter ?" headache. toothache.

fever. fever.

Then , I'll complete the Q on the board. I'll start with the left side, pointing to the girls and say " What is the matter her or him ?" They'll answer me .Then, I'll complete the Q on the left side . I'll start reading the first sentence asking my girls again to be with me. She or He has got a headache. They 'll answer me I'll ask the girls to complete and read the other sentences. S1- She has got a fever. S2- She has got a fever.

I'll do the same with the other side ( male side ) using him at the Q and He at the answers .

Unit : 10 ate: – – 142 . D : Class Lesson : 3 :Title . 142 – – : -1 / -1 / - 1 / - 1 part : 1 My body Objectives Contents Procedures Evaluation

The board 'll have the next table with all health problems .

" What is the matter with her ?" " What is the matter with him ?" She has got a headache. He has got a toothache.

She has got a fever. He has got a fever.

He has got a cold.

I'll read the conversation and ask them to repeat reading sentence by sentence chorally . 2 - Listening to the dialogue , Asking them: the pupils will be able to read They 'll read the T- How many persons are talking ? What are their names ? the conversation using Listening conversation in S1- There are tow. S2- Waleed and Khalid different health problems pairs . fluently . I'll ask them to count and name the health problems that mentioned at the dialogue . S1 – flue S2- backache S3- sore throat. S4- headache.  Do you take medicines without Showing them some flash cards ( contains different health problems ) going to the I'll ask them to read in pairs and change the mentioned ( to use doctor. another ) health problems.

3 - Discussing the value and We should thank Allah being in good health and appreciate his gift .  Do you take the importance of our health Discussing We don't have to go to doctors for small health problem . medicines without with my pupils. We should not take medicine with out counseling our doctor. going to the doctor.

Review: I’ll check the homework on the board . Introduction and presentation : 1- Looking at 3 timetables, I'll ask them to open their books P 19 ,then I'll read the three tables P1.I have got the pupils will be able to form Q s with them . a back ache at least 3 Q s , sentences sentences Then ,I'll ask them to ask the Qs , form different sentences and give P2. You have and some advices correctly. advices advices from the table. to stay in bed .

2- Describing some pictures , I ll ask them to move to Ex. A to describe some pictures (health What is the the pupils will be able to form Describing problems) matter ? at least 5 sentences out of I'll do the first one as example. 10 and give some advices T- She has got a sore throat . She should go to the doctor. S1- He have got correctly. S1 – She has got a backache. She should stay in bed . headache . He S2 – He has got a backache. He should go to the doctor. should take some aspirin . They'll do the same with other pictures. S2- He have got fever. He should take some aspirin .

Then, we 'll move to the other part. I'll ask one of my girl to work with me. P1. imitate I'll pick up a picture ,I'll imitate the health problem that in the the health problem picture F.e , I'll hold my head . And say the Q What is the matter ? P2. you have Q s S1- you have got a headache . got an earache . sentences You have to go to advices I'll ask them to work in pairs the doctor. S1- pick up any card, then she'll imitate the health problem (act the pain) S2- 'll guess the problem . You have a ………………… . You have to stay in bed

3 - Listening to the passage , Listening I'll read the passage and ask them to listen carefully . the pupils will be able to fill Asking them: What is the the time table correctly.. T- How many persons are there in this passage ? matter with T- What are their names ? Maha ? S1 - Maha S2 - Sami S3 - Manal S4 - Hussam S1- Maha has got sore throat . I'll ask them to write the names that they hear from me and from their friends in the first part.

I'll ask them to name the health problems that mentioned at the passage. What is the S1 – stomachache S2- toothache matter with S3- sore throat. S4- headache. Sami ? S1- Sami has got I'll ask them to listen again to the passage to put each problem next headache . to the right person.

Then I 'll ask them to write the body parts where they have a problem.

I'll ask some girls to read each horizon line S1 – Maha has a sore throat .

Do the same with others names and health problems .

Don’t forget to correct with them at the end of this E.X .

Review: I’ll check the homework on the board . Introduction and presentation: 1 - Listening to the teacher, Listening I'll ask them to listen carefully to the word and the sound I They'll circle the pupils will be able to U pronounce then circle the right place for each letter that comes with the right position circle at least 6 location' s the same sound of the letters sounds out of 8 correctly. Don’t forget to correct with them at the end of this E.X .

I'll ask them to listen carefully to the sound of the word I pronounce 2 - Listening to the teacher, Listening They'll circle then circle the right word that comes with the same sound ,fog - 1 the pupils will be able to shock - 2 circle at least 3 words out of I'll ask them to read the chosen words to make sure that they are 3 – fox 4 correctly . with me. 4 – rock Don’t forget to correct with them at the end of this E.X . They'll write under the right picture i I'll ask them to listen carefully to the words and the vowel sound I 3 - Listening to the teacher, Listening e pronounce then, write it under the right picture. the pupils will be able to write a at least 4 vowel sound out of Don’t forget to correct with them at the end of this E.X . o 6 correctly.

Unit : 10 ate: – – 142 . D Lesson : 4 . 142 – – : : Class part : 2 :Title -1 / -1 / - 1 / - 1 My body

Objectives Contents Procedures Evaluation

1 – Looking at 3 time tables, forming I'll ask to read the first time table then, try to form different Qs. S1- how tall is the pupils will be able to form Q s and ? Waleed at least 4 Q s and sentences sentences Do the same with the second and the third time table. S2- how old is correctly. Waleed S3- I have got a .cough S4- What does he ?look like

2 – Reading the sentences , the pupils will be able to Reading I'll ask them to read the sentences ,then choose the right verb. Ss' ll choose the choose the right verb S1- she has got curly brown hair. .right verb correctly. Don’t forget to correct with them at the end of this E.X .

3 - Listening to the I'll ask them to open their book P22 and look to the boy'spicture . description, the pupils will be Listening T-Who is the Then ,I'll ask them to read the timetable silently. able to identify the missing ?missing boy I'll read the passage asking them to circle the discription they hear. boy correctly .

S2-Ss'll name the .missing boy