Field: Language Subject: English Level: IV Class: 9 B

and communication 24.02.2025

Topic: Talk about gestures you use with Situation of learning: Discussion about gestures
your family.
Results of learning field competences referring to the Results of learning referring to the key
topic: field competences:
Students will be able to:
1. Present gestures they use with their family. Practicing speaking.
2. Make a list with gestures used by people in different
countries and explain the meaning they have.
3. Role play situations where students use gestures to Key words:
communicate. Gestures,communicate,different
meanings etc.
Sources: Student’s book; Audio and video materials; Relation to other fields:
Extra information. Language and communication
Methodology And Pupils’ Activities
Method: Student-centered, (Brainstorming, mind mapping, critical thinking)
Organization of the lesson:
 Ask students to brainstorm 2 things about the previous topic.
 Write the new topic on the blackboard and introduce students with it.
 Ask students what do they understand with ‘Actions speak louder than words’?! Create a safe
topic of discussion.
 Listen carefully to their opinions and thoughts about using gestures in communicating with
others.
 Ask students to talk about some gestures they usually use when communicating with their
family members or friends and explain the meaning each one of these gestures has.
 Make sure everyone participates in the discussion and shares some gestures with the rest of the
class.
 Tell students to make a list with gestures and their meanings used by people in different
countries. Compare them with each other.
 Try to role play situations where students use different gestures to communicate with each
other.
 Individual work with students with special needs.
 Evaluate their work.

Evaluation:
N2. Present gestures they use with their family.
N3. Make a list with gestures used by people in different countries and explain the meaning they
have.
N4. Role play situations where students use gestures to communicate.
Homework: -
Reflection: Good speaking skills.
Field:Language and Subject: English Level: IV Class: 9 C
communication 24.02.2025

Topic:To speak or not to speak Situation of learning:How many languages exist in

the world today? – Game: Say greetings or expression
in different languages and each group of students has
to guess the language.

Results of learning field competences refering to the topic: Results of learning refering to the
First topic: Students will be able to: key field competences:
1. Locate and underline the new terms in the lesson and elaborate on
them. Practising reading and listening
2. Form sentences using the new terminology.
3. Paraphrase and summarise the dialogues correctly. Key words:
Languages,world,communicate
etc.

Sources: Student’s book; Audio and video materials; Extra Relation to other fields:
information. Language and communication
Methodology And Pupils’ Activities
Method: Student-centered, (Brainstorming, mind mapping, critical thinking)
Organization of the lesson:
 Ask students to brainstorm 2 things about the previous topic.
 Write the new topic on the blackboard and introduce students with it.
 Ask students how many foreign languages do they speak.Create a safe topic of discussion.
 Discuss about how many languages exist in the world today and play a game related to it.Divid
the class in 2-3 groups.Each group says an expression or greeting in a foreign language and th
others have to guess the language.
 Explain the new terminology on the blackboard and give as many examples as we can for a bette
understanding( Ask and answer questions).
 Students read the text while analysing the meaning.
 Ask students to write their own examples on their notebooks using their critical thinking.
 Students will listen to the listening parts and than complete the exercises one by one.
 They will keep notes and try to elaborate.
 Asisst students with questions and help them whenever needed.
 Read the exercises and discuss together as a group while letting students evaluate each other’
answers.
 Ask students to try paraphrase and summarise the new topic they learned about, using their ow
words.
 Individual work with students with special needs.
 Evaluate their work.
Evaluation:
N2. Locate and underline the new terms in the lesson and elaborate on them.
N3. Form sentences using the new terminology.
N4. Paraphrase and summarise the text correctly.
Homework: Essay: The importance of speaking foreign languages today.
 Reflection: Good reading and listening skills.

Field: Language Subject: English Level: IV Class: 9 A

and communication 25.02.2025
Topic: Talk about gestures you use with Situation of learning: Discussion about gestures
your family.
Results of learning field competences referring to the Results of learning referring to the key
topic: field competences:
Students will be able to:
1. Present gestures they use with their family. Practicing speaking.
2. Make a list with gestures used by people in different
countries and explain the meaning they have.
3. Role play situations where students use gestures to Key words:
communicate. Gestures,communicate,different
meanings etc.
Sources: Student’s book; Audio and video materials; Relation to other fields:
Extra information. Language and communication
Methodology And Pupils’ Activities
Method: Student-centered, (Brainstorming, mind mapping, critical thinking)
Organization of the lesson:
 Ask students to brainstorm 2 things about the previous topic.
 Write the new topic on the blackboard and introduce students with it.
 Ask students what do they understand with ‘Actions speak louder than words’?! Create a safe
topic of discussion.
 Listen carefully to their opinions and thoughts about using gestures in communicating with
others.
 Ask students to talk about some gestures they usually use when communicating with their
family members or friends and explain the meaning each one of these gestures has.
 Make sure everyone participates in the discussion and shares some gestures with the rest of the
class.
 Tell students to make a list with gestures and their meanings used by people in different
countries. Compare them with each other.
 Try to role play situations where students use different gestures to communicate with each
other.
 Individual work with students with special needs.
 Evaluate their work.

Evaluation:
N2. Present gestures they use with their family.
N3. Make a list with gestures used by people in different countries and explain the meaning they
have.
 N4. Role play situations where students use gestures to communicate.
Homework: -
Reflection: Good speaking skills.

Field:Language and Subject: English Level: IV Class: 9 D

communication 25.02.2025

Topic:To speak or not to speak Situation of learning:How many languages exist in

the world today? – Game: Say greetings or expression
in different languages and each group of students has
to guess the language.

Results of learning field competences refering to the topic: Results of learning refering to the
First topic: Students will be able to: key field competences:
1. Locate and underline the new terms in the lesson and elaborate on
them. Practising reading and listening
2. Form sentences using the new terminology.
3. Paraphrase and summarise the dialogues correctly. Key words:
Languages,world,communicate
etc.

Sources: Student’s book; Audio and video materials; Extra Relation to other fields:
information. Language and communication
Methodology And Pupils’ Activities
Method: Student-centered, (Brainstorming, mind mapping, critical thinking)
Organization of the lesson:
 Ask students to brainstorm 2 things about the previous topic.
 Write the new topic on the blackboard and introduce students with it.
 Ask students how many foreign languages do they speak.Create a safe topic of discussion.
 Discuss about how many languages exist in the world today and play a game related to it.Divid
the class in 2-3 groups.Each group says an expression or greeting in a foreign language and th
others have to guess the language.
 Explain the new terminology on the blackboard and give as many examples as we can for a bette
understanding( Ask and answer questions).
 Students read the text while analysing the meaning.
 Ask students to write their own examples on their notebooks using their critical thinking.
 Students will listen to the listening parts and than complete the exercises one by one.
 They will keep notes and try to elaborate.
 Asisst students with questions and help them whenever needed.
 Read the exercises and discuss together as a group while letting students evaluate each other’
answers.
 Ask students to try paraphrase and summarise the new topic they learned about, using their ow
words.
 Individual work with students with special needs.
 Evaluate their work.
Evaluation:
N2. Locate and underline the new terms in the lesson and elaborate on them.
N3. Form sentences using the new terminology.
N4. Paraphrase and summarise the text correctly.
Homework: Essay: The importance of speaking foreign languages today.
Reflection: Good reading and listening skills.

Field:Language and Subject: English Level: IV Class: 9 C/D

communication 26.02.2025

Topic: The advantages and disadvantages of using Situation of learning: The impact computers have in
computers our life – Debate: Computers have more advantages o
disadvantages in our life ?
Results of learning field competences refering to the topic: Results of learning refering to the
First topic: Students will be able to: key field competences:
1. Locate and underline the new terms in the lesson and elaborate on
them. Practising reading and listening
2. Form sentences using the new terminology.
3. Paraphrase and summarise the text correctly. Key words:
Computers,harmful,addicted,useful
etc.
Sources: Student’s book; Audio and video materials; Extra Relation to other fields:
information. Language and communication
Methodology And Pupils’ Activities
Method: Student-centered, (Brainstorming, mind mapping, critical thinking)
Organization of the lesson:
 Ask students to brainstorm 2 things about the previous topic.
 Write the new topic on the blackboard and introduce students with it.
 Ask students if they have a computer and if they find it useful.Create a safe topic of discussion.
 Discuss about the advantages and disadvantages of using computers. Start a debate about thi
topic and focus on the impact computers have in our life.
 Explain the new terminology on the blackboard and give as many examples as we can for a bette
understanding( Ask and answer questions).
 Students read the text while analysing the meaning.
 Ask students to write their own examples on their notebooks using their critical thinking.
 Students will listen to the listening parts and than complete the exercises one by one.
 They will keep notes and try to elaborate.
 Asisst students with questions and help them whenever needed.
 Read the exercises and discuss together as a group while letting students evaluate each other’
answers.
 Ask students to try paraphrase and summarise the new topic they learned about, using their ow
words.
 Individual work with students with special needs.
 Evaluate their work.
Evaluation:
N2. Locate and underline the new terms in the lesson and elaborate on them.
N3. Form sentences using the new terminology.
N4. Paraphrase and summarise the text correctly.
Homework: Speak exercise page 75.
Reflection: Good reading and listening skills.

Field:Language and Subject: English Level: IV Class: 9 A/B

communication 27.02.2025

Topic:To speak or not to speak Situation of learning:How many languages exist in

the world today? – Game: Say greetings or expression
in different languages and each group of students has
to guess the language.

Results of learning field competences refering to the topic: Results of learning refering to the
First topic: Students will be able to: key field competences:
1. Locate and underline the new terms in the lesson and elaborate on
them. Practising reading and listening
2. Form sentences using the new terminology.
3. Paraphrase and summarise the dialogues correctly. Key words:
Languages,world,communicate
etc.

Sources: Student’s book; Audio and video materials; Extra Relation to other fields:
information. Language and communication
Methodology And Pupils’ Activities
Method: Student-centered, (Brainstorming, mind mapping, critical thinking)
Organization of the lesson:
 Ask students to brainstorm 2 things about the previous topic.
 Write the new topic on the blackboard and introduce students with it.
 Ask students how many foreign languages do they speak.Create a safe topic of discussion.
 Discuss about how many languages exist in the world today and play a game related to it.Divid
the class in 2-3 groups.Each group says an expression or greeting in a foreign language and th
others have to guess the language.
 Explain the new terminology on the blackboard and give as many examples as we can for a bette
understanding( Ask and answer questions).
 Students read the text while analysing the meaning.
 Ask students to write their own examples on their notebooks using their critical thinking.
 Students will listen to the listening parts and than complete the exercises one by one.
 They will keep notes and try to elaborate.
 Asisst students with questions and help them whenever needed.
 Read the exercises and discuss together as a group while letting students evaluate each other’
answers.
  Ask students to try paraphrase and summarise the new topic they learned about, using their ow
words.
 Individual work with students with special needs.
 Evaluate their work.
Evaluation:
N2. Locate and underline the new terms in the lesson and elaborate on them.
N3. Form sentences using the new terminology.
N4. Paraphrase and summarise the text correctly.
Homework: Essay: The importance of speaking foreign languages today.
Reflection: Good reading and listening skills.

Field:Language and Subject: English Level: IV Class: 9 A/B

communication 28.02.2025

Topic: The advantages and disadvantages of using Situation of learning: The impact computers have in
computers our life – Debate: Computers have more advantages o
disadvantages in our life ?
Results of learning field competences refering to the topic: Results of learning refering to the
First topic: Students will be able to: key field competences:
1. Locate and underline the new terms in the lesson and elaborate on
them. Practising reading and listening
2. Form sentences using the new terminology.
3. Paraphrase and summarise the text correctly. Key words:
Computers,harmful,addicted,useful
etc.
Sources: Student’s book; Audio and video materials; Extra Relation to other fields:
information. Language and communication
Methodology And Pupils’ Activities
Method: Student-centered, (Brainstorming, mind mapping, critical thinking)
Organization of the lesson:
 Ask students to brainstorm 2 things about the previous topic.
 Write the new topic on the blackboard and introduce students with it.
 Ask students if they have a computer and if they find it useful.Create a safe topic of discussion.
 Discuss about the advantages and disadvantages of using computers. Start a debate about thi
topic and focus on the impact computers have in our life.
 Explain the new terminology on the blackboard and give as many examples as we can for a bette
understanding( Ask and answer questions).
 Students read the text while analysing the meaning.
 Ask students to write their own examples on their notebooks using their critical thinking.
 Students will listen to the listening parts and than complete the exercises one by one.
 They will keep notes and try to elaborate.
 Asisst students with questions and help them whenever needed.
 Read the exercises and discuss together as a group while letting students evaluate each other’
answers.
 Ask students to try paraphrase and summarise the new topic they learned about, using their ow
 words.
 Individual work with students with special needs.
 Evaluate their work.
Evaluation:
N2. Locate and underline the new terms in the lesson and elaborate on them.
N3. Form sentences using the new terminology.
N4. Paraphrase and summarise the text correctly.
Homework: Speak exercise page 75.
Reflection: Good reading and listening skills.

Field: Language Subject: English Level: IV Class: 9 C/D

and
28.02.2025
communication
Topic: An essay Situation of learning: Writing an essay – group work:
divide students in groups and give each group an essay
asking them to read it, find out what type of essay it is
and discuss about the structure it has,the style and
expressions used etc.
Results of learning field competences referring to the Results of learning referring to the
topic: key field competences:
Students will be able to:
1. Locate and explain the writing terms in the paragraphs. Practicing writing
2. Create and elaborate on an essay discussing the advantages
and disadvantages of a certain topic.
Key words:
3. Contrast and compare between the different types of essays.
Formal style, contrast, list etc.

Sources: Student’s book; Audio and video materials; Extra Relation to other fields:
information.
Language and communication
Methodology And Pupils’ Activities
Method: Critical thinking, mind-mapping.
Organization of the lesson:
 Introduce the students with the topic and the general idea.
 Ask students what do they understand with the word ‘essay’ and create a safe topic of
discussion.
 Listen carefully to their opinions and thoughts about the things that should be taken into
 consideration when writing an essay.
 Explain the new terminology on the blackboard as well as the writing rules and give as many
examples as we can for a better understanding.
 Complete the exercises one by one and then discuss about them.
 Assist students with questions and help them whenever needed.
 Read the exercises and discuss together as a group while letting students evaluate each other’s
answers.
 Ask them to write an essay discussing about the advantages and disadvantages of having a
smartphone.
 Ask them to do a revision of what they learned today.
 Individual work with students with special needs.
 Evaluate their work.
Evaluation:
N2. Locate and explain the writing terms in the paragraphs.
N3. Create and elaborate on an essay discussing the advantages and disadvantages of a certain topic.
N4. Contrast and compare between the different types of essays.
Homework: Workbook exercises.
Reflection: Good writing skills.
Field: Language Subject: English Level: IV Class: 9 B
and
03.03.2025
communication
Topic: An essay Situation of learning: Writing an essay – group work:
divide students in groups and give each group an essay
asking them to read it, find out what type of essay it is
and discuss about the structure it has,the style and
expressions used etc.
Results of learning field competences referring to the Results of learning referring to the
topic: key field competences:
Students will be able to:
1. Locate and explain the writing terms in the paragraphs. Practicing writing
2. Create and elaborate on an essay discussing the advantages
and disadvantages of a certain topic.
Key words:
3. Contrast and compare between the different types of essays.
Formal style, contrast, list etc.

Sources: Student’s book; Audio and video materials; Extra Relation to other fields:
information.
Language and communication
Methodology And Pupils’ Activities
Method: Critical thinking, mind-mapping.
Organization of the lesson:
 Introduce the students with the topic and the general idea.
 Ask students what do they understand with the word ‘essay’ and create a safe topic of
discussion.
 Listen carefully to their opinions and thoughts about the things that should be taken into
consideration when writing an essay.
  Explain the new terminology on the blackboard as well as the writing rules and give as many
examples as we can for a better understanding.
 Complete the exercises one by one and then discuss about them.
 Assist students with questions and help them whenever needed.
 Read the exercises and discuss together as a group while letting students evaluate each other’s
answers.
 Ask them to write an essay discussing about the advantages and disadvantages of having a
smartphone.
 Ask them to do a revision of what they learned today.
 Individual work with students with special needs.
 Evaluate their work.
Evaluation:
N2. Locate and explain the writing terms in the paragraphs.
N3. Create and elaborate on an essay discussing the advantages and disadvantages of a certain topic.
N4. Contrast and compare between the different types of essays.
Homework: Workbook exercises.
Reflection: Good writing skills.
Field: Language Subject: English Level: IV Class: 9 A
and
04.03.2025
communication
Topic: An essay Situation of learning: Writing an essay – group work:
divide students in groups and give each group an essay
asking them to read it, find out what type of essay it is
and discuss about the structure it has,the style and
expressions used etc.
Results of learning field competences referring to the Results of learning referring to the
topic: key field competences:
Students will be able to:
1. Locate and explain the writing terms in the paragraphs. Practicing writing
2. Create and elaborate on an essay discussing the advantages
and disadvantages of a certain topic.
Key words:
3. Contrast and compare between the different types of essays.
Formal style, contrast, list etc.

Sources: Student’s book; Audio and video materials; Extra Relation to other fields:
information.
Language and communication
Methodology And Pupils’ Activities
Method: Critical thinking, mind-mapping.
Organization of the lesson:
 Introduce the students with the topic and the general idea.
 Ask students what do they understand with the word ‘essay’ and create a safe topic of
discussion.
 Listen carefully to their opinions and thoughts about the things that should be taken into
consideration when writing an essay.
 Explain the new terminology on the blackboard as well as the writing rules and give as many
examples as we can for a better understanding.
  Complete the exercises one by one and then discuss about them.
 Assist students with questions and help them whenever needed.
 Read the exercises and discuss together as a group while letting students evaluate each other’s
answers.
 Ask them to write an essay discussing about the advantages and disadvantages of having a
smartphone.
 Ask them to do a revision of what they learned today.
 Individual work with students with special needs.
 Evaluate their work.
Evaluation:
N2. Locate and explain the writing terms in the paragraphs.
N3. Create and elaborate on an essay discussing the advantages and disadvantages of a certain topic.
N4. Contrast and compare between the different types of essays.
Homework: Workbook exercises.
Reflection: Good writing skills.
Field:Language and Subject: Level: IV Class: 9 C
communication English
03/03/2025
Topic: Round-up 5 Situation of learning: Grammar and vocabulary revision

Results of learning field competences refering to the topic: Results of learning refering to the
key field competences:
Students will be able to:
1. Locate and underline -ing forms in the sentences.
Revision
2. Diffentiate between Bare infinitive and Full infinitive.
3. Form sentences using the structures:
Key words:
- can/could/may/will/would
Reinforcement.
- must/have to/need to/can’t
- can/could/be able to
- could/may/might

Sources: Student’s book; Audio and video materials; Extra Relation to other fields:
information.
Language and communication

Methodology And Pupils’ Activities

Method: Student-centered; Critical thinking; Mind-mapping.
Organization of the lesson:
 Introduce the topic to the students ( Round-up 5).
 Ask students about previous knowledge on -ing forms/ infinitive and also the new vocabulary
and listen carefully to their opinions.
 Re-explain the grammar parts on the blackboard and give as many examples as I can for a better
understanding.
 Ask students to write their on examples using their abilities.
 Students complete the exercises one by one while asisting them and giving feedback whenever
needed.
 Listen carefully to their opinions and thoughts.
 Ask students what is the difference between between Bare infinitive and Full infinitive.
 Clear any uncertainties they might have by giving examples.
 Students will be asked to create a mind map using specific terminology.
Ask students to form sentences on their notebooks using the structures:
- can/could/may/will/would
- must/have to/need to/can’t
- can/could/be able to
- could/may/might
and later on they write them on the blackboard.
 Read and discuss together as a group about the exercises while letting students evaluate each
other’s answers.
 Individual work with students with special needs.
 Evaluate their work.
Evaluation:
N2. Locate and underline -ing forms in the sentences.
N3. Diffentiate between Bare infinitive and Full infinitive.
N4.Form sentences using the structures:
- can/could/may/will/would
- must/have to/need to/can’t
- can/could/be able to
- could/may/might

Homework: Workbook exercises.

Reflection: Good critical thinking.
Field:Language and Subject: Level: IV Class: 9 D
communication English
04/03/2025
Topic: Round-up 5 Situation of learning: Grammar and vocabulary revision

Results of learning field competences refering to the topic: Results of learning refering to the
key field competences:
Students will be able to:
1. Locate and underline -ing forms in the sentences.
Revision
2. Diffentiate between Bare infinitive and Full infinitive.
3. Form sentences using the structures:
Key words:
- can/could/may/will/would
Reinforcement.
- must/have to/need to/can’t
- can/could/be able to
- could/may/might

Sources: Student’s book; Audio and video materials; Extra Relation to other fields:
information.
Language and communication

Methodology And Pupils’ Activities

Method: Student-centered; Critical thinking; Mind-mapping.
Organization of the lesson:
 Introduce the topic to the students ( Round-up 5).
 Ask students about previous knowledge on -ing forms/ infinitive and also the new vocabulary
and listen carefully to their opinions.
 Re-explain the grammar parts on the blackboard and give as many examples as I can for a better
understanding.
 Ask students to write their on examples using their abilities.
 Students complete the exercises one by one while asisting them and giving feedback whenever
needed.
 Listen carefully to their opinions and thoughts.
 Ask students what is the difference between between Bare infinitive and Full infinitive.
 Clear any uncertainties they might have by giving examples.
 Students will be asked to create a mind map using specific terminology.
Ask students to form sentences on their notebooks using the structures:
- can/could/may/will/would
- must/have to/need to/can’t
- can/could/be able to
- could/may/might
and later on they write them on the blackboard.
 Read and discuss together as a group about the exercises while letting students evaluate each
other’s answers.
 Individual work with students with special needs.
 Evaluate their work.
Evaluation:
N2. Locate and underline -ing forms in the sentences.
N3. Diffentiate between Bare infinitive and Full infinitive.
N4.Form sentences using the structures:
- can/could/may/will/would
- must/have to/need to/can’t
- can/could/be able to
- could/may/might

Homework: Workbook exercises.

Reflection: Good critical thinking.
Field:Language and Subject: English Level: IV Class: 9 C/D
communication 05.03.2025

Topic: The sky at night Situation of learning: Did you know….?

- Quiz: questions related to space
Results of learning field competences refering to the topic: Results of learning refering to the
First topic: Students will be able to: key field competences:
1. Locate and underline the new terms in the lesson and elaborate on
them. Practising reading and listening
2. Form sentences using the new terminology.
3. Paraphrase and summarise the texts correctly. Key words:
Sky,shooting star,moon,lunar
cycle,eclipse,planets,universe etc.

Sources: Student’s book; Audio and video materials; Extra Relation to other fields:
information. Language and communication
Methodology And Pupils’ Activities
Method: Student-centered, (Brainstorming, mind mapping, critical thinking)
Organization of the lesson:
 Ask students to brainstorm 2 things about the previous topic.
 Write the new topic on the blackboard and introduce students with it.
 Ask students what do they know about the universe.Create a safe topic of discussion.
 Discuss about how many planets have we got,how long does it take light from the sun to reach th
Earth,what is a shooting star etc.
 Make a quiz with the students: divide them into groups,ask questions about the space and see who
gets more correct answers in the end.
 Explain the new terminology on the blackboard and give as many examples as we can for a bette
understanding( Ask and answer questions).
 Students read the text while analysing the meaning.
 Ask students to write their own examples on their notebooks using their critical thinking.
 Students will listen to the listening parts and than complete the exercises one by one.
 They will keep notes and try to elaborate.
 Asisst students with questions and help them whenever needed.
 Read the exercises and discuss together as a group while letting students evaluate each other’
 answers.
 Ask students to try paraphrase and summarise the new topic they learned about, using their ow
words.
 Individual work with students with special needs.
 Evaluate their work.
Evaluation:
N2. Locate and underline the new terms in the lesson and elaborate on them.
N3. Form sentences using the new terminology.
N4. Paraphrase and summarise the text correctly.
Homework: Essay: What’s up there..?
Reflection: Good reading and listening skills.

Field:Language and Subject: Level: IV Class: 9 A/B

communication English
06/03/2025
Topic: Round-up 5 Situation of learning: Grammar and vocabulary revision

Results of learning field competences refering to the topic: Results of learning refering to the
key field competences:
Students will be able to:
1. Locate and underline -ing forms in the sentences.
Revision
2. Diffentiate between Bare infinitive and Full infinitive.
3. Form sentences using the structures:
Key words:
- can/could/may/will/would
Reinforcement.
- must/have to/need to/can’t
- can/could/be able to
- could/may/might

Sources: Student’s book; Audio and video materials; Extra Relation to other fields:
information.
Language and communication

Methodology And Pupils’ Activities

Method: Student-centered; Critical thinking; Mind-mapping.
Organization of the lesson:
 Introduce the topic to the students ( Round-up 5).
 Ask students about previous knowledge on -ing forms/ infinitive and also the new vocabulary
and listen carefully to their opinions.
 Re-explain the grammar parts on the blackboard and give as many examples as I can for a better
understanding.
 Ask students to write their on examples using their abilities.
 Students complete the exercises one by one while asisting them and giving feedback whenever
needed.
 Listen carefully to their opinions and thoughts.
 Ask students what is the difference between between Bare infinitive and Full infinitive.
 Clear any uncertainties they might have by giving examples.
 Students will be asked to create a mind map using specific terminology.
Ask students to form sentences on their notebooks using the structures:
- can/could/may/will/would
- must/have to/need to/can’t
- can/could/be able to
- could/may/might
and later on they write them on the blackboard.
 Read and discuss together as a group about the exercises while letting students evaluate each
other’s answers.
 Individual work with students with special needs.
 Evaluate their work.
Evaluation:
N2. Locate and underline -ing forms in the sentences.
N3. Diffentiate between Bare infinitive and Full infinitive.
N4.Form sentences using the structures:
- can/could/may/will/would
- must/have to/need to/can’t
- can/could/be able to
- could/may/might

Homework: Workbook exercises.

Reflection: Good critical thinking.
Field:Language and Subject: English Level: IV Class: 9 A/B
communication 07.03.2025

Topic: The sky at night Situation of learning: Did you know….?

- Quiz: questions related to space
Results of learning field competences refering to the topic: Results of learning refering to the
First topic: Students will be able to: key field competences:
1. Locate and underline the new terms in the lesson and elaborate on
them. Practising reading and listening
2. Form sentences using the new terminology.
3. Paraphrase and summarise the texts correctly. Key words:
Sky,shooting star,moon,lunar
cycle,eclipse,planets,universe etc.

Sources: Student’s book; Audio and video materials; Extra Relation to other fields:
information. Language and communication
Methodology And Pupils’ Activities
Method: Student-centered, (Brainstorming, mind mapping, critical thinking)
Organization of the lesson:
 Ask students to brainstorm 2 things about the previous topic.
 Write the new topic on the blackboard and introduce students with it.
 Ask students what do they know about the universe.Create a safe topic of discussion.
 Discuss about how many planets have we got,how long does it take light from the sun to reach th
Earth,what is a shooting star etc.
 Make a quiz with the students: divide them into groups,ask questions about the space and see who
gets more correct answers in the end.
 Explain the new terminology on the blackboard and give as many examples as we can for a bette
understanding( Ask and answer questions).
 Students read the text while analysing the meaning.
 Ask students to write their own examples on their notebooks using their critical thinking.
 Students will listen to the listening parts and than complete the exercises one by one.
 They will keep notes and try to elaborate.
 Asisst students with questions and help them whenever needed.
 Read the exercises and discuss together as a group while letting students evaluate each other’
 answers.
 Ask students to try paraphrase and summarise the new topic they learned about, using their ow
words.
 Individual work with students with special needs.
 Evaluate their work.
Evaluation:
N2. Locate and underline the new terms in the lesson and elaborate on them.
N3. Form sentences using the new terminology.
N4. Paraphrase and summarise the text correctly.
Homework: Essay: What’s up there..?
Reflection: Good reading and listening skills.

Field: Language Subject: English Level: IV Class: 9 C/D

and communication 07.03.2025
Topic: The sun and the moon Situation of learning: Talking about space
Game: give different photos of things related to space and
have students guess what they are.
Results of learning field competences referring to the Results of learning referring to the key
topic: field competences:
Students will be able to:
1. Present important facts about space. Practicing speaking.
2. Complete quizzes about space.
3. Write a story about space using their imagination.
Key words:
Space,sky,light,stars,moon,astronomy etc.

Sources: Student’s book; Audio and video materials; Relation to other fields:
Extra information. Language and communication
Methodology And Pupils’ Activities
Method: Student-centered, (Brainstorming, mind mapping, critical thinking)
Organization of the lesson:
 Ask students to brainstorm 2 things about the previous topic.
 Write the new topic on the blackboard and introduce students with it.
 Ask sudents if they are interested in learning about space and what kind of information they
have related to it.Create a safe topic of discussion.
 Present to them photos of different things related to space and have them guess what they are.
Then for each photo tell them an important fact.
 Listen carefully to their opinions and thoughts about travelling to space.
 Ask students to complete a quiz about space and discuss together later on.
 Have students create a story about space using their imagination.
 Individual work with students with special needs.
 Evaluate their work.

Evaluation:
N2. Present important facts about space.
N3. Complete quizzes about space.
N4. Write a story about space using their imagination.
Homework: -
Reflection: Good speaking skills.

Field:Language Subject: English Level: III Class: 6 A/B

and
04.03.2024
communication
Topic: EXPEDITIONS/MEANS OF Situation of learning: Means of transportation.
TRANSPORT
Game: Divide students into groups and give them time
to mention as many means of transport as they ( by air,
land and water )

Results of learning field competences refering to the topic: Results of learning refering to the
key field competences:
Students will be able to:
1. Locate and underline the new terms in the lesson and elaborate
on them. Practising vocabulary.
2. Form sentences using the new terminology. Key words:
3. Paraphrase and summarise the text correctly. Ferry, canoe, sledge, plane, lorry.
(4. Listen and repeat).
Sources: Student’s book; Audio and video materials; Extra Relation to other fields:
information.
Language and communication
Methodology And Pupils’ Activities
Method: Student-centered, (Brainstorming, mind mapping, critical thinking)
Organization of the lesson:
 Ask students to brainstorm 2 things about the previous topic.
 Write the new topic on the blackboard and introduce students with it.
 Ask students what do they understand with ‘means of transportation’? Create a safe topic of
discussion.
 Listen carefully to their opinions and thoughts about different means of transportation?
 Explain the new terminology on the blackboard and give as many examples as we can for a
better understanding( Ask and answer questions).
 Students read the text one by one while analysing the meaning.
 Ask students to write their own sentences with new terminology on their notebooks using their
critical thinking.
 Students will listen to the listening parts and than complete the exercises one by one.
 They will keep notes and try to elaborate in detail.
 Asisst students with questions and help them whenever needed.
 Read the exercises and discuss together as a group while letting students evaluate each other’s
answers.
 Discussion about the text they just read. Contrast and compare. Use their critical thinking
abilities.
 Ask students to try paraphrase and summarise the new topic they learned about, using their
own words.
 Individual work with students with special needs.
 Evaluate their work.
Evaluation:
N2. Locate and underline the new terms in the lesson and elaborate on them.
N3. Form sentences using the new terminology.
N4. Paraphrase and summarise the text correctly.
Homework: Ex. 4 page 59.
Reflection: Good critical thinking.
Field: Language Subject: English Level: III Class: 6 A/B
and
05.03.2024
communication
Topic: THE INTERNATIONAL SPACE STATION Situation of learning: Vocabulary bank/Learning new
terminology.
Results of learning field competences referring to Results of learning referring to the key field
the topic: competences:
Students will be able to:
1. Locate and underline the new terms about the Practicing reading.
traveling in the lesson and elaborate on them.
2. Form sentences using the new terminology.
Key words:
3. Paraphrase and summarize the text correctly.
Astronaut, crew, Earth, Moon, planet.
(4. Listen and repeat).
Sources: Student’s book; Audio and video Relation to other fields:
materials; Extra information.
Language and communication
Methodology And Pupils’ Activities
Method: Student-centered, (Brainstorming, mind mapping, critical thinking)
Organization of the lesson:
 Ask students to brainstorm 2 things about the previous topic.
 Write the new topic on the blackboard and introduce students with it.
 Ask students about their favorite traveling activity? Create a safe topic of discussion.
 Listen carefully to their opinions about abroad traveling and different professions.
 Explain the new terminology on the blackboard and give as many examples as we can for a
better understanding (Ask and answer questions).
 Students read the text one by one while analyzing the meaning.
 Ask students to write their own examples on their notebooks using their critical thinking.
 Students will listen to the listening parts and then complete the exercises one by one.
 They will keep notes and try to elaborate.
 Assist students with questions and help them whenever needed.
 Read the exercises and discuss together as a group while letting students evaluate each other’s
answers.
 Ask students to complete the gaps in the sentences using the word they think it fits best.
 Discussion about the text they just read. Contrast and compare. Use their critical thinking
abilities.
 Ask students to try paraphrase and summarize the new topic they learned about, using their own
words.
 Individual work with students with special needs.
 Evaluate their work.
Evaluation:
N2. Locate and underline the new terms about the traveling in the lesson and elaborate on them.
N3. Form sentences using the new terminology.
N4. Paraphrase and summarize the text correctly.
Homework: Translate the text.
Reflection: Good reading skills.
Field:Language and Subject: English Level: III Class: 6 A/B
communication
06.03.2024
Topic: WAS/WERE Situation of learning: Grammar practice.
Results of learning field competences refering to the topic: Results of learning refering to the
key field competences:
Students will be able to:
1. Locate and underline the verbs in the sentences.
Practising grammar
2. Form sentences using was and were.
3. Contrast and compare between was and were.
Key words:
(4. Match the verbs to the rule)
Was,were.
Sources: Student’s book; Workbook; Extra information. Relation to other fields:
 Language and communication
Methodology And Pupils’ Activities
Method: Critical thinking; analysing; clustering.
Organization of the lesson:
 Ask students about the previous topic and introduce them to the new one.
 Ask students about their previous knowledge in the was and were and create a safe topic of
discussion.
 Listen carefully to their opinions and thoughts.
 Explain on the blackboard the new grammar part and give as many examples we can.
 Students will be asked to locate the verb in the sentences and analyse each sentence.
 Ask students to write their own examples on their notebooks.
 Complete the exercises and discuss together as a group while letting students evaluate each
other’s answers.
 At the end of the lesson students each say something new they learned today.
 Individual work with students with special needs.
 Evaluate their work.
Evaluation:
N2. Locate and underline the verbs in the sentences.
N3. Form sentences using was and were.
N4. Contrast and compare between was and were.

Homework: Ex 7 page 61.

Reflection: Good critical thinking.

Field:Language and Subject: Level: III Class: 6 A/B

communication English
25/02/2025
Topic: REVISION AND REINFORCEMENT Situation of learning: Grammar and vocabulary
practise.

Results of learning field competences refering to the topic: Results of learning refering to
the key field competences:
Students will be able to:
1. Locate and underline the verbs in the Present Continuous in
the sentences. Revision
2. Differentiate between Present Simple and Present
Continuous.
3. Form sentences using adverbs of frequency. Key words:
(4. Listen and repeat information ). Reinforcement.

Sources: Student’s book; Audio and video materials; Extra Relation to other fields:
information.
Language and communication

Methodology And Pupils’ Activities

Method: Student-centered; Critical thinking; Mind-mapping.
Organization of the lesson:
 Introduce the topic to the students (Revision).
 Ask students about previous knowledge on present continuous and also the new vocabulary
and listen carefully to their opinions.
 Re-explain the grammar parts on the blackboard and give as many examples as I can for a
better understanding.
 Ask students to write their own examples using their abilities.
 Ask students what is the difference between Present Simple and Present Continuous.
 Clear any uncertainties they might have by giving examples.
 Students will be asked to create a mind map using specific terminology.
 Ask students to form sentences on their notebooks using adverbs of frequency and later on
they write them on the blackboard.
 Read and discuss together as a group about the exercises you give to students to complete or
the ones in the workbook while letting students evaluate each other’s answers.
 Individual work with students with special needs.
 Evaluate their work.
Evaluation:
N2. Locate and underline the verbs in the Present Continuous in the sentences.
N3. Differentiate between Present Simple and Present Continuous.
N4. Form sentences using adverbs of frequency.
Homework: -
Reflection: Good critical thinking.
Field:Language Subject: English Level: III Class: 6 A/B
and
26.02.2025
communication
Topic: PROJECT SECOND PHASE Situation of learning: First hour (Work plan,
literature and the selected topics).
The magazine of our school
(First hour)
Results of learning field competences refering to the topic: Results of learning refering to the
key field competences:
Students will be able to:
1. Discuss about the workloads during the first period of the
project (magazine) and give new ideas. Speaking.
2. Elaborate the literature and the collaboration within the
group.
Key words:
3. Think creatively about the final magazine. Magazine; group work; literature.
Sources: Student’s book; Audio and video materials; Extra Relation to other fields:
information.
Language and communication
Methodology And Pupils’ Activities
Method: Critical thinking, comparison and categorizing information, clustering.
Organization of the lesson:
 Write the topic on the blackboard, (Project first hour, second phase) The magazine of our school.
 Each group comes to the front of the class to elaborate on the project work load division.
 Each group leader will explain how did they divide the work during the project phases.
 They will also elaborate about the literature, the objectives and the collaboration specifically.
 Each group will talk about the information and the events they have chosen until now.
 Give my opinions and ideas how they can further improve their final projects.
 Assist students with questions they have and clear any uncertainties.
 Set schedules and deadlines they will have to respect.
 Individual work with students with special needs.
 Evaluate them.
Evaluation:
N2. Discuss about the workloads during the first period of the project (magazine) and give new ideas.
N3. Elaborate the literature and the collaboration within the group.
N4. Think creatively about the final magazine.
Homework: Creative work.
Reflection: Good speaking abilities.