Poem -Who am I?

Who am I?
Am I a child who thinks just about playing games?
Am I a  novice who does not know nothing about life and challenges?
or perhaps, Am I an experiment of society?
I am  a person with many doubts and fears,
I am a person who wants to discover the world and live
I am a teenager with many talents and dreams
I am  a  flame  to light up not a container to  fill

Communicative Activity

Communicative activity

Title of lesson	Tom's Morning
By	Safiya, Oman
Student profile	Grade :4/ age:10
Class profile	26 students / 45 minutes
Target language	Target vocabulary, structure, and grammar
Target content	Listen to and understand descriptions, give reasons (because), write sentences.
Materials	Flash cards, cd player
Source	English for Me, grade 4
Procedures	Task 1 (10 mins): describe your morning routine to the class. Ask few students to describe their morning routine by use flash cards to help them.
	Task 2 ( 15 mins): ask the class to look at their class book. Explain that the pictures and text describe what a naughty boy called Tom does in the morning. Introduce the word naughty and explain its meaning. Tell students that in English we use word naughty to refer to misbehaviour. Give students some time to look at the pictures and try to read the text by themselves. Play the CD player, get students to listen and follow the text by tracking it with their finger. Get students to tell you why Tom is naughty. Encourage them to use (because) in their answer
	Task 3 (5 mins): divide students into groups, ask them to discuss Tom's Morning by use because.
	Task 4 (10 mins): get students to read the instructions for the activity. Write 'because' on the board. Read it and get students to tell you what they know about the word. They should be able to tell you that it is used to give a reason for something and it joins two sentences. Ask students to think about Tom's Morning and write  reasons why Tom is naughty. Students can look at pictures and come up with their own text. When they have finished, get a few volunteers to read their sentences.
	Task 5 (5 mins): get students to recall the activities they have done in the lesson and what they learned.

Incorporate specific theme	Incorporate specific theme which is Tom's Morning. It's where students talk about Tom's Morning
Promote authentic communication	Students will discuss in groups about Tom's Morning. Students write sentences about why Tom is naughty.
Integrates the 4 skills	Students start talk about their daily routine. Listen to and understand descriptions. Write reasons and read they.
Foster learners' autonomy	Students talk about tom's morning in group and write reasons by themselves.

Communicative Activity

Communicative Activity

A Jewel in the Sand Fictional story	Title of lesson
Shahd AwadAllah from Gaza-Palestine	By
16-year old male students, grade 10. They are very good in reading & writing and good in speaking & listening.	Student profile
16 students. 2:30-hour class.	Class profile
New vocabularies: curious – interrupt – fiction – jewel –m tribe – matching – feast – generous.	Target language
Chronological order in stories. Differences between a short story & a play. Cultural traditions of nomads or Bedouins	Target content
Whiteboard – pens – posters – colors – glue – colored salt – pictures from the internet – articles from the internet – chalks – laptop.	materials
The text itself is from the shining star introductory book. Some of the materials are from the internet like the pictures & articles.	Source
I give a brief introduction about fiction & nonfiction with examples to make the idea clear for them. (10 mins)	procedures Task "1"
I ask students to work in pairs to think of fictional pieces they've read previously. Then I listen for their answers. (10 mins)	Task "2"
I play the laptop asking students to listen & follow in their books. (5 mins)	Task "3"
Students read the text & we discuss the new vocabularies explaining them in English & translating them into Arabic when needed. (20 mins)	Task "4"
We bring the text of the story turned into a play. On the board we start deducing the differences & comparing the two texts. (10 mins)	Task "5"
Students volunteers to play the roles in the play. They like the chorus part when they all talk together. Of course I need a lot to decide who is going to take part in the play & who is not as all of them want to participate in this activity. (10 mins)	Task "6"
I ask students to get the Bedouins or nomads customs from the text. We discuss them saying whether they work in our society or not justifying the answers. (20 mins)	Task "7"
We bring some articles & pictures about nomads, their animals, shelters & ways of living. A group of five students work on gluing these pictures & articles on posters. (15 mins)	Task "8"
Another group of students work on writing big titles on other posters related to the lesson, put glue in the spaces and fill them with the colored salt. If the salt is not colored, students color it with chalks. (20 mins)	Task "9"
I have two students talented in drawing, so they drew some pictures for nomads & camels. (15 mins)	Task "10"
We hang all the posters in the class taking some pictures to document our achievements. (10 mins)	Task "11"
I assign students to summarize the story in their own language as a homework. (5 mins).	Task "12"

1) incorporates specific content or a theme

The theme or the content is about nomads or Bedouins and their different traditions.

2) promotes authentic communication in English

Students communicates while discussing the different fictions they know, getting the different traditions or customs of Bedouins, comparing them to our traditions & playing the play.

3) integrates all four language skills

Listening: listening to the story via laptop.

Reading: students read the text.

Speaking: mentioning fictional pieces they know. discussing the customs & comparing them.

Writing: summarizing the story as a homework.

4) fosters learner autonomy

Students divided themselves in the groups while doing the activities depending in each others' abilities. They were asking each other for help.  I had a role in distributing roles before acting the play because all of them wanted to take part & things needed to be controlled at that stage. But in the other activities, students distributed the work among them.

Teen Poem

Hello,

This is my first time to write a poem. I wish they will be ok.

The Teen is Me

One, two, three

A moody teen is me

Free Free as a butterfly

To be or to be, I try

To you I'm clumsy, To me I'm funny

So guide, protect & love the hesitant me

Friends are here

no fear, no tear

Not a child, not a man

I am none but an unpredictable teen.

The five adjectives describing my teenage students:

Moody, naughty, sensitive, active, bright

Blessed with students

with me all the times

Through thick and thin,

their moods sway

but they are active and bright

which makes me want to stay

even in their most naughty day

but once I say

stop the play

a sensitive guy

starts to cry

J J