Space unit plan

Department of Curriculum and Instruction / ELT Unit
College of Education
Sultan Qaboos University
Unit plan:
Unit Four (Space)
Done by:
Tasneem AL Tubi - 106430
Course code and name: CUTM4500 - Teaching practice
Practicum school: Aiysha Al Rasybia for Basic Education (5-9)
Supervisor: Ms. Nada Al Washahi

Introduction
"English for Me" is the Omani English curriculum that is taught for the students in
Sultanate of Oman. It is implemented by the Ministry of Education. There are two
books, which are "Class book" and "Skills book". I teach grade nine for the first
semester. There are four units which are "Teen Time, Writers and writing, Money and
Space" respectively. In this project, I will design unit four "Space". Since I have not
started taught yet. This unit contains 15 lessons with many activities. It focuses on the
four main skills such as "Reading, Writing, Listening, and Speaking". Moreover, there
are different strategies such as; apply prior knowledge, apply logic, Brainstorming,
skim and scan, transfer information, research and reflect upon learning.
This unit will be taught to grade nine students at Aisha AL Rasabiya School (5-9).
The number of female students in the school around 596 students. The General
Directorate of Education in Muscat, which belonging to the Ministry of Education in
the Sultanate of Oman, supervised this school because it is a public school. This
school is located in Al Khoud area, near Sultan Qaboos University. This school
covers students who live in an Al Khoud ALkadmah, Al Khoud Al Jadeedah, Al
Khoud AL Sadeshah, and Al Khoud ALSabeah. This school is dedicated to females
only. In fact, all students have started studying English since there were in grade one.
In addition, most of the students studied in public schools in the past. However, some
students studied in private schools in previous years. Education is provided free of
charge to all students either for expatriates or citizens alike. What distinguishes Aisha
school is that students are from a variety of multicultural backgrounds. Because
Muscat is not the original city for them, as most of the students are from other regions
and states. Not only that, as the school includes students of different nationalities and
origins. For example, school has the Egyptian, Indian, Jordanian, Yemeni, Emirati
and Pakistani communities. As for the economic situation of female students in
general, it is fairly good.

Ninth grade students aged between 15-16 years. Where students are considered in this
age as a teenager. This is an important stage in their lives. Where students begin to
discover and shape their personalities. For that, adolescents are more active.
Teenagers tend to challenge and love discovery, so students can be provided with
problem-solving and critical thinking activities. In addition, adolescents tend to deal
with others and form friendships so they can be provided with group activities. The
continued motivation and support increases their desire for learning. These also help
them to start defining their cognitive and cultural attitudes. However, the
identification of all this depends on the different personalities, historical backgrounds,
and social life that contribute to the refinement and composition of their thoughts and
orientations (Spieler, B., & Slany, W. 2018).
This unit "Space" focuses on improving the four main skills "Reading, Writing,
Listening, and Speaking". It also aims to enhance the students'' ability to recall the
prior knowledge about space and planets. Moreover, it helps them to express their
attitudes and expectations about the ability of living on other planets rather than earth.
These will lead to improve their critical thinking, imagination, and solving problems.
In addition, this unit will cover some language focus such as Reflexive pronouns,
adverbial clauses and time conjunctions. It has different topics such as "Our solar
system, Astronomy and Stars and Constellations".
Goals and objectives
Grade nine students via the fourth unit "Space" should achieve these goals and objectives as well.
By the end of this unit, students should be able to:

.Goal; Talk about space and different planets1 )
- Objectives; by the end of this unit, students should be able to:
-Talk about their prior knowledge about space.
-Share their prediction about the possibility of living on other planets.
-Say large numbers about distance.
) Goal; Read different texts related to space.2
- Scan the texts for general information.
-Skim the texts for specific information.
-Predict answers before reading texts.
3 ) Goal; Listen different duologues about space.
- listen for specific information about space.
-listen for general information about space.
4 ) Goal; Write different description paragraphs about space.
- Objectives; by the end of this unit, students should be able to
- Use reflexive pronouns in their writing.
-Use comparative adjectives in writing.
-Utilize time conjunctions and adverbial clauses in writing.
Framework
- The various philosophies of education contribute to shaping the framework and
methods used in the learning process. Each philosophy has either its own separate
or overlapping characteristics with different philosophical schools.In my view;

Progressivism school is suitable to apply in the fourth unit "space". One of the
greatest proponent of this philosophy is William James, who stated that pupils
must have the main active role in learning. He also believes that education must
reject traditional methods. It also gives students an opportunity to discover the
world and experience the new thing around them. Since the student is the focus of
the educational process (Robert, 2010). Therefore, I would probably design this
unit according to what this philosophy is interested in. Because space is a
scientific subject that uses language and pleasure to learn. Thus, traditional
methods will not do the same as modern methods of teaching do. The outside
world today is a gateway open to all. The access to knowledge and exploration of
the outer world "space" has become easier than before in all stages. Therefore, we
must open the gate of discovery, learning, and experimentation and use modern
techniques in teaching students.
That progressivism philosophy is deep and flexible because the teacher limited his
role as a guide for students. The student is the major focus of experience and
discovery. For example, the teacher gives the students activity, but the mechanism
for applying the activity depends on the students. Since the student has full
freedom of creativity, excellence in the application of activity and access to
information. Students have the right to creativity and critical thinking. Students at
this age also have a broad imagination, and great conceptual scope. A subject like
space is one of the most intriguing topics for students and opens the door for
discovery and scientific research. As Kretchmar, (2018) eexplains that teenagers
have a flexible mindset and a strong desire to discover. The shows that the student
at this stage "ninth grade students" have a mental ability and motivation to
discover the unknown. The scientific fields also raise the desire for competition
and struggle for knowledge. Not only that, but many students at this stage, as
individuals point out, are trying to determine the course of their careers. Today,
the space field and the discovery of the outside world are considered the goal of
many ambitious students. Therefore, via studying this unit, it could encourage
their desire to get a job on this area..

This philosophy, as I said earlier, considers student as the educational center,
however, in turn, it also depends on the curriculum of teaching language
communication (TLC) (Shahzan, Gayathri, & Vishnu Priya. 2018). So that the
student can practice the language and employ, those in the discussion of global
topics such as space. The subject of space is a global theme, so it is not limited
to the local student environment, but extends beyond their micro world to the
huge world, bringing students to a broader perspective. In this way, students are
prompted to learn terms of the universal language .For that, they can engage in
thinking and talking about space. It is well known that official space agencies
such as NASA use English. It is the universal language of communication with
the world. This boosts the students' confidence and raises their desire to be an
active part of this world.
In addition, even within the classroom, the communication between students is
very important. Especially as students, tend to communicate and work as a team
to achieve the goals of education. Working in peer or groups, in a space unit,
makes students more enthusiastic and effective. Working in groups for thinking,
creativity, and solving problem gives them a miniaturized idea of the larger and
broader thoughts. Because it leads them to conclude that, there are general things
we all have, and the responsibility of everyone to maintain and think about it.
This, precisely, reflects the idea that space belongs to us all, we must all share
for the sake of education and knowledge (Shahzan, Gayathri, & Vishnu Priya.
2018).
Through this module, students can develop their different skills. It is through
reading about the subjects of space, planets and stars so it increases their
knowledge. Writing about astronauts' topics and talking about what students are
expecting about living in other planets. On the other hand, even listening to
space news and information, that would move their thinking, their desire to
discover things and critical scientific thinking about why it happened. It also
develops problem-solving skills through various activities. They also stimulate
their science fiction. Science has become one of the most influential areas in the
lives of adolescents and students.

Chomsky sees that every human being has a device like a box in his mind. In addition,
that the ability of humans to form words and sentences and talk via any language
in the world, is by instinct. It is also common in all languages, but there must be
an incentive to bring out the ability of students to create sentences that have not
been uttered before. The space unit, therefore, can stimulate the thoughts and
mental processes of students to create and talk about space and planets. On the
other hand, Skinner, a proponent of the theory of behaviorism that the surrounding
environment influence on the behavior of the learner. Therefore, the subject of
space is deeply connected to the environment around us; Space is around us and
can not be ignored. Even indoors, adults must talk about space in front of
children. At the very least, the child has heard this term through the environment
(DENG, F and ZOU, Q. 2016).

Pedagogy
Progressivism philosophy, as James finds it out does not follow traditional methods
assessment. The teacher must innovate and think in ways that are unusual. The central
student is the basis of this philosophy, so it is necessary to create an enjoyable learning
environment for students. In fact, access to information must be done in an innovative,
loving and enjoyable way for students. Because students' learning will increase and
improve. Especially that the subject of this unit differs from the previous units that
talked about "Teen Time, Writing, Writers, and Money" These topics are all related
personally to the student's daily life. While space is a scientific and research topic.
Therefore, the teacher must be selective and keen in the way of providing information
in order to facilitate information (Kretchmar, 2018).
Since this philosophy depends on renewal and break the routine. It is very important to keep
up with the progress of the times and to use technology and proxima during the course
of the lessons. As well as the use of documentary videos to show the lessons of space.
This will facilitate the science of understanding. It will also on the opposite side create
an enjoyable learning environment for students. The educational process today is
based on the integration of students in the treatment of education and the consolidation
of information to students. Education is also aimed at building a generation capable of
keeping pace with modern times. It is not hidden to anyone that the subject of space
belongs to all humankind, and it is a field that has begun to spread through science and
technology. Therefore, opening the doors of knowledge and curiosity to students in
scientific subjects such as space will move students to stages of thinking more
advanced and influential. As well as scientific openness to the outside world. Increases
students' self-confidence and stimulates their self-learning and research skills. Because
the field of space is fertile and wide, it can develop from students' desire to learn more
deeply about what is going on around them.

For the specialized standards. "ACTFL", the fourth unit "Space Unit" relates to the
standard of communication. Because the general truth is that space belongs to us
all. Students need to understand that communication is not just about
communicating with people. We also does live alone in this world. Accepting
others and the world around us is important. The discovery of the world around us
is crucial, and the knowledge of the outside world and its exploration of a shared
responsibility. It also does not just mean talking to peers, it is even deeper.
Communion is the discovery of the world around us, cooperation for science and
giving. Students through the unit will also find that this life is wider than their
expectations. Students will therefore be imaginative and develop the skill of
expectation. Because this helps them expand their different perceptions. It will
also draw a clearer picture of the different aspects of life, including space..
Students through the unit will also discuss different subjects about planets, stars and
moons. Every planet and star has a curious story and a desire for discovery. In
addition, the subject of talking about what students expect the possibility of life on
the surface of other planets and provide water or gravity outside of space. Will
give students an opportunity to practice the language. The various activities also
open the students an opportunity to create an e-mail describing what they expect
about the space of one of their colleagues. They will also employ temporal links in
writing about space subjects. The science fiction that many students tend at this
stage will serve the field of "space", and students will deeply feel that they are
part of the wider world system. It will also make them better acquainted with and
communicate with the outside world. Not to mention that communication with
others is done with research and investigation. Therefore, the subject of space
needs to be searched.

Department of Curriculum & Instruction
Task-Based Lesson Planning Format
Lesson Plan No. ( 1 )
General
Student teacher’s name Tasneem ALTubi
School: Aisha ALRaseabia School
Unit title: Space Lesson # & title: 1 Introduction to the unit
Objectives
1. Activate prior knowledge about space.
2. Familiarize themselves with class book content.
3. Read for specific and general information
4. Predict the story orally.
Warm up
Show pictures of planets to students
Ask them to recall the names of planets

Task 1 Analysis
Givens
Paper form
Proxima
SB 31- CB 38
Task-setting
questions
-Ask Ss to open page 31 of CB
-Ask them: who can read the title?
Ask Ss to read the quiz saliently for a one mint.
Ask Ss to work on group to find the answer
When they will finish, ask them to swap their answer sheet with the
next group
Get the answers orally.
Ask them to count other group answers.
Elicit the top marks
Congratulate the winning group
Learner’s
procedures
Ss will read the question
Ss will discuss the answers with their group
Ss will share their answers orally
Task
outcome(s)
Activate prior knowledge -
Share information with their mates.

Language
focus
Recalling prior knowledge of planets ( Names, Size… so on)
Skill to be
improved
Recalling and speaking
Task 2 Analysis
Givens
Skills book/ activity 2/ p. 38
Reading cards
Task-setting
questions
Ask Ss: what is the elements of the story?
What is the title of the story?
Who are the characters?
Ask Ss to read the story silently for 5 mints
Ask them to highlight the difficult words
Ask Ss to read the instruction of page 38
Ask them to work on group to sort the vocabulary into columns after looking at
pictures of characters on the reading cards.
Elicit the answer orally.
Learner’s
procedures
Ss will read the story
Ss will describe the characters with appropriate adjectives.
Ss will sort the additives into columns.
Ss will share the answers orally.
Task
outcome(s)
Scan for specific information
Sort different adjective

Language
focus
Reading
Vocabulary ( kind, strong, weak , ugly… so on)
Skill to be
improved
Reading
Task 3 Analysis
Givens
Class book/ task 2/p. 38
Proxima
Task-setting
questions
Who can read the question?
What are the words?
What do you think that are going to happens at the end of story?
Work individually; try to predict what will happen?
Learner’s
procedures
Ss will read the questions.
Ss will think about key words, which will help them to predict.
Ss will predict what will happen.
Ss share their ideas and imaginations.
Task
outcome(s)
Predict what is the end of the story
Share their prediction orally
Language
focus
Prediction
Speaking
Skill to be
improved
Speaking

Assessment
Plan
Assess the students speaking skill by their answers of the predictions.
Individual work
Closing of
lesson
Ask Ss to write their feedback and comments about the lesson
Homework/
extension of
learning
Ask Ss to research about the recent information about space.
Reflective
comment/
potential
challenges OR
success factors
I expect that students will not be able to share their knowledge about space since
it needs for science terminology. Moreover, they may be knew these information in
Arabic. It also may be difficult to them to express their prediction because the topic
is different from what they get used with.
Alternative Plan
The teacher should ask them to prepare before the lesson
Give them their own space to answer, to get confident
Let them work in group to feel more comfortable and share ideas
Post Teaching reflections:
Thoughts on students' learning

Actually, I changed a little pet what I have planned. Since I agreed with my cooperative teacher that I
have to design discard lesson for reading cards. Because it is not appropriate to start with reading
cards. I totally agreed with her that for the first lesson it is really better to focus on the introduction of
the unit. Since the topic is really rich and heavy. Therefore, students need good prepare to get used
with terminologies. As it was predicted, they face problems when they wanted to answers. They knew
how to say it in Arabic. For example when I asked about what do you know about space?
One student said, "I know only to say it in Arabic, but it is difficult in English". For that, I asked her
to try to work with group. They then did it and feel comfortable as well. I asked them to prepare and
encouraged them to search.
General
Unit title: Space Lesson # & title: 2,

Objectives
5. . Introduce Ss to a glossary and it is used.
6. Read for specific information.
7. Get referring words to a glossary.
8. Raise the amount of vocabulary about space.
Warm up
Close your eyes
Imagine that you have the chance to travel to outside the earth!
It is a special trip to the space!
Elicit one planet that you want to visit.
Open your eyes
Elicit three girls to share their imagination.
Which planet do you like to visit?
Why do you elicit this planet?
Task 1 Analysis
Givens
CB P.P 32-33
Glossary learning Journal
Materials: proxima

Task-setting
questions
What pictures can you see?
How many titles are there?
What are they?
How many activities are there?
Are the texts fact or fiction?
Ask students to notice the highlighted words
Ask them to work on group try
To predict the meaning from contexts
Show them a table via proxima
Ask them to work on group to differentiate between dictionary and
glossary in the terms of;
-Length
-Topics
-Classification of the words.
Ask students to write the answers on the board
Copy the table on their exercise book

Learner’s
procedures
Ss will read the question
Skim the texts
Describe the pictures
Predict the meaning of highlighted words
Differentiate between glossary and dictionary
Ss will discuss the answers with their group

Language
focus
Ss read for general information.
Skill to be
improved
Reading
Task 2 Analysis
Givens
Skills book/ activity 2/ p. 38 … Class book 32
Task-setting
questions
Ask one student to read the instruction of activity 3 p.38 of the SB
What is the idea of this activity?
What is the topic?
How many tasks do we have?
Learner’s
procedures
Ss will skim the texts
Ss will read the instruction
Ss will work on group
Ss will scan the texts.
Ss will answers questions
Task
outcome(s)
Scan for specific information
Language
focus
Reading
Vocabulary
Skill to be
improved
Reading
Task 3 Analysis

Givens
Class book/ task 2/p. 39 /77
Proxima
cards
Task-setting
questions
Who can read the instruction?
How many words do we have?
Who can read the words?
How can we get the meaning of these words?
How we can use the glossary?
Learner’s
procedures
Ss directed to open p77 SB
Ss read the words
Ss revise the use of glossary
Write the answers on the cards
Ss work with group to find the answers
Ss share the answers orally.
Task
outcome(s)
Get glossary's references
Language
focus
Vocabulary ( Galaxy, rocket, milky.. so on)
Reading
Skill to be
improved
Reading

Assessment
Plan
Assess the students group work
Assess the use of referencing of glossary
Name ------- grade 9/------
Find these words by using Glossary References;
(planet)
(star)
(spaceship)
(galaxy)
( solar system)
Closing of
lesson
Ask Ss to write three things that they have learnt from the lesson
Homework/
extension of
learning
Create novel sentences about the new vocabulary that they learnt from the lesson
Reflective
comment/
potential
challenges OR
success factors
I expect that students will not be able to practice referencing very well from the
first time individually.
Alternative Plan
The teacher should provide them with examples to do so
The teacher should simplify the methods to them by writing them on the cards
Let them work on group

The students surprised me very much they got the idea and understood it very well. I provided them
with one example and they got it directly. The cards were very helpful. They liked also the beginning
of the lesson. They felt excited to share their imagination. For example, one girl said that she want to
visit the moon. She thought that she is fond on moon and want to discover more about is. Moreover,
moon inspired her to write poems. The girls were very involved with lesson upper my expectation.
Something else to add that , the activity at the end of the lesson for assess their ability to use the
glossary references gave good clue the be sure that they understood very well the idea of using this
strategy.

General
Unit title: Space Lesson # & title: 3
Objectives
9. Read non-liner texts.
10. Revise comparative adjective.
11. Listen to comparisons of planets.
12. Write a short comparative description.
Warm up
Show them short video about comparative
Ask them to take notes
Share their notes with their peers
Task 1 Analysis
Givens
CB P.P 33…….SB P.P39
Material Proxima

Task-setting
questions
- Elicit a student to read the instruction of activity 2 p
39.
Ask Ss what are these? ( graphs)
One minute to skim graphs and texts
Ask group to match the graphs with short paragraphs.
Learner’s
procedures
Skim the texts
picturesDescribe the
Match the graphs with paragraphs.
Language
focus
Matching the information
Skill to be
improved
Reading
Task 2 Analysis
Givens
Skills book/ activity 2/ p. 39
Cards
Task-setting
questions
What is the comparative form?
Who can compare between two planets of space?
What do you think?
Which form should we use?

Learner’s
procedures
Ask one student to read the instruction of activity 2 p.33 of the CB.
Ss share some prediction about comparative of planets.
Ss will listen for comparative information
Ss write the answers on the cards.
Language
focus
Grammar ( comparative form)
Skill to be
improved
listening
Task 3 Analysis
Givens
Skills book/ task 3/p. 39
Task-setting
questions
Who can remind us what is the structure of comparative form?
Who can read the instruction?
Who can describe them?

Learner’s
procedures
Ss will read the questions.
Read the instruction of activity 3
Write the description individually.
Ask some students to read loudly their writing.
Task
outcome(s)
Ss write comparative description
Language
focus
Grammar
vocabulary
Skill to be
improved
Writing
Assessment
Plan
Assess the students individually
To use comparison

Closing of
lesson
Short task about comparative and superlative
Homework/
extension of
learning
Task 1 SB pp38

Reflective
comment/
potential
challenges OR
success factors
I expect that students will not be able to revise comparative or will overlap with
other superlative form.
Proxima does not work on grade 9-1
Alternative Plan Use video
Use cards as plan B
The lesson was smoothly and good. The students liked to refresh about using comparative and applied
for planets. However, they forgot about the role. For example the said "Sun is biger than Earth"
instead of saying "bigger". Therefore, I reminded them with the role via presented video, which
explained for them the role shortly. Moreover, the interested in listening. The form of exercise at the
end of the lesson gave me good hints about students' level in getting the lesson. Therefore, I decided
to provide them with extra activities to let them practice more. In addition, I notice that they need
more in writing of description. They need to improve their vocabs and structures od sentences. I
decide to take them extra lesson to give them more practice on writing to improve their skills as well .

Assessment
Any work is done without assessment will not be affected. Since evaluation is an
important part in teaching process. It helps the teachers and students as well. First, it
gives clear views for teachers to know where they stand. Moreover, it provides them
with sophisticated feedback about the students' performance. In fact, there are two
main assessment that teachers can rely on, which are formative and summative
assessment. For that, in the fourth unit "Space" I can apply many ways of
assessment.
summativeformativeAssessment type
- To evaluate students'
performance at the end
of the units or semesters
by comparing this against
the standard.
-To monitor
ongoing learning
process of
feedback.
Goals
- Help students to see
where they reach at the
end.
-Clarify the vision of
affienciacy work
-Help students to
recognize their
strength and
weaknesses.
-Help students to
identify the target
areas that need to
improve.
Benefits

-Help teachers to finalize
their work
-Improve their
knowledge and
experiences.
-Help teachers to
understand where
students are
struggling.
-Clarify the vision
for teachers to
handle problems
directly.
- Help teachers to
take action
immediately.
Highlowstakes
Informative assessment:
-Students Observations
Teacher can notice students' performance and progress through their
participation in classroom. This way is one of the easiest and directed
way to use to recognize the progress of students within the classroom.
For example, teacher can assess their engagement with the lesson
through asking them a focus question related to the texts. Either within
group or within individually.so questioning is one way to apply

observation. Questioning could be via using Yes/No form or WH
questions. For example at the beginning of the class, teacher asks
students:
*How many planets do we have on the space?
*What are the names of planets?
*What is the biggest planet on the space?
-Spelling test
Ask students to memorize some vocabs. To test their ability of
memorizing vocabs about space. For example, give them spelling test for
these words "Galaxy, planets, moon, Orbits, Asteroids, and satellites".
-Exercise notebook
In fact, exercise notebook is one of clearest way that take place to show
the real feedback. Since it is collective collection, which provides
samples of students work.
- Draw conceptual map
Ask student to draw a conceptual map. This way breaks the routine of
class and help student to recall what they learnt. Actually, conceptual
map make things easier to study later on. In addition, it is a funny way to
enjoy learning through colors and draws.
-Summary of lesson

It is really a crucial point to recover what have been done through asking
students to summarize what they got at the end of lesson. This could be
designed via different activities such as 3*3*3. It is about asking students
to tell you three things that they have learnt from the lesson through.
Therefore, they have to state three things after thinking via three
seconds and so on.
-Submit a proposal
Teacher can ask students to write a proposal related to the lesson. Event
it is extra information about space that they will search for. On the other
hand, they can write a piece of writing about the whole things that they
got through that week in lessons.
-Homework
It is the most popular way to be sure that the students will revise what
they learnt and connect it to the lesson. However, it is not enough to
give them homework, teacher have to check it immediately on the next
day to be sure that they will not delay their works. The best way to apply
homework is to give them complete self-study activities part in their
skills book.
-Self assessment

Ask student to assess their performance on that lesson or to assess the
teacher and the methods. This is a direct way to understand what
student need and how they feel.
Summative assessment
This long-term way of evaluation can be done via
Final exam
Midterm exam about the unit

References
DENG, F.; ZOU, Q. (2016) , A study on whether the adults’ second language
acquisition is easy or not--From the perspective of children’s native language
acquisition. Theory and Practice in Language Studies, [s. l.], n. 4, p. 776, 2016.
Kretchmar, J. (2018). Progressive Education. Progressive Education -- Research
Starters Education, 1. Retrieved from
http://ezproxysrv.squ.edu.om:2048/login?url=http://search.ebscohost.com/login.as
px?direct=true&db=e0h&AN=27569421&site=eds-live&scope=site
Robert, T. (2010). On the Horns of a Dilemma: Deweyan Progressivism and English
Teacher Education. English Education, (2), 121.
Spieler, B., & Slany, W. (2018). Female Teenagers and Coding: Create Gender
Sensitive and Creative Learning Environments
Shahzan, S., R. Gayathri, & V. Vishnu Priya. (2018). Effects of classroom management
practices in professional education. Drug Invention Today, 10(7), 1205–1207.

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