Ø The teacher discussed the learning outcome where the students will be able to identify and name rooms and identify and name household objects 

Ø for the warmup activity, the teacher showed students a video with a conversation between two people where the first one is asking where is a certain character, and the other is replying he is in the bedroom, he is in the bathroom and so on 

Ø the teacher introduced the lesson in the introduction stage by introducing the new vocabulary of names of the rooms in the house.

Ø Then the teacher make the students play a game of where the teacher will show a picture and the students will name that picture using the names of the rooms in the house 

Ø teacher make a part in the white board for the shiny words and verbs where she will put the important vocabulary in the lesson to catch the students attention to these shiny words and kept returning to these words during the lesson which is good. 

Ø she explained that we do a certain verb in each room in the house for example we sleep in the bedroom, we cook in the in the kitchen. 

Ø And the students when the teacher asked them about what is the verb we are doing in each room, they were actively participating in providing answers to these questions 

Ø then the teacher showed a picture of rooms in the house and asked students do name each room 

Ø then the teacher asked students to open their class book page 20 and 21 where they will label the names of the rooms in the house 

Ø then the teacher provided an activity for students where she will show pictures of certain rooms at home and she will ask the students randomly to name each room using a full sentence if they are outstanding students or average students and if there are low achievers they will just provide the name of that room 

Ø then the Teacher explained then there are a specific or certain furniture for each room in the house and showed the students the pictures of these items and the name of each household object 

Ø then the teacher provided a matching activity so the students will match the pictures with their names to ensure that they know the names of these household objects 

Ø then the teacher asked students to open their skills book where they will write what's wrong in each room. for example, cookers don't go in the bedroom and the students have to identify the wrong household object in each room using the structure don't go .

Ø the students were participating also in this activity however some students were struggling in this activity as they still need time to acquire all the household objects names beside the names of each room in the house, so the teacher needs to add more activities in the practice stage to ensure that all the students achieve the learning outcomes 

Ø then the students did spelling activity on their skills book page 62 and the teacher let them check their answers and correct for themselves with the help of their mothers when she showed the correct spelling on the screen.

Ø for the homework, the teacher asked students to draw a home in their exercise book and color it however it would be better if the teacher asked them to draw rooms in the house and name them in their exercise book 

Ø The teacher has a good classroom management where she controlled the students use of the cameras and microphones during the lesson 

Ø the teacher is taking into account the individual differences during the lesson 

Ø and she provided colorful and attractive materials to raise students participation and engagement during the lesson

Ø  the teacher used video as well to support students understanding of the lesson however it would more beneficial if the teacher provided interactive activities like word wall activities or interactive worksheets so the students interact more during the lesson and to keep them active to ensure that they understand and achieve the lesson objectives 

Ø The teacher is doing good to assess students progress but she needs to provide more activities to assess listening, reading and writing 

Ø The teacher started the lesson bye mentioning the synchronous lesson classroom rules 

Ø then she introduced the new lesson to students where they will have a new unit about families 

Ø the teacher discussed the learning objectives with students 

Ø she started by discussing the family tree with students where students started naming the family members and repeating their names

Ø the teacher make a matching activity to let students practice the family members tree and students were active during this activity. 

Ø Then the teacher showed the students a YouTube video about the different pronunciation of C letter 

Ø  after that, she explained the difference between these two letters and when should the C pronounced with hard K sound and when it should be pronounced with soft S sound 

Ø then the teacher gave the students an activity to categorize the words into two categories using where the students read the words and identify the C letter with S sound and K sound and the students participated well during this activity

Ø then she asked the student to choose two words and write them in full sentences. 

Ø after that the teacher showed the students a YouTube video about when because should be used 

Ø The teacher explained the uses of because and then she asked the students to write some sentences about their family using a diagram to help them form full sentences using because to relate two sentences together for example: I like my brother because he is clever.

Ø then the teacher provided a listening activity for students where they will listen to be able to talk about family members in a picture and students should listen and match 

Ø after that the students will write sentences about family members describing their position using the prepositions (next to, behind, between, and in front of)

Ø the teacher provided a game in word wall application about the hidden word and students have the flip these cards to find the hidden word about verbs 

Ø then the teacher discussed these verbs with students as they will need them to write about their family members. 

Ø finally, the teacher gave students an interactive worksheet using live worksheets application where the students will write about their family. 

Ø The teacher has a good classroom management where she controlled the students use of the cameras and microphones during the lesson 

_ give a game in word wall to discover verbs and I noticed they liked this game.

_ show a video about C letter and do activities.

_ show a video about because and do activities.

 B) 
 _the lesson rules were done.
 _ The high point in the lesson was when students showed that they can distinguish when they read the letter *C* with ( s sound) or ( k sound) , here I noted that this outcome of  the lesson is clear for students. 

_I am proud because I did my best to apply most of the comments and feedback in my other lesson and I think there is more strong points in this lesson.

_I used more programmes, games and control my time more and I am proud because students improve more and I improve also.

 C) 
 _if I thought the lesson again I will explain the rule and the listening in the same way, but I am going to add some more activities in the last step. 

_ When I give them live worksheet to write about family position and noticed they did it quickly because I give a matching to practice and a listening and a game before they write about family position and I will keep this way in next lessons because it is effective.
 _I wish the students understood me as I think they did. 
 _Next I will attend more lessons inshaAllah.