File Five - Environment With The New Changes 2013

Samir Bounab's Document
"yellowdaffodil66@gmail.com
competency
Learning
objectives
Type of tasks
Grammar
Resources
Lexis
pronunciation
Modules of integration
Learning to integrate
Assess Integration
Learn
about
culture
Talking about the

weather
oral
The
future
simple tense
Environ
ment
This first school year's lesson was about
ion (pronunciation)
Interact
Predicting &
Expressing intentions written
Interpret
Will
questions
Adjectives
Describing
animal
(oral and
written)
Sites in
Algeria
and around
the world
(oral and
written)
o Compare
o First syllable
o Second syllables
Internati
onal days
The
comparative
Abbrevi
of
ations
superiority
standing
for
Produce
Talking about
rights and duties
/ Pronouns :
" me / us "
Internati
onal
organizatio
ns
The
imperative
Your ideal city .
Sounds
o Third syllables
word
"the tree" .
"tree" is an essential partner in the
environment .
There are many factors which influence
the environment.
You as a member of your city , how does
it look like ?
Make a list of the good and bad factors
that you see everyday in your city.
what to do to erase the bad factors that
dominate your city.
Can you imagine an ideal city where you
can find just good factors that should exist in
the environment of you city.
Make a leaflet describing your ideal city
using pictures, photos , drawing and
instructions that the inhabitants should follow
to preserve your city.
Once your leaflet is ready present it to
your teacher and discuss it with your
colleagues.
SWBAT :
Seven
wonders of
the world.
Preserve the environment

Page 2
Lesson Plan
File Five:
Environment
1st Am Leve
Listen and Speak
Sequence One
Personal Goals:
During this lesson ,what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
Communicative Competence
Supported and purposeful development .
Active learners
Lesson Focus:
Which aspects of language are you teaching : e.g. grammar point(s) ,aspect of pronunciation (phonemes, intonation, etc ),vocabulary (words, word phrases,
idioms, etc)functions(polite requests, apologizing.)?
In this lesson I will teach the following aspects of language:

Function : Talking about the weather
Grammar : simple future tense
Vocabulary : vocabulary related to weather & directions
Competencies :
Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the
specifies of you lesson.
Can interact to ask and answer a question.

Can listen to and understand main points and some important details ( who- when where)
Can relate personal details in routine concrete situations.
Objectives / Assessment :
SWBAT by the end of the lesson ,students will be able to demonstrate
talk about weather

Show directions
Required material and / or resources :
Pictures and flash cards about weather forecast.
picture showing a compass
Page 3
Time
Aim of each
Interaction
Procedure
Competencies
step
Pattern
teacher
Talking about students

environment
5'
Introducing
people
teacher
students
targeted
File Five:
Environment
Sequence One
Lesson :Listen and Speak Agenda: 1) talk about weather & directions 2) simple future tense
Warm up / Pre-listening:
Ask the pupils to open their books on page 143.
Interact with the pupils what they have already learnt and they are going to learn in this file.
Present to the pupils the project work ,where they should split into groups , "Your Ideal City" .
The teacher explains some details about the theme.
Talk with the pupils about what does the weather look like. By taking a look through the classroom window .
Just try to tell the pupils if the weather is "fine or bad"
The pupils will react to this by giving one of the suggested answers.
Presentation:(pre-listening)
Invite the pupils to pay attention at the photos on page 145 and try to interpret them.
Let the pupils talk about who are the persons on the photo ,what do they do and where are they from ?
Explain the instructions of activity "a"p145 ,then invite to listen to him and try to spot the right answer .
Listening:
Activity "a"p145: Listen and name the places.
Place
Naming
places
5'
students
Describing
weather &
temperatures
3'
1.
place 1
1.
Manchester
2.
place 2
2.
Brighton
Post -listening
The teacher insist on the weather in those places Manchester Cold
Brighton Fine
The teacher invites the pupils to repeat the previous words.
The teacher presents using visuals pictures showing the weather and the compass and then invites the pupils to repeat.
1- { cloud cloudy - sun sunny rain rainy snow snowy fog foggy storm stormy }
2-Today the weather is : { cloud cloudy - sun sunny rain rainy snow snowy fog foggy storm stormy }
Showing
positions
and
orientations
Name
The pupils listen then try to answer.

teacher
The pupils correct the activity on the board ,then read it.
The teacher reads the script again ,but this time asks the pupils to open their books ,follow him and underline some
words he asks them to do it. He has also to use a map of England to show the pupils where those cities are located.
The pupils are asked later to read the script and perform it by pairs.
Students
The teacher uses a map of England and tries to show to the pupils where those cities are located.
students
3- The temperatures are : [ 17 degrees

Page 4
Listen & interact

with the teacher
- 28 degrees
10 degrees
5 degrees
22 degrees ]
4- The Compass : [north _ south east west north east north west- south east south west]
The teacher on one of the sides of the board pins up the map of Algeria and above it the date of today .
The teacher introduces the dialogue the question then the answer and invites the pupils to repeat them.
Interpret the
photos
Listen and try to

interpret an oral
text (decode a
message)
Interact about
weather
Interpret the
photos & try to
discriminate weather
, orientations and
directions
teacher
5'
Inquiring
about
weather
&
students
The pupils are asked to perform in context using the following drill.
Present situation
A : What is the weather like today in the [north _ south east west north east north west- south east
south west] ?
B : Today the weather is : { cloudy in the north sunny in the south rainy in the north east snowy in the
west foggy in the north west stormy south west }
A : What are the temperatures today?
temperatures
B : today, the temperatures are : [ 17 degrees - 28 degrees 10 degrees 5 degrees 22 degrees ]

Students
5'
students
Forecasting
weather and
showing
orientations
5'
Forecasting
weather
forecast
&
temperatures
Describing
weather
forecast
&
The pupils perform the drill by pairs & substitute key words .
The pupils should be able to use the weather key words with the directions and perform according to the visual aid
presented by the teacher .
The teacher keeps the same the same visuals pined on the board ,but this time changes the date .
The teacher writes the date of the next day ,a whole date in order to attract the learners attentions.
The pupils are invited to read this date and repeat it.
The teacher presents the new language to the pupils.
Tomorrow the weather will be : { cloudy sunny rainy snowy foggy stormy }
rain in the north east
snow in the west.
be cloudy in the north
Question : What will the weather be like Tomorrow?
Tomorrow it will
be sunny in the south
be foggy in the west
be stormy in the south west
Students
students
students
What will the weather be like Tomorrow in the [north - south east west north east north west- south
south west] ?
Tomorrow the weather will be : { cloudy in the north sunny in the south rainy in the north east snowy in
west foggy in the north west stormy south west }
What will the temperatures be Tomorrow ?
B : Tomorrow, the temperatures will be: [ 17 degrees - 28degrees 10degrees 5degrees 22degrees ]
5'
teacher
Interact about
'present and future
situations"
Future situation
The pupils are invited to perform the same drill but in a future situation and substitute the key words
A :
east
B :
Students
the
A :
temperatures
Page 5
Interpret the drill

and substitute the
key words in a
present situation
Interpret the
drill in a future
situation and
substitute key
words
students
Identifying
the
language
structure
(future)
2'
Isolation : the pupils are asked to read just the words written in different colours.
will be
will rain
- will snow
The pupils read the isolated words.
teacher
students
5'
The teacher asks the pupils to pay attention at the words written in different colours .
Analyzing
and
deducing
the rule of
the
language
structure
Interpret the
language form
supported by the
function
Analysis : the teacher requires from the pupils to read the whole sentences containing the isolated words.
Tomorrow the weather will be cloudy

Tomorrow it will rain
Tomorrow it will snow
Tomorrow
the weather
will be cloudy
Time marker +
time marker of future +
subject +
subject
Interpret the
main constituents
of a statement
verb + object
will + verb(inf) + object
students
5'
Analyze
and deduce
the rule of
the
language
structure
teacher
Stating rule: Affirmative form

the simple future tense = time marker of future
tomorrow
next(summer) S + will / shall + verb'inf'+ object
in (2010)
Negative form :
Students
tomorrow
next (summer) S + will / shall + not + verb'inf'+ object
in (2010)
students
teacher
student
Interrogative form:
tomorrow
will/shall+ S + verb'inf'+ object + next (summer) + ?
in (2010)
The pupils read the stated rules the try to perform the following activities.
Page 6
State the rule

and try to produce
written messages
Practise :
1) Based form activity :
Forecasting
weather
forecast
&
temperatures
Interact about
the form of the
statement
Exercise : Re-order the words to make correct sentences:

1) evening /weather /. / this/ / will / rainy/, / be / the/
This evening, the weather will be rainy .
2) this / the/./ morning/ are / temperatures / 15c /
The temperatures are 15c this morning.
The pupils work in rough ,then correct on the board.
2) Meaning based activity:
Discriminate
between
presentfuture
situations
Exercise : What do the following sentences mean? Match the pairs

1. today the weather is not rainy
2. Today the temperatures are fine
3. Tomorrow , the weather will be sunny
the pupils work on their rough correct on the board .
future
present
Interpret the
written tasks
and try to decode
their messages
3) Communicative based activities:

Exercise : Complete the dialogue. Ask the correct question
Perform in a
communicative
way the new
function and
structure
A : what is the weather like today?

B : Today the weather is fine .
A : Will it rain tomorrow?
B : No, it will not rain tomorrow.
The pupils work in rough, correct on the board then read and write down .
Page 7
Produce the
written messages
related to the
learning
objectives
Lesson Plan
File Five:
Sequence One
Environment
1st Am Level
Practise & Produce
Personal Goals:
Supported and purposeful development .
Ongoing assessment of Learning
Lesson Focus:
Which aspects of language are you teaching : e.<g. grammar point(s) ,aspect of pronunciation (phonemes, intonation, etc ),vocabulary (words, word phrases,
idioms, etc)functions(polite requests, apologizing.)?

Function : Comparing
Grammar : Comparative of superiority
Vocabulary : Vocabulary related to weather directions & countries
Will you explicitly teach an aspect of culture in this lesson ? If so, describe
Competencies :
Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the
specifies of you lesson.

Can use a few very simple grammatical structure and memorized sentence patterns with limited control.
Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to demonstrate :
talk about weather
Show directions
Compare
Required material and / or resources : Pictures and flash cards about weather forecast & directions (compass).
Map of Algeria & Britain
Page 8
Time
Aim of
each step
Interaction
Pattern
Teacher
Greeting
and
inquiring
students
5'
Describing a
map
Forecasti
ng
weather
Students
students
5'
Describing
weather
Students
teacher
Talking
about
weather
& places
3'
Page 9
Procedure
Lesson :
Practise
forecast weather + comparative of superiority

Warm-up :
Greet the pupils and ask them about what is the weather looking like this day and what they will do and study [all what
has relation with what they learnt previously as learning objectives].
Make the pupils talk about the weather about their same day class ,then try to lead them to forecast what the
weather will be the next day . [ may be they have seen the weather forecast on TV]
Pre-reading :
The teacher presents the map of Britain on page 147 and asks them to interpret it . He may challenge them by asking
some questions like :[ Is it the map of Algeria? What does it look like(animal) ? ..]
The pupils may read the map as it is shown and try to locate the different places on it. { show orientations:
e. g;
"Scotland is in the north England in the south.."
The teacher asks the pupils to try to guess what does the picture talk exactly about. Suggested answer :"weather"
The pupils will try to speak about the map and try to guess the different orientations and the weather signs shown on
the map.
During reading:
The pupils are asked to open their books on page 147, he reads the text and explains some new words like [ forecast
colder- degrees Celsius- coast warmer-heavy rain- late ] while the pupils listen and underline the following words :
colder warmer .
The teacher invites some pupils to read the text loudly (2 to 4 pupils) once. [try as much as possible not to correct each
spelling reading]
The teacher explains the instructions of "activity d p147" ,then invites the pupils read "silently" the text and try to
answer the activity on their rough copy books.
Activity'd'p147: Listen to the weather forecast and say : 'true ' - 'false' "or" - 'I don't know'
It will snow in the South . 'false' [ in Scotland north-]
It will not rain tomorrow in the North . 'false' {heavy rain}
The temperatures will reach 5c . 'true'
The East coast won't be as cold as the North. 'true' [ East coast warmer]
It will snow in the South. 'true'
The teacher reads or invites one or two pupils to read the text ,while he leads the correction .
The pupils use their pencils and correct on their books.
The teacher asks the pupils to perform the activity as pair work .[one reads the first statement the other gives the answer]
Post reading :
The teacher directs the pupils attentions on the words underlined in the text and asks them to read them.
Isolation : The teacher isolates the words(on BB):
colder
warmer
The teacher isolates the statements(on BB) :
1) the North will be colder
2) The East cost will be warmer
Analysis : The pupils with the help of their teacher try to interpret the statements written on the board
Competencies
targeted
Listen & interact
with the teacher
about today's
weather and try to
forecast
Interpret the
British map
Listen and try to

interpret an oral text
(decode a message)
Interpret the text

and try to find the
appropriate answers
Spot the a specified

information in an
interpreted text
Forecasting
weather
using the
future+
comparative
The North
will be
Subject +
verb
colder
+ object
Student
teacher
colder
Adjective
"er"
Comparative
Stating Rule :
One syllable word ( short adjectives):
The comparative of superiority is :
Example :
Interpret the main

constituents of a
statement
noun (1) + verb + adjective + "er" + than + noun (2)

The north will be colder
than
the south
Analyze the
different steps of a
statement
Two or three syllable words (long adjectives)

Forecasting
weather
using the
future+
comparative
Comparing
Students
teacher
Student
student
The comparative of superiority is :

noun (1) + verb + more+ adjective + than + noun (2)
Example : The weather in the south will be more beautiful than in the north
Practise :
1) Based form activity :
Exercise : Unscramble the words to make correct sentences:
1) algeriaisinthenorthofafrica. Algeria is in the north of Africa.
2) algeriaismorelovelythanEngland Algeria is more lovely than England
2) Meaning based activity:
Exercise What do the following sentences mean? Match the pairs
1) tomorrow the weather will be fine in the north of Algeria.
showing orientations
2) Algeria is larger than Britain.
forecasting weather
3) Algeria is a big country in the North of Africa.
comparing
3) Communicative based activity
Quiz p145: Test your knowledge and compare.
1. the Mediterranean Sea is larger than the Red Sea.
2. Mount Everest is higher than the Hoggar.
3. the Nile River is longer than The Chlef River
4. Tokyo is more populated than Madrid
The pupils take five minutes to think then give back their answers 'oral' ,the teacher reports on the board just two
sentences "one with one syllable adjective and one with two or three syllable adjectives".
The pupils read the written works on the board then copy down on their copy books.
Page 10
Integrated situations
Produce
Deduce the rule
Interpret a
written tasks
applying the stated
rules
Describing
weather
Showing
orientations
Warming up:
Teacher
student
The teachers greets his learners , inquires about their school situations, tries to hear to them and listens to their
inquiries .
The teacher does a quick review on the previous hour and try the pupils understandings .Make the pupils talk about
"weather forecast show orientations and compare"
Interact about
weather
Presentation :
Integrated Situation one:
You are making a project work on big cities in the world . You are studying England as European country . You know some
information about this country so chose of its big cities and compare them.
Look at the information in the table on page 148 and compare those two big cities. Make a short paragraph .
Comparing
Teacher
Student
- Area
-population
-Temperature
-rainfall
London
1580km
6.600.000
Jan /5c
Jul / 18c
635mm
Manchester
116km
440.000
Jan /4c
Jul 15c
818mm
Adjective
Large
Populated
Cold
Hot
much
Interpret the
table
The paragraph:
Studentstudent
Comparing
Teacher
student
London is larger than Manchester . It is also more populated than Manchester . In January Manchester is colder
than London ,but London is hotter than Manchester in July . In Manchester it rains too much than in London .
The pupils try to work by pairs ,the teacher supervises the pupils works ,then invites them to read their paragraphs.
The pupils are asked to report their works on the board.
The pupils read the corrected paragraph on the board.
The pupils are asked to open their books on page 147 and pay attention at "activity dp148"
The explains the instructions of the activity ,then asks the pupils to work on their rough copy books.
Activity "d"p148: Put each word in its right box . "horrible lovely awful beautiful terrible fine"
Good weather
Bad weather
Lovely beautiful fine
Horrible terrible awful
Integrated Situation Two: "game"
Imagine you are a TV weather presenter . You are presenting the weather forecast of "today" and talking about "what
will the weather be tomorrow"
Describing
Use what you have learnt in this file{ weather symbols + comparative} and make a speech to your friends in the class
weather
talking about weather forecast
forecast +
Look at the map on page 148 then write the weather forecast for tomorrow.
Students
showing
Present your writing as speech [act like a TV weather presenter
orientation -students
The teacher asks the pupils to work individually ,then invites them to come to the board using the visual aids provided by
and
the teacher and act as if they were TV weather presenters.
comparing
The teacher chooses the best weather forecast of the best pupil (pronunciation included) and reports it on the board
Page 11
Lesson Plan
File Five:
Environment
Produce a short
written message
Interpret and
compare
Interpret the
situation and
produce written and
oral short production
1st Am Level
LISTEN & SPEAK
Sequence Two
Personal Goals:
Active ,evolving process
Active learners
Lesson Focus: Which aspects of language are you teaching : e.<g. grammar point(s) ,aspect of pronunciation (phonemes, intonation, etc ),vocabulary
(words, word phrases, idioms, etc)functions(polite requests, apologizing.)?

Function : Naming & Describing animals
Grammar : Simple present tense + "whqqs words"
Pronunciation : The sound "s z - iz"
Vocabulary : Vocabulary related to environment & animals
Some sites protected in Algeria and other countries & International days related to the protection of the environment & Seven Wonders of The Wolrd
Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the
AEF to reflect the specifies of you lesson.

Name and describe animals (using the simple past)
Predict & express intentions (using the simple future)
Identify the sound " s z - iz"
Pictures and flash cards about animals Nile River Amazon Forest pollution & protected sites.
Manual's script page 158
""yellowdaffodil66@gmail.com
Page 12
Lesson Plan
File Five:
Environment
1st Am Level
LISTEN & SPEAK part two
Sequence Two
Personal Goals:
Active ,evolving process
Active learners

Function : Predicting & expressing intentions
Grammar : Simple future tense + "whqqs words"
Pronunciation : The sound "tion"

Predict & express intentions (using the simple future+questions)
Identify the sound " tion"
Page 15
Timing
Rationale
Type of
interaction
Sequence two :
Identify
the
theme of
the
lesson
Showing
duty
Teacher
students
Teacher
students
Competencies
targeted
Procedure
LISTEN AND SPEAK "2"
File five
Agenda : make resolutions to protect environment and animals( simple future tense )+ "tion" pronunciation
Warming up:
The teacher greets his learners , inquires about their situations and tries make them talk about how do they feel ,what will
they study today.
The teacher tries to look how the classroom is organized ,the floor if it is clean ,the walls of the classroom ,the tables
Interact with
The teacher will certainly notice that the classroom is not cleaned ,because the pupils are used to through papers on the floor.
the teacher about
The teacher invites the pupils to collect the thrown paper on the floor and put them in the basket and try to instruct them by the classroom
saying .example: I shall keep my classroom clean . I shall not through papers on the floor . I shall put them in the basket . situation
The teacher invites the pupils to repeat what he has said and tries to make them know that the classroom is their school
environment which they have to care about it.
Presentation:
The teacher shows to the pupils pictures showing pollution and the others how should our environment be .He asks the pupils
to try to interpret the pictures and try to make a link about what they did few minutes later in their class by cleaning it .He asks
Introducing Students- the pupils to talk pollution in order to involve them in the lesson's theme.
Teacher
The teacher pins on the board pictures showing "Rania Pedro Wang-Sami Steve Aminata " and asks the pupils to talk
about them .try to make them introduce them since they have already seen in the previous files.
Try to make the pupils interact about those persons (name age job origin)
Pre-listening:
The teacher shows to the his learners that those persons are from different countries to show that the problem of
Talking
environment is the problem of all the people in the world .
Teacherabout
Listening:
Students
environment
The teacher presents the situation dealing with those persons and asks the pupils to open their books on page "149" ,listen to
the instructions ,then try to listen and complete the activity .
Interpret the
photos and
introduce people
Interact with
teacher about
those people's
name origin.
Activity "a"p149: Listen to the TV debate ,then fill in the table .
Expressing Students
intentions
students
Rania (Egypt)
We won't pollute the Nile
Sami (Algeria)
We'll protect the gazelles
Steve (North America)
We'll not make clothes from animal fur
Aminata (Nigeria)
We'll protect the elephants
Wang (China)
We won't catch pandas
Pedro (Brazil)
We won't cut trees to save The Amazon Forests
The pupils listen to the teacher reading the script (p158) then try to fill in the table on their books (using their pencils)
The teacher invites the learners to correct ,then the yare asked to go to page and perform the drill as a group work (each
pupil represents a nation)
The teacher interacts with his pupils about each answer ,what does it represent and why it should be done like that .
Page 16
Listen and
interpret an oral
text to decode
the messages
included in it
Post listening :
The pupils are asked to read again the script on page 158 and try to do the following task:
Expressing
intentions
Teacher
students
Exercise :Read the script again then try to do the following exercise . Fill in the diagram (Van Diagram)
Will
protect the gazelles
protect the elephants
Describing
animals
Students
teacher
Will not
Protect the
environment
won't pollute the Nile

'll not make clothes from animal fur
won't catch pandas
won't cut trees to save The Amazon Forests
The pupils read then try to fill in the diagram . They are invited to come to the board and correct then they are asked to
deduce the diagram of the middle why all this is done.
The pupils are asked again to pay attention at the table or the diagram and try to do the following task.
Activity "b"p149: Listen again and name the animals which are in danger.
The animals which are in danger are:
gazelles (Algeria) - elephants (Nigeria) pandas(china)- animals with fur (north America)
Students
teacher
The teacher tries to interact with his learners about this problem and try to make them talk about why are these animals in
danger. This to lead them do the tasks on pages 150 & 151.
Practise
Activity "a"p150: What will or shall u do to save those animals?
Inquiring
and
expressing
intentions
A : What will you do to save {the gazelles the elephants- the pandas} ?
Students
students
Listen and
interpret the
diagram
B : We won't =shan't [ hunt kill catch ] them .

The pupils perform the drill by pairs and substitute the key words. "oral task"
The pupils are invited to pay attention at the photos on page 151 and try to do the activity .
Activity "b"p151: Look at the photos and build up correct sentences using "will = shall". "oral task"
1. I shall/ will not pollute in the seas. 2.I will/ shall not throw garbage.3.I shall / will not cut trees. 4.I will/ shall not throw
chemicals .
Page 17
Interact about
animals and try
to make a
discrimination
between them
Analyze the
script and the
sounds in the
isolated words
Interpret the
script and sound
to state the rule
how final "s" is
pronounced
Practise the
stated rule by
interpreting a
written task
Listen to the
teacher and
interpret "oral"
task "
Pronunciation
Presentation :
Describing
sounds
Students
students
The teacher presents the following statement ,reads it and invites the pupils to read it.
Interpret the
sound 'tion'
There is pollution in the ocean .Rivers and lakes need protection .
Isolation : The pupils are asked to read the words in different colours.
Students
students
Pollution
- ocean
- protection
Analyzes:
Pollution
protection
Analyze the
sounds and its
script
tion = sh + n
Stating rule :
The letters [ t + i+ o+ n = are pronounced "sh+n"]
Describing
the sound
"tion
Practise :
The pupils are invited to open their books on page 150 and pay attention at the table of "activity d-p150"
teacher
students
The teacher reads the sounds and focus on the pronunciation of the sound "tion" ,then invites the pupils to repeat after him
,mater he may ask some of them to read them
The teacher asks the pupils to close their books ,listen to him and try to identify the heard sound with their spellings.
The pupils read all the written works on the board then write down.
Page 18
Practise and
identify the
sound
Lesson Plan
File Five:
Sequence Two
Environment
1st Am Level
Read & Produce " page 151 & 152"
Personal Goals:
Communicative Competencies.
Supported and purposeful development

Function : Expressing Future intentions
Grammar : Simple present tense & the simple future tense+ "whqqs words"
Can read and understand the main ideas of very short, formulate and descriptive texts
Can read and understand very short simple routine instructions and explanations that provide visual support (e.g .pictures and graphs)
Can fill in forms or give simple details writing using very basic and unconnected sentences and phrases.
Objectives / Assessment : SWBAT by the end of the lesson ,students will be able to demonstrate :
describe once local environment & express intentions (using the simple future & Simple present
""yellowdaffodil66@gmail.com
Page 19
tense +questions)
Timing
Rationale
Greeting
and
inquiring
about daily
school
routines
Type of
interaction
Sequence two :
Read " Mother Earth"

File five
Agenda : Describing Environment & Expressing intentions ( simple present +continuous& future tenses)
Teacher
students
Describing
environment
Students
-teacher
Students
Describing
- teacher
environment
Students
-students
Warming up: "Pre-reading"
Interact with
the teacher about
the classroom
situation
The teacher greets his pupils & interacts with them about their daily life school activities. He checks if the have really learnt
from the previous lesson .If they are really taking care of their classroom ,their school environment .
The teacher shows pictures to the pupils showing problems of pollution and what our planet is suffering from .
Make the pupils talk about what our planet is suffering from .Try to listen to them (even if they express themselves in their
Interact with
mother tongue )
the pupils to
The teacher asks the pupils to open their books on page 151 ,he tries to talk to his pupils and "personalizes" the Earth as if it
prepare them
was a real person suffering from pollution and complaining .
linguistically and
psychologically to
During -Reading :
the topic
The pupils are asked to pay attention at the letter on page 151 ,listen to the teacher explaining the instructions of the
exploited
activity ,then they are asked to listen to him reading the text ,explaining some new words and then try to use their pencils
and answer (on their books).
Activity "c"p151: Read this message and answer the questions.
1) Who is the sender of this letter?
Mother Earth is .
2) Who is the receiver ?
The children are the receiver.
Interpret the
3) Is Mother Earth healthy ?
No , she is not .
text to decode
the messages
The pupils are invited to give back their answers. The teacher listens to the pupils ,reports the answers on the board ,then
invites the pupils to read and perform the task as question answer tasks.
The learners are invited to read the text again and try to answer the following exercise .
Exercise :Read the text and fill in this table .
Seas
dirty
Expressing
intentions
Competencies
targeted
Procedure
Rivers
dirty
Forests
Air
Gardens
Cities
Natural parks
animals
dying
full of
smoke
no flowers
growing bigger
getting smaller
in danger
Post reading :
The pupils work in rough ,correct on the board then read the corrected activity .
Teacher
The teacher interacts with his pupils about the text and the tasks ,he tries to make them talk and come to a conclusion about
the text.
students
The pupils are invited to summarize the text in one sentence "we shall protect the Earth and the Environment ".
The teacher invites the pupils to read the written works on the board then copy down on their copy booksPage 20
Produce oral
and written
messages about
the protection of
the environment
Sambounab@hotmail.fr
Teacher
students
Describing
environment
Talking
about
pollution
Teacher
students
Integrated Situation
Produce
File Five "environment 1AM Level
The teacher discusses with his pupils about the last text seen , he tries to reminds them about what they have already seen
and what the text talks about.
The teacher makes the pupils to talk about pollution and all what is the planet enduring .
The teacher tries to present the integrate situation through illustrations and a set of instructions .
The class is divided into groups .
Integrated Situation:
On the 22nd of April of each year we celebrate the "Earth's Day" . Your school is going to organize a celebration day on this
occasion.
Look at the photos on page 151 and the ones on the board ,then try to make a list of the problems our planet is suffering from
Make simple sentences about each of the problems.
Select four or five mains causes and what solutions we have to do to protect our planet and environment.
Make a short paragraph showing your intentions against this problem.
Eliciting information constituents from the learners:

Give the pupils few minutes to work in groups and suggest what should be included in the listing of the problem that affects
the planet and the environment.
Talking
Rivers-lakes-seas
Garbage
Tress & forests
Air
animals
about
polluted car
Studentspollution
dirty full with chemicals
public and anywhere
cut burn
smokes-ozone
protect
depletion
Teacher
the teacher lists the pupils answers.
Selecting information constituents:
the teacher asks the pupils to select three or four items to talk about .
water (Rivers-lakes-seas)
Garbage
Tress & forests
animals
dirty full with chemicals
public and anywhere
cut burn
protect
Fleshing out the information constituents :
the pupils are asked to build up simple sentences using what they have already seen as "structure" <will and shall>
Expressing
Teacher
We shall not pollute the waters of the rivers , the lakes and the seas.
Intentions
StudentsWe shall keep our streets ,parks and gardens from garbage.
We shall preserve our trees ands forest from fire and cut .
We will not kill and hunt animals.
Ordering and linking the sentences:
The pupils make a short composition using pronouns and connectors.
Suggested
paragraph:
StudentsStudents
To protect our planet and the environment we shall not pollute the waters ,of the rivers ,the lakes and the seas. We shall keep our
streets, parks and gardens clean. We shall preserve our trees from fire and cut .We shall not kill and hunt animals.
The teacher invites the pupils to come to the board ,correct ,read then write down on their copy books.
Page 21
interact about
the previous
in order
to make a link
to the new
lesson's theme
lessons
Interpret the
visuals to talk
about the
Earth's
pollution
Interpret the
situation to
select the right
statements
Produce a short
composition
talking about
environment and
express intentions
towards this
problem
"yellowdaffodil66@
gmail.com
Lesson Plan
File Five:
Environment
1st Am Level
Listen and Speak
Sequence Three:
Personal Goals:
Communicative Competencies.
Supported and purposeful development

Function : Talking about rights and duties
Grammar : the simple future tense+ Imperative "whqqs words"
Vocabulary : Vocabulary related to school and education & Children rights & animals and environment

Objectives / Assessment : SWBAT by the end of the lesson ,students will be able to demonstrate :
talk about duties and rights (using the simple future & imperative)
Pictures and flash cards about animals School regulations Declaration of children's rights & animals.
Manual's script page 158 & 155
Page 22
Timing
Rationale
Type of
interaction
Listen and Speak
Sequence three :
Agenda
Greeting
Inquiring
and
showing
rights and
duties
Talking
about
school
rights
Competencies
targeted
Procedure
File five
: Talking about rights and duties ( imperative & future)
Warming up: "pre-listening"

Teacher- The teacher greets his pupils, inquires about their news , how do they feel today and tries to check what they have understood
students from the previous lessons specially while dealing with the school regulations and the way they take care about their classroom.
The pupils have to feel that to take care about their classroom and its furniture is the duty of every pupil .
The teacher has also to show them that is their right to come to school and to study .
This discussion must lead to the presentation of the lesson.
Presentation : "while listening"
The pupils are invited to open their books on page 154, and look at the pictures . The teacher asks the pupils to talk about the
Interpret the
photos (Sami and Sally ) what they know about their origins, jobs.
photos
The
teacher
explains
the
instructions
of
the
activity
,then
invites
the
pupils
to
listen
to
him
and
try
to
answer
the
activity
.
Teacher
students Activity "a"p154: Listen and put a tick () next to the right answer.
Listen and
1. The pupils will have the right to elect . A classmate.
interpret a
2. They will take part in the writing of the school regulations next . Term
listening script
The pupils give back their answers ,the teacher reports them on the board ,then asks them to read the corrected answer.
The pupils are invited to open their books on page 158 and perform the script as a drill.
Post listening:
StudentsThe teacher invites the pupils to discuss about the script , make them talk about what rights they have as pupils and what duties
teacher
they have to against their school.
Practice :
The teacher leads the discussion about the pupils' school rights and duties , lists up their ideas , try to make them perform as
question answer drill .
The pupils perform using the following drill and substitute key words.
StudentsPupils "A" : What right will we have to do in our school ?
students
read books at the school library / participate in editing the school timetable
Talking
about
school
rights
Interact with
the teacher about
the pupils' duties
towards their
school and
classroom
Pupil "B" :What will the right to
have and use the internet machines room./ plan excursions ./use modern technologies in class learning
use the school's courts to play sport on Thursdays ,Fridays and on holidays.
The are asked to open their books on page 154 and pay attention at "activity a- " ,then teacher explains the instructions and
invites the pupils to perform .
Activity "a"p154: Look at the notice and talk about your rights.
Students- We'll have the right to elect our representative.
students
We'll have the right to have a good education in our schools
We will have the right to study in our cleaned classrooms
We'll have the right to practise sport activities in our schools.
Pupils will have the right to go for class outings, have leisure activities, go to school by buses and eat in our school canteens .
The pupils build up sentences ,then use the previous drill and perform by pairs [substitute key words ]
page 23
Produce oral
messages related
to the listening
script
"yellowdaffodil66@
gmail.com
Student
Talking
about
animals'
rights
The pupils will keep the same pattern and try to do "activity b-p155" .They are asked to act as if they were in the place of the
animals.
Pandas:
Elephants/panthers:
Whales :
what right will we have ?
Crocodiles :
Bears:
Pandas:
bamboo forest.
fur.
Elephants/panthers:
jungles .
tusks
Whales :
we will have the right to live in peace in our oceans .
. Men kill us for our
fat
Student
Crocodiles :
rivers .
skin
Bears:
jungles.
fur
The pupils perform in pairs and substitute key words.
Presentation :
The pupils are invited to read the following sentence:
Men kill us .
Teacher Isolation : The teacher isolates the following word from the sentence and asks the pupils to read it. us
Analysis: The teacher invites the pupils to analyze the following words and statements.
Students
Men
kill
us .
Interpret the
pictures to talk
about animals'
rights
Subject+ verb + personal pronoun object

Stating Rule : " us " is a personal pronoun object . It comes after a verb.
Identifying
personal
object
The personal pronouns :

StudentsStudents
Subject pronoun
I
You
He
She
It
We
You
They
Object pronoun
me
you
him
her
it
us
you
them
The pupils read the personal pronouns "subject & object

The teacher explains the instructions of "activity "d"p155.The pupils listen and try to do the task as "homework".[children's
chart]
The teacher invites the pupils to read the written works on the board then copy down on their copy books.
Page 24
Interpret the
main constituents
of a statements
to identify the
"personal
pronouns objects"

File Five - Environment With The New Changes 2013

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

File Five - Environment With The New Changes 2013

Uploaded by

Copyright:

Available Formats

Samir Bounab's Document

Talking about the

This first school year's lesson was about

Your ideal city .

Preserve the environment

Listen and Speak

In this lesson I will teach the following aspects of language:

Can interact to ask and answer a question.

talk about weather

Talking about students

The pupils listen then try to answer.

3- The temperatures are : [ 17 degrees

Listen & interact

Listen and try to

B : today, the temperatures are : [ 17 degrees - 28 degrees 10 degrees 5 degrees 22 degrees ]

Interpret the drill

Tomorrow the weather will be cloudy

time marker of future +

will + verb(inf) + object

Stating rule: Affirmative form

State the rule

Exercise : Re-order the words to make correct sentences:

Exercise : What do the following sentences mean? Match the pairs

3) Communicative based activities:

A : what is the weather like today?

Practise & Produce

In this lesson I will teach the following aspects of language:

Can interact to ask and answer a question.

forecast weather + comparative of superiority

2) The East cost will be warmer

Listen and try to

Interpret the text

Spot the a specified

Interpret the main

noun (1) + verb + adjective + "er" + than + noun (2)

Two or three syllable words (long adjectives)

The comparative of superiority is :

Deduce the rule

Integrated Situation Two: "game"

LISTEN & SPEAK

In this lesson I will teach the following aspects of language:

Can interact to ask and answer a question.

LISTEN & SPEAK part two

In this lesson I will teach the following aspects of language:

Can interact to ask and answer a question.

Activity "a"p149: Listen to the TV debate ,then fill in the table .

We won't pollute the Nile

We'll protect the gazelles

Steve (North America)

We'll not make clothes from animal fur

We'll protect the elephants

We won't catch pandas

We won't cut trees to save The Amazon Forests

won't pollute the Nile

B : We won't =shan't [ hunt kill catch ] them .

There is pollution in the ocean .Rivers and lakes need protection .

Read & Produce " page 151 & 152"

In this lesson I will teach the following aspects of language:

Read " Mother Earth"

Warming up: "Pre-reading"

File Five "environment 1AM Level

Eliciting information constituents from the learners:

Listen and Speak