Professional Documents
Culture Documents
com
First
Interact
Interpret
Produc
e
"Hello"Pre-File
(p19top39)
Term
septem
Week
4
october
Week
1
october
Week
2
october
Week
3
october
Week
4
Month
&
weeks
septem
Week
3
Term
Lettering,
Alphabets
Initiationto
spelling
NamingSchool
things
Schoolcommands
Greetingpeople.
Introducing
oneself
Gettingtoknow
someone(nameage
hometowncountry
Introducing
someone
Counting
Askingandgiving
informationabout:
(hometownlocation
country
nationality)
Resources
Typeoftask
(oraland
written)
(oral)
(oraland
written)
(oraland
written)
(oral)
(oraland
written)
(oraland
written)
Grammar
Alphabets
(vowels&
consonant
s)
The
auxiliary"to
be"Iam
/youare/
thisis/itis
The
demonstrati
vepronoun
:"itthisthat
"
The
possessive
adjectives"
my/your
The
prepositions
:"in/from
Lexis
Vocabulary
relatedt
schoolthing
&school
commands
The
English
alphabet
The
cardinal
numbersfrom
(0to19)
Learnabout
culture
Monumen
tsandplaces:
BigBen,
Maqam
Eshahid
The
BritishRoyal
Family
Countries
/currency/
flags
Pronunciation
Uttering&
sayingthe
alphabets
Sounds
i="Ihi
nicefive
time"=
/ai/
i= "inLi
taxisix
sevenlisten"
= /i/
een="
thirteen
seventeen
sixteen..
en=ten
sevenlisten
Sweden
Moduleofintegration(project)
Makeatourist
brochureaboutacountry
,acity,atown,avillage
Procedure
1. Formyourgroup(2or3)
2. Findinformation
(libraryinternetteacher,
parents)
3. Collect
pictures/drawingsabout
(capitalsflags
monumentscurrencies)
Group Work:
1. Meet(showyourwork
discusscorrectstick
yourphotostypeor
writeyourform.(country
continentcapitalmonuments
currencypopulation )
Yourbrochureis
readyputitonthe
SWBAT:
Whatstudentsshould
beabletodo(SWBAT)
Utter&saythe
alphabets
Discriminate
between
vowels&
consonants
(pronunciation
)
Nameschool
objects&
school
commands
Greet
Greetpeople
Introduce
oneself
Gettoknow
someone's
(nameage
hometown
country)
Introduce
someone
Count
Askandgive
information
about:
(hometown
locationcountry
nationality)
ByMr.samirbounab
yellowdaffodil66@gm
ail.com
Lesson Focus:
Whichaspectsoflanguageareyouteaching:e.g.grammarpoint(s),aspectofpronunciation(phonemes,intonation,etc),vocabulary(words,wordphrases,idioms,etc)
functions(politerequests,apologizing.)?
InthislessonIwillteachthefollowingaspectsoflanguage:
Function : Greeting & Introducing oneself
Grammar: English alphabet
Vocabulary related to: greeting & introducing
Pronunciation::
(i) / een /
Aspect of culture: Monuments and places :Big Ben ,Maqam Eshahid, Countries : currency / flags
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.
Caninteractorallytoaskandansweraquestion:Ontopicandsituationsrelatedtodescribingthemselvesandothers,homeandtimeusingmemorizedphrasesandbasic
Canlistentoandunderstandmainpointsandsomeimportantdetails(e.g.who,when,where)of:Veryshortandsimplemonologsanddialogues.
Canfillinformsorgivesimpledetailswritingusing:Aboutpersonalinformation(e.g.family,school,address)
Objectives/Assessment: SWBATbytheendofthelesson,studentswillbeableto:Greet&Introduceoneself
Requiredmaterialand/orresources:Themanualsflashcards(212223)&manualscriptpage31
yellowdaffodil66@gmail.com
page3
Time
Rationale
Typeof
interaction
Greetingand
welcoming
Helping&co
operating
Being,
becoming
friendsand
gettingtoknow
someone
Being,
becoming
friendsand
gettingtoknow
someone
Welcoming&
greeting
Being,
becoming
friendsand
gettingtoknow
someone
Waysod
Teacher
students
studetns
teacher
teacher
studnts
students
teacher
Students
students
StepsoftheLesson
Competencies
SequenceoneListenandspeakMS1level
PDPlesson:
Interact
The teacher interacts with his learners about the new file , he instructs the learners to split into groups
of 4 in order to do the Project work which will be about ( A tourist brochure about your own city)
The teacher instructs the learner about how to deal with project works (the number of learners in each
Interact
group , the role of each one , where to get the required information , he should insist on the fact Not to
buy projects from cybers., he should also inform them that he is ready to help them and the last five
Pre-listening
Using pictures the teacher shows the photos of Sally & Olga (without telling the learners about their names).
Interpret
While listening:
The teacher reads the script twice or thrice ( books shut) and invites the learners to answer .
Produce
The learners are invited to open their books on page 31 and read and perform the drill ( pair work)
Post-listening :
Thelearnersareinvitedtoperformthefollowingdrillusingthebelowkeywords.
Drilln1:Q:Whatis['s]yourname?
Mynameis(Sally/Olga/Wang/Sami/Aminata/James/Michel/Eva/Steve/
Interact
A:/Sana/Ivan/Indira)
I'm
Thepupilsrepeatthedrillwordbywordthensentencebysentence.
Interpret
Thepupilsrepeatthedrill,thensubstitutethenameswrittenontheboard;
Thepupilsperformthedrillusingtheirownnames.
Theteacherintroducestheseconddrill:
Drilln2:Sally:Hello!I'mSally.What'syourname?
Olga:Hi!Sally.MynameisOlga.
Interact
Thepupilslistenthenrepeatthedrill,usingthenamesabove,tillusingtheirownnames.
Theteacherintroducesthethirddrill:
Drilln3:Olga:Hello,Wang!Hi!Sally
Sami:Hello!Myname'sSami.Whatsyourname?
Interpret
Olga:Hi,I'mOlga!Gladtomeetyou.
thepupilsrepeatthedrill,substitutethenames,andthenusetheirownnames.
page4
VAKT
Board&board
marker
Picturesof
cybercaf
newspapers
librarysamplesof
projectworksof
thepreviousyears
learners
PicturesofOlga
andSallypage21
Manualsscript
page31
Kinesthesia(
learnersstandup,use
gesturesandperform
thedrillpairwork)
Picturesof
Sally,Olga,Wang
,Sami,Aminata,
James..
Kinesthesia(
learnersstandup,use
gesturesshowing
greetingsand
performthedrill
pairwork)
Yellowdaffodiil66@gmail.com
speaking
Waysof
speaking
Waysof
speaking
Waysod
speaking
Waysof
speaking
Waysof
speaking
Waysod
speaking
Waysof
speaking
Waysof
speaking
Teacher
students
studetns
teacher
teacher
studnts
students
teach
Students
students
teacher
students
students
students
Interpret
Presentation:The teacher writes the following sentences on the board (the words containing
the sounds /ai/ & /i/ must be written in different colours, he reads it twice or thrice, then
Isolation:Theteacherinvitesthelearnerstopayattentionatthewordswrittenin
differentcolours.
Isixinprimary
Analysis:Theteacherhelpshislearnerstoanalyzethewordsandtheirletters
Interpret
sixinIprimary
letteri=sound/i/=lettereletteri=sound/ai/
StatingRule:Thelearnersareinvitedtostatethefollowingrule(Noneedfortheteachertofocus
onthephoneticstranscriptionsymbols)
Produce
/ai/=five,time,nice..
Theletteriiswrittenibutpronounced
/i/=lettere=in,it,six..
Interact
Practice:
I=I
i=e
It
Theteacherwritesontheboardalistofthewordsandasksthepupils
toidentifythedifferencebetweenthesounds.
Time
This
Exercise:Puteachwordinitsrightcolumn:timeitthisnice
Nice
Italy
Interpret
Italywritefivedominouniform
Write
Domino
Five
Uniform
The teacher explains the instructions of the compare task where the learners are invited to listen ,
discriminate between the sounds /ai/ & /i/ and try to recognize the spelling of some words
the teachers asks the learners while he reads the works by pair in order what sound does the first
Compare.
Interact
this(e)time(I)five(I)six(e)listen(e)in(e)write(I)eye(I)xylophone(I)
(e)(i)(i)(e)(e)(e)(i)(i)(i)
china(i)scissors(e)exercise
Interpret
(i)(e)(e)(i)
Thelearnersareinvitedtoreadthecorrectedtasksthencopydownontheircopybooks.
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board&board
marker
board&board
marker
board&board
marker
board&board
marker
Manuals
script
Manuals
script
Manualstask
page21
page5
Greetingand
welcoming
Being
,becoming
friendsand
gettingto
know
someone
Greetingand
welcoming
Being
,becoming
friendsand
gettingto
know
someone
Greetingand
welcoming
Being
,becoming
friendsand
gettingto
know
someone
Greetingand
welcoming
Being
,becoming
friendsand
gettingto
know
someone
Teacher
students
studetns
teacher
teacher
studnts
students
teach
Students
students
teacher
students
students
students
Sequence 1
MS1 level
PPU Lesosn :
Warmup:Theteachergreetshislearnersandwelcomesthem.
Theteacherinteractswithhislearnersaboutthelastsance(greeting&Introducing)andthe
vowelsounds/ai/&/i/
Theteacherintroducesthedrillsthroughpictures:
Drillone:
Aminata:Hello,myname'sAminata.What'syourname?
James:Gladtomeetyou,Aminata.I'mJames.
Thepupilslistenthenrepeatthedrill.
Thelearnersareinvitedtousetheirownnamesandperformthedrill.
Theteacherintroducestheseconddrill.
Drilltwo:
Sami:Hi,I'mSami,whatisyourname?
Wang:Hello,my'sWang.NicetomeetyouSami.
Thepupilslistenthenrepeatthedrill.
Thelearnersareinvitedtousetheirownnamesandperformthedrill.
Theteacherintroducesthethirddrill.
Drillthree:
Olga:Hello,IamOlga.Whatisyourname?
Michel:Hi,mynameisMichel.
Thepupilsrepeatthedrillthen,usetheirownnamesandpractisethethreedrills.
TheteacherinvitesthepupilstodoActivity"a"p22:
ThelearnersusetheirpencilstoanswertheActivityontheirbooks.
Thelearnersareinvitedtoreadthecorrectedtasks(pairwork)
ThepupilsdotheActivityorallyandtheteacherwritestheanswersontheboard.
Thepupilsreadthedialogueswrittenontheboardthencopydownontheircopybooks.
Yellowdaffodil66@gmail.com
Interpret
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
page6
board&board
marker
Picturesof
Aminata&
James
Kinesthesia(
learnersstand
up,usegestures
showing
greetingsand
performthedrill
pairwork)
Tactile:(learners
shakeeachothers
handstogreet,
welcomeand
introduceeach
others)
Kinesthesia(
learnersstand
up,usegestures
showing
greetingsand
performthedrill
pairwork)
tactile:(learners
shakeeachothers
handstogreet,
welcomeand
introduceeach
others)
ManualTaskpage
22
board
Greetingand
welcoming
Being
,becoming
friendsand
gettingto
know
someone
Punctuation
Punctuation
Punctuation
Teacher
students
studetns
teacher
teacher
studnts
students
teach
Students
students
teacher
students
students
students
Sequence 1
.MS1level
Warmup:Theteachergreetshislearnersandwelcomesthem.
Theteacherinteractswithhislearnersaboutthelastsance(greeting&Introducing)
Theteacherexplainstheinstructionofthefollowingexercisetheninvitesthelearnerstodoit.
Exercise: "reorderthefollowingwordstomakeacorrectdialogue:
James:Whats/hello/my/James/s/name/your/?/your
Hello,MynameisJames.Whatsyourname?
Aminata:you/to/glad/meet/James/Aminata/m/I/'/.
GladtomeetyouJames. ImAminata.
Thelearnersworkinrough,theteachersupervisesthelearnersworkstheninvitesthemto
cometotheboardandcorrect.
Theteachersupervisesthelearnerscorrection,mentionsthepunctuationmarksindifferent
colourstheninvitesthelearnerstoreadthecorrectedtasksandperforminpairs.
Presentation:Theteacherwritesontheboardthefollowingpartofthepreviousexercise.
James:Hello,MynameisJames.Whatsyourname?
Isolation:Thelearnersareinvitedtopayattentionattheisolatedpunctuationmarks.
James:Hello,MynameisJames.Whatsyourname?
Analysis
:
coloncommafullstopquestionmark
Punctuation
Stating Rule:
Marks
.Fullstop, comma:colon
? Questionmark! Exclamationmark
Practice:Theteacherexplainstheactivity"c"p23theninvitespupilstodoitinrough
Activitycp22:Readthenputtherightpunctuation.
Nicetomeetyou.
Michel:
Thelearnerscorrectusingtheirpencilsontheirbooks,thenreadandcopydownthe
correctedtasksandstatingruleontheircopybooks.Yellowdaffodil66@gmail.com
Interpret
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
board&
marker
Picturesof
James&Aminata
page22
Board&
marker
Board&marler
Board&marler
Manualpage23
page7
Greetingand
welcoming
Being
,becoming
friendsand
gettingto
know
someone
Lettering&
alphabets
Lettering&
alphabets
Greetingand
welcoming
Being
,becoming
friendsand
gettingto
know
someone
Teacher
Sequence 1
MS1 level
Students
Warmup:Theteachergreetshislearnersandwelcomesthem.
Theteacherinteractswithhislearnersaboutthelastsance(greeting&Introducing)+
Punctuationmarks.
Students
Theteacherinvitesthelearnerstoopentheirbooksonpage23andpayattentionat
Activitya,heexplainstheinstructionsthenasksthelearnerstoworkontheirroughcopy
Teacher
books(pairwork)
Activity[a]p23"Pickoutfromtheboxthemissinglettersandcompletethedialogue:"
Teacher
Izelnwhnxpey
Mona:Hello!I'mMona.
bxfesmtumie
Students
Helen:Hi!Mona.Myname'sHelen.ocgma
Mona:Nicetomeetyou.
Students
Thelearnersworkinroughwhiletheteachersupervisestheirworks.
Theteacherinvitesthelearnerstocorrectontheboard,thenreadperformthecorrected
task.
Teacher
TheteacherexplainstheinstructionsofActivitybp23theninvitesthelearnerstowork
ontheirroughcopybooks.
"Activityb"p23":Nowwritetheremaininglettersinalphabeticalorder
Students
Izelnwhnxpey
Bcfgimnpuxz
bofesmtumie
Students
ocgma
TheteacherexplainstheinstructionsofActivitycp23theninvitestolearnerstoworkin
Teacher pair.
j Activitycp23:Orderthesentencesandwritedowntheconversation
Students
Massil:Hello,I'mMassil.Whatsyourname?
Rym:Gladtomeetyou,Massil.
Massil:Nicetomeetyou,Rym.
Thepupilsdotheactivityinrough,correctontheboard.
Students
Thelearnersareinvitedtobuildfreedialoguesgreetingandintroducingthemselves
Students Thelearnersperformthecorrectedtasks(pairworks)
Theteacherinvitesthelearnerstoreadthecorrectedtasks,thencopydown.
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Interpret
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Board&
marker.
Themanual
p23
Themanual
p23
Themanual
p23
page8
Sequence Two
MS1 Level
3.Supportedandpurposefuldevelopment:Learnersbenefitandgetmoreinvolvedwheneachactivitybuildsonpreviousmaterialsothatknowledgeandskillsbuild
logicallytowardsachievinganddevelopingspecificcompetences.How?
a) Theteacherplanslessonsthathavecommunicativeobjectivesandwhosestepsbuildtowardmeetingthem.
b) Theteacherbreaksdownfunctions,genresandskillsintosmallcomponents/skills/partsinordertopresentrealistic"chunks"ofthelanguageforlearnerstoprocess.
c) Theteacherstagesthelessonssothatwhatthelearnerlearns/practicesineachsteppreparesforthenextones
4.MeaningfulActivities/Tasks:Classroomactivitiesandtasksshoulddrawonlearners'livesandinterestsandhelpthemtocommunicateideasandmeaningin
andoutofclass.How?
a)
b)
c)
Theteachersupplementsandadaptsthetextbooktoplanactivitiesrelatedtolearners'livesandinterests.
Theteacherusesandplansactivitiesthatallowlearnerstopracticeanddevelopreallifecommunicationskillsforreading,writingspeakingandlistening.
Theteachercontextualizestheactivitiesandprovidesapurposeforthem.
Lesson Focus:
Whichaspectsoflanguageareyouteaching:e.g.grammarpoint(s),aspectofpronunciation(phonemes,intonation,etc),vocabulary(words,wordphrases,idioms,etc)
functions(politerequests,apologizing.)?
InthislessonIwillteachthefollowingaspectsoflanguage:
Function : Introducing oneself +age - Emailing Describing origins Counting making phone calls.
Grammar: numbers wh question word Vocabulary related to: greeting & introducing
Pronunciation::Vowel sounds: en & een
Aspect of culture: Monuments and places: Big Ben, Maqam Eshahid, Countries: currency / flags
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.
Canlistentoandunderstandmainpointsandsomeimportantdetails(e.g.who,when,where)of:
Veryshortandsimplemonologsanddialogues.
Relatedtofamiliartopicsandconcretesituations(e.g.introductions,descriptionsoflocationandphysicalproperties).
Canreadandunderstandthemainideasof:
1. Veryshort,formulaicanddescriptivetext
Objectives/Assessment: SWBATbytheendofthelesson,studentswillbeableto:Introduceoneself(origin+age)Countmakephonecalls&reademails
Requiredmaterialand/orresources:Themanualsflashcards(emailpicturespage25phone)
yellowdaffodil66@gmail.com
page9
time
Rationale
Interaction
Greeting&
welcoming
Internet
Terminology
&
Text
messages
Internet
Terminology
&
Text
messages
Internet
Terminology
&
Text
messages
Teacher
Students
Students
Teacher
Teacher
Students
Students
Teacher
Students
Students
Teacher
Students
Students
Students
StepsoftheLesson
File 1.LISTEN
AND
SPEAK Sequence2MS1
Warmup:Theteachergreetshislearnersandwelcomesthem.
Theteacherinteractwithhislearnersaboutthelastsequenceslearningobjectives(greetingwelcoming
introducingoneself.
Theteacherinquiresabouttheprojectworkandifthelearnersneedanyhelp.
Prelistening:
Theteacherpresentsthesituationthroughpicturesandflashcardsdescribingthedifferentsortsandkindof
messages(lettersemailsSMSMMS..)
Theteacherintroducesthewebpageandexplainstothepupilstheword"email"
Thepupilslistenthenrepeattheword"email"
Usingpicturesofcomputerstheteacherexplainsthedifferencebetweentraditional
Mail: the letters and parcels, which are sent by post. (Postman)
"email":e=electronicmail.(computers+Internet)
Usingflashcardstheteacherexplainstheconceptofhowanemailworks.
DuringListening:
Theteacherpresentsthedailysubject,whichisan"email"fromRiyadh.
Theteacherexplainstheinstructionsofthefollowingexercise,theninvitesthelearnerstolistentothescript
andtrytoanswer.
Exercise:Listenthensay:trueorfalse
1. TheemailisnotfromRiyadh.False
2. RiyadhisAlgerian.True
Theteacherwritethescriptontheboard(shouldmentionNumber13indifferentcolour)theninvitesthe
learnerstoreadthescripttwiceorthrice.
Hello,
Algerian
Where are you from?
Competencies
VAKT
Interact
Interpret
Interpret
Interact
Interpret
Interpret
Page10
Board
Flash
cardsof
Letters
email
sms...
Manual
script
page24
Manual
script
Page24
Numbering
and
counting
Numbering
and
counting
Waysof
speaking
Waysof
speaking
Waysof
Speaking
Teacher
Students
Students
Teacher
Teacher
Students
Students
Teacher
Students
Students
Teacher
Students
Students
Students
Presentation:
Isolation:
13
Analysis:
number
Stating Rule: 13 Number counting
Practice: Theteacherintroducesthenumbersfrom"0to20"
Thepupilslistenthenrepeatthenumbers.
Post listening:
TheteacherinvitesthepupilstoperformActivitycp24usingtheirownnamesandages
Thelearnersperformthedrillorallythencorrectontheirbooksusingtheirbooksusingtheirpencils.
Activitycp24:Nowtellyourpartnerabutyourself.
Hello,Im=Iam..(name)
Im.(age)
theteacherpresentsthesounds"een"andthesounds"en"throughthefollowingsentence.
Presentation:Mypenisinthepencilcase/Riyadhisthirteen.
Isolation:penpencilcasethirteen
Analysis:
eneneen
StatingRule:
e+n=soundn
e+e+n=Lettere+lettern
Practice:Theteacherreadstheexamplesonpage24andinvitesthepupilstorepeatthesounds.
Theteacherexplainstheinstructionsofthefollowingexercisetheninvitesthelearnerstoperformit.
Exercise:Crosstheodditem.
en
ThirteentenpenhennineteenSwedeneleventeensevenlistenpencil
een
FourteenpencilcaseeighteenEnglandseventeenpenguinfifteenoven
ThelearnersanswertheExerciseorally,theteachercorrectsontheboardtheninvitesthelearners
toreadandcopydown.
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Interact
Interpret
Interpret
Interact
Interpret
Interpret
Produce
Page11
Board
&
Marker
Manual
page24
Board&
marker
Board
&
marker
Greeting&
welcoming
Teacher
Students
Students
Waysof
Speaking
Teacher
Nationalities Teacher
Students
Students
Teacher
Cardinal
numbers
Students
Students
Numbering
&counting
Teacher
Students
Numbering
&counting
Students
Students
Being
,becoming
friendsand
gettingto
know
someone
Sequence2MS1level
File1
Warm up:Theteachergreetshislearnersandwelcomesthem,hetriestointeractwiththemabouttheir
dailylifeschoolmatters
Theteachertriestomakeashortrecyclingaboutthelastsanceslearningobjectives(Introducingoneself
age+origincountingsoundsen&een)
The teacher introduces the names and the countries of page 25 ;the learners listen then repeat.
Theteacherpresentsthepattern:
Sami:Hi!I'mSami.I'mfromAlgeria.I'm12.
The teacher presents the drill and invites the pupils to repeat it using the following cues :
Sally/England/10/Steve/America/13/Eva/Sweden/9Wang/China/11/Aminata/Nigeria/14/
Sana/Egypt/10/Ivan/Poland/11/Indira/India/12
Pair Work: The learner are invited to practice the following drill
Thedrill.
Sally: Hi! I 'm Sally .I'm 10. I 'm from England. Where are you from?
Wang: I 'm from China.
Thepupilslistenthenperformthedrillusingthekeywords.
Free feedback:Theteacherinvitesthepupilstousetheirownnames,agesandcountries.
Interact
Interpret
Interpret
Interact
Interpret
Interpret
Produce
Page12
Board
&
marker
Pictures
ofSally,
Steve+
flags
showing
countries
Board&
marker
Manual
page26
Manual
page26
Greeting&
welcoming
Being
,becoming
friendsand
gettingto
know
someone
Numbering
&counting
Internet
terminology
&Abbrevia
Partsof
speech
(grammati
terms)
Partsof
speech
Teacher
Students
Students
Teacher
Teacher
Students
Students
Teacher
Students
Students
Teacher
Students
Students
Students
File1
Sequence2MS1level
Warm up:Theteachergreetshislearnersandwelcomesthem,hetriestointeractwiththemabouttheirdaily
lifeschoolmatters
Theteachertriestomakeashortrecyclingaboutthelastsanceslearningobjectives(Introducingoneself
age+origincounting+makingphonecalls)
Pre-reading:
Theteacherdoesaquickreviewonthe"email".
Thepupilslistentotheteacher'squestionsandtrytoanswerit.
Q:Whatsthis?Q:What'san"email"?
P:It'san"email"P:It'sanelectronicmessage.
The pupils listen then repeat the drill.
The teacher presents the new "e-mail" [ Eva's e-mail]
During reading:
The learners are invited to open their books on page 26, pay attention at the teachers explanation of the
Isolation:
my(s=is)(m=am)I
Analysis:verb
possessive
(To be) personal pronoun
Stating rule:
adjective
Personalpronoun
Possessiveadjective
Verb
Iyou
myyour
I am 'm
Tobe=You are 're
It is 's
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Interact
Interpret
Interpret
Interact
Interpret
Interpret
Produce
Page13
Board&
marker
Manual
page26
Board&
Marker
Board&
marker
Grammar
Grammar
(partsof
speech)
Greeting&
welcoming
Teacher
Students
Students
Teacher
Teacher
Students
Students
Teacher
Being
,becoming
friendsand
Students
gettingto
know
someone
Students
Teacher
Students
Nationalities
Students
Students
Practice:Thelearnersareinvitedtoperformthefollowingwrittentasks.
1)BasedFormtask:
Interact
Exercise:Reorderthefollowingwordstomakeacorrectsentence.
Kamel/name/11/Algeria/My/am/./is/I/./from/./am/Hi/,/I/
2)Communicativebasedtask:
Exercise:Fillingapstomakeacoherentdialogue.
fromHellomyisamiswherearefrom
Interpret
Amina:.,myname..Amina.I.fromPalestine.Where.you?
Karima:HiAmina..name..Karima.Iam..Algeria.
Thelearnersworkinrough,theteachersupervisesthelearnersworks,theninvitethemtocorrect.
Interpret
Antonym!"#$%&'()!*+,!-.',)!
Thelearnersareinvitedtoreporttheiranswersontheboard,thenread.
TheteacherexplainstheinstructionsofActivitydp27,theninvitesthelearnerstoworkontheir
roughcopybooks.
Age: I am..
Antonym!"#$%&'()!*+,!-.',)!
Dara of .,
Wilaya of ..
Produce
Thelearnersworkindividually,thentheyareaskedtoreadtheirproductions.
Antonym!"#$%&'()!*+,!-.',)!
Thelearnersreadthecorrectedtasksontheboardthencopydownontheircopybooks.
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Page14
Board&
Marker
Board&
marker
Manual
page27
Board&
marker
MS1 Level
Sequence Three
5.Active,evolvingprocessLearningalanguagerequiresopportunitiestousewhatoneknowsforcommunicativepurposes,makingmistakes
andlearningfromthem.Theaimistoperformcompetently,whilerecognizingthaterrorsmaystilloccur.
b)
c)
d)
e)
Theteacherprovidesabalanceofactivitiesthatfocusonaccuracyandfluency.
Theteacherplansactivitieswithineachlessoninwhichlearnersusethelanguagefreelywithoutworryingabouterrors,sothattheycanfocusonfluencyandcommunication.
Theteacherplansactivitiesinwhichlearnersusepreviouslylearnedlanguageandskillsandincorporatenewlanguageandskills.
Theteachergiveslearnersopportunitiestorecognizeerrorsandfigureouthowtocorrectthem.
6.OngoingassessmentofLearningOngoing,orregular,assessmentshouldtakevariousformsandaddressthecompetencesthathavebeen
learnedinclass,sothattheassessmentcanprovideusefulinformationonindividualprogressandachievement,whichteachersandlearnerscan
reviewtoaidlearning.
1.
2.
3.
4.
Theteacherhasrealisticshortandlongtermlearningobjectivesforlearners.
Regularlyassesseslearnerlearning.
Theteacherplansandusesavarietyofassessmentactivitiestoassesslearning.
Theteacherplansandusesassessmentactivitiesthatassessnotonlywhatlearnersknow,butalsowhatlearnersareabletodoasspeakers,listeners,readersandwriters.
5. Theteacherteacheslearnerstoassessthemselvesandtheirpeerssothattheyareawareoftheirprogress.
Lesson Focus:
Whichaspectsoflanguageareyouteaching:e.g.grammarpoint(s),aspectofpronunciation(phonemes,intonation,etc),vocabulary(words,wordphrases,idioms,etc)
functions(politerequests,apologizing.)?
InthislessonIwillteachthefollowingaspectsoflanguage:
Function: Talking about nationalities
Grammar: To be present
Vocabulary related to: countries & nationalities
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.
Canplanfor,useandevaluatetheeffectivenessofSpokenInteractionStrategiesusedto:Togethelpfromothers;facilitatepairworkinclass.&Tomaintainconversations.
Canplanfor,useandevaluatetheeffectivenessofafewbasiclisteningstrategiestoaidcomprehensionby:Usingkeywords.&Usingparalinguisticcues
Maintainingahelpfulstateofmind.
Objectives/Assessment: SWBATbytheendofthelesson,studentswillbeableto:Talkaboutonesoriginandnationality(usingtobeinpresent)
Whatcanmylearnersdo?Mylearnerscanalready:greet&welcomesaythealphabetsanddiscriminatebetweenvowelsandconsonants
introduceoneselfidentifythesounds/ai/and/i=e/anddiscriminatebetweenthemidentifythepunctuationmarksandtheirusecount
from0to20Identifythesoundseen&endescribeonesorigin,nationalityandinquireaboutothersoriginandnationalitiesdescribe
onesagemakephonecalls
Requiredmaterialand/orresources:Themanualsflashcards(emailpicturespage2829)&Scriptpage31.
page15
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Time Rationale
Interaction
STEPSoftheLESSON
Teacher
File1:Listen&SpeakSequence3<MS1>
Greeting&
Warm-up:Theteachergreetshislearnersandwelcomesthem.
welcoming
Students
Intoducing
Theteacherinteractswithhislearnersaboutthelastsequencelearningobjectives.(Introducingonesorigin
communicati
countingmakingphonecalls&describinglocalcountytowncodes)
ng
byphone
Students PPU Lesson:Presentation: The teacher introduces the situation through pictures. The pupils listen then
repeat.
Teacher
The teacher presents the dialogue and invites the pupils to repeat it.
The
Drill:
Nationaliti
Indira: Hello, Steve. Hi, Ivan. .Are you Russian? Welcome to London, Ivan.
Teacher
es
Ivan: No, I am not .I 'm Polish.
The
teacher
asks
the
pupils to repeat the drill sentence by sentence till the acquisition of the whole drill.
Students
The
teacher
introduces
the second pattern and invites the pupils to repeat it.
The pupils listen to the teacher, and then repeat the drill using the following key words.
Students
(Sami /Algeria/ Algerian) (Sally /England/ English) (Michel / France/French) (Wang /China/ Chinese)
Teacher
Nationaliti
The
teacher writes on the BB the two drills and the countries with their nationalities.
es
Theteacherintroducestheseconddrill(focusonInterrogative&negativeforms).
Thepupilslistentotheteacherthenrepeat.
Students Drill3:
A:Olga,areyouSwedish?
B:No,I'mnot.I'mRussian.
Students theteacherasksthepupilstoopentheirbooksandlookatactivity"a"p29.repeatthedrill,thensubstitutethe
keywords.A:Wang,areyouJapenese?B:No,I'mnot.I'mChinese.
A:Indira,areyouPakistanese?B:No,I'mnot.I'mIndian.
A:Marco,areyouPortuguese?B:No,I'mnot.I'mItalian.
A:Pedro,areyouAmerican?B:No,I'mnot.I'mIrish.
Teacher
Use:Thelearnersareinvitedtotalkaboutandinquireabouttheirowncountry&nationality
Students
Theteacherreportsontheboardthefollowingtablesummarizingcountries&nationalities
Nationaliti
Country
Nationality
Country
Nationality
Country Nationality
es
Algeria
Algerian
India
Indian
Italy
Italian
England
English
Pakistan Paskistanese Mexico Mexican
France
French
Portugal
Portuguese
Irland
Irish
Students
China
Chinese
Spain
Spanish
Walles
Welsh
Australia
Australia
Greece
Greek
Students
The pupils read the written works on the board then write down on their copy books.
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3IIP
VAKT
Board&
Interact
Marker
Interpret
Manual
script
page31
Produce
Manual
taskpage
Interact
28
Interpret
Manual
taskpage
29
Produce
World
map
Teacher
Students
Students
Teacher
Being
,becomin
gfriends
Teacher
and
gettingto
know
Students
someone
Students
Teacher
Nationaliti
es
Students
Students
Teacher
Continents Students
and
regionsof
theworld
Students
Students
Greeting
and
welcoming
File1:Listen&SpeakSequence3<MS1>
Warm-up:Theteachergreetshislearnersandwelcomesthem.
Theteacherinteractswithhislearnersaboutthelastsequencelearningobjectives.(Talkingaboutnationalities)
Pre-reading:
Theteacherinteractswithhislearnersandtriestomakethemtalkabouttheirorigin,nationalityandage.
During-reading:
Theteacherpresentsthesituation,explainstheinstructionsofActivitybp29,theninvitesthelearnerstoread
andanswerthetask.
St James School
Name: Ann
Surname: Smith
Age:
13
Country: Wales
City :
Cardiff
Nationality : Welsh
The pupils do the activity in rough, correct on the board, and then write down.
ThelearnersareinvitedtoreadAnnsletter.
Post-reading:TheteacherinvitesthelearnerstointeractanddiscussaboutAnnsletter,hercountryslocation,cityand
nationality.
ThelearnersareinvitedtouseAnnsschoolcardandmaketheirownones.
.SchoolCard.
Thelearnersworkinrough,theteachersupervisestheirworks,theninvitesthemtogivebacktheirfeedback.
Theteacherexplainstheinstructionsofactivitycp29,theteacherreusesthecountriestaughtpreviouslytoidentifytheir
capitals.<orally>
"Activity c p 29":Look at the world map and locate the capitals.
London / Cardiff / Sydney
A : Where is /'s
Baghdad / Geneva / Beirut / New York
Board&
marker
Interact
Interpret
Manual
script
page29
Anns
letter
Produce
Interact
Manual
taskpage
29
Interpret
Produce
Manual
taskpage
Teacher
File1
Sequence3<MS1Level>
Warm-up:Theteachergreetshislearnersandwelcomesthem.
Students
Theteacherinteractswithhislearnersaboutthelastsequencelearningobjectives.(talkingaboutnationalities,)
Thelearnersareinvitedtotalkabouttheirownorigin,nationality,hometown,schoolsnameandtheircountrys
Students capital.
The teacher asks the pupils to open their books on page 30, and look at the word search, he explains
Teacher
the instructions of the activity.theninvitesthemtoworkbypairs.
The teacher may challenge the learners by rewarding the best pair who finds all the 8nationalities
Being
,becomin
first.
gfriends
Activity a p 30:There are 8 nationalities in the word search .Find them.
Teacher
and
Natinality1: Algerian
Nationality5: Spanish
gettingto
Nationality2:
Swiss
Nationality6: Chinese
know
Students
someone
Natinality3: Turkish
Nationality7: Qatari
Nationality4: French
Nationality8: English
Students
Thelearnersworkinpair,theteachersupervisestheirworks,theninvitesthemtogivebacktheirproductions.
Theteacherreportsthecorrectedtaskontheboard,theninvitedthelearnerstoread.
Teacher
ThelearnersareinvitedtolistentotheexplanationofActivitybp30,workinroughthengivebacktheir
productions.
Activity "b" p30:Four letters are left, find them, and order them you will get the name of a continent.
Nationaliti
es
"saia"Asia.
Students
Thelearnersgivebackthe4leftletters,theteacherreportsthemontheboardtheninvitesthelearnerstofindthe
rightnameofthecontinent.
Students Theteacherexplainstheinstructionsofactivitycp30,thelearnersworkinrough,(theteachermayusea
worldmaptohelpthelearnersidentifyandrecognizetheothercontinents.
Continent1Africa
Continent3America
Continent2Europe
Continent4Oceania
Teacher
The
pupils
do
the
activity
in
rough,
correct
on
the
board,
then
read
Continents Students The teacher explains the instructions of Activity d-p30then invites the learners to find the right countries of the following
and
abbreviations . <oral performance>
regionsof
DZisforAlgeria
IisforItaly
TNisforTunisia
DisforDenmark
FisforFrance
GBisforGreat
Students
Thepupilsdotheexerciseinrough,correctontheboard,thenreadandcopydown.
Students
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Greeting
and
welcoming
Board&
marker
Interact
Interpret
Manual
taskpage
30
Produce
Interact
Manual
taskpage
30
Interpret
Manual
taskpage
30
Produce
Manual
task
Page18
Teacher
Students
Students
Teacher
Being
Teacher
,becomin
gfriends
Students
and
gettingto
know
someone Students
Teacher
Students
Nationaliti
es
Students
Teacher
Students
Continents
and
regionsof
theworld
Students
Students
Greeting
and
welcoming
File1
MS1level
Warm-up:Theteachergreetshislearnersandwelcomesthem.
Theteacherinteractswithhislearnersaboutthelastsequencelearningobjectives.(Talkingaboutnationalities,,identifying
countriesfromtheirabbreviations,namingcontinents)
Usingpicturesofmonumentstheteacherpresentthedrill
Theteacherpresentsthedrill
Drill:Thisis[theTowerBridge/BigBen/..It's[theTowerBridge]
thepupilslistenandrepeat.
theteacherintroducesthenewdrill
Drill:A:Whatisthis?B:It'sTowerBridge.
thepupilsrepeatthedrillusingthekeywords.
theteacherpresentthemonumentswiththeirorigin.
MaqamEshahidisinAlgiers,Algeria.*BigBenisinLondon,England
EiffelTowerisinParis,France*GoldenGateBridgeisinSanFrancisco,U.S.A
TowerBridgeisinLondon,England*StatueofLibertyisinNewYork,U.S.A
Thepupilsrepeatthedrill.
theteacherpresentsthefollowingdrillusing"where"
Drill:A:WhereMaqamEshahid?B:It'sinAlgiers,Algeria.
thepupilsrepeatthedrillusingthekeywords.
theteacherpresentthenextdrill
Drill:A:IsBigBeninLeeds?B:No,itisnot.
A:IsitinManchester?B:No,itisn't.
A:IsitinLondon?B:Yes,it'sinLondon
thepupilsrepeatthedrill,thenteacherchosesoneofthedrillandwritesitontheboard
theteacherdoesaquickreviewaboutthelasthour,heasksthepupilstoidentifythefamousplaces.
Drill:A:What'sthis?B:It'stheTowerBridge/BigBen/.
A:Whereisit?B:It'sinLondon,England.
Theteacherintroducestheseconddrill.
A:IsBigBeninLeeds/Manchester/London?B:It'sinLondon.
A:IstheStatueofLibertyinNewYork/LosAngeles/WashingtonB:It'sinNewYork.
A:IsMaqamEshahidinAlgiers/Batna/Setif?B:It'sisAlgiers.*
A:IstheEiffelTowerinParis/Marseilles/Lyon?B:It'sinParis.
A:IsTowerBridgeinLiverpool/London/OxfordB:It'sinLondon.
A:IsTheGoldenGateBridgeinSanFrancisco/Chicago/Dallas?B:It'sinSanFrancisco.
A:IstheTajMahalinNewDelhi/Bombay/Agra?(200KmfromNewDelhiB:It'sinAgra.[200kmfromNewDelhi]
thepupilslistentoeachdrillandrepeatit.
theteacherwriteseachdrillontheboardandinvitesthepupilstocopydown.
Interact
Interpret
Produce
Interact
Interpret
Produce
Pictures
ofTower
Bridge
BigBen
Maqua
Echahid
Eiffel
Tower
Tadj
Mahal
Golden
Bridge
Statueof
Liberty
page19
Greeting
and
welcoming
Teacher
Students
Students
Teacher
Being
,becomin
gfriends Teacher
and
gettingto Students
know
someone
Students
Teacher
Nationaliti
Students
es
Students
Teacher
Students
Continents
and
regionsof
theworld
Students
Students
UsingpicturesoftheRoyalFamilytheteacherasksthepupilstorepeat.
Prince Philip
Prince Charles
Prin ce William
Camilla
Princess Anne
Prince Andrew
Prince Harry
ThepupilsrepeatthenamesoftheRoyalFamily
Theteacherasksthepupilstodo"activitycp34
Whoismissing?PrinceWilliamismissing.
ThepupilswritedownthefamilytreeoftheRoyalFamily.
Page20
Theasksthepupilstoopentheirbooksonpage34andlookatthecurrency.
"Activity"c"p34:Matchthebanknoteswiththecountries.
Prince Edward
Interact
Interpret
Produce
Interact
Interpret
Produce
Photosof
theroyal
family
Photosof
theroyal
family
Photosof
theroyal
family
Greeting
and
welcoming
MoroccoPound
AlgeriaDirham
USADinar
JapanEURO
GreatBritainDollar
GermanyYen
Teacher
Students
Students
Teacher
Theteacherasksthepupilstolookatpage35andtrytodotheactivityonpage35
Being
"Activityp35"Findothercountriesthatusethesamecurrency.
,becomin
gfriends
Dinar
Dollar
Pound
Euro
Teacher
and
gettingto
Australia
France
know
Students
Algeria
Canada
Egyptianpound Spain
someone
Bahrain
Jamaica
Islandpound
Italy
Iraq
Liberia
Lebanesepound Germany
Students
Jordan
Singapore
Maltesepound
Belgium
Kuwait
Tahiti
Sudanesepound Denmark
Teacher
Libya
Taiwan
Syrienpound
Greece
Tunisia
Zimbabwe
Sweden
New
Portugal
Nationaliti
Zealand
es
Students
thepupilsdotheactivityinroughthen,correctontheboard,readthencopydown
Students
theteacherasksthepupilstodrawtheflagsontheircopybooksthenmatcheachcountrywithitsflag.
Flagn1:Canada
Flagn2:Kenya
Teacher
Flagn3:GreatBritain/UnitedKingdom
Continents Students
Flagn4:Lebanon
and
regionsof
theworld
Stepfive:thepupilsreadtheactivitieswrittenontheboardthencopydown
Students
File1
MS1level
Students
Warm-up:Theteachergreetshislearnersandwelcomesthem
Theteacherdoesareviewonwhathasbeentaught.
Teacher
Interact
Interpret
Produce
Interact
Interpret
Produce
Photosof
national
and
foreign
currency
Photosof
national
and
foreign
currency
Photo
page35
Page21
Students
Students
Teacher
Teacher
Being
,becomin
gfriends Students
and
gettingto
know
Students
someone
Teacher
Students
Nationaliti
es
Students
Teacher
Students
Continents
and
regionsof
Students
theworld
Students
Greeting
and
welcoming
Interact
Exn1:singthealphabets
Interpret
Exn2:countthenumbersfrom1to19
Exn3:completewith"Iyouamare"*fromAlgeria*English?
Exn4:Fillinwith"myyour"*nameis/*whatisname?
Exn5:Fillinwith"thisis"what?anEnglishbook.
Exn6:Replacetheunderlinedwordsby"it".
ThisisBigBen BigBen=ItisinLondonWhereisAlgeria?ItisinAfirca.
Thisisan"email" Itisthe"email"ofEva.
Exn7:Completewith"infrom"
1)ToyotaisJapan./2)ThispenismadeAlgeria.
Produce
3)Whereareyou?4)..isConstantine.5)IamAlgeria.
Exn8:Completethequestionswith"what/where"
Q1:'syourname?Q2:isTajMahal?
theteacherinvitesthepupilstodo"activityap37
Interact
"Activityap37:Spellthesewords
Zimbabwe zimbabweRhinocerosXylophoneChocolate
thepupilsdotheactivityorally.
Theteacherinvitesthepupilstodo"activitybp37
"Activity[b]p37:Correctthemistakes.
Helo,mynamisAmin.Wat'syournam?*
Interpret
I'mRiyad.Nisetomeetyou.*--
ThelearnersareivnitedtodotherestofthetasksathomeActivitiescdeandf
Theteacherinvitedhislearnerstoreadthecorrectedwrittenworksontheboardthencopydown.
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Produce
togreet:"Hello/Hi
1. theEnglishalphabets
tousegreetingexpressions:"nice/gladtomeet
2. numbersfrom1to19
you
3. auxilary"tobe"I am/You arethis
toaskforinformation:whereis./whatis.
is
Tospellwords
4. personnalpronounsI/you
Tomakesphonecalls
5. possesseiveadjectives
Totalkaboutnationalities.
6. thedemonstrative:"it"
7. prepositions:in/from
Theteacherremindsthelearnersthroughwrittenandoralactivities.
Board
and
marker
Board
and
marker
Board
and
marker
Manual
page37
Page22
Theteachergreetshislearnersandwelcomesthem.
Theteacherinvitesthelearnerstocorrectthehomeworkcheckpage37<oralcorrection>
Theteacherinteractwithhislearnersabouttheprojectwork,thengathersit,andinvitesthespokesmanofeachgrouptocometotheboardand
presentthework.
Thelearnerslisten,takenotesandaskquestionstoeachothers.
Theteachertriestosetaclimateofcommunicationwherethelearnerslistentoeachothers,interactbetweeneachothersandinterpreteachothers
works
Theteachergathersthelearnersworks,marksthem,thenputstheworksintheschoollibrarytoserveasasourceforthenextyearslearners
School Library Contest
Your school librarian wants to enrich the library collection with tourist brochures about countries, cities, towns, villages
Makeatouristbrochureaboutacountry,acity,atown,avillage
Procedure
4. Formyourgroup(2or3)
5. Findinformation(libraryinternetteacher,parents)
6. Collectpictures/drawingsabout(capitalsflagsmonumentscurrencies)
Group Work:
2. Meet(showyourworkdiscusscorrectstickyourphotostypeorwriteyourform
.(countrycontinentcapitalmonumentscurrencypopulation)
Yourbrochureisreadyputitontheclassroomwall
Lookattheotherposters
Evaluateyourwork
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