School: Chibane Aissa.
Teacher: Miss NACERCHERIF.
level: 3ms. Sequence: one.
Second generation.
The Algerian ministry of culture is organizing a national contest to elect the most colorful ,expressive and richest region which represents most the Berber civilization . Write an article illustrated with pictures to introduce your region and to represent our ancestors’ values values and traditions.
Situation one: you read a newspaper article which speaks badly about
today’s teenagers. You don’t agree with it. Write a reply which you post on the web to save the teens reputation. Talk about how amazing teens can be. (What they can do and how they can change the world of tomorrow) Situation two: you’re
proud to be a teenager. You w want ant the world to know
that. Write a report in which you describe yourself and friends characters, abilities, inabilities, specificities and magical world. Situation three: The editor of my school magazine asked me to write an article about Mohamed Farah Djelloud. I decided to present his profile in order to make all my schoolmates see what a 2nd year primary school can do. I want to make them understand that reading is importantand necessary for the development of individuals and nations. Situation four: My school is going to participate in an international competition in Dubai for the best world reading Challenge Poster. The winning poster will be awarded 50.000 prize and will be published by all the media. (web, TV, press…)
Seq: one.
Level: 3ms.
Lesson: one.(PDP)
Learning objectives: BTOTL, L will be able to talk about his and oth others ers interests. Target competencies: interc, Intrp, prod. Domains: Oral and written. Target stres: like+ (v+ing)/ Adjectives of personality features. / present simple. Materials: textbook, Pics, White board. Cross cur comp: -Intel comp: He can understand, interpret verbal and non verbal messages. -Meth comp: He can work in pairs or o r group. -Com comp: He can talk about his and other interests. -Pers and soc comp: He socializes through oral and written messages. Core values: Identifying with other persons positive personality features (friends, parents, teachers, famous scientists and scholars) scholars) Time
5’
Frame work Warm Up:
Pre listening:
Procedure
Objectives
Materials
VAK TMI
White board
V A K
Focus T greets and welcomes her L T introduces talks about the project work
T/L
Introduce the topic
T introduces the new sequence
5’ In seq one, we’re going to talk about our world s teens. We’ll describe ourselves from the inside and outside, we’ll talk about our interests, abilities and inabilities.
Miming Pics T asks L about their hobbies in free time When you finish your homework, what do you like to do?
10’
While listening:
L/L
T asks L to open their books on P 11 T asks L to describe the pics on the right of the page. T gives going the instructions You’re to listen to some four
L/L
Elicit data from the L
V A T K
Get L used to use their
Textbook
listening skill
Pc White
board Copybook
definitions
Then, you’re going to c hoose hoose the corresponding word from the list (Task one p 11)
NB: The teacher may read the script two or three times. The teacher may ask his L to take notes. Whole class correction
Task 4 P 11: T gives the instructions You’re going to a Japanese student introducing himself. Then I complete his profile:
10’
10’
Idem
L/L
V A T K
Filling in profile
Answering an interview
Task 6 P 12: Idem. Post Listening: L/L
20’
Pair work: T asks L to work in pairs T asks L to do task 8 p 12. T checks, guides, helps T asks L to read their interviews in pairs
Use the new items Idem
Seq: one.
Lesson : 02 (PDP)
Level: 3ms.
Lesson focus: Language use. Learning objectives: BTEOTL, L will be able to fill in his and others profiles. Target comp: INTER, INTP, PROD Target stres: Adjectives describing personality features. Domains: O&W. Materials: white board, PC, pics, textbook, copybook. Cross cur comp: -Intel comp: -He can understand an interview -He can pick up data from an interview to fill in a profile. -Meth comp: He can work in pairs, or groups. He can mobilize his resources to fill in a profile. -Com comp: -He can gather data from an interview. -He can communicate his profile to others. -Pers and soc comp: He socializes through oral exchanges. Core v alues: alues: Identifying person’s positive personality features. Time
Frame
Procedure
Focus
Objectives
T greets and welcomes her L
T/L
5’
work Warm up:
introduce the topic
T introduces the lesson’ subject
Materials
Today we’ll talk about
VAKT
A V K
personality features, we’ll learn to use adjectves describing
White board
people’ personalities, fill in profiles with meaningful data.
Cards
Pre listening:
5’
Algerian
Task one: T brings cards representing the trget structures, adjectives, nationality, age, sex, country. T writes the chart below on the board and asks L to complete it with the cards. Natio Age Country Sex nality
Male
………….. ……
………
….. Peru
USA Peruvian
L/L
Review neede vocabulary
14
13
Nigerian Female
T A V K
10’
While listening: Task one: T sets up the situation: -You’re going to listen to a BBC radio interview and you’re going
T/L
to complete in two profile (a girl’s and a boy’s profiles)
L/L
Pick up data from
( Task 10 P 13) T gives some time to the L to read the question Class correction
an interview to fill in a profile
Pics
V A
Textbook PC
T M
T reports L ‘s answers on the board 10’
Task two: (Adjectives of personality): I listen and repeat: -vocabulary: T brings pics representing adjectives describing character to provide L with some new vocabulary T pins the pics on the board
T/L L/L Provide L with some adjectives
Idem
Task three: ( Task 15 P15) T explains what the L are required to do Correction on the board
10’
L/L
Use adjectives of character
Idem
Post listening:
20’
Idem T asks L to do the following task Activity: I complete my own profile:
L/L
First name : ……………………………. Last anme : …………………………… Nationality : ………………………….. Country : ……………………………….. Age : ……………………………………….
Sex: ………………………………………… Personality features: I am:
………………………………. ………………………………… …………………………………..
Consolidate the new items to talk about oneself
Copybook White board
Seq: one.
Lesson: 03 (PPU)
Level: 3ms.
Lesson focus: Language use. Learning objectives: BTEOTL, L will be able to ask and give information about their and others abilities and inabilities. Target comp: intct, intp, prod. Target stres: can (three forms) Domains: O&W Cross cur comp: Intel comp: He can identify his and others abilities and inabilities. He can understand and interpret a conversation. Meth comp: He can work with his peers in groups. He can evaluate himself and his peers. Com comp: He can interview his partner. He can gather data from a verbal message. Pers and soc comp: He socializes through oral and written exchanges. Core values: valuing learning and knowledge in general. gen eral. Time
Frame
Procedure
work
5’
Warm up:
T greets and welcomes her L T gives a general idea about the lesson
VAKT
Foc
Objective
Mat
us
s
erial s
T/L
introduce the subject
WB
V A K
PICS
Idem
Today, we’ll talk about abilities and inabilities.The use of the modal “can”. “can”.
Presen tation:
10’
T brings pics representing plants, birds and animals. T pins them on the board. Then asks L to describe them T guides and helps T explains the words:( birdwatcher, Botany, Biology)
L/L
Provide L with new vocabular y
5’
T names some items and asks L to repeat after her
T/L
Task one: (task 13 p 14) T reads the BBC interview (part 2) and asks L to do the activity Whole class correction
15’
Practic Task two: (pair work)( oral practice) e: T writes the dialogue below on the board or distributes handouts
L/L
Get used to the pronunci ation of the new words
Practice the new item
TXB V A K T
WB HO
A : Tell me, what what can you do ? B: I can sing. A: can you play the piano? B: No, I cannot play the piano but I can whistle. A: Can you jump? B: yes, I can. A: can you fly?
B: No, I can’t. I am not a bird.
Idem
T reads the dialogue T pays attention to the pronunciation pronunciation of “can” T asks L to read in pairs T checks L pronunciation Use:
L/L
L/L 1-…………………. 2-…………………….
10’
L/L
T reviews the previous lesson
Idem Consolida te the new item
PIASP lesson: 5’
Check L assimilati CB on WB
1-…………………. 2- can’t.
Task four: (task 1 p19) Homework : Read pronunciation tool P17(b)
Warm up:
Idem
Task three: I identify the right pronunciation of can and complete the table below: Weak form /k ən/ Strong form /kæn/ /kD:nt/
15’
Checking pronunci ation
V A T/L Remind L Wb
10’
Presen tation 2:
T distributes the handouts with the dialogue above Task one: pair work T asks L to read the dialogue in pairs T asks checks L pronunciation
L/L Refresh L memory
Task two:
5’
T asks L to pick up the sentences with “can” Positive, negative and interrogative
Isolati on
10’
Analys is
T/L
Eg: -I can (Modal) -I cannot
sing. (verb) fly.
you
Statin g the
T WB
Identify the different uses of can
(modal neg) (verb) -What can
Pick up data from a non verbal context
do?
V A K
Can + subject + verb …?
10’
HO
V A K
L/L
Sum up
rule:
the rules
Grammar tool p21 Practice: (pair work) L/L
Use the new structure
T asks L to do the following tasks in pairs
25’
Task 14, 15, 16 p 29. L/L T checks, helps Correction on the board
TXB CB WB
Seq: one.
Lesson: 05.(ppu)
Level: 3ms.
Lesson focus: Lge use. Learning objectives: BTEOTL, L will be able to ask and give information using (always& never) Target competencies: itnterc, intrp, prod. Domains: O&W Target stres: Frequency adverbs(always, never) + present simple. Materials: TWB, WB, pics. Cross cur comp: -Intel comp: valuing learning and critical thinking. -Meth comp: He can work on his own or with partners. -Com comp: He can reinvest the lge in real life situation. -Pers and soc comp:He socializes through oral and written exchanges. Core values: Valuing time and having critical thinking towards his and peers p eers interests. Time
5’
Frame work Warm up:
Procedure
Focus
Objectives
Materials
T greets and welcomes her L T asks L some questions: -what do you like doing during your free time ?
T/L
Introduce the topic Elicit data from the L
WB Miming
VAKT
K V A
-Do you have any interests? -What fields do interest you and make you curious to know more about?
Today we’ll talk about our interests, and learn how to use the frequency adverbs(always, never)
Idem
Present ation:
15’
We’re going to study a conversation between Amal and Karim who talk about their interests. T may provide L with handouts or write the dialogue on the board.
T/L Get the L in the bath
Handouts
Amal : Hi Karim, do you like computer games ? Karim: yes, I am keen on them. A: Which one do you prefer?
K V T
K: “Game of thrones”, it’s amazing.
A
A: How often do you play it ? K: I always play it but I never win. What about you?
A: I don’t like computer games, I am fond of reading.
L/L
Practice: -Task one:Pair work: T reads the dialogue and asks L to play in pairs. T asks some questions: -What’s Karim interested in? -What game does he prefer? -How often does he play it? -what’s Amal interest? -What’s she keen on? -How often does she read? Notice: keen on, fond of= like, enjoy.
5’
Practice the new items
Check L understanding T/L
Clarify
N.B: “always, never” are frequency adverbs. Always is the opposite of never. It means every day.
10’
WB L/L Idem
100%) (Never=0% /Always = 100%) Study the examples: -I always play it. -I never win. -How often do you read?
Idem
10’
State the rule Task two: I study the examples above then I complete the chart below:
We use : ………………… and …………………… to talk about the
frequency in which something happens.
Form: s+ ……………../……………………+v.
15’
Use:
Task 9&10 p
To ask about frequency I
L/L
Seq : One.
Lesson : (06)I read and do. (PDP)
Level: 3ms.
Lesson focus: Language use. Learning objectives: BTEOTL, L will be able to read texts and gather information about famous characters. Target comp: INTRP, PROD. Domains: O&W. Target stres: Lexis and expressions related related to hobbies and interests. Materials: TXB, CB Cross cur comp: Intel comp: He can understand and interpret verbal and non verbal texts. Meth comp: He can develop effective study methods, mobilize his resources efficiently and manage his time rationally.
Com comp: He can use ICT’s to interact with learners of other o ther cultures. Pers and soc comp: He can be b e inspired from outstanding people as role model. Core values: Valuing hard work and great g reat achievement. Vlauing reading and thinking. Time
5’
Frame work Warm up:
Procedure T greets and welcomes her L T asks: what are your hobbies? Who is your hero? What did he / she do? Do you have a dream? What do you do to make it become true?
Focu s
Objective s
T/L
Introduce the topic
Materia ls
WB
5’
Pre readin g:
Step one: T asks L to open their books on P 30. T asks L about the pic on P 30 Do you know this boy? How did you hear about him? Step two: T divides intoP30 three g roups groups G1, readsthe theclass text on andmin deals with its tasks G2, reads text on P31 G3 reads the text on P 32
20’
While Readin g:
L/L
Give an idea about the text
CB
L/L
Group 01: (text P 30) T asks L to read the text on P 30 and do the following tasks: Task one: I read and I complete the following:
TXB
Interpret dif texts in terms of lexis and
VAKT/ MI
V K A T
comprehe nsion Bibliographical notes :
Idem
L/L
Title : ………………………………………..
Idem
Author : ………………………………………… Source : …………………………………………. Date of publication : ………………………..
Task two: I read again and complete the following:
Name : Mohamad. Age :…………………………………. Nationality :………………………. Prize :………………………………….
L/L
Competition name :……………….
Task three: I read again and say true oe false: 1.Mohamed read 100 books. ………… 2.The Algerian Education minister was present at the ceremony. ………… 3.The Arab reading challenge is a worldwide competition. ………… Group 2: (text P 31) T asks G2 to read the text on P 31 and do the following tasks: (task 5&6 P 31)
Idem
Idem L/L
Group 3: (text P 32) Tasks G3 to read the text on P32 and do the following tasks (task 9 & 10 P 33)
Idem L/L
T checks, helps, guides Correction on the board
20’
Post readin g:
T asks each group to do his specific task and to report his work orally o rally to the class. Group one: Task one: I answer these questions and use the information to write a little speech:
L/L
Text P 30: -Who is this boy? -What competition did he take part in? -How many candidates were there? -How many finalists? -What was the prize he won? -Why did he win?
Produce a piece of writing out of questions
Text p 31: (same question) -Does Mohamed like reading? -Why? -What does reading do to the mind? -What’s Mohamed dream? -Can he achieve his goal without reading? Text P32: -What grade did Mohamed win? -Whom is Mohamed grateful to? -Why? -What’s his favourite book? -How is Mohamed like? -What are reading benefits for children?
10’
Each group reads his speech before the class so as to give an idea about the text he read.
L/L
Seq : One.
Lesson : 07. (PDP)
Level : 3MS.
Lesson focus: Language use. Learning obj: BTEOTL, L will be able to read texts and ga gather ther information about Tuareg and Imzad culture. Target comp: INTRP, PROD. Domains: Written.
Target stres: Lexis and expressions related to national culture (music, instruments…) Materials: TXB, WB, Pics. Cur comp: Intel comp: He can understand , interpret verbal and non verbal messages. Meth comp: He can develop reading skill strategies. Com comp: He can process digital data in English. Pers and soc comp: He can show sh ow responsibility towards his nation and culture. Core values: Being proud of Algerian culture diversity. Time
5’
Frame work Warm up:
Procedure
Focus
T greets and welcomes her L T pins on the board pics representing musical instruments
T/L
Objectives
Materials
VAKT MI
Introduce the topic
T asks L to name them Pics L/L
Classify genres of music
WB
V A T K
5’ Pre reading:
Task one: T asks L to name some music genres T asks L to classify them into modern and old ones. Old music Modern music
M I
Task two: (Pair work) Task 18 P 36. L/L
20’
While reading:
Text 1: T asks L to open their books on P34 T asks L to describe the pic on P 34 Or brings the pic of an Imzad
Interpret differebt texts in terms of lexis and comprehe nsion
TXB
CB
T asks: Do you know these instruments? Read the text and try to answer the question Task one: bibliographical notes: Taks two: Task 13 P 34
20’
Text 2: T asks L to read the text on p 35 T asks: what’s the text about? T asks L to do the following activities
L/L
Idem Idem
L/L
Task one: Bibliographical notes P35 Task two: task 16 P35: P35: Make a poster to save the cultural heritage.
30’
Post reading:
T asks L to do the following activity: Task: (task 2 p 40)
Idem
Seq: One. Lesson: I learn to integrate. (PPP)(08)
Level: 3MS.
Lesson focus: Language focus.
Learning obj: BTEOTL, L will be able to work in small groups and write Mohamed’s profile. Target comp: INTRP, PROD Domains: O&W. Target stres: Lexis and expressions related to profile and reading. Materials: TXB, WB, CB, POSTERS. Cross cur comp: Intel comp: He can show some degree d egree of autonomy in all areas of learning. Meth comp: He can work in small groups, manage his time rationally and share information with the whole class. Pers and soc comp: He can show sh ow responsibility towards team work. Core values: Valuing the Algerian heritage and being proud to be Algerian. Time
5’
Frame work Warm up:
Procedure
Focus
Objectives
Materials
VAKT MI
T greets and welcomes her L T splits L into groups of four
T/L
Review needed resources
WB
A
TXB
V A
T asks some questions about Mohamed Djelloud - Do you remember Mohamed? - Who is he? - What did he do? -How old is he?.....
10’
Presen tation:
practice: 15’
L/L
Gather information
K T asks L to open their books on P 37 T asks a L to read the situation T makes a little review to complete the KSA chart
T asks L to read the layout and reading notes on P 38 T asks L to read the text about Mohamed on p (30, 31, 32) to help them in their work
Fill in KSA chart
CB
A V K
L/L Produce a poster Peer correction
T helps, guides monitors her L L/L 30 ’ ’
Produce:
T asks L to display their profiles and present their work to the class. Posters
Seq: one.
Lesson: I think and write.(PDP) (09)
Level: 3MS.
Lesson focus: Language use. Learning obj: BTEOTL, L will be able to prepare a poster about the Arab reading challenge. Target comp: INTRP, PROD Domains: O&W. Target stres: Lexis related to the competition and reading. Materials: CB,TXB,WB. Cross cur comp: Intel comp: He can show creativity when producing oral and written messages. Meth comp: He can mobilize his resources to produce a meaningful message. Com comp: He can use English to produce p roduce a poster. Pers and soc comp: He can show sh ow some degree of autonomy in learning. Core values: Valuing his identity and culture. Time
5’
Frame work Warm up:
Procedure
T greets and welcomes her L T asks some comprehension questions: Do you know the Arab reading challenge compettion ? Where do you watch it? What is the winner’s reward?
15’
Before writin g:
Focus
Objectives
T/L
Review needed knowledge
L/L
CB V A K
L/L Idem
30’
While writin g:
Drafting: T invites L to start their work T helps, guides…. Redrafting: T asks L to check their works in peers Editing: T asks L to write their final work
10’ After writin g:
T invites L to present their posters to the class.
VAKT MI V A
TXB Brainstorm L to prepare them Familiarise L with thelayout of a poster
T asks L to open their books on p 39 T asks L to read the situation T asks L to read the layout of the poster(p39) The information on p 39 The texts p(30, 31,32)if necessary
Materia ls WB
Present the L production s
Sequence: 02.
Seq: 02.
Lesson: I listen and do. (part 01)(PDP)
L: 3ms.
Lesson focus: Language learning. Learning objectives: BTEOTL, L will be able to: compare life in the past and present. -answer an interview. Target comp: intrc, intrp, prod. Domains: o&w. Target stres: Past simple tense/ Semi modal used to. Materials: WB, TXB, pics, Audio scripts. Cross cur comp: Intel comp: He can use his critical thinking. He can interpret oral messages. Meth comp: He can mobilize his resources. Com comp: He can pick up information from an audio interview. Pers comp: He socializes through oral exchanges. Core values: Being proud of the Algerian way of life. Time
5’
Frame work Warm up:
Procedure
focus
Objectives
materials
T greets and welcomes her learners T announces the move to the second sequence T writes it on the board
T/L
Introduce the topic
Pics
T asks : what does do es the word “lifestyle” means to you? If we want to compare lifestyles, what should we compare? T pins pics on the board to help L compare life in the past and present
❶
L/T
WB Elicit data from L
TXB
VAKT MI V K M I A
10’
Pre liste ning:
T writes the ‘Initial situation on the board”:
T/L
Introduce the situation
Initial situation :
It’s « Grandparents day » in Algeria. To celebrate the event, I am going to make a video interview of my grandmother or grandfather. Then, I’ll post it on my school website or my personal blog to share with other people around the world.
25’
While listen ing:
T sets up the situation: “you’re going to listen to an interview of Jenny’s grandmother and you’re going to do
Granma’s L/L
different tasks.
life in the past
Pc Scripts TXB
Task 1 p 48: Answers: 1.F 8. T 2.T 9. T 3.F 10.F 4.T 11.F 5.F 12.F 6.T 13.F 7.F 14.T
idem
L/L
Interpret an audio message
Task 7 p49 : Answers :
1 (tell me…..) 2 (porridge at breakfast….) 3 (I don’t like fastfood…) 4 (That sounds….)
20’
Post liste ning:
Task 5 p 49: (pair work) T asks L to do the work in pairs and play it orally. (in pairs)
❷
Food in the past
L/L
Answering an interview about life in the present
Seq: 02.
Lesson: I listen and do (part 02)
L: 3ms.
Objectives: BTEOTL, L will be able able to talk about clothing and having having fun in the past and present times. Time
5’
Frame work Pre liste ning:
15’
procedure
Focus
Warm up: T greets and welcomes her L
T/L
T reminds the L of the part one of the lesson T asks L to open their books on P 50 Step one: Task 11 P 50: T asks L to match the pics with the corresponding items:
Objectives
Mater ials
VAKT MI
Review the seen items
WB
V A K M I T
L/T
Introduce the topic
TXB
L/L Nb: T may bring pics of garments and use them to provide L with some vocabulary.
While listening:
Naming garments
L/L T sets up the situation
You’re going to listen to another part of the interview and you’ll you’ll do
20’
different tasks
Games and having fun in the past and present
Task 9 p 50: Step two: Task 14 p 51: (introduction to the next task)
Idem
Task 12 p 51: T listen to the interview and do the tasks
Post listening:
L/L Tasks L to do the following tasks
20’ Task 17 p 52 Task 15 p 51 (pair work)
❸
Idem
Seq: 02.
Lesson: I listen and do (part 03)
L: 3ms.
Objectives: BTEOTL, L will be able to talk about school wears in the past pa st and present, fill in an interview card. Time
Frame work Pre listen Ing:
While listen ing:
Procedure
Focus
Objectives
Warm up: T greets and welcomes her L
T/L
Introduce the topic
T asks l to make a short summary about the interview content sen before
L/L
TXB
School wear in the past and present
T asks L to open their books on p 53 T asks L to do T 20 p 23: (orally)(as a lead in to the next task) T invites l to listen to part (5) of the interview and do the following tasks.
Materials
L/L
VAKT MI
V A K T M I
WB
Idem Task 18 p 53 Task 22 p 54 Task 24 p 54 (pair work) Task 26 p 55 Post listen Ing:
Fill in an interview card L/L
T asks l to do the following task Task 28 p 55: Interview card : Grandma’s childhood.
Date and place of birth : 1939 in the North of England. Type of dwelling description of farmhouse): Average building where domestic animals were raised. Daily routine: bathing once a week, boys help the father and girls help the mother. Food: porridge, Yorkshire pudding, roast beef, boiled potatoes, kidney pies. Table manners: no talking with mouths full, no elbows on the table. Clothing: formal clothes, long dresses and blouses, scarves, clogs. School uniform: black gymslip and white blouses. Childhood games: marbles, hide and seek, hopscotch, rag dolls. Childhood memories: impatient to learn.
❹
Seq: 02.
Lesson: I pronounce. (PPU)
L: 3ms.
Objectives: BTEOTL, L will be able to identify the sounds: / u, u: , ə , ɜ:/ Time
Frame work
5’
Procedure
Focus
Objectives
Warm up: T greets and welcomes her learners T may review the vowel sounds seen
T/L L/T
introduce the topic
T/L
Present the new sounds
before /e,æ,ə /
Today we’re going four new sounds Present ation:
T writes the text below on the board or distributes handouts
10’ This afternoon , when I went to school I took my Oud . My
teacher reacted pretty good because he understood what is it like to appreciate childhood . He didn’t think I was a complete fool and he even let me play a song in full .
Task one: I listen to my teacher end read the text as better as I can: T says: notice the words in bold, what are the sounds repeated when you utter them? / u, u:/
Practice:
10’
Task two: I listen and repeat (a) p56. T puts on the scripts or says the words T/L
L repeat
●I notice P56 (the different spellings of the vowel sounds /u, u:/
Task three: (I listen and repeat each pair p 56) T notices: the words may be written in the same way but have ha ve different pronunciation. ●I notice p 56 (the special difficulties)
❺
L/L
Practice the sunds
Mater ials
VAKT MI
10’
Present ation 2:
T writes the text below on the board or distributes handouts
T/L
Idem
A girl grows up early , usually before her twelfth
birthday . She is like a bird which is eager to discover the world . But soon it is given a cold shower and learns that it’s hard to be alone and wishes to go back to what it was like some years ago.
Task one: I listen to my teacher and read as good as I can: T reads and asks L to read T asks: when reading the passage above, which sounds are repeated in the words in bold? / ə , ɜ ɜ:/
L/T
Idem Practice:
10’
Task two: I listen and repeat (a) P 57. T puts on the scripts or says the words L repeat after her
L/L
●I notice p 57 (the spelling of the target sounds) Task three: I listen and repeat each pairs: (special difficulties) difficulties) Sounds:/ u, u: /, / ɜ:, ə /
Task one p 60: Task three p 60:
L/L
❻
Discriminate between the learnt sounds
Seq: 02.
Lesson: I pronounce. (PPU)
L: 3ms.
Objectives: BTEOTL, L will be able to discriminate between the vowel sounds / ə , æ, ᴧ / Time
Frame work
5’
Procedure
Focus
Objectives
Warm up: T greets and welcomes her L T may review the sounds seen before T sets up the situation:
Today we’re going to see other sounds 10’
Present ation:
T writes the passage below on the board or prepares handouts to be given to the L
Grandma and my uncle played a scrabble just after breakfast time. She
couldn’t find the word London and lost the game. Granny shouted: “As far as I can remember , I never win! I wish you could see me when I was young , I knew how to be fun.”
T reads the passage Task one: I listen to my teacher and read the passage as best as I can: T asks : which vowel sounds are repeated when reading the words in bold?
Introduce the target sounds
L/L
/ ᴧ , æ, ə /
10’
Practice:
T asks L to open their books on P 58 Task one: (I listen and repeat (a) P 58)
●I notice P 58 (the different d ifferent spelling of the vowel sounds) Task two: (I listen and repeat each line)
T writes the passage below on the board or distributes handouts
❼
Practice the vowel sounds
Mater ials
VAKT MI
10’
Present ation 2:
A writer wrote that a man whose wife was a ballet dancer and vanished years ago. The man lived alone in a castle but every night he could hear her ghost whistle to his ear and so he felt his whole body shiver. Each time he would fasten himself in his room and shouted ooh! Dear God, what did I do that wrong?!”
T/L
Introduce the target items
T reads the passage Task one: I listen to my teacher and read as best as I can:
Practice:
5’
Identify the silent letters
T asks: when reading the words in bold, there are some letters that you see but not utter, what are these letters? W, T
They are called “ silent silent letters” Task two: I listen and repeat p 59: Task three: I notice p 59.
Use:
20’
L/L
Consolidate the learnt items
Tasks 5&7 p 61 Task 9 p62 Task 11 p 62
❽
Seq: 02
Lesson: Ipractice
Level: 3MS.
Hi ! I am James. I am a teacher at a high school in Harlem ,New York a boy I used to be a rebel; I didn’t use to work hard. I didn’t use to listen to neither my parents nor my teachers. The latter used to punish me and send me to the classroom corner. I used to hate school. I used to wear glasses but now I don’t. I used used to do a lot of sport.
A)- I r ead ead the text and underline the phrases with “used to” and “didn’t use to”:
●Do they refer to: Positive I You He She ( used to It ( wear glasses. We They
1. The past or the present? Negative I You He She (didn’t use to It ( wear glasses. We They
2 .Things that happened once or for a long time?
Interrogative I You He Did She S he (use to It ( wear We ( glasses? They
●Use “used to” or “didn’t use to”
Positive answer I You He Yes, She did. It We They
Negative answer I You He No, She didn’t . It We They
+ infinitive for things that
happened for a long time in the past;(a habit in the past). Eg: I used to be a good pupil. Used only exists in the past. ●“ U s ed to” only Ussed ed to” and “didn’t use to” are both pronounced: /јu:stə /. ●“ U
Dicaprio” has has changed. I write five sentences about how he was then. ●Look at how “ Dicaprio
“T hen hen “
Eg: He used to be slim.
1………………………………………………………………………….. long black hair. 2………………………………………………………………………….. short fair hair. 3…………………………………………………………………………..fat. 4………………………………………………………………………….. wear glasses. 5…………………………………………………………………………… have a beard.
❾
“ Now.”
Seq: 02.
Lesson: PPU.
Level: 3ms.
Learning obj: BTEOTL, L will be able to talk about abou t past habits using the semi modal “used to”. Targ comp: intrc, intrp, prod. Domains: O&W. Materials: worksheets, TXB, WB. Cross cur comp: Intel: He can understand verbal and non verbal messages.
He can express himself using “used to” Meth: He can develop effective study methods, mobilize his resources and manage his time rationally. Com: he can work in pairs or alone. Pers and soc:he can socialize through oral and written exchanges. Core values:He values his past and express it in words. Tim ing
5’
Frame work Warm up:
procedure
focus
objectives
T greets and welcomes her learners T introduces the lesson’s objective:
T/L
Introduce the topic
Today we’re going to talk about our
20’
VKA TMI
White board
past, what we used to de then, some some of
K
our habits….
A I T
T may ask these questions: -Do you remember your early childhood? -What primary school did you use to go to? -What games did you use to play?... Presen tation:
Mate rials
Task one: T distributes the worksheets T asks L to take a look at them T asks L to describe the pic in the top
L/L Miming
Gestures L/T Wksheets
T reads the text T asks some L to read T asks L to underline all the phrases
containing the semi modal “used to”
Present the new item T/L L/T
T asks questions: -Do these actions refer to the past pa st or present? -Did they happen once or many times? -what are the terms repeated mostly in this passage? T emphasizes the pronunciation of used to The teacher explains: Practice:
10’
se it to “used to” is a semi modal. We uuse talk about past habits. ❿
K A M Help L identify the new stre and its uses
T/L
V
Task two: T asks L to pick up a positive and a negative sentence from the text
10’
T/L
Eg: -I used to be a rebel. -I didn’t use to work hard. -Did James use to be a good pupil?
The different forms of the new stre identifica tion
Wksheets
Idem WB L/T
T may add an interrogative sentence or asks L to give one. T helps L to identify the different elements of each form. T sets up the rule. (go back to the worksheet) We use the semi modal « used to” as the following: 1.Positive: S+ used to +stem
2.Negative: S +didn’t use to + stem
20’
Consolidate the new stre uses in the L mind
Use: Task one: (oral)(the task on the worksheet above) L/L Task two: Task 15 p52. Task 3 P67 & 68 Task 5 P 68.
NB: T may ad tasks of his own.
⓫
WB TXB
Sequence: Me and my lifestyles.
Lesson: I practice.
Task one: Here is Karim’s confession about his childhood. Let’s have a
Hello, my name is Karim.I am 35 years old and a nd I am a fireman.
1.when I was a kid, I was naughty. 2.My parents were often mad at me. 3.My teachers were not satisfied at all. 4.Was I happy to do so? Of course I wasn’t . 5.Tell me, was it the same for you? y ou?
●●● ●●● ●●● ●●● I remember tha … 1.I arrived late to school. 2.I always forgot my homework. 3.I never brought my school things. 4.I didn’t wear my my pinafore. 5.Did I improve myself? Yes, I did.6.What did I do? 6.I worked on myself. 7.Why did I act like that? 8. I guess, I had some issues.
⓬
Level: 3ms.
look at it.
Seq: O2.
Lesson: I practice.
Level: 3ms.
Learning objectives: BTEOTL, L will be able to use the past simple tense with its d different ifferent forms. Target comp: intrct, intrp, prod Domains: O&W. Target stres: past tense, regular and irregular ver verbs, bs, positive , negative and interrogative fforms. orms. Materials: WKSTS, WB, TXB. Cross cur comp: Intel: He can deduce meaning from context. Meth :He can interpret verbal and non verbal messages; He can work individually or with peers. Com: He can identify the past tense and use it coherently. Pers and soc: He can can talk about past events. events.
Core values: He values his past and respect other’s past. Tim ing
Frame work
Procedure:
5’
Warm up:
T greets and welcomes her learners. T sets up the situation
Today we’re going to continue talking about our past lives. T may ask some questions: Do you remember what happened to you last year? Something memorable? Who was your teacher of English? What was the best mark you had in English? What was your favorite subject? Who was your best friend?....
Presen Tation
Focus
Objectives
T/L
Introduce the topic
L/L
Remind L of the past use
Now we’re going to learn more about somebody’s past (Karim) (Karim)
15’ T distributes the worksheets above T ask L to describe the pics on the sheet T reads the examples T asks L to read T may ask comprehension questions about the examples
10’
T/L
L/T
Provide L with vocabulary
Task one: I read the examples and complete the table below:
⓭
Identify the verb changes from infinitive to past
Mat
VAK MIT
Practice:
Infinitive 1to be 2 3 4 5 ●●● 1 2 3 4 5 6 7 8
Simple past Was
Regular
Irregular L/L
●
Chart completion
T helps L to complete it on the board. T helps L to identify the different changes in the verbs forms
10’
Notice: There are two kinds of verbs; regular and irregular ones. The regular verbs form their past simple by adding”ed” The irregular ones change and you have to go back to the list.
past tense forms T/L
Piasp part one:: T may write the examples on the board
T deals with the verb “to be” first, then the rest. Eg: I was was naughty. naughty. I wasn’t happy. happy. My parents were angry. were angry. They weren’ t happy. Was I I happy? Was Were they they angry? Were
L/T
“to be”past tense uses
Rule:”To be” is different from the other verbs: -Positive: S + was /were. /were. -Negative: S + wasn’t / weren’t. -Interrogative: was / were / S…? “to be” is irregular.
⓮
T/L
10’
Piasp part two: T follows the same steps as above then states the rule. Rule: 1.Positive: Regular verbs : verb +ed Irregular verbs: learn the list
Other verbs past uses
L/T T/L
2.Negative: S+ didn’t didn’t + stem 3.Interrogative: Did + S+Stem….? Use:
15’
NB: T provides his L with the list of irregular verbs.
Consolidate the learned stre
See the worksheet below
L/L
⓯
The past simple : (Review and consolidation)
Task one : I compl complete ete the table : Infinitive Take Walk Rain Shut Open Speak Close
Past simple
………………………….. …………………………… …………………………… …………………………… …………………………… …………………………… ……………………………
Infinitive Have Be Tell Write Sit Read Cook
Past simple
…………………………….. …………………………….. …………………………….. …………………………….. ……………………………… ……………………………… ……………………………..
Task two : I put the verbs in the past simple : 1.She (to go) ……………………………….. home alone. 2.The wind (to blow)………………………………. throughout the night. 3.An apple (to drop)…………………………………… on his head. 4.A frog (to jump)……………………. ……… i nto nto the well and (bring)
…………….……………………
it.
5.J ack ack (get) ………………his highest grade in his English class. 6.The party (to begin )………………. ……………
at 8.00P.M. 7.He (to sell)……………….. ……………… his car and (buy) ……………… …. a new one. 8.Who (to shut) ……………………….. all the windows? 9.They (to be) ……………………….. friends and he (be) ….…………………. my best friend.
Task three : I re-write the paragra paragraph ph in the past simple: Andrew is a happy man.He spends his time in front of his computer.I t’s t’s true that he makes a lot of money without moving from his house.Life is just cool. His friends are amazing; they always call him and invites him to different parties .H e isn’t married and he can do whatever he want s. s. He has a very expensive car. He is a rich man ; he can afford it.Yes! He can go wherever he wants and eat what he fancies but somet imes he gets bored and he doesn’t know why. Activity four : I write sentences in the past simple: 1.Amina (to go)……………………………………………………………………………… ……….
…………………………………………………………………………………………. 3.Life (to be) ……………………………………………………………………………………………. 4.She ……………………………………………………………………………………………………… 5.Pupils ………………………………………………………………………………………………… 6.Teachers ……………………………………………………………………………………………. 7.My friend ……………………………………………………………………………………………. 8.Girls……………………………………………………………………………………………………… 9.You………………………………………………………………………………………………………. 2.I (to speak )
10.They…………………………………………………………………………………………………… ⓰
Seq: 02.
Lesson: PPU.
Level: 3ms.
Learning objectives: BTEOTL, L will be able to ask and answer questions using the time marker
“ago”. Tim ing 5’
Frame work Warm up:
procedure
focus
Objectives
T greets and welcomes her learners. T may review the previous
T/L
Introduce the topic
lesson(past simple tense) T introduce introduce the target language structure
Mate rials
WB
Today we’ll continue talking about past events, we’ll learn learn how to use ago” the time marker “ ago T may ask some questions: When did you leave primary p rimary school? Who was your teacher of French? Did you have a lot of friends?...
15’
Presen tation:
VKM TIA
V A K I M
Gestures L/L
Idem
Enhance data from L
Task one: I read the dialogue and answer the questions:
WB wkshts
NB: T may write the dialogue on the board or distributes handouts to L. Omar and Malek are friends. They are talking about their schooling. s chooling. O: Hey! How are you?
Idem
M: I am fine. And you?
O: I guess I am okey! Tell me… M: Yeah! How can I serve you? O: When did you get your Elementary final exam? M: I got it in 2014 2014..
T reads the dialogue. T asks L to play it in pairs. T asks some questions as a leading to the target structure. -when did Malek hisFE exam? -What ‘s the priod priod of time since then? -what’s the period of time since Omar got his exam? -When did Omar et his EF exam? ⓱
T/L L/L
Practice the new item Check L understanding
WB
PIASP :
Notice: 1. I got my exam in 2014. We are in 2017. 2017 ─ 2014 = 3 The period of time is three years. 2. I got my exam three years ago? The first sentence gives the exact date.
10’
T/L
Clarify the new structure use WB
It’s an answer to the question “when?” The second sentence gives a period p eriod of time.
It’s an answer to the question “How long ago?” Rule: “ago” is a time marker of the past.
I ask questions with “ago” as it follows:
How long ago + did +s + stem…? I answer with “ago” as the following:
L/L
S+past simple+ period of time+ ago. ago.
20’
Practice:
Use the target stre
Pair work: Task one: I answer the following questions: WB CPB
A : How long ago did you leave primary primary school ?
B: ………………………………………………………………………… …………………………………………………………………………………………………. ………………………. A: How long ago did you start English?
B:…………………………………………………………………………………………………… A: How long ago did you see your last horror movie?
TXB
B: ………………………………………………………………………… ……………………………………………………………………………………………….. ……………………..
Task two: I ask my partner two
questions with “how long ago”, which he answers.
10’
L/L Use:
Task one p 66.
⓲
Consolidation
Seq: 02.
Lesson: PPU.
Level: 3MS.
Learning objectives: BTEOTL, L will be able to talk about what things are made of, and where they are made in. Timi ing
5’
Frame work warm up:
Procedure
Focus
Objectives
T greets and welcomes her L T writes the example below on the
T/L
Introduce the new stre
Mater ials WB
VKA MIT
board. in a pan made of iron. iron. I made a made a cake in a T reads the sentence. T asks L to read the sentence. T asks about the words written in red Made: the past simple or past participle of “to make” In: a preposition of place. Of: preposition.
15’
V A K
T/L
Practice the new stre
Present ation:
WB Task one: I read the dialogue below:
Wkshts
Karima and Amale are school mates.They are in the school yard waiting for the bell to ring. Amale: Look! I bought a new scarf yesterday.
Karima: I saw it! It’s so beautiful! A: And so soft; touch it!
K: Yes, it’s so smooth! What is it made of? A: It’s made of silk.
T reads the dialogue. T asks L to read it in pairs. T asks some questions about the dialogue. What did Amale buy? How is it? What is it made of? Where is it made in? PIASP: Notice the examples:
L/L
Clarify the uses and forms of the new stres
Idem
T/L WB
-The scarf is made made of silk. silk. -The scarf is made made in India. in India.
⓳
“silk” is a material. / “India” is a place. I use the expression “made of” + materials to talk about what something is consisted of.
I use the expression expression “made in” + place to talk about the place where something is made. Questions: what is it made of? Where is it made in?
Task one: I complete with “made in or made of”: 10’
L/L
Use the new stres in meaningful context
Idem WB CPB
Practice: -Bottles are ……………plastic or glass. -Most o f today clothes are……………… are…………………. …. China. -The world’s weapons are ………………….. ………………….. USA. -I love shoes ………………………leather. -Expensive jewellery is ……………… ……………….gold .gold and diamonds. -All women fancy about garments …………… Paris. Consolidation L/L Tasks 7 & 8 p 69. 69. Tasks 13 & 14 p71 & 72.
TXB
25’
Use:
⓴
Seq: 02.
Lesson: I read and do. (PDP)(01)
Learning obj: BTEOTL, L will be able to read a text and gather information about Setif. Reorder an e-mail describing a town. Target comp: Interp, prod. Domains: o&w. Target stres: Lexis related to a town description. Materials: WB, TXB, a map of Algeria. Cross cur comp: Intel: He can interpret verbal and non n on verbal messages. Meth: He can develop reading skills strategies.
Com: He can use ICT’s as e-mails to interact with learners of other cultures. Pers and soc: He can show responsibility towards his nation and culture. Core values: Being proud of his identity and town. (region) Tim ing
5’
Frame work Warm up:
Procedure
Focus
Objectives
T greets and welcomes her L T brings a map of Algeria T may ask some questions:
T/L
Enhance data from L
What’s the name of our country?
L/T
Mate rials
KVTI MA
WB
V K A T I
Where is it situated? What’s our capital? What are the colors of our flag?......
20’
Before Reading:
T bring small maps of Algeria without illustration T may answer the question below: What are the most important Algerian cities? Task two: I locate the following cities on the map: Algiers, Setif, Oran, Constantine, Bejaia, Bouira,
T checks, class correction. 21
Introduce the topic Map of Algeria
L/L
Situate the Algerian cities on a map
20’
While reading:
T asks L to open their books on P73. T writes the questions below on the board
L/L Interpret non verbal texts
Task one: I read the text and answer the questions: -What’s the text about? -How many paragraphs are there in the text? -Give a title to the text.
Task two: Bibliographical notes P 73 Task three: questions (2,3,4,5,6,7,8,9) P 73 Task three: I pick up from the text synonyms to: Trip= ……………………………… City = ………………………………. I pick up from the text opposites to: Ugly ≠……………………………..
Idem TXB CPB
WB
L/L
Analyse a written message to gather data
Yesterday ≠………………… ≠……………………………… …………… After 15’ reading:
Reorder an email
T asks L to do the following task Task: My friend amine sent me an email in which he describes his
town”M’chedallah”.. I reorder it to town”M’chedallah” make it coherent:
22
Handouts L/L Identify amenities
Task one : I reorder Amine’s e -mail: object:
My town, Maillot ! CHIBANE Aissa pupils (Chorfa)
to:
[email protected] Amine2018@gmail .com
from:
I live in M’chedallah », also called »Maillot » in honour of the French doctor (1806-1894). And it’s crowned by the majestic “Djurdjura” mountains. It’s located in the East of Bouira. Maillot is about 10mns far from Chorfa. I love my town very much and I hope it will prosper more. First, it was colonized by the Turkish people, then by the French.There is a town hall, a police station, two two hospitals, schools, mosques, a post office, a court of justice, shops, a cinema, a museum and dwellings.w What about the place where you live? Yours, Amine.
M’chedallah is composed of; Ath yevrahim, Ath yakhlef, Assif assemadh, Ighil ouyazidh, ouaklane and Maillot centre. Maillot was founded in 1885. More than 25000 people live in
M’chedallah. Hello mates! My name is Amine. I am a middle school student.
Task two : Here is an approximate plan of M’chedallah. Court of
Museum
justice Buildings
Garde n
shops
Mosque
Town hall
Post office Shops
Middl e
Buildings
school
Shops
BenBadis
Garden
Cinema
Hospital2 Bus station
High school
23
Hospital 1
Seq : 02.
Lesson : I read and do (PDP) (02)
Learning obj:BTEOTL, L will be able to read a text and gather information about Constantine. -write an e-mail describing the place where they live. Tim ing
5’
Frame work Warm up:
Procedure
Focus
Objectives
T greets and welcomes her L T brings a map of Algeria
T/L L/T
Introduce the topic
T asks questions about Algeria: location, capital, population, …
10’
Before reading:
Interpret a non verbal msg
Task one:I classify the cities in the th e table below:, Tindouf, Oran, Constantine, Djidjel, Bejaia, Mostaghanem, Algiers, Tamanrasset…
Mat erials
VKTAI
WB
V K A I T
Map
WB North
west
East
South
………..
………..
………..
…………
L/L
T asks L to open their books on p 74
20’
While reading:
T asks: How many paragraphs are there in the text? What’s the text about? Give a title to the text.
L/L
Task two: (task 4 P 74) Task three: questions (2,3,4,5,6,7, 8) p 74.
Analyse the text and gather data
CPB TXB WB
T checks, correction on the board NB: this work can be dealt with as a group or pair work
25’
After reading:
(pair work) Task: I love the region where I live (Chorfa). Following Amine’s e-mail model and plan; -I use the information in the form to describe Chorfa. -I draw an approximate plan of its amenities. 24
Idem
L/L
Town : Chorfa. Location : 50kms East of Bouira. Borders: three rivers( Ouakour to the West,
L/L
Turn notes into an e-mail
Idem
Aghbalou to the East, Amaregh to the South) Localities: Chokrabe, Thoghza, Chorfa centre, Tikhsighidene. Population: more than 16000 people.
Describe
Amenities: …………………………………………….
one’s region
Handouts
25
Seq: 02.
Lesson: I learn to integrate.
Learning obj: BTEOTL, L will bbe able to conduct an interveiw. Target comp: intrp, prod. Domains: O&W. Target stress: Lexis related to past life. Materials: TXB, WB. Cross cur comp: Intel: He can solve problem situations using a variety of communication means. Meth: he can work in small groups and share information with peers. Com: He can process digital data in English. Pers and soc: He can show responsibility towards team work. Core values: Valuing his identity and national heritage. Tim ing 5’
Frame work Warm up:
Procedure
Focus
Objectives
T greets and welcomes her L T splits L into small groups T deals with a short review of the items seen in sequence two (oral review)
T/L L/T
Introduce the topic Review prior knowledge
Mate rials
WB
Presentation:
10’
T asks L to open their books on p 75 T reads the situation of integration T explains difficult terms
T/L
VKIAT
V K T A M I
Identify the situation problem
Practice: T clarifies: Before writing our interview, we need to fill in the interview card
10’
L/L
(Interview card p 76)
Production:
35’
TXB
Fill in an interview card
T invites each group to write his interview, with the help of the textbook(I listen and do tasks), interview card p 76
CPB L/L
T asks L to play their interviews T writes the best one on the board.
26
Conduct an interview
Idem
An interview sample:
Hello, grandpa. I’m going to ask you some questions about your childhood. It’s for my school project.So, let’s get started! Interviewer: Where were you born? -I: Where were you born? _I: Could you describe the house where you lived? -I: What did you use to have as a routine? Did you use to have any chores? -I: What did you use to eat? -I: Did you use to have eating rules? -I: What did you use to wear every day? And in special occasions?
-Did you use to go to school? -What games did you use to play?
27
-What’s the event that you never forgot?
Seq: 02.
Lesson: I think and write.
Learning obj: BTEOTL, L will be able to write a comparison between past and present life in the Algerian cities. Target comp: Produce. Domains: Both. Target stress: Lexis related to daily life.
Materials: WB, TXB, pics… Cross cur comp: Intel: He can understand and interpret verbal and non verbal messages. Meth: He can work on his own and mobilize necessary resources to accomplish his tasks. Com : He can use English to compare lifestyles. Pers and soc: He can show autonomy in his learning. Core values: Valuing his nation and freedom. Tim
Frame
Procedure
Focus
Objectives
ing 5’
work Warm up:
T greets and welcomes her L T asks L to open their books on p77
T/L
Introduce the topic
Presen tation:
T asks L to describe the pics on p 77,78,7 77,78,79 9 T reads the situation of integration T explains difficult terms
Mate
VKA
rials WB
TMI
V K A T M I
L/T
10’
practice:
15’
TXB
Guided writing: T writes the chart below on the board or distributes handouts. Task: I use the notes in the chart to write a comparison between life in setif in 1917( 100 years ago) and now: T/L Setif in 1917 -Politics: under the French rule, Algerian people were colonized. Work for the colonizer. -dressing: women wore the haik Men Turkish pants and kachabia.
Setif in 2017 Algerian government rule People are free citizens, work for their own welfare. -wear all kinds of clothes (traditional or modern)
Provide L with helping notes
L/T
WB
Dwelling: old houses of mud, tents, low quarters.
-buildings, villas, … 28 Transport: cars,
Transport: Carriages, animals backs, on foot, bus. -Schooling: a few privileged went to school but most of the population was illiterate.
35’
Produc tion:
buses, planes, … -All children must attend school at the age of 6.
A description sample: A hundred years ago, Setif was under the French rule. Algerian people were colonized and were considered as second degree
WB T/L L/T
citizens. Women used to wear the haik and the Turkish pants and men used to wear the Turkish pants and kachabia.Only a few privileged were allowed to attend school. Most of the Algerian population was illiterate. They used to live in old houses of mud, tents or low quarters. They used to travel on the animals backs , carriages, or sometimes French buses. Today, Algerians are free citizens. Every Algerian child must must attend school at the age of 6. Women are free to dress as they please and men too. People live in their own villas,
Guide L how to write their descriptions
Idem
houses or rent flats in buildings. Both men and women work for their own welfare. Algerian people travel in in cars, buses trains or whatever is available. There is a great change in lifestyles between
1917 and 2017. And it’s important to appreciate our national freedom. Individual writing: Following the model of Setif description lifestyles, I write a comparison between past and present life in Constantine. NB: to be done at home. 29
CPB
L/L
Q: 03.
Seq: 03.
Lesson : I listen and do.
L: 3ms.
L earning obj: BTEOTL, L will be able to fill in an ID card, reorder and interview. Target comp: interc, intrp, prod. Target stres: past simple tense, past continuous. Domains: o&w. Materials: TXB, audio scripts, WB, CPB. Cross cur comp: Intel: he can understand and interpret verbal messages. Meth: he can use strategies for listening and interpreting oral discourse. Com: he can play roles to communicate appropriately. appropriately. Pers and soc: he can socialize through oral or written exchanges. Core values: valuing studies, science and technology. Tim ing
5’
Frame work warm up:
Procedure
Focus
Objective
T greets and welcomes her L T introduces the new sequence:
T/L
Introduce the sequence
Materials
VKT AMI
V K A
Today we start a new seq. In which we’re going to deal with items like: famous scientists lives (biographies), the past continuous tense,the ing form spelling, requests with may and can,relative pronouns who and which,the connector while, the sounds/f/ and /v/.
MI
Brainstorming
5’
T asks l about the meaning of the word “scientific” “scientific”.. T asks l to give her the words related to the adjective scientific.
L/L
(science, scientist, technology, progresss, research,…
10’
Pre listening:
T writes the Initial situation on the board. T reads it or asks L to read it
Introduce the Initial situation
T asks L about the terms they don’t understand and underlines them T explains 1
L/L
We will celebrate the 16th of April soon. It’s the Science day in Algeria. Your teacher of English asked you to write biographical information about a famous scientist to be published in your school magazine.
Now, you’re going to listen to the 30’
During listening:
biography of an Algerian
L/L
ID Completion
scientist(researcher) and you’re going to complete hi ID card: Task one p84: First name : Abdelhamid. Surname : BOUROUIS. Date of birth : 1986. Place of birth: Tlemcen.
Father’s occupation: mechanic. Mother’s occupation: housewife. Primary, Middle and High school: Tlemcen. Undergraduate studies: University: university of Tlemcen, ABOUBEKR Belaid. Degree: BE (Bachelor of engeneering) Postgraduate studies: University: Tlemcen. Degree: ME (Master of engeneering) Year: 2009.
T asks l to do the following tasks: Task 11 p 87 Task 10 p 86 Task 6 p 85 Task 8 p 86 Task 13 p 88 Task 15 p 89 2
Interpret oral discourse to fill in blanks
Idem
T checks, helps, guides. L/L
10’
Post listening:
Idem T asks l to do the following task Task 4 p 85. (pair work) T asks L to play the interview in pairs. 3
Interview completion
Seq: 03.
Lesson: I pronounce. (PDP)
L: 3ms.
Learning obj: BTEOTL, L will be able to discriminate between the sounds /f/ and /v/. Tim ing 5’
Frame work Warm up:
Procedure
Focus
Objective
T greets and welcomes her L
T/L
Introduce the topic
Mate rials
T sets up the situation: today we’re Pre listening:
During listening:
20’
A WB
going to see the sounds /f, v/ T writes the words below on the board:
V Of, phone, van, fan. T asks l to say them T checks L pronunciation and corrects if necessary.
10’
VKT AMI
T asks L to do the following task: Task: I classify the words below in the table according to their consonant sounds pronunciation: /f/
L/T
Discriminate between the target sounds
K
L/L
Identify the target sounds
/v/
T may choose the words on p 91. T notices: Sometimes /f/ is spelled: PH, F, FF. The “f” of “of” is pronounced:/v/ TXB Post listening:
25’
MI T asks L to do the following tasks: Tasks 1&3&5 p 92. L/L T checks Correction on the board.
Consolidate the learned items CPB
4
Seq: 03.
Lesson: I listen and do. (PDP)
L: 3ms.
Learning obj: BTEOTL, L will be able to fill in a timeline (biography) of a scientist.(IBN KHALDOUN) Tim ing 5’
Frame work Warm up:
Pre listening:
10’
Procedure
Focus
Objective
T greets and welcomes her L T asks L to name some famous scientists
T/L
Introduce the topic
Mat erials
VKT AMI
K WB
T asks L to say what they did so important to humanity L/L T pins the pic of IBNKHLDOUN on the board T asks L about the name of this person Does he look modern or ancient? T name the character Do you know what he did?
During listening:
Guess who is the target character
V A
Pic
Fill in IBN
KHALDOUN’s
30’
timeline
You’re going to listen to a History teacher and you’re going to fill in IBN KHALDOUN’s timeline.
MI
T asks L to open their books on p 89. TXB Task 17 p 89: Keys: May 27 th , 1332. 1348-1349 1354 1365-1374 Task 19 p 90: 1375-1378 1383 1384 1387
L/L
5
March 17 th , 1406
15’
Post listening:
T asks L to do the following task Task 22 p 90: (pair work) T asks L to work in pairs T asks L to paly the dialogues dialogues in pairs.
6
An interview completion L/L
Idem
Seq: 03.
Lesson: I practice. (PPU)
L: 3ms.
Learning obj: BTEOTL, L will be able to talk about progressive actions in the past. Target comp: interc, interp, prod. Domains: O&W. Target stres: past continuous in the three forms. Materials: WB, TXB, pics. Cross cur comp: Intel: he can interpret non verbal messages to pick up information. Meth: he can assess himself and his peers. Com: he can process digital data. / He can manage his time rationally. Pers and soc: he socializes through oral o ral or written exchanges. Core values: valuing his time. Tim ing 5’
Frame work Warm up:
Procedure
Focus
Objective
T greets and welcomes her L T may review the simple tense seen in seq two
T/L
Introduce the topic
Mate rials
VKT AMI
A V
T sets up the situation:
K Presen Tation
Today we’re going to see another past
5’
WB
tense, called « the past continuous ». Samir is having an exam today, and he
had to get ready last night. Let’s see what happened to him while he was preparing himself.
Pics
Set up the situation T may prepare handouts or write on the board.
Handouts
7
MI
Last night, while I was preparing my exam, my parents came in into my room. They
10’
weren’t looking good at all. I wasn’t feeling comfortable! I was saying to myself.” What did I do again?” While I was trying to imagine some excuses, mom said: “Why are you still st ill awake that late?”I told her t hat hat I had an exam. They were smiling at me when they wished me good night and left the room. I was relieved they didn’t catch me chat on the web.
T reads the passage Tasks L to read. T asks some comprehension questions : who is speaking in the text ? what is he narrating Did the events happen now or in the past?
Check L understanding
Why the parents were angry?.... T asks L to underline all the verbs in the text T asks L to identify the tenses of the verbs T clarifies: the tense which is new to
Idem
Identify the past continuous tense
you is call “The past continuous”. We use for past action which took some time when happening. It’s made up of two parts: (was/were) + ing form.
PIASP: T writes the following examples on the board:
10’ -I was preparing my exam. -They were smiling at me. -I wasn’t feeling feeling comfortable. - They weren’t looking looking good. -Was I smiling? -Were they smiling? 8
Identify the form and use of the target stre
MI
T asks L to identify the different elements of each sentence.
MI
T clarifies and takes notes on the board:
The continuous is composed two past parts: the past simple of be +of the ing form of the verb.
Idem
Positive: S+was / were + ing form
Negative: S+wasn’t / weren’t + ing form Question: was / were + S + ing form…? Ing spelling T deals with the ing form spelling: Textbook P 94. The use of while
PIASP2:
5’
T writes these examples on the board: 1.They were smiling while they were leaving.
5’
they 2.While they were leaving , leaving , they were smiling. While is a connector. I use it to talk about two actions that happened simultaneously. (in the same time).
Use:
T asks L to take notes.
20’ T asks L to do the following tasks: Tasks 4 & 6 p 96.
9
Consolidate the learned items.
Seq: 03.
Lesson: I practice. (PPU).
L: 3ms.
Learning obj: BTEOTL, L will be able to make requests using u sing “can” and “may”. Tim ing 5’
Frame work Warm up:
Procedure
Focus
Mate rials
VKT AMI
Introduce the topic
T greets and welcomes her L T may give two examples as it follows: Listen: When I say; Open the door! And Can you open the door, pleas?
Objective
T/L
WB Handouts Pics…
V
K Is there a difference? Which one sounds more polite?..... A Presen tation
20’
T writes the dialogue below on the board or may prepare handouts
L/L
Present the new stre MI
T sets up the situation: Alex class are having a drawing session.
Alex doesn’t have his pencil pencil with him. He is looking for a pencil. Let’ s see what happened!
Alex : Hey, can I have your pencil ? Kevin: where is yours? Alex: I forgot it with Tom, yesterday. Kevin: Go and check it! Alex: excuse me sir, may I go out please? Teacher: Why is that? Alex: I want to check my pencil. It’s with my little brother in the class below!
Teacher: All right , but don’t be long! Alex: Thank you, sir. I’ll be quick.
T reads the dialogue T asks L to play the dialogue in pairs T asks some comprehension questions 10
L/L
Idem
T says: Pay attention to these examples: 1.Can I have your pencil? p encil? 2.May I go out?
T/L
What is Alex doing here? He is making requests. When he was talking to his friend, he used the modal “can” But when he was addressing his teacher, he used the modal “may”. Why is that?
State a rule
T clarifies: Idem May and can are modals. May is formal and more polite. Can is informal and less polite. I can use them both to make requests. I use can with friends and people I know very much. I use may with strangers and people older than me.
Rule: Requests:
Can / May + S + stem…..? 15’
Practice: T asks L to take notes. Practice the target stre
Pair work: T asks L to do the following task. Task: I make the following requests sound more polite:
L/L
A:Hey, mom. I want something something to eat! B: I have some cookies.
Waiter: Are you ready to order sir? Customer:: Give me a soup and a lemonade?
A: listen, clean the board! board! B: of course , sir.
11
Pupil :I want to get off the bus! Stop right now! Bus driver: Okey, kid. Just a minute.
T asks L to do the following tasks in pairs
20’
Use:
Tasks 8 &9 p97.
12
Consolidate the new stre.
Seq: 03.
Lesson: I practice. (PPU)
L: 3ms.
Obj: BTEOTL, L will be able to use the relative pronouns “who, which”. Tim ing
Frame work
Procedure
Focus
T writes the words
Which
10’
T/L
who
20’
Presen Tation
VKT AMI
KVA brainstorming
On the board T asks L: What are these? (wh pronouns, question words) Task: I classify the words on the table: Pen, man, cat, book, house, doctor, actor, dad, brother, …. who which ………….. ………………
Mate rials
Introduce the topic
T greets and welcomes her L Warm up:
Objective
WB
The identification of which and who
L/L
Task: I combine the following sentences using who or which: 1)-The woman has a red car. -The woman is my teacher of English. The woman who has a red car is my teacher of English.
Which and who new use as relative pronouns
↔
2)-I live in a small house. -The house is not far from here.
MI
T/L
↔
I live in a small house which is not far from here.
PICS
3)-I love my mom. -My mom is great woman. 4)-My son studies in a middle school. -The middle school is in Chorfa.
WB L/L
T does the first two examples and helps L do the last two ones orally. T clarifies: Who and which are relative pronouns. Who refers to people. Which refers to things and animals.
13
They are used to combine two sentences and avoid repetition of the same word.
Practice the target stre
Practice:
15’
Pair work: T asks L to do the following task:
Task: I complete with”who” or “which”: A: who was the man ……. talking to you?
B: You mean the man …..had a black MI
suit?
A: yes, and a car ……looks ……looks very expensive!
B: he is my boss…….lost his way. A: ……….way?
L/L
B: The way to the central bank.
Use: T asks L to open their books and do:
15’ Tasks 11, 12, 13 p 98 T checks, helps correction on the board.
14
Consolidate the seen items.
TXB
Seq: 03.
Lesson: I read and do. (PDP)
L: 3ms.
Learning obj: BTEOTL, L will be able to read text and g gather ather information about ancient moslim scientists inventions and discoveries. Target comp: interp, prod. Domains: W. Target stres: past simple, past continuous, relative pronouns. Materials: WB, TXB. Cross cur comp: Intel: he can show creativity when producing p roducing oral and written messages.
Meth: he can his work and his peers’. Com:he can process ICT’s. Pers and soc: he can be inspired by important characters. Core values: valuing science and Islamic civilization. Tim ing
5’
Frame wok Warm up: Pre reading:
Procdure
Focus
Objective
T greets and welcomes her L
T/L
Brainst orming
T writes on the board the names of some important personalities T asks L: Who are these people? What did they do?
Mate rials
VKT AMI
WB
V K A
elicit data about important character
Einstein, victor HUGO, Mouloud MAMMERI, IBN KHALDOUN, George WASHINGTON….
40’
During reading:
T splits the L into small groups T asks L to open their books on p99 T asks them to read the texts silently
L/L
Interpret texts to get information
T asks L to answer the question below: What are texts 1 &2 about?
MI
T asks L to read the texts again and do: Tasks 1&2 p 99 L/L Task 3 P 100 Task 4 P 100: Diagram A : part 2 Diagram B : part 1
TXB
Title: the pinhole camera. 15
Task 8 P 101: The light coming through a window hole.
Task 9 P 101: 1; scalpel 2;scissors 3,forceps 4, bone saws
MI Idem L/L
Task 11 p 102: 1, sutures 3, catgut
15’
Post reading:
TXB
T asks L to do: Task 13 p 102: Possible sentences: -While ALZAHRAWI was operating on the patient, his students were watching. -ALZAHRAWI was operating on the patient while his assistant assistant was holding him tightly.
Produce sentences
with”while”
16
Seq: 03.
Lesson: I learn to integrate.
L: 3ms.
Learning obj: BTEOTL, L will be able to write the biography b iography of “BOUROUIS”. Target comp: interp, prod. Domains: O&W. Target stres: lexis related to biography writing. Materials: WB, TWB. Cross cur comp: Intel: he can use his critical thinking while gathering information and doing research. Meth: he can work in small groups. / He can share information with the whole class. Com: he can process digital data in English. Pers and soc: he can show responsibility towards team work. Core values: valuing Algerian scientists and technology in general. Tim ing
5’
Frame work Warm up:
Procedure
Focus
Objective
T greets and welcomes her L
T/L
Introduce the topic
Mate rials
VTA TMI
WB
V K A
T writes the two words on the board:
Biography Hamid BOUROUIS
L/L
T asks L about what these two words mean for them?
Brainstorming
Give an idea about the writing task
T sets up the situation:
Today, we’re going to write the biography of BOUROUIS. Before writing:
15’
T asks L to open their books on p103 T asks L to read the situation Tasks L to underline the difficult
Present the situation L/L
words T explains So, what are you asked to do? L answer. T goes through a brief review of the items seen in seq three to complete the KSA chart.
KSA chart completion
T says: so to write our biography, we need all what we studied in the sequence, and we need more information like the ones on p 104. T asks L to study the layout on p 105
TXB
MI
17
30’
While writing:
T splits the L into groups T asks L to design a leader, a writer and a reader T lets L work together.
L/L Write a biography of BOUROUIS
Drafting: L write their first sample T guides and helps Idem Editing: L rewrite with taking teachers advice into consideration
10’
After writing:
Idem
Publishing: L report their final work to the class.
Check L work
T chooses the best one and write it on the board.
L/L
18
Seq: 03.
Lesson: I think and write.
L: 3ms.
Learning obj: BTEOTL, L will be able to write a timeline about Islamic Scientific heritage.(optional) Target comp: interp, prod. Domains: W. Target stres: lexis related to inventions, discoveries, past simple. Materials: pics, WB, TXB. Cross cur comp: Intel: he can show creativity while producing an oral o ral or written messages. Meth: he can ue reading strategies to collect data. Pers and soc: he can show some degree of autonomy while learning. Core values: valuing his scientific and cultural heritage. Tim ing
Frame work
Procedure
Focus
5’
Warm Up:
T greets and welcomes her L T asks L to open their books on p 106
T/L
Before writing:
15’
Objective
Introduce the topic
WB K
T are you asked to do? L:asks: writewhat an introduction to the b rochure brochure in which I set up a timeline about the Islamic Scientific heritage.
V L/L
A Guide the L and provides him with necessary data to write the timeline
T helps L to understand the layout on p 107
30’
TXB
T lets L work on their own T helps and goes around the class Drafting: L write their first production Editing: T goes around, helps and corrects L rewrite their timelines.
Write the introduction.
L/L After writing:
10’
VKT AMI
T asks L to read the situation T asks L to underline difficult words
T asks L to read the information on P 106 T explains So you underline the items you want to include in your timeline
During writing:
Mate rials
Publishing: L report their work to the th e class T selects the best one and writes it on the board.
MI
CPB
19
Production sample:
A timeline of the Islamic Scientific Scientific Her Heritage. itage.
The Islamic civilization wasn’t always in decline as it is today. It had its flourishing days. Here is a timeline to sum up the events that marked that period: The eighth century: In 707, the muslins built the first hospital I Damascus, Syria. During Harun ALRAHID caliphate, they opened the first free public hospital. The ninth century:
The three Banu MUSA brothers the “Book of Ingenious Devices” between 800 and 873. In 859, Fatima Al FIRHI,a woman founded the first degree granting university in
Fez, Morocco. … It’s worth pointing out that modern technological te chnological progress owes a lot to the steps made during the Islamic civilization.
20
Project work:
My School Environment Litter Survey. I interview my schoolmates to know more about the causes of litter in our school and the adjacent streets and neighborhood, and the measures that should be taken by all pupils to solve this problem. Then, I report the results of this survey to my class and display them on the
school’s notice board using visuals.
Starting off situation: situation: As a member of Greenpeace organization, you want to protect the the environm environment ent where you live. Pre Prepare pare a sho short rt article to be published in social ne networks. tworks. Make people in your your city awar aware e about tthe he causes and bad effects of pollution . Suggest some solutions.
Seq: 04.
Lesson: I listen and do.
L: 3ms.
Learning obj: BTEOTL, LWBA to ask and give information about Algeria’s location and national parks. Target comp: Intrct, intrp, prod. Domains: O&W.
Target stres: lexis related to environment, location, parks….present simple. Materials: TXB, WB, visuals. Cross cur comp: Intel comp: he can understand and interpret verbal and non verbal msges. Meth comp: he can use strategies for listening and interpreting oral discourse. Com comp:he fill out information forms about countries and environment. Pers and soc comp: he socializes through oral or written exchanges. Core values: he values environment, plants and animals. Timing
5’
Frame work
Procedure
Warm up:
T greets and welcomes her L
Focus
Objectives
Mate rials
VKA TMI
T/L T pins pics on the board (pics representing animals, plants, landscapes, seas, ….) L/L
Introduce the new subject
K
T asks K to name them T sets up the situation:
In seq four, we’re going to talk about our environment, all what surrounds us. The other creatures that consist biodiversity, dangerous phenomena that threatens life on earth like
pollution. We’ll try to suggest some solutions that can slow the environmental degradation.
Visuals Maps
V
TXB
A MI
WB
5’
Pe listening: T may bring a map representing the world and asks L to locate Algeria.
Locate Algeria on T/L
the world’s map
20’
While T asks L to open their books listening: on p 113.
Idem
T says: we’re going to listen to a UNESCO representative
talking about Algeria’s
L/L
Set up the situation
idem
biodiversity and do the following tasks. Audio Task 1p113.(part 1) Task 3p113.(part 1) Task 6p 114.(part2)
Scripts Interpret a
15’
Post T invites L to do the following listening: task(pair work)
L/L
Algeria’s national parks
Task: I complete the dialogue: L/L A : where is Algeria located ?
Me: ……………………………………………………………………… ………………………………………………………………………………………. ………………. A: are their national parks in Algeria?
Me: ……………………………………………………………………… …………………………………………………………………………………….. …………….. A: can you name some of them?
Me: ……………………………………………………………………… …………………………………………………………………………………… …………… A: what are national parks created for?
Me: ……………………………………………………………………… …………………………………………………………………………………. ………….
T checks Correction on the board
non msg verbal about
I pronounce: ( Intonation in questions) 15'
While listening: Step one: T writes the examples below on the board
T/L
Eg: Where is Algeria located? What’s a national park?
Identify intonation in questions
Discriminate between falling and rising int
Do you love animals? Is the environment in danger? T asks some L to read the questions T asksand L to“yes classify “wh” andthem no” into questions T asks l to listen carefully to her reading the questions T asks: Do you notice any difference in the music my voice is making? L answer by “yes” T clarifies; this is called intonation.. intonation If you focus well, you will see that my voice is coming up or
L/T
down Now tell me: Wh q: down or up? Yes and no q: down or up? Notice:
In “wh q” the intonation is falling (.↘) In “yes&no” q, the intonation is rising.(↗) Post listening:
L/L Consolidate the new stre
WB TXB
Task9 p 128. Seq: 04.
Lesson: I listen and do(PDP)
L: 3ms.
Learning obj: BTEOTL, LWBA to ask and give information about endangered fauna and flora. Ti
Frame Procedure
m ing 5’
work
5’
20’
Warm up:
T greets and welcomes her L T brings pics representing plants and animals T asks L to name them T writes the following task on the Pre board: listeni Task: I classify the names in the table ng: below: Fauna (animals) Flora (plants)
focus Objective
T/L
Elicit data from L
Mate
VKT
rials
AMI
Pics WB
V K
L/T
While listeni T sets up the situation: today we’re ng: going to talk about endangered species in Algeria.(Animals and plants). And we’l l talk in particular about the
Introduce the topic Audio script s
Barbary macaque. L/L
A MI
T asks L to do task 19 p 118; (explain difficult words to be used in the interview)
L/L
Explain dif words Idem
T puts on the audio script and asks L to do : Task 16p117.(Fact file about Algeria’s endangered species)
Endangered species in Algeria
T puts on the audio script (53) and asks L to do task 21p119.(Interview with Dr Sian Waters)
Ide m
Task 23 p120 Task 25 p120. T asks L to do task 9 p 115(modified): Post Question: I fill in the blanks with: 1986, 10’ listeni understand, biodiversity, ecosystems, ng:
20’
designated)
idem Filling in blanks
TXB WB
about wildlife reservation s
CPB
identify the two target sounds
TXB WB
I pronounce: ᴣ /, /d ᴣ / The sounds / I listen and repeat: p124 (a,b) I practice: task 1&3 p 127.
Seq: 04. Lesson: I listen and do (PDP) L: 3ms. Learning obj: BTEOTL, LWBAto ask and gibe information about pollution. Ti m ing 5’
Frame work
Procedure
Focus
Objective
Warm up:
T greets and welcomes her L
T/L L/T
Introduce the topic
T explains the word “pollution” T pins on the board pics representing pollution
5’
Mat e rials
KTA VMI
V K
Pre T asks L to classify the pics in the listenin table below: g: Air Water Soil pollution pollution pollution
MI
20’
T sets up the situation: While We’re going to listen to the listenin interview of eco-schools g: organization representative. He discusses the problem new are all
T/L Set up the situation
Ide m
facing which is litter. litter. T gives and idea about the meaning of the word. T puts on the audio script parts 1 and asks L to do: Task 27 p 120(what is litter?) Then part 2 and do Task 29, 31; 33 p121(problems caused by litter)
L/L
Dangers of litter
Then part 4 and do Tasks 37, 39 p 122(solutions) L/L
10’
20’
Post (pair work) listenin T asks L to do task 41 p 123. g:
I pronounce: (silent letters) /k,w,h,t/ I listen and repeat p 125 I practice: Task 6 p 128.
Def of litter
Solutions to get rid of litter
Silent letters identification
Ide m
Seq: 04.
Lesson: I practice.
L: 3ms.
Task: I read the text then then I do the tasks below:
Leila and Karim are school mates. When going back home from school, Leila saw a kitten bleeding. She stopped to know why. Leila Leila:: Look this poor kitten is bleeding in the eye! Karim:: poor little creature, some kid must have hit him with a stone. Karim Leila: we must take him to the vet right now! Karim: yes, we mustn’t waste any minute mo re. The following day, Leila said to Karim: “we should do something to
make our friends
that harming animals is bad.” Karim: you know what, we can organize a meeting and make a speech! Karim: Leila: Leila: a sharp touching speech then! One week later, the two friends fulfilled their schedule and did the following speech; Dear children, All kinds of life are worth being respected and valued! As pupils pupils we should make an
example. We mustn’t hurt animals such as dogs and cats or any other animal. If you feel threatened, just make a sign with your hand and the dog will flee. Whenever you see a kid trying to hurt an animal, you must stop him. We should be aware of the importance of any creature safety and welfare. Most experts say that a kid who violates animals, has a great chance to violate human beings when he is grown up!
Do you really want to be this kid? You shouldn’t do to others what shouldn’t be done to you! Please, help us tell all the t he kids that we must stop torturing animals!
Seq: 04. Lesson: I practice. (PPU)
L: 3ms.
Learning obj: BTEOTL, LWBA to express obligation, prohibition and make recommendations (advice). Target comp: intrct, Intrp, prod. Domains: O&W. Target stres: must, mustn’t, should, shouldn’t. Materials: worksheets, TXB,WB. Cross cur comp: Intel: L can deduce meaning from context. Meth: L can mobilize his resources and manage his time rationally. Com: L can make recommendations and express obligation. Pers and soc: L socializes through oral or written exchanges. Core values: L values all kinds of life. Ti
Frame
m in g 5’
work Warm up:
Procedure
Objecti Mat VK
us
ve
T/L
Introd uce the WB topic
T e rials AM I
T greets and welcomes her L
T writes the word “can” on the board T asks a L to read T asks what is it? Do you know other modals?
If yes, so we’ll learn more about them If no, we’ll see two other modals”must and should ””
Prese 10 n ’ tation
Foc
T splits the worksheets above T asks l to take a look at their worksheets T asks L to describe the pics on the sheets T may explain the difficult words like: torture, speech… T reads the text and asks some L to read T asks l to do the following tasks:
L/T
K
Review WK V ST the seen A modal can
MI L/L
Explain dif words Ide m
Task one: I complete the table with sentences from the text: L answer orally , T takes notes on the board. L/T
obligation Prohibition Advice/ recommendations -we must take him to the vet.
We
Ide m
We should do something!
mustn’t waste a minute.
L/L Task two: I study the following sentences then I complete the table below: -we must go to the vet. must st + stem (obligation) S+ mu -You mustn’t waste time. tem (prohibition) S + mustn’t + s
10 ’
Ide m
The
-Must they come early? T/L
-You should go early. S + should + stem -they shouldn’t hurt animals.
Identif y the dif functio ns of must and should
stres of must and should
Ide m
S + shouldn’t + stem (advice / recommendation) -Should you pick up that rose? Mod Positive Negative al Must S+must+st S+mustn’t+st em. em. S+shouldn’t+s Shou S +should ld + stem. tem.
Interroga tive Must + s+stem ? Should +s +stem?
Tasks 1,2,3 p 133
Practi 20 ce: ’ Use: 15 ’
Task four: I complete with “should” or “shouldn’t”: people …………brush their teeth everyday. - people -we ………use plastic bags. - Every kid……..own a pet. -We …………cut trees. people ……………..organise cleaning campaigns - people every month.
L/L
L/L
Use the target stres
TXB
Seq: four. Lesson: I practice. L: 3ms. Dialogue:: Dialogue Amine : Have you ever been to the US ? Lila: Yes, I have already been there. A: What has impressed you most?
L: The Statue of Liberty. It’s awesome. What about you?
A: I have never been anywhere. L: I guess you haven’t saved enough money yet. A: yeah! I have just started. L: Take it easy! The world has changed since 2001.
A: Yes! And it’s quite dangerous.
Notice : The present perfect forms :
❶Positive: have / has + past participle. participle. ❷Negative: haven’t / hasn’t + past participle. ❸Question: have / has + subject + pa past st participle ….? Adverb/ Preposition Since For Already Yet Never Just Ever
Its use + a date. + a period of time Between the auxiliary and the past participle At the end of sentence (negative) Between the auxiliary and past participle (negative) Between the auxiliary and past participle (positive) Question
Taskone: I write sentences in the present perfect using the notes below: ❶-He / wake up / just.
❷-They / make / bubbles. ❸-I / see/ The Revenant / yet. ❹-Amel / start / a/ new / book / already. ❺-you / be / to / England / ever. ❻you/ ever/ kill/ an animal. ❼I /never/ see/ an elephant.
Seq: 04.
Lesson: I practice.
L: 3ms.
Learning obj: BTEOTL, LWBA to use the present perfect tense with time adverbs. Tim ing 5’
Frame work Warm
Procedure
Focus
T greets and welcomes her L
T/L
up:
T writes “to have” on the board
T asks L, what is it? T asks L to find the present forms of this auxiliary verb. presen T splits the worksheets(above) 20’ tation: T asks L to describe the pics on the sheets T reads the dialogue T asks L to read it in pairs T asks L to pick up from the text, a positive, negative and interrogative stce. Eg: 1. I have already have already been been there.(positive) 2.You haven’t saved enough enough money.(Negative) 3.Have 3.Have you you ever been to been to the US? (Interrogative) T asks : Are these sentences in the past or present?(pastbut continues continues to the present)
L/T
Objective
Introduce the topic Review the present forms of have
L/L
Present the target stre
MI
T/L L/T
Identify the present perfect forms and use
Idem
+ past participle of the verb.
the board: -How long have you lived in London?
V K
Idem
tense, it’s composed ot: have / has
-“How long”use: T writes the examples below on
WB WKSTS
VKT AMI
A
T L identify the dif elements ofhelps the sentences T notices: The present perfect is a compound
-The use of time adverbs: (explained in the worksheet above)
Mate rials
The use of how long? Since For
Idem
20’
Prac tice:
-I have lived in London since 2000. -I have lived in London for 18 years. How long? Is used to ask about to ask about the duration of an action. I answer with: since + a date. Or: for + period of time.
Idem
L/L T asks L to do the first task on the worksheet above.
Use the learnt stre in meaningful context TXB CPB
Task 16 p136. Task 17 p136. Task 18 p 136.
15’
Use: Task: I answer the questions below: A: How long have you you studied English? You: ………………………………………… A: Have you ever been been to England? You: ………………………………………….. ………………………………………….. A: Have you finished finished you middle school? You: ………………………………………….. ………………………………………….. A: Have you ever seen seen a lion? You: …………………………………………… ……………………………………………
T checks, helps. Correction on the board. T asks L to act the dialogue in pairs.
L/L Use the present perfect to talk about oneself.
WB
Idem
Seq: 04.
Lesson: I practice.
L: 3ms.
Alex is driving his son Tom to school. Tom didn’t have his breakfast. He took a croissant with him rolled in a paper pape r cover. When he finished eating it, he opened the car window and wnted to throw the paper out
of it. The father shouted” don’t throw litter in the street!””What’s wrong with you? I always tell you not to do that! Listen to me and do
what I say. It’s for your good and mine. My son, this planet doesn’t belong to us, it belongs to all the living creatures; humans, plants,
animals, birds, insects, fish…We found it beautiful and clean , we must keep it as it is or better! All the kids should be aware of the importance of taking care of the environment for our survival sake.”
Tom: I am sorry daddy, I know you’re right. I just forgot. Alex: Be a good boy and don’t forget! Okay dear? I am sorry I yelled at you!
Tom It’s alright pa!
Seq: 04.
Lesson: I practice.
L: 3ms.
Learning objective: BTEOTL,LWBA to use the imperative (positive and negative). Ti Frame m work ing 10’ Warm up:
Presen tation:
25’
Procedure
Focu s
Objective
Mat VKT e AMI rials
Interact T greets and welcomes her L T takes a paper and scramble it T throws the paper and throws it on the floor. T asks: what am I doing? Is it a good or bad action? Do you do something like that? How do we call this rubbish on the floor? Why is it bad to throw litter anywhere? Where should we put our litter?
T/L
Enhance data from L
Ide m
MI Introduce the topic Explain dif vocabular y
L/L
Ide m
Learners give the sentences T takes notes on the board T writes the following examples on the board: -listen to me! -would you listen to me please? T asks L to compare the two tones The first is an order , no choice given. The second is a request which can be
V K T WKS A WB
L/T
T splits the worksheets T asks l to take a look at their sheets T asks L to count the pics T asks L to describe the pics T delivers the correct vocabulary as “litter…” T reads the text T asks some L to read again Tasks some comprehension questions: Who is speaking in the text?... T asks L to do the following tasks Task one: I read the text then complete the table below: sentenc positiv negativ function e e e ● Listen Imperativ to me! e/ order ………….
with L
T/L
Identify the imperativ
Ide
L/T
e mood
m
The imperativ e structure and punctuati on
accepted or refused. T writes other examples on the board: be a a good boy . (positive) (positive) -be -don’t throw litter litter on the floor !(negative) !(negative) T explains: We use the imperative to make orders. The verb in the imperative has no subject, it’s implied (you) Positive: stem!
Negative: don’t+ stem. An imperative sentence sentence can end with a Practic full stop or exclamation exclamation mark. e:
15’
T asks L to do the following tasks: Task one: ( pair work)I give my partner
Ide m
L/L
four orders, two things to to do , and two things not to do. (a game) Use:
10’
T asks L to do the following task: Task: I put the verbs in the correct form: -(to be ) ……quiet and (to do) your work. -(not to cut )………trees! -(to respect) ………. All living creatures. -(to preotect)………environment (not to spoil) …….it.
Use the learnt stre orally
Written way
Seq : 04.
Lesson : I practice. (PPU) L: 3ms.
Learning obj: BTEOTL,LWBA to use comparatives of superiority. Ti m ing 10’
Fram Procedure e work Warm up:
T greets and welcomes her L T brings pics representing animals and asks L to name them T draws the chart below on the board:
Focu s
Objectiv e
T/L
Introduc e the topic
Mat e rials
VLA TMI
WB
V K
Adjectives Tall Dan gero us giraf Tiger fe
WKS
L/T Frien dly
Kind
Dog
Cat
A
Beau tiful
Explain the adj meaning
Pand a
MI Ide m
T asks L to classify the animals in the corresponding adjective column Prese n 30’ tation :
T sets up the situation:
Today we’ll learn how to make comparisons of superiority using short and long adjacives T draws a cahart like this: Short Two syllable Adjectives adj (1s) Tall Nice Fast
Friendly Happy Rapid
Long adj (3s +)
T/L
Beautiful Exensive Dangerous
L/T
T gives adj and asks L to classify them T pins pics of two animals on the board and write an adjective they share next to them
Identify the number of syllables (descrimi nate between short and long adj)
Ide m A.Regular adjectives: adjectives:
Let’s use the following adjectives adjectives to compare these two animals: Kind, friendly, dangerous. -A dog is kinder than a cat. -A dog is more friendly than a cat. -A dog is friendlier than a cat. -A dog is more dangerous than a cat.
T/L
Identify the stres and the use of the compara tives
Rule: to compare two persons or things or animals we use adjectives. 1.Short adj+er than 2.More + long adj than 3.Two syllable adjectives accept both rules above. B.Irregular adjectives:
Some adjectives don’t accept the rule above, so you have to learn them by heart.(chart p131) C.Spelling rules: P132.
5’
Practi T asks L to do the following task ce: Task 20 p138.(oral)
15’ Use:
Task 19 p 137.(written)
T/L
Use the learnt stre
TXB
L/L consolid ation
Seq: 04.
Lesson: I read and do.(PDP)
L: 3ms.
Learning obj: BTEOTL, LWBA to interpret a non verbal message about pollution. Target comp: intrp, prod. Domains: O&W. Target stres: lexis related to pollution problems and solutions. Cross cur comp: Intel: He can understand a non verbal text and show creativity while creat creating ing oral and verbal messages. Meth: He can develop reading skills strategies. Com: He can process digital data in English. Pers and soc: He can show responsibility towards his environment. Core values: valuing environment and nature. Tim ing 5’
10’
30’
Frame work Warm up:
Procedure
Focus
Objective
T greets and welcomes her L T brings pics representing all types of pollution and asks L to classify them in the correct category.
T/L
Introduce the topic
Pre T sets up the situation reading: Today we’re going to read about litter; its dangers and how to get rid of it. T asks L to open their books on P 139. T asks L to take a look at the text and say how many paragraphs are there. T asks L to read the text and say what is it about. While reading: T asks L to read the text and do task one p 139. -bibliographical notes: Argumentative. Web article. -Reading notes: 1.litter, its dangers and how to get rid of it.
3.because it’s associated with health risks…. 4.p3
Mate rials
VKT AMI
Pics
V
L/T K
T/L
Discussing litter problem
WB
A MI
L/T
L/L
Interpreting a non verbal message about litter TXB
5.to encourage them keep their environment clean. 6.we: Scottish people Them: children Who: pupils Their: pupils They: pupils. Its: school.
Idem
8.NO, they shouldn’t. The author’s opinion is that they should see it a positive action to improve their environmental neighborhood.
15’
Post reading:
Idem L/L
Question 9: as a class discussion. T asks L to give their opinions.
Class discussion about litter problem
