-
By : Mr Samir Bounab (
[email protected] )
My School Presentation PPU speaking PIASP teaching simple present tense
oral
/h/ -/ə/ - /s/ - /z/ - /iz/ “Your classmates wants to know about your daily activities and leisure time
Asking and giving the time
Simple present tense
daily activities (get up- wash – face – brush – teeth – get
dressed- have breakfast – go to school- have lunch- watch tv – do homework-rabbit –goldfinchcanary – turtle- goldfish- parrot- fennec- hobby – drawing)
ð/ & /θ / -
visual ( school manual flashcards )
He can understand and interpret verbal and non-verbal messages He can work in pairs or in groups He can use role-play to communicate appropriately He socialises through oral or written exchanges
Values The learner can use the markers of his identity when introducing himself to others: name,
He behaves as a responsible and committed citizen he shows respect for the family members and all the jobs seen in the societyy He is keen on learning about others’ markers of identity
time
rational
Interaction
Teacher – Greet and students welcome Studentsteacher Valuing time Studentsstudents
Teacher – students Know time Studentsteacher Studentsstudents Teacher – students Studentsteacher
Valuing time
Student sstudent s Teacher – students Studentsteacher
Valuing time
Student sstudent s Teacher – students Studentsteacher Student sstudent s
Value time and habitual Teacher – behavior students Studentsteacher Student sstudent s
competences
Procedure
MS1 Lesson
Me & My daily activities
VAKT/ Aids
Seq 3
Warming up: The greets his learners and welcomes them. The teacher interacts with his pupils bout the timing of the English lesson, what they will study next ,he tries to make them talk about the timing of their school syllabus or what they are studying in that day The teacher tries to make them also talk about the timing they start school and the time they finish it. Presentation: Using a visual aids { a clock} The pupils listen to the teacher and try to repeat the time . O'clock = sharp: { one – thirteen / two fourteen / three – fifteen Twelve = mid –day / twenty four = mid night = zero hour} Quarter past: [one – two three – sixteen ………………… Half past: {five – seven – ten – twenty ……………….} Quarter to: [three – nine – twenty ……………….} The pupils listen to the teacher and repeat, then they are asked to perform following statements about timing: It (time) is Twelve = mid –day /twenty four = mid night = zero hour} Quarter past: [one – two three – sixteen …………………] Quarter to: [three…………….. Half past: {five – seven – ten – twenty ……………….} The teacher next invites the pupils to perform in pairs: A : Is it One O’clock ? B: No, it is not. A : What time is it then ? B : It is one o'clock / quarter past one / half past one / quarter to Practice 1 : The learners perform the drill by pairs and they are asked to be free to substitute key word A : Is it (One O’clock - quarter past … / quarter to … / half past? B: No, it is not. A : What time is it then ? B : It is two o'clock / quarter past one / half past one / quarter to Use : The pupils say the time and repeat it then they are asked to ask about the time and give it . Presentation 2: < Describing Daily Activities> Using Visual aids showing daily routine activities the teacher introduces the situation The learners listen and repeat
Interact to greet and welcome
Visual & tactile ( Interact learners about the time English time table) course Visual ( flash card / clock ) Interpret the clock And the time Visual ( board and marker)
Interact about time Visual ( clock & board and marker)
Interpret the time Visual ( clock and board & Produce drill marker) asking and telling the time
Interact about time and daily activities
get up have breakfast go to school watch TV do home work go to bed
at 7 at 7:15 at 7;30 at 5:00 at 18:00 at 22:00 Practice The teacher invites the pupils to talk about those pictures , say the timing and daily activities that John does everyday. The learners listen then repeat. John gest up at 7 . he has breakfast at 7:15 .He goes to school at 7:30 He watches TV at 5:00 .He goes to bed at 22:00 Use : The learners are asked to talk about their daily activities ( oral) The learners read the written work on the board then copy down on their copy book
[email protected]
Visual ( flash card showing daily activities )
Interpret Daily activities and Visual ( time board and marker) Produce Short paragraph about One’s daily activities
MS1 level Me & My daily activities Seq 3 Lesson : PPU Speaking ( Describe daily activities part 2) Warmer :
Teacher – The teacher welcomes his learners, and tries to make quick review Greet and students about the last session. welcome Ask and tell the time & list some daily activities StudentsJohn gest up at 7 . He has breakfast at 7:15 .He goes to school teacher
Value time and habitual behavior
Student sstudent s
Teacher – students Studentsteacher
Value time and habitual tasks
Student sstudent s
Teacher – students Studentsteacher
at 7:30 .He watches TV at 5:00 .He goes to bed at 22:00 The learners repeat sentence by sentence then the whole paragraph .
Interact to greet and welcome
Interpret the suggested daily activities
Presentation :The teacher may invites the learners to act as a drill: A: Does john get up at 8:00? B: No he doesn’t. A: At what time does he get up then? Interpret and B: He gets up at 7. perform in Learners listen , repeat then perform in pairs pairs Practice : The learners perform the drill then substitute key words. (has breakfast -9/ goes to school – 10/ watches TV 20:00/ goes to bed 00:00) The teacher invites the learners to pay attention at the Practice task, on page 74 , he explains the instructions then invites them to work Interpret on their rough copy books. and Task 3p74: Look at the pictures and complete the sentences. substitute Picture One: I get up at 6:30 Picture Two : I wash my face at 6:45 Key words Picture Three I go to school at 7:30 Picture Four I have lunch at 12:00 Picture Five I watch tv at 19 Picture Six I do my homework at 19 :30 Picture Seven : I go to bed at 22:00 The learners do the task in rough , correct on the board and read the corrected task Use . The teacher invites the learners to talk about their daily activities Produce dialogue by asking them to answer the following questions :
Inquire about one’s Student daily sactivities student s
A: What do you do at [6.30-6.45- 7:00- 7:30- 8:00 -8.30 ] B: I get up at 6:30 I pray on my clothes at 6:45 I have breakfast at 7:00. I go to school at 7:30 I arrive to school at 8:00 I start class at 8:3
Visual ( board & marker)
asking and answering about daily activities
Visual ( flashcards & board & marker)
Visual ( board and marker)
Visual ( flashcards showing daily activities)
Visual ( learners copy book & board and marker)
PIASP : Teaching simple present tense Teacher – students Students- presentation teacher Know about the simple present tense
I do my homework at 19:30 . He goes to school .
isolation I+ do +my homework + at 19:30 He + goes+ to schol Student sstudent s analysis subj+ verb + object + time subj + verb + obj (do= verb to do) (goes=verb=to go+ es) Simple present tense
simple present tense
Interact about the suggested statement Visual ( Interpret board and each part of marker) the statement and identify the new structure
Stating rule
Teacher – students Studentsteacher Student sstudent s Know about the simple Teacher – present students tense forms Studentsteacher Student sstudent s
Teacher – students Studentsteacher
Question Using the simple present tense
Student sstudent s
Teacher – students Studentsteacher Student sstudent s Make questions using “yes Teacher – & no ‘” students questions & whqq Studentswords teacher Student sstudent s
The teacher does a quick summary about the simple present tense. Interpret Grammar : The simple present tense: the stated rule The sentence is Subject + verb + object a) The subject: I / you / we/ you/ they I you we you they
speak play support revise start
Visual ( board and marker)
English football the Algerian team the lessons class at 8.30
b) the subject : " he – she – it " s He She + verb + es + object It ies speaks S/he – it washes - misses- boxes- does- watches
Interpret the forms of the simple present tense
Visual (board and marker)
Crycries - worry worries But: when "y" is preceded by a vowel only "s" is added. play plays S/he –it Obey obeys Buy buys c)
Questions: 1) Whqqs: Subject " I- you- we –you – they".
Where What How When which Example: Where What How When Which
+
DO + SUBJECT + VERB + OBJECT +?
DO
I you we you they
Where Which What
Visual ( board and marker)
study? speak? support? start? leave?
does (she / he /it) pray ? How go When study 2) Whqqs : Subject : " he – she – it " Where What How When which
Interpret the different forms of the simple present tense
+DOES +SUBJECT +VERB ( s/es/ies)+ OBJECT + ? infinitive
live watch
Visual ( board and marker) Interpret the forms of the type of questions used with the simple present tense
Visual ( board and marker)
But when the question is about the "subject" WHO + verb. Ex: Who goes to school/ who knocks the door / who score ? Teacher – students StudentsMake teacher auxiliary questions Student sstudent s
Interrogative questions: Do +
subject +
verb + object
Does Ex :
do (you –I – we – they) study English? Does (he –she – it) have lunch?
Interpret the way to ask questions using the simple present tense
Visual ( board and marker)
3)Negative form: Teacher – students
Form negative form
Studentsteacher Student sstudent s
1) Subject
+
(I/you/we/they)
do
+ not
+ verb
+ object.
do not ( go-study-wash)
2) Subject + does +not + verb(infinitive) + object. (s/he –it ) does not
( wash- stay- cry )
Learners read the written work on the board , then copy down
By : Mr Samir Bounab ‘
[email protected] )
Interpret the negation with the simple present tense
Visual ( board and marker)
