Ms1 full sequence 3 me & my daily activities
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Transcript of Ms1 full sequence 3 me & my daily activities
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By : Mr Samir Bounab ( [email protected] )
mailto:[email protected]
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My School Presentation
PPU speaking PIASP teaching simple present tense
oral
/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 –goldfinch-
canary – turtle- goldfish- parrot- fennec- hobby – drawing)
visual ( school manual flashcards – daily activities flashcards-
clock – board and marker
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
mailto:[email protected]
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time rational Interaction Procedure competences VAKT/ Aids
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Greet and welcome Valuing time Know time Valuing time Valuing time Value time and habitual behavior
Teacher – students Students- teacher Students- students Teacher – students Students- teacher Students- students
Teacher – students Students- teacher
Students- students
Teacher – students Students- teacher
Students- students
Teacher – students Students- teacher
Students- students
Teacher – students Students- teacher
Students- students
MS1 Me & My daily activities Seq 3 Lesson
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 . Learners use their school time table and perform asking
about the time of : starting school – finishing school – time of each subject – break time – lunch time …
Presentation 2: < Describing Daily Activities> Using Visual aids showing daily routine activities the teacher
introduces the situation The learners listen and repeat:
get up - do ablution - pray - have breakfast - go to school -
watch TV do homework – have dinner - go to bed at 6 -6:15 – 6: 25 - 7:15 - 7;30 - 5:00 - 18:00 -22:00
by Mr Samir BOUNAB ( [email protected] )
Interact to greet and welcome
Interact
about the English time
course
Interpret the clock
And the
time
Interact about time
Interpret the time
Produce drill asking and telling the
time
Interact about time and daily activities
Interpret
Daily activities and
time
Produce Short
paragraph about
One’s daily activities
Visual & tactile ( learners time table) Visual ( flash card / clock ) Visual ( board and marker) Visual ( clock & board and marker) Visual ( clock and board & marker) Visual ( flash card showing daily activities ) Visual ( board and marker)
mailto:[email protected]
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Greet and welcome Value time and habitual behavior Value time and habitual tasks Inquire about one’s daily activities Know about the simple present tense
Teacher – students Students- teacher
Students- students
Teacher – students Students- teacher
Students- students
Teacher – students Students- teacher
Students- students
Teacher – students Students- teacher
Students- students
Practice
The teacher invites the pupils to talk about those pictures , say
the timing and daily activities .
Affirmative form :
The learners listen then repeat using the pronouns ( I- you
– we – they )
A: What do (you/ they) do every day at [6.30-6.45- 7:00-
7:30- 8:00 -8.30 ]? B: ( I- you-we- they) get up at 6:00 ( I- you-we- they)
do ablution at 6: 15 . ( I- you-we- they) pray at 6:30 .
( I- you-we- they) on my clothes at 6:45 ( I- you-we-
they) have breakfast at 7:00. ( I- you-we- they) go to
school at 7:30 ( I- you-we- they) arrive to school at 8:00
( I- you-we- they) start class at 8:30 . ( I- you-we- they)
have lunch at the school canteen at 12 :30 . ( I- you-we-
they) finish school at 16 :30 . ( I- you-we- they) do
homework at 18:00 . ( I- you-we- they) have dinner at 20 :
00 . ( I- you-we- they) watch tv at 21:00 . ( I- you-we-
they) go to bed at 22:00.
Learners are invited to perform using ( he – she)
A : What does (John /Khadidja) do every day? B : Every (John/Khadidja) gets up at 7 . ( He – She)
does ablution . ( He- She) prays at 6:20 . ( He /She) has
breakfast at 7:15 . (He / She) goes to school at 7:30 . ( He-
She) starts school at 8:00 . (He-She) has lunch at 12 30. (
He – She) finishes school at 16:30 . ( He- She) revises
lessons at 18:00 . ( He – She) has dinner at 20: 00 .(
He/She) watches TV at 5:00 . (He/She) goes to bed at
22:00
Interrogative & negative form
A : Do ( you- they ) have lunch at 7:00?
B : No , ( I – you – we – they) do not.
A : Do ( you – they ) go to bed at 22:00?
B : Yes ( I- you – we – they ) do .
A : Does ( khadidja – John ) goto school at 9:30?
B : No ( he – she) does not.
A : Does ( he – she) have dinner at 20:00?
B : Yes ( he- she ) does
Learners work in pair and substitute keywords
Use :
The learners are asked to talk about their daily activities (
oral) & do that as homework for the next session
The learners read the written work on the board then copy
down on their copy book
Interact to greet and welcome
Interpret the suggested
daily activities
Interpret and perform in
pairs
Interpret and
substitute
Key words
Produce dialogue
asking and answering about daily
activities
Interact about the suggested statement
Interpret each part of
the statement
and identify the new structure
Visual ( board & marker) Visual ( flashcards & board & marker) Visual ( board and marker) Visual ( flashcards showing daily activities) Visual ( learners copy book & board and marker) Visual ( board and marker)
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Know about the simple present tense forms Question Using the simple present tense Make questions using “yes & no ‘” questions & whqq words
Teacher – students Students- teacher
Students- students
Teacher – students Students- teacher
Students- students
Teacher – students Students- teacher
Students- students
Teacher – students Students- teacher
Students- students
Teacher – students Students- teacher
Students- students
Lesson : PIASP teaching grammar “ simple present tense”
( Describe daily activities part 2)
Warmer :
The teacher welcomes his learners, and invtes the learners to
correct the given homework
Assessing homework:
The teachers moves and checks the learners’ productions ,
then selects some to read their productions
Suggested production :
I get up at 6:00 . I do ablution at 6: 15 . I pray at 6:30 .
I have breakfast at 7:00. I go to school at 7:30 .I- you-we-
they) arrive to school at 8:00 . I start class at 8:30 . I
have lunch at the school canteen at 12 :30 . I finish school
at 16 :30 . I do homework at 18:00 . I have dinner at 20 :
00 . I watch tv at 21:00 . I go to bed at 22:00. Teacher reports the learners’ best production , then invites
them to read the corrected composition
PIASP : Teaching simple present tense
presentation I do my homework at 19:30 . He goes to school .
isolation I+ do +my homework + at 19:30 He + goes+ to schol analysis subj+ verb + object + time subj + verb + obj (do= verb to do) (goes=verb=to go+ es)
Simple present tense simple present tense
Stating rule
Interpret the stated rule Interpret the forms of the simple present tense Interpret the different forms of the simple present tense Interpret the forms of the type of questions used with the simple present tense
Visual ( board and marker) Visual (board and marker) Visual ( board and marker) Visual ( board and marker) Visual ( board and marker)
mailto:[email protected]
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Make auxiliary questions Form negative form Act of Communic And social status Inquire about learners’ school time table
Teacher – students Students- teacher
Students- students
Teacher – students Students- teacher
Students- students
does (she / he /it) pray ? How go When study 2) Whqqs : Subject : " he – she – it "
Where What
How +DOES +SUBJECT +VERB ( s/es/ies)+ OBJECT + ? When infinitive which
Where live Which watch What
The teacher does a quick summary about the simple present tense. Grammar : The simple present tense:
The sentence is Subject + verb + object
a) The subject: I / you / we/ you/ they I speak English you play football we support the Algerian team you revise the lessons they start 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 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 + DO + SUBJECT + VERB + OBJECT +? When which
Example: I study? Where you speak? What DO we support? How you start? When they leave? Which
Interpret the way to ask questions using the simple present tense Interpret the negation with the simple present tense
Visual ( board and marker) Visual ( board and marker)
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Match number with script Identify &
Doscriminate Between the meaning of each sentence Ask and tell time in communica Information Gap activity
Teacher – students Students- teacher
Students- students
Teacher – students Students- teacher
Students- students
Teacher – students Students- teacher
Students- students
Teacher – students Students- teacher
Students- students
But when the question is about the "subject" WHO + verb.
Ex: Who goes to school/ who knocks the door / who score ?
Interrogative questions:
Do + subject + verb + object Does
Ex : do (you –I – we – they) study English? Does (he –she – it) have lunch?
3)Negative form:
1) Subject + do + not + verb + object.
(I/you/we/they) 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] )
Interact to greet and welcome Interact about the English course timing Interpret the time in written way Interpret the meaning of each Sentence Interact in pairs Interpret the school time table Produce communic Task using time
Visual ( board and marker) Visual ( board and marker) Visual ( board and marker) Visual ( board and marker)
mailto:[email protected]
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Socializing Be aware about importance one’s school time table Spell the time Identify and discriminate between the learnt learning objectives Use the time in real life exchanging situation
Teacher – students Students- teacher
Students- students
Teacher – students Students- teacher
Students- students
Teacher – students Students- teacher
Students- students
Teacher – students Students- teacher
Students- students
MS1 level Me & My daily activities Seq 3 Lesson : Ask and tell the tell / describe daily activities (Practice) Warmer : The teacher greets & welcomes his learners , then inquires about the time the previous session before English or the one after , he may ask them these questions :
What time is the English course today? What time do you start class? What do you study today ? ( time + course)
PRACTICE: The teacher reports the learners answers on the board
then invites them to read. Learners are invited to do the following tasks. The teacher explains the instruction then invites the
learners to work in rough Task 1: Write the time in full .( based form )
1.00 12.15 13.30 14.45
16.00 00.00 12.00 8.01
17.05 18.20 18.29 19.40
22.50 23.59
Learners work in rough , the teacher supervises their sorks
then invites them to correct on the board
Teacher explains the instructions of the second task then
invites the leaners to work in rough.
Task 2: Complete with the right word to identify the meaning of each sentence. ( meaning based)
( age – likes – time – job)
Ahmed is a doctor = (………………………..) Amira is 9 years old . = ( ………………………) It is 10 : 30 . = (………………………………) I like playing football . = ( …………………….)
Learners works in rough , the teacher supervises their sorks
then invites them to correct on the board
Teacher explains the instructions of the next task , then invites
his learners to work in rough .
Task 3: Use your school timetable to complete the
dialogue. (vommunicative based )
Teacher: What time is the English on Sundays?
Learners : The English course is at …………..
Teacher : Is the French course at 10 : 00 today?
Learners: ………………………………….
Teacher : What time do you practice sport ?
Learners : On practice sport on ………….at ……………
Learners work in rough , the teacher supervises their sorks then
invites them to correct on the board
Learners are invited to read the corrected tasks , then copy down .
By Mr .Samir Bounab ( [email protected] )
Interact to greet and welcome Interpret the questions related to the school time table Interpret time from numbers to letters Interpret the meaning of each sentence Interact and interpret the exchange to produce a dialogue asking and give the time
Board and marker Board and marker Board and marker Board and marker Board and marker
mailto:[email protected]
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Be happy to meet classmate and teacher Master the components of a sentence and the right logical order Understand meaning of each sentence Use the learnt language to Ask questions in real life situations Identify the verb in a given sentence Discriminate between the pronun of the final “s”
Teacher – students Students- teacher
Students- students
Teacher – students Students- teacher
Students- students
Teacher – students Students- teacher
Students- students
Teacher – students Students- teacher
Students- students
MS1 level Me & My Daily Activities Seq 3 Lesson : Describe daily activities ( practice ) PIASP pronunciation sounds /s/ - /z/ - /iz/ Warmer : The teachers welcomes his learners and tries to make quick review about the last session, making them talk about describing their daily activities using the simple present tense. Learners are invited to do the following tasks to consolidate the previous acquired knowledge Practice :Task One: (based form ) Re-order the words to make correct sentences and questions :
? / you / study / Friday / Do / on , / not / I / No/ do / . Ahlam / ? / Does / speak / French Does / . / yes / she / What /?/ Omar / does / finish / school his/ likes/ Omar /canary/ ./ canary/./ nice/sings/ songs
Learners work in rough the teacher supervises their works , then invites them to correct on the board and read the correct tasks
Task Two : ( Meaning based) Match the pairs
Sentence Meaning
a) My dad is a plumber. b) English is at 9:00. c) I get up at 6:00, have class at 8:00 ,
practice sport at 10…. d) I like football.
1) Likes 2) Job 3) Time 4) Daily activities
Sentence a b c d
Meaning
Learners work in rough the teacher supervises their works , then
invites them to correct on the board and read the correct tasks Task Three: (communicative based task) Ask questions to form
correct dialogue. A : ? B : No ,I do not study at the lycee. A ; ? B : I study at Middle school. A: ? B : yes my brother works in an office Learners work in rough the teacher supervises their works , then
invites them to correct on the board and read the correct tasks
PIASP pronunciation sounds /s/ - /z/ - /iz/
Presentation : Learners are invited to read the sentences in the first task and pay attention at the words written in different color.
Ahlam speaks French .The canary sings well. Omar finishes school at 17:00. Analysis: speaks sings finishes s = /s/ s = /z/ s = /iz/ Stating rule :
Letter Pronunciation
“s”
/s/ = likes- hates- /z/ = goes- studies /iz/ = finishes- watches
By Mr Samir Bounab ( [email protected] )
Interact to greet and welcome Interpret the right form of each sentence Interpret the meaning of each sentence Produce a dialogue dealing with daily activities using the simple present tense Interact about the previous task Interpret the for m of the verbs ending with “s” Interpret the sound behind each letter
Board and marker Board and marker Board and marker Board marker Board and marker
mailto:[email protected]
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Practice pronunciation of the final “s” Identify and dicriminate between the pronunciation the final “s”
Teacher – students Students- teacher
Students- students
Teacher – students Students- teacher
Students- students
Practice :
Task 1: tongue twister ( game) Read the tongue twister
Mrs James sells seashells by the shiny sea shore Teachers reads the tongue twister and invites the learners to read it
increasing the speed
Task 2 : Put each word in its right column “maths- friends - hates – boxes- pets - matches – dogs- stops – places- plays- buses”
/s/ /z/ /iz/
Maths- hates- pets- stops
Plays- dogs - friends
Places- buses- matches
Learners work in rough , correct on the board , then read and copy down
By
Mr Samir Bounab
Interact about the tongue twister Interpret the sounds of each letter “s”
Flashcard seashell Board And Marker Board and marker
mailto:[email protected]
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My School Presentation
PDP Listneing PIASP teaching pronunciation
listening
ə /h/ - / /
“Your classmates wants to know about your daily activities and leisure 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 –goldfinch-
canary – turtle- goldfish- parrot- fennec- hobby – drawing)
visual ( school manual flashcards – daily activities flashcards-
clock – board and marker
ə /h/ - / /
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
mailto:[email protected]
-
Time Rational Interaction Procedure competences VAKT/Aids
Greet , welcome Get involved In Initial problem Solving Know and value Algerian Monuments And their places Guess and improvise Solve the initiated problem though tasks Scan the listening script to answer the task Reflect their real life situation
Teacher- student Students- teacher Teacher –student Students – teacher Student – teacher Students – students Teacher –students Students Students Students Students
MS1 Me & My Daily activities Sequence 3 Lesson : PDP Listening Warmer : Teacher greets his learners and welcomes them, then
invites them to make a quick review about last session Teacher invites the learners to talk about their daily activities
Teacher : What do you do every day? Learner: Every day , I get up at 6 :30, pray , have breakfast,
leave home ……. Pre-listening: Showing the photo of “Setif” , the teach tries to make the learners guess which moment and which wilaya
Teacher may help his learners by asking these questions:
T : what is the picture about ? P : It’s a monument T: Is it in your town ? P: No, it is not . T: Where is it then ? P: It ‘s in Setif
Teacher introduces the situation using picture showing “Amel” from Setif . Teacher invites the learners to look at the task , read the instructions , then listen and try to answer . Task 1 : Listen , then say “true”, “false” or “not mentioned”
a) Amel is from the east of Algeria. b) Amel is not a student. c) Amel has breakfast before school. d) Amel plays hopscotch after school e) Amel’s hobby is reading .
The teacher reads the script twice , then invites the learners to correct on the board then read the corrected task Teacher explains the instructions of “ Task 4 p75”, then invites the learners to listen twice and answer the task. Task 4p75: Listen and complete the table ( Books shut)
name Activities time
Amel Gets up 6:30
She Has breakfast 7:00
She Goes to school 7:30
She Does homework evening
Learners listen, then answer on their rough , after that they are invited to correct on the board
Post listening Teacher invites some learners to read the passage on page 75
,loudly , in order to make them familiar with the words and their pronunciations Learners are invited to make the same passage talking about their
own daily routine activities Learners work in rough, the teacher supervises their works , then
invites them to correct , then read the corrected one on the board and copy down .
Interact Interpret Produce Interpret
Interact Produce Interact Interpret Produce Interact Interpret Produce Interact Interpret Produce
Visual ( board and marker) Vosual ( photo of setif monument) Board and marker Audio ( script) Visual ( board and marker) Visual ( learners’ copy books)
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Identify The selected words Identify the words with their statements Define the use of each “wh qq word” Identify the form of each statement with its wh qq wod Discriminate Between the meaning of each whqq word Form correct question To make communi Information Gap activity
Teacher Students Teacher –student Students- teacher Students teacher Teacher Students Students Students Teacher Students Students Students
MS1 level Me & My daily Activities Seq three Lesson : PIASP grammar “ wh question words”
Teacher asks the learners to read the text , then underline the words : “ Setif – pupil – at 6:30 – in the evening”
Teacher asks the pps to read the passage then listen the sentences that include the underlined words Presentation: learners are invited to read the following sentence
Amel lives in Setif . She’s a pupil. She gets up at 6:30.In the evening she does her hw Isolation Setif pupil 6:30 evening Analysis: (place) (job) (time) (date)
Where what what time when Stating rule:
“wh” question word Question
a) What Object (pen –ruler-book….. Name ( Ahmed – Ahlem…. Time ( 6:30 – 10:30….
b) Where Place ( in Constantine – In Algiers…..
c) When Date ( 2017- Saturday – morning – evening
d) How (old) Age ( 11 years old ….. Practice :
Task 1: Re-order the words to make correct sentences. 1) ? / your / what / is / name/ 2) You / are / ? / How / old 3) From / you / ? / where/ are 4) Study/ ? / when / you / do / English
Learners work in rough , teachers supervises their works , offers help when needed ; then invites them to correct on the board Learners read the corrected task on the board Teacher explains the instructions of the second task then invites the
learners to work in rough and answer Task 2: Match the question with the meaning
Question Meaning
a) What are you ? 1) Time
b) How old are you ? 2) place
c) where are you from? 3) Date
d) When is you birthday? 4) Job
e) What time is it? 5) age
learners work in rough , teachers helps tem when ever they ask for that , then they are invited to correct on the board and read the corrected task Teacher explains the instruction of the next task , then he invited
them to work in pair on their rough copy books Task 3: Ask correct questions to form correct dialogue: A : ……………………………………………? B : My name is …………………………… A: …………………………………………..? B : I am 11 years old. A ………………………………………………….? B: it is 10 :30 now A; ……………………………………………..? B : I am from ………………………….. A : …………………………………………………? B : No, I do not study on Friday A :……………………………………………………………., B : I study on Sundays
Learners work in rough , the teacher supervises them ,invites them to correct on the board , then they are askd to read the corrected task and then copy down
Interact Interpret Produce Interact Interpret Interpret Produce Produce Interact Interpret Produce Produce
Visual ( learners’ school manual) Visual ( board and marker) Visual ( board and marker) Visual ( board and marker) Visual ( board and marker) Visual ( board and marker) Learners copy books
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My School Presentation
PPU Speaking PIASP teaching pronunciation /h/- ə / /
speaking
ə /h/ - / /
“Your classmates wants to know about your daily activities and leisure time
Simple present tense & “wh question words”
leisure activities ( read – play – swim- watch TV- play
games- hiking- go to forest- connect- chat – take care of pats – clean my district – plant trees - -
water trees )
visual ( school manual flashcards – daily activities flashcards-
clock – board and marker
ə /h/ - / /
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
mailto:[email protected]
-
Time Rational Interaction Procedure Competences AIDS/VAKT
Greet and welcome involve learners in initial problem solving situation value and discrim between duty time and leisure time Talk about One’s leisure Time Identify The new sounds And Discrimi Between them
Teacher- students Students- teacher Teacher – students Students – teacher Students- students Students- students Teacher – students Students – teacher Students Students Students- Students
MS1 level : Me & my daily activities seq three Lesson : PPU speaking - Talking about leisure activities & Naming Pets Warmer : Teacher greets his learners and welcomes them
Teacher shows a cartoon video : https://www.youtube.com/watch?v=evv9POaKOng
Teacher show another cartoon video about naming pets: https://www.youtube.com/watch?v=r5TJqfBvSIo
Presentation :
Teacher explains the new items “ week end – holiday – after school – leisure = free time”
Teacher invites the learners to elicit the leisure time activities ( even they use French or their mother tongue , the teacher has to be flexible and help them express that in English) : read – play – swim – watch TV- play games – hiking – go to forest - connect – chat – take care of pets- clean my district – water trees….
Teacher invites the learners to name the pets they know : “ cat – dog- fish- goldfinch- canary – cow- donkey – horse – sheep ….
Drill :
A : What’s your name ? B: My name is ……………………..
A: How old are you ? B: I am ……………
A: What do you do every day? B : Every day , I get up at 6:30 , pray at 6:45, have breakfast ………go to bet at 22:00
A : What do you do in your leisure time?
B: In my leisure time I watch TV, play football , play video games, go to forest and visit my family….
A: Do you have pets at home ?
B : Yes , have a cat pet and a goldfinch bird. I love it . It has nice colors
Practice : Learners listen ,repeat by pairs till they get the whole drill Learners are invited to perform the drill substituting key words about
leisure activities and pets Use : Learners are asked to work in pair and make short dialogue
talking about their own leisure activities and pets
PIASP : teaching sounds /h/ - ə / /
Teacher invites the learners to read the following example
Tongues twister : /h/ - ə / / Presentation : Harry has a hamster at home.He looks after it and waters it Islation ; harry has hamster home after waters
Analysis: /h/ /h/ /h/ ə / / /h/ ə ə / / / / Stating rule:
Letter sound
“h”
“ a- er” /h/ = have – home-horse
ə / /= plumber Practice : Task 1: Put each word in ts right box Holiday – apply – hot - summer- brother – horse – happy – away – tiger - plumber – doctor – sister – farmer
/h/ ə / /
Learners work in rough , the teacher supervises their works , then invites them to correct on the board
Learners read the corrected tasks on the board then copy down
By Mr Samir Bounab ( [email protected] )
Interact Interpret Produce Interact Interpret Interact Interpret Produce Interact Interpret Produce Interact Interpret Produce Interact Interpret Produce
Visual ( video tapes) Visual (flashcards showing leisure time activities) Visual ( board and marker / leisure time flashcards Visual tactile( rough copy books Visual ( board and marker) Visual ( board and marker)
https://www.youtube.com/watch?v=evv9POaKOnghttps://www.youtube.com/watch?v=r5TJqfBvSIomailto:[email protected]
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My School Presentation
PDP Reading PIASP teaching grammar “prepositions of time”
Reading
ə /h/ - / /
“ Margaret is wants to know about and your daily activities……
Simple present tense & prepositions of time
daily activities and leisure time
visual ( school manual flashcards – daily activities flashcards–
board and marker
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
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Time Rational Interaction Procedure competences Aids /VAKT
Welcoming and
greeting
Guess and improvise from none verbal to
verbal message
Discriminate between
correct and incorrect
statement and
irrelevant ones
Use mind mapping to
organize and split their answers
Teacher – students
Students –
teachers
Students- students
Teacher – students
Students –
teachers
Students- students
Teacher – students
Students –
teachers
Students- students
Teacher – students
Students –
teachers
Students- students
MS1 level Me & My daily activities Seq 3 Lesson : PDP Read & PIASP teaching grammar Warmer : Teacher greets his learners and welcome them Learners are invited to make a quick review about the last session “ talking about leisure activities” Teacher may ask the learners about their week end leisure activities Pre-reading : Using a photo of “Margaret” , teachers asks the learners to guess : Task 1: Look at the photo and try to answer the questions
1. Does the photo show a boy or a girl? 2. How old is she? 3. What is her job? 4. Where is she from?
The teacher invites the learners to write a short production about what they see and write ( mean while the teacher prepares the first task on the board) Teachers invites the learners to correct what they improvised During reading: “ A day in the life of an English pupil” Teacher asks the learners to open their books on page 85 , he explains the instructions of the first task ten asks them to read the text silently and answer Task 2: Read the text then say “ true” – false” or “ not mentioned”
1. The text is about Margaret 2. She is a student at “Good bye” Middle School 3. Margaret is from Australia. 4. The text is about daily activities
Teacher monitors his learners , then invites them to correct Learners correct on the board , then read the corrected task Teacher explains the instructions of “Task 1 p85/86” , then invites his learners to read the text silently and do the task Task 1 p 85/86: What does Margaret do ?
Learners work in rough , then they are invited to correct on their books using their pencils Post reading : The teacher explains the instructions of the following “ task”
By Mr Samir Bounab ( [email protected] )
Interact Interpret Interact Interpret Produce Interact Interpret Produce Interact Interpret Produce
Board and marker
Picture of Margaret Board and markers Text page 85 Board and marker Task page 85 Board and marker
morning get up at 7:30, wash , get
dressed, have breakfast, get to school , chat with
friends,have lessons
afternoon study at school,have break,
stay for school club, do homework
evening
watch TV at 9:00 pm
week end attend ballet ,go with family or a walk in the
country side
margaret
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Write production integrating all what has been seen
Teacher – students
Students –
teachers
Students- students
Task : Read the text and write a short paragraph about your friend Learners work in pair , exchanging information Suggested paragraph:
“ My friend ………………………..is ………………..years old .Everyday, my friend gets up at 6:30,prays , has breakfast, goes to school . My friend starts class at 8:30 , has lunch at the school canteen at 12:30 .In the afternoon , my friend studies starts at 13:30 and finishes at 16:30 . After school my friend has a snack, plays out and watches Tv , in the evening , (he/she) does homework , has dinner at 19:30. At night my friend watches Tv and goes tobed at 22: 30
Learners work in rough , the teacher supervises their works , and offers help once needed , then invites them to correct on the board , read then copy down
Interact Interpret produce
Board and marker
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My School Presentation
Situation of integration writing
“ Margaret’s mum wants to know about your mother’s daily activities
Simple present tense
daily activities and leisure time
visual flash cards showing mother daily activities
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
mailto:[email protected]
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Time Rational Interaction Procedure competences Aids /VAKT
Welcoming and greeting Valuing mother’s duties and tasks Organizing one’s ideas before writing Taking care of the form of the used language Getting used to the writing process
Teacher Sudents
Students Teacher
Teacher students
Students – teacher
Teacher students
Students – teacher
Student – teacher
Students –
students
MS1 level Me & My daily activities Seq 3 Lesson : situation of integration Warmer : Teacher greets his learners and welcome them Learners are invited to make a quick review about the last session “ talking about leisure activities” Teacher may ask the learners about their friend’s daily activities and leisure time ones Situation of integration : Brainstorming : Learners are invited to open their books on page 90and pay attention at Margaret’s post card , he reads it and invites some learners to read it
Learners are asked to pay attention then at the following
flashcards and try to describe them by completing this table Planning : Look at the pictures and complete the table
What does your mother do ? Morning Afternoon Evening Night
Get up – pray – prepare breakfast – wash dishes –arrange the house- clean the house – cook lunch - serves lunch – has lunch with family….
Prays – takes a nap – prepare cakes – makes snacks – visit neighbors – watch tv .
Cooks dinner – prepares table for dinner- serves dinner – washes dishes-
Watch tv – make the bed – sit with family and children- tell stories …
Grammar Skills Attitudes
Simple present tense – prepositions of time
Describe one’s daily and leisure activities Express likes
Valuing time and tasks related to it Taking care of pets Respecting friend’s likes
Drafting : Learners are asked to work on their rough copy, the teacher moves and offers his help once needed
Editing : Learners are asked to review their works and check what they have written ( use of the present simple – verb + s /es / ies) Publishing : Learners are asked to write their final production a
post card By Mr Samir Bounab ( [email protected] )
Interact Interpret Interact Interpret Interpret Produce Produce
Board and marker Flashcards showing mum’s duties Board and marker Learners’ draft
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Using different kinds of final productions lay outs
Students - students
Hi Margaret, Thank you for your postcard and for asking about my mum’s daily activities My mum says hello to your mum . Everyday my mother gets up at 6:30, prays , prepares breakfast , washes the dishes, cleans the house , washes the clothes, cooks lunch , serves it and she has it with family . In the afternoon , she prays , takes a nap , prepares cakes , visits neighbours or family , then cook dinner In the evening , she serves dinner, washes the dishes, makes the beds and sits with me and my family . She goes to bed at 23:00 What about your mum? Yours Learners read the corrected composition , then write down adapting to their mum’s activities
By
Mr Samir Bounab
Produce
Post card model to be reproduced by learners
mailto:[email protected]