Ms1 level file 2 family & friend according to atf & aef competencies and ppu & pdp lesson plans

[email protected]

!"#$"%&'()*+$+"#,-".,+/0)12340)+513+6074*03)

8889:0)$0%&'()*941:+!"#$%&'()*+,-./0

!"#$%&''

!"#%(&&(&''

!&#%$)!*#&'

'"!%+()#(%&'

'"!&,-(%&'

'"$)&#%*"#-$)'.$%/(%&'

'0()#-&#&'

'()1-)((%&'

'2!%3(%&'

'+4*35(%&'

'%(+$%#(%&'

'&("%(#!%-(&'

'&("*%-#6'1*!%0&'

'&$40-(%&'

'7(#(%-)!%-!)&'

'(6('0$"#$%&'

$+,#,!43$4$1-&#&''

0!)"(%&''

.!-#%(&&(&'!

!"#$"%&'()*+$+"#,-".,+/0)12340)+513+6074*03)

8889:0)$0%&'()*941:+!"#$%&'()*+,-./0

!"#$%&''

!"#%(&&(&''

!&#%$)!*#&'

'"!%+()#(%&'

'"!&,-(%&'

'"$)&#%*"#-$)'.$%/(%&'

'0()#-&#&'

'()1-)((%&'

'2!%3(%&'

'+4*35(%&'

'%(+$%#(%&'

'&("%(#!%-(&'

'&("*%-#6'1*!%0&'

'&$40-(%&'

'7(#(%-)!%-!)&'

'(6('0$"#$%&'

$+,#,!43$4$1-&#&''

0!)"(%&''

.!-#%(&&(&'!

!

!

!"#$"%&'()*+$+"#,-".,+/0)12340)+513+6074*03)

8889:0)$0%&'()*941:+!"#$%&'()*+,-./0

!"#$%&''

!"#%(&&(&''

!&#%$)!*#&'

'"!%+()#(%&'

'"!&,-(%&'

'"$)&#%*"#-$)'.$%/(%&'

'0()#-&#&'

'()1-)((%&'

'2!%3(%&'

'+4*35(%&'

'%(+$%#(%&'

'&("%(#!%-(&'

'&("*%-#6'1*!%0&'

'&$40-(%&'

'7(#(%-)!%-!)&'

'(6('0$"#$%&'

$+,#,!43$4$1-&#&''

0!)"(%&''

.!-#%(&&(&'!

!"#$"%&'()*+$+"#,-".,+/0)12340)+513+6074*03)

8889:0)$0%&'()*941:+!"#$%&'()*+,-./0

!"#$%&''

!"#%(&&(&''

!&#%$)!*#&'

'"!%+()#(%&'

'"!&,-(%&'

'"$)&#%*"#-$)'.$%/(%&'

'0()#-&#&'

'()1-)((%&'

'2!%3(%&'

'+4*35(%&'

'%(+$%#(%&'

'&("%(#!%-(&'

'&("*%-#6'1*!%0&'

'&$40-(%&'

'7(#(%-)!%-!)&'

'(6('0$"#$%&'

$+,#,!43$4$1-&#&''

0!)"(%&''

.!-#%(&&(&'!

F i r s t

T e r m

Term Month &

weeks File competence Learning objectives Type of task

Resources Module of integration (project) What students should

be able to do (SWBAT) Grammar Lexis Pronunciation Fi

rst

Ter

m

october Week 4

novem week 1

novem week 1

novem week 2

novem week 3

novem week 4

decem Week 2

decem Week 3

F

ile t

wo "

2"

"F

am

ily a

nd

F

rie

nd

s "(p41 to p59)

(p41 to p59)

Interact

Interpret

Produce

Describing people physical appearance Asking and giving information about people : age ,height, weight, job, occupation Talking about family members

OBS: End of 1st Term ( 13

weeks)

( oral and written) ( oral) (written)

The auxiliary " to have " :present simple tense The

qualifiers: tall / short / blue / dark……

The personal pronouns : "he / she "

WH questions / yes / no questions

The cardinal numbers from 20 to 100 Learn about culture

Greetings

• formal / informal • Celebrations

Sounds j = dj " Jack – Jim – job – June" g = good – glad – greet ‐ game s = z "

Family Profile / A card game

A card game Your classmate bought a family

game card ( 7 families game card edited in Arabic) and he wants to re‐make it in English .

You have just studied family members in English .

Assist your friend and help him to make another " English family card game" { 7 families game card}

Cut small cards , , use an Arabic English dictionary , draw each family members on them color them .

Your "family card game " is ready Play the games with your friend.

Family Profile An English pen friend sent you an email ,showing his family tree and he wants to know more about you and your family

Write an email introducing yourself and your family members.

Draw your family tree and stick it on your email.

Put in your email : " name – country – address‐ hair – eyes – job " about each member of your family.

Your family profile is ready present it to your teacher and your classmates before you send it to your English pen friend.

SWBAT : Introduce oneself and family

members

Describe someone's physical appearance Ask and give information about people (age‐height‐weight‐job_ occupation) Talk about family members By Mr. samir bounab (yellowdaffodil66@gm

ail.com

Page 2

File Two [Family & Friends] MS1 Level Personal Goals: During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation Two‐way communication with the world.[ 1) The teacher uses and plans activities that allow learners to practice and develop real‐life communication skills for reading, writing, speaking and listening (e.g. interviewing ,writing about a past experience , a classmate, reading an email, listening to phone message). 2)The teacher chooses topics and tasks that allow learners to develop skills in learning and communicating about themselves and their community ,and about their country and the world 3)The teacher introduces a variety of topics of interest to the learners that are related to other cultures, comparison of cultures and international issues. Communicative Competence. Communicative competence in English involves interacting with others using receptive / interpretive skills ( reading and listening) and productive skills ( speaking and writing ) , supported by the ability to use vocabulary and grammar appropriately and employ a range of language strategies that help convey and clarify meaning.

Lesson Focus: Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc …), vocabulary (words, word phrases, idioms, etc…) functions (polite requests, apologizing….)? In this lesson I will teach the following aspects of language:

Function: Introducing members of family and friends Grammar: To be <present simple > - Personal pronouns ( he & she) Vocabulary related to: family – greeting Pronunciation: sounds: /g/ & /dj/

Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson.

Can interact orally to ask and answer a question: On topic and situations related to describing themselves and others, home and time using memorized phrases and basic Can listen to and understand main points and some important details (e.g. who ,when , where) of: Very short and simple monologs and dialogues. Can fill in forms or give simple details writing using : About personal information (e.g. family ,school , address)

Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to : 1. Introduce members of family & friends 2. discriminate between the sounds /g/ & /dj/

Required material and / or resources : The manual’s flashcards (43 ‐44‐45) & manual script page [55]

[email protected]

page 3

Time Rationale Interaction STEPS OF THE LESSON Competencies VAKT

Greeting & welcoming Family relation Family relation Family relation Greeting & welcoming Part of speech Part of speech

Teacher Students Teacher Students Student Teacher Teacher Student Teacher Students Student Student Teacher

File 2 : Sequence 1 warm‐up : The teacher greets his learners and welcomes. The teacher interacts with his learners about the previous file , introduces the new one, specially the new project work . Pre‐listening : The teacher introduces the subjects through pictures "Sally/ Wang / Jim"

Sally is 10. Sally is from England / Wang is 11. Wang is from China. /Jim is the cousin of Sally .Jim is from England. The teacher introduces the situation, that Wang and Sally are talking about Jim(Sally’s cousin)

During listening : The teacher explains the instructions of the task then invites the learners to listen and ansswer. Exercise : Listen then match the questions with their answers.

Questions Answers 1- Who’s that over there? 2- How are you? 3- Where is he from?

a- Fine thanks. b- He is from Manchester. c- It’s my cousin Jim.

The script: Sally : Good afternoon, Wang .How are you ? Wang : Fine thanks .Who's that over there ? Sally : It's Jim my cousin .He is from Manchester. Wang : Glad to meet you, Jim. Jim : Nice to meet you, Wang .Welcome to London.

The learners listen (twice) then answer on their rough copy books. The teacher invites the learners to correct , reports the answers on the board then read the corrected tasks. Post –listening` : The learners are invited to perform the script by pairs substituting the following key words . • The pupils listen, then repeat and discriminate between the "3" greetings. • The pupils perform the drill using the three greetings. • The teacher introduces " He – She ",then invites the learners to listen and repeat.

Jim is from England. Jim is from England. Sally is from England. Sally is English. He She

• The pupils do the review by substituting the keywords. "Sami ‐Algeria – Algerian" /Michel ‐France –French" / Ivan ‐Poland – Polish ". • The teacher invites the learners to perform in pairs using the pronouns "He / She"

Who is this ? This is Aminata .Aminata is Nigerian She

1 2 3 C A B

8 :30 14 :00 18 :00 good morning good afternoon good evening

Interact Interpret Interpret Interact Interact Produce Interact

Board & marker Flash card page 43 Board & marker Script page 55 Flash card page43 Board & marker page 4

Question words Personal pronouns Ways of speaking ( phonology & phonetics) Ways of speaking Ways of speaking Page5

Students Teacher Students Student Teacher Teacher Student Teacher Students Student Student

• The learners perform using the following key words. This is Olga. She is Russian/This is Sami. He is Algerian / This is Michel. He is French /This is Ivan. He is Polish.

The teacher invites the pupils to perform the drill and insists on the pronouns "he – she " A : Who's this ? * B : It' s Aminata. A: Where is Aminata from ? * B : She is from Nigeria .She is Nigerian

The teacher reports on the board the following sentences. Presentation : A : Who is that ? B : That is Jim my friend . He is from England. Isolation : who that he Analysis : who= « wh question word » « that » demonstrative « he » = pronoun Stating rule :

o « who » « wh question word » o « that /this » ”demonstrative » o « he /she » « personal pronouns »

• Presentation :The teacher presents on tbe board the following sentences , reads it then invites the learners to read it.

Jane is a good girl. • Isolation :

« j » « g » • Analysis :

« j = d+j» « g +o/i= g» Stating rule : The sounds /dj / & /g/

« j » is { d+ j } = /dj/ « g » is { g+ o/a/i/u}= /g/

Practice : The teacher asks the pupils to listen , repeat then identify the sounds /dj/ & /g/ " good – go – Jane – game ‐ greet – big – job … • Exercise : Put each word in its column : « game – gap ‐ job – joke‐ grammar – grid‐ Jack – jacket‐ globe –give‐ January‐Japan‐garden ‐gas‐ journal –journalist‐ gap – garage »

" g " " dj" * good – glad – greet – game – gap – garage – garden ‐gas – gate –gather – Great Britain –globe –give – goal – grammar – – grid –

*Jack – jacket –January‐Japan‐Japenese –June – jeep – magic – job – joke – journal –journalist

• The teacher invites the learner to think and do the task « oral» , • The learners are invited to read the corrected tasks , then copy down on their copy books.

[email protected]

interact Interpret Interpret Interact Interact Produce

Board & marker Flash cards page 44 Board & marker Board and marker Board and marker Board and marker Script page 44 Board and marker

Greeting and welcoming Being, becoming friends and getting to know someone Greeting & welcoming


File 2 Sequence 1 ♣ Warm up : The teacher greest his learners and welcomes then interacts with them about the last seance. ♣ The learners are invited to open their books on page 44 and Interpret ‘Activity –a‐p44 » ♣ The teacher invites the learners to interact using the drill seen inthe last seance. ♣ The teacher explains the instructions of following written tasks , invites the learners to work on their rough copy books, supervises their works while they work , then invites them to correct on the boar. ♣ Practice : ♣ Based form task : ♣ Exercise 1 : Re‐order the words to make correct sentences. A : ? / that / who / is B :‐ friend / is /that / he/ from / Peter/ Spain/my/ is/ ./ ♣ Meaning based task : ♣ Exercise 2 : Match the pairs. ‐ good morning, how are you ? ‐ making phone calls. ‐ This is my friend Ali . – nationalities. ‐ Sami is not English .He is Algerian. ‐ Introducing. ‐ Hallo, is that 05678934 ? ‐ greeting. ♣ Communicative based task : ♣ Exercise : Fill in the gaps with : « Algerian‐ who – is – this –where‐ my‐ from »

A : ………. is ………… ? B : This is …….. friend Ahmed ? A : ………… is he………… ? B : He ……….from Algeria. He is ……………..

♣ The learners read the corrected tasks on the board. ♣ The teacher inivtes the learners to open their books on page 58. ♣ The teacher explains the instructins of « Activity –a‐p58 » Then invites the learners to work on their rough copy books. ♣ Activity ‘a’p58 : When to say : « good morning‐hello‐good afternoon‐good evening‐bye‐hi‐good bye »

8 :00 14 :00 18 :00 Meeting :Good morning‐ hi‐ hello Leaving : good bye – bye ‐

Meeting :Good afternoon ‐ hi‐ hello Leaving : good bye – bye ‐

Meeting :Good evening‐ hi‐ hello Leaving : good bye – bye

♣ The learners are invited to give back their answers , the teacher reports them on the board then asks the learners to read. ♣ The learners read the corrected tasks on the board then copy down on their copy books.

[email protected]


Board & marker Script page 44 Board and marker Board & marker Board and marker Board & marker Page6

Greeting an welcoming Family relations Family relations Family relations


File Two : Introducing Members of family Listen and Speak 2(PPU) Warm up : The teacher greets his learners and welcomes them, interacts with them about their daily school matters and tries to make a quick review about the last seance . Presentation : The teacher invites the learners to pay attention at the flash card on page 44 showing Sally’s family The pupils look at the family tree on page 45 and repeat.

1. This is John. He is the grand father. 2. This is Mary. She is the grandmother. 3. This Peter. He's the uncle. 4. This is Jack .He's the uncle. 5. This is Sue .She's the aunt. 6. This is Liz .She's the mother. 7. This is Jane .She's the aunt. Of Sally. 8. This is Bill. He's the father. 9. This is Tina .She's the sister. 10. This is Ken .He's the brother. 11. This is Charles .He's the brother. 12. This is Jenny .She's the cousin. 13. This is Jim. He's the cousin.

The pupils repeat the family members of Sally. The teacher introduces the following drill, then invites the learners to perform.

A: Who's that / this ? B : This / That is Bill He is the father. A : Who's that / this ? B :This / That is Liz She is the mother. A: Who's that / this ? B :This / That is Tina She 's the sister. A : Who's that / this ? B :This / That is Sally She 's the sister. A : Who's that / this ? B : This / That is Ken He's the brother. A : Who's that / this ? B :This / That is Charles He's the brother.

The teacher introduces the following drill. {Interrogative form}

Michel: Is this your (uncle Peter) / (aunt Sue)/ (cousin Jenny) / (cousin Jim)/ (sister Tina)?

Sally: No, it isn’t. It's my "father Bill " / "mother Liz" / "brother Charles " "brother / Ken".

Yes, she is my sister Tina. The pupils listen and perform the drill by pairs. The learners read the written drills on the board , then copy on their copy books.

[email protected]


Board and marker Sally’s family tree page 45 Sally’s family tree page 45 Sally’s family tree page 45 Page7

Greeting & welcoming Family relations Family relations Grammatical terms Grammatical terms


PDP Reading Lesson Sally’s email File Two . Warm up: The teacher greets his learners and welcomes them , then tries to interact with them about the last séance .(Describing members of family). Pre‐reading: The teacher invites the learners to open their books on page 45 and pay at attention at the text. The teacher interacts with the learners about the type of message and may ask the following questions to his learners.

What kind of message is it? It’s an email. What is an email? It’s an electronic mail.

During –reading: The teacher explains the instructions of the following Activity , then invites the learners to read and answer. Activity'd' p45: Read the 'email' then answer these questions. 1. Who is the sender? 3. Who is with her? 4. Who is the receiver? 5. Is Sally Algerian? Sally is. Her parents are with her Amine is. No, she isn't. 2. Where is she? 6. Where is she from?

She is at home. She is from. England. She's English 7. Is Amine Algerian? Yes, he is.

The pupils do the activity in rough, correct on the board, then read the corrected task The teacher asks the pupils to read the text, and then do the following exercise Exercise n°1 : Read the 'email' then find the opposites. a) There =/= here b) your =/= my d) enemy=/= friend e) alone =/= with The pupils do the exercise in rough, correct on the board, then read the corrected task. The teacher asks the pupils to read the 'email',then do the following exercise. Exercise n°2: Read the text, then find the synonyms

a) hello= Hi b) picture = photo c) mate = friend Presentation: The learners are invited to pay attention at the following questions Who is the sender? Where is she ? Is Sally with her friends?

Analysis: “who”= “wh” question “where”= “wh” question “Is = to be= auxiliary question”

Stating Rule: To ask questions we use :

1. “wh”question words like : “ who – where” 2. “auxiliary questions” like : “to be”

Post –reading: The teacher invites the learners to read the text and tries to make the learners interact about it and guess what would be Amine’s reaction ( answer Sally’s email talking about his friends and family)

The teacher invites the learners to read the written works on the board then copy down.


Board & marker Script page 45 Script page 45 Board & marker Board & marker Page8

Greeting & welcoming Family relations Family relations Family relations Page9


Sequence 1 PRODUCE File Two Ms1 Warm up :The teacher greets his learners and welcomes them. The teacher interacts with his learners about the last séance learning objectives . {talking about family members} The teacher invites the learners to do the following written tasks. Practice: Based form Task: Exercise: Re‐order the words to make correct questions. 1‐ Sally/ is / who/?/ 2‐ English/ she /is/?/ 3‐ from/ is/?/she/where/ Meaning based task: Exercise : Match the pairs. 1‐ Sally is English a‐ age. 2‐ Sally is 10. b‐ family member 3‐ Sally is Tina’s sister. c‐ nationality . Communicative based task: Activity 'a'p46 : Complete the conversation.

Sally : Look. This is Charles. Aminata : Is he your brother ? Sally : Yes, he is .He 's a student et the university of Manchester. Aminata : And, who is this Sally : It's / He's my uncle. Aminata : what's his name ? Sally : His name is Peter. Aminata : Is he in Manchester, too ? Sally : No, he is not. He 's in London

The learners work in rough , the teacher supervises each task , then invites the learners to correct , read then copy down .

The teacher invites the learners to open their books on page 46 , he explains the instructions of “Activity’b’p46” then work on their books using their pencils.

The teacher explains the instructions of “Activity ‘c’p46” and invites the learners to do it as a home work. The learners read the corrected tasks on the board then copy down on their copy books.

[email protected]


Board & marker Board & marker Script page 46

File Two [Family & Friends] Sequence Two MS1 Level Personal Goals: During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation

3.Supported and purposeful development .[ Learners benefit and get more involved when each activity builds on previous material so that knowledge and skills build logically towards achieving and developing specific competences. 4.Meaningful Activities / Tasks . Classroom activities and tasks should draw on learners' lives and interests and help them to communicate ideas and meaning in and out of class . Lesson Focus: Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc …), vocabulary (words, word phrases, idioms, etc…) functions (polite requests, apologizing….)? In this lesson I will teach the following aspects of language:

Function: Describing people's physical appearance, Counting, describing one's physical appearance Grammar: S present (interrogative form) to be – to have – “whqq” words‐ Vocabulary related to: Physical appearance – age – weight- currencies Pronunciation: sounds: “s = s” & “s = z “

Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson. Can interact orally to ask and answer a question: On topic and situations related to describing themselves and others, home and time using memorized phrases and basic Can read and understand very short ,simple, routine instructions and explanations that : are concrete ./are found in language learning materials./Provide visual support(e.g. pictures and graphs) Can fill in forms or give simple details writing using : About personal information (e.g. family ,school , address)

Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to : 1‐Describe people’s and once physical appearance 2‐ Discriminate between the sounds “s” & “z” Required material and / or resources : The manual’s flashcards () & manual script page

[email protected]

page 10

Be a top model ! Are you slim ? Are you between 12 and 15 ? Are you - 1.60m ? " girls " Are you – 1.70m ? « boys >> Have you got beautiful hair ? Write to Mrs .E.Johnson . 6 Oxford Street, London. or call 09573140

Mrs Johnson: How old are you? Candidate: I’m 14. Mrs Johnson: How tall are you? Candidate: I’m 1.62m. Mrs Johnson: What’s your weight? Candidate: 51 kilos. Mrs Johnson: what’s great !

time rationale Interaction Steps of the Lesson competencies

VAKT

Greeting & welcoming Advertising Advertising Questioning Appearance


Sequence Two: LISTEN & SPEAK File Two Warm up: The teacher greets his learners , inquires about their project works and if they are facing any problems, then tries to interact with them about the last sequence. The learners are invited to correct the “homework”, the teacher asks some learners to read their productions, reports one of them on the board then asks them to read the corrected task on the board. The paragraph: Write about your friend.

This is my friend ---------.He is-----years old .He is Algerian.He is from……….….

Pre‐listening: The learners are invited to open their books on page 47 and pay attention at the flash‐card. The teacher interact with his learners about the flash card, he may help them by asking some questions . such as : What is the picture about? It’s about top models. Where do you see top models? On TV. Do you like to be top model? Yes/ No During listening: The teacher explains the instructions of “activity –a‐p47 , invites the learners to listen and answer. The learners listen twice then answer. « Activity [a]p 47 »Listen to the « ad » and complete :

Age: 12 / 15 Height: girls 1.60m / boys 1.70 Weight: slim.

The teacher reports the answers on the board then invites The learners to read the “ad” page 55. Post‐listening: The teacher makes a review about numbers from (0 to 20) then presents the numbers (20‐ 30‐40‐50‐60‐70‐80‐90‐100) and asks the learners to repeat. The teacher explains to his learners that a candidate is taking an interview, he invites the learners to pay attention at the drill page 47. The teacher reads the interview then invites the learners to repeat .(twice or thrice) ‐ The learners repeat then substitute the key words of ‐ “task –a‐p48”

interact Interpret Interpret Interact Interact Produce interact

Board & marker Board and marker Flash card page 47 Script page 55 Board & marker Script page 48 Page11

Harry 13 1.70m 50kg

Sally 13 1.62m 48kg

Daizy 15 1.60m 46kg

Tom 15 1.71m 52kg

Ways of speaking Ways of speaking Ways of speaking Ways of speaking


The learners perform the drill , then they are invited to use the same drill and talk about themselves.

: Presentation: The teacher presents the following “tongue twister” sentence on the board, reads it twice or thrice then challenges the learners to read it with reading mistakes.

Six sleek swans swim swiftly southwards Isolation: The teacher asks the learners to pay attention at the following isolated words. Six swans swim swiftly southwards “s=s” “s=s” “s=z” “s=s” “s=s” “s=s” “s=z” Stating rule: The teacher invites the learners to deduce that :

”s” The letter “s” is pronounced : “z”

Practice : The learners are invited to practice the following tasks about the sounds “s=s” / “s=z” Identify p48: The learners listen to the teacher reading the words on page 48 (books shut for the learners) and try to identify which words contains the sound “s” and which one contains the sound “z” it’s - has – what’s – legs – eyes – yes – street –straight – kilos – photos ‘ s ‘ ‘z’ ‘s’ ‘z’ ‘z’ ‘s’ ‘s’ ‘s’ ‘z’ ‘z’ Exercise: Read and put each word in its right box

“Straight- legs- contest- Mrs- Speak- kilos- slim- Is- student- has- miss- photos- street- eyes- what’s- yes- it’s” The learners work in rough, the teacher supervises their works, invites them to correct on the board then read the corrected task. The teacher invites the learners to read the written works on the board then copy down.

[email protected]

« s » « z » Speak – contest –it’s – yes- street – what’s – straight – slim- miss- student

Is – kilos – Mrs- has – eyes – legs – photos

Interpret Interpret Interact Interact Produce

Board & marker Board & marker Board & marker Script page 48 Board & marker Page12

Greeting & welcoming Questioning Questioning Appearance Questioning appearance


Sequence 2: Listen & Speak (2) MS1 level File1

Warm up: The teacher greets his learners and welcomes them. The teacher interacts with his learners about the least séance learning objective (describing people’s and one’s physical appearance & sounds “S” = /s/ +/z/ Presentation (PPU lesson) The teacher make a quick review about the last drill the learners saw in the previous hour.

A: How old are you? B : I’m 14. A: How tall are you? B : I’m 1.62m. A: What’s your weight? B: 51 kilos. A: what’s great !

The teacher invites the learners to perform by talking about their physical appearance. The teacher using pictures and drawings presents the different adjectives using the description of physical appearance.

From the above drill the teacher interacts with his learners about their physical appearance and asks them the following questions.

What are you like ? I am tall .I have got dark hair.

Practice: The teacher writes the key board and invite the learners to perform.

Body: “tall =/= small‐ slim =/= fat ‐ strong” Hair: “ black – brown‐ fair” / “long =/= short‐curly‐straight‐wavy”

The teacher writes two examples on the B.B one for a boy and the other for a girl. The learners perform by pairs using the written key boards on the board Use : The teacher invites each learner to write down his own physical appearance in rough, he supervises their works then asks them to copy down on their copybooks.

[email protected]


Board & marker Board & marker Board & marker Board & marker Board & marker Page13

Greeting & welcoming Questioning Accounts & stories Accounts & stories Accounts & stories


Sequence 2 Daisy Jackson’s letter File 1 MS1 level Warm up: The teacher greets his learners and welcomes them , he tries to make a quick review about the last séance learning objectives. Pre‐reading: The teacher invites the learners to open their books on page 49 and pay attention at the text. The teacher interacts with his learners about the type of text and the photo of Daizy. During reading: The teacher explains the instructions of the following “exercise” , then invites the learners to read the text and answer.

Exercise: Read the text then answer the questions. 1. Who is the sender? 2. Is Mrs. .Johnson the receiver? 3. Is the letter about the top model contest?

The learners read the text silently and answer the exercise , while the teacher supervises their works. The learners are invited to give back their answers , the teacher reports them on the board, then asks them to read . The teacher explains the instructions of “Activity‐c‐p49” then invites the learners to read and answer. "Activity Cp49: Say " true or false ", correct the wrong sentence

1. Daizy Jackson is a top model. ‐>false 2. She is tall true 3. She is 12 false 4. She has got straight hair false 5. She is fat false.

Post reading: The teacher interacts with his learners about Daisy ‘s letter and if she will be accepted in the contest The teacher asks his learners if they are concerned by such top model contest The teacher invites the learners to write a letter as the one of Daisy talking about themselves.

Eliciting learners Ideas :

Age: I'm 12 /13 14 years old Height I’m 1.60m /1.50m /1.40m….. Weight I'm 30 kg / 40 kg / Hair I've got brown / fair / dark hair Eyes I've got dark eyes / blue eyes / green eyes …

Selecting and fleshing out ideas The teacher asks the pupils to use the information that goes with their own situations and make a paragraph .

The paragraph: My name 's …………. I'm ………….. I'm ……….kg . I've got …………….hair and ………..eyes .

The pupils do the activity in rough ,then correct on the board and write down on their copy books . [email protected]


Board & marker Board & marker Script page 49 Script page 49 Board & marker Board and marker Page14

File Two [Family & Friends] Sequence Three MS1 Level Personal Goals: During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation 5.Active,evolving process Learning a language requires opportunities to use what one knows for communicative purposes, making mistakes and learning from them .The aim is to perform competently ,while recognizing that errors may still occur. 6.Ongoing assessment of Learning . Ongoing , or regular ,assessment should take various forms and address the competences that have been learned in class, so that the assessment can provide useful information on individual progress and achievement, which teachers and learners can review to aid learning . Lesson Focus: Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc …), vocabulary (words, word phrases, idioms, etc…) functions (polite requests, apologizing….)? In this lesson I will teach the following aspects of language:

Function: Describing jobs and occupations / inquiring about jobs Grammar: Simple present tense “to be” Vocabulary related to: jobs and occupations

Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson. Can interact orally to ask and answer a question: On topic and situations related to describing themselves and others, home and time using memorized phrases and basic Can read and understand the main ideas of:very short, formulaic and descriptive texts ‐comprised of learned, words , basic phrases and very simple sentences on familiar topics related to self (e.g. familiar ,home ,school ,food ,leisure activities ,clothes . Can fill in forms or give simple details writing using : About personal information (e.g. family ,school , address)

Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to : Describe jobs and occupations Required material and / or resources : The manual’s flashcards (page 51‐52‐53) & manual script page

[email protected]

page 15

Time Rationale Interaction Procedure Competencies VAKT

Greeting & welcoming Questioning Jobs , careers & professions Questioning Jobs , careers & professions Questioning Jobs , careers & professions Page16


Sequence 3 File2 MS1 level Warm up: The teacher greets his learners and welcomes them. The teacher makes a quick review about the last séance and inquires about the project work too. Presentation :<PPU lesson> The teacher introduces the situation through pictures. The pupils listen, then repeat the drill. Drill :

Olga: Is that your father? Yanis: No, it's my uncle. Olga : What's his job ? / Occupation?/What is he ? Yanis : He's a dentist.

The pupils repeat sentence by sentence till the whole drill. Practice: Using pictures introducing jobs ,the teacher introduces

"Teacher –painter‐builder‐grocer‐mechanic‐doctor" The pupils listen ,then repeat . The teacher asks the pupils to perform the drill by substituting the keywords of jobs . Drill:

Olga: Is that your father? uncle /cousin/brother/sister/mother….. Yanis: No, it's my uncle. / father? uncle /cousin/brother/sister/mother….. Olga : What's his job ? / Occupation?/What is he ? Yanis : He's a dentist./ Teacher /–painter/‐builder/‐grocer/‐mechanic/‐doctor/

The learners perform the drill by pair . Use: The teacher explains the instructions of “activity –c‐p51” then invites the learners to work. The teacher asks the pupils to open their books on page 51 and look at "activity [c]p51. The teacher checks if the activity was done by the pupils. "Activity [c]p51: Guess what their jobs is . A : What is N°1? N°2? N°3? N°4? N°5?N°6? B: N°1 is a teacher/N°2 is a mechanic/N° 3 is a dancer? N°4 is a singer/N°6 is a photographer /N°7 is a doctor. The pupils do the activity in rough, correct on the board then perform the drill by substituting the keywords. The teacher invites the learners to use the same drill and talk about their own occupation.

learner 1: Are you a dentist./ Teacher /–painter/‐builder/‐grocer/‐mechanic/‐doctor/? Learner2 : I am not . learner 1: What is your occupation / Job then ? Learner2 : I am a pupil / student

The learner perform the drill , then copy down on their copy books.


Board & marker Flash cards page 51 Flash cards page 51 Flash cards page 51 Flash cards page 51

Welcoming & greeting Jobs , careers & professions Jobs , careers & professions Jobs , careers & professions Jobs , careers & professions Greeting & welcoming


Sequence 3 MS1 level File 2 Warm –up : The teacher greets his learners and welcomes them,. The teacher makes a quick review about the last séance .(naming jobs) through the following “activity” The teacher using pictures asks the learners to guess the jobs on page 52 .

«doctor – dancer – postman – painter – dentist – journalist.” The teacher explains the instructions of the Activity where he invites the learners to the board and try to “mime” the job., then they are asked t perform the drill by pairs. (books shut) "Activity "a"p52 : Choose a picture and mime it .

A : Guess what job is it ? B: It 's a doctor / a dancer / a postman / a painter / a dentist / a journalist . The learners are invited to perform more tasks on “jobs & occupations” of page 53. The teacher explains the instructions of the activity, and then asks the pupils to do it on their rough copy books. Activity 'a'p53: Match the two halves.

1. doc‐‐tor 2. buil‐der 3. bu‐ tcher 4. tea‐cher 5. sin‐ger 6. mecha‐nic 7. pain‐ter

The pupils do the activity in rough correct on the board ,then read and write down . The teacher explains the instructions of "activity 'b' p53. "Activity 'b'p53" : Look at the pictures and say what my job is .

trowel ‐‐‐ builder stethoscope ‐ doctor brush ‐‐ painter knife ‐‐ butcher guitar ‐ singer board ‐ teacher spanner ‐ mechanic

The pupils do the activity in rough correct on the board then read and write down. The teacher presents the drill and invites the pupils to repeat. Drill:

A : Is N°1 a baker? B: No, he isn't. A : What is he / she then? B: He is a doctor.

The pupils repeat the drill then substitute the keywords. The learners read the corrected task on the board then copy down .

[email protected]

Interact Interpret Interpret Interact Interact Produce Page17

Board & marker Flash cards page 52 Script page 52 & flash cards Script page 53 Script page 53 Script & flash cards page 53

Accounts & stories Accounts & stories Friends, acquaintances & contemporaries Friends, acquaintances & contemporaries Accounts & stories Page 18


Sequence 3: Lynda ‘s Letter File2 MS1 level Warm‐up: The teacher greets his learners and welcomes them. The teacher makes a quick review about the last séance .( naming and inquiring about jobs) Pre‐reading: The learners are invited to open their books on page 52 and pay attention at “Lynda’s Letter” The teacher gives a short introduction about the letter , introduces the new words such as : “pen pal ad‐ electrician – nurse – dog” During –reading : The teacher explains the instructions of the following exercise then invites the learners to read the text and answer. Exercise : Read the text then “tick” ✔ the right answer and “cross” ✖ the wrong one

The sentence Right = ✔ Wrong = ✖ 1‐ The letter is from Lynda Smith 2‐ Lynda is English 3‐ Blacky is Lynda’s dog

The learners read the text then work on their rough copy books , the teacher supervises their works , then invites them to give back their answers . The learners read the corrected answer The teacher explains the instructions of “Activity –d‐p52” then invites the learners to read –silently – the text and answer the Activity. Activity –d‐p52: Read about Lynda and fill in this form. The learners read the text silently , then do the tasks while the teacher Moves between the rows and offers his help once needed. The learners are invited to give back their answers . Post – reading = Produce p54: The teacher invites the learners to read the text and have a free discussion about it .( making pen pals ) The learners are invited to make a “form “ as Lynda’s one then write a post card to a new “pen pal” < Activity d p 54> First the learners are asked to elicit and list their ideas in the following table. Name Age Gender Hair Eyes Job City Country Father’s job Mother’s job 9‐

10‐11‐12….

Boy / girl Long/short Black‐fairbrown

Black‐brown‐ blue‐ green

Pupil Local address

Algeria Grocer‐farmer‐teacher‐doctor….

Housewife‐ secretary‐nurse‐teacher

The learners are asked to “select ‘ the needed information then make a post card , following the model on page 54. The teacher invites the learners to give back their works , then copy on their copy books. The learners are asked to follow Lynda’s letter model and write about someone in the family.(home work) The teacher asks the learners to bring their project works for the next hour and the home work too.

Interact Interpret Interpret Interact Interact Produce

Board & marker Script page 52 Board & marker Script page 52 Board & marker Board & marker

Name: Lynda Smith Country: Australia City: London School: St James School Hair: long fair hair Eyes: blue eyes Father’s job: electrician Mother’s job : nurse.

[email protected]

Documents

Ms1 level file 2 family & friend according to atf & aef competencies and ppu & pdp lesson plans