MS2 level File2 Language Game ( PPU & PDP)ecoledz.weebly.com/uploads/3/1/0/6/31060631/file_2_language_game.pdf · language games in the past Expressing past ability Sequence 3 ( page

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Term Month

& weeks

File Competency targeted Learning objectives Framework

Resources Module of integration

(project)

Bloom’s taxonomy in this file

SWBAT Grammar Lexis Pronunciation

Learn about culture

Firs

t

T

erm

october

Week 4

novem week 1 novem week 1

novem week 2 novem week 3

3

File

Two

"2"

"Lan

guag

e

Gam

es"

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Sequence One (page28‐page31):

Describing Games.

Describing Dictionary

Expressing possibility, ability and inability Sequence Two (page32‐page34) Reporting a piece of news Expressing permission and making requests Talking about language games in the past Expressing past ability Sequence 3 ( page

36 – page 39)

Locating historic places Asking and showing the way

PDP listening

+PIASP “the& th”

PDP reading

PPU speaking

PDP listening PPU speaking PDP reading PDP reading PDP Listening PPU Speaking

simple present tense simple present tense "can" possibility adjectives can /can't ability reminder ( can‐those‐these )

"Could" permission could "request" Present perfect

“Could “Ability

Prepositions ”could” permission + prepostions of place

‐ Vocabulary related to games ‐ vocabulry related to words and vocabulary ‐ Vocabulary related to ability and inability & possibiltis ‐Vocabulary related to news and papers ‐ Vocabulary related to language games ‐VOcabulary related to past abilities ‐Vocabulary related to twons,cities. ‐ Vocabulary related to places and showing the way

Sounds "the" this‐ brother

"th" = thin ‐ nothing

different sounds of « y » /i/

many‐early

/ei/

they – may

/ai/

try – sky

/j/ you

– yes

Identify

Compare

T

The origin of

the

crosswords

C

hess

V

ideo games

F

lipper

P

uzzle

M

onopoly

C

riss Cross

Scrabble

Language Game Booklet

You are playing a

language game with your friend " crosswords-puzzle-scrabble" then your friend asked you :

What is the origin of those Games?

So your friend's question challenged you to make a research work on one of those games.

Once you have gathered information- pictures

Write small definitions about those games and stick in front each of them pictures ;

You will make a small booklet on "Language Games"

Read your booklet to your friends and discuss the subject with you colleagues.

Put your booklet in the library to be a useful resource for your next school pupils. SWBAT :

Make researches ,discover and eplore

Remember Apply Create Remember Apply Create Remember Remember & Apply Remember Apply Create

- Talk about language games - Use a dictionary - Express ability, inabilty & possibility using the model “can” - Report a piece of news - Ask for permissions - Make requests - Talk about of the well know language games - Talk about past abilities - Locate amenities - Locate famous places - Ask and show they way

File Two [Language Game] Listen and Speak Second 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 : Describing Games

Grammar: simple present tense Vocabulary related to: language games

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 start and maintain short conversations ( i.e; asking/answering questions and responding to information and news of others).. Can listen and understand the gist and some important details of :”Short monologs and dialogs” Can listen to and understand unfamiliar instructions and explanations that are: Very short and straightforward / Accompanied by visuals (e.g; gestures ,writing or drawing modeling, demonstration). Broken down step‐ by‐ step . Can effectively use the words and phrases needed to express one's ideas :Within straightforward ,familiar topics an d situations Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to :

1) Describe and talk about language games Required material and / or resources : The manual’s flashcards (p27‐ 43 ) & “Script 40”

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page 3

Time Rationale Interaction Procedure Competencies VAKT

Ss need to knw how to greet and welcome Ss need to know how cross word game is played Ss need to read and decode the message Ss need to know The equivalent of the word requested Ss need to know how to find meaning of any given word

Teacher ‐ student students‐ teacher teacher – student student –teacher student‐student teacher‐student ‐ student –teacher student s –teacher teacher‐ students

File 2 Language Game Sequence 1 PDP listening lesson : Listen and Speak page 28‐29 ♣ Warm up: ♣ The teacher greets his leaners and welcomes them. ♣ The teacher interacts with the learners about the last file and what they learnt, then invites the learners to open their book page 27 , in order to present the new files learning objectives and the new project work that they will make. ♣ The teacher pins a photo of “crossword game” then invites the learners to describe it and try to inquire if they know how to play this language game.. ♣ T. reports on the board the learners answers and invites the learners to read ♣ Pre‐listening: ♣ T. presents the situation that 2 friends are playing crosswords games ♣ The teacher tries to give an idea about how the “crossword “ is played. ♣ During‐listening: ♣ T . Writes the instructions of the Activity on the board, explains it them, then invites them to listen and answer. Activity 1 p28: Listen and try to find the word needed..

The word is “ LINK = JOIN T. reads twice the drill then invites the learners to perform by pairs. T. explains the instructions of the second task then invites the learners to listen and answer. Activity 1p28: Listen then find opposites. & synonyms

Bad =/= good take =/= give ends =/= begins short=/= long L ink = join Post‐listening: PIASP ( Teaching vocabulary)

1) Presentation :Bad =/= good take =/= give ends =/= begins short=/= long L ink = join opposite opposite opposite opposite synonym

2) Isolation: Bad =/= good L ink = join 3) Analysis : opposite synonym Explain meaning of word 4) Stating rule: Teaching vocabulary To explain the meaning of a word we must:

1. Identify the part of speech ( is the word) : a] a noun? b) a verb ? c) an adjective? d) an adverb? 2. Replace it with another common one < Synonyms & antonyms = opposites> 3. Word family (form “ noun‐ verb‐ adjective‐ adverb‐ ) 4. Use dictionary (Gvvvvvvo forward page 29). page 4

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School Manual page 27 Cross word flash card Crossword flashcard Script page 40 Board and marker Board and marker Board and marker


Ss need to know how to greet and how to make review about last séance Ss need to know the part of speech of a sentence Ss need to know How to use dictionaries to find synonyms Ss need to know how word family works Ss need to know how to read and spot meaning of words


File 2 Language Game Sequence 1 Practice ( PIASP) Teaching Vocabulary lesson : Listen and Speak page 28‐29 Warm up: The teacher greets his leaners and welcomes them. and tries to make a quick review about the last hour. (

How to identify and explain the meaning of a word) Practice: Exercise 1: (Based form task) Identify what are these words? < Part of speech> Noun Link verb Join

adjective adverb

Exercise 2 : Say which of the following words can be replaced by “join & link”? Tick the right answer (✔) & cross the wrong one ( ✖)

Word Equivalent = closest = synonym connect unchain associate break attach

Link = Join

Exercise 3 : Complete the table ( Word Family) ( dictionaries must be provided by teacher from school ‘s library) Word Noun Verb Adjective Adverb Link Join

Exercise 4 : Make sentences using the words “ Link or join “ Link / join :

The learners work in rough , the teacher supervises the learners works and offers help when needed , then invites them to correct each exercise on the board and read the corrected activity .

The teacher explains the instructions of ( Activity 2 & 3 page 29 ) and invites the learners to do it as a home work.

The learners are invited to read the corrected tasks on the board then copy down on their copy books.

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School Manual page 27 Cross word flash card Board and marker Board and marker Board and marker Board and marker Scripts page 28 & 29

File one : a Person’s Profile Level : Second Year . Sequence : one Lesson : Discover the Language .

Guided Sheet

Lesson focus: Which language skill(s) will the students work on (speaking, listening, reading, writing)?

Speaking and writing . Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.

Function : Expressing ability & Inability

Grammar : Model can / cannot Vocabulary : related to daily life activities Pronunciation : the / ð / & /θ/ sounds Will you explicitly teach an aspect of culture in the lesson? If so, describe it:

• No Swbat : Students Will Be Able To…. Express present a bility and inability 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 specifics of your lesson.)

• Can interact orally to ask and answer questions in very short exchanges using simple sentences. • Can plan for , use and evaluate the effectiveness of one or two basic productive speaking strategies. • Can understand instructions and explanations that are concrete found in language learning materials • Can use very simple sentences patterns with memorized phrases. • Can sustain a very short, simple oral description.

When and how will I check my students’ progress toward the objective(s)? • I can see when they do the activities. • When they express ability and inability ( one’s) • Discriminate between the / ð / & /θ/ sounds

• Required materials and/or resources: T • The lesson is based on material in the second year learner’s manual book ( page 30) • Pictures and flash cards.( showing language games )

Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is this related to?

• The teacher plans lessons that have communicative objectives1 and whose steps build toward meeting them. • 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. yelowfaffodil66 @gmail.com page 6


Ss need to kmnow how to greet and wleocme Ss need to know how to name a bike Ss need to identify colours Ss need to know synonyms of given words Ss need to kmow the topic of a text from given visual


File 2 Language Game Sequence 1 PDP Reading lesson : Discover the Language page 28‐29 Warm up: The teacher greets his learners and welcomes them then invites them to correct the homework.

Assessing Home work: Activity 2 p29: Listen and colour.

5 5 5 5 5 5 5 5

! Activity "2"p 29 : Listen then colour. Oscar has got a very funny and colourful bicycle .The saddle is red and the handlebar yellow. The wheels have different colours, too: one is green and the other is blue .Even the brake is of a strange colour:it's pink!It's a very showy bicycle but Oscar is very proud of it. Handle-bars brake

saddle

wheels

step two : The pupils listen to the teacher, then colour the bicycle. step three : The teacher invites the pupils to read the text on page, the teacher insists on the new words describing the bicycle {saddle - wheels – brake – handle-bars} step four : The teacher invites the pupils to do "activity '3' p 29", he explains the instructions and the meaning of the words, then asks the pupils to do it.

! Activity "3" p29: Find the synonyms of the following words from Oscar's text on page 40. Odd = strange satisfied = proud of bright = colourful flashy = showy comic = funny

Step five : The pupils do the activity using the dictionary, correct on the board then read and copy down on their exercise books.

Step six : PRONUCIATION AND SPELLING The teacher asks the pupils to go back to page 28 and look at the activity "pronunciation and spelling" Step seven : The teacher tries to reminds the pupils about the sounds "th" and "the" since they were seen in the first AM

"the" "th" This- that – these – those – them – brother-mother

Thing- thin- theatre-thief-three- something-nothing

Step eight : The teacher invites the pupils to repeat after him, then read and practise by themselves Step nine : The pupils are asked to perform the "identify" exercise, the pupils identify the sounds and the spelling of each word. {north – south- third – then - fourth – three – with – these – this – breath …} Step ten : The pupils do the next activity which is "compare" , where the pupils compare the minimal pairs of sounds , they listen to the teacher or to their friends and compare between the sounds "th" and "the" [this- third / with – breath / thin – thing…] Step eleven : The teacher invites the pupils to look at the "practise of intonation and stress", they repeat after him, then perform it pair by pair Step twelve : The pupils read the written activities, they have answered on the board, then write down on their class copy books. – 2 –

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Describing objects Decribing colours Lexis Phonology

⁄ identify the mean

of transport "bicycle"

⁄ describe a bicycle

and its use

⁄ describe colours

⁄ draw a bicycle and

colour it

⁄ read a short

passage and respect

stress and intonation

⁄ Read and decode

the message

⁄ Identify the

meaning of a synonym

and discriminate

between it and an

antonym

⁄ Use the dictionary

to find the synonyms

⁄ Identify the sounds

"th" and "the"

⁄ Identify the sounds

"th" and "the" and

discriminate between

them

⁄ Identify the spelling

of a word listened

⁄ Practise stress and

intonation

Samir Bounab's

preparation sheet

Learners are invited to read the corrected task then check their correction. The teacher reads the instructions and explains the instructions of Activity 3 p29 then invites the learners

to read the text page 40 and do the task

Activity "3" p29: Find the synonyms of the following words from Oscar's text on page 40. Odd = strange satisfied = proud of bright = colourful flashy = showy comic = funny Learners are invited to read the corrected task then check their correction. o Pre‐reading: o The learners are invited to open their books on page 30 and pay attention at the flash card. o T. asks the learners to interpret the picture, then tries to help them guess the real situation by

showing the flash cards about language games. o T. asks the learners to talk about the language games they know ( crosswords‐ scrabble‐ word

search……………..) o T. introduces the situation ,then explains the instructions of the following tasks then invites the

learners to read the text on page 30 and try to answer. o [email protected]

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School Manual page 27 Cross word flash card Bicycle flashcard page 29 Board and marker


Ss need to know how to spot the answer just from first reading Ss need to know How to exploit a text Ss need how to identify what they already know and what is new Ss need to kow how the new structure works in a sentence Ss need to know th enew grammar item


File 2 Language Game Sequence 1 PDP Reading lesson : Discover the Language page 28‐29 o During‐reading:

- Exercise 1 : (Skimming –task) Read the text then say if these sentences are “true” , “false” or “not mentioned” Statement True False Not mentioned

1‐ Children are very occupied 2‐ Children are not able to find correct words 3‐Children won’t use dictionaries to find the words. 4‐ Children are playing puzzle game.

o The learners read the text silently , work on their rough copy books meanwhile the teachers moves and supervises their works

o T. invites the learners to correct the task , he reports the correction on the board them invites the learners to read the corrected task.

o The teacher explains the instructions of the following task then invites the learners to read and answer.

o Exercise 2: Find in the text words related to : Game Vocabulary Mean of transport Sport Music Reference book

1‐ 1‐ 1‐ 1‐ 1‐ 1‐ o The teacher reads the text , and invites the learners to underline the following words

“ can’t find ‐ can help “ o T. Invites the learners to correct Exercise 2 , he reports the answers on the board then asks them to

read the corrected task. Post –reading: ( PIASP) Expressing “ability & inability” 1) Presentation: The teacher asks the learners to go back to the text and remind him about the words they underlined and reports them on the board. a‐ can’t find b‐ can help 2) Isolation :The teacher asks the learners to give him all the sentence that contains the underlined words. a‐ We can’t find words . b‐ I can help . 3) Analysis: The teacher helps the learners to analyze the following sentences a ‐ I can help . b‐ We can’t find words . subj + verb subj + verb + object can help can’t find

can help cannot find

model verb verb ( infinitive) model verb (neg form) verb ( infinitive)

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Boad and marker Board and marker Board and marker Board and marker Board and marker page 8

Ss need to know the stated rule about the new grammar item Ssn need to know how to identify the new grammar item Ss need to discriminate between what they have leanrt and the new grammar item Ss need to knw how to use the new grammar itm in communicative way


4) Stating rule : Expressing ability & inability 1. “can” is a model verb to express present ability . Example: I can speak English. 2. “can’t = cannot” is a model verb to express present inability . Example : I cannot play boxing. 3. “cannot” is one word. 4. The sentence is : subject + model ( can /cannot) + verb ( infinitive) + object 5) Practice: • The teacher asks the pupils to look at "activity '1' p30, explains the instructions, then asks the pupils to describe

the below pictures.

Activity 1 p30: Look at the pictures, identity each object then make sentences expressing ability and inability using the model “can – cannot” < based form task>

Picture "1" manipulate a computer I can manipulate a computer Picture "2" draw / write left hand I can draw / I can’t write with my left hand Picture"3" cook I can c ook / I cannot cook. Picture"4" speak German I can’t speak German. Picture "5" ride horses I cannot ride horses Picture "6" play the guitare / music I can’t play guitar • Teacher supervises the learners’ works when they work in their rough copy books then invites them to

correct on the board then read the corrected task. • The pupils perform the examples, the teacher can ask them to perform them as questions answers.

I can cook, but I can't play music

Exercise : Match the pairs . <Meaning Based>

Sentence Meaning 1‐ Ibn Badis was Algerian hero of the Algerian revolution . 2‐ Hello, I am an Algerian Middle School pupil. 3‐ I can play football, but I can’t swim,

a‐ Expressing ability and inability b‐ Describing Biography c‐ Greeting and Introducing

1 2 3

Activity 3 p30: < Communicative based task> Look at the pictures again and make dialogues using “can/can’t”

A : Can you draw ? B : yes, I can / No, I can't.

• The pupils perform and substitute the key words, expressing their abilities and inabilities

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Board and marker Board and marker Script page 30 Board and marker Script page 30 page 9

Ss need to know the new sound Ss need to discriminate between the two new sounds Ss need to know how To identify the mew sounds and discriminate between them

Teacher ‐ student students‐ teacher teacher – student student –teacher student‐student teacher‐student ‐ student –teacher

Pronunciation & Spelling : / ð / & /θ/ sounds The teacher invites the learners to pay attention at the following example :

Example :

The teacher presents the following sentences, then invites the learners to read them.

Presentation : Elizabeth studies maths on Thursdays morning ,in the afternoon she learns the English course.

Isolation : Elizabeth maths Thursdays the the

Analysis: “th= « the = Stating rule : = fourth – sixth – Maths….

“ t + h “ = = this – that‐ them ….. Practice:

I/ The teacher tries to reminds the pupils about the sounds "th" and "the" since they were seen in the first AM "the" "th"

This‐ that – these – those – them – brother‐mother

Thing‐ thin‐ theatre‐thief‐three‐ something‐nothing

The teacher invites the pupils to repeat after him, then read and practise by themselves The pupils are asked to perform the "identify" exercise, the pupils identify the sounds and the spelling of

each word. {north – south‐ third – then ‐ fourth – three – with – these – this – breath …} The pupils do the next activity which is "compare" , where the pupils compare the minimal pairs of sounds ,

they listen to the teacher or to their friends and compare between the sounds "th" and "the" [this‐ third / with – breath / thin – thing…]

The learners read the corrects tasks on the board then copy down.

[email protected]

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Board and marker Board and marker Script page 28 page 10

File Two [Language Game] Listen and Speak Sequence 2 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 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 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 : Making polite/ Expressing past & present ability

Grammar: « can / could » Vocabulary related to: language games & ability Pronunciation : Sound ‘y’ = /ju:/ ‐ /i/ ‐ /ei/‐ /ai/

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 read and understand the main points and some important details. Medium –length texts (e.g. three paragraphs) demonstration). Broken down step‐ by‐ step . Can effectively use the words and phrases needed to express one's ideas :Within straightforward ,familiar topics an d situations Can read and understand the gist of : Simple arguments or opinion that are: Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to :

1) Express present & past ability Required material and / or resources : The manual’s flashcards & “Script 40” + dictionary

[email protected]

page 11


Ss need to know to sum up the last séance Ss need to know what the flashcard represent Ss need to understand the listening scriot Ss need to know what is a contest game Ss need to know the game mentioned in the script Ss need to know how some of the language games are played Ss need to know to a pyramid game is played

Teacher ‐ student students‐ teacher teacher – student student –teacher student‐student teacher‐student ‐ student –teacher student s –teacher teacher‐ students teacher‐student ‐ student –teacher

File 2 Language Game Sequence 2 PDP Listenin lesson : page 32 Warm up: The teacher greets his learners and welcomes them , then tries to make a quick review about the last séance

Pre‐listening: The teacher invites the learners to open their books on page 32 and try to interpret the photos .

The Teacher listens to his learners and writes their interpretations on the board. T. explains the instructions of “Task1 p32” and invites the learners to listen and answer the task. • During –listening: The learners listen then answer the task. Activity "listening comprehension " p 32: Listen, then answer :

1) What sort of document is Indira reading ? She is reading and "ad". 2) What is it about ? It is a crossword puzzle 3) Who is it for ? It for juniors. 4) Three words to justify the answer " an ad – a crossword puzzle – a prize "

• T. reads the script “twice” then invites the learners to listen and do the task. • T. Invites the learners to perform the task as pair work. • T. explains the instructions of the following “exercise” then invites the learners to listen and do the task. • Exercise : Listen then complete the following table.

Interlocutor Game Contest Prize John & Indira Crossword Contest for Junior Trip

• The learners are asked to listen twice , then they are invited to correct. • T. reports the learners’ answers on the board , then invites them to read.

• Post‐listening: “Teaching Vocabulary”<Pyramid game – Word Derivation‐> • T.Interacts with his learners about the kind of language game that they can take part in such as : “Pyramid game – word from definition ……

• T. invites the learners to do a “Pyramid word contest “ by playing “ a Pyramid word game” • T. Explains the instructions of “Activity 3 p33” then invites the learners to work in rough.

( Dictionaries may be provided from the school’s library) Activity "3"p33: Add only one letter each time to get the words corresponding to the definitions :

A/ It's me I * Article A Third singular person of "to be" H e * Article A n Possessive H i s * To have the ability C a n Demonstrative T h o s e * A stick G l u e Men wear it S h i r t * Birds with long legs H e r o n

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Board and marker Flashcard page 32 Script page 40 Board & marker Board and marker + script p40 Board and marker ‘script p 33’ board & marker page12


Ss need to know to play pyramid game Ss need to know what is a definition word game Ss need to know how to form words from a given word Ss need to know how to interact and work in pair Ss need to know the different spelling and pronunciation of the letter “y” Ss need to know the different sounds of “y”


• The learners work in rough , the teacher supervises their works and offers his help once needed( specially when they need dictionary ,they should know how to search for a required word)

• T. invites the learners to correct the task on tbe board then makes them read the corrected task. ( the best learners must be rewarded

GO FORWARD • T. explains the instructions ( word definition game)of ‘Activity 1p33’, then invites the learners to do the task ( using dictionaries )

• Activity 1p33: How many words can you make out of the word “stool” ? Can you find :

- a preposition "to" - a word meaning "also"? " too " - British slang for "lavatory" ? " loo " - That cannot be found ? " lost" - A small narrow opening ? " slot" - The capital of Norway ? " Oslo "

The teacher asks the pupils to write and the words on the board, then asks them to make question answer:

A : How many words can you find ? B : I can find "6" words A : What are they ? B : They are : {to – too – loo – lost – slot and Oslo}

Prononciation : The sound ‘y’ = /u:/ ‐ /i/ ‐ /ei/ ‐ /ai/ The teacher writes the following example on the board then invites the learners to read it. PIASP : “y” sound Example: Presentation : Sally loves yogurt .She will feast her birthday in July.

Isolation : Sally yogurt birthday July

Analysis: ‘y’ ‘y’ ‘y’ ‘y’

/i/ /u:/ /ei/ /ai/ Stating rule: We write the letter “y” but it can be pronounced : /i/ = city – many – heavy‐early……

“y” = /u:/ = you – younes ‐‐‐‐‐‐ /ei/ = they – stay – may…… /ai/ = my – sky – verify…..

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Board and marker Flashcard page 32 Script page 33 Board and marker Board & marker Board & marker Page 13


Ss need to know different pronunc of the lletter “y” Ss need to know how to discriminate between each sound Ss need to know how to form minimal pairs according to the same sound Ss need to know how to derive word form verbs.

Teacher ‐ student students‐ teacher teacher – student student –teacher student‐student teacher‐student ‐ student –teacher

• Practice: The learners are invited to perform the task on page 32 “Listen & repeat” • T. invites the learners to listen and “identify “ the “odd” sound. • Exercise : Listen and find the “odd” sound

Y="u" Y="e" Y="a" y="i" You city They My Your Many Stay Sky July why May Try

Yogurt Heavy yours Standby Yellow Early Delay hurry younes vocabulary Holiday identify

• Exercise : Listen and form the minimal pairs:

• “ bay‐ wavy‐ buy‐ you‐ carry‐ say‐ cry‐ your “

• T. reads twice or thrice the words then asks the learners to form the pairs • T. explains the instructions of “Activity 5 p33 “ then asks the learners to do it as a home

work ( dictionaries needed)

• T. invites the learners to read the corrected tasks , then copy down on their copy ( The sound table page 32)

[email protected]

page 14

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Pronunciation table page 32 Table souns page 32 “adapted” Board & marker Script page 33

File one : A Person’s Profile Level : Second Year . Sequence : Two Lesson : Discover the Language .

Guided Sheet

Lesson focus: Which language skill(s) will the students work on (speaking, listening, reading, writing)? Speaking and writing . Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.

Function : Expressing Past & Present ability & Inability /Request/ Permission Grammar : Model can / cannot/ could / could not Vocabulary : related to daily life activities Pronunciation : - Will you explicitly teach an aspect of culture in the lesson? If so, describe it:

• No Swbat : Students Will Be Able To….

Express present & past ability and inability / Make Requests /Ask permission 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 specifics of your lesson.)

• Can read and understand the general ideas and some important details of :. very short simple informational and descriptive texts (e.g. formulaic personal email) • Can find specific, routine information in short texts of : simple everyday material

When and how will I check my students’ progress toward the objective(s)? • I can see when they do the activities. • When they express ability and inability ( one’s) , make requests & ask for permission

• Required materials and/or resources: • The lesson is based on material in the second year learner’s manual book “Script”( page 34) • Pictures and flash cards.( ability ) – classroom situation

Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is this related to? .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. • 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 .

• yelowfaffodil66 @gmail.com page 15


Ss need to know how to derive word form verbs. Ss need to know To narrate their past school experience Ss need to know the different parts of the body Ss need to undertand the text and spot the wrong answers Ss need to understand the text and guess the next part of the song

Teacher ‐ student students‐ teacher teacher – student student –teacher student‐student teacher‐student ‐ student –teacher teacher – student student –teacher student‐student teacher‐student ‐

File 2 <Seq 2> Discover the Language MS2 level Warm‐ up: The teachers greets his learners and welcomes them , tries to interact with them about the last séance

T.invites the learners to correct the “home work” < Activity 5p33> Activity '5'p 33: Find nouns that derive from the following words. 1) to visit (v) a visit (n) 2) to teach (v) teacher (n) 3) to paint (v) painter (n) 4) to dance (v) dancer (n) The teacher checks the learners’ works , rewards the ones who did it and advises the ones who did not do the homework about the importance of such works then corrects on the board, and asks the learners to read the corrected task.

Pre‐reading: T. interacts with his learners about their abilities to do such word game, then leads to discussion about the things that they could do at Primary School , home and when they were younger.

T. invites the learner to open their books on page 34 and pay attention at the text. T. interacts with his learners about the type of text. ( song = poem) During –reading: The teacher explains the instructions of the following exercise then invites the learners to read silently the text and try to do the following exercise.

Exercise : Read the text then find words related to : Feet Face Hands Toes Nose Fingers

The learners read and do the task on their rough copy books, the teacher moves and supervises their works. The teacher explains the instructions of the following exercise then invites the learners to read the text and try to answer.

Exercise : Read the text then write : “true false – not mentioned” The writer is young . ( False) The writer was a sportsman . ( True) The writer will play football. ( Not mentioned) The writer can’t do any sport now. ( True)

Post‐reading : The teacher invites the learners to discuss about what could the writer do and what he can now , then asks then to guess what other things he could do in the past and what he can do now

The teacher listens to the learners and writes their answers on the board . The learners are invited to listen to the instructions of ‘Activity 1p34 and do the activity in rough. Activity 1p34 ( Practice): Put the words in order to get the true sentences.

a a/ jump/I/as/could/kangaroo/high/as a I could hold my breath till my face turned blue. a Lion/too/as/could/I /run/fast/as/a a I could run as fast as a lion, too. a I/do/now!/but/can't/that a I can't do that, now ! a Can't/no/,/I/now/!/do/that a No, I can't do that now .

The learners work in pair then the teacher invites them to correct on the board. The learners are now invited to read the whole poem.


” Board & marker Script page 33 Boad and marker Script page 34 Board and marker Script page34 & board & marker Activity 1 p34 Board and marker

Ss need to know the verbs of the text Ss need to know The form of the new structure How does it work And its meaning Ss need to discriminate between the different meanings and uses of ‘could’ Ss need to know The form and the uses of ‘can & could’

student –teacher Teacher ‐ student students‐ teacher teacher – student student –teacher student‐student teacher‐student ‐ student –teacher teacher – student student –teacher student‐student

Page 16 The learner listen to the teacher explaining the instruction of “Discover the language” Then invites them to read the answer the questions.

Activity p 34: Read the text then answer these quesitons Underline the verbs in the first three lines : [was – could touch – could ski] When did these actions happen ? These actions happened in the past. Now, underline the verbs in the last two lines ? [can't do – can't do] When did these actions happen ? These action happen in the present. Say what's the difference between "can" and "could" The difference is : "can" is in the present tense/ "could" is in the past tense. [could is the past tense of "can"].

PIASP « Can + could »

Presentation : The teacher asks the learners to pay attention at the following examples

I could catch a ball Could you take a message ? I could play out at 5 I can’t do that now. Isolation : could catch could take could play can’t do Analysis : could catch could take could play can’t do

‘model verb( inf) model verb(inf) model verb(inf) model verb (inf) verb (past tense verb (past tense verb (past tense verb present of can) = past ability of can) = request of can) = permisison inability

Stating rule:

‘Can – can’t’ model verb for “present ability & inability

“past ability and inability” ‘Could – couldn’t’ ( past tense of can )model verb for “Polite Request “

“Permission”

Form: Subject + ( can / could <not> ) + verb ( infinitive without “to”) + Object The teacher invites the learners to read the written work on the board then copy down.Page 17


Script page 34 Board and marker Board and marker Board and marker


Ss need to know different use of ‘can –could” Ss need to know the right form of the sentences with models ‘can & could’ Ss need to know the meaning of each sentence with the model “could” Ss need to know the past form ofr the model “can” and its use

Teacher ‐ student students‐ teacher teacher – student student –teacher student‐student teacher‐student ‐ student –teacher teacher‐student ‐ student –teacher teacher‐student ‐ student –teacher teacher‐student ‐ student –teacher

File 2( Seq2) MS2 level Warm up : The teacher greets his learners and welcomes them , then tries to make a quick reiew about the last

seance. ( Expressing present & past ability – Making polite request‐ Permission) Using the models ( can & could) Practice: The learners are invited to do the following tasks in consolidation to what has been learnt

before. The teacher reminds the learners about the form of the sentence with “can & could”

Form: Subject + ( can / could <not> ) + verb ( infinitive without “to”) + Object The learners listen to the teacher explaining the instructions of the following exercise , then work in rough. Exercise1: Re‐order the following words to make correct sentences.

kite could I Play 5 With Was a old years I .

please could you window ? open the

but can I speak Can’t English Spanish Speak .

alone could we go not when we very young out were

The learners work in rough, the teacher supervises their works , then invite them to correct on the board. The teacher explains the instructions of the second exercise then invites the learners to work in rough. Exercise 2: What do the following sentences mean? Put a tick ( ✔) in the right column

Sentence Meaning

Ability/inability Request Permission 1) Could you tell me the time please? 2) Learners at Middle School can use the school library. 3) I could not study English in Primary School.

The learners work in rough , the teacher supervise their works ,then invites them to correct. The teacher explains the instructions of the following task then invites the learners to work in pairs. Exercise : Re‐write the following dialogue into the simple past.

A : What can you do now ? ( child) B: I can get up at 7. I can’t leave home till I have my breakfast. I can use the school bus to go to school. I can’t be late to school for more than 5 minutes. I can have my lunch at school……

The learners work in rough , the teacher supervises their works then invites them to give their

answers . The learners read the corrected tasks then copy down on their copy books.


Pronunciation table page 32 Table souns page 32 “adapted” Board & marker Board and marker Board and makrer Page 18

File one : A Person’s Profile Level : Second Year . Sequence : Three Lesson : Listen and Speak .

Guided Sheet


Function : Locating Places / Talking about famous places.( Algiers the Capital) Grammar : Simple Present tense & Simple Past tense Vocabulary : Related to places and amenities Pronunciation : Syllable Words Will you explicitly teach an aspect of culture in the lesson? If so, describe it:

• Yes , famous places in Algiers the capital of Algeria. Swbat : Students Will Be Able To…. Locate famous places in Algiers and talk about them. & Locate one’s home famous places and talk about them 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 specifics of your lesson.)

• Can read and understand the general ideas and some important details of :. very short simple informational and descriptive texts (e.g. formulaic personal email) • Can find specific, routine information in short texts of : simple everyday material When and how will I check my students’ progress toward the objective(s)?

• I can see when they do the activities. • When they locate places of their own home town & talk about them.

• Required materials and/or resources: • The lesson is based on photos about Algiers • learners home town plan and amenities .

Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is this related to? 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 process development Ongoing assessment of Learning : Ongoing , or regular ,assessment should take various forms and

. Active Learners ; Learners acquire and retain language best when the topics meet their interests and when they are active participants in their learning: finding personal meaning ,learning cooperatively with peers, and making connections to life outside of class. • 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 .yelowfaffodil66 @gmail.com page 19


Ss need to know how to express past & present ability Ss need to know that capital and locate famous places in it ss.nned to know how to inquire about one’s past tasks Ss need to know how to inquire about famous places ss.need to know how to talk about their hometown ss need to know how to locate places in their hometown

Teacher ‐ student students‐ teacher teacher – student student –teacher student‐student teacher‐student ‐ student –teacher students‐ students teacher‐ students students – teacher students‐students

File 2 : Listen and Speak Sequence3 • Warm up: T. greets his leaners and welcomes them then tries to make a quick review about the last hour. • Presentation: Using photos of Algiers & compass, the teacher introduces the situation. • The teacher introduces the compass (North –South –East –West –North east –South East – South west –North West)

• T. invites the learners to repeat the words following the compass. • The teacher introduces the Capital Algiers and its famous and historic places.

Heights Algiers Place 1er Mai Kasbah Algiers Ahmed Bouzida Elhamma Garden Elmadania Middle of Algiers on the Mediterranean cost ketchaoua Mosque Hassiba ben bouali Road • Practice • T .invites the learners to listen and repeat the names of these places . • The teacher present the following drill : ‐ week end? A : Where were you last ‐holidays? B : I was in Algiers . A: Really, what did you visit ? ‐ Maquam Elchahid B : I visited ‐ Kasbah ‐Ketchaoua Mosque ‐ Jardin d’essai A: Where is it ? ‐ in the North on the heights of Algiers B : It is ‐ On the Mediterranean cost ‐in Ahmed Bouzida Street at the foot of Kasbah ‐ in Hassiba Beb Bouali Road in the Commune of Hamma • T. invites the learners to repeat the parts of the drill by pairs then all the drill . • The learners are invited to pay attention at the photos , the location of each famous place and perform the

drill , substituting key words • Use : T invites the learners to list the different famous places of their local area such as ( Mosque‐ Museum‐

Martyrs’ Square‐ Martyrs’ Cimetry……… • T. invites the learners to perform using the same pattern. • T. explains the instructions of “Activity1 p37” , then invites them to draw the plan of their local town and

locate the most important places on it . • T.Invites the learners to read the written work on the board , then copy down.

Interact Interpret Produce Interpret Produce Interact Interpret Produce Interact Interpret Interpret Interact Produce

Board & marker Compass flashcard or drawn on the board Photos of Algiers Boards and marker Board and marker + photos of Algiers Board and marker Board and marke Page 20

File one : A Person’s Profile Level : Second Year . Sequence : Three Lesson : Discover the Language

Guided Sheet


Function : Talking about possession

Grammar : Simple Present tense & Possessive pronouns Vocabulary : Vocabulary related to daily life routine Will you explicitly teach an aspect of culture in the lesson? If so, describe it:


Talk and express possession ( possessive pronouns) 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 specifics of your lesson.)


• I can see when they do the activities. • When they express their possession for things and objects

• Required materials and/or resources: • The lesson is based class room situation and objects • manual script page 38


. Active Learners ; Learners acquire and retain language best when the topics meet their interests and when they are active participants in their learning: finding personal meaning ,learning cooperatively with peers, and making connections to life outside of class. • 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 .



Ss need to know how to locate places on a plan Ss need to know to locate places on their home town Ss need to know different types of texts Ss need to demonstrate their understanding of the text Ss need to reinforce their understanding of the text Ss need to perform speaking using the given model


File 2( Seq3) MS2 level Warm up : The teacher greets his learners and welcomes them , then tries to make a quick reiew about the

last seance. ( locating ) T. invites the learners to correct the home work « Activity 1 p32 », where the learners are invited to talk about their town ( name streets, amenities and locate them) Teacher makes the learners talk about thier town abd tries to focus on the pssessive adjectives ( your – my…) Suggested Answer : « My town is ……………………… In my town there are ……………… Pre‐readng : The learners are invited to open their books page 38 and pay attention at the text. T.interact with his learners about the type of text ( dialogue) < How many interlocators …..> During –reading : T.explains the instructions of the following task and invites the learners to read the text then do the activity . Exercise 1 : Read the text then write « True – False – Not mentioned »

1. The dialogue is about Mum’s room. 2. Sally’s room is tidy. 3. Sally is a doctor 4. Sally will sort her room in the afternoon.

• T.invites the learners to read the text , and try to answer the task, while the teacher moves between the rows and supervises their works.

• T.invites the learners to give back their answers , he reports them on the board them asks the learners to read the corrected task.

• T.explains the instructions of the following Exercise , then invites the learners to read the text again and try to answer .

• Exercise 2: Read the text then complete the table. Persons Place Objects Time

Mum & Sally Home Clothes‐ magazines‐CDs‐ socks – bed afternoon • T.learners work in rough , the teacher supervises their work , then invites them to listen to him while

reading the script and underline the following words. ( mine‐ yours) • T. invites the learners to give their answers , her reports them on the board , then invites them to

read the corrected task. • Post –reading :T.invites the learners to read and perform the script by pairs then asks them to

remind him about the words they underlined previously. Page 22


Board and marker Local town plan Board & marker Script page 38 Board and marker Script page 38 Board and makrer Script page 38

Ss need to know the new grammar item Ss need to know how the new item works in a sentence and irt suse Ss need to know the correct form of the new item and its place in a statement Ss need to discrimante between the meaning and use of the sentences Ss need to know how to use the possessive pronouns in a communicative way.

Teacher ‐ student students‐ teacher teacher – student student –teacher student‐student teacher‐student ‐ student –teacher teacher‐student ‐ student –teacher teacher‐student ‐ student –teacher teacher‐student ‐ student

• PIASP ( Grammar Item) < Possessive Pronouns>

• Presentation: It is mine It’s yours

• Isolation : mine = ( Sally’s room) yours = ( Sally’s room)

• Analysis: It is mine It ’s yours

Subj + verb+ possessive pronoun subj + verb + Possessive pronouns

• Stating rule: “ Reminder – part 1” page 39 • mine, yours, his, hers, ours, theirs, whose = possessive pronouns , we use them to avoid repetition . • Practice : The learners are invited to perform the following tasks. ‐ Exercise 1 : ( based form) Re‐order the following words to make correct sentences. 1‐ mine/ this / book/ is/./my/it’s/ 2‐ not / pen/is / this/ mine/ yours/is /it/ ‐ Exercise 2 : ( meaning based) Match the pairs .

Sentences Meaning 1‐ I can speak English . 2‐ This classroom is ours. 3‐ I could not speak English in Primary School.

a‐ talking about past inability b‐ Expressing possession c‐ expressing present ability

1 2 3 c b a

Activity '2'p38: Complete the conversation with the right possessive pronouns .

Yanis : Hi, Sami .can I borrow your sharpener , please ? I've lost mine. Sami : I'm using it right now .Ask Olga, she isn't using hers. Yanis : Can't you lend me yours just a minute ? Sami : OK.Then hurry up . Yanis : Thanks .

Teacher invites the learners to work I rough , he supervises their works offers his help once needed then invites them to correct on the board, read the corrected task and copy down.

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Board and marker Board and marker Board and marker Board and marker Board and marker Page 23

File one : A Person’s Profile Level : Second Year . Sequence : Three Lesson : Practice

Guided Sheet


Function : Asking for / Showing the way Grammar : Simple Present tense & Prepositions of place Vocabulary : Vocabulary related to daily life routine & showing the way Will you explicitly teach an aspect of culture in the lesson? If so, describe it:


Ask for & Show the way ( using prepositions of place) 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 specifics of your lesson.)


• I can see when they do the activities. • When they can ask for the way and show it using the prepositions of place

• Required materials and/or resources: • The lesson is based imaginary plan page 38 • one’s home town plan.


. Active Learners ; Learners acquire and retain language best when the topics meet their interests and when they are active participants in their learning: finding personal meaning ,learning cooperatively with peers, and making connections to life outside of class. • 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 .



Ss need to know how to talk about pessesison Ss need to know the prepositions and their meaning Ss need to know how to use those preposition in a real like situation Ss need to know increase their practice of the use of preposition Ss need to know how ask for an d show the way in a concrete life situation Ss need to know the form the stat,ment containing a preposition ,is place…


File 2( Seq3) PPU Speaaking MS2 level Warm up : The teacher greets his learners and welcomes them , then tries to make a quick reiew about the last

seance. ( talking about possession ) Presentation : The teacher invites the learners to open their books page 38 and pay attention at the map . Teacher reads the map and introduces words and expressions used in locating and showing the way such as

Left - right - turn right - turn left – go down - it's on - it's next to – start from – to go to " The learners are invited to repeat then perform the following drill. The drill :

A: could you (help me) show the way to the post office please? B : Start from the Vietnamese restaurant , go down King Street, turn left into Pine

Avenue, then turn right into Grove Drive. It’s on the left side , next to the station A: That's very kind of you

Practice: The learners repeat the drill then substitute key words. The teacher invites the learners to pay attention at the table on page 39, he explains it and makes

the learners using the drill of presentation to perform and substitute key words.

Zoo Chemist’s Public Library 1‐ drugstore 1‐coffee shop 1‐Swimming pool

2‐ Prince Street 2‐ Oak Street 2‐ Lagoon Street 3‐Queen Avenue 3‐Maple Avenue 3‐ Ocean avenue 4‐ Princess Drive 4‐ Cherry Drive 4‐River Drive 5‐ Internet Café 5‐ Fast Food 5‐ car park

• To go to the chemist's ,start from the coffee shop, go down Oak Street,then turn left into Maple Avenue ,then turn right into Cherry Drive .It's on the left side , next to Fast food .

• To go to the Public Library, start from the swimming pool, go down Lagoon Street ,turn left into Ocean Avenue then turn right into River Drive .It's on the left side , next to Car park .

Use : The teacher invites the learners to talk again about their hometown plan and the amenities They are asked to use the same pattern and perform the drill talking in a real life situation The teacher invites the learners to read the following sentence: Presentation: It 's on the left side , next to Car park . Isolation: subject verb prepsition preposition of place of place

Stating rule: Reminder part 2 page 39. in grammar, a word which is used before a noun, a noun phrase or a pronoun, connecting it to another word

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Board and marker Board and marker Board & marker Script page 39 Board and marker Board and marker

Ss need to reinforce their understanding of showing the way using the preppostions Ss need to discriminate between the meaning of sentences Ss need to use the learnt language in a real life situation

Teacher ‐ student students‐ teacher teacher – student student –teacher student‐student teacher‐student ‐ student –teacher teacher‐student ‐ student –teacher

Practice: The learners are invited to do the following tasks . Exercise 1: <based form>Unscramble the words to make correct sentences.(pay attention to

the punctuation and capital letters)

-Iamapupilatmiddleschoolmyschoolmyschoolisbehindthepostofficenexttotheconstabulary

Exercise 2: <Meaning based >Complete using the following words. : “Ability – Possession – Showing the way”

1‐ I can speak English and write it now . (…………………………………..) 2‐ To go to the Mosque , go along this road turn left ,it’s opposite the bakery. (………………………….) 3‐ This book is not mine. It’s yours . ( ……………………….) Exercise 3 : <communicative based> Fill in the gaps to make a good dialogue A: Excuse me , …………..you …………me the way …………….the library, ……………? B: Go along ………..street ………….left . then turn ………. .the library is next to the post office.

T. invites the learners to work in rough , he supervises their works and corrects each task alone ,

then does the same with all the other tasks. The teacher invites the learners to correct the exercises , makes them read the corrected tasks then

asks them to copy down. By Mr.Samir Bounab

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Board and makrer Board and marker Borad and marker

Documents

MS2 level File2 Language Game ( PPU & PDP)ecoledz.weebly.com/uploads/3/1/0/6/31060631/file_2_language_game.pdf · language games in the past Expressing past ability Sequence 3 ( page