Ms1 full sequence 3 me & my daily activities

-

By : Mr Samir Bounab ( [email protected] )

mailto:[email protected]

My School Presentation

PPU speaking PIASP teaching simple present tense

oral

/s/ - /z/ - /iz/

Your classmates wants to know about your daily activities and leisure time

Asking and giving the time

Simple present tense

daily activities (get up- wash face brush teeth get

dressed- have breakfast go to school- have lunch- watch tv do homework-rabbit goldfinch-

canary turtle- goldfish- parrot- fennec- hobby drawing)

visual ( school manual flashcards daily activities flashcards-

clock board and marker

He can understand and interpret verbal and non-verbal

messages

He can work in pairs or in groups

He can use role-play to communicate appropriately

He socialises through oral or written exchanges

Values

The learner can use the markers of his identity when introducing himself to others: name,

He behaves as a responsible and committed citizen

he shows respect for the family members and all the jobs seen in the societyy

He is keen on learning about others markers of identity


time rational Interaction Procedure competences VAKT/ Aids

Greet and welcome Valuing time Know time Valuing time Valuing time Value time and habitual behavior

Teacher students Students- teacher Students- students Teacher students Students- teacher Students- students

Teacher students Students- teacher

Students- students


Students- students


Students- students


Students- students

MS1 Me & My daily activities Seq 3 Lesson

Warming up: The greets his learners and welcomes them. The teacher interacts with his pupils bout the timing of the

English lesson, what they will study next ,he tries to make them talk about the timing of their school syllabus or what they are studying in that day

The teacher tries to make them also talk about the timing they start school and the time they finish it.

Presentation: Using a visual aids { a clock} The pupils listen to the teacher and try to repeat the time . O'clock = sharp: { one thirteen / two fourteen / three

fifteen Twelve = mid day / twenty four = mid night = zero hour} Quarter past: [one two three sixteen Half past: {five seven ten twenty .} Quarter to: [three nine twenty .} The pupils listen to the teacher and repeat, then they are

asked to perform following statements about timing: It (time) is Twelve = mid day /twenty four = mid night =

zero hour} Quarter past: [one two three sixteen ] Quarter to: [three.. Half past: {five seven ten twenty .} The teacher next invites the pupils to perform in pairs: A : Is it One Oclock ? B: No, it is not. A : What time is it then ? B : It is one o'clock / quarter

past one / half past one / quarter to Practice 1 : The learners perform the drill by pairs and they are asked to

be free to substitute key word A : Is it (One Oclock - quarter past / quarter to / half

past? B: No, it is not. A : What time is it then ? B : It is two o'clock / quarter past one / half past one /

quarter to Use : The pupils say the time and repeat it then they are asked to

ask about the time and give it . Learners use their school time table and perform asking

about the time of : starting school finishing school time of each subject break time lunch time

Presentation 2: < Describing Daily Activities> Using Visual aids showing daily routine activities the teacher

introduces the situation The learners listen and repeat:

get up - do ablution - pray - have breakfast - go to school -

watch TV do homework have dinner - go to bed at 6 -6:15 6: 25 - 7:15 - 7;30 - 5:00 - 18:00 -22:00

by Mr Samir BOUNAB ( [email protected] )

Interact to greet and welcome

Interact

about the English time

course

Interpret the clock

And the

time

Interact about time

Interpret the time

Produce drill asking and telling the

time

Interact about time and daily activities

Interpret

Daily activities and

time

Produce Short

paragraph about

Ones daily activities

Visual & tactile ( learners time table) Visual ( flash card / clock ) Visual ( board and marker) Visual ( clock & board and marker) Visual ( clock and board & marker) Visual ( flash card showing daily activities ) Visual ( board and marker)


Greet and welcome Value time and habitual behavior Value time and habitual tasks Inquire about ones daily activities Know about the simple present tense


Students- students


Students- students


Students- students


Students- students

Practice

The teacher invites the pupils to talk about those pictures , say

the timing and daily activities .

Affirmative form :

The learners listen then repeat using the pronouns ( I- you

we they )

A: What do (you/ they) do every day at [6.30-6.45- 7:00-

7:30- 8:00 -8.30 ]? B: ( I- you-we- they) get up at 6:00 ( I- you-we- they)

do ablution at 6: 15 . ( I- you-we- they) pray at 6:30 .

( I- you-we- they) on my clothes at 6:45 ( I- you-we-

they) have breakfast at 7:00. ( I- you-we- they) go to

school at 7:30 ( I- you-we- they) arrive to school at 8:00

( I- you-we- they) start class at 8:30 . ( I- you-we- they)

have lunch at the school canteen at 12 :30 . ( I- you-we-

they) finish school at 16 :30 . ( I- you-we- they) do

homework at 18:00 . ( I- you-we- they) have dinner at 20 :

00 . ( I- you-we- they) watch tv at 21:00 . ( I- you-we-

they) go to bed at 22:00.

Learners are invited to perform using ( he she)

A : What does (John /Khadidja) do every day? B : Every (John/Khadidja) gets up at 7 . ( He She)

does ablution . ( He- She) prays at 6:20 . ( He /She) has

breakfast at 7:15 . (He / She) goes to school at 7:30 . ( He-

She) starts school at 8:00 . (He-She) has lunch at 12 30. (

He She) finishes school at 16:30 . ( He- She) revises

lessons at 18:00 . ( He She) has dinner at 20: 00 .(

He/She) watches TV at 5:00 . (He/She) goes to bed at

22:00

Interrogative & negative form

A : Do ( you- they ) have lunch at 7:00?

B : No , ( I you we they) do not.

A : Do ( you they ) go to bed at 22:00?

B : Yes ( I- you we they ) do .

A : Does ( khadidja John ) goto school at 9:30?

B : No ( he she) does not.

A : Does ( he she) have dinner at 20:00?

B : Yes ( he- she ) does

Learners work in pair and substitute keywords

Use :

The learners are asked to talk about their daily activities (

oral) & do that as homework for the next session

The learners read the written work on the board then copy

down on their copy book

Interact to greet and welcome

Interpret the suggested

daily activities

Interpret and perform in

pairs

Interpret and

substitute

Key words

Produce dialogue

asking and answering about daily

activities

Interact about the suggested statement

Interpret each part of

the statement

and identify the new structure

Visual ( board & marker) Visual ( flashcards & board & marker) Visual ( board and marker) Visual ( flashcards showing daily activities) Visual ( learners copy book & board and marker) Visual ( board and marker)

Know about the simple present tense forms Question Using the simple present tense Make questions using yes & no questions & whqq words


Students- students


Students- students


Students- students


Students- students


Students- students

[email protected]

Lesson : PIASP teaching grammar simple present tense

( Describe daily activities part 2)

Warmer :

The teacher welcomes his learners, and invtes the learners to

correct the given homework

Assessing homework:

The teachers moves and checks the learners productions ,

then selects some to read their productions

Suggested production :

I get up at 6:00 . I do ablution at 6: 15 . I pray at 6:30 .

I have breakfast at 7:00. I go to school at 7:30 .I- you-we-

they) arrive to school at 8:00 . I start class at 8:30 . I

have lunch at the school canteen at 12 :30 . I finish school

at 16 :30 . I do homework at 18:00 . I have dinner at 20 :

00 . I watch tv at 21:00 . I go to bed at 22:00. Teacher reports the learners best production , then invites

them to read the corrected composition

PIASP : Teaching simple present tense

presentation I do my homework at 19:30 . He goes to school .

isolation I+ do +my homework + at 19:30 He + goes+ to schol analysis subj+ verb + object + time subj + verb + obj (do= verb to do) (goes=verb=to go+ es)

Simple present tense simple present tense

Stating rule

Interpret the stated rule Interpret the forms of the simple present tense Interpret the different forms of the simple present tense Interpret the forms of the type of questions used with the simple present tense

Visual ( board and marker) Visual (board and marker) Visual ( board and marker) Visual ( board and marker) Visual ( board and marker)


Make auxiliary questions Form negative form Act of Communic And social status Inquire about learners school time table


Students- students


Students- students

does (she / he /it) pray ? How go When study 2) Whqqs : Subject : " he she it "

Where What

How +DOES +SUBJECT +VERB ( s/es/ies)+ OBJECT + ? When infinitive which

Where live Which watch What

The teacher does a quick summary about the simple present tense. Grammar : The simple present tense:

The sentence is Subject + verb + object

a) The subject: I / you / we/ you/ they I speak English you play football we support the Algerian team you revise the lessons they start class at 8.30

b) the subject : " he she it "

s He She + verb + es + object It ies

speaks S/he it washes - misses- boxes- does- watches Crycries - worry worries

But: when "y" is preceded by a vowel only "s" is added.

play plays S/he it Obey obeys Buy buys

c) Questions:

1) Whqqs: Subject " I- you- we you they".

Where What How + DO + SUBJECT + VERB + OBJECT +? When which

Example: I study? Where you speak? What DO we support? How you start? When they leave? Which

Interpret the way to ask questions using the simple present tense Interpret the negation with the simple present tense

Visual ( board and marker) Visual ( board and marker)

Match number with script Identify &

Doscriminate Between the meaning of each sentence Ask and tell time in communica Information Gap activity


Students- students


Students- students


Students- students


Students- students

But when the question is about the "subject" WHO + verb.

Ex: Who goes to school/ who knocks the door / who score ?

Interrogative questions:

Do + subject + verb + object Does

Ex : do (you I we they) study English? Does (he she it) have lunch?

3)Negative form:

1) Subject + do + not + verb + object.

(I/you/we/they) do not ( go-study-wash)

2) Subject + does +not + verb(infinitive) + object.

(s/he it ) does not ( wash- stay- cry )

Learners read the written work on the board , then

copy down

By : Mr Samir Bounab [email protected] )

Interact to greet and welcome Interact about the English course timing Interpret the time in written way Interpret the meaning of each Sentence Interact in pairs Interpret the school time table Produce communic Task using time

Visual ( board and marker) Visual ( board and marker) Visual ( board and marker) Visual ( board and marker)


Socializing Be aware about importance ones school time table Spell the time Identify and discriminate between the learnt learning objectives Use the time in real life exchanging situation


Students- students


Students- students


Students- students


Students- students

MS1 level Me & My daily activities Seq 3 Lesson : Ask and tell the tell / describe daily activities (Practice) Warmer : The teacher greets & welcomes his learners , then inquires about the time the previous session before English or the one after , he may ask them these questions :

What time is the English course today? What time do you start class? What do you study today ? ( time + course)

PRACTICE: The teacher reports the learners answers on the board

then invites them to read. Learners are invited to do the following tasks. The teacher explains the instruction then invites the

learners to work in rough Task 1: Write the time in full .( based form )

1.00 12.15 13.30 14.45

16.00 00.00 12.00 8.01

17.05 18.20 18.29 19.40

22.50 23.59

Learners work in rough , the teacher supervises their sorks

then invites them to correct on the board

Teacher explains the instructions of the second task then

invites the leaners to work in rough.

Task 2: Complete with the right word to identify the meaning of each sentence. ( meaning based)

( age likes time job)

Ahmed is a doctor = (..) Amira is 9 years old . = ( ) It is 10 : 30 . = () I like playing football . = ( .)

Learners works in rough , the teacher supervises their sorks

then invites them to correct on the board

Teacher explains the instructions of the next task , then invites

his learners to work in rough .

Task 3: Use your school timetable to complete the

dialogue. (vommunicative based )

Teacher: What time is the English on Sundays?

Learners : The English course is at ..

Teacher : Is the French course at 10 : 00 today?

Learners: .

Teacher : What time do you practice sport ?

Learners : On practice sport on .at

Learners work in rough , the teacher supervises their sorks then

invites them to correct on the board

Learners are invited to read the corrected tasks , then copy down .

By Mr .Samir Bounab ( [email protected] )

Interact to greet and welcome Interpret the questions related to the school time table Interpret time from numbers to letters Interpret the meaning of each sentence Interact and interpret the exchange to produce a dialogue asking and give the time

Board and marker Board and marker Board and marker Board and marker Board and marker


Be happy to meet classmate and teacher Master the components of a sentence and the right logical order Understand meaning of each sentence Use the learnt language to Ask questions in real life situations Identify the verb in a given sentence Discriminate between the pronun of the final s


Students- students


Students- students


Students- students


Students- students

MS1 level Me & My Daily Activities Seq 3 Lesson : Describe daily activities ( practice ) PIASP pronunciation sounds /s/ - /z/ - /iz/ Warmer : The teachers welcomes his learners and tries to make quick review about the last session, making them talk about describing their daily activities using the simple present tense. Learners are invited to do the following tasks to consolidate the previous acquired knowledge Practice :Task One: (based form ) Re-order the words to make correct sentences and questions :

? / you / study / Friday / Do / on , / not / I / No/ do / . Ahlam / ? / Does / speak / French Does / . / yes / she / What /?/ Omar / does / finish / school his/ likes/ Omar /canary/ ./ canary/./ nice/sings/ songs

Learners work in rough the teacher supervises their works , then invites them to correct on the board and read the correct tasks

Task Two : ( Meaning based) Match the pairs

Sentence Meaning

a) My dad is a plumber. b) English is at 9:00. c) I get up at 6:00, have class at 8:00 ,

practice sport at 10. d) I like football.

1) Likes 2) Job 3) Time 4) Daily activities

Sentence a b c d

Meaning

Learners work in rough the teacher supervises their works , then

invites them to correct on the board and read the correct tasks Task Three: (communicative based task) Ask questions to form

correct dialogue. A : ? B : No ,I do not study at the lycee. A ; ? B : I study at Middle school. A: ? B : yes my brother works in an office Learners work in rough the teacher supervises their works , then

invites them to correct on the board and read the correct tasks

PIASP pronunciation sounds /s/ - /z/ - /iz/

Presentation : Learners are invited to read the sentences in the first task and pay attention at the words written in different color.

Ahlam speaks French .The canary sings well. Omar finishes school at 17:00. Analysis: speaks sings finishes s = /s/ s = /z/ s = /iz/ Stating rule :

Letter Pronunciation

s

/s/ = likes- hates- /z/ = goes- studies /iz/ = finishes- watches

By Mr Samir Bounab ( [email protected] )

Interact to greet and welcome Interpret the right form of each sentence Interpret the meaning of each sentence Produce a dialogue dealing with daily activities using the simple present tense Interact about the previous task Interpret the for m of the verbs ending with s Interpret the sound behind each letter

Board and marker Board and marker Board and marker Board marker Board and marker


Practice pronunciation of the final s Identify and dicriminate between the pronunciation the final s


Students- students


Students- students

Practice :

Task 1: tongue twister ( game) Read the tongue twister

Mrs James sells seashells by the shiny sea shore Teachers reads the tongue twister and invites the learners to read it

increasing the speed

Task 2 : Put each word in its right column maths- friends - hates boxes- pets - matches dogs- stops places- plays- buses

/s/ /z/ /iz/

Maths- hates- pets- stops

Plays- dogs - friends

Places- buses- matches

Learners work in rough , correct on the board , then read and copy down

By

Mr Samir Bounab

[email protected]

Interact about the tongue twister Interpret the sounds of each letter s

Flashcard seashell Board And Marker Board and marker



PDP Listneing PIASP teaching pronunciation

listening

/h/ - / /



daily activities (get up- wash face brush teeth get

dressed- have breakfast go to school- have lunch- watch tv do homework-rabbit goldfinch-

canary turtle- goldfish- parrot- fennec- hobby drawing)



/h/ - / /


messages




Values






Time Rational Interaction Procedure competences VAKT/Aids

Greet , welcome Get involved In Initial problem Solving Know and value Algerian Monuments And their places Guess and improvise Solve the initiated problem though tasks Scan the listening script to answer the task Reflect their real life situation

Teacher- student Students- teacher Teacher student Students teacher Student teacher Students students Teacher students Students Students Students Students

MS1 Me & My Daily activities Sequence 3 Lesson : PDP Listening Warmer : Teacher greets his learners and welcomes them, then

invites them to make a quick review about last session Teacher invites the learners to talk about their daily activities

Teacher : What do you do every day? Learner: Every day , I get up at 6 :30, pray , have breakfast,

leave home . Pre-listening: Showing the photo of Setif , the teach tries to make the learners guess which moment and which wilaya

Teacher may help his learners by asking these questions:

T : what is the picture about ? P : Its a monument T: Is it in your town ? P: No, it is not . T: Where is it then ? P: It s in Setif

Teacher introduces the situation using picture showing Amel from Setif . Teacher invites the learners to look at the task , read the instructions , then listen and try to answer . Task 1 : Listen , then say true, false or not mentioned

a) Amel is from the east of Algeria. b) Amel is not a student. c) Amel has breakfast before school. d) Amel plays hopscotch after school e) Amels hobby is reading .

The teacher reads the script twice , then invites the learners to correct on the board then read the corrected task Teacher explains the instructions of Task 4 p75, then invites the learners to listen twice and answer the task. Task 4p75: Listen and complete the table ( Books shut)

name Activities time

Amel Gets up 6:30

She Has breakfast 7:00

She Goes to school 7:30

She Does homework evening

Learners listen, then answer on their rough , after that they are invited to correct on the board

Post listening Teacher invites some learners to read the passage on page 75

,loudly , in order to make them familiar with the words and their pronunciations Learners are invited to make the same passage talking about their

own daily routine activities Learners work in rough, the teacher supervises their works , then

invites them to correct , then read the corrected one on the board and copy down .

Interact Interpret Produce Interpret

Interact Produce Interact Interpret Produce Interact Interpret Produce Interact Interpret Produce

Visual ( board and marker) Vosual ( photo of setif monument) Board and marker Audio ( script) Visual ( board and marker) Visual ( learners copy books)

Identify The selected words Identify the words with their statements Define the use of each wh qq word Identify the form of each statement with its wh qq wod Discriminate Between the meaning of each whqq word Form correct question To make communi Information Gap activity

Teacher Students Teacher student Students- teacher Students teacher Teacher Students Students Students Teacher Students Students Students

MS1 level Me & My daily Activities Seq three Lesson : PIASP grammar wh question words

Teacher asks the learners to read the text , then underline the words : Setif pupil at 6:30 in the evening

Teacher asks the pps to read the passage then listen the sentences that include the underlined words Presentation: learners are invited to read the following sentence

Amel lives in Setif . Shes a pupil. She gets up at 6:30.In the evening she does her hw Isolation Setif pupil 6:30 evening Analysis: (place) (job) (time) (date)

Where what what time when Stating rule:

wh question word Question

a) What Object (pen ruler-book.. Name ( Ahmed Ahlem. Time ( 6:30 10:30.

b) Where Place ( in Constantine In Algiers..

c) When Date ( 2017- Saturday morning evening

d) How (old) Age ( 11 years old .. Practice :

Task 1: Re-order the words to make correct sentences. 1) ? / your / what / is / name/ 2) You / are / ? / How / old 3) From / you / ? / where/ are 4) Study/ ? / when / you / do / English

Learners work in rough , teachers supervises their works , offers help when needed ; then invites them to correct on the board Learners read the corrected task on the board Teacher explains the instructions of the second task then invites the

learners to work in rough and answer Task 2: Match the question with the meaning

Question Meaning

a) What are you ? 1) Time

b) How old are you ? 2) place

c) where are you from? 3) Date

d) When is you birthday? 4) Job

e) What time is it? 5) age

learners work in rough , teachers helps tem when ever they ask for that , then they are invited to correct on the board and read the corrected task Teacher explains the instruction of the next task , then he invited

them to work in pair on their rough copy books Task 3: Ask correct questions to form correct dialogue: A : ? B : My name is A: ..? B : I am 11 years old. A .? B: it is 10 :30 now A; ..? B : I am from .. A : ? B : No, I do not study on Friday A :., B : I study on Sundays

Learners work in rough , the teacher supervises them ,invites them to correct on the board , then they are askd to read the corrected task and then copy down

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

Visual ( learners school manual) Visual ( board and marker) Visual ( board and marker) Visual ( board and marker) Visual ( board and marker) Visual ( board and marker) Learners copy books


PPU Speaking PIASP teaching pronunciation /h/- / /

speaking

/h/ - / /


Simple present tense & wh question words

leisure activities ( read play swim- watch TV- play

games- hiking- go to forest- connect- chat take care of pats clean my district plant trees - -

water trees )



/h/ - / /


messages




Values






Time Rational Interaction Procedure Competences AIDS/VAKT

Greet and welcome involve learners in initial problem solving situation value and discrim between duty time and leisure time Talk about Ones leisure Time Identify The new sounds And Discrimi Between them

Teacher- students Students- teacher Teacher students Students teacher Students- students Students- students Teacher students Students teacher Students Students Students- Students

MS1 level : Me & my daily activities seq three Lesson : PPU speaking - Talking about leisure activities & Naming Pets Warmer : Teacher greets his learners and welcomes them

Teacher shows a cartoon video : https://www.youtube.com/watch?v=evv9POaKOng

Teacher show another cartoon video about naming pets: https://www.youtube.com/watch?v=r5TJqfBvSIo

Presentation :

Teacher explains the new items week end holiday after school leisure = free time

Teacher invites the learners to elicit the leisure time activities ( even they use French or their mother tongue , the teacher has to be flexible and help them express that in English) : read play swim watch TV- play games hiking go to forest - connect chat take care of pets- clean my district water trees.

Teacher invites the learners to name the pets they know : cat dog- fish- goldfinch- canary cow- donkey horse sheep .

Drill :

A : Whats your name ? B: My name is ..

A: How old are you ? B: I am

A: What do you do every day? B : Every day , I get up at 6:30 , pray at 6:45, have breakfast go to bet at 22:00

A : What do you do in your leisure time?

B: In my leisure time I watch TV, play football , play video games, go to forest and visit my family.

A: Do you have pets at home ?

B : Yes , have a cat pet and a goldfinch bird. I love it . It has nice colors

Practice : Learners listen ,repeat by pairs till they get the whole drill Learners are invited to perform the drill substituting key words about

leisure activities and pets Use : Learners are asked to work in pair and make short dialogue

talking about their own leisure activities and pets

PIASP : teaching sounds /h/ - / /

Teacher invites the learners to read the following example

Tongues twister : /h/ - / / Presentation : Harry has a hamster at home.He looks after it and waters it Islation ; harry has hamster home after waters

Analysis: /h/ /h/ /h/ / / /h/ / / / / Stating rule:

Letter sound

h

a- er /h/ = have home-horse

/ /= plumber Practice : Task 1: Put each word in ts right box Holiday apply hot - summer- brother horse happy away tiger - plumber doctor sister farmer

/h/ / /

Learners work in rough , the teacher supervises their works , then invites them to correct on the board

Learners read the corrected tasks on the board then copy down


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

Visual ( video tapes) Visual (flashcards showing leisure time activities) Visual ( board and marker / leisure time flashcards Visual tactile( rough copy books Visual ( board and marker) Visual ( board and marker)

https://www.youtube.com/watch?v=evv9POaKOnghttps://www.youtube.com/watch?v=r5TJqfBvSIomailto:[email protected]


PDP Reading PIASP teaching grammar prepositions of time

Reading

/h/ - / /

Margaret is wants to know about and your daily activities

Simple present tense & prepositions of time

daily activities and leisure time

visual ( school manual flashcards daily activities flashcards

board and marker


messages




Values






Time Rational Interaction Procedure competences Aids /VAKT

Welcoming and

greeting

Guess and improvise from none verbal to

verbal message

Discriminate between

correct and incorrect

statement and

irrelevant ones

Use mind mapping to

organize and split their answers

Teacher students

Students

teachers

Students- students

Teacher students

Students

teachers

Students- students

Teacher students

Students

teachers

Students- students

Teacher students

Students

teachers

Students- students

MS1 level Me & My daily activities Seq 3 Lesson : PDP Read & PIASP teaching grammar Warmer : Teacher greets his learners and welcome them Learners are invited to make a quick review about the last session talking about leisure activities Teacher may ask the learners about their week end leisure activities Pre-reading : Using a photo of Margaret , teachers asks the learners to guess : Task 1: Look at the photo and try to answer the questions

1. Does the photo show a boy or a girl? 2. How old is she? 3. What is her job? 4. Where is she from?

The teacher invites the learners to write a short production about what they see and write ( mean while the teacher prepares the first task on the board) Teachers invites the learners to correct what they improvised During reading: A day in the life of an English pupil Teacher asks the learners to open their books on page 85 , he explains the instructions of the first task ten asks them to read the text silently and answer Task 2: Read the text then say true false or not mentioned

1. The text is about Margaret 2. She is a student at Good bye Middle School 3. Margaret is from Australia. 4. The text is about daily activities

Teacher monitors his learners , then invites them to correct Learners correct on the board , then read the corrected task Teacher explains the instructions of Task 1 p85/86 , then invites his learners to read the text silently and do the task Task 1 p 85/86: What does Margaret do ?

Learners work in rough , then they are invited to correct on their books using their pencils Post reading : The teacher explains the instructions of the following task


Interact Interpret Interact Interpret Produce Interact Interpret Produce Interact Interpret Produce

Board and marker

Picture of Margaret Board and markers Text page 85 Board and marker Task page 85 Board and marker

morning get up at 7:30, wash , get

dressed, have breakfast, get to school , chat with

friends,have lessons

afternoon study at school,have break,

stay for school club, do homework

evening

watch TV at 9:00 pm

week end attend ballet ,go with family or a walk in the

country side

margaret


Write production integrating all what has been seen

Teacher students

Students

teachers

Students- students

Task : Read the text and write a short paragraph about your friend Learners work in pair , exchanging information Suggested paragraph:

My friend ..is ..years old .Everyday, my friend gets up at 6:30,prays , has breakfast, goes to school . My friend starts class at 8:30 , has lunch at the school canteen at 12:30 .In the afternoon , my friend studies starts at 13:30 and finishes at 16:30 . After school my friend has a snack, plays out and watches Tv , in the evening , (he/she) does homework , has dinner at 19:30. At night my friend watches Tv and goes tobed at 22: 30

Learners work in rough , the teacher supervises their works , and offers help once needed , then invites them to correct on the board , read then copy down

Interact Interpret produce

Board and marker


Situation of integration writing

Margarets mum wants to know about your mothers daily activities


daily activities and leisure time

visual flash cards showing mother daily activities


messages




Values






Time Rational Interaction Procedure competences Aids /VAKT

Welcoming and greeting Valuing mothers duties and tasks Organizing ones ideas before writing Taking care of the form of the used language Getting used to the writing process

Teacher Sudents

Students Teacher

Teacher students

Students teacher

Teacher students

Students teacher

Student teacher

Students

students

MS1 level Me & My daily activities Seq 3 Lesson : situation of integration Warmer : Teacher greets his learners and welcome them Learners are invited to make a quick review about the last session talking about leisure activities Teacher may ask the learners about their friends daily activities and leisure time ones Situation of integration : Brainstorming : Learners are invited to open their books on page 90and pay attention at Margarets post card , he reads it and invites some learners to read it

Learners are asked to pay attention then at the following

flashcards and try to describe them by completing this table Planning : Look at the pictures and complete the table

What does your mother do ? Morning Afternoon Evening Night

Get up pray prepare breakfast wash dishes arrange the house- clean the house cook lunch - serves lunch has lunch with family.

Prays takes a nap prepare cakes makes snacks visit neighbors watch tv .

Cooks dinner prepares table for dinner- serves dinner washes dishes-

Watch tv make the bed sit with family and children- tell stories

Grammar Skills Attitudes

Simple present tense prepositions of time

Describe ones daily and leisure activities Express likes

Valuing time and tasks related to it Taking care of pets Respecting friends likes

Drafting : Learners are asked to work on their rough copy, the teacher moves and offers his help once needed

Editing : Learners are asked to review their works and check what they have written ( use of the present simple verb + s /es / ies) Publishing : Learners are asked to write their final production a

post card By Mr Samir Bounab ( [email protected] )

Interact Interpret Interact Interpret Interpret Produce Produce

Board and marker Flashcards showing mums duties Board and marker Learners draft


Using different kinds of final productions lay outs

Students - students

Hi Margaret, Thank you for your postcard and for asking about my mums daily activities My mum says hello to your mum . Everyday my mother gets up at 6:30, prays , prepares breakfast , washes the dishes, cleans the house , washes the clothes, cooks lunch , serves it and she has it with family . In the afternoon , she prays , takes a nap , prepares cakes , visits neighbours or family , then cook dinner In the evening , she serves dinner, washes the dishes, makes the beds and sits with me and my family . She goes to bed at 23:00 What about your mum? Yours Learners read the corrected composition , then write down adapting to their mums activities

By

Mr Samir Bounab

[email protected]

Produce

Post card model to be reproduced by learners


Education

Ms1 full sequence 3 me & my daily activities