Ms1 level file 1 hello with atf & aef competencies

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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

septem Week 3

septem Week 4

october Week 1

october Week 2

october Week 3

october Week 4

File o

ne "

1"

(p19 to p39)

"H

ello" P

re-F

ile

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• Lettering,

Alphabets • Initiation to

spelling • -‐Naming School

things • School commands

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐

Greeting people .

Introducing oneself

Getting to know someone (name-‐ age-‐ hometown-‐ country

Introducing someone

Counting

Asking and giving information about : (hometown – location – country – nationality )

( oral and written) -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ ( oral) ( oral and written) (oral and written) ( oral) (oral and written) (oral and written)

Alphabets (vowels & consonants)

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐

The auxiliary " to be" I am /you are / this is / it is

The demonstrative pronoun :"it-‐this-‐that "

The possessive adjectives " my / your

The prepositions : "in / from

Vocabulary related t school thing & school commands

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐

The English alphabet

The cardinal numbers from

( 0 to 19) Learn about culture

Monuments and places: Big Ben, Maqam Eshahid The British Royal Family Countries / currency / flags

Uttering & saying the alphabets

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐

Sounds

i = " I -‐ hi -‐ nice – five –time … " = /ai/

i = " in – Li – taxi – six –seven -‐ listen " = / i /

een = " thirteen-‐ seventeen-‐ sixteen….. en = ten – seven – listen – Sweden

School Library Contest Your school librarian wants

to enrich the library collection

with tourist brochures about

countries, cities, towns,

villages…… Here is the ad

SWBAT : Makes researches and Discover

the outside class room world

(through group works)

Utter & say the alphabets

Discriminate between vowels & consonants (pronunciation)

Name school objects & school commands

Greet -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Greet people Introduce oneself Get to know someone's (name-‐age-‐hometown-‐country) Introduce someone Count Ask and give information about : (hometown-‐location-‐country-‐nationality) By Mr. samir bounab yellowdaffodil66@gm

ail.com

Make a tourist brochure about a country ,a city, a town, a village… Procedure 1. Form your group (2 or3) 2. Find information (library-‐internet-‐ teacher, parents…) 3. Collect pictures/drawings about (capitals-‐flags -‐monuments-‐currencies…) Group Work: 1.Meet (show your work – discuss-‐correct –stick your photos –type or write your form .(country-‐ continent-‐capital-‐monuments-‐currency-‐population…) Your brochure is ready put it on the

File One [Hello] Sequence One 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 : Greeting & Introducing oneself Grammar: English alphabet Vocabulary related to: greeting & introducing

Pronunciation : : sounds: " i" / "i" (ai) (i) / een / Aspect of culture: Monuments and places :Big Ben ,Maqam Eshahid, Countries : currency / flags

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 : Greet & Introduce oneself Required material and / or resources : The manual’s flashcards (21 – 22 – 23 ) & manual script page 31

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page 3

Time Rationale Type of interaction Steps of the Lesson Competencies VAKT

Greeting and welcoming Helping & co-‐operating Being , becoming friends and getting to know someone Being , becoming friends and getting to know someone Welcoming & greeting Being , becoming friends and getting to know someone Ways od

Teacher -‐ students studetns -‐ teacher teacher – studnts students -‐ teacher Students -‐ students

Sequence one Listen and speak MS1 level PDPlesson:

Warm up : The teacher greets his learners and welcomes them. e

The teacher interacts with his learners about the new file , he instructs the learners to split into groups of 4 in order to do the Project work which will be about ( A tourist brochure about your own city) The teacher instructs the learner about how to deal with project works (the number of learners in each group , the role of each one , where to get the required information , he should insist on the fact “Not to buy” projects from cybers…., he should also inform them that he is ready to help them and the last five minutes of each séance are for that purpose. Pre-listening Using pictures the teacher shows the photos of Sally & Olga (without telling the learners about their names). While – listening: The teacher invites the learners to listen and try to identify:

1. The names of the interlocutors. (Sally & Olga ) 2. What they are saying .( Script page 31 – sequence one)

The teacher reads the script twice or thrice ( books shut) and invites the learners to answer . The learners are invited to open their books on page 31 and read and perform the drill ( pair work)

Post-listening : The learners are invited to perform the following drill using the below key words. Drill n°1: Q: What is ['s] your name? My name is ( Sally / Olga / Wang / Sami / Aminata / James / Michel / Eva / Steve / A: /Sana/ Ivan / Indira )

I 'm The pupils repeat the drill word by word then sentence by sentence. The pupils repeat the drill, then substitute the names written on the board; The pupils perform the drill using their own names . The teacher introduces the second drill : Drill n °2: Sally: Hello! I 'm Sally. What's your name? Olga: Hi! Sally .My name is Olga. The pupils listen then repeat the drill ,using the names above, till using their own names. The teacher introduces the third drill : Drill n° 3: Olga: Hello, Wang! Hi! Sally Sami: Hello! My name's Sami. What’s your name? Olga: Hi, I 'm Olga! Glad to meet you. the pupils repeat the drill, substitute the names, and then use their own names.

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Board & board marker

Pictures of “cyber café-‐ newspapers – library-‐ samples of project works of the previous years learners Pictures of Olga and Sally page 21 Manual’s script page 31

Kinesthesia ( learners stand up ,use gestures and perform the drill – pair work)

Pictures of Sally, Olga, Wang ,Sami, Aminata, James…..

Kinesthesia ( learners stand up,use gestures showing greetings and perform the drill – pair work)

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speaking Ways of speaking Ways of speaking Ways od speaking Ways of speaking Ways of speaking Ways od speaking Ways of speaking Ways of speaking

Teacher -‐ students studetns -‐ teacher teacher – studnts students -‐ teach Students -‐ students teacher – students students -‐ students

Pronunciation and spelling. Sounds: /ai/ vs /i/

Presentation: The teacher writes the following sentences on the board (the words containing the sounds /ai/ & /i/ must be written in different colours, he reads it twice or thrice, then invites some of the learners to read.

I am six .I am a pupil in primary school . Isolation: The teacher invites the learners to pay attention at the words written in different colours. I six in primary

Analysis: The teacher helps his learners to analyze the words and their letters six in I primary

letter “i” = sound /i/ = letter “e” letter “i” = sound /ai/ Stating Rule: The learners are invited to state the following rule (No need for the teacher to focus

on the phonetics transcription symbols)

Practice: The teacher writes on the board a list of the words and asks the pupils

to identify the difference between the sounds. Exercise : Put each word in its right column : time -‐ it -‐ this -‐ nice -‐ Italy – write – five – domino – uniform The learners work in rough, then correct on the board The learners are invited to read the corrected task The teacher explains the instructions of the “compare” task where the learners are invited to listen ,

discriminate between the sounds /ai/ & /i/ and try to recognize the spelling of some words the teachers asks the learners while he reads the works by pair in order what sound does the first

word express and what does the second do too. Compare. this (e) time (I ) -‐ five(I )-‐ six (e) -‐ listen ( e) – in (e) – write ( I ) – eye (I )-‐xylophone (I ) (e) (i ) (i) (e) (e) (e) (i) (i) (i)

china (i ) – scissors (e) – exercise (i) (e) (e) (i) The learners are invited to read the corrected tasks then copy down on their copy books.

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I = I i = e Time Nice Write Five

It This Italy Domino Uniform

Interpret Interact Interpret Produce Interact Interpret Produce Interact Interpret

board & board

marker board & board



marker Manual’s

script Manual’s

script Manual’s task

page 21

page 5

/ai/ = five, time,nice….. The letter “i” is written “i” but pronounced î /i/ =letter “e’ = in , it, six……..

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


Sequence 1 MS1 level PPU Lesosn : Warm up: The teacher greets his learners and welcomes them . The teacher interacts with his learners about the last séance (greeting & Introducing) and the vowel sounds /ai/ & /i/ The teacher introduces the drills through pictures: Drill one : Aminata : Hello, my name 's Aminata .What 's your name ? James: Glad to meet you ,Aminata .I'm James. The pupils listen then repeat the drill. The learners are invited to use their own names and perform the drill . The teacher introduces the second drill. Drill two: Sami : Hi , I 'm Sami , what is your name? Wang: Hello,my 's Wang .Nice to meet you Sami. The pupils listen then repeat the drill. The learners are invited to use their own names and perform the drill . The teacher introduces the third drill . Drill three: Olga : Hello , I am Olga . What is your name? Michel: Hi , my name is Michel . The pupils repeat the drill then ,use their own names and practise the three drills . The teacher invites the pupils to do Activity " a" p 22 : The learners use their pencils to answer the Activity on their books. The learners are invited to read the corrected tasks ( pair work) The pupils do the Activity orally and the teacher writes the answers on the board. The pupils read the dialogues written on the board then copy down on their copy books.

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board & board

marker Pictures of

Aminata & James

Kinesthesia (

learners stand up, use gestures showing greetings and perform the drill – pair work)

Tactile : (learners shake each others hands to greet, welcome and introduce each others) Kinesthesia (

learners stand up,use gestures showing greetings and perform the drill – pair work)

tactile : (learners shake each others hands to greet, welcome and introduce each others) Manual Task page

22 board

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


Sequence 1 . MS1 level Warm up :The teacher greets his learners and welcomes them . The teacher interacts with his learners about the last séance (greeting & Introducing) The teacher explains the instruction of the following exercise then invites the learners to do it. Exercise: " re-‐order the following words to make a correct dialogue: James: What’s / hello / my / James /’s / name / your /? / your Hello, My name is James. What’s your name ? Aminata: you / to / glad / meet / James / Aminata / m / I /' /. Glad to meet you James. I’m Aminata. The learners work in rough, the teacher supervises the learners works then invites them to

come to the board and correct. The teacher supervises the learners correction, mentions the punctuation’ marks in different

colours then invites the learners to read the corrected tasks and perform in pairs . Presentation: The teacher writes on the board the following part of the previous exercise . James : Hello, My name is James . What’s your name ? Isolation : The learners are invited to pay attention at the isolated punctuation marks. James : Hello , My name is James . What’s your name ?

Analysis : , . ? colon comma full stop question mark Punctuation Marks

Stating Rule:

. Full stop , comma : colon ? Question mark ! Exclamation mark

Practice: The teacher explains the activity "c" p23 then invites pupils to do it in rough Activity “c”p22: Read then put the right punctuation . Michel:

The learners correct using their pencils on their books, then read and copy down the corrected tasks and stating rule on their copy books . [email protected]

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board &

marker Pictures of

James & Aminata page 22 Board &

marker Board & marler Board & marler Manual page 23

page 7

Hello, Sami. My name is Michel. Nice to meet you.

I z e l n w h n x p e y b x f e s m t u m i e o c g m a

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

Teacher -‐ Students Students -‐ Teacher Teacher – Students Students -‐ Teacher Students -‐ Students Teacher – Students Students -‐ Students

Sequence 1 MS1 level Warm up: The teacher greets his learners and welcomes them. The teacher interacts with his learners about the last séance (greeting & Introducing) + Punctuation marks . The teacher invites the learners to open their books on page 23 and pay attention at “Activity –a-‐ “ , he explains the instructions then asks the learners to work on their rough copy books ( pair work)

Activity [ a] p 23 " Pick out from the box the missing letters and complete the dialogue:"

Mona: Hello! I' m Mona. Helen: H i! Mona. M y na m e's Helen. Mona: Nice to meet you .

The learners work in rough while the teacher supervises their works . The teacher invites the learners to correct on the board , then read perform the corrected task . The teacher explains the instructions of “Activity –b-‐“ p23 then invites the learners to work on their rough copy books. " Activity b" p23": Now write the remaining letters in alphabetical order

The teacher explains the instructions of Activity “c”p23 then invites to learners to work in pair. j Activity “c” p23 :Order the sentences and write down the conversation Massil: Hello,I 'm Massil . What’s your name? Rym : Glad to meet you , Massil . Massil: Nice to meet you, Rym. The pupils do the activity in rough, correct on the board. The learners are invited to build free dialogues greeting and introducing themselves The learners perform the corrected tasks (pair works) The teacher invites the learners to read the corrected tasks ,then copy down.

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Board &

marker. The manual

p23 The manual

p23 The manual

p23

page 8

I z e l n w h n x p e y b o f e s m t u m i e o c g m a

B c f g i m n p u x z

File One [Hello] Sequence Two MS1 Level Personal Goals:

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. How?

a) The teacher plans lessons that have communicative objectives and whose steps build toward meeting them. b) The teacher breaks down functions, genres and skills into small components /skills/parts in order to present realistic "chunks" of the language for learners to process. c) The teacher stages the lessons so that what the learner learns/practices in each step prepares for the next ones

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 . How? a) The teacher supplements and adapts the textbook to plan activities related to learners' lives and interests. b) The teacher uses and plans activities that allow learners to practice and develop real-‐life communication skills for reading ,writing speaking and listening. c) The teacher contextualizes the activities and provides a purpose for them .


Function : Introducing oneself +age - Emailing – Describing origins – Counting – making phone calls. Grammar: numbers – “wh” question word - Vocabulary related to: greeting & introducing Pronunciation : :Vowel sounds: “en “ & “een” Aspect of culture: Monuments and places: Big Ben, Maqam Eshahid, Countries: currency / flags

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 listen to and understand main points and some important details (e.g. who ,when , where) of: Very short and simple monologs and dialogues. Related to familiar topics and concrete situations (e.g. introductions, descriptions of location and physical properties).

Can read and understand the main ideas of: 1. Very short, formulaic and descriptive text

Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to : Introduce oneself (origin + age) – Count – make phone calls & read emails Required material and / or resources: The manual’s flashcards (email – pictures page 25 – phone)

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time Rationale Interaction Steps of the Lesson Competencies VAKT

Greeting & welcoming Internet Terminology & Text messages Internet Terminology & Text messages Internet Terminology & Text messages


File 1. LISTEN AND SPEAK Sequence 2 MS1 Warm up : The teacher greets his learners and welcomes them . The teacher interact with his learners about the last sequence’s learning objectives ( greeting-‐ welcoming – introducing oneself . The teacher inquires about the project work and if the learners need any help . Pre-‐listening: The teacher presents the situation through pictures and flash cards describing the different sorts and kind of messages (letters – emails – SMS – MMS..) The teacher introduces the web page and explains to the pupils the word " e-‐mail" The pupils listen then repeat the word " e-‐mail" Using pictures of computers the teacher explains the difference between traditional

Mail: the letters and parcels, which are sent by post. (Postman) "e-‐ mail": e= electronic -‐ mail .( computers + Internet)

Using flash cards the teacher explains the concept of how an email works . During Listening: The teacher presents the daily subject, which is an "e-‐mail" from Riyadh. The teacher explains the instructions of the following exercise , then invites the learners to listen to the script

and try to answer . Exercise : Listen then say : “true” or “ false”

1. The email is not from Riyadh. False 2. Riyadh is Algerian. True

The teacher write the script on the board ( should mention Number 13 in different colour) then invites the learners to read the script twice or thrice .

Hello, I 'm Riyadh .I 'm 13.

I'm Algerian Where are you from?

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Board

Flash cards of Letters – email – sms ...

Manual script page24

Manual script

Page 24

Numbering and counting Numbering and counting Ways of speaking Ways of speaking Ways of Speaking


Presentation:

Hello, I 'm Riyadh .I 'm 13 Isolation: 13

Analysis: number Stating Rule: 13 Number counting Practice: The teacher introduces the numbers from "0 to 20" The pupils listen then repeat the numbers. Post –listening:

The teacher invites the pupils to perform “Activity –c-‐p24” using their own names and ages The learners perform the drill orally then correct on their books using their books using their pencils. Activity “c”p24: Now tell your partner abut yourself .

Hello, I ‘m = I am ………………………..(name) I’m ………….(age)

the teacher presents the sounds "een" and the sounds "en" through the following sentence. Presentation: My pen is in the pencil-‐case / Riyadh is thirteen . Isolation : pen pencil-‐case thirteen Analysis : en en een Stating Rule:

e+n = sound “n” e+e+n = Letter “e” + letter “n”

Practice: The teacher reads the examples on page 24 and invites the pupils to repeat the sounds . The teacher explains the instructions of the following exercise then invites the learners to perform it.

Exercise: Cross the odd item .

“en” Thirteen – ten – pen – hen –nineteen-‐Sweden –eleven-‐ teen-‐ seven-‐listen-‐pencil “een” Fourteen – pencil case-‐ eighteen-‐ England-‐ seventeen – penguin-‐fifteen-‐ oven-‐

The learners answer the Exercise “orally”, the teacher corrects on the board then invites the learners

to read and copy down.

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Board &

Marker

Manual page 24

Board & marker

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marker

Greeting & welcoming-‐ Being ,becoming friends and getting to know someone-‐ Ways of Speaking Nationalities Cardinal numbers Numbering & counting Numbering & counting


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File 1 Sequence 2 MS1 level ♣ Warm up : The teacher greets his learners and welcomes them , he tries to interact with them about their daily life school matters ♣ The teacher tries to make a short recycling about the last séance ‘s learning objectives (Introducing oneself –age+ origin-‐ counting – sounds “en & een”) ♣ Post-listening: < Guided practice >

♣ The teacher introduces the names and the countries of page 25 ; the learners listen then repeat. ♣ The teacher presents the pattern: Sami: Hi! I'm Sami. I'm from Algeria. I 'm 12. ♣ The teacher presents the drill and invites the pupils to repeat it using the following cues : ♣ Sally / England / 10 / Steve / America / 13 / Eva / Sweden /9Wang / China / 11 / Aminata / Nigeria / 14 / Sana / Egypt / 10 /Ivan /Poland/ 11 / Indira / India / 12

♣ Pair Work: The learner are invited to practice the following drill The drill.

Sally: Hi! I 'm Sally .I'm 10. I 'm from England. Where are you from? Wang: I 'm from China.

♣ The pupils listen then perform the drill using the key words. ♣ Free feedback: The teacher invites the pupils to use their own names, ages and countries.

Practice on Number & Counting

The teacher asks the pupils to open their books on page 26 The teacher explains the instructions of the activity and invites the pupils to perform it. "Activity 'c'p26: Read the numbers and spell them The pupils read the numbers from "0 to 19" the spell them. The teacher invites the pupils to look at" act 'd' p26" The pupils listen to the teacher explanation then perform the drill:" activity 'd' p 26: Play with your partner ask and answer: Drill:

P1: I 'm 4 and 8 or I 'm 4 plus (+) 8. What's my age? P2: Your ‘re 12

The pupils listen to the teacher, then perform the drill using the keyboards 4+10=? * 9+1=? * 2+11 =? * 3+8=? * 4+9 =?

The pupils perform the drill using their own ages. The teacher presents to the pupils a picture of a telephone, then asks to listen then repeat. The teacher introduces the way to make calls (read number by number) The teacher presents the drill:

Sami: Hallo, is that two, eight, three, nine, seven, oh=zero, one? Sally: Hallo, is it Sami? Sami: Yes, hi, Sally.

The pupils repeat the conversation then perform the drill using the keywords. 0762355 /01634276 / 4561816 / 6870542

The pupils write down the corrected tasks on their copybooks.

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Board &

marker

Pictures of Sally, Steve + flags

showing countries Board & marker Manual page 26 Manual page 26

Greeting & welcoming-‐ Being ,becoming friends and getting to know someone-‐-‐ Numbering & counting Internet terminology & Abbrevia Parts of speech (grammati terms) Parts of speech


File 1 Sequence 2 MS1 level Warm up: The teacher greets his learners and welcomes them, he tries to interact with them about their daily life school matters The teacher tries to make a short recycling about the last séance ‘s learning objectives (Introducing oneself –age+ origin-‐ counting + making phone calls) Pre-reading: The teacher does a quick review on the "e-‐mail" . The pupils listen to the teacher's questions and try to answer it.

Q: What’s this? Q: What's an "e-‐mail "? P: It's an "e-‐mail " P: It's an electronic message.

The pupils listen then repeat the drill. The teacher presents the new "e-mail" [ Eva's e-mail] During reading: The learners are invited to open their books on page 26, pay attention at the teacher’s explanation of the instruction of the task, then read and try to answer.

"Activity b p 26": Read Eva’s answer to Riyadh’s email and “tick” ✔ on “true” and ✖ on “false” True False

Eva is from England Eva is 9

The pupils read the message then answer the activity. The teacher writes the email on the board and mentions the verb to be in different colour . Presentation: The learners are asked to read the written message on the board.

Isolation: my (‘s = is) (‘m = am) I Analysis: verb

possessive (To be) personal pronoun adjective

Stating rule: Personal pronoun “ I “ “you “ Possessive adjective “my – your”

Verb I am 'm “To be “ = You are 're It is 's

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Board & marker Manual page 26 Board & Marker Board & marker

Grammar Grammar (parts of speech) Greeting & welcoming-‐ Being ,becoming friends and getting to know someone Nationalities


Practice : The learners are invited to perform the following written tasks. 1) Based Form task : Exercise: Re-‐order the following words to make a correct sentence.

Kamel / name / 11/ Algeria/My/ am / . / is/ I / ./ from / . / am /Hi/ , /I / 2) Communicative based task : Exercise: Fill in gaps to make a coherent dialogue.

“ from – Hello – my – is – am – is – where – are – from “ Amina : ………………., my name ……….. Amina . I ……….from Palestine. Where …….you …………? Karima: Hi Amina. …………….name …………..Karima. I am …………..Algeria.

The learners work in rough, the teacher supervises the learners’ works ,then invite them to correct. The learners are invited to report their answers on the board , then read . The teacher explains the instructions of “Activity-‐d-‐p27” , then invites the learners to work on their

rough copy books. Activity "d" p27: Write a letter to your pen friend :

Name: My name is…………….. Age: I am………………….. Country: I am from Algeria .I am Algerian. Town: I live in the town of …………………, Daîra of ……………, Wilaya of …………..

The learners work individually, then they are asked to read their productions. The learners read the corrected tasks on the board then copy down on their copybooks.

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Board & Marker Board & marker Manual page 27 Board & marker

Antonym!"#$%&'()!*+,!-.',)!

Antonym!"#$%&'()!*+,!-.',)!

!

%*/(!

Antonym!"#$%&'()!*+,!-.',)!

Antonym!"#$%&'()!*+,!-.',)!

!

0#1(!

Antonym!"#$%&'()!*+,!-.',)!

Antonym!"#$%&'()!*+,!-.',)!

!

+#02%!

Antonym!"#$%&'()!*+,!-.',)!

Antonym!"#$%&'()!*+,!-.',)!

!

,*3!

Hello, my name is------.I am from Algeria. I am Algerian .I live in town of …………, Daîra of ……………., Wilaya of …………..

File One [Hello] Sequence Three MS1 Level Personal Goals:

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.

b) The teacher provides a balance of activities that focus on accuracy and fluency. c) The teacher plans activities within each lesson in which learners use the language freely without worrying about errors, so that they can focus on fluency and communication. d) The teacher plans activities in which learners use previously learned language and skills and incorporate new language and skills. e) The teacher gives learners opportunities to recognize errors and figure out how to correct them.

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 . 1. The teacher has realistic short and long term learning objectives for learners. 2. Regularly assesses learner learning. 3. The teacher plans and uses a variety of assessment activities to assess learning. 4. The teacher plans and uses assessment activities that assess not only what learners know, but also what learners are able to do as speakers, listeners, readers and writers. 5. The teacher teaches learners to assess themselves and their peers so that they are aware of their progress.


Function: Talking about nationalities Grammar: To be “ present” Vocabulary related to: countries & nationalities

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 plan for ,use and evaluate the effectiveness of Spoken Interaction Strategies used to : To get help from others; facilitate pair work in class. & To maintain conversations. Can plan for ,use and evaluate the effectiveness of a few basic listening strategies to aid comprehension by: Using key words . & Using paralinguistic cues Maintaining a helpful state of mind.

Objectives / Assessment: SWBAT by the end of the lesson, students will be able to : Talk about one’s origin and nationality (using “to be” in present)

What can my learners do ? My learners can already : greet & welcome – say the alphabets and discriminate between vowels and consonants -‐ introduce oneself -‐ identify the sounds /ai/ and /i=e/ and discriminate between them – identify the punctuation marks and their use – count from “0 to 20” -‐ Identify the sounds “een” & “en” – describe one’s origin , nationality and inquire about others origin and nationalities-‐ describe one’s age-‐ make phone calls -‐

Required material and / or resources: The manual’s flashcards (email – pictures page 28-‐29 ) & Script page 31. [email protected]

page 15

Time Rationale Interaction S T E P S of the L E S S O N 3 IIP VAKT

Greeting & welcoming Intoducing communicating by phone Nationalities Nationalities Nationalities


File 1 : Listen & Speak Sequence 3 <MS1> Warm-up: The teacher greets his learners and welcomes them. The teacher interacts with his learners about the last sequence learning objectives. (Introducing one’s origin -‐ counting –making phone calls & describing local county town codes) PPU Lesson: Presentation: The teacher introduces the situation through pictures. The pupils listen then repeat. The teacher presents the dialogue and invites the pupils to repeat it. The Drill:

Steve: Hello, Indira this is Ivan. Indira: Hello, Steve. Hi, Ivan. .Are you Russian? Welcome to London, Ivan. Ivan: No, I am not .I 'm Polish.

The teacher asks the pupils to repeat the drill sentence by sentence till the acquisition of the whole drill. The teacher introduces the second pattern and invites the pupils to repeat it. The pupils listen to the teacher, and then repeat the drill using the following key words. Practice: (Ivan / Poland /Polish_) I 'm from Poland .I 'm Polish.

(Sami /Algeria/ Algerian) (Sally /England/ English) (Michel / France/French) (Wang /China/ Chinese) (Lynda /Australia/ Australian) (Yanis /Greece/ Greek)

The teacher writes on the BB the two drills and the countries with their nationalities. The teacher introduces the second drill ( focus on Interrogative & negative forms) . The pupils listen to the teacher then repeat . Drill 3 :

A:Olga ,are you Swedish ? B: No , I 'm not . I 'm Russian.

⇒ the teacher asks the pupils to open their books and look at activity "a"p29. repeat the drill,then substitute the keywords . A: Wang ,are you Japenese ? B : No , I 'm not . I 'm Chinese.

A:-‐Indira, are you Pakistanese? B: No ,I'm not .I'm Indian. A:-‐Marco, are you Portuguese? B: No, I'm not .I 'm Italian. A: -‐Pedro, are you American ? B: No,I 'm not .I'm Irish.

⇒ Use:The learners are invited to talk about and inquire about their own country & nationality ⇒ The teacher reports on the board the following table summarizing “countries & nationalities”

Country Nationality Country Nationality Country Nationality Algeria England France China Australia

Algerian English French Chinese Australia

India Pakistan Portugal Spain Greece

Indian Paskistanese Portuguese Spanish Greek

Italy Mexico Irland Walles

Italian Mexican Irish Welsh

The pupils read the written works on the board then write down on their copy books. [email protected]

Interact Interpret Produce Interact Interpret Produce

Board & Marker Manual script page 31 Manual task page 28 Manual task page 29 World map

St James School Name: Ann Surname: Smith Age: 13 Country: Wales City : Cardiff Nationality : Welsh

Greeting and welcoming Being ,becoming friends and getting to know someone Nationalities Continents and regions of the world


File 1 : Listen & Speak Sequence 3 <MS1> Warm-up: The teacher greets his learners and welcomes them. The teacher interacts with his learners about the last sequence learning objectives. (Talking about nationalities) Pre-reading: The teacher interacts with his learners and tries to make them talk about their origin , nationality and age. During-reading: The teacher presents the situation, explains the instructions of “Activity –b-‐p29”, then invites the learners to read and answer the task.

Ann's school card .

The pupils do the activity in rough, correct on the board, and then write down.

The learners are invited to read Ann’s letter. Post-reading: The teacher invites the learners to interact and discuss about Ann’s letter, her country’s location, city and nationality. The learners are invited to use Ann’s school card and make their own ones. …………. School Card. The learners work in rough, the teacher supervises their works, then invites them to give back their feed back. The teacher explains the instructions of “activity c p29”, the teacher re-‐uses the countries taught previously to identify their capitals. <orally> "Activity c p 29":Look at the world map and locate the capitals. London / Cardiff / Sydney A : Where is /'s Baghdad / Geneva / Beirut / New York

England/ Wales / Australia B : It 's / is in Iraq / Swiss Lebanon / U.S.A The learners perform the drill ,then copy down the corrected tasks on their copy books.


Board & marker Manual script page 29 Ann’s letter Manual task page 29 Manual task page

Houari Boumediene School Name: ……….. Surname: …………… Age: …………. Country: Algeria City : ………………….. Nationality : Algerian



File 1 Sequence 3 <MS1 Level> Warm-up: The teacher greets his learners and welcomes them. The teacher interacts with his learners about the last sequence learning objectives. (talking about nationalities, ) The learners are invited to talk about their own “origin , nationality , home town , school’s name and their country’s capital. The teacher asks the pupils to open their books on page 30, and look at the word search, he explains the instructions of the activity. then invites them to work by pairs. The teacher may challenge the learners by rewarding the best pair who finds all the “8”nationalities first. Activity a p 30: There are 8 nationalities in the word search .Find them.

Natinality 1 :-‐-‐-‐-‐-‐-‐-‐Algerian Nationality 2 : -‐-‐-‐-‐-‐ Swiss Natinality 3 : -‐-‐-‐-‐-‐-‐ Turkish Nationality 4: -‐-‐-‐-‐-‐-‐ French

Nationality 5: -‐-‐-‐-‐-‐-‐ Spanish Nationality 6:-‐-‐-‐-‐-‐-‐-‐ Chinese Nationality 7 :-‐-‐-‐-‐-‐-‐ Qatari Nationality 8 : -‐-‐-‐-‐-‐ English

The learners work in pair , the teacher supervises their works ,then invites them to give back their productions . The teacher reports the corrected task on the board , then invited the learners to read . The learners are invited to listen to the explanation of “Activity bp30”, work in rough then give back their productions. Activity "b" p30: Four letters are left, find them, and order them you will get the name of a continent.

" s –a – i – a " Asia. The learners give back the “4” left letters , the teacher reports them on the board then invites the learners to find the right name of the continent. The teacher explains the instructions of “activity –c-‐p30 “ , the learners work in rough , ( the teacher may use a world map to help the learners identify and recognize the other continents. Activity 'c' p30: Order the boxes to get the names of other continents.

Continent 1 Africa Continent 2 Europe

Continent 3 America Continent 4 Oceania

The pupils do the activity in rough, correct on the board, then read The teacher explains the instructions of ‘Activity –d-p30”then invites the learners to find the right countries of the following abbreviations . <oral performance> Activity’d’p30: Find the countries.

DZ is for Algeria D is for Denmark

I is for Italy F is for France

TN is for Tunisia GB is for Great

The pupils do the exercise in rough, correct on the board, then read and copy down. [email protected]


Board & marker Manual task page 30 Manual task page 30 Manual task page 30 Manual task Page18



File 1 MS1 level Warm-up: The teacher greets his learners and welcomes them. The teacher interacts with his learners about the last sequence learning objectives. (Talking about nationalities,, identifying countries from their abbreviations , naming continents) Using pictures of monuments the teacher present the drill The teacher presents the drill Drill: This is [ the Tower Bridge/ Big Ben/ ………….. It's [ the Tower Bridge………………] • the pupils listen and repeat. • the teacher introduces the new drill Drill : A: What is this ? B : It's Tower Bridge. • the pupils repeat the drill using the keywords. • the teacher present the monuments with their origin.

Maqam Eshahid is in Algiers, Algeria. * Big Ben is in London , England Eiffel Tower is in Paris, France * Golden Gate Bridge is in SanFrancisco ,U.S.A Tower Bridge is in London , England * Statue of Liberty is in New York, U.S.A

The pupils repeat the drill. the teacher presents the following drill using "where"

Drill: A : Where Maqam Eshahid ? B : It' s in Algiers ,Algeria . the pupils repeat the drill using the keywords. the teacher present the next drill

Drill : A : Is Big Ben in Leeds? B: No, it is not . A : Is it in Manchester ? B : No, it isn't . A : Is it in London ? B : Yes, it's in London

the pupils repeat the drill, then teacher choses one of the drill and writes it on the board the teacher does a quick review about the last hour , he asks the pupils to identify the famous places .

Drill : A : What's this ? B : It 's the Tower Bridge / Big Ben / …. A : Where is it ? B : It' s in London, England.

The teacher introduces the second drill. A : Is Big Ben in Leeds / Manchester / London ? B : It' s in London . A : Is the Statue of Liberty in New York / Los Angeles / Washington B : It's in New York . A : Is Maqam Eshahid in Algiers / Batna / Setif ? B : It's is Algiers .* A : Is the Eiffel Tower in Paris / Marseilles / Lyon ? B : It ' s in Paris . A : Is Tower Bridge in Liverpool / London / Oxford B : It's in London . A : Is The Golden Gate Bridge in San Francisco / Chicago/Dallas ? B : It 's in San Francisco . A : Is the Taj Mahal in New Delhi / Bombay/Agra ? (200Km from New Delhi B : It' s in Agra .[ 200 km from New Delhi ] the pupils listen to each drill and repeat it . the teacher writes each drill on the board and invites the pupils to copy down .


Pictures

of Tower

Bridge

-‐ Big Ben-‐

Maqua

Echahid –

Eiffel

Tower –

Tadj

Mahal-‐

Golden

Bridge-‐

Statue of

Liberty

page19’



Using pictures of the Royal Family the teacher asks the pupils to repeat.

The Royal Family Queen Elizabeth Prince Philip

Prince Charles

Camilla

Princess Anne

Prince Andrew

Prince Edward

Prin ce William Prince Harry

The pupils repeat the names of the Royal Family

The teacher asks the pupils to do "activity cp34 -‐-‐ Who is missing ? Prince William is missing.

The pupils write down the family tree of the Royal Family .

Page 20


Photos of

the royal

family

Photos of

the royal

family

Photos of

the royal

family


Teacher -‐ Students Students -‐ Teacher Teacher – Students Students -‐ Teacher Students -‐ Students Teacher – Students Students -‐ Students Teacher

The asks the pupils to open their books on page34 and look at the currency . "Activity "c"p34: Match the bank-‐notes with the countries.

Morocco Pound Algeria Dirham USA Dinar Japan EURO Great Britain Dollar Germany Yen

The teacher asks the pupils to look at page 35 and try to do the activity on page 35 "Activity p35 " Find other countries that use the same currency.

Dinar Dollar Pound Euro Algeria Bahrain Iraq Jordan Kuwait Libya Tunisia

Australia Canada Jamaica Liberia Singapore Tahiti Taiwan Zimbabwe New Zealand

Egyptian pound Island pound Lebanese pound Maltese pound Sudanese pound Syrien pound

France Spain Italy Germany Belgium Denmark Greece Sweden Portugal

the pupils do the activity in rough then ,correct on the board ,read then copy down the teacher asks the pupils to draw the flags on their copy books then match each country with its flag .

Flag n°1 : Canada Flag n°2 : Kenya Flag n°3 : Great Britain /United Kingdom Flag n° 4 : Lebanon

Step five : the pupils read the activities written on the board then copy down


Photos of

national

and

foreign

currency

Photos of

national

and

foreign

currency

Photo page 35 Page 21


-‐ Students Students -‐ Teacher Teacher – Students Students -‐ Teacher Students -‐ Students Teacher – Students Students -‐ Students

File 1 MS1 level Warm-up: The teacher greets his learners and welcomes them The teacher does a review on what has been taught. 1. the English alphabets 2. numbers from 1 to 19 3. auxilary "to be " I -‐ am / You -‐ are this is 4. personnal pronouns I / you 5. possesseive adjectives 6. the demonstrative : "it" 7. prepositions : in / from

to greet : "Hello / Hi to use greeting expressions : "nice / glad to meet you

to ask for information : where is …./what is …. To spell words To makes phone calls To talk about nationalities .

The teacher reminds the learners through written and oral activities . Ex n1 : sing the alphabets Ex n2 : count the numbers from 1 to 19 Ex n°3: complete with "I – you – am – are " * -‐-‐-‐-‐-‐ -‐-‐-‐-‐-‐ from Algeria * -‐-‐-‐-‐-‐-‐ -‐-‐-‐-‐-‐-‐-‐ English ? Ex n°4: Fill in with " my – your " * -‐-‐-‐-‐-‐ name is -‐-‐-‐-‐-‐-‐-‐ / * what is -‐-‐-‐-‐-‐-‐name ? Ex n°5 : Fill in with " this is " what -‐-‐-‐-‐ -‐-‐-‐-‐-‐-‐? -‐-‐ -‐-‐-‐-‐-‐ -‐-‐-‐-‐-‐ an English book. Ex n°6: Replace the underlined words by "it".

-‐This is Big Ben-‐ Big Ben = It is in London Where is Algeria? It is in Afirca . -‐ This is an "e-‐mail" It is the "e-‐mail" of Eva.

Ex n° 7: Complete with " in – from" 1) Toyota is -‐-‐-‐-‐-‐-‐-‐Japan . / 2) This pen is made -‐-‐-‐-‐-‐-‐Algeria. 3) Where are you -‐-‐-‐-‐-‐? 4) ………………….. is -‐-‐-‐-‐-‐Constantine . 5) I am -‐-‐-‐-‐-‐-‐Algeria .

Exn°8: Complete the questions with " what / where" Q1:-‐-‐-‐-‐-‐-‐-‐-‐'s your name ? Q2 : -‐-‐-‐-‐-‐-‐ is Taj Mahal? the teacher invites the pupils to do "activity a p37 " Activity a p37: Spell these words

Zimbabwe -‐ z i m b a b w e Rhinoceros Xylophone Chocolate the pupils do the activity orally . The teacher invites the pupils to do "activity bp37 "Activity [b]p37 : Correct the mistakes .

Helo , my nam is Amin .Wat 's your nam ? * -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ I'm Riyad .Nise to meet you . * -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐--

The learners are ivnited to do the rest of the tasks at home Activities “ c – d – e – and f “ The teacher invited his learners to read the corrected written works on the board then copy down.

[email protected]


Board and marker Board and marker Board and marker Manual page 37 Page 22

The teacher greets his learners and welcomes them . The teacher invites the learners to correct the home work “ check page 37” < oral correction> The teacher interact with his learners about the project work , then gathers it , and invites the spokesman of each group to come to the board and

present the work. The learners listen , take notes and ask questions to each others . The teacher tries to set a climate of communication where the learners listen to each others , interact between each others and interpret each others

works The teacher gathers the learners works , marks them , then puts the works in the school library to serve as a source for the next years learners’

School Library Contest Your school librarian wants to enrich the library collection with tourist brochures about countries, cities, towns, villages……

[email protected]

Make a tourist brochure about a country ,a city, a town, a village… Procedure 4. Form your group (2 or3) 5. Find information (library-‐internet-‐ teacher, parents…) 6. Collect pictures/drawings about (capitals-‐flags -‐monuments-‐currencies…) Group Work: 2.Meet (show your work – discuss-‐correct –stick your photos –type or write your form .(country-‐ continent-‐capital-‐monuments-‐currency-‐population…) Your brochure is ready put it on the classroom wall • Look at the other posters • Evaluate your work

Education

Ms1 level file 1 hello with atf & aef competencies