2. Term Month & weeks File Competenc ytargeted
Learningobjectives Framework Resources Moduleofintegration
(project) Blooms taxonomyin thisfile SWBAT Grammar Lexis
Pronunciation Learnabout culture FirstTerm octobe r Wee k 4 nove m
wee k1 nove m wee k1 nove m week 2 nove m week 3 3
FileTwo"2""LanguageGames" Interact Interpre t Produce Interact
Interpre t Produce Interact Interpre t Produce Interact Interpre t
Produce Interact Interpre t Produce Interact Interpre t Produce
Interact Interpre Produce SequenceOne (page28page31):
DescribingGames. Describing Dictionary Expressing
possibility,abilityand inability SequenceTwo (page32page34)
Reportingapieceof news Expressing permissionand makingrequests
Talkingabout languagegamesinthe past Expressingpast ability
Sequence3(page 36page39) Locatinghistoric places Askingandshowing
theway PDP listening +PIASPthe& 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 (canthose these)
"Could" permission could "request" Present perfect Could Ability
Preposition s could permission + prepostions ofplace Vocabulary
relatedto games vocabulry relatedto wordsand vocabulary Vocabulary
relatedto abilityand inability& possibiltis Vocabulary
relatedtonews andpapers Vocabulary relatedto language games
VOcabulary relatedtopast abilities Vocabulary relatedto
twons,cities. Vocabulary relatedto placesand showingthe way Sounds
"the" thisbrother "th"=thin nothing different soundsof y /i/
manyearly /ei/ theymay /ai/ trysky /j/you yes Identify Compare
Theoriginof the crosswords hess ideogames lipper uzzle onopoly
rissCross 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 - Talkabout language
games - Usea dictionary - Express ability, inabilty&
possibility usingthe modelcan - Reporta pieceof news - Askfor
permissions - Make requests - Talkabout ofthewell know language
games - Talkabout pastabilities - Locate amenities - Locate famous
places - Askand showthey way
3. FileTwo[LanguageGame]ListenandSpeakSecond Level
PersonalGoals:
Duringthislesson,whatteachercompetenciesareyoufocusingon?TheyshouldbeadaptedfromtheATFtoreflectthespecifiesofyoursituation
Twowaycommunicationwiththeworld.[1)Theteacherusesandplansactivitiesthatallowlearnerstopracticeanddevelopreallifecommunicationskills
forreading,writing,speakingandlistening(e.g.interviewing,writingaboutapastexperience,aclassmate,readinganemail,listeningtophonemessage).2)The
teacherchoosestopicsandtasksthatallowlearnerstodevelopskillsinlearningandcommunicatingaboutthemselvesandtheircommunity,andabouttheir
countryandtheworld3)Theteacherintroducesavarietyoftopicsofinteresttothelearnersthatarerelatedtoothercultures,comparisonofculturesand
internationalissues.
CommunicativeCompetence.CommunicativecompetenceinEnglishinvolvesinteractingwithothersusingreceptive/interpretiveskills(readingand
listening)andproductiveskills(speakingandwriting),supportedbytheabilitytousevocabularyandgrammarappropriatelyandemployarangeof
languagestrategiesthathelpconveyandclarifymeaning. LessonFocus:
Whichaspectsoflanguageareyouteaching:e.g.grammarpoint(s),aspectofpronunciation(phonemes,intonation,etc),vocabulary(words,word
phrases,idioms,etc)functions(politerequests,apologizing.)?
InthislessonIwillteachthefollowingaspectsoflanguage:
Function:DescribingGames Grammar:simplepresenttense
Vocabularyrelatedto:languagegames 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.
Caninteractorallystartandmaintainshortconversations(i.e;asking/answeringquestionsandrespondingtoinformationandnewsofothers)..
Canlistenandunderstandthegistandsomeimportantdetailsof:Shortmonologsanddialogs
Canlistentoandunderstandunfamiliarinstructionsandexplanationsthatare:Veryshortandstraightforward/Accompaniedbyvisuals(e.g;
gestures,writingordrawingmodeling,demonstration).Brokendownstepbystep.
Caneffectivelyusethewordsandphrasesneededtoexpressone'sideas:Withinstraightforward,familiartopicsandsituations
Objectives/Assessment:SWBATbytheendofthelesson,studentswillbeableto:
1)Describeandtalkaboutlanguagegames
Requiredmaterialand/orresources:Themanualsflashcards(p2743)&Script40
[email protected] page3
4. Time Rationale Interaction Procedure Competencies VAKT
Ssneedto knwhow togreet and welcome Ssneedto knowhow crossword
gameis played Ssneedto readand decodethe message Ssneedto know The
equivalent ofthe word requested Ssneedto knowhow tofind meaningof
anygiven word Teacher student students teacher teacher student
student teacher student student teacher student student teacher
student s teacher teacher students File2LanguageGameSequence1
PDPlisteninglesson:ListenandSpeakpage2829 Warmup:
Theteachergreetshisleanersandwelcomesthem.
Theteacherinteractswiththelearnersaboutthelastfileandwhattheylearnt,theninvitesthelearnersto
opentheirbookpage27,inordertopresentthenewfileslearningobjectivesandthenewprojectworkthat
theywillmake.
Theteacherpinsaphotoofcrosswordgametheninvitesthelearnerstodescribeitandtrytoinquireif
theyknowhowtoplaythislanguagegame..
T.reportsontheboardthelearnersanswersandinvitesthelearnerstoread
Prelistening:
T.presentsthesituationthat2friendsareplayingcrosswordsgames
Theteachertriestogiveanideaabouthowthecrosswordisplayed.
Duringlistening:
T.WritestheinstructionsoftheActivityontheboard,explainsitthem,theninvitesthemtolistenand
answer. Activity1p28:Listenandtrytofindthewordneeded..
ThewordisLINK=JOIN
T.readstwicethedrilltheninvitesthelearnerstoperformbypairs.
T.explainstheinstructionsofthesecondtasktheninvitesthelearnerstolistenandanswer.
Activity1p28:Listenthenfindopposites.&synonyms
Bad=/=goodtake=/=giveends=/=beginsshort=/=longLink=join
Postlistening:PIASP(Teachingvocabulary)
1)Presentation:Bad=/=goodtake=/=giveends=/=beginsshort=/=longLink=join
opposite oppositeopposite opposite synonym 2)Isolation:
Bad=/=goodLink=join 3)Analysis:opposite synonym
Explainmeaningofword 4)Statingrule:Teachingvocabulary
Toexplainthemeaningofawordwemust: 1.
Identifythepartofspeech(istheword):a]anoun?b)averb?c)anadjective?d)anadverb?
2. Replaceitwithanothercommonone 3.
Wordfamily(formnounverbadjectiveadverb) 4.
Usedictionary(Gvvvvvvoforwardpage29).page4 Interact Interpret
Produce Interact Interpret Produce Interact Interpret Interpret
produce School Manual page27 Crossword flashcard Crossword
flashcard Scriptpage 40 Boardand marker Boardand marker Boardand
marker
5. Time Rationale Interaction Procedure Competencies VAKT
Ssneedto knowhow togreet andhowto make review aboutlast sance
Ssneedto knowthe partof speechofa sentence Ssneedto know Howtouse
dictionarie stofind synonyms Ssneedto knowhow word family works
Ssneedto knowhow toreadand spot meaningof words Teacher student
students teacher teacher student student teacher student student
teacher student student teacher student s teacher teacher students
File2LanguageGameSequence1
Practice(PIASP)TeachingVocabularylesson:ListenandSpeakpage2829
Warmup:
Theteachergreetshisleanersandwelcomesthem.andtriestomakeaquickreviewaboutthelasthour.(
Howtoidentifyandexplainthemeaningofaword) Practice:
Exercise1:(Basedformtask)Identifywhatarethesewords? Noun
LinkverbJoin adjective adverb
Exercise2:Saywhichofthefollowingwordscanbereplacedbyjoin&link?Tickthe
rightanswer()&crossthewrongone() Word
Equivalent=closest=synonym connect unchain associate break attach
Link=Join
Exercise3:Completethetable(WordFamily)(dictionariesmustbeprovidedbyteacherfromschools
library) Word Noun Verb Adjective Adverb Link Join
Exercise4:MakesentencesusingthewordsLinkorjoin Link/join:
Thelearnersworkinrough,theteachersupervisesthelearnersworksandoffershelpwhen
needed,theninvitesthemtocorrecteachexerciseontheboardandreadthecorrectedactivity.
Theteacherexplainstheinstructionsof(Activity2&3page29)andinvitesthelearnerstodo
itasahomework.
Thelearnersareinvitedtoreadthecorrectedtasksontheboardthencopydownontheircopy
books. Interact Interpret Produce Interact Interpret Produce
Interpret Interpret Produce Interact page5 School Manual page27
Crossword flashcard Boardand marker Boardand marker Boardand marker
Boardand marker Scriptspage 28&29
6. File one : a Persons 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 / / & // 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 ( ones) Discriminate between the / /
& // sounds Required materials and/or resources: T The lesson
is based on material in the second year learners 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 page6
7. Time Rationale Interaction Procedure Competencies VAKT
Ssneedto kmnow howto greetand wleocme Ssneedto knowhow tonamea bike
Ssneedto identify colours Ssneedto know synonyms ofgiven words
Ssneedto kmowthe topicofa textfrom given visual Teacher student
students teacher teacher student student teacher student student
teacher student student teacher student s teacher teacher students
File2LanguageGameSequence1
PDPReadinglesson:DiscovertheLanguagepage2829
Warmup:Theteachergreetshislearnersandwelcomesthemtheninvitesthemtocorrectthe
homework. AssessingHomework: Activity2p29:Listenandcolour. 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 Interact
Interpret Produce Describing objects Decribing colours Lexis
Phonology identify th of transport " describe a and its use
describe co draw a bic colour it read a sho passage and r stress
and into Read and the message Identify th meaning of a and
discrimin between it an antonym Use the dic to find the syn
Identify th "th" and "the Identify th "th" and "the discriminate b
them Identify th of a word liste Practise st intonation Samir Boun
preparation
Learnersareinvitedtoreadthecorrectedtaskthenchecktheircorrection.
TheteacherreadstheinstructionsandexplainstheinstructionsofActivity3p29theninvitesthelearners
toreadthetextpage40anddothetask
Activity"3"p29:FindthesynonymsofthefollowingwordsfromOscar'stextonpage40.
Odd=strangesatisfied=proudofbright=colourfulflashy=showycomic=
funny
Learnersareinvitedtoreadthecorrectedtaskthenchecktheircorrection. o
Prereading: o
Thelearnersareinvitedtoopentheirbooksonpage30andpayattentionattheflashcard.
o
T.asksthelearnerstointerpretthepicture,thentriestohelpthemguesstherealsituationby
showingtheflashcardsaboutlanguagegames. o
T.asksthelearnerstotalkaboutthelanguagegamestheyknow(crosswordsscrabbleword
search..) o
T.introducesthesituation,thenexplainstheinstructionsofthefollowingtaskstheninvitesthe
learnerstoreadthetextonpage30andtrytoanswer. o
[email protected] Interact Interpret Produce Interpret
Produce Interact Interpret Produce School Manual page27 Crossword
flashcard Bicycle flashcard page29 Boardand marker
8. Time Rationale Interaction Procedure Competencies VAKT
Ssneedto knowhow tospotthe answer justfrom first reading Ssneedto
know Howto exploita text Ssneed howto identify whatthey already
knowand whatis new Ssneedto kowhow thenew structure worksina
sentence Ssneedto knowth enew grammar item Teacher student students
teacher teacher student student teacher student student teacher
student student teacher student s teacher teacher students
File2LanguageGameSequence1
PDPReadinglesson:DiscovertheLanguagepage2829 o Duringreading: -
Exercise1:(Skimmingtask)Readthetextthensayifthesesentencesaretrue,falseornotmentioned
Statement True False Notmentioned 1Childrenareveryoccupied
2Childrenarenotabletofindcorrectwords
3Childrenwontusedictionariestofindthewords.
4Childrenareplayingpuzzlegame. o
Thelearnersreadthetextsilently,workontheirroughcopybooksmeanwhiletheteachersmovesand
supervisestheirworks o
T.invitesthelearnerstocorrectthetask,hereportsthecorrectionontheboardtheminvitesthelearnersto
readthecorrectedtask. o
Theteacherexplainstheinstructionsofthefollowingtasktheninvitesthelearnerstoreadand
answer. o Exercise2:Findinthetextwordsrelatedto: Game Vocabulary
Meanoftransport Sport Music Referencebook 1 1 1 1 1 1 o
Theteacherreadsthetext,andinvitesthelearnerstounderlinethefollowingwords
cantfindcanhelp o
T.InvitesthelearnerstocorrectExercise2,hereportstheanswersontheboardthenasksthemto
readthecorrectedtask.
Postreading:(PIASP)Expressingability&inability
1)Presentation:Theteacherasksthelearnerstogobacktothetextandremindhimaboutthewords
theyunderlinedandreportsthemontheboard. acantfindbcanhelp
2)Isolation:Theteacherasksthelearnerstogivehimallthesentencethatcontainstheunderlined
words.aWecantfindwords.bIcanhelp.
3)Analysis:Theteacherhelpsthelearnerstoanalyzethefollowingsentences
aIcanhelp.bWecantfindwords. subj+verb subj+verb+object
canhelpcantfind canhelpcannotfind
modelverbverb(infinitive)modelverb(negform)verb(infinitive)
[email protected] Interact Interpret Produce Interact
Interpret Produce Interact Interpret Produce Interpret Interpret
Produce Interact Boadand marker Boardand marker Boardand marker
Boardand marker Boardand marker page8
11. FileTwo[LanguageGame]ListenandSpeakSequence2 PersonalGoals:
Duringthislesson,whatteachercompetenciesareyoufocusingon?TheyshouldbeadaptedfromtheATFtoreflectthespecifiesofyoursituation
Supportedandpurposefuldevelopment.[Learnersbenefitandgetmoreinvolvedwheneachactivitybuildsonpreviousmaterialsothatknowledgeand
skillsbuildlogicallytowardsachievinganddevelopingspecificcompetences
MeaningfulActivities/Tasks.Classroomactivitiesandtasksshoulddrawonlearners'livesandinterestsandhelpthemtocommunicateideasandmeaning
inandoutofclass. LessonFocus:
Whichaspectsoflanguageareyouteaching:e.g.grammarpoint(s),aspectofpronunciation(phonemes,intonation,etc),vocabulary(words,word
phrases,idioms,etc)functions(politerequests,apologizing.)?
InthislessonIwillteachthefollowingaspectsoflanguage:
Function:Makingpolite/Expressingpast&presentability
Grammar:can/could Vocabularyrelatedto:languagegames&ability
Pronunciation:Soundy=/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.
Canreadandunderstandthemainpointsandsomeimportantdetails.Mediumlengthtexts(e.g.threeparagraphs)demonstration).Brokendownstepbystep.
Caneffectivelyusethewordsandphrasesneededtoexpressone'sideas:Withinstraightforward,familiartopicsandsituations
Canreadandunderstandthegistof:Simpleargumentsoropinionthatare:
Objectives/Assessment:SWBATbytheendofthelesson,studentswillbeableto:
1)Expresspresent&pastability
Requiredmaterialand/orresources:Themanualsflashcards&Script40+dictionary
[email protected] page11
12. Time Rationale Interaction Procedure Competencies VAKT
Ssneedto knowto sumup thelast sance Ssneedto knowwhat the flashcard
represent Ssneedto understan dthe listening scriot Ssneedto know
whatisa contest game Ssneedto knowthe game mentioned inthe script
Ssneedto knowhow someof the language gamesare played Ssneedto
knowtoa pyramid gameis played Teacher student students teacher
teacher student student teacher student student teacher student
student teacher student s teacher teacher students teacher student
student teacher File2LanguageGameSequence2 PDPListeninlesson:page32
Warmup:Theteachergreetshislearnersandwelcomesthem,thentriestomakeaquickreviewaboutthe
lastsance
Prelistening:Theteacherinvitesthelearnerstoopentheirbooksonpage32andtrytointerpretthe
photos.
TheTeacherlistenstohislearnersandwritestheirinterpretationsontheboard.
T.explainstheinstructionsofTask1p32andinvitesthelearnerstolistenandanswerthetask.
Duringlistening:Thelearnerslistenthenanswerthetask.
Activity"listeningcomprehension"p32:Listen,thenanswer: 1)
WhatsortofdocumentisIndirareading?Sheisreadingand"ad". 2)
Whatisitabout?Itisacrosswordpuzzle 3) Whoisitfor?Itforjuniors. 4)
Threewordstojustifytheanswer"anadacrosswordpuzzleaprize"
T.readsthescripttwicetheninvitesthelearnerstolistenanddothetask.
T.Invitesthelearnerstoperformthetaskaspairwork.
T.explainstheinstructionsofthefollowingexercisetheninvitesthelearnerstolistenanddothetask.
Exercise:Listenthencompletethefollowingtable. Interlocutor Game
Contest Prize John&Indira Crossword ContestforJunior Trip
Thelearnersareaskedtolistentwice,thentheyareinvitedtocorrect.
T.reportsthelearnersanswersontheboard,theninvitesthemtoread.
Postlistening:TeachingVocabulary
T.Interactswithhislearnersaboutthekindoflanguagegamethattheycantakepartinsuchas:
Pyramidgamewordfromdefinition
T.invitesthelearnerstodoaPyramidwordcontestbyplayingaPyramidwordgame
T.ExplainstheinstructionsofActivity3p33theninvitesthelearnerstoworkinrough.
(Dictionariesmaybeprovidedfromtheschoolslibrary)
Activity"3"p33:Addonlyonelettereachtimetogetthewordscorrespondingtothedefinitions:
A/ It'smeI*ArticleA Thirdsingularpersonof"tobe"He*ArticleAn
PossessiveHis*TohavetheabilityCan DemonstrativeThose*AstickGlue
MenwearitShirt*BirdswithlonglegsHeron Interact Interpret Produce
Interpret Produce Interact Interpret Produce Interact Interpret
Produce Interact Interpret Produce Boardand marker Flashcard page32
Scriptpage 40 Board& marker Boardand marker+ scriptp40 Boardand
marker scriptp33 board& marker page12
13. Time Rationale Interaction Procedure Competencies VAKT
Ssneedto knowto play pyramid game Ssneedto knowwhat isa definition
wordgame Ssneedto knowhow toform words froma givenword Ssneedto
knowhow tointeract andwork inpair Ssneedto knowthe different
spelling and pronunciat ionofthe lettery Ssneedto knowthe different
soundsof y Teacher student students teacher teacher student student
teacher student student teacher student student teacher student s
teacher teacher students
Thelearnersworkinrough,theteachersupervisestheirworksandoffershishelponceneeded(
speciallywhentheyneeddictionary,theyshouldknowhowtosearchforarequiredword)
T.invitesthelearnerstocorrectthetaskontbeboardthenmakesthemreadthecorrectedtask.(thebest
learnersmustberewarded GO FORWARD
T.explainstheinstructions(worddefinitiongame)ofActivity1p33,theninvitesthelearnerstodo
thetask(usingdictionaries)
Activity1p33:Howmanywordscanyoumakeoutofthewordstool? Canyoufind: -
apreposition"to" - awordmeaning"also"?"too" -
Britishslangfor"lavatory"?"loo" - Thatcannotbefound?"lost" -
Asmallnarrowopening?"slot" - ThecapitalofNorway?"Oslo"
Theteacherasksthepupilstowriteandthewordsontheboard,thenasksthemtomakequestionanswer:
A:Howmanywordscanyoufind?B:Icanfind"6"words
A:Whatarethey?B:Theyare:{totooloolostslotandOslo} Prononciation :
Thesound y =/u://i//ei//ai/
Theteacherwritesthefollowingexampleontheboardtheninvitesthelearnerstoreadit.
PIASP:ysound Example:
Presentation:Sallylovesyogurt.ShewillfeastherbirthdayinJuly.
Isolation:SallyyogurtbirthdayJuly Analysis:yyyy /i//u:/ /ei//ai/
Statingrule: Wewritetheletterybutitcanbepronounced:
/i/=citymanyheavyearly y=/u:/=youyounes /ei/=theystaymay
/ai/=myskyverify.. Interact Interpret Produce Interpret Produce
Interact Interpret Produce Interact Interpret Produce Boardand
marker Flashcard page32 Scriptpage 33 Boardand marker Board&
marker Board& marker Page13
14. Time Rationale Interaction Procedure Competencies VAKT
Ssneedto know different pronuncof thelletter y Ssneedto knowhow to
discrimina tebetween eachsound Ssneedto knowhow toform minimal
pairs according tothe same sound Ssneedto knowhow toderive wordform
verbs. Teacher student students teacher teacher student student
teacher student student teacher student student teacher
Practice:Thelearnersareinvitedtoperformthetaskonpage32Listen&repeat
T.invitesthelearnerstolistenandidentifytheoddsound.
Exercise:Listenandfindtheoddsound 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:Listenandformtheminimalpairs: baywavybuyyoucarrysaycryyour
T.readstwiceorthricethewordsthenasksthelearnerstoformthepairs
T.explainstheinstructionsofActivity5p33thenasksthelearnerstodoitasahome
work(dictionariesneeded)
T.invitesthelearnerstoreadthecorrectedtasks,thencopydownontheircopy
(Thesoundtablepage32) [email protected] page14 Interact
Interpret Produce Interpret Produce Interact Interpret Produce
Interact Interpret Produce Pronunciati ontable page32 Tablesouns
page32 adapted Board& marker Scriptpage 33
15. File one : A Persons 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.)
Canreadandunderstandthegeneralideasandsomeimportantdetailsof:.veryshortsimpleinformationalanddescriptivetexts(e.g.formulaicpersonalemail)
Canfindspecific,routineinformationinshorttextsof:simpleeverydaymaterial
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 ( ones) , make requests & ask for
permission Required materials and/or resources: The lesson is based
on material in the second year learners 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?
.Supportedandpurposefuldevelopment;Learnersbenefitandgetmoreinvolvedwheneachactivitybuildsonpreviousmaterialsothatknowledgeandskills
buildlogicallytowardsachievinganddevelopingspecificcompetences.
MeaningfulActivities/TasksClassroomactivitiesandtasksshoulddrawonlearners'livesandinterestsandhelpthemtocommunicateideasand
meaninginandoutofclass. yelowfaffodil66 @gmail.com page15
16. Time Rationale Interaction Procedure Competencies VAKT
Ssneedto knowhow toderive wordform verbs. Ssneedto know Tonarrate
theirpast school experience Ssneedto knowthe different partsof
thebody Ssneedto undertand thetext andspot thewrong answers
Ssneedto understan dthetext andguess thenext partofthe song Teacher
student students teacher teacher student student teacher student
student teacher student student teacher teacher student student
teacher student student teacher student
File2DiscovertheLanguageMS2level
Warmup:Theteachersgreetshislearnersandwelcomesthem,triestointeractwiththemaboutthelast
sance T.invitesthelearnerstocorrectthehomework
Activity'5'p33:Findnounsthatderivefromthefollowingwords.
1)tovisit(v)avisit(n)2)toteach(v)teacher(n)3)topaint(v)painter(n)4)todance(v)dancer(n)
Theteacherchecksthelearnersworks,rewardstheoneswhodiditandadvisestheoneswhodidnotdothe
homeworkabouttheimportanceofsuchworksthencorrectsontheboard,andasksthelearnerstoreadthecorrected
task. Prereading:
T.interactswithhislearnersabouttheirabilitiestodosuchword
game,thenleadstodiscussion
aboutthethingsthattheycoulddoatPrimarySchool,home
andwhentheywereyounger.
T.invitesthelearnertoopentheirbooksonpage34andpay
attentionatthetext.
T.interactswithhislearnersaboutthetypeoftext.(song= poem)
Duringreading:Theteacherexplainstheinstructionsofthe
followingexercisetheninvitesthe
learnerstoreadsilentlythetextandtrytodothefollowingexercise.
Exercise:Readthetextthenfindwordsrelatedto: Feet Face Hands Toes
Nose Fingers
Thelearnersreadanddothetaskontheirroughcopybooks,theteachermovesandsupervisestheirworks.
Theteacherexplainstheinstructionsofthefollowingexercisetheninvitesthelearnerstoreadthetextandtry
toanswer. Exercise:Readthetextthenwrite:truefalsenotmentioned
Thewriterisyoung.(False) Thewriterwasasportsman.(True)
Thewriterwillplayfootball.(Notmentioned)
Thewritercantdoanysportnow.(True) Postreading:
Theteacherinvitesthelearnerstodiscussaboutwhatcouldthewriterdoandwhathecannow,thenasks
thentoguesswhatotherthingshecoulddointhepastandwhathecandonow
Theteacherlistenstothelearnersandwritestheiranswersontheboard.
ThelearnersareinvitedtolistentotheinstructionsofActivity1p34anddotheactivityinrough.
Activity1p34(Practice):Putthewordsinordertogetthetruesentences. a
a/jump/I/as/could/kangaroo/high/asaIcouldholdmybreathtillmyfaceturnedblue.
a Lion/too/as/could/I/run/fast/as/aaIcouldrunasfastasalion,too. a
I/do/now!/but/can't/thataIcan'tdothat,now! a
Can't/no/,/I/now/!/do/thataNo,Ican'tdothatnow.
Thelearnersworkinpairthentheteacherinvitesthemtocorrectontheboard.Thelearnersarenowinvited
toreadthewholepoem. Interact Interpret Produce Interpret Produce
Interact Interpret Produce Interact Interpret Produce Interact
Interpret Produce Board& marker Scriptpage 33 Boadand marker
Scriptpage 34 Boardand marker Script page34& board& marker
Activity1 p34 Boardand marker
18. Time Rationale Interaction Procedure Competencies VAKT
Ssneedto know different useofcan could Ssneedto knowthe rightform
ofthe sentences with models can& could Ssneedto knowthe
meaningof each sentence withthe model could Ssneedto knowthe
pastform ofrthe model canand itsuse 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 File2(Seq2)
MS2level
Warmup:Theteachergreetshislearnersandwelcomesthem,thentriestomakeaquickreiewaboutthelast
seance.(Expressingpresent&pastabilityMakingpoliterequestPermission)Usingthemodels(can&could)
Practice:Thelearnersareinvitedtodothefollowingtasksinconsolidationtowhathasbeenlearnt
before.
Theteacherremindsthelearnersabouttheformofthesentencewithcan&could
Form:Subject+(can/could)+verb(infinitivewithoutto)+Object
Thelearnerslistentotheteacherexplainingtheinstructionsofthefollowingexercise,thenworkinrough.
Exercise1:Reorderthefollowingwordstomakecorrectsentences. kite
could I Play 5 With Was a old years I . please could you window ?
open the but can I speak Cant English Spanish Speak . alone could
we go not when we very young out were
Thelearnersworkinrough,theteachersupervisestheirworks,theninvitethemtocorrectontheboard.
Theteacherexplainstheinstructionsofthesecondexercisetheninvitesthelearnerstoworkinrough.
Exercise2:Whatdothefollowingsentencesmean?Putatick()intherightcolumn
Sentence Meaning Ability/inability Request Permission
1)Couldyoutellmethetimeplease?
2)LearnersatMiddleSchoolcanusetheschoollibrary.
3)IcouldnotstudyEnglishinPrimarySchool.
Thelearnersworkinrough,theteachersupervisetheirworks,theninvitesthemtocorrect.
Theteacherexplainstheinstructionsofthefollowingtasktheninvitesthelearnerstoworkinpairs.
Exercise:Rewritethefollowingdialogueintothesimplepast.
A:Whatcanyoudonow?(child)
B:Icangetupat7.IcantleavehometillIhavemybreakfast.Icanusetheschoolbustogo
toschool.Icantbelatetoschoolformorethan5minutes.Icanhavemylunchatschool
Thelearnersworkinrough,theteachersupervisestheirworkstheninvitesthemtogivetheir
answers.
Thelearnersreadthecorrectedtasksthencopydownontheircopybooks.
Interact Interpret Produce Interpret Produce Interact Interpret
Produce Interact Interpret Produce Interact Interpret Produce
Pronunciati ontable page32 Tablesouns page32 adapted Board&
marker Boardand marker Boardand makrer Page18
19. File one : A Persons Profile Level : Second Year . Sequence
: Three Lesson : Listen and Speak . 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 : 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 ones 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.)
Canreadandunderstandthegeneralideasandsomeimportantdetailsof:.veryshortsimpleinformationalanddescriptivetexts(e.g.formulaicpersonalemail)
Canfindspecific,routineinformationinshorttextsof:simpleeverydaymaterial
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
.ActiveLearners;Learnersacquireandretainlanguagebestwhenthetopicsmeettheirinterestsandwhentheyareactiveparticipantsintheir
learning:findingpersonalmeaning,learningcooperativelywithpeers,andmakingconnectionstolifeoutsideofclass.
MeaningfulActivities/TasksClassroomactivitiesandtasksshoulddrawonlearners'livesandinterestsandhelpthemtocommunicateideasand
meaninginandoutofclass.yelowfaffodil66 @gmail.com page19
20. Time Rationale Interaction Procedure Competencies VAKT
Ssneedto knowhow toexpress past& present ability Ssneedto
knowthat capitaland locate famous placesinit ss.nnedto knowhow
toinquire about onespast tasks Ssneedto knowhow toinquire about
famous places ss.needto knowhow totalk abouttheir hometown ssneedto
knowhow tolocate placesin their hometown Teacher student students
teacher teacher student student teacher student student teacher
student student teacher students students teacher students students
teacher students students File2:ListenandSpeakSequence3
Warmup:T.greetshisleanersandwelcomesthemthentriestomakeaquickreviewaboutthelasthour.
Presentation:UsingphotosofAlgiers&compass,theteacherintroducesthesituation.
Theteacherintroducesthecompass(NorthSouthEastWestNortheastSouthEastSouthwestNorth
West) T.invitesthelearnerstorepeatthewordsfollowingthecompass.
TheteacherintroducestheCapitalAlgiersanditsfamousandhistoricplaces.
HeightsAlgiersPlace1erMaiKasbahAlgiersAhmedBouzidaElhammaGarden
ElmadaniaMiddleofAlgiersontheMediterraneancostketchaouaMosqueHassibabenboualiRoad
Practice
T.invitesthelearnerstolistenandrepeatthenamesoftheseplaces.
Theteacherpresentthefollowingdrill: weekend? A:Wherewereyoulast
holidays? B:IwasinAlgiers. A:Really,whatdidyouvisit? MaquamElchahid
B:IvisitedKasbah KetchaouaMosque Jardindessai A:Whereisit?
intheNorthontheheightsofAlgiers B:ItisOntheMediterraneancost
inAhmedBouzidaStreetatthefootofKasbah
inHassibaBebBoualiRoadintheCommuneofHamma
T.invitesthelearnerstorepeatthepartsofthedrillbypairsthenallthedrill.
Thelearnersareinvitedtopayattentionatthephotos,thelocationofeachfamousplaceandperformthe
drill,substitutingkeywords
Use:Tinvitesthelearnerstolistthedifferentfamousplacesoftheirlocalareasuchas(MosqueMuseum
MartyrsSquareMartyrsCimetry
T.invitesthelearnerstoperformusingthesamepattern.
T.explainstheinstructionsofActivity1p37,theninvitesthemtodrawtheplanoftheirlocaltownand
locatethemostimportantplacesonit.
T.Invitesthelearnerstoreadthewrittenworkontheboard,thencopydown.
Interact Interpret Produce Interpret Produce Interact Interpret
Produce Interact Interpret Interpret Interact Produce Board&
marker Compass flashcardor drawnon theboard Photosof Algiers
Boardsand marker Boardand marker +photosof Algiers Boardand marker
Boardand marke Page20
21. File one : A Persons Profile Level : Second Year . Sequence
: Three 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 : 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: No Swbat : Students Will Be Able
To. 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.)
Canreadandunderstandthegeneralideasandsomeimportantdetailsof:.veryshortsimpleinformationalanddescriptivetexts(e.g.formulaicpersonalemail)
Canfindspecific,routineinformationinshorttextsof:simpleeverydaymaterial
When and how will I check my students progress toward the
objective(s)? 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 Personal Goals: What aspect of your
teaching are you trying to improve? Which teacher competency is
this related to?
.ActiveLearners;Learnersacquireandretainlanguagebestwhenthetopicsmeettheirinterestsandwhentheyareactiveparticipantsintheir
learning:findingpersonalmeaning,learningcooperativelywithpeers,andmakingconnectionstolifeoutsideofclass.
MeaningfulActivities/TasksClassroomactivitiesandtasksshoulddrawonlearners'livesandinterestsandhelpthemtocommunicateideasand
meaninginandoutofclass. yelowfaffodil66 @gmail.com page21
22. Time Rationale Interaction Procedure Competencies VAKT
Ssneedto knowhow tolocate placesona plan Ssneedto knowto locate
placeson theirhome town Ssneedto know different typesof texts
Ssneedto demonstra tetheir understan dingofthe text Ssneedto
reinforce their understan dingofthe text Ssneedto perform speaking
usingthe given model 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 File2(Seq3) MS2level
Warmup:Theteachergreetshislearnersandwelcomesthem,thentriestomakeaquickreiewaboutthe
lastseance.(locating)
T.invitesthelearnerstocorrectthehomeworkActivity1p32,wherethelearnersareinvitedtotalk
abouttheirtown(namestreets,amenitiesandlocatethem)
Teachermakesthelearnerstalkaboutthiertownabdtriestofocusonthepssessiveadjectives(your
my) SuggestedAnswer:MytownisInmytownthereare Prereadng:
Thelearnersareinvitedtoopentheirbookspage38andpayattentionatthetext.
T.interactwithhislearnersaboutthetypeoftext(dialogue)
Duringreading:
T.explainstheinstructionsofthefollowingtaskandinvitesthelearnerstoreadthetextthendotheactivity.
Exercise1:ReadthetextthenwriteTrueFalseNotmentioned 1.
ThedialogueisaboutMumsroom. 2. Sallysroomistidy. 3. Sallyisadoctor
4. Sallywillsortherroomintheafternoon.
T.invitesthelearnerstoreadthetext,andtrytoanswerthetask,whiletheteachermovesbetweentherows
andsupervisestheirworks.
T.invitesthelearnerstogivebacktheiranswers,hereportsthemontheboardthemasksthelearnerstoread
thecorrectedtask.
T.explainstheinstructionsofthefollowingExercise,theninvitesthelearnerstoreadthetextagainandtryto
answer. Exercise2:Readthetextthencompletethetable. Persons Place
Objects Time Mum&Sally Home ClothesmagazinesCDssocksbed
afternoon
T.learnersworkinrough,theteachersupervisestheirwork,theninvitesthemtolistentohimwhile
readingthescriptandunderlinethefollowingwords.(mineyours)
T.invitesthelearnerstogivetheiranswers,herreportsthemontheboard,theninvitesthemto
readthecorrectedtask.
Postreading:T.invitesthelearnerstoreadandperformthescriptbypairsthenasksthemto
remindhimaboutthewordstheyunderlinedpreviously. Page22 Interact
Interpret Produce Interpret Produce Interact Interpret Produce
Interact Interpret Produce Interact Interpret Produce Boardand
marker Localtown plan Board& marker Scriptpage 38 Boardand
marker Scriptpage 38 Boardand makrer Scriptpage 38
23. Ssneedto knowthe new grammar item Ssneedto knowhow thenew
itemworks ina sentence andirt suse Ssneedto knowthe correct
formofthe newitem andits placeina statement Ssneedto discrimant
ebetween the meaning anduseof the sentences Ssneedto knowhow
tousethe possessive pronouns ina communic ativeway. 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(GrammarItem) Presentation:ItismineItsyours
Isolation:mine=(Sallysroom)yours=(Sallysroom)
Analysis:ItismineItsyours Subj+verb+possessivepronoun
subj+verb+Possessivepronouns Statingrule:Reminderpart1page39
mine,yours,his,hers,ours,theirs,whose=possessivepronouns,weusethemtoavoidrepetition.
Practice:Thelearnersareinvitedtoperformthefollowingtasks.
Exercise1:(basedform)Reorderthefollowingwordstomakecorrectsentences.
1mine/this/book/is/./my/its/ 2not/pen/is/this/mine/yours/is/it/
Exercise2:(meaningbased)Matchthepairs. Sentences Meaning
1IcanspeakEnglish. 2Thisclassroomisours.
3IcouldnotspeakEnglishinPrimarySchool. atalkingaboutpastinability
bExpressingpossession cexpressingpresentability 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 .
TeacherinvitesthelearnerstoworkIrough,hesupervisestheirworksoffershishelponce
neededtheninvitesthemtocorrectontheboard,readthecorrectedtaskandcopydown.
[email protected] Interact Interpret Produce Interpret
Produce Interact Interpret Produce Interact Interpret Produce
Interact Interpret Produce Boardand marker Boardand marker Boardand
marker Boardand marker Boardand marker Page23
24. File one : A Persons Profile Level : Second Year . Sequence
: Three Lesson : Practice 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 :
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: No Swbat : Students
Will Be Able To. 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.)
Canreadandunderstandthegeneralideasandsomeimportantdetailsof:.veryshortsimpleinformationalanddescriptivetexts(e.g.formulaicpersonalemail)
Canfindspecific,routineinformationinshorttextsof:simpleeverydaymaterial
When and how will I check my students progress toward the
objective(s)? 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 ones home town plan. Personal Goals: What aspect of
your teaching are you trying to improve? Which teacher competency
is this related to?
.ActiveLearners;Learnersacquireandretainlanguagebestwhenthetopicsmeettheirinterestsandwhentheyareactiveparticipantsintheir
learning:findingpersonalmeaning,learningcooperativelywithpeers,andmakingconnectionstolifeoutsideofclass.
MeaningfulActivities/TasksClassroomactivitiesandtasksshoulddrawonlearners'livesandinterestsandhelpthemtocommunicateideasand
meaninginandoutofclass. yelowfaffodil66 @gmail.com page24
25. Time Rationale Interaction Procedure Competencies VAKT
Ssneedto knowhow totalk about pessesison Ssneedto knowthe
prepositio nsand their meaning Ssneedto knowhow touse those
prepositio ninareal like situation Ssneedto know increase their
practiceof theuseof prepositio n Ssneedto knowhow askforan dshowthe
wayina concrete life situation Ssneedto knowthe formthe stat,ment
containing a prepositio n,is place 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
File2(Seq3)PPUSpeaaking MS2level
Warmup:Theteachergreetshislearnersandwelcomesthem,thentriestomakeaquickreiewaboutthelast
seance.(talkingaboutpossession)
Presentation:Theteacherinvitesthelearnerstoopentheirbookspage38andpayattentionatthemap.
Teacherreadsthemapand 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 "
Thelearnersareinvitedtorepeatthenperformthefollowingdrill.
Thedrill: A:couldyou(helpme)showthewaytothepostofficeplease?
B:StartfromtheVietnameserestaurant,godownKingStreet,turnleftintoPine
Avenue,thenturnrightintoGroveDrive.Itsontheleftside,nexttothestation
A:That'sverykindofyou
Practice:Thelearnersrepeatthedrillthensubstitutekeywords.
Theteacherinvitesthelearnerstopayattentionatthetableonpage39,heexplainsitandmakes
thelearnersusingthedrillofpresentationtoperformandsubstitutekeywords.
Zoo Chemists PublicLibrary 1drugstore 1coffeeshop 1Swimmingpool
2PrinceStreet 2OakStreet 2LagoonStreet 3QueenAvenue 3MapleAvenue
3Oceanavenue 4PrincessDrive 4CherryDrive 4RiverDrive 5InternetCaf
5FastFood 5carpark 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:Theteacherinvitesthelearnerstotalkagainabouttheirhometownplanandtheamenities
Theyareaskedtousethesamepatternandperformthedrilltalkinginareallifesituation
Theteacherinvitesthelearnerstoreadthefollowingsentence:
Presentation:It 's on the left side , next to Car park . Isolation:
subjectverb prepsition preposition ofplaceofplace
Statingrule:Reminderpart2page39.ingrammar,awordwhichisusedbeforea
noun,anounphraseorapronoun,connectingittoanotherword
[email protected] Interact Interpret Produce Interpret
Produce Interact Interpret Produce Interact Interpret Produce
Interact Interpret Produce Boardand marker Boardand marker
Board& marker Scriptpage 39 Boardand marker Boardand
marker
26. Ssneedto reinforce their understan dingof showing theway
usingthe preppostio ns Ssneedto discrimina tebetween the meaningof
sentences Ssneedto usethe learnt language inareal life situation
Teacher student students teacher teacher student student teacher
student student teacher student student teacher teacher student
student teacher
Practice:Thelearnersareinvitedtodothefollowingtasks.
Exercise1:Unscramblethewordstomakecorrectsentences.(payattentionto
thepunctuationandcapitalletters)
-Iamapupilatmiddleschoolmyschoolmyschoolisbehindthepostofficenexttotheconstabulary
Exercise2:Completeusingthefollowingwords.:AbilityPossession
Showingtheway 1IcanspeakEnglishandwriteitnow.(..)
2TogototheMosque,goalongthisroadturnleft,itsoppositethebakery.(.)
3Thisbookisnotmine.Itsyours.(.)
Exercise3:Fillinthegapstomakeagooddialogue
A:Excuseme,..youmetheway.thelibrary,?
B:Goalong..street.left.thenturn..thelibraryisnexttothepostoffice.
T.invitesthelearnerstoworkinrough,hesupervisestheirworksandcorrectseachtaskalone,
thendoesthesamewithalltheothertasks.
Theteacherinvitesthelearnerstocorrecttheexercises,makesthemreadthecorrectedtasksthen
asksthemtocopydown. ByMr.SamirBounab [email protected]
Interact Interpret Produce Interact Interpret Produce Interact
Interpret Produce Boardand makrer Boardand marker Boradand
marker
