file 3 third_am_level_work_and_play_ (enregistré automatiquement)
TRANSCRIPT
Learning Objectives & Module of Integration
Term Month
& weeks
File competence
Learning objectives
Ty pe of task
Resources Module of integration (project) Grammar Lexis Pronunciation
Seco
nd
Ter
m
januar Week
1
januar Week
2
januar Week 3{Test n°1}
januar Week
4
Februa Week
1
Februar Week
2
Februar Week
3
Februar Week 4{2nd
term’s exams }
March Week 12nd
term’s exams
March Week
2
F
ile T
hree
"
3"
" W
O R
K
and
P L
A Y
"
Interact
Interpret
Produce
! Describing regular activities with regard to actions that happened in the past and affect the present. ! Describing actions / expressing consequences ! Expressing obligation. ! Describing past events . ! Comforting people N.B: " Winter Holidays 2{Feb 11th – Feb 16th " Test n°2: From feb 17th till Feb 25th # Second Term’ exams from Feb 28th till Mach 4th
# ( oral and written)
#written
#( oral )
# written # oral
" The simple present
" The present perfect with 'already /yet/since/never….
" "so" in compound sentences " Modals expressing obligations (have to)
" What a pity / don't worry …
SNAPSHOTS
OF CULTURE
Schools in Britain
I. Read the text then compare schools in Britain with schools in Algeria . II. Harry Potter: Real or Imaginary?
Say it clear P91
1- Listen to the telephone conversation then underline the stressed words 2- Act out dialogue one with the appropriate stress and intonation 3- Listen to the three syllable words, then group them into the stress boxes Say it clear p98 1- "Have"weak and strong form "strong form /h v/
- weak forms /h v, v, v/
2- Stress and intonation 3- Short answers using" have"
P106 THE NEW SOUNDS "was" –/'wz/'w z/ "were" /w3:/ \w r\
Was Strong form /'w z/ Weak form /'w z/
Were /w3:/ \w r\
weren't /w3:nt/
wasn't /"w znt
Writing a
newspaper report
Your country is going to celebrate one of its national dates. The occasion to talk about one of those national dates is ready Your school is going to make a school Magazine . Make a newspaper report about one of the national dates " independence day , revolution day ,science day … Use illustrations with your report showing the importance of the day you are talking about . Your report is ready ,meet with your friends , discuss , and ask your teacher to correct it Print your report with the included illustrations . Present your report to your classmates , discuss the subject and try to answer your friends' questions. Join your report to your friends' ones to make the school magazine .
$ SWBAT : Talk about
important events
"nationalism ".
Lesson Plan File three: Work & Play 3 Am Level
Sequence One Listen and Speak
Personal Goals: " In this lesson I will use and plan activities that allow learners to practice and develop real-life communication skills for reading, writing, speaking and listening. Lesson Focus: "Which skill(s)will students mainly practice during this lesson?(Speaking, listening, reading, writing)
Listening and speaking "In this lesson I will teach the following aspects of language:
Function : Describing regular activities & Describing actions that happened in the past and affect in the present
Grammar : Present simple "revision-consolidation + adverbs of frequency / present Perfect Pronunciation :Weak and strong form of "have & has" Vocabulary : Vocabulary related to routine – daily activities
Competencies :Which competencies in the AEF are you working toward or plan for the learners to achieve today?(AEF table) " Can interact orally to ask and answer questions in very short exchanges. " Can describe daily activities related to school tasks and daily life " Can listen to understand main points and important details.
Objectives : Students Will be Able To…. : " Describe daily life activities using adverbs of frequency " Describe actions that started in the past and affect the present. " Discriminate between "weak & strong" form of "have & has"
"When and how will I check my students’ progress toward the objective(s)? I can see them when they can talk about their regular activities when they can talk about actions that started in the past and affect the present using adverbs of
frequency
Required material and / or resources : " The manuals pictures { pages : 90 - 92}
" Listening script page :167 [email protected]
3
Time Swbat(for each stage)
Rationale (why do students do this)
Interaction Procedure Materials (VAKT)
5
Check the objectives seen in File 2”travel” Have an idea about the learning objectives of the sequence
Interact about what has been learnt Listen and try to interpret the situations given
T – Ss
File 3: Work& Play Seq 1 Listen & Speak( PDP lesson): Agenda : "Warm up /: " The teacher asks the pupils to open their books page 91, he introduces the new "File Work and Play" ,he tries to remind to pupils about what they have learnt in the previous file – He talks about the new file and what does it contain as "functions & notions" he also asks the pupils to slit into groups and try to think and start to prepare "the project work"
< Designing a school magazine page>
Learning Log P88 Preview p91 Manual’s pictures p 90
5 5 5
Describe daily life actions Inquire and answer questions about daily life actions Talk about one’s daily life actions Describe one’s regular activities using adverbs of frequency
Interpret The pictures to identify the type of actions done in daily life Interact with teacher to describe daily activities Interpret the worksheet to talk about one’s daily routine activities Interact to identify the adverbs of frequency
T- SS T- SS S – T Ss – Ss Ss- T Ss –Ss T – Ss Ss – T
Pre-listening What’s happened? The teacher asks the pupils to open their books on page 90. The pupils are asked to look at the photos on page 90, they are asked
to interpret them The teacher may help them by asking the following question
1) What do the pictures represent? 2) where do all the action take place? 3) Which of those pictures you perform or do? 4) Are those actions done everyday ?
The pupils listen to the teacher and try to answer the question one by one
The teacher uses the pattern to make the pupils interact between them "question –answer" task
Then the pupils are invited to talk about what they do every day as tasks and activities related to their school life and daily routine activities
The pupils are asked to open their books on page 92 and pay attention at "activity one
The teacher explains or invites one or two pupils to read the instructions of the activity ,the teacher explains the instructions and invites the pupils to work by themselves "individual work" " Activity one p90: Put words and phrases A-K in the right columns of the table that follows:
In the morning In the afternoon In the evening At night Get up – have breakfast-leave home start classes- Have lunch
Finish classes – revise
Have dinner – watch TV sleep
the pupils work in rough ,correct on the board then read the corrected activity
the teacher may ask the pupils to form a short or "produce" a short paragraph using the information on the board "oral" production
"Listening
the teacher invites the pupils to pay attention at the adverbs in the next tasks
He may ask them to talk about them : Always – generally – often – sometimes – hardly ever – never
(since they have already seen those adverbs in the previous school year)
The teacher explains the instructions of activity 2 page 92: The pupils are asked to take their pencils and try to listen to the
script and spot the right answer
Visual= flashcards on daily life actions page 90
Worksheet Page 92 White
board & board marker
Listening worksheet Page 167
" Describe daily life active ties using adverbs of frequency " Describe actions that started in the past and affect the present. " Discriminate between "weak & strong" form of "have & has
5 5 5
Listen and describe one’s regular activities Listen and describe one’s regular activities Describe regular activities using present perfect & adverbs of frequency Describe regular activities using present perfect & adverbs of frequency
Listen to listening worksheet To identify the script’s theme Listen to match adverbs of frequency with the statements Listen again to answer the right answer to the right question
Listen and underline the appropriate grammar notion Isolate the underlined grammar notions Identify the main constituents of a sentence Identify the right place of the “adverbs” of frequency & the form of the present perfect tense
T – Ss T – Ss Ss – T
T –Ss Ss – T Ss – T Ss –Ss Ss - Ss
" Activity 2p92: Listen and put the right frequency adverbs. a. Souad 's day starts at 6.30 . " always % b. She gets up at 7 a.m. " often % c. She goes to school by bus. " sometimes % d. She arrives late at school. " never % e. She finishes class at 4 p.m . " generally % f. She takes the bus to go back home. " hardly ever%
The teacher reads twice or thrice the listening script page 167 , the invites the pupils to correct using their pencils , he reports the answers on the board ,then asks them to read the whole sentences or activity corrected
The pupils are asked to go to page 167 and read the script by pairs. The next step will be about "activity 3p 92, the teacher explains the
instructions and invites the pupils to take again their pencils ,listen to him reading the script and try to spot the answers to the activity . " Activity 3 p92: Listen again and answer the following questions. a. Has Souad completed her project? " No she has not. b. What has she already written? " She has already written the first draft. c. Has she used en encyclopedia? " No, she has not. d. What has she found very useful? " The internet.
The teacher asks the pupils to listen twice or thrice and try to answer. The teacher reports the answers on the board ,invites the pupils to
read them and perform as "drill " –question & answer" by pairs
" Post-listening [Describe regular activities using present perfect & adverbs of frequency] "Presentation <Language form study & analysis>
Next the teacher asks the pupils to go to page 167 , take their pencils and try to listen to him reading part two of the dialogue {interviewer: Now, tell me ……
They are asked to listen and underline the words: have completed – haven't – have already written – have used- have found. The pupils are asked to read part two of the script ,then the teacher asks the pupils to tell him what are the words they have underlined "Isolation : " Have completed – haven't – have already written – have used- have found.
The pupils read the isolated words. The teacher asks the pupils to give him the sentence which contains
the verb "have already written" ,then they asked to read and try to study it "Analysis : " I have always finished class at 4:00. Subject + "HAVE" + adverb + past participle + object
Of frequency Of the verb "Stating rule : & Affirmative form: " S + Have +Past Participle of the verb +objec " Present perfect & Negative form:
" S + Have + Not + Past Participle of the verb +objec & Question:
a) How often + have + pr + verb (past participle + ? b) Have + pr + [always-ever-generally-often] +verb (pp) +object?
[email protected] The pupils by the help of the teacher try to deduce the stated rules5
Worksheet “act2p92
Listening worksheet P 167
Worksheet “act3p92”
Listening worksheet P 167 Board & marker Board & marker Board & marker
5 5 5
Describe regular activities using present perfect & adverbs of frequency Describe regular activities Express resolutions Predict Inquire about regular activities
Identify the right place of the adverbs of frequency Detect the meaning of each sentence Use the present perfect , ask and answer drills To talk about daily life school
Ss- T Ss – T Ss – T Ss -Ss
"Practice : "Based form task: Exercise: Re-order the words to form correct sentences. 1) 7:00 a.m always Amina gets up . at " 2) Breakfast. generally it 7:30 she has at . " 3) Never school goes she. by to bus " 4) English sometimes afternoon she .in the studies " 5) practices hardly ever sport . she morning in the " " Meaning based task: Exercise : Match the sentences in column ”A” with items in “B3
Sentence Meaning a) I will work hard and succeed the 4th year. b) I always start school at 8:00. c) Tomorrow the weather will be fine.
1) regular activities 2) predict 3) make resolution
"Communicative based task: Exercise: Pay attention at your school timetable then ask and answer. " Activity 4p92 : Prepare a short dialogue about your school activities and leisure time: ! You: How often do [learn/study/practice ] {English-Arabic- sport…..} ! Your partner: I ….. ! You: Have you ever [studied-learned-practised ] [English-French-sport]? ! Your partner: No,I…………..,but I have already………..
The learners work in pair, the teacher supervises their works, offers his help ,then invites them to correct each task , read then copy down all the written works
Page 6 [email protected]
Board & marker Board and Marker Script Page 92
Time Swbat(for each stage)
Rationale (why do
students do this)
Interaction Procedure Materials (VAKT)
Describe daily school life Describe regular activities (adverbs of frequ) Inquire about one’s experience Talk about actions tht happened in the past and still affect the present time Talk about actions that happened in the past and still affect the present time
Interact to talk about daily school life
Interpret the worksheet to talk about one’s school life experience Produce oral message to speak about actions that happened in the past and still affect now
T- Ss Ss – T Ss –Ss T – Ss T- s Ss -Ss
Warm up: The teacher greets his learners and inquires about their daily life school The teacher tries to interact with his learners about the last
séance.[Describing regular activities using the adverbs of frequency and present perfect] Practice p94: PPU lesson.
The teacher invites the pupils to open their books on page 94. The teacher asks the pupils to talk about their first day at Middle
school. Teacher’s questions : The teacher interacts with his pupils about the date and the period of
time they spent in Middle School. 1) When did u come to this school? " We came to this school in 2008. 2) How many years have you studied here?"We have studied here 2years The teacher invites the pupils to answer, and then perform the two
questions as a drill. The teacher tries to introduce the new grammar notion through the
following: We came to this school in 2008. = We have studied here since 2008 We have studied here 2years = we have studied in this school for 2 years. The teacher reads and makes the pupils repeat focusing on the new items.
We have studied here since 2008 /We have studied in this school for 2 years The teacher invites the pupils to repeat then use the following keys words and
perform: Key words:
Verb Object Place Since for learn Arabic Primary School 2002 eight years Study English Middle School 2008 Two years
The pupils build sentence using “since” & “for” and substitute key words The teacher present the ways of inquiring about “since” and “for”
A : Since when have studied in this school? B : I have studied in this school since 2008. A : How long have studied here ? B : I have been in this school for 2 years.
The learners perform the drill and substitute keywords. The teacher may ask the learners to give him concrete examples.
Board & marker Board & marker Board and marker Board and marker
Talk about actions tht happened in the past and still affect the present time using (since & for)
Interact to identify the main part of statement Interpret the new grammar notion and analyze it
T-Ss T- Ss
The teacher invites the pupils to pay attention at the following:
"Presentation: The teacher invites the pupils to read the sentences We have studied here since 2008/ We have studied in this school for 2 years. "Analysis: We have studied here since 2008/ We have studied in this school for 2 years. ' ( ) ' ' ' ' ( ) ' ' ' S+have+ P.par+ obj+ since+ date/ S+ have+ P.par+ obj+ for+ per.time ) ( ' ' ) ( ' ' Present since point Present for period Perfect of perfect of Time time By Mr.Samir Bounab
Board and marker
Practice
Talk about actions tht happened in the past and still affect the present time using (since & for) Talk about actions tht happened in the past and still affect the present time using (since & for) Talk about actions tht happened in the past and still affect the present time using (since & for) Talk about actions tht happened in the past and still
Interpret and produce a deduction about he form and the tense used with “since” & “for” Use the deduced rule and apply it through the three types of tasks Use the new grammar notion to make drills Ask the appropriate question using “since” For point of time And the appropriate one for “period of time
Ss – T Ss- T Ss –Ss T- Ss Ss – T T – Ss Ss-Ss Ss- Ss
" Stating Rule: Since + point of time describe actions that ♣ Present perfect+ started in the past For + period of time and affect the present "Practice: After having stated the rule the learners are invited to perform the following tasks. 1) Based form task: Activity :Re-order the words to make correct sentences. a) since English 8:3O lesson started has. the" b) school month begun for has 5 the . year " c) not primary since I been school have in . 2001 " d) many snowed it not for years has . " The teacher supervises the pps’ work, offers his help then invites
them to correct. 2) Meaning based task: Activity : Complete with the right word.
Action started in past and affect present / describe regular activities/ predicting/ resolution.
1) I will study hard and succeed. …………………………………………………… 2) I have been a pupil for 8 years. ………………………………………………. 3) I always pray five times a day……………………………………………………. 4) It will rain tomorrow. ……………………………………….. The teacher supervises the pps’ work, offers his help then invites
them to correct. 3) Communicative based task: (pair work) Activity Look at the flashcards on page 94 and make dialogues using “since & for” and the correct tense.
Phone 1849
Watch 1462
Radio 1866
Bicycle 1839
Umbrella 1637
Pen 1946
Computer 1950
Toothbrush 1498
Newspaper
1609
Car 1893
talk Tell time Listen ride use write manipula
te Clean teeth read drive
♣ A : Since when have we talked on phones? ♣ B : We have talked on phone since 1849. ♣ A : How long have we talked on phones? ♣ B : We have talked on phones for 161 years.
The teacher invites the pupils to pay attention at the table and keep the same drill and make correct dialogues using “since and for”. The teacher invites the pupils to correct , he reports the best dialogue
on the board then makes them read and copy all the written works. By Mr.Samir Bounab
Board and marker Board and marker Board and marker
Worksheet
p94
Worksheet
p94
affect the present time using (since & for)
Greet and welcome Recycle what has been seen in the last hour
T – Ss Ss - T
warm up: The teacher greets his pupils and inquire about their daily school life. The teacher tires to make a short recycling about the last séance.
< talking about actions that happened in the past and still affect the present & since + point of time / for + period of time>
The teacher tries to make his learners talk and express themselves using the previous hour learning objectives.
Board & marker
Describe ordinal numbers Talk about actions that happened in the past and still affect the present time using (since & for) Talking about rights and duties Talk about actions tht happened in the past and still affect the present time using (since & for)
Interact to describe the photo Answer questions related to a flashcard Identify ordinal numbers Ask about action that happened in the past and affect now Be sensible toward classroom and school furniture Be aware of daily accidents Ask about action that happened in the past and affect now and inquire about one’s matters
T- Ss Ss- T Ss – Ss
Imagine p 95: The teacher invites the pupils to open their books on page 95 and pay
attention at the picture. The learners are asked to interpret the picture .The teacher may help
them by asking them to answer the following questions. The teacher’s questions:
1) Where does the situation take place? "It takes place in an office. 2) How many persons are there? "There are Five persons. 3) What are they doing? "They are queuing. 4) What time does the wall clock show? " It Shows 7:00 o’clock 5) Have those persons arrived at the same time? " No, they haven’t.
The learners look at the picture and try to answer the questions. The teacher may invite the pupils to act the task as a drill. The teacher explains the instructions of “activity 1p95” then invites the
learners to work. "Activity1p95: Look at picture One and find out how long each person has been in the queue.
A: Who is the {first – second-third-fourth-fifth} in the queue? B : It’s [Nora- Dolly- Oliver- Ron- Jocelyn] A: How long has [she/he] been there? B :[She /He] has been there since [6:45 – 6:50- 6:53-6:55-6:58]
[she /he] has been in the queue for { 15’- 10’-8’-5’-2’} The learners work in pairs in rough then give back their work; the
teacher listens and reports on the board one the drills. The learners are invited to read the corrected task on the board. The teacher tries to make the learners pay attention at their classroom and the
way it looks [the teacher tries to sensitize the learners about their classroom] he tries to make them remark if anything goes wrong or any of their friend who is absent (illness) and make a short discussion.
The learners are asked to pay attention at “activity 2p95” and try to interpret the flashcards.
Activity2p95: Look at the pictures and guess what the persons are saying. Pick up the right verbs from the palm on the right.
1. Picture One: I’ve broken my arm. 2. Picture Two: I have cut my finger. 3. Picture Three: I’ve burnt my hand.
The learners work in rough , the teacher supervises their work and invites them to read what they have written.
The teacher explains the instructions of “acticity3p95”,then invites the pupils to work in pair.
Activity 3p95: Build up dialogues on the following model using verbs from the palm above.
You : Have you [ phoned-written-burnt- broken-cut…..] Your partner: No, I haven’t .I’ve ……………. my ………………
The pupils work on their rough; he supervises their work and invites them to act their dialogues. The teacher invites the pupils to copy their drills each pair copies its own one. The learners read all the written works on the board, then copy down.
By Mr.Samir Bounab 9- [email protected]
Flashcard p95
Board & marker
Flashcard p 95 Board & marker
Board & marker
Flashcard p95 Board & marker
Imagine
Greet and welcome Describe books’ front pages Talk about animals in danger of extinction Talk about animals in danger Talk about animals in danger Express cause and effect (so) Express cause and effect (so)
Ss need to talk about and express themselves about their daily life school Ss need to identify the theme of the lesson Ss need to know the meaning of the new lexis introduced in the text Ss read to answer the given tasks Ss read the text and answer the task Ss need to identify and know the new lexis introduced in the text Ss identify the new structure “so”
T – Ss Ss –T T – Ss Ss – Ss Ss –T T – Ss
Seq 1: File Three Warm-up: T. greets his learners and inquire about their daily life school. "Pre-reading: T. invites the learners to pay attention at the picture on page 96 and he may
even use the same and aids talking about “Moby Dick” T. tries to make his learners talk about the subject whether they have seen it
before. T. tries to make the learners interact about the theme. T.explains the most difficult and the new words.
T .explains the instructions of Activity1p96,then invites the learners to look
again at the photo and try to answer the “activity” "Activity1p96: Look at the picture of the book cover on the right and answer the questions below. A. Who is the author? " Herman Melville is. B. What is the title of the book? "Moby Dick. C. What do you think the topic of the book is? "”b” Whale hunting.
T. invites the learners to correct , he reports the answers on the board. The learners are invited to read and perform the task by pairs. "During –reading: The learners are invited to read the text on page 96 and check their answer of
“Activity 1p96” T tries to make a discussion about the text and what has been answered in
“activity 1p96” to get familiarized with the text and the story. T. explains the instructions of “activity 3p96”, explains some difficult words. The learners are invited to read the text and do “Activity3p96” "Activity3p96:Answer the questions below according to the text A. Has Moby Dick eaten Captain Ahab’s hand? " No, it hasn’t.(leg) B. How long have men hunted whales? "For hundred of years they have. C. How long has the I.W.C existed? " For 64 years. D. Why have most countries stopped hunting whales? "Because IWC has banned whale hunting . The pupils are asked to give back their answer, the teacher reports them on the
board . The pupils read the corrected task and perform it as a drill. The pupils are invited to read the text again and do “activity 4p96” Activity 4p96: Find in the text synonyms, explanations and antonyms of the
following words. A) one hundred years= century B) eaten = devoured C) never =/= always D) chased=hunted E) risen=fallen F) preserve =protect G) permitted= banned H) whale :aquatic mammal I) survive=disappear
The pupils read then give back their answer (use pencils and correct on their books) "Post –reading: • the teacher invites the pupils to read again the text & make them talk freely about the theme exposed in the text . • the teacher tries to attract the learners’ attention on the words written in different colours. "Presentation: • the learners asked to read the words written in different colours”red”
1) Films have presented Moby Dick as man killer; so people have always thought that whales are dangerous.
2) The commission has banned whale hunting since 1986.So most countries have stopped hunting whales.
• The pupils are invites to read the selected sentences . • The teacher tries to attract their intention on the words written in different colour “so” • 10 By Mr.Samir Bounab [email protected]
Oral interaction Picture of the book p 96 The text’s script p 96 More aids about “Moby DICK” The text’s script p 96 The text’s script p 96 The text’s script p 96 The text’s script p 96 Board & marker
READ AND WRITE
author -topic-sailing-competition-whale-hunting- rescue
Century-novel-captain-desire-devoured-killer-extinction- commission
banned – hunting – otherwise-aquatic-mammal-disappear
Express cause and effect (so) Express cause and effect (so) Express cause and effect (so) Express cause and effect (so)
Ss look at the sentence and analyse its constituents Ss deduce the rule and the role of the conjunction “so” Ss perform the three kinds of tasks dealing with “so” expressing “cause & effect” Ss perform the three kinds of tasks dealing with “so” expressing “cause & effect”
T – Ss Ss –T T – Ss Ss – Ss Ss –T Ss – Ss T – Ss
"Analysis:
The commission has banned whale hunting since 1986,So most countries have stopped hunting whales
' ' ' Cause “so” effect = result ' ' ' Sentence “1” <cause> % + conjunction ”so” = sentence “2” <result> "Stating rule: " Practice: A)Based form task: Exercise : Reo-order the words to make correct sentences. 1) coat/ It/ too/put on / cold/ so/ was/ I/ my /,/ ./ " It was too cold ,so I put on my coat. 2) hard/pupil/ so/ got/the/worked/good / exam/he/marks/at/,/./ "The pupil worked hard so he got good marks at the exam. B) Meaning based task: Exercise : Match the pairs.
Column “A” Column “B” -The driver drove fast so he was punished.
-I always got to school on foot.
-I have been a pupil for eight years.
-action in past & affects present
- cause & effect
- regular activity
C) Communicative task: Activity 1p96: Join the two pairs of sentences below with “so”. Make any necessary changes. A1.Men have hunted elephants for their ivory for centuries. A2.Now the elephants are in danger of extinction. " Men have hunted elephants for their ivory for centuries, so now they are in danger of extinction. B1.Men have always hunted gazelles for their beautiful skins. B2.Now this species is in the list of protected animals. " Men have always hunted gazelles for their beautiful skins, so they are on the list of the protected animals. The learners do the tasks on their rough , the teachers supervises their works
then invites them to give back their answers.
The teacher reports the tasks on the board , asks the pupils to read then copy down. By Mr.Samir Bounab [email protected]
11
Board & marker Board & marker Board & marker Board & marker Board & marker Board & marker
" « So » is a conjonction. " « So » + Sentence indicates a « result » action or “ effect” " “Coma” is <between> the “cause sentence” & the “result one”
Express cause and effect (so) Express cause and effect (so) Express cause and effect (so) Express cause and effect (so
Ss talk about their daily life school Ss do the task to discriminate between the uses of the conjunctions Ss do the task to discriminate between the uses of the conjunctions
Ss –T T – Ss Ss – Ss Ss –T Ss – Ss T – Ss
File three: 3 AM ♣ The teacher greets his learners and inquires about their daily life school. ♣ The teacher invites the learners to do the following tasks to revise what have been seen the last hour. ♣ Exercise 1: Choose the right conjunction to make correct sentences.
1- My teeth were hurting ......... I made an appointment to go the dentist.
(a) or
(b) so
(c) but
2 - Have you seen ......... heard the latest musical by Andrew Lloyd Webber?
(a) but
(b) so
(c) or
3- I wanted to go to the rock concert ......... all the tickets were already sold out.
(a) so
(b) but
(c) and
4 - I wanted to eat sushi for dinner ......... I went to a Japanese restaurant.
(a) but
(b) so
(c) or
5- I wanted to eat fish for lunch ......... the fish and chip shop had closed for the day.
(a) or
(b) but
(c) so
6 -I am going to do my homework ......... take a shower when I get home from school.
(a) and
(b) but
By Mr.Samir Bounab [email protected] 12
Board & marker Board & marker Board & marker Board & marker Board & marker
WRITE IT OUT
n Express cause and effect (so) Express cause and effect (so) Express cause and effect (so) Express cause and effect (so
Ss do the task to discriminate between the uses of the conjunctions Ss talk about current changes Ss elicit the items they will need to use to form sent using “so” To express “cause & effect” Ss build sentences expressing “cause & effect” Using –so- Ss use the independent sentences to make a paragraph Ss work in rough ,then read their compositions
Ss –T T – Ss Ss – Ss Ss –T Ss – Ss
Exercise 2: Fill in the gaps using “ so – but –because”
1.Jamila has a sore throat, ……..she can't sing today. 2. Sam must see the doctor ………..he is ill. 3. Bill has the flu, ……..his sister is fine for the moment. 5. Alan is sick, ………he can't go to work. 6. 7. Sam has a fever, a runny nose, …………he has a sore throat. 8. Alan can play the piano, ………he can't play the guitar. 9. Lily has a terrible toothache ……….she must see a dentist.
Write it out { Integrated situation} ♣ The teacher invites the learners to pay attention at “write it out” page 97. ♣ The teacher interacts with his learners with the idea set in the task about current changes that have taken place recently. ♣ The teacher tries to make his learners talk as much as possible about the idea exposed to the talk ♣ The teacher invites the learners to pay attention at the instructions of the “write it out “ task p97, he explains the instructions then invites them to work on their rough, making independent sentences , then a short report. ♣ Step One: ♣ Look at the table and make correct sentences talking about “cause & effect” use [ so]
Cause Effect ♣ Money/become/very important ♣ Price of food /go up ♣ TV/invade/homes ♣ Global temperature /increase ♣ People /hunt/too many gazelles ♣ Strong earthquakes/touch/many areas of the world ♣ Swine flu /contaminate/all the countries
♣ Spirit of solidarity/disappear ♣ Poor people/die of hunger ♣ People /lose/the sense of being a family ♣ Ice pack/north Pole/melt ♣ They /be /in danger of extinction ♣ Many countries/destroy/people/die ♣ Too many people / ill & die
♣ The learners use the information elicited in the table and try to build sentences using “so” ♣ Suggested correction: 1)Money become very important, so spirit of solidarity disappeared. 2) Price of food goes up, so poor people die of hunger. 3) TV invaded homes, so people lost the sense of being one family. 4) Global temperature is increasing, so ice pack of the North Pole melting. 5) People are hunting too many gazelles, so they are in danger of extinction. 6) Strong earthquakes touched many area of the world, so many countries are destroyed and many people died too. 7) Swine flu has contaminated all the countries, so too many people were ill and some died of this flu. ♣ The teacher supervises the learners’ works and offers his help once needed ♣ Step Two: ♣ The learners are asked to use the information seen in the first step and make a report . ♣ The report: ♣ The learners work on their rough copybooks , the teacher supervises their works then invite them to correct ♣ The teacher may ask one of the learners or some of them to report the “report” on the board. 13
The learners read the written work on the board ,then copy down 24
Board & marker Board & marker Aids about
“TV-ice pak- north pole- gazelles-
earthquakes” Board & marker Board & marker Board & marker
I think that many negative changes have taken place in our world recently. Money becomes very important, so spirit of solidarity disappeared. Price of food goes up, so poor people die of hunger. TV invaded homes, so people lost the sense of being one family. Global temperature is increasing, so ice pack of the North Pole melting. People are hunting too many gazelles, so they are in danger of extinction. Strong earthquakes touched many area of the world, so many countries are destroyed and many people died too. Swine flu has contaminated all the countries, so too many people were ill and some died of this flu.
Lesson Plan
File three: Work & Play 3 Am Level Sequence Two
Personal Goals: " In this lesson I will use and plan activities that allow learners to 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.
Sequence Focus: "Which skill(s)will students mainly practice during this lesson?(Speaking, listening, reading, writing)
Listening ,speaking, reading & writing "In this sequence I will teach the following aspects of language:
Function : Talking about what you “did/didn’t do”/ “have & haven’t”/- Expressing obligation, absence of obligation & prohibition –Asking and giving advice “should & ought to” / -talking about life experience using “ever” & “never” / - Talking about recent events “already- yet - & just”
Grammar : the simple past tense/present perfect/ should & ought to / ever” & “never/ already- yet - & just
Pronunciation :Function and Content words/ Stressed words & Intonation Vocabulary : Vocabulary related to routine – daily activities –travel&Sports
Competencies :Which competencies in the AEF are you working toward or plan for the learners to achieve today?(AEF table) # Can deal with simple , predicate travel situations:Related to transportation (asking where something is and how to get there ,asking and telling times/schedules). # Can listen to and understand very short, routine classroom instructions: Without supporting visuals . # Can read and understand simple instructions and explanations that are : Concrete nature. /Found in language learning materials. #Can write short factual descriptions:About his/her basic environment (e.g. people ,places school /work ,living conditions) #Can orally tell a very short story or give a brief description: About personal things (e.g. plans, routines, possessions, likes/dislikes)
Objectives : Students Will be Able To…. : " Talk about what they “did-didn’t-have-haven’t " Express obligation , absence of obligation and prohibition " Ask and give advice " Talk about life experience " Talk about recent events
"When and how will I check my students’ progress toward the objective(s)? I can see them when they can fill questionnaires, underline stressed words act and play out dialogues
expressing obligation – advice …/ describe pictures and guess their meanings /read texts and emails and exploit them
Required material and / or resources : " The manuals pictures { pages : 98 – 100-102& 103} " Listening script page :168
14 By Mr.Samir Bounab
Time Swbat Rationale interaction Procedure VAKT
Greet And welcome Talk about daily activity Report event Report events
Express
Experience
Express
Experience
Ss interact with the teacher about school life activit Ss need t o talk about their task done during the same day Ss need to interpret the flashcards talking about daily school activities Ss need to listen and interpret the situation Ss need to listen to the script and fill in the questionnaire Ss need to use the form of interview and talk about themselves
T – Ss Ss –T T – Ss Ss – Ss Ss –T Ss – Ss
File 3 Seq Two Warm –up: • The teacher greets his learners and inquires about their daily life school. • The teacher tries to interact with his learners about the previous sequence.{ describe daily activities- talk about action in the past and affect the present “since & for” – cause and effect} • Pre-listening: • The teacher interacts with his learners about what activities they did that day at school. • The teacher tries to make his learners to talk as much as possible using what they have learnt before . • The learners are invited to open their books on page 98 and try to interpret the worksheet there. • Suggested answers: 1)flashcard 1: A boy is writing a homework and a girl is reading a book. 2) Flashcard 2: A boy is reading a book 3) Flashcard 3: The pupils are practising sport. • The teacher invites the pupils to read their interpretations ,then asks them to “report” the events seen on the flashcards. • Suggested answers: 1)flashcard 1: A boy has written a homework and a girl has read a book. 2) Flashcard 2: A boy has read a book 3) Flashcard 3: The pupils have practiced sport • The learners are invited to talk about the flashcards , then interact about what they have done in their school that day. • The teacher tries to make the learner talk as much as possible and use the “present perfect” to report what they have done at school. While –listening: • The teacher invites the learners to pay attention at “activity 3p98” , then listen to the script and try to answer the task. • Activity 3p98:Listen to part one of the interview and fill in the questionnaire below. Give full sentences.
Questionnaire : Have you ever ….? Questions Answers
• Have you ever seen a Senegalese film? Yes ,I have (money order) • When did you see it ? Last night (channel 3) • Did you like it? Yes , I did. • Have you ever played golf? No,I have never played golf
• Why haven’t you ever played golf? Because I haven’t ever seen a long stretch of green grass in the desert
• The teacher reads twice the script then invites the learners to give back their answers. • The teacher listens the learners’ answers and reports them on the board. • The learners are invited to read the corrected activity as pair work. • The learners are invited to listen again to the Part 2 of the interview and fill in the rest of questionnaire. • Activity 4p98: Listen to Part 2 of the interview and fill the rest of the questionnaire.
Questionnaire : Have you ever ….? Questions Answers
• Have you earned any commendations yet? Yes , I have • Have your parents received your school report yet? They haven’t received it yet. • Has the Headmaster told them yet? Yes he has already done it • Have you celebrated it yet? Not yet. • The learners listen to the teacher reading twice the script the invites them to give back their answers. • The teacher invites the learners to read the task and perform the drill as pair work. • Post- listening: • The learners are invited to use the questions and try interview each others. They may use the key words in “activity 2p98” • The teacher tries to make the learners talk as much as possible 15
Board and marker
Flashcards p98
Flashcards p98
Script page 168 Script page 168
LISTEN & SPEAK
Express
Experience
Express
Experience
Express
Experience
Ss need to identify the new structure Students identify the new structure Ss recognize the main constituents of a sentence Ss state the rule about “ever “ & “never” Ss need to know the order and the place of the adverb Ss need to know the meaning of the sentence using “ever & never” Ss need to greet and welcome their teacher Ss need to express themselves about school life
Ss need to act drill including adverbs
T – Ss Ss –T T – Ss Ss – Ss Ss –T Ss – Ss
• The teacher invites the pupils to open their books on page 168 and underline the words ( ever –never & yet) while he reads the dialogue. • The teacher invites the pupils to perform the dialogue . • The teacher invites the pupils to remind him about the words the have underlined. "Presentation: 1) Have you ever seen a Senegalese film? 2) Have you ever played golf? 3) I have never played golf. 4) And why haven’t you ever played it? 5) Because I haven’t ever seen a long ….. 6) Have u got any commendation yet? 7) Have you celebrated it yet? • The learners are invited to read the selected sentences "Isolation: Have you ever played gold? I have never played golf. "Analysis: Have you ever played gold? I have never played golf. ' ' ' ' ' ' ' ' ' ' Have+ pr +adv+ past + obj S +have+adv+ past part +obj Part "Stating Rules:
a) “ever” = at any time. " is used in “question & affirmative sentence” b) “never” = at no time " is used in “negative sentence” c) “ever & never “ are used with the present perfect tense. d) “ever & never “ are used to talk about life experiences
" Practice: a) Based form task: Exercise: Re-order the words to make correct sentences. A : you / played/ ? / have / chess/ ever B : never / played/ . / I / chess/ have/ b) Meaning based : Exercise: complete the sentences using the following words and expressions.
Express – regular activity- cause and effect 1- Ahmed has a toothache, so he must see a dentist.(………………………………..) 2- We always start school at 8:00.(………………………….) 3- I have never smoked cigarettes. (…………………………..) c) Communicative based task: Exercise: Fill in the gaps with. “ ever or never” A : Have you ……………travelled abroad? B : No , I have ……………….been abroad. A :Why haven’t you ……………………gone abroad? B :Because I simply haven’t ……………….thought to go abroad. • The learners work on their rough ,the teacher supervises their works and offers his help if needed • The learners are asked to give back their answers • The teacher reports the answers on the board , then invites the learners to read them. • The learners read again the written works reported on the board then copy down. •
16 By Mr.Samir Bounab
Script page 168 Script page 168 Board and marker Board and marker Board and marker
Express
Experience
Express
Experience
Express
Experience
Express
Experience
and using present perfect to express experience
Ss need to act drills using “ever- never” Ss need to know the difference between stressed and unstressed words Ss need to identify stressed words in a drill Ss need to know the use of “ever” and never” Ss need to identify the use of “already & yet” Ss need to rcognize the use “since & for” Ss need to practice the use of the present perfect Ss need to be sure how to form interrgative And negative forms
T – Ss Ss –T T – Ss Ss – Ss Ss –T Ss – Ss T –
Warm-up: The teacher greets his learners and inquires about their school life matters. The teacher tries to make his learners interact about the previous séance “ talk about experience using “yet – never – already- yet –ever-just” Practice : The learners are invited to open their books on page 100 and pay attention at “activity one p100” The teacher explains the instructions of the activity, and then invites pupils to work in pair. "Activity 1 p 100: Act out a dialogue using the cues below. Change roles. taken your exam? written your essay? A : Have you drawn your geography map? finished your project work? Yes, I have. Yes, I’ve already done it. It was really easy B: Not yet. I haven’t done it yet. It’s too difficult. The learners work in rough, the teacher supervises their works then invites them
to read and act their dialogues. The teacher reports on the board one of the drills. The teacher invites the learners to pay attention at the pictures on page 1OO
and try to interpret them. The teacher explains the instructions of “activity two p100”
"Activity Two p 100: Look at the souvenirs in the pictures below , then make dialogues like this. he Paris A : Has ever been to New York ? she London
Yes, (he – she) has .Look, that’s the souvenir (he /she) has brought from there B: No, (he –she) has never been there. The learners work in rough , the teacher supervises their works then invites them
to act their drills The teacher reports on the board one of the drill on the board
The learners are asked to open their books on page 99. The teacher asks the pupils to read the Tips and tries to explain it on
the board . - Pronouns (he –she they – me …etc - Articles (a- the ) are “function words = grammar words - Auxiliaries (be and have) generally not stressed - Prepositions (in- at etc….) - Adjectives - Adverbs are “content words “ " They are generally stressed. - Nouns - Verbs
The learners are invited to read again the tips and try to do “activity 2p99”. "Activity 2p 99: Listen to the telephone conversation below ,then underline the stressed words. A : I haven’t seen you for days. What’s the matter ? B : I’ve had a terrible headache since Monday. A : Oh no ! I’m sorry to hear that .Have you been to the doctor’s? B : Not yet. I’ll go this afternoon. A : I hope you’ll get well soon.
The learners try to answer the activity and justify their answers The teachers invites the learners to correct on their books(pencils)
Then read and write down all the written works on the board. 17 By Mr.Samir Bounab
Board and marker Board and marker Manual’s flashcards p 100 Script p 99 Board and marker Manual’s task p99
PRACTICE
SAY IT CLEAR
Express
Experience
Express
Experience
Express
Experience
Express
Experience
Ss need to know the past particple of the verbs Ss need to make the difference between the adverbs Ss need to talk about the last séance and sum up it Ss need to know the difference between “ever” and never” Ss need to know how to make a piece of advice using “should” Ss need to know how to make sentence using “never” “warning’ Ss need
Ss Ss –T T – Ss Ss – S Ss –T Ss – Ss T – Ss Ss –T T – Ss Ss – Ss Ss –T
More Tasks on “ever – never’ COMPLETE THE SENTENCES WITH EVER OR NEVER
1-‐HAVE YOU ________ EATEN SUSHI? 2-‐HAS SHE _________ WORN SKIRTS? 3-‐I HAVE ________ DONE YOGA 4-‐SHE HAS_________ PLAYED TENNIS 5-‐THEY HAVE ________ DRUNK TEA 6-‐HAS HE _________ TRAVELLED ABROAD? 7-‐THEY HAVE ________ WRITTEN A LETTER 8-‐HE HAS ________ GONE DANDING COMPLETE THE SENTENCES WITH FOR OR SINCE 1-‐HE HAS HAD HIS JOB...........2001. 2-‐I HAVEN’T SEEN PAUL ......... AGES 3-‐HE HAS WAITED FOR THE BUS ..........15MINUTES 4-‐THEY HAVEN’T VISITED THEIR PARENTS .......... MARCH 5-‐I HAVEN’T EATEN .........MIDDAY 6-‐SHE HAS BEEN ILL ......... TUESDAY 7-‐THEY HAVEN’T MET THEIR FRIENDS ………… HOLIDAYS COMPLETE THE SENTENCES WITH THE RIGHT FORM OF THE VERB IN BRACKETS 1-‐ HE ______________(JUST READ) THE LETTER. 2-‐ THEY ____________ (NOT MEET) SALLY YET. 3-‐ THE TEACHER _____________ (GIVE) US A LOT OF HOMEWORK. 4-‐ ________YOU________ (BUY) HER A PRESENT FOR HER BIRTHDAY? 5-‐ HE ______________ (NOT INVITE) HER TO THE PARTY YET. 6-‐ _________ HE__________ (WRITE) THE LETTERS YET? 7-‐ MY FRIEND _________(JUST PHONE) FROM PARIS 8-‐ THEY ___________(ALREADY/HAVE BREAKFAST) WRITE SENTENCES IN AFFIRMATIVE (A) NEGATIVE (N) AND INTERROGATIVE (?) FORM 1. YOU / MAKE / A CAKE (?) 2-‐WE / SEE THIS FILM (A) 3-‐HE / PASS / HIS DRIVING TEST (N) 4-‐ SHE / LOSE / HER KEYS (A) 5-‐ YOU / SEE / MY BOOKS (?) 6-‐ I / BREAK / THE NEW VASE (A) 7-‐THE DOG / EAT / ALL THE FOOD (N) COMPLETE THE SENTENCES WITH THE CORRECT VERB FROM THE BOX.
1- SHE HAS JUST.............. A LOT OF SANDWICHES 2-‐ THEY HAVE ............ THE WALLS YELLOW. 3-‐ HAS SHE............. THE LESSON? 4-‐ YOU HAVEN’T ............. GEOGRAPHY FOR TODAY. 5-‐ SHE HAS ........... ALL HER MONEY ON CLOTHES. 6-‐ THEY HAVEN’T ............ IN THE POOL YET. 7-‐ MY MOTHER HAS …………. A CAKE FOR MY BIRTHDAY 8-‐ MY FATHER HAS ………….. ME A CAR AFTER PASSING MY DRIVING TEST
CHOOSE THE RIGHT OPTION 1. I HAVEN’T WATCHED A FILM SINCE / FOR JANUARY. 2- SHE HAVEN’T/ HASN’T BOUGHT A NEW DRESS FOR THE PARTY. 3- THEY HAVE ALREADY / YET SWUM IN THE SEA. 4- HAS /HAVE SHE INVITED ALL HER FRIENDS TO THE PARTY? 5- HE HAS DRANK/ DRUNK ALL THE COFFEE. 6- I HAVEN’T WATERED THE PLANTS ALREADY/ YET. 7- SHE HAS TAUGHT THE SAME SUBJECT SINCE / FOR TEN YEARS
19
Board & marker Board & marker Board & marker Board & marker
STUDY GIVE BUY SPEND
UNDERSTAND PAINT MADE SWIM
Express
Experience
Express
Experience
Express
Experience
to use the model “should” to make advice Ss need to talk ,greet and interact about school life Ss need to look at the pictures and decode the message Ss need to link sentences with the illustrations Ss need to read and identify the different types of verbs and their tenses Ss need to analyse and
Ss – Ss T – Ss Ss –T T – Ss Ss – Ss Ss –T Ss – Ss
Imagine Warm up • The teacher greets his learners and inquires about their daily life school • The teacher tries to make a quick review about what has been seen in the last séance Imagine: • The teacher invites the learners to open their books on page 101 and pay attention at the first activity. • the teacher explains the instructions of Activity 1p101,then invites the learners to work in pair. "Activity 1p101:With your partner ,choose the appropriate punch-line from the box and make jokes out of the dialogue. Patient : Doctor, I’m very nervous .This is the first operation I’ve ever had. Doctor: I’m nervous too. It’s the first operation I’ve never done. • The learners work in rough , the teacher supervises their work and focus on the use of “ever & never” • The teacher invites the learners to give back their answers and perform the task as a pair work. • The teacher invites the pupils to pay attention at “activity 2p101”,he explains the instructions then invites them to work in pair. • Activity 2p101: Now imagine the doctor is not joking , use the “piece of advice and complete the dialogues. Dialogue 1: Patient: Doctor, I’m very nervous .This is the first operation I’ve ever had. Doctor: You should have an operation. Don’t worry. Everything will be all right. Dialogue 2: Doctor : Have you had this problem before? Patient : Yes, doctor . Doctor : How many times have you had it? Patient : Don’t worry. Everything will be all right. • The learners work in rough, the teacher supervises their work then invites them to correct. • The teacher reports the answers on the board, and then asks the pupils to read the correct task. • The teacher interacts with his learners about the ways we use “ever & never” and how to give advice using “should” • The teacher explains the instructions of ‘activity 3p101’ then asks the learners to work in pairs. "Activity 3p101: A/Match the pairs ,then make correct sentences using “never” .
Go out …. Accept …. Walk …. Trust ……
1. Never go out at night. 2. Never accept sweets 3. Never walk alone 4. Never trust strangers B/ Now turn these rules in to pieces of advice. Use “should” Write them in your copybook. 1. You should never go out at night. 2. You should never accept sweets 3. You should never walk alone 4. You should never trust strangers • The learners work on their rough , correct on the board then read the corrected tasks.
• 20 • By Mr.Samir Bounab [email protected]
At night… Alone… Strangers… Sweets…
Board & marker Board & marker Board & marker
Greet and welcome
Express
Experience
Express
Experience
Advise Warn Advise
deduce the most used tense in the text Ss need to talk ,greet and interact about school life Ss need to read and answer the task Ss need to read to identify the new structure
Ss need to identify the main constituents of a sentence
Ss need to discriminate between the modals and their use Ss need to produce written
T – Ss Ss –T T – Ss Ss – Ss Ss –T Ss – Ss
READ AND WRITE PART ONE Warm up: • The teacher greets his learners and inquires about their daily life school. • The teacher tries to make a quick review about the last hour "Pre-reading: • The teacher invites the learners to open their books on page 102 and try to interpret them. • The learners look at the flashcard and try to interpret them using the present perfect. • Activity 1p102: Look at the pictures and guess what has just happened. • Picture One: A man and a women have just married. • Picture Two: A boy has just woken up. • Picture Three: A man has just arrived to the hotel • Picture Four: A pupil has just missed the school- bus • The learners work in rough , while the teacher supervises their works then invites them to give back their answers • The teacher reports the answers on the board then invite learners to read them • The learners are invited to pay attention to the text and flashcards on page 103. • The teacher asks the learners to interpret the pictures first ,then they are asked to read the text and try to do Activity 2p102. • Activity 2p102: Read text one on page 103 and match each picture (a to f) the sentence or sentences that illustrate(s) it best. Picture One: We are here to welcome Billy Crawford. Picture Two: A large crowd of fans has already gathered .They are shouting…… Picture Three: This Henry Grates. Picture Four: Now he has just stepped out of the plane . Picture Five: A girl has just thrown a bouquet at Billy Picture Six: Billy’s plane has just landed. • The learners read the text silently and try to answer the activity , while the teacher supervises their works and offers his help once needed. • The learners are asked to give back their answers , while the teacher reports them on the board • The teacher reads the text once or may ask the pupils to read it in order to get familiarized with the vocabulary. • The learners are invited to pay attention at the instructions of Activity 3p102 "Post-reading • Activity 3p102: Read Text One again and classify the verbs according to the tenses: present simple, present continuous, past simple or present perfect
Present Present continuous Past simple Present perfect
is – are - love am speaking- are
shouting – is walking-waving
Has landed-hasn’t appeared –has gathered –has opened –haven’t seen – has stepped- have started –has thrown
• The learners read the text then do the activity, the teacher moves through the rows and offers his help if needed • The teacher invites the learners to read the text and give or stop at each verb while the teacher reports on the board the answers • The learners read the corrected activity. • Later the teacher invites the learners to listen at the instructions of “Activity 4p102” and then try to do it. • Activity 4p102:What conclusion can you draw about the time duration of the actions? The present perfect is the tense which is most frequently used in Text 1 because the speaker reports actions that have just been completed at the moment of speaking and which have a connection with the present without mentioning any definite time in the past. I’m speaking/they’re shouting/ he’s walking and waving Speaking, shouting and walking refer to the present continuous. They describe actions taking place at the time of speaking. • The learners work in rough, correct on bb then read and copy down 21
Board & marker Manual script p101 Manual p101 Manual p101 Board and marker Board and marker
Greet And Welcome Descried Action happen in past and occur in the present Report Report Report events Greet and welcome
Express Obligation, absence of obligation and prohibiton
Express Obligation, absence of obligation and prohibiton
Express Obligation, absence of obligation and prohibiton
message expressing the learnt language
T – Ss Ss –T T – Ss Ss – Ss Ss –T Ss – Ss
READ AND WRITE II • Warm-up: • The teacher greets his learners and inquires about their daily life school. • The teacher tries to make a quick review about the last hour and what has been learnt [describing event that happened in the past and affect the present] "Pre-reading: • T.invites the learners to pay attention at text N°2p103 • Teacher interacts with his learners about the type of text they can see [letter – email….] • The teacher tries to make his learners talk about constituents of the text. "During-reading: • The teacher invites the learners to read the text and do the following “exercise” • Exercise : Read the text then answer the following questions 1) Who is the sender? " Yanice is. 2) Is David the receiver? " Yes, he is. 3) What is the email about? " It’s about Algerian School Rules. • The learners do the task in rough , the teacher supervises their works then invites them to give back their answers while he reports them on the board. • The teacher invites the learners to read the corrected activity and perform it as a drill. • The teacher reads the text and invites the learners to take their pencils and underline the words that express “obligation & prohibition” • He asks some of the learners to read the text in order to get familiarized with the vocabulary they will use later. "Post-reading: • The teacher invites the learners to talk about their own school regulation and compare it with the one mentioned in the text. • The teacher may ask the learners to express their opinions about such school regulation • Presentation: • The teacher invites the learners to remind him the words they have underlined. Don’t have to wear - have to wear – mustn’t stay - have to go – mustn’t stay "Isolation:
Don’t have to - have to - mustn’t "Analysis: We don’t have to wear uniforms we have to go to the playground we mustn’t stay class. ' ' ) ' ' ' ' ' ' S + do+ not+ have to +v + obj S+ have to +V + obj S + mustn’t+ V+ obj ' ' ' Absence of obligation obligation prohibition "Stating rules:
• Do not have to + verb ‘infinitive’ without “to” = express absence of obligation • Have to + verb +infinitive’ without “to” = express absence of obligation • Must not + verb + infinitive’ without “to” = express absence of obligation
"Practice : based form task Exercise One: Re-order the words to make correct sentences. 1) pupils/not / absent/ the / be/. / must/" 2) we/flag/ salute /. / the / have/" 3) computers/pupils/do /use/have/./the/not/schools/at/to Meaning based activity: Activity 5p102:Read text 2 and fill in the table below with sentences expressing
Obligation Absence of obligation Prohibition - Children have to wear pinafore - We have to go to the playground - We must join the class
In Algeria we don’t have to wear uniforms
At breaks, we mustn’t stay in class
Communicative based task: “Your Turn” page 102: " Write sentences expressing obligation – absence of obligation and prohibition
"Use the cues in the box. • The learners try to make sentences then a paragraph expressing obligation – absence of obligation and prohibition • The learners work in rough , the teachers supervises their works then invites them to correct . • The teacher reports the corrected task on the board then invites them to read and copy down the written works on their copy books. 22
Wash hands Brush teeth Smoke Sing Attend school
Board and marker Manual’s pictures p 102 Script p103 Board and marker Script p 103 Board and marker Board and marker Board and marker Script 2 p 103 Board & marker Script 2 p 103 Board and marker Board and marker Board and marker Board and marker
Lesson Plan
File three: Work & Play 3 Am Level Sequence Three
Personal Goals: " In this lesson I will use and plan activities that allow learners to Learners acquire and retain language best when the topics meet their interests and when they are active participants in their learning: finding personal meaning ,learning cooperatively with peers, and making connections to life outside of class.
Sequence Focus: "Which skill(s)will students mainly practice during this sequence ?(Speaking, listening, reading, writing)
Listening ,speaking, reading & writing "In this sequence I will teach the following aspects of language:
Function: Describing a continuous action in the past/Using Past continuous and simple past in narration/comforting someone/Reporting on where, when and how something happened.
Grammar : past continuous /simple past + conjunction of times Pronunciation : strong and weak forms of “was” “were” Vocabulary : Vocabulary related to environment and pollution and daily life activities
Competencies :Which competencies in the AEF are you working toward or plan for the learners to achieve today?(AEF table) # Can plan for ,use and evaluate the effectiveness of Spoken Interaction Strategies used :(To facilitate pair work in class./To convey the meaning of unknown words, phrases and structures./To learn common "chunks" of language.) #Can listen to and understand unfamiliar instructions and explanations that are :( Very short and straightforward .Accompanied by visuals (e.g. gestures ,writing or drawings modeling, demonstration # Can read and understand simple instructions and explanations that are (Concrete nature./Found in language learning materials.) # Can plan for ,use and evaluate the effectiveness of a few basic writing strategies to : (Generate ideas and Create a draft of a text)
Objectives : Students Will be Able To…. : • Describe continuous action in the past • Narrate • Comfort someone • Report
"When and how will I check my students’ progress toward the objective(s)? When they are able to : listen and fill in the poem - ask and answer questions -describe scenes – link sentences using time conjunctions –acts dialogues-read texts and guess – combine sentences using “when” – write articles Required material and / or resources : " The manuals pictures { pages : 104- 106-107-109} " Listening script page : 169 23
By Mr.Samir Bounab [email protected]
Time swbat Rationale Interaction Procedure VAKT
Greet and welcome
expressing obligation- absence of obligation and prohibition and also inquiring about someone’s activities using adverbs talk about environment describe (action that last & that happen suddenly)
describe (action that last & that happen suddenly)
describe (action that last & that happen suddenly)
describe (action that last & that happen suddenly)
Ss need to greet and interact about the previous séance Ss need to interpret the pictures Ss need to listen to answer the activity Ss need to know the new structur’s form and meaning Ss need to discriminate between the past continuous and simple past form and use
T – Ss Ss –T T – Ss Ss – Ss Ss –T Ss – Ss
Sequence Three : I was walking…… 3rd AM Warm-up: The teacher greets his learners and inquires about their daily school life matters The teacher interacts with his learners about what they have learnt during the
last sequence. ( expressing obligation- absence of obligation and prohibition and also inquiring about someone’s activities using adverbs)
LISTEN AND SPEAK: "Pre-listening: T.asks learners to open their books on page104, they are asked to pay attention
at the flashcards and try to interpret them. The learners look at the flashcards and describe them. The teacher tries to make the learners to talk as much s possible, he may ask
them some questions that deal with the topic shown in the flashcards (pollution & how to preserve the environment) [The task is done orally.] "During –listening:
The teacher explains the instructions of “Activity 2p104” then invites the learners to listen and complete the poem.
Activity 2p104: Listen to the poem then fill in the blanks. The poem :
The learners listen “twice or thrice” to the poem and try to complete “using their
pencils” on their books. The teachers invites the learners to give back their answers , while he reports
them on the board. "Post –listening:
The teacher reads the poem and invites to listen and underline the following sentence: I was looking at people in the street when I saw it
The teacher invites the learners to read the poem . Presentation : The teacher asks the pupils to remind him about the words that they have
underlined. was looking - when – saw Isolation :T.asks the learner to isolate the sentence that includes the
presented words. I was looking at people in the street when I saw the bus.
Learners are the read the isolated sentence. Analysis :
I was looking at people in the street when I saw it ' ' ' ' ' ' ' S + verb + object conjunction S + V + obj Was looking when saw ( ) ' ' To be + verb+ “ing” time verb ”past” “past” conjunction Past continuous simple past “action that last or take time” “action that happen suddenly”
Practice :
Exercise one : Re-order the words to make correct sentences. 1) pupils / writing /. Bell/were/the /the / rang/when/ 2) teacher /door/ explaining/./ the / was /the /knocked/lesson/the/
24 By Mr.Samir Bounab
Board and marker
Flashcards p 104
Manual ‘s script p169
Board and marker Board and marker Board and marker Board and marker
Your bus is killing the Earth. This morning , I was walking to school, I was thinking about things, I was looking at people in the street, When I saw it. A big old bus was going slowly up the hill. Inside there were students. They were chatting , They were laughing They didn’t know what was happening. Behind them they left a big black cloud, Black and dirty, coming from the exhaust pipe. It put the Earth in a greenhouse.
describe (action that last & that happen suddenly) express
obligation –
prohibition
describe (action that last & that happen suddenly) Pronunciation of “was & were”
Ss need to make the difference between the learning language they have learnt and the new one Ss need to know how to pronounce “was & were” and discriminate between them and the verb that follows them
T – Ss SS-T SS-T T-SS SS-SS Ss-Ss
Exercise Two: complete with the following words:
action that last- prohibition- sudden action- obligation
1- We have to take care of the classroom. (…………………………………………………)
2- I was doing revising my lessons last night. (……………………………………..)
3- Pupils must not be absent. (………………………………………………….)
4- When the teacher entered , he started the lesson. (…………………………….)
Activity Three p 104: Read the poem then classify the verbs.
Verbs that last verbs that happen suddenly Function of when
Was walking- was thinking- was looking-
was going- was chatting-was happening
Saw – left - put When (conjunction of time- joins two
sentences)
The learners work in rough, the teacher supervises their work and offers his help once needed.
Say it clear
[Strong & weak forms of “was and were”]
Learners are asked to pay attention at the TIPS page 105 .
The teacher reads the TIP S and explains it
[ Strong & weak forms of “was and were”]
The teacher invites the learners to read the TIPS then do the activity on page 105.
The learners are asked to perform the drill respecting what they have already seen in the TPS
They are later asked to substitute key words and keeping the same drill they are asked to perform.
The learners work in rough then correct “orally” and using their pencils on their books they are invited to report the correction.
The learners are asked to read again the written works on the board and then copy down on their copy books.
25
By Mr.Samir Bounab [email protected]
Board and marker Board and marker
Manual’s script p 105
Greet and welcome Describe actions that last and the ones that are sudden Describe actions that last and the ones that are sudden Narrate using past continuous and simple past Comfort a person in difficulty
Ss need to talk about the last hour and sum up what has been learnt Ss need to interpret the pictures To identify the type of action is it Ss need to build sentences using the new structure Ss need to improvise the second part of the sentences Ss need to guess and build dialogues using the new structure Ss need to perform the drills in pairs
T – Ss SS-T SS-T T-SS SS-SS Ss-Ss T – Ss SS-T SS-T T-SS SS-SS Ss-Ss T – Ss
Seq “3” 3Am Warm-up: The teacher greets his learners and inquires about their daily life school He tries to make a quick review about the last séance on [ describing continuous
action and sudden action] PRACTISE p106: The teacher invites the learners to open their books on page 106 , he requires
from the learners to pay attention at the flashcards and try to interpret them. The teacher explains the instructions of “activity 1p106” ,then invites the
learners to work in rough. Activity 1p106: Consider Picture One , then describe the scenes in the other
pictures in the same way. Picture One: Our geography teacher was walking and reading the newspaper at the same time suddenly , he fell down in a manhole and broke his arm. Picture Two: A woman was climbing a ladder suddenly she got dizzy and…….. Picture Three: This man was walking and holding his coffee and papers ,suddenly he tripped and poured his coffee and threw his papers. Picture Four: The painter was painting ,suddenly he splashed the paint on the woman’s head.
The learners work in rough, the teacher supervises their works then invites them to correct. The teacher reports the correction on the board or may ask one of the pupils to
do it, and then invites the learners to read the corrected task. The teacher explains the instruction s of “activity 2p106”,then invites the
learners to work. Activity 2p106: Now think and link the two events in each picture with
“when”. 1) Our geography teacher was walking and reading the newspaper at the same time when , he fell down in a manhole and broke his arm. 2) A woman was climbing a ladder when she got dizzy . 3) This man was walking and holding his coffee and papers ,when he tripped and poured his coffee and threw his papers
4) The painter was painting ,when he splashed the paint on the woman’s head. The learners work in rough , the teacher supervises their works then invites
them to correct . The teacher invites the learners to read the corrected activity . The teacher explains the instruction of “activity 3p106” , then asks the pupils to
do it. Activity 3p106: Complete the following sentences.
1. The plane was landing when the pilot asked the passengers to fasten their bells. 2. Christopher Columbus was sailing west when he discovered America. 3. The students were laughing in the classroom when a bird entered . 4. The poor cat was crossing the street when a car hit it.
The learners work in rough , the teacher supervises their works then invites them to correct . The teacher invites the learners to pay attention at the flashcards on page 107 The teacher tries to make his learners to talk as much as possible. The teacher explains the instruction and “ the aim is how to comfort someone” Activity 1p107: Look at the pictures and imagine what each patient was doing
“he/she “hurt himself /herself .With your partner, act out dialogues like this: Nurse : What were you doing when you hurt your hand/foot/arm/back/eye/tooth Patient: I was [ironing my skirt/playing foot/jumping in the stairs/carrying heavy bag /boxing with my friend . Nurse : {Don’t worry/relax/don’t be afraid/calm down/don’t cry/it’ll be all right}
The learners work in rough and in pairs , the teacher moves between the rows and offers his help if needed.
The learners are asked to give back their answers, while the teacher reports one or two of the learners’ productions on the board.
The learners are asked to read the corrected task. The teacher explains the instructions of “activity 2p107” and invites the learners
to work in pairs. The teacher explains the meaning of the “auxiliaries “ presented in the task.
26 By Mr.Samir Bounab
Board and marker Flashcard page106 Board and marker Script and falsh card page 106 Flash card page 106 Board and marker Flash card page 107
PRACTISE
IMAGINE
Comfort one in difficulties Comfort one in difficulties
Ss need to build dialogues using the key words Ss need to perform the drills built
SS-T SS-T
Activity 2p107:Try to imagine the nurse’s piece of advice for each patient . “Use the auxiliaries and verbs in box.
Nurse : What were you doing when you hurt your hand/foot/arm/back/eye/tooth
Patient: I was [ironing my skirt/playing foot/jumping in the stairs/carrying heavy bag /boxing with my friend .
Nurse : {Don’t worry/relax/don’t be afraid/calm down/don’t cry/it’ll be all right} [ you oughtn’t touch the iron when it is hot./should play a fair play/shouldn’t play in the stairs /shouldn’t carry thing you can’t /you ought to avoid such play with your friends]
The learners work in rough, in pairs , the teacher supervises their works and then
invites them to correct . The teacher invites the pupils to act their drills , while he reports one of the
dialogues on the board . The learners are invited to read the corrected task on the board. And then write
down on their copy books.
Flashcard page 107 Board marker and board
Greet and welcome Talk about Algerian medias Improvise and predict narrate and report events Report
Ss need to interact about the last hour Ss need to talk and express themselves about the Algerian papers Ss need to guess what is happening in the papers Ss need to read the texts and check the predictions Ss need to discuss to identify the tense used in newspapers
T – Ss SS-T SS-T T-SS SS-SS Ss-Ss
Warm-up: The teacher greets his learners and welcomes them, he tries to inquire about
their daily life school. The teacher tries to make a quick review about the last séance . Pre-reading: The teacher tries to interact with his learners about the Algerian newspapers
titles .And tries to make them talk as much as possible and express themselves for the news paper they prefer and why?
The learners are invited to open their books on page 109 and pay attention at the newspaper headlines
The teacher may ask the learners whether the newspapers are Algerian or not . During –reading: The teacher explains the instructions of “Activity Onep108” then invites the
learners to pay attention again at the newspapers headlines and do the activity. Task 1 This first task focuses on the strategy of prediction. The learners will try to predict the general idea of four newspaper articles from their headlines. Interact with them to elicit their predictions.
Activity One p108: Read the newspapers headlines on page 109 and guess what the newspapers articles are about. Task 2 The learners will read the texts very quickly just as they would do if they were reading newspapers. In doing so, they check the predictions made in task 1 Headlines Excerpts Footballer breaks leg. Dog saves girl. Disco disaster Mary,14 , fi nds valuable object.C D B A Task 3 Teacher interacts with his learners and elicits the following: newspaper headlines are generally written in the present simple tense and in a telegraphic style in order to make the announcement of the news more dramatic. Once he has elicited their responses, he makes them re-write the head lines in full sentences using the appropriate tense (the simple past tense). Task 4 Teacher interacts with his learners and elicit the tenses used in the texts. It is not necessary to deal with all the texts. He Discusses the use of these tenses and refers them to the language reference at the end of the textbook if necessary. Task 5
The learners will identify key words from the text to illustrate its general idea: courage. The words are as follows: didn’t panic , phoned the fire brigade, sound the alarm, saved many teenagers 27
board and marker script page 109 Script page 109 Script page 109
READ AND WRITE 1
Narrate And report Narrate Narrate using past continuous and simple past Describe schools in Britain Narrate Narrate and report
Ss need to read the text to identify the key words Ss need to talk and interpret the situation “guess” Ss need to make a paragraph Using the given keywords Ss need to follow a model to make paragraphs Ss need to read and deduce the meaning Of a word Ss need to know the changes they should make for the sentences Ss need to read to answer the tasks
T – Ss SS-T SS-T T-SS SS-SS T – Ss SS-T SS-T T-SS SS-SS
Task 6 The learners will read text A to identify the key words illustrating the idea that Mary was lucky. Key: fell into a pothole - survived - saw gold necklace Your Turn: Key to task 1 She was hiking in the mountains when she fell into a pothole. Key to tasks 2 and 3 In task 2, the teacher brainstorms the idea of what was happening in the disco before the fire broke out. Interacts with his learners and elicit their responses using the verbs in the box. Writes their responses on the board. In task three, he makes them put their responses into a coherent paragraph starting with the sentence suggested as an introduction to one of the witness’s report about the tragedy. Suggested key It was 9 o’clock. I was thinking about going back home. The disco was full of youngsters. Some of them were listening to loud music and drinking sodas; others were eating pizzas and chatting. In the middle of the disco many young people were dancing . Their friends were singing and shouting around them. Suddenly we smelt smoke. It was coming from the basement. Key to task 4 Suggested answers: Article C:...But the doctor told him, “Don’t worry. The injury is not serious”. The learners can use other expressions of reassurance . Article D:...It jumped out of one of the windows. It went to the neighbours’ home and started barking . They came out and saw smoke coming out of Maya’s house. … Write it out p.108 “integrated situation The teacher Asks the learners to take text A and text B as models. Follow the procedure for dealing with writing tasks outlined in the second part of this book Read and write II Task 1 He asks the learners to read the first text and to deduce the meaning of commendation from context. They read the text again to answer question a) in the textbook.He Discusses with them about the text and with reference to their own school performance. Key Jane Hatkins earned a commendation for her performance in Mathematics. b. the pupils follow the same procedure as in task 1 above. The key is :
David got a detention because he was smoking in the classroom during the break.
Task 2 The teacher directs the learners’ attention to the fact that the activities have taken place this week at no definite time and that the week is not over yet. Also tells them that they will have to bring changes to the fifth sentence .It should read as follows: “Students in Class 3 D have practiced singing in the choir for the whole week” Key A lot of things have happened at school this week. Students in Class1 have collected over 641 bottles. We have taken these to the town recycling centre.
Students in class 3 have mowed the lawn. Students in Class 3D have practiced at the choir for the whole week. So please come to encourage them on Saturday evening. Class 4 F have designed wall sheets for each of our classrooms. Class 5 B have helped the librarian (to) cover a lot of books. We are holding another meeting on March 21st. Please come with more ideas. Task 3 Have the learners follow the model in task 2 above.and talk about the outside activities that happened this week [ home work]
By Mr.Samir Bounab [email protected]
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Script page 109
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script page 108
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