ms1 seq 4 me & my school part 2

My School Presentation

PPU speaking PIASP teaching grammar “negative form – do not-

oral

“Your friend wants to make a project presentation for “Science Day” on April 16th about your school regulation , learners

school rights and duties and needs your help ……

Simple present tense & Negaitve form

eat at canteen- respect teachers- not be absent- use the school library – not use

mobile phone- spoil classroom-medical care-clean classroom-salute national flag-not write on tables and walls-keep calm in the halls- make rows-

sing national anthem- study hard- get school manuals for free- benefit from 3000DA The Presidents Scholarship- do homework and projects-

practice sport at school-check my school marks on the net- print my school report from net-take part in school clubs and competitions –

participate in Science Day “April 16th competition – keep the school court clean- take care of the class and school furniture……

visual ( school manual flashcards – flashcards related to school right and duties)

He can understand and interpret verbal and non-verbal messages

He can work in pairs or in groups

He can use role-play to communicate appropriately

He socialises through oral or written exchanges

Values

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

He behaves as a responsible and committed citizen

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

He is keen on learning about others’ markers of identity

mailto:[email protected]

time rational Interaction Procedure competences Aids/VAKT

Greet and

welcome Underst The initial

problem Solving situation

And get ready for the

project Work

Build responsible Learner

and future citizen who discrimin

Between his or her

Rights and duties

Talk about common school

rights and duties

Teacher- students

Students –

teacher Students –

students

Teacher-

students

Students – teacher

Students – students

Teacher- students

Students –


students

Project 2 : “My school” Sequence 4 : Me & My School

Lesson: PPU speaking “ My school right and duties”

: The teacher greets his learners and welcomes them , he tries to make quick

summative assessment about what the learners saw in the previous sequence ( quick oral interaction)

Teachers introduces the new project work , explains how it must be conducted and when to be delivered

Learners will :

Draw their school plan

Make their school time table

List their school regulation

List their school right and duties

Presentation : Teacher reminds the learners about what they did before they started the new school year , when

they registered and doc that the school gave them to be signed by their parent which deals with the “ the schoo l regulation “

The teacher shows the document and invites some learners to read it in order to explain the concepts “ rights & duties”

Drill : Learners are invited to listen and repeat the following drill

A : Hello , how are you ? A : what’s your name? A : what’s your job?

A : what are your school duties? B : what about your school rights

B : Hi , I am fine thanks . B : My name is Ahmed. B : I am a pupil at Middle School?

B : In my school I have to stand for the National Anthem B : I have the right for a good and free education

Learners listen , repeat then perform in pairs Practice (guided) : Learners are invited to perform in PAIRS ( closed and open ones) the drill and substitute the key

words on page 100 of the school manual.

By : Mr Samir Bounab - [email protected]

Interact Interpet Interact Interpret Produce Interpret

Visual ( board and

marker)

Visual ( board and marker –

school regulation – school

time table)

Visual ( board and marker ,

School

manual page 100 flashcards


Talk about

one’s school rights and

duties

Talk about one’s school

rights and duties

Teacher-

students Students –

teacher


Teacher-

students



Teacher- students

Students –


students

Use: Teacher invites his learners to talk about their own school regulation, rights and duties, and perform that in

pairs The teacher may help them with some pictures that show rights and duties and makes them work in pair and form

correct dialogue

The teacher lists the key words in random in order to make the learners discriminate between “rights & duties” Key words : eat at canteen- respect teachers- not be absent- use the school library – not use mobile phone- spoil

classroom-medical care-clean classroom-salute national flag-not write on tables and walls-keep calm in the halls- make rows-sing national anthem- study hard- get school manuals for free- benefit from 3000DA The Presidents Scholarship- do homework and projects-practice sport at school-check my school marks on the net- print my school report from net-take part in school clubs and competitions – participate in Science Day “April 16th competition – keep the school court clean- take care of the class

and school furniture- wear pinafores – style one’s hair in respectful way – wear respectful wearing- go on school excursions …..

A : Hello , how are you ? A : what’s your name?

A : what’s your job?

A : what are your school duties?

B : what about your school rights

B : Hi , I am fine thanks . B : My name is ……………..

B : I am a pupil at Middle School? B : In my school I have to stand for the National Anthem –

wear my pinafore - wear respectful wearing – style my hair in

modest way -respect teachers- not be absent- use the school library – not use mobile phone- spoil classroom-- spoil classroom- clean classroom-salute national flag-not write on tables and walls-keep calm in the halls- make rows-sing national anthem- study hard- do homework and projects, take part in school clubs and competitions – participate in Science Day “April 16th competition – keep the school

court clean- take care of the class and school furniture……

B : I have the right for a good and free education, eat at canteen, medical care, get school manuals for free- benefit from 3000DA The Presidents Scholarship, practice sport at school-check my school

marks on the net- print my school report from net

Learners perform , read the drill on the board and then copy down.

By : Mr Samir Bounab ( [email protected] )

Interact Interpret Produce

Visual ( board and marker)

Visual ( school canteen –

mobile phone- classroom

furniture -

Visual ( school

canteen – mobile phone-

classroom furniture

Visual ( school canteen –

mobile phone- classroom

furniture


Talk about one’s school

rights and duties

Discrimina

Between rights and duties

Identify the sound /g/ -

/ dʒ/

Identify

the form of

the sounds

/g/ and /

Teacher- students

Students –

teacher


Teacher- students


Students –

students Teacher- students

Students –

teacher


MS1 level Me & My School Seq 4 Lesson : Practice + PIASP pronunciation / dʒ / & /g/

Warmer : The teacher greets his learners and welcomes them .

Teachers invites the learners to make a quick review about the last session

Learners are invited to do the following task .

The teacher explains the instructions , then invites the learners to work in rough

Task : Put each word in its right column eat at canteen- respect teachers- not be absent- use the school library – not use mobile phone- spoil classroom-medical care-clean classroom-salute national flag-not write on tables and walls-keep calm in the halls- make rows-sing national anthem- study hard- get school manuals for free- benefit from 3000DA The Presidents Scholarship- do homework and projects-practice sport at school-check my school marks on the net- print my school report from net-take part in school clubs and competitions – participate in Science Day “April 16th competition – keep the school court clean- take care of the class and school furniture- wear pinafores – style one’s hair in respectful way – wear respectful wearing- go on school excursions ….

Duties Rights

stand for the National Anthem –wear my pinafore - wear respectful wearing – style my hair in modest way -respect teachers- not be absent- use the school library – not use mobile phone- spoil classroom-- spoil classroom- clean classroom-salute national flag-not write on tables and walls-keep calm in the halls- make rows-sing national anthem- study hard- do homework and projects, take part in school clubs and competitions – participate in Science Day “April 16th competition – keep the school court clean- take care of the class and school

furniture……

a good and free education, eat at canteen, medical care, get school manuals for free- benefit from 3000DA The Presidents Scholarship, practice sport at school-check my

school marks on the net- print my school report from net

PIASP teaching pronunciation / dʒ / & /g

Presentation Game : learners are invited to listen then repeat the following “tongue twister” , teacher tries to make a

challenge between learners and sees who makes less mistakes I gratefully gazed at the gracefully gracefully gazelles. Jamel is an Algerian journalist Isolation : gratefully gazed gracefully gracefully gazelles Jamel Algerian journalist

Analysis g= /g/ j=/ dʒ/

Stating Rule: Letter Sound

‘g’ + ‘e’, ‘i’ or ‘y’

‘j’

/ dʒ/ = job – general- large-gym-January –giant-

“g”+ /l/ o / u / r i+g

/g/ = good – gum – green – big – grand-glad

Interact Interpret Produce Interact Interpret Produce

Visual ( board and

marker)

Visual ( board and marker +

flashcards showing school right and

duties)

Visual (

board and marker)


dʒ/

Identify

and

dicriminat

Between

the sounds

/g/ and

/ dʒ/

Teacher-

students



Practice : learners are invited to do the following task Task : Put each word in its right column :

job – good - general- big- grand mother - large-gym- green – go - January –giant- glad – gum – Algeria – English –

geography – England – green grocer- June – journalist – judge – Bejaia-

/g/ / dʒ/

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

By : Mr Samir Bounab

[email protected]

Interpret Produce



Greet and

welcome

Inquire about school

rights and duties

Inquire about one’s school rights and

duties

Identify the

negative form

Discrimin

Between the affirm and

negative

Teacher –

students – Students –

teacher


Teacher – students –



Teacher –

students – Students – teacher

Students –

students

Warmer : The teacher greets his learners and welcomes them , then invites them to talk about the previous

session “ school rights and duties”

Presentation : The teacher introduces the situation through the following drill.

A : Do you stand for the National Anthem every morning?

B : Yes , I do .

A : Do you make problems at school?

B : No , I do not ( don‟t )

Learners are invited to repeat and perform the drill in pairs

Practice: Learners are asked to keep perform the drill and focus on the negative form . substituting key

words.

A : Do you (make problems at school/ cheat in exams/ use mobile phone/ fight with colleagues /write on

the tables and walls?

B : No , I do not ( don‟t )

Use : Learners are asked to form dialogues about their school and classroom situations using the same

pattern of the presentation and the guided practice

PIASP “grammar – negative for “ do not”

Learners are invited to read the following example.

Presentation : I do not shout in class.

Isolation : do not shout

Analysis ; subj + verb + obj

do+ not + verb

negative form

Stating rule :

Affirmative form Negative form

Example : I play in class .

Subj+ verb + obj

I do not play in class

Subj + do + not + verb + obj

Interact Interpret Produce Interact Produce Interact Interpret Produce

Visual ( board and

marker )

Visual (

classroom situation )

Visual ( board and

marker)

Transform From

Affirmati To negative

Teacher – students – Students –

teacher


Teacher – students –



Practice : Learners are asked to do the following written task

Task : Change the following sentences into the negative form

1. I arrive late to school . --.>……………………………………………………

2. I cheat in tests and exams. --.>……………………………………………………

3. We throw papers on the soil . --.>……………………………………………………

4. You use mobile in school . --.>……………………………………………………

5. I eat seeds , sweets and chewing gum in class . --.>……………………………………………………

6. I smoke cigarettes . --.>……………………………………………………

7. I write on the tables and walls. --.>……………………………………………………

8. I shout in the school hall. --.>……………………………………………………

9. I interrupt my teacher and my colleagues . --.>……………………………………………………

10. I change my seat. --.>……………………………………………………

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

Learners read the correct task in the board then write down.

By : Mr Samir Bounab

[email protected]

Interact Interpret Produce

Visual ( board and

marker)


time Rational Interaction Procedure competences VAKT/ aids

My School Presentation

PPU speaking PIASP teaching grammar ‘ present continuous”& pronunciation of / ŋ/ & /j/

oral

“Your friend needs your help to describe what is happening in your class now ………

Present continuous tense

……

/ ŋ/ & /j/pronunciation of

visual ( flashcard showing classroom and activities happening in continuous forms°

He can understand and interpret verbal and non-verbal messages

He can work in pairs or in groups

He can use role-play to communicate appropriately

He socialises through oral or written exchanges

Values

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

He behaves as a responsible and committed citizen

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

He is keen on learning about others’ markers of identity


Greet and welcome

Describe flashcards From none

verbal to verbal

Create a

classroom communi Climate

Describe

class Activities and value

School hobbies

Teacher –

students Students-

teacher Students-students

Teacher –

students Students-

teacher Students-

students Teacher –

students Students- teacher

Students-students

Teacher – students

Students- teacher

Students-students

MS1 Me & My School Seq4 Lesson : &

Teacher greets his learners and welcomes them Presentation : Using the following classroom flashcard the teacher introduces the situation

The teacher invites to learners to concentrate on the flashcard showing Mr Taylor and his learners/

The teacher challenges his learners through the following initial problem solving situation The teacher’s questions : What does the photo show?

Is it your classroom ? Is the class empty ?

Is it your teacher? Who are those young learners? Teacher interacts with his learners about the situation , then invites them to listen to him describing what is

happening . He insists on that all what is happening is at the moment of speaking making the learners living the situation.

Presentation 1: Mr.Taylor and his pupils are in class Learners listen then repeat

Mr.Taylor is supervising his pupils.

The pupils are doing many works

Peter is looking through the window.

Austin is playing in class

Karen is sleeping on the table

Walter is crawling on the soil

Willy,Alex and Betty are playing a game.

Karol, Billy and Sam are reading books

Kathy , Paul and Ben are drawing pictures

Tom and Collin are looking at pictures in the book By Mr Samir Bounab ( [email protected] )

Interact Interpret Produce Interact Interpret

Visual ( flashcard showing Mr

Taylor and his learners)

Visual ( flashcard

showing Mr Taylor and his learners)

Visual (

flashcard showing Mr Taylor and his

learners)


Work in pair talking

about Class world activities

Reflect the new

language target to the real

learners situation

Know about the

new language structure

Identify the forms

of the present continuous

Teacher –


Students-students


Students- teacher

Students-students


Students- teacher

Students-

students Teacher – students

Students- teacher

Students-students

Drill : The teacher invites the learners to perform the following drill:

A : Is Peter reading? B : No, he is not.

A : What is he doing? B : He is looking through the window

The learners perform the drill in pairs

Practice : Learners are asked to keep the same drill , substitute key words and practice in pair

A : Is (Peter reading?) Austin sleeping? ) walter painting? Karen drawing?

B : No, ( he/ she) is not.

A : What is (he/she) doing?

B : He is looking through the window/ playing in class / crawling on the soil./sleeping …

Use: The teachers asks the learners to pay attention at what is happening in their class and try to make

sentences

Suggested sentences :

The teachers is explaining the lesson

The learners are listening to the teacher

Learners are making dialogues about the lesson

The teacher is asking the learners about the project

PIASP „teaching grammar” = The present continuous

Presentation : The teachers invites the learners to read the following example. The teacher is writing the lesson ,now

Isolation is writing Analysis The teacher is writing the lesson , now .

Subject + Verb + object + time marker To be (am-is- are) + verb + “ing”

The present continuous Stating Rule : “ The present continuous”

Affirmative form : Subject + to be (am- is – are) + verb +”ing” + object+ time marker

Example: I am studying at MS1 level / She is doing the project/ The are playing football.

Negative form : Subject + to be + not + verb+ “ing” + object+ time marker .

Example : I am not playing football / He is not making noise/ they are not cheating at test

Interrogative form : to be + subject+ verb +”ing” + object+ time marker+ ?

Example : Is he reading a book now ? Are they talking in class now ?

Questions with ‘ what – who – where –when + to be + subject + verb +”ing” + object?

Example : What are you doing ? where are you going? Who is talking? Where you taking the tests?

The learners read the written works on the board then copy down By : Mr Samir Bounab ( [email protected] )

interact Interpret Interact Interpret Produce Interact Interpret Produce


Visual ( flashcard showing Mr

Taylor and his learners)


Visual ( board

and marker)


Greet and welcome

Identify the

structure of a sentence

Discrimin between the

meaning of each sentence

Spell the right form of the

present Continuous

Teacher –


Students-students

Teacher –

students Students-

teacher Students-

students Teacher – students

Students- teacher

Students-

students Teacher –


Students-students

Lesson : - Practice ( grammar – present continuous )

PIASP pronunciation : / ŋ/

Warming up: The teacher greets his learners and welcomes them, then invites them to talk about the last session Practice : Learners are asked to do the following tasks

Task 1: Unscramble the words to make correct sentences

Pupilsarestandinginthecourt

TheyaremakingrowsandsalutingtheNationalAnthem

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

The teacher explains the instructions of the second task then asks the learners to work in rough

Task 2: Match the sentences with their meaning

Sentence Meaning

1- Every day, I go to school at 7:30….. 2- Now,I am doing the task with my friend 3- In week end , I visit my family.

a- Talk about leisure activities b- Describe daily activities c- Talk about something happening now

Learners work in rough , the teacher supervises their works, offers help once needed , then invites them to correct

on the board Teacher explains the instructions of next task , then asks the learners to work in rough.

Task 3: Write the correct form of the verbs in brackets

It is break time. The bell ( ring)……………… .Pupils ( get)…………….. out the class. I ( play)…………..in the court yard with my friends.The bell (ring)………..again. I (make) ……………..the row and ( join)…………..my class .

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

Learners read the corrected tasks on the board , then write down on their copy books

By: Mr Samir Bounab ( [email protected] )

Interact Interpret Produce Interact Interpret Produce Interact Interpret Produce

Visual ( board

and marker)




Greet and welcome

Learn the new sound

trough pictures

Practice

the new sounds through drills

Identify the letters that form

the new sounds

/ ŋ/& /j/ Discrimin

Between letters and sounds


Students- teacher

Students-students

Teacher –

students Students-



Students- teacher

Students-students Teacher –

students Students-

teacher Students-

students

MS1 level ME & My School Seq 4

Lesson : PIASP “pronunciation” sounds / ŋ/ & /j/ Warmer : The teacher greets his learners and welcomes them , then asks them about the last session.

Presentation: Learners are exposed to the following situation Learners look at the following picture and repeat.

“Picture 1 : ring -“Picture 2 ing -Picture 3: swing -Picture 4 :tongue-

Picture 5: yacht Picture 6: yak Picture 7: yoghurt Picture 8 : Yahoo

Learners are invited to perform the following drill. A : Is picture 2 a yak? B: No , it is not. A : What is it then? B: It is a wing

Guided practice : learners are asked to keep the same drill and practice substituting key words.

Use: The teachers asks his learners to write or utter words like the ones seen in the presentation and practice

PIASP :Learners are requested to read the following examples

Presentation: 1) The king has a ring 2) Yanis is yachting in yellow yacht Isolation : king ring yanis yac hting yellow yacht Analysis : “I” + n + g “y”

Sound / ŋ/ sound /j/ Stating rule :

Letter Sound “i+n+g” “a+n+g” “o+n+g” “i+n+g”

/ ŋ/"sang", "sing", "song" and "sung

“y+a” “ y+e”

/j/ - yacine – yesterday - yellow


Interact Interpret Interact Interpret Produce Interact Interpret Produce

Visual ( pictures

showing the sounds

/ ŋ/ & /j/





Recognize

the sound /j/

Pair the sounds

that have the same rhyme

Teacher – students Students-

teacher Students-

students


Students- teacher

Students-students

Teacher –

students Students-


Practice : Learners are asked to do the following tasks Task 1: Cross the odd item The list : yellow – January – you – yours – young – jet- youth – yeast – Algeria – yacht –good – yes- yahoo- yoghurt – jijel- yesterday- yard

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

The learners read the correct task The teacher may set it as a game asking the learners to read and see who can do it without mistakes The teacher explains the instruction of the second task and invites the learners to work in rough .

Task 2: Minimal pairs “ Match the rhyming pairs”

A B 1. Band 2. Han 3. Sin 4. Win 5. Wind 6. Kin 7. Pin 8. Din

a) Winged b) Sing c) Ding d) Bang e) Pung f) Hang g) Wing h) king

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

The learners read the correct task The teacher may set it as a game asking the learners to read and see who can do it without mistakes

Learners read the corrected tasks on the board , then copy down on their copy books


Interact Interpret Produce Interact Interpret Produce


Visual ( board and marker


ms1 seq 4 me & my school part 2

Education