ms2 level file 4 cartoons with ppu & pdp lesson plans(1)

[email protected]

2

Ter

m

Month & week FIle

Competency

targeted Learning Objectives

Frame Work

(PPU & PDP)

Resources Module Of Integration

Bloom’s Taxonomy in this file

SWBAT Grammar Lexis Pronunciation Learn about culture

Seco

nd

T

erm

Februa Week

1

Februar Week

2 {winter

holidays 2)

Februar Week

3

Februar Week

4

March Week

1

March Week 2

March Week 3

File F

our

"4"

"CA

RTOONS

"

Interact Interpret Produce








Sequence One (Page74-Page 77) : Making invitations Making Formal & informal invitations Accepting and refusing invitations Sequence Two ( page 78- page 82):

planning Immediate actions

Expressing Future

intentions

Sequence Three page83 –page87) • Expressing Choice • Inquiring about price • Remembering

PPU Speaking PPU Speaking PPU Speaking PDP Listening PDP reading PPU Speaking PPU Speaking PDP reading

Model “Would »

Would you like …. ? Do you

+like ?

Yes/ No..Would

4 Future

with "going to"

« going to form »<intention & future plans

Which “one/ones” past/”must obligation/ futur

Which “one/ones

Vocabulary Related to daily life routine Vocabulary Related to daily life routine Vocabulary Related to daily life routine - Vocabulary Related to daily life routine -Vocabulary related to future events -Vocabulary related to objects and choice -Vocabulary related to object & price -Vocabulary Related to past events

Sounds : "j"

job- Algeria

"g" Olga – give

"c= k" = cake, picture, music " c = s" juice, accept, sentence

word syllables

First

syllable Second

syllable Third

syllable words s

Grand mothers remedies

"C" for

cartoon/comi

More

about

cartoons

Yellow kid

Zig et puce

Tintin

Superman

Lucky luke

Bouzid

Asterix

Making a strip cartoon.

In your school , local area you see many mortal problems which affects the youths like

smoking , drugs ,violence , bad school results…..

You feel you can contribute to arise those problems to let people (pupils) be aware of them .

You decided to make "a strip cartoon" , the best thing to let people read, laugh and discuss the problem your are talking about for example "smoking"

Collect or draw funny pictures about the situation exposing the problem, the cause and the results of such problem (you may ask your art teacher for help)

Propose solutions through cartoon pictures to solve and help people who are facing this problem.

Your strip cartoon is ready , stick it in your classroom , discuss the problem with your friends and your teacher.

Give your work to your teacher in order to stick it in your school.

SWBAT : Promote the children's

common sense (send a

message through

cartoons to face some of

the daily society

problems

Synthesize - Apply

-Knowledge - Analyze

- Evaluation -Apply -Know & Comprehend comprehend -Evaluate -knowledge -

-Make invitations -Discriminate between formal & Informal invitations - Accept & refuse invitations. -Plan Immediate actions. - Express Future Intentions - Express choice -Inquire about price -Remember past events

N.B: 1- SWBAT = S= Student W = will B= be A = able T= to / 2- Bloom’s taxonomy = Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.Applying: Carrying out or using a procedure through executing, or implementing.Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.Evaluating: Making judgments based on criteria and standards through checking and critiquing.Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

3

File Four [Cartoons] Listen and Speak Second Level Personal Goals: During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation

Two-way communication with the world.[ 1) The teacher uses and plans activities that allow learners to practice and develop real-life communication skills for reading, writing, speaking and listening (e.g. interviewing ,writing about a past experience , a classmate, reading an email, listening to phone message). 2)The teacher chooses topics and tasks that allow learners to develop skills in learning and communicating about themselves and their community ,and about their country and the world 3)The teacher introduces a variety of topics of interest to the learners that are related to other cultures, comparison of cultures and international issues. Communicative Competence. Communicative competence in English involves interacting with others using receptive / interpretive skills ( reading and listening) and productive skills ( speaking and writing ) , supported by the ability to use vocabulary and grammar appropriately and employ a range of language strategies that help convey and clarify meaning.

Lesson Focus: Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc …), vocabulary (words, word phrases, idioms, etc…) functions (polite requests, apologizing….)? In this lesson I will teach the following aspects of language: Function : Making invitations & offers

Grammar: Model “ would" Vocabulary related to: Daily life routines Pronunciation : Sound [ j ] and [ g ]

Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson. Can interact orally start and maintain short conversations ( i.e; asking/answering questions and responding to information and news of others).. Can listen and understand the gist and some important details of :”Short monologs and dialogs” Can listen to and understand unfamiliar instructions and explanations that are: Very short and straightforward / Accompanied by visuals (e.g; gestures ,writing or drawing modeling, demonstration). Broken down step- by- step . Can effectively use the words and phrases needed to express one's ideas :Within straightforward ,familiar topics an d situations Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to :

1) Make invitations and offers ( using –would-) Required material and / or resources : The manual’s flashcards (p74)

[email protected]

page 3

4

Time Rationale Interaction Procedure Competencies VAKT

Ss need to knw how to greet and welcome Ss need to know how play hang man game Ss need to guess the new file’s learning objectives Ss need to know Flash card’s meaning Ss need to know how to make invitation Ss need to know how to make invitation and offers using « would »

Teacher - student students- teacher teacher – student student –teacher student-student teacher-student - student –teacher student s –teacher teacher- students

File 4 Cartoons Sequence 1 PDP listening lesson : Listen and Speak page 28-29 ♣ Warm up: ♣ The teacher greets his leaners and welcomes them. ♣ The teacher interacts with the learners about the last file and what they learnt, then invites the learners to open their book page ……… , in order to present the new files learning objectives and the new project work that they will make . The teacher tries to break the ice using the “Hung Man “ game to make them deduce the topic’s file. ♣ The teacher draws gallows and invites the learners to guess the missing letters till the recognize the file’s title = C A R T O O N S

♣ Each time the learners give correct letter the teacher writes it, but if they give wrong one the teacher draws the part of the man, so if the fail they see a picture of a man hung; if they succeed they see the title of the file. Then the teacher explains them the project topic (cartoon Strips)and how it must be conducted. ♣ Presentation: The teacher presents the situation using pictures of [ Peter – Jack and the base‐ball game ] (p .74) ,then invites the B: It’s about Peter inviting Jack to a baseball game and Jack inviting Peter to lunch. learners to listen and try to answer Activity p74: Listen then answer. A: What is the conversation about? A: Did Peter accept the invitation for lunch? B: No, he did not because; he is having lunch with Jane. The pupils listen, answer the questions, correct on the board, and then the teacher explains the word “invitation” in order

to make them perform the next drill ( Making Invitations) The teacher invites the learners to listen and perform the following drill.

Drill:

A: Would you like to go to the theatre this afternoon? B: Yes, I would / No, I’m sorry .I’m busy. A: Would you like some tea? B: I’d love to

Interact Interpret Produce Interact Interpret Produce Interact Interpret Interpret Produce

Board and marker Board and marker Flash card p 74 Activity 1 p74 Board and marker

5

Ss need to pracitce the language Ss need to practice the new language in a communicative way Ss need to give a feed back making invitations and offers using « would » Ss need to know the form of the new structure Ss need to discriminate between making invitation & offers


Practise The pupils perform the drill by substituting the keywords on page 75.

Drill: play basket ball this week end? Go to the theatre this afternoon? A: Would you like to have an ice cream after school? Have a picnic this week end? Go for a ride this Thursday? - Yes, [ I would - I’d love to - I’d really like to ] B: - No, {sorry .I’d love to but ./I’m sorry ,I’m busy / I’m sorry, I can’t} Peter: - what would you like to eat? - would you like something to drink? - would you like an apple? Jane : I’d love to. a piece of cake , please -Yes, coffee, please. I’d love one Use: The teacher asks the learners to perform the drill pair by pair using their own example ( He may help them using visual cards that go with their local area , interests , likes and dislikes. • PIASP “ Would” • Presentation: Teacher invites the learners to pay attention at the following sentence.

Would you like to go the theatre.? Would you like to something to drink?

• Isolation: would would • Analysis: Would you like to go the theatre.? Would you like to something to drink?

model pr verb object model pr verb object verb • Stating rule:

Make invitation Accept invitation Decline invitation Would + S+ like + to (verb)......? -Yes, i would.

-I’d love to -No, I’m sorry, i can’t. - I’m sorry, I’m busy.

Make offers Accept offers Decline offers Would + S+ like + to (verb)/ object ......? - I’d love to

-I’d love (some/a piece/one….

--Sorry I’d love to, but…. -I’d love some ,but


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

6

Ss need to practice the form of then new target language Ss need to discriminate between the different meaning of the learnt target language Ss need to use the target language in a communicative way


Practice : The learners are invites to perform the following tasks . Exercise 1: Based-form activity: Unscramble the worlds, Re-order the words to make correct invitations& offers

1‐ Likegothetowouldforestyou?to

2‐ somethingeattolikeyouwould?

Exercise 2: Meaning based activity: Match the pairs: Expressions meaning

1)Can you speak English? 2)Would you like to go for a walk? 3)You should exercise regularly. 4) Would you like something to drink?

a) Invitation. b) Giving advice. c) Making offers d) Ability.

1 2 3 4

Exercise 3: Communicative based activity: Complete the invitations to make a correct dialogue:

A: ...........................to go to the forest? B: when would you like to go? A: Next Friday. B: No ,............................ A: Would you like I bring our tent? B: Let me think, Oh yes, .................

The learners work in rough , while the teacher moves between the rows , offers help , then invites the learners to correct on the board, read the corrected tasks then read and copy down.

[email protected]


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

7

File Four [Cartoons] Go forward & Discover the Language Second Level Personal Goals: During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation Supported and purposeful development Learners benefit and get more involved when each activity builds on previous material so that knowledge and skills build logically towards achieving and developing specific competences. Meaningful Activities / Tasks . Classroom activities and tasks should draw on learners' lives and interests and help them to communicate ideas and meaning in and out of class .

Lesson Focus: Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc …), vocabulary (words, word phrases, idioms, etc…) functions (polite requests, apologizing….)? In this lesson I will teach the following aspects of language: Function : Making polite requests & Expressing likes and dislikes

Grammar: Model “ would" & Do ….want……. Vocabulary related to: Daily life routines Pronunciation : Sound [ j ] and [ g ]

Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson. Can interact orally to ask and answer questions in very short exchanges. Can listen to understand main points and important details. Can communicate a limited range of information Can use very simple sentences patterns with memorized phrases. Objectives / Assessment: SWBAT by the end of the lesson, students will be able to :

1) Make polite request & express likes and dislikes Required material and / or resources: The manual’s flashcards (p76 )

[email protected]

page 3

8

Time

Rationale Interaction Procedure Competencies VAKT

Ss need to greet and welcome Ssn need to review the last seance learning objectives Ss need to identify the type of pitcure and the content Ss need to describe the cartoon Ss need to know the place , the person and the action described in the flash card Ss need to read and decode the messge in the cartoon Ss need to know the way to make polite request using « would »


Sequence 1 File 4 ( MS2 level) Warm up: The teacher greets his learners and welcomes them , then invites them to talk about the last

Séance learning objectives ( making invitations & Offers), through doing the following task page75 Activity “3”p75: There are two conversations below .Separate them. Conversation 1 Conversation 2

A: Would you like a drink? A: I’d like some chicken , please B: Yes, please .What have you got? B: Would you like potatoes with your chicken? A: There’s lemonade, fruit juice and mineral water A: Yes, please. Can I have some salad, too? B: Give me some lemonade, please. B: Yes of course. Help yourself

o PDP reading : o Pre‐reading : The teacher invites the learner to open their books page 75,interacts about the cartoon pictures then asks

them to pay attention at the pictures. The teacher asks the pupils to describe the pictures by asking them some questions . The teacher’s oral questions :

Are the pictures photos? No, they are not. What kind of pictures are they? They are cartoons. How many persons do they represent? Four.

o The teacher explains the instructions of “Activity1p75” then invites the learners to look at the cartoon pictures o Activity 1 p75: Look at the pictures and say where does the situation take place?

The situation takes place at home. o The corrects on the board then invites the learners to pay attention at the cartoons , read the conversation and try to do the following task. o During reading: o The teacher explains the instructions of the following task then invites the learners to read and answer.

Activity "2"p76: Read the cartoon and say if the statement is {true} or {false}. 1. False ( They are asking her to prepare some strawberry pie) 2.False ( She accepts ) 3.False ( They want a lot of

cream on the top ) 4. True 5. False ( He is angry ) 6.True o The learners read silently the cartoon , do the activity in rough , then invites them to correct. o The teacher reports the learners answers on the board then invites them to read the corrected task. o The teacher explains the instructions of the next task , then invites the learners to work in rough.

Activity "3" p 76 : Find a more polite way to say it a) Put a lot of cream on it Would you put a lot of cream on it. b) Do you want to join us? Would you like to join us? c) I want to go with you. I would like to go with you. d) Well, call me when you get home. Well, would you call me when you get home? e) Don't forget to call. Don't forget to call me, please!

o The learners work in rough , then correct on the board, later they are invited to read the corrected activity. Post-reading : The teachers asks the perform the cartoon and play its roles . The teachers invites the learners guess and improvise hat would be the reaction of their uncle after being splashed with that strawberry pie?


Board and marker Script page 75 Boar dand marker Flash cards page75 Flash card ( cartoon) page 75 Script page 76 Board and maker & flash cards page75

9

Ss need the form of the target language in making polite request Ss need to analyze and state the rule of the model « would » in makind requests and asking about « likes & dislikes »s Ss need t practice the new target language Ss need to practice more the way to express likes and dislikes Ss need to identify the new sounds /g/ & /j /


Seq 1 Discover the Language & Practice MS2 level Warm up:

PIASP ( Making polite request) Presentation: The teacher invites the learners to pay attention at the following sentence. Would you put a lot of cream on it? Do you want to join us? Isolation: Analysis : model pr verb (inf) object auxiliary pr verb verb( infi) obje Making polite request Likes and dislikes Stating rules: The teacher helps the learners to deduce the following rule.

“ would” is model verb for making polite request. “ Do you want……?” to ask about one’s likes and dislikes.

Practice: The learners are invited to perform the following activities . Activity "1"p 76: Look at the photos then make polite request or express likes and dislikes

Picture1 : [fast food] A: Would you like to have a hamburger from that fast food? B: I'm sorry I don’t like fast food food.

Picture 2 : [ a football match] A : Do you want to go with me and play a football match ? B : I'm awfully sorry ,but I'm really much too busy at the moment .I've got to prepare my exams.

Picture 3 : [ an excursion to the forest] A : Would you like to go with us to an excursion to the forest? B : I'm sorry .I can't . I have no money.

The learners work in pairs , the teacher moves between the rows and offers help then invite the learners to correct on the board.

The teacher explains the instructions of the next task then invites the learners to work in pair. Activity "2" p 77 : Choose the correct phrase to complete the conversation

A : Do you like jazz music ? Yes, I do. I like it a lot.

B : There's a funny film on TV .Would you like to watch it with me ? Yes, I'd love to.

C : Do you like cartoons ? Yes, I do. I love them.

The teacher invites the learners to correct and interact about their answers, then correct on their books using their pencils.

The learners are invited to read the corrected tasks on the board .

Pronunciation and Spelling: Sounds [ j ] and [ g ] The teacher writes on the board the following tongue twisters then invites the learners to read then ‐Presentation : Great glass globes gleam green. Jack the jailbird jacked a jeep. -Isolation: Analysis Sound: [ g ] Sound: [ j ]


Board and marker Board and marker Script page 76 Board and marker Script page 77 Board and marker

10

Ss need to practice orally the new sounds and dicriminate between them

Teacher - student students- teacher teacher – student student –teacher student-student

Practice : The learners are invited to perform the following (Oral) tasks.

Listen and repeat : { job- got – Jane – give – jazz – Olga – jacket – forget – subject –singer –objective – organize – Algeria – ignore - college – language }

Identify: [got – subject – singer – Olga – forget – job – jacket – give – organize, language….]

Compare: (jacket, forget, subject, singer, Algeria, language ….)

The learners perform the oral tasks , read the written work on the board then copy down on their

class copy books.

Interact Interpret Produce Interact Interpret Produce

Script page 74

11

File Four [Cartoons] LISTEN & SPEAK Sequence Two During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation -Active, evolving process . Learners benefit and get more involved when each activity builds on Learning a language requires opportunities to use what one knows for communicative purposes, making mistakes and learning from them The aim is to perform competently ,while recognizing that errors may still occur. Meaningful Activities / Tasks . Classroom activities and tasks should draw on learners' lives and interests and help them to communicate ideas and meaning in and out of class .

Lesson Focus: Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc …), vocabulary (words, word phrases, idioms, etc…) functions (polite requests, apologizing….)? In this lesson I will teach the following aspects of language: Function : Expressing Intentions and future plans

Grammar: Model “going to” form Vocabulary related to: Daily life routines and future plans & cartoons < Lucky Luke> / birthday party Pronunciation : Sound [ c=k ] and [ c= s ]

Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson. Can interact orally to ask and answer questions in very short exchanges. Can listen to understand main points and important details. Can communicate a limited range of information Can use very simple sentences patterns with memorized phrases. Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to :

1) Express future intentions & make future plans ( using –going to – form) Required material and / or resources : The manual’s flashcards (p78-79-80-81 )

[email protected]

page 3

12

Time Rationale Interaction Procedure Competencies VAKT Ss need to

greet and welcome Ssn need to know the details of the cartoon Ss need to make a short porduction about cartoon Ss need to know the new language and practice it in real life situation Ss need to work in pair using the new language Ss need to use the new language in their daily life activities


Sequence 2 LISTEN & SPEAK File 4 ( MS2 level) Warm up: T. greets his learners and welcomes them. The teacher invites the learners to open their books on page 78 and pay attention at the pictures . The teacher tries to make his learners talk as much as possible and interpret the pictures. The teacher invites the learners to write a short production about what they see. He may help them to write about :

1. what kind of pictures are they? 2. where does the situation take place? 3. how many persons are there? 4. what is happening in those pictures?

• The learners work in rough then they are invited to give back their productions. • The teacher tries to make his learner read their productions and interact about what they could write. • The teacher summarizes the situation:

1- A man is going to park his car. 2- His wife is going to help him park the car. 3- Now they are facing problem , How are they going to get out of the car?

• The teacher invites the learners to improvise and reports their answers on the board.

• Presentation: • The teacher presents the new situation after achieving the one of the cartoons. • The teacher interacts with his learners about his next hour and what they are going to study that day. • The teacher presents the situation: ( The learners are invited to use their school time tables) < Pair work>

Practice : <Guided Practice> 1} Now you are studying English . So • A : What are you going to (study/do) at 9? 10? 11? 13…….. • B: I am going to (study/practice) Arabic / French / Sports…

• The teacher invites the pupils to pay attention at their school time table and perform in pairs • The teacher invites the learners to perform the following drill ( Interrogative + negative forms)

• A: Are you going to practice sports at 9 today? learn English at 14? Study Geography at 11…. • B: No, we are not. • A: So what are you going to do then? • B: We are going to study Arabic.

• The learners work in pairs and substitute key words. • Use: • The teacher invites the learners to talk about their future intentions and plans using ( going to form) • The teacher may help the learners by writing some key words on the board and ask the learners to make and form

sentences talking about their own future intentions and plans. • For example : -next summer holidays/ go –travel-visit / sea- abroad- relatives…..

- study hard/ pass to MS4 level - go /forest/

The learners work in pairs and build dialogues talking about their future intentions and plans using ( going to form)


Board and marker Flashcards page 78 Flashcards page 78 Board & marker Learners’ school time tables Board & marker Board and marker

13

Ss need to see the new structure , form – meaning and use in communicative way Ss need to practice more the way to express intentions and making futrue plans. Ss need to know the meaning of each sentence Ss need to perform the new structure in communcative way


PIASP : Grammar item ( going to form) The teacher invites the learner to pay attention at the one of the sentences tackled previously with “going to”form. Presentation: I am going to study Arabic. Isolation going to Analysis: I am going to study Arabic.

subj+ to be + going to + verb (inf) + obj

(present) (model) Stating Rule: Going to : model verb to express Intentions and future plans. Reminder page 82.

• Practice : The learners are invited to do the following written tasks.

Exercise 1 : ( Based form task) "Activity -3-p80 " : Make correct sentences using “going to” form to form correct dialogues.

A: What are you going to do next Saturday afternoon? B: ( water /trees): B: ( do /shopping): B: ( revise/lessons):

Exercise 2: ( Meaning Based ) Match the pairs. Sentence Meaning

1- Would you like to come to my birthday? 2- Would you open the door please? 3- I am going to travel these holidays. 4- I am going to visit my family this week end.

a- future intention b- making invitation c-planning future plans. d- making polite requests.

1 2 3 4

Exercise 3: ( Communicative based) Activity "1" p79: Role play. Be Charlie and answer your partner's questions. Your partner: What are you going to do tomorrow, Charlie? Charlie : I'm going to [ play marbles - post this letter - meet my friend - play baseball – have a bath - take the dog for a walk ] -The learners work in rough , the teacher supervises their works and offer his help once needed , then invites them the correct , reports the answers on the board then asks the pupils to read and copy down.

[email protected]


Board and marker Board and marker Board and marker Activity 3p80 Board and marker Board and marker Flash cards & activity p79

14

Ss need to refresh thei memory about last seance Ss need to guess and identify the meaning of the cartoon Ss need to guess and know the topic of the text Ss need to answer the task by just skimming the text Ss need to exploit the text by scanning it Ss need to guess the end of the text’s story And adapt that to thier situations


File 4 ( Seq2) Go Forward & Discover the Language ( PDP reading) MS2 level Warm up: The teacher greets his learners and welcomes them , then tries to make a quick review about the last séance ( Talking about future intentions & making future plans using ( going to ) form. Pre-reading: The teacher invites the learners to open their books on page 81/82 and try to interpret the pictures . The teacher asks the learners to pay attention at the pictures and try to answer the following questions. Questions :

1) Is the cartoon about the Daltons? Yes it is . 2) Where are the Daltons? They are in prison 3) Are they going to escape again? Why? No, they are not . They are going to retire.

The learners look at the cartoons , read and try to answer. The teacher invites the learners to give back their answers, he reports the answers on the board then asks the learners to read . During –reading: The teacher tries to see if it is not ne of the students’ birthday , the day of the lesson . If so teacher tries to congratulates the students and may offer him or her something . The teacher introduces the situation that the text is a “Birthday occasion” , then explains the instructions of the first exercise , then invites the learners to read the text and try to answer. Exercise : Read the text then say : “True – False or Not mentioned” 1- The text is about Eva’s . 2- The birthday is next Wednesday. 3- Eva is going to cook a big cake. The learners read the text , work in rough , then they are invited to give back their answers. The teacher invited the learners to read the corrected task. The teacher explains the instruction of the second exercise then asks the learners to read the text and try to answer.

Exercise 2 : Read the text then complete the table.

Day Eva’s friends intention Day Eva’s intention

The students read the text , work in rought , the teacher supervises their works and then invites them to give back their answer. Post –reading:

The teacher invites the learners to talk about how Eva’s birthday will be ? The teacher asks the students about their home habits , how do they entertain their rooms and they way they

celebrate their birthdays.


Board and marker Flash cards page 81 -82 Board and marker Board and marker Text page 81 Board and marker Board and marker Board and maker

15

Ss need to know the new sounds Ss need to knwo how the letter « c » is pronounced Ss need to state the rule of the letter « c » Ss need to see how the letter « c » is pronounced in different words

Teacher - student students- teacher teacher – student student –teacher student-student

Pronunciation & Spelling:

The teacher invites the learner to read the following sentence. Presentation:

Eva’s colleagues will eat cakes , juice and a nice meal. Isolation :

colleagues cakes juice nice

Analysis : “c”= k “c=k” “c=s’ “c”=s Stating Rule: The letter “c” is pronounced :

“c= k “ like in = coffee –college – picture……. “c= s “ like in = piece – place –sentence……

Practice : The learners are asked to do the following exercise . Exercise : Find the odd item.

C= k C= S Place – picture – cake – advice – college –cartoon- concert Difference- sentence-music-exercise-class-advice-count

The learners work in rough , then they are invited to give back their answers. The teacher invites the learners to read the written .

Interact Interpret Produce Interact Interpret Produce Interpret Produce

Board and maker Board and marker Board and maker

16

File Four [Cartoons] PDP Writing ( practice p82) Sequence Two During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation - Ongoing assessment of Learning : Ongoing , or regular ,assessment should take various forms and address the competences that have been learned in class, so that the assessment can provide useful information on individual progress and achievement, which teachers and learners can review to aid learning . Active Learners . : 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.

Lesson Focus: Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc …), vocabulary (words, word phrases, idioms, etc…) functions (polite requests, apologizing….)? In this lesson I will teach the following aspects of language: Function : Expressing Intentions and future plans

Grammar: Model “going to” form Vocabulary related to: Daily life routines and future plans

Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson. Can communicate a limited range of information Produce a clearer message of one or two basic productive speaking strategies.

Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to : 1) Express future intentions & make future plans ( using –going to – form)

Required material and / or resources : The manual’s flashcards (p78-79-80-81 )

[email protected]

page 3

17

Time Rationale Interaction PROCEDURE competence VAKT

Ss need to review the last séances objecitves Ss need to use and practice in written way “going to “ form Ss need to understand the problem solving situation Ss need to ornagize their ideas Ss need to select the ideas that go with their situations

Teacher - student students- teacher teacher – student student –teacher student-student teacher-student - student –teacher student s –teacher teacher- students students teacher students‐ students

File 4 ( Seq2) PDP Writing ( Practice page82) MS2 level Warm up: The teacher greets the learners and welcomes them , then tries to make a quick review about

the last séance ( Expressing intentions and future plans –using – “going to “ form) Brainstorming: The teacher invites the learners to think about the topic by having a look at “Activity

1p82” the teacher explains the instructions then invites the learners to work on their rough copy books. Activity <1>p82 : Look at the chart and talk about these people's intentions for the future .Use ( going to ) .

Tonight On Sunday Next week Brian Attend a rock concert Begin an Italian course Not take a holiday Tom See a film Not attend a baseball game Move into another flat Sue Not have a barbecue Visit Ireland Take part in a school contest

Brian is going to attend a rock concert, tonight .On Sunday; he's going to begin an Italian course. He's not going take

a holiday. Tonight Tom is going to see a film. He's not going to attend a baseball game, on Sunday. Next week he's going to

move into another flat Sue is not going to have a barbecue, tonight. She is going to visit Ireland, on Sunday. Next week she 's going to take

part in a school contest The learners work in rough , the teacher supervises their works , offer help , then invites them to give

back their works The teacher reports the answer on the board, then invites the learners to read the corrected task. Planning Stage : The teacher introduces the situation as ( Integration) then invites the learners to talk

about their own plans. One of you foreign friends sent you a letter talking about his /her future plans and wants to

know about yours Write a letter to your friend talking about your future plans ( use ) – going to “ form. Write about: Two things you are going to do next year. Two things you are not going to do next summer. Two places you are going to visit soon.

The teacher invites the learners to list randomly their idea . Eliciting learners’ ideas:

Next year Next summer Places visit 1‐ study at MS3 2‐ Prepare my Brevet Exam 3‐ take part in school contests 4‐ visit Algiers

1‐ revise lessons 2‐ stay home all holidays 3‐ play out all times 4‐ go to parties

1‐ camp in the sea‐side 2‐ visit relatives 3‐go to forest 4‐ go to zoo

The teacher asks the learners to select the idea that go with their likes and dislikes and write about the things that they are going to do .

Drafting: The learners are invited to select among the listed ideas what goes with their likes and dislikes

Interact Interpret Produce Interact Interpret Produce Interpret Produce

Board & marker Activity 1 p82 Board and marker Board and marker Board and marker

18

Ss need to organize their writing and check mistakes Ss need to present their productions

students –students students –teacher Students‐students

and what they are going to do . Editing : The learners are invited to review their mistakes , their organization since they will write a

letter they have to pay attention at the lay out , the relevance , organization & resources. Publishing: The learners are invited to write their final productions , then read it in front the class Suggested Answer:

The teacher writes the best production on the board , then invites the learners to read and

copy down.

[email protected]

interact interpret produce

Board and marker Board and marker

Dear John, Thank you very much for your letter about your future plans , now it’s my turn to tell you about my future plans. Next year, I am going to study at MS3 level .I am going to study hard to prepare my Brevet exam. I am not going to revise my lessons and I will not stay home during all the holidays . I am not play all the times too, next summer. I am going to visit my relatives and go to the forest ……. These are my future plans Yours Sincerely, Kamel

19

File Four [Cartoons] Listen & Speak Sequence Three During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation - Ongoing assessment of Learning : Ongoing , or regular ,assessment should take various forms and address the competences that have been learned in class, so that the assessment can provide useful information on individual progress and achievement, which teachers and learners can review to aid learning . Active Learners . : 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.

Lesson Focus: Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc …), vocabulary (words, word phrases, idioms, etc…) functions (polite requests, apologizing….)? In this lesson I will teach the following aspects of language:

Function : Expressing Choice/ Enquiring about prices Grammar: spresent +which one/ones / shapes which one/ones +? Vocabulary related to: Daily life routines and future plans

Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson. Can communicate a limited range of information Produce a clearer message of one or two basic productive speaking strategies.

Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to : 1) Express choice & Inquire about prices.

Required material and / or resources : The manual’s flashcards (p83 )

[email protected]

page 3

20

Time Rationale Interaction Procedure competencies VAKT

Ss need to greet and welcome Ss need to interpret the situation and decode the message Ss need to write a short composition describing the flashcard Ss need to listen and decode the message in the listening script Ss need to practice the new language in a communicative way

Teacher Students Teacher students Students teachers Students –students Teacher – students Teacher –students Sutdents –students Students teacher Teacher Students

Sequence 3: Listen and Speak File4 ( MS2 level) ♣ Warm up: The teacher greets the learners and welcomes them. ♣ Pre‐listening: The teacher invites the learners to open their books on page 83 , look at the picture and tries to interpret it. ♣ The teacher asks the learners to write a short description of the situation. If they recognize the famous cartoon <Mickey Mouse & Winnie) and tries to make them talk as much as possible about it. ♣ He may help them and asks them to write about:

♣ The place (where does the situation take place ?) ♣ Who is in the picture ? ♣ What is he or she doing?

♣ The learners work on their rough copy books, the teacher supervises their works , then invites them to read their productions. ♣ The teacher reports the answer on the board and explains more the situation. Mickey and Winnies are walking out and looking at the shop‐window . ♣ The teacher invites the learners to keep looking at the cartoon , listen to teacher and then try to answer the following task. ♣ During Listening: ♣ Exercise 1: Listen then choose the correct answer .

1. Mickey and Winnie are standing in front of : a) Shoe‐shop b) grocer c) library 2. The conversation is about : a) jackets b) shoes and bags c) hats

♣ The learners listen to the script twice then give back their answers . ♣ The teacher invites the learners to listen again to the script and try to answer the next task.

♣ Exercise 2 : Listen and say what do the following words refer to?

1. ones : shoes 2. One : bag

♣ The teachers reads the script twice then invites the learners to correct , he repeats the answer on the board. ♣ The teachers invites the learners to pay attention at the following corrected task. ♣ Post –listening: ♣ Drill:

Mickey : Look at those shoes. Winnie: Which shoes ? The green ones or the black ones? Mickey : The green ones. Mickey : Well, how about that bag ? Winnie : Which bag ? the brown one or the blue one? Mickey : the blue one.

Interact Interpret Produce Intereact Interpret Interact Interpret Produce Interpret Produce Interact interpret

Board and marker Flash card page 83 Board and marker Board and marker Listening script page 88 Board and marker Board and marker

21

Ss need to see the new language in different situation Ss need to see the grammar form of the new language Ss need to see how the new structure works in the sentence

Students Students Teacher Students Students ‐students Students –students

Practice: ( Guided practice) The learner are invited to perform more using the same drill and substituting key words.

trousers / blue / ones / black / ones ‐ game / FIFa 2013 / spiderman ( one) glasses / green /ones/ brown / ones ‐ cartoon / sponge Bob / Tom & jerry ( one)

Use : The teacher invites the learners to work in pair and build dialogues using ( Which – ones & one) The teacher supervise the learners works then invites them to give back their works , he reports the best

production on the board.

PIASP : (which – ones & one)

Presentation: The teacher presents the following sentences and invites the learners to read them Which shoes ? The green ones or the black ones? Which bag ? the brown one or the blue one? Isolation: Which shoes ones =(shoes) which bag one= (bag) Analysis: ”whqq” plural noun plural pronoun whqq” singular noun singular pronoun Stating Rule: “Which” = “whqq” for asking about choice & preference “ one” = singular pronoun to refer to particular things ( s) or person(s) “ones” = plural pronoun and to avoid the repetition

The learners are invited to read the written work on the board then copy down on their copy books

[email protected]

Interpret Produce Interact Interpret Interpret Produce

Board and marker Board and marker Board and marker

22

Time Rationale Interaction Procedure competencies VAKT

Ss need to greet and welcome Ss need to talk about the last séance learning objectives Ss need to know the form of the learnt language ss need to know the meaning of the sentences using what they learnt before and discriminating between the learning objectives ss need to practice the new languge in a communicative way

Teacher Students Teacher students Students teachers Students –students Teacher – students Teacher –students Sutdents –students Students teacher Teacher Students

Sequence 3: File4 ( MS2 level)

♣ Warm up: The teacher greets the learners and welcomes them. ♣ Practice : The teacher makes a quick review about the last séance inviting the learners to talk about “inquiring about choice and using ‘one & ones” avoiding the repetition.

♣ The teacher invites the learners to perform the following written tasks. ♣ Exercise one: (Based form task) Unscramble the words , re‐order the words to make correct dialogue. ♣ A: preferwhichcolouring pencils?youdowoodenoneor plasticones ♣ ♣ B: oneslikewoodenIthe. ♣ ♣ The learners work in rough, the teachers supervises their works, then invites them to correct. ♣ Exercise 2: Match the pairs. What do these sentences mean.

Sentence Meaning 1- Next holidays , I am going to camp in djijel. 2- Would you like a piece of cake? 3- Which T-shirt do you want the Barca one or the Real one?

a- Inquiring about choice? b- Making future plans? c-Inviting ?

1 2 3

The learners work in rough the teachers supervises their works , then asks them to correct on the board. The teacher explains the instructions of “Activity 4 p84”then invites the learners to work in pairs Activity 4p84: Ask and answer about these items.

A : How much is the { computer/television/photocopier/ printer/walkman/camera/video} B: Which one? A: The small /big one. B : It's ( 30.000DA/14000/80000/10000/2000/45000/9000 DA) A: That's expensive.

The learners work in pairs , the teacher supervises their works , then invites them to correct the task. The learners are asked to perform the task in pairs, then copy down on their copy books. [email protected]

Interact Interpret Produce Intereact Interpret Interact Interpret Produce Interpret Produce Interact interpret

Board and marker Board and marker Board and marker Board and marker Activity4 p 84

23

evalu timing S T E P S O F T H E L E S S O N competence function P ps competences

5 5 5 5 5 5 5

Step one: The teacher asks the learners to open their books on page 86 and look at the drill; he explains the instructions then invites the pupils to read then do the activities on their rough copy books. Read the conversation then answer the questions :

A: Hey, do you remember The Twin Brothers? They were so funny all the time! B: No, I don't remember them .Why are you asking? A: Look at this old photo. Here they are in the first row. B: I remember now! The ones with the red hair! Weren't you close friend of one of them? A: Yes, I was. B: Which one is it? A: The one with the hip hop trousers.

Step two: The teacher invites the learners to read silently then try to answer the questions. 1) Who is A talking about? He's talking about "The Twin Brothers". 2) What does which express? Which expresses the choice between the twin brothers? 3) What does the word {ones} refer to? It refers to the [Twin brothers] 4) What does the word 'one' refer to? It refers to one of the Twin Brothers [ The one with the hip-hop trousers] 5) What's the difference between the two words? The difference is {one for singular pronoun} and [ ones for plural pronouns] 6) What can you deduce? I can deduce that : Which is used for asking questions about [choice and preference ] and

{one /ones are pronouns to ovoid the repetition and they refer for ( persons or object) Step three: The teacher asks the learners to read and perform the activity as question answer Step four: The teacher invites the learners to correct on the board, read then write down on their copy books.

Step one : The teacher asks the pupils to open their books on page 86 and look at the activity . He explains the instructions then asks them to work on their rough copy books. Activity "1"p86: Find the questions use {which}.

A: Which train leaves to Bristol? B: The train to Bristol? It leaves at 9.00. A: Which platform, please? B: Platform n°10. A: Thank you.

Step two: The teacher asks the learners to correct the activity orally, correct on their books, then invites them to read and perform the drill. Step three:: The teacher explains the instructions of "Activity 2p86" then asks the pupils to perform it orally: Activity 2p86: Ask and answer.

The red one or the blue one? Which one do you want? Can I have the red one? The long one or the short one? Which one do you want? Can I have the long one? The wide one or the tight one? Which one do you want? Can I have the wide one? The thin one or the thick one? Which one do you want? Can I have the thin one? The old one or the new one? Which one do you want? Can I have the new one? This one or that one? Which one do you want? Can I have that one?

Step four: The teacher asks the pupils to read the written work on the board then copy down on their class copy books . page19


Describing Physical

Appearance Narrating Asking about choice Inquiring about journey Asking about choice and preference

Recognize members of family

Identify the simple past of "to be"

Recognize the use of the "whqq" why

Recognize ordinal numbers

ovoid the repetition by using the pronouns {one-ones}

use the "whqq" which to make [choice and preference]

read the "whqqs" and understand the meaning of each one

read the drill and deduce the meaning of the use of {which and one(s)}

make correct questions t express choice

identify numbers and time

recognize places and their location

express gratitude describe colours,

shapes, objects. Identify the way to

ask for a request

24

5

Sequence 3 Step one : The teacher asks the pupils to open their books on page 86 he explains the instrctions then invites the pupils to work on their rough copy books Activity 3p86 : Re-write the conversation without using the word "watch"

A: Which watch do you like better A: Which watch do you like better? B : I like the round watch better B: I like the round one better A: Well, I prefer the square watch. It's more fashionable. A: Well, I prefer the square one. It's more fashionable B: Hum! It's probably expensive. B: Hum! It's probably expensive. A: No, it's only £35. A: No, it's only £35. B: Great! I'm going to buy it for my mother. It's her birthday. B: Great! I'm going to buy it for my mother. It's her birthday.

Step two : The learners work on their rough copy books , then correct on the board, read the write down . Step three : The teacher explains the instructions of "Activity 4p86" then asks the learners to work on their rough copy books ; Step four : The teacher asks first of all some oral questions to make the learners interact with him .

The teacher's oral questions : What sort picture do we have? They're cartoons pictures What do they show? They show a father and his son What are they talking about? They're talking about a garden Is the boy happy? No, he isn't

Step five: The teacher explains the instructions of the activity, then invites the learners do the work on their rough copybooks, correct on the board , read and copy down .

Activity 4p86: Who says what? Write in front of each reply (F) for father and [B] for boy: Father: You are going to enter kindergarten soon. Boy: Wow! I feel excited! Father: You must know some things. Boy : Which ones ? Father: Use a handkerchief, put on your coat without help, cut with scissors for example. Boy : Which one is important ? Father : They are all important ,you know ! Boy : Gee! I didn't know you needed so much knowledge to enter kindergarten!

Step six: The teacher invites the learners to perform the conversation. Step seven: The teacher explains the instructions of "Activity5p86" then asks the pupils to work on their rough copy books.

Activity '5'p86: Order the sentences to get a conversation. Kamel: Anis! Look at those jeans. Anis: Which jeans? Kamel: The ones with braces. Anis : I prefer the ones with the red pockets. They look nicer. And they are cheaper. Shop assistant: Are you interested? You can try them on if you like. Anis / Kamel: No, thanks .We're just looking.

Step eight: The teacher invites the learners to correct on the board, perform the conversation then copy down on their class copy books . [email protected]

Page 20


Asking about choice and preference Describing pictures cartoons Describing Places Describing daily activities

Expressing

Preferences And Choices

Identify objects

such as "watch" and

their use Recognize the shape

such as "round" Identify the British

currency Express preferences

and choice Describe members

of family Describe educative

palces Discriminate

between school and

kindergarten Use "whqq

which" to make

choice and preference Identify "must"

and its use Identify the simple

past Describe clothes Use the comparative Use the pronouns

"one and ones to

ovoid the repetition Express interest

26

evalu timing S T E P S O F T H E L E S S O N competence function P ps competences

Step one : The teacher asks the learners to open their books on page 87 and look at the "reminder". Step two : The learners are asked to read the reminder and the teacher tries to explain each part of it .

Which (interrogative adjective) is used to ask about choices and preferences? It is used with singular or plural nouns. Example: Which (jacket/ jeans) do you like? {The "one/ the "ones"} pronouns are used to refer to a particular thing(s) or person(s) and to ovoid repetition. Examples: 1- Which jacket do you like? The black one / 2- Which jeans do you like? The ones with braces.

Step three : The teacher invites the learners to look at the reminder and try to do the exercises : Exercise n°1: Choose the right "whqq" to make correct questions.

A: [who / which] is absent, today? B: Ali is.

A: {where/ which pen do} you want the red one or the blue one? B: I prefer the blue one.

A: (which / when) day is the first of the year? B: January 1st is.

A: {How / which} road takes to Médéa? B: This one takes to Médéa.

Step four: The pupils work on their rough copy books, correct on the board then read and write down . Step five : The teacher explains the instructions of the following exercise then invites the learners to work. Exercise : Read and try to ovoid the repetition use { one – ones} Ahmed and Kamel are in a shoe shop. Kamel wants to buy a pair of shoes. The shop assistant shows them two pairs. Brown shoes and black shoes. He asks Kamel which pair do you like the brown pair or the black pair.Kamel answers he would like the black pair .The brown shoes are 2000DA and the black shoes are 2500DA, says the assistant .Kamel says he does not want the black shoes , because they're too expensive and he wants the brown shoes . Step six : The teacher asks the learners to correct on the board, read then copy down on their class copy books . Correction : Ahmed and Kamel are in a shoe shop. Kamel wants to buy a pair of shoes. The shop assistant shows them two pairs. Brown ones and black ones. He asks Kamel which pair do you like the brown one or the black one.Kamel answers he would like the black one .The brown ones are 2000DA and the black ones are 2500DA, says the assistant .Kamel says he does not want the black ones , because they're too expensive and he wants the brown ones . Step seven: The teacher asks the learners to take their rough copy books and try to do the following exercise. Exercise: Ask questions on the underlined words .

A: Which exam is first? B: The Arabic exam is first. A : Is the English exam the second? B: Yes, the English one is the second. A : Which exam is easy for you? B: The English one is easy for me. A: Which games do you like best? B: I like football game best.

Step eight: The learners correct on the board , then perform the drill .

Page 21 [email protected]

Interact Interpret produce

Epxpressing

Choice And Preference

Epxpressing


Epxpressing


Identify

"which and its

use" Recognize the

way to express

preference and

choice Use the

appropriate

pronouns to

ovoid the

repetition Discriminate

between the use

of the "whqqs" Describe

colours and

objects Identify

places and

locate them Read , detect

the repetition

and ovoid it Ask the the

right "whqqs"

according to the

underlined

words

27

[email protected]

ms2 level file 4 cartoons with ppu & pdp lesson plans(1)

Education

februar week

produce sequence

invitations sequence

teacher competencies

communication skills

culture secondterm februa

price remembering ppu

grammar points