Salam
MS1 level - "FULL" Sequence 3: - Me & My Daily Activities
The sequence is planned with a lesson plan that takes into account the CBA principlesand the new curriculum features
The sequence reflcts the PPU , PDP and PIASP frame works and situation of integrations
Good Luck
Mr Samir Bounab ( teacher trainer at MONE)
The links
Salam ,
MS1 level: Sequence 2 " ME & My Family"
This sequence is planned with PPU speaking ( grammar & pronunciation ) lessons and PDP reading frame work + PIASP teaching grammar and pronunciation items
Good Luck
by Mr.Samir Bounab ( Teacher trainer at MONE)
the links
Salam ,
MS1 level Sequence 4 " Me and my Class"
part 2:
a) school rights and duties ( negative form)
b) Talki about school hobbies & PIASP "present continuous)
c) pronuciation PPU ” speaking lesson / ŋ/ & /j/ + PIASP teachign sounds ” sounds / ŋ/ & /j/
Good luck
By : Mr Samir Bounab ( teacher trainer at MONE)
Salam
MS1 Seq 4 " Me and My School"
Part 1 : My school rights and duties
This part is planned with PPu speaking lesson and PIASP teaching pronunciation sounds /g/ and / dʒ /
by Mr Samir Bounab ( Teacher trainer at MONE)
the links
Salam,
MS1 level ; Sequence 3 - Me & My daily activities ( Part 1)
The Sequence is planned with PPU speaking lessons and PIASP teaching grammar and pronunciation items
Good luck
By Mr Samir Bounab ( teacher trainer at MONE)
the links
2 g ms1 level pre-sequence - now we have englishMr Bounab Samir
Salam
2G MS1 level " Pre-Sequence"
Now we have English
The MS1 level "pre-sequence" planned conform to the 2 Generation curriculum with " teaching values & cross curricular competences"
The teaching frame work is PPU one " presentation - practice & use " conform to the " Planning Learning " and training on the 2G curriculum
The lesson plan model is also conform to the one syggested by the ministry with slight modifications to make it conform to CBA and learner centered teaching and of course to the 2G principles
Thank You
By : Mr Samir Bounab ( teacher trainer at MONE)
Salam ,
MS1 level: Sequence 2 " ME & My Family"
This sequence is planned with PPU speaking ( grammar & pronunciation ) lessons and PDP reading frame work + PIASP teaching grammar and pronunciation items
Good Luck
by Mr.Samir Bounab ( Teacher trainer at MONE)
the links
Salam ,
MS1 level Sequence 4 " Me and my Class"
part 2:
a) school rights and duties ( negative form)
b) Talki about school hobbies & PIASP "present continuous)
c) pronuciation PPU ” speaking lesson / ŋ/ & /j/ + PIASP teachign sounds ” sounds / ŋ/ & /j/
Good luck
By : Mr Samir Bounab ( teacher trainer at MONE)
Salam
MS1 Seq 4 " Me and My School"
Part 1 : My school rights and duties
This part is planned with PPu speaking lesson and PIASP teaching pronunciation sounds /g/ and / dʒ /
by Mr Samir Bounab ( Teacher trainer at MONE)
the links
Salam,
MS1 level ; Sequence 3 - Me & My daily activities ( Part 1)
The Sequence is planned with PPU speaking lessons and PIASP teaching grammar and pronunciation items
Good luck
By Mr Samir Bounab ( teacher trainer at MONE)
the links
2 g ms1 level pre-sequence - now we have englishMr Bounab Samir
Salam
2G MS1 level " Pre-Sequence"
Now we have English
The MS1 level "pre-sequence" planned conform to the 2 Generation curriculum with " teaching values & cross curricular competences"
The teaching frame work is PPU one " presentation - practice & use " conform to the " Planning Learning " and training on the 2G curriculum
The lesson plan model is also conform to the one syggested by the ministry with slight modifications to make it conform to CBA and learner centered teaching and of course to the 2G principles
Thank You
By : Mr Samir Bounab ( teacher trainer at MONE)
Salam,
Sequence 1 ; 2 first lessons
Here are The 2 first lessons of Sequence 1 "Me & My friends"
The lessons are planned rescpecting the four learning situations where the two first ones have been taken into account " intial problem situation & in put one"
The first lesson is planned using PPU speaking frame work and the second one using PIASP grammar item " punctuation"
any comments are welcome
by : Mr Samir Bounab ( Teacher trainer at MONE)
Salam
MS1 level Sequence 1 ( part 2)
In this part I planned ( PPU speakign greeting - PIASP grammar - PPU pronunciation short vowel /i/ - practice and PDP read lesson)
This part can last for more than two weeks
Good luck
Mr Samir Bounab ( teacher trainer at MONE)
The ms1 level "daffodil teacher's guide" by mr samir bounabMr Bounab Samir
The “daffodil MS1 teacher’s guide “is designed for the teachers dealing with Middle School level 1 ,
The guides deals with how to plan lessons accroding to the 2nd Generation Curriculum program March 2015,
The guide takes into account ; The CBA – competency based approach principles ; Introducing the project work & the principle of the “4 learning situations” ( initial problem solving situations , input situation ( PPU speaking lessons , PDP reading & listening lessons followed by “inductive teaching grammar lessons using my ow teaching method “PIASP =( presentation – isoalation – analysis- stating rule – practice ), the third leanring situation “ situation of integration “ splet into “2” sessions “ learning integration & assessing integration”
The Daffodil MS1 teacher’s guide “ contains “4” sequences lesson plans
Each sequence is planned as follows ;
Planning sequence which states all the lessons that sequence contains
Guided sheet of “lesson focus”which details all what a lesson deals with :
Learning objectives ( fucnction – grammar – vocabulary related to – teaching sounds – type of tasks )
Aim of the lesson and the needed material
The 2G principles: “teaching values & cross curricular competencies”
Hope the “ daffodil MS1 teacher’s guide will be of some help for the teachers dealing the first time with the 2G program,
Mr Samir Bounab ‘ teacher trainer”
« Tutorial Classes = One to One teaching»
By. Mr.Samir Bounab
1) The tutorial classes :
--> What is it?
--> Why ? when?
--> For whom?
--> How?
--> How often?
--> For whom?
--> Where?
2) Why is grouping important in tutorial sessions?
3) What are the suggested types of grouping?
4) What are the group work objectives throughout the middle school cycle?
5) What typology of tasks and activities that can be used in Tutorial sessions?
6) What lesson plan and progression for Tutorial sessions?
Salam
MS 1 Sequence Plan " Me & My friends"
Here is a sample of Sequence plan and how teachers have to plan their sequence adapting the book to their lessons and not the opposite , planning that according to the books and its sections
teachers apply the learning objectives mentioned in the curriculum , using the PPU , PDP and PIASP frame works then check what may help in the school manual to fit the lesson
Good Luck
Mr Samir Bounab ( teacher trianer at MONE)
the links
salam
MS2 levem seq 1 lesson 1 " describing physical appearance"
Many teachers feel worried about how to start the new program as if it is something exceptional ,
Many of the learning objectives of what is called 2G have already been tackled in the old syllabus and learners have see them , so don't feel worried nor lose your self confidence , you can have a look at your profolio and what you used to teach as learning objectives and exploit that , just adapt that adding values and cross curricular competences to make it what is called 2G
like here in MS 2 "describing physical appearance " has already been seen in the presvious MS1 level in file 2
For MS 3 " expressin ability and inability " wa ssen in the MS2 level too in Fille 2 langiage game
just now when you use any visual aids or text or exmaple it must serve the four values mentioned in the curriculum
for further inquiries you are welcome
By Mr Samir Bounab
Training Novice Teachers
Things that novice teachers have to know about teaching English in Algeria :
1) Goals of Teaching English at Middle School :
1)To help our society to live in harmony with modernity by providing the learner with linguistic tools essential for efficient communication
2) To promote national and universal values
3) To develop critical thinking, tolerance and openness to the world
4) To contribute to the shaping of a good citizen , aware of the changes an
d challenges of today and tomorrow
5) To give every learner the opportunity to have access to science , technology and world culture while avoiding the dangers of acculturation – curriculum page 4
2)2G program ( 2G = 1G + 4 Values - national identity /citizenship/national conscience /openess to the world - + Cross Curricular competences = “ Know how to learn?” is an interrelated set of attitudes, skills and knowledge that are drawn upon and applied to a particular context for successful learning )
3) CBA approach (It is an approach aiming at establishing a link between the learning acquired at school and the context of use outside the classroom. This approach enables the learner to learn how: to learn, to share, to exchange and to cooperate with others
4) The project work ( final production of one or two didactic units- CBA without project work is meaningless)
Pedagogic project ( number of sequences – the number of sequences depend on the number of learning objectives –each sequecne is formed of sessions or lessons – each lesson is formed of tasks and activities page 16 of support document²
5) The 4 Learning Situations ( initial problem solving situation – input situation – integrated situation– evaluation )
6) Initial problem solving (It's the starting point of your lesson where you involve your learners from the first moment you are in class - you put them in real life situation conform to the official approach (CBA) which is learner centered one.- Using selected aids , you invite your learners to guess,.......
PIASP is a teaching grammar and pronunciation method conform to CBA and Bloom taxonomy that I developed since 2009
1)P= Presentation<Presenting the context in which the structure appears>
For example: After teaching the first session where the learning objectives are tackled in functional way through PPU speaking or PDP listening / reading sessions ,the teacher can invite the learners for a feedback about the last session
The context :Using the learners feedback or the script or the reading text already seen and exploited in the previous session ,the teacher can introduce the new language form using the previous context seen in the first session where teacher can read or invite some of the learners to do it and underline or circle the new grammar item ,this is the presentation phase of the new grammar structure without making the learners aware about it and focus on the functional aspect of the target language ...
Teaching English in The Algerian Middle SchoolsMr Bounab Samir
Salam
Teaching English in the Algerian Middle Schools
The meeting points were:
a) dealing with the fact of new school changes
b) The raisons for these new changes
c) curriculum vs syllabus
d) values
e) cross currricular competences
f) Middle school exit profile
g) How can English help the other subjects and vis verca
h) cross curricular topics
i) the 4 learning situations
j) project work
k) ppu and pdp teachig frame works
l) PIASP teaching grammar
M) lesson plan
N) Sequence plan
o) planning learning
I woild like to thank also the head of Lycee Omar Racim for her warm welcome and her staff and all the teachers for their collaboration
Thank you
Mr Samir Bounab
Salam,
Sequence 1 ; 2 first lessons
Here are The 2 first lessons of Sequence 1 "Me & My friends"
The lessons are planned rescpecting the four learning situations where the two first ones have been taken into account " intial problem situation & in put one"
The first lesson is planned using PPU speaking frame work and the second one using PIASP grammar item " punctuation"
any comments are welcome
by : Mr Samir Bounab ( Teacher trainer at MONE)
Salam
MS1 level Sequence 1 ( part 2)
In this part I planned ( PPU speakign greeting - PIASP grammar - PPU pronunciation short vowel /i/ - practice and PDP read lesson)
This part can last for more than two weeks
Good luck
Mr Samir Bounab ( teacher trainer at MONE)
The ms1 level "daffodil teacher's guide" by mr samir bounabMr Bounab Samir
The “daffodil MS1 teacher’s guide “is designed for the teachers dealing with Middle School level 1 ,
The guides deals with how to plan lessons accroding to the 2nd Generation Curriculum program March 2015,
The guide takes into account ; The CBA – competency based approach principles ; Introducing the project work & the principle of the “4 learning situations” ( initial problem solving situations , input situation ( PPU speaking lessons , PDP reading & listening lessons followed by “inductive teaching grammar lessons using my ow teaching method “PIASP =( presentation – isoalation – analysis- stating rule – practice ), the third leanring situation “ situation of integration “ splet into “2” sessions “ learning integration & assessing integration”
The Daffodil MS1 teacher’s guide “ contains “4” sequences lesson plans
Each sequence is planned as follows ;
Planning sequence which states all the lessons that sequence contains
Guided sheet of “lesson focus”which details all what a lesson deals with :
Learning objectives ( fucnction – grammar – vocabulary related to – teaching sounds – type of tasks )
Aim of the lesson and the needed material
The 2G principles: “teaching values & cross curricular competencies”
Hope the “ daffodil MS1 teacher’s guide will be of some help for the teachers dealing the first time with the 2G program,
Mr Samir Bounab ‘ teacher trainer”
« Tutorial Classes = One to One teaching»
By. Mr.Samir Bounab
1) The tutorial classes :
--> What is it?
--> Why ? when?
--> For whom?
--> How?
--> How often?
--> For whom?
--> Where?
2) Why is grouping important in tutorial sessions?
3) What are the suggested types of grouping?
4) What are the group work objectives throughout the middle school cycle?
5) What typology of tasks and activities that can be used in Tutorial sessions?
6) What lesson plan and progression for Tutorial sessions?
Salam
MS 1 Sequence Plan " Me & My friends"
Here is a sample of Sequence plan and how teachers have to plan their sequence adapting the book to their lessons and not the opposite , planning that according to the books and its sections
teachers apply the learning objectives mentioned in the curriculum , using the PPU , PDP and PIASP frame works then check what may help in the school manual to fit the lesson
Good Luck
Mr Samir Bounab ( teacher trianer at MONE)
the links
salam
MS2 levem seq 1 lesson 1 " describing physical appearance"
Many teachers feel worried about how to start the new program as if it is something exceptional ,
Many of the learning objectives of what is called 2G have already been tackled in the old syllabus and learners have see them , so don't feel worried nor lose your self confidence , you can have a look at your profolio and what you used to teach as learning objectives and exploit that , just adapt that adding values and cross curricular competences to make it what is called 2G
like here in MS 2 "describing physical appearance " has already been seen in the presvious MS1 level in file 2
For MS 3 " expressin ability and inability " wa ssen in the MS2 level too in Fille 2 langiage game
just now when you use any visual aids or text or exmaple it must serve the four values mentioned in the curriculum
for further inquiries you are welcome
By Mr Samir Bounab
Training Novice Teachers
Things that novice teachers have to know about teaching English in Algeria :
1) Goals of Teaching English at Middle School :
1)To help our society to live in harmony with modernity by providing the learner with linguistic tools essential for efficient communication
2) To promote national and universal values
3) To develop critical thinking, tolerance and openness to the world
4) To contribute to the shaping of a good citizen , aware of the changes an
d challenges of today and tomorrow
5) To give every learner the opportunity to have access to science , technology and world culture while avoiding the dangers of acculturation – curriculum page 4
2)2G program ( 2G = 1G + 4 Values - national identity /citizenship/national conscience /openess to the world - + Cross Curricular competences = “ Know how to learn?” is an interrelated set of attitudes, skills and knowledge that are drawn upon and applied to a particular context for successful learning )
3) CBA approach (It is an approach aiming at establishing a link between the learning acquired at school and the context of use outside the classroom. This approach enables the learner to learn how: to learn, to share, to exchange and to cooperate with others
4) The project work ( final production of one or two didactic units- CBA without project work is meaningless)
Pedagogic project ( number of sequences – the number of sequences depend on the number of learning objectives –each sequecne is formed of sessions or lessons – each lesson is formed of tasks and activities page 16 of support document²
5) The 4 Learning Situations ( initial problem solving situation – input situation – integrated situation– evaluation )
6) Initial problem solving (It's the starting point of your lesson where you involve your learners from the first moment you are in class - you put them in real life situation conform to the official approach (CBA) which is learner centered one.- Using selected aids , you invite your learners to guess,.......
PIASP is a teaching grammar and pronunciation method conform to CBA and Bloom taxonomy that I developed since 2009
1)P= Presentation<Presenting the context in which the structure appears>
For example: After teaching the first session where the learning objectives are tackled in functional way through PPU speaking or PDP listening / reading sessions ,the teacher can invite the learners for a feedback about the last session
The context :Using the learners feedback or the script or the reading text already seen and exploited in the previous session ,the teacher can introduce the new language form using the previous context seen in the first session where teacher can read or invite some of the learners to do it and underline or circle the new grammar item ,this is the presentation phase of the new grammar structure without making the learners aware about it and focus on the functional aspect of the target language ...
Teaching English in The Algerian Middle SchoolsMr Bounab Samir
Salam
Teaching English in the Algerian Middle Schools
The meeting points were:
a) dealing with the fact of new school changes
b) The raisons for these new changes
c) curriculum vs syllabus
d) values
e) cross currricular competences
f) Middle school exit profile
g) How can English help the other subjects and vis verca
h) cross curricular topics
i) the 4 learning situations
j) project work
k) ppu and pdp teachig frame works
l) PIASP teaching grammar
M) lesson plan
N) Sequence plan
o) planning learning
I woild like to thank also the head of Lycee Omar Racim for her warm welcome and her staff and all the teachers for their collaboration
Thank you
Mr Samir Bounab
Salam , MS3 Level : File 3 " Work & Play" The file is planned with PPu & PDP listening & reading frame works and PIASP teaching grammar and pronunciation item I included many worksheets that may help remedy any weaknesses in TD sessions Good Luck By: Mr Samir Bounab ( teacher trainer at MONE) The links:
Expressing Opinion and Showing positive action
Part One : Read how to :
1) show and express opinion
2) Accept or agree with an opinion
3) Reject or disagree with an opnion
3) Use of time sequencers
Part Two: Practice expressing and rejecting opinions
safety rules and conduct disasters& Had better-ought to-should-if I were you ...Mr Bounab Samir
Natural Disaster Recommendations
Part 1 : worksheet
task 1 : Complete with had to or should
task 2 : If I were you " Rewrite using if I were you "
Task 3: Find the silent letters in the transcribed words
task 4: Write into the direct speech using the intorductory verbs
task 5: safety rules and conducts in natural disaster ' earthquake'
task 6: Writing anouncement preventing people from natural disasters
Part2 : Passages about natural disasters with reading comprehension questions
*=*= Like & hate + verb +Verb +ing & Silent letters =*=*=
Task 1 : Choose the right verb form
task 2 : fill in the gaps with like - hate - love
task 3 : Turn the sentence into the negative form
task 4: Turn the sentences into the interrogative form
Task 5 / ask the questions
task 6 : Correct the mistakes
task 7 : Re-order the words to make correct sentences
Task 8 : Silent latters
Best of Luck
Mr Samir Bounab ( Teacher Trainer )
the links
lexis & tasks related to travelling & revision of simple present tense.pdfMr Bounab Samir
task 1 : Look at the picture and answer the questions
task 2 : match the abbreviations with the cardinal directions
task 3 : name the famous places to visit in Algeria
task 4 : Match the names of transport with the their pictures
task 5 : How do we travel ? Classify the means of tranpsort
task 6 : What do we need to travel . Re-order the words
task 7: Ask the questions ( auxiliaries questions)
task 8: complete the questions with thr right "wh qq" words
task 9 : Give the right form of the verbs in brackets ( use the simple present tense )
task 10 : Write into the negative form
MS4 level being good citizen -imperative- (1) (1).pdfMr Bounab Samir
Being Good Citizen
Part 1: Reading passage about being good citizen to save the world
Part2 : Reading Comprehension tasks exploiting the passage
Part3 : Using the imperative more tasks about protecting the world (afformative and negative imperative forms)
Worksheet " Reported Speech Part 2 -All tenses"
=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*==*=*=*=*=*=*=*=*
Task 1 : Re-write into the direct speech
task 2: Change the sentences from indirect to indirect speech
Task 3: Re-write the indirect questions into the direct ones
Task4 : Change the sentences into indirect speech (auxialary
questions)
Task 5: re-write into indirect speech (wh qq words questions)
Task 6 : Correct the mistakes
Task 7 : Report using mixed tense....
Best of Luck
Mr.Samir Bounab ( Teacher Trainer )
2 AS Types of Disaster and where they occur & Reported Speech.pdfMr Bounab Samir
Disaster & safety
Part 1:
task 1 : WOrd CLoud "listing the words related to natural disaster
task 2: Matching pictures with names of natural disaster
Task 3 :Mtaching words with the right natural disaster definitions
Task4: Word seard games " find the natural disaster names"
Task 5: Write the warning natural signs names
Task 6: Classify the types of natural disasters
Part2 :
Reported Speech
task1: Re-write into the indirect speech
task 2: Put the intorductory verb into the past then write the sentences into the indirect speech
Task 3: Make indirect sentences into the present
task 1 : Unscramble the words to make correct sentence
task2 : Put the verbs in brackets into the correct trense
task 3: What do the sentences mean
task 4: Complete the dialogues with the simple present tense or the future simple tense
task 5: Supply the punctuation and capital letters
Task 6 : Complete the sentence with your own words
Abstract:
We love our children’s holding pencils, pens and making their first drawings. They start making their first drawing lines, circles, zigzags, before they write, so they feel happy about their first drawing and how they are amazed to express themselves before event joining schools.
Young learners once at school quickly learn that success at school is measured by how well you can read and write, not by how good your drawings are.
Writing is combination of process and product , the process refers to gathering ideas and thoughts and working on them to be readable for the reads .
However, learners who draw their first graphics before they tackle writing tasks produce better writing. It is likely this is because the act of drawing concentrates the mind on the topic at hand, and provides an avenue for rehearsal before writing.
Many questions are raised to reach such goal:
Why is writing important for young learners ?
What are the initiation steps to teach spelling and writing ?
How to make very young learners write fluently ?
All these questions I will be very pleased to tackle them with you in my conference meeting and see how to help young learners teachers benefit from this presentation to help their learners once in class .
Methodology :
Workshop objective: By the end of this presentation and workshop, the audience will be able to importance of writing for your learners and how to proceed in that.
Workshop format : The workshop is a variety of tasks , where the audience will be invited to work in pair , groups in a room with round tables for interaction and theatre or classroom style while being invited to power point presentation
Diversity :
Well 1h is not enough for such important topic , but I will try to manage that by allocating not more than the required timing for each task in order to cover all the topic
I will try to proceed as follows :
Set Ground Rules
Before I start the workshop, I have to establish ground rules to make the environment in which everyone feels comfortable ( phones in silent mode, respect each others while interacting, help each others while working in round table made class……
Use Ice Breakers to Build Bridges
For example, when the speakers introduces himself he may invite , everyone to share their feeling taking part in ELT conference(s).
How to Wrap Up
By the end of the workshop, the attendees are invited to share what they have learned. I have to make them complete an evaluation paper, so I can gauge what worked best about the workshop and what improvements need to be made
Thank you
Mr Samir Bounab ( Teacher trainer)
Writing Agony Letter & If type O+1 & Diphthongs + Text “Arab Science”.pdfMr Bounab Samir
*= Technology & Innovations =*=*
Worksheet : ** Writing Agony Letter &
** If type O+1 &
** Diphthongs +
** Text Sample “The Golden Age of Arab Science"
** Passive
** conditionals
** Number of syllables in a word
** Written Expression "Writing Biography
imperative do & don't health safety recommendations.pdfMr Bounab Samir
task 1 : Look at the coronas virus pictures and match them with the right numbers
task2 : re-order the words to make correct sentences about corona virus healthy recommendations
task 3 : classify healthy and unhealthy food
task 4 : rewrite into the imperative
Texr : Obesity and health recommendations
Asking & Telling the time & Sample text School timetableMr Bounab Samir
Describing daily activities
telling the time
reordering the words to make correct sentences sayingthe time
matching the sentences with the correct clock time
writing the time in full
writing the time in letters
re-ordering the questions asking about the time
sample text abotu school timetables & sounds "th" &"the" &/ei/ & /i/
writing letter intorducing oneself and school timetable
2AS passive-voice & text oil & letter of advice & conditional & stressed sy...Mr Bounab Samir
General revision about Passive Voice
a) Rule of the passive with different tenses
b) Choose only yhe passive
c)underline the correct variant
d) find the correct form of the verbs
e) Sample text about "oil" + word formation + conditional & passive & stressed syllables + written expression : writing letter of advice
MS4 seq 2 revision superlative & past & past continuous with while and when &...Mr Bounab Samir
*=*=* MS4 seq 2 revision (part 2) worksheet *=*=*
1)Superlative
2) Past & past continuous with while and when
3) Present perfect
4) Prefixes and suffixes
5) Final "ed" sound
6) Text dream career
Best of luck
Mr.Samir Bounab ( Teacher Trainer )
general grammar revision for MS4 learners seq 2Mr Bounab Samir
MS4 worksheet: ***Sequence 2 General Revision***
1) writing the superlative form of the adjectives
2) Forming Adjectives Using the Suffixes: "ful" and "less"
3) Narrating using The past continuous and the past using "while" & when "
4) Prefixes: (dis; un; in; im; il and ir).
5) The present perfect with time markers "always - ever-never-just)
6) The Contrast Markers "like, unlike and whereas"
7) Pronunciation of "ed" endings in past simple and past participle of regular verbs
8) : Situation of integration
-->Write a letter to a friend talking about
one's personality and interests, childhood/ school memories,
dream job ,ideal teacher and friend.
Best of luck for our angels
Mr .Samir Bounab ( teacher trainer)
2 as unit 3 technology & innovation & if type 0 & suffixes.pdfMr Bounab Samir
2AS level worksheet: Technology & Innovations
Part 1:
1) word cloud: eliciting lexis related to technology and inventions
2) Conditionals: Type 0 + Type 1
3) Forming Adjectives
Part 2 : Text " Astronomy "
-> conditionals
-> Final "ed" sound
-> Written Expression ( situation of integration ) "Letter of advice"
Wish you best of luck
Mr.Samir Bounab ( teacher trainer)
The links
Meeting and Workshop Medea District 3
I would like to thank Mrs Arab for inviting me to take part in her meeting and training workshop for the teachers of her district
Big Thank to all the teachers and to their precious collaboration
The meeting points
** The New didactic guide 2023
** Characteristics of Young Learners
** The exit profile
** Learning styles
** What teaching strategies are good for different learning/perceptual styles?
**Classroom Guidelines
** Framing of the Syllabus
** Target Competences
** Main Adjustments
** Topics and communicative objectives
** The teaching and learning framwork
** How to demonstrate phonemic awareness
** Tips for teaching writing
** The problem solving situation
** Suggested sesison lay out
** Assessment
** Workshop tasks
For futher reading pleased download the PDF copy
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. My School Presentation
PPU speaking
PIASP teaching
simple present tense
oral
/s/ - /z/ - /iz/
“Your classmates wants to know about your daily activities and leisure time
Asking and giving the time
Simple present tense
daily activities (get up- wash – face – brush – teeth – get
dressed- have breakfast – go to school- have lunch- watch tv – do homework-rabbit –goldfinch-
canary – turtle- goldfish- parrot- fennec- hobby – drawing)
visual ( school manual flashcards – daily activities flashcards-
clock – board and marker
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
4. Greet and
welcome
Valuing
time
Know time
Valuing
time
Valuing
time
Value time
and
habitual
behavior
Teacher –
students
Students-
teacher
Students-
students
Teacher –
students
Students-
teacher
Students-
students
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
MS1 Me & My daily activities Seq 3
Lesson
Warming up: The greets his learners and welcomes them.
The teacher interacts with his pupils bout the timing of the
English lesson, what they will study next ,he tries to make
them talk about the timing of their school syllabus or what
they are studying in that day
The teacher tries to make them also talk about the timing
they start school and the time they finish it.
Presentation: Using a visual aids { a clock}
The pupils listen to the teacher and try to repeat the time .
O'clock = sharp: { one – thirteen / two fourteen / three –
fifteen
Twelve = mid –day / twenty four = mid night = zero hour}
Quarter past: [one – two three – sixteen …………………
Half past: {five – seven – ten – twenty ……………….}
Quarter to: [three – nine – twenty ……………….}
The pupils listen to the teacher and repeat, then they are
asked to perform following statements about timing:
It (time) is Twelve = mid –day /twenty four = mid night =
zero hour}
Quarter past: [one – two three – sixteen …………………]
Quarter to: [three……………..
Half past: {five – seven – ten – twenty ……………….}
The teacher next invites the pupils to perform in pairs:
A : Is it One O’clock ? B: No, it is not.
A : What time is it then ? B : It is one o'clock / quarter
past one / half past one / quarter to
Practice 1 :
The learners perform the drill by pairs and they are asked to
be free to substitute key word
A : Is it (One O’clock - quarter past … / quarter to … / half
past?
B: No, it is not.
A : What time is it then ?
B : It is two o'clock / quarter past one / half past one /
quarter to
Use :
The pupils say the time and repeat it then they are asked to
ask about the time and give it .
Learners use their school time table and perform asking
about the time of : starting school – finishing school – time
of each subject – break time – lunch time …
Presentation 2: < Describing Daily Activities>
Using Visual aids showing daily routine activities the teacher
introduces the situation
The learners listen and repeat:
get up - do ablution - pray - have breakfast - go to school -
watch TV do homework – have dinner - go to bed
at 6 -6:15 – 6: 25 - 7:15 - 7;30 - 5:00 - 18:00 -22:00
by Mr Samir BOUNAB ( yellowdaffodil66@gmail.com )
Interact to
greet and
welcome
Interact
about the
English time
course
Interpret the
clock
And the
time
Interact
about time
Interpret the
time
Produce drill
asking and
telling the
time
Interact
about time
and daily
activities
Interpret
Daily
activities and
time
Produce
Short
paragraph
about
One’s daily
activities
Visual &
tactile (
learners
time
table)
Visual (
flash card
/ clock )
Visual (
board and
marker)
Visual (
clock &
board and
marker)
Visual (
clock and
board &
marker)
Visual (
flash card
showing
daily
activities )
Visual (
board and
marker)
5. Greet and
welcome
Value time
and
habitual
behavior
Value time
and
habitual
tasks
Inquire
about one’s
daily
activities
Know
about the
simple
present
tense
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Practice
The teacher invites the pupils to talk about those pictures , say
the timing and daily activities .
Affirmative form :
The learners listen then repeat using the pronouns ( I- you
– we – they )
A: What do (you/ they) do every day at [6.30-6.45- 7:00-
7:30- 8:00 -8.30 ]?
B: ( I- you-we- they) get up at 6:00 ( I- you-we- they)
do ablution at 6: 15 . ( I- you-we- they) pray at 6:30 .
( I- you-we- they) on my clothes at 6:45 ( I- you-we-
they) have breakfast at 7:00. ( I- you-we- they) go to
school at 7:30 ( I- you-we- they) arrive to school at 8:00
( I- you-we- they) start class at 8:30 . ( I- you-we- they)
have lunch at the school canteen at 12 :30 . ( I- you-we-
they) finish school at 16 :30 . ( I- you-we- they) do
homework at 18:00 . ( I- you-we- they) have dinner at 20 :
00 . ( I- you-we- they) watch tv at 21:00 . ( I- you-we-
they) go to bed at 22:00.
Learners are invited to perform using ( he – she)
A : What does (John /Khadidja) do every day?
B : Every (John/Khadidja) gets up at 7 . ( He – She)
does ablution . ( He- She) prays at 6:20 . ( He /She) has
breakfast at 7:15 . (He / She) goes to school at 7:30 . ( He-
She) starts school at 8:00 . (He-She) has lunch at 12 30. (
He – She) finishes school at 16:30 . ( He- She) revises
lessons at 18:00 . ( He – She) has dinner at 20: 00 .(
He/She) watches TV at 5:00 . (He/She) goes to bed at
22:00
Interrogative & negative form
A : Do ( you- they ) have lunch at 7:00?
B : No , ( I – you – we – they) do not.
A : Do ( you – they ) go to bed at 22:00?
B : Yes ( I- you – we – they ) do .
A : Does ( khadidja – John ) goto school at 9:30?
B : No ( he – she) does not.
A : Does ( he – she) have dinner at 20:00?
B : Yes ( he- she ) does
Learners work in pair and substitute keywords
Use :
The learners are asked to talk about their daily activities (
oral) & do that as homework for the next session
The learners read the written work on the board then copy
down on their copy book
Interact to
greet and
welcome
Interpret the
suggested
daily
activities
Interpret and
perform in
pairs
Interpret
and
substitute
Key words
Produce
dialogue
asking and
answering
about daily
activities
Interact
about the
suggested
statement
Interpret
each part of
the
statement
and identify
the new
structure
Visual (
board &
marker)
Visual (
flashcards
& board
& marker)
Visual (
board and
marker)
Visual (
flashcards
showing
daily
activities)
Visual (
learners
copy book
& board
and
marker)
Visual (
board and
marker)
6. Know
about the
simple
present
tense forms
Question
Using the
simple
present
tense
Make
questions
using “yes
& no ‘”
questions &
whqq
words
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
yellowdaffodil66@gmail.com
Lesson : PIASP teaching grammar “ simple present tense”
( Describe daily activities part 2)
Warmer :
The teacher welcomes his learners, and invtes the learners to
correct the given homework
Assessing homework:
The teachers moves and checks the learners’ productions ,
then selects some to read their productions
Suggested production :
I get up at 6:00 . I do ablution at 6: 15 . I pray at 6:30 .
I have breakfast at 7:00. I go to school at 7:30 .I- you-we-
they) arrive to school at 8:00 . I start class at 8:30 . I
have lunch at the school canteen at 12 :30 . I finish school
at 16 :30 . I do homework at 18:00 . I have dinner at 20 :
00 . I watch tv at 21:00 . I go to bed at 22:00.
Teacher reports the learners’ best production , then invites
them to read the corrected composition
PIASP : Teaching simple present tense
presentation I do my homework at 19:30 . He goes to school .
isolation I+ do +my homework + at 19:30 He + goes+ to schol
analysis subj+ verb + object + time subj + verb + obj
(do= verb to do) (goes=verb=to go+ es)
Simple present tense simple present tense
Stating rule
Interpret
the stated
rule
Interpret
the forms
of the
simple
present
tense
Interpret
the
different
forms of
the simple
present
tense
Interpret
the forms
of the type
of
questions
used with
the simple
present
tense
Visual (
board and
marker)
Visual
(board
and
marker)
Visual (
board and
marker)
Visual (
board and
marker)
Visual (
board and
marker)
7. Make
auxiliary
questions
Form
negative
form
Act of
Communic
And social
status
Inquire
about
learners’
school time
table
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
does (she / he /it) pray ?
How go
When study
2) Whqqs : Subject : " he – she – it "
Where
What
How +DOES +SUBJECT +VERB ( s/es/ies)+ OBJECT + ?
When infinitive
which
Where live
Which watch
What
The teacher does a quick summary about the simple present tense.
Grammar : The simple present tense:
The sentence is Subject + verb + object
a) The subject: I / you / we/ you/ they
I speak English
you play football
we support the Algerian team
you revise the lessons
they start class at 8.30
b) the subject : " he – she – it "
s
He
She + verb + es + object
It ies
speaks
S/he – it washes - misses- boxes- does- watches
Crycries - worry worries
But: when "y" is preceded by a vowel only "s" is added.
play plays
S/he –it Obey obeys
Buy buys
c) Questions:
1) Whqqs: Subject " I- you- we –you – they".
Where
What
How + DO + SUBJECT + VERB + OBJECT +?
When
which
Example: I study?
Where you speak?
What DO we support?
How you start?
When they leave?
Which
Interpret
the way to
ask
questions
using the
simple
present
tense
Interpret
the
negation
with the
simple
present
tense
Visual (
board and
marker)
Visual (
board and
marker)
8. Match
number
with script
Identify &
Doscriminate
Between
the
meaning of
each
sentence
Ask and tell
time in
communica
Information
Gap activity
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
But when the question is about the "subject" WHO + verb.
Ex: Who goes to school/ who knocks the door / who score ?
Interrogative questions:
Do
+ subject + verb + object
Does
Ex : do (you –I – we – they) study English?
Does (he –she – it) have lunch?
3)Negative form:
1) Subject + do + not + verb + object.
(I/you/we/they) do not ( go-study-wash)
2) Subject + does +not + verb(infinitive) + object.
(s/he –it ) does not ( wash- stay- cry )
Learners read the written work on the board , then
copy down
By : Mr Samir Bounab ‘ yellowdaffodil66@gmail.com )
Interact to
greet and
welcome
Interact
about the
English
course
timing
Interpret
the time in
written way
Interpret
the
meaning of
each
Sentence
Interact in
pairs
Interpret
the school
time table
Produce
communic
Task using
time
Visual
( board
and
marker)
Visual
( board
and
marker)
Visual
( board
and
marker)
Visual
( board
and
marker)
9. Socializing
Be aware
about
importanc
e one’s
school
time table
Spell the
time
Identify
and
discrimina
te
between
the learnt
learning
objectives
Use the
time in
real life
exchangin
g
situation
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
MS1 level Me & My daily activities Seq 3
Lesson : Ask and tell the tell / describe daily activities
(Practice)
Warmer : The teacher greets & welcomes his learners , then
inquires about the time the previous session before English or
the one after , he may ask them these questions :
What time is the English course today?
What time do you start class?
What do you study today ? ( time + course)
PRACTICE:
The teacher reports the learners answers on the board
then invites them to read.
Learners are invited to do the following tasks.
The teacher explains the instruction then invites the
learners to work in rough
Task 1: Write the time in full .( based form )
1.00 12.15 13.30 14.45
16.00 00.00 12.00 8.01
17.05 18.20 18.29 19.40
22.50 23.59
Learners work in rough , the teacher supervises their sorks
then invites them to correct on the board
Teacher explains the instructions of the second task then
invites the leaners to work in rough.
Task 2: Complete with the right word to identify the
meaning of each sentence. ( meaning based)
( age – likes – time – job)
Ahmed is a doctor = (………………………..)
Amira is 9 years old . = ( ………………………)
It is 10 : 30 . = (………………………………)
I like playing football . = ( …………………….)
Learners works in rough , the teacher supervises their sorks
then invites them to correct on the board
Teacher explains the instructions of the next task , then invites
his learners to work in rough .
Task 3: Use your school timetable to complete the
dialogue. (vommunicative based )
Teacher: What time is the English on Sundays?
Learners : The English course is at …………..
Teacher : Is the French course at 10 : 00 today?
Learners: ………………………………….
Teacher : What time do you practice sport ?
Learners : On practice sport on ………….at ……………
Learners work in rough , the teacher supervises their sorks then
invites them to correct on the board
Learners are invited to read the corrected tasks , then copy down .
By Mr .Samir Bounab ( yellowdaffodil66@gmail.com )
Interact to
greet and
welcome
Interpret
the
questions
related to
the school
time table
Interpret
time from
numbers to
letters
Interpret
the
meaning of
each
sentence
Interact
and
interpret
the
exchange
to produce
a dialogue
asking and
give the
time
Board and
marker
Board and
marker
Board and
marker
Board and
marker
Board and
marker
10. Be happy
to meet
classmate
and
teacher
Master
the
compone
nts of a
sentence
and the
right
logical
order
Understan
d
meaning
of each
sentence
Use the
learnt
language
to
Ask
questions
in real life
situations
Identify
the verb
in a given
sentence
Discrimina
te
between
the
pronun of
the final
“s”
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
MS1 level Me & My Daily Activities Seq 3
Lesson : Describe daily activities ( practice )
PIASP pronunciation sounds /s/ - /z/ - /iz/
Warmer : The teachers welcomes his learners and tries to make quick
review about the last session, making them talk about describing their
daily activities using the simple present tense.
Learners are invited to do the following tasks to consolidate the
previous acquired knowledge
Practice :Task One: (based form ) Re-order the words to make
correct sentences and questions :
? / you / study / Friday / Do / on
, / not / I / No/ do / .
Ahlam / ? / Does / speak / French
Does / . / yes / she /
What /?/ Omar / does / finish / school
his/ likes/ Omar /canary/ ./
canary/./ nice/sings/ songs
Learners work in rough the teacher supervises their works , then
invites them to correct on the board and read the correct tasks
Task Two : ( Meaning based) Match the pairs
Sentence Meaning
a) My dad is a plumber.
b) English is at 9:00.
c) I get up at 6:00, have class at 8:00 ,
practice sport at 10….
d) I like football.
1) Likes
2) Job
3) Time
4) Daily activities
Sentence a b c d
Meaning
Learners work in rough the teacher supervises their works , then
invites them to correct on the board and read the correct tasks
Task Three: (communicative based task) Ask questions to form
correct dialogue.
A : ? B : No ,I do not study at the lycee.
A ; ? B : I study at Middle school.
A: ? B : yes my brother works in an office
Learners work in rough the teacher supervises their works , then
invites them to correct on the board and read the correct tasks
PIASP pronunciation sounds /s/ - /z/ - /iz/
Presentation : Learners are invited to read the sentences in the first
task and pay attention at the words written in different color.
Ahlam speaks French .The canary sings well. Omar finishes school at 17:00.
Analysis: speaks sings finishes
s = /s/ s = /z/ s = /iz/
Stating rule :
Letter Pronunciation
“s”
/s/ = likes- hates-
/z/ = goes- studies
/iz/ = finishes- watches
By Mr Samir Bounab ( yellowdaffodil66@gmail.com )
Interact to
greet and
welcome
Interpret
the right
form of
each
sentence
Interpret
the
meaning of
each
sentence
Produce a
dialogue
dealing
with daily
activities
using the
simple
present
tense
Interact
about the
previous
task
Interpret
the for m of
the verbs
ending with
“s”
Interpret
the sound
behind
each letter
Board and
marker
Board and
marker
Board and
marker
Board
marker
Board and
marker
11. Practice
pronuncia
tion of the
final “s”
Identify
and
dicriminat
e
between
the
pronuncia
tion the
final “s”
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Practice :
Task 1: tongue twister ( game) Read the tongue twister
Mrs James sells seashells by the shiny sea shore
Teachers reads the tongue twister and invites the learners to read it
increasing the speed
Task 2 : Put each word in its right column
“maths- friends - hates – boxes- pets - matches – dogs- stops –
places- plays- buses”
/s/ /z/ /iz/
Maths- hates- pets-
stops
Plays- dogs -
friends
Places- buses-
matches
Learners work in rough , correct on the board , then read and copy
down
By
Mr Samir Bounab
Yellowdaffodil66@gmail.com
Interact
about the
tongue
twister
Interpret
the sounds
of each
letter “s”
Flashcard
seashell
Board
And
Marker
Board and
marker
12. My School Presentation
PDP Listneing
PIASP teaching
pronunciation
listening
ə/h/ - / /
“Your classmates wants to know about your daily activities and leisure time
Simple present tense
daily activities (get up- wash – face – brush – teeth – get
dressed- have breakfast – go to school- have lunch- watch tv – do homework-rabbit –goldfinch-
canary – turtle- goldfish- parrot- fennec- hobby – drawing)
visual ( school manual flashcards – daily activities flashcards-
clock – board and marker
ə/h/ - / /
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
13. Time Rational Interaction Procedure competences VAKT/Ai
ds
Greet ,
welcome
Get
involved
In
Initial
problem
Solving
Know
and
value
Algerian
Monum
ents
And
their
places
Guess
and
improvis
e
Solve
the
initiated
problem
though
tasks
Scan the
listening
script to
answer
the task
Reflect
their real
life
situation
Teacher-
student
Students
- teacher
Teacher
–student
Students
– teacher
Student
– teacher
Students
–
students
Teacher
–
students
Students
Students
Students
Students
MS1 Me & My Daily activities Sequence 3
Lesson : PDP Listening
Warmer : Teacher greets his learners and welcomes them, then
invites them to make a quick review about last session
Teacher invites the learners to talk about their daily activities
Teacher : What do you do every day?
Learner: Every day , I get up at 6 :30, pray , have breakfast,
leave home …….
Pre-listening:
Showing the photo of “Setif” , the teach tries to make the learners
guess which moment and which wilaya
Teacher may help his learners by asking these questions:
T : what is the picture about ?
P : It’s a monument
T: Is it in your town ?
P: No, it is not .
T: Where is it then ?
P: It ‘s in Setif
Teacher introduces the situation using picture showing “Amel” from
Setif .
Teacher invites the learners to look at the task , read the
instructions , then listen and try to answer .
Task 1 : Listen , then say “true”, “false” or “not mentioned”
a) Amel is from the east of Algeria.
b) Amel is not a student.
c) Amel has breakfast before school.
d) Amel plays hopscotch after school
e) Amel’s hobby is reading .
The teacher reads the script twice , then invites the learners to
correct on the board then read the corrected task
Teacher explains the instructions of “ Task 4 p75”, then invites the
learners to listen twice and answer the task.
Task 4p75: Listen and complete the table ( Books shut)
name Activities time
Amel Gets up 6:30
She Has breakfast 7:00
She Goes to school 7:30
She Does homework evening
Learners listen, then answer on their rough , after that they are
invited to correct on the board
Post listening
Teacher invites some learners to read the passage on page 75
,loudly , in order to make them familiar with the words and their
pronunciations
Learners are invited to make the same passage talking about their
own daily routine activities
Learners work in rough, the teacher supervises their works , then
invites them to correct , then read the corrected one on the board
and copy down .
Interact
Interpret
Produce
Interpret
Interact
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Visual (
board
and
marker)
Vosual (
photo of
setif
monume
nt)
Board
and
marker
Audio (
script)
Visual (
board
and
marker)
Visual (
learners’
copy
books)
14. Identify
The
selected
words
Identify
the
words
with
their
stateme
nts
Define
the use
of each
“wh qq
word”
Identify
the form
of each
stateme
nt with
its wh qq
wod
Discrimi
nate
Between
the
meaning
of each
whqq
word
Form
correct
question
To make
commun
i
Informat
ion
Gap
activity
Teacher
Students
Teacher
–student
Students
- teacher
Students
teacher
Teacher
Students
Students
Students
Teacher
Students
Students
Students
MS1 level Me & My daily Activities Seq three
Lesson : PIASP grammar “ wh question words”
Teacher asks the learners to read the text , then underline the
words : “ Setif – pupil – at 6:30 – in the evening”
Teacher asks the pps to read the passage then listen the
sentences that include the underlined words
Presentation: learners are invited to read the following sentence
Amel lives in Setif . She’s a pupil. She gets up at 6:30.In the evening she does her hw
Isolation Setif pupil 6:30 evening
Analysis: (place) (job) (time) (date)
Where what what time when
Stating rule:
“wh” question word Question
a) What Object (pen –ruler-book…..
Name ( Ahmed – Ahlem….
Time ( 6:30 – 10:30….
b) Where Place ( in Constantine – In Algiers…..
c) When Date ( 2017- Saturday – morning – evening
d) How (old) Age ( 11 years old …..
Practice :
Task 1: Re-order the words to make correct sentences.
1) ? / your / what / is / name/
2) You / are / ? / How / old
3) From / you / ? / where/ are
4) Study/ ? / when / you / do / English
Learners work in rough , teachers supervises their works , offers
help when needed ; then invites them to correct on the board
Learners read the corrected task on the board
Teacher explains the instructions of the second task then invites the
learners to work in rough and answer
Task 2: Match the question with the meaning
Question Meaning
a) What are you ? 1) Time
b) How old are you ? 2) place
c) where are you from? 3) Date
d) When is you birthday? 4) Job
e) What time is it? 5) age
learners work in rough , teachers helps tem when ever they ask for
that , then they are invited to correct on the board and read the
corrected task
Teacher explains the instruction of the next task , then he invited
them to work in pair on their rough copy books
Task 3: Ask correct questions to form correct dialogue:
A : ……………………………………………?
B : My name is ……………………………
A: …………………………………………..?
B : I am 11 years old.
A ………………………………………………….?
B: it is 10 :30 now
A; ……………………………………………..?
B : I am from …………………………..
A : …………………………………………………?
B : No, I do not study on Friday
A :…………………………………………………………….,
B : I study on Sundays
Learners work in rough , the teacher supervises them ,invites them to
correct on the board , then they are askd to read the corrected task
and then copy down
Interact
Interpret
Produce
Interact
Interpret
Interpret
Produce
Produce
Interact
Interpret
Produce
Produce
Visual (
learners’
school
manual)
Visual (
board
and
marker)
Visual (
board
and
marker)
Visual (
board
and
marker)
Visual (
board
and
marker)
Visual (
board
and
marker)
Learners
copy
books
15. My School Presentation
PPU Speaking
PIASP teaching pronunciation /h/- ə/ /
speaking
ə/h/ - / /
“Your classmates wants to know about your daily activities and leisure time
Simple present tense & “wh question words”
leisure activities ( read – play – swim- watch TV- play
games- hiking- go to forest- connect- chat – take care of pats – clean my district – plant trees - -
water trees )
visual ( school manual flashcards – daily activities flashcards-
clock – board and marker
ə/h/ - / /
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
16. Time Rational Interaction Procedure Competences AIDS/VAKT
Greet
and
welcome
involve
learners
in initial
problem
solving
situation
value
and
discrim
between
duty
time and
leisure
time
Talk
about
One’s
leisure
Time
Identify
The new
sounds
And
Discrimi
Between
them
Teacher-
students
Students-
teacher
Teacher –
students
Students
– teacher
Students-
students
Students-
students
Teacher –
students
Students
– teacher
Students
Students
Students-
Students
MS1 level : Me & my daily activities seq three
Lesson : PPU speaking - Talking about leisure activities & Naming Pets
Warmer : Teacher greets his learners and welcomes them
Teacher shows a cartoon video :
https://www.youtube.com/watch?v=evv9POaKOng
Teacher show another cartoon video about naming pets:
https://www.youtube.com/watch?v=r5TJqfBvSIo
Presentation :
Teacher explains the new items “ week end – holiday – after school –
leisure = free time”
Teacher invites the learners to elicit the leisure time activities ( even
they use French or their mother tongue , the teacher has to be flexible
and help them express that in English) : read – play – swim – watch TV-
play games – hiking – go to forest - connect – chat – take care of pets-
clean my district – water trees….
Teacher invites the learners to name the pets they know : “ cat – dog-
fish- goldfinch- canary – cow- donkey – horse – sheep ….
Drill :
A : What’s your name ? B: My name is ……………………..
A: How old are you ? B: I am ……………
A: What do you do every day? B : Every day , I get up at 6:30 , pray at
6:45, have breakfast ………go to bet at 22:00
A : What do you do in your leisure time?
B: In my leisure time I watch TV, play football , play video games, go
to forest and visit my family….
A: Do you have pets at home ?
B : Yes , have a cat pet and a goldfinch bird. I love it . It has nice colors
Practice :
Learners listen ,repeat by pairs till they get the whole drill
Learners are invited to perform the drill substituting key words about
leisure activities and pets
Use : Learners are asked to work in pair and make short dialogue
talking about their own leisure activities and pets
PIASP : teaching sounds /h/ - ə/ /
Teacher invites the learners to read the following example
Tongues twister : /h/ - ə/ /
Presentation : Harry has a hamster at home.He looks after it and waters it
Islation ; harry has hamster home after waters
Analysis: /h/ /h/ /h/ ə/ / /h/ ə ə/ / / /
Stating rule:
Letter sound
“h”
“ a- er”
/h/ = have – home-horse
ə/ /= plumber
Practice :
Task 1: Put each word in ts right box
Holiday – apply – hot - summer- brother – horse – happy – away – tiger -
plumber – doctor – sister – farmer
/h/ ə/ /
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 ( yellowdaffodil66@gmail.com )
Interact
Interpret
Produce
Interact
Interpret
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Visual (
video
tapes)
Visual
(flashcards
showing
leisure
time
activities)
Visual
( board
and
marker /
leisure
time
flashcards
Visual
tactile(
rough
copy
books
Visual
( board
and
marker)
Visual (
board and
marker)
17. My School Presentation
PDP Reading
PIASP teaching grammar “prepositions of time”
Reading
ə/h/ - / /
“ Margaret is wants to know about and your daily activities……
Simple present tense & prepositions of time
daily activities and leisure time
visual ( school manual flashcards – daily activities flashcards–
board and marker
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
18. Time Rational Interaction Procedure competences Aids /VAKT
Welcomin
g and
greeting
Guess and
improvise
from none
verbal to
verbal
message
Discriminate
between
correct and
incorrect
statement
and
irrelevant
ones
Use mind
mapping to
organize and
split their
answers
Teacher –
students
Students
–
teachers
Students-
students
Teacher –
students
Students
–
teachers
Students-
students
Teacher –
students
Students
–
teachers
Students-
students
Teacher –
students
Students
–
teachers
Students-
students
MS1 level Me & My daily activities Seq 3
Lesson : PDP Read & PIASP teaching grammar
Warmer : Teacher greets his learners and welcome them
Learners are invited to make a quick review about the last session “
talking about leisure activities”
Teacher may ask the learners about their week end leisure activities
Pre-reading : Using a photo of “Margaret” , teachers asks the
learners to guess :
Task 1: Look at the photo and try to answer the questions
1. Does the photo show a boy or a girl?
2. How old is she?
3. What is her job?
4. Where is she from?
The teacher invites the learners to write a short production about
what they see and write ( mean while the teacher prepares the first
task on the board)
Teachers invites the learners to correct what they improvised
During reading: “ A day in the life of an English pupil”
Teacher asks the learners to open their books on page 85 , he
explains the instructions of the first task ten asks them to read the
text silently and answer
Task 2: Read the text then say “ true” – false” or “ not mentioned”
1. The text is about Margaret
2. She is a student at “Good bye” Middle School
3. Margaret is from Australia.
4. The text is about daily activities
Teacher monitors his learners , then invites them to correct
Learners correct on the board , then read the corrected task
Teacher explains the instructions of “Task 1 p85/86” , then invites
his learners to read the text silently and do the task
Task 1 p 85/86: What does Margaret do ?
Learners work in rough , then they are invited to correct on their
books using their pencils
Post reading : The teacher explains the instructions of the
following “ task”
By Mr Samir Bounab ( yellowdaffodil66@gmail.com )
Interact
Interpret
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Board and
marker
Picture of
Margaret
Board and
markers
Text page
85
Board and
marker
Task page
85
Board and
marker
morning
get up at 7:30, wash , get
dressed, have breakfast, get
to school , chat with
friends,have lessons
afternoon
study at school,have break,
stay for school club, do
homework
evening
watch TV at 9:00 pm
week end
attend ballet ,go with
family or a walk in the
country side
margaret
19. Write
production
integrating
all what has
been seen
Teacher –
students
Students
–
teachers
Students-
students
Task : Read the text and write a short paragraph about your friend
Learners work in pair , exchanging information
Suggested paragraph:
“ My friend ………………………..is ………………..years old .Everyday,
my friend gets up at 6:30,prays , has breakfast, goes to school .
My friend starts class at 8:30 , has lunch at the school
canteen at 12:30 .In the afternoon , my friend studies starts at
13:30 and finishes at 16:30 .
After school my friend has a snack, plays out and watches Tv ,
in the evening , (he/she) does homework , has dinner at 19:30.
At night my friend watches Tv and goes tobed at 22: 30
Learners work in rough , the teacher supervises their works , and
offers help once needed , then invites them to correct on the board ,
read then copy down
Interact
Interpret
produce
Board and
marker
20. My School Presentation
Situation of integration writing
“ Margaret’s mum wants to know about your mother’s daily activities
Simple present tense
daily activities and leisure time
visual flash cards showing mother daily activities
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
21. Time Rational Interaction Procedure competences Aids /VAKT
Welcoming
and
greeting
Valuing
mother’s
duties and
tasks
Organizing
one’s ideas
before
writing
Taking care
of the form
of the used
language
Getting
used to the
writing
process
Teacher
Sudents
Students
Teacher
Teacher
students
Students
– teacher
Teacher
students
Students
– teacher
Student –
teacher
Students
–
students
MS1 level Me & My daily activities Seq 3
Lesson : situation of integration
Warmer : Teacher greets his learners and welcome them
Learners are invited to make a quick review about the last session “
talking about leisure activities”
Teacher may ask the learners about their friend’s daily activities and
leisure time ones
Situation of integration :
Brainstorming : Learners are invited to open their books on page
90and pay attention at Margaret’s post card , he reads it and invites
some learners to read it
Learners are asked to pay attention then at the following
flashcards and try to describe them by completing this table
Planning : Look at the pictures and complete the table
What does your mother do ?
Morning Afternoon Evening Night
Get up – pray –
prepare
breakfast – wash
dishes –arrange
the house- clean
the house – cook
lunch - serves
lunch – has lunch
with family….
Prays – takes a nap –
prepare cakes –
makes snacks – visit
neighbors – watch tv
.
Cooks dinner
– prepares
table for
dinner-
serves dinner
– washes
dishes-
Watch tv –
make the
bed – sit with
family and
children- tell
stories …
Grammar Skills Attitudes
Simple present
tense –
prepositions of
time
Describe one’s daily
and leisure activities
Express likes
Valuing time
and tasks
related to it
Taking care
of pets
Respecting
friend’s likes
Drafting : Learners are asked to work on their rough copy, the
teacher moves and offers his help once needed
Editing : Learners are asked to review their works and check what
they have written ( use of the present simple – verb + s /es / ies)
Publishing : Learners are asked to write their final production a
post card
By Mr Samir Bounab ( yellowdafodil66@gmail.com )
Interact
Interpret
Interact
Interpret
Interpret
Produce
Produce
Board and
marker
Flashcards
showing
mum’s duties
Board and
marker
Learners’
draft
22. Using
different
kinds of
final
productions
lay outs
Students
- students
Hi Margaret,
Thank you for your postcard and for
asking about my mum’s daily activities
My mum says hello to your mum .
Everyday my mother gets up at 6:30,
prays , prepares breakfast , washes the
dishes, cleans the house , washes the
clothes, cooks lunch , serves it and she has
it with family .
In the afternoon , she prays , takes a nap ,
prepares cakes , visits neighbours or
family , then cook dinner
In the evening , she serves dinner, washes
the dishes, makes the beds and sits with
me and my family . She goes to bed at
23:00
What about your mum?
Yours
Learners read the corrected composition , then write down adapting to
their mum’s activities
By
Mr Samir Bounab
Yellowdaffodil66@gmail.com
Produce
Post card
model to be
reproduced
by learners