Ms1 level file 5 environment according to atf & aef Mr Bounab Samir
In this file 5 of the MS one level teachers need to teach only sequence One and Two , the third one is omitted according to the New Slimming of the syllabuss september 2013. Good Luck
File3 2nd am-health-+file five 1st am adapted -atf & aef.1Mr Bounab Samir
This file is adpated with File five " food" of the MS one level since the slimming of the syllabus June 2008 , so teachers have to teach it before dealing with " healthy food and ideal meal"
Meeting & workshop test report & remedial work february 2016Mr Bounab Samir
Meeting and workshop " Test report and remedial work"
thet meeting was about :
1- How to test correction
2- How to make and evaluation sheet and gather data?
3- How to learners erors and mistakes?
4- How to make a test report?
6- How to plan a remedial work lesson plan
Thank You
By
Mr Samir Bounab ( Teacher trainer at MONE)
Ms1 level file 5 environment according to atf & aef Mr Bounab Samir
In this file 5 of the MS one level teachers need to teach only sequence One and Two , the third one is omitted according to the New Slimming of the syllabuss september 2013. Good Luck
File3 2nd am-health-+file five 1st am adapted -atf & aef.1Mr Bounab Samir
This file is adpated with File five " food" of the MS one level since the slimming of the syllabus June 2008 , so teachers have to teach it before dealing with " healthy food and ideal meal"
Meeting & workshop test report & remedial work february 2016Mr Bounab Samir
Meeting and workshop " Test report and remedial work"
thet meeting was about :
1- How to test correction
2- How to make and evaluation sheet and gather data?
3- How to learners erors and mistakes?
4- How to make a test report?
6- How to plan a remedial work lesson plan
Thank You
By
Mr Samir Bounab ( Teacher trainer at MONE)
This new lesson planned in the new slimming of the syllabus September 2013.The aim is how to raise citizens who care about their environment and complain in civilized way
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
New ms1 file 5 environment according to atf & aef competenciesMr Bounab Samir
MS1 file 5 " environment" with NEW CHANGES ( seq three is omitted according to the NEw Slimming of the SYllabus 2013 ( talkign abotu right and duties using the imperative is omittedà
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)
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)
MS4 File Three "Great Expectations" file and lessons plans including: a writing guide to _describing people, making plans, expressing conditions, time clauses words' formation, anatyzing features of a song...... and so many interesting tools.
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)
Ms4 level f ile 6 fact and fiction with atf and aef competenciesMr Bounab Samir
MS4 file 6 " fact and Fiction" this file can be used to teach the following learning objectives :
1- Tell story
2- Express cause and effect in story telling (simple past & past continuous + time conjunctions "when - while - as)
Salam
MS 1 "Sequence 2" Me & My Family ( part 1)
the sequence is planned with PPU speaking lesson " introducing members of family and PIASP teaching grammar items
good luck
This new lesson planned in the new slimming of the syllabus September 2013.The aim is how to raise citizens who care about their environment and complain in civilized way
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
New ms1 file 5 environment according to atf & aef competenciesMr Bounab Samir
MS1 file 5 " environment" with NEW CHANGES ( seq three is omitted according to the NEw Slimming of the SYllabus 2013 ( talkign abotu right and duties using the imperative is omittedà
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)
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)
MS4 File Three "Great Expectations" file and lessons plans including: a writing guide to _describing people, making plans, expressing conditions, time clauses words' formation, anatyzing features of a song...... and so many interesting tools.
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)
Ms4 level f ile 6 fact and fiction with atf and aef competenciesMr Bounab Samir
MS4 file 6 " fact and Fiction" this file can be used to teach the following learning objectives :
1- Tell story
2- Express cause and effect in story telling (simple past & past continuous + time conjunctions "when - while - as)
Salam
MS 1 "Sequence 2" Me & My Family ( part 1)
the sequence is planned with PPU speaking lesson " introducing members of family and PIASP teaching grammar items
good luck
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
How to plan lesson ? ( according to CBA > < Official Approach in Algerian eaducational system, PPU and PDP frame works & PIASP teaching grammar or pronunciation items .
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”
Thematic unit created by Peruvian Teachers during the ASU TRAINING PROGRAM. Debora Muñoz, Guisela Flores, Gisella Rebaza, Luis Mansilla, Sonia Mamani y Angela Huanca.
Teacher in charge : Andrea Haraway
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
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
3. Term
Month
&
seeew
File competence
Learning
objectives
Type of task
Resources
Module of integration (project)
What students should
beable to do (SWBAT)Grammar Lexis Pronunciation
SecondTermjanuar
Week
1
januar
Week
2
januar
Week
3
januar
Week
4
Filethree"3""sports"(p61top79)
(p41top59)
Interact
Interpret
Produce
Describin
g & Locating
places
Talking
about sports
Talking
about daily
activities /
hobbies
Telling
the time
(oral
and
written)
(oral
and
written)
(oral
and
written)
(oral
The
prepositio
ns: at +
time +/
place/
near / on
the left
The
personal
pronouns
: we /they
The
simple
present
tense
The ordinal
numbers
Time
Learn about
culture
Sports
and
countries
World
football
cups
National
games
Sounds
ch = "match
– chat – chips –
cheese"
sh = "flash
– dish – fish –
she "
th =
thin - fifth –
thanks .
th =
this – mother
– they - that"
A sport magazine
Your physical education
teacher asked you some
questions about the last
Olympic Games :
The place of the games.
Country and capital.
Number of nations.
Different sorts and kinds of
sport games.
Collective or individual….
Your teacher would like you to
make a sport magazine about
the last Olympic Games.
Split into groups of "4"
Collect pictures or draw
matchstick pictures .
Give the name of each sport .
Stick your pictures and write
below them the names of the
sports.
Your sport magazine is ready
.
Present it to your friends .
Put your sport magazine at
the library ( to be useful for
your next year's pupils.
SWBAT :
Keep fit and Practise
sport
Describe
and locate
places
Talkabout
sports
Talkabout
dailyactivities
an d hobbies
Ask &Tell
the time
By Mr. samir bounab
yellowdaffodil66@gm
ail.com
File Three: ”SPORTS” Sequence One MS1 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 em ail, 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 : Naming Sports
Grammar: Simple present tense (auxiliaries + personal pronouns)
Vocabulary related to:
Pronunciation:: sounds:
Aspect of culture:
Competencies: Whichcompetenciesin the AEF are you working towardor plan for the learnersto achieve today? They should be adapted from the AEF to reflect the specifies of you
lesson.
Can interact orallyto ask and answer a question: On topic and situations related to describing themselves and others, home and time using memorized phrases and basic
Can listento and understand mainpoints and someimportant details (e.g. who ,when , where) of: Very short and simple monologs and dialogues.
Can fill informs or give simpledetails writing using : About personal information (e.g. family ,school , address)
Objectives / Assessment: SWBATby the end of the lesson ,studentswillbe able to :
Required material and / or resources: The manual’s flashcards ( ) & manual script page 31
yellowdaffodil66@gmail.com
page 3
4. Time Rationale Interaction Procedure Competencies VAKT
Teacher-
Students
Students –
teacher
Teacher –
students
File 3 : Sequence One: 1st Am Level
Warm up: The teacher greets his learners and welcomes them, he tries to inquire about the last séance
The teacher presents to his learners the project they should do which is about “designing sport magazine”, they
should form their groups and scatter the duties. They should present their work by the end of the file.
Pre-listening:
The teacher interacts with his learners about the results of the latest match “National Champion Leagues” and their
favourite teams. ( He may use some pictures of the National or international team according to the learners’ interests)
The learners are invited to open their books on page 61 and asks them to interpret the pictures on the page , he may ask
them the following questions:
The teacher asks the pupils to identify the situation.
Where does the situation take place? Athome
How many persons are there? There are two persons.
What’s there on TV? Thereis a football match.
The learners are invited to perform the task “ question- answer”
During –listening:
The teacher explains the instructions of the task ,then invites the pupils to listen and answer the following question:
What is the score? It’s 3 to 1 .
For who? For Manchester United.
Is it an Algerian Team? No, it’s an English Team.
The pupils listen then do the activity on their rough, correct on the board then read and perform the activity as a drill
(by pairs).
The teacher invites the learners to open their books on page 74, and pay attention at the script
The teacher reads the script then asks the learners to underline the following words.
It is we us are leads
The learners are invited to read and perform the drill .
Post-listening:
The teacher invites the learners to discuss about the exposed theme “ football” and makes them express themselves
about:
1. The sport they really prefer
2. Their favourite team.
3. The best results made by their favourite team.
4. Their favourite players .
Presentation:
The teacher invites the learners to go back to the “script” on page 74 and try to read the underlined words, while the
teacher reports them on the board. “is - we – are – us – leads “
Isolated: The teacher invites the learners to isolate the words with their sentences from the script.
It is a good day for us We are the champions! Manchester leads by three to one
Analysis: The teacher invites his learners to analyze the isolated sentences .
It is a good day for us we are the champions! Manchester leads by 3 to 1 .
subj verb object objective subject verb object subject verb object
Pronoun Pronoun Pronoun Pronoun
5. Stating Rule: The learners are invited to read the stated rule.
It personal singular pronoun
We personal plural pronoun
Us objective pronoun
(is – are ) verb “to be” Simple present Tense
leads Verb + “s” Simple Present Tense
Practice:
ExerciseOne: (Based form task) Re-order the words to make correctsentences. “ Subject + verb + object”
1) popular / ./ is / very/ football/ game/
2) asks/ . / to / teacher/ read/home/the/us/more/at/
3) Karim / English/ very/ football/. /plays/well/
Exercise Two: (Communicative based) Match the pairs.
Sentences Ideas
1)I am a pupilat Middle School.
2)Ahmed is tallwith fair hair and brown eyes.
3)Ahlam is from Algeria.
4)Footballis a collective sport.
a)Describing nationalities
b)Talking about jobs andoccupations
c)Describing physicalappearance.
d)Talking about sport
1 2 3 4
ExerciseThree: ( Comunicative based ) < Oral Practice>
The pupils repeat the two sentences then they are asked to look at “activity –c-p65” , the teacher explains the
instructions then leads the pupils to perform.
Activity”c”p65: Look at the scoreboards and say.
Olympic Stadium «Mohamed Boudhiaf” There are only fifteen minutes left before the end of the match.
(USMA – JSK) and the score is (2-2).
Wembly Stadium there are only twenty minutes before the end of the match [Manchester – Liverpool] and the
score is (3 to 1) for Manchester.
Stade de France There are only six minutes left before the end of the match and the score is nil (0-0).
Olympia Stadium: There are only thirty five minutes left before the en of the match (Bayern Munich –
Borussia.D) and the score is (3-2) for Bayern Munich.
Arena Stadium: There are only ten minutes left before the end of the match (Ajax Amesterdam –
PSV.Endoven)and the score is (1-0) One nil for Ajax.
The learners are invited to perform the drill using the answers of “Activity-c-p65”
The teacher explains the instructions of “activity-d-p65” the invites the pupils to perform the drill. <Oral>
Activity”d”p65: Act the drill.
Wembley Stadium ?
A : Who leads the match at Olympia Stadium?
Arena Stadium?
Manchester United leads. Manchester United
B: Bayern Munich leads. Or Bayern Munich does. does = leads the match
Ajax Amesterdam leads. Ajax Amesterdam
The learners read the corrected tasks onthe board then copy down ontheir copy books.
6. File 3 Listen & Speak (2) MS1 Seq 1
Warm-up: The teacher greets his learners and welcomes them.
The teacher tries to make a quick review on the last séance ‘s learning objective ( Naming sports –using the simple
present tense).
The teacher writes on the board the following “Tongue twister”
Prsentation: Shredded Swiss Cheese.
Isolation: Shredded cheese
Analysis: /sh/ /ch/
Stating Rule:
The sound /sh/ = as to pronounce the letter “s’ + Letter “h” at the same time
The sound /ch/ = as to pronounce the letter “t’ + the sound /sh/ at the same time
Practice :
Exercise : Listen then repeat {“sh” flash , dish, fish, she } [“ch” match – chat- chips-cheese]
Activity “e”p64 : Put each word in its right box.
« China – Manchester – champion – flash –chips – she – shoot – chat – shoe- cheese- dish- match- child –chew »
/sh/ /ch/
The learners work in rough , the teacher supervises their works , then invites them to give back their answers.
_____________________________________________________________________________________________________________________
The teacher invites the learners to pay attention at the following example .
Example :
Presentation : I am a pupil . I have to go school eveyrday . I do not study on week ends.
Analysis : « am » « have » « do »
to be to have to do
auxiliaries
Stating rule
to be
to have auxiliaries
to do
The teacher presents the auxiliaries [to be – to do – to have] and all the personal
pronouns
7. [ Affirmative forms]
Negative form
The teacher introduces the negative and the interrogative forms of the auxiliaries :[to be- to have –to do]
interrogative form
The pupils are requested to do the following exercises on their rough copy books ,correct on the board then
read and write down.
The learners read , then the teacher distributes some of the printed tasks , explains the instructions then
invites the learners to use their pencils and do the activities .
The teacher supervises the learners works , then invites them to correct and read the corrected tasks.
8. To be (simple present)
I am not
You arenot (aren’t)
He is not (isn’t)
She is not(isn’t)
It is not (isn’t)
We are not (aren’t)
You arenot (aren’t)
They arenot (aren’t)
To “do”{s. present}
I do not (don’t)
You do not (don’t)
He does not (doesn’t)
She does not(doesn’t)
It does not (doesn’t)
We do not (don’t)
You do not (don’t)
They do not(don’t)
To “have” (s. present)
I have not (haven’t)
You have not (haven’t)
He has not (hasn’t)
She has not (hasn’t)
It has not (hasn’t)
We have not (haven’t)
You have not (haven’t)
They have not (haven’t)
To “do”{s. present}
Do I?
Do you?
Does he?
Does she?
Does it?
Do we?
Do you?
Do they?
To “have” (s. present)
Have I?
Have you?
Has he?
Has she?
Has it?
Have we?
Have you?
Have they?
The personal
pronouns
I singular
You
He pronouns
She
It
We plural
You
They pronouns
To be (simple
present)
I am
You are
He is
She is
It is
We are
You are
They are
To “do”{s. present}
I do
You do
He does
She does
It does
We do
You do
They do
To “have” (s.
present)
I have
You have
He has
She has
It has
We have
You have
They have
To be (simple
present)
Am I?
Areyou?
Is he?
Is she?
Is it?
Arewe?
Areyou?
Arethey?
9. Exercise : Complete the questions with: " are – have – is – has -
am"
A: ….. you a plumber ? B: No, I’m not .
A: …… he got green eyes? B: Yes, he has .
A: …….. I in your way ? B : Yes ,you are .
A: …….. you got a pencil ? B : No, I haven't .
A: ……. Algeria an African Country ? B: Yes, it is .
Exercise : Give the right form of the verbs in brackets:
My name (to be)------ Abdelhafidh . I (to have)------- two brothers .Bachir (to be)------ a carpenter and Mahmoud (to be )
---- . My father (to have ) ------- a car . Its colour (to be)----- red .
Exercise : Complete the following table with : the
Singular and plural pronouns
Exercise : fill in with pronouns ( I – you – she – it – we – they )
1) Janet is Irish . …………is a secretary .*
2) MY name is Tom . ………… am American .
3) My keys are here . ……….. are in my pocket .
4) Tania is an engineer …………is German
5) Where are the boys ? ……….. are at school ?
6) You and I are pupils . …………. are at school .
7) I have a big dog . ….. is a German shepherd.
Exercise: Rewrite with "She "
My name is Kate Robson .I am American .I am a pupil at Olivia School
in Texas. I'm a tall girl with dark eyes and fair long wavy hair .I am 13
years old. My father is a dentist and my mother is a housewife .My
brother is a student
Exercise : Look at the bubble then fill in the table :
Exercise: Put each sound in its right column:
Shop – shoe- flash – fish – chips – match –dish – wish- chat – she –
cheese- china – Manchester – chew – champion – shoot – watch
Singular pronouns Plural pronouns
1 .
2.
3.
4.
1.
2.
3.
Exercise : complete with " is – are"
1. Where………..the boys?
2. Where….. the girl?
3. When….. the birthday of Amine?
4. Who ……. Absent ?
5. What ……… your age?
6. Where ……. My teacher?
7. Where ……..the pens ?
8. Where …..my rulers ?
9. How old …..is the little boy ?
10. ……. your father a policeman?
Exercise : Answer the questions by using
the right pronoun :
" he - she - it - they "
1. Where are the elephants?--> ……are
here.
2. Where are the teachers?-->…..are
over there .
3. Where is the telephone?-->…….is
here.
4. Where is the classroom?-->….'s
here.
5. Where is Ahmed?-->…….is over
there.
6. Where is Amina?--> …….is out .
7. Where is the policeman?-->….. in
the street.
8. Where are the pupils?-->…are in
class.
He She It They
" sh" " ch "
10. The teachers invites the learners to read the corrected works on the board ,then write down on their copy
books.
11. timing Rationale Interaction Steps of the lesson competence VAKT
File3 : PRACTICE seq 1 MS1 level
Warm up: The teacher greets his learners and welcomes them
The teacher tries to interact with his learners about the last séance learning objectives (sounds /sh/ & /ch/ and talking
about sports and daily activities using the simple present tense ( auxiliaries & personal pronouns)
The learners are invited to open their books on page 64, he explains the instructions then asks the pupils to do “activity-a-
p64”.They may identify the different sorts of sports using [French or their mother tongue ‘Arabic’]
Activity “a”p64:Look at the match sticks and guess the sports. < Oral Task>
Picture”1”: basketball Picture “2”: Horse riding - Picture”3”:Boxing
Picture”4”: Swimming Picture “5”: Cycling Picture “6”: Handball
Picture “7”: Volley ball Picture “8”:Skiing Picture “9”: Football (soccer) Picture “10”:
“Hockey” or “Cricket Picture “11”: Tennis.
The pupils may perform the activity as { gap fillingor matching pairs}
The teacher invites the learners to read and name the different sports.
The pupils are asked to practice using pair questions :
A : Is Picture “1” volley ball ?
B : No, it’s basketball.
The pupils perform by using the other keywords
the teacher interacts with his learners by showing some of the school things and asking them to name them.
The teacher introduces statements, and then invites the learners to repeat.
Affirmative form: Subject + “have/has”+ object
I have a pen. You have a pencil. They have red books. We have a classroom.
He has a rubber. She has a ruler.
The teacher invites the pupils to repeat the sentences .They should discriminate between the forms of the verbs.
Step four: The teacher introduces the negative form, and then asks the pupils to repeat.
Negative form: Subject + do/does+ not+ “have”+ object
I do not have a pen. You do not have a pencil. We do not have a ball They do not have green books.
He does not have a pencil. Shedoes not have a notebook. It (cat) does not have wings.
The pupils are invited to repeat the statements and must discriminate between the forms of the verbs .
Interrogative form: 1/ Do+ subject {I-you-we-they} + “Have”+ object+?.
A: Do you have a[pencil/pen/rubber/ruler]?
Yes, {I-you-we-they} do
B:
No, {I-you-we-they} do not (don’t)
Interrogative form: 2/ Does+ subject [he- she-it]+ “Have”+ object+?.
A: Does [he- she-it] have a[ pencil/pen/rubber/ruler]?
Yes, [he- she-it] does
B:
No, [he- she-it] does not =(doesn’t)
The learners are invited to repeat and perform the drills.
Interact
Interpret
Produce
-
12. 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?
2) Whqqs : Subject : " he – she – it "
Where
What
How +DOES +SUBJECT +VERB ( s/es/ies)+ OBJECT + ?
When infinitive
which
Where live
Which watch
What does (she / he /it) pray ?
How go
When study
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 )
13. PDP reading lesson Sue’s Letter File 3 seq 1
Warm up : The teacher greets his learners and welcomes them .
The teacher tries to make his learners talk about their daily school life matters using the “present simple tense “ which is
the last séance ‘s learning objectives.
Pre-reading :
The learners are invites to pay attention at the text page and tries to make them interact about it .
1. What type of text is it ? - It’s a letter.
2. Is it about sports? – Yes it is .
During reading:
The teacher explains the instructions of “Activity e p65”, then invites the learners to read and answer .
Activity”e’p65: Read the text then say “true . false or not mentioned”
1. Sue plays baseball. False
2. Sue supports baseball. True
3. Sue and her friends watch the match on TV. False
4. Sue is Algerian. Not mentioned ( it is not said in the text)
The learners work in rough , the teacher supervises their works ,then invites some of the to read the text , then correct , he
reports the answers on the board , then invites them to read the corrected task.
The teacher explains the instructions of the following exercise then invites the learners to read the text again and do it on
their rough copybooks.
Exercise: Read the text then match the questions in column “A» with the appropriate answers in column “B”
Questions Answers
Which
14. 1. Is Sue the receiver?
2. Where is Sue ?
3. What sport are the girls fan of?
4. Do they go to stadium to support their teams?
a. Sue is at the college of physical education
b. No, she is not.
c. Yes , they do.
d. They are fan of base ball.
The learners read the text , work in rough , the teacher supervises their works then invites them to give back their answers.
Post-reading:
The teacher invites the learners to an open discussion about the sport mentioned in Sue’s letter ,(base-ball) , what sort
information do they have about it, how is it played and if it is played in our country.
The teacher explains the instructions of “Activity d page66” .
The teacher interacts with his learners about their champions , then they are invited to write about him or her following this
form.
Example:
Name: Lionel Messi The paragraph : Lionel Messi is 24 years old. He is from Argentina
Age: 24 He is Argentinian . He practices football . He plays for
Nationality; Argentinian Barcelona Foot ball Club in Spain .
Sport; foot ball
Club : Barcelona ( Spain)
The learners work in rough , the teacher supervises their works and offers his help if needed, then invites some of
the learners to give back their answers .
The teacher reports on the board the best of the learners answers then asks them to read and copy down.
1 2 3 4
B A D C
File Three: ”SPORTS” Sequence Two MS1 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
3.Supported and purposeful development: Learners benefit and get moreinvolved when each activity builds on previous material so that knowledge and skills
build logicallytowards achieving and developing specific competences.How?
a)The teacher planslessons that have communicative objectives and whose steps build toward meeting them.
b)The teacher breaks down functions, genres and skills into small components /skills/parts in order to present realistic"chunks" of the language for learners to process.
c) The teacher stages the lessons so that what the learner learns/practices in each step prepares for the next ones
4.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 . How?
a) The teacher supplements and adapts the textbook to plan activities related to learners' livesand interests.
b) The teacher uses and plansactivities that allow learners to practice and develop real-life communication skills for reading ,writing speaking and listening.
c) The teacher contextualizes the activitiesand provides a purpose for them .
15. 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 :
Grammar: Simple present tense (auxiliaries + personal pronouns)
Vocabulary related to:
Pronunciation:: sounds: “th= » « the= »
Aspect of culture:
Competencies: Whichcompetenciesin the AEF are you working towardor plan for the learnersto achieve today? They should be adapted from the AEF to reflect the specifies of you
lesson.
Can listen to and understand main points and someimportant details (e.g. who ,when , where) of:
Very short and simple monologs and dialogues.
Related to familiar topics and concrete situations (e.g. introductions, descriptions of location and physical properties).
Can read and understand the main ideas of:
Very short, formulaic and descriptive tex
Objectives / Assessment: SWBATby the end of the lesson ,studentswillbe able to :
Required material and / or resources: The manual’s flashcards ( ) & manual script page 31
yellowdaffodil66@gmail.com
page
Timing Rationale interaction Step of the lesson Competence VAKT
16. Sequence Two. LISTEN and SPEAK File Three
PPU Lesson : Sounds “th= » « the= » + Ordinal numbers
Warm up: The teacher greets his learners and welcomes them.
The teacher makes a quick review about the last séance (talking about sport activities and one’s favourite champion)
Presentation:
The teacher writes on the board the following time table and reads it then asks the learners to read it.
The teacher writes on the board the courses that Pedro a Spanish pupil studies today .
Pedro’s Time table
Days 9 - 10 10 - 11 11 - 11.30 11.30 -12.30 12.30-1.30 1.30 -2.30 2.30 - 3.30
Monday Religion Maths Play time History Lunch English Sport
Tuesday Spanish Craft - History - English Maths
Wednesday Science Maths - History - English Sport
Thursday English Science - Maths - Spanish Geography
Friday Special activities Special activities Sport Sport Sport
The teacher invites the pupils to repeat the following sentence.
On Monday, Pedro studies Religion, Maths, Play Time, History, English and Sport.
The teacher asks the pupils to repeat the following sentences.
The teacher invites the learners to pay attention at the time table and talk about what Pedro studies the whole week .
The teacher reads Pedro’s courses in order and asks the learners to repeat the ordinal numbers.
{ first- second – third- fourth – fifth – sixth- seventh- eighth – ninth – tenth -………….}
The learners are invited to perform using Pedro’s table and the focus must be on the order of the courses seen during the
week.
Religion isthe first lesson on Monday.
The second course is Mathson Monday.
The third séance on Monday is Play Time.
History is the fourth lesson, on Monday.
The sixth lesson isEnglish on Monday.
Sport isthe last séance on Monday.
The pupils read and repeat the sentences the sentences
Practice
The teacher invites the learners to practice using Pedro’s timetable and the ordinal numbers.
The drill:
Ali:What does Pedro study on Mondays?
Karima: He studies Religion, Maths, Play Time, History, English and Sport
Ali : Is English the first lesson on Monday?
Karima: No , it is not . It is the fifth séance .
The learners perform the drill by pair , using the ordinal numbers.
Use :
The learners are invited to use their own time table and talk in pairs about their daily school program and the order
of the courses. ( The learners are asked to keep the same pattern seen in the Practice Stage)
Day First hour Second hour Third hour Fourth hour Fifth hour Sixth hour Seventh hour
Monday French English Science Physics Arabic Maths History
Interact
Interpret
Produc
e
17. The teacher presents the following sentences
Presentation :
Presentation : Elizabeth studies maths on Thursdays morning ,in the afternoon she learns the English course.
Analysis : Elizabeth maths Thursadays the
Isolation :
Step seven : The learners will automatically detect the sounds “th” and “the”
Step eight : The teacher asks the pupils to sort out the words that contain the sounds “th” and “the”
The - fourth - sixth – Maths - Fifth - Sixth – Seventh
Step nine: The learners are invited to read the words again;
Step ten: The teacher asks the to deduce the sounds studied today.
Pupils’ answers: Today the sounds are “th” and “the”
Step eleven : The teacher states the rule for his learners .
Step twelve: The pupils read the stated rule then they are invited to open their books on page 67 and pay attention at
activity “e”p67:
9. Listen and repeat: The pupils listen to the teacher reading the words, then repeat after him.
10.Identify: The teacher asks the pupils to identify what sounds do they hear each time “th” and “the”
11.Compare: The teacher read by pairs and asks the pupils to compare between the two sounds.
[thin-this] (theme-them){fifth-bath}(athlete-other)[earth-birth]
Step thirteen: The pupils are asked to open their books on page 74, listen and repeat the numbers.
1st (first)
2nd (second)
3rd (third)
4th
(fourth)
5th (fifth)
6th (sixth)
7th (seventh)
8th (eight)
9th (ninth) 10th
(tenth)
The Ordinal Numbers
Step fourteen : The pupils should be able to make
distinction between “cardinal and ordinal numbers)
Step fifteen: The pupils read the written works on the board then copy down on their copy books.
Timing stage Step of the lesson
Competence
function What can the pps already
do?
« th » = thin,thick,Thursday,north,south,thirteen,thanks…
t+ h
“the” = brother,father,mother,clothes,that,thisthem,they…
18. presentation
presentatio
n
Isolation
Analysis
Stating
the
Rule
Practise
Practise
Sequence Two. PRACTISE File Three
Lesson: Revision of “th” – the” + Pronunciation of compound nouns + prepositions of place.
Step One: The teacher interacts with his learners about the séance by asking them to read the following
:
Thursday 13th 1933 Thursday thirteenth nineteen thirty three.
The birthday of Haïtham’s brother is this Thursday.
Step two: The pupils listen to the teacher then repeat , then they are asked to make the distinction
between the two sounds, how are they pronounced ,just how to articulate them, and try to give more
examples.
Step three: The teacher explains the instructions of “Activity-a-p68, then invites the p.p.s to perform in
pairs.
Activity”a”p68: Look at the newspaper. Ask and answer.
A : Is USMA first? B: No, it isn’t .It’s second
Step four: The pupils perform substituting keywords and using the appropriate ordinal number.
Step five: The pupils are then asked to open their books on page 69 and pay attention at the text.
Step six: The teacher read the text while the pupils listen to him, then he may ask some of them to read
it, while he checks their pronunciation, intonation and stress.
Step seven: While reading the teacher asks the pupils to underline the following words:
In , on the left of, In the middle of, on the right
Step eight: The teacher asks the pupils to read the underlined words, while he reports them on the
board, later he asks the pupils to read them.
Step nine: The teacher asks the pupils to pay attention at the underlined words in the text and the place
they occur in the sentence, where do they come after (subject, verb ….). At the beginning or at the end of
the sentence. What do they show? Their meaning ….
Step ten: The teacher asks the pupils to define the underlined words in the text.
[ in- on the left/the right- in the middle] Prepositions: a word or group of words that is used before
a noun or pronoun to show place, direction, time, etc. For example 'on' in 'Your keys are on the table.'
is a preposition.
The teacher introduces to the learners other prepositions like :{ next-near – opposite- between}
Step eleven: The pupils are invited to read the stated rule, then they are asked to open their books on
page68 and pay attention to “activity”b”p68.
Step twelve: The teacher explains the instructions of the activity, the new words, invites the pupils to
repeat the pronunciation of the compound nouns and the prepositions.
The Swimming –pool is next to the aerobics The volley-ball ground is near the tennis court The
basket-ball ground opposite the volley ball ground running –track is in the middle of the sport
centre the gymnasium is opposite the running track . The reception is next the café. The shop
is between the volley ball and the basket ball court.
Activity “b”p68: Look at the plan of a sports centre. Ask and answer.
A: Where is the gym club? B: It’s on the right near the swimming pool.
Step thirteen: The pupils perform in pairs, substitute the keywords, read then write down the written
Interact
Interpret
Produc
e
Sounds
“th » «the=
»
Questionin
g
Ordering
Describin
g places
Locating
Questionin
g
- 10-
Identify the sounds “th-
the” and discriminate
between them
Read dates or
statements respecting
stress and intonation
Identify the rightorder
by usingthe “ordinal
numbers”
Look at sportresults,
and then actdialogues.
Identify sportplaces.
Locate places
Use the right places to
locate places
Inquireaboutplaces .
Identify grammatical
words (prepositions)
Identify the placeand
meaningofthe
prepositions ofplace
State the rule and the
formof a statement with
a preposition.
Act dialogueand
respectstress and
intonationincompound
nouns.
The Olympic Complex<Mohamed Boudhiaf>, in Algiers, covers 106 hectares in area. The Olympic
Stadium’5 Juillet’ is on the left of the complex. It holds 70.000 spectators. In the middle of the complex
there is a sport centre for indoor games. It holds7000 spectators. The Olympic swimming pool is on its
left. It has spaces for 3500 spectators. On the right side, there are buildings for athletes and officials.
19. Warmi
ng up
{pre-
readin
g
During
–
readin
g
Post –
readin
g
works.
1st am level Practice Part Two Sequence Two
Lesson : Read . Agenda : locate places.
Warming up : {pre-reading}
Step one :The teacher invites the pupils to interact about classroom objectstheir places and the way they are
organized in class. They should be able to use the ask and answer about location using "prepositionsof place".
Step two : {During –reading}
Ask the pupils to open their bookson page 69 and try to "interpret " the picture or the plan of the "Olympic
Complex" now called Mohamed Boudhaif Complex"
Lead the pupils to talk about the "complex" where is it situated.
Let the pupils improvise ,listen from them ,try to make them communicate using the function "asking about
and locating"
Invite the learners to read the text on page 69,silently ,while the teacher writes a small exercise on the board
"a skimming one"
Exercise : Read the passage then answer the following questions
1) Is the "Olympic Complex" in Annaba? No it is not
2) Where is it then ? It is in Algiers .
3) Does t e"5 Juillet" stadium hold 70.000 spectators? Yes it does .
The teachers read the text then invites the pupils to answer the exercise .
The pupils correct "orally" the activity while the teacher reports the answers on he board.
Next the are asked to read the activity as "pair work" or as "drill "
Next the learners are invited to scan more the text in order to do the following activity .
Activity "c"p69: Read the text then locate the different places.
The Olympic stadium in on the left side of the complex.
The sport center is in the middle of the complex .
The Olympic swimming pool is on its left .
The buildingsare on the right side
The pupils are asked to report their interpretationon the planof the book page 69.[using their pencils]
Post reading :
Ask the pupils to read the text again in order to check if the plan goes with what they have achieved in the
previous task.
Interact
Interpret
Produc
e
Locating
Locating
Identify the sounds “th-
the” and discriminate
between them
Read dates or
statements respecting
stress and intonation
Identify the rightorder
by usingthe “ordinal
numbers”
Look at sportresults,
and then actdialogues.
Identify sportplaces.
Locate places
Use the right places to
locate places
Inquireaboutplaces .
Identify grammatical
words (prepositions)
Identify the placeand
meaningofthe
prepositions ofplace
State the rule and the
formof a statement with
a preposition.
Act dialogueand
respectstress and
intonation incompound
nouns.
20. Warming
up
Present
ation
Practice
Produce
The pupils are asked to read the written works on the board ,then write dosn on their copy books.
1st Am Level: Produce Sequence Two
Lesson : Agenda : 1) ordinal numbers 2) inquire about ones hobbies 3) locate 4) describe places.
Step One : Warming up
Ask one of the pupils to write the date eon the board ,in order to check if the pupils can remember the
"ordinal number " while writing the date
Make the pupils talk and list the ordinal numbers and let them auto-correct themselves ,the teacher intervenes
just when it is necessary .
The teacher interacts s with his pupil about what sport they used to do first and what they did do then
Step two : Presentation
The pupils are asked to look at "activity a p69", he explains the instructions then leads them to do in rough
They are asked to work individually ,while the teacher supervises their works ,then the pupils are asked to
come to the board and correct the activity .
The pupils are asked to read the corrected activity .
Step Three:
The pupils are asked to work in pairs in order to do the next activity .
The teacher explainsthe instructions of "Activity b p70" the asks the pupils to work in pair .
Activity "b"p70: Put the sentences in order to get a conversation.
A : hi , my name is "A"
B : Hello "A" . I am "B"
A : Do you practice a sport ?
B : Yes I play volley ball
A : Really ,where ?
B : In a local club .
A : Where is it ?
B : It's near my house .
The pupils work in pairs ,then they are asked to correct on their booksusing their pencils .
Next they are asked to perform the drill .
Later they are asked to keep the model and talk about their own sport activities
The teacher supervises the pupils' works and lead them to express themselves using what they have
Interact
Interpret
Produc
e
Ordering
Locating
Inquirin
g
Identify the sounds “th-
the” and discriminate
between them
Read dates or
statements respecting
stress and intonation
Identify the rightorder
by usingthe “ordinal
numbers”
Look at sportresults,
and then actdialogues.
Identify sportplaces.
Locate places
Use the right places to
locate places
Inquireaboutplaces .
Identify grammatical
words (prepositions)
Identify the placeand
meaningofthe
prepositions ofplace
State the rule and the
formof a statement with
a preposition.
Act dialogueand
respectstress and
intonationincompound
nouns.
21. Guided
productio
n
Free
productio
n
learnt as functions and notions
The teacher may asks the pupilsto perform their works , he may report on of them on the board .
Step four:
The pupils are asked to look againat Sue's local sport center ,then try to make a short descriptionlike the
passage on page 69 about "the Olympic Complex"
They asked to use what they have learnt in this "sequence" [ prepositions of places ]
First they may act the activity asa dialogue ,making questions and answering them while looking at the plan
Then they are asked to make a short paragraphabout the plan,in other words the will interpret the plan and
transform it into a passage.
The paragraph:
Sue's local sport center contains : a basket –ball court , a volley ball court, a tennis court,
gym, aerobics, swimming pool , a running track , a reception and a café. The basket ball an d
the volley ball courts are on the right side . The gym is between the tennis court and the
aerobics. The swimming pool is on the left side . The running track is in the middle of the
sport center .
The teacher supervise the pupils works ,helps them to build correct sentences ,focuses on the
right use of the prepositions of place in order to make a coherent paragraph
Next the pupils are invited to report their works on the board
Later they are asked to read and write down .
Step six:
As a home work the learners are invited to build up a plan of their school and a short
description of it .
This may take the place of the project work
They are asked to split into groups of "four" and plan their works : [ take photos of the
school and all its contents – draw a plan of the school – stick each photo and below it what it
represents - write a short description showing the description of he place]
.
Interact
Interpret
Produc
e
Locating
Describin
g places
Identify the sounds “th-
the” and discriminate
between them
Read dates or
statements respecting
stress and intonation
Identify the rightorder
by usingthe “ordinal
numbers”
Look at sportresults,
and then actdialogues.
Identify sportplaces.
Locate places
Use the right places to
locate places
Inquireaboutplaces .
Identify grammatical
words (prepositions)
Identify the placeand
meaningofthe
prepositions of place
State the rule and the
formof a statement with
a preposition.
Act dialogueand
respectstress and
intonationincompound
nouns.
22.
23. Timing stage Step of the lesson
Competence
function What can the pps already
do?
presentation
presentatio
n
Practise
Practise
Sequence three . Listen and Speak File Three
Lesson : Agenda : 1) telling the time - 2) describe daily activities 3) elaborating
clothes.
Warming up :
Step one: 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 the teacher substituting
key words till they acquire the way to tell the time
The teacher next invites the pupils to ask about the time :
A : What is the time ? B : It is one o'clock / quarter past one / half past one / quarter to
The pupils perform the drill by pairs and they are asked to be free to substitute key word.
Practise 1
The pupils are then asked to look at "activity'a'p71".
Activity "a"p71: Look at the pictures and say the time .
Clock one : it's ten o'clock Clock two: It's five to six Clock three : It's quarter to six Clock
four: It's five past three Clock five : It's ten past mid day Clock six: It's quarter past two.
The pupils say the time and repeat it then they are asked to ask about the time and give it .
Practise 2:
The pupils are invited to pay attention at the pictures of page 71 and try to interpret them first ,which means
their first reactionto such situations .
The teacher invites the pupils to talk about those pictures , say the timing .
The teacher explainsthe instructions ,then invites the pupilsto repeat the statements.
Picture One: I get up at 5 o'clock : I put on my clothesat 5.10 I go to the running track at 6.20 .
I take a shower at 6.50 I have breakfast at 7.15 I go to the gym at 8.30.
Next the teacher may lead the learners to use the pictures and try to perform a drill.
A : What do you do at [5.00-5.10- 6.20- 6.50-7.15 -8.30 ]
B : I get up at 5 o'clock I put on my clothes at 5.10 I go to the running track at 6.20 . I take a
shower at 6.50 I have breakfast at 7.15 I go to the gym at 8.30.
The teacher may introduce the notionof "Saturdays – Sundays –Mondays…." And the pupils may use this
notion in the previous drill .
Interact
Interpret
Produc
e
Telling
the time
Describin
g daily
life
activities
Identify the sounds “th-
the” and discriminate
between them
Read dates or
statements respecting
stress and intonation
Identify the rightorder
by usingthe “ordinal
numbers”
Look at sportresults,
and then actdialogues.
Identify sportplaces.
Locate places
Use the right places to
locate places
Inquireaboutplaces .
Identify grammatical
words (prepositions)
Identify the placeand
meaningofthe
prepositions ofplace
State the rule and the
formof a statement with
a preposition.
Act dialogueand
respectstress and
intonationincompound
nouns.
24. Warmi
ng up
The teacher asks the pupils to look at the picture of the agenda on page 72. Ask them to read the Agenda of
Sue.
The pupils are asked to perform the following drill .The pupils will act as if they were interviewing Sue.
A :When do you practise aerobics,Sue?
B : In Wednesdays .
A : At what time ?
B : At nine o'clock .
The pupils perform the drill then they are asked to substitute the key words.
The pupils read the written on the board then write down on their copy books .
___________________________________________________________________________________
Lesson Two : PRACTICE PART TWO
Warming up :
The teacher interacts with his learners about they have seen the previous séance ,he tries to make the pupils
talk about what they are studying that day , the timing of the courses….
He may also ask them to express themselves about what they do every day and speak about their daily life
activities.
The pupils are asked to open their book son page 72 and look at the pictures and try to talk about them ,what
do they represent and where are they used .
The teacher introduces the sport clothes, then asks the pupilsto repeat after him the names of those objects.
Then he may check them to distinguish between the persons who wear such clothes .
He listens to them then tries to lead them perform the next activity .
Activity "e"p72: Read the sportsman training day and guess what sport he practises.
the sportsman practises boxing .
The teacher let the pupils read the short passage then asks them 'orally' to interpret the passage and try to
decode the message .
He should listens from his learners in order to widen the conversation and arrive to the solution .
The teacher reports the pupils' answer on the board .
He may asks them to read the passage one by one.
Produce page 73:
The pupils look at the teacher presenting the clothes ,let them repeat ,then try to make them create a situation
of real-life communication.
The teacher explainsthe instructions of "activity 'a'p73",then asks the pupils to do it in rough .
Interact
Interpret
Produc
e
Describin
g daily
life
activities
Elaborati
ng
clothes
Describin
g hobbies
Identify sportplaces.
Locate places
Use the right places to
locate places
Inquireaboutplaces .
Identify grammatical
words (prepositions)
Identify the placeand
meaningofthe
prepositions ofplace
State the rule and the
formof a statement with
a preposition.
Describeclothe s and
namethem
Talk aboutdaily
activities.
Count and usenumber
s
Namecommonsports
games
25. Produce
Free
productio
n
Activity "a"p73: You are a shop assistant .Arrange the clothes in the right section.
BOYS GIRLS
- trainings – sweater – jean – socks –
jacket – hat
Skirt – jeans – blouse – sandals – hat –
tights – dress – pants – vest.
The pupils work in pairs then correct on the board .
The teacher asks the pupils to talk about their daily life activities. He explainsthem to make a list of what
they do everyday by trying to answer the following questions.
Activity "b"p73: Your time table is different from the sportsman 's . Answer the following questions then
try to make a short paragraph.Say :
1. When you get up . I get up at 6.00
2. when you practise sport . I practise sport on Sundays from ten to twelve .
3. when you study English . I study English on Mondays – Tuesdays and Saturdays .
4. when you do homework . I do home works every evenings.
5. when you watch TV . I watch TV every evenings from 17.0 to 18.0 and on Thursdays and on
Fridays .
6. when you go to bed . Igo to bed every nights at ten.
The teacher asks the pupils to read their answers then they are asked to perform it as a drill questions –
answers
Later they are invited to make a short paragraphusing their previous answers .
Next they are asked to talk more about what they do everyday ,but this time about their favourite sport game
they perform or like .this could be introduced as an integrated situation
This task may take the form of an interview between them as pair work
The teacher may help them formulate their statements
Activity "d"p73: You practise a sport game . Answer your friend's questions and write a paragraph.
A : Hi
B : Hello
A : Hi What's your name?
B : I'm "B"
A : Do you practise sport?
B : Yes , I play football .
A : do you play with a team ?
B : No just with my friends.
A : When do you play it ?
B : I play on Fridays
A : What equipment do you need ?
B : I need a ball , foot shoes …
The learners read their works,the teacher listen to thel and try to make them correct each others mistakes
The teacher may report the best paragraphon the board .
The pupils read all the written works on the board then copy down .
Interact
Interpret
Produc
e
Elaborati
ng
clothes
Describi
ng daily
life
activities
Describi
ng ones
hobbies
Identify sportplaces.
Locate places
Use the right places to
locate places
Inquireaboutplaces .
Identify grammatical
words (prepositions)
Identify the placeand
meaningofthe
prepositions ofplace
State the rule and the
formof a statement with
a preposition.
Describeclothe s and
namethem
Talk aboutdaily
activities.
Count and usenumber
s
Namecommonsports
games
The paragraph :
My name is "B" .I practise a sport game .I play foot ball
on Fridays with my friends . As equipment I need a ball ,
foot shoes ,socks………….
29. The thirty-three thieves thought that they thrilled the throne throughout Thursday.
There those thousand thinkers were thinking how did the other three thieves go through. Thirty-three thirsty, thundering thoroughbreds thumped
Mr. Thurber on ThursdayHe threw three free throws.
Nothing is worth thousands of deaths.
The seething sea ceaseth; thus the seething sea sufficeth us.
Thirty-three thousand people think that Thursday is their thirtieth birthday.
The sixth sheik's sixth sheep 's sick.
Thin sticks, thick bricks
The Smothers brothers' father's mother's brothers are
the Smothers brothers' mother's father's other brothers