The document provides details for an English lesson plan for middle school students. It includes the learning objectives, language skills, topics, and activities. The lesson will focus on means of transportation, daily activities, and adverbs of frequency. Students will learn to name transports, discuss daily routines using common adverbs, and ask/answer questions on the topics. A variety of teaching methods like pictures, questions, and written exercises are outlined to help students practice their communicative skills in English.
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)
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
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
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)
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
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
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,
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)
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"
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,
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
1st 2G meeting and training
This important meeting raises many questions to be asked before dealing with the new changes , so teachers need to know where are they standing before moving toward a new destination ? what has been done till now? what relations has the 1 generation syllabus with these new changes?
Teachers Vs 1 Syllabus Generation (recap)
Approach & method
Teacher’s rle vs learner’s role
The 3 IIP
Situation of integration
Lesson plan
TD session
Project work
Adapting the book
Evaluation
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,
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)
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"
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,
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
1st 2G meeting and training
This important meeting raises many questions to be asked before dealing with the new changes , so teachers need to know where are they standing before moving toward a new destination ? what has been done till now? what relations has the 1 generation syllabus with these new changes?
Teachers Vs 1 Syllabus Generation (recap)
Approach & method
Teacher’s rle vs learner’s role
The 3 IIP
Situation of integration
Lesson plan
TD session
Project work
Adapting the book
Evaluation
Thank you
By :
Mr Samir Bounab ( Teacher trainer at MONE)
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)
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
The TD or titurial classes has been planned in the new changes of September 2013 . Each class is divided into two groups. During this session the teacher remedies the weaknesses that he or she notices during the class session. For example , the learners face problem with simple past "irregular verbs" . So teacher focuses on group works where he or she can do games , songs....
the features of this TD lesson plan are :
1- Session : the number of session each class will benefit from the same work during 15 days .
2- Objectives: here the objectives lust refer to the syllabus and learning objectives for example : narrating ( simple past)
3- communicative tasks: here the tasks must be communicative ( information gap activities) or task that convey message
4- Cross -curricular competencies : teacher needs to know if his or her learners have already acquired any competences in the other subjects that may help her or him dealig with TD and remedy such weaknesses
Salam , MS1 2 G yearly planning 2016 2017
Here is the 2 generation MS1 yearly planning for the school year 2016 2017
The planning is planned through weeks
Any comments are welcome
by : Mr Samir Bounab ( Teacher trainer at MONE)
A complete guide to MS4 File 4 lessons' plans, illustrations, activities so many intersting information:Narrating and reporting past events, describing famous people's biographies....The diphtongs, stress shift
Salam
MS1 level : Test 1 (2nd Term) 2016 2017
The test aims to test :
a) Ask and tell the time
b) Making questions about time
c) sounds : /e/ & /i:/
Good Luck
By : Mr Samir Bounab ( teacher trainer at MONE)
the links
MS4 Project Two File 4 "Then and Now" Part Two lessons' plans
How to write a biography, notes taking, tribes of Native Americans,the true story of Pocahontas, story of black America.....MLK
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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
A Strategic Approach: GenAI in EducationPeter 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.
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.
2.
Term
Month
&
weeks
File competence
Learning
objectives
Type of task
Resources
Module of integration (project)
What students should
be able to do (SWBAT) Grammar Lexis Pronunciation
SecondTerm
Februa
Week
1
Februar
Wee
k
2
Februar
Week
3
Februar
Week
4
March
Week
1
March
Week
2
March
Week
3
FileFour"4""InandOut"(p81to 86/& p91 to100)
(p41 to p59)
Interact
Interpret
Produce
♦ Describe
one’s
favourite
animal
• Ask and answer
about daily
activities
(oral
and
written)
(oral
and
written)
Adverbs of
frequency
Present
simple
Present
continuous
Learn about
culture
Time zone
map
The
English
school
Animals
The
Chinese
horoscope
Sounds
“n + k” =
‘drink –bank’
” n+g” =
‘ singing – king
– song – king
singing – king
– song – king’
A journal about daily
activities / a questionnaire
Your English pen friend
is making a project work
about Algerian pupils daily
activities .
Your pen friend wants to
know the activities and the
tasks you do as an
Algerian pupil at school
everyday .
Organize your work
according to the frequency
of your activities.
Write an email to your
pen friend including the
time table and explain to
your friend the frequency
of your daily activities at
school and out off school.
SWBAT
Describe daily
activities depending
on their frequencies
Talk about
present and
everyday
activities
Ask and tell
time .
By Mr. 2amir bounab
(yellowdaffodil66@gm
ail.com
4.
Sequence Two LISTEN & SPEAK File 4
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
Communicative Competence
Active ,evolving process
Active learners
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 & Describing animals
Grammar : Simple present tense + "whqqs words"
Pronunciation : The sound "s – z - iz"
Vocabulary : Vocabulary related to environment & animals
Will you explicitly teach an aspect of culture in this lesson ? If so, describe
Some sites protected in Algeria and other countries & International days related to the protection of the environment & Seven Wonders of The Wolrd
Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the
AEF to reflect the specifies of you lesson.
Can interact to ask and answer a question.
Can listen to and understand main points and some important details ( who- when –where)
Can use a few very simple grammatical structure and memorized sentence patterns with limited control.
Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to demonstrate :
Name and describe animals (using the simple past)
Identify the sound " s – z - iz"
Required material and / or resources :
Pictures and flash cards about animals – Nile River – Amazon Forest – pollution & protected sites.
Manual's script page 158
""yellowdaffodil66@gmail.com
5.
Timin
g
Rationale
Type of
interactio
n
Procedure
Competencies
targeted
Identify
the
theme of
the
lesson
Naming
animals
Describing
animals
(discriminat
e between
wild and
domestic)
Describing
animals'
life
Inquire
about
animals'
life
Teacher
–
students
Teacher
–
students
Students‐
Teacher
Teacher-
Students
Students
–
students
Sequence two : LISTEN AND SPEAK File five
Agenda : Naming & Describing animals + simple present tense + Final "s" pronunciation
Warming –up:
The teacher interacts with his pupils as usual [greeting – inquiring about their daily school tasks …]
Try to make the pupils talk about their daily life routine and what they do everyday at home and try to understand from them if
they keep domestic animals at home and try to name them .
Help the pupils to talk about their domestic animal (if they have ones) and how do they call them , feed them ….
Presentation :
The teacher pins up pictures showing animals {wild and domestic}on the board and asks the pupils to repeat their names
lion – turtle- cat - dog - tiger – giraffe - ostrich – cow – fennec – camel – kangaroo – goat – horse – gazelles –
elephants – goldfinch bird – dolphin – monkey – fox – wolf – snake- donkey – mule .
The pupils are invited to repeat the names of the animals .
The teacher asks the pupils to make a list of the animals which live in Algeria & which of them are domestic and wild animals.
The pupils' answer may be :
– cow – fennec – camel – goat – horse- goldfinch bird- monkey- fox – wolf – snake- donkey – mule- cat – dog .
The teacher reports the pupils' answers on the board . Then asks them to read them.
The teacher tries to know from how do they live ,what do they eat …..
The teacher presents the following pattern to enable the learners talk and express themselves.
[ cows – goats – horses – donkeys – mules ] are domestic animals. They live in "farms" . They feed on "grass"
Camels live in deserts .They are domestic animals. They feed on desert vegetation.
Fennecs live in desert . They are wild animals. They eat fruit and insects.
Foxes and wolves live in forests . They are wild animals . They feed on meat (small animals)
Dogs and cats live at home .They are domestic animals. They feed on meat .
The pupils use the form "live in " & "feed on" and try to talk about those animals they have already named and classified
The teacher invites the pupils to interpret more the situation and try to communicate by using a "question" – "answer" drill.
A: Where do [cows – goats – horses – donkeys – mules- Camels- Fennecs- Foxes and wolves- Dogs and cats live ?
B: They live in deserts – forests / or at home .
A : What do they feed on ?
B : They feed on [ grass – desert vegetation – fruit and insects – meat ]
A : Are they "domestic or wild " animals ?
B : Yes /No ,they are .
The pupils perform and substitute key words .
Page 13
Interact with
the teacher in
order to identify
the theme of the
lesson
Interpret the
photos and name
the animals
Interpret the
photos to list &
discriminate
between wild and
domestic animals
Describe and
interpret the
animals' life
given in the
supported aids
Interact using
the illustrations
in order to
interpret them
6. Distinguish
final "s"
pronunciation
Distinguish
final "s"
pronunciation
Distinguish
final "s"
pronunciation
Discriminate
between
final "s"
pronunciation
Teacher
–
students
Students
– teacher
Students
– teacher
Students
–
students
Pronunciation
The teacher writes on the board the following statement .He reads it then invites the pupils to read it .
Cats and dogs are in the fog . Foxes and horses don't like boxes.
The pupils read the sentences .
Isolation :
The teacher invites the pupils to focus on the words written in different colours . He reports them on the board .
Cats - dogs - Foxes - horses - boxes
Analysis:
" s" = s "s"= z "s"= iz "s"= iz "s"= iz
"s"= s - z- iz
Stating rule: The final "s" is pronounced : " s" - " z" or " iz"
Practise :
Exercise : Classify the following words according to their final "s" pronunciation.
" cats - dogs – ostriches – cows – fennecs – camels –goats – horses – gazelles – elephants –birds – dolphins –foxes –
snakes- donkeys – mules"
" s" = s "s"= z "s"= iz
Cats- fennecs- goats- snakes
elephants-
Dogs- cows – camels- birds- donkeys-
mules- gazelles- dolphins
Ostriches- horses- foxes-
The pupils do the exercise on their rough copy books ,correct on the board then read it.
The pupils are then asked to listen to the teacher "books shut" and try to identify and discriminate between the sounds .
"Identify page 88" . < oral task >
The pupils are later asked to read all the written works on the board and then write down on their copy books .
Page 14
Read and
interpret the
new sounds
Interpret the
isolated words
Analyze the
script and the
sounds in the
isolated words
Interpret the
script and sound
to state the rule
how final "s" is
pronounced
Practise the
stated rule by
interpreting a
written task
Listen to the
teacher and
interpret "oral"
task "
Produce
written and oral
tasks according
to the new
learning language
7.
File Four[In & Out] Sequence three 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 email, listening to phone message). 2)The teacher chooses topics and
tasks that allow learners to develop skills in learning and communicating about themselves and their community ,and about their country and the world 3)The teacher introduces
a variety of topics of interest to the learners that are related to other cultures, comparison of cultures and international issues.
Communicative Competence. Communicative competence in English involves interacting with others using receptive / interpretive skills ( reading and listening)
and productive skills ( speaking and writing ) , supported by the ability to use vocabulary and grammar appropriately and employ a range of language strategies that
help convey and clarify meaning.
Lesson Focus:
Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc …), vocabulary (words, word phrases, idioms, etc…)
functions (polite requests, apologizing….)?
In this lesson I will teach the following aspects of language:
Function: Talking about means of transports &Daily life activities
Grammar: Adverbs of frequency ( always – often- sometimes – never)
Vocabulary related to: means of transport & daily life routine
Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson.
Can interact orally to ask and answer a question: On topic and situations related to describing themselves and others, home and time using memorized phrases and basic
Can listen to and understand main points and some important details (e.g. who ,when , where) of: Very short and simple monologs and dialogues.
Can fill in forms or give simple details writing using : About personal information (e.g. family ,school , address)
Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to :
Name different means of transport
Talk about daily life activities using adverbs of frequency
Required material and / or resources: The manual’s flashcards ( 91‐ 92‐ 93‐95 ) & manual script page
yellowdaffodil66@gmail.com
page 12
8. Time Rationale Interaction PORCEDURE Competencies VAKT
Ss need to
know the
learning
objectives
Ss need to
know the
new
language
Ss need to
know what
does each
adverb
represent
Ss need to
know
How to use
the adverbs
in daily life
Ss need to
know the
means of
transport
Ss need to
discriminate
between the
means of
tranosport
and the
preposition
used for
each mean
Teacher
Students
Students
Teacher
Stidetns
Teacher
Studetns
Students
Teachers
Teacher
Studetns
Students
Students
Students
Teacher
File 4 LISTEN & SPEAK Sequence 3
PPU Lesson: Learners will talk about means of transports using adverbs of frequency.
Warm up : The teacher greets his learners and welcomes them , then he tries to make a quick review about the last
séance ( describing daily activities using present continuous tense).
Showing visual aids the teacher may ask the learners to talk about all the means of transport they may know.(bus‐
car‐bike‐train‐donkey…….)
Presentation:
The teacher presents the situation using visual aids showing someone going to a particular place using a particular
mean of transport .
The teacher explains the adverbs (always= 100 % / often = 60% / sometimes = 40% / never =0 % )
Hi, my name is Ali. I am a doctor. I live in Algiers. I always go to the hospital by car. I often go
there by bus. I sometimes go to work on foot. I never get to work by under ground train.
The teacher presents the situation twice or thrice, the leaners listen then repeat sentence by sentences till the
acquisition of the drill.
The teacher focuses on the new learning objective (talk about means of transport & adverbs of frequency)
The learners repeat the following sentences:
I always go to the hospital by (car/bus/train/underground train/bicycle) / on foot
I often go there by (car/bus/train/underground train/bicycle) / on foot
I sometimes go to work on foot/ (car/bus/train/underground train/bicycle)
I never get to work by (car/bus/train/underground train/bicycle) / on foot
Practice:
The learners are invited to perform the following guided practice:
The learners perform and substitute key words.
always goes to the hospital by (car/bus/train/bike…/ on foot.
(Ali=He/ Amel=She) often goes there by (car/bus/train/bike…/ on foot..
sometimes goes to work by (car/bus/train/bike…/ on foot.
never gets to work by (car/bus/train/bike…/ on foot.
The learners perform and substitute key words.
always go to the hospital by (car/bus/train/bike…/ on foot.
often go there by (car/bus/train/bike…/ on foot.
(I/You/We/They) sometimes go to work on foot. by (car/bus/train/bike…/ on foot.
never get to work by (car/bus/train/bike…/ on foot.
The learners repeat and substitute key words then they are invited to perform in pairs the following drill.
Yellowdaffodil66@gmail.com
Interact
Interact
Interpret
Interpret
Interpret
Produce
Interact
Interpret
Board
amd
marker
Board and
marker
Flash
cards
Of means
Of tranosp
Board and
marker
Board and
marker
Board and
marker
Board and
marker
13
9.
Ss need to
know how
to inquire
about a
mean of
transport
Ss need to
re‐use what
they have
learnt
before
Ss need to
perform
inquiring
about
frequency &
means of
transport
Ss need to
know the
form of
sentence
Ss need to
know the
place of the
adverb of
frequency
and how it
works in the
sentence
Teacher
Students
Students
Teacher
Stidetns
Teacher
Studetns
Students
Teachers
Teacher
Studetns
Students
Students
Students
Teacher
Teacher
Students
get / go
A: How do you to ( work / school / Algiers/ England ….. ?
come /travel
By { car – bus – taxi – plane – ship –bicycle……..
B :
On foot .
The learners substitute key words and perform in pairs.
Use:
The teacher, re‐investing what the leaners know before, interacts with his learners about the mean of transport they use
to come to school or go home , using the following drill.
Teacher: Hi , what’s your name ? * Learner: My name is ……………….
Teacher : What are you ? * Learner : I am a pupil at Middle School.
Teacher : Do you come to school by train? * Learner: No , I don’t.
Teacher: How do you come to school , then? * Learner: I (always/ often / sometimes / never ) < go/come>
to school ( on foot / car – bus – taxi – plane – ship –bicycle…..
The learners are invited to perform the drill talking about their own situation , (mean and the frequency ) they go home ,
school ……………..
PIASP ( Adverbs of Frequency)
The teacher invites the learners to pay attention at the following sentences.
Presentation: I always come to school by bus. I often go to school on foot .I never get to school by car .
Isolation : The learners are invited to pay attention at the words written in different colours.
Analysis:
I always come to school by bus. I often go to school on foot . I never get to school by
car .
S + adverb + verb + object S+ adverb+ verb+ object S+ adverb+ verb+ object
always often never
Adverbs of Frequency
Stating rule:
always/ often / sometimes / never Adverbs of frequency (They tell us how often something happens)
Form: Subject + adverb of frequency + object . ex: I always watch TV in the evening
The teacher invites the learners to read then copy down.
Yellowdaffodil66@gmail.com
Interact
Interact
Interpret
Interpret
Interpret
Produce
Interact
Interpret
Produce
Board
and
marker
Tactile
kinesth
esia
board and
marker
Board &
marker
Board and
makrer
14
12. time Rationale interaction PROCEDURE competencies VAKT
Ss need to
remember
the last
learning
objectives
Ss need to
guess the
topic of
the text
and some
lexis
Ss need to
skim the
text
Ss need to
scan and
read
between
the lines
to answer
the tasks
Ss need to
know the
use of the
adverbs of
frequency
in the text
Teacher
Students
Students
Teacher
Students
Teacher
Students
Students
Teachers
Teacher
Students
Students
Students
Students
Teacher
Teacher
File 4 Sam the farmer Sequence3
PDP Reading Lesson :
Warm up: The teacher greets his learners and welcomes them , then tries to make a quick review about the
last séance .
Pre‐reading:
The teacher introduces the situation through pictures showing : ( Farmer – farm – cows – field – seasons)
The teacher asks some learners about their fathers’ jobs since 70% of them are farmers and what do they do
everyday .
The teacher reports on the board some the farmers’ tasks then invites them to pay attention to the text .
During reading:
The teacher invites the learners to open their books on page 93 and pay attention at the text. The he explains the
instructions of the following exercise.
Exercise : Read the text then answer the questions:
Choose the correct answer:
1) The text is: a) an e‐mail b) a dialogue c) a newspaper article
2) Sam is: a) a teacher b) a farmer c) a mechanic
3) He sometimes relaxes in: a) spring b) winter c) autumn.
The learners read silently the text , work on their rough copy books , while the teacher moves
around and checks if they need help.
The teacher invites some of the learners to read the text then correct the task.
The teacher reports the answers on the board , then asks the learners to read the corrected task.
The teacher explains the instructions of the next exercises and “Activity –d‐p93” then invites them
to read silently and do the tasks.
Exercise : Read then find in the text words opposites to the following:
1‐ late =/= 2‐ before =/= 3‐ start =/=
Exercise : Read the text then find words closest to the following:
1) too = 2) finish = 3) have a rest =
Exercise Read the text then complete:
Sam always
Sam never
Sam sometimes
Activity –d‐p93 Read the text then fill in the table:
Interact
Interact
Interpret
Interpret
Interpret
Produce
Interact
Interpret
Produce
Board
and
marker
Board
and
marker
Script
page
93
Board
and
marker
Board
and
marker
Script
page
93
Script
page
93
17
14.
time Rationale interaction PROCEDURE competencies VAKT
Ss need to
know about
the form
and use of
adverbs of
frequency
Ss need to
guess and
improvise
ideas about
the topic
Ss need to
discriminate
between the
use of
adverbs of
frequency
Ss need to
feel
concerned
by the
problem
situation
Ss need to
organize
and list
their ideas
Ss need to
select and
adapt what
goes with
Teacher
Students
Students
Teacher
Stidetns
Teacher
Studetns
Students
Teachers
Teacher
Studetns
Students
Students
Students
Teacher
File 4 : Produce Sequence 3( MS1)
Warm up : The teacher greets his learners and welcomes them ,
then he tries to interact with them about the last séance .
1‐ Pre‐writing: The teacher invites to learners to open their books on page 93 and pay attention at “Jenny’s Time
table”
The teacher invites the learners to read the time table contents and try
to list the courses , the days and the time.
The teacher tries to make his learners talk about the time table..
The teacher invites the learners to look again at the timetable and try
to answer the following questions.
Exercise: Look at Jenny’s timetable and complete with the right adverbs of frequency.
“ always – sometimes – often – never”
Jenny starts her classes at 9 . (……………………)
Jenny finishes her courses at 14:30. (………………………….)
Jenny studies Mathematics on Mondays . ( ……………………)
Jenny leaves school at 13:30. ( ……………………)
The learners work on their rough copy book , the teachers supervises their works then invites them to
correct.
The teacher reports the answers on the board then invites the
learners to read them.
Integrated Situation:
2‐ Planning Stage: The teacher reads the instructions of the integrated situation , then invites the
learners to work .
Eliciting & Selecting learners ideas: The learners are asked to take their school timetables and list
their ideas talking about the things that they do at school and in their daily life.
Interact
Interact
Interpret
Interpret
Interpret
Produce
Interact
Interpret
Produce
Board
and
marker
Script
page
93
Board
and
marker
Board
and
marker
Script
page
93
Board
and
marker
Jenny is telling you ,in her letter about, her timetable and what she
always, often , sometimes and never does at school.
Write a letter to Jenny talking about your timetable and what you
always, often, sometimes and never do at school and in your daily life
15. their real
life situation
Ss need to
know the
importance
and steps of
writing
process
Ss need to
putin use
what they
Produced
Teacher
Students
Students
Teacher
Stidetns
Teacher
Studetns
Students
Teachers
Teacher
Studetns
What I do ? Always Often Sometimes Never
At school
Start school at 8:30/finish at
16:30……..
Have lunch at canteen
Study maths in the
afternoon
Go to school on week
ends/ Be late at school‐
make problems at
school……….
In my daily
life
get up at 7‐ leave home at 7:45‐
revise at 18:00‐ watch TV at
19:oo‐ have dinner at 20:00…
Have breakfast at 7:15‐
have lunch at school’s
canteen‐/ practice sport…
Play out after
school/ visit my
friends…
Smoke / stay out late……
3‐ Drafting: The teacher invites the learners to look at the elicited ideas, select what really suit their
situation and write their first draft. The learners may change the order of their ideas or re‐arrange them.
4‐ Editing: The teacher supervises the learners ‘ productions and invites them to check and correct their
mistakes by paying attention at :
Grammar and spelling
Style and organisation
5‐ Publishing: The teacher invites the learners to read their productions , the reports a sample on the
board them invites the learners to read and write down ( each learner will write his own production
following he corrected one on the board.)
Suggested production :
Interact
Interact
Interpret
Interpret
Interpret
Produce
19
Board
and
marker
Board
and
marker
Board
and
marker
20
by
Mr.Samir Bounab
Yellowdaffodil66@gmail.com
Hi Jenny,
Thanks for your letter.
My name is ………….. I am a pupil at Middle School in ……………. I always start school at 8:30 and
finish at 16:30. I often have lunch at the school’s canteen . I sometimes study maths in the afternoon. I
never go to school on week ends.
In my daily life I always get up at 7 . I often have breakfast at 7:45. I sometimes play out after
school . I never smoke or make problems at school.
I hope to hear from you soon .
Yours ,
……