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Ms1 seq 4 me & my school part 2
The document outlines a school presentation on learners' rights and duties, focusing on grammar teaching, particularly the negative form of 'do not'. It includes guidance for interactive activities, role-plays, and drills to help students understand and articulate their school regulations, rights, and responsibilities. It also emphasizes the use of visual aids and encourages collaboration among students while engaging them in discussions about their school environment.
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Ms1 seq 4 me & my school part 2
- 2. My School Presentation PPUspeaking PIASP teaching grammar “negative form – do not- oral “Your friend wants to make a project presentation for “Science Day” on April 16th about your school regulation , learners school rights and duties and needs your help …… Simple present tense & Negaitve form eat at canteen- respect teachers- not be absent- usethe school library –not use mobilephone- spoil classroom-medical care-clean classroom-salutenationalflag-not writeon tables and walls-keep calm in thehalls- makerows- sing national anthem- study hard- get school manuals for free- benefit from 3000DA ThePresidents Scholarship- do homework and projects- practice sport at school-check my school marks on thenet- print my school report fromnet-takepart in school clubs and competitions – participatein ScienceDay “April 16th competition –keep theschool court clean- takecare of the class and school furniture…… visual ( school manual flashcards – flashcards related to school right and duties) He can understand and interpret verbal and non-verbal messages He can work in pairs or in groups He can use role-play to communicate appropriately He socialises through oral or written exchanges Values The learner can use the markers of his identity when introducing himself to others: name, He behaves as a responsible and committedcitizen he shows respect for the familymembers and all the jobs seeninthe societyy He is keenon learning about others’ markers of identity
- 3. time rational InteractionProcedure competences Aids/VAKT Greet and welcome Underst The initial problem Solving situation And get ready for the project Work Build responsible Learner and future citizenwho discrimin Between his or her Rights and duties Talk about common school rights and duties Teacher- students Students– teacher Students– students Teacher- students Students– teacher Students– students Teacher- students Students– teacher Students– students Project 2 : “My school” Sequence 4 : Me & My School Lesson: PPU speaking “ My school right and duties” : The teacher greets his learners and welcomes them , he tries to make quick summative assessment about what the learners saw in the previous sequence ( quick oral interaction) Teachers introduces the new project work , explains how it must be conducted and when to be delivered Learners will : Draw their school plan Make their school time table List their school regulation List their school right and duties Presentation : Teacher reminds the learners about what they did before they started the new school year , when they registered and doc that the school gave them to be signed by their parent which deals with the “ the school regulation “ The teacher shows the document and invites some learners to read it in order to explain the concepts “ rights & duties” Drill : Learners are invited to listen and repeat the following drill A : Hello , how are you ? A : what’s your name? A : what’s your job? A : what are your school duties? B : what about your school rights B : Hi , I am fine thanks . B : My name is Ahmed. B : I am a pupil at Middle School? B : In my school I have to stand for the National Anthem B : I have the right for a good and free education Learners listen , repeat then perform in pairs Practice (guided) : Learners are invited to perform in PAIRS ( closed and open ones) the drill and substitute the key words on page 100 of the school manual. By : Mr Samir Bounab - yellowdaffodil66@gmail.com Interact Interpet Interact Interpret Produce Interpret Visual ( board and marker) Visual ( board and marker – school regulation – school time table) Visual ( board and marker , School manual page 100 flashcards
- 4. Talk about one’s school rights and duties Talkabout one’s school rights and duties Teacher- students Students– teacher Students– students Teacher- students Students– teacher Students– students Teacher- students Students– teacher Students– students Use: Teacher invites his learners to talk about their own school regulation, rights and duties, and perform that in pairs The teacher may help them with some pictures that show rights and duties and makes them work in pair and form correct dialogue The teacher lists the key words in random in order to make the learners discriminate between “rights & duties” Key words : eat at canteen- respect teachers- not be absent- use the school library –not use mobile phone- spoil classroom-medical care-clean classroom-salute national flag-not write on tables and walls-keep calm in the halls- make rows- sing national anthem- study hard- get school manuals for free- benefit from 3000DA The PresidentsScholarship- do homework and projects-practice sport at school-check my school marks on the net- print my school report from net-take part in school clubs and competitions –participate in Science Day “April 16th competition –keep the school court clean- take care of the class and school furniture- wear pinafores – style one’s hair in respectful way – wear respectful wearing- go on school excursions ….. A : Hello , how are you ? A : what’s your name? A : what’s your job? A : what are your school duties? B : what about your school rights B : Hi , I am fine thanks . B : My name is …………….. B : I am a pupil at Middle School? B : In my school I have to stand for the National Anthem – wear my pinafore - wear respectful wearing – style my hair in modest way -respect teachers- not be absent- use the school library – not use mobile phone- spoil classroom-- spoil classroom- clean classroom-salute national flag-not write on tables and walls-keep calm in the halls- make rows-sing national anthem- study hard- do homework and projects, take part in school clubs and competitions – participate in Science Day “April 16th competition –keep the school court clean- take care of the class and school furniture…… B : I have the right for a good and free education, eat at canteen, medical care, get school manuals for free- benefit from 3000DA The Presidents Scholarship, practice sport at school-check my school marks on the net- print my school report from net Learners perform , read the drill on the board and then copy down. By : Mr Samir Bounab ( yellowdaffodil66@gmail.com ) Interact Interpret Produce Visual ( board and marker) Visual ( school canteen – mobile phone- classroom furniture - Visual ( school canteen – mobile phone- classroom furniture Visual ( school canteen – mobile phone- classroom furniture
- 5. Talk about one’s school rights and duties Discrimina Between rightsand duties Identifythe sound /g/ - / dʒ/ Identify the form of the sounds /g/ and / Teacher- students Students– teacher Students– students Teacher- students Students– teacher Students– students Teacher- students Students– teacher Students– students MS1 level Me & My School Seq 4 Lesson : Practice + PIASP pronunciation / dʒ / & /g/ Warmer : The teacher greets his learners and welcomes them . Teachers invites the learners to make a quick review about the last session Learners are invited to do the following task . The teacher explains the instructions , then invites the learners to work in rough Task : Put each word in its right column eat at canteen- respect teachers- not beabsent- use the school library –not usemobilephone- spoil classroom-medical care- clean classroom-salutenational flag-notwriteon tables and walls-keep calm in thehalls- makerows-sing national anthem- study hard- get school manuals for free- benefit from 3000DA ThePresidents Scholarship- do homework and projects-practice sport at school-check my school marks on thenet- print my school reportfrom net-takepart in school clubsand competitions – participatein ScienceDay “April 16th competition –keep theschool court clean- takecare of the class and school furniture- wear pinafores – styleone’s hair in respectful way – wear respectful wearing- go on school excursions …. Duties Rights stand for the National Anthem –wear my pinafore - wear respectful wearing – style my hair in modest way - respect teachers- not be absent- usetheschool library – not use mobilephone- spoil classroom-- spoilclassroom- clean classroom-salutenational flag-not writeon tables and walls- keep calm in thehalls- makerows-sing national anthem- study hard- do homework and projects, takepart in school clubs and competitions –participatein ScienceDay “April 16th competition – keep theschool court clean- take care of the class and school furniture…… a good and free education, eat at canteen, medical care, get school manuals for free- benefit from 3000DA The Presidents Scholarship, practice sport at school-check my school marks on thenet- print my school report from net PIASP teaching pronunciation / dʒ / & /g Presentation Game : learners are invited to listen then repeat the following “tongue twister” , teacher tries to make a challenge between learners and sees who makes less mistakes I gratefully gazed at the gracefully gracefully gazelles. Jamel is an Algerian journalist Isolation : gratefully gazed gracefully gracefully gazelles Jamel Algerian journalist Analysis g= /g/ j=/ dʒ/ Stating Rule: Letter Sound ‘g’ + ‘e’, ‘i’ or ‘y’ ‘j’ / dʒ/ = job – general- large-gym-January –giant- “g”+ /l/ o / u / r i+g /g/ = good – gum – green – big – grand-glad Interact Interpret Produce Interact Interpret Produce Visual ( board and marker) Visual ( board and marker + flashcards showing school right and duties) Visual ( board and marker) Visual ( board and marker)
- 6. dʒ/ Identify and dicriminat Between the sounds /g/ and /dʒ/ Teacher- students Students– teacher Students– students Practice : learners are invited to do the following task Task : Put each word in its right column : job – good - general- big- grand mother - large-gym- green – go - January –giant- glad – gum – Algeria – English – geography – England – green grocer- June – journalist – judge – Bejaia- /g/ / dʒ/ Learners work in rough , the teacher supervises their works , then invites them to correct on the board Learners read the corrected tasks on the board then copy down By : Mr Samir Bounab Yellowdaffodil66@gmail.com Interpret Produce Visual ( board and marker)
- 7. Greet and welcome Inquire about school rights and duties Inquire aboutone’s school rights and duties Identify the negative form Discrimin Between the affirm and negative Teacher – students– Students– teacher Students– students Teacher – students– Students– teacher Students– students Teacher – students– Students– teacher Students– students Warmer : The teacher greets his learners and welcomes them , then invites them to talk about the previous session “ school rights and duties” Presentation : The teacher introduces the situation through the following drill. A : Do you stand for the National Anthem every morning? B : Yes , I do . A : Do you make problems at school? B : No , I do not ( don‟t ) Learners are invited to repeat and perform the drill in pairs Practice: Learners are asked to keep perform the drill and focus on the negative form . substituting key words. A : Do you (make problems at school/ cheat in exams/ use mobile phone/ fight with colleagues /write on the tables and walls? B : No , I do not ( don‟t ) Use : Learners are asked to form dialogues about their school and classroom situations using the same pattern of the presentation and the guided practice PIASP “grammar – negative for “ do not” Learners are invited to read the following example. Presentation : I do not shout in class. Isolation : do not shout Analysis ; subj + verb + obj do+ not + verb negative form Stating rule : Affirmative form Negative form Example : I play in class . Subj+ verb + obj I do not play in class Subj + do + not + verb + obj Interact Interpret Produce Interact Produce Interact Interpret Produce Visual ( board and marker ) Visual ( classroom situation) Visual ( board and marker)
- 8. Transform From Affirmati To negative Teacher – students– Students– teacher Students– students Teacher– students– Students– teacher Students– students Practice : Learners are asked to do the following written task Task : Change the following sentences into the negative form 1. I arrive late to school . --.>…………………………………………………… 2. I cheat in tests and exams. --.>…………………………………………………… 3. We throw papers on the soil . --.>…………………………………………………… 4. You use mobile in school . --.>…………………………………………………… 5. I eat seeds , sweets and chewing gum in class . --.>…………………………………………………… 6. I smoke cigarettes . --.>…………………………………………………… 7. I write on the tables and walls. --.>…………………………………………………… 8. I shout in the school hall. --.>…………………………………………………… 9. I interrupt my teacher and my colleagues . --.>…………………………………………………… 10. I change my seat. --.>…………………………………………………… Learners work in rough ,the teacher supervises their works , then invites them to correct on the board Learners read the correct task in the board then write down. By : Mr Samir Bounab Yellowdaffodil66@gmail.com Interact Interpret Produce Visual ( board and marker)
- 9. time Rational InteractionProcedure competences VAKT/ aids My School Presentation PPU speaking PIASP teaching grammar ‘ present continuous”&pronunciation of / ŋ/ & /j/ oral “Your friend needs your help to describe what is happening in your class now ……… Present continuous tense …… / ŋ/ & /j/pronunciation of visual ( flashcard showing classroom and activities happening in continuousforms° He can understand and interpret verbal and non-verbal messages He can work in pairs or in groups He can use role-play to communicate appropriately He socialises through oral or written exchanges Values The learner can use the markers of his identity when introducing himself to others: name, He behaves as a responsible and committedcitizen he shows respect for the familymembers and all the jobs seeninthe societyy He is keenon learning about others’ markers of identity
- 10. Greet and welcome Describe flashcards From none verbalto verbal Create a classroom communi Climate Describe class Activities and value School hobbies Teacher – students Students- teacher Students- students Teacher – students Students- teacher Students- students Teacher – students Students- teacher Students- students Teacher – students Students- teacher Students- students MS1 Me & My School Seq4 Lesson : & Teacher greets his learners and welcomes them Presentation : Using the following classroom flashcard the teacher introduces the situation The teacher invites to learners to concentrate on the flashcard showing Mr Taylor and his learners/ The teacher challenges his learners through the following initial problem solving situation The teacher’s questions : What does the photo show? Is it your classroom ? Is the class empty ? Is it your teacher? Who are those young learners? Teacher interacts with his learners about the situation , then invites them to listen to him describing what is happening . He insists on that all what is happening is at the moment of speaking making the learners living the situation. Presentation 1: Mr.Taylor and his pupils are in class Learners listen then repeat Mr.Taylor is supervising his pupils. The pupils are doing many works Peter is looking through the window. Austin is playing in class Karen is sleeping on the table Walter is crawling on the soil Willy,Alex and Betty are playing a game. Karol, Billy and Sam are reading books Kathy , Paul and Ben are drawing pictures Tom and Collin are looking at pictures in the book By Mr Samir Bounab ( yellowdaffodil66@gmail.com ) Interact Interpret Produce Interact Interpret Visual ( flashcard showing Mr Taylor and his learners) Visual ( flashcard showing Mr Taylor and his learners) Visual ( flashcard showing Mr Taylor and his learners)
- 11. Work in pair talking about Classworld activities Reflectthe new language target to the real learners situation Know about the new language structure Identify the forms of the present continuous Teacher – students Students- teacher Students- students Teacher – students Students- teacher Students- students Teacher – students Students- teacher Students- students Teacher – students Students- teacher Students- students Drill : The teacher invites the learners to perform the following drill: A : Is Peter reading? B : No, he is not. A : What is he doing? B : He is looking through the window The learners perform the drill in pairs Practice : Learners are asked to keep the same drill , substitute key words and practice in pair A : Is (Peter reading?) Austin sleeping? ) walter painting? Karen drawing? B : No, ( he/ she) is not. A : What is (he/she) doing? B : He is looking through the window/ playing in class / crawling on the soil./sleeping … Use: The teachers asks the learners to pay attention at what is happening in their class and try to make sentences Suggested sentences : The teachers is explaining the lesson The learners are listening to the teacher Learners are making dialogues about the lesson The teacher is asking the learners about the project PIASP „teaching grammar” = The present continuous Presentation : The teachers invites the learners to read the following example. The teacher is writing the lesson ,now Isolation is writing Analysis The teacher is writing the lesson , now . Subject + Verb + object + time marker To be (am-is- are) + verb + “ing” The present continuous Stating Rule : “ The present continuous” Affirmative form : Subject + to be (am- is – are) + verb +”ing” + object+ time marker Example: I am studying at MS1 level / She is doing the project/ The are playing football. Negative form : Subject + to be + not + verb+ “ing” + object+ time marker . Example : I am not playing football / He is not making noise/ they are not cheating at test Interrogative form : to be + subject+ verb +”ing” + object+ time marker+ ? Example : Is he reading a book now ? Are they talking in class now ? Questions with ‘ what – who – where –when + to be + subject + verb +”ing” + object? Example : What are you doing ? where are you going? Who is talking? Where you taking the tests? The learners read the written works on the board then copy down By : Mr Samir Bounab ( yellowdaffodil66@gmail.com ) interact Interpret Interact Interpret Produce Interact Interpret Produce Visual ( board and marker) Visual ( flashcard showing Mr Taylor and his learners) Visual ( board and marker) Visual ( board and marker)
- 12. Greet and welcome Identify the structure of a sentence Discrimin between the meaningof each sentence Spellthe right form of the present Continuous Teacher – students Students- teacher Students- students Teacher – students Students- teacher Students- students Teacher – students Students- teacher Students- students Teacher – students Students- teacher Students- students Lesson : - Practice ( grammar – present continuous ) PIASP pronunciation : / ŋ/ Warming up: The teacher greets his learners and welcomes them, then invites them to talk about the last session Practice : Learners are asked to do the following tasks Task 1: Unscramble the words to make correct sentences Pupilsarestandinginthecourt TheyaremakingrowsandsalutingtheNationalAnthem Learners work in rough , the teacher supervises their works then invites them to correct on the board The teacher explains the instructions of the second task then asks the learners to work in rough Task 2: Match the sentences with their meaning Sentence Meaning 1- Every day, I go to school at 7:30….. 2- Now,I am doing the task with my friend 3- In week end , I visit my family. a- Talk about leisure activities b- Describe daily activities c- Talk about something happening now Learners work in rough , theteacher supervises their works, offers help onceneeded , then invites them to correct on the board Teacher explains theinstructions of next task , then asks thelearners to work in rough. Task 3: Write the correct form of the verbs in brackets It is break time. The bell ( ring)……………… .Pupils( get)…………….. out theclass. I ( play)…………..in thecourt yard with my friends.Thebell (ring)………..again. I (make) ……………..therow and ( join)…………..my class . Learners work in rough , theteacher supervises their works, offers help onceneeded , then invites them to correct on the board Learners read thecorrected tasks on theboard , then writedown on their copy books By: Mr Samir Bounab ( yellowdaffodil66@gmail.com ) Interact Interpret Produce Interact Interpret Produce Interact Interpret Produce Visual ( board and marker) Visual ( board and marker) Visual ( board and marker)
- 13. Greet and welcome Learn the newsound trough pictures Practice the new sounds through drills Identify the letters that form the new sounds / ŋ/& /j/ Discrimin Between lettersand sounds Teacher – students Students- teacher Students- students Teacher – students Students- teacher Students- students Teacher – students Students- teacher Students- students Teacher – students Students- teacher Students- students MS1 level ME & My School Seq 4 Lesson : PIASP “pronunciation” sounds / ŋ/ & /j/ Warmer : The teacher greets his learners and welcomes them , then asks them about thelast session. Presentation: Learners are exposed to the followingsituation Learners lookat the followingpicture and repeat. “Picture 1 : ring -“Picture 2 ing -Picture 3: swing -Picture 4 :tongue- Picture 5: yacht Picture 6: yak Picture 7: yoghurt Picture8 : Yahoo Learners are invited to perform thefollowing drill. A : Is picture 2 a yak? B: No , it is not. A : What is it then? B: It is a wing Guided practice : learners are asked to keep the samedrill and practicesubstituting key words. Use: Theteachers asks his learners to writeor utter words liketheones seen in the presentation and practice PIASP :Learners are requested to read thefollowing examples Presentation: 1) The king has a ring 2) Yanis is yachting in yellow yacht Isolation : king ring yanis yachting yellow yacht Analysis : “I” + n + g “y” Sound / ŋ/ sound /j/ Stating rule : Letter Sound “i+n+g” “a+n+g” “o+n+g” “i+n+g” / ŋ/"sang", "sing", "song" and "sung “y+a” “ y+e” /j/ - yacine – yesterday - yellow By: Mr Samir Bounab ( yellowdaffodil66@gmail.com ) Interact Interpret Interact Interpret Produce Interact Interpret Produce Visual ( pictures showingthe sounds / ŋ/ & /j/ Visual ( board and marker) Visual ( board and marker) Visual ( board and marker)
- 14. Recognize the sound /j/ Pair the sounds thathave the same rhyme Teacher – students Students- teacher Students- students Teacher – students Students- teacher Students- students Teacher – students Students- teacher Students- students Practice : Learners areasked to do thefollowing tasks Task 1: Cross the odd item The list : yellow – January – you – yours –young –jet- youth – yeast – Algeria – yacht –good – yes- yahoo- yoghurt –jijel- yesterday- yard Learners work in rough , theteacher supervises their works and offers his help , then invites them to correct on the board The learners read thecorrect task The teacher may set it as a game asking thelearners to read and see who can do it without mistakes The teacher explains the instruction of thesecond task and invitesthelearners to work in rough . Task 2: Minimal pairs “ Match the rhyming pairs” A B 1. Band 2. Han 3. Sin 4. Win 5. Wind 6. Kin 7. Pin 8. Din a) Winged b) Sing c) Ding d) Bang e) Pung f) Hang g) Wing h) king Learners work in rough , theteacher supervises their works and offers his help , then invites them to correct on the board The learners read thecorrect task The teacher may set it as a game asking thelearners to read and see who can do it without mistakes Learners read thecorrected tasks on theboard , then copy down on their copy books By: Mr Samir Bounab ( yellowdaffodil66@gmail.com ) Interact Interpret Produce Interact Interpret Produce Visual ( board and marker) Visual ( board and marker