Ms1-level-file-4-with-new-changes-2013
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The document outlines an educational plan focusing on grammar, vocabulary, and pronunciation related to discussing daily activities, means of transport, and animals. It emphasizes students' ability to describe their routines and preferences, utilizing adverbs of frequency and simple present tense. The lesson includes various interactive methods to engage students in both oral and written tasks.
![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](https://image.slidesharecdn.com/ms1-level-file-4-with-new-changes-2013-150728225049-lva1-app6891/85/Ms1-level-file-4-with-new-changes-2013-5-320.jpg)
![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](https://image.slidesharecdn.com/ms1-level-file-4-with-new-changes-2013-150728225049-lva1-app6891/85/Ms1-level-file-4-with-new-changes-2013-7-320.jpg)
![Ss need to
review the
last séance
learning
objectives
(means of
transport
with right
preposition
)
Ss need to
know the
form of the
sentence
Ss need to
know the
place of
adverb of
frequency in
a sentence
Ss need to
know the
meaning
supported
in each
sentence
Students
Teacher
Stidetns
Teacher
Studetns
Students
Teachers
Teacher
Studetns
Students
Students
Students
Teacher
Teacher
Students
File4 : PRACTICE Sequence 3(MS1)
Warm up:
The teacher makes a quick review on the last hour about the different means of transport.
1‐[I – you – we – they] go to school By ( bicycle – bus‐ train‐car– train – plane – ship)
2‐ ( He – she‐ it ) goes
3‐ ( He – she –it ) walk to On foot
The teacher explains the instructions of « Activity b p92 » and reminds the pupils about the
possessive adjectives, then invites them to do the activity.
Activity “b”p92 Based form task) Make sentences like this. [The learners interpret the drawings
representing the adverbs of frequency and build up sentences, they should be aware of the form of the simple
present tense. }
Their father is in his office. He always starts work at 8 o’clock. always
Their brother often has lunch in the restaurant. Often
Their sister sometimes serves passengers on the plane. Sometimes
Their uncle never arrives late at work. Never
The learners work on their rough, correct on the board, read and copy down.
`Exercise : < Meaning based Task> Match the sentences in column A with
their meaning in column B.
Column A : Sentence Column B = Meaning
1‐ I like football .
2‐ What time is it ?
3‐ Now . we are learning English .
4‐ I always go to school on foot.
a‐ talking about frequency
b‐ Talking about sports.
c‐ talking about actions happening now.
d‐ Asking and telling the time.
The teacher invites the learners to do activity “c”p92, he explains the instructions then asks them to fill in the table
then build up dialogues with their friends.
1 2 3 4
Interact
Interact
Interpret
Interpret
Interpret
Produce
Interact
Interpret
Board and
marker
Board and
marker
Script
page 92
Board and
marker
15](https://image.slidesharecdn.com/ms1-level-file-4-with-new-changes-2013-150728225049-lva1-app6891/85/Ms1-level-file-4-with-new-changes-2013-10-320.jpg)
Ms1-level-file-4-with-new-changes-2013
- 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
- 3. N.B Sequence One (Talking about present activities/ progressive actions < The present continuous tense > Ne correspond pas à l’objectif communicatif ciblé ( surcharge de notions et fonctions) ”)
- 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
- 10. Ss need to review the last séance learning objectives (means of transport with right preposition ) Ss need to know the form of the sentence Ss need to know the place of adverb of frequency in a sentence Ss need to know the meaning supported in each sentence Students Teacher Stidetns Teacher Studetns Students Teachers Teacher Studetns Students Students Students Teacher Teacher Students File4 : PRACTICE Sequence 3(MS1) Warm up: The teacher makes a quick review on the last hour about the different means of transport. 1‐[I – you – we – they] go to school By ( bicycle – bus‐ train‐car– train – plane – ship) 2‐ ( He – she‐ it ) goes 3‐ ( He – she –it ) walk to On foot The teacher explains the instructions of « Activity b p92 » and reminds the pupils about the possessive adjectives, then invites them to do the activity. Activity “b”p92 Based form task) Make sentences like this. [The learners interpret the drawings representing the adverbs of frequency and build up sentences, they should be aware of the form of the simple present tense. } Their father is in his office. He always starts work at 8 o’clock. always Their brother often has lunch in the restaurant. Often Their sister sometimes serves passengers on the plane. Sometimes Their uncle never arrives late at work. Never The learners work on their rough, correct on the board, read and copy down. `Exercise : < Meaning based Task> Match the sentences in column A with their meaning in column B. Column A : Sentence Column B = Meaning 1‐ I like football . 2‐ What time is it ? 3‐ Now . we are learning English . 4‐ I always go to school on foot. a‐ talking about frequency b‐ Talking about sports. c‐ talking about actions happening now. d‐ Asking and telling the time. The teacher invites the learners to do activity “c”p92, he explains the instructions then asks them to fill in the table then build up dialogues with their friends. 1 2 3 4 Interact Interact Interpret Interpret Interpret Produce Interact Interpret Board and marker Board and marker Script page 92 Board and marker 15
- 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
- 13. Ss need to know to make a link between the text’s topic and thier real life Ss need to compared and contrast their fathers’ or local area farmers ‘ job with the one od the text Students Students Teacher Stidetns Teacher Studetns Students Teachers Teacher Studetns Students The learners work in rough, the teacher supervises their works then invites them to correct on the board. The learners are invited to read the corrected tasks. Post‐reading: The teacher invites some of the learners to read the text again, and then opens a discussion about the theme of the text. The teacher asks the learners o elicit what farmer do in their region as most of them are farmers and try to compare and contrast Farmers of my town Sam the farmer The leaners think , work in groups of four and complete the graphic, the teacher moves around and offers his help when ever needed The teacher reports on the board the learners’ answers then invites them to read and copy down. Yellowdaffodil66@gmail.com Interact Interact Interpret Interpret Interpret Produce Interact Interpret Produce Board and marker Board and marker Script page 93 Board and marker 18
- 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 , ……