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Month Resources Term & File competence Learning objectives Type of task Module of integration (
Month
Resources
Term
&
File
competence
Learning objectives
Type of task
Module of integration ( project )
What students should
be able to do (SWBAT)
weeks
Grammar
Lexis
Pronunciation
eptem
School Library Contest
• Lettering,
Week
Your school librarian wants
Alphabets
3
Alphabets
 Vocabulary
• Initiation to
(vowels &
related t
septem
spelling
( oral and
consonant
school thing
 Uttering &
saying the
Week
4
• ‐ Naming School
things
written )
s)
& school
alphabets
Interact
commands
to enrich the library collection
with tourist brochures about
countries, cities, towns,
villages……
Utter & say the
alphabets
Discriminate
between
vowels &
consonants
(pronunciation
• School commands
‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐
)
Here is the ad
‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐
‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐
‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐
Name school
 ( oral )
‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐
The
auxiliary " to
The
objects &
English
school
october
alphabet
commands
Week
 ( oral and
1
written )
be" I am
/you are /
this is / it is
Sounds
 Make a tourist
brochure about a country
Greet
Greeting people .
The
cardinal
,a city, a town, a village…
‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐
i = " I ‐ hi
Procedure
 Greet people
october
( oral and
written )
numbers from
( 0 to 19)
1. Form your group (2 or3)
Week
Interpret
Introducing
2. Find information
2
‐ nice – five –
time … " =
/ai/
oneself
The
(library ‐ internet ‐ teacher,
demonstrati
 Introduce
parents…)
ve pronoun
oneself
3.
Collect
Getting to know
someone (name ‐ age ‐
hometown ‐ country
:"it ‐ this ‐ that
Learn about
i = " in – Li
( oral )
"
culture
– taxi – six –
seven ‐ listen "
pictures/drawings about
(capitals ‐ flags ‐
monuments ‐ currencies…)
Get to know
Monumen
october
= / i /
The
Week
ts and places:
 Group Work:
3
Introducing
( oral and
possessive
adjectives "
my / your
Big Ben,
someone's
(name ‐ age
hometown ‐
country)
someone
written )
een = "
Maqam
Produc
thirteen ‐
Eshahid
e
seventeen ‐
1. Meet (show your work
– discuss ‐ correct –stick
your photos – type or
write your form . (country ‐
Introduce
someone
Counting
( oral and
sixteen…
The
written )
British Royal
continent‐ capital ‐ monuments‐
currency ‐ population… )
 Count
Family
Your brochure is
Asking and giving
information about :
october
(hometown – location
The
prepositions
: "in / from
en = ten –
 Ask and give
Countries
Week
/ currency /
seven – listen
– Sweden
information
about :
4
– country –
nationality )
flags
 SWBAT :
Makes researches and Discover
the outside class room world
(through group works)
(hometown ‐
location ‐ country ‐
nationality)
By Mr. samir bounab
yellowdaffodil66@gm
ail.com
First
Term
File one "1"
"Hello "
Pre-File
(p19 to p39)
File One [Hello] Personal Goals: Sequence One MS1 Level  During this lesson, what teacher
File One [Hello]
Personal Goals:
Sequence One
MS1 Level
 During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specif ies 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 commu nity ,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 …), voc abulary (words, word phrases, idioms, etc…)
functions (polite requests, apologizing….)?
 In this lesson I will teach the following aspects of language :
 Function :
Greeting & Introducing oneself
 Grammar: English alphabet
 Vocabulary
related to: greeting & introducing
 Pronunciation : : sounds: " i" / "i" (ai) (i) / een /
 Aspect of culture: Monuments and places :Big Ben ,Maqam Eshahid, Countries : currency / flags
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 : Greet & Introduce oneself
Required material and / or resources : The manual’s flashcards ( 21 – 22 – 23 ) & manual script page 31
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Type of Time Rationale Steps of the Lesson Competencies VAKT interaction Sequence one Listen and
Type of
Time
Rationale
Steps
of
the
Lesson
Competencies
VAKT
interaction
Sequence one
Listen and speak
MS1 level
Greeting and
Teacher
PDPlesson:
welcoming
 Warm up
: The teacher greets his learners and welcomes them.
 Board & board
marker
students
Interact
Helping & co ‐
operating
 The teacher interacts with his learners about the new file , he instructs the learners to split into groups
of 4 in order to do the Project work which will be about ( A tourist brochure about your own city)
studetns
The teacher instructs the learner about how to deal with project works (the number of learners in each
Interact
teacher
group , the role of each one , where to get the required information , he should insist on the fact “Not to
buy” projects from cybers…., he should also inform them that he is ready to help them and the last five
minutes of each séance are for that purpose.
Being ,
becoming
friends and
getting to know
someone
 Pictures of
“cyber café ‐
newspapers –
library ‐ samples of
project works of
the previous years
learners
 Pre-listening
teacher –
 Using pictures the teacher shows the photos of Sally & Olga (without telling the learners about their names).
Interpret
studnts
 While – listening
:
 Pictures of Olga
and Sally page 21
 The teacher invites the learners to listen and try to identify:
students
Interpret
1. The names of the interlocutors.
(Sally & Olga )
2. What they are saying .( Script page 31 – sequence one)
Being ,
becoming
friends and
getting to know
someone
 The teacher reads the script twice or thrice ( books shut) and invites the learners to answer .
teacher
Produce
 The learners are invited to open their books on page 31 and read and perform the drill ( pair work)
 Manual’s script
page 31
 Post-listening :
 Kinesthesia (
The learners are invited to perform the following drill using the below key words.
Drill n°1 : Q : What is ['s] your name?
My name is
( Sally / Olga / Wang / Sami / Aminata / James / Michel / Eva / Steve /
/Sana / Ivan / Indi ra )
Interact
learners stand up ,use
gestures and perform
the drill – pair work )
A :
Welcoming &
greeting
I 'm
 The pupils repeat the drill word by word then sentence by sentence .
Interpret
 The pupils repeat the drill , then substitute the names written on the board;
Students
 The pupils perform the drill using their own names .
Being ,
becoming
friends and
getting to know
someone
 Pictures of
Sally, Olga, Wang
, Sami , Aminata,
J ames…
 The teacher introduces the second drill :
Drill n °2 :
Sally: Hello! I 'm Sally. What's your name?
Olga : Hi ! Sally .My name is Olga.
 Kinesthesia (
Interact
 The pupils listen then repeat the drill ,using the names above, till using their own names.
students
 The teacher introduces the third drill :
Drill n° 3 :
Olga : Hello, Wang!
Hi! Sally
learners stand up ,use
gestures showing
greetings and
perform the drill –
Sami : Hello! My name's Sami. What’s your name ?
Olga : Hi, I 'm Olga ! Glad to meet you .
Interpret
pair work )
the pupils repeat the drill, substitute the names, and then use their own names .
page
4
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Ways od
speaking Pronunciation and spelling . Sounds: /ai/ vs /i/ Teacher Interpret Presentation : The teacher
speaking
Pronunciation and spelling
.
Sounds: /ai/ vs /i/
Teacher
Interpret
Presentation
: The teacher writes the following sentences on the board (the words containing
the sounds /ai/ & /i/ must be written in different colours, he reads it twice or thrice, then
invites some of the learners to read.
I am six .I am a pupil in primary school .
 board & board
marker
Ways of
students
speaking
Interact
Ways of
studetns
Isolation
: The teacher invites the learners to pay attention at the words written in
speaking
different colours.
teacher
 board & board
marker
I
six
in
primary
Ways od
Analysis
: The teacher helps his learners to analyze the words and their letters
speaking
Interpret
six
in
I
primary
 board & board
marker
teacher –
studnts
letter “i” = sound
/i
/ = letter “ e ”
letter “i” = sound /
ai
/
Ways of
speaking
Stating Rule
: The learners are invited to state the following rule ( No need for the teacher to focus
students
on the phonetics transcription symbols)
Ways of
speaking
Produce
 board & board
marker
 /ai/ = five, time,nice…
teach
The letter “i” is written “i” but pronounced
 /i/ = letter “e’ = in , it, six……
Interact
Practice
:
I =
I
i
=
e
Ways od
speaking
Students
The teacher writes on the board a list of the words and asks the pupils
It
 Manual’s
to identify the difference between the sounds.
Exercise : Put each word in its right column : time ‐ it ‐ this ‐ nice ‐
Italy – write – five – domino – uniform
Time
This
script
Nice
Italy
Interpret
students
Write
Domino
Ways of
Five
Uniform
speaking
 The learners work in rough, then correct on the board
 Manual’s
Produce
 The learners are invited to read the corrected task
script
Ways of
speaking
teacher –
 The teacher explains the instructions of the “compare” task where the learners are invited to listen ,
discriminate between the sounds /ai/ & /i/ and try to recognize the spelling of some words
students
 the teachers asks the learners while he reads the works by pair in order what sound does the first
word express and what does the second do too.
Compare .
Interact
this (e) time (I ) ‐ five(I ) ‐ six (e) ‐ listen ( e) – in (e) – write ( I ) – eye (I ) ‐ xylophone (I )
students
 Manual’s task
(e)
(i )
(i)
(e)
(e)
(e)
(i)
(i)
(i)
china (i ) – scissors (e) – exercise
page 21
students
Interpret
(i)
(e)
( e) (i)
The learners are invited to read the corrected tasks then copy down on their copy books.
page
5
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Greeting and welcoming Sequence 1 MS1 level Interpret PPU Lesosn : Teacher Being  Warm
Greeting and
welcoming
Sequence 1
MS1 level
Interpret
PPU Lesosn :
Teacher
Being
Warm up
: The teacher greets his learners and welcomes them .
,becoming
 board & board
marker
students
friends and
 The teacher interacts with his learners about the last séance (greeting & Introducing) and the
vowel sounds /ai/ & /i/
Interact
getting to
 Pictures of
know
someone
studetns
The teacher introduces the drills through pictures:
Aminata &
Drill one :
James
teacher
Greeting and
Aminata : Hello , my name 's Aminata .What 's your name ?
James : Glad to meet you ,Aminata . I' m James.
Interpret
welcoming
 Kinesthesia (
Being
 The pupils listen then repeat the drill.
teacher –
,becoming
 The learners are invited to use their own names and perform the drill .
friends and
getting to
studnts
 The teacher introduces the second drill.
know
Produce
someone
Drill two :
learners stand
up, use gestures
showing
greetings and
perform the drill
students
Sami : Hi , I 'm Sami , what is your name ?
pair work )
Wang : Hello,my 's Wang . Nice to meet you Sami.
 Tactile : ( learners
Greeting and
welcoming
 The pupils listen then repeat the drill.
teach
 The learners are invited to use their own names and perform the drill .
Interact
Being
,becoming
friends and
The teacher introduces the third drill .
Drill three :
shake each others
hands to greet,
welcome and
introduce each
others)
getting to
 Kinesthesia (
know
Olga : Hello , I am Olga . What is your name?
Students
Interpret
someone
Michel : Hi , my name is Michel .
 The pupils repeat the drill then ,use their own names and practise the three drills .
Greeting and
students
welcoming
Produce
learners stand
up,use gestures
showing
greetings and
perform the drill
Being
pair work )
 The teacher invites the pupils to do Activity " a" p 22 :
,becoming
 tactile : ( learners
 The learners use their pencils to answer the Activity on their books.
friends and
teacher –
Interact
 The learners are invited to read the corrected tasks ( pair work)
getting to
know
students
someone
 The pupils do the Activity orally and the teacher writes the answers on the board.
Interpret
shake each others
hands to greet,
welcome and
introduce each
others)
students
 The pupils read the dialogues written on the board then copy down on their copy books.
Produce
 Manual Task page
students
22
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page
6
 board
Greeting and welcoming Teacher Interpret Sequence 1 ‐ . MS1 level board & Being students
Greeting and
welcoming
Teacher
Interpret
Sequence 1
.
MS1 level
board &
Being
students
 Warm up
: The teacher greets his learners and welcomes them .
marker
,becoming
friends and
The teacher interacts with his learners about the last séance (greeting & Introducing )
 The teacher explains the instruction of the following exercise then invites the learners to do it .
Interact
getting to
studetns
know
 Exercise: " re ‐ order the following words to make a correct dialogue:
someone
James : What’s / hello / my / James /’s / name / your /? / your
teacher
Pictures of
James & Aminata
page 22
 Hello ,
My name is James.
What’s your name
?
Aminata : you / to / glad / meet / James / Aminata / m / I /' /.
Interpret
Board &
 Glad to meet you James
. I’m Aminata
.
marker
teacher –
 The learners work in rough, the teacher supervises the learners works then invites them to
come to the board and correct.
studnts
Punctuation
 The teacher supervises the learners correction, mentions the punctuation’ marks in different
colours then invites the learners to read the corrected tasks and perform in pairs .
Produce
Presentation
: The teacher writes on the board the following part of the previous exercise .
students
Board & marler
James
: Hello ,
My name is James
. What’s your name
?
teach
Isolation
: The learners are invited to pay attention at the isolated punctuation marks.
Punctuation
Interact
James
:
Hello ,
My name is James
.
What’s your name
?
Students
Analysis
:
,
.
?
Interpret
colon
com m a
full stop
question mark
Board & marler
students
Punctuation
Marks
Produce
Stating Rule
:
Punctuation
.
Full stop
,
comma
:
colon
teacher –
?
Question mark
!
Exclamation mark
Interact
students
Manual page 23
Practice : The teacher explains the activity "c" p23 then invites pupils to do it in rough
Activity “c”p22 : Read then put the right punctuation .
Interpret
Hello
, Sami
. My name is Michel
.
students
Nice to meet you
.
Produce
Michel :
students
The learners correct using their pencils on their books, then read and copy down the
page
7
corrected tasks and stating rule on their copy books .
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Greeting and welcoming Teacher ‐ Sequence 1 MS1 level Interpret Being Students Board & 
Greeting and
welcoming
Teacher
Sequence 1
MS1 level
Interpret
Being
Students
Board &
 Warm up
: The teacher greets his learners and welcomes them.
,becoming
marker.
friends and
 The teacher interacts with his learners about the last séance ( greeting & Introducing) +
getting to
Punctuation marks .
Students
Interact
know
 The teacher invites the learners to open their books on page 23 and pay attention at
someone
“ Activity – a ‐ “ , he explains the instructions then asks the learners to work on their rough copy
Teacher
books ( pair work )
Activity [ a] p 23 " Pick out from the box the missing letters and complete the dialogue:"
Interpret
Teacher –
The manual
Lettering &
alphabets
Students
Mona : H e l l o! I ' m Mona.
Helen : H i! M o n a. M y n a m e 's H e l e n.
Mona: N i ce to m ee t y o u .
I z e l n w h n x p e y
b x f e s m t u m i e
o c g m a
p23
Students
Produce
Teacher
 The learners work in rough while the teacher supervises their works .
 The teacher invites the learners to correct on the board , then read perform the corrected
task .
 The teacher explains the instructions of “Activity – b ‐ “ p23 then invites the learners to work
on their rough copy books.
The manual
Interact
Lettering &
p23
alphabets
" Activity b" p23": Now write the remaining letters in alphabetical order
Students
I z e l n w h n x p e y
b o f e s m t u m i e
B c f g i m n p u x z
Interpret
Students
Greeting and
welcoming
Produce
 The teacher explains the instructions of Activity “c”p23 then invites to learners to work in
Being
,becoming
Teacher –
friends and
pair.
j Activity “c” p23 : Order the sentences and write down the conversation
The manual
getting to
Students
Interact
p23
know
someone
Massil: Hello, I 'm Massil . What’s your name?
Rym : Glad to meet you , Massil .
Massil : Nice to meet you , Rym.
Interpret
 The pupils do the activity in rough, correct on the board .
Students
 The learners are invited to build free dialogues greeting and introducing themselves
Students
 The learners perform the corrected tasks (pair works)
Produce
page
8
 The teacher invites the learners to read the corrected tasks ,then copy down.
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File One [Hello] Personal Goals: Sequence Two MS1 Level  3. Supported and purposeful development
File One [Hello]
Personal Goals:
Sequence Two
MS1 Level
 3. Supported and purposeful development :  Learners benefit and get more involved when each activity builds on previous material so that knowledge and skills build
logically towards achieving and developing specific competences . How?
a) The teacher plans lessons that have communicative objectives and whose steps build toward meeting them.
b) The teacher breaks down functions, genres and skills into small components /skills/parts in order to present realistic "chunk s" of the language for learners to process.
c) The teacher stages the lessons so that what the learner learns/practices in each step prepares for the next ones
4 .Meaningful Activities / Tasks :  Classroom activities and tasks should draw on learners' lives and interests and help them to communicate ideas and meaning in
and out of class . How?
a) The teacher supplements and adapts the textbook to plan activities related to learners' lives and interests.
b) The teacher uses and plans activities that allow learners to practice and develop real ‐ life communication skills for reading ,writing speaking and listening.
c) The teacher conte xtualizes the activities and provides a purpose for them .
Lesson Focus:
 Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc …), voc abulary (words, word phrases, idioms, etc…)
functions (polite requests, apologizing….)?
 In this lesson I will teach the following aspects of language :
 Function :
Introducing oneself +age - Emailing – Describing origins – Counting – making phone calls.
 Grammar: numbers – “wh” question word -
 Vocabulary
related to: greeting & introducing
 Pronunciation : : Vowel sounds:
“en “ & “een”
 Aspect of culture: Monuments and places: Big Ben, Maqam Eshahid, Countries: currency / flags
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 listen to and understand main points and some important details (e.g. who ,when , where) of :
Very short and simple monologs and dialogues.
Related to familiar topics and concrete situations (e.g. introductions, d escriptions of location and physical properties ).
 Can read and understand the main ideas of :
1. Very short, formulaic and descriptive text
Objectives / Assessment : SWBAT by the end of the lesson ,students will be able to : Introduce oneself (origin + age) – Count – make phone calls & read emails
Required material and / or resources : The manual’s flashcards (email – pictures page 25 – phone)
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9
time Rationale Interaction Steps of the Lesson Competencies VAKT Teacher File 1 . LISTEN AND
time
Rationale
Interaction
Steps
of
the
Lesson
Competencies
VAKT
Teacher
File 1 .
LISTEN AND
SPEAK
Sequence 2 MS1
Greeting &
 Warm up
welcoming
: The teacher greets his learners and welcomes them .
Students
 The teacher interact with his learners about the last sequence ’s learning objectives ( greeting ‐ welcoming –
Interact
Board
introducing oneself .
 The teacher inquires about the project work and if the learners need any help .
Students
 Pre‐listening
:
Internet
Terminology
Teacher
 The teacher presents the situation through pictures and flash cards describing the different sorts and kind of
Interpret
messages ( letters – emails – SMS – MMS
)
Flash
&
cards of
The teacher introduces the web page an d explains to the pupils the word " e ‐ mail"
Letters –
Text
The pupils listen then repeat the word " e ‐ mail"
email –
messages
Teacher –
Using pictures of computers the teacher explains the difference between traditional
sms
Interpret
 Mail : the letters and parcels, which are sent by post. (Postman)
Students
 " e ‐ mail " : e= electronic ‐ mail . ( computers + Internet )
Using flash cards the teacher explains the concept of how an email works .
Students
During Listening
:
Internet
The teacher presents the daily subject, which is an " e ‐ mail " from Riyadh .
Terminology
Interact
Manual
The teacher explains the instructions of the following exercise , then invites the learners to listen to the script
script
&
Teacher
and try to answer .
page24
Exercise : Listen then say : “true” or “ false”
Text
messages
1. The email is not from Riyadh.  False
Interpret
2. Riyadh is Algerian.  True
The teacher write the script on the board ( should mention Number 13 in different colour) then invites the
Students
learners to read the script twice or thrice .
Students
Internet
Manual
Terminology
script
&
Page 24
Teacher –
Text
Interpret
messages
Students
Students
Hello, I 'm Riyadh .I 'm 13.
I'm
Algerian
Students
Where are you from?
Page10
Teacher  Presentation: ‐ Interact Numbering Hello, I 'm Riyadh .I 'm 13 Board Students
Teacher
Presentation:
Interact
Numbering
Hello, I 'm Riyadh .I 'm
13
Board
Students
and
counting
&
Isolation: 
13
Students
Marker
Analysis: 
number
Interpret
Teacher
Stating Rule:  13  Number  counting
Practice: The teacher introduces the numbers from " 0 to 20 "
Numbering
The pupils listen then repeat the numbers.
and
counting
Teacher –
Post –listening
:
Interpret
Manual
page 24
Students
The teacher invites the pupils to perform “Activity – c ‐ p24” using their own names and ages
The learners perform the drill orally then correct on their books using their books using their pencils.
 Activity “c”p24: Now tell your partner abut yourself .
 Hello, I ‘m = I am ……………………… (name)
Students
Interact
 I’m ………….(age)
Teacher
Interpret
the teacher presents the sounds " een" and the sounds " en" through the following sentence.
Ways of
Board &
speaking
Presentation :  My pen is in the pencil ‐ case / Riyadh is thirteen .
marker
Students
Isolation : 
p en
thirteen
Analysis : 
en
p encil ‐ case
en
een
Stating Rule :
Ways of
Students
Interpret
speaking
 e+n = sound “n”
 e+e+n = Letter “e” + letter “n”
Practice : The teacher reads the examples on page 24 and invites t he pupils to repeat the sounds .
Teacher –
The teacher explains the instructions of the following exercise then invites the learners to perform it.
Board
Ways of
Students
Speaking
&
Exercise : Cross the odd item .
marker
Produce
“en”
Thirteen – ten – pen – hen – nineteen‐Sweden – eleven‐ teen‐ seven‐listen ‐pencil
“een”
Fourteen – pencil case‐ eighteen‐ England‐ seventeen – penguin‐fifteen ‐ oven‐
Students
Students
The learners answer the Exercise “orally”, the teacher corrects on the board then invites the learners
to read and copy down.
Page11
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File 1 Sequence 2 MS1 level Greeting & welcoming ‐ Teacher ♣ Warm up :
File 1
Sequence 2 MS1 level
Greeting &
welcoming ‐
Teacher
Warm up
: The teacher greets his learners and welcomes them , he tries to interact with them about their
Board
Being
Interact
daily life school matters
&
,becoming
Students
friends and
getting to
♣ The teacher tries to make a short recycling about the last séance ‘s learning objectives ( Introducing oneself –
age+ origin ‐ counting – sounds “en & een”)
marker
know
♣ Post-listening
: < Guided practice >
Students
someone ‐
Pictures
♣ The teacher introduces the names and the countries of page 25 ; the learners listen then repeat.
Ways of
Interpret
of Sally,
Speaking
♣ The teacher presents the pattern:
 Sami: Hi! I'm Sami. I'm from Algeria. I 'm 12.
Teacher
Steve +
♣ The teacher presents the drill and invites the pupils to repeat it using the following cues :
flags
♣ Sally / England / 10 / Steve / America / 13 / Eva / Sweden /9 Wang / China / 11 / Aminata / Nigeria / 14 /
Sana / Egypt / 10 / Ivan /Poland/ 11 / Indira / India / 12
showing
Interpret
countries
Nationalities
Teacher –
Pair Work: The learner are invited to practice the following drill
 The drill .
Board &
Students
Sally: Hi! I 'm Sally .I'm 10. I 'm from England. Where are you from?
Wang: I 'm from China.
marker
Students
The pupils listen then perform the drill using the key words.
Interact
Free feedback
: The teacher invites the pupils to use their own names, ages and countries.
Teacher
 Practice on Number & Counting
Interpret
 The teacher asks the pupils to open their books on page 26
 The teacher explains the instructions of the activity and invites the pupils to perform it.
Cardinal
numbers
 " Activity 'c'p26: Read the numbers and spell them
Manual
Students
 The pupils read the numbers from "0 to 19" the spell them.
page 26
 The teacher invites the pupils to look at " act 'd' p26 "
 The pupils listen to the teacher explanation then perform the drill:" activity 'd' p 26: Play with your partner ask
Students
Interpret
and answer : Drill:
Numbering
& counting
P1 : I 'm 4 and 8 or I 'm 4 plus (+) 8. What's my age?
P2: Your ‘re 12
 The pupils listen to the teacher, then perform the drill using the keyboards
4+10=?
* 9+1=?
* 2+11 =?
* 3+8=?
*
4+9 =?
Teacher –
 The pupils perform the drill using their own ages.
 The teacher presents to the pupils a picture of a telephone, then asks to listen then repeat.
Manual
Students
 The teacher introduces the way to make calls (read number by number)
 The teacher presents the drill:
page 26
Produce
Sami: Hallo, is that
two, eight, three, nine, seven, oh=zero, one?
Numbering
& counting
Sally: Hallo, is it Sami?
Sami: Yes, hi, Sally.
Students
 The pupils repeat the conversation then perform the drill using the keywords.
0762355 /01634276 / 4561816 / 6870542
Students
 The pupils write down the corrected tasks on their copybooks.
Page12
Greeting & Teacher welcoming ‐ ‐ File 1 Sequence 2 MS1 level Being Students ,becoming
Greeting &
Teacher
welcoming ‐
File 1
Sequence 2 MS1 level
Being
Students
,becoming
Warm up
: The teacher greets his learners and welcomes them, he tries to interact with them about their daily
Interact
friends and
life school matters
getting to
 The teacher tries to make a short recycling about the last séance ‘s learning objectives ( Introducing oneself –
Students
know
age+ origin ‐ counting + making phone calls )
someone ‐‐
Board &
Numbering
Teacher
 Pre-reading
:
marker
& counting
 The teacher does a quick review on the "e ‐ mail" .
Interpret
 The pupils listen to the teacher's questions and try to answer it.
Teacher –
Q : What’s this?
P : It's an "e ‐ mail "
Q : What's an "e ‐ mail "?
P : It's an electronic message .
 The pupils listen then repeat the drill.
Interpret
Students
Internet
The teacher presents the new "e-mail" [ Eva's e-mail]
terminology
& Abbrevia
During reading
:
Students
The learners are invited to open their books on page 26, pay attention at the teacher’s explanation of the
Manual
instruction of the task, then read and try to answer.
 "Activity b p 26": Read Eva’s answer to Riyadh’s email and “tick” ✔ on “true ” and ✖ on “false”
Interact
page 26
Teacher
True
False
Eva is from England
Eva is 9
Interpret
 The pupils read the message then answer the activity.
Students
Parts of
 The teacher writes the email on the board and mentions the verb to be in different colour .
speech
 Presentation
: The learners are asked to read the written message on the board.
Board &
(grammati
Students
Marker
terms)
Interpret
 Isolation
:
my
(‘s = is) (‘m = am)
I
Teacher –
 Analysis
:
 verb 
(To be)
Students
possessive
personal pronoun
Board &
adjective
marker
Parts of
 Stating rule
:
speech
Personal pronoun
“ I “ “you “
Produce
Possessive adjective
“my – your”
Students
I
 am  'm
Verb
“To be “ =
You 
Students
It
are  're
is  ' s
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 Practice : The learners are invited to perform the following written tasks. Teacher 1)
Practice
: The learners are invited to perform the following written tasks.
Teacher
1) Based Form task :
Board &
Grammar
Interact
Students
 Exercise : Re‐order the following words to make a correct sent ence.
 Kamel / name / 11/ Algeria/My/ am / . / is/ I / ./ from / . / am /Hi/ , /I /
Marker
2) Communicative based task :
Students
 Exercise : Fill in gaps to make a coherent dialogue.
“ from – Hello – my – is – am – is – where – are – from “
Teacher
Interpret
Board &
 Amina : ………………., my name ……… Ami na . I ……….from Palestine. Where …….you …………?
Grammar
marker
(parts of
 Karima: Hi Amina. …………….name …………
Karima.
I am …………
Algeria.
speech)
Teacher –
 The learners work in rough, the teacher supervises the learners’ works ,then invite them to correct.
Interpret
 The learners are invited to report their answers on the board , then read .
!
! !
!
Students
Manual
 The teacher explains the instructions of “Activity ‐ d‐ p27” , then invites the learners to work on their
rough copy books.
page 27
Students
Activity "d" p27 : Write a letter to your pen friend :
Interact
 Name : My name is……………
Teacher
Greeting &
 Age : I am…………………
welcoming ‐
 C ountry : I am from Algeria .I am Algerian.
Interpret
Being
,becoming
 Town : I live in the town of …………………, Daîra of ……………, Wilaya of …………
friends and
Students
getting to
know
someone
!
! !
!
Students
Hello, my name is------.I am
from Algeria. I am Algerian
.I live in town of …………,
Daîra of …………….,
Wilaya of …………
Interpret
Board &
marker
Teacher –
Students
Nationalities
Produce
Students
 The learners work individually, then they are asked to read their productions.
!
! !
!
 The learners read the corrected tasks on the board then copy down on their copybooks .
Students
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Page1
4

!

!

!

!

!

!

!

File One [Hello] Personal Goals: Sequence Three MS1 Level  5. Active,evolving process  Learning
File One [Hello]
Personal Goals:
Sequence Three
MS1 Level
 5. Active,evolving process  Learning a language requires opportunities to use what one knows for communicative purposes, making mistakes
and learning from them .The aim is to perform competently ,while recognizing that errors may still occur.
b) The teacher provides a balance of activities that focus on accuracy and fluency .
c) The teacher plans activities within each lesson in which learners use the language freely without worrying about errors, so t hat they can focus on fluency and communication.
d) The teacher plans activities in which learners use previously learned language and skills and incorporate new language and skills.
e) The teacher gives learners opportunities to recognize errors and figure out how to correct them.
6. Ongoing assessment of Lea rning  Ongoing , or regular ,assessment should take various forms and address the competences that have been
learned in class, so that the assessment can provide useful information on individual progress and achievement, which teacher s and learners can
review to aid learning .
1. The teacher has realistic short and long term learning objectives for learners.
2. Regularly assesses learner learning.
3. The teacher plans and uses a variety of assessment activities to assess learning.
4. The teacher plans and uses assessment activities that assess not only what learners know, but also what learners are able to do as speakers, listeners, readers and writers.
5. The teacher teaches learners to assess themselves and their peers so that they are aware of their progress.
Lesson Focus:
 Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc …), voc abulary (words, word phrases, idioms, etc…)
functions (polite requests, apologizing….)?
 In this lesson I will teach the following aspects of language :
 Function: Talking about nationalities
 Grammar: To be “ present”
 Vocabulary related to: countries & nationalities
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 plan for ,use and evaluate the effectiveness of Spoken Interaction Strategies used to : To get help from others; facilitate pair work in class. & To maintain conversat ions.
 Can plan for ,use and evaluate the effectiveness of a few basic listening strategies to aid comprehension by : Using key words . & Using paralinguistic cues
Maintaining a helpful state of mind.
Objectives / Assessment :  SWBAT by the end of the lesson, students will be able to : Talk about one’s origin and nationality (using “to be” in present)
What can my learners do ? My learners can already : greet & welcome – say the alphabets and discriminate between vowels and consonants ‐
introduce oneself ‐ identify the sounds /ai/ and /i=e/ and discriminate between them – identify the punctuation marks and their use – count
from “0 to 20” ‐ Identify the sounds “een” & “en” – describe one’s origin , nationality and inquire about others origin and nationalities ‐ describe
one’s age‐ make phone calls ‐
Required material and / or resources : The manual’s flashcards (email – pictures page 28 ‐ 29 ) & Script page 31 .
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15
Time Rationale Interaction S T E P S of the L E S S O
Time
Rationale
Interaction
S T E P S
of
the
L E S S O N
3 IIP
VAKT
Teacher
File 1 :
Listen
& Speak
Sequence 3 <MS1>
Greeting &
: The teacher greets his learners and welcomes them.
welcoming
 Warm-up
Board &
Students
Interact
Intoducing
 The teacher interacts with his learners about the last sequence learning objectives. ( Introducing one’s origin
communicati
Marker
‐ counting – making phone calls & describing local county town codes)
ng
by phone
Students
 PPU Lesson
: Presentation
: The teacher introduces the situation through pictures. The pupils listen then
repeat.
Teacher
 The teacher presents the dialogue and invites the pupils to repeat it.
The Drill:
Interpret
Steve: Hello, Indira this is Ivan.
Manual
Nationaliti
Indira: Hello, Steve. Hi,
Ivan.
.Are you Russian? Welcome to London, Ivan.
script
Teacher –
es
Ivan: No, I am not .I 'm Polish.
page 31
 The teacher asks the pupils to repeat the drill sentence by sentence till the acquisition of the whole drill.
Students
 The teacher introduces the second pattern and invites the pupils to repeat it.
 The pupils listen to the teacher, and then repeat the drill using the following key words.
Students
Practice:
(Ivan / Poland /Polish_)
 I 'm from Poland .I 'm Polish
.
Produce
(Sami /Algeria/ Algerian)
(Sally /England/ English) (Michel / France/French) (Wang /China/ Chinese)
Teacher
Manual
Nationaliti
(Lynda /Australia/ Australian) (Yanis /Greece/ Greek)
 The teacher writes on the BB the two drills and the countries with their nationalities.
es
task page
 The teacher introduces the second drill ( focus on Interrogative & negative forms ) .
Interact
28
Students
 The pupils listen to the teacher then repeat .
Dril l 3 :
A:Olga , are you Swedish ?
B: No , I 'm not . I 'm Russian.
Students
⇒ the teacher asks the pupils to open their books and look at activity "a"p29. repeat the drill,then substitute the
Interpret
keywords .
A: Wang , are you Japenese ?
A: ‐ Indira, are you Pakistanese ?
A: ‐ Marco , are you Portuguese ?
A: ‐ Pedro, are you American ?
B : No , I 'm not . I 'm Chinese .
B: No ,I'm not .I'm Indian.
B: No, I'm not .I 'm Italian.
B: No,I 'm not .I'm Irish.
Manual
task page
29
Teacher –
⇒ Use
:The learners are invited to talk about and inquire about thei r own country & nationality
Students
⇒ The teacher reports on the board the following table summarizing “countries & nationalities”
Nationaliti
Country
Nationality
Country
Nationality
Country
Nationality
Produce
es
World
Algeria
Alger ian
India
Indian
Italy
Italian
map
England
Engl ish
Pakistan
Paskistanese
Mexico
Mexican
France
Fr ench
Portugal
Portuguese
Irland
Irish
Students
China
Chin ese
Spain
Spanish
Walles
Welsh
Australia
Austral ia
Greece
Gree k
Students
 The pupils read the written works on the board then write down on their copy books.
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File 1 : Listen & Speak Sequence 3 <MS1> Board & Greeting  Warm-up :
File 1 :
Listen
& Speak
Sequence 3 <MS1>
Board &
Greeting
 Warm-up
: The teacher greets his learners and welcomes them.
marker
Teacher
Interact
and
 The teacher interacts with his learners about the last sequence learning objectives . ( Talking about nationalities)
welcoming
 Pre-reading
:
Students
 The teacher interacts with his learners and tries to make them talk about their origin , nationality and age.
 During-reading
:
Students
 The teacher presents the situation, explains the instructions of “ Activity – b ‐ p29 ” , then invites the learners to read
and answer the task.
Interpret
Teacher
Manual
Name:
St James School
Ann
script
Being
Surname:
Smith
page 29
,becomin
Ann’s
Age:
13
g friends
Ann's school card .
letter
and
Teacher –
Country:
Wales
getting to
City :
Cardiff
know
Students
Nationality :
Welsh
someone
 The pupils do the activity in rough, correct on the board, and then write down.
Produce
Students
 The learners are invited to read Ann’s letter .
 Post-reading
: The teacher invites the learners to interact and discuss about Ann’s letter, her country’s location, city and
Teacher
nationality.
Interact
The learners are invited to use Ann’s school card and make their own ones.
Houari Boumediene School
Manual
task page
Nationaliti
Name:
………
29
es
Surname:
……………
Students
…………. School Card.
Age:
………….
Country:
Algeria
Interpret
City :
…………………
Students
Nationality :
Algerian
The learners work in rough, the teacher supervises their works, then invites them to give back their feed back.
Teacher –
The teacher explains the instructions of “activity c p29 ” , the teacher re ‐ uses the countries taught previously to identify their
capitals. <orally>
Produce
"Activity c p 29":Look at the world map and locate the capitals.
Continents
Students
and
London
/ Cardiff
/ Sydney
Manual
regions of
A
: Where is /'s
Baghdad / Geneva
/ Beirut
/ New York
task page
the world
England/ Wales / Australia
Students
B
: It 's / is
in
Iraq / Swiss
Students
Lebanon / U.S.A
 The learners perform the drill ,then copy down the corrected tasks on their copy books.
Greeting Board & Teacher and File 1 Sequence 3 <MS1 Level> marker Interact welcoming ‐
Greeting
Board &
Teacher
and
File 1
Sequence 3 <MS1 Level>
marker
Interact
welcoming
 Warm-up
: The teacher greets his learners and welcomes them.
Students
 The teacher interacts with his learners about the last sequence learning objectives . ( talking about nationalities , )
 The learners are invited to talk about their own “origin , nationality , home town , school’s name and the ir country’s
Students
capital.
 The teacher asks the pupils to open their books on page 30, and look at the word search, he explains
Teacher
the instructions of the activity . then invites them to work by pairs.
Interpret
 The teacher may challenge the learners by rewarding the best pair who finds all the “8”nationalities
Being
Manual
,becomin
first .
task page
g friends
 Activity a p 30: There are 8 nationalities in the word search .Find them.
30
and
Teacher –
getting to
know
Students
someone
Natinality 1 : ‐‐‐‐‐‐‐  Algerian
Nationality 2 : ‐‐‐‐‐  Swiss
Natinality 3 : ‐‐‐‐‐‐  Turkish
Nationality 4: ‐‐‐‐‐‐  French
Nationality 5: ‐‐‐‐‐‐  Spanish
Nationality 6: ‐‐‐‐‐‐‐  Chinese
Nationality 7 : ‐‐‐‐‐‐  Qatari
Nationality 8 : ‐‐‐‐‐  English
Students
Produce
 The learners work in pair , the teacher supervises their works ,then invites them to give back their productions .
 The teacher reports the corrected task on the boar d , then invited the learners to read .
Teacher
 The learners are invited to listen to the explanation of “Activity bp30”, work in rough then give back their
productions.
Interact
Manual
 Activity "b" p30 : Four letters are left, find them, and order them you will get the name of a continent.
task page
Nationaliti
30
es
" s – a – i – a "
 Asia
.
Students
 The learners give back the “4” left letters , the teacher reports them on the board then invites the learners to find the
right name of the continent.
Students
 The teacher explains the instructions of “activity – c ‐ p30 “ , the learners work in rough , ( the teacher may use a
Interpret
world map to help the learners identify and recognize the other continents.
 Activity 'c' p30 : Order the boxes to get the names of other continents.
Manual
Continent 1
 Africa
Continent 2
Continent 3  America
Continent 4  Oceania
task page
30
 Europe
Teacher –
 The pupils do the activity in rough, correct on the board, then read
Continents
Students
 The teacher explains the instructions of ‘Activity –d-p30”then invites the learners to find the right countries of the following
Produce
and
abbreviations . <oral performance>
regions of
 Activity’d’p30 : Find the countries.
the world
Manual
DZ
is for Algeria
I
is for Italy
TN 
task
D
is for Denmark
F
is for France
GB 
is for Tunisia
is for Great
Students
 The pupils do the exercise in rough, correct on the board, then read and copy down.
Students
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Teacher ‐ File 1 MS1 level Greeting Students and  Warm-up : The teacher greets
Teacher
File 1
MS1 level
Greeting
Students
and
 Warm-up
: The teacher greets his learners and welcomes them.
welcoming
 The teacher interacts with his learners about the last sequence learning objectives . ( Talking about nationalities ,, identifying
Interact
countries from their abbreviations , naming continents)
Students
 Using pictures of monuments the teacher present the drill
Pictures
 The teacher presents the drill
Teacher
of Tower
Drill :
This is [ th e Tower Bridge/ Big Ben/ …………
It's [ the Tower Bridge…………… …]
• the pupils listen and repeat.
Interpret
Being
• the teacher introduces the new drill
Bridge
Teacher –
,becomin
g friends
Drill :
A:
What is this ?
B : It's Tower Bridge.
and
Students
• the pupils repeat the drill using the keywords.
‐ Big Ben ‐
getting to
• the teacher present the monuments with their origin.
know
someone
Students
Maqua
Maqam Eshahid is in Algiers, Algeria.
*
Big Ben
is in London , England
Golden Gate Bridge is in SanFrancisco ,U.S.A
* Statue of Liberty is in New York, U.S.A
*
Teacher
Eiffel Tower is in Paris, France
Tower Bridge is in London , England
The pupils repeat the drill.
the teacher presents the following drill using "where"
Produce
Echahid –
Eiffel
Drill:
A : Where Maqam Eshahid ?
B : It' s in Algiers ,Algeria .
the pupils repeat the drill using the keywords.
Interact
Students
Tower –
the teacher present the next drill
Nationaliti
es
Drill :
A : Is Big Ben in Leeds ?
A : Is it in Manchester ?
Students
B: No, it is not .
B : No, it isn't .
B : Yes, it's in London
Tadj
A : Is it in Lon don ?
the pupils repeat the drill, then teacher choses one of the drill and writes it on the board
the teacher does a quick review about the last hour , he asks the pupils to identify the famous places .
Interpret
Mahal ‐
Drill :
Teacher –
A : What's this ?
A : Where is it ?
B : It 's the Tower Bridge / Big Ben / ….
B : It' s in London, England.
Golden
Students
The teacher introduces the second drill.
Bridge ‐
A : Is Big Ben in Leeds / Manchester / London ?
B : It' s in London .
Continents
A : Is the Statue of Liberty in New York / Los Angeles / Washington
B
: It's in New York .
and
Produce
regions of
A : Is Maqam Eshahid in Algiers / Batna / Setif ? B : It's is Algiers .*
Statue of
the world
A : Is the Eiffel Tower in Paris / Marseilles / Lyon ?
Students
A : Is
Tower Bridge i n Liverpool / London / Oxford
A : Is The Golden Gate Bridge in San Francisco / Chicago/Dallas ?
B : It ' s in Paris .
B : It's in London .
B : It 's in San Francisco .
Liberty
Students
A : Is the Taj Mahal in New Delhi / Bombay/A gra ? (200Km from New Delhi B : It' s in Agra .[ 200 km from New Delhi ]
the pupils listen to each drill and repeat it .
the teacher writes each drill on the board and i nvites the pupils to copy down .
page19’
 Using pictures of the Royal Family the teacher asks the pupils to repeat .
Using pictures of the Royal Family the teacher asks the pupils to repeat .
Interact
Teacher
Greeting
and
The Royal Family
welcoming
Students
Queen Elizabeth
Prince Philip
Photos of
Students
Interpret
Teacher
the royal
Being
family
,becomin
g friends
Teacher –
and
getting to
Students
Prince Charles
Camilla
Princess Anne
Prince Andrew
Prince Edward
know
someone
Produce
Photos of
Students
the royal
Teacher
Interact
family
Nationaliti
Prin ce William
Prince Harry
Students
es
Interpret
Photos of
Students
The pupils repeat the names of the Royal Family
the royal
The teacher asks the pupils to do "a ctivity cp34
‐‐  Who is missing ? Prince William is missing.
family
Teacher –
Produce
Students
The pupils write down the family tree of the Royal Family .
Continents
and
regions of
Page 20
the world
Students
The asks the pupils to open their books on page34 and look at the currency .
Students
"Activity "c"p34 : Match the bank ‐ notes with the countries.
Morocco Pound Greeting Interact Teacher Algeria Dirham and welcoming ‐ USA Dinar Students Japan EURO
Morocco
Pound
Greeting
Interact
Teacher
Algeria
Dirham
and
welcoming
USA
Dinar
Students
Japan
EURO
Great Britain
Dollar
Photos of
Students
Germany
Yen
Interpret
Teacher
national
Being
 The teacher asks the pupils to look at page 35 and try to do the activity on page 35
"Activity p35 " Find other countries that use the same currency.
,becomin
and
g friends
Teacher –
Dinar
Dollar
Pound
Euro
and
getting to
Australia
France
foreign
know
Students
Algeria
Canada
Spain
someone
Bahrain
Jamaica
Egyptian pound
Island pound
Lebanese pound
Maltese pound
Sudanese pound
Syrien pound
Italy
Produce
currency
Iraq
Liberia
Germany
Students
Jordan
Singapore
Belgium
Kuwait
Tahiti
Denmark
Photos of
Teacher
Libya
Taiwan
Greece
Interact
Tunisia
Zimbabwe
Sweden
national
New
Portugal
Nationaliti
Zealand
es
Students
and
 the pupils do the activity in rough then ,correct o n the board ,read then copy down
Interpret
foreign
Students
 the teacher asks the pupils to draw the flags on their copy books then match each country with its flag .
currency
Teacher –
Flag n°1 : Canada
Flag n°2 : Kenya
Flag n°3 : Great Britain /United Kingdom
Flag n° 4 : Lebanon
Produce
Continents
Students
and
Photo
regions of
page 35
the world
Step five : the pupils read the activities written on the board then copy down
Students
File 1
MS1 level
Students
 Warm-up
: The teacher greets his learners and welcomes them
Page 21
 The teacher does a review on what has been taught .
Teacher
‐ 1. the English alphabets Students 2. numbers from 1 to 19 Greeting and 3.
1.
the English alphabets
Students
2.
numbers from 1 to 19
Greeting
and
3.
auxilary "to be "
I ‐  am
/ You ‐  are this
Board
welcoming
is
and
Students
4.
personnal pronouns I / you
Interact
marker
5.
possesseive adjectives
Teacher
to greet : "Hello / Hi
to use greeting expressions : "nice / glad to meet
you
to ask for information : where is …./what is ….
To spell words
To makes phone calls
To talk about nationalities .
6.
the demonstrative : "it"
7.
prepositions : in / from
 The teacher reminds the learners through written and oral activities .
Teacher –
 Ex n1 : sing the alphabets
Being
Interpret
 Ex n2 : count the numbers from 1 to 19
,becomin
g friends
Students
 Ex n°3: complete with "I – you – am – are "
* ‐‐‐‐‐ ‐‐‐‐‐ from Algeria
* ‐‐‐‐‐‐ ‐‐‐‐‐‐‐ English ?
and
 Ex n°4: Fill in with " my – your "
getting to
 Ex n°5 : Fill in with " this is "
* ‐‐‐‐‐ name is ‐‐‐‐‐‐‐ / * what is ‐‐‐‐‐‐ name ?
 what ‐‐‐‐ ‐‐‐‐‐‐ ? ‐‐  ‐‐‐‐‐ ‐‐‐‐‐ an English book.
know
Students
 Ex n°6: Replace the underlined words by "it".
Board
someone
‐ This is Big Ben ‐  Big Ben = It is in London
Where is Algeria ? It is in Afirca .
and
‐ This is an "e ‐ mail"  It is the "e ‐ mail" of Eva.
marker
Teacher
 Ex n° 7 : Complete with " in – from"
1) Toyota is ‐‐‐‐‐‐‐ Japan . /
2) This pen is made ‐‐‐‐‐‐ Algeria.
Produce
3) Where are you ‐‐‐‐‐ ? 4) ………………… is ‐‐‐‐‐ Constantine . 5) I am ‐‐‐‐‐‐ Algeria .
 Exn°8 : Complete the questions with " what / where"
Q1: ‐‐‐‐‐‐‐‐ 's your name ?
Q2 : ‐‐‐‐‐‐ is Taj Mahal?
Students
 the teacher invites the pupils to do "activity a p37
Board
" Activity a p37 : Spell these words
Interact
and
Nationaliti
marker
es
Zimbabwe ‐  z i m b a b w e
 Rhinoceros
 Xylophone
 Chocolate
Students
 the pupils do the activity orally .
 The teacher invites the pupils to do "activity bp37
Teacher –
"Activity [b]p37 : Correct the mistakes .
Helo , my nam is Amin .Wat 's your nam ?
I'm Riyad .Nise to meet you .
* ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐
* ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐--
Interpret
Manual
Students
page 37
The learners are ivnited to do the rest of the tasks at home Activities “ c – d – e – and f “
The tea cher invited his learners to read the corrected written works on the board then copy down.
Continents
and
Yellowdaffodil66@gmail.com
regions of
Produce
Students
the world
Students
Page 22
The teacher greets his learners and welcomes them . The teacher invites the learners to
The teacher greets his learners and welcomes them .
The teacher invites the learners to correct the home work “ check page 37” < oral correction>
The teacher interact with his learners about the project work , then gathers it , and invites the spokesman of each group to come to the board and
present the work.
The learners listen , take notes and ask questions to each others .
The teacher tries to set a climate of communication where the learners listen to each others , interact between each others a nd interpret each others
works
The teacher gathers the learners works , marks them , then puts the works in the school library to serve as a source for the next years learners’
School Library Contest
 Your school librarian wants to enrich the library collection with tourist brochures about countries, cities, towns, villages……
 Make a tourist brochure about a country ,a city, a town, a village…
 Procedure
4. Form your group (2 or3)
5. Find information (library‐ internet‐ teacher, parents…)
6. Collect pictures/drawings about (capitals ‐ flags ‐ monuments‐ currencies…)
 Group Work:
2. Meet (show your work – discuss‐ correct – stick your photos –type or write your form
.(country ‐ continent ‐capital ‐monuments‐currency ‐population … )
 Your brochure is ready put it on the classroom wall
• L ook at the other posters
• Evaluate your work
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