Level: Ms 1 Sequence:02 Lesson:01 LessonFocus:Language learning Learning Objective:Bytheendofthe lesson,mylearners willbeableto namesomejobs usingthe articles (a,an and the), personal pronouns he/ she and possessiveadjectives his / her. Target Competencies:interact – interpret– produce.(thecompetencies are presentedinan integrated wayand the teacher will decideon which competencyhe will focus on) Domains:Oral – Written - Both TargetStructures:personal pronouns, possessive adjectives.( He....his / She.....her)and the articles (a,anandthe) Materials:Sheets of paper/ familytree/ picturesofjobs Cross-curricular Competencies: 1. Intellectualcompetency: - The learnercaninterpretverbalmessages to getinformation. - Hecan showcreativitywhen producinghisown examplesin postlistening. 2. Methodologicalcompetency: - The learnercan workin - Hecanusestrategies forlisteningandinterpretingoraldiscourse. Core values : 1-Valuingandrespecting relatives. 2-Beingproud ofbelongingto a family. 3-Valuingjobs.
20’ Listening lexis and keywords needed in thelistening phase with thepersonal pronouns “he”, “she” andthe possessiveadjectives “his” and“her”. Mentioningthe use ofarticles: “a”,“an”and “the”. Task 4. page50. Thefirstlistening(listeningforapurpose): dialoguepage48 The teacherasks the learners to listen to the dialogueand answerthe questions: Who is speaking? What aretheyspeaking about? Is Omarpolite with Peter? Thesecond listening: The teacherreads thedialogueagainand asks his /herlearners to listen and fillin the L/T T/L L/L T/L L/L female. Interpretingan oral conversationfor general information. Elicitingthen givingtherule ofarticles. Checkinghow welltheycan usethearticles appropriately Usingstrategies forlistening andinterpreting anoral discourse. Books Oral dialogue. A A A
15’ Post- listening table. Teacher asks the learnersto think ofthe other relatives, work in pairs, gather information in atable, ask and answer about theirnames and jobs. L/L Identifying relatives, names,jobs, pets. Checkingand showing degreesof autonomyinthe useofpersonal pronouns“he” “she”andtheir possessive adjectives. Role play The teacher’scomments: Whatworked -......................... -......................... -......................... Whathindered -......................... -......................... -........................ Action points -......................... -......................... -......................... *VAKT: Visual, auditory,kinaesthetic,tactile. **L/L: learner Learner T/L: teacher learner ***M.I:Multipleintelligences
Time Framework Procedure Objectives Materials/Aids VAKT* M .I *** 10’ 10’ Presentation: Warmup: The teacherinvites onelearnertorevisethe English alphabet with him/herbytakingturn and saying theletters onebyone. Teacher: A Pupil:B T:C L:D T:E L:F..... The teacherasks the learners to playthe gamein pairs and thewinneris thepair who finishes first withoutmistakes. L1: AL2:B L1: C L2: D L1: E L2:F ......... The teachermayrevisethenumbers from 1 to 13 usingthesamegame. T:1 L:2 T:3 L:4 T:5 L:6 .........T: 12 L:13. L1:1 L2: 2 L1:3 L2:4 ...... The teacherpresents asongabout numbers T/L ** L/L L/L L/T Brainstorming, revisingthe Englishalphabet letters. Revisingthe numbers acquiredbefore to pavetheway to the presentationof the secondpart ofthenumbers withtheordinal numbers. Presentingthe numbers Song about numbers 0dJWfQHF8Y A A
20’ Practice and asks thelearners torepeat it. (just the needed numbers) Then, theteacherwrites thenumbers in order on theboard and presentstheordinal numbers. Teacheruses thesituation on thebook (Omar greetinghis grandmother). Taskone:Through Role Play, the teacher asks the learners to ask and answerabout one’s age. Teacher:I am twenty-two and twenty-four. What is Learner 1:Youare forty-six. Teacher:That’s Teacher:Myfatheris ........... and ........ . How old is he? Learner 2: Heis ...... Learner:...... Learner:........ T/L L/L L/L througha song Usingthe ordinalnumbers ina context(the family) Demonstrating the valueof respectingthe parents. Interacting orallyusing numbers. Usingstrategies forlisteningand interpretingoral discourse BookP52 Oral dialogue. V.A V A A
A:Mymotheris ...... B- Writeashort description to rankyour brothers and sistersaccordingto theirage. Reinvesting what hasbeen learned:ordinal numbersto introducesisters andbrothers. Shortwritten description The teacher’scomments: Whatworked -......................... -......................... -......................... Whathindered -......................... -......................... -......................... Action points -......................... -......................... -......................... *VAKT: Visual, auditory,kinaesthetic,tactile. **L/L: learner Learner T/L: teacher learner ***M.I:Multipleintelligences
Level: Ms 1 Sequence:02 Lesson:03 LessonFocus:Language learningandUse LearningObjective:Bytheend ofthelesson,mylearnerwillbe ableto introducehis/herfamilymembers names and jobs orally, usingthethree forms of”to be” and W.H. Qs. Target Competencies:interact– interpret – produce.(the competenciesare presentedinanintegratedwayandthe teacher will decideon which competencyhe will focus on) Domains:Oral– Written -Both TargetStructures:Personal pronoun:”I, he,andshe”, possessive adjectives: “My, hisand her” W.H Qs : What /who / thethree ofto be. Materials: FamilyTree Poster/ Flash cards (jobs)/ flashcardsrepresenting(He/ she/madam/sir/girl/ boy/man /woman .... Cross-curricular Competencies: 1-Intellectualcompetency: - The learnercanthinkanduse thelanguage toguess. 2.Methodological competency: - Hecan workinpairs. - Hecanassesspeer’swork. 3. Communicative competency: -Hecanusedramaandroleplaytocommunicateappropriately 4. Personalandsocialcompetencies: - Hesocialisesthrough oral interaction. - Hedevelopsattitudesoffriendship. Core values : 1- Respectof relatives 2- Valuinganddevelopingfriendship with neighbours, friends…
20’ Use The teachermayallowhis learners tocarry on guessingabout theirjobs usingthe interrogative form. You areat home withyour new classmate. You show him/herthephotos ofyour familymembers onyourtablet. Show thephotos and introducethem and jobs) Thelearners willbeableto reinvestwhat hasbeen learnedto introducethe family membersina meaningful situation. A The teacher’scomments: Whatworked -......................... -......................... Whathindered -......................... -......................... Actionpoints -......................... -......................... *VAKT: Visual, auditory,kinaesthetic,tactile. **L/L: learner Learner T/L: teacher learner ***M.I:Multipleintelligences
Time Framework Procedure Objectives Materials/Aids VAKT* M .I *** 10’ 10’ Presentation:1 Warmup: The teachersplits the class into groups of four. Eachgroup is providedwith aset of words written on sheets of paper.(Thesame words for eachgroup) The learners spreadthe papers onthe table face up.Theyhavetolistentothe teacher, when hepronounces aword; eachlearnertries to pick up that word firstuntil the teacher finishes all the words. Thegroup with the largest numberofwordsis the winner. T. asks the learners within thegroup to read all the words and identifythedifference. Whentheyidentifythe difference,theteacher T/L ** L/L T/L Activating schematato workinsmall groups,through a competition. Toengageand helpthelearners to getlistening strategies focusingon sounds. Checkingand correcting pronunciation. Aset ofsheets of paperforeach group. Readingthe listat random. T A
Practise G 1 Keep…………………., R………………………… …………………………… ………………...... …………………………… ………… G 2 Keepneatatyour ………, Readand……….and ………cool. ……the pen andthinkof the ………. Youare the ………,you ……..thebest. L/L L/L Tohelpthe learnersidentify the sounds. Checkinghow wellthelearners areableto distinguish betweenthetwo BookP53 . A T V G 3 Keep(neat- net–fit)atyour school, (Read–ride –run)andspeak andstay(cool-full– school). Get (a–the-an)penandthinkofthe (test-best–next). Youare thebest,youare thebest. The teacherreadsthe poem aloud and asks eachlearnerto do thetask on his/hersheet of paper. When theyfinish, theyhaveto deal with peer correction, thengroup correction.
15’ The teacherasks the learners toreadthe poem and classifythe wordswith the sounds: /e/ :get – pen-best /I:/ : keep – read – Remark: (theteacherhasto mention themoral behind this poem)Core values. Taskone: The teacherwrites on theboard this bubble andasks the learners to read it and sort out the words with thesounds : /θ/ and/ð/ Hi,I amhappywithmyfamily. I mygrandmotherandgrandfather. I respectmymumanddad,I love youboth. Hibrother, I amyoursister;I need yourhelpandcare. I havea brotheranda sister,soweare three. L/L sounds. Tomakethe learnersfeel free to playand learn. *Reinvestwhat hasbeen learned:ordinal numbers,to introducetheir sistersand brothers. *to checkand correctthe The board. The bubble written board. The bookP 54 (topresentthe task ina ludic way.The teachermay provide Ls with words writtenon balls and asks each learnertoidentify the soundofhis wordandputitin V. V. A K.
15’ Use Tasktwo: Ithrow theballs in the right hoop page54 pronunciation the rightcorner. Shortthankyou /e/ /I:/ Red Pet Vet Ten Green Greet fifteen Writeathank-you noteto the familymembers to speak aboutyour rolein lovingthe family and keepingyourroom tidyandclean. /θ/ With Grandmother Grandfather brother Both Finally,thelearners have toreadtheir production.
The teacher’scomments: Whatworked -......................... -......................... Whathindered -......................... -......................... Action points -......................... -......................... *VAKT: Visual, auditory,kinaesthetic,tactile. **L/L: learner Learner T/L: teacher learner ***M.I:Multipleintelligences
Competencies: 1. Intellectualcompetency: - The learnercanunderstandand interpretnon-verbalmessages. - showcreativitywhen producingoraland written messages. 2. Methodologicalcompetency: - Hecan workin group. - He mobiliseshisresourcesefficientlytoproduceapieceofwriting. - Hecanassesshiswork. - He can assesshispeers’work. 3. Communicativecompetency: - Hecanuseinformationandcommunicationtechnologysuchasemails to communicateappropriatelywithlearnersofothercultures 4. Personaland socialcompetencies: -Hesocialisesthroughoraland written exchanges. Corevalues: 1-Beingresponsible. 2-Beinghappyand proud of belongingtoa family. 3-Valuingjobs. Valuingleisuretimeactivities. (Readingbooks). 5- Openness totheworld (sharing informationandrespectingpeople ofothercultures.) Time Framework Procedure Focus Objectives Materials/Aids VAKT* M .I ** 15’ Warmup: The teacher puts sevenboxes on each row ofthe class, and distributes sheets of paper (asheet foreachlearner.) The sheets containall the structures the teacherintroduced in thesequence. T/L Motivatingthe learnersto identifythe Sheets ofpaperand boxes V+ T+K
20’ Presentation Eachlearnerhas to readhis word and put it in the box.(The winner row is the first to put all the words in the right boxes) Personal possessive tohave to be Pronouns adjectives articles wh. Qs The teacherinvites onelearner fromeach row to check the words in theboxes and to find thescore. The teachercreates asituation to present the simple presenttense. Look, this is Omar; hespeaks his L/L L/L Ls willbeable tomoveandput their wordsin therightboxes. Elicitingfrom thelearnersto . PowerPointslides to V. V+ T+K
likes,dislikesandhisbrother’s likesand dislikes. Omar: amOmar. I amAlgerian.I ………reading Mybrother,Akram……… playingfootball,he……not….. watchingTV.….. you….. readingbooks? The teacherelicits from the learners the missingwords in thebubbleto introduce the ruleofthepresent simple (PowerPoint slides) Omar: Hello,I amOmar. I amAlgerian.Ilikereading books.Idonotlikeboxing. Mybrother, Akramlikesplaying football,hedoesnotlikewatching TV.Doyoulikereadingbooks? L/T T/L T/L L/T fillinthe gaps withtheright form Highlightingthe ruleofthe presentsimple tensewith:I, she. presentthe three forms ofthe present simplewiththe pronouns I,you, he andshe The activitywritten onthe boardoron thePowerPointslide. V. V+ A
20’ Practice Aftergivingexamples andcheckingthe learners’acquisition ofthepresent simple withthe three forms,theteachermoves to “practice”. Ok let’s helpAkram choosethe rightform ofthe verbs. Akram: Yes,youareright,Omar. I (like-likes)playingfootball,I ( notlike) watchingTV.I (love–loves)readingbooks, too. Myfather(likes–like) watchingTV. Task1 page56 Now, let’s help Omarto choosethe correct word between brackets to write an email to Margaret. HiMargaret, Howareyou? I amhappyto introducemyfamily.Myfatherisa carpenter.Heis47 years old.HisnameisAhmed.My motherisateacher. Sheis42.HernameisMeriem. Ihaveonebrother.HisnameisAkram.Heisa pupilatKerouaniSchool.Akramlikesplaying football.Howaboutyou? L/L L/L Assessinghow wellthelearners usethepresent simpletense withthe pronounsI and he. Tocheckif learnerscan distinguish between personal pronounsand possessive The activityonthe book The learner’ copybooks V. V.
15’ Use Margaret knows verywell Omar. Now, she wantsyou to introduceyourself,your familyandyourlikes. (Follow the example of Omar’semail). adjectives. Learners willbe ableto use personal pronouns, possessive adjectives correctly. V. The teacher’scomments: Whatworked -......................... -......................... Whathindered -......................... -......................... Action points -......................... -......................... *VAKT: Visual, auditory,kinaesthetic,tactile. **L/L: learner Learner T/L: teacher learner ***M.I:Multipleintelligences
Level: Ms 1 Sequence:02 Lesson:06 LessonFocus:LanguageUse LearningObjective:Bytheend ofthelesson,mylearners will beableto respond to Adaku’semail, introduce themselves and talk about languages, likes, food and pets . Target Competencies: interact – interpret* – produce(the competenciesare presentedinanintegratedwayandthe teacher will decideon which competencyhe will focus on) Domain:Oral – written– Both TargetStructures:Simplepresent tense“to be”to introducehimself/herself. Simplepresent tensewith verbs to introducelikes. Simple presenttensetohaveto indicatethepossession ofobjects orrelationships. Materials:Word SplashGame/ template. Cross-curricular Competencies: 1. Intellectualcompetency: - The learnercan understandand interpretnon-verbalmessages. - Hedemonstratesdegreeofautonomyinsomeareasoflearning. 2. Methodologicalcompetency: -Hemobiliseshisresourcesefficientlytoproduceapieceofwriting. -Hecanassesshiswork. -He canassesshispeers’work. 3. Communicative competency: useinformationandcommunication technologysuchasemails to communicateappropriatelywithlearnersofothercultures 4. Personalandsocialcompetencies: -Learnersocialisesthroughwrittenexchanges. Corevalues: 1-Beingresponsibleforhisown learning. 2-Being proud ofbelongingto nation. 3 -Valuingleisuretimeactivities.(Reading 4 -Openness totheworld (sharinginformation and respectingpeopleofothercultures).
Time Framework Procedure Focus Objectives Materials/Aids VAKT* M .I *** 10’ 10’ Pre-reading Warmup: Word SplashGame ٭Food To introducethekeywords, the teacherdraws on theboard the circle above with words and makes theLsrepeat them. Eachtimethe teacher erases a word from the circle andasks theLs to repeat them, until thelearners can repeat all the words which areerased. T/L L/L L/L Motivatingthe learnersand activating schemata. Ls willbeableto pronouncethe wordscorrectly andmemorise them. Tocheckthe Ls’ understanding. Ls willbeableto usethewordsin meaningful sentences. The board . The L’s copybooks. V. A V.
20’ During reading The teacherasks the learners to usethe from the circleinmeaningful sentences. Example: -Ilovemycountry. -Iam fromAlgeria. -Ihaveacat pet, namedMimi. -Readingbooks is oneofmylikes. Firstreading: The teacherasks the learners to read the support and saywhat it is: a-Letter c-blog d-message Who is thesender? Secondreading: The teacherasks the learners toread Adaku’s email and puta tick in the right box. 1-Adakuisthereceiverofthise-mail. F 2-Adaku iseleven. F 3-Adaku speaksEnglish. T 5-Adaku likeswearingjeans. T 6-Adaku hasapetcat. F L/T T/L L/L Ls willskimthe supportfor general information,then scanitfordetails aboutAdaku. The book. V. V V+A
20’ Postreading Adaku wants to know more aboutyou: - Yourname/ age/ country/ languages/ likes, favourite foodandpet. L/L Thelearnerwill beableto use appropriate simpleEnglishto introducehimself inanemail. Emailtemplate . The teacher’scomments: Whatworked -......................... -......................... Whathindered -......................... -......................... Actionpoints -......................... -......................... *VAKT: Visual, auditory,kinaesthetic,tactile. **L/L: learner Learner T/L: teacher learner ***M.I:Multipleintelligences
The learners will havetheopportunityto presentandassess thegroups’productions. The teacherselects oneproductionto be corrected on theboard (the learners canalso beinvolved in co-assessment). collaborate, gather informationand producea piece ofwriting(an email)using correctand appropriate language). Posters to draw family tree. An email template. The teacher’scomments: Whatworked -......................... -......................... Whathindered -......................... -......................... Action points -......................... -......................... *VAKT: Visual, auditory,kinaesthetic,tactile. **L/L: learner Learner T/L: teacher learner ***M.I:Multipleintelligences
Ms 1 Sequence:02 Lesson:08 LessonFocus:LanguageUse LearningObjective:Bytheend ofthelesson,mylearners willbeableintroducethemselves onan international friendship blog. Target Competencies:interact– interpret – produce.(the competencies are presentedinanintegratedwayandthe teacher will decideon competencyhe will focus on) Domains:Oral –Written-Both TargetStructures:personal pronoun:”I”, possessive adjectives: “My”+to be simple present. I+to have (simple present) I+to like(simplepresent) Materials:video song about friendship /Blogtemplate and support / pictureof Algerian flag andmap / ... Competencies: 1- Intellectualcompetency: - The learnercaninterpretasongand sortoutmannersofa good friend. - Hecan showcreativitywhen designinghis/herown blog. 2- Methodological competency: - The learnercanusestrategies forwriting. - Hecan assesshimself. - mobilisetheacquiredresources. Core values : 1- Assertingone’sidentityandbehavingwith 2- Beingproud ofbelongingto anation. 3- Valuinganddevelopingfriendship atthe internationallevel
20’ T:Howcan you make friendsfromothercountries? you communicate? Which languagedo you use? Whatand whydo you write? T:Today, you aregoingtointroduceyourselfon an internationalschoolfriendship blog. Be agood friend , prepare yourown blogand write aboutyour: - Name– age– country-school– class. - Languages-religion- - Likes– dislikes - Favourite food. You canillustrateyou blogwith pictures (Theteachermovesaroundandhelpsthelearners). Now, it’stime tocheck,reviseandcorrectyour mistakesbeforeeditingyour finaldraft. T/L L/T T/L T/L L/L Showinglearners theimportanceof theopennessto theworldto interactorallyor In writing. Helpingthe learnersto organisetheir ideasbeforethey start writing. Toenhance learnersto show creativity Toinvolvethe learnersin self assessmentand correction. ShowingJack’s SmithBlog as a model page 58 Ls.Production A A +V V.
Whatworked -......................... -......................... Whathindered -......................... -......................... Action points -......................... -.........................