School : MOHAMED NEDJARI MIDDLE SCHOOL- SIDI AISSA Teacher : Level : 1AM Sequence 2: ME AND MY FAMILY section : I listen and do lesson: Two (jobs) Learning objectives : By the end of the lesson, the learners will be able to : To name and talk the different jobs. Language tools (target structures): The verb to be: am- is - “Wh” question: who- the personal pronouns: “she- he -it”- possessive adjective: “my/ his/ her”. The demonstrative: this. Articles: a/an Material (s) Pictures + gestures + manual books + flash cards Cross- curricular Competencies: Intellectual Competencies: He can use verbal messages to get information. He can show his creativity when producing his own examples Methodological Competencies: The ability to use the listening strategies to interpreting oral messages. The learner can work in pairs. Communicative Competencies: Personal and Social Competencies: Core Values: Respecting and valuing jobs confident. Time Framework and Procedure Rationale Target competencies 10mns warming up/ pre listening T. deals a quick revision to the previous lesson: family members. T. asks the learners the following question using gestures to help them to understand: What is my job? Am I a pupil? T. shows her learners a stethoscope and she acts as a doctor. Then, she asks them again: What’s my job now? T. pays her learners attention to the following key words: Jobs= occupations presentation: Step one: T invites the learners to open their books an p:50. She invites them to listen and repeat after her the names of the jobs. She pays their attention to the indefinite articles: a/an. Step two: T invites the learners to do task 3 p 50 orally. I listen and I show: Attracting the learners’ attention. Familiarization with different media tools of communication. Preparing the learners for the coming tasks. Naming jobs Interact And interpret while listening: Omar: Welcome to my home, Peter. Interact
Thank you. Omar: let me show you the photos of my family. Who is this? Omar: this is my mother Mariam. How old is she? Omar: She is 47 old. Peter: what’s her job? Omar: She is a nurse. Step one: (the first listening: listening for a purpose) T. invites the learners to listen to the dialogue and answer the questions: Who are speaking? What are they speaking about? Step two: the second listening (scanning) T. reads the dialogue again and asks the learners to fill in the table: Using strategies for listening and interpreting an oral discourse. Identifying relatives, names and jobs . And interpret post listening: Task 4 p 51: I complete the bubble with appropriate article. Task 2: T invites the learners to of other relatives and work in pairs through completing the following dialogue: A: who is this? A: what is his/her name? A: what is his/her job? A: How old is he/ she? Checking how well they can use the articles. To reinforce what they’ve seen previously. Reinforcement and consolidation. Produce School : MOHAMED NEDJARI MIDDLE SCHOOL- SIDI AISSA Teacher : Level : 1AM
Task two: I circle the correct word: You (am- is- are) at school. It ((am- is- are) a cat. I (love- loves) my pupils. Hakima (am- is- are) my friend. She (like- likes) films. I (live- in Sidi Aissa. Task three: I choose the right word to help Sami to speak: A - am –have- loves- his – her – she- he “to be” in the present simple. To evaluate their acquisition to the present simple tense. To reinvest what they’ve seen previously. use Task four: (pair work) I look at the ID card and find the answers: Hamika Amina Enable the learners to reinvest what has been learnt to introduce the family members in a meaningful situation. Produce a dialogue through answering the questions to reinvest what they’ve been learnt previously. y What worked What hindered Action points