Professional Documents
Culture Documents
In&Out
File Four
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Interact
(p81to86/&p91to100)
Describe
ones
favourite
animal
Interpret
Askandanswer
aboutdaily
activities
Produce
(p41top59)
Februar
Wee
k
2
Februar
Week
3
Februar
Week
4
March
Week
1
March
Week
2
March
Week
3
Second
Term
Month
Learning
&
File competence
objectives
weeks
Februa
Week
File Four
Term
Resources
Typeoftask
(oral
and
written)
(oral
and
written)
Grammar
Adverbsof
frequency
Present
simple
Present
continuous
Lexis
Learnabout
culture
Timezone
map
The
English
school
Animals
The
Chinese
horoscope
Moduleofintegration(project)
Pronunciation
activities / a questionnaire
YourEnglishpenfriend
ismakingaprojectwork
aboutAlgerianpupilsdaily
n + k= activities.
drinkbank
Yourpenfriendwantsto
knowtheactivitiesandthe
tasksyoudoasan
Algerianpupilatschool
everyday.
n+g=
singingking
songking
singingking
songking
Organizeyourwork
accordingtothefrequency
ofyouractivities.
Writeanemailtoyour
penfriendincludingthe
timetableandexplainto
yourfriendthefrequency
ofyourdailyactivitiesat
schoolandoutoffschool.
SWBAT
Describe daily
activities depending
on their frequencies
Whatstudentsshould
beabletodo(SWBAT)
Talkabout
presentand
everyday
activities
Askandtell
time.
ByMr.2amirbounab
(yellowdaffodil66@gm
ail.com
N.B
SequenceOne
(Talkingaboutpresentactivities/progressiveactions
LISTEN & SPEAK
Sequence Two
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.)?
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.
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
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Timin
g
Typeof
Procedure
Rationale interactio
n
Sequencetwo:LISTENANDSPEAKFilefive
Agenda: Naming&Describinganimals+simplepresenttense+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
Teacher
Naming
lion turtle- cat - dog - tiger giraffe - ostrich cow fennec camel kangaroo goat horse gazelles
students
animals
elephants goldfinch bird dolphin monkey fox wolf snake- donkey mule .
The teacher asks the pupils to make a list of the animals which live in Algeria & which of them are domestic and wild animals.
Describing
The pupils' answer may be :
animals Students
cow fennec camel goat horse- goldfinch bird- monkey- fox wolf snake- donkey mule- cat dog .
(discriminat Teacher
The teacher reports the pupils' answers on the board . Then asks them to read them.
e between
The teacher tries to know from how do they live ,what do they eat ..
wild and
The teacher presents the following pattern to enable the learners talk and express themselves.
domestic)
[ cows goats horses donkeys mules ] are domestic animals. They live in "farms" . They feed on "grass"
Identify
the
theme of
the
lesson
Teacher
students
Competencies
targeted
Camels live in deserts .They are domestic animals. They feed on desert vegetation.
Describing Teacher Fennecs live in desert . They are wild animals. They eat fruit and insects.
animals' Students
Foxes and wolves live in forests . They are wild animals . They feed on meat (small animals)
life
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 ?
animals' students
B : They feed on [ grass desert vegetation fruit and insects meat ]
life
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
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.
Distinguish
final "s"
Teacher
pronunciation
students
Cats
- dogs
- Foxes
- horses
- boxes
Analysis:
" s" = s
Distinguish
final "s"
pronunciation
Students
teacher
"s"= z
"s"= iz
"s"= iz
"s"= iz
Distinguish
final "s"
"s"= s - z- iz
Interpret the
script and sound
to state the rule
how final "s" is
pronounced
Exercise : Classify the following words according to their final "s" pronunciation.
" cats - dogs
pronunciation
Discriminate
between
Students
final "s"
pronunciation
Practise :
students
ostriches cows fennecs camels goats horses gazelles elephants birds dolphins foxes
snakes- donkeys mules"
" s" = s
"s"= z
"s"= iz
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
Interpret the
isolated words
Analyze the
script and the
sounds in the
isolated words
Stating rule: The final "s" is pronounced : " s" - " z" or " iz"
Students
teacher
Read and
interpret the
new sounds
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
File Four[In & Out]
Sequence three
MS1 Level
Personal Goals:
Duringthislesson,whatteachercompetenciesareyoufocusingon?TheyshouldbeadaptedfromtheATFtoreflectthespecifiesofyoursituation
Twowaycommunicationwiththeworld.[1)Theteacherusesandplansactivitiesthatallowlearnerstopracticeanddevelopreallifecommunicationskillsforreading,
writing,speakingandlistening(e.g.interviewing,writingaboutapastexperience,aclassmate,readinganemail,listeningtophonemessage).2)Theteacherchoosestopicsand
tasksthatallowlearnerstodevelopskillsinlearningandcommunicatingaboutthemselvesandtheircommunity,andabouttheircountryandtheworld3)Theteacherintroduces
avarietyoftopicsofinteresttothelearnersthatarerelatedtoothercultures,comparisonofculturesandinternationalissues.
CommunicativeCompetence.CommunicativecompetenceinEnglishinvolvesinteractingwithothersusingreceptive/interpretiveskills(readingandlistening)
andproductiveskills(speakingandwriting),supportedbytheabilitytousevocabularyandgrammarappropriatelyandemployarangeoflanguagestrategiesthat
helpconveyandclarifymeaning.
Lesson Focus:
Whichaspectsoflanguageareyouteaching:e.g.grammarpoint(s),aspectofpronunciation(phonemes,intonation,etc),vocabulary(words,wordphrases,idioms,etc)
functions(politerequests,apologizing.)?
InthislessonIwillteachthefollowingaspectsoflanguage:
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.
Caninteractorallytoaskandansweraquestion:Ontopicandsituationsrelatedtodescribingthemselvesandothers,homeandtimeusingmemorizedphrasesandbasic
Canlistentoandunderstandmainpointsandsomeimportantdetails(e.g.who,when,where)of:Veryshortandsimplemonologsanddialogues.
Canfillinformsorgivesimpledetailswritingusing:Aboutpersonalinformation(e.g.family,school,address)
Objectives/Assessment: SWBATbytheendofthelesson,studentswillbeableto:
Namedifferentmeansoftransport
Talkaboutdailylifeactivitiesusingadverbsoffrequency
Requiredmaterialand/orresources:Themanualsflashcards(91929395)&manualscriptpage
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page12
Time
Rationale
Interaction
Teacher
Students
Students
Teacher
Stidetns
Teacher
Studetns
Students
Teachers
Teacher
Studetns
Students
Students
Students
Teacher
Ssneedto
knowthe
learning
objectives
Ssneedto
knowthe
new
language
Ssneedto
knowwhat
doeseach
adverb
represent
Ssneedto
know
Howtouse
theadverbs
indailylife
Ssneedto
knowthe
meansof
transport
Ssneedto
discriminate
betweenthe
meansof
tranosport
andthe
preposition
usedfor
eachmean
PORCEDURE
File4LISTEN&SPEAKSequence3
PPULesson:Learnerswilltalkaboutmeansoftransportsusingadverbsoffrequency.
Warmup:Theteachergreetshislearnersandwelcomesthem,thenhetriestomakeaquickreviewaboutthelast
sance(describingdailyactivitiesusingpresentcontinuoustense).
Showingvisualaidstheteachermayaskthelearnerstotalkaboutallthemeansoftransporttheymayknow.(bus
carbiketraindonkey.)
Presentation:
Theteacherpresentsthesituationusingvisualaidsshowingsomeonegoingtoaparticularplaceusingaparticular
meanoftransport.
Theteacherexplainstheadverbs(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.
Theteacherpresentsthesituationtwiceorthrice,theleanerslistenthenrepeatsentencebysentencestillthe
acquisitionofthedrill.
Theteacherfocusesonthenewlearningobjective(talkaboutmeansoftransport&adverbsoffrequency)
Thelearnersrepeatthefollowingsentences:
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:
Thelearnersareinvitedtoperformthefollowingguidedpractice:
Thelearnersperformandsubstitutekeywords.
Thelearnersperformandsubstitutekeywords.
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.
Thelearnersrepeatandsubstitutekeywordsthentheyareinvitedtoperforminpairsthefollowingdrill.
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Competencies VAKT
Board
Interact amd
marker
Boardand
marker
Interact
Flash
Interpret cards
Ofmeans
Oftranosp
Interpret Boardand
marker
Interpret
Boardand
marker
Produce
Boardand
Interact marker
Interpret
Boardand
marker
13
Ssneedto
knowhow
toinquire
abouta
meanof
transport
Ssneedto
reusewhat
theyhave
learnt
before
Ssneedto
perform
inquiring
about
frequency&
meansof
transport
Ssneedto
knowthe
formof
sentence
Ssneedto
knowthe
placeofthe
adverbof
frequency
andhowit
worksinthe
sentence
Teacher
Students
Students
Teacher
Stidetns
Teacher
Studetns
Students
Teachers
Teacher
Studetns
Students
Students
Students
Teacher
Teacher
Students
get/go
A:Howdoyouto(work/school/Algiers/England..?
come/travel
By{carbustaxiplaneshipbicycle..
B:
Onfoot.
Thelearnerssubstitutekeywordsandperforminpairs.
Use:
Theteacher,reinvestingwhattheleanersknowbefore,interactswithhislearnersaboutthemeanoftransporttheyuse
tocometoschoolorgohome,usingthefollowingdrill.
Teacher:Hi,whatsyourname?*Learner:Mynameis.
Teacher:Whatareyou?*Learner:IamapupilatMiddleSchool.
Teacher:Doyoucometoschoolbytrain?* Learner: No,Idont.
Teacher:Howdoyoucometoschool,then?*Learner:I(always/often/sometimes/never)<go/come>
toschool(onfoot/carbustaxiplaneshipbicycle..
Thelearnersareinvitedtoperformthedrilltalkingabouttheirownsituation,(meanandthefrequency)theygohome,
school..
PIASP(AdverbsofFrequency)
Theteacherinvitesthelearnerstopayattentionatthefollowingsentences.
Presentation:Ialwayscometoschoolbybus.Ioftengotoschoolonfoot.Inevergettoschoolbycar.
Isolation:Thelearnersareinvitedtopayattentionatthewordswrittenindifferentcolours.
Analysis:
Ialwayscometoschoolbybus.Ioftengotoschoolonfoot.Inevergettoschoolby
car.
S+adverb+verb+objectS+adverb+verb+objectS+adverb+verb+object
alwaysoftennever
AdverbsofFrequency
Statingrule:
always/often/sometimes/neverAdverbsoffrequency(Theytellushowoftensomethinghappens)
Form:Subject+adverboffrequency+object.ex:IalwayswatchTVintheevening
Theteacherinvitesthelearnerstoreadthencopydown.
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Interact
Interact
Interpret
Interpret
Interpret
Produce
Interact
Interpret
Produce
Board
and
marker
Tactile
kinesth
esia
boardand
marker
Board&
marker
Boardand
makrer
14
Ssneedto
reviewthe
lastsance
learning
objectives
(meansof
transport
withright
preposition
)
Ssneedto
knowthe
formofthe
sentence
Ssneedto
knowthe
placeof
adverbof
frequencyin
asentence
Ssneedto
knowthe
meaning
supported
ineach
sentence
Students
Teacher
Stidetns
Teacher
Studetns
Students
Teachers
Teacher
Studetns
Students
Students
Students
Teacher
Teacher
Students
File4:PRACTICESequence3(MS1)
Warmup:
marker
1[Iyouwethey]gotoschoolBy(bicyclebustraincartrainplaneship)
2(Hesheit)goes
3(Hesheit)walkto On foot
Interact
Interpret
TheteacherexplainstheinstructionsofActivitybp92andremindsthepupilsaboutthe
Boardand
possessiveadjectives,theninvitesthemtodotheactivity.
marker
Activitybp92Basedformtask)Makesentenceslikethis.[Thelearnersinterpretthedrawings
representingtheadverbsoffrequencyandbuildupsentences,theyshouldbeawareoftheformofthesimple
Interpret
presenttense.}
Theirfatherisinhisoffice.Healwaysstartsworkat8oclock.always
Theirbrotheroftenhaslunchintherestaurant.Often
Theirsistersometimesservespassengersontheplane.Sometimes
Theiruncleneverarriveslateatwork.Never
Interpret Script
page92
Thelearnersworkontheirrough,correctontheboard,readandcopydown.
Produce
`Exercise:<MeaningbasedTask>MatchthesentencesincolumnAwith
theirmeaningincolumnB.
ColumnA:Sentence
ColumnB=Meaning
1Ilikefootball.
atalkingaboutfrequency
Interact
2Whattimeisit?
bTalkingaboutsports.
Boardand
3Now.wearelearningEnglish.
ctalkingaboutactionshappeningnow.
Interpret marker
4Ialwaysgotoschoolonfoot.
dAskingandtellingthetime.
1
2
3
4
Theteacherinvitesthelearnerstodoactivitycp92,heexplainstheinstructionsthenasksthemtofillinthetable
thenbuildupdialogueswiththeirfriends.
15
Ssneedto
knowthe
useofthe
adverbsof
frequencyin
acommunic
Way
Students
Teacher
Stidetns
Teacher
Studetns
Students
Teachers
Activitycp92:(communicativebasedtask)Fillinthetable,chooseadaythenaskandanswer.Usetheadverbs
offrequency<interpret>.
A:WhattimedoyougetuponSaturdays?
B:I(usually=normally)getupatseven
A:Doyouhavebreakfastat8.00?
B:No,notalways./Ineverhavebreakfastat8.00.Ialwayshaveitat7.30.
Thepupilsworkontheirroughcopybooks,theteachersupervisestheir
works<interact>theninvitesthemtoperformtheirwork<produce>.
Theteacherreportsoneofthelearnersanswersontheboardthenasksthelearnerstoreadand
copydown.
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Interact
Interact
Interpret
Produce
Boardand
marker
Sceipt
page92
Boardand
marker
16
time
Rationale
Ssneedto
remember
thelast
learning
objectives
Ssneedto
guessthe
topicof
thetext
andsome
lexis
Ssneedto
skimthe
text
Ssneedto
scanand
read
between
thelines
toanswer
thetasks
Ssneedto
knowthe
useofthe
adverbsof
frequency
inthetext
interaction
Teacher
Students
Students
Teacher
Students
Teacher
Students
Students
Teachers
Teacher
Students
Students
Students
Students
Teacher
Teacher
PROCEDURE
File4SamthefarmerSequence3
PDPReadingLesson:
Warmup:Theteachergreetshislearnersandwelcomesthem,thentriestomakeaquickreviewaboutthe
lastsance.
Prereading:
Theteacherintroducesthesituationthroughpicturesshowing:(Farmerfarmcowsfieldseasons)
Theteacheraskssomelearnersabouttheirfathersjobssince70%ofthemarefarmersandwhatdotheydo
everyday.
Theteacherreportsontheboardsomethefarmerstaskstheninvitesthemtopayattentiontothetext.
Duringreading:
Theteacherinvitesthelearnerstoopentheirbooksonpage93andpayattentionatthetext.Theheexplainsthe
instructionsofthefollowingexercise.
Exercise:Readthetextthenanswerthequestions:
Choosethecorrectanswer:
1)Thetextis:a)anemailb)adialoguec)anewspaperarticle
2)Samis:a)ateacherb)afarmerc)amechanic
3)Hesometimesrelaxesin:a)springb)winterc)autumn.
Thelearnersreadsilentlythetext,workontheirroughcopybooks,whiletheteachermoves
aroundandchecksiftheyneedhelp.
Theteacherinvitessomeofthelearnerstoreadthetextthencorrectthetask.
Theteacherreportstheanswersontheboard,thenasksthelearnerstoreadthecorrectedtask.
TheteacherexplainstheinstructionsofthenextexercisesandActivitydp93theninvitesthem
toreadsilentlyanddothetasks.
Exercise:Readthenfindinthetextwordsoppositestothefollowing:
1late=/=2before=/=3start=/=
Exercise:Readthetextthenfindwordsclosesttothefollowing:
1)too=2)finish=3)havearest=
ExerciseReadthetextthencomplete:
Samalways
Samnever
Samsometimes
Activitydp93Readthetextthenfillinthetable:
competencies
Interact
Interact
Interpret
Interpret
Interpret
Produce
Interact
Interpret
Produce
VAKT
Board
and
marker
Board
and
marker
Script
page
93
Board
and
marker
Board
and
marker
Script
page
93
Script
page
93
17
Ssneedto
knowto
makea
link
between
thetexts
topicand
thierreal
life
Ssneedto
compared
and
contrast
their
fathersor
localarea
farmers
jobwith
theoneod
thetext
Students
Students
Teacher
Stidetns
Teacher
Studetns
Students
Teachers
Teacher
Studetns
Students
Thelearnersworkinrough,theteachersupervisestheirworkstheninvitesthemtocorrectontheboard.
Thelearnersareinvitedtoreadthecorrectedtasks.
Postreading:
Theteacherinvitessomeofthelearnerstoreadthetextagain,andthenopensadiscussionaboutthethemeofthe
text.
Theteacherasksthelearnersoelicitwhatfarmerdointheirregionasmostofthemarefarmersandtryto
compareandcontrast
FarmersofmytownSamthefarmer
Theleanersthink,workingroupsoffourandcompletethegraphic,theteachermovesaroundandoffers
hishelpwheneverneeded
Theteacherreportsontheboardthelearnersanswerstheninvitesthemtoreadandcopydown.
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Interact
Interact
Interpret
Interpret
Interpret
Produce
Interact
Interpret
Produce
Board
and
marker
Board
and
marker
Script
page
93
Board
and
marker
18
time
Rationale
Ssneedto
knowabout
theform
anduseof
adverbsof
frequency
Ssneedto
guessand
improvise
ideasabout
thetopic
Ssneedto
discriminate
betweenthe
useof
adverbsof
frequency
Ssneedto
feel
concerned
bythe
problem
situation
Ssneedto
organize
andlist
theirideas
Ssneedto
selectand
adaptwhat
goeswith
interaction
Teacher
Students
Students
Teacher
Stidetns
Teacher
Studetns
Students
Teachers
Teacher
Studetns
Students
Students
Students
Teacher
PROCEDURE
File4:
competencies
ProduceSequence3(MS1) Interact
Warmup:Theteachergreetshislearnersandwelcomesthem,
thenhetriestointeractwiththemaboutthelastsance.
1Prewriting: Theteacherinvitestolearnerstoopentheirbooksonpage93andpayattentionatJennysTime
table
Theteacherinvitesthelearnerstoreadthetimetablecontentsandtry Interact
tolistthecourses,thedaysandthetime.
Theteachertriestomakehislearnerstalkaboutthetimetable..
Interpret
Theteacherinvitesthelearnerstolookagainatthetimetableandtry
toanswerthefollowingquestions.
Exercise:LookatJennystimetableandcompletewiththerightadverbsoffrequency.
alwayssometimesoftennever
Jennystartsherclassesat9.()
Jennyfinisheshercoursesat14:30.(.)
Interpret
JennystudiesMathematicsonMondays.()
Jennyleavesschoolat13:30.()
Thelearnersworkontheirroughcopybook,theteacherssupervisestheirworkstheninvitesthemto
correct.
Theteacherreportstheanswersontheboardtheninvitesthe
Interpret
learnerstoreadthem.
IntegratedSituation:
Produce
Jennyistellingyou,inherletterabout,hertimetableandwhatshe
always,often,sometimesandneverdoesatschool.
WritealettertoJennytalkingaboutyourtimetableandwhatyou
always,often,sometimesandneverdoatschoolandinyourdailylife
Interact
2PlanningStage:Theteacherreadstheinstructionsoftheintegratedsituation,theninvitesthe
learnerstowork.
Interpret
Eliciting&Selectinglearnersideas:Thelearnersareaskedtotaketheirschooltimetablesandlist
theirideastalkingaboutthethingsthattheydoatschoolandintheirdailylife.
Produce
VAKT
Board
and
marker
Script
page
93
Board
and
marker
Board
and
marker
Script
page
93
Board
and
marker
theirreal
lifesituation
Ssneedto
knowthe
importance
andstepsof
writing
process
Ssneedto
putinuse
whatthey
Produced
Teacher
Students
Students
Teacher
Stidetns
Teacher
Studetns
Students
Teachers
Teacher
Studetns
WhatIdo?
Atschool
Always
Often
Startschoolat8:30/finishat
16:30..
Havelunchatcanteen
Sometimes
Studymathsinthe
afternoon
Never
Gotoschoolonweek
ends/Belateatschool
makeproblemsat
school.
Smoke/stayoutlate
Interact
getupat7leavehomeat7:45 Havebreakfastat7:15
Playoutafter
Inmydaily
reviseat18:00watchTVat
havelunchatschools
school/visitmy
life
19:oohavedinnerat20:00
canteen/practicesport friends
Interact
3Drafting:Theteacherinvitesthelearnerstolookattheelicitedideas,selectwhatreallysuittheir
situationandwritetheirfirstdraft.Thelearnersmaychangetheorderoftheirideasorrearrangethem.
Interpret
4Editing:Theteachersupervisesthelearnersproductionsandinvitesthemtocheckandcorrecttheir
mistakesbypayingattentionat:
Grammarandspelling
Styleandorganisation
5Publishing:Theteacherinvitesthelearnerstoreadtheirproductions,thereportsasampleonthe
Interpret
boardtheminvitesthelearnerstoreadandwritedown(eachlearnerwillwritehisownproduction
followinghecorrectedoneontheboard.)
Suggestedproduction:
HiJenny,
Interpret
Thanksforyourletter.
Mynameis..IamapupilatMiddleSchoolin.Ialwaysstartschoolat8:30and
finishat16:30.Ioftenhavelunchattheschoolscanteen.Isometimesstudymathsintheafternoon.I
Produce
nevergotoschoolonweekends.
InmydailylifeIalwaysgetupat7.Ioftenhavebreakfastat7:45.Isometimesplayoutafter
school.Ineversmokeormakeproblemsatschool.
Ihopetohearfromyousoon.
Yours,
by
Mr.SamirBounab
Yellowdaffodil66@gmail.com
19
Board
and
marker
Board
and
marker
Board
and
marker
20