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com
by
Mr.SamirBounab

Framework

SequenceOne

(page28page31):

PDP

DescribingGames. listening
+PIASPthe&

th
Describing

Dictionary
PDP

reading
Expressing

possibility,abilityand
PPU
inability
speaking

SequenceTwo

(page32page34)

Reportingapieceof
PDP
news
listening

Expressing
PPU
permissionand
speaking
makingrequests

Talkingabout

languagegamesinthe
PDP
past
reading

Expressingpast
PDP
ability
reading

Sequence3(page

Interact
Interpre
t
Produce

Interact
Interpre
t
Produce

Interact
Interpre
t
Produce

Interact
Interpre
t
Produce

Interact
Interpre
t
Produce

Interact
Interpre
t
Produce

Interact
Interpre
Produce

Games"
"Language
"2"

octobe
r
Wee
k
4
nove
m
wee
k1

nove
m
wee
k1

nove
m
week
2

nove
m
week
3

Two

First

Term

weeks

Resources
Competenc
File
Learningobjectives
ytargeted

File

Term

Month
&

36page39)

PDP
Locatinghistoric
Listening
places

PPU
Askingandshowing Speaking
theway

Grammar

Lexis

Learnabout
Pronunciation culture

Sounds

Theoriginof

simple
Vocabulary
"the"
present
relatedto
thisbrother
tense
games
"th"=thin
simple

nothing
present
vocabulry

tense
relatedto

"can"
wordsand

possibility vocabulary

Vocabulary

adjectives
relatedto

abilityand

can/can't inability&

ability
possibiltis
different

soundsof

y
reminder Vocabulary
(canthose relatedtonews /i/
these)
andpapers
manyearly
"Could"

permission
/ei/
could

"request"
Vocabulary
theymay

relatedto

language
/ai/
Present games
perfect

trysky

VOcabulary

relatedtopast
/j/you
Could
abilities
Ability

yes

Identify

Vocabulary
Preposition relatedto
Compare
s
twons,cities.

could
Vocabulary
permission relatedto
+
placesand
prepostions showingthe
ofplace
way

Blooms
taxonomyin
thisfile

Moduleofintegration
(project)

Language Game
Booklet

the

You are playing a


language
game with your

friend
hess
" crosswords-puzzle
scrabble" then your friend
ideogames asked
you :

What is the origin of


lipper
those Games?

So your friend's question


challenged you to make a
uzzle
research work on one of

those games.
onopoly
Once you have gathered

information- pictures
Write small definitions
rissCross
Scrabble about those games and
stick in front each of them

pictures ;

You will make a small

booklet on "Language

Games"

Read your booklet to

your friends and discuss


the subject with you
colleagues.
Put your booklet in the
library to be a useful
resource for your next
school pupils.
crosswords

SWBAT :

Make researches ,discover


and eplore

Remember

Apply

Create

Remember

Apply

Create

Remember

Remember
&Apply

Remember

Apply

Create

SWBAT

- Talkabout
language
games

- Usea
dictionary

- Express
ability,
inabilty&
possibility
usingthe
modelcan

- Reporta
pieceof
news
- Askfor
permissions
- Make
requests

- Talkabout
ofthewell
know
language
games
- Talkabout
pastabilities
- Locate
amenities

- Locate
famous
places
- Askand
showthey
way

FileTwo[LanguageGame]ListenandSpeakSecond
Level
PersonalGoals:
Duringthislesson,whatteachercompetenciesareyoufocusingon?TheyshouldbeadaptedfromtheATFtoreflectthespecifiesofyoursituation
Twowaycommunicationwiththeworld.[1)Theteacherusesandplansactivitiesthatallowlearnerstopracticeanddevelopreallifecommunicationskills
forreading,writing,speakingandlistening(e.g.interviewing,writingaboutapastexperience,aclassmate,readinganemail,listeningtophonemessage).2)The
teacherchoosestopicsandtasksthatallowlearnerstodevelopskillsinlearningandcommunicatingaboutthemselvesandtheircommunity,andabouttheir
countryandtheworld3)Theteacherintroducesavarietyoftopicsofinteresttothelearnersthatarerelatedtoothercultures,comparisonofculturesand
internationalissues.
CommunicativeCompetence.CommunicativecompetenceinEnglishinvolvesinteractingwithothersusingreceptive/interpretiveskills(readingand
listening)andproductiveskills(speakingandwriting),supportedbytheabilitytousevocabularyandgrammarappropriatelyandemployarangeof
languagestrategiesthathelpconveyandclarifymeaning.

LessonFocus:
Whichaspectsoflanguageareyouteaching:e.g.grammarpoint(s),aspectofpronunciation(phonemes,intonation,etc),vocabulary(words,word
phrases,idioms,etc)functions(politerequests,apologizing.)?
InthislessonIwillteachthefollowingaspectsoflanguage:
Function:DescribingGames
Grammar:simplepresenttense
Vocabularyrelatedto:languagegames

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.
Caninteractorallystartandmaintainshortconversations(i.e;asking/answeringquestionsandrespondingtoinformationandnewsofothers)..
Canlistenandunderstandthegistandsomeimportantdetailsof:Shortmonologsanddialogs
Canlistentoandunderstandunfamiliarinstructionsandexplanationsthatare:Veryshortandstraightforward/Accompaniedbyvisuals(e.g;
gestures,writingordrawingmodeling,demonstration).Brokendownstepbystep.
Caneffectivelyusethewordsandphrasesneededtoexpressone'sideas:Withinstraightforward,familiartopicsandsituations
Objectives/Assessment: SWBATbytheendofthelesson,studentswillbeableto:
1)Describeandtalkaboutlanguagegames

Requiredmaterialand/orresources:Themanualsflashcards(p2743)&Script40
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page3

Time

Rationale

Interaction

Ssneedto
knwhow
togreet
and
welcome

Ssneedto
knowhow
crossword
gameis
played

Ssneedto
readand
decodethe
message

Ssneedto
know
The
equivalent
ofthe
word
requested

Ssneedto
knowhow
tofind
meaningof
anygiven
word

Teacher
student

Procedure

Competencies

File2LanguageGameSequence1
PDPlisteninglesson:ListenandSpeakpage2829
Warmup:
Theteachergreetshisleanersandwelcomesthem.
Theteacherinteractswiththelearnersaboutthelastfileandwhattheylearnt,theninvitesthelearnersto
opentheirbookpage27,inordertopresentthenewfileslearningobjectivesandthenewprojectworkthat

theywillmake.
students Theteacherpinsaphotoofcrosswordgametheninvitesthelearnerstodescribeitandtrytoinquireif
teacher theyknowhowtoplaythislanguagegame..

T.reportsontheboardthelearnersanswersandinvitesthelearnerstoread

Prelistening:

T.presentsthesituationthat2friendsareplayingcrosswordsgames
teacher
Theteachertriestogiveanideaabouthowthecrosswordisplayed.

Duringlistening:
student

T.WritestheinstructionsoftheActivityontheboard,explainsitthem,theninvitesthemtolistenand

answer.

Activity1p28:Listenandtrytofindthewordneeded..
student
ThewordisLINK=JOIN
teacher
T.readstwicethedrilltheninvitesthelearnerstoperformbypairs.

T.explainstheinstructionsofthesecondtasktheninvitesthelearnerstolistenandanswer.
student
Activity1p28:Listenthenfindopposites.&synonyms
student
Bad=/=goodtake=/=giveends=/=beginsshort=/=longLink=join

Postlistening:PIASP(Teachingvocabulary)

teacher
1)Presentation:Bad=/=goodtake=/=giveends=/=beginsshort=/=longLink=join
student

student
teacher

student
s
teacher

teacher
students

opposite
2)Isolation:

oppositeopposite

synonym

Bad=/=goodLink=join

3)Analysis:opposite

Explainmeaningofword
4)Statingrule:Teachingvocabulary

opposite

synonym

Toexplainthemeaningofawordwemust:
1. Identifythepartofspeech(istheword):a]anoun?b)averb?c)anadjective?d)anadverb?

2. Replaceitwithanothercommonone<Synonyms&antonyms=opposites>
3. Wordfamily(formnounverbadjectiveadverb)
4. Usedictionary(Gvvvvvvoforwardpage29).page4

Interact

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Interpret

produce

VAKT

School
Manual
page27

Crossword
flashcard

Crossword
flashcard

Scriptpage
40

Boardand
marker

Boardand
marker

Boardand
marker

Time

Rationale

Interaction

Ssneedto
knowhow
togreet
andhowto
make
review
aboutlast
sance

Ssneedto
knowthe
partof
speechofa
sentence

Ssneedto
know
Howtouse
dictionarie
stofind
synonyms

Ssneedto
knowhow
word
family
works

Ssneedto
knowhow
toreadand
spot
meaningof
words

Teacher
student

Procedure

Competencies

File2LanguageGameSequence1
Practice(PIASP)TeachingVocabularylesson:ListenandSpeakpage2829
Warmup:
Theteachergreetshisleanersandwelcomesthem.andtriestomakeaquickreviewaboutthelasthour.(
Howtoidentifyandexplainthemeaningofaword)

students Practice:
teacher Exercise1:(Basedformtask)Identifywhatarethesewords?<Partofspeech>

Noun

teacher
LinkverbJoin

student

adjective

student
teacher

student
student

teacher
student

student
teacher

student
s
teacher

teacher
students

adverb

Exercise2:Saywhichofthefollowingwordscanbereplacedbyjoin&link?Tickthe
rightanswer()&crossthewrongone()
Word
Link=Join

connect

Equivalent=closest=synonym
unchain
associate
break

attach

Exercise3:Completethetable(WordFamily)(dictionariesmustbeprovidedbyteacherfromschools
library)
Word
Link
Join

Noun

Verb

Adjective

Adverb

Exercise4:MakesentencesusingthewordsLinkorjoin
Link/join:

Thelearnersworkinrough,theteachersupervisesthelearnersworksandoffershelpwhen
needed,theninvitesthemtocorrecteachexerciseontheboardandreadthecorrectedactivity.
Theteacherexplainstheinstructionsof(Activity2&3page29)andinvitesthelearnerstodo
itasahomework.
Thelearnersareinvitedtoreadthecorrectedtasksontheboardthencopydownontheircopy
books.

Interact
Interpret
Produce

Interact

Interpret

Produce

Interpret

Interpret

Produce

Interact

page5

VAKT

School
Manual
page27

Crossword
flashcard

Boardand
marker

Boardand
marker

Boardand
marker

Boardand
marker

Scriptspage
28&29

File one : a Persons Profile


Sequence : one

Level : Second Year .


Lesson : Discover the Language .
Guided Sheet

Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
Speaking and writing .
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar
point(s), etc.

Function :
Grammar :
Vocabulary :
Pronunciation :

Expressing ability & Inability


Model can / cannot
related to daily life activities
the / / &
// sounds

Will you explicitly teach an aspect of culture in the lesson? If so, describe it:

No

Swbat : Students Will Be Able To.


Express present a bility and inability
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 specifics of your lesson.)

Can
Can
Can
Can
Can

interact orally to ask and answer questions in very short exchanges using simple sentences.
plan for , use and evaluate the effectiveness of one or two basic productive speaking strategies.
understand instructions and explanations that are concrete found in language learning materials
use very simple sentences patterns with memorized phrases.
sustain a very short, simple oral description.

When and how will I check my students progress toward the objective(s)?

I can see when they do the activities.


When they express ability and inability ( ones)
Discriminate between the / / &
// sounds

Required materials and/or resources: T


The lesson is based on material in the second year learners manual book ( page 30)
Pictures and flash cards.( showing language games )

Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is this related to?

The teacher plans lessons that have communicative objectives1 and whose steps build toward meeting them.
The teacher chooses topics and tasks that allow learners to develop skills in learning and communicating about themselves and their community, and
about their country and the world.
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page6

Time

Rationale

Interaction

Ssneedto
kmnow
howto
greetand
wleocme

Ssneedto
knowhow
tonamea
bike

Ssneedto
identify
colours

Ssneedto
know
synonyms
ofgiven
words

Ssneedto
kmowthe
topicofa
textfrom
given
visual

Teacher
student

Procedure

File2LanguageGameSequence1
PDPReadinglesson:DiscovertheLanguagepage2829
Warmup:Theteachergreetshislearnersandwelcomesthemtheninvitesthemtocorrectthe

homework.
students

AssessingHomework:
teacher
Activity2p29:Listenandcolour.
! Activity "2"p 29 : Listen then colour.

teacher

student

student
teacher

student
student

teacher
student

student
teacher

student
s
teacher

teacher
students

Oscar has got a very funny and colourful bicycle .The saddle is red and the handlebar yellow.
The wheels have different colours, too: one is green and the other is blue .Even the brake is of a strange colour:it's pink!It's a
very showy bicycle but Oscar is very proud of it.
Handle-bars
brake

5
5

saddle

wheels
5

{saddle - wheels brake handle-bars}


TheteacherreadstheinstructionsandexplainstheinstructionsofActivity3p29theninvitesthelearners
step four : The teacher invites the pupils to do "activity '3' p 29", he explains the instructions and the meaning of the words, then
5
toreadthetextpage40anddothetask
asks the pupils to do it.
! Activity "3" p29: Find the synonyms of the following words from Oscar's text on page 40.

Odd = strange
satisfied = proud of
bright = colourful
flashy = showy
comic = funny
Activity"3"p29:FindthesynonymsofthefollowingwordsfromOscar'stextonpage40.
Step five : The pupils do the activity using the dictionary, correct on the board then read and copy down on their exercise books.
5 Odd=strangesatisfied=proudofbright=colourfulflashy=showycomic=
funny
Step six :
PRONUCIATION AND SPELLING
The teacher asks the pupils to go back to page 28 and look at the activity "pronunciation and spelling"

o
5o
o
5

step two : The pupils listen to the teacher, then colour the bicycle.

step three : The teacher invites the pupils to read the text on page, the teacher insists on the new words describing the bicycle
Learnersareinvitedtoreadthecorrectedtaskthenchecktheircorrection.

Step seven : The teacher tries to reminds the pupils about the sounds "th" and "the" since they were seen in the first AM
Learnersareinvitedtoreadthecorrectedtaskthenchecktheircorrection.

Competencies

VAKT

Interact
School
Interpret Manual
Produce
page27

Crossword
identify th
Interpret
flashcard
of transport "

describe a

Produce Describing
Bicycle and its use
Interact

flashcard describe co
objects

page29 draw a bic


colour it

Boardand
read a sho

marker passage and r


Interact

stress and into

Read and
Interpret
the message

Identify th
Produce
meaning of a
Decribing

colours
and discrimin

between it an

Interpret

antonym

Use the dic

to find the syn

Lexis

"the"
"th"
This- that these
Thing- thin- theatrePrereading:
those them brotherthief-three- somethingmother
nothing
Step eight : The teacher invites the pupils to repeat after him, then read and practise by themselves
Thelearnersareinvitedtoopentheirbooksonpage30andpayattentionattheflashcard.
Phonology
Step nine : The pupils are asked to perform the "identify" exercise, the pupils identify the sounds and the spelling of each
T.asksthelearnerstointerpretthepicture,thentriestohelpthemguesstherealsituationby
word. {north south- third then - fourth three with these this breath }
Step
ten : The pupils do the next activity which is "compare" , where the pupils compare the minimal pairs of sounds , they listen
showingtheflashcardsaboutlanguagegames.
to the teacher or to their friends and compare between the sounds "th" and "the"
T.asksthelearnerstotalkaboutthelanguagegamestheyknow(crosswordsscrabbleword
Produce
[this- third / with breath / thin thing]
Step
eleven : The teacher invites the pupils to look at the "practise of intonation and stress", they repeat after him, then perform
search..)
it pair by pair
T.introducesthesituation,thenexplainstheinstructionsofthefollowingtaskstheninvitesthe
Step twelve : The pupils read the written activities, they have answered on the board, then write down on their class copy books.
learnerstoreadthetextonpage30andtrytoanswer.
2
o yellowdaffodil66@gmail.com

Identify th

"th" and "the

Identify th

"th" and "the

discriminate b
them

Identify th

of a word liste

Practise st
intonation

Samir Boun
preparation

Time

Rationale

Interaction

Ssneedto
knowhow
tospotthe
answer
justfrom
first
reading

Ssneedto
know
Howto
exploita
text

Ssneed
howto
identify
whatthey
already
knowand
whatis
new

Ssneedto
kowhow
thenew
structure
worksina
sentence

Ssneedto
knowth
enew
grammar
item

Teacher
student

Procedure

Competencies

File2LanguageGameSequence1
PDPReadinglesson:DiscovertheLanguagepage2829

o Duringreading:

Exercise1:(Skimmingtask)Readthetextthensayifthesesentencesaretrue,falseornotmentioned
students
Statement
True False
Notmentioned
teacher
1Childrenareveryoccupied

2Childrenarenotabletofindcorrectwords

3Childrenwontusedictionariestofindthewords.

4Childrenareplayingpuzzlegame.
teacher
o Thelearnersreadthetextsilently,workontheirroughcopybooksmeanwhiletheteachersmovesand

supervisestheirworks
student
o T.invitesthelearnerstocorrectthetask,hereportsthecorrectionontheboardtheminvitesthelearnersto

readthecorrectedtask.

o Theteacherexplainstheinstructionsofthefollowingtasktheninvitesthelearnerstoreadand

answer.
student
o
Exercise2:Findinthetextwordsrelatedto:

teacher

Game
Vocabulary
Meanoftransport
Sport
Music
Referencebook
student
1
1
1
1
1
1
student
o Theteacherreadsthetext,andinvitesthelearnerstounderlinethefollowingwords

cantfindcanhelp

o
T.InvitesthelearnerstocorrectExercise2,hereportstheanswersontheboardthenasksthemto
teacher
readthecorrectedtask.
student
Postreading:(PIASP)Expressingability&inability

student
1)Presentation:Theteacherasksthelearnerstogobacktothetextandremindhimaboutthewords
teacher theyunderlinedandreportsthemontheboard.

acantfindbcanhelp
student 2)Isolation:Theteacherasksthelearnerstogivehimallthesentencethatcontainstheunderlined
s
words.aWecantfindwords.bIcanhelp.
teacher
3)Analysis:Theteacherhelpsthelearnerstoanalyzethefollowingsentences

aIcanhelp.bWecantfindwords.

teacher
subj+verb
subj+verb+object
students

canhelpcantfind

canhelpcannotfind

modelverbverb(infinitive)modelverb(negform)verb(infinitive)

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Interact

Interpret

Produce
Interact
Interpret
Produce

Interact

Interpret

Produce

Interpret

Interpret

Produce

Interact

VAKT

Boadand
marker

Boardand
marker

Boardand
marker

Boardand
marker

Boardand
marker

page8

Ssneedto
knowthe
statedrule
aboutthe
new
grammar
item

Ssnneed
toknow
howto
identify
thenew
grammar
item

Ssneedto
discrimina
tebetween
whatthey
haveleanrt
andthe
new
grammar
item

Ssneedto
knwhow
tousethe
new
grammar
itmin
communic
ativeway

4)Statingrule:Expressingability&inability

Teacher
1. canisamodelverbtoexpresspresentability.Example:IcanspeakEnglish.
student
2. cant=cannotisamodelverbtoexpresspresentinability.Example:Icannotplayboxing.

3. cannotisoneword.
students
teacher 4. Thesentenceis:subject+model(can/cannot)+verb(infinitive)+object

5)Practice:

Theteacherasksthepupilstolookat"activity'1'p30,explainstheinstructions,thenasksthepupilstodescribe
teacher
thebelowpictures.

student Activity1p30:Lookatthepictures,identityeachobjectthenmakesentencesexpressingabilityandinabilityusing

themodelcancannot<basedformtask>

Picture"1" manipulateacomputer Icanmanipulateacomputer


student
Picture"2" draw/writelefthand Icandraw/Icantwritewithmylefthand
teacher
Picture"3" cook Icancook/Icannotcook.

Picture"4" speakGermanIcantspeakGerman.
student
Picture"5" ridehorsesIcannotridehorses
student
Picture"6" playtheguitare/musicIcantplayguitar

Teachersupervisesthelearnersworkswhentheyworkintheirroughcopybookstheninvitesthemto
teacher
correctontheboardthenreadthecorrectedtask.
student
Thepupilsperformtheexamples,theteachercanaskthemtoperformthemasquestionsanswers.

Icancook,butIcan'tplaymusic
student

teacher Exercise:Matchthepairs.<MeaningBased>

student
Sentence
Meaning
s
1IbnBadiswasAlgerianherooftheAlgerianrevolution.
aExpressingabilityandinability
teacher
2Hello,IamanAlgerianMiddleSchoolpupil.
bDescribingBiography

3Icanplayfootball,butIcantswim,
cGreetingandIntroducing

teacher
1
2
3
students

Activity3p30:<Communicativebasedtask>Lookatthepicturesagainandmakedialoguesusingcan/cant

A:Canyoudraw?B:yes,Ican/No,Ican't.

Thepupilsperformandsubstitutethekeywords,expressingtheirabilitiesandinabilities

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Interact
Interpret
Produce

Interact

Interpret

Produce

Interpret

Interpret

Produce

Interact

Interact
Interpret
Produce

Interact

Boardand
marker

Boardand
marker

Scriptpage
30

Boardand
marker

Scriptpage
30

page9

Ssneedto
knowthe
newsound

Ssneedto
discrimina
tebetween
thetwo
new
sounds

Ssneedto
knowhow
To
identify
themew
sounds
and
discrimina
tebetween
them

Teacher
student

students
teacher

teacher

student

student
teacher

student
student

teacher
student

student
teacher

Pronunciation & Spelling :

Interpret

//&//sounds

Theteacherinvitesthelearnerstopayattentionatthefollowingexample:
Produce

Example:

Theteacherpresentsthefollowingsentences,theninvitesthelearnerstoreadthem.

Presentation:ElizabethstudiesmathsonThursdaysmorning,intheafternoonshelearnstheEnglish
Interpret
course.

Isolation:ElizabethmathsThursdaysthethe

Analysis:th=
the=

Statingrule:
Interpret
=fourthsixthMaths.

t+h=

=thisthatthem..

Produce

Practice:

I/Theteachertriestoremindsthepupilsaboutthesounds"th"and"the"sincetheywereseeninthefirstAM

"the"
"th"

Thisthatthesethosethem
Thingthintheatrethiefthree
Interact
brothermother
somethingnothing

Theteacherinvitesthepupilstorepeatafterhim,thenreadandpractisebythemselves
Interpret

Thepupilsareaskedtoperformthe"identify"exercise,thepupilsidentifythesoundsandthespellingof

eachword.{northsouththirdthenfourththreewiththesethisbreath}

Thepupilsdothenextactivitywhichis"compare",wherethepupilscomparetheminimalpairsofsounds,
theylistentotheteacherortotheirfriendsandcomparebetweenthesounds"th"and"the"
[thisthird/withbreath/thinthing]

Thelearnersreadthecorrectstasksontheboardthencopydown.

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Boardand
marker

Boardand
marker

Scriptpage

28

page10


FileTwo[LanguageGame]ListenandSpeakSequence2

PersonalGoals:

Duringthislesson,whatteachercompetenciesareyoufocusingon?TheyshouldbeadaptedfromtheATFtoreflectthespecifiesofyoursituation
Supportedandpurposefuldevelopment.[Learnersbenefitandgetmoreinvolvedwheneachactivitybuildsonpreviousmaterialsothatknowledgeand

skillsbuildlogicallytowardsachievinganddevelopingspecificcompetences
MeaningfulActivities/Tasks.Classroomactivitiesandtasksshoulddrawonlearners'livesandinterestsandhelpthemtocommunicateideasandmeaning
inandoutofclass.

LessonFocus:
Whichaspectsoflanguageareyouteaching:e.g.grammarpoint(s),aspectofpronunciation(phonemes,intonation,etc),vocabulary(words,word
phrases,idioms,etc)functions(politerequests,apologizing.)?
InthislessonIwillteachthefollowingaspectsoflanguage:
Function:Makingpolite/Expressingpast&presentability
Grammar:can/could
Vocabularyrelatedto:languagegames&ability
Pronunciation:Soundy=/ju://i//ei//ai/

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.
Canreadandunderstandthemainpointsandsomeimportantdetails.Mediumlengthtexts(e.g.threeparagraphs)demonstration).Brokendownstepbystep.
Caneffectivelyusethewordsandphrasesneededtoexpressone'sideas:Withinstraightforward,familiartopicsandsituations
Canreadandunderstandthegistof:Simpleargumentsoropinionthatare:

Objectives/Assessment: SWBATbytheendofthelesson,studentswillbeableto:

1)Expresspresent&pastability

Requiredmaterialand/orresources:Themanualsflashcards&Script40+dictionary

yellowdaffodil66@gmail.com

page11

Time

Rationale

Interaction

Ssneedto
knowto
sumup
thelast
sance

Ssneedto
knowwhat
the
flashcard
represent

Ssneedto
understan
dthe
listening
scriot

Ssneedto
know
whatisa
contest
game

Ssneedto
knowthe
game
mentioned
inthe
script

Ssneedto
knowhow
someof
the
language
gamesare
played

Ssneedto
knowtoa
pyramid
gameis
played

Teacher
student

teacher

student

student
teacher

student
student

teacher
student

student
teacher

student
s
teacher

teacher
students

teacher
student

student
teacher

Procedure

Competencies

VAKT

Interact
Boardand
Interpret marker
Produce

Flashcard
Interpret
page32

Duringlistening:Thelearnerslistenthenanswerthetask.
Produce

Activity"listeningcomprehension"p32:Listen,thenanswer:

1) WhatsortofdocumentisIndirareading? Sheisreadingand"ad".

Scriptpage
2) Whatisitabout? Itisacrosswordpuzzle
Interact
40
3) Whoisitfor? Itforjuniors.

4) Threewordstojustifytheanswer "anadacrosswordpuzzleaprize"
Interpret

T.readsthescripttwicetheninvitesthelearnerstolistenanddothetask.

Board&
Produce
marker
T.Invitesthelearnerstoperformthetaskaspairwork.

T.explainstheinstructionsofthefollowingexercisetheninvitesthelearnerstolistenanddothetask.
Interact

Exercise:Listenthencompletethefollowingtable.

Interlocutor
Game
Contest
Prize
Interpret

John&Indira
Crossword
ContestforJunior
Trip

Boardand
Produce
marker+
Thelearnersareaskedtolistentwice,thentheyareinvitedtocorrect.

scriptp40
T.reportsthelearnersanswersontheboard,theninvitesthemtoread.

Postlistening:TeachingVocabulary<PyramidgameWordDerivation>

T.Interactswithhislearnersaboutthekindoflanguagegamethattheycantakepartinsuchas:

Pyramidgamewordfromdefinition

T.invitesthelearnerstodoaPyramidwordcontestbyplayingaPyramidwordgame
Interact
Boardand

marker
T.ExplainstheinstructionsofActivity3p33theninvitesthelearnerstoworkinrough.
Interpret

(Dictionariesmaybeprovidedfromtheschoolslibrary)

scriptp33
Activity"3"p33:Addonlyonelettereachtimetogetthewordscorrespondingtothedefinitions:
Produce

A/

It'smeI*ArticleA

Thirdsingularpersonof"tobe"He*ArticleAn

board&
PossessiveHis*TohavetheabilityCan
marker
DemonstrativeThose*AstickGlue

MenwearitShirt*BirdswithlonglegsHeron
page12

File2LanguageGameSequence2
PDPListeninlesson:page32
Warmup:Theteachergreetshislearnersandwelcomesthem,thentriestomakeaquickreviewaboutthe

lastsance
students
Prelistening:Theteacherinvitesthelearnerstoopentheirbooksonpage32andtrytointerpretthe
teacher
photos.

TheTeacherlistenstohislearnersandwritestheirinterpretationsontheboard.

T.explainstheinstructionsofTask1p32andinvitesthelearnerstolistenandanswerthetask.

Time

Rationale

Interaction

Ssneedto
knowto
play
pyramid
game

Ssneedto
knowwhat
isa
definition
wordgame

Ssneedto
knowhow
toform
words
froma
givenword

Ssneedto
knowhow
tointeract
andwork
inpair

Ssneedto
knowthe
different
spelling
and
pronunciat
ionofthe
lettery

Ssneedto
knowthe
different
soundsof
y

Teacher
student

Procedure

Thelearnersworkinrough,theteachersupervisestheirworksandoffershishelponceneeded(
speciallywhentheyneeddictionary,theyshouldknowhowtosearchforarequiredword)
T.invitesthelearnerstocorrectthetaskontbeboardthenmakesthemreadthecorrectedtask.(thebest
learnersmustberewarded

students
teacher GO FORWARD

T.explainstheinstructions(worddefinitiongame)ofActivity1p33,theninvitesthelearnerstodo

thetask(usingdictionaries)

Activity1p33:Howmanywordscanyoumakeoutofthewordstool?
teacher
Canyoufind:

- apreposition "to"
student
- awordmeaning"also"? "too"

- Britishslangfor"lavatory"? "loo"

- Thatcannotbefound? "lost"

- Asmallnarrowopening? "slot"
student
- ThecapitalofNorway? "Oslo"
teacher

Theteacherasksthepupilstowriteandthewordsontheboard,thenasksthemtomakequestionanswer:
student

student
A:Howmanywordscanyoufind?B:Icanfind"6"words

A:Whatarethey?B:Theyare:{totooloolostslotandOslo}

teacher
student
Prononciation : Thesound y =/u://i//ei//ai/

Theteacherwritesthefollowingexampleontheboardtheninvitesthelearnerstoreadit.
student
PIASP:ysound
teacher
Example:

Presentation:Sallylovesyogurt.ShewillfeastherbirthdayinJuly.
student


s
Isolation:SallyyogurtbirthdayJuly
teacher

Analysis:yyyy

teacher
/i//u:/
/ei//ai/
students
Statingrule:
Wewritetheletterybutitcanbepronounced:

/i/=citymanyheavyearly
y=/u:/=youyounes
/ei/=theystaymay
/ai/=myskyverify..

Competencies

Interact
Interpret
Produce

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Produce

VAKT

Boardand
marker

Flashcard
page32

Scriptpage
33

Boardand
marker

Board&
marker

Board&
marker

Page13

Time

Rationale

Interaction

Ssneedto
know
different
pronuncof
thelletter
y

Ssneedto
knowhow
to
discrimina
tebetween
eachsound

Ssneedto
knowhow
toform
minimal
pairs
according
tothe
same
sound

Ssneedto
knowhow
toderive
wordform
verbs.

Teacher
student

Procedure

Competencies

Practice:Thelearnersareinvitedtoperformthetaskonpage32Listen&repeat

students T.invitesthelearnerstolistenandidentifytheoddsound.
teacher
Exercise:Listenandfindtheoddsound

Y="u"
Y="e"
Y="a"
y="i"

teacher

student

student
teacher

student
student

teacher
student

student
teacher

You
Your
July
Yogurt
Yellow
younes

city
Many
why
Heavy
Early
vocabulary

They
Stay
May
yours
Delay
Holiday

My
Sky
Try
Standby
hurry
identify

Exercise:Listenandformtheminimalpairs:

baywavybuyyoucarrysaycryyour

T.readstwiceorthricethewordsthenasksthelearnerstoformthepairs
T.explainstheinstructionsofActivity5p33thenasksthelearnerstodoitasahome
work(dictionariesneeded)

T.invitesthelearnerstoreadthecorrectedtasks,thencopydownontheircopy
(Thesoundtablepage32)

yellowdaffodil66@gmail.com

page14

Interact
Interpret
Produce

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Produce

VAKT

Pronunciati
ontable
page32

Tablesouns
page32
adapted

Board&
marker

Scriptpage
33


File one : A Persons Profile
Sequence : Two

Level : Second Year .


Lesson : Discover the Language .
Guided Sheet

Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?

Speaking and writing .

Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar
point(s), etc.

Function :
Grammar :
Vocabulary :
Pronunciation :

Expressing Past & Present ability & Inability /Request/ Permission


Model can / cannot/ could / could not
related to daily life activities
-

Will you explicitly teach an aspect of culture in the lesson? If so, describe it:

No
Swbat : Students Will Be Able To.
Express present & past ability and inability / Make Requests /Ask permission
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 specifics of your
lesson.)

Canreadandunderstandthegeneralideasandsomeimportantdetailsof:.veryshortsimpleinformationalanddescriptivetexts(e.g.formulaicpersonalemail)
Canfindspecific,routineinformationinshorttextsof:simpleeverydaymaterial

When and how will I check my students progress toward the objective(s)?

I can see when they do the activities.


When they express ability and inability ( ones) , make requests & ask for permission

Required materials and/or resources:


The lesson is based on material in the second year learners manual book Script( page 34)
Pictures and flash cards.( ability ) classroom situation

Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is this related to?

.Supportedandpurposefuldevelopment;Learnersbenefitandgetmoreinvolvedwheneachactivitybuildsonpreviousmaterialsothatknowledgeandskills
buildlogicallytowardsachievinganddevelopingspecificcompetences.

MeaningfulActivities/TasksClassroomactivitiesandtasksshoulddrawonlearners'livesandinterestsandhelpthemtocommunicateideasand
meaninginandoutofclass.

yelowfaffodil66 @gmail.com

page15

Time

Rationale

Interaction

Ssneedto
knowhow
toderive
wordform
verbs.

Ssneedto
know
Tonarrate
theirpast
school
experience

Ssneedto
knowthe
different
partsof
thebody

Ssneedto
undertand
thetext
andspot
thewrong
answers

Ssneedto
understan
dthetext
andguess
thenext
partofthe
song

File2<Seq2>DiscovertheLanguageMS2level
Teacher Warmup:Theteachersgreetshislearnersandwelcomesthem,triestointeractwiththemaboutthelast
student

Procedure

sance

T.invitesthelearnerstocorrectthehomework<Activity5p33>

students
Activity'5'p33:Findnounsthatderivefromthefollowingwords.
teacher
1)tovisit(v) avisit(n)2)toteach(v) teacher(n)3)topaint(v) painter(n)4)todance(v) dancer(n)

Theteacherchecksthelearnersworks,rewardstheoneswhodiditandadvisestheoneswhodidnotdothe

homeworkabouttheimportanceofsuchworksthencorrectsontheboard,andasksthelearnerstoreadthecorrected

task.
teacher
Prereading:

game,thenleadstodiscussion
student T.interactswithhislearnersabouttheirabilitiestodosuchword
aboutthethingsthattheycoulddoatPrimarySchool,home
andwhentheywereyounger.

T.invitesthelearnertoopentheirbooksonpage34andpay
attentionatthetext.

T.interactswithhislearnersaboutthetypeoftext.(song=
poem)

student Duringreading:Theteacherexplainstheinstructionsofthe
followingexercisetheninvitesthe
teacher learnerstoreadsilentlythetextandtrytodothefollowingexercise.

Exercise:Readthetextthenfindwordsrelatedto:
student
Feet
Face
Hands
student
Toes
Nose
Fingers

Thelearnersreadanddothetaskontheirroughcopybooks,theteachermovesandsupervisestheirworks.

teacher Theteacherexplainstheinstructionsofthefollowingexercisetheninvitesthelearnerstoreadthetextandtry
student
toanswer.

Exercise:Readthetextthenwrite:truefalsenotmentioned
student
Thewriterisyoung.(False)
teacher
Thewriterwasasportsman.(True)
teacher
Thewriterwillplayfootball.(Notmentioned)

Thewritercantdoanysportnow.(True)
student Postreading:

Theteacherinvitesthelearnerstodiscussaboutwhatcouldthewriterdoandwhathecannow,thenasks

thentoguesswhatotherthingshecoulddointhepastandwhathecandonow

Theteacherlistenstothelearnersandwritestheiranswersontheboard.
student
teacher ThelearnersareinvitedtolistentotheinstructionsofActivity1p34anddotheactivityinrough.

student Activity1p34(Practice):Putthewordsinordertogetthetruesentences.
a a/jump/I/as/could/kangaroo/high/asaIcouldholdmybreathtillmyfaceturnedblue.
student
a Lion/too/as/could/I/run/fast/as/aaIcouldrunasfastasalion,too.

a I/do/now!/but/can't/thataIcan'tdothat,now!

a Can't/no/,/I/now/!/do/thataNo,Ican'tdothatnow.
teacher

student
Thelearnersworkinpairthentheteacherinvitesthemtocorrectontheboard.Thelearnersarenowinvited

toreadthewholepoem.

Competencies

Interact
Interpret
Produce

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Produce

VAKT

Board&
marker

Scriptpage
33

Boadand
marker

Scriptpage
34

Boardand
marker

Script
page34&
board&
marker

Activity1
p34

Boardand
marker

Ssneedto
knowthe
verbsof
thetext

Ssneedto
know
Theform
ofthenew
structure
Howdoes
itwork
Andits
meaning

Ssneedto
discrimina
tebetween
the
different
meanings
andusesof
could

Ssneedto
know
Theform
andthe
usesof
can&
could

Page16
student ThelearnerlistentotheteacherexplainingtheinstructionofDiscoverthelanguageTheninvitesthemto
teacher readtheanswerthequestions.

Activityp34:Readthetextthenanswerthesequesitons
Teacher

Underlinetheverbsinthefirstthreelines: [wascouldtouchcouldski]
student

Whendidtheseactionshappen? Theseactionshappenedinthepast.
Now,underlinetheverbsinthelasttwolines? [can'tdocan'tdo]
students
Whendidtheseactionshappen? Theseactionhappeninthepresent.
teacher
Saywhat'sthedifferencebetween"can"and"could" Thedifferenceis:"can"isinthepresenttense/

"could"isinthepasttense.[couldisthepasttenseof"can"].

PIASPCan+could
teacher

Presentation:Theteacherasksthelearnerstopayattentionatthefollowingexamples
student

IcouldcatchaballCouldyoutakeamessage?Icouldplayoutat5Icantdo

thatnow.
student

teacher Isolation:couldcatchcouldtakecouldplaycantdo


student Analysis:couldcatchcouldtakecouldplaycantdo

student
modelverb(inf)modelverb(inf)modelverb(inf)modelverb(inf)

verb(pasttenseverb(pasttenseverb(pasttenseverbpresent

teacher ofcan)=pastabilityofcan)=requestofcan)=permisisoninability

student

Statingrule:

student

teacher
Cancantmodelverbfor
teacher
presentability&inability

pastabilityandinability
student
Couldcouldnt(pasttenseof

can)modelverbforPoliteRequest
student

Permission
teacher

Form:Subject+(can/could<not>)+verb(infinitivewithoutto)+Object
student

student

Theteacherinvitesthelearnerstoreadthewrittenworkontheboardthencopydown.Page17

Interact

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Produce

Scriptpage
34

Boardand
marker

Boardand
marker

Boardand
marker

Time

Rationale

Interaction

Ssneedto
know
different
useofcan
could

Ssneedto
knowthe
rightform
ofthe
sentences
with
models
can&
could

Ssneedto
knowthe
meaningof
each
sentence
withthe
model
could

Ssneedto
knowthe
pastform
ofrthe
model
canand
itsuse

Teacher
student

students
teacher

teacher

student

student
teacher

student
student
teacher
student

student
teacher

teacher
student

student
teacher

teacher
student

student
teacher
teacher
student

student
teacher

Procedure

Competencies

File2(Seq2)
MS2level

Warmup:Theteachergreetshislearnersandwelcomesthem,thentriestomakeaquickreiewaboutthelast
seance.(Expressingpresent&pastabilityMakingpoliterequestPermission)Usingthemodels(can&could)

Practice:Thelearnersareinvitedtodothefollowingtasksinconsolidationtowhathasbeenlearnt
before.

Theteacherremindsthelearnersabouttheformofthesentencewithcan&could
Form:Subject+(can/could<not>)+verb(infinitivewithoutto)+Object
Thelearnerslistentotheteacherexplainingtheinstructionsofthefollowingexercise,thenworkinrough.

Exercise1:Reorderthefollowingwordstomakecorrectsentences.

kite

could

Play

With

Was

old

years

please

could

you

window

open

the

but

can

alone

could

we

speak Cant

English

Spanish Speak .

go

not

when

we

very

young out were

Thelearnersworkinrough,theteachersupervisestheirworks,theninvitethemtocorrectontheboard.
Theteacherexplainstheinstructionsofthesecondexercisetheninvitesthelearnerstoworkinrough.

Exercise2:Whatdothefollowingsentencesmean?Putatick()intherightcolumn
Sentence
1)Couldyoutellmethetimeplease?
2)LearnersatMiddleSchoolcanusetheschoollibrary.
3)IcouldnotstudyEnglishinPrimarySchool.

Meaning
Ability/inability

Request

Permission

Thelearnersworkinrough,theteachersupervisetheirworks,theninvitesthemtocorrect.
Theteacherexplainstheinstructionsofthefollowingtasktheninvitesthelearnerstoworkinpairs.

Exercise:Rewritethefollowingdialogueintothesimplepast.

A:Whatcanyoudonow?(child)

B:Icangetupat7.IcantleavehometillIhavemybreakfast.Icanusetheschoolbustogo
toschool.Icantbelatetoschoolformorethan5minutes.Icanhavemylunchatschool
Thelearnersworkinrough,theteachersupervisestheirworkstheninvitesthemtogivetheir
answers.
Thelearnersreadthecorrectedtasksthencopydownontheircopybooks.

Interact
Interpret
Produce

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Produce

VAKT

Pronunciati
ontable
page32

Tablesouns
page32
adapted

Board&
marker

Boardand
marker

Boardand
makrer

Page18

File one : A Persons Profile


Sequence : Three

Level : Second Year .


Lesson : Listen and Speak .
Guided Sheet

Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?

Speaking and writing .

Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar
point(s), etc.

Function :
Grammar :
Vocabulary :
Pronunciation :

Locating Places / Talking about famous places.( Algiers the Capital)


Simple Present tense & Simple Past tense
Related to places and amenities
Syllable Words

Will you explicitly teach an aspect of culture in the lesson? If so, describe it:

Yes , famous places in Algiers the capital of Algeria.


Swbat : Students Will Be Able To. Locate famous places in Algiers and talk about them. & Locate ones home famous places and talk about them
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 specifics of your
lesson.)

Canreadandunderstandthegeneralideasandsomeimportantdetailsof:.veryshortsimpleinformationalanddescriptivetexts(e.g.formulaicpersonalemail)

Canfindspecific,routineinformationinshorttextsof:simpleeverydaymaterial
When and how will I check my students progress toward the objective(s)?

I can see when they do the activities.


When they locate places of their own home town & talk about them.

The lesson is based on photos about Algiers


learners home town plan and amenities .

Required materials and/or resources:

Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is this related to?
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 process development

Ongoing assessment of Learning : Ongoing , or regular ,assessment should take various forms and
.ActiveLearners;Learnersacquireandretainlanguagebestwhenthetopicsmeettheirinterestsandwhentheyareactiveparticipantsintheir
learning:findingpersonalmeaning,learningcooperativelywithpeers,andmakingconnectionstolifeoutsideofclass.

MeaningfulActivities/TasksClassroomactivitiesandtasksshoulddrawonlearners'livesandinterestsandhelpthemtocommunicateideasand
meaninginandoutofclass.yelowfaffodil66 @gmail.com
page19

Time

Rationale

Interaction

Ssneedto
knowhow
toexpress
past&
present
ability

Ssneedto
knowthat
capitaland
locate
famous
placesinit

ss.nnedto
knowhow
toinquire
about
onespast
tasks

Ssneedto
knowhow
toinquire
about
famous
places

ss.needto
knowhow
totalk
abouttheir
hometown

ssneedto
knowhow
tolocate
placesin
their
hometown

Teacher
student

students
teacher

teacher

student

student
teacher

student
student

teacher
student

student
teacher

students

students

teacher
students

students

teacher

students

students

Procedure

File2:ListenandSpeakSequence3
Warmup:T.greetshisleanersandwelcomesthemthentriestomakeaquickreviewaboutthelasthour.
Presentation:UsingphotosofAlgiers&compass,theteacherintroducesthesituation.
Theteacherintroducesthecompass(NorthSouthEastWestNortheastSouthEastSouthwestNorth
West)

T.invitesthelearnerstorepeatthewordsfollowingthecompass.
TheteacherintroducestheCapitalAlgiersanditsfamousandhistoricplaces.

Practice

HeightsAlgiersPlace1erMaiKasbahAlgiersAhmedBouzidaElhammaGarden
ElmadaniaMiddleofAlgiersontheMediterraneancostketchaouaMosqueHassibabenboualiRoad

T.invitesthelearnerstolistenandrepeatthenamesoftheseplaces.
Theteacherpresentthefollowingdrill:

weekend?
A:Wherewereyoulast

holidays?
B:IwasinAlgiers.
A:Really,whatdidyouvisit?

MaquamElchahid
B:IvisitedKasbah

KetchaouaMosque
Jardindessai
A:Whereisit?
intheNorthontheheightsofAlgiers
B:ItisOntheMediterraneancost
inAhmedBouzidaStreetatthefootofKasbah
inHassibaBebBoualiRoadintheCommuneofHamma
T.invitesthelearnerstorepeatthepartsofthedrillbypairsthenallthedrill.
Thelearnersareinvitedtopayattentionatthephotos,thelocationofeachfamousplaceandperformthe
drill,substitutingkeywords
Use:Tinvitesthelearnerstolistthedifferentfamousplacesoftheirlocalareasuchas(MosqueMuseum
MartyrsSquareMartyrsCimetry
T.invitesthelearnerstoperformusingthesamepattern.
T.explainstheinstructionsofActivity1p37,theninvitesthemtodrawtheplanoftheirlocaltownand
locatethemostimportantplacesonit.
T.Invitesthelearnerstoreadthewrittenworkontheboard,thencopydown.

Competencies

Interact
Interpret
Produce

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Interpret

Interact

Produce

VAKT

Board&
marker

Compass
flashcardor
drawnon
theboard

Photosof
Algiers

Boardsand
marker

Boardand
marker

+photosof
Algiers

Boardand
marker

Boardand
marke

Page20

File one : A Persons Profile


Sequence : Three

Level : Second Year .


Lesson : Discover the Language
Guided Sheet

Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?

Speaking and writing .

Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar
point(s), etc.

Function :
Grammar :
Vocabulary :

Talking about possession


Simple Present tense & Possessive pronouns

Vocabulary related to daily life routine

Will you explicitly teach an aspect of culture in the lesson? If so, describe it:

No
Swbat : Students Will Be Able To.
Talk and express possession ( possessive pronouns)
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 specifics of your
lesson.)

Canreadandunderstandthegeneralideasandsomeimportantdetailsof:.veryshortsimpleinformationalanddescriptivetexts(e.g.formulaicpersonalemail)
Canfindspecific,routineinformationinshorttextsof:simpleeverydaymaterial

When and how will I check my students progress toward the objective(s)?

I can see when they do the activities.


When they express their possession for things and objects

Required materials and/or resources:


The lesson is based class room situation and objects
manual script page 38

Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is this related to?

.ActiveLearners;Learnersacquireandretainlanguagebestwhenthetopicsmeettheirinterestsandwhentheyareactiveparticipantsintheir
learning:findingpersonalmeaning,learningcooperativelywithpeers,andmakingconnectionstolifeoutsideofclass.

MeaningfulActivities/TasksClassroomactivitiesandtasksshoulddrawonlearners'livesandinterestsandhelpthemtocommunicateideasand
meaninginandoutofclass.

yelowfaffodil66 @gmail.com

page21

Time

Rationale

Interaction

Ssneedto
knowhow
tolocate
placesona
plan

Ssneedto
knowto
locate
placeson
theirhome
town

Ssneedto
know
different
typesof
texts

Ssneedto
demonstra
tetheir
understan
dingofthe
text

Ssneedto
reinforce
their
understan
dingofthe
text

Ssneedto
perform
speaking
usingthe
given
model

Teacher
student

Procedure

Interact
Interpret
Produce

Interpret

Produce

Interact

Interpret
Duringreading:

Produce
T.explainstheinstructionsofthefollowingtaskandinvitesthelearnerstoreadthetextthendotheactivity.

Exercise1:ReadthetextthenwriteTrueFalseNotmentioned

1. ThedialogueisaboutMumsroom.

2. Sallysroomistidy.

3. Sallyisadoctor
Interact
4. Sallywillsortherroomintheafternoon.

T.invitesthelearnerstoreadthetext,andtrytoanswerthetask,whiletheteachermovesbetweentherows Interpret

andsupervisestheirworks.
T.invitesthelearnerstogivebacktheiranswers,hereportsthemontheboardthemasksthelearnerstoread
Produce
thecorrectedtask.

T.explainstheinstructionsofthefollowingExercise,theninvitesthelearnerstoreadthetextagainandtryto
answer.

Exercise2:Readthetextthencompletethetable.

Persons
Place
Objects
Time

Mum&Sally
Home ClothesmagazinesCDssocksbed
afternoon
Interact
T.learnersworkinrough,theteachersupervisestheirwork,theninvitesthemtolistentohimwhile
Interpret
readingthescriptandunderlinethefollowingwords.(mineyours)

T.invitesthelearnerstogivetheiranswers,herreportsthemontheboard,theninvitesthemto

readthecorrectedtask.
Produce
Postreading:T.invitesthelearnerstoreadandperformthescriptbypairsthenasksthemto

remindhimaboutthewordstheyunderlinedpreviously.

Page22

File2(Seq3)
MS2level
Warmup:Theteachergreetshislearnersandwelcomesthem,thentriestomakeaquickreiewaboutthe

lastseance.(locating)
students

T.invitesthelearnerstocorrectthehomeworkActivity1p32,wherethelearnersareinvitedtotalk
teacher
abouttheirtown(namestreets,amenitiesandlocatethem)

Teachermakesthelearnerstalkaboutthiertownabdtriestofocusonthepssessiveadjectives(your

my)
teacher
SuggestedAnswer:MytownisInmytownthereare

student
Prereadng:

Thelearnersareinvitedtoopentheirbookspage38andpayattentionatthetext.
student
T.interactwithhislearnersaboutthetypeoftext(dialogue)<Howmanyinterlocators..>
teacher

student
student
teacher
student

student
teacher

teacher
student

student
teacher

teacher
student

student
teacher
teacher
student

student
teacher

Competencies

VAKT

Boardand
marker

Localtown
plan

Board&
marker

Scriptpage
38
Boardand
marker

Scriptpage
38

Boardand
makrer

Scriptpage
38

Ssneedto
knowthe
new
grammar
item

Ssneedto
knowhow
thenew
itemworks
ina
sentence
andirt
suse

Ssneedto
knowthe
correct
formofthe
newitem
andits
placeina
statement

Ssneedto
discrimant
ebetween
the
meaning
anduseof
the
sentences

Ssneedto
knowhow
tousethe
possessive
pronouns
ina
communic
ativeway.

Teacher
student

PIASP(GrammarItem)<PossessivePronouns>

Presentation:ItismineItsyours

students
Isolation:mine=(Sallysroom)yours=(Sallysroom)
teacher

Analysis:ItismineItsyours

Subj+verb+possessivepronoun
subj+verb+Possessivepronouns
teacher

Statingrule:Reminderpart1page39
student
mine,yours,his,hers,ours,theirs,whose=possessivepronouns,weusethemtoavoidrepetition.

student

teacher Practice:Thelearnersareinvitedtoperformthefollowingtasks.

student
Exercise1:(basedform)Reorderthefollowingwordstomakecorrectsentences.
student
teacher 1mine/this/book/is/./my/its/
student
2not/pen/is/this/mine/yours/is/it/

student
Exercise2:(meaningbased)Matchthepairs.
teacher
Sentences
Meaning

1IcanspeakEnglish.
atalkingaboutpastinability
teacher
2Thisclassroomisours.
bExpressingpossession
student
3IcouldnotspeakEnglishinPrimarySchool.
cexpressingpresentability

student
1
2
3
teacher

c
b
a

teacher
student
Activity '2'p38: Complete the conversation with the right possessive pronouns .

Yanis : Hi, Sami .can I borrow your sharpener , please ? I've lost mine.
student
Sami : I'm using it right now .Ask Olga, she isn't using hers.
teacher
teacher
Yanis : Can't you lend me yours just a minute ?
student
Sami : OK.Then hurry up .

Yanis : Thanks .
student

TeacherinvitesthelearnerstoworkIrough,hesupervisestheirworksoffershishelponce
neededtheninvitesthemtocorrectontheboard,readthecorrectedtaskandcopydown.

Yellowdaffodil66@gmail.com

Interact
Interpret
Produce

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Produce

Boardand
marker

Boardand
marker

Boardand
marker

Boardand
marker

Boardand
marker

Page23


File one : A Persons Profile
Sequence : Three

Level : Second Year .


Lesson : Practice
Guided Sheet

Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?

Speaking and writing .

Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar
point(s), etc.

Function :
Grammar :
Vocabulary :

Asking for / Showing the way


Simple Present tense & Prepositions of place

Vocabulary related to daily life routine & showing the way

Will you explicitly teach an aspect of culture in the lesson? If so, describe it:

No
Swbat : Students Will Be Able To.
Ask for & Show the way ( using prepositions of place)
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 specifics of your
lesson.)

Canreadandunderstandthegeneralideasandsomeimportantdetailsof:.veryshortsimpleinformationalanddescriptivetexts(e.g.formulaicpersonalemail)
Canfindspecific,routineinformationinshorttextsof:simpleeverydaymaterial

When and how will I check my students progress toward the objective(s)?

I can see when they do the activities.


When they can ask for the way and show it using the prepositions of place

Required materials and/or resources:


The lesson is based imaginary plan page 38
ones home town plan.

Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is this related to?

.ActiveLearners;Learnersacquireandretainlanguagebestwhenthetopicsmeettheirinterestsandwhentheyareactiveparticipantsintheir
learning:findingpersonalmeaning,learningcooperativelywithpeers,andmakingconnectionstolifeoutsideofclass.

MeaningfulActivities/TasksClassroomactivitiesandtasksshoulddrawonlearners'livesandinterestsandhelpthemtocommunicateideasand
meaninginandoutofclass.

yelowfaffodil66 @gmail.com

page24

Time

Rationale

Interaction

Ssneedto
knowhow
totalk
about
pessesison

Ssneedto
knowthe
prepositio
nsand
their
meaning

Ssneedto
knowhow
touse
those
prepositio
ninareal
like
situation

Ssneedto
know
increase
their
practiceof
theuseof
prepositio
n

Ssneedto
knowhow
askforan
dshowthe
wayina
concrete
life
situation

Ssneedto
knowthe
formthe
stat,ment
containing
a
prepositio
n,is
place

Teacher
student

Procedure

Competencies

Interact

Interpret
seance.(talkingaboutpossession)
students
Produce
Presentation:Theteacherinvitesthelearnerstoopentheirbookspage38andpayattentionatthemap.
teacher

Teacherreadsthemapand introduces words and expressions used in locating and showing the way such as

Left - right - turn right - turn left go down - it's on - it's next to start from to go to "

Interpret
Thelearnersareinvitedtorepeatthenperformthefollowingdrill.

teacher Thedrill:

Produce
A:couldyou(helpme)showthewaytothepostofficeplease?
student

B:StartfromtheVietnameserestaurant,godownKingStreet,turnleftintoPine

Avenue,thenturnrightintoGroveDrive.Itsontheleftside,nexttothestation
student
Interact
A:That'sverykindofyou
teacher

Practice:Thelearnersrepeatthedrillthensubstitutekeywords.

Interpret
student Theteacherinvitesthelearnerstopayattentionatthetableonpage39,heexplainsitandmakes
student
Produce
thelearnersusingthedrillofpresentationtoperformandsubstitutekeywords.
teacher

Zoo
Chemists
PublicLibrary
student

1drugstore
1coffeeshop
1Swimmingpool

student
2PrinceStreet
2OakStreet
2LagoonStreet

teacher
3QueenAvenue
3MapleAvenue
3Oceanavenue

4PrincessDrive
4CherryDrive
4RiverDrive
Interact
teacher
5InternetCaf
5FastFood
5carpark

student
Interpret

To go to the chemist's ,start from the coffee shop, go down Oak Street,then turn left into Maple
student

Avenue ,then turn right into Cherry Drive .It's on the left side , next to Fast food .
teacher
Produce
To go to the Public Library, start from the swimming pool, go down Lagoon Street ,turn left into

teacher
Ocean Avenue then turn right into River Drive .It's on the left side , next to Car park .

student

Use:Theteacherinvitesthelearnerstotalkagainabouttheirhometownplanandtheamenities
student

teacher Theyareaskedtousethesamepatternandperformthedrilltalkinginareallifesituation

teacher Theteacherinvitesthelearnerstoreadthefollowingsentence:
Interact
student Presentation:It
's on the left side , next to Car park .

Interpret
student Isolation:
subjectverb prepsition
preposition

teacher
ofplaceofplace

Produce
Statingrule:Reminderpart2page39.ingrammar,awordwhichisusedbeforea

noun,anounphraseorapronoun,connectingittoanotherword

Yellowdaffodil66@gmail.com

File2(Seq3)PPUSpeaaking
MS2level

Warmup:Theteachergreetshislearnersandwelcomesthem,thentriestomakeaquickreiewaboutthelast

VAKT

Boardand
marker

Boardand
marker

Board&
marker

Scriptpage
39

Boardand
marker

Boardand
marker

Ssneedto
reinforce
their
understan
dingof
showing
theway
usingthe
preppostio
ns

Ssneedto
discrimina
tebetween
the
meaningof
sentences

Ssneedto
usethe
learnt
language
inareal
life
situation

Teacher
student

students
teacher

teacher

student

student
teacher

student
student
teacher
student

student
teacher

teacher
student

student
teacher

Practice:Thelearnersareinvitedtodothefollowingtasks.

Exercise1:<basedform>Unscramblethewordstomakecorrectsentences.(payattentionto

thepunctuationandcapitalletters)

-Iamapupilatmiddleschoolmyschoolmyschoolisbehindthepostofficenexttotheconstabulary

Exercise2:<Meaningbased>Completeusingthefollowingwords.:AbilityPossession
Showingtheway

1IcanspeakEnglishandwriteitnow.(..)
2TogototheMosque,goalongthisroadturnleft,itsoppositethebakery.(.)
3Thisbookisnotmine.Itsyours.(.)

Exercise3:<communicativebased>Fillinthegapstomakeagooddialogue

A:Excuseme,..youmetheway.thelibrary,?
B:Goalong..street.left.thenturn..thelibraryisnexttothepostoffice.

T.invitesthelearnerstoworkinrough,hesupervisestheirworksandcorrectseachtaskalone,
thendoesthesamewithalltheothertasks.
Theteacherinvitesthelearnerstocorrecttheexercises,makesthemreadthecorrectedtasksthen
asksthemtocopydown.

ByMr.SamirBounab
yellowdafofdil66@gmail.com

Interact

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Produce

Boardand
makrer

Boardand
marker

Boradand
marker