Professional Documents
Culture Documents
com
Month
&
File
weeks
Learningobjectives
Interact
Interpret
Produce
Predicting
Speculating
Planningfuture
activities
Expressing
satisfaction
Making
suggestions,
requests,offers
N.B:
Testn1:from
Moduleofintegration(BEMproposed
themes)
Resources
Typeoftask
Grammar
"
Expectations
"Great
januar
Week
1
januar
Week
2
januar
Week
3
januar
Week
4
Second
Term
competence
Term
(oraland
written)
Timeclauses:
"whenbefore
till"
(oral
Conditional
"type1"
(oral)
Thesimple
present
Thefuture
tensewith"will"
(oraland
written)
Lexis
Pronunciation
Vocabulary
relatedto
hopesand
expectations
Vocabulary
relatedto
U.S.educational
system
Learningtointegrate
Assessintegration
have lunch .
BEMsamples:
Gather your information and
Textas:
illustrations and write an article .
Present your article to your
'Transport
teacher and friends ,discuss the
schedule'
subject , take remarks and pay
WORDS&SOUNDS
suffixes:
"er,or,ian&ist"
Toneinif
clauses
Tone&function
Wordscontaining
vowels/
/ -/
/ /-/ /-/
-/ /
Consonant
clusters
/-/
/-
SWBAT:
ShowinteresttotheNational
touristyplaces
Textas:
"Report"
ByMr.samirBounab
(Yellowdaffodil66@gmail.com
)
Communicative Competence. Communicative competence in English involves interacting with others using receptive / interpretive skills ( reading and listening) and productive skills (
speaking and writing ) , supported by the ability to use vocabulary and grammar appropriately and employ a range of language strategies that help convey and clarify meaning.
Lesson Focus:
Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc ), vocabulary (words, word phrases, idioms, etc) functions (polite requests, apologizing.)?
In this lesson I will teach the following aspects of language:
Function : Predicting - Giving instructions
Grammar: Time clauses with when while-as soon as- before- after till & until
Competencies: Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson.
Can interact orally start and maintain short conversations ( i.e; asking/answering questions and responding to information and news of others)..
Can listen and understand the gist and some important details of :Short monologs and dialogs
Can listen to and understand unfamiliar instructions and explanations that are: Very short and straightforward / Accompanied by visuals (e.g; gestures ,writing or drawing modeling, demonstration).
Broken down step- by- step .
Can effectively use the words and phrases needed to express one's ideas :Within straightforward ,familiar topics an d situations
Objectives / Assessment: SWBAT by the end of the lesson, students will be able to :
1) Predict &
Give instructions
2) Form nouns of occupations using the suffixes: er or ian ist
page 3
Time
Rationale
Greeting&
welcoming
Possible&
probable
Auspicious
[potential]
interactio
Teacher
students
Students
teacher
Teacher
students
Auspicious
[potential]
Students
teacher
Students
students
Conditions
&
characterist
ics
Teacher
students
Students
teacher
Students
Plans&
arrangeme
students
nts
Teacher
students
Students
teacher
Students
File Three
Swbat
D U R E
Listen and
guess
Warm-up: Theteachergreetshislearners,inquiresabouttheirdailylifeschool.
<interact>
Theteacherinteractswithhislearnersaboutthepreviousfileanditslearningobjectives{expressabilitypossibilityaskforpermission
Look at the
certaintyrequestagreement/useofthemodalsmaymightcancould/so&neither/beableto/useofprefixesiliminirun&dis}
photos
and
Food For Thought:
describe
StepOne:Thelearnersareaskedtoopentheirbooksonpage66.Theteachertriestowarmupthesituationbyintroducingthenew
them
"File",itscontents,itsthemesandfunctionsandthefinalproject.
<interp
Steptwo:Theteacherinvitesthelearnerstopayattentionatthephotosonpage66andtrytointerpretit.
ret>
Stepthree:Thepupilsareaskedtoformashortparagraphwhiledescribingthetwophotos.Theteachermayhelpthemby
Introduce
member
introducingthefamily"TheWoodwardFamily"{Mother,Father,BeckytheirdaughterandPaultheirson}theaimistointroducethe
s of
charactersattwodifferentstagesoftheirlives:"childhoodandadulthood"hemayalsoaskthemtoanswerthefollowingquestions:
family
1. Whatdoesthepicture/snapshotatthetopofthepagerepresent/show?
<Interpret>
2. Isitasmalloralargefamily?
Read ,
3. Whyhavetheytakenthepicture?
identify
4. Guesswhatthechildren'shopes/perspectivesare
the
5. Whatwilltheboy/girldowhens/hegrowsold?
question
6. Canyouidentifythesamepeopleinthetwopictures?
then
7. Inwhatwayshavetheychanged?
answer
Stepfour:Theteacherinvitesthelearnerstoworkinpairswhilehesupervisestheirworks.
<produ
Stepfive:Thepupilsarerequiredtogivetheiranswers"orally",theteacherreportsthebestoftheworksontheboard.
ce>
S
i Read and
d interact with
Prelistening:
i the teacher
Stepone:Thepupilsareinvitedtodescribethepicturesonpage67andgivetheirownopinionsaboutthem.Laterthey'reaskedtodo
about their
productions
'Activity1p67'
R
Exercise1p67:LookatthepicturesofBeckyandPaulandanswerthesequestions:
a
Whataretheylike? Beckyischeerful/sporty.Paulismeditative/sporty/dreamy
c
Whatdotheylike? Paullikes(American)footballwhereasBeckyisfondofsoccerandmusic.
Look at
h
Wheredotheylive? TheyliveintheUnitedStatesofAmerica,morespeciallyinCalifornia.
the pictures
e
Steptwo:Thepupilslookatthepicturesanddotheactivityontheirroughcopybooks.Thentheyareinvitedtogivetheiranswers
and identify
d them and
"orally"whiletheteacherreportsthemontheboard.
express
Duringlistening:
Stepthree:Theteacherinvitesthelearnerstoshuttheirbooks,listentohimwhileheread"script1"onpage169,thenthey'reaskedto themselves
about them
checktheirpredictionsin"activity1".
<interact>
Exercise1p67:Listentoscript1andcheckyouranswerstothequestionsin"Exercise1".
Look at
Stepfour:Theteacherinvitesthepupilstocorrecttheirpredictionsbyreportingthecorrectanswersontheboard.
the pictures
Stepfive:Thepupilsreadallthescriptonpage169.
and interpret
Stepsix:Theteacherasksthelearnerstotaketheirroughcopybooks,heremindsthem,first,abouttheWoodwardfamily(Beckyand
them by
Paul)andtheirfutureexpectations.
answering the
given
Steptwo:Theteacherexplainstheinstructionsof'Activity2p67'theninvitesthelearnerstolistenandtrytodotheactivityinpairs.
questions<int
Exercise2p67:ListenandmakenotesaboutwhatBeckyandPaulwilldoduringthesummervacations.
erpret>
Whenschoolfinishes, BeckywillgoandvisitGrandmaandGrandpaatSpringvalley. Beckywon'tdoanything.
Give their
BeckywillsimplystayinbedalldaylonglisteningtoherfavouriteCDs,watchTVandeatpopcorn. Paulwillkeeptrainingforthenextfootballseason predictions
PaulwillcampatMountPalomar. Paulwilldosomemotorbiking.
<produce>
Listen and
check their
answers .
page4Yellowdaffodil66@gmail.com
Great Expectations
Pupilscangreet
andwelcome
Cansumupthe
learning
objectivesofthe
previousfile
Express
agreement,
possibility,ask
forandgive
permission,
certainty,make
requests
Express
agreement
Describe
membersof
family
Compareand
contrast
Guessand
improvise
Describe
physical
appearance
Expresslike
sanddislikes
Identifyleisure
Nameand
locatecountries
Analyseandtry
topredict
accordingto
thegiven
situation
Listenand
interpret
listeningscript
toanswerthe
task
4AM
By Mr.S Bounab
Yellowdaffodil66@gma
il.com
Waysof
speaking
Gettingto
know
someone
Predicting
thingsand
intuition
Sentences
and
expressions
students
Teacher
students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Stepthree:Theteacherinvitesthelearnerstoreadtheirworks,checkstheiranswerstheninvitesthemtoopentheirbooksonpage
169,readthescriptandcorrectthe'activity'
Stepfour:Theteacherexplainstheinstructionsof"Activity3p68"theninvitesthepupilstoperform"orally"
Exercise3p68:Listenandmarktheintonationattheendofeachquestion.
aWhatwillyoudowhenschoolfinishes?
bHowwillyouspendyourtimewhenyouareback?
cWillyoukeepontrainingafterthefootballseasonisover?
Stepfive:Theteacherinvitesthelearnerstoreadthequestionsrespectingtheintonation.
Stepsix:Theteacherexplainstheinstructionsof"Activity4p68"thenasksthelearnerstoworkinpairs.
Exercise4p68:Usetheinformationintheprevious'exercise'thenaskquestionsaboutBecky'sandPaul'splans
Willshedoanything?
Whatwillshedoexactly?
WhatwillPaulforthenextfootballseason?
WillhecampatMountChra?
Whatwillhedonext?
Stepseven:Theteachersupervisesthelearners'worktheninvitesthemtoreadtheirworks,whilehereportsthequestionsonthe
board.
Stepeight:Theteacherinvitesthepupilstomixquestionsandanswersinboth'exercises'andperforminpairsasanexchange.
PostListening:
Stepnine:Theteacherinvitesthepupilstoreadthescriptonpage169andlistthesentencescontainingthewordsinbold.
Presentation:Theteacherinvitesthelearnerstoremindhimaboutthewordsinboldwiththeirsentences.
aWhatwillyoudowhenschoolfinishes?
bI'llstaywiththemuntilthefirstweekofJulyisover.
cI'llgetupanddressasquicklyaspossibleassoonasIhearhimdrivingintothegarage.
dI'lldosomemotorbikingwhileI'mthere
Isolation:Theteacherisolatesoneofthelistedstatements.andinvitesthelearnerstoreadit
IwillstaywiththemuntilthefirstweekofJulyisover.
Analysis:
IwillstaywiththemuntilthefirstweekofJulyisover.
Subject
+Verb+object
subordinate
Subject +Verb+object
timeconjunction
MainClauseSubordinateTimeClause
StatingRule:TheTimeClausereferringtothefutureis
TheMainClauseis:Subject+Verb(future)+object
ThesubordinateTimeClauseis:SubordinateTimeconjunction+Subject+Verb(present)+Object
page5
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listentoan
oral
instructions
thenreport
theanswers
througha
writtenlist
<interpret>
listenthen
markoutthe
intonation
and
discriminate
betweena
fallinganda
rising
intonations<
Produce>
combinethe
twoexercises
andmakean
exchange
<Produce>
Listenand
identifya
verbina
clauseor
normal
sentence
<interpret>
recognizea
subordinate
clause
<interpret>
Discriminate
betweena
subordinate
andamain
clause
<interpret>
identifythe
tensesin
both
sentences
Readandexploit
writtenscripts
Identifythe
meaningof
intonation
discriminate
betweemrising
andfalling
intonationand
justifytheir
answers
usethe
informationin
previoustasksto
makethemuseful
andexploitablein
thenextone
Readthescript
andidentifythe
selectstatements
Readandanalyse
theselectedtask
identifythemain
constituentsofa
sentence
Identify
conjunctionandtry
todefinetheirrole
inthestatment
recognizea
complexsentence
(mainclause&
subordinateone)
Predicting
thingsand
intuitions
Sentences
and
expressions
Meaning
and
significance
Communica
tingand
keepingin
touch
Students
Teacher
students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Practice
Identifyand
discriminate
1)Basedformtask: GrammarWindowpage68.
betweena
subordinate
Stepnine:TheteacherexplainstheinstructionsofGrammarWindowtheninvtesthelearnerstoanswerit
clauseanda
Stepten:Thepupilsreadallthewrittenworksontheboard,thenwritedownontheirclasscopybooks.
Usethewhathad
mainclause
beenstatedas
<interact> rulesandapply
theminsolvingthe
practicetasks.
1.Thelearnersareaskedtocopythesentencesontheircopybooksandunderlinetheverbsinclauses:
aWhatwillyoudo/whenschoolfinishes?
Dowritten
bI'llstaywiththem/untilthefirstweekofJulyisover.
exercise
cI'llgetupanddressasquicklyaspossible/assoonasIhearhimdrivingintothegarage.
performing
dI'lldosomemotorbiking/whileI'mthere.
2.Whichtensesaretheverbsoftheclauses: Theverbsinthecomplexsentencesareinthe'simplepresent'and'thefuture
whatthey
Identifythebased
simpletenses'
havelearnt formtaskforthe
3.Dotheverbsrefertothepresentortothefuture? Thoughtheverbsintheclausesareinthesimplepresenttenses,both
<Interpret> firstconditional
verbsinthecomplexsentencerefertothefuture
[if+present=
Theteacherinvitesthelearnerstogotopage182andpayattentiontothegrammarnoteabout'timeclauses'
future]
Interpret
Form:
themeaning
[whenassoonasuntil/tillafterbeforewhile]+present/ future
ofeach
SubordinatetimeclauseMainclause
statment
assoonaswhenbeforeafteruntiltillwhile are"subordinatingtimeconjunctions.(theyintroduce
Spotthemeaning
subordinatingtimeclauses theverbswhichcomesafterthemisinthe'presentsimpletense
discrimina ofsentencesusing
tebetweena thedifferentmodal
subordinate
2)Meaningbasedtask:Matchthepairs
andamain
Sentence
Meaning
clause
1]MayyousucceedinyourBEMexam.
A]Possibility
<interpret>
2]A:IhatecigarettesB:SodoI.
B]Predicting
identifythe
3]Itmightraintoday.
C]Expressingawish
usethenew
tensesin
4]YouwilltaketheBEMexamthisyear,wontyou?
D]Makingsupposition
learningobjectives
both
5]IwillnotstopworkingharduntilIpassmyBrevetExam
E]Expressingagreement
sentences<in
terpret
incommunicative
3]Communicativebasedtask: DialogueCompletion
situations
Activity1p69:Puttheverbsinbracketsinthecorrecttense.
Improvise
Maurine:Bye,sweetie.HaveasafetriptoSpringValley.
Becky:Thanks,Mom.I(tophone)willphoneassoonasI(toarrive)arrivethere.
Maurine:Fine.ButrememberthatIwon'tbehomeintheearlyevening.I(topickup)willpickupPaulafterhistrainingsession(to
be)isover.
Becky:That'sat6p.m,isn'tit?I(toring)willringyoubeforeyou(toleave)leavehome.Bytheway,Mom,(nottoforget)don't
forgettofeedmyhamsterwhileI(tobe)amaway.
Stepeleven:Theteacherinvitesthelearnerstowork,hemovesthroughtherowsandoffershishelponceneeded,thentheleanersare
askedtogivebacktheirwork.
StepTwelve:Theteacherreportsthecorrectionontheboard,laterthepupilsareinvitedtoreadthecorrectedtasks
Stepthirteen:TheteacherexplainstheinstructionofActivity3p69andinvitesthelearnerstodoitasahomework
Page 5
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theendof
the
sentences
<Produce>
Interact,
interpretand
produceusing
speculating
functionandfirst
conditional
structure
Communica
tingand
keepingin
touch
Predicting
thingsand
intuitions
Predicting
thingsand
intuitions
Students
Teacher
students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
Warm-up:
Theteachergreetshislearners,inquiresabouttheirdailylifeschool.
Theteacherinteractswithhislearnersaboutthepreviousfileanditslearningobjectives{predictingusingthetimeclausereferringtothe
future}
Theteacherinvitesthelearnerstocorrectexercise3p69,thehomeworkgivenintheprevioushour.
Exercise3p69:Completethefollowingsentencessothattheyaretrueforyou.
a. Iwon'tstopworkinguntilIfinishit.
b. WhenIfinishmystudiesinMiddleSchool,IwillcontinuethemintheSecondarySchool.
c. Assoonasthebellrings,wewillleaveschool.
d. Ihavedinnerwhilewaitingforthefilmtostart.
e. I'llbuymybooksbeforeIstartmyschoolyear.
Theteacherlistenstothelearnersanswersthenreportsthebestanswersontheboard.
Thepupilsareaskedtoperformthefollowingdrillusingtheinformationinthepreviousexercise.
TheteacherexplainstheinstructionsofActivity4p69,theninvitesthelearnerstoperformit.
Exercise4p69:Taketurnstoaskandanswerquestionsusingthesentencesin"exercise3".
You:WhatwillyoudowhenyoufinishyourstudiesinMiddleSchool?
Yourpartner:Iwillfinishtheminabigcity'sSecondarySchool.Whataboutyou?
You:IwillcontinuemystudiesinthenewestSecondarySchool.
Thelearnersareinvitedtoperformusingthepreviousinformationofexercise3.
Stepone:Thepupilsareaskedtopayattentionatthesetofinstructionswrittenontheboardandlistentotheteacherexplainingit.
YoureceivedanemailfromanEnglishfriend.Inhisemailyourfriendistalkingabouthisfuture
studiesatMiddleschool,lyceanduniversity
Yourfriendwantstoknowmoreaboutyourfuturestudiesandwhatdoyouexpecttobeinthefuture
usethehintsorcuesinTask3p69,thenreorderthesentencestoansweryourfriendsemail.
I/Exercise1p69:Putthewordsinthescrambledsentencesbelowintotherightorder.[don'tforgettogivetherighttenseoftheverbs]
I. AssoonasIpassmyexams,I'llgotothelyce.
II. I'llkeepontravelinguntilIfindagoodplacetolivein.
III. WhenIleavethelyce,I'lltravelaroundAlgeria.
IV. I'llworkforsometimebeforeIgotouniversitytotrainasanarchitect.
V. AfterIgetmydiploma,I'llbuildglasshouses.
Steptwo:Theteacherlistenstothelearners'answers,paysattentiontotheuseofthetenseinthecomplexsentencesandthenreports
theanswersontheboard.
Stepthree:Thelearnersareaskedtorereadthesentencesofthepreviousexercise,thentheteacherinvitesthemtousethemand
writeacoherentparagraph,heshouldaskthemtousesequencers,theyshouldbearinmindthatthosesequencersarealso
subordinatingtimeconjunctionsandatopicsentence:
Page 6
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doaquick
reviewabout
thelast
lesson<interact
>
Identifyand
discriminate
betweena
subordinate
clauseanda
main
clause<interact
>
Dowritten
exercise
performing
whattheyhave
learnt
<Interpret>
Recognizethe
differentparts
ofacomplex
sentencethen
completeit
Improvisethe
endofthe
sentences
<Produce>
Transformthe
sentencesinan
exchangeand
givetheirown
statements
<produce>
Rebuild
scrambled
wordstoform
correct
sentences
<produce>
Usethe
appropriate
tenseforeach
partofthe
Discussand
interactaboutthe
previoussances
learningobjectives
Usethelearnt
objectivestoadapt
ittotheirreallife
situation
Useeachothers
feedbacktocreate
aclimateof
discussionand
communication.
Understandthe
factofand
integrated
situationwhere
theycanusewhat
theyhavelearnt
beforeaslearning
objectivesand
integratethemin
theproblem
solvingsituation
Detectthe
problemexposed
andtrytoadaptit
totheirreallife
conceptusingthe
communicativeand
structural
objectivesalready
learntandaquired
Predictiong
thignsand
intuitions
Morpholog
yandparts
ofwords
Morpholog
yandparts
ofwords
teacher
Students
Teacher
students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
students
Teacher
students
Exercise2p69:Rearrangethereorderedsentencesin"exercise1"totalkcoherentlyaboutyourexpectationsusing
'sequencers'{first,then,next,afterthat,finally}
To:Jacksmith@gmail.com
From:ahmedamine@yahoo.fr
Object:Myfutureexpectations
DearJack,
Thankyouverymuchforyouremailandfortheinformationconcerningyourfutureschoolexpectation;nowitsmy
turntoinformyouaboutmyfutureschoolexpectations.
Ihavegreatexpectationsforthefuture.AssoonasIpassmyexams,I'llgotothelyce.WhenIleavethelyce,I'll
travelaroundAlgeria.I'llkeeptravelinguntilIfindagoodplacetolivein.ThenI'llworkforsometimebeforeIgoto
universitytotrainasanarchitect.AfterIgetmydiploma,I'llbuildglasshouses.Finally,Iwill
Yourstruly,
Ahmed
Stepfour:Thelearnersworkinrough,pairwork,theteacherassiststheirworks,thenthey'reaskedtoreadwhattheyvedone
whiletheteacherreportsontheboardtheemail
Stepfive:Theteacherinvitesthepupilstoreadthecorrectedemail.
Step one :The teacher reminds the learners about what they have already as "prefixes and suffixes" then introduces
the new explains the new instructions of the "exercise "in order to lead the learners to do the 'exercise '
Exercise 1p73: Read the paragraph and change the nouns for occupation and trades by adding the following
suffixes:"er- or- ian- ist"[word formation]
I live in a family of (art) artist. My father is a landscape(paint) painter and my mother a (music) musician .My
brother is a (collect) collector of antiquities and my sister is training to be a (sculpt)sculptor .Each of them wants
me to train to be an(art) artist ,too. Mom wants me to be a (guitar) guitarist. dad a (cartoon) cartoonist , my sister
a (write) writer and my brother a film(direct) director .But I expect to have a different occupation. If I get a
scholarship , I will go to university and become a (physics) physicist , or a (library) librarian, or a
(chemistry)chemist , or why not a (teach) teacher .
ist
or
er
ian
complex
sentences.
Read
respecting
Interact
aboutwhat
hasalready
seen
Identifythe
time
sequencers,th
eiruseand
theirmeaning
inaparagraph
Use
independent
sentencesand
makea
composition
<produce>
Guessand
improvisethe
endofastory
fromgiven
information
<Interact>
Usenotes
(pictures,script
s)andtryto
imagineand
expectwhat
willhappenin
thefuture
<interpret>
Fromgiven
information
theyexpand
notes
<produce>
Step two : The pupils work on their roughcopy books in collaboration with their colleagues , then they are invited to
give back their work , while the teacher reports the answers on the board.They should be able to summarize how
certain nouns are formed by
Step three : The learners are invited to copy down on there copy books
Page 7
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Usetheprevious
productionstore
investthemto
makenewones
Makelongerand
expanded
productions
combingprevious
andnewideasand
thoughts
Identify
vocabulary
recognizeaffixes
discriminate
betweenprefix&
suffixandtherole
ofeachone
identifyandlist
nounsof
occupations
summarizewhere
toputistorer
andiansuffixes
Predicting
thingsand
intuition
Predicting
thingsand
intuition
Students
teacher
Students
Teacher
students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
ExerciseA:Completethesentencesbyputtingwhenbeforeafterassoonasuntilintothegaps.Sometimes
morethanoneanswerispossible.
Iwillstayinthisjob.Ifindabetterone
IamgoingtokeepworkingIfinishthis.
Remembertobuysomestamps..youareinthepost.
.Ispeaktohimonthephonetonight,Iwillhim.
Illkeeplookingforit.Ifindit.
Iwillwaitforthem.itgetsdark,andthenIllleave.
.Ifindtheinformatiom,Iwillphoneyou.
Wewillwait.itstopsraining,andthewellgoout.
Bookatable.yougototherestaurant.Itsoftenfull.
ExerciseB:Completethedialogue,usingthePresentSimpleorthefuturewillformoftheverbsinbrackets
().Sometimesyoudonotneedtochangethewordinbrackets.
1]A:Couldyoupostthisletterformetoday,please?
B:Yes,I.(do)itwhenI(go)totheshops.
2]A:Imightbelatetomorrowmorning.
B:OK.I(wait)untilyou.(arrive).
3]A:Iamleavingnextweek.
B:I..(see)youbeforeyou.(go),wontI?
4]A:Haveyoudecidedwhatyouaregoingtodoattheweekendyet?
B:No,butI..(phone)youassoonasI.(know)whatIamgoingtodo.
5]A:Haveyoudonethathomeworkyet?
B:No,notyet.I(do)itwhenI.(have)enoughtime.
6]A:Idontwanttogotothatmatchtonight.
B:Well,Imsureyou(enjoy)itwhenyou.(get)there.
7]A:CouldyoutellTomtoringme,please?
B:Yes,I..(tell)himwhenI..(see)himtomorrow.
8]A:MrJacksonisntinatthemoment.
B:Isee.Well,I.(wait)untilhe.(come)back.
9]A:HaveyoubookedahotelinLondonyet?
B:No,butwe.(book)onebeforewe..(go)there.
10]A:DontforgettowritetoPeter.
B:OK.I(do)itassoonasI..(get)home.
11]A:.(you/see)Jackwhenyou..(be)inMadrid?
B:yes,IhopeIwill.I.(phone)himwhenI.(arrive)inSpain.
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Interact
usetheprevious
learntknowledge
toapplyittosolve
newtasks
identifythe
meaningfeach
timeconjunction
anditsuse
Interpret
usethe
appropriatetense
incomplex
sentencesand
discriminate
betweenthem
Produce
Usethenew
learningobjectives
incommunicative
waysandinreal
lifesituation
Fourth Level
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
3.Supportedandpurposefuldevelopment:Learnersbenefitandgetmoreinvolvedwheneachactivitybuildsonpreviousmaterialsothatknowledgeandskillsbuildlogicallytowardsachievinganddevelopingspecific
competences.A]Theteacherplanslessonsthathavecommunicativeobjectivesandwhosestepsbuildtowardmeetingthem.B]Theteacherbreaksdownfunctions,genresandskillsintosmallcomponents/skills/partsinorder
topresentrealistic"chunks"ofthelanguageforlearnerstoprocess.C]Theteacherstagesthelessonssothatwhatthelearnerlearns/practicesineachsteppreparesforthenextones.
4.MeaningfulActivities/Tasks.Classroomactivitiesandtasksshoulddrawonlearners'livesandinterestsandhelpthemtocommunicateideasandmeaninginandoutofclass
a)
b)
c)
Theteachersupplementsandadaptsthetextbooktoplanactivitiesrelatedtolearners'livesandinterests.
Theteacherusesandplansactivitiesthatallowlearnerstopracticeanddevelopreallifecommunicationskillsforreading,writingspeakingandlistening.
Theteachercontextualizestheactivitiesandprovidesapurposeforthem.
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.)?
In this lesson I will teach the following aspects of language:
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)Onfamiliartopicsrelatedtoselfandcommunity(e.g.schoolinterest,health,
experienceandwellknowneventsorissues).
Canwriteshort,personallettersoremailOnfamiliartopicsofpersonalinterestThatfollowaconventionalformat
Objectives / Assessment: SWBAT by the end of the lesson, students will be able to :
1) Speculate (using if type 1)
2) Identify the meaning according to the tone of if type1 clauses
page 9
Time Rationale
Interaction
Teacher
MS4levelR E A D & C O N S ID E RFile3
students
Warmup:Theteachergreetshislearnersandwelcomesthem,hetriestoinquireabouttheirdailylifeschool.
Theteacherinvitesthelearnerstointeractaboutthelastsanceanditslearningobjectives.[predictingusingtimeclausereferringto
thefuture].
Students
Prereading:
teacher
Thelearnersareinvitedtogobacktopage67andlookatthephotosofPaulandBecky.
1]Whataretheirexpectations?2]Whoisthemostlikelytosucceed?
Teacher
ThelearnersareinvitedtolookatthephotosanddiscussPaulandBeckysachievements.
students
Thepupilsworkinpairsor'groupsoffour'andtrytwriteashortcoherentparagraph,theteachermayhelpthemwiththetopic
sentence.
Theteacherlistenstopupilsanswers
Suggestedanswer:
Students
teacher
Theparagraph:
PaulisaratherdreamycharacterwhereasBeckylooksmoredetermined.Beckyisthereforemorelikelyto
Students
succeed.Paulisfondofplayingfootballandhedoesnottakemuchcareabouthisstudies.Beckyisagood
students
pupil,sheisalwaystopofherclass,shemaywellbesomethinginthefuture.
Thepupilsareinvitedtogivetheirexpectations,theteacherlistensandchecksthebestones,reportsthemontheboard,thenasksthe
learnerstoread.
Postreading:
Thelearnersareinvitedtoreadthetextsilentlyagainandtrytodothefollowingexercise.
Exercise:ReadthetextthencompletethetablewiththeappropriateinformationaboutPaulandBecky.
Paulsexpectations
Beckysexpectations
Teacher
IfPaulpasseshisfinalyearexam,hewillgotLincolnSeniorHigh
Beckywillnotgotojuniorhighifshefinishesprimaryschool
students
School.
withhighgrades.
Ifhegetshishighschooldiploma,hewillworkinadriveinrestaurant.
Ifshegetsherhighschooldiplomawithdistinction,shewillgoto
Hewillstartworkfulltimerightawayifhefailstogethishighschool
GrossMontCollege.
Students
diploma.
Shewillkeeponplayingsoccerifshehasanysparetime.
teacher
Students
Theteachersupervisestheworkofthepupilstheninvitesthemtoreadandcorrecttogetherwhilehereportsthenanswersontheboard.
students
TheteacherreadsthetextandinvitesthelearnerstounderlineoneifsentenceinPaulsparagraph&anotheroneinBeckysonetoo
Presentation:Thelearnersareinvitedtoreadthefollowingsentences.
Teacher
students
IfPaulpasseshisfinalyearexam,hewillgotoLincolnSeniorHighSchool.Beckywillnotgotojuniorhighifshefinishesprimaryschoolwithhighgrades
Isolation:Theteacherisolatestheoneofthesentences,makesthelearnersreaditagain.
IfPaulpasseshisfinalyearexam,hewillgotLincolnSeniorHighSchool.
Students Analysis:Theteacherleadsthelearnerstoanalysetheisolatedsentence.
teacher
IfPaulpasseshisfinalyearexam,hewillgotoLincolnSeniorHighSchool.
conjunction Subject
verb
object
comma Subject
verb
object
Students
of condition
S.present
future
ifclause=conditionclause
ResultClause
Predicting
thingsand
intuition
Hoping
and
hopefulness
Predicting
thingsand
intuition
Guessing,
Supposing
and
suspecting
Guessing,
Supposing
and
suspecting
PROCEDURE
Swbat
Interact
Interpret
Produce
interpret
Interpret
Whoaremy
learners?
Greetand
welcome
Talkaboutthe
lstsances
learning
objectives
Usetime
clause
statementsto
predictfuture
activities.
Lookatphotos
anddecodethe
message
Make
composition
fromthephotos
interpretation
Contrastand
comparetwo
texts
information
Listenand
underlinethe
selected
statements
Isolatethe
previously
underlined
sentencesto
analysethem.
Identifythe
formofcomplex
sentencesand
trytocompare
tothetime
clauseone
alreadyseen
Guessing,
Supposing
and
Suspecting
Guessing,
Supposing
and
suspecting
Guessing,
Supposing
and
suspecting
page 10
Teacher
StatingRule:
students
If+Subj+Verb(present)+Object+(,)+Subj+Verb(future)+object
FirstConditional=If
TypeOne
Students
Subj+verb(future)+object+If+subject+verb(present)+object
teacher
Practice
:Thelearnersareinvitedtoperfomthefollowingtasks.
Teacher
students
1]BasedFormtask:
Exercise1:Completethesesentenceswithif+PresentSimple+will/willnotthewordsinbrackets().Smetimesyoudontneedto
1. If(it/rain),(we/not/go)out
Students 2. If..(theweather/be)nicetomorrow,..(we/drive)tothecoast.
3. If(she/post)theletternow,..(they/recieve)ittomorrow.
teacher
4. (Fiona/be)angryif(John/arrive)late.
Students 5. ..(I/go)totheirpartyif(I/have)enougtime.
students
6. If.(she/not/pass)thisexam,(she/not/get)thejobthatshewants.
7. If..(you/learn)alotif.(you/take)thiscourse.
8. If(I/get)aticket(I/go)totheatadium.
9. (I/buy)thatcameraif(it/not/cost)toomuch.
10.
(you/run)veryfast,(you/catch)thebus.
Thelearnersworkinrough,theteachersupervisestheirworkstheninvitesthemtogivebacktheiranswer.Theteacherreportsthe
answersontheboardandthenasksthepupilstoreadthecorrectedtask.
2]MeaningBasedtask:
Teacher
Activity2p73:(Wordsandsounds)Payattentionattheteacherstoneass/hereadsthesentencesbelowandmatcheachsentencein
students
columnAwiththefunctionincolumnB.<TheteacherhastoexplainthemeaningofthewordsincolumnB>
ColumnA
ColumnB
1. Ifwedontgonow,wellmissthebus.
a.threat
Students
2. Ifyoudontstopscreaming,Illspankyou.
b.warning
teacher
3. Ifyoudontlikeit,wellgiveyouanewone.
c.prediction
4. Mum,Illdothedishesifyouwant.
d.promise
Students
5. Becareful.Youllgetanelectricshockifyoutouchthatwire.
e.suggestion
students
6. Shewillunderstandifyouexplainwhyyoudidit,Imsure.
f.offer
1
2
3
4
5
6
Teacher
C
a
d
f
b
e
students
Thelearnersareinvitedtousetheirpencilsandcorrectonthebook,theteacherasksthelearnerstoreadthecorrectedtask.
3]CommunicativeBasedtask:TheteacherexplainstheinstructionsofActivity1p72theninvitesthelearnerstoworkinrough.
Students Activity1p72:Makesentencesusingif.willbyjoiningaclausefromcolumnAwithaclausefromcolumnB.
teacher
ColumnA
ColumnB
Answer
o IpassmyBrevetexam
o Istudylitetature
IfIpassmyBrevetexam,Iwill(orI'll)beadmittedtoSecondarySchool.
o Workhardforthreeyears
o Befamous
Iwill(I'll)beadmittedtoSecondarySchoolifIpassmyBrevetexam.
Students
IfIworkhardforthreeyears,IwillpasstheBaccalaureateexam.
o Gotouniversity
o PasstheBaccalauratexam
IfIgotouniversity,Iwillstudyliterature.
o Becomeawriter
o BeadmittedtoSecondarySchool
IfIbecomeawriter,I'llbeveryfamous.
Thelearnersworkinrough,theteachersuperviseseachpupilsworktheninvitethemtogivebacktheiranswers.Theteacherreports
ontheboardthecorrectiontheninvitesthelearnerstoreadthecorrectedtask.andthencopydownontheircopybooks.
Interpret
Interpret
Produce
Interpret
Produce
Produce
previously
Deducethe
meaningof
ifanditsuse
Staterulefrom
theanalysed
statements
Recognizethe
punctuationina
complexclause
Discriminatine
betweenthe
punctuation
whenthe
conjucntionisat
thebeginning
andwhenitsiin
themiddle.
Usethestated
ruletoperform
thethreetype
oftasks
Usethenew
learntlanguage
inreallife
situation
Discriminate
betweenthe
meaningofif
clause
dependingon
theused(tone)
Performthe
tasksinpair
Collaborate
theirworkin
pairorgroup
works
Adaptthenew
learntlanguage
Guessing,
Supposing
and
suspecting
Guessing,
Supposing
and
suspecting
Guessing,
Supposing
and
Suspecting
Teacher
students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
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MS4PRACTICE
File3
Warmup:Theteachergreatshislearnersandwelcomesthem,hetriestoinquireabouttheirdailylifeschoolandtheir
moodbeforestartingtheseance.
Theteacherinteractswithhislearnersaboutthelastseanceslearningobjectives{speculatingfirstcondtional}
TheteacherexplainstheinstructionsGrammarWindowandusingtheirpencilsthepupilsanswerthequestions.
Thepupilsareaskedtoopentheirbooksonpage71andpayattentionatthegrammarwindow.
Theteacherasksthelearnerstoreadthesentences,thentrytoanswerthequestions.
1Considerthefollowingsentences.
IfPaulmakesenoughmoney,hewillmarryJenny.
BeckywillgotoGrossMontCollegeifshewinsascholarship.
2Whichtenseistheverbofthe"ifclause?Thetenseoftheverbofthe"ifclause"isthepresentsimple.
3Whichtenseistheverbofthe"resultclause"?Thetenseoftheverbofthe"resultclause"isthe"futuresimple".
4Isthereadifferenceinpunctuationbetweenthetwosentences?Yes,weaddacommajustafterthe"ifclause"whenthe
sentencestartswiththeconjunctionif
5Nowfillinthefollowingdiagram:
If+subject+verbinthepresentsimple,subject+verbinthefuturesimple
subject+verbinthefuturesimple+"if"+subject+verbinthepresentsimple
Thepupilsareinvitedtogivetheiranswers,whiletheteacherreportsandexplainsthemontheboard.
Theteacherasksthelearnerstogotopage183andpayattentionatthe"grammarLesson"<FirstandSecondconditional>
Thepupilsshouldkeepinmind:
FirstConditional:"if+.PresentSimple,+future(willorwillnot)
Example:IfIseeAEK,Iwillinvitehimtotheparty
Weusethe"firstconditional"totalkaboutthingsthatare"possibleinthefuture"
Example:Wewillgotothebeachtomorrowifitissunny.
Resultfuturepossibility
Wedonotusewillinthe"ifclause,eventhoughitreferstothefuture
Example:IfIwillpassmyBrevet,I'llcelebrate.
Theteacherasksthelearnerstoopentheirbooksonpage72anspayattentionattheinstructionsofActivity2p72thentryto
answerandinteractaboutitorally
Exercise2p72:Usetheinformationinthetabletobuildupadialogue.
A:I'mgoingtocampintheforest.
B:Whatwillyoudoifyoudon'tfindwheretosleep?
A:I'llpitchatent.
B:Whatifyoudon'thaveaclearedupspacewheretopitchyourtent?
A:Don'tworry.I'llsleepunderatree.
B:Butwhatifajackalattacksyou?
A:Well,I'llclimbupthetreeandshoutoutforhelp.
B:Whatifyoufallfromthetreeandyoubreakyourleg?
A:Don'tworry.I'llcallyouup.Ialwayscarrymymobilewithme.
Theteachermayaskthepupilstouseothersituations,hesupervisestheirworktheninvitesthemtoperformandreadtheirworks.
Interact
Interpret
Interpret
Produce
Interpret
Produce
Interact
Interpret
Produce
intheirreallife
situation
Interact,
interpretand
produceto
speculate
Greetand
welcome
Interactand
discussthe
previoushours
learningobjectives
Practicemore
usingthefirst
conditional
Analysethe
statements,their
form,tense
Recognizethe
punctuationinfirst
conditionalclause
Discriminate
betweenthetenses
inthecondition
clauseandinthe
resultone
Improvise
solutionsaccording
tothegiven
problemsolving
situations
Locateplaces
Nameanimals
andthings
Nameaction
verbs
Interact,
interpretand
producewritten
worksusingfirst
Guessing,
Supposing
and
Suspecting
Guessing,
Supposing
and
Suspecting
Guessing,
Supposing
and
Suspecting
Teacher
students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
Page12yellowdaffodil66@gmail.com
Stepone:Theteacherintroducestheintroductionoftheproblemsolvingsituationtheninvitesthepupilstoworkbyindividually
andtrytoproduceaparagraphinwhichtheytrytotalkabouttheirfutureexpectations,theymayusetheonesof'PaulandBecky's'as
models.
Yourecievedaletterfromyourfriendtalkingabouther/hisfutureexpectations.
YourfriendwantstoknowwhatwillyoudoifyoupassyouMiddleSchoolBrevet?
Writeashortlettertoyourfriendtotellheraboutwhatyourfutureexpectations(usethefirst
conditional)
Steptwo:Theteachershowstothepupilshowtoelicittheirnotesandtrytoorganizetheirideasaboutthethemeproposed
1-Eliciting information constituents from the learners:
Sender
Zohra
Receiver
The
pupil
Topic
School
streams
Exams
university
Job
wishes
Future
expectations
MiddleSchool
Secondaryy
School
Vocational
trainingSchool
foreign
languages
literature
Scientific
vocational
schoolsjobs
Middle
School
Brevet
Exam
BAC
exam
literature
- medicine
- languages
- computing
writer
teacher
doctor
engineer
get
married
travel
buycar
SuggestedAnswer:
DearZohra,
ThankyouforaskingmeaboutwhatI''lldoaftertakingtheBrevetexam.Well,ifIsucceed,I'llgotosecondaryschool.I'lloptfor
theForeignLanguagesstream.IfIpassmyBaccalaureate,I'llgotouniversity.Iwilltraintobecomeatranslator.IfIgetmy
diploma,I''lltravelaroundtheworldtoseotherpeopleandmakefriends.
However,Iknowthatlifeisfullofsurprises.SoIfIfail,I'llgotoavocationalschool.I'lltriantobeacomputertechnician.IfI
managetogetmydiploma,I'llopenacybercafandworkonmyown.OfcourseifImakealotofmoney,I'llbuildahouse.I''llget
marriedandstartafamily.
Yours,
Amina
Stepthree:Theteachersupervisesthelearnersworks,offershishelpifneeded,theninvitesthemtoreadtheirproductions
Stepfour:Theteacherinvitesthelearnerstogivetheirproductionstotheircolleaguesforanautocorrection.
Stepfive:Theteacherinvitesthelearnerstowritedowntheirproductionsontheircopybooksandthecorrectedtasksontheboard.
Interact
Interpret
Interpret
Produce
Produce
condtional
Discussand
interactabout
improvised
situations
Recognizethe
conceptofan
integratedsituation
Spotthe
problemexposedin
thestatedsituation
Identifythe
differentformsof
messages
Abilitytotalk
aboutoneslifeand
expectations
Elicittheiridea
andorganizethem
intotables,lists
Identifythelay
outofaletter
Nameand
locateplaces
Identifyjobs
andoccupations
Namenational
officialexams
Listthe
differentsteams
andspecialitiesin
highschool
education
Talkabout
futurelife
opportunities
Selectthe
appropriate
informationto
fleshthemout
Makewritten
production
Religious
beliefsand
Atheistic
Beliefs
Country
And
Nation
exposingsolutions
Page12yellowdaffodil66@gmail.com
Teacher
tothegiven
students
problemintheset
warmup:Theteachergreetshislearnersandwelcomesthem.theninteractswiththemaboutthelastseance.
Interact ofinstructions
Stepone:Theteacherdiscusseswithhislearnersabouttheinterpretationofthecartoonpictureonpage75,theyaskthemtotryto
Readand
interpretit.Theteachermayacceptallthelearners'interpretations,buttheyareaskedtojustifytheiranswers.
Students
discussonesidea
teacher
Steptwo:Theteacherdiscusseswiththepupilsaboutwhatiscalled'superstitions',thenexplainstheinstructionsof'exercise1p75'to
andopinions
leadsthelearnerstodoitontheirroughcopybooks.
Greetand
Exercise1p75:Matcheachofthe'ifclauses'incolumnAwithitsresultincolumnBUsingtheexpressioninthebox.
Teacher
welcome
Ifyouwalkunderaladder,youwillhavebadluck.
students
Interpret
Ifyoubreakamirror,youwillhavesevenyears'badluck.
Interpret
picturesand
Ifyouscratchyourlefthand,youwillgetalotofmoney.
decodetheir
Ifyouhearanowlatnight,afriendofyouyourswilldie
messages
Ifablackcatcrossesyourpath,youwillhaveagoodluck.
Stepthree:Theteacherreadsthesentencestheninvitesthelearnerstoreadthem,finallytheyareaskedtocopydownontheirclass.
Interactabout
Students
Produce
teacher
thedescribed
pictures
Students
Recognizethe
students
meaningof
theteacherinvitesthepupilstoopentheirbooksonpage76andlookat"Exercise1p76",heexplainstheinstructionsandinteracts
superstitions
withthemaboutthetheme.
Exercisen1p76:FindinformationaboutCaliforniaandcompletethefactfilebelow.
Statesomeof
thelocal
areas
Fact. File
California
superstitions
Full name : State of California
TheUnitedStateshas50states.Themostfamousstateisthatof
Namethings
California.Itsaresis411.100sq/km158.685sqmi.Itscapitalis
Capital city: Sacramento
Interact
andanimals
Sacremento.Itissituatedinthewest,borderingthestateof
Teacher
Other important cities: Los Angeles,San Diego , San
relatedto
Oregontothenorth,thoseofNevadaandArizonatotheeast,
students
Schwartzenegeriscurrentlyitsgovernor.
Improveand
Students
California bordering states: Oregon(north) , Nevada and
CaliforniaisthemostpopulousstateintheUnitedStateswitha
guessthe
teacher
Arizona(east)
populationof29.760.000.(censusof1990).Itsimportantcities
resultclauses
areLosAngeless,SanDiego,SanFrancisco,SanJos?Fresnoand
relatedtoif
Bordering ocean: Pacific Ocean (west)
Students
SantaBarbara.
onesstating
students
Bordering country :Mexico (south)
Interpret
Californiahasimprotantfeatures.YosemiteFalls(withits
superstitions
Nameand
Teacher
thetallesttypeoftreeintheworld,thesequoia.Thesefeatures
Famous valley: Silicon Valley
students
locate
havemadeCaliforniafamous,butitisbestknownforitscinema
Famous Bridge: Golden Gate Bridge .
countries
cityHollywood,withUniversalStudios,SunsetStripand
Describearea,
BeverleyHills.ComputerfansknowitfortheSiliconValley
Students
population,
Famous cinema city: Hollywood
Produce
wherechipsstartedtobemadethefirsttimeinthe1980s.The
teacher
years.
Famous
tree:
Sequoia
mostfamousbridgeistheGoldenGateBridgeinSanFrancisco
Namefamous
andCalifornia'sfamousobservatoryisituatedonMount
Students
placeslike
Palomar .
bridges,
trees.
Nameand
Page13yellowdaffodil66@gmail.com
describe
Country
andnation
Teaching
ingeneral
Teaching
ingeneral
Teacher
students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
The teacher explains the instructions on "exercise 2p76" then work with the learners together .
Exercise 2p76: Draw the map of the United States and write the name of each of the sates .
The United States of America: The states (with abbreviations) and their capitals.
Alabama (Ala) Montgomery Alaska -Juneau- Arizona (Ariz) Phoenix- Arkansas (Ark) Little RockCalifornia (Cal) Sacramento- Colorado(Colo) Denver- Connecticut(Conn) Hartford Delaware (Del) DoverFlorida(Fla) Tallahassee Georgia (Ga) Atlanta- Hawaii Honolulu Idaho (Id) Boise
Illinois (Ill.) Springfield Indiana (Ind.) IndianapolisIowa (Ia.) Des Moines - Kansas (Kan.)-Topeka
Kentucky(Ky.)-Frankfort Louisiana (La.) Baton Rouge - Maine (Me) Auguata- Maryland (Md.)-AnnapolisMassachusetts(Mass)-Boston- Michigan (Mich.)Lansing Minnesota(Minn.)-St Paul- Mississippi(Miss.)JacksonMissouri(Mo.)Jefferson City- Montana (Mont.) Helena- Nebraska (Nebr.) Lincoln- Nevada(Nev.)Carson City)
New Hampshire (N.H.)-Concord- New Jersey(N.J.) Trenton- New Mexico(N.M.) Santa Fe- New York (N.Y.)-AlbanyNorth Carolina (N.C.)Raleigh- North Dakota(N.D.)=Bismarck- Ohio Columbus - Oklahoma ( Okla.)-Oklahoma cityOregon(Ore.)-Salem- Pennsylvania(Pa.)-Harrisburg- Rhode Island((R.I.)-Providence- South Carolina(S.C.)-Columbia
South Dakota(S.D.)-Pierre-Tennessee (Tenn.)-Nashville- Texas- Austin- Utah- Salt Lake City Vermont (Vt.)Montpellier-
Virginia(Va.) Richmond-Washington(Wash.)-Olympia West Virginia (W.Va.) Charleston-Wisconsin(Wisc.)Madison -Wyoming(Wyo.)
Cheyenne- District of Columbia (D.C.) Washington .
Step one: The learners are exposed to a transfer and completion exercise .The teacher explains the new words and interacts with the
learners about the educational system in Algeria and presents the new one which is about the American public educational system.{
institution degree- nursery school kindergarten(schools for children under 5) elementary (schools for children between 5 to 11)
freshman(freshmen US a student in the first year of a course at a US college, university, or high school (= school for students
aged 15 to 18) sophomore -. (a student studying in the second year of a course at a US university or high school (= school for
students aged 15 to 18 ) community college ( a two-year college where students can learn a skill or prepare to enter a university)
Exercise 1p77: Read the diagram then fill in the blanks in the letter.
DearHamida,
Thankyouforthephotosofyourschool.Theyarereallynice.I'vegotthebestmarkintheclassformyprojectonAlgeria.
It'smyturntogiveyouinformationabouthowpreuniversityeducationworksinAmerica.Americanboysandgirlsspendsix
years
InPrimarySchool(alsocalledelementaryorgrade)Afterfinishingsixthgrade,studentsgotoajuniorschool(alsocalled
middleschool)forthreemoreyears.Afterfinishingjuniorhigh,eachstudentchoosesaprogramofstudytofollowata
seniorhighschooloratcollegepreparationoratvocationaltraining.
Highschoolstudentsreceiveahighschooldiplomaatagraduationceremonyattheendofthe12thyear.Someofthem
continuetheirstudiesincommunitycollegeorinuniversityandsomestartworktoearnaliving.
I'mlookingforwardtohearingfromyou.
Yours,
Becky
Step two : The pupils work in pairs and try to do the exercise on their rough ,then correct together with the teacher .
Step three : The teacher invites the learners to correct while he reports the answers on the board then he asks the
learners to read the letter within the correction.
Page14
yellowdaffodil66@gmail.com
Interact
Interpret
Produce
famous
people.
NameUSA
statesand
theirlocation
Identify
abbreviations
Describeones
country
educational
system
Compareand
contrast
Algerianpre
university
educational
systemwith
USAone
Makewritten
production
answering
given
problem
solving
situation
Useordinal
numbers
Discussthe
educational
systems
between
Algeriaand
USAandgive
onesopinion
aboutthem
Comparing
and
contrasting
Teaching
ingeneral
Phonology
and
phonetics
Teacher
students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
Step four : the teacher explains the instructions of "exercise 2p77" then invites the learners to work 'individually'
Exercise 2p77: Write a letter to an American friend talking about the Algerian pre-university educational system.
Possible answer:
Dear Becky,
I 'm happy to help you in your project on schools in other countries .The pre-university educational system in Algeria consists of
three important stages. First , pupils go to primary /elementary school at six .They study there for five years .At the age of
eleven , they take a final primary school exam .If they succeed, they move to middle school.The middle school goes for 4 years,
form MS1 to MS4.Students take the Brevet exam at the end of MS4.If they mange to get a pass, they will go to lyce.There
if they meet the required standards. Studies in the lyce run for three years .In the third year, they take the Baccalaureate
are many streams in the lyce. Students can choose at the end of the second year in the lyce the stream which they like best
exam .The baccalaureate is a diploma which allows its holder to register at university .
I hope this information will help you get a good score in your project .
Best wishes,
Meriem
Step five : The teacher supervises the learners' works ,then invites some of them to read their letters, while he reports on the board
the best letter.
Step six: The learners are invited to read the letter on the board ;
Step seven: The learners are asked to read all the written works on the board then write down on their class copy books .
Step eight : The teacher explains the instructions of "exercise4p74" ,then invites the pupils to work in pairs .
Exercise4p74: Listen then cross out the word which does not contain a vowel sound in column A
Column B : Words
Sock
lot
port /p
saw
Court
cot /k
her
Bird
serve
but /b
arm
Car
Pool
Book
large
boots
suit "/su:t/
half
goodgUd/
pull
too
put
cat
Glass /gl
s/ bat
t/
t/
caught
cat
pot
bought
t/
curl
cat/k
two
foot
t/
cap
Step nine : The teacher lets the learners work together then interferes in their work , he read loudly and asks the
learners to identify the words which do not contain the vowel sound in column
Page15yellowdaffodil66@gmail.com
Interact
describeAlgerian
preeducational
system.
Interpret
masterthelay
outofaletter
Produce
describethe
different
qualificationsgot
inAlgerianschools
Interact
identifythevowel
soundsand
discriminate
betweenthem
Interpret
discriminate
betweenshortand
longvowels
Produce Dsicriminate
between
diphtonguesand
vowelsounds
File three: Great Expectations
Fourth Level
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
5.Active,evolvingprocess:Learningalanguagerequiresopportunitiestousewhatoneknowsforcommunicativepurposes,makingmistakesandlearningfromthem.Theaimistoperformcompetently
,whilerecognizingthaterrorsmaystilloccur.
a) Theteacherprovidesabalanceofactivitiesthatfocusonaccuracyandfluency.B]Theteacherplansactivitieswithineachlessoninwhichlearnersusethelanguagefreelywithoutworryingabouterrors,sothattheycan
focusonfluencyandcommunication.C]Theteacherplansactivitiesinwhichlearnersusepreviouslylearnedlanguageandskillsandincorporatenewlanguageandskillsd]Theteachergiveslearnersopportunitiesto
recognizeerrorsandfigureouthowtocorrectthem.
6.OngoingassessmentofLearning.Ongoing,orregular,assessmentshouldtakevariousformsandaddressthecompetencesthathavebeenlearnedinclass,sothattheassessmentcanprovideuseful
informationonindividualprogressandachievement,whichteachersandlearnerscanreviewtoaidlearning.
a) Theteacherhasrealisticshortandlongtermlearningobjectivesforlearners.B]Regularlyassesseslearnerlearning.C]Theteacherplansandusesavarietyofassessmentactivitiestoassesslearning.D]Theteacherplans
andusesassessmentactivitiesthatassessnotonlywhatlearnersknow,butalsowhatlearnersareabletodoasspeakers,listeners,readersandwriters.E]Theteacherteacheslearnerstoassessthemselvesandtheirpeersso
thattheyareawareoftheirprogress.
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.)?
In this lesson I will teach the following aspects of language:
Function : Planning future activities [ excursions, journeys]
Grammar: Time clause referring to the future
Vocabulary related to:Vocabularyrelatedtotourism
Pronunciation: consonant clusters
E Willyouexplicitlyteachanaspectofcultureinthislesson?Ifso,describe.
YesIwillanaspectofculturerelatedtoAlgerianHistoricMonunents{RoylaMauritaninaMausoleum}andAreas[Tipaza]
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.
Canplanfor,useandevaluatetheeffectivenessofSpokenInteractionStrategiesused:Tofacilitatepairworkinclass.Toconveythemeaningofunknownwords,phrasesandstructures.
Togaintimetoplanandrecalllanguage.
Canlistentoandunderstandunfamiliarinstructionsandexplanationsthatare:Veryshortandstraightforwardaccompaniedbyvisuals(e.g;gestures,writingordrawingmodeling,demonstration).
Brokendownstepbystep.
Objectives / Assessment: SWBAT by the end of the lesson, students will be able to :
1) Plan Future Activities (using Time Clause)
2) Identify consonant clusters { initial & middle}
Required material and / or resources : The manuals flashcards (78 -79 -80 81 ) &
Yellowdaffodil66@gmail.com
page 16
Time
Rationale
Greeting
and
welcoming
Tourism
and
holidays
Satisfied
and
complacent
Tourism
and
holidays
Interaction
Teacher
students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
Procedure
SWBAT
Warmup:Theteachergreetshislearnersandwelcomesthem.Thenhetriestomakeaquickreviewaboutthelastseance.
Prelistening:
Step one: The learners are invited to look at the photo on page 79 and try to interpret it ; the teacher may help the pupils to
interpret the situation by asking them some questions .
Teacher's questions:
Where does the situation take place?
Who is the person in the photo?
What is holding is his hand?
What 's going on with this tourist guide ?
Step two: The teacher listens to the learners' interpretations, reports some of them on the board, and then invites them to
read the correction on the board.
Step three: The teacher explains the instructions of "exercise 1p79" then asks the pupils to guess the correct answer;
Step four: The teacher asks the learners to give back their answers and justify it as possible, they can.
During listening:
Step five: The teacher explains the instructions of 'Exercise2p79' then invites the pupils to listen then try to check their
answers in the first "Exercise".
Exercise2p79: Listen and check your answers in the first "Exercise".
A. A tourist guide wants to express his dissatisfaction because one of the tourists keeps arriving late .He will say He is late again.
B. The tourists guide expresses his satisfaction because the tourist has arrived at last .He will say: It is quite all right now.
Step six: The learners listen to the teacher's explanations of "Exercise3p79", and then try to do it on their rough copy books
.They must go back to the text on page 170.
Exercise 4p79: Read the text then answer the questions.
a) What is the first sight the tourists will visit? The Royal Mauritanian Mausoleum.
b) How long will it take them to get there? One hour and a half.
c) How far is it from the main road? It is some six kilometers off the main road.
d) Where is it situated exactly? It is situated on the top of a hill, some kilometers off the Algiers Tipaza main road just
after Ain Tougourait, on the left hand side, in the direction of Sid Rashed.
e) How many groups will they split into? They will split into two groups.
f) Where will they have lunch? They will have lunch in the local cafeteria.
g) Where will they stop next? They will stop in Tipaza.
Step seven : The learners are invited to open their books on page 79, read the script on page 170, use they answers of previous
"exercise " and try to do "Exercise4p79". The teacher explains the instructions of the exercise and the map on page 80, then
try to complete it (pair work ).
Page17yellowdaffodil66@gmail.com
Interact
Interpret
Produce
Interact
Interpret
Produce
Whoaremylearners?
Greetand
welcome
Makereviewabout
thelastsanceand
itsobjectives
Interpretpictures
anddecodethe
message
Talkaboutthe
picturesinthree
majorfacts:place,
thesubjectandthe
action
Identifythejobof
touristguide
Listentolistening
scriptandidentify
therequired
information
Identifynational
famoustouristyplace
Interactaboutwhat
thosefamousplaces
represent
Nameandlocate
places
Teacher
students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
Tourism
and
holidays
Satisfied
and
complacent
Satisfied
and
complacent
Exercisep80:Drawaroadmapofthetourists'routefromAlgierstoTipaza"RoyalMauritanian".
Nameand
locatetouristy
placesonmaps
Interpret
Identifyways
ofexpressing
feelings
Produce
Stepeight:Thelearnersworktogether,drawthemapthencompleteit,theteacherhelpsthembyreadingthescriptandcompletingthemap
Stepnine:Thepupilscompletethemapusingtheirpencilsontheirbooks.
Discriminate
betweenways
Postlistening:
S
ofexpressing
Theteacherinvitesthelearnertoopentheirbooksonpage170,listentohimreadingthescriptandunderlinethefollowingi
satisfaction
sentences:1)Sheslateagain!2)Ah,theresheis.Itsquitealrightnow.
d
Theteacherinvitesthelearnerstoreadthescript,thenasksthemtoisolatewhenhadbeenunderlined.
and
i
Theteacherreportsontheboardtheselectedsentencesandinvitesthelearnerstoreadthem
dissatisfaction
Interact
ExpressingDisatisfactionExpressingSatisfaction
R
Identifyways
a Interpret
Ah,theresheis.Its
Sheslateagain!
c
and
quitealrightnow.
h
statements
showing
d
satisfaction
and
Theteachershowsthedifferencebetweenthewaytoexpresssatisfaction&disatisfactionusingfacialexpression
dissatisfaction
coping
Stepone:Theteacherattractsthelearners'attentionto(copying),heexplainstheidea,theninvitesthemtointeract
aboutitsincemostofthelanguagefunctionhavealreadybeenseen.
Steptwo:Theteacherinvitesthepupilstodiscussabout"thefunctionandthegrammar'ofthelanguage.Theyshouldbeableto
discriminateandjustifytheiranswers.
Stepthree:Theteacherpresentsthenewfunctionssuchas{inquiringexpressingstaisfactiondisatisfactionpleasure}
Enquiringaboutwhethersomeoneissatisfiedornot:[Isitallright/OkSir/Madam?Howdoyoulikeithere?/Isitwhatyouwanted
/needed/expected?
Expressing'pleasure'and'satisfaction':{Great/That'sallright,thankyou/ThisisjustwhatIexpected/wanted/neeeded.Oh,thisis
/verynice/fantastic!
Expressing"displeasure/dissatisfaction:[Sheislateagain.Shediditagain.Terrible!Horrible!.thisisnotwhatIexpected.
Enquiringaboutsomeone'swishes.[WouldyouliketovisittheMausoleum?]
Enquiringaboutsomeone'slikes:{Areyoukeenon/Areyoufondof..}
Expressinglikes:[Iloveit/I'mmad/crazyaboutit]
Expressingdislikes:No,Idon't.ActuallyIhateit.
Expressinghope(wantorexpectsomething:tohaveawishtohaveordosomethingorforsomethingtohappenorbetrue,especially
somethingthatseemspossibleorlikely):Ihopeyou'vespentagoodnight.
Expressingdisappointment(feelingofbeingletdown:afeelingofsadnessorfrustrationbecausesomethingwasnotas good,
attractive, or satisfactory as expected, or because something hoped for did not happen: {That's a great pity /What a pity! /I'm
sorry to hear.}
Expressing fear and worry : a : Im / afraid of / worried about ....
Interactabout
waysof
expressing
facial
expressions
Interact
Nameandtalk
aboutthe
previousways
ofexpressing
feeling
(likes,dislikes,
hope..
Interpret
Teacher
students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
Phonology
and
phonetics
Phonology
and
phonetics
Tourism
and
holidays
Theteacherinvitesthelearnerstopayattentionatthefollowingexample.
Theteacherreadstheexamleandinsistsontheunderlinedwords.
Exampe:Brianboughtablacksmartphonelastspring.
Theteacherinvitesthelearnerstoreadtheexample.
Interpretthe
formof
sentences
Interact
Analysis:
Brianboughtablacksmartphonelastspring.
b+rb+ls+ms+p+r
cons+rcons+ls+conss+cons+cons
Listenandtry
todetectthe
required
information
Interpret
consonantcluster
E
Practice:Thelearnersareinvitedtodothefollowingexercisesrelatedtoconsonantclusters
Exercise1:Puteachwordinitsrightcolumn.
GlassBrushclubflagslimblackCrewproblemtraincrabsmallstreambreakfastgrappesbridgecriticprettybracketblur
cricketgroundsplendidprimarytruecleverflyglovesciencesneezestone
Consonant+r
Consonant+l
s+consonant
s+cons+conso
The teacher explains the instructions o f"exercise6p74" then invites the learners to work .
Exercise 6p74: Read the sentences below, underline the consonant clusters and note the position.
BradandTracystudyEnglishatahighschoolinFlorida.Whentheycompletetheirstudies;theywilltrainastranslatorsat
HoustonUniversityinTexas.Assoonastheyfinishtheirtraining,they'llsignacontractwithapetroleumfirmintheMiddle
East.
The teacher asks the learners to give back their answers while he reports them on the board .
The teacher invites the learners to read the correction on the board and should insist on the consonant cluster and their
positions, initial, middle or at the end , then copy down the corrected tasks on their copy books.
Pair work :
Thelearnersareinvitestoopentheirbooksonpage81andpayattentionatthepostcard,wheretheyareaskedtointerpret
it,theteacherhastolistentothelearnersinterpretations,hehastomakethemtalkasmuchaspossible
Theteacherpresentstheproblemsolvingsituationthroughthefollowingsetofinstructions.
Imagineyouareatouristguide.Tellthetouristswhattheywilldo,whattheywillseewhenthey
areinyourarea.
Illustratethesightseeingtourwithamap.
Discriminate
betweenthe
different
consonant
sounds
Produce
Discriminate
betweenvowel
soundsand
diphtongues
Interpret
Discriminate
between
consonant
clustersand
diphtongues
Produce
Detectthe
statedproblem
inthe
integrated
situation
Interact
Adaptthe
givenproblem
situationto
oneslocalreal
lifesituation
Interpret
The teacher invites the learners to work in pair , first they have to list their ideas according the following table , then select
and later flesh out their ideas into a paragraph.
Page 19
yellowdaffodil66@gmail.com
Tourism
and
holidays
Tourism
and
holidays
Teacher
students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
1-Eliciting information constituents from the learners: (the House of Emir AEK as touristy place)
the teacher has to challenge the learners to talk about their local areas touristy objects and places.
Produce
Date
Place
Morning
/afternoon/
evening
Algeria/
Algiers
BlidaMedea
Houseof
AmirAEK
Whattodo?
Meanoftransport
Time
Organizetheir
ideasusing
tables,lists
Meals
Talkabout
oneslocal
touristyarea
ExcursiontoHouse
ofAmirAEK
Medea
Coach
8:00/10:00/12:00
Lunch
(mechoui)
Namedifferent
kindsofmeans
oftransport
usedtovisit
onesarea
2- Selecting and fleshing out the information: The teacher encourages the learners to select from the table they use
themselves, then try to expand the idea into a speech
Produce
Suggested Answer:
Good morning, ladies and gentlemen.I hope you will enjoy your excursion with a visit to Mda. Our trip will be to the House Of
Emir Abdelkader which is in the center of Mda .We will start from Algiers. On our way we will visit Blida which is between
Algiers and Mda .First we'll stop at the 'Citadel ' where you can admire the admire the beautiful Mountains of "Chiffa" and
their waterfalls .It's also famous for its 'monkeys " , they are very interesting animals to see.Then we will arrive to Mda
which is a mountainous city .It is very antique city .It was built during th e'Turks' .When we get into the middle of the city ,
you are going to see the city of Mda .Later we will get into the House of Emir Abdelkader.It's a very wonderful city which
still witnesses the History of Algeria.After that we will come back to Algiers , on our way we will stop at "Alhamdania" and
have some 'Mchoui" there.It a very famous place for its dish
Interactabout
onesarea
famous
traditionslike
food.
Produce
written
composition
tallikingand
advertising
oneslocal
area
The learners work in pair , the teacher supervises their answers , and then invites them to give back their answers .
Produce
While some of the learners present their works , the others listen and try to gather information in order to exchange ideas
The teacher selects one the learners productions , copies it on the boars then invites the learners to read and copy down.
Page 20
yellowdaffodil66@gmail.com
8.FacilitatorTeacherssupportlearnerlearningbytakingaprimarilyfacilitativeroleintheclassroom:designingandstructuringlearningexperienceswithlearnerinterestsandneedsinmind;guidingandmonitoring
learnerlearning;assistinglearnersincontributingtotheirownlearninginalearnercenteredteaching a] Theteacherfindsouttheneeds,interests,languagedifficulties.B]Theteacherselectsandintroducesactivitiesand
materialsforlanguageworkthatmeetlearnerneeds.C]Theteacherfostersagroupfeeling(cooperation,respect,enjoyment,trust.D]Theteacherorganizeslearnerssothatinteractioncanbefacilitated(usingspace,classroom
furniture,time,etc)sothattheteacherisnotthefocusoftheclassroom.E]Theteachervariespatternsofinteraction(e.g.teacherelicitingfromclass,pairworklearnerspresentingtclass,learnersmingling)withinthelessonto
supporttheobjectivesoftheclassandthefeeling/energyofthegroup.F]Theteacherensuresthatthelearnersfindtheirinvolvementsufficientlychallenging.G]Theteacherteacheslearnershowtouselanguagestrategiestoaidin
theirlearningandcommunication.
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.)?
In this lesson I will teach the following aspects of language:
Canplanfor,useandevaluatetheeffectivenessofseveralreadingstrategiestodevelop:ReadingefficiencyandspeedGuessingskills.
Canlistentoandunderstandunfamiliarinstructionsandexplanationsthatare:Veryshortandstraightforwardaccompaniedbyvisuals(e.g;gestures,writingordrawingmodeling,demonstration).
Brokendownstepbystep.
Canplanfor,useandevaluatetheeffectivenessofseveralwritingstrategiestoGenerateideas,Createadraft.
Objectives / Assessment: SWBAT by the end of the lesson, students will be able to :
1) Express sadness,grieve ,anger through prose & poetry
page 21
Time
Rationale
Greetand
welcome
Typesof
songs
Typesof
songs
Poetry
Poetry
Interaction
Teacher
students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
Procedure
Swbat
Warm up : The teacher greets his learners and welcomes them . He tries to inquire about their daily life school .
The teacher tries to make a quick review on the last seance and its learning objectives.[planning future activities excursions-]
Pre-reading :
Theteacherinteractswiththepupilsaboutthepictureonpage82,theyareaskedtointerpretit.
Theteacherlistenstothelearners'interpretationofthephoto,thenheexplainstheinstructionsofthe"exercise"andnewwords
suchas{CDjacketcomposerlyrics.songwords:thewordsofasong,especiallyapopularsong(oftenusedintheplural).
Exercise1p82:LookattheCDjacketandfindinformationaboutthefollowingitems:Thesinger'sname,the
composer'sname,thetitleofthesong,thewriterofthelyrics.
Thesinger'snameis:JimmySpheens.
Thecomposer'sname:RobertCampbell
Thetitleofthesong:SongforaRainyDay
Thewriterofthelyrics:JonathanDykes
Stepthree:Thepupilsworkontheirroughthencorrectontheboard,readthecorrection.
Duringreading:
Theteacherexplainstheinstructionsofthefollowingexercise,theninvitesthelearnerstoreadthepoemand
answer.
Exercise:Readthepassagethenchoosethecorrectanswer.
1Thetextisa:a)aletterb)apoemc)anarticle.
2Thedaymentionedinthepassageis:a)Saturdayb)Tuesdayc)Sunday
3Accordingtothepassage,thewriteris:a)happyb)sadc)angry
Theteacherinvitesthelearnerstoreadthepassage,andthendotheexercise;theteachersupervisesthelearnersworksthen
invitesthemtogivebacktheiranswers.
Theteacherinteractswithhislearnersaboutthetext,theywaytheythinkaboutit,iftheyhavealreadyseensuchtextsasong
.
Postreading:
Theteacherinteractswiththelearnersaboutthewayasongisformulated[lyricsrhymeandthestanza]heexplainsthe
newwordsandexpressions.
Example :
stanza
Rhyme
lyrics/"liriks/noun[plural]thewordsofasong
Rhyme:alsospelledrimethecorrespondenceoftwoormorewordswithsimilarsoundingfinalsyllablesplacedsoastoechooneanother
rhyme[rm]:noun(pluralrhymes)similarityinsound:asimilarityinthesoundofwordendings,especiallyinpoetry
Stanza:adivisionofapoemconsistingoftwoormorelinesarrangedtogetherasaunit.Morespecifically,astanzausuallyisagroupoflines
arrangedtogetherinarecurringpatternofmetricallengthsandasequenceofrhymes.divisionofpoem:anumberoflinesofverseforminga
separateunitwithinapoem.Inmanypoems,eachstanzahasthesamenumberoflinesandthesamerhythmandrhymescheme.
verse:[vurss]noun(pluralverses)groupoflines:asectionofapoemorsongconsistingofanumberoflinesarrangedtogethertoforma
singleunit
Thelearnersareinvitedtolistentotheexplanationofexercise2p82,readthepoemthenanswer.
Page22yellowdaffodil66@gmail.com
Interact
Interpret
Produce
Interpret
Produce
Interpret
Interpret
Interact
Interpret
Whoaremy
learners?
greetand
welcome
talkaboutthe
lastsances
learning
objectives
interactabout
visualaids
decodemessage
fromgivenphoto
Readwritten
scriptandspot
theappropriate
answers
Identifyprose
form
Discriminate
betweenprose
andpoem
Poetry
Poetry
Poetry
Waysof
speaking
Teacher
students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
Exercise2p82:Readthelyricsandunderlinethewordsthatrhyme.
It'sarainySundaymorningandIdon'knowwhattodo;
IfIstayinbed,Iwillthinkaboutyou.
IfItrytostudy,Iwillnotlearnanythingnew.
AndifIgoforawalkonmyowninthepark.(1)
Ijustdon'tknow(hedoesn'tknow)
Whattodo(whattodo)
Ijustdon'tknow(hedoesn'tknow)
Whattodo(whattodo)(2)
IfIstayinbedallday,I'llonlythinkaboutyou.
IfItrytostudy,Iwon'tlearnanythingnew.
I'llprobablycatchthefluatchoo!(3)
It'snearlySundaylunchandIdon'tknowwheretoeat.
IfIwalktothefishandchipsshop,I'llonlygetwetfeet.
IfIstayathomeforlunch,I'llhavetoeatlastweek'smeat.
AndifIgetinmycaranddrivetothepub,Iprobablywon'tgetaseat
Theteacherreadsthelyricswhilethelearnerslistentohimandunderlinethewordsthatrhymetogether.
Thepupilsareinvitedtoreadthelyricsrespectingstress,intonationandrhymes.
Theteacherexplainstheinstructionsof"exercise3p83"andthenewwordssuchas:(prose[prz]noun(pluralproses)
languagethatisnotpoetry:writingorspeechinitsnormalcontinuousform,withouttherhythmicorvisual line
structure of poetry.
Exercise 3p83: Find the words which rhyme , then transform the passage into song (by writing verses)
It's nearly Sunday lunch and I don't know where to eat .
If I walk to the fish and chips shop, I 'll only get wet feet .
If I stay at home for lunch , I'll have to eat last week's meat.
Rhyme
And if I get in my car and drive to the pub , I probably won't get a seat .
The learners work in rough with their partners , correct together with the teacher , read the corrected exercise on the board then write
down .
The teacher asks the pupils to read the whole song ( part 1 on page 82, then part 2 on page 170).
The teacher interacts with learners about the whole poem , the writers feeling and asks the learners to sum up the whole passage in order
to lead them to understand how the tone can express the speakers attitudes and feelings.
The teacher invites the learners to the coping section he may invite some of the pupils to read it while he explains it.
Copying
Tone of voice can tell you about a writer's or speaker's attitudes or feelings towards a particular thing or situation .If you are able to interpret
the words , the situation , the action in a passage , this will help you understand the speaker's or writer's attitudes or feelings.
Tone may indicate { anger irony sadness loneliness happiness , authority, confidence .}
Example : Consider statements A and B below .
A : Buy two and you'll get one free .
B : If you do it , you'll regret it .
We can deduce from the word " buy" that statement A is an advertissement .Its author is making th e following promise : If the customer
buys two items , s/he will get one free.
Statement B expresses a warning , we can understand this from th e word "regret"
Thepupilsreadthewrittenworksontheboard,thenwritedownontheirclass
Page23yellowdaffodil66@gmail.com
Interpret
Produce
Interpret
Produce
Interpret
Interact
identifythe
rhymeina
stanza
identifythe
stanzasina
poem
transform
prosepassages
intopoem
followingrhyme
andstanza
identifythe
meaningthrough
expressedtone
discriminate
between
differenttypesof
Waysof
speaking
Plansand
arrangements
Plansand
arrangements
Teacher
students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
students
Teacher
students
Students
teacher
Students
Column A
If I catch you driving fast , I'll suspend your driving license
If you're good , I'll buy you an ice cream
If you are not satisfied, we will refund you.
if you don't return the book , we'll suspend your membership .
1.
2.
3.
4.
Column B
A policeman is speaking to a driver. He is warning him.
A parent to his son .He's making a promise.
A salesman to a customer .He's trying to satisfy him .
A librarian to a member of a library .He's warning him .
Thelearnersareinvtiedtoworkinpair,theteachersupervisestheirworks,thentheyareaskedtogivebacktheiranswers.
[contingency: aneventorsituationthatmighthappeninthefuture.
thelearnersareaskedtosplitintogroupsoffour,organizetheirsittinginclassthentheyshouldfollowthefollowingprocedure:
1. Elicittheirideasandinformationusing[tablelists]
2. Discusstheselectthebestoftheideastoadaptthemwiththeirreallifesituation
3. Fleshouttheselectedideasandwriteandemail
4. Takecareofthelayoutofanemail.
5. Presenttheirworkstotheteacherforcheckup.
6. Presenttheirworkstotheclassroomandgetreadyforthediscussion
From:karimhamad@gmail.com
To:allmyclassmates
Object:Fridaysexcursion
Dear all,
I'mwritingtoinformyouabouttheplansfornextFriday'sexcursion.thedeparturepointwillbeourschool.Ifeverybodyis
punctual,we'llstartat7.TheweatherforecastannouncesadaywithshowersonFriday.Don'tworry,wehavemade
contingencyplanjustincaseitrainswhileweareonexcursion.Thus,ifitrainsinthemorning,wewon'tgotothezoo.We'll
visittheMartyr'sSanctuary.Itwillhelpalotinrevisingourhistorylessons.Wewillhavelunchat12.30.Ifitrainswewon't
havelunchout,wewillgetbackintothecoachandhaveoursandwichesinside.
IlookforwardtoseeingeverybodyonFridaymorning.
Karim
Thelearnersworkingroups,whiletheteachersupervisestheirworks,latertheyareaskedtopresenttheirworks.
Theteachertriestomakehislearnerscommunicateasmuchaspossiblethenchosesthebestoftheworks,reportsitontheboard,
askthelearnerstoreaditthencopydown.
Page24yellowdaffodil66@gmail.com
Interact
Interpret
Produce
Interact
Interpret
Produce
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