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"Family and Friends "(p41top59)

(p41top59)

File two "2"

Term
First

Month
&
File competence Learningobjectives
weeks
october

Week

novem

week

novem

week
Interact
1

Describing

peoplephysical

appearance
nove

week

Askingand

givinginformation

aboutpeople:age

,height,weight,
nove
m
Interpret job,occupation
week

Talkingabout

familymembers
nove

week

Produc

decem
e
Week

decem

Week
OBS:
3
st

Term

Endof1 Term(13
weeks)

Resources

Typeoftask

(oraland
written)

(oral)

(written)

Grammar

The
auxiliary"to
have"
:present
simpletense

The
qualifiers:
tall/short/
blue/
dark

The
personal
pronouns:
"he/she"

WH
questions/
yes/no
questions

Lexis

The
cardinal
numbersfrom
20to100

Learnabout
culture

Greetings

formal/
informal

Moduleofintegration(project)

Pronunciation

Sounds

j=dj

"JackJim
jobJune"

g=

goodglad
greetgame

Celebrations

s=z

"

Family Profile / A card game

A card game
Yourclassmateboughtafamily
gamecard(7familiesgamecard
editedinArabic)andhewantstore
makeitinEnglish.
Youhavejuststudiedfamily
membersinEnglish.
Assistyourfriendandhelphimto
makeanother"Englishfamilycard
game"{7familiesgamecard}
Cutsmallcards,,useanArabic
Englishdictionary,draweachfamily
membersonthemcolorthem.
Your"familycardgame"isready
Playthegameswithyourfriend.

Family Profile

AnEnglishpenfriendsentyouan
email,showinghisfamilytreeandhe
wantstoknowmoreaboutyouand
yourfamily
Writeanemailintroducingyourself
andyourfamilymembers.
Drawyourfamilytreeandstickiton
youremail.
Putinyouremail:"name
countryaddresshaireyesjob"
abouteachmemberofyourfamily.
Yourfamilyprofileisreadypresent
ittoyourteacherandyourclassmates
beforeyousendittoyourEnglishpen
friend.

Whatstudentsshould
beabletodo(SWBAT)

Describe
someone's
physical
appearance

Askand
give
information
aboutpeople
(ageheight
weightjob_
occupation)

Talkabout
family
members

ByMr.samirbounab
(yellowdaffodil66@gm
ail.com

SWBAT:

Introduce oneself and family

members

Page2

File Two [Family & Friends]

MS1 Level

Personal Goals:
Duringthislesson,whatteachercompetenciesareyoufocusingon?TheyshouldbeadaptedfromtheATFtoreflectthespecifiesofyoursituation
Twowaycommunicationwiththeworld.[1)Theteacherusesandplansactivitiesthatallowlearnerstopracticeanddevelopreallifecommunicationskillsfor
reading,writing,speakingandlistening(e.g.interviewing,writingaboutapastexperience,aclassmate,readinganemail,listeningtophonemessage).2)The
teacherchoosestopicsandtasksthatallowlearnerstodevelopskillsinlearningandcommunicatingaboutthemselvesandtheircommunity,andabouttheir
countryandtheworld3)Theteacherintroducesavarietyoftopicsofinteresttothelearnersthatarerelatedtoothercultures,comparisonofculturesand
internationalissues.
CommunicativeCompetence.CommunicativecompetenceinEnglishinvolvesinteractingwithothersusingreceptive/interpretiveskills(readingand
listening)andproductiveskills(speakingandwriting),supportedbytheabilitytousevocabularyandgrammarappropriatelyandemployarangeoflanguage
strategiesthathelpconveyandclarifymeaning.

Lesson Focus:
Whichaspectsoflanguageareyouteaching:e.g.grammarpoint(s),aspectofpronunciation(phonemes,intonation,etc),vocabulary(words,wordphrases,idioms,etc)
functions(politerequests,apologizing.)?
InthislessonIwillteachthefollowingaspectsoflanguage:
Function: Introducing members of family and friends
Grammar: To be <present simple > - Personal pronouns ( he & she)
Vocabulary related to: family greeting
Pronunciation: sounds: /g/ & /dj/

Competencies :

Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson.

Caninteractorallytoaskandansweraquestion:Ontopicandsituationsrelatedtodescribingthemselvesandothers,homeandtimeusingmemorizedphrasesandbasic
Canlistentoandunderstandmainpointsandsomeimportantdetails(e.g.who,when,where)of:Veryshortandsimplemonologsanddialogues.
Canfillinformsorgivesimpledetailswritingusing:Aboutpersonalinformation(e.g.family,school,address)

Objectives/Assessment: SWBATbytheendofthelesson,studentswillbeableto:

1. Introducemembersoffamily&friends
2. discriminatebetweenthesounds/g/&/dj/

Requiredmaterialand/orresources:Themanualsflashcards(434445)&manualscriptpage[55]

yellowdaffodil66@gmail.com

page3

Time Rationale Interaction

Teacher
Greeting

&
Student
welcomin
s
g

Teacher
Family

relation
Student

Student

Family
Teacher
relation

Teacher

Family

relation
Student

Teacher

Student
Greeting
s
&

welcomin

Student

Partof

speech

Student

Partof
Teacher
speech

Competencies

STEPSOFTHELESSON

File2:
Sequence1
warmup:Theteachergreetshislearnersandwelcomes.
Theteacherinteractswithhislearnersaboutthepreviousfile,introducesthenewone,speciallythe
newprojectwork.
Prelistening:Theteacherintroducesthesubjectsthroughpictures"Sally/Wang/Jim"
Sallyis10.SallyisfromEngland/Wangis11.WangisfromChina./JimisthecousinofSally.JimisfromEngland.
Theteacherintroducesthesituation,thatWangandSallyaretalkingaboutJim(Sallyscousin)

Duringlistening:Theteacherexplainstheinstructionsofthetasktheninvitesthelearnerstolistenand
ansswer.

Exercise:Listenthenmatch the questions with their answers.

Questions
1- Whos that over there?
2- How are you?
3- Where is he from?

Answers
a- Fine thanks.
b- He is from Manchester.
c- Its my cousin Jim.

1
C

2
A

The script:
Sally:Goodafternoon,Wang.Howareyou?
Wang:Finethanks.Who'sthatoverthere?
Sally:It'sJimmycousin.HeisfromManchester.
Wang:Gladtomeetyou,Jim.
Jim:Nicetomeetyou,Wang.WelcometoLondon.

Thelearnerslisten(twice)thenanswerontheirroughcopybooks.
Theteacherinvitesthelearnerstocorrect,reportstheanswersontheboardthenreadthecorrectedtasks.

Postlistening`:
Thelearnersareinvitedtoperformthescriptbypairssubstitutingthefollowingkeywords.

8:30
14:00
18:00

goodmorning
goodafternoon
goodevening

Thepupilslisten,thenrepeatanddiscriminatebetweenthe"3"greetings.
Thepupilsperformthedrillusingthethreegreetings.
Theteacherintroduces"HeShe",theninvitesthelearnerstolistenandrepeat.

JimisfromEngland.JimisfromEngland.SallyisfromEngland.SallyisEnglish.
HeShe
Thepupilsdothereviewbysubstitutingthekeywords.
"SamiAlgeriaAlgerian"/MichelFranceFrench"/IvanPolandPolish".
Theteacherinvitesthelearnerstoperforminpairsusingthepronouns"He/She"
Whoisthis?ThisisAminata.AminataisNigerian
She

3
B

Interact

Interpret

Interpret

Interact

Interact

Produce

Interact

VAKT

Board&
marker

Flashcard
page43

Board&
marker

Script
page55

Flashcard
page43

Board&
marker

page4

Question
words

Personal
pronoun
s

Waysof
speaking
(
phonolo
gy&
phonetic
s)

Waysof
speaking

Waysof
speaking

Page5

Student Thelearnersperformusingthefollowingkeywords.
s
ThisisOlga.SheisRussian/ThisisSami.HeisAlgerian/ThisisMichel.HeisFrench/ThisisIvan.HeisPolish.

Theteacherinvitesthepupilstoperformthedrillandinsistsonthepronouns"heshe"
Teacher
A:Who'sthis?*B:It'sAminata.

Student
A:WhereisAminatafrom?*B:SheisfromNigeria.SheisNigerian
s

Theteacherreportsontheboardthefollowingsentences.

Presentation:

A:Whoisthat?B:ThatisJimmyfriend.HeisfromEngland.

Student
Isolation:whothathe

Teacher Analysis:who=whquestionwordthatdemonstrativehe=pronoun

Statingrule:

o who whquestionword

o that/this demonstrative

o he/shepersonalpronouns

Teacher

Student

Presentation:Theteacherpresentsontbeboardthefollowingsentences,readsittheninvitesthelearnersto

readit.

Jane is a good girl.

Isolation:

Teacher jg

Analysis:

Student
j=d+jg+o/i=g
s

Statingrule:Thesounds/dj/&/g/

jis{d+j}=/dj/

gis{g+o/a/i/u}=/g/

Practice:
Student
Theteacherasksthepupilstolisten,repeatthenidentifythesounds/dj/&/g/

"goodgoJanegamegreetbigjob

Student Exercise:Puteachwordinitscolumn:gamegapjobjokegrammargridJackjacketglobegive

JanuaryJapangardengasjournaljournalistgapgarage

"g"
"dj"

*goodgladgreetgamegapgaragegardengasgate
*JackjacketJanuaryJapanJapeneseJune

gatherGreatBritainglobegivegoalgrammargrid
jeepmagicjobjokejournaljournalist

Theteacherinvitesthelearnertothinkanddothetaskoral,

Thelearnersareinvitedtoreadthecorrectedtasks,thencopydownontheircopybooks.

Yellowdaffodil66@gmail.com

interact

Interpret

Interpret

Interact

Interact

Produce

Board&
marker

Flash
cardspage
44

Board&
marker

Boardand
marker

Boardand
marker

Boardand
marker

Script
page44

Boardand
marker

Greeting
and
welcomi
ng

Being,
becomin
gfriends
and
getting
toknow
someone

Greeting
&
welcomi
ng

Student
s

Teacher

Student
s

Student

Teacher

Teacher

Student

Teacher

Student
s

Student

Student

File2

Theteacherexplainstheinstructionsoffollowingwrittentasks,invitesthelearnerstoworkontheirrough
copybooks,supervisestheirworkswhiletheywork,theninvitesthemtocorrectontheboar.
Practice:
Basedformtask:
Exercise1:Reorderthewordstomakecorrectsentences.

Sequence1 interact
Warmup:Theteachergreesthislearnersandwelcomestheninteractswiththemaboutthelastseance.

Thelearnersareinvitedtoopentheirbooksonpage44andInterpretActivityap44

Theteacherinvitesthelearnerstointeractusingthedrillseeninthelastseance.

Interpret

A:?/that/who/is

B:friend/is/that/he/from/Peter/Spain/my/is/./

Meaningbasedtask:

Exercise2:Matchthepairs.
Interpret
goodmorning,howareyou?makingphonecalls.

ThisismyfriendAli.nationalities.

SamiisnotEnglish.HeisAlgerian.Introducing.

Hallo,isthat05678934?greeting.

Interact
Communicativebasedtask:

Exercise:Fillinthegapswith:Algerianwhoisthiswheremyfrom

A:.is?

B:Thisis..friendAhmed?

A:ishe?

Interact
B:He.fromAlgeria.Heis..

Thelearnersreadthecorrectedtasksontheboard.

Theteacherinivtesthelearnerstoopentheirbooksonpage58.

TheteacherexplainstheinstructinsofActivityap58Theninvitesthelearnerstoworkontheir
Produce

roughcopybooks.

Activityap58:Whentosay:goodmorninghellogoodafternoongoodeveningbyehigoodbye

8:00
14:00
18:00

Meeting:Goodmorninghihello
Meeting:Goodafternoonhihello
Meeting:Goodeveninghihello
Leaving:goodbyebye
Leaving:goodbyebye
Leaving:goodbyebye

Thelearnersareinvitedtogivebacktheiranswers,theteacherreportsthemontheboardthenasks

thelearnerstoread.

Thelearnersreadthecorrectedtasksontheboardthencopydownontheircopybooks.
Yellowdaffdil66@gmail.com

Board&
marker

Scriptpage
44

Boardand
marker

Board&
marker

Boardand
marker

Board&
marker

Page6

Greeting
an
welcomi
ng

Family
relations

Family
relations

Family
relations

FileTwo:IntroducingMembersoffamilyListenandSpeak2(PPU)

Warmup:Theteachergreetshislearnersandwelcomesthem,interactswiththemabouttheirdaily

Student
schoolmattersandtriestomakeaquickreviewaboutthelastseance.
s

Presentation:

Theteacherinvitesthelearnerstopayattentionattheflashcardonpage44showingSallysfamily

Teacher Thepupilslookatthefamilytreeonpage45andrepeat.

Student
s
1. ThisisJohn.Heisthegrandfather.

2. ThisisMary.Sheisthegrandmother.

3. ThisPeter.He'stheuncle.

4. ThisisJack.He'stheuncle.
Student

5. ThisisSue.She'stheaunt.
Teacher
6. ThisisLiz.She'sthemother.

7. ThisisJane.She'stheaunt.OfSally.

8. ThisisBill.He'sthefather.

9. ThisisTina.She'sthesister.

10. ThisisKen.He'sthebrother.
Teacher

11. ThisisCharles.He'sthebrother.

12. ThisisJenny.She'sthecousin.
Student

13. ThisisJim.He'sthecousin.

ThepupilsrepeatthefamilymembersofSally.

Theteacherintroducesthefollowingdrill,theninvitesthelearnerstoperform.

A:Who'sthat/this?B:This/ThatisBillHeisthefather.
Teacher
A:Who'sthat/this?B:This/ThatisLizSheisthemother.

Student
A:Who'sthat/this?B:This/ThatisTinaShe'sthesister.
s
A:Who'sthat/this?B:This/ThatisSallyShe'sthesister.

A:Who'sthat/this?B:This/ThatisKenHe'sthebrother.

A:Who'sthat/this?B:This/ThatisCharlesHe'sthebrother.

Student Theteacherintroducesthefollowingdrill.{Interrogativeform}

Michel:Isthisyour(unclePeter)/(auntSue)/(cousinJenny)/(cousinJim)/(sisterTina)?

Student
Sally:No,itisnt.It'smy"fatherBill"/"motherLiz"/"brotherCharles""brother/Ken".

Yes,sheismysisterTina.

Thepupilslistenandperformthedrillbypairs.

Thelearnersreadthewrittendrillsontheboard,thencopyontheircopybooks.

yellowdaffodil66@gmail.com

interact

Boardand
marker

Interpret

Interpret

Interact

Interact

Produce

Sallys
familytree
page45

Sallys
familytree
page45

Sallys
familytree
page45

Page7

Greeting
&
welcomi
ng

Family
relations

Family
relations

Gramma
tical
terms

Gramma
tical
terms

Student
s

Teacher

Student
s

Student

Teacher

Teacher

Student

Teacher

Student
s

Student

Student

PDPReadingLessonSallysemailFileTwo.
Warmup:Theteachergreetshislearnersandwelcomesthem,thentriestointeractwiththemaboutthelast
sance.(Describingmembersoffamily).
Prereading:Theteacherinvitesthelearnerstoopentheirbooksonpage45andpayatattentionatthetext.
Theteacherinteractswiththelearnersaboutthetypeofmessageandmayaskthefollowingquestionstohis
learners.
Whatkindofmessageisit? Itsanemail.
Whatisanemail? Itsanelectronicmail.
Duringreading:
TheteacherexplainstheinstructionsofthefollowingActivity,theninvitesthelearnerstoreadandanswer.
Activity'd'p45:Readthe'email'thenanswerthesequestions.
1.Whoisthesender?3.Whoiswithher?4.Whoisthereceiver?5.IsSallyAlgerian?
Sallyis. Herparentsarewithher Amineis. No,sheisn't.
2.Whereisshe?6.Whereisshefrom?
Sheisathome.Sheisfrom.England.She'sEnglish7.IsAmineAlgerian?Yes,he
is.
Thepupilsdotheactivityinrough,correctontheboard,thenreadthecorrectedtask
Theteacherasksthepupilstoreadthetext,andthendothefollowingexercise
Exercisen1:Readthe'email'thenfindtheopposites.
a)There=/=hereb)your=/=myd)enemy=/=friende)alone=/=with
Thepupilsdotheexerciseinrough,correctontheboard,thenreadthecorrectedtask.
Theteacherasksthepupilstoreadthe'email',thendothefollowingexercise.
Exercisen2:Readthetext,thenfindthesynonyms
a)hello=Hib)picture=photoc)mate=friend
Presentation:Thelearnersareinvitedtopayattentionatthefollowingquestions
Whoisthesender?Whereisshe?IsSallywithherfriends?

Analysis:who=whquestionwhere=whquestionIs=tobe=auxiliaryquestion

StatingRule:Toaskquestionsweuse:

1. whquestionwordslike:whowhere
2. auxiliaryquestionslike:tobe

Postreading:
Theteacherinvitesthelearnerstoreadthetextandtriestomakethelearnersinteractaboutitandguesswhat
wouldbeAminesreaction(answerSallysemailtalkingabouthisfriendsandfamily)
Theteacherinvitesthelearnerstoreadthewrittenworksontheboardthencopydown.

interact

Interpret

Interpret

Interact

Interact

Produce

Board&
marker

Script
page45

Script
page45

Board&
marker

Board&
marker

Page8

Greeting
&
welcomi
ng

Family
relations

Family
relations

Family
relations

Page9

Sequence1PRODUCEFileTwoMs1
Student
Warmup:Theteachergreetshislearnersandwelcomesthem.
s

Theteacherinteractswithhislearnersaboutthelastsancelearningobjectives.{talkingaboutfamily

members}
Teacher
Theteacherinvitesthelearnerstodothefollowingwrittentasks.

Student
Practice:
s
BasedformTask:

Exercise:Reorderthewordstomakecorrectquestions.

1Sally/is/who/?/

Student 2English/she/is/?/

3from/is/?/she/where/
Teacher

Meaningbasedtask:

Exercise:Matchthepairs.

1SallyisEnglishaage.

2Sallyis10.bfamilymember

Teacher 3SallyisTinassister.cnationality.

Student Communicativebasedtask:

Activity'a'p46:Completetheconversation.

Sally:Look.ThisisCharles.

Aminata:Isheyourbrother?
Teacher
Sally:Yes,heis.He'sastudentettheuniversityofManchester.

Student
Aminata:And,whoisthis
s
Sally:It's/He'smyuncle.

Aminata:what'shisname?

Sally:HisnameisPeter.

Aminata:IsheinManchester,too?

Student
Sally:No,heisnot.He'sinLondon

Thelearnersworkinrough,theteachersuperviseseachtask,theninvitesthelearnerstocorrect,read
Student

thencopydown.

Theteacherinvitesthelearnerstoopentheirbooksonpage46,heexplainstheinstructionsof

Activitybp46thenworkontheirbooksusingtheirpencils.

TheteacherexplainstheinstructionsofActivitycp46andinvitesthelearnerstodoitasahomework.

Thelearnersreadthecorrectedtasksontheboardthencopydownontheircopybooks.

yellowdaffodil66@gamail.com

interact

Interpret

Interpret

Interact

Interact

Produce

Board&
marker

Board&
marker

Script
page46

File Two [Family & Friends]

Sequence Two
MS1 Level
Personal Goals:
Duringthislesson,whatteachercompetenciesareyoufocusingon?TheyshouldbeadaptedfromtheATFtoreflectthespecifiesofyoursituation
3.Supportedandpurposefuldevelopment.[Learnersbenefitandgetmoreinvolvedwheneachactivitybuildsonpreviousmaterialsothat

knowledgeandskillsbuildlogicallytowardsachievinganddevelopingspecificcompetences.
4.MeaningfulActivities/Tasks.Classroomactivitiesandtasksshoulddrawonlearners'livesandinterestsandhelpthemtocommunicateideas
andmeaninginandoutofclass.

Lesson Focus:
Whichaspectsoflanguageareyouteaching:e.g.grammarpoint(s),aspectofpronunciation(phonemes,intonation,etc),vocabulary(words,wordphrases,idioms,etc)
functions(politerequests,apologizing.)?
InthislessonIwillteachthefollowingaspectsoflanguage:

Describingpeople'sphysicalappearance,Counting,describingone'sphysicalappearance
Grammar: Spresent(interrogativeform)tobetohavewhqqwords
Function:

Vocabulary

related to: Physical appearance age weight- currencies

Pronunciation: sounds: s = s & s = z

Competencies :

Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson.

Caninteractorallytoaskandansweraquestion:Ontopicandsituationsrelatedtodescribingthemselvesandothers,homeandtimeusingmemorizedphrasesandbasic
Canreadandunderstandveryshort,simple,routineinstructionsandexplanationsthat:areconcrete./arefoundinlanguagelearningmaterials./Providevisualsupport(e.g.picturesand
graphs)
Canfillinformsorgivesimpledetailswritingusing:Aboutpersonalinformation(e.g.family,school,address)

Objectives/Assessment: SWBATbytheendofthelesson,studentswillbeableto:1Describepeoplesandoncephysicalappearance

2Discriminatebetweenthesoundss&z

Requiredmaterialand/orresources:Themanualsflashcards()&manualscriptpage

yellowdaffodil66@gmail.com

page10

time

rationale

Interaction

Greetin
g&
welcom
ing

Adverti
sing

Adverti
sing

Questio
ning

Appear
ance

Students

Teacher

Students

Student

Teacher

Teacher

Student

Teacher

Students

Student

Student

StepsoftheLesson

Sequence Two:
LISTEN & SPEAK
File Two
Warm up: Theteachergreetshislearners,inquiresabouttheirprojectworksandiftheyarefacingany
problems,thentriestointeractwiththemaboutthelastsequence.
Thelearnersareinvitedtocorrectthehomework,theteacheraskssomelearnerstoreadtheirproductions,
reportsoneofthemontheboardthenasksthemtoreadthecorrectedtaskontheboard.
Theparagraph:Writeaboutyourfriend.
This is my friend ---------.He is-----years old .He is Algerian.He is from..

Prelistening:Thelearnersareinvitedtoopentheirbooksonpage47andpayattentionattheflash
card.
Theteacherinteractwithhislearnersabouttheflashcard,hemayhelpthembyaskingsomequestions.
suchas:
Whatisthepictureabout?Itsabouttopmodels.
Wheredoyouseetopmodels?OnTV.
Doyouliketobetopmodel?Yes/No

Duringlistening:Theteacherexplainstheinstructionsofactivityap47,invitesthelearnerstolistenand

answer.
Be a top model !
Thelearnerslistentwicethenanswer.
Are you slim ?
Are you between 12 and 15 ?
Activity[a]p47Listentotheadandcomplete:
Are you - 1.60m ? " girls "
Age:12/15
Are you 1.70m ? boys >>
Height:girls 1.60m/boys 1.70
Have you got beautiful hair ?
Weight: slim.
Write to Mrs .E.Johnson .
Theteacherreportstheanswersontheboardtheninvites
6 Oxford Street, London. or call 09573140
Thelearnerstoreadtheadpage55.
Postlistening:
Theteachermakesareviewaboutnumbersfrom(0to20)thenpresentsthenumbers(20304050607080
90100)andasksthelearnerstorepeat.
Theteacherexplainstohislearnersthatacandidateistakinganinterview,heinvitesthelearnerstopayattention
atthedrillpage47.
Theteacherreadstheinterviewtheninvitesthelearnerstorepeat.(twiceorthrice)
Thelearnersrepeatthensubstitutethekeywordsof
MrsJohnson:Howoldareyou?
taskap48
Candidate:Im14.

MrsJohnson:Howtallareyou?
Candidate:Im1.62m.
MrsJohnson:Whatsyourweight?
Candidate:51kilos.
MrsJohnson:whatsgreat!

Harry
13
1.70m
50kg

Sally
13
1.62m
48kg

Daizy
15
1.60m
46kg

Tom
15
1.71m
52kg

competen
cies

VAKT

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Flash
cardpage
47

Script
page55

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page48

Page11

interact

Interpret

Interpret

Interact

Interact

Produce

interact

Waysof
speakin
g

Waysof
speakin
g

Waysof
speakin
g

Waysof
speakin
g

Students

Teacher

Students

Student

Teacher

Teacher

Student

Teacher

Students

Student

Student

Thelearnersperformthedrill,thentheyareinvitedtousethesamedrillandtalkaboutthemselves.

:
Interpr
Presentation:Theteacherpresentsthefollowingtonguetwistersentenceontheboard,readsittwice
et

orthricethenchallengesthelearnerstoreaditwithreadingmistakes.

Six sleek swans swim swiftly southwards

Isolation:Theteacherasksthelearnerstopayattentionatthefollowingisolatedwords.

Six
swans
swim
swiftly southwards

s=ss=ss=zs=ss=ss=ss=z

Statingrule:Theteacherinvitesthelearnerstodeducethat:
s

Thelettersispronounced:

Practice:Thelearnersareinvitedtopracticethefollowingtasksaboutthesoundss=s/s=z
Identifyp48:Thelearnerslistentotheteacherreadingthewordsonpage48(booksshutforthelearners)
andtrytoidentifywhichwordscontainsthesoundsandwhichonecontainsthesoundz

its - has whats legs eyes yes street straight kilos photos
s
z
s
z
z
s s
s
z
z
Exercise:Readandputeachwordinitsrightbox
Straight- legs- contest- Mrs- Speak- kilos- slim- Is- student- has- miss- photos- street- eyes- whats- yes- its

s
Speak contest its yes- street
whats straight slim- miss- student

z
Is kilos Mrs- has
eyes legs photos

Thelearnersworkinrough,theteachersupervisestheirworks,invitesthemtocorrectontheboardthenread

thecorrectedtask.

Theteacherinvitesthelearnerstoreadthewrittenworksontheboardthencopydown.

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Interpre
t

Interact

Interact

Produce

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Script
page48

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Page12

Greetin
g&
welcom
ing

Questio
ning

Questio
ning

Appear
ance

Questio
ning
appear
ance

Students

Teacher

Students

Student

Teacher

Teacher

Student

Teacher

Students

Student

Student

Sequence2:Listen&Speak(2)MS1levelFile1

Warmup:Theteachergreetshislearnersandwelcomesthem.
Theteacherinteractswithhislearnersabouttheleastsancelearningobjective(describing
peoplesandonesphysicalappearance&soundsS=/s/+/z/
Presentation(PPUlesson)
Theteachermakeaquickreviewaboutthelastdrillthelearnerssawintheprevioushour.

interac
t

Interpr
et

Theteacherinvitesthelearnerstoperformbytalkingabouttheirphysicalappearance.

Theteacherusingpicturesanddrawingspresentsthedifferentadjectivesusingthedescriptionofphysical
Interpre
appearance.
t
Fromtheabovedrilltheteacherinteractswithhislearnersabouttheirphysicalappearanceand

asksthemthefollowingquestions.

Whatareyoulike?
Interact
I am tall .I have got dark hair.

Practice:

Theteacherwritesthekeyboardandinvitethelearnerstoperform.

Body:tall=/=smallslim=/=fatstrong

Hair:blackbrownfair/long=/=shortcurlystraightwavy
Interact

The teacher writes two examples on the B.B one for a boy and the other for a girl.

The learners perform by pairs using the written key boards on the board

Use :

Produce
The teacher invites each learner to write down his own physical appearance in rough, he

supervises their works then asks them to copy down on their copybooks.

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A:Howoldareyou?
B:Im14.
A:Howtallareyou?
B:Im1.62m.
A:Whatsyourweight?
B:51kilos.
A:whatsgreat!

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Page13

Greeting
&
welcomi
ng

Question
ing

Account
s&
stories

Account
s&
stories

Accoun
ts&
stories

Students

Teacher

Students

Student

Teacher

Teacher

Student

Teacher

Students

Student

Student

Sequence2DaisyJacksonsletterFile1MS1level
Warmup:Theteachergreetshislearnersandwelcomesthem,hetriestomakeaquickreviewaboutthelast
sancelearningobjectives.
Prereading:
Theteacherinvitesthelearnerstoopentheirbooksonpage49andpayattentionatthetext.
TheteacherinteractswithhislearnersaboutthetypeoftextandthephotoofDaizy.
Duringreading:
Theteacherexplainstheinstructionsofthefollowingexercise,theninvitesthelearnerstoreadthetextand
answer.

interact

Interpret

Thelearnersreadthetextsilentlyandanswertheexercise,whiletheteachersupervisestheirworks.
Thelearnersareinvitedtogivebacktheiranswers,theteacherreportsthemontheboard,thenasksthemtoread.

TheteacherexplainstheinstructionsofActivitycp49theninvitesthelearnerstoreadandanswer.

"ActivityCp49:Say"trueorfalse",correctthewrongsentence
Interpre
1. DaizyJacksonisatopmodel.>false
t
2. Sheistall true

3. Sheis12 false

4. Shehasgotstraighthair false

5. Sheisfat false.

Postreading:
Interact
TheteacherinteractswithhislearnersaboutDaisysletterandifshewillbeacceptedinthecontest

Theteacheraskshislearnersiftheyareconcernedbysuchtopmodelcontest

TheteacherinvitesthelearnerstowritealetterastheoneofDaisytalkingaboutthemselves.

Interact
ElicitinglearnersIdeas :

Age: I'm12/1314yearsold

Height Im1.60m/1.50m/1.40m..

Weight I'm30kg/40kg/

Hair I'vegotbrown/fair/darkhair

Eyes I'vegotdarkeyes/blueeyes/greeneyes

Selectingandfleshingoutideas
Produce
Theteacherasksthepupilstousetheinformationthatgoeswiththeirownsituationsandmakeaparagraph.

Theparagraph:

Myname's.I'm..I'm.kg.I'vegot.hairand..eyes.

Thepupilsdotheactivityinrough,thencorrectontheboardandwritedownontheircopybooks .

Exercise:Readthetextthenanswerthequestions.
1. Whoisthesender?
2. IsMrs..Johnsonthereceiver?
3. Istheletteraboutthetopmodelcontest?

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page49

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page49

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Page14

File Two [Family & Friends]

Sequence Three
MS1 Level
Personal Goals:
Duringthislesson,whatteachercompetenciesareyoufocusingon?TheyshouldbeadaptedfromtheATFtoreflectthespecifiesofyoursituation
5.Active,evolvingprocess Learningalanguagerequiresopportunitiestousewhatoneknowsforcommunicativepurposes,makingmistakes

andlearningfromthem.Theaimistoperformcompetently,whilerecognizingthaterrorsmaystilloccur.
6.OngoingassessmentofLearning. Ongoing,orregular,assessmentshouldtakevariousformsandaddressthecompetencesthathavebeen
learnedinclass,sothattheassessmentcanprovideusefulinformationonindividualprogressandachievement,whichteachersandlearnerscan
reviewtoaidlearning.

Lesson Focus:
Whichaspectsoflanguageareyouteaching:e.g.grammarpoint(s),aspectofpronunciation(phonemes,intonation,etc),vocabulary(words,wordphrases,idioms,etc)
functions(politerequests,apologizing.)?
InthislessonIwillteachthefollowingaspectsoflanguage:

Function: Describing jobs and occupations / inquiring about jobs

Grammar: Simplepresenttensetobe
Vocabulary related to:
jobs and occupations

Competencies :

Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson.

Caninteractorallytoaskandansweraquestion:Ontopicandsituationsrelatedtodescribingthemselvesandothers,homeandtimeusingmemorizedphrasesandbasic
Canreadandunderstandthemainideasof:veryshort,formulaicanddescriptivetextscomprisedoflearned,words,basicphrasesandverysimplesentences
onfamiliartopicsrelatedtoself(e.g.familiar,home,school,food,leisureactivities,clothes.
Canfillinformsorgivesimpledetailswritingusing:Aboutpersonalinformation(e.g.family,school,address)

Objectives/Assessment: SWBATbytheendofthelesson,studentswillbeableto:Describejobsandoccupations

Requiredmaterialand/orresources:Themanualsflashcards(page515253)&manualscriptpage

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page15

Time

Rationale

Greeting&
welcoming

Questioning

Jobs,careers
&professions

Questioning

Jobs,careers
&professions

Questioning

Jobs,careers
&professions

Page16

Interaction
Students

Teacher

Students

Student

Teacher

Teacher

Student

Teacher

Students

Student

Student

Procedure

Sequence3

Competencies

File2MS1level

Warmup:Theteachergreetshislearnersandwelcomesthem.
Theteachermakesaquickreviewaboutthelastsanceandinquiresabouttheprojectworktoo.
Presentation:<PPUlesson>
Theteacherintroducesthesituationthroughpictures.
Thepupilslisten,thenrepeatthedrill.
Drill:
Olga:Isthatyourfather?
Yanis:No,it'smyuncle.
Olga:What'shisjob?/Occupation?/Whatishe?
Yanis:He'sadentist.
Thepupilsrepeatsentencebysentencetillthewholedrill.
Practice:
Usingpicturesintroducingjobs,theteacherintroduces
"Teacherpainterbuildergrocermechanicdoctor"
Thepupilslisten,thenrepeat.
Theteacherasksthepupilstoperformthedrillbysubstitutingthekeywordsofjobs.
Drill:

Olga:Isthatyourfather?uncle/cousin/brother/sister/mother..
Yanis:No,it'smyuncle./father?uncle/cousin/brother/sister/mother..
Olga:What'shisjob?/Occupation?/Whatishe?
Yanis:He'sadentist./Teacher/painter/builder/grocer/mechanic/doctor/

Thelearnersperformthedrillbypair.
Use:
Theteacherexplainstheinstructionsofactivitycp51theninvitesthelearnerstowork.
Theteacherasksthepupilstoopentheirbooksonpage51andlookat"activity[c]p51.
Theteacherchecksiftheactivitywasdonebythepupils.
"Activity[c]p51:Guesswhattheirjobsis.
A:WhatisN1?N2?N3?N4?N5?N6?
B:N1isateacher/N2isamechanic/N3isadancer?N4isasinger/N6isaphotographer/N7
isadoctor.
Thepupilsdotheactivityinrough,correctontheboardthenperformthedrillbysubstitutingthe
keywords.
Theteacherinvitesthelearnerstousethesamedrillandtalkabouttheirownoccupation.

learner1:Areyouadentist./Teacher/painter/builder/grocer/mechanic/doctor/?
Learner2:Iamnot.
learner1:Whatisyouroccupation/Jobthen?
Learner2:Iamapupil/student

Thelearnerperformthedrill,thencopydownontheircopybooks.

interact

Interpret

Interpret

Interact

Interact

Produce

VAKT

Board
&
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Flash
cards
page
51

Flash
cards
page
51

Flash
cards
page
51

Flash
cards
page
51

Welcoming&
greeting

Jobs,careers
&professions

Jobs,careers
&professions

Jobs,careers
&professions

Jobs,careers
&professions

Greeting&
welcoming

Students

Teacher

Students

Student

Teacher

Teacher

Student

Teacher

Students

Student

Student

Sequence3
MS1levelFile2
Warmup:Theteachergreetshislearnersandwelcomesthem,.
Theteachermakesaquickreviewaboutthelastsance.(namingjobs)throughthefollowingactivity
Theteacherusingpicturesasksthelearnerstoguessthejobsonpage52.
doctordancerpostmanpainterdentistjournalist.
TheteacherexplainstheinstructionsoftheActivitywhereheinvitesthelearnerstotheboardandtryto
mimethejob.,thentheyareaskedtperformthedrillbypairs.(booksshut)
"Activity"a"p52:Chooseapictureandmimeit.

Interact

Interpret

A:Guesswhatjobisit?B:It'sadoctor/adancer/apostman/apainter/adentist/ajournalist .

Thelearnersareinvitedtoperformmoretasksonjobs&occupationsofpage53.

Theteacherexplainstheinstructionsoftheactivity,andthenasksthepupilstodoitontheirroughcopy

books.

Activity'a'p53:Matchthetwohalves.

1. doc tor

2. buil der
Interpret
3. bu tcher

4. tea cher

5. sin ger

6. mecha nic

7. pain ter
Interact
Thepupilsdotheactivityinroughcorrectontheboard,thenreadandwritedown.

Theteacherexplainstheinstructionsof"activity'b'p53.

"Activity'b'p53":Lookatthepicturesandsaywhatmyjobis.

trowel builder

stethoscope doctor

brush painter
Interact
knife butcher

guitar singer

board teacher

spanner mechanic

Thepupilsdotheactivityinroughcorrectontheboardthenreadandwritedown.

Theteacherpresentsthedrillandinvitesthepupilstorepeat.

Drill:

A:IsN1abaker?

B:No,heisn't.
Produce
A:Whatishe/shethen?

B:Heisadoctor.

Thepupilsrepeatthedrillthensubstitutethekeywords.

Thelearnersreadthecorrectedtaskontheboardthencopydown.
Page17

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Flash
cards
page52

Script
page52
&flash
cards

Script
page53

Script
page53

Script&
flash
cards
page53

Accounts&
stories

Accounts&
stories

Friends,
acquaintances
&

Students

Teacher

Students

Student

Teacher

contemporaries Teacher

Student

Friends,

acquaintances Teacher
&

Students
contemporaries

Student

Accounts&

stories

Student

Page18

Sequence3:LyndasLetterFile2MS1level
Warmup:Theteachergreetshislearnersandwelcomesthem.
Theteachermakesaquickreviewaboutthelastsance.(namingandinquiringaboutjobs)
Prereading:
Thelearnersareinvitedtoopentheirbooksonpage52andpayattentionatLyndasLetter
Theteachergivesashortintroductionabouttheletter,introducesthenewwordssuchas:
penpaladelectriciannursedog
Duringreading:
Theteacherexplainstheinstructionsofthefollowingexercisetheninvitesthelearnerstoreadthetext
andanswer.
Exercise:Readthetextthentick therightanswerandcrossthewrongone
Thesentence
Right= Wrong=
1TheletterisfromLyndaSmith

2LyndaisEnglish

3BlackyisLyndasdog

Thelearnersreadthetextthenworkontheirroughcopybooks,theteachersupervisestheirworks,then
invitesthemtogivebacktheiranswers.
Thelearnersreadthecorrectedanswer
TheteacherexplainstheinstructionsofActivitydp52theninvitesthelearnerstoreadsilentlythe
textandanswertheActivity.
Name:LyndaSmith
Activitydp52:ReadaboutLyndaandfillinthisform.
Country:Australia
Thelearnersreadthetextsilently,thendothetaskswhiletheteacher
City:London
Movesbetweentherowsandoffershishelponceneeded.
School:StJamesSchool
Thelearnersareinvitedtogivebacktheiranswers.
Hair:longfairhair
Postreading=Producep54:
Eyes:blueeyes
Fathersjob:electrician
Theteacherinvitesthelearnerstoreadthetextandhaveafree
Mothersjob:nurse.
discussionaboutit.(makingpenpals)
ThelearnersareinvitedtomakeaformasLyndasonethenwritea
postcardtoanewpenpal<Activitydp54>
Firstthelearnersareaskedtoelicitandlisttheirideasinthefollowingtable.
Name

Age
9
10
11
12.

Gender
Hair
Boy/girl Long/short
Black
fairbrown

Eyes
Black
brown
blue
green

Job
Pupil

City
Local
address

Country
Algeria

Fathersjob
Grocer
farmer
teacher
doctor.

Mothersjob
Housewife
secretary
nurseteacher

Thelearnersareaskedtoselecttheneededinformationthenmakeapostcard,followingthemodelon
page54.
Theteacherinvitesthelearnerstogivebacktheirworks,thencopyontheircopybooks.
ThelearnersareaskedtofollowLyndaslettermodelandwriteaboutsomeoneinthefamily.(homework)
Theteacherasksthelearnerstobringtheirprojectworksforthenexthourandthehomeworktoo.

Interact

Interpret

Interpret

Interact

Interact

Produce

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&
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Script
page52

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Script
page52

Board&
marker

Board&
marker

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