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MS1 Level

In&Out

File Four
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Interact

(p81to86/&p91to100)

"In and Out"


"4"

Describe

ones
favourite
animal

Interpret

Askandanswer

aboutdaily

activities
Produce

(p41top59)

Februar
Wee
k
2

Februar
Week
3

Februar
Week
4

March
Week
1

March
Week
2

March
Week
3

Second

Term

Month
Learning
&
File competence
objectives
weeks
Februa

Week

File Four

Term

Resources

Typeoftask

(oral

and
written)

(oral
and
written)

Grammar

Adverbsof
frequency

Present
simple

Present
continuous

Lexis

Learnabout
culture

Timezone
map

The
English
school

Animals

The
Chinese
horoscope

Moduleofintegration(project)

Pronunciation

A journal about daily


Sounds

activities / a questionnaire

YourEnglishpenfriend

ismakingaprojectwork

aboutAlgerianpupilsdaily

n + k= activities.
drinkbank
Yourpenfriendwantsto

knowtheactivitiesandthe

tasksyoudoasan

Algerianpupilatschool

everyday.

n+g=
singingking
songking
singingking
songking

Organizeyourwork
accordingtothefrequency
ofyouractivities.
Writeanemailtoyour
penfriendincludingthe
timetableandexplainto
yourfriendthefrequency
ofyourdailyactivitiesat
schoolandoutoffschool.

SWBAT

Describe daily
activities depending
on their frequencies

Whatstudentsshould
beabletodo(SWBAT)

Talkabout
presentand
everyday
activities

Askandtell
time.

ByMr.2amirbounab
(yellowdaffodil66@gm
ail.com

N.B

SequenceOne

(Talkingaboutpresentactivities/progressiveactions

< The present continuous tense >

Ne correspond pas lobjectif communicatif cibl ( surcharge de notions et fonctions)


LISTEN & SPEAK

Sequence Two

File 4

Personal Goals:
During this lesson ,what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
Communicative Competence
Active ,evolving process
Active learners
Lesson Focus: Which aspects of language are you teaching : e.<g. grammar point(s) ,aspect of pronunciation (phonemes, intonation, etc ),vocabulary
(words, word phrases, idioms, etc)functions(polite requests, apologizing.)?

In this lesson I will teach the following aspects of language:


Function :Naming & Describing animals
Grammar : Simple present tense + "whqqs words"
Pronunciation :The sound "s z - iz"
Vocabulary : Vocabulary related to environment & animals
Will you explicitly teach an aspect of culture in this lesson ? If so, describe
Some sites protected in Algeria and other countries & International days related to the protection of the environment & Seven Wonders of The Wolrd

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 to ask and answer a question.


Can listen to and understand main points and some important details ( who- when where)
Can use a few very simple grammatical structure and memorized sentence patterns with limited control.

Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to demonstrate :
Name and describe animals (using the simple past)
Identify the sound " s z - iz"
Required material and / or resources :
Pictures and flash cards about animals Nile River Amazon Forest pollution & protected sites.
Manual's script page 158
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Timin
g

Typeof

Procedure

Rationale interactio
n

Sequencetwo:LISTENANDSPEAKFilefive

Agenda: Naming&Describinganimals+simplepresenttense+Final"s"pronunciation
Warming up:

The teacher interacts with his pupils as usual [greeting inquiring about their daily school tasks ]
Try to make the pupils talk about their daily life routine and what they do everyday at home and try to understand from them if
they keep domestic animals at home and try to name them .

Help the pupils to talk about their domestic animal (if they have ones) and how do they call them , feed them .

Presentation :

The teacher pins up pictures showing animals {wild and domestic}on the board and asks the pupils to repeat their names
Teacher

Naming
lion turtle- cat - dog - tiger giraffe - ostrich cow fennec camel kangaroo goat horse gazelles
students
animals
elephants goldfinch bird dolphin monkey fox wolf snake- donkey mule .

The pupils are invited to repeat the names of the animals .

The teacher asks the pupils to make a list of the animals which live in Algeria & which of them are domestic and wild animals.

Describing
The pupils' answer may be :
animals Students
cow fennec camel goat horse- goldfinch bird- monkey- fox wolf snake- donkey mule- cat dog .
(discriminat Teacher
The teacher reports the pupils' answers on the board . Then asks them to read them.
e between
The teacher tries to know from how do they live ,what do they eat ..

wild and
The teacher presents the following pattern to enable the learners talk and express themselves.
domestic)

[ cows goats horses donkeys mules ] are domestic animals. They live in "farms" . They feed on "grass"

Identify
the
theme of
the
lesson

Teacher

students

Competencies
targeted

Camels live in deserts .They are domestic animals. They feed on desert vegetation.

Describing Teacher Fennecs live in desert . They are wild animals. They eat fruit and insects.
animals' Students
Foxes and wolves live in forests . They are wild animals . They feed on meat (small animals)

life

Dogs and cats live at home .They are domestic animals. They feed on meat .

The pupils use the form "live in " & "feed on" and try to talk about those animals they have already named and classified

The teacher invites the pupils to interpret more the situation and try to communicate by using a "question" "answer" drill.

A: Where do [cows goats horses donkeys mules- Camels- Fennecs- Foxes and wolves- Dogs and cats live ?

B: They live in deserts forests / or at home .


Inquire
Students
A : What do they feed on ?
about

animals' students
B : They feed on [ grass desert vegetation fruit and insects meat ]
life
A : Are they "domestic or wild " animals ?
B : Yes /No ,they are .
The pupils perform and substitute key words .
Page 13

Interact with
the teacher in
order to identify
the theme of the
lesson

Interpret the
photos and name
the animals
Interpret the
photos to list &
discriminate
between wild and
domestic animals

Describe and
interpret the
animals' life
given in the
supported aids

Interact using
the illustrations
in order to
interpret them

Pronunciation
The teacher writes on the board the following statement .He reads it then invites the pupils to read it .

Cats and dogs are in the fog . Foxes and horses don't like boxes.

Distinguish
final "s"

Teacher
pronunciation
students

The pupils read the sentences .


Isolation :
The teacher invites the pupils to focus on the words written in different colours . He reports them on the board .

Cats

- dogs

- Foxes

- horses

- boxes

Analysis:

" s" = s
Distinguish
final "s"

pronunciation

Students
teacher

"s"= z

"s"= iz

"s"= iz

"s"= iz

Distinguish
final "s"

"s"= s - z- iz

Interpret the
script and sound
to state the rule
how final "s" is
pronounced

Exercise : Classify the following words according to their final "s" pronunciation.
" cats - dogs

pronunciation

Discriminate
between
Students
final "s"
pronunciation

Practise :

students

ostriches cows fennecs camels goats horses gazelles elephants birds dolphins foxes
snakes- donkeys mules"

" s" = s

"s"= z

Cats- fennecs- goats- snakes


elephants-

Dogs- cows camels- birds- donkeysmules- gazelles- dolphins

"s"= iz
Ostriches- horses- foxes-

The pupils do the exercise on their rough copy books ,correct on the board then read it.
The pupils are then asked to listen to the teacher "books shut" and try to identify and discriminate between the sounds .
"Identify page 88" . < oral task >

The pupils are later asked to read all the written works on the board and then write down on their copy books .
Page 14

Interpret the
isolated words
Analyze the
script and the
sounds in the
isolated words

Stating rule: The final "s" is pronounced : " s" - " z" or " iz"

Students
teacher

Read and
interpret the
new sounds

Practise the
stated rule by
interpreting a
written task
Listen to the
teacher and
interpret "oral"
task "
Produce
written and oral
tasks according
to the new
learning language


File Four[In & Out]
Sequence three
MS1 Level
Personal Goals:
Duringthislesson,whatteachercompetenciesareyoufocusingon?TheyshouldbeadaptedfromtheATFtoreflectthespecifiesofyoursituation
Twowaycommunicationwiththeworld.[1)Theteacherusesandplansactivitiesthatallowlearnerstopracticeanddevelopreallifecommunicationskillsforreading,
writing,speakingandlistening(e.g.interviewing,writingaboutapastexperience,aclassmate,readinganemail,listeningtophonemessage).2)Theteacherchoosestopicsand
tasksthatallowlearnerstodevelopskillsinlearningandcommunicatingaboutthemselvesandtheircommunity,andabouttheircountryandtheworld3)Theteacherintroduces
avarietyoftopicsofinteresttothelearnersthatarerelatedtoothercultures,comparisonofculturesandinternationalissues.
CommunicativeCompetence.CommunicativecompetenceinEnglishinvolvesinteractingwithothersusingreceptive/interpretiveskills(readingandlistening)
andproductiveskills(speakingandwriting),supportedbytheabilitytousevocabularyandgrammarappropriatelyandemployarangeoflanguagestrategiesthat
helpconveyandclarifymeaning.

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

Function: Talking about means of transports &Daily life activities


Grammar:

Adverbs of frequency ( always often- sometimes never)

Vocabulary related to:

Competencies :

means of transport & daily life routine

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

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

Objectives/Assessment: SWBATbytheendofthelesson,studentswillbeableto:
Namedifferentmeansoftransport
Talkaboutdailylifeactivitiesusingadverbsoffrequency

Requiredmaterialand/orresources:Themanualsflashcards(91929395)&manualscriptpage

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page12

Time

Rationale

Interaction

Teacher

Students

Students

Teacher

Stidetns

Teacher

Studetns

Students

Teachers

Teacher

Studetns

Students

Students

Students

Teacher

Ssneedto
knowthe
learning
objectives

Ssneedto
knowthe
new
language

Ssneedto
knowwhat
doeseach
adverb
represent

Ssneedto
know
Howtouse
theadverbs
indailylife

Ssneedto
knowthe
meansof
transport

Ssneedto
discriminate
betweenthe
meansof
tranosport
andthe
preposition
usedfor
eachmean

PORCEDURE

File4LISTEN&SPEAKSequence3
PPULesson:Learnerswilltalkaboutmeansoftransportsusingadverbsoffrequency.
Warmup:Theteachergreetshislearnersandwelcomesthem,thenhetriestomakeaquickreviewaboutthelast
sance(describingdailyactivitiesusingpresentcontinuoustense).
Showingvisualaidstheteachermayaskthelearnerstotalkaboutallthemeansoftransporttheymayknow.(bus
carbiketraindonkey.)
Presentation:
Theteacherpresentsthesituationusingvisualaidsshowingsomeonegoingtoaparticularplaceusingaparticular
meanoftransport.
Theteacherexplainstheadverbs(always=100%/often=60%/sometimes=40%/never=0%)
Hi, my name is Ali. I am a doctor. I live in Algiers. I always go to the hospital by car. I often go
there by bus. I sometimes go to work on foot. I never get to work by under ground train.
Theteacherpresentsthesituationtwiceorthrice,theleanerslistenthenrepeatsentencebysentencestillthe
acquisitionofthedrill.
Theteacherfocusesonthenewlearningobjective(talkaboutmeansoftransport&adverbsoffrequency)
Thelearnersrepeatthefollowingsentences:
I always go to the hospital by (car/bus/train/underground train/bicycle) / on foot
I often go there by (car/bus/train/underground train/bicycle) / on foot
I sometimes go to work on foot/ (car/bus/train/underground train/bicycle)
I never get to work by (car/bus/train/underground train/bicycle) / on foot
Practice:
Thelearnersareinvitedtoperformthefollowingguidedpractice:
Thelearnersperformandsubstitutekeywords.

always goes to the hospital by (car/bus/train/bike/ on foot.


(Ali=He/ Amel=She)
often goes there by (car/bus/train/bike/ on foot..
sometimes goes to work by (car/bus/train/bike/ on foot.
never gets to work by (car/bus/train/bike/ on foot.

Thelearnersperformandsubstitutekeywords.
always go to the hospital by (car/bus/train/bike/ on foot.
often go there by (car/bus/train/bike/ on foot.
(I/You/We/They)
sometimes go to work on foot. by (car/bus/train/bike/ on foot.
never get to work by (car/bus/train/bike/ on foot.
Thelearnersrepeatandsubstitutekeywordsthentheyareinvitedtoperforminpairsthefollowingdrill.

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Competencies VAKT

Board
Interact amd
marker

Boardand

marker
Interact

Flash
Interpret cards

Ofmeans

Oftranosp

Interpret Boardand
marker

Interpret

Boardand
marker

Produce

Boardand
Interact marker

Interpret

Boardand

marker

13

Ssneedto
knowhow
toinquire
abouta
meanof
transport

Ssneedto
reusewhat
theyhave
learnt
before

Ssneedto
perform
inquiring
about
frequency&
meansof
transport

Ssneedto
knowthe
formof
sentence

Ssneedto
knowthe
placeofthe
adverbof
frequency
andhowit
worksinthe
sentence

Teacher

Students

Students

Teacher

Stidetns

Teacher

Studetns

Students

Teachers

Teacher

Studetns

Students

Students

Students

Teacher

Teacher

Students

get/go

A:Howdoyouto(work/school/Algiers/England..?

come/travel

By{carbustaxiplaneshipbicycle..

B:

Onfoot.

Thelearnerssubstitutekeywordsandperforminpairs.
Use:
Theteacher,reinvestingwhattheleanersknowbefore,interactswithhislearnersaboutthemeanoftransporttheyuse
tocometoschoolorgohome,usingthefollowingdrill.
Teacher:Hi,whatsyourname?*Learner:Mynameis.
Teacher:Whatareyou?*Learner:IamapupilatMiddleSchool.
Teacher:Doyoucometoschoolbytrain?* Learner: No,Idont.
Teacher:Howdoyoucometoschool,then?*Learner:I(always/often/sometimes/never)<go/come>
toschool(onfoot/carbustaxiplaneshipbicycle..

Thelearnersareinvitedtoperformthedrilltalkingabouttheirownsituation,(meanandthefrequency)theygohome,
school..
PIASP(AdverbsofFrequency)
Theteacherinvitesthelearnerstopayattentionatthefollowingsentences.
Presentation:Ialwayscometoschoolbybus.Ioftengotoschoolonfoot.Inevergettoschoolbycar.

Isolation:Thelearnersareinvitedtopayattentionatthewordswrittenindifferentcolours.
Analysis:
Ialwayscometoschoolbybus.Ioftengotoschoolonfoot.Inevergettoschoolby
car.

S+adverb+verb+objectS+adverb+verb+objectS+adverb+verb+object

alwaysoftennever

AdverbsofFrequency
Statingrule:
always/often/sometimes/neverAdverbsoffrequency(Theytellushowoftensomethinghappens)
Form:Subject+adverboffrequency+object.ex:IalwayswatchTVintheevening
Theteacherinvitesthelearnerstoreadthencopydown.
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Interact

Interact

Interpret

Interpret

Interpret

Produce

Interact

Interpret

Produce

Board
and
marker

Tactile

kinesth
esia

boardand
marker

Board&
marker

Boardand
makrer

14

Ssneedto
reviewthe
lastsance
learning
objectives
(meansof
transport
withright
preposition
)

Ssneedto
knowthe
formofthe
sentence

Ssneedto
knowthe
placeof
adverbof
frequencyin
asentence

Ssneedto
knowthe
meaning
supported
ineach
sentence

Students

Teacher

Stidetns

Teacher

Studetns

Students

Teachers

Teacher

Studetns

Students

Students

Students

Teacher

Teacher

Students

File4:PRACTICESequence3(MS1)

Warmup:

Theteachermakesaquickreviewonthelasthouraboutthedifferentmeansoftransport. Interact Boardand

marker

1[Iyouwethey]gotoschoolBy(bicyclebustraincartrainplaneship)

2(Hesheit)goes

3(Hesheit)walkto On foot

Interact

Interpret

TheteacherexplainstheinstructionsofActivitybp92andremindsthepupilsaboutthe
Boardand
possessiveadjectives,theninvitesthemtodotheactivity.

marker

Activitybp92Basedformtask)Makesentenceslikethis.[Thelearnersinterpretthedrawings

representingtheadverbsoffrequencyandbuildupsentences,theyshouldbeawareoftheformofthesimple

Interpret
presenttense.}

Theirfatherisinhisoffice.Healwaysstartsworkat8oclock.always

Theirbrotheroftenhaslunchintherestaurant.Often

Theirsistersometimesservespassengersontheplane.Sometimes

Theiruncleneverarriveslateatwork.Never
Interpret Script
page92

Thelearnersworkontheirrough,correctontheboard,readandcopydown.

Produce
`Exercise:<MeaningbasedTask>MatchthesentencesincolumnAwith

theirmeaningincolumnB.

ColumnA:Sentence
ColumnB=Meaning
1Ilikefootball.
atalkingaboutfrequency
Interact
2Whattimeisit?
bTalkingaboutsports.

Boardand
3Now.wearelearningEnglish.
ctalkingaboutactionshappeningnow.
Interpret marker

4Ialwaysgotoschoolonfoot.
dAskingandtellingthetime.

1
2
3
4

Theteacherinvitesthelearnerstodoactivitycp92,heexplainstheinstructionsthenasksthemtofillinthetable

thenbuildupdialogueswiththeirfriends.
15

Ssneedto
knowthe
useofthe
adverbsof
frequencyin
acommunic
Way

Students

Teacher

Stidetns

Teacher

Studetns

Students

Teachers

Activitycp92:(communicativebasedtask)Fillinthetable,chooseadaythenaskandanswer.Usetheadverbs
offrequency<interpret>.

A:WhattimedoyougetuponSaturdays?
B:I(usually=normally)getupatseven
A:Doyouhavebreakfastat8.00?
B:No,notalways./Ineverhavebreakfastat8.00.Ialwayshaveitat7.30.

Thepupilsworkontheirroughcopybooks,theteachersupervisestheir

works<interact>theninvitesthemtoperformtheirwork<produce>.
Theteacherreportsoneofthelearnersanswersontheboardthenasksthelearnerstoreadand
copydown.

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Interact

Interact

Interpret

Produce

Boardand
marker

Sceipt
page92

Boardand
marker

16

time

Rationale

Ssneedto
remember
thelast
learning
objectives

Ssneedto
guessthe
topicof
thetext
andsome
lexis

Ssneedto
skimthe
text

Ssneedto
scanand
read
between
thelines
toanswer
thetasks

Ssneedto
knowthe
useofthe
adverbsof
frequency
inthetext

interaction

Teacher

Students

Students

Teacher

Students

Teacher

Students

Students

Teachers

Teacher

Students

Students

Students

Students

Teacher

Teacher

PROCEDURE

File4SamthefarmerSequence3
PDPReadingLesson:
Warmup:Theteachergreetshislearnersandwelcomesthem,thentriestomakeaquickreviewaboutthe
lastsance.
Prereading:
Theteacherintroducesthesituationthroughpicturesshowing:(Farmerfarmcowsfieldseasons)
Theteacheraskssomelearnersabouttheirfathersjobssince70%ofthemarefarmersandwhatdotheydo
everyday.
Theteacherreportsontheboardsomethefarmerstaskstheninvitesthemtopayattentiontothetext.
Duringreading:
Theteacherinvitesthelearnerstoopentheirbooksonpage93andpayattentionatthetext.Theheexplainsthe
instructionsofthefollowingexercise.
Exercise:Readthetextthenanswerthequestions:
Choosethecorrectanswer:
1)Thetextis:a)anemailb)adialoguec)anewspaperarticle
2)Samis:a)ateacherb)afarmerc)amechanic
3)Hesometimesrelaxesin:a)springb)winterc)autumn.
Thelearnersreadsilentlythetext,workontheirroughcopybooks,whiletheteachermoves
aroundandchecksiftheyneedhelp.
Theteacherinvitessomeofthelearnerstoreadthetextthencorrectthetask.
Theteacherreportstheanswersontheboard,thenasksthelearnerstoreadthecorrectedtask.
TheteacherexplainstheinstructionsofthenextexercisesandActivitydp93theninvitesthem
toreadsilentlyanddothetasks.

Exercise:Readthenfindinthetextwordsoppositestothefollowing:
1late=/=2before=/=3start=/=
Exercise:Readthetextthenfindwordsclosesttothefollowing:
1)too=2)finish=3)havearest=
ExerciseReadthetextthencomplete:
Samalways
Samnever
Samsometimes
Activitydp93Readthetextthenfillinthetable:

competencies

Interact

Interact

Interpret

Interpret

Interpret

Produce

Interact

Interpret

Produce

VAKT

Board
and
marker

Board
and
marker

Script
page
93

Board
and
marker

Board
and
marker

Script
page
93

Script
page
93

17

Ssneedto
knowto
makea
link
between
thetexts
topicand
thierreal
life

Ssneedto
compared
and
contrast
their
fathersor
localarea
farmers
jobwith
theoneod
thetext

Students

Students

Teacher

Stidetns

Teacher

Studetns

Students

Teachers

Teacher

Studetns

Students

Thelearnersworkinrough,theteachersupervisestheirworkstheninvitesthemtocorrectontheboard.
Thelearnersareinvitedtoreadthecorrectedtasks.

Postreading:
Theteacherinvitessomeofthelearnerstoreadthetextagain,andthenopensadiscussionaboutthethemeofthe
text.
Theteacherasksthelearnersoelicitwhatfarmerdointheirregionasmostofthemarefarmersandtryto
compareandcontrast
FarmersofmytownSamthefarmer

Theleanersthink,workingroupsoffourandcompletethegraphic,theteachermovesaroundandoffers
hishelpwheneverneeded
Theteacherreportsontheboardthelearnersanswerstheninvitesthemtoreadandcopydown.

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Interact

Interact

Interpret

Interpret

Interpret

Produce

Interact

Interpret

Produce

Board
and
marker

Board
and
marker

Script
page
93

Board
and
marker

18

time

Rationale
Ssneedto
knowabout
theform
anduseof
adverbsof
frequency

Ssneedto
guessand
improvise
ideasabout
thetopic

Ssneedto
discriminate
betweenthe
useof
adverbsof
frequency

Ssneedto
feel
concerned
bythe
problem
situation

Ssneedto
organize
andlist
theirideas

Ssneedto
selectand
adaptwhat
goeswith

interaction
Teacher

Students

Students

Teacher

Stidetns

Teacher

Studetns

Students

Teachers

Teacher

Studetns

Students

Students

Students

Teacher

PROCEDURE

File4:

competencies

ProduceSequence3(MS1) Interact

Warmup:Theteachergreetshislearnersandwelcomesthem,
thenhetriestointeractwiththemaboutthelastsance.
1Prewriting: Theteacherinvitestolearnerstoopentheirbooksonpage93andpayattentionatJennysTime

table

Theteacherinvitesthelearnerstoreadthetimetablecontentsandtry Interact
tolistthecourses,thedaysandthetime.

Theteachertriestomakehislearnerstalkaboutthetimetable..
Interpret
Theteacherinvitesthelearnerstolookagainatthetimetableandtry

toanswerthefollowingquestions.

Exercise:LookatJennystimetableandcompletewiththerightadverbsoffrequency.

alwayssometimesoftennever

Jennystartsherclassesat9.()
Jennyfinisheshercoursesat14:30.(.)
Interpret
JennystudiesMathematicsonMondays.()

Jennyleavesschoolat13:30.()

Thelearnersworkontheirroughcopybook,theteacherssupervisestheirworkstheninvitesthemto

correct.

Theteacherreportstheanswersontheboardtheninvitesthe
Interpret
learnerstoreadthem.

IntegratedSituation:

Produce

Jennyistellingyou,inherletterabout,hertimetableandwhatshe

always,often,sometimesandneverdoesatschool.

WritealettertoJennytalkingaboutyourtimetableandwhatyou
always,often,sometimesandneverdoatschoolandinyourdailylife

Interact
2PlanningStage:Theteacherreadstheinstructionsoftheintegratedsituation,theninvitesthe

learnerstowork.
Interpret

Eliciting&Selectinglearnersideas:Thelearnersareaskedtotaketheirschooltimetablesandlist

theirideastalkingaboutthethingsthattheydoatschoolandintheirdailylife.
Produce

VAKT

Board
and
marker

Script
page
93

Board
and
marker

Board
and
marker

Script
page
93

Board
and
marker

theirreal
lifesituation

Ssneedto
knowthe
importance
andstepsof
writing
process

Ssneedto
putinuse
whatthey
Produced

Teacher

Students

Students

Teacher

Stidetns

Teacher

Studetns

Students

Teachers

Teacher

Studetns

WhatIdo?
Atschool

Always

Often

Startschoolat8:30/finishat
16:30..

Havelunchatcanteen

Sometimes
Studymathsinthe
afternoon

Never
Gotoschoolonweek
ends/Belateatschool
makeproblemsat
school.
Smoke/stayoutlate

Interact

getupat7leavehomeat7:45 Havebreakfastat7:15
Playoutafter
Inmydaily

reviseat18:00watchTVat
havelunchatschools
school/visitmy
life

19:oohavedinnerat20:00
canteen/practicesport friends

Interact
3Drafting:Theteacherinvitesthelearnerstolookattheelicitedideas,selectwhatreallysuittheir
situationandwritetheirfirstdraft.Thelearnersmaychangetheorderoftheirideasorrearrangethem.
Interpret
4Editing:Theteachersupervisesthelearnersproductionsandinvitesthemtocheckandcorrecttheir

mistakesbypayingattentionat:

Grammarandspelling

Styleandorganisation

5Publishing:Theteacherinvitesthelearnerstoreadtheirproductions,thereportsasampleonthe
Interpret
boardtheminvitesthelearnerstoreadandwritedown(eachlearnerwillwritehisownproduction

followinghecorrectedoneontheboard.)

Suggestedproduction:

HiJenny,

Interpret
Thanksforyourletter.

Mynameis..IamapupilatMiddleSchoolin.Ialwaysstartschoolat8:30and

finishat16:30.Ioftenhavelunchattheschoolscanteen.Isometimesstudymathsintheafternoon.I
Produce
nevergotoschoolonweekends.

InmydailylifeIalwaysgetupat7.Ioftenhavebreakfastat7:45.Isometimesplayoutafter

school.Ineversmokeormakeproblemsatschool.
Ihopetohearfromyousoon.
Yours,

by

Mr.SamirBounab
Yellowdaffodil66@gmail.com

19

Board
and
marker

Board
and
marker

Board
and
marker

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