Professional Documents
Culture Documents
Narrate the
the past simple tense (regular / irregular verbs) / time
references.
Talk about persons life (biography) the past simple tense + ago.
Today we are living the age of discoveries and technologies (TV / computer /
internet / medicine / space discoveries and explorations)
explorations
These discoveries and explorations are the work of scientists, researchers, doctors,
cosmonauts
nauts .) but who. How, when and where did they realize those discoveries?
Choose one of them? and make his / her profile. Choose your partners and make a
short biography of your famous person, stick a photo or drawing of him / her, and
what has he / she done on a large sheet.
File one
sequence one
Lesson plan : listen and speak / practice
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
listening and speaking .
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.),
pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar
point(s), etc.
Pronunciation :
Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
no
Objective: Students Will Be Able To.
Competencies: Which competencies in the AEF are you working toward or plan for the learners to
achieve today? (They should be adapted from the AEF to reflect the specifics of your lesson.)
can interact orally to ask and answer questions in very short exchanges using simple sentences.
Can listen to understand main points and important details of short dialogues.
Can understand instructions and explanations that are concrete found in language learning materials
Can plan for , use and evaluate the effectiveness of a variety of listening strategies used to grasp general ideas
quickly and find specific information.
Can sustain a very short , simple oral description.
When and how will I check my students progress toward the objective(s)?
I can see when they fill the chart about Jane smith.
When they can do the activities
The lesson is based on material in the second year learners manual book ( page 8/9) and the listening script on
page 20)
Pictures about adjectives (physical description).
Personal Goals: What aspect of your teaching are you trying to improve? Which teacher
competency is this related to?
The teacher plans lessons that have communicative objectives1 and whose steps build toward meeting
them.
The teacher chooses topics and tasks that allow learners to develop skills in learning and
communicating about themselves and their community, and about their country and the world.
Communicative objectives
: the purpose of the lesson is for students to improve their ability communicate so that by the
end of the lesson they have developed skills to better exchange real-life thoughts, messages or information.
Time
Swbat(for Rationale
each
(why do
stage)
students
do this )
interact
ion
PROCEDURE
Materia
ls
vakt )
Ss need to
identify
Teacher Warming up :
the theme
The teacher interacts with the learners about the theme of the file .
student
of the
Discussing project one a famous persons profile.
s
file/
Pre listening
lesson.
Va
The teacher invites the learners to open their books on page 8 .and have
a look at the photo.
The teacher tries to make them talk about the photo .through asking
Ss need
Talk
Picture
s
What is she like? She is pretty / with fair hair and blue eyes.
The teacher introduces the new vocabulary through using gestures and
person lexis
visuals (wig/ actress/ fan /young )
introduced
s
Learners repeat the new words. The teacher explains the situation Sally
Teacher and Steve are watching a video film and invites the learners to listen
physica in the
listening
about a
the new
Ss listen
to answer
the given
tasks.
Teacher
student
Ss listen
Student
s
Student
and
answer
chance to
check
their
Eyes ; blue
Hair; fair
Job ; actress .
Learne
Age : young
Student
s
Student
s
answers in
pairs
Ss need a
chance to
Student
s
they have Student
learnt.
s
e what
manual
page 8
The teacher explains the task and read the script twice.
Learners listen and fill in the chart about Jane Smith.
Learners check their answers in pairs. Then correct on the board.
Learners are invited to listen to the teacher again and do activity two.
Old ..
fat
dark .
Small ..
bad .
post listening :
Learners are invited to open their books on page 20. Read the listening
script and check their answers
learners correct on the board .
Activity three: fill the chart about your partner then talk about
him/her.
personaliz
rs
the task
Ss need a
Learners work then read their descriptions. Then copy down on their
copybooks.
The listening script : on page 20
Learne
rs
manual
page
20
Students
need a
describe
chance to
someone
interact
about
physical
previous
appearan
lesson.
ce.
Student
s
and skills
in an
authentic
way by the
teacher.
Students
manual
page
20
The teacher asks the pupils to open their books on page 8, explains the
instructions then requires from the pupils to practice .before starting
the teacher asks the learners to answer the following questions about
the first chart.
What his name?
Learne
Teacher
What is he like?
need to be Activity "1" page 8: Choose one of these people and describe "him /
exposed to student
her".
s
new
language
rs
Learne
rs
manual
page 8
Jane Smith is a young, tall and slim woman with blue eyes and
fair hair.
Salim Nasser is 21 years old .He's 1.80m tall with brown eyes
and black hair .He weighs 78 kg.
The pupils repeat the sentences then work in pairs :
Practice
The teacher asks the pupils to work in pairs :
Inquire
about
the limits
someone
of its
form,
physical
meaning
descripti
and use.
need time
on.
situati
Teacher
s
Use:
student
s
on
adapte
The teacher explains the task and invites the learners to work in pairs.
Imagine you are participating in a contest and they ask you to
fill in the chart then make an interview.
Fill in the chart then work with your friend making an interview.
d to
the
lesson
Students
need a
A
chance to
Inquire
about
someone
s
personaliz
e and use
the new
language,
Name : ...
Surname:
Age :
Height:.
Weight: ...
Hair : .
Eyes :..
Job :..
physical
situati
on
adapte
d to
the
lesson
descripti
on.
board
Learners work in pairs, the teacher helps them when needed. Then they
and
marker
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
Speaking and writing .
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation (phonemes, intonation,
etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.
No
Objective: Students Will Be Able To.
Talk about daily activities and routine .
Competencies: Which competencies in the AEF are you working toward or plan for the learners to achieve today? (They should be
adapted from the AEF to reflect the specifics of your lesson.)
Can
Can
Can
Can
Can
interact orally to ask and answer questions in very short exchanges using simple sentences.
plan for , use and evaluate the effectiveness of one or two basic productive speaking strategies.
understand instructions and explanations that are concrete found in language learning materials
use very simple sentences patterns with memorized phrases.
sustain a very short, simple oral description.
When and how will I check my students progress toward the objective(s)?
Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is
this related to?
The teacher plans lessons that have communicative objectives2 and whose steps build toward
meeting them.
The teacher chooses topics and tasks that allow learners to develop skills in learning and
communicating about themselves and their community, and about their country and the world.
Communicative objectives
: the purpose of the lesson is for students to improve their ability communicate so that by the
end of the lesson they have developed skills to better exchange real-life thoughts, messages or information.
time
swbat (for
each
stage)
Talk
about
daily life
activities.
using the
present
simple
tense
rationale
(why do
students
do this)
Interact
with
teacher to
describe
daily
activities
interaction
Teacher students
Va
Teacher students
Students
students
Isolate the
underlined
grammar
notions.
Talk
about
daily life
activities.
using the
present
simple
tense
Students
students
Identify the
main
constituents
of a sentence
and the form Students
of verbs(
students
present tense
PROCEDURE
materi
als
(vakt)
object
(to watch)
Jane and her partners eat
Subject +
verb +
sandwiches
Visuals
Learne
rs
manual
page
10
The
board
and
marker
.
object
( to eat)
The teacher may help the learners through asking them
questions.
Stating the rule
Students
students
Students
students
Identify the
right place of
the adverbs
Students
of frequency
students
and other
sentence
Teacher
constituents.
students
Practice
Form Based task:
Exercise one : Re-order the words to form correct sentences.
1) 7:00/ a.m / always /Amina /gets up ./ at
2) Never/ school/ goes /she. /by /to/ bus
3) everyday/he/ watch/ does/ TV /? /
4) Thursday/ dont/ study/ we/ English/ on/
Learne
rs
manual
page
11
Talk
about
daily life
activities.
using the
present
simple
tense
Detect the
meaning of
sentences.
Studentsstudents
Teacherstudents
1)-describing physical
to school at 7.45.
appearance.
Students
students
Sentences
Meaning
eyes.
activities.
Use the
present
simple , ask
and answer
questions
Activit
ies
adapte
d to
the
lesson .
Learne
rs
manual
page
11
Verbs
To like
Present simple (
she / he / it )
Likes
Verbs
To teach
Present simple
( she / he /it)
Teaches
To hate
hates
To play
Plays
To close
closes
To run
runs
To write
writes
To open
Opens
To wear
wears
To clean
cleans
To drive
drives
To stand
Stands
10
Learne
rs
manual
page
10 .
Students
students
Isolate
the simple
present
verbs.
Descrimi
nate
between
final s
pronunci
ations
Teacher
students
Identify
different
final s
pronunciat
ion.
State the
rule .
Studentsstudents
/s/
/ iz/
/z/
Practice :
Repeat
the verbs .
Descrimi
nate
between
final s
pronunci
ations
Board
and
marker
.
Practice
using the
stated
rule.
/s/
gets
likes
hates
writes
/z/
wears
drives
plays
runs
opens
cleans
stands
/iz/
closes
teaches
Studentsstudents
The teacher explains the task and invites the learners to work
in pairs. The teacher gives help when needed.
Learners read the written works then copy down.
11
Learne
rs
manual
page
10 .
- brown
- green
Is he tall ?
- no , he hasnt
- no ,he isnt
- 1.45m
- 14
Activity 6 on page 22: put the words in the right order and use the right punctuation
1)- Afternoon/ tennis /she/Tuesday / plays/ every .She plays tennis every Tuesday afternoon .
2)- On /what/ she/ do/ Fridays/does/ What does she do on Fridays ?
3)- dinner/ where /they/ do/ have/usually / Where do they usually have dinner ?
12
1) - The teacher reads the situation and asks the learners to read it too.
The teacher shows to pupils how to elicit their notes and try to organize their ideas about the
theme.
The teacher instruct learners to work in this .list all their ideas
2) - Learners will try to select and organize their ideas.
Name
Marina
Hayes
(lost girl)
(To be)
Age
12 years
old
(To be )
Body
Tall /
slim
(To be )
Hair
Long/
Curly/
Black
(To have
)
Eyes
Brown
(to
have )
Face
Round
(to have )
Nose
Small
(to have )
Clothes
Jeans/ red
T-Shirt/
sport shoes.
( to put on/ to wear)
3) - The learners are asked to work in pairs and try to write a description about Marina .The
teacher helps the learners when needed. Asks them read their descriptions. Chooses the best
work and writes it on the board and copy down.
13
14
Sequence 2
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
Listening and speaking
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation (phonemes, intonation,
etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.
Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
No
Objective: Students Will Be Able To.
Talk about past actions / events using simple past with regular verbs.
Competencies: Which competencies in the AEF are you working toward or plan for the learners to achieve today? (They should be
adapted from the AEF to reflect the specifics of your lesson.)
Can interact orally to ask and answer questions in very short exchanges using simple sentences.
Can listen to understand main points and important details of short dialogues.
Can understand instructions and explanations that are concrete found in language learning materials
Can plan for, use and evaluate the effectiveness of a variety of listening strategies used to grasp general ideas
quickly and find specific information.
Can sustain a very short , simple oral description.
When and how will I check my students progress toward the objective(s)?
Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is
this related to?
The teacher plans lessons that have communicative objectives3 and whose steps build toward
meeting them.
The teacher chooses topics and tasks that allow learners to develop skills in learning and
communicating about themselves and their community, and about their country and the world.
Communicative objectives
: the purpose of the lesson is for students to improve their ability communicate so that by the
end of the lesson they have developed skills to better exchange real-life thoughts, messages or information.
15
time
swbat (for
each
stage)
Talk
about
daily
activities.
Talk
about
past
events
using
regular
verbs.
rationale
(why do
students do
this)
Ss need to
remember
and review
what they
studied in a
previous
lesson.
T SS
Pre listening :
T SS
VA
The teacher invites the learners to look at the photo and try to
talk about it.
( two women are talking on the phone)
The teacher introduces the situation. Mona is in London. She is
visiting the city.
The teacher elicits the new vocabulary (yesterday /
stayed/walked/ passed / the museum/so-so ) through visuals and
examples.
Learners repeat the new words.
During listening :
T- SS
materi
als
(vakt)
Board
/mar
ker/
flash
cards
Board
/mar
ker
listening script
Ss need a
chance to
check their
answers in
pairs.
SS- SS
Ss need an
opportunity
to
personalize
what they
have heard.
SS SS
Talk
about
past
events
using
regular
verbs.
procedure
Warming up :
Ss need to
know key
vocabulary
and need to
understand
what they
are going to
listen to.
Ss do tasks
which help
them
understand
the script
and develop
listening and
skills.
Talk
about
past
events
using
regular
verbs.
interacti
on
T SS
SS SS
T SS
16
Board
/mar
ker
Students need
to be exposed
to new
language and
skills in an
authentic way
by the
teacher.
SS-SS
T SS
Isolate the
simple past
verbs.
Discrimin
ate
between
different
final ed
pronuncia
tion
SS SS
Identify final
ed
pronunciation
s.
T SS
Stayed
passed
ed /d/
decided
ed/ t/
Flash
cards
Board
/mar
ker
ed /id/
State the
rule .
Final ed pronunciation
SS-SS
/d/
Repeat the
verbs .
Descrimin
ate
between
final ed
pronuncia
tions
T ss
SS-SS
/ t/
/id/
Practise:
Learners are invited to listen to the teacher reading words in the
table on page
/ t/
/d/
/id/
looked
worked
practised
noticed
lived
listened
tried
toured
painted
decided
completed
acted
Second
year
learner
s
manual
Page
12
T need to
assess the
leaners
assimilation.
SS-SS.
17
Ss need to
remember
and review
what they
studied in a
previous
lesson.
T ss
Warming up :
The teacher interacts with the learners about previous lesson.
Listeni
ng
script.
Presentation :
The teacher writes the following on the board :
Narrate
past
actions
using
regular
verbs.
T ss
Board/
marker
Isolate the
underlined
grammar
notion.
Narrate
past
actions
using
regular
verbs.
Identify the
main
constituents
of a sentence
and the form
of verbs(
simple past
tense)
Yesterday
, I
stayed
T-SS
Ss ss
State the
rule for
simple past
tense.
Second
year
learner
s
manual
On
page
15
Ss ss
Identify the
place of
sentence
constituents
.
Practice :
Form based activity :re-order the words to get correct sentences
1) - the food/ John/ enjoyed/ yesterday.
Yesterday, John enjoyed the food.
2) - listen/ last/ she/ music/did/ night/ to /? /
Did she listen to music last night ?
3) summer/play/didnt/football/they/last/
They didnt play football ,last summer.
18
Activiti
es
adapte
d from
first
year
manual
.
Detect the
meaning of
sentences .
Ss ss
Narrate
past
actions
using
regular
verbs.
Ask and
answer using
simple past
tense.
Meaning :
Activiti
es
adapte
d from
first
year
manual
.
Board /
marker
.
Practice
Practice using
the stated
rule. Negative
and
interrogative
Forms.
Write into
the past form
and identify
final ed
pronunciation.
ed /t/
ed/id/
Phoned
Smelled
Ordered
Checked
danced
finished
worked
kicked
greeted
visited
needed
19
board
and
marker
Activiti
es
adapte
d from
first
year
book
.and
other
resour
ces .
Write the
correct form
of verbs.
Narrate
past
actions
using
regular
verbs.
brackets :
a.
b.
c.
d.
e.
f.
Activiti
es
adapte
d from
first
year
book
.and
other
resour
ces
20
Sequence two
lesson listen and speak
LESSON PLAN
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
listening and speaking .
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.),
pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar
point(s), etc.
Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
no
Objective: Students Will Be Able To.
Describe a biography.
Competencies: Which competencies in the AEF are you working toward or plan for the learners to
achieve today? (They should be adapted from the AEF to reflect the specifics of your lesson.)
can interact orally to ask and answer questions in very short exchanges using simple sentences.
Can listen to understand main points and important details of short dialogues.
Can understand instructions and explanations that are concrete found in language learning materials
Can plan for , use and evaluate the effectiveness of a variety of listening strategies used to grasp general ideas
quickly and find specific information.
Can sustain a very short , simple oral description.
When and how will I check my students progress toward the objective(s)?
The lesson is based on material in the second year learners manual book ( page 12) and the listening script on
page 20).
Personal Goals: What aspect of your teaching are you trying to improve? Which teacher
competency is this related to?
The teacher plans lessons that have communicative objectives4 and whose steps build toward meeting
them.
The teacher chooses topics and tasks that allow learners to develop skills in learning and
communicating about themselves and their community, and about their country and the world.
Communicative objectives
: the purpose of the lesson is for students to improve their ability communicate so that by the
end of the lesson they have developed skills to better exchange real-life thoughts, messages or information.
21
Ss need
about a to
remember
picture . and
review
what
they
studied in
a
previous
lesson.
Interact
ion
Procedure
Materi
als
VAKT
)
. Talk
Ss need
Descrim to know
inate
key
T ss
T ss
Va
T ss
between vocabular
y and
date
and
need to
place of understan
bith/de
ath.
Name: Louis
Surname: Armstrong
Date of birth: 1900
Place of birth: New Orleans
Nationality: American
Nickname: satchmo
d what
they are
t-ss
going to
listen to.
Ss do
tasks
and
The teacher reads the script twice .Learners listen and fill the chart
Then check their answers in pairs.
Post listening :
The teacher invites the learners to correct their answers on the board.
Then asks them to open their books on page 20 .
The teacher reads the script and invites the learners to underline the
following :( nicknamed / perfected /was born /played/ set up/ created) .
Describ
develop
ea
listening
The learners are asked to use the chart and the script to describe Louis
Armstrongs biography.
Suggested description :
which
Ss -ss
help them
understan
d the
script
biograp
hy.
and
skills.
T ss
Learn
ers
manu
al
page
Board
/mar
ker/fl
ash
cards
Ss need
a chance
to check
their
answers
The teacher helps learners do the work. Learners read their works .then
write down on their copybooks.
Listening script on page 20 :
in pairs.
Ss need
an
opportuni
ty to
Ss ss
personaliz
1925, he set up his own jazz band, hot five, and later hot seven
e what
(1927) .They perfected the new Orleans style and created what is now
they have
the classical jazz style .Louis Armstrong died in 1977 in new York .
heard.
22
Learn
ers
manu
al
page
20
(PPU lesson)
Learners
need to
t-ss
be
exposed
Describ
ea
biograp
hy .
to the
practice
Presentation :
The teacher invites the learners to open their books on page 13 .
Then to pay attention to activity one .
The teacher explains the task. Performs an example using Souad Massis
chart .
new
Learn
ers
manu
al
page
13.
language
and skill
in an
authentic
way by
the
teacher.
Ss-ss
Board
and
mark
er
t-ss
va
Learners
Ask and
answer
suestio
ns .
need time
and
practice
remember
ss-ss
the new
skill or
language .
Where was [El Anka Bob Marley Sting Fairouz -Lorie] born ?
El Anka was born in Algeria.
Bob Marley in Jamaica.
Sting in England.
Fairouz in Lebanon.
Lorie in France.
When was [El Anka Bob Marley Sting Fairouz Lorie] born ?
El Anka was born in1907
Bob Marley in1945
Sting in1951
Fairouz in1935
Lorie in 1982
Use :
Learners are invited to fill in the following form then ask and answer
questions about it.
Name :
Date of birth:
Place of birth:
Nationality :
ss-ss
Learners
need a
chance to
personaliz
e and use
the new
language
or skill.
23
Learn
ers
manu
al
page
14.
Board
and
mark
er.
Students
language
Piasp lesson
Presentation :
The learners are invited to read the underlined sentence and verbs.
The teacher reports them on the board.
Nicknamed / perfected /was born /played/ set up/ created/died) .
and skills
In 1925, he set up his own jazz band/ Louis Armstrong died in 1977.
in an
Learners read the verbs and the sentence written on the board.
Isolation :
The teacher writes the sentence and invites the learners to read the
isolated sentence.
need to be
exposed to
t-ss
new
Describ
authentic
ea
way by the
biograp
teacher.
In 1925, he set up his own jazz band./ Louis Armstrong died in 1977
hy and
Analysis :
narrate
past
events
using
irregula
r verbs.
Learn
ers
manu
al
page
20
Isolate
and
analyze
t-ss
ss ss
the
underline
d
sentences
.
Louis Armstrong
died
+ object .
the list of irregular verbs
Board
and
mark
er
in 1977 .
Identify
the main
Subject
constitue
nts of a
t ss
sentence
and the
form of
verbs(
simple
past
tense)
Compare
simple
past
verb
+ time marker.
(to die)
regular
The teacher asks the learners to compare the verbs listed before and
gives help when needed.
Regular verbs
Irregular verbs
Nicknamed
Was born ( to be
Perfected
born )
Played
Created
Set up ( to set up )
Died
Stating the rule :
Ss ss
verbs (
regular/ir
Regular verbs .
regular)
To die died
irregular verbs
to be was /were.
State the
rule .
ss- ss
Practice :
The teacher gives the learners lists of irregular verbs then invites them
to do the following activities :
24
Board
and
mark
er .
Learners
practice
the
stated
ss-ss
rule.
Identify
Describ
of
sentence
biograp
constitue
hy and
nts .
ss- ss
past
events
using
Detect
the
using
simple
past
tense.
Use the
list of
irregular
verbs.
events.
Activity three: (activity 3/15) ask questions about the underlined words: .
Pablo Picasso was born in 1881 in Malaga.
Who was born in 1881?
In 1907,he painted les demoiselles d Avignon
Activity : write the simple past of the following verbs using the list of
irregular past verbs.
Infinitive
answer
3) - narrating past
meaning .
Ask and
2) - describing daily
activities.
narrate
r verbs
Activi
tities
adda
pted
to
the
lesso
n.
the place
ea
irregula
t-ss
Simple past
To go
To put
To sing
To leave
to take
to write
to have
to do
to read
to win
to sleep
to be
to come
to become
to buy
to give
to wear
to make
to drink
List
of
irregu
lar
verbs
.
25
I.
Fill in the blanks with the missing verbs in the Past Simple.
Last night ___________(be) windy.
Last Tuesday we ________ (have) an exam.
In 1990 we ___________ (spend) our holidays in Brazil .
Yesterday I ___________ (sleep) till almost 11 o`clock.
Last year I __________ (buy) this coat.
Ann _________ (write) me a postcard.
II.
26
Name
Surname
Date of
birth
Benani
Hamdi
01/01/1943 Annaba
Job
Nickname
Singer
The white
Angel
Malouf
Place of
birth
Nationality
Algerian
27
Ray Charles
Mhamed Issiakhem
Victor Hugo
Learning objectives
Talking about a persons life ( biography ) the past simple tense +ago
Asking and giving information about possession the genitive ( s / s)/
whose
Sequence Three
28
Lesson plan
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
Listening and speaking
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation
(phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.
Function : talk about a persons biography / inquire about nationality/ job and releases .
Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
No
Can interact orally to ask and answer questions in very short exchanges using simple sentences.
Can listen to understand main points and important details of short dialogues.
Can understand instructions and explanations that are concrete found in language learning materials
Can plan for, use and evaluate the effectiveness of a variety of listening strategies used to grasp general ideas
quickly and find specific information.
Can sustain a very short, simple oral description.
When and how will I check my students progress toward the objective(s)?
Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is this
related to?
The teacher plans lessons that have communicative objectives and whose steps build toward meeting
them.
The teacher chooses topics and tasks that allow learners to develop skills in learning and communicating
about themselves and their community, and about their country and the world.
29
TI
ME
Swbat(for
each stage)
Interact
about what
has been
learnt.
Inquire
about
Someones
releases .
Listen and do
the task
Listen and talk
about
someones
biography
using ago .
Discriminate
between
when/ how
long ago.
Talk about
biographies
/past events
using ago .
Identify
persons and
their jobs
Inquire
about
persons
nationality,
job.
Talk about
persons
biography
using ago
Talk about a
Rationale
(why do
students
do this )
Learners
need a
chance
to
remembe
r what
they
have
learnt
before.
interpret
the
visual
aids
Learners
need to
know the
key
vocabular
y they
will hear
and to
understa
nd the
situation
.
Learners
need to
do task
to
develop
their
listening
skills.
Learners
need a
chance
to check
their
answers
.
Learners
need a
chance
to work
further
with the
listening
script.
Interac
tion
T -s s
T -s s
Va
T -s s
T- ss
Ss
ss
T-SS
Ss
ss
SS
ss
Pre -listening
The teacher invites the learners to open their books on page 16. And try to
talk about the picture .
The teacher may help them with the following questions :
What is it ? It is a picture.
Ss
ss
T ss
Ss
ss
Ss
ss
Pictu
re
on
page
16
During listening :
Activity 1: listen then answer the following questions :
Ss
ss
T ss
Mate
rials
VAK
T)
Warming up :
The teacher interacts with the learners about previous lesson.
The teacher introduces the new vocabulary through pictures and examples:
(strip cartoon/ poor # rich /Victorian period/ alive #dead/ lend/ ago)
T ss
Learners
need a
chance
to
remembe
Procedure
30
Visu
als
aids
/
Boar
d
and
mark
er
Liste
ning
scrip
tadd
apte
d to
the
lesso
n on
page
20
Boar
d
and
mark
er .
Pen
and
pape
r.
Boar
d
and
mark
er .
persons
releases
using ago
Ask and
answer
about a
persons
releases.
r what
they
have
learnt
before.
Ss
ss
T ss
Learners
need to
be
exposed
to new
language
or skill
in
authenti
c way.
Learners
need
time and
practice
to
remembe
r the
new
language
or skill
and to
explore
the
limits of
its form
,
meaning
and use.
Learners
need a
chance
to
personali
ze and
use the
new
language
or skill .
Ss -ss
M'hamed Issiakhem
Ray Charles
Walt Disney
Charles Dickens
Mohamed Dib
* a writer
* a film producer
* a painter
* a singer
* a writer
Learners try to do the activity. The teacher asks them then to correct
and try to talk about the persons and about their nationalities and jobs.
Example: Who is Mhamed Issiakhem? An Algerian painter.
The learners are invited to pay attention to activity 2 on the same page.
The teacher writes the following example and invites the learners to read
it. Then the teacher explains the task
How many years ago did Charles Dickens die? ( we are in 2010)
How long ago
He died 140 years ago. A period of time + ago
Practice
Then the teacher explains the task and invites them to do the same with
the remaining artists.
Learners work then perform their dialogues in pairs.
Activity "2" p17: Calculate and say how many years ago did these
people died. {we're in 2010}
How many years ago did (Issiakhem/Ray Charles/ Walt Disney/ Mohamed
Dib) die?
M'hamed Issiakhem [1985 2010] He died twenty five years ago,
Ray Charles [2004 -2010] He died six years ago.
Walt Disney [1966-2010] Walt Disney died forty four years ago.
Mohamed Dib [2003 -2010 Mohamed Dib died seven years ago.
Learners work then perform their dialogues in pairs.
The teacher explains the instructions of activity3, asks the learners to
take their rough copy books and do it.
Activity "3"p17: Calculate and write sentences using the following
verbs {paint/sing/produce/write} and "ago".
Charles Dickens wrote "Oliver Twist" [1838-2010] 167 years ago.
M'hamed Issiakhem painted 'Auto portrait' [1976-2005] 29 years ago.
Pablo Picasso painted "Guernica" [1937-2010] sixty years ago.
Walt Disney produced "Peter Pan" [1952-2010] fifty eight years ago.
Charles Dickens wrote David Copperfield [1850- 2010] 160 years ago :
Use :
The teacher invites the learners to talk about one of the artists making
questions and answers about them (their jobs/ nationalities/ releases).
The teacher invites the learners to give free examples using ago talking
about their own interests.
The pupils do the activity in rough, correct on the board, then read and
write down.
31
Lear
ners
manu
al on
page
17 .
Pictu
res
Boar
d
and
mark
er
Lear
ners
manu
al on
page
17
Pictu
res
Lear
ners
manu
al
Boar
d
and
mark
er
Sequence: three.
Lesson:
Lesson plan
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
Reading and writing.
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation
(phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.
Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
No
Can interact orally to ask and answer questions in very short exchanges using simple sentences.
Can read and understand the general ideas and some important details of formulaic personal email/letter.
Can plan for, use and evaluate the effectiveness of a variety of reading strategies used to grasp general
ideas quickly and find specific information.
Can sustain a very short, simple oral description.
Can write very short, factual descriptions.
When and how will I check my students progress toward the objective(s)?
Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is
this related to?
The teacher plans lessons that have communicative objectives and whose steps build toward
meeting them.
The teacher chooses topics and tasks that allow learners to develop skills in learning and
communicating about themselves and their community, and about their country and the world.
32
TIM
E
Swbat
Rationale
Identify
the theme
of a letter .
Learners
need a
chance to
remember
what they
have learnt
before .
interpret
the visual
aids
Produce
written
answers to
questions.
Learners
need to know
the key
vocabulary
and
understand
the situation
Intera
ction
T -s s
ss-s s
Va
T-ss
T -s s
ss- ss
Procedure
Warming up :
The teacher interacts with the learners about previous lesson.
Pre reading
The teacher invites the learners to open their books on page 17.
The teacher introduces the situation :
Susan received a letter from Bob. Look at the pictures and guess what Bobs
letter is about?
The teacher may help the learners with the new vocabulary, then introduces
the new one they are going to need to understand the letter.
Cave paintings / cavemen / hunt/ skins/plants /upside-down / inside /
through visuals
During listening :
The teacher explains the instruction of activity 2 and invites the learners to
work on their rough copybooks.
Activity 2 on page17: Go to page 20. Read Bobs letter and answer the
questions.
a- What animals did cavemen hunt? They hunted mammoths, bears
and tigers.
b- Why? They hunted them for food.
c- Where did they paint the pictures? They painted them inside
their caves.
d- Why did they paint animals upside down? They painted them upside
down to show that they were dead.
e-
Identify
opposites
Learners
need to do a
series of
tasks which
help them
understand
the text
T -ss
Ss ss
T-ss
Write a
short
description
about past
events.
Learners
need a
chance to
work further
with the
text
Ss ss
T ss
What did they make paint from? They made paint from different
plants.
Learners work in pairs. Read their works .Correct on the board then copy
down.
33
Materi
als
Learne
rs
manual
page
17
Picture
s/
flashca
rds
Learne
rs
manual
page
20/17
Learne
rs
manual
page
20
Picture
s/
board
and
marker
Board
and
marker
s.
Sequence : three.
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
Speaking and writing .
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation
(phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.
Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
No
Can interact orally to ask and answer questions in very short exchanges using simple sentences.
Can listen to understand main points and important details of short dialogues.
Can understand instructions and explanations that are concrete found in language learning materials
Can plan for, use and evaluate the effectiveness of a variety of listening strategies used to grasp general
ideas quickly and find specific information.
Can sustain a very short , simple oral description.
When and how will I check my students progress toward the objective(s)?
Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is
this related to?
The teacher plans lessons that have communicative objectives and whose steps build toward
meeting them.
The teacher chooses topics and tasks that allow learners to develop skills in learning and
communicating about themselves and their community, and about their country and the world.
Communicative objectives: the purpose of the lesson is for students to improve their ability communicate so that
by the end of the lesson they have developed skills to better exchange real-life thoughts, messages or informatio
34
time
Swbat(for
each stage)
Rationale
Interact
Learners
about
need a
what has
chance to
been
remember
learnt.
what
Interact
ion
Materi
als
(PPU)
T -s s
they have
learnt
Procedure
Warming up :
The teacher interacts with the learners about previous lesson.
lesson
Presentation:
T -s s
Board
and
before.
Va
Learners
need to
B : No, it isnt .
B : Its Paulos .
marke
r.
be
exposed
to new
language
T -s s
in
Ask and
answer
about
authentic
Va
way .
es and
Learners
T- ss
T -ss
The learners work in pairs .the teacher supervises their work and
gives help when needed. Then invites the learners
learners to perform.
practice
to
remember
the new
Ask and
language
answer
/skill.
about
and to
possession explore
the limits
.
Ss ss
of its
form /use
T-SS
Use :
Learners are asked to prepare short dialogues talking about
possessions in the classroom.
Learners
need a
chance to
Talk
about
possession
using the
e and use
Ss ss
the new
language
/skill .
T ss
possessive
PIASP lesson)
Presentation :
case (s)
The teacher asks the learners to open their books on page 20. And pay
T-SS
flash
cards .
Papers
/meaning.
personaliz
Pictur
35
and
pen
The teacher reads the sentence then invites the learners to read it.
Isolate the
Isolation :
T-ss
underlined
grammar
Interpret
the
statement
s to
identify
the form
and use
of
possessiv
e case .s
notions.
It is her book.
Analysis :
Learne
the teacher invites the learners to analyze the sentences . Helping them
rs
with questions .
manual
Its Indiras
book.
It is her
book.
Identify theT-ss
main
constituents
of a
It is singular noun + s +
sentence
possessor + s +
noun
possessive pronouns
noun
thing
T-ss
It is the book of Indira. (Whose book is it?)
Ss ss
It is Simpsons car
rule .
Ask and
give
on about
possession
Practice
using the
Identify the
right place
of the
sentences
constituents.
Ss ss
Detect
Ss ss
meaning of
Ask and
give
sentences.
Descrimina
informati te between
on about who/whose
possessi
on
marke
r.
Ss ss Practice :
stated rule
the
and
State the
informati
Board
T-ss
Learners are asked to give free examples. the teacher invites the learners
to do the following activities .
Three types activities :
Activity one (form based task ): re- order the words to get
meaningful sentences :
1) - Pen/film/ whose/ ?/ Peter / is / whose film is Peter Pen ?
2) - Walt / it /s/ is / Disney /. / It is Walt Disneys .
3) - saw/, / thieves/ car / / I / the/yesterday/./
Yesterday, I saw the thieves car.
Activity two : ( meaning based task) : match the pairs :
Sentence
Meaning
1) - Thats my fathers car.
a) - describing a biography.
2) - My brother drives to work
b)- talking about possession
everyday.
c) - describing daily
3) Beethoven died in 1827.
activities.
Activity three : (communicative based task) complete the following
questions with who / whose :
A: Whose cd is it? B: Its karims
A: Who is absent?
B: Sally is.
A: Whose book is that? B: Its Alis book.
Learners work in pairs. The teacher gives help. Then invites the learners
to correct, read the written work then copy down.
36
Learne
rs
manual
/19
Board
and
marke
r.
2- Activity 9 on page 23: Is the (s) the short form of the verb to be (a) or the sing of
possessive case ( b) . Copy the sentences and write ( a) / (b) after each sentence .
Shes a musician. a.
Tommy is Jessicas photographer. b.
Her fathers name is Scott and her mothers name is Rita. b.
She isnt married .She s single . a
Example: This is the hat of Mr. Stuart = this is Mr. Stuarts hat.
Thats the house of the parsons
37
38
39