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    Khalida Bougheddou
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    This document outlines a lesson plan for teaching frequency adverbs like always, often, and never. The learning objectives are for students to be able to ask and answer questions about interests using question words like "what" and "how often" along with frequency adverbs. The target competencies are oral communication, interpretation, and production. The lesson procedures include introducing the topic of frequency adverbs, asking students about their interests, and studying a sample conversation between two students talking about their interests and how often they engage in them.

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    i Practice

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    This document outlines a lesson plan for teaching frequency adverbs like always, often, and never. The learning objectives are for students to be able to ask and answer questions about interests using question words like "what" and "how often" along with frequency adverbs. The target competencies are oral communication, interpretation, and production. The lesson procedures include introducing the topic of frequency adverbs, asking students about their interests, and studying a sample conversation between two students talking about their interests and how often they engage in them.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    17 views9 pages

    I Practice

    Uploaded by

    Khalida Bougheddou
    This document outlines a lesson plan for teaching frequency adverbs like always, often, and never. The learning objectives are for students to be able to ask and answer questions about interests using question words like "what" and "how often" along with frequency adverbs. The target competencies are oral communication, interpretation, and production. The lesson procedures include introducing the topic of frequency adverbs, asking students about their interests, and studying a sample conversation between two students talking about their interests and how often they engage in them.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 9

    Level: Ms3 Lesson: I practice 2 Sequence(1 ): one … Teacher:

    Learning Objectives: By the end of the lesson my learners will be able to ask and give information about their
    interests using the question words What ……? and How often..? and the frequency adverbs

    Target competencies: interact- interpret-produce. Domains: oral/ written/both


    Target Structure: Frequency adverbs(always, often, never…), the present Frame work:P.P.U/PIASP
    simple tense
    Cross curricular competencies: Materials:
    Intellectual Competency: W.Board.
    They can understand and interpret verbal and nonverbal messages.
    Communicative Competency: Text book
    They can use the language in real life situations. Pictures
    Methodological Competency:
    Worksheet.
    They can work in pairs or in groups.……………………….
    Personal Competency: ………………………………………………………………………………………………….
    They can socialize through oral and written messages.
    Core values:
    *valuing time.
    * valuing their peers interests.
    T V
    i Focus .
    Framework Procedure objectives Materials
    m A
    e K
    .
    T

    … Warming up: t. greets her ls and welcomes them warmly. ………………………….. ……………… …
    … …
    ………………
    . …………………… Ls. Respond. To hold the ls …
    ………………
    attention. …
    …………………… ………………
    *T. introduces the topic: …
    …………………… ………………
    …
    ………………
    Today, we are going to talk about the frequency adverbs. …
    ………………
    …
    ………………
    *T asks her ls. The following questions : …
    ………………
    …
    What do you like to do after finishing your homework? ………………
    …
    …
    …
    Do you have any interests? If yes, name some? worksheet
    …
    ………………
    Ls may answer: play karate, draw pictures, read novels….ets. …
    T/L ………………
    …
    ………………
    T. invites her ls. to study the conversation between Amir and Akram talking about …
    ………………
    …
    their interests. ………………
    Presentatio …
    To pave the way ………………
    …
    n: The context: ………………
    …
    …………………………… ………………
    …………………… …
    Amir: What are you interested in? …………………………… ………………
    …
    …………………… ………………
    …………………………… …
    …………………… Akram: I am interested in playing the piano. ………………
    …………………………… …
    ………………
    …………………… …………………………… …
    ………………
    ……………………
    Amir: How often do you play it? …………………………… ………………
    …
    …
    …………………………… ………………
    … …………………… Akram: I always play it in my free time. What about you? ………………
    …
    …………………………… …
    …………………… ………………
    …
    …………………… Amir: I never play the piano. I am keen on reading books.
    …………………………… ………………
    …
    …………………………… ………………
    …
    …………………… Akram: How often do you read? …………………………… ……………… …
    ……………… …
    …………………… ……………………………
    ……………… …
    ……………………
    Amir: I read 10 pages every evening. …………………………… ……………… …
    ……………… …
    …………………… Akram: That is great! ……………………………
    ……………… …
    ……………………………
    …………………… ………………. …

    …………………… Amir: Yes, it is enjoyable.


    …………………………… …
    ………………
    …………………………… …
    ………………
    …………………… T. asks her ls to read the dialogue and answer the following questions: ……………………………
    …
    ………………
    …
    …………………… 1) What is Akram interested in? …………………………… ………………
    …
    …………………… L/L ………to fill in a ………………
    …
    ………………
    ……………………………………………………………………………………………….. profile. …
    ………………
    …
    ………………
    2) How often does he play the piano? v
    ………………
    ……………… A
    …………………………………………………………………………………………………….
    ………………
    K
    T. invites her ls to analyze the following sentences: ………………
    ……………… T
    Isolation
    ………………
    Aness always plays soccer. …
    ………………
    …………………… …
    ………………
    …………………… Adverb of Verb complement ……………… …
    Subject
    … …………………… frequency ……………… …
    ……………… …
    . …………………… ……………… …
    …
    …………………… She is always late. ………………
    …
    ………………
    …………………… ……………… …
    To be in the Frequency Complzmznt
    Subject …
    …………………… present simple adverb ………………
    ……………… …
    …………………… …
    ……………… …
    ……………… …
    ……………… …
    ……………… …
    ……………… …
    Stating the ……………… …
    rule: ……………… …
    ……………… …
    - We always use adverbs like: always, never…etc. to say
    To highlight the ……………… …
    how often things happen. rule. ……………… …
    ……………… …
    - Form: …………………………… ……………… …
    - I /you /we /they + (always/ never)+ verb+ rest of the …………………………… ……………… …
    ……w.b. …
    ……………………………
    sentence. ……………… …
    …………………………… ……………… …
    - He/ she / it + ( always/never) +verb +(s/es/ies) …………………………… ……………… …
    - We write the frequency adverb before the verb; but we …………………………… ……………… …
    ……………… …
    ……………………………
    write it after the verb “to be”. ……………… …
    …………………………… ……………… …
    Practice:
    …………………………… … …
    …………………………… …
    Task 02: I put in “always” or “never”. ………………
    …
    …………………………… ………………
    …
    1. Lamia likes musical instruments. she….. plays the flute. …………………………… ………………
    …
    ………………
    …
    …………………………… ………………
    2. My sister is not interested in reading. She ………. Reads ………………
    …
    to use the …
    newspapers. learned items
    ………………
    …
    ………………
    …
    ………………
    3. Aness and Emir are . ….. helpful. They ……… help their peers. …………………………… …
    ………………
    …………………………… …
    ………………
    4. My sister is a calm kid. She ……. Makes noise. …………………………… ………………
    …
    …
    …………………………… ………………
    …
    …………………………… ………………
    …
    ………………
    …………………………… …
    ………………
    …………………………… …
    ………………
    …
    …………………………… ………………
    …
    …………………………… ………………
    …
    ………………
    ………………
    Level: Ms3 Lesson: I practice 3 Sequence(1 ): one … Teacher:

    Learning Objectives: By the end of the lesson my learners will be able to form adjectives to describe
    personality features using the prefixes: in, un, dis, and ir-.
    Target competencies: interact- interpret-produce. Domains: oral/ written/both
    Target Structure: Prefixes: in, un, dis, and ir-. Frame work:P.P.U/PIASP

    Cross curricular competencies: Materials:


    Intellectual Competency: W.Board.
    They can understand and interpret verbal and nonverbal messages.
    Communicative Competency: Text book
    They can use the language in real life situations. Pictures
    Methodological Competency:
    Worksheet.
    They can work in pairs or in groups.……………………….
    Personal Competency: ………………………………………………………………………………………………….
    They can socialize through oral and written messages.
    Core values:
    *valuing time.
    * valuing their peers interests.
    T V
    i Focus .
    Framework Procedure objectives Materials
    m A
    e K
    .
    T

    … Warming up: t.greets her ls and welcomes them warmly. ………………………….. ……………… …
    … …
    ………………
    . …………………… Ls. Respond. To hold the ls …
    ………………
    attention. …
    …………………… ………………
    *T. introduces the topic: …
    …………………… ………………
    …
    ………………
    T. invites her ls. to study following paragraph about Lina. …
    ………………
    …
    ………………
    The context: ………………
    …
    …
    ………………
    …
    Hello! My name is Lina. I am English. I am 12 years old. I live in …
    …
    worksheet
    London .I am a sociable girl. I am unfriendly with people. My ………………
    …
    …
    friend says I am sometimes impatient and a bit arrogant. I am T/L ………………
    …
    ………………
    …
    interested in nature and that’s why I hate dishonest and ………………
    …
    ………………
    Presentatio irresponsible person towards it. …
    To pave the way ………………
    …
    n: ………………
    T. asks her ls to focus on the words written in bold. …………………………… …
    ………………
    …
    …………………… …………………………… ………………
    1) What do the words in bold represent? …
    …………………… …………………………… ………………
    …
    ………………
    …………………… Ls may answer: adjectives ……………………………
    ………………
    …
    …………………………… …
    …………………… 2) what do the letters in red represent? ………………
    …
    …………………………… ………………
    …
    …………………… ………………
    Ls may answer: prefixes …………………………… …
    … …………………… ……………………………
    ………………
    …
    ………………
    …………………… T. invites her ls to analyze the following sentences: …………………………… ………………
    …
    …
    …………………… …………………………… ………………
    …
    …………………… …………………………… ……………… …
    ……………… …
    …………………… Irresponsible Dishonest ……………………………
    ……………… …
    … …………………………… ……………… …

    Isolation ≠ ≠ T/L ……………………………


    ………………
    ………………
    …
    …
    …………………………… ………………. …

    Responsible Honest ……………………………


    ……………………………
    ………………
    …
    …
    ………………
    …
    …………………………… ………………
    …
    …………………………… ………………
    Stating the To form opposite adjectives (antonym), we can use the …
    L/L ………to highlight ………………
    …
    rule: prefixes dis- im- ir- un. the rule
    ………………
    …
    ………………
    …
    To add the prefix “ im” to adjectives beginning with “ ………………
    v
    ………………
    m ,p”. ……………… A
    ………………
    K
    Example: impolite; immoral. ………………
    ……………… T
    I add the prefix “ ir” to adjectives beginning with “r”. ………………
    ……………… …
    …
    Practice: ………………
    …
    Task 01: I tick the appropriate box of the prefix to form the ………………
    … ……………… …
    opposite ……………… …
    . ……………… …
    Adjectives Un Im dis Ir ……………… …
    ……………… …
    Kind …
    ………………
    Happy ……………… …
    ……………… …
    Polite …
    ……………… …
    Regular ……………… …
    Relevant ……………… …
    ……………… …
    Trustful ……………… …
    ………………
    Task 02: your teacher of English wants to know about what …
    …………………………… ……………… …
    kind of person are you? Write a short descriptive paragraph ……………… …
    describing your personality using prefixes. to use the ……………… …
    learned items ……………… …
    ……………… …
    Hello ! …………………………… ……………… …
    …………………………… ……………… …
    …………………………………………………………………………………………………………… ……w.b. …
    ……………………………
    ……………… …
    ……………………………
    …………………………………………………………………………………………………………… L/L ……………… …
    …………………………… ……………… …
    ……………… …
    …………………………………………………………………. ……………………………
    ……………… …
    ……………………………
    ……………… …
    …………………………… ……………… …
    ……………………………………………………………………………………………………………
    …………………………… … …
    …………………………… …
    …………………………………………………………………………………………………………… ………………
    …
    …………………………… ………………
    …
    ………………
    …………………………………………………………………………………………………………… …………………………… …
    ………………
    …
    …………………………… ………………
    …………………………………………………………………………………………………………… …………………………… ………………
    …
    …
    ………………
    …………………………… …
    ……………………………………………………….. ………………
    …
    …………………………… ………………
    …
    …………………………… ………………
    T. guides. …
    …………………………… ………………
    …
    ………………
    T. asks her ls to copy down the activities on their copybooks. …………………………… …
    ………………
    …………………………… …
    ………………
    …
    …………………………… ………………
    …
    …………………………… ………………
    …
    ………………
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