-School: Old Castle school -level :4yms -Teacher : Miss.El korbo -Sequence : 2 -Lesson : 1 I listen and do -Frame : P.D.P -Learning objectives : By the end of this lesson, I expect my learners will be able to ask and give information about describing people’s own physical appearances and their personalities. -Target competencies : Interact/ Interpret/ Produce -Target structure : simple present, adjectives of personality and physical appearance. -Domains : Oral/ Written/ Both -Core values : Respecting the differences -Materials : board/ flash cards. A printed text(N1) Cross curricular competencies -Intellectual competency : They can interpret verbal messages to get information. -Methodological competency : They can use listening strategies in interpreting messages and work in pairs or in groups. -Communicative competency : Ls can use questions/ answers to communicate appropriately. -Social and personal competency: They can socialize through oral exchanges. Tim e Frame work Procedure Focu s Aims Materia ls VAKT 5 mns 5 mns Warming up -T greets the Ls and then, invite them to listen to the project they should present at the end of the equence. -The initial situation/ Starting situation: The UNISCO will choose the best project from schools. “The school of my dreams”As they don’t T/Ls T/Ls To introduc e the topic. White board/ Falsh cards
Transcript
-School: Old Castle school -level :4yms -Teacher : Miss.El korbo
-Sequence: 2 -Lesson: 1 I listen and do -Frame: P.D.P
-Learning objectives: By the end of this lesson, I expect my learners will be able to ask and give information about describing people’s own physical appearances and their personalities.
-Target competencies: Interact/ Interpret/ Produce-Target structure: simple present, adjectives of personality and physical appearance.
-Domains: Oral/ Written/ Both
-Core values: Respecting the differences
-Materials: board/ flash cards. A printed text(N1)
Cross curricular competencies
-Intellectual competency: They can interpret verbal messages to get information.
-Methodological competency : They can use listening strategies in interpreting messages and work in pairs or in groups.
-Communicative competency: Ls can use questions/ answers to communicate appropriately.
-Social and personal competency: They can socialize through oral exchanges.
Time Frame work
Procedure Focus Aims Materials VAKT
5 mns
5mns
5 mns
Warming up
Pre-listening
While listening
-T greets the Ls and then, invite them to listen to the project they should present at the end of the equence.-The initial situation/ Starting situation: The UNISCO will choose the best project from schools. “The school of my dreams”As they don’t know youYou should write about your portrait. Then your future predictions about how school should be like to fit your career and dreams.
T shows them pictures about the Becky and Paul.-Short discussion about them.
-T invites Ls to listen well to answer these questions.Task 1:I listen and then, answer the questions:-1- How old is Becky?-2-Has she only one brother?-3-Where do they live?-4-Is her father a doctor?
T/Ls
T/Ls
T/Ls
To introduce the topic.
Interpretingan oral
messageto get
information
White board/Falsh cards
Written text
Post listening
-5- What is she like?-Ls correct on the board.Then,copydown.
-Task 2:I listen again and tick “True” or “False”: 1-Becky is 12.2- Maureen, the mother is a nurse.3-Becky is clever.4-She is as hard as her brother at school.
-§-2-Follow to: I listen and do
-Task 3: I classify the adjectives in the table:-tall – rude – slim – shoulder length – lazzy – wavy – clever - green
-Task 4:I fill in gaps using: likes, length, clever, dislikes, tall: Becky is a ....... slim girl with shoulder ............. wavy hair and green eyes. She is very .........at school. She ......Soccer and .........wasting time.
School: Old Castle school -level :4yms -Teacher : Miss.El korbo
-Sequence: 2 -Lesson: 2 I listen and speak -Frame: P.P.U
-Learning objectives: By the end of this lesson, I expect my learners will be able to talk and express likes, dislikes in arst, music and digital electronic devices including hobbies “briefly”.
-Target competencies: Interact/ Interpret/ Produce-Target structure: simple present, “ing” form with the verbs: like/ love/ hate/ dislike.....etc
-Domains: Oral/ Written/ Both
-Core values: Respecting the differences
-Materials: board/ flash cards. A printed text (N1)
Cross curricular competencies
-Intellectual competency: They can interpret verbal messages to get information.
-Methodological competency : They can use listening strategies in interpreting messages and work in pairs or in groups.
-Communicative competency: Ls can use questions/ answers to communicate appropriately.
-Social and personal competency: They can socialize through oral exchanges.
Time Frame work Procedure Focus Aims Materials VAKT
5 mns
15 mns
Warmingup
Preaentation
-T greets Ls. Ls interact.-T shows Becky and Paul’s picture. Then, asks them some questions about the previous lessons.
-Task 1: I listen and answer these questions:-1-What does Becky like?-2-What is her brother keen on?-3-What does she hate?-4-What does her brother dislike?-The answers “at the same time are examples of the new structures”:
A- Expressing likes:
-1-Becky likes playing tennis and loves music.-2-Her brother is keen on motorbiking and he is fond of playing American
T/Ls
T/Ls
To motivateLs
To introduce the new
structure.
Pictures/White board
15 mns
15 mns
10 mns
Practice 1(guided)
Practice 2 (guided)
UseHome work
2nd hour
football.
-T discusses the structure with the Ls to elicit the rules from them.
-Follow to: lesson 2- I listen and speak
Task2: I complete the rule: (Ls should fill in gaps)
When we express likes in English language, we generally use the verbs: like/love/be keen on/ be fond of/ + verb + ing.Or we use: like/love/be keen on/ be fond of + noun or noun phrase.
-§-2- Follow to: I listen and do -§-B- Expressing dislikes:-3-She hates wasting time.-4-He dislikes lazy people and rude ones.-T discusses the structure with the Ls and elicits the rule from them:-The rule: When we express dislikes, we generally use the verbs: hate/ dislike + verbing or hate/ dislike + noun or noun phrase.
-Task 1: I write complete sentences using: like/ be fond of/ hate/ dislike: -Names: -likes: -dislikes:Maureen -to play
flute.-classic films.
-to listen to hip hop.-television
Larry -to paint pictures-to practise sports.
-lazy people.-to play electronicgames.
-T asks Ls to write 3 sentences about their likes and dislikes.-Task 1:I write 3 sentences about my likes and dislikes:
-Ls work individually.
T/Ls
Ls/Ls
To practise the newstructure
5 mns
-Ls read their sentences in front their friends.-Correction on the white board.-Ls copy down.
-Follow to: I listen and do/ I listen and speak:-Correction of the home work.-T asks Ls to complete the dialogue using given words.-Task: I complete the dialogue using: don’t, am not, hate, like:-Ali: Hi, Sami. How are you?-Sami: Hello, Ali. I’m well. Do you ......swimming? –I’ll go to swim.-Ali: No, I don’t. I ........it.-Sami: Oh, what are you not keen on, too?-Ali: Many things. I .............fond of music and I .............like cooking.
-§- The End -§-
School: Old Castle school -level :4yms -Teacher : Miss.El korbo
-Sequence: 2 -Lesson: 3 The language use -Frame: P.P.U
-Learning objectives: By the end of this lesson, I expect my learners will be to give information about theirdreams , projects and career education.
-Materials: board/ flash cards. A printed short dialogue.
Cross curricular competencies
-Intellectual competency: They can interpret verbal messages to get and give information about their future.
-Methodological competency : They can assess their work or their peers and work in groups, pairs or individually.
-Communicative competency: Ls can use questions/ answers to communicate appropriately.
-Social and personal competency: They can socialize through oral exchanges.
Time Frame work Procedure Focus Aims Materials VAKT
5 mns
25 mns
Warming-up
Presentation
-T asks Ls some questions about the previous lesson.-T gives short dialogue about Becky future dreams and project after school.
-T asks Ls questions about Becky to get sentences using time conjunctions from Ls.-1-What will Becky do after the school finishes?-2-Will she visit her grandma when school finishes?-3-What will she do while she comes there?-T writes complete sentences on the board using time conjunctions.
-1-After the school finishes, she will travel to Spring Valley.-2-Yes, she will.-When the school finishes, she will visit her grandparents.-3-While she comes there, she will help them clean their garden and will
T/Ls
T/Ls
To motivateLs and make
a link between the
previous lesson and
the new one.
To present the new
structure.
Pictures/ white board
25Mns
5 mns
Practise
Use
train on tennis.-T discusses the tenses of the verbs with the Ls to elicit the rules from them.
-Follow to: -lesson 3-The language use (1)-The rule:-When a sentence has two clauses that refer to the future, we use the present simple tense in the time clause, and the will-future in the main clause.
-Subordinate time clause
-Main clause
WhenAs soon asUntil/ Till +After p.sBeforeWhile
, future
-T invites Ls to do task 1 p 69-Pair work:-Task 1p169: I put the verbs in brackets in the correct tense:-Ls do the task in pairs. Collective correction on the board.-Ls play the role.-T invites Ls to do task 2.-Task 2: I give the right form of the verbs in brackets:-1-After I (to finish) my homework, I will watch TV.-2-We (not/ to start) training until we (to arrive) to the stadium.-3-He (not/ to become) a good player till he (to train) a lot.
-T invites Ls to give their own examples about their future. (2 or 3 examples should be written and copy down)
-§-The End-§-
T/LsTo elicit the rules from
the Ls
White board
School: Old Castle school -level :4yms -Teacher : Miss.El korbo
-Sequence: 2 -Lesson: 4 The language use -Frame: P.P.U
-Learning objectives: By the end of this lesson, I expect my learners will be to talk and writ about theirdreams, projects and career education.
-Target competencies: Interact/ Interpret/ Produce-Target structure: conditional type1- comparative of equality and inferiority.(as......as/ as not..........as)/ less
-Domains: Oral/ Written/ Both
-Core values: valuing time, future career-Respecting others.
-Materials: board/ flash cards.
Cross curricular competencies
-Intellectual competency: They can interpret verbal messages to get and give information about their physical appearance and personalities or about others.
-Methodological competency : They can assess their work or their peers and work in groups or in pairs.
-Communicative competency: Ls can use questions/ answers to communicate appropriately.
-Social and personal competency: They can socialize through oral and written exchanges.
Time Frame work Procedure Focus Aims Materials VAKT
10 mns Warming up
-T shows a picture about Becky and Paul.
-Ls try to describe them.-T asks Ls to use the cues to get coherent sentences. T uses gestures to make Ls get the meaning of “as........as”-Examples:-T elicits the sentences from the Ls.-1- Comparative of equality:
T/LsTo
motivate The Ls
Pictures/White board
30 mns
10 mns
10 mns
5 mns
Presentation
Practice
Use
2nd hourWarming
Up
1- Becky / (tall) / Paul→-Becky is as tall as Paul. (short adj)2- She / (intelligent) / him→-She is as intelligent as him. (long adj)-2-Comparative of inferiority:1-Becky / (not/ old) / Paul→-Becky is not as old as Paul.2-She / (not/ powerful) / him→-She is not as powerful as him.→-She is less powerful than him.
-§-Follow to: The language use (4)-T elicits the rules from the Ls after the discussion.-The rules:
-When we use the comparative of positive equality = similarity, we use:...as +adjective/ adverb + as ....-When we use the comparative of negative equality / inferiority, we use: ...not + as/so + adjective/ adverb + as...... or ...less + long adjective/ adverb + than ....
-T invites the Ls to do Task1.-Ls work in pairs or individually.-Task 1: I use the right comparative form:1-My friend is (clever) ..................me.(equality)2-I’m (courageous) ..................than my father. (inferiority)3-Our teacher is (comprehensive) .........my mother. (equality)-Peer- correction. Ls correct on the board. Ls copy down.
-T asks learners to write short description of themselves using comparative of positive / negative equality.
-§-2- Conditional Type 1: -T greets the Ls. Ls react.-T asks Ls about Becky’s dreams.-What will Becky do if she succeeds this year?-Ls may answer.
T/Ls
T/Ls
Ls/Ls
T/Ls
To present The new structure.
To elicit the rules from the Ls.
To practise the new structure.
To use the new structure.
To motivate Ls.
White board/
pictures
The white board.
White board/
10 mns
15 mns
20 mns
10 mns
Presentation
Practice
Use
-T writes the 3 Becky’s dreams on the board.1-If Becky succeeds this year, she will pass to the Junior High School.2-She will meet new friends if she starts school there.3-If she becomes good at soccer, she will participate in the soccer club.
-§-Follow to: The language use (4)-Conditional Type 1:-T discusses the 3 situations. Then, T focuses on the tenses of the verbs to elicit the rules from the Ls.If is a conjunction which introduces a condition “something which may or may not happen depending on circumstances”.-Form: -If +.....v(present simple)…, …+will / will not +verb (stem)+...
....+will / will not +verb (stem)...+ If+ ....v(present simple)+ .....
-T asks Ls to do task1-Task 1: I write the right form of the verbs in brackets:1- If I ( to arrive) to my grandparents, I’ll help them at the garden.2-We (to pass) a good school year if we get rest at the vacancy.3- If she (to work) hard, she (not/ fail) in her exams.
-T asks Ls to do Task 2, giving 2 sentences about their future dreams.-Task 1: I write 3 sentences about my dreams using conditional type 1.
T/Ls
T/Ls
To introduceThe new structure.
To elicit the rule from the Ls.
pictures
The white board
School: Old Castle school -level: 4yms -Teacher: Miss. El korbo
-Sequence: 2 -Lesson: 5 I read and do -Frame: P.D.P
-Learning objectives: By the end of this lesson, I expect my learners will be to interpret a written message about a portrait and about dreams, life project, career, education, predicting future actions and expressing conditions.
-Target competencies: Interact/ Interpret/ Produce-Target structure: conditional type1- suffix (ful) – suffixes:”er”, “ist”, “ian”, and “or” to form names of jobs and occupations. –Prefixing adjectives ”negative meaning”: dis / un / in / il / ir / im
-Domains: Oral/ Written/ Both
-Core values: valuing time, future career, education and life.
-Materials: board/ flash cards. A printed application letter.
Cross curricular competencies
-Intellectual competency: They can interpret verbal messages to get and give information about physical appearance and personalities.
-Methodological competency : They can assess their work or their peers and work in groups or in pairs.
-Communicative competency: Ls can use oral or written messages to communicate.
-Social and personal competency: They can socialize through oral and written exchanges.
Time Frame work
Procedure Focus Aims Materials VAKT
5 mns
Warming up
-T does a short review about Becky’s Portrait. -Ls answer.
T/Ls To connect the previous knowledge
learnt before
Printed text/ white
board
10 mns
10 mns
15 mns
15 mns
2nd
hour
15 mns
Pre-reading
During reading
-T reads the text (N3). -Ls read the text but each L reads a sentence. T can ask several oral questions about tenses of verbs, silent letters, opposites, synonyms but briefly.-T invites Ls to read the text silently to do Task 1. -Task 1: I read and the, answer the questions:1- What type is the text? -a- an article -b- an e-mail -c-an application letter.2- Why does Becky apply for this occupation?3- Will she practise soccer if she passes her final exams?
-§-Follow to: lesson 5: I read and do:
-T asks Ls to do task 2.-Task 2: a)- I read the letter to find words closest in meaning to:
-happy = ........... – intelligent =.........- am fond of = ..........
b)-I read the letter to find words opposite in meaning to:
-receive ≠........... - disrespectful ≠.....-dislike≠.......... – lazy ≠.........-Correction. Ls correct to each other.-T helps then, they copy down.-T invites Ls to do task 3.
-Task 3: I look to the example and get the right adjectives:A)- E.g.: -respect + ful → respectful-T discusses the form with the learners to get the rule.In English we can derive adjectives from some nouns or verbs by addingThe suffix “ful” to them.-Form: -noun / verb +ful→
E.g.: fruit +ful → fruitful
-help → ....................
Ls/Ls
Ls/Ls
T/Ls
Ls/Ls
with the new one.
To present the new
topic and let Lsinterpret a
written message to
get information
To scan the letter to get
specific information
To practise some of the language points that will help learners produce suitable and
1- My mother is a .................woman. Sheworks too hard.2- My father is very .............He likes helping others.3- My camera is...........because I use it totake these nice pictures about my house and my family.4- Our house is ............ It has got a lovely garden.
-Collective correction. Ls correct on their papers.-T asks Ls to do task 4.T can write the words and the suffixes on the board or stick cards on it and Ls will just stick the appropriate suffix to the corresponding word.-Task 4: I match the suffixes with the words to get the right names of jobs ”occupations”: -1- keep a- or-2- music b- er-3- teach c- ist-4- guitar d- er-5- direct e- ian
-Collective correction.-T invites Ls to do task 5. Ls match pairs
Ls/ Ls
Ls/ Ls
Ls/Ls
T/Ls
meaningful written messages, after.
To use the new structure in meaningful sentences.
To get names of jobs from nouns or verbs using suffixes.
To practise
Printed tasks.
Cards/White board
5 mns
5 mns
15 mns
Post reading
of sentences to get meaningful statements.-Task 5: I match the pairs of the sentences:1- He plays the guitar.2- You help learners to get knowledge.3- We guide workers at work.4- She plays music in a club.
5 -They sell goods in shops and work there all the week.
a- She is a musician.b- They are shopkeepers.c- He is a guitarist.d- We are directors.e- You are a teacher.
-Peer correction. Correction on the WB.-Ls copy down.
-§-Follow to: Lesson 5: I read and do:
-T invites Ls to do task 6.-Formation of opposites using prefixes:“ir”, “dis”, “im”, “in”, “il”, “un”
-Task 6 : I complete the table the table byadding the right prefix to each adjective:dis, un, in, il, ir, im-Positive adjective :
-T invites Ls to do task 1. Ls will choose the right words to get a coherent application letter. .......October,2018 -To: The guidance counselor Old Castle School, El Meniaa, Algeria -(Your address)..............................................................
Ls/Ls
Ls/Ls
Ls/Ls
the new language form.
Just to make Ls get the meaning of some derived names of jobs.
To derive opposite adjectives using the right prefixes.
To discover the format ofAn application letter.
PrintedTasks
White board
Printed task
...........
-Dear Madam; I am (unhappy/ happy) to write you this demand. I am (a / an) student at 4 YMS class.I am (responsible/ irresponsible) aboutmy choice to choose the scientific stream. I can’t (obey/ disobey) my parents because they are as clever as you. They know I will be a skillful student at the secondary school if I (pass/ will pass) my final exam and follow the scientific coureses. Accept my respect.
Yours sincerly
(Your signature)…......
School: Old Castle school -level: 4yms -Teacher: Miss. El korbo
-Sequence: 2 -Lesson: 6- I learn to integrate/I think and write
-Frame: P.D.P
-Learning objectives: By the end of this lesson, I expect my learners will be to write a report about themselves, including their dreams, career, education or their project in the future /expressing conditions.
-Target competencies: Interact/ Interpret/ Produce-Target structure: present simple, future, conditional type1 Time conjunctions, and the targeted adjectives.
-Domains: Oral/ Written/ Both
-Core values: valuing time, future career, education and life.
-Materials: board/ flash cards. A printed application letter.
Cross curricular competencies
-Intellectual competency: They can interpret verbal messages to give information about physical appearance, personalities and future dreams.
-Methodological competency : They can assess their work or their peers and work in groups or in pairs.
-Communicative competency: Ls can use oral or written messages to communicate.
-Social and personal competency: They can socialize through oral and written exchanges.
Time Frame work
Procedure Focus Aims Materials VAKT
5 mns
25 mns
25 mns
5 mns
Warming up
Pre-write
While-writing
Post-writing
-T greets his/her Ls.-The Ls respond.-T asks Ls some questions about school, the situations of schools, programs, ...etc.
-T makes Ls remember the initial situation by writing the advertisement of the UNESCO on the board. The UNESCO will choose the best project about “The school of my dreams” as we have seen at the initial situation. First, you should write about your portrait to know you. Then, your future dreams about how school should be like to fit your career and wishes as kids.
-T discusses with the learners the structures learnt before and should be used to write the report.-T discusses with the Ls the information that should be included in it.-T informs Ls that they can add pictures to ease the task.
-§-Follow to: Lesson 6: I learn to integrate/ I think and write.
-T invites Ls to start the work.-Ls start writing their first draft by using the information seen above.-Each learner writes his/ her draft as everyone must write iportrait briefly.
-Ls exchange their work to correct to each other. -Ls read their first draft in front their friends. -T asks Ls to rewrite their drafts properly at home on cards.-T should write the best report after the
T/Ls
T/Ls
Ls/Ls
Ls/Ls
T/Ls
To motivate The Ls
To guide Ls for the final task.
To begin the first draft of the report.
Whole class correction
To get the right final draft of the report including a portrait.
White board/
White board
Learners’ rough books
correction to be copied. This correction will be done the next hour.
-The End-
-Sequence: 2 -I listen and do / -I listen and speak:
-§- The portrait of Becky Woodward and her family-§-
-This is Becky Woodward. She is eleven. She is tall and slim. She has got shoulder length wavy hair and green eyes. She is very clever. Her brother is Paul who is fourteen. Her mother is Maureen. She is a nurse at the local hospital in San Diego, California. Her father is Larry. He is a salesman. .Becky is in Primary school whereas Paul is in Junior High school.
-Becky likes music, playing tennis and soccer. She hates wasting time. Her brother is fond of playing American football and is keen on motor biking. He dislikes lazy people and rude ones.
-If Becky succeeds this year, she will pass to the Junior High school. She will meet new friends and participate in a new soccer club.
-Becky and Paul are making plans and projects for the winter vacation and after.
-Paul: Tell me Becky, what will you do when the school finishes?
-Becky: I’ll go and visit grandma and grandpa at Spring Valley. I’ll help them to clean their garden. I’ll train on
tennis and soccer until I become good at them.
-Paul: And how will spend your time after you do all these?
-Becky: I won’t waste time. I’ll prepare myself for the exams. I’ll listen to music. Time to time I’ll look for
pictures for my article. What about you?
-Paul: Don’t worry about me. I’ll participate in motorcyclists’ race as soon as I arrive there. While I finish that,
I’ll have fine time with my friends.
-Becky: I think. We’ll pass good time there.
-Paul: Sure.
-Sequence 2: - I read and do:
-As Becky is fond of playing soccer, she writes a letter to her local club to participate in it. So that, she will get more experience for her career as a player. As she is young she should give some information about her parents. So, read the text to do the tasks.
.....October, 2018
-To: Mr. Brown the manager of the local soccer club San Diego, California -From: Becky Woodward San Diego, California
-Dear, sir -I am glad to send you this letter because I would like to participate in your respectful club. -To inform you: My name is Becky Woodward. I live in San Diego. I am eleven years old. I studyin the primary school. I am a very clever pupil and active. - My mother is a nurse at the local hospital and my father is a shopkeeper. I am keen on playing
soccer. I practise it at school. If you accept my request, it will be easy for me to participate in the junior high school after that. -Please, accept my respect. Your sincerely
