MS2 Level File2 Language Game (PPU & PDP) PDF

yellowdaffodil66@gmail.
com
by
Mr.SamirBounab
Framework
SequenceOne
(page28page31):
PDP
DescribingGames. listening
+PIASPthe&
th
Describing
Dictionary
PDP
reading
Expressing
possibility,abilityand
PPU
inability
speaking
SequenceTwo
(page32page34)
Reportingapieceof
PDP
news
listening
Expressing
PPU
permissionand
speaking
makingrequests
Talkingabout
languagegamesinthe
PDP
past
reading
Expressingpast
PDP
ability
reading
Sequence3(page
Interact
Interpre
t
Produce
Interact
Interpre
t
Produce
Interact
Interpre
t
Produce
Interact
Interpre
t
Produce
Interact
Interpre
t
Produce
Interact
Interpre
t
Produce
Interact
Interpre
Produce
Games"
"Language
"2"
octobe
r
Wee
k
4
nove
m
wee
k1
nove
m
wee
k1
nove
m
week
2
nove
m
week
3
Two
First
Term
weeks
Resources
Competenc
File
Learningobjectives
ytargeted
File
Term
Month
&
36page39)
PDP
Locatinghistoric
Listening
places
PPU
Askingandshowing Speaking
theway
Grammar
Lexis
Learnabout
Pronunciation culture
Sounds
Theoriginof
simple
Vocabulary
"the"
present
relatedto
thisbrother
tense
games
"th"=thin
simple
nothing
present
vocabulry
tense
relatedto
"can"
wordsand
possibility vocabulary
Vocabulary
adjectives
relatedto
abilityand
can/can't inability&
ability
possibiltis
different
soundsof
y
reminder Vocabulary
(canthose relatedtonews /i/
these)
andpapers
manyearly
"Could"
permission
/ei/
could
"request"
Vocabulary
theymay
relatedto
language
/ai/
Present games
perfect
trysky
VOcabulary
relatedtopast
/j/you
Could
abilities
Ability
yes
Identify
Vocabulary
Preposition relatedto
Compare
s
twons,cities.
could
Vocabulary
permission relatedto
+
placesand
prepostions showingthe
ofplace
way
Blooms
taxonomyin
thisfile
Moduleofintegration
(project)
Language Game
Booklet
the
You are playing a

language
game with your
friend
hess
" crosswords-puzzle
scrabble" then your friend
ideogames asked
you :
What is the origin of

lipper
those Games?
So your friend's question

challenged you to make a
uzzle
research work on one of
those games.
onopoly
Once you have gathered
information- pictures
Write small definitions
rissCross
Scrabble about those games and
stick in front each of them
pictures ;
You will make a small
booklet on "Language
Games"
Read your booklet to
your friends and discuss

the subject with you
colleagues.
Put your booklet in the
library to be a useful
resource for your next
school pupils.
crosswords
SWBAT :
Make researches ,discover

and eplore
Remember
Apply
Create
Remember
Apply
Create
Remember
Remember
&Apply
Remember
Apply
Create
SWBAT
- Talkabout
language
games
- Usea
dictionary
- Express
ability,
inabilty&
possibility
usingthe
modelcan
- Reporta
pieceof
news
- Askfor
permissions
- Make
requests
- Talkabout
ofthewell
know
language
games
- Talkabout
pastabilities
- Locate
amenities
- Locate
famous
places
- Askand
showthey
way
FileTwo[LanguageGame]ListenandSpeakSecond
Level
PersonalGoals:
Duringthislesson,whatteachercompetenciesareyoufocusingon?TheyshouldbeadaptedfromtheATFtoreflectthespecifiesofyoursituation
Twowaycommunicationwiththeworld.[1)Theteacherusesandplansactivitiesthatallowlearnerstopracticeanddevelopreallifecommunicationskills
forreading,writing,speakingandlistening(e.g.interviewing,writingaboutapastexperience,aclassmate,readinganemail,listeningtophonemessage).2)The
teacherchoosestopicsandtasksthatallowlearnerstodevelopskillsinlearningandcommunicatingaboutthemselvesandtheircommunity,andabouttheir
countryandtheworld3)Theteacherintroducesavarietyoftopicsofinteresttothelearnersthatarerelatedtoothercultures,comparisonofculturesand
internationalissues.
CommunicativeCompetence.CommunicativecompetenceinEnglishinvolvesinteractingwithothersusingreceptive/interpretiveskills(readingand
listening)andproductiveskills(speakingandwriting),supportedbytheabilitytousevocabularyandgrammarappropriatelyandemployarangeof
languagestrategiesthathelpconveyandclarifymeaning.
LessonFocus:
Whichaspectsoflanguageareyouteaching:e.g.grammarpoint(s),aspectofpronunciation(phonemes,intonation,etc),vocabulary(words,word
phrases,idioms,etc)functions(politerequests,apologizing.)?
InthislessonIwillteachthefollowingaspectsoflanguage:
Function:DescribingGames
Grammar:simplepresenttense
Vocabularyrelatedto:languagegames
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.
Caninteractorallystartandmaintainshortconversations(i.e;asking/answeringquestionsandrespondingtoinformationandnewsofothers)..
Canlistenandunderstandthegistandsomeimportantdetailsof:Shortmonologsanddialogs
Canlistentoandunderstandunfamiliarinstructionsandexplanationsthatare:Veryshortandstraightforward/Accompaniedbyvisuals(e.g;
gestures,writingordrawingmodeling,demonstration).Brokendownstepbystep.
Caneffectivelyusethewordsandphrasesneededtoexpressone'sideas:Withinstraightforward,familiartopicsandsituations
Objectives/Assessment: SWBATbytheendofthelesson,studentswillbeableto:
1)Describeandtalkaboutlanguagegames
Requiredmaterialand/orresources:Themanualsflashcards(p2743)&Script40
[email protected]
page3
Time
Rationale
Interaction
Ssneedto
knwhow
togreet
and
welcome
Ssneedto
knowhow
crossword
gameis
played
Ssneedto
readand
decodethe
message
Ssneedto
know
The
equivalent
ofthe
word
requested
Ssneedto
knowhow
tofind
meaningof
anygiven
word
Teacher
student
Procedure
Competencies
File2LanguageGameSequence1
PDPlisteninglesson:ListenandSpeakpage2829
Warmup:
Theteachergreetshisleanersandwelcomesthem.
Theteacherinteractswiththelearnersaboutthelastfileandwhattheylearnt,theninvitesthelearnersto
opentheirbookpage27,inordertopresentthenewfileslearningobjectivesandthenewprojectworkthat
theywillmake.
students Theteacherpinsaphotoofcrosswordgametheninvitesthelearnerstodescribeitandtrytoinquireif
teacher theyknowhowtoplaythislanguagegame..
T.reportsontheboardthelearnersanswersandinvitesthelearnerstoread
Prelistening:
T.presentsthesituationthat2friendsareplayingcrosswordsgames
teacher
Theteachertriestogiveanideaabouthowthecrosswordisplayed.
Duringlistening:
student
T.WritestheinstructionsoftheActivityontheboard,explainsitthem,theninvitesthemtolistenand
answer.
Activity1p28:Listenandtrytofindthewordneeded..
student
ThewordisLINK=JOIN
teacher
T.readstwicethedrilltheninvitesthelearnerstoperformbypairs.
T.explainstheinstructionsofthesecondtasktheninvitesthelearnerstolistenandanswer.
student
Activity1p28:Listenthenfindopposites.&synonyms
student
Bad=/=goodtake=/=giveends=/=beginsshort=/=longLink=join
Postlistening:PIASP(Teachingvocabulary)
teacher
1)Presentation:Bad=/=goodtake=/=giveends=/=beginsshort=/=longLink=join
student
student
teacher
student
s
teacher
teacher
students
opposite
2)Isolation:
oppositeopposite
synonym
Bad=/=goodLink=join
3)Analysis:opposite
Explainmeaningofword
4)Statingrule:Teachingvocabulary
opposite
synonym
Toexplainthemeaningofawordwemust:
1. Identifythepartofspeech(istheword):a]anoun?b)averb?c)anadjective?d)anadverb?
2. Replaceitwithanothercommonone<Synonyms&antonyms=opposites>
3. Wordfamily(formnounverbadjectiveadverb)
4. Usedictionary(Gvvvvvvoforwardpage29).page4
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Interpret
produce
VAKT
School
Manual
page27
Crossword
flashcard
Crossword
flashcard
Scriptpage
40
Boardand
marker
Boardand
marker
Boardand
marker
Time
Rationale
Interaction
Ssneedto
knowhow
togreet
andhowto
make
review
aboutlast
sance
Ssneedto
knowthe
partof
speechofa
sentence
Ssneedto
know
Howtouse
dictionarie
stofind
synonyms
Ssneedto
knowhow
word
family
works
Ssneedto
knowhow
toreadand
spot
meaningof
words
Teacher
student
Procedure
Competencies
Practice(PIASP)TeachingVocabularylesson:ListenandSpeakpage2829
Warmup:
Theteachergreetshisleanersandwelcomesthem.andtriestomakeaquickreviewaboutthelasthour.(
Howtoidentifyandexplainthemeaningofaword)
students Practice:
teacher Exercise1:(Basedformtask)Identifywhatarethesewords?<Partofspeech>
Noun
teacher
LinkverbJoin
student
adjective
student
teacher
student
student
teacher
student
student
teacher
student
s
teacher
teacher
students
adverb
Exercise2:Saywhichofthefollowingwordscanbereplacedbyjoin&link?Tickthe
rightanswer()&crossthewrongone()
Word
Link=Join
connect
Equivalent=closest=synonym
unchain
associate
break
attach
Exercise3:Completethetable(WordFamily)(dictionariesmustbeprovidedbyteacherfromschools
library)
Word
Link
Join
Noun
Verb
Adjective
Adverb
Exercise4:MakesentencesusingthewordsLinkorjoin
Link/join:
Thelearnersworkinrough,theteachersupervisesthelearnersworksandoffershelpwhen
needed,theninvitesthemtocorrecteachexerciseontheboardandreadthecorrectedactivity.
Theteacherexplainstheinstructionsof(Activity2&3page29)andinvitesthelearnerstodo
itasahomework.
Thelearnersareinvitedtoreadthecorrectedtasksontheboardthencopydownontheircopy
books.
Interact
Interpret
Produce
Interact
Interpret
Produce
Interpret
Interpret
Produce
Interact
page5
VAKT
School
Manual
page27
Crossword
flashcard
Boardand
marker
Boardand
marker
Boardand
marker
Boardand
marker
Scriptspage
28&29
File one : a Persons Profile

Sequence : one
Level : Second Year .

Lesson : Discover the Language .
Guided Sheet
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.
Function :
Grammar :
Vocabulary :
Pronunciation :
Expressing ability & Inability

Model can / cannot
related to daily life activities
the / / &
// sounds
Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
No
Swbat : Students Will Be Able To.

Express present a bility and inability
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)?
I can see when they do the activities.

When they express ability and inability ( ones)
Discriminate between the / / &
// sounds
Required materials and/or resources: T

The lesson is based on material in the second year learners manual book ( page 30)
Pictures and flash cards.( showing language games )
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.
yelowfaffodil66 @gmail.com
page6
Time
Rationale
Interaction
Ssneedto
kmnow
howto
greetand
wleocme
Ssneedto
knowhow
tonamea
bike
Ssneedto
identify
colours
Ssneedto
know
synonyms
ofgiven
words
Ssneedto
kmowthe
topicofa
textfrom
given
visual
Teacher
student
Procedure
PDPReadinglesson:DiscovertheLanguagepage2829
Warmup:Theteachergreetshislearnersandwelcomesthemtheninvitesthemtocorrectthe
homework.
students
AssessingHomework:
teacher
Activity2p29:Listenandcolour.
! Activity "2"p 29 : Listen then colour.
teacher
student
student
teacher
student
student
teacher
student
student
teacher
student
s
teacher
teacher
students
Oscar has got a very funny and colourful bicycle .The saddle is red and the handlebar yellow.
The wheels have different colours, too: one is green and the other is blue .Even the brake is of a strange colour:it's pink!It's a
very showy bicycle but Oscar is very proud of it.
Handle-bars
brake
5
5
saddle
wheels
5
{saddle - wheels brake handle-bars}

TheteacherreadstheinstructionsandexplainstheinstructionsofActivity3p29theninvitesthelearners
step four : The teacher invites the pupils to do "activity '3' p 29", he explains the instructions and the meaning of the words, then
5
toreadthetextpage40anddothetask
asks the pupils to do it.
! Activity "3" p29: Find the synonyms of the following words from Oscar's text on page 40.

Odd = strange
satisfied = proud of
bright = colourful
flashy = showy
comic = funny
Activity"3"p29:FindthesynonymsofthefollowingwordsfromOscar'stextonpage40.
Step five : The pupils do the activity using the dictionary, correct on the board then read and copy down on their exercise books.
5 Odd=strangesatisfied=proudofbright=colourfulflashy=showycomic=
funny
Step six :
PRONUCIATION AND SPELLING
The teacher asks the pupils to go back to page 28 and look at the activity "pronunciation and spelling"
o
5o
o
5
step two : The pupils listen to the teacher, then colour the bicycle.
step three : The teacher invites the pupils to read the text on page, the teacher insists on the new words describing the bicycle
Learnersareinvitedtoreadthecorrectedtaskthenchecktheircorrection.
Step seven : The teacher tries to reminds the pupils about the sounds "th" and "the" since they were seen in the first AM
Learnersareinvitedtoreadthecorrectedtaskthenchecktheircorrection.
Competencies
VAKT
Interact
School
Interpret Manual
Produce
page27
Crossword
identify th
Interpret
flashcard
of transport "
describe a
Produce Describing
Bicycle and its use
Interact
flashcard describe co
objects
page29 draw a bic

colour it
Boardand
read a sho
marker passage and r

Interact
stress and into
Read and
Interpret
the message
Identify th
Produce
meaning of a
Decribing
colours
and discrimin
between it an
Interpret
antonym
Use the dic
to find the syn
Lexis
"the"
"th"
This- that these
Thing- thin- theatrePrereading:
those them brotherthief-three- somethingmother
nothing
Step eight : The teacher invites the pupils to repeat after him, then read and practise by themselves
Thelearnersareinvitedtoopentheirbooksonpage30andpayattentionattheflashcard.
Phonology
Step nine : The pupils are asked to perform the "identify" exercise, the pupils identify the sounds and the spelling of each
T.asksthelearnerstointerpretthepicture,thentriestohelpthemguesstherealsituationby
word. {north south- third then - fourth three with these this breath }
Step
ten : The pupils do the next activity which is "compare" , where the pupils compare the minimal pairs of sounds , they listen
showingtheflashcardsaboutlanguagegames.
to the teacher or to their friends and compare between the sounds "th" and "the"
T.asksthelearnerstotalkaboutthelanguagegamestheyknow(crosswordsscrabbleword
Produce
[thisthird / with breath / thin thing]
Step
eleven : The teacher invites the pupils to look at the "practise of intonation and stress", they repeat after him, then perform
search..)
it pair by pair
T.introducesthesituation,thenexplainstheinstructionsofthefollowingtaskstheninvitesthe
Step twelve : The pupils read the written activities, they have answered on the board, then write down on their class copy books.
learnerstoreadthetextonpage30andtrytoanswer.
2
o [email protected]
Identify th
"th" and "the
Identify th
"th" and "the
discriminate b
them
Identify th
of a word liste
Practise st
intonation
Samir Boun
preparation
Time
Rationale
Interaction
Ssneedto
knowhow
tospotthe
answer
justfrom
first
reading
Ssneedto
know
Howto
exploita
text
Ssneed
howto
identify
whatthey
already
knowand
whatis
new
Ssneedto
kowhow
thenew
structure
worksina
sentence
Ssneedto
knowth
enew
grammar
item
Teacher
student
Procedure
Competencies
PDPReadinglesson:DiscovertheLanguagepage2829
o Duringreading:
Exercise1:(Skimmingtask)Readthetextthensayifthesesentencesaretrue,falseornotmentioned
students
Statement
True False
Notmentioned
teacher
1Childrenareveryoccupied
2Childrenarenotabletofindcorrectwords
3Childrenwontusedictionariestofindthewords.
4Childrenareplayingpuzzlegame.
teacher
o Thelearnersreadthetextsilently,workontheirroughcopybooksmeanwhiletheteachersmovesand
supervisestheirworks
student
o T.invitesthelearnerstocorrectthetask,hereportsthecorrectionontheboardtheminvitesthelearnersto
readthecorrectedtask.
o Theteacherexplainstheinstructionsofthefollowingtasktheninvitesthelearnerstoreadand
answer.
student
o
Exercise2:Findinthetextwordsrelatedto:
teacher
Game
Vocabulary
Meanoftransport
Sport
Music
Referencebook
student
1
1
1
1
1
1
student
o Theteacherreadsthetext,andinvitesthelearnerstounderlinethefollowingwords
cantfindcanhelp
o
T.InvitesthelearnerstocorrectExercise2,hereportstheanswersontheboardthenasksthemto
teacher
student
Postreading:(PIASP)Expressingability&inability
student
1)Presentation:Theteacherasksthelearnerstogobacktothetextandremindhimaboutthewords
teacher theyunderlinedandreportsthemontheboard.
acantfindbcanhelp
student 2)Isolation:Theteacherasksthelearnerstogivehimallthesentencethatcontainstheunderlined
s
words.aWecantfindwords.bIcanhelp.
teacher
3)Analysis:Theteacherhelpsthelearnerstoanalyzethefollowingsentences
aIcanhelp.bWecantfindwords.
teacher
subj+verb
subj+verb+object
students
canhelpcantfind
canhelpcannotfind
modelverbverb(infinitive)modelverb(negform)verb(infinitive)
[email protected]
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interpret
Interpret
Produce
Interact
VAKT
Boadand
marker
Boardand
marker
Boardand
marker
Boardand
marker
Boardand
marker
page8
Ssneedto
knowthe
statedrule
aboutthe
new
grammar
item
Ssnneed
toknow
howto
identify
thenew
grammar
item
Ssneedto
discrimina
tebetween
whatthey
haveleanrt
andthe
new
grammar
item
Ssneedto
knwhow
tousethe
new
grammar
itmin
communic
ativeway
4)Statingrule:Expressingability&inability
Teacher
1. canisamodelverbtoexpresspresentability.Example:IcanspeakEnglish.
student
2. cant=cannotisamodelverbtoexpresspresentinability.Example:Icannotplayboxing.
3. cannotisoneword.
students
teacher 4. Thesentenceis:subject+model(can/cannot)+verb(infinitive)+object
5)Practice:
Theteacherasksthepupilstolookat"activity'1'p30,explainstheinstructions,thenasksthepupilstodescribe
teacher
thebelowpictures.
student Activity1p30:Lookatthepictures,identityeachobjectthenmakesentencesexpressingabilityandinabilityusing
themodelcancannot<basedformtask>
Picture"1" manipulateacomputer Icanmanipulateacomputer

student
Picture"2" draw/writelefthand Icandraw/Icantwritewithmylefthand
teacher
Picture"3" cook Icancook/Icannotcook.
Picture"4" speakGermanIcantspeakGerman.
student
Picture"5" ridehorsesIcannotridehorses
student
Picture"6" playtheguitare/musicIcantplayguitar
Teachersupervisesthelearnersworkswhentheyworkintheirroughcopybookstheninvitesthemto
teacher
correctontheboardthenreadthecorrectedtask.
student
Thepupilsperformtheexamples,theteachercanaskthemtoperformthemasquestionsanswers.
Icancook,butIcan'tplaymusic
student
teacher Exercise:Matchthepairs.<MeaningBased>
student
Sentence
Meaning
s
1IbnBadiswasAlgerianherooftheAlgerianrevolution.
aExpressingabilityandinability
teacher
2Hello,IamanAlgerianMiddleSchoolpupil.
bDescribingBiography
3Icanplayfootball,butIcantswim,
cGreetingandIntroducing
teacher
1
2
3
students
Activity3p30:<Communicativebasedtask>Lookatthepicturesagainandmakedialoguesusingcan/cant
A:Canyoudraw?B:yes,Ican/No,Ican't.
Thepupilsperformandsubstitutethekeywords,expressingtheirabilitiesandinabilities
[email protected]
Interact
Interpret
Produce
Interact
Interpret
Produce
Interpret
Interpret
Produce
Interact
Interact
Interpret
Produce
Interact
Boardand
marker
Boardand
marker
Scriptpage
30
Boardand
marker
Scriptpage
30
page9
Ssneedto
knowthe
newsound
Ssneedto
discrimina
tebetween
thetwo
new
sounds
Ssneedto
knowhow
To
identify
themew
sounds
and
discrimina
tebetween
them
Teacher
student
students
teacher
teacher
student
student
teacher
student
student
teacher
student
student
teacher
Pronunciation & Spelling :
Interpret
//&//sounds
Theteacherinvitesthelearnerstopayattentionatthefollowingexample:
Produce
Example:
Theteacherpresentsthefollowingsentences,theninvitesthelearnerstoreadthem.
Presentation:ElizabethstudiesmathsonThursdaysmorning,intheafternoonshelearnstheEnglish
Interpret
course.
Isolation:ElizabethmathsThursdaysthethe
Analysis:th=
the=
Statingrule:
Interpret
=fourthsixthMaths.
t+h=
=thisthatthem..
Produce
Practice:
I/Theteachertriestoremindsthepupilsaboutthesounds"th"and"the"sincetheywereseeninthefirstAM
"the"
"th"
Thisthatthesethosethem
Thingthintheatrethiefthree
Interact
brothermother
somethingnothing
Theteacherinvitesthepupilstorepeatafterhim,thenreadandpractisebythemselves
Interpret
Thepupilsareaskedtoperformthe"identify"exercise,thepupilsidentifythesoundsandthespellingof
eachword.{northsouththirdthenfourththreewiththesethisbreath}
Thepupilsdothenextactivitywhichis"compare",wherethepupilscomparetheminimalpairsofsounds,
theylistentotheteacherortotheirfriendsandcomparebetweenthesounds"th"and"the"
[thisthird/withbreath/thinthing]
Thelearnersreadthecorrectstasksontheboardthencopydown.
[email protected]
Boardand
marker
Boardand
marker
Scriptpage
28
page10

FileTwo[LanguageGame]ListenandSpeakSequence2
PersonalGoals:
Duringthislesson,whatteachercompetenciesareyoufocusingon?TheyshouldbeadaptedfromtheATFtoreflectthespecifiesofyoursituation
Supportedandpurposefuldevelopment.[Learnersbenefitandgetmoreinvolvedwheneachactivitybuildsonpreviousmaterialsothatknowledgeand
skillsbuildlogicallytowardsachievinganddevelopingspecificcompetences
MeaningfulActivities/Tasks.Classroomactivitiesandtasksshoulddrawonlearners'livesandinterestsandhelpthemtocommunicateideasandmeaning
inandoutofclass.
LessonFocus:
Whichaspectsoflanguageareyouteaching:e.g.grammarpoint(s),aspectofpronunciation(phonemes,intonation,etc),vocabulary(words,word
phrases,idioms,etc)functions(politerequests,apologizing.)?
InthislessonIwillteachthefollowingaspectsoflanguage:
Function:Makingpolite/Expressingpast&presentability
Grammar:can/could
Vocabularyrelatedto:languagegames&ability
Pronunciation:Soundy=/ju://i//ei//ai/
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.
Canreadandunderstandthemainpointsandsomeimportantdetails.Mediumlengthtexts(e.g.threeparagraphs)demonstration).Brokendownstepbystep.
Caneffectivelyusethewordsandphrasesneededtoexpressone'sideas:Withinstraightforward,familiartopicsandsituations
Canreadandunderstandthegistof:Simpleargumentsoropinionthatare:
Objectives/Assessment: SWBATbytheendofthelesson,studentswillbeableto:
1)Expresspresent&pastability
Requiredmaterialand/orresources:Themanualsflashcards&Script40+dictionary
[email protected]
page11
Time
Rationale
Interaction
Ssneedto
knowto
sumup
thelast
sance
Ssneedto
knowwhat
the
flashcard
represent
Ssneedto
understan
dthe
listening
scriot
Ssneedto
know
whatisa
contest
game
Ssneedto
knowthe
game
mentioned
inthe
script
Ssneedto
knowhow
someof
the
language
gamesare
played
Ssneedto
knowtoa
pyramid
gameis
played
Teacher
student
teacher
student
student
teacher
student
student
teacher
student
student
teacher
student
s
teacher
teacher
students
teacher
student
student
teacher
Procedure
Competencies
VAKT
Interact
Boardand
Interpret marker
Produce
Flashcard
Interpret
page32
Duringlistening:Thelearnerslistenthenanswerthetask.
Produce
Activity"listeningcomprehension"p32:Listen,thenanswer:
1) WhatsortofdocumentisIndirareading? Sheisreadingand"ad".
Scriptpage
2) Whatisitabout? Itisacrosswordpuzzle
Interact
40
3) Whoisitfor? Itforjuniors.
4) Threewordstojustifytheanswer "anadacrosswordpuzzleaprize"
Interpret
T.readsthescripttwicetheninvitesthelearnerstolistenanddothetask.
Board&
Produce
marker
T.Invitesthelearnerstoperformthetaskaspairwork.
T.explainstheinstructionsofthefollowingexercisetheninvitesthelearnerstolistenanddothetask.
Interact
Exercise:Listenthencompletethefollowingtable.
Interlocutor
Game
Contest
Prize
Interpret
John&Indira
Crossword
ContestforJunior
Trip
Boardand
Produce
marker+
Thelearnersareaskedtolistentwice,thentheyareinvitedtocorrect.
scriptp40
T.reportsthelearnersanswersontheboard,theninvitesthemtoread.
Postlistening:TeachingVocabulary<PyramidgameWordDerivation>
T.Interactswithhislearnersaboutthekindoflanguagegamethattheycantakepartinsuchas:
Pyramidgamewordfromdefinition
T.invitesthelearnerstodoaPyramidwordcontestbyplayingaPyramidwordgame
Interact
Boardand
marker
T.ExplainstheinstructionsofActivity3p33theninvitesthelearnerstoworkinrough.
Interpret
(Dictionariesmaybeprovidedfromtheschoolslibrary)
scriptp33
Activity"3"p33:Addonlyonelettereachtimetogetthewordscorrespondingtothedefinitions:
Produce
A/
It'smeI*ArticleA
Thirdsingularpersonof"tobe"He*ArticleAn
board&
PossessiveHis*TohavetheabilityCan
marker
DemonstrativeThose*AstickGlue
MenwearitShirt*BirdswithlonglegsHeron
page12
PDPListeninlesson:page32
Warmup:Theteachergreetshislearnersandwelcomesthem,thentriestomakeaquickreviewaboutthe
lastsance
students
Prelistening:Theteacherinvitesthelearnerstoopentheirbooksonpage32andtrytointerpretthe
teacher
photos.
TheTeacherlistenstohislearnersandwritestheirinterpretationsontheboard.
T.explainstheinstructionsofTask1p32andinvitesthelearnerstolistenandanswerthetask.
Time
Rationale
Interaction
Ssneedto
knowto
play
pyramid
game
Ssneedto
knowwhat
isa
definition
wordgame
Ssneedto
knowhow
toform
words
froma
givenword
Ssneedto
knowhow
tointeract
andwork
inpair
Ssneedto
knowthe
different
spelling
and
pronunciat
ionofthe
lettery
Ssneedto
knowthe
different
soundsof
y
Teacher
student
Procedure
Thelearnersworkinrough,theteachersupervisestheirworksandoffershishelponceneeded(
speciallywhentheyneeddictionary,theyshouldknowhowtosearchforarequiredword)
T.invitesthelearnerstocorrectthetaskontbeboardthenmakesthemreadthecorrectedtask.(thebest
learnersmustberewarded
students
teacher GO FORWARD
T.explainstheinstructions(worddefinitiongame)ofActivity1p33,theninvitesthelearnerstodo
thetask(usingdictionaries)
Activity1p33:Howmanywordscanyoumakeoutofthewordstool?
teacher
Canyoufind:
- apreposition "to"
student
- awordmeaning"also"? "too"
- Britishslangfor"lavatory"? "loo"
- Thatcannotbefound? "lost"
- Asmallnarrowopening? "slot"
student
- ThecapitalofNorway? "Oslo"
teacher
Theteacherasksthepupilstowriteandthewordsontheboard,thenasksthemtomakequestionanswer:
student
student
A:Howmanywordscanyoufind?B:Icanfind"6"words
A:Whatarethey?B:Theyare:{totooloolostslotandOslo}
teacher
student
Prononciation : Thesound y =/u://i//ei//ai/
Theteacherwritesthefollowingexampleontheboardtheninvitesthelearnerstoreadit.
student
PIASP:ysound
teacher
Example:
Presentation:Sallylovesyogurt.ShewillfeastherbirthdayinJuly.
student

s
Isolation:SallyyogurtbirthdayJuly
teacher
Analysis:yyyy
teacher
/i//u:/
/ei//ai/
students
Statingrule:
Wewritetheletterybutitcanbepronounced:
/i/=citymanyheavyearly
y=/u:/=youyounes
/ei/=theystaymay
/ai/=myskyverify..
Competencies
Interact
Interpret
Produce
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
VAKT
Boardand
marker
Flashcard
page32
Scriptpage
33
Boardand
marker
Board&
marker
Board&
marker
Page13
Time
Rationale
Interaction
Ssneedto
know
different
pronuncof
thelletter
y
Ssneedto
knowhow
to
discrimina
tebetween
eachsound
Ssneedto
knowhow
toform
minimal
pairs
according
tothe
same
sound
Ssneedto
knowhow
toderive
wordform
verbs.
Teacher
student
Procedure
Competencies
Practice:Thelearnersareinvitedtoperformthetaskonpage32Listen&repeat
students T.invitesthelearnerstolistenandidentifytheoddsound.
teacher
Exercise:Listenandfindtheoddsound
Y="u"
Y="e"
Y="a"
y="i"
teacher
student
student
teacher
student
student
teacher
student
student
teacher
You
Your
July
Yogurt
Yellow
younes
city
Many
why
Heavy
Early
vocabulary
They
Stay
May
yours
Delay
Holiday
My
Sky
Try
Standby
hurry
identify
Exercise:Listenandformtheminimalpairs:
baywavybuyyoucarrysaycryyour
T.readstwiceorthricethewordsthenasksthelearnerstoformthepairs
T.explainstheinstructionsofActivity5p33thenasksthelearnerstodoitasahome
work(dictionariesneeded)
T.invitesthelearnerstoreadthecorrectedtasks,thencopydownontheircopy
(Thesoundtablepage32)
[email protected]
page14
Interact
Interpret
Produce
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
VAKT
Pronunciati
ontable
page32
Tablesouns
page32
adapted
Board&
marker
Scriptpage
33

File one : A Persons Profile
Sequence : Two

Lesson : Discover the Language .
Guided Sheet
Lesson focus:
point(s), etc.
Function :
Grammar :
Vocabulary :
Pronunciation :
Expressing Past & Present ability & Inability /Request/ Permission

Model can / cannot/ could / could not
related to daily life activities
-
No
Express present & past ability and inability / Make Requests /Ask permission
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.)
Canreadandunderstandthegeneralideasandsomeimportantdetailsof:.veryshortsimpleinformationalanddescriptivetexts(e.g.formulaicpersonalemail)
Canfindspecific,routineinformationinshorttextsof:simpleeverydaymaterial

When they express ability and inability ( ones) , make requests & ask for permission
Required materials and/or resources:

The lesson is based on material in the second year learners manual book Script( page 34)
Pictures and flash cards.( ability ) classroom situation
.Supportedandpurposefuldevelopment;Learnersbenefitandgetmoreinvolvedwheneachactivitybuildsonpreviousmaterialsothatknowledgeandskills
buildlogicallytowardsachievinganddevelopingspecificcompetences.
MeaningfulActivities/TasksClassroomactivitiesandtasksshoulddrawonlearners'livesandinterestsandhelpthemtocommunicateideasand
meaninginandoutofclass.
page15
Time
Rationale
Interaction
Ssneedto
knowhow
toderive
wordform
verbs.
Ssneedto
know
Tonarrate
theirpast
school
experience
Ssneedto
knowthe
different
partsof
thebody
Ssneedto
undertand
thetext
andspot
thewrong
answers
Ssneedto
understan
dthetext
andguess
thenext
partofthe
song
File2<Seq2>DiscovertheLanguageMS2level
Teacher Warmup:Theteachersgreetshislearnersandwelcomesthem,triestointeractwiththemaboutthelast
student
Procedure
sance
T.invitesthelearnerstocorrectthehomework<Activity5p33>
students
Activity'5'p33:Findnounsthatderivefromthefollowingwords.
teacher
1)tovisit(v) avisit(n)2)toteach(v) teacher(n)3)topaint(v) painter(n)4)todance(v) dancer(n)
Theteacherchecksthelearnersworks,rewardstheoneswhodiditandadvisestheoneswhodidnotdothe
homeworkabouttheimportanceofsuchworksthencorrectsontheboard,andasksthelearnerstoreadthecorrected
task.
teacher
Prereading:
game,thenleadstodiscussion
student T.interactswithhislearnersabouttheirabilitiestodosuchword
aboutthethingsthattheycoulddoatPrimarySchool,home
andwhentheywereyounger.
T.invitesthelearnertoopentheirbooksonpage34andpay
attentionatthetext.
T.interactswithhislearnersaboutthetypeoftext.(song=
poem)
student Duringreading:Theteacherexplainstheinstructionsofthe
followingexercisetheninvitesthe
teacher learnerstoreadsilentlythetextandtrytodothefollowingexercise.
Exercise:Readthetextthenfindwordsrelatedto:
student
Feet
Face
Hands
student
Toes
Nose
Fingers
Thelearnersreadanddothetaskontheirroughcopybooks,theteachermovesandsupervisestheirworks.
teacher Theteacherexplainstheinstructionsofthefollowingexercisetheninvitesthelearnerstoreadthetextandtry
student
toanswer.
Exercise:Readthetextthenwrite:truefalsenotmentioned
student
Thewriterisyoung.(False)
teacher
Thewriterwasasportsman.(True)
teacher
Thewriterwillplayfootball.(Notmentioned)
Thewritercantdoanysportnow.(True)
student Postreading:
Theteacherinvitesthelearnerstodiscussaboutwhatcouldthewriterdoandwhathecannow,thenasks
thentoguesswhatotherthingshecoulddointhepastandwhathecandonow
Theteacherlistenstothelearnersandwritestheiranswersontheboard.
student
teacher ThelearnersareinvitedtolistentotheinstructionsofActivity1p34anddotheactivityinrough.
student Activity1p34(Practice):Putthewordsinordertogetthetruesentences.
a a/jump/I/as/could/kangaroo/high/asaIcouldholdmybreathtillmyfaceturnedblue.
student
a Lion/too/as/could/I/run/fast/as/aaIcouldrunasfastasalion,too.
a I/do/now!/but/can't/thataIcan'tdothat,now!
a Can't/no/,/I/now/!/do/thataNo,Ican'tdothatnow.
teacher
student
Thelearnersworkinpairthentheteacherinvitesthemtocorrectontheboard.Thelearnersarenowinvited
toreadthewholepoem.
Competencies
Interact
Interpret
Produce
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
VAKT
Board&
marker
Scriptpage
33
Boadand
marker
Scriptpage
34
Boardand
marker
Script
page34&
board&
marker
Activity1
p34
Boardand
marker
Ssneedto
knowthe
verbsof
thetext
Ssneedto
know
Theform
ofthenew
structure
Howdoes
itwork
Andits
meaning
Ssneedto
discrimina
tebetween
the
different
meanings
andusesof
could
Ssneedto
know
Theform
andthe
usesof
can&
could
Page16
student ThelearnerlistentotheteacherexplainingtheinstructionofDiscoverthelanguageTheninvitesthemto
teacher readtheanswerthequestions.
Activityp34:Readthetextthenanswerthesequesitons
Teacher
Underlinetheverbsinthefirstthreelines: [wascouldtouchcouldski]
student
Whendidtheseactionshappen? Theseactionshappenedinthepast.
Now,underlinetheverbsinthelasttwolines? [can'tdocan'tdo]
students
Whendidtheseactionshappen? Theseactionhappeninthepresent.
teacher
Saywhat'sthedifferencebetween"can"and"could" Thedifferenceis:"can"isinthepresenttense/
"could"isinthepasttense.[couldisthepasttenseof"can"].
PIASPCan+could
teacher
Presentation:Theteacherasksthelearnerstopayattentionatthefollowingexamples
student
IcouldcatchaballCouldyoutakeamessage?Icouldplayoutat5Icantdo
thatnow.
student
teacher Isolation:couldcatchcouldtakecouldplaycantdo

student Analysis:couldcatchcouldtakecouldplaycantdo
student
modelverb(inf)modelverb(inf)modelverb(inf)modelverb(inf)
verb(pasttenseverb(pasttenseverb(pasttenseverbpresent
teacher ofcan)=pastabilityofcan)=requestofcan)=permisisoninability
student
Statingrule:
student
teacher
Cancantmodelverbfor
teacher
presentability&inability
pastabilityandinability
student
Couldcouldnt(pasttenseof
can)modelverbforPoliteRequest
student
Permission
teacher
Form:Subject+(can/could<not>)+verb(infinitivewithoutto)+Object
student
student
Theteacherinvitesthelearnerstoreadthewrittenworkontheboardthencopydown.Page17
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Scriptpage
34
Boardand
marker
Boardand
marker
Boardand
marker
Time
Rationale
Interaction
Ssneedto
know
different
useofcan
could
Ssneedto
knowthe
rightform
ofthe
sentences
with
models
can&
could
Ssneedto
knowthe
meaningof
each
sentence
withthe
model
could
Ssneedto
knowthe
pastform
ofrthe
model
canand
itsuse
Teacher
student
students
teacher
teacher
student
student
teacher
student
student
teacher
student
student
teacher
teacher
student
student
teacher
teacher
student
student
teacher
teacher
student
student
teacher
Procedure
Competencies
File2(Seq2)
MS2level
Warmup:Theteachergreetshislearnersandwelcomesthem,thentriestomakeaquickreiewaboutthelast
seance.(Expressingpresent&pastabilityMakingpoliterequestPermission)Usingthemodels(can&could)
Practice:Thelearnersareinvitedtodothefollowingtasksinconsolidationtowhathasbeenlearnt
before.
Theteacherremindsthelearnersabouttheformofthesentencewithcan&could
Form:Subject+(can/could<not>)+verb(infinitivewithoutto)+Object
Thelearnerslistentotheteacherexplainingtheinstructionsofthefollowingexercise,thenworkinrough.
Exercise1:Reorderthefollowingwordstomakecorrectsentences.
kite
could
Play
With
Was
old
years
please
could
you
window
open
the
but
can
alone
could
we
speak Cant
English
Spanish Speak .
go
not
when
we
very
young out were
Thelearnersworkinrough,theteachersupervisestheirworks,theninvitethemtocorrectontheboard.
Theteacherexplainstheinstructionsofthesecondexercisetheninvitesthelearnerstoworkinrough.
Exercise2:Whatdothefollowingsentencesmean?Putatick()intherightcolumn
Sentence
1)Couldyoutellmethetimeplease?
2)LearnersatMiddleSchoolcanusetheschoollibrary.
3)IcouldnotstudyEnglishinPrimarySchool.
Meaning
Ability/inability
Request
Permission
Thelearnersworkinrough,theteachersupervisetheirworks,theninvitesthemtocorrect.
Theteacherexplainstheinstructionsofthefollowingtasktheninvitesthelearnerstoworkinpairs.
Exercise:Rewritethefollowingdialogueintothesimplepast.
A:Whatcanyoudonow?(child)
B:Icangetupat7.IcantleavehometillIhavemybreakfast.Icanusetheschoolbustogo
toschool.Icantbelatetoschoolformorethan5minutes.Icanhavemylunchatschool
Thelearnersworkinrough,theteachersupervisestheirworkstheninvitesthemtogivetheir
answers.
Thelearnersreadthecorrectedtasksthencopydownontheircopybooks.
Interact
Interpret
Produce
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
VAKT
Pronunciati
ontable
page32
Tablesouns
page32
adapted
Board&
marker
Boardand
marker
Boardand
makrer
Page18

Sequence : Three

Lesson : Listen and Speak .
Guided Sheet
Lesson focus:
point(s), etc.
Function :
Grammar :
Vocabulary :
Pronunciation :
Locating Places / Talking about famous places.( Algiers the Capital)

Simple Present tense & Simple Past tense
Related to places and amenities
Syllable Words
Yes , famous places in Algiers the capital of Algeria.

Swbat : Students Will Be Able To. Locate famous places in Algiers and talk about them. & Locate ones home famous places and talk about them
lesson.)

When they locate places of their own home town & talk about them.
The lesson is based on photos about Algiers

learners home town plan and amenities .
Active, evolving process: Learning a language requires opportunities to use what one knows for communicative purposes, making mistakes and learning from them .The aim
is to perform competently ,while recognizing that errors may process development
Ongoing assessment of Learning : Ongoing , or regular ,assessment should take various forms and
.ActiveLearners;Learnersacquireandretainlanguagebestwhenthetopicsmeettheirinterestsandwhentheyareactiveparticipantsintheir
learning:findingpersonalmeaning,learningcooperativelywithpeers,andmakingconnectionstolifeoutsideofclass.
meaninginandoutofclass.yelowfaffodil66 @gmail.com
page19
Time
Rationale
Interaction
Ssneedto
knowhow
toexpress
past&
present
ability
Ssneedto
knowthat
capitaland
locate
famous
placesinit
ss.nnedto
knowhow
toinquire
about
onespast
tasks
Ssneedto
knowhow
toinquire
about
famous
places
ss.needto
knowhow
totalk
abouttheir
hometown
ssneedto
knowhow
tolocate
placesin
their
hometown
Teacher
student
students
teacher
teacher
student
student
teacher
student
student
teacher
student
student
teacher
students
students
teacher
students
students
teacher
students
students
Procedure
File2:ListenandSpeakSequence3
Warmup:T.greetshisleanersandwelcomesthemthentriestomakeaquickreviewaboutthelasthour.
Presentation:UsingphotosofAlgiers&compass,theteacherintroducesthesituation.
Theteacherintroducesthecompass(NorthSouthEastWestNortheastSouthEastSouthwestNorth
West)
T.invitesthelearnerstorepeatthewordsfollowingthecompass.
TheteacherintroducestheCapitalAlgiersanditsfamousandhistoricplaces.
Practice
HeightsAlgiersPlace1erMaiKasbahAlgiersAhmedBouzidaElhammaGarden
ElmadaniaMiddleofAlgiersontheMediterraneancostketchaouaMosqueHassibabenboualiRoad
T.invitesthelearnerstolistenandrepeatthenamesoftheseplaces.
Theteacherpresentthefollowingdrill:
weekend?
A:Wherewereyoulast
holidays?
B:IwasinAlgiers.
A:Really,whatdidyouvisit?
MaquamElchahid
B:IvisitedKasbah
KetchaouaMosque
Jardindessai
A:Whereisit?
intheNorthontheheightsofAlgiers
B:ItisOntheMediterraneancost
inAhmedBouzidaStreetatthefootofKasbah
inHassibaBebBoualiRoadintheCommuneofHamma
T.invitesthelearnerstorepeatthepartsofthedrillbypairsthenallthedrill.
Thelearnersareinvitedtopayattentionatthephotos,thelocationofeachfamousplaceandperformthe
drill,substitutingkeywords
Use:Tinvitesthelearnerstolistthedifferentfamousplacesoftheirlocalareasuchas(MosqueMuseum
MartyrsSquareMartyrsCimetry
T.invitesthelearnerstoperformusingthesamepattern.
T.explainstheinstructionsofActivity1p37,theninvitesthemtodrawtheplanoftheirlocaltownand
locatethemostimportantplacesonit.
T.Invitesthelearnerstoreadthewrittenworkontheboard,thencopydown.
Competencies
Interact
Interpret
Produce
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Interpret
Interact
Produce
VAKT
Board&
marker
Compass
flashcardor
drawnon
theboard
Photosof
Algiers
Boardsand
marker
Boardand
marker
+photosof
Algiers
Boardand
marker
Boardand
marke
Page20

Sequence : Three

Lesson : Discover the Language
Guided Sheet
Lesson focus:
point(s), etc.
Function :
Grammar :
Vocabulary :
Talking about possession

Simple Present tense & Possessive pronouns
Vocabulary related to daily life routine
No
Talk and express possession ( possessive pronouns)
lesson.)

When they express their possession for things and objects

The lesson is based class room situation and objects
manual script page 38
page21
Time
Rationale
Interaction
Ssneedto
knowhow
tolocate
placesona
plan
Ssneedto
knowto
locate
placeson
theirhome
town
Ssneedto
know
different
typesof
texts
Ssneedto
demonstra
tetheir
understan
dingofthe
text
Ssneedto
reinforce
their
understan
dingofthe
text
Ssneedto
perform
speaking
usingthe
given
model
Teacher
student
Procedure
Interact
Interpret
Produce
Interpret
Produce
Interact
Interpret
Duringreading:
Produce
T.explainstheinstructionsofthefollowingtaskandinvitesthelearnerstoreadthetextthendotheactivity.
Exercise1:ReadthetextthenwriteTrueFalseNotmentioned
1. ThedialogueisaboutMumsroom.
2. Sallysroomistidy.
3. Sallyisadoctor
Interact
4. Sallywillsortherroomintheafternoon.
T.invitesthelearnerstoreadthetext,andtrytoanswerthetask,whiletheteachermovesbetweentherows Interpret
andsupervisestheirworks.
T.invitesthelearnerstogivebacktheiranswers,hereportsthemontheboardthemasksthelearnerstoread
Produce
thecorrectedtask.
T.explainstheinstructionsofthefollowingExercise,theninvitesthelearnerstoreadthetextagainandtryto
answer.
Exercise2:Readthetextthencompletethetable.
Persons
Place
Objects
Time
Mum&Sally
Home ClothesmagazinesCDssocksbed
afternoon
Interact
T.learnersworkinrough,theteachersupervisestheirwork,theninvitesthemtolistentohimwhile
Interpret
readingthescriptandunderlinethefollowingwords.(mineyours)
T.invitesthelearnerstogivetheiranswers,herreportsthemontheboard,theninvitesthemto
Produce
Postreading:T.invitesthelearnerstoreadandperformthescriptbypairsthenasksthemto
remindhimaboutthewordstheyunderlinedpreviously.
Page22
File2(Seq3)
MS2level
Warmup:Theteachergreetshislearnersandwelcomesthem,thentriestomakeaquickreiewaboutthe
lastseance.(locating)
students
T.invitesthelearnerstocorrectthehomeworkActivity1p32,wherethelearnersareinvitedtotalk
teacher
abouttheirtown(namestreets,amenitiesandlocatethem)
Teachermakesthelearnerstalkaboutthiertownabdtriestofocusonthepssessiveadjectives(your
my)
teacher
SuggestedAnswer:MytownisInmytownthereare
student
Prereadng:
Thelearnersareinvitedtoopentheirbookspage38andpayattentionatthetext.
student
T.interactwithhislearnersaboutthetypeoftext(dialogue)<Howmanyinterlocators..>
teacher
student
student
teacher
student
student
teacher
teacher
student
student
teacher
teacher
student
student
teacher
teacher
student
student
teacher
Competencies
VAKT
Boardand
marker
Localtown
plan
Board&
marker
Scriptpage
38
Boardand
marker
Scriptpage
38
Boardand
makrer
Scriptpage
38
Ssneedto
knowthe
new
grammar
item
Ssneedto
knowhow
thenew
itemworks
ina
sentence
andirt
suse
Ssneedto
knowthe
correct
formofthe
newitem
andits
placeina
statement
Ssneedto
discrimant
ebetween
the
meaning
anduseof
the
sentences
Ssneedto
knowhow
tousethe
possessive
pronouns
ina
communic
ativeway.
Teacher
student
PIASP(GrammarItem)<PossessivePronouns>
Presentation:ItismineItsyours
students
Isolation:mine=(Sallysroom)yours=(Sallysroom)
teacher
Analysis:ItismineItsyours
Subj+verb+possessivepronoun
subj+verb+Possessivepronouns
teacher
Statingrule:Reminderpart1page39
student
mine,yours,his,hers,ours,theirs,whose=possessivepronouns,weusethemtoavoidrepetition.
student
teacher Practice:Thelearnersareinvitedtoperformthefollowingtasks.
student
Exercise1:(basedform)Reorderthefollowingwordstomakecorrectsentences.
student
teacher 1mine/this/book/is/./my/its/
student
2not/pen/is/this/mine/yours/is/it/
student
Exercise2:(meaningbased)Matchthepairs.
teacher
Sentences
Meaning
1IcanspeakEnglish.
atalkingaboutpastinability
teacher
2Thisclassroomisours.
bExpressingpossession
student
3IcouldnotspeakEnglishinPrimarySchool.
cexpressingpresentability
student
1
2
3
teacher
c
b
a
teacher
student
Activity '2'p38: Complete the conversation with the right possessive pronouns .
Yanis : Hi, Sami .can I borrow your sharpener , please ? I've lost mine.
student
Sami : I'm using it right now .Ask Olga, she isn't using hers.
teacher
teacher
Yanis : Can't you lend me yours just a minute ?
student
Sami : OK.Then hurry up .
Yanis : Thanks .
student
TeacherinvitesthelearnerstoworkIrough,hesupervisestheirworksoffershishelponce
neededtheninvitesthemtocorrectontheboard,readthecorrectedtaskandcopydown.
[email protected]
Interact
Interpret
Produce
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Boardand
marker
Boardand
marker
Boardand
marker
Boardand
marker
Boardand
marker
Page23

Sequence : Three

Lesson : Practice
Guided Sheet
Lesson focus:
point(s), etc.
Function :
Grammar :
Vocabulary :
Asking for / Showing the way

Simple Present tense & Prepositions of place
Vocabulary related to daily life routine & showing the way
No
Ask for & Show the way ( using prepositions of place)
lesson.)

When they can ask for the way and show it using the prepositions of place

The lesson is based imaginary plan page 38
ones home town plan.
page24
Time
Rationale
Interaction
Ssneedto
knowhow
totalk
about
pessesison
Ssneedto
knowthe
prepositio
nsand
their
meaning
Ssneedto
knowhow
touse
those
prepositio
ninareal
like
situation
Ssneedto
know
increase
their
practiceof
theuseof
prepositio
n
Ssneedto
knowhow
askforan
dshowthe
wayina
concrete
life
situation
Ssneedto
knowthe
formthe
stat,ment
containing
a
prepositio
n,is
place
Teacher
student
Procedure
Competencies
Interact
Interpret
seance.(talkingaboutpossession)
students
Produce
Presentation:Theteacherinvitesthelearnerstoopentheirbookspage38andpayattentionatthemap.
teacher
Teacherreadsthemapand introduces words and expressions used in locating and showing the way such as
Left - right - turn right - turn left go down - it's on - it's next to start from to go to "
Interpret
Thelearnersareinvitedtorepeatthenperformthefollowingdrill.
teacher Thedrill:
Produce
A:couldyou(helpme)showthewaytothepostofficeplease?
student
B:StartfromtheVietnameserestaurant,godownKingStreet,turnleftintoPine
Avenue,thenturnrightintoGroveDrive.Itsontheleftside,nexttothestation
student
Interact
A:That'sverykindofyou
teacher
Practice:Thelearnersrepeatthedrillthensubstitutekeywords.
Interpret
student Theteacherinvitesthelearnerstopayattentionatthetableonpage39,heexplainsitandmakes
student
Produce
thelearnersusingthedrillofpresentationtoperformandsubstitutekeywords.
teacher
Zoo
Chemists
PublicLibrary
student
1drugstore
1coffeeshop
1Swimmingpool
student
2PrinceStreet
2OakStreet
2LagoonStreet
teacher
3QueenAvenue
3MapleAvenue
3Oceanavenue
4PrincessDrive
4CherryDrive
4RiverDrive
Interact
teacher
5InternetCaf
5FastFood
5carpark
student
Interpret
To go to the chemist's ,start from the coffee shop, go down Oak Street,then turn left into Maple
student
Avenue ,then turn right into Cherry Drive .It's on the left side , next to Fast food .
teacher
Produce
To go to the Public Library, start from the swimming pool, go down Lagoon Street ,turn left into
teacher
Ocean Avenue then turn right into River Drive .It's on the left side , next to Car park .
student
Use:Theteacherinvitesthelearnerstotalkagainabouttheirhometownplanandtheamenities
student
teacher Theyareaskedtousethesamepatternandperformthedrilltalkinginareallifesituation
teacher Theteacherinvitesthelearnerstoreadthefollowingsentence:
Interact
student Presentation:It
's on the left side , next to Car park .
Interpret
student Isolation:
subjectverb prepsition
preposition
teacher
ofplaceofplace
Produce
Statingrule:Reminderpart2page39.ingrammar,awordwhichisusedbeforea
noun,anounphraseorapronoun,connectingittoanotherword
[email protected]
File2(Seq3)PPUSpeaaking
MS2level
Warmup:Theteachergreetshislearnersandwelcomesthem,thentriestomakeaquickreiewaboutthelast
VAKT
Boardand
marker
Boardand
marker
Board&
marker
Scriptpage
39
Boardand
marker
Boardand
marker
Ssneedto
reinforce
their
understan
dingof
showing
theway
usingthe
preppostio
ns
Ssneedto
discrimina
tebetween
the
meaningof
sentences
Ssneedto
usethe
learnt
language
inareal
life
situation
Teacher
student
students
teacher
teacher
student
student
teacher
student
student
teacher
student
student
teacher
teacher
student
student
teacher
Practice:Thelearnersareinvitedtodothefollowingtasks.
Exercise1:<basedform>Unscramblethewordstomakecorrectsentences.(payattentionto
thepunctuationandcapitalletters)
-Iamapupilatmiddleschoolmyschoolmyschoolisbehindthepostofficenexttotheconstabulary

Exercise2:<Meaningbased>Completeusingthefollowingwords.:AbilityPossession
Showingtheway
1IcanspeakEnglishandwriteitnow.(..)
2TogototheMosque,goalongthisroadturnleft,itsoppositethebakery.(.)
3Thisbookisnotmine.Itsyours.(.)
Exercise3:<communicativebased>Fillinthegapstomakeagooddialogue
A:Excuseme,..youmetheway.thelibrary,?
B:Goalong..street.left.thenturn..thelibraryisnexttothepostoffice.
T.invitesthelearnerstoworkinrough,hesupervisestheirworksandcorrectseachtaskalone,
thendoesthesamewithalltheothertasks.
Theteacherinvitesthelearnerstocorrecttheexercises,makesthemreadthecorrectedtasksthen
asksthemtocopydown.
ByMr.SamirBounab
[email protected]
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Boardand
makrer
Boardand
marker
Boradand
marker

MS2 Level File2 Language Game (PPU & PDP) PDF

Uploaded by

Copyright:

Available Formats

MS2 Level File2 Language Game (PPU & PDP) PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

MS2 Level File2 Language Game (PPU & PDP) PDF

Uploaded by

Copyright:

Available Formats

yellowdaffodil66@gmail.

You are playing a

What is the origin of

So your friend's question

You will make a small

Read your booklet to

your friends and discuss

Make researches ,discover

File one : a Persons Profile

Level : Second Year .

Expressing ability & Inability

Swbat : Students Will Be Able To.

I can see when they do the activities.

Required materials and/or resources: T

{saddle - wheels brake handle-bars}

page29 draw a bic

marker passage and r

stress and into

Use the dic

to find the syn

"th" and "the

"th" and "the

Picture"1" manipulateacomputer Icanmanipulateacomputer

Pronunciation & Spelling :

Level : Second Year .

Speaking and writing .

Expressing Past & Present ability & Inability /Request/ Permission

I can see when they do the activities.

Required materials and/or resources:

young out were

File one : A Persons Profile

Level : Second Year .

Speaking and writing .

Locating Places / Talking about famous places.( Algiers the Capital)

Yes , famous places in Algiers the capital of Algeria.

I can see when they do the activities.

The lesson is based on photos about Algiers

Required materials and/or resources:

File one : A Persons Profile

Level : Second Year .

Speaking and writing .

Talking about possession

Vocabulary related to daily life routine

I can see when they do the activities.

Required materials and/or resources:

Level : Second Year .

Speaking and writing .

Asking for / Showing the way

Vocabulary related to daily life routine & showing the way

I can see when they do the activities.

Required materials and/or resources:

You might also like