ms1 seq 1 me and my friends ( 2 g)

Me & My Friends

Pedagogic project « 1 »

Sequence 1

Project work « 1 »

My Family Profile

Making Family Profile

PPU Speaking lesson PIASP teaching punctuation

Oral

Introducing oneself / Greeting people

Simple present of “to be” + personnel pronoun “I “

School & classroom worlds

Short vowel /i/

visual (flashcards + school manual p 35- 36)

He can understand and interpret verbal and

non-verbal messages

He can work in pairs or in groups

He can use role-play to communicate

appropriately

He socialises through oral or written

exchanges

Values

The learner can use the markers of his identity when introducing himself to others: name,

He behaves as a responsible and

committed citizen

he shows respect for the environment (school and

classroom) and protects it continually

He is keen on learning about others’ markers

of identity

Guided Sheet ( lesson focus)

Me & My Friends Project 1 Sequence 1

mailto:[email protected]

5’

20’

10’

-greet and put learners in comfortable Situation to learn Stimulate the learners by creating problem solving situation

Greet and

introduce

oneself

Greet and

introduce

oneself

Greet and

introduce

oneself

Teacher Student Student Teacher Student Student Students Students

Teacher Student Student Teacher Student Student Students Students Teacher Student Student Teacher Student Student Students Students

Sequence 1 : “Me & My friends” MS1 Section : “I listen & do” Input 1: “Greeting & Introducing” Warm up: The teacher greets the learners , welcomes them and tries to make them feel at ease for the learning situation Presentation: Using flash cards the teacher introduces the situation:

Initial problem solving situation: Teachers pin a picture of a school boy and asks :

Is it you? -> No. Is it your friend? -> No

Is it your teacher ? -> No Ok: This is Ahmed . Ahmed is a new pupil. Ahmed introduces himself to his friends. The teacher invites the learners to listen to the dialogue, then repeat one by one (6 to 8 learners) then perform in pair.

Dialogue 1: Good morning / Good afternoon, I am

A : Hello , Ahmed. Hi, My name is

Hi, I am Kamel

B : Hello , My name is Kamel Dialogue 2: Good morning / Good afternoon, I am

A : Hello , Ahmed. Hi, My name is

What is your name ?

Hi, I am Kamel

B : Hello , My name is Kamel

A: Nice to meet you, Kamel. B: Glad to meet you, Ahmed Practice : ( guided practice)

Learners are invited to repeat the two dialogues , then practice substituting key words:

Good morning / Good afternoon, I am A : Hello , (Ahmed- karima-Omar-Yuba) Hi, My name i

What is your name ?

Hi, I am ( Kamel- Cherifa- Rachid- Yasmine) B : Hello , My name is(Kamel-Cherifa- Rachid-Yasmine) A: Nice to meet you,( Kamel- Cherifa – Rachid – Yasmine) B: Glad to meet you, Ahmed-- karima-Omar-Yuba)

[email protected]

Interact (to greet) Interact & Interpret ( to know who is in the picture) Produce

(simple oral message)

Interact (to greet & introduce)

Interpret (interpret

the drill by substituting key words)

Produce ( make simple dialogue using the target language)

Visual ( gestures – miming Visual (flash card showing unknown learner) Visual (board and marker)

Kinesthetic (learners stand up and act the drill- move to greet their mates) White Board

Visual ( flashcards showing Algerian learners )


The punctuation sings

. full stop ? question mark

, coma ! exclamation mark

: colon

5’

Greet & introduce oneself Analyze and deduce the grammar form

Analyze and deduce the grammar form Analyze and deduce the rule Name the punctuation sings


Teacher Student Student Teacher Student Student Students Students Teacher Student Student Teacher Student Student Students Students

Use: Learners are invited to perform in pairs ( closed pairs and open ones ) using the target language they saw in presentation and in practice using their own names

Teacher reports on the board one of the learners productions , Then invites the learners to read PIASP teaching grammar : 1) Presentation: learners are invited to read the following

exchange .

Ahmed : Hello, I am Ahmed . What is your name ?

2) Isolation: : , . ?

3) Analysis colon coma full stop question mark

Punctuation sings

4) Stating rule : Teacher helps the learners to state the rule about punctuation sings by naming and listing them ( they are permitted to use their L1 and L2)

Learners are invited to read the written work on the board , then copy down on their copy books.

By : Mr Samir Bounab [email protected]

Produce ( simple dialogue performing what they have seen above)

Interact Interpret Produce

Interact Interpret Produce

visual (White Board)

Visual

(White Board) Visual

(White Board)

Visual

(White Board)


Greeting and welcoming Greeting and welcoming Greeting and welcoming Identify , name and discriminate between the punctuation signs

Identify where to use each punctuation sgns



Lesson 2 MS1

Warm up:

Teacher greets the learners and welcomes them, tried to make them feel at ease and ready to learn. Teacher invites the learners to make a quick review about the

last session by “greeting and introducing” each others .

Teacher may use “mingle game” Stand up. Find some one you did not meet this morning Greet and introduce yourself to your friend and your friend

does the same thing too.

Learners are asked to open their books , use their pencils and do “p36” Task3

Task 3p 36: I greet and say my name.

Learners work in rough , the teacher supervises their works , then invites them to correct on their books using their pencils.

PIASP practice stage:

Learners are invited to open their books on page 35 and pay attention at the punctuation signs , then invites some of the learners to read aloud.

Learners are invited to do the following tasks to acquire what

has been said about “punctuation”

Based form task :

Exercise : Spot and correct the mistakes.

Ahmed ? My name is Ahmed : What is your name .

Dihya , Nice to meet you : Ahmed ! I am Dihya .

Learners work in rough , the teacher supervises their works, then invites them to correct on the board.

The learners read loudly the corrected task and perform it in pairs .

Page5

Interact ( to greet )

Interpret ( the game to greet and introduce)

Produce ( greeting and introducing oneself)

Interact ( about the instructions of page35)

Interpret ( the instruction of the task )

Produce (very simple message introducing and greeting using correct punct)

White Board

Visual Audio Kinesthetic Tactile

White Board


White Board


White Board

Visual Audio

Hello, my name is ……………………………

Hi, I am ……………………………

Good morning , my name is ……………………………

Good afternoon, my name is ……………………………

Identify the meaning of each punctuation signs

Identify the meaning of each punctuation signs

Use the pucntuaiton signs in communi Information Gap Task



Meaning based task:

Teacher explains the instruction of the second task where the

learners are required to identify the meaning of each punctuation sing.

Learners are invited to open their books on Page 40 , the teacher reads and explains the instructions then learners work in rough.

Task 1 p40: match the pairs Learners work in rough , the teacher supervises their works then

invites them to correct on the board. Learners read loudly the corrected task then use their pencils

and correct on their school manuals.

Communicative based task:

Teacher explains the instructions of the next task where the learners used the “grammar item” in a communicative way”

Exercise: “Pair work” Complete the dialogue with the

punctuation signs

( ? : , ! . )

Ahlam Good afternoon I am Ahlam what is your name Hodda Hello Ahlam My name is Hodda Ahlam Glad to meet you Hodda Hodda Nice to meet you Ahlam

Learners work in pair , teacher supervises their works , then

invites them to correct on the board.

Learners are asked to read the corrected task then write down on their copy books.

By Mr Samir Bounab [email protected]

Interact (to understand the meaning of the task)

Produce (matching sing with nouns)

Interact & interpret (meaning of the communicative task)

Produce ( dialogue using the right puncutatio)

Kinesthetic Tactile

White Board


White Board


White Board

. coma ! question mark , full stop

? exclamation mark


Greet and welcome Name schoolthings and classroom furniture Ask and answer about schoolthing in order to practice the short vowel /i/ Oral pracrice of the short vowel /i/ Identify the short vowel sound in a sentence with its different forms Discriminate between form and sound of the letters that form the short vowel /i/

Teacher- learners Learners – teacher Teacher – learners Teacher – learner Learner- learner Learners – learners Learners - Learners Learners – teacher Teacher- learners Teacher – learners Teacher – learners

2 G curriculum MS1 Greeting & Introducing

( Lesson : PPU Speaking Warm up : teacher greets the learners and welcomes them, and

tries to make them at ease and ready to learn : Using flashcards and classroom situation the teacher introduces

the situation . an email / electric plug Dictionary /

It is Printer / eraser English / pinafore window / dustbin Copy book /

Learners will listen then repeat Learners are invited to perform in pair

A : Is it a dictionary ? B: No, it is not . A : what is it then? B : It is an English book.

: Learners are invited to perform the drill substituting key words

A : Is it ( ) B: No, it is not . A : what is it then? B : It is ( )

: Using pictures and school things teacher invites the learners to write the names of the selected objects

: PIASP

: Learners pay attention at the following example Presentation written on the board , then read it loudly There is a copybook , an eraser and scissors in my schoolbag.

Isolation : is copybook eraser scissors in

“i= e” “y= e” “e” “i= e” “e=I” Analysis:

Short vowel /i/

Stating rule

Letter Pronunciation

“i” “y” “e”

By Mr Samir Bounab ( [email protected] ) page 7

Interact to greet and welcome Interpret the flashcard to name schoolthings Interact Interpret the drill & focus On sound /i/ Interact

Interpret in role play the sound /i/ Produce simple oral words with sounds /i/ Interpret

The example

to identify

the sound /i/

Interpret

the difference between form and sound of

the letters

that form the short vowel /i/

Kinesthetic ( stand up & greet) Visual (flashcards , classroom objects,learners objects )

Visual (flashcards , classroom objects,learners objects Visual (flashcards , classroom objects,learners objects ( visual) Board

( visual) Board

( visual) Board


Consolidate & practice more form and sound Identify the common sound and odd one Exploit the classroom situation and produce very simple words showing short vowel /i/

Learners - Learners Teacher – learners Learners – learners Learners – learners

: Practice Learners are invited to perform the following tasks.

Task 1: (Based form) complete with “ i- y – e”1) …..raser 2) ….mail 3) dustb…..n 4)cop….book

5) Engl…sh 6) w…ndow

Learners work in rough, teachers means while prepares the second task, then supervises their works , offers help , then invites them to correct on board

Task 2: ( meaning based) Cross the odd one (cross the words with NO /i/ sound)

Sit – elephant- eraser – class- mouse – printer- picture-book- copybook – window- door- scissors-

Learners work in rough , teachers supervises and offers help then

invites them to correct. Task 3: (Communicative based ) Put your school things on your

table and list the objects that have the sound /i/ to complete the following paragraph.

The paragraph: There is a pink pencil case , scissors , English book , English copy book , Arabic book , history book , Islamic education book….. Learners work in rough , the teachers supervises and offers

help , then invites the learners to read their production after that , the teacher reports on the board one of the learners’ production, then invites them to read and write down

By Mr Samir Bounab

([email protected] )

Interact about instructions of the task Interpret the form of each letter depending on its sounds Interpret the odd sounds from a given list Interact , interpret the classroom situation to produce simple words with short vowel /i/

( visual) Board

( visual) Board

( visual) Board

&

classroom objects


Making Family Profile

PDP Reading lesson PIASP teaching grammar

(personal pronoun”I”/ Possessive adjective “my”)

Read

Open your book page . Look at the pictures. Guess what is happening (learners may use their mother tongue or French).Place ( home?) / .Persons ( Pupil? ) / objects ( computer- laptop?.Messages ( email- sms …)

Giving information /responding to questions about :”me = my age –my class-and my hometown”

personal pronoun”I”/ Possessive adjective “my”

ICT –Messagine- greeting – Introducing-

hometown – country

visual (desktop PC - laptopflashcards + school

manual p 41)

He can understand and interpret verbal and

non-verbal messages

He can use information and communication

technology whenever he needs it for Learning and research

He can use information and communication

technology such as blogs , website pages ,

Forums of discussion , to interact with learners of other cultures

He socialises through oral or written

exchanges

Values

The learner can use the markers of his identity when introducing himself to others: name,

He behaves as a responsible and

committed citizen

he shows respect for the environment (school and

classroom) and protects it continually

He is keen on learning about others’ markers

of identity

By Mr Samir Bounab ( [email protected]

page9


time Objective interaction

Lesson competences VAKT(aids)

Greet and welcome Brainstorming to guess topic of the text Identify topic form non verbal msgs Skimming the general idea of the text Scanning and exploiting the text

Re-investing What has been learnt and acquired

Teacher – Learners Learners – teacher Teacher –learners Learners – learners Teacher –learners Learners – teacher Learners – learners Teacher – learners Learners- teacher Teacher – learners Learners – teacher Learners - learners

MS1 Me & Family Sequence1 Lesson: PDP read page 41 Warmer: Teacher greets the learners and welcomes them , then makes quick review about the last session to check if they can greet and introduce each others. Pre-reading: learners are invited to open their book on page 41 and pay attention at the pictures. “Pair work” :Teacher helps the learner interpret the pictures by asking such questions ( learners are expected to answer just by “yes “ or “no”) Task 1 ; Look at the pictures on page 41 and answer the questions

Is picture 1 a photo or cartoon? What about picture 2? Is the blue bubble computer message? Is the brown bubble a telephone message?

Leaners work in pair, meanwhile the teacher prepares the first task which must be skimming one The teacher invites the learners to correct the first task and reports that on the board, then invites the learners to read the corrected answers During reading: teacher explains the instructions of the first task , then invites the learners to read silently the text and answer Task 1 : Read the text and write “true” or “false”

1. The blue message is from Susan. 2. The brown message is from London (Britain).

Learners read silently the texts then answer “task 1”, the teacher meanwhile prepares the second task ( which is scanning one) Learners are asked to correct the task on the board then read the corrected answer Task 2: Read the text then complete the table with information from the text:

Name Age Country City

Learners work in rough, the teacher supervises their works , then invites them to correct Learners are asked to read the corrected task Post –reading : Teacher invites the learners to read the text silently , then do the following task talking about themselves: Task: Complete the form the write a paragraph talking about yourself.

Learners work in rough, teacher offers help if needed , then invite them to read their productions ,then copies one of them on the board, the learners read then copy down using their own information

By Mr Samir Bounab ( [email protected])

Interact to greet & welcome reviewing the previous sessions

Interpret the pictures to guess the topic Produce oral spontaneous answers ( even in their mother tongue- ore French) Interpret and decode the written texts to answer the qqs Interpret the text by reading between the lines Produce a short message reflecting and using the target language

Kinesthetic ( stand up & greet)

Visual ( manual flashcards page 41) visual (Board and marker) Visual ( manual script + flashcard page 41)

Visual ( board and marker) Visual ( board and marker, rough copybooks)

Page10

Name :

Age :

City :

Country :

Hello, My name is ………. I

am ………. I live in ……….,

………


ms1 seq 1 me and my friends ( 2 g)

Education