the past simple tense + ago. · present tense using the talk daily life activities. using the...

Project one : a famous person profile

By the end of this file my learners will be able to :

� Describe physical appearance

� Narrate →the past simple tense (regular / irregular verbs) / time

references.

� Talk about person’s life (biography)

� Ask and give information about possession

Today we are living the age of discoveries and technologies (TV / computer /

internet / medicine / space discoveries and explorations

These discoveries and explorations are the work of scientists, researchers, doctors,

cosmonauts …….) but who. How, when and where did they realize those discoveries?

Choose one of them? and make his / her profile.

short biography of your famous person, stick a photo or drawing of him / her, and

what has he / she done on a large sheet.

2

one : a famous person profile

By the end of this file my learners will be able to :

Describe physical appearance → the present simple tense / adjectives

the past simple tense (regular / irregular verbs) / time

Talk about person’s life (biography) → the past simple tense + ago.

Ask and give information about possession → the genitive (‘s / s’) / whose


internet / medicine / space discoveries and explorations)


nauts …….) but who. How, when and where did they realize those discoveries?

Choose one of them? and make his / her profile. Choose your partners and make a


done on a large sheet.

the present simple tense / adjectives.

the past simple tense (regular / irregular verbs) / time

the past simple tense + ago.

tive (‘s / s’) / whose.



nauts …….) but who. How, when and where did they realize those discoveries?

Choose your partners and make a


4

File one sequence one

Lesson plan : listen and speak / practice

1 Communicative objectivesCommunicative objectivesCommunicative objectivesCommunicative objectives: the purpose of the lesson is for students to improve their ability communicate so that by the end of the lesson they have developed skills to better exchange real-life thoughts, messages or information.

Lesson focus:

Which language skill(s) will the students work on (speaking, listening, reading, writing)?

• listening and speaking .

Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.

• Function : describing a person’s physical appearance .

• Grammar :the simple present tense ( to be and to have ).

• Vocabulary : Vocabulary related to physical appearance )

• Pronunciation :

Will you explicitly teach an aspect of culture in the lesson? If so, describe it:

• no

Objective: Students Will Be Able To….

• Talk about someone’s physical appearance.

Competencies: Which competencies in the AEF are you working toward or plan for the learners to achieve today? (They should be adapted from the AEF to reflect the specifics of your lesson.)

• can interact orally to ask and answer questions in very short exchanges using simple sentences.

• Can listen to understand main points and important details of short dialogues.

• Can understand instructions and explanations that are concrete found in language learning materials

• Can plan for , use and evaluate the effectiveness of a variety of listening strategies used to grasp general ideas quickly and find specific information.

• Can sustain a very short , simple oral description.

When and how will I check my students’ progress toward the objective(s)?

• I can see when they fill the chart about Jane smith.

• When they can do the activities .

Required materials and/or resources: • The lesson is based on material in the second year learner’s manual book ( page 8/9) and the listening script on

page 20)

• Pictures about adjectives (physical description).

Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is this related to?

• The teacher plans lessons that have communicative objectives1 and whose steps build toward meeting them.

• The teacher chooses topics and tasks that allow learners to develop skills in learning and communicating about themselves and their community, and about their country and the world.

5

Time Swbat(for each stage)

Rationale (why do students do this )

interaction

PROCEDURE Materials

vakt )

. Talk

about a

person’

s

physica

l

appear

ance

Ss need to

identify

the theme

of the

file/

lesson.

Ss need

to know

the

meaning of

the new

lexis

introduced

in the

listening

script.

Ss listen

to answer

the given

tasks.

Ss listen

and

answer

the task

Ss need a

chance to

check

their

answers in

pairs

.

Ss need a

chance to

personaliz

e what

they have

learnt.

Teacher – students Va Teacher

– student

s

Teacher –

students

Teacher –

student

Students - Students

Students - Students

Students - Students

lesson : listen and speak (pdp) Warming up : The teacher interacts with the learners about the theme of the file .

Discussing project one ‘”a famous person’s profile”.

Pre listening

The teacher invites the learners to open their books on page 8 .and have

a look at the photo.

The teacher tries to make them talk about the photo .through asking

them questions.

What is it? It is a photo

What do you see in this picture? a woman

What is she like? She is pretty / with fair hair and blue eyes.

The teacher introduces the new vocabulary through using gestures and

visuals (wig/ actress/ fan /young )

Learners repeat the new words. The teacher explains the situation “Sally

and Steve are watching a video film “and invites the learners to listen

then do the activities.

During listening :

Learners are invited to listen then do the following activity one ; listen

then fill in the chart

The teacher explains the task and read the script twice.

Learners listen and fill in the chart about Jane Smith.

Learners check their answers in pairs. Then correct on the board.

Learners are invited to listen to the teacher again and do activity two.

Activity two : find the opposites of the following:

Old ≠……………….. fat ≠………………… bad ≠………………….

dark≠ ………………. Small ≠……………..

post listening :

Learners are invited to open their books on page 20. Read the listening

script and check their answers

learners correct on the board .

Activity three: fill the chart about your partner then talk about

him/her.

Learners work then read their descriptions. Then copy down on their

copybooks.

The listening script : on page 20

Picture

s

Learne

r’s

manual

page 8

Learne

r’s

manual

page

20

Name ; Jane smith Eyes ; blue

Gender ; woman Hair; fair

Body ; slim / tall Job ; actress .

Age : young

My friend is ……………………….. He / she is ………………………… and ………………………..She / he has got ………………… eyes and ………………….. …………………… hair. She / ha is a

pupil.

6

describe

someone’

s

physical

appearan

ce.

Inquire

about

someone’

s

physical

descripti

on.

Students

need a

chance to

interact

about

previous

lesson.

Students

need to be

exposed to

new

language

and skills

in an

authentic

way by the

teacher.

Students

need time

and

practice to

remember

the new

language

and to

explore

the limits

of its

form,

meaning

and use.

Students - Students

Teacher

-

students

Students - Students

Teachers –students

lesson : practice (PPU)

Warming up:

Learners are invited to talk about previous lesson.

Presentation

The teacher asks the pupils to open their books on page 8, explains the

instructions then requires from the pupils to practice .before starting

the teacher asks the learners to answer the following questions about

the first chart.

What his name?

How old is he?

What is his weight / height?

What is he like?

�� Activity "1" page 8: Choose one of these people and describe "him /

her".

� Jane Smith is a young, tall and slim woman with blue eyes and

fair hair.

� Salim Nasser is 21 years old .He's 1.80m tall with brown eyes

and black hair .He weighs 78 kg.

The pupils repeat the sentences then work in pairs :

Practice

The teacher asks the pupils to work in pairs :

What is {Jane- Salim –Michael - Carla} like?

� Jane Smith is a young, tall and slim woman with blue eyes and

fair hair.

� Salim Nasser is 21 years old .He's 1.80m tall with brown eyes

and black hair .He weighs 78 kg.

� Michael Young is 70 years old. He's 1.65 m tall with blue eyes

and grey hair. He weighs 90 kg.

� Carla Giovanni is 15 years old. She's 1.35 m tall with green eyes

and brown hair. She weighs 35 kg

Use:

The teacher explains the task and invites the learners to work in pairs.

Learne

r’s

manual

page

20

Learne

r’s

manual

page 8

A

situati

on

adapte

d to

the

lesson

Sally: Who's the woman with the red dress? Steve : It's Jane Smith. Sally: I don't think so. Jane Smith is young, tall and slim. Steve: yes, you're right .Perhaps; she's wearing a wig in this film! Sally: She doesn't look nice, does she? Steve : Never mind .She 's a fantastic actress and I'm a fan ! Sally: I'm not. In fact, I think she's a bad actress!

Imagine you are participating in a contest and they ask you to

fill in the chart then make an interview.

Fill in the chart then work with your friend making an interview.”

7

Inquire

about

someone’

s

physical

descripti

on.

Students

need a

chance to

personaliz

e and use

the new

language,

What is your name ? my name is ………………….

How old are you ? I am ……….. years old.

What are you like ? I am ………. With …….eyes and ……….. hair.

What is your weight ,? I weigh ………kg

What is your height ? I am …….. m

What do you do ? I am a pupil . Learners work in pairs, the teacher helps them when needed. Then they

perform their dialogues. Correct on the board then copy down.

A

situati

on

adapte

d to

the

lesson

board

and

marker

Name : ………………... Weight: ………………...

Surname:………………… Hair : …………………….

Age : ……………………… Eyes :……………………..

Height:………………………. Job :………………………..

8

File one : a Person’s Profile Level : Second Year .

Sequence : one Lesson : Discover the Language .

Lesson plan


Lesson focus:


Speaking and writing .


Function : Talk about daily life activities.

Grammar : present simple tense(adverbs of frequency ) .

Vocabulary : related to daily life activities

Pronunciation : discriminate between third person final “s” pronunciation. Will you explicitly teach an aspect of culture in the lesson? If so, describe it:

• No


Talk about daily activities and routine .

Competencies: Which competencies in the AEF are you working toward or plan for the learners to achieve today? (They should be

adapted from the AEF to reflect the specifics of your lesson.)

• Can interact orally to ask and answer questions in very short exchanges using simple sentences.

• Can plan for , use and evaluate the effectiveness of one or two basic productive speaking strategies.


• Can use very simple sentences patterns with memorized phrases.

• Can sustain a very short, simple oral description.


• I can see when they do the activities.

• When they talk about daily life activities .

• Discriminate between final” s “pronunciations.

• Required materials and/or resources: T • The lesson is based on material in the second year learner’s manual book ( page 12)

• the listening script from first year manual ( 124/125)

• Pictures and flash cards.

Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is

this related to?

• The teacher plans lessons that have communicative objectives2 and whose steps build toward

meeting them.

• The teacher chooses topics and tasks that allow learners to develop skills in learning and

communicating about themselves and their community, and about their country and the world.

9

time swbat (for each stage)

rationale (why do students do this)

interaction PROCEDURE materials (vakt)

Talk

about

daily life

activities.

using the

present

simple

tense

Talk

about

daily life

activities.

using the

present

simple

tense

Interact

with

teacher to

describe

daily

activities

Isolate the

underlined

grammar

notions.

Identify the

main

constituents

of a sentence

and the form

of verbs(

present tense

Identify the

right place of

the “adverbs”

of frequency

and other

sentence

constituents.

Teacher -

students

Va

Teacher -

students

Students –

students

Students –

students

Students –

students

Students –

students

Students –

students

Students –

students

Teacher –

students

Lesson : Discover the language ( PIASP lesson)

Warming up :

The teacher greets his/her learners then asks them

about daily school life. Presentation:

The teacher invites the learners to open their books on page

10 then listen to the teacher reading the short paragraph

about “Jane smith “.and asks them to underline the following

sentences.

Isolation

the teacher isolates the following sentences:

She goes to her tennis club.

At six o’clock, Jane and her partners eat sandwiches.

She watches the eight o’clock news.

Learners read the sentences.

Analysis

The teacher invites the learners to analyze the sentences

She watches the eight o’clock news.

Subject + verb + object

(to watch)

Jane and her partners eat sandwiches

Subject + verb + object

( to eat)

The teacher may help the learners through asking them

questions.

Stating the rule

Practice

��Form Based task:

Exercise one : Re-order the words to form correct sentences.

1) 7:00/ a.m / always /Amina /gets up ./ at ��

2) Never/ school/ goes /she. /by /to/ bus ��

3) everyday/he/ watch/ does/ TV /? /→

4) – Thursday/ don’t/ study/ we/ English/ on/→

Visuals

Learne

r’s

manual

page

10

The

board

and

marker

.

Learne

rs

manual

page

11

We use the present simple tense to talk about present habit or

routine .

Affirmative form : I / you / we / they +verb + object.

She / he / it + verb + (s / es) + object.

negative form:

I / you/ they / we don’t ( do not) + verb( stem) + object.

She/ he / it doesn’t (does not) + verb (stem) + object.

Interrogative form ; Do you / they + verb ( stem) + object.

Does she / he + verb (stem) + object.

10

Talk

about

daily life

activities.

using the

present

simple

tense

Detect the

meaning of

sentences.

Use the

present

simple , ask

and answer

questions

Practice

using

the

stated

rule for

present

simple

tense .

Students-

students

Teacher-

students

Students –

students

Students –

students

�� Meaning based task : Exercise two : match the sentences

with their meaning

Sentences Meaning

a) - My friend always gets up at 7 and goes

to school at 7.45.

b) - My friend is tall and slim with brown

eyes.

1)-describing physical

appearance.

2)- describing daily

activities.

��Communicative based task:

Activity 4 on page 11/ here are Oscar’s answers .find the

questions.

You: Do you like your job?

Oscar; yes I do I like my job very much.

You. Why do you like your job?

Oscar: because I love people ; especially children .

You ; Do you travel a lot,

Oscar ; yes I do I really travel a lot.

You Are you married ?

Oscar ;: yes I am and I have two children.

You ; What does she / your wife do ?

Oscar She is a nurse

You ; Does your job pay well?

Oscar ; oh no! my job doesn’t pay well , but I like circus life

and touring life.

The learners work in pair, the teacher supervises their

works, offers his help ,then invites them to correct each task

, read then copy down all the written works

The teacher asks the learners to do activities 1 / 2 on pages

10 / 5 /6/7 on pages 22/23/as a home work.

Pronunciation and spelling :

Warming up: the teacher asks the learners to correct activity 2on page 10 ( home work)

Activity 2 on page 10: give the present simple form of these

verbs( 3 rd person singular)

Verbs Present simple ( she / he / it )

Verbs Present simple ( she / he /it)

To like Likes To teach Teaches

To hate hates To play Plays

To close closes To run runs

To write writes To open Opens

To wear wears To clean cleans

To drive drives To stand Stands

The learners correct the activity on the board.

Activit

ies

adapte

d to

the

lesson .

Learne

rs

manual

page

11

Learne

r’s

manual

page

10 .

11

Descrimi

nate

between

final “s”

pronunci

ations

Descrimi

nate

between

final “s”

pronunci

ations

Isolate

the simple

present

verbs.

Identify

different

final “s”

pronunciat

ion.

State the

rule .

Repeat

the verbs .

Practice

using the

stated

rule.

Students –

students

Teacher –

students

Students-

students

Students-

students

The teacher invites the learners to return to page 10 ( a day

in the life of Jane smith ) . and pay attention to underlined

verbs ( gets / watches/ returns)

Isolation and Analysis: the teacher invites the learners

to repeat the verbs and try to analyze the final sounds.

gets → s= /s/ watches →s= /iz/ returns→ s=/z/ stating the rule :

Practice : Learners are invited to listen to the teacher and repeat the

words in the chart on page 8.

Learners are asked to do activity 3 on page 10:

Activity 3 on page 10 : say what their final sounds are:/s// z/

or /iz/. Write the verbs in the right column.

/s/ /z/ /iz/

gets

likes

hates

writes

wears

drives

plays

runs

opens

cleans

stands

closes

teaches

The teacher explains the task and invites the learners to work

in pairs. The teacher gives help when needed.

Learners read the written works then copy down.

Board

and

marker

.

Learne

r’s

manual

page

10 .

Final « s « pronunciation.

/s/ / iz/

/z/

12

Activity one on page 10: Write sentences about Jane Smith: I live in a nice flat → She lives in a nice flat .

I have a dog ,a cat and two parrots →She has a dog , a cat and two parrots .

I always get up early when I work .→ She always gets up early when she works.

I have lunch at 1pm → She has lunch at 1 pm.

I play tennis, chess and cards with my friends .→She plays tennis, chess and cards with her friends.

I drive a big car . → She drives a big car .

Activity 5 on page 22. Match questions with answers:

How tall is he ? - brown

What’s the colour of his hair ? - green

Is he tall ? - no , he hasn’t

What colour are his eyes ? - no ,he isn’t

How old is he? - 1.45m

Has he got glasses ? - 14

Activity 6 on page 22: put the words in the right order and use the right punctuation

1)- Afternoon/ tennis /she/Tuesday / plays/ every .→She plays tennis every Tuesday afternoon .

2)- On /what/ she/ do/ Fridays/does/ → What does she do on Fridays ?

3)- dinner/ where /they/ do/ have/usually / → Where do they usually have dinner ?

Activity 7on page 23: correct the mistakes : � She don’t look nice in this dress .

doesn’t

� Do he play cards ?

Does

� I not like horror films .

don’t

� They always has dinner in this restaurant

have

� What time do she go to bed?

does

13

Activity 19 on page 24.

This is a police poster of a lost girl .

Use the words below and write a short description

to help the police find her.

1) - The teacher reads the situation and asks the learners to read it too.

The teacher shows to pupils how to elicit their notes and try to organize their ideas about the

theme.

The teacher instruct learners to work in this .list all their ideas

2) - Learners will try to select and organize their ideas.

3) - The learners are asked to work in pairs and try to write a description about Marina .The

teacher helps the learners when needed. Asks them read their descriptions. Chooses the best

work and writes it on the board and copy down.

Name Age Body Hair Eyes Face Nose Clothes

Marina

Hayes

‘(lost girl)

(To be)

12 years

old

(To be )

Tall /

slim

(To be )

Long/

Curly/

Black

(To have

)

Brown

(to

have )

Round

(to have )

Small

(to have )

Jeans/ red

T-Shirt/

sport shoes.

( to put on/ to wear)

15

File one : A PERSON’S PROFILE level : second year .

Sequence 2 lesson : listen and speak .

Lesson plan


Lesson focus:


Listening and speaking

Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation (phonemes, intonation,

etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.

• Function : talk about past actions .

• Grammar :past simple tense( regular verbs) .

• Vocabulary : related to actions /past events

• Pronunciation : discriminate between final “ed” pronunciation.


• No


Talk about past actions / events using simple past with regular verbs.

Competencies: Which competencies in the AEF are you working toward or plan for the learners to achieve today? (They should be

adapted from the AEF to reflect the specifics of your lesson.)

• Can interact orally to ask and answer questions in very short exchanges using simple sentences.



• Can plan for, use and evaluate the effectiveness of a variety of listening strategies used to grasp general ideas quickly and find specific information.




• When they talk about past actions / events

• Desciminate between final” ed “pronunciation.

• Required materials and/or resources: T • he lesson is based on material in the second year learner’s manual book ( page 12)

• the listening script from first year manual ( 124/125)

• pictures and flash cards .

Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is

this related to?

• The teacher plans lessons that have communicative objectives3 and whose steps build toward

meeting them.

• The teacher chooses topics and tasks that allow learners to develop skills in learning and

communicating about themselves and their community, and about their country and the world.

16

time swbat (for each stage)

rationale (why do students do this)

interaction

procedure materials (vakt)

Talk

about

daily

activities.

Talk

about

past

events

using

regular

verbs.

Talk about past events using regular verbs. Talk about past events using regular verbs.

Ss need to

remember

and review

what they

studied in a

previous

lesson.

Ss need to

know key

vocabulary

and need to

understand

what they

are going to

listen to.

Ss do tasks

which help

them

understand

the script

and develop

listening and

skills.

Ss need a

chance to

check their

answers in

pairs.

Ss need an

opportunity

to

personalize

what they

have heard.

T – SS T – SS VA T- SS SS-SS SS –SS SS- SS T –SS SS –SS

T – SS

Warming up : The teacher interacts with the learners about previous lesson(

talking about daily activities) .

The teacher reports their answers on the board.

Pre listening : The teacher invites the learners to look at the photo and try to

talk about it.

( two women are talking on the phone)

The teacher introduces the situation. Mona is in London. She is

visiting the city.

The teacher elicits the new vocabulary (yesterday /

stayed/walked/ passed / the museum/so-so ) through visuals and

examples.

Learners repeat the new words.

During listening : The teacher invites the learners to listen to the telephone

conversation and do the following activity :

Activity one : listen then write true / false . a)-Mona stayed at the hotel yesterday morning.→ false .

B-Mona walked round the hotel in the evening.→ true

c-the museum wasn’t open →true .

d- Mona enjoyed her day→ false listening script

Learners listen then check their answers in pairs.

post listening :

Learners listen then correct their answers on the board.

The teacher invites them to read the conversation in pairs(

written on the board) then asks them to underline the

following sentences : -

“ what did you do yesterday?

“ I stayed at the hotel.

And circle the verbs ( stayed / walked/ passed / decided)

The teacher invites the learners to do the following activity:

Pair work: ask your partner about yesterday.

What did you do yesterday morning / afternoon/ evening/ ?

the teacher explains the task and helps learners with the needed

vocabulary through visuals.

stayed at home / cleaned the room/ helped my mother/ helped my

father/ washed the car/ revised lessons / watched a film/ played

video games.

Learners work in pairs. Perform their dialogues. Then copy down.

Board/marker/ flash cards Board/marker Board/marker

Helen : Hi, Mona ,did you have a nice day ?

Mona . Hello Helen .it was so-so

Helen : what did you do yesterday afternoon ?

Mona : I stayed at the hotel because I was very tired.

Helen : What about the evening ?

Mona : In the evening , I walked round the hotel and passed along

the museum .It wasn’t open .I decided to visit it on Monday .

17

Discrimin

ate

between

different

final “ed”

pronuncia

tion

Descrimin

ate

between final” ed”

pronuncia

tions

Students need

to be exposed

to new language and

skills in an

authentic way

by the

teacher.

Isolate the

simple past

verbs.

Identify final

“ed

pronunciation

s .

State the

rule .

Repeat the

verbs .

T need to assess the

leaner’s

assimilation.

SS-SS T – SS SS –SS T –SS SS-SS T –ss SS-SS

SS-SS.

Pronunciation and spelling :

Presentation:

Learners are invited to read the words that they have circled

before.

Isolation :

The teacher reports them on the board.

The teacher writes the final “ed” in different colour.(

The teacher reads the isolated verbs and asks the learners to

repeat.

Analysis : learners are asked to deduce the different pronunciation

and to discriminate between the sounds.

Stayed passed decided

ed →/d/ ed→/ t/ ed →/id/

stating the rule :

Practise:

Learners are invited to listen to the teacher reading words in the

table on page

/ t/ /d/ /id/

looked

worked

practised

noticed

lived

listened

tried

toured

painted

decided

completed

acted

Learners repeat in chorus then individually .

Learners are asked to close their books and try to identify and

compare the list of words the teacher reads .

Identify : looked / listened / acted/ toured/ tried/ noticed/

decided.

Compare :( looked – liked). (worked-played ) (danced- stayed).

(noticed- listened)

Flash cards Board/marker Second year learner’s manual Page

12

Final “ ed “pronunciation

/d/ / t/ /id/

18

Narrate

past

actions

using

regular

verbs.

Narrate

past

actions

using

regular

verbs.

Ss need to

remember

and review

what they

studied in a

previous

lesson.

Isolate the

underlined

grammar

notion.

Identify the

main

constituents

of a sentence and the form

of verbs(

simple past

tense)

State the

rule for

simple past

tense.

Identify the

place of

sentence

constituents

.

T –ss T –ss Ss –ss T-SS Ss –ss Ss –ss

Warming up :

The teacher interacts with the learners about previous lesson.

Presentation :

The teacher writes the following on the board :

“ what did you do yesterday?

“ I stayed at the hotel. Did you enjoy your trip?

No, I didn’t.

The teacher reads the sentences and invites the learners to

repeat.

Isolation

Yesterday ,I stayed at the hotel / Did you enjoy the trip ?

Learners read the isolated sentences.

Analysis:

1) Yesterday , I stayed (at the hotel .

Time marker + subject +( verb +ed )+ ….. .

2) Did you enjoy the trip ?

did + subject + verb + object + ?

Stating the rule

:

Practice :

Form based activity :re-order the words to get correct sentences

1) - the food/ John/ enjoyed/ yesterday.

→ Yesterday, John enjoyed the food.

2) - listen/ last/ she/ music/did/ night/ to /? /

→ Did she listen to music last night ?

3) – summer/play/didn’t/football/they/last/

→ They didn’t play football ,last summer.

Listening script.

Board/marker

Second year learner’s manual On page 15

Activities adapted from first year manual.

We use the simple past to talk about past actions or events. To

form the past simple : we add ( ed /d) to verbs

To tour → toured / to puzzle → puzzled .

To study →studied / to play → played.

Affirmative form : time marker + subject + verb+ ed +object.

Negative form: subject +did not( didn’t )+verb +object.

Interrogative form : did + subject + verb + object+?

Time markers : last week / month/year / September.

In 2003/ in august / in summer.

19

Narrate

past

actions

using

regular

verbs.

Detect the

meaning of

sentences .

Ask and

answer using

simple past

tense.

Practice using

the stated

rule. Negative

and interrogative

Forms.

Write into the past form

and identify

final “ed

pronunciation.

Ss –ss Ss –ss

Meaning based activity : match the pairs:

Sentence Meaning :

1) - Salim is a tall boy with green

eyes and fair hair.

2) - yesterday I cleaned my

room and revised my lessons.

3) - my mother cooks lunch

every day.

a)- narrating past events.

b)- describing daily

activities/routine.

c)- describing physical

appearance.

communicative based activity :find the questions to Mona’s

answers:

Helen : What did you do yesterday at 10?

Mona : I landed at Heathrow airport at 10 .

Helen : Did you check your passport ?

Mona : Yes ,I did . I checked my passport at the airport control.

Helen :What time did you order your meal?

Mona: I ordered a meal at 13:00.

Helen : Did you enjoy the journey?

Mona : No ,I didn’t . I didn’t enjoy the journey. It was tiring.

Learners do the activities. Correct then copy down.

Practice

Activity1 : write into the negative then the interrogative

forms:. -Dad worked last Sunday.

-We played football after school yesterday.

-I watched a good film last night.

-My friend and I tried skating for the first time yesterday.

-Mary played the guitar for an hour this morning.

-I stayed at my friend’s house last week.

Activity 2 : write the verbs into the simple past tense then classify

them according to their final” ed” pronunciation.

To greet/ to check/ to phone/ to dance/ to finish/ to smell/ to

work/ to visit/ to need/ to order/ to kick/

ed → /d/ ed →/t/ ed→/id/

Phoned

Smelled

Ordered

Checked

danced

finished

worked

kicked

greeted

visited

needed

Activity 3: write the correct form of verbs between

Activities adapted from first year manual.

Board / marker.

board and marker

Activities adapted from first year book .and other resour

ces .

20

Narrate

past

actions

using regular

verbs.

Write the

correct form

of verbs.

brackets : a. Yesterday our teacher (to ask) ……………………….. us a lot of

questions.

b. Mum and dad ( to arrive) …………………….. in Spain on

Saturday morning .

c. My sister (to want) …………………to buy a CD for her friend.

d. It isn’t my fault that you ( to miss) ……………………..the bus.

e. I ( to look) …………………….everywhere for my glasses last

night.

f. The bus was so late so I ( to walk) ……………….to the football

match .

HOME WORK : Activity 5 on page 15 .

Activities adapted from first year book .and other resources .

21

FILE ONE : A PERSON’S PROFILE. Sequence two level : second year lesson listen and speak

LESSON PLAN

Lesson focus:


• listening and speaking .


• Function : talk about biographies.

• Grammar :past simple tense ( irregular /regular verbs) . prepositions( in / on )

• Vocabulary : related to biographies and career. (dates)

• Pronunciation : discriminate between final “ed” pronunciation.


• no


• Describe a biography.


• can interact orally to ask and answer questions in very short exchanges using simple sentences.



• Can plan for , use and evaluate the effectiveness of a variety of listening strategies used to grasp general ideas quickly and find specific information.




• When they talk about someone’s biography.

• Desciminate between final” ed” pronunciation.

Required materials and/or resources: • The lesson is based on material in the second year learner’s manual book ( page 12) and the listening script on

page 20).





22

TIME Swbat(for each stage)


Interaction

Procedure Materials

VAKT )

. Talk

about a

picture .

Descrim

inate

between

date

and

place of

bith/de

ath.

Describ

e a

biograp

hy.

Ss need

to

remember

and

review

what

they

studied in

a

previous

lesson.

Ss need

to know

key

vocabular

y and

need to

understan

d what

they are

going to

listen to.

Ss do

tasks

which

help them

understan

d the

script

and

develop

listening

and

skills.

Ss need

a chance

to check

their

answers

in pairs.

Ss need

an

opportuni

ty to

personaliz

e what

they have

heard.

T – ss

T – ss

Va

T – ss

t-ss

Ss -ss

T –ss

Ss -

ss

Warming up : the teacher interacts with the learners about previous

lessons or Correct home work.

Pre- listening :

The teacher invites the learners to open their books on page 12. And look

at the photo.

The learners are invited to talk about the photo.( What they can see.

What is the kind of this picture? It is an ad.

What kind of ad? It is about musical concert.

What is the name of the man in this photo? His name is Louis Armstrong.

The teacher elicits the new vocabulary ( jazz/ trumpet/band/was born/

died/nickname /famous)

The teacher invites the learners to listen to the script and do the

following activities.

During listening :

Activity one on page 12/ listen then fill in the chart :

The teacher reads the script twice .Learners listen and fill the chart

Then check their answers in pairs.

Post listening :

The teacher invites the learners to correct their answers on the board.

Then asks them to open their books on page 20 .

The teacher reads the script and invites the learners to underline the

following :( nicknamed / perfected /was born /played/ set up/ created) . In 1935, he set up his own jazz band. The learners are asked to use the chart and the script to describe Louis

Armstrong’s biography.

Suggested description :

The teacher helps learners do the work. Learners read their works .then

write down on their copybooks.

Listening script on page 20 :

Learn

ers’

manu

al

page

Board

/mar

ker/fl

ash

cards

Learn

ers

manu

al

page

20

Louis Armstrong was an American singer. He was born in

1900 in the U.S.A. His nickname was “satchmo”. He died in

1977.

Name: Louis

Surname: Armstrong

Date of birth: 1900

Place of birth: New Orleans

Nationality: American

Nickname: “satchmo”

Louis Armstrong , nicknamed « satchmo », was born in 1900in new

Orleans . He was a famous black trumpet player and jazz singer .He

played in many jazz groups in new Orleans, Chicago and new York .In

1925, he set up his own jazz band, “hot five”, and later “hot seven”

(1927) .They perfected the new Orleans style and created what is now

the classical jazz style .Louis Armstrong died in 1977 in new York .

23

Describ

e a

biograp

hy .

Ask and

answer

suestio

ns .

Learners

need to

be

exposed

to the

new

language

and skill

in an

authentic

way by

the

teacher.

Learners

need time

and

practice

remember

the new

skill or

language .

.

Learners

need a

chance to

personaliz

e and use

the new

language

or skill.

t-ss

Ss-ss

t-ss

va

ss-ss

ss-ss

(PPU lesson) practice

Presentation :

The teacher invites the learners to open their books on page 13 .

Then to pay attention to activity one .

The teacher explains the task. Performs an example using Souad Massi‘s

chart .

1- My name is Souad Massi . I was born on August 23rd, 1972 in Beb el

Oued .I am Algerian. My nicknamed is the “Tracy Chapman of the

Maghreb”.

Learners repeat the example.

Practice :

The teacher asks the learners to do the same for the two remaining

Ones.( be one of the stars and introduce yourself to the class .

2- My name is Rowan Sebastian Atkinson. I was born on December 24th.

1955 in London. My nickname is “ Mr. bean”.

3- My name is youssou N’dour. I was born in 1959 in Dakar. I’m

Senegalese. I have no nickname.

Activity two : on page 14.

Work in pairs. First, match the people with countries and dates of

birth. Then ask questions and answer them.

Where was [El Anka– Bob Marley – Sting – Fairouz -Lorie] born ?

� El Anka was born in Algeria.

� Bob Marley in Jamaica.

� Sting in England.

� Fairouz in Lebanon.

� Lorie in France.

When was [El Anka – Bob Marley – Sting Fairouz – Lorie] born ?

� El Anka was born in1907

� Bob Marley in1945

� Sting in1951

� Fairouz in1935

� Lorie in 1982 Use :

Learners are invited to fill in the following form then ask and answer

questions about it. Name :

Date of birth:

Place of birth:

Nationality :

What’s your name?

When were you born?

Where were you born?

What is your nationality?

What is your nickname ?

Learners work in pairs. The teacher gives help when needed. Then invites

the learners to perform their dialogues.

Then copy on their copybooks.

Learn

er’s

manu

al

page

13.

Board

and

mark

er

Learn

er’s

manu

al

page

14.

Board

and

mark

er.

24

Describ

e a

biograp

hy and

narrate

past

events

using

irregula

r verbs.

Students

need to be

exposed to

new

language

and skills

in an

authentic

way by the

teacher.

Isolate

and

analyze

the

underline

d

sentences

.

Identify

the main

constitue

nts of a

sentence

and the

form of

verbs(

simple

past

tense)

Compare

simple

past

verbs (

regular/ir

regular)

State the

rule .

t-ss

t-ss

ss –ss

t –ss

Ss –ss

ss- ss

Piasp lesson

Presentation :

The learners are invited to read the underlined sentence and verbs.

The teacher reports them on the board.

Nicknamed / perfected /was born /played/ set up/ created/died) . In 1925, he set up his own jazz band/ Louis Armstrong died in 1977. Learners read the verbs and the sentence written on the board.

Isolation :

The teacher writes the sentence and invites the learners to read the

isolated sentence.

In 1925, he set up his own jazz band./ Louis Armstrong died in 1977 Analysis :

In 1925, he set up his own jazz band

Time marker + subject+ verb + object .

(to set up)

‘Irregular’ “the list of irregular verbs”

Louis Armstrong died in 1977 .

Subject + verb + time marker.

(to die)

‘ regular”

The teacher asks the learners to compare the verbs listed before and

gives help when needed.

Regular verbs Irregular verbs

Nicknamed

Perfected

Played

Created

Died

Was born ( to be

born )

Set up ( to set up )

Stating the rule :

Practice :

The teacher gives the learners lists of irregular verbs then invites them

to do the following activities :

Learn

ers

manu

al

page

20

Board

and

mark

er

Board

and

mark

er .

Simple past verbs

Regular verbs . irregular verbs To die → died to be →was /were.

He bacame famous in 1935. (to become)

Negative form : subject +did not/ didn’t + verb( inf without to)+ object+ time

marker.

Example : He didn’t become famous in 1935.

Interrogative form: did + subject+ verb (inf without to )+ object + time

marker+ ?

example : Did he become famous in 1935?

(To be ) →I /she/he/it was – wasn’t – we/you/they were – we weren’t .

(to have) →had

25

Describ

e a

biograp

hy and

narrate

past

events

using

irregula

r verbs

Learners

practice

the

stated

rule.

Identify

the place

of

sentence

constitue

nts .

Detect

the

meaning .

Ask and

answer

using

simple

past

tense.

Use the

list of

irregular

verbs.

ss-ss

ss- ss

t-ss

Activity one: put the words in the correct order :

a)- 1954/on/was/st/ ,/Nouri koufi/December/born/31/?/

→ Was Nouri koufi born on December 31st,1954 ?

b)- in/ write/ Mohamed/ 1960/”L’incendie” / Dib/didn’t /

→ Mohamed Dib didn’t write “L’incendie” in 1960.

c)- many/ won/ he/prizes/

→ He won many prizes.

Activity two: what do the sentences express?

Match the pairs ,

Sentences Meaning

a) - Last week, I visited the zoo with

my family.

b)- Ben Badis was born in 1889.

c)- Every day , my father buys the

newspaper.

1) - describing a

biography.

2) - describing daily

activities.

3) - narrating past

events.

Activity three: (activity 3/15) ask questions about the underlined words: .

Pablo Picasso was born in 1881 in Malaga.

→ Who was born in 1881?

In 1907,he painted “les demoiselles d’ Avignon”

→ What did he do in 1907 ? Activity : write the simple past of the following verbs using the list of

irregular past verbs.

Infinitive Simple past

To go

To put

To sing

To leave

to take

to write

to have

to do

to read

to win

to sleep

to be

to come

to become

to buy

to give

to wear

to make

to drink

Activi

tities

adda

pted

to

the

lesso

n.

List

of

irregu

lar

verbs

.

26

I. Fill in the blanks with the missing verbs in the Past Simple.

Last night ___________(be) windy.

Last Tuesday we ________ (have) an exam.

In 1990 we ___________ (spend) our holidays in Brazil .

Yesterday I ___________ (sleep) till almost 11 o`clock.

Last year I __________ (buy) this coat.

Ann _________ (write) me a postcard.

II. Activity 14 on page 24: make the sentences negative :

1)- There were many fans at the entrance of the hall .

→ there weren’t many fans at the entrance of the hall .

2)- we attended the concert

→ we didn’t attend the concert .

3)- she sang all her hits .

→she didn’t sing all her hits.

4)- I liked her last song very much.

→I didn’t like her last song.

27

This month, your school magazine is about classical music in Algeria.

Your teacher of English asked you to participate .You choose

to write a biography about “a Malouf singer”.

Use the chart to write a biography about “

“

Name Surname Date of birth

Place of birth

Nationality

Benani Hamdi 01/01/1943 Annaba Algerian

Job Nickname � At a very young age /(to show) abilities for singing.

� At the age of 16/ (to win) the first prize.

� 1963/ (to become) famous.

Singer

“Malouf “

The white Angel

28

Ray Charles Charles Dickens Walt Disney Mohamed Dib M’hamed Issiakhem Victor Hugo

Sequence Three lesson: LISTEN AND SPEAK /PRACTICE.

Learning objectives

� Talking about a person’s life ( biography ) → the past simple tense +ago � Asking and giving information about possession →the genitive ( ‘s / s’)/

whose

29

Lesson plan

Lesson focus: Which language skill(s) will the students work on (speaking, listening, reading, writing)? Listening and speaking Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.

• Function : talk about a person’s biography / inquire about nationality/ job and releases .

• Grammar : past simple tense( regular verbs/irregular) + ago .

• Vocabulary : related to biographies/ cardinal/ ordinal numbers / dates/ releases . Will you explicitly teach an aspect of culture in the lesson? If so, describe it:

• No Objective: Students Will Be Able To….

Talk about a person’s life (biography) .


• Can interact orally to ask and answer questions in very short exchanges using simple sentences. • Can listen to understand main points and important details of short dialogues. • Can understand instructions and explanations that are concrete found in language learning materials • Can plan for, use and evaluate the effectiveness of a variety of listening strategies used to grasp general ideas

quickly and find specific information. • Can sustain a very short, simple oral description. •

When and how will I check my students’ progress toward the objective(s)? • I can see when they do the activities. • When they talk about someone’s biography using past simple + ago .

• Required materials and/or resources: • The lesson is based on material in the second year learner’s manual book ( page 16/17) • the listening script from second year manual ( page 20) • Pictures and flash cards.




30

TIME

Swbat(for each stage)


Interaction

Procedure Materials VAKT )

Interact

about what

has been

learnt.

Inquire about

Someone’s

releases .

Listen and do

the task

Listen and talk

about

someone’s

biography

using “ago “.

Discriminate

between

when/ how

long ago.

Talk about

biographies

/past events

using “ago “.

Identify

persons and

their jobs

Inquire

about

person’s

nationality,

job.

Talk about

person’s

biography

using “ago”

Talk about a

Learners

need a

chance

to

remembe

r what they

have

learnt

before.

interpret

the

visual

aids

Learners

need to

know the key

vocabular

y they

will hear

and to

understa

nd the

situation

.

Learners

need to

do task

to develop

their

listening

skills.

Learners

need a

chance

to check

their

answers .

Learners

need a

chance

to work

further

with the

listening

script.

Learners

need a

chance

to

remembe

T -s s

T -s s

Va

T -s s

T- ss

Ss –

ss

T-SS

Ss –

ss

SS –

ss

Ss –

ss

T –ss

Ss –

ss

T –ss

Ss –

ss

T –ss

Ss –

ss

Warming up :


Pre -listening

The teacher invites the learners to open their books on page 16. And try to

talk about the picture .

The teacher may help them with the following questions :

♪ What is it ? → It is a picture.

♪ What can you see in this picture? → a book . (a novel).

♪ What is the title of this book? → Oliver Twist

♪ Who wrote it? → Charles Dickens.

♪ Do you know the story of “Oliver Twist “?

The teacher introduces the new vocabulary through pictures and examples:

(strip cartoon/ poor # rich /Victorian period/ alive #dead/ lend/ ago)

The learners repeat the new words.

The teacher introduces the situation between Aminata and Olga then invites

the learners to listen and do the activity :

During listening :

Activity 1: listen then answer the following questions :

♣ When did Charles dickens die? → He died in 1870.

♣ How long ago did he die? → He died 140 years ago.

The teacher reads the dialogue twice. Learners listen then do the activity.

Learners check their answers in pairs. Then correct on the board.

Post listening :

The teacher invites the learners to open their books on page 20 . read the

script and underline the following :

“It’s Indira’s book .Ask her.”/

Learners perform the dialogue in pairs .The teacher asks them to do

Activity2: complete the sentences.

� Algeria got its independence in 1962 so it got it ……………. years ago.

� My parents got married …………. ago.

� My …………… died ……………. ago.

Learners work in pairs. Correct on the board, read the written work then copy

down.

Lesson : practice (ppu)

Warming up :

Pictu

re

on

page

16

Visu

als

aids

/

Boar

d

and

mark

er

Liste

ning

scrip

tadd

apte

d to

the

lesso

n on

page

20

Boar

d

and

mark

er .

Pen

and

pape

r.

Boar

d

and

mark

er .

Olga: what are you reading? Aminata : Oliver Twist . Olga: Oliver Twist? Oh yes. The famous strip cartoon. Aminata : No. It’s the famous novel by Charles Dickens .He wrote it a long time ago .He described the life of a poor boy who lived in London during the Victorian period . Olga : Is Charles Dickens still alive ? Aminata : oh, no ! He died a long time ago, in 1870 Olga : Ah you mean he died 140 years ago . I‘d like to read this book .Could you lend it to me?

Aminata : Sorry it’s Indira’s book .Ask her.

31

person’s

releases

using “ago “

Ask and

answer

about a

person‘s

releases.

r what

they

have

learnt

before.

Learners

need to

be

exposed

to new

language

or skill

in

authenti

c way.

Learners

need

time and

practice

to

remembe

r the

new

language

or skill

and to

explore

the

limits of

its form

,

meaning

and use.

Learners

need a

chance

to

personali

ze and

use the

new

language

or skill .

Ss –

ss

T –ss

Ss -ss

Learners are invited to talk about previous lesson.

Presentation :

The teacher asks the learners to open their books on page 17.

The teacher explains the instruction of activity one and invites the

learners to do it in pairs.

Activity "1"p 17: Who’s who? Match the pairs. M'hamed Issiakhem * a writer Ray Charles * a film producer Walt Disney * a painter Charles Dickens * a singer Mohamed Dib * a writer Learners try to do the activity. The teacher asks them then to correct

and try to talk about the persons and about their nationalities and jobs. Example: Who is M’hamed Issiakhem? → An Algerian painter.

The learners are invited to pay attention to activity 2 on the same page.

The teacher writes the following example and invites the learners to read

it. Then the teacher explains the task

How many years ago did Charles Dickens die? ( we are in 2010)

How long ago

→ He died 140 years ago. → “A period of time + ago”

Practice

Then the teacher explains the task and invites them to do the same with

the remaining artists.

Learners work then perform their dialogues in pairs.

Activity "2" p17: Calculate and say how many years ago did these

people died. {we're in 2010}

How many years ago did (Issiakhem/Ray Charles/ Walt Disney/ Mohamed

Dib) die?

M'hamed Issiakhem [1985 – 2010] �He died twenty five years ago,

Ray Charles [2004 -2010] � He died six years ago.

Walt Disney [1966-2010] � Walt Disney died forty four years ago.

Mohamed Dib [2003 -2010 � Mohamed Dib died seven years ago.

Learners work then perform their dialogues in pairs.

The teacher explains the instructions of activity3, asks the learners to

take their rough copy books and do it.

Activity "3"p17: Calculate and write sentences using the following

verbs {paint/sing/produce/write} and "ago".

Charles Dickens wrote "Oliver Twist" [1838-2010] 167 years ago.

M'hamed Issiakhem painted 'Auto portrait' [1976-2005] 29 years ago.

Pablo Picasso painted "Guernica" [1937-2010] sixty years ago.

Walt Disney produced "Peter Pan" [1952-2010] fifty eight years ago.

Charles Dickens wrote «David Copperfield» [1850- 2010] 160 years ago :

Use :

The teacher invites the learners to talk about one of the artists making

questions and answers about them (their jobs/ nationalities/ releases).

The teacher invites the learners to give free examples using “ago” talking

about their own interests.

The pupils do the activity in rough, correct on the board, then read and

write down.

Home work : Activity '4'page 19

Lear

ners

‘

manu

al on

page

17 .

Pictu

res

Boar

d

and

mark

er

Lear

ners’

manu

al on

page

17

Pictu

res

Lear

ners’

manu

al

Boar

d

and

mark

er

32

Sequence: three. Lesson: .

Lesson plan

Lesson focus: Which language skill(s) will the students work on (speaking, listening, reading, writing)? Reading and writing. Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.

• Function : talk about the past .

• Grammar : past simple tense (regular verbs/irregular) + ago.

• Vocabulary : related to cavemen period and life ./ tourist / Will you explicitly teach an aspect of culture in the lesson? If so, describe it:


Narrate past events using the simple past tense.


• Can interact orally to ask and answer questions in very short exchanges using simple sentences. • Can read and understand the general ideas and some important details of formulaic personal email/letter.

Can plan for, use and evaluate the effectiveness of a variety of reading strategies used to grasp general ideas quickly and find specific information.

• Can sustain a very short, simple oral description. • Can write very short, factual descriptions.

When and how will I check my students’ progress toward the objective(s)? • I can see when they do the activities. • When they write a short presentation using the text and visual aids playing a role of a tourist guide.

• Required materials and/or resources: • The lesson is based on material in the second year learner’s manual book ( page 17) • bob’s letter from second year manual ( page 20) • Pictures and flash cards.




33

TIME

Swbat Rationale Interaction

Procedure Materials

Identify

the theme

of a letter .

interpret

the visual

aids

Produce

written

answers to

questions.

Identify opposites

Write a

short

description

about past

events.

Learners

need a

chance to

remember

what they

have learnt

before .

Learners

need to know

the key

vocabulary

and

understand

the situation

Learners

need to do a

series of tasks which

help them

understand

the text

Learners

need a

chance to

work further

with the

text

T -s s

ss-s s

Va

T-ss

T -s s

ss- ss

T -ss

Ss ss

T-ss

Ss ss

T –ss

Warming up :


Pre – reading

The teacher invites the learners to open their books on page 17.

The teacher introduces the situation :

“Susan received a letter from Bob. Look at the pictures and guess what Bob’s

letter is about? “ The teacher may help the learners with the new vocabulary, then introduces

the new one they are going to need to understand the letter.

Cave paintings / cavemen / hunt/ skins/plants /upside-down / inside /

through visuals

During listening :

The teacher explains the instruction of activity 2 and invites the learners to

work on their rough copybooks.

Activity 2 on page17: Go to page 20. Read Bob’s letter and answer the

questions.

a- What animals did cavemen hunt? �� They hunted mammoths, bears

and tigers.

b- Why? �� They hunted them for food.

c- Where did they paint the pictures? �� They painted them inside

their caves.

d- Why did they paint animals upside down? �� They painted them upside

down to show that they were dead.

e- What did they make paint from? �� They made paint from different plants.

The teacher asks the pupils to do

"Activity '3'on page 17: match the opposites :

Left =/= different

Boring =/= inside

same =/= arrived

outside =/= interesting

upright =/= dead

alive =/= upside down.

Activity 3: pick out from the text 4 regular past verbs /

4irregular past verbs then give their infinitives

Arrived / went / was/ were / hunted/ painted/ lived/ killed/made/

did/ got/learnt /

The pupils do the activity in rough , correct on the board , Post reading.

Activity 4 : Imagine you are a tourist guide and you are in the Tassili

caves /at a museum. Use the pictures and write a short presentation

about cavemen

Use these verbs to help you ( live/ use/ hunt/ eat/ wear/make )

Suggested answer :

Learners work in pairs. Read their works .Correct on the board then copy

down.

Learne

r’s

manual

page

17

Picture

s/

flashca

rds

Learne

rs

manual

page

20/17

Learne

r’s

manual

page

20

Picture

s /

board

and

marker

Board

and

marker

s.

Good morning / good afternoon. Cavemen lived a long time

ago. They lived in caves. They hunted animals. They eat their

meat and made clothes from their skins. Cavemen used stones

to make weapons and tools. They painted inside the caves.

34

Sequence : three. Lesson: DISCOVER THE LANGUAGE.

Lesson plan

Communicative objectives: the purpose of the lesson is for students to improve their ability communicate so that by the end of the lesson they have developed skills to better exchange real-life thoughts, messages or informatio

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 : talking about possession .

• Grammar : the possessive case ( ‘s/ s’)/ whose

• Vocabulary : related to school things / possessions in general. Will you explicitly teach an aspect of culture in the lesson? If so, describe it:


Ask and give information about possession.


• Can interact orally to ask and answer questions in very short exchanges using simple sentences. • Can listen to understand main points and important details of short dialogues. • Can understand instructions and explanations that are concrete found in language learning materials • Can plan for, use and evaluate the effectiveness of a variety of listening strategies used to grasp general

ideas quickly and find specific information. • Can sustain a very short , simple oral description.

When and how will I check my students’ progress toward the objective(s)? • I can see when they do the activities. • When they talk about possessions.

• Required materials and/or resources: • The lesson is based on activities adapted to the lesson . • the listening script from second year manual ( page 20) • Pictures and flash cards.




time Swbat(for each stage)

Rationale Interaction

Interact

about

what has

been

learnt.

Ask and

answer

about

possession

.

Ask and

answer

about

possession

.

Talk

about

possession

using the

possessive

case (‘s)

Learners

need a

chance to

remember

what

they have

learnt

before.

Learners

need to

be

exposed

to new

language

in

authentic

way .

Learners

need time

and

practice

to

remember

the new

language

/skill.

and to

explore

the limits

of its

form /use

/meaning.

Learners

need a

chance to

personaliz

e and use

the new

language

/skill .

T -s s

T -s s

Va

T -s s

Va

T- ss

T -ss

Ss –ss

T-SS

Ss –ss

T –ss

T-SS

(PPU)

Warming up :

The teacher interacts with the learners about previous lesson

Presentation:

The teacher presents the followin

The learners listens then try to repeat in pairs.

Practice :

The teacher writes the dialogue on the board .then invites the learners to

substitute the underlined words using the following :

Miss Brown (umbrella)

/My sister (pencil) Learners work in pairs in rough then perform their dialogue.

The teacher ask the learners to do activity 2 :

Activity two: look at the example and do the same

(John / dog)

/(my father / TV) /( Mary/ doll) /( Peter / bike) /(Tim / bag ) / ( sally /

T-shirt)

The learners work in pairs .the teacher supervises their work and

gives help when needed. Then invites the learne

Use :

Learners are asked to prepare short dialogues talking about

possessions in the classroom.

Learners work in pairs.

Presentation

The teacher asks the learners to open their books on page 20. And pay

attention to the listening script.

Then they read the underlined sentence. The teacher writes it on the

board.

It’s Indira’s book.

A

A

35

Procedure

(PPU)

Warming up :

The teacher interacts with the learners about previous lesson

Presentation:

The teacher presents the following dialogue : ( Paulo / pen)

The learners listens then try to repeat in pairs.

Practice :


substitute the underlined words using the following :

Miss Brown (umbrella) / The engineer (desk)/ The students (room)

My sister (pencil) / The Simpsons (car). Learners work in pairs in rough then perform their dialogue.

The teacher ask the learners to do activity 2 :

Activity two: look at the example and do the same:

(John / dog) – Is that John’s dog? - Yes, that’s his dog.


shirt)


gives help when needed. Then invites the learners to perform.

Use :


possessions in the classroom.

Learners work in pairs. Perform their dialogues.

PIASP lesson)

Presentation :


attention to the listening script.


board.

It’s Indira’s book. It is her book.

A : Is this your pen ? B : No, it isn’t .

A : Whose pen is this ? B : It’s Paulo’s .

Materials


g dialogue : ( Paulo / pen)


The students (room)

Learners work in pairs in rough then perform their dialogue.

Yes, that’s his dog. (Samir / book)



rs to perform.




Board

and

marke

r .

Pictur

es and

flash

cards .

Papers

and

pen

.

36

Interpret

the

statement

s to

identify

the form

and use

of

“possessiv

e case .’s

Ask and

give

informati

on about

possession

.

Ask and

give

informati

on about

possessi

on

Isolate the

underlined

grammar

notions.

Identify the

main

constituents

of a

sentence

State the

rule .

Practice

using the

stated rule

Identify the

right place

of the

sentence’s

constituents.

Detect

the

meaning of

sentences.

Descrimina

te between

who/whose

T-ss

T-ss

T-ss

Ss –ss

Ss –ss

Ss –ss

Ss –ss

T-ss

The teacher reads the sentence then invites the learners to read it.

Isolation :


Analysis :

the teacher invites the learners to analyze the sentences . Helping them

with questions .


It is singular noun + ‘s + noun possessive pronouns + noun

possessor + ‘s + thing

It is the book of Indira. (Whose book is it?)

It is the children’s room / It is Simpsons ‘ car .

Stating the rule : on page 19

Practice :

Learners are asked to give free examples. the teacher invites the learners

to do the following activities .

Three types activities :

Activity one (form based task ): re- order the words to get

meaningful sentences :

1) - Pen/film/ whose/ ?/ Peter / is / → whose film is Peter Pen ?

2) - Walt / it /‘s/ is / Disney /. / → It is Walt Disney’s .

3) - saw/, / thieves/ car / ‘/ I / the/yesterday/./

→ Yesterday, I saw the thieves’ car.

Activity two : ( meaning based task) : match the pairs :

Sentence Meaning

1) - That’s my father’s car.

2) - My brother drives to work

everyday.

3) – Beethoven died in 1827.

a) - describing a biography.

b)- talking about possession

c) - describing daily

activities.

Activity three : (communicative based task) complete the following

questions with who / whose :

A: Whose cd is it? B: It’s karim’s

A: Who is absent? B: Sally is.

A: Whose book is that? B: It’s Ali’s book.

Learners work in pairs. The teacher gives help. Then invites the learners

to correct, read the written work then copy down.

Learne

r’s

manual

Board

and

marke

r .

Learne

r’s

manual

/19

Board

and

marke

r .

To form the genitive (possessive case) :

We put (‘s) after a singular noun/ irregular plural .

Example: I like Ahmed’s painting / she writes children’s book.

We put (‘ ) after regular plural nouns .

Example: they sell girls’ clothes.

37

2- Activity 9 on page 23: Is the (‘s) the short form of the verb to be (a) or the sing of

possessive case ( b) . Copy the sentences and write ( a) / (b) after each sentence .

♣ She’s a musician. → a.

♣ Tommy is Jessica’s photographer.→ b.

♣ Her father’s name is Scott and her mother’s name is Rita. →b.

♣ She isn’t married .She ‘s single .→ a

3- Activity 4 on page 17: Whose is it? � Peter pen / film/ Walt Disney / → whose film is Peter Pen? It’s Walt Disney’s.

� Mona Lisa / painting / Leonardo Da Vinci / → whose painting is Mona Lisa ? It’s Leonardo Da Vinci’s.

� Les miserable / novel/ Victor Hugo /→ whose novel is les miserable ? it ’ s victor Hugo’s .

4) Look at the example and do the same: Example: This is the hat of Mr. Stuart = this is Mr. Stuart’s hat. � That’s the house of the parsons

� This is the table of the teacher.

� This is the ball of the boys.

� Is this the hat of your mother?

� This is the umbrella of my father.

� This is the room of my parents.

� That’s the daughter of Mrs. Webb.

the past simple tense + ago. · present tense using the talk daily life activities. using the...

Documents