Anda di halaman 1dari 35

1

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

Describe physical appearance the present simple tense / adjectives.

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


references.

Talk about persons life (biography) the past simple tense + ago.
Ask and give information about possession the genitive (s / s) / whose.

Project one : a famous person profile

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. Choose your partners and make a

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

what has he / she done on a large sheet.

listenandspeak/practiceFileone

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 persons 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 someones 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.

I can see when they fill the chart about Jane smith.
When they can do the activities

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

Required materials and/or resources:

The lesson is based on material in the second year learners 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.

1Communicativeobjectives:thepurposeofthelessonisforstudentstoimprovetheirabilitycommunicatesothatby

theendofthelessontheyhavedevelopedskillstobetterexchangereal-lifethoughts,messagesorinformation.

Time

Swbat(for
each
stage)

Rationale
(why do
students
do this )

Materia
ls
vakt )

Ss need to

PROCEDURE

interact
ion

lesson : listen and speak (pdp)

identify

Teacher Warming up :
the theme
The teacher interacts with the learners about the theme of the file .
student
of the
Discussing project one a famous persons profile.
s
file/

Pre listening

lesson.

Va

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

Ss need
.

Talk

them questions.

Picture
s

Teacher
to know

What is it? It is a photo


the
student
What do you see in this picture? a woman
s
meaning of

What is she like? She is pretty / with fair hair and blue eyes.
The teacher introduces the new vocabulary through using gestures and
person lexis
visuals (wig/ actress/ fan /young )
introduced
s
Learners repeat the new words. The teacher explains the situation Sally
physica in the
Teacher and Steve are watching a video film and invites the learners to listen
listening

then do the activities.


l
student
script.
During listening :
s
appear
Learners are invited to listen then do the following activity one ; listen
ance
then fill in the chart

about a

the new

Ss listen
to answer
the given
tasks.

Ss listen
and

answer

chance to
check
their
answers in
pairs
.
Ss need a
chance to
personaliz

Body ; slim / tall

Job ; actress .

rs
manual
page 8

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.
Old fat bad .dark .

Student
s
Student
s

Student
s
they have Student
learnt.
s
e what

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

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

copybooks.
The listening script : on page 20
Sally:Who'sthewomanwiththereddress?
Steve:It'sJaneSmith.
Sally:Idon'tthinkso.JaneSmithisyoung,tallandslim.
Steve:yes,you'reright.Perhaps;she'swearingawiginthisfilm!
Sally:Shedoesn'tlooknice,doesshe?
Steve:Nevermind.She'safantasticactress and I'm a fan !
Sally: I'm not. In fact, I think she's a bad actress!

Learne

Activity two : find the opposites of the following:

the task
Ss need a

Eyes ; blue
Hair; fair

Age : young

Teacher

student
Student
s
Student

Name ; Jane smith


Gender ; woman

Learne
rs
manual
page
20

Learne

lesson : practice (PPU)


Warming up:
Learners are invited to talk about previous lesson.
Presentation

instructions then requires from the pupils to practice .before starting

Students
need a
describe
someone
s
physical
appearan

chance to
interact
about
previous
lesson.

Student
s

Student
s

ce.
Students

rs
manual
page
20

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

Learne
rs
manual
page 8

need to be Teacher The teacher asks the pupils to work in pairs :


exposed to What is {Jane- Salim Michael - Carla} like?
new
student
Jane Smith is a young, tall and slim woman with blue eyes and
s
language
and skills
in an
authentic
way by the
teacher.
Students
need time
and
practice to

Student
s

remember Student
the new
s
language
and to

about
someone
s
physical

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

explore
Inquire

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

situati

the limits
of its
form,
meaning
and use.

A
on

Teacher
s
student
s

descripti
on.

adapte
d to
the

Name : ...
Surname:
Age :
Height:.

Weight: ...
Hair : .
Eyes :..
Job :..

lesson

Students

What is your name ? my name is .

need a
Inquire
about
someone
s
physical
descripti

chance to
personaliz
e and use
the new
language,

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

situati

What do you do ? I am a pupil .

the

Learners work in pairs, the teacher helps them when needed. Then they

lesson

on
adapte
d to

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

on.

board
and
marker

File one : a Persons Profile


Sequence : one

Level : Second Year .


Lesson : Discover the Language .
Lesson plan

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 : 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
Objective: Students Will Be Able To.
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
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 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 learners 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.

2Communicativeobjectives:thepurposeofthelessonisforstudentstoimprovetheirabilitycommunicatesothatby

theendofthelessontheyhavedevelopedskillstobetterexchangereal-lifethoughts,messagesorinformation.

time

swbat (for
each
stage)

Talk
about
daily life
activities.
using the
present
simple
tense

rationale
(why do
students
do this)

interaction

Teacher
students

Va

Teacher
students

Students
students

Isolate the
underlined
Students
grammar
students
notions.

Identify the
main

constituents
of a sentence
Talk
and the form Students
about
of verbs(
daily life
students
activities. present tense

using the

present

simple

tense

Students
students

Students
students

Identify the
right place of

the adverbs
Students
of frequency
students
and other

sentence
Teacher
constituents.
students
Students
students

Interact
with
teacher to
describe
daily
activities

PROCEDURE

materi
als
(vakt)

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 oclock, Jane and her partners eat sandwiches.
She watches the eight oclock news.
Learners read the sentences.
Analysis
The teacher invites the learners to analyze the sentences
She
watches the eight oclock news.
Subject + verb +

object

(to watch)
Jane and her partners eat
Subject +

verb +

sandwiches

Visuals

Learne
rs
manual
page
10

The
board
and
marker
.

object

( to eat)
The teacher may help the learners through asking them
questions.
Stating the rule
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 dont ( do not) + verb( stem) + object.
She/ he / it doesnt (does not) + verb (stem) + object.

Practice

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

Form Based task:


Does she / he + verb (stem) + object.
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/ dont/ study/ we/ English/ on/
Meaning based task : Exercise two : match the sentences

Learne
rs
manual
page
11


Teacher
Detect the students
meaning of
Talk
sentences.
Students
about
students
daily life

activities.

using the

present

simple

tense

Use the

present

simple , ask

and answer

questions

Practice

using
the
Students
stated
students

rule for

present

simple

tense .

Students

students

with their meaning


Sentences

Meaning

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

1)-describing physical

to school at 7.45.

appearance.

b) - My friend is tall and slim with brown

2)- describing daily

eyes.

activities.

Communicative based task:


Activity 4 on page 11/ here are Oscars 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 doesnt pay well , but I like circus life
and touring life.

Activit
ies
adapte
d to
the
lesson .

Learne
rs
manual
page
11

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
To like

Present simple (
she / he / it )
Likes

Verbs
To teach

Present simple
( she / he /it)
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.

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


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

Learne
rs
manual
page
10 .


Isolate
the simple
present
verbs.

Descrimi
nate
between
final s
pronunci
ations

Identify
different
final s
pronunciat
ion.
State the
rule .

Repeat
the verbs .

Descrimi
nate
between
final s
pronunci
ations

Practice
using the
stated
rule.

Teacher
students

Students
students

Students
students

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 :

Final s pronunciation.

/s/
Final s / pronunciation
.
iz/

Practice :

/z/

Board
and
marker
.

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/
gets
likes
hates
writes

/z/
wears
drives
plays
runs
opens
cleans
stands

/iz/
closes
teaches

Learne
rs
manual
page
10 .

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.

10


Activity one on page 10: Write sentences about Jane Smith:
I
I
I
I
I
I

live in a nice flat She lives in a nice flat .


have a dog ,a cat and two parrots She has a dog , a cat and two parrots .
always get up early when I work . She always gets up early when she works.
have lunch at 1pm She has lunch at 1 pm.
play tennis, chess and cards with my friends .She plays tennis, chess and cards with her friends.
drive a big car . She drives a big car .

Activity 5 on page 22. Match questions with answers:


How tall is he ?

- brown

Whats the colour of his hair ?

- green

Is he tall ?

- no , he hasnt

What colour are his eyes ?

- no ,he isnt

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 dont look nice in this dress .
doesnt
Do he play cards ?
Does
I not like horror films .
dont
They always has dinner in this restaurant
have
What time do she go to bed?
does

11


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.
Name
Marina
Hayes
(lost girl)
(To be)

Age
12 years
old
(To be )

Body
Tall /
slim
(To be )

Hair
Long/
Curly/
Black
(To have
)

Eyes
Brown
(to
have )

Face
Round
(to have )

Nose
Small
(to have )

Clothes
Jeans/ red
T-Shirt/
sport shoes.
( to put on/ to wear)

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.

12


Fileone:APERSONSPROFILElevel:secondyear.
Sequence2lesson:listenandspeak.
Lessonplan
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 past actions .

Grammar :past simple tense( regular verbs) .

Vocabulary : related to actions /past events

Pronunciation : discriminate between final ed 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 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 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 past actions / events
Desciminate between final ed pronunciation.

Required materials and/or resources: T


he lesson is based on material in the second year learners 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.

3Communicativeobjectives:thepurposeofthelessonisforstudentstoimprovetheirabilitycommunicatesothatby

theendofthelessontheyhavedevelopedskillstobetterexchangereal-lifethoughts,messagesorinformation.

13

time

swbat (for
each
stage)
Talk
about
daily
activities.

Talk
about
past
events
using
regular
verbs.

rationale
(why do
students do
this)
Ss need to
remember
and review
what they
studied in a
previous
lesson.

procedure

T SS

The teacher interacts with the learners about previous lesson(


talking about daily activities) .
The teacher reports their answers on the board.

Pre listening :
T SS
VA

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 :
T- SS

SS-SS

The teacher invites the learners to listen to the telephone

a)-Mona stayed at the hotel yesterday morning.false .


B-Mona walked round the hotel in the evening. true
c-the museum wasnt open true .
d- Mona enjoyed her day false

listening script
Helen : Hi, Mona ,did you have a nice day ?
Mona . Hello Helen .it was so-so
Helen : what did you do yesterday afternoon ?

SS SS

SS- SS

T SS

SS SS

T SS

Helen : What about the evening ?

Learners listen then check their answers in pairs.


Mona
: In the
post
listening
: evening , I walked round the hotel and passed along
the museum
.It then
wasntcorrect
open .I decided
to visit iton
on the
Monday
.
Learners
listen
their answers
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
/mar
ker

Activity one : listen then write true / false .

Ss need a
chance to
check their
answers in
pairs.

Ss need an
opportunity
to
personalize
what they
have heard.

Board
/mar
ker/
flash
cards

conversation and do the following activity :

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

Talk
about
past
events
using
regular
verbs.

materi
als
(vakt)

Warming up :

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.

Talk
about
past
events
using
regular
verbs.

interacti
on

14

Board
/mar
ker

Students need
to be exposed
to new
language and
skills in an
authentic way
by the
teacher.

SS-SS

T SS

Isolate the
simple past
verbs.
Discrimin
ate
between
different
final ed
pronuncia
tion

Identify final
ed
pronunciation
s.

SS SS

T 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

ed /d/

decided

Flash
cards

Board
/mar
ker

ed/t/ed/id/

stating the rule :

State the
rule .

Finaledpronunciation
SS-SS

/d//t//id/

Descrimin
ate
between
final ed
pronuncia
tions

Repeat the
verbs .

SS-SS

looked
worked
practised
noticed

lived
listened
tried
toured

painted
decided
completed
acted

Second
year
learner
s
manual
Page

12

T need to
assess the
leaners
assimilation.

Ss need to
remember
and review

T ss

Practise:
Learners are invited to listen to the teacher reading words in the
table on page
/ t/
/d/
/id/

SS-SS.

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)

T ss

Listeni

15

Narrate
past
actions
using
regular
verbs.

what they
studied in a
previous
lesson.

Presentation :
The teacher writes the following on the board :

what did you do yesterday?


I stayed at the hotel.
T ss

Board/
marker

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


Ss ss

Identify the
main
constituents
of a sentence
and the form
of verbs(
simple past
tense)

Did you enjoy your trip?


No, I didnt.
The teacher reads the sentences and invites the learners to
repeat.
Isolation

Isolate the
underlined
grammar
notion.

Narrate
past
actions
using
regular
verbs.

ng
script.

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

Learners read the isolated sentences.


Analysis:

T-SS

1)

Yesterday

, I

stayed

(at the hotel .

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


2)

Ss ss

Did you enjoy the trip ?

did + subject + verb + object + ?


Stating the rule
Weusethesimplepasttotalkaboutpastactionsorevents.To
formthepastsimple:weadd(ed/d)toverbs

State the
rule for
simple past
tense.

Second
year
learner
s
manual
On
page
15

Totourtoured/topuzzlepuzzled.
Tostudystudied/toplayplayed.
Affirmativeform:timemarker+subject+verb+ed+object.
:

Negativeform:subject+didnot(didnt)+verb+object.
Interrogativeform:did+subject+verb+object+?

Ss ss
Identify the
place of
sentence
constituents
.

Timemarkers:lastweek/month/year/September.
Practice :
In2003/inaugust/insummer.
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/didnt/football/they/last/
They didnt play football ,last summer.
Meaning based activity : match the pairs:

16

Activiti
es
adapte
d from
first
year
manual
.

Ss ss
Sentence

Detect the
meaning of
sentences .

Ss ss

Narrate
past
actions
using
regular
verbs.

Ask and
answer using
simple past
tense.

Meaning :

1) - Salim is a tall boy with green a)- narrating past events.


eyes and fair hair.
b)- describing daily
2) - yesterday I cleaned my
activities/routine.
room and revised my lessons.
c)- describing physical
3) - my mother cooks lunch
appearance.
every day.

communicative based activity :find the questions to Monas


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 didnt . I didnt enjoy the journey. It was tiring.

Activiti
es
adapte
d from
first
year
manual
.

Board /
marker
.

Learners do the activities. Correct then copy down.

Practice using
the stated
rule. Negative
and
interrogative
Forms.

Write into
the past form
and identify
final ed
pronunciation.

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 friends 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

Write the
correct form
of verbs.

17

board
and
marker

Activiti
es
adapte
d from
first
year
book
.and
other
resour
ces .

Narrate
past
actions
using
regular
verbs.

Activiti
es
adapte
d from
first
year
book
.and
other
resour
ces

Activity 3: write the correct form of verbs between

brackets :
a.
b.
c.
d.
e.
f.

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


questions.
Mum and dad ( to arrive) .. in Spain on
Saturday morning .
My sister (to want) to buy a CD for her friend.
It isnt my fault that you ( to miss) ..the bus.
I ( to look) .everywhere for my glasses last
night.
The bus was so late so I ( to walk) .to the football
match .

HOME WORK : Activity 5 on page 15 .

18

FILE ONE : A PERSONS PROFILE.


level : second year

Sequence two
lesson listen and speak
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 biographies.

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

Vocabulary : related to biographies and career. (dates)

Pronunciation : discriminate between final ed pronunciation.

Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
no
Objective: Students Will Be Able To.

Describe a biography.

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.

I can see when they do the activities.


When they talk about someones biography.
Desciminate between final ed pronunciation.

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

Required materials and/or resources:

The lesson is based on material in the second year learners manual book ( page 12) and the listening script on
page 20).

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 objectives4 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.

4Communicativeobjectives:thepurposeofthelessonisforstudentstoimprovetheirabilitycommunicatesothatby

theendofthelessontheyhavedevelopedskillstobetterexchangereal-lifethoughts,messagesorinformation.

19

TIME Swbat(for
each
stage)

Rationale
(why do
students
do this )

Ss need
about a to
remember
picture . and
review
what
they
studied in
a
previous
lesson.

Interact
ion

Procedure

VAKT
)

. Talk

Ss need

Descrim to know
inate
key

T ss

T ss
Va
T ss

between vocabular
y and
date
and

need to

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 :

place of understan
bith/de
ath.

d what

they are

t-ss

going to

Ss do
tasks
which
help them

Ss -ss

understan
d the
script
and

Describ
ea
biograp
hy.

develop
and
skills.

T ss

a chance
to check

their
answers

The teacher helps learners do the work. Learners read their works .then
write down on their copybooks.
Listening script on page 20 :

in pairs.

an
opportuni
ty to

Ss ss

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

e what
heard.

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

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

personaliz
they have

The learners are asked to use the chart and the script to describe Louis
Armstrongs biography.
Suggested description :

Board
/mar
ker/fl
ash
cards

Louis Armstrong was an American singer. He was born in


1900 in the U.S.A. His nickname was satchmo. He died in
1977.

Ss need

Ss need

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.

listening

Learn
ers
manu
al
page

Name: Louis
Surname: Armstrong
Date of birth: 1900
Place of birth: New Orleans
Nationality: American
Nickname: satchmo

listen to.

Materi
als

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

(PPU lesson)

practice

20

Learn
ers
manu
al
page
20

Learners
need to
be

Describ
ea
biograp
hy .

exposed

t-ss

to the
new
language

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 Massis
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.

and skill
in an
authentic
way by
the
teacher.

Ss-ss

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 .
2My name is Rowan Sebastian Atkinson. I was born on December 24th.
1955 in London. My nickname is Mr. bean.

3- My name is youssou Ndour. I was born in 1959 in Dakar. Im


Senegalese. I have no nickname.

t-ss
Ask and
answer
suestio
ns .

Learners

va

need time
and
practice
remember
the new
skill or

ss-ss

language .

Learners
need a
chance to
personaliz
e and use
the new
language
or skill.

ss-ss

Board
and
mark
er

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 :

Whats 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.

Students
need to be

Learn
ers
manu
al
page
13.

Piasp lesson
Presentation :

21

Learn
ers
manu
al
page
14.

Board
and
mark
er.

exposed to
new
language

Describ
ea
biograp
hy and

and skills

t-ss

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 an
authentic
way by the
teacher.

Learn
ers
manu
al
page
20

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

narrate

Analysis :

past
events

Isolate

using

and

irregula

analyze

r verbs.

the
underline

In 1925, he set up his own jazz band

t-ss
Time marker + subject+ verb
(to set up)
Irregular

ss ss

d
sentences
.

Louis Armstrong

died

+ object .
the list of irregular verbs

in 1977 .

Identify

Board
and
mark
er

the main

Subject

constitue
nts of a
sentence
and the
form of

t ss

verbs(
simple
past
tense)

Compare
past
regular/ir

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
Was born ( to be
Perfected
born )
Played
Created
Set up ( to set up )
Died
Stating the rule :

simple
verbs (

Simplepastverbs

Ss ss

Regularverbs.irregularverbs
Todiediedtobewas/were.

regular)

Hebacamefamousin1935.(tobecome)
Negativeform:subject+didnot/didnt+verb(infwithoutto)+object+time
marker.
Example:Hedidntbecomefamousin1935.
Interrogativeform:did+subject+verb(infwithoutto)+object+time
marker+?
example:Didhebecomefamousin1935?
(Tobe)I/she/he/itwaswasntwe/you/theywerewewerent.
(tohave)had

State the
rule .

ss- ss

Practice :
The
teacher gives the learners lists of irregular verbs then invites them
to do the following activities :

Activity
one: put the words in the correct order :
a)- 1954/on/was/st/ ,/Nouri koufi/December/born/31/?/
INTERROGATIVEFORM:
Was Nouri koufi born on December 31st,1954 ?

22

Board
and
mark
er .

Learners
practice
the
stated
rule.
Identify

Describ
ea
biograp
hy and

the place

ss-ss

of

b)- Ben Badis was born in 1889.

sentence
nts .

c)- Every day , my father buys the


newspaper.

past
events
irregula
r verbs

Detect
the

2) - describing daily

Activi
tities
adda
pted
to
the
lesso
n.

activities.

constitue

narrate

using

b)- in/ write/ Mohamed/ 1960/Lincendie / Dib/didnt /


Mohamed Dib didnt write Lincendie 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
1) - describing a
my family.
biography.

ss- ss

meaning .

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

Ask and
answer
using
simple
past

t-ss

tense.

Use the
list of
irregular
verbs.

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

List
of
irregu
lar
verbs
.

23


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.

Activity14onpage24:makethesentencesnegative:

1)Thereweremanyfansattheentranceofthehall.
therewerentmanyfansattheentranceofthehall.
2)weattendedtheconcert
wedidntattendtheconcert.
3)shesangallherhits.
shedidntsingallherhits.
4)Ilikedherlastsongverymuch.
Ididntlikeherlastsong.

24

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

Benani

Hamdi

01/01/1943 Annaba

Job

Nickname

Singer

The white
Angel

Malouf

Place of
birth

Nationality

Algerian

At a very young age /(to show)


abilities for singing.
At the age of 16/ (to win) the first
prize.
1963/ (to become) famous.

25

Learningobjectives

Talking about a persons life ( biography ) the past simple tense +ago
Askingandgivinginformationaboutpossessionthegenitive(s/s)/

whose

26

SequenceThreelesson:LISTENANDSPEAK/PRACTICE.
Lessonplan
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 persons 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 persons life (biography) .


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 do the activities.


When they talk about someones biography using past simple + ago .

Required materials and/or resources:


The lesson is based on material in the second year learners manual book ( page 16/17)
the listening script from second year manual ( page 20)
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 objectives 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.

27

TI
ME

Swbat(for
each stage)

Interact
about what
has been
learnt.
Inquire
about
Someones
releases .

Listen and do
the task

Listenandtalk
about
someones
biography
usingago.

Discriminate
between
when/ how
long ago.
Talk about
biographies
/past events
using ago.

Identify
persons and
their jobs
Inquire
about
persons
nationality,
job.

Talk about
persons
biography
using ago

Talk about a
persons

Rationale
(why do
students
do this )
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
r what

Interac
tion

Procedure

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

Pre -listening
Tss The teacher invites the learners to open their books on page 16. And try to
Va
talk about the picture .
The teacher may help them with the following questions :

What is it ? It is a picture.
Tss
What can you see in this picture? a book . (a novel).

What is the title of this book? Oliver Twist


Tss
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
Ss
the learners to listen and do the activity :
ss

Olga: what are you reading?


TSS
Aminata : Oliver Twist .

Olga: Oliver Twist? Oh yes. The famous strip cartoon.


Ss
Aminata : No. Its the famous novel by Charles Dickens .He
ss
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


SS
Olga : Ah you mean he died 140 years ago . Id like to read
ss
this book .Could you lend it to me?

Aminata
During
listening: :Sorry its Indiras book .Ask her.

Activity 1: listen then answer the following questions :

When did Charles dickens die? He died in 1870.


Ss
How long ago did he die? He died 140 years ago.
ss
The
teacher reads the dialogue twice. Learners listen then do the activity.
Tss
Learners check their answers in pairs. Then correct on the board.

Post listening :
Ss
The teacher invites the learners to open their books on page 20 . read the
ss
script and underline the following :
Its Indiras book .Ask her./

Tss 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.


Ss
My parents got married . ago.
ss
My died . ago.

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

Ss
Lesson : practice (ppu)
ss
Warming up :

Learners are invited to talk about previous lesson.

28

Mate
rials
VAK
T)

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 .

Lear

releases
using ago
Ask and
answer
about a
persons
releases.

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

Tss

Ssss

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: Whos who? Match the pairs.

M'hamed Issiakhem
Ray Charles
Walt Disney
Charles Dickens
Mohamed Dib

* a writer
* a film producer
* a painter
* a singer
* 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 Mhamed 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

29

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

Sequence: three .

Lessonplan
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:
No

Objective: Students Will Be Able To.

Narrate past events using the simple past tense.


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 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 learners manual book ( page 17)
bobs letter from second year manual ( page 20)
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 objectives 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.

30

TIM
E

Swbat

Rationale

Intera
ction

Identify
the theme
of a letter .

Learners
need a
chance to
remember
what they
have learnt
before .

Tss

ssss
Va

Tss

Tss
ssss

Tss

Ssss

Tss

Ssss

Tss

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

interpret
the visual
aids

Produce
written
answers to
questions.

Identify
opposites

Write a
short
description
about past
events.

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

e-

Procedure

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 :

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.

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

Sequence:three.Lesson:DISCOVERTHELANGUAGE.

31

Materi
als

Learne
rs
manual
page
17

Picture
s/
flashca
rds

Learne
rs
manual
page
20/17

Learne
rs
manual
page
20

Picture
s/
board
and
marker

Board
and
marker
s.

Lessonplan
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:
No

Objective: Students Will Be Able To.

Askandgiveinformationaboutpossession.
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 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.

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 objectives 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.

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

32

time

Swbat(for
each stage)

Rationale

Interact
ion

Interact

Learners
need a

(PPU)

about
what has

chance to

been

remember

learnt.

what
they have
learnt
before.
Learners
need to
be
exposed
to new
language
in

Ask and
answer
about

authentic
way .
Learners

possession need time


.
and
practice
to
remember
the new
Ask and
answer
about

language
/skill.
and to

possession explore
the limits
.
of its

form /use
/meaning.

Tss

Procedure

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

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


Va

A : Is this your pen ?


A : Whose pen is this ?

B : No, it isnt .
B : Its Paulos .

Tss

The learners listens then try to repeat in pairs.


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

Va

substitute the underlined words using the following :

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


/My sister (pencil) / The Simpsons (car).

Tss Learners work in pairs in rough then perform their dialogue.

need a
chance to
personaliz
Talk
about
possession
using the
possessive
case (s)

e and use
the new
language
/skill .

Board
and
marke
r.

Pictur
es and
flash
cards .

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

TSS

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


Use :
Learners are asked to prepare short dialogues talking about
possessions in the classroom.

Ssss

Tss

TSS

Learners work in pairs. Perform their dialogues.

PIASP lesson)
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.
Its Indiras book. It is her book.

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

The teacher ask the learners to do activity 2 :


Activity two: look at the example and do the same:
(John / dog) Is that Johns dog? - Yes, thats his dog. (Samir / book)
/(my father / TV) /( Mary/ doll) /( Peter / bike) /(Tim / bag ) / ( sally /
T-shirt)

Learners

Materi
als

33

Papers
and
pen


Isolate the
Interpret
the
statement
s to
identify
the form
and use
of
possessiv
e case .s

underlined
grammar
notions.

Its Indiras book.

Tss

constituents
of a
sentence

Ssss

Ask and

State the

give

rule .

informati

on about

Practice
using the
stated rule

Identify the
right place
sentences

constituents.

Ssss

give
informati

Detect
the
meaning of
sentences.

on about

Descrimina

possessi

te between

on

book.

It is her

book.

It is singular noun + s +
possessor + s +

noun

possessive pronouns

+ noun

thing

who/whose

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


It is the childrens room /

It is Simpsons car

Board

Stating the rule : on page 19

and
marke
r.

To form the genitive (possessive case) :


We put (s) after a singular noun/ irregular plural .
Example: I like Ahmeds painting / she writes childrens book.
We put ( ) after regular plural nouns .
Example: they sell girls clothes.
Practice :

Ask and

Its Indiras

manual

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

of the

with questions .

rs

Tss

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

Learne

main

It is her book.

Analysis :

Identify theTss

possession

Isolation :

Ssss

Tss

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 Disneys .
3) - saw/, / thieves/ car / / I / the/yesterday/./
Yesterday, I saw the thieves car.
Activity two : ( meaning based task) : match the pairs :
Sentence
Meaning
1) - Thats my fathers car.
a) - describing a biography.
2) - My brother drives to work
b)- talking about possession
everyday.
c) - describing daily
3) Beethoven died in 1827.
activities.
Activity three : (communicative based task) complete the following
questions with who / whose :
A: Whose cd is it? B: Its karims
A: Who is absent?
B: Sally is.
A: Whose book is that? B: Its Alis book.
Learners work in pairs. The teacher gives help. Then invites the learners
to correct, read the written work then copy down.

34

Learne
rs
manual
/19

Board
and
marke
r .

2Activity9onpage23:Isthe(s)theshortformoftheverbtobe(a)orthesingof
possessivecase(b).Copythesentencesandwrite(a)/(b)aftereachsentence.
Shesamusician.a.
TommyisJessicasphotographer.b.
HerfathersnameisScottandhermothersnameisRita.b.
Sheisntmarried.Shessingle.a3Activity4onpage17:Whoseisit?
Peterpen/film/WaltDisney/whosefilmisPeterPen?ItsWaltDisneys.
MonaLisa/painting/LeonardoDaVinci/whosepaintingisMonaLisa?ItsLeonardoDaVincis.
Lesmiserable/novel/VictorHugo/whosenovelislesmiserable?itsvictorHugos.

4) Look at the example and do the same:

Example: This is the hat of Mr. Stuart = this is Mr. Stuarts hat.
Thats 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.

Thats the daughter of Mrs. Webb.

35