MS4 File 4 - Then and Now - With ATF & AEF Competencies PDF

Month
&
File competence Learningobjectives
weeks
and Now !"

"Then
File Four "4"
Second
Term
Februa
Week
1
Februar
Wee
k
2
{winter
holiday
s2)
Februar
Week
3
Februar
Week
4
March
Week
1
March
Week
2
Remembering
Expressing
surpriseand
Interact
Thesimple
interest
pasttense
(written)
Describing
people'slives
Thesemi
modal:"used
Interpret
to"
(oraland
written)
Relative
Askingforand
pronouns
giving
informationabout
Produce
people
SecondTerm
exams
Grammar
N.B:
Winter
Holidays
Testn2:From
Moduleofintegration(BEMproposed
themes)
Resources
Typeof
task
Term
Lexis
Pronunciation
WORDS&
SOUNDS
Vocabulary
relatedtoold
crafts,antiques
Diphthongs
,history
,geography
tripthongs
Learningintegration
Exercises and BEM samples
Assessintegration
Write a biography
Wheredowestand
now?(p112to114)
your school's name belongs
to one of your local area

Progresscheck.
Martyrs
(activities123456
Make a research about this 78p112/113)+
Martyr , go and ask old
activities:910(p114)
people who used to be his
friends , try to get a photo
of him , list the most

Freeexercises
important events in his life .
Once your information

gathered , make a biography
BEMsamples:
about your chosen Martyr.
Textas:'Biography
Present your biography to
"
your classmates , discuss the
subject with them , note down Textas:"Narrative"
their remarks.
On any National days
occasions present your article
st
th
(1 on November 19 March
SWBAT:
Describe National Revolution
Heroes' biographies
ByMr.samirbounab
(yellowdaffodil66@gmail.com)
File Four :
4AM
Personal Goals:
Duringthislesson,whatteachercompetenciesareyoufocusingon?TheyshouldbeadaptedfromtheATFtoreflectthespecifiesofyoursituation
Two-way communication with the world.[ 1) The teacher uses and plans activities that allow learners to practice and develop real-life communication skills for reading, writing, speaking and listening (e.g. interviewing ,writing
about a past experience , a classmate, reading an email, listening to phone message). 2)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 3)The teacher introduces a variety of topics of interest to the learners that are related to other cultures, comparison of cultures and international issues.
Communicative Competence. Communicative competence in English involves interacting with others using receptive / interpretive skills ( reading and listening) and productive skills ( speaking and writing ) , supported by the
ability to use vocabulary and grammar appropriately and employ a range of language strategies that help convey and clarify meaning.
Lesson Focus:
Whichaspectsoflanguageareyouteaching:e.g.grammarpoint(s),aspectofpronunciation(phonemes,intonation,ect),vocabulary(words,wordphrases,idioms,ect)functions(politerequests,
apologizing.)?
InthislessonIwillteachthefollowingaspectsoflanguage:
Function:Describingpeople'slives
Grammar:Thesimplepasttense&[Thesemimodal:"usedto"]
Pronunciation: Diphthongs [ - day- ] [ -my-][ - boy-][
- low-][
- how-][
- near-][
- hair-][
- poor-]
Vocabulary: { living cabinet maker- shoemaker- unemployed bodybuilder complain- nowadays major- shy- rank- lag- reminiscences- stone tools caves animal skins-spears flute lakes- frescoes cavemen front
stay close deep diphthong spear chair pure malt lay rat- idioms- sieve- bygone bitten- representational summarize disguise caliph- informative interlocutor chairperson- modesty fan-preached violence-against
racist defended- remained tolerate- self respect arguments- portrays occur- illustrate avoiding nationalist leader struggle-independence- pacifist disobedience-assassinated betrayed }
Willyouexplicitlyteachanaspectofcultureinthislesson?Ifso,describe.
Yes,IwillteachsomeofthehistoricplacesandfamouspeopleofAlgeria
Competencies:
WhichcompetenciesintheAEFareyouworkingtowardorplanforthelearnerstoachievetoday?TheyshouldbeadaptedfromtheAEFtoreflectthespecifiesofyoulesson.
Can interact orally start and maintain short conversations ( i.e; asking/answering questions and responding to information and news of others)..
Can listen and understand the gist and some important details of :Short monologs and dialogs
Can listen to and understand unfamiliar instructions and explanations that are: Very short and straightforward / Accompanied by visuals (e.g; gestures, writing or drawing modelling, demonstration).
Broken down step- by- step.

Can effectively use the words and phrases needed to express one's ideas: Within straightforward, familiar topics an d situations
Objectives / Assessment:SWBATbytheendofthelesson,studentswillbeabletodemonstrate:
r
r
Describeoneslifeinthepastandhowitusedtobe
Discriminatebetweenthediphthongssounds
Required material and / or resources:

r
r
TheManualsscriptandphotos[p9192959799101103105107110]
Scriptpage171172
Yellowdaffodil66@gmail.com
Page3
Time Rationale
Interaction
Welcoming
&
greeting
Teacher
Students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
Students
Students
teacher
Students
Students
Teacher
Students
Students
Students
Being
proud of
ones
history
Being
proud of
ones
history
Actions or
state that
existed in
the past
Actions or
state that
existed in
the past
PROCEDURE
File4:
MS4
level
Listen &Consider
Warm up:Theteachergreetshislearnersandwelcomesthem.Heinteractswiththemaboutthelastfileslearning
objectives.{UsetimeclausereferringtothefutureUseifconditionaltypeonemakecontingencyplans}
The teacher asks the pupils to open their books on page 90, he introduces the new file, explains the new functions and the
grammar .He may reminds them about they have already seen.
The learners are asked to pay attention at the photos on page 91 and to interpret them. The pupils may work in pairs.
The teacher may help the pupils to interpret the photos by asking them to answer the following questions:
Which part of Algiers is represented in the picture at the top of the page?
At what period of the Algerian history was it taken?
Who are the people in the picture?
How did they travel ?
How is the place shown today?
At what period of Algerian history was picture two taken?
What are the thing which we find in the first picture we don't find in the second one ?
What has changed ?
Swbat
Interact
Interact
Interpret
Produce
The teacher invites the pupils to give back their interpretations; he helps them to express themselves by correcting their
mistakes and leads them to the right description.
The teacher reports on the board the pupils interpretation, then invites them to read it .
Interact
:
The teacher requires from the learners to open their books, look at the photos on page 92 and try to interpret them
The pupils look at the pictures and give their interpretation "orally"; the teacher listens and accepts all the answers about
the situation given.
The teacher explains the instructions of 'Activity1p92' then invites the pupils to work in pairs .
Interpret
Activity1p92: Look at the pictures of the stars, then ask and answer about what they did for living before they became actors
Pre-listening
You: What did { Whoopi Goldberg Ait Menguelat Clint Eastwood Arnold Schwarzenegger} do for living before he/she
become [an actor actress/singer]?
Your partner: He /She was [ teacher cabinet maker gas station attendant- body builder]
You : That's right .
The pupils work in pairs then check their answers with the teacher.
Whoaremylearners?
Look at the guided
sheet of 'File 4p90' and
interact with the teacher
about what it has been
learnt in the previous
files, then talk about
what 's new in this file .
Look at the photos on
page 91 and try to
identify the situation
Interpret the pictures
and make a
discrimination between
the two situations
Read the teacher's
questions and try to
specify the answer
according to the
questions given.
Pay attention at the
photos of the stars and
try to recognize them.
Interact with the
teacher about the photo
of each star.They are free
to improvise.
Match each
information with the
right star.
Complete a dialogue ,
then use it to perform by
pairs .
Perform a listening
comprehension activity
by listening to the
script and spot the

right answer of the
given question
Produce
During- listening:
The teacher asks the pupils to shut their books , listen to him reading the script .
You : What did Whoopi Goldberg do for living before she become an actress?
Your partner: She was a teacher
The pupils listen then correct on the board
The learners listen to the teacher's explanation of "Activity2p92, then invites them to listen to him reading and try to
identify how the letter "d" is pronounced;
Page3
Actions or
state that
existed in
the past
Actions or
state that
existed in
the past
Actions or
state that
existed in
the past
Actions or
state that
existed in
the past
Surprising
&
Shocking
Teacher
Post-listening:
students
Activity2p92: Listen and note how the letter "d" in -used to is pronounced.
Teacher
a. I used to be a teacher
Students
b. I used to teach in a high school in Harlem, New York city.
/t/
c. They used to be wonderful.

Students
teacher
The teacher invites the learners to read the script, then read all the written works on the board, finally copy down.
Presentation:
The teacher invites the learners to read again the sentences of Activity 2p92
Teacher
a. I used to be a teacher
b. I used to teach in a high school in Harlem, New York city.
c. They used to be wonderful.
students
Isolation : The teacher isolates one of the sentences then invites the learners to read it again.
I used to be a teacher.
Students
Analysis :
Subject +
verb
+ object
teacher

usedto+be
semimodel+verb(infinitive)
StatingRule:Thelearnersareinvitedtostatetherulefromtheanalyzedstatement.
Students
students
Subject+usedto+verb(infinitive)+object=referstopastsituationsthatnolongerexist.
Thelearnersareinvitedtoopentheirbooksonpage184,theteacherasksthepupilstoreadthe"GrammarLesson"
whileheexplainseachpartofthelessonthroughcontexts.
Teacher
Students
Practice:Thelearnersareinvitedtoperformthefollowingtasks.
Theteacherasksthelearnerstorefertothegrammarlessononpage184,andtrytoanswer'activity2p93'
Activity2p93:Lookattheseruleson"usedto"andchoosethecorrectanswer.Basedformtask
Students
A.Weuseusedtototalkaboutthingswhich.Don'thappennow,butdidhappeninthepast.
teacher
B.Wecanuse..a)thesimplepasttoreplace"usedto"
Theteacherexplainstheinstructionsofthe'Activity1p93theninvitesthelearnerstodoit.
Students Activity1p93:Considerthesentencesthenchoosethecorrectalternative(possibility).Circletheletterofthecorrectanswer.
Students
Meaningbasedtask
A. IusedtoteachinahighschoolinHarlem,NewYorkCity.(a)Iusedtoteachinhigh,butI'mplayingrolesinfilmsnow.
B. Didyouusetoliketeaching?Yes,IdidDidyouliketeaching?Yes,Idid.
C. Ididn'tusetocomplainaboutthem.Ididnotcomplainaboutthem.
Teacher
Students
Thelearnersworkersworkinpairwhiletheteachersupervisesthemandoffershishelponceneeded,theninvitesthe
learnerstogivebacktheiranswers(withjustification).(thelearnersusetheirpencilsandcorrectontheirbooks)
Activity1p93:Usetheinformationintheboxtoexpress'surprise'communicativebased
Students
A:Karimisplayinginmajorfilms.B:Really,heusedtobeshy.
Students
A:SouadrankedfirstinMathematics.B:Really,sheusedtohavebadmarksinGeometryandAlgebra
A:Ronisrunningfasterthananyoneelse.B:Really,heusedtolagbehindeverybody.
Theteacherinvitesthelearnerstocorrectontheboard,thenreadthecorrectedtask.
TheteacherexplainstheinstructionsofAcivity2p94theninvitesthelearnerstodoitasahomework.Page4
Interact
Interpret
Produce
Interpret
Interpret
Interact
Interpret
Produce
Interact
Produce
Read the script

Identify the new
"model " used to
Listen and recognize
the correct pronunciation
Read & analyze.
Interact with the

teacher about the new
'structure' and discuss
about it has already
been seen
Read and listen to the
teacher's explanation
Identify all the mixed
tense
Use the grammar
lesson as a reference
and do the activities
related to the semimodel "used to "
Identify a grammar
rule and its use
Choose the right
answer by giving a
justification
Read respecting stress
and intonation
Interact with the
teacher about the new
function 'surprise'
and the way to express
it .
Transform the table
into a drill using the
semi-model used to
Look at the model and
produce exchanges .
Read and perform
drill respecting stress
and intonation
Produce activities as
home Works
Actions or
state that
existed in
the past
Actions or
state that
existed in
the past
Actions or
state that
existed in
the past
Teacher
Students
Students
warmup:Theteachergreetshislearnersandwelcomesthem.Heinquiresabouttheirdailylifeschoolmatters
teacher
Thelearnersareinvitedtocorrectthehomeworkgiventheprevioushour.
Theteachersupervisestheworkofthelearners,andtheninvitesthemtogivetheiranswers(orally)whilehereports
theanswersontheboard.
Teacher
Activity2p94:Intervieweachotherusingthequestionnaire.
students
A. Whichprimaryschooldidyouusetogoto?B:Iusedtogoto"MedHamidoucheprimarySchool.
A:WhousedtobeyourteacherofArabic?B:Justaminute.ItwasMrMohamed.
A:WhataboutyourteacherofFrench?B:Idon'trememberhername.
AHowdidyouusetogotoschool,bybus,bycar,oronfoot?B:Iusedtogoonfoot.
Students
A:Didyoueatinthecateen?B:No,therewerenocanteensatthattime.
teacher
A:Whatusedtobeyourfavoritesubject?B:Iusedtolikemathsanddrawing.
A:Didyourteachersusetopunishyou?B:No,theydidn't./Yestheydid.
Theteacherinvitesthepupilstoperformtheactivityasadrill,andthenusetheirpencilsandcorrectontheirbooks.
Students
Theteacherasksthelearnerstopayattentionatthe'writeitup'sectionwhichisanintegratedsituation,he
students
explainstheinstructionsof"Activity1p94"thenaskseachlearnertoworkalone.
Integrated Situation: (Activity1p94)
Learningthesituation:
AssessingtheIntegration:
Teacher
Students
Yourfriendswereenjoyingtheirtimebyrecollectingtheirpastevents;whenoneofthemaskedyou
totalktotellthemaboutyourreminiscences.
Usethesemimodelusedto&didntusetoandthehintsonpage94tomakeashortproductions
Students
aboutyourreminiscences.
teacher
Students Theteacherinvitesthelearnerstoworkindividually,hesupervisestheirworks,offershishelponceneededthen
Students
invitesthemtogivebacktheiranswers.
Myreminiscences.
Teacher
WhenIwasyounger,Iusedtogotoschoolonfoot.Afterschool,Iusedtorevisemylessonsbefore
Students
watchingTV.MyfavouriteTVshowusedtobe'TomandJerry'.Myfriendsusedtocometomyhometo
playgames.AtschoolIdidn'tusetolikemaths.Iusedtoprefertostudylanguages:Arabic,Frenchand
English.TheseasonIlikedmostwassummer.Duringthesummerholidays,Iusedtogotothebeach.I
Students
Students
usedtobeaverygoodswimmer.IrememberIcouldswimformanymeters.Iusedtospendwhole
summerdaystherefishingandenjoyedthefreshaircomingfromallthenorth.
Thepupilsworkinrough,theteachersupervisestheirworks,thenasksthemtoreadtheirproductionwhilehe
correctontheboard.
page5
Interact
Interpret
Produce
Interact
Interpret
Produce
Greetandwelcome
Answera
questionnaireabout
oneselfexperience
Usethesemimodel
usedtototalkabout
onceexperience
Answerthe"whqqs"
wordsbygivingthe
appropriateanswerto
theappropriate
question
Readandperform
thedrillrespecting
stressandintonation
andtheright
pronunciationof"used
to"
Interactwiththe
teacheraboutwhatthey
usedtodoatprimary
andmiddleschool
Theyshouldmake
thedifferencebetween
theuseofthesemi
modelandwhatthey
arenowdoing
Usedthesimplepast
tensewhileusingthe
semimodel"usedto"
Produceapassage
talkingaboutwhatthey
usedtodo
Readtotheaudience
whattheyhave
produced.
Phonology
&
phonetics
Phonology
&
phonetics
Phonology
&
phonetics
Teacher
Students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
Students
Students
teacher
Students
Students
Teacher
Students
Students
Students
Identify vowel
Interact
sounds
Theteacherinvitesthelearnerstopayattentionatthefollowingexample,hetriestoattractstheirattentiontotheunderlinedword,
howaretheyuttered.
Example :
Presentation:
The baby holds a pear in his mouth.
babypearmouth
Analysis:a=/ei/ea=/e/ou=/a/
Recognize the
Interpret
phonetic symbols
of vowels
Isolation:
Interpret a
Interpret
drawing
Diphthongs
Identify words
Statingrule: A diphthong is a union of two vowel sounds.
Thelearnersareinvitedformorepracticeondiphthongsonpage99.
The teacher invites the learners to look at the drawing on page 99,then try to interpret it .
The learners are asked to look at the drawing and try to do the activity .
B
hair
eye
mouth
nose
corresponding to
Produce
phonetic symbols
Interact with
ear
the teacher about
The pupils are asked to reproduce the drawing then try to identify the words corresponding to the diphthongs .
The teacher invites the learners to correct on the board then read the corrected task .
Thelearnersareaskedtoopentheirbooksonpage99,listentotheteacherexplainingtheinstructionsthentrytodothe'activity'.
the subject
Activity 3p99:Arrange the words below according to the pronunciation of the letters in bold type.
Identify th
evoawel sounds
Stoneairnonowbuyboathouseknowherethereoilspearsurechair beartour pure

hear townfivebay
Listen then
match each
Produce
Nose
No
Boat
Know
Now
House
Town
Buy
Five
Bay
Here
Spear
Hear
Air
There
Chair
Bear
Thelearnersworkinpairs,theteachersupervisestheirworkstheninvitesthemtogivebacktheiranswer,theyare
askedtousetheirpencilsandcorrectdirectlyontheirbooks,later(athome)thereproducetheactivityontheircopy
books.
Thelearnersareaskedtoreadthecorrectedtasksontheboard,thenwritedownontheircopybooks.
Page6
symbol with its

Sure
Tour
Identify the Pure
right word
Oil
rhyme in a song
File Four :
4AM
Personal Goals:
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
3.Supportedandpurposefuldevelopment:Learnersbenefitandgetmoreinvolvedwheneachactivitybuildsonpreviousmaterialsothatknowledgeandskillsbuildlogicallytowardsachievingand
developingspecificcompetences.A]Theteacherplanslessonsthathavecommunicativeobjectivesandwhosestepsbuildtowardmeetingthem.B]Theteacherbreaksdownfunctions,genresandskillsinto
smallcomponents/skills/partsinordertopresentrealistic"chunks"ofthelanguageforlearnerstoprocess.C]Theteacherstagesthelessonssothatwhatthelearnerlearns/practicesineachstepprepares
forthenextones.
4.MeaningfulActivities/Tasks.Classroomactivitiesandtasksshoulddrawonlearners'livesandinterestsandhelpthemtocommunicateideasandmeaninginandoutofclass
a)
Theteachersupplementsandadaptsthetextbooktoplanactivitiesrelatedtolearners'livesandinterests.
b) Theteacherusesandplansactivitiesthatallowlearnerstopracticeanddevelopreallifecommunicationskillsforreading,writingspeakingandlistening.
Theteachercontextualizestheactivitiesandprovidesapurposeforthem.
Lesson Focus:
apologizing.)?
Function:Describingpeopleslifeinthepast
Grammar:semimodel<usedto>&relativepronouns(whichwhowhere)
Vocabulary: vocabulary related to cave, frescoes, tassili, hoggar,sahara , animals,forest
Yes,Iwillteachsomeofthehistoricplaces(TassiliAlgerianSahara).
Competencies:
Canreadandunderstandthemainpointsandsomeimportantdetails.Mediumlengthtexts(e.g.threeparagraphs)Onfamiliartopicsrelatedtoselfandcommunity(e.g.schoolinterest
,health,experienceandwellknowneventsorissues).
Objectives / Assessment:SWBATbytheendofthelesson,studentswillbeableto:
r
Talkaboutabddescribehowlifeusedtobeinthepastusingthesemimodelusedto&relativepronouns

r
r
TheManualsscriptandphotos[p959798]&photos,flashcardsabouttheAlgerianSahara,Tassili..
Scriptpage96
Page7

Time Rationale
Welcoming
&
Greeting
Actions or
state that
existed in the
past
Actions or
state that
existed in the
past
Actions or
state that
existed in the
past
Interaction
Teacher
Students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
Students
Students
teacher
Students
Students
Teacher
Students
Students
Students
PROCEDURE
Swbat
Whoaremylearners?
FileFour
MS4level Interact
Warmup:Theteachergreetshislearnersandwelcomesthem.Hetriestointeractwiththemaboutthelasthours
learningobjectives.
Prereading:
Stepone:Theteacherinteractswiththelearnersaboutthesubjectwhichis"whatlifeusedtobe5000yearsago".Thelearnersare
freetotalkandgivetheirinterpretationaboutthesubjecttheymayusewhattheyhavelearntingeography.
Steptwo:Theteacherexplainstheinstructionsof"Activity1p95"theninvitesthepupilstoworkinpairs.
Activity1p94:Usethewordsinthebox,askandanswerquestionsaboutwhatlifeusetobeintheSahara5000yearsago.
You:WheredidpeopleintheSaharausetolive?
Yourpartner:Theyusedtoliveincaves.
You:Whatdidtheyusetodotolive/fortheirlivelihood?
YourpartnerTheyusedtohuntanimals/usedtobehunters.
You:Withwhatdidthey?
Yourpartner:Theyusedtohuntwithspears.
You:Didtheyusetomakestonetools?
Yourpartner:Yes,theydid.
You:Whatdidtheyusetowear?
Yourpartner:Theyusedtowearanimalskins.
You:Didtheyusetopaintonrocks?
Yourpartner:Yes,theydid.
Stepthree:Theteacherasksthepupilstoreadandperformthedrillpairbypair.
Stepfour:Theteacherexplainstheinstructionsof"Activity2p95"thenasksthemtoworkontheirroughcopybooks.
Activity2p95:Lookatthepictureagain,andthenguesswhatsentencemightbetrue.
TheSaharausedtobeagreenland.
Lifeusedtobedangerousthere.
Stepfive:Theteacherasksthelearnerstogivetheiranswer"orally"withjustification.
Interact
Interpret
Produce
Interpret
Produce
Duringreading:
Stepone:Theteacherinvitesthepupilstopayattentionatthetextonpage96,heinvitesthemtofollowwhilehereadsandexplainsit.
Steptwo:Theteacherexplainstheinstructionsof"Activity1p96",thenrequiresformthelearnerstoanswer.
Activity1p96:Readthetextthencheckyouranswerstoquestion2.
TheSaharausedtobeagreenland.
Lifeusedtobedangerousthere.
Stepthree:Theteacherexplainstheinstructionsof"Activity2p96"thenasksthepupilstoworkontheirrough.
Activity2p96:Readandfindtwoorthreepiecesofinformation.
Thecavepeopleusedtoplaymusic(theflute)
Thecavepeopleusedtolightfiresattheentryofthecavetofrightenanimalsaway.
Stepfour:Theteacherinvitesthelearnerstoreadthetextagainanddothefollowingtask.
Page8
Interpret
Interact
Produce
Interactwiththe
teacheraboutthe
subjectsincethey've
alreadyseenitin
History
Lookatthepicture
andinterpretit
Usekeywordsand
completeadialogue
Workinpairand
produceadialogue
Readrespecting
stressandintonation
Interpretthepicture
againandtryto
improvise
Producemore
statementsfroma
givenpicture
Usethenew
structuretoform
sentences.
Describehistoric
places
Givejustificationto
agivenrequest
Describethepastof
historicplacesand
whattheyusetobe
Describehuman
activitiesandwhat
theyusetodo.
Describeobjects
usedinthepast
Comparewhatused
tobedoneintheageof
stoneandnow
Readdrills
respectingstressand
intonation
Samir'spreparation
at
Actions or
state that
existed in the
past
Actions or
state that
existed in the
past
Actions or
state that
existed in the
past
Teacher
Students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
Students
Students
teacher
Students
Students
Teacher
Students
Students
Students
Exercise:ReadthetextthencompletetheGraphic.
Readthe
Interact
statementsand
interactwiththe
teacheraboutthe
rivers&
lakes(xish)
meaning.
Interpretthe
wearings
(skinsof
animanls
sahara
Interpret
Caves
(picturesof
animals&
hunters)
givensentences
thenpickoutthe
sameonesformthe
forests
(Dangerous
animals)
text.
Stepfour:Theteacherinvitesthepupilstoreadtheletterandtrytoanswertheexercise,whilehemovesandtriestoofferhishelponce
needed.
Stepfive:Thelearnersareinvitedtocometotheboardandfillinthegraphic.
PostReading:
TheteacherexplainstheinstructionsofActivity2p96theninvitesthelearnerstodothefollowingtask.

Exercise:Lookatthepictureonp95,readtheletterthencompareandcontrast.
picture
text
Cavescavemen
Picturesof
Produce
Theyreadand
identifythe
required
instructions
Justifytheir
answers
Produce
Interpret
sentencesavoiding
therepetition
Usethe
Animalsfire
Rivers&lakesdangerous
Animals
boy play flute
Forests
appropriate
conjunctionto
Produce
avoidthe
repetition
Thelearnersareinvitedtocorrectontheboard,readthecorrectedtasksthenwritedownontheircopy
books.
Page 9
Actions or
state that
existed in the
past
Actions or
state that
existed in the
past
Sentences
&
Expression
Sentences
&
Expressions
Teacher
Students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
Students
Students
teacher
Students
Students
Teacher
Students
Students
Students
Interactwiththe
Interact
Warmup:Theteachergreetshislearnersandwelcomesthem;heinteractswithtemabouttheirdailyschoolaffairs.
Theteacherinvitesthelearnerstoopentheirbooksonpage96andpayattentionatthetext
Postreading:Heinvitesthemtotalkfreelyandsumupthetext.
Theteacherreadsthetextloudlyandinvitesthelearnerstolisten,followandunderlinethefollowingsentences.
Presentation:
teacheraboutthe
givenconjunction
andtheones
Interpret
alreadyseen.
Producecorrect
1]Ithadlargeforests,whichwerefullofdangerousanimals.
sentenceswithout
2]ThepeoplewhousedtoliveintheSaharawerecavepeople.
3]Theypaintedmanybeautifulpicturesofanimalsandhuntersinthecaveswheretheylived.
anyrepetition
4]Theyworetheskinsoftheanimals,whichtheyhunted.
5]ItcomesfromtheArabicwordSahra,whichmeansdesert
Discriminate
MainClause
Interact
Analysis:Theteacherinvitesthelearnerstoanalyzetheisolatedsentences.
betweenthe
(thepeople)+verb+object
conjunctionsand
Ithadlargeforests,whichwerefullofdangerousanimals.ThepeoplewhousedtoliveintheSaharawerecave
people.
theiruses(object
S+V+ObjectRelative+S+object
S+Relative+verb+object
Pronounpronoun=people
=forests
Interpret
MainclauseSubordinateRelativeClause
SubordinateRelativeClause
Theypaintedmanybeautifulpicturesofanimalsandhuntersinthecaveswheretheylived.

s+verb+objectrelpr=incaves+S+object
Mainclause
placesubjects)
Improvisewhat
arethoseconjunction
sincetheymighthave
beenseeninFrench.
Identifythe
conjunctionsas
Interact
{RelativePronouns}
Recognizetheuseof
subordinaterelativeclause
StatingRule:
1]whichwhowherearerelativepronouns. Which refers to objects Who to subject where to place

2]Arelativepronounisapronounthatmarksarelativeclausewithinalargersentence.Itiscalledarelativepronounbecauseit
relatestothewordthatitmodifiesandisnotspecific.InEnglish,relativepronounsare:who,whom,which,whose,that,where,when,
why. (Wikipedia)
3] Grammar notes on page 185
Thelearnersareinvitedtoopentheirbooksonpage185andpayattentionatthegrammarnotesthere,theteachermay
invitessomeofthepupilstoreadheexplainsallthegrammarnotesthroughexamplesandincontexts.
Thelearnersareinvitedtopayattentionattheanalysisthestatedruleandtrytodothefollowingtasks.
Page10
therelativepronouns
anddiscriminate
betweentheones
Interpret
alreadyseen{timeand
conditional
conjunctions}
Produce
Sentences
&
Expressions
Sentences
&
Expressions
Sentences
&
Expressions
Teacher
Students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
Students
Students
teacher
Students
Students
Teacher
Students
Students
Students
Interact
Thelearnersareinvitedtoopentheirbooksonpage185andpayattentiontothegrammarlessonaboutthe"relativepronouns"
Theteacherinvitesthepupilstoreadeachpartofthelessonwhiletheteacherexplainsthroughcontextsthepartsofthelesson.
Therelativepronounsareusedtoformrelativeclauses
Theyareusedtoavoidrepetition.
Theseclausescouldbe[definingornondefiningclauses]
1Whowhichandthatassubjectofadefiningrelativeclause
o Relativeclausesabout"people" Wecanjoinstattoformcomplexsentencesusingtherelativepronouns<whothat
o Theyareusedinplaceofnounsubjects(theboy)orpronounsubject{Iyoushe.}
o Relativeclausesaboutthingsandanimals: Wecanjoinstattoformcomplexsentencesusingtherelativepronouns<
whichthat>
o Whichandthatareusedtorefertothingsoranimals.
2Whowhom,whichandthatasobjectofadefiningrelativeclause
ARelativeclausesaboutpeople: Weuse"whowhomandthat"torefertopeopleofnounobjectsorpronounsobjects
{meyouhimherthem.}
Example:Thisistheman,Iwantedtoseehim.
Thisistheman{whowhomthat}Iwantedtosee.{meyouhimherthem.} whowhomthat
BRelativeclausesaboutthingsandanimals:
Weuse"which"and"that"insteadof'nounobjectsorpronounsobjects(it/them)torefertoanimalsandthings.
Example:ThisisthehouseJackbuiltit.
Thisisthehouse"that/which"Jackbuilt.
3Whoseandwhere:
AWeuse"whose"inrelativeclausesinsteadof(hishertheirtorefermostlytopeople)
Example:.Awidowisawoman.Herhusbandisdead.
.Awidowisawomanwhosehusbandisdead.
B.Weuse"where"inrelativeclausestorefertoplaces.
Example:Therestaurantwasveryclean.Wehadlunchthere(intherestaurant)
Therestaurantwherewehadlunchwasveryclean.
4Functionofdefiningrelativeclauses Theygive"essentialinformation"aboutthepeople,thingsandanimalstheyrefer
toidentify"what/who"wearetalkingorwritingabout.
Example:Thisisthemanwhosavedmylife.
Weusenocommabeforetherelativepronounindefiningrelativeclauses.
5Relativepronounsin"nondefining"relativeclauses.
Wecanalsouse"whowhichwhowhom,butnot'that'innondefiningrelativeclauses.
Nondefiningrelativeclausesgive"extrainformation"notessential.
Weuse"commas"beforerelativepronounsof"nondefining"relativeclauses.Whenitoccursinfinalposition.
Example:
Abdelkaderlivesinarentedhouse,whichisnearly5kilometersawayfromhisworkplace.
Weusecommasafterrelativeclausewhenitoccursinthemiddleposition.
ALondon,whichisthecapitalofBritain,hasover8millioninhabitants.
BAli'sfather,whois75,walks10kmaday.
cAbdelkader,whosemotherisAmerican,speaksArabicandEnglishfluently
dZidane,whomIlikesomuch,isAlgerian.
Note:
Arelativeclausefollowsthenounitrefersto.Soitfitsinthepositionwherethenounorthepronounitreferstooccurs.Itcanoccur
eitherinthemiddleorinfinalposition.Page11
Interact
Interpret
Interact
Interpret
Interact
Interpret
Interactwiththe
teacheraboutthe
subject
Expressthemselves
abouttherelative
pronouns
Identifyacomplex
sentenceandits
composites
Identifythetense
ofeachpartofthe
complexsentence
Recognizetheuse
ofeach"whqqs"and
makethe
discrimination
betweentheiruse{as
pronounandas
questionwords}
Usecorrectlyeach
"relativepronoun"
Combinesentences
usingrelative
pronouns
Identifythe
punctuationina
relativeclause
Recognizea
"definingrelative
clauseandanon
definingone"
Discriminate
betweenadefining
clauseandanon
definingone.
Discriminate
betweentheposition
ofanondefining
clause.
SamirBounab's
preparationsheet
Sentences
&
Expressions
Sentences
&
Expressions
Sentences
&
Expressions
Teacher
Students
Students
teacher
Teacher
students
Students
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Teacher
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Interact
Exercise1:Reorderthewordstoformcorrectsubordinaterelativeclauses.[Basedformtasks]
1]Agiraffe/which/AfricanJungle/is/lives/animal/./in/the/

2]Apostman/delivers/who/man/is/themail/./a/everyday

3]Alibrary/books/place/where/can/we/./read/a/is/

ActivityA:Pickoutsentencesfromtheletterabovewhichhavethesamemeaningasthepairsofsentences
below.[MeaningBasedtask]
aTheSaharausedtobeagreenlandwithlargeriversandbiglakes.Itusedtobeagreenlandwithlargeriversandbiglakes,whichcontaineda
lot
bThelargeriversandbiglakescontainedalotoffish.
offish.
aIthadlargeforests.
bThelargeforestswerefullofdangerousanimals.Ithadlargeforests,whichwerefullofdangerousanimals.
aPeopleusedtoliveintheSahara.
bThesepeoplewerecavepeople.ThepeoplewhousedtoliveintheSaharawerecavepeople.
aTheypaintedmanybeautifulpicturesofanimalsandhuntersinthecaves.Theypaintedmanybeautifulpicturesofanimalsandhuntersinthe
bTheylivedinthecaves.
caveswheretheylive.
Thelearnerstrytoanswerthetask,thentheteacherinvitesthemtocorrectorallyusingtheirpencils.
ActivityB:Crossthewords,whicharerepeatedinthepairsandreplacethemwiththerelativepronouns.Be
awareofthepunctuation[MeaningBasedtask]
aTheSaharausedtobeagreenlandwithlargeriversandbiglakes.TheSaharausedtobeagreenlandwith,whichcontainedalotof
bThelargeriversandbiglakescontainedalotoffish.
Fish.
Which==largeriversandbiglakesreferstoobjects
aPeopleusedtoliveintheSahara.ThepeoplewhousedtoliveintheSaharawerecavepeople
bThesepeoplewerecavepeople.. who==Thesepeopletosubject
aTheypaintedmanybeautifulpicturesofanimalsandhuntersinthecaves.Theypaintedmanybeautifulpicturesofanimals
bTheylivedinthecaves.andhuntersinthecaveswheretheylive.
Where==inthecaves.toplace
Theteacherasksthepupilstogivethedeductionaboutthesituation.
Interpret
Produce
Interpret
Produce
Interact
Interpret
Produce
Interact
Which,who,whereareRelativepronounstheyrefertothewordswhichcomebeforethem.(Theyareusedtoovoidtherepetition)
Thelearnerstrytoanswerthetask,thentheteacherinvitesthemtocorrectorallyusingtheirpencils.
Page12
Readthestatements
andinteractwiththe
teacheraboutthe
meaning.
Interpretthegiven
sentencesthenpickout
thesameonesformthe
text.
Theyreadand
identifytherequired
instructions
Justifytheiranswers
Producesentences
avoidingtherepetition
Usetheappropriate
conjunctiontoavoidthe
repetition
Interactwiththe
teacheraboutthegiven
conjunctionandtheones
alreadyseen.
Producecorrect
sentenceswithoutany
repetition
Discriminate
betweenthe
conjunctionsandtheir
uses(objectplace
subjects)
Improvisewhatare
thoseconjunctionsince
theymighthavebeen
seeninFrench.
Identifythe
conjunctionsas{Relative
Pronouns}
Recognizetheuseof
therelativepronouns
anddiscriminate
betweentheonesalready
seen{timeand
conditional
conjunctions}
Actions or
state that
existed in the
past
Actions or
state that
existed in the
past
Actions or
state that
existed in the
past
Teacher
Students
Students
teacher
Teacher
students
Students
teacher
Students
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Teacher
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teacher
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Teacher
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Students
The teacher interacts with the learners about the subject .[Archeology the cave age .]
The teacher explains the instructions of "Activity 1p97"and the new words such as {stone axe spear stone pot
stone jar skin bag}. The learners should be aware about the difference between 'used to ' and the verb "to use" then
invites the learners to perform the drill.
Activity1p97: Use the relative pronouns to form correct dialogues: { Communicative based task}
o Ann: Excuse me, what is this?
o Archeologist: This/That is a stone ax.
o Ann: What did the cave men use it for?
o Archeologist: They used it for hunting wild animals.
o Ann: And what is that?
o Archeologist: This /That is a stone star.
o Ann: What did they use it for?
o Archeologist: They used it for storing fat.
The pupils do the drills on their rough then give back their work 'orally' pair by pair.
The learners listen to the teacher's explanation of 'activity 2p98' and the new words then invites them to work on
their rough copy books.

Activity 2p98: Make correct dialogues using the relative pronouns "where" .
A : Excuse me , what did cavemen use to do at the corner of the cave ?
B : This is the place where they used to keep their musical instruments.
A : And what did they use to do in the back of the cave ?
B : This is the back of he cave where they used to sleep.
A : What did they use to do in the back of the cave?
B : This is the front of the cave where they used to keep a fire to frighten wild animals away.
The pupils work on their rough, correct on the board then perform the drills pair by pair.
1} Learning Integration:
The pupils are asked to pay attention at 'Write it out ' section , they listen to the teacher's explanation then try to do
the work on their rough .The teacher has to explain the new words such as [ stay close to fetch deep ]
ImagineyouareatouristguideandsometouristsareinquiringabouthowlifeusedtobeintheSahara.
WriteashortnotefortouristsaboutwhatlifeusedtobelikeintheSahara.Usetherightrelativepronounto
linkthesentences.
Interact
Interpret
Produce
Interact
Interpret
Interact
Interpret
2} Assessing Integration:
Life used to be dangerous in the Sahara .You know, tigers, bears and lions, which lived near the caves ,
used to attack cave people .Life was even more dangerous for children .The children who used to stay close
to the open fire often got burnt .The children who often fetched water to drink fell into the deep lakes and
died .
The teacher helps the learners in their production, then invites some of them to read what they have produced
while he reports the passage on the board.
The pupils are asked to read the corrected tasks , then write down on their copy books.
Page13
Produce
Interact
Interactwiththe
teacheraboutthe
subject
Talkaboutcave
period
Improvisehow
lifeusedtobe
Describetools
usedinthatperiod
Identifyjobs
Discriminate
betweentheverb
'touse'and'usedto
'
Identifyrelative
pronouns
Describetheuse
oftherelative
pronouns
Usetherelative
pronounstoform
complexsentences
Userelative
pronounsto
produceacoherent
paragraph
Discriminate
betweenrelative
pronounsfor
'people'and
'objects'

Actions or
state that
existed in the
past
Sentences
&
Expressions
Information
&
Messages
Surprise
and
Amazement
Teacher
Students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
Students
Students
teacher
Students
Students
Teacher
Students
Students
Students
warmup:Theteachergreetshislearnersandwelcomesthem,hetriestointeractwiththemaboutthelastsance
Interact
learningobjectives.
Theteacherinvitesthepupilstoopentheirbooksonpage100,listentotheteacherreadingthe'nurseryrhyme',theyare
alsoaskedtoidentifytherelativepronouns.
Interact
Thelearnersareinvitedtointeractaboutthe'relativepronouns'they'vefound,theyshouldjustifywhatthose
pronounsreplace.
thepupilsareaskedtoreadtherhyme.
Theteacherremindsthepupilsabout'idioms',explainstheinstructions,andthenewwordsandexpressions,thenasks
themtodothework'pairwork'
Activityp100:Matchidiomswiththeirmeanings.
1
Produce
Interpret
Thepupilsgivebacktheiranswers,theteacherdirectsthem,usingtheirpencils,theycorrectontheirbooks.
Theteacherinvitesthepupilstoreadtheactivitypairbypair.
Nationalname:HindiBharat
Area:3.166.829sq/km
Borderingcountries:Nepal,China,Afghanistan,Bangladesh,Pakistan,(ArabianSea,IndianOcean)
Officiallanguages:Hindi,English
Nationallanguages:17'languages'.Morethan1650dialects
Religions:Hindu83%;SunniMuslim11%;Chriatian2.5%;Sikh2%
Capital:NewDelhi
MainTowns:Bangalore;Ahmedabad,Kampur,BombayandCalcutta.
Currency:Rupee
Monuments:KesavaTemple,TajMahal
Representationalanimal:cow
FamousIndianleaders:MahatmaGhandi,Nehru,AndiraGhandi.
Interact
Produce
The pupils are asked to listen to each others interacting about 'India', then with the help of the teacher they
complete the information card .
The pupils are asked to listen to each others interacting about 'India', then with the help of the teacher they
complete the information card .
The teacher interacts with his pupils about the mausoleum "Taj Mahal" , Then the teacher directs the activity by
giving some information about the mausoleum.
The teacher gives separated statements then asks the pupils to gather them in order to form a coherent paragraph
.
Activity3p101:Whatdoyouknowaboutthismonument,writeashortparagraphaboutit.Usetherelativepronouns.
Theparagraph:
ThiswhitemarblemausoleumwhichwasbuiltbyShahJahaninmemoryofhisfavouritewife,MumtazMahal.ItiscalledtheTaj
Mahal.Ittook20.000workersmorethan23yearstobuild.Theyfinishedbuildingitin1653.ItisafamousexampleofIndo
Islamicarchitecture,whichfusestheMuslimandHindustyles.Asyoucansee,ithasacentraldomeandminaretsoneach
corner.
The teacher reports the activity on the board then asks the learners to read it.
Page 14
Interpret
interact
Interact
Interpret
Produce
Recognizethe
relativepronouns
andtheiruse
Identifyidioms
Interactabout
countries,their
locationand
informationwhich
theyconcern
Doaresearch
aboutamonument
Thepupils
interactwiththe
teacheraboutfamous
mausoleums
Thepupilsgive
backwhatthey've
gatheredas
informationabout
'TheTajMahal'
Thepupilslookat
thepictureonpage
101andinterpretit.
Theyproducea
shortproduction
aboutthesubject
Theareaskedto
readrespecting
stressandintonation
Describe
Biography
Of
Famous
People
Describe
Biography
Of
Famous
People
Describe
Biography
Of
Famous
People
Teacher
Students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
Students
Students
teacher
Students
Students
Teacher
Students
Students
Students
The pupils are invited to pay attention at 'Activity 4p102", listen to the teacher explaining the instructions then asks
the pupils to take their pencils and correct with their teacher 'orally' on their books .[ The teacher provides the missing
information to the learners]
Activity 4p102: Do a research about Harun al-Rashid .
Name:HarunAlRashid
Dateandplaceofbirth:RavyPersiaIran,765AD
Father:CaliphElMahdi
Mother:OfBerberstock
Occupation:Caliph(786A.D809AD)
Married:Zubayda,hiscousin782AD
Hobbies:Readingshortstories,listeningtomusic,playingchess.
Hisfriends:KhalidAlbarmakFadlDjaffar,Yahia
Hispenfriend:Charlemagne,KingoftheFranks,sentgiftstoCharlemagne:silkrobes,elephant,chess
game,clock.
Heroofafamoustale:Onethousandandonenights.
Habits:walkingthestreetsofBaghdadindisguiseatnight.
Interact
Interpret
Produce
Theteacherinvitesthelearnerstoreadthegatheredinformation.
Thepupilslistentotheteacherexplainingtheinstructionsof'activity6p102',theninvitesthemtoworkinpairs.
Activity6p102:Writeashortbiographyusingtheinformationintheabove'activity'usethesemimodalusedtoandthe
relativepronouns.
Thebiography:
HarunAlRashidwasbornin766anddiedin809.HewasthesonofAlMahdiwhowasthethirdcaliphoftheAbbasidesdynastyof
Baghdad.HismotherwasofBerberstock.HarunALRashidmarriedhiscousinin782.In786,hebecamecaliph.HarunAlRashidwasa
manwhowasveryfondofmusic,scienceandliterature.Hegavehisprotectiontomanyscientistsandwritersduringhisreign.Harun
hadmanyfriends.AmongthesefriendswereKhalidAlBarmak,Fadl,DjaffarandYahia.OneofhispenfriendswasCharlemagne,who
wastheKingoftheFranks.HarunAlrashidwasgenerouswithhim.Hesenthimsilkrobes,achessgame,aclockandanelephantto
Charlemagnetoshowhimhisfriendship.Whathedislikesmostisdishonesty.Hewastheheroofthefamoustalescalled"One
thousandandonenights",whereHarunAlRashidisportrayedasamanwalkingthestreetsofBaghdadindisguiseatnight.
Theteacherasksthelearnerstocorrecttheirworks,they'reaskedtoreadandhereportstheworkontheboard.
ThepupilsareaskedtoreadallthewrittenworksontheBB,thenwritedownontheirclasscopybooks
Theteacherexplainstheinstructionsof'activity1p103'andasksthepupilstodoitasahomework.
Theteachersupervisestheworkonthepupils;invitesthemtoreadwhatthey'vedone,thenwriteitontheboard.
Activity1p103:Combinethetwocolumnstoformacoherentparagraph.
LeonardoFibonacci'sbiography:
TheItalianLeonardFibonacci,whowasamerchantandalsoalearnedmathematician,introducedArabic
numeralstowesternEurope.HewaseducatedinpresentdayBejaia,ontheNorthAfricancoast,wherehisfather
wasacommercialagent.WhenhereturnedtoItaly,hepublishedabookofmathematics,whichhecalled'TheBook
ofTheAbacus"
Theteacherinvitesthepupilstoreadthecorrectworkontheboard.
Theteacherencouragesthepupilstobuildupmorebiographiesabouttheotherpersonalitiesgivenin'Activity2p103'

Page 15
Interpret
Produce
Interpret
Produce
Interact
Interactabout
famousIslamic
personalities
Interpretthe
pictureonpage
102andexpress
theselvesabout
'HarunAlrashid"
Fillintheform
Usethe
informationinthe
previousactivity
andtrytobuildup
abiographyabout
thegiven
personality
Usewhatthey
havealreadylearnt
(semimodaland
relativepronouns)
Buildcomplex
sentencestoforma
cohernent
paragraph
Workinpair
Readtheir
productionthen
writedown.
Givebacktheir
production
Readrespecting
stressand
intonation
Makecomplex
sentencesandshort
paragraphsusingthe
relativepronouns
Usenotestoexpand
themintoparagraphs
File Four :
4AM
Personal Goals:During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
5.Active,evolvingprocess:Learningalanguagerequiresopportunitiestousewhatoneknowsforcommunicativepurposes,makingmistakesandlearningfromthem.Theaimistoperform
competently,whilerecognizingthaterrorsmaystilloccur.
a) Theteacherprovidesabalanceofactivitiesthatfocusonaccuracyandfluency.B]Theteacherplansactivitieswithineachlessoninwhichlearnersusethelanguagefreelywithoutworryingabouterrors,
sothattheycanfocusonfluencyandcommunication.C]Theteacherplansactivitiesinwhichlearnersusepreviouslylearnedlanguageandskillsandincorporatenewlanguageandskillsd]Theteacher
giveslearnersopportunitiestorecognizeerrorsandfigureouthowtocorrectthem.
6.OngoingassessmentofLearning.Ongoing,orregular,assessmentshouldtakevariousformsandaddressthecompetencesthathavebeenlearnedinclass,sothattheassessmentcan
provideusefulinformationonindividualprogressandachievement,whichteachersandlearnerscanreviewtoaidlearning.
Theteacherhasrealisticshortandlongtermlearningobjectivesforlearners.B]Regularlyassesseslearnerlearning.C]Theteacherplansandusesavarietyofassessmentactivitiestoassesslearning.D]The
teacherplansandusesassessmentactivitiesthatassessnotonlywhatlearnersknow,butalsowhatlearnersareabletodoasspeakers,listeners,readersandwriters.E]Theteacherteacheslearnersto
assessthemselvesandtheirpeerssothattheyareawareoftheirprogress.
Lesson Focus:
apologizing.)?
Function:Askingforandgivinginformationaboutpeople&Describingbiographies
Grammar:Simplepresenttenserelativepronounssimplepasttense
Vocabulary: Vocabulary related to history and Islamic civilization scientist
Yes,Iwillteachsomeofthe,USAnationalsymbols&Algerianfamouspersonalities(BenBadis)
Competencies: Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson.
Canplanfor,useandevaluatetheeffectivenessofSpokenInteractionStrategiesused:Tofacilitatepairworkinclass.Toconveythemeaningofunknownwords,phrasesandstructures.
Togaintimetoplanandrecalllanguage.
Canlistentoandunderstandunfamiliarinstructionsandexplanationsthatare:Veryshortandstraightforwardaccompaniedbyvisuals(e.g;gestures,writingordrawingmodeling,
demonstration).Brokendownstepbystep.
r
r
Askandgiveinformationaboutthepastofpeopleandtribes
Describefamousonesandfamouspeoplesbiographies

r
r
TheManualsscriptandphotos[p101103105106]
Scriptpage171172
Page16
Time Rationale
Welcoming
&
greeting
Interrupting
&
preventing
from
speaking
Race &
Ethnicity
Race &
Ethnicity
Piecesof
writing
Interaction
Teacher
Students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
Students
Students
teacher
Students
Students
Teacher
Students
Students
Students
PROCEDURE
Swbat
Whoaremylearners?
Interactabout
differentsortsof
Interact
Warmup:Theteachergreetshislearnersandwelcomesthem,hetriestointeractwiththemaboutthelast
situationsspecially
Prelistening:
whenaskingabout
Theteacherinvitesthepupilstolistentohimexplainingtheinstructionsof'Activity1p104"thentaketheirpencilsandcorrectontheboard.
'clarification
Interpret
Activity1p104:Whatwillyoudointhefollowingsituations?Circlethecorrectanswer.
Recyclethiskind
A.Youcan'thearwellwhatyouinterlocutorsays.Youwillsay:Couldyourepeatplease.
ofactivitysinceit
B.Youmakeamistakewhilespeakingtosomeone.Youwillsaysorryandcorrectthemistake.
hasalreadybeen
Produce
C.Youdon'tunderstandwhatyourinterlocutorsays.Youwillsay"Pardon?"
seentheprevious
Theteacherinvitesthelearnerstoreadtheircorrection,andthentheyareaskedtolistentohimreadingthescriptonpage'170/171'
year.
andcheckiftheywerecorrect.
Discriminate
Duringlistening:
betweendifferent
Interact
Theteacherinvitesthepupilstoreadthescriptpairsbypairs,explainsthenewvocabularyandexpressions
sortsofsituations
Theteacherexplainstheinstructionsof'activity3p104',askthepupilstoshuttheirbooksandtrytoimprovisetheanswers.
Readandjustify
Activity3p104:Listenandsaywhydoestheteacherinthescriptrespondsashedoesbelow.Circletherightanswer;
answers
Interpret
A."HoldonMike!Jameshasn'tfinishedyet"Mikehasn'twaitedforhisturntospeak.
Identifythe
B.Theteacherusestheword"Now"tosaythatHewantstochangethetopicoftheconversation.
meaningofaspeech
Produce
Theteacherinvitesthelearnerstousetheirpencilsandcorrectontheirbooks.
fromaspecificword
Theteacherinvitesthepupilstopayattentiontothe'coping'section',heasksthepupilstoreadsectionbysectionwhileheexplains
orexpression
eachsection.
Exploitamapto
Postlistening:
interactabouta
Interact
Thepupilsareinvitedtorereadthe'coping'sectionagain,thenwriteitdownontheircopybooks.
givensubject
Interpret a map to
Interpret
formadialogueora
Thelearnersareinvitedtolookatthemaponpage105,talkandsaywhatthealreadyknowaboutthesubject.
paragraph
Theteacherasksthepupilstogobacktothescriptonpage170/171andtrytobuildupadialogueordiscussabouttheTribesoftheIndianNation.
Recognizethe
mostimportant
Theteacherexplainstheaimof'Activity1p106',whichishowtotakenotesdown.
wordorexpression
Interact
Activity1p106:Listentotheteacherandmakenotes.
inasentenceand
ColumnA
ColumnB
noteitdown
Theyarrivedin1607
Dateofcolonists'arrival?1607
Interpret
Listdownnotes
AtribecalledPowhatan
Indiantribe?Powhatan
fromadialogueora
Thetribe'namereferstoitschief
Indianchief?Powhatan
text
Hewasatallmanwithasternface
Whatdidhelooklike?Tallman/sternface
Produce
Interactabout
Hewasamanof60yearsold
Hisage?60years
historicsubjects
Heneverforgavehisenemies.Helovedhisdaughter Whatwashelike?Cruel/lovedhisdaughter
Identifyand
HernamewasPocahontas
Daughter'sname?Pocahontas
locateplacesand
Shewas13yearsold
Herage?13
pastevents
Thepupilsusetheirpencilstocompletethechartthenperformitaspairwork.
Interact
Produceashort
Theteacherasksthepupilstopayattentionat'copingsection'onpage106,heinvitesoneofthelearnerstoreaditwhileheexplains
productionabout
eachpartofit
peopletheyhave
MakingNotes:Whenyoumakenotes,donttrytocopytheexactwords.Theteacherisnotgivingadictation,soyoudonthave
alreadyknown
Timetocopyeverything.Simplywritedownwhatisessential.
them.
Produce
Theteacherexplainstheinstructionsof'activity2p106',thenasksthepupilstowriteashortbiographyaboutPocahontas
{homework}Page17
File Four :
4AM
Personal Goals:During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
7.ActiveLearners:Learnersacquireandretainlanguagebestwhenthetopicsmeettheirinterestsandwhentheyareactiveparticipantsintheirlearning:findingpersonalmeaning
,learningcooperativelywithpeers,andmakingconnectionstolifeoutsideofclass
a)
Theteachersupplementsandadaptsthetextbooktoplanactivitiesrelatedtolearners'interests,priorknowledgeandexperience."SARS"(S=Select/A=Adapt/R=Reject/S=Supplement)
B]Theteachersetstasksthatallowthelearnertodiscoverhowthelanguageworksinitsform,meaninganduse.C]Theteacherplanslessonssothatlearnershavetothinkandusetheirpreviousknowledge
andimaginationtoprepareforandcarryoutclassroomactivities.D]Theteachersetstasksthatdevelopcooperativelearningandencouragespeerhelpandreadinesstoexchangewithothers.
Theteacherusesandplansactivitiesthatallowlearnerstopracticeanddevelop"reallifecommunication"skillsforreading,writing,speakingandlistening.
8.FacilitatorTeacherssupportlearnerlearningbytakingaprimarilyfacilitativeroleintheclassroom:designingandstructuringlearningexperienceswithlearnerinterestsandneedsinmind;
guidingandmonitoringlearnerlearning;assistinglearnersincontributingtotheirownlearninginalearnercenteredteaching a] Theteacherfindsouttheneeds,interests,languagedifficulties.B]Theteacher
selectsandintroducesactivitiesandmaterialsforlanguageworkthatmeetlearnerneeds.C]Theteacherfostersagroupfeeling(cooperation,respect,enjoyment,trust.D]Theteacherorganizeslearnerssothatinteraction
canbefacilitated(usingspace,classroomfurniture,time,etc)sothattheteacherisnotthefocusoftheclassroom.E]Theteachervariespatternsofinteraction(e.g.teacherelicitingfromclass,pairworklearnerspresentingt
class,learnersmingling)withinthelessontosupporttheobjectivesoftheclassandthefeeling/energyofthegroup.F]Theteacherensuresthatthelearnersfindtheirinvolvementsufficientlychallenging.G]Theteacher
teacheslearnershowtouselanguagestrategiestoaidintheirlearningandcommunication.
Lesson Focus:
apologizing.)?
Function:Writingletterofopinion&Describingprocess
Grammar:SimplePastTense
Vocabulary: Vocabulary related to history and famous personalities
Yes,IwillteachsomeofthehistoricplacesandfamouspeopleofAlgeria
Competencies:
Canplanfor,useandevaluatetheeffectivenessofseveralreadingstrategiestodevelop:ReadingefficiencyandspeedGuessingskills.
Canlistentoandunderstandunfamiliarinstructionsandexplanationsthatare:Veryshortandstraightforwardaccompaniedbyvisuals(e.g;gestures,writingordrawingmodeling,
demonstration).Brokendownstepbystep.
Canplanfor,useandevaluatetheeffectivenessofseveralwritingstrategiestoGenerateideas,Createadraft.
r writeletterofopinionanddescribebiography
r
r
TheManualsscriptandphotos[107110]
Scriptpage171172
Page18
Time Rationale
Interaction
Welcoming
&
writing
Describe
Biography
Of
Famous
People
Opinions.
Beliefs
Andpointof
view
Opinions.
Beliefs
Andpointof
view
Opinions.
Beliefs
Andpointof
view
Teacher
Students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
Students
Students
teacher
Students
Students
Teacher
Students
Students
Students
PROCEDURE
Swbat
Interact
Warmup:Theteachergreetshislearnersandwelcomesthem;hetriestomakeashortreviewaboutthelastsanceand
itslearningobjectives.
Prereading:
Stepone:Theteacherinvitesthepupilstolookatthephotoonpage107,andtrytorecognizethepersonalityinthephoto.
Interpret
Steptwo:TheteacherhelpshislearnersbygivingsomeusefulinformationaboutMartiLutherKing,inordertoleadthemdiscuss
aboutthesubject.
Interpret
BornMichaelKing,Jr.January15,1929Atlanta,Georgia,U.S.DiedApril4,1968(aged39)
Memphis,Tennessee,U.S.MonumentsMartinLutherKing,Jr.NationalMemorial(planned)InfluencedbyJesus,AbrahamLincoln,Mahatma
Gandhi,BenjaminMays,HoseaWilliams,BayardRustin,HenryDavidThoreau,HowardThurman,LeoTolstoyPoliticalmovementAfrican
AmericanCivilRightsMovement,Peacemovement
NobelPeacePrize(1964),PresidentialMedalofFreedom(1977,posthumous),CongressionalGoldMedal(2004,posthumous)Signature
Stepthree:Thepupilslistentotheteacherexplainingtheinstructionsof'Activity1p107'thenworkwiththeircolleagues.
Activity1p107:Readthenotesandcrossouttheones,whichyoudon'tuseinthearticleaboutMartinLutherKing.Justifyyour
answer.
Theirrelevantnotesare:1)marriedCorettaScott2)Baseballfan.
ThereasonfornotincludingthisinformationisthatthetopicisaboutMartinLutherKingasapolitical/public
figurenotabouthishobbiesorhisprivatelife.
Stepfour:Theteacherinvitesthepupilstoreadthenotesontheactivity,givetheiranswerswithjustification.
Duringreading:
Stepfive:Theteacherexplainstheinstructionsof'activity2p107',andthenewwordsandexpressionssuchas'letterofopinion'
manofpeaceheropreachedviolenceracistsdefensecivilrightsmodesttoleranceselfrespectleastbadguys.
Stepsix:Theteacherinvitesthepupilstoreadtheletterwhileheexplainsthewordsandexpressions,thenasksthepupilstocheckif
thenotesthey'veomittedinthepreviousactivityarewhethercorrectorno.
Stepseven:Thepupilsreadtheletteragainonpage107,andtrytodo'activity3p108.
Activity3p108:Readagaintheletterandanswerthefollowingquestions.
Inwhichsentenceoftheletterdoestheauthorstatehis/heropinion?Theauthorstateshisopinioninthefirstsentenceoftheletter.
"MartinLutherKingJuniorneverstarredinaHollywoodfilm,andneverkilledthe"badguys",buthewasmyhero."
Howdoestheauthororganizehis/hertext?Theauthororganizeshis/hertextbylistingandexplainingaseriesofarguments.
Whatkindofwordsdoeshe/sheusetoorganizehis/herideas?He/sheusessequencers:first,second,third,finally"
Stepeight:Theteacherrequiresformthelearnerstocorrecttheactivity,thenperformit
Stepnine:Thepupilslistentotheteacherexplainingtheinstructionsof'activity4p108'thentrytoworkontheirroughcopybooks.
Activity4p108:Readthetextonthepreviouspageandanswerthefollowingquestions.
a.Whichwordinthetextisclosestinmeaningtotheword'famous'?Famous=wellknown.
b.Whichsentenceinthetextexplainstheexpression'manofpeace'?'Manofpeace'=Heneverpreachedviolenceagainst
whitepeoplewhohatedtheblackpopulationinAmerica.
c.Whichwordsinthetextareoppositeinmeaningtothefollowing:'peacecouragehate'?peace=/=violence
courage=/=afraidhate=/=love
Stepten:Theteacherinvitesthelearnerstogivebacktheiranswers,thentheyareaskedtocorrectusingtheirpencilsontheirbooks.
Page19
Interact
Produce
Interpret
Interact
Produce
Interpret
Produce
Whoaremylearners?
o Interactwith
theteacherand
thecolleagues
aboutthesubject
o Identifyfamous
peace
personalitiesand
listtheirworks
o Readand
recognizewhatis
relevantfromthe
irrelevantone
o Justifytheir
answersforthe
choicethey've
made
o Readandcheck
wherethey've
mistaken
o Readand
exploitthetextby
doingdifferent
activitiesrelated
tocomprehension
andlexis
o Identifyfamous
personalities,
theiroriginand
theirworks
Piecesof
writing
Biographyof
famous
personalities
Opinions.
Beliefs
Andpointof
view
Teacher
Students
Students
teacher
Teacher
students
Students
teacher
Students
students
Teacher
Students
Students
teacher
Students
Students
Teacher
Students
Students
Students
Postreading:
Stepeleven:Thepupilsareinvitedtopayattentionat'copingsection',listentotheteacherexplainingeachpartsofthesection
{Theaimistoshowtothelearnerswhattodotounderstandadifficultword}
Steptwelve:ThelearnersareinvitedtolistentheteacherexplainingtheinstructionsofActivity5p108thentheyareaskedtousetheir
pencilsandanswerontheirbooks.
Activity5p108:ReadtheexamplesincolumnBandmatchthemwiththestrategywhichitbestillustratesincolumnA.
Strategies 1
Examples D
2
C
3
B
4
A
Interact
Interpret
Produce
Stepone:KeepingthesamestrategyasinActivity5p108Theteacherasksthepupilstolookat'activity1p109',heexplainsthe
Interact
instructions,thenewwordsandexpressionsTheyarealsoaskedtolookatthepictureonpage110andtrytointerpretit.Theninvites
themtoworkontheirrough.(pairwork)
Activity1p109:RewritethesentencesincolumnBusingthestrategieslistedincolumnAtogetashortbiography
aboutMahatmaGandhi.
MohandasKaramchandGandhiwasanIndiannationalistleader.HeledtheIndianstruggleforindependence.Hewasapeace
lovingman(apacifist),whostronglybelievedthatnonviolentcooperationcouldfreehiscountryfromBritishcolonialrule.He
organizedmanyhungerstrikesanddemonstrationstomakeIndiaindependent.Indiagotitsindependencein1947.AHindu
nationalistassassinatedMahatmaGandhi(TheGreatSoul)in1948.HekilledhimbecausehethoughtthatGandhihadbetrayed
hispeople.
Steptwo:Theteacherinvitesthelearnerstogivebacktheiranswers,whilehereportstheparagraphontheboardorasksthepupils
toit.Thentheyareaskedtoreadthewholeparagraph.
Interpret
Produce
LearningIntegration:
Stepthree:ThelearnersareaskedtodothesameworkwiththeAlgerianpersonality'AbdelHamidBenBadis',heexplainstheset
ofinstructions,thenworkinpairstowritealetterofopinion.
Interact
YourAmericanfriendssentyoualettertalkingaboutoneoftheirnationalsymbols,MartinLutherKingDay
andhewantstoknowaboutyours
Writeashortletterofopinionabout'AbdelHamidBenBadis'
Userelativepronouns&timesequencersinyourletter.
Interpret
AssessingIntegration:
Though'AbdelHamidBenBadis'Ididn'tparticipateintheWarofIndependence,hewasformethegreatestherooftheAlgerian
Revolution.Iholdthisopinionforfourmainreasons.First,hewasamongtheAlgerianintellectualswholaidthefoundationofthe
Algeriannation.Second,helivedandworkedfortheindependenceofAlgeria.Third,hedidacolossalworktoteachtheAlgerians
andtoreestablishtheAlgerianpersonalitywhichwasrubbedbytheFrenchcolonialism.WearerighttocelebrateScienceDayon
hisbirthday,April16,everyyear.
Stepfour:Thepupilsgivebacktheiranswers,whiletheteacherleadsthemtocorrectontheirbooksusingtheirpencils.
Stepfive:Thepupilsreadallthewrittenworksontheboard,thenwritedownontheirclass.Page20
Produce
o Talkaboutthe
British
colonialismand
compareitwith
theFrenchone
o Discriminate
betweentheways
tofightthe
colonialenemy
o Usenotesfroma
charttoproduce
awritten
composition
o Respectthe
givenstrategiesto
buildacoherent
Paragraph
o Usethegiven
textsandletters
toformsimilar
paragraphs
expressingones
ideaandopinions
Extra tasks on
Used to & relative pronouns
<Adapted from Oxford Practice Grammar>
Exercise1:A/Lookatthistableofpeoplewhohave
changedwhattheyeatordrink.(Usethesemimodal
usedto)
Exercise2:Completethesentencestosaywhatthese
peopleusedtodoandwhattheydonow,asinthe
example.
Nameinthepastnow
AnnPammeattapwaterfishbottledwater
1]Andrew/getup/sevenoclock/now/halfpastseven.
TomMarycoffeetinnedfruitteafreshfruit
.
RobertSusanwhitebreadmargarinebrownbreadbutter
2]Dan/play/violin/now/guitar
1 Annmeat,butnowshe

2 Tom..now,but.coffee.
3 Robert.whitebread,butnowbrownbread.
3]Anna/be/bestfriends/Angela/now/Cathy
4 Pam.tapwater,butnowbottledwater.
5 Mary.freshfruitnow,but.tinnedfruit.
6 Susanbutternow,but.margarine.
4]Susan/have/dancinglessons/now/ridinglessons
B/Nowcompletethesesquestions.

1..?Yesshedid,butnowsheeatsfish.
2(whitebread?)Yesshedid,butnowsheeats
brownbread.
5]I/buycassettes/now/CDs
3(tinnedfruit?).Yesshedid,butnowsheeastfresh

fruit.
4(tapwater?).Yessheddid,butnowshedrinks
6]JohnandJean/live/London/now/Cardiff
bottledwater.

C/NowCompletethesesentences.
1)Ann.fish,butshedoesnow.
7]David/drive/Fiesta/now/Jaguar
2)Susan.butter,butshedoesnow.

3)Maryeatsfreshfruitnow,butsheit.
4)Pamdrinksbottledwaternow,butshe..it.
Exercise3:Askquestionsontheunderlined
words
A:.?
B:InAlgeriapupilsusedtostudy6yearsat
PrimarySchool.
A:.?
B:No,theydidnotusetostudyFrenchatthe
3rdlevelofPrimarySchool.
A:..?
B:YestheyusedtostudyEnglishatthe4thlevel
ofPrimarySchool,butnowtheystudyitatMiddle
School.
A:.?
B:No,theydidnotusetotaketheFinal
PrimaryExamtthe5thlevel,buttheyusedtotake
itatthe6thlevel.
A:?
B:Yespupilsusedtohavemealsattheschools
canteens.
Exercise4:Completethesentencesusingtheinformation Exercise5:Completethesentencesusingtheinformation
inbrackets()andthat
inbrackets()andwhoorwhich
1){Jackmadeatable.Itsnotverystrong}
1(Iwenttoseeadoctor.Shehelpedmymother)
Exercise6:Putinwhoorthatonlyifnecessary.
Iwenttoseethedoctormymother.
2(Adogbitme.ItbelongedtoMrsJones)
Thedog.belongedtoMrsJones
3(Awomanwrotetome.Shewantedmyadvice)
Thewomanwantedmyadvice.
4(Abuscrashed.Itwastwentythreeyearsold.)
Thebuswastwentythreeyearsold.
5(Anntalkedtoaman.Hehadwonalotofmoney.)
Anntalkedtotheman.
6(Marywaswearingthereddress.Shewearsitforparties.)
Marywaswearingthereddress..
7(Hesanarichitect.Hedesignedthenewcitylibrary.)
Hesthearichitect
Thetableisnotverystrong.
2}{Ireadaboutanewcomputer.IhadseenitonTV}
Ireadaboutthenewcomputer..
3}[Janemadeacake.Nobodylikedit]
Nobodylikedthecake.
4)[Marysentmealetter.Itwasveryfunny.]
Theletter..wasveryfunny.
5](Mysisterwroteanarticle.Thenewspaperisgoingtopunish
it.)
Thenewspaperisgoingtopublishthearticle..
6)(Imetanoldlady.Shewasonehundredandthreeyearsold)
Theoldlady..was103yearsold.
1)Thematch.wesawwasboring.
2)DidItellyouaboutthepeoplelivenextdoor?
3)Thehorse.wontheracebelongstoanIrishwoman.
4)Ilovetheicecream..theysellinthatshop.
5)ThebookImreadingisaboutjazz.
6)Thewoman.cametoseeuswassellingmagazines.
7)Wellgotoarestauranthasachildrensmenu.
8)Thefactoryclosedlastweekhadbeentherefor
seventyyears.
9)Haveyoureadabouttheschoolgirl.startedherown
businessandisnowamillionaire?
10)Ethelsaysthatthehouse..Tomhasjustboughthasa
beautifulgarden.
Reading
Usedto
MynameisJack.Iam35yearsold.Iamateacher.IteachEnglishin
ajuniorhighschool.IwasntagoodstudentwhenIwasakid.Iusedtobe
lateforschoolallthetime.IdidntusetodomyhomeworkandIdidnt
usetorevisemylessonsregularly.Mymotherusedtobeangryaboutthat.
ButIusedtogetgoodmarks.Myteachersusedtosendformyparentsto
cometoschoolbecauseIusedtobeatroublemaker.Iusedtomakenoise
andfightwithstudentsintheclassroom.Ididntusetobeacalmand
seriousstudent.AnotherthingtoaddaboutmypastbadhabitsisthatI
didntusetoeatwell.MymotheralwaysusedtopunishmeifIdidnt
finishmymeals.Iusedtoloveplayinganddoingdangerousthingsthan
studyorfood.Iusedtostainmyclothesorsometimestearthemup.My
mumusedtoteachmegoodmannersbutIusedtodowhatIlike.Really,I
usedtobeabadboy.Thatwaslongtimeago.NowIamadifferentperson
andIdontwantyoutobebadboyslikeme.Dowhatyourparentsand
teacherssay!!!
I Comprehension:Trueorfalse.Justify!!
1 Jackusedtogotoschoolontime...
.
2 Jackdidntusetogetgoodmarks...
.
3 Jackusedtodowhathismothersaidtohim...
.
4 Jackisabadmannow...
.
II Answerthefollowingquestions:
1. WhydidtheteachersusetosendforJacksparents?
2. WhatdidJacksmotherusetoteachhim?
3. WhydidJacksmotherusetopunishhim?
III Read the text again & complete the sentences with used to / didnt
useto:
1 Jack....dohishomework.
2 Jack....beacalmandseriousstudent.
3 Jack..eatwell.
4 Jack..studyandeatfood.
5 Jack..stainhisclothes.
6 Jack..fightwithstudents.
7 Jack..finishhismeals.
8 Jack..havebadhabits.
VIWritethequestionsaboutJack.
Example:WhatdidJackusetodo?Heusedtomakenoise.
1 What............................................................................................?
- Heusedtostainhisclothes.
2 Who?
- Heusedtofightwithstudents.
3 How..............................................................................................?
- Heusedtomakehismotherfeelangry.
IV Writesentencesaboutthesepeople:
Usedto
- I.......................................................................................................
- I............................................................................................................
- Myfather........................................................................................................
- Mymother......................................................................................................
- MyBrother.....................................................................................................
Didntuseto
-
I.......................................................................................................
I............................................................................................................
Myfather........................................................................................................
Mymother......................................................................................................
MyBrother.....................................................................................................
AdaptedfromESLprintable

MS4 File 4 - Then and Now - With ATF & AEF Competencies PDF

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Month

and Now !"

File Four "4"

Exercises and BEM samples

your school's name belongs

to one of your local area

friends , try to get a photo

of him , list the most

Once your information

On any National days

occasions present your article

Broken down step- by- step.

Required material and / or resources:

script and spot the

c. They used to be wonderful.

Read the script

Interact with the

Integrated Situation: (Activity1p94)

Statingrule: A diphthong is a union of two vowel sounds.

the teacher about

Stoneairnonowbuyboathouseknowherethereoilspearsurechair beartour pure

symbol with its

Required material and / or resources:

1]whichwhowherearerelativepronouns. Which refers to objects Who to subject where to place

3] Grammar notes on page 185

their rough copy books.

Required material and / or resources:

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