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By : Mr Samir Bounab ( yellowdaffodil66@gmail.com )


My School Presentation

PPU speaking
PIASP teaching oral
simple present tense

/s/ - /z/ - /iz/


Your classmates wants to know about your daily activities and leisure time

Asking and giving the time

Simple present tense


daily activities (get up- wash face brush teeth get
dressed- have breakfast go to school- have lunch- watch tv do homework-rabbit goldfinch-
canary turtle- goldfish- parrot- fennec- hobby drawing)

visual ( school manual flashcards daily activities flashcards-


clock board and marker

He can understand and interpret verbal and non-verbal


messages
He can work in pairs or in groups
He can use role-play to communicate appropriately
He socialises through oral or written exchanges

Values
The learner can use the markers of his identity when
introducing himself to others: name,
He behaves as a responsible and committed citizen
he shows respect for the family members and all the jobs seen in the
societyy
He is keen on learning about others markers of identity
time rational Interaction Procedure competences VAKT/ Aids
MS1 Me & My daily activities Seq 3
Teacher Lesson
Greet and students Interact to
welcome greet and
Students- Warming up: The greets his learners and welcomes them. welcome Visual &
teacher The teacher interacts with his pupils bout the timing of the tactile (
Valuing English lesson, what they will study next ,he tries to make Interact learners
time Students- them talk about the timing of their school syllabus or what about the time
students they are studying in that day English time table)
The teacher tries to make them also talk about the timing course
they start school and the time they finish it.
Teacher Visual (
students
Presentation: Using a visual aids { a clock} flash card
The pupils listen to the teacher and try to repeat the time . / clock )
Know time Students- O'clock = sharp: { one thirteen / two fourteen / three Interpret the
teacher fifteen clock
Twelve = mid day / twenty four = mid night = zero hour}
Students- Quarter past: [one two three sixteen And the
students Half past: {five seven ten twenty .} time
Quarter to: [three nine twenty .} Visual (
Teacher board and
The pupils listen to the teacher and repeat, then they are
students marker)
asked to perform following statements about timing:
Students- It (time) is Twelve = mid day /twenty four = mid night =
teacher zero hour}
Quarter past: [one two three sixteen ]
Student Quarter to: [three.. Interact
Valuing s- Half past: {five seven ten twenty .} about time
time student The teacher next invites the pupils to perform in pairs: Visual (
s A : Is it One Oclock ? B: No, it is not. clock &
board and
A : What time is it then ? B : It is one o'clock / quarter
Teacher marker)
students
past one / half past one / quarter to
Practice 1 :
Students- The learners perform the drill by pairs and they are asked to Interpret the
teacher be free to substitute key word time
Valuing A : Is it (One Oclock - quarter past / quarter to / half Visual (
time Student past? clock and
s- B: No, it is not. board &
student A : What time is it then ? Produce drill marker)
s asking and
B : It is two o'clock / quarter past one / half past one /
telling the
Teacher
quarter to time
students Use :
The pupils say the time and repeat it then they are asked to
Students- ask about the time and give it .
teacher Learners use their school time table and perform asking Interact
about the time of : starting school finishing school time about time
Student of each subject break time lunch time and daily Visual (
s- activities flash card
student showing
Value time s
Presentation 2: < Describing Daily Activities> daily
and Using Visual aids showing daily routine activities the teacher activities )
habitual Teacher introduces the situation
behavior students The learners listen and repeat: Interpret
Daily
Students- activities and Visual (
teacher time board and
marker)
Student
s- Produce
student Short
s paragraph
get up - do ablution - pray - have breakfast - go to school - about
watch TV do homework have dinner - go to bed Ones daily
at 6 -6:15 6: 25 - 7:15 - 7;30 - 5:00 - 18:00 -22:00 activities

by Mr Samir BOUNAB ( yellowdaffodil66@gmail.com )


Practice
Interact to
Teacher The teacher invites the pupils to talk about those pictures , say greet and
Greet and students the timing and daily activities . welcome Visual (
welcome board &
Affirmative form :
Students- marker)
teacher
The learners listen then repeat using the pronouns ( I- you Interpret the
Student we they ) suggested
s- daily
student activities
Value time s A: What do (you/ they) do every day at [6.30-6.45- 7:00- Visual (
and 7:30- 8:00 -8.30 ]? flashcards
habitual B: ( I- you-we- they) get up at 6:00 ( I- you-we- they) & board
behavior Interpret and & marker)
do ablution at 6: 15 . ( I- you-we- they) pray at 6:30 .
perform in
( I- you-we- they) on my clothes at 6:45 ( I- you-we-
pairs
they) have breakfast at 7:00. ( I- you-we- they) go to
school at 7:30 ( I- you-we- they) arrive to school at 8:00 Visual (
Teacher ( I- you-we- they) start class at 8:30 . ( I- you-we- they) board and
students have lunch at the school canteen at 12 :30 . ( I- you-we- marker)
they) finish school at 16 :30 . ( I- you-we- they) do
Students- homework at 18:00 . ( I- you-we- they) have dinner at 20 :
teacher 00 . ( I- you-we- they) watch tv at 21:00 . ( I- you-we- Interpret
they) go to bed at 22:00. and
Student substitute
Value time s-
and student Key words Visual (
habitual s flashcards
tasks
Learners are invited to perform using ( he she) showing
daily
activities)

A : What does (John /Khadidja) do every day?


Teacher
B : Every (John/Khadidja) gets up at 7 . ( He She)
students
does ablution . ( He- She) prays at 6:20 . ( He /She) has
Produce Visual (
breakfast at 7:15 . (He / She) goes to school at 7:30 . ( He-
Students- dialogue learners
teacher
She) starts school at 8:00 . (He-She) has lunch at 12 30. ( asking and copy book
Inquire He She) finishes school at 16:30 . ( He- She) revises answering & board
about ones Student lessons at 18:00 . ( He She) has dinner at 20: 00 .( about daily and
daily s- He/She) watches TV at 5:00 . (He/She) goes to bed at activities marker)
activities student 22:00
s Interrogative & negative form
A : Do ( you- they ) have lunch at 7:00?
B : No , ( I you we they) do not.
A : Do ( you they ) go to bed at 22:00?
B : Yes ( I- you we they ) do .

Teacher
students Interact
about the
Students- A : Does ( khadidja John ) goto school at 9:30? suggested
teacher B : No ( he she) does not. statement
A : Does ( he she) have dinner at 20:00?
Know Student B : Yes ( he- she ) does Visual (
about the s- Learners work in pair and substitute keywords Interpret board and
simple student Use : each part of marker)
present s The learners are asked to talk about their daily activities ( the
tense oral) & do that as homework for the next session statement
and identify
The learners read the written work on the board then copy the new
down on their copy book structure
Teacher yellowdaffodil66@gmail.com Interpret
students the stated
rule Visual (
Students- Lesson : PIASP teaching grammar simple present tense board and
teacher ( Describe daily activities part 2) marker)

Student
s- Warmer :
student The teacher welcomes his learners, and invtes the learners to
s correct the given homework
Know
about the Assessing homework:
simple Teacher The teachers moves and checks the learners productions ,
present students then selects some to read their productions Interpret
tense forms the forms
Students- of the Visual
teacher simple (board
present and
Student Suggested production : tense marker)
s-
student I get up at 6:00 . I do ablution at 6: 15 . I pray at 6:30 .
s I have breakfast at 7:00. I go to school at 7:30 .I- you-we-
they) arrive to school at 8:00 . I start class at 8:30 . I
have lunch at the school canteen at 12 :30 . I finish school
at 16 :30 . I do homework at 18:00 . I have dinner at 20 :
00 . I watch tv at 21:00 . I go to bed at 22:00.

Teacher reports the learners best production , then invites


Teacher them to read the corrected composition
students
Interpret
Students- the
teacher different Visual (
PIASP : Teaching simple present tense forms of board and
Student the simple marker)
Question s- present
student tense
Using the s
simple presentation I do my homework at 19:30 . He goes to school .
present
tense isolation I+ do +my homework + at 19:30 He + goes+ to schol

Teacher
students analysis subj+ verb + object + time subj + verb + obj
(do= verb to do) (goes=verb=to go+ es) Visual (
Students- Simple present tense simple present tense board and
teacher marker)

Student Interpret
s- the forms
student of the type
s of
Make questions
questions Stating rule used with
using yes Teacher the simple Visual (
& no students present board and
questions & tense marker)
whqq Students-
words teacher

Student
s-
student
s

Teacher The teacher does a quick summary about the simple present tense.
students Grammar : The simple present tense: Interpret Visual (
the way to board and
Students- The sentence is Subject + verb + object ask marker)
Make teacher a) The subject: I / you / we/ you/ they questions
auxiliary using the
questions Student I speak English simple
s- you play football present
student we support the Algerian team tense
s you revise the lessons
they start class at 8.30

b) the subject : " he she it "


Teacher s
students He
She + verb + es + object
Students- It ies Interpret
Form teacher the
negative speaks negation Visual (
form Student S/he it washes - misses- boxes- does- watches with the board and
s- simple marker)
student Crycries - worry worries present
s But: when "y" is preceded by a vowel only "s" is added. tense
play plays
S/he it Obey obeys
Buy buys

c) Questions:
1) Whqqs: Subject " I- you- we you they".

Where
What
How + DO + SUBJECT + VERB + OBJECT +?
When
which

Example: I study?
Where you speak?
What DO we support?
How you start?
When they leave?
Which

does (she / he /it) pray ?


How go
When study
2) Whqqs : Subject : " he she it "

Where
What
How +DOES +SUBJECT +VERB ( s/es/ies)+ OBJECT + ?
Act of When infinitive
Communic which
And social
status
Where live
Which watch
Inquire What
about
learners
school time
table
Interact to
greet and
Teacher welcome
But when the question is about the "subject" WHO + verb.
students
Ex: Who goes to school/ who knocks the door / who score ? Interact
Match Students- about the Visual
number teacher Interrogative questions: English ( board
with script Do course and
Student timing marker)
s-
+ subject + verb + object
student
s
Does

Ex : do (you I we they) study English?


Does (he she it) have lunch?

Teacher Interpret Visual


Identify & students 3)Negative form: the time in ( board
written way and
Doscriminate Students- marker)
teacher
1) Subject + do + not + verb + object.
Between
the Student (I/you/we/they) do not ( go-study-wash)
meaning of s-
each student
sentence s
2) Subject + does +not + verb(infinitive) + object.

(s/he it ) does not ( wash- stay- cry ) Visual


Teacher Interpret ( board
students the and
Learners read the written work on the board , then meaning of marker)
Students- each
copy down
Ask and tell teacher Sentence
time in
communica Student
s-
Information student
s
Gap activity

Interact in
Teacher pairs
students
Visual
Students- Interpret ( board
teacher the school and
time table marker)
Student
s- Produce
student communic
s
Task using
time
By : Mr Samir Bounab yellowdaffodil66@gmail.com )
MS1 level Me & My daily activities Seq 3

Teacher Lesson : Ask and tell the tell / describe daily activities Interact to
students (Practice) greet and
Socializing Warmer : The teacher greets & welcomes his learners , then welcome
Students- inquires about the time the previous session before English or Board and
teacher marker
Be aware
the one after , he may ask them these questions : Interpret
about Student What time is the English course today? the
importanc s- What time do you start class? questions
e ones student What do you study today ? ( time + course) related to
school s PRACTICE: the school
time table time table
The teacher reports the learners answers on the board
then invites them to read. Board and
Teacher Learners are invited to do the following tasks. marker
students The teacher explains the instruction then invites the
Students-
learners to work in rough
teacher Task 1: Write the time in full .( based form ) Interpret
1.00 12.15 13.30 14.45 time from
Spell the Student 16.00 00.00 12.00 8.01 numbers to
time s- 17.05 18.20 18.29 19.40 letters
student 22.50 23.59 Board and
s marker
Learners work in rough , the teacher supervises their sorks
then invites them to correct on the board
Teacher explains the instructions of the second task then
invites the leaners to work in rough.

Task 2: Complete with the right word to identify the


meaning of each sentence. ( meaning based)
Teacher ( age likes time job)
Identify students
and Ahmed is a doctor = (..) Board and
discrimina Students- Interpret marker
te teacher
Amira is 9 years old . = ( ) the
between It is 10 : 30 . = () meaning of
the learnt Student I like playing football . = ( .) each
learning s- sentence
objectives student Learners works in rough , the teacher supervises their sorks
s then invites them to correct on the board

Teacher explains the instructions of the next task , then invites


Teacher
his learners to work in rough .
students

Students-
Task 3: Use your school timetable to complete the
teacher dialogue. (vommunicative based )
Interact
Use the Student Teacher: What time is the English on Sundays? and Board and
time in s- Learners : The English course is at .. interpret marker
real life student Teacher : Is the French course at 10 : 00 today? the
exchangin s Learners: . exchange
g Teacher : What time do you practice sport ? to produce
situation Learners : On practice sport on .at a dialogue
asking and
give the
Learners work in rough , the teacher supervises their sorks then time
invites them to correct on the board
Learners are invited to read the corrected tasks , then copy down .

By Mr .Samir Bounab ( yellowdaffodil66@gmail.com )


MS1 level Me & My Daily Activities Seq 3

Lesson : Describe daily activities ( practice )


Be happy Teacher PIASP pronunciation sounds /s/ - /z/ - /iz/ Interact to
to meet students greet and Board and
classmate Warmer : The teachers welcomes his learners and tries to make quick welcome marker
and Students-
review about the last session, making them talk about describing their
teacher teacher
daily activities using the simple present tense.
Student Learners are invited to do the following tasks to consolidate the
s- previous acquired knowledge
student Practice :Task One: (based form ) Re-order the words to make
s correct sentences and questions :
? / you / study / Friday / Do / on
, / not / I / No/ do / . Interpret
Ahlam / ? / Does / speak / French the right Board and
Master Teacher form of marker
Does / . / yes / she /
the students each
What /?/ Omar / does / finish / school
compone sentence
nts of a Students- his/ likes/ Omar /canary/ ./
sentence teacher canary/./ nice/sings/ songs
and the Learners work in rough the teacher supervises their works , then
right Student invites them to correct on the board and read the correct tasks
logical s- Task Two : ( Meaning based) Match the pairs
order student Sentence Meaning
s a) My dad is a plumber. 1) Likes Interpret
the Board and
b) English is at 9:00. 2) Job
Understan meaning of marker
d c) I get up at 6:00, have class at 8:00 , 3) Time each
meaning practice sport at 10. 4) Daily activities sentence
of each Teacher d) I like football.
sentence students
Sentence a b c d
Students- Meaning
teacher
Learners work in rough the teacher supervises their works , then
Student Produce a
invites them to correct on the board and read the correct tasks
s- dialogue
student
Task Three: (communicative based task) Ask questions to form dealing
s correct dialogue. with daily Board
Use the A: ? B : No ,I do not study at the lycee. activities marker
learnt A; ? B : I study at Middle school. using the
language A: ? B : yes my brother works in an office simple
to present
Ask Learners work in rough the teacher supervises their works , then tense
questions invites them to correct on the board and read the correct tasks
in real life
situations Interact
Teacher PIASP pronunciation sounds /s/ - /z/ - /iz/ about the
students Presentation : Learners are invited to read the sentences in the first previous
Identify task and pay attention at the words written in different color. task
the verb Students-
in a given teacher Ahlam speaks French .The canary sings well. Omar finishes school at 17:00. Interpret
sentence the for m of Board and
Student Analysis: speaks sings finishes the verbs marker
s- ending with
Discrimina student s = /s/ s = /z/ s = /iz/ s
te s
between
Stating rule :
the
pronun of
Letter Pronunciation Interpret
the final /s/ = likes- hates- the sound
s s /z/ = goes- studies behind
/iz/ = finishes- watches each letter

By Mr Samir Bounab ( yellowdaffodil66@gmail.com )


Practice :
Teacher
students Task 1: tongue twister ( game) Read the tongue twister
Practice Interact Flashcard
pronuncia Students- about the seashell
tion of the teacher tongue
final s twister
Student
s- Mrs James sells seashells by the shiny sea shore
student Board
s
Teachers reads the tongue twister and invites the learners to read it And
increasing the speed
Marker
Teacher
Identify students Task 2 : Put each word in its right column
and Interpret
dicriminat Students- maths- friends - hates boxes- pets - matches dogs- stops the sounds
e teacher of each
places- plays- buses
between letter s
the Student
pronuncia s- /s/ /z/ /iz/ Board and
tion the student Maths- hates- pets- Plays- dogs - Places- buses- marker
final s s stops friends matches

Learners work in rough , correct on the board , then read and copy
down

By

Mr Samir Bounab

Yellowdaffodil66@gmail.com
My School Presentation

PDP Listneing
PIASP teaching listening
pronunciation

/h/ - / /

Your classmates wants to know about your daily activities and leisure time

Simple present tense


daily activities (get up- wash face brush teeth get
dressed- have breakfast go to school- have lunch- watch tv do homework-rabbit goldfinch-
canary turtle- goldfish- parrot- fennec- hobby drawing)

visual ( school manual flashcards daily activities flashcards-


clock board and marker
/h/ - / /

He can understand and interpret verbal and non-verbal


messages
He can work in pairs or in groups
He can use role-play to communicate appropriately
He socialises through oral or written exchanges

Values
The learner can use the markers of his identity when
introducing himself to others: name,
He behaves as a responsible and committed citizen
he shows respect for the family members and all the jobs seen in the
societyy
He is keen on learning about others markers of identity
Time Rational Interaction Procedure competences VAKT/Ai
ds
MS1 Me & My Daily activities Sequence 3
Lesson : PDP Listening
Teacher- Interact
Greet , Warmer : Teacher greets his learners and welcomes them, then
student
welcome invites them to make a quick review about last session
Visual (
Teacher invites the learners to talk about their daily activities
Get board
Students Teacher : What do you do every day? Interpret
involved and
- teacher
In Learner: Every day , I get up at 6 :30, pray , have breakfast, marker)
Initial leave home .
problem
Pre-listening:
Solving
Showing the photo of Setif , the teach tries to make the learners Produce
guess which moment and which wilaya Vosual (
Teacher
Know photo of
student
and setif
value monume
Algerian nt)
Monum
Teacher may help his learners by asking these questions:
ents
And T : what is the picture about ? Interpret
their P : Its a monument
Interact
places T: Is it in your town ? Board
P: No, it is not . and
Students
marker
Guess
teacher T: Where is it then ? Produce
and P: It s in Setif
improvis Teacher introduces the situation using picture showing Amel from
e Setif .
Teacher invites the learners to look at the task , read the
instructions , then listen and try to answer .
Task 1 : Listen , then say true, false or not mentioned Interact
a) Amel is from the east of Algeria.
Solve b) Amel is not a student.
Student Interpret
the
initiated
teacher c) Amel has breakfast before school. Audio (
problem d) Amel plays hopscotch after school script)
Students Produce
though e) Amels hobby is reading .

tasks The teacher reads the script twice , then invites the learners to
students
correct on the board then read the corrected task
Teacher explains the instructions of Task 4 p75, then invites the
learners to listen twice and answer the task.
Task 4p75: Listen and complete the table ( Books shut)
Interact
Teacher name Activities time
Visual (
Scan the
Amel Gets up 6:30 Interpret
board
students She Has breakfast 7:00
listening and
script to She Goes to school 7:30 marker)
Students Produce
answer
She Does homework evening
the task
Students Learners listen, then answer on their rough , after that they are
invited to correct on the board
Post listening
Students Teacher invites some learners to read the passage on page 75 Interact
Reflect
,loudly , in order to make them familiar with the words and their
their real pronunciations Visual (
Students Interpret
life Learners are invited to make the same passage talking about their learners
situation own daily routine activities copy
books)
Learners work in rough, the teacher supervises their works , then Produce
invites them to correct , then read the corrected one on the board
and copy down .
MS1 level Me & My daily Activities Seq three
Lesson : PIASP grammar wh question words
Identify Teacher
The Teacher asks the learners to read the text , then underline the Interact Visual (
selected Students words : Setif pupil at 6:30 in the evening learners
words Teacher asks the pps to read the passage then listen the Interpret school
sentences that include the underlined words manual)
Produce
Teacher
Presentation: learners are invited to read the following sentence
Amel lives in Setif . Shes a pupil. She gets up at 6:30.In the evening she does her hw
Identify student
Isolation Setif pupil 6:30 evening
the Visual (
Analysis: (place) (job) (time) (date)
words Students Interact board
Where what what time when
with - teacher and
Stating rule:
their Interpret marker)
stateme wh question word Question
nts a) What Object (pen ruler-book..
Name ( Ahmed Ahlem.
Define Students Time ( 6:30 10:30. Interpret Visual (
the use teacher b) Where Place ( in Constantine In Algiers.. board
of each c) When Date ( 2017- Saturday morning evening Produce and
wh qq marker)
d) How (old) Age ( 11 years old ..
word
Practice :
Teacher Task 1: Re-order the words to make correct sentences.
Students 1) ? / your / what / is / name/ Produce
Identify 2) You / are / ? / How / old Visual (
the form board
3) From / you / ? / where/ are
of each Students and
stateme 4) Study/ ? / when / you / do / English marker)
nt with Students
its wh qq Learners work in rough , teachers supervises their works , offers
wod help when needed ; then invites them to correct on the board
Learners read the corrected task on the board
Interact
Teacher explains the instructions of the second task then invites the
learners to work in rough and answer
Task 2: Match the question with the meaning Visual (
Discrimi Question Meaning board
nate Teacher and
a) What are you ? 1) Time Interpret marker)
Between b) How old are you ? 2) place
the Students c) where are you from? 3) Date
meaning d) When is you birthday? 4) Job
of each Produce
whqq e) What time is it? 5) age
word learners work in rough , teachers helps tem when ever they ask for
that , then they are invited to correct on the board and read the
corrected task
Teacher explains the instruction of the next task , then he invited
them to work in pair on their rough copy books
Task 3: Ask correct questions to form correct dialogue: Visual (
A : ? board
Students B : My name is and
A: ..? marker)
B : I am 11 years old.
Form Produce
correct
A .? Learners
question Students B: it is 10 :30 now copy
A; ..? books
To make B : I am from ..
commun A : ?
i B : No, I do not study on Friday
Informat A :.,
ion B : I study on Sundays
Learners work in rough , the teacher supervises them ,invites them to
Gap
activity correct on the board , then they are askd to read the corrected task
and then copy down
My School Presentation

PPU Speaking
speaking
PIASP teaching pronunciation /h/- / /

/h/ - / /

Your classmates wants to know about your daily activities and leisure time

Simple present tense & wh question words


leisure activities ( read play swim- watch TV- play
games- hiking- go to forest- connect- chat take care of pats clean my district plant trees - -
water trees )

visual ( school manual flashcards daily activities flashcards-


clock board and marker
/h/ - / /

He can understand and interpret verbal and non-verbal


messages
He can work in pairs or in groups
He can use role-play to communicate appropriately
He socialises through oral or written exchanges

Values
The learner can use the markers of his identity when
introducing himself to others: name,
He behaves as a responsible and committed citizen
he shows respect for the family members and all the jobs seen in the
societyy
He is keen on learning about others markers of identity
Time Rational Interaction Procedure Competences AIDS/VAKT
MS1 level : Me & my daily activities seq three
Greet Lesson : PPU speaking - Talking about leisure activities & Naming Pets
Interact
and Warmer : Teacher greets his learners and welcomes them
welcome Teacher- Visual (
Teacher shows a cartoon video : Interpret
students video
https://www.youtube.com/watch?v=evv9POaKOng
involve tapes)
Students- Teacher show another cartoon video about naming pets:
learners Produce
teacher https://www.youtube.com/watch?v=r5TJqfBvSIo
in initial
problem Presentation :
solving Teacher explains the new items week end holiday after school
situation leisure = free time Visual
Teacher invites the learners to elicit the leisure time activities ( even (flashcards
they use French or their mother tongue , the teacher has to be flexible showing
Teacher Interact leisure
and help them express that in English) : read play swim watch TV-
students time
play games hiking go to forest - connect chat take care of pets- activities)
value
and
clean my district water trees. Interpret
discrim Teacher invites the learners to name the pets they know : cat dog-
between fish- goldfinch- canary cow- donkey horse sheep .
duty Drill :
time and Students A : Whats your name ? B: My name is ..
leisure teacher Visual
A: How old are you ? B: I am Interact
time ( board
A: What do you do every day? B : Every day , I get up at 6:30 , pray at Interpret and
6:45, have breakfast go to bet at 22:00 marker /
A : What do you do in your leisure time? leisure
B: In my leisure time I watch TV, play football , play video games, go Produce time
Students- to forest and visit my family. flashcards
students A: Do you have pets at home ?
B : Yes , have a cat pet and a goldfinch bird. I love it . It has nice colors

Practice :
Learners listen ,repeat by pairs till they get the whole drill
Talk Learners are invited to perform the drill substituting key words about Visual
Interact
about leisure activities and pets tactile(
Interpret
Ones Students- Use : Learners are asked to work in pair and make short dialogue Produce rough
leisure students copy
talking about their own leisure activities and pets
Time books

PIASP : teaching sounds /h/ - / /


Teacher invites the learners to read the following example
Teacher Tongues twister : /h/ -/ / Visual
Interact
students Presentation : Harry has a hamster at home.He looks after it and waters it
Islation ; harry has hamster home after waters ( board
Students and
Analysis: /h/ /h/ /h/ / / /h/ / / / / Interpret
teacher marker)
Stating rule:
Identify
Students Letter sound
The new
sounds h /h/ = have home-horse Produce
Students a- er / /= plumber
And Practice :
Discrimi Task 1: Put each word in ts right box
Holiday apply hot - summer- brother horse happy away tiger -
Between
them plumber doctor sister farmer Interact

/h/ / /
Students- Interpret Visual (
Students board and
Learners work in rough , the teacher supervises their works , then invites marker)
them to correct on the board Produce
Learners read the corrected tasks on the board then copy down

By Mr Samir Bounab ( yellowdaffodil66@gmail.com )


My School Presentation

PDP Reading
Reading
PIASP teaching grammar prepositions of time

/h/ - / /

Margaret is wants to know about and your daily activities

Simple present tense & prepositions of time


daily activities and leisure time
visual ( school manual flashcards daily activities flashcards
board and marker

He can understand and interpret verbal and non-verbal


messages
He can work in pairs or in groups
He can use role-play to communicate appropriately
He socialises through oral or written exchanges

Values
The learner can use the markers of his identity when
introducing himself to others: name,
He behaves as a responsible and committed citizen
he shows respect for the family members and all the jobs seen in the
societyy
He is keen on learning about others markers of identity
Time Rational Interaction Procedure competences Aids /VAKT
MS1 level Me & My daily activities Seq 3
Lesson : PDP Read & PIASP teaching grammar
Teacher Interact
Welcomin students Warmer : Teacher greets his learners and welcome them
g and Learners are invited to make a quick review about the last session
Board and
greeting talking about leisure activities Interpret
Students Teacher may ask the learners about their week end leisure activities marker

teachers
Pre-reading : Using a photo of Margaret , teachers asks the
learners to guess : Interact
Task 1: Look at the photo and try to answer the questions Picture of
Guess and Students- 1. Does the photo show a boy or a girl? Interpret Margaret
improvise students
from none 2. How old is she?
verbal to 3. What is her job?
verbal 4. Where is she from? Produce Board and
message markers
The teacher invites the learners to write a short production about

Teacher
what they see and write ( mean while the teacher prepares the first
students task on the board)
Teachers invites the learners to correct what they improvised
During reading: A day in the life of an English pupil
Students Teacher asks the learners to open their books on page 85 , he
Interact

explains the instructions of the first task ten asks them to read the Text page
teachers
text silently and answer 85
Discriminate Task 2: Read the text then say true false or not mentioned
between 1. The text is about Margaret Interpret
correct and Students-
incorrect students
2. She is a student at Good bye Middle School
Board and
statement 3. Margaret is from Australia. marker
and 4. The text is about daily activities Produce
irrelevant Teacher monitors his learners , then invites them to correct
ones Teacher Learners correct on the board , then read the corrected task
students
Teacher explains the instructions of Task 1 p85/86 , then invites
his learners to read the text silently and do the task
Students Task 1 p 85/86: What does Margaret do ?
Interact
teachers Task page
morning afternoon 85

get up at 7:30, wash , get


Students- dressed, have breakfast, get study at school,have break,
Use mind students to school , chat with stay for school club, do
mapping to homework Interpret
organize and friends,have lessons
split their
answers Teacher
students
margaret
evening week end Board and
Students
marker
attend ballet ,go with
teachers watch TV at 9:00 pm family or a walk in the Produce
country side


Students- Learners work in rough , then they are invited to correct on their
students
books using their pencils
Post reading : The teacher explains the instructions of the
following task
By Mr Samir Bounab ( yellowdaffodil66@gmail.com )
Task : Read the text and write a short paragraph about your friend
Learners work in pair , exchanging information Interact
Teacher Suggested paragraph:
Board and
students My friend ..is ..years old .Everyday,
marker
my friend gets up at 6:30,prays , has breakfast, goes to school .
Write
production Students
My friend starts class at 8:30 , has lunch at the school Interpret
integrating canteen at 12:30 .In the afternoon , my friend studies starts at
all what has teachers 13:30 and finishes at 16:30 .
been seen After school my friend has a snack, plays out and watches Tv ,
in the evening , (he/she) does homework , has dinner at 19:30.
produce
Students- At night my friend watches Tv and goes tobed at 22: 30
students
Learners work in rough , the teacher supervises their works , and
offers help once needed , then invites them to correct on the board ,
read then copy down

My School Presentation

Situation of integration writing

Margarets mum wants to know about your mothers daily activities

Simple present tense


daily activities and leisure time
visual flash cards showing mother daily activities

He can understand and interpret verbal and non-verbal


messages
He can work in pairs or in groups
He can use role-play to communicate appropriately
He socialises through oral or written exchanges

Values
The learner can use the markers of his identity when
introducing himself to others: name,
He behaves as a responsible and committed citizen
he shows respect for the family members and all the jobs seen in the
societyy
He is keen on learning about others markers of identity
Time Rational Interaction Procedure competences Aids /VAKT
MS1 level Me & My daily activities Seq 3
Lesson : situation of integration
Interact
Teacher Warmer : Teacher greets his learners and welcome them
Welcoming
and Sudents Learners are invited to make a quick review about the last session Board and
greeting talking about leisure activities Interpret marker
Teacher may ask the learners about their friends daily activities and
Students
Teacher
leisure time ones
Situation of integration :
Brainstorming : Learners are invited to open their books on page Interact
90and pay attention at Margarets post card , he reads it and invites
some learners to read it
Teacher
students Interpret
Valuing Flashcards
mothers
duties and showing
tasks mums duties

Students
teacher

Learners are asked to pay attention then at the following


flashcards and try to describe them by completing this table Interpret
Planning : Look at the pictures and complete the table
What does your mother do ?
Morning Afternoon Evening Night
Get up pray Prays takes a nap Cooks dinner Watch tv
Organizing
prepare prepare cakes prepares make the
ones ideas
before Teacher breakfast wash makes snacks visit table for bed sit with Produce Board and
writing students dishes arrange neighbors watch tv dinner- family and
marker
the house- clean . serves dinner children- tell
the house cook washes stories
lunch - serves dishes-
lunch has lunch
Students with family.
teacher
Grammar Skills Attitudes
Simple present Describe ones daily Valuing time
tense and leisure activities and tasks
Taking care prepositions of Express likes related to it
of the form time Taking care
of the used of pets
language
Respecting
friends likes

Drafting : Learners are asked to work on their rough copy, the Learners
Student teacher moves and offers his help once needed Produce
teacher draft
Getting
used to the
writing Editing : Learners are asked to review their works and check what
process they have written ( use of the present simple verb + s /es / ies)
Students

Publishing : Learners are asked to write their final production a
students
post card
By Mr Samir Bounab ( yellowdafodil66@gmail.com )
Hi Margaret,
Thank you for your postcard and for
asking about my mums daily activities Post card
Students My mum says hello to your mum .
- students Everyday my mother gets up at 6:30, Produce model to be
Using reproduced
prays , prepares breakfast , washes the
different
kinds of dishes, cleans the house , washes the by learners
final clothes, cooks lunch , serves it and she has
productions it with family .
lay outs In the afternoon , she prays , takes a nap ,
prepares cakes , visits neighbours or
family , then cook dinner
In the evening , she serves dinner, washes
the dishes, makes the beds and sits with
me and my family . She goes to bed at
23:00
What about your mum?
Yours

Learners read the corrected composition , then write down adapting to


their mums activities

By

Mr Samir Bounab

Yellowdaffodil66@gmail.com