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File Four

   

Then & Now

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MS4Level
Month Resources
Module of integration (BEM proposed
Type of themes)
Term & File competence Learning objectives Exercises and BEM samples
weeks
task
Grammar Lexis Pronunciation Learning integration Assess integration

and Now !"


WORDS &
SOUNDS Write a biography
Februa Where do we stand
Remembering
Week
your school's name belongs now? (p112 to 114)
1
Expressing to one of your local area
Interact surprise and  Progress check .
Martyrs
"Then

interest  The simple (activities 1-2-3-4-5-6-


Make a research about this
past tense 7-8p112/113) +
(written ) Martyr , go and ask old activities : 9–10(p 114)
Februar Vocabulary people who used to be his
Week
Describing
Term

2
related to old Diphthongs friends , try to get a photo
people's lives
File Four "4"

{winter
holiday of him , list the most
The semi- crafts Free exercises
s 2) important events in his life .
modal : "used
Interpret to …" ,antiques Once your information
gathered , make a biography BEM samples :
,history tript about your chosen Martyr.
Februar hongs Present your biography to  Text as : 'Biography
Week ,geography
3
( oral and your classmates , discuss the "
written) subject with them , note down
 Relative  Text as : "Narrative"
Asking for and their remarks.
giving pronouns
Februar On any National days
information about
Second

Week Produce
4 people occasions present your article
(1st on November – 19th March
…)
March
Week
1
N.B:
 Winter SWBAT :
March By Mr. samir bounab
Describe National Revolution
Week Holidays (yellowdaffodil66@gmail.com)
Heroes' biographies
2  Test n°2: From

Second Term’
exams
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
 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:
 Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, ect…), vocabulary (words, word phrases, idioms, ect…) functions (polite requests,
apologizing….)?
In this lesson I will teach the following aspects of language:
 Function: Describing people's lives
 Grammar: The simple past tense & [The semi-modal : "used to …"]
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 }
 Will you explicitly teach an aspect of culture in this lesson ? If so, describe.
- Yes, I will teach some of the historic places and famous people of Algeria

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.
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: SWBAT by the end of the lesson, students will be able to demonstrate:
r Describe one’s life in the past and how it used to be
r Discriminate between the diphthongs sounds
Required material and / or resources:
r The Manual’s script and photos [p 91-92 – 95-97 -99-101-103-105-107-110]
r Script page 171 -172
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Page 3

Time Rationale Interaction PROCEDURE Swbat Who are my learners?


File 4: MS4
level Look at the guided
Welcoming
Teacher- Listen &Consider sheet of 'File 4p90' and
&
Students interact with the teacher
greeting
about what it has been
Students –  Warm up: The teacher greets his learners and welcomes them. He interacts with them about the last file’s learning objectives.{Use Interact learnt in the previous
teacher time clause referring to the future- Use if conditional type one-make contingency plans} files, then talk about
what 's new in this file .
Interact Look at the photos on
The teacher asks the pupils to open their books on page 90, he introduces the new file, explains the new functions and the page 91 and try to
Teacher –
students
grammar .He may reminds them about they have already seen. identify the situation

Being
The learners are asked to pay attention at the photos on page 91 and to interpret them. The pupils may work in pairs. Interpret the pictures
The teacher may help the pupils to interpret the photos by asking them to answer the following questions: and make a
proud of
discrimination between
ones Which part of Algiers is represented in the picture at the top of the page?
Students – Interpret the two situations
history At what period of the Algerian history was it taken?
teacher Read the teacher's
Who are the people in the picture? questions and try to
How did they travel ? specify the answer
How is the place shown today? according to the
Produce
Being At what period of Algerian history was picture two taken? questions given.
proud of Students – Pay attention at the
What are the thing which we find in the first picture we don't find in the second one ?
ones students photos of the stars and
history What has changed ?
try to recognize them.
The teacher invites the pupils to give back their interpretations; he helps them to express themselves by correcting their
Interact with the
mistakes and leads them to the right description. teacher about the photo
The teacher reports on the board the pupils interpretation, then invites them to read it . of each star.They are free
Teacher – to improvise.
Interact Match each
Students
Actions or  Pre-listening : information with the
state that The teacher requires from the learners to open their books, look at the photos on page 92 and try to interpret them right star.
existed in Complete a dialogue ,
the past
The pupils look at the pictures and give their interpretation "orally"; the teacher listens and accepts all the answers about
Students – then use it to perform by
teacher the situation given. pairs .
Interpret
The teacher explains the instructions of 'Activity1p92' then invites the pupils to work in pairs . Perform a listening
Activity1p92: Look at the pictures of the stars, then ask and answer about what they did for living before they became actors comprehension activity
Students – You: What did {– Whoopi Goldberg – Ait Menguelat – Clint Eastwood – Arnold Schwarzenegger} do for living before he/she by listening to the
Students
become [an actor – actress/singer]? script and spot the
Actions or Your partner: He /She was [– teacher – cabinet maker – gas station attendant- body builder] right answer of the
state that You : That's right . given question
existed in Teacher – Produce
The pupils work in pairs then check their answers with the teacher.
the past Students
During- listening:
 The teacher asks the pupils to shut their books , listen to him reading the script .
Students – You : What did Whoopi Goldberg do for living before she become an actress?
Students
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; Yellowdaffodil66@gmail.com
Page 3
Teacher – Post-listening:
students Activity2p92: Listen and note how the letter "d" in -used to – is pronounced. Read the script
Teacher- Interact
a. I used to be a teacher Identify the new "model "
Students b. I used to teach in a high school in Harlem, New York city. /t/
Actions or used to
state that c. They used to be wonderful. Interpret Listen and recognize the
Students –
existed in teacher The teacher invites the learners to read the script, then read all the written works on the board, finally copy down. correct pronunciation
the past
Presentation: Read & analyze.
The teacher invites the learners to read again the sentences of Activity 2p92 Interact with the
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. Produce teacher about the new
students Isolation : The teacher isolates one of the sentences then invites the learners to read it again. 'structure' and discuss
I used to be a teacher. about it has already
 been seen
Students – Analysis : Subject + verb + object Read and listen to the
teacher  teacher's explanation
used to + be Interpret
Actions or  Identify all the mixed
state that semi-model + verb (infinitive) tense
existed in
the past
Stating Rule: The learners are invited to state the rule from the analyzed statement. Use the grammar
Students – lesson as a reference
students and do the activities
 Subject
 Subject +
+ used
used to
to +
+ verb
verb (infinitive)
(infinitive) +
+ object
object =
= refers
refers to
to past
past situations
situations that
that no
no longer
longer exist.
exist.
Interpret
related to the semi-
The learners
The learners are
are invited
invited to
to open
open their
their books
books on
on page
page 184,
184, the
the teacher
teacher asks
asks the
the pupils
pupils to
to read
read the
the "Grammar
"Grammar Lesson"
Lesson" P model "used to "
while
while he
he explains
explains each
each part
part of
of the
the lesson
lesson through
through contexts.
contexts.
rac tic Identify a grammar
e: The rule and its use
Actions or Teacher – learners
state that Students are invited to perform the following tasks.
Choose the right
existed in
The teacher asks the learners to refer to the grammar lesson on page 184, and try to answer 'activity2p93' Interact answer by giving a
the past justification
Activity2p93: Look at these rules on "used to" and choose the correct answer. “ Based form task”
Students – A.We use - used to – to talk about things which.  Don't happen now, but did happen in the past. Interpret Rea
teacher B.We can use…..  a) the simple past to replace "used to " d respecting stress and
The teacher explains the instructions of the 'Activity 1p93 then invites the learners to do it. intonation
Actions or Students –
Activity 1p93: Consider the sentences then choose the correct alternative (possibility). Circle the letter of the correct answer. Interact with the
state that Students ”Meaning based task” teacher about the new
existed in A.I used to teach in a high school in Harlem, New York City.  ( a ) I used to teach in high , but I'm playing roles in films now. Produce function 'surprise'
the past B.Did you use to like teaching?  Yes, I did  Did you like teaching? Yes, I did. and the way to express
C.I didn 't use to complain about them .  I did not complain about them.
Your friends were enjoying their time by recollecting their past events ; when one of them asked you to
talk to tell them about your reminiscences .
Teacher –  Use the “semi-model-used to- & didn’t use to” and the hints on page 94 to make a short productions it .
Students about your reminiscences . Transform the table
Interact into a drill using the
Surprising Students – The learners workers work in pair while the teacher supervises them and offers his help once needed, then invites the semi-model – used to
& Students learners to give back their answers(with justification).( the learners use their pencils and correct on their books) –
Shocking Produce
Activity 1p93: Use the information in the box to express 'surprise' “communicative based” Look at the model and
A: Karim is playing in major films. B:Really, he used to be shy. produce exchanges .
A : Souad ranked first in Mathematics. B : Really , she used to have bad marks in Geometry and
Read and perform
Algebra .
A : Ron is running faster than anyone else . B: Really , he used to lag behind everybody.
drill respecting stress
and intonation
Teacher- The teacher invites the learners to correct on the board , then read the corrected task . Produce activities as
Students home Works
The teacher explains the instructions of “Acivity2p94” then invites the learners to do it as a homework. Page 4 Interact
Students –
teacher warm-up : The teacher greets his learners and welcomes them. He inquires about their daily life school matters Yellowdaffodil66@gmail.com
 The learners are invited to correct the homework given the previous hour.
Greet and welcome
 The teacher supervises the work of the learners, and then invites them to give their answers (orally) while he reports
Interpret Answer a
Teacher – the answers on the board.
Actions or questionnaire about
state that
students Activity2p94: Interview each other using the questionnaire.
A. Which primary school did you use to go to ? B:I used to go to "Med Hamidouche primary School. oneself experience
existed in
the past A :Wh o used to be your teacher of Arabic ? B :Just a minute . It was Mr Mohamed . Use the semi-model
A :What about your teacher of French ? B :I don't remember her name. used to- to talk about
Students – Produce
teacher A How did you use to go to school , by bus , by car , or on foot ? B :I used to go on foot. once experience
A :Did you eat in the cateen? B :No , there were no canteens at that time. Answer the "whqqs"
A :What used to be your favorite subject? B :I used to like maths and drawing .
words by giving the
A :Did your teachers use to punish you ? B :No , they didn't ./Yes they did .
appropriate answer to
Students – the appropriate
The teacher invites the pupils to perform the activity as a drill, and then use their pencils and correct on their books.
students Interact question
The teacher asks the learners to pay attention at the 'write it up ' section which is an integrated situation, he explains
the instructions of " Activity 1p94" then asks each learner to work alone . Read and perform
Actions or Integrated Situation: (Activity 1p94) the drill respecting
state that Learning the situation: stress and intonation
existed in Interpret and the right
Teacher – Assessing the Integration:
the past
Students pronunciation of "used
 The teacher invites the learners to work individually,he supervises their works, offers his help once needed then to"
invites them to give back their answers. Interact with the
Students –  My reminiscences. teacher about what they
When I was younger, I used to go to school on foot. After school, I used to revise my lessons before
teacher used to do at primary
watching TV. My favourite TV show used to be 'Tom and Jerry' .My friends used to come to my home to
 and middle school
play games .At school I didn't use to like maths. I used to prefer to study languages: Arabic, French and
They should make the
Students – English .The season I liked most was summer. During the summer holidays, I used to go to the beach .I
Students difference between the
used to be a very good swimmer .I remember I could swim for many meters .I used to spend whole
use of the semi –model
summer days there fishing and enjoyed the fresh air coming from all the north.
and what they are now
Actions or Produce
state that Teacher – doing
existed in Students Used the simple past
the past The pupils work in rough , the teacher supervises their works, then asks them to read their production while he tense while using the
correct on the board. semi-model "used to "
Students –
Students page 5 Produce a passage
talking about what they
used to do
Read to the audience
what they have
The teacher invites the learners to pay attention at the following example, he tries to attracts their attention to the underlined produced .
word , how are they uttered.
Example :
♪ Presentation: The baby holds a pear in his mouth. Yellowdaffodil66@gmail.com
Teacher-  
Students
 ♪ Isolation : baby pear mouth
  Interact
Students –
♪ Analysis: “a” =/ei/ “ea” =/eə/ “ou” = /aʊ/
teacher
Phonology 
Diphthongs Identify vowel
&
phonetics
Teacher – ♪ Stating rule: A diphthong is a union of two vowel sounds. sounds
students
Interpret
The learners are invited for more practice on diphthongs on page 99 . Recognize the
The teacher invites the learners to look at the drawing on page 99,then try to interpret it .
Students – The learners are asked to look at the drawing and try to do the activity . phonetic symbols
teacher Interpret
B  hair B  eye B  mouth B əʊ  nose B ɪə  ear of vowels

The pupils are asked to reproduce the drawing then try to identify the words corresponding to the diphthongs . Interpret a
Students –
The teacher invites the learners to correct on the board then read the corrected task .
The learners are asked to open their books on page 99, listen to the teacher explaining the instructions then try to do the 'activity'. drawing
students

Phonology  Activity 3p99:Arrange the words below according to the pronunciation of the letters in bold type. Produce
Identify words

Stone
& – air – no – now – buy – boat- house – know- here – there –oil – spear – sure – chair – bear – tour – pure – corresponding to
phonetics
Teacher – hear – town – five- bay
phonetic symbols
Students
Interact with

Students – the teacher about


teacher Nose Air
Now Here
No Buy There the subject
House Bay Spear
Boat Five Chair
Town Hear
Students – Know Bear
Identify th
Students
 The learners work in pairs , the teacher supervises their works then invites them to give back their answer, they are evoawel sounds
asked to use their pencils and correct directly on their books , later (at home)the reproduce the activity on their copy
Phonology Teacher – books. Produce Listen then
Students The learners are asked to read the corrected tasks on the board ,then write down on their copy books.
& match each
phonetics
Page 6
Students – symbol with its
Students
right word

Identify the

rhyme in a song

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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.Supported and purposeful development :  Learners benefit and get more involved when each activity builds on previous material so that knowledge and skills build logically towards achieving and
developing specific competences. A] The teacher plans lessons that have communicative objectives and whose steps build toward meeting them. B] The teacher breaks down functions, genres and skills into
small components /skills/parts in order to present realistic "chunks" of the language for learners to process. C]The teacher stages the lessons so that what the learner learns/practices in each step prepares for
the next ones .
 4.Meaningful Activities / Tasks .  Classroom activities and tasks should draw on learners' lives and interests and help them to communicate ideas and meaning in and out of class
a) The teacher supplements and adapts the textbook to plan activities related to learners' lives and interests.
b) The teacher uses and plans activities that allow learners to practice and develop real-life communication skills for reading ,writing speaking and listening.
The teacher contextualizes the activities and provides a purpose for them .

Lesson Focus:
 Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, ect…), vocabulary (words, word phrases, idioms, ect…) functions (polite requests,
apologizing….)?
In this lesson I will teach the following aspects of language:
 Function: Describing people’s life in the past
 Grammar: “ semi-model” <used to > & relative pronouns (which- who- where)
 Vocabulary: vocabulary related to cave, frescoes, tassili, hoggar,sahara , animals,forest……
 Will you explicitly teach an aspect of culture in this lesson ? If so, describe.
- Yes, I will teach some of the historic places (Tassili- Algerian Sahara) .

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.
Can read and understand the main points and some important details. Medium –length texts (e.g. three paragraphs) On familiar topics related to self and community (e.g. school interest
,health, experience and well-known events or issues).

Objectives / Assessment: SWBAT by the end of the lesson, students will be able to:
r Talk about abd describe how life used to be in the past using the semi-model “used to & relative pronouns”

Required material and / or resources:


r The Manual’s script and photos [p 95-97 -98] & photos , flashcards about the Algerian Sahara , Tassili…..
r Script page 96

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Page 7

Tim Rationale Interaction PROCEDURE Swbat Who are my learners?


e
Teacher-
Students File Four Interact
Welcoming
& with the teacher about
Greeting
Students – MS4 level Interact
the subject since
teacher Warm-up : The teacher greets his learners and welcomes them. He tries to interact with them about the last hour’s they've already seen it
learning objectives. in History
Pre-reading : Look at
Teacher – Step one : The teacher interacts with the learners about the subject which is " what life used to be 5000 years ago". The learners are Interact the picture and
students free to talk and give their interpretation about the subject they may use what they have learnt in geography. interpret it
Step two: The teacher explains the instructions of "Activity 1p95" then invites the pupils to work in pairs. Use key
Activity1p94: Use the words in the box, ask and answer questions about what life use to be in the Sahara 5000 years ago. words and complete a
 You: Where did people in the Sahara use to live? dialogue
Students –
Actions or
teacher  Your partner: They used to live in caves. Work in
state that  You: What did they use to do to live/for their livelihood? pair and produce a
existed in the dialogue
 Your partner They used to hunt animals/ used to be hunters.
past Interpret
 You: With what did they ? Read
 Your partner: They used to hunt with spears. respecting stress and
Students –  You: Did they use to make stone tools? intonation
students  Your partner: Yes, they did. Interpret
 You: What did they use to wear? the picture again and
 Your partner: They used to wear animal skins. try to improvise
 You: Did they use to paint on rocks? Produce Produce
 Your partner: Yes, they did. more statements from
Actions or
state that Teacher – Step three: The teacher asks the pupils to read and perform the drill pair by pair. a given picture
existed in the Students Step four: The teacher explains the instructions of "Activity2p95" then asks them to work on their rough copybooks. Use the
past Activity 2p95: Look at the picture again, and then guess what sentence might be true. new structure to form
 The Sahara used to be a green land. Interpret sentences .
 Life used to be dangerous there. Describe
Students – Produce
teacher Step five: The teacher asks the learners to give their answer "orally" with justification. historic places
Give
During- reading: justification to a given
Students – Step one: The teacher invites the pupils to pay attention at the text on page 96, he invites them to follow while he reads and explains it . Interpret request
Actions or Students Step two: The teacher explains the instructions of "Activity1p96", then requires form the learners to answer. Describe
state that Activity 1p96: Read the text then check your answers to question 2. the past of historic
existed in the  The Sahara used to be a green land. places and what they
past  Life used to be dangerous there.
Teacher – use to be
Students Describe
Step three : The teacher explains the instructions of "Activity2p96"then asks the pupils to work on their rough. Interact human activities and
Activity 2p96: Read and find two or three pieces of information. what they use to do .
Students –  The cave people used to play music (the flute) Describe
Students  The cave people used to light fires at the entry of the cave to frighten animals away. objects used in the past
Compare
Produce
what used to be done
in the age of stone and
Step four: The teacher invites the learners to read the text again and do the following task. now
Read
Page 8 drills respecting stress
and intonation
Teacher-
Students Samir's preparation
Actions or Exercise: Read the text then complete the Graphic. Interact at
state that Students –
existed in the teacher Yellowdaffodil66@gmail.com
past

Teacher –
students
Read the

Interpret statements and


interact with the
Students –
teacher teacher about the
meaning .
Interpret the
Students – Produce
students given sentences
Step four: The teacher invites the pupils to read the letter and try to answer the exercise, while he moves and tries to offer his help once
Actions or
state that needed. then pick out the
existed in the Step five: The learners are invited to come to the board and fill in the graphic.
past same ones form the
Post –Reading: text .
Teacher –  The teacher explains the instructions of Activity2p96 then invites the learners to do the following task.
Students  They read and
Exercise :Look at the picture onp95, read the letter then compare and contrast.
identify the
Students – required
teacher Interpret
Caves cavemen instructions
Actions or Pictures of
state that Students – Animals fire Justify their
existed in the Students Rivers &lakes dangerous
past Animals boy play flute answers
Forests
Produce
Teacher – sentences avoiding
Students Produce
the repetition
 The learners are invited to correct on the board, read the corrected tasks then write down on their copy books.
Students – Use the
Students
appropriate
conjunction to

Page 9 avoid the repetition

Teacher-
Actions or
state that Students Warm up: The teacher greets his learners and welcomes them; he interacts with tem about their daily school affairs. Yellowdaffodil66@gmail.com
existed in the
 The teacher invites the learners to open their books on page 96 and pay attention at the text
past Students –
teacher  Post –reading :He invites them to talk freely and sum-up the text. Interact
 The teacher reads the text loudly and invites the learners to listen, follow and underline the following sentences.
Presentation:
1] It had large forests, which were full of dangerous animals.
Teacher – 2] The people who used to live in the Sahara were cave people. Interact with the
students 3] They painted many beautiful pictures of animals and hunters in the caves where they lived. Interpret
Actions or 4] They wore the skins of the animals, which they hunted. teacher about the
state that 5] It comes from the Arabic word Sahra, which means desert
existed in the Main Clause given conjunction
past Students – Analysis: The teacher invites the learners to analyze the isolated sentences. and the ones
teacher
(the people) + verb + object
 already seen .
It had large forests, which were full of dangerous animals. The people who used to live in the Sahara were cave Interact
Sentences people. Produce correct
Students – 
& S + V + Object Relative + S + object S + Relative + verb + object sentences without
students
Pronoun pronoun = people
= forests any repetition
Expression
Discriminate
Main clause Subordinate Relative Clause Subordinate Relative Clause
between the
Teacher –
Interpret conjunctions and
Students
They painted many beautiful pictures of animals and hunters in the caves where they lived.
 their uses (object –
s + verb + object rel pr = in caves + S + object
Students –
place- subjects)
teacher Main clause Improvise what
Sentences subordinate relative clause
are those conjunction
Students – Stating Rule:
Interact
1] “ which – who – where
Students “ are relative pronouns. since they might have
& A
2] A relative
relative pronoun
pronoun isis aa pronoun
pronoun that
that marks
marks aa relative
relative clause
clause within
within aa larger
larger sentence.
sentence. It
It is
is called
called aa relative
relative pronoun
pronoun because
because it
it been seen in French.
relates to the word that it modifies and is not specific. In English, relative pronouns are: who, whom, which, Which refers
that,
whose, to objects
where, when, Who to subject where to place

 
Identify the
why. (Wikipedia) Teacher – conjunctions as
Expressions Students
    3]  Grammar notes on page 185 Interpret {Relative Pronouns}

Students – Recognize the use of


Students the relative pronouns
 The learners are invited to open their books on page185 and pay attention at the grammar notes there , the teacher may
invites some of the pupils to read he explains all the grammar notes through examples and in contexts . and discriminate
 The learners are invited to pay attention at the analysis the stated rule and try to do the following tasks. between the ones
Page 10
already seen {time and
Produce conditional
 The learners are invited to open their books on page 185 and pay attention to the grammar lesson about the "relative pronouns"
 The teacher invites the pupils to read each part of the lesson while the teacher explains through contexts the parts of the lesson. conjunctions}
 The relative pronouns are used to form relative clauses
Teacher-  They are used to avoid repetition. Interact
Students  These clauses could be [ defining or non-defining clauses]
Sentences 1- Who –which and that as subject of a defining relative clause Yellowdaffodil66@gmail.com
Students – o Relative clauses about "people"  We can join stat to form complex sentences using th e- relative pronouns- < who – that
& teacher o They are used in place of noun subjects (the boy) or pronoun subject {I – you – she….}
Interact
o Relative clauses about things and animals:  We can join stat to form complex sentences using the - relative pronouns-<
which –that>
Expressions Teacher – o Which and that are used to refer to things or animals.
students 2- Who –whom, which and that as object of a defining relative clause
Interpret Interact with the
A – Relative clauses about people:  We use "who- whom and that" to refer to people of noun objects or pronouns objects teacher about the
{me- you – him-her – them ….}
s subject
Example : - This is the man, I wanted to see him.
Students – Express themselves
teacher - This is the man {who –whom – that } I wanted to see. {me- you – him-her – them ….}  who –whom – that
about the relative
B – Relative clauses about things and animals :
pronouns
 We use "which" and "that" instead of 'noun objects or pronouns objects (it/them) to refer to animals and things. Identify a complex
Example : - This is the house Jack built it . sentence and its
- This is the house "that /which" Jack built. Interact composites
Students –
students
3- Whose and where : Identify the tense
A – We use "whose" in relative clauses instead of ( his- her – their to refer mostly to people ) of each part of the
Example : . A widow is a woman .Her husband is dead. complex sentence
Sentences . A widow is a woman whose husband is dead. Recognize the use
B . We use "where" in relative clauses to refer to places . of each "whqqs" and
&
Example : The restaurant was very clean .We had lunch there (in the restaurant) make the
Teacher –
Students - The restaurant where we had lunch was very clean.
Interpret discrimination
4- Function of defining relative clauses  They give "essential information" about the people , things and animals they refer between their use {as
Expressions to identify "what / who " we are talking or writing about. pronoun and as
Example: This is the man who saved my life. question words}
Students – Use correctly each
teacher  We use no comma before the relative pronoun in defining relative clauses.
"relative pronoun"
5- Relative pronouns in "non-defining" relative clauses.
Combine sentences
- We can also use "who- which – who – whom , but not 'that' in non-defining relative clauses.
using relative
Students – - Non-defining relative clauses give "extra information" not essential. Interact
Students pronouns
-We use "commas" before relative pronouns of "non-defining" relative clauses. When it occurs in final position.
Identify the
Example:
punctuation in a
-Abdelkader lives in a rented house, which is nearly 5 kilometers away from his work place.
Sentences relative clause
Teacher – -We use commas after relative clause when it occurs in the middle position.
Recognize a
& Students A-London, which is the capital of Britain, has over 8 million inhabitants.
"defining relative
B- Ali's father, who is 75 , walks 10 km a day.
clause and a non
c-Abdelkader, whose mother is American , speaks Arabic and English fluently Interpret
Students – defining one"
d- Zidane, whom I like so much, is Algerian.
Expressions Students Discriminate
Note :
between a defining
A relative clause follows the noun it refers to .So it fits in the position where the noun or the pronoun it refers to occurs .It can occur
clause and a non
either in the middle or in final position. Page11
defining one.
Discriminate
Exercise 1: Re-order the words to form correct subordinate relative clauses. [Based form tasks] between the position
of a non-defining
1] A giraffe /which /African Jungle/is/lives/animal/./in/the/
clause.
 ………………………………………………………………………………………………………………… Samir Bounab's
Teacher-
2] A postman /delivers/ who/man/is/the mail/./a/everyday preparation sheet
Sentences Students  ………………………………………………………………………………………………………………… Interact
3] A library /books/place/where/can/we/./read/a/is/
& Students –
teacher  …………………………………………………………………………………………………………………
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Activity A: Pick out sentences from the letter above which have the same meaning as the pairs of sentences
below. [Meaning Based task] Interpret
Expressions
Teacher –
a-The Sahara used to be a green land with large rivers and big lakes. It used to be a green land with large rivers and big lakes, which contained a
students
lot Produce
b- The large rivers and big lakes contained a lot of fish. of fish.

Students – a-It had large forests. Read the statements


teacher b-The large forests were full of dangerous animals. It had large forests, which were full of dangerous animals. and interact with the
Interpret teacher about the
meaning .
a-People used to live in the Sahara.
Interpret the given
b-These people were cave people . The people who used to live in the Sahara were cave people.
Sentences sentences then pick out
Students – the same ones form the
a-They painted many beautiful pictures of animals and hunters in the caves. They painted many beautiful pictures of animals and hunters in the text .
& students b-They lived in the caves. caves where they live.
They read and
Produce identify the required
The learners try to answer the task, then the teacher invites them to correct “orally” using their pencils.
instructions
Expressions Justify their answers
 Activity B: Cross the words, which are repeated in the pairs and replace them with the relative pronouns. Be Produce sentences
Teacher – aware of the punctuation [ Meaning Based task] avoiding the repetition
Students Interact Use the appropriate
The Sahara used to be a green land with, which contained a lot of
a-The Sahara used to be a green land with large rivers and big lakes. conjunction to avoid the
b- The large rivers and big lakes contained a lot of fish. Fish. repetition
Which == large rivers and big lakes refers to objects Interact with the
Students – teacher about the given
teacher a-People used to live in the Sahara. The people who used to live in the Sahara were cave people
b-These people were cave people .. who == These people to subject conjunction and the ones
Sentences already seen .
Interpret Produce correct
& Students – a-They painted many beautiful pictures of animals and hunters in the caves. They painted many beautiful pictures of animals
sentences without any
Students b-They lived in the caves. and hunters in the caves where they live. repetition
Where == in the caves. to place Discriminate
 The teacher asks the pupils to give the deduction about the situation . between the
Expressions
Teacher – conjunctions and their
Which , who, where are Relative pronouns they refer to the words which come before them . (They are used to ovoid the repetition)  uses (object – place-
Students
T Produce subjects)
h Improvise what are
Students – e learners try to answer the task, then the teacher invites them to correct “orally” using their pencils. those conjunction since
Students they might have been
seen in French.
Page12
Interact Identify the
conjunctions as {Relative
Pronouns}
 The teacher interacts with the learners about the subject .[Archeology – the cave age ….] Recognize the use of
 The teacher explains the instructions of "Activity 1p97"and the new words such as {stone axe – spear – stone pot – the relative pronouns
stone jar – skin bag}. The learners should be aware about the difference between 'used to ' and the verb "to use" and discriminate
then invites the learners to perform the drill. between the ones
 Activity1p97: Use the relative pronouns to form correct dialogues: { Communicative based task} already seen {time and
Teacher- conditional
o Ann: Excuse me, what is this?
Students o Archeologist: This/That is a stone ax. Interact conjunctions}
Actions or o Ann: What did the cave men use it for?
state that Students –
o Archeologist: They used it for hunting wild animals.
existed in the teacher
past o Ann: And what is that? Interpret
o Archeologist: This /That is a stone star.
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o Ann: What did they use it for?
Teacher – o Archeologist: They used it for storing fat.
students
 The pupils do the drills on their rough then give back their work 'orally' pair by pair. Produce
 The learners listen to the teacher's explanation of 'activity 2p98' and the new words then invites them to work on
Students – their rough copy books. Interact with the
teacher  Activity 2p98: Make correct dialogues using the relative pronouns "where" . teacher about the
 A : Excuse me , what did cavemen use to do at the corner of the cave ? subject
 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 ?
Talk about cave
Actions or period
 B : This is the back of he cave where they used to sleep. Interact
state that Students –
existed in the students
 A : What did they use to do in the back of the cave? Improvise how
past  B : This is the front of the cave where they used to keep a fire to frighten wild animals away.
life used to be
 The pupils work on their rough, correct on the board then perform the drills pair by pair.
Describe tools
Interpret
used in that period
1} Learning Integration: Identify jobs
Teacher –  The pupils are asked to pay attention at 'Write it out ' section , they listen to the teacher's explanation then try to
Students do the work on their rough .The teacher has to explain the new words such as [ stay close to – fetch – deep ] Discriminate
between the verb
Imagine you are a tourist guide and some tourists are inquiring about how life used to be in the Sahara .
'to use' and 'used to
Write a short note for tourists about what life used to be like in the Sahara .Use the right relative pronoun to link
the sentences.Students – Interact '
teacher
Identify relative
pronouns
Students – 2} Assessing Integration: Describe the use
Students
of the relative
Life used
Actions or to be dangerous in the Sahara .You know, tigers, bears and lions, which lived near the caves ,
thatattack cave people .Life was even more dangerous for children .The children who used to stay
stateto
Interpret pronouns
used
existed
close to inthe
the open fire –often got burnt .The children who often fetched water to drink fell into the deep lakes
Teacher Use the relative
past
and died …. Students pronouns to form
complex sentences
Students –  The teacher helps the learners in their production, then invites some of them to read what they have produced Use relative
Students while he reports the passage on the board. pronouns to
 The pupils are asked to read the corrected tasks , then write down on their copy books. Produce
produce a coherent
Page13
paragraph
Interact
warm up: The teacher greets his learners and welcomes them, he tries to interact with them about the last seé ance Discriminate
learning objectives. between relative
The teacher invites the pupils to open their books on page 100 ,listen to the teacher reading the 'nursery rhyme' ,they are pronouns for
also asked to identify the relative pronouns . 'people ' and
Actions or The learners are invited to interact about the 'relative pronouns' they've found , they should justify what those
state that 'objects'
existed in the Teacher- pronouns replace . Interact
past Students
the pupils are asked to read the rhyme .
Sentences Students – Yellowdaffodil66@gmail.com
& teacher The teacher reminds the pupils about 'idioms' , explains the instructions , and the new words and expressions ,then asks Interact
Expressions them to do the work 'pair work'
 Activity p100: Match idioms with their meanings.
Teacher – 1 2 3 4 5
students Interact
B A C E D
The pupils give back their answers , the teacher directs them ,using their pencils ,they correct on their books . Produce
Recognize the
The teacher invites the pupils to read the activity pair by pair.
Students – relative pronouns and
teacher Interpret their use
National name: Hindi Bharat
Identify idioms
Produce
Area : 3.166.829 sq/km Interact about
Bordering countries: Nepal, China, Afghanistan, Bangladesh, Pakistan,(Arabian Sea, Indian Ocean) countries , their
Official languages: Hindi ,English location and
Students –
National languages:17 'languages' .More than 1650 dialects information which
students
Religions: Hindu 83% ;Sunni Muslim 11%;Chriatian 2.5% ;Sikh 2% they concern
Information
Capital : New Delhi Do a research
Main Towns: Bangalore; Ahmedabad, Kampur, Bombay and Calcutta. Interpret
& about a monument
Currency : Rupee
Monuments : Kesava Temple, Taj Mahal
Messages
Representational animal : cow interact
Teacher – The pupils
Famous Indian leaders: Mahatma Ghandi , Nehru , Andira Ghandi .
Students
interact with the
The pupils are asked to listen to each others interacting about 'India', then with the help of the teacher they teacher about famous
complete the information card . mausoleums
Students – The pupils are asked to listen to each others interacting about 'India', then with the help of the teacher they
teacher complete the information card .
The teacher interacts with his pupils about the mausoleum "Taj Mahal" , Then the teacher directs the activity The pupils give
Surprise back what they've
and Students – 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 gathered as
Students
Amazement paragraph . information about
Interact 'The Taj Mahal'
 Activity 3p101: What do you know about this monument, write a short paragraph about it.Use the relative pronouns.
Teacher – The paragraph: Interpret
Students The pupils look at
This white marble mausoleum which was built by Shah Jahan in memory of his favourite wife, Mumtaz Mahal. It is called the Taj
the picture on page
Mahal .It took 20.000 workers more than 23 years to build. They finished building it in 1653.It is a famous example of Indo-
101 and interpret it .
Students – Islamic architecture, which fuses the Muslim and Hindu styles. As you can see, it has a central dome and minarets on each
Students corner…. Produce
Name : Harun Al-Rashid The teacher reports the activity on the board then asks the learners to read it. Page 14
Date and place of birth : Ravy-Persia-Iran, 765 AD They produce a
Father : Caliph El Mahdi short production
Mother : Of Berber stock
The pupils are invited to pay attention at 'Activity 4p102", listen to the teacher explaining the instructions then about the subject
Occupation : Caliph (786 A.D – 809AD) the pupils to take their pencils and correct with their teacher 'orally' on their books .[ The teacher provides the
asks
Married : Zubayda ,his cousin 782AD missing information to the learners]
 Activity
Hobbies : Reading short stories , listening to music ,4p102: Do a research about Harun al-Rashid .
playing chess…. The are asked to
His friends : Khalid Albarmak – Fadl – Djaffar , Yahia
read respecting stress
His pen friend : Charlemagne ,King of the Franks, sent gifts to Charlemagne : silk robes , elephant , chess game,
clock.
and intonation
Hero of a famous tale : One thousand and one nights.
Habits : walking the streets of Baghdad in disguise at night.
Teacher-
Students Interact

Describe Students –
teacher
Biography
Interpret
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Of Teacher –
students

Famous
Interact about
People Students – The teacher invites the learners to read the gathered information . famous Islamic
teacher The pupils listen to the teacher explaining the instructions of 'activity6p102',then invites them to work in pairs. Produce personalities
 Activity 6p102: Write a short biography using the information in the above 'activity' use the semi modal –used to – and the Interpret the
relative pronouns. picture on page
The biography : 102 and express
Describe Harun AlRashid was born in 766 and died in 809.He was the son of Al Mahdi who was the third caliph of the Abbasides dynasty of
Students – theselves about
Baghdad .His mother was of Berber stock .Harun AL Rashid married his cousin in 782.In 786, he became caliph .HarunAlRashid was a
Biography students man who was very fond of music ,science and literature. He gave his protection to many scientists and writers during his reign. Harun 'Harun Alrashid"
had many friends .Among these friends were Khalid AlBarmak,Fadl,Djaffar and Yahia .One of his pen friends was Charlemagne, who Fill in the form
Of
was the King of the Franks.Harun Alrashid was generous with him .He sent him silk robes, a chess game , a clock and an elephant to Interpret Use the
Charlemagne to show him his friendship .What he dislikes most is dishonesty. He was the hero of the famous tales called "One information in the
thousand and one nights" , where Harun Al Rashid is portrayed as a man walking the streets of Baghdad in disguise at night ….
previous activity
Famous Teacher – The teacher asks the learners to correct their works , they're asked to read and he reports the work on the board.
and try to build up
Students The pupils are asked to read all the written works on the BB, then write down on their class copy books
People The teacher explains the instructions of 'activity 1p103' and asks the pupils to do it as a home work . a biography about
The teacher supervises the work on the pupils ; invites them to read what they've done , then write it on the board . the given
Produce
 Activity 1p103: Combine the two columns to form a coherent paragraph. personality
Students – Use what they
teacher Leonardo Fibonacci's biography :
have already learnt
Describe The Italian Leonard Fibonacci , who was a merchant and also a learned mathematician , introduced Arabic Interpret
(semi modal and
numerals to western Europe .He was educated in present –day Bejaia, on the North African coast , where his father
Biography Students – relative pronouns)
Students
was a commercial agent .When he returned to Italy , he published a book of mathematics, which he called 'The Book
Build complex
of The Abacus"
sentences to form a
Of The teacher invites the pupils to read the correct work on the board . cohernent
The teacher encourages the pupils to build up more biographies about the other personalities given in 'Activity2p103' Produce
Teacher – paragraph
Famous Students Work in pair
Page 15
Read their
People
Students – production then
Students Interact write down .
Give back
their production
Read
respecting stress
and intonation
Make
complex sentences
and short paragraphs
using the relative
pronouns
Use notes to expand
them into paragraphs

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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, evolving process:  Learning a language requires opportunities to use what one knows for communicative purposes, making mistakes and learning from them .The aim is to perform
competently ,while recognizing that errors may still occur.
a) The teacher provides a balance of activities that focus on accuracy and fluency. B] The teacher plans activities within each lesson in which learners use the language freely without worrying about errors, so
that they can focus on fluency and communication. C] The teacher plans activities in which learners use previously learned language and skills and incorporate new language and skills d] The teacher gives
learners opportunities to recognize errors and figure out how to correct them.
6. Ongoing assessment of Learning.  On going , or regular ,assessment should take various forms and address the competences that have been learned in class, so that the assessment can provide
useful information on individual progress and achievement, which teachers and learners can review to aid learning .
The teacher has realistic short and long term learning objectives for learners. B] Regularly assesses learner learning. C] The teacher plans and uses a variety of assessment activities to assess learning. D] The
teacher plans and uses assessment activities that assess not only what learners know, but also what learners are able to do as speakers, listeners, readers and writers. E] The teacher teaches learners to assess
themselves and their peers so that they are aware of their progress.
Lesson Focus:
 Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, ect…), vocabulary (words, word phrases, idioms, ect…) functions (polite requests,
apologizing….)?
In this lesson I will teach the following aspects of language:
 Function: Asking for and giving information about people & Describing biographies
 Grammar: Simple present tense - relative pronouns – simple past tense
 Vocabulary: Vocabulary related to history and Islamic civilization scientist
 Will you explicitly teach an aspect of culture in this lesson? If so, describe.
- Yes, I will teach some of the, USA national symbols & Algerian famous personalities ( Ben Badis)

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.
 Can plan for ,use and evaluate the effectiveness of Spoken Interaction Strategies used: To facilitate pair work in class. To convey the meaning of unknown words, phrases and structures.
 To gain time to plan and recall language.
 Can listen to and understand unfamiliar instructions and explanations that are: Very short and straightforward accompanied by visuals (e.g; gestures ,writing or drawing modeling,
demonstration).Broken down step- by- step .

Objectives / Assessment: SWBAT by the end of the lesson, students will be able to demonstrate:
r Ask and give information about the past of people and tribes
r Describe famous ones and famous people’s biographies

Required material and / or resources:


r The Manual’s script and photos [p 101 – 103 -105-106]
r Script page 171 -172

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Page 16

Time Rationale Interaction PROCEDURE Swbat Who are my learners?


Teacher- Interact
Students Interact about different sorts
Welcoming Warm up: The teacher greets his learners and welcomes them, he tries to interact with them about the last
& of situations specially
Students – Pre-listening: when asking about
greeting teacher The teacher invites the pupils to listen to him explaining the instructions of 'Activity 1p104" then take their pencils and correct on the board . 'clarification –
 Activity 1p104: What will you do in the following situations? Circle the correct answer. Interpret
Recycle this
A .You can't hear well what you interlocutor says .  You will say: Could you repeat please. kind of activity since
B . You make a mistake while speaking to someone.  You will say sorry and correct the mistake.
Teacher – Produce it has already been
students
C .You don't understand what your interlocutor says.  You will say "Pardon?"
seen the previous
The teacher invites the learners to read their correction, and then they are asked to listen to him reading the script on page '170/171'
year .
and check if they were correct.
Interrupting Discriminate
During –listening: between different
& Students – Interact
The teacher invites the pupils to read the script pairs by pairs, explains the new vocabulary and expressions sorts of situations
preventing teacher
The teacher explains the instructions of 'activity3p104', ask the pupils to shut their books and try to improvise the answers. Read and
from
 Activity3p104: Listen and say why does the teacher in the script responds as he does below. Circle the right answer; Interpret justify answers
speaking
A ."Hold on Mike! James hasn't finished yet" Mike hasn't waited for his turn to speak. Identify the
B . The teacher uses the word "Now" to say that  He wants to change the topic of the conversation. Produce meaning of a speech
Students – The teacher invites the learners to use their pencils and correct on their books. from a specific word
students The teacher invites the pupils to pay attention to the 'coping' section', he asks the pupils to read section by section while he or expression
explains each section. Exploit a
Post –listening: Interact map to interact about
The pupils are invited to re-read the 'coping ' section again, then write it down on their copy books . a given subject
Interpret a
Teacher – Interpret
The learners are invited to look at the map on page 105, talk and say what the already know about the subject. map to form a
Race & Students dialogue or a
The teacher asks the pupils to go back to the script on page 170/171 and try to build up a dialogue or discuss about the Tribes of the Indian
Ethnicity paragraph
Nation. Recognize
The teacher explains the aim of 'Activity1p106', which is how to take notes down. Interact the most important
Students –
 Activity 1p106: Listen to the teacher and make notes. word or expression in
teacher
Column A Column B a sentence and note it
They arrived in 1607 Date of colonists' arrival? 1607 Interpret
down
Race & Students – A tribe called Powhatan Indian tribe? Powhatan
The tribe' name refers to its chief Indian chief? Powhatan
List down
Ethnicity Students
He was a tall man with a stern face What did he look like? Tall man/stern face Produce notes from a dialogue
He was a man of 60 years old His age? 60 years or a text
He never forgave his enemies. He loved his daughter What was he like? Cruel /loved his daughter Interact
Teacher – Her name was Pocahontas Daughter's name? Pocahontas about historic
Students She was 13 years old Her age? 13 subjects
The pupils use their pencils to complete the chart then perform it as pair work. Interact Identify and
The teacher asks the pupils to pay attention at 'coping section' on page 106, he invites one of the learners to read it while he locate places and past
Students – events
Pieces of explains each part of it
Students
Making
Making Notes:
writing Notes: When
When you
you make
make notes,don’t
notes,don’t try
try to
to copy
copy the
the exact
exact words.The
words.The teacher
teacher is
is not
not giving
giving a
a dictation,
dictation, so
so you
you don’t
don’t have
have Produce a
Time to copy everything.Simply write down what is essential. short production
Produce
about people they
The teacher explains the instructions of 'activity2p 106' , then asks the pupils to write a short biography about Pocahontas have already known
{homework} Page17 them.
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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.Active Learners:  Learners acquire and retain language best when the topics meet their interests and when they are active participants in their learning: finding personal meaning ,learning
cooperatively with peers, and making connections to life outside of class
a) The teacher supplements and adapts the textbook to plan activities related to learners' interests, prior knowledge and experience.  " SARS" (S = Select / A = Adapt / R = Reject / S = Supplement )
B]The teacher sets tasks that allow the learner to discover how the language works in its form, meaning and use. C]The teacher plans lessons so that learners have to think and use their previous knowledge and
imagination to prepare for and carry out classroom activities. D]The teacher sets tasks that develop cooperative learning and encourages peer help and readiness to exchange with others.
The teacher uses and plans activities that allow learners to practice and develop "real-life communication" skills for reading ,writing ,speaking and listening.
8. Facilitator  Teachers support learner learning by taking a primarily facilitative role in the classroom : designing and structuring learning experiences with learner interests and needs in mind;
guiding and monitoring learner learning ; assisting learners in contributing to their own learning in a learner-centered teaching a] The teacher finds out the needs ,interests, language difficulties. B]The teacher
selects and introduces activities and materials for language work that meet learner needs . C] The teacher fosters a group feeling (cooperation, respect, enjoyment, trust . D]The teacher organizes learners so that interaction
can be facilitated(using space, classroom furniture, time, etc…)so that the teacher is not the focus of the classroom. E] The teacher varies patterns of interaction(e.g. teacher eliciting from class, pair work learners presenting t
class, learners mingling)within the lesson to support the objectives of the class and the feeling/energy of the group. F] The teacher ensures that the learners find their involvement sufficiently challenging. G]The teacher
teaches learners how to use language strategies to aid in their learning and communication.

Lesson Focus:
 Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, ect…), vocabulary (words, word phrases, idioms, ect…) functions (polite requests,
apologizing….)?
In this lesson I will teach the following aspects of language:
 Function: Writing letter of opinion & Describing process
 Grammar: Simple Past Tense
 Vocabulary: Vocabulary related to history and famous personalities
 Will you explicitly teach an aspect of culture in this lesson ? If so, describe.
- Yes, I will teach some of the historic places and famous people of Algeria

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.
 Can plan for ,use and evaluate the effectiveness of several reading strategies to develop : Reading efficiency and speed Guessing skills.
 Can listen to and understand unfamiliar instructions and explanations that are: Very short and straightforward accompanied by visuals (e.g; gestures ,writing or drawing modeling,
demonstration).Broken down step- by- step .
Can plan for ,use and evaluate the effectiveness of several writing strategies to Generate ideas , Create a draft.

Objectives / Assessment: SWBAT by the end of the lesson, students will be able to demonstrate:
r write letter of opinion and describe biography

Required material and / or resources:


r The Manual’s script and photos [ 107-110]
r Script page 171 -172
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Page 18

Tim Rationale Interaction PROCEDURE Swbat Who are my learners?


e
oInteract with the
Teacher- Interact
Welcoming
&
Students teacher and the
Warm up: The teacher greets his learners and welcomes them; he tries to make a short review about the last séance and
writing colleagues about
Students – its learning objectives.
teacher Pre-reading: Interpret the subject
Step one: The teacher invites the pupils to look at the photo on page 107, and try to recognize the personality in the photo. oIdentify famous
Step two: The teacher helps his learners by giving some useful information about Marti Luther King, in order to lead them discuss
about the subject.
peace
Teacher –
Describe personalities and
students
Interpret
Biography list their works
oRead and
Students –
Of
teacher
Born Michael King, Jr. January 15, 1929 Atlanta, Georgia, U.S. Died April 4, 1968 (aged 39) recognize what is
Memphis, Tennessee, U.S. Monuments Martin Luther King, Jr. National Memorial (planned) Influenced by Jesus, Abraham Lincoln, Mahatma Interact
Gandhi, Benjamin Mays, Hosea Williams, Bayard Rustin, Henry David Thoreau, Howard Thurman, Leo Tolstoy Political movement African- relevant from the
Famous American Civil Rights Movement, Peace movement irrelevant one
Nobel Peace Prize (1964), Presidential Medal of Freedom (1977, posthumous), Congressional Gold Medal (2004, posthumous) Signature
People Step three: The pupils listen to the teacher explaining the instructions of 'Activity1p107' then work with their colleagues. oJustify their
Students –
students Activity 1p107: Read the notes and cross out the ones, which you don't use in the article about Martin Luther King. Justify your answers for the
answer. Produce choice they've
The irrelevant notes are: 1) married Coretta Scott 2) Baseball fan.
Opinions. The reason for not including this information is that the topic is about Martin Luther King as a political/public made
Beliefs figure not about his hobbies or his private life. oRead and check
And point of
Teacher – Step four: The teacher invites the pupils to read the notes on the activity, give their answers with justification. where they've
view
Students During –reading:
Step five: The teacher explains the instructions of 'activity 2p107', and the new words and expressions such as 'letter of opinion' –
mistaken
man of peace – hero – preached – violence- racists- defense – civil rights – modest – tolerance – self respect – least-bad guys. Interpret oRead and exploit
Students – Step six: The teacher invites the pupils to read the letter while he explains the words and expressions, then asks the pupils to check if the text by doing
teacher the notes they've omitted in the previous activity are whether correct or no.
different activities
Step seven: The pupils read the letter again on page 107, and try to do 'activity3p108. Interact
 Activity3p108: Read again the letter and answer the following questions. related to
Students –
Students In which sentence of the letter does the author state his/her opinion?  The author states his opinion in the first sentence of the comprehension and
Opinions. letter. "Martin Luther King Junior never starred in a Hollywood film, and never killed the "bad guys", but he was my hero."
Beliefs
How does the author organize his/her text?  The author organizes his/her text by listing and explaining a series of arguments.
lexis
And point of Produce
view What kind of words does he/she use to organize his /her ideas?  He/she uses sequencers:” first, second, third, finally" oIdentify famous
Teacher – Step eight: The teacher requires form the learners to correct the activity, then perform it
Students personalities,
Step nine: The pupils listen to the teacher explaining the instructions of 'activity4p108'then try to work on their rough copybooks . Interpret their origin and
 Activity4p108: Read the text on the previous page and answer the following questions. their works
Opinions. Students –
a. Which word in the text is closest in meaning to the word 'famous'?  Famous = well known.
Beliefs Students
And point of b. Which sentence in the text explains the expression 'man of peace'?  'Man of peace' = He never preached violence against Produce
view white people who hated the black population in America.
c. Which words in the text are opposite in meaning to the following : 'peace –courage – hate '?  peace =/= violence
courage =/= afraid hate =/= love Yellowdaffodil66@gmail.com

Step ten : The teacher invites the learners to give back their answers , then they
are asked to correct using their pencils on Strategies 1 2 3 4 their books .
Page 19 Examples D C B A
Teacher-
Students
Post –reading: Interact oTalk about the
Pieces of Students – Step eleven: The pupils are invited to pay attention at 'coping section', listen to the teacher explaining each parts of the section British
writing teacher {The aim is to show to the learners what to do to understand a difficult word} colonialism and
Step twelve: The learners are invited to listen the teacher explaining the instructions of “Activity5p108” then they are asked to use their Interpret
pencils and answer on their books. compare it with
Teacher –
Activity5p108: Read the examples in column B and match them with the strategy which it best illustrates in column A. the French one
students
Produce
oDiscriminate
Students – between the ways
teacher
Interact to fight the
colonial enemy
Step one: Keeping the same strategy as in “Activity5p108” The teacher asks the pupils to look at 'activity1p109', he explains the
instructions, the new words and expressions They are also asked to look at the picture on page 110 and try to interpret it. Then invites
Students – them to work on their rough. (pair work)
students  Activity 1p109: Re-write the sentences in column B using the strategies listed in column A to get a short biography Interpret oUse notes from a
about Mahatma Gandhi. chart to produce
Biography of Mohandas Karamchand Gandhi was an Indian nationalist leader .He led the Indian struggle for independence .He was a peace
famous loving man (a pacifist), who strongly believed that non-violent cooperation could free his country from British colonial rule .He a written
personalities organized many hunger strikes and demonstrations to make India independent .India got its independence in 1947.A Hindu Produce composition
Teacher – nationalist assassinated Mahatma Gandhi (The Great Soul) in 1948.He killed him because he thought that Gandhi had betrayed
Students his people.
Step two: The teacher invites the learners to give back their answers, while he reports the paragraph on the board or asks the pupils oRespect the
to it. Then they are asked to read the whole paragraph. given strategies to
Students – Learning Integration: build a coherent
teacher Step three: The learners are asked to do the same work with the Algerian personality 'Abdel Hamid Ben Badis', he explains the set
of instructions, then work in pairs to write a letter of opinion. Paragraph
Interact
Students –
Students Your American friends sent you a letter talking about one of their national symbols, “Martin Luther King Day” oUse the given
and he wants to know about yours Interpret
Write a short letter of opinion about 'Abdel Hamid Ben Badis' texts and letters
Opinions.
Beliefs Teacher –
Use relative pronouns & time sequencers in your letter. to form similar
And point of Students paragraphs
view
Assessing Integration: expressing ones
Students – Though 'Abdel Hamid Ben Badis' I didn't participate in the War of Independence, he was for me the greatest hero of the Algerian idea and opinions
Students Revolution .I hold this opinion for four main reasons. First , he was among the Algerian intellectuals who laid the foundation of the
Produce
Algerian nation .Second ,he lived and worked for the independence of Algeria .Third , he did a colossal work to teach the Algerians
and to reestablish the Algerian personality which was rubbed by the French colonialism. We are right to celebrate Science Day on
his birthday, April 16,every year.
Step four: The pupils give back their answers, while the teacher leads them to correct on their books using their pencils. Yellowdaffodil66@gmail.com
Step five: The pupils read all the written work son the board , then write down on their class. Page 20

Extra tasks on
“Used to & relative pronouns”
<Adapted from Oxford Practice Grammar>
Exercise 1: A/ Look at this table of people who have changed Exercise 2: Complete the sentences to say what these Exercise 3: Ask questions on the underlined
what they eat or drink. (Use the semi modal- used to- ) people used to do and what they do now, as in the words
Name in the past now example.
Ann Pam meat tap water fish bottled water
Tom Mary coffee tinned fruit tea fresh fruit  A: …………………………………………………….?
1] Andrew/get up/seven o’clock/now/half past seven.
Robert Susan white bread margarine brown bread butter B: In Algeria pupils used to study 6 years at
 ……………………………………………………………………….
Primary School.
1- Ann ………………… meat , but now she ……………………
2- Tom ……………..now, but ……………………….coffee.
2] Dan/play/violin/now/guitar
 ……………………………………………………………………… A: …………………………………………………….?
3- Robert …………….white bread, but now………brown bread.
4- Pam ………….tap water, but now……………bottled water. B: No ,they did not use to study French at the
5- Mary …………….fresh fruit now ,but …………….tinned fruit. 3]Anna /be / best friends/Angela/ now/ Cathy 3rd level of Primary School.
6- Susan ………………butter now, but ………………….margarine. ………………………………………………………………………
B/ Now complete theses questions. A: ……………………………………………………..?
1-………………………………..? Yes she did, but now she eats fish. 4] Susan/have/dancing lessons/now/riding lessons
2-(white bread?)………………………Yes she did ,but now she eats
B: Yes they used to study English at the 4th level
 ………………………………………………………………………
brown bread. of Primary School, but now they study it at Middle
3-(tinned fruit?)……………………….Yes she did ,but now she east fresh School.
5] I /buy cassettes /now/CDs
fruit.
4-(tap water?)…………………….Yes shed did, but now she drinks  ………………………………………………………………………
 A: ……………………………………………………….?
bottled water.
C/ Now Complete these sentences. 6] John and Jean /live/ London/now/Cardiff  B : No, they did not use to take the Final
1)Ann…………………….fish ,but she does now.  ……………………………………………………………………… Primary Exam t the 5th level , but they used to take
2)Susan………………….butter, but she does now. it at the 6th level.
3)Mary eats fresh fruit now, but she……………………………it. 7] David /drive/Fiesta/ now/Jaguar  A: …………………………………………………………?
4)Pam drinks bottled water now, but she……………………..it.  ………………………………………………………………………  B: Yes pupils used to have meals at the schools’
canteens.
Exercise 4: Complete the sentences using the information Exercise 5: Complete the sentences using the information in Exercise 6: Put in “who” or “that” only if necessary.
in brackets ( ) and “who” or “which” brackets ( ) and “that”
1-( I went to see a doctor.She helped my mother) 1) {Jack made a table .It’s not very strong} 1)The match ……………….we saw was boring.
- I went to see the doctor ……………………………my mother. -The table…………………………………………is not very strong. 2) Did I tell you about the people ………………live next door?
2-( A dog bit me.It belonged to Mrs Jones) 2}{I read about a new computer.I had seen it on TV} 3)The horse ………….won the race belongs to an Irish woman.
- The dog ……………………………….belonged to Mrs Jones -I read about the new computer……………………………….. 4)I love the ice cream………..they sell in that shop.
3-(A woman wrote to me.She wanted my advice) 3} [Jane made a cake .Nobody liked it] 5)The book……………I’m reading is about jazz.
-The woman……………………………wanted my advice. - Nobody liked the cake……………………………………………. 6)The woman ………….came to see us was selling magazines.
4- ( A bus crashed.It was twenty three years old.) 4) [Mary sent me a letter.It was very funny.] 7)We’ll go to a restaurant …………has a children’s menu.
-The bus ……………………………was twenty-three years old. - The letter……………………………………..was very funny. 8)The factory …………closed last week had been there for
5- (Ann talked to a man.He had won a lot of money .) 5](My sister wrote an article.The newspaper is going to punish seventy years.
-Ann talked to the man…………………………………………. it.) 9)Have you read about the schoolgirl………….started her own
6- (Mary was wearing the red dress.She wears it for parties.) -The newspaper is going to publish the article…………………….. business and is now a millionaire?
- Mary was wearing the red dress……………………………….. 6)( I met an old lady.She was one hundred and three years old) 10) Ethel says that the house…………..Tom has just bought has a
7- (He’s an arichitect .He designed the new city library.) -The old lady………………………………..was 103 years old. beautiful garden.
-He’s the arichitect …………………………………………………………………
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Reading Used to III- Read the text again & complete the sentences with “used to / didn’t
My name is Jack. I am 35 years old. I am a teacher. I teach English in use to”:
a junior high school. I wasn’t a good student when I was a kid. I used to be 1- Jack ……………………………….... do his homework.
late for school all the time. I didn’t use to do my homework and I didn’t use 2- Jack …………………………..…….. be a calm and serious student.
to revise my lessons regularly. My mother used to be angry about that. But 3- Jack ……………………..…………… eat well.
I used to get good marks. My teachers used to send for my parents to come 4- Jack ……………………..…………… study and eat food.
to school because I used to be a troublemaker. I used to make noise and 5- Jack ……………………..…………… stain his clothes.
fight with students in the classroom. I didn’t use to be a calm and serious 6- Jack ……………………..…………… fight with students.
student. Another thing to add about my past bad habits is that I didn’t use 7- Jack ……………………..…………… finish his meals.
to eat well. My mother always used to punish me if I didn’t finish my meals. 8- Jack ……………………..…………… have bad habits.
I used to love playing and doing dangerous things than study or food. I
used to stain my clothes or sometimes tear them up. My mum used to VI- Write the questions about Jack.
teach me good manners but I used to do what I like. Really, I used to be a Example: What did Jack use to do? He used to make noise.
bad boy. That was long time ago. Now I am a different person and I don’t 1- What ............................................................................................?
want you to be bad boys like me. Do what your parents and teachers say!!! - He used to stain his clothes.
I- Comprehension: True or false. Justify!! 2- Who …………………………………………………………………………………?
1- Jack used to go to school on time. …………….. - He used to fight with students.
…………………………………………………………………………………………………… 3- How ..............................................................................................?
. - He used to make his mother feel angry.
2- Jack didn’t use to get good marks. …………….. IV- Write sentences about these people:
…………………………………………………………………………………………………… Used to
. - I ………….......................................................................................................
3- Jack used to do what his mother said to him. …………….. - I………............................................................................................................
…………………………………………………………………………………………………… - My father........................................................................................................
. - My mother......................................................................................................
4- Jack is a bad man now. …………….. - My Brother.....................................................................................................
…………………………………………………………………………………………………… Didn’t use to
. - I ………….......................................................................................................
- I………............................................................................................................
II- Answer the following questions: - My father........................................................................................................
1. Why did the teachers use to send for Jack’s parents? - My mother......................................................................................................
…………………………………………………………………………………………………… - My Brother.....................................................................................................
2. What did Jack’s mother use to teach him? “Adapted from ESL printable”
……………………………………………………………………………………………………
3. Why did Jack’s mother use to punish him?
……………………………………………………………………………………………………
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