ms1 level file 5 environment according to atf & aef

competency Learning objectives Type of tasks

Resources Modules of integration Grammar Lexis pronunciation Learning to integrate Assess Integration

Interact

Interpret

Produce

Talking about the weather

Predicting & Expressing intentions

Describing animal

Talking about rights and duties

oral written (oral and written) (oral and written)

The future simple tense

Will questions

Adjectives / Pronouns :

" me / us "

The comparative of superiority

The imperative

Learn about culture

Environment

Internati

onal organizatio

ns

Sites in

Algeria and around the world

International days

Abbreviations standing for

Seven wonders of the world.

Sounds

ion (pronunciation)

o Compare

o First syllable o Second syllables o Third syllables

word

Your ideal city . This first school year's lesson was about "the tree" . "tree" is an essential partner in the environment . There are many factors which influence the environment. You as a member of your city , how does it look like ? Make a list of the good and bad factors that you see everyday in your city. what to do to erase the bad factors that dominate your city. Can you imagine an ideal city where you can find just good factors that should exist in the environment of you city. Make a leaflet describing your ideal city using pictures, photos , drawing and instructions that the inhabitants should follow to preserve your city. Once your leaflet is ready present it to your teacher and discuss it with your colleagues.

SWBAT :

Preserve the environment

Samir Bounab's Document "[email protected]’

Lesson Plan File Five: Sequence One Listen and Speak 1st Am Level

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

Communicative Competence Supported and purposeful development . Active learners

Lesson Focus: Which aspects of language are you teaching : e.g. grammar point(s) ,aspect of pronunciation (phonemes, intonation, etc …),vocabulary (words, word phrases, idioms, etc…)functions(polite requests, apologizing….)? In this lesson I will teach the following aspects of language:

Function : Talking about the weather Grammar : simple future tense Vocabulary : vocabulary related to weather & directions

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 to ask and answer a question. Can listen to and understand main points and some important details ( who- when –where) Can relate personal details in routine concrete situations.

Objectives / Assessment : SWBAT by the end of the lesson ,students will be able to demonstrate :

talk about weather Show directions

Required material and / or resources : Pictures and flash cards about weather forecast. picture showing a compass

Samir Bounab's Document

[email protected]’

Time

Aim of each step

Interaction Pattern Procedure Competencies

targeted

5'

5'

3'

Talking about environment

Introducing people

Naming places

Describing weather & temperatures

Showing positions and orientations

teacher

– students teacher

– students students

- teacher Students

- students

File Five: Environment Sequence One Lesson :Listen and Speak Agenda: 1) talk about weather & directions 2) simple future tense Warm up / Pre-listening:

Ask the pupils to open their books on page 143. Interact with the pupils what they have already learnt and they are going to learn in this file. Present to the pupils the project work ,where they should split into groups , "Your Ideal City" . The teacher explains some details about the theme. Talk with the pupils about what does the weather look like. By taking a look through the classroom window . Just try to tell the pupils if the weather is "fine or bad" The pupils will react to this by giving one of the suggested answers.

Presentation:(pre-listening)

Invite the pupils to pay attention at the photos on page 145 and try to interpret them. Let the pupils talk about who are the persons on the photo ,what do they do and where are they from ? Explain the instructions of activity "a"p145 ,then invite to listen to him and try to spot the right answer . Listening:

Activity "a"p145: Listen and name the places. Place Name

1. place 1 1. Manchester 2. place 2 2. Brighton

The pupils listen then try to answer. The pupils correct the activity on the board ,then read it. The teacher reads the script again ,but this time asks the pupils to open their books ,follow him and underline some

words he asks them to do it. He has also to use a map of England to show the pupils where those cities are located. The pupils are asked later to read the script and perform it by pairs.

The teacher uses a map of England and tries to show to the pupils where those cities are located. Post -listening

The teacher insist on the weather in those places Manchester Cold - Brighton Fine The teacher invites the pupils to repeat the previous words. The teacher presents using visuals pictures showing the weather and the compass and then invites the pupils to repeat.

1- { cloud – cloudy - sun –sunny – rain – rainy – snow – snowy – fog – foggy – storm – stormy } 2-Today the weather is : { cloud – cloudy - sun –sunny – rain – rainy – snow – snowy – fog – foggy – storm – stormy } 3- The temperatures are : [ 17° degrees - 28° degrees – 10° degrees – 5° degrees – 22° degrees ]


Listen & interact with the teacher

Interpret the photos

Listen and try to interpret an oral text (decode a message)

Interact about weather

Interpret the photos & try to discriminate weather , orientations and directions

5'

5'

5'

5'

Inquiring about weather

& temperatures Forecasting weather and showing orientations Forecasting weather forecast

& temperatures Describing weather forecast

& temperatures

teacher

– students Students- students Students

- students Students

- students

4- The Compass : [north _ south – east – west – north east – north west- south east – south west] The teacher on one of the sides of the board pins up the map of Algeria and above it the date of today . The teacher introduces the dialogue the question then the answer and invites the pupils to repeat them. The pupils are asked to perform in context using the following drill.

Present situation A : What is the weather like today in the [north _ south – east – west – north east – north west- south east –

south west] ? B : Today the weather is : { cloudy in the north – sunny in the south – rainy in the north east – snowy in the west – foggy in the north west – stormy south west } A : What are the temperatures today? B : today, the temperatures are : [ 17° degrees - 28° degrees – 10° degrees – 5° degrees – 22° degrees ]

The pupils perform the drill by pairs & substitute key words . The pupils should be able to use the weather key words with the directions and perform according to the visual aid

presented by the teacher . The teacher keeps the same the same visuals pined on the board ,but this time changes the date . The teacher writes the date of the next day ,a whole date in order to attract the learners attentions. The pupils are invited to read this date and repeat it. The teacher presents the new language to the pupils.

Tomorrow the weather will be : { cloudy –sunny– rainy– snowy– foggy– stormy } rain in the north east snow in the west. be cloudy in the north Question : What will the weather be like Tomorrow? Tomorrow it will be sunny in the south be foggy in the west be stormy in the south west Future situation The pupils are invited to perform the same drill but in a future situation and substitute the key words

A : What will the weather be like Tomorrow in the [north - south – east – west – north east – north west- south east – south west] ? B : Tomorrow the weather will be : { cloudy in the north – sunny in the south – rainy in the north east – snowy in the west – foggy in the north west – stormy south west } A : What will the temperatures be Tomorrow ? B : Tomorrow, the temperatures will be: [ 17° degrees - 28°degrees – 10°degrees – 5°degrees –22°degrees ]


Interpret the drill and substitute the key words in a present situation

Interact about 'present and future situations"

Interpret the drill in a future situation and substitute key words

2'

5'

5'

Identifying the language structure (future) Analyzing and deducing the rule of the language structure

Analyze and deduce the rule of the language structure

teacher –

students teacher

– students students

- teacher

Students- students teacher – student

The teacher asks the pupils to pay attention at the words written in different colours .

Isolation : the pupils are asked to read just the words written in different colours. will be – will rain - will snow

The pupils read the isolated words.

Analysis : the teacher requires from the pupils to read the whole sentences containing the isolated words.

Tomorrow the weather will be cloudy Tomorrow it will rain Tomorrow it will snow Tomorrow the weather will be cloudy

Time marker + subject + verb + object time marker of future + subject + will + verb(inf) + object

Stating rule: Affirmative form tomorrow

the simple future tense = time marker of future next(summer) S + will / shall + verb'inf'+ object in (2010) Negative form :

tomorrow next (summer) S + will / shall + not + verb'inf'+ object

in (2010) Interrogative form:

tomorrow will/shall+ S + verb'inf'+ object + next (summer) + ?

in (2010)

The pupils read the stated rules the try to perform the following activities. [email protected]’

Interpret the language form supported by the function

Interpret the main constituents of a statement

State the rule and try to produce written messages

Forecasting weather forecast

& temperatures

Discriminate between present- future situations

Perform in a communicative way the new function and structure

Practise :

1) Based form activity : Exercise : Re-order the words to make correct sentences:

1) evening /weather /. / this/ / will / rainy/, / be / the/ This evening, the weather will be rainy . 2) this / the/./ morning/ are / temperatures / 15°c / The temperatures are 15°c this morning.

The pupils work in rough ,then correct on the board. 2) Meaning based activity: Exercise : What do the following sentences mean? Match the pairs

1. today the weather is not rainy future 2. Today the temperatures are fine 3. Tomorrow , the weather will be sunny present

the pupils work on their rough correct on the board . 3) Communicative based activities: Exercise : Complete the dialogue. Ask the correct question

A : what is the weather like today?

B : Today the weather is fine .

A : Will it rain tomorrow?

B : No, it will not rain tomorrow.

The pupils work in rough, correct on the board then read and write down . [email protected]’

Interact about the form of the statement

Interpret the written tasks and try to decode their messages

Produce the written messages related to the learning objectives

Lesson Plan File Five: Environment 1st Am Level

Sequence One Practise & Produce 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

Communicative Competence Supported and purposeful development . Ongoing assessment of Learning

Lesson Focus: Which aspects of language are you teaching : e.<g. grammar point(s) ,aspect of pronunciation (phonemes, intonation, etc …),vocabulary (words, word phrases, idioms, etc…)functions(polite requests, apologizing….)? In this lesson I will teach the following aspects of language:

Function : Comparing Grammar : Comparative of superiority Vocabulary : Vocabulary related to weather – directions & countries

Will you explicitly teach an aspect of culture in this lesson ? If so, describe


Can interact to ask and answer a question. Can listen to and understand main points and some important details ( who- when –where) Can use a few very simple grammatical structure and memorized sentence patterns with limited control.

Objectives / Assessment : SWBAT by the end of the lesson ,students will be able to demonstrate :

talk about weather Show directions Compare

Required material and / or resources : Pictures and flash cards about weather forecast & directions (compass).

Map of Algeria & Britain [email protected]

Time

Aim of each step

Interaction Pattern Procedure Competencies

targeted

5'

5'

3'

Greeting and inquiring

Describing a map

Forecasting weather

Describing weather

Talking about weather & places

Teacher - students Students - students Students – teacher

Lesson : Practise forecast weather + comparative of superiority Warm-up :

Greet the pupils and ask them about what is the weather looking like this day and what they will do and study [all what has relation with what they learnt previously as learning objectives].

Make the pupils talk about the weather about their same day class ,then try to lead them to forecast what the weather will be the next day . [ may be they have seen the weather forecast on TV]

Pre-reading : The teacher presents the map of Britain on page 147 and asks them to interpret it . He may challenge them by asking

some questions like :[ Is it the map of Algeria? What does it look like(animal) ? ……..] The pupils may read the map as it is shown and try to locate the different places on it. { show orientations: e. g; "Scotland is in the north – England in the south….." The teacher asks the pupils to try to guess what does the picture talk exactly about. Suggested answer :"weather" The pupils will try to speak about the map and try to guess the different orientations and the weather signs shown on

the map. During reading:

The pupils are asked to open their books on page 147, he reads the text and explains some new words like [ forecast – colder- degrees Celsius- coast – warmer-heavy rain- late ] while the pupils listen and underline the following words :

colder – warmer . The teacher invites some pupils to read the text loudly (2 to 4 pupils) once. [try as much as possible not to correct each

spelling reading] The teacher explains the instructions of "activity d p147" ,then invites the pupils read "silently" the text and try to

answer the activity on their rough copy books. Activity'd'p147: Listen to the weather forecast and say : 'true ' - 'false' "or" - 'I don't know'

It will snow in the South . 'false' [ in Scotland –north-] It will not rain tomorrow in the North . 'false' {heavy rain} The temperatures will reach 5°c . 'true' The East coast won't be as cold as the North. 'true' [ East coast warmer] It will snow in the South. 'true'

The teacher reads or invites one or two pupils to read the text ,while he leads the correction . The pupils use their pencils and correct on their books. The teacher asks the pupils to perform the activity as pair work .[one reads the first statement – the other gives the answer] Post –reading :

The teacher directs the pupils attentions on the words underlined in the text and asks them to read them. Isolation : The teacher isolates the words(on BB): colder – warmer

The teacher isolates the statements(on BB) :

1) the North will be colder 2) The East cost will be warmer [email protected]

Listen & interact

with the teacher about today's weather and try to forecast

Interpret the British map

Listen and try to interpret an oral text (decode a message)

Interpret the text and try to find the appropriate answers

Spot the a specified information in an interpreted text

Forecasting weather using the future+ comparative Forecasting weather using the future+ comparative Comparing

Student – teacher Students – teacher Student –student

Analysis : The pupils with the help of their teacher try to interpret the statements written on the board

The North colder Subject + verb + object

Adjective + "er"

Comparative

Stating Rule : One syllable word ( short adjectives):

The comparative of superiority is : noun (1) + verb + adjective + "er" + than + noun (2) Example : The north will be colder than the south

Two or three syllable words (long adjectives) The comparative of superiority is : noun (1) + verb + more+ adjective + than + noun (2)

Example : The weather in the south will be more beautiful than in the north Practise : 1) Based form activity : Exercise : Unscramble the words to make correct sentences:

1) algeriaisinthenorthofafrica. Algeria is in the north of Africa. 2) algeriaismorelovelythanEngland Algeria is more lovely than England

2) Meaning based activity: Exercise What do the following sentences mean? Match the pairs

1) tomorrow the weather will be fine in the north of Algeria. showing orientations 2) Algeria is larger than Britain. forecasting weather 3) Algeria is a big country in the North of Africa. comparing

3) Communicative based activity Quiz p145: Test your knowledge and compare.

1. the Mediterranean Sea is larger than the Red Sea. 2. Mount Everest is higher than the Hoggar. 3. the Nile River is longer than The Chlef River 4. Tokyo is more populated than Madrid

The pupils take five minutes to think then give back their answers 'oral' ,the teacher reports on the board just two sentences "one with one syllable adjective and one with two or three syllable adjectives".

The pupils read the written works on the board then copy down on their copy books. Page [email protected]

Interpret the main constituents of a statement

Analyze the different steps of a statement

Deduce the rule

Interpret a written tasks applying the stated rules

will be

colder

Describing weather

Showing orientations

Comparing

Comparing

Describing weather forecast + showing orientation and comparing

Teacher –student Teacher - Student Student-student Teacher –student Students -students

Integrated situations Produce Warming –up: The teachers greets his learners , inquires about their school situations, tries to hear to them and listens to their

inquiries . The teacher does a quick review on the previous hour and try the pupils understandings .Make the pupils talk about

"weather forecast – show orientations and compare" Presentation : Integrated Situation one: You are making a project work on big cities in the world . You are studying England as European country . You know some

information about this country so chose of its big cities and compare them. Look at the information in the table on page 148 and compare those two big cities. Make a short paragraph .

London Manchester Adjective - Area 1580km² 116km² Large -population 6.600.000 440.000 Populated

-Temperature Jan /5°c Jul / 18°c

Jan /4°c Jul 15°c

Cold Hot

-rainfall 635mm 818mm much

The paragraph: London is larger than Manchester . It is also more populated than Manchester . In January Manchester is colder than London ,but London is hotter than Manchester in July . In Manchester it rains too much than in London .

The pupils try to work by pairs ,the teacher supervises the pupils works ,then invites them to read their paragraphs. The pupils are asked to report their works on the board. The pupils read the corrected paragraph on the board. The pupils are asked to open their books on page 147 and pay attention at "activity dp148" The explains the instructions of the activity ,then asks the pupils to work on their rough copy books.

Activity "d"p148: Put each word in its right box . "horrible – lovely – awful – beautiful –terrible –fine" Good weather Bad weather

Lovely –beautiful –fine Horrible – terrible –awful Integrated Situation Two: "game"

Imagine you are a TV weather presenter . You are presenting the weather forecast of "today" and talking about "what will the weather be tomorrow"

Use what you have learnt in this file{ weather symbols + comparative} and make a speech to your friends in the class talking about weather forecast

Look at the map on page 148 then write the weather forecast for tomorrow. Present your writing as speech [act like a TV weather presenter

The teacher asks the pupils to work individually ,then invites them to come to the board using the visual aids provided by the teacher and act as if they were TV weather presenters.

The teacher chooses the best weather forecast of the best pupil (pronunciation included) and reports it on the board

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Interact about

weather

Interpret the table

Produce a short written message

Interpret and compare

Interpret the situation and produce written and oral short production


Sequence Two LISTEN & SPEAK 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

Communicative Competence Active ,evolving process Active learners


Function : Naming & Describing animals Grammar : Simple present tense + "whqqs words" Pronunciation : The sound "s – z - iz" Vocabulary : Vocabulary related to environment & animals

Will you explicitly teach an aspect of culture in this lesson ? If so, describe Some sites protected in Algeria and other countries & International days related to the protection of the environment & Seven Wonders of The Wolrd



Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to demonstrate : Name and describe animals (using the simple past) Predict & express intentions (using the simple future) Identify the sound " s – z - iz"

Required material and / or resources : Pictures and flash cards about animals – Nile River – Amazon Forest – pollution & protected sites. Manual's script page 158 "[email protected]"

[email protected] Timing Rationale

Type of interaction Procedure Competencies

targeted

Identify the

theme of the

lesson

Naming animals

Describing animals

(discriminate between wild and domestic)

Describing animals'

life

Inquire about

animals' life

Teacher –

students

Teacher – students

Students- Teacher

Teacher- Students Students – students

Sequence two : LISTEN AND SPEAK File five Agenda : Naming & Describing animals + simple present tense + Final "s" pronunciation Warming –up: The teacher interacts with his pupils as usual [greeting – inquiring about their daily school tasks …] Try to make the pupils talk about their daily life routine and what they do everyday at home and try to understand from them if

they keep domestic animals at home and try to name them . Help the pupils to talk about their domestic animal (if they have ones) and how do they call them , feed them …. Presentation : The teacher pins up pictures showing animals {wild and domestic}on the board and asks the pupils to repeat their names lion – turtle- cat - dog - tiger – giraffe - ostrich – cow – fennec – camel – kangaroo – goat – horse – gazelles –

elephants – goldfinch bird – dolphin – monkey – fox – wolf – snake- donkey – mule . The pupils are invited to repeat the names of the animals . The teacher asks the pupils to make a list of the animals which live in Algeria & which of them are domestic and wild animals. The pupils' answer may be :

– cow – fennec – camel – goat – horse- goldfinch bird- monkey- fox – wolf – snake- donkey – mule- cat – dog . The teacher reports the pupils' answers on the board . Then asks them to read them. The teacher tries to know from how do they live ,what do they eat ….. The teacher presents the following pattern to enable the learners talk and express themselves.

[ cows – goats – horses – donkeys – mules ] are domestic animals. They live in "farms" . They feed on "grass" Camels live in deserts .They are domestic animals. They feed on desert vegetation. Fennecs live in desert . They are wild animals. They eat fruit and insects. Foxes and wolves live in forests . They are wild animals . They feed on meat (small animals) Dogs and cats live at home .They are domestic animals. They feed on meat .

The pupils use the form "live in " & "feed on" and try to talk about those animals they have already named and classified The teacher invites the pupils to interpret more the situation and try to communicate by using a "question" – "answer" drill.

A: Where do [cows – goats – horses – donkeys – mules- Camels- Fennecs- Foxes and wolves- Dogs and cats live ? B: They live in deserts – forests / or at home . A : What do they feed on ? B : They feed on [ grass – desert vegetation – fruit and insects – meat ] A : Are they "domestic or wild " animals ? B : Yes /No ,they are . The pupils perform and substitute key words .

Page [email protected]

Interact with the teacher in order to identify the theme of the lesson Interpret the

photos and name the animals Interpret the

photos to list & discriminate between wild and domestic animals Describe and

interpret the animals' life given in the supported aids Interact using

the illustrations in order to interpret them

Distinguish final "s"

pronunciation


pronunciation


pronunciation

Discriminate

between final "s"

pronunciation

Teacher – students Students – teacher Students – teacher Students – students

Pronunciation The teacher writes on the board the following statement .He reads it then invites the pupils to read it .

Cats and dogs are in the fog . Foxes and horses don't like boxes. The pupils read the sentences . Isolation : The teacher invites the pupils to focus on the words written in different colours . He reports them on the board .

Cats - dogs - Foxes - horses - boxes

Analysis:

" s" = s "s"= z "s"= iz "s"= iz "s"= iz

"s"= s - z- iz

Stating rule: The final "s" is pronounced : " s" - " z" or " iz"

Practise : Exercise : Classify the following words according to their final "s" pronunciation.

" cats - dogs – ostriches – cows – fennecs – camels –goats – horses – gazelles – elephants –birds – dolphins –foxes –snakes- donkeys – mules"

" s" = s "s"= z "s"= iz

Cats- fennecs- goats- snakes elephants-

Dogs- cows – camels- birds- donkeys- mules- gazelles- dolphins

Ostriches- horses- foxes-

The pupils do the exercise on their rough copy books ,correct on the board then read it.

The pupils are then asked to listen to the teacher "books shut" and try to identify and discriminate between the sounds .

"Identify page 88" . < oral task > The pupils are later asked to read all the written works on the board and then write down on their copy books .


Read and interpret the new sounds

Interpret the isolated words

Analyze the

script and the sounds in the isolated words

Interpret the

script and sound to state the rule how final "s" is pronounced

Practise the

stated rule by interpreting a written task

Listen to the

teacher and interpret "oral" task "

Produce

written and oral tasks according to the new learning language


Sequence Two LISTEN & SPEAK part two


Communicative Competence Active ,evolving process Active learners


Function : Predicting & expressing intentions Grammar : Simple future tense + "whqqs words" Pronunciation : The sound "tion" Vocabulary : Vocabulary related to environment & animals

Will you explicitly teach an aspect of culture in this lesson ? If so, describe Some sites protected in Algeria and other countries & International days related to the protection of the environment & Seven Wonders of The Wolrd



Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to demonstrate : Predict & express intentions (using the simple future+questions) Identify the sound " tion"


[email protected]

Timing Rationale Type of

interaction Procedure Competencies targeted

Identify the

theme of the

lesson

Showing duty

Introducing

Talking about

environment

Expressing intentions

Teacher –

students

Teacher –

students

Students- Teacher

Teacher- Students Students – students

Sequence two : LISTEN AND SPEAK "2" File five Agenda : Predicting & Expressing intentions ( simple future tense )+ "tion" pronunciation Warming –up:

The teacher greets his learners , inquires about their situations and tries make them talk about how do they feel ,what will they study today.

The teacher tries to look how the classroom is organized ,the floor if it is clean ,the walls of the classroom ,the tables… The teacher will certainly notice that the classroom is not cleaned ,because the pupils are used to through papers on the floor. The teacher invites the pupils to collect the thrown paper on the floor and put them in the basket and try to instruct them by

saying .example: I shall keep my classroom clean . I shall not through papers on the floor . I shall put them in the basket . The teacher invites the pupils to repeat what he has said and tries to make them know that the classroom is their school

environment which they have to care about it. Presentation: The teacher shows to the pupils pictures showing pollution and the others how should our environment be .He asks the pupils

to try to interpret the pictures and try to make a link about what they did few minutes later in their class by cleaning it .He asks the pupils to talk pollution in order to involve them in the lesson's theme.

The teacher pins on the board pictures showing "Rania – Pedro – Wang-Sami – Steve – Aminata " and asks the pupils to talk about them .try to make them introduce them since they have already seen in the previous files.

Try to make the pupils interact about those persons (name – age – job – origin) Pre-listening: The teacher shows to the his learners that those persons are from different countries to show that the problem of

environment is the problem of all the people in the world . Listening: The teacher presents the situation dealing with those persons and asks the pupils to open their books on page "149" ,listen to

the instructions ,then try to listen and complete the activity . Activity "a"p149: Listen to the TV debate ,then fill in the table .

Rania (Egypt) We won't pollute the Nile Sami (Algeria) We'll protect the gazelles Steve (North America) We'll not make clothes from animal fur Aminata (Nigeria) We'll protect the elephants Wang (China) We won't catch pandas Pedro (Brazil) We won't cut trees to save The Amazon Forests

The pupils listen to the teacher reading the script (p158) then try to fill in the table on their books (using their pencils) The teacher invites the learners to correct ,then the yare asked to go to page and perform the drill as a group work (each

pupil represents a nation) The teacher interacts with his pupils about each answer ,what does it represent and why it should be done like that .

[email protected]

Interact with the teacher about the classroom situation Interpret the

photos and introduce people Interact with

teacher about those people's name –origin…. Listen and

interpret an oral text to decode the messages included in it


Describing animals

Inquiring and

expressing intentions

Teacher – students Students – teacher Students – teacher Students – students

Post –listening : The pupils are asked to read again the script on page 158 and try to do the following task:

Exercise :Read the script again then try to do the following exercise . Fill in the diagram (Van Diagram)

The pupils read then try to fill in the diagram . They are invited to come to the board and correct then they are asked to deduce the diagram of the middle why all this is done.

The pupils are asked again to pay attention at the table or the diagram and try to do the following task.

Activity "b"p149: Listen again and name the animals which are in danger. The animals which are in danger are:

gazelles (Algeria) - elephants (Nigeria) – pandas(china)- animals with fur (north America) The teacher tries to interact with his learners about this problem and try to make them talk about why are these animals in danger. This to lead them do the tasks on pages 150 & 151.

Practise

Activity "a"p150: What will or shall u do to save those animals? A : What will you do to save {the gazelles – the elephants- the pandas} ? B : We won't =shan't [ hunt – kill – catch ] them .

The pupils perform the drill by pairs and substitute the key words. "oral task"

The pupils are invited to pay attention at the photos on page 151 and try to do the activity . Activity "b"p151: Look at the photos and build up correct sentences using "will = shall". "oral task" 1. I shall/ will not pollute in the seas. 2.I will/ shall not throw garbage.3.I shall / will not cut trees. 4.I will/ shall not throw chemicals .

[email protected]

Pronunciation

Listen and interpret the diagram

Interact about animals and try to make a discrimination between them

Analyze the

script and the sounds in the isolated words

Interpret the

script and sound to state the rule how final "s" is pronounced

Practise the

stated rule by interpreting a written task

Listen to the

teacher and interpret "oral" task "

Will protect the gazelles protect the elephants

Will not won't pollute the Nile 'll not make clothes from animal fur won't catch pandas won't cut trees to save The Amazon Forests

Protect the environment

Describing sounds

Describing the sound

"tion

Students – students Students – students teacher – students

Presentation :

The teacher presents the following statement ,reads it and invites the pupils to read it.

There is pollution in the ocean .Rivers and lakes need protection .

Isolation : The pupils are asked to read the words in different colours.

Pollution - ocean - protection

Analyzes: Pollution - protection

tion = sh + n

Stating rule : The letters [ t + i+ o+ n = are pronounced "sh+n"]

Practise :

The pupils are invited to open their books on page 150 and pay attention at the table of "activity –d-p150"

The teacher reads the sounds and focus on the pronunciation of the sound "tion" ,then invites the pupils to repeat after him ,mater he may ask some of them to read them

The teacher asks the pupils to close their books ,listen to him and try to identify the heard sound with their spellings.

The pupils read all the written works on the board then write down.


Interpret the

sound 'tion'

Analyze the sounds and its script Practise and

identify the sound


Sequence Two Read & Produce " page 151 & 152"


Communicative Competencies. Supported and purposeful development Ongoing assessment of Learning


Function : Describing Environment & expressing intentions Grammar : Simple present tense & the simple future tense+ "whqqs words" Vocabulary : Vocabulary related to environment & animals


Some sites protected in Algeria and other countries & International days related to the protection of the environment & Seven Wonders of The Wolrd

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 ideas of very short, formulate and descriptive texts Can read and understand very short simple routine instructions and explanations that provide visual support (e.g .pictures and graphs) Can fill in forms or give simple details writing using very basic and unconnected sentences and phrases.

Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to demonstrate : describe once local environment & express intentions (using the simple future & Simple present tense +questions)


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Timing Rationale

Type of interaction Procedure Competencies

targeted Greeting

and inquiring

about daily school

routines

Describing environment

Describing environment


Teacher

–students Students-teacher Students - teacher Students -students Teacher

–students

Sequence two : Read " Mother Earth" File five Agenda : Describing Environment & Expressing intentions ( simple present +continuous& future tenses)

Warming –up: "Pre-reading"

The teacher greets his pupils & interacts with them about their daily life school activities. He checks if the have really learnt from the previous lesson .If they are really taking care of their classroom ,their school environment .

The teacher shows pictures to the pupils showing problems of pollution and what our planet is suffering from . Make the pupils talk about what our planet is suffering from .Try to listen to them (even if they express themselves in their mother tongue )

The teacher asks the pupils to open their books on page 151 ,he tries to talk to his pupils and "personalizes" the Earth as if it was a real person suffering from pollution and complaining .

During -Reading : The pupils are asked to pay attention at the letter on page 151 ,listen to the teacher explaining the instructions of the activity ,then they are asked to listen to him reading the text ,explaining some new words and then try to use their pencils and answer (on their books).

Activity "c"p151: Read this message and answer the questions. 1) Who is the sender of this letter? Mother Earth is . 2) Who is the receiver ? The children are the receiver. 3) Is Mother Earth healthy ? No , she is not .

The pupils are invited to give back their answers. The teacher listens to the pupils ,reports the answers on the board ,then invites the pupils to read and perform the task as question answer tasks.

The learners are invited to read the text again and try to answer the following exercise .

Exercise :Read the text and fill in this table . Seas Rivers Forests Air Gardens Cities Natural parks animals

dirty dirty dying full of smoke

no flowers growing bigger getting smaller in danger

Post –reading : The pupils work in rough ,correct on the board then read the corrected activity . The teacher interacts with his pupils about the text and the tasks ,he tries to make them talk and come to a conclusion about

the text. The pupils are invited to summarize the text in one sentence "we shall protect the Earth and the Environment ". The teacher invites the pupils to read the written works on the board then copy down on their copy books


Interact with

the teacher about the classroom situation Interact with

the pupils to prepare them linguistically and psychologically to the topic exploited Interpret the

text to decode the messages Produce oral

and written messages about the protection of the environment

Describing environment Talking about pollution Talking about pollution Expressing Intentions

Teacher

–students Teacher

–students Students- Teacher Teacher Students- Students- Students

Integrated Situation Produce File Five "environment 1AM Level

The teacher discusses with his pupils about the last text seen , he tries to reminds them about what they have already seen and what the text talks about.

The teacher makes the pupils to talk about pollution and all what is the planet enduring . The teacher tries to present the integrate situation through illustrations and a set of instructions . The class is divided into groups . Integrated Situation: On the 22nd of April of each year we celebrate the "Earth's Day" . Your school is going to organize a celebration day on this

occasion. Look at the photos on page 151 and the ones on the board ,then try to make a list of the problems our planet is suffering from Make simple sentences about each of the problems. Select four or five mains causes and what solutions we have to do to protect our planet and environment. Make a short paragraph showing your intentions against this problem.

Eliciting information constituents from the learners:

Give the pupils few minutes to work in groups and suggest what should be included in the listing of the problem that affects the planet and the environment.

Rivers-lakes-seas Garbage Tress & forests Air animals

dirty –full with chemicals public and anywhere cut – burn polluted car

smokes-ozone depletion

protect

the teacher lists the pupils answers. Selecting information constituents:

the teacher asks the pupils to select three or four items to talk about . water (Rivers-lakes-seas) Garbage Tress & forests animals

dirty –full with chemicals public and anywhere cut – burn protect Fleshing out the information constituents :

the pupils are asked to build up simple sentences using what they have already seen as "structure" <will and shall> - We shall not pollute the waters of the rivers , the lakes and the seas. - We shall keep our streets ,parks and gardens from garbage. - We shall preserve our trees ands forest from fire and cut . - We will not kill and hunt animals.

Ordering and linking the sentences: The pupils make a short composition using pronouns and connectors.

Suggested paragraph: To protect our planet and the environment we shall not pollute the waters ,of the rivers ,the lakes and the seas. We shall keep our streets, parks and gardens clean. We shall preserve our trees from fire and cut .We shall not kill and hunt animals.

The teacher invites the pupils to come to the board ,correct ,read then write down on their copy books. [email protected]

interact about the previous lessons in order to make a link to the new lesson's theme

Interpret the visuals to talk about the Earth's pollution Interpret the situation to select the right statements Produce a short composition talking about environment and express intentions towards this problem


Sequence Three: Listen and Speak




Function : Talking about rights and duties Grammar : the simple future tense+ Imperative "whqqs words" Vocabulary : Vocabulary related to school and education & Children rights & animals and environment



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 to ask and answer a question. Can listen to and understand main points and some important details ( who- when –where) Can use a few very simple grammatical structure and memorized sentence patterns with limited control. Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to demonstrate :

talk about duties and rights (using the simple future & imperative)

Required material and / or resources : Pictures and flash cards about animals – School regulations – Declaration of children's rights & animals.

Manual's script page 158 & 155

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Greeting – Inquiring and showing rights and duties Talking about school rights Talking about school rights

Teacher-students

Teacher –students

Students-teacher

Students-students

Students-students

Sequence three : Listen and Speak File five Agenda : Talking about rights and duties ( imperative & future) Warming –up: "pre-listening" The teacher greets his pupils, inquires about their news , how do they feel today and tries to check what they have understood

from the previous lessons specially while dealing with the school regulations and the way they take care about their classroom. The pupils have to feel that to take care about their classroom and its furniture is the duty of every pupil . The teacher has also to show them that is their right to come to school and to study . This discussion must lead to the presentation of the lesson. Presentation : "while listening" The pupils are invited to open their books on page 154, and look at the pictures . The teacher asks the pupils to talk about the

photos (Sami and Sally ) what they know about their origins, jobs…. The teacher explains the instructions of the activity ,then invites the pupils to listen to him and try to answer the activity .

Activity "a"p154: Listen and put a tick () next to the right answer. 1. The pupils will have the right to elect . A classmate. 2. They will take part in the writing of the school regulations next . Term

The pupils give back their answers ,the teacher reports them on the board ,then asks them to read the corrected answer. The pupils are invited to open their books on page 158 and perform the script as a drill. Post listening: The teacher invites the pupils to discuss about the script , make them talk about what rights they have as pupils and what duties

they have to against their school. Practice : The teacher leads the discussion about the pupils' school rights and duties , lists up their ideas , try to make them perform as

question answer drill . The pupils perform using the following drill and substitute key words.

Pupils "A" : What right will we have to do in our school ? read books at the school library / participate in editing the school timetable Pupil "B" :What will the right to have and use the internet machines room./ plan excursions ./use modern technologies in class learning use the school's courts to play sport on Thursdays ,Fridays and on holidays. The are asked to open their books on page 154 and pay attention at "activity –a- " ,then teacher explains the instructions and

invites the pupils to perform . Activity "a"p154: Look at the notice and talk about your rights. We'll have the right to elect our representative. We'll have the right to have a good education in our schools We will have the right to study in our cleaned classrooms We'll have the right to practise sport activities in our schools. Pupils will have the right to go for class outings, have leisure activities, go to school by buses and eat in our school canteens . The pupils build up sentences ,then use the previous drill and perform by pairs [substitute key words ] page 23

Interact with

the teacher about the pupils' duties towards their school and classroom Interpret the

photos Listen and

interpret a listening script Produce oral

messages related to the listening script

Talking about animals' rights Identifying personal object

Student - Student Teacher – Students Students- Students

The pupils will keep the same pattern and try to do "activity –b-p155" .They are asked to act as if they were in the place of the

animals. Pandas: Elephants/panthers: Whales : what right will we have ? Crocodiles : Bears:

Pandas: bamboo forest. fur. Elephants/panthers: jungles . tusks

Whales : we will have the right to live in peace in our oceans . . Men kill us for our fat Crocodiles : rivers . skin Bears: jungles. fur The pupils perform in pairs and substitute key words.

Presentation : The pupils are invited to read the following sentence: Men kill us . Isolation : The teacher isolates the following word from the sentence and asks the pupils to read it. us Analysis: The teacher invites the pupils to analyze the following words and statements. Men kill us . Subject+ verb + personal pronoun object Stating Rule : " us " is a personal pronoun object . It comes after a verb. The personal pronouns :

The pupils read the personal pronouns "subject & object The teacher explains the instructions of "activity "d"p155.The pupils listen and try to do the task as "homework".[children's

chart] The teacher invites the pupils to read the written works on the board then copy down on their copy books.

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Interpret the

pictures to talk about animals' rights

Interpret the main constituents of a statements to identify the "personal pronouns objects"

Subject pronoun Object pronoun I me You you He him She her It it We us You you They them


Sequence Three: Read and Produce




Function : Talking about rights and duties Grammar : the simple future tense (contractive forms )+ Imperative "whqqs words" Vocabulary : Vocabulary related to Children's rights & animals and environment



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 ideas of very short, formulate and descriptive texts Can read and understand very short simple routine instructions and explanations that provide visual support (e.g .pictures and graphs) Can fill in forms or give simple details writing using very basic and unconnected sentences and phrases.

Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to demonstrate : talk about duties and rights (using the simple future & imperative)

Required material and / or resources : Pictures and flash cards about animals – School regulations – Declaration of children's rights & animals. Manual's script page 158 & 155 "[email protected]"

[email protected]



Talking

about the principles of rights

and duties

Talking about

children's rights

Teacher –students Students-teacher Students-students Teacher-students

Sequence three : Read and Produce File five Agenda : Talking about rights and duties ( imperative & future)

Warming –up: "pre-reading" The teacher greets his pupils , talks to them about the previous lesson, asks them about the home work the were asked to do . As they were asked to collect information about the "children's rights declaration" ,the teacher listens to the pupils "even in

their mother tongue" While reading: The pupils are invited to open their books on page 155 and pay attention at the text. The teacher explains the instructions of the following exercise then asks the pupils to read the text silently and try to do the

task on their rough . Exercise : Read the text then try to answer the following questions:[ Reference questions]

1) Is the title of the text "declaration of the Animals' rights? No , it is not 2) Do all children of the world have the same rights? Yes they do . 3) Do Algerian pupils have all those rights? Yes ,they do .

The pupils are asked to giveback their answer, they correct on the board, then perform the activity as a drill . The pupils are asked to read the text again and try to answer the following task. [Inference questions] Exercise : Read the text and say : "true" – "false" – or "not mentioned" All the children of the world have the right :

1) to play football. not mentioned 2) to have a name and a nationality . true 3) to have a bad and free education . false 4) to have parents' love and understanding. true

The pupils read the text then try to answer the task , then they are invited to correct on the board and read the corrected task. Post –Reading: The teacher invites the pupils to read the text again ,then try to discuss each "article" with and what do they think about it. The teacher informs the pupils that the "declaration" contains "ten (10) articles" ,they are asked to think about the other

three ones . The teacher may help them by interacting with them about the three other articles ,in order to lead them deduce them . All the children of the world have the right :

Article eight: to play and recreation. Article nine: to receive protection and relief. Article ten: to not to be employed before an appropriate age.

The teacher reports the tasks on the board ,then invites the pupils to read them . The pupils read the written works on the board then copy down .

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Interact with

the teacher about the pupils' duties towards their school andclassroom Interpret the

photos Listen and

interpret a listening script Produce oral

messages related to the listening script and to the theme

Describing

Environment's problems

Talking and listing the problems of the environment Eliciting solution to the problem

Teacher-students Students –teacher Teacher –students Students –students

File five Sequence Three "1st Am"

Produce " integrated situations" Warmig-up:

The pupils interacts with the pupils about the previous lessons and checks if the can really discriminate between "rights" & "duties".

Make the pupils talk and listen to their inquiries in order to lead the discussion about rights and duties . Presentation:

The teacher presents the situation as if the animals could speak and complain about what men is enduring to them . Using visual showing animals concerned by this problem , other showing pollution ,and others showing trees and forests. The teacher tries to make the pupils interpret to pictures and elicits information constituents from them : The pupils are asked to answer the following question:

How is man causing problems to the environment? Environment

Animals forests buildings Waters Air Kill and hunt: tusks-skins-fats-horns- Put in : cages- zoos

Cut and burn tress Factories everywhere Pollute rivers – lakes -seas

Manu cars –factories smokes

The teacher reports on the board the pupils' ideas . Invites the pupils to read the elicited information . The teacher selects from the given lists of information provided by the pupils some which are related to their concrete area

and which the learners can see in their daily life. Environment

Animals forests buildings Kill and hunt: tusks-skins-fats-horns- Put in : cages- zoos

Cut and burn tress Factories everywhere

The teacher invites the pupils to build up very simple sentences showing what men shall do to preserve his environment. Man shall not kill and hunt animals for their tusks, skins, fats and horns. Man shall not put animals in cages or zoos. Man shall not cut trees and burn forests. Man shall not build factories everywhere.

The teacher reports the sentences on the board ,then invites the pupils to read them . The pupils are later asked to make a short composition about how to preserve the environment they live in . The teacher helps the pupils to order and link their sentences in order to make the composition. The paragraph:

Man has to preserve his environment . Man shall not kill and hunt animals for their tusks skins, fats and horns. He shall not put animals in cages and in zoos. He shall not cut trees and burn forests. Man shall not build factories

everywhere to pollute the environment . The pupils work in rough in pairs ,correct on the board then read and write down on their copy books .


Interact about rights and duties

Interpret the situation and elicit information related to the subject

Produce a written message related to the environment

Preserving the environment Talking about environment

Teacher –students Teacher –students Students –students

Project Round –Up

Warming –up: The teacher greets his pupils ,inquires about them and try to know from them if they have brought their project works. The teacher organizes the tables of the classroom according to the number of the groups. Asks the pupils or each group to take their places .

Presentation : Each group is represented by its leader . The group leader comes to the board and tries to presents his group's work. The other groups listen and take down notes .

Discussion : The teacher tries to make his pupils discuss each project work presented by each group leader , the pupils have to listen to

each other , accept each others ideas and views. The best project work is reported on the board ,the pupils read it then write its summary on their copy books . The teacher collects all the project works , the best one is hanged on the classroom wall ,the other are supervised by the

teacher and stored in the school library as source of information for the next years pupils .

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Interact with the teacher about the project's work theme

Listen and try

to interpret the other groups' project works

Come to a

final production about preserving the environment

Your ideal city . This first school year's lesson was about "the tree" .

"tree" is an essential partner in the environment . There are many factors which influence the environment. You as a member of your city , how does it look like ? Make a list of the good and bad factors that you see everyday in your city. what to do to erase the bad factors that dominate your city. Can you imagine an ideal city where you can find just good factors that should exist in the environment of you city.

Make a leaflet describing your ideal city using pictures, photos , drawing and instructions that the inhabitants should follow to preserve your city. Once your leaflet is ready present it to your teacher and discuss it with your colleagues.

SWBAT : Preserve the environment

ms1 level file 5 environment according to atf & aef

Education

ideal city

weather grammar

teacher competencies

weather temperatures

weather predicting

weather forecast

lesson plan file

syllables o