New ms1 file 5 environment according to atf & aef competencies

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

Environ

ment

Internati

onal

organizatio

ns

Sites in

Algeria

and around

the world

Internati

onal days

Abbrevi

ations

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: Environment 1st

Am Level

*

Sequence One Listen and 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

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

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'

orientations

Inquiring

about

weather

& temperatures

Forecasting

weather and

showing

orientations

Forecasting

weather

forecast

& temperatures

Describing

weather

forecast

& temperatures

Page 4

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 ]

"[email protected]

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'

Page 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.

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


Am Level

Sequence One Practise & Produce



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

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 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


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

Forecasti

ng

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

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 .

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

Interact about

weather

Interpret the

table

Produce a short

written message

Interpret and

compare

Interpret the

situation and

produce written and

oral short production


Am Level

Sequence Two LISTEN & SPEAK



Active ,evolving process

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 : 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

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.



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"


Pictures and flash cards about animals – Nile River – Amazon Forest – pollution & protected sites.

Manual's script page 158 ""[email protected]

Timing Rationale Type of

interaction Procedure Competencies

targeted

Identify

the

theme of

the

lesson

Naming

animals

Describing

animals

(discriminat

e 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 .

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

Distinguish


Distinguish


Discriminate

between


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


Am Level

Sequence Two LISTEN & SPEAK part two



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


AEF to reflect the specifies of you lesson. Can interact to ask and answer a question.




Predict & express intentions (using the simple future+questions)

Identify the sound " tion"



Manual's script page 158

"[email protected]



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 .

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

Expressing

intentions

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 .

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

Pronunciation 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


Am Level

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 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


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.


describe once local environment & express intentions (using the simple future & Simple present tense +questions)



Manual's script page 151 ""[email protected]



targeted

Greeting

and

inquiring

about daily

school

routines

Describing

environment

Describing

environment

Expressing

intentions

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 "yellowdaffodil66@

gmail.com


Am Level

Sequence Three

According to the slimming of the syllabus September 2013 this sequence is omitted

By

Mr Samir Bounab

"[email protected]

New ms1 file 5 environment according to atf & aef competencies

Education

Transcript of New ms1 file 5 environment according to atf & aef competencies