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Sequence Two :Me And Lifestyles

Teacher : ABOUBAKER CHOUIT

Initial Problem Solving Situation

Your English and History teachers asked you to organize a photo and postcard exhibition with accompanying captions and short descriptive texts comparing life in some Algerian cities about the past and today ( dwellings , architecture, people, dress,, etc).

Level: 3MS S-Dridi Saadi Middle School T: A-Chouit Sequence :02 Me and my life styles

Lesson: Problem Solving Situation Framework :PDP

Learning Objective(s): By the end of the session my PPs will be able to make the difference between old and modern lifestyles Targeted Competences: Interact .Interpret .Produce

Domain (s): Oral-Written (Both)

Materials: WB- PPs’ Copybook +pictures

Target Structures: lexis and expressions related to present and past simpleCross Curricular Competencies Core values* Intel:He can understand, interpret verbal and non verbal texts.The learner can use his critical thinking skills when gathering information He can solve problem situations using a variety of communication means.* Meth: He can work in pairs or in groups.*Com: He can use a role play to communicate appropriately* Per and Soc: He can show responsibility towards team work.

* Valuing the intangible cultural heritage.* Valuing modern and traditional lifestyles* Being proud of belonging to modern life

Time

Framework

Procedure Focus Objectives Aids VAKT

Warming up

Pre presenting

Presenting

-T-Greets his PPs ,they respond .-T-Splits the pieces of paper on the PPs on which the topic of the sequence is written then reads it

-T-Asks PPs to read and underline the key words Lifestyle-past-today-dwellings - …..-T- Explains the topics that will be discussed in the sequence by presenting a couples of photos.-T-Draws a spider diagram and writes

Lifestyle-T-Splits the class into groups PPs starts to collect ideas and teacher checks.

T/PPs

/

Leading in

To introduce the problem And expose PPs to it

activate their Imagination and prior Knowledge

WB-PPs’ Copybook +book+Pictures


A

A V

VAK

Your English and History teachers asked you to organize a photo and postcard exhibition with accompanying captions and short descriptive texts comparing lifestyle in some Algerian cities about the past and today (dwellings , architecture, people, dress, transport, etc).

Post presenting

-T-invites the learners to read their products and fill the diagram on the board.

-T-Asks PPs to copy down the topic in their copybooks

PPs/T

To generate solve the problem and find solutions


VAKT

The Teacher’s commentsWhat Worked What hindered Action Points…………………………………………….

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Level: 3MS S-Dridi Saadi Middle School T: A-Chouit Sequence :02 Me and lifestyles Part I

Lesson: 01 I listen and do ( 2 sessions) Framework :PDP

Learning Objective(s): By the end of the lesson my PPs will be able to talk about old lifestyles Targeted Competences: Interact .Interpret .Produce


Materials: WB- PPs’ Copybook +pictures- audio scripts

Target Structures: lexis and expressions related to past simple (used to –ago-did …..)Cross Curricular Competencies Core values* Intel: He can understand, interpret verbal and non verbal texts.* Meth:He can work in pairs or in groups.*Com: He can use a role play to communicate appropriately. He can talk about old lifestyles.* Per and Soc: He can show responsibility towards team work. He socializes through oral and written messages.

* Valuing traditional lifestyles* Valuing the intangible cultural heritage.

Time

Framework


05o

10o

Warming up

Pre listening

-T-Greets his PPs ,they respond .-T-Sticks on the board pictures of old and new items ( car-clothes-food-…..).

-T-lets the PPs discus together then ask them *what do these photo represent?*what do they like or prefer?.-T- Asks PPs to open their books on P 48-T- Gives the instructions-T-Asks the PPs to listen to the dialogue of Jenny and her grandma (part 1). Then do the following tasks.Task 01 p 48: I write True or False:-PPs listen again then do tasks (03and 04p48).check their answers then compare the answers with their mates and correct one another.Task 01: Lexis:(written)a-I find in the text words that are closest in meaning to:

T/PPs

/

Leading in

To lead in

To brainstorm ideas aboutlifestyles


A

A V

30o

15o

During listening

Post listening

started=…………… parents=…………..luck=…………….. job=……………….b-I find in the text words that are opposite in meaning to:city≠……………. died≠……………. Slow≠………….. easy≠…………….

-T-Asks the PPs to listen to the dialogue of Jenny and her grandma (part II). Then do the following tasks.Task 07 p 49: I listen and number the bubbles in the correct order.-T-Asks the PP to listen again then do tasks 08p49).check their answers then compare the answers with their mates and correct one another.

-T-Asks the PPs to listen to the dialogue of Jenny and her grandma (part III). Then do the following tasks.Task 09 p 50: I tick the correct box:-PPs listen again then do tasks (03and 10p50).check their answers then compare the answers with their mates and correct one another.-T-Asks the PPs to listen again to the dialogue of Jenny and her grandma (part III). Then do.Task 11 p 50: I match item with the correct picture.

Task 02:I complete the dialogue below about my grandma’s old days :(written)My partner: Where was your grandma born?Me:…………………………………My partner: How many were they in the family?Me:………………………………….My partner: Can you tell me a bit about her living place?Me:………………………………….My partner: How did they use to cook ?Me:………………………………….My partner: Did they use to help in housework?Me:…………………………………


T/PPsPPs/T

PPs/T

To reinforce peer correction and cooperative learning

To transform pieces of information into a short interview



WB-PPs’ Copybook

VAK

VAT


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Level: 3MS S-Dridi Saadi Middle School T: A-Chouit Sequence :02 Me And Lifestyles

Lesson: 02 I pronounce Framework :PPU

Learning Objective(s): By the end of the lesson my PPs will be able to pronounce these sounds /u:/-/u/-/3:/-/ /Targeted Competences: Interact .Interpret .Produce



Target Structures: sounds : /u:/-/u/-/3:/-/ /Cross Curricular Competencies Core values* Intel: He can understand, interpret verbal and non verbal texts. He can interpret and identify sounds. * Meth: He can work in pairs or in groups.*Com: He can use a role play to communicate appropriately.* Per and Soc: He socializes through oral and written messages.


Time

Framework


05o

05o

10o

Warming up

Presentation

Practice

-T-Greets his PPs ,they respond .Part One-T-Writes the following words on the board then read it. *Oud-Room-View-Blue-Shoe-Two→/ u:/*Should-Foot-Put→/u/-T-Invites his learner to read and focus on /u:/ and /u/.-T-Asks PPs to open their books on P56-T-Asks the PPs to read the pronunciation tools than do the following tasks:-T- Gives the instructionsTask 01 p 60: oral I listen and tick the correct pronunciation of the letters in bold.-T-Asks the PP to check their answers then compare the answers with their mates and correct one another( Task 02

T/PPs

T/PPs

/

PPs/T

Establish a good classroomAtmosphere

To identify the target sounds

To reinforce and consolidate the pronunciation

WB-PPs’ Copybook +book+


A V

A V K

15o

05o

10o

15o

Use

Presentation

Practice

Use

p 60 )Task 03:Written I classify these words according to the pronunciation of the letters in the chart below. /u:/ /u/ Mute-cool-suit-due-cute-fool-Lute-mood-moon-que-huge-food-flew-new-soup-shoot-glue-tool

Full-hood-pull-bull-wolf-cook-book-put-wool-stood-shook-

-T-Asks PPs to copy down the task in their copybooks

Part Two-T-Writes the following words on the board then read it. *Early-Bird-Person-Work-Turn.→ /3:/*About-Today-Picture-Teacher-Pizza→/e/-T-Invites his learner to read focus on /3:/ and /e/.-T- Asks PPs to open their books on P 57-T-Asks the PPs to read the pronunciation tools than do the following tasks:-T- Gives the instructionsTask 03p 60: oral (Part2) I listen and tick the correct pronunciation of the letters in bold.-T-Asks the PP to check their answers then compare the answers with their mates and correct one another( Task 04 p 60 )Task 03:Written I classify these words according to the pronunciation of the letters in the chart below. /3:/ /e/Fair-hair-word-heard-first-burn-Earth-birth-girl-Purpose-

Today-alone-ago-Camera-allowed-Mother-ahead-second-again


T/PPs

PPs/T

To Check PPs assimilation




WB-PPs’ Copybook

WB-PPs’ Copybook +book


WB-PPs’ Copybook

V A K T

A V K

V A K T


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Lesson: 03 I practice I Framework :PPU

Learning Objective(s): By the end of the lesson my PPs will be able to use past simple and the time marker agoTargeted Competences: Interact .Interpret .Produce


Materials: WB- PPs’ Copybook –PPs’ course book

Target Structures: Cross Curricular Competencies Core values* Intel: He can understand, interpret verbal and non verbal texts. He can interpret and use past simple. * Meth: He can work in pairs or in groups.*Com: He can use a role play to communicate appropriately.* Per and Soc: He socializes through oral and written messages.


Time

Framework Procedure Focus Objectives Aids VAKT

050

100

Warm up

Presentation

-T-Greets his PPs ,they respond .Part One

Affirmative form -T-Writes on the board this sentence-she shared the room. ↓ ↓ ↓We shared the room. ↓ ↓ ↓ S + V+ed + ORegular v: v(Stem/Base)+e

T → L


Interacting to elicit the target structure

WB-

A V

A V

100

150

050

050

100

Practice

Use

Presentation

Practice

Use

-Grandma bought a blouse. ↓ ↓ ↓ Grandma bought a blouse.S + (irregular) V + OIrregular v : (v changeAffirmativeRegular v: v(Stem/Base)+eIrregular v : (v changeNegative formShe did not share the room. ↓ ↓ ↓ ↓ ↓S +did +not+Vstem+ONegative did +not + V stem Interrogative form Did grandma buy a blouse? ↓ ↓ ↓ ↓ ↓Did + S+ V(stem) +O+?Interrogative Did+S+V(stem)+O+?Task 01:I order these to get correct Sentences

1-did-she-not-getup2-?-did-Jenny-wear-berets3-Grandma-at home-prepared-cookies Task 02:I put the verbs in bracket in the correct form 1-People(to take)bath once a week in the past.2-grandma (to share) the room with three sisters 80 years ago.3-we (not buy) dress a lot in the 1900’s.

Part Two-T-Writes on the board this sentencesThey went there two days ago.I didn’t see her since 2010.He stayed there for three weeks.-T-Asks to notice what is the difference between the three highlighted words Ago preceded by a period of time.For followed by a period of time.Since followed by a date .Task 01:I fill in the gaps with (since-fore-ago)1-We didn’t use to wear it 80 years……2-I left it ……….2012.3-i worked ………. Two days.

T → L

L→T

T → L

T → L

L→T

To elicit the rule about thePast simple

WB-PPs’ Copybook

WB-

WB-PPs’ Copybook

A V K

A V K T


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Lesson: 03 I practice II Framework :PPU

Learning Objective(s): By the end of the lesson my PPs will be able to use WH questions Targeted Competences: Interact .Interpret .Produce



Target Structures: How long ago/What/Where/When….+did+……….? Cross Curricular Competencies Core values* Intel: He can understand, interpret verbal and non verbal texts. He can interpret and use WH questions. * Meth: He can work in pairs or in groups.*Com: He can use a role play to communicate appropriately.* Per and Soc: He socializes through oral and written messages.


Time


050

100

Warm up

Presentation

-T-Greets his PPs ,they respond .

-T-Writes on the board this sentence-she shared the room. ↓ ↓ ↓Where did grandma take bath ?

T → L


Interacting to elicit the target structure

WB-

A V

A V

100

150

Practice

Use

↓ ↓ ↓ ↓ ↓ ↓ Wh q w did s v o ?Rule: wh+did+s+v+o+?How long did Algeria take theindependence?How long ago did s v o ?Rule: how long ago+did+s+v+o+?

Task 01:I order these to get correct Statements. Written1-did-what-she-like-?2-?-did-Jenny-when-have-a bath3-did-grandma-how-ago-long-wear-blouse Task 02:(T1p66) oral

Task 01:I ask questions on the underlined words Written1-Jenny took a shower once a day.-→…………………….2-Grandma lived in a small house.-→……………………3-My father bought me new dress.-→………………………4-She wore clogs 80 years ago.-→………………………

T → L

L→T

To elicit the rule about theWH questions

WB-PPs’ courses BooksCopybook

WB-PPs’ Copybook

A V K

V A K T

The Teacher’s commentsWhat Worked What hindered Action Points-………………………………………….

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Lesson: 04 I read and do Framework :PDP

Learning Objective(s): By the end of the lesson my PPs will be able to talk about lifestyle in the past. Targeted Competences: Interact .Interpret .Produce



Target Structures: lexis and expressions related to past simple (used to –ago-did …..) Cross Curricular Competencies Core values* Intel: He can understand, interpret verbal and non verbal texts. The learner can use his critical thinking skills when gathering information * Meth: He can work in pairs or in groups.*Com: He can use a role play to communicate appropriately.* Per and Soc: He socializes through oral and written messages.


Time


050 Warm up -T-Greets his PPs ,they respond . Establish a good classroom

A V

100

300

150

Pre-reading

During reading

Post reading

-T-Asks the PPs to open their books on p73 and read the text on than try to do these tasks

Task 01: I write true, false or not mention oral1-The author travelled by train. ……….2-The city was crowded ………..3-This journey was before the independence. ……….4-The writer was alone in his trip. …….

Task 02:I write what or who do these words in the text refer to. oral1-I →2-The town →3-It →-T- Asks the PPs to read again the text to check their answers then compare the answers with their mates and correct one another.

Task 03: Lexis:(written)a-I find in the text words that are closest in meaning to:Happy=…………… City=…………..Enjoy=…………Disappeared=……. b-I find in the text words that are opposite in meaning to:A lot≠……………. Ugly≠……………. On≠………….. Decay≠…………….

Task 04:I answer these questions written1-How long ago did the author visit Setif?→2-How did the writer visit The town?→3-How did the writer find setif?→4-Did the writer like the city? Justify?→-T- Asks the PPs to read again the text to check their answers then compare the answers with their mates and correct one another.

Task 05:I use the previous data and others to write a short summary about the writer trip written 15 years ago a famous British writer ……

T → L

L → T

L → T

L→T

Atmosphere

To lead in


To collect more lexis


To transform data to short passage

WB-

WB-PPs’ courses BooksCopybook

WB-PPs’ Copybook

A V

A V K

V A K T

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The Teacher’s commentsWhat Worked What hindered Action Points-………………………………………….

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Level: 3MS S-Dridi Saadi Middle School T: A-Chouit Sequence :02 Me and lifestyles Part II

Lesson: 01 I listen and do ( 2 sessions) Framework :PDP

Learning Objective(s): By the end of the lesson my PPs will be able to talk about old lifestyles(clothing-entertaining) Targeted Competences: Interact .Interpret .Produce

Domain (s): Oral-Written (Both) Materials: WB- PPs’ Copybook +pictures- audio scripts

Target Structures: lexis and expressions related to past simple (used to –did …..) made of-silent lettersCross Curricular Competencies Core values* Intel: He can understand, interpret verbal and non verbal texts.* Meth:He can work in pairs or in groups.*Com: He can use a role play to communicate appropriately. He can talk about old lifestyles.


* Per and Soc: He can show responsibility towards team work. He socializes through oral and written messages.Time

Framework


05o

10o

30o

15o

Warming up

Pre listening

During listening

Post listening

-T-Greets his PPs ,they respond .-T-Sticks on the board pictures of old and new games.

-T-lets the PPs discus together then ask them *what do these photo represent?*what do they like or prefer?.Part One -T- Asks PPs to open their books on P 51-T- Gives the instructions-T-Asks the PPs to listen to the dialogue of Jenny and her grandma (part4). Then do the following tasks.Task 12p51:I listen than I circle the correct word in bold:-PPs listen again then do task (13p51).check their answers then compare the answers with their mates and correct one another.Task14-17p51-52:I match each game with its corresponding picture:Task 01 : Lexis: (written) a-I find in the text words that are closest in meaning to:Pleasure=………… Look after=………….b-I find in the text words that are opposite in meaning to:Nowadays≠…………… Old≠…………….

Task 02: I answer my partner’s questions about my childhood games : (written) My partner: What games did you use to play when you were a child?Me:…………………………………My partner: Who did you use to play with him?Me:………………………………….My partner: What games did girls use to play?Me:………………………………….My partner: What games do you play today ?Me:………………………………….My partner: Do you play board games, like ‘Damma’ or ‘Scrabble’ ?Me:…………………………………My partner: How often do you play games?Me:…………………………………

T/PPs

T/PPs

PPs/T

PPs/T

Leading in

To lead in



To transform pieces of information into a



WB-PPs’ Copybook

A

A V

VAK

VAKT

10o

30o

15o

Pre listening

During listening

Post listening


Part Two-T-Asks the PPs to listen to the dialogue of Jenny and her grandma (part5). Then do the following tasks.Task 18p51:I listen than I circle the correct word in bold:-PPs listen again then do task (19p51).check their answers then compare the answers with their mates and correct one another.Task20p53:I match each school uniform item with its corresponding picture: -PPs listen again then do task (21p53).check their answers then compare the answers with their mates and correct one another.Task22p54:I listen and fill in the gaps with the names of the school wear items I hear : -PPs listen again then do task (23p54).check their answers then compare the answers with their mates and correct one another.Task 01: Lexis:(written)a-I find in the text words that are closest in meaning to:Finished=………… Beautiful=………….b-I find in the text words that are opposite in meaning to:Worse≠…………… Same ≠……………. Task 02:I answer my partner’s questions about boys and girls wear :(written)My partner: What do boys wear to school in our country ?Me:…………………………………My partner: Who did you use to play with him?Me:………………………………….My partner: What do girls wear to school in our country?Me:………………………………….My partner: What do boys wear to weddings in our country ?Me:………………………………….My partner: Do you play board games, like ‘Chess’ or ‘Scrabble’ ?Me:…………………………………My partner: What do girls wear to weddings in our country ?Me:…………………………………My partner: What do you usually wear at weekend?Me:…………………………………My partner: What did you wear at your first day to school?Me:…………………………………

-T-Asks PPs to copy down the topic in their

T/PPs

PPs/T

PPs/T

short interview

To lead in



To transform pieces of information into a short interview



WB-PPs’ Copybook Course book

A V

VAK

VAKT

copybooks


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Lesson: 02 I pronounce Framework :PPU

Learning Objective(s): By the end of the lesson my PPs will be able to pronounce these sounds /æ/,/ʌ/and /e/Correctly & Silent T-WTargeted Competences: Interact .Interpret .Produce



Target Structures: sounds : /æ/,/ʌ/and /e/ & Silent –T-WCross Curricular Competencies Core values* Intel: He can understand, interpret verbal and non verbal texts. * Valuing traditional lifestyles

He can interpret and identify sounds. * Meth: He can work in pairs or in groups.*Com: He can use a role play to communicate appropriately.* Per and Soc: He socializes through oral and written messages.

* Valuing the intangible cultural heritage.

Time

Framework


05o

05o

15o

15o

05o

10o

Warming up

Presentation

Practice

Use

Presentation

-T-Greets his PPs ,they respond .Part One-T-Writes the following words on the board then read it. *began-grandma-casual-cap→/æ/*uncle-us-mother-London→/ʌ/*elbow-then-very-chess→/e/-T-Invites his learner to read and focus on /æ/,/ʌ/and /e/-T-Asks PPs to open their books on P58-T-Asks the PPs to read the pronunciation tools than do the following tasks:-T- Gives the instructionsTask 05 p 61: oral I listen and tick the correct pronunciation of the letters in bold.-T-Asks the PP to check their answers then compare the answers with their mates and correct one another( Task 06 p 61)Task 03:Written I classify these words in its corresponding column /æ/ /ʌ/ /e/ rag Rug head


Part Two-T-Writes the following words on the board then read it. *listen-beret-fasten→ Silent-T-*write-who-answer→ Silent-W--T-Invites his learner to read -T- Asks PPs to open their books on P 59-T-Asks the PPs to read the pronunciation tools than do the following tasks:-T- Gives the instructionsTask 09p 62: Written I listen and tick the correct pronunciation of the letters

T/PPs

T/PPs

/

PPs/T

T/PPs

T/PPs






To reinforce and



WB-PPs’ Copybook


WB-PPs’ Copyboo

A V

A V K

V A K T

A V K

10o

Practice

Use

in bold.-T-Asks the PP to check their answers then compare the answers with their mates and correct one another( Task 010 p 61 )


PPs/T

consolidate the pronunciation


k +book

WB-PPs’ Copybook

V A K T


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Sequence 02 flash cards

Task 01: I write true, false or not mention

1-The author travelled by train. ……….

2-The city was crowded ………..

3-This journey was before the independence. ……….

4-The writer was alone in his trip. …….

Task 02:I write what or who do these words in the text refer to.

1-I → ………………….

2-The town →…………………….

3-It →……………………..

Task 03: Lexis:

a-I find in the text words that are closest in meaning to:

Happy=………… City=…………..

Enjoy=………… Disappeared=…….

b-I find in the text words that are opposite in meaning to:

A lot≠……………. Ugly≠…………….

On≠………….. Decay≠…………….

Task 04:I answer these questions

1-How long ago did the author visit Setif?

→ …………………………………..…

.2-How did the writer visit The town?

→ …………………………………..…

3-How did the writer find setif?

→ …………………………………..…

4-Did the writer like the city? Justify?

→ …………………………………..…

Silent –T-W

/æ//ʌ/

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