ms1 sequence 3 me & my daily activities
Post on 07-Feb-2017
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By : Mr Samir Bounab ( yellowdaffodil66@gmail.com )
mailto:yellowdaffodil66@gmail.com
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My School Presentation
PPU speaking PIASP teaching simple present tense
oral
/s/ - /z/ - /iz/
Your classmates wants to know about your daily activities and leisure time
Asking and giving the time
Simple present tense
daily activities (get up- wash face brush teeth get
dressed- have breakfast go to school- have lunch- watch tv do homework-rabbit goldfinch-
canary turtle- goldfish- parrot- fennec- hobby drawing)
visual ( school manual flashcards daily activities flashcards-
clock board and marker
He can understand and interpret verbal and non-verbal
messages
He can work in pairs or in groups
He can use role-play to communicate appropriately
He socialises through oral or written exchanges
Values
The learner can use the markers of his identity when introducing himself to others: name,
He behaves as a responsible and committed citizen
he shows respect for the family members and all the jobs seen in the societyy
He is keen on learning about others markers of identity
mailto:yellowdaffodil66@gmail.com
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time rational Interaction Procedure competences VAKT/ Aids
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Greet and welcome Valuing time Know time Valuing time Valuing time Value time and habitual behavior
Teacher students Students- teacher Students- students Teacher students Students- teacher Students- students
Teacher students Students- teacher
Students- students
Teacher students Students- teacher
Students- students
Teacher students Students- teacher
Students- students
Teacher students Students- teacher
Students- students
MS1 Me & My daily activities Seq 3 Lesson
Warming up: The greets his learners and welcomes them. The teacher interacts with his pupils bout the timing of the
English lesson, what they will study next ,he tries to make them talk about the timing of their school syllabus or what they are studying in that day
The teacher tries to make them also talk about the timing they start school and the time they finish it.
Presentation: Using a visual aids { a clock} The pupils listen to the teacher and try to repeat the time . O'clock = sharp: { one thirteen / two fourteen / three
fifteen Twelve = mid day / twenty four = mid night = zero hour} Quarter past: [one two three sixteen Half past: {five seven ten twenty .} Quarter to: [three nine twenty .} The pupils listen to the teacher and repeat, then they are
asked to perform following statements about timing: It (time) is Twelve = mid day /twenty four = mid night =
zero hour} Quarter past: [one two three sixteen ] Quarter to: [three.. Half past: {five seven ten twenty .} The teacher next invites the pupils to perform in pairs: A : Is it One Oclock ? B: No, it is not. A : What time is it then ? B : It is one o'clock / quarter
past one / half past one / quarter to Practice 1 : The learners perform the drill by pairs and they are asked to
be free to substitute key word A : Is it (One Oclock - quarter past / quarter to / half
past? B: No, it is not. A : What time is it then ? B : It is two o'clock / quarter past one / half past one /
quarter to Use : The pupils say the time and repeat it then they are asked to
ask about the time and give it . Learners use their school time table and perform asking
about the time of : starting school finishing school time of each subject break time lunch time
Presentation 2: < Describing Daily Activities> Using Visual aids showing daily routine activities the teacher
introduces the situation The learners listen and repeat:
get up - do ablution - pray - have breakfast - go to school -
watch TV do homework have dinner - go to bed at 6 -6:15 6: 25 - 7:15 - 7;30 - 5:00 - 18:00 -22:00
by Mr Samir BOUNAB ( yellowdaffodil66@gmail.com )
Interact to greet and welcome
Interact
about the English time
course
Interpret the clock
And the
time
Interact about time
Interpret the time
Produce drill asking and telling the
time
Interact about time and daily activities
Interpret
Daily activities and
time
Produce Short
paragraph about
Ones daily activities
Visual & tactile ( learners time table) Visual ( flash card / clock ) Visual ( board and marker) Visual ( clock & board and marker) Visual ( clock and board & marker) Visual ( flash card showing daily activities ) Visual ( board and marker)
mailto:yellowdaffodil66@gmail.com
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Greet and welcome Value time and habitual behavior Value time and habitual tasks Inquire about ones daily activities Know about the simple present tense
Teacher students Students- teacher
Students- students
Teacher students Students- teacher
Students- students
Teacher students Students- teacher
Students- students
Teacher students Students- teacher
Students- students
Practice
The teacher invites the pupils to talk about those pictures , say
the timing and daily activities .
Affirmative form :
The learners listen then repeat using the pronouns ( I- you
we they )
A: What do (you/ they) do every day at [6.30-6.45- 7:00-
7:30- 8:00 -8.30 ]? B: ( I- you-we- they) get up at 6:00 ( I- you-we- they)
do ablution at 6: 15 . ( I- you-we- they) pray at 6:30 .
( I- you-we- they) on my clothes at 6:45 ( I- you-we-
they) have breakfast at 7:00. ( I- you-we- they) go to
school at 7:30 ( I- you-we- they) arrive to school at 8:00
( I- you-we- they) start class at 8:30 . ( I- you-we- they)
have lunch at the school canteen at 12 :30 . ( I- you-we-
they) finish school at 16 :30 . ( I- you-we- they) do
homework at 18:00 . ( I- you-we- they) have dinner at 20 :
00 . ( I- you-we- they) watch tv at 21:00 . ( I- you-we-
they) go to bed at 22:00.
Learners are invited to perform using ( he she)
A : What does (John /Khadidja) do every day? B : Every (John/Khadidja) gets up at 7 . ( He She)
does ablution . ( He- She) prays at 6:20 . ( He /She) has
breakfast at 7:15 . (He / She) goes to school at 7:30 . ( He-
She) starts school at 8:00 . (He-She) has lunch at 12 30. (
He She) finishes school at 16:30 . ( He- She) revises
lessons at 18:00 . ( He She) has dinner at 20: 00 .(
He/She) watches TV at 5:00 . (He/She) goes to bed at
22:00
Interrogative & negative form
A : Do ( you- they ) have lunch at 7:00?
B : No , ( I you we they) do not.
A : Do ( you they ) go to bed at 22:00?
B : Yes ( I- you we they ) do .
A : Does ( khadidja John ) goto school at 9:30?
B : No ( he she) does not.
A : Does ( he she) have dinner at 20:00?
B : Yes ( he- she ) does
Learners work in pair and substitute keywords
Use :
The learners are asked to talk about their daily activities (
oral) & do that as homework for the next session
The learners read the written work on the board then copy
down on their copy book
Interact to greet and welcome
Interpret the suggested
daily activities
Interpret and perform in
pairs
Interpret and
substitute
Key words
Produce dialogue
asking and answering about daily
activities
Interact about the suggested statement
Interpret each part of
the statement
and identify the new structure
Visual ( board & marker) Visual ( flashcards & board & marker) Visual ( board and marker) Visual ( flashcards showing daily activities) Visual ( learners copy book & board and marker) Visual ( board and marker)
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Know about the simple present tense forms Question Using the simple present tense Make questions using yes & no questions & whqq words
Teacher students Students- teacher
Students- students
Teacher students Students- teacher
Students- students
Teacher students Students- teacher
Students- students
Teacher students Students- teacher
Students- students
Teacher students Students- teacher
Students- students
yellowdaffodil66@gmail.com
Lesson : PIASP teaching grammar simple present tense
( Describe daily activities part 2)
Warmer :
The teacher welcomes his learners, and invtes the learners to
correct the given homework
Assessing homework:
The teachers moves and checks the learners productions ,
then selects some to read their productions
Suggested production :
I get up at 6:00 . I do ablution at 6: 15 . I pray at 6:30 .
I have breakfast at 7:00. I go to school at 7:30 .I- you-we-
they) arrive to school at 8:00 . I start class at 8:30 . I
have lunch at the school canteen at 12 :30 . I finish school
at 16 :30 . I do homework at 18:00 . I have dinner at 20 :
00 . I watch tv at 21:00 . I go to bed at 22:00. Teacher reports the learners best production , then invites
them to read the corrected composition
PIASP : Teaching simple present tense
presentation I do my homework at 19:30 . He goes to school .
isolation I+ do +my homework + at 19:30 He + goes+ to schol analysis subj+ verb + object + time subj + verb + obj (do= verb to do) (goes=verb=to go+ es)
Simple present tense simple present tense
Stating rule
Interpret the stated rule Interpret the forms of the simple present tense Interpret the different forms of the simple present tense Interpret the forms of the type of questions used with the simple present tense
Visual ( board and marker) Visual (board and marker) Visual ( board and marker) Visual ( board and marker) Visual ( board and marker)
mailto:yellowdaffodil66@gmail.com
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Make auxiliary questions Form negative form Act of Communic And social status Inquire about learners school time table
Teacher students Students- teacher
Students- students
Teacher students Students- teacher
Students- students
does (she / he /it) pray ? How go When study 2) Whqqs : Subject : " he she it "
Where What
How +DOES +SUBJECT +VERB ( s/es/ies)+ OBJECT + ? When infinitive which
Where live Which watch What
The teacher does a quick summary about the simple present tense. Grammar : The simple present tense:
The sentence is Subject + verb + object
a) The subject: I / you / we/ you/ they I speak English you play football we support the Algerian team you revise the lessons they start class at 8.30
b) the subject : " he she it "
s He She + verb + es + object It ies
speaks S/he it washes - misses- boxes- does- watches Crycries - worry worries
But: when "y" is preceded by a vowel only "s" is added.
play plays S/he it Obey obeys Buy buys
c) Questions:
1) Whqqs: Subject " I- you- we you they".
Where What How + DO + SUBJECT + VERB + OBJECT +? When which
Example: I study? Where you speak? What DO we support? How you start? When they leave? Which
Interpret the way to ask questions using the simple present tense Interpret the negation with the simple present tense
Visual ( board and marker) Visual ( board and marker)
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Match number with script Identify &
Doscriminate Between the meaning of each sentence Ask and tell time in communica Information Gap activity
Teacher students Students- teacher
Students- students
Teacher students Students- teacher
Students- students
Teacher students Students- teacher
Students- students
Teacher students Students- teacher
Students- students
But when the question is about the "subject" WHO + verb.
Ex: Who goes to school/ who knocks the door / who score ?
Interrogative questions:
Do + subject + verb + object Does
Ex : do (you I we they) study English? Does (he she it) have lunch?
3)Negative form:
1) Subject + do + not + verb + object.
(I/you/we/they) do not ( go-study-wash)
2) Subject + does +not + verb(infinitive) + object.
(s/he it ) does not ( wash- stay- cry )
Learners read the written work on the board , then
copy down
By : Mr Samir Bounab yellowdaffodil66@gmail.com )
Interact to greet and welcome Interact about the English course timing Interpret the time in written way Interpret the meaning of each Sentence Interact in pairs Interpret the school time table Produce communic Task using time
Visual ( board and marker) Visual ( board and marker) Visual ( board and marker) Visual ( board and marker)
mailto:yellowdaffodil66@gmail.com
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Socializing Be aware about importance ones school time table Spell the time Identify and discriminate between the learnt learning objectives Use the time in real life exchanging situation
Teacher students Students- teacher
Students- students
Teacher students Students- teacher
Students- students
Teacher students Students- teacher
Students- students
Teacher students Students- teacher
Students- students
MS1 level Me & My daily activities Seq 3 Lesson : Ask and tell the tell / describe daily activities (Practice) Warmer : The teacher greets & welcomes his learners , then inquires about the time the previous session before English or the one after , he may ask them these questions :
What time is the English course today? What time do you start class? What do you study today ? ( time + course)
PRACTICE: The teacher reports the learners answers on the board
then invites them to read. Learners are invited to do the following tasks. The teacher explains the instruction then invites the
learners to work in rough Task 1: Write the time in full .( based form )
1.00 12.15 13.30 14.45
16.00 00.00 12.00 8.01
17.05 18.20 18.29 19.40
22.50 23.59
Learners work in rough , the teacher supervises their sorks
then invites them to correct on the board
Teacher explains the instructions of the second task then
invites the leaners to work in rough.
Task 2: Complete with the right word to identify the meaning of each sentence. ( meaning based)
( age likes time job)
Ahmed is a doctor = (..) Amira is 9 years old . = ( ) It is 10 : 30 . = () I like playing football . = ( .)
Learners works in rough , the teacher supervises their sorks
then invites them to correct on the board
Teacher explains the instructions of the next task , then invites
his learners to work in rough .
Task 3: Use your school timetable to complete the
dialogue. (vommunicative based )
Teacher: What time is the English on Sundays?
Learners : The English course is at ..
Teacher : Is the French course at 10 : 00 today?
Learners: .
Teacher : What time do you practice sport ?
Learners : On practice sport on .at
Learners work in rough , the teacher supervises their sorks then
invites them to correct on the board
Learners are invited to read the corrected tasks , then copy down .
By Mr .Samir Bounab ( yellowdaffodil66@gmail.com )
Interact to greet and welcome Interpret the questions related to the school time table Interpret time from numbers to letters Interpret the meaning of each sentence Interact and interpret the exchange to produce a dialogue asking and give the time
Board and marker Board and marker Board and marker Board and marker Board and marker
mailto:yellowdaffodil66@gmail.com
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Be happy to meet classmate and teacher Master the components of a sentence and the right logical order Understand meaning of each sentence Use the learnt language to Ask questions in real life situations Identify the verb in a given sentence Discriminate between the pronun of the final s
Teacher students Students- teacher
Students- students
Teacher students Students- teacher
Students- students
Teacher students Students- teacher
Students- students
Teacher students Students- teacher
Students- students
MS1 level Me & My Daily Activities Seq 3 Lesson : Describe daily activities ( practice ) PIASP pronunciation sounds /s/ - /z/ - /iz/ Warmer : The teachers welcomes his learners and tries to make quick review about the last session, making them talk about describing their daily activities using the simple present tense. Learners are invited to do the following tasks to consolidate the previous acquired knowledge Practice :Task One: (based form ) Re-order the words to make correct sentences and questions :
? / you / study / Friday / Do / on , / not / I / No/ do / . Ahlam / ? / Does / speak / French Does / . / yes / she / What /?/ Omar / does / finish / school his/ likes/ Omar /canary/ ./ canary/./ nice/sings/ songs
Learners work in rough the teacher supervises their works , then invites them to correct on the board and read the correct tasks
Task Two : ( Meaning based) Match the pairs
Sentence Meaning
a) My dad is a plumber. b) English is at 9:00. c) I get up at 6:00, have class at 8:00 ,
practice sport at 10. d) I like football.
1) Likes 2) Job 3) Time 4) Daily activities
Sentence a b c d
Meaning
Learners work in rough the teacher supervises their works , then
invites them to correct on the board and read the correct tasks Task Three: (communicative based task) Ask questions to form
correct dialogue. A : ? B : No ,I do not study at the lycee. A ; ? B : I study at Middle school. A: ? B : yes my brother works in an office Learners work in rough the teacher supervises their works , then
invites them to correct on the board and read the correct tasks
PIASP pronunciation sounds /s/ - /z/ - /iz/
Presentation : Learners are invited to read the sentences in the first task and pay attention at the words written in different color.
Ahlam speaks French .The canary sings well. Omar finishes school at 17:00. Analysis: speaks sings finishes s = /s/ s = /z/ s = /iz/ Stating rule :
Letter Pronunciation
s
/s/ = likes- hates- /z/ = goes- studies /iz/ = finishes- watches
By Mr Samir Bounab ( yellowdaffodil66@gmail.com )
Interact to greet and welcome Interpret the right form of each sentence Interpret the meaning of each sentence Produce a dialogue dealing with daily activities using the simple present tense Interact about the previous task Interpret the for m of the verbs ending with s Interpret the sound behind each letter
Board and marker Board and marker Board and marker Board marker Board and marker
mailto:yellowdaffodil66@gmail.com
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Practice pronunciation of the final s Identify and dicriminate between the pronunciation the final s
Teacher students Students- teacher
Students- students
Teacher students Students- teacher
Students- students
Practice :
Task 1: tongue twister ( game) Read the tongue twister
Mrs James sells seashells by the shiny sea shore Teachers reads the tongue twister and invites the learners to read it
increasing the speed
Task 2 : Put each word in its right column maths- friends - hates boxes- pets - matches dogs- stops places- plays- buses
/s/ /z/ /iz/
Maths- hates- pets- stops
Plays- dogs - friends
Places- buses- matches
Learners work in rough , correct on the board , then read and copy down
By
Mr Samir Bounab
Yellowdaffodil66@gmail.com
Interact about the tongue twister Interpret the sounds of each letter s
Flashcard seashell Board And Marker Board and marker
mailto:Yellowdaffodil66@gmail.com
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My School Presentation
PDP Listneing PIASP teaching pronunciation
listening
/h/ - / /
Your classmates wants to know about your daily activities and leisure time
Simple present tense
daily activities (get up- wash face brush teeth get
dressed- have breakfast go to school- have lunch- watch tv do homework-rabbit goldfinch-
canary turtle- goldfish- parrot- fennec- hobby drawing)
visual ( school manual flashcards daily activities flashcards-
clock board and marker
/h/ - / /
He can understand and interpret verbal and non-verbal
messages
He can work in pairs or in groups
He can use role-play to communicate appropriately
He socialises through oral or written exchanges
Values
The learner can use the markers of his identity when introducing himself to others: name,
He behaves as a responsible and committed citizen
he shows respect for the family members and all the jobs seen in the societyy
He is keen on learning about others markers of identity
mailto:yellowdaffodil66@gmail.com
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