ms1 seq 1 me and my friends ( 2 g)

Me & My Friends

Pedagogic project « 1 »

Sequence 1

Project work « 1 »

My Family Profile

Making Family Profile

PPU Speaking lesson PIASP teaching punctuation

Oral

Introducing oneself / Greeting people

Simple present of “to be” + personnel pronoun “I “

School & classroom worlds

Short vowel /i/

visual (flashcards + school manual p 35- 36)

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 environment (school and

classroom) and protects it continually

He is keen on learning about others’ markers

of identity

Guided Sheet ( lesson focus)

Me & My Friends Project 1 Sequence 1

mailto:[email protected]

5’

20’

10’

-greet and put learners in comfortable Situation to learn Stimulate the learners by creating problem solving situation

Greet and

introduce

oneself

Greet and

introduce

oneself

Greet and

introduce

oneself

Teacher Student Student Teacher Student Student Students Students

Teacher Student Student Teacher Student Student Students Students Teacher Student Student Teacher Student Student Students Students

Sequence 1 : “Me & My friends” MS1 Section : “I listen & do” Input 1: “Greeting & Introducing” Warm up: The teacher greets the learners , welcomes them and tries to make them feel at ease for the learning situation Presentation: Using flash cards the teacher introduces the situation:

Initial problem solving situation: Teachers pin a picture of a school boy and asks :

Is it you? -> No. Is it your friend? -> No

Is it your teacher ? -> No Ok: This is Ahmed . Ahmed is a new pupil. Ahmed introduces himself to his friends. The teacher invites the learners to listen to the dialogue, then repeat one by one (6 to 8 learners) then perform in pair.

Dialogue 1: Good morning / Good afternoon, I am

A : Hello , Ahmed. Hi, My name is

Hi, I am Kamel

B : Hello , My name is Kamel Dialogue 2: Good morning / Good afternoon, I am

A : Hello , Ahmed. Hi, My name is

What is your name ?

Hi, I am Kamel

B : Hello , My name is Kamel

A: Nice to meet you, Kamel. B: Glad to meet you, Ahmed Practice : ( guided practice)

Learners are invited to repeat the two dialogues , then practice substituting key words:

Good morning / Good afternoon, I am A : Hello , (Ahmed- karima-Omar-Yuba) Hi, My name i

What is your name ?

Hi, I am ( Kamel- Cherifa- Rachid- Yasmine) B : Hello , My name is(Kamel-Cherifa- Rachid-Yasmine) A: Nice to meet you,( Kamel- Cherifa – Rachid – Yasmine) B: Glad to meet you, Ahmed-- karima-Omar-Yuba)

[email protected]

Interact (to greet) Interact & Interpret ( to know who is in the picture) Produce

(simple oral message)

Interact (to greet & introduce)

Interpret (interpret

the drill by substituting key words)

Produce ( make simple dialogue using the target language)

Visual ( gestures – miming Visual (flash card showing unknown learner) Visual (board and marker)

Kinesthetic (learners stand up and act the drill- move to greet their mates) White Board

Visual ( flashcards showing Algerian learners )


The punctuation sings

. full stop ? question mark

, coma ! exclamation mark

: colon

5’

Greet & introduce oneself Analyze and deduce the grammar form

Analyze and deduce the grammar form Analyze and deduce the rule Name the punctuation sings


Teacher Student Student Teacher Student Student Students Students Teacher Student Student Teacher Student Student Students Students

Use: Learners are invited to perform in pairs ( closed pairs and open ones ) using the target language they saw in presentation and in practice using their own names

Teacher reports on the board one of the learners productions , Then invites the learners to read PIASP teaching grammar : 1) Presentation: learners are invited to read the following

exchange .

Ahmed : Hello, I am Ahmed . What is your name ?

2) Isolation: : , . ?

3) Analysis colon coma full stop question mark

Punctuation sings

4) Stating rule : Teacher helps the learners to state the rule about punctuation sings by naming and listing them ( they are permitted to use their L1 and L2)

Learners are invited to read the written work on the board , then copy down on their copy books.

By : Mr Samir Bounab [email protected]

Produce ( simple dialogue performing what they have seen above)

Interact Interpret Produce

Interact Interpret Produce

visual (White Board)

Visual

(White Board) Visual

(White Board)

Visual

(White Board)


Greeting and welcoming Greeting and welcoming Greeting and welcoming Identify , name and discriminate between the punctuation signs

Identify where to use each punctuation sgns



Lesson 2 MS1

Warm up:

Teacher greets the learners and welcomes them, tried to make them feel at ease and ready to learn. Teacher invites the learners to make a quick review about the

last session by “greeting and introducing” each others .

Teacher may use “mingle game” Stand up. Find some one you did not meet this morning Greet and introduce yourself to your friend and your friend

does the same thing too.

Learners are asked to open their books , use their pencils and do “p36” Task3

Task 3p 36: I greet and say my name.

Learners work in rough , the teacher supervises their works , then invites them to correct on their books using their pencils.

PIASP practice stage:

Learners are invited to open their books on page 35 and pay attention at the punctuation signs , then invites some of the learners to read aloud.

Learners are invited to do the following tasks to acquire what

has been said about “punctuation”

Based form task :

Exercise : Spot and correct the mistakes.

Ahmed ? My name is Ahmed : What is your name .

Dihya , Nice to meet you : Ahmed ! I am Dihya .

Learners work in rough , the teacher supervises their works, then invites them to correct on the board.

The learners read loudly the corrected task and perform it in pairs .

Page5

Interact ( to greet )

Interpret ( the game to greet and introduce)

Produce ( greeting and introducing oneself)

Interact ( about the instructions of page35)

Interpret ( the instruction of the task )

Produce (very simple message introducing and greeting using correct punct)

White Board

Visual Audio Kinesthetic Tactile

White Board


White Board


White Board

Visual Audio

Hello, my name is ……………………………

Hi, I am ……………………………

Good morning , my name is ……………………………

Good afternoon, my name is ……………………………

Identify the meaning of each punctuation signs

Identify the meaning of each punctuation signs

Use the pucntuaiton signs in communi Information Gap Task



Meaning based task:

Teacher explains the instruction of the second task where the

learners are required to identify the meaning of each punctuation sing.

Learners are invited to open their books on Page 40 , the teacher reads and explains the instructions then learners work in rough.

Task 1 p40: match the pairs Learners work in rough , the teacher supervises their works then

invites them to correct on the board. Learners read loudly the corrected task then use their pencils

and correct on their school manuals.

Communicative based task:

Teacher explains the instructions of the next task where the learners used the “grammar item” in a communicative way”

Exercise: “Pair work” Complete the dialogue with the

punctuation signs

( ? : , ! . )

Ahlam Good afternoon I am Ahlam what is your name Hodda Hello Ahlam My name is Hodda Ahlam Glad to meet you Hodda Hodda Nice to meet you Ahlam

Learners work in pair , teacher supervises their works , then

invites them to correct on the board.

Learners are asked to read the corrected task then write down on their copy books.

By Mr Samir Bounab [email protected]

Interact (to understand the meaning of the task)

Produce (matching sing with nouns)

Interact & interpret (meaning of the communicative task)

Produce ( dialogue using the right puncutatio)

Kinesthetic Tactile

White Board


White Board


White Board

. coma ! question mark , full stop

? exclamation mark


Greet and welcome Name schoolthings and classroom furniture Ask and answer about schoolthing in order to practice the short vowel /i/ Oral pracrice of the short vowel /i/ Identify the short vowel sound in a sentence with its different forms Discriminate between form and sound of the letters that form the short vowel /i/

Teacher- learners Learners – teacher Teacher – learners Teacher – learner Learner- learner Learners – learners Learners - Learners Learners – teacher Teacher- learners Teacher – learners Teacher – learners

2 G curriculum MS1 Greeting & Introducing

( Lesson : PPU Speaking Warm up : teacher greets the learners and welcomes them, and

tries to make them at ease and ready to learn : Using flashcards and classroom situation the teacher introduces

the situation . an email / electric plug Dictionary /

It is Printer / eraser English / pinafore window / dustbin Copy book /

Learners will listen then repeat Learners are invited to perform in pair

A : Is it a dictionary ? B: No, it is not . A : what is it then? B : It is an English book.

: Learners are invited to perform the drill substituting key words

A : Is it ( ) B: No, it is not . A : what is it then? B : It is ( )

: Using pictures and school things teacher invites the learners to write the names of the selected objects

: PIASP

: Learners pay attention at the following example Presentation written on the board , then read it loudly There is a copybook , an eraser and scissors in my schoolbag.

Isolation : is copybook eraser scissors in

“i= e” “y= e” “e” “i= e” “e=I” Analysis:

Short vowel /i/

Stating rule

Letter Pronunciation

“i” “y” “e”

By Mr Samir Bounab ( [email protected] ) page 7

Interact to greet and welcome Interpret the flashcard to name schoolthings Interact Interpret the drill & focus On sound /i/ Interact

Interpret in role play the sound /i/ Produce simple oral words with sounds /i/ Interpret

The example

to identify

the sound /i/

Interpret

the difference between form and sound of

the letters

that form the short vowel /i/

Kinesthetic ( stand up & greet) Visual (flashcards , classroom objects,learners objects )

Visual (flashcards , classroom objects,learners objects Visual (flashcards , classroom objects,learners objects ( visual) Board

( visual) Board

( visual) Board


Consolidate & practice more form and sound Identify the common sound and odd one Exploit the classroom situation and produce very simple words showing short vowel /i/

Learners - Learners Teacher – learners Learners – learners Learners – learners

: Practice Learners are invited to perform the following tasks.

Task 1: (Based form) complete with “ i- y – e”1) …..raser 2) ….mail 3) dustb…..n 4)cop….book

5) Engl…sh 6) w…ndow

Learners work in rough, teachers means while prepares the second task, then supervises their works , offers help , then invites them to correct on board

Task 2: ( meaning based) Cross the odd one (cross the words with NO /i/ sound)

Sit – elephant- eraser – class- mouse – printer- picture-book- copybook – window- door- scissors-

Learners work in rough , teachers supervises and offers help then

invites them to correct. Task 3: (Communicative based ) Put your school things on your

table and list the objects that have the sound /i/ to complete the following paragraph.

The paragraph: There is a pink pencil case , scissors , English book , English copy book , Arabic book , history book , Islamic education book….. Learners work in rough , the teachers supervises and offers

help , then invites the learners to read their production after that , the teacher reports on the board one of the learners’ production, then invites them to read and write down

By Mr Samir Bounab

([email protected] )

Interact about instructions of the task Interpret the form of each letter depending on its sounds Interpret the odd sounds from a given list Interact , interpret the classroom situation to produce simple words with short vowel /i/

( visual) Board

( visual) Board

( visual) Board

&

classroom objects



PDP Reading lesson PIASP teaching grammar

(personal pronoun”I”/ Possessive adjective “my”)

Read

Open your book page 41 . Look at the pictures. Guess what is happening (learners may use their mother tongue or French).Place ( home?) / .Persons ( Pupil? ) / objects ( computer- laptop?.Messages ( email- sms …) values to learn ??

Giving information /responding to questions about :”me = my age –my class-and my hometown”

personal pronoun”I”/ Possessive adjective “my”

ICT –Messagine- greeting – Introducing-

hometown – country

visual (desktop PC - laptopflashcards + school

manual p 41)


non-verbal messages

He can use information and communication

technology whenever he needs it for Learning and research


technology such as blogs , website pages ,

Forums of discussion , to interact with learners of other cultures


exchanges

Values



committed citizen




of identity

By Mr Samir Bounab ( [email protected]

page9


time Objective interaction Lesson competences VAKT(aids)

Greet and welcome Brainstorming to guess topic of the text Identify topic form non verbal msgs Skimming the general idea of the text Scanning and exploiting the text

Re-investing What has been learnt and acquired

Teacher – Learners Learners – teacher Teacher –learners Learners – learners Teacher –learners Learners – teacher Learners – learners Teacher – learners Learners- teacher Teacher – learners Learners – teacher Learners - learners

MS1 Me & Family Sequence1 Lesson: PDP read page 41 Warmer: Teacher greets the learners and welcomes them , then makes quick review about the last session to check if they can greet and introduce each others. Pre-reading: learners are invited to open their book on page 41 and pay attention at the pictures. “Pair work” :Teacher helps the learner interpret the pictures by asking such questions ( learners are expected to answer just by “yes “ or “no”) Task 1 ; Look at the pictures on page 41 and answer the questions

Is picture 1 a photo or cartoon? What about picture 2? Is the blue bubble computer message? Is the brown bubble a telephone message?

Leaners work in pair, meanwhile the teacher prepares the first task which must be skimming one The teacher invites the learners to correct the first task and reports that on the board, then invites the learners to read the corrected answers During reading: teacher explains the instructions of the first task , then invites the learners to read silently the text and answer Task 1 : Read the text and write “true” or “false”

1. The blue message is from Susan. 2. The brown message is from London (Britain).

Learners read silently the texts then answer “task 1”, the teacher meanwhile prepares the second task ( which is scanning one) Learners are asked to correct the task on the board then read the corrected answer Task 2: Read the text then complete the table with information from the text:

Name Age Country City

Learners work in rough, the teacher supervises their works , then invites them to correct Learners are asked to read the corrected tas Post –reading : Teacher invites the learners to read the text silently , then do the following task talking about themselves: Task: Complete the form the write a paragraph talking about yourself.

Learners work in rough, teacher offers help if needed , then invite them to read their productions ,then copies one of them on the board, the learners read then copy down using their own information

By Mr Samir Bounab ( [email protected])

Interact To greet and welcome Interpret the picture Interpret the pictures and answer the questions Produce ( answer and solve the suggested exercises in oral or written way) Interpret the text to answer the task Produce simple message greeting and introducing oneself

Kinesthetic ( stand up & greet)

Visual ( manual flashcards page 41) visual (Board and marker) Visual ( manual script + flashcard page 41)

Visual ( board and marker) Visual ( board and marker, rough copybooks)

Page10

Name :

Age :

City :

Country :

Hello, My name is ………. I

am ………. I live in ……….,

………


Grete and welcome Introduce Identify new sounds and their sounds Knows letters and their sounds Diphthongs Greet – Introduce Talk about age Home town Produce written

Teacher- learners Teacher – learners Learners- teacher Teacher – learners Learners – teacher Learners - learners Teacher – learners Learners- teacher Teacher – learners Learners – teacher Learners - learners

MS1 level Giving information /responding to questions about :”me = my age –my class-and my hometown”

Lesson Warmer: teacher greets the learners , asks them to open their books and invites some learners to read the text loudly , in order to make a review about the last session and enable the learners to read loudly performing form and sounds ( 2 to 3 learners to read the text loudly) Teachers invites Two other learners to read again , and ask their colleagues to circle the words with sound /ei/ and underline the ones with sound /ai/ Presentation: Learners are asked to list the words that have been “circled “ and “underlined” and read them loudly My - name - hi – I – Great Hi my name is Susan. I am from Great Britain

Isolation: Hi my name is Susan. I am from Great Britain Hi my name I great Analysis Hi my name is Susan. I am from Great Britain Hi my name I great “I” – “y”= sound /ai/ “a” - “ea” = sound /ei/ Stating rule:

Practice: learners are invited to practice these sounds through

the following drill ( the lesson shifts to PPU speaking lesson)

Presentation :learners repeat the drill then perform the full drill

: Hi , I am Bouthayna . I am 10. I live in Ain Boucif in /ei/ /ai/ /ai / /ei/ /ei/ Medea. What about you?

: Hello, Suleiman . My name is /ei/ /ai/ /ei/ /ei/

: Nice to meet you Bouthayna /ai/ /ei/

: Glad to meet you Suleiman . /ei/

: What is your Bouthayna ? /ei/

: I am nine Suleiman /ei/ /ai/ /ai /

: What is your hometown ? Bouthayna Suleiman : I live in Ain Defla

/ei/

Practice: learners perform the drill and substitute key words James (18) Brighton – Jane ( 19) United States – Aicha (8) –

By Mr Samir Bounab ( [email protected] )

Letter sound

“I” - “y” “a” – “ea”

/ai/ /ei/

Interact to greet and welcome Interpret text to identify the requested words Interact about The underline words

Interpret the words and their sounds Interpret ( letters that have the sounds /ei/ and /ai/ Interact and interpret the sounds /ei/ and /ai/ in communi Drill Interpret the drill and substitute Key words

Visual (text page 40) Visual( board and marker) Visual (board and marker) Visual ( board and marker) Visual ( board and marker) Visual ( board and marker) Page 11


message including the target language Identify Short vowel and diphthongs Identify Short vowel and diphthongs

Teacher – learners Learners – teacher Learners - learners Teacher – learners Learners – teacher Learners - learners Teacher – learners Learners – teacher Learners - learners Teacher – learners Learners – teacher Learners - learners

Use: “Pair work” learners are invited to use their names and

age and build dialogues respecting the pronunciations od the diphthongs /ai/ & /ei/ Teacher supervises the learners’ productions , then invites them

to perform , later they copy down their own dialogues exchanging information with their classmate

Learners are invited to open their books on page 37 and pay

attention at “task 2”

Teacher invites the learners to use their pencils , listen to him and cross the odd sound

Task 2: a) I listen and cross the odd item

Learners are asked to open their books on page 40, the teachers

explains the instructions , then invites them to work in rough Task 2 : b) I put the words in the right balloon .

Learners work in rough , teachers supervises their works, then

invites them to correct.

Learners read loudly the corrected tasks and copy down

By Mr Samir Bounab ( [email protected])

Produce A communicative produc dealing with the target language Interact abot the instruction of the task Interpret the list of sounds and identify the odd one Interact about the intructions of the the task Interepret bubbles to form the correct liste Produce correct answers of the task

Visual (board and markers) Visual ( school manual page37) Visual ( school manual page40) Visual ( school manual page40) Page 12

Day-play-

game

classroom

May- I –

window

-mobile

Sit –fill-

bike -

give

/ei/ Pray –play-

Tuesday-say

/ai/ Line - fine

/i/ Sick - sit


Greet , welcome and introduce Identify the grammar item , their place in the sentence and their use Identify the grammar item and their use Recognize the right order of a sentence Discriminate between the meaning of the acquired learning objective Use the target language to Form communicative tasks

Teacher – learners Learners – teacher Learners - learners Teacher – learners Learners – teacher Learners - learners Teacher – learners Learners – teacher Learners - learners Teacher – learners Learners – teacher Learners - learners

MS1 level Lesson Giving information /responding to questions about ”me

= my age –my class-and my hometown”

(PIASP teaching grammar:

Warmer: teacher greets the learners , asks them to review what

they did in the last session . Learners are invited to greet and introduce each others. Teacher reports one the learners’ productions on the board Presentation:

Mohamed : Hello, my name is Mohamed . I live in Algiers . What is your name?

Khadidja : Hi , Mohamed . I am Khadidja. I live in Illizi. Learners are invited to pay attention at the what is written in

different color. Teacher asks the learners to list the words written in different colors Isolation :

my name is Mohamed . I live in Algiers. What is your name?

Analysis My is I live in what

Possessive verb personal verb question word Adjective to be pronoun simple Simple present preposition Present Stating rule:

Grammar tools Use

Personal pronoun: “I” Introduce myself . ex: I am Ali.

Possessive adjective: “my” Introduce myself . ex: My name is Ali.

“ am “ verb to be “ ‘m ” ( simple present) “is” “ live” : verb “ to live

The present simple To introduce myself

To introduce hometown

Question work : « what » To ask about name and hometown

Preposition : « in » To show place

Practice : learners are invited to o the following Task one : (based form) re-order the words to make correct sentences

1) Your/ ? / What / is / name 2) is /name/Hi/ ./ my / Yuba/

Task Two: Match the pairs(meaning based)

Sentence Meaning

a) Good morning , how are you? b) I am Khadidja . c) I am 11 . d) I live in Ghardaia.

1) My hometown 2) My age 3) Greeting 4) Introducing (my name)

Task Three page 40: I help Maria and find the right word (communicative based)

Learners work in rough , teacher supervises their works , then invites

them to correct Learners read the corrected tasks then, copy down

By Mr Samir Bounab ([email protected] )

Interact to great, welcome and inquire about the last session Interact and interpret the selected statement Interpret the grammar items Interpret the grammar item and their use Interact about the intructions of the task and interpret the right order and place of each grammar item Produce correct answers of the suggested task and use the grammar items in communicative way

Visual (board and marker) Visual (board and marker) Visual (board and marker) Visual (board and marker) Visual (board and marker) Visual ( school manual page 40) Page 13

My name ……Maria . I …….12.I

……..in Adrar.I love my city

Live

am

is



Situation of Integrations a) “I learn to integrate” b) “ I think and write”

write

You are a new member of your school blog group . Your new friends want to know about you

Introduce yourself

Introducing ( writing blogs/ making ID card) personal pronoun”I”/ Possessive adjective

“my”/prepositions “ in – at – from”

ICT –Messagine- greeting – Introducing-

hometown – country

visual (computer flashcards , blog sample,

school manual p 41)


non-verbal messages


technology whenever he needs it for Learning and research


technology such as blogs , website pages ,

Forums of discussion , to interact with learners of other cultures


exchanges

Values



committed citizen




of identity


Page 14


Time Objective Interaction In put competences VAKT/Aids

Greet and welcome Re-invest what has ben read before To integrated State the importance of the ICT means in our daily life Organize and elicit all ideas Write the first draft to

Teacher – learners Learners – teacher Learners - learners




Lesson: Situation of Integration MS1 Warmer : Teacher greets the learners and welcomes them Teacher inquires about his learners’ school matters and if everything is OK to learn Situation of integration : The teacher introduces the initial problem solving situation Using visual aids showing “ computer – internet”

Teacher interacts with his learners about “computer” and all what they can do with it Brainstorming : Teacher invites the learners to look at the “photo” showing (computer / tablet) and try to talk about it . ( Learners may react in the or mother tongue or in French ) Teacher may help the learner by asking the following questions*

1. What is it? 2. What is computer for? 3. Do you have a computer , tablet or smart phone at home? 4. What do you with your computer , tablet or smart phone?

Teacher explains the instruction of the instruction and interact about them if the administration has already asked them to join any school clubs. Then teacher invites the learners to focus on the “computer club” And tries to make them talk as much as they can Learners are invited to pay attention at the table page 42 Teacher asks the learners to split into groups of 4 , explains how that table should be filled , then learners are invited to work in groups. Planning : teacher helps the learners elicit all what they have learnt to complete the “toolbox”:

Knowledge Skills Attitudes Lexis related to greetings:

Hi / Hello/ good afternoon /good morning / good bye / bye

“to be” in present: “am”- “ ‘m “ - is

Verb: “ live “ S.present Personal pronoun: “I” Possessive adjective : “My” Prepositions : “from – in-

at”

Greeting: Hi / Hello/ good

afternoon /good morning / good bye / bye

Introducing oneself: I am ………….. My name is ………..

Being polite: wait for once turn to

speak

Respect : Greet when meeting

and leaving

Drafting : learners are invited to “select” from the elicited items in

the above ad write their first drafts “introducing” themselves. The teacher moves , checks if all learners understood what to do

and offers help if needed. By Mr Samir Bounab ([email protected] )

Interact to greet and welcome Interpret the photos Guess the topic of the lesson Interact about the topic and interpret the question Interact to elicit all ideas about the given topic Produce a short composition selecting

Visual ( photos of computer,flashcard pge 42 Visual ( board and marker) Visual ( schoolmanual page 42) Visual : (board and marker)

Page 15

You are a Middle School learner.

In your school you study and you participate in school clubs( science

club , sport club , school magazine club, computer club, internet club….

You are a new member of your school blog group .

Your new friends want to know about you

Introduce yourself

Fill on the ID card page 43


Proof readinging Introduce one self using ICT Introduce onself Through ID card




Editing : Teacher asks each learner to write his own production

“introducing oneself” and to fill in his or her ID card.Then copy a sample on the board, and correct all together the common mistakes.

Publishing : My blog :

My ID card:

Learners make their ID cards and stick them on their copybooks , books Learners read the corrected production and copy down using their own information.


Produce a paragraph introducing onself and ID card Produce a paragraph introducing onself and ID card Produce a paragraph introducing onself and ID card

Visual ( board and marker) Visual (board and marker + school manual page 43

Page 15

My school blog group

Hello , my name is ……… I am

……. . I am from ……….. and I

live in ……….

First name :

Family name :

Age :

Class :

School :

Town :

Phone number :

Photo


ms1 seq 1 me and my friends ( 2 g)

Education