ms1 sequence 3 me & my daily activities

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By : Mr Samir Bounab ( [email protected] )

mailto:[email protected]

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


time rational Interaction Procedure competences VAKT/ Aids

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

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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 ( [email protected] )

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)


Greet and welcome Value time and habitual behavior Value time and habitual tasks Inquire about ones daily activities Know about the simple present tense


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Students- students


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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)

Know about the simple present tense forms Question Using the simple present tense Make questions using yes & no questions & whqq words


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Students- students


Students- students


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[email protected]

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)


Make auxiliary questions Form negative form Act of Communic And social status Inquire about learners school time table


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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)

Match number with script Identify &

Doscriminate Between the meaning of each sentence Ask and tell time in communica Information Gap activity


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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 [email protected] )

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)


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


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Students- students


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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 ( [email protected] )

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


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


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Students- students


Students- students


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 ( [email protected] )

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


Practice pronunciation of the final s Identify and dicriminate between the pronunciation the final s


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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

[email protected]

Interact about the tongue twister Interpret the sounds of each letter s

Flashcard seashell Board And Marker Board and marker


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


ms1 sequence 3 me & my daily activities

Education