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This song will help them learn the vocabulary for morning routines (get up, brush
teeth, wash face, etc.) through mimes, music and repetition.
Listen to this rap song: What do you in the morning?.
*Draw morning on the board with a sun and an arrow pointing up over a horizon.*
Rap the song a first time.
They sing it with me with mimes, twice.
And now you?
Do you remember?
To see if they remember, I ask: Remember. What do you do in the morning?
I mime random actions, and they must sing what I am doing.
*Draw morning on the board with a sun and an arrow pointing up over a horizon.*
I rap the song a first time.
They sing it with me with mimes, twice.
And now you.
Do you remember?
To see if they remember, I ask: What do you do in the evening?
I mime random actions, and they must sing what I am doing.
routines, while having fun. This activity will serve as a transition from the I (my) to
the you (your), for giving rules.
Every time, I say Simon says they must do what I say, but, if I give an order
without saying Simon says, they must not do what I say or theyre out. The last
one out wins.
Listening Comprehension Activity:
The students will do a listening discrimination activity to ensure they can not only
distinguish the different routines orally, but can also write them. It will also serve as a
trace ecrite.
Now listen and write the answer under the right picture.
Clear the table.
Answers:
Make your bed.
Go to bed.
Get up.
Clear the table. Dont talk. Brush your teeth. Set the table. Wash your hand
(1)
(4)
(7)
________________
_________________
__________________
(2)
(5)
(8)
_______________
______________ ________________
(3)
______________________
(6)
______________________
(9)
Script:
Ex. Clear the table.
Set the table.
Wash your hands.
Go to bed.
Make your bed.
Dont talk.
Do your homework.
Brush your teeth.
Get up.
HWK:
p. 58 ex 1
apprendre les chansons par coeur et etre capable de la reciter devant la classe
You
Your friend
mouth full=
Lesson:
After the group work activity, project image with guy looking in mirror with bad
teeth.
Does he often brush his teeth?
He never brushes his teeth.
Then, underline he and his / I and my and connect them with arrows.
Then, to make sure everyone has understood, ask the slower students the numbers a
second time.
Ex. What is number 8?
Perfect Penny:
1st listening:
Global listening
2nd listening:
Segmented listening. They do it first individually. I stop after every habit, so they can
put A or N.
Make her bed A
Set the table A
Does her homework before playing A
Talks with her mouth full N
Brushes her teeth (difficult b/c never forgets to brush her teeth) A
3rd listening
Play it a third time to correct it.
Ok, what about Penny?
They will give the answer.
I write number on the board and A/N for slower students to correct their answers.
9 A
2 A
6 A
3 N
5 A
Horrid Helen:
1st listening:
Global listening
2nd listening:
Segmented listening. They do it first individually. I stop after every habit, so they can
put A or N.
Does homework before playing N
Plays too long with her video games A
Clears the table N
Talks with her mouth full A
Wash your hands before meals N
3rd listening
Play it a third time to correct it.
Ok, what about Penny?
They will give the answer.
I write number on the board and A/N for slower students to correct their answers.
6 N
7 A
4 N
3 A
1 N
Lesson:
Picture 3: What about Penny? What about Helen?
Penny never eats with her mouth full, but Helen always talks with her mouth full.
Picture 6: What about Penny? What about Helen?
Penny always does her homework before playing, but Helen never does her
homework before playing.
What can you say about Penny?
Penny is perfect.
What can you say about Helen?
Helen is horrid.
What is Pennys problem. I let them listen to the end of the recording.
(Just orallydont write.) The problem is that her parents must be perfect.
What is Helens problem. I let them listen to the end of the recording.
Helen needs a perfect friend to be perfect/good.
Penny never eats with her mouth full, but Helen always talks with her mouth full.
Penny always does her homework before playing, but Helen never does her
homework before playing.
Penny is perfect.
Helen is horrid.
Helen needs a perfect friend to be perfect/good.
b. A vous : coutez ces phrases, rptez-les, puis coche la colonne qui correspond au
son que vous entendez pour la terminaison du verbe.
/s/
1. He plays with video games.
2. She never makes her bed.
/z/
/z/
X
X
X
X
A chaque fois, la prononciation change pour quelle soit plus facile prononcer.
Quest-ce qui est plus facile ?
-prononcer t + s ou prononcer t + z ? Cest pour a que dans sets, la terminaison se
prononce s.
-prononcer d + s ou prononcer d + z ? Cest pour a que dans needs, la terminaison se
prononce z.
-prononcer sh + z ou prononcer sh +iz ? Cest pour a que dans brushes, la
prononciation se prononce iz.
En conclusion, il faut aller au plus facile, prononcer ce qui vient le plus
naturellement.
c. Reliez les pluriels en /s/ Sue, en /z/ Zoe et en /z/ Izzy.
Le s du pluriel se prononce comme celui de la 3 e personne du singulier du prsent
simple alors toi de jouer ! Sue, Zoe et Izzy sont alles faire des courses. Qui a
achet quoi ? Relie chaque fille aux objets quelle a achets. Ecoute chaque mot.
Rptez le voix basse pour taider et relie-le Sue, Zoe ou Izzy. Ecoute ensuite la
correction et rptez chaque mot.
Correction :
Sue has got books, sweatshirts, caps, chips, and cakes.
Zoe has got games, apples, trainers, pens, and cards.
Izzy has got watches, boxes, roses, sandwiches, and oranges.
HWK: p.65-6 ex. 4+5
Lesson 4: Day 5 Story Time.
Com: be able to describe and justify personality traits
Lex: adjectives describing personality traits (hard-working, talented,
loving, supportive, excited)
Gram: analyze the way in which adjectives are formed
Meth be able to use inference strategies to understand a written
document: use titles and subtitles to understand the content of a news
article and know how to pick out words of the same word family
Documents used: scan of p. 61 Story Time, scan of workbook p. 61, scan
p. 65-66 ex. 4+5
Check and correct homework: p.65-66 ex. 4+5
Story Time
Anticipation:
Project p. 61 in book. Then, distribute helpsheet.
Story Time Help Sheet:
1) Read the title and give the answers.
When? The date is Febuary 28th.
What is the title? The title is News Letter.
2) Look at the picture and give the answer.
How are Max and his friends? Are they sad?
They are happy.
3) Read the 1st paragraph and give the answer.
Yes, he can win because hes talented and hardworking and his family is loving and
supportive.
a dog
0 dogs
the dog
the dogs
Le changement da an se fait pour les raisons phontiques: cest pour faire une
liaison quon ajoute un n larticle.
Lemploi dun nom indnombrable na rien voir avec la nature de lobjet dsign.
Cest une question de grammaire, cela na rien voir avec la nature de lobjet.
Exemple: En franais, le mot cheveux est au pluriel, mais en anglais, on ne peut pas
mettre le mot au pluriel. On voit donc qu un mme chose peut tre designe par un
nom soit dnombrable, soit indnombrable, dans des langues diffrentes.
Avec love larticle zero nous permet de parler de quelque chose en general, comme
avec les cheveux. Cest pour cette raison que lon associe avec les indnombrables
parce que la quantit, le nombre, nest pas important.
In class exercises: ex. 8 p. 67 workbook + ex. 4 p. 63 book
HWK: ex.3 p. 63 book
Lesson 4: Day 7 Checkpoint.
Documents used: scan of p.63 ex.3 book, scan of p. 68-69 Checkpoint
Check and correct homework: p.63 ex. 3 book
Checkpoint: p 68-9
HWK: reviser pour lvaluation