Professional Documents
Culture Documents
20m The first listening( listening for a purpose): dialogue T/L *Presenting
n Omar: Welcome to my home, Peter the new lexis Audio
Peter: Thank you, Omar. about family, listenin A
Omar: Let me show you photos of my family. relatives and g script
numbers
Peter: Who is this?
*Identifying
Omar: She is my sister Samia. the use of
Peter: How old is she ? personal
Omar: She is 15 years old. pronouns
Peter: And this old lady? and
Omar: She is my grandmother Mariem? possessive
Peter: How old is she ? adjectives
Listening Omar: She is 65 years old. *Identifying
The teacher asks the learners to listen to the dialogue and the use of whiteb
answer the questions: W.H Qs. oard
Who is speaking? *Using the
What are they speaking about? ordinal
Is Omar polite with Peter? numbers in a
context (the
The second listening:
family) VAT
The teacher reads the dialogue again and asks the learners to
*Developing
listen and fill in the table.
listening
relative name age
strategies
..
20m Teacher asks the learners to Revise the numbers from (0 to 13) L
n I listen and repeat: Task 6 p52 / VAT
T *Revising the
numbers
acquired
before
presentation
of the
I look and match the numbers Task 7 p52 ordinal
numbers. Song
about
numbe
rs
Post
listening * Presenting
the numbers
through a song
The teacher presents a song about numbers and asks the learners to
repeat it
I listen and repeat task 5 page 52 AT
Material(s): Maps/
Core Values:
Cross-curricular Competencies:
Socializing
o Intel Comp: ability to interpret an oral message
Knowing and understanding
o Metho Comp: ability to use the listening strategies.
the others
o Commu Comp: ability to use role-play to communicate appropriately.
Openness to the word
o Perso n Social Comp: ability to socialize through oral exchanges.
Pride
VAK
L.
Time Framework Procedure focus Aids T/
Objectives
M.I
10m Warm- T/L *Presentin poste VA
n up Task 2 p 50 Teacher shows a poster of jobs. page 50 g the new r
1-Naming the jobs lexis about page
jobs 50
20m The first listening( listening for a purpose): dialogue T/L *Identifying
n A: Where does a nurse work? the use of Audio
B: The nurse works in a hospital. articles listeni A
A: Where does an architect work? ng
script
B: The architect works in an office.
A: Where does a teacher work?
B: The teacher works in a school.
A: Where does a farmer work?
B: the farmer works on a farm.
The teacher asks the learners to pay attention to the *use the
underline words. Explaining the use of the articles grammar
tool
Listening
book
* Presenting VAT
the articles
through a
Task 4 p 51 teacher asks the learners to complete the bubbles task
with appropriate articles * filling the
gaps
20m L/
n I listen and repeat: p53 T VAT
*Revising
the
numbers
acquired
before
presentatio
n of the
Task 8_ p53 ordinal book
Teacher uses the situation on the book (Omar greeting his numbers.
grandmother)and asks the learner to complete the table and the
sentences.
Post
listening
* Presenting
the numbers
through a
task
VAT
10 Drilling:
mn Task 2 p54 : Listen and repeat. Reinforcemen A
L/L t and
consolidation M/I
book
Practice
10m
n
Practice
Task 4p 55
BOOK MI
L./L
Language tools ( target structures): Personal pronoun: I, he, and she , possessive adjectives: My, his and her W.H Qs :
What /who / the three forms of to be. present simple.
Material(s): Manual book Family Tree Poster / Flash cards (jobs)
Cross-curricular Competencies: Core Values:
1--Intellectual competency: 1- Respect of relatives
The learner can think and use the language to guess. 2- developing
2. Methodological competency: friendship
He can work in pairs.
3. Communicative competency:
- He can use drama and role play to communicate appropriately
4. Personal and social competencies:
He socialises through oral interaction.
He develops attitudes of friendship.
foc VAKT /
Time Framework Procedure L. Objectives Aids
us M.I
10 Warmin Teacher sticks a family tree on the board, draws a table and
mn g up invites hislher learners to fill in it T/ Brainstorming,
Male (he ) Female ( she ) L revising and Whit T+V
recalling the eboa
previous words. rd
Task 1 P 57
*To involve the
Omar has an English friend Her name is Margaret He sends T/ learners in using
15 her an e-mail to introduce his family members L the three forms of
mn I circle the correct words to help Omar write his e-mail L/ to be to guess
Presenta T and identify the
tion family members,
names and jobs.
A+ V
T/
L *Eliciting from the
learners to
T/ complete the
L dialogue using the
right W.H
questions, personal Book
pronouns and
Task 2 p 58 possessive
I guess who is who adjectives
20m
n I write the names of my family members in the circles
Produce
I swap my sheet with my partner and guess who is who
To involve the
learners in
using the three
forms of to be
to guess
and identify the
family members, Book V
names and jobs.
+
T
15m
n use M
Teachers Task
The teacher asks his her learners to draw their family chart
VA
Activate Learners
Pre-writing
5nm Teacher asks learners to take their ID card learners ID ID card
card
-Self - Learners read the grid and tick in the LL To reflect the Grid/Checklist V/A T
25 assessment appropriate boxes learning
mns process and
identify
areas for M/I
improvement
20 mns Analysis and Collection of papers, analyzing data and T/L Group Grid/Checklist
feedback designing remedial work learners
according to
their needs M/I
and design
remedial
work
accordingly
LL Identify
jobs
board
-The teacher stick flashcards presenting jobs on the board
and write next to each picture a disordered word .
-He instructs his learners to reorder the words.
Task 02 P65
20 -the teacher presents the second game which shows a picture
mn of a family surrounded by words. Those words are missing
letters. The learner should complete them to get the members
L/L Pictures
of the family.
BOOKS
Presenta
tion
-identify
family
members
Task 3 P66 I read observe and put the family name under the
appropriate number
15
mn
-identify
family
members