Ms1 sequence 2 me & family full -

[email protected]

mailto:[email protected]

Making Family Profile

PDP Reading lesson PIASP teaching

Read

ð/ & /θ / - /i:/ & /e/

“Adaku is your new Nogerian friend.He

Asking and giving information about one’s family ( parents , brothers and sisters)

- Naming different jobs

personal pronouns ( he –she) / possessive adjectives (his – her)/ question words (who- where)

artciles( a- an – the)

family members and jobs

ð/ & /θ / -

visual ( school manual flashcards )

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 Objective Interaction Procedure Competences VAKT/ Aids

Greeting and welcoming Guessing the topic of the lesson Making family profile Introduce family members ( family relations)

Teacher – students Students- teacher Teacher – students Students- teacher Teacher- students Teacher - Students Students- students

MS1 Me & My family Sequence Two Warmer : The teacher greets his learners and welcomes them then invites them to play a guessing

game .( teacher must not write the title of the sequence and the books must be shut) The teacher writes some letters of the word ……F……a……m…i……l…y……… He asks the learners to guess the letter of the word , each time they fail to guess the correct letter he

draws a part of the man , if they find the word the game is over , if they fail the man is hanged.

FAMILY

Project work: Teacher introduces the project work, what to do , how to do it and when to deliver it ? Learners will make “Family Tree” project work The work will be individual work ( since each learner will talk about his or her family members) Teachers supervises the learners’ works during the TD sessions and offers help Learners deliver their projects a week before the exams , present it in front their mates. Teacher corrects the project works , then asks the learners to preserve that in their portfolio .

Presentation :

: “Peter is the friend of Omar.Peter sees Omar’s family photo.Peter wants to know the family members of Omar” The teacher invites the learners to pay attention at the flash card on page 48 showing Omar’s family The pupils look at the family tree on page 48 and repeat. This is the grand father. This is the grandmother. This is the mother. This is the father. Of Omar. This is the sister of This is the brother. The pupils repeat the family members of Omar.

By Mr Samir Bounab ( [email protected] )

Practice

Interact to greet and welcome Interact about the game Interpret the game to find the suitable word Interact about the project work Interpret the initial problem solving situation Interact to introduce members of family

Visual ( board ) Visual ( board) Visual ( flash card showing family tree) Visual( school manual page 49) Visual ( school manual flashcard page 48)


Ask about and introduce family members Ask about and introduce family members Ask about and introduce family members

Ask and answer about one’s family members

Teacher- students Teacher - Students Students- students Teacher- students Teacher - Students Students- students

The teacher introduces the following drill, then invites the learners to perform.( Peter is asking Omar to

introduce him his family members) He is the grand father. She is the grand mother. She 's the mother.

Peter : Who's this ? Omar : She 's the sister. He's the father.

He's the brother. Peter : What is ( his / her ) name?

Omar : ( His/her ) name is ( Ahmed / Kamel / Younes/Fatima/Houria/Amel

Peter : What is ( he/ she )? What is ( his/ her) job?

Omar : ( He / She) is ( a farmer / a house wife / a doctor / a teacher / a student)

Peter : Where is ( he / she) ?

Omar : ( He / she ) is ( on the farm / at hospital/ at home / at university / at school)

The teacher introduces the following drill. {Interrogative form}

Peter: Is this your (grandfather) / (grandmother)?

(Brother) ? (sister Tina)?

Omar: No, (he /she) isn’t. (He/ She)'s my "father " / "mother " / Yes, He is my brother.

o Yes, she is my sister Tina.

The pupils listen and perform the drill by pairs.

Use : learners are asked to make sentences introducing their family members ( homework)

The learners read the written works on the board , then copy on their copy books.

By : Mr Samir Bounab ( [email protected] )

Interpret the drill to introduce members of family Interpret the drill asking and answering about members of family Produce simple sentences introducing one’s members of family Interact and interpret about the new grammar items Interpret the stated grammar rule

Visual ( school manual page 48) Visual ( board ) Visual ( board ) Visual ( board)


Greet and welcome Identify the name and the use of each grammar item in part of speech Name the grammar items and their use Recognize the base form of a sentence and the place of each grammar item


MS1 level : Me & My Family ( 2) Sequence Two

Warmer : The teacher greets the learners and welcomes them Learners are invited to show their homework, the teacher supervises the learners works ,and rewards the

ones who ones performed well Teacher reports one of the learners’ works.T hen introduces the new grammar items

PIASP : Grammar ( question words “ who”- “ where” – “what” & personal pronouns “ he- she”)

Presentation Who's this ? what is (his/her) name? where is he /she? She 's the sister. He's the father. Isolation: who what his her where she he Anaylsis : question question possessive question personal

Word(person) word(object) adjective word(place) pronoun

Stating rule:

Who : question word ask about person What : question word ask about ( name/object) Where : question word ask about place ( his / her) : possessive adjective show possesson He : personal pronoun replaces male noun She : personal pronoun replaces female noun

Practice : Learners are invited to do the following tasks. Task 1 : Unscramble the words to make correct sentences .

Whoisthis?Sheismymother.HernameisAicha.Whatis she?Sheishousewife

Learners work in rough , the teacher supervises their works and offer help when needed, then learners are invited to correct on the board.

Task 2: what do these sentences mean ? Complete with : (introduce members of family- greeting – introducing oneself)

My name is Malek Haddad. (………………………………) This is my sister.Her name is Houria (……………………………) Hello , how are you ? (…………………………………….)


Interact to greet and welcome Interpret the statements that contain the new grammar items

Produce adapted stating rule Interact and interpret the instructions of the written tasks Produce correct answers to the given instructions

Visual ( board and marker) Visual ( board and marker) Visual ( board and marker) Visual ( board and marker)


Use the correct grammar item to transmit a written message

Teacher- students Teacher - Students Students- students

Learners work in rough , the teacher supervises their works and offer help when needed, then learners are invited to correct on the board

Task 1 page 57: ( communicative based) Circle the correct word

[email protected] My family

Hi Margaret, How are you ? I am happy to introduce ( I – my ) family .My family is a carpenter . (His – He) is 47 years old . ( His – He ) name is Ahmed My mother is ( an – a ) teacher . ( She – HE) is 42 . Her name is Meriem . Akram is ( my – I ) brother . He ( am – is ) pupils at Middle School

Yours, Omar

Learners work on their rough, the teacher supervises their works and invite them to correct

Learners read the corrected work on the board then copy down


Interact about instructions of the task Interpret the email Produce correct email Using the appropriate grammar it

Visual ( school manual page 57


Great and welcome Wok in pair Ask about family members Name jobs Ask about job names


MS1 level ME & My Family Sequence Two Lesson : PPU speaking “ Naming Jobs”

Warmer : Teacher greets his learners and welcomes them , then asks them about the last session Dril : Peter: Is this your (grandfather) / (grandmother)?

(Brother) ? (sister Tina)?

Omar: No, (he /she) isn’t. (He/ She)'s my "father " / "mother " / Yes, He is my brother. Yes, she is my sister Tina.

Peter : What is ( his / her ) name?

Omar : ( His/her ) name is ( Ahmed / Kamel / Younes/Fatima/Houria/Amel)

Presentation : Using the drill of the previous session the teacher introduces the new

situation

Teacher using the flashcard of mage 50 & 51 , he introduces the jobs : Teacher invites the learners the number the flashcard then asks them to listen and repeat :

Number 1 is a painter / Number 2 is a surgeon / Number 3 is a nurse / Number 4 is a mechanic /

Number 5 is a doctor / Number 6 is a vet / number 7 is an electrician / number 8 is a lawyer / number 9 is a carpenter / Number 10 is a dustman / Number 11 is an architect / Number 12 is a teacher / Number 13 is a farmer

Learners look at the flashcards and repeat , then the teacher invites them to perform in pairs ( closed

pairs and open ones) Drill 1:

A : What is number ( 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11- 12 – 13 ) ? B : Number 1 is a painter / Number 2 is a surgeon / Number 3 is a nurse / Number 4 is a mechanic /

Number 5 is a doctor / Number 6 is a vet / number 7 is an electrician / number 8 is a lawyer / number 9 is a carpenter / Number 10 is a dustman / Number 11 is an architect / Number 12 is a teacher / Number 13 is a farmer


Interact to greet and welcome Interpret the last session Produce oral dialogue naming family members Interpret the flashcards to name different jobs

Visual ( board and marker) Visual ( board and marker) Visual ( school flashcards) Visual ( school flashcards)


Ask about someone’s job Work in pair and names jobs Identify the supported language form


Drill 2: A : Is Number 5 a nurse ? B : No he is not . He is a doctor . He works in a hospital.

Practice : learners are asked to perform drill 2 substituting key words

A : Is Number 6 an electrician ? / number 8 a doctor ? / number 3 an architect ? number 12 a surgeon?

B : No he is not . He is a mechanic . He works in a garage /. He is a lawyer . He works in a court

No , she is not . She is a nurse . She works in a hospital. She is a teacher . She works in a school. Use : (pair work) Learners are invited to work in pair and build dialogues asking and answering about jobs and the place of work

The teacher supervises their works , then invites them to read and perform in pairs. PIASP (teaching grammar ) = “articles” Teacher invites the learners to read the following sentences Presentation :

The architect works in an office The teachers works in a school

Isolation : the an the a Analysis : definite article indefinite article definite article indefinite article

Articles Stating rule

“a” = indefinite article consonants ( b- c- d – f…………) “an” = indefinite article vowels ( a- e- i- o- u) “the” = definite article = something you know or specific


Interact and interpret jobs Produce Simple sentences talking about jobs Interact about the The structure Interpret the use of each articles

Visual ( board and marker) Visual ( board and marker) Vosual ( board and marker) Visual ( board and maker)


Recognize the base form the new structure Use the new structure in communic Tivce Way to transmit a message and use grammar in communic Tive way


Practice : learners are invited to do the following tasks

Task one : Re-order the words to make correct sentence

1. School bag / In / there/ . / my / pen/ a/ an / rule / , / English / a/ and / is / book ……………………………………………………………………………………………………………………………….*

Learners work in rough , the teacher supervises their works and invites to correct on the board

The learners read the corrected task

Task two p 51: I complete the bubble with the appropriate article. “ the – a – an” Learners work in rough, the teacher supervises their works , offers help when needed , then invites them to

correct on the board Learners read the corrected tasks , then copy down on their copy books


Interact About the instructions of the task Interpret the form and the place of each article Produce simple Communi Catve Information Gap activity

Visual ( board and marker)

My brother is ……………electrician . In his house there is ……..cat and

……. dog.The cat is………….black and ……..dog is white



PDP Read lesson PIASP teaching : grammar & pronunciation

Read

Expressing likes

to be ( simple present ) to have ( possession) - verb ( like)

introducing – job – likes

ð/ & /θ / - e/ - / i:/

visual ( school manual flashcards )- map showing Nigeria- wearing & food likes





Values




He is keen on learning about others’ markers of identit


time Rational interaction procedure competences VAKT / Aids

Greet and welcome Introduce show openness to the world See the components Of and email

Skim the text Read between the lines and exploit the text



The teacher greets his learners , welcomes them and tries to make them at ease for the

today’s session

Pre-reading : Using flashcard , a photo showing a Nigerian boy , the teacher introduces the situation.

Teacher asks the learners to pay attention at the photo and try to interpret it.

Teacher may help the learners by asking these questions

Suggested question :

Is it your classmate?

Is he your teacher?

Is he an old man?

What is his age? (guess)

Using a map of Africa , the teacher tries to make the learners “guess” the country of Adaku.

Teachers reports the learners’ answers on the board , then invites them to open their books on page“60”.

During reading : Teacher explains the instructions of the task , then invites the learners to read

silently the text on page 60 and answer .

Task 1: Read the text then answer the following questions ( skimming): Is the text a dialogue? No , it is not.

Is Adaku the receiver ? No , he is not .

What is [email protected] ? It’s an email address.

Learners read the text “silently” , teacher supervises their works and offers help if needed .( meanwhile the teacher writes the second task on the board)

The learners are invited to give back their answers and check what they have already guessed in the “pre-reading” stage.

The teacher reports the learners’ answers on the board ; then read the corrected task.

The teacher explains the instructions of “task 2” using the needed visual aids then asks the leaners to read the text silently and work in rough.

Task 2 : Complete the table with information from the text.( Scanning task) Sender age Country Language Likes Food Pet

Learners read then answer , the teacher supervises their works and offers help if needed , then invites them to correct .

Learners are invited to read the text aloud to make teacher be sure that learners target their answers

Interact to greet and welcome Interact about the flashcard to guess the identity of Adaku Produce simple answers about the flashcard Interpret the task Interpret the text to decode the message Produce related answers to the task

Visual ( flashcard showing Adaku the Nigerian boy, map of Africa showing Nigeria Visual ( school manual page 60 Visual ( board and marker) Visual ( flashcard showing swimming – rice – dog- beans


Re-invest what has ben before to talk about one’s profile



Post reading :

The teacher explains the instructions of the next task, where learners are invited to talk about themselves

Task : Now you know about Adaku , fill in the form about you , then make a paragraph like the one of Adaku.

Learners fill in the form in class , and write the paragraph at home as homework.

Learners read the corrected tasks on the board then write down on their copy books. By : Mr Samir Bounab

[email protected]

Interact about one’s situation related to the idea of the lesson Interpret the form Produce one’s fact file

Visual ( board and marker)

First name :

Family name

Age :

Class

School

Town

Country

Language :

Likes ( sport/ wearing / food) :

Pet ;


Greet and welcome Check learners’ feed back about what has been learnt Identify the new structure ( the simple present tense of “like and have got” See the form of the newt structure in a sentence



MS1 level Me & My Family Sequence Two Lesson : PIASP “grammar” verbs ( like / have got )

Warmer Teachers greets his learners and welcomes them, then invites the to give back their homework

The teacher moves between the rows and checks the learners’ productions .

The teachers reads his learners’ works and rewards them to encourage them and challenge the shy ones to work at home

Learners are invited their productions , then the teacher selects the best production and reports it on the board

The learners read the corrected production then copy down.

PIASP : teaching grammar : verbs ( like- have go)

Learners are asked to open their books on page 60 , the teacher asks some of them to read loudly and circle the works : “ like “ & “have got”

Presentation : Teacher reports on the board the sentences that contain the new structure I like swimming I have got a pet dog.

Analysis : subject + verb + object subject verb object Simple present

Stating rule:

Verb Use

To like Have got

Likes / love/ enjoy possession

practice :

Task 1: Re-order the words to make correct sentences ( based form task)

Football/ you / . / like

Canary bird / have got / . / I By :Mr Samir Bounab ( [email protected] )

Interact to greet and welcome Produce a composition about the previous target language Interpret the text page 60 to seek for the required instruction Interpret the form of the verb Produce adopted rule showing the use of each verb Interact about the instruction and produce correct sentences

Visual ( board and marker) Vosual ( school manual page 60) Visual ( board and marker) Visual ( board and marker)


Identify the meaning of the new structure in a sentence

Use the new grammar structure to make communi- Cative information Gap tasks



Task 2: Choose the right word to make correct sentences ( meaning based task).

I ( hate – like ) sport.

You ( live – hate ) cigarettes.

I ( am – have got ) a cat.

You ( have got – is) a smart phone. The learners work in rough, the teacher supervises their works , then invites them to correct and read the

corrected task

The teacher presents the new task , explains the instructions then invites the learners to work in rough .

Task 3: Fill in the form , then make a paragraph (communicative based)

The form : The paragraph :

Learners work in rough , fill in the form , the teacher invites them to correct it and write the paragraph at home as a homework

Learners read the corrected task and copy down on their copy books. By Mr Samir Bounab ( [email protected] )

Interpret the meaning of each sentence Interact about the form Produce a form and a paragraph integrating all what has been seen before

Visual ( board and marker) Visual ( board and marker)

First name :

Family name :

Age :

Job :

Class :

School :

Country :

Likes :

sports :

wearings :

food :

Pet :

My ……………………….is ………………….. I am

…………….years old. I am a ……………………. At 1MS…….

My school is…………………….. I am from ………………

I like ………………………….. and wearing…………………

My favourite food is ………………………

I have got a pet ………………..


Greet and welcome Introduce and talk about one’s likes Identify the new sound “ t+h” See the form that the sound takes in different words State adapted rule to the learners’ level


Teacher- students Teacher - Students Students

Lesson : PIASP teaching ð/ & /θ / sounds

Warmer: Teacher greets his learners and welcomes them

Learners are invited to show their homework, the teachers supervises their works , corrects them , then ask some to read their productions

Suggested production:

The teacher writes on the board the suggested production ( writes the words that contain “T+H” and “T+H+E” in different colors) , then invites the learners to read the corrected task.

The teacher attracts the learners’ attention to the words written in different colors; then asks them to list them

Presentation : Teachers reports on the board the sentences that contain the sounds ð/ & /θ / I like three things : maths and watching theatre plays on Thursday evening . I like wearing my brother’s leather jacket

Analysis :three things maths theatre Thursday brother leather

Sound: /θ / /θ / /θ / /θ / /θ / ð/ ð/

Stating Rule

“t+h” = sound /θ /

“t+h+e” = sound ð/


Interact to greet and welcome Produce short message introducing oneself and talking about one’s likes Interact about the words written in different colors Interpret the sounds of each word

Visual ( board and marker) Visual ( board and marker) Visual ( board and marker)

My name .is ………………….. I am …………….years old. I am a pupil At 1MS……. My school

is…………………….. I am from Algeria

I like three things : maths and watch theatre plays on Thursday evening . I like wearing my

brother’s leather jacket

My favourite food is healthy food


Identify the odd sound Discriminate Between the sounds

ð/ &

/θ /

Teacher - Students Students- students


Practice :

Task 1: Cross the odd one. ( the word no ð/ & /θ / sound) “ third – Tuesday – thumb- there – teacher- tablet – think – thing –father – task- weather – thermometer –take- thousand – laptop- Thursday – this – mother – theatre –television “

Learners work in rough , the teacher supervises their work and offers help once needed , then invites them to correct .

Learners read the corrected task

The teacher explains the instructions of the second task , then invites the learners to do it in rough

Task 2: Put each sound in its right box. “ third – thumb- there - tablet – think – thing –father - weather – thermometer - thousand - Thursday – this

– mother – theatre “

ð/ /θ /

Learners work in rough , the teacher supervises their work and offers help once needed , then invites them to correct .

Learners read the corrected task , then copy down


Interpret the task to identify the correct sounds Produce correct answers Interpret the task to discriminate between the sounds

ð/ & /θ /



Welcoming & greeting

Way of speaking and pronouncing Short and long vowels

Perform question – answers tasks & work in pair ( closed and open ones)





MS1 level Me & My family Sequence Two Lesson : PPU Speaking “Teaching pronunciation sounds /e/ - /i:/”

: The teacher greets his learners welcomes them. Warmer

: Learners are invited to pay attention at the following flashcards. Presentation

1=pen 2= ten 3= vet 4= web 5= bed 6= hen 7= tent 8= bell 9= net 10= jet

Teacher presents the pictures introducing the sound /e/ , then invites the learners to listen then repeat.

11 12 13 14 15 16 17 18 19 20 = key

Teacher presents the pictures introducing the sound /e/ , then invites the learners to listen then repeat.

Learners are then invited to perform the following drill. Drill 1:

A : What is number ( 1- 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 – 13 – 14 – 15 – 16 – 17 – 18 – 19)?

B : Number 1 is a pen / 2 is ten /3 is a vet / 4 is a web / 5 is a bed……………….. / 19 is a sheep

Learners listen then perform in pairs .

The teachers introduces the next drill.

Drill 2:

A : Is number 1 cheese ? B: No , it is not .

A: What is it then ? B: Number 1 is a pen

Practice:

Learners are invited to perform the previous drill substituting key words

A : Is number 1 cheese / 8 tree / 19 a jet / 14 a bed ? B: No , it is not .

A: What is it then ? B: Number 1 is a pen /8 a bell/ 19 a sheep/a leaf


Interact to

greet and

welcome

Interpret

the

flashcards

to identify

sounds /e/

& /i:/

Interpret

the new

sounds

using drills

Visual ( flashcards showing sound /e/) Visual ( flashcards showing sound /i:/) Visual ( board and marker) Visual ( board and marker)


Use the classroom world and make new words containing the sounds /e/ - /i:/ Identify , analyze , compare and state rules Practice the new sounds using written tasks





Use : The teacher invites the learners to have a look at their school things and the classroom furniture and find words with /e/ and /i:/ sounds Suggested words :

/e/ = pen – pencil – pencil case –friend /i:/ = seat – teacher – sweep – green

PIASP : Pronunciation sounds /e/ & /I:/ Learners are asked to read the following examples . Presentation: Number 7 is a tent Number 18 is a bee / 14 is a leaf/ 20 is a key Analysis : tent bee leaf key

e= /e/ ee=/i:/ ea=/i:/ ey= /i:/

Stating rule :

Letter Sound

“e” “ee- ea- ey”

/e/ / i: /

Practice : The learners read the stated rule then they are asked to do the following tasks .

Task 1 : Listen then “identify the sounds /e/ & /i:/

( pen -sixteen) ( ten- pet ( vet-meat) (web- bed ) (tree – hen- key) (jet- tent – bell)

Task 2 : Put each word in its right column

pen -sixteen- ten- pet -vet-meat -web- bed - tree – hen- key -jet- tent – bell

/i:/ /e/

Learners work in rough , correct on the board , then read and copy down the corrected tasks and the written works

By :Mr Samir Bounab ( [email protected] )

Produce

simple

words form

classroom

world using

/e/ & /i:/

Interpret

the letters

that contain

the sounds

/e/ & /i:/

Produce

easy rule

showing the

new sounds

/e/ / i:/

Produce

answers to

the

suggested

tasks

identifying

and

discrimi-

Nating

between the

sounds /e/

& /i:/

Visual (classroom furniture ) visual ( board & marker) visual ( board & marker) visual ( board & marker)



Situation of Integration Write

Margaret sends email talking about her family members and wants to know about your family

to be ( simple present ) to have ( possession) - verb ( like)

family members – job – likes

visual ( family tree – jobs) - board and marker





Values




He is keen on learning about others’ markers of identit


Time Rational Interaction Procedure competences VAKT/AIDS

Greeting And Welcoming Get involved in the problem Plan ideas Elicit what has been seen before





Lesson : Integrated situation ( writing process) warmer : The teacher greets his learners, welcomes them and checks if they are well seated and ready for today’s session

1) Learning Integration: Brainstorming: Using appropriate visual aids the teacher introduces the situation The problem solving situation :

Planning : Learners are invited to organize and plan their ideas using the table ( tool box) ( planning)

Knowledge Skills Attitudes

Lexis related to relatives: “grand father – grand mother – mother – father – brother – sister”

Lexis related to job: a painter / a surgeon /a nurse / a mechanic / a doctor / a vet / an electrician / a lawyer / a carpenter / a dustman /an architect / a teacher /a farmer

To be ( present) : I am – He is – She is Simple present tense of the verbs “ to like” - “ to have go” “ to speak” Personal pronouns : I – you – he – she – it Possessive adjectives : my – his – her – your Numbers : 0 to 100 Jobs: teacher-lawyer- doctor……… Pet: cat – dog- goldfinch …….

Greetings: ( hello – hi – good morning – afternoon – evening- night)

Introducing my relatives : This is / He is my (father – brother – grandfather) This is / She is ( my grandmother – mother- sister

Being Polite:

welcoming & greeting

valuing family: being proud of one’s family members respecting one’s parents and grand parents

Valuing jobs : Introducing one’s

family members jobs Being proud of one’s

parent job

Interact to greet Interpret the integration Interact and interpret the situation To produce Elicited ideas

Visual ( school manual) Visual ( board and marker)

Margaret wants to know about you family members

Write an email Introducing your family members ( name- age – job )

Draw your family tree

Work in pairs Make draft using the suitable ideas Write an email Share works Identify and correct mistakes





Teacher -

Learners work in pairs , to complete the table , then they are invited to select the information that goes with

their situations and answer Magaret’s email. ( drafting)

[email protected] My family

Hi Margaret, Thank you for your email and for introducing your family members ( it’s lovely family tree) Now , let me show you my family : My father is ……………………. He is ………………years old . He is ……………. ; he works in ………………….. . My mother is ………………………….. She is ……………….years old . She is…………….. My brother is…………………years old . His name is ……………….He is …………………. He works ……………… and my sister is ……………….years old . Her name is …………….. She is …………… she studies at ………………

I have got a bird pet . It’s a nice goldfinch. Yours

N.B: Please find attached a picture of my family tree Learners work in rough , the teachers supervises and offers help once needed , then invites them to correct Some learners are asked to read their productions , then one is selected and written on the board (proofreading) Teachers invites the learners to pay attention at the picture on page 63, and tries to make them interact about it ( brainstorming)

By Mr Samir Bounab ( [email protected])

Produce an Email Reflecting What has been seen during al the sequ

Visual ( school manual) Visual (Board and marker )


Make Discrimina Between Emailing to a friend and to a website Write email showing openness to the world

Students Students- students




Teachers explains the instructions , then asks the learners to write an email to “International friendship blog”, in order to join such web site to get open to the outside world and make new friends all over the world. Learners work on their rough copy books , the teacher supervises and offers his help once needed Learners are asked to use the same information elicited in the tool box and write and email to “International friendship blog” ( planning + drafting) [email protected]

………………@yahoo.dz

Hi My name is ………………………… I am ………………….years old . I am from Algeria . I live in ………………. I am a pupil at ……………………….Middle school. I am in 1st AM…… class I like …………………………….and I have …………..pet . I am happy to join your “International friendship blog “ and make friends from all over the world .

Thank you for accepting me Yours Learners are invited to read their productions , then the best one is copied on the board Learners read the corrected task then write down on their copy books


Interact about the new task Interpret the situation Produce an email using what has been learnt previously



Ms1 sequence 2 me & family full -

Education

Transcript of Ms1 sequence 2 me & family full -