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3MS Sequence 1 - Middle School Teacher 's Me, My abilities, My interests and My personality

 

3MS Sequence 1 - Middle School Teacher 's Me, My abilities, My interests and My personality


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3MS Sequence 1 - Middle School Teacher 's Me, My abilities, My interests and My personality



Sequence Plan

 

Sessions

Learning objectives « frame »

Observation

One

 

 “Hobbies and Interests “

 ppu soeaking lesson

 

two

Expressing likes /deslikes

Be keen on / be fonf of / interested in

pIASP 

 

three

Pronunciation of  /ə/ /æ/ /a:/

PIASP

 

Four

Expressing abilities /inabilities

PDP listening

 

five

Can/can’t

PIASP

 

Six

The pronunciation of can/can’t

PIASP

 

seven

Personality and interests

PDP reading

 

eight

Adverbs of frequency ”always never”

pIASP

 

Nine

Pronunciation of final “s”

PIASP

 

Ten

I learn to integrate

 

Eleven

I think and write

 

Twelve

Assessment

 

 

                      

                                                               By Mrs DJEGHDALI meryem

 

 

 

 

 

Lesson plan

Level : 3MS

Teacher : Mrs , DJEGHDALI meryem

Sequence:Me, My abilities, My intersests and My personality

Lesson: Hobbies and Interests

Lesson focus : language learning PPU

Visual aids : language Lab

Learning objectives

By the end of this lesson learners should be able to identify their hobbies and interests

Language tools

Grammar : I like / be keen on/ be fond of/enjoy

Vocabulary : names of hobbies / interests

Pronunciation:  pronunciation of /æ/ /ə/ /a:/

Cross curricular competencies

Intellectual competencies : Ls can interact through verbal and non _verbal messages

Methodological competency : Ls can work in pairs and groups

Communicative competency : Ls can communicate through dialogues properly

Personal/social competencies: Ls can be socialized through oral or written exchanges

 

Core values

Learners will be able to exchange their hobbies and interests saying what they like / dislike doing

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Time

Fr/work

procedure

inter

L. object

VAKT

 

 

 

 

 

 

 

Warm up

 

 

 

 

 

 

 

 

 

 

Presentation

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Practice

 

 

 

 

 

Use   

Expressing hobbies and interests

T welcomes learners and invites them to write the date on the board.

T tries to present the sequence through the following video

https://www.youtube.com/watch?v=YUii2olgCDM

teacher invites learners to watch then say what do most children do in their free time? Learners watch and take notes

reading , playing football, cooking? How do we call this activities? Ls : react in Arabic

t : hobbies and interests

t asks can you read? Write? Swim ? this are abilities and this is the topic of the seq. t invites learners to fold the page and write

sequence one: Me, My hobbies, my interests and my personality

T invites learners to guess the  riddles to motivate them then shows them the following  picture

 

 

 

 

 

 

 

 

T invites learners to look and do task one orally

Task one :look at the picture and describe what  the kids are doing

Learners react and give full sentences

T writes the following dialogue on the board

Ali :         Hello Amine, do you like watching    movies in your free time?

Amine :  No , but I am interested in  reading books

Ali :          What else do you like to do?

Amine:   I enjoy surfing on the net, and I like playing chess too.

Ali:          Ah good, I am keen on playing chess  .

 

T reads the drill and invites learners to read it

T explains the highlighted words through the following examples

I like  reading books in my free time

I am keen on reading books in my free time

I am fond of reading books in my free time

I am interested in reading books in my free time

T asks learners to give examples

Ls react  

 

 

T invites L1 to act  out the dialogue with him/her

T invites L2/L3/L1+ L2…..

In this stage teacher tries to make learners at ease to speak

 

Task two : (Orally )act out the dialogue using the following words

Play tennis / listen to music / play video games/ cook/dance / draw/keen on/ fond of/ interested in / enjoy

Learners act out the role play using the substitutions given

Activity three: (pair work) write a short dialogue between you and your friend expressing your hobbies

T sets time limit ( 10min) walks around , checks and helps when necessary

Learners read their productions and act out . choose one then write it on the board

 

 

T

 

 

 

 

 

L

 

 

 

L

T

 

 

 

 

 

T

 

 

 

L

 

 

L

 

 

 

 

 

L

 

 

 

 

 

T

 

 

 

 

 

 

 

t/l

 

 

 

l

 

 

 

 

 

 

L/l

 

 

 

 

 

l/l

 

 

 

 

 

Introduce

The topic of the seq

 

 

Motivate ls

 

 

 

 

Introduce the initial situ

 

 

 

 

 

 

 

 

 

 

 

 

 

Introduces the drill

 

 

 

 

 

 

 

Act out the drill

 

 

 

 

 

 

 

 

 

 

 

 

 

Practise the new lge form

 

 

 

 

Use the new lge form

 

 

V

d.sh

 

 

 

 

 

 

 

 

V

d.sh

 

 

 

 

 

 

 

 

 

V

Board

 

 

 

 

 

 

 

 

 

 

 

 

 

Aud

Drill

 

 

 

 

 

 

 

 

V

Board

 

 

 

 

 

V

board

 

 

 

What worked

What hindered

Action points

 

 

 

 

 

 

 

 

 

 

 

           

           

 

 

 

 

 

 

 

Time

Fr/work

procedure

inter

L. object

VAKT

 

 

 

Warm

Up

 

 

 

 

Presentation

 

 

 

 

 

 

 

 

 

 

Isolation

 

 

 

 

 

 

Practice  

Asking about interests

 

T welcomes learners and invites them to write the date of today

T reviews the previous lesson asking the following questions

Do you like reading in your free time?

Are you interested in chess?

T invites learners to do activity one

Activity one “orally” match each picture with the right word

 

 

 

 


In this stage ls will identify other interests and hobbies                    ls do

Now teacher presents Enzo’s profile and invites learners to answer the following questions

 

 

 

 


1-    Where is Enzo from?

2-    Is he interested in sport?.......inter

3-    What is he interested in?.......inter

4-    Is he keen on music?               inter

5-    Is he a fan of stories?               inter

T writes the answers on the board

He is not interested in sport        neg

He is interested in manga           affi

He is not keen on music              neg

He is keen on reading                  aff

He is not a fan of stories               neg

He is a fan of Rap                          aff

Now teacher asks ls to give examples using interested in / fond of / keen on / a fan of

Task two “ orally “ look at the picture and act out a short role play using interested in / fond of / keen on    

 


                                                           Ls do

 

 

Task three : use the following cues to make correct sentences

1-    He / to be interested in/ video games

2-    They / playing chess / to be keen on / ?

3-    I / not / to be a fan of /the Opera

4-    We / not / to be interested in / soduko

5-    Ahmed / to be fond of / practicing sport /?

 T sets 10 min time limit, walks around and checks

Ls do , correct on the board then on their copybooks

Task four : use the information in Enzo’s profile then write a short paragraph describing his interests and hobbies

   Hello, this is Enzo ……………………………….

………………………………………………………..

……………………………………………………

 

 

t/l

 

 

 

 

 

 

 

 

L

 

 

 

 

T

 

 

 

t/l

 

 

 

 

 

t/l

 

 

 

 

L

 

 

 

 

L

 

 

 

 

 

 

 

L

 

 

Reviews

And brainst

orming

 

 

 

 

 

 

Identify other interests

 

 

 

 

Presenting the new lge form

 

 

 

 

 

 

 

 

 

 

 

Practise the

New lge form

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

           

 

 

 

What worked

What hindered

Action points

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Time

Fr/work

procedure

inter

L. object

VAKT

 

Warm up

 

 

 

 

 

 

 

Present

Ation

 

 

 

 

 

 

 

 

 

 

 

Isolation

 

 

 

analysis

 

 

 

 

Stating rule

 

 

Practice

The sounds /ə/ /æ/ /a:/

T welcome learners and invites them to write the date on the board

T invites three / four pps to the spelling game

Through asking the following questions

Pp1: What are you interested in ?

I am interested in soduko

T: how do we spell “interested in “? And do the same with other learners.

T presents the initial situation

T invites learners to watch the following video then do activity one

https://www.youtube.com/watch?v=N1o4oOXLOZc

Activity one : watch the video then answer the following questions about Sally

1-    What is the video about?

      The video is about hobbies and interests

2-    Where does Sally play the guitar?

She likes playing the guitar in the class.

3-    Is she a fan of hip hop music ?

Yes , she is

T writes the answers on the board then isolates the highlighted words

    Class                  Fan               about

T asks learners to listen to him /her paying attention to the pronunciation of their vowel sounds

   Class                  Fan                          about

 

    /a:/                    /æ/                        /ə/

 

T asks learners what does these sounds stand for?

Ls : they stand for vowel sounds of the letter a

T asks learners to give examples            ls react

 

T invites learners to do the following activities

Activity one : ( orally) listen , then cross the odd word out

/ə/ mother –flamingo – manga- art

/Africa – advice – Algeria  – personality

/a:/wake up - far – hard – answer

Ls listen then do

Activity two : ( group work)use your dictionaries, then look for three words for each sounds and write the meaning for each word .

T sets a time limit, walks around and checks

 

 

 

 

 

 

t/l

 

 

 

 

 

 

 

 

L

 

 

 

 

 

l/t

 

 

 

 

 

t/l

 

 

 

t/l

 

 

l

 

 

 

l

 

 

 

l

 

 

Review and motivate

Learners

 

 

 

 

 

 

 

 

 

Present

The sounds

 

 

 

 

 

Identify

The sounds

 

 

 

 

 

 

 

 

 

 

 

 

practise

 

           

Lesson plan

Level : 3MS

Teacher : Mrs , DJEGHDALI meryem

Sequence:Me, My abilities, My intersests and My personality

Lesson: Expressing Abilities and Inabilities

Lesson focus : language learning PDP

Visual aids : listening script

Learning objectives

By the end of this lesson learners should be able to express their abilities and inabilities

Language tools

Grammar : I can / be able to / I can’t

Vocabulary : names of hobbies / interests

Pronunciation:  pronunciation of can / can’t

Cross curricular competencies

Intellectual competencies : Ls can interact through verbal and non _verbal messages

Methodological competency : Ls can work in pairs and groups

Communicative competency : Ls can communicate through dialogues properly

Personal/social competencies: Ls can be socialized through oral or written exchanges

 

Core values

Learners will be able to express and exchange their abilities

 

 

 

 

 

 

 

 

 

 

 

      

 

 

 

Time

Fr/work

procedure

inter

L. object

VAKT

 

 

 

Warm up

 

Pre-listening

 

 

 

 

 

 

 

 

During-

Listening

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Post – listening

Expressing abilities

PDP “listening”

T welcomes learners and makes them feel at ease then writes the date on the board

Initial situation

T invites learners to read the following passage

      Every day ,Selma  goes to school, does her homework, meets her friends and enjoys doing sport, but between5:30 and 6:30 from Monday to Friday, Selma cooks dinner for all family. Selma  can cook and you?

 

 

 

 

 

 


What about you , can you cook? What can you do then? T asks ls to ask and answer each other

Now teacher invites learners to listen to the script then do the following activity

Activity two : listen then complete the table below

 

 

Can

Can’t

Rotinda

 

 

 

 

Rony

 

 

 

 

 

Learners listen carefully and do

Activity two: listen again then choose the right answer

1-    Rony likes to cook

a/ Chinese food   b/ Italian food  c/ Indian food

2-    Rony can juggle with

a/ three balls b/ two balls c/ four balls

3-    Rotinda can speak

a/ one language b/ two languages                         c / three languages

    t sets  a time limit, walks around and checks

 

Activity three : complete the following table then write a short paragraph about things you can/can’t do

 

 

 

 

 

   I can

 I can’t

-

-

-

-

-

-

 Start like this

     Hello, my name is……….I can …….,

………and  ……….but I can’t…………,………..and ………..

Home work : write a short dialogue between you and your friend expressing your abilities and inabilities using can/ can’t

 

 

 

T

 

 

 

 

L

 

 

 

 

 

t/l

 

 

 

 

 

 

L

 

 

 

 

 

 

 

 

 

 

 

 

L

 

 

 

 

 

 

 

 

 

L

 

 

 

 

 

 

 

 

 

 

L

 

 

 

 

 

 

L

 

 

 

 

Motivate ls

 

 

 

Pave the way to the lesson

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

develop ls’ listening skills

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Express their abilities

 

 

 

 

 

Express their abilities

 

 

 

 

 

 

 

 

Visu

 

 

 

 

 

 

 

 

 

Audit

 

 

 

 

 

 

 

 

Visua

Board

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Visua

 

 

 

 

 

 

 

 

 

visua

      

 

What worked

What hindered

Action points

 

 

 

 

 

 

 

 

      

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Time

Fr/work

procedure

inter

L. object

VAKT

 

 

 

Warm up

 

 

 

 

 

 

 

 

Controlled practise

 

 

 

 

 

Guided

Practice

 

 

 

 

 

 

Free

practise

 

 

 

 

 

 

Isolate

 

 

 

 

Analyse

 

 

 

 

State the rule

 

 

 

 

 

Practice

 

practice

T welcomes learners and asks them to write the date on the board.

T asks one learner to act out the following drill with her/him

A: are you interested in cooking?

B: no, I’ am not

A: what are you interested in then ?

B : I am interested in chess

A: can you play chess?

B: yes, I can.

T invites two other learners and do

Activity one “orallypair work

T invites learners to look at the pictures then act out a short role play using can/ can’t

Learners act out and their mates try to correct the mistakes.

Activity two :  re-order the following words to get correct sentences

1-    can / play /./ swim / can’t / I / tennis/

2-    you / dive/ §/can

3-    do/ you/?/what/can

4-    yacine/ pay chess/ ?/can

t sets a time limit, walks around and checks

 

Activity three :” orally” t asks learners to work in pairs and act out a short dialogue usin can/can’t

   Learners do

Pronunciation

t writes

A: can you speak English?

B: Yes , I can

A: can Yacine speak English?

B: no , he can’t . but he can speak French

 T asks learners to listen to him/ her reading the statement paying attention to the pronunciation of the modal can

Ls state the rules

Can is pronounced /kən/ ( weak form) in questions and in the middle of statements

Can is pronounced /kæn/ at the end of a short answer

Can’t is pronounced /ka:nt/

 

Task one page 19 “ orally”

 

 

 

T

 

 

 

 

L

 

 

 

 

l/t

 

 

 

 

 

 

 

 

L

 

 

 

 

 

 

 

 

 

 

L/l

 

 

 

 

T

 

 

t/l

 

 

 

 

 

T

 

 

 

 

L

 

 

 

Motivate ls

 

 

 

Review

 

 

 

 

 

Brainstorming

 

 

 

 

 

 

 

 

Use the new lge form

 

 

 

 

 

 

 

 

 

 

 

 

 

Pronunc

Of

can

 

      

 

What worked

What hindered

Action points

 

 

 

 

 

 

 

 

 


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