File Five -Environment With the New Changes 2013

Samir Bounab's Document

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competency Learning objectives Type of tasks

Resources Modules of integration Grammar Lexis pronunciation Learning to integrate Assess Integration

Interact

Interpret

Produce

Talking about the weather

Predicting & Expressing intentions

Describing animal

Talking about rights and duties

oral written (oral and written) (oral and written)

The future simple tense

Will questions

Adjectives / Pronouns :

" me / us "

The comparative of superiority

The imperative

Learn about culture

Environment

Internati

onal organizatio

ns

Sites in

Algeria and around the world

International days

Abbreviations standing for

Seven wonders of the world.

Sounds

ion (pronunciation)

o Compare

o First syllable o Second syllables o Third syllables

word

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Your ideal city . This first school year's lesson was about "the tree" . "tree" is an essential partner in the environment . There are many factors which influence the environment. You as a member of your city , how does it look like ? Make a list of the good and bad factors that you see everyday in your city. what to do to erase the bad factors that dominate your city. Can you imagine an ideal city where you can find just good factors that should exist in the environment of you city. Make a leaflet describing your ideal city using pictures, photos , drawing and instructions that the inhabitants should follow to preserve your city. Once your leaflet is ready present it to your teacher and discuss it with your colleagues.

SWBAT :

Preserve the environment

Samir Bounab's Document "[email protected]

Lesson Plan File Five: Environment 1st Am Leve

Time Aim of each Interaction Procedure Competencies

Sequence One Listen and Speak

Personal Goals: During this lesson ,what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation

Communicative Competence Supported and purposeful development . Active learners

Lesson Focus: Which aspects of language are you teaching : e.g. grammar point(s) ,aspect of pronunciation (phonemes, intonation, etc ),vocabulary (words, word phrases, idioms, etc)functions(polite requests, apologizing.)? In this lesson I will teach the following aspects of language:

Function : Talking about the weather Grammar : simple future tense Vocabulary : vocabulary related to weather & directions

Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the specifies of you lesson.

Can interact to ask and answer a question. Can listen to and understand main points and some important details ( who- when where) Can relate personal details in routine concrete situations.

Objectives / Assessment : SWBAT by the end of the lesson ,students will be able to demonstrate :

talk about weather Show directions

Required material and / or resources : Pictures and flash cards about weather forecast. picture showing a compass

Page 3 Samir Bounab's Document

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step Pattern targeted

5'

5'

3'

Talking about environment

Introducing people

Naming places

Describing weather & temperatures

Showing positions and orientations

teacher

students teacher

students students

- teacher Students

- students Page 4

File Five: Environment Sequence One Lesson :Listen and Speak Agenda: 1) talk about weather & directions 2) simple future tense Warm up / Pre-listening:

Ask the pupils to open their books on page 143. Interact with the pupils what they have already learnt and they are going to learn in this file. Present to the pupils the project work ,where they should split into groups , "Your Ideal City" . The teacher explains some details about the theme. Talk with the pupils about what does the weather look like. By taking a look through the classroom window . Just try to tell the pupils if the weather is "fine or bad" The pupils will react to this by giving one of the suggested answers.

Presentation:(pre-listening)

Invite the pupils to pay attention at the photos on page 145 and try to interpret them. Let the pupils talk about who are the persons on the photo ,what do they do and where are they from ? Explain the instructions of activity "a"p145 ,then invite to listen to him and try to spot the right answer . Listening: Activity "a"p145: Listen and name the places.

Place Name 1. place 1 1. Manchester 2. place 2 2. Brighton

The pupils listen then try to answer. The pupils correct the activity on the board ,then read it. The teacher reads the script again ,but this time asks the pupils to open their books ,follow him and underline some

words he asks them to do it. He has also to use a map of England to show the pupils where those cities are located. The pupils are asked later to read the script and perform it by pairs.

The teacher uses a map of England and tries to show to the pupils where those cities are located. Post -listening

The teacher insist on the weather in those places Manchester Cold - Brighton Fine The teacher invites the pupils to repeat the previous words. The teacher presents using visuals pictures showing the weather and the compass and then invites the pupils to repeat.

1- { cloud cloudy - sun sunny rain rainy snow snowy fog foggy storm stormy } 2-Today the weather is : { cloud cloudy - sun sunny rain rainy snow snowy fog foggy storm stormy } 3- The temperatures are : [ 17 degrees - 28 degrees 10 degrees 5 degrees 22 degrees ] 4- The Compass : [north _ south east west north east north west- south east south west]

The teacher on one of the sides of the board pins up the map of Algeria and above it the date of today . The teacher introduces the dialogue the question then the answer and invites the pupils to repeat them.

Listen & interact with the teacher

Interpret the photos

Listen and try to interpret an oral text (decode a message)

Interact about weather

Interpret the photos & try to discriminate weather , orientations and directions

5'

5'

5'

5'

Inquiring about weather

& temperatures Forecasting weather and showing orientations Forecasting weather forecast

& temperatures Describing weather forecast

& temperatures

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teacher

students Students- students Students

- students Students

- students

teacher

The pupils are asked to perform in context using the following drill. Present situation A : What is the weather like today in the [north _ south east west north east north west- south east

south west] ? B : Today the weather is : { cloudy in the north sunny in the south rainy in the north east snowy in the west foggy in the north west stormy south west } A : What are the temperatures today? B : today, the temperatures are : [ 17 degrees - 28 degrees 10 degrees 5 degrees 22 degrees ]

The pupils perform the drill by pairs & substitute key words . The pupils should be able to use the weather key words with the directions and perform according to the visual aid

presented by the teacher . The teacher keeps the same the same visuals pined on the board ,but this time changes the date . The teacher writes the date of the next day ,a whole date in order to attract the learners attentions. The pupils are invited to read this date and repeat it. The teacher presents the new language to the pupils.

Tomorrow the weather will be : { cloudy sunny rainy snowy foggy stormy } rain in the north east snow in the west. be cloudy in the north Question : What will the weather be like Tomorrow? Tomorrow it will be sunny in the south be foggy in the west be stormy in the south west Future situation The pupils are invited to perform the same drill but in a future situation and substitute the key words

A : What will the weather be like Tomorrow in the [north - south east west north east north west- south east south west] ? B : Tomorrow the weather will be : { cloudy in the north sunny in the south rainy in the north east snowy in the west foggy in the north west stormy south west } A : What will the temperatures be Tomorrow ? B : Tomorrow, the temperatures will be: [ 17 degrees - 28degrees 10degrees 5degrees 22degrees ]

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Interpret the drill and substitute the key words in a present situation

Interact about 'present and future situations"

Interpret the drill in a future situation and substitute key words

2'

5'

5'

Identifying the language structure (future) Analyzing and deducing the rule of the language structure

Analyze and deduce the rule of the language structure Page 6

students teacher

students students

- teacher

Students- students teacher student

The teacher asks the pupils to pay attention at the words written in different colours .

Isolation : the pupils are asked to read just the words written in different colours. will be will rain - will snow

The pupils read the isolated words.

Analysis : the teacher requires from the pupils to read the whole sentences containing the isolated words.

Tomorrow the weather will be cloudy Tomorrow it will rain Tomorrow it will snow Tomorrow the weather will be cloudy

Time marker + subject + verb + object time marker of future + subject + will + verb(inf) + object

Stating rule: Affirmative form tomorrow

the simple future tense = time marker of future next(summer) S + will / shall + verb'inf'+ object in (2010) Negative form :

tomorrow next (summer) S + will / shall + not + verb'inf'+ object

in (2010) Interrogative form:

tomorrow will/shall+ S + verb'inf'+ object + next (summer) + ?

in (2010)

The pupils read the stated rules the try to perform the following activities.

Interpret the language form supported by the function

Interpret the main constituents of a statement

State the rule and try to produce written messages

Forecasting weather forecast

& temperatures

Discriminate between present- future situations

Perform in a communicative way the new function and structure

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Practise : 1) Based form activity : Exercise : Re-order the words to make correct sentences:

1) evening /weather /. / this/ / will / rainy/, / be / the/ This evening, the weather will be rainy . 2) this / the/./ morning/ are / temperatures / 15c / The temperatures are 15c this morning.

The pupils work in rough ,then correct on the board. 2) Meaning based activity: Exercise : What do the following sentences mean? Match the pairs

1. today the weather is not rainy future 2. Today the temperatures are fine 3. Tomorrow , the weather will be sunny present

the pupils work on their rough correct on the board . 3) Communicative based activities: Exercise : Complete the dialogue. Ask the correct question

A : what is the weather like today?

B : Today the weather is fine .

A : Will it rain tomorrow?

B : No, it will not rain tomorrow.

The pupils work in rough, correct on the board then read and write down .

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Interact about the form of the statement

Interpret the written tasks and try to decode their messages

Produce the written messages related to the learning objectives

Lesson Plan File Five: Environment 1st Am Level

Sequence One Practise & Produce


Communicative Competence Supported and purposeful development . Ongoing assessment of Learning

Lesson Focus: Which aspects of language are you teaching : e.

Time Aim of each step Interaction

Pattern Procedure Competencies

targeted

5'

5'

3'

Greeting and inquiring

Describing a map

Forecasting weather

Describing weather

Talking about weather & places

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Teacher - students Students - students Students teacher

Lesson : Practise forecast weather + comparative of superiority Warm-up :

Greet the pupils and ask them about what is the weather looking like this day and what they will do and study [all what has relation with what they learnt previously as learning objectives].

Make the pupils talk about the weather about their same day class ,then try to lead them to forecast what the weather will be the next day . [ may be they have seen the weather forecast on TV]

Pre-reading : The teacher presents the map of Britain on page 147 and asks them to interpret it . He may challenge them by asking

some questions like :[ Is it the map of Algeria? What does it look like(animal) ? ..] The pupils may read the map as it is shown and try to locate the different places on it. { show orientations: e. g; "Scotland is in the north England in the south.." The teacher asks the pupils to try to guess what does the picture talk exactly about. Suggested answer :"weather" The pupils will try to speak about the map and try to guess the different orientations and the weather signs shown on

the map. During reading:

The pupils are asked to open their books on page 147, he reads the text and explains some new words like [ forecast colder- degrees Celsius- coast warmer-heavy rain- late ] while the pupils listen and underline the following words :

colder warmer . The teacher invites some pupils to read the text loudly (2 to 4 pupils) once. [try as much as possible not to correct each

spelling reading] The teacher explains the instructions of "activity d p147" ,then invites the pupils read "silently" the text and try to

answer the activity on their rough copy books. Activity'd'p147: Listen to the weather forecast and say : 'true ' - 'false' "or" - 'I don't know'

It will snow in the South . 'false' [ in Scotland north-] It will not rain tomorrow in the North . 'false' {heavy rain} The temperatures will reach 5c . 'true' The East coast won't be as cold as the North. 'true' [ East coast warmer] It will snow in the South. 'true'

The teacher reads or invites one or two pupils to read the text ,while he leads the correction . The pupils use their pencils and correct on their books. The teacher asks the pupils to perform the activity as pair work .[one reads the first statement the other gives the answer] Post reading :

The teacher directs the pupils attentions on the words underlined in the text and asks them to read them. Isolation : The teacher isolates the words(on BB): colder warmer

The teacher isolates the statements(on BB) :

1) the North will be colder 2) The East cost will be warmer

Analysis : The pupils with the help of their teacher try to interpret the statements written on the board

Listen & interact

with the teacher about today's weather and try to forecast

Interpret the British map

Listen and try to interpret an oral text (decode a message)

Interpret the text and try to find the appropriate answers

Spot the a specified information in an interpreted text

Forecasting weather using the future+ comparative Forecasting weather using the future+ comparative Comparing

Student teacher Students teacher Student student

The North colder

Subject + verb + object

Adjective + "er"

Comparative

Stating Rule : One syllable word ( short adjectives):

The comparative of superiority is : noun (1) + verb + adjective + "er" + than + noun (2) Example : The north will be colder than the south

Two or three syllable words (long adjectives) The comparative of superiority is : noun (1) + verb + more+ adjective + than + noun (2)

Example : The weather in the south will be more beautiful than in the north Practise : 1) Based form activity : Exercise : Unscramble the words to make correct sentences:

1) algeriaisinthenorthofafrica. Algeria is in the north of Africa. 2) algeriaismorelovelythanEngland Algeria is more lovely than England

2) Meaning based activity: Exercise What do the following sentences mean? Match the pairs

1) tomorrow the weather will be fine in the north of Algeria. showing orientations 2) Algeria is larger than Britain. forecasting weather 3) Algeria is a big country in the North of Africa. comparing

3) Communicative based activity Quiz p145: Test your knowledge and compare.

1. the Mediterranean Sea is larger than the Red Sea. 2. Mount Everest is higher than the Hoggar. 3. the Nile River is longer than The Chlef River 4. Tokyo is more populated than Madrid

The pupils take five minutes to think then give back their answers 'oral' ,the teacher reports on the board just two sentences "one with one syllable adjective and one with two or three syllable adjectives".

The pupils read the written works on the board then copy down on their copy books. Page 10

Integrated situations Produce

Interpret the main constituents of a statement

Analyze the different steps of a statement

Deduce the rule

Interpret a written tasks applying the stated rules

will be

colder

Describing weather

Showing orientations

Comparing

Comparing

Describing weather forecast + showing orientation and comparing

Teacher student Teacher - Student Student-student Teacher student Students -students

Warming up: The teachers greets his learners , inquires about their school situations, tries to hear to them and listens to their

inquiries . The teacher does a quick review on the previous hour and try the pupils understandings .Make the pupils talk about

"weather forecast show orientations and compare" Presentation : Integrated Situation one: You are making a project work on big cities in the world . You are studying England as European country . You know some

information about this country so chose of its big cities and compare them. Look at the information in the table on page 148 and compare those two big cities. Make a short paragraph .

London Manchester Adjective - Area 1580km 116km Large -population 6.600.000 440.000 Populated

-Temperature Jan /5c Jul / 18c Jan /4c Jul 15c

Cold Hot

-rainfall 635mm 818mm much

The paragraph: London is larger than Manchester . It is also more populated than Manchester . In January Manchester is colder than London ,but London is hotter than Manchester in July . In Manchester it rains too much than in London .

The pupils try to work by pairs ,the teacher supervises the pupils works ,then invites them to read their paragraphs. The pupils are asked to report their works on the board. The pupils read the corrected paragraph on the board. The pupils are asked to open their books on page 147 and pay attention at "activity dp148" The explains the instructions of the activity ,then asks the pupils to work on their rough copy books. Activity "d"p148: Put each word in its right box . "horrible lovely awful beautiful terrible fine"

Good weather Bad weather Lovely beautiful fine Horrible terrible awful

Integrated Situation Two: "game" Imagine you are a TV weather presenter . You are presenting the weather forecast of "today" and talking about "what

will the weather be tomorrow" Use what you have learnt in this file{ weather symbols + comparative} and make a speech to your friends in the class

talking about weather forecast Look at the map on page 148 then write the weather forecast for tomorrow. Present your writing as speech [act like a TV weather presenter The teacher asks the pupils to work individually ,then invites them to come to the board using the visual aids provided by the teacher and act as if they were TV weather presenters.

The teacher chooses the best weather forecast of the best pupil (pronunciation included) and reports it on the board Page 11

Interact about

weather

Interpret the table

Produce a short written message

Interpret and compare

Interpret the situation and produce written and oral short production


Sequence Two LISTEN & SPEAK Personal Goals: During this lesson ,what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation

Communicative Competence Active ,evolving process Active learners


Sequence Two LISTEN & SPEAK part two Personal Goals: During this lesson ,what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation

Communicative Competence Active ,evolving process Active learners


Timing Rationale Type of

interaction Procedure Competencies targeted

Identify the

theme of the

lesson

Showing duty

Introducing

Talking about

environment

Expressing intentions

Teacher

students

Teacher

students

Students- Teacher

Teacher- Students Students students

Sequence two : LISTEN AND SPEAK "2" File five Agenda : make resolutions to protect environment and animals( simple future tense )+ "tion" pronunciation Warming up:

The teacher greets his learners , inquires about their situations and tries make them talk about how do they feel ,what will they study today.

The teacher tries to look how the classroom is organized ,the floor if it is clean ,the walls of the classroom ,the tables The teacher will certainly notice that the classroom is not cleaned ,because the pupils are used to through papers on the floor. The teacher invites the pupils to collect the thrown paper on the floor and put them in the basket and try to instruct them by

saying .example: I shall keep my classroom clean . I shall not through papers on the floor . I shall put them in the basket . The teacher invites the pupils to repeat what he has said and tries to make them know that the classroom is their school

environment which they have to care about it. Presentation: The teacher shows to the pupils pictures showing pollution and the others how should our environment be .He asks the pupils

to try to interpret the pictures and try to make a link about what they did few minutes later in their class by cleaning it .He asks the pupils to talk pollution in order to involve them in the lesson's theme.

The teacher pins on the board pictures showing "Rania Pedro Wang-Sami Steve Aminata " and asks the pupils to talk about them .try to make them introduce them since they have already seen in the previous files.

Try to make the pupils interact about those persons (name age job origin) Pre-listening: The teacher shows to the his learners that those persons are from different countries to show that the problem of

environment is the problem of all the people in the world . Listening: The teacher presents the situation dealing with those persons and asks the pupils to open their books on page "149" ,listen to

the instructions ,then try to listen and complete the activity . Activity "a"p149: Listen to the TV debate ,then fill in the table .

Rania (Egypt) We won't pollute the Nile Sami (Algeria) We'll protect the gazelles Steve (North America) We'll not make clothes from animal fur Aminata (Nigeria) We'll protect the elephants Wang (China) We won't catch pandas Pedro (Brazil) We won't cut trees to save The Amazon Forests

The pupils listen to the teacher reading the script (p158) then try to fill in the table on their books (using their pencils) The teacher invites the learners to correct ,then the yare asked to go to page and perform the drill as a group work (each

pupil represents a nation) The teacher interacts with his pupils about each answer ,what does it represent and why it should be done like that .

Page 16

Interact with the teacher about the classroom situation Interpret the

photos and introduce people Interact with

teacher about those people's name origin. Listen and

interpret an oral text to decode the messages included in it


Describing animals

Inquiring and

expressing intentions

Teacher students Students teacher Students teacher Students students

Post listening : The pupils are asked to read again the script on page 158 and try to do the following task:

Exercise :Read the script again then try to do the following exercise . Fill in the diagram (Van Diagram)

The pupils read then try to fill in the diagram . They are invited to come to the board and correct then they are asked to deduce the diagram of the middle why all this is done.

The pupils are asked again to pay attention at the table or the diagram and try to do the following task.

Activity "b"p149: Listen again and name the animals which are in danger. The animals which are in danger are:

gazelles (Algeria) - elephants (Nigeria) pandas(china)- animals with fur (north America) The teacher tries to interact with his learners about this problem and try to make them talk about why are these animals in danger. This to lead them do the tasks on pages 150 & 151.

Practise

Activity "a"p150: What will or shall u do to save those animals? A : What will you do to save {the gazelles the elephants- the pandas} ? B : We won't =shan't [ hunt kill catch ] them .

The pupils perform the drill by pairs and substitute the key words. "oral task"

The pupils are invited to pay attention at the photos on page 151 and try to do the activity . Activity "b"p151: Look at the photos and build up correct sentences using "will = shall". "oral task" 1. I shall/ will not pollute in the seas. 2.I will/ shall not throw garbage.3.I shall / will not cut trees. 4.I will/ shall not throw chemicals .

Page 17

Listen and interpret the diagram

Interact about animals and try to make a discrimination between them

Analyze the

script and the sounds in the isolated words

Interpret the

script and sound to state the rule how final "s" is pronounced

Practise the

stated rule by interpreting a written task

Listen to the

teacher and interpret "oral" task "

Will protect the gazelles protect the elephants

Will not won't pollute the Nile 'll not make clothes from animal fur won't catch pandas won't cut trees to save The Amazon Forests

Protect the environment

Describing sounds

Describing the sound

"tion

Students students Students students teacher students

Pronunciation

Presentation :

The teacher presents the following statement ,reads it and invites the pupils to read it.

There is pollution in the ocean .Rivers and lakes need protection .

Isolation : The pupils are asked to read the words in different colours.

Pollution - ocean - protection

Analyzes: Pollution - protection

tion = sh + n

Stating rule : The letters [ t + i+ o+ n = are pronounced "sh+n"]

Practise :

The pupils are invited to open their books on page 150 and pay attention at the table of "activity d-p150"

The teacher reads the sounds and focus on the pronunciation of the sound "tion" ,then invites the pupils to repeat after him ,mater he may ask some of them to read them

The teacher asks the pupils to close their books ,listen to him and try to identify the heard sound with their spellings.

The pupils read all the written works on the board then write down.

Page 18

Interpret the

sound 'tion'

Analyze the sounds and its script Practise and

identify the sound


Sequence Two Read & Produce " page 151 & 152"


Communicative Competencies. Supported and purposeful development Ongoing assessment of Learning


Timing Rationale

Type of interaction Procedure Competencies targeted

Greeting and

inquiring about daily

school routines

Describing environment

Describing environment


Teacher

students Students-teacher Students - teacher Students -students Teacher

students

Sequence two : Read " Mother Earth" File five Agenda : Describing Environment & Expressing intentions ( simple present +continuous& future tenses)

Warming up: "Pre-reading"

The teacher greets his pupils & interacts with them about their daily life school activities. He checks if the have really learnt from the previous lesson .If they are really taking care of their classroom ,their school environment .

The teacher shows pictures to the pupils showing problems of pollution and what our planet is suffering from . Make the pupils talk about what our planet is suffering from .Try to listen to them (even if they express themselves in their mother tongue )

The teacher asks the pupils to open their books on page 151 ,he tries to talk to his pupils and "personalizes" the Earth as if it was a real person suffering from pollution and complaining .

During -Reading : The pupils are asked to pay attention at the letter on page 151 ,listen to the teacher explaining the instructions of the activity ,then they are asked to listen to him reading the text ,explaining some new words and then try to use their pencils and answer (on their books).

Activity "c"p151: Read this message and answer the questions. 1) Who is the sender of this letter? Mother Earth is . 2) Who is the receiver ? The children are the receiver. 3) Is Mother Earth healthy ? No , she is not .

The pupils are invited to give back their answers. The teacher listens to the pupils ,reports the answers on the board ,then invites the pupils to read and perform the task as question answer tasks.

The learners are invited to read the text again and try to answer the following exercise .

Exercise :Read the text and fill in this table . Seas Rivers Forests Air Gardens Cities Natural parks animals

dirty dirty dying full of smoke

no flowers growing bigger getting smaller in danger

Post reading : The pupils work in rough ,correct on the board then read the corrected activity . The teacher interacts with his pupils about the text and the tasks ,he tries to make them talk and come to a conclusion about

the text. The pupils are invited to summarize the text in one sentence "we shall protect the Earth and the Environment ". The teacher invites the pupils to read the written works on the board then copy down on their copy booksPage 20

Interact with

the teacher about the classroom situation Interact with

the pupils to prepare them linguistically and psychologically to the topic exploited Interpret the

text to decode the messages Produce oral

and written messages about the protection of the environment

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Describing environment Talking about pollution Talking about pollution Expressing Intentions

Teacher

students Teacher

students Students- Teacher Teacher Students- Students- Students

Integrated Situation Produce File Five "environment 1AM Level

The teacher discusses with his pupils about the last text seen , he tries to reminds them about what they have already seen and what the text talks about.

The teacher makes the pupils to talk about pollution and all what is the planet enduring . The teacher tries to present the integrate situation through illustrations and a set of instructions . The class is divided into groups . Integrated Situation: On the 22nd of April of each year we celebrate the "Earth's Day" . Your school is going to organize a celebration day on this

occasion. Look at the photos on page 151 and the ones on the board ,then try to make a list of the problems our planet is suffering from Make simple sentences about each of the problems. Select four or five mains causes and what solutions we have to do to protect our planet and environment. Make a short paragraph showing your intentions against this problem.

Eliciting information constituents from the learners:

Give the pupils few minutes to work in groups and suggest what should be included in the listing of the problem that affects the planet and the environment.

Rivers-lakes-seas Garbage Tress & forests Air animals

dirty full with chemicals public and anywhere cut burn polluted car

smokes-ozone depletion

protect

the teacher lists the pupils answers. Selecting information constituents:

the teacher asks the pupils to select three or four items to talk about . water (Rivers-lakes-seas) Garbage Tress & forests animals

dirty full with chemicals public and anywhere cut burn protect Fleshing out the information constituents :

the pupils are asked to build up simple sentences using what they have already seen as "structure" - We shall not pollute the waters of the rivers , the lakes and the seas. - We shall keep our streets ,parks and gardens from garbage. - We shall preserve our trees ands forest from fire and cut . - We will not kill and hunt animals.

Ordering and linking the sentences: The pupils make a short composition using pronouns and connectors.

Suggested paragraph: To protect our planet and the environment we shall not pollute the waters ,of the rivers ,the lakes and the seas. We shall keep our streets, parks and gardens clean. We shall preserve our trees from fire and cut .We shall not kill and hunt animals.

The teacher invites the pupils to come to the board ,correct ,read then write down on their copy books. Page 21

interact about the previous lessons in order to make a link to the new lesson's theme

Interpret the visuals to talk about the Earth's pollution Interpret the situation to select the right statements Produce a short composition talking about environment and express intentions towards this problem "yellowdaffodil66@

gmail.com


Sequence Three: Listen and Speak Personal Goals: During this lesson ,what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation

Communicative Competencies. Supported and purposeful development Ongoing assessment of Learning


Timing Rationale Type of

interaction Procedure Competencies targeted

Greeting Inquiring and showing rights and duties Talking about school rights Talking about school rights

Teacher-students

Teacher students

Students-teacher

Students-students

Students-students

Sequence three : Listen and Speak File five Agenda : Talking about rights and duties ( imperative & future) Warming up: "pre-listening" The teacher greets his pupils, inquires about their news , how do they feel today and tries to check what they have understood

from the previous lessons specially while dealing with the school regulations and the way they take care about their classroom. The pupils have to feel that to take care about their classroom and its furniture is the duty of every pupil . The teacher has also to show them that is their right to come to school and to study . This discussion must lead to the presentation of the lesson. Presentation : "while listening" The pupils are invited to open their books on page 154, and look at the pictures . The teacher asks the pupils to talk about the

photos (Sami and Sally ) what they know about their origins, jobs. The teacher explains the instructions of the activity ,then invites the pupils to listen to him and try to answer the activity . Activity "a"p154: Listen and put a tick () next to the right answer.

1. The pupils will have the right to elect . A classmate. 2. They will take part in the writing of the school regulations next . Term

The pupils give back their answers ,the teacher reports them on the board ,then asks them to read the corrected answer. The pupils are invited to open their books on page 158 and perform the script as a drill. Post listening: The teacher invites the pupils to discuss about the script , make them talk about what rights they have as pupils and what duties

they have to against their school. Practice : The teacher leads the discussion about the pupils' school rights and duties , lists up their ideas , try to make them perform as

question answer drill . The pupils perform using the following drill and substitute key words.

Pupils "A" : What right will we have to do in our school ? read books at the school library / participate in editing the school timetable Pupil "B" :What will the right to have and use the internet machines room./ plan excursions ./use modern technologies in class learning use the school's courts to play sport on Thursdays ,Fridays and on holidays. The are asked to open their books on page 154 and pay attention at "activity a- " ,then teacher explains the instructions and

invites the pupils to perform . Activity "a"p154: Look at the notice and talk about your rights. We'll have the right to elect our representative. We'll have the right to have a good education in our schools We will have the right to study in our cleaned classrooms We'll have the right to practise sport activities in our schools. Pupils will have the right to go for class outings, have leisure activities, go to school by buses and eat in our school canteens . The pupils build up sentences ,then use the previous drill and perform by pairs [substitute key words ] page 23

Interact with

the teacher about the pupils' duties towards their school and classroom Interpret the

photos Listen and

interpret a listening script Produce oral

messages related to the listening script "yellowdaffodil66@

gmail.com

Talking about animals' rights Identifying personal object

Student - Student Teacher Students Students- Students

The pupils will keep the same pattern and try to do "activity b-p155" .They are asked to act as if they were in the place of the

animals. Pandas: Elephants/panthers: Whales : what right will we have ? Crocodiles : Bears:

Pandas: bamboo forest. fur. Elephants/panthers: jungles . tusks

Whales : we will have the right to live in peace in our oceans . . Men kill us for our fat Crocodiles : rivers . skin Bears: jungles. fur The pupils perform in pairs and substitute key words. Presentation : The pupils are invited to read the following sentence: Men kill us . Isolation : The teacher isolates the following word from the sentence and asks the pupils to read it. us Analysis: The teacher invites the pupils to analyze the following words and statements. Men kill us . Subject+ verb + personal pronoun object Stating Rule : " us " is a personal pronoun object . It comes after a verb. The personal pronouns :

The pupils read the personal pronouns "subject & object The teacher explains the instructions of "activity "d"p155.The pupils listen and try to do the task as "homework".[children's

chart] The teacher invites the pupils to read the written works on the board then copy down on their copy books.

Page 24

Interpret the

pictures to talk about animals' rights

Interpret the main constituents of a statements to identify the "personal pronouns objects"

Subject pronoun Object pronoun I me You you He him She her It it We us You you They them

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File Five -Environment With the New Changes 2013

Documents

ideal city

weather grammar

teacher competencies

weather temperatures

weather predicting

weather forecast

lesson plan file

syllables o