file3-2nd Am-Health-+file five 1st Am adapted -ATF & AEF 2

sports & food

[email protected] objectivesType of tasksResourcesModules of integration

Grammar LexispronunciationLearning to integrateAssess Integration

Interact

Interpret

Produce Inquiring about someone's health Asking for permission

Advising "fitness"

Narrating

talking about discoveries Describing medicinal plants

(F5(1stAM) saying quantities instructing

talking about aliments Describing vitaminsAdvising( ( oral and written)

( (oral)

( ( oral and written)

(( oral and written)

( ( oral and written )

( (oral and written)

( Have got( should 'advice'( must obligation( "can" permission

"must" prohibition The imperative

( Reminder "must- could"( S present + adverbs

( S past

( Adverbs formation

( Reminder " the use of adverbs "

( pr continuous

( passive (F5(1stAM) The quantifiers : some / any

How much / how many

Countable / uncountable nouns

( S present

( passive

( reminder "passiveLearn about cultureGrand mothers remedies

A bee sting

Headaches

Colds

Hiccups

Burns

Beauty

Colours and health

Orange

Indigo

Purple

Green

Blue

YellowSounds "sh" ( english fres "ch" ( check stetcher

"k" ( school chemical

Identify

Compare

/ai/ ( pile excite

/i:/ ( pill exit

Identify

Compare

First syllableSecond syllablesThird syllableswordA poster with recommendations about health. / A health Guide School year started and you began your first sance of "physical education" so you noticed that you cannot run and move quickly, you feel heavy and uncomfortable .

You are getting weigh , so you decided to react to the situation.

This situation is the result of, no sports activities, bad eating habits, drugs .

Try to make a poster with recommendations about health or a sort of health guide.

( choose your partners and form your group , divide the tasks.

( Make lists of the problems resulting of unhealthy food , no sports activities and addiction to grugs.

( collect photos , pictures and drawings showing those problems

( Ask your local area doctor about the problems and what to do to resolve them

( stick the photos , define the problems , give recommendations about good habits food , sports .so by the end you have a health guide.( Present your guide to your classmates discuss the problems , then ask the administration to stick the poster in your school.SWBAT :

Discriminate between healthy and unhealthy eating habits and exercise to keep [email protected]

Lesson PlanFile three: Health 2 Am Level

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 ( In this lesson I will use and plan activities that allow learners to practice and develop real-life communication skills for reading ,writing, speaking and listening.

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 : Inquiring about someone's health. Grammar : have to / should/must/

Pronunciation : sounds ( sh ch ch=k) Vocabulary : Vocabulary related to illness and medicines.( Will you explicitly teach an aspect of culture in this lesson ? If so, describe.

( I will teach an aspect of culture related to grandmother remedies .

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 orally to ask and answer questions in very short exchanges.( Can listen to understand main points and important details .

Objectives / Assessment :(SWBAT by the end of the lesson ,students will be able to demonstrate :( inquire about ones health.( Ask for and give advice.( Discriminate between the sounds "sh" "ch" and "ch=k".

Required material and / or resources :

( The manuals pictures { pages : 50- 51 52}( Listening script page :64 [email protected]

1TimeRationaleInteraction PatternProcedure

Listen and identify the main theme of the lessonT - SsS - TFile Three: Health Sequence OneListen and Speak :

Agenda :

1. inquire about ones health

2. ask and give advice (model verbs : should must)

3. sounds : "sh" "ch" "ch=k"

Warm up / Pre-listening:

Step One: The teacher asks the pupils to open their books on page 64.Step two : Teacher presents the situation using the picture on page 50.[Liz is talking to Sally who is suffering ]

Step three: The teacher invites the pupils to listen , use their pencils, and try to identify what is on going to with Sally.{while reading the pupils are asked to underline the following words : should do / must stay / should take / must call}

Step four: The teacher asks the pupils to spot the theme and the main point of the dialogue

( Liz has got a headache.

Listen to spot and identify "models and forms" expressing advice and obligation T - S

S- T

S- S

T - S

Ss - Sslistening :Step One: The teacher reads again the dialogue, then invites the learners to read and perform it by pairs.

Step Two: The teacher asks the pupils to report to him the words which have been underlined at the beginning the lesson.Step three: The pupils report the words :

( Isolation : should do / must stay / should take / must call

Step four: The teacher invites the pupils to read the isolated words.

Step five: The teacher asks the pupils to identify the whole sentences which include the isolated words.1. what should I do ?

2. you must stay at home.

3. should I take a medicine?4. you must call a doctor.

Step six: The pupils are invited to read the sentences.

Step seven: The teacher chooses two of the sentences in order to study them with the pupils. He should lead them to discover the main parts of the sentences.( Analysis :

You must stay at home. ( "must" obligation

Subject + model verb+ verb + object infinitive What should I do ? ( " should" advice"

"wh qq" + model + pronoun + verb

Word verb infinitive( Stating rule :

Subject + Model verb {should/must}+verb (infinitive)+object.( Practice : The teacher asks the pupils to look at the illustrations on page 51, explains the new words then invites the pupils to perform the following drill : Pupil 1: I have got { a headache/ an insomnia/ a backache/an insect bite} . What should I do? Pupil 2: You should { take an aspirin / drink a large glass of warm milk/ use ointment / put anti-itch cream on it }

The pupils are invited to work substituting the key words.

2

Identify ,recognize and discriminate between the sounds "sh" "ch" and "ch=k"T - S

S S

T S

T S

S TT SS- SPronunciation : sounds "sh"- "ch" - "ch= k"

Step one : The teacher invites the pupils to open their books on page 50.Presentation :

Step two: The pupils listen to the teacher reading the following script on page 50

They are asked to use their pencils and underline the following words:

Step two :The pupils perform the drill by pairs .Isolation :

The teacher requests from the pupils to give him the words that they have underlined.

Should - aches - cheap

" sh" ch = k ch = tchStep three: The pupils read the isolated words and try to distinguish between themand recognize the script of each sound

Step four:

Practice: the teacher invites the pupils to the follow him reading the "table" on page 50

Sounds

English teacher school

Should choke stomach Fresh check chemical Shoulder challenge character Insurance stretcher mechanic The pupils repeat after him ,then they are asked to shut their books and listen to the teacher performing the activities "identify and compare". The teacher does some 'tongue' twisters with his learners

Shy Shelly says she shall sew sheets. I wish you were a fish in my dish How much wood would a woodchuck chuck Chester Cheetah chews a chunk of cheep cheddar cheese. The pupils listen and try to identify and discriminate between those sounds.

Step five: The teacher invites the pupils to write down all the written work on the board.

Samir Bounab's Document

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Sequence One Practice + Go forward

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

( Supported and purposeful development( Meaningful Activities / Tasks .

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 : Inquiring about ones health Grammar : model verbs "should must" Vocabulary : vocabulary related to health( Will you explicitly teach an aspect of culture in this lesson ? If so, describe.

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 communicate a limited range of information

(Produce a clearer message

Objectives / Assessment :

(SWBAT by the end of the lesson ,students will be able to demonstrate :

( inquire about ones health.

( Ask for and give advice.


( The manuals pictures { pages : 51 52}


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Page 4TimeRationaleInteraction PatternProcedure

Use the already acquired notions and functions and perform oral and written tasks to express obligation and ask and give advice

T - Ss

S - TSs - SsT- S

Ss - Ss

Ss - SsT S Ss - Ss

Practice page51: agenda : 1) Inquire about ones health / 2) advise.Warming up :

the teacher after greeting his pupils ,he interacts with them and asks how do they feel or if any of their colleagues absent ,he may lead the conversation about this absent and try to interpret the situation this will lead the pupils to recycle what they have seen previously.Presentation : Practice page 51

The pupils are invited to do the following exercises on their rough copy books, correct on the board then read and write down:

Based formed Activity :

( Exercise One: Put the following words in order to make correct sentences.

1) must /revise / lessons /should /./ your /you ( You should revise your lessons .

2) not / must / you / smoke / . / ( You must not smoke .3) should / what / we / ? / do / ( What should we do ?4) I / ? / must / do / what / ( what must I do ?Meaning Based Activity.( Exercise Two : Match the pairs .

Sentence

Meaning

1) You must do the exercise .2) Could you open the window please?

3) Can I go out?

4) You should practise sport

PermissionRequest

Obligation

Advice

Communicative activities:( Exercise Three: Ask the correct questions.

A : What's the matter ? B : I have got a toothache. A : What should I do ? B : You should see the dentist . A : How do you feel today? B: Today, I am fine .Thanks.

The pupils work in pairs ,correct on the board then read and write. Present the visual "aspirin" on page 51 and try to interact about the use of aspirin and when it is used .

Lead the learners to a short discussion .

Ask the pupils to read the "instructions" about aspirin on page 51, then explains the instructions of "Activity1p 51: "orally" Activity 1p51:Read the instructions for the use of the aspirin then give advice to the people.

A : My daughter is 8 and she has flu how much aspirin should she take? Doctor: She should take (1) tablet a day.

A : My sister's baby ate several aspirins .What should I do ? Doctor :You should go to the hospital at once .(The learners perform the drill in pairs using the key words .

The teacher discusses with his learners about the different sorts of illnesses in order to lead them make the difference between them The teacher explains the instructions of "Activity 4p52 then asks the pupils to work .

Activity 4p52: Put each illness in the right box:

Common Illnesses

Serious illnesses

A headache- a stomachache an earache a toothache sore throat cold a cough a backache

A heart disease pneumonia AIDS- high blood pressure diabetes obesity

The pupils work in rough then correct on the board . The teacher interacts with his learners about what they should eat in order to be healthy , he has to listen to them and try to lead them communicate about the theme.

The teacher explains the instructions of "Activity 5p52" the asks the pupils perform in pairs.

Activity 5p52: Pair work. Ask and answer .

A : Why should I eat less [ fat sugar - salt ] B : Because too much [fat sugar salt ] can cause [obesity diabetes high blood pressure]

The pupils perform in pairs and substitute the key words.

Page 5

Sequence One Discover the Language 2nd Am Level

Personal Goals:


( Communicative Competence

( Supported and purposeful development

Lesson Focus:



Function : Inquiring about ones health + Expressing Obligation Grammar : model verb " must"

Vocabulary : vocabulary related to health

( Will you explicitly teach an aspect of culture in this lesson ? If so, describe.

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 read and understand the general ideas and some important details

(Can find specific ,routine information in short texts .



( Express Obligation .

( Inquire about ones health.

( Talk about some Grannies Remedies


( The manuals pictures { pages : 53}


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Review what has been said about Sally's healthIdentify the main idea of the text

Recognize and spot some important details of the text

Express "obligation" using the model "must"

Talk about traditional medicine and grannies remedies. T - Ss

S - T

Ss - Ss

T- S

Ss - Ss

Ss - Ss

T S

Ss - Ss

Discover the Language p53. agenda:1) express obligation /2) talk about grannies remediesPre-reading :

Ask the pupils to talk about what happened to Sally since ,they have dealt with the subject in the previous lessons . The teacher introduces the situation about Sally's health that she has not recover and they will learn more while studying the text .During reading :

The teacher explains the instructions of the a skimming exercise ,then invites the pupils to read the dialogues silently and try to answer the exercise : Exercise : Read the dialogue then answer the following questions.

1) Who is Liz ? ( Liz is the mother of Sally.

2) What is the matter with Sally? ( She is awful.

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

The teacher invites the pupils to read the text by pairs .then try to answer the questions on page 53.First he reminds the learners about the uses of "can" [ability inability request permission] ( What does Sally want to obtain when she says :" Can I to Wang's party ?"

Sally wants to obtain a permission to go to Wang's party .

( Does her mother agree?

No she does not agree.

( What is Sally obliged to do ?

She must stay in bed .

( What can you say about the word "must"?

"must" is for "expressing Obligation"

The pupils read then try to answer the questions ;then perform the activity as a drill (question answer).Post reading :

The learners now know the use of 'must' to express 'obligation" as they already know the uses of can

Know some vocabulary related to health.Practice :

The pupils will use what they have learnt and try to perform "activity 1p53" as pair work. The teacher presents and explains the new vocabulary then invites the pupils to perform "orally" using the model "must".( Activity 1p53:Pupil 1 'is a patient with a health problem / pupil 2: is a doctor who tell the patient what he must do .Pupil 1: I have got { a pain in the back / sore throat / a flu }

see a doctor . You mustn't carry heavy things.

Pupil 2: You must take hot drinks . You mustn't eat ice creams. stay in bed . You must not go out.

The pupils are free to use what ever key words and perform it in pairs .

The teacher invites the pupils to do "Activity 2p 53" using their pencils . Activity 2p53: Match questions and answers .

1) ((6) - 2) ( (3) - 3) ( (1) - 4) ( (4) - 5) ( (2) - 6) ( (5)

The pupils do the activity on their books ,then perform it by pair. The teacher explains the instructions of "activity 3" ,then invites the learners to perform Activity 3p53: What does the signs mean ? Write in full .1) A: "Silence Hospital! What does that mean? B : It means .You must keep calm.

2) A: "No smoking" ! What does it mean? B : It means .You mustn't smoke

The pupils perform the drill in pairs.

The teacher asks the pupils to go back to page 52 and pay attention at "activity 2p 52"

The pupils are asked to talk about "grannies remedies" according to the given illnesses .

Examples: ( Toothache ( put some perfume or wash with hot water mixed with salt

( sore throat ( Take some lemon with honey .

The pupils discuss the matter ,then read the written works on the board and then write down . page 7

Sequence two: Listen and Speak 2nd Am LevelPersonal Goals:


( Two way communication with the world( Active learners

Lesson Focus:



Function : Advising "fitness" Grammar : "must" + adverbs of frequency Pronunciation : Vowel sounds /ai/ - /i/ - /i:/ Vocabulary : Vocabulary related to sport, daily activities and leisure time( Will you explicitly teach an aspect of culture in this lesson ? If so, describe.

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 orally to ask and answer questions in very short exchanges. ( Can listen to understand main points and important details.( Can communicate a limited range of information

( Can use very simple sentences patterns with memorized phrases.



( Ask for and give advice ( Describe daily life activities using "adverbs of frequencies"

( Describe between vowel sounds


( Pictures showing obesity & sports & food( Listening script "sequence two" page64


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Make the pps guess the theme of the lesson Listen and

Spot the answer to the given questions

Identify the main constituents of a sentenceAcquire the new grammar structure "adverb"

Practice

Using the rule

T - Ss

S - T

Ss - Ss

T- S

Ss - Ss

Ss - Ss

T S

Page 9Sequence Two: Listen and Speak 2nd Am LevelAgenda : 1) advising "fitness" 2) adverbs 3) sounds : /i/ - /i:/ - /ai/Warming up :

Through visuals showing a boy who does not practice sport ,some sport activities and fit children . Invite the pupils to react to the pictures hanged on the board, and see their first reactions.

Try to know from the pupils what is the theme of the lesson.

Make the pupils express themselves about the subject in order to lead them to listen to the script and then try to do "Activity one p55"Presentation :

The teacher asks the pupils to open their books on page 55 ,look at the activity . The teacher explains the instructions of the activity ,then invites the pupils to listen then try to answer the activity .

Activity : Listen then answer the questions :

1) What does Rayan do to keep fit ? ( He lifts weights 2) Does Andy practise any sport? ( No he does not.

3) What does he do after school? ( He plays video games.

The pupils are asked to answer the activity . then perform it ask pair work. The learners are asked to go to page 64 and perform the drill.

The teacher asks the pupils to perform the drill by pairs .

The explains the words and expressions in the dialogue in order to lead them "isolate" the following sentence .Question : Do you exercise regularly? Answer : I exercise regularly .Question : Is it dangerous to lift weights ? Answer : No, you must handle them carefully. The teacher reads the dialogue then asks the pupils to perform it. The teacher isolates again the first sentence .And tries to lead the pupils to Analyze it .

( I exercise

Subject + verb + adverb

regular + " ly"

adjective + " ly "

adverb The teacher using mind mapping should lead the pupils to detect and identify the main constituents of the sentence. The teacher helps them just to name the words "adverb".

The pupils try to state the rule : Adjective

Adverb

1- heavy

1- heavily

2- serious

2- seriously

3- bad

3 badly

4 good

4- well

exception : adjective "good" ( " well " The teacher reports the stated rule on the board . The learners are asked to do the following exercise.

( Exercise : Form adverbs from the following adjectives . The pupils are asked to think , work in rough then correct on the board.

TimeRationaleInteraction PatternProcedure

Listen to distinguishBetween the sounds

Read the tongue twister

Spot the different sounds presentedIdentify the script of those sounds

Be aware that the same letter is pronounced differently

T - Ss

S - T

Ss - Ss

T- S

Ss - Ss

Ss - Ss

T S

Ss - SsPage 10 Stage Two: Pronunciation Step One: The pupils are invited to listen to those "tongue twisters " written on the board.

Presentation :

The pupils listen then read .

Isolation : The pupils are asked to isolate the words written in different colours. Little - Mike - his bike like - eat - eel - while - peel The pupils read the selected words. From the selected words and after having reading and repeating them ,the teacher asks the pupils to state how many sounds can notice in those words.

bike - little - eat - eel

" i " = i = /ai/ " i " = e = /i/ " ea " = e+e= /i:/ "ee" = e+e = /i:/

The pupils repeat the words and try to discriminate between the sounds . Stating rule: The learners try to state the rule of the pronunciation of the studied sounds.

The pupils do not need to know the phonetic transcription symbols ,but just the sound of the alphabets letters. Practise :

The learners are then invited to open their books on page 55 and pay attention at the sounds table .

The teacher reads the sounds one by one then invites the pupils to repeat after him.

The pupils are later asked to close their books then, listen to the teacher reading some words, the pupils are required to identify and compare the words read by the teacher . The pupils are asked to read all the written works on the board ,then copy down .

Samir Bounab's Document [email protected] Two : Practice & Go forward 2nd Am Level

Personal Goals:


( Supported and purposeful development( Meaningful Activities / Tasks .

Lesson Focus:



Function : Describing someone's behaviour & Narrating .

Grammar : Adverbs + simple past tense Vocabulary : Vocabulary related to daily life & school activities ( Will you explicitly teach an aspect of culture in this lesson ? If so, describe.

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 communicate a limited range of information

( Produce a clearer message


( "SWBAT" by the end of the lesson ,students will be able to demonstrate :

( describe how should ones behaviour should be .

( narrate.

( Inquire about someone's frequency activities.


( The manuals picture { pages : 56}

Samir Bounab's Document" [email protected] "


Interact using what they have as back groundInterpret the situation and perform according to a given model

Use "adverbs" to talk about daily life activities or narrate events

Interactto express school life tasksPage 12T - Ss

S - T

Ss - Ss

T - SSs - Ss

Ss - Ss

T S

Sequence Two : Practise 2nd Am LevelAgenda: 1) describe ones behaviour +adverbs 2) narrate 3) adverbs of frequency.Stage one :

Warming up:

Interact with the pupils about their day and try to make use what they have learnt in the previous hour. Try to make them talk about "advising fitness" using "adverbs" .Practise part one :

The teacher asks the pupils to remind him about the form of the adverb should take . The teacher explains the instructions of activity of "activity 1 p 56" . He should ask the pupils to split into groups ,then try to understand the instructions of the activity and act as a play . They should be able to act the three sentences : Subject + verb + object / Subject + verb + adjective / Subject + verb + adverb( Activity 1p56: You are casting a play { pair work} .You need these characters. [doctor patient mother nurse secretary ] Pupil1: Youre a {doctor/nurse/secretary} and youre [attentive quick- polite].

Pupil 2 : Ill be the {doctor, nurse, secretary}. Im [attentive quick- polite]. I must (listen-react-answer) [attentively quickly politely].

The pupils act the script by pairs then substitute the key words. Practise part two: The teacher asks the pupils to pay attention at the photo on page 56 which represents "an ambulance" .What does it mean to see an ambulance ?

Try to let the pupils to interpret the photo and interact with his learners about it.

The teacher explains the instructions of "Activity2p56" ,then invites the pupils to work in pairs.( Activity 2p56: Turn the adjectives between brackets into adverbs.

A : What happened this morning ? An ambulance blew its horn.

B : I saw an accident this morning .A car was going (fast) fast. It ran into a young mans bike. The young man was hurt (bad) badly. Some people came (quick) quickly to help.

But a policeman on duty told them to keep away .He asked his colleague to call an ambulance. The ambulance arrived (rapid) rapidly. Two ambulance men came out of it and put the young man on a stretcher (careful) carefully.

The learners do the activity in rough while the teacher supervises their works ,then he invites them to read and act perform the activity.

Let the pupils listen to each other, correct each other ,the teacher tries not to intervene .

Stage Two: The teacher asks the pupils to take their school time table. Invites the pupils to read it [even in their mother tongue] and talk about what do they study during the week .

Ask the pupils to talk about the number of hours they study those courses.

They may answer : Arabic ( 6 hours - French ( 6 hours - English ( 3 hours -

sport ( 2 hours - art ( 1 hour. Try to make the pupils build up exchanges about their time table.

For example: A : What do you study from Saturdays to Thursdays?

B : I study : Arabic French English- physics art..from Saturdays to Thursdays. Ask the pupils to perform to drill pair by pair.


Inquire about the number of things those school tasks are performed using "how often"Talk about the same tasks but out off school lifeMake short report about someone's tasks using adverbs of frequencyPage 13T - Ss

S - T

Ss - Ss

T - S

Ss - Ss

Ss - Ss

s S

Tell the pupils to ask about the numbers of hours they study in a week . ( How often = how many times

A: How often do you study {art physics English Arabic .} a week? art ( once (one time) physics ( twice ( two times) B : I study English ( thrice (three times) a week .

Arabic ( four times (four times) Ask the pupils to repeat each sentence alone then perform the drill by pairs. Later the pupils are asked to practise the whole drill . Next the pupils use their school time table and perform the drill using the studied model, they are free to talk about whatever course they chose, the teacher has not to intervene. Let the pupils correct themselves if needed. The pupils are asked to open their books on page 56. The teacher explains the instructions of "activity 3p56 then invites the pupils to perform: asks the pupils to perform "Activity 3 p 56" :( Activity 3p 56: Ask and answer your partner.

How often do you [lift - practice play] (weights jogging chess) a week?

I { lift weights twice a week } , I [ practice jogging , thrice a week ] , I ( play chess once a week)

The pupils correct the activity on the BB, then read and copy down.

The teacher asks the pupils to communicate using the time table of the activity and change the keywords; they are free to use the appropriate key word.

The teacher asks the pupils to look at activity 4p56, he explains the instructions then he asks them to do the activity on their rough copy books.

( Activity 4p56: How often do you do these things? Answer the questions, and then perform with your friend. Report your friends answers to the rest of the class.

Brush teeth

Wash hands

Take shower

Go to the hair dresser

Clip nails

You

Thrice

Eight times

Once a week

Once a month

Twice a week

Your friend

Thrice

Ten times

Twice a week

Once a month

Once a week

Pair work :

A : How often do you [brush your teeth wash your hands- take a shower- go to the hairdresser clip your nails ]?

B : I ( brush my teeth thrice a day after each meal ) I{ wash my hands many times a day }I [take a shower once a week ] I {go to the hairdresser once a month} I ( clip my nails four times a month).

Report the answers to your friends:

>

The teacher invites the learners to perform as question and answer then each of the pupils comes to the board and reads what his friend does .[ the teacher takes two learners one represents the boys and the other one the girls ] The teacher asks the learners to read the written work on the board, then read and copy down.

Samir Bounab's Document" [email protected] "


Interact using adverbs and adverbs of frequency about daily life and school tasksInterpret the pictures or tips and give adviceMake exchanges about health adviceUse the theme to talk about daily life and grannies remediesPage 14T - Ss

S - T

Ss - Ss

T - S

Ss - Ss

Ss - Ss

T S

Agenda: 1)asking & giving advice / 2) Questioning.

Warming up : The teacher interacts with his learners about what they have learnt previously through daily questions [what do they study that day ,how often do they study a particular course, the way they feel while studying any course.] This should lead to the introduction and the presentation of the lesson Make the pupils discuss about the theme "Health", what should they do to keep fit and healthy and what should or must they avoid? Presentation :

The pupils are invited to open their books on page 57, and try to "interpret" the "tips" the teacher explains the instructions , the pupils are asked to repeat the new words such as : energy contain - fibers digestion - preserve middle aged - heart attack eliminate toxins bones challenge quiet The teacher invites the pupils to read tip by tip . Practice : The teacher writes on the board the first example, then asks the learners to substitute the key words.

To feel calm , go to bed early and get up early

To challenge your brain , play chess, scrabble , crosswords or read

To keep fit, walk for half an hour every day .

To have strong and good teeth, brush them for three minutes, thrice a day.

To protect your skin, use creams.

To help your digestion, eat fresh fruit and vegetables.

The teacher asks the pupils to read the sentences written on the board. The teacher explains the instructions of activity 2p 57 , then he asks the learners to use the information on the board and do activity 2 .

( Activity 2p57: Pair works. Give advice to your friend.

A: What should I do to feel calm? B: You should sleep early and get up early.

A: What should I do to challenge my brain?

B: You should play chess, scrabble n crosswords or read.

A: What should I do to keep fit?

B: You should walk for half an hour every day.

A: What should I do to have strong teeth?

B: You should brush them three minutes, thrice a day.

A: What should I do to protect my skin?

B: You should use creams. A: What should I do to help my digestion? B: You should eat fresh fruit and vegetables.

The teacher invites the learners to perform the drills pair by pair.

The pupils listen to the teacher explaining the instructions of "activity 3p57" ,he asks the to read the sentences of the activity ,then interacts with them about what do they talk about . Next the learners are asked to do "activity3p57" on their rough copy books .

( Activity 3 p57 : Ask questions on the underlined words .

You must eat dairy products to get enough calcium. ( What must you eat to get enough calcium?

You must exercise 10 minutes every day. ( How long must you exercise every day?

You must play chess to challenge your brain.( What must I do to challenge my brain?

You must drink 1.5 liter of water to eliminate toxins. ( How much water must drink to eliminate toxins?

The teacher asks the learners to correct the activity on the board, read then copy down.

Produce : talk with the pupils about what they have seen today and try to make them speak what which one of he tips do they apply in their daily life. Ask the pupils to talk about what their grannies advise to do to keep fit.

Listen to the pupils and report some of their advice on the board. Invite the pupils to read and write down on their copy books.

Sequence two : Discover the Language 2nd Am Level

Personal Goals:


( Communicative Competence

( Supported and purposeful development

Lesson Focus:



Function : narrating

Grammar : simple past tense + adverbs Vocabulary : vocabulary related to street accidents ( Will you explicitly teach an aspect of culture in this lesson ? If so, describe.

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 read and understand the general ideas and some important details

(Can find specific ,routine information in short texts .


( "SWBAT" by the end of the lesson ,students will be able to demonstrate :

( narrate( derive adverbs from adjectives


( manual's scriptsSamir Bounab's Document" [email protected] "


Be sensible to the problem of street accidentsDerive words Discriminate between regular and irregular adverbsDetect and spot the mistakesProduceAnd use the language acquired

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Agenda: 1)narrating / 2) word derivation Warming up (pre-reading): interact with the pupils about car accidents and what to do to avoid them Ask the pupils to look at the photo on page 58 and try to interpret it . Step one: The learners are asked to open their books on page 58 and read silently the text {while the teacher prepares the questions on the board and the new words.} During reading:

Step two : The teacher reads the text , explains the new words such as depressed - firm worst run into boss- - nowadays

Step three: The learners listen to the teacher, repeat the new words, then take their rough copy books and answer the questions.

Step four: The learners do the activities on their rough copy books and correct on the board.

( Read the conversation then answer the questions : 1- Do you know words that derive from the underlined words?-> terribly ( terrible - badly ( bad

2-What can you deduce? I can deduce that these words are adverbs

Words

Root

Suffix

Terribly(adverb)

Terrible

ly

Badly(adverb)

Bad

ly

3-Whats the grammatical form of the word that is before the underlined words?

The word that is before the adverb is the verb

4 What can you deduce? -> I can deduce that the adverb comes after the verb.

Post reading:

Step one : The teacher asks the pupils to read the text again and try to answer the question of activity 1 p 58 . -> Activity 1p58: Copy the chart then complete it from the text.

Regular

Irregular

Adjective

Adverb

Adjective

Adverb

Hard

Hardly

Worst

worst

Step two : The learners read , correct the activity on the board then read and copy down( to save time it could be done using their pencils and corrected on the books )

Step three: The teacher asks the pupils to look at activity 2p58; he explains the instructions then they are asked to do it in rough

( Activity 2p58: Put the words in the right order to make correct sentences.

He works hard.

Handle carefully these boxes.

He asked angrily to see the manager.

Step four : The pupils are asked to do activity3p58, the teacher explains the instructions ,the pupils work on their rough copy books. -> Activity3p58: Insert each adverb in the right place: loud-awfully- carefully- fast

[ 1( walk fast - 2 ( drive carefully - 3 ( sings awfully - 4 ( speak loud]

Step five: The teacher explains the instructions of activity4p58, then asks the learners to do it using their pencils. ( Activity4p58: Complete with adverbs of your own.

{ 1( angrily- 2(seriously-3( quickly- 4( slowly - carefully - 5 ( fluently }

Step six : The pupils correct ,then read the sentences, they are asked later to copy them on their class copy booksStep seven : The teacher asks the pupils to do activity 5p58 as a home work on their rough copy books; they are asked to form sentences using the following adverbs [ well - slowly - clearly - hard noisily ]


Interact about adverbs their forms and their place in the statementInterpret the situation and use the appropriate adverbDerive adverbs from adjectiveUse the language to talk about oneself daily activities Page 17T - Ss

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Adverbs: The teacher asks the learners to open their books on page 59.

The teacher asks the learners to read each part of the reminder, he explains the parts of the lesson , the ( form of the adverbs the use of it - the spelling - the regular adverbs - the irregular adverbs the adverbs with one syllable )

The learners listen then repeat.

Later the learners are asked to do the following activities .

The learners are asked to open their books on page 67 and pay attention at "activity 2 page 67:

The teacher explains the instructions then invites the pupils to perform .

( Activity 2p67: Agree with these statements.

1) A: Dad is a careful driver. B: That's right. He drives carefully .

2) A: My uncle is a hard worker. B: That's right. He works hardly.

3) A: Linda is a quick learner . B: That's right. She learns quickly .4) A: Charles is a good swimmer . B: That's right . He swims well.5) A: Ken is a slow reader . B: That's right .He reads slowly.

6) A: Sami is a fast runner. B : That's right . He runs fast .

7) A: My cousin is a bad writer. B: That's right . He writes badly. The pupils think about the activity ,work by pairs , then report their works to the class. The teacher invites the pupils to listen to the instructions of " activity3p67"then try to do it on their rough copy books .

( Activity 3p67: Form adverbs from the following adjectives when possible.

Adjective

AdverbHeavy Heavily Good Well Happy Happily Serious Seriously Fat (Old (Small SmallFast FastTerrible Terribly The pupils work in rough then correct on the board. The teacher explains through some examples the words or adjectives that do not change into adverbs. The pupils are asked to look at their school time table and answer the following questions ,then try make a short paragraph . (This may be done as integrated situation]

( Integrated Situation: Your English pen-friend wants to know what courses do you study at school , when & how often do you study them .( Draw your time table

( answer the following questions then ( write a paragraph. The teacher asks the pupils work in class if 'time permits' or do it as home work

He pupils present their works to the class, then discuss with their colleagues.

Listen & Speak 2nd Am Level

Personal Goals:


( "Active learners"

file3-2nd Am-Health-+file five 1st Am adapted -ATF & AEF 2

Documents