عضو مشارك
تاريخ التسجيل: Mar 2017
الدولة: لما تهتم اذا كنت تحتقرني
المشاركات: 273
for english 4am fillle one
Teacher: saim joumana chaima…………………. Level: 4A.M.
File: 01 Lesson: 01
Function: Giving instructions Leg. Form: The imperative/ sequencers
N. Lexis: sequencers V. Aids: photos
Objective: To enable PPS to use sequencers.
Procedure Pupil's task
Stage one: Warm-up
T- Reads the text on p22 and asks the pps to list the sequencers
Stage two: Listen and consider
Step 1) T- asks pps to write the recipe on p21 in the right order using the appropriate sequencers .
Step 2) T- asks pps to correct the act on the BB.
Stage three: Write it out
T- asks pps to write a recipe of any food from their own using the imperative and time sequencers.
Step 2) T chooses a paragraph to be written.
PPS write the sequencers on the bb.
PPS do the task on their C.B
PPS –read the paragraph
PPS – do the task.
Teacher: …saim jumana chaima………………. Level: 4A.M.
File: 01 Lesson: 02
Function: expressing certainty/ uncertainty. Leg. Form: going to / might
N. Lexis: new adjectives V. Aids: photos
Objective: To enable PPS to read, understand and do the required tasks
Procedure Pupil's task
Stage one: Warm-up
T- makes a revision about tag questions.
Eg: you are pupils,…………………
T – writes some sentences on the BB & asks pps to give the correct form of the verbs. A) Ahmed (to go) shopping every Friday. B) Last week , pupils (to buy) new clothes. C) You (to pass) B.E.M exam next May.
Stage two: As you listen:
Step 1)= T-gives examples using different tenses in the aff form. Eg: You know your friend ,don't you?
- The baby drink milk , doesn't he?
- Pupils bought new clothes, didn't the?
- You will pass the B.E.M ,won't you ?
Step 2) T- shows how to deal with negative sentences using other examples.
Stage three: Practice
T-asks pps to do act 1 p20
Stage four: Produce
T- asks pps to do act 3 p36
PPS- answer :
Aren't you ?
PPS –give the correct form of the verbs.
PPS listen
PPS repeat
PPS – do
Teacher: saim jumana chaima…………………. Level: 4A.M.
File: 01 Lesson: Read and consider
Function: Seeking agreement. Leg. Form: tag questions
N. Lexis: food V. Aids: photos
Objective: To enable PPS to use tag questions
Procedure Pupil's task
Stage one: Warm-up
Step1) T- shows pictures of different dishes and asks PP to identify them (Algerian ones): chorba, couscous….etc…
Step2) T- shows pictures of other dishes from different countries and asks PPS to try to identify and say in which country they are eaten. Egs: Hamburger,…..
Stage two: Presentation
A) AS YOU LISTEN :
T-reads the script insisting on the simple tag questions with auxiliaries :"to be", "to have". And asks the questions p18. T- here insists on the intonation (rising, falling)
B) AFTER LISTENING:
T- lets pps deduce the rules from their comprehension of the presentation (Grammar window p19)
Stage three : Production:
Step1) PRACTICE: T- gives cues( writes an example on the BB and asks pps to complete with the correct tag question.
Step2) PRODUCE: T-asks pps to write a dialogue about one particular food using tag questions in pair work .Then, asks pps to practise it.
PPS- look & answer
PPS-listen & repeat
PPS- do & practise
Teacher: …saim jumana chaima………………. Level: 4A.M.
File: 01 Lesson: Read and consider
Function: expressing certainty/ uncertainty. Leg. Form: going to / might
N. Lexis: new adjectives V. Aids: photos
Objective: To enable PPS to read, understand and do the required tasks
Procedure Pupil's task
Stage one: Warm-up
T-asks pps about kinds of cakes which they know.
T- What do you need to make Tamina?
T- Well . Let's know more how to make them.
Stage two: As you read
Step1-T –reads the text loudly after setting a task on the BB.
"What are the ingredients needed to make pancakes"?
Step 2-
T-reads again the text.
T-sets a task on the BB to be done by pps.
( question 2 p21)
Stage three : After reading
T – asks some pupils to read loudly.
T – asks pupils to take down the activity on their C.B
PPS-names different kinds of cakes : Tamina, pancakes…
Pps –tells the ingredients: flour, sugar, vanilla …..
PPS answer orally.
PPS – listen and follow
PPS – do the task on the BB
Some pupils read.
PPS – write
Teacher: saim jumana chaima Level: 4 A.M.
File: 1 Lesson: 5 Words and sounds
Function: Lge. Form:
N. Lexis: V. Aids:
Objective:
Procedure Pupil's task
Stage one: Words and sounds:
The final ( ed ))
T. writes some words on BB and asks to transform them into the past:
E. g. Knock (t) ed + end (id) ed + receive (d) ed
T. pronounces the words loudly.
/t/ /d/ /id/
knocked received acted
washed filled ended
T. asks PP to add some examples.
T. mentions the rule of the pronunciation of the final ( ed )
Stage two: Consolidation activity:
T. asks PP to clarify some verbs ( act. 1 / 24 )
Silent Sound:
T. gives a list of some words and pronounces them
T. asks the pp to discover the silent sounds ( list p. 24)
Stage three: Short (i) + long (i
i
Act. P. 25
PP listen then repeat.
Some PP read them, too.
PP try to build the rule with their teacher.
PP work in pairs.
PP try to find the silent sounds through listening.
Teacher: saim joumana chaima Level: 4 A.M.
File: 1 Lesson: 6 Words and sounds
Function: Lge. Form:
N. Lexis: V. Aids:
Objective:
Procedure Pupil's task
Stage one: Comparatives
T. asks the pp to bring some packages of some processed food and asks them to compare their contents with different adjectives:
Higher – lower – more – less - as……as
Act. P .27
PP listen and follow
PP work in pairs
PP do the activity.
correct
copy down.
Teacher: saim joumana chaima Level: 4 A.M.
File: 1 Lesson: 7 Words and sounds
Function: Lge. Form:
N. Lexis: V. Aids:
Objective:
Procedure Pupil's task
Stage one: Warn up:
creating a situation to introduce restaurant and the served menus.
Stage two: Listen and check:
Step1: T. reads the sentences of act. 1/29 and asks
his pp to do it.
Step2: T. reads part 1 of script 2 / 165.
Step3: T. reads again script 2/165.
Then asks his pp to do act. 3/29
Step 4: T. reads part 2 script 2 / 166 and ask
them to circle the correct letter.
Stage three: your turn to speak:
step1: T. reads act. 2 / 31 then he asks to make the
waiter sound more polite in the dialogue.
Sept 2: pp are asked to change the comments a the
end of the dialogue.
Stage four: Write it up.
T. asks pp to write a note describing a dish.
PP listen then do.
PP check their answers
PP tick the right answer
PP work in pairs
PP make the waiter sound more polite ( only the questions)
Teacher:saim joumana chaima Level: 4 A.M.
File: 1 Lesson: 8 Words and sounds
Function: Lge. Form:
N. Lexis: V. Aids:
Objective:
Procedure Pupil's task
Stage one: Warn up:
talking about the previous lesson.
Stage two: Read and check:
Step1: T. asks the pp to look at the picture P.32
and guess the answer.
Step2: T. asks pp to read the text silently and check
the answer above.
T. asks the pp to read the text again and
answer the question (act 4 / 33)
Stage three: write it out:
T. asks pp to do activity 1 / 34
N 1 2 3 4 5 6 7
L A B D C F E G
- To be done by PP then to be corrected on BB
- Home work:
Task 2 / 34
PPs listen and follow
PP work in pairs
PP work in pairs
- PP do the task then correct on BB
for english 4am fillle one
03-18-2017, 09:36 PM
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