Documente Academic
Documente Profesional
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Objective Objective
*Production
2 p123
Write it right
-The imperative
Vocabulary
♣ -Extra tasks
❀ 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.
-Two-way communication with the world.
- Meaningful activities /Tasks
❀ Lesson Focus:
➺ In this lesson I will teach the following aspects of language:
Function: Asking for and giving information/Reporting.
Grammar: - Reported speech with the present perfect and the past simple / The present perfect ,the
present simple (Revision)
Vocabulary: -Reporting verbs/Vocabulary related to disasters and human solidarity
Pronunciation: -Silent letters/pronunciation of final –“ed “
❀ 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 your lesson.
Can participate in a basic discussion and group decision making on familiar matters (answering in
detail, giving and seeking facts)
Can read and understand details sufficiently enough to make specific, short responses.
❀Objectives /Assessment:
➺ SWBAT: by the end of the lesson, students will be able to report using the accurate reporting verb
and tense.
❀ Required material and / or resources:
Pictures
Manual’s script p 120.
Grammar references.
Page 5
Practice :
T explains the instructions then invites the learners to do
the following tasks.
Task one: Match the pairs ,rqa az,;qws x
To train Ls
- Bertrand Russel said that three passions had governed Page 10
to write a his life: the longing for love, the search for knowledge, and
report an unbearable pity for the suffering of mankind.
using given
information
and
15mts reporting Write it Right p123
verbs in
accurate
context
T&Ls T invites Ls to read the information in the pie chart and the
layout .T explains the instruction of the task and interact
with learners about it.
L are going to use the information in the pie chart and the
layout to write a report about why Americans elected Bill
Gates Man of the Year for 2005
T&Ls
L should use appropriate verbs from the yellow box.
Key to task :
5mts
Warmin Why was Bill Gates elected Man of the Year?
g up Bill Gates was elected Man of the Year for 2005.We
have carried out a public opinion survey to find out about
the reasons why he was so elected.
15mts
Here are our findings .30°/° of our informants
……………………………………………………………………
………...
T&Ls
Task
one p
124
To make Ls
aware of
15mts the
musicality Ls
of spoken
English Page 11
(to
introduce
the silent
letters)
T.greets her learners and inquires about their daily school
Task life.T may start the lesson by writing a word which contain a
two p To silent letter on the board then invites a pupil to read it E.g.
124 recognize Know , what ,write …etc .
some silent T.correct if there is a mistake in the pronunciation of these
letters words.
(h,gh,k,r,n )
in some of LS
At this stage Ls are invited to listen to the teacher reading
the the poem and the dialogues that follow and cross out the
common silent letters.
English Key to task:
words Part one :The silent letters are:
- honest
Ls &Ls - taught – knew
- what – why – when
- where – who
Part Two: The silent letters in the dialogues are written in
bold.
Task You: I beg your pardon. What did you say?
one p To Your partner: I said, “One autumn day a column of
125 recognize condemned prisoners solemnly marched along singing
other silent
letters in
hymns”.
spoken
English
You: I beg your pardon. What did you say?
Your partner: He said, “The knights knocked the knave
T&Ls on his knuckles with a knotted knob. He knew when he
knelt on his knees; he had a knife in his knitted knickers.”
Now Ls are going to find the spelling form of the
transcribed words in the box Page 12
Pronunciation Spelling Pronunciation Spelling
/'lIsn/ Listen /'raItI / Writing
/rI'p :t / Report /'wenzdI / Wednesday
To / f 'mI:n / / st :v/
recognize Famine Starve
/'d kt / /kt/
Task the /'k b d / Doctor / kju:t / Cut
two p meaning of cupboard cute
125 some
common
verbs used
in reporting
statements
and
questions This task is given as a home work .Ls are going to
check the meaning of the verbs in the box then use some
of them to report the quotes in the box that follows. Ls will
decide which type of dictionaries they prefer to use i.e
To Arabic _English/English_English. “ Ls can work in pair
discriminat
e between or small groups “
the Key to Task
meanings The verbs that learners are likely to choose are:
of verbs in Admit, pray or
order to use beg,apologize,order,suggest,advise,blame,agree.
every one
in its
accurate The verbs are used as follow :
context. a-The thief admitted that he had stolen the bag.
b-The mother prayed/begged the doctor to save her son.
c-She apologized for being late.
To enrich d-She ordered him to go there.
learner’s e-He suggested to go out for a walk.
lexical
memory by
f-She advised her girlfriend to consult a doctor.
obtaining g-She blamed him/her for breaking the vase.
new verbs h-Leila agreed that the flowers were really beautiful.
N.B T should highlight changes occurring on some
sentences to avoid any possible confusion .
Now teacher encourage Ls to form new modals of their
own using the verbs that were not included in task one.
❀ 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.
-Two-way communication with the world.
- Meaningful activities /Tasks.
❀ Lesson Focus:
➺ In this lesson I will teach the following aspects of language:
Function: Asking for and giving advice/Expressing reason /Reporting.
Grammar: Had better /had better not /Link words for, since ….etc.
Vocabulary: Reporting verbs/Vocabulary related to disasters and human solidarity.
❀ 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 your lesson.
Can participate in a basic discussion and group decision on familiar matters using generally simple
language.
Can listen and understand main points and the important details of Medium-length conversations with
two or three people.
❀Objectives /Assessment:
➺ SWBAT: by the end of the lesson, students will be able to write an announcement about the
precautions that people should take before,
during and after an earthquake
❀ Required material and / or resources:
Manual script p 179
Pictures
Page 13
To write an
announceme
nt giving Ls&L
advice about s
the
precautions
in times of
natural
disasters
Before moving to the task, Ls should go through the tip
such an
earthquake. box on page 128. The tip box introduces using
conjunctions expressing the reason (cause) to the end of
Ls&L taking a piece of advice seriously.
s
Ls are going to write a short announcement advertising
the precaution that people should take before, during and
after an earthquake.
T should motivate and encourage Ls to work in pairs or in
small groups. The best announcement will be written on
To exploit the board and corrected by the class.
the writing Ls may rely on the model given in page 128 including the
capacities introduction. Page 17
acquired by
learners
about
making/givin
g advice and
link words.
Suggested Topic
ANNOUNCEMENT
Dear citizen,
Our town is situated in an earthquake zone. We
can’t do anything to stop earthquakes, but we
should see to it that safety measures are taken in
order to limit the loss of human life and material
damage.
Before an earthquake, we’d better not place
objects over bed because they may fall over family
members and injure them. ...
During the earthquake, we’d better not panic and
run away in all directions, for we can be injured or
killed. We’d better stand in a doorway or crouch
under a desk or a table, stay well away from
windows or glass dividers, for our safety.
After an earthquake, we’d better provide first aid
because family members and neighbors may be
injured.
❀ 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:
➺ In this lesson I will teach the following aspects of language:
Function: - Quoting someone /disagreeing politely/making claims.
Grammar: -Reported speech with the present continuous and past simple
Vocabulary: - Reporting verbs/Vocabulary related to disasters and human solidarity.
❀ 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 your lesson.
Can read and understand details sufficiently enough to make specific, short responses .
Can write a short, persuasive paragraph that exhibits simple characteristics of an argument.
❀Objectives /Assessment:
➺ SWBAT: by the end of the lesson, students will be able to report conversations, opinions and develop an
argument against claims.
❀ Required material and / or resources:
Pictures of the manual ,the manual’s text p129
Page 18
Task
one p
130
Ls
To use
diverse
reporting
verbs to
report
opinions
Task about a T.greets her Ls and inquires about their daily school Page 20
two p specific Ls life .T tries to interact with Ls about the previous
131 domain. lesson.
T invites Ls to open their books p 130 she explains
the instructions of tasks one and two then encourage
them to do the tasks at home.
At this task Ls are going to report the opinions below
using the following verbs and expression:
Think/ assert/ believe/ state/ claim/ maintain/ are
of the opinion that.
Key to task:
There are many possible answers. e.g.,
Some people think that we can reduce poverty in
Africa by giving more food aid. Some others believe
that food aid is not the solution to starvation and
malnutrition in Africa.
At this task Ls are going to develop an argument
against the claims reported in task one .Ls can use
the hints in the box and the notes that follow.