اجلمهورية اجلزائرية الدميقراطية ال�شعبيةPEOPLE’S DEMOCRATIC REPUBLIC OF ALGERIA

وزارة الرتبية الوطنيةMINISTRY OF NATIONAL EDUCATION

TEACHER’S GUIDEMIDDLE SCHOOL

YEAR ONE

TAMRABET LOUNIS

HEAD OF PROJECT INSPECTOR OF NATIONAL EDUCATION

HAMMOUDI ABDELHAK

UNIVERSITY TEACHER

BOUKRI NABILA MIDDLE SCHOOL

TEACHER TRAINER

SMARA ABDELHAKIM

MIDDLE SCHOOL TEACHER TRAINER

THE TEACHER’S GUIDEMIDDLE SCHOOL

YEAR ONE

Table of contents

Introduction 4

Presentation of the coursebook objectives 7

Teaching absolute beginners 16

The representation of the core values in the coursebook 19

The representation of the multiple intelligences theory in the coursebook: a sample sequence 22

The implementation of the guiding principles in the coursebook 33

Rationale for planning 39

Planning learning: the sequence 42

Framework for lesson plans 61

Layout of a sequence: suggested lesson plans 66

The tutorials sessions 108

A sample summative test 110

Answer Keys 114

Online resources for the teacher 126

Bibliography 127

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Introduction

Dear colleagues,

We are pleased to introduce the Teacher’s Guide for Year 1 of the middle school English coursebook. The aim of this Teacher’s Guide is to help you prepare lessons, and integrate, when necessary, listening, speaking, reading, and writing. It will help you to understand the important components of the language curriculum, along with the opportunities that your learners will need to achieve the educational objectives successfully.

The Teacher’s Guide is also an attempt to help you to expand your range of teaching methods and techniques to accomodate your learners preferred channels of learning. The tasks and activities included in the coursebook were carefully selected to cater for learner’s’ styles and multiple intelligences.

It is worth mentioning that in the learners’coursebook, language is viewed as a set of interacting competencies The tasks of the coursebook are therefore always centered on the learners and the focus is on the development of their capacities in order for them to acquire, in the most effective way , competencies in English corresponding to their in-school and out of school needs. They learn to speak, listen to, read, write and re-use what they have learnt in new situations. These competencies are taught in an integrated way, since in real-life that is how they are used. This is the reason for this change in the teaching of English. We should focus on helping learners to play a more active role in their own development and make them responsible for their own learning. We should afford them opportunities to find the answers to questions arising from their own daily life and to become autonomous learners. As this approach to learning is facilitated by having the learner confront significant and meaningful situations, his personal process of adaptation relies more heavily on his cognitive ,psychomotor and affective resources while also taking into account the influence of the social and cultural interactions with the world around him.

The competency-based approach is based on linking learning carried out at school to varied and relevant contexts-of-use in order to make the learning useful and durable.

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The aim for learners is to develop intellectual, linguistic and problem-solving capacities in school that will enable them to tackle cognitively and pragmatically challenging situations both in and out of school. Learners will thus see learning as being worthwhile and having relevance both for their studies and their future.

The learners should be prepared to the changes and challenges that are occurring at the national and international levels. (See the law of orientation 04.08 January 23rd 2008).

The guiding principles of the curriculum are translated faithfully in the coursebook through meaningful situations and tasks.

We hope that you find the Teacher’s Guide useful and helpful. We also hope that your learners will enjoy their new English Book.

The Authors

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Presentation of the Coursebook objectives

I listen and do.

“So many times, people told me I can’t do this or can’t do that. My nature is that

I don’t listen very well.”

Chantal Sutherland

This teaching point should be carefully introduced. It carries the most important elements of the sequence. Its content exposes your learners to the target language .

In ‘I listen and do’, learners are very active. They identify and use the target language through the interactive competence, the interpretive competence and the productive competence in an integrated way.

The learners should be able to use language orally to interact with others in order to create social relations, express needs, understand and address needs of others and to get things accomplished.

While listening and interacting orally, learners are exposed to the English sounds. Repetition in meaningful contexts helps them to get accustomed to these sounds.

They should be able to understand through reading or listening written and spoken language and to interpret it appropriately.

They should be able to produce coherent, elaborate and relevant messages in writing and speaking. It is also to be able to effectively express ideas and organise thoughts appropriately.

In this section ,vocabulary is presented through topics closely related to each situation. The learner must acquire a lexical repertoire which corresponds to his level of proficiency .This will enable him to do the different tasks and activities assigned

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to him.The teacher can use different techniques to introduce the new items.- pictures, definitions, situations, gestures, miming, realia, translation, definitions, synonyms, antonyms, miniatures, drawing, word family, guessing / predicting, collocation

At the end of each sequence ,a pictionary is provided to clarify meaning as well as a trilingual lexicon( English ,Arabic and French is provided at the end of the coursebook.In this section, grammar must be taught in a meaningful context so that the learners can use it efficiently. Learners must be presented with basic grammar forms/ verb noun, adjective, preposition and structures /noun phrase ,verb phrase, simple sentence … Grammar should be taught implicitly .The meaning is more important than the form .Meaningful situations related to the learner’s interest will help him see language at work and increase motivation.Teachers should avoid abstract theoretical explanations .The section “ Grammar tools” provides some explanations before the practice phase. Knowing a grammar rule is not a priority. It is just a means and not an end in itself.Learning grammar means being able to use the target language accurately in order to communicate successfully in meaningful situations related to the learner’s environment

I Pronounce.“ I couldn’t pronounce Arnold

Schwarzenegger, so I called him Balloon Belly.”

Joe Gold

Pronunciation is an essential component of communicative competence (Morley, 1991). It is a crucial part of communication while listening and speaking. To sustain interest, we have thought of including it in a meaningful

9

context that fits your learners age. Pictures are associated with the pronunciation activity because of their power to foster learners’ imagination and motivate them to work better.When dealing with this teaching point, teachers should focus learners’ attention on the relationship between sounds and spelling. They must understand that the speling of lots of words is different from the pronunciation. Teacher should also focus on the sounds that may not exist in Arabic, Tamazight and/or in French. The relationship between sound and spelling may be problematic to absolute beginners.

Pronunciation is an important feature of oral interaction.Teaching pronunciation does not mean teaching the phonetic system of English.Its purpose is to help the learner to develop accurate pronunciation and efficient oral skills,which are essential for the interpretive and oral productive competencies.

Moreover,it is important to focus the learner’s attention on the relationship between sounds and letters and to stress that what he hears does not always correspond to what he reads ,and what he reads is pronounced differently.

My Grammar Tools

“You learn something everyday if you pay attention”

Ray Leblond

Grammar in the coursebook is taught implicitly. Learners have to engage their brains and deduce the rules. However, in ‘My grammar tools’ section, some rules are given in order to teach learners reasoning and logic.

I practise. “Tomorrow’s victory is today’s practice”

Chris Bradford

This section is meant for the practice of the language presented in the previous teaching points. It aims at consolidating and reusing the acquired knowledge

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in meaningful contexts. The learners work individually, in pairs or in groups to do some contextualized tasks and activities. What matters most in these activities is the use of the language for the sake of real life communication.

I read and do.

“Today a reader, tomorrow a leader.”

Margaret FullerWhy do we read and how do we read at this stage of learning?

We read to search for information ,discover clues/title ,date ,place, personal information/ to understand meaning and interpret situations .The teacher should arouse in the learner love and pleasure for reading, and should help him to reflect on what ,why and how he reads :a dialogue ,a letter, an email, an ID, a poem, school regulations ,a touristic leaflet…When reading a text, it is necessary to identify the following :

� Para textual elements : writer, text source, publication date, number of paragraphs, title.

� Supra textual elements : number of speakers, discourse type.� Lexical elements : repeated words, words that belong to the

same lexical field, words from the same family, names of places, of people or other personal names, dates, and other explicit temporal landmarks, or even implicit.

Reading techniques : skimming ,scanning, reading for gist.

¡ skimming is reading quickly to get a general idea of the text/ global comprehension.

¡ scanning is reading to locate specific information .It is selective reading.

¡ reading for gist :is reading to identify the most important ideas of the whole text and/or each paragraph.

At this stage, the learners should be independent .They should be given the opportunity to read silently and exploit the text through meaningful tasks and activities.

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This section includes three phases.

a) Pre-reading

The teacher introduces the topic and the key lexical items that are necessary to the understanding of the reading passage through pictures ,guessing games ,videos,mind maps , graphic organiser, word association technique

b) During reading

The learners read silently and exploit the text through meaningful tasks and activities related to their environment and interest. The teacher monitors and provides help when necessary . The teacher helps the learners to interact with the text.

C ) Post-reading

The teacher can use a follow up activity such as using a speaking or written tasks related to the topic, jigsaw reading, short summary...

I learn to integrate“Integration is like a good recipe. You need all the ingredient to have a tasty

dish.” The Coursebook Authors

This section is devoted to the reinvestment of the previous learning in terms of knowledge, skills and attitudes. The teacher trains his learners on how to integrate. They should mobilise their resources and re-invest them in a problem solving situation through group work. The learners are involved in selecting and classifying the resources they need ,the skills they will use and the values / attitudes to be instilled.This phase will enable the teacher to identify the learners’ strengths and weaknesses in order to organise tutorial sessions for moderation ,remediation then standardisation ( levelling up).This phase is conducted with the help of the teacher who monitors the task and give help by providing examples.

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I think and write.“Writing is thinking. To write well is to think clearly .”

Bruce Cole

We are living in a globalised world. Most learners have some contact with the English language through the Internet. With the help of teachers and parents, learners should learn how to write and communicate with friends about topics related to their environment and interest. However, we should train them to think first and then write : They should pay attention to what they write in simple English, how to write it and when to write it.

The acquisition of language skills such as reading and writing targets the development of writing competency. Acquiring writing is the most difficult part of the language learning process. It is essential to first acquire the conventions of written English (such as capitals, punctuation, indentation, etc ). Next, the learner must become familiar with all the stages which prepare him for the production of a text ( email , ID card , table completion ,dialogues, blogs … ).

In process writing, these stages are: brainstorming, outlining, drafting, re-drafting , editing ,publishing. The learner should also be able to assess his work , and then with the help of his teacher to improve his written production .

So, with the help of his teacher, the learner will be able to:

� Produce a written message of short length to describe himself ,friends ,family, school and country .

� Use punctuation and capitalisation correctly .

� Write cohesive and coherent paragraphs which hold together from the point of view of form and meaning

� Use correct syntax (subject, verb, object, tenses, etc).

� Write an outline (plan) and organise his ideas clearly and logically.

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I play.

“ Children need the freedom and time to play.

Play is not a luxury. Play is a necessity.”

Kay Redfield Jamison

Play is fundamental to your learners’ development. It encourages creativity and helps children to learn social skills. Creative games enable learners to solve problems and think critically.. Play is an ideal relaxed and fun approach to learning. It is worth mentioning that while playing, learners are unconsciously reinvesting the knowledge acquired in the sequence .

Some activities of the coursebook need to be done outdoor

I enjoy.

“ It doesn’t matter how a child spends time to learn . What matters most is how

he enjoys learning.”

The coursebook authors

The material under this section is a source of pleasure for your learners. It brings them joy and happiness and develops their imagination. Thanks to this teaching point, learners will never feel overwhelmed by English lessons. Learning occurs in a relaxing and motivating atmosphere through reading or singing.

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My pictionary“A picture is worth a thounsand words.”

Henry Harris

This section is meant to recycle the acquired vocabulary through a ludic aspect .The teacher can use the’ Pictionary’ as a game to revise vocabulary using meaningful tasks and activities .For example, he shows a picture and asks his learners to guess the word or he can organise his class in groups and give each group five words and ask them to draw.The activity can either be done on the board or in small groups with flip chart paper. A learner takes a card and then draws it and the other team members have to guess what it is. The learners can take it in turns or the learner who guesses it correctly gets another go.

My project“Learning is an everlasting project”

The Coursebook Authors

The main objective of the project is to help the learners to work together and socialise . It helps the teacher discover many aspects and hidden competences and social skills He will find out that some learners are good at drawing .Some have good computer skills. Some are good at collecting and organising data. While working with groups , the teacher will identify future leaders , collaborative learners , attentive learners and slow learners who can work better when they are involved in a task within a group.

Each group member is supposed to do a task .

¡ Time keeper¡ Organiser ¡ Dictionary searcher¡ Data collector¡ Speaker¡ Group leader¡ Facilitator

The process is more important than the end product in the project.

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Teaching Absolute Beginners

Day one is a great day to identify your learners. A lot of faces are looking at you, Your learners have no knowledge of written or spoken English. You cannot elicit any knowledge from them. However, they are eager to learn this new language. They may laugh when they hear the new language. They can-not communicate with you, and you cannot speak freely in English. You have to be prepared to manage their behaviour because it might cause disciplinary problems. Their success depends on your passion and compassion.

Your First-Year Middle School LearnerTo fully understand your learner, you need to consider his temperament, age-related developmental tasks, maturity level, and his/her multiple intelli-gences.You can find below some information based on the studies by The Gesell Institute of Human Development(http://centerforparentingeducation.org/library-of-articles/child-development/child-development-by-age/)

Characteristics of the 11-year old learner.¡ is talkative, outgoing and friendly¡ is self-assertive, although he/she may be called “rude and

difficult”¡ experiences wide range of moods and emotions. He/she

can fly into a rage or burst out in laughter.¡ can be loud and exuberant¡ has a talent for laughter¡ interrupts insistently¡ is impulsive¡ is highly curious¡ is still emotionally immature and unaware of how others

see him¡ wiggles a lot

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¡ is increasingly hungry – has appetite for experience as well as food

¡ fatigues readily¡ exhibits best behavior when away from home¡ quarrels with siblings¡ rebels against parents; finds fault, argues, calls names,

talks back¡ resists imposed tasks

Be careful ! your learner may be tense and questioning. He often tests self through conflicts with others.

Here are somehelpful tips you will use in class to achieve better results. (http://busyteacher.org/12158-how-to-teach-absolute-beginners-esl-zero-to-hero.html)

1. You have to prioritise the learning objectives. Learners should know first how to introduce themselves and greet one another.

2. Don’t expect your learners to answer your questions.Assume they don’t know anything.

3. Foster and congratulate your learners when they respond.

4. Use learner’s senses to maximize learning : visual aids , plenty of gestures, as well as real life objects are helpful and conducive to true learning.

5. Don’t tell learners. Show them. Remember your learners have never been exposed to the target language . Show them how to act out a dialogue. Set them to repeat after you. This goes for most of the

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materials in the learner’s coursebook .

6. Build on what your learners have learnt before. Absolute beginners should review what they have previously learnt. You can re-use language from the previous lesson and use it to introduce the new teaching point.

7. Keep your lessons real. Teach in context and make use of real life situations

8. Don’t be a slave of the coursebook. Use your imagination and creativity to accomodate your learners’ preferred ways of learning.

However, affective and emotional positive learning factors should be omni-present in your class. Your class should be a space of happiness, joy, respect and love.

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The representation of the core values in the coursebook

The core values contained in the coursebook are derived from the LAW OF ORIENTATION, 04-08 January 23rd, 2008.

¡ National identityThe learner can use the markers of his identity when introducing himself to others: name, nationality , language, religion , flag, national currency ...

¡ National conscience:

He can speak about our school days, weekend and national public holidays (historic, religious, etc)

¡ Citizenship :

he shows respect for the environment and protects it continually.

He is responsibleHe is honestHe is respectful

¡ Openness to the world :

He is keen on learning about others’ markers of identity

The core values are broken into micro- values in the coursebook.

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22

The representation of the multiple intelligences theory in the coursebook

Neuroscientists have been searching for the possible improved teaching practices. Their scientific field is based on information obtained through autopsies, experiments, and different types of scans: Magnetic Reasoning Imaging (MRIs).

Results: The birth of Multiple Intelligences Theory (Howard Gardner 1983)

According to Gardner, there are at least nine intelligences:

INTELLIGENCE DESCRIPTION

Linguistic Allows individuals to communicate in spoken and/or written forms.

Logical /Mathematical

Enables individuals to recognize, use and analyze logical structures.

Musical Ability to understand and express components of music and sound, including melodic and rhythmic patterns

Spatial /Visual

Allows people to perceive the visual/spatial world accurately, to transform the information, and recreate visual images from memory. Create mental maps of

their environment

Interactive

Logical Rhytmic

Naturalist

Intrapersonal

Existential

Visual

Kinesthetic

Interpersonal

Linguistic

Analytic

Introspective

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BodilyKinesthetic

Ability to use all or part of the body to solve problems or create products.

InterpersonalCapacity to recognize the feelings and intentions of others, and to use this information to persuade,

influence, mediate or counsel individuals

Intrapersonal

Ability to access one’s own emotional life through an awareness of inner moods, intentions, and motivations, and apply these understandings to help one live one’s

life.

NaturalistThis intelligence allows people to problem solve by classifying and using features of the natural world

How are the teaching points of the learners’ coursebook related to Multiple Intelligences Theory ?

a. The learners’ written or spoken productions = linguistic intelligence

b. The learners’ real communication = interpersonal intelligence

c. Meaningful interaction in the target language with no attention to for = interpersonal and intrapersonal intelligence

d. Learners are set to deduce grammar rules to produce sentences= intrapersonal, interpersonal, linguistic, and mathematical intelligences.

e. Me and my pets = Naturalistic intelligence

f. Me and the world = Spatial intelligence

g. I enjoy / Games / Songs and poetry = Intrapersonal, musical/rhythmic, mathematical , linguistic , kinesthetic intelligences

h. Listen and do = linguistic, kinesthetic intelligences

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In an article entitled The Differentiated Classroom: Responding to the Needs of All Learners, Carol Ann Tomlinson (2005: 31-34) reflects the benefits and the roles of a teacher applying Multiple Intelligences in a differentiated classroom:

� The teacher appreciates each child as an individual.� The teacher remembers to teach whole children.� The teacher continues to develop expertise.� The teacher links learners and ideas.� Th e teacher strives for joyful learning.� The teacher offers high expectations - and lots of ladders.� The teacher helps learners make their own sense of ideas.� The teacher shares the teaching with learners.� The teacher clearly strives for learner independence.� The teacher uses positive energy and humor.� And finally, the teacher has created the time and space in

which to invite learners to step beyond where any teacher can bring them, to the places where they explore, invent, and interpret in new ways, which they, then, teach in return.

TEACHING STRATEGIES BASED ON MULTIPLE INTELLIGENCES

1. Teaching Strategies for Linguistic Intelligence

Because Linguistic Intelligence has been used for decades, teachers were used to applying a variety of teaching strategies which, most of the time, responded to the needs of both the teacher and the learner. These strategies relied so much on coursebooks, worksheets and lectures. Armstrong (2000), states that involving new strategies to enhance this intelligence is a necessity because the traditional ones have been overused. He suggested the following:

� Story telling Story

Story telling is to be considered as a vital teaching tool since it has been part of our cultures for thousands of years. It was a means of conveying knowledge and developing intelligence in humanity. Using them in class enables the teacher to weave ‘essential ideas, concepts and instructional goals into a story ‘directly told to learners. The teacher’s role here is to include the essential elements (language exponents) of the lesson in the

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story and present it to learners. Such strategy sustains interest because it brings not only outputs through entertainment, but gets learners impressed by their teacher’s willingness to innovate and create.

� Brainstorming

Vygotsky (quoted in Armstrong 2000) once claimed that a thought is like a cloud shedding a shower of words. Brainstorming is like this cloud, where learners produce a lot of thoughts which when collected and put on the whiteboard, gives a clearer idea of the topic being discussed. The general rule of brainstorming is setting learners to share whatever comes to their mind that is relevant to the topic under study. The ideas are placed on the board at random. After every learner has been given the opportunity to share, learner reflect and organise the ideas, and use them in a specific task or project. This strategy encourages original thoughts and creativity.

� Tape Recording

The Making use of the tape recorder results in very satisfactory results. This device is a valuable learning tool, since it offers learners an efficient medium through which to learn a foreign language. It helps them develop their linguistic powers and verbal communication skills. When using it for listening, learners, especially where English is learnt as a foreign language (as in Algeria), improve their pronunciation and master the phonological system of the target language. When using it as a recorder, learners “talk out aloud” and come back to what they said, to revise and correct whatever was recorded. Recording also, gives the learners an opportunity to express their inner feelings in a safe and non-threatening environment.

� Journal Writing

A journal in this context, allows learners to make ongoing written records related to a given topic. Recording here will be purposeful, not just for the sake of writing. It can be fully private, shared only by the student and his teacher. If the journal holder is willing to share what he wrote with his peers, the teacher allows him to read it to the class. Furthermore, learners might incorporate multiple intelligences in their journal. They can put drawings,photos, dialogues and any other non verbal data.

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2. Teaching Strategies for Logical-Mathematical Intelligence

Today logical-mathematical thinking is not restricted to math and science. It has affected social sciences and humanities as well. The teaching strategies for developing this intelligence that can be employed in any school subject include:

� Calculations and Quantifications MI

MI teaches us that math belongs not just in math class. In foreign language class teachers should involve students in mathematical thinking by introducing passages which foster logic and math. Examples include: How many bees live in a hive? Distances, geometric figures in describing objects, and so forth. The same thing can be said for other school subjects.

� Classifications and Categorising

To empower this intelligence teacher should use this strategy to involve students in ordering items and organization. Getting learners used to putting data into a rational framework does stimulate this thinking and ensures better results in any subject. In the EFL class, in a lesson dealing with describing places, learners might brainstorm a random list of geographic cities in Algeria, then classify them by type of location and put them appropriately on a map. The value of this approach is that divergent fragments of information can be organised around a certain theme, making them subject to discussion and expansion.

� Socratic Questioning

This strategy involves teaching by asking questions to draw out answers from learners.

It is a type of leading out. The questions Socrates used to ask in order to probe rationale, reasons and evidence include:

� Why is that happening? � How do you know this? � Show me ... ?� Can you give me an example of that? � What do you think causes...? � What is the nature of this?

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Here, instead of spoonfeeding, the teacher participates in dialogues with learners to uncover the rightness or wrongness of the learners’ beliefs.

3. Teaching Strategies for Spatial Intelligence

Today’s school very often presents information in the form of writing using

the whiteboard. Such a practice is linguistic in nature and has nothing to do with spatial intelligence. Visuals as well as auditory modes are a must to satisfy the needs of the learners under this category. The following strategies, we believe, are to be included in the curriculum to activate spatial intelligence:

� Visualisation

This strategy consists of involving the learners in creating “movie or TV screen” in their minds. Any information, be it verbal or non verbal should be translated into images or pictures to ensure better assimilation and recall.

Teachers are urged to make use of photos, slides drawings, and graphic symbols to enhance this intelligence.

� Creating charts, posters, graphs, or diagrams

� Creating a Web page or Power Point project

� Making a videotape or film

This strategy involves a special training for both the teacher and the learner. It brings the whole class to the heart of nature and links them directly to nature.

� Making a map

Maps constitute the core of spatiality. They train the learners to transform large areas/spaces into a graphic form to acquire a precise and accurate understanding of a given topic. Their appropriate use stimulates spatial intelligence in many ways.

4. Teaching Strategies for Bodily/Kinesthetic intelligenceStrategies to enhance this intelligence should develop the capacity to use one’s whole body to solve problems. They should include hands, fingers, arms, and feet to make or produce something. To enhance it, teachers should present information through:

28

� Dance or movement sequences� Role Playing� Physical gestures to communicate an idea

• Performing a play • Putting together a puzzle

� Demonstrating sports games

Such strategies are going to sustain interest and create a funny and entertainingenvironment conducive to true learning.

5. Teaching Strategies for Interpersonal Intelligence

Suitable strategies under this category are the ones which aim at turning the learner into a “Socialiser”. These strategies should provide the learner with abilities to interact with others and interpret their behaviour: perceive their moods, temperaments, motivations and intentions. Among the corresponding strategies:� Co-operative learning for covering subject matter � Interviews to gather information on a given area of study � Role-play � Group projects and discussions

6. Teaching Strategies for Intrapersonal Intelligence

To develop this type of intelligence, a learner must have an understanding of himself, of knowing who he is, what he can do, what he wants to do, and how to react to things. Teachers should include in their lessons the following:� Independent projects � Journal-writing (keeping a journal or diary) .This strategy does exist in

some Algerian schools.� Imaginative activities and games� Involving learners’ feelings about a subject� Setting tasks which require quiet places for reflection (or creating a

silent time in class for reflection)

29

7.Teaching Strategies for Musical Intelligence

Enabling students to think in music or rhythm seems to be a difficult task. But when focusing on this approach, the result will be contrary to our previous assumptions. (We prefer using the term rhythm, because some learners abhor the term music due to personal/cultural consideration). Teachers and learners alike ought to develop this intelligence to achieve better academic results. The strategies a teacher should adhere to in order to empower this intelligence include:� Writing or singing a coursebook song in the content area� Developing and/or using rhythmic patterns as learning aids� Changing the words to a song� Finding song titles that help explain content� Identifying music that helps learners study

8. Teaching Strategies for Natural Intelligence

Traditional classes today are most of the time held inside the classroom. This arrangement does not fit the learners who learn best through nature. These learners feel the pain of being cut off from their favorite and valuable source of learning. MI comes with strategies to remedy the naturalist’s problem and suggests the following:

� Collecting objects from the natural world� Labeling and mounting specimens from nature� Observing nature � Doing experiments in nature

� Sorting articles from nature� Categorising objects� Classifying information� Keeping notebooks� Learning characteristics of the natural world� Drawing or photographing natural objects � Nature hikes or field trips in nature� Gardening � Caring for pets� Visiting zoos and botanical gardens� Visiting museums

30

Sequence 5 : a sample

I. VERBAL / LINGUISTIC INTELLIGENCE :

Learners understand better through the use of words.The teaching points which involve this intelligence are :

1. I listen and do. Learners are sometimes set to write and take notes

2. My grammar tools. Learners read the rules.3. I pronounce. Learners listen and read aloud4. I read and do. Lerners read the text and sometimes write5. I learn to integrate. Kowledge and skills involve

language.6. I think and write. Learners use language when writing. 7. Now I can. Use of language (words)8. I play. Use of language (words)9. I enjoy. Use of language (words)10. My Pictionary. Use of language (lexis)

II. VISUAL / SPATIAL INTELLIGNCE : Learners understand better through the use of pictures, graphs, maps,… (All the tasks with visual clues to help learners remember/understand language)

1. I listen and do. Learners are set to study the maps.2. I read and do. The use of picture and map5. I learn to integrate. The use of brochures6. I think and write. The use of brochures7. Now I can. Use of pictures8. I play. Use of pictures9. I enjoy. Use of pictures10. My Pictionary Use of pictures

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III. BODY / KINESTHETIC :

Learners undestand better when they use the body to express ideas, accomplish tasks, create moods, etc.

1. I listen and do. The dialogue between Margaret and Meriem : They use body language, gestures etc…2. I play. Use of the body and gestures3. I enjoy. Learners may use their body when reading a poem or singing a song.

IV. INTERPERSONAL INTELLIGENCE :

Learners learn better when you set them to work with peers to accomplish tasks.All the teaching points or tasks which involve learners in pair work and group work.

V. LOGICAL / MATHEMATICAL INTELLIGENCE :

The use of logic helps learners to understand better.

My Grammar rules : The content is oriented towards grammar analysis.I pronounce : Sometimes learners have to listen and analyse before doing the tasks under this subheading..

VI. MUSICAL /RHYTHMIC INTELLIGENCE

I pronounce: This teaching point is presented in the form of a poem which can be sungI enjoy: Poems and songs in this teaching point enhance musical intelligence.

VII. INTRAPERSONAL INTELLIGENCE

Identifying oneself when talking about one’s nationality, interests, tastes. Most of these are found in all the teaching points of Sequence 5.

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VIII. ENVIRONMENTAL/ NATURAL INTELLIGENCE

Learners learn better when teaching is linked to the natural world around them.

1. I listen and do. Historcal monuments and nature are related to this intelligence,

2. I read and do. « Discover my wonders » exhibits the nature and its beauty in Algeria. : The mountains, the sea, the sand, supended bridges, sunset …

3. I think and write . Learners are set to write about the natural beauty of Algeria.

33

The implementation of the guiding principles in the coursebook

Principle 1: English facilitates two-way communication with the world.

English is a tool for communication that enables learners to make connections with the world and communicate something about one’s self, community and country to others.

Background

English has become the global lingua franca, i.e. a common language used by speakers for whom it is not their mother tongue. It is used by millions of people around the world to communicate with each other (Graddol 2006.) English belongs to those who use it, not to those speakers for whom it is their mother tongue (McKay 2002). For this reason, it is important to be able to use English to describe one’s family,friends, country and culture, to others both in writing and in personal interactions.

English is also the international language of science, technology and business. It has become a necessary skill for functioning in the modern world. . To access information, one needs to be able to read English texts and understand spoken English.

Principle 2: Communicative competence is the aim of language learning.

Communicative competence in English involves interacting with others using receptive/interpretive skills (reading and listening) and productive skills (speaking and writing), supported by the ability to use vocabulary and grammar appropriately and employ a range of language strategies that help convey and clarify meaning.

Background

We use language to communicate with each other. We communicate in person through speaking and listening to each other or at a distance through audio/video/internet technology. We communicate across time and space by reading and writing texts. The aim of learning a language is to be able to communicate in order to learn from/about others and for others to learn from/about us. In order to communicate in another language we need to develop communicative competence (Bachman 1990,Canae& Swain 1980,Celce-Murcia,Dorney&Thurell 1995)

Communicative competence is aimed at being able to DO something in and with the language, supported by knowledge of its grammar and vocabulary. In the past, the aim of language learning has been to KNOW the grammar and vocabulary of a language with the idea that then one can do something with them. When the focus is

34

on doing something, grammar and vocabulary take a supporting role.

When we communicate in the real world, we have a purpose and a context for the communication—we use language to buy things in shops, to order food in restaurants, to get information at the station, t, to write an email, letter ,postcard to a friend and so on. Language is always contextual, meaningful and purposeful. Context, meaning and purpose need to be created in the classroom.

Principle 3: Successful learning depends on supported and purposeful development.

Learners benefit and get more involved when each activity builds on previous material so that knowledge and skills build logically towards achieving and developing specific competences.

Background

We learn to be communicatively competent in steps, not all at once. Language learning needs to be broken down into manageable, incremental targets based on each of the competencies. The targets include interpretive competence (being able to understand what is read and heard), interactional competence (being able to interact orally with others), and productive competence (being able to produce meaning in writing and speaking). Those competencies are supported by a foundation in grammar and vocabulary as well as a repertoire of strategiesFor example, if our aim is for learners to prepare a poster/leaflet in English about a topic, in order to achieve the aim they need to a) know about the topic so they have something to present or know how to get information about it, b) have the English vocabulary to write about the topic, and c) know how to prepare a poster. If we simply tell learners to prepare a poster, but omit a), b), or c), we have created a chasm that will prevent them from reaching the target. Instead, we need to determine the learning targets and the steps they need to take in order to achieve the targets. In the case of the poster, they need to develop their productive writing competence in order to organize and write the information in the poster; their writing needs to use appropriate vocabulary and grammar. The lessons leading up to the preparation of the poster need to break down the parts into teachable components, for example, choosing a topic, researching a topic, writing a draft of the content, deciding how to organise the content visually and so on. Each step builds on knowledge or skills gained in the previous one. For example, learners first research the topic and then write a draft about it. The knowledge gained in the research provides the basis for the writing.

35

Principle 4: Active learners are successful learners.

Learners acquire and retain language best when the topics meet their interests and when they are active participants in their learning: finding personal meaning, learning cooperatively with peers, and making connections to life outside of class.

Background

One cannot acquire a language by being passive. Acquiring language competence requires learners to express themselves orally and in writing, to listen and read for understanding, to interact with others. Learners are more motivated to try to understand and to express themselves when the topic meet their interest and they are able to make a connection to it. They also create personal connections by using their imagination.Language is a social activity- we always listen to someone, speak to someone, write to someone, read what someone has written ( Hadley 2001,Shrum&Glisan 2005).Language is acquired through interaction with others. In the language classroom, learners engage with their peers in tasks that require cooperation and mutual engagement.For language to be meaningful beyond the classroom, learners should be able to make connections to life outside class. These connections take the form of classroom tasks that use language for real-life purposes such as asking and exchanging information through social medias with e-pals, learning how to describe one’s family,school,country and culture to people from other countries and cultures.

Principle 5: Meaningful activities and tasks support and encourage learning.

Classroom activities and tasks should draw on learners’ lives and interests and help them to communicate ideas and meaning in and out of class.

Background

It is easier to understand something when it is connected to what we know and what we are interested in or want to know about. We are more likely to get involved in something when we are interested in it. It is hard to sustain interest in something that does not seem to have any connection to oneself. Language is a medium for self expression and communication so learners should be given the opportunity to talk, read and write about topics that allow them to express what they know, what they think, what they like and dislike, what they want to know and so on. When they write an email, for example, it is something they want to find out.

36

The language classroom is a place where learners can take part in tasks in which they learn about themselves, their immediate surroundings and the world.

Principle 6: Learning is an active and evolving process.

Learning a language requires opportunities to use what one knows for communicative purposes, making mistakes and learning from them. The aim is to perform competently, while recognizing that errors may still occur.

Background

In the field of language learning a distinction is sometimes made between accuracy and fluency (Brumfit 1992,). Accuracy broadly refers to the ability to express oneself in grammatically correct ways. Fluency broadly refers to one’s ability to express one’s ideas easily and fully. In classrooms, if the emphasis is solely on accuracy, then correctness rather than communication becomes the goal and learners may feel reluctant to speak or write for fear of making mistakes. Mistakes are part of any kind of learning; one doesn’t become a master of anything without trial—trying to use what one knows and can do—and error—making mistakes along the way. Mistakes show us what we need to learn. If every time a learner speaks in the classroom, his or her mistakes are singled out and corrected by the teacher, the learner’s willingness to speak will diminish and they will see language as a test.Learning a language is a cumulative and generative process. It is cumulative because each new phrase, word or expression adds on to one’s store of what can be produced or understood. It is generative, because each new phrase, word or expression can be combined in a huge variety of ways with everything else one knows.

Principle 7: Ongoing assessments of learning are tools to measure progress.

Ongoing, or regular, assessment should take various forms and address the competences that have been learned in class, so that the assessment can provide useful information on individual progress and achievement, which teachers and learners can review to aid learning

Assessment addresses the following questions ( Wiggins&Mc Tighe 2005):

1) What is the learner supposed to learn/be able to do

2) What is evidence of that learning?

3) What kind of tasks will enable learners provide that evidence?

4) How will evidence be evaluated?

5) What will happen with the results?

37

Assessment should occur at regular intervals during the sequence and at the end of the sequence in addition to designated exam periods. Ongoing assessment provides ongoing feedback to teacher and learners about the learners’ ability and progress and thus helps to improve their learning on a continuous basis.

Assessment should involve learners so that they can benefit from it. Learners should understand how they are being assessed and should review the results of assessments so they can learn about their strengths and weaknesses and find ways to improve. Assessment should include learner self-assessment so that they become more self-reliant and confident in their abilities. By being involved in assessment, learners become more self-reliant and able to assess themselves.

In the past, assessments tended to assess what learners knew about the language rather than what they were able to do with it. As a result, importance was placed on knowledge of grammar and vocabulary and learners did not learn how to speak, interpret or write the language. By planning assessment tasks that assess learners abilities as speakers, readers, writers and listeners, learners will be motivated to improve their skills.

Principle 8: Teachers are facilitators of learning.

Teachers support learner learning by taking a primarily facilitative role in the classroom: designing and structuring learning experiences with learner interests and needs in mind; guiding and monitoring learner learning; assisting learners in contributing to their own learning in a learner-centered teaching environment.

Background

The more the teacher does, the less the learner does. The more the learner does, the more the learner learns. Learners are more likely to be involved when the activities draw on their interests. They are more likely to try when they can see the activities meet their needs.Finally,the teacher assists the learners in contributing to their own learning. The more active and involved they are, the more they will contribute to their own learning and not to feel they have to be dependent on others in order to learn

Principle 9: Teachers create a supportive learning environment and use appropriate classroom management.

Teachers have a positive impact on learner learning by creating a supportive and relaxed learning environment and using appropriate classroom management: communicating warmth and respect for learners, encouraging them to participate and work cooperatively and to develop self-confidence.

38

Background

Learners need structure, space and encouragement to learn. By providing clear structures, teachers can manage the classroom effectively. By providing learners with space, they can take the initiative to practise and teachers can guide and monitor their efforts. By providing encouragement for their efforts, teachers can motivate learners to continue and learn from both their successes and their mistakes.

Working with peers to learn together in a supportive atmosphere and collaborative way is important for language learning. Self-confidence increases with each problem that is overcome and each successful step.

When the atmosphere in a classroom is friendly, learners look forward to coming to class and are more likely to try new tasks and take risks because they are among friends not evaluators.

39

Rationale for planning

The shift of focus from a yearly content-based planning to a competen-cy-based planning has led to the necessity to introduce a new paradigm which consists in helping the teachers to think and plan at the conceptual level .

The starting point of this planning procedure is the necessity for the teacher to understand the prominent role of the curriculum over the coursebook

The leading principles of planning should follow this order:

i - What is the exit profile targeted?ii - What competencies will achieve the exit profile?iii - What are the components of the competencies needed?iv- What learning and communication objectives will be rele-

vant ? v- Which domains will be targeted (oral /written )?vi- What are the strategies to be included ( cognitive, metaco-

gnitive, affective, psychomotor and social) ?vii- What type of tasks will be appropriate?viii- What resources to select?ix- What are the cross-curricular competences?x- Which procedure is required ( declarative, procedural or

pragmatic)?xi- What are the values to be instilled?xii- What is the cultural dimension in the planning ?xiii- What are the cross-curricular topics that will help?xiv- What are the learning styles and the multiple intelligences

to be included?xv- What are the types and tools of assessment?xvi- What type of remediation and moderation?

The yearly planning is meant to clarify the different stages building up to the

40

exit profile across the school year.

The teachers should take into account their different learning/ teaching situ-ations and should adapt this planning accordingly because the principle of teacher autonomy is at the heart of the teaching profession.

Indeed, the linguistic resources of the curricula should only serve to install the targeted competencies and the exit profile, and not the opposite.

In order to help teachers in their enterprise, a non exhaustive list of learning and communication objectives , and tasks is provided to raise their awareness of the necessity to integrate competencies. However, teachers may prioritise a specific competency(oral interaction, interpreting oral/written messages, and producing oral/written messages ) in so far as it meets their learning objec-tives .

The yearly planning encompasses 4 weeks of apprenticeship/learning + 1 week of integration/assessment. In the latter, the learners will learn how to integrate their knowledge ,skills and attitudes in different meaningful situa-tions of communication leading to the exit profile .

The integration of knowledge, skills and attitudes is slow and gradual, but this is done more intensively ,explicitly and systematically during the week of integration through project work, group work, etc.

Four problem solving situations are needed

STEP 1

Teachers will give a global problem-solving situation never met before as a starting off to declare the com-municative intention then break it into learning objec-tives and lessons

STEP 2

Teachers install resources in a learning problem solv-ing situation related to the environment and interests of the learners

STEP 3Teachers train their learners on how to integrate, and mobilise their resources and re-invest them in a prob-

41

lem solving situation, through group work. Thus, teachers will be able to identify the learners’ strengths and weaknesses, deal with moderation and organise remedial work in tutorial sessions.

STEP 4,

The learners will have to work individually as in-tegration is an individual learning process.Teachers will give them a problem solving situation of integra-tion for the sake of assessment.

42

Planning learning: the sequence

43

LE

VE

LM

S 1

Glo

bal

com

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exit

prof

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f yea

r 1

-A

t the

end

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mun

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is e

nviro

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nder

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and

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and

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xper

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amily

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com

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44

Inte

ract

ive

com

pete

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Inte

ract

ive

com

pete

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is th

e ab

ility

to u

se la

ngua

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rally

to in

tera

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ith o

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s in

orde

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cre

ate

soci

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xpre

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and

and

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of o

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et

thin

gs a

ccom

plis

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Inte

rpre

tive

com

pete

nce

Inte

rpre

tive

com

pete

nce

is th

e ab

ility

to u

nder

stan

d th

roug

h re

adin

g or

list

enin

g w

ritte

n an

d sp

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lang

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and

to in

terp

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ropr

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uctiv

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Prod

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the

abili

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m

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and

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ts a

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Dom

ains

Ora

l/Wri

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45

Com

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akes

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terlo

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a n

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lear

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eact

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a vi

sual

, aud

io o

r writ

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ts h

er/h

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liste

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text

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gis

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/ he

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up/

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and

a te

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er/h

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.

46

Cro

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e ap

prop

riate

task

s tha

t will

mee

t his

lear

ners

’ nee

ds.

Act

ing,

role

pla

y,as

king

and

ans

wer

ing

ques

tions

,cla

ssify

ing,

com

plet

ing

, fre

e w

ritin

g,

mat

chin

g, in

form

atio

n ga

p pl

ayin

g ga

mes

, pro

blem

solv

ing,

not

icin

g,se

lect

ing,

song

s and

ch

ants

, sto

ries,t

rans

ferr

ing

/tran

sfor

min

g in

form

atio

n ,p

roje

cts ,

pres

entin

g in

form

atio

nPr

oced

ure

Dec

lara

tive

Proc

edur

alPr

agm

atic

each

situ

atio

n re

quire

s a n

umbe

r of c

ross

-cu

rric

ular

com

pete

nces

47

Stra

tegi

esC

ogni

tive,

met

acog

nitiv

e,a

ffec

tive

,soc

ial,

Lea

rnin

g st

yles

,mul

tiple

in

telli

genc

es

VA

KT

(vis

ual,

audi

tory

,ki

naes

thet

ic /

Mul

tiple

inte

llige

nces

The

teac

her s

houl

d be

aw

are

of h

is le

arne

rs’ l

earn

ing

styl

es a

nd m

ultip

le in

telli

genc

es b

efor

e pr

esen

ting

a le

sson

.A

sses

smen

t,re

med

iatio

n an

d m

oder

atio

n

-Foc

us o

n fo

rmat

ive

asse

ssm

ent (

wee

ks o

f int

egra

tion

)- C

riter

ion

base

d as

sess

men

t- F

ocus

on

non-

acqu

ired

crite

ria /r

emed

iatio

n ob

eys t

o di

ffer

entia

ting.

-The

mod

erat

ion

of le

arni

ng is

exp

ress

ed in

CAN

DO

STA

TEM

ENTS

Obj

ectiv

es o

f eac

h si

tuat

ion

with

in th

e pl

anni

ng

Initi

al p

robl

em so

lvin

g si

tuat

ion

Star

ting

off /

Inpu

t

It gi

ves a

hin

t abo

ut th

e gl

obal

com

pete

nce

/ exi

t pro

file

and

shou

ld a

llow

to in

stal

l a p

art o

f it

.Fo

r yea

r 1, t

he fo

cus i

s onl

y on

des

crip

tion

. Th

e st

artin

g of

f situ

atio

n sh

ould

be

mea

ning

ful t

o th

e le

arne

r( u

sefu

l, do

able

, ach

ieva

ble,

re

late

d to

a re

al li

fe c

onte

xt ,b

ased

on

a c

halle

nge,

targ

etin

g an

aud

ienc

e )

Whi

ch p

edag

ogic

al a

ppro

ache

s will

be

requ

ired

(pro

blem

solv

ing

situ

atio

ns ,

proj

ects

) ?

Doe

s it r

espe

ct t

he th

ree

phas

es :

a)Pr

epar

atio

n ( m

obili

satio

n of

the

prev

ious

lear

ning

/ pr

e- re

quis

ites)

b)

Con

text

of u

se (

the

acqu

isiti

on o

f new

reso

urce

s )

c)R

einv

estm

ent a

nd in

tegr

atio

n ( a

new

situ

atio

n )

48

Initi

al p

robl

em so

lvin

g si

tuat

ion

Star

ting

off /

Inpu

t

Situ

atio

n 1:

Th

e te

ache

r sho

uld

sele

ct a

mea

ning

ful s

ituat

ion

rela

ted

to th

e in

tere

sts o

f the

lear

ner a

long

w

ith a

ll th

e vi

sual

supp

orts

that

will

faci

litat

e th

e le

arni

ng p

roce

ss.

-Eac

h si

tuat

ion

shou

ld b

e br

oken

into

less

ons.

A si

tuat

ion

can

cove

r a n

umbe

r of l

esso

ns

- The

teac

her s

houl

d pr

epar

e hi

s les

son

plan

s acc

ordi

ngly

and

asse

ssm

ent g

rids.

Lea

rner

’s a

sses

smen

t gri

dre

late

d to

the

oral

inte

ract

ion

com

pete

nce

I can

yes

exam

ple

nom

oder

atio

n

49

Tea

cher

’s a

sses

smen

t gri

dre

late

d to

the

oral

inte

ract

ion

com

pete

nce

The

lear

ner

can…

yes

nom

oder

atio

n

Lea

rner

’s a

sses

smen

t gri

d re

late

d to

the

inte

rpre

tive

com

pete

nce

I can

yes

exam

ple

nom

oder

atio

n

50

Tea

cher

’s a

sses

smen

t gri

d re

late

dto

the

inte

rpre

tive

com

pete

nce

The

lear

ner

can

…ye

sno

mod

erat

ion

51

Lea

rner

’s a

sses

smen

t gri

d re

late

d to

the

prod

uctiv

e co

mpe

tenc

e

Ican

…ye

sex

ampl

eno

mod

erat

ion

52

Lea

rner

’s a

sses

smen

t gri

d fo

r c

ross

-cur

ricu

lar

com

pete

ncie

s

yes

exam

ple

nom

oder

atio

n

1.In

telle

ctua

l com

pete

ncy

2.M

etho

dolo

gica

l co

mpe

tenc

y

53

3.C

omm

unic

ativ

e co

mpe

tenc

y

4 .P

erso

nal a

nd so

cial

co

mpe

tenc

ies

54

Lea

rner

’s a

sses

smen

t gri

d fo

r va

lues

The

lear

ner

dem

onst

rate

s…ye

sex

ampl

eno

mod

erat

ion

Lea

rnin

g si

tuat

ion

to

inst

all t

he r

esou

rces

Situ

atio

n 2

Obj

ectiv

es:

Inst

allin

g r

esou

rces

/lin

guis

tic c

ompe

tenc

e /

Lear

ning

pro

cess

:

(pre

sent

atio

n of

the

lin

guis

tic c

onte

nts r

elat

ed to

gra

mm

ar, l

exis

and

pro

nunc

iatio

n )

Sel

ectio

n of

text

type

s

The

situ

atio

n sh

ould

be

brok

en in

a n

umbe

r of l

esso

ns.

55

The

3 co

mpe

tenc

ies s

houl

d be

cov

ered

in

an in

tegr

ativ

e w

ay

The

teac

her s

houl

d se

lect

the

stra

tegi

es ,l

earn

ing

styl

es a

nd m

ultip

le in

telli

genc

e ac

cord

ingl

yA

sses

smen

t of r

esou

rces

thro

ugh

activ

ities

R

emed

iatio

n (T

he te

ache

r ide

ntifi

es th

e st

reng

ths a

nd w

eakn

esse

s of t

he le

arne

rs fo

r the

sake

of

form

ativ

e as

sess

men

t and

mod

erat

ion

)

Con

text

ualis

ed le

arni

ngPP

U

PDP

56

Lea

rner

’s a

sses

smen

t gri

d fo

r va

lues

The

lear

ner

can

…ye

sex

ampl

eno

mod

erat

ion

-Eac

h si

tuat

ion

shou

ld b

e br

oken

into

less

ons

- The

teac

her s

houl

d pr

epar

e hi

s les

son

plan

s acc

ordi

ngly

.

Stra

tegi

es1-

oral

stra

tegi

es.(

pair

wor

k –

smal

l gro

up d

iscu

ssio

n-w

hole

cla

ss d

iscu

ssio

n ,fa

cing

an

audi

ence

) 2-

Rea

ding

stra

tegi

es (

getti

ng re

ady

to re

ad /

enga

ging

in re

adin

g/ re

actin

g to

read

ing/

re

adin

g di

ffer

ent t

ext f

orm

s)

2-W

ritin

g st

rate

gies

( ge

nera

ting

idea

s – d

evel

opin

g an

d or

gani

zing

s ide

as /

revi

sing

and

ed

iting

/ w

ritin

g fo

r a p

urpo

se )

57

Lea

rnin

g st

yles

.V

AK

T/ m

ultip

le in

telli

genc

es

Rem

edia

tion

-Ide

ntifi

catio

n of

com

mon

mis

take

s.Fo

rmat

ive

asse

ssm

ent (

MC

Q /

inte

rvie

w /

tuto

ring

,diff

eren

tiatio

n )

Mod

erat

ion

exp

ress

ed in

CAN

DO

STA

TEM

ENTS

Situ

atio

n 3

(gro

up

wor

k)

Situ

atio

n re

late

d to

tr

aini

ng fo

r in

tegr

atio

n

Rei

nves

tmen

t of p

revi

ous l

earn

ing

in te

rms o

f kn

owle

dge,

skill

s and

atti

tude

s.

Obj

ectiv

e:

Wha

t do

lear

ners

nee

d to

mob

ilise

to le

arn

how

to in

tegr

ate

?

know

ledg

e:

Skill

s:at

titud

es:

58

Tea

cher

’s a

sses

smen

t gri

d re

late

d to

the

pro

duct

ive

wri

ting

com

pete

nce

The

lear

ner

can

…ye

sno

mod

erat

ion

Lea

rner

’s a

sses

smen

t gri

d fo

r va

lues

The

lear

ner

can

…ye

sex

ampl

eno

mod

erat

ion

59

Situ

atio

n 4:

Tar

get

situ

atio

n fo

r as

sess

men

t

/Int

egra

tion

Indi

vidu

al w

ork

Obj

ectiv

es

-A

sses

sing

the

abili

ty o

f the

lear

ner t

o se

lect

and

rein

vest

in a

n in

tegr

ated

way

.-

This

situ

atio

n m

easu

res t

he le

vel o

f per

form

ance

of t

he le

arne

r.

-C

riter

ion

–ba

sed

asse

ssm

ent.

-R

emed

iatio

n ob

eys t

o di

ffer

entia

ting.

-M

oder

atio

n.

Mod

erat

ion,

rem

edia

tion

Iden

tify

the

non

acqu

ired

crite

ria.

Des

ign

activ

ities

rela

ted

to n

on a

cqui

red

crite

ria fo

r the

sake

of r

emed

iatio

n an

d m

oder

atio

n

Ass

essm

ent g

rid

for

the

situ

atio

n of

inte

grat

ion

with

cri

teri

a

Cri

teri

aIn

dica

tors

1.R

elev

ance

1. 2. 3.2.

Use

of c

orre

ct li

ngui

stic

tool

s/co

nsis

tenc

y1. 2. 3.

3.C

oher

ence

1. 2. 3.

60

4.C

ross

-cur

ricu

lar

com

pete

nces

1. 2. 3.5.

Val

ues

1. 2. 3.6.

Exc

elle

nce

1. 2.

61

Framework for lesson plans

1.Present-Practice-Use /PPU

This is a framework for designing speaking lessons. It is not the only one, but is effective for helping create lessons that are organised, coherent, and lead to a clear lesson objective.

The stages of a speaking lesson organised in this way are:

� Present - During this phase, learners understand the context being used, the form, meaning and use of the vocabulary, function(s), pronunciation point or grammar, and/or the speaking skills (stating an opinion, pausing while speaking, interrupting, etc.), which are the focus of the lesson. (Awareness)

� Practice - learners practise the speaking skills and/or the language components of the lesson by doing tasks which

Ø are designed to help learners increase their accuracy or correctness

Ø move from learners’ having no choice of what to say (repetition or drills) to more, but still limited, choice of the form, meaning, or use of the skill or language they use in the activity. (Accuracy)

� Use - learners use the language or skill to complete a communicative task similar to an activity they will or may do outside the classroom. (Fluency)

62

Stage Rationale Sample activities

Present

learners need to be exposed to new language and skills in an authentic way by the teacher, their peers, or a listening or reading text.

· Brainstorming/eliciting vocabulary· Analysing/noticing language in a text· Using people and things in the

classroom· Learning a dialogue· Watch and follow a model· Elicitation from learners of vocabulary

they already know

Practice

learners need time and practice to remember the new language or skill and to explore the limits of its form, meaning, and use.

· Gap filling· Matching· Close· Selecting the correct answer· Substitution or transformation drills· Listening/Reading and repeating/saying· Finding and correcting errors· Question and Answer (Q&A)· Completing a sentence or question starter· Sorting· Word prompts· Information gap

63

Use

learners need a chance to personalise and use the new language or skill, to do something they are likely to do outside class; fluency tasks also help learners remember the language or skill, and give the teacher a chance to assess learners’ learning.

· Guessing· Categorising· Ranking· Comparing/Making Connections· Interpreting· Problem-solving· Ordering· Sharing Personal Information· Sharing General Information· Creative project· Role-play· Retell· Structured Discussion

2. Pre, During ,Post / PDP

This lesson framework helps teachers plan and deliver effective listening, video and reading lessons. The framework is based on research and using it helps ensure learners are motivated, engaged and active before, while and after (pre, during and post – PDP) listening to, watching or reading a text.

The stages of the framework are:

� Pre : learners prepare to listen:

Ø they talk about their knowledge or and experience with the topic of the listening or reading

Ø they understand the meaning of key vocabulary in the text

Ø they understand what they will listen or read for in the text before they begin working with it

Ø they can make predictions about what the text will be about.

64

� During : learners focus their attention on the listening or reading text and complete tasks which develop and deepen their understanding of the text progressively (i.e., from simpler and more general to more complex and more specific). They can also do tasks that help them develop specific listening and reading (interpretive competencies).

� Post : learners extend and integrate the understanding and knowledge they gained from working with the listening or reading text into other areas or contexts.

Stage Rationale Sample Activities

Pre

In most cases, learners did not choose to listen to, watch or read the text so they need to develop an interest and desire to work with it. Learners need to know key vocabulary they will hear or see, and they need to understand why they are going to listen to/ watch/read the text.

· Word splash· Match vocabulary to pictures· Categorise vocabulary under headings· Predict from a headline, title, group of words, pictures, etc· Arrange pictures in the order to be confirmed or changed after listening to, reading the text· Talk about the main topic(s)

65

During

Learners do a series of tasks which help them understand the text and which may help them develop listening and reading (interpretive competencies). The first task(s) should help learners understand the text at a very general, non-specific level. Then, tasks can move learners into a more detailed and deeper understanding of the text. Before they do each task, learners need to know what they are listening, watching or reading for. No task should ‘test’ Learners’ memory of details. learners need to check their answers in pairs or small groups before sharing answers with the whole class.

· Listen/read and draw· Answer general information (gist) questions such as “What are they talking about?” “Do the speakers sound happy or upset?” · Listen/read and arrange pictures or events in order· Listen/read and find the mistakes· Listen/read and answer detail questions such as “who is Omar?”What is Meriem doing?· Listen/read and point· Complete a grid/table.

Post

After the During tasks, learners need a chance to work further with the text, its topic, its content and/or vocabulary or grammar used in it, OR to speak and/or write (also to read and/or listen) further based on the text - for example for learners , to write an email , a letter, a postcard ,to carry out an interview, etc. Learners need an opportunity to personalise what they have heard or read; they need to see how the text relates or is applicable to them and the world outside the classroom.

· Discussion questions· Role-plays· Project (ex. Create a ___)· Discuss a topic, the issue or the information in the text· Complete and discuss a noticing task such as “Find all of the verbs in the present tense” or “Underline the parts of the questions that make them polite.”· Speculate about the people in the text

66

Layout of a sequence: suggested lesson plans

67

Lev

el:M

s 1

Se

quen

ce :

02L

esso

n: 0

1L

esso

n Fo

cus:

Lang

uage

lear

ning

Lea

rnin

g O

bjec

tive:

By

the

end

ofth

e le

sson

, my

lear

ners

will

be

able

to n

ame

som

e jo

bs u

sing

the

artic

les (

a , a

n an

d th

e), p

erso

nal p

rono

uns h

e/ sh

e an

d po

sses

sive

adj

ectiv

es h

is /

her.

Tar

get C

ompe

tenc

ies:

inte

ract

–in

terp

ret

Dom

ains

: Ora

l –W

ritte

n -

– p

rodu

ce.(t

he c

ompe

tenc

ies a

re p

rese

nted

in a

n in

tegr

ated

way

and

the

teac

her w

ill d

ecid

e on

whi

ch c

ompe

tenc

y he

will

focu

s on)

Tar

get S

truc

ture

s: p

erso

nal p

rono

uns,

poss

essi

ve a

djec

tives

.( H

e....

his /

She

.....

her)

and

the

artic

les

Bot

h

(a, a

n an

d th

e)M

ater

ials

: She

ets o

f pap

er /

fam

ily tr

ee /

pict

ures

of j

obs

Cro

ss-c

urri

cula

r C

ompe

tenc

ies:

1.In

telle

ctua

l com

pete

ncy:

- Th

e le

arne

r can

inte

rpre

t ver

bal m

essa

ges t

oge

t inf

orm

atio

n.-

He

can

show

cre

ativ

ity w

hen

prod

ucin

g hi

s ow

n ex

ampl

es in

pos

t lis

teni

ng.

2.M

etho

dolo

gica

l com

pete

ncy:

- Th

e le

arne

r can

wor

k in

pai

rs.

- H

eca

n us

e st

rate

gies

for l

iste

ning

and

inte

rpre

ting

oral

dis

cour

se.

Cor

e va

lues

:1-

Val

uing

and

resp

ectin

g re

lativ

es.

2- B

eing

pro

ud o

f bel

ongi

ng to

a

fam

ily.

3- V

alui

ng jo

bs.

68

Tim

eFr

amew

ork

Proc

edur

eFo

cus

Obj

ectiv

esM

ater

ials

/Aid

sV

AK

T*

M .I

***

10’

10’

Pre-

list

enin

g

War

m u

p:

The

teac

her d

istri

bute

s she

ets o

f pap

er

cont

aini

ng le

tters

, and

ask

s the

lear

ners

to

wor

k in

pai

rs a

nd fo

rm w

ords

usi

ng th

ose

lette

rs. T

he w

inne

r will

be

the

pair

who

fin

ds th

e lo

nges

t wor

d th

at c

onta

ins a

ll th

e le

tters

.M

L

F

I

Y

A

Expe

cted

wor

ds:

I / M

y / a

m/

fam

ily /

Mal

i /

The

teac

her d

raw

s on

the

boar

d th

e gr

aphi

c or

gani

ser a

nd e

licits

from

the

lear

ners

the

wor

ds th

ey m

ight

alre

ady

know

:

rela

tives

age

fa

mily

job

s

The

teac

her e

xpla

ins a

nd in

trodu

ces t

he n

ew

L/L

** L/L

L/T

Bra

inst

orm

ing,

revi

sing

and

re

calli

ng th

epr

evio

us w

ords

.

Pres

entin

g th

e ne

w le

xis a

bout

fa

mily

, rel

ativ

es

and

jobs

.

Iden

tifyi

ng th

eus

e of

per

sona

l pr

onou

ns a

nd

poss

essi

ve

adje

ctiv

es w

ith

mal

ean

d

Shee

ts o

f pap

er.

Gra

phic

org

anis

er

On

the

boar

d or

w

ritte

n on

the

copy

book

s

V+

T

V

69

20’

Lis

teni

ng

lexi

s and

key

wor

ds n

eede

d in

the

liste

ning

ph

ase

with

the

pers

onal

pro

noun

s “he

”,

“she

” an

d th

e po

sses

sive

adj

ectiv

es “

his”

an

d “h

er”.

Men

tioni

ng th

e us

e of

arti

cles

: “a”

, “an

” an

d “t

he”.

Task

4. p

age

50.

The

first

list

enin

g( li

sten

ing

for a

pur

pose

)

dia

logu

e pa

ge 4

8

:

The

teac

her a

sks t

he le

arne

rsto

list

en to

the

dial

ogue

and

ans

wer

the

que

stio

ns:

Who

is sp

eaki

ng?

Wha

t are

they

spea

king

abo

ut?

Is O

mar

pol

ite w

ith P

eter

?

The

teac

her r

eads

the

dial

ogue

aga

in a

nd

asks

his

/her

lear

ners

to li

sten

and

fill

in th

e

The

seco

nd li

sten

ing:

L/T

T/L

L/L

T/L

L/L

fem

ale.

Inte

rpre

ting

an

oral

co

nver

satio

n fo

r ge

nera

l in

form

atio

n.

Elic

iting

then

gi

ving

the

rule

of

arti

cles

.

Che

ckin

g ho

w

wel

l the

y ca

n us

e th

e ar

ticle

s ap

prop

riate

ly

Usi

ng st

rate

gies

for l

iste

ning

an

d in

terp

retin

gan

oral

di

scou

rse.

Boo

ks

Ora

l dia

logu

e.

A

A

A

70

15’

Post

-lis

teni

ng

tabl

e.

rela

tive

nam

ejo

bpe

tsi

ster

......

......

......

......

......

.

Teac

her a

sks t

he le

arne

rs to

thin

k of

the

othe

r rel

ativ

es, w

ork

in p

airs

, gat

her

info

rmat

ion

in a

tabl

e, a

sk a

nd a

nsw

er a

bout

th

eir n

ames

and

jobs

.

L/L

Iden

tifyi

ngre

lativ

es,

nam

es, j

obs,

pets

.

Che

ckin

gan

d sh

owin

g de

gree

s of

auto

nom

y in

the

use

of p

erso

nal

pron

ouns

“he

” “s

he”

and

thei

r po

sses

sive

ad

ject

ives

.

Rol

e pl

ay

The

teac

her’

s com

men

ts:

Wha

t wor

ked

-.....

......

......

......

.. -..

......

......

......

.....

-.....

......

......

......

..

Wha

t hin

dere

d

-.....

......

......

......

.. -..

......

......

......

.....

-.....

......

......

......

.

Act

ion

poin

ts

-.....

......

......

......

.. -..

......

......

......

.....

-.....

......

......

......

..

*VA

KT

:**

L/L:

lear

ner

Lear

ner

T/ L

: tea

cher

lear

ner

Vis

ual,

audi

tory

, kin

aest

hetic

, tac

tile.

***M

.I: M

ultip

le in

telli

genc

es

71

Lev

el:M

s 1

Se

quen

ce:0

2

L

esso

n: 0

2

L

esso

n Fo

cus:

Lang

uage

lear

ning

/ us

e

Lea

rnin

g O

bjec

tive:

By

the

end

of th

e le

sson

, my

lear

ners

will

be

able

to a

sk a

nd a

nsw

er a

bout

age

usi

ng n

umbe

rs

from

13

to 1

00 a

nd ra

nk p

eopl

e ac

cord

ing

to th

eir a

ge.

Tar

get C

ompe

tenc

ies:

inte

ract

Dom

ain:

– in

terp

ret –

pro

duce

.(the

com

pete

ncie

s are

pre

sent

ed in

an

inte

grat

ed w

ay a

nd th

e te

ache

r will

dec

ide

on w

hich

com

pete

ncy

he w

ill fo

cus o

n)

Ora

lT

arge

t Str

uctu

res:

car

dina

l and

ord

inal

num

bers

–

writ

ten

- Bot

h

Mat

eria

ls: S

ongs

/ p

aper

strip

s C

ross

-cur

ricu

lar

Com

pete

ncie

s:1-

Inte

llect

ual c

ompe

tenc

y:-

The

lear

ner c

an u

nder

stan

d an

d in

terp

ret v

erba

l and

non

ver

bal

mes

sage

s.2-

Met

hodo

logi

cal c

ompe

tenc

y:-

He

can

wor

k in

pai

rs.

- H

e ca

n us

e st

rate

gies

for l

iste

ning

and

taki

ng tu

rn to

ans

wer

.3-

Com

mun

icat

ive

com

pete

ncy:

-The

lear

ner c

an u

se n

umbe

rs in

Eng

lish

to c

omm

unic

ate.

4- P

erso

nal a

nd so

cial

com

pete

ncy

-T

he le

arne

r can

be

keen

on

prom

otin

g co

-lear

ning

.

Cor

e va

lues

:1-

Res

pect

2-B

eing

hon

est

3-G

reet

ing

72

Tim

eFr

amew

ork

Proc

edur

eFo

cus

Obj

ectiv

esM

ater

ials

/Aid

sV

AK

T*

M .I

***

10’

10’

War

m u

p:

Pres

enta

tion:

The

teac

her i

nvite

s one

lear

ner t

o re

vise

the

Engl

ish

alph

abet

with

him

/her

by

taki

ng tu

rn

and

sayi

ng th

e le

tters

one

by

one.

Teac

her:

A P

upil:

BT:

C

L:D

T:E

L:F

.....

The

teac

her a

sks t

he le

arne

rs to

pla

y th

e ga

me

in p

airs

and

the

win

ner i

s the

pai

r who

fin

ishe

s firs

t with

out m

ista

kes.

L1: A

L2:

B

L1:

C L

2: D

L

1: E

L2:

F ...

......

The

teac

her m

ay re

vise

the

num

bers

from

1 to

13

usi

ng th

e sa

me

gam

e.

T:1

L:2

T:3

L:4

T:5

L:6

....

.....T

: 12

L:1

3.

L1:1

L2:

2 L

1:3

L2:

4 ...

...

The

teac

her

pres

ents

a so

ng a

bout

num

bers

T/L

** L / L

L/L

L/T

Bra

inst

orm

ing,

re

visi

ng th

e En

glis

h al

phab

et

lette

rs.

Rev

isin

gth

e nu

mbe

rs

acqu

ired

befo

reto

pav

e th

e w

ay

to th

e pr

esen

tatio

n of

th

e se

cond

par

t of

the

num

bers

w

ith th

e or

dina

l nu

mbe

rs.

Pres

entin

g th

e nu

mbe

rs

Song

abo

ut

num

bers

http

s://w

ww

.you

tube

.com

/wat

ch?v

=e0d

JWfQ

HF8

Y

A

A

73

20’

Prac

tice

and

asks

the

lear

ners

to re

peat

it.(ju

st th

e ne

eded

num

bers

)

Then

, the

teac

her w

rites

the

num

bers

in o

rder

on

the

boar

d an

d pr

esen

ts th

e or

dina

l nu

mbe

rs.

Teac

her u

ses t

he si

tuat

ion

on th

e bo

ok (O

mar

gree

ting

his g

rand

mot

her)

.

Tas

k on

e: T

hrou

gh R

ole

Play

,the

teac

her

asks

the

lear

ners

to a

sk a

nd a

nsw

er a

bout

on

e’s a

ge.

Tea

cher

:I a

m tw

enty

-tw

o an

d tw

enty

-fou

r. W

hat i

s my

age?

Lea

rner

1: Y

ou a

re fo

rty-s

ix.

Tea

cher

:Tha

t’s ri

ght.

Tea

cher

: My

fath

er is

.....

......

and

.....

... .

How

old

is h

e?

Lea

rner

2: H

e is

.....

. L

earn

er: .

.....

Lea

rner

: ....

....

T/L

L/L

L/L

thro

ugh

a so

ng

Usi

ng th

e or

dina

l num

bers

in a

con

text

(the

fa

mily

) D

emon

stra

ting

the

valu

e of

re

spec

ting

the

pare

nts.

Inte

ract

ing

oral

ly u

sing

num

bers

.

Usi

ngst

rate

gies

fo

r lis

teni

ng a

nd

inte

rpre

ting

oral

di

scou

rse

Boo

k P

52

Ora

l dia

logu

e.

V.A

V

A

A

74

Tas

k tw

o: In

form

atio

n ga

p ac

tivity

.Th

e te

ache

r pro

vide

s eac

h pa

ir w

ith tw

o sh

eets

of p

aper

A a

nd B

. (th

e pa

rtner

s sh

ould

n’t s

ee e

ach

othe

rs’ s

heet

s) L

1 as

ks h

is

partn

er if

he

can

spel

l the

firs

t num

ber

then

, he

fills

in th

e ga

ps. E

xam

ple:

A

.1.

I a

sk m

y pa

rtner

to sp

ell t

he

mis

sing

num

bers

.2.

I sp

ell t

he n

umbe

rs to

my

partn

er to

fill

in th

e ga

ps.

15

......

......

......

.....

42

forty

-two.

18

......

......

......

......

.80

ei

ghty

.

13

...

......

......

......

....

33 th

irty-

thre

e50

...

......

......

......

....

B.

1. I

ask

my

partn

er to

spel

l the

m

issin

g nu

mbe

rs.

2. I

spel

l the

num

bers

to m

y pa

rtner

to fi

ll in

the

gaps

.

15

fifte

en.

42

......

......

......

.....

18

eigh

teen

.80

...

......

......

......

..13

th

irtee

n33

...

......

......

......

..50

fift

y

Tas

k th

ree:

T as

ks h

is le

arne

rs to

look

at O

mar

’s b

roth

ers

and

sist

ers’

birt

hday

s and

ask

s the

lear

ners

to

rank

them

acc

ordi

ng to

thei

r age

s. Y

acin

e is

18

year

s old

.

Nam

eY

ear

of b

irth

Yac

ine

1998

Hou

da20

04O

mar

20

02K

hale

d20

00Le

ila20

06

L/L

Prom

otin

gco

-le

arni

ng in

w

ritin

g nu

mbe

rs

in fu

ll an

d re

visi

ng th

e al

phab

et le

tters

.

Che

ckin

gw

heth

er le

arne

rs

can

use

the

ordi

nal n

umbe

rs.

(A)a

nd (B

)ha

ndou

ts f

or e

ach

pair

Boo

k

TV

V

A

75

15’

Yac

ine

is 1

8 ye

ars o

ld,h

e is

the

first

chi

ld in

th

e fa

mily

.

Use

Kha

led

is 1

6 ye

ars o

ld, h

e is

the

seco

nd c

hild

in

the

fam

ily.

Om

ar is

14 y

ears

old

, he

is th

e th

e th

ird c

hild

in

the

fam

ily.

Hou

da is

12

year

s old

, she

is th

e fo

urth

chi

ld

in th

e fa

mily

.Le

ila is

10

year

s old

, she

the

fifth

(las

t) ch

ild

in th

e fa

mily

.

T: N

ow it

is y

our t

urn

to in

trodu

ce y

our

fam

ily m

embe

rs a

nd th

eir a

ge.

A-

Wor

k w

ith y

our p

artn

er, a

sk a

nd

answ

er:

Star

t lik

e th

is:

A:I

hav

e a

gran

dfat

her.

I lov

e hi

m v

ery

muc

h.

H

e is

sixt

y an

d th

irtee

n, w

hat i

s his

age

? B

:He

is se

vent

y-th

ree.

L/L

To h

elp

the

lear

ners

inte

ract

or

ally

to p

lay

role

s. In

trodu

cing

the

fam

ily

mem

bers

’ age

in

a ch

alle

ngin

g w

ay.

Rol

e pl

ay

A

76

A:M

y m

othe

r is .

.....

B-

Writ

e a

shor

t des

crip

tion

to ra

nk y

our

brot

hers

and

sist

ers a

ccor

ding

to th

eira

ge.

Rei

nves

ting

wha

t has

bee

n le

arne

d: o

rdin

al

num

bers

to

intro

duce

sist

ers

and

brot

hers

.

Shor

t writ

ten

desc

riptio

n

The

teac

her’

s com

men

ts:

Wha

t wor

ked

-.....

......

......

......

.. -..

......

......

......

.....

-.....

......

......

......

..

Wha

t hin

dere

d

-.....

......

......

......

.. -..

......

......

......

.....

-.....

......

......

......

..

Act

ion

poin

ts

-.....

......

......

......

.. -..

......

......

......

.....

-.....

......

......

......

..

*VA

KT

:**

L/L

: lea

rner

L

earn

erT/

L: t

each

er

le

arne

rV

isua

l, au

dito

ry, k

inae

sthe

tic, t

actil

e.

***M

.I: M

ultip

le in

telli

genc

es

77

Lev

el:M

s 1

Se

quen

ce:0

2

L

esso

n: 0

3

L

esso

n Fo

cus:

Lang

uage

lear

ning

and

Use

Lea

rnin

g O

bjec

tive:

By

the

end

of th

e le

sson

, my

lear

ner w

ill b

e ab

le to

intro

duce

his

/her

fam

ily m

embe

rs n

ames

and

jo

bs o

rally

, usi

ng th

e th

ree

form

s of”

to b

e” a

nd W

.H. Q

s.

Tar

get C

ompe

tenc

ies:

inte

ract

– in

terp

ret –

prod

uce.

Dom

ains

:

(the

com

pete

ncie

s are

pre

sent

ed in

an

inte

grat

ed w

ay a

nd th

e te

ache

r will

dec

ide

on w

hich

com

pete

ncy

he w

ill fo

cus o

n)

Ora

lT

arge

t Str

uctu

res:

Per

sona

l pro

noun

:” I,

he,

and

she

” , p

osse

ssiv

e ad

ject

ives

: “M

y, h

is a

nd h

er”

– W

ritte

n - B

oth

W.H

Qs :

Wha

t /w

ho /

the

thre

e fo

rms o

f to

be.

Mat

eria

ls:

Fam

ily T

ree

Post

er /

Flas

h ca

rds (

jobs

) / fl

ash

card

s rep

rese

ntin

g (H

e/ sh

e /m

adam

/sir

/ girl

/ boy

/man

/w

oman

....

Cro

ss-c

urri

cula

r C

ompe

tenc

ies:

1- In

telle

ctua

l com

pete

ncy:

- Th

e le

arne

rcan

thin

k an

d us

e th

e la

ngua

ge to

gue

ss.

2.M

etho

dolo

gica

l co

mpe

tenc

y:-

He

can

wor

k in

pai

rs.

- H

eca

n as

sess

peer

’s w

ork.

3.C

omm

unic

ativ

e co

mpe

tenc

y:-

He

can

use

dram

a an

d ro

le p

lay

to c

omm

unic

ate

appr

opria

tely

4.Pe

rson

al a

nd so

cial

com

pete

ncie

s:-

He

soci

alis

es th

roug

h or

al in

tera

ctio

n.-

He

deve

lops

atti

tude

s of f

riend

ship

.

Cor

e va

lues

:1-

Res

pect

of r

elat

ives

2-V

alui

ng a

nd d

evel

opin

g fr

iend

ship

with

ne

ighb

ours

, fr

iend

s …

78

Tim

e Fr

amew

ork

Proc

edur

eFo

cus

Obj

ectiv

esM

ater

ials

/Aid

sV

AK

T*

M .I

***

10’

War

m u

p:Th

e te

ache

r dis

tribu

tes a

set o

f fla

sh c

ards

fo

r eac

h pa

ir of

lear

ners

.

The

teac

her a

sks t

he le

arne

rs to

wor

k in

pa

irs a

nd c

lass

ify th

e ca

rds i

n th

e rig

ht

colu

mn M

ale

(He)

Fem

ale

(She

)

L/L

** L/L

To m

otiv

ate

the

lear

ners

and

en

hanc

e co

-le

arni

ng.

To h

elp

the

lear

ners

iden

tify

the

title

s and

cl

assi

fy th

em

appr

opria

tely

(whe

n to

use

” he

” or

“sh

e”)

A se

t of f

lash

car

ds

for e

ach

pair

of

lear

ners

. V

+T

T+V

Mr.

He

Mad

am

Sir

Fath

erSh

eM

rsMis

s

Wom

anG

irlM

anB

oy

Bro

ther

Mot

her

Sist

er

Om

arM

arga

ret

79

10’

Pres

enta

tion

The

teac

her

pres

ents

bub

bles

with

gap

s to

fill i

n

( e

liciti

ng fr

om th

e le

arne

rs)

Pete

r:

Om

ar:

Pete

r:

Om

ar:

Pete

r:

Om

ar:

T/L

L/T

T/L

T/L

T/L

L/T

Elic

iting

from

th

e le

arne

rsto

co

mpl

ete

the

dial

ogue

usi

ng

the

right

W.H

qu

estio

ns,

pers

onal

pr

onou

ns a

nd

poss

essi

ve

adje

ctiv

es.

The

bubb

les w

ritte

n on

the

boa

rd .

Or

Pow

erPo

int s

lides

.

Ass

essm

entg

rid

A+

V

V

Hi,

Om

ar,

……

is

this

on

the

phot

o ?

Oh,

Yes

. ……

is …

… fa

ther

.…

.. na

me

is A

hmed

.

Is …

.. a

pain

ter?

No,

…is

n’t.

…..

is …

.. jo

b?

,…is

a ca

rpen

ter.

80

20’

Prac

tice

The

teac

her a

cts o

ut th

e di

alog

ue w

ith th

ele

arne

rs. T

he le

arne

rsac

t out

with

thei

r pa

rtner

s.

The

teac

hera

sks t

he le

arne

rsto

subs

titut

e th

e fa

ther

with

:a

mot

her /

teac

her /

Mer

iem

a si

ster

/ A

kram

/lea

rner

The

teac

her m

oves

to fr

ee p

ract

ice:

Ta

sk 2

. Pag

e 57

. I g

uess

who

is w

ho.

Ale

arne

rwrit

es th

e na

mes

of h

is fa

mily

m

embe

rs in

the

circ

les.

He

swap

s his

shee

t with

his

par

tner

’s a

nd

gues

ses w

ho is

who

. Ex

ampl

e:A

: Is K

amel

you

r fat

her?

B: N

o, h

e is

n’t.

A

: Is h

e yo

ur b

roth

er?

B

: Yes

, he

is.

B: I

s Sar

a yo

ur si

ster

? A

: Yes

, she

is.

The

lear

ners

take

turn

to a

sk a

nd a

nsw

er ti

ll th

ey fi

nd w

ho a

ll th

e m

embe

rs a

re.

T/L

L/L

L/L

Che

ckin

g pr

onun

ciat

ion

and

into

natio

n w

hen

actin

g ou

t th

e di

alog

ue.

To in

volv

e th

e le

arne

rs i

n us

ing

the

thre

e fo

rms o

f “to

be

” to

gue

ss

and

iden

tify

the

fam

ilym

embe

rs,

nam

es a

nd jo

bs.

The

book

Info

rmat

ion

gap

activ

ity (p

age

57).

V+T

M

I

81

20’

Use

The

teac

her m

ay a

llow

his

lear

ners

to c

arry

on

gue

ssin

g ab

out t

heir

jobs

usi

ng th

e in

terr

ogat

ive

form

.

You

are

at h

ome

with

you

r new

cla

ssm

ate

. Y

ou sh

ow h

im/h

er th

e ph

otos

of y

our

fam

ily m

embe

rs o

n yo

ur ta

blet

.Sh

ow th

e ph

otos

and

int

rodu

ce th

em

(nam

es a

nd jo

bs)

The

lear

ners

will

be

able

to

rein

vest

wha

t ha

s bee

n le

arne

d to

in

trodu

ce th

e fa

mily

m

embe

rs in

a

mea

ning

ful

situ

atio

n.

A

The

teac

her’

s com

men

ts:

Wha

t wor

ked

-.....

......

......

......

.. -..

......

......

......

.....

Wha

t hin

dere

d

-.....

......

......

......

.. -..

......

......

......

.....

Act

ion

poin

ts

-.....

......

......

......

.. -..

......

......

......

.....

*VA

KT

:**

L/L

: lea

rner

L

earn

er

T/ L

: tea

cher

lear

ner

Vis

ual,

audi

tory

, kin

aest

hetic

, tac

tile.

***M

.I: M

ultip

le in

telli

genc

es

82

Lev

el:M

s 1

Sequ

ence

:02

Les

son:

04

Les

son

Focu

s:La

ngua

ge u

sing

Lea

rnin

g O

bjec

tive:

By

the

end

of th

e le

sson

, my

lear

ners

will

be

able

to w

rite

and

read

corr

ectly

a sh

ort d

escr

iptio

n ab

out t

he fa

mily

mem

bers

usi

ng w

ords

that

con

tain

the

soun

ds: /

ð/, /

ө/,/

e/ a

nd /I

:/

Tar

get C

ompe

tenc

ies:

inte

ract

–in

terp

ret –

prod

uce

Dom

ain:

Ora

l –w

ritte

n -

.(the

com

pete

ncie

s are

pre

sent

ed in

an

inte

grat

ed w

ay a

nd th

e te

ache

r will

dec

ide

on w

hich

com

pete

ncy

he w

ill fo

cus o

n)

Tar

get S

truc

ture

s: th

e so

unds

/ð/,

/ө/,

/e/ a

nd /I

:/B

oth

Mat

eria

ls: P

aper

strip

s (w

ords

con

tain

the

soun

ds)

Cro

ss-c

urri

cula

r C

ompe

tenc

ies:

1.In

telle

ctua

l com

pete

ncy:

-The

lear

nerc

an sh

ow c

reat

ivity

whe

n pr

oduc

ing

piec

es o

f ora

l and

writ

ten

mes

sage

s.-H

e ca

n id

entif

y so

unds

whe

n in

tera

ctin

g or

ally

2.

Met

hodo

logi

cal

com

pete

ncy:

- Th

e le

arne

rcan

wor

k in

smal

l gro

ups.

- H

eca

n us

e st

rate

gies

for l

iste

ning

and

taki

ng tu

rn to

ans

wer

.-

He

can

asse

sshi

mse

lf-

He

can

asse

sshi

s pee

rs3.

Com

mun

icat

ive

com

pete

ncy:

- He

can

pron

ounc

e w

ords

cor

rect

ly to

com

mun

icat

e ap

prop

riate

ly.

4.pe

rson

al a

nd so

cial

com

pete

ncie

s :- H

e is

aw

are

of h

is ro

le a

nd o

ther

s' ro

le in

wor

king

har

d at

scho

ol, a

nd b

eing

soci

able

.

Cor

e va

lues

:1.

Bei

ng

resp

onsi

ble

2.B

eing

pos

itive

3.V

alui

ng e

ach

mem

ber w

ithin

th

e fa

mily

83

Tim

eFr

amew

ork

Proc

edur

eFo

cus

Obj

ectiv

esM

ater

ials

/Aid

sV

AK

T*

M .I

***

10’

10’

Pres

enta

tion:

1

War

m u

p:

The

teac

her s

plits

the

clas

s int

o gr

oups

of f

our.

Ea

ch g

roup

is p

rovi

ded

with

a se

t of w

ords

w

ritte

n on

shee

ts o

f pap

er.(

The

sam

e w

ords

fo

r eac

h gr

oup)

The

lear

ners

spre

ad th

e pa

pers

on

the

tabl

e fa

ce u

p. T

hey

have

to li

sten

to th

e te

ache

r, w

hen

he p

rono

unce

s a w

ord;

eac

h le

arne

rtrie

s to

pic

k up

that

wor

d fir

st u

ntil

the

teac

her

finis

hes a

ll th

e w

ords

. The

gro

up w

ith th

e la

rges

t num

ber o

f wor

ds is

the

win

ner.

T. a

sks t

he le

arne

rsw

ithin

the

grou

p to

read

al

l the

wor

ds a

nd id

entif

y th

e di

ffer

ence

.

Whe

n th

ey id

entif

y th

e di

ffer

ence

, th

e te

ache

r

T/L

** L/L

T/L

Act

ivat

ing

sche

mat

a to

w

ork

in sm

all

grou

ps, t

hrou

gh

a co

mpe

titio

n.

To e

ngag

e an

d he

lpth

e le

arne

rs

to g

et li

sten

ing

stra

tegi

es

focu

sing

on

soun

ds.

Che

ckin

g an

d co

rrec

ting

pron

unci

atio

n.

A se

t of s

heet

s of

pape

r for

eac

h gr

oup.

Rea

ding

the

list a

t ra

ndom

.

T A

mot

her

fath

erT

hurs

day

third

fiftth

than

k

this

brot

her

four

th

85

Prac

tise

G 3

Kee

p (n

eat-

net –

fit )

at y

our s

choo

l,(R

ead

–rid

e –

run

)and

spea

k an

d st

ay (c

ool -

full

– sc

hool

).G

et (

a –

the-

an) p

en a

nd th

ink

of th

e (t

est-

bes

t – n

ext)

.Y

ou a

re th

e be

st, y

ou a

re th

e be

st.

The

teac

her r

eads

the

poem

alo

ud a

nd a

sks

each

lear

ner t

o do

the

task

on

his/

her s

heet

of

pape

r.

Whe

n th

ey fi

nish

, the

y ha

ve to

dea

l with

pee

r co

rrec

tion,

then

gro

up c

orre

ctio

n.

G 1 Kee

p …

……

……

……

., R

……

……

……

……

……

……

……

……

……

……

……

……

……

…...

...

……

……

……

……

……

……

……

…

G 2

Kee

p ne

at a

t you

r ……

…,

Rea

d an

d …

……

. and

…

……

coo

l.…

…th

e pe

n an

d th

ink

of

the

……

….

You

are

the

……

…, y

ou

……

.. th

e be

st.

L/L

L/L

To h

elp

the

lear

ners

iden

tify

the

soun

ds.

Che

ckin

g ho

w

wel

l the

lear

ners

are

able

to

dist

ingu

ish

betw

een

the

two

Boo

k P

53

.

A

T V

86

15’

The

teac

her a

skst

he le

arne

rsto

read

the

poem

an

d cl

assi

fy th

e w

ords

with

the

soun

ds:

/e/ :

get –

pen-

bes

t/I

:/: k

eep

–re

ad –

spea

k-

Rem

ark:

(the

teac

her h

as to

men

tion

the

mor

al

behi

nd th

is sh

ort p

oem

) Cor

e va

lues

.

The

teac

her w

rites

on

the

boar

d th

is b

ubbl

e an

d as

ks th

e le

arne

rs t

o re

ad it

and

sort

out t

he

wor

ds w

ith th

e so

unds

: /θ

/and

/ð/

Tas

k on

e:

L/L

soun

ds.

To m

ake

the

lear

ners

feel

free

to

pla

y an

d le

arn.

*Rei

nves

t wha

t ha

s bee

n le

arne

d:or

dina

l nu

mbe

rs, t

o in

trodu

ce th

eir

sist

ers a

nd

brot

hers

. *

to c

heck

and

co

rrec

t the

The

boar

d.Th

e bu

bble

writ

ten

on th

e bo

ard.

The

book

P 5

4(to

pre

sent

the

task

in

a lu

dic

way

. The

teac

her m

ay

prov

ide

Ls w

ith

wor

ds w

ritte

n on

balls

and

asks

eac

hle

arne

rto

iden

tify

the

soun

d of

his

w

ord

and

put i

t in

V.

V.A

K.

Hi,

I am

hap

py w

ith m

y fa

mily

.I g

reet

my

gran

dmot

hera

nd g

rand

fath

er.

I re

spec

tmy

mum

and

dad

, I lo

ve

you

both

. H

i bro

ther

, I

am y

our s

iste

r; I n

eed

your

hel

p an

d ca

re.

I hav

e a

brot

her a

nd a

sist

er, s

o w

e ar

e

thre

e.

87

15’

Use

Tas

k tw

o

/e/

: I t

hrow

the

balls

in th

e rig

ht h

oop

page

54

/I:/

Red

Pet

Vet

Ten

Gre

enG

reet

fifte

en

Writ

ea

than

k-yo

u no

te to

the

fam

ily m

embe

rs

to sp

eak

abou

t you

r rol

e in

lovi

ng th

e fa

mily

an

d ke

epin

g yo

ur ro

om ti

dy a

nd c

lean

.

Fina

lly, t

he le

arne

rsha

ve to

read

thei

r pr

oduc

tion.

/θ/

/ð/

With

Gra

ndm

othe

r G

rand

fath

er

brot

her

Bot

h Th

ree

pron

unci

atio

nth

e rig

ht c

orne

r.

Shor

t tha

nk y

ou

note

s

88

The

teac

her’

s com

men

ts:

Wha

t wor

ked

-.....

......

......

......

.. -..

......

......

......

.....

Wha

t hin

dere

d

-.....

......

......

......

.. -..

......

......

......

.....

Act

ion

poin

ts

-.....

......

......

......

.. -..

......

......

......

.....

*VA

KT

:**

L/L

: lea

rner

L

earn

er

T/ L

: tea

cher

lear

ner

Vis

ual,

audi

tory

, kin

aest

hetic

, tac

tile.

***M

.I: M

ultip

le in

telli

genc

es

89

Lev

el:M

s 1

Se

quen

ce: 0

2

L

esso

n: 0

5

L

esso

nFo

cus:

Lang

uage

rein

forc

emen

t

Lea

rnin

g O

bjec

tive:

By

the

end

of th

e le

sson

, my

lear

ners

will

be

able

to in

trodu

ce th

emse

lves

, the

ir fa

mily

m

embe

rs, j

obs a

nd li

kes u

sing

the

thre

e fo

rms o

f the

sim

ple

pres

ent t

ense

with

app

ropr

iate

arti

cles

and

pos

sess

ive

adje

ctiv

es in

an

emai

l.

Tar

get C

ompe

tenc

ies:

inte

ract

*–

inte

rpre

t –pr

oduc

e

Dom

ain:

Ora

l –w

ritte

n -

(the

com

pete

ncie

s are

pre

sent

ed in

an

inte

grat

ed w

ay a

nd th

e te

ache

r will

dec

ide

on w

hich

com

pete

ncy

he w

ill fo

cus o

n)

Tar

get S

truc

ture

s: S

impl

e pr

esen

t ten

se w

ith th

e th

ree

form

s,pe

rson

al p

rono

uns,

poss

essi

ve a

djec

tives

.( H

e....

his /

Sh

e ...

..her

) and

the

artic

les a

/an.

Bot

h

(a, a

n an

d th

e)M

ater

ials

: She

ets o

f pap

er /

fam

ily tr

ee /

emai

l fra

mew

ork.

90

Cro

ss-c

urri

cula

r C

ompe

tenc

ies:

1.In

telle

ctua

l com

pete

ncy:

- Th

e le

arne

rcan

und

erst

and

and

inte

rpre

t no

n-ve

rbal

mes

sage

s.-

He

can

show

cre

ativ

ity w

hen

prod

ucin

g or

al a

nd w

ritte

n m

essa

ges.

2.M

etho

dolo

gica

l com

pete

ncy:

- H

e ca

n w

ork

in g

roup

.-

He

mob

ilise

s his

reso

urce

s eff

icie

ntly

to p

rodu

ce a

pie

ce o

f writ

ing.

-

He

can

asse

ss h

is w

ork.

- H

e c

anas

sess

his

pee

rs’ w

ork.

3.C

omm

unic

ativ

e co

mpe

tenc

y:-

He

can

use

info

rmat

ion

and

com

mun

icat

ion

tech

nolo

gy su

ch a

s em

ails

to

com

mun

icat

e ap

prop

riate

ly w

ith le

arne

rs o

f oth

er c

ultu

res

4.Pe

rson

al a

nd so

cial

com

pete

ncie

s:

- H

e so

cial

ises

thro

ugh

o ral

and

writ

ten

exch

ange

s.

Cor

e va

lues

:1-

Bei

ng re

spon

sibl

e.2-

Bei

ng h

appy

and

pro

ud o

f be

long

ing

to a

fam

ily.

3-V

alui

ng jo

bs.

4-V

alui

ng le

isur

e tim

e ac

tiviti

es.

(Rea

ding

boo

ks).

5- O

penn

ess t

o th

e w

orld

(sha

ring

info

rmat

ion

and

resp

ectin

g pe

ople

of

oth

er c

ultu

res.)

Tim

eFr

amew

ork

Proc

edur

eFo

cus

Obj

ectiv

esM

ater

ials

/Aid

sV

AK

T*

M .I

**

15’

War

m u

p:

The

teac

her p

utss

even

box

es o

n ea

ch ro

w

of th

e cl

ass,

and

dist

ribut

es sh

eets

of p

aper

( a

shee

t for

eac

h le

arne

r.)

The

shee

ts c

onta

in a

ll th

e st

ruct

ures

the

teac

her i

ntro

duce

d in

the

sequ

ence

.

T/L

Mot

ivat

ing

the

lear

ners

to

iden

tify

the

wor

ds.

Shee

ts o

f pap

er a

nd

boxe

sV

+ T+

K

91

20’

Pres

enta

tion

hesh

eis

are

Im

yam

his

her

have

has

aan

the

you

your

who

whe

rew

hat

like

live

love

enjo

ypl

ayEa

ch le

arne

r has

to re

ad h

is w

ord

and

put i

t in

the

right

box

.( Th

e w

inne

r row

is th

e fir

st to

put

all

the

wor

dsin

the

right

box

es)

Pers

onal

poss

essi

ve

to

hav

e

to b

e Pr

onou

ns

adj

ectiv

es

Ver

bs

arti

cles

w

h. Q

s

The

teac

her i

nvite

s one

lear

nerf

rom

eac

h ro

w to

che

ck th

e w

ords

in th

e bo

xes a

nd to

fin

d th

e sc

ore.

The

teac

her c

reat

es a

situ

atio

n to

pre

sent

th

e si

mpl

e pr

esen

t ten

se.

Look

, thi

s is O

mar

; he

spea

ks a

bout

his

L/L

L/L

Ls w

ill b

e ab

le

to m

ove

and

put

thei

r wor

ds in

th

e rig

ht b

oxes

.

Elic

iting

from

th

e le

arne

rsto

. Pow

erPo

int s

lides

to

V.

V+

T+K

92

likes

, dis

likes

and

his

bro

ther

’s li

kes a

nd

disl

ikes

.

Om

ar:

The

teac

her e

licits

from

the

lear

ners

the

mis

sing

wor

ds in

the

bubb

le to

intro

duce

th

e ru

le o

f the

pre

sent

sim

ple

(Pow

erPo

int

slid

es)

Om

ar:

L/T

T/L

T/L

L/T

fill i

n th

e ga

ps

with

the

right

fo

rm

Hig

hlig

htin

g th

e ru

le o

f the

pr

esen

t sim

ple

tens

e w

ith:I

, yo

u, h

e an

d sh

e.

pres

ent t

he th

ree

form

s of t

hepr

esen

t si

mpl

ew

ithth

e pr

onou

ns I,

you

, he

and

she

The

activ

ity w

ritte

n on

the

boar

d or

on

the

Pow

erPo

ints

lide.

V.

V+

A

Hel

lo, I

am

Om

ar.

I am

Alg

eria

n. I

……

…re

adin

g bo

oks.I

…. n

ot …

…. K

arat

e.M

y br

othe

r, A

kram

……

…

play

ing

foot

ball,

he

……

not …

.. w

atch

ing

TV. …

.. yo

u …

..

read

ing

book

s?

Hel

lo, I

am

Om

ar.

I am

Alg

eria

n. I

liker

eadi

ng

book

s. I d

o n

ot l

ikeb

oxin

g.M

y br

othe

r , A

kram

lik

e spl

ayin

g fo

otba

ll, h

e do

esno

tlik

ew

atch

ing

TV. D

oyo

u lik

ere

adin

g bo

oks?

93

20’

Prac

tice

Afte

r giv

ing

exam

ples

and

che

ckin

g th

e le

arne

rs’ a

cqui

sitio

n of

the

pres

ent s

impl

e w

ith th

e th

ree

form

s, th

e te

ache

r mov

es to

“p

ract

ice”

. Ok

let’s

hel

p A

kram

cho

ose

the

right

form

of t

he v

erbs

.A

kram

:

Tas

k 1

page

56

Now

, let

’s h

elp

Om

ar to

cho

ose

the

corr

ect

wor

d be

twee

n br

acke

ts to

writ

e an

em

ail t

o M

arga

ret.

L/L

L/L

Ass

essi

ng h

oww

ell t

hele

arne

rsus

e th

e pr

esen

t si

mpl

e te

nse

with

the

pron

ouns

I an

d he

.

To c

heck

if

lear

ners

can

di

stin

guis

h be

twee

n pe

rson

al

pron

ouns

and

po

sses

sive

The

activ

ity o

n th

e bo

ok

The

lear

ner’

copy

book

s

V.

V.

Yes

, you

are

righ

t,O

mar

.I(

like-

like

s)pl

ayin

g fo

otba

ll, I

( not

like

)w

atch

ing

TV.

I (lo

ve –

love

s)re

adin

g bo

oks,

too

. My

fath

er (l

ikes

– li

ke )

wat

chin

g TV

.

Hi M

arga

ret,

How

are

you?

I am

hap

py to

intro

duce

my

fam

ily. M

y fa

ther

is a

car

pent

er. H

eis

47

year

s ol

d. H

isna

me

is A

hmed

. My

mot

her i

s ate

ache

r. Sh

eis

42.

Her

nam

e is

Mer

iem

.Ih

ave

one

brot

her.

His

nam

e is

Akr

am. H

e is

a

pupi

l at K

erou

ani S

choo

l. A

kram

like

s pla

ying

fo

otba

ll. H

ow a

bout

you

?

94

*VA

KT

:**

L/L

: lea

rner

L

earn

er

T/ L

: tea

cher

lear

ner

Vis

ual,

audi

tory

, kin

aest

hetic

, tac

tile.

***M

.I: M

ultip

le in

telli

genc

es

15’

Use

Mar

gare

tkno

wsv

ery

wel

l Om

ar.N

ow,s

he

wan

ts y

ou to

intro

duce

you

rsel

f, yo

ur

fam

ily a

nd y

our l

ikes

. (Fo

llow

the

exam

ple

of O

mar

’s e

mai

l).

adje

ctiv

es.

Lear

ners

will

be

able

to u

sepe

rson

alpr

onou

ns,

poss

essi

ve

adje

ctiv

es

corr

ectly

.

V.

The

teac

her’

s com

men

ts:

Wha

t wor

ked

-.....

......

......

......

.. -..

......

......

......

.....

Wha

t hin

dere

d

-.....

......

......

......

.. -..

......

......

......

.....

Act

ion

poin

ts

-.....

......

......

......

.. -..

......

......

......

.....

95

Lev

el:M

s 1

Se

quen

ce: 0

2

L

esso

n: 0

6

L

esso

n Fo

cus :

Lang

uage

Use

Lea

rnin

g O

bjec

tive:

By

the

end

of th

e le

sson

, my

lear

ners

will

be

able

to re

spon

d to

Ada

ku’s

em

ail,

intro

duce

th

emse

lves

and

talk

abo

ut la

ngua

ges,

likes

, foo

d an

d pe

ts .

Tar

get C

ompe

tenc

ies:

inte

ract

–in

terp

ret*

– p

rodu

ce

Dom

ain:

Ora

l –

(the

com

pete

ncie

s are

pre

sent

ed in

an

inte

grat

ed w

ay a

nd th

e te

ache

r will

dec

ide

on w

hich

com

pete

ncy

he w

ill fo

cus o

n)

wri

tten

Tar

get S

truc

ture

s: S

impl

e pr

esen

t ten

se “

to b

e” to

intro

duce

him

self/

hers

elf.

– B

oth

Si

mpl

e pr

esen

t ten

se w

ith v

erbs

to in

trodu

ce li

kes.

Sim

ple

pres

ent t

ense

to h

ave

to in

dica

te th

e po

sses

sion

of o

bjec

ts o

r rel

atio

nshi

ps.

Mat

eria

ls: W

ord

Spla

sh G

ame

/ em

ail t

empl

ate.

Cro

ss-c

urri

cula

r C

ompe

tenc

ies:

1.In

telle

ctua

l com

pete

ncy:

- Th

e le

arne

r can

und

erst

and

and

inte

rpre

t non

-ver

bal m

essa

ges.

- H

e de

mon

stra

tes d

egre

e of

aut

onom

y in

som

e ar

eas o

f lea

rnin

g.2.

Met

hodo

logi

cal c

ompe

tenc

y:

-He

mob

ilise

s his

reso

urce

s eff

icie

ntly

to p

rodu

ce a

pie

ce o

f writ

ing.

- H

e ca

n as

sess

his

wor

k.-H

e c

an a

sses

s his

pee

rs’ w

ork.

3.C

omm

unic

ativ

e co

mpe

tenc

y:- H

e ca

n us

e in

form

atio

n an

d co

mm

unic

atio

n te

chno

logy

such

as e

mai

ls

to c

omm

unic

ate

appr

opria

tely

with

lear

ners

of o

ther

cul

ture

s

4.Pe

rson

al a

nd so

cial

com

pete

ncie

s:-

Lear

ner s

ocia

lises

thro

ugh

writ

ten

exch

ange

s.

Cor

e va

lues

:1-

Bei

ng re

spon

sibl

e fo

r his

own

lear

ning

.2-

Bei

ng p

roud

of b

elon

ging

to n

atio

n.3

-Val

uing

leis

ure

time

activ

ities

.(Rea

ding

bo

oks)

.4

- Ope

nnes

s to

the

wor

ld (s

harin

g in

form

atio

n an

d re

spec

ting

peop

le o

f oth

er c

ultu

res)

.

96

Tim

eFr

amew

ork

Proc

edur

eFo

cus

Obj

ectiv

esM

ater

ials

/Aid

sV

AK

T*

M .I

***

10’

10’

Pre-

read

ing

War

mup

: Wor

d Sp

lash

Gam

e

To

intro

duce

the

key

wor

ds, t

he

teac

her d

raw

s on

the

boar

d th

e ci

rcle

abo

ve

with

wor

ds a

nd m

akes

the

Ls re

peat

them

.Ea

ch ti

me

the

teac

her e

rase

s a w

ord

from

the

circ

le a

nd a

sks t

he L

sto

repe

atth

em, u

ntil

the

lear

ners

can

repe

at a

ll th

e w

ords

whi

ch a

re e

rase

d.

T/L

L/L

L/L

Mot

ivat

ing

the

lear

ners

and

ac

tivat

ing

sche

mat

a .

Ls w

ill b

e ab

le to

pr

onou

nce

the

wor

ds c

orre

ctly

an

d m

emor

ise

them

.

To c

heck

the

Ls’

unde

rsta

ndin

g.

Ls w

ill b

e ab

le to

us

e th

e w

ords

in

mea

ning

ful

sent

ence

s.

The

boar

d

. The

L’s

copy

book

s.

V.

A

V.

P٭et

٭

Cou

ntry

F٭oo

d

L٭ik

es

٭

from

N٭am

ed

…٭.

C٭…

….

…٭…

..

…٭…

…٭…

…٭

……

.

…٭.

C٭ou

ntry

…٭…

. L٭

ikes

٭ fr

om…٭

……

97

20’

Dur

ing

read

ing

The

teac

her a

sks t

he le

arne

rsto

use

the

wor

ds fr

om th

e ci

rcle

in m

eani

ngfu

l se

nten

ces.

Exa

mpl

e:

- I lo

ve m

y co

untr

y.

- I a

m fr

omA

lger

ia.

- I h

ave

a ca

t pet

,nam

edM

imi.

- Rea

ding

boo

ks is

one

of m

y lik

es.

Firs

t rea

ding

:Th

e te

ache

r ask

s the

lear

ners

to re

ad th

e su

ppor

t and

say

wha

t it i

s:

a-Le

tter

b-e

mai

l c-

blo

g d

-mes

sage

Who

is th

e se

nder

?

Seco

nd r

eadi

ng:

The

teac

her a

sks t

he le

arne

rsto

read

A

daku

’s e

mai

l and

put

a ti

ck in

the

right

bo

x.

1- A

daku

is th

e re

ceiv

er o

f thi

s e-m

ail.

F2-

Ada

ku is

ele

ven.

F3-

Ada

ku sp

eaks

Eng

lish.

T

5- A

daku

likes

wea

ring

jean

s.

T

6- A

daku

has

a p

et c

at.

F

L/T

T/L

L/L

Ls w

ill sk

im th

e su

ppor

t for

ge

nera

l in

form

atio

n,th

en

scan

it fo

r det

ails

ab

out A

daku

.

The

book

.

V.

V

V+A

98

*VA

KT

:**

L/L

: lea

rner

L

earn

er

T/ L

: tea

cher

lear

ner

Vis

ual,

audi

tory

, kin

aest

hetic

, tac

tile.

***M

.I: M

ultip

le in

telli

genc

es

20’

Post

rea

ding

Ada

ku w

ants

to k

now

mor

e ab

out y

ou:

- Y

our n

ame/

age

/ cou

ntry

/ lan

guag

es/

likes

, fav

ourit

e fo

od a

nd p

et.

L/L

The

lear

nerw

ill

be a

ble

to u

se

appr

opria

te

sim

ple

Engl

ish

to

intro

duce

him

self

in a

n em

ail.

Emai

l tem

plat

e

.

The

teac

her’

s com

men

ts:

Wha

t wor

ked

-.....

......

......

......

..-..

......

......

......

.....

Wha

t hin

dere

d

-.....

......

......

......

..-..

......

......

......

.....

Act

ion

poin

ts

-.....

......

......

......

..-..

......

......

......

.....

99

Lev

el:M

s 1

Se

quen

ce: 0

2

L

esso

n: 0

7

L

esso

nFo

cus:

Lang

uage

Use

Lea

rnin

g O

bjec

tive:

By

the

end

of th

e le

sson

, my

lear

ners

will

be

able

to d

raw

thei

r fam

ily tr

ees i

n or

der t

o

intro

duce

thei

r fam

ilies

mem

bers

and

jobs

in a

n em

ail (

atta

ched

doc

umen

t).

Tar

get C

ompe

tenc

ies:

inte

ract

–in

terp

ret*

– p

rodu

ce

Dom

ain:

Ora

l –w

ritte

n -

(the

com

pete

ncie

s are

pre

sent

ed in

an

inte

grat

ed w

ay a

nd th

e te

ache

r will

dec

ide

on w

hich

com

pete

ncy

he w

ill fo

cus o

n)

Tar

get S

truc

ture

s: S

impl

e pr

esen

t ten

se to

be

to in

trodu

ce o

nese

lfB

oth

Si

mpl

e pr

esen

t ten

se w

ith v

erbs

to in

trodu

ce li

kes.

Sim

ple

pres

ent t

ense

to h

ave

to in

dica

te th

e po

sses

sion

of o

bjec

ts o

r rel

atio

nshi

ps.

Pe

rson

al p

rono

uns a

nd p

osse

ssiv

e ad

ject

ives

(I/ h

e/sh

e- M

y/hi

s/he

r)M

ater

ials

: Son

g re

pres

entin

g a

fam

ily/M

arga

ret’s

em

ail s

uppo

rt/Jo

bs fl

ash

card

s/fa

mily

tree

tem

plat

e/an

em

ail

tem

plat

e an

d th

e K

.S.A

(kno

wle

dge

/ ski

lls /

attit

udes

) grid

for e

ach

grou

p.

Cro

ss-c

urri

cula

r C

ompe

tenc

ies:

1.In

telle

ctua

l com

pete

ncy:

- Th

e le

arne

r can

can

und

erst

and

and

inte

rpre

t a so

ng.

- H

e de

mon

stra

te a

uton

omy

in le

arni

ng.

2.M

etho

dolo

gica

l com

pete

ncy:

- H

e ca

n w

ork

in g

roup

s.-

He

can

gath

erre

sour

cest

o m

obili

se t

hem

eff

icie

ntly

to p

rodu

ce a

pie

ce o

f writ

ing.

-

He

can

asse

ssth

eir c

lass

mat

es’w

ork.

3.C

omm

unic

ativ

e co

mpe

tenc

y:-

He

can

use

info

rmat

ion

and

com

mun

icat

ion

tech

nolo

gy su

ch a

s em

ails

and

blo

gs to

co

mm

unic

ate

appr

opria

tely

.4.

Pers

onal

and

soci

al c

ompe

tenc

ies:

-H

eso

cial

ise

thro

ugh

shar

ing

the

task

s and

colla

bora

ting

with

in th

e m

embe

rs o

f the

gro

up .

Cor

e va

lues

:1-

Bei

ng re

spon

sibl

e.2-

Bei

ng h

appy

and

pro

ud o

f be

long

ing

to a

fam

ily.

3- V

alui

ng jo

bs.

4 - O

penn

ess t

o th

e w

orld

(s

harin

g in

form

atio

n an

d re

spec

ting

peop

le o

f oth

er

cultu

res)

.

100

Tim

eFr

amew

ork

Proc

edur

eFo

cus

Obj

ectiv

esM

ater

ials

/Aid

sV

AK

T*

M .I

**

*10

’

10’

10’

Pres

enta

tion1

Pres

enta

tion

2

War

mup

:Th

e te

ache

r inv

ites t

he le

arne

rs to

wat

ch a

nd

liste

n to

the

song

and

ans

wer

the

ques

tions

. -

Wha

t is t

he so

ng a

bout

? -

How

man

y fa

mily

mem

bers

are

th

ere?

The

teac

her s

plits

the

lear

ners

into

gro

ups o

f si

x an

d pr

ovid

es th

em w

ith tw

o fla

sh c

ards

re

pres

entin

g jo

bs.

Each

gro

up h

as to

mim

e th

e jo

bs fo

r the

oth

er

grou

ps. T

he w

inne

r is t

he g

roup

who

find

s the

jo

bs.

The

teac

her p

rese

nts M

arga

ret’s

em

ail a

nd

expl

ains

the

new

and

diff

icul

t wor

ds b

y gi

ving

ex

ampl

es.

Now

, in

orde

r to

intro

duce

you

r fam

ily tr

ee to

M

arga

ret,

wha

t do

you

need

?

The

teac

her s

uppl

ies e

ach

grou

p w

ith a

ha

ndou

t rep

rese

ntin

g K

now

ledg

e, sk

ills a

nd

attit

udes

.1-

The

lear

ners

in e

ach

grou

p ha

ve to

fill

in

T/L

L/L

Act

ivat

ing

the

lear

ners

’ sc

hem

ata

.

In a

com

petit

ive

and

funn

y w

ayLs

w

ill b

e ab

le to

re

call

the

lexi

s re

late

d to

fam

ily

mem

bers

and

jo

bs.

To h

elp

the

lear

ners

have

au

tono

my

to

lear

n ho

w to

Song

abo

ut a

fa

mily

http

s://w

ww

.you

tube

. co

m/w

atch

? v=

fhgQ

upK

iM3

c Or

http

s://w

ww

.you

tube

. co

m/w

atch

? v=

GiR

UF7

hvW

uM Jobs

flas

h ca

rds

A.

V.+

A

101

20’

20’

Prac

tice

Use

and

co

rrec

tion

this

tabl

e be

fore

they

star

t writ

ing.

know

ledg

e Sk

ills

Att

itude

sLe

xis r

elat

ed to

re

lativ

es:

……

……

……

……

……

……

……

……

……

Lexi

s rel

ated

to

jobs

:…

……

……

……

……

……

……

……

…A

uxili

ary

‘to b

e’in

th

e pr

esen

t sim

ple

with

I/s

he/h

e:…

……

Pr

esen

t sim

ple

tens

e : …

…Pe

rson

al

pron

ouns

:……

Po

sses

sive

ad

ject

ives

:….

Num

bers

…

……

…

Gre

etin

g …

……

……

…… In

trodu

cing

m

y re

lativ

es…

……

……

……

.

Bei

ng

polit

e…

……

……

Val

uing

fa

mily

……

……

…V

alui

ng

jobs …

……

……

2- T

he le

arne

rs h

ave

to d

ecid

e on

one

le

arne

r’s f

amily

and

star

t gat

herin

g

info

rmat

ion

and

mat

eria

ls to

intro

duce

this

fa

mily

to M

arga

ret.

The

teac

her e

ncou

rage

s eac

h gr

oup

to w

rite

an

emai

l and

dra

w th

e fa

mily

tree

.

L/L

L/L

L/L

lear

n.

Ls w

ill b

e ab

le to

. The

hand

outs

V.

V +

T

102

*VA

KT

:**

L/L

: lea

rner

L

earn

erT/

L: t

each

er

le

arne

rV

isua

l, au

dito

ry, k

inae

sthe

tic, t

actil

e.

***M

.I: M

ultip

le in

telli

genc

es

The

lear

ners

will

hav

e th

e op

portu

nity

to

pres

ent a

nd a

sses

s the

gro

ups’

pro

duct

ions

. Th

e te

ache

r sel

ects

one

pro

duct

ion

to b

e co

rrec

ted

on th

e bo

ard

(the

lear

ners

can

als

o be

invo

lved

in c

o-as

sess

men

t).

colla

bora

te,

gath

er

info

rmat

ion

and

prod

uce

a pi

ece

of w

ritin

g (a

n em

ail)

usin

g co

rrec

t and

ap

prop

riate

la

ngua

ge).

Post

ers t

o dr

aw fa

mily

tre

e.A

n em

ail

tem

plat

e.

The

teac

her’

s com

men

ts:

Wha

t wor

ked

-.....

......

......

......

.. -..

......

......

......

.....

Wha

t hin

dere

d

-.....

......

......

......

.. -..

......

......

......

.....

Act

ion

poin

ts

-.....

......

......

......

.. -..

......

......

......

.....

103

Lev

el:M

s 1

Se

quen

ce:0

2L

esso

n: 0

8L

esso

n Fo

cus:

Lang

uage

Use

Lea

rnin

g O

bjec

tive:

By

the

end

of th

e le

sson

, my

lear

ners

will

be

able

intro

duce

them

selv

es o

n an

inte

rnat

iona

l fr

iend

ship

blo

g.

Tar

get C

ompe

tenc

ies:

inte

ract

– in

terp

ret –

prod

uce.

Dom

ains

: Ora

l –

(the

com

pete

ncie

s are

pre

sent

ed in

an

inte

grat

ed w

ay a

nd th

e te

ache

r will

dec

ide

on w

hich

com

pete

ncy

he w

ill fo

cus o

n)

Wri

tten

Tar

get S

truc

ture

s: p

erso

nal p

rono

un:”

I”, p

osse

ssiv

e ad

ject

ives

: “M

y”+

to b

e in

the

sim

ple

pres

ent.

- B

oth

I + to

hav

e ( s

impl

e pr

esen

t)I +

to li

ke (

sim

ple

pres

ent)

Mat

eria

ls: v

ideo

song

abo

ut fr

iend

ship

/Blo

g te

mpl

ate

and

supp

ort /

pict

ure

of A

lger

ian

flag

and

map

/...

Cro

ss-c

urri

cula

r C

ompe

tenc

ies:

1-In

telle

ctua

l com

pete

ncy:

- Th

e le

arne

rcan

inte

rpre

t a so

ng a

nd so

rt ou

t man

ners

of a

go

od fr

iend

.-

He

can

show

cre

ativ

ity w

hen

desi

gnin

g hi

s/he

r ow

n bl

og.

2-M

etho

dolo

gica

l co

mpe

tenc

y:-

The

lear

ner c

an u

se st

rate

gies

for w

ritin

g.-

He

can

asse

sshi

mse

lf.-

He

can

mob

ilise

the

acqu

ired

reso

urce

s.

Cor

e va

lues

:1-

Ass

ertin

g on

e’s

iden

tity

and

beh

avin

g w

ith

self-

conf

iden

ce.

2-B

eing

pro

ud o

f bel

ongi

ng to

a n

atio

n .

3-V

alui

ng a

nd d

evel

opin

g fr

iend

ship

at t

he

inte

rnat

iona

l lev

el

104

Tim

eFr

amew

ork

Proc

edur

eFo

cus

Obj

ectiv

esM

ater

ials

/Aid

sV

AK

T*

M .I

***

10’

10’

War

m u

p:

Pre-

wri

ting

The

teac

her w

rites

on

the

boar

dth

e w

ord

“Frie

ndsh

ip”

and

asks

his

lear

ners

wha

t thi

s wor

d m

eans

for t

hem

.

The

teac

her l

ists

dow

n al

l the

wor

ds g

iven

by

the

lear

ners

on th

e bo

ard.

T: D

o yo

u ha

ve fr

iend

s? A

re th

ey g

ood

or b

ad?

You

shou

ld h

ave

good

frie

nds.

T: N

ow L

et’s

wat

ch a

nd li

sten

to a

song

and

list

do

wn

the

char

acte

ristic

s of a

goo

d fr

iend

.T

corr

ects

with

the

help

of t

he le

arne

rs(s

mile

s /

shar

es/k

ind

/hel

pful

...

T : W

here

can

you

mak

e fr

iend

s?

L:at

scho

ol/ n

eigh

bour

s/ o

ther

tow

ns a

nd o

ther

co

untri

es.

L/L

** L/L

To e

ncou

rage

the

lear

ners

to

inte

ract

ora

lly

and

talk

abo

ut

frie

ndsh

ip.

To m

ake

the

lear

ners

awar

e of

th

e m

ain

char

acte

ristic

s of

a go

od fr

iend

Aso

ng:w

hat

mak

es a

goo

d fri

end?

http

s://w

ww

.you

tube

.com

/wat

ch?v

=avH

dx18

pi_U

.

V+

A

3-C

omm

unic

ativ

e co

mpe

tenc

y:- H

e ca

n us

e in

form

atio

n an

d c

omm

unic

atio

n te

chno

logy

such

as

blo

gs t

o in

tera

ct w

ith le

arne

rs o

f oth

er c

ultu

res.

- He

can

proc

ess d

igita

l dat

a in

Eng

lish.

4 - P

erso

nal a

nd so

cial

com

pete

ncie

s:- T

he le

arne

r can

soci

alis

e th

roug

h w

ritte

n ex

chan

ges.

- He

can

deve

lop

attit

udes

of f

riend

ship

.

105

20’

Whi

le

wri

ting

T: H

ow c

an y

ou m

ake

frie

nds f

rom

oth

er c

ount

ries?

H

ow d

o yo

u co

mm

unic

ate?

L: e

mai

ls/ F

aceb

ook

/ Sky

pe /

blog

s ...

Whi

ch la

ngua

ge d

o yo

u us

e?W

hat a

nd w

hy d

o yo

u w

rite?

T: T

oday

, you

are

goi

ng to

intro

duce

you

rsel

f on

an

inte

rnat

iona

l sch

ool f

riend

ship

blo

g.B

e a

goo

d fr

iend

,pr

epar

e yo

ur o

wn

blog

and

writ

e ab

out y

our:

- N

ame

–ag

e –

coun

try- s

choo

l – c

lass

.-

Lang

uage

s- re

ligio

n -

- Li

kes –

disl

ikes

- Fa

vour

ite fo

od.

You

can

illu

stra

te y

ou b

log

with

pic

ture

s(T

he te

ache

r mov

es a

roun

d an

d he

lps t

hele

arne

rs).

Now

, it’s

tim

e to

che

ck, r

evis

e an

d co

rrec

t you

r m

ista

kes b

efor

e ed

iting

you

r fin

al d

raft.

T/L

L/T

T/L

T/L

L/L

Show

ing

lear

ners

the

impo

rtanc

e of

th

e op

enne

ss to

th

e w

orld

to

inte

ract

ora

lly o

r In

writ

ing.

Hel

ping

the

lear

ners

to

orga

nise

thei

r id

eas b

efor

e th

ey

star

t writ

ing.

To e

nhan

ce

lear

ners

to sh

ow

crea

tivity

To in

volv

e th

e le

arne

rsin

self

asse

ssm

ent

and

corr

ectio

n.

Show

ing

Jack

’s

Smith

Blo

g as

a

mod

el p

age

58

Ls. P

rodu

ctio

n

A

A

+ V

V.

106

10’

Rev

isin

g,

corr

ectin

g an

d

editi

ng th

e fin

al d

raft

Ass

essm

ent g

rid

for t

he si

tuat

ion

of in

tegr

atio

n w

ith c

rite

ria

Cri

teri

aIn

dica

tors

The

lear

ner:

1. R

elev

ance

1. c

an d

esig

n a

blog

.2.

can

intro

duce

him

self

3.ca

n ta

lk a

bout

his

pre

fere

nces

,lik

es

2. U

se o

f cor

rect

lin

guis

tic

tool

s/co

nsis

tenc

y

1.ca

n us

e m

echa

nics

of w

ritin

g2.

can

use

the

pres

ent s

impl

e to

be/

to

have

/to li

ke3.

can

use

the

appr

opria

te a

rticl

e

3.C

oher

ence

1. c

an u

se lo

gica

l org

anis

atio

n of

id

eas.

2. c

an u

se m

eani

ngfu

l sen

tenc

es.

3-ca

n us

e ap

prop

riate

link

ing

wor

ds.

4.C

ross

-cur

ricul

ar

com

pete

ncie

s1.

can

dem

onst

rate

aut

onom

y in

usi

ng

lang

uage

to c

omm

unic

ate

2. c

an u

se IC

T (b

logs

)

5.V

alue

s1.

can

asse

rt hi

s per

sona

l ide

ntity

2.ca

n de

mon

stra

te a

ttitu

des o

f re

spec

t.

6.Ex

celle

nce

1. h

is w

ork

is w

ell p

repa

red

and

wel

l pr

esen

ted

2.H

ispr

oduc

tion

show

s cre

ativ

ity.

T/L

The

teac

her w

ill

use

this

grid

to

asse

ss th

e le

arne

rs’

prod

uctio

n.

Ass

essm

ent g

rid

The

teac

her’

s com

men

ts:

107

Wha

t wor

ked

-.....

......

......

......

.. -..

......

......

......

.....

Wha

t hin

dere

d

-.....

......

......

......

.. -..

......

......

......

.....

Act

ion

poin

ts

-.....

......

......

......

.. -..

......

......

......

.....

*VA

KT

:**

L/L

: lea

rner

L

earn

er

T/ L

: tea

cher

lear

ner

Vis

ual,

audi

tory

, kin

aest

hetic

, tac

tile.

***M

.I: M

ultip

le in

telli

genc

es

108

The tutorial sessions

The objective of the tutorial session is twofold:A- Moderation and remediation.B- Learning how to integrate.C- Work for excellence.

In a differentiated class with mixed-ability groups,the teacher should appreciate each child as an individual taking into account his learning styles,multiple intelligences and the way he learns.The teacher should use the appropriate strategies when working with groups.

The tutorial sessions are primarily meant to work on specific areas with the learners.The teacher needs to identify the strengths and the weaknesses of his learners. Once he has collected data about his learners, he should be able to address them accordingly. He has to identify the main problems during his lessons. His portfolio and the learner’s portfolio will give him sufficient evidence on how the learning occurred in class.Thus,he should focus on moderation periods and set appropriate remedial tasks after exploiting his learners’ results and identifying the non-acquired criteria.

The tutorial sessions offer an opportunity to work towards excellence. The teacher targets good learners and ask them to work on problem solving situations of a higher difficulty.

The sessions are also devoted to train learners on different ways of integrating the previous learning in terms of knowledge, skills and attitudes.

This evidence will allow the teacher to rethink and reshape his teaching to meet the learners’ needs.The teacher is aware of the differences of levels in his class and thus, he should be ready to organise his tutorial session as follows:

1- Identify the repeated errors in class.

2- Make an analysis of the common repeated errors in class.

3- Exploit the learners results of the test.

4- Find out reasons for the sake of moderation.

109

5- Set remedial work according to non acquired criteria.

6- Work with the learners on areas that need reinforcement

7- Focus on learning how to integrate.

8- Be aware on how to use the knowledge acquired, the skills and the attitudes in an integrated way to communicate in real life.

9- Give the opportunity to your learners to work in groups.

10- Identify the best learners who can help in group work.

110

A sample summative test

Hi everyone, My name is Chin Chen from China. I am twelve years old.I speak three languages: Chinese, English and Arabic. I live in the capital city, Beijing in the north of China.I like practising sports in the morning, playing computer games in the afternoon. On holidays, I go for camping near the mountain with my scouts mates.I am happy to participate in the International Summer Scouts Camp, to represent my beloved country, China. My flag is red with one big yellow star at the left top corner, surrounded with four small yellow stars. The Chinese currency is the Yuan. The dragon is the symbol of China.The Great Wall is one of the seven wonders in the world. It is 21.196 kilometres long. It stretches from the east to the west. The famous national dish is the Beijing Roasted Duck.Come and enjoy your time.Visit The Chinese Great Wall and taste our national dishes.

Chin Chen

111

1-Chin is: A - 11.B - 12.C - 13.

2- Chin lives in: A - the East of China.B - the west of China.C - the North of China.

4- The symbol of China is:A- the lion.B- the fennec.C- the dragon.

3-The Chinese flag contains: A – one star. B – four stars. C – five stars.

A) I read the blog of Chin and choose the correct answer. (04 points)

B) I read, draw and colour the Chinese flag. (01 point)

112

C) I read and fill in the profile of Chin. (03 points)

D) I put the words in the right tent : (03 points)

Family name: ChenFirst name: …………Age: ……………Nationality: …………Hometown: ……………Likes: ………………Languages: …………

Photo

flag – practising -yellow - games - your – camping

/g/

A:

B: C:/ŋ/ /j/

113

E) I help Younes to put the verbs in the correct form. ( 03 points)

F) I write . (06 points)

Hello,My name (to be ) Younes. I ( to be) an Algerian scout. I (to like) to have friends from all over the world. I want to participate in The International Camp with my friend. He (not to be ) Algerian.He (to be ) from Tunisia. We (to be) friends on facebook.Love,Younes

It is your turn to write on The International Blog, introduce yourself, your country, flag, celebration days, currency, dish and famous monuments.

114

Answer Keys

115

Sequ

ence

Sect

ion

Tas

kPa

geA

nsw

erke

ysO

neI l

iste

n an

d do

5.I l

iste

n an

dco

mpl

ete

the

dial

ogue

. 35

You

: H

ello

, m

yna

me

isM

arga

ret .

You

r frie

nd :

Hi ,

I am

Akr

am .

You

:Gla

d to

mee

t you

,Akr

am.

You

r frie

nd :N

ice

to m

eet y

ou, M

arga

ret .

I pro

noun

ce2.

a) I

list

en a

nd

cros

s the

odd

wor

d ou

t36

Cla

ssro

omW

indo

w

Bik

eI

pron

ounc

e2.

b) I

put

the

wor

ds in

the

right

ba

lloon

37/e

i/ p

lay

–pr

ay –

Tues

day

-say

/ai/

line

- fin

e/I

/ sic

k -s

itI p

ract

ise

1.I m

atch

39(.)

Ful

l sto

p(!)

excl

amat

ion

mar

k(,)

com

ma

(?) q

uest

ion

mar

kI p

ract

ise

2.I r

ead

and

supp

ly

capi

taliz

atio

n a

nd

the

right

pu

nctu

atio

n

39-

Hel

lo, m

y na

me

is Y

oune

s . W

hat i

s you

r na

me?

-H

i You

nes,

I am

Dia

na .

I pra

ctis

e3.

I hel

p M

aria

find

th

e rig

ht w

ord

39M

y na

me

is. M

aria

. I a

m12

. Il

ive

in A

drar

. I l

ove

my

city

.

116

I rea

d an

d do

1.I r

ead

and

colo

ur

the

corr

ect a

nsw

er40

1.R

azan

e is

11

year

s old

.2.

Susa

n is

from

Gre

at B

ritai

n .

Tw

oI l

iste

n an

d do

4.

I com

plet

e th

e bu

bble

with

the

appr

opria

te a

rticl

e

50an

–a-

a-th

e -th

e

I lis

ten

and

do7.

I loo

k an

d m

atch

th

e nu

mbe

rs

5114

Fou

rteen

19 N

inet

een

28 T

wen

ty-e

ight

36 S

ixty

- th

ree

40 F

ourty

63

Six

ty -

thre

e90

Nin

ety

100

One

hun

dred

I lis

ten

and

do9.

I rea

d an

d ra

nk

the

child

ren

52H

ouda

is th

e fo

urth

child

Om

ar is

the

thir

dch

ildK

hale

d is

the

seco

ndch

ildLe

ila is

the

fifth

chi

ld

I pro

noun

ce2.

I say

it w

ith a

flo

wer

53/Ɵ

/ thi

nk –

than

ks-t

hree

-/ð

/ bro

ther

–gr

andf

athe

r –th

is –

mot

her -

the

I pro

noun

ce4.

I thr

ow th

e ba

ll in

th

e rig

ht h

oop

54/e

/ pet

–te

n-ve

t/ I

:/ fif

teen

–gr

een

-gre

etI p

ract

ice

1.I c

ircle

the

corr

ect w

ords

to

56H

e –

his-

a–

she

–ha

ve –

his -

likes

117

help

Om

ar w

rite

his

emai

lI r

ead

and

do

1.I r

ead

and

com

plet

e th

e pr

ofile

58Fi

rst n

ame:

Jack

Age

:13

Cla

ss :2

BC

ount

ry: C

AN

AD

ALi

kes:

Bas

ketb

all/

liste

ning

to m

usic

Pet:

ham

ster

I rea

d an

d do

2.I r

ead

and

tick

the

right

box

59Fa

lse

–fa

lse

–tr

ue –

true

-fa

lse

I pla

y1.

I ord

er th

e le

tters

to

get

the

nam

es o

f th

e jo

bs

64N

urse

–fa

rmer

–de

ntis

t –te

ache

r -m

echa

nic

2.I s

uppl

y th

e m

issi

ng le

tters

to

get t

he m

embe

rs o

f th

e fa

mily

64Fa

ther

–m

othe

r –si

ster

–br

othe

r –gr

andp

aren

ts

118

I enj

oyI r

ead,

obs

erve

and

pu

t the

fam

ily

nam

e un

der t

he

appr

opria

te

num

ber.

651

–The

John

sons

fam

ily2-

The

Wils

ons f

amily

3 –

The

Will

iam

s fam

ily4

– Th

e Ta

ylor

s fam

ily

Thr

eeI l

iste

n an

d do

4.I l

iste

n an

d co

mpl

ete

the

tabl

e74

My

frie

nd A

mel

live

sin

Setif

. She

isa

pupi

l at A

llam

M

anso

ur S

choo

l. Sh

e ge

ts u

p at

6.

30. S

he h

as b

reak

fast

at 7

.00.

She

goe

s to

scho

ol a

t 7.

30. A

fter s

choo

l, sh

e w

atch

es

TV. I

n th

e ev

enin

g sh

e do

es h

er h

omew

ork.

Her

fa

vour

ite h

obby

is d

raw

ing.

I lis

ten

and

do.

6.I l

iste

n , l

ook

at

the

exam

ple

and

do

the

sam

e

75-

It is

two

thirt

y -

It is

thre

e o’

cloc

k-

It is

five

o’c

lock

-It

is fi

ve tw

enty

-It

is o

ne fi

fty

I pro

noun

ce2.

Whe

re d

o th

ese

wor

ds li

ve?

77/ə

/bre

akfa

st/z

/ lov

es, t

ells

/iz/d

ance

s, fin

ishe

s/s

/writ

es ,

shop

s, lis

ten,

hou

se/h

/ hi

119

I pra

ctis

e1.

I rea

d th

e te

xt a

nd

com

plet

e th

e ta

ble

.80

I get

up

at 6

:30

a.m

.I w

ash

mys

elf ,

have

bre

akfa

st a

nd

get d

ress

ed.

8:0

0 a.

m. M

y fir

st le

sson

beg

ins.

5:0

0 p.

m. I

wat

ch T

V a

nd d

rink

milk

. 6

:00

p.m

. I re

vise

my

less

ons.

9 :0

0p.m

. I g

o to

bed

. w

eeke

nd.I

visi

t my

gran

dmot

her

I pra

ctis

e2.

I put

the

verb

s in

the

pres

ent s

impl

e80

wak

es u

p -

gets

dre

ssed

–ha

s –go

es –

star

t –fin

ish

–do

es –

is .

I pra

ctis

e3.

I ord

er th

e w

ords

of

the

dial

ogue

81

-Wha

t tim

e do

es H

ouda

wak

e up

?-S

he w

akes

up

at 6

o’c

lock

.-D

oes s

he p

ract

ise

spor

t on

Satu

rday

? -N

o ,sh

e do

es n

ot .S

he c

lean

s her

room

on

Satu

rday

.I r

ead

and

do1.

I rea

d th

e te

xt a

nd

com

plet

e th

e ta

ble

85M

orni

ng:I

get u

p , w

ash

mys

elf ,

get d

ress

ed a

nd h

ave

brea

kfas

tTi

me:

7:3

0 a.

m

-I g

o to

the

hall

for a

ssem

bly.

Ti

me:

9:0

0 a.

m

-I h

ave

a br

eak.

Tim

e: 1

0:30

a.m

A

fter

noon

:I h

ave

lunc

h.Ti

me:

12:

15 p

.m

-I h

ave

a sh

ort b

reak

. Ti

me:

03:1

5p.

m

120

-I h

ave

tea.

Eve

ning

: I d

o m

y ho

mew

ork.

-

I go

to b

ed.

Tim

e: 0

9:00

p.m

-

Wee

kend

: I a

ttend

bal

let c

ases

.-

I go

for a

wal

k w

ith m

y fa

mily

in th

e co

untry

side

.I r

ead

and

do2.

Itic

k th

e ap

prop

riate

box

and

co

rrec

t the

wro

ng

answ

er.

86Fa

lse.

Mar

gare

t get

s up

at 7

:30

a.m

Fals

e.Sc

hool

beg

ins a

t 9:0

0 a.

mT

rue.

Fals

e. S

he h

as lu

nch

at 1

2:15

p.m

Tru

e.Fa

lse.

She

has t

ea w

hen

she

goes

hom

e.Fa

lse.

She

goes

to b

ed a

t 9:0

0 p.

m

I pla

y2.

I circ

le th

e fiv

e hi

dden

ani

mal

s92

Parr

ot –

ham

ster

–ca

nary

–do

g –

cat.

Four

I lis

ten

and

do3.

I ord

er a

nd w

rite

corr

ect s

ente

nces

.10

5-A

re y

ou st

udyi

ng B

iolo

gy n

ow?

-No,

we

are

stud

ying

Phy

sics

.-W

hat i

s you

r hea

dtea

cher

doi

ng n

ow?

-He

is w

orki

ng in

his

off

ice

.

121

I lis

ten

and

do5.

I loo

k an

d sp

eak

abou

t my

clas

s sc

hedu

le.

106

-O

n M

onda

y, I

have

Fre

nch

, His

tory

, M

aths

an

d B

iolo

gy in

the

mor

ning

and

Spo

rts in

the

afte

rnoo

n.

-I h

ave

Engl

ish

on S

unda

y,W

edne

sday

and

T

hurs

day.

-N

o, I

don’

t.

I lis

ten

and

do7.

I ask

and

ans

wer

to

loca

te p

lace

s in

my

scho

ol

108

A:H

i,whe

re is

clas

sroo

m n

umbe

r 7, p

leas

e?

B

: It i

s on

the

first

floo

r, ne

ar c

lass

room

num

ber 8

. B

: And

whe

re is

the

libra

ry, p

leas

e?

A: I

t is o

nth

e rig

ht si

de, n

ext t

oA

:Whe

re is

the

staf

f roo

m?

the

Bio

logy

lab.

B:

It is

at

the

entra

nce

onth

e le

ft si

dene

ar

B

: W

here

is th

e sp

orts

gro

und,

ple

ase?

the

cant

een.

A: I

t is o

nth

e le

ft si

de n

ext t

oA

: Whe

re is

the

Phys

ics l

ab?

the

cant

een.

B: I

t is o

n th

e rig

ht si

de, n

ext t

o

B: W

here

is th

e co

mpu

ter r

oom

? the

libra

ry.

A: I

t is a

t the

ent

ranc

e on

the

right

side

.

122

I pro

noun

ce3.

I cho

ose

the

right

ke

y to

ope

n th

e pa

dloc

k.

111

/ʒ/

leis

ure,

tele

visi

on ,p

leas

ure,

mea

sure

./ dʒ

/brid

ge, g

eogr

aphy

./ j

/ ye

s,/ g

/ gr

een

, gum

, dog

,

I pra

ctis

e2.

I put

the

right

pr

epos

ition

11

3at

–ne

xt to

–on

–in

–be

twee

n.

I pra

ctis

e3.

Iinf

orm

my

head

te

ache

r abo

ut w

hat

I am

doi

ng w

ith m

y fr

iend

s to

cele

brat

e th

e da

y of

kn

owle

dge.

114

-W

e ar

e se

tting

tabl

es .

-W

e ar

e ar

rang

ing

chai

rs .

-W

e ar

e w

ritin

g in

vita

tions

.-

We

are

rehe

arsi

ng so

ngs.

-W

e ar

e pr

epar

ing

for c

ompe

titio

ns .

-W

e ar

e de

cora

ting

the

amph

ithea

tre.

I rea

d an

d do

1.I r

ead

and

tick

the

right

ans

wer

.11

6Tr

ue –

true

–tru

e –

true

–tru

e.

I lea

rn to

in

tegr

ate

1.I w

ork

with

my

partn

ers a

nd fi

ll in

th

e ta

ble

abou

t my

scho

ol re

gula

tions

.

117

-I k

eep

quie

t in

clas

s.-

I arr

ive

ontim

e.-

I res

pect

oth

ers’

idea

s.-

I lov

e m

y co

untry

-

I res

pect

my

clas

smat

es.

-I r

espe

ct m

y te

ache

r.

123

Five

I lis

ten

and

do4.

I lis

ten

, ask

and

an

swer

.13

1-A

daku

is fr

om N

iger

ia.

-Her

nat

iona

l cur

renc

y is

Nai

ra.

-Her

nat

iona

l dis

h is

rice

and

bea

ns-H

er n

atio

nal c

eleb

ratio

n da

y is

the

first

of O

ctob

er.

I lis

ten

and

do.

5. I

liste

n an

d fil

l in

the

tabl

e13

2-M

onum

ents

: B

ig B

en, t

he B

ritis

h N

atio

nal

Mus

eum

and

Tow

er B

ridge

.-C

eleb

ratio

n da

ys:C

hris

tmas

and

Eas

ter.

-Nat

iona

l dis

h: R

oast

bee

f and

Yor

kshi

re

pudd

ing.

- Cur

renc

y: T

he P

ound

.

I lis

ten

and

do

7. I

liste

n an

d pu

t th

e na

tiona

litie

s in

the

right

col

umn.

133

-an

:Mor

occa

n, A

mer

ican

,-ia

n : A

lger

ian

,Egy

ptia

n, It

alia

n ,A

ustra

lian

,Rus

sian

,In

dian

, Nig

eria

n-e

se :

Japa

nese

,-is

h : T

urki

sh, B

ritis

h , S

pani

sh ,

-c

h : F

renc

h.

I pro

noun

ce2.

I rea

d th

e po

em

and

put t

he

unde

rline

d w

ords

in

the

right

col

umn.

135

/ŋ/

sing

–so

ng -

mor

ning

/ɔ /

stop

- to

p /ɔ

:/ca

ll -m

orni

ng

/ aʊ/

abo

ut –

mou

ntai

n -

124

I pra

ctis

e1.

Irea

d an

d th

e di

alog

ue a

nd

answ

er th

e qu

estio

ns.

137

-It is

in th

eTa

ssili

.-T

hey

are

in C

onst

antin

e.

-The

y ar

e in

Tia

ret.

I pra

ctis

e2

. I re

ad th

e te

xt

and

fill i

n th

e ga

ps

with

the

corr

espo

ndin

g na

tiona

litie

s.

137

Brit

ish

–A

mer

ican

-C

hine

se–

Fren

ch –

Bra

zilia

n –

Ken

yan

–A

ustra

lian.

I rea

d an

d do

1.

I re

ad th

e te

xt ‘

Dis

cove

r my

won

ders

‘ an

d fil

l in

the

tabl

e.

139

Tiar

et–

Wes

t –Je

ddar

Tom

bsM

’sila

– S

outh

Eas

t – A

l Qal

’a o

f Ben

i Ham

mad

.Ta

man

rass

et –

Sou

th –

Tas

sili

N’jj

erdr

awin

gs.

Gha

rdai

a –

Sout

h –

Isla

mic

Arc

hite

ctur

eB

eni I

sgue

n

I rea

d an

d do

.2.

I re

ad th

e te

xt

and

sort

out f

our

adje

ctiv

es w

hich

de

scrib

e th

ebe

auty

of A

lger

ia.

139

1.be

autif

ul2.

amaz

ing

3.fa

ntas

tic4.

won

derf

ul

I rea

d an

d do

.3.

I re

ad th

e te

xt

“Dis

cove

r my

won

ders

” an

d an

swer

the

ques

tions

.

139

1.Th

e N

orth

of A

lger

ia fa

mou

s for

the

bea

utifu

l for

ests

and

the

snow

y m

ount

ains

: Tik

jda,

C

helia

and

Chr

ea.

2.Th

e So

uth

of A

lger

ia is

fam

ous f

or th

e Ta

ssili

N

’Ajje

r dra

win

gs a

nd th

e w

onde

rful

Ass

ekre

m su

nset

.

125

I pla

y I p

ut th

e fla

g nu

mbe

r, th

e ca

pita

l ci

ty ,

the

natio

nal

curr

ency

and

the

natio

nalit

y ne

xt to

th

e co

rres

pond

ing

coun

try

144,

145

3. W

e ca

n en

joy

the

sea,

the

sun

and

the

mou

ntai

ns in

Ji

jel.

4. T

he tw

o R

oman

ruin

s citi

es in

the

East

are

Tim

gad

and

Dje

mila

.

-Chi

na –

flag

3 –

Bei

jing

– Y

uan

–Chi

nese

-G

erm

any

–fla

g 8-

Ber

lin –

Eur

o –

Ger

man

-Gre

at-B

ritai

n –

flag

2 –

Lond

on –

Pou

nd –

Brit

ish

-Jap

an –

flag

7-To

kyo

– Y

en- J

apan

ese

- Mor

occo

-fla

g 9

–R

abat

–D

irham

- M

oroc

can

-Nig

eria

-fla

g 6-

Abu

ja- N

aira

- N

iger

ian

-Rus

sia

–fla

g 10

-Mos

cow

-Rub

le- R

ussi

anSa

udi-A

rabi

a- fl

ag 5

-Riy

adh

–Riy

al -

Saud

i Sp

ain

–fla

g 1-

Mad

rid –

Eur

o -S

pani

sh

The

Uni

ted

Stat

es o

f Am

eric

a –f

lag

4-W

ashi

ngto

n-D

olla

r - A

mer

ican

126

Online resources for the teacher

http://www.anglomaniacy.pl/grammar-verbs-learn1.htm

http://www.rong-chang.com/easykids/

https://tefltastic.wordpress.com/worksheets/vocabulary/classroom/

http://www.kizphonics.com/

http://www.eslkidstuff.com/worksheets.htm

https://en.islcollective.com/resources/search_result?Tags=introduce%20

yourself&searchworksheet=GO&type=Printables

http://busyteacher.org/4261-how-to-teach-young-learners-one-step-at-a-time.html

http://www.esltower.com/vocabularyteachers.html

http://www.usingenglish.com/handouts/

http://www.teaching-esl-to-adults.com/free-esl-worksheets-for-beginners.html

https://www.youtube.com/watch?v=B5csN8gQY4E

https://www.youtube.com/watch?v=hq3yfQnllfQ

127

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Mc Tighe,J. and S.Ferrara(1998) Assessment approaches and methods.In Assessing learning in the classroom.Washington,DC:NEAPalmberg, Rolf .Developing Teachers.com Newsletter-April 2004 - issue 4/04 http://www.developingteachers.com/newsletters/news_april2004.htmRichards, J. C., and T. Rodgers. 2001. Approaches and Methods. CUPSeliger Herbert and Shohamy Elana .2008 .Second LanguageResearchMethods. OUPShrum,J.L & Glisan,E.W (2005) Teacher’s handbook: Contextualized language instructions,3rd Edition.Boston: Thomson Heinle.Graves& GSD of English(2006) The guiding principles,workshop organised by the School for International Training for the GSD of English, Algiers.Walqui, Aida. 2000. ContextualFactors in Second Language Acquisition. Eric Clearinghouseon.Languages and Linguistics .WashingtonWigginns,G&J.Mc Tighe(2005) Understanding by design.Association of Supervision and Curriculum Development