الجمهورية الجزائرية الديمقراطية ال�شعبيةPEOPLE’S DEMOCRATIC REPUBLIC OF ALGERIA
وزارة التربية 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
8
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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Cor
e va
lues
Sequ
ence
1Se
quen
ce 2
Sequ
ence
3Se
quen
ce 4
Sequ
ence
5
Nat
iona
l ide
ntity
-Res
pect
of t
he n
a-tio
nal a
nthe
m
-Res
pect
of t
he n
a-tio
nal v
alue
s.
I lis
ten
and
do
Task
s: 1
, 2 a
, 3,4
and
5. I r
ead
do
I thi
nk a
nd w
rite
I pla
yI e
njoy
I thi
nk a
nd w
rite
I pla
y ta
sk 2
I enj
oy (p
oem
abo
ut
pare
nts)
I pra
ctis
e/m
y pe
ts /
task
1I p
rono
unce
task
2I p
ract
ise
task
3I r
ead
and
do (m
y id
eal s
choo
l I e
njoy
Wel
com
e to
Alg
eria
The
land
of h
isto
ry
and
beau
ty
I lis
ten
and
do ta
sk 1
I lis
ten
and
do ta
sk 3
I pra
ctis
e ta
sk 1
I pro
noun
ce ta
sk 2
I r
ead
and
do ta
sks
1,2a
nd 3
I lea
rn to
inte
grat
e ta
sk 1
I thi
nk a
nd w
rite
I enj
oy
Nat
iona
l con
scie
nce
I thi
nk a
nd w
rite
I pro
noun
ce ta
sk 2
I pra
ctis
e ta
sk 3
I rea
d an
d do
(my
idea
l sch
ool)
I enj
oy
Wel
com
e to
Alg
eria
The
land
of h
isto
ry
and
beau
tyI p
ract
ise
task
1I p
rono
unce
task
2I r
ead
and
do ta
sks
1,2a
nd 3
I lea
rn to
inte
grat
e ta
sk 1
I thi
nk a
nd w
rite
I enj
oy
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Citi
zens
hip
-Tol
eran
ce-H
ones
ty-R
espo
nsib
ility
-Res
pect
-Lov
e-V
alue
of w
ork
and
effo
rt-P
rote
ctio
n of
the
envi
ronm
ent(m
on-
umen
ts ,a
nim
als,
scho
ol)
- Rig
hts a
nd d
utie
s-F
aith
fuln
ess t
o on
e’s
coun
try ,
fam
ily,
scho
ol a
nd fr
iend
s.
I enj
oyI l
iste
n an
d do
task
s:
2,5
I thi
nk a
nd w
rite
I enj
oy (
poem
abo
ut
pare
nts)
I lis
ten
and
do ta
sks
1,2,
3 an
d 6
I pro
noun
ce ta
sk 1
I pra
ctic
eM
y pe
ts
I lea
rn to
inte
grat
e I p
lay
task
2I e
njoy
I lis
ten
and
do ta
sk 1
My
scho
ol ru
les
I lis
ten
and
do ta
sk 2
I pro
noun
ce ta
sk 2
I pra
ctis
e ta
sk 3
I rea
d an
d do
(my
idea
l sch
ool
I lea
rn to
inte
grat
e ta
sk 1
,2I t
hink
and
writ
e I p
lay
task
1
I pro
noun
ce ta
sk 2
I rea
d an
d do
task
s 1,
2and
3I l
earn
to in
tegr
ate
task
1I t
hink
and
writ
e
Ope
nnes
s to
the
wor
ld-V
alue
and
resp
ect o
f ot
her n
atio
nalit
ies
-Und
erst
andi
ng th
e ot
her (
belie
fs ,
cus-
tom
s and
cul
ture
I rea
d do
I l
earn
to in
tegr
ate
I lis
ten
and
do ta
sk 1
I pra
ctis
e ta
sk 1
I rea
d an
d do
Tas
ks
:1,2
I lea
rn to
inte
grat
e I t
hink
and
writ
e
I pra
ctise
/my
pets
/ta
sk 1
I rea
d an
d do
task
1I t
hink
and
writ
e I e
njoy
,My
ABC
’s
My
scho
ol ru
les
I rea
d an
d do
(my
idea
l sch
ool )
I lis
ten
and
do ta
sks
1, 2
, 3,4
,5,6
,7I p
ract
ise
task
s 1,2
I pro
noun
ce ta
sk 1
I rea
d an
d do
task
s 1,
2and
3I l
earn
to in
tegr
ate
task
1I t
hink
and
writ
eI p
lay
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
25
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?
27
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
31
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.
32
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
pete
nce/
exit
prof
ile o
f yea
r 1
-A
t the
end
of k
ey-s
tage
1 ( 1
st y
ear m
iddl
e sc
hool
), th
e le
arne
r will
be
able
to
inte
ract
,inte
rpre
t and
pro
duce
shor
t ora
l and
writ
ten
mes
sage
s / te
xts
of d
escr
iptiv
e ty
pe,
usin
g w
ritte
n, v
isua
l or o
ral
supp
orts
, in
mea
ning
ful
situ
atio
ns o
f com
mun
icat
ion
rela
ted
to h
is e
nviro
nmen
t and
inte
rest
s.
-Th
e le
arne
r can
: -U
nder
stan
d si
mpl
e m
essa
ges r
elat
ed to
con
cret
e si
tuat
ions
, his
/her
imm
edia
te e
nviro
nmen
t and
ne
eds.
-Ask
and
ans
wer
sim
ple
ques
tions
abo
ut to
pics
rela
ted
to h
is a
ge a
nd in
tere
st (m
e an
d m
y fr
iend
s, m
e an
d m
y fa
mily
, me
and
my
scho
ol ,m
e an
d m
y co
untry
) pro
vide
d th
at th
e ot
her
pers
on sp
eaks
cle
arly
and
is p
repa
red
to h
elp
-Use
ver
y ba
sic
phra
ses,
shor
t sen
tenc
es to
talk
and
writ
e ab
out p
erso
nal e
xper
ienc
es (f
amily
likes
…)
Tar
get
com
pete
nces
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
co
mpe
tenc
y he
will
focu
s on.
44
Inte
ract
ive
com
pete
nce
Inte
ract
ive
com
pete
nce
is th
e ab
ility
to u
se la
ngua
ge o
rally
to in
tera
ct w
ith o
ther
s in
orde
r to
cre
ate
soci
al re
latio
ns, e
xpre
ss n
eeds
, und
erst
and
and
addr
ess n
eeds
of o
ther
s and
to g
et
thin
gs a
ccom
plis
hed.
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
oken
lang
uage
and
to in
terp
ret i
t app
ropr
iate
ly.
Prod
uctiv
e co
mpe
tenc
e
Prod
uctiv
e co
mpe
tenc
e is
the
abili
ty to
pro
duce
coh
eren
t, el
abor
ate
and
rele
vant
m
essa
ges i
n w
ritin
g an
d sp
eaki
ng. I
t is a
lso
to b
e ab
le to
eff
ectiv
ely
expr
ess i
deas
and
or
gani
se th
ough
ts a
ppro
pria
tely
.
Dom
ains
Ora
l/Wri
tten
45
Com
pone
nts o
f th
e co
mpe
tenc
esO
ral i
nter
actio
nIn
terp
retin
g o
ral a
nd
wri
tten
mes
sage
sPr
oduc
ing
wri
tten
mes
sage
s
-The
lear
ner m
akes
con
tact
w
ith th
e in
terlo
cuto
r.
- She
/he
trans
mits
a
mes
sage
.
- She
/he
reac
ts in
a n
on
verb
al w
ay to
ver
bal
mes
sage
s.
- She
/he
mai
ntai
ns a
n or
al
inte
ract
ion
usin
g lis
teni
ng
stra
tegi
es.
- she
/he
sorts
out
the
gene
ral
mea
ning
of a
n or
al m
essa
ge
The
lear
ner r
eact
s to
a vi
sual
, aud
io o
r writ
ten
text
.
- She
/he
adap
ts h
er/h
is
liste
ning
or r
eadi
ng sk
ills t
o th
e te
xt ty
pe.
She/
he s
orts
out t
he g
ener
al
mea
ning
of a
text
( its
gis
t)
- She
/ he
calls
up/
mob
ilise
s fo
r com
plem
enta
ry
stra
tegi
es to
und
erst
and
a te
xt.
The
lear
ner m
akes
con
tact
w
ith th
e in
terlo
cuto
r.
- She
/he
trans
mits
a
mes
sage
.
- She
/he
reac
ts in
a n
on
verb
al w
ay to
ver
bal
mes
sage
s.
- She
/he
mai
ntai
ns a
n or
al
inte
ract
ion
usin
g lis
teni
ng
stra
tegi
es.
- she
/he
sorts
out
the
gene
ral
mea
ning
of a
n or
al m
essa
ge
The
lear
ner c
alls
up
for t
he
reso
urce
s she
/ he
has a
t her
/ hi
s dis
posa
l to
deve
lop
her/h
is
lang
uage
lear
ning
in
orde
r to
prod
uce
very
shor
t an
d si
mpl
e te
xts .
- She
/he
adap
ts h
er/h
is te
xt to
si
tuat
ions
of c
omm
unic
atio
n.
She/
he c
once
ives
writ
ing
as a
to
ol o
f com
mun
icat
ion
and
lear
ning
.
- She
/ he
stru
ctur
es h
er/h
is
text
.
46
Cro
sscu
rric
ular
co
mpe
tenc
ies
-Int
elle
ctua
l-M
etho
dolo
gica
l -C
omm
unic
ativ
e -S
ocia
l and
per
sona
l
Val
ues
The
core
val
ues o
f the
law
of o
rient
atio
n (
Janu
ary
23rd
, 200
8 / 0
4 -0
8 )s
houl
d be
tran
slat
ed
faith
fully
inth
e cl
assr
oom
pra
ctic
e.1
Nat
iona
l Ide
ntity
2-
Nat
iona
l Con
scie
nce
3-C
itize
nshi
p4-
Ope
nnes
s to
the
wor
ld
Cul
tura
l di
men
sion
In
Alg
eria
/ In
the
wor
ldC
ultu
ral a
war
enes
s
Con
trib
utio
n w
ith
othe
r su
bjec
ts-T
he c
ross
-cur
ricul
ar to
pics
shou
ld b
e in
clud
ed in
you
r pla
nnin
g w
hene
ver i
t is n
eces
sary
Com
mun
icat
ive
task
type
sTh
e te
ache
r sho
uld
sele
ct th
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