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Level: 4ms. Sequence: 1. ME.

Universal landmarks and outstanding Lesson: Initial situation


figures in history, literature and art

Lesson focus: Language learning.


Learning objective: BTEOTL, L will be able to interact orally to suggest solutions to solve a given problem situation
Target competencies: Interact, Interpret, Produce
Domains: oral and written.

Cross curricular competencies:


-Intel comp: He can understand and interpret verbal and non-verbal messages.
-Meth comp: He can work in groups.
-Com comp: He can communicate appropriately. He can generate solutions to a problem
-Pers and soc comp: He can socialize through oral or written exchanges.

Core values: Valuing work in groups. / Valuing world heritage.

Time Frame Procedure Focus Objectives Materials VAKT


work ML
T greets his L and welcomes them. T/L
10’ -Warm T pins on the board some pictures representing Activating Ls
up universal landmarks interest
V
K
Pictures

T.

10’
Pre
task
interacts with his Ls
What do these pictures represent?
Where are they located?
Do you know other famous landmarks?
Why do people visit them?
How do you call a person who travels to see these Introducing V
landmarks? the new K
vocabulary
T/L White
T. distributes the following board
handout to his Ls Identifying
famous A
Do you like travelling? landmarks
What are the countries that you wish to visit? around the
Ls react world
T. pins other pictures representing outstanding
figures
Now, what do these pictures represent? Interacting
T. asks who are they? T/L about
What field are they famous in ? outstanding
10’ (art , literature , history) figures
Do you know other famous figures? Pictures

T. writes the initial situation on the board or


distributes a printed copy to Ls

Initial situation:

Task Your teacher of English asked you to L/L


cycle write about your last summer holidays.
You went on a trip to London with your
friends. Post a report on your facebook
page to show your friends the outstanding
landmarks you visited and the historical
10’ figures you learnt about during the trip. A
V
Introducing
T. reads the intial situation then helps the Ls to and
interpret it interpreting
T/L the initial
T. asks Ls to work in pairs to discuss the problem situation Copybook
and suggest solutions

T. monitors and encourages his Ls then invites


10’ them to read what they wrote

T. interacts with his Ls using spider graphic

Name some landmarks name some cities

Adjectives What i need

Encourage to
Locate places on a map name some discuss and
famous figures cooperate to
generate A
solutions V
10’
K
T

Level: 4ms. Sequence: one. Lesson: 01 I listen and do 1 (PDP)


Lesson focus: Language use.
Learning objective: BTEOTL, L will be able to describe a famous landmark in their city, region or country
Target comp: Interact, interpret, produce
Domains: Oral & Written.
Target structures: Adjectives / sequencers.
Materials: pictures, white board, listening script.

Cross curricular competencies:


-Intel comp: He can understand verbal and non-verbal messages.
-Met comp: He can work on his own, in pairs and within a group.
-com comp: He can reinvest language in a real life situation.
-Pers and soc comp: He socializes through oral exchanges.

Core values: Being proud of the national heritage / openness to the world.

Ti Framew Procedure focus Objectives Materials VAKT


me ork MI
Warm T greets his L and welcomes them T/L
5’ up: T reviews with his Ls the famous landmarks seen in
the previous session through “ missing flashcard
game” Brainstormin
g using prior
T. removes all the flashcards except one that knowledge
represents London
T. asks what do you know about London? A
Ls react V
T. shows more flashcards representing London’s
most famous landmarks ( big ben , Westminster
palace , Tower bridge …. )

T.
Prepare Ls Pictures
for listening

K
L/L White
board
15’ pre interacts with Ls
listenin How do tourists visit these famous landmarks?
g Do they go by train, taxi or a tourist bus? Explain the
Ls: a tourist bus key words
T. asks who talks to tourists about famous places
during a tour on a bus? (Tourist guide)

T. sets up the situation Set up the


situation
Now, you are going to listen to a group of Algerian Pics
students. They are visiting London on an open top
double decker bus with a tourist guide. He is
showing them London’s most famous landmarks
and monuments.
During
listenin T. explains the new lexis ( open top double decker
g bus, tourist guide , Thames river , Westminster
palace through flashcards

Tourist guide: good morning


Whiteeverybody
B
Task one: I listen to the tourist guide then I choose Pics
the correct answer Students: good morning sir
Tourist guide: Today we are going on a
- The Algerian students are going on a
sightseeing tour around: sightseeing tour around London. We are now
in the city of Westminster, in few minutes
Liverpool Manchester London
you will see the house of parliament along
the river Thames on your Listening
left. Do you see that
- The clock tower is called T/L script
high tower? Well this is the clock tower which
Benjamin hall Big ben big bell is called the big ben. It refers to the big bell
inside the clock tower. Big ben is named after
Task two: I listen again then I complete the table
Sir Benjamin Hall. The clock tower is 96
Name of landmark: ………… meters high and it was built by the architect
Charles Barry. big ben first chimed onA July
Location: …………...
11th, 1859. Encourage V
10’ L/L pair work
Architect: …………….

Height: ……………….

T. invites Ls to correct on the board


15’
Task three: I use the information below to write a T/L
short paragraph about a famous landmark in V
Algeria. K
Reinvest the A
Name of landmark: Martyrs Memorial listening
phase to
Location: Algiers – Algeria describe a
Post landmark of
15’ listenin Architect:BachirYelles , Marian Konieczny L/L their country
g: Copybook
Height: 82 meters high

Martyrs memorial is a famous landmark in Algeria. It is located in


Algiers city. Martyrs memorial was designed by BachirYelles and
Marian Konieczny. It is 82 meters high and it was first opened in 1982. T
V
T checks / correction on the board K

Level: 4ms. Sequence: one. Lesson: 02 I practise (PPU)


Lesson focus: Language use.
Learning objective: BTEOTL, L will be able to describe famous landmarks using comparison of equality and inferiority
Target comp: Interact, interpret, produce
Domains: Oral & Written.
Target structures: as ….. as / as not … as.
Materials: Flashcards, white board.

Cross curricular competencies:


-Intel comp: He can understand verbal and non-verbal messages.
He can use his critical thinking to deduce a rule
-Met comp: He can work on his own, in pairs and within a group.
-com comp: He can reinvest language in a real life situation.
-Pers and soc comp: He socializes through oral exchanges.

Core values: Being proud of the national heritage / openness to the world.
Time Frame Procedure Focus Objectives Materials VAKT
work
5’ T greets and welcomes his learners T/L Pave the
Warm L/T way to the
up T. pins on the board some pictures of famous coming Flashcard VA
landmarks then asks Ls to name them steps by s
activating
T. keeps two pictures that represents the Pisa tower Ls existing
and the Eiffel towerwith some information (height knowledge
Presen and year of construction)
t
ation: T. asks Ls some guiding questions using gestures

10’ T/L

300 m 55 m
W.B

1889 1172

Is the Pisa tower as famous as the Eiffel tower?


Is the Pisa tower as old as the Eiffel tower?
Is the Pisa tower as tall as the Eiffel tower?

1. The Eiffel tower is as famous as the pisa tower T/L


15’
2. The Eiffel tower is not as old as the pisa tower
Isolati Introduce
on: the target
The Eiffel tower is as famous as the pisa tower lge
The Eiffel tower is notasoldas the pisa tower

Statin T. clarifies and guides Ls to state the rule


g the Comparative of equality: (=)
rule As + adjective ( short or long ) + as
Elicit the
10’ Eg. The Eiffel tower is as famous as the pisa tower new
structure
Comparative of inferiority: (=/=)
Notas + adjective (short or long) + as T/L

Eg. The Eiffel tower is not as tall as the pisa tower

T. checks Ls comprehension of the new structure by


asking them to give examples from the classroom.

Task one: I reorder the following words

London / as / Paris / beautiful / is / as


………………………………………………………. Check how
practic Burjkhalifa / not / as / tall / Eiffel tower / as/ is well Ls
10’ e ………………………………………………………... grasped
the
meaning
Task two: I compare and join each pair “a and b” and form
using: (as …. As / not as …… as)

a-Ketchaoua mosque is old


b- Sultan Ahmed mosque in Istanbul is old too
………………………………………………………………
a- Travelling by plan is exciting Practise
b- Travelling on a ship is more exciting the new
structure
10’ ……………………………………………………………..
a- The Italian painter Michel Angelo is famous
b- The Italian painter Da Vinci is famous, too

………………………………………………………………………
a- Egypt is large ( 1.001.450 km2)
b- Algeria is larger ( 2.382.000 Km2)
……………………………………………………………………..

Correction on board, Ls copy down the lesson

Level: 4ms. Sequence: one. Lesson: 03 I listen and do 2 (PDP)

Lesson focus: Language use.


Learning objective: BTEOTL, L will be able to write a short descriptive paragraph about an outstanding figure
Target comp: Interact, interpret, produce
Domains: Oral & Written.
Target structures: past simple
Materials: pictures, white board, listening script.

Cross curricular competencies:


-Intel comp: He can understand verbal and non-verbal messages.
-Met comp: He can work on his own, in pairs and within a group.
-com comp: He can reinvest language in a real life situation.
-Pers and soc comp: He socializes through oral exchanges.

Core values: valuing outstanding figures in Algeria and in the world.

Time Framework Procedure focus Objectives Materials VAKT


Warm up: T greets his L and welcomes them T/L
5’ T makes a quick review (recall some information
related to Big Ben)
Brainstormin
T. pins on some pictures representing g using prior
outstanding figures in history, art and literature knowledge
T. asks Ls to identify and say what they know
about them A
Ls react V
Tourist guide:now we are in Stratford upon
Avon, we are heading to the house of the
T. keeps William
famous playwright William Shakespeare.
Shakespeare’s picture on
pre the board then asks: William Shakespeare is an outstanding
listening Who is this on the picture? figure in English Literature. He was born on
rd
Where is from? April 23Prepare
, 1564 Ls Pictures
in Stratford upon Avon,
What is he famous in? for listening
England, he was an actor, a playwright and
one of the greatest English poets. His
T sets up the situation K
writings
L/L are known worldwide.
White
The Algerian students were taken by their Shakespeare wrote Romeo board and Juliet. One
15’ tourist guide to Stratford upon Avon town near of the greatest plays in Literature. He died
London the birth place of the famous English on April 26th 1616.
playwright William Shakespeare Explain the
key words Script
Task one: I listen to the tourist guide then I
underline the correct answer

During Shakespeare was born in:


listening
-Stratford upon Avon - Bradford - Leicester Set up the
situation
Shakespeare is a: - playwright - Philosopher Pics
-Painter

T. explains the new lexis (playwright, poet,actor,


Name: ……………………………..
Literature … )
Date and place of birth: ………..………...
-What does she look like ?
Task two: I listen again then I complete the ID
-ShecardOccupation:
is tall …………………….
and slim. She has curly blonde hair
and blue eyes.
Achievements: ………………..
White B
Pics

Encourage
pair work

Listening
T/L script
T. invites Ls to correct on the board

Task two: I use the information below to write a


short paragraph William Shakespeare

………………………… is an outstanding figure in A


English literature. He was born on …………in…..…. V
10’ ………he was a …............, ……………….., and L/L
……………. He wrote …………………………. Reinvest the
listening
Task three:(Homework)I use the information phase to
Post below to write a short paragraph about the describe a
listening: famous Algerianwriter Mohammed Dib famous
15’ figure of
Name: Mohammed Dib T/L their country
V
K
Date and place of birth: July 21st , 1920 –
A
Tlemcen - Algeria

Occupation: Novelist, playwright and a poet

15’ Achievements: the great house L/L


Copybook
nd
Date and place of death: May 2 , 2003

T
T checks / correction on the board V
K

Level: 4ms. Sequence: 1. ME. Universal landmarks and outstanding Lesson: 04I pronounce (PPU)
figures in history, literature and art
Lesson focus: Language learning.
Learning objective: BTEOTL, L will be able to produce and present an oral piece of writing using the right
pronunciation of the diphthongs
Target competencies: Interact, Interpret,Produce
Domains: oral and written.
Target structure: the sounds / aɪ,eɪ ,ɪə,ɪə ,əʊ /
Materials: Flashcards, white board.

Cross curricular competencies:


-Intel comp: He can understand and interpret verbal and non-verbal messages.
-Meth comp: He can work in groups.
-Com comp: He can communicate appropriately. He can generate solutions to a problem
-Pers and soc comp: He can socialize through oral or written exchanges.

Core values:valuing outstanding figures in Algeria and in the world.


Time Frame Procedure Focus Objectives Materials VAKT
work ML
T greets his L and welcomes them. T/L
10’ Warm T reviews with his Ls the English alphabet Recall and
up Then asks some questions use prior
knowledge V
How many letters do we have in English alphabet? to pave the K
T. asks Ls to name the vowels and the way Pictures
consonants?
Ls. React
T. draws or sticks a picture of a head on the board

10’
presen
tation

then invites Ls to name its different parts Present the


target
T. invites Ls to listen and focus on the sounds that sounds in a
contains these parts context
V
aɪ eɪ ɪə əʊ K

Eye Face Ear Nose T/L White


Giving the board
opportunit
T. helps Ls to identify the sounds that these words
y to Ls to A
contain then invites them to repeat these sounds
analyse the
individually then chorally
target
sounds

Analysis:
Highlightin
How many sounds do you hear when pronouncing
g the rule
the vowel in words: Face and Nose?
Ls: Two sounds
T/L
T. clarifies
10’ These are diphthongs, a combination of two
vowels like: aɪ(a + ɪ )and eɪ (e + ɪ ) Pictures
Check and
reinforce
Practic Task one: I listen and match
e
 aɪ Paint
 eɪ  Write L/L

 ɪə  Tear
 əʊ  Go

10’ Task two: I listen and identify the intruder A


diphthong V

/aɪ/ :writer , Height , may , life , Fly


/eɪ/ :take , stay, make, try , famous T/L
Copybook
/ɪə/ :fear, Fair , Air , here , ear
/əʊ/:poet, go, close, tower,know

10’ Ls reinvest
Task three:I listen to the pronunciation of the what they
letters in bold then I choose the correct learnt to
diphthong pronounce
use correctly
William Shakespeare (ɪə/eɪ ) is a famous (eɪ
/aɪ ) figure in English literature. He was born
on April (eɪ /aɪ ) 23rd , 1564 in Stratford upon
avon (aɪ/eɪ). He was a playwright (eɪ /aɪ) and
A
a poet (aɪ/əʊ). V
10’
K
T

Level: 4ms. Sequence: ME. Universal landmarks and outstanding Lesson: 05 I practise (PPU)
figures in history, literature and art
Lesson focus: Language use.
Learning objective: BTEOTL, L will be able to write a short paragraph describing a famous landmark using passive
voice
Target comp: Interact, interpret, produce
Domains: Oral & Written.
Target structures: Active / passive voice.
Materials: Flashcards, white board.

Cross curricular competencies:


-Intel comp: He can understand verbal and non-verbal messages.
He can use his critical thinking to deduce a rule
-Met comp: He can work on his own, in pairs and within a group.
-com comp: He can reinvest language in a real life situation.
-Pers and soc comp: He socializes through oral exchanges.

Core values: Being proud of the national heritage / openness to the world.
Time Frame Procedure Focus Objectives Materials VAKT
work
5’ T greets and welcomes his learners T/L Brainstorm
Warm L/T ing using
up T. pins on the board some flashcards of famous prior
landmarks and asks his Ls to name them knowledge Flashcard
s
T. removes the flashcards except one that
represents Martyrs memorial and asks Ls to say
what they know about it

Presen T. distributes the following text then asks some Introduce


t guiding questions the target
10’ ation: (T. underlines the target structure) T/L lge in
context
Martyrs memorial is a famous landmark in Algeria. It is located in
Algiers city. MartyrsLsmemorial
T-Inviteshis was
to read and designed
focus on thebysounds
BachirYelles. It was WB
/ʒ ,dʒ/
first opened in 1982

Where is Martyrs memorial located?


Who designed it?

10’ T. introduces the target structure and invites Ls to


read
T/L
A/ BachirYelles designed Martyrs memorial.
Isolati
on: B/ Martyrs memorial was designedbyBachirYelles.

T. draws Ls attention and asks Ls to:


Underline the subject/verb /object in sentences A
and B Elicite the
new
What do you notice? structure
What happened to the S and the O in sentence B? L/L

A/ BachirYellesdesignedMartyrs memorial.
S V O
W.B
B/ Martyrs memorial was designed by BachirYelles.
15’ O V S

T. clarifies and guides Ls to state the rule


Sentence A is in active voice
sentence B is in passive voice

Active voice:
Statin BachirYelles Designed Martyrs T/L
g the memorial
rule Subject Verbs in the Object Identify
past simple the form
and
Passive voice: meaning
Martyrs Was designed By BachirYell
memorial es

Object Was/were + the past subject


participle

Task one: I reorder

Da Vinci / by / Mona Lisa / painted / was Practise


…………………………………………………………….. the new
Sarah / written / date / the / by / was structure
…………………………………………………………….

Task two: I turn the following sentences into the


passive
A / Thomas Edison invented the light bulb
B/ ……………………………………………………….
A/ 250 workers built Eiffel tower
B/ …………………………………………………….
practic A/ Christopher Columbus discovered America
e B/ ……………………………………………………….

Task three: I use the fact file below to describe


Eiffel tower

Fact file

Name of landmark: Eiffel tower

Location: Paris – France

Architect: Gustave Eiffel

Year of construction: 1889

Eiffel tower is ……………………….…………………………..


……………………………………………….…………………………
……………………………………….….

Teacher checks and helps his learners.


Correction is done on the board.

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