2 A.M Lesson preparation sheet : File 02

Active Member

Teacher:

Level: 2A.M.

File: 02 Sequence: 01 Lesson:02

Function: Ability (expressing capacity) . Lge forms: Model “can” (affirm. + neg. form)

N. lexis: word V. aids: BB, pictures, drawings and gestures.

Objective: enabling pps to express capacity using “can, can’t”.

Procedure

Pupils’ Tasks

Stage one: Warm up:

T. reviews some verbs through drawings and gestures;

Eg: open, clean, eat, dance, write, …etc.

Stage two: listen and speak:

T. chooses two PPs (a small pp and a tall one).

T. writes a word at the top of BB .

T. asks them to clean this word. T. introduces:

1- Mourad can not clean the word.

2- Yahia can clean the word.

T. talks about “can not” .

T. introduces:

3- I can not go to Batna on foot.

4- I can go to El-oued by bicycle.

5- We can not speak Spanish, but we can speak Arabic.

6- Malika can’t cook, but she can wash clothes.

Stage three: Practise:

Step one: T. gives cues and sets: complete using:

can / can’t:

1- I …….. eat three kilos of oranges.

2- We …….. walk two kilometres.

3- They …….. write the date.

Step two: T. asks PPs to give their own examples.

Stage four: Produce:

Step one: T. sets: write correct sentences:

1- I ( mend) a car. X

2- We (sing) in the classroom. √

3- John (play) football X / play volleyball √

4- I (prepare) tea √ / I (prepare) cakes X

5- Samira (swim) X.

E.g.: 1- I can’t mend a car.

Step two: Written phase:

* T. asks PPs to write.

Answer

PPs listen and speak

PPs give correct sentences

PPs give egs

Pps do the act.

Pps do so.

Active Member

Level: 2am

File: 02 Sequence: 01 Lesson:03

Function: Expressing capacity Lgge forms: can / can’t

N. lexis: donkey , draw V. aids: pictures, drawings; gestures.

Objective: enabling PPs to ask and express capacity.

Procedure

Pupils’ Tasks

Stage one: Warm up:

T. gives cues and asks PPs to build sentences using can / can’t:

1- I / go to Setif on foot X

2- We/ dance in the classroom X

3- X / play handball .√

Stage two: listen and speak:

T. introduces:

T.: Can you open the bottle?

Farida: No, I can’t.

T.: Can you open the bottle ?

Omar: Yes, I can.

T. does the same: Nabil / cook couscous …….. no

Fatiha / cook couscous…….yes

Stage three: Practise:

1- T. gives cues and makes situations.

- you / speak Chinese.

- You / ride a bicycle.

- X/ draw a giraffe.

- A chicken / fly.

Stage four: Produce:

Step one:

T. asks PPs to give eggs.

1- T. sets: find the questions:

A) …………………………….?

B) Yes, I can ride a donkey.

A) ……………………………..?

B) No, I can’t drive a car.

A) ……………………………...?

B) Yes, Ali can drive a car.

Step two: Written phase:

* T. asks pps to write.

Pps give correct sentences.

PPs listen and repeat in pairs.

Practise.

PPs give egs.

PPs do the activity.

Pps write the correction on their copybooks.

Active Member

Level: 2am

File: 02 Sequence: 01 Lesson:04

Function: Demonstrating Lgge forms: demonstratives; these / those

N. lexis: these/ those V. aids: pictures, drawings; gestures.

Objective: enabling pps to demonstrate using these and those.

Procedure

Pupils’ Tasks

Stage one: Warm up:

(Revision about this / that)

T. introduces the following:

1- Sally: Look Betty, …………. Is my father.

2- Sally: Look; …………… is my uncle.

(positioning + photos)

Stage two: listen and speak:

T. introduces the plural as follows:
A pen 3 pens

A teacher 2 teachers

T. introduces the following examples:

- This is a pen . These are pens

- This is a book . These are books

- That is a window. Those are windows

- That is a boy. Those are boys.

Stage three: Practise:

1- T. gives the following cues and asks pps to make examples:

- Pen / pens this is a pen . these are pens.

- Door / doors.

- Pencil / pencils.

Stage four: Produce:

T. asks pps to give egs using these / those.

Stage five: Activity:

Put in : this / that / these / those:

1) …… are rulers. E|

2) …….. is a desk. E ¨

3) ………are flowers. E õõ

4) ……… is a house. E H

Step two: Written phase:

* T. asks pps to write.

Pps complete (this / that)

Pps listen and repeat .

Practise.

Pps give eggs.

Pps do the activity.

Pps write the correction on their copybooks.

Active Member

Level: 2am

File: 02 Sequence: 02 Lesson:01

Function: Expressing synonyms and antonyms Lgge forms: synonyms and antonyms .

N. lexis: V. aids: pictures, drawings.

Objective: enabling pps to express and find some synonyms and opposites.

Procedure

Pupils’ Tasks

Stage one: Warm up:

T. asks pps to complete the following words with the following given letters: r / e/ p/ d/ k

Won…erful – jou…ney – dom …stic – li…e – hap …y.

Stage two: Presentation:

T. writes the following columns of words and asks pps to match each pair representing synonyms or opposites:

- Wonderful = - bad

- Journey = - wild

- Domestic =/= - fantastic

- Good =/= - unhappy

- Like =/= - trip

- Happy=/= - dislike

Stage three: Practise:

1- T. gives a group of words and asks pps to find out pairs of synonyms and opposites:

<table cellSpacing=0 cellPadding=0 width="100%"><tr><td style="BORDER-RIGHT: #ece9d8; BORDER-TOP: #ece9d8; BORDER-LEFT: #ece9d8; BORDER-BOTTOM: #ece9d8; BACKGROUND-COLOR: transparent">

Calm/ happy /quick /fast /quiet/ small /sad /slow /unhappy/ fat/tall/ huge /slim /big /old /young
</TD></TR></TABLE>

Stage four: Produce:

T. asks pps to make any pairs of synonyms or opposites they know.

Stage five: -Activity 08 page 44 (opposites).

- Created activity (synonyms).

Stage six: Written phase:

* T. asks pps to correct then to write.

Pps complete

Pps do the task within TTS’s help .

Pps classify words.

Pps do the activity.

Pps participate.

Pps write the correction on their copybooks.

Active Member

Level: 2am

File: 02 Sequence: 02 Lesson:02

Function: Expressing ability + permission Lgge forms: “Could”

N. lexis: polite, message, borrow V. aids: BB, gestures, drawings.

Objective: enabling pps to express ability, permission and polite request using “could”.

Procedure

Pupils’ Tasks

Stage one: Warm up:

T. reviews can / can’t

- I …….ride a bicycle. √

- You …… drink oil. X

Stage two: Listen and speak:

T. introduces “could”:

* Egg: It’s very cold. Could you close the window please?

1- I could swim well when I was ten.

2- Pupil: “ Could you shut the door, sir?”

T.: OK, boy.

3- Leïla: “ Could you practise sport when you were 10?”

Father: yes, I could.

4- x could go to the party alone last couple of years, but he feels shy in the present.

Stage three: Practise:

Step 1: - T. makes situations and gives cues :

T. asks pps to do as above.

Egg: you ….. smoke before the doctor asked you to stop it. etc…

- you / clean /the BB.

- I ….. have a drink . ….. etc.

Step2:

T. asks pps to give eggs.

Stage four: Produce:

Step 1: T. asks pps to do act. 2 page 34.

Step 2: Written phase

* T. asks pps to correct then to write.

Pps try to answer

Pps listen first

Pps do the task within T.’s help .

Pps complete.

Pps do so.

Pps answer.

Pps write the correction on their copybooks.

Active Member

Level: 2am

File: 02 Sequence: 03 Lesson:01

Function: Expressing the plural Lgge forms: plural (regular +irregular)

N. lexis: / V. aids: BB, gestures, drawings and pictures.

Objective: To consolidate the understanding of the plural (regular and irregular).

Procedure

Pupils’ Tasks

Stage one: Warm up:

T. reviews the 1am list of regular and irregular plural:

Eg: A watch 2 … A baby 3

A pupil 7 … A door 18 …

A man 10 …

Stage two: Listen and speak:

T. introduces

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Regular plural

</TD>
<td style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: windowtext 1pt solid; PADDING-LEFT: 5.4pt; BACKGROUND: silver; PADDING-BOTTOM: 0cm; BORDER-LEFT: #ece9d8; WIDTH: 162.4pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt" width=217>

Irregular plural

</TD></TR>
<tr style="mso-yfti-irow: 1; mso-yfti-lastrow: yes"><td style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #ece9d8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: windowtext 1pt solid; WIDTH: 186.75pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=249>
A pencil 2 pencils

A brush 7 brushes

A box 10 boxes

A dress 13 dresses

A watch 19 watches

A tomato 20 tomatoes

A factory 8 factories

A boy 9 boys</TD>
<td style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #ece9d8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #ece9d8; WIDTH: 162.4pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=217>
A child 03 children

A man 04 men

A woman 101 women

A foot 16 feet

A tooth 81 teeth

A goose 39 geese

A mouse 15 mice

A louse 32 lice

A knife 11 knives</TD></TR></TABLE>

T . writes the plural nouns with the help of pupils.

Stage three: Practise:

- T. writes the following activity on BB and asks pps to answer orally ( choose the correct plural noun):

A bank (bankes, banks, bankies)

A potato (potatice, potatos, potatoes)

A woman (womanes, womans, women)

A lorry (lorries, lorrives, lorrys).

Stage four: Produce:

Step 1: T. sets: Find the correct plural form:

Singular Plural

A man

A classroom

A tax

A child

A secretary

A mouse

A toy

Step 2: Written phase

* T. asks pps to correct then to write.

Pps try to answer

Pps help the T . read.

Pps choose the right word.

Pps write and do the act.

Pps write the correction on their copybooks.

Active Member

Level: 2am

File: 02 Sequence: 03 Lesson:02

Function: Locating places Lgge forms: Prepositions (for places)

N. lexis: near/ next to / opposite/ behind/ turn …/ V. aids: Gestures, drawings and pictures.

Objective: To enable pupils to locate or ask about places.

Procedure

Pupils’ Tasks

Stage one: Warm up:
T. shows pictures representing different amenities and asks pps to name them.

(garden, street, school, station ….etc)

Stage two: Listen and speak:

1) T. sticks a map of a street in a town with different amenities on both sides.

T. introduces the following eggs:

- the garden is near the bank.

- The Bank is opposite the school.

- The restaurant is behind the cinema.

2) T. introduces the following dialogue:

Stranger: where is the garden, please?

Policeman: Go along this street, then turn left. The garden is on your right, next to the bank.

Stage three: Practise:

- T. gives the following cues and asks pps to play the

roles:

The bank / opposite/ the school

The stadium / next to / the theatre

The supermarket / on the left side of the road.

NB: T. gives the starting point each time.

Stage four: Produce:

1- T. asks pps to give examples.

(using the stuck map)

2-Complete the following:

T. pins up another map on BB and asks pps to complete:

- The park is ………. The police station.

- The cinema is ……… the café.

- The club is ………….. the school.

A) where is the post office?

B) …… along this …….., then turn……… It is …… the bank.

Stage five: Written phase

* T. asks pps to write the correction down.

Pps try to do so.

Pps listen and repeat.

Pps do so.

Pps do so.

Pps do the act.

Pps write the correction on their copybooks.

Active Member

Level: 2am

File: 02 Sequence: 03 Lesson:03

Function: Expressing possession Lgge forms: possessive pronouns; mine, yours

N. lexis: mine, yours, his …. etc V. aids: BB, Gestures, drawings and pictures.

Objective: To enable pupils to express possession..

Procedure

Pupils’ Tasks

Stage one: Warm up:

T. reviews the personal pronouns subjects + the possessive adjectives.

Stage two: Listen and speak:

T. introduces the following:

1- Salim: The pen of Saïd is old. Mine is new.

2- Teacher: My satchel is big. His is small.

3- Teacher: My eyes are brown. Hers are dark.

4- Pupils: 2am₃ classroom is horrible. Ours is nice.

5- Pupil1: My house is white. Theirs is yellow.

Stage three: Practise:

T. makes situations and gives cues:

Eg: your watch is expensive. (I/ watch) is cheap.

Stage four: Produce:

1- T. asks pps to give examples.

2- T. sets: Do the same:

- this is my bicycle. It is mine.

- This is his jacket. It is ………

- This is their table. It is……..

- These are our jeans. They are ……..

Stage five: Written phase

* T. asks pps to write te correction down.

Pps try to do so.

Pps listen and repeat.

Pps do as above(eg).

Pps do the act.

Pps write the correction on their copybooks.