File five environment new slimming 2013

competency Learning objectives Type of tasks
Resources Modules of integration
Grammar Lexis pronunciation Learning to integrate Assess Integration
Interact
Interpret
Produce
Describe and talk
about weather
Compare
countries and
landmarks
Make resolutions
to protect animals
Make resolutions
to protect the
environment
Make school
resolutions
 oral
written
 (oral and
written)
 (oral and
written)
The
future
simple tense
Will
questions
Adjectives
/ Pronouns :
" me / us "
The
comparative
of
superiority
The
imperative
Learn
about
culture
Environ
ment
Internati
onal
organizatio
ns
Sites in
Algeria
and around
the world
Internati
onal days
Abbrevi
ations
standing
for
Seven
wonders of
the world.
Sounds
 ion (pronunciation)
o Compare
o First syllable
o Second syllables
o Third syllables
word
Page 2
Your ideal city .
 This first school year's lesson was about
"the tree" .
 "tree" is an essential partner in the
environment .
 There are many factors which influence
the environment.
 You as a member of your city , how does
it look like ?
 Make a list of the good and bad factors
that you see everyday in your city.
 what to do to erase the bad factors that
dominate your city.
 Can you imagine an ideal city where you
can find just good factors that should exist in
the environment of you city.
 Make a leaflet describing your ideal city
using pictures, photos , drawing and
instructions that the inhabitants should follow
to preserve your city.
 Once your leaflet is ready present it to
your teacher and discuss it with your
colleagues.
SWBAT :
Preserve the environment
Samir Bounab's Document
"yellowdaffodil66@gmail.com

Lesson Plan File Five: Environment 1st
Am Level

Sequence One Listen and Speak
Personal Goals:
During this lesson ,what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
 Communicative Competence
 Supported and purposeful development .
 Active learners
Lesson Focus:
 Which aspects of language are you teaching : e.g. grammar point(s) ,aspect of pronunciation (phonemes, intonation, etc …),vocabulary (words, word phrases,
idioms, etc…)functions(polite requests, apologizing….)?
In this lesson I will teach the following aspects of language:
Function : Talking about the weather
Grammar : simple future tense
Vocabulary : vocabulary related to weather & directions
Competencies :
 Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the
specifies of you lesson.
 Can interact to ask and answer a question.
 Can listen to and understand main points and some important details ( who- when –where)
 Can relate personal details in routine concrete situations.
Objectives / Assessment :
SWBAT by the end of the lesson ,students will be able to demonstrate :
 talk about weather
 Show directions
Required material and / or resources :
 Pictures and flash cards about weather forecast.
 picture showing a compass
Page 3
Samir Bounab's Document

Time
Aim of each
step
Interaction
Pattern
Procedure
Competencies
targeted
5'
5'
3'
Talking about
environment
Introducing
people
Naming
places
Describing
weather &
temperatures
Showing
positions
and
orientations
teacher
–
students
teacher
–
students
students
-
teacher
Students
-
students
Page 4
File Five: Environment Sequence One
Lesson :Listen and Speak Agenda: 1) talk about weather & directions 2) simple future tense
Warm up / Pre-listening:
Ask the pupils to open their books on page 143.
Interact with the pupils what they have already learnt and they are going to learn in this file.
Present to the pupils the project work ,where they should split into groups , "Your Ideal City" .
The teacher explains some details about the theme.
Talk with the pupils about what does the weather look like. By taking a look through the classroom window .
Just try to tell the pupils if the weather is "fine or bad"
The pupils will react to this by giving one of the suggested answers.
Presentation:(pre-listening)
Invite the pupils to pay attention at the photos on page 145 and try to interpret them.
Let the pupils talk about who are the persons on the photo ,what do they do and where are they from ?
Explain the instructions of activity "a"p145 ,then invite to listen to him and try to spot the right answer .
Listening:
 Activity "a"p145: Listen and name the places.
Place Name
1. place 1 1. Manchester
2. place 2 2. Brighton
The pupils listen then try to answer.
The pupils correct the activity on the board ,then read it.
The teacher reads the script again ,but this time asks the pupils to open their books ,follow him and underline some
words he asks them to do it. He has also to use a map of England to show the pupils where those cities are located.
The pupils are asked later to read the script and perform it by pairs.
The teacher uses a map of England and tries to show to the pupils where those cities are located.
Post -listening
The teacher insist on the weather in those places  Manchester  Cold - Brighton  Fine
The teacher invites the pupils to repeat the previous words.
The teacher presents using visuals pictures showing the weather and the compass and then invites the pupils to repeat.
1- { cloud – cloudy - sun –sunny – rain – rainy – snow – snowy – fog – foggy – storm – stormy }
2-Today the weather is : { cloud – cloudy - sun –sunny – rain – rainy – snow – snowy – fog – foggy – storm – stormy }
3- The temperatures are : [ 17° degrees - 28° degrees – 10° degrees – 5° degrees – 22° degrees ]
4- The Compass : [north _ south – east – west – north east – north west- south east – south west]
The teacher on one of the sides of the board pins up the map of Algeria and above it the date of today .
Listen & interact
with the teacher
Interpret the
photos
Listen and try to
interpret an oral
text (decode a
message)
Interact about
weather
Interpret the
photos & try to
discriminate weather
, orientations and
directions

5'
5'
5'
5'
Inquiring
about
weather
&
temperatures
Forecasting
weather and
showing
orientations
Forecasting
weather
forecast
&
temperatures
Describing
weather
forecast
&
temperatures
Page 5
teacher
–
students
Students
-
students
Students
-
students
Students
-
students
teacher
The teacher introduces the dialogue the question then the answer and invites the pupils to repeat them.
The pupils are asked to perform in context using the following drill.
 Present situation
A : What is the weather like today in the [north _ south – east – west – north east – north west- south east –
south west] ?
B : Today the weather is : { cloudy in the north – sunny in the south – rainy in the north east – snowy in the
west – foggy in the north west – stormy south west }
A : What are the temperatures today?
B : today, the temperatures are : [ 17° degrees - 28° degrees – 10° degrees – 5° degrees – 22° degrees ]
The pupils perform the drill by pairs & substitute key words .
The pupils should be able to use the weather key words with the directions and perform according to the visual aid
presented by the teacher .
The teacher keeps the same the same visuals pined on the board ,but this time changes the date .
The teacher writes the date of the next day ,a whole date in order to attract the learners attentions.
The pupils are invited to read this date and repeat it.
The teacher presents the new language to the pupils.
Tomorrow the weather will be : { cloudy –sunny– rainy– snowy– foggy– stormy }
rain in the north east
snow in the west.
be cloudy in the north  Question : What will the weather be like Tomorrow?
 Tomorrow it will be sunny in the south
be foggy in the west
be stormy in the south west
 Future situation
 The pupils are invited to perform the same drill but in a future situation and substitute the key words
A : What will the weather be like Tomorrow in the [north - south – east – west – north east – north west- south
east – south west] ?
B : Tomorrow the weather will be : { cloudy in the north – sunny in the south – rainy in the north east – snowy in
the west – foggy in the north west – stormy south west }
A : What will the temperatures be Tomorrow ?
B : Tomorrow, the temperatures will be: [ 17° degrees - 28°degrees – 10°degrees – 5°degrees –22°degrees ]
Interpret the drill
and substitute the
key words in a
present situation
Interact about
'present and future
situations"
Interpret the
drill in a future
situation and
substitute key
words

2'
5'
5'
Identifying
the
language
structure
(future)
Analyzing
and
deducing
the rule of
the
language
structure
Analyze
and deduce
the rule of
the
language
structure
Page 6
–
students
teacher
–
students
students
-
teacher
Students
-
students
teacher
–
student
The teacher asks the pupils to pay attention at the words written in different colours .
Isolation : the pupils are asked to read just the words written in different colours.
 will be – will rain - will snow
The pupils read the isolated words.
Analysis : the teacher requires from the pupils to read the whole sentences containing the isolated words.
 Tomorrow the weather will be cloudy
 Tomorrow it will rain
 Tomorrow it will snow
 Tomorrow the weather will be cloudy
Time marker + subject + verb + object
 time marker of future + subject + will + verb(inf) + object
Stating rule:  Affirmative form
tomorrow
the simple future tense = time marker of future next(summer) S + will / shall + verb'inf'+ object
in (2010)
 Negative form :
tomorrow
next (summer) S + will / shall + not + verb'inf'+ object
in (2010)
 Interrogative form:
tomorrow
will/shall+ S + verb'inf'+ object + next (summer) + ?
in (2010)
The pupils read the stated rules the try to perform the following activities.
Interpret the
language form
supported by the
function
Interpret the
main constituents
of a statement
State the rule
and try to produce
written messages

Forecasting
weather
forecast
&
temperatures
Discriminate
between
present-
future
situations
Perform in a
communicative
way the new
function and
structure
Page 7
Practise :
1) Based form activity :
Exercise : Re-order the words to make correct sentences:
1) evening /weather /. / this/ / will / rainy/, / be / the/
 This evening, the weather will be rainy .
2) this / the/./ morning/ are / temperatures / 15°c /
 The temperatures are 15°c this morning.
The pupils work in rough ,then correct on the board.
2) Meaning based activity:
Exercise : What do the following sentences mean? Match the pairs
1. today the weather is not rainy future
2. Today the temperatures are fine
3. Tomorrow , the weather will be sunny present
the pupils work on their rough correct on the board .
3) Communicative based activities:
Exercise : Complete the dialogue. Ask the correct question
A : what is the weather like today?
B : Today the weather is fine .
A : Will it rain tomorrow?
B : No, it will not rain tomorrow.
The pupils work in rough, correct on the board then read and write down .
Interact about
the form of the
statement
Interpret the
written tasks
and try to decode
their messages
Produce the
written messages
related to the
learning
objectives

Am Level
Sequence One Practise & Produce
Personal Goals:
 Supported and purposeful development .
 Ongoing assessment of Learning
Lesson Focus:
 Which aspects of language are you teaching : e.<g. grammar point(s) ,aspect of pronunciation (phonemes, intonation, etc …),vocabulary (words, word phrases,
idioms, etc…)functions(polite requests, apologizing….)?
Function : Comparing countries and landmarks
Grammar : Comparative of superiority
Vocabulary : Vocabulary related to weather – directions & countries
 Will you explicitly teach an aspect of culture in this lesson ? If so, describe
Competencies :
 Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the
specifies of you lesson.
 Can use a few very simple grammatical structure and memorized sentence patterns with limited control.
Objectives / Assessment :
SWBAT by the end of the lesson ,students will be able to demonstrate :
 talk about weather
 Show directions
 Compare
 Pictures and flash cards about weather forecast & directions (compass).
 Map of Algeria & Britain "yellowdaffodil66@gmail.com

Time
Aim of
each step
Interaction
Pattern
Procedure
Competencies
targeted
5'
5'
3'
Greeting
and
inquiring
Describing a
map
Forecasti
ng
weather
Describing
weather
Talking
about
weather
& places
Teacher
-
students
Students
-
students
Students
– teacher
Lesson : Practise  forecast weather + comparative of superiority
Warm-up :
Greet the pupils and ask them about what is the weather looking like this day and what they will do and study [all what
has relation with what they learnt previously as learning objectives].
Make the pupils talk about the weather about their same day class ,then try to lead them to forecast what the
weather will be the next day . [ may be they have seen the weather forecast on TV]
Pre-reading :
The teacher presents the map of Britain on page 147 and asks them to interpret it . He may challenge them by asking
some questions like :[ Is it the map of Algeria? What does it look like(animal) ? ……..]
The pupils may read the map as it is shown and try to locate the different places on it. { show orientations:
e. g; "Scotland is in the north – England in the south….."
The teacher asks the pupils to try to guess what does the picture talk exactly about.  Suggested answer :"weather"
The pupils will try to speak about the map and try to guess the different orientations and the weather signs shown on
the map.
 During reading:
The pupils are asked to open their books on page 147, he reads the text and explains some new words like [ forecast –
colder- degrees Celsius- coast – warmer-heavy rain- late ] while the pupils listen and underline the following words :
colder – warmer .
The teacher invites some pupils to read the text loudly (2 to 4 pupils) once. [try as much as possible not to correct each
spelling reading]
The teacher explains the instructions of "activity d p147" ,then invites the pupils read "silently" the text and try to
answer the activity on their rough copy books.
 Activity'd'p147: Listen to the weather forecast and say : 'true ' - 'false' "or" - 'I don't know'
It will snow in the South .  'false' [ in Scotland –north-]
It will not rain tomorrow in the North .  'false' {heavy rain}
The temperatures will reach 5°c .  'true'
The East coast won't be as cold as the North.  'true' [ East coast warmer]
It will snow in the South.  'true'
The teacher reads or invites one or two pupils to read the text ,while he leads the correction .
The pupils use their pencils and correct on their books.
The teacher asks the pupils to perform the activity as pair work .[one reads the first statement – the other gives the answer]
Post –reading :
The teacher directs the pupils attentions on the words underlined in the text and asks them to read them.
 Isolation : The teacher isolates the words(on BB): colder – warmer
The teacher isolates the statements(on BB) :
1) the North will be colder 2) The East cost will be warmer
Listen & interact
with the teacher
about today's
weather and try to
forecast
Interpret the
British map
Listen and try to
interpret an oral text
(decode a message)
Interpret the text
and try to find the
appropriate answers
Spot the a specified
information in an
interpreted text

Forecasting
weather
using the
future+
comparative
Forecasting
weather
using the
future+
comparative
Comparing
Student
–
teacher
Students
– teacher
Student
–student
 Analysis : The pupils with the help of their teacher try to interpret the statements written on the board
The North colder
Subject + verb + object
Adjective + "er"
Comparative
 Stating Rule :
One syllable word ( short adjectives):
The comparative of superiority is : noun (1) + verb + adjective + "er" + than + noun (2)
Example : The north will be colder than the south
Two or three syllable words (long adjectives)
The comparative of superiority is : noun (1) + verb + more+ adjective + than + noun (2)
Example : The weather in the south will be more beautiful than in the north
 Practise :
1) Based form activity :
 Exercise : Unscramble the words to make correct sentences:
1) algeriaisinthenorthofafrica.  Algeria is in the north of Africa.
2) algeriaismorelovelythanEngland Algeria is more lovely than England
2) Meaning based activity:
Exercise  What do the following sentences mean? Match the pairs
1) tomorrow the weather will be fine in the north of Algeria.  showing orientations
2) Algeria is larger than Britain.  forecasting weather
3) Algeria is a big country in the North of Africa.  comparing
3) Communicative based activity
 Quiz p145: Test your knowledge and compare.
1.the Mediterranean Sea is larger than the Red Sea.
2.Mount Everest is higher than the Hoggar.
3.the Nile River is longer than The Chlef River
4.Tokyo is more populated than Madrid
The pupils take five minutes to think then give back their answers 'oral' ,the teacher reports on the board just two
sentences "one with one syllable adjective and one with two or three syllable adjectives".
The pupils read the written works on the board then copy down on their copy books.Page 10
Interpret the main
constituents of a
statement
Analyze the
different steps of a
statement
Deduce the rule
Interpret a
written tasks
applying the stated
rules
will be
colder

Describing
weather
Showing
orientations
Comparing
Comparing
Describing
weather
forecast +
showing
orientation
and
comparing
Teacher
–student
Teacher
-
Student
Student-
student
Teacher
–student
Students
-students
 Integrated situations Produce
Warming –up:
The teachers greets his learners , inquires about their school situations, tries to hear to them and listens to their
inquiries .
The teacher does a quick review on the previous hour and try the pupils understandings .Make the pupils talk about
"weather forecast – show orientations and compare"
Presentation :
Integrated Situation one:
You are making a project work on big cities in the world . You are studying England as European country . You know some
information about this country so chose of its big cities and compare them.
Look at the information in the table on page 148 and compare those two big cities. Make a short paragraph .
London Manchester Adjective
- Area 1580km² 116km² Large
-population 6.600.000 440.000 Populated
-Temperature
Jan /5°c
Jul / 18°c
Jan /4°c
Jul 15°c
Cold
Hot
-rainfall 635mm 818mm much
The paragraph:
London is larger than Manchester . It is also more populated than Manchester . In January Manchester is colder
than London ,but London is hotter than Manchester in July . In Manchester it rains too much than in London .
The pupils try to work by pairs ,the teacher supervises the pupils works ,then invites them to read their paragraphs.
The pupils are asked to report their works on the board.
The pupils read the corrected paragraph on the board.
The pupils are asked to open their books on page 147 and pay attention at "activity dp148"
The explains the instructions of the activity ,then asks the pupils to work on their rough copy books.
 Activity "d"p148: Put each word in its right box . "horrible – lovely – awful – beautiful –terrible –fine"
Good weather Bad weather
Lovely –beautiful –fine Horrible – terrible –awful
 Integrated Situation Two: "game"
Imagine you are a TV weather presenter . You are presenting the weather forecast of "today" and talking about "what
will the weather be tomorrow"
Use what you have learnt in this file{ weather symbols + comparative} and make a speech to your friends in the class
talking about weather forecast
Look at the map on page 148 then write the weather forecast for tomorrow.
Present your writing as speech [act like a TV weather presenter
 The teacher asks the pupils to work individually ,then invites them to come to the board using the visual aids provided by
the teacher and act as if they were TV weather presenters.
The teacher chooses the best weather forecast of the best pupil (pronunciation included) and reports it on the board
Page 11
Interact about
weather
Interpret the
table
Produce a short
written message
Interpret and
compare
Interpret the
situation and
produce written and
oral short production

Sequence Two LISTEN & SPEAK part two
Personal Goals:
 Active ,evolving process
 Active learners
Lesson Focus: Which aspects of language are you teaching : e.<g. grammar point(s) ,aspect of pronunciation (phonemes, intonation, etc …),vocabulary
(words, word phrases, idioms, etc…)functions(polite requests, apologizing….)?
Function : Expressing intentions
Grammar : Simple future tense + "whqqs words"
Pronunciation : The sound "tion"
Vocabulary : Vocabulary related to environment & animals
Some sites protected in Algeria and other countries & International days related to the protection of the environment & Seven Wonders of The Wolrd
Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the
AEF to reflect the specifies of you lesson.
Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to demonstrate :
 Express intentions (using the simple future+questions)
 Identify the sound " tion"
 Pictures and flash cards about animals – Nile River – Amazon Forest – pollution & protected sites.
 Manual's script page 158
Page 15

Timing Rationale
Type of
interaction Procedure
Competencies
targeted
Identify
the
theme of
the
lesson
Showing
duty
Introducing
Talking
about
environment
Expressing
intentions
Teacher
–
students
Teacher
–
students
Students-
Teacher
Teacher-
Students
Students
–
students
Sequence two : LISTEN AND SPEAK "2" File five
Agenda :  Expressing intentions ( simple future tense )+ "tion" pronunciation
Warming –up:
The teacher greets his learners , inquires about their situations and tries make them talk about how do they feel ,what will
they study today.
The teacher tries to look how the classroom is organized ,the floor if it is clean ,the walls of the classroom ,the tables…
The teacher will certainly notice that the classroom is not cleaned ,because the pupils are used to through papers on the floor.
The teacher invites the pupils to collect the thrown paper on the floor and put them in the basket and try to instruct them by
saying .example: I shall keep my classroom clean . I shall not through papers on the floor . I shall put them in the basket .
The teacher invites the pupils to repeat what he has said and tries to make them know that the classroom is their school
environment which they have to care about it.
Presentation:
The teacher shows to the pupils pictures showing pollution and the others how should our environment be .He asks the pupils
to try to interpret the pictures and try to make a link about what they did few minutes later in their class by cleaning it .He asks
the pupils to talk pollution in order to involve them in the lesson's theme.
The teacher pins on the board pictures showing "Rania – Pedro – Wang-Sami – Steve – Aminata " and asks the pupils to talk
about them .try to make them introduce them since they have already seen in the previous files.
Try to make the pupils interact about those persons (name – age – job – origin)
Pre-listening:
The teacher shows to the his learners that those persons are from different countries to show that the problem of
environment is the problem of all the people in the world .
Listening:
The teacher presents the situation dealing with those persons and asks the pupils to open their books on page "149" ,listen to
the instructions ,then try to listen and complete the activity .
 Activity "a"p149: Listen to the TV debate ,then fill in the table .
Rania (Egypt) We won't pollute the Nile
Sami (Algeria) We'll protect the gazelles
Steve (North America) We'll not make clothes from animal fur
Aminata (Nigeria) We'll protect the elephants
Wang (China) We won't catch pandas
Pedro (Brazil) We won't cut trees to save The Amazon Forests
The pupils listen to the teacher reading the script (p158) then try to fill in the table on their books (using their pencils)
The teacher invites the learners to correct ,then the yare asked to go to page and perform the drill as a group work (each
pupil represents a nation)
The teacher interacts with his pupils about each answer ,what does it represent and why it should be done like that .
Page 16
Interact with
the teacher about
the classroom
situation
Interpret the
photos and
introduce people
Interact with
teacher about
those people's
name –origin….
Listen and
interpret an oral
text to decode
the messages
included in it

Expressing
intentions
Describing
animals
Inquiring
and
expressing
intentions
Teacher
–
students
Students
– teacher
Students
– teacher
Students
–
students
Post –listening :
The pupils are asked to read again the script on page 158 and try to do the following task:
Exercise :Read the script again then try to do the following exercise . Fill in the diagram (Van Diagram)
The pupils read then try to fill in the diagram . They are invited to come to the board and correct then they are asked to
deduce the diagram of the middle why all this is done.
The pupils are asked again to pay attention at the table or the diagram and try to do the following task.
 Activity "b"p149: Listen again and name the animals which are in danger.
The animals which are in danger are:
gazelles (Algeria) - elephants (Nigeria) – pandas(china)- animals with fur (north America)
The teacher tries to interact with his learners about this problem and try to make them talk about why are these animals in
danger. This to lead them do the tasks on pages 150 & 151.
Practise
 Activity "a"p150: What will or shall u do to save those animals?
A : What will you do to save {the gazelles – the elephants- the pandas} ?
B : We won't =shan't [ hunt – kill – catch ] them .
The pupils perform the drill by pairs and substitute the key words. "oral task"
The pupils are invited to pay attention at the photos on page 151 and try to do the activity .
 Activity "b"p151: Look at the photos and build up correct sentences using "will = shall". "oral task"
1. I shall/ will not pollute in the seas. 2.I will/ shall not throw garbage.3.I shall / will not cut trees. 4.I will/ shall not throw
chemicals .
Page 17
Listen and
interpret the
diagram
Interact about
animals and try
to make a
discrimination
between them
Analyze the
script and the
sounds in the
isolated words
Interpret the
script and sound
to state the rule
how final "s" is
pronounced
Practise the
stated rule by
interpreting a
written task
Listen to the
teacher and
interpret "oral"
task "
Will
protect the gazelles
protect the elephants
Will not
won't pollute the Nile
'll not make clothes from animal fur
won't catch pandas
won't cut trees to save The Amazon Forests
Protect the
environment

Describing
sounds
Describing
the sound
"tion
Students
–
students
Students
–
students
teacher –
students
Pronunciation
Presentation :
The teacher presents the following statement ,reads it and invites the pupils to read it.
There is pollution in the ocean .Rivers and lakes need protection .
Isolation : The pupils are asked to read the words in different colours.
Pollution - ocean - protection
Analyzes:
Pollution - protection
tion = sh + n
Stating rule :
The letters [ t + i+ o+ n = are pronounced "sh+n"]
Practise :
The pupils are invited to open their books on page 150 and pay attention at the table of "activity –d-p150"
The teacher reads the sounds and focus on the pronunciation of the sound "tion" ,then invites the pupils to repeat after him
,mater he may ask some of them to read them
The teacher asks the pupils to close their books ,listen to him and try to identify the heard sound with their spellings.
The pupils read all the written works on the board then write down.
Page 18
Interpret the
sound 'tion'
Analyze the
sounds and its
script
Practise and
identify the
sound

Am Level
Sequence Two Read & Produce " page 151 & 152"
Personal Goals:
 Communicative Competencies.
Supported and purposeful development
Ongoing assessment of Learning
Function : Making resolutions to protect the environment
Grammar : Simple present tense & the simple future tense+ "whqqs words"
Vocabulary : Vocabulary related to environment & animals
 Can read and understand the main ideas of very short, formulate and descriptive texts
 Can read and understand very short simple routine instructions and explanations that provide visual support (e.g .pictures and graphs)
 Can fill in forms or give simple details writing using very basic and unconnected sentences and phrases.
 describe once local environment & express intentions (using the simple future & Simple present tense +questions)
 Pictures and flash cards about animals – Nile River – Amazon Forest – pollution & protected sites.
 Manual's script page 151
""yellowdaffodil66@gmail.com
Page 19

Timing Rationale
Type of
Competencies
targeted
Greeting
and
inquiring
about daily
school
routines
Describing
environment
Describing
environment
Expressing
intentions
Teacher
–
students
Students
-teacher
Students
- teacher
Students
-students
Teacher
–
students
Sequence two : Read " Mother Earth" File five
Agenda :  Making resolutions to protect the environment ( simple present +continuous& future tenses)
Warming –up: "Pre-reading"
The teacher greets his pupils & interacts with them about their daily life school activities. He checks if the have really learnt
from the previous lesson .If they are really taking care of their classroom ,their school environment .
The teacher shows pictures to the pupils showing problems of pollution and what our planet is suffering from .
Make the pupils talk about what our planet is suffering from .Try to listen to them (even if they express themselves in their
mother tongue )
The teacher asks the pupils to open their books on page 151 ,he tries to talk to his pupils and "personalizes" the Earth as if it
was a real person suffering from pollution and complaining .
During -Reading :
The pupils are asked to pay attention at the letter on page 151 ,listen to the teacher explaining the instructions of the
activity ,then they are asked to listen to him reading the text ,explaining some new words and then try to use their pencils
and answer (on their books).
Activity "c"p151: Read this message and answer the questions.
1) Who is the sender of this letter?  Mother Earth is .
2) Who is the receiver ?  The children are the receiver.
3) Is Mother Earth healthy ?  No , she is not .
The pupils are invited to give back their answers. The teacher listens to the pupils ,reports the answers on the board ,then
invites the pupils to read and perform the task as question answer tasks.
The learners are invited to read the text again and try to answer the following exercise .
 Exercise :Read the text and fill in this table .
Seas Rivers Forests Air Gardens Cities Natural parks animals
dirty  dirty dying
full of
smoke
no flowers growing bigger getting smaller  in danger
Post –reading :
The pupils work in rough ,correct on the board then read the corrected activity .
The teacher interacts with his pupils about the text and the tasks ,he tries to make them talk and come to a conclusion about
the text.
The pupils are invited to summarize the text in one sentence "we shall protect the Earth and the Environment ".
The teacher invites the pupils to read the written works on the board then copy down on their copy booksPage 20
Interact with
the teacher about
the classroom
situation
Interact with
the pupils to
prepare them
linguistically and
psychologically to
the topic
exploited
Interpret the
text to decode
the messages
Produce oral
and written
messages about
the protection of
the environment

Describing
environment
Talking
about
pollution
Talking
about
pollution
Expressing
Intentions
Teacher
–
students
Teacher
–
students
Students-
Teacher
Teacher
Students-
Students-
Students
Integrated Situation Produce File Five "environment 1AM
Level
The teacher discusses with his pupils about the last text seen , he tries to reminds them about what they have already seen
and what the text talks about.
The teacher makes the pupils to talk about pollution and all what is the planet enduring .
The teacher tries to present the integrate situation through illustrations and a set of instructions .
The class is divided into groups .
 Integrated Situation:
On the 22nd
of April of each year we celebrate the "Earth's Day" . Your school is going to organize a celebration day on this
occasion.
Look at the photos on page 151 and the ones on the board ,then try to make a list of the problems our planet is suffering from
Make simple sentences about each of the problems.
Select four or five mains causes and what solutions we have to do to protect our planet and environment.
Make a short paragraph showing your intentions against this problem.
 Eliciting information constituents from the learners:
Give the pupils few minutes to work in groups and suggest what should be included in the listing of the problem that affects
the planet and the environment.
Rivers-lakes-seas Garbage Tress & forests Air animals
dirty –full with chemicals public and anywhere cut – burn
polluted car
smokes-ozone
depletion
protect
the teacher lists the pupils answers.
 Selecting information constituents:
the teacher asks the pupils to select three or four items to talk about .
water (Rivers-lakes-seas) Garbage Tress & forests animals
dirty –full with chemicals public and anywhere cut – burn protect
 Fleshing out the information constituents :
the pupils are asked to build up simple sentences using what they have already seen as "structure" <will and shall>
- We shall not pollute the waters of the rivers , the lakes and the seas.
- We shall keep our streets ,parks and gardens from garbage.
- We shall preserve our trees ands forest from fire and cut .
- We will not kill and hunt animals.
Ordering and linking the sentences:
The pupils make a short composition using pronouns and connectors.
Suggested paragraph:
To protect our planet and the environment we shall not pollute the waters ,of the rivers ,the lakes and the seas. We shall keep our
streets, parks and gardens clean. We shall preserve our trees from fire and cut .We shall not kill and hunt animals.
The teacher invites the pupils to come to the board ,correct ,read then write down on their copy books.
Page 21
Sambounab@hotmail.fr
 interact about
the previous
lessons in order
to make a link
to the new
lesson's theme
 Interpret the
visuals to talk
about the
Earth's
pollution
 Interpret the
situation to
select the right
statements
Produce a short
composition
talking about
environment and
express intentions
towards this
problem
"yellowdaffodil66@
gmail.com

Am Level
Sequence Three: Listen and Speak
Personal Goals:
Function : Make resolutions to protect animals
Grammar : the simple future tense+ "whqqs words"
Vocabulary : Vocabulary related to school and education & Children rights & animals and environment
 talk about duties and rights (using the simple future & imperative)
 Pictures and flash cards about animals – School regulations – Declaration of children's rights & animals.
 Manual's script page 158 & 155
Page 22

Timing Rationale
Type of
Competencies
targeted
Greeting –
Inquiring
and
showing
rights and
duties
Talking
about
school
rights
Talking
about
school
rights
Teacher-
students
Teacher –
students
Students-
teacher
Students-
students
Students-
students
Sequence three : Listen and Speak File five
Agenda :  Talking about rights and duties ( future)
Warming –up: "pre-listening"
The teacher greets his pupils, inquires about their news , how do they feel today and tries to check what they have understood
from the previous lessons specially while dealing with the school regulations and the way they take care about their classroom.
The pupils have to feel that to take care about their classroom and its furniture is the duty of every pupil .
The teacher has also to show them that is their right to come to school and to study .
This discussion must lead to the presentation of the lesson.
Presentation : "while listening"
The pupils are invited to open their books on page 154, and look at the pictures . The teacher asks the pupils to talk about the
photos (Sami and Sally ) what they know about their origins, jobs….
The teacher explains the instructions of the activity ,then invites the pupils to listen to him and try to answer the activity .
 Activity "a"p154: Listen and put a tick () next to the right answer.
1. The pupils will have the right to elect .  A classmate.
2. They will take part in the writing of the school regulations next .  Term
The pupils give back their answers ,the teacher reports them on the board ,then asks them to read the corrected answer.
The pupils are invited to open their books on page 158 and perform the script as a drill.
Post listening:
The teacher invites the pupils to discuss about the script , make them talk about what rights they have as pupils and what duties
they have to against their school.
Practice :
The teacher leads the discussion about the pupils' school rights and duties , lists up their ideas , try to make them perform as
question answer drill .
The pupils perform using the following drill and substitute key words.
Pupils "A" : What right will we have to do in our school ?
read books at the school library / participate in editing the school timetable
Pupil "B" :What will the right to have and use the internet machines room./ plan excursions ./use modern technologies in class learning
use the school's courts to play sport on Thursdays ,Fridays and on holidays.
The are asked to open their books on page 154 and pay attention at "activity –a- " ,then teacher explains the instructions and
invites the pupils to perform .
 Activity "a"p154: Look at the notice and talk about your rights.
We'll have the right to elect our representative.
We'll have the right to have a good education in our schools
We will have the right to study in our cleaned classrooms
We'll have the right to practise sport activities in our schools.
Pupils will have the right to go for class outings, have leisure activities, go to school by buses and eat in our school canteens .
The pupils build up sentences ,then use the previous drill and perform by pairs [substitute key words ] page 23
Interact with
the teacher about
the pupils' duties
towards their
school and
classroom
Interpret the
photos
Listen and
interpret a
listening script
Produce oral
messages related
to the listening
script
"yellowdaffodil66@
gmail.com

Talking
about
animals'
rights
Identifying
personal
object
Student
-
Student
Teacher
–
Students
Students-
Students
The pupils will keep the same pattern and try to do "activity –b-p155" .They are asked to act as if they were in the place of the
animals.
Pandas:
Elephants/panthers:
Whales : what right will we have ?
Crocodiles :
Bears:
Pandas: bamboo forest. fur.
Elephants/panthers: jungles . tusks
Whales : we will have the right to live in peace in our oceans . . Men kill us for our fat
Crocodiles : rivers . skin
Bears: jungles. fur
The pupils perform in pairs and substitute key words.
 Presentation :
The pupils are invited to read the following sentence:  Men kill us .
 Isolation : The teacher isolates the following word from the sentence and asks the pupils to read it.  us
 Analysis: The teacher invites the pupils to analyze the following words and statements.
Men kill us .
Subject+ verb + personal pronoun object
 Stating Rule : " us " is a personal pronoun object . It comes after a verb.
 The personal pronouns :
The pupils read the personal pronouns "subject & object
The teacher explains the instructions of "activity "d"p155.The pupils listen and try to do the task as "homework".[children's
chart]
The teacher invites the pupils to read the written works on the board then copy down on their copy books.
Page 24
Interpret the
pictures to talk
about animals'
rights
Interpret the
main constituents
of a statements
to identify the
"personal
pronouns objects"
Subject pronoun Object pronoun
I  me
You  you
He  him
She  her
It  it
We  us
You  you
They  them

Am Level
Sequence Three: Read and Produce
Personal Goals:
Function : Talking about rights and duties
Grammar : the simple future tense (contractive forms )+ Imperative "whqqs words"
Vocabulary : Vocabulary related to Children's rights & animals and environment
 Can read and understand the main ideas of very short, formulate and descriptive texts
 Can read and understand very short simple routine instructions and explanations that provide visual support (e.g .pictures and graphs)
 Can fill in forms or give simple details writing using very basic and unconnected sentences and phrases.
 talk about duties and rights (using the simple future & imperative)
 Pictures and flash cards about animals – School regulations – Declaration of children's rights & animals.
 Manual's script page 158 & 155
""yellowdaffodil66@gmail.com
Page 25

Timing Rationale
Type of
Competencies
targeted
Talking
about the
principles
of rights
Talking
about
children's
rights
Teacher –
students
Students-
teacher
Students-
students
Teacher-
students
Sequence three : Read File five
Agenda :  Talking about rights ( future)
Warming –up: "pre-reading"
The teacher greets his pupils , talks to them about the previous lesson, asks them about the home work the were asked to do .
As they were asked to collect information about the "children's rights declaration" ,the teacher listens to the pupils "even in
their mother tongue"
While reading:
The pupils are invited to open their books on page 155 and pay attention at the text.
The teacher explains the instructions of the following exercise then asks the pupils to read the text silently and try to do the
task on their rough .
Exercise : Read the text then try to answer the following questions:[ Reference questions]
1) Is the title of the text "declaration of the Animals' rights?  No , it is not
2) Do all children of the world have the same rights?  Yes they do .
3) Do Algerian pupils have all those rights?  Yes ,they do .
The pupils are asked to giveback their answer, they correct on the board, then perform the activity as a drill .
The pupils are asked to read the text again and try to answer the following task. [Inference questions]
Exercise : Read the text and say : "true" – "false" – or "not mentioned"
All the children of the world have the right :
1) to play football.  not mentioned
2) to have a name and a nationality .  true
3) to have a bad and free education .  false
4) to have parents' love and understanding.  true
The pupils read the text then try to answer the task , then they are invited to correct on the board and read the corrected task.
Post –Reading:
The teacher invites the pupils to read the text again ,then try to discuss each "article" with and what do they think about it.
The teacher informs the pupils that the "declaration" contains "ten (10) articles" ,they are asked to think about the other
three ones .
The teacher may help them by interacting with them about the three other articles ,in order to lead them deduce them .
All the children of the world have the right :
 Article eight: to play and recreation.
 Article nine: to receive protection and relief.
 Article ten: to not to be employed before an appropriate age.
The teacher reports the tasks on the board ,then invites the pupils to read them .
The pupils read the written works on the board then copy down .
Page 26
Interact with
the teacher about
the pupils' duties
towards their
school andclassroom
Interpret the
photos
Listen and
interpret a
listening script
Produce oral
messages related
to the listening
script and to the
theme
"yellowdaffodil66@
gmail.com

Describing
Environment's
problems
Talking and
listing the
problems of
the
environment
Eliciting
solution to
the
problem
Teacher-
students
Students
–teacher
Teacher –
students
Students
–students
Project Round –Up
Warming –up:
The teacher greets his pupils ,inquires about them and try to know from them if they have brought their project works.
The teacher organizes the tables of the classroom according to the number of the groups.
Asks the pupils or each group to take their places .
Presentation :
Each group is represented by its leader .
The group leader comes to the board and tries to presents his group's work.
The other groups listen and take down notes .
Discussion :
The teacher tries to make his pupils discuss each project work presented by each group leader , the pupils have to listen to
each other , accept each others ideas and views.
The best project work is reported on the board ,the pupils read it then write its summary on their copy books .
The teacher collects all the project works , the best one is hanged on the classroom wall ,the other are supervised by the
teacher and stored in the school library as source of information for the next years pupils .
Page 28
Interact
about rights
and duties
Interpret
the situation
and elicit
information
related to the
subject
Produce a
written message
related to the
environment
"yellowdaffodil66@
gmail.com
Your ideal city .
 This first school year's lesson was about "the tree" .
 "tree" is an essential partner in the environment .
 There are many factors which influence the environment.
 You as a member of your city , how does it look like ?
 Make a list of the good and bad factors that you see everyday in your city.
 what to do to erase the bad factors that dominate your city.
 Can you imagine an ideal city where you can find just good factors that should exist in the
environment of you city.
 Make a leaflet describing your ideal city using pictures, photos , drawing and instructions that the
inhabitants should follow to preserve your city.
 Once your leaflet is ready present it to your teacher and discuss it with your colleagues.
SWBAT : Preserve the environment

File five environment new slimming 2013

File five environment new slimming 2013

Recommandé

Recommandé

Contenu connexe

Plus de Mr Bounab Samir

Plus de Mr Bounab Samir (20)

Dernier

Dernier (20)

File five environment new slimming 2013