Salam, MS1 level ; Sequence 3 - Me & My daily activities ( Part 1) The Sequence is planned with PPU speaking lessons and PIASP teaching grammar and pronunciation items Good luck By Mr Samir Bounab ( teacher trainer at MONE) the links

1. -
By : Mr Samir Bounab ( yellowdaffodil66@gmail.com )

2. My School Presentation
PPU speaking
PIASP teaching
simple present tense
oral
/h/ -/ə/ - /s/ - /z/ - /iz/
“Your classmates wants to know about your daily activities and leisure time
Asking and giving the time
 Simple present tense
 daily activities (get up- wash – face – brush – teeth – get
dressed- have breakfast – go to school- have lunch- watch tv – do homework-rabbit –goldfinch-
canary – turtle- goldfish- parrot- fennec- hobby – drawing)
 ð/ & /θ / -
 visual ( school manual flashcards )
He can understand and interpret verbal and non-verbal
messages
He can work in pairs or in groups
He can use role-play to communicate appropriately
He socialises through oral or written exchanges
Values
The learner can use the markers of his identity when
introducing himself to others: name,
He behaves as a responsible and committed citizen
he shows respect for the family members and all the jobs seen in the
societyy
He is keen on learning about others’ markers of identity

3. time rational Interaction Procedure competences VAKT/ Aids
Greet and
welcome
Valuing
time
Know time
Valuing
time
Valuing
time
Value time
and
habitual
behavior
Teacher –
students
Students-
teacher
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Teacher –
students
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teacher
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students
Teacher –
students
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teacher
Student
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student
s
Teacher –
students
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teacher
Student
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Teacher –
students
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Teacher –
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MS1 Me & My daily activities Seq 3
Lesson
Warming up: The greets his learners and welcomes them.
The teacher interacts with his pupils bout the timing of the English
lesson, what they will study next ,he tries to make them talk about
the timing of their school syllabus or what they are studying in that day
The teacher tries to make them also talk about the timing they start
school and the time they finish it.
Presentation:  Using a visual aids { a clock}
The pupils listen to the teacher and try to repeat the time .
O'clock = sharp: { one – thirteen / two fourteen / three – fifteen
Twelve = mid –day / twenty four = mid night = zero hour}
Quarter past: [one – two three – sixteen …………………
Half past: {five – seven – ten – twenty ……………….}
Quarter to: [three – nine – twenty ……………….}
The pupils listen to the teacher and repeat, then they are asked to
perform following statements about timing:
It (time) is Twelve = mid –day /twenty four = mid night = zero hour}
Quarter past: [one – two three – sixteen …………………]
Quarter to: [three……………..
Half past: {five – seven – ten – twenty ……………….}
The teacher next invites the pupils to perform in pairs:
A : Is it One O’clock ? B: No, it is not.
A : What time is it then ? B : It is one o'clock / quarter past one
/ half past one / quarter to
Practice 1 :
The learners perform the drill by pairs and they are asked to be free
to substitute key word
A : Is it (One O’clock - quarter past … / quarter to … / half past?
B: No, it is not.
A : What time is it then ?
B : It is two o'clock / quarter past one / half past one / quarter to
Use : The pupils say the time and repeat it then they are asked to
ask about the time and give it .
Presentation 2: < Describing Daily Activities>
Using Visual aids showing daily routine activities the teacher
introduces the situation
The learners listen and repeat
get up have breakfast go to school watch TV do home work go to bed
at 7 at 7:15 at 7;30 at 5:00 at 18:00 at 22:00
Practice
The teacher invites the pupils to talk about those pictures , say the
timing and daily activities that John does everyday.
The learners listen then repeat.
John gest up at 7 . he has breakfast at 7:15 .He goes to school at
7:30 He watches TV at 5:00 .He goes to bed at 22:00
Use :
The learners are asked to talk about their daily activities ( oral)
The learners read the written work on the board then copy down on
their copy book
yellowdaffodil66@gmail.com
Interact to
greet and
welcome
Interact
about the
English time
course
Interpret the
clock
And the
time
Interact
about time
Interpret the
time
Produce drill
asking and
telling the
time
Interact
about time
and daily
activities
Interpret
Daily
activities and
time
Produce
Short
paragraph
about
One’s daily
activities
Visual &
tactile (
learners
time
table)
Visual (
flash card
/ clock )
Visual (
board and
marker)
Visual (
clock &
board and
marker)
Visual (
clock and
board &
marker)
Visual (
flash card
showing
daily
activities )
Visual (
board and
marker)

4. Greet and
welcome
Value time
and
habitual
behavior
Value time
and
habitual
tasks
Inquire
about one’s
daily
activities
Know
about the
simple
present
tense
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
MS1 level Me & My daily activities Seq 3
Lesson : PPU Speaking ( Describe daily activities part 2)
Warmer :
The teacher welcomes his learners, and tries to make quick review
about the last session.
Ask and tell the time & list some daily activities
John gest up at 7 . He has breakfast at 7:15 .He goes to school
at 7:30 .He watches TV at 5:00 .He goes to bed at 22:00
The learners repeat sentence by sentence then the whole paragraph .
Presentation :The teacher may invites the learners to act as a drill:
A: Does john get up at 8:00?
B: No he doesn’t.
A: At what time does he get up then?
B: He gets up at 7.
Learners listen , repeat then perform in pairs
Practice :
The learners perform the drill then substitute key words.
(has breakfast -9/ goes to school – 10/ watches TV 20:00/ goes to
bed 00:00)
The teacher invites the learners to pay attention at the Practice task,
on page 74 , he explains the instructions then invites them to work
on their rough copy books.
Task 3p74: Look at the pictures and complete the sentences.
Picture One: I get up at 6:30
Picture Two : I wash my face at 6:45
Picture Three  I go to school at 7:30
Picture Four I have lunch at 12:00
Picture Five  I watch tv at 19
Picture Six  I do my homework at 19 :30
Picture Seven : I go to bed at 22:00
The learners do the task in rough , correct on the board and read
the corrected task
Use .
The teacher invites the learners to talk about their daily activities
by asking them to answer the following questions :
A: What do you do at [6.30-6.45- 7:00- 7:30- 8:00 -8.30 ]
B: I get up at 6:30 I pray on my clothes at 6:45
 I have breakfast at 7:00.  I go to school at 7:30 I
arrive to school at 8:00  I start class at 8:3
PIASP : Teaching simple present tense
presentation I do my homework at 19:30 . He goes to school .
isolation I+ do +my homework + at 19:30 He + goes+ to schol
analysis subj+ verb + object + time subj + verb + obj
(do= verb to do) (goes=verb=to go+ es)
Simple present tense simple present tense
Interact to
greet and
welcome
Interpret the
suggested
daily
activities
Interpret and
perform in
pairs
Interpret
and
substitute
Key words
Produce
dialogue
asking and
answering
about daily
activities
Interact
about the
suggested
statement
Interpret
each part of
the
statement
and identify
the new
structure
Visual (
board &
marker)
Visual (
flashcards
& board
& marker)
Visual (
board and
marker)
Visual (
flashcards
showing
daily
activities)
Visual (
learners
copy book
& board
and
marker)
Visual (
board and
marker)

5. Know
about the
simple
present
tense forms
Question
Using the
simple
present
tense
Make
questions
using “yes
& no ‘”
questions &
whqq
words
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Stating rule
does (she / he /it) pray ?
How go
When study
2) Whqqs : Subject : " he – she – it "
Where
What
How +DOES +SUBJECT +VERB ( s/es/ies)+ OBJECT + ?
When infinitive
which
Where live
Which watch
What

The teacher does a quick summary about the simple present tense.
Grammar : The simple present tense:
The sentence is  Subject + verb + object
a) The subject: I / you / we/ you/ they
I speak English
you play football
we support the Algerian team
you revise the lessons
they start class at 8.30
b) the subject : " he – she – it "
s
He
She + verb + es + object
It ies
speaks
S/he – it washes - misses- boxes- does- watches
Crycries - worry worries
But: when "y" is preceded by a vowel only "s" is added.
play  plays
S/he –it Obey obeys
Buy  buys
c) Questions:
1) Whqqs: Subject " I- you- we –you – they".
Where
What
How + DO + SUBJECT + VERB + OBJECT +?
When
which
Example: I study?
Where you speak?
What DO we support?
How you start?
When they leave?
Which
Interpret
the stated
rule
Interpret
the forms
of the
simple
present
tense
Interpret
the
different
forms of
the simple
present
tense
Interpret
the forms
of the type
of
questions
used with
the simple
present
tense
Visual (
board and
marker)
Visual
(board
and
marker)
Visual (
board and
marker)
Visual (
board and
marker)
Visual (
board and
marker)

6. Make
auxiliary
questions
Form
negative
form
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
But when the question is about the "subject" WHO + verb.
Ex: Who goes to school/ who knocks the door / who score ?
Interrogative questions:
Do
+ subject + verb + object
Does
Ex : do (you –I – we – they) study English?
Does (he –she – it) have lunch?
3)Negative form:
1) Subject + do + not + verb + object.
(I/you/we/they) do not ( go-study-wash)
2) Subject + does +not + verb(infinitive) + object.
(s/he –it ) does not ( wash- stay- cry )
Learners read the written work on the board , then copy down
By : Mr Samir Bounab ‘ yellowdaffodil66@gmail.com )
Interpret
the way to
ask
questions
using the
simple
present
tense
Interpret
the
negation
with the
simple
present
tense
Visual (
board and
marker)
Visual (
board and
marker)