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: Describing people's physical appearance, describing one's physical appearance Grammar: S present (interrogative form) to be – to have – “whqq” words- Vocabulary related to: Physical appearance – age – weight- currencies

Pronunciation: sounds: “s = s” & “s = z “

Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to : 1-Describe people’s and once physical appearance 2- Discriminate between the sounds “s” & “z”

Required material and / or resources : board and marker & physical appearance 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 environment (school and classroom) and protects it continually

He is keen on learning about others’ markers of identity

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time rationale Interaction Steps of the Lesson competencies

VAKT

Greeting & welcoming Advertising Advertising Questioning Appearance

Students Teacher Students Student Teacher Teacher Student Teacher Students Student Student

Sequence1: describing physical appearance

Warm up: The teacher greets his learners , inquires about their project works and if they are facing any problems, then tries to interact with them about the last sequence.

Presentation (PPU lesson) Initial problem situation : Teacher may ask his learners about one of their teacher

Who is your teacher of Arabic? Is he / she young or old? Tall or small? ( using gestures to show tall =/= small)

The teacher accepts all the learners answers then presents the following drill The teacher invites the learners to pay attention at this drill , repeat then perform

A: How old are you? B : I’m 14. A: How tall are you? B : I’m 1.52m. A: What’s your weight? B: 34 kilos. A: what’s great !

The teacher using pictures and drawings presents the different adjectives using the description of physical

appearance.

From the above drill the teacher interacts with his learners about their physical appearance and asks them the following questions.

What are you like ?

I am tall .I have got dark hair.

Practice: The teacher writes the key board and invite the learners to perform.

Body: “tall =/= small- slim =/= fat - strong” Hair: “ black – brown- fair” / “long =/= short-curly-straight-wavy”

The learners perform by pairs using the written key boards on the board Learners keep the same drill using the pronouns “he – she” = what is (he/she) like? ./ Has got

Use : The learners perform the drill , then they are invited to use the same drill and talk about themselves.

The teacher invites each learner to write down his own physical appearance in rough, he

supervises their works then asks them to copy down on their copybooks.

interact Interpret Interpret Interact Interact Produce

interact

Board & marker Board and marker Flash card page 47 Script page 55 Board & marker Script page 48 Page11

Ways of speaking Ways of speaking Ways of speaking Ways of speaking

Students Teacher Students Student Teacher Teacher Student Teacher Students Student Student

: Presentation: The teacher presents the following “tongue twister” sentence on the board, reads it twice or thrice then challenges the learners to read it with reading mistakes.

Six sleek swans swim swiftly southwards

Isolation: The teacher asks the learners to pay attention at the following isolated words. Six swans swim swiftly southwards

“s=s” “s=s” “s=z” “s=s” “s=s” “s=s” “s=z” Stating rule: The teacher invites the learners to deduce that :

”s”

The letter “s” is pronounced : “z”

Practice : The learners are invited to practice the following tasks about the sounds “s=s” / “s=z” Identify : The learners listen to the teacher reading the words on page 48 (books shut for the learners) and try to identify which words contains the sound “s” and which one contains the sound “z”

it’s - has – what’s – legs – eyes – yes – street –straight – kilos – photos

‘ s ‘ ‘z’ ‘s’ ‘z’ ‘z’ ‘s’ ‘s’ ‘s’ ‘z’ ‘z’ Exercise: Read and put each word in its right box

“Straight- legs- contest- Mrs- Speak- kilos- slim- Is- student- has- miss- photos- street- eyes- what’s- yes- it’s” The learners work in rough, the teacher supervises their works, invites them to correct on the board then read the corrected task. The teacher invites the learners to read the written works on the board then copy down.

« s » « z »

Speak – contest –it’s – yes- street –

what’s – straight – slim- miss- student

Is – kilos – Mrs- has –

eyes – legs – photos

Interpret Interpret Interact Interact Produce

Board & marker Board & marker Board & marker Script page 48 Board & marker Page12

Greeting & welcoming Questioning Questioning Appearance Questioning appearance

Students Teacher Students Student Teacher Teacher Student Teacher Students Student Student

Yellowdafofdil66@gmail.com interact Interpret Interpret Interact Interact Produce

Board & marker Board & marker Board & marker Board & marker Board & marker Page13

Greeting & welcoming Questioning Accounts & stories Accounts & stories

Accounts & stories

Students Teacher Students Student Teacher Teacher Student Teacher Students Student Student

interact Interpret

Interpret Interact Interact Produce

Board & marker Board & marker Script page 49 Script page 49 Board & marker Board and marker

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