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    1AS Unit One Getting Through. First Lesson Planing

    Uploaded by

    AZZOUZ OMAR
    This 1-hour lesson plan aims to teach 1st year students how to label computer parts, listen to and give instructions using sequencing words. It includes 3 tasks: 1) matching computer parts with their names, 2) identifying other computer-related words, and 3) practicing email addresses. Students first discuss computers and pictures. They then order scrambled instructions for accessing email and rewrite them using sequencing words. Finally, students compare email and snail mail by filling in a table from two interviewees' points of view. The lesson teaches computer vocabulary, sequencing, and making comparisons through listening, speaking, and writing activities.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    1AS Unit One Getting Through. First Lesson Planing

    Uploaded by

    AZZOUZ OMAR
    378 views4 pages
    This 1-hour lesson plan aims to teach 1st year students how to label computer parts, listen to and give instructions using sequencing words. It includes 3 tasks: 1) matching computer parts with their names, 2) identifying other computer-related words, and 3) practicing email addresses. Students first discuss computers and pictures. They then order scrambled instructions for accessing email and rewrite them using sequencing words. Finally, students compare email and snail mail by filling in a table from two interviewees' points of view. The lesson teaches computer vocabulary, sequencing, and making comparisons through listening, speaking, and writing activities.

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    Original Title

    1AS Unit one Getting through. first lesson planing

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    This 1-hour lesson plan aims to teach 1st year students how to label computer parts, listen to and give instructions using sequencing words. It includes 3 tasks: 1) matching computer parts with their names, 2) identifying other computer-related words, and 3) practicing email addresses. Students first discuss computers and pictures. They then order scrambled instructions for accessing email and rewrite them using sequencing words. Finally, students compare email and snail mail by filling in a table from two interviewees' points of view. The lesson teaches computer vocabulary, sequencing, and making comparisons through listening, speaking, and writing activities.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    378 views4 pages

    1AS Unit One Getting Through. First Lesson Planing

    Uploaded by

    AZZOUZ OMAR
    This 1-hour lesson plan aims to teach 1st year students how to label computer parts, listen to and give instructions using sequencing words. It includes 3 tasks: 1) matching computer parts with their names, 2) identifying other computer-related words, and 3) practicing email addresses. Students first discuss computers and pictures. They then order scrambled instructions for accessing email and rewrite them using sequencing words. Finally, students compare email and snail mail by filling in a table from two interviewees' points of view. The lesson teaches computer vocabulary, sequencing, and making comparisons through listening, speaking, and writing activities.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Lesson plan

    Book: At the crossroad


    Unit one: Getting through. Level: 1st year
    Sequence: Listening and speaking.
    literary/scientific streams
    Rubric: Anticipate Teacher: Sugar Almond

    Intermediate objective : By the end of this lesson, learners will be able to :

    - Label computer parts.


    - Listen to, respond to, and give instructions using sequencers.

    Time allowance:1 hour

    Materials: whiteboard, markers, lrs’ textbook


    Competency: interactiong orally, interpreting, producing
    Function: instructing
    Language form: Sequencers

    Lesson steps
    Rubric Procedures/correction Objectives Time
    Warming up
    Anticipate  Teacher greets learners. The aim of this 5mts
     Learners respond rubric is to
    tune in the
     Teacher aAsks learners to open the book on page 16.
    learners to
    T/Lrs  What does the picture represent/show? It represents a PC what will come
    (personal computer). next in the
    listening and
     Have you got a PC at home? Yes and no
    speaking
     In which other places do you find PCs? Schools, hospitals sequence. 10mts
    and administrations
     What do PCs consist of? They consist of many parts.
    Learners
    Task one: p(16): should be
    able to know
    Match as many words and phrases as you can with the parts of
    the English
    the computers. name of some
    Procedure: parts of the
    computer. 10mts
     Teacher asks the learners to listen and identify the parts of
    the computer, she reads the words in the box loudly, and
    then she checks and corrects.
     Learners correct on the board.
    Correction:
    1 2 3 4 5 6 7 8
    Prin Cent Mon Scre spea Mou keyb Flop
    ter ral itor en ker se oard py
    unit disk
    Task two p (16):
    Find other words related to computers and the internet and
    write them in your copybook.
    Learners
    Procedure: should be
    T/Lrs
     Teacher asks learners to find other words related to able to learn
    other words
    computer and writ them on the copybook.
    related to the
     Teacher checks and corrects. computers
    Correction: and the
    Internet.
    Modem/Headset/Email/CD Rom.
    Task three p (16):
    Saying aloud the email address.
    Procedure:
    Teacher asks learners to read aloud the emails.
    Learners
    Teacher directs the learners’ intention to the pronounciation of the should be
    sign@ (/æt/). able toknow
    learn how to
    Teacher asks learners to invent and exchange email addresses. pronounce
    Teacher guids, checks and corrects. email
    addresses.
    Correction:
    You can read it in two ways: Sihem two thousand –and-eight at
    Yahoo dot com (US) or Sihem two-thousand-and eight at Yahoo
    dot com (UK).
    Pupil 1: Excuse me, what’s your e-mail address? Learners
    Pupil 2:Yes, my e-mail address is Sanaa314 @ hotmail.fr should be
    able to learn
    Pupil 1: Thank you, here is my e-mail: Amina.hadi@ gmail.com. how to inent a
    Task one p(17): personal
    email address.
    Warming up
    Listen and
     What does the picture represent/show? It represents
    check
    children.
     How many children are there? There are five children in
    the picture. Who are they? They are pupils Learners
     What are they doing? They are using the computer. should be able
    Lesson plan
    The sentences below are not in order. Re-order them to get to recognize
    and sequence
    coherent instructions for accessing e-mail. Write letters 1-7 in
    the main ideas
    the blanks. in spoken
    interaction.
    Procedure:
     Teacher asks her learners to read the jumbled instructions
    Lrs/ lrs on how to access email to sequence them correctly.
     Teacher asks learners to match letters with the correct
    number.
     Teacher provides help when necessary; checks and
    corrects.
    Correction:
    Number 1 2 3 4 5 6 7
    Letter b a c f d g e

    Task two p (17):


    Listen and check your answer to exercise 1 above. Then rewrite
    the instructions using these sequencers: first, then, next, after Learners
    that and finally. should be able
    to speak from
    Procedure: notes or
     Teacher simulates the spoken interaction (the listening memory with
    reference to
    script) on page (i) at the end of the textbook. the function of
     Teacher aks learners to listen carefully to the key words in instructing and
    related
    order to pick out the sequencing order of the instructions. language form.
     Teacher asks learners to check their answers to execise 1.
     Teacher asks the learners to sequence the instructions
    using sequencers : first, then, next….
    Correction :
    In order to access e-mail, you need to do the following : first, you
    have to switch on the computer, then select an ISP (Internet
    Service Provider), after that click on e-mail, next enter your ID
    and password, wait for connection to your e- mail and finally
    click on “ read” or “ send” to check or write your message.
    Task three p (17):
    filling in the table with the point of view of interviewee A and B
    Learners
    Interviewee Interviewee should be able
    A B to use
    features e-mail Snail mail comparison to
    faster
    cheaper take a side and
    More argue their
    interesting point.
    Less personal
    Less convenient
    Procedure:
     Teacher read aloud the script 2 on page 168.
     Teacher asks learners to take notes.
     Teacher gives enough time to do the task.
     Correction on the board.
    Correction:
    lrs/Lrs
    Interviewee Interviewee
    A B
    features e-mail Snail mail
    faster +
    cheaper +
    More
    interesting +
    Less personal +
    Less convenient +
    Task five p (17):
    Write a short paragraph about your preferences using the
    information in the table above. Then read to the class.
    Procedure: Learners
    should be able
     Teacher asks learners to express their own opinion to express what
    regarding the advantages and drawbacks of sending they prefer
    regarding a
    messages by email and ordinary mail. certain matter.
     Teacher encourages learners to use one of the following
    phrases when they give their opinions: I think/believe/It
    seems to me (that)… To my mind/In my opinion/ As far as
    I’m concerned…
    Correction:
    A suggested paragraph:

    I prefer sending my messages by e-mail rather sending them by


    snail mail. First of all because I see that e-mail is faster than snail
    mail, Secondly, it is also cheaper than the ordinary mail. Finally
    it doesn’t take me a long time to send messages by e-mail.

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