-

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

My School Presentation
PPU speaking
PIASP teaching
simple present tense

oral

/h/ -// - /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 goldfinchcanary turtle- goldfish- parrot- fennec- hobby drawing)

/ & / / -

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

time

rational

Interaction

Teacher
Greet and students
welcome
Studentsteacher
Valuing
time
Studentsstudents

Teacher
students
Know time Studentsteacher
Studentsstudents
Teacher
students
Studentsteacher

Valuing
time

Student
sstudent
s
Teacher
students
Studentsteacher

Valuing
time

Student
sstudent
s
Teacher
students
Studentsteacher
Student
sstudent
s

Value time
and
habitual
Teacher
behavior students
Studentsteacher
Student
sstudent
s

competences

Procedure

MS1
Lesson

Me & My daily activities

VAKT/ Aids

Seq 3

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 Oclock ?
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 Oclock - 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

Interact to
greet and
welcome

Visual &
tactile (
Interact
learners
about the time
English time table)
course
Visual (
flash card
/ clock )
Interpret the
clock
And the
time
Visual (
board and
marker)

Interact
about time
Visual (
clock &
board and
marker)

Interpret the
time
Visual (
clock and
board &
Produce drill marker)
asking and
telling the
time

Interact
about time
and daily
activities

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

Visual (
flash card
showing
daily
activities )

Interpret
Daily
activities and Visual (
time
board and
marker)
Produce
Short
paragraph
about
Ones daily
activities

MS1 level
Me & My daily activities
Seq 3
Lesson : PPU Speaking ( Describe daily activities part 2)
Warmer :

Teacher
The teacher welcomes his learners, and tries to make quick review
Greet and students
about
the last session.
welcome
Ask
and tell the time & list some daily activities
StudentsJohn gest up at 7 . He has breakfast at 7:15 .He goes to school
teacher

Value time
and
habitual
behavior

Student
sstudent
s

Teacher
students
Studentsteacher

Value time
and
habitual
tasks

Student
sstudent
s

Teacher
students
Studentsteacher

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 .

Interact to
greet and
welcome

Interpret the
suggested
daily
activities

Presentation :The teacher may invites the learners to act as a drill:

A: Does john get up at 8:00?
B: No he doesnt.
A: At what time does he get up then?
Interpret and
B: He gets up at 7.
perform in
Learners listen , repeat then perform in pairs
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
Interpret
on their rough copy books.
and
Task 3p74: Look at the pictures and complete the sentences.
substitute
Picture One: I get up at 6:30
Picture Two : I wash my face at 6:45
Key words
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
Produce
dialogue
by asking them to answer the following questions :

Inquire
about ones Student
daily
sactivities
student
s

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

Visual (
board &
marker)

asking and
answering
about daily
activities

Visual (
flashcards
& board
& marker)

Visual (
board and
marker)

Visual (
flashcards
showing
daily
activities)

Visual (
learners
copy book
& board
and
marker)

PIASP : Teaching simple present tense

Teacher
students
Students- presentation
teacher
Know
about the
simple
present
tense

I do my homework at 19:30 . He goes to school .

isolation I+ do +my homework + at 19:30 He + goes+ to schol

Student
sstudent
s
analysis subj+ verb + object
+
time
subj + verb + obj
(do= verb to do)
(goes=verb=to go+ es)
Simple present tense

simple present tense

Interact
about the
suggested
statement
Visual (
Interpret
board and
each part of marker)
the
statement
and identify
the new
structure

Stating rule

Teacher
students
Studentsteacher
Student
sstudent
s
Know
about the
simple
Teacher
present
students
tense forms
Studentsteacher
Student
sstudent
s

Teacher
students
Studentsteacher

Question
Using the
simple
present
tense

Student
sstudent
s

Teacher
students
Studentsteacher
Student
sstudent
s
Make
questions
using yes Teacher
& no
students
questions &
whqq
Studentswords
teacher
Student
sstudent
s

The teacher does a quick summary about the simple present tense. Interpret
Grammar :
The simple present tense:
the stated
rule
The sentence is
Subject + verb
+ object
a) The subject: I / you / we/ you/ they
I
you
we
you
they

speak
play
support
revise
start

Visual (
board and
marker)

English
football
the Algerian team
the lessons
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

Interpret
the forms
of the
simple
present
tense

Visual
(board
and
marker)

Crycries - 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
When
which
Example:
Where
What
How
When
Which

DO + SUBJECT + VERB + OBJECT +?

DO

I
you
we
you
they

Where
Which
What

Visual (
board and
marker)

study?
speak?
support?
start?
leave?

does (she / he /it)

pray
?
How
go
When
study
2) Whqqs : Subject : " he she it "
Where
What
How
When
which

Interpret
the
different
forms of
the simple
present
tense

+DOES +SUBJECT +VERB ( s/es/ies)+ OBJECT + ?

infinitive

live
watch

Visual (
board and
marker)
Interpret
the forms
of the type
of
questions
used with
the simple
present
tense

Visual (
board and
marker)

But when the question is about the "subject" WHO + verb.

Ex: Who goes to school/ who knocks the door / who score ?
Teacher
students
StudentsMake
teacher
auxiliary
questions
Student
sstudent
s

Interrogative questions:
Do
+

subject +

verb + object

Does
Ex :

do (you I we they) study English?

Does (he she it) have lunch?

Interpret
the way to
ask
questions
using the
simple
present
tense

Visual (
board and
marker)

3)Negative form:
Teacher
students

Form
negative
form

Studentsteacher
Student
sstudent
s

1) Subject

(I/you/we/they)

do

+ not

+ verb

+ object.

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
negation
with the
simple
present
tense

Visual (
board and
marker)