file3-2nd Am-Health-+file five 1st Am adapted -ATF & AEF 2

sports

& food

[email protected]

compet

Learning

objectives

Type of tasks

Resources rammar

Le Le!is

pronunciation

Modules of integration Learning to "ssess #ntegration integrate

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#n%uiring about someones 'ealt' •

#nteract

"sking for permission •

Learn about culture  + oral and written)

 +oral)

)arrating

•

talking about discoveries o

$roduce

 ( oral and written)

recommendations about health. / A health Guide

s'ould advice

rand mot'ers remedies 

must obligation

•

#nterpret

must( ( (must pro'ibition

 " bee sting

( oral and written)

*escribing medicinal plants

imperative

Reminder (must must11  0iccups could( could ( 2 present  7urns 3 adverbs 2 past

 7eauty

'ealt'

 ( oral and written )

Reminder ( t'e use of adverbs (  8range pr continuous

 (oral and written)

passive

 #ndigo  $urple  reen

*escribing vitamins "dvising

+,-  "M/ T'e  7lue %uantifiers 9ellow 4 some 5 any 0ow muc' 5 'ow many ountab le 5 uncountabl e nouns  2 present passive reminder (passive

o School

You u oYo (k( sc'ool : c'emical

T'e

st

o

year started and you began your first séance of  englis' :fres "physical education" so you noticed that you cannot run and move quickly, you feel heavy c'eck and uncomfortable . (c'( : stetc'er

 0eadac'es

"dverbs formation  olours and

+,- st"M/ osaying %uantities o instructing otalking about aliments

(s'(

 olds

o

•

A poster with

0ave got

(can (can( ( permission

"dvising (fitness(

2ounds

are getting weigh , so you decided to react to the situation.

oThis

#dentify

ompare o5ai5 pile :

situation is the result of, no sports activities, bad eating habits, drugs . Try y oTr

to make a poster wit' recommendations about 'ealt' or a sort of 'ealt' guide. guide .

e!cite choose your partners and form your group , divide the tasks . pill : o5i45 !ake lists of the problems resulting of unhealthy food , no e!it sports activities and addiction to grugs. collect photos , pictures and drawings showing those problems sk your local area area doctor o#dentify about the problems and what to do to resolve resolve them stick the photos , define the problems , give recommendations about good oompare habits food , sports . sports .so so by t'e end you 'ave a 'ealt' guide. guide . #resent your guide to your classmates discuss the problems , then ask the o,irst syllable administration to stick the poster in your school . 2econd syllables 2;7"T :

Discriminate between healthy and unhealthy eating habits and exercise to keep fit

T'ird syllables word

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Listen and $peak

$e%uence &ne

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  In

this lesson I will use and plan activities that allow learners to practice and develop real-life communication sills for reading ,writing, speaing and listening!

Lesson Focus:  "hich 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 re&uests, apologi'ing%!$? In this lesson I

will teach the following aspects of language:

Function : In&uiring In&uiring about someone(s health! Grammar : : have to ) should)must) Pronunciation : sounds # sh * ch * ch+$ ch+$ 'ocabulary : ocabulary related to illness and medicines! culture in this lesson ? If so, describe!  "ill you eplicitly teach an aspect of culture  I

will teach an aspect of culture related to grandmother remedies !

(ompetencies :  "hich competencies in the A.F are you woring toward or plan for the learners to achieve today? They should be adapted from the A.F to reflect the specifies of you lesson!  Can interact orally to ask and answer questions in very short exchanges !  Can

listen to understand main points and important details .

&b)ecti#es / Assessment : /"0AT by the end of the lesson ,students ,students will be able to demonstrate :  in&uire about ones

health!  As for and give advice!  Discriminate between the sounds 1sh1 * 1ch1 and 1ch+1! *e%uired material and / or resources :  The

manuals manuals pictures 2 pages : 3434- 35 * 367 367













T  !s

$ealth

!equence %ne

'. inquir inquire e a(ou a(outt ones ones health health ). ask and and give advice advice *model *model ver(s ver(s # should should + must, -. sounds sounds # sh sh + ch ch + ch/k ch/k

Listen and identify the main theme of the lesson

0arm up 1 Prelistening# !tep %ne:

/ - T T - / /- T

/- /

Listen to spot and identify models and forms expressing advice and o(ligation

"ile Three# Listen and !peak # &genda :

The teacher ass the pupils to open their boos on page 9! !tep two : Teacher presents the situation situation using the picture on page 34! ;Li2 is talking to !ally who is suffering < !tep three: The teacher invites the pupils to listen , use their pencils, and try to identify what is on going to with /ally!2while reading the pupils are ased to underline the following words : should do 1 must stay 1 should take 1 must call 7 !tep four: The teacher ass the pupils to spot the theme and the main point of the dialogue Li2 has got a headache. listening : !tep %ne: The teacher reads again the dialogue, then invites the learners to read and perform it by pairs! !tep Two: The teacher ass the pupils to report to him the words which have been underlined at the beginning the lesson! !tep three: The pupils report the words : Isolation : should do 1 must stay 1 should take 1 must call !tep four: The teacher invites the pupils to read the isolated words! !tep five: The teacher ass the pupils to identify the whole sentences which include the isolated words! '.what '. what should I do 3 ).you ). you must stay at home. <.should I take a medicine3 4.you 4. you must call a doctor. !tep six: The pupils are invited to read the sentences! !tep seven: The teacher chooses two of the sentences sentences in order to study them with the pupils! =e should lead them to discover the main parts of the sentences!

&nalysis : 5ou must stay at home! !u(6ect

T - /

1must1 o(ligation

> model ver(> ver( > o(6ect infinitive

0hat should I do 3

wh qq 7 model 7 0ord ver(

 should advice

pronoun 7 ver( infinitive

!tating rule # !u(6ect > 8odel ver( 9should1must 7>ver( #infinitive $> $>o(6ect! 

/s

/s

Practice :

The teacher ass the pupils to loo at the illustrations on page 35, eplains the new words then invites the pupils pupils to perform the following drill : Pupil ': I have got 2 a headache1 an insomnia1 a (ackache1an insect (ite 7 ! "hat should I do?













Pronunciation # sounds sh ch  ch/ k

T !

!tep one # The teacher invites the pupils to open their boos on page 34. Presentation Presentation # !tep two# The pupils listen to the teacher reading the following script on page 34 They are ased to use their pencils and underline the following words#

& : "hat should I do when it aches? + ! granny or see a doctor@ = : you should chec!with & : Ah yes ,granny(s remedies are cheap ! = : 0ut the doctor(s drugs are sharp @

T +!

!tep two :The pupils perform the drill by pairs ! Isolation :

The teacher re&uests from the pupils to give him the words that they have underlined! !hould aches cheap -

Identify :recogni2e

1 sh1

ch / k

ch / tch

and discriminate

T+!

(etween the sounds sh

! + T

+ ch + and ch/k1 T+! ! !

words and try to distinguish between them !tep three : The pupils read the isolated words and recogni'e the script of each sound !tep four: Practice: the teacher invites the pupils to the follow him reading the 1table1 on page 34 !ounds ;nglish teacher school !hould choke stomach "resh check chemical !houlder challenge character Insurance stretcher stretcher mechanic

The pupils repeat after him ,then they are ased to shut their boos and listen to the teacher performing the activities 1identify and compare1! The teacher does some
# wis' you were a fis' in my dis' How much wood would a woodchuck chuck

'ester 'eeta' c'ews a c'unk of c'eep c'eddar c'eese . The pupils listen and try to identify and discriminate between those sounds!













Practice

$e%uence &ne

+

Go forward forward

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

 2upported and purposeful development Meaningful "ctivities 5 Tasks .

Lesson Focus:  "hich aspects of

language are you teaching : e!g! grammar point#s$ ,aspect of pronunciation #phonemes, #phonemes, intonation, etc %$,vocabulary %$,vocabulary #words, word phrases, idioms, etc%$functions#polite etc%$functions#polite re&uests, apologi'ing%!$? apologi'ing%!$? In this lesson I


Function :

In&uiring about ones health Grammar : model verbs 1should * must1 'ocabulary : vocabulary related to health 

"ill you eplicitly teach an aspect of culture in this lesson lesson ? If so, describe! describe!

(ompetencies :  "hich

competencies in the A.F are you woring toward or plan for the learners to achieve today? They should be adapted from the A.F to reflect the specifies of you lesson!

an communicate a limited range of information Broduce a clearer message 

&b)ecti#es / Assessment : /"0AT

by the end of the lesson lesson ,students will will be able to demonstrate :  in&uire about ones health!  As for and give advice! *e%uired material and / or resources :















Time Time Ration Rationale ale

Interaction Pattern

Procedure













T  !s

Practice page?'# 0arming up #

agenda # ', Inquire a(out ones health 1 ), advise.

the teacher after greeting his pupils ,he interacts with them and ass how do they feel or if any of their colleagues absent ,he may lead the conversation about this absent and try to interpret the situation this will lead the pupils to recycle what they have seen previously! >se the

!  T

already acquired notions

!s  !s

and functions and perform

T !

oral and written tasks to

!s  !s

express o(ligation and ask and give advice

!s  !s

Presentation # Bractice page 35 The pupils are invited to do the following eercises on their rough copy boos, correct on the board then read and write down: =ased formed &ctivity : ;xercise %ne: Put the following words in order to make correct sentences ! ', must )revise ) lessons )should )!) your )you 5ou should revise revise your lessons lessons ! ), not ) must ) you ) smoe ) ! ) 5ou must not smoke . -, should ) what ) we ) ? ) do ) 0hat should we do 3 4, I ) ? ) must ) do ) what ) what must I do 3 8eaning =ased &ctivity! ;xercise Two : 8atch the pairs ! !entence 8eaning ', 5ou must do the exercise . Permission ), Could you open the window please3 Request -, Can I go out3 %(ligation 4, 5ou should practise sport &dvice Communicative activities: ;xercise Three : &sk the correct questions ! & # 0hat
The teacher discusses with his learners about the different sorts of illnesses in order to lead them













Disco#er the Language

$e%uence &ne

nd

" Am Le#el

Personal Goals: @uring this lesson :what teacher competencies are you focusing on 3 They should (e

adapted from the &T" to reflect the specifies of your situation  ommunicative ompetence 2upported and purposeful development

Lesson Focus:  "hich aspects of

language are you teaching : e!g! grammar point#s$ ,aspect of pronunciation #phonemes, #phonemes, intonation, etc %$,vocabulary %$,vocabulary #words, word phrases, idioms, etc%$functions#polite etc%$functions#polite re&uests, apologi'ing%!$? apologi'ing%!$? In this lesson I


Function : In&uiring about ones health > .pressing .pressing Ebligation Grammar : model verb 1 must1 'ocabulary : vocabulary related to health 




an read and understand the general ideas and some important details an find specific ,routine information in short tets ! 













$age 6


Interaction Pattern

Procedure













Review what has (een said a(out !ally
T  !s

!  T Identify the main idea of !s  !s the text

Recogni 2e and spot some importa nt details of the text

T !

!s  !s

!s  !s ;xpress o(ligati on using the model must

@iscover the Language p?-. agenda# ', Prereading #

express o(ligation 1), talk a(out grannies remedies

As the pupils to tal about what happened to /ally since ,they have dealt with the subect in the previous lessons ! The teacher introduces the situation about /ally(s health that she has not recover and they will learn more while studying the tet ! @uring +reading : The teacher eplains the instructions of the a simming eercise ,then invites the pupils to read the dialogues silently and try to answer the eercise : ;xercise : Read the dialogue then answer the following questions ! ', "ho is 8i' ? Li2 is the mother of !ally ! ), "hat is the matter with /ally? !he is awful. The pupils wor in rough ,correct on the board then read and write! The teacher invites the pupils to read the tet by pairs !then try to answer the &uestions on page 3H!First he reminds the learners about the uses of 1can1 ;a(ility +ina(ility + request +permissionA 0hat does !ally want to o(tain when she says # Can I to 0ang














$e%uence two

Listen and Speak

nd

" Am

Le#el


this lesson ,what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation  Two way communication with the world  Active learners Lesson Focus:  "hich aspects of

language are you teaching : e!g! grammar point#s$ ,aspect of pronunciation #phonemes, #phonemes, intonation, etc %$,vocabulary %$,vocabulary #words, word phrases, idioms, etc%$functions#polite etc%$functions#polite re&uests, apologi'ing%!$? apologi'ing%!$? In this lesson I will teach the following aspects of language: Function : Advising 1fitness1 Grammar : 1must1 > adverbs of fre&uency Pronunciation : owel sounds )ai) - )i) - )i:) 'ocabulary : ocabulary related related to sport, daily activities activities and leisure leisure time 




 Can interact orally to ask and answer questions questions in very short exchanges exchanges













Pattern

!equence Two: Listen and !peak )nd &m Level &genda # ', advising fitness ), adver(s -, sounds # 1i1  1i#1  1ai1 0arming up : Through visuals showing a boy who who does not practice sport ,some sport activities and fit children ! Invite the pupils to react to the pictures hanged on the board, and see their first reactions! Try to now from the pupils what is the theme of the lesson! !  T Cae the pupils epress themselves about the subect in order to lead them to listen to the script and then try to do 1Activity one p331 Presentation : The teacher ass the pupils to open their boos on page 33 ,loo at the activity ! !s  !s The teacher eplains the instructions of the activity ,then invites the pupils to listen then try to answer the activity ! &ctivity : Listen then answer the questions : ', "hat does Gayan do to eep fit ? $e lifts weights ), Does Andy practise any sport? Bo he does not ! T ! -, "hat does he do after school? $e plays video games. The pupils are ased to answer the activity ! then perform it as pair wor! The learners are ased to go to page 9 and perform the drill! The teacher ass the pupils to perform the drill by pairs ! The eplains the words and epressions in the dialogue in order to lead them 1isolate1 the following sentence ! !s  !s Fuestion : @o you exercise regularly ? &nswer : I eercise regularly ! Fuestion : Is it dangerous to lift weights ? &nswer : Lo, you must handle them carefully! The teacher reads the dialogue then ass the pupils to perform it! The teacher isolates again the first sentence !And tries to lead the pupils to Analy'e it !

T  !s 8ake the pps guess the theme of the lesson

Listen and !pot the answer to the given questio ns

Identify the main constitu ents of a sentence

regularl y

!s  !s



I

exercise

!u(6ect >

ver(

>

adver(













T  !s Listen to distingu ish =etwee n the sounds

Bronunciation

!tage Two:

/tep Ene: The pupils are invited to listen to those 1tongue twisters 1 written on the board! Presentation :

!  T

The pupils listen then read !

Little Mike Mike left left 'is bike like Tike Tike at at 2pikes. Read # eat eel w'ile w'ile you you peel eel. ?ac' ?aster ?ddie eats eats eig't eig'ty y ?aster eggs the !s  !s tongue twister colours! Isolation : The pupils are ased to isolate the words written in different colours! Little 1 Mike - 'is * bike * like - eat - eel - w'ile - peel

T ! !pot the differe nt sounds present ed

Identif y the script of

The pupils read the selected words! From the selected words and after having reading and repeating them ,the teacher ass the pupils to state how many sounds can notice in those those words!

!s  !s bike

 i  / i / 1ai1

-

little

 i  / e / 1i1

-

eat

eel

-

 ea  / e7e/ 1i#1

ee / e7e / 1i#1

The pupils repeat the words and try to discriminate between the sounds !

!s  !s

!tating rule:













Practice

$e%uence ,wo 

-

Go forward

nd

" Am

Le#el


this lesson ,what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation

 2upported and purposeful development Meaningful "ctivities 5 Tasks .

Lesson Focus:  "hich aspects of language are you teaching : e!g! grammar point*s, :aspect of pronunciation *phonemes: intonation: etc H,:voca(ulary *words: word phrases: idioms: etcH,functions*polite etcH,functions*polite requests: apologi2ingH.,3 In this lesson I


Function : Grammar :

Describing someone(s behaviour M Larrating ! Adverbs > simple past tense daily life life M school school activities activities 'ocabulary : ocabulary related to daily 


(ompetencies :













Page ''


Interaction Pattern

T  !s Interact using what they have as (ack ground

!  T

!s  !s

T- / Interpre t the situation and perform accordin g to a given model

!s  !s

Procedure !equence Two # Practise )nd &m Level &genda# ', descri(e descri(e ones (ehaviour (ehaviour 7adver(s 7adver(s ), narrate -, adver(s adver(s of frequency. frequency. !tage one # 0arming up# Interact with the pupils about their day and try to mae use what they have learnt in the previous hour! Try to mae them tal about 1advising fitness1 using 1adverbs1 ! Practise part one # The teacher ass the pupils to remind him about the form of the adverb should tae ! The teacher eplains eplains the instructions of activity of 1activity 5 p 391 ! =e should as the pupils to split into groups ,then try to understand the instructions of the activity and act as a play ! They should be able to act the three sentences : !u(6ect > ver( > o(6ect ) !u(6ect > ver( > adective ) !u(6ect > ver( > adver( "ctivity Ap-6$ Ap-6$ You You are casting a play B pair work % . You need these characters. ;doctor + patient +mother + nurse + secretary < #upil&'& $ You(re You(re a )doctor*nurse*secretary% and you+re attentive - quick polite/. $ 2 All All be the )doctor, nurse, secretary%. 2+m attentive - quick polite/. 2 must #upil 01& $ 3listenreactanswer4 attentively - quickly - politely/.

!s  !s

The pupils act the script by pairs then substitute the ey words! Bractise part two: The teacher ass the pupils to pay attention at the photo on page 39 which represents 1an ambulance1 !"hat does it mean to see an ambulance ? Try to let the pupils to interpret the photo and interact with his learners about it! The teacher eplains the instructions of 1Activity6p391 ,then invites the pupils to wor in pairs!















Page ')













Tell the pupils to as about the numbers of hours they study in a wee ! $ow often / how many times Inquire a(out the num(er of things those school tasks are perform ed using how often

T  !s

!  T

!s  !s Talk a(out the

T !

&: $ow often do you study 2art * physics * ;nglish * &ra(ic %!7 a week3 art once #one time$ physics twice # two times$ = : I study ;nglish thrice #three times$ a week ! &ra(ic  four times #four times$

As the pupils to repeat each sentence alone then perform the drill by pairs! 8ater the pupils are ased to practise the whole drill ! Let the pupils use their school time table and perform the drill using the studied model, they are free to tal about whatever course they chose, the teacher has not to intervene! 8et the pupils correct themselves if needed! The pupils are ased to open their boos on page 39! The teacher eplains the instructions of 1activity Hp39 then invites the pupils to perform: ass the pupils to perform 1Activity H p 391 : &ctivity K-p ?: &sk and answer your partner ! $ow often do you ;lift - practice * play< #weights * ogging * chess$ a wee? I 2 lift weights NtwiceP a wee 7 , I ; practice NoggingP , thrice a wee < , I # play NchessP once a wee$














Interact using adver(s and adver(s of frequenc y a(out daily life and school tasks

Interaction Pattern

T  !s

!  T

!s  !s Interpre

T !

Procedure &genda# ',asking N giving advice advice 1 ), Fuestioning. Fuestioning. 0arming up # The teacher interacts with his learners about what they have learnt previously through daily &uestions ;what do they study that day ,how often do they study a particular course, the way they feel while studying any course%!< This should lead to the introduction and the presentation of the lesson Cae the pupils discuss about the theme 1=ealth1, what should they do to eep fit and healthy and what should or must they avoid? Presentation : The pupils are invited to open their boos on page 3U, and try to 1interpret1 the 1tips1 the teacher eplains the instructions , the pupils are ased to repeat the new words such as :  energy energy + contain  fi(ers + digestion digestion  preserve + middle middle +aged +aged  heart heart attack + eliminate +toxins + (ones + challenge + quiet  The teacher invites the pupils to read tip by tip ! Practice : The teacher writes on the board the first eample, then ass the learners to substitute the ey words! To feel calm : go to (ed early and get up early To challenge your (rain : play play chess: scra((le scra((le : crosswords crosswords or read To keep fit: walk for half an hour every day . To have strong and good teeth: (rush them for three minutes: thrice a day.













Discover the Language

$e%uence two 

nd

" Am

Le#el

Personal Goals: @uring this lesson :what teacher competencies are you focusing on 3 They should (e adapted from the &T" to reflect the specifies of your situation  ommunicative ompetence

2upported and purposeful development Lesson Focus:  "hich aspects of language are you teaching : e!g! grammar point*s, :aspect of pronunciation *phonemes: intonation: etc H,:voca(ulary *words: word phrases: idioms: etcH,functions*polite etcH,functions*polite requests: apologi2ingH.,3 In this lesson I


Function : narrating Grammar : simple past tense > adverbs 'ocabulary : vocabulary related to street accidents














Interaction Pattern

Procedure &genda# ',narrating 1 ), word derivation

=e sensi(le to the pro(lem of street accident s

T  !s

!  T

@erive words

!s  !s T !

0arming up *prereading,# interact with the pupils about car accidents and what to do to avoid them As the pupils to loo at the photo on page 3 and try to interpret it ! !tep one# The learners are ased to open their boos on page 3 and read silently the tet 2while the teacher prepares the &uestions on the board and the new words!7 @uring reading: !tep two # The teacher reads the tet , eplains eplains the new words such as  depressed depressed  firm + worst + run into + (oss  nowadays nowadays  !tep three# The learners listen to the teacher, repeat the new words, then tae their rough copy boos and answer the &uestions! !tep four# The learners do the activities on their rough copy boos and correct on the board! Read the conversation then answer the questions # ' Do you now words that derive from the underlined words? O terri(ly terri(le  (adly (ad words are NadverbsP )"hat can you deduce? I can deduce that these words 0ords Root !uffix T i(l * d (, T i(l l J
















Interact a(out adver(s their forms and their

Interaction Pattern

T  !s

Procedure

"dverbs4 T'e teac'er asks t'e learners learners to open t'eir t'eir books on page -C. T'e teac'er asks t'e t'e learners to read eac' part part of t'e reminderD reminderD 'e e!plains t'e parts of t'e lesson D t'e + form of t'e adverbs adverbs : t'e use of it 1 t'e spelling 1 t'e regular adverbs 1 t'e irregular adverbs : t'e adverbs wit' one syllable / T'e learners listen t'en repeat. Later t'e learners are asked to do t'e following activities .

The learners are ased to open their boos on page 9U and pay attention at 1activity 6













Listen & Speak

nd

" Am Le#el

Personal Goals: During this lesson ,what teacher competencies are you focusing on ? They should be adapted from the &T" to reflect the specifies of your situation

&ctive learners supplements and adapts the text(ook to plan activities related to learners< interests :prior knowledge and experience














Interaction Pattern

T  !s

Interact using previous (ackgrou ng to introduc e the

!  T

Procedure !equence Three

)nd &m Level

&genda# ',naming food 1 ), describing %uantities 0arming up : Teacher interacts with his learners about daily school tass ,the way the loo , and when do they practise sport , in order order to lead them tal about the importance of sports , and what will they loo lie if they do not practise sport! The conversation should lead to tal about 1obesity1 and what are the main causes ,this also will help the pupils to achieve their proect wor about obesity and 1bad food habits1 This also lead the teacher to as the pupils to tal about food ,all the inds of food they now , as them to name them ! Bresentation:













!tate rules

The teacher will introduce the notions of 1uncounta(le M counta(le1 after the learners deduction!

/- T

T*/ Interact and

Cae the pupils repeat the two notions , then invites them to listen to the following drill: the teacher invites the pupils to listen to the following dialogue : ;afik $ ood morning, sir! Assistant: ood morning, morning, sir! an I help you? Gafi: es, I want some carrots, please! Assistant: $ow many kilos do you want, sir? %ne kilo, please! Gafi: Assistant: =ere you are sir !&nything else? Gafi: es, are there any dates, please? Assistant : Dates, no, sir !there are not any !There are some grapes? Gafi : es, please a ilo and a pound of grapes! =ere













0e careful not to confuse these two words! Any is used in &uestions and negative sentences! =ave you got any friends in America? I haven(t got any money! /ome is used in positive sentences! I(ve got some friends in America! /ometimes some is used in &uestions, especially when the speaer thins that the answer will be (yes(! =ave you got some money I could borrow? The same rules are true for (something)anything( and (someone)anyone(! I didn(t see anyone I new! I saw someone I new at the party!















$e%uence ,hree 

Go forward

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Pattern

)nd &m level 0arming up : Interact with the learners about daily school subects, the way they feel

!equence Three













$e%uence ,hree  Le#el

Discover The Language

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Interaction Pattern

T  !s

Procedure !equence Three

)nd &m level













The teacher ass the pupils to read the written wor on the board, and then copy down! The teacher eplains the instructions of NActivity H p 9H N , he ass some &uestions about inventions and their inventors inventors since some of them have already already been seen ! The pupils are ased to wor in rough!

file3-2nd Am-Health-+file five 1st Am adapted -ATF & AEF 2

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