NAME OF THE SCHOOL: collège privé les majors de bouaké
DATE:
Class: 3e Number of pupils: ………Girls: ……….… Boys: ………..
Contact days: Monday- Tuesday- Thursday
UNIT 1: WOMEN AT WORK
lesson 1: VILLA WOMEN’S ACTIVITIES
Session: 1
Language skill/Lesson type: SPEAKING
Duration: 55 min
Source/Reference: WIN SKILLS
TEACHING POINTS/LESSON CONTENT/LESSON FOCUS
Language function Structures Vocabulary
_ EPRESSING ABILITIES - I can do the To feed a baby/ to breastfeed/ to
work by myself. take care of the family/ to do the
I am able to do cooking/ to fetch water/ knitting/
the work by handicraft/ wickework
myself
- My sister was
able to help you
yesterday
- Rural women ill
be able to
develop
cooperative
organization
skills
Unit 2: WOMEN AT WORK Lesson 1: VILLAGE WOMEN’S
ACTIVITIES MASTER PLAN, SESSION I
Lesson stages and Aims of stages Teaching Teacher’s Students’ Traces on
timing materials activities/question activities bb
s
I. Presentation (Lead Aim : Teacher’s -Greets class - -Class greets back Date on bb
in stage/introductory -To set a learner voice -Song Asks students (ss) -Students sing
phase : (5mn) friendly atmosphere - -A picture of to sing -say the date
-warm up Establish the context a woman _ asks students to Asks ss to say the
-introductory activity of learning. taking care read the learning date
-learning some context silently -Asks ss to
situation/context children describe what they
see on the board
-Teacher
introduces the
learning context -
Teacher checks
comprehension of
the learning
context through
II. Input phase: Aim Teacher’s Presents the new Ss listen and Traces of
(15mn) -To equip ss with voice materials/ items react (repeat) - new items
-Vocabulary (see the material they - in context (see Try to give on the bb in
detailed teacher’s need to be Vocabulary teacher’s detailed illustrative illustrative
notes) successful in items Notes. Always sentences to sentences
-Language function carrying out the -Structure: illustrative show (see
(see teacher’s tasks. (see selfsustained comprehension detailed
notes) detailed sentences) teacher’s-
using the -Asks ss to notes)
past simple repeat after him -
of regular Helps ss in
and illustrating the
irregular new materials
verbs presented.
teacher’s
notes)
III. Activation Aim: Teacher’s Teacher sets Ss do the Traces of
phase: (25 mn) -To develop ss’ voice activities activities the good
speaking fluency -Activities -Checks tasks answers
practice. (see comprehension
-Feedback on teacher’s through ‘wh’
content: to give ss detailed questions. A
the opportunity to notes) (3 question like “Do
respond to the activities in you understand?”
speaking task. aggregate is useless for it
won’t actually
inform any
teacher anyway!
Rather, Teacher
and ss do an
example first. -
Teacher monitors
group formation -
Teacher sets
timing and task
starts on his
instruction. He
may say lively:
‘Now you can
start!’
-Teacher moves
around class to see
what’s happening
IV. Note-taking Aim: For ss to keep Notes on bb
traces and tracks
for helping
learning.
INTRODUCTION PHASE (10 min)
1-Warm up and icebreaker: (2min)
Teacher: (Students get up as teacher enters.) Good morning,
class! Students: Good morning, sir!
Teacher: How are you doing?
Students: Fine thanks, and you?
Teacher: I’m alright thank you. Sit down, please. Ok class, let us sing a song before
starting the class.
Review (5min)
Teacher: what did we see last day?
Students: sir, we did consolidation exercises
Teacher: good! What are the activities rural women can do?
Student: rural women can fetch water
3-Introductory activity (3min)
Right. Today, we’re going to lean about village women actitivies
Here is a photo (From Wiki pédia) of test sheet with mark on it
Students: sir, it’s a test grade
Teacher: Now, let’s recall the learning context. (I recall it)
Learning context: on the occasion of the International Women’s
Day,during an English club meeting of their school, the students of 3e from
collège privé les majors de Bouaké decide to give a presentation on rural
women’s activities so as to how their courage and honour them.
Now, let us do some vocabulary work that will help you a lot for the coming tasks.
INPUT PHASE (15 min)
1-Vocabulary
Teacher: we’re going to learn some vocabulary words first. Then we’re going to deal with
a grammar point. (I always present new Items and deal with grammar points in context.
To feed a baby: to nourish a baby
To breastfeed: to give maternal milk to a baby
To take care of the family: to be in charge of the family
To do the cooking: to prepare the food
To fetch water: to take water from the well or river
Knitting: my mother knit a cloth for me
Handicraft: to pottery- sculpture
Wickerwork: rural women can do tables and chairs by wickerwork
2-Language function: Expressing abilities
I can do the work by myself. I am able to do the work by myself
My sister was able to help you yesterday
Rural women will be able to develop cooperative organization skills
PRACTICE PHASE (25 min)
Activity 1: matching exercice in the workbook p31 (WB) (7min): (SWT) (5min) /
(FB) (3min)
Teacher: Now take your workbooks on page 31 and do activity 1; Do the activity
individually first and then check your answers with your neighbour. You have 5min.
Teacher: Ok class, pens down, put your pens down. Let us correct the activity (we do the
correction together and I chalk the right answers up on the BB)
Expected answers: 1-d / 2-f / 3-e / 4-a/ 5-b / 6-c
Activity 2 (6min) (SWT) 4min / (FB) (4min) (This is teacher-made exercise)
Exercise 2 page 31
Teacher explains the exercise and set the grouping mode: 4min. Do it individually
first and then compare your work with your neighbour.
(After 4min)
Okay class let correct the exercise now.
Expected answers: 1- can/ 2- were able to / 3- could / 4- was able / 5- will be able
Homework: At home, go back to p 31 and activity C
NAME OF THE SCHOOL: collège privé les majors de bouaké
DATE:
Class: 3e Number of pupils: ………Girls: ……….… Boys: ………..
Contact days:
Monday- Tuesday- Thursday
UNIT 1: WOMEN AT WORK
Lesson 1: VILLAGE WOMEN’S ACTIVITIES
Session: 2
Language skill/Lesson type: SPEAKING
Duration: 55 min
Source/Reference: WIN SKILLS
TEACHING POINTS/LESSON CONTENT/LESSON FOCUS
Language function Structures Vocabulary
_ reporting what is said in the A- I can do the work To grind cereal- to spin cotton
past by myself, she told into thread- to grow crops- to
me winnow- to pound yam- to weave
B- She told me that basket- to smoke fish- to sew
she could do the clothes- to carry firewood
work by herself.
A- We are able to
read and write,
they claimed.
B- They claimed
that they were
able to read and
write
Unit 1:WOMEN AT WORK Lesson 1: VILLAGE WOMEN’S
ACTIVITES MASTER PLAN, SESSION 2
Lesson stages and Aims of stages Teaching Teacher’s Students’ Traces on
timing materials activities/question activities bb
s
I. Presentation (Lead Aim: Teacher’s -Greets class - -Class greets back Date on bb
in stage/introductory -To set a learner voice -Song Asks students (ss) -Students sing
phase: (5mn) friendly atmosphere - -A picture of to sing -say the date
-warm up Establish the context a woman _ asks students to Asks ss to say the
-introductory activity of learning. pounding read the learning date
-learning yam context silently -Asks ss to explain
situation/context -The what they see
learning -Teacher
context introduces the
written on learning context -
the bb Teacher checks
comprehension of
the learning
context through
II. Input phase: Aim Teacher’s Presents the new Ss listen and Traces of
(15mn) -To equip ss with voice materials/ items react (repeat) - new items
-Vocabulary (see the material they - in context (see Try to give on the bb in
detailed teacher’s need to be Vocabulary teacher’s detailed illustrative illustrative
notes) successful in items notes. Always sentences to sentences
-Language function carrying out the -Structure: illustrative show (see
(see teacher’s tasks. introducing selfsustained comprehension detailed
notes) someone sentences) teacher’s-
-Asks ss to notes)
Using the repeat after him -
past simple Helps ss in
of a(see illustrating the
detailed new materials
uxilliaries presented.
‘to be’ and
‘to have’
teacher’s
notes)
III. Activation Aim: Teacher’s Teacher sets Ss do the Traces of
phase: (25 mn) -To develop ss’ voice activities activities the good
speaking fluency -Activities -Checks tasks answers
practice. (see comprehension
-Feedback on teacher’s through ‘wh’
content: to give ss detailed questions. A
the opportunity to notes) (3 question like “Do
respond to the activities in you understand?”
speaking task. aggregate is useless for it
won’t actually
inform any
teacher anyway!
Rather, Teacher
and ss do an
example first. -
Teacher monitors
group formation -
Teacher sets
timing and task
starts on his
instruction. He
may say lively:
‘Now you can
start!’
-Teacher moves
around class to see
what’s happening
IV. Note-taking Aim: For ss to keep Notes on bb
traces and tracks
for helping
learning.
INTRODUCTION PHASE (10 min)
2-Warm up and icebreaker: (2min)
Teacher: (Students get up as teacher enters.) Good morning,
class! Students: Good morning, sir!
Teacher: How are you doing?
Students: Fine thanks, and you?
Teacher: I’m alright thank you. Sit down, please. Ok class, let us sing a song before
starting the class.
3-Review (5min)
Teacher: what did we see yesterday?
Students: yesterday we did rural women activities and abilities
Teacher: great someone to make an example
Student 1: rural women can carry firewood
Teacher: excellent. 3 claps for yourselves
Students: they clap for themselves
3-Introductory activity (3min)
Teacher: Right. Today, we’re going to learn about rural omen activities
Teacher: Now, let’s recall the learning context. (I recall it)
Learning context: on the occasion of the International Women’s
Day,during an English club meeting of their school, the students of 3e from
collège privé les majors de Bouaké decide to give a presentation on rural
women’s activities so as to how their courage and honour them.
INPUT PHASE (15 min)
1-Vocabulary
Teacher: we’re going to learn some vocabulary words first. Then we’re going to
deal with a grammar point. (I always present new Items and deal with grammar
points in context.
To grind cereal: to grind maze-
to spin cotton into thread: to spin cotton on a wood
to grow crops: to plant and grow maze
to winnow: to wave rice in order to remove dirtiness
to pound yam: to pound yam in a mortar
to weave basket: to make a basket traditionally
to smoke fish: to smoke fish due to firewood smoke
to sew clothes: to make cloth
Language function: reporting what is said in the past
A-I can do the work by myself, she told me
B-She told me that she could do the work by herself.
A-We are able to read and write, they claimed.
B-They claimed that they were able to read and write
PRACTICE PHASE (25 min)
Activity 1: gap filling exercise in the workbook p33 (WB) (7min): (SWT) (5min) /
(FB) (3min)
Teacher: Now take your workbooks on page 33 and do activity 1; Do the activity
individually first and then check your answers with your neighbour. You have 5min.
Teacher: Ok class, pens down, put your pens down. Let us correct the activity (we do the
correction together and I chalk the right answers up on the BB)
Expected answers: 1 – Grow crops / 2 – smoke fish / 3 - carry / 4 – spin cotton / 5 -
winnow / 6 – sew clothes
Activity 2 (6min) (SWT) 4min / (FB) (4min) (This is teacher-made exercise)
Exercise 2 page 33
Teacher explains the exercise and set the grouping mode: 4min. Do it individually first and
then compare your work with your neighbour’s. (After 4min)
Okay class let correct the exercise now.
1. A: what did the chairperson of women of values say?
B: he said that women could be really emancipated if they gave them a chance
2. A: what did Mr Meh comment?
B: Mr Meh commented that even though women are vulnerable, they played an
important role.
3. A: what did Mrs Declotilde answered?
B: she answered that women needed to be educated so that they could get best
opportunities.
4. A: what did the lecturer state?
B: the lecturer stated that rural women were able to do things we could barely imagine.
Homework: At home, go back to p33 and activity C
NAME OF THE SCHOOL: collège privé les majors de bouaké
DATE:
Class: 3e Number of pupils: ………Girls: ……….… Boys: ………..
Contact days: Monday- Tuesday- Thursday
UNIT 1: WOMEN AT WORK
Lesson 1: VILLAGE WOMEN’S ACTIVITES
Session: 3
Language skill/Lesson type: SPEAKING
Duration: 55 min
Source/Reference: WIN SKILLS
TOPIC FOR SPEAKING RUBRIC AND CRITERIA FOR
SCORING
On the occasion of the international day of Pair marks will be given for :
rural women, you have to interview Mister
Kwasi Johnson, the Ghanaian Minister in -good pronounciation
charge of rural affairs. Beforehand, prepare -suitable vocabulary words related to
the interview with your partner and get presentation
ready to roleplay it in front of the class, in
your interview. -grammatical accuracy
- Ask and answer questions about
women’s activities and capacities;
- Ask and answer questions about
what the government can, could, or
will be able to do to help these
women;
- Report the government’ statements
about some measures to help them
PREPARING
1-warmer and icebreaker: Greeting, interviewing and saying the date (5min)
Teacher: I ask my students to dialogue with each other in pairs. Next, I ask the
students to introduce present their dialogue to the whole class (it could be to another
pair as well).
Aim: fluency building.
Then, I ask a student to say the date. sako, what’s the date today? I write it on the
BB as he says it. I make some other students repeat it.
2-Revision: 5min
Teacher: a volunteer to make a sentence to express what rural women can do
Students: (answer): rural women can pound yam
Teacher: Very, very good class. A clap for yourselves
SETTING THE TASK (The teacher gives instructions, grouping mode, material…)
Teacher : take your activity book on page 34 and read the communication activity.
Complete the following dialogue and do it with your neighbour. You have 20 minutes
Student (s): ok sir
SOLVING THE PROBLEM (Students do the task-Teacher helps…)
Teacher: Now let’s tackle our communication activity
Task : see students workbook P 34
PERFORMING
• Presentation
• Feedback
• Copying
[ As students present, I take notes of any mistakes and do some
remediation] Nb: In the box below are the abbreviations used in
this work
WK: Win Skills FB: Feedback
BB: Blackboard SB: Student’s book
SWT: Student’s Working Time WB: Workbook
Unit 1: at scool Lesson 1: my first holidays in my village MASTER PLAN,
SESSION 3
Lesson stages and Aims of stages Teaching Teacher’s Students’ Traces on
timing materials activities/question activities bb
s
I. Preparing Aim: Teacher’s -Greets class - -Class greets back Date on bb
(Lead in -To set a learner voice - Asks students (ss) -Students sing
stage/introductory friendly atmosphere Song to sing -say the date
phase: (5mn) Asks ss to say
-warm up the date
2. Setting the Aim Worksheets Explains Ss listen to Timing
task( prelimina - Raise books Timing instructions ( not
ry activity) student Organise the permanent)
attention grouping mode
on the topic
III. solving the Aim: Teacher’s Teacher sets Ss do the Traces of
problem (25 mn) -To develop ss’ voice activities activities the good
Comprehension -worksheet -monitors Carry out the No traces
and Helps if necessary task
workbook
4. Performing Ability to use new Vocabulary To check wether To develop the No traces
item ( words, items and what i taught has ability to use
grammar points) grammar been understood new items and
Develop students points and notes their fluency
speaking fluency taught recurrent mistakes
during for remediation
previous
sessions
IV. Note-taking Aim: For ss to Copybook Note mistakes Good
keep traces and production
tracks for helping
learning.
Task: On the occasion of the international day of rural women, you have to interview Mister
Kwasi Johnson, the Ghanaian Minister in charge of rural affairs. Beforehand, prepare the
interview with your partner and get ready to roleplay it in front of the class, in your interview.
- Ask and answer questions about women’s activities and capacities;
- Ask and answer questions about what the government can, could, or will be able to do
to help these women;
- Report the government’ statements about some measures to help them
.
