“to be” in the present simple. Task two: I circle the correct word: You (am- is- are) at school. It ((am- is- are) a cat. To evaluate their I (love- loves) my pupils. acquisition to the Hakima (am- is- are) my friend. present simple tense. She (like- likes) films. To reinvest what they’ve I (live- in Sidi Aissa. seen previously. Task three: I choose the right word to help Sami to speak: A - am –have- loves- his – her – she- he y use Task four: (pair work) I look at the ID card and find the answers: Enable the learners to Hamika Amina reinvest what has been learnt to introduce the family members in a meaningful situation. Produce a dialogue through answering the questions to reinvest what they’ve been learnt previously. What worked What hindered Action points
Task two: I circle the correct word: You (am- is- are) at school. It ((am- is- are) a cat. I (love- loves) my pupils. Hakima (am- is- are) my friend. She (like- likes) films. I (live- in Sidi Aissa. Task three: I choose the right word to help Sami to speak: A - am –have- loves- his – her – she- he “to be” in the present simple. To evaluate their acquisition to the present simple tense. To reinvest what they’ve seen previously. use Task four: (pair work) I look at the ID card and find the answers: Hamika Amina Enable the learners to reinvest what has been learnt to introduce the family members in a meaningful situation. Produce a dialogue through answering the questions to reinvest what they’ve been learnt previously. y What worked What hindered Action points
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