انا ايض
انا ايض
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Le déroulement de la séance
A 1° Phase …. Avec les élèves on va faire un petit rappel sur les métiers
déja étudiés ou bien le métier de l’avenir
En 2° Phase ….. Vous allez tracer ce tableau sur le tableau de la classe
Ensuite collectivement inviter vos élèves à le complèter
A 3° Phase d’application ….
Vous allez distribuez les fiches imprimées ( téléchargez … ici … ) … Après que vous avez réparti vos élèves en Groupe …
Couper les étiquettes ..choisir les
A 4° Phase de produire ….
Dans le cahier de classe …Chaque élève doit écrire un petit paragraphe—————————————-
L’enseignant peut met les travaux dans un grand envelope collé au fond du classe
ou bien au dessous du tableau porté le titre ( Présenter un métier ) ….et à chaque fois il ajoutera d’autres fiches
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شخصيا كانت تجربة جد مثمرة من حيث النشاط و تفاعل التلاميذ
كما انه اعطاهم ارضية يمكنهم من كتابة فقرة بسيطة عن المهن
من خلال تجميع المعلومات الخاصة بكل مهنة
ننتظر افكاركم و اقتراحاتكم
تقبل مرور اختك وزميلتك هناء
جزاك الله خيرا يا استاذ عمل رائع جدا جعله الله في ميزان حسناتك
تقبل مرور اختك وزميلتك هناء |
بارك الله فيكم والله يعطيكم ألف عافيه
ألف شكر على الجلب المميز أخي عبد الهادي بالتوفيق إن شاء الله |
ربي ينوركم و يحفظكم …و مروركم شرف لنا
اللهم امين تقبل منا و منكم ……………لكن ما معنى لكمة الجلب ؟؟؟
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ههه كلمة جلب بمعنى الإحضار…ولها عدة معاني وهذه بعضها :
جلب – يجلب ويجلب ، جلبا وجلبا:
1 – جلب الشيء : أتى به من موضع إلى آخر . 2 (وهذا القصد المراد)- جلب :: انساق . 3 – جلب : لأهله : كسب لهم . 4 – جلب الدم : يبس . 5 – جلب الجرح : شفي وعلته القشرة . 6 – جلب القوم : اختلطت أصواتهم وضجوا . 7 – جلبه ته دده بالشر . 8 – جلب القوم : جمعهم . 9 – جلب على فرسه : صاح به واستحثه للعدو .
جلب – جَلَبَ :
[ ج ل ب ]. ( فعل : ثلاثي لازم متعد بحرف ). جَلَبْتُ ، أَجْلُبُ ، اُجْلُبْ ، مصدر جَلْبٌ ، جَلَبٌ .
1 ." جَلَبَ البَضَائِعَ مِنَ الخَارِجِ " : اِسْتَوْرَدَهَا .
refaire les étapes précédentes en changeant la fiche
par la suivante
File01:SIGNS OF THE TIME.
BEFORE YOU READ (p.16)
DISCOVERING ******** ( pp.16-21)
Picture1 represents agriculture it corresponds to the primary sector of economy.
Picture2 represents dress-maker corresponds to the tertiary sector .
Picture3 represents accountant corresponds to the tertiary
Picture4 represents health corresponds to the tertiary
Picture5 represents tomatoes factory corresponds to the secondary sector
Picture6 represents the miner corresponds to the primary sector
AS YOU READ(p.16)
Activity One (p.16)
Find out the sector mentioned in each paragraph:
01/primary.02/secondary.03/tertiary.
The students will check their answers to some of the questions asked in the
BEFORE YOU READ
activity.
– The pictures with a green background represent /show the primary sector of economy. It’s a sector related to production.
-The picture with a red background shows the secondary sector of economy. It’s a sector related to transformation.
-The pictures with a yellow background represents the tertiary sector. It’s a sector related to services.
Act. Two (p.17)
Apart from being a reading comprehension activity, the aim of this activity is to introduce through the written medium the semi-modal used to in the interrogative and negative forms as well as the going to form for expressing future intentions.
a- Uncle Hassan used to work in the primary sector of economy
b- Every morning he used to get up early to milk the cows before coming back to the kitchen for breakfast. …
c- No, he didn’t ( use to).
d- This is an inference question. The sector of economy which attracts the greatest number of workers today is the tertiary sector . The inference can be made from §3.
e- Uncle Hassan is going to retire if his boss refuses to transfer him to a commercial service i.e., the tertiary sector of economy
Act. Three (p.17)
Find in the text words closest in meaning to the following:
words synonyme
100years
Large
Products
Ends
Wears
Begins
firm Century
Vast
Crops
Finishes
Put on
Start
Company
Act5:find in the text words opposite in meaning to the following:
words opposites
Minority
Old
City
Sells
Takes off
indoors Majority
Young
Countryside
Buys
Puts on
outdoors
The aim of this activity is to revise the pronunciation of the “s” verb inflection . Refer your students to the last part of Grammar Reference on page. 188 for the pronunciation rules of the “s”ending.
/ s / / z / / iz/
Works
Wakes
Fruits
Gets
Puts Goes
Buys
Litres
Overalls
Does
Loaves
Stays Finishes
Services
Refuses
AFTER READING (p.17 -19)
Grammar desk (p.17)
The aim of this activity is to make the students observe, analyse and draw the rules for using the semi-modal used to by contrasting its uses with the present simple tense and the going to form. Refer the students to the Grammar References indicated at the bottom of the Grammar Desk to check their answers before moving on to the practice activities.
a-Sentence 1,4expresses a habit in the past.
Sentence 3,2 expresses a habit in the present.
b- To express a habit in the past the author uses the semi-modal used
to . He uses the present simple tense and a frequency adverb
(usually) to express a habitual action in the present.
c- What did uncle Hassen use to be?
Did he use to go shopping in the town very often? … There are other
possible questions. Try to elicit as many as possible and get other
students to answer them.
d- Sentence 5 expresses future intention. The author uses the going to form.
PRACTICE (18-19)
Act. One (p.18)
The aim of this activity is to make the students consolidate the use of the semi-modal used to (in contrast with the present simple tense).
a- Samira doesn’t like reading now, but she used to read a lot.
b- Where did she use to live ?
c- there used to be
d- didn’t use to wear
e- did she use to work in one before?
Act. Two(p.18)
The aim of this activity is to make the students aware that the letter “d” in the semi-modal used to is pronounced /t/ because of the phonological phenomenon known as assimilation. In other words the voiced /d/ sound of used assimilates itself to the /t/sound of to of the semi-modal used to..
Act.Three (p.18 The aim here is to make the students edit the wrong uses of tenses.
a-In ancient times, most people used to worship stones.
b-We used to go for long walks in the country when my father
was alive.
شكرا سيدي الجنرال على المرور و الجلب المميز للصورة المعبرة المتحركة