File One Communication - 3rd AM - ATF & AEF Competencies

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com
Term Month
&
File
competence
Learning objectives
weeks
s
eptem
Week
3
septem
Week
october
Week
3
{Test
One}
First
october
Week
4
Interact
"COMMUNICATION"
Term
october
Week
2
Greeting and
File one "1"
october
Week
1
Diagnostic &
Revision
_________
Interpre
Produce
introducing
people ( Formally
informally)
Describing
people
"personality"
Making and
answering
requests.
Make
apologies and
giving
explanation.
Asking for
clarification.
Making /
accepting and
declining
invitations.
N.B:
Week 3: Test N1
from October 18th
October 29t
Type of
task
( oral )
Grammar
To have /to
be
( oral
and
written)
( oral
and
written)
( oral
and
written )
oral
( oral
and
written )
Adjectives
related to
personality
and moral
portrait.
Numbers
But / and/
because
"wh
questions
word
Resources
Lexis
Module of integration (project)

Pronunciation
Say it clear
Profile of your favourite artist.
intonation
Your favourite artist publish his or
raising and
her 'email' in the newspaper, so it's a
falling
chance for you to contact him or her,
marking the since you have just learnt how to use an
intonation in
email .
But you don't know what your email
Expressions an exchange
will look like?
sounds
of apologies
Your friend in your group work
and
" " " " "
suggests to make a questionnaire and
clarification
Introduce the
SNAPSHOTS OF
CULTURE
Guards
Or
Bear
Killers?
Read and
discuss
computing.
Messaging
transcription of
the words
[sister-niecebrother-uncle]
vowel
sounds "
"
" "
Identify the
vowel sound in
"can"
practise
intonation
discriminate
between the
following
sounds
do /du:/
general /
send it to the artist.

So your Message should include the
following features:
a request for a recent photo of your
artist.
Questions dealing with :
full name.
appearance age .
moral and personality .
likes and dislikes.
Hobbies
Thank you artist for his or her
collaboration and patience .
Your artist answered your Message ,
so you are going to make a questionnaire
or interview using the information
provided by your artist and write them
on a large sheet.
Stick pictures of you artist next to
the questionnaire .
Present your work to your colleagues
and your teacher.
Listen to your friends questions ,
comments about the work then try to
answer them.
Put your work in the school library.
SWBAT :
communicate "using
technological means
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What students could already do
Identify pictures and

discriminate between a
photo and a drawing
Greet and use the
appropriate greeting
"formal" or "informal"
Introduce oneself and
others
Describe ones physical
appearance and people's
one
Elaborate clothes
Express likes and dislikes
and discriminate between
them
Give advice
Inquire about one's
health
Make prediction form
pictures
Decode messages from
pictures
Ask for permission
Ability to interact, interpret- and produce with
the above functions and
notions
Produce simple
paragraphs
Maintain a conversation
Identify sounds
Identify intonation and
mark it
Identify and locate places
and nationalities
By Mr. samir bounab
(sambonab@hotmail.fr)
Lesson Plan
File One :
COMMUNICATION
3rd Am Level
Sequence One
Listen and Speak
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
Two-way communication with the world.
Communicative Competence.
Lesson Focus:
Which 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 requests, apologizing.)?
In this lesson I will teach the following aspects of language:
Function : Greeting Introducing & Describing Personality- Expressing [polite request- apologies-similarity and cause]
Grammar : Adjectives [appearance & personality]
Vocabulary : vocabulary related to physical appearance & personality
Competencies :
Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the
specifies of you lesson.
Can interact orally to ask and answer questions in short exchanges and to respond briefly to the news of others:
On familiar, personal topics about self, community personal experiences and plans, leisure activities.
Can plan for ,use and evaluate the effectiveness of Spoken Interaction Strategies used : To facilitate pair work in class.
Can listen to and understand main points and important details of:Short monologs and dialogs Consisting of simple sentences using frequently used expressions
Can read and understand the main points and important details of:short, simple texts.
Canwriteshortfactualdescriptions:Linked with most common connectors (e.g. and ;but; because)
Objectives / Assessment :
SWBAT by the end of the lesson ,students will be able to demonstrate :
1- Greet introduce describe physical appearance describe temper
2- Express polite request similarity opposition and cause
3 Identify Intonation in questions & Discriminate between strong and weak forms of the vowels
Required material and / or resources :

Manual's script page 169 & pictures
Page 3
Procedure
LISTEN & SPEAK
timing Rationale Interaction
Sequence One :
competencies Who are my learners ?

rd
File One 3 Level
Warming up:
Welcomi
ng
Greeting
&
Greetings
Teacher
students
Students
teacher
Welcoming
Greeting
&
Students
Greetings
Students
The teacher greets his pupils , talks to them about how do they feel since they have started a new school year and
all what may concern their school year.
The teacher presents to his learners the new File One Communication- and the project work they have to do
and present it by the end of the month.
The pupils are invited to open their books on page 14 and pay attention at the photo.
The teacher asks the pupils to interpret the photo .The teacher may help the pupils to describe the photo by asking
the following questions 1) What does the photo represent ? 2) How did people used to communicate in the past?
3)
Activity one p16: Greet your new classmate and introduce yourself to him or her
You : Hello / Hi / Good morning-afternoon evening , my name is ......................

Your partner : Nice /Glad / Pleased to meet you . I am / My name is ...................
- The pupils are invited to perform the drill { 6 to 8 pupils}
- The teacher invites the pupils to pay attention at the pictures on page 16 and to interpret them
- The pupils try to talk about :
What does it represent or talk about. /- Who are in the picture and what are they doing?
The teacher listens to the pupils interpreting the situation , then invites them to listen to him reading the script on page
164 books shut
Welcomi
ng
introduci
ng
Students
Students
Interpret
the photo
What mean of communication do you prefer?
Listen & Speak : {PDP} lesson:

pre-listening:
- The teacher interacts with his learners about what to say when they meet each other or reminds them about what he
said while he entered the class.
-The teacher invites his pupils to talk about what do they say when they greet each others or greet someone else.
- The teacher invites the pupils to act in pairs .using the drill of
- The kind of picture: [ cartoon photo....]/-
Teacher
students
Interact
Mr. Green: Good morning.

Mr. Smith: Good morning .Are you Mr. Green?
Mr. Green: Yes, I am.
Mr Smith: How do you do?
Mr. Green: How do you do?
Mr. Smith: Bill, this is Mr. Green, our new teacher of English .Mr. Green, this is Bill Jackson. Bill's head teacher of English.
Mr. Green: How do you do?
Mr. Jackson: Nice to meet you, Mr. Green.
Mr. Green: Oh, please call me Steve.
- The pupils listen then try to check what they said during their interpretation is correct or not
- The teacher invites the learners to check and correct their previous interpretation , then they are asked to open their
books page 164 , and read the dialogue.[perform it by three]
- The teacher invites the pupils to act and perform the drill using their own names ,since it is the beginning of the school
year ,its a good opportunity t introduce each others again and welcome new comers.
- The pupils are invited to read all the written work on the board then copy down on their copy books.
Interact
Interpret
a real
classroom
situation
Interpret
the
picture
Interpret
a listening
script to
Produce
oral
messages
from a
listening
script
Identify and
discriminate between
types of pictures
Recognize the
cartoons personality "IT"
the space creatures
Interpret pictures and
decode their massages
Identify numbers and
discriminate between the
phone number and other
numbers
Recognize persons
form cartoons shadows
(women-man)
Describe the kind of
action form gestures and
guess what are they doing
Recognize and
describe jobs "teachershead."
Identify the way how
to greet (polite-informal)
ways
Identify the forms of
describing one's
appearance
Describe the school
places
Recognize and
describe colours
Identify the way how
to introduce some one to
another one
Describe the parts of a
word and describe their
syllables
Mark the stress and
intonation on a syllable
Read and perform
dialogues respecting
intonation and stress
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om
Page 4
Sequence One :
Warming up: [interact]
Welcomi
ng
Greeting
&
Greetings
Teacher
students
Who are my learners ?

File One 3rd Level
The teacher interacts with his learners , greets them and inquires about them
The teacher invites the pupils to talk about physical appearance and the kind of adjectives used to describe physical
appearance . Such as: tall small fat slim-................
Pre-listening:[interact]
The teacher invites the pupils to pay attention at picture 2 on page 16 and try to interpret it
The teacher may help them by asking those questions:
What can you see in the picture? Who are those persons ? What are they talking about?
The teacher listens to the learners interpretation and reports them on the board.
While Listening:[interpret]
The teacher reads the script while the pupils listen to him and try to check whether their works were correct or not.
The pupils listen and try to do the following exercise at the same time they check their interpretation.
Exercise: Listen then fill in the table with the right words.[produce]
Students
teacher
Welcomi
ng
Greeting
&
Greetings
Procedure
LISTEN & SPEAK
Students
Students
Getting
Teacher
Socialized
and
involved students
in the new
classroom
communit
y
Students
Students
Words describing appearance

Words describing personality
big and tall with wavy black hair
Cool - never gets angry
Dialogue N 2 page 164:
Susan: Hello Lydia, you look happy today .What's up? [interpret]
Lydia: I have a new teacher of English.
Susan: What's his name ?
Lydia: Mr. Green.
Susan : What does he look like ?
Lydia: He is a big and tall with wavy black hair
Susan: And what's he like?
Lydia: He is really cool .He never gets angry.
Susan: Oh, you're very lucky, Lydia .Mine is rather nervy.
The teacher reads the drill twice then invites the learners to correct the exercise .
The pupils are invited to read the drill N2 on page 164.
The teacher attracts the intention of his learners to the words =adjectives used in describing appearance & personality= mood = character
and invites them to do the following task:
Exercise : Look the words in the box on page 16 then classify them according to:[produce]
Short- fat- tall- nice-polite-boring-nervy-strict-serious-easygoing-sincere-helpful-cheerful-cool-rude

Adjectives describing appearance
Adjectives describing personality

boring-nervy-strict-serious-easygoing-sincere-helpful-
Short- fat- tall- nice
cheerful-cool-rude
Question
Question
What does he /she look like ?

what's he /she like?
The teacher tries to persuade his learners how to make the difference between appearance & personality and the way to make questions about
them.
Post- listening:[produce]
The pupils are invited to perform using the above key words ,interact and describe their friends appearance and personalities.
Identify and
types of pictures
Describe jobs and
occupations
Interpret pictures and
decode their massages
Elaborate and
describe clothes
Describe different
colours
Read and explain the
slogans
Identify the genitive
Read and
the adjectives
describing moods and
temper
Identify question
about physical
appearance
Express one's likes
and dislikes
Identify the use of the
"whqq" whichRecognize the whqq
"who"
Produce sentences
expressing likes and
dislikes using "which
and who"
Discriminate between
he weak and the strong
form of the vowel
sounds
Read dialogues and
substitute cues
Read then perform
drills and dialogues
respecting stress and
intonation
Page5
om
Procedure
SAY IT CLEAR

Teacher
Getting
Socialized students
and involved
in the new
classroom
community
Students
teacher
Getting
Socialized
and involved
in the new
classroom
community
Sequence One :
The teacher invites the pupils to the following piece of presentation:

The teacher asks the pupils to pay attention the way he reads the following examples. When his voice goes up =
louder and when it goes down = lower
Presentation:
Example: 1) What is your name ?
2) How old are you?
3) Whats your occupation?
1) Are you Ahmed?
2) Are you 14 years old?
3) Do you go to school every day?
The learners are invited to read the questions and trying to imitate the teacher as possible as they can.
Isolation:
1) What is your name ?
The pupils are invited to read the isolated sentences
Analysis:
Students
Students
Who are my learners ?

File One 3rd Level
1) What is your name ?
wh question
Yes & No Question
INTONATION
Falling = down =
rising = up =
Stating Rule:
The teacher invites the pupils to pay attention at the TIPS page 17.
The teacher asks the pupils to read and try to state the rule.
Wh-Question have a question word such as who, what, where, when, why,...... Ask for information answers. The
intonation /Voice = Falling = down =
Yes/ No Questions Do not have question words . Answers = yes or no The intonation = rising = up =
Getting
Socialized
and involved
in the new
classroom
community
Teacher
students
Students
Students
Practice:
The teacher explains the instruction of the Activity 1p17 , then invites the pupils to use their pencils and work on
their books.
Activity 1p17: Mark the intonation at the end of the questions below with an arrow ( or ) Justify your answers
A .Whats your name ? ( what is a s whqq word)
G.Do you like speaking English? ( do is yes-no question)
B .Where do you come from? ( where is a whqq word) H.How do you come to school? ( what is a s whqq word)
C .Whens your birthday? (when is a whqq word)
I. Do you like speaking English? ( do is yes-no question)
D .What does he look like? (what is a whqq word)
J. Can you write in English? ( do is yes-no question)
E .Whats she like? (what is a whqq word)
F. Do you speak English? ( do is yes-no question)
The teacher invites the pupils to correct the task , then read respecting the intonation for each of the type of
questions.
The teacher explains the instructions of Activity 3p17 and asks them to do it at home.
The teacher invites the pupils to read the written works on the board then copy down on their copy books.
.Identifydifferent
typesofmessages
Discriminate
betweenallsortsof
messages
Recognize
expressionsshowing
regrets
Makediscrimination
betweenexpressions
ofregrets
Identifyjobsand
occupations
Identifytheplaceof
eachparticular
situation
Askpoliterequest
IdentifytheBritish
currency
Giveinstructions
Imagineandguess
answersforeach
givensituation
Useonesown
expressions
Giveexplanations
toaparticular
situation
Identifymeansof
communications
Useformalwaysto
expressregrets
Page 6
om
time
Rationale
interaction
Procedure
competencies
Sequence One
Practise
3 AM File One
Warm up
The teacher greets his pupils , and checks how do they feel , their last hour how was it and if they face any
problem in the learning operation
The teacher invites the pupils to correct the homework activity 3p17
Activity3p17: Prepare a short dialogue greeting(1) and introducing (2) one another.Use the cues below .Pay attention to
rd
Getting
Socialized
and involved
in the new
classroom
community
Teacher
students
Students
teacher
Accept
ones
Students
Students
appearance
intonation
Pupil A: [Good morning /Hello/Hi] {How are you How are you doing?- How do you feel?] ( what is a s whqq word)
Pupil B:[ Fine / Ok/ Great] =/= {Not great/Bad /Awful/ Terrible}
Pupil A: {Can I / May I introduce you pupil C ( do is yes-no question)
Pupil B:{ Nice Glad Great to} (meet/see) you.
Pupil C: Nice to see you.
The pupils perform the drill using their own names and introducing each others specially the new comers
Practise
The teacher invites his learners to pay attention at activity 1p18
The teacher reminds the pupils about the way to inquire about appearance & personality
The teacher asks the pupils to look at the box on page 18 containing adjectives and asks them to do the
following
Exercise : Look the box on page and put each adjective in its right box:
Adjectives describing appearance
Adjectives describing personality
Skinny
Teacher
students
Greet
and
express
best
wishes
Students
Students
Page 7
plump
slim
Trendy- cool-naughty- messy-funny-friendly-stupid-crazy-shyclever-patient-intelligent-
Interact
Interpret
Produce a
written
message
introducing
Interact
Interpret
The teacher supervises the pupils works, then invites them to correct
The teacher reports the pupils answers on the board, asks, them to read the corrected answer then they are
invited to pay attention at Activity1p18
Activity 1p18: Prepare a dialogue using the adjectives in the previous exercise
You: Hello Jack! You look happy today.
Your partner: Yes, indeed. I have a new friend.
You: Really? What's her name?
Your partner: Jill, Jill Smith.
You: What is she like?
Your partner: She's very shy
You: What does she look like ?
Your partner: Shes quite slim.
Theteachersupervisestheworkofthepupils,theninvitesthemtoperformtheirworksbypair
Theteacherinvitesthepupilstopayattentionatactivity2p18andusingtheirpencilstrytocomplete.
Activity 2p 18: What do you say in these situations?
Activity 3p18 : What do you say in these situations?Fill in the blanks
Girl: Have a nice day! See you on Tuesday!
. for the night or before going to bedHave sweet
a-When you leave someone
Boy: Bye
dreams/I wish you good night.
b-When you leave someone whom you have just met: Bye-good bye- cheeriosee you
Girl 2: Cheerio !
c-When you part with someone who is just about to travel:I wish you a nice
trip
Produce
Who are my leaners?
Identify and
types of pictures
Describe jobs and
occupations
Interpret pictures
and decode their
massages
Describe different
colours
Identify the genitive
Read and
the adjectives
describing moods and
temper
Identify question
about physical
appearance
Express one's likes
and dislikes
Produce sentences
expressing likes and
dislikes using "which
and who"
Discriminate
between he weak and
the strong form of the
vowel sounds
Read dialogues and
substitute cues
Read then perform
drills and dialogues
respecting stress and
intonation
Samir Bounab 's

sheet
yellowdaffodil66@gmail
.com
time
rationale
Type of
interact
Procedure
Imagine
Sequence One
Greeting Teacher
and
welcoming
student
Student
teacher
File 1 (3AM)
Warm up: The teacher greets his pupils and try to talk to them and make them interact about their daily school
life
The teacher tries to see if the new comers to class have been involved with their teammates and form one unified
class, where the new pupils are not neglected
Presentation :Imagine p19
student
the world
and be proud
of ones
Student
Name
origin
address
Fathers job
Mothers job
3 things
(likes)
3(things
dislikes)
personality
1)smoki
Trendy- coolnaughty- messyfunny-friendlystupid-crazy-shyclever-patientintelligent-
teacher
1)first
name +2)
family
name
appearance
and
character
Student
student
routines
Describe
appearance
Talk about
the
problem
solving
1) native
town
Or
2) Country
&
nationality
1)street
2)town
3)City or
wilaya
4)postal code
5) Country
Daily
workerjoblessretireddied-teacherfarmer....
housewife
1)sports
2)reading
3)TV
ng
2)music
3)school
problems
Produce or Use : Selecting information constituents from the learners:
ambition
Doctor
Teacher
Engineer
Officer
Footballer
Architect
Dentist
Headmaster
Pilot
The learners will read and select the information that goes with their situation .
The teacher instructs them to use the same table and fill in it the information that correspond to their real life situation
The pupils are asked to fill in the form on page 19.
The teachers moves through the rows and checks the learners work and offer his help if needed.
The teacher invites the learners to give back their works by :
Reading the form
Making interviews [question answer] about each feature of the form to create a real life communication situation .
Talk about daily
life school
Interpret
Practice: The pupils are asked to work individually on their rough copybooks .
The teacher shows to the pupils how to elicit their notes and try to organize their ideas about the theme
proposed.
Eliciting information constituents from the learners:
oneself to
life school
Integrated Situation
Introduce
about daily
Your teacher asked your friends to introduce themselves[name- origin- appearance and personality]
You are a new comer to your class and your colleagues do not know you.
You teacher asked you to introduce yourself to the class
Fill in the form talking about yourself ,appearance, likes and dislikes , personality and feeling
Teacher
Who are my
learners?
Interact
The teacher presents the integrated situation in which the pupils have to feel that there is a problem they have to
take part in it to solve it
The teacher reads the integrated situation, explains, using the classroom situation aids and supports.
Activity One p19:
Accept
ones
appearance
competencies
situation
personality and
mood
Identify family
members
Discriminate
between likes and

dislikes
Interpret
the
problem
solving
situation
produce a
written
message
talking
introducing
oneself{app
earance &
mood}
Page 8
Talk about
ambitions and
hopes
Locate
Produce a
written message
talking about
appearance and
character
yellowdaffodil66@gm
ail.com
time
rationale
Type of
interact
Sequence One
Greet and Teacher

welcome
student
Student
teacher
Use
modern
technologic
al means of Teacher
communic
ation
student
Student
Make
appeals
and
requests
teacher
(writing
cvs)
Student
student
competencie
s
Procedure
READ & WRITE
File 1 (3AM)
Warm up: The teacher greets his pupils and try to talk to them and make them interact about their daily school life
Pre-reading:
The teacher invites the students to open their books on page 20 and pay attention at the advertisement.
The teacher explains the instructions of Activity Onep20 ,then invites the pupils to read the advert and answer the
task.
Activity 1p20: Look at the advert on page 20 then and answer the following questions.
A .What is the advertisement about? It is about Pop star contest.
B .How can you contact channel 7 TV? By phone or by email.
C .Do you want to be a pop star? Why or why not? ( No, I dont , I dont like music)
The teacher invites the pupils to correct the activity on the board, read and perform it as a drill.
While reading:
The teacher explains the whole idea of the text, the type of text , the sender , the receiver, the theme , then invites
the pupils to pay attention at Activity Ap21 , he explains the instructions of the activity then invites the pupils to read
silently the text and answer the task
Activity Ap21: Look at the photos then say which one represents Sarah Bint? Why?
Photo C represents Sarah Bint , because it represents a girl with long red wavy hair .
The pupils work in rough, the teacher moves through the rows and offers his help if required, then invites the pupils to
correct the task.
The teacher invites the pupils to read the text loudly in order to get them familiarized with the theme and
pronunciation with some new words such as : sparkling-turned up nose photogenic-lyrics-flute lute-rhythm
The teacher explains the instructions of activity B p21 , then invites the pupils to read the text and try to fill in the
form:
Activity Bp21: Fill in the blanks in the profile below with information from the email on the previous page.
Dont write full sentences.
Name:
Sarah Bint
Age: 15
Physical appearance: slim- quite tall long wavy red hair-sparkling brown eyes-short turned up noise
Personality: quiet & not shy like meeting teenagers & love exchanging
Likes: singing soul music flute and lute- modern dance Latin American and oriental dances
Dislikes: classical music
Preferences: flute & lute / Latin American & oriental dances
The pupils read then answer in rough, the teacher moves between the rows and supervises the pupils works and offers
his help if required.
The learners are asked to answer the task on the their copy book using their pencils, later they will read it .
Interact
Greet and
about
welcome
daily life
school
Talk about
daily life school

Identify and
recignize an
advertisement
Discriminate
Interpret
the
problem
solving
situation
between phone
and email
Express likes
and dislikes
Discriminate
between
straight
Interpret
the
problem
solving
situation
produce a
written
message
talking
introducin
g
oneself{a
ppearance
& mood}
Page 9
Who are my
learners?
forward text
and an email
text
Read and
interpret texts
Produce a
written
message
according to a
specific
question
Teacher
student
Inquire
and
interview
Student
teacher
Teacher
student
The teacher explains the instructions of the next activity and invites the pupils to do activity Cp21 orally
Activity Cp21: Ask questions about Sarah Bint using the information in Task B above.
Q: Whats her name?
Her name is Sarah Bint
Q:What does she look like ?
She is tall ,slim with wavy red hair and sparkling eyes
use the
Q: What is she like ?
She is quiet but not shy
whqqs to
Q: What does she like?
She likes singing soul music .
inquire
Q: What does dislke?
She dislikes classical music.
Q: What does she prefer ?
She prefers Latin American & oriental dances
The students work in rough ,the teacher supervises their works ,then invites them to answer the activity orally
The teacher reports the questions on the board.
Post reading :
The teacher checks the students comprehension of the text , by inviting them to read again the text and answer the
Interact
following task .{expressing likes and dislikes describing personality and appearance showing preferences}
talk about
then requires from the student to read the text silently and answer the questions .
Interpret
Student
appearance
and character
The students are later invited to pay attention at activity Dp21 , the teacher explains the instructions of the activity
Question
and
inquire
about
people
ask about
preferences
Activity Dp21: Answer the following questions according to the email on page 20:
teacher
A ;What would Sarah bint like to do?
Rxtsead
She would like to participate in the competition for teenage pop star.
texts and
B .Is she shy? Why or why not?
answer
She is quiet but not shy , she like meeting teenagers .

Student
student
Produce
C.Why does she hate classical music?
question
Because it hasnt got lyrics.

D.Why does she prefer Latin American and oriental dances?
identify
Because they have more rhythm.

The teacher reads the text and asks the pupils to underline the conjunctions and - but & because and the
sentences corresponding to them ,then he asks the pupils to read the text and answer the task.
The pupils work in rough ,the teacher supervises the learners works , then invites them to read the text and answer
the task , while he reports the answers on the board.
structures of
statements
L
the students to read and perform the task as a drill (question answer).
The students are invited to read the written works on the board then copy on their copy books.
Page 10
forms and
time
rationale
Type of
interact
Procedure
Sequence One
Teacher
student
Connecting
and
combing
statment
Student
teacher
Teacher
student
Connecting
and
combing
statment
Student
teacher
Connecting
and
combing
statement
To express
similarity,
opposition
& cause
PPU lesson
I find it boringWhy? because it hasnt got lyrics
Why
because
cause = reason
Stating rule:
Sentence 1 is similar to sentence 2
and
Student
Similarity
student
File 1 (3AM)
Warm up: The teacher greets his pupils and try to talk to them and make them interact about their daily school
The teacher makes the pupils talk about previous text, and then invites them to open their books on page 20 and
read the text.
Your Turn p21: Presentation :
The teacher asks the pupils to remind him about the sentences and words the underlined in the previous hour.
1) I am slim and quite tall for my age.
2) Ive got long, wavy red hair with sparkling brown and a short turned up nose
3) I like singing soul music, but I hate classical music.
4) I m also fond of modern dance, but I prefer the Latin American and oriental ones.
5) I find it boring because it hasnt got lyrics
The pupils are invited to read the sentences written on the board.
Isolation :
The teacher selects the sentences containing the conjunctions and- but- & because) and writes the
conjunctions in different colours.
I am slim and quite tall for my age.
I like singing soul music, but I hate classical music.
and
I find it boring because it hasnt got lyrics
but
Analysis:
I am slim . I am quite tall for my age

because
I like singing soul music.I hate classical music
Sentence 1
(=/+)
Sentence 2
Sentence 1
(=/=)
Sentence 2
and
coordinators
cause
Who are my
learners?
competencies
but
entence 1 is opposite to sentence 2
but
opposition
and is a coordinator ,it expresses similarity and avoids repetition .

but is a coordinator , it expresses opposition.
because is a coordinator , it expresses cause.
Interact
about daily
life school
Interpret
Greet
talk about age
,appearance ,
personality ,likes and
dislikes
the
problem
solving
situation
Identify the main

constituents of a
statement
Interpret
the
problem
solving
situation
produce a
written
message
talking
introducing
oneself{app
earance &
mood}
recognize
Cordinators
their meanings
and
discriminate
between coordinator
Identify
Opposition,
similarity and cause
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Page 11
.
time
rationale
Type of
interact
Procedure
competencies
Interact
Practice :
Teacher
Use the right student

terminoloy
and lexis to Student
express
similarity,
teacher
opposrions
and cause
After the stating rule stage , the teacher invites the pupils to practise .The teacher explains the instructions of
each type of task and invites the students to work on their rough copy books.
Express
meaning
and sense
Interpret
the
2) but/ football / . / love / smoking/ I / , / hate / I I love football, but I hate smoking.
problem
3) tall/ I / slim / am / and / . / I am tall and slim
Statement
1)
The weather is hot and sunny
a-
Expressing cause
2)
I love sports , but I hate drugs.
b-
Showing similarity
3)
Amina is late ,because she didnt get up early
c-
Expressing opposition
Algeria.
teacher
c- I study at Colonel Amirouche School. Latifa studies at the same school. I and Latifa study at Colonel Amirouche
School.
e- I can play the piano. I cannot play the guitar. I can play the piano, but I cant play the guitar.
The pupils work in rough then correct on the board. Later the read the corrected task.
The teacher explains the instructions of activity 2p22 ,then invites the pupils to work.
Activity B p22: Complete the sentences ( a to e) to make them meaningful.
student
Interpret
the
problem
solving
situation
b- He sings well .He plays the banjo wonderfully. He sings well and plays the banjo wonderfully.
d- I like football. I also like tennis. I like football and tennis, too.
Student
recognize the
meaning of each
sentences through its
connector .
meaning
a- I live in England .I spend my summer holidays in Algeria. I live in England, but I spend my summer holidays in
a)
recognize the place of

each constituent of a
sentence
situation
Activity Bp22: Join each of the pairs of the sentences ( a to e) to get meaningful sentences .
Giving
and
commun
icating
meaning
recognize the main

form of a statement
solving
meaning based tasks:
Communicative based tasks:
Student
life school
Exercise :Re-order the words to make correct sentences.

1) ill / . / because / Ali / absent / is / he / , / is / Ali is absent because he is ill.
Teacher
about daily
Based form tasks:
Exercise : Match the pairs
student
Who are my
learners?
produce a
written
message
talking
introducing
oneself{app
earance &
mood}
I like reading detective stories because I love discovering secrets.
b) I hate watching horror films because I got frightened from them

c) My brother likes playing basket ball because he wants to be tall.
e) My apples mother always eats apples because they cure many illnesses.
The students work in rough then use their pencils to correct on their books, the teacher helps them to formulate
The teacher invites the students to read the written works on the board then copy down on their copy books.
improvise and give

justifications
according to a given
situation
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d) My friend and I dont like football because its too tiring .
correct sentences in order to make each pupils fill his own sentences on their books.
talk about likes and

dilkes using the
connectors to express
similarity , opposition
and cause
Page 12
time
rationale
Type of
interact
Procedure
Write it out :
Welcoming
,greeting
and
greetings
Teacher
student
Student
-
INTEGRATED SITUATION
file one seque1
Warm up :The teacher greets his pupils and tries to make them talk about the last sance .
Presentation :
The teacher presents the problem solving situation through visuals showing the different sports club local and foreign
one , which reflect the real life situation
The teacher reads and explains the instructions of the integrated situation.
The situation:
teacher
Seek to
solve
problem in
problem
situations
competencies
Teacher
student
One of you friends wants to join one of your local sport clubs.
The manager of the club asked him to fill in a form.
Your friend does not know how to fill in it
Fill in the form talking about yourself ( a sample for your friend to follow it)
Use adjectives describing appearance & personality
Use coordinators and but because
Eliciting information constituents from the learners:
Making
appeals
and
requests
Name
1)first name
+2) family
name
Student
teacher
club
Football
Handall
Jugo
Basket
ball
Volleyball
address
N of
house/street or
Avenue/town
hall/ Country
Age
14/14
Education
Appearance )
3rd AM
Tall small- fat- slimshort/long hair

(brown-fair-dark)
Eyes: brown-darkblue-green
level
Personality
Trendy- coolnaughty- messyfunny-friendlystupid-crazy-shyclever-patientintelligent-
Likes & dislikes
Sport- video
games- tv
music reading
..../ Drugs
violence
The teacher invites the pupils to complete the form on page 22 using the elicited words.
He moves through the rows then supervises their works.
Making
appeals
and
requests
Dear Sir,
I would like to subscribe at the local football club.
Name:
Forename:
Age: 15 years old
Address: 23 Ben Badis Street Mda Algeria
Education: 3rd Middle School Level
Appearance: tall slim boy with brown hair and dark eyes
Personality: friendly cheerful
Likes and dislikes: football & dislike cigarettes
Student
student
The teacher asks the pupils to read their works ,then tries to create a situation of discussion questions answers
The pupils are invites to correct on the board a sample integrated situation , then invites the students to read and
copy down
Who are my
learners?
Interact
about daily
life school
greet &
welcome
Interpret
the
problem
solving
situation
identify a
problem solving
situation fact
Use the
integrated
learning
Interpret
the
problem
solving
situation
produce a
written
message
talking
introducing
oneself{app
earance &
mood}
objectives to
solve the given
integrated
situation
make
application
letters and
discriminate
between the
other types of
letters.
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Page 13
FILE ONE :
COMMUNICATION
Sequence TWO
3rd AM LEVEL
WHOS CALLING PLEASE?
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
Supported and purposeful development
Meaningful Activities / Tasks .
Active,evolving process
Lesson Focus:
Which 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 requests, apologizing.)?
In this lesson I will teach the following aspects of language:
Function : Makingandansweringrequests.&Makeapologiesandgivingexplanation.&Askingforclarification.&Defining
Grammar : can - would request / sorry pardon / relative pronouns which-who
Pronunciation : Practise intonation in polite request
/
vowel sounds
-" "- - "
-e /
Vocabulary : vocabulary related to : communication phone email......
Competencies :
Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from the AEF to reflect the
specifies of you lesson.
Can plan for ,use and evaluate the effectiveness of Spoken Interaction Strategies used : To facilitate pair work in class.
Can listen to and understand very short, routine classroom instructions: Without supporting visuals .
Can understand everyday signs: Can find specific, predictable information in : {A range of simple everyday material & That is straightforward (e.g. some websites,
travel brochures, catalogs}
Can write very short letters or email. Containing simple description of personal life
Objectives / Assessment :
SWBAT by the end of the lesson ,students will be able to demonstrate :
1- Ask polite request / Express apologies / Ask for clarification & define
2- Express polite request similarity opposition and cause
3 Identify Intonation in questions & Discriminate between strong and weak forms of the vowels
Required material and / or resources :

Manual's script page 164/ 165 & pictures
Page 14
time
rationale
Type of
interact
Sequence Two :
Teacher
student
Congratulate
Student
and show
sympathy
teacher
Show use
of phone
communic
ation way
Teacher
student
Who is calling ? Pdp listening lesson
File One 3rd AM
Pre_ listening:
The teacher asks the pupils to open their books on page 21 ,
The teacher tries to make his learners interpret the pictures by interacting with him and trying to answer the
following questions:
What kind of pictures are they" first pair"?

How many persons do they show?
What are they talking about?
Who is asking the question?
What's the question about?
What can you read in the bubble speech?
What does the word yours in the bubble replace?
What about picture two?
What is the woman asking for ?
Does the man know the number of Mrs. .Smith?
Can you compare the two numbers?

How to
make
phone
calls and
take
messages
competenci
es
Procedure
They 're cartoons pictures

They represent two persons .(a man and a woman)
They are talking about phone numbers.
The woman is.
It's about the phone number of the man.
I can read "excuse me, what' your./ My phone number's...
It replaces the phone number of the lady.
It represents the same persons.
She asking for the phone number of Mrs. Smith.
Yes, he does.
Yes the first number contains 10 numbers, but the second only "6".
The pupils listen & interpret the teacher's questions then answer "orally"
The pupils are invited later the read the drills on page 24 and perform them by pairs.
Student
teacher
The teacher asks the learners to look at "Activity3p21" and try to interact and interpret the message.
What kind of message do you have? It's a telephone message.

Where do you find such messages? At the reception desk, office next to the telephone.
While listening :
The teacher asks the pupils to take their pencils, listen to the teacher's reading of the script , underline some
Receive
calla and
register
messages
would like to speak / could you tell her then try to fill in the "telephone message".
Student expressions like :
The teacher reads the text twice or thrice then invites the pupils to correct
student
Telephonemessage
For:JaneSmith_______________________________
Activity 3p21: Listen and fill in the message slip below. From:MaryChapman_________________________
Message:Time:14.00
MarrywantstotalktoJane
The teacher invites the pupils to read the drill and perform by pairs.
The pupils perform and substitute the keywords : [6600586] Mr Green / John Williams/ 15:00/ - {1122O495}
Mrs Williams / Mr Black / 16:00)
Who are my
learners?
Recognize the
different finds of
pictures and
Interact
them
Identify number
and discriminate
between their use
Identify the way
how to read a
phone number
Interpret
Ask polite
request using "can"
Identify
possessive pronouns
Recognize all
sorts of messages
Identify a
telephone message
Discriminate
between the caller
and the receiver
Recognize "would"
and its use
Use simple ways
to ask polite
requests
Discriminate
between beginning
and ending a
produce
dialogue
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.com
Page 15
time
rationale
Type of
interact
Procedure
competencies
Who are my
learners?
The teacher asks the pupils to remind him about what they have underlined previously .
Make polite Teacher
request and
show
student
respect for
others
Student
teacher
Make polite
request and Teacher
show
respect for
student
others
Presentation :
Discriminate
The pupils open their books on page 164 and read the underlined sentences.
1) I would like to speak to Jane Smith
3) Could you tell her Ill ring her at 2:30?
Interact
The teacher invites the learners to read the written sentences on the board.
Identify "can
The teacher tries to attract the attention of the learners to the words written in different colours and asks them
could"
to read them
Discriminate
between the use of
2) could you tell her Ill ring her at 2:30?
could
"can " and "could"

Interact using
formal ways
Analysis :
Discriminate
The teacher tries to make the students talk about the isolated
would
beginning and the

end of a dialogue
Isolation :
would
between the
2) could you tell her Ill ring her at 2:30?
could
Interpret
informal ways
Identify the
main constituents of
Make polite
request and
show
respect for
others
modal verbs
Express polite request

Student Stating rules : To express polite request we use the modals [ would / could]
Subject + [ would / could ] + verb infinitive without to + Object

teacher
Practice : The pupils are invited to do the following tasks about asking polite request
1) Based form tasks:
Exercise : Re-order the words to make correct sentences.
a) You / the / please / window / could / ? / open /
Student
b) Like / to / would / I / use / your/ please / phone /
Make polite
2) Meaning based tasks:
request and
Exercise : Complete each statement with the following words: ability request- permission
show
student
respect for
1) Can I use your pen ? (...............................)
others
2) I can speak English . (................................)
3) Would you tell me the time please ? (..........................)
3 ) Communicative based tasks:
Exercise : Ask question to complete the dialogue.
A : .........................................?
A: .......................................?
B: Oh my pen with pleasure you can use it.
B: Yes ; I would be very pleased to come to your party
The teacher supervises the works of the pupils , then invites them to correct on the BB then read and copy down.
between formal and
a sentence
Recognize "would"
and its use
Peform different
types of written
tasks and
discriminate
between them
produce
Use would &

could to make
polite resuests
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Page 16
time
rationale
Type of
interact
Procedure
Sequence Two:
Welcoming
,greeting
and
greetings
Teacher
student
Student
teacher
Seek to
solve
problem in
problem
situations
competencies
PRACTICE
3RD Am level
PPU Lesson:
The teacher greets his learners, interacts with them about their daily life school and tries to see if they have
understood or do not face any problems about the previous lesson making polite request
Interact
about daily
life school
The pupils are invited to open their books on page 26 and pay attention at the drills .
student
previous sance
Pupil: Would you like me to close the window?
Identify the
model would
The teacher invites the pupils to read and perform the drill by pairs.
and its use
Drill two:
Interpret
Pupil 1 : Its cold.

Pupil 2: Do you want me to close the door?
Pupil 1: Yes, thanks
Making
appeals
and
requests
can identify
the theme of
the discussion
The teacher invites to pay attention at the words written in red

Student
Isolation :
analyse
Would you like me
teacher
Analysis:
Yes , thanks
Accept offer
Student
student
Stating Rules
can read and

perform drills
The learners are asked to perform the drill by pairs.

Making
appeals
and
requests
welcome
discuss the
Teacher : Its cold

Teacher: No, thank you .Could you just pass me that coat, please?
Teacher
greet &
talk and
The teacher explains the situation using the classroom situation , reads the first dialogue .
Drill One:
Who are my
learners?
offering help
No,thank you
Refuse offer
To offer help we use:

Would you like me to ...........?
Do you want me to..............?
Do you want me
Yes , thanks
Accept offer
produce
discuss the
No,thank you
different ways
to offer help
Refuse offer
Accept offer
Refuse offer
Yes , thanks
No,thank you
State rules
about the new
use of would
Practice: The teacher invites the pupils to perform using the following situations.
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ail.com
Situation 1 : { Its hot Open the window} Situation 2: [is carrying heavy satchel- help carry it]
Situation 3: [ forgotten pen use my pen]
The pupils perform the drill and substitute key words.
statements
Page 17
Time
rationale
Type of
interact
Procedure
competencies
Who are my
learners?
Say it clear :
Welcoming
,greeting
and
greetings
Teacher
Question 1: Would you open your books on page 25? Question 2: Would you open your books on p25 please?
student
teacher
The students will certainly notice the difference between the two question, the way the intonation is uttered
student
Making
appeals
and
requests
Making
appeals
and
requests
meaning in
Q 2: Would you open your books on p25 please?
rising and
intonation
The teacher invites one or two of the students to read the TIPS rule and tries to explain it
Its important to choose our words when we make request i.e., when we want to ask people to do things for us.
For example; Could you shut the window? is more polite than Shut the window
-Intonation is also important .Your voice should start quite high, rise and then go down on the last impotant
word
analyse the
use of intonation
Interpret
use the stated

rule to produce
oral & written
e.g. Could you give me that book , please ?
productions
The pupils read the tips then they are invited to practise through the following task.
Student
Ways of
sepaking
student
pps have to
Activity 1p25: Mark the intonation on the items in bold with arrows ( or ) .Justify your answers.
justify their
aswers
A: Hello, oh right-one three two-oh,nine-five four-six. B: This is Massyl.Can I speak to Fatima, please?
A: Im afraid / Sorry she is out for the moment.
B: Can I leave a message?
A: Yes, go ahead.
B: Thanks. Could you tell her to call me, please?
A: Could you repeat / remind me your name?
B: Its Massyl, M-A-S-S-Y-L
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ail. om
produce
The pupils work in rough , the teacher moves through the rows , checks the students answers , then ivites them to
read and correct the activity where they have to justify their answers
The teacher invites the pupils to use their pencils and correct on the book, later they will read all the written work
on the board and then copy down on their copy books.
in making
requests
e.g. Could you give me that books

-If the request ends with please. We say please with rising intonation.
Student
teacher
falling
The students are invited to open their books on page 25 and pay attention at the TIPS*
form and its use
between the
The students will certainly remark the difference uttering the intonation .
Teacher
intonation ,its
discriminate
.
Q 1: Would you open your books on page 25?
Seek to
solve
problem in
problem
situations
Interact
The teacher asks the students to pay attention at the way he asks the two questions
Student
-
identify the
The teacher asks the pupils to pay attention at him and at the way he asks his question.
Page 18
Time
rationale
Type of
interact
Procedure
Sequence Two:
Welcoming
,greeting
and
greetings
Teacher
student
Student
teacher
Seek to
solve
problem in
problem
situations
Teacher
student
Making
appeals
and
requests
Making
appeals
and
requests
Student
teacher
Practice
competencies
File One (3rdAM)
Who are my
learners?
Interact
greet &
Warm-up:
about daily
life school
welcome
The teacher greets his learners and interacts with them about the last hour, what they have seen and if they
face any problems.
The teacher invites the pupils to open their books on page164 , he reads the dialogue and invites the learners to
underline < Im sorry .She isnt here at the moment>
The teacher invites the learners to perform the drill
Presentation :
The teacher reminds the pupils about the sentence they underlined and asks them to read it.
Im sorry .She isnt here at the moment
Isolation :
The learners are invites to read the isolated sentence
Analysis:
Im sorry
.
She isnt here at the moment.
Apology
clarification
Stating rule: To express apologies we use :
[ sorry Im sorry Im afraid / pardon + clarifications ]
Practice: The teacher invites the pupils to practise using the following situations and key words.
The students are invited to do activity 2p26
Activity 2p26: Complete one of the apologies below with an explanation .
1) Being late: Sorry Im late , I didnt get up early and I missed the bus
2) Missing a party : Im sorry I didnt come to your party . I was ill . I had fever and I was in bed.
3) Missing a phone call : I m sorry I didnt phone , I lost your phone number.
The pupils perform the situations in pairs.
Imagine: The teacher asks the pupils to perform what has been seen how to express apologies and give clarifications
using the problem solving situations.
revise what
has been seen in
Interpret
the
problem
hour
solving
pps can listen
situation
to a listening
script and
execute a given
instruction
Interpret
the
problem
solving
situation
identify the
produce
apologies and
meaning and use

of sorry
express
give
justifications
Use the
different
Situation1:{Inashop}Situation2:[Inthepostoffice]
Shopassistant:That'stwopoundsfifty. Customer:CanIhavetwostampsplease?
Customer:"Pardon?/Sorry"howmuchdidyousay? Postofficeclerk:Pardon?,howmanydidyousay?
Shopassistant:Twopoundsfifty,please. Customer:I'dliketwoplease.
student
Customer:Hereyouarethanks. Postofficeclerk:Hereyouare,sir.
Situation3:[Askingfortheway]Situation4:{Inclass}
A:Excuseme,whereisthehotel,please? Teacher:Openyourbooksandgotopage12.
B:Gostraighton.Turnright.Youcan'tmissit. Pupil:Sorry.Ididn'thearyou!
A:"pardon?"wouldyourepeatplease?Ididntunderstand.Iwaslisteningtomyfriend
B:Isaid:gostraighton.ThenTurnright.
Student
The pupils work in rough , the teacher supervises the pupils work , then invite them to correct on the board.
The teacher invites the students to read all the written works on the board then copy down.
the previous
expressions to
express
apologies in reel
life situations
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m
Page 19
Time
rationale
Type of
interact
Procedure
Sequence Two:
Welcoming
,greeting
and
greetings
Teacher
Read and Write
competencies
File One (3rdAM)
Warm-up:
The teacher greets his learners and inquires about their daily school life.
The teacher tries to check the pupils understanding of the previous lesson.[expressing apologies and giving clarification]
student
Pre-reading:
The teacher invites the pupils to open their books on page 28 and pay attention at the photo.
Student
The pupils are invited to interpret the photo; the teacher tries to make the pupils to talk about the photo.
The pupils answers:
teacher
The photo is an advertisement
The teacher may lead the learner to answer such task by answering the questions of Activity1p28
Seek to
The teacher explains the instructions of Activity one p 28
solve
Activity
One p 28: Read the advertisement below and answer these questions.
problem in Teacher
A.
What
is the advertisement about? Its for holiday job in Britain.
problem
situations
B. Is it addressed to boys only, to girls only, or to both and girls? It is addressed to both boys and girls.
student
C. What is the minimum age set for the job applicants? The minimum age is 14.
Making
D. How are the workers paid? They are paid by piecework.
appeals
E. Would you like to apply for the job? Why or why not? Yes, I love travelling / No, my parents do not
and
allow me to travel abroad alone.
requests
The pupils work in rough, correct on the board, and then perform the task as a drill.
While reading:
The teacher reads the ad and explains its items, then leads the pupils to read the text and try to answer the
Student
Making
following task.
appeals
The teacher reads the text and asks the pupils to underlined the statements containing which & who
and
teacher
requests
Activity 2p28: Read the letter and answer the questions.
A. What newspaper advertised the job for fruit pickers? Its Teenage Magazine.
B. Where does Farida Souhali live? She lives in Mitidja.
C. What kind of person is she? She likes team work very much.
Introducing Student
D. How many foreign languages does she speak? Two foreign languages.
E. Do you think that Farida will be accepted for the job? Why or why not? Yes she will be accepted because
she has a lot of experience in picking fruit and she speaks two foreign languages.
Answering student
The teacher invites the pupils to read the text loudly and give their answers.
and
The teacher reports the pupils answer on the board, and then invites them to read it and perform the task as a
replying
drill.
appeals
and
The teacher explains the instructions of the next task then invites the learners to do it.
requests
Activity 2p29: Farida Souhali received a positive reply. Read the answers and choose the right answer.
I am pleased to inform you that your application for the job of fruit picker has been accepted.
The pupils read the text and answer the task, the teacher listens to the pupils answer and try to make them talk
why did they chose such answer.[the answer is the polite one]
Interact to
greet and
welcome
Who are my
learners?
greet &
welcome
Interact about talk about

the last sance ways to express
(expressing
apologies
apologies &
clarifications)
interpret
Interpret the
photos and
flashcard to
pictures and
identify what
kind of
decode the
message is it
meaning through
Interpret the
written
message to
answer the
questions of
task onep28
them
interpret the
advert to
answer the
questions
identify
pronouns in
written script
Read and
interpret the
text to exploit
the text
read and
exploit the text
to answer the
tasks
Interpret to
sump up the
main idea of
the Text
Page 20
m
Post-reading[ Your Turn page29/30]:

Making
appeals
and
requests
The teacher reads the text and invites the learners to follow , use their pencils and underline the following sentences.
1) I would like to apply for the job of fruit picker which you advertised in this months issue.
2) I am the kind of person who likes team work very much
3) It is easy for me to communicate with people who are my age.
The teacher invites the learners to read once the text
Teacher
student
Student
teacher
Presentation:
The teacher invites the learners to list the underlined sentences.
Isolation: The teacher invites the learners to focus on the isolated words.
Which who
Analysis: The learners are invited to analyse the isolated words in their sentences.
Sentence 2
Relative pronoun = the job of fruit picker( noun object)

2) I am the kind of person who likes team work very much
Teacher
Sentence 1
Sentence 2
Relative pronoun= person
Stating rule:
student
who & which are relative pronouns
who & which link two clauses into a single complex clause
who & which are defining relative pronoun they define
Practice : The learners are invited to perform the following tasks
1) Based form task:
Exercise1: Re-order the following words to make correct sentences.
a) We / wash / a machine/ which / washing machine/use/ clothes/ to /. /A/ is /
b) instructs/ person/ A/ pupils/ school/ teacher/ is / who/ at / a /
Showing
Student
2) Meaning based task:
and
Exercise 2: Match the pairs.

demonstrati
teacher
Im so sorry for being late.
defining
ng
Would you lend me your pen please?
- apologizing
A giraffe is an animal which has long neck
- polite request.
3) Communicative based task:
Student Activity 2p30: Match items in column A with their definitions in column B, Then write full sentences .
Column A
1
2
3
4
5
6
Showing
Column B
C
A
B
F
D
E
and
1. A king is a person who lives in a palace.
demonstrati student
2. A TV set is electronic equipment which transmits images.
ng
3. A policeman is a person who arrests thieves.
4. A pan is a kitchen utensil which we use to cook food.
5. A typewriter is a machine which we use to type texts.
Activity 3p30: Join each of the pairs of sentences below (A to F) with which or who to form one sentence.
A. Karim is a boy who likes telling the truth.
B. A glutton is a person who likes eating a lot.
C. Sabrina is the schoolgirl who is fond of basketball
D.Thats the cat which I photographed yesterday.
E. I read the postcards which arrived yesterday.
F. Those are the birds which I fed last week.
The pps work in rough, the teacher supervises then invites them to correct on the board later they read and write down.
Page 21
Making
appeals
and
requests
written script
underline
2) I am the kind of person who likes team work very much 3) It is easy for me to communicate with people who are my age.
Sentence 1
Interpret the
script to study
the new
supported
structure
listen & follow
the
selected words and
statements
Analyse the
statements
supporting the
Identify and
relative
recognize pronouns
pronouns
and their uses
analyse the
State the form

and use of the selected statements
to state the role of
relative
pronouns
the relative
who& which
pronouns
identify the main

constituents of a
sentence
Use the stated
rule to produce
written
discriminate
messages
between the
using the
meaning of
learnt
language
sentences
build correct
sentences using the
relative pronouns
m
Teacher
student
Supporting
& defending
Warm-up: The teacher greets his learners and welcomes them; he inquires about their daily life school.
The learners are invited to talk about the previous hours and the learnt language ( defining using the relative pronouns who & which)
Student
The teacher invites the learners to open their books on page 3O and pay attention at the write it out section = Integrated
situation.
teacher Learning the integration:
Letter of recommendation
The learners are invited to pay attention at the set of instruction in the integrated situation
Teacher
student
Supporting
& defending
Student
teacher
Student
Supporting student
& defending
Imagine you spent last summer working on Konnys farm .

This year, your partner intends to go and work there.
Write a letter of recommendation to support her / his letter of application
Use the cues provided to you on page 30.
Use the relative pronouns who which
The teacher invites the learners to list and organize their ideas about the topic.
Names
letter
Job
Friends profile
Wish
-always punctual / never arrive late/school
-work well / get on well / inn team/ with
people
Recommendation
Mr Konny
- well spoken/tactful
Polite salutations
letter for
Fruit picker
Friends name
-always reading to help /people/ who /
(beginning and ending)
application letter
problems
-tidy / neat
- do well every work / which / undertake
The learners are invited to use the listed information ,and try to write letters of recommendations about their classmates
Suggested Letter of recommendation :
DearMrKonny,
IamwritingtosupportAlisapplicationforthejoboffruitpicker.Heismyclosefriend
becausewegotothesameschoolformanyyears.
Aliisalwayspunctualandneverarriveslateatschool;heworkswellinateamandgetson
wellwithpeoplearoundhim.Heiswellspokenandtactful.
Myfriendisalwaysreadytohelppeoplewhohaveproblemsandhedoeswelltheworkwhich
heundertakes.
Waitingforwardforyourreply,
Interact to
greet and
welcome
Greet and
welcome
Discuss and
sum-up the least
Interact
sance learning
about the last
objectives
sance
Interact
about the
problem
solving
situation
Identify the
meaning of an
integrated situation
Discriminate
between the forms
of writings (letter
Interpret the
paragraph- email..)
problem
stated in the
Recognize the
module of
integration lay out of a letter
Discriminate
between sender and
receiver
Identify jobs
Describe ones
profile
Produce
written letter
Describe ones
discussing friend profile
the stated
(appearance and
problem
22
character) Read and

discuss ones piece
of writing in front
classmates
Assessing
Integration: The teacher invites the learners to work in rough, he supervises their works then invites the
Yours the
sincerely,
learners to read their letters, the teacher reports the correction on the board, later the learners read and copy down.
FILE ONE :
COMMUNICATION
3rd AM LEVEL
Sequence Three:
whats on?
PersonalGoals:
During this lesson, what teacher competencies are you focusing on? They should be adapted from the ATF to reflect the specifies of your situation
ActiveLearners:Learnersacquireandretainlanguagebestwhenthetopicsmeettheirinterestsandwhentheyareactiveparticipantsintheirlearning:findingpersonalmeaning,learningcooperativelywithpeers,
andmakingconnectionstolifeoutsideofclass
OngoingassessmentofLearning:Ongoing , or regular ,assessment should take various forms and address the competences that have been learned in class, so that the assessment can provide useful
information on individual progress and achievement, which teachers and learners can review to aid learning .
Facilitator:Teachers support learner learning by taking a primarily facilitative role in the classroom : designing and structuring learning experiences with learner interests and needs in mind; guiding and
monitoring learner learning ; assisting learners in contributing to their own learning in a learner-centered teaching.
LessonFocus:
Whichaspectsoflanguageareyouteaching:e.g.grammarpoint(s),aspectofpronunciation(phonemes,intonation,etc),vocabulary(words,wordphrases,idioms,etc)
functions(politerequests,apologizing.)?
InthislessonIwillteachthefollowingaspectsoflanguage:
Function:Askingandgivingthetime/DescribingTVprogrammes/Expressinglikesanddislikes/Acceptinganddeclininginvitations/Describingabroadcastingcompany
{BBC}/PlanningaTVprogrammes/Writingagreetingcard
Grammar:simplepasttensewouldinvitation/simplepresenttense/gerund/Presentsimplecontinuous/
Pronunciation:Strong&weakformsofwouldyou...?/Doyou.....?
Vocabulary:vocabularyrelatedto:TVprogrammes
Competencies:
WhichcompetenciesintheAEFareyouworkingtowardorplanforthelearnerstoachievetoday?TheyshouldbeadaptedfromtheAEFtoreflectthespecifiesofyoulesson.
Canplanfor,useandevaluatetheeffectivenessofSpokenInteractionStrategiesused:Tofacilitatepairworkinclass.Toconveythemeaningofunknownwords,
phrasesandstructures
Canplanfor,useandevaluatetheeffectivenessofafewlisteningstrategiesinorderto:ComprehendgeneralideasorgistMakereasonableguessesatmeanings.
Canplanfor,useandevaluatetheeffectivenessofafewbasicreadingstrategiestodevelop.ReadingefficiencyandspeedGuessingskills.
Canplanfor,useandevaluatetheeffectivenessofafewbasicwritingstrategiesto:GenerateideasandCreateadraftofatext.
Objectives/Assessment:
SWBATbytheendofthelesson,studentswillbeabletodemonstrate:
ExpresspoliterequestdescribeTVprogrammesexpressinglikes&dislikesacceptinganddeclininginvitations/writeagreetingcard.
&Discriminatebetweenstrongandweakformsofwoulddoyou....?
Requiredmaterialand/orresources:
Manual'sscriptpage164/165&flashcardspages(323435363738)
Page23
time
Type of
Rationale interact
Welcoming
,greeting
Making
appeals
and
requests
Sequence Three:
Teacher
student
Listen and speak
Warm-up:
The teacher tries to check the pupils understanding of the previous lesson [Making appeals and requests]
Theteachertriestoremindthelearnersaboutthewayofaskingandgivingthetime.
Thelearnerstrytoidentifythetime.
Student
1.00 oneo'clock1.01 onepastone1.15 quarterpastone
1.30 halfpastone1.45 quartertotwo1.59 onetotwo
teacher
Theteacherremindsthelearnersaboutthewayofaskingthetime.
Telling
Whatisthetime? Thetimeis8.30
the time
WhattimeistheEnglishlesson? TheEnglishlessonisat8.30.
Pre-listening
:
Teacher
Theteacherasksthelearnerstoopentheirbooksonpage32andlookatthefilmannouncementsandtrytointerpret
them
student
Theteachermayhelpthelearnerstointeractbyaskingthefollowingquestions.
Whatarethefollowingphotosabout?
Commun
Doyouknowsomeoftheseactors?
icating
Whatisyourbestactororfilm?
and
Canyousummarizeyourbestfilm?
keeping
Whichofthegivenfilmsdoprefer?Why?
in touch
Student TheteacherinvitesthelearnersthelookatthetimingandtheTVprogrammeandtrytointeractaboutthem.
Activity1p29:lookatthesefilmannouncements,andthentalkabouttoday'sTVprogramme.
teacher
You:When's{SpidermancatwomanHarryPotterTheBattleofAlgiers}?
Yourpartner:It'son[SaturdaySundayMondayTuesdayWednesdayThursdayFriday]
Inquire
You:Atwhattime?
about time
Yourpartner:(It'sat)+time..
and date
Student Theteacherinvitesthelearnerstoperformthedrill,substitutethekeywordsaccordingtotheTVprogramme
Note:Thelearnersshoulddiscriminatebetween[atatime]and{onaday}
During listening:
Likes and
student Theteacherinvitesthelearnerstopayattentionatthatinstructionsofactivity2p32theninvitesthemtolistenandtry
dislikes
toanswerthequestions.
Activity2p29:Listenandanswerthesequestions.
Experiencin
g
&
suffering
What film are Jack and Jill talking about? They are talking about "cat woman"
Did Jack like the film? Why.? Why not? No, he didn't, because the story was awful, the actors were horrible, the
script didn't have any good lines.
How did he feel? He felt depressed.
What did he like ? He liked the special effects.
The teacher reads twice the script on page 165 , then invites the learners to give back their answers.
Page24
Swbat
Who are my learners?
Interact to
Recognize the
greet and
time and date
welcome
Identify the way
how to ask about
time and the time
Interact in
order to
express
ways of
telling the
time
of an object
Identify the
prepositions "on-at"
and discriminate
between them
Introduce famous
personalities
Interpret
the photos
to describe
the TV
programmes
(actors)
Identify TV
programmes
List some of the
famous films
Narrate some
Interact
about the
date and
time of TV
programmes
in order to
discriminat
e between
at +time &
On + day
Listen and
interpret
listening
script to
answer the
written
task
past events
Describe events
from photos
Listen and decode
message from oral
reading
Answer and
justify answers
Discriminate
between likes and
feelings against TV
programmes
m
Teacher
Post-listening:
The teacher invites the learner to open their books on page 165 and perform the drill in pairs.
TheteacherexplainstheinstructionsofActivity3p32theninvitesthelearnerstoperform.
Pair Work: Activity 3p32:Now,look at the TV announcements above.Then try to build a dialogue with your friend
student
You: Which programme do you like best?
Likes and
Your partner: I like............
dislikes
Student
You: Why?
Your partner: Because.................
teacher
You: How do you feel when you watch it?
Experiencin
Your partner: I feel.........................
Student The learners work in pair, the teacher supervises their works and offers his help if needed
g
&
suffering -student The learners are invited to give back their production and perform their drills in pairs.
Produce
exchanges
showing
likes ,
dislikes and
feeling
against TV
programmes
Identify means
of leisure
Describe and
list a TV
programme
Describe
different sorts and
kinds of films
The teacher reports on the board one of the learners production, he invites the learners to read it .
Express likes
Teacher
student
Ways of
speaking
The teacher invites the learners to pay attention at the following example written on the board.
Example:
A: Do you like playing chess?
B: Yes , I love it
A: Would you like to come to my home and play it?
B: Yes with pleasure.
The teacher invites the learners to pay attention at the way Do you & Would you...? are uttered
The teacher will read the first reading at normal speed where the learners will notice that :
Would you
/wdj /
Do you /duj/
The teacher will read the first reading at a higher speed where the learners will notice that :
Student
Would you
/w d /
Do you /d
and dislikes
Discriminate
between positive
Listen and
interpret
weak and
strong
forms of
would & do
+ you...?
The learners will certainly notice the difference between the // & / /
The learners are invited to pay attention at the TIPS on page 33. The teacher reads the TIPS then invites some
teacher
of the learners to read it.
Ways of
speaking
Student
student
Ways of
speaking
Dialogue B Quick Speed speaking

Houda: Do you / d / like watching cartoons?
Meriem: No, I dont. I prefer watching films. Would you /wd
/like to see one this afternoon?
Houda: No, thanks. I have a lot of homework to do.
The learners are invited to give their answers and perform the drill respecting the use of weak forms of would you/do you...?
The teacher explains the instructions of Activity2p33 then invites the learners to build up drills as a {homework}
The learners are invited to read the corrected written works on the board then copy down on their copy books.
Page 25
negative
preferences
Make invitation
Accept and
decline invitation
Discriminate
The teacher explains the instructions of Activity 1p33 then invites the learners to perform. He may instruct the learners that
Dialogue A= normal speed and Dialogue B = Higher speed
The learners use their pencils to write the correct pronunciation of the items in bold.
Activity 1p33: Write the correct pronunciation of the items in bold in the dialogues A & B
Dialogue A Normal Speed speaking
Sofiane: Do you /duj/ like watching serials?
Karim: Yes, I do. I love them
Sofiane: Would you /wdj / like to come home to watch
one with me?
Karim: Thank you. What time?
Sofiane: Lets say five oclock.
Karim: Thats fine .Thank you.
preferences and
between the weak

and strong forms
in quick and slow
Interpret the
drill and use
weak &
strong forms
transcriptions
speech
Use a given
pattern to work in
pair and build
dialogues
m
Greet
and
welcome
Likes
and
dislikes
Teacher
SequenceThree
Fileone
Warm up: The teacher greets his learners and inquires about their daily school life.
student The teacher tries to check the pupils understanding of the previous lesson [likes and dislikes & experiencing and suffering]
The teacher may ask the learner about last nights TV program
A: What was on TV last night?
B: There was a football match.
Student
A: Do you like watching football? = Are you fond of /keen on watching football?
B: Yes, I do / I am .
The teacher invites the learners to repeat twice or thrice then asks them to open their books on page 34 and pay attention at
teacher Activity 1p34.He explains the instruction , the new vocabulary & ways of expressing likes and dislikes. Later the learners are invited to
make dialogues using the key works on page 34
I really like/I like very much
Im not keen on ..
Im interested in
Student
Liking
more
-student
Teacher
student
Liking
more
Student
I dislike/ hate.
Im fond of / keen on .
I love.
I dont really like.
I
dont
like
..at
all.
I m mad /crazy about .
Activity1p31: Ask and answer questions about television programmes you watch.
Do you like watching

You:
Are you fond of watching
[comedies- horror filmsaction fiction- drama ]
- I don't really like comedies , but I like action films very much.
Your partner : I like watching comedies , but
I prefer watching fictions films
I 'm not fond of comedies , but I prefer watching drama films .
Note : The teacher must lead the learners to discriminate between likes , dislikes and give justify their answers .
Positive preferences
Negative preferences
I 'm fond of
I 'm not keen on
teacher
I 'm interested in
I dislike
I love
I hate
Liking
I
really
like
..
I don't really like
more
I like very much
I don't like.at all
I 'm crazy about
I 'm not keen on
Student
I 'm mad about
The teacher explains the instructions of "Activity2p31" , then asks the pupils to work on their copy books in pair
Activity2p31:Actoutdialogues.Inviteyourpartnertodinnerbirthdayparty..
Tuesdayevening
i. Makesureyourfriendisfreefirst.
student
Saturdaymorning
Areyoufreeon?
Thisafternoon
Areyoudoinganythingon?
NextFriday
Inviting and
ii.
Thencheckwhatyourpartnerlikes.
summoning
Thisweekend
Doyoulike..?
Areyoufondof?
iii. Iftheansweris"yes",invitehimorher.
Example:"TheBattleofAlgiers"isonchannalAlgerie.Wouldyouliketocomeandwatchitwithme?
iv. Iftheansweris"no",changeyourinvitation.Example:Couldyoucomeanddosomerevisionwithmethen?
Interact to
greet and
welcome
Interact about
what had
been seen
previously
Discuss he last
sance learning
objectives
Express like
sand dislikes
Can list the daily
tasks and leisure
Interpret the
flashcard to
identify
between ways
of expressing
positive and
negative
preferences
Discriminate
between positive and
negative preferences
Can talk about
TV programs
Workinpairand
makedrillsand
dialogues
Produce oral
& written
messages
inquiring
about likes
and
expressing
positive and
negative
preferences
Substitutekey
wordswhile
performingdrills
Inquireand
makeinvitations
Usewouldto
makeinvitations
Adaptthe
learningobjectives
Interpret the
accordingtoones
task to inquire likesand
about likes
preferences
and make
invitations
Page 26
m
Sequence Three
Warm up:
Teacher
student
Likes
and
dislikes
Student
teacher
Student
Liking
more
-student
Teacher
student
Likes
and
dislikes
Student
Liking
more
teacher
Student
student
File One
Interact to
greet and
welcome
Greetand
welcome
Discussthelast
The teacher tries to check the pupils understanding of the previous lesson [expressing positive and negative preferences]
sancelearning
The learners are invited to talk about their positive preferences and negative ones and try to justify their answers
Interact
about the
Integrated Situation = Pair Work ( Imagine p 35):
objectives
last
sance
1) Learning the integration :
Identifythe
The teacher presents the situation of the new problem solving situation through the following introduction.
conceptof
The set of instructions:
integrated
Interpret
situation
Imagine you are conducting a survey about students preferences for pets.
the stated
Recognizeand
Interview your partner about His / Her preferences
problem in
nameanimals
Pets : dogs cats parrots canaries horses fish monkeys.....
the module
Interactandlist
of
ideas
The teacher reads and explains the instructions of the integrated situation, then invites the learners to read it
integration
The teacher interact with his learners about the theme and try to make them take part by:
Discriminate
A) Eliciting learners information:
betweendomestic
Animals
Animal liked
Animals Preferred
why
Animals likes
andwildanimals
- climb on you
Describesomeof
friendly tender
-sleep with you
Interpret
thecommon
purr (sound)
- hunt mice
Dogs goldfinch
the
animals
roll up on your knees - Good food, water,
situation by
cat canaries
Cat dog goldfinch
Cat
and purrs from joy
Describe
a litter box,
listing and
horse donkey
Canary.
Cats are loving,
scratching post,
organizing appearanceof
hens......
playful, charming and and a place to
animals
ideas
sleep.
cute companions
Talkabouttheir
- toys.
likesanddislikes
B) Eliciting learners information:
Workinpairto
The learners are invited to select from the elicited information, work with their colleagues and make dialogues
Produce a
describing their favourite pet.
formdialogues
dialogue
talking
The teacher supervises the learners works, he offers his help if needed.
Presentones
about ones productioninfront
2) Assessing the integration:
preferred
The teacher invites the learners to give back their works
theclassanddiscuss
animal
They are asked to read their dialogues in front their colleagues
it
The others listen, take notes and discuss and may ask questions to each others.
The teacher invites the learners to copy down their own drills .
Page 27
m
FILEONE:COMMUNICATION3rdAMLEVEL
SequenceThree:Reading&Writing
PersonalGoals:
Duringthislesson,whatteachercompetenciesareyoufocusingon?TheyshouldbeadaptedfromtheATFtoreflectthespecifiesofyoursituation
Facilitator.Teacherssupportlearnerlearningbytakingaprimarilyfacilitativeroleintheclassroom:designingandstructuringlearningexperienceswithlearnerinterestsandneedsinmind;
guidingandmonitoringlearnerlearning;assistinglearnersincontributingtotheirownlearninginalearnercenteredteaching.
SupportiveLearningEnvironmentandClassroomManagement:Teachershaveapositiveimpactonlearnerlearningbycreatingasupportiveandrelaxedlearning
environmentandusingappropriateclassroommanagement:communicatingwarmthandrespectforlearners,encouragingthemtoparticipateandworkcooperativelyandtodevelopselfconfidence
LessonFocus:
Whichaspectsoflanguageareyouteaching:e.g.grammarpoint(s),aspectofpronunciation(phonemes,intonation,etc),vocabulary(words,wordphrases,idioms,etc)functions(politerequests,apologizing.)?
InthislessonIwillteachthefollowingaspectsoflanguage:
Function:DescribingTVprograms
Grammar:Simplepresenttense
Vocabulary:vocabularyrelatedto:TVprogrammes
Competencies:
Canplanfor,useandevaluatetheeffectivenessofafewbasicreadingstrategiestodevelopReadingefficiencyandspeed,guessingskills.
Canplanfor,useandevaluatetheeffectivenessofafewbasicwritingstrategiesto:GenerateideasandCreateadraftofatext.
Objectives/Assessment:
SWBATbytheendofthelesson,studentswillbeabletodemonstrate:
DescribeandwriteaTVprogram
Requiredmaterialand/orresources:
Manual'sscriptpage164/165&flashcardspages(363738)
Page28
Time
Rational
e
Type of
interaction
Greeting
&
Teacher
Welcoming
student
Studentteacher
Communi
cating
and
keeping
in touch
Teacher
student
File One:
Warm up: The teacher greets his learners, welcomes them and inquires about their daily life school.
3Am
The learner are invited to talk about the last sance .[talking about likes , dislikes and preferences]
Pre-reading:
The teacher invites the learners to open their books on page36 and pay attention to the flashcard.
The learners are asked to describe the photo and try to interpret it , the teacher may help the his learners by asking them
to talk about three things
1) What kind of picture?
2) What does it take place?
3) Who is in the picture?
4) What is he doing?
The aim is to lead the learners to interact about the picture and create a situation of real communication.
The teacher explains the instructions of Task 1p36 and the new words such as FM-MW-LW
The teacher may set it as a game, he may read the radio frequencies (as a model) then asks the pupils to read and the one
who makes a pronunciation mistakes (without telling him what is the mistake) the teacher just says stop another pupils tries
to read again and the one who reads all the frequencies without pronunciation mistakes is the winner.
Task Onep36: Read and play a radio presenters role for the following stations.
-RADIO 1: FM:97.6.99,8 MHZ
- RADIO 2 : FM:88,909KHZ
- RADIO 5 live........
During-reading:
The teacher explains the instructions of Activity2p36, and then invites the learners to read the text on page
Swbat
Who are my learners?
Interact to
greet and
welcome
Interact
about ways
to express
likes and
preferences
Interpret
the picture
to identify
the topic of
the course
Pupils can gr
Interpret
the radio
frequencies
37 and try to answer.

Student Activity 1p36: Read the TV programme on page 37 and answer these questions.
Communi
cating
and
keeping
in touch
teacher
a- Whats on Channel 5 at 9.25? On Channel 5 at 9.25 there is Shrek III.

b- Which channel is the The Adams on? The Adams is on ITV 1 Channal.
c-Next to the announcement of some films in the programme, you read Dont miss it. Why? Because its a nice
programme and deserves to be seen.
Student- The learners work in rough , the teacher supervises the works , offers his help once needed then invites the
learners to read the text and correct
student The teacher reports the answer on the board, and then asks the pupils to perform it as drill. (by pair)
Post-reading:[Your Turn]
The learners listen to the teachers explanations of Task 1p36 then try to answer the task
Communi
cating
and
keeping
in touch
Note for the teacher:
Opening Sentence
At the beginning of a written work stands the opening sentence. Considered "most important",[1] the opening sentence needs to
entice the reader[2] and sets the subject, the tone and possibly the style for the whole work,[3] although this does not have to be
obvious
Activity 1p36: Read the paragraph and put the opening sentence in the right place.
There are five terrestrial TV channels in Britain. There are also several satellite channels (opening sentence) .The
BBC has.......BBC1is ....... BBC 2 is .......Its programmes................ITV1............Channel 4...............It started............The
last ........
The learners work in rough , the teacher supervises their works and offers his help once needed ,later they are asked to
read the whole paragraph and copy it down on their copy books
The teacher explains the instructions of the write it out < Integrated Situation> and invites the learners to do it as a
home work .
page 29
Interpret
the British
TV
channels
and their
programs
Interact
about
opening
sentence
Interpret
the task to
identify the
opening
sentence
eet and welcome

Discuss about the
last sance and give

examples about what
has been learnt
Discriminate
between different
type of pictures
Describe pictures to
identify the meaning
and the topic of the
lesson
Name different type
of mass media (Tv
Radio....)
Describe Radio
frequencies
Name and locate
places
Names foreign
broadcasting
channels
Interact about some
of the foreign TV
channels
Identify the
meaning of opening
sentence .
Recognize the place
of the opening
sentence and its
importance
m

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File one "1"

Module of integration (project)

Profile of your favourite artist.

send it to the artist.

What students could already do

Identify pictures and

Required material and / or resources :

timing Rationale Interaction

competencies Who are my learners ?

File One 3 Level

You : Hello / Hi / Good morning-afternoon evening , my name is ......................

What mean of communication do you prefer?

Listen & Speak : {PDP} lesson:

- The kind of picture: [ cartoon photo....]/-

Mr. Green: Good morning.

timing Rationale Interaction

Who are my learners ?

Words describing appearance

Short- fat- tall- nice-polite-boring-nervy-strict-serious-easygoing-sincere-helpful-cheerful-cool-rude

Adjectives describing personality

Short- fat- tall- nice

What does he /she look like ?

timing Rationale Interaction

The teacher invites the pupils to the following piece of presentation:

Who are my learners ?

1) What is your name ?

2) Are you 14 years old?

Yes & No Question

Trendy- cool-naughty- messy-funny-friendly-stupid-crazy-shyclever-patient-intelligent-

Who are my leaners?

Samir Bounab 's

Trendy- coolnaughty- messyfunny-friendlystupid-crazy-shyclever-patientintelligent-

Produce or Use : Selecting information constituents from the learners:

Talk about daily

between likes and

Greet and Teacher

daily life school

Her name is Sarah Bint

Q:What does she look like ?

Q: What is she like ?

She is quiet but not shy

Q: What does she like?

She likes singing soul music .

Q: What does dislke?

She dislikes classical music.

Q: What does she prefer ?

She prefers Latin American & oriental dances

A ;What would Sarah bint like to do?

B .Is she shy? Why or why not?

She is quiet but not shy , she like meeting teenagers .

C.Why does she hate classical music?

Because it hasnt got lyrics.

Because they have more rhythm.

I find it boringWhy? because it hasnt got lyrics

I am slim . I am quite tall for my age

entence 1 is opposite to sentence 2

and is a coordinator ,it expresses similarity and avoids repetition .

Identify the main

Use the right student

3) tall/ I / slim / am / and / . / I am tall and slim

The weather is hot and sunny

I love sports , but I hate drugs.