Sei sulla pagina 1di 42

24

Yellowdaffodil66@gmail.com

Learning Objectives & Module of Integration


Term

Month
&

File

weeks

competen Learning
ce
objectives

Resources

Type of
task

Grammar

Lexis

Pronunciation

Module of
integration (project)

Writing a
newspaper report
Your country is
going to celebrate
conversation
then underline
one of its
the stressed
national dates.
words
The occasion to
2- Act out
SNAPSHOTS
talk
about one of
dialogue one
OF CULTURE
those national
with the
appropriate
dates is ready
Schools in
stress and
Britain
Your school is
I. Read the intonation
going
to make a
3- Listen to the
text then
school
Magazine .
three
syllable
compare
words, then
Make a
schools in
Britain with group them into
newspaper report
the stress boxes
schools in
about one of the
Say it clear p98
Algeria .
national dates "
1- "Have"weak
independence day
and strong form
"strong form
, revolution day
II. Harry
/h
v/
,science day
Potter:
- weak forms
Use illustrations
Real or
/h v, v, v/
with your report
Imaginary?
2- Stress and
showing the
intonation
importance of the
3- Short
answers using"
day you are
have"
talking about .
P106
Your report is
THE NEW
SOUNDS
ready ,meet with
"was" /'w
your friends ,
z/'w z/
discuss , and ask
"were" /w3:/
your teacher to
\w r\
correct it
Was
Print your report
Strong form
with the included
/'w z/
illustrations .
Weak form
Present your
/'w z/
report
to your
Were /w3:/
classmates
,
\w r\
discuss the
weren't
/w3:nt/
subject and try
wasn't
to answer your
/"w znt
friends'
questions.
Join your report
to your friends'
ones to make the
school magazine .
Say it clear

januar
Week
1

Describing

regular
activities with ( oral
regard to
and
Interact actions that
written)
happened in
the past and
affect the
present.

januar
Week
2
januar
Week
3{Test
n1}

Expressing
written

"so" in
compound
sentences

oral

Modals

past events .
Comfortin
Prod
uce

g people

"3"

" W O R K

and

P L A Y "

Describing

File Three

Term
Second

present
perfect
with
'already
/yet/since/
never.

Februar
Week
2

March
Week
2

The

actions /
expressing
Interpre consequences ( oral )
obligation.

March
Week
12nd
terms
exams

simple
present

Describing

Februa
Week
1

Februar
Week
4{2nd
terms
exams }

The

written

januar
Week
4

Februar
Week
3

P91
What a
1Listen to the
pity / don't
telephone
worry

N.B:
Winter
Holidays
2{Feb 11th
Feb 16th
Test n2:
From feb 17th
till Feb 25th
Second
Term exams
from Feb 28th till
Mach 4th

expressing
obligations
(have to)

SWBAT :

Talk about
important events
"nationalism ".

Lesson Plan

File three:

Work & Play

Sequence One

3 Am Level

Listen and Speak

Personal Goals:
In this lesson I will use and plan activities that allow learners to practice and develop
real-life communication skills for reading, writing, speaking and listening.
Lesson Focus:
Which skill(s)will students mainly practice during this lesson?(Speaking, listening, reading, writing)
Listening and speaking
In this lesson I will teach the following aspects of language:
Function : Describing regular activities & Describing actions that happened in the past and affect in
the present

Grammar : Present simple "revision-consolidation + adverbs of frequency / present Perfect


Pronunciation :Weak and strong form of "have & has"
Vocabulary : Vocabulary related to routine daily activities

Competencies :Which competencies in the AEF are you working toward or plan for the learners to achieve today?(AEF table)
Can interact orally to ask and answer questions in very short exchanges.
Can describe daily activities related to school tasks and daily life
Can listen to understand main points and important details.

Objectives : Students Will be Able To. :


describe daily life activities using adverbs of frequency
Describe actions that started in the past and affect the present.
Discriminate between "weak & strong" form of "have & has"
When and how will I check my students progress toward the objective(s)?
I can see them when they

Required material and / or resources :


The manuals pictures { pages : 90 - 92}
Listening script page :167
3
Time

Swbat(for
each stage)

Rationale
(why do
Interaction
students
do this)

Yellowdaffodil66@gmail.com

Procedure

Materials
(VAKT)

File 3:

Check the
objectives
seen in
File
2travel
Have an
idea
about the
learning
objectives
of the
sequence

Describe
daily life
actions

Inquire
and
answer
questions
about
daily life
actions

Interact
about
what has
been
learnt

Listen
and try
to
interpret
the
situations
given
Interpret
The
pictures
to
identify
the type
of actions
done in
daily life

Talk
about
ones
daily life
actions

Describe
ones
regular
activities
using
adverbs
of
frequency

Listen
and

Interpret
the
worksheet
to talk
about
ones
daily
routine
activities

Interact
to
identify
the
adverbs
of
frequency

Listen to
listening
worksheet

Learning
Log P88

Describe daily life active ties using adverbs of frequency

T
Ss

Describe actions that started in the past and affect the present.
Discriminate between "weak & strong" form of "have & has

Warm up /:
The teacher asks the pupils to open their books page 91, he introduces
the new "File Work and Play" ,he tries to remind to pupils about what
they have learnt in the previous file He talks about the new file and
what does it contain as "functions & notions" he also asks the pupils to
slit into groups and try to think and start to prepare "the project work"

Preview
p91

Manuals
pictures
p 90

< Designing a school magazine page>


Pre-listening

T- SS

T- SS

Ss
Ss

Ss- T

Seq 1

Agenda :

S T
Interact
with
teacher
to
describe
daily
activities

Work& Play

Listen & Speak( PDP lesson):

Ss Ss

T Ss

Ss T

Whats happened?

The teacher asks the pupils to open their books on page 90.
The pupils are asked to look at the photos on page 90, they are asked
to interpret them
The teacher may help them by asking the following question
1) What do the pictures represent?
2) where do all the action take place?
3) Which of those pictures you perform or do?
4) Are those actions done everyday ?

Visual=
flashcar
ds on
daily
life
actions
page 90

The pupils listen to the teacher and try to answer the question one by
one
The teacher uses the pattern to make the pupils interact between
them "question answer" task
Then the pupils are invited to talk about what they do every day as
tasks and activities related to their school life and daily routine
activities
The pupils are asked to open their books on page 92 and pay attention
at "activity one
The teacher explains or invites one or two pupils to read the
Worksheet
instructions of the activity ,the teacher explains the instructions and
Page 92
invites the pupils to work by themselves "individual work"
Activity one p90: Put words and phrases A-K in the right columns
of the table that follows:
In the morning
In the afternoon
In the evening
At night
Get up have breakfastFinish classes
Have dinner
leave home start classessleep
revise
watch TV
Have lunch
the pupils work in rough ,correct on the board then read the corrected
activity
the teacher may ask the pupils to form a short or "produce" a short
paragraph using the information on the board "oral" production
Listening
the teacher invites the pupils to pay attention at the adverbs in the
next tasks
He may ask them to talk about them :
Always

generally

often

sometimes

White
board &
board
marker

hardly ever never

(since they have already seen those adverbs in the previous school year)
The teacher explains the instructions of activity 2 page 92:
The pupils are asked to take their pencils and try to listen to the
script and spot the right answer
4
sambounab@hotmail.fr

Activity 2p92: Listen and put the right frequency adverbs.

Listening
worksheet
Page 167

Worksheet
act2p92

describe
ones
regular
activities

Listen
and
describe
ones
regular
activities

To
identify
the
scripts
theme

T Ss

T Ss
Listen to
match
adverbs of
frequency
with the
statements
Ss T
Listen again
to answer
the right
answer to
the right
question

Describe
regular
activities
using
present
perfect &
adverbs
of
frequency

T Ss

Ss T

Ss T
Identify the
main
constituents
of a
sentence
Ss Ss

Describe
regular
activities
Identify the
using
right place
present
of the
perfect & adverbs of
adverbs of frequency Ss frequency & the form Ss
of the
present
perfect
tense

Souad 's day starts at 6.30 . always


She gets up at 7 a.m. often
She goes to school by bus. sometimes
She arrives late at school. never
She finishes class at 4 p.m . generally
She takes the bus to go back home. hardly ever
Listening
The teacher reads twice or thrice the listening script page 167 , the
worksheet
invites the pupils to correct using their pencils , he reports the answers
P 167
on the board ,then asks them to read the whole sentences or activity
corrected
The pupils are asked to go to page 167 and read the script by pairs.
The next step will be about "activity 3p 92, the teacher explains the
instructions and invites the pupils to take again their pencils ,listen to him
reading the script and try to spot the answers to the activity .
Worksheet
Activity 3 p92: Listen again and answer the following questions.
act3p92
a. Has Souad completed her project? No she has not.
b. What has she already written? She has already written the first draft.
c. Has she used en encyclopedia? No, she has not.
d. What has she found very useful? The internet.
The teacher asks the pupils to listen twice or thrice and try to answer.
The teacher reports the answers on the board ,invites the pupils to
read them and perform as "drill " question & answer" by pairs

Post-listening [Describe regular activities using present perfect & adverbs of


frequency]

Listen and
underline
the
appropriate
grammar
notion

Isolate the
underlined
grammar
notions

a.
b.
c.
d.
e.
f.

Presentation
<Language form study & analysis>
Next the teacher asks the pupils to go to page 167 , take their pencils
and try to listen to him reading part two of the dialogue {interviewer:
Now, tell me
They are asked to listen and underline the words: have completed
haven't have already written have used- have found.
The pupils are asked to read part two of the script ,then the teacher
asks the pupils to tell him what are the words they have underlined
Isolation :
Have completed haven't have already written have usedhave found.
The pupils read the isolated words.
The teacher asks the pupils to give him the sentence which contains
the verb "have already written" ,then they asked to read and try to
study it
Analysis :
I
have
always
finished
class at 4:00.
Subject + "HAVE" + adverb + past participle +
object
Of frequency Of the verb
Stating rule :
Affirmative form:
" S + Have +Past Participle of the verb +objec Present perfect
Negative form:
" S + Have + Not + Past Participle of the verb +objec
Question:
a) How often + have + pr + verb (past participle + ?
b) Have + pr + [always-ever-generally-often] +verb (pp) +object?
Yellowdaffodil66@gmail.com

The pupils by the help of the teacher try to deduce the stated rules5
Practice :
Describe

Based form task:

Listening
worksheet
P 167

Board &
marker

Board &
marker

Board &
marker

regular
activities
using
Identify the
present
right place Ssperfect &
of the
adverbs of adverbs of
frequency frequency

Exercise: Re-order the words to form correct sentences.

1)
2)
3)
4)
5)

7:00 a.m always Amina gets up . at


Breakfast. generally it 7:30 she has at .
Never school goes she. by to bus
English sometimes afternoon she .in the studies
practices hardly ever sport . she morning in the

Meaning based task:


Describe
regular
activities

Exercise : Match the sentences in column A with items in B3

Ss T

Detect the
Express
meaning of
resolutions
each
sentence
Predict

Sentence
a) I will work hard and succeed the 4th year.
b) I always start school at 8:00.
c) Tomorrow the weather will be fine.

Meaning
1) regular activities
2) predict
3) make resolution

Communicative based task:


Exercise: Pay attention at your school timetable then ask and answer.

Inquire
about
regular
activities

Ss
Use the
present
perfect ,
ask and
answer drills
To talk
about daily
life school Ss

Activity 4p92 : Prepare a short dialogue about your school


activities and leisure time:

-Ss

You: How often do [learn/study/practice ] {English-Arabic- sport..}


Your partner: I ..
You: Have you ever [studied-learned-practised ] [English-French-sport]?
Your partner: No,I..,but I have already..

The learners work in pair, the teacher supervises their works, offers
his help ,then invites them to correct each task , read then copy down all
the written works

Page 6

Yellowdaffodil66@gmail.com

Extra tasks from www.vanda51.og & http://islcollective.com/worksheets


( To be tackled in extra hours or in printable occasions as home works)

sambounab@hotmail.fr

Mr. Parson always ___________________ at 7 a.m., then he ___________________ goes to the


bathroom ___________________, ___________________ and ___________________his hair.
He often ___________________ before he ___________________.
Mr. Parson seldom ___________________ by car. He ___________________ at midday and
___________________

at

p.m.

He

often

___________________

He

usually

___________________ at 8 p.m. with his wife.


He always ___________________ before he ___________________ to sleep.

Yellowdaffodil66@gmail.com

This is what John does every day. Look at the pictures and using the present
simple and frequency adverbs write about his daily routine.

By Mr.Samir Bounab
Yellowdaffodil66@gmail.com

1.

John always wakes up at 7.30, then


________________________________________________
______________________________________________________________________________
__
______________________________________________________________________________
__
______________________________________________________________________________
__
______________________________________________________________________________
__
______________________________________________________________________________
__
______________________________________________________________________________
__
________________________________________________________________________________
2. Describe your daily routine. What do you usually do?

In the morning _____________________________________________________________


_________________________________________________________________________
In the afternoon ____________________________________________________________
_________________________________________________________________________
I the evening ______________________________________________________________
_________________________________________________________________________
At night __________________________________________________________________
_________________________________________________________________________
3. Ask the questions:
You: ____________________________________ ?
John: I get up at 7.30 a.m.
You: ____________________________________ ?
John: My mother wakes me up everyday.
You: ____________________________________ ?
John: I usually have corn flakes for breakfast.
You: ____________________________________ ?
John: I go to school by bus.
You: ____________________________________ ?
John: No I dont, I go alone.
You: ____________________________________ ?
John: After classes I pay basketball.
Yellowdaffodil66@gmail.com

You: ____________________________________ ?
John: I go to bed at 10 p.m.

1. Cook
2. walk the dog
3. go shopping
4. iron
5. make the bed
6. hang out the washing
7. decorate the house
8. dust the furniture
9. do the washing
10. lay the table
11. take the dustbin out

2. Now write sentences about what you do, at


home. Use frequency adverbs:
Example: I often go shopping.
1. ____________________________
2. ____________________________
3. ____________________________
4. ____________________________
5. ____________________________
6. ____________________________
7. ____________________________
8. ____________________________
9. ____________________________
10. ____________________________
11. ____________________________
12. ____________________________

. 10

By Mr.Samir Bounab
Yellowdaffodil66@gmail.com

11

By Mr.Samir Bounab
Yellowdaffodil66@gmail.com

12

By Mr.Samir Bounab
Yellowdaffodil66@gmail.com

13

A) Rewritethesentencesbellowputtheadverbsinbracketsintherightplace.

Marydoesherhomework(always)
_______________________________________________________.
MarkwatchesTV(generally)
_______________________________________________________.
Shecooksdinner.(never)
_______________________________________________________.
Wegotoschoolat8ooclock.(often)
_______________________________________________________.
Westayupuntil10p.m.(sometimes)
_______________________________________________________.

B)Buildsentenceswiththewordsgiven.DontforgettoputtheverbinthepresentSimple.

Visit/sometimes/she/hergrandparents

_______________________________________________________.

busy/teacher/be/always

_______________________________________________________.

do/Mark/homework/generally

_______________________________________________________.

sometimes/play/volleyball/atschool/never

_______________________________________________________.

C)Putthefollowingsentencesinthenegativeform

Susanwakesuplate.
_______________________________________________________.

ThechildrenwatchTV
_______________________________________________________.

Theirparentsgoshoppingatweekends.
_______________________________________________________.

Theygotoschoolat8.30
_______________________________________________________.

MarkandCarldotheirhomeworkbeforedinner.
_______________________________________________________.

Ileaveschoolat4p.m.
_______________________________________________________.

By Mr.Samir Bounab
Yellowdaffodil66@gmail.com

14

D)FillItheblankswiththecorrectformoftheverbsinbrackets.

Mary_________(wakeup)at7o`clock.
She_________(go)tothebathroomand_________(have)ashower.
_________she_________(prepare)breakfastforherandhersister?
No,she_________.
EverydayMary_________(take)herdogforawalkinthepark.
_________they_________(go)forawalkintheparkneartheirhouse?Yes,they
_________.
Mary_________(not/go)toschoolbybus.
She_________(have)lunchatschool.
She_________(not/do)herhomeworkatnight.

E)Answerthesequestions

Whattimedoyougotoschool?
_______________________________________________________.
Doyougotoschoolbybus?
_______________________________________________________.
Whattimedoyouleaveschool?
_______________________________________________________.
Doyoulikesoup?
_______________________________________________________.
Howdoyougotoschool?

_______________________________________________________.

F)Whatdoyoudoeveryday?UsingthepresentSimpleandfrequencyadverbswriteaboutyourdaily
routine.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
________________

By Mr.Samir Bounab
Yellowdaffodil66@gmail.com

15

PRESENTPERFECTSIMPLETENSE

1. Provide

questions

for

these

answers:

2.Completethesentenceswithforandsinceand
thePresentPerfectoftheverbsinbrackets.

____________________________?

We__________(not/watch)TV____treedays.
Mark __________ ( not/ eat) anything
__________thismorning.
Mary __________ (study) French __________
fiveyears.
Myfather(not/smoke)acigarette__________
2004.
Susan __________(be) ill in bed __________
lastMonday.

YesIhave.IwenttoLondonlastyear.
____________________________?
No,Ihavent.IveneverbeentoParis.
____________________________?
SheslivedinLisbonforfiveyears.
____________________________?
Theyveworkedinthisofficesince2002.

3. Write the following sentences in the Present Perfect using the words given.
Do not change their meaning.
ItstwoyearssinceIhadanewbike.
Ihavent__________________________________________.
Thelasttimetheygaveaconcertwas3yearsago.
Theyhavent_________________________________________.
ItsagessinceIlastsawMary.
Wehavent__________________________________________.
Thisisthefirsttimeweregoingtoadiscowithourfriends.
Sofar______________________________________________.

By Mr.Samir Bounab
Yellowdaffodil66@gmail.com

16

By Mr.Samir Bounab
Yellowdaffodil66@gmail.com

17

Time

Swbat(for
each stage)

Rationale
(why do
Interaction
students do
this)

Materials
(VAKT)

Procedure

Practice
Describe
daily
school life
Describe
regular
activities
(adverbs
of frequ)

Interact
to talk
about
daily
school
life

T- Ss

Ss T

Interpret
the
worksheet
to talk
about ones
Inquire
school life
about ones experience
experience

Talk about
actions tht Produce
happened in oral
the past and message to
still affect speak
the present about
time
actions
that
happened
Talk about in the past
actions that and still
happened in affect now
the past and
still affect
the present
time

Ss Ss

T Ss

Warm up:
The teacher greets his learners and inquires about their daily life school
The teacher tries to interact with his learners about the last
sance.[Describing regular activities using the adverbs of frequency and
present perfect]
Practice p94: PPU lesson.
The teacher invites the pupils to open their books on page 94.
The teacher asks the pupils to talk about their first day at Middle
school.
Teachers questions :
The teacher interacts with his pupils about the date and the period of
time they spent in Middle School.
1) When did u come to this school? We came to this school in 2008.
2) How many years have you studied here?We have studied here 2years

We came to this school in 2008. = We have studied here since 2008


We have studied here 2years = we have studied in this school for 2 years.
The teacher reads and makes the pupils repeat focusing on the new items.

The teacher invites the pupils to repeat then use the following keys words and
perform:
Key words:
Verb
Object
Place
Since
for
learn
Arabic
Primary School
2002
eight years
Study

Ss -Ss

Board &
marker

The teacher invites the pupils to answer, and then perform the two
questions as a drill.
The teacher tries to introduce the new grammar notion through the
following:

We have studied here since 2008 /We have studied in this school for 2 years

T- s

Board &
marker

English

Middle School

2008

Board
and
marker

Two years

The pupils build sentence using since & for and substitute key words
The teacher present the ways of inquiring about since and for
A : Since when have studied in this school?
B : I have studied in this school since 2008.
A : How long have studied here ?
B : I have been in this school for 2 years.

Board
and
marker

The learners perform the drill and substitute keywords.


The teacher may ask the learners to give him concrete examples.

Talk about
actions tht
happened in
the past and
still affect
the present
time using
(since & for)

Interact
to identify
the main
part of
statement
Interpret
the new
grammar
notion and
analyze it

T-Ss

The teacher invites the pupils to pay attention at the following:


Presentation: The teacher invites the pupils to read the sentences

We have studied here since 2008/ We have studied in this school for 2 years.

Analysis:
We have studied here since 2008/ We have studied in this school for 2 years.

T- Ss

S+have+ P.par+ obj+ since+ date/ S+ have+ P.par+


obj+ for+ per.time


Present
since
point
Present
for period
Perfect
of
perfect
of
Time
time
By Mr.Samir Bounab
Yellowdaffodil66@gmail.com 18

Board
and
marker

Talk about
actions tht
happened in
the past and
still affect
the present
time using
(since & for)

Interpret
and
produce a
deduction
about he
form and
the tense
used with
since &
for

Stating Rule:

Ss T

Since + point of time describe actions that


Present perfect+
started in the past
For + period of time
and affect the present

Board
and
marker

Practice: After having stated the rule the learners are invited to
perform the following tasks.
1) Based form task:

Use the
Talk about deduced
actions tht rule and
happened in apply it
the past and through
still affect the three
the present types of
time using
tasks
(since & for)

Ss- T

Ss Ss

Activity :Re-order the words to make correct sentences.


a) since English 8:3O lesson started has. the
b) school month begun for has 5 the . year
c) not primary since I been school have in . 2001
d) many snowed it not for years has .
The teacher supervises the pps work, offers his help then invites
them to correct.

Board
and
marker

2) Meaning based task:


Activity : Complete with the right word.

T- Ss

Use the
new
Talk about grammar
actions tht notion to
happened in make
the past and drills
still affect
the present
time using
Ask the
(since & for) appropriat
e question
using
since
For point
of time
And the
appropriat
e one for
period of
time

Talk
about
actions
tht
happened
in the
past and
still

Ss T

Action started in past and affect present / describe regular activities/

predicting/ resolution.
1) I will study hard and succeed.
2) I have been a pupil for 8 years. .
3) I always pray five times a day.
4) It will rain tomorrow. ..
The teacher supervises the pps work, offers his help then invites
them to correct.

T Ss

3) Communicative based task: (pair work)


Activity Look at the flashcards on page 94 and make dialogues using
since & for and the correct tense.
Phone
1849

talk

Ss-Ss

Com
puter
1950
manipula
write
te

Watch Radio BicycleUmbrella Pen


1462 1866 1839 1637 1946
Tell
time

Listen

ride

use

Tooth Newspa
Car
brush
per
1893
1498
1609
Clean
read
drive
teeth

A : Since when have we talked on phones?


B : We have talked on phone since 1849.
A : How long have we talked on phones?
B : We have talked on phones for 161 years.

The teacher invites the pupils to pay attention at the table and keep the
same drill and make correct dialogues using since and for.

Ss- Ss

Board
and
marker

The teacher invites the pupils to correct , he reports the best dialogue
on the board then makes them read and copy all the written works.
By Mr.Samir Bounab
Yellowdaffodil66@gmail.com

19

Workshee
t
p94

Workshee
t
p94

affect
the
present
time using
(since &
for)

Greet and
welcome
Recycle
what has
been seen
in the last
hour

Imagine
T Ss

Ss - T

Describe
ordinal
numbers

Interact
to
describe
the photo

Answer
questions
Talk about related to
actions that a
happened in flashcard
the past and
still affect
the present
time using
Identify
(since & for) ordinal
numbers
Talking
Ask about
about rights action
and duties that
happened
in the past
and affect
Talk about now
actions tht
happened in Be
the past and sensible
still affect toward
the present classroom
time using
and school
(since & for) furniture
Be aware
of daily
accidents
Ask about
action
that
happened
in the past
and affect
now and
inquire
about
ones
matters

T- Ss

warm up:
The teacher greets his pupils and inquire about their daily school life.
The teacher tires to make a short recycling about the last sance.
< talking about actions that happened in the past and still affect the
present & since + point of time / for + period of time>
The teacher tries to make his learners talk and express themselves
using the previous hour learning objectives.

Imagine p 95:
The teacher invites the pupils to open their books on page 95 and pay
attention at the picture.
The learners are asked to interpret the picture .The teacher may help
them by asking them to answer the following questions.
Flashcard
The teachers questions:
p95
1) Where does the situation take place? It takes place in an office.
2) How many persons are there? There are Five persons.
Board &
3) What are they doing? They are queuing.
marker
4) What time does the wall clock show? It Shows 7:00 oclock
5) Have those persons arrived at the same time? No, they havent.
The learners look at the picture and try to answer the questions.
The teacher may invite the pupils to act the task as a drill.
The teacher explains the instructions of activity 1p95 then invites the
learners to work.
Activity1p95: Look at picture One and find out how long each
Flashcard
person has been in the queue.
A: Who is the {first second-third-fourth-fifth} in the queue?
B : Its [Nora- Dolly- Oliver- Ron- Jocelyn]
A: How long has [she/he] been there?
B :[She /He] has been there since [6:45 6:50- 6:53-6:55-6:58]
[she /he] has been in the queue for { 15- 10-8-5-2}

Ss- T

The learners work in pairs in rough then give back their work; the
teacher listens and reports on the board one the drills.
The learners are invited to read the corrected task on the board.
The teacher tries to make the learners pay attention at their classroom and the
way it looks [the teacher tries to sensitize the learners about their classroom] he
tries to make them remark if anything goes wrong or any of their friend who is
absent (illness) and make a short discussion.

Ss
Ss

Board &
marker

The learners are asked to pay attention at activity 2p95 and try to
interpret the flashcards.

p 95

Board &
marker

Board &
marker

Flashcard
Activity2p95: Look at the pictures and guess what the persons are saying.
p95
Pick up the right verbs from the palm on the right.
1. Picture One: Ive broken my arm.
2. Picture Two: I have cut my finger.
3. Picture Three: Ive burnt my hand.
The learners work in rough , the teacher supervises their work and invites them
to read what they have written.
The teacher explains the instructions of acticity3p95,then invites the pupils
to work in pair.
Board &
Activity 3p95: Build up dialogues on the following model using verbs from
marker
the palm above.
You : Have you [ phoned-written-burnt- broken-cut..]
Your partner: No, I havent .Ive . my
The pupils work on their rough; he supervises their work and invites them to act
their dialogues.
The teacher invites the pupils to copy their drills each pair copies its own one.
The learners read all the written works on the board, then copy down.
20 By Mr.Samir Bounab
Yellowdaffodil66@gmail.com

Greet and
welcome

Ss need to
talk about
and
express
themselve
s about
their daily
life school

Describe
books front Ss need to
pages
identify
the theme
of the
lesson

Talk about
animals in
danger of
extinction

Ss need to
know the
meaning
of the new
lexis
introduce
d in the
text

T Ss

Ss T

T Ss

Ss
Ss

Ss read
the text
and
answer
the task
Talk about
animals in
danger

Express
cause and
effect (so)

Express
cause and
effect (so)

Ss T
Ss need to
identify
and know
the new
lexis
introduce
d in the
text

Ss
identify
the new
structure
so

READ AND WRITE

File Three

Warm-up:
T. greets his learners and inquire about their daily life school.
Pre-reading:
T. invites the learners to pay attention at the picture on page 96 and he may
even use the same and aids talking about Moby Dick
T. tries to make his learners talk about the subject whether they have seen it
before.
T. tries to make the learners interact about the theme.
T.explains the most difficult and the new words.

author -topic-sailing-competition-whale-hunting- rescue

Ss read to
answer
the given
tasks
Talk about
animals in
danger

Seq 1:

T Ss

T .explains the instructions of Activity1p96,then invites the learners to look


again at the photo and try to answer the activity
Activity1p96: Look at the picture of the book cover on the right and answer
the questions below.
A. Who is the author? Herman Melville is.
B. What is the title of the book? Moby Dick.
C. What do you think the topic of the book is? b Whale hunting.
T. invites the learners to correct , he reports the answers on the board.
The learners are invited to read and perform the task by pairs.
During reading:
The learners are invited to read the text on page 96 and check their answer of
Activity 1p96
T tries to make a discussion about the text and what has been answered in
activity 1p96 to get familiarized with the text and the story.
T. explains the instructions of activity 3p96, explains some difficult words.

Century-novel-captain-desire-devoured-killer-extinctioncommission
The learners are invited to read the text and do Activity3p96
Activity3p96:Answer the questions below according to the text
A. Has Moby Dick eaten Captain Ahabs hand? No, it hasnt.(leg)
B. How long have men hunted whales? For hundred of years they have.
C. How long has the I.W.C existed? For 64 years.
D. Why have most countries stopped hunting whales? Because IWC has banned
whale hunting .
The pupils are asked to give back their answer, the teacher reports them on the
board .
The pupils read the corrected task and perform it as a drill.
The pupils are invited to read the text again and do activity 4p96
Activity 4p96: Find in the text synonyms, explanations and antonyms of the
following words.
banned hunting otherwise-aquatic-mammal-disappear
A) one hundred years= century
B) eaten = devoured
C) never =/= always
D) chased=hunted E) risen=fallen F) preserve =protect G) permitted= banned
H) whale :aquatic mammal I) survive=disappear
The pupils read then give back their answer (use pencils and correct on their
books)
Post reading:
the teacher invites the pupils to read again the text & make them talk freely
about the theme exposed in the text .
the teacher tries to attract the learners attention on the words written in
different colours.
Presentation:
the learners asked to read the words written in different coloursred
1) Films have presented Moby Dick as man killer; so people have always thought
that whales are dangerous.
2) The commission has banned whale hunting since 1986.So most countries have
stopped hunting whales.
The pupils are invites to read the selected sentences .
The teacher tries to attract their intention on the words written in different
colour so
21 By Mr.Samir Bounab
Yellowdaffodil66@gmail.com

Oral
interacti
on
Picture
of the
book p
96

The
texts
script p
96

More
aids
about
Moby
DICK

The
texts
script p
96

The
texts
script p
96

The
texts
script p
96

The
texts
script p
96

Board &
marker

Express
cause and
effect (so)

Express
cause and
effect (so)

Ss look at
the
sentence
and
analyse
its
constituen
ts

Ss deduce
the rule
and the
role of
the
conjunctio
n so

Board &
Analysis:
marker
The commission has banned whale hunting since 1986,So most countries have stopped hunting whales

T Ss

Cause
so

Sentence 1 <cause> + conjunction so =

effect = result

sentence 2 <result>

Stating rule:

Ss T

Board &
marker

So is a conjonction.
So + Sentence indicates a result action or effect
Coma is <between> the cause sentence & the result one
Practice:
A)Based form task:
Exercise : Reo-order the words to make correct sentences.

Express
cause and
effect (so)

Ss
perform
the three
kinds of
tasks
dealing
with so
expressing
cause &
effect

1) coat/ It/ too/put on / cold/ so/ was/ I/ my /,/ ./

T Ss

It was too cold ,so I put on my coat.


2) hard/pupil/ so/ got/the/worked/good / exam/he/marks/at/,/./
The pupil worked hard so he got good marks at the exam.
B) Meaning based task:

Ss
Ss

Board &
marker

Exercise : Match the pairs.


Column A
-The driver drove fast so he was punished.

Column B
-action in past & affects present

-I always got to school on foot.

- cause & effect

-I have been a pupil for eight years.

- regular activity

C) Communicative task:

Express
cause and
effect (so)

Ss
perform
the three
kinds of
tasks
dealing
with so
expressing
cause &
effect

Board &
marker

Activity 1p96: Join the two pairs of sentences below with so. Make any
necessary changes.

Ss T

Board &
marker

A1.Men have hunted elephants for their ivory for centuries.


A2.Now the elephants are in danger of extinction.
Men have hunted elephants for their ivory for centuries, so now they are in
danger of extinction.
B1.Men have always hunted gazelles for their beautiful skins.
B2.Now this species is in the list of protected animals.

Ss
Ss

T Ss

Men have always hunted gazelles for their beautiful skins, so they are on
the list of the protected animals.
The learners do the tasks on their rough , the teachers supervises their works
then invites them to give back their answers.
The teacher reports the tasks on the board , asks the pupils to read then copy
down.
By Mr.Samir Bounab
Yellowdaffodil66@gmail.com
22

Board &
marker

Express
cause and
effect (so)

File three:

Ss talk
about
their daily
life school

WRITE

IT

OUT

3 AS

The teacher greets his learners and inquires about their daily life school.
The teacher invites the learners to do the following tasks to revise what have
been seen the last hour.

Board &
marker

Exercise 1: Choose the right conjunction to make correct sentences.


Ss T

1- My teeth were hurting ......... I made an appointment to go the dentist.


(a) or

Board &
marker

(b) so
(c) but
Express
cause and
effect (so)

Ss do the
task to
discrimina
te
between
the uses
of the
conjunctio
ns

2 - Have you seen ......... heard the latest musical by Andrew Lloyd Webber?

T Ss

(b) so
(c) or

Ss
Ss

Express
cause and
effect (so)

(a) but

3- I wanted to go to the rock concert ......... all the tickets were already sold out.
(a) so

Board &
marker

(b) but
(c) and

4 - I wanted to eat sushi for dinner ......... I went to a Japanese restaurant.

Ss T

(a) but
(b) so

Express
cause and
effect (so

Ss do the
task to
discrimina
te
between
the uses
of the
conjunctio
ns

(c) or
Board &
marker
5- I wanted to eat fish for lunch ......... the fish and chip shop had closed for the day.

Ss
Ss

(a) or
(b) but
(c) so

6 -I am going to do my homework ......... take a shower when I get home from school.
(a) and
(b) but

T Ss

By Mr.Samir Bounab
Yellowdaffodil66@gmail.com

Board &
marker

n
Express
cause and
effect (so)

Ss do the
task to
discrimina
te
between
the uses
of the
conjunctio
ns

23
Exercise 2: Fill in the gaps using so but because

Ss T

1.Jamila has a sore throat, ..she can't sing today.


2. Sam must see the doctor ..he is ill.
3. Bill has the flu, ..his sister is fine for the moment.
5. Alan is sick, he can't go to work.
6. 7. Sam has a fever, a runny nose, he has a sore throat.
8. Alan can play the piano, he can't play the guitar.
9. Lily has a terrible toothache .she must see a dentist.

Write it out { Integrated situation}


Express
cause and
effect (so)

Express
cause and
effect (so)

Ss talk
about
current
changes

Ss elicit
the items
they will
need to
use to
form sent
using so
To
express
cause &
effect

Ss build
sentences
expressing
cause &
effect
Using so-

Express
cause and
effect (so

Ss use the
independe
nt
sentences
to make a
paragraph

Ss work in
rough
,then read
their
compositio
ns

T Ss

The teacher invites the learners to pay attention at write it out page 97.
The teacher interacts with his learners with the idea set in the task about
current changes that have taken place recently.
The teacher tries to make his learners talk as much as possible about the idea
exposed to the talk
The teacher invites the learners to pay attention at the instructions of the
write it out task p97, he explains the instructions then invites them to work on
their rough, making independent sentences , then a short report.
Step One:
Look at the table and make correct sentences talking about cause & effect
use [ so]

Cause

Ss
Ss

Board &
marker

Money/become/very important
Price of food /go up
TV/invade/homes
Global temperature /increase
People /hunt/too many gazelles
Strong earthquakes/touch/many areas of
the world
Swine flu /contaminate/all the countries

Effect
Spirit of solidarity/disappear
Poor people/die of hunger
People /lose/the sense of being a family
Ice pack/north Pole/melt
They /be /in danger of extinction
Many countries/destroy/people/die
Too many people / ill & die

Board &
marker

Aids about
TV-ice paknorth polegazellesearthquakes

The learners use the information elicited in the table and try to build
sentences using so
Suggested correction:

Ss T

Ss
Ss

1)Money become very important, so spirit of solidarity disappeared.


2) Price of food goes up, so poor people die of hunger.
3) TV invaded homes, so people lost the sense of being one family.
4) Global temperature is increasing, so ice pack of the North Pole melting.
5) People are hunting too many gazelles, so they are in danger of extinction.
6) Strong earthquakes touched many area of the world, so many countries are
destroyed and many people died too.
7) Swine flu has contaminated all the countries, so too many people were ill and
some died of this flu.
The teacher supervises the learners works and offers his help once needed
Step Two:
The learners are asked to use the information seen in the first step and make a
report .
The report:
I think that many negative changes have taken place in our world recently.
Money becomes very important, so spirit of solidarity disappeared. Price of
food goes up, so poor people die of hunger.
TV invaded homes, so people lost the sense of being one family. Global
temperature is increasing, so ice pack of the North Pole melting. People are
hunting too many gazelles, so they are in danger of extinction. Strong
earthquakes touched many area of the world, so many countries are destroyed
and many people died too. Swine flu has contaminated all the countries, so too
many people were ill and some died of this flu.

The learners work on their rough copybooks , the teacher supervises


their works then invite them to correct
The teacher may ask one of the learners or some of them to report the
report on the board.

Board &
marker

Board &
marker

Board &
marker

The learners read the written work on the board ,then copy down 24

File three:

Lesson Plan
Work & Play

3 Am Level

Sequence Two

Personal Goals:
In this lesson I will use and plan activities that allow learners to benefit and get more
involved when each activity builds on previous material so that knowledge and skills build logically towards
achieving and developing specific competences.

Sequence Focus:
Which skill(s)will students mainly practice during this lesson?(Speaking, listening, reading, writing)
Listening ,speaking, reading & writing
In this sequence I will teach the following aspects of language:
Function : Talking about what you did/didnt do/ have & havent/- Expressing obligation, absence
of obligation & prohibition Asking and giving advice should & ought to / -talking about life experience
using ever & never / - Talking about recent events already- yet - & just
Grammar : the simple past tense/present perfect/ should & ought to / ever & never/ already- yet & just
Pronunciation :Function and Content words/ Stressed words & Intonation
Vocabulary : Vocabulary related to routine daily activities travel&Sports
Competencies :Which competencies in the AEF are you working toward or plan for the learners to achieve today?(AEF table)
Can deal with simple , predicate travel situations:Related to transportation (asking where something is and
how to get there ,asking and telling times/schedules).
Can listen to and understand very short, routine classroom instructions: Without supporting visuals .
Can read and understand simple instructions and explanations that are : Concrete nature. /Found in
language learning materials.
Can write short factual descriptions:About his/her basic environment (e.g. people ,places school /work ,living
conditions)
Can orally tell a very short story or give a brief description: About personal things (e.g. plans, routines,
possessions, likes/dislikes)

Objectives : Students Will be Able To. :

talk about what they did-didnt-have-havent


Express obligation , absence of obligation and prohibition
Ask and give advice
Talk about life experience
Talk about recent events

When and how will I check my students progress toward the objective(s)?
I can see them when they can fill questionnaires, underline stressed words act and play out dialogues
expressing obligation advice / describe pictures and guess their meanings /read texts and emails
and exploit them

Required material and / or resources :


The manuals pictures { pages : 98 100-102& 103}
Listening script page :168
25
By Mr.Samir Bounab
Yellowdaffodil66@gmail.com

Time

Swbat

Greet
And
welco
me

Talk
about
daily
activit
y

Repor
t
event

Repor
t
events

Rationale

Ss
interact
with the
teacher
about
school
life
activit

Ss need
t o talk
about
their
task
done
during
the
same
day

interaction

T
Ss

Warm up:

Ss T

Ss
Ss

Ss T

Experienc
e

Ss need
to listen
to the
script
and fill in
the
question
naire

Ss
Ss
Ss need
to use the
form of
interview
and talk
about
themselv
es

Board
and
marker

Pre-listening:
The teacher interacts with his learners about what activities they did that
day at school.
The teacher tries to make his learners to talk as much as possible using
what they have learnt before .
The learners are invited to open their books on page 98 and try to
interpret the worksheet there.
Suggested answers:
1)flashcard 1: A boy is writing a homework and a girl is reading a book.
2) Flashcard 2: A boy is reading a book
3) Flashcard 3: The pupils are practising sport.

Ss need
to listen
and
Experienc interpret
e
the
situation

Express

LISTEN &
SPEAK

VAKT

Seq Two

The teacher greets his learners and inquires about their daily life school.
The teacher tries to interact with his learners about the previous sequence.{
describe daily activities- talk about action in the past and affect the present since &
for cause and effect}

Ss need
to
T Ss
interpret
the
flashcard
s talking
about
daily
school
activities

Express

Procedure

File 3

Flashcards
p98

The teacher invites the pupils to read their interpretations ,then asks
them to report the events seen on the flashcards.

Suggested answers:
1)flashcard 1: A boy has written a homework and a girl has read a book.
2) Flashcard 2: A boy has read a book
3) Flashcard 3: The pupils have practiced sport

The learners are invited to talk about the flashcards , then interact
Flashcards
about what they have done in their school that day.
p98
The teacher tries to make the learner talk as much as possible and use
the present perfect to report what they have done at school.
While listening:
The teacher invites the learners to pay attention at activity 3p98 , then
listen to the script and try to answer the task.
Activity 3p98:Listen to part one of the interview and fill in the
questionnaire below. Give full sentences.
Questionnaire : Have you ever .?
Questions
Answers
Yes ,I have (money order)
Have you ever seen a Senegalese film?
Last night (channel 3)
When did you see it ?
Yes , I did.
Did you like it?
No,I have never played golf
Have you ever played golf?
Because I havent ever seen a long stretch
Why havent you ever played golf?
of green grass in the desert
The teacher reads twice the script then invites the learners to give back their
answers.
The teacher listens the learners answers and reports them on the board.
The learners are invited to read the corrected activity as pair work.
The learners are invited to listen again to the Part 2 of the interview and fill in the
rest of questionnaire.
Activity 4p98: Listen to Part 2 of the interview and fill the rest of the
questionnaire.
Questionnaire : Have you ever .?
Questions
Answers
Yes , I have
Have you earned any commendations yet?
They havent received it yet.
Have your parents received your school report yet?
Yes he has already done it
Has the Headmaster told them yet?
Not yet.
Have you celebrated it yet?
The learners listen to the teacher reading twice the script the invites them to give
back their answers.
The teacher invites the learners to read the task and perform the drill as pair
work.

Post- listening:
The learners are invited to use the questions and try interview each
others. They may use the key words in activity 2p98
The teacher tries to make the learners talk as much as possible
26

Script
page
168

Script
page
168

Express

Ss need
T
to
identify Ss
the new
structure

Experienc
e

Students
identify
the new
structure
Ss
recognize
the main
constitue
nts of a
sentence

Ss T

Express

Ss state
the rule
Experienc
about
e
ever
&
never

Express

T Ss

Ss need
to know
the order
and the
place of Ss
Ss
the
adverb

Experienc
e

Ss need
to know
the
meaning
of the
sentence
using
ever &
never

The teacher invites the pupils to open their books on page 168 and
underline the words ( ever never & yet) while he reads the dialogue.
The teacher invites the pupils to perform the dialogue .
The teacher invites the pupils to remind him about the words the have
underlined.
Presentation:
1) Have you ever seen a Senegalese film?
2) Have you ever played golf?
3) I have never played golf.
4) And why havent you ever played it?
5) Because I havent ever seen a long ..
6) Have u got any commendation yet?
7) Have you celebrated it yet?
The learners are invited to read the selected sentences
Isolation:
Have you ever played gold?
I have never played golf.
Analysis:
Have you ever played gold?
I have never played golf.

Have+ pr +adv+ past + obj


S +have+adv+ past part +obj
Part
Stating Rules:

Script
page
168

Script
page
168

Board
and
marker

a) ever = at any time. is used in question & affirmative sentence


b) never = at no time is used in negative sentence
c) ever & never are used with the present perfect tense.
d) ever & never are used to talk about life experiences

Practice:
a) Based form task:
Exercise: Re-order the words to make correct sentences.
A : you / played/ ? / have / chess/ ever
B : never / played/ . / I / chess/ have/

Board
and
marker

b) Meaning based :
Exercise: complete the sentences using the following words and
expressions.
Express regular activity- cause and effect
1- Ahmed has a toothache, so he must see a dentist.(..)
2- We always start school at 8:00.(.)
3- I have never smoked cigarettes. (..)
c) Communicative based task:

Ss T

Ss
Ss

Exercise: Fill in the gaps with. ever or never


A : Have you travelled abroad?
B : No , I have .been abroad.
A :Why havent you gone abroad?
B :Because I simply havent .thought to go abroad.
The learners work on their rough ,the teacher supervises their works
and offers his help if needed
The learners are asked to give back their answers
The teacher reports the answers on the board , then invites the
learners to read them.
The learners read again the written works reported on the board then
copy down.

27
By Mr.Samir Bounab
Yellowdaffodil66@gmail.com

Board
and
marker

Ss need
Ss
to greet
Express
and
welcome
their
teacher
Experienc Ss need
e
to
express
themselv
es about
school
Ss T
life
Ss need to
act drill
Express including
adverbs
and using
present
Experienc perfect to
express
e
experience

Express

Ss need
to act
drills
using
evernever

T Ss

Ss
Ss

Experienc
e

PRACTICE
Warm-up:

The teacher greets his learners and inquires about their school life matters.
The teacher tries to make his learners interact about the previous sance talk
about experience using yet never already- yet ever-just

Board
and
marker

Practice :

The learners are invited to open their books on page 100 and pay attention at
activity one p100
The teacher explains the instructions of the activity, and then invites pupils to
work in pair.
Activity 1 p 100: Act out a dialogue using the cues below. Change roles.
taken your exam?
written your essay?
A : Have you
drawn your geography map?
finished your project work?
Yes, I have.
Yes, Ive already done it. It was really easy
B: Not yet.
I havent done it yet. Its too difficult.
The learners work in rough, the teacher supervises their works then invites them
to read and act their dialogues.
The teacher reports on the board one of the drills.
The teacher invites the learners to pay attention at the pictures on page 1OO
and try to interpret them.
The teacher explains the instructions of activity two p100
Activity Two p 100: Look at the souvenirs in the pictures below , then make
dialogues like this.
he
Paris
A : Has
ever been to
New York
?
she
London
Yes, (he she) has .Look, thats the souvenir (he /she) has brought from there
B:
No, (he she) has never been there.
The learners work in rough , the teacher supervises their works then invites them
to act their drills
The teacher reports on the board one of the drill on the board

Board
and
marker

Manual
s
flashcar
ds p 100

SAY IT CLEAR
Ss need
to know
the
differenc
Ss T
e
Express between
stressed
and
unstresse
Experienc d words
e

Ss need
to
identify
stressed
words in
a drill

Ss
Ss

The learners are asked to open their books on page 99.


The teacher asks the pupils to read the Tips and tries to explain it on
the board .
-

Pronouns (he she they me etc


Articles (a- the )
Auxiliaries (be and have)
Prepositions (in- at etc.)

Script p
99

are function words = grammar words


generally not stressed

Adjectives
Adverbs
are content words They are generally stressed.
Nouns
Verbs
The learners are invited to read again the tips and try to do activity 2p99.
Activity 2p 99: Listen to the telephone conversation below ,then underline
the stressed words.

A : I havent seen you for days. Whats the matter ?


B : Ive had a terrible headache since Monday.
A : Oh no ! Im sorry to hear that .Have you been to the doctors?
B : Not yet. Ill go this afternoon.
A : I hope youll get well soon.
The learners try to answer the activity and justify their answers
The teachers invites the learners to correct on their books(pencils)
Then read and write down all the written works on the board.
28
By Mr.Samir Bounab
Yellowdaffodil66@gmail.com

Board
and
marker

Manual
s task
p99

Ss

More Tasks on ever never

Express

Ss need
to know
the use of
Experienc ever
e
and
never

COMPLETE THE SENTENCES WITH EVER OR NEVER

Board &
marker

1-HAVE YOU ________ EATEN SUSHI?


Ss T

2-HAS SHE _________ WORN SKIRTS?


3-I HAVE ________ DONE YOGA
4-SHE HAS_________ PLAYED TENNIS
5-THEY HAVE ________ DRUNK TEA
6-HAS HE _________ TRAVELLED ABROAD?
7-THEY HAVE ________ WRITTEN A LETTER
8-HE HAS ________ GONE DANDING
Board &
marker

Ss need
T Ss
to
identify
the use of
already
Experienc & yet
Express

Ss
Ss
Express

COMPLETE WITH ALREADY OR YET


1-IM NOT HUNGRY. I HAVE ....... EATEN A
SANDWICH.
2-HE HASNT FINISHED HIS
HOMEWORK............
3-A:HAVE YOU SENT THE E-MAIL ...........?
B: YES, I HAVE .......... SENT IT.
4-THEY HAVENT HAD A TEST..........
5-I HAVE SEEN THIS FILM.
6-THEY HAVE PHONED HIS FRIENDS
COMPLETE THE SENTENCES WITH FOR OR SINCE

Ss need
to
rcognize
Experienc the use
e
since &
for

Board &
marker

1-HE HAS HAD HIS JOB...........2001.


2-I HAVENT SEEN PAUL ......... AGES

Ss T
Express

3-HE HAS WAITED FOR THE BUS


..........15MINUTES
4-THEY HAVENT VISITED THEIR PARENTS .......... MARCH
5-I HAVENT EATEN .........MIDDAY
6-SHE HAS BEEN ILL ......... TUESDAY
7-THEY HAVENT MET THEIR FRIENDS HOLIDAYS
COMPLETE THE SENTENCES WITH THE RIGHT FORM OF THE
VERB IN BRACKETS

Experienc
e
Ss need

to
practice Ss
the use of
Ss
the
present
perfect

Board &
marker

1- HE ______________(JUST READ) THE


LETTER.
2- THEY ____________ (NOT MEET) SALLY
YET.
3- THE TEACHER _____________ (GIVE) US A LOT OF
HOMEWORK.
4- ________YOU________ (BUY) HER A PRESENT FOR HER
BIRTHDAY?
5- HE ______________ (NOT INVITE) HER TO THE PARTY YET.
6- _________ HE__________ (WRITE) THE LETTERS YET?
7- MY FRIEND _________(JUST PHONE) FROM PARIS
8- THEY ___________(ALREADY/HAVE BREAKFAST).

29sambounab@hotmail.fr
Express

T
Ss

Ss need
to be
sure how
Experienc to form
e
interrgati
ve
And
negative
forms

WRITE SENTENCES IN AFFIRMATIVE (A)


NEGATIVE (N) AND INTERROGATIVE (?)
FORM
1. YOU / MAKE / A CAKE (?)

Ss T

2-WE / SEE THIS FILM (A)


3-HE / PASS / HIS DRIVING TEST (N)
4- SHE / LOSE / HER KEYS (A)
5- YOU / SEE / MY BOOKS (?)
6- I / BREAK / THE NEW VASE (A)
7-THE DOG / EAT / ALL THE FOOD (N)
COMPLETE THE SENTENCES WITH THE CORRECT VERB FROM
THE BOX.

Express

Ss need
to know
the past
Experienc particple
e
T Ss
of the
verbs

Express

Board &
marker

Ss
Ss

Ss need
to make
the
Experienc differenc
e
e
between
the
adverbs

STUDY
UNDERSTAND

GIVE
PAINT

BUY
MADE

SPEND
SWIM

1- SHE HAS JUST.............. A LOT OF SANDWICHES.


2- THEY HAVE ............ THE WALLS YELLOW.
3- HAS SHE............. THE LESSON?
4- YOU HAVENT ............. GEOGRAPHY FOR TODAY.
5- SHE HAS ........... ALL HER MONEY ON CLOTHES.
6- THEY HAVENT ............ IN THE POOL YET.
7- MY MOTHER HAS . A CAKE FOR MY BIRTHDAY
8- MY FATHER HAS .. ME A CAR AFTER PASSING MY
DRIVING TEST
Board &
marker

CHOOSE THE RIGHT OPTION


1. I HAVENT WATCHED A FILM SINCE / FOR
JANUARY.

Ss T

2- SHE HAVENT/ HASNT BOUGHT A NEW DRESS


FOR THE PARTY.
3- THEY HAVE ALREADY / YET SWUM IN THE SEA.
4- HAS /HAVE SHE INVITED ALL HER FRIENDS TO THE PARTY?
5- HE HAS DRANK/ DRUNK ALL THE COFFEE.
6- I HAVENT WATERED THE PLANTS ALREADY/ YET.
7- SHE HAS TAUGHT THE SAME SUBJECT SINCE / FOR TEN YEARS.

Ss
Ss
30
Yellowdaffodil66@gmail.com

T
Ss

Board &
marker

Imagine

Greet
and
welco
me

Ss need
to talk
about the
last
sance
and sum
Ss T
up it

Express

Ss need
to know
the
Experienc
differenc
e
e
between
T Ss
ever
and
never

Warm up
The teacher greets his learners and inquires about their daily life school
The teacher tries to make a quick review about what has been seen in
the last sance
Imagine:
The teacher invites the learners to open their books on page 101 and pay
attention at the first activity.
the teacher explains the instructions of Activity 1p101,then invites the
learners to work in pair.
Activity 1p101:With your partner ,choose the appropriate punch-line from
the box and make jokes out of the dialogue.
Patient : Doctor, Im very nervous .This is the first operation Ive ever had.
Doctor: Im nervous too. Its the first operation Ive never done.

Board &
marker

Manual
script
p101

The learners work in rough , the teacher supervises their work and
focus on the use of ever & never
The teacher invites the learners to give back their answers and perform
the task as a pair work.
The teacher invites the pupils to pay attention at activity 2p101,he
explains the instructions then invites them to work in pair.
Activity 2p101: Now imagine the doctor is not joking , use the piece of
advice and complete the dialogues.

Dialogue 1:
Ss need
Express to know
how to
Ss
make a
Ss
piece of
advice
Experienc
using
e
should

Advise

Ss T

Patient: Doctor, Im very nervous .This is the first operation Ive ever had.
Doctor: You should have an operation. Dont worry. Everything will be all right.

Dialogue 2:
Doctor : Have you had this problem before?
Patient : Yes, doctor .
Doctor : How many times have you had it?
Patient : Dont worry. Everything will be all right.
The learners work in rough, the teacher supervises their work then
invites them to correct.
The teacher reports the answers on the board, and then asks the pupils
to read the correct task.
The teacher interacts with his learners about the ways we use ever &
never and how to give advice using should
The teacher explains the instructions of activity 3p101 then asks the
learners to work in pairs.
Activity 3p101: A/Match the pairs ,then make correct sentences using

never .

Warn

Ss need
to know
how to
make
sentence
using
never
warning
Ss

Ss

Advise

Ss need
to use the
model
should
to make
T
advice

Ss

Go out .
Accept .
Walk .
Trust

At night
Alone
Strangers
Sweets

Manual
p101

Manual
p101

Board
and
marker

1. Never go out at night.


2. Never accept sweets
3. Never walk alone
4. Never trust strangers
B/ Now turn these rules in to pieces of advice. Use should Write
them in your copybook.
1. You should never go out at night.
2. You should never accept sweets
3. You should never walk alone
4. You should never trust strangers
The learners work on their rough , correct on the board then read the
corrected tasks.
31
By Mr.Samir Bounab
Yellowdaffodil66@gmail.com

Board
and
marker

Greet
And
Welco
me

Descri
ed
Action
happe
n in
past
and
occur
in the
presen
t

Report

Report

Ss need
to talk
,greet
and
interact
about
school
life

Ss T

Ss need
to look at
the
pictures
and
decode
the
T Ss
message

Ss need
to link
sentences
Ss
with the
illustrati Ss
ons

Ss need
Ss T
to read
and
identify
the
different
types of
verbs
and their
tenses

Ss
Ss

Report
events

Ss need
to
analyse
and
deduce
the most
used
tense in
the text

READ AND WRITE PART ONE


Warm up:
The teacher greets his learners and inquires about their daily life
school.
The teacher tries to make a quick review about the last hour
Pre-reading:
The teacher invites the learners to open their books on page 102 and try
to interpret them.
The learners look at the flashcard and try to interpret them using the
present perfect.

Activity 1p102: Look at the pictures and guess what has just happened.
Picture One: A man and a women have just married.
Picture Two: A boy has just woken up.
Picture Three: A man has just arrived to the hotel
Picture Four: A pupil has just missed the school- bus

The learners work in rough , while the teacher supervises their works
then invites them to give back their answers
The teacher reports the answers on the board then invite learners to
read them
The learners are invited to pay attention to the text and flashcards on
page 103.
The teacher asks the learners to interpret the pictures first ,then they
are asked to read the text and try to do Activity 2p102.
Activity 2p102: Read text one on page 103 and match each picture
(a to f) the sentence or sentences that illustrate(s) it best.
Picture
Picture
Picture
Picture
Picture
Picture

One: We are here to welcome Billy Crawford.


Two: A large crowd of fans has already gathered .They are shouting
Three: This Henry Grates.
Four: Now he has just stepped out of the plane .
Five: A girl has just thrown a bouquet at Billy
Six: Billys plane has just landed.

Manual
s
pictures
p 102

Script
p103

Board
and
marker

The learners read the text silently and try to answer the activity , while
the teacher supervises their works and offers his help once needed.
The learners are asked to give back their answers , while the teacher
reports them on the board
The teacher reads the text once or may ask the pupils to read it in
order to get familiarized with the vocabulary.
The learners are invited to pay attention at the instructions of Activity 3p102
Post-reading
Activity 3p102: Read Text One again and classify the verbs according to the
tenses: present simple, present continuous, past simple or present perfect
Present
Present continuous
Past simple
Present perfect
Has landed-hasnt
appeared has
am speaking- are
gathered has
is are - love
shouting is walkingopened havent
waving
seen has steppedhave started has
thrown

Script p
103

Board
and
marker

The learners read the text then do the activity, the teacher moves
through the rows and offers his help if needed
The teacher invites the learners to read the text and give or stop at
each verb while the teacher reports on the board the answers

The learners read the corrected activity.


Later the teacher invites the learners to listen at the instructions of Activity
4p102 and then try to do it.
Activity 4p102:What conclusion can you draw about the time duration of the

T
Ss

Board
and
marker

actions?
The present perfect is the tense which is most frequently used in Text 1 because the speaker
reports actions that have just been completed at the moment of speaking and which have a
connection with the present without mentioning any definite time in the past.
Im speaking/theyre shouting/ hes walking and waving
Speaking, shouting and walking refer to the present continuous. They describe actions
taking place at the time of speaking.
The learners work in rough, correct on bb then read and copy down
32

Board
and
marker

Greet
and
welco
me

Express
Obligation
, absence
of
obligation
and
prohibiton

Ss need
to talk
,greet
and
interact
about
school
life

Ss need
to read
and
answer
the task

Ss T

T Ss

Ss need
to read to
Ss
identify
Express
Ss
Obligation the new
, absence structure
of
obligation
and
prohibiton

Ss need
to
identify
the main
constitue
nts of a
sentence

Ss need
to
discrimi
nate
between
the
Express
modals
Obligation
and
, absence
their
of
obligation use
and
prohibiton

Ss need
to
produce
written
message
expressin
g the
learnt
language

Ss T

Ss
Ss

READ AND WRITE II


Warm-up:
The teacher greets his learners and inquires about their daily life school.
The teacher tries to make a quick review about the last hour and what has been
learnt [describing event that happened in the past and affect the present]
Pre-reading:
T.invites the learners to pay attention at text N2p103
Teacher interacts with his learners about the type of text they can see [letter
email.]
The teacher tries to make his learners talk about constituents of the text.
During-reading:
The teacher invites the learners to read the text and do the following exercise
Exercise : Read the text then answer the following questions
1) Who is the sender? Yanice is.
2) Is David the receiver? Yes, he is.
3) What is the email about? Its about Algerian School Rules.
The learners do the task in rough , the teacher supervises their works then
invites them to give back their answers while he reports them on the board.
The teacher invites the learners to read the corrected activity and perform it as
a drill.
The teacher reads the text and invites the learners to take their pencils and
underline the words that express obligation & prohibition
He asks some of the learners to read the text in order to get familiarized with
the vocabulary they will use later.
Post-reading:
The teacher invites the learners to talk about their own school regulation and
compare it with the one mentioned in the text.
The teacher may ask the learners to express their opinions about such school
regulation
Presentation:
The teacher invites the learners to remind him the words they have underlined.
Dont have to wear - have to wear mustnt stay - have to go mustnt stay
Isolation:
Dont have to - have to - mustnt
Analysis:
We dont have to wear uniforms
we have to go to the playground
we mustnt stay class.

S + do+ not+ have to +v + obj


S+
have to +V + obj
S + mustnt+ V+ obj

Absence of obligation
obligation
prohibition
Stating rules:
Do not have to + verb infinitive without to = express absence of obligation
Have to + verb +infinitive without to = express absence of obligation
Must not + verb + infinitive without to = express absence of obligation
Practice :
based form task
Exercise One: Re-order the words to make correct sentences.
1) pupils/not / absent/ the / be/. / must/
2) we/flag/ salute /. / the / have/
3) computers/pupils/do /use/have/./the/not/schools/at/to
Meaning based activity:
Activity 5p102:Read text 2 and fill in the table below with sentences
expressing
Obligation
Absence of obligation
Prohibition
- Children have to wear
pinafore
In Algeria we dont have to
At breaks, we mustnt
- We have to go to the
wear uniforms
stay in class
playground
- We must join the class
Communicative based task: Your Turn page 102:
Write sentences expressing obligation absence of obligation and prohibition
Wash hands
Brush teeth
Smoke
Sing
Attend school
Use the cues in the box.
The learners try to make sentences then a paragraph expressing obligation
absence of obligation and prohibition
The learners work in rough , the teachers supervises their works then invites
them to correct .
The teacher reports the corrected task on the board then invites them to read
and copy down the written works on their copy books.
33

Board
and
marker

Script 2
p 103

Board &
marker

Script 2
p 103

Board
and
marker

Board
and
marker

Board
and
marker

Board
and
marker

File three:

Lesson Plan
Work & Play

3 Am Level

Sequence Three

Personal Goals:
In this lesson I will use and plan activities that allow learners to Learners acquire and retain
language best when the topics meet their interests and when they are active participants in their learning:
finding personal meaning ,learning cooperatively with peers, and making connections to life outside of class.

Sequence Focus:
Which skill(s)will students mainly practice during this sequence ?(Speaking, listening, reading, writing)
Listening ,speaking, reading & writing
In this sequence I will teach the following aspects of language:
Function: Describing a continuous action in the past/Using Past continuous and simple past in
narration/comforting someone/Reporting on where, when and how something happened.

Grammar : past continuous /simple past + conjunction of times


Pronunciation : strong and weak forms of was were
Vocabulary : Vocabulary related to environment and pollution and daily life activities
Competencies :Which competencies in the AEF are you working toward or plan for the learners to achieve today?(AEF table)
Can plan for ,use and evaluate the effectiveness of Spoken Interaction Strategies used :(To
facilitate pair work in class./To convey the meaning of unknown words, phrases and structures./To learn
common "chunks" of language.)
Can listen to and understand unfamiliar instructions and explanations that are :( Very short and
straightforward .Accompanied by visuals (e.g. gestures ,writing or drawings modeling, demonstration
Can read and understand simple instructions and explanations that are (Concrete nature./Found
in language learning materials.)
Can plan for ,use and evaluate the effectiveness of a few basic writing strategies to : (Generate
ideas and Create a draft of a text)
Objectives : Students Will be Able To. :

Describe continuous action in the past


Narrate
Comfort someone

Report

When and how will I check my students progress toward the objective(s)?

When they are able to : listen and fill in the poem - ask and answer questions -describe scenes link
sentences using time conjunctions acts dialogues-read texts and guess combine sentences using when
write articles
Required material and / or resources :
The manuals pictures { pages : 104- 106-107-109}
Listening script page : 169
34
By Mr.Samir Bounab
Yellowdaffodil66@gmail.com

Time

swbat

Rationale Interaction

Greet
and
welcome

Ss need
to greet
and
expressing
interact
obligationabsence of about
obligation the
previou
and
prohibition s sance
and also
inquiring
about
someones
activities
using
adverbs
talk about
environme
nt

Ss need
to
interpre
t the
pictures

T Ss

Ss T

T Ss

describe
(action that
last & that
happen
Ss need
suddenly)
to listen

to
answer
the
activity

Ss
Ss

describe
(action that
last & that
Ss need
happen
to
suddenly)

know
the new
structur
s form
and
meanin
g

Ss T

describe
(action that
last & that
happen
suddenly)

Ss need
to
discrimi
nate
between
the past
continu
ous and
simple
describe
past
(action that
form
last & that
and use
happen
suddenly)

Ss
Ss

Procedure

VAKT

Sequence Three :
I was walking
3rd AM
Warm-up:
The teacher greets his learners and inquires about their daily school life matters
The teacher interacts with his learners about what they have learnt during the
last sequence. ( expressing obligation- absence of obligation and prohibition and also
inquiring about someones activities using adverbs)
LISTEN AND SPEAK:
Pre-listening:
T.asks learners to open their books on page104, they are asked to pay attention
at the flashcards and try to interpret them.
The learners look at the flashcards and describe them.
The teacher tries to make the learners to talk as much s possible, he may ask
them some questions that deal with the topic shown in the flashcards (pollution &
how to preserve the environment) [The task is done orally.]
During listening:
The teacher explains the instructions of Activity 2p104 then invites the
learners to listen and complete the poem.
Activity 2p104: Listen to the poem then fill in the blanks.
The poem :
Your bus is killing the Earth.
This morning ,
I was walking to school,
I was thinking about things,
I was looking at people in the street,
When I saw it.
A big old bus was going slowly up the hill.
Inside there were students.
They were chatting ,
They were laughing
They didnt know what was happening.
Behind them they left a big black cloud,
Black and dirty, coming from the exhaust pipe.
It put the Earth in a greenhouse.
The learners listen twice or thrice to the poem and try to complete using their
pencils on their books.
The teachers invites the learners to give back their answers , while he reports
them on the board.
Post listening:
The teacher reads the poem and invites to listen and underline the following
sentence: I was looking at people in the street when I saw it
The teacher invites the learners to read the poem .
Presentation :
The teacher asks the pupils to remind him about the words that they have
underlined.
was looking - when saw
Isolation :T.asks the learner to isolate the sentence that includes the
presented words.
I was looking at people in the street when I saw the bus.
Learners are the read the isolated sentence.
Analysis :
I was looking at people in the street
when
I
saw
it

S + verb
+
object
conjunction
S + V + obj
Was looking
when
saw

To be + verb+ ing
time
verb past
past
conjunction

Past continuous
action that last or take time

simple past
action that happen suddenly

Practice :
Exercise one : Re-order the words to make correct sentences.
1) pupils / writing /. Bell/were/the /the / rang/when/
2) teacher /door/ explaining/./ the / was /the /knocked/lesson/the/

Board
and
marker

Flashcards
p 104

Manual
s script
p169

Board
and
marker

Board
and
marker

Board
and
marker

Board
and
marker

35 By Mr.Samir Bounab
Yellowdaffodil66@gmail.com
Exercise Two: complete with the following words:
describe
(action that
last & that
happen
suddenly)

Ss need
to make
the
differen
ce
express
between
obligation
the

learning
prohibition
languag
e they
have
learnt
and the
new one
describe
(action that
last & that
happen
suddenly)

action that last- prohibition- sudden action- obligation

T Ss

Board
and
marker

1- We have to take care of the classroom. ()


2- I was doing revising my lessons last night. (..)
3- Pupils must not be absent. (.)
4- When the teacher entered , he started the lesson. (.)

SS-T
Activity Three p 104: Read the poem then classify the verbs.

SS-T

Verbs that last

verbs that happen


suddenly

Function of when

Was walking- was


thinking- was lookingwas going- was
chatting-was happening

Saw left - put

When (conjunction
of time- joins two
sentences)

Board
and
marker

The learners work in rough, the teacher supervises their work and offers his
help once needed.

T-SS
Say it clear

Pronun
ciation
of was
&
were

Ss need
to know
how to
pronou
nce
was &
were
and
discrimi
nate
between
them
and the
verb
that
follows
them

[Strong & weak forms of was and were]

SS-SS

Learners are asked to pay attention at the TIPS page 105 .


The teacher reads the TIP S and explains it

Ss-Ss

[ Strong & weak forms of was and were]


The teacher invites the learners to read the TIPS then do the activity on page
105.
The learners are asked to perform the drill respecting what they have already
seen in the TPS
They are later asked to substitute key words and keeping the same drill they are
asked to perform.
The learners work in rough then correct orally and using their pencils on their
books they are invited to report the correction.
The learners are asked to read again the written works on the board and then
copy down on their copy books.

36

By Mr.Samir Bounab
Yellowdaffodil66@gmail.com

Manuals
script p
105

Greet
and
welcome

Describe
actions
that last
and the
ones that
are
sudden

Describe
actions
that last
and the
ones that
are
sudden

Ss need
to talk
about
the last
hour
and sum
up what
has
been
learnt

Ss need
to
interpre
t the
pictures
To
identify
the type
of
action is
it

T Ss

SS-T

SS-T

T-SS

Ss need
to build
sentences SS-SS
using the
new
structure

Ss-Ss
T Ss
Narrate
using
past
continuo
us and
simple
past

Ss need
to
improvis
SS-T
e the
second
part of
the
sentences

SS-T

Comfort
a person
in
difficulty

Ss need
to guess
and build
dialogues
using the T-SS
new
structure
Ss need
to
perform
the drills
in pairs

SS-SS

Ss-Ss
T Ss

PRACTISE
Seq 3
3Am
Warm-up:
The teacher greets his learners and inquires about their daily life school
He tries to make a quick review about the last sance on [ describing continuous
action and sudden action]
PRACTISE p106:
The teacher invites the learners to open their books on page 106 , he requires
from the learners to pay attention at the flashcards and try to interpret them.
The teacher explains the instructions of activity 1p106 ,then invites the
learners to work in rough.
Activity 1p106: Consider Picture One , then describe the scenes in the other
pictures in the same way.
Picture One: Our geography teacher was walking and reading the newspaper at the
same time suddenly , he fell down in a manhole and broke his arm.
Picture Two: A woman was climbing a ladder suddenly she got dizzy and..
Picture Three: This man was walking and holding his coffee and papers ,suddenly he
tripped and poured his coffee and threw his papers.
Picture Four: The painter was painting ,suddenly he splashed the paint on the
womans head.
The learners work in rough, the teacher supervises their works then invites them
to correct.
The teacher reports the correction on the board or may ask one of the pupils to
do it, and then invites the learners to read the corrected task.
The teacher explains the instruction s of activity 2p106,then invites the
learners to work.
Activity 2p106: Now think and link the two events in each picture with
when.
1) Our geography teacher was walking and reading the newspaper at the same time
when , he fell down in a manhole and broke his arm.
2) A woman was climbing a ladder when she got dizzy .
3) This man was walking and holding his coffee and papers ,when he tripped and
poured his coffee and threw his papers
4) The painter was painting ,when he splashed the paint on the womans head.
The learners work in rough , the teacher supervises their works then invites
them to correct .
The teacher invites the learners to read the corrected activity .
The teacher explains the instruction of activity 3p106 , then asks the pupils to
do it.
Activity 3p106: Complete the following sentences.
1. The plane was landing when the pilot asked the passengers to fasten their bells.
2. Christopher Columbus was sailing west when he discovered America.
3. The students were laughing in the classroom when a bird entered .
4. The poor cat was crossing the street when a car hit it.
The learners work in rough , the teacher supervises their works then invites
them to correct .
IMAGINE

The teacher invites the learners to pay attention at the flashcards on page 107
The teacher tries to make his learners to talk as much as possible.
The teacher explains the instruction and the aim is how to comfort someone

Activity 1p107: Look at the pictures and imagine what each patient was doing
he/she hurt himself /herself .With your partner, act out dialogues like this:
Nurse : What were you doing when you hurt your hand/foot/arm/back/eye/tooth
Patient: I was [ironing my skirt/playing foot/jumping in the stairs/carrying heavy
bag /boxing with my friend .
Nurse : {Dont worry/relax/dont be afraid/calm down/dont cry/itll be all right}
The learners work in rough and in pairs , the teacher moves between the rows and
offers his help if needed.
The learners are asked to give back their answers, while the teacher reports one
or two of the learners productions on the board.
The learners are asked to read the corrected task.
The teacher explains the instructions of activity 2p107 and invites the learners
to work in pairs.

Comfort
one in
difficulti
es

Comfort
one in
difficulti
es

Ss need
to build
dialogues
using the
key
words

SS-T

SS-T

Ss need
to
perform
the drills
built

Talk
about
Algerian
medias

Improvis
e and
predict

Ss need
to
interact
about the
last hour
Ss need
to talk
and
express
themselv
es about
the
Algerian
papers

SS-T

SS-T

Ss need
to guess
what is
happenin
g in the
papers

T-SS

narrate
and
report
events

Ss need
to read
the texts
and
check the
predictio
ns

SS-SS

Ss-Ss
Report

Ss need
to discuss
to
identify
the tense
used in
newspap
ers

Nurse : What were you doing when you hurt your


hand/foot/arm/back/eye/tooth
Patient: I was [ironing my skirt/playing foot/jumping in the
stairs/carrying heavy bag /boxing with my friend .
Nurse : {Dont worry/relax/dont be afraid/calm down/dont
cry/itll be all right} [ you oughtnt touch the iron when it is
hot./should play a fair play/shouldnt play in the stairs /shouldnt
carry thing you cant /you ought to avoid such play with your friends]
The learners work in rough, in pairs , the teacher supervises their works and then
invites them to correct .
The teacher invites the pupils to act their drills , while he reports one of the
dialogues on the board .
The learners are invited to read the corrected task on the board. And then write
down on their copy books.

T Ss
Greet
and
welcome

The teacher explains the meaning of the auxiliaries presented in the task.
37
By Mr.Samir Bounab
Yellowdaffodil66@gmail.com
Activity 2p107:Try to imagine the nurses piece of advice for each patient .
Use the auxiliaries and verbs in box.

READ AND WRITE 1


Warm-up:
The teacher greets his learners and welcomes them, he tries to inquire about
their daily life school.
The teacher tries to make a quick review about the last sance .
Pre-reading:
The teacher tries to interact with his learners about the Algerian newspapers
titles .And tries to make them talk as much as possible and express themselves for
the news paper they prefer and why?
The learners are invited to open their books on page 109 and pay attention at the
newspaper headlines
The teacher may ask the learners whether the newspapers are Algerian or not .
During reading:
The teacher explains the instructions of Activity Onep108 then invites the
learners to pay attention again at the newspapers headlines and do the activity.

Task 1
This first task focuses on the strategy of prediction. The learners will try to
predict the general idea of four newspaper articles from their headlines.
Interact with them to elicit their predictions.
Activity One p108: Read the newspapers headlines on page 109 and guess what
the newspapers articles are about.

Task 2
The learners will read the texts very quickly just as they would do if they were
reading newspapers. In doing so, they check the predictions made in task 1
Headlines Excerpts
Footballer breaks leg.
Dog saves girl.
Disco disaster
Mary,14 , fi nds valuable object.C D B A
Task 3
Teacher interacts with his learners and elicits the following: newspaper
headlines are generally written in the present simple tense and in a
telegraphic style in order to make the announcement of the news more
dramatic. Once he has elicited their responses, he makes them re-write the
head lines in full sentences using the appropriate tense (the simple past tense).
Task 4
Teacher interacts with his learners and elicit the tenses used in the texts. It is
not necessary to deal with all the texts. He Discusses the use of these tenses
and refers them to the language reference at the end of the textbook if
necessary.
Task 5
The learners will identify key words from the text to illustrate its general

idea: courage. The words are as follows: didnt panic , phoned the fire
brigade, sound the alarm, saved many teenagers
38

Narrate
And
report

Ss need
to read
the text
to
identify
the key
words

T Ss

SS-T

Narrate
Ss need
to talk
and
interpret
the
situation
guess
Narrate
using
past
continuo
us and
simple
past

Ss need
to make
a
paragrap
h
Using the
given
keywords

SS-T

T-SS

SS-SS

Describe
schools
in
Britain

Ss need
to follow
a model
to make
paragrap
hs
Ss need
to read
and
deduce
the
meaning
Of a
word

T Ss

SS-T

Narrate

Narrate
and
report

Ss need
to know
the
changes
they
should
make for
the
sentences

SS-T

T-SS
Ss need
to read to
answer
the tasks

SS-SS

Task 6
The learners will read text A to identify the key words illustrating the idea
that Mary was lucky.
Key: fell into a pothole - survived - saw gold necklace
Your Turn:
Key to task 1 She was hiking in the mountains when she fell into a pothole.
Key to tasks 2 and 3
In task 2, the teacher brainstorms the idea of what was happening in the disco
before the fire broke out. Interacts with his learners and elicit their responses
using the verbs in the box. Writes their responses on the board. In task three,
he makes them put their responses into a coherent paragraph starting with the
sentence suggested as an introduction to one of the witnesss report about the
tragedy.
Suggested key
It was 9 oclock. I was thinking about going back home. The disco was full of
youngsters. Some of them were listening to loud music and drinking sodas;
others were eating pizzas and chatting. In the middle of the disco many young
people were dancing . Their friends were singing and shouting around them.
Suddenly we smelt smoke. It was coming from the basement.
Key to task 4
Suggested answers:
Article C:...But the doctor told him, Dont worry. The injury is not serious.
The learners can use other expressions of reassurance .
Article D:...It jumped out of one of the windows. It went to the neighbours
home and started barking . They came out and saw smoke coming out of
Mayas house.
Write it out p.108 integrated situation
The teacher Asks the learners to take text A and text B as models. Follow the
procedure for dealing with writing tasks outlined in the second part of this
book
Read and write II
Task 1
He asks the learners to read the first text and to deduce the meaning of
commendation from context. They read the text again to answer question
a) in the textbook.He Discusses with them about the text and with reference to
their own school performance.
Key
Jane Hatkins earned a commendation for her performance in Mathematics.
b. the pupils follow the same procedure as in task 1 above. The key is :
David got a detention because he was smoking in the classroom during
the break.
Task 2
The teacher directs the learners attention to the fact that the
activities have taken place this week at no definite time and that the week is
not over yet. Also tells them that they will have to bring changes to the fifth
sentence .It should read as follows: Students in Class 3 D have practiced
singing in the choir for the whole week
Key
A lot of things have happened at school this week. Students in Class1 have
collected over 641 bottles. We have taken these to the town recycling centre.
Students in class 3 have mowed the lawn. Students in Class 3D have
practiced at the choir for the whole week. So please come to
encourage them on Saturday evening. Class 4 F have designed wall sheets for
each of our classrooms. Class 5 B have helped the librarian (to) cover a lot of
books. We are holding another
meeting on March 21st. Please come with more ideas.
Task 3
Have the learners follow the model in task 2 above.and talk about the outside
activities that happened this week [ home work]
By Mr.Samir Bounab
Yellowdaffodil66@gmail.com
39

A short history about TRASH


1

People have always had trash.


Only cave men didnt have a
big problem with it. In those
days, there was plenty of room
for trash.

Today trash is a big problem.


More people mean more trash
and more different kinds of
trash: cans, papers, bottles,
clothes, cars, etc. In time all
becomes T-R-A-S-H

Every year each one of us


throws away almost one ton of
trash. If you piled this trash in
your living room, it would
come up to your shoulders.

In one year all our trash


amounts to 360,000,000 tons.
We have a problem with trash
that cave men never had. To
get rid of it we have tried:

burn it. But burning trash dump it in the ocean. But


can cause air pollution. dumping can pollute water too.

buryit.Butwearerunningout
ofemptylandnearcities.

Some scientists have even


suggested shooting it off into
empty space. But who wants
old trainers or can orbiting the
Earth?

In the past few years however


we have found a new way to
get rid of some of our trash.
Its called RECYCLING.

Recycling means reusing our


trash instead of getting rid of
it. This solves the problem of
what to do with our trash and it
also helps us with another
problem. By using the same
materials over and over again,
we save our natural resources.
10

Recycling means shredding old cans and cars


and melting the pieces to make new metal
for new cars and cans
chopping up grass and garbage to burn for
energy or to make fertilizer to help new
plants grow.
... crushing bottle into tiny glass bits and
melting these bits to make new glass.
11
By Mr.Samir Bounab
Yellowdaffodil66@gmail.com