File 3 third_am_level_work_and_play_ (enregistré automatiquement)

Learning Objectives & Module of Integration
Lesson Plan
Term
Month
&
weeks
File
competen
ce
Learning
objectives
Type of
task
Resources Module of
integration (project)Grammar Lexis Pronunciation
SecondTerm
januar
Week
1
januar
Week
2
januar
Week
3{Test
n°1}
januar
Week
4
Februa
Week
1
Februar
Week
2
Februar
Week
3
Februar
Week
4{2nd
term’s
exams }
March
Week
12nd
term’s
exams
March
Week
2
FileThree"3""WORKandPLAY"
Interact
Interpre
t
Prod
uce
 Describing
regular
activities with
regard to
actions that
happened in
the past and
affect the
present.
 Describing
actions /
expressing
consequences
 Expressing
obligation.
 Describing
past events .
 Comfortin
g people
N.B:
 Winter
Holidays
2{Feb 11th
–
Feb 16th
 Test n°2:
From feb 17th
till Feb 25th
 Second
Term’ exams
from Feb 28th
till
Mach 4th
 ( oral
and
written)
written
( oral )
 written
 oral
 The
simple
present
 The
present
perfect
with
'already
/yet/since/
never….
 "so" in
compound
sentences
 Modals
expressing
obligations
(have to)
 What a
pity / don't
worry …
SNAPSHOTS
OF CULTURE
Schools in
Britain
I. Read the
text then
compare
schools in
Britain with
schools in
Algeria .
II. Harry
Potter:
Real or
Imaginary?
Say it clear
P91
1- Listen to the
telephone
conversation
then underline
the stressed
words
2- Act out
dialogue one
with the
appropriate
stress and
intonation
3- Listen to the
three syllable
words, then
group them into
the stress boxes
Say it clear p98
1- "Have"weak
and strong form
"strong form
/h v/
- weak forms
/h v, v, v/
2- Stress and
intonation
3- Short
answers using"
have"
P106
THE NEW
SOUNDS
"was" –/'w
z/'w z/
"were" /w3:/
w r
Was
Strong form
/'w z/
Weak form
/'w z/
Were /w3:/
w r
weren't
/w3:nt/
wasn't
/"w znt
Writing a
newspaper report
Your country is
going to celebrate
one of its
national dates.
The occasion to
talk about one of
those national
dates is ready
Your school is
going to make a
school Magazine .
Make a
newspaper report
about one of the
national dates "
independence day
, revolution day
,science day …
Use illustrations
with your report
showing the
importance of the
day you are
talking about .
Your report is
ready ,meet with
your friends ,
discuss , and ask
your teacher to
correct it
Print your report
with the included
illustrations .
Present your
report to your
classmates ,
discuss the
subject and try
to answer your
friends'
questions.
Join your report
to your friends'
ones to make the
school magazine .
SWBAT :
Talk about
important events
"nationalism ".

File three: Work & Play 3 Am Level
Sequence One 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 Yellowdaffodil66@gmail.com
3
Time
Swbat(for
each stage)
Rationale
(why do
students
do this)
Interaction Procedure Materials
(VAKT)

5
Check the
objectives
seen in
File
2”travel”
Have an
idea
about the
learning
objectives
of the
sequence
Interact
about
what has
been
learnt
Listen
and try
to
interpret
the
situations
given
T –
Ss
File 3: Work& Play Seq 1
Listen & Speak( PDP lesson):
Agenda :
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"
< Designing a school magazine page>
Learning
Log P88
Preview
p91
Manual’s
pictures
p 90
5
5
5
Describe
daily life
actions
Inquire
and
answer
questions
about
daily life
actions
Talk
about
one’s
daily life
actions
Describe
one’s
regular
activities
using
adverbs
of
frequency
Listen
and
Interpret
The
pictures
to
identify
the type
of actions
done in
daily life
Interact
with
teacher
to
describe
daily
activities
Interpret
the
worksheet
to talk
about
one’s
daily
routine
activities
Interact
to
identify
the
adverbs
of
frequency
Listen to
listening
worksheet
T- SS
T- SS
S – T
Ss –
Ss
Ss- T
Ss –Ss
T – Ss
Ss – T
Pre-listening What’s 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 ?
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
instructions of the activity ,the teacher explains the instructions and
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 breakfast-
leave home start classes-
Have lunch
Finish classes –
revise
Have dinner –
watch TV
sleep
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 – 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.
Visual=
flashcar
ds on
daily
life
actions
page 90
Worksheet
Page 92
White
board &
board
marker
Listening
worksheet
Page 167
Worksheet
“act2p92
 Describe daily life active ties using adverbs of frequency
 Describe actions that started in the past and affect the present.
 Discriminate between "weak & strong" form of "have & has

5
5
5
describe
one’s
regular
activities
Listen
and
describe
one’s
regular
activities
Describe
regular
activities
using
present
perfect &
adverbs
of
frequency
Describe
regular
activities
using
present
perfect &
adverbs of
frequency
Describe
To
identify
the
script’s
theme
Listen to
match
adverbs of
frequency
with the
statements
Listen again
to answer
the right
answer to
the right
question
Listen and
underline
the
appropriate
grammar
notion
Isolate the
underlined
grammar
notions
Identify the
main
constituents
of a
sentence
Identify the
right place
of the
“adverbs” of
frequency
& the form
of the
present
perfect
tense
T – Ss
T – Ss
Ss – T
T –Ss
Ss – T
Ss – T
Ss –Ss
Ss -
Ss
a. Souad 's day starts at 6.30 .  always 
b. She gets up at 7 a.m.  often 
c. She goes to school by bus.  sometimes 
d. She arrives late at school.  never 
e. She finishes class at 4 p.m .  generally 
f. She takes the bus to go back home.  hardly ever
The teacher reads twice or thrice the listening script page 167 , the
invites the pupils to correct using their pencils , he reports the answers
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 .
 Activity 3 p92: Listen again and answer the following questions.
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]
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 used-
have 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 :
Based form task:
Listening
worksheet
P 167
Worksheet
“act3p92”
Listening
worksheet
P 167
Board &
marker
Board &
marker
Board &
marker

5
5
5
regular
activities
using
present
perfect &
adverbs of
frequency
Describe
regular
activities
Express
resolutions
Predict
Inquire
about
regular
activities
Identify the
right place
of the
adverbs of
frequency
Detect the
meaning of
each
sentence
Use the
present
perfect ,
ask and
answer drills
To talk
about daily
life school
Ss- T
Ss – T
Ss – T
Ss -Ss
Exercise: Re-order the words to form correct sentences.
1) 7:00 a.m always Amina gets up . at 
2) Breakfast. generally it 7:30 she has at . 
3) Never school goes she. by to bus 
4) English sometimes afternoon she .in the studies 
5) practices hardly ever sport . she morning in the 
 Meaning based task:
Exercise : Match the sentences in column ”A” with items in “B3
Sentence Meaning
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.
1) regular activities
2) predict
3) make resolution
Communicative based task:
Exercise: Pay attention at your school timetable then ask and answer.
 Activity 4p92 : Prepare a short dialogue about your school
activities and leisure time:
 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

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
7

8
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 5 p.m. He often ___________________ . He usually
___________________ at 8 p.m. with his wife.
He always ___________________ before he ___________________ to sleep.
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

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 don’t, I go alone.
You: ____________________________________ ?
John: After classes I pay basketball.
You: ____________________________________ ?
John: I go to bed at 10 p.m.
Yellowdaffodil66@gmail.com 9

. 10
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. ____________________________

By Mr.Samir Bounab

By Mr.Samir Bounab
A) Rewrite the sentences bellow put the adverbs in brackets in the right place.

• Mary does her homework (always)
• _______________________________________________________.
• Mark watches TV (generally)
• _______________________________________________________.
• She cooks dinner. (never)
• _______________________________________________________.
• We go to school at 8 o o´clock.(often)
• _______________________________________________________.
• We stay up until 10 p.m. (sometimes)
• _______________________________________________________.

B) Build sentences with the words given. Don´t forget to put the verb in the present Simple.
• Visit / sometimes / she / her grandparents
• _______________________________________________________.
• busy / teacher/ be / always
• _______________________________________________________.
• do / Mark / homework / generally
• _______________________________________________________.
• sometimes / play / volley ball / at school / never
• _______________________________________________________.

C) Put the following sentences in the negative form

• Susan wakes up late.
• _______________________________________________________.
• The children watch TV
• _______________________________________________________.
• Their parents go shopping at weekends.
• _______________________________________________________.
• They go to school at 8.30
• _______________________________________________________.
• Mark and Carl do their homework before dinner.
• _______________________________________________________.
• I  leave school at 4 p.m.‐
• _______________________________________________________.

By Mr.Samir Bounab
D) Fill I the blanks with the correct form of the verbs in brackets.

• Mary _________ (wake up) at 7 o`clock.
• She _________(go) to the bathroom and _________(have) a shower.
• _________ she_________ (prepare) breakfast for her and her sister?
• No, she _________.
• Everyday Mary _________(take) her dog for a walk in the park.
• _________they_________ (go) for a walk in the park near their house?‐ Yes, they
_________.
• Mary _________ (not/go) to school by bus.
• She _________(have) lunch at school.
• She _________(not/do) her homework at night.
E) Answer these questions

• What time do you go to school?
• _______________________________________________________.
• Do you go to school by bus?
• _______________________________________________________.
• What time do you leave school?
• _______________________________________________________.
• Do you like soup?
• _______________________________________________________.
• How do you go to school?
• _______________________________________________________.

F) What do you do every day? Using the present Simple and frequency adverbs write about your daily
routine.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
________________

By Mr.Samir Bounab
16
3. Write the following sentences in the Present Perfect using the words given.
Do not change their meaning.
It´s two years since I had a new bike.
I haven´t __________________________________________.
The last time they gave a concert was 3 years ago.
They haven´t _________________________________________.
It´s ages since I last saw Mary.
We haven´t __________________________________________.
This is the first time we´re going to a disco with our friends.
So far ______________________________________________.
2. Complete the sentences with for and since and
the Present Perfect of the verbs in brackets.
We __________ (not/watch) TV ____ tree days.
Mark __________ ( not/ eat) anything
__________ this morning.
Mary __________ (study) French __________
five years.
My father (not/smoke) a cigarette __________
2004.
Susan __________(be) ill in bed __________
last Monday.
PRESENT PERFECT SIMPLE TENSE
1. Provide questions for these
answers:

____________________________?
Yes I have. I went to London last year.
____________________________?
No, I haven´t. I´ve never been to Paris.
____________________________?
She´s lived in Lisbon for five years.
____________________________?
They´ve worked in this office since 2002.

By Mr.Samir Bounab

Time
Swbat(for
each stage)
Rationale
(why do
students do
this)
Interaction Procedure Materials
(VAKT)
Describe
daily
school life
Describe
regular
activities
(adverbs
of frequ)
Inquire
about one’s
experience
Talk about
actions tht
happened in
the past and
still affect
the present
time
Talk about
actions that
happened in
the past and
still affect
the present
time
Interact
to talk
about
daily
school
life
Interpret
the
worksheet
to talk
about one’s
school life
experience
Produce
oral
message to
speak
about
actions
that
happened
in the past
and still
affect now
T- Ss
Ss – T
Ss –Ss
T – Ss
T- s
Ss -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
séance.[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.
Teacher’s 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
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 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.
We have studied here since 2008 /We have studied in this school for 2 years
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 English Middle School 2008 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.
The learners perform the drill and substitute keywords.
The teacher may ask the learners to give him concrete examples.
Board &
marker
Board &
marker
Board
and
marker
Board
and
marker
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
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.
           
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
Board
and
marker
Practice

Talk about
actions tht
happened in
the past and
still affect
the present
time using
(since & for)
Talk about
actions tht
happened in
the past and
still affect
the present
time using
(since & for)
Talk about
actions tht
happened in
the past and
still affect
the present
time using
(since & for)
Talk
about
actions
tht
happened
in the
past and
still
Interpret
and
produce a
deduction
about he
form and
the tense
used with
“since” &
“for”
Use the
deduced
rule and
apply it
through
the three
types of
tasks
Use the
new
grammar
notion to
make
drills
Ask the
appropriat
e question
using
“since”
For point
of time
And the
appropriat
e one for
“period of
time
Ss – T
Ss- T
Ss –Ss
T- Ss
Ss – T
T – Ss
Ss-Ss
Ss- Ss
 Stating Rule:
Since + point of time describe actions that
♣Present perfect+ started in the past
For + period of time and affect the present
Practice: After having stated the rule the learners are invited to
perform the following tasks.
1) Based form task:
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.
2) Meaning based task:
Activity : Complete with the right word.
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.
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
Watch
1462
Radio
1866
Bicycle
1839
Umbrella
1637
Pen
1946
Com
puter
1950
Tooth
brush
1498
Newspa
per
1609
Car
1893
talk
Tell
time
Listen ride use write
manipula
te
Clean
teeth
read drive
♣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”.
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
19
Board
and
marker
Board
and
marker
Board
and
marker
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
T – Ss
Ss - T
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 séance.
< 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.
Board &
marker
Describe
ordinal
numbers
Talk about
actions that
happened in
the past and
still affect
the present
time using
(since & for)
Talking
about rights
and duties
Talk about
actions tht
happened in
the past and
still affect
the present
time using
(since & for)
Interact
to
describe
the photo
Answer
questions
related to
a
flashcard
Identify
ordinal
numbers
Ask about
action
that
happened
in the past
and affect
now
Be
sensible
toward
classroom
and school
furniture
Be aware
of daily
accidents
Ask about
action
that
happened
in the past
and affect
now and
inquire
about
one’s
matters
T- Ss
Ss- T
Ss –
Ss
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.
The teacher’s questions:
1) Where does the situation take place? It takes place in an office.
2) How many persons are there? There are Five persons.
3) What are they doing? They are queuing.
4) What time does the wall clock show?  It Shows 7:00 o’clock
5) Have those persons arrived at the same time?  No, they haven’t.
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
person has been in the queue.
A: Who is the {first – second-third-fourth-fifth} in the queue?
B : It’s [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’}
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.
The learners are asked to pay attention at “activity 2p95” and try to
interpret the flashcards.
Activity2p95: Look at the pictures and guess what the persons are saying.
Pick up the right verbs from the palm on the right.
1. Picture One: I’ve broken my arm.
2. Picture Two: I have cut my finger.
3. Picture Three: I’ve 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.
Activity 3p95: Build up dialogues on the following model using verbs from
the palm above.
You : Have you [ phoned-written-burnt- broken-cut…..]
Your partner: No, I haven’t .I’ve ……………. 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
Flashcard
p95
Board &
marker
Flashcard
p 95
Board &
marker
Board &
marker
Flashcard
p95
Board &
marker
Imagine

Greet and
welcome
Describe
books’ front
pages
Talk about
animals in
danger of
extinction
Talk about
animals in
danger
Talk about
animals in
danger
Express
cause and
effect (so)
Express
cause and
effect (so)
Ss need to
talk about
and
express
themselve
s about
their daily
life school
Ss need to
identify
the theme
of the
lesson
Ss need to
know the
meaning
of the new
lexis
introduce
d in the
text
Ss read to
answer
the given
tasks
Ss read
the text
and
answer
the task
Ss need to
identify
and know
the new
lexis
introduce
d in the
text
Ss
identify
the new
structure
“so”
T – Ss
Ss –T
T – Ss
Ss –
Ss
Ss –T
T – Ss
Seq 1: 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.
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.
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 Ahab’s hand?  No, it hasn’t.(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.
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 colours”red”
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
Oral
interacti
on
Picture
of the
book p
96
The
text’s
script p
96
More
aids
about
“Moby
DICK”
The
text’s
script p
96
The
text’s
script p
96
The
text’s
script p
96
The
text’s
script p
96
Board &
marker
READ AND WRITE
author -topic-sailing-competition-whale-hunting- rescue
Century-novel-captain-desire-devoured-killer-extinction-
commission
banned – hunting – otherwise-aquatic-mammal-disappear

Express
cause and
effect (so)
Express
cause and
effect (so)
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”
Ss
perform
the three
kinds of
tasks
dealing
with “so”
expressing
“cause &
effect”
Ss
perform
the three
kinds of
tasks
dealing
with “so”
expressing
“cause &
effect”
T – Ss
Ss –T
T – Ss
Ss –
Ss
Ss –T
Ss –
Ss
T – Ss
Analysis:
The commission has banned whale hunting since 1986,So most countries have stopped hunting whales
  
Cause “so” effect = result
  
Sentence “1” <cause>  + conjunction ”so” = sentence “2” <result>
Stating rule:
 Practice:
A)Based form task:
Exercise : Reo-order the words to make correct sentences.
1) coat/ It/ too/put on / cold/ so/ was/ I/ my /,/ ./
 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:
Exercise : Match the pairs.
Column “A” Column “B”
-The driver drove fast so he was punished.
-I always got to school on foot.
-I have been a pupil for eight years.
-action in past & affects present
- cause & effect
- regular activity
C) Communicative task:
Activity 1p96: Join the two pairs of sentences below with “so”. Make any
necessary changes.
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.
 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
22
Board &
marker
Board &
marker
Board &
marker
Board &
marker
Board &
marker
Board &
marker
 « So » is a conjonction.
 « So » + Sentence indicates a « result » action or “ effect”
 “Coma” is <between> the “cause sentence” & the “result one”

Express
cause and
effect (so)
Express
cause and
effect (so)
Express
cause and
effect (so)
Express
cause and
effect (so
Ss talk
about
their daily
life school
Ss do the
task to
discrimina
te
between
the uses
of the
conjunctio
ns
Ss do the
task to
discrimina
te
between
the uses
of the
conjunctio
ns
Ss –T
T – Ss
Ss –
Ss
Ss –T
Ss –
Ss
T – Ss
File three: 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.
♣ Exercise 1: Choose the right conjunction to make correct sentences.
1- My teeth were hurting ......... I made an appointment to go the dentist.
(a) or
(b) so
(c) but
2 - Have you seen ......... heard the latest musical by Andrew Lloyd Webber?
(a) but
(b) so
(c) or
3- I wanted to go to the rock concert ......... all the tickets were already sold out.
(a) so
(b) but
(c) and
4 - I wanted to eat sushi for dinner ......... I went to a Japanese restaurant.
(a) but
(b) so
(c) or
5- I wanted to eat fish for lunch ......... the fish and chip shop had closed for the day.
(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
By Mr.Samir Bounab
Board &
marker
Board &
marker
Board &
marker
Board &
marker
Board &
marker
WRITE IT OUT

n
Express
cause and
effect (so)
Express
cause and
effect (so)
Express
cause and
effect (so)
Express
cause and
effect (so
Ss do the
task to
discrimina
te
between
the uses
of the
conjunctio
ns
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-
Ss use the
independe
nt
sentences
to make a
paragraph
Ss work in
rough
,then read
their
compositio
ns
Ss –T
T – Ss
Ss –
Ss
Ss –T
Ss –
Ss
23
Exercise 2: Fill in the gaps using “ so – but –because”
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}
♣ 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 Effect
♣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
♣ 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
♣ The learners use the information elicited in the table and try to build
sentences using “so”
♣ Suggested correction:
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:
♣ 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
Aids about
“TV-ice pak-
north pole-
gazelles-
earthquakes”
Board &
marker
Board &
marker
Board &
marker
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 read the written work on the board ,then copy down 24

Lesson Plan
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/didn’t do”/ “have & haven’t”/- 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
 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)
 talk about what they “did-didn’t-have-haven’t
 Express obligation , absence of obligation and prohibition
 Ask and give advice
 Talk about life experience
 Talk about recent events
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
 The manuals pictures { pages : 98 – 100-102& 103}
 Listening script page :168
25
By Mr.Samir Bounab

Time Swbat Rationale interaction Procedure VAKT
Greet
And
welco
me
Talk
about
daily
activit
y
Repor
t
event
Repor
t
events
Express
Experienc
e
Express
Experienc
e
Ss
interact
with the
teacher
about
school
life
activit
Ss need
t o talk
about
their
task
done
during
the
same
day
Ss need
to
interpret
the
flashcard
s talking
about
daily
school
activities
Ss need
to listen
and
interpret
the
situation
Ss need
to listen
to the
script
and fill in
the
question
naire
Ss need
to use the
form of
interview
and talk
about
themselv
es
T –
Ss
Ss –T
T – Ss
Ss –
Ss
Ss –T
Ss –
Ss
File 3 Seq Two
Warm –up:
•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}
•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.
• 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
about what they have done in their school that day.
• 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
• Have you ever seen a Senegalese film? Yes ,I have (money order)
• When did you see it ? Last night (channel 3)
• Did you like it? Yes , I did.
• Have you ever played golf? No,I have never played golf
• Why haven’t you ever played golf?
Because I haven’t ever seen a long stretch
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
• Have you earned any commendations yet? Yes , I have
• Have your parents received your school report yet? They haven’t received it yet.
• Has the Headmaster told them yet? Yes he has already done it
• Have you celebrated it yet? Not 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
Board
and
marker
Flashcards
p98
Flashcards
p98
Script
page
168
Script
page
168
LISTEN &
SPEAK

Express
Experienc
e
Express
Experienc
e
Express
Experienc
e
Ss need
to
identify
the new
structure
Students
identify
the new
structure
Ss
recognize
the main
constitue
nts of a
sentence
Ss state
the rule
about
“ever “
&
“never”
Ss need
to know
the order
and the
place of
the
adverb
Ss need
to know
the
meaning
of the
sentence
using
“ever &
never”
T –
Ss
Ss –T
T – Ss
Ss –
Ss
Ss –T
Ss –
Ss
• 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 haven’t you ever played it?
5) Because I haven’t 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:
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/
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:
Exercise: Fill in the gaps with. “ ever or never”
A : Have you ……………travelled abroad?
B : No , I have ……………….been abroad.
A :Why haven’t you ……………………gone abroad?
B :Because I simply haven’t ……………….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
Script
page
168
Script
page
168
Board
and
marker
Board
and
marker
Board
and
marker

Express
Experienc
e
Express
Experienc
e
Express
Experienc
e
Express
Experienc
e
Ss need
to greet
and
welcome
their
teacher
Ss need
to
express
themselv
es about
school
life
Ss need to
act drill
including
adverbs
and using
present
perfect to
express
experience
Ss need
to act
drills
using
“ever-
never”
Ss need
to know
the
differenc
e
between
stressed
and
unstresse
d words
Ss need
to
identify
stressed
words in
a drill
T –
Ss
Ss –T
T – Ss
Ss –
Ss
Ss –T
Ss –
Ss
T –
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 séance “ talk
about experience using “yet – never – already- yet –ever-just”
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, I’ve already done it. It was really easy
B: Not yet.
I haven’t done it yet. It’s 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, that’s 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
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 ) are “function words = grammar words
- Auxiliaries (be and have) generally not stressed
- Prepositions (in- at etc….)
- 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 haven’t seen you for days. What’s the matter ?
B : I’ve had a terrible headache since Monday.
A : Oh no ! I’m sorry to hear that .Have you been to the doctor’s?
B : Not yet. I’ll go this afternoon.
A : I hope you’ll 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.
Board
and
marker
Board
and
marker
Manual’
s
flashcar
ds p 100
Script p
99
Board
and
marker
Manual’
s task
p99
PRACTICE
SAY IT CLEAR

Express
Experienc
e
Express
Experienc
e
Express
Experienc
e
Express
Experienc
e
Ss need
to know
the use of
“ever”
and
never”
Ss need
to
identify
the use of
“already
& yet”
Ss need
to
rcognize
the use
“since &
for”
Ss need
to
practice
the use of
the
present
perfect
Ss
Ss –T
T – Ss
Ss –
Ss
Ss –T
Ss –
Ss
More Tasks on “ever – never”
COMPLETE THE SENTENCES WITH EVER OR NEVER
1-HAVE YOU ________ EATEN SUSHI?
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
ETYORCOMPLETE WITH ALREADY
1-I’M NOT HUNGRY. I HAVE ....... EATEN A
SANDWICH.
2-HE HASN’T FINISHED HIS
HOMEWORK............
3-A:HAVE YOU SENT THE E-MAIL ...........?
B: YES, I HAVE .......... SENT IT.
4-THEY HAVEN’T HAD A TEST..........
5-I HAVE ………… SEEN THIS FILM.
6-THEY HAVE ………… PHONED HIS FRIENDS
COMPLETE THE SENTENCES WITH FOR OR SINCE
1-HE HAS HAD HIS JOB...........2001.
2-I HAVEN’T SEEN PAUL ......... AGES
3-HE HAS WAITED FOR THE BUS
..........15MINUTES
4-THEY HAVEN’T VISITED THEIR PARENTS .......... MARCH
5-I HAVEN’T EATEN .........MIDDAY
6-SHE HAS BEEN ILL ......... TUESDAY
7-THEY HAVEN’T MET THEIR FRIENDS ………… HOLIDAYS
COMPLETE THE SENTENCES WITH THE RIGHT FORM OF THE
VERB IN BRACKETS
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).
Board &
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Board &
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Board &
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Board &
marker

Express
Experienc
e
Express
Experienc
e
Express
Experienc
e
Ss need
to be
sure how
to form
interrgati
ve
And
negative
forms
Ss need
to know
the past
particple
of the
verbs
Ss need
to make
the
differenc
e
between
the
adverbs
T –
Ss
Ss –T
T – Ss
Ss –
Ss
Ss –T
Ss –
Ss
T –
Ss
29sambounab@hotmail.fr
WRITE SENTENCES IN AFFIRMATIVE (A)
NEGATIVE (N) AND INTERROGATIVE (?)
FORM
1. YOU / MAKE / A CAKE (?)
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.
1- SHE HAS JUST.............. A LOT OF SANDWICHES.
2- THEY HAVE ............ THE WALLS YELLOW.
3- HAS SHE............. THE LESSON?
4- YOU HAVEN’T ............. GEOGRAPHY FOR TODAY.
5- SHE HAS ........... ALL HER MONEY ON CLOTHES.
6- THEY HAVEN’T ............ 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
CHOOSE THE RIGHT OPTION
1. I HAVEN’T WATCHED A FILM SINCE / FOR
JANUARY.
2- SHE HAVEN’T/ HASN’T 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 HAVEN’T WATERED THE PLANTS ALREADY/ YET.
7- SHE HAS TAUGHT THE SAME SUBJECT SINCE / FOR TEN YEARS.
30
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STUDY GIVE BUY SPEND
UNDERSTAND PAINT MADE SWIM

Greet
and
welco
me
Express
Experienc
e
Express
Experienc
e
Advise
Warn
Advise
Ss need
to talk
about the
last
séance
and sum
up it
Ss need
to know
the
differenc
e
between
“ever”
and
never”
Ss need
to know
how to
make a
piece of
advice
using
“should”
Ss need
to know
how to
make
sentence
using
“never”
“warning
’
Ss need
to use the
model
“should”
to make
advice
Ss –T
T – Ss
Ss –
Ss
Ss –T
Ss –
Ss
T –
Ss
Imagine
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 séance
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, I’m very nervous .This is the first operation I’ve ever had.
Doctor: I’m nervous too. It’s the first operation I’ve never done.
• 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:
Patient: Doctor, I’m very nervous .This is the first operation I’ve ever had.
Doctor: You should have an operation. Don’t 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 : Don’t 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” .
Go out ….
Accept ….
Walk ….
Trust ……
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
At night…
Alone…
Strangers…
Sweets…
Board &
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Manual
script
p101
Manual
p101
Manual
p101
Board
and
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Board
and
marker

Greet
And
Welco
me
Descri
ed
Action
happe
n in
past
and
occur
in the
presen
t
Report
Report
Report
events
Ss need
to talk
,greet
and
interact
about
school
life
Ss need
to look at
the
pictures
and
decode
the
message
Ss need
to link
sentences
with the
illustrati
ons
Ss need
to read
and
identify
the
different
types of
verbs
and their
tenses
Ss need
to
analyse
and
deduce
the most
used
tense in
the text
Ss –T
T – Ss
Ss –
Ss
Ss –T
Ss –
Ss
T –
Ss
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 One: We are here to welcome Billy Crawford.
Picture Two: A large crowd of fans has already gathered .They are shouting……
Picture Three: This Henry Grates.
Picture Four: Now he has just stepped out of the plane .
Picture Five: A girl has just thrown a bouquet at Billy
Picture Six: Billy’s plane has just landed.
• 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
is – are - love
am speaking- are
shouting – is walking-
waving
Has landed-hasn’t
appeared –has
gathered –has
opened –haven’t
seen – has stepped-
have started –has
thrown
• 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
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.
I’m speaking/they’re shouting/ he’s 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
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Manual’
s
pictures
p 102
Script
p103
Board
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Script p
103
Board
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marker
Board
and
marker

Greet
and
welco
me
Express
Obligation
, absence
of
obligation
and
prohibiton
Express
Obligation
, absence
of
obligation
and
prohibiton
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 need
to read to
identify
the new
structure
Ss need
to
identify
the main
constitue
nts of a
sentence
Ss need
to
discrimi
nate
between
the
modals
and
their
use
Ss need
to
produce
written
message
expressin
g the
learnt
language
Ss –T
T – Ss
Ss –
Ss
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 N°2p103
• 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?  It’s 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.
Don’t have to wear - have to wear – mustn’t stay - have to go – mustn’t stay
Isolation:
Don’t have to - have to - mustn’t
Analysis:
We don’t have to wear uniforms we have to go to the playground we mustn’t stay class.
        
S + do+ not+ have to +v + obj S+ have to +V + obj S + mustn’t+ 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
- We have to go to the
playground
- We must join the class
In Algeria we don’t have to
wear uniforms
At breaks, we mustn’t
stay in class
Communicative based task: “Your Turn” page 102:
 Write sentences expressing obligation – absence of obligation and prohibition
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
Wash hands Brush teeth Smoke Sing Attend school
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Script 2
p 103
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Script 2
p 103
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Lesson Plan
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
 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)
• Describe continuous action in the past
• Narrate
• Comfort someone
• Report
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
 The manuals pictures { pages : 104- 106-107-109}
 Listening script page : 169
34
By Mr.Samir Bounab

Time swbat Rationale Interaction Procedure VAKT
Greet
and
welcome
expressing
obligation-
absence of
obligation
and
prohibition
and also
inquiring
about
someone’s
activities
using
adverbs
talk about
environme
nt
describe
(action that
last & that
happen
suddenly)
describe
(action that
last & that
happen
suddenly)
describe
(action that
last & that
happen
suddenly)
describe
(action that
last & that
happen
suddenly)
Ss need
to greet
and
interact
about
the
previou
s séance
Ss need
to
interpre
t the
pictures
Ss need
to listen
to
answer
the
activity
Ss need
to
know
the new
structur
’s form
and
meanin
g
Ss need
to
discrimi
nate
between
the past
continu
ous and
simple
past
form
and use
T – Ss
Ss –T
T – Ss
Ss –
Ss
Ss –T
Ss –
Ss
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 someone’s 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 :
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 simple past
“action that last or take time” “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
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Flashcards
p 104
Manual
‘s script
p169
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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 didn’t 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.

describe
(action that
last & that
happen
suddenly)
express
obligation
–
prohibition
describe
(action that
last & that
happen
suddenly)
Pronun
ciation
of “was
&
were”
Ss need
to make
the
differen
ce
between
the
learning
languag
e they
have
learnt
and the
new one
Ss need
to know
how to
pronou
nce
“was &
were”
and
discrimi
nate
between
them
and the
verb
that
follows
them
T – Ss
SS-T
SS-T
T-SS
SS-SS
Ss-Ss
Exercise Two: complete with the following words:
action that last- prohibition- sudden action- obligation
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. (…………………………….)
Activity Three p 104: Read the poem then classify the verbs.
Verbs that last
verbs that happen
suddenly
Function of when
Was walking- was
thinking- was looking-
was going- was
chatting-was happening
Saw – left - put
When (conjunction
of time- joins two
sentences)
The learners work in rough, the teacher supervises their work and offers his
help once needed.
Say it clear
[Strong & weak forms of “was and were”]
Learners are asked to pay attention at the TIPS page 105 .
The teacher reads the TIP S and explains it
[ 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
Board
and
marker
Board
and
marker
Manual’s
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
Narrate
using
past
continuo
us and
simple
past
Comfort
a person
in
difficulty
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
Ss need
to build
sentences
using the
new
structure
Ss need
to
improvis
e the
second
part of
the
sentences
Ss need
to guess
and build
dialogues
using the
new
structure
Ss need
to
perform
the drills
in pairs
T – Ss
SS-T
SS-T
T-SS
SS-SS
Ss-Ss
T – Ss
SS-T
SS-T
T-SS
SS-SS
Ss-Ss
T – Ss
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 séance 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
woman’s 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 woman’s 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 .
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 : {Don’t worry/relax/don’t be afraid/calm down/don’t cry/it’ll 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.
PRACTISE
IMAGINE

Comfort
one in
difficulti
es
Comfort
one in
difficulti
es
Ss need
to build
dialogues
using the
key
words
Ss need
to
perform
the drills
built
SS-T
SS-T
The teacher explains the meaning of the “auxiliaries “ presented in the task.
37
By Mr.Samir Bounab
Activity 2p107:Try to imagine the nurse’s piece of advice for each patient .
“Use the auxiliaries and verbs in box.
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 : {Don’t worry/relax/don’t be afraid/calm down/don’t
cry/it’ll be all right} [ you oughtn’t touch the iron when it is
hot./should play a fair play/shouldn’t play in the stairs /shouldn’t
carry thing you can’t /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.
Greet
and
welcome
Talk
about
Algerian
medias
Improvis
e and
predict
narrate
and
report
events
Report
Ss need
to
interact
about the
last hour
Ss need
to talk
and
express
themselv
es about
the
Algerian
papers
Ss need
to guess
what is
happenin
g in the
papers
Ss need
to read
the texts
and
check the
predictio
ns
Ss need
to discuss
to
identify
the tense
used in
newspap
ers
T – Ss
SS-T
SS-T
T-SS
SS-SS
Ss-Ss
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 séance .
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
READ AND WRITE 1

Narrate
And
report
Narrate
Narrate
using
past
continuo
us and
simple
past
Describe
schools
in
Britain
Narrate
Narrate
and
report
Ss need
to read
the text
to
identify
the key
words
Ss need
to talk
and
interpret
the
situation
“guess”
Ss need
to make
a
paragrap
h
Using the
given
keywords
Ss need
to follow
a model
to make
paragrap
hs
Ss need
to read
and
deduce
the
meaning
Of a
word
Ss need
to know
the
changes
they
should
make for
the
sentences
Ss need
to read to
answer
the tasks
T – Ss
SS-T
SS-T
T-SS
SS-SS
T – Ss
SS-T
SS-T
T-SS
SS-SS
idea: courage. The words are as follows: didn’t panic , phoned the fire
brigade, sound the alarm, saved many teenagers 38
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 witness’s report about the
tragedy.
Suggested key
It was 9 o’clock. 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, “Don’t 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
Maya’s 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
39

A short history about TRASH

People have always had trash.
Only cave men didn’t 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
can cause air pollution.

… dump it in the ocean. But
dumping can pollute water too.

… bury it. But we are running out
of empty land near cities.
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.
It’s 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.

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.

By Mr.Samir Bounab
1 2 3
4 5 6
7 8 9
10
11

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