This document contains a lesson plan for teaching English as a foreign language. The lesson focuses on making invitations and offers using the structure "would". Key points covered include: - The lesson objectives are for students to be able to make invitations and offers using "would". - Target language aspects include functions (making invitations and offers), grammar ("would"), vocabulary related to daily life routines, and pronunciation of sounds [j] and [g]. - A variety of activities are planned including listening comprehension, drilling expressions, matching activities, and communicative role plays. - The teacher will assess whether students can make invitations and offers using "would" by the end of the lesson.

1. yellowdaffodil66@gmail.com

2. 2
Term
Month
& week FIle
Competen
cy
targeted
Learning Objectives
Frame
Work
(PPU & PDP)
Resources
Module Of Integration
Bloom’s
Taxonomy
in this file
SWBAT
Grammar Lexis Pronunciation Learn about culture
SecondTerm
Februa
Week
1
Februar
Week
2
{winter
holidays 2)
Februar
Week
3
Februar
Week
4
March
Week
1
March Week
2
March Week
3
FileFour"4""CARTOONS"
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Sequence One
(Page74-Page 77) :
 Making invitations
 Making Formal &
informal invitations
 Accepting and
refusing invitations
Sequence Two ( page 78-
page 82):
planning
Immediate
actions
Expressing Future
intentions
Sequence Three page83 –
page87)
• Expressing Choice
• Inquiring about price
• Remembering
 PPU
Speaking
 PPU
Speaking
 PPU
Speaking
 PDP
Listening
 PDP
reading
 PPU
Speaking
 PPU
Speaking
 PDP
reading
Model
“Would »
Would you
like …. ?
Do you
+like ?
Yes/
No..Would
4
Future
with "going
to"
« going to
form »<intent
ion & future
plans
Which
“one/ones”
 past/”must
obligation/
futur
Which
“one/ones
Vocabulary
Related to
daily life
routine
Vocabulary
Related to
daily life
routine
Vocabulary
Related to
daily life
routine
-
Vocabulary
Related to
daily life
routine
-Vocabulary
related to
future
events
-Vocabulary
related to
objects and
choice
-Vocabulary
related to
object &
price
-Vocabulary
Related to
past events
Sounds :
"j" 
job-
Algeria
"g" 
Olga –
give
"c= k" =
cake,
picture,
music
" c =
s" 
juice,
accept,
sentence
word
syllables
First
syllable
Second
syllable
Third
syllable
words s
Grand mothers
remedies
"C" for
cartoon/comi
More
about
cartoons
Yellow kid
Zig et puce
Tintin
Superman
Lucky luke
Bouzid
Asterix
Making a strip cartoon.
In your school , local area
you see many mortal problems
which affects the youths like
smoking , drugs ,violence , bad
school results…..
You feel you can contribute to
arise those problems to let people
(pupils) be aware of them .
You decided to make "a strip
cartoon" , the best thing to let
people read, laugh and discuss
the problem your are talking
about for example "smoking"
Collect or draw funny
pictures about the situation
exposing the problem, the cause
and the results of such problem
(you may ask your art teacher for
help)
Propose solutions through
cartoon pictures to solve and help
people who are facing this
problem.
Your strip cartoon is ready ,
stick it in your classroom ,
discuss the problem with your
friends and your teacher.
Give your work to your
teacher in order to stick it in
your school.
SWBAT :
Promote the children's
common sense (send a
message through
cartoons to face some of
the daily society
problems
Synthesize -
Apply
-Knowledge
- Analyze
- Evaluation
-Apply
-Know &
Comprehend
comprehend
-Evaluate
-knowledge
-
-Make
invitations
-Discriminate
between formal
& Informal
invitations
- Accept &
refuse
invitations.
-Plan
Immediate
actions.
- Express
Future
Intentions
- Express
choice
-Inquire
about price
-Remember
past events
N.B: 1- SWBAT = S= Student W = will B= be A = able T= to / 2- Bloom’s taxonomy = Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term
memory.Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.Applying: Carrying out or using a procedure through executing, or
implementing.Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.Evaluating: Making judgments based on criteria and standards
through checking and critiquing.Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

3. 3
File Four [Cartoons] Listen and Speak Second Level
Personal Goals:
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
 Two-way communication with the world.[ 1) The teacher uses and plans activities that allow learners to practice and develop real-life communication skills for
reading, writing, speaking and listening (e.g. interviewing ,writing about a past experience , a classmate, reading an email, listening to phone message). 2)The teacher
chooses topics and tasks that allow learners to develop skills in learning and communicating about themselves and their community ,and about their country and the
world 3)The teacher introduces a variety of topics of interest to the learners that are related to other cultures, comparison of cultures and international issues.
 Communicative Competence. Communicative competence in English involves interacting with others using receptive / interpretive skills ( reading and listening)
and productive skills ( speaking and writing ) , supported by the ability to use vocabulary and grammar appropriately and employ a range of language strategies
that help convey and clarify meaning.
Lesson Focus:
 Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc …), vocabulary (words, word phrases, idioms,
etc…) functions (polite requests, apologizing….)?
In this lesson I will teach the following aspects of language:
Function : Making invitations & offers
Grammar: Model “ would"
Vocabulary related to: Daily life routines
Pronunciation : Sound  [ j ] and [ g ]
Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from
the AEF to reflect the specifies of you lesson.
Can interact orally start and maintain short conversations ( i.e; asking/answering questions and responding to information and news of others)..
Can listen and understand the gist and some important details of :”Short monologs and dialogs”
 Can listen to and understand unfamiliar instructions and explanations that are: Very short and straightforward / Accompanied by visuals (e.g; gestures ,writing
or drawing modeling, demonstration). Broken down step- by- step .
 Can effectively use the words and phrases needed to express one's ideas :Within straightforward ,familiar topics an d situations
Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to :
1) Make invitations and offers ( using –would-)
Required material and / or resources : The manual’s flashcards (p74)
yellowdaffodil66@gmail.com
page 3

4. 4
Time Rationale Interaction Procedure Competencies VAKT
Ss need to
knw how to
greet and
welcome
Ss need to
know how
play hang
man game
Ss need to
guess the
new file’s
learning
objectives
Ss need to
know
Flash
card’s
meaning
Ss need to
know how
to make
invitation
Ss need to
know how
to make
invitation
and offers
using
« would »
Teacher
- student
students-
teacher
teacher –
student
student –
teacher
student-
student
teacher-
student
-
student –
teacher
student s
–teacher
teacher-
students
File 4 Cartoons Sequence 1
PDP listening lesson : Listen and Speak page 28-29
♣ Warm up:
♣ The teacher greets his leaners and welcomes them.
♣ The teacher interacts with the learners about the last file and what they learnt, then invites the learners to
open their book page ……… , in order to present the new files learning objectives and the new project work
that they will make . The teacher tries to break the ice using the “Hung Man “ game to make them deduce the
topic’s file.
♣ The teacher draws gallows and invites the learners to guess the missing letters till the recognize the file’s
title = C A R T O O N S
♣ Each time the learners give correct letter the teacher writes it, but if they give wrong one
the teacher draws the part of the man, so if the fail they see a picture of a man hung; if they succeed they see
the title of the file. Then the teacher explains them the project topic (cartoon Strips)and how it must be
conducted.
♣ Presentation: The teacher presents the situation using pictures of [ Peter – Jack and the base‐ball game ] (p .74)
,then invites the
B: It’s about Peter inviting Jack to a baseball game and Jack inviting Peter to lunch.
learners to listen and try to answer
 Activity p74: Listen then answer.
A: What is the conversation about?
A: Did Peter accept the invitation for lunch?
B: No, he did not because; he is having lunch with Jane.
The pupils listen, answer the questions, correct on the board, and then the teacher explains the word “invitation” in order
to make them perform the next drill ( Making Invitations)
The teacher invites the learners to listen and perform the following drill.
Drill:
A: Would you like to go to the theatre this afternoon?
B: Yes, I would / No, I’m sorry .I’m busy.
A: Would you like some tea?
B: I’d love to
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Interpret
Produce
Board and
marker
Board and
marker
Flash card p
74
Activity 1
p74
Board and
marker

5. 5
Ss need to
pracitce the
language
Ss need to
practice the
new
language in
a
communica
tive way
Ss need to
give a feed
back
making
invitations
and offers
using
« would »
Ss need to
know the
form of the
new
structure
Ss need to
discriminat
e between
making
invitation
& offers
Teacher
- student
students-
teacher
teacher –
student
student –
teacher
student-
student
teacher-
student
-
student –
teacher
student s
–teacher
teacher-
students
Practise
The pupils perform the drill by substituting the keywords on page 75.
Drill:
play basket ball this week end?
Go to the theatre this afternoon?
A: Would you like to have an ice cream after school?
Have a picnic this week end?
Go for a ride this Thursday?
- Yes, [ I would - I’d love to - I’d really like to ]
B: - No, {sorry .I’d love to but ./I’m sorry ,I’m busy / I’m sorry, I can’t}
Peter: - what would you like to eat?
- would you like something to drink?
- would you like an apple?
Jane : I’d love to. a piece of cake , please
-Yes, coffee, please.
I’d love one
Use: The teacher asks the learners to perform the drill pair by pair using their own example ( He may help them using visual
cards that go with their local area , interests , likes and dislikes.
•PIASP “ Would”
•Presentation: Teacher invites the learners to pay attention at the following sentence.
Would you like to go the theatre.? Would you like to something to drink?
 
•Isolation: would would
•Analysis: Would you like to go the theatre.? Would you like to something to drink?
         
model pr verb object model pr verb object verb
•Stating rule:
Make invitation Accept invitation Decline invitation
Would + S+ like + to (verb)......? -Yes, i would.
-I’d love to
-No, I’m sorry, i can’t.
- I’m sorry, I’m busy.
Make offers Accept offers Decline offers
Would + S+ like + to (verb)/ object ......? - I’d love to
-I’d love (some/a
piece/one….
--Sorry I’d love to, but….
-I’d love some ,but
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Interpret
Produce
Board and
marker
Board and
marker
Board and
marker
Board and
marker
Board and
marker

6. 6
Ss need to
practice the
form of
then new
target
language
Ss need to
discriminat
e between
the
different
meaning of
the learnt
target
language
Ss need to
use the
target
language in
a
communica
tive way
Teacher
- student
students-
teacher
teacher –
student
student –
teacher
student-
student
teacher-
student
-
student –
teacher
student s
–teacher
teacher-
students
Practice : The learners are invites to perform the following tasks .
Exercise 1: Based-form activity: Unscramble the worlds, Re-order the words to make correct
invitations& offers
1‐ Likegothetowouldforestyou?to

2‐ somethingeattolikeyouwould?

Exercise 2: Meaning based activity: Match the pairs:
Expressions meaning
1)Can you speak English?
2)Would you like to go for a walk?
3)You should exercise regularly.
4) Would you like something to drink?
a) Invitation.
b) Giving advice.
c) Making offers
d) Ability.
1 2 3 4
Exercise 3: Communicative based activity: Complete the invitations to make a correct dialogue:
A: ...........................to go to the forest?
B: when would you like to go?
A: Next Friday.
B: No ,............................
A: Would you like I bring our tent?
B: Let me think, Oh yes, .................
The learners work in rough , while the teacher moves between the rows , offers help , then invites the
learners to correct on the board, read the corrected tasks then read and copy down.
Yellowdaffodil66@gmail.com
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Interpret
Produce
Board and
marker
Board and
marker
Board and
marker
Board and
marker
Board and
marker

7. 7
File Four [Cartoons] Go forward & Discover the Language Second Level
Personal Goals:
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
 Supported and purposeful development Learners 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.
 Meaningful Activities / Tasks . Classroom activities and tasks should draw on learners' lives and interests and help them to communicate ideas and
meaning in and out of class .
Lesson Focus:
 Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc …), vocabulary (words, word phrases, idioms,
etc…) functions (polite requests, apologizing….)?
In this lesson I will teach the following aspects of language:
Function : Making polite requests & Expressing likes and dislikes
Grammar: Model “ would" & Do ….want…….
Vocabulary related to: Daily life routines
Pronunciation : Sound  [ j ] and [ g ]
Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from
the AEF to reflect the specifies of you lesson.
 Can interact orally to ask and answer questions in very short exchanges.
 Can listen to understand main points and important details.
 Can communicate a limited range of information
 Can use very simple sentences patterns with memorized phrases.
Objectives / Assessment: SWBAT by the end of the lesson, students will be able to :
1) Make polite request & express likes and dislikes
Required material and / or resources: The manual’s flashcards (p76 )
yellowdaffodil66@gmail.com
page 3

8. 8
Tim
e
Rationale Interaction Procedure Competencies VAKT
Ss need to
greet and
welcome
Ssn need to
review the
last seance
learning
objectives
Ss need to
identify the
type of
pitcure and
the content
Ss need to
describe the
cartoon
Ss need to
know the
place , the
person and
the action
described
in the flash
card
Ss need to
read and
decode the
messge in
the cartoon
Ss need to
know the
way to
make polite
request
using
« would »
Teacher
- student
students-
teacher
teacher –
student
student –
teacher
student-
student
teacher-
student
-
student –
teacher
student s
–teacher
teacher-
students
Sequence 1 File 4 ( MS2 level)
Warm up: The teacher greets his learners and welcomes them , then invites them to talk about the last
Séance learning objectives ( making invitations & Offers), through doing the following task page75
  Activity “3”p75: There are two conversations below .Separate them.
Conversation 1 Conversation 2
A: Would you like a drink?  A: I’d like some chicken , please
B: Yes, please .What have you got?  B: Would you like potatoes with your chicken?
A: There’s lemonade, fruit juice and mineral water  A: Yes, please. Can I have some salad, too?
B: Give me some lemonade, please.  B: Yes of course. Help yourself
oPDP reading :
oPre‐reading : The teacher invites the learner to open their books page 75,interacts about the cartoon pictures then asks
them to pay attention at the pictures.
The teacher asks the pupils to describe the pictures by asking them some questions .
 The teacher’s oral questions :
Are the pictures photos?  No, they are not.
What kind of pictures are they?  They are cartoons.
How many persons do they represent?  Four.
oThe teacher explains the instructions of “Activity1p75” then invites the learners to look at the cartoon pictures
oActivity 1 p75: Look at the pictures and say where does the situation take place?
The situation takes place at home.
o The corrects on the board then invites the learners to pay attention at the cartoons , read the conversation and try to do the
following task.
o During reading:
o The teacher explains the instructions of the following task then invites the learners to read and answer.
Activity "2"p76: Read the cartoon and say if the statement is {true} or {false}.
1.False ( They are asking her to prepare some strawberry pie) 2.False ( She accepts ) 3.False ( They want a lot of
cream on the top ) 4. True 5. False ( He is angry ) 6.True
o The learners read silently the cartoon , do the activity in rough , then invites them to correct.
o The teacher reports the learners answers on the board then invites them to read the corrected task.
o The teacher explains the instructions of the next task , then invites the learners to work in rough.
Activity "3" p 76 : Find a more polite way to say it
a) Put a lot of cream on it  Would you put a lot of cream on it.
b) Do you want to join us?  Would you like to join us?
c) I want to go with you.  I would like to go with you.
d) Well, call me when you get home.  Well, would you call me when you get home?
e) Don't forget to call.  Don't forget to call me, please!
o The learners work in rough , then correct on the board, later they are invited to read the corrected activity.
 Post-reading :
 The teachers asks the perform the cartoon and play its roles .
 The teachers invites the learners guess and improvise hat would be the reaction of their uncle after being splashed
with that strawberry pie?
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Interpret
Produce
Board and
marker
Script page
75
Boar dand
marker
Flash cards
page75
Flash card (
cartoon)
page 75
Script page
76
Board and
maker &
flash cards
page75

9. 9
Ss need the
form of the
target
language in
making
polite
request
Ss need to
analyze and
state the
rule of the
model
« would »
in makind
requests
and asking
about
« likes &
dislikes »s
Ss need t
practice the
new target
language
Ss need to
practice
more the
way to
express
likes and
dislikes
Ss need to
identify the
new sounds
/g/ & /j /
Teacher
- student
students-
teacher
teacher –
student
student –
teacher
student-
student
teacher-
student
-
student –
teacher
student s
–teacher
teacher-
students
Seq 1 Discover the Language & Practice MS2 level
Warm up:
 PIASP ( Making polite request)
 Presentation: The teacher invites the learners to pay attention at the following sentence.
 Would you put a lot of cream on it? Do you want to join us?
 Isolation:        
 Analysis : model pr verb (inf) object auxiliary pr verb verb( infi) obje
Making polite request Likes and dislikes
Stating rules: The teacher helps the learners to deduce the following rule.
“ would” is model verb for making polite request.
“ Do you want……?” to ask about one’s likes and dislikes.
Practice: The learners are invited to perform the following activities .
Activity "1"p 76: Look at the photos then make polite request or express likes and dislikes
Picture1 : [fast food]
A: Would you like to have a hamburger from that fast food?
B: I'm sorry I don’t like fast food food.
Picture 2 : [ a football match]
A : Do you want to go with me and play a football match ?
B : I'm awfully sorry ,but I'm really much too busy at the moment .I've got to prepare my exams.
Picture 3 : [ an excursion to the forest]
A : Would you like to go with us to an excursion to the forest?
B : I'm sorry .I can't . I have no money.
The learners work in pairs , the teacher moves between the rows and offers help then invite the learners to correct on
the board.
The teacher explains the instructions of the next task then invites the learners to work in pair.
Activity "2" p 77 : Choose the correct phrase to complete the conversation
A : Do you like jazz music ?  Yes, I do. I like it a lot.
B : There's a funny film on TV .Would you like to watch it with me ?  Yes, I'd love to.
C : Do you like cartoons ?  Yes, I do. I love them.
The teacher invites the learners to correct and interact about their answers, then correct on their books using their pencils.
The learners are invited to read the corrected tasks on the board .
Pronunciation and Spelling: Sounds  [ j ] and [ g ]
The teacher writes on the board the following tongue twisters then invites the learners to read then
‐Presentation : Great glass globes gleam green. Jack the jailbird jacked a jeep.
-Isolation:         
Analysis Sound: [ g ] Sound: [ j ]
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Interpret
Produce
Board and
marker
Board and
marker
Script page
76
Board and
marker
Script page
77
Board and
marker

10. 10
Ss need to
practice
orally the
new
sounds and
dicriminate
between
them
Teacher
- student
students-
teacher
teacher –
student
student –
teacher
student-
student
Practice : The learners are invited to perform the following (Oral) tasks.
Listen and repeat : { job- got – Jane – give – jazz – Olga – jacket – forget – subject –singer –
objective – organize – Algeria – ignore - college – language }
Identify: [got – subject – singer – Olga – forget – job – jacket – give – organize, language….]
Compare: (jacket, forget, subject, singer, Algeria, language ….)
The learners perform the oral tasks , read the written work on the board then copy down on their
class copy books.
Interact
Interpret
Produce
Interact
Interpret
Produce
Script page
74

11. 11
File Four [Cartoons] LISTEN & SPEAK Sequence Two
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
-Active, evolving process . Learners benefit and get more involved when each activity builds on Learning a language requires opportunities to use what one
knows for communicative purposes, making mistakes and learning from them The aim is to perform competently ,while recognizing that errors may still
occur.
 Meaningful Activities / Tasks . Classroom activities and tasks should draw on learners' lives and interests and help them to communicate ideas and
meaning in and out of class .
Lesson Focus:
 Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc …), vocabulary (words, word phrases, idioms,
etc…) functions (polite requests, apologizing….)?
In this lesson I will teach the following aspects of language:
Function : Expressing Intentions and future plans
Grammar: Model “going to” form
Vocabulary related to: Daily life routines and future plans & cartoons < Lucky Luke> / birthday party
Pronunciation : Sound  [ c=k ] and [ c= s ]
Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from
the AEF to reflect the specifies of you lesson.
 Can interact orally to ask and answer questions in very short exchanges.
 Can listen to understand main points and important details.
 Can communicate a limited range of information
 Can use very simple sentences patterns with memorized phrases.
Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to :
1) Express future intentions & make future plans ( using –going to – form)
Required material and / or resources : The manual’s flashcards (p78-79-80-81 )
yellowdaffodil66@gmail.com
page 3

12. 12
Time Rationale Interaction Procedure Competencies VAKT
Ss need to
greet and
welcome
Ssn need to
know the
details of
the cartoon
Ss need to
make a
short
porduction
about
cartoon
Ss need to
know the
new
language
and
practice it
in real life
situation
Ss need to
work in
pair using
the new
language
Ss need to
use the new
language in
their daily
life
activities
Teacher
- student
students-
teacher
teacher –
student
student –
teacher
student-
student
teacher-
student
-
student –
teacher
student s
–teacher
teacher-
students
Sequence 2 LISTEN & SPEAK File 4 ( MS2 level)
 Warm up: T. greets his learners and welcomes them.
 The teacher invites the learners to open their books on page 78 and pay attention at the pictures .
 The teacher tries to make his learners talk as much as possible and interpret the pictures.
 The teacher invites the learners to write a short production about what they see.
 He may help them to write about :
1.what kind of pictures are they?
2.where does the situation take place?
3.how many persons are there?
4.what is happening in those pictures?
• The learners work in rough then they are invited to give back their productions.
• The teacher tries to make his learner read their productions and interact about what they could write.
• The teacher summarizes the situation:
1- A man is going to park his car. 2- His wife is going to help him park the car. 3- Now they are facing
problem , How are they going to get out of the car?
• The teacher invites the learners to improvise and reports their answers on the board.
• Presentation:
• The teacher presents the new situation after achieving the one of the cartoons.
• The teacher interacts with his learners about his next hour and what they are going to study that day.
• The teacher presents the situation: ( The learners are invited to use their school time tables) < Pair work>
Practice : <Guided Practice> 1} Now you are studying English . So
• A : What are you going to (study/do) at 9? 10? 11? 13……..
• B: I am going to (study/practice) Arabic / French / Sports…
• The teacher invites the pupils to pay attention at their school time table and perform in pairs
• The teacher invites the learners to perform the following drill ( Interrogative + negative forms)
•A: Are you going to practice sports at 9 today? learn English at 14? Study Geography at 11….
•B: No, we are not.
•A: So what are you going to do then?
•B: We are going to study Arabic.
• The learners work in pairs and substitute key words.
• Use:
• The teacher invites the learners to talk about their future intentions and plans using ( going to form)
• The teacher may help the learners by writing some key words on the board and ask the learners to make and form
sentences talking about their own future intentions and plans.
• For example : -next summer holidays/ go –travel-visit / sea- abroad- relatives…..
-study hard/ pass to MS4 level
-go /forest/
 The learners work in pairs and build dialogues talking about their future intentions and plans using ( going to
form)
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Interpret
Produce
Board and
marker
Flashcards
page 78
Flashcards
page 78
Board &
marker
Learners’
school time
tables
Board &
marker
Board and
marker

13. 13
Ss need to
see the new
structure ,
form –
meaning
and use in
communica
tive way
Ss need to
practice
more the
way to
express
intentions
and making
futrue
plans.
Ss need to
know the
meaning of
each
sentence
Ss need to
perform the
new
structure in
communcat
ive way
Teacher
- student
students-
teacher
teacher –
student
student –
teacher
student-
student
teacher-
student
-
student –
teacher
student s
–teacher
teacher-
students
PIASP : Grammar item ( going to form)
 The teacher invites the learner to pay attention at the one of the sentences tackled previously with “going to”form.
 Presentation:
 I am going to study Arabic.
 
 Isolation going to
 Analysis: I am going to study Arabic.
    
subj+ to be + going to + verb (inf) + obj
(present) (model)
 Stating Rule:
 Going to : model verb to express Intentions and future plans.
 Reminder page 82.
• Practice : The learners are invited to do the following written tasks.
Exercise 1 : ( Based form task)
"Activity -3-p80 " : Make correct sentences using “going to” form to form correct dialogues.
A: What are you going to do next Saturday afternoon?
B: ( water /trees):
B: ( do /shopping):
B: ( revise/lessons):
Exercise 2: ( Meaning Based ) Match the pairs.
Sentence Meaning
1- Would you like to come to my birthday?
2- Would you open the door please?
3- I am going to travel these holidays.
4- I am going to visit my family this week end.
a- future intention
b- making invitation
c-planning future plans.
d- making polite requests.
1 2 3 4
Exercise 3: ( Communicative based)
Activity "1" p79: Role play. Be Charlie and answer your partner's questions.
Your partner: What are you going to do tomorrow, Charlie?
Charlie : I'm going to [ play marbles - post this letter - meet my friend - play baseball – have a bath - take the
dog for a walk ]
-The learners work in rough , the teacher supervises their works and offer his help once needed , then invites
them the correct , reports the answers on the board then asks the pupils to read and copy down.
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Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Interpret
Produce
Board and
marker
Board and
marker
Board and
marker
Activity
3p80
Board and
marker
Board and
marker
Flash cards
& activity
p79

14. 14
Ss need to
refresh thei
memory
about last
seance
Ss need to
guess and
identify the
meaning of
the cartoon
Ss need to
guess and
know the
topic of the
text
Ss need to
answer the
task by just
skimming
the text
Ss need to
exploit the
text by
scanning it
Ss need to
guess the
end of the
text’s story
And adapt
that to
thier
situations
Teacher
- student
students-
teacher
teacher –
student
student –
teacher
student-
student
teacher-
student
-
student –
teacher
student s
–teacher
teacher-
students
File 4 ( Seq2) Go Forward & Discover the Language ( PDP reading) MS2 level
 Warm up: The teacher greets his learners and welcomes them , then tries to make a quick review about the last
séance ( Talking about future intentions & making future plans using ( going to ) form.
 Pre-reading:
 The teacher invites the learners to open their books on page 81/82 and try to interpret the pictures .
 The teacher asks the learners to pay attention at the pictures and try to answer the following questions.
 Questions :
1) Is the cartoon about the Daltons?  Yes it is .
2) Where are the Daltons? They are in prison
3) Are they going to escape again? Why? No, they are not . They are going to retire.
 The learners look at the cartoons , read and try to answer.
 The teacher invites the learners to give back their answers, he reports the answers on the board then asks the
learners to read .
 During –reading:
 The teacher tries to see if it is not ne of the students’ birthday , the day of the lesson . If so teacher tries to
congratulates the students and may offer him or her something .
 The teacher introduces the situation that the text is a “Birthday occasion” , then explains the instructions of the
first exercise , then invites the learners to read the text and try to answer.
 Exercise : Read the text then say : “True – False or Not mentioned”
1- The text is about Eva’s .
2- The birthday is next Wednesday.
3- Eva is going to cook a big cake.
 The learners read the text , work in rough , then they are invited to give back their answers.
 The teacher invited the learners to read the corrected task.
 The teacher explains the instruction of the second exercise then asks the learners to read the text and try to answer.
 Exercise 2 : Read the text then complete the table.
Day Eva’s friends intention Day Eva’s intention
 The students read the text , work in rought , the teacher supervises their works and then invites them to give back
their answer.
Post –reading:
 The teacher invites the learners to talk about how Eva’s birthday will be ?
 The teacher asks the students about their home habits , how do they entertain their rooms and they way they
celebrate their birthdays.
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Interpret
Produce
Board and
marker
Flash cards
page 81 -82
Board and
marker
Board and
marker
Text page 81
Board and
marker
Board and
marker
Board and
maker

15. 15
Ss need to
know the
new sounds
Ss need to
knwo how
the letter
« c » is
pronounced
Ss need to
state the
rule of the
letter « c »
Ss need to
see how the
letter « c »
is
pronounced
in different
words
Teacher
- student
students-
teacher
teacher –
student
student –
teacher
student-
student
Pronunciation & Spelling:
The teacher invites the learner to read the following sentence.
Presentation:
Eva’s colleagues will eat cakes , juice and a nice meal.
Isolation :    
colleagues cakes juice nice
   
Analysis : “c”= k “c=k” “c=s’ “c”=s
 Stating Rule:
 The letter “c” is pronounced :
 “c= k “ like in = coffee –college – picture…….
 “c= s “ like in = piece – place –sentence……
Practice : The learners are asked to do the following exercise .
 Exercise : Find the odd item.
C= k C= S
Place – picture – cake – advice – college –cartoon- concert Difference- sentence-music-exercise-class-advice-count
 The learners work in rough , then they are invited to give back their answers.
The teacher invites the learners to read the written .
Interact
Interpret
Produce
Interact
Interpret
Produce
Interpret
Produce
Board and
maker
Board and
marker
Board and
maker

16. 16
File Four [Cartoons] PDP Writing ( practice p82) Sequence
Two
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
- Ongoing assessment of Learning :  Ongoing , or regular ,assessment should take various forms and address the competences that have been learned in
class, so that the assessment can provide useful information on individual progress and achievement, which teachers and learners can review to aid learning .
Active Learners . : 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.
Lesson Focus:
 Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc …), vocabulary (words, word phrases, idioms,
etc…) functions (polite requests, apologizing….)?
In this lesson I will teach the following aspects of language:
Function : Expressing Intentions and future plans
Grammar: Model “going to” form
Vocabulary related to: Daily life routines and future plans
Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from
the AEF to reflect the specifies of you lesson.
 Can communicate a limited range of information
Produce a clearer message of one or two basic productive speaking strategies.
Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to :
1) Express future intentions & make future plans ( using –going to – form)
Required material and / or resources : The manual’s flashcards (p78-79-80-81 )
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page 3

17. 17
Time Rationale Interaction PROCEDURE competence VAKT
Ss need to
review
the last
séances
objecitves
Ss need to
use and
practice
in written
way
“going to “
form
Ss need to
understan
d the
problem
solving
situation
Ss need to
ornagize
their
ideas
Ss need to
select the
ideas that
go with
their
situations
Teacher
- student
students-
teacher
teacher –
student
student –
teacher
student-
student
teacher-
student
-
student –
teacher
student s –
teacher
teacher-
students
students
teacher
students‐
students
File 4 ( Seq2) PDP Writing ( Practice page82) MS2
level
 Warm up: The teacher greets the learners and welcomes them , then tries to make a quick review about
the last séance ( Expressing intentions and future plans –using – “going to “ form)
Brainstorming: The teacher invites the learners to think about the topic by having a look at “Activity
1p82” the teacher explains the instructions then invites the learners to work on their rough copy books.
 Activity <1>p82 : Look at the chart and talk about these people's intentions for the future .Use ( going to ) .
Tonight On Sunday Next week
Brian Attend a rock concert Begin an Italian course Not take a holiday
Tom See a film Not attend a baseball game Move into another flat
Sue Not have a barbecue Visit Ireland Take part in a school contest
Brian is going to attend a rock concert, tonight .On Sunday; he's going to begin an Italian course. He's not going take
a holiday.
Tonight Tom is going to see a film. He's not going to attend a baseball game, on Sunday. Next week he's going to
move into another flat
Sue is not going to have a barbecue, tonight. She is going to visit Ireland, on Sunday. Next week she 's going to take
part in a school contest
 The learners work in rough , the teacher supervises their works , offer help , then invites them to give
back their works
The teacher reports the answer on the board, then invites the learners to read the corrected task.
Planning Stage : The teacher introduces the situation as ( Integration) then invites the learners to talk
about their own plans.
 One of you foreign friends sent you a letter talking about his /her future plans and wants to
know about yours
Write a letter to your friend talking about your future plans ( use ) – going to “ form.
Write about:
 Two things you are going to do next year.
Two things you are not going to do next summer.
Two places you are going to visit soon.
The teacher invites the learners to list randomly their idea .
Eliciting learners’ ideas:
Next year Next summer Places visit
1‐ study at MS3
2‐ Prepare my Brevet Exam
3‐ take part in school contests
4‐ visit Algiers
1‐ revise lessons
2‐ stay home all holidays
3‐ play out all times
4‐ go to parties
1‐ camp in the sea‐side
2‐ visit relatives
3‐go to forest
4‐ go to zoo
The teacher asks the learners to select the idea that go with their likes and dislikes and write about the
things that they are going to do .
 Drafting: The learners are invited to select among the listed ideas what goes with their likes and dislikes
Interact
Interpret
Produce
Interact
Interpret
Produce
Interpret
Produce
Board &
marker
Activity 1
p82
Board
and
marker
Board
and
marker
Board
and
marker

18. 18
Ss need to
organize
their
writing
and check
mistakes
Ss need to
present
their
productio
ns
students –
students
students –
teacher
Students‐
students
and what they are going to do .
 Editing : The learners are invited to review their mistakes , their organization since they will write a
letter they have to pay attention at the lay out , the relevance , organization & resources.
 Publishing: The learners are invited to write their final productions , then read it in front the class
Suggested Answer:
 The teacher writes the best production on the board , then invites the learners to read and
copy down.

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interact
interpret
produce
Board
and
marker
Board
and
marker
Dear John,
Thank you very much for your letter about your future plans , now it’s my turn
to tell you about my future plans.
Next year, I am going to study at MS3 level .I am going to study hard to prepare my Brevet
exam.
I am not going to revise my lessons and I will not stay home during all the holidays . I am not
play all the times too, next summer.
I am going to visit my relatives and go to the forest …….
These are my future plans
Yours Sincerely,
Kamel

19. 19
File Four [Cartoons] Listen & Speak Sequence Three
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
- Ongoing assessment of Learning :  Ongoing , or regular ,assessment should take various forms and address the competences that have been learned in
class, so that the assessment can provide useful information on individual progress and achievement, which teachers and learners can review to aid learning .
Active Learners . : 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.
Lesson Focus:
 Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc …), vocabulary (words, word phrases, idioms,
etc…) functions (polite requests, apologizing….)?
In this lesson I will teach the following aspects of language:
Function : Expressing Choice/ Enquiring about prices
Grammar: spresent +which one/ones / shapes which one/ones +?
Vocabulary related to: Daily life routines and future plans
Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from
the AEF to reflect the specifies of you lesson.
 Can communicate a limited range of information
Produce a clearer message of one or two basic productive speaking strategies.
Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to :
1) Express choice & Inquire about prices.
Required material and / or resources : The manual’s flashcards (p83 )
yellowdaffodil66@gmail.com
page 3

20. 20
Time Rationale Interaction Procedure competencies VAKT
Ss need to
greet and
welcome
Ss need to
interpret
the
situation
and
decode
the
message
Ss need to
write a
short
compositi
on
describin
g the
flashcard
Ss need to
listen and
decode
the
message
in the
listening
script
Ss need to
practice
the new
language
in a
communi
cative
way
Teacher
Students
Teacher
students
Students
teachers
Students –
students
Teacher –
students
Teacher –
students
Sutdents –
students
Students
teacher
Teacher
Students
Sequence 3: Listen and Speak File4 ( MS2 level)
♣Warm up: The teacher greets the learners and welcomes them.
♣Pre‐listening: The teacher invites the learners to open their books on page 83 , look at the picture and tries to
interpret it.
♣The teacher asks the learners to write a short description of the situation. If they recognize the famous cartoon
<Mickey Mouse & Winnie) and tries to make them talk as much as possible about it.
♣He may help them and asks them to write about:
♣ The place (where does the situation take place ?)
♣Who is in the picture ?
♣What is he or she doing?
♣The learners work on their rough copy books, the teacher supervises their works , then invites them to read
their productions.
♣The teacher reports the answer on the board and explains more the situation. Mickey and Winnies are walking
out and looking at the shop‐window .
♣The teacher invites the learners to keep looking at the cartoon , listen to teacher and then try to answer the
following task.
♣During Listening:
♣Exercise 1: Listen then choose the correct answer .
1.Mickey and Winnie are standing in front of : a) Shoe‐shop b) grocer c) library
2.The conversation is about : a) jackets b) shoes and bags c) hats
♣The learners listen to the script twice then give back their answers .
♣ The teacher invites the learners to listen again to the script and try to answer the next task.
♣Exercise 2 : Listen and say what do the following words refer to?
1. ones :  shoes
2. One :  bag
♣The teachers reads the script twice then invites the learners to correct , he repeats the answer on the board.
♣The teachers invites the learners to pay attention at the following corrected task.
♣Post –listening:
♣Drill:
Mickey : Look at those shoes.
Winnie: Which shoes ? The green ones or the black ones?
Mickey : The green ones.
Mickey : Well, how about that bag ?
Winnie : Which bag ? the brown one or the blue one?
Mickey : the blue one.
Interact
Interpret
Produce
Intereact
Interpret
Interact
Interpret
Produce
Interpret
Produce
Interact
interpret
Board
and
marker
Flash
card page
83
Board
and
marker
Board
and
marker
Listening
script
page 88
Board
and
marker
Board
and
marker

21. 21
Ss need to
see the
new
language
in
different
situation
Ss need to
see the
grammar
form of
the new
language
Ss need to
see how
the new
structure
works in
the
sentence
Students
Students
Teacher
Students
Students
‐students
Students –
students
Practice: ( Guided practice) The learner are invited to perform more using the same drill and substituting key
words.
trousers / blue / ones / black / ones ‐ game / FIFa 2013 / spiderman ( one)
glasses / green /ones/ brown / ones ‐ cartoon / sponge Bob / Tom & jerry ( one)
Use : The teacher invites the learners to work in pair and build dialogues using ( Which – ones & one)
The teacher supervise the learners works then invites them to give back their works , he reports the best
production on the board.
PIASP : (which – ones & one)
Presentation: The teacher presents the following sentences and invites the learners to read them
Which shoes ? The green ones or the black ones? Which bag ? the brown one or the blue one?
Isolation:
Which shoes ones =(shoes) which bag one= (bag)
Analysis:      
 ”whqq” plural noun plural pronoun whqq” singular noun singular pronoun
Stating Rule:
 “Which” = “whqq” for asking about choice & preference
 “ one” = singular pronoun to refer to particular things ( s) or person(s)
 “ones” = plural pronoun and to avoid the repetition
The learners are invited to read the written work on the board then copy down on their copy books
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Interpret
Produce
Interact
Interpret
Interpret
Produce
Board
and
marker
Board
and
marker
Board
and
marker

22. 22
Time Rationale Interaction Procedure competencies VAKT
Ss need to
greet and
welcome
Ss need to
talk
about the
last
séance
learning
objectives
Ss need to
know the
form of
the learnt
language
ss need to
know the
meaning
of the
sentences
using
what they
learnt
before
and
discrimin
ating
between
the
learning
objectives
ss need to
practice
the new
languge
in a
communi
cative
way
Teacher
Students
Teacher
students
Students
teachers
Students –
students
Teacher –
students
Teacher –
students
Sutdents –
students
Students
teacher
Teacher
Students
Sequence 3: File4 ( MS2 level)
♣Warm up: The teacher greets the learners and welcomes them.
♣Practice : The teacher makes a quick review about the last séance inviting the learners to talk about “inquiring
about choice and using ‘one & ones” avoiding the repetition.
♣The teacher invites the learners to perform the following written tasks.
♣ Exercise one: (Based form task) Unscramble the words , re‐order the words to make correct dialogue.
♣ A: preferwhichcolouring pencils?youdowoodenoneor plasticones
♣
♣B: oneslikewoodenIthe.
♣
♣The learners work in rough, the teachers supervises their works, then invites them to correct.
♣ Exercise 2: Match the pairs. What do these sentences mean.
Sentence Meaning
1- Next holidays , I am going to camp in djijel.
2- Would you like a piece of cake?
3- Which T-shirt do you want the Barca one or the Real one?
a- Inquiring about choice?
b- Making future plans?
c-Inviting ?
1 2 3
The learners work in rough the teachers supervises their works , then asks them to correct on the board.
The teacher explains the instructions of “Activity 4 p84”then invites the learners to work in pairs
 Activity 4p84: Ask and answer about these items.
A : How much is the { computer/television/photocopier/ printer/walkman/camera/video}
B: Which one?
A: The small /big one.
B : It's ( 30.000DA/14000/80000/10000/2000/45000/9000 DA)
A: That's expensive.
The learners work in pairs , the teacher supervises their works , then invites them to correct the task.
The learners are asked to perform the task in pairs, then copy down on their copy books.
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Interpret
Produce
Intereact
Interpret
Interact
Interpret
Produce
Interpret
Produce
Interact
interpret
Board
and
marker
Board
and
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Board
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marker
Activity4
p 84

23. 23
evalu timing S T E P S O F T H E L E S S O N competence function P ps competences
5
5
5
5
5
5
5
Step one: The teacher asks the learners to open their books on page 86 and look at the drill; he explains the instructions then invites the
pupils to read then do the activities on their rough copy books.
 Read the conversation then answer the questions :
A: Hey, do you remember The Twin Brothers? They were so funny all the time!
B: No, I don't remember them .Why are you asking?
A: Look at this old photo. Here they are in the first row.
B: I remember now! The ones with the red hair! Weren't you close friend of one of them?
A: Yes, I was.
B: Which one is it?
A: The one with the hip hop trousers.
Step two: The teacher invites the learners to read silently then try to answer the questions.
1) Who is A talking about?  He's talking about "The Twin Brothers".
2) What does which express?  Which expresses the choice between the twin brothers?
3) What does the word {ones} refer to?  It refers to the [Twin brothers]
4) What does the word 'one' refer to?  It refers to one of the Twin Brothers [ The one with the hip-hop trousers]
5) What's the difference between the two words?  The difference is {one  for singular pronoun} and [ ones  for plural pronouns]
6) What can you deduce?  I can deduce that : Which is used for asking questions about [choice and preference ] and
{one /ones are pronouns to ovoid the repetition and they refer for ( persons or object)
Step three: The teacher asks the learners to read and perform the activity as question answer
Step four: The teacher invites the learners to correct on the board, read then write down on their copy books.
Step one : The teacher asks the pupils to open their books on page 86 and look at the activity . He explains the instructions then asks them
to work on their rough copy books.
 Activity "1"p86: Find the questions use {which}.
A: Which train leaves to Bristol?
B: The train to Bristol? It leaves at 9.00.
A: Which platform, please?
B: Platform n°10.
A: Thank you.
Step two: The teacher asks the learners to correct the activity orally, correct on their books, then invites them to read and perform the drill.
Step three:: The teacher explains the instructions of "Activity 2p86" then asks the pupils to perform it orally:
 Activity 2p86: Ask and answer.
 The red one or the blue one? Which one do you want?  Can I have the red one?
 The long one or the short one? Which one do you want?  Can I have the long one?
 The wide one or the tight one? Which one do you want?  Can I have the wide one?
 The thin one or the thick one? Which one do you want?  Can I have the thin one?
 The old one or the new one? Which one do you want?  Can I have the new one?
 This one or that one? Which one do you want?  Can I have that one?
Step four: The teacher asks the pupils to read the written work on the board then copy down on their class copy books . page19
Interact
Interpret
Produce
Describing
Physical
Appearance
Narrating
Asking
about
choice
Inquiring
about
journey
Asking
about
choice and
preference
Recognize members
of family
Identify the simple
past of "to be"
Recognize the use of
the "whqq" why
Recognize ordinal
numbers
ovoid the repetition
by using the pronouns
{one-ones}
use the "whqq"
which to make [choice
and preference]
read the "whqqs"
and understand the
meaning of each one
read the drill and
deduce the meaning of
the use of {which and
one(s)}
make correct
questions t express
choice
identify numbers
and time
recognize places
and their location
express gratitude
describe colours,
shapes, objects.
Identify the way to
ask for a request

24. 24
5
Sequence 3
Step one : The teacher asks the pupils to open their books on page 86 he explains the instrctions then invites the pupils to work on their
rough copy books
 Activity 3p86 : Re-write the conversation without using the word "watch"
A: Which watch do you like better  A: Which watch do you like better?
B : I like the round watch better  B: I like the round one better
A: Well, I prefer the square watch. It's more fashionable.  A: Well, I prefer the square one. It's more fashionable
B: Hum! It's probably expensive.  B: Hum! It's probably expensive.
A: No, it's only £35. A: No, it's only £35.
B: Great! I'm going to buy it for my mother. It's her birthday. B: Great! I'm going to buy it for my mother. It's her birthday.
Step two : The learners work on their rough copy books , then correct on the board, read the write down .
Step three : The teacher explains the instructions of "Activity 4p86" then asks the learners to work on their rough copy books ;
Step four : The teacher asks first of all some oral questions to make the learners interact with him .
 The teacher's oral questions :
What sort picture do we have?  They're cartoons pictures
What do they show?  They show a father and his son
What are they talking about?  They're talking about a garden
Is the boy happy?  No, he isn't
Step five: The teacher explains the instructions of the activity, then invites the learners do the work on their rough copybooks, correct on the
board , read and copy down .
 Activity 4p86: Who says what? Write in front of each reply (F) for father and [B] for boy:
Father: You are going to enter kindergarten soon.
Boy: Wow! I feel excited!
Father: You must know some things.
Boy : Which ones ?
Father: Use a handkerchief, put on your coat without help, cut with scissors for example.
Boy : Which one is important ?
Father : They are all important ,you know !
Boy : Gee! I didn't know you needed so much knowledge to enter kindergarten!
Step six: The teacher invites the learners to perform the conversation.
Step seven: The teacher explains the instructions of "Activity5p86" then asks the pupils to work on their rough copy books.
 Activity '5'p86: Order the sentences to get a conversation.
Kamel: Anis! Look at those jeans.
Anis: Which jeans?
Kamel: The ones with braces.
Anis : I prefer the ones with the red pockets. They look nicer. And they are cheaper.
Shop assistant: Are you interested? You can try them on if you like.
Anis / Kamel: No, thanks .We're just looking.
Step eight: The teacher invites the learners to correct on the board, perform the conversation then copy down on their class copy books .
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Page 20
Interact
Interpret
Produce
Asking
about
choice and
preference
Describing
pictures
cartoons
Describing
Places
Describing
daily
activities
Expressing
Preferences
And
Choices
Identify objects
such as "watch" and
their use
Recognize the shape
such as "round"
Identify the British
currency
Express preferences
and choice
Describe members
of family
Describe educative
palces
Discriminate
between school and
kindergarten
Use "whqq
which" to make
choice and preference
Identify "must"
and its use
Identify the simple
past
Describe clothes
Use the comparative
Use the pronouns
"one and ones to
ovoid the repetition
Express interest

25. 25

26. 26
evalu timing S T E P S O F T H E L E S S O N competence function P ps competences
Step one : The teacher asks the learners to open their books on page 87 and look at the "reminder".
Step two : The learners are asked to read the reminder and the teacher tries to explain each part of it .
Which (interrogative adjective) is used to ask about choices and preferences?
It is used with singular or plural nouns.  Example: Which (jacket/ jeans) do you like?
{The "one/ the "ones"} pronouns are used to refer to a particular thing(s) or person(s) and to ovoid repetition.
Examples: 1- Which jacket do you like?  The black one / 2- Which jeans do you like?  The ones with braces.
Step three : The teacher invites the learners to look at the reminder and try to do the exercises :
Exercise n°1: Choose the right "whqq" to make correct questions.
A: [who / which] is absent, today?
B: Ali is.
A: {where/ which pen do} you want the red one or the blue one?
B: I prefer the blue one.
A: (which / when) day is the first of the year?
B: January 1st
is.
A: {How / which} road takes to Médéa?
B: This one takes to Médéa.
Step four: The pupils work on their rough copy books, correct on the board then read and write down .
Step five : The teacher explains the instructions of the following exercise then invites the learners to work.
Exercise : Read and try to ovoid the repetition use { one – ones}
Ahmed and Kamel are in a shoe shop. Kamel wants to buy a pair of shoes. The shop assistant shows them two pairs. Brown shoes and
black shoes. He asks Kamel which pair do you like the brown pair or the black pair.Kamel answers he would like the black pair .The brown
shoes are 2000DA and the black shoes are 2500DA, says the assistant .Kamel says he does not want the black shoes , because they're too
expensive and he wants the brown shoes .
Step six : The teacher asks the learners to correct on the board, read then copy down on their class copy books .
 Correction :
Ahmed and Kamel are in a shoe shop. Kamel wants to buy a pair of shoes. The shop assistant shows them two pairs. Brown ones and
black ones. He asks Kamel which pair do you like the brown one or the black one.Kamel answers he would like the black one .The brown
ones are 2000DA and the black ones are 2500DA, says the assistant .Kamel says he does not want the black ones , because they're too
expensive and he wants the brown ones .
Step seven: The teacher asks the learners to take their rough copy books and try to do the following exercise.
 Exercise: Ask questions on the underlined words .
A: Which exam is first?  B: The Arabic exam is first.
A : Is the English exam the second?  B: Yes, the English one is the second.
A : Which exam is easy for you?  B: The English one is easy for me.
A: Which games do you like best?  B: I like football game best.
Step eight: The learners correct on the board , then perform the drill .
Page 21 yellowdaffodil66@gmail.com
Interact
Interpret
produce
Epxpressing
Choice
And
Preference
Epxpressing
Choice
And
Preference
Epxpressing
Choice
And
Preference
Identify
"which and its
use"
Recognize the
way to express
preference and
choice
Use the
appropriate
pronouns to
ovoid the
repetition
Discriminate
between the use
of the "whqqs"
Describe
colours and
objects
Identify
places and
locate them
Read , detect
the repetition
and ovoid it
Ask the the
right "whqqs"
according to the
underlined
words

27. 27
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