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Teacher :Miss RAHOUI Level : MS3File : 1 COMMUNICATION Sequence :1

Hello again!Lesson :1 Listen and speak

Function :Greetings-Introducing people

Leg form: Present simple

Lexis: “The first day at school”

Learning Objective :Learners will be able to great ,introduce and describe people .

ProcedureStage one: warm up

Aim :To present the file.The teacher shows the pupils a mobile phone and asks them about it.-What is this?A mobile phone.-It is used for what?To talk ,to communicate so it is a mean of communication .-When you call someone what do you say at first ?Hello.(Allo)-To greet someone what are the expressions we can use? Good morning-Good afternoon-Good evening-Hello-Hi.-And on living?Good bye –Bye bye-see you -cheers.

Stage Two : PresentationAim:To guess and speak (decode a message) .Teacher asks pps to open their books on page “16” and interact.Act :Look at the picture and say:-Where is the scene taking place ?In the staff-room.-How many person are there ?Three persons.-What the headmaster and the teachers are doing ?They are talking.-What are they saying?Let me introduce Mr.X./ I’d like to introduce.This is Mr.X. Nice to meet you,Mr X. Glad to see you,Mr.Y.Teacher asks the pupils to play the parts of the headmaster ,Mr.X and Mr.Y .

Stage Three: Practice Aim : to develop the listening skill .Teacher asks the pupil to listen to the dialogue and answer the questions.Susan: Hello,Rania. You look happy today, what’s up?Lydia :I have a new teacher of English.Susan: What’s his name?Lydia : Mr.Green .Susan: What does he look like?Lydia : He is tall and big with wavy black hair and black eyes.Susan : What’s he like ?Lydia : He’s really cool. He never gets angry.Susan :Oh you’re very lucky, Lydia. Mine is rather nervous.

Act :Listen and answer .-Where is the scene taking place?In the playground .-What’s the new teacher’s name?Mr.Green.-What does he look like?He is tall and big with wavy black hair and black eyes.-What’s he like?He seems to be serious and friendly .

Stage Four: Produce

Aim : to perform a dialogue . Your friend sends you an email asking you about your best friend. Reply his/her e-mail;describe your best friend physical appearances and personality.


Hello again!Lesson : 2 Say it clear


Leg form:Present simple

“Where are you from?Are you English?”

Learning Objective :Learners will be able to use intonation with the two types of questions (“Wh” questions –“Yes/No” questions .


Aim :To create a relaxed atmosphere .The teacher asks the pupils to play a game .she asks a question to p1,P1 answers and asks another question to P2 he/she chooses and so on.Stage Two : Presentation

Aim:To learn the rule (How are the questions pronounced?).Teacher writes on the board the two examples and presents the two types of the questions.-Are you from England?No I’m not. Direct question-Yes/No question. -Where are you from?I’m from Algeria. “Wh” question –Information questions. Now the teacher reads the two questions and asks the pupils to mark the difference in pronouncing.The first one goes up ,it is speaking with a rising intonation .-Are you from England? Rising intonationThe second one goes down ,it is speaking with a falling voice . -Where are you from?Falling intonationThe teacher invites the pupils to fill in the gaps and sort out the rule.The intonation in “Yes/No” questions goes up and down in “Wh” questions.

Stage Three: Practice Aim : to practise intonation .

Teacher asks the pupils to do the tasks on the book after explaining them.Act 1:Mark the intonation at the end of the questions below with an arrow or .Justify your answer.

1- What’s your name?2- When’s your birthday?3- What’s she like?4- Do you like speaking English?5- Why are you sad?6- Where do you come from?7- Can you write in English?8- Does she speak French?

Stage Four: ProduceAim : to perform a dialogue marking the intonation . You’re talking to a new friend in the web site .Write a short conversation use these cues:Greetings-introducing one to another. Pay attention to the intonation


Hello again!Lesson :3Practise



“What’s she like?”

Learning Objective :Learners will be able to use adjectives in order to describe people’s physical appearance and personality .

procedure

Stage one: warm up

Aim :To focus the pupils attentions on the lesson .The teacher shows the pupils smiley’s pictures(facial mood) and asks them to identify them .Act : Look at these Smileys and use an adjective to describe each oneof them.

1. 2. 3. 4. 5.

Stage Two : Presentation

Aim:To learn how to ask questions on physical appearance and personality.Teacher writes a dialogue on the board.

She asks her pupils to pay attention on the statements written with red colour.-What does she look like? She is quite slim. To ask about physical appearance.-What’s she like? She is very shy. To ask about personality.

Stage Three: Practice

Aim : to enrich the pupils vocabulary .Teacher gives the pupils the sheets and asks them to do the acts. b. Match these words with their OPPOSITES.

1. clever a) cold2. nice b) absent-minded 3. relaxed c) hard-working 4. generous d) cheerful5. lazy e) dynamic6. unhappy f) horrible7. passive g) stupid8. strong h) mean9. warm i) weak

10. attentive j) nervousc. How would you describe a person who…

1. … never gets angry, even when it is necessary to explain things again and again? Patient 2. …always thinks positively and believes that the future will be good?Optimistic3. … enjoys to give presents or pay for a coffee?Generous 4. …would like to become a very important person? Ambitious5. …always arrives on time? Reliable6. … does not think about other people’s feelings? Selfish7. …never does any work?Lazy / passive8. …is very smart and gets excellent grades at school? Clever9. …always tells the truth? Honest10. …likes to meet new people and make friends?Friendly

Stage Four: Produce

Aim : to perform a dialogue and use adjectives in the right order. You’re talking to your parents telling them about your teacher of English. Write a short conversation describe her physical appearance and personality.

Teacher :Miss RAHOUI Level : MS3File : 1 COMMUNICATION Sequence :1 Hello

again!Lesson : 4 Imagine

Function :Greetings-Introducing-describing people


“I am new in this school”

Learning Objective :Learners will be able to greet and introduce themselves .


Aim :To relax .The teacher asks two pupils to describe the teacher they love more.


Aim:To prepare an identity form. Teacher asks the pupils to fill in the form with their information .Act 1:Imagine you are a new pupil in your school .Fill in the form .

Stage Three: Practice Aim : to turn information to short sentences .Teacher asks the pupils to write short statements to introduce and describe themselves using the information in the act 1.

Stage Four: ProduceAim : to perform a self introduction . The teacher asks the pupils to work in groups of three and prepare a dialogue following the outline bellow .-Greeting,-Introducing,-Responding to an introduction,-Parting .Act your dialogues out before the class .

Teacher :Miss RAHOUI Level : MS3File : 1 COMMUNICATION

Sequence:1 Hello again!

Lesson :5 Read

Function :Describing people


“Do you want to be a pop star?”

Learning Objective : Learners will be able to present his profile .Procedure

Stage one: warm upAim :To focus the pupil’s attention .The teacher asks pupils to look at the advertisement on 20 and answer the following questions.

-What is the advertisement about?-How can you contact channel 7TV?-Do you want to be a pop star ?Why or why not?

Stage Two : Presentation Aim:To urge pupils to read ,understand and seek meaning. Teacher asks the pupils to read the e-mail on page 20 and do the acts A-B-D .Act A:Look at the photos bellow which represents Sarah Bint ?Why?Act B:Read the e-mail and fill in the form. Act D:Answer the following questions according to the e-mail .

Stage Three: Practice Aim : to ask /answer question .Teacher asks the pupils to do act C on page 21.Act C:Ask and answer questions about Sara Bint using the information in task B.

Stage Four: ProduceAim : to present oneself in a short paragraph. The teacher asks the pupils to do the task .Act :Fill in the form in act B with your information . Name: Age:Physical appearance: Personality:Likes: Dislikes:Preferences:

Now present your profile in 4 or 5 lines .

Teacher :Miss RAHOUI Level : MS3File : 1 COMMUNICATION

Sequence:1 Hello again!

Lesson :6 Write

Function :Describing people


“Do you want to be a pop star?”

Learning Objective :Learners will be able to write an application letter for membership in a sports club using the link words “and-but-because”.

Procedure

Stage one: warm upAim :To refresh the pupils’ memory .The teacher asks the pupils some questions about Sarah Bint.What does Sarah look like?What’s she like?

Stage Two : Presentation Aim:To present the link words “and –but –because”. Teacher asks the pupils to look at these examples, analyse and learn.-I’m slim and quite tall .addition-I like singing soul music ,but I hate classical ones. contrast-I find classical music boring because it hasn’t got lyrics. purpose Look at the coloured words and analyse. What do you notice?

“and-but-because” are link words (coordinators) .They are used to join between two sentences in order to make one .

Stage Three: Practice Aim : to practise the structure .Teacher asks the pupils to do act 1 and act 2:Act 1:Join each pair of sentences to get one meaningful sentence.

I live in England but I spend my holiday in Algeria. He sings well and he plays the banjo wonderfully. I can play the piano but I cannot play the guitar.

Act 2 :Complete the sentences to make them meaningful: My mother always eats apples because they are good for health. I didn’t revise my lessons yesterday because I was ill. I don’t watch TV because I don’t have time. I like reading detective films because they are more interesting.

Stage Four: Produce

Aim : To write an application letter using the link words . Use the clues bellow to write an application letter for membership in a sports club .Use “and –but-because”.

Dear ...........................I would like to ............................................................................Name....................................... Age:..........................................Address:....................................................................................Education :.................................................................................Appearance:................................................................................Personality:................................................................................Likes and dislikes:........................................................................

I look forward to receiving a positive reply.Yours.

File : 1 Communications

Sequence:2 “Who is calling?”

Lesson :Listen and speak

Function :Interacting Leg form:Present “Excuse me what’s your

simple phone number?”Learning Objective :Learners will be able to make and answer requests .


Aim :To attract the pupils’ attention on the topic .The teacher shows a mobile phone and asks:What is this ? a mobile phone .Who has a mobile phone ?Can you give your number? The teacher revises the numbers with the pupils .

Stage Two : Interact Aim:To learn how to make and answer requests . Teacher asks the pupils to open their books on page 24 look at the pictures on act 1 and 2 notice, act the situations then sort out how to make/answer requests .Learn:WillCan1-Requesting : Could +you +verb ,please?Would e.g.: Please, could you lend me your umbrella,please? 2-Replies: positive (+) Negative (-)Ok/Yes/Certainly. No.Of course/All right. I’m afraid I can’t because ............

Stage Three: Interpret Aim : to develop the pupils’ listening skill .Teacher asks the pupils to listen to her and do the acts.Act 1:Listen and say true or false and correct the false statements.-The number is 0771494153.false the number is 0661494153.-Marry was talking to Jane Smith. false Marry was not talking to Jan Smith .-Marry will phone Jane at 2:30. True .Act 2: Listen and fill in the message slip.

Telephone messageFor: Jan SmithFrom: Marry ChapmanMessage: I’ll call you at 2:30.Please, answer.

Stage Four: IntegrateAim : To write a conversation make and answer request . Your friend calles you and asks you to help him/her with the math problem .Write a short conversation.

Teacher :Miss RAHOUI Level :3AMFile : 1 COMMUNICATION

Sequence:2Who is calling?

Lesson :2 Say it clear

Function :Phone calls Leg form: ‘’can you help me ,please ?‘’Learning Objective : Learners will be able to practise intonation in requesting within the communicative context of telephone conversation .


Aim : To revise the falling and rising intonation Do you like reading books?Where do you go?

Stage Two : Interact Aim:To practice intonation in requesting. Teacher asks the pupils to look at these examples, analyse and learn.

-Could you give me that book?

-Could you give me that book, please?

-Can I help you? Yes, you can.

Complete:The voice should start quite high ,rise and go downon the last important word.“please” at the end is said with a rising tone .

Stage Three: Interpret Aim : to practice the structures .Teacher asks the pupils to do act 1,2 and on page 25.Act 1 page 25: Mark the intonation .Act 2 page 25 :Act the dialogue. ( pair work)

Stage Four: IntegrateAim : To practise intonation within a phone conversation .

Imagine you’re callingyour friend but the latter is at school.Ask his/ her mother if you can call later on.Write a short conversation and mark the intonation then act it out .Ahmed : Hello, is that 0665847126?Mother : Yes, that’s right. Can I help you.Ahmed : Can I speak with Ali, please?Mother : I’m afraid, he is out, who is calling?

Ahmed : I’’m his friend Ahmed.Mother : Call him later.Ahmed : Can I leave a message?Mother : Yes, go ahead.Ahmed : Tell him to call me.Mother : Can you repeat your name?Ahmed: Yes, Ahmed.Mother : Ok , bye.Ahmed : See you.

Teacher :Miss RAHOUI Level :3AM

File : 1 COMMUNICATION

Sequence:2 “Who’s calling ?”

Lesson :3 Practise

Function :Dealing with people

Leg form: “Do you want a cup of tea?” No, I have just drunk two cups.

Learning Objective :Learners will be able to make offers ,apologize and give explanations.


Aim :To recall the pupils .The teacher asks the pupils to give her examples requesting and replying.

Stage Two : Interact Aim:To learn how to make offers ,apology and give explanations . Teacher creates a situation and gets the pupils think , speak and sort out the rule.The teacher says:-Today is hot: Do you want me to open the windows? Offer -I’m sorry I can’t open the window it is block up. Apologize and give explanationDo you know another expressions to make offers ,apologies and give explanations.

We make offers in order to be polite and helpful we can say:Can/shall/would you like me to +verb.......?When responding to an offer we canAccept:Yes ,please/Thank you/That would be very kind of you. If you don’t mind.Decline(refuse):It’s OK./I can do it by myself./Don’t worry I’ll do it ./No thanks.To apologize we can say:I’m sorry ,pardon ,I’d like to apologize ,please, forgive me ,don’t worry.To accept apologies we can use: That’s all right-Never mind-It doesn’t matter-Don’t worry-that’s OK

We make offers in order to be polite and helpful we can say:Can/shall/would you like me to +verb.......?When responding to an offer we canAccept :Yes ,please/Thank you/That would be very kind of you. If you don’t mind.Decline(refuse):It’s OK./I can do it by myself./Don’t worry I’ll do it ./No thanks.To apologize we can say:I’m sorry ,pardon ,I’d like to apologize ,please, forgive me ,don’t worry.

Stage Three: InterpretAim : to practise the structure .Teacher asks the pupils to do act 1 and 2on page 26 (pair work) then they correct together .Act 1:Make offers of help with the situations bellow .

It’s hot. →would you like me to open the window? Your partner has forgotten her pen.→Do you want a pen? Is carrying a heavy satchel .→Would you like me to help you? Is hungry. →Do you want a sanduich? Is thirsty. →Do you want juice? Has met a difficult word in the text.→Would like me to give you the

dictionnay? Act 2: Complete the apologies with an explanation then act the dialogues.

Apologies Explanations Sorry ,I’m late. I’m sorry, I didn’t phone. I’m sorry, he’s out. I’m afraid, I can’t come on

Tuesday. I’m sorry, I didn’t come to

your party.

I didn’t get up early. I lost your phone number. He went with his friends. I have an oppointment with

the doctor. I was ill.

Stage Four: Integrate

Aim :To produce a phone conversation and practise the structure . The teacher asks the pupils to work in pairs and produce a phone conversation.Imagine the situation and produce a phone conversation.“A” is ill and needs help “B” offers help “A” don’t accept the offer .

A : Hello, Ahmed. How are you today?B : I’m not fine. I’m ill.A : would you like me to call the doctor?B : No,thanks.



Lesson :

Function :Phone calls Leg form:Learning Objective : Learners will be able to ask for clarification .



Lesson :

Function :Phone calls Leg form:Learning Objective : Learners will be able to ask for clarification .


Aim :To attract the pupils’ attention .The teacher asks one pupil :What’s your name? My name is X Sorry? X Could you spell it ,please ?X

Stage Two : Interact Aim:To get the pupils read ,act and learn. Teacher asks the pupils to read the conversation on page 27 .She writes on the board :Sorry-I beg your pardon ?-Pardon.

Never do things by halves.

And asks: Are we apologizing ?No.Why have we used these expressions,then ?To ask for clarificationCan you give me another expressions to ask for clarifications. When we fail to understand what has been said you can ask for clarifications using :SorryPardonI beg your pardon?Could you repeat ,please?/Could you say that again?Sorry , I didn’t get what you’ve just said.To clarify your idea you can say :Sorry let me explain...../In another words......../I said ....................

Stage Three: Interpret Aim : to use imagination and speak .Teacher asks the pupils to do act 1 and 2 on page 27 .Act 1&2:What would you say in these situations .

Stage Four: IntegrateAim : To write . The teacher asks the pupils to do the task after explaining it .Act : Fill in the gaps.At the employment agency.Agent :Can I help you?Worker:Yes ,sir .I’m here for a job .Agent :What’s your name?Worker:John Smith.Agent :Pardon ,Can you spell it ,please?Worker:S-M-I-T-H.At the train station .Traveler :What time is the next train to Oxford ,please ?Clerk:There’s one at 3:45 change at Didcot.Traveler :I’m sorry .I don’t understand .Where is the change?Clerk:At Didcot ,sir.

If you work hard you will


Sequence:2”Who’s calling?”

Lesson :5 read and write



“Looking for a holiday job in Britain.”

Learning Objective :Learners will be able to write a recommendation letter.

ProcedureStage one : warm up

Aim :to pave the way to the lessonThe teachers shows her pupils some pictures then asks:

What is this ? PPS answers. FruitWho is this? Fruit picker.

Stage two: interactAim :To attract the pupils attention on the topic .The teacher asks the pupils to look at the advertisement on page 28 and asks them:-What is the advertisement about?-Is it addressed to boys ,girls or both?-What is the minimum age set for the job applicants?-How are the workers paid?

Stage Three : InterpreteAim:To reado and understand. Teacher asks the pupils to read the letter and do the acts.Act 1 : Read the text then fill in the form

Name Surname Age Nationalit

y Personality Likes

Act 2:Read the letter and answer the questions . Where does Farida Souhali live? What kind of person is she? How many foreign languages does she speak?

Act 3Find in the text the synonyms of:Loves =.......... answer=............Find in the text the opposites of:Hates ≠.......... difficult≠...........

Stagefour : integrate

Aim : To write a recommendation letter.

Imagine you spent last summer working on Konny’s farm .This year ,your partner intends to go and work there Write a letter of recommendation to support her/his letter of application .

Start like this :Dear , ................Iam writing to support.............application for the job of fruit picker.Close friend of mine /go to the same schoolPerson/always punctual/never arrive/ late /schoolWork well in a team/get on well with people around her/him.Person/ well-spoken/tactfulAlways ready to help/people/ who/problemsTidy,neatDo well every work.yours sincerely.

Work wouldn’t kill but worry will.



Lesson :’’



Lexis : who , which.

Learning Objective :Learners will be able to link tow sentences using relative pronouns’’who’’ /‘’which’’.

ProcedureStage one: Warm up

Aim :To pave the way to the new lesson.Teacher asks one pupil to come to the board, she asks the other to describe him/her .Eg : Amel is a pupil. Amel is intelligent.

Amel is a pupil who is intelligent.Stage two: Presentation

Aim : to introduce the relative pronouns ‘’who’’ ‘’which’’.Teacher sticks two pictures on the board the asks her pupils to express.The engineer is a person. He makes designings and buildings.

The engineer is a person who makes designings and buildings.

Apples are fruit. Apples contain vitamin ‘’A’’ Apples are fruit which contain vitamin ‘’A’’.

The lion is an animal. It is very dangerous.The lion is an animal which is very dangerous.

Learn:“Which” and “who” are relative pronouns that can be used to combine two sentences into one to avoid repetition.

We use“which”with animals and objects-“who”with persons.

Stage three: PractiseAim:to practise the structure.Teacher asks her learners to do the following activity:Activity :Match the items in column ‘’A’’ with their definitions in column ‘’B’’. Then write the 6 full sentences on your copy book.

Column A Column B1. A king a. An electric equipment which trasmit

images.2. A TV set b. A person who arrests thieves.3. A policeman c. A person who lives in a palace.4. A pan d. An animal which has big ears.

5. An elephant e. A machine which we use to type texts.6. A typewriter f. A kitchen utensil which we use to cook

food.Stage four: Use

Aim :To use the relative pronouns joining two sentences into one.Teacher asks her learners to do the following activity.Activity : Join each pair of sentences below with ‘’ who’’ ‘’which’’ to form one sentence.

Karim is a boy. He likes telling the truth. Karim is a boy wholikes telling the truth. A glutton is a person. He likes eating a lot. A glutton is a person wholikes eating a lot. Sabrina is the schoolgirl. She is fond of basketball. Sabrina is the schoolgirl who is fond of basketball. That’s the cat. I photographed it yesterday. That’s the cat which I photographed yesterday. I read the postcards. They arrived yesterday. I read the postcards whicharrived yesterday. Those are the birds. I fed them last week.

Those are the birds whichI fed last week.

§Collective correction on the board .§Individual correction on pupils’ copy books.



Lesson :’’ pronunciation



Lexis :

Learning Objective :Learners will be able to identify the short and long vowels and achieve the correct pronunciation.


Aim : To pave the way to the lesson:The teacher writes some words on the board , reads them then asks her learners to repeat:Man – farm – milk – book – eat – away – not .Learners repeat after their teacher . she corrects to those who pronounce wrong.

Stage two :PresentationAim :To present the vowel sounds .The teacher writes on the board the list of these words .Reads them and gets the pupils pronounce them correctly after identifying the vowel sounds :

Short vowel sounds:words Vowel sound

Big – live – it – city [ i ]Look –book – took [ u]Bed – pen – red – head

[ e ]

Afraid – ahead – polite

[ ]

Pot – hot – got [ ]Cat – man – black – had

[ ]

Long vowel sounds :Words Vowel

soundsTea – speak – free [ i : ]School – tooth - tool [u : ]Tall – board - [ ]Car – smart – far [ a :]Dirty – early – thirsty [ 3:]

Stage three : PractiseAim : to practise the structure.Teaccher asks her learners to do the following activity :Activity 1 : Cross out the word which does not have the vowel sound on the left:[ i : ] : teeth – milk – meet – niece .[u : ] : moon – pool – give – mood.[ e ] : get – well – cat – again.

[ u]: full – put – should – tooth.Stage four : Produce

Aim : to know the correct pronunciation.Activity 2: Classify the following words in the right column:All – aloud – arm –did – eat - away – bad –tree – afraid –cat- mood .

[ i ] [ i : ] [ ] [ u] [u : ] [ ] [ a :]



Lesson :Writing

Function :Expressing sympathy


Lexis :invitation, thank you note

Learning Objective :Learners will be able to distinguish between different kinds of messages then write an invitation message.


Aim :To pave the way to the lesson:

Do not give me a fish but teach me how to fish.

Teacher showes her pupils different messages (real ones ) Invitation - thank you note – sympathy- apology

Stage two: Presentation

Aim : to introduce the different kinds of message

Apology :

Thank you note:

Sympathy :

Invitation:

Sorry !Closed for lunch( From12 a.m to 1 p.m)

Dear George,Thank you very much for your hospitality.I had a good time. It was so nice to visit all the beatiful places. I hope to see you

Dear Allan, I was sorry to hear that you had a car accident. I hope nothing serious has happened to you.

Dear Ann, Would you and Mary like to come to dinner next Saturday Sue

Stage three: PractiseAim:to practiseActivity one :Read the previous texts then answer the following questions

1. Can you go into the shop at 12 : 30 ? Why ? ( Text 1 )No, because it is closed.

2. Why did George’s friend send this letter ? ( Text 2 )To thank him.3. What happened to Allan’s friend ? ( Text 3 )He had a car accident.4. Who is invited to the dinner? ( Text 4 )Ann is invited to the dinner.

Stage four : Produce Aim : to order a congratulation message.Activity two : the following sentences are in the wrong order. Reorder them to have a congratulation message:


Sequence:3 ‘’ What’s on ? ‘’

Lesson :Listen and speak

Function :Expressing feelings


Lexis : ‘’ It was terrible.’’

Learning Objective :Learners will be able to express feelings and emotions.

Her name is very beatiful. Long life for The new baby! I’m glad to hear that you have a new daughter. Love Elizabeth. Dear Flora,

Dear Flora, I’m glad to hear that you have a new daughter. Her name is very beatiful. Iam sure Antonia is very happy.Long life for the new baby! Love Elizabeth.


Aim :To pave the way to the lessonT showes some pictures then asks : who is this?

Harry Potter Leonardo DeccaprioDo you know some of their films ?

Stage Two: PresentationAim:To talk about TV programme using points/periods of time . The teacher asks the pupils to open their books on page 32, look at these films announcement then talk about today’s TV programme .-When’s Spidermanon ?-It’s on Tuesday.-What’s time?-It’s at half past four.

Stage Three: PracticeAim : to develop the pupils’ listening skill .The teacher asks the pupils to listen to her them to do the the following activity.Act :Listen and answer the questions.-What film are Jack and Jill talking about? They are talking about “Cat woman” .-Did Jack like the film? Why? Why not? Jack didn’t like the film because the story was awful ,the actors were terrible and the dialogues were boring .-How did he feel? He felt boring .-What did he like ? He likes the special effect when cat woman was jumping from building to another .Learn :“To feel” means to have the sensation of being , it is followed by an adjective e.g.: I feel sick-happy-awful-sad-bored-exited-angry.

Stage Four: ProduceAim : To make the pupils talk and express their feelings . Write a short paragraph in which you answer these questions:Which programme do you like best ? Why ?

How do you feel when you watch it ?


Sequence:3’’ What’s on ? ‘’

Lesson :Say it clear

Function :Inviting Leg form:Present simple

Lexis : ‘’ Are you free on Sunday?’’

Learning Objective :Learners will be able to invite, then accept or decline.


Aim :To put the pupils in the situation .The teacher shows the pupils an invitation card and asks them :-What is this ? an invitation card for a wedding ceremony.-Make it verbal .Would you come to my wedding ceremony next week at 8 pm?

Stage Two: Presentation

Aim:To urge the pupils notice, think and sort out how to invite, accept or decline invitations .

Dialogue one:‘’Accepting’’ Dialogue two: ‘’ Declining/ Refusing

Sofiane:Do you like watching serials? Houda : Do you like watching cartoons?Karim : Yes, I do. I love them. Meriem: No, I don’t. I prefer watching films. Sofiane:Would you like to come home Would you like to see one this afternoon? to watch one with me? Houda: No, thanks. I have a lot of home workKarim : Thank you. What time? To do.Sofiane : Let’s say five O’clock.mkjjhhyKarim : That’s fine. Thank you.

If someone invites you would accept or decline:

Accepting Declining thank you. What time? Thank you, but I’m

Dialogue one:‘’Accepting’’Sofiane:Do you like watching serials?Karim : Yes, I do. I love them.Sofiane:Would you like to come home to watch one with me?Karim : Thank you. What time?

Dialogue two: ‘’ Declining/ Refusing

Houda : Do you like watching cartoons?Meriem: No, I don’t. I prefer watching films.Would you like to see one this afternoon?

Oh, I would love to. Why not. That’s fine! Thank you.

busy. How nice of you ,

How kind of you ; unfortunately I’m busy this afternoon.

Stage Three: PracticeAim : to practise the structure.The teacher asks the pupils to do the acts.Invite your partner to the cinema /camping/going to the zoo. Accept then decline. Act it before your friends .

Stage Four: ProduceAim : To write an invitation message . You’ve succeeded at your exam and want to invite your friend to a party .Write a message to him/her using what you’ve learnt previously.Start like this :

Dear........ ................... ..................................................................................................................................................................................................................................................................................................... Best

Teacher :Miss RAHOUI Level :3AMFile : 1 COMMUNICATION Sequence

:3”What’s on ?”Lesson :3 Imagine and practice

Function :Expressing likes and dislikes


“Do you like watching comedies?”

Learning Objective :Learners will be able to express likes and dislikes .


Aim :To create a relaxed atmosphere.The teacher invites her learners to listen to a song.‘’ Thank you Allah’’ ( Maher Zen ).Do you like this song,what are the songs do you like ?

Stage Two : Presentation Aim:To activate my learners’ knowledge about expressing likes and dislikes

Answer the following questions about what you, your family and friends like or dislike.What does your mother hate doing?My mother hates ..............................................What is your father very keen on?My father is very keen on..................................What is your brother/sister mad about?My sister is mad about ................................

Stage Three: Practice Aim : to practise the structure .The teacher asks the pupils some questions and get them answer :Activity 1 :Write correct sentences:1. be very keen on/ play chess / dad. → Dad is very keen on playing chess.2. not like/ Mary/ do the cleaning / every day.→Mary does not like doing the cleaning every day.3. Paula / be very fond of / on TV / watch sports.→Paula is very fond of watching sports on TV.4. dislike / my sister / get up / on Sundays / early.→ My sister dislikes getting up early on Sundays.5. Steve / a walk / love / along the beach / have.→ Steve loves having a walk along the beach.6. they / enjoy / computer games / play / ?→ They enjoy playing computer games.

Stage Four: ProduceAim : To write a short paragraph expressing likes and dislikes .Write a short paragraph in which you express what you like and you don’t like.Use the following clues.

Like- hate – fond of – keen on – interested in

Reading books-watching TV- playing games – listening to music – reading the Coran- do the cleaning- keeping birds.

Start like this :


:3”What’s on ?”Lesson :

Function :Expressing likes and dislikes


“She was born in 2000”

Learning Objective :Learners will be able to use the prepositions of time : on – in – at .


Aim :To tell time .The teacher asks the pupils :What time is it? It’s five past ten

Hello , my name is ............Iam ..........Iam a pupil at the middle school.I like .........................................................................................................................................................................................

When do you have English? We have English on : Sunday, Monday, Wednesday and Thursday.At what time do you have English on Monday ? At 10 .

Stage Two: Presentation Aim:To talk about a real situationusing points/periods of time.The teacher asks a pupil: Where and when were you born?She writes, the pupils answer on the board the explainsShe draws the following chart.

in on at years months seasons places parts of the

day

days of the week

named days holidays comlete days

hours of the clock

religious festivals

points of time

the age of

Stage Three: Practice Aim : to practise the structure.Activity one :Put in : in / on / at

...........1994 Brazil won the world cup. The second tests begins ........12thNovember. ............January, the weather is cold. My family lives .........Oran. The film is .........09:30 p.m. People buy new clothes ........l’Aid. ............Saturday, we don’t come to school we stay ........home. ..............spring ,the land gets green.

Stage Four: ProduceAim : to perform a short paragraph using : in / at / onActivity two: write a short paragraph about your self .Answer the following questions in a form of a paragraph:

When and where were you born? Where do you live? At what time do you get up every day? At what time do you come to school? Do you have English on Sunday? At what time?

At what time do you get up at week- end?

Start like this :


:3”What’s on ?”Group Work Session

Function : Leg form:Present simple

Learning Objective :Learners will be able to transform a birth annoncement into a congratulation letter.

My name is ...........I was born ............................................................................................................................................................................................


Aim :To recall te pupils.Teacher sticks some letters on the board the asks her learners:What do the following letters express.Invitation – thank you note – apology – sympathy


Aim :To introduce a birth announcement.

A congratulation message:

On August 2nd , to Kerry and Tim, a daughter, Cecilia Rose,

Dear Kerry and Tim,I’m pleased to hear that you have a new baby Cecilia Rose. Her name is very beatiful. I’m sure Delilah is very happy.

Stage Three: Practice Aim : to transform a birth announcement into a congratulation message .

A congratulation message:

Stage Four: ProduceAim:To write a congratulation letter.Your aunt has a new son. His name is Mohamed.Write a congratulation letter.

On October 30th, to Richard and Jenny. A beatiful girl, Lilly Joy.

Dear Richard and Jenny, Iam glad to hear that you have a new baby Lilly Joy. Her name is very beatiful. Long life to the new daughter.

Dear aunt,Iam pleased to hear that you have a new son . His nameis very beatifulMohamed.Iam sure that Amel is very happy.


:3”What’s on ?”Group Work Session


Designindg an invitation card

Learning Objective :Learners will be able to write and design an invitation card.


Aim :To recall te pupils.Teacher revises with her learners the different kinds of letters.Invitation – thank you note – apology – sympathy

Stage Two: Presentation Aim :to introduce an invitation letter.The teacher reads a letter to her learners, she asks them to listen carefully to her.She asks them some questions /What kind of letters is this text?Who is the sender?Who is the receiver?

Stage Three: Practice Aim : to write an invitation card .You celebratr your birthday. So you decided to invite your friend.Write an invitation to him.Use the following cues.Write / invite / birthday/ celebrate /happy / if/ come/ .Don’t forget to write the date , the time and the place

Stage Four: ProduceAim:To design an invitation cardThe teacher devides the pupils into groups

She gives them cardboard. She explains the work they are going to do .They try to design an invitation card.


Aim :To recall pupilsThe teacher shows her learners an invitation card then asks :What is this ? An invitation card .Why do we send it ? To invite someone( wedding / birth day/ successes)

Stage Two: Presentation Aim : To pave the way to the reading phase.Match the pairs:

A BCould you lend me your car, please?Woul you like to come to my birthday party?Would you like to have dinner with me ?Sorry, she is not here.

- Invitation- Polite request- Apology - Offer

Stage Three: Practice Aim : To read and undestand.Read the text and answer the following questions :Activity one:Write ‘’ true’’ or ‘’false’’

Lucile’s party and Julian’s birthday are celebrated on the same day. Bridg will go to Lucile’s party.

Activity two: Complete the table:Apology explanation

Activity three :Find in the text words which are coloset in meaning to:Also =............ wish =...............Scared =......... anniversary =...............

Teacher :Miss RAHOUI Level :3AMFile :2 TRAVEL Sequence:1 “Welcome

on board”Lesson : Practise ( grammar )

Function : Leg form: “May I sit next to you?”Learning Objective :Learners will be able to make offers ,requests ,suggestions and permissions using modals ’could’’ ‘’may’’ ‘’can’’ ‘’shall’’

Activity four : classify the following words according to their final ‘’ed’’Celebrated – missed –phoned - called.

/ t / / d / / id/

Stage Four: ProduceAim:To write an invitation.You are celebrating your birthday this week-end. You invite your freind.Write an invitation letter to your friend.Use the following clues.Write / invite / birthday / date / at what time?/place / happy / come .


Aim :To refresh the pupils’ minds and focus them on the topic .The teacher writes the following example on the board.She asks some of them to read it. Eg : Would you pull the curtain, please?She asks the following question: What does the sentence express?The pupils answer? It expresses polite request.The teacher asks her pupils to give examples.

Stage Two : PresentationAim:To present suggestions and make the difference between suggestions ,offers and requests. The teacher sticks pictures on the board , she asks her learners to observe:

Yes, of course.

Would you show me your passport, please ?

May I use your phone ?

Yes, certainly.

The teacher asks the pupils to read each dialogue then asks to read just the words written in red.Would – may – can – shall are modalsThe teacher sticks on the board:

She asks her learners to identify what does each sentence express.To make request we use : Could / would / can / will + you + verb(inf) + please?To make suggestion we use :Shall+ we + verb(inf) + obj?To make offer : Would you like / can I help you ?/ shall I get you+ obj?To ask for permission :May I / can I / could I / verb (inf) + obj?The teacher asks her learners to give examples.

Stage Three: Practise Aim : To make offers ,requests, suggestions and ask for permission:Classify the following sentences in the right column :

Shall we have dinner together ? May I go out ? Would you give your phone number, please ? Shall I get you an aspirin ? Can you show me the way, please ?

Polite request offer Ask for suggestion

Can I help you ?Yes,please Shall we go shopping ?

Why not.

Polite request

suggestion offer ask for permission

permission

Stage Four: ProduceAim : To write a conversation expressing offers.You are an air hostess. You are serving soft drinks to passengersPrepare a short dialogue making and answering offers.Air hostess:.............................................................?Passenger : Yes, please.Air hostess:..................................juice or Soda?Passenger : ...........................if you don’t mind, please.Air hostess: Here you are.Passenger : Thank you.


:3”What’s on ?”REMEDIAL WORK


TO WRITE A LETTER

Learning Objective :Learners will be able to write an invitation letter.

Teacher :Miss RAHOUI Level :3AMFile : 2 Travel Sequence:1 Group Work

SessionFunction : Leg form:Present

simple Learning Objective :Learners will be able to design a travel leaflet.


Aim :To recall te pupils.Teacher revises with her learners the different kinds of letters.Invitation – thank you note – apology – sympathy

Stage Two: Presentation .Activity : Match the items in column‘’A’’with items in column‘’B ‘’

A B I’m sorry . I didnn’t call you. Thank you for your help. I’m sorry to hear that your

mum died. Would you come to my

wedding party.

Thank you note. Apology. Invitation. Sympathy.

Stage Three: PracticeAim : to write an invitation card .You have a friend who lives in England. You decided to invite him .Write an invitation letter Use the following cues.Write / invite / Algeria/ visit/ beatiful places/ take photos/ happy / if/ come.

Dear Steve, Iam writing to invite you to come to my country Algeria. We’ll visit many beatiful places and take photos together. I’ll be very happy if you come. Yours ,


Aim :To introduce the projectThe teacher sticks soe flags on the board, she asks her learners to identify the countries.

The pupils answer.Stage Two: Presentation

Aim :To name some cities from each countryThe teacher asks her pupils to name three cities for each country.Eg : France : 1/ Lyon. 2/ Marseille. 3/ Bordeau

Stage Three: PracticeAim : To find two tourists attraction for each country.Eg :U.S.A 1/ The statue of liberty. 2/ The white house.

Stage Four: ProduceAim:To design a travel leaflet.The teacher devides the pupils into groups She gives them handouts. She explains the work they are going to do .They try to design a travel eaflet.


on board”Lesson : Grammar

Function : Talking about arrangements for the near future . “I’m going to

organize a wonderful trip.”Learning Objective : Learners will be able to express future plans (talk about arrangement for the near future) using-to be(present simple) +verb-ing .-to be going to +verb


Aim :To create a relaxed atmosphereThe teacher invites her learners to listen to a song : ‘’ thank you allah’’ ( Maher Zein)


Aim:To attract the pupils attention and focus on the topic Teacher writes the advertisement on the board and get the pupils notice then she asks:-What is the advertisement about?-What are the countries that you can plan a trip to them?-How are you going to get there?-How can you contact the ONAT? The teacher underlines the following sentence:ONAT is going to organize for you wonderful trips.The verb ‘’ is going to’’ expresses near future So to express future we use :‘’ to ( be) present + going to → to express near future .‘’ will + verb( infinitif) → to express futur simple.Eg : Next week, I will visit my grand- father.

Stage Three: PracticeAim :To express future intentions.Activity:Read the following conversation and cross the wrong verb in brackets.Leila:What ( are you doing/ do you do )this afternoon? Farah : Nothing special.Leila: What about(going /go) to the airport?Farah : What for ?Leila:My friend Sand to Algeria. Farah : What time is she (is going to land /land)?Leila:At 15:20.Farah : That’s a good idea.

Stage Four: ProduceAim:To produce sentences expressing the future.Activity :Complete the conversation:

Your friend:Are you doing any thing on Thursday afternoon?You : Yes, I’m..............................................Your friend:Oh, what about Friday afternoon?You : .........................................................Your friend :Shall we go to the cinema ?You : OK. What film.............................?Your friend :The Lord of The Rings.

Teacher :Miss RAHOUI Level :3AMFile : 2 Travel Sequence: 1 Reading

ComprehensionFunction :expressing futur plans

Leg form: future

Learning Objective :Learners will be able to write a short paragraph about their winter holiday plans.


Aim :To recall pupils of the previous lessonI am going to visit the Roman ruins in TimgadThe teacher asks her pupils to underline the verb and give the correct tense

Stage Two: Pre- reading

Aim:To pave the way to the lessonThe teacher sticks some pictures on the board then let her pupils to exress.

The Arab tour The Sheraton Westminster London eye

Stage Two:During- readingAim:To read and undestandThe teacher asks her pupils to open their books on page 59 , they read the text then do the following activities:Activity one:Read the text carefully then answer the questions:

1- Who wrote the postcard?2- What country is he visiting,3- Which country is he visiting?4- Where is he going tomorrow?

Activity two: Read the text then say ‘’true’’ or ‘’false’’1- Tom is with his English friends.2- Tomorrow , he is going to visit the tourist resorts in Bejaia.3- Bejaya is far from Jijel.

Activity three: 1) Find in the text words which are closet in meaning to:

A lot of = ............ here =.................

2) Find in the text the opposite of:Near ≠ ............... receive ≠...............

Stage four: post- readingAim : To write a paragraph telling your friend about you plan during the holidays.

The teacher asks the pupils to work in pairImagine you’ve already made your winter holiday plans. A friend of you has asked you to tell her /him about the plans .Write a reply of about 3 lines giving information about the followingThe city / means of transport / period / activities .


on board”Lesson :6 Write

Function :Future plans

Leg form: The future tenses

“My plans for winter holidays!”

Learning Objective :Learners will be able to write a short paragraph in which they plan for the winter holidays .


Aim :To enrich learners’ vocabulary. .The teacher asks the pupils to look and name. - look at the pictures on the board and practise vocabulary.

Stage Two : PresentationAim:To express future intensions (communicate). Teacher asks the pupils to tell her about their planning for the winter holiday .What are you going to do this winter holiday?

Stage Three: Practice Aim : Preparing the pupils to write a paragraph ( guided writing ) and enlarging their knowledge .Teacher asks the pupils to do the acts after explaining it .Activity : Complete the letter with the following verbs: Visit – stay – fly – do

Stage four: post- readingAim : To write a paragraph telling the winter holiday plans .

The teacher asks the pupils to work in pairImagine you’ve already made your winter holiday plans. A friend of you has asked you to tell her /him about the plans .Write a reply of about 5 lines giving information about the following:-Holiday destination(where?) -The exact time (when?)-The period (How long?)-The fellow traveler (with whom?)-Means of travel(how?)-The reason for the choice of the holiday destination(why?)-The holiday activities(what?)-Return date(when?)

Dear Steve,Iam going to ................to London with my Mum and Dad on August 10th . we are going to..............There for about two weeks. We are going to ...................the main sights: Big Ben, London eye. And Trafalgar square.. according to my father’s plan. We are going to.............our shopping at Harrod’s.

Teacher :Miss RAHOUI Level : MS3File :2 TRAVEL Sequence:2 “ On my

way”Lesson : Listen and speak


Lge form: To be going to + v

“ A tourist guide speech”V aids: pictures, video , gestures, W sheets.

Learning Objective :Learners will be able to produce a tourist guide speech expressing future intentions .


Aim :To create a good atmosphere and recall pupils.The teacher invites a pupil to come to the board . she asks him/her to sit in front of his/her class-mates. Then the teacher shows her learners some pictures which contain means of transport .The pupils mime and make gestures in order to help their class-mate finding the name of the means of transport:

The teacher asks her learners to give other means of transport : eg : a boat – a bus


Aim:To focus the pupils’ attention on the topic. Teacher sticks a picture on the board then says:

Look at the picture

-What does it represent? PPS answer : a bus

- The teacher asks : is it an ordinary bus ? PPS answer : No, it is not . - The teacher explains that we find these kind of buses in England, we call them : Open- Top buses

-What are the people in the bus going to do? They are going to visit London. Look at picture 1 / 2 and answer the questions:

Who is the man/ woman in the pictures? He/ She is a tourist guide . What is he/she doing? He / She is talking and showing the main

sights . To whom is he/she speaking? Tourists. The teacher shows her learners a video about the main sights in

london. She asks them to write down two or three places mentioned in the

video. The pupils try to answer, the teacher helps them by showing them

pictures.

Tower Bridge House of parliamentTrafalgar square London eyeWestminster abbeyThe Big Ben

Stage Three:Practice.Aim : To develop the pupils’ listening skill .Teacher plays the role of a tourist guide, she considers her learners as tourist she speaks to them showing the main sights in London.

Activity one:Listen to the text then put a tick √ on ‘’true’’ and a cross x on ‘’false’’ (written work)

a- The people inside the bus are starting on the tour in five minutes .

b- They aregoing to see the town in an Open-Top bus.c- They are going to discover many historic places.d- They are going to to visit Winchester Cathedral.

Activity two : Answer the following questions:( oral work)a- Name three places people inside the bus are going to visit.b- Are they going to visit these places on foot?

Stage Four: Produce.Aim To write a tourist guide speech ( group work) The teacher devides her pupils into groups .she asks them to prepare a tourist guide speech.She gives each group a work sheet.The work sheets contain :

- The city they speak about.- The clues they use to write the speech.

The teacher gives each group a big card board and asks her learners to write the speech on it . she asks each group to stick their work on the wall when they finish.She asks each member of the group to come and play the role of the tourist guide.

Teacher :Miss RAHOUI Level :3AMFile :2 TRAVEL Sequence:2 “ On my

way”Lesson : Grammar


Leg form: prepositions of place

‘’ The town hall is nearthe bank.’’

Learning Objective :By the end of the lesson learners will be able to name and locate amenitieas using prepositions of place.

True False


Aim :To focus the pupils’ attention on the topic.The teacher asks the pupils to name some places that can make our life more pleasant and comfortable. Cyber café –supermarket –hospital – cafeteria – restaurant- schools- mosque- parks –swimmingpool.....We call these places amenities .

Stage Two : PresentationAim:To present some amenities . Teacher sticks a map street on the board then asks her learners to name some amenities

The teacher asks her learners to locate some places , she helps her learners using prepositions of location.

1- The jewelery store is behind the Italian restaurant 2. The bank is on SecondAvenue 3. The police station is on the left fromFire Department 4. The toy store is across fromthe Chinese restaurant 5. The movie theater is oppositethe Book store 6. The sporting goods store is behindthe Furniture store 7. The bar is next tothe Chinese restaurant

Stage Three: Practise Aim : To give the right preposition.

Activity : Fill in the missing preposition. 1. The Women's wear is the Jewelry Store.2. The Movie Theater is the Book Store.3. The Women's wear is the Jewelry Store and the Bank.4. The Toy store is of Main Street and Forest Street.5. The Jewelry Store is the Italian Restaurant.

Stage Four: ProduceAim : To name the amenity according to its location . The teacher gives her learners work-sheets contain a street map the asks them to locate the amenities.

Activity :Look at the map. Locate the following amenities.( goup work)

1-The bank 2-The coffee shop 3-The supermarket4-The museum5-The Chineese restaurant6-The train station

Teacher :Miss RAHOUI Level :3AMFile :2 TRAVEL Sequence:2 “On my

way….”Lesson :Practice

Function :Showing the way

Leg form: The imperative

“Go along the street, turn left......”

Learning Objective :By the end of the lesson learners will be able to

ask and answer about directions, distance and time taken.


Aim :To recall the pupilsThe teacher sticks a street map then asks them to locate some amenities

Eg : The cinema is near the cafe .

Stage Two : PresentationAim:To show the way The teacher sticks a picture the board then asks her learners to guess:

This girl is lost she is asking where the Chineese restaurant is.Teacher shw her learners a street map. She locates where the girl is and ask her learners to show her the way.

I’m lost.

Go along Oak street, turn right Pine street, turn left, go straight on. It’s near the bank.

Stage Three: Practise Aim : To ask and answer about direction and distance and time taken.The teacher sticks card boardscontain dialogues then asks her learners ro perform them.

SCENE ONE

SCENE TWO

Excuse me, I’m lost. Can you show me the way, please ? Where do you

want to go ?

To the book store

Go along Second Avenue, turn left. Walk along Pine street, turn right. It’s opposite of police station.

SCENE THREE

The teacher shows her learners a video which contain a dialogue ask and answer about directions.

Stage Four: ProduceAim : To prepare a short dialogue . ( pair work)

The teacher sticks a street map on the board . she identifies the location of a lost person and the place he wants to go to then asks them to perform a dialogue.

Your friend is in the restaurant, he / she asks you to show her the way to the police stationWrite a dialogue between you and your friend speaking about : Direction – distance – time taken.

Is it far ?Not very far. It’s about fifteen minutes on foot.

alonot.com€¦ · web viewprocedure. stage one: warm up. aim : to present the file. the teacher...

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