this file is planned with PPu and PDP frame work lesson plans and with writing process ( integrated situation)

1. File Three:
MS1Level

3. Term
Month
&
seeew
File competence
Learning
objectives
Type of task
Resources
Module of integration (project)
What students should
beable to do (SWBAT)Grammar Lexis Pronunciation
SecondTermjanuar
Week
1
januar
Week
2
januar
Week
3
januar
Week
4
Filethree"3""sports"(p61top79)
(p41top59)
Interact
Interpret
Produce
 Describin
g & Locating
places
 Talking
about sports
 Talking
about daily
activities /
hobbies
 Telling
the time
 (oral
and
written)
 (oral
and
written)
 (oral
and
written)
 (oral
The
prepositio
ns: at +
time +/
place/
near / on
the left
The
personal
pronouns
: we /they
The
simple
present
tense
The ordinal
numbers
Time
Learn about
culture
Sports
and
countries
World
football
cups
National
games
Sounds
 ch = "match
– chat – chips –
cheese"
 sh = "flash
– dish – fish –
she "
 th =
thin - fifth –
thanks .
 th =
this – mother
– they - that"
A sport magazine
Your physical education
teacher asked you some
questions about the last
Olympic Games :
The place of the games.
Country and capital.
Number of nations.
Different sorts and kinds of
sport games.
Collective or individual….
Your teacher would like you to
make a sport magazine about
the last Olympic Games.
Split into groups of "4"
Collect pictures or draw
matchstick pictures .
Give the name of each sport .
Stick your pictures and write
below them the names of the
sports.
Your sport magazine is ready
.
Present it to your friends .
Put your sport magazine at
the library ( to be useful for
your next year's pupils.
SWBAT :
Keep fit and Practise
sport
 Describe
and locate
places
 Talkabout
sports
Talkabout
dailyactivities
an d hobbies
 Ask &Tell
the time
By Mr. samir bounab
yellowdaffodil66@gm
ail.com
File Three: ”SPORTS” Sequence One MS1 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 em ail, 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 : Naming Sports
 Grammar: Simple present tense (auxiliaries + personal pronouns)
 Vocabulary related to:
 Pronunciation:: sounds:
 Aspect of culture:
Competencies:  Whichcompetenciesin the AEF are you working towardor plan for the learnersto achieve today? They should be adapted from the AEF to reflect the specifies of you
lesson.
Can interact orallyto ask and answer a question: On topic and situations related to describing themselves and others, home and time using memorized phrases and basic
 Can listento and understand mainpoints and someimportant details (e.g. who ,when , where) of: Very short and simple monologs and dialogues.
 Can fill informs or give simpledetails writing using : About personal information (e.g. family ,school , address)
Objectives / Assessment: SWBATby the end of the lesson ,studentswillbe able to :
Required material and / or resources: The manual’s flashcards ( ) & manual script page 31
yellowdaffodil66@gmail.com
page 3

4. Time Rationale Interaction Procedure Competencies VAKT
Teacher-
Students
Students –
teacher
Teacher –
students
File 3 : Sequence One: 1st Am Level
Warm up: The teacher greets his learners and welcomes them, he tries to inquire about the last séance
The teacher presents to his learners the project they should do which is about “designing sport magazine”, they
should form their groups and scatter the duties. They should present their work by the end of the file.
Pre-listening:
The teacher interacts with his learners about the results of the latest match “National Champion Leagues” and their
favourite teams. ( He may use some pictures of the National or international team according to the learners’ interests)
The learners are invited to open their books on page 61 and asks them to interpret the pictures on the page , he may ask
them the following questions:
The teacher asks the pupils to identify the situation.
Where does the situation take place?  Athome
How many persons are there?  There are two persons.
What’s there on TV?  Thereis a football match.
The learners are invited to perform the task “ question- answer”
During –listening:
The teacher explains the instructions of the task ,then invites the pupils to listen and answer the following question:
What is the score? It’s 3 to 1 .
For who? For Manchester United.
Is it an Algerian Team?  No, it’s an English Team.
The pupils listen then do the activity on their rough, correct on the board then read and perform the activity as a drill
(by pairs).
The teacher invites the learners to open their books on page 74, and pay attention at the script
The teacher reads the script then asks the learners to underline the following words.
It is we us are leads
The learners are invited to read and perform the drill .
Post-listening:
The teacher invites the learners to discuss about the exposed theme “ football” and makes them express themselves
about:
1. The sport they really prefer
2. Their favourite team.
3. The best results made by their favourite team.
4. Their favourite players .
Presentation:
The teacher invites the learners to go back to the “script” on page 74 and try to read the underlined words, while the
teacher reports them on the board. “is - we – are – us – leads “
Isolated: The teacher invites the learners to isolate the words with their sentences from the script.
It is a good day for us We are the champions! Manchester leads by three to one
Analysis: The teacher invites his learners to analyze the isolated sentences .
It is a good day for us we are the champions! Manchester leads by 3 to 1 .
    
subj verb object objective subject verb object subject verb object
Pronoun Pronoun Pronoun Pronoun

5. Stating Rule: The learners are invited to read the stated rule.
It  personal singular pronoun
We  personal plural pronoun
Us  objective pronoun
(is – are )  verb “to be”  Simple present Tense
leads  Verb + “s”  Simple Present Tense
Practice:
ExerciseOne: (Based form task) Re-order the words to make correctsentences. “ Subject + verb + object”
1) popular / ./ is / very/ football/ game/ 
2) asks/ . / to / teacher/ read/home/the/us/more/at/
3) Karim / English/ very/ football/. /plays/well/ 
Exercise Two: (Communicative based) Match the pairs.
Sentences Ideas
1)I am a pupilat Middle School.
2)Ahmed is tallwith fair hair and brown eyes.
3)Ahlam is from Algeria.
4)Footballis a collective sport.
a)Describing nationalities
b)Talking about jobs andoccupations
c)Describing physicalappearance.
d)Talking about sport
1 2 3 4
ExerciseThree: ( Comunicative based ) < Oral Practice>
The pupils repeat the two sentences then they are asked to look at “activity –c-p65” , the teacher explains the
instructions then leads the pupils to perform.
 Activity”c”p65: Look at the scoreboards and say.
 Olympic Stadium «Mohamed Boudhiaf”  There are only fifteen minutes left before the end of the match.
(USMA – JSK) and the score is (2-2).
 Wembly Stadium  there are only twenty minutes before the end of the match [Manchester – Liverpool] and the
score is (3 to 1) for Manchester.
 Stade de France There are only six minutes left before the end of the match and the score is nil (0-0).
 Olympia Stadium:  There are only thirty five minutes left before the en of the match (Bayern Munich –
Borussia.D) and the score is (3-2) for Bayern Munich.
 Arena Stadium:  There are only ten minutes left before the end of the match (Ajax Amesterdam –
PSV.Endoven)and the score is (1-0) One nil for Ajax.
The learners are invited to perform the drill using the answers of “Activity-c-p65”
The teacher explains the instructions of “activity-d-p65” the invites the pupils to perform the drill. <Oral>
 Activity”d”p65: Act the drill.
Wembley Stadium ?
A : Who leads the match at Olympia Stadium?
Arena Stadium?
Manchester United leads. Manchester United
B: Bayern Munich leads. Or Bayern Munich does.  does = leads the match
Ajax Amesterdam leads. Ajax Amesterdam
The learners read the corrected tasks onthe board then copy down ontheir copy books.

6. File 3 Listen & Speak (2) MS1 Seq 1
Warm-up: The teacher greets his learners and welcomes them.
The teacher tries to make a quick review on the last séance ‘s learning objective ( Naming sports –using the simple
present tense).
The teacher writes on the board the following “Tongue twister”
Prsentation: Shredded Swiss Cheese.

Isolation: Shredded cheese

Analysis: /sh/ /ch/
Stating Rule:
The sound /sh/ = as to pronounce the letter “s’ + Letter “h” at the same time
The sound /ch/ = as to pronounce the letter “t’ + the sound /sh/ at the same time
Practice :
Exercise : Listen then repeat {“sh”  flash , dish, fish, she } [“ch”  match – chat- chips-cheese]
Activity “e”p64 : Put each word in its right box.
« China – Manchester – champion – flash –chips – she – shoot – chat – shoe- cheese- dish- match- child –chew »
/sh/ /ch/
The learners work in rough , the teacher supervises their works , then invites them to give back their answers.
_____________________________________________________________________________________________________________________
The teacher invites the learners to pay attention at the following example .
Example :
Presentation : I am a pupil . I have to go school eveyrday . I do not study on week ends.

Analysis : « am » « have » « do »
to be to have to do
auxiliaries
Stating rule
to be 
to have  auxiliaries
to do 
The teacher presents the auxiliaries [to be – to do – to have] and all the personal
pronouns

7. [ Affirmative forms]
Negative form
 The teacher introduces the negative and the interrogative forms of the auxiliaries :[to be- to have –to do]
interrogative form
The pupils are requested to do the following exercises on their rough copy books ,correct on the board then
read and write down.
The learners read , then the teacher distributes some of the printed tasks , explains the instructions then
invites the learners to use their pencils and do the activities .
The teacher supervises the learners works , then invites them to correct and read the corrected tasks.

8. To be (simple present)
I  am not
You arenot (aren’t)
He  is not (isn’t)
She  is not(isn’t)
It  is not (isn’t)
We  are not (aren’t)
You  arenot (aren’t)
They  arenot (aren’t)
To “do”{s. present}
I  do not (don’t)
You  do not (don’t)
He  does not (doesn’t)
She  does not(doesn’t)
It  does not (doesn’t)
We  do not (don’t)
You  do not (don’t)
They  do not(don’t)
To “have” (s. present)
I  have not (haven’t)
You  have not (haven’t)
He  has not (hasn’t)
She  has not (hasn’t)
It  has not (hasn’t)
We  have not (haven’t)
You  have not (haven’t)
They  have not (haven’t)
To “do”{s. present}
 Do I?
 Do you?
 Does he?
 Does she?
 Does it?
 Do we?
 Do you?
 Do they?
To “have” (s. present)
Have I?
Have you?
Has he?
Has she?
Has it?
Have we?
Have you?
Have they?
The personal
pronouns
I singular
You
He pronouns
She
It
We plural
You
They pronouns
To be (simple
present)
I  am
You are
He  is
She  is
It  is
We  are
You  are
They  are
To “do”{s. present}
I  do
You  do
He  does
She  does
It  does
We  do
You  do
They  do
To “have” (s.
present)
I  have
You  have
He  has
She  has
It  has
We  have
You  have
They  have
To be (simple
present)
 Am I?
Areyou?
 Is he?
 Is she?
 Is it?
 Arewe?
 Areyou?
 Arethey?

9. Exercise : Complete the questions with: " are – have – is – has -
am"
A: ….. you a plumber ? B: No, I’m not .
A: …… he got green eyes? B: Yes, he has .
A: …….. I in your way ? B : Yes ,you are .
A: …….. you got a pencil ? B : No, I haven't .
A: ……. Algeria an African Country ? B: Yes, it is .
Exercise : Give the right form of the verbs in brackets:
My name (to be)------ Abdelhafidh . I (to have)------- two brothers .Bachir (to be)------ a carpenter and Mahmoud (to be )
---- . My father (to have ) ------- a car . Its colour (to be)----- red .
Exercise : Complete the following table with : the
Singular and plural pronouns
Exercise : fill in with pronouns ( I – you – she – it – we – they )
1) Janet is Irish . …………is a secretary .*
2) MY name is Tom . ………… am American .
3) My keys are here . ……….. are in my pocket .
4) Tania is an engineer …………is German
5) Where are the boys ? ……….. are at school ?
6) You and I are pupils . …………. are at school .
7) I have a big dog . ….. is a German shepherd.
Exercise: Rewrite with "She "
My name is Kate Robson .I am American .I am a pupil at Olivia School
in Texas. I'm a tall girl with dark eyes and fair long wavy hair .I am 13
years old. My father is a dentist and my mother is a housewife .My
brother is a student
Exercise : Look at the bubble then fill in the table :
Exercise: Put each sound in its right column:
Shop – shoe- flash – fish – chips – match –dish – wish- chat – she –
cheese- china – Manchester – chew – champion – shoot – watch
Singular pronouns Plural pronouns
1 .
2.
3.
4.
1.
2.
3.
Exercise : complete with " is – are"
1. Where………..the boys?
2. Where….. the girl?
3. When….. the birthday of Amine?
4. Who ……. Absent ?
5. What ……… your age?
6. Where ……. My teacher?
7. Where ……..the pens ?
8. Where …..my rulers ?
9. How old …..is the little boy ?
10. ……. your father a policeman?
Exercise : Answer the questions by using
the right pronoun :
" he - she - it - they "
1. Where are the elephants?--> ……are
here.
2. Where are the teachers?-->…..are
over there .
3. Where is the telephone?-->…….is
here.
4. Where is the classroom?-->….'s
here.
5. Where is Ahmed?-->…….is over
there.
6. Where is Amina?--> …….is out .
7. Where is the policeman?-->….. in
the street.
8. Where are the pupils?-->…are in
class.
He She It They
" sh" " ch "

10. The teachers invites the learners to read the corrected works on the board ,then write down on their copy
books.

11. timing Rationale Interaction Steps of the lesson competence VAKT
File3 : PRACTICE seq 1 MS1 level
 Warm up: The teacher greets his learners and welcomes them
 The teacher tries to interact with his learners about the last séance learning objectives (sounds /sh/ & /ch/ and talking
about sports and daily activities using the simple present tense ( auxiliaries & personal pronouns)
The learners are invited to open their books on page 64, he explains the instructions then asks the pupils to do “activity-a-
p64”.They may identify the different sorts of sports using [French or their mother tongue ‘Arabic’]
 Activity “a”p64:Look at the match sticks and guess the sports. < Oral Task>
 Picture”1”: basketball  Picture “2”: Horse riding -  Picture”3”:Boxing
 Picture”4”: Swimming Picture “5”: Cycling  Picture “6”: Handball
 Picture “7”: Volley ball  Picture “8”:Skiing  Picture “9”: Football (soccer)  Picture “10”:
“Hockey” or “Cricket  Picture “11”: Tennis.
 The pupils may perform the activity as { gap fillingor matching pairs}
 The teacher invites the learners to read and name the different sports.
 The pupils are asked to practice using pair questions :
A : Is Picture “1” volley ball ?
B : No, it’s basketball.
 The pupils perform by using the other keywords
 the teacher interacts with his learners by showing some of the school things and asking them to name them.
 The teacher introduces statements, and then invites the learners to repeat.
Affirmative form:  Subject + “have/has”+ object
 I have a pen.  You have a pencil.  They have red books.  We have a classroom.
 He has a rubber.  She has a ruler.
 The teacher invites the pupils to repeat the sentences .They should discriminate between the forms of the verbs.
Step four: The teacher introduces the negative form, and then asks the pupils to repeat.
Negative form: Subject + do/does+ not+ “have”+ object
 I do not have a pen.  You do not have a pencil.  We do not have a ball  They do not have green books.
 He does not have a pencil. Shedoes not have a notebook.  It (cat) does not have wings.
 The pupils are invited to repeat the statements and must discriminate between the forms of the verbs .
Interrogative form: 1/  Do+ subject {I-you-we-they} + “Have”+ object+?.
 A: Do you have a[pencil/pen/rubber/ruler]?
Yes, {I-you-we-they} do
 B:
No, {I-you-we-they} do not (don’t)
Interrogative form: 2/  Does+ subject [he- she-it]+ “Have”+ object+?.
 A: Does [he- she-it] have a[ pencil/pen/rubber/ruler]?
Yes, [he- she-it] does
 B:
No, [he- she-it] does not =(doesn’t)
 The learners are invited to repeat and perform the drills.
Interact
Interpret
Produce
-

12.  The teacher does a quick summary about the
simple present tense.
Grammar : The simple present tense:
The sentence is  Subject + verb + object
a) The subject: I / you / we/ you/ they
I speak English
you play football
we support the Algerian team
you revise the lessons
they start class at 8.30
b) the subject : " he – she – it "
s
He
She + verb + es + object
It ies
speaks
S/he – it washes - misses- boxes- does- watches
Crycries - worry worries
But: when "y" is preceded by a vowel only "s" is
added.
play  plays
S/he –it Obey obeys
Buy  buys
c) Questions:
1) Whqqs: Subject " I- you- we –you – they".
Where
What
How + DO + SUBJECT + VERB + OBJECT +?
When
which
Example: I study?
Where you speak?
What DO we support?
How you start?
When they leave?
2) Whqqs : Subject : " he – she – it "
Where
What
How +DOES +SUBJECT +VERB ( s/es/ies)+ OBJECT + ?
When infinitive
which
Where live
Which watch
What does (she / he /it) pray ?
How go
When study
But when the question is about the "subject" WHO + verb.
Ex: Who goes to school/ who knocks the door / who score ?
Interrogative questions:
Do
+ subject + verb + object
Does
Ex : do (you –I – we – they) study English?
Does (he –she – it) have lunch?
3)Negative form:
1) Subject + do + not + verb + object.
(I/you/we/they) do not ( go-study-wash)
2) Subject + does +not + verb(infinitive) + object.
(s/he –it ) does not ( wash- stay- cry )

13. PDP reading lesson Sue’s Letter File 3 seq 1
Warm up : The teacher greets his learners and welcomes them .
The teacher tries to make his learners talk about their daily school life matters using the “present simple tense “ which is
the last séance ‘s learning objectives.
Pre-reading :
The learners are invites to pay attention at the text page and tries to make them interact about it .
1. What type of text is it ? - It’s a letter.
2. Is it about sports? – Yes it is .
During reading:
The teacher explains the instructions of “Activity e p65”, then invites the learners to read and answer .
Activity”e’p65: Read the text then say “true . false or not mentioned”
1. Sue plays baseball. False
2. Sue supports baseball. True
3. Sue and her friends watch the match on TV. False
4. Sue is Algerian. Not mentioned ( it is not said in the text)
The learners work in rough , the teacher supervises their works ,then invites some of the to read the text , then correct , he
reports the answers on the board , then invites them to read the corrected task.
The teacher explains the instructions of the following exercise then invites the learners to read the text again and do it on
their rough copybooks.
Exercise: Read the text then match the questions in column “A» with the appropriate answers in column “B”
Questions Answers
Which

14. 1. Is Sue the receiver?
2. Where is Sue ?
3. What sport are the girls fan of?
4. Do they go to stadium to support their teams?
a. Sue is at the college of physical education
b. No, she is not.
c. Yes , they do.
d. They are fan of base ball.
The learners read the text , work in rough , the teacher supervises their works then invites them to give back their answers.
Post-reading:
The teacher invites the learners to an open discussion about the sport mentioned in Sue’s letter ,(base-ball) , what sort
information do they have about it, how is it played and if it is played in our country.
The teacher explains the instructions of “Activity d page66” .
The teacher interacts with his learners about their champions , then they are invited to write about him or her following this
form.
Example:
Name: Lionel Messi The paragraph : Lionel Messi is 24 years old. He is from Argentina
Age: 24 He is Argentinian . He practices football . He plays for
Nationality; Argentinian Barcelona Foot ball Club in Spain .
Sport; foot ball
Club : Barcelona ( Spain)
The learners work in rough , the teacher supervises their works and offers his help if needed, then invites some of
the learners to give back their answers .
The teacher reports on the board the best of the learners answers then asks them to read and copy down.
1 2 3 4
B A D C
File Three: ”SPORTS” Sequence Two MS1 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
3.Supported and purposeful development:  Learners benefit and get moreinvolved when each activity builds on previous material so that knowledge and skills
build logicallytowards achieving and developing specific competences.How?
a)The teacher planslessons that have communicative objectives and whose steps build toward meeting them.
b)The teacher breaks down functions, genres and skills into small components /skills/parts in order to present realistic"chunks" of the language for learners to process.
c) The teacher stages the lessons so that what the learner learns/practices in each step prepares for the next ones
4.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 . How?
a) The teacher supplements and adapts the textbook to plan activities related to learners' livesand interests.
b) The teacher uses and plansactivities that allow learners to practice and develop real-life communication skills for reading ,writing speaking and listening.
c) The teacher contextualizes the activitiesand provides a purpose for them .

15. 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 :
 Grammar: Simple present tense (auxiliaries + personal pronouns)
 Vocabulary related to:
 Pronunciation:: sounds: “th= » « the= »
 Aspect of culture:
Competencies:  Whichcompetenciesin the AEF are you working towardor plan for the learnersto achieve today? They should be adapted from the AEF to reflect the specifies of you
lesson.
 Can listen to and understand main points and someimportant details (e.g. who ,when , where) of:
Very short and simple monologs and dialogues.
Related to familiar topics and concrete situations (e.g. introductions, descriptions of location and physical properties).
Can read and understand the main ideas of:
Very short, formulaic and descriptive tex
Objectives / Assessment: SWBATby the end of the lesson ,studentswillbe able to :
Required material and / or resources: The manual’s flashcards ( ) & manual script page 31
yellowdaffodil66@gmail.com
page
Timing Rationale interaction Step of the lesson Competence VAKT

16. Sequence Two. LISTEN and SPEAK File Three
PPU Lesson : Sounds “th= » « the= » + Ordinal numbers
Warm up: The teacher greets his learners and welcomes them.
 The teacher makes a quick review about the last séance (talking about sport activities and one’s favourite champion)
 Presentation:
 The teacher writes on the board the following time table and reads it then asks the learners to read it.
 The teacher writes on the board the courses that Pedro a Spanish pupil studies today .
 Pedro’s Time table
Days 9 - 10 10 - 11 11 - 11.30 11.30 -12.30 12.30-1.30 1.30 -2.30 2.30 - 3.30
Monday Religion Maths Play time History Lunch English Sport
Tuesday Spanish Craft - History - English Maths
Wednesday Science Maths - History - English Sport
Thursday English Science - Maths - Spanish Geography
Friday Special activities Special activities Sport Sport Sport
 The teacher invites the pupils to repeat the following sentence.
On Monday, Pedro studies Religion, Maths, Play Time, History, English and Sport.
 The teacher asks the pupils to repeat the following sentences.
 The teacher invites the learners to pay attention at the time table and talk about what Pedro studies the whole week .
 The teacher reads Pedro’s courses in order and asks the learners to repeat the ordinal numbers.
 { first- second – third- fourth – fifth – sixth- seventh- eighth – ninth – tenth -………….}
 The learners are invited to perform using Pedro’s table and the focus must be on the order of the courses seen during the
week.
 Religion isthe first lesson on Monday.
 The second course is Mathson Monday.
 The third séance on Monday is Play Time.
 History is the fourth lesson, on Monday.
 The sixth lesson isEnglish on Monday.
 Sport isthe last séance on Monday.
The pupils read and repeat the sentences the sentences
Practice
The teacher invites the learners to practice using Pedro’s timetable and the ordinal numbers.
The drill:
Ali:What does Pedro study on Mondays?
Karima: He studies Religion, Maths, Play Time, History, English and Sport
Ali : Is English the first lesson on Monday?
Karima: No , it is not . It is the fifth séance .
The learners perform the drill by pair , using the ordinal numbers.
 Use :
 The learners are invited to use their own time table and talk in pairs about their daily school program and the order
of the courses. ( The learners are asked to keep the same pattern seen in the Practice Stage)
Day First hour Second hour Third hour Fourth hour Fifth hour Sixth hour Seventh hour
Monday French English Science Physics Arabic Maths History
Interact
Interpret
Produc
e

17.  The teacher presents the following sentences
 Presentation :
 Presentation : Elizabeth studies maths on Thursdays morning ,in the afternoon she learns the English course.
 
 Analysis : Elizabeth maths Thursadays the
 Isolation :
Step seven : The learners will automatically detect the sounds “th” and “the”
Step eight : The teacher asks the pupils to sort out the words that contain the sounds “th” and “the”
The - fourth - sixth – Maths - Fifth - Sixth – Seventh
Step nine: The learners are invited to read the words again;
Step ten: The teacher asks the to deduce the sounds studied today.
 Pupils’ answers: Today the sounds are “th” and “the”
Step eleven : The teacher states the rule for his learners .
Step twelve: The pupils read the stated rule then they are invited to open their books on page 67 and pay attention at
activity “e”p67:
9. Listen and repeat: The pupils listen to the teacher reading the words, then repeat after him.
10.Identify: The teacher asks the pupils to identify what sounds do they hear each time  “th” and “the”
11.Compare: The teacher read by pairs and asks the pupils to compare between the two sounds.
[thin-this] (theme-them){fifth-bath}(athlete-other)[earth-birth]
Step thirteen: The pupils are asked to open their books on page 74, listen and repeat the numbers.
1st (first)
2nd (second)
3rd (third)
4th
(fourth)
5th (fifth)
6th (sixth)
7th (seventh)
8th (eight)
9th (ninth) 10th
(tenth)
The Ordinal Numbers 
Step fourteen : The pupils should be able to make
distinction between “cardinal and ordinal numbers)
Step fifteen: The pupils read the written works on the board then copy down on their copy books.
Timing stage Step of the lesson
Competence
function What can the pps already
do?
« th » = thin,thick,Thursday,north,south,thirteen,thanks…
t+ h
“the” = brother,father,mother,clothes,that,thisthem,they…

18. presentation
presentatio
n
Isolation
Analysis
Stating
the
Rule
Practise
Practise
Sequence Two. PRACTISE File Three
Lesson: Revision of “th” – the” + Pronunciation of compound nouns + prepositions of place.
Step One: The teacher interacts with his learners about the séance by asking them to read the following
:
Thursday 13th 1933  Thursday thirteenth nineteen thirty three.
The birthday of Haïtham’s brother is this Thursday.
Step two: The pupils listen to the teacher then repeat , then they are asked to make the distinction
between the two sounds, how are they pronounced ,just how to articulate them, and try to give more
examples.
Step three: The teacher explains the instructions of “Activity-a-p68, then invites the p.p.s to perform in
pairs.
Activity”a”p68: Look at the newspaper. Ask and answer.
A : Is USMA first? B: No, it isn’t .It’s second
Step four: The pupils perform substituting keywords and using the appropriate ordinal number.
Step five: The pupils are then asked to open their books on page 69 and pay attention at the text.
Step six: The teacher read the text while the pupils listen to him, then he may ask some of them to read
it, while he checks their pronunciation, intonation and stress.
Step seven: While reading the teacher asks the pupils to underline the following words:
In , on the left of, In the middle of, on the right
Step eight: The teacher asks the pupils to read the underlined words, while he reports them on the
board, later he asks the pupils to read them.
Step nine: The teacher asks the pupils to pay attention at the underlined words in the text and the place
they occur in the sentence, where do they come after (subject, verb ….). At the beginning or at the end of
the sentence. What do they show? Their meaning ….
Step ten: The teacher asks the pupils to define the underlined words in the text.
[ in- on the left/the right- in the middle]  Prepositions: a word or group of words that is used before
a noun or pronoun to show place, direction, time, etc. For example 'on' in 'Your keys are on the table.'
is a preposition.
 The teacher introduces to the learners other prepositions like :{ next-near – opposite- between}
Step eleven: The pupils are invited to read the stated rule, then they are asked to open their books on
page68 and pay attention to “activity”b”p68.
Step twelve: The teacher explains the instructions of the activity, the new words, invites the pupils to
repeat the pronunciation of the compound nouns and the prepositions.
The Swimming –pool is next to the aerobics  The volley-ball ground is near the tennis court  The
basket-ball ground opposite the volley ball ground  running –track is in the middle of the sport
centre  the gymnasium is opposite the running track .  The reception is next the café.  The shop
is between the volley ball and the basket ball court.
 Activity “b”p68: Look at the plan of a sports centre. Ask and answer.
A: Where is the gym club?  B: It’s on the right near the swimming pool.
Step thirteen: The pupils perform in pairs, substitute the keywords, read then write down the written
Interact
Interpret
Produc
e
Sounds
“th » «the=
»
Questionin
g
Ordering
Describin
g places
Locating
Questionin
g
- 10-
Identify the sounds “th-
the” and discriminate
between them
Read dates or
statements respecting
stress and intonation
Identify the rightorder
by usingthe “ordinal
numbers”
Look at sportresults,
and then actdialogues.
Identify sportplaces.
Locate places
Use the right places to
locate places
Inquireaboutplaces .
Identify grammatical
words (prepositions)
Identify the placeand
meaningofthe
prepositions ofplace
State the rule and the
formof a statement with
a preposition.
Act dialogueand
respectstress and
intonationincompound
nouns.
The Olympic Complex<Mohamed Boudhiaf>, in Algiers, covers 106 hectares in area. The Olympic
Stadium’5 Juillet’ is on the left of the complex. It holds 70.000 spectators. In the middle of the complex
there is a sport centre for indoor games. It holds7000 spectators. The Olympic swimming pool is on its
left. It has spaces for 3500 spectators. On the right side, there are buildings for athletes and officials.

19. Warmi
ng up
{pre-
readin
g
During
–
readin
g
Post –
readin
g
works.
1st am level Practice Part Two Sequence Two
Lesson : Read . Agenda : locate places.
Warming up : {pre-reading}
Step one :The teacher invites the pupils to interact about classroom objectstheir places and the way they are
organized in class. They should be able to use the ask and answer about location using "prepositionsof place".
Step two : {During –reading}
Ask the pupils to open their bookson page 69 and try to "interpret " the picture or the plan of the "Olympic
Complex" now called Mohamed Boudhaif Complex"
Lead the pupils to talk about the "complex" where is it situated.
Let the pupils improvise ,listen from them ,try to make them communicate using the function "asking about
and locating"
Invite the learners to read the text on page 69,silently ,while the teacher writes a small exercise on the board
"a skimming one"
Exercise : Read the passage then answer the following questions
1) Is the "Olympic Complex" in Annaba? No it is not
2) Where is it then ?  It is in Algiers .
3) Does t e"5 Juillet" stadium hold 70.000 spectators?  Yes it does .
The teachers read the text then invites the pupils to answer the exercise .
The pupils correct "orally" the activity while the teacher reports the answers on he board.
Next the are asked to read the activity as "pair work" or as "drill "
Next the learners are invited to scan more the text in order to do the following activity .
 Activity "c"p69: Read the text then locate the different places.
The Olympic stadium in on the left side of the complex.
The sport center is in the middle of the complex .
The Olympic swimming pool is on its left .
The buildingsare on the right side
The pupils are asked to report their interpretationon the planof the book page 69.[using their pencils]
Post reading :
Ask the pupils to read the text again in order to check if the plan goes with what they have achieved in the
previous task.
Interact
Interpret
Produc
e
Locating
Locating
Identify the sounds “th-
the” and discriminate
between them
Read dates or
statements respecting
stress and intonation
Identify the rightorder
by usingthe “ordinal
numbers”
Look at sportresults,
and then actdialogues.
Identify sportplaces.
Locate places
Use the right places to
locate places
Inquireaboutplaces .
Identify grammatical
words (prepositions)
Identify the placeand
meaningofthe
prepositions ofplace
State the rule and the
formof a statement with
a preposition.
Act dialogueand
respectstress and
intonation incompound
nouns.

20. Warming
up
Present
ation
Practice
Produce
The pupils are asked to read the written works on the board ,then write dosn on their copy books.
1st Am Level: Produce Sequence Two
Lesson : Agenda : 1) ordinal numbers 2) inquire about ones hobbies 3) locate 4) describe places.
Step One : Warming up
Ask one of the pupils to write the date eon the board ,in order to check if the pupils can remember the
"ordinal number " while writing the date
Make the pupils talk and list the ordinal numbers and let them auto-correct themselves ,the teacher intervenes
just when it is necessary .
The teacher interacts s with his pupil about what sport they used to do first and what they did do then
Step two : Presentation
The pupils are asked to look at "activity a p69", he explains the instructions then leads them to do in rough
They are asked to work individually ,while the teacher supervises their works ,then the pupils are asked to
come to the board and correct the activity .
The pupils are asked to read the corrected activity .
Step Three:
The pupils are asked to work in pairs in order to do the next activity .
The teacher explainsthe instructions of "Activity b p70" the asks the pupils to work in pair .
 Activity "b"p70: Put the sentences in order to get a conversation.
A : hi , my name is "A"
B : Hello "A" . I am "B"
A : Do you practice a sport ?
B : Yes I play volley ball
A : Really ,where ?
B : In a local club .
A : Where is it ?
B : It's near my house .
 The pupils work in pairs ,then they are asked to correct on their booksusing their pencils .
 Next they are asked to perform the drill .
 Later they are asked to keep the model and talk about their own sport activities
 The teacher supervises the pupils' works and lead them to express themselves using what they have
Interact
Interpret
Produc
e
Ordering
Locating
Inquirin
g
Identify the sounds “th-
the” and discriminate
between them
Read dates or
statements respecting
stress and intonation
Identify the rightorder
by usingthe “ordinal
numbers”
Look at sportresults,
and then actdialogues.
Identify sportplaces.
Locate places
Use the right places to
locate places
Inquireaboutplaces .
Identify grammatical
words (prepositions)
Identify the placeand
meaningofthe
prepositions ofplace
State the rule and the
formof a statement with
a preposition.
Act dialogueand
respectstress and
intonationincompound
nouns.

21. Guided
productio
n
Free
productio
n
learnt as functions and notions
 The teacher may asks the pupilsto perform their works , he may report on of them on the board .
Step four:
The pupils are asked to look againat Sue's local sport center ,then try to make a short descriptionlike the
passage on page 69 about "the Olympic Complex"
They asked to use what they have learnt in this "sequence" [ prepositions of places ]
First they may act the activity asa dialogue ,making questions and answering them while looking at the plan
Then they are asked to make a short paragraphabout the plan,in other words the will interpret the plan and
transform it into a passage.
The paragraph:
 Sue's local sport center contains : a basket –ball court , a volley ball court, a tennis court,
gym, aerobics, swimming pool , a running track , a reception and a café. The basket ball an d
the volley ball courts are on the right side . The gym is between the tennis court and the
aerobics. The swimming pool is on the left side . The running track is in the middle of the
sport center .
The teacher supervise the pupils works ,helps them to build correct sentences ,focuses on the
right use of the prepositions of place in order to make a coherent paragraph
Next the pupils are invited to report their works on the board
Later they are asked to read and write down .
Step six:
As a home work the learners are invited to build up a plan of their school and a short
description of it .
This may take the place of the project work
They are asked to split into groups of "four" and plan their works : [ take photos of the
school and all its contents – draw a plan of the school – stick each photo and below it what it
represents - write a short description showing the description of he place]
.
Interact
Interpret
Produc
e
Locating
Describin
g places
Identify the sounds “th-
the” and discriminate
between them
Read dates or
statements respecting
stress and intonation
Identify the rightorder
by usingthe “ordinal
numbers”
Look at sportresults,
and then actdialogues.
Identify sportplaces.
Locate places
Use the right places to
locate places
Inquireaboutplaces .
Identify grammatical
words (prepositions)
Identify the placeand
meaningofthe
prepositions of place
State the rule and the
formof a statement with
a preposition.
Act dialogueand
respectstress and
intonationincompound
nouns.

23. Timing stage Step of the lesson
Competence
function What can the pps already
do?
presentation
presentatio
n
Practise
Practise
Sequence three . Listen and Speak File Three
Lesson : Agenda : 1) telling the time - 2) describe daily activities 3) elaborating
clothes.
Warming up :
Step one: The teacher interacts with his pupils bout the timing of the English lesson ,what they will study
next ,he tries to make them talk about the timing of their school syllabus or what they are studying in that
day
The teacher tries to make them also talk about the timing they start school and the time they finish it.
Presentation
 Using a visual aids { a clock} the pupils listen to the teacher and try to repeat the time .
 O'clock = sharp : { one – thirteen / two fourteen / three – fifteen ……………. Twelve = mid –day / twenty
four = mid night = zero hour }
quarter past :[ one – two three – sixteen …………………]
 half past : { five – seven – ten – twenty ……………….}
 quarter to : [ three – nine – twenty ……………….}
The pupils listen to the teacher and repeat ,then they are asked to perform following the teacher substituting
key words till they acquire the way to tell the time
The teacher next invites the pupils to ask about the time :
 A : What is the time ?  B : It is one o'clock / quarter past one / half past one / quarter to
The pupils perform the drill by pairs and they are asked to be free to substitute key word.
Practise 1
The pupils are then asked to look at "activity'a'p71".
 Activity "a"p71: Look at the pictures and say the time .
Clock one : it's ten o'clock  Clock two: It's five to six  Clock three : It's quarter to six  Clock
four: It's five past three  Clock five : It's ten past mid day  Clock six: It's quarter past two.
The pupils say the time and repeat it then they are asked to ask about the time and give it .
Practise 2:
The pupils are invited to pay attention at the pictures of page 71 and try to interpret them first ,which means
their first reactionto such situations .
The teacher invites the pupils to talk about those pictures , say the timing .
The teacher explainsthe instructions ,then invites the pupilsto repeat the statements.
Picture One: I get up at 5 o'clock : I put on my clothesat 5.10  I go to the running track at 6.20 .
 I take a shower at 6.50  I have breakfast at 7.15  I go to the gym at 8.30.
Next the teacher may lead the learners to use the pictures and try to perform a drill.
A : What do you do at [5.00-5.10- 6.20- 6.50-7.15 -8.30 ]
B : I get up at 5 o'clock  I put on my clothes at 5.10  I go to the running track at 6.20 .  I take a
shower at 6.50  I have breakfast at 7.15  I go to the gym at 8.30.
The teacher may introduce the notionof "Saturdays – Sundays –Mondays…." And the pupils may use this
notion in the previous drill .
Interact
Interpret
Produc
e
Telling
the time
Describin
g daily
life
activities
Identify the sounds “th-
the” and discriminate
between them
Read dates or
statements respecting
stress and intonation
Identify the rightorder
by usingthe “ordinal
numbers”
Look at sportresults,
and then actdialogues.
Identify sportplaces.
Locate places
Use the right places to
locate places
Inquireaboutplaces .
Identify grammatical
words (prepositions)
Identify the placeand
meaningofthe
prepositions ofplace
State the rule and the
formof a statement with
a preposition.
Act dialogueand
respectstress and
intonationincompound
nouns.

24. Warmi
ng up
The teacher asks the pupils to look at the picture of the agenda on page 72. Ask them to read the Agenda of
Sue.
The pupils are asked to perform the following drill .The pupils will act as if they were interviewing Sue.
A :When do you practise aerobics,Sue?
B : In Wednesdays .
A : At what time ?
B : At nine o'clock .
The pupils perform the drill then they are asked to substitute the key words.
The pupils read the written on the board then write down on their copy books .
___________________________________________________________________________________
Lesson Two : PRACTICE PART TWO
Warming up :
The teacher interacts with his learners about they have seen the previous séance ,he tries to make the pupils
talk about what they are studying that day , the timing of the courses….
He may also ask them to express themselves about what they do every day and speak about their daily life
activities.
The pupils are asked to open their book son page 72 and look at the pictures and try to talk about them ,what
do they represent and where are they used .
The teacher introduces the sport clothes, then asks the pupilsto repeat after him the names of those objects.
Then he may check them to distinguish between the persons who wear such clothes .
He listens to them then tries to lead them perform the next activity .
 Activity "e"p72: Read the sportsman training day and guess what sport he practises.
 the sportsman practises boxing .
The teacher let the pupils read the short passage then asks them 'orally' to interpret the passage and try to
decode the message .
He should listens from his learners in order to widen the conversation and arrive to the solution .
The teacher reports the pupils' answer on the board .
He may asks them to read the passage one by one.
Produce page 73:
 The pupils look at the teacher presenting the clothes ,let them repeat ,then try to make them create a situation
of real-life communication.
 The teacher explainsthe instructions of "activity 'a'p73",then asks the pupils to do it in rough .
Interact
Interpret
Produc
e
Describin
g daily
life
activities
Elaborati
ng
clothes
Describin
g hobbies
Identify sportplaces.
Locate places
Use the right places to
locate places
Inquireaboutplaces .
Identify grammatical
words (prepositions)
Identify the placeand
meaningofthe
prepositions ofplace
State the rule and the
formof a statement with
a preposition.
Describeclothe s and
namethem
Talk aboutdaily
activities.
Count and usenumber
s
Namecommonsports
games

25. Produce
Free
productio
n
  Activity "a"p73: You are a shop assistant .Arrange the clothes in the right section.
BOYS GIRLS
- trainings – sweater – jean – socks –
jacket – hat
Skirt – jeans – blouse – sandals – hat –
tights – dress – pants – vest.
 The pupils work in pairs then correct on the board .
 The teacher asks the pupils to talk about their daily life activities. He explainsthem to make a list of what
they do everyday by trying to answer the following questions.
  Activity "b"p73: Your time table is different from the sportsman 's . Answer the following questions then
try to make a short paragraph.Say :
1. When you get up .  I get up at 6.00
2. when you practise sport .  I practise sport on Sundays from ten to twelve .
3. when you study English .  I study English on Mondays – Tuesdays and Saturdays .
4. when you do homework .  I do home works every evenings.
5. when you watch TV .  I watch TV every evenings from 17.0 to 18.0 and on Thursdays and on
Fridays .
6. when you go to bed . Igo to bed every nights at ten.
 The teacher asks the pupils to read their answers then they are asked to perform it as a drill questions –
answers
 Later they are invited to make a short paragraphusing their previous answers .
 Next they are asked to talk more about what they do everyday ,but this time about their favourite sport game
they perform or like .this could be introduced as an integrated situation
 This task may take the form of an interview between them as pair work
 The teacher may help them formulate their statements
 Activity "d"p73: You practise a sport game . Answer your friend's questions and write a paragraph.
 A : Hi
 B : Hello
 A : Hi What's your name?
 B : I'm "B"
 A : Do you practise sport?
 B : Yes , I play football .
 A : do you play with a team ?
 B : No just with my friends.
 A : When do you play it ?
 B : I play on Fridays
 A : What equipment do you need ?
 B : I need a ball , foot shoes …
 The learners read their works,the teacher listen to thel and try to make them correct each others mistakes
 The teacher may report the best paragraphon the board .
 The pupils read all the written works on the board then copy down .
Interact
Interpret
Produc
e
Elaborati
ng
clothes
Describi
ng daily
life
activities
Describi
ng ones
hobbies
Identify sportplaces.
Locate places
Use the right places to
locate places
Inquireaboutplaces .
Identify grammatical
words (prepositions)
Identify the placeand
meaningofthe
prepositions ofplace
State the rule and the
formof a statement with
a preposition.
Describeclothe s and
namethem
Talk aboutdaily
activities.
Count and usenumber
s
Namecommonsports
games
The paragraph :
My name is "B" .I practise a sport game .I play foot ball
on Fridays with my friends . As equipment I need a ball ,
foot shoes ,socks………….

26. Free
productio
n

29. The thirty-three thieves thought that they thrilled the throne throughout Thursday.
There those thousand thinkers were thinking how did the other three thieves go through. Thirty-three thirsty, thundering thoroughbreds thumped
Mr. Thurber on ThursdayHe threw three free throws.
Nothing is worth thousands of deaths.
The seething sea ceaseth; thus the seething sea sufficeth us.
Thirty-three thousand people think that Thursday is their thirtieth birthday.
The sixth sheik's sixth sheep 's sick.
Thin sticks, thick bricks
The Smothers brothers' father's mother's brothers are
the Smothers brothers' mother's father's other brothers