2. File Term Month Week Hour Sequence Function Language Form Language Exponents Activities Sounds culture Strategies
FILEFIVE"THEATRE"
THIRDTERM
MAY
1
2
3
4
1
2
3
1
2
3
1
2
3
1
2
S
E
Q
U
E
N
C
E
O
N
E
Listen and speak:
 Asking and showing the
way
 Asking about distance
 Asking about period of
time
Discover the language:
•Inquiring
•Make a questionnaire
à pr . Simple
à Pr . Perfect
à future
à wh qqs
à Reminder "use of wh
qqs"
à S +V + Obj.
à Pr + Have/ Has+past
participle
à Pr + will + verb + obj
à where/how long/
how /who
•Answer the questions
•Ask and answer
•Find the questions
•Underline the "whqqs"
•Word refering to
•Match the pairs
•Write qqs using the past
•Complete the qqs
• "i" à buy ,
crying , describe
• "a" à obey ,
fail ,same ,
explain
• Identify
• Compare
• Stress and
intonation
Theatrical
genres
• Comedy and
farce
• *Tragedy
• Light comedy
• Drama
• Kabuki
• Some records
• NO
Identify places on a
city
• Ask for the way
• Show the way
• Discriminate between
the sounds"ai" and
"ei"
• Ask about distance
• Discriminate between
distance and time
• Use "whqqs"
• Describe a biography
• Act a play
• Work in groups and
substitute roles in a play
• Match questions with
answers
• Identify the capital of
Britain
• Describe weather
• Discriminate btween
time markers " pre,
past, future "
• Make the grammar
form of sentences
• Make sentences from
questionnaire
• Interview
• Discriminate between
present , pr perfec, past
• Discriminate between
likes and dislikes
• Rcognize famous
actors
• Ask and answers qqs
• Order a conversation
• Learn the list of
irregular verbs
• Learn more about
theatrical genres
• Make and act a play
Crée par Mr samir
bounab
Bouchrahil ,Médéa.
S
e
q
u
e
n
c
t
w
o
Listen and speak :
• Making plans
• Suggesting plans
• Expressing likes and
dislikes .
Discover the language:
•Expressing likes and
dislikes
•Elaborating a
questionnaire
•Interviewing
à would / like
à S past +ireg and reg verbs
à Do + pr + like +v+ing
à what +do + pr
+enjoy/prefer+doing+?
à would + like/ enjoy /want
à gerund
à Reminder "gerund"
à would you like
"to+v+obj+?
à pr +v+ed+ireg v+obj
à pr + like/ not
like+doing
à Do +pr
+like/want/enjoy+v+ing+
à Pr + ver(presen)
+present partt
•Word refering
•Pair work
•Answer the questions
•Free practice about
likes and dislikes
•Make the rules of the
forms
•Write sentences from
questionnaire
•Compare
•Make an interview
• "a" à place ,
Jane , they, paint
• "oy –oi" à
boy ,destroy ,
exploit
• Identify
• Compare
• Stress and
intonation
S
e
q
u
e
n
c
e
t
h
r
e
e
Listen and speak :
•Reporting past events
•Inquiring about past
events
•Acting plays
•Inquiring about person's
mood
•Express achievements
•Narrating
Discover the language:
•Reporting events
•Describing daily
activities
à present perfect
à future
à Simple past
à Present simple
à pr .perfect + sequencers
à pr continuous
à "can " ability
à pr perfect
à imediat future
à simple past with "ago "
à Reminder " use of the
present perfect"
à list of some irregular verbs
à pr + Have/Has+pp+obj
à pr + will +v +obj
à pr + ved/ireg v+ obj
à whqqs+to be+ obj+?
à pr
+have+never+pp+obj
à pr + to be+v+ing
à pr + can +v+obj
àpr +has/have+pp
à pr +to be+ving+time
à pr +v+period of
T+ago
•Identify a part of play
•Listen then answer
•Pair work
•Ask and answer
questions about
famous people
•Explain feelings
•Read the text,then do
the activities
•Read then answer the
questions
•Complete the chart with
the "pp"
•Order the sentences
•Write the right form of
the verbs
•Rewrite into the pr
simple
• Stress
• First syllable
• Second syllable
• Third syllable
• Identify
• Compare
• Stress and intonation
C
h
e
c
k
1.questioning
2.use the right wh"qqs"
3.matching questions with
answers
4.spelling
5. ask qqs on the underlined
words
6. ask qqs about biography
7. write a biography
8. punctuation and
capitalisation
9. write the correct form
of the verbs
10.unscramble the
sentences
11.write into the pr perf
12.writeqqs into the pp
13.spot the mistakes and
correct them
14.write into the correct
tense "mixed tenses"
P
r
o
j
e
c
Write and stage a play

3. Asking and showing the way à S.present + preposition à whqq+ to be + oject+?Pr+to be+prep
•Asking polite request à could/pr perfect à could + pr+verb+object?pr+Have+p part+object
•Planning immediate actions à Going to "form" à S + to be + going to+verb+object.
•Inquiring about distances and time à S present tense /future à How {far- long} + [to be –verb] + object +?
•Describing biography à s past tense à Whqqs + verb + object +?
•Inquiring about one's daily life à whqqs + s present tense à whqqs + [do/does]+verb +object +?
•Describing a theatre play à S present tense à whqqs + [do/does]+verb +object +?
•Inquiring about origins and journeys à S present and past tenses à S + verb (ed) + object / whqqs
•Describing physical appearance à S present tense à Whqq + to be + pr + like +?
•Questioning à whqqs + s present à whqqs +(to be/do/does)+verb+object+?
:
{open air-theatre- art school- social comedy –positive – critic- believe-probably-queuing- entrance- how far?-more than –if – hurry-welcome-review – play- how long ?-
location – fail- internet café- meters – usually – seaside – sunbathe - Oliver Hardy – Harlem – Georgia – lawyer- comedies – Laurel – Hollywood – imagine – critic –
interview (ing) – producer – plot – playwright – comedians – performance – expect – act – king – queen – son – daughter – servant - Sir – palace – garden – near – river –
crying – matter – ring – beautiful – sapphire – dark – relatives – sword – pleased –role – in front of – ending – drama - mean – isn't it (tag question)-used to –on board-
actually – rehearsing – part – pretty – funny – feel – spell – publish – ago – quite – cafeteria – lift – rush – dish –underwater-wet - braces – businessman – hard}
:
[ The manual's photos - map of Japan (Hiroshima) – plane – Photos of [Laurel And Hardy ] – Hollywood –sword – ring – river }
 By the end of this sequence, the learners should be able to:
•Ask and show the way
•Inquire about one's daily life
•Use the "whqqs" and discriminate between them page 2
•Describe and act a play (simple)

5. evalu timin
g
S T E P S O F T H E L E S S O N competence function P ps competences
5
5
5
5
5
5
5
5
Step one : The teacher introduces the situation through the pictures of (theatre , Andrew and Myra ) and explains the new words such
as [open-air theatre- art school – way – map – social comedy – critic – believe – corner – miss- probably queuing – entrance – how
far ? - hurry – welcome ]
Step two : The teacher asks the pupils to look at the activity on page 96 , listen to his reading of the drill then asks them to do "activity
-1-p96 :
à The drill :
• Andrew: Excuse me, where's the open –air theatre?
• Myra: It's next to the art school. Do you know where it is?
• Andrew: No, I don't .Could you show me the way on the map?
• Myra: Sure. Are you new here?
• Andrew: Yes, I'm going to see the social comedy that is on .The newspaper made a positive critic about it .
• Myra : And it's good , believe me !I've seen it .Well , go straight along this street , then turn left at the second corner .The town
hall is there and the theatre is just opposite .You can't miss it .You'll probably see people queuing at the entrance.
• Andrew: How far is it from here?
• Myra: Not more than 1km, I think .How is you getting there?
• Andrew: I'm walking.
• Myra: If you hurry, it won't take you more than fifteen minutes.
• Andrew: Thank you very much.
• Myra: You're welcome.
Step three: The pupils listen to the teacher then do the activity.
à Activity "1"p96: Listen then answer the questions :
i. What is Andrew looking for? à He's looking for the open-air theatre.
ii. Did the newspaper make a bad review of the play? à No, it didn't. It made a positive one.
iii. How long does it take to get to the theatre? à It takes fifteen minutes.
Step four: The pupils do the activity on their rough copy books, correct on the board, read then copy down.
Step five: The teacher asks the learners to perform the activity first, and then go to page 110 and practise the drill.
Step six : The teacher invites the learners to open their books on page 96 and look at the "activity pronunciation and spelling", listen
to the teacher then repeat after him .
•Listen and repeat: {buy-obey-Thursday-crying-location-sometimes-describe}
•Identify : [ buy – file ] (obey –fail)(crying-painting)(surprise-location)
•Compare: (file-fail) (surprise-painting)(obey – buy)…
•Practise Stress ans Intonation:
Interact
Interpret
Produce
Asking
For
Showing
The
Way
Asking
Polite
Request
Planning
Future
plans
Inquiring
About
Distance
And
time
identify
places of leisure
such as theatre
greet
 Ask for and
show the way
Use
prepositions t
indicate the way
 Ask polite
request
 Plan future
activities using
"going to form"
 Ask about
distance
 Inquire
about time
 Identify
mass media
(newspaper)
 recognize
ordinal
numbers
 compare
 grant
 Listen then
try to decode the
message
 Identify the
different tenses
and
discriminate
between
them(present-
past-future)
 discriminate
between
distance and
time
 Use
questions to
inquire about
distance and
time
*Samir Bounab
preparation sheet
sounds
Buy Obey
File Fail
Like Lake
Seaside Same
Sometimes Thursday
Crying Painting
Describe Explain

7. evalu timin
g
S T E P S O F T H E L E S S O N competence function P ps competences
5
5
5
5
5
5
5
5
Step one : The teacher asks the pupils to open their books on page 97 and look at "Activity 1p97", he explains the instructions then
invites them to perform the activity orally .
à The drill :
• You: How far is the { theatre - stadium – swimming pool - hospital- kindergarten?
• Your partner: It's [ 500m - 3km - 2km - 500m - 200m ] from here.
• You: How long does it take to get there?
• Your partner: It will take about { 15 ' - 1 h – 40' - 20' - 5' }.
Step two : The teacher asks the pupils to look at the table on page 97 , perform the drill and substitute the key words :
Stadium 3 kilometers 1 hour
Swimming pool 2 kilometers 40 minutes
Hospital 500 meters 20 minutes
Kindergarten 200 meters 5 minutes
Step three: The teacher asks the learners to keep the pattern of the drill and try to find questions and answers about places in their
own town .You are near the Mosque
• You: How far is the { post office - stadium – Aissa Dhieb Middle School - hospital- town hall?
• Your partner: It's [ 300m - 500m - 600m - 200m - 200m ] from here.
• You: How long does it take to get there?
• Your partner: It will take about { 5 ' - 1 0' – 15' - 5' - 5' }.
Step four: The pupils perform and substitute the key words. They're free to use what ever they want.
Step five: The teacher explains the instructions of "Activity 3 p97, then invites the learners to do it on their rough copy books.
à Activity 3 p 97 : Find the questions to complete this interview .
 A : How often do you go on holidays a year ?
 B : Well, I go on holidays once a year.
 A : Where do you usually go ?
 B : I usually go to the seaside .
 A : How long do you stay there ? How much time do you spend there?
 B : I spend about two weeks .
 A : Do you go alone or with your friends?
 B : Sometimes with friends and sometimes alone.
 A : What do you do in your holidays? How do you spend your holidays?
 B : Sunbathe , eat and rest!
Step six : The pupils correct on the board, read and perform the drill then copy down on their class copy books .
Page 4
Interact
Interpret
Produce
Inquiring
About
Distance
And
time
Asking
and
showing
the way
Inquiring
about
one's life
identify
places such as
theatre,stadium,
hospital…
 Ask for and
show the way
Use "whqq"
(how far) to ask
about distance
 Use
"whqq"[How
long ] to ask
about period of
time
 discriminate
between time
and distance
 Inquire
about one's free
time)
 Recognize
places such as
"seaside.
 Identify the
activities done
on the sea side
 ask about
frequency
 recognize the
adverbs of
frequency
*Samir Bounab
preparation sheet

9. evalu timing S T E P S O F T H E L E S S O N competence function P ps competences
5
5
5
5
5
5
5
5
Step one : The teacher asks the pupils to open their books on page 97 and look at "Activity 4p97", he explains the instructions then
invites them to do the activity .
à Activity "4"p97: Use the information about Oliver Hardy and find the questions.
• A : What was Oliver Hardy?
• B : He was a comedian .
• A : When was he born?
• B : He was born on th e18th January,1892.
• A : Where was he born ?
• B : He was born in Harlem,Georgia?
• A : Where is it ?
• B : It's in the USA.
• A : How many sisters and brothers did he have ?
• B : He had 2 sisters and 2 brothers .
• A : What was his father's job ?
• B : He was a lawyer.
• A : What was Oliver's hardy career?
• B : In December 1918, he went to Hollywood, He made his first comedy film
with Laurel , in 1926.Form 1926 to 1955 they made more than 100 comedy films.
• A : Did he get married ?
• B : Yes , he married Lucille in 1940.
• A : When did he die ?
• B : He died in 1957, in Hollywood ,USA.
Step two : The pupils work on their rough copy books , correct on the board, then read and write down on their class copy books .
Step three: The teacher invites the learners to perform the dialogue pair by pair.
Step four : The teacher introduces the situation of “Activity ‘5’p97”, he explains the new words.
Step five : The teacher explains the instructions of “Activity ‘5’p97” then asks the learners to work on their rough copy books .
à Activity “5”p97: Ask questions to the producer about :[First the journalist introduces himself and the newspaper he works
for]
1) The plot : Journalist : What’s the plot about ? Producer: It’s about the Algerian Revolution
2)The playwright: journalist : Who is the playwright? Producer : The famous poet “Moufdi Zakaria”
3) The theatre : journalist : Where ‘s the play going to take place? Producer : We are going to perform it at The National theatre”
4)The comedians: journalist: What about the comedians? Producer: A great numbers of Algerian comedians will take part in this
play.
5)Performances: journalist: How many performances do expect to do ? Producer: I think many performances.
Step six : The pupils try to work in pairs or in a group of four and find as many as possible questions, the teacher has to move
around and check, helps, corrects whenever it ‘s possible.
Step seven : The teacher invites to correct on the board, perform the “Activity” as conversation, then copy down on their class
copy books.
Page 5
Interact
Interpret
Produce
Describing
Biography
Describing
Biography
Inquiring
About
A
Play
Describin
g
A play
recognize
comedians(funny
ones)
 Improvise
and list some
Algerian
comedians
Identify the
famous
comedians such
as Laurel and
Hardy
 recognize
their
nationalities and
origin
 locate their
country and
language
 Identify
members of
family
 recognize and
discriminate
between jobs
 recognize the
simple past tense
 describe a
biography
 inquire and
use as much as
possible of
“whqqs” and
discriminate
between them
 Identify
places”theatre”
*Samir Bounab
preparation sheet
Name: Oliver Norvell Hardy
Date of birth: 18th January, 1892
Place of birth: Harlem,Georgia,USA
Brothers: 2
Sisters: 2
Father's occupation: Lawyer
Career:
December 1918 to
Hollywood
1926 first Laurel and
Hardy film
1926-1955 more than 100
films comedies with Laurel
Marriage: Lucille 1940
Died: Hollywood, 1957

12. 1- Why is Camilla crying?
 Because she can’t find her ring.
2- Who is John?
 John is Sir Edward’s son.
3- Who is Julia?
 Julia is Sir Edward’s daughter.
4- Where are Sir Edward’s children?
 They‘re away.
5- What does the king want to give Sir Edward?
 He wants to give him presents.
6- Are the king‘s children happy to give Sir
Edward’s children presents?
 No, they aren’t.
7- Does Philip want to give his sword?
 No, he does not, but he gave it , because his
father asked him.
8- What about Camilla?
 She says no, then she accepted, but she
couldn’t give it .
Step three: The pupils read, correct on the board,
then perform pair by pair question answer
Activity 2p98: Act the play
Step four: The teacher scatter the class into groups
of six, then asks each member of the group t learn
his role then invites them to the board and act the
play
Step five: The teacher explains the instructions of
“Activity 3p98” then asks them to think of a happy
end.
 Camilla finds her ring and offers it to Julia.
evalu timing S T E P S O F T H E L E S S O N competence function P ps competences
5
5
5
5
5
5
5
5
Step one : The teacher asks the pupils to open their books on page 98m he explains the instructions and the new words, introduces
the members of the play
{king – queen – servant-Sir- daughter- son –ring – river- gold- sapphire- Lady – relatives-sword – frightened}
Step two : The teacher asks the learners to read the play silently then try to answer the following questions :
 Activity "1"p98: Read the play then answer the questions.
King: John / His daughter, Camilla :Sana/Queen: Olga/ A servant
: Indira His son , Philip : Pedro/ King’s friend , Sir Edward: Steve
Camilla and Philip are in the palace garden, near the river.
Camilla : ( crying)
Philip: What’s the matter? Why are you crying?
Camilla : I can’t find my ring !I think it’s in the river!
Philip : Which ring?
Camilla : The gold ring with a beautiful sapphire.
Philip : Stop crying and let’s look for it !
Queen: What are you doing , children? Don’t stay out side .It’s cold and
dark
Philip : We’re looking for …/Camilla : Sssh! You mustn’t tell mother.
Servant: Sir Edward is here, sir/King: Sir Edward! My good
friend! I’m happy you could come. /Queen: Welcome Sir
Edward. Where are Lady Mildred and your children?/Sir
Edward: They are away …Visiting relatives./Queen: How old
are your children?/Sir Edward: John, my son is15and Julia,
my daughter, is 11./King: Philip, Camilla you must give Sir
Edward presents for his children./Queen: That’s good
idea!/King:Philip,you can give John your sword./Philip(not
pleased)..Oh, yes father!/Queen: And Camilla, you can give
Julia your ring./ Camilla: (frightened) My ring?Oh,no ! Oh,
yes mother!
[ Camilla leaves the room crying]
Step six :The pupils act the play ,then copy down on their class copy books
Page 6
Interact
Interpret
Produce
Inquiring
About
one’s
problems
Introducin
g
Members
Of
Royal
Family
Elaboratin
g
Objects
Giving
Orders
Expressing
Inability
Inviting
identify
members of
family
 describe royal
family
describing
places
 inquire about
one’s problem
 describe
weather
 identify
“must” and its
use
 recognize
“can” and its use
 identify
materials”gold-
sapphire)
 make
invitations
 greet and
welcome
 act and
express feeling
according to the
role acted
*Samir Bounab
preparation sheet

15. evalu timing S T E P S O F T H E L E S S O N competence function P ps competences
5
5
5
5
5
5
5
5
Step one : The teacher asks the learners to open their books on page 99 and look at the dialogue, he explains the instructions,
then invites the pupils to work on their rough copy books .
Step two : The teacher explains the new words such as : [ drama class – God- spend – on board – actually ]
Step three:
 Activity p99: Read this dialogue the do the activities.
Step four : The teacher asks the learners the pupils to read the text silently and try to answer to following questions :
• Underline the “Wh” questions words.  Who – where – how long – how.
• Can you say what they refer to?  who + subject / where ó place / How long ó period of time / How ó manner
• Do you know other “wh” question words? ú Yes {when – what time – what – what/(do-did)/why-how often-which-how
old-}.
• What do they ask about? ú They ask about [date-time –object – verb – reason –frequency – choice-mean of transport-age ]
Step five : The pupils work on their rough copy books , correct on the board, then read and perform as drill (pair work)
Step six : The pupils are asked to read and perform the text .
Step one: The teacher explains the instructions of “Activity 1p99” then asks the learners to work on their rough copy books.
å Activity 1p99: Match the questions with their answers :
•What’s your name? * Akiko
•Where are you from? * Japan.
•How old are you? * I ‘m 15.
•What’s your phone number? * 555946
•What is she like? * She’s pretty and funny.
•What is she doing? * Rehearsing her part.
•How often do you go to the theatre? * About twice a month.
•Ho do you spell your name? * A.K.I.K...O
•Why do you study drama? * Because I love acting.
Step two : The pupils correct on the board, read then copy down on their class copy books .
Page 7
Interact
Interpret
Produce
Giving
informatio
n
Introducin
g
Asking
about
origin
Inquiring
About
Journey
Describing
daily
routines
Describing
Physical
appearance
Asking
about one’s
plans
recognize
drama class
 identify jobs
greet
 describe temper
 ask about
origins
 recognize
means of
transport
 identify and
locate places
 ask about
period of time
 discriminate
between time and
period of time
 describe daily
routines
 identify the
“wh” questions
words
4 recognize the
use of each “wh”
qqs
4 discriminate
between the use of
the “wh”qqs.
+Samir Bounab
preparation sheet
Sally: Hello, Akiko .I think we’re in the same drama class. Akiko: About 12 hours.
Akiko: Yes, we are .Who’s our drama teacher Sally: My God! That’s a long way! Isn’t it?
Sally: Mrs. Brown .She’s very nice .By the way, where are you from? Akiko: Yes, it is .But I’m used to it, you know.
Akiko: I’m from Japan . Sally: How did you spend all that time on
board?
Sally: I mean where in Japan? Are you from Tokyo? Akiko: Actually, there is a lot to do: reading,
Akiko: I ‘m from Hiroshima . Listening to music, palying games, watching
films
Sally : So, you traveled by plane n of course .How long does it take? Eating and sleeping of course.

18. evalu timing S T E P S O F T H E L E S S O N competence function P ps competences
5
5
5
5
5
5
5
5
Step one : The teacher asks the learners to open their books on page 99 and look at “activity 2p99” ,he explains the
instructions then invites the learners to work on their rough copy books .
Step two:  Activity 2p99: Write questions. Use the past simple.
• Who / be / Kateb Yacine?  Who was Kateb Yacine?
• Where/born /be/he?  Where was he born?
• What / he / write?  What did he write?
• How /books/many / publish?  How many books did he publish?
• How /ago / he / long /die?  How long ago did he die?
• Which /you /books / yesterday/ buy?  Which book did you buy yesterday?
Step three: The pupils correct on the board, perform the activity as question answer then write down .
Step four: The teacher explains the instructions of “activity 3p99, then asks the learners to work in rough .
 Activity “3”p99: Find the questions.
• A: When do you get up?
• B: Quite early .Between 6 and 6.30 a.m.
• A: What are you? What do you do? What’s your job (occupation)?
• B: I’m a student.
• A: In which school do you study?
• B: In a school out side London.
• A: Where do you have breakfast?
• B: Usually at the school cafeteria.
• A: How do you get there?
• B: By bus .Sometimes a friend gives ma a lift.
• A: How far is the school from your house?
• B: Oh, about 8kms from my house.
• A: How long does it take in the rush hours?
• B : About 35 minutes in the rush hours
Step five: The pupils correct on the board, read then perform as a drill (pair).
Step six: The teacher explains the instructions of “activity 4p99” then asks the pupils to do it on their rough copy books. 
Activity 4p99: Read the answers and complete the questions.
• What do you eat?  An ice cream.
• Who is your friend?  John is.
• Why does she go by bus?  Because she hasn’t got a car.
• How does she get there?  By bus.
• Where does Akikolive?  In Hiroshima.
• How many languages does he know?  Two. English and Spanish.
• How often do you learn drama a week?  About twice a week.
• What time do you get up?  At 6 o’clock.
• How old are you?  I’m 15.
• Which one do you prefer?  I prefer the green one.
Step seven : The pupils correct on the board, read and perform then write down on their class copy books .
Page 8
Interact
Interpret
Produce
Describing
biography
Describing
daily
routines
Inquiring
About
Daily
Life
Activities
Inquiring
About
recognize
famous writers
and their works
 Identify Kateb
Yacine and some
of his works
recognize a
biography
 use the
appropriate
“wh”question
words to ask about
a biography
 recognize the
form a question
 discriminate
between questions
with “to be” and
questions with
“did”
 recognize the
activities of daily
life
 Identify the
use of each “wh”
question
+Samir Bounab
preparation sheet
 use the
Name
Nationality
Age
Occupation
Home place
Likes / dislikes
Place of work
Favourite partner/author/sport/film/dish/drink
Hobbies
Holidays
Languages
Future plans
« wh » questions are used to ask about:
A person -who? - Sami
A thing (object) what? -A pizza
Time / When? In the morning –last year-next week /what time?
At 7.30.
Place Where? Hiroshima.
Possession  Whose?(genitive)Sally’s/hers
Reason Why?  Because
Means /manner -How? -By plane/quietly
Age How old ?15/15 years old
Duration How long?  12 hours
Measurement ú How long? ú 20cm
Price /weight *How much? * 200Euro /3 kilos
Quantity è How much “uncountable” - a little / a lot

19. Frequency  How often?  Twice a week
Distance  How far ?  2 miles

20. •Suggesting  simple present+simple past+would  what +do+pr +suggest+?/Last+past+would
•Planning  which+present+can ..  which +pbejct/can't+pr/tonight /tomrrow
•Inviting  Would like / prefer  would +pr+like+verb/pr+prefer+verb…
•Exressing preference  would like/prefer  Would +pr+like+verb/S+prefer+verb+ing+object
•Expressing likes and dislikes  gerund Do+pr+like+doing?/S+like/dislike+doing
•Narrating  simple past/s.present  S+verb(ed-irregu)+obj/S+V+Obj
: {enjoy – being – wonderful –suggest –for a change – prefer –advertising-succesful- performance –sold out-try –maybe-select-destroy-
coin-exploit –navy-sailed- pizza lounge –surfing-net – dsihes – clever- fighting –goat-crowded- hens-terrible-sell- more-unhappy-enjoy-early-horror- karaoke-
web-foreign-gerund-detest}
: The manual's photos –picture of London –theatre
: By the end of this sequence the learners should be able to :
• Make suggestions
• Express likes /dislikes qnd preferences
• Narrate

21. Step one. The presents the situation through pictures and concrete examples , hem ay ask about places such as capitals
"London" , about places of leisure like "theatre" , about music such as "jazz" about daily life activities like "movies , TV…"
Step two: The teacher writes the activity on the board then asks the learners to listen to him then try to it on their rough copy
books
 Activity 1p101 : Listen then say what the following refer to{choose the right answer}
• Musical  "Hair" ( her – hers – Hair]
• tickets  theatre's tickets { cinema 's tickets – theatre's tickets – stadium tickets }
• performance "Hair" musical [ "Hair" musical – football match – movie channel]
Step three: The pupils listen then do the activity on their rough, correct on the board then read and copy down.
Step four: The teacher asks the pupils to open their books on page 110, then perform the drill pair by pair.
Step one : The teacher asks the pupils to open their books on page 102 and look at "Activity 1p102" , he explains the instructions
then invites the pupils to perform the activity [orally].
 Activity 1p102: Role play work with your partner then change roles.
•You :Would you like to [go to the theatre / go to the restaurant/ give a party / travel by train ]
•Your partner : I prefer {watching a film on TV/ eating a pizza lounge / going to picnic/ travelling by plane }
Step two : The pupils are asked to perform the drill and substitute the keywords.
Step three : The teacher explains the instructions of activity "2"p102, gives the pupils some keywords to help them do the
"activity"
 Activity "2"p102: Pair work .Ask your partner questions then change roles .Use the following keywords {eat – wear – play –
watch –travel…}
• A : What do you like eating for breakfast ?  B : I (prefer/like) bread and butter.
• B : What don't you like eating for breakfast ?  B : I don't (like / prefer) eating jam .
Step four : The pupils perform the drill and substitute the key words .
Step one : The learners are asked to open their books on page 101 and look at the "pronunciation and spelling " activity
• Listen and repeat :( place – point – Jane- exploit-explain…
• Identify : [place –obey- coin- join-choice –explain-exploit…
• Compare : (join-Jane) (coin-cake)(point-paint)(sail-soil)
Interact
Interpret
Produce
Suggesting
Describing
famous
places
Narrating
Expressing
preferences
Making
choice
Expressing
ability and
inability
Planning
future
actions
Expressing
likes and
dislikes
Recognise places
of leisure such as
"theatre"
Identify and locate
capitals
like"London"
Use adjectives to
describe such
places
Discriminate
between time {past-
present –
future}situations
Discriminate
between leisure
activities[music-
films…]
Identify a
newspaper and its
contains
Ask about and
make choice
Describe weather
Identify
"can"<ability>
Express likes and
dislikes
Describe daily
routines activities
Ask about likes
and dislikes
Practice stress and
intonation
Identify the
sounds[a] and
{oi}and
discriminate
between them
Samir's preparation
sheet Bouchrahil
26690,CEM Houari
Boumediene,Médéa
Algeria
sounds
Place Boy
Plane Enjoy
They Destroy
Obey Coin
Paint Point
Jane Join
Explain exploit

24. Step one :The teacher asks the learners to open their books on page 102and look at "Activity3p102" , he explains the instructions
then invites the pupils to work on their rough copy books .
 Activity 3p102:Say what you like and what you prefer doing .
• You : Do you like( reading/doing exercises /eating beans/studying ?
• Your partner : I prefer {surfing on the net/listening to music /eating pizza /playing football}.
Step two : The pupils work on their rough copybooks ,perform pair by pair. The teacher chooses one of the pupils’ examples and
writes it on the board.
Step three: The teacher explains the instructions of "Activity4p1402" then invites the learners to work on their rough copybooks.
 Activity 4p102: Ask your partner about his likes and his dislikes.
• A: What do you enjoy doing?
• B : I enjoy [playing crosswords-listening to pop music-reading comics-feeding
cats –playing football]
• A : What don't you like doing ?
• B : I don't like {washing dishes – cleaning car- tidying the room-doing shopping
–watering plants }
Step four : The pupils perform the drill and substitute the keywords.
Step five : The techer explains the instructions Of "Activity 5p102" then invites the
pupils to work on their rough copy books .
Step six : The teacher explains the instructions of "Activity 5p102" then invites the
learners to work on their rough copy books .
 Activity 5 p102 : Write a small paragraph about your partner .
• The paragraph :
My partner enjoys reading comics , playing football and listening to
music , but he doesn't like doing shopping , tidying the room and washing
dishes .
Step seven : The teacher invites the learners to read their paragraphs , he choose one of the best and writes it on the board , asks
them to read it then copy down on their class copy books .
step one : The pupils are asked to open their books on page 102 and look at the text , the teacher explains the situationand the
new words , he may also ask the learners to tell him som of the jokes they know abot "Djeha" , he has to help them to translate the
words they don't know.
The new words { clever –wife – fighting – shout- goat – later- more –crowded-hen- terrible – birds- everywhere- sell- better}
Step two : The teacher reads the text and asks the learners to listen to him , underline the words the don't understand ,then asks
him to explain them .
Step three : The pupils are asked to read the text silently and do the activity .
 Activity p102: Read the text then answer the following questions .
Interact
Interpret
Produce
Expressing
preferences
And likes
Describing
daily life
routines
Expressing
likes and
dislikes
Narrating
Introducing
members of
family
Expressing
feelings
Express and show
likes and dislikes
Ask about one's
likes
List some daily life
activities
Express
preferences
Discriminate
between likes and
dislikes
Discriminate
between likes and
prefernces
Paragraph writing
Report what one's
likes and dislikes
Recognize a funny
story
Narrate
Identify funny
personalities such
as "Djeha"
Improvise some
stories about
"Djeha"
Recognize emebers
of family
Identify animals
Show feelings (bad
and good) ones
Samir's preparation
sheet Bouchrahil
26690,CEMHouari
Boumédiéne,Médéa
Algeria
Enjoy Not like
Play/crosswords
Listen /pop
music
Read /comics
Feed /cat
Play /football
Wash/dishes
Clean /car
Tidy /room
Do /shopping
Water/plants

27. Step one : The teacher asks the pupils to give him the form of a simple sentence .The pupils may answer [S+V+Obj]
Step two : The teacher asks the learners to open their books on page 103 and look at "activity"{Discover the language }
 Activity p103: Look at the questions below and make rules about the forms of the following verbs :
"like" , "enjoy" , would like " and "want"
• Do you like watching TV?  Interrogative question : Do + pr + like + verb+ "ing" + object ?
• Do you enjoy reading cartoons? Interrogative question : Do + pr+ enjoy + verb+"ing" +object +?
• Would you like to play cards?  Interrogative question: Would +pr+like+verb (infinitive) +object +?
• Do you want to see a play? Interrogative question : Do + pr+want+verb(infinitive) +object+?
Step three : The pupils are asked to work on their rough copy books , correct on the board then read and write down.
Step one : The teacher explains the instructions of "Activity 1p103", then invites the pupils to work in pair
 Activity 1p103: Look at the questionnaire and write sentences .
Eva doesn't like getting up early. / Ivan loves practising sport.
Sami enjoys playing crosswords. Lynda dislikes getting up early.
 Eva loves watching cartoons. /Ivan enjoys getting up early.
 Lynda loves watching cartoons. / Sami does not like pratising sport.
Step two : The pupils work in pair , then do the second part of the "activity"
 Now, compare their likes and dislikes.
Eva does not like getting up early .Ivan loves it.
Sami does not like practising sport .Ivan loves it.
Sami does not like watching cartoons. Lynda loves it.
Eva does not like practising sport. Ivan loves it.
Step three: The pupils work on their rough copy books then correct on the board.
Step four: The teacher explains the third part of the "Activity" then asks the learners to work.
 Now, complete the sentences .Compare their likes and dislikes .
Eva does not like getting up early, but Ivan loves it.
Sami doesn't like practising sport, but Ivan loves it.
Sami doesn't like watching cartoons, but Lynda and Eva love it.
Eva doesn't like practising sport, but Ivan loves it.
Step four : The pupils work on their rough copy books , correct on the board , read then copy down
Interact
Interpret
Produce
Expressing
preferences
And likes
Expressing
likes and
dislikes
Expressing
likes and
dislikes
Expressing
likes and
dislikes
Expressing
likes and
dislikes
•Identify the verbs
used in expressing
likes and
preferences
•Identify the form
of a sentence
•Discriminate
between the form of
a sentence
•Recognize the type
of a sentence
•Be able to make a
deduction about the
way of the sentence
is expressed
•Recognize and
improvise some
daily life activities
•Compare between
one's daily activities
•Discriminate
between verbs of
preferences and
dislikes
•Use different ways
to compare between
one's likes and
dislikes .
•Use "but" to
compare
Samir's preparation
shett Bouchrahil
26690,CEM Houari
Boumediene,Médéa
Algeria
•Recognize famous
DO YOU ENJOY MUSIC?
Come and play your best musical
instrument
DO YOU LIKE THEATRE?
Come and act play with us
DO YOU WANT TO SING?
Come and sing in karaoke
DO YOU LIKE CLASSICAL DANCING?
Come and practice classical dance
DO YOU THE WEB?
Come and surf in our cyber café
Use of the gerund
We use the gerund to talk about :
Likes and dislikes  example: I like reading/ I hate running.
Preferences:  example: I enjoy playing basketball, but I prefer swimming.
we use the gerund after the verb "to like" and other verbs such as :{enjoy –recommend-suggest-advise-dislike –
stop-detest –avoid-prefer…}
We form the gerund by adding "ing" to a verb.  I like reading.
John Indira Wang
Serials (love) (hate) (prefer)
Westerns (dislike) (enjoy) (detest)
Comedies (like) (enjoy) (hate)
Documentaries (prefer) (dislike) (enjoy)
Horror films (dislike) (hate) ( prefer)
Ihateflyingyouwaitforhoursfortheplanetotak
eoffanditisoftenlateiprefertrravellingbytrain
becauseitischeapersaferandmorecomfortabl
e
I hate flying. You wait for hours for the plane to take off and it is often late. I
prefer travelling by train, because it is cheaper, safer and more comfortable
Cues
( - )  hate
( - - )  dislike, not like
( + )  enjoy
( + + ) love
Do you like Eva Ivan Sami Lynda
Play/crosswords? + -- + -
Get up /early? - + ++ --
Watch /cartoons? ++ - -- ++
Practice / sport ? -- ++ -- +

29. •Expressing experience and achievements  Present perfect  S + Have+ past participle + object + Time
•Narrating  Simple past  S + to be / verb(ed)+obj
•Asking about plans (past)  S.past/ Pr perfect  S+ verb(ed)/ Have+pparticiple+object.
•Asking about one's experience  P perfect  "interrogative form) Have+pr+Ppaticiple(v)+obj+?
•Describing mood  S present +whqq+P.perfect  What's the matter?Pr+Have+PPart(v) +object.
•Improvising the end of a story  S past  S + to be / verb(ed)+obj
•Inquiring about one's activities  S present continuous  "whqqs" +to be + verb+ing+?
•Describing daily life activities  S present / S past  S+never+v+obj/Time+s+v(ed)/irregular v
[act- drama – adapt- Scoodidoo – casting- ghost – rehearsals – costumes – settings – cowboy- confrontation –
perhaps – afraid – entertainment – sailing- neighbour – several – advertising –guess- coin – shower- teeth – comb – feed -
somersault/"sVm@sO:lt/ - tiger- lines - kilt - swing - snake - camel - sketch - sad - worried - depressed -fail- script - main- poor -hard-
throw- stones - melt - paper bag - tide - furniture - space - toasts- definite- indefinite - happen- recent - drugstore- laundry ]
{Picture of Scoobidoo – manuals pictures – famous actors – living room - furniture}
: By the end of this sequence the learners should be able to:
• Express achievement and experience
• Ask about plans
Page 16

30. Step one :The pupils are asked to open their books on page105 and look at the picture .The teacher asks the pupils to describe
what they can see at this picture .He has to accept all the kinds of answer and helps the learners to express themselves in English
Step two : The pupil answers may be : {This picture represent a theatre's scene .The actors are performing a play .Four persons
are on the stage . }
Step three : The teacher presents the situation through gestures and pictures .He explains the new words "such as " (drama –
ghost –rehearsals) then asks the learners to listen to the drill then try to do the 'activity'.
• The drill :
•Sally: Have you acted in a school drama?
•Linda: Yes, I have.
•Sally: When was it?
•Linda: It was at the end of last year.
•Sally: How about this year?
•Linda: We have decided to adapt Scoobidoo.
•Sally: Have you done the casting?
•Linda: Yes, we have .I will be the ghost.
•Sally: Have you started the rehearsals?
•Linda: Yes, we have .The art teacher has drawn the costumes and the settings.
•Sally: That sounds exciting!
Step four : The pupils listen then try to answer the following questions (books shut) .
 Activity one p 105: Listen then says which part has Linda taken ;<<choose the right answer >>
 Linda has acted in the play as : a- Scoobidoo b- ghost c- Saml
Step five : The learners listen then answer on their rough copy books . The teacher reads twice the drill then invites the pupils to
correct on the board.
Step six: The teacher asks the pupils to read the correction pair by pair.
Step seven: The pupils are asked to listen to two pupils reading the drill and try to answer the questions.
• Activity 2p 105: listen again then answer the questions.
i.Has Linda acted in a school drama? Yes, she has.
ii.What have the pupils decided for this year?  They have decided to adapt Scoobidoo.
iii.Who has helped them with the costumes? Their art teacher has.
Step eight : The pupils work in pair and answer the "activity" on the board, read and perform as question , answer .
Step nine : The teacher asks the pupils to open their books on page 110 and read the drill pair by pair .
• Listen and repeat: cowboy, prepare,understand,beginning,confrontation;
Interact
Interpret
Produce
Asking
about
one's past
activities
Expressing
achievement
Planning
future
plans
introducin
g
Inquiring
about a
play
•Describe places of
culture"theatre"
•Discriminate
between "theatre
and cinema"
•Decode a message
from a picture
•Describe persons
actions on stage
•Identify verbs for
each specific
action" act"
•Describe famous
cartoons' actors
•Discriminate
between past
,present and future
situation
•Identify the form
of the past
participle since it
has been seen in
the passive form
•Recognize and
discriminate
between different
type of questions
[wh – interro]
•Describe clothes
used in a play
•Identify jobs
•Describe clothes
used in a play
Samir's
preparation sheet
Bouchrahil
26690,CEMHouari
Boumédiéne,Médéa
Algeria
Sounds
1st
syllable 2nd
syllable 3rd
syllable
Daily Prepare Understand
Cowboy Okay Advertising
Nicely Afraid Invitation

31. Neighbour Beginning Entertainment
Several Performance intonation

33. Reminder
We use the present perfect simple to talk about something that has happened some time in the past . e.g. I've seen
that film.
To form the present perfect simple , we use : Have + past participle  ex: he has done the work / Has she cooked
the dinner
The present perfect is used with "ever – never – already – just "
Regular verbs form past participle by adding "ed" to the infinitive .(work worked)
The list of the irregular verbs should be learnt by heart (page 109)
Step one : The teacher makes a quick review about the last hour. .
Examples :
i. Has Linda acted in a school drama last year?  Yes, Linda has acted in a school drama .
ii. Which play have they chosen?  They have chosen Scoobidoo.
iii. Who has made the costumes for them?  The art teacher has made the costumes.
Step two : The teacher invites the learners to perform question answer, then the teacher explains the form of the present perfect in
brief.
•Linda has acted in a school drama.  Subject + Have + verb(past participle) + object. Subject + Have +not+
(past participle) + object
• Has the teacher helped them?  Have + subject + verb(past participle) +object+?
Step three : The pupils are asked to open their books on page 106 and look at 'Activity1p106', the teacher explains the
instructions and the new words such as : { shower – comb}
 Activity 1p106: Ask your partner about things she /he has done /hasn't done today.
had a shower? Yes, I have
Cleaned your teeth?
• You: Have you combed your hair? Your partner:
had breakfast?
taken the bus ? No,I haven't .
Step four : The learners work in pair on their rough copy books , correct on the board then read and perform .
Step five : The teacher explains the instructions of "Activity 2 p 106 " then asks the pupils to work , he should explain the new
words first [ somersault – feed – forget lines – kilt- snake]
 Activity 2p106: Take turns .Ask your partner about those things.
ridden a camel? Yes, I have
done a somersault?
• You: Have you fed a tiger? Your partner
forgotten your lines?
worn a kilt ? No, I have not
held a snake ?
Step six : The pupils work on their rough copy books , check for the for the past participle of the verbs on page 109, correct on the
board ,read and perform in pairs .
Page 18
Interact
Interpret
Produce
Asking
about
one's past
activities
Expressing
achievement
Asking
about
one's past
activities
Inquiring
about one's
achievement
s
•Describe places of
culture"theatre"
•List some cartoons"
•Inquire about one's
past activites
•Identify the form of a
sentence
•Recognize the form
of the sentences
(present –past –
present continuous –
future-passive)
•Describe the past
participle of some
irregular verbs
•Recognize thz
verb"to Have" and its
forms into the
"present – past –
future- present
continuous"
•Use to present perfect
to inquire about one's
activities
•Describe the
contrative form of the
"verb" (to be) with the
third person of
singular
•Discriminate between
the contractive form
of the present perfect
and the one of the
simple present
Samir's preparation sheet
Bouchrahil
26690,CEMHouari
Boumédiéne,Médéa
Algeria
•Identify and
discriminate
A
What happened?
You look sad.
You look worried
You look angry
You look well
You look depressed
B
Have/Nice week-end
Fail/test
Have /some bad news
Lose / script
Not get / main part
Mum: John, I have a problem
John: What is it?
Mum: I have lost my wallet
John: Have you looked for it in your bag?
Mum: Yes. I am sure it is not in it
John: Try to remember what you have done today
Mum: I took a sandwich in a coffee shop, then I went to the
drugstore, after that I went to the hairdresser's .Perhaps I left
it there

35. Write and stage a play
• The pupils are split into groups not more than six
•They may use the work of the last File" cartoons" and transform it
into a play
•The teachers supervises the work of the learners step by step during
the presentation of the "File"
•The learners present their work , they come to the board and act
their work