File3 2nd am-health-+file five 1st am adapted -atf & aef.1

bad food habits an eel
sports & food

compet Learning objectives
Type of
tasks
Resources Modules of integration
Grammar Lexis pronunciation
Learning to
integrate
Assess Integration
Interact
Interpret
Produce
•Inquiring about
someone's health
•Asking for
permission
•Advising
"fitness"
•Narrating
otalking about
discoveries
oDescribing
medicinal plants
•(F51st
AM)
osaying
quantities
oinstructing
otalking about
aliments
oDescribing
vitamins
Advising
 ( oral
and
written)
 (oral)
 ( oral
and
written)
( oral
and
written)
 ( oral
and
written )
 (oral
and
written)
 Have got
 should
'advice'
 must
obligation
 "can"
permission
"must"
prohibition
The
imperative
 Reminder
"must-
could"
 S present
+ adverbs
 S past
 Adverbs
formation
 Reminder
" the use of
adverbs "
 pr
continuous
 passive
(F51st
AM)
•The
quantifiers
: some /
any
•How
much / how
many
•Countable
/
uncountabl
e nouns
 S
present
 passive

reminder
"passive
Learn about
culture
Grand mothers
remedies
A bee sting
Headaches
Colds
Hiccups
Burns
Beauty
Colours and
health
Orange
Indigo
Purple
Green
Blue
Yellow
Sounds
 "sh" 
 english –fres
"ch"  check
– stetcher
"k"  school
– chemical
Identify
Compare
o/ai/  pile –
excite
o/i:/  pill –
exit
oIdentify
oCompare
oFirst syllable
Second syllables
Third syllables
word
A poster with
recommendations about
health. / A health Guide
oSchool year started and you
began your first séance of
"physical education" so you
noticed that you cannot run and
move quickly, you feel heavy
and uncomfortable .
oYou are getting weigh , so you
decided to react to the situation.
oThis situation is the result of,
no sports activities, bad eating
habits, drugs ….
oTry to make a poster with
recommendations about health
or a sort of health guide.
 choose your partners and
form your group , divide the
tasks.
 Make lists of the problems
resulting of unhealthy food , no
sports activities and addiction to
grugs.
 collect photos , pictures and
drawings showing those
problems
 Ask your local area doctor
about the problems and what to
do to resolve them
 stick the photos , define the
problems , give
recommendations about good
habits food , sports .so by the
end you have a health guide.
 Present your guide to your
classmates discuss the
problems , then ask the
administration to stick the
poster in your school.
SWBAT :
Discriminate between healthy
and unhealthy eating habits
and exercise to keep fit
Lesson Plan

File three: Health 2 Am Level
Sequence One Listen and Speak
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
 In this lesson I will use and plan activities that allow learners to practice and develop
real-life communication skills for reading ,writing, speaking and listening.
Lesson Focus:
 Which 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 : Inquiring about someone's health.
•Grammar : have to / should/must/
•Pronunciation : sounds ( sh – ch – ch=k)
•Vocabulary : Vocabulary related to illness and medicines.
 Will you explicitly teach an aspect of culture in this lesson ? If so, describe.
 I will teach an aspect of culture related to grandmother remedies .
Competencies :
 Which competencies in the AEF are you working toward or plan for the learners to
achieve today? They should be adapted from the AEF to reflect the specifies of you lesson.
 Can interact orally to ask and answer questions in very short exchanges.
 Can listen to understand main points and important details .
Objectives / Assessment :
SWBAT by the end of the lesson ,students will be able to demonstrate :
 inquire about ones health.
 Ask for and give advice.
 Discriminate between the sounds "sh" – "ch" and "ch=k".
Required material and / or resources :
 The manuals pictures { pages : 50- 51 – 52}
 Listening script page :64
1
Time Rationale Interaction Procedure

Pattern
Listen and
identify
the main
theme of
the lesson
T - Ss
S - T
File Three: Health Sequence One
Listen and Speak :
Agenda :
1. inquire about ones health
2. ask and give advice (model verbs : should – must)
3. sounds : "sh" – "ch" – "ch=k"
Warm up / Pre-listening:
Step One: The teacher asks the pupils to open their books on page 64.
Step two : Teacher presents the situation using the picture on page 50.
[Liz is talking to Sally who is suffering ]
Step three: The teacher invites the pupils to listen , use their pencils, and try to
identify what is on going to with Sally.{while reading the pupils are asked to
underline the following words : should do / must stay / should take / must call}
Step four: The teacher asks the pupils to spot the theme and the main point of
the dialogue
 Liz has got a headache.
Listen to
spot and
identify
"models
and
forms"
expressing
advice and
obligation
T - S
S- T
S- S
T - S
Ss - Ss
listening :
Step One: The teacher reads again the dialogue, then invites the learners to read and
perform it by pairs.
Step Two: The teacher asks the pupils to report to him the words which have been
underlined at the beginning the lesson.
Step three: The pupils report the words :
 Isolation : should do / must stay / should take / must call
Step four: The teacher invites the pupils to read the isolated words.
Step five: The teacher asks the pupils to identify the whole sentences which include
the isolated words.
1.what should I do ?
2.you must stay at home.
3.should I take a medicine?
4.you must call a doctor.
Step six: The pupils are invited to read the sentences.
Step seven: The teacher chooses two of the sentences in order to study them with the
pupils. He should lead them to discover the main parts of the sentences.
 Analysis :
• You must stay at home.  "must" obligation
Subject + model verb+ verb + object
infinitive
• What should I do ?  " should" advice"
"wh qq" + model + pronoun + verb
Word verb infinitive
 Stating rule :
• Subject + Model verb {should/must}+verb (infinitive)+object.
 Practice :
•The teacher asks the pupils to look at the illustrations on page 51, explains the new words then
invites the pupils to perform the following drill :
•Pupil 1: I have got { a headache/ an insomnia/ a backache/an insect bite} . What should I do?
•Pupil 2: You should { take an aspirin / drink a large glass of warm milk/ use ointment / put
anti-itch cream on it }
• The pupils are invited to work substituting the key words.
2

Identify
,recognize
and
discriminate
between the
sounds "sh"
– "ch" – and
"ch=k"
T - S
S – S
T –S
T – S
S – T
T – S
S- S
Pronunciation : sounds "sh"- "ch" - "ch= k"
• Step one : The teacher invites the pupils to open their books on page 50.
Presentation :
Step two: The pupils listen to the teacher reading the following script on page 50
They are asked to use their pencils and underline the following words:
Step two :The pupils perform the drill by pairs .
Isolation :
• The teacher requests from the pupils to give him the words that they have
underlined.
Should - aches - cheap
" sh" ch = k ch = tch
Step three: The pupils read the isolated words and try to distinguish between them
and recognize the script of each sound
Step four:
Practice: the teacher invites the pupils to the follow him reading the "table" on page
50
Sounds
English teacher school
Should choke stomach
Fresh check chemical
Shoulder challenge character
Insurance stretcher mechanic
• The pupils repeat after him ,then they are asked to shut their books and listen to
the teacher performing the activities "identify and compare".
• The teacher does some 'tongue' twisters with his learners
•Shy Shelly says she shall sew sheets.
•I wish you were a fish in my dish
•How much wood would a woodchuck chuck
•Chester Cheetah chews a chunk of cheep cheddar cheese.
• The pupils listen and try to identify and discriminate between those sounds.
Step five: The teacher invites the pupils to write down all the written work on the
board.
3
A : What should I do when it aches?
B : you should check with granny or see a doctor!
A : Ah yes ,granny's remedies are cheap .
B : But the doctor's drugs are sharp !

Sequence One Practice + Go forward
Personal Goals:
 Supported and purposeful development
 Meaningful Activities / Tasks .
Lesson Focus:
•Function : Inquiring about ones health
•Grammar : model verbs "should – must"
•Vocabulary : vocabulary related to health
Competencies :
 Can communicate a limited range of information
Produce a clearer message
 inquire about ones health.
 Ask for and give advice.
 The manuals pictures { pages : 51 – 52}
Page 4

Time Rationale
Interaction
Pattern
Procedure
Use the
already
acquired
notions
and
functions
and
perform
oral and
written
tasks to
express
obligation
and ask
and give
advice
T - Ss
S - T
Ss - Ss
T- S
Ss - Ss
Ss - Ss
T – S
Ss - Ss
Practice page51: agenda : 1) Inquire about ones health / 2) advise.
Warming up :
• the teacher after greeting his pupils ,he interacts with them and asks how do they
feel or if any of their colleagues absent ,he may lead the conversation about this absent
and try to interpret the situation this will lead the pupils to recycle what they have seen
previously.
Presentation :
• Practice page 51
• The pupils are invited to do the following exercises on their rough copy books,
correct on the board then read and write down:
Based formed Activity :
 Exercise One: Put the following words in order to make correct sentences.
1) must /revise / lessons /should /./ your /you  You should revise your lessons .
2) not / must / you / smoke / . /  You must not smoke .
3) should / what / we / ? / do /  What should we do ?
4) I / ? / must / do / what /  what must I do ?
Meaning Based Activity.
 Exercise Two : Match the pairs .
Sentence Meaning
1) You must do the exercise .
2) Could you open the window please?
3) Can I go out?
4) You should practise sport
Permission
Request
Obligation
Advice
Communicative activities:
 Exercise Three: Ask the correct questions.
•A : What's the matter ? B : I have got a toothache.
•A : What should I do ? B : You should see the dentist .
•A : How do you feel today? B: Today, I am fine .Thanks.
• The pupils work in pairs ,correct on the board then read and write.
• Present the visual "aspirin" on page 51 and try to interact about the use of aspirin and
when it is used .
• Lead the learners to a short discussion .
• Ask the pupils to read the "instructions" about aspirin on page 51, then explains the
instructions of "Activity1p 51: "orally"
• Activity 1p51:Read the instructions for the use of the aspirin then give advice to
the people.
• A : My daughter is 8 and she has flu how much aspirin should she take?
• Doctor: She should take (1) tablet a day.
• A : My sister's baby ate several aspirins .What should I do ?
• Doctor :You should go to the hospital at once .
The learners perform the drill in pairs using the key words .
• The teacher discusses with his learners about the different sorts of illnesses in order to lead them
make the difference between them
• The teacher explains the instructions of "Activity 4p52 then asks the pupils to work .
• Activity 4p52: Put each illness in the right box:
Common Illnesses Serious illnesses
A headache- a stomachache –an
earache – a toothache –sore
throat –cold – a cough – a
backache
A heart disease – pneumonia –
AIDS- high blood pressure –
diabetes – obesity
• The pupils work in rough then correct on the board .
• The teacher interacts with his learners about what they should eat in order to be healthy , he has
to listen to them and try to lead them communicate about the theme.
• The teacher explains the instructions of "Activity 5p52" the asks the pupils perform in pairs.
• Activity 5p52: Pair work. Ask and answer .
• A : Why should I eat less [ fat – sugar - salt ]
• B : Because too much [fat – sugar – salt ] can cause [obesity – diabetes – high blood pressure]
• The pupils perform in pairs and substitute the key words.

Sequence One Discover the Language 2nd
Am Level
Personal Goals:
 Communicative Competence
Lesson Focus:
•Function : Inquiring about ones health + Expressing Obligation
•Grammar : model verb " must"
•Vocabulary : vocabulary related to health
Competencies :
 Can read and understand the general ideas and some important details
Can find specific ,routine information in short texts .
 Express Obligation .
 Inquire about ones health.
 Talk about some Grannies Remedies
 The manuals pictures { pages : 53}
Page 6

Time Rationale
Interaction
Pattern
Procedure
Review
what
has
been
said
about
Sally's
health
Identify
the
main
idea of
the text
Recogni
ze and
spot
some
importa
nt
details
of the
text
Express
"obligati
on" using
the
model
"must"
Talk
about
traditiona
l medicine
and
grannies
remedies.
T - Ss
S - T
Ss - Ss
T- S
Ss - Ss
Ss - Ss
T – S
Ss - Ss
Discover the Language p53. agenda:1) express obligation /2) talk about grannies remedies
Pre-reading :
• Ask the pupils to talk about what happened to Sally since ,they have dealt with the
subject in the previous lessons .
• The teacher introduces the situation about Sally's health that she has not recover and
they will learn more while studying the text .
During –reading :
• The teacher explains the instructions of the a skimming exercise ,then invites the pupils
to read the dialogues silently and try to answer the exercise :
• Exercise : Read the dialogue then answer the following questions.
1) Who is Liz ?  Liz is the mother of Sally.
2) What is the matter with Sally?  She is awful.
• The pupils work in rough ,correct on the board then read and write.
• The teacher invites the pupils to read the text by pairs .then try to answer the questions
on page 53.First he reminds the learners about the uses of "can" [ability –inability –
request –permission]
 What does Sally want to obtain when she says :" Can I to Wang's party ?"
• Sally wants to obtain a permission to go to Wang's party .
 Does her mother agree?
• No she does not agree.
 What is Sally obliged to do ?
• She must stay in bed .
 What can you say about the word "must"?
• "must" is for "expressing Obligation"
• The pupils read then try to answer the questions ;then perform the activity as a drill
(question – answer).
Post –reading :
• The learners now know the use of 'must' to express 'obligation" as they already know the
uses of can
• Know some vocabulary related to health.
Practice :
• The pupils will use what they have learnt and try to perform "activity 1p53" as pair work.
• The teacher presents and explains the new vocabulary then invites the pupils to perform
"orally" using the model "must".
 Activity 1p53:Pupil 1 'is a patient with a health problem / pupil 2: is a doctor who
tell the patient what he must do .
Pupil 1: I have got { a pain in the back / sore throat / a flu }
see a doctor . You mustn't carry heavy things.
Pupil 2: You must take hot drinks . You mustn't eat ice creams.
stay in bed . You must not go out.
•The pupils are free to use what ever key words and perform it in pairs .
•The teacher invites the pupils to do "Activity 2p 53" using their pencils .
•Activity 2p53: Match questions and answers .
1) (6) - 2)  (3) - 3)  (1) - 4)  (4) - 5)  (2) - 6)  (5)
• The pupils do the activity on their books ,then perform it by pair.
• The teacher explains the instructions of "activity 3" ,then invites the learners to perform
• Activity 3p53: What does the signs mean ? Write in full .
1) A: "Silence Hospital! What does that mean? B : It means .You must keep calm.
2) A: "No smoking" ! What does it mean? B : It means .You mustn't smoke
• The pupils perform the drill in pairs.
• The teacher asks the pupils to go back to page 52 and pay attention at "activity 2p 52"
• The pupils are asked to talk about "grannies remedies" according to the given illnesses .
Examples:  Toothache  put some perfume or wash with hot water mixed with salt
 sore throat  Take some lemon with honey .
• The pupils discuss the matter ,then read the written works on the board and then write
down . page 7

Sequence two: Listen and Speak 2nd
Am Level
Personal Goals:
 Two way communication with the world
 Active learners
Lesson Focus:
•Function : Advising "fitness"
•Grammar : "must" + adverbs of frequency
•Pronunciation : Vowel sounds /ai/ - /i/ - /i:/
•Vocabulary : Vocabulary related to sport, daily activities and leisure time
Competencies :
 Can interact orally to ask and answer questions in very short exchanges.
 Can listen to understand main points and important details.
 Can use very simple sentences patterns with memorized phrases.
 Ask for and give advice
 Describe daily life activities using "adverbs of frequencies"
 Describe between vowel sounds
 Pictures showing obesity & sports & food
 Listening script "sequence two" page64
Page 8
Time Rationale Interaction Procedure

Pattern
Make
the pps
guess
the
theme
of the
lesson
Listen
and
Spot
the
answer
to the
given
questio
ns
Identify
the main
constitu
ents of
a
sentence
Acquire
the new
grammar
structur
e
"adverb"
Practice
Using
the rule
T - Ss
S - T
Ss - Ss
T- S
Ss - Ss
Ss - Ss
T – S
Page 9
Sequence Two: Listen and Speak 2nd
Am Level
Agenda : 1) advising "fitness" 2) adverbs 3) sounds : /i/ - /i:/ - /ai/
Warming up :
•Through visuals showing a boy who does not practice sport ,some sport activities and fit
children .
•Invite the pupils to react to the pictures hanged on the board, and see their first
reactions.
•Try to know from the pupils what is the theme of the lesson.
•Make the pupils express themselves about the subject in order to lead them to listen to
the script and then try to do "Activity one p55"
Presentation :
•The teacher asks the pupils to open their books on page 55 ,look at the activity .
•The teacher explains the instructions of the activity ,then invites the pupils to listen then
try to answer the activity .
•Activity : Listen then answer the questions :
1) What does Rayan do to keep fit ?  He lifts weights
2) Does Andy practise any sport?  No he does not.
3) What does he do after school?  He plays video games.
• The pupils are asked to answer the activity . then perform it ask pair work.
•The learners are asked to go to page 64 and perform the drill.
•The teacher asks the pupils to perform the drill by pairs .
•The explains the words and expressions in the dialogue in order to lead them "isolate" the
following sentence .
Question : Do you exercise regularly? Answer : I exercise regularly .
Question : Is it dangerous to lift weights ? Answer : No, you must handle them carefully.
•The teacher reads the dialogue then asks the pupils to perform it.
•The teacher isolates again the first sentence .And tries to lead the pupils to Analyze it .
 I exercise
Subject + verb + adverb
regular + " ly"
adjective + " ly "
adverb
• The teacher using mind mapping should lead the pupils to detect and identify the main
constituents of the sentence.
• The teacher helps them just to name the words "adverb".
• The pupils try to state the rule :
exception : adjective "good"  " well "
• The teacher reports the stated rule on the board .
• The learners are asked to do the following exercise.
 Exercise : Form adverbs from the following adjectives .
• The pupils are asked to think , work in rough then correct on the board.
regularl
y
adverb = adjective
+"ly" "
Adjective Adverb
1- heavy 1- heavily
2- serious 2- seriously
3- bad 3 – badly
4 – good 4- well

Time Rationale
Interaction
Pattern
Procedure

Listen
to
distingu
ish
Betwee
n the
sounds
Read
the
tongue
twister
Spot
the
differe
nt
sounds
present
ed
Identif
y the
script
of
those
sounds
Be
aware
that
the
same
letter
is
pronoun
ced
differe
ntly
T - Ss
S - T
Ss - Ss
T- S
Ss - Ss
Ss - Ss
T – S
Ss - Ss
Page 10
• Stage Two: Pronunciation
•
•Step One: The pupils are invited to listen to those "tongue twisters " written on the
board.
•Presentation :
•The pupils listen then read .
•Isolation : The pupils are asked to isolate the words written in different colours.
 Little - Mike - his – bike – like - eat - eel - while - peel
•The pupils read the selected words.
•From the selected words and after having reading and repeating them ,the teacher asks
the pupils to state how many sounds can notice in those words.
bike - little - eat - eel
" i " = i = /ai/ " i " = e = /i/ " ea " = e+e= /i:/ "ee" = e+e = /i:/
•The pupils repeat the words and try to discriminate between the sounds .
•Stating rule:
•The learners try to state the rule of the pronunciation of the studied sounds.
•The pupils do not need to know the phonetic transcription symbols ,but just the sound of
the alphabets letters.
•Practise :
•The learners are then invited to open their books on page 55 and pay attention at the
sounds table .
•The teacher reads the sounds one by one then invites the pupils to repeat after him.
•The pupils are later asked to close their books then, listen to the teacher reading some
words, the pupils are required to identify and compare the words read by the teacher .
•The pupils are asked to read all the written works on the board ,then copy down .
Little Mike left his bike like Tike at Spike's.
I eat eel while you peel eel. Each Easter Eddie eats eighty Easter eggs
Pronounced  " i " = /ai /
• The letter "i" :
Pronounced  short " e " = /i/
" e" + " a"
• The letter: long "e" = /i:/
" e " + " e "

Sequence Two : Practice & Go forward 2nd
Am Level
Personal Goals:
 Meaningful Activities / Tasks .
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….)?
•Function : Describing someone's behaviour & Narrating .
•Grammar : Adverbs + simple past tense
•Vocabulary : Vocabulary related to daily life & school activities
Competencies :
 Produce a clearer message
 "SWBAT" by the end of the lesson ,students will be able to demonstrate :
 describe how should ones behaviour should be .
 narrate.
 Inquire about someone's frequency activities.
 The manuals picture { pages : 56}
Page 11

Time Rationale
Interaction
Pattern
Procedure
Interact
using
what
they
have as
back
ground
Interpre
t the
situation
and
perform
accordin
g to a
given
model
Use
"adverbs"
to talk
about
daily life
activities
or
narrate
events
Interact
to
express
school
life
tasks
Page 12
T - Ss
S - T
Ss - Ss
T - S
Ss - Ss
Ss - Ss
T – S
Sequence Two : Practise 2nd
Am Level
Agenda: 1) describe ones behaviour +adverbs 2) narrate 3) adverbs of frequency.
Stage one :
Warming up:
• Interact with the pupils about their day and try to make use what they have learnt in
the previous hour.
• Try to make them talk about "advising fitness" using "adverbs" .
Practise part one :
• The teacher asks the pupils to remind him about the form of the adverb should take .
• The teacher explains the instructions of activity of "activity 1 p 56" . He should ask the
pupils to split into groups ,then try to understand the instructions of the activity and act
as a play . They should be able to act the three sentences :
• Subject + verb + object / Subject + verb + adjective / Subject + verb + adverb
 Activity ‘1’p56: You are casting a play { pair work} .
You need these characters. [doctor – patient –mother – nurse – secretary ]
• Pupil”1”: You‘re a {doctor/nurse/secretary} and you’re [attentive – quick- polite].
• Pupil “2” : I’ll be the {doctor, nurse, secretary}. I’m [attentive – quick- polite]. I must
(listen-react-answer) [attentively – quickly – politely].
•The pupils act the script by pairs then substitute the key words.
•Practise part two:
•The teacher asks the pupils to pay attention at the photo on page 56 which represents "an
ambulance" .What does it mean to see an ambulance ?
•Try to let the pupils to interpret the photo and interact with his learners about it.
•The teacher explains the instructions of "Activity2p56" ,then invites the pupils to work in
pairs.
 Activity “2”p56: Turn the adjectives between brackets into adverbs.
A : What happened this morning ? An ambulance blew its horn.
B : “I saw an accident this morning .A car was going (fast) fast. It ran into a young man’s
bike. The young man was hurt (bad) badly. Some people came (quick) quickly to help.
But a policeman on duty told them to keep away .He asked his colleague to call an ambulance.
The ambulance arrived (rapid) rapidly. Two ambulance men came out of it and put the young
man on a stretcher (careful) carefully.
•The learners do the activity in rough while the teacher supervises their works ,then he
invites them to read and act perform the activity.
•Let the pupils listen to each other, correct each other ,the teacher tries not to intervene .
Stage Two:
•The teacher asks the pupils to take their school time table.
•Invites the pupils to read it [even in their mother tongue] and talk about what do they
study during the week .
•Ask the pupils to talk about the number of hours they study those courses.
•They may answer : Arabic  6 hours - French  6 hours - English  3 hours -
sport  2 hours - art  1 hour.
•Try to make the pupils build up exchanges about their time table.
•For example:
•A : What do you study from Saturdays to Thursdays?
•B : I study : Arabic – French – English- physics – art…..from Saturdays to Thursdays.
•Ask the pupils to perform to drill pair by pair.

Time Rationale
Interaction
Pattern
Procedure
Inquire
about
the
number
of
things
those
school
tasks
are
perform
ed using
"how
often"
Talk
about
the
same
tasks
but out
off
school
life
Make
short
report
about
someone
's tasks
using
adverbs
of
frequenc
y
Page 13
T - Ss
S - T
Ss - Ss
T - S
Ss - Ss
Ss - Ss
s – S
•Tell the pupils to ask about the numbers of hours they study in a week .
• How often = how many times
•A: How often do you study {art – physics – English – Arabic ….} a week?
art  once (one time)
physics  twice ( two times)
•B : I study English  thrice (three times) a week .
Arabic  four times (four times)
• Ask the pupils to repeat each sentence alone then perform the drill by pairs.
• Later the pupils are asked to practise the whole drill .
• Next the pupils use their school time table and perform the drill using the studied
model, they are free to talk about whatever course they chose, the teacher has not to
intervene. Let the pupils correct themselves if needed.
• The pupils are asked to open their books on page 56.
• The teacher explains the instructions of "activity 3p56 then invites the pupils to
perform: asks the pupils to perform "Activity 3 p 56" :
 Activity ‘3’p 56: Ask and answer your partner.
• How often do you [lift - practice – play] (weights – jogging – chess) a week?
• I { lift weights “twice” a week } , I [ practice “jogging” , thrice a week ] , I ( play
“chess” once a week)
•The pupils correct the “activity “on the BB, then read and copy down.
•The teacher asks the pupils to communicate using the time table of the “activity” and
change the keywords; they are free to use the appropriate key word.
•The teacher asks the pupils to look at “activity ‘4’p56, he explains the instructions then he
asks them to do the activity on their rough copy books.
 “Activity ‘4’p56: How often do you do these things? Answer the questions, and then
perform with your friend. Report your friend’s answers to the rest of the class.
Brush teeth
Wash
hands
Take
shower
Go to the hair
dresser
Clip nails
You Thrice
Eight
times
Once a
week
Once a month
Twice a
week
Your
friend
Thrice
Ten
times
Twice a
week
Once a month
Once a
week
• Pair work :
• A : How often do you [brush your teeth – wash your hands- take a
shower- go to the hairdresser – clip your nails ]?
• B : I ( brush my teeth thrice a day after each meal ) I{ wash my
hands many times a day }I [take a shower once a week ] I {go to the
hairdresser once a month} I ( clip my nails four times a month).
• Report the answers to your friends:
<< My friend “X” brushes his teeth thrice a day after each meal, he washes his hands
each time they are dirty, he takes a shower once a week , he goes to the hair dresser
to cut his hair twelve times a year and he clips his hands four times a month>>
• The teacher invites the learners to perform as question and answer then each of the
pupils comes to the board and reads what his friend does .[ the teacher takes two learners
“one “ represents the boys and the other “one” the girls ]
• The teacher asks the learners to read the written work on the board, then read and
copy down.

Time Rationale
Interaction
Pattern
Procedure
Interact
using
adverbs
and
adverbs
of
frequenc
y about
daily
life and
school
tasks
Interpre
t the
pictures
or tips
and give
advice
Make
exchang
es about
health
advice
Use the
theme
to talk
about
daily
life and
grannies
remedie
s
Page 14
T - Ss
S - T
Ss - Ss
T - S
Ss - Ss
Ss - Ss
T – S
Agenda: 1)asking & giving advice / 2) Questioning.
•Warming up :
•The teacher interacts with his learners about what they have learnt previously through
daily questions [what do they study that day ,how often do they study a particular course,
the way they feel while studying any course….]
• This should lead to the introduction and the presentation of the lesson
•Make the pupils discuss about the theme "Health", what should they do to keep fit and
healthy and what should or must they avoid?
•Presentation :
•The pupils are invited to open their books on page 57, and try to "interpret" the "tips"
•the teacher explains the instructions , the pupils are asked to repeat the new words such
as : “ energy – contain - fibers – digestion - preserve – middle –aged - heart
attack – eliminate –toxins – bones – challenge – quiet “
•The teacher invites the pupils to read tip by tip .
• Practice : The teacher writes on the board the first example, then asks the learners to
substitute the key words.
• To feel calm , go to bed early and get up early
• To challenge your brain , play chess, scrabble , crosswords or read
• To keep fit, walk for half an hour every day .
• To have strong and good teeth, brush them for three minutes, thrice a day.
• To protect your skin, use creams.
• To help your digestion, eat fresh fruit and vegetables.
• The teacher asks the pupils to read the sentences written on the board.
• The teacher explains the instructions of “activity ‘2’p 57 , then he asks the learners to
use the information on the board and do “activity 2” .
 Activity ‘2’p57: Pair works. Give advice to your friend.
 A: What should I do to feel calm?
 B: You should sleep early and get up early.
 A: What should I do to challenge my brain?
 B: You should play chess, scrabble n crosswords or read.
 A: What should I do to keep fit?
 B: You should walk for half an hour every day.
 A: What should I do to have strong teeth?
 B: You should brush them three minutes, thrice a day.
A: What should I do to protect my skin?
B: You should use creams.
A: What should I do to help my digestion?
B: You should eat fresh fruit and vegetables.
• The teacher invites the learners to perform the drills pair by pair.
•The pupils listen to the teacher explaining the instructions of "activity 3p57" ,he asks the
to read the sentences of the activity ,then interacts with them about what do they talk
about .
•Next the learners are asked to do "activity3p57" on their rough copy books .
 Activity “3” p57 : Ask questions on the underlined words .
• You must eat dairy products to get enough calcium.  What must you eat to get enough calcium?
• You must exercise 10 minutes every day.  How long must you exercise every day?
• You must play chess to challenge your brain. What must I do to challenge my brain?
• You must drink 1.5 liter of water to eliminate toxins.  How much water must drink to eliminate
toxins?
• The teacher asks the learners to correct the activity on the board, read then copy down.
•Produce : talk with the pupils about what they have seen today and try to make them speak
what which one of he tips do they apply in their daily life.
•Ask the pupils to talk about what their grannies advise to do to keep fit.
•Listen to the pupils and report some of their advice on the board.
•Invite the pupils to read and write down on their copy books.

Sequence two : Discover the Language 2nd
Am 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
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….)?
•Function : narrating
•Grammar : simple past tense + adverbs
•Vocabulary : vocabulary related to street accidents
Competencies :
 Which competencies in the AEF are you working toward or plan for the learners to achieve today?
They should be adapted from the AEF to reflect the specifies of you lesson.
 Can read and understand the general ideas and some important details
Can find specific ,routine information in short texts .
 narrate
 derive adverbs from adjectives
 manual's scripts
Page 15

Time Rationale
Interaction
Pattern
Procedure
Be
sensible
to the
problem
of
street
accident
s
Derive
words
Discrimi
nate
between
regular
and
irregular
adverbs
Detect
and spot
the
mistakes
Produce
And use
the
language
acquired
Page 16
T - Ss
S - T
Ss - Ss
T - S
Ss - Ss
Ss - Ss
S – S
Agenda: 1)narrating / 2) word derivation
•Warming up (pre-reading): interact with the pupils about car accidents and what to do to
avoid them
•Ask the pupils to look at the photo on page 58 and try to interpret it .
Step one: The learners are asked to open their books on page 58 and read silently the text
{while the teacher prepares the questions on the board and the new words.}
•During reading:
Step two : The teacher reads the text , explains the new words such as
“ depressed - firm – worst – run into – boss- - nowadays “
Step three: The learners listen to the teacher, repeat the new words, then take their rough
copy books and answer the questions.
Step four: The learners do the activities on their rough copy books and correct on the
board.
 Read the conversation then answer the questions :
1- Do you know words that derive from the underlined words?
-> terribly  terrible - badly  bad
2-What can you deduce? I can deduce that these words are “adverbs”
Words Root Suffix
Terribly(adverb) Terrible “ ly ”
Badly(adverb) Bad “ ly”
3-What‘s the grammatical form of the word that is before the underlined words?
• The word that is before the “adverb” is the “ verb”
4– What can you deduce? -> I can deduce that the adverb comes after the verb.
• Post reading:
Step one : The teacher asks the pupils to read the text again and try to answer the
question of “activity ‘1’ p 58 .
-> Activity “1”p58: Copy the chart then complete it from the text.
Regular Irregular
Adjective Adverb Adjective Adverb
Hard Hardly Worst worst
Step two : The learners read , correct the activity on the board then read and copy
down( to save time it could be done using their pencils and corrected on the books )
Step three: The teacher asks the pupils to look at “activity ‘2’p58; he explains the
instructions then they are asked to do it in rough
 “Activity “2”p58: Put the words in the right order to make correct sentences.
•He works hard.
•Handle carefully these boxes.
•He asked angrily to see the manager.
Step four : The pupils are asked to do “activity’3’p58, the teacher explains the
instructions ,the pupils work on their rough copy books.
-> Activity’3’p58: Insert each adverb in the right place: «loud-awfully- carefully-
fast”
[ 1 walk fast - 2  drive carefully - 3  sings awfully - 4  speak loud]
Step five: The teacher explains the instructions of “activity’4’p58, then asks the learners
to do it using their pencils.
 “Activity’4’p58: Complete with adverbs of your own.
{ 1 angrily- 2seriously-3 quickly- 4 slowly - carefully - 5  fluently }
Step six : The pupils correct ,then read the sentences, they are asked later to copy them
on their class copy books
Step seven : The teacher asks the pupils to do “activity ‘5’p58 as a home work on their
rough copy books; they are asked to form sentences using the following adverbs
[ well - slowly - clearly - hard – noisily ]
Time Rationale
Interaction
Pattern
Procedure

Interact
about
adverbs
their
forms
and
their
place in
the
stateme
nt
Interpre
t the
situation
and use
the
appropri
ate
adverb
Derive
adverbs
from
adjectiv
e
Use the
language
to talk
about
oneself
daily
activitie
s
Page 17
T - Ss
S - T
Ss - Ss
T - S
Ss - Ss
Ss - Ss
T – S
Adverbs: The teacher asks the learners to open their books on page 59.
• The teacher asks the learners to read each part of the reminder, he explains
the parts of the lesson , the ( form of the adverbs – the use of it - the spelling -
the regular adverbs - the irregular adverbs – the adverbs with one syllable )
• The learners listen then repeat.
• Later the learners are asked to do the following activities .
•The learners are asked to open their books on page 67 and pay attention at "activity 2
page 67:
•The teacher explains the instructions then invites the pupils to perform .
 Activity 2p67: Agree with these statements.
1) A: Dad is a careful driver. B: That's right. He drives carefully .
2) A: My uncle is a hard worker. B: That's right. He works hardly.
3) A: Linda is a quick learner . B: That's right. She learns quickly .
4) A: Charles is a good swimmer . B: That's right . He swims well.
5) A: Ken is a slow reader . B: That's right .He reads slowly.
6) A: Sami is a fast runner. B : That's right . He runs fast .
7) A: My cousin is a bad writer. B: That's right . He writes badly.
•The pupils think about the activity ,work by pairs , then report their works to the class.
•The teacher invites the pupils to listen to the instructions of " activity3p67"then try to do
it on their rough copy books .
 Activity 3p67: Form adverbs from the following adjectives when possible.
Adjective Adverb
Heavy Heavily
Good Well
Happy Happily
Serious Seriously
Fat 
Old 
Small Small
Fast Fast
Terrible Terribly
•The pupils work in rough then correct on the board.
•The teacher explains through some examples the words or adjectives that do not change
into adverbs.
•The pupils are asked to look at their school time table and answer the following
questions ,then try make a short paragraph . (This may be done as integrated situation]
 Integrated Situation:
Your English pen-friend wants to know what courses do you study at school , when &
how often do you study them .
 Draw your time table
 answer the following questions then
 write a paragraph.
• The teacher asks the pupils work in class if 'time permits' or do it as home work
• He pupils present their works to the class, then discuss with their colleagues.

Listen & Speak 2nd
Am 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
 "Active learners" <supplements and adapts the textbook to plan activities
related to learners' interests ,prior knowledge and experience
 communicative competence
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….)?
•Function : Naming food & Saying quantities & Instructing & talking about aliments &
Advising
•Grammar : the quantifiers "some – any " / How much & how many /Countable &
uncountable nouns
•Vocabulary : vocabulary related to food and medicinal plants.
•Pronunciation : ( 1-2-3…) syllable words
 traditional use of medicinal plants { grannies remedies}
Competencies :
 Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should
be adapted from the AEF to reflect the specifies of you lesson.
 Can interact orally to ask and answer questions in very short exchanges
 Can listen to understand short simple classroom instructions and explanations that
are accompanied by visuals.
Can plan for, use and evaluate the effectiveness of one or two basic productive
speaking strategies to produce a clearer message .
 name food – say quantities – talk about aliment & food
 use "quantifiers " < some & any >
 Pictures showing food
Page 18

Time Rationale
Interaction
Pattern
Procedure
Interact
using
previous
backgrou
ng to
introduc
e the
new
theme
Interpret
the
visuals
Ti deduce
the
importanc
e of the
theme.
Identify
and
discrimina
te
between
different
types of
quantities
Deduce
& state
rules
Page 19
T - Ss
S - T
Ss - Ss
T - S
Ss - Ss
Ss - Ss
S – S
Sequence Three 2nd
Am Level
Agenda: 1)naming food / 2) describing quantities
Warming up :
•Teacher interacts with his learners about daily school tasks ,the way the look , and when
do they practise sport , in order to lead them talk about the importance of sports , and
what will they look like if they do not practise sport.
•The conversation should lead to talk about "obesity" and what are the main causes ,this
also will help the pupils to achieve their project work about obesity and "bad food habits"
•This also lead the teacher to ask the pupils to talk about food ,all the kinds of food they
know , ask them to name them .
Presentation:
•The teacher uses visual aids showing different kinds and types of food , sticks them on
the board and invites the pupils to repeat .
Vegetables Fruit Meat and poultry Dairy products Pasta and cereals
-carrots
-lettuce
-onions
Cauliflower
-tomatoes
-peas
-Egg plant
Potatoes
-oranges
peaches
-dates
-apples
- bananas
- grapes
- pears
- melon
• lamb
• meat
• chicken
• mutton
• chops
•margarine
•milk
•yoghurt
•cheese
•butter
• spaghetti
• macaroni
• corn flakes
• the teacher presents the food and asks the pupils to repeat ,they should be able to
discriminate between all the kinds of food
• the teacher presents the nouns of quantities :
1. a bottle of mineral water
2. a packet of sugar
3. a bar of chocolate
4. a jar of jam
5. a carton of milk
6. a tin of sardines
7. a box of matches
8. a loaf of bread
• the pupils listen then repeat .
• the teacher presents and introduces "some " & "any" using the same aids :
is milk -sugar - mineral water –chocolate –jam –bread- coffee
 There some
are potatoes – oranges – cakes –
is cheese – meat – chicken – spaghetti – oil – sugar….
Groceries

coffee

peppers

sugar

salt

oil
Drinks
& soda
& mineral water
& lemonade
Bakeries
• bread
• biscuits
• cakes
• croissants

State
rules
Interact
and
interpre
t the
situation
State
rule
Use the
taught
language
and
produce
S - T
T – S
S – S
S s – S s
T – Ss
Ss – Ss
Ss - Ss
Ss -Ss
 There not any
are bananas – dates – croissants ……
• The teacher should show the appropriate pictures while dealing with "some" and "hide
the pictures while using "any" in order to make the pupils not find the required object on
the appropriate list.
• Later the teacher should lead the learners to "detect" why the verb
 "is" is used with : milk -sugar - mineral water –chocolate –jam –bread- coffee-
 "are" is used with: potatoes – oranges – cakes- bananas – dates – croissants….
• The learners are asked to deduce the difference between the two forms:
 the pupils should be able to deduce : "is" + singular nouns  Uncountable nouns
 the pupils should be able to deduce : "are" + plural nouns  Countable nouns
•The teacher will introduce the notions of "uncountable & countable" after the learners deduction.
•Make the pupils repeat the two notions , then invites them to listen to the following drill:
• the teacher invites the pupils to listen to the following dialogue :
• Rafik : Good morning, sir.
• Assistant: Good morning, sir. Can I help you?
• Rafik: Yes, I want some carrots, please.
• Assistant: How many kilos do you want, sir?
• Rafik: One kilo, please.
• Assistant: Here you are sir .Anything else?
• Rafik: Yes, are there any dates, please?
• Assistant : Dates, no, sir .there are not any .There are some grapes?
• Rafik : Yes, please a kilo and a pound of grapes.
• Assistant : Here you are sir.
• Rafik : How much is that all, please?
• Assistant : One kilo of carrots 40DA, a kilo and a pound of grapes 120DA .It is
160 Dinars, sir.
• Rafik : Here you are sir. Thank very much.
• The teacher presents the dialogue pair by pair and makes the learners performing it till
they will be able to use the whole dialogue.
• The teacher substitutes the key words and makes the pupils the dialogue {they should
be free to use the visual aids}
• The teacher should lead the pupils to deduce the way we ask about "countable &
uncountable nouns"
 How many + Noun + S [ countable nouns ]
 How much + Noun (No "s- es – ies" ) { uncountable nouns}
 Any is used in questions and negative sentences.
 Some is used in positive sentences
•The teacher invites the pupils to do the following exercises on their rough copy books,
correct on the board, read then write.
Exercise n°1: Fill in with {any} or {some}
1. I want ------ fruit juice, please.
2. There is not …….food in the fridge.
3. Are there ……..absents ? No, there is not ……
4. There are ……. Oranges, but there is not …….cheese .
Exercise n°2: Ask the questions.
• A : …………………………….?
• B : No, there are not any bananas.
• A : …………………………….?
• B : Yes, there some mineral water.
• A : …………………………….?
• B : It is 25 DA, please.
Exercise n°3: Match the pairs.
•kilograms  mineral water
•Box  chocolate
•Jar milk

•Bottle Potatœs
•Bar matches
•Tin  jam
•Carton  sardines
•Packet  sugar
• The pupils are asked to correct on the board then read and copy down.
Page 20
USAGE {for the teacher}
Some or any?
Be careful not to confuse these two words. Any is used in questions and negative
sentences.
Have you got any friends in America?
I haven't got any money.
Some is used in positive sentences.
I've got some friends in America.
Sometimes some is used in questions, especially when the speaker thinks that the
answer will be 'yes'.
Have you got some money I could borrow?
The same rules are true for 'something/anything' and 'someone/anyone'.
I didn't see anyone I knew.
I saw someone I knew at the party.

Sequence Three : Go forward 2nd
Am Level
Personal Goals:
 Meaningful activities and tasks.
Lesson Focus:
•Function : Describe healthy food & some of its medicinal features .
•Grammar : Passive form
 traditional use of medicinal plants { home remedies}
Competencies :
 Can interact orally to ask and answer questions in very short exchanges on concrete
topics and living conditions.
 Can sustain a very short simple oral description of every day life ,interest and
abilities in a list of points.
 Can use very simple sentences patterns with memorized phrases.
 discriminate between healthy food & unhealthy one.
 talk about some food used as medicine
 Use the passive
 Pictures showing food & the manuals' scripts and pictures
Page 21
Time Rationale
Interaction
Pattern
Procedure

Interact
to
advise
fitness
and
healthy
food
Identify
the
form
and the
constitu
ents of
a
sentence
Analyze
the new
form of
the
presente
d
sentence
s
State
rules
Practice
using
the
stated
rules
Page 22
T - Ss
S - T
T - S
Ss - Ss
T - S
T - Ss
T - Ss
Ss - S s
T – S
Sequence Three 2nd
Am level
•Warming up : Interact with the learners about daily school subjects, the way they feel
and try to spot if some of the pupils is not well or absent and asks about what is going on in
order to lead the conversation about the pupils who are fit and what do they do to keep fit.
•The teacher tries to make the pupils discuss the matter and bit by bit focus on what to
eat to keep fit .
•Presentation :
•The learners talk about the different sorts food to keep fit and try to ask them to name
them and how are they used to keep healthy and fit .
•The teacher lists on the board some of the food used as healthy and some common
illnesses then asks the pupils to read and repeat .
•Then the teacher tries to remind the pupils about the content of this healthy food and
try to lead them talk about what they have seen in Science courses.
•Example : to keep fit practise sport . or = Sport is pratcised to keep fit
To be healthy avoid cigarettes . or = Cigarettes are avoided to be healthy
•The pupils read and repeat the two examples .
•The pupils are invited to open their books on page 61 and pay attention at the examples in
"activity 2 p61" and try to interpret the given situations according to the above example.
 Activity 2p61: Find another way to explain how you can use these home remedies.
•When you have flu, heat some milk, pepper it, and drink it warm. = The milk is heated, it is peppered
and it is drunk.
• When you have a cough, heat some lemon juice, add some honey and drink it warm. =The lemon juice
is heated, some honey is added and it is drunk warm.
• When you suffer from insomnia, drink a large glass of warm milk.  A large glass of warm milk is
drunk.
• The teacher reports the pupils' answers on the board and with his help to form the
sentences then attracts their attention to the way the sentences are formed:
A/  We practise sport.  The pupils do the exercises
 Subject + verb + object  Subject + verb + object  { active form}
B/  Sport is practised (by us).  The exercises are done ( by the pupils).
 object + to be +past +"by" + subject object + to be +past +"by" + subject
Participle Participle
of verb of verb
passive form
•The pupils are asked to analyze the statements then try to state the rules:
•Active form : Subject + verb + object
•Passive form : object + to be +past Participle of verb + "by" + subject
• Object singular  to be singular / Object plural  to be plural
•Verb (active)  present  To be present /verb (active)  past  to be  past
•The pupils read the stated rules then try to do the following practice :
 Activity “1”p61: Work on the following plants then come to the board and present your
friends work.
• Artichoke: Liver troubles are relieved with artichoke leaves. 20 grams of leaves are taken, a liter
of water is boiled, and the leaves are put on the boiling water. A cup is drunk before meals.
• Orange tree-leaves: Cough, fever and headaches are relieved with orange tree-leaves: 20 grams of
leaves are taken; 3 to 4 cups of water are boiled .The leaves are put into the boiling water. They are
infused for 15 minutes .3cups are drunk a day.
• Mint: Insomnia, colic and headaches are relieved with mint: 20 grams of flowers are taken; a liter
of water is boiled; the flowers are put into the boiling water; they are infused 10 minutes .A cup is
drunk after the meals.
• Tea: Digestion and sore eyes are relieved with tea: Some leaves are taken; water is boiled; the
leaves are put into the boiling water; they are infused 10 minutes .Two compresses are wet. One
compress is applied on each eye .It is done once with warm liquid and once with cold liquid.
• The pupils work in pairs ,correct on the board then read and write down.

Sequence Three : Discover The Language 2nd
Am Level
Personal Goals:
 Meaningful activities and tasks.
 Active ,evolving process.
Lesson Focus:
•Function : Describing vitamins
•Grammar : Passive form
Competencies :
 Can find specific ,routine information in short texts .
 Can follow short simple directions.
 Can read and understand short ,simple routine instructions and explanations that are
found in language materials.
 describe vitamins
 Transform sentences from active to passive
 the manuals' script page 62
Page 23

Time Rationale
Interaction
Pattern
Procedure
Interact
to talk
about
"home
remedies"
Identify
the
form
the
active
form
Transfor
m from
active
to
passive
State
rules
Practice
using
the
stated
rules
Page 24
T - Ss
S - T
T - S
Ss - Ss
T - S
T - Ss
T - Ss
Ss - S s
T – S
Ss - Ss
Sequence Three 2nd
Am level
•Warming up (pre-reading).
•The teacher talks with his learners about the previous lesson and tries to listen from
them what they have learnt ,they may certainly discuss about food and plants use to cure
some illnesses.
•The pupils are asked to talk about this kind of medicine which consist using medicinal
plants .
•Try to listen from the pupils if they use such medicine at home and other sorts of home
remedies .
•Lead the pupils to discuss about the importance of this food and why does it cure such
illnesses .
•During reading :
• The pupils are asked to open their books on page 62 and look at the text. The teacher
explains the instructions and the new words then invites the learners to read then do the
activities on their rough copy books.
• Read then do the following activities :
1) Underline the verbs :  cause – contain – improve – called – regulate – plays –
find – is -
2) Circle the subject of each verb :  deficiencies in nutrition - certain food – these
substances - scientists – vitamins - each vitamin – you - it –
•The teacher asks the learners to read the text loudly then correct on the board.
•The teacher explains the instructions of “Activity Bp62” then the pupils are asked to
work in rough.
• Read the paragraph below then compare.
• What happens from paragraph “A” to paragraph “B”?
• In the first paragraph the subject is mentioned, but in the second one there is no
subject .Object and verbs are mentioned.
• What can you deduce?
• I can deduce that the first paragraph is in the active form whereas the second one
is in the passive form.
• The pupils read the text then correct on the board and copy down on their class
copybooks.
•Post reading
•The teacher asks the pupils to open their books on page 63 and look “activity ‘1’p63.he
explains the instructions then invites the pupils to work on their rough copy books.
• “Activity ‘1’ p63: Rewrite the following text in this way “passive”.
< The five food groups are composed of grains, fruit, vegetables, meat, other proteins,
fat, and sugar. In healthy diet, an important role is played by each group. So, to keep in
good health a lot of grains, fruit and vegetables must be consumed. Dairy, meat and other
proteins mustn’t be eaten and too much fat and sugar must be avoided.
• The pupils correct the activity on the board, then read and write down .
• The teacher explains the instructions of “activity 2p63” then asks the learner to work
in rough.
 Activity 2p63: Write sentences like this.
 A bee stung him on his arm  He was stung on his arm by a bee
 I was scratched by your cat yesterday.
 She was contaminated by her brother.
 He was knocked by his neighbour into his nose.
 I was stressed by this exercise.
The teacher explains to the learners some changes which occurs while turning from “active
to passive”
Me  I Hi  He Her  She Us  We
•The teacher asks the pupils to read the written work on the board, and then copy down.

Produce
Through
what
has
been
stated
as rules
Produce
Through
what
has
been
stated
as rules
Produce
Through
what
has
been
stated
as rules
Present
the
project
and
discuss
it
Page 25
Ss –Ss
Ss - Ss
•The teacher explains the instructions of “Activity 3 p 63 “ , he asks some questions about
inventions and their inventors since some of them have already been seen .
•The pupils are asked to work in rough.
Activity “3”p63: Who did what?
1- {insulin / Dominique Jean Larrey}  Insulin was discovered by Dominique Jean Larrey.
2- {Aspirin / Florence Nightingale}  Aspirin was discovered by Florence Nightingale.
3- {Glasses / Santorio}  Glasses were invented by Santorio.
4- {Ambulance / Wilhelm Konrad Roentgen }  The ambulance was invented by Wilhelm
Konrad Roentgen.
5- {thermometer / Salvino Degli Armati}  The thermometer was invented by Salvino
Degli Armati.
6- {X-rays / Paulesco }  X – Rays were invented by Paulesco.
•The pupils correct on the board , then read and copy down
• The teacher invites the pupils to read sentence by sentence the REMINDER about
the passive and its use, then he explains each sentence and gives examples, the
learners listen then repeat.
• The pupils are advised to do the activities "check" page 67 .
• Activity 4p67: When did it happen ? Write sentences .
1.1863-The London underground (open)  The London Underground was opened in 1863.
2."1826" The first photograph (take)  The first photograph was taken in 1826.
3."1879" The electric bulb(invent)  The electric bulb was invented in 1879.
4."1885" The motor cycle (invent)  The motor cycle was invented in 1885.
5."1928" Penicillin (discover)  Penicillin was discovered in 1928.
6."1945" The atom bomb first (use)  The first atom bomb was used in 1845.
7."1953" Mount Everest first (climb)  The Mount Everest was first climbed in 1953.
• The pupils are asked to do "activity7p68".
• Activity 7p68: Read he hospital rules then write sentences in the active voice.
• Activity 8p68: Write the passive form of the verbs in brackets.
When I entered the waiting room , I (invite) was invited to sit down and to wait for about
ten minutes . I (give) was given some magazines .Then a man arrived ,he (ask) was asked to
wait in the waiting room with the other patients. He wanted a cigarette, but (not allow) was
not allowed to smoke .As he got angry he (show) was shown the no smoking notice stuck on
the wall.
• The pupils work in rough ,correct on the board ,read the write down
•The last hour of this file is planned to the project round-up
•The pupils give back their project works "Obesity"
•The group leaders are asked to come to the board one by one and present their friends
works.
•The other pupils take notes ,then discuss about the matter of "obesity"
•The teacher chooses the best project and hangs it the school wall sheet .
Hospital Rules
- They serve breakfast to patient at 8.30
- They clean the rooms everyday before 8.00
- The postman delivers the post everyday at 9.00 except on Sundays.
- They permit visits three times a week from 1 to 3 o'clock.
The head of the hospital
J.Atkinson

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