1.
Yellowdaffodil66@gmail.com
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2.
Term
Month
&
weeks
File competence Learning objectives Type of task
Resources
Module of integration (project)
What students should
be able to do (SWBAT) Grammar Lexis Pronunciation
FirstTerm
october
Week
4
novem
week
1
novem
week
1
nove
m
week
2
nove
m
week
3
nove
m
week
4
decem
Week
2
decem
Week
3
Filetwo"2""FamilyandFriends"(p41 to p59)
(p41 to p59)
Interact
Interpret
Produc
e
Describing
people physical
appearance
Asking and
giving information
about people : age
,height, weight,
job, occupation
Talking about
family members
OBS:
End of 1st Term ( 13
weeks)
 ( oral and
written)
 ( oral)
 (written)
The
auxiliary " to
have "
:present
simple tense
The
qualifiers:
tall / short /
blue /
dark……
The
personal
pronouns :
"he / she "
WH
questions /
yes / no
questions
The
cardinal
numbers from
20 to 100
Learn about
culture
Greetings
• formal /
informal
• Celebrations
Sounds
 j = dj
" Jack – Jim –
job – June"
 g =
good – glad –
greet ‐ game
 s = z
"
Family Profile / A card game
A card game
Your classmate bought a family
game card ( 7 families game card
edited in Arabic) and he wants to re‐
make it in English .
You have just studied family
members in English .
Assist your friend and help him to
make another " English family card
game" { 7 families game card}
Cut small cards , , use an Arabic
English dictionary , draw each family
members on them color them .
Your "family card game " is ready
Play the games with your friend.
Family Profile
An English pen friend sent you an
email ,showing his family tree and he
wants to know more about you and
your family
Write an email introducing yourself
and your family members.
Draw your family tree and stick it on
your email.
Put in your email : " name –
country – address‐ hair – eyes – job "
about each member of your family.
Your family profile is ready present
it to your teacher and your classmates
before you send it to your English pen
friend.
SWBAT :
Introduce oneself and family
members
 Describe
someone's
physical
appearance
 Ask and
give
information
about people
(age‐height‐
weight‐job_
occupation)
 Talk about
family
members
By Mr. samir bounab
(yellowdaffodil66@gm
ail.com
Page 2

3.
File Two [Family & Friends] MS1 Level
Personal Goals:
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
 Two‐way communication with the world.[ 1) The teacher uses and plans activities that allow learners to practice and develop real‐life communication skills for
reading, writing, speaking and listening (e.g. interviewing ,writing about a past experience , a classmate, reading an email, listening to phone message). 2)The
teacher chooses topics and tasks that allow learners to develop skills in learning and communicating about themselves and their community ,and about their
country and the world 3)The teacher introduces a variety of topics of interest to the learners that are related to other cultures, comparison of cultures and
international issues.
 Communicative Competence. Communicative competence in English involves interacting with others using receptive / interpretive skills ( reading and
listening) and productive skills ( speaking and writing ) , supported by the ability to use vocabulary and grammar appropriately and employ a range of language
strategies that help convey and clarify meaning.
Lesson Focus:
 Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc …), vocabulary (words, word phrases, idioms, etc…)
functions (polite requests, apologizing….)?
In this lesson I will teach the following aspects of language:
 Function: Introducing members of family and friends
 Grammar: To be <present simple > - Personal pronouns ( he & she)
 Vocabulary related to: family – greeting
 Pronunciation: sounds: /g/ & /dj/
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 a question: On topic and situations related to describing themselves and others, home and time using memorized phrases and basic
 Can listen to and understand main points and some important details (e.g. who ,when , where) of: Very short and simple monologs and dialogues.
 Can fill in forms or give simple details writing using : About personal information (e.g. family ,school , address)
Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to :
1. Introduce members of family & friends
2. discriminate between the sounds /g/ & /dj/
Required material and / or resources : The manual’s flashcards (43 ‐44‐45) & manual script page [55]
yellowdaffodil66@gmail.com
page 3

4. Time Rationale Interaction STEPS OF THE LESSON Competencies VAKT
Greeting
&
welcomin
g
Family
relation
Family
relation
Family
relation
Greeting
&
welcomin
g
Part of
speech
Part of
speech
Teacher
Student
s
Teacher
Student
s
Student
Teacher
Teacher
Student
Teacher
Student
s
Student
Student
Teacher
File 2 : Sequence 1
 warm‐up : The teacher greets his learners and welcomes.
 The teacher interacts with his learners about the previous file , introduces the new one, specially the
new project work .
 Pre‐listening : The teacher introduces the subjects through pictures "Sally/ Wang / Jim"
Sally is 10. Sally is from England / Wang is 11. Wang is from China. /Jim is the cousin of Sally .Jim is from England.
The teacher introduces the situation, that Wang and Sally are talking about Jim(Sally’s cousin)
 During listening : The teacher explains the instructions of the task then invites the learners to listen and
ansswer.
Exercise : Listen then match the questions with their answers.
Questions Answers
1- Who’s that over there?
2- How are you?
3- Where is he from?
a- Fine thanks.
b- He is from Manchester.
c- It’s my cousin Jim.
The script:
Sally : Good afternoon, Wang .How are you ?
Wang : Fine thanks .Who's that over there ?
Sally : It's Jim my cousin .He is from Manchester.
Wang : Glad to meet you, Jim.
Jim : Nice to meet you, Wang .Welcome to London.
 The learners listen (twice) then answer on their rough copy books.
 The teacher invites the learners to correct , reports the answers on the board then read the corrected tasks.
 Post –listening` :
 The learners are invited to perform the script by pairs substituting the following key words .
• The pupils listen, then repeat and discriminate between the "3" greetings.
• The pupils perform the drill using the three greetings.
• The teacher introduces " He – She ",then invites the learners to listen and repeat.
Jim is from England. Jim is from England. Sally is from England. Sally is English.
He She
• The pupils do the review by substituting the keywords.
"Sami ‐Algeria – Algerian" /Michel ‐France –French" / Ivan ‐Poland – Polish ".
• The teacher invites the learners to perform in pairs using the pronouns "He / She"
Who is this ?  This is Aminata .Aminata is Nigerian
She
1 2 3
C A B
8 :30 14 :00 18 :00
good morning good afternoon good evening
Interact
Interpret
Interpret
Interact
Interact
Produce
Interact
Board &
marker
Flash card
page 43
Board &
marker
Script
page 55
Flash card
page43
Board &
marker
page 4

5.
Question
words
Personal
pronoun
s
Ways of
speaking
(
phonolo
gy &
phonetic
s)
Ways of
speaking
Ways of
speaking
Page5
Student
s
Teacher
Student
s
Student
Teacher
Teacher
Student
Teacher
Student
s
Student
Student
• The learners perform using the following key words.
This is Olga. She is Russian/This is Sami. He is Algerian / This is Michel. He is French /This is Ivan. He is Polish.
 The teacher invites the pupils to perform the drill and insists on the pronouns "he – she "
A : Who's this ? * B : It' s Aminata.
A: Where is Aminata from ? * B : She is from Nigeria .She is Nigerian
 The teacher reports on the board the following sentences.
 Presentation :
 A : Who is that ? B : That is Jim my friend . He is from England.
  
 Isolation : who that he
 Analysis : who= « wh question word » « that » demonstrative « he » = pronoun
 Stating rule :
o « who »  « wh question word »
o « that /this »  ”demonstrative »
o « he /she »  « personal pronouns »
• Presentation :The teacher presents on tbe board the following sentences , reads it then invites the learners to
read it.
Jane is a good girl.
• Isolation :   
« j » « g »
• Analysis :  
« j = d+j» « g +o/i= g»
 Stating rule : The sounds /dj / & /g/
 « j » is { d+ j } = /dj/
 « g » is { g+ o/a/i/u}= /g/
Practice :
The teacher asks the pupils to listen , repeat then identify the sounds /dj/ & /g/
" good – go – Jane – game ‐ greet – big – job …
• Exercise : Put each word in its column : « game – gap ‐ job – joke‐ grammar – grid‐ Jack – jacket‐ globe –give‐
January‐Japan‐garden ‐gas‐ journal –journalist‐ gap – garage »
" g " " dj"
* good – glad – greet – game – gap – garage – garden ‐gas – gate –
gather – Great Britain –globe –give – goal – grammar – – grid –
*Jack – jacket –January‐Japan‐Japenese –June
– jeep – magic – job – joke – journal –journalist
• The teacher invites the learner to think and do the task « oral» ,
• The learners are invited to read the corrected tasks , then copy down on their copy books.
Yellowdaffodil66@gmail.com
interact
Interpret
Interpret
Interact
Interact
Produce
Board &
marker
Flash
cards page
44
Board &
marker
Board and
marker
Board and
marker
Board and
marker
Script
page 44
Board and
marker

6.
Greeting
and
welcomi
ng
Being,
becomin
g friends
and
getting
to know
someone
Greeting
&
welcomi
ng
Student
s
Teacher
Student
s
Student
Teacher
Teacher
Student
Teacher
Student
s
Student
Student
File 2 Sequence 1
♣ Warm up : The teacher greest his learners and welcomes then interacts with them about the last seance.
♣ The learners are invited to open their books on page 44 and Interpret ‘Activity –a‐p44 »
♣ The teacher invites the learners to interact using the drill seen inthe last seance.
♣ The teacher explains the instructions of following written tasks , invites the learners to work on their rough
copy books, supervises their works while they work , then invites them to correct on the boar.
♣ Practice :
♣ Based form task :
♣ Exercise 1 : Re‐order the words to make correct sentences.
A : ? / that / who / is 
B :‐ friend / is /that / he/ from / Peter/ Spain/my/ is/ ./ 
♣ Meaning based task :
♣ Exercise 2 : Match the pairs.
‐ good morning, how are you ? ‐ making phone calls.
‐ This is my friend Ali . – nationalities.
‐ Sami is not English .He is Algerian. ‐ Introducing.
‐ Hallo, is that 05678934 ? ‐ greeting.
♣ Communicative based task :
♣ Exercise : Fill in the gaps with : « Algerian‐ who – is – this –where‐ my‐ from »
A : ………. is ………… ?
B : This is …….. friend Ahmed ?
A : ………… is he………… ?
B : He ……….from Algeria. He is ……………..
♣ The learners read the corrected tasks on the board.
♣ The teacher inivtes the learners to open their books on page 58.
♣ The teacher explains the instructins of « Activity –a‐p58 » Then invites the learners to work on their
rough copy books.
♣ Activity ‘a’p58 : When to say : « good morning‐hello‐good afternoon‐good evening‐bye‐hi‐good bye »
8 :00 14 :00 18 :00
Meeting :Good morning‐ hi‐ hello
Leaving : good bye – bye ‐
Meeting :Good afternoon ‐ hi‐ hello
Leaving : good bye – bye ‐
Meeting :Good evening‐ hi‐ hello
Leaving : good bye – bye
♣ The learners are invited to give back their answers , the teacher reports them on the board then asks
the learners to read.
♣ The learners read the corrected tasks on the board then copy down on their copy books.
Yellowdaffdil66@gmail.com
interact
Interpret
Interpret
Interact
Interact
Produce
Board &
marker
Script page
44
Board and
marker
Board &
marker
Board and
marker
Board &
marker
Page6

7.
Greeting
an
welcomi
ng
Family
relations
Family
relations
Family
relations
Student
s
Teacher
Student
s
Student
Teacher
Teacher
Student
Teacher
Student
s
Student
Student
File Two : Introducing Members of family Listen and Speak 2(PPU)
 Warm up : The teacher greets his learners and welcomes them, interacts with them about their daily
school matters and tries to make a quick review about the last seance .
 Presentation :
 The teacher invites the learners to pay attention at the flash card on page 44 showing Sally’s family
 The pupils look at the family tree on page 45 and repeat.
1. This is John. He is the grand father.
2. This is Mary. She is the grandmother.
3. This Peter. He's the uncle.
4. This is Jack .He's the uncle.
5. This is Sue .She's the aunt.
6. This is Liz .She's the mother.
7. This is Jane .She's the aunt. Of Sally.
8. This is Bill. He's the father.
9. This is Tina .She's the sister.
10.This is Ken .He's the brother.
11.This is Charles .He's the brother.
12.This is Jenny .She's the cousin.
13.This is Jim. He's the cousin.
The pupils repeat the family members of Sally.
 The teacher introduces the following drill, then invites the learners to perform.
A: Who's that / this ? B : This / That is Bill  He is the father.
A : Who's that / this ? B :This / That is Liz She is the mother.
A: Who's that / this ? B :This / That is Tina  She 's the sister.
A : Who's that / this ? B :This / That is Sally  She 's the sister.
A : Who's that / this ? B : This / That is Ken  He's the brother.
A : Who's that / this ? B :This / That is Charles  He's the brother.
The teacher introduces the following drill. {Interrogative form}
Michel: Is this your (uncle Peter) / (aunt Sue)/ (cousin Jenny) / (cousin Jim)/ (sister Tina)?
Sally: No, it isn’t. It's my "father Bill " / "mother Liz" / "brother Charles " "brother / Ken".
Yes, she is my sister Tina.
 The pupils listen and perform the drill by pairs.
 The learners read the written drills on the board , then copy on their copy books.
 yellowdaffodil66@gmail.com
interact
Interpret
Interpret
Interact
Interact
Produce
Board and
marker
Sally’s
family tree
page 45
Sally’s
family tree
page 45
Sally’s
family tree
page 45
Page7

8.
Greeting
&
welcomi
ng
Family
relations
Family
relations
Gramma
tical
terms
Gramma
tical
terms
Student
s
Teacher
Student
s
Student
Teacher
Teacher
Student
Teacher
Student
s
Student
Student
PDP Reading Lesson Sally’s email File Two .
 Warm up: The teacher greets his learners and welcomes them , then tries to interact with them about the last
séance .(Describing members of family).
 Pre‐reading: The teacher invites the learners to open their books on page 45 and pay at attention at the text.
 The teacher interacts with the learners about the type of message and may ask the following questions to his
learners.
 What kind of message is it? It’s an email.
 What is an email?  It’s an electronic mail.
 During –reading:
 The teacher explains the instructions of the following Activity , then invites the learners to read and answer.
Activity'd' p45: Read the 'email' then answer these questions.
1. Who is the sender? 3. Who is with her? 4. Who is the receiver? 5. Is Sally Algerian?
 Sally is.  Her parents are with her  Amine is.  No, she isn't.
2. Where is she? 6. Where is she from?
  She is at home.  She is from. England. She's English 7. Is Amine Algerian?  Yes, he
is.
 The pupils do the activity in rough, correct on the board, then read the corrected task
 The teacher asks the pupils to read the text, and then do the following exercise
Exercise n°1 : Read the 'email' then find the opposites.
a) There =/= here b) your =/= my d) enemy=/= friend e) alone =/= with
 The pupils do the exercise in rough, correct on the board, then read the corrected task.
 The teacher asks the pupils to read the 'email',then do the following exercise.
Exercise n°2: Read the text, then find the synonyms
a) hello= Hi b) picture = photo c) mate = friend
Presentation: The learners are invited to pay attention at the following questions
Who is the sender? Where is she ? Is Sally with her friends?
  
Analysis: “who”= “wh” question “where”= “wh” question “Is = to be= auxiliary question”
Stating Rule: To ask questions we use :
1. “wh”question words like : “ who – where”
2. “auxiliary questions” like : “to be”
Post –reading:
The teacher invites the learners to read the text and tries to make the learners interact about it and guess what
would be Amine’s reaction ( answer Sally’s email talking about his friends and family)
The teacher invites the learners to read the written works on the board then copy down.
interact
Interpret
Interpret
Interact
Interact
Produce
Board &
marker
Script
page 45
Script
page 45
Board &
marker
Board &
marker
Page8

9.
Greeting
&
welcomi
ng
Family
relations
Family
relations
Family
relations
Page9
Student
s
Teacher
Student
s
Student
Teacher
Teacher
Student
Teacher
Student
s
Student
Student
Sequence 1 PRODUCE File Two Ms1
 Warm up :The teacher greets his learners and welcomes them.
 The teacher interacts with his learners about the last séance learning objectives . {talking about family
members}
 The teacher invites the learners to do the following written tasks.
Practice:
Based form Task:
Exercise: Re‐order the words to make correct questions.
1‐ Sally/ is / who/?/ 
2‐ English/ she /is/?/
3‐ from/ is/?/she/where/ 
 Meaning based task:
 Exercise : Match the pairs.
1‐ Sally is English a‐ age.
2‐ Sally is 10. b‐ family member
3‐ Sally is Tina’s sister. c‐ nationality .
 Communicative based task:

Activity 'a'p46 : Complete the conversation.
Sally : Look. This is Charles.
Aminata : Is he your brother ?
Sally : Yes, he is .He 's a student et the university of Manchester.
Aminata : And, who is this
Sally : It's / He's my uncle.
Aminata : what's his name ?
Sally : His name is Peter.
Aminata : Is he in Manchester, too ?
Sally : No, he is not. He 's in London
The learners work in rough , the teacher supervises each task , then invites the learners to correct , read
then copy down .
The teacher invites the learners to open their books on page 46 , he explains the instructions of
“Activity’b’p46” then work on their books using their pencils.
The teacher explains the instructions of “Activity ‘c’p46” and invites the learners to do it as a home work.
The learners read the corrected tasks on the board then copy down on their copy books.
yellowdaffodil66@gamail.com
interact
Interpret
Interpret
Interact
Interact
Produce
Board &
marker
Board &
marker
Script
page 46

10.
File Two [Family & Friends] Sequence Two MS1 Level
Personal Goals:
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
 3.Supported and purposeful development .[ Learners benefit and get more involved when each activity builds on previous material so that
knowledge and skills build logically towards achieving and developing specific competences.
 4.Meaningful Activities / Tasks . Classroom activities and tasks should draw on learners' lives and interests and help them to communicate ideas
and meaning in and out of class .
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: Describing people's physical appearance, Counting, describing one's physical appearance
Grammar: S present (interrogative form) to be – to have – “whqq” words‐
Vocabulary related to: Physical appearance – age – weight- currencies
 Pronunciation: sounds: “s = s” & “s = z “
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 a question: On topic and situations related to describing themselves and others, home and time using memorized phrases and basic
Can read and understand very short ,simple, routine instructions and explanations that : are concrete ./are found in language learning materials./Provide visual support(e.g. pictures and
graphs)
 Can fill in forms or give simple details writing using : About personal information (e.g. family ,school , address)
Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to : 1‐Describe people’s and once physical appearance
2‐ Discriminate between the sounds “s” & “z”
Required material and / or resources : The manual’s flashcards () & manual script page
yellowdaffodil66@gmail.com
page 10

11. Be a top model !
Are you slim ?
Are you between 12 and 15 ?
Are you - 1.60m ? " girls "
Are you – 1.70m ? « boys >>
Have you got beautiful hair ?
Write to Mrs .E.Johnson .
6 Oxford Street, London. or call 09573140
 Mrs Johnson: How old are you?
 Candidate: I’m 14.
 Mrs Johnson: How tall are you?
 Candidate: I’m 1.62m.
 Mrs Johnson: What’s your weight?
 Candidate: 51 kilos.
 Mrs Johnson: what’s great !
time rationale Interaction Steps of the Lesson competen
cies
VAKT
Greetin
g &
welcom
ing
Adverti
sing
Adverti
sing
Questio
ning
Appear
ance
Students
Teacher
Students
Student
Teacher
Teacher
Student
Teacher
Students
Student
Student
Sequence Two: LISTEN & SPEAK File Two
 Warm up: The teacher greets his learners , inquires about their project works and if they are facing any
problems, then tries to interact with them about the last sequence.
 The learners are invited to correct the “homework”, the teacher asks some learners to read their productions,
reports one of them on the board then asks them to read the corrected task on the board.
 The paragraph: Write about your friend.
 This is my friend ---------.He is-----years old .He is Algerian.He is from……….….
 Pre‐listening: The learners are invited to open their books on page 47 and pay attention at the flash‐
card.
 The teacher interact with his learners about the flash card, he may help them by asking some questions .
such as :
 What is the picture about?  It’s about top models.
 Where do you see top models?  On TV.
 Do you like to be top model?  Yes/ No
 During listening: The teacher explains the instructions of “activity –a‐p47 , invites the learners to listen and
answer.
 The learners listen twice then answer.
 « Activity [a]p 47 »Listen to the « ad » and complete :
Age: 12 / 15
Height: girls 1.60m / boys 1.70
Weight: slim.
 The teacher reports the answers on the board then invites
The learners to read the “ad” page 55.
Post‐listening:
The teacher makes a review about numbers from (0 to 20) then presents the numbers (20‐ 30‐40‐50‐60‐70‐80‐
90‐100) and asks the learners to repeat.
The teacher explains to his learners that a candidate is taking an interview, he invites the learners to pay attention
at the drill page 47.
The teacher reads the interview then invites the learners to repeat .(twice or thrice)
‐ The learners repeat then substitute the key words of
‐ “task –a‐p48”
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Produce
interact
Board &
marker
Board
and
marker
Flash
card page
47
Script
page 55
Board &
marker
Script
page 48
Page11
Harry
13
1.70m
50kg
Sally
13
1.62m
48kg
Daizy
15
1.60m
46kg
Tom
15
1.71m
52kg

12.
Ways of
speakin
g
Ways of
speakin
g
Ways of
speakin
g
Ways of
speakin
g
Students
Teacher
Students
Student
Teacher
Teacher
Student
Teacher
Students
Student
Student
 The learners perform the drill , then they are invited to use the same drill and talk about themselves.
 :
 Presentation: The teacher presents the following “tongue twister” sentence on the board, reads it twice
or thrice then challenges the learners to read it with reading mistakes.
Six sleek swans swim swiftly southwards
Isolation: The teacher asks the learners to pay attention at the following isolated words.
Six swans swim swiftly southwards
      
“s=s” “s=s” “s=z” “s=s” “s=s” “s=s” “s=z”
Stating rule: The teacher invites the learners to deduce that :
”s”
The letter “s” is pronounced :
“z”
 Practice : The learners are invited to practice the following tasks about the sounds “s=s” / “s=z”
 Identify p48: The learners listen to the teacher reading the words on page 48 (books shut for the learners)
and try to identify which words contains the sound “s” and which one contains the sound “z”
 it’s - has – what’s – legs – eyes – yes – street –straight – kilos – photos
‘ s ‘ ‘z’ ‘s’ ‘z’ ‘z’ ‘s’ ‘s’ ‘s’ ‘z’ ‘z’
 Exercise: Read and put each word in its right box
“Straight- legs- contest- Mrs- Speak- kilos- slim- Is- student- has- miss- photos- street- eyes- what’s- yes- it’s”
 The learners work in rough, the teacher supervises their works, invites them to correct on the board then read
the corrected task.
 The teacher invites the learners to read the written works on the board then copy down.
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« s » « z »
Speak – contest –it’s – yes- street –
what’s – straight – slim- miss- student
Is – kilos – Mrs- has –
eyes – legs – photos
Interpr
et
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t
Interact
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Produce
Board &
marker
Board &
marker
Board &
marker
Script
page 48
Board &
marker
Page12

13.
Greetin
g &
welcom
ing
Questio
ning
Questio
ning
Appear
ance
Questio
ning
appear
ance
Students
Teacher
Students
Student
Teacher
Teacher
Student
Teacher
Students
Student
Student
Sequence 2: Listen & Speak (2) MS1 level File1
 Warm up: The teacher greets his learners and welcomes them.
 The teacher interacts with his learners about the least séance learning objective (describing
people’s and one’s physical appearance & sounds “S” = /s/ +/z/
 Presentation (PPU lesson)
 The teacher make a quick review about the last drill the learners saw in the previous hour.
A: How old are you?
B : I’m 14.
A: How tall are you?
B : I’m 1.62m.
A: What’s your weight?
B: 51 kilos.
A: what’s great !
 The teacher invites the learners to perform by talking about their physical appearance.
 The teacher using pictures and drawings presents the different adjectives using the description of physical
appearance.
 From the above drill the teacher interacts with his learners about their physical appearance and
asks them the following questions.
 What are you like ?
 I am tall .I have got dark hair.
 Practice:
 The teacher writes the key board and invite the learners to perform.
 Body: “tall =/= small‐ slim =/= fat ‐ strong”
 Hair: “ black – brown‐ fair” / “long =/= short‐curly‐straight‐wavy”
 The teacher writes two examples on the B.B one for a boy and the other for a girl.
 The learners perform by pairs using the written key boards on the board
 Use :
 The teacher invites each learner to write down his own physical appearance in rough, he
supervises their works then asks them to copy down on their copybooks.
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interac
t
Interpr
et
Interpre
t
Interact
Interact
Produce
Board &
marker
Board &
marker
Board &
marker
Board &
marker
Board &
marker
Page13

14.
Greeting
&
welcomi
ng
Question
ing
Account
s &
stories
Account
s &
stories
Accoun
ts &
stories
Students
Teacher
Students
Student
Teacher
Teacher
Student
Teacher
Students
Student
Student
Sequence 2 Daisy Jackson’s letter File 1 MS1 level
 Warm up: The teacher greets his learners and welcomes them , he tries to make a quick review about the last
séance learning objectives.
 Pre‐reading:
 The teacher invites the learners to open their books on page 49 and pay attention at the text.
 The teacher interacts with his learners about the type of text and the photo of Daizy.
 During reading:
 The teacher explains the instructions of the following “exercise” , then invites the learners to read the text and
answer.
 Exercise: Read the text then answer the questions.
1. Who is the sender?
2. Is Mrs. .Johnson the receiver?
3. Is the letter about the top model contest?
 The learners read the text silently and answer the exercise , while the teacher supervises their works.
 The learners are invited to give back their answers , the teacher reports them on the board, then asks them to read .
 The teacher explains the instructions of “Activity‐c‐p49” then invites the learners to read and answer.
 "Activity Cp49: Say " true or false ", correct the wrong sentence
1. Daizy Jackson is a top model. ‐>false
2. She is tall  true
3. She is 12 false
4. She has got straight hair  false
5. She is fat  false.
 Post reading:
 The teacher interacts with his learners about Daisy ‘s letter and if she will be accepted in the contest
 The teacher asks his learners if they are concerned by such top model contest
 The teacher invites the learners to write a letter as the one of Daisy talking about themselves.
 Eliciting learners Ideas :
Age: I'm 12 /13 14 years old
Height  I’m 1.60m /1.50m /1.40m…..
Weight  I'm 30 kg / 40 kg /
Hair  I've got brown / fair / dark hair
Eyes  I've got dark eyes / blue eyes / green eyes …
Selecting and fleshing out ideas
The teacher asks the pupils to use the information that goes with their own situations and make a paragraph .
The paragraph:
My name 's …………. I'm ………….. I'm ……….kg . I've got …………….hair and ………..eyes .
The pupils do the activity in rough ,then correct on the board and write down on their copy books .
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interact
Interpret
Interpre
t
Interact
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Produce
Board &
marker
Board &
marker
Script
page 49
Script
page 49
Board &
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Board
and
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Page14

15.
File Two [Family & Friends] Sequence Three MS1 Level
Personal Goals:
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
 5.Active,evolving process  Learning a language requires opportunities to use what one knows for communicative purposes, making mistakes
and learning from them .The aim is to perform competently ,while recognizing that errors may still occur.
6.Ongoing assessment of Learning .  Ongoing , or regular ,assessment should take various forms and address the competences that have been
learned in class, so that the assessment can provide useful information on individual progress and achievement, which teachers and learners can
review to aid learning .
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: Describing jobs and occupations / inquiring about jobs
Grammar: Simple present tense “to be”
Vocabulary related to: jobs and occupations
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 a question: On topic and situations related to describing themselves and others, home and time using memorized phrases and basic
 Can read and understand the main ideas of:very short, formulaic and descriptive texts ‐comprised of learned, words , basic phrases and very simple sentences
on familiar topics related to self (e.g. familiar ,home ,school ,food ,leisure activities ,clothes .
 Can fill in forms or give simple details writing using : About personal information (e.g. family ,school , address)
Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to : Describe jobs and occupations
Required material and / or resources : The manual’s flashcards (page 51‐52‐53) & manual script page
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page 15

16. Time Rationale Interaction Procedure Competencies VAKT
Greeting &
welcoming
Questioning
Jobs , careers
& professions
Questioning
Jobs , careers
& professions
Questioning
Jobs , careers
& professions
Page16
Students
Teacher
Students
Student
Teacher
Teacher
Student
Teacher
Students
Student
Student
Sequence 3 File2 MS1 level
 Warm up: The teacher greets his learners and welcomes them.
 The teacher makes a quick review about the last séance and inquires about the project work too.
 Presentation :<PPU lesson>
 The teacher introduces the situation through pictures.
 The pupils listen, then repeat the drill.
Drill :
Olga: Is that your father?
Yanis: No, it's my uncle.
Olga : What's his job ? / Occupation?/What is he ?
Yanis : He's a dentist.
 The pupils repeat sentence by sentence till the whole drill.
 Practice:
 Using pictures introducing jobs ,the teacher introduces
"Teacher –painter‐builder‐grocer‐mechanic‐doctor"
 The pupils listen ,then repeat .
 The teacher asks the pupils to perform the drill by substituting the keywords of jobs .
Drill:
Olga: Is that your father? uncle /cousin/brother/sister/mother…..
Yanis: No, it's my uncle. / father? uncle /cousin/brother/sister/mother…..
Olga : What's his job ? / Occupation?/What is he ?
Yanis : He's a dentist./ Teacher /–painter/‐builder/‐grocer/‐mechanic/‐doctor/
 The learners perform the drill by pair .
 Use:
 The teacher explains the instructions of “activity –c‐p51” then invites the learners to work.
 The teacher asks the pupils to open their books on page 51 and look at "activity [c]p51.
 The teacher checks if the activity was done by the pupils.
 "Activity [c]p51: Guess what their jobs is .
 A : What is N°1? N°2? N°3? N°4? N°5?N°6?
 B: N°1 is a teacher/N°2 is a mechanic/N° 3 is a dancer? N°4 is a singer/N°6 is a photographer /N°7
is a doctor.
The pupils do the activity in rough, correct on the board then perform the drill by substituting the
keywords.
 The teacher invites the learners to use the same drill and talk about their own occupation.
 learner 1: Are you a dentist./ Teacher /–painter/‐builder/‐grocer/‐mechanic/‐doctor/?
 Learner2 : I am not .
 learner 1: What is your occupation / Job then ?
 Learner2 : I am a pupil / student
 The learner perform the drill , then copy down on their copy books.
interact
Interpret
Interpret
Interact
Interact
Produce
Board
&
marker
Flash
cards
page
51
Flash
cards
page
51
Flash
cards
page
51
Flash
cards
page
51

17. Welcoming &
greeting
Jobs , careers
& professions
Jobs , careers
& professions
Jobs , careers
& professions
Jobs , careers
& professions
Greeting &
welcoming
Students
Teacher
Students
Student
Teacher
Teacher
Student
Teacher
Students
Student
Student
Sequence 3 MS1 level File 2
 Warm –up : The teacher greets his learners and welcomes them,.
 The teacher makes a quick review about the last séance .(naming jobs) through the following “activity”
 The teacher using pictures asks the learners to guess the jobs on page 52 .
«doctor – dancer – postman – painter – dentist – journalist.”
 The teacher explains the instructions of the Activity where he invites the learners to the board and try to
“mime” the job., then they are asked t perform the drill by pairs. (books shut)
"Activity "a"p52 : Choose a picture and mime it .
A : Guess what job is it ? B: It 's a doctor / a dancer / a postman / a painter / a dentist / a journalist .
 The learners are invited to perform more tasks on “jobs & occupations” of page 53.
 The teacher explains the instructions of the activity, and then asks the pupils to do it on their rough copy
books.
 Activity 'a'p53: Match the two halves.
1. doc‐‐tor
2. buil‐der
3. bu‐ tcher
4. tea‐cher
5. sin‐ger
6. mecha‐nic
7. pain‐ter
 The pupils do the activity in rough correct on the board ,then read and write down .
 The teacher explains the instructions of "activity 'b' p53.
 "Activity 'b'p53" : Look at the pictures and say what my job is .
trowel ‐‐‐ builder
stethoscope ‐ doctor
brush ‐‐ painter
knife ‐‐ butcher
guitar ‐ singer
board ‐ teacher
spanner ‐ mechanic
 The pupils do the activity in rough correct on the board then read and write down.
 The teacher presents the drill and invites the pupils to repeat.
Drill:
A : Is N°1 a baker?
B: No, he isn't.
A : What is he / she then?
B: He is a doctor.
 The pupils repeat the drill then substitute the keywords.
 The learners read the corrected task on the board then copy down .
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Interpret
Interpret
Interact
Interact
Produce
Page17
Board &
marker
Flash
cards
page 52
Script
page 52
& flash
cards
Script
page 53
Script
page 53
Script &
flash
cards
page 53

18.
Accounts &
stories
Accounts &
stories
Friends,
acquaintances
&
contemporaries
Friends,
acquaintances
&
contemporaries
Accounts &
stories
Page 18
Students
Teacher
Students
Student
Teacher
Teacher
Student
Teacher
Students
Student
Student
Sequence 3: Lynda ‘s Letter File2 MS1 level
 Warm‐up: The teacher greets his learners and welcomes them.
 The teacher makes a quick review about the last séance .( naming and inquiring about jobs)
 Pre‐reading:
 The learners are invited to open their books on page 52 and pay attention at “Lynda’s Letter”
 The teacher gives a short introduction about the letter , introduces the new words such as :
 “pen pal ad‐ electrician – nurse – dog”
 During –reading :
 The teacher explains the instructions of the following exercise then invites the learners to read the text
and answer.
 Exercise : Read the text then “tick” ✔ the right answer and “cross” ✖ the wrong one
The sentence Right = ✔ Wrong = ✖
1‐ The letter is from Lynda Smith
2‐ Lynda is English
3‐ Blacky is Lynda’s dog
 The learners read the text then work on their rough copy books , the teacher supervises their works , then
invites them to give back their answers .
 The learners read the corrected answer
 The teacher explains the instructions of “Activity –d‐p52” then invites the learners to read –silently – the
text and answer the Activity.
 Activity –d‐p52: Read about Lynda and fill in this form.
 The learners read the text silently , then do the tasks while the teacher
Moves between the rows and offers his help once needed.
 The learners are invited to give back their answers .
 Post – reading = Produce p54:
 The teacher invites the learners to read the text and have a free
discussion about it .( making pen pals )
 The learners are invited to make a “form “ as Lynda’s one then write a
post card to a new “pen pal” < Activity d p 54>
 First the learners are asked to elicit and list their ideas in the following table.
Name Age Gender Hair Eyes Job City Country Father’s job Mother’s job
9‐
10‐
11‐
12….
Boy / girl Long/short
Black‐
fairbrown
Black‐
brown‐
blue‐
green
Pupil Local
address
Algeria Grocer‐
farmer‐
teacher‐
doctor….
Housewife‐
secretary‐
nurse‐teacher
 The learners are asked to “select ‘ the needed information then make a post card , following the model on
page 54.
The teacher invites the learners to give back their works , then copy on their copy books.
The learners are asked to follow Lynda’s letter model and write about someone in the family.(home work)
The teacher asks the learners to bring their project works for the next hour and the home work too.
Interact
Interpret
Interpret
Interact
Interact
Produce
Board
&
marker
Script
page 52
Board &
marker
Script
page 52
Board &
marker
Board &
marker
Name: Lynda Smith
Country: Australia
City: London
School: St James School
Hair: long fair hair
Eyes: blue eyes
Father’s job: electrician
Mother’s job : nurse.

19.
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