This file 4 of the MS1 level is planned with the new sliimming of the syllabus where sequence one is omitted and second two about animals is back and of course sequence three which I see to be taught with sequence three of file three Sports .Good Luck

1.
MS1 Level
In & Out
File Fouryellowfadodil66@gmail.com

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
SecondTerm
Februa
Week
1
Februar
Wee
k
2
Februar
Week
3
Februar
Week
4
March
Week
1
March
Week
2
March
Week
3
FileFour"4""InandOut"(p81to 86/& p91 to100)
(p41 to p59)
Interact
Interpret
Produce
♦ Describe
one’s
favourite
animal
• Ask and answer
about daily
activities
 (oral
and
written)
 (oral
and
written)
Adverbs of
frequency
Present
simple
Present
continuous
Learn about
culture
Time zone
map
The
English
school
Animals
The
Chinese
horoscope
Sounds
 “n + k” =
‘drink –bank’
” n+g” =
‘ singing – king
– song – king
singing – king
– song – king’
A journal about daily
activities / a questionnaire
Your English pen friend
is making a project work
about Algerian pupils daily
activities .
Your pen friend wants to
know the activities and the
tasks you do as an
Algerian pupil at school
everyday .
Organize your work
according to the frequency
of your activities.
Write an email to your
pen friend including the
time table and explain to
your friend the frequency
of your daily activities at
school and out off school.
 SWBAT
Describe daily
activities depending
on their frequencies
 Talk about
present and
everyday
activities
 Ask and tell
time .
By Mr. 2amir bounab
(yellowdaffodil66@gm
ail.com

3.
N.B
Sequence One
(Talking about present activities/ progressive actions < The present continuous tense >
Ne correspond pas à l’objectif communicatif ciblé ( surcharge de notions et fonctions) ”)

4.
Sequence Two LISTEN & SPEAK File 4
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
 Communicative Competence
 Active ,evolving process
 Active learners
Lesson Focus: Which aspects of language are you teaching : e.<g. grammar point(s) ,aspect of pronunciation (phonemes, intonation, etc …),vocabulary
(words, word phrases, idioms, etc…)functions(polite requests, apologizing….)?
In this lesson I will teach the following aspects of language:
Function : Naming & Describing animals
Grammar : Simple present tense + "whqqs words"
Pronunciation : The sound "s – z - iz"
Vocabulary : Vocabulary related to environment & animals
 Will you explicitly teach an aspect of culture in this lesson ? If so, describe
Some sites protected in Algeria and other countries & International days related to the protection of the environment & Seven Wonders of The Wolrd
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 to ask and answer a question.
 Can listen to and understand main points and some important details ( who- when –where)
 Can use a few very simple grammatical structure and memorized sentence patterns with limited control.
Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to demonstrate :
 Name and describe animals (using the simple past)
 Identify the sound " s – z - iz"
Required material and / or resources :
 Pictures and flash cards about animals – Nile River – Amazon Forest – pollution & protected sites.
 Manual's script page 158
""yellowdaffodil66@gmail.com

5.
Timin
g
Rationale
Type of
interactio
n
Procedure
Competencies
targeted
Identify
the
theme of
the
lesson
Naming
animals
Describing
animals
(discriminat
e between
wild and
domestic)
Describing
animals'
life
Inquire
about
animals'
life
Teacher
–
students
Teacher
–
students
Students‐
Teacher
Teacher-
Students
Students
–
students
Sequence two : LISTEN AND SPEAK File five
Agenda :  Naming & Describing animals + simple present tense + Final "s" pronunciation
Warming –up:
The teacher interacts with his pupils as usual [greeting – inquiring about their daily school tasks …]
Try to make the pupils talk about their daily life routine and what they do everyday at home and try to understand from them if
they keep domestic animals at home and try to name them .
Help the pupils to talk about their domestic animal (if they have ones) and how do they call them , feed them ….
Presentation :
The teacher pins up pictures showing animals {wild and domestic}on the board and asks the pupils to repeat their names
 lion – turtle- cat - dog - tiger – giraffe - ostrich – cow – fennec – camel – kangaroo – goat – horse – gazelles –
elephants – goldfinch bird – dolphin – monkey – fox – wolf – snake- donkey – mule .
The pupils are invited to repeat the names of the animals .
The teacher asks the pupils to make a list of the animals which live in Algeria & which of them are domestic and wild animals.
The pupils' answer may be :
– cow – fennec – camel – goat – horse- goldfinch bird- monkey- fox – wolf – snake- donkey – mule- cat – dog .
The teacher reports the pupils' answers on the board . Then asks them to read them.
The teacher tries to know from how do they live ,what do they eat …..
The teacher presents the following pattern to enable the learners talk and express themselves.
 [ cows – goats – horses – donkeys – mules ] are domestic animals. They live in "farms" . They feed on "grass"
 Camels live in deserts .They are domestic animals. They feed on desert vegetation.
 Fennecs live in desert . They are wild animals. They eat fruit and insects.
 Foxes and wolves live in forests . They are wild animals . They feed on meat (small animals)
 Dogs and cats live at home .They are domestic animals. They feed on meat .
The pupils use the form "live in " & "feed on" and try to talk about those animals they have already named and classified
The teacher invites the pupils to interpret more the situation and try to communicate by using a "question" – "answer" drill.
A: Where do [cows – goats – horses – donkeys – mules- Camels- Fennecs- Foxes and wolves- Dogs and cats live ?
B: They live in deserts – forests / or at home .
A : What do they feed on ?
B : They feed on [ grass – desert vegetation – fruit and insects – meat ]
A : Are they "domestic or wild " animals ?
B : Yes /No ,they are .
The pupils perform and substitute key words .
Page 13
Interact with
the teacher in
order to identify
the theme of the
lesson
Interpret the
photos and name
the animals
Interpret the
photos to list &
discriminate
between wild and
domestic animals
Describe and
interpret the
animals' life
given in the
supported aids
Interact using
the illustrations
in order to
interpret them

6. Distinguish
final "s"
pronunciation
Distinguish
final "s"
pronunciation
Distinguish
final "s"
pronunciation
Discriminate
between
final "s"
pronunciation
Teacher
–
students
Students
– teacher
Students
– teacher
Students
–
students
Pronunciation
The teacher writes on the board the following statement .He reads it then invites the pupils to read it .
 Cats and dogs are in the fog . Foxes and horses don't like boxes.
The pupils read the sentences .
Isolation :
The teacher invites the pupils to focus on the words written in different colours . He reports them on the board .
Cats - dogs - Foxes - horses - boxes
Analysis:
" s" = s "s"= z "s"= iz "s"= iz "s"= iz
"s"= s - z- iz
Stating rule: The final "s" is pronounced : " s" - " z" or " iz"
Practise :
 Exercise : Classify the following words according to their final "s" pronunciation.
" cats - dogs – ostriches – cows – fennecs – camels –goats – horses – gazelles – elephants –birds – dolphins –foxes –
snakes- donkeys – mules"
" s" = s "s"= z "s"= iz
Cats- fennecs- goats- snakes
elephants-
Dogs- cows – camels- birds- donkeys-
mules- gazelles- dolphins
Ostriches- horses- foxes-
The pupils do the exercise on their rough copy books ,correct on the board then read it.
The pupils are then asked to listen to the teacher "books shut" and try to identify and discriminate between the sounds .
"Identify page 88" . < oral task >
The pupils are later asked to read all the written works on the board and then write down on their copy books .
Page 14
Read and
interpret the
new sounds
Interpret the
isolated words
Analyze the
script and the
sounds in the
isolated words
Interpret the
script and sound
to state the rule
how final "s" is
pronounced
Practise the
stated rule by
interpreting a
written task
Listen to the
teacher and
interpret "oral"
task "
Produce
written and oral
tasks according
to the new
learning language

7.
File Four[In & Out] 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
 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: Talking about means of transports &Daily life activities
 Grammar: Adverbs of frequency ( always – often- sometimes – never)
 Vocabulary related to: means of transport & daily life routine
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 :
Name different means of transport
Talk about daily life activities using adverbs of frequency
Required material and / or resources: The manual’s flashcards ( 91‐ 92‐ 93‐95 ) & manual script page
yellowdaffodil66@gmail.com
page 12

8. Time Rationale Interaction PORCEDURE Competencies VAKT
Ss need to
know the
learning
objectives
Ss need to
know the
new
language
Ss need to
know what
does each
adverb
represent
Ss need to
know
How to use
the adverbs
in daily life
Ss need to
know the
means of
transport
Ss need to
discriminate
between the
means of
tranosport
and the
preposition
used for
each mean
Teacher
Students
Students
Teacher
Stidetns
Teacher
Studetns
Students
Teachers
Teacher
Studetns
Students
Students
Students
Teacher
File 4 LISTEN & SPEAK Sequence 3
PPU Lesson: Learners will talk about means of transports using adverbs of frequency.
Warm up : The teacher greets his learners and welcomes them , then he tries to make a quick review about the last
séance ( describing daily activities using present continuous tense).
Showing visual aids the teacher may ask the learners to talk about all the means of transport they may know.(bus‐
car‐bike‐train‐donkey…….)
Presentation:
The teacher presents the situation using visual aids showing someone going to a particular place using a particular
mean of transport .
The teacher explains the adverbs (always= 100 % / often = 60% / sometimes = 40% / never =0 % )
Hi, my name is Ali. I am a doctor. I live in Algiers. I always go to the hospital by car. I often go
there by bus. I sometimes go to work on foot. I never get to work by under ground train.
The teacher presents the situation twice or thrice, the leaners listen then repeat sentence by sentences till the
acquisition of the drill.
The teacher focuses on the new learning objective (talk about means of transport & adverbs of frequency)
The learners repeat the following sentences:
I always go to the hospital by (car/bus/train/underground train/bicycle) / on foot
I often go there by (car/bus/train/underground train/bicycle) / on foot
I sometimes go to work on foot/ (car/bus/train/underground train/bicycle)
I never get to work by (car/bus/train/underground train/bicycle) / on foot
Practice:
The learners are invited to perform the following guided practice:
The learners perform and substitute key words.
always goes to the hospital by (car/bus/train/bike…/ on foot.
 (Ali=He/ Amel=She) often goes there by (car/bus/train/bike…/ on foot..
sometimes goes to work by (car/bus/train/bike…/ on foot.
never gets to work by (car/bus/train/bike…/ on foot.
The learners perform and substitute key words.
always go to the hospital by (car/bus/train/bike…/ on foot.
often go there by (car/bus/train/bike…/ on foot.
 (I/You/We/They) sometimes go to work on foot. by (car/bus/train/bike…/ on foot.
never get to work by (car/bus/train/bike…/ on foot.
The learners repeat and substitute key words then they are invited to perform in pairs the following drill.
Yellowdaffodil66@gmail.com
Interact
Interact
Interpret
Interpret
Interpret
Produce
Interact
Interpret
Board
amd
marker
Board and
marker
Flash
cards
Of means
Of tranosp
Board and
marker
Board and
marker
Board and
marker
Board and
marker
13

9.
Ss need to
know how
to inquire
about a
mean of
transport
Ss need to
re‐use what
they have
learnt
before
Ss need to
perform
inquiring
about
frequency &
means of
transport
Ss need to
know the
form of
sentence
Ss need to
know the
place of the
adverb of
frequency
and how it
works in the
sentence
Teacher
Students
Students
Teacher
Stidetns
Teacher
Studetns
Students
Teachers
Teacher
Studetns
Students
Students
Students
Teacher
Teacher
Students
get / go
 A: How do you to ( work / school / Algiers/ England ….. ?
come /travel
By { car – bus – taxi – plane – ship –bicycle……..
 B :
On foot .
The learners substitute key words and perform in pairs.
Use:
The teacher, re‐investing what the leaners know before, interacts with his learners about the mean of transport they use
to come to school or go home , using the following drill.
 Teacher: Hi , what’s your name ? * Learner: My name is ……………….
 Teacher : What are you ? * Learner : I am a pupil at Middle School.
 Teacher : Do you come to school by train? * Learner: No , I don’t.
 Teacher: How do you come to school , then? * Learner: I (always/ often / sometimes / never ) < go/come>
to school ( on foot / car – bus – taxi – plane – ship –bicycle…..
The learners are invited to perform the drill talking about their own situation , (mean and the frequency ) they go home ,
school ……………..
PIASP ( Adverbs of Frequency)
The teacher invites the learners to pay attention at the following sentences.
Presentation: I always come to school by bus. I often go to school on foot .I never get to school by car .
Isolation : The learners are invited to pay attention at the words written in different colours.
Analysis:
I always come to school by bus. I often go to school on foot . I never get to school by
car .
           
S + adverb + verb + object S+ adverb+ verb+ object S+ adverb+ verb+ object
  
always often never
  
Adverbs of Frequency
Stating rule:
 always/ often / sometimes / never Adverbs of frequency (They tell us how often something happens)
 Form: Subject + adverb of frequency + object . ex: I always watch TV in the evening
The teacher invites the learners to read then copy down.
Yellowdaffodil66@gmail.com
Interact
Interact
Interpret
Interpret
Interpret
Produce
Interact
Interpret
Produce
Board
and
marker
Tactile
kinesth
esia
board and
marker
Board &
marker
Board and
makrer
14

10.
Ss need to
review the
last séance
learning
objectives
(means of
transport
with right
preposition
)
Ss need to
know the
form of the
sentence
Ss need to
know the
place of
adverb of
frequency in
a sentence
Ss need to
know the
meaning
supported
in each
sentence
Students
Teacher
Stidetns
Teacher
Studetns
Students
Teachers
Teacher
Studetns
Students
Students
Students
Teacher
Teacher
Students
File4 : PRACTICE Sequence 3(MS1)
Warm up:
The teacher makes a quick review on the last hour about the different means of transport.
1‐[I – you – we – they] go to school By ( bicycle – bus‐ train‐car– train – plane – ship)
2‐ ( He – she‐ it ) goes
3‐ ( He – she –it ) walk to On foot
The teacher explains the instructions of « Activity b p92 » and reminds the pupils about the
possessive adjectives, then invites them to do the activity.
 Activity “b”p92 Based form task) Make sentences like this. [The learners interpret the drawings
representing the adverbs of frequency and build up sentences, they should be aware of the form of the simple
present tense. }
 Their father is in his office. He always starts work at 8 o’clock. always
 Their brother often has lunch in the restaurant. Often
 Their sister sometimes serves passengers on the plane. Sometimes
 Their uncle never arrives late at work. Never
The learners work on their rough, correct on the board, read and copy down.
`Exercise : < Meaning based Task> Match the sentences in column A with
their meaning in column B.
Column A : Sentence Column B = Meaning
1‐ I like football .
2‐ What time is it ?
3‐ Now . we are learning English .
4‐ I always go to school on foot.
a‐ talking about frequency
b‐ Talking about sports.
c‐ talking about actions happening now.
d‐ Asking and telling the time.
The teacher invites the learners to do activity “c”p92, he explains the instructions then asks them to fill in the table
then build up dialogues with their friends.
1 2 3 4
Interact
Interact
Interpret
Interpret
Interpret
Produce
Interact
Interpret
Board and
marker
Board and
marker
Script
page 92
Board and
marker
15

11.
Ss need to
know the
use of the
adverbs of
frequency in
a communic
Way
Students
Teacher
Stidetns
Teacher
Studetns
Students
Teachers
Activity “c”p92: ( communicative based task) Fill in the table, choose a day then ask and answer. Use the adverbs
of frequency <interpret>.
A: What time do you get up on Saturdays?
B : I (usually=normally) get up at seven
A: Do you have breakfast at 8.00?
B: No, not always. / I never have breakfast at 8.00. I always have it at 7.30.
The pupils work on their rough copy books, the teacher supervises their
works < interact> then invites them to perform their work< produce>.
The teacher reports one of the learners answers on the board then asks the learners to read and
copy down.
Yellowdaffodil66@gmail.com
Interact
Interact
Interpret
Produce
Board and
marker
Sceipt
page 92
Board and
marker
16

12. time Rationale interaction PROCEDURE competencies VAKT
Ss need to
remember
the last
learning
objectives
Ss need to
guess the
topic of
the text
and some
lexis
Ss need to
skim the
text
Ss need to
scan and
read
between
the lines
to answer
the tasks
Ss need to
know the
use of the
adverbs of
frequency
in the text
Teacher
Students
Students
Teacher
Students
Teacher
Students
Students
Teachers
Teacher
Students
Students
Students
Students
Teacher
Teacher
File 4 Sam the farmer Sequence3
PDP Reading Lesson :
Warm up: The teacher greets his learners and welcomes them , then tries to make a quick review about the
last séance .
Pre‐reading:
The teacher introduces the situation through pictures showing : ( Farmer – farm – cows – field – seasons)
The teacher asks some learners about their fathers’ jobs since 70% of them are farmers and what do they do
everyday .
The teacher reports on the board some the farmers’ tasks then invites them to pay attention to the text .
During reading:
The teacher invites the learners to open their books on page 93 and pay attention at the text. The he explains the
instructions of the following exercise.
Exercise : Read the text then answer the questions:
 Choose the correct answer:
1) The text is: a) an e‐mail b) a dialogue c) a newspaper article
2) Sam is: a) a teacher b) a farmer c) a mechanic
3) He sometimes relaxes in: a) spring b) winter c) autumn.
The learners read silently the text , work on their rough copy books , while the teacher moves
around and checks if they need help.
The teacher invites some of the learners to read the text then correct the task.
The teacher reports the answers on the board , then asks the learners to read the corrected task.
The teacher explains the instructions of the next exercises and “Activity –d‐p93” then invites them
to read silently and do the tasks.
Exercise : Read then find in the text words opposites to the following:
1‐ late =/= 2‐ before =/= 3‐ start =/=
Exercise : Read the text then find words closest to the following:
1) too = 2) finish = 3) have a rest =
Exercise Read the text then complete:
Sam always
Sam never 
Sam sometimes
Activity –d‐p93 Read the text then fill in the table:
Interact
Interact
Interpret
Interpret
Interpret
Produce
Interact
Interpret
Produce
Board
and
marker
Board
and
marker
Script
page
93
Board
and
marker
Board
and
marker
Script
page
93
Script
page
93
17

13.
Ss need to
know to
make a
link
between
the text’s
topic and
thier real
life
Ss need to
compared
and
contrast
their
fathers’ or
local area
farmers ‘
job with
the one od
the text
Students
Students
Teacher
Stidetns
Teacher
Studetns
Students
Teachers
Teacher
Studetns
Students
The learners work in rough, the teacher supervises their works then invites them to correct on the board.
The learners are invited to read the corrected tasks.
Post‐reading:
The teacher invites some of the learners to read the text again, and then opens a discussion about the theme of the
text.
The teacher asks the learners o elicit what farmer do in their region as most of them are farmers and try to
compare and contrast
Farmers of my town Sam the farmer
 
The leaners think , work in groups of four and complete the graphic, the teacher moves around and offers
his help when ever needed
The teacher reports on the board the learners’ answers then invites them to read and copy down.
Yellowdaffodil66@gmail.com
Interact
Interact
Interpret
Interpret
Interpret
Produce
Interact
Interpret
Produce
Board
and
marker
Board
and
marker
Script
page
93
Board
and
marker
18

14.
time Rationale interaction PROCEDURE competencies VAKT
Ss need to
know about
the form
and use of
adverbs of
frequency
Ss need to
guess and
improvise
ideas about
the topic
Ss need to
discriminate
between the
use of
adverbs of
frequency
Ss need to
feel
concerned
by the
problem
situation
Ss need to
organize
and list
their ideas
Ss need to
select and
adapt what
goes with
Teacher
Students
Students
Teacher
Stidetns
Teacher
Studetns
Students
Teachers
Teacher
Studetns
Students
Students
Students
Teacher
File 4 : Produce Sequence 3( MS1)
Warm up : The teacher greets his learners and welcomes them ,
then he tries to interact with them about the last séance .
1‐ Pre‐writing: The teacher invites to learners to open their books on page 93 and pay attention at “Jenny’s Time
table”
The teacher invites the learners to read the time table contents and try
to list the courses , the days and the time.
The teacher tries to make his learners talk about the time table..
The teacher invites the learners to look again at the timetable and try
to answer the following questions.
Exercise: Look at Jenny’s timetable and complete with the right adverbs of frequency.
“ always – sometimes – often – never”
Jenny starts her classes at 9 . (……………………)
Jenny finishes her courses at 14:30. (………………………….)
Jenny studies Mathematics on Mondays . ( ……………………)
Jenny leaves school at 13:30. ( ……………………)
The learners work on their rough copy book , the teachers supervises their works then invites them to
correct.
The teacher reports the answers on the board then invites the
learners to read them.
Integrated Situation:
2‐ Planning Stage: The teacher reads the instructions of the integrated situation , then invites the
learners to work .
Eliciting & Selecting learners ideas: The learners are asked to take their school timetables and list
their ideas talking about the things that they do at school and in their daily life.
Interact
Interact
Interpret
Interpret
Interpret
Produce
Interact
Interpret
Produce
Board
and
marker
Script
page
93
Board
and
marker
Board
and
marker
Script
page
93
Board
and
marker
 Jenny is telling you ,in her letter about, her timetable and what she
always, often , sometimes and never does at school.
 Write a letter to Jenny talking about your timetable and what you
always, often, sometimes and never do at school and in your daily life

15. their real
life situation
Ss need to
know the
importance
and steps of
writing
process
Ss need to
putin use
what they
Produced
Teacher
Students
Students
Teacher
Stidetns
Teacher
Studetns
Students
Teachers
Teacher
Studetns
What I do ? Always Often Sometimes Never
At school
Start school at 8:30/finish at
16:30……..
Have lunch at canteen
Study maths in the
afternoon
Go to school on week
ends/ Be late at school‐
make problems at
school……….
In my daily
life
get up at 7‐ leave home at 7:45‐
revise at 18:00‐ watch TV at
19:oo‐ have dinner at 20:00…
Have breakfast at 7:15‐
have lunch at school’s
canteen‐/ practice sport…
Play out after
school/ visit my
friends…
Smoke / stay out late……
3‐ Drafting: The teacher invites the learners to look at the elicited ideas, select what really suit their
situation and write their first draft. The learners may change the order of their ideas or re‐arrange them.
4‐ Editing: The teacher supervises the learners ‘ productions and invites them to check and correct their
mistakes by paying attention at :
 Grammar and spelling
 Style and organisation
5‐ Publishing: The teacher invites the learners to read their productions , the reports a sample on the
board them invites the learners to read and write down ( each learner will write his own production
following he corrected one on the board.)
Suggested production :
Interact
Interact
Interpret
Interpret
Interpret
Produce
19
Board
and
marker
Board
and
marker
Board
and
marker
20
by
Mr.Samir Bounab
Yellowdaffodil66@gmail.com
Hi Jenny,
Thanks for your letter.
My name is ………….. I am a pupil at Middle School in ……………. I always start school at 8:30 and
finish at 16:30. I often have lunch at the school’s canteen . I sometimes study maths in the afternoon. I
never go to school on week ends.
In my daily life I always get up at 7 . I often have breakfast at 7:45. I sometimes play out after
school . I never smoke or make problems at school.
I hope to hear from you soon .
Yours ,
……