The document outlines a detailed lesson plan focusing on language games, emphasizing grammar, vocabulary, and pronunciation skills for learners. It includes various sequences of activities aimed at developing communicative competence through interactive tasks such as describing games, making requests, and discussing cultural topics. Assessment strategies and required materials are also specified to enhance the learning experience.

1.
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2. Term
Month
&
weeks
File
Competenc
y targeted
Learning objectives Framework
Resources
Module of integration
(project)
Bloom’s
taxonomy in
this file
SWBAT
Grammar Lexis Pronunciation
Learn about
culture
FirstTerm
octobe
r
Wee
k
4
nove
m
wee
k 1
nove
m
wee
k 1
nove
m
week
2
nove
m
week
3
3
FileTwo"2""LanguageGames"
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Sequence One
(page28‐page31):
Describing Games.
Describing
Dictionary
Expressing
possibility, ability and
inability
Sequence Two
(page32‐page34)
 Reporting a piece of
news
 Expressing
permission and
making requests
 Talking about
language games in the
past
 Expressing past
ability
Sequence 3 ( page
36 – page 39)
 Locating historic
places
 Asking and showing
the way
 PDP
listening
+PIASP “the&
th”
 PDP
reading
PPU
speaking
PDP
listening
 PPU
speaking
 PDP
reading
 PDP
reading
 PDP
Listening
 PPU
Speaking
simple
present
tense
simple
present
tense
 "can"
possibility

adjectives
 can /can't
ability
 reminder
( can‐those‐
these )
"Could"
permission
 could
"request"
 Present
perfect
 “Could
“Ability
Preposition
s
”could”
permission
+
prepostions
of place
‐ Vocabulary
related to
games
‐ vocabulry
related to
words and
vocabulary
‐ Vocabulary
related to
ability and
inability &
possibiltis
‐Vocabulary
related to news
and papers
‐ Vocabulary
related to
language
games
‐VOcabulary
related to past
abilities
‐Vocabulary
related to
twons,cities.
‐ Vocabulary
related to
places and
showing the
way
Sounds
 "the" 
this‐ brother
 "th" = thin ‐
nothing
different
sounds of
« y »
 /i/ 
many‐early
 /ei/ 
they – may
 /ai/ 
try – sky
 /j/  you
– yes
 Identify
 Compare

The origin of
the
crosswords

hess

ideo games

lipper

uzzle

onopoly

riss Cross
 Scrabble
Language Game
Booklet
You are playing a
language game with your
friend
" crosswords-puzzle-
scrabble" then your friend
asked
you :
What is the origin of
those Games?
So your friend's question
challenged you to make a
research work on one of
those games.
Once you have gathered
information- pictures
Write small definitions
about those games and
stick in front each of them
pictures ;
You will make a small
booklet on "Language
Games"
Read your booklet to
your friends and discuss
the subject with you
colleagues.
Put your booklet in the
library to be a useful
resource for your next
school pupils.
SWBAT :
Make researches ,discover
and eplore
Remember
Apply
Create
Remember
Apply
Create
Remember
Remember
& Apply
Remember
Apply
Create
- Talk about
language
games
- Use a
dictionary
- Express
ability,
inabilty &
possibility
using the
model “can”
- Report a
piece of
news
- Ask for
permissions
- Make
requests
- Talk about
of the well
know
language
games
- Talk about
past abilities
- Locate
amenities
- Locate
famous
places
- Ask and
show they
way

3.
File Two [Language Game] Listen and Speak Second
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 : Describing Games
 Grammar: simple present tense
 Vocabulary related to: language games
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 start and maintain short conversations ( i.e; asking/answering questions and responding to information and news of others)..
Can listen and understand the gist and some important details of :”Short monologs and dialogs”
 Can listen to and understand unfamiliar instructions and explanations that are: Very short and straightforward / Accompanied by visuals (e.g;
gestures ,writing or drawing modeling, demonstration). Broken down step‐ by‐ step .
 Can effectively use the words and phrases needed to express one's ideas :Within straightforward ,familiar topics an d situations
Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to :
1) Describe and talk about language games
Required material and / or resources : The manual’s flashcards (p27‐ 43 ) & “Script 40”
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page 3

4.
Time Rationale Interaction Procedure Competencies VAKT
Ss need to
knw how
to greet
and
welcome
Ss need to
know how
cross word
game is
played
Ss need to
read and
decode the
message
Ss need to
know
The
equivalent
of the
word
requested
Ss need to
know how
to find
meaning of
any given
word
Teacher
‐ student
students
‐ teacher
teacher
–
student
student
–teacher
student‐
student
teacher‐
student
‐
student
–teacher
student
s –
teacher
teacher‐
students
File 2 Language Game Sequence 1
PDP listening lesson : Listen and Speak page 28‐29
♣ Warm up:
♣ The teacher greets his leaners and welcomes them.
♣ The teacher interacts with the learners about the last file and what they learnt, then invites the learners to
open their book page 27 , in order to present the new files learning objectives and the new project work that
they will make.
♣ The teacher pins a photo of “crossword game” then invites the learners to describe it and try to inquire if
they know how to play this language game..
♣ T. reports on the board the learners answers and invites the learners to read
♣ Pre‐listening:
♣ T. presents the situation that 2 friends are playing crosswords games
♣ The teacher tries to give an idea about how the “crossword “ is played.
♣ During‐listening:
♣ T . Writes the instructions of the Activity on the board, explains it them, then invites them to listen and
answer.
Activity 1 p28: Listen and try to find the word needed..
 The word is “ LINK = JOIN
T. reads twice the drill then invites the learners to perform by pairs.
T. explains the instructions of the second task then invites the learners to listen and answer.
Activity 1p28: Listen then find opposites. & synonyms
Bad =/= good take =/= give ends =/= begins short=/= long L ink = join
Post‐listening: PIASP ( Teaching vocabulary)
1) Presentation :Bad =/= good take =/= give ends =/= begins short=/= long L ink = join
    
opposite opposite opposite opposite synonym
2) Isolation: Bad =/= good L ink = join
 
3) Analysis : opposite synonym
Explain meaning of word
4) Stating rule: Teaching vocabulary
 To explain the meaning of a word we must:
1. Identify the part of speech ( is the word) : a] a noun? b) a verb ? c) an adjective? d) an adverb?
2. Replace it with another common one < Synonyms & antonyms = opposites>
3. Word family (form “ noun‐ verb‐ adjective‐ adverb‐ )
4. Use dictionary (Gvvvvvvo forward page 29). page 4
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School
Manual
page 27
Cross word
flash card
Crossword
flashcard
Script page
40
Board and
marker
Board and
marker
Board and
marker

5.
Time Rationale Interaction Procedure Competencies VAKT
Ss need to
know how
to greet
and how to
make
review
about last
séance
Ss need to
know the
part of
speech of a
sentence
Ss need to
know
How to use
dictionarie
s to find
synonyms
Ss need to
know how
word
family
works
Ss need to
know how
to read and
spot
meaning of
words
Teacher
‐ student
students
‐ teacher
teacher
–
student
student
–teacher
student‐
student
teacher‐
student
‐
student
–teacher
student
s –
teacher
teacher‐
students
File 2 Language Game Sequence 1
Practice ( PIASP) Teaching Vocabulary lesson : Listen and Speak page 28‐29
 Warm up:
 The teacher greets his leaners and welcomes them. and tries to make a quick review about the last hour. (
How to identify and explain the meaning of a word)
 Practice:
 Exercise 1: (Based form task) Identify what are these words? < Part of speech>
Noun
Link verb Join
adjective
adverb
Exercise 2 : Say which of the following words can be replaced by “join & link”? Tick the
right answer (✔) & cross the wrong one ( ✖)
Word
Equivalent = closest = synonym
connect unchain associate break attach
Link = Join
Exercise 3 : Complete the table ( Word Family) ( dictionaries must be provided by teacher from school ‘s
library)
Word Noun Verb Adjective Adverb
Link
Join
Exercise 4 : Make sentences using the words “ Link or join “
Link / join :
The learners work in rough , the teacher supervises the learners works and offers help when
needed , then invites them to correct each exercise on the board and read the corrected activity .
The teacher explains the instructions of ( Activity 2 & 3 page 29 ) and invites the learners to do
it as a home work.
The learners are invited to read the corrected tasks on the board then copy down on their copy
books.
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page 5
School
Manual
page 27
Cross word
flash card
Board and
marker
Board and
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Board and
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Board and
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Scripts page
28 & 29

6. File one : a Person’s Profile Level : Second Year .
Sequence : one Lesson : Discover the Language .
Guided Sheet
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
Speaking and writing .
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar
point(s), etc.
Function : Expressing ability & Inability
Grammar : Model can / cannot
Vocabulary : related to daily life activities
Pronunciation : the / ð / & /θ/ sounds
Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
• No
Swbat : Students Will Be Able To….
Express present a bility and inability
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 specifics of your lesson.)
• Can interact orally to ask and answer questions in very short exchanges using simple sentences.
• Can plan for , use and evaluate the effectiveness of one or two basic productive speaking strategies.
• Can understand instructions and explanations that are concrete found in language learning materials
• Can use very simple sentences patterns with memorized phrases.
• Can sustain a very short, simple oral description.
When and how will I check my students’ progress toward the objective(s)?
• I can see when they do the activities.
• When they express ability and inability ( one’s)
• Discriminate between the / ð / & /θ/ sounds
• Required materials and/or resources: T
• The lesson is based on material in the second year learner’s manual book ( page 30)
• Pictures and flash cards.( showing language games )
Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is this related to?
• The teacher plans lessons that have communicative objectives1
and whose steps build toward meeting them.
• 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. yelowfaffodil66 @gmail.com page 6

7.
Time Rationale Interaction Procedure Competencies VAKT
Ss need to
kmnow
how to
greet and
wleocme
Ss need to
know how
to name a
bike
Ss need to
identify
colours
Ss need to
know
synonyms
of given
words
Ss need to
kmow the
topic of a
text from
given
visual
Teacher
‐ student
students
‐ teacher
teacher
–
student
student
–teacher
student‐
student
teacher‐
student
‐
student
–teacher
student
s –
teacher
teacher‐
students
File 2 Language Game Sequence 1
PDP Reading lesson : Discover the Language page 28‐29
 Warm up: The teacher greets his learners and welcomes them then invites them to correct the
homework.
 Assessing Home work:
 Activity 2 p29: Listen and colour.

5
5
5
5
5
5
5
5
! Activity "2"p 29 : Listen then colour.
Oscar has got a very funny and colourful bicycle .The saddle is red and the handlebar yellow.
The wheels have different colours, too: one is green and the other is blue .Even the brake is of a strange colour:it's pink!It's a
very showy bicycle but Oscar is very proud of it.
Handle-bars brake
saddle
wheels
step two : The pupils listen to the teacher, then colour the bicycle.
step three : The teacher invites the pupils to read the text on page, the teacher insists on the new words describing the bicycle
{saddle - wheels – brake – handle-bars}
step four : The teacher invites the pupils to do "activity '3' p 29", he explains the instructions and the meaning of the words, then
asks the pupils to do it.
! Activity "3" p29: Find the synonyms of the following words from Oscar's text on page 40.
Odd = strange satisfied = proud of bright = colourful flashy = showy comic = funny
Step five : The pupils do the activity using the dictionary, correct on the board then read and copy down on their exercise books.
Step six : PRONUCIATION AND SPELLING
The teacher asks the pupils to go back to page 28 and look at the activity "pronunciation and spelling"
Step seven : The teacher tries to reminds the pupils about the sounds "th" and "the" since they were seen in the first AM
"the" "th"
This- that – these –
those – them – brother-
mother
Thing- thin- theatre-
thief-three- something-
nothing
Step eight : The teacher invites the pupils to repeat after him, then read and practise by themselves
Step nine : The pupils are asked to perform the "identify" exercise, the pupils identify the sounds and the spelling of each
word. {north – south- third – then - fourth – three – with – these – this – breath …}
Step ten : The pupils do the next activity which is "compare" , where the pupils compare the minimal pairs of sounds , they listen
to the teacher or to their friends and compare between the sounds "th" and "the"
[this- third / with – breath / thin – thing…]
Step eleven : The teacher invites the pupils to look at the "practise of intonation and stress", they repeat after him, then perform
it pair by pair
Step twelve : The pupils read the written activities, they have answered on the board, then write down on their class copy books.
– 2 –
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Interpret
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Describing
objects
Decribing
colours
Lexis
Phonology
⁄ identify th
of transport "
⁄ describe a
and its use
⁄ describe co
⁄ draw a bic
colour it
⁄ read a sho
passage and r
stress and into
⁄ Read and
the message
⁄ Identify th
meaning of a
and discrimin
between it an
antonym
⁄ Use the dic
to find the syn
⁄ Identify th
"th" and "the
⁄ Identify th
"th" and "the
discriminate b
them
⁄ Identify th
of a word liste
⁄ Practise st
intonation
Samir Boun
preparation
 Learners are invited to read the corrected task then check their correction.
 The teacher reads the instructions and explains the instructions of Activity 3 p29 then invites the learners
to read the text page 40 and do the task

 Activity "3" p29: Find the synonyms of the following words from Oscar's text on page 40.
Odd = strange satisfied = proud of bright = colourful flashy = showy comic =
funny
 Learners are invited to read the corrected task then check their correction.
o Pre‐reading:
o The learners are invited to open their books on page 30 and pay attention at the flash card.
o T. asks the learners to interpret the picture, then tries to help them guess the real situation by
showing the flash cards about language games.
o T. asks the learners to talk about the language games they know ( crosswords‐ scrabble‐ word
search……………..)
o T. introduces the situation ,then explains the instructions of the following tasks then invites the
learners to read the text on page 30 and try to answer.
o yellowdaffodil66@gmail.com
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School
Manual
page 27
Cross word
flash card
Bicycle
flashcard
page 29
Board and
marker

8. Time Rationale Interaction Procedure Competencies VAKT
Ss need to
know how
to spot the
answer
just from
first
reading
Ss need to
know
How to
exploit a
text
Ss need
how to
identify
what they
already
know and
what is
new
Ss need to
kow how
the new
structure
works in a
sentence
Ss need to
know th
enew
grammar
item
Teacher
‐ student
students
‐ teacher
teacher
–
student
student
–teacher
student‐
student
teacher‐
student
‐
student
–teacher
student
s –
teacher
teacher‐
students
File 2 Language Game Sequence 1
PDP Reading lesson : Discover the Language page 28‐29
o During‐reading:
- Exercise 1 : (Skimming –task) Read the text then say if these sentences are “true” , “false” or “not mentioned”
Statement True False Not mentioned
1‐ Children are very occupied
2‐ Children are not able to find correct words
3‐Children won’t use dictionaries to find the words.
4‐ Children are playing puzzle game.
o The learners read the text silently , work on their rough copy books meanwhile the teachers moves and
supervises their works
o T. invites the learners to correct the task , he reports the correction on the board them invites the learners to
read the corrected task.
o The teacher explains the instructions of the following task then invites the learners to read and
answer.
o Exercise 2: Find in the text words related to :
Game Vocabulary Mean of transport Sport Music Reference book
1‐ 1‐ 1‐ 1‐ 1‐ 1‐
o The teacher reads the text , and invites the learners to underline the following words
“ can’t find ‐ can help “
o T. Invites the learners to correct Exercise 2 , he reports the answers on the board then asks them to
read the corrected task.
Post –reading: ( PIASP) Expressing “ability & inability”
1) Presentation: The teacher asks the learners to go back to the text and remind him about the words
they underlined and reports them on the board.
a‐ can’t find b‐ can help
2) Isolation :The teacher asks the learners to give him all the sentence that contains the underlined
words. a‐ We can’t find words . b‐ I can help .
3) Analysis: The teacher helps the learners to analyze the following sentences
a ‐ I can help . b‐ We can’t find words .
    
subj + verb subj + verb + object
 
can help can’t find
   
can help cannot find
   
model verb verb ( infinitive) model verb (neg form) verb ( infinitive)
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Boad and
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Board and
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Board and
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page 8

9.
Ss need to
know the
stated rule
about the
new
grammar
item
Ssn need
to know
how to
identify
the new
grammar
item
Ss need to
discrimina
te between
what they
have leanrt
and the
new
grammar
item
Ss need to
knw how
to use the
new
grammar
itm in
communic
ative way
Teacher
‐ student
students
‐ teacher
teacher
–
student
student
–teacher
student‐
student
teacher‐
student
‐
student
–teacher
student
s –
teacher
teacher‐
students
4) Stating rule : Expressing ability & inability
1. “can” is a model verb to express present ability . Example: I can speak English.
2. “can’t = cannot” is a model verb to express present inability . Example : I cannot play boxing.
3. “cannot” is one word.
4. The sentence is : subject + model ( can /cannot) + verb ( infinitive) + object
5) Practice:
• The teacher asks the pupils to look at "activity '1' p30, explains the instructions, then asks the pupils to describe
the below pictures.
Activity 1 p30: Look at the pictures, identity each object then make sentences expressing ability and inability using
the model “can – cannot” < based form task>
Picture "1" manipulate a computer  I can manipulate a computer
Picture "2"  draw / write left hand  I can draw / I can’t write with my left hand
Picture"3"  cook  I can c ook / I cannot cook.
Picture"4"  speak German  I can’t speak German.
Picture "5"  ride horses  I cannot ride horses
Picture "6"  play the guitare / music I can’t play guitar
• Teacher supervises the learners’ works when they work in their rough copy books then invites them to
correct on the board then read the corrected task.
• The pupils perform the examples, the teacher can ask them to perform them as questions answers.
 I can cook, but I can't play music
Exercise : Match the pairs . <Meaning Based>
Sentence Meaning
1‐ Ibn Badis was Algerian hero of the Algerian revolution .
2‐ Hello, I am an Algerian Middle School pupil.
3‐ I can play football, but I can’t swim,
a‐ Expressing ability and inability
b‐ Describing Biography
c‐ Greeting and Introducing
1 2 3
Activity 3 p30: < Communicative based task> Look at the pictures again and make dialogues using “can/can’t”
A : Can you draw ? B : yes, I can / No, I can't.
• The pupils perform and substitute the key words, expressing their abilities and inabilities
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Board and
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Script page
30
Board and
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Script page
30
page 9

10.
Ss need to
know the
new sound
Ss need to
discrimina
te between
the two
new
sounds
Ss need to
know how
To
identify
the mew
sounds
and
discrimina
te between
them
Teacher
‐ student
students
‐ teacher
teacher
–
student
student
–teacher
student‐
student
teacher‐
student
‐
student
–teacher
Pronunciation & Spelling : / ð / & /θ/ sounds
 The teacher invites the learners to pay attention at the following example :
Example :
 The teacher presents the following sentences, then invites the learners to read them.

 Presentation : Elizabeth studies maths on Thursdays morning ,in the afternoon she learns the English
course.
     
 Isolation : Elizabeth maths Thursdays the the
    
 Analysis: “th= « the =
 Stating rule :
= fourth – sixth – Maths….
“ t + h “ =
= this – that‐ them …..
 Practice:
I/ The teacher tries to reminds the pupils about the sounds "th" and "the" since they were seen in the first AM
"the" "th"
This‐ that – these – those – them –
brother‐mother
Thing‐ thin‐ theatre‐thief‐three‐
something‐nothing

 The teacher invites the pupils to repeat after him, then read and practise by themselves
 The pupils are asked to perform the "identify" exercise, the pupils identify the sounds and the spelling of
each word. {north – south‐ third – then ‐ fourth – three – with – these – this – breath …}
 The pupils do the next activity which is "compare" , where the pupils compare the minimal pairs of sounds ,
they listen to the teacher or to their friends and compare between the sounds "th" and "the"
[this‐ third / with – breath / thin – thing…]
 The learners read the corrects tasks on the board then copy down.
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Interpret
Interpret
Produce
Interact
Interpret
Board and
marker
Board and
marker
Script page
28
page 10

11.
File Two [Language Game] Listen and Speak Sequence 2
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
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
 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 : Making polite/ Expressing past & present ability
 Grammar: « can / could »
 Vocabulary related to: language games & ability
 Pronunciation : Sound ‘y’ = /ju:/ ‐ /i/ ‐ /ei/‐ /ai/
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 main points and some important details. Medium –length texts (e.g. three paragraphs) demonstration). Broken down step‐ by‐ step .
 Can effectively use the words and phrases needed to express one's ideas :Within straightforward ,familiar topics an d situations
 Can read and understand the gist of : Simple arguments or opinion that are:
Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to :
1) Express present & past ability
Required material and / or resources : The manual’s flashcards & “Script 40” + dictionary
yellowdaffodil66@gmail.com
page 11

12.
Time Rationale Interaction Procedure Competencies VAKT
Ss need to
know to
sum up
the last
séance
Ss need to
know what
the
flashcard
represent
Ss need to
understan
d the
listening
scriot
Ss need to
know
what is a
contest
game
Ss need to
know the
game
mentioned
in the
script
Ss need to
know how
some of
the
language
games are
played
Ss need to
know to a
pyramid
game is
played
Teacher
‐ student
students
‐ teacher
teacher
–
student
student
–teacher
student‐
student
teacher‐
student
‐
student
–teacher
student
s –
teacher
teacher‐
students
teacher‐
student
‐
student
–teacher
File 2 Language Game Sequence 2
PDP Listenin lesson : page 32
 Warm up: The teacher greets his learners and welcomes them , then tries to make a quick review about the
last séance
 Pre‐listening: The teacher invites the learners to open their books on page 32 and try to interpret the
photos .
 The Teacher listens to his learners and writes their interpretations on the board.
 T. explains the instructions of “Task1 p32” and invites the learners to listen and answer the task.
• During –listening: The learners listen then answer the task.
 Activity "listening comprehension " p 32: Listen, then answer :
1) What sort of document is Indira reading ?  She is reading and "ad".
2) What is it about ?  It is a crossword puzzle
3) Who is it for ?  It for juniors.
4) Three words to justify the answer  " an ad – a crossword puzzle – a prize "
• T. reads the script “twice” then invites the learners to listen and do the task.
• T. Invites the learners to perform the task as pair work.
• T. explains the instructions of the following “exercise” then invites the learners to listen and do the task.
• Exercise : Listen then complete the following table.
Interlocutor Game Contest Prize
John & Indira Crossword Contest for Junior Trip
• The learners are asked to listen twice , then they are invited to correct.
• T. reports the learners’ answers on the board , then invites them to read.
• Post‐listening: “Teaching Vocabulary”<Pyramid game – Word Derivation‐>
• T.Interacts with his learners about the kind of language game that they can take part in such as :
“Pyramid game – word from definition ……
• T. invites the learners to do a “Pyramid word contest “ by playing “ a Pyramid word game”
• T. Explains the instructions of “Activity 3 p33” then invites the learners to work in rough.
( Dictionaries may be provided from the school’s library)
 Activity "3"p33: Add only one letter each time to get the words corresponding to the definitions :
A/
It's me I * Article A
Third singular person of "to be" H e * Article A n
Possessive H i s * To have the ability C a n
Demonstrative T h o s e * A stick G l u e
Men wear it S h i r t * Birds with long legs H e r o n
Interact
Interpret
Produce
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Board and
marker
Flashcard
page 32
Script page
40
Board &
marker
Board and
marker +
script p40
Board and
marker
‘script p 33’
board &
marker
page12

13.
Time Rationale Interaction Procedure Competencies VAKT
Ss need to
know to
play
pyramid
game
Ss need to
know what
is a
definition
word game
Ss need to
know how
to form
words
from a
given word
Ss need to
know how
to interact
and work
in pair
Ss need to
know the
different
spelling
and
pronunciat
ion of the
letter “y”
Ss need to
know the
different
sounds of
“y”
Teacher
‐ student
students
‐ teacher
teacher
–
student
student
–teacher
student‐
student
teacher‐
student
‐
student
–teacher
student
s –
teacher
teacher‐
students
• The learners work in rough , the teacher supervises their works and offers his help once needed(
specially when they need dictionary ,they should know how to search for a required word)
• T. invites the learners to correct the task on tbe board then makes them read the corrected task. ( the best
learners must be rewarded
GO FORWARD
• T. explains the instructions ( word definition game)of ‘Activity 1p33’, then invites the learners to do
the task ( using dictionaries )
• Activity 1p33: How many words can you make out of the word “stool” ?
Can you find :
- a preposition  "to"
- a word meaning "also"?  " too "
- British slang for "lavatory" ?  " loo "
- That cannot be found ?  " lost"
- A small narrow opening ?  " slot"
- The capital of Norway ?  " Oslo "
 The teacher asks the pupils to write and the words on the board, then asks them to make question answer:
A : How many words can you find ? B : I can find "6" words
A : What are they ? B : They are : {to – too – loo – lost – slot and Oslo}
Prononciation : The sound ‘y’ = /u:/ ‐ /i/ ‐ /ei/ ‐ /ai/
The teacher writes the following example on the board then invites the learners to read it.
PIASP : “y” sound
Example:
Presentation : Sally loves yogurt .She will feast her birthday in July.
   
Isolation : Sally yogurt birthday July
   
Analysis: ‘y’ ‘y’ ‘y’ ‘y’
   
/i/ /u:/ /ei/ /ai/
Stating rule:
We write the letter “y” but it can be pronounced :
/i/ = city – many – heavy‐early……
“y” = /u:/ = you – younes ‐‐‐‐‐‐
/ei/ = they – stay – may……
/ai/ = my – sky – verify…..
Interact
Interpret
Produce
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Board and
marker
Flashcard
page 32
Script page
33
Board and
marker
Board &
marker
Board &
marker
Page 13

14.
Time Rationale Interaction Procedure Competencies VAKT
Ss need to
know
different
pronunc of
the lletter
“y”
Ss need to
know how
to
discrimina
te between
each sound
Ss need to
know how
to form
minimal
pairs
according
to the
same
sound
Ss need to
know how
to derive
word form
verbs.
Teacher
‐ student
students
‐ teacher
teacher
–
student
student
–teacher
student‐
student
teacher‐
student
‐
student
–teacher
• Practice: The learners are invited to perform the task on page 32 “Listen & repeat”
• T. invites the learners to listen and “identify “ the “odd” sound.
• Exercise : Listen and find the “odd” sound
Y="u" Y="e" Y="a" y="i"
You city They My
Your Many Stay Sky
July why May Try
Yogurt Heavy yours Standby
Yellow Early Delay hurry
younes vocabulary Holiday identify
• Exercise : Listen and form the minimal pairs:
• “ bay‐ wavy‐ buy‐ you‐ carry‐ say‐ cry‐ your “
• T. reads twice or thrice the words then asks the learners to form the pairs
• T. explains the instructions of “Activity 5 p33 “ then asks the learners to do it as a home
work ( dictionaries needed)
• T. invites the learners to read the corrected tasks , then copy down on their copy
( The sound table page 32)
yellowdaffodil66@gmail.com
page 14
Interact
Interpret
Produce
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Pronunciati
on table
page 32
Table souns
page 32
“adapted”
Board &
marker
Script page
33

15.
File one : A Person’s Profile Level : Second Year .
Sequence : Two Lesson : Discover the Language .
Guided Sheet
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)? Speaking and writing .
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar
point(s), etc.
Function : Expressing Past & Present ability & Inability /Request/ Permission
Grammar : Model can / cannot/ could / could not
Vocabulary : related to daily life activities
Pronunciation : -
Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
• No
Swbat : Students Will Be Able To….
Express present & past ability and inability / Make Requests /Ask permission
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 specifics of your
lesson.)
• Can read and understand the general ideas and some important details of :. very short simple informational and descriptive texts (e.g. formulaic personal email)
• Can find specific, routine information in short texts of : simple everyday material
When and how will I check my students’ progress toward the objective(s)?
• I can see when they do the activities.
• When they express ability and inability ( one’s) , make requests & ask for permission
• Required materials and/or resources:
• The lesson is based on material in the second year learner’s manual book “Script”( page 34)
• Pictures and flash cards.( ability ) – classroom situation
Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is this related to?
.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.
• 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 .
• yelowfaffodil66 @gmail.com page 15

16. Time Rationale Interaction Procedure Competencies VAKT
Ss need to
know how
to derive
word form
verbs.
Ss need to
know
To narrate
their past
school
experience
Ss need to
know the
different
parts of
the body
Ss need to
undertand
the text
and spot
the wrong
answers
Ss need to
understan
d the text
and guess
the next
part of the
song
Teacher
‐ student
students
‐ teacher
teacher
–
student
student
–teacher
student‐
student
teacher‐
student
‐
student
–teacher
teacher
–
student
student
–teacher
student‐
student
teacher‐
student
‐
File 2 <Seq 2> Discover the Language MS2 level
Warm‐ up: The teachers greets his learners and welcomes them , tries to interact with them about the last
séance
T.invites the learners to correct the “home work” < Activity 5p33>
 Activity '5'p 33: Find nouns that derive from the following words.
1) to visit (v)  a visit (n) 2) to teach (v)  teacher (n) 3) to paint (v)  painter (n) 4) to dance (v)  dancer (n)
 The teacher checks the learners’ works , rewards the ones who did it and advises the ones who did not do the
homework about the importance of such works then corrects on the board, and asks the learners to read the corrected
task.
Pre‐reading:
T. interacts with his learners about their abilities to do such word game, then leads to discussion
about the things that they could do at Primary School , home and when they were younger.
T. invites the learner to open their books on page 34 and pay attention at the text.
T. interacts with his learners about the type of text. ( song = poem)
During –reading: The teacher explains the instructions of the following exercise then invites the
learners to read silently the text and try to do the following exercise.
Exercise : Read the text then find words related to :
Feet Face Hands
Toes Nose Fingers
The learners read and do the task on their rough copy books, the teacher moves and supervises their works.
The teacher explains the instructions of the following exercise then invites the learners to read the text and try
to answer.
Exercise : Read the text then write : “true false – not mentioned”
The writer is young . ( False)
The writer was a sportsman . ( True)
The writer will play football. ( Not mentioned)
The writer can’t do any sport now. ( True)
Post‐reading :
 The teacher invites the learners to discuss about what could the writer do and what he can now , then asks
then to guess what other things he could do in the past and what he can do now
The teacher listens to the learners and writes their answers on the board .
The learners are invited to listen to the instructions of ‘Activity 1p34 and do the activity in rough.
Activity 1p34 ( Practice): Put the words in order to get the true sentences.
a a/ jump/I/as/could/kangaroo/high/as a I could hold my breath till my face turned blue.
a Lion/too/as/could/I /run/fast/as/a a I could run as fast as a lion, too.
a I/do/now!/but/can't/that a I can't do that, now !
a Can't/no/,/I/now/!/do/that a No, I can't do that now .
The learners work in pair then the teacher invites them to correct on the board. The learners are now invited
to read the whole poem.
Interact
Interpret
Produce
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
” Board &
marker
Script page
33
Boad and
marker
Script page
34
Board and
marker
Script
page34 &
board &
marker
Activity 1
p34
Board and
marker

17.
Ss need to
know the
verbs of
the text
Ss need to
know
The form
of the new
structure
How does
it work
And its
meaning
Ss need to
discrimina
te between
the
different
meanings
and uses of
‘could’
Ss need to
know
The form
and the
uses of
‘can &
could’
student
–teacher
Teacher
‐ student
students
‐ teacher
teacher
–
student
student
–teacher
student‐
student
teacher‐
student
‐
student
–teacher
teacher
–
student
student
–teacher
student‐
student
Page 16
The learner listen to the teacher explaining the instruction of “Discover the language” Then invites them to
read the answer the questions.
 Activity p 34: Read the text then answer these quesitons
 Underline the verbs in the first three lines :  [was – could touch – could ski]
 When did these actions happen ?  These actions happened in the past.
 Now, underline the verbs in the last two lines ?  [can't do – can't do]
 When did these actions happen ?  These action happen in the present.
 Say what's the difference between "can" and "could"  The difference is : "can" is in the present tense/
"could" is in the past tense. [could is the past tense of "can"].
 PIASP « Can + could »
 Presentation : The teacher asks the learners to pay attention at the following examples
 I could catch a ball Could you take a message ? I could play out at 5 I can’t do
that now.
     
 Isolation : could catch could take could play can’t do
       
 Analysis : could catch could take could play can’t do
       
‘model verb( inf) model verb(inf) model verb(inf) model verb (inf)
verb (past tense verb (past tense verb (past tense verb present
of can) = past ability of can) = request of can) = permisison inability
 Stating rule:
‘Can – can’t’ model verb for
“present ability & inability
“past ability and inability”
‘Could – couldn’t’ ( past tense of
can )model verb for “Polite Request “
“Permission”
Form: Subject + ( can / could <not> ) + verb ( infinitive without “to”) + Object
 The teacher invites the learners to read the written work on the board then copy down.Page 17
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Script page
34
Board and
marker
Board and
marker
Board and
marker

18. Time Rationale Interaction Procedure Competencies VAKT
Ss need to
know
different
use of ‘can
–could”
Ss need to
know the
right form
of the
sentences
with
models
‘can &
could’
Ss need to
know the
meaning of
each
sentence
with the
model
“could”
Ss need to
know the
past form
ofr the
model
“can” and
its use
Teacher
‐ student
students
‐ teacher
teacher
–
student
student
–teacher
student‐
student
teacher‐
student
‐
student
–teacher
teacher‐
student
‐
student
–teacher
teacher‐
student
‐
student
–teacher
teacher‐
student
‐
student
–teacher
File 2( Seq2) MS2 level
 Warm up : The teacher greets his learners and welcomes them , then tries to make a quick reiew about the last
seance. ( Expressing present & past ability – Making polite request‐ Permission) Using the models ( can & could)
 Practice: The learners are invited to do the following tasks in consolidation to what has been learnt
before.
 The teacher reminds the learners about the form of the sentence with “can & could”
Form: Subject + ( can / could <not> ) + verb ( infinitive without “to”) + Object
 The learners listen to the teacher explaining the instructions of the following exercise , then work in rough.
 Exercise1: Re‐order the following words to make correct sentences.
kite could I Play 5 With Was a old years I .

please could you window ? open the

but can I speak Can’t English Spanish Speak .

alone could we go not when we very young out were

 The learners work in rough, the teacher supervises their works , then invite them to correct on the board.
 The teacher explains the instructions of the second exercise then invites the learners to work in rough.
Exercise 2: What do the following sentences mean? Put a tick ( ✔) in the right column
Sentence
Meaning
Ability/inability Request Permission
1) Could you tell me the time please?
2) Learners at Middle School can use the school library.
3) I could not study English in Primary School.
 The learners work in rough , the teacher supervise their works ,then invites them to correct.
 The teacher explains the instructions of the following task then invites the learners to work in pairs.
 Exercise : Re‐write the following dialogue into the simple past.
A : What can you do now ? ( child)
B: I can get up at 7. I can’t leave home till I have my breakfast. I can use the school bus to go
to school. I can’t be late to school for more than 5 minutes. I can have my lunch at school……
 The learners work in rough , the teacher supervises their works then invites them to give their
answers .
 The learners read the corrected tasks then copy down on their copy books.
Interact
Interpret
Produce
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Pronunciati
on table
page 32
Table souns
page 32
“adapted”
Board &
marker
Board and
marker
Board and
makrer
Page 18

19. File one : A Person’s Profile Level : Second Year .
Sequence : Three Lesson : Listen and Speak .
Guided Sheet
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)? Speaking and writing .
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar
point(s), etc.
Function : Locating Places / Talking about famous places.( Algiers the Capital)
Grammar : Simple Present tense & Simple Past tense
Vocabulary : Related to places and amenities
Pronunciation : Syllable Words
Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
• Yes , famous places in Algiers the capital of Algeria.
Swbat : Students Will Be Able To…. Locate famous places in Algiers and talk about them. & Locate one’s home famous places and talk about them
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 specifics of your
lesson.)
• Can read and understand the general ideas and some important details of :. very short simple informational and descriptive texts (e.g. formulaic personal email)
• Can find specific, routine information in short texts of : simple everyday material
When and how will I check my students’ progress toward the objective(s)?
• I can see when they do the activities.
• When they locate places of their own home town & talk about them.
• Required materials and/or resources:
• The lesson is based on photos about Algiers
• learners home town plan and amenities .
Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is this related to?
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 process development
Ongoing assessment of Learning : Ongoing , or regular ,assessment should take various forms and
. Active Learners ; Learners acquire and retain language best when the topics meet their interests and when they are active participants in their
learning: finding personal meaning ,learning cooperatively with peers, and making connections to life outside of class.
• 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 .yelowfaffodil66 @gmail.com page 19

20. Time Rationale Interaction Procedure Competencies VAKT
Ss need to
know how
to express
past &
present
ability
Ss need to
know that
capital and
locate
famous
places in it
ss.nned to
know how
to inquire
about
one’s past
tasks
Ss need to
know how
to inquire
about
famous
places
ss.need to
know how
to talk
about their
hometown
ss need to
know how
to locate
places in
their
hometown
Teacher
‐ student
students
‐ teacher
teacher
–
student
student
–teacher
student‐
student
teacher‐
student
‐
student
–teacher
students
‐
students
teacher‐
students
students
–
teacher
students
‐
students
File 2 : Listen and Speak Sequence3
• Warm up: T. greets his leaners and welcomes them then tries to make a quick review about the last hour.
• Presentation: Using photos of Algiers & compass, the teacher introduces the situation.
• The teacher introduces the compass (North –South –East –West –North east –South East – South west –North
West)
• T. invites the learners to repeat the words following the compass.
• The teacher introduces the Capital Algiers and its famous and historic places.
Heights Algiers Place 1er Mai Kasbah Algiers Ahmed Bouzida Elhamma Garden
Elmadania Middle of Algiers on the Mediterranean cost ketchaoua Mosque Hassiba ben bouali Road
• Practice
• T .invites the learners to listen and repeat the names of these places .
• The teacher present the following drill :
‐ week end?
A : Where were you last
‐holidays?
B : I was in Algiers .
A: Really, what did you visit ?
‐ Maquam Elchahid
B : I visited ‐ Kasbah
‐Ketchaoua Mosque
‐ Jardin d’essai
A: Where is it ?
‐ in the North on the heights of Algiers
B : It is ‐ On the Mediterranean cost
‐in Ahmed Bouzida Street at the foot of Kasbah
‐ in Hassiba Beb Bouali Road in the Commune of Hamma
• T. invites the learners to repeat the parts of the drill by pairs then all the drill .
• The learners are invited to pay attention at the photos , the location of each famous place and perform the
drill , substituting key words
• Use : T invites the learners to list the different famous places of their local area such as ( Mosque‐ Museum‐
Martyrs’ Square‐ Martyrs’ Cimetry………
• T. invites the learners to perform using the same pattern.
• T. explains the instructions of “Activity1 p37” , then invites them to draw the plan of their local town and
locate the most important places on it .
• T.Invites the learners to read the written work on the board , then copy down.
Interact
Interpret
Produce
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Interpret
Interact
Produce
Board &
marker
Compass
flashcard or
drawn on
the board
Photos of
Algiers
Boards and
marker
Board and
marker
+ photos of
Algiers
Board and
marker
Board and
marke
Page 20

21.
File one : A Person’s Profile Level : Second Year .
Sequence : Three Lesson : Discover the Language
Guided Sheet
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)? Speaking and writing .
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar
point(s), etc.
Function : Talking about possession
Grammar : Simple Present tense & Possessive pronouns
Vocabulary : Vocabulary related to daily life routine
Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
• No
Swbat : Students Will Be Able To….
Talk and express possession ( possessive pronouns)
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 specifics of your
lesson.)
• Can read and understand the general ideas and some important details of :. very short simple informational and descriptive texts (e.g. formulaic personal email)
• Can find specific, routine information in short texts of : simple everyday material
When and how will I check my students’ progress toward the objective(s)?
• I can see when they do the activities.
• When they express their possession for things and objects
• Required materials and/or resources:
• The lesson is based class room situation and objects
• manual script page 38
Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is this related to?
. Active Learners ; Learners acquire and retain language best when the topics meet their interests and when they are active participants in their
learning: finding personal meaning ,learning cooperatively with peers, and making connections to life outside of class.
• 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 .
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22. Time Rationale Interaction Procedure Competencies VAKT
Ss need to
know how
to locate
places on a
plan
Ss need to
know to
locate
places on
their home
town
Ss need to
know
different
types of
texts
Ss need to
demonstra
te their
understan
ding of the
text
Ss need to
reinforce
their
understan
ding of the
text
Ss need to
perform
speaking
using the
given
model
Teacher
‐ student
students
‐ teacher
teacher
–
student
student
–teacher
student‐
student
teacher‐
student
‐
student
–teacher
teacher‐
student
‐
student
–teacher
teacher‐
student
‐
student
–teacher
teacher‐
student
‐
student
–teacher
File 2( Seq3) MS2 level
 Warm up : The teacher greets his learners and welcomes them , then tries to make a quick reiew about the
last seance. ( locating )
 T. invites the learners to correct the home work « Activity 1 p32 », where the learners are invited to talk
about their town ( name streets, amenities and locate them)
 Teacher makes the learners talk about thier town abd tries to focus on the pssessive adjectives ( your –
my…)
 Suggested Answer : « My town is ……………………… In my town there are ………………
 Pre‐readng :
 The learners are invited to open their books page 38 and pay attention at the text.
 T.interact with his learners about the type of text ( dialogue) < How many interlocators …..>
 During –reading :
 T.explains the instructions of the following task and invites the learners to read the text then do the activity .
 Exercise 1 : Read the text then write « True – False – Not mentioned »
1. The dialogue is about Mum’s room.
2. Sally’s room is tidy.
3. Sally is a doctor
4. Sally will sort her room in the afternoon.
• T.invites the learners to read the text , and try to answer the task, while the teacher moves between the rows
and supervises their works.
• T.invites the learners to give back their answers , he reports them on the board them asks the learners to read
the corrected task.
• T.explains the instructions of the following Exercise , then invites the learners to read the text again and try to
answer .
• Exercise 2: Read the text then complete the table.
Persons Place Objects Time
Mum & Sally Home Clothes‐ magazines‐CDs‐ socks – bed afternoon
• T.learners work in rough , the teacher supervises their work , then invites them to listen to him while
reading the script and underline the following words. ( mine‐ yours)
• T. invites the learners to give their answers , her reports them on the board , then invites them to
read the corrected task.
• Post –reading :T.invites the learners to read and perform the script by pairs then asks them to
remind him about the words they underlined previously.
Page 22
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Board and
marker
Local town
plan
Board &
marker
Script page
38
Board and
marker
Script page
38
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Script page
38

23.
Ss need to
know the
new
grammar
item
Ss need to
know how
the new
item works
in a
sentence
and irt
suse
Ss need to
know the
correct
form of the
new item
and its
place in a
statement
Ss need to
discrimant
e between
the
meaning
and use of
the
sentences
Ss need to
know how
to use the
possessive
pronouns
in a
communic
ative way.
Teacher
‐ student
students
‐ teacher
teacher
–
student
student
–teacher
student‐
student
teacher‐
student
‐
student
–teacher
teacher‐
student
‐
student
–teacher
teacher‐
student
‐
student
–teacher
teacher‐
student
‐
student
• PIASP ( Grammar Item) < Possessive Pronouns>
• Presentation: It is mine It’s yours
 
• Isolation : mine = ( Sally’s room) yours = ( Sally’s room)
• Analysis: It is mine It ’s yours
     
Subj + verb+ possessive pronoun subj + verb + Possessive pronouns
•Stating rule: “ Reminder – part 1” page 39
• mine, yours, his, hers, ours, theirs, whose = possessive pronouns , we use them to avoid repetition .
•Practice : The learners are invited to perform the following tasks.
‐ Exercise 1 : ( based form) Re‐order the following words to make correct sentences.
1‐ mine/ this / book/ is/./my/it’s/ 
2‐ not / pen/is / this/ mine/ yours/is /it/ 
‐ Exercise 2 : ( meaning based) Match the pairs .
Sentences Meaning
1‐ I can speak English .
2‐ This classroom is ours.
3‐ I could not speak English in Primary School.
a‐ talking about past inability
b‐ Expressing possession
c‐ expressing present ability
1 2 3
c b a
 Activity '2'p38: Complete the conversation with the right possessive pronouns .
Yanis : Hi, Sami .can I borrow your sharpener , please ? I've lost mine.
Sami : I'm using it right now .Ask Olga, she isn't using hers.
Yanis : Can't you lend me yours just a minute ?
Sami : OK.Then hurry up .
Yanis : Thanks .
Teacher invites the learners to work I rough , he supervises their works offers his help once
needed then invites them to correct on the board, read the corrected task and copy down.
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Page 23

24.
File one : A Person’s Profile Level : Second Year .
Sequence : Three Lesson : Practice
Guided Sheet
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)? Speaking and writing .
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar
point(s), etc.
Function : Asking for / Showing the way
Grammar : Simple Present tense & Prepositions of place
Vocabulary : Vocabulary related to daily life routine & showing the way
Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
• No
Swbat : Students Will Be Able To….
Ask for & Show the way ( using prepositions of place)
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 specifics of your
lesson.)
• Can read and understand the general ideas and some important details of :. very short simple informational and descriptive texts (e.g. formulaic personal email)
• Can find specific, routine information in short texts of : simple everyday material
When and how will I check my students’ progress toward the objective(s)?
• I can see when they do the activities.
• When they can ask for the way and show it using the prepositions of place
• Required materials and/or resources:
• The lesson is based imaginary plan page 38
• one’s home town plan.
Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is this related to?
. Active Learners ; Learners acquire and retain language best when the topics meet their interests and when they are active participants in their
learning: finding personal meaning ,learning cooperatively with peers, and making connections to life outside of class.
• 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 .
• yelowfaffodil66 @gmail.com page 24

25. Time Rationale Interaction Procedure Competencies VAKT
Ss need to
know how
to talk
about
pessesison
Ss need to
know the
prepositio
ns and
their
meaning
Ss need to
know how
to use
those
prepositio
n in a real
like
situation
Ss need to
know
increase
their
practice of
the use of
prepositio
n
Ss need to
know how
ask for an
d show the
way in a
concrete
life
situation
Ss need to
know the
form the
stat,ment
containing
a
prepositio
n ,is
place…
Teacher
‐ student
students
‐ teacher
teacher
–
student
student
–teacher
student‐
student
teacher‐
student
‐
student
–teacher
teacher‐
student
‐
student
–teacher
teacher‐
student
‐
student
–teacher
teacher‐
student
‐
student
–teacher
File 2( Seq3) PPU Speaaking MS2 level
 Warm up : The teacher greets his learners and welcomes them , then tries to make a quick reiew about the last
seance. ( talking about possession )
 Presentation : The teacher invites the learners to open their books page 38 and pay attention at the map .
 Teacher reads the map and introduces words and expressions used in locating and showing the way such as
Left - right - turn right - turn left – go down - it's on - it's next to – start from – to go to "
 The learners are invited to repeat then perform the following drill.
 The drill :
 A: could you (help me) show the way to the post office please?
 B : Start from the Vietnamese restaurant , go down King Street, turn left into Pine
Avenue, then turn right into Grove Drive. It’s on the left side , next to the station
 A: That's very kind of you
 Practice: The learners repeat the drill then substitute key words.
 The teacher invites the learners to pay attention at the table on page 39, he explains it and makes
the learners using the drill of presentation to perform and substitute key words.
Zoo Chemist’s Public Library
1‐ drugstore 1‐coffee shop 1‐Swimming pool
2‐ Prince Street 2‐ Oak Street 2‐ Lagoon Street
3‐Queen Avenue 3‐Maple Avenue 3‐ Ocean avenue
4‐ Princess Drive 4‐ Cherry Drive 4‐River Drive
5‐ Internet Café 5‐ Fast Food 5‐ car park
• To go to the chemist's ,start from the coffee shop, go down Oak Street,then turn left into Maple
Avenue ,then turn right into Cherry Drive .It's on the left side , next to Fast food .
• To go to the Public Library, start from the swimming pool, go down Lagoon Street ,turn left into
Ocean Avenue then turn right into River Drive .It's on the left side , next to Car park .
 Use : The teacher invites the learners to talk again about their hometown plan and the amenities
 They are asked to use the same pattern and perform the drill talking in a real life situation
 The teacher invites the learners to read the following sentence:
 Presentation: It 's on the left side , next to Car park .
    
 Isolation: subject verb prepsition preposition
 of place of place
 Stating rule: Reminder part 2 page 39. in grammar, a word which is used before a
noun, a noun phrase or a pronoun, connecting it to another word
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26.
Ss need to
reinforce
their
understan
ding of
showing
the way
using the
preppostio
ns
Ss need to
discrimina
te between
the
meaning of
sentences
Ss need to
use the
learnt
language
in a real
life
situation
Teacher
‐ student
students
‐ teacher
teacher
–
student
student
–teacher
student‐
student
teacher‐
student
‐
student
–teacher
teacher‐
student
‐
student
–teacher
 Practice: The learners are invited to do the following tasks .
 Exercise 1: <based form>Unscramble the words to make correct sentences.(pay attention to
the punctuation and capital letters)

-Iamapupilatmiddleschoolmyschoolmyschoolisbehindthepostofficenexttotheconstabulary

 Exercise 2: <Meaning based >Complete using the following words. : “Ability – Possession –
Showing the way”
1‐ I can speak English and write it now . (…………………………………..)
2‐ To go to the Mosque , go along this road turn left ,it’s opposite the bakery. (………………………….)
3‐ This book is not mine. It’s yours . ( ……………………….)
 Exercise 3 : <communicative based> Fill in the gaps to make a good dialogue
A: Excuse me , …………..you …………me the way …………….the library, ……………?
B: Go along ………..street ………….left . then turn ………. .the library is next to the post office.
 T. invites the learners to work in rough , he supervises their works and corrects each task alone ,
then does the same with all the other tasks.
 The teacher invites the learners to correct the exercises , makes them read the corrected tasks then
asks them to copy down.
By Mr.Samir Bounab
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