salam MS2 levem seq 1 lesson 1 " describing physical appearance" Many teachers feel worried about how to start the new program as if it is something exceptional , Many of the learning objectives of what is called 2G have already been tackled in the old syllabus and learners have see them , so don't feel worried nor lose your self confidence , you can have a look at your profolio and what you used to teach as learning objectives and exploit that , just adapt that adding values and cross curricular competences to make it what is called 2G like here in MS 2 "describing physical appearance " has already been seen in the presvious MS1 level in file 2 For MS 3 " expressin ability and inability " wa ssen in the MS2 level too in Fille 2 langiage game just now when you use any visual aids or text or exmaple it must serve the four values mentioned in the curriculum for further inquiries you are welcome By Mr Samir Bounab

1. 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, 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 “
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 : board and marker & physical appearance flashcards
He can understand and interpret verbal and non-verbal messages
He can work in pairs or in groups
He can use role-play to communicate appropriately
He socialises through oral or written exchanges
Values
The learner can use the markers of his identity when introducing himself to others: name,
He behaves as a responsible and committed citizen
he shows respect for the environment (school and classroom) and protects it continually
He is keen on learning about others’ markers of identity
yellowdaffodil66@gmail.com

2. time rationale Interaction Steps of the Lesson competenc
ies
VAKT
Greetin
g &
welcomi
ng
Advertis
ing
Advertis
ing
Questio
ning
Appear
ance
Students
Teacher
Students
Student
Teacher
Teacher
Student
Teacher
Students
Student
Student
Sequence1: describing physical appearance
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.
Presentation (PPU lesson)
Initial problem situation : Teacher may ask his learners about one of their teacher
Who is your teacher of Arabic?
Is he / she young or old?
Tall or small? ( using gestures to show tall =/= small)
The teacher accepts all the learners answers then presents the following drill
The teacher invites the learners to pay attention at this drill , repeat then perform
A: How old are you?
B : I’m 14.
A: How tall are you?
B : I’m 1.52m.
A: What’s your weight?
B: 34 kilos.
A: what’s great !
 The teacher using picturesand 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 learners perform by pairs using the written key boards on the board
 Learners keep the same drill using the pronouns “he – she” = what is (he/she) like? ./ Has got
 Use :
 The learners perform the drill , then they are invited to use the same drill and talk about themselves.
 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.
interact
Interpret
Interpret
Interact
Interact
Produce
interact
Board &
marker
Board and
marker
Flash card
page 47
Script
page 55
Board &
marker
Script
page 48
Page11

3. 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
 :
 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 : 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.
« s » « z »
Speak – contest –it’s – yes- street –
what’s – straight – slim- miss- student
Is – kilos – Mrs- has –
eyes – legs – photos
Interpret
Interpret
Interact
Interact
Produce
Board &
marker
Board &
marker
Board &
marker
Script
page 48
Board &
marker
Page12

4. Greetin
g &
welcomi
ng
Questio
ning
Questio
ning
Appear
ance
Questio
ning
appeara
nce
Students
Teacher
Students
Student
Teacher
Teacher
Student
Teacher
Students
Student
Student
Yellowdafofdil66@gmail.com interact
Interpret
Interpret
Interact
Interact
Produce
Board &
marker
Board &
marker
Board &
marker
Board &
marker
Board &
marker
Page13

5. Greeting
&
welcomi
ng
Question
ing
Accounts
& stories
Accounts
& stories
Account
s &
stories
Students
Teacher
Students
Student
Teacher
Teacher
Student
Teacher
Students
Student
Student
interact
Interpret
Interpret
Interact
Interact
Produce
Board &
marker
Board &
marker
Script
page 49
Script
page 49
Board &
marker
Board and
marker

6. Page14