File Three:

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MS1 Level


Rank Team
1
ES Stif
2
USM Alger
3
CR Blouizdad
4
ASO Chlef
5
JSM Bjaia
6
JS Kabylie
7
USM El Harrach
8
WA Tlemcen
9
MC El Eulma
10
CS Constantine
11
MC Alger
12
CA Batna
13
AS Khroub
14
MC Saida
15
MC Oran
16
NA Hussein Dey

Term
Month
&
seeew
File competence
Learning
objectives
Type of task
Resources
Module of integration (project)
What students should
be able to do (SWBAT)
Grammar Lexis Pronunciation
S
e
c
o
n
d


















T
e
r
m



januar
Week
1







januar
Week
2









januar
Week
3












januar
Week
4


















F
i
l
e

t
h
r
e
e


"
3
"







"
s
p
o
r
t
s
"













(

p
6
1

t
o


p
7
9
)

(
p
4
1

t
o


p
5
9
)










Interact










Interpret










Produce






+ Describin
g & Locating
places



+ Talking
about sports


+ Talking
about daily
activities /
hobbies

+ Telling
the time












+ (oral
and
written)



+ (oral
and
written)


+ (oral
and
written)


+ (oral








The
prepositio
ns: at +
time +/
place/
near / on
the left

The
personal
pronouns
: we /they


The
simple
present
tense











The ordinal
numbers


Time





Learn about
culture

Sports
and
countries


World
football
cups



National
games


Sounds







- ch = "match
chat chips
cheese"


- sh = "flash
dish fish
she "




- th =
thin - fifth
thanks .



- th =
this mother
they - that "


A sport magazine

Your physical education
teacher asked you some
questions about the last
Olympic Games :
The place of the games.
Country and capital.
Number of nations.
Different sorts and kinds of
sport games.
Collective or individual.
Your teacher would like you to
make a sport magazine about
the last Olympic Games.
Split into groups of "4"
Collect pictures or draw
matchstick pictures .
Give the name of each sport .
Stick your pictures and write
below them the names of the
sports.
Your sport magazine is ready
.
Present it to your friends .
Put your sport magazine at
the library ( to be useful for
your next year's pupils.
-SWBAT :
Keep fit and Practise
sport









- Describe
and locate
places



Talk about
sports




Talk about
daily activities
an d hobbies





Ask &Tell
the time
By Mr. samir bounab
yellowdaffodil66@gm
ail.com







File Three: SPORTS Sequence One 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 : Naming Sports
Grammar: Simple present tense (auxiliaries + personal pronouns)
Vocabulary related to: sports and daily life activities
Pronunciation: : sounds: /ch/ & /sh/



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 sorts of sports (using the simple present tense)
- Recognise and discriminate between the sounds /ch/ & /sh/
Required material and / or resources: The manuals flashcards (p63-64-65) & manual script page 74

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page 3

Time Rationale Interaction Procedure Competencies VAKT


Ss need to
know about
the new
project work
have to do

Ss need to
know the
ordinal
number

Ss need to
recognize
and identify
the situation




Ss need to
understand
and decode
the scripts
message




Ss need to
perceive the
underlined
items



Ss need to
know the
structure ,
its form and
meaning in a
context.
Ss need to
perceive how
the
grammatical
items are
formed , how
they function,
meaning and
what rule
govern them



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File 3 : Sequence One: 1
st
Am Level
Warm up: The teacher greets his learners and welcomes them, he tries to inquire about the last sance
The teacher presents to his learners the project they should do which is about designing sport magazine, they
should form their groups and scatter the duties. They should present their work by the end of the file.
Pre-listening:
The teacher interacts with his learners about the results of the latest match National Champion Leagues and their
favourite teams. ( He may use some pictures of the National or international team according to the learners interests)
The learners are invited to open their books on page 61 and asks them to interpret the pictures on the page , he may ask
them the following questions:
The teacher asks the pupils to identify the situation.
Where does the situation take place? At home
How many persons are there? There are two persons.
Whats there on TV? There is a football match.
The learners are invited to perform the task question- answer
During listening:
The teacher explains the instructions of the task ,then invites the pupils to listen and answer the following question:
What is the score? Its 3 to 1 .
For who? For Manchester United.
Is it an Algerian Team? No, its an English Team.
The pupils listen then do the activity on their rough, correct on the board then read and perform the activity as a drill
(by pairs).
The teacher invites the learners to open their books on page 74, and pay attention at the script
The teacher reads the script then asks the learners to underline the following words.
It is we us are leads
The learners are invited to read and perform the drill .
Post-listening:
The teacher invites the learners to discuss about the exposed theme football and makes them express themselves
about:
1. The sport they really prefer
2. Their favourite team.
3. The best results made by their favourite team.
4. Their favourite players .
Presentation:
The teacher invites the learners to go back to the script on page 74 and try to read the underlined words, while the
teacher reports them on the board. is - we are us leads
Isolated: The teacher invites the learners to isolate the words with their sentences from the script.
It is a good day for us We are the champions! Manchester leads by three to one
Analysis: The teacher invites his learners to analyze the isolated sentences .
It is a good day for us we are the champions! Manchester leads by 3 to 1 .
+ + + + + + + + + +
subj verb object objective subject verb object subject verb object
Pronoun Pronoun Pronoun Pronoun
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Board and
marker

Sample of
last years
project
works


Flash cards
page 61



Listening
script page
74





Listening
script 74




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Listening
script page
74

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marker


page 4



Ss need to
formulate
the grammar
rule




Ss need to
know the
form of
sentence
and lay out



Ss need to
identify the
meaning of
each
sentence






Ss need to
know to
combine
form ,
meaning
and use





Ss need to
know to
combine
form ,
meaning
and use




Ss need to
know to
combine
form ,
meaning
and use




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Stating Rule: The learners are invited to read the stated rule.
It personal singular pronoun
We personal plural pronoun
Us objective pronoun
(is are ) verb to be Simple present Tense
leads Verb + s Simple Present Tense
Practice:
Exercise One: (Based form task) Re-order the words to make correct sentences. Subject + verb + object
1) popular / ./ is / very/ football/ game/
2) asks/ . / to / teacher/ read/home/the/us/more/at/
3) Karim / English/ very/ football/. /plays/well/
Exercise Two: (Communicative based) Match the pairs.
Sentences Ideas
1) I am a pupil at Middle School.
2) Ahmed is tall with fair hair and brown eyes.
3)Ahlam is from Algeria.
4) Football is a collective sport.
a) Describing nationalities
b) Talking about jobs and occupations
c)Describing physical appearance.
d) Talking about sport

1 2 3 4

Exercise Three: ( Comunicative based ) < Oral Practice>
The pupils repeat the two sentences then they are asked to look at activity c-p65 , the teacher explains the
instructions then leads the pupils to perform.
Activitycp65: Look at the scoreboards and say.
+ Olympic Stadium Mohamed Boudhiaf There are only fifteen minutes left before the end of the match.
(USMA JSK) and the score is (2-2).
+ Wembly Stadium there are only twenty minutes before the end of the match [Manchester Liverpool] and the
score is (3 to 1) for Manchester.
+ Stade de France There are only six minutes left before the end of the match and the score is nil (0-0).
+ Olympia Stadium: There are only thirty five minutes left before the en of the match (Bayern Munich
Borussia.D) and the score is (3-2) for Bayern Munich.
+ Arena Stadium: There are only ten minutes left before the end of the match (Ajax Amesterdam
PSV.Endoven)and the score is (1-0) One nil for Ajax.
The learners are invited to perform the drill using the answers of Activity-c-p65
The teacher explains the instructions of activity-d-p65 the invites the pupils to perform the drill. <Oral>
Activitydp65: Act the drill.
Wembley Stadium ?
A : Who leads the match at Olympia Stadium?
Arena Stadium?

Manchester United leads. Manchester United
B: Bayern Munich leads. Or Bayern Munich does. does = leads the match
Ajax Amesterdam leads. Ajax Amesterdam

The learners read the corrected tasks on the board then copy down on their copy books.

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Script page
65












Script page
65





page 5




Ss need to
know and
name some
sports using
the simple
present tense


Ss need to
identify the
sounds /sh/ &
/ch/

Ss need to
know how the
sound /sh/&
/ch/ are
uttered




Ss need to
discriminate
between the
sounds
/sh/&/ch/





Ss need to
know the lay
out of a
sentence


Ss need to
identify the
auxiliaries to
be- do
have


Ss need to
recognize the
auxiliary
verbs








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File 3 Listen & Speak (2) MS1 Seq 1
Warm-up: The teacher greets his learners and welcomes them.
The teacher tries to make a quick review on the last sance s learning objective ( Naming sports using the simple
present tense).
The teacher writes on the board the following Tongue twister
Prsentation: Shredded Swiss Cheese.
+ +
Isolation: Shredded cheese
+ +
Analysis: /sh/ /ch/
Stating Rule:
The sound /sh/ = as to pronounce the letter s + Letter h at the same time
The sound /ch/ = as to pronounce the letter t + the sound /sh/ at the same time
Practice :
Exercise : Listen then repeat {sh flash , dish, fish, she } [ch match chat- chips-cheese]

Activity ep64 : Put each word in its right box.
China Manchester champion flash chips she shoot chat shoe- cheese- dish- match- child chew
/sh/ /ch/

The learners work in rough , the teacher supervises their works , then invites them to give back their answers.
_____________________________________________________________________________________________________________________
The teacher invites the learners to pay attention at the following example .
Example :
Presentation : I am a pupil . I have to go school eveyrday . I do not study on week ends.
+ + +
Analysis : am have do
to be to have to do
N auxiliaries v
Stating rule
to be N
to have auxiliaries
to do 7
The teacher presents the auxiliaries [to be to do to have] and all the personal
pronouns yellowdaffodil66@gmail.com


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Script page
64









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page 6





Ss need to
know the
affirmative
form of the
auxiliaries












Ss need to
know the
negative form
of the
auxiliaries










Ss need to
know the
interrogative
form of the
sentences





Ss need to
practice to
acquire the
three forms
of the
auxiliaries




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[ Affirmative forms]









Negative form
The teacher introduces the negative and the interrogative forms of the auxiliaries :[to be- to have to do]










interrogative form











The pupils are requested to do the following exercises on their rough copy books ,correct on the board then
read and write down.
The learners read , then the teacher distributes some of the printed tasks , explains the instructions then
invites the learners to use their pencils and do the activities .
The teacher supervises the learners works , then invites them to correct and read the corrected tasks.


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page 7
To be (simple present)
I am not
You are not (arent)
He is not (isnt)
She is not (isnt)
It is not (isnt)
We are not (arent)
You are not (arent)
They are not (arent)

To do{s. present}
I do not (dont)
You do not (dont)
He does not (doesnt)
She does not (doesnt)
It does not (doesnt)
We do not (dont)
You do not (dont)
They do not (dont)
To have (s. present)
I have not (havent)
You have not (havent)
He has not (hasnt)
She has not (hasnt)
It has not (hasnt)
We have not (havent)
You have not (havent)
They have not (havent)
To do{s. present}
Do I?
Do you?
Does he?
Does she?
Does it?
Do we?
Do you?
Do they?
To have (s. present)
Have I?
Have you?
Has he?
Has she?
Has it?
Have we?
Have you?
Have they?
The personal
pronouns
I singular
You
He pronouns
She
It
We plural
You
They pronouns
To be (simple
present)
I am
You are
He is
She is
It is
We are
You are
They are
To do{s. present}

I do
You do
He does
She does
It does
We do
You do
They do
To have (s.
present)
I have
You have
He has
She has
It has
We have
You have
They have
To be (simple
present)
Am I ?
Are you?
Is he?
Is she?
Is it?
Are we?
Are you?
Are they?
Exercise : Complete the questions with: " are have is has -
am"
A: .. you a plumber ? B: No, Im not .
A: he got green eyes? B: Yes, he has .
A: .. I in your way ? B : Yes ,you are .
A: .. you got a pencil ? B : No, I haven't .
A: . Algeria an African Country ? B: Yes, it is .



Ss need to
identify the
infinitive
form and
write the S.
present
form





Ss need to
know and
discriminate
between
the singular
and plural
pronouns







Ss need to
know how
to write the
from of the
verb with
the third
singular




Ss need to
know how
to
substitute
nouns with
their correct
pronouns





Ss need to
know how
to
discriminate
between
the sounds
/sh/&/ch/
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Exercise : Give the right form of the verbs in brackets:
My name (to be)------ Abdelhafidh . I (to have)------- two brothers .Bachir (to be)------ a carpenter and Mahmoud (to be )
---- . My father (to have ) ------- a car . Its colour (to be)----- red .
Exercise : Complete the following table with : the
Singular and plural pronouns



Exercise : fill in with pronouns ( I you she it we they )
1) Janet is Irish . is a secretary .*
2) MY name is Tom . am American .
3) My keys are here . .. are in my pocket .
4) Tania is an engineer is German
5) Where are the boys ? .. are at school ?
6) You and I are pupils . . are at school .
7) I have a big dog . .. is a German shepherd.
Exercise: Rewrite with "She "
My name is Kate Robson .I am American .I am a pupil at Olivia School
in Texas. I'm a tall girl with dark eyes and fair long wavy hair .I am 13
years old. My father is a dentist and my mother is a housewife .My
brother is a student
Exercise : Look at the bubble then fill in the table :





Exercise: Put each sound in its right column:
Shop shoe- flash fish chips match dish wish- chat she
cheese- china Manchester chew champion shoot watch



The teachers invites the learners to read the corrected works on the board ,then write down on their copy
Singular pronouns Plural pronouns
1 .
2.
3.
4.
1.
2.
3.
Exercise : complete with " is are"
1. Where..the boys?
2. Where.. the girl?
3. When.. the birthday of Amine?
4. Who . Absent ?
5. What your age?
6. Where . My teacher?
7. Where ..the pens ?
8. Where ..my rulers ?
9. How old ..is the little boy ?
10. . your father a policeman?
Exercise : Answer the questions by using
the right pronoun :
" he - she - it - they "
1. Where are the elephants?--> are
here.
2. Where are the teachers?-->..are
over there .
3. Where is the telephone?-->.is
here.
4. Where is the classroom?-->.'s
here.
5. Where is Ahmed?-->.is over
there.
6. Where is Amina?--> .is out .
7. Where is the policeman?-->.. in
the street.
8. Where are the pupils?-->are in
class.
He She It They

" sh" " ch "

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page 8
books. yellowdaffodil66@gmail.com

timing Rationale Interaction
Steps of the lesson competence VAKT


Ss need to
know and
identify
the
sounds
/sh/ & /ch/

Ss need to
know the
names of
the
different
sports .


Ss need to
know how
to ask qqs
about
sports


Ss need
to know
the form of
a
sentence




Ss need to
know the
negative
form of a
sentence



Ss need to
know the
interrogati
ve for m of
a
sentence

Ss need to
know the
answer of
auxiliaries
questions



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File3 : PRACTICE seq 1 MS1 level
+ Warm up: The teacher greets his learners and welcomes them
+ The teacher tries to interact with his learners about the last sance learning objectives (sounds /sh/ & /ch/ and talking
about sports and daily activities using the simple present tense ( auxiliaries & personal pronouns)
+ The learners are invited to open their books on page 64, he explains the instructions then asks the pupils to do activity-a-
p64.They may identify the different sorts of sports using [French or their mother tongue Arabic]
Activity ap64: Look at the match sticks and guess the sports. < Oral Task>
Picture1: basketball Picture 2: Horse riding - Picture3:Boxing
Picture4: Swimming Picture 5: Cycling Picture 6: Handball
Picture 7: Volley ball Picture 8: Skiing Picture 9: Football (soccer) Picture 10:
Hockey or Cricket Picture 11: Tennis.
+ The pupils may perform the activity as { gap filling or matching pairs}
+ The teacher invites the learners to read and name the different sports.
+ The pupils are asked to practice using pair questions :
A : Is Picture 1 volley ball ?
B : No, its basketball.
+ The pupils perform by using the other keywords
+ the teacher interacts with his learners by showing some of the school things and asking them to name them.
+ The teacher introduces statements, and then invites the learners to repeat.
Affirmative form: Subject + have/has+ object
I have a pen. You have a pencil. They have red books. We have a classroom.
He has a rubber. She has a ruler.
+ The teacher invites the pupils to repeat the sentences .They should discriminate between the forms of the verbs.
Step four: The teacher introduces the negative form, and then asks the pupils to repeat.
Negative form: Subject + do/does+ not+ have+ object

I do not have a pen. You do not have a pencil. We do not have a ball They do not have green books.
He does not have a pencil. She does not have a notebook. It (cat) does not have wings.

+ The pupils are invited to repeat the statements and must discriminate between the forms of the verbs .
Interrogative form: 1/ Do+ subject {I-you-we-they} + Have+ object+?.

+ A: Do you have a[pencil/pen/rubber/ruler]?
Yes, {I-you-we-they} do
+ B:
No, {I-you-we-they} do not (dont)
Interrogative form: 2/ Does+ subject [he- she-it]+ Have+ object+?.
+ A: Does [he- she-it] have a[ pencil/pen/rubber/ruler]?
Yes, [he- she-it] does
+ B:
No, [he- she-it] does not =(doesnt)
+ The learners are invited to repeat and perform the drills.
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Flashcards
p64




Flash cards
p64





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page 9







Ss need to
know the
basic form
or a
sentence



Ss need to
know form
of verbs
with I-
you-we-
you-they
pronouns

Ss need to
know form
of verb
with 3
rd

person
singular


Ss need to
know
verbs that
take es
with the
3
rd
person
of singular




Ss need to
know the
wh
qqswords
meaning
and use




Ss need to
know form
of verbs
with
whqqs
words





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L The teacher does a quick summary about the
simple present tense.
Grammar : The simple present tense:

The sentence is Subject + verb + object
a) The subject: I / you / we/ you/ they

I speak English
you play football
we support the Algerian team
you revise the lessons
they start class at 8.30

b) the subject : " he she it "
s
He
She + verb + es + object
It ies
speaks
S/he it washes - misses- boxes- does- watches

Crycries - worry worries
But: when "y" is preceded by a vowel only "s" is
added.
play plays
S/he it Obey obeys
Buy buys

c) Questions:
1) Whqqs: Subject " I- you- we you they".

Where
What
How + DO + SUBJECT + VERB + OBJECT +?
When
which

Example: I study?
Where you speak?
What DO we support?
How you start?
When they leave?

2) Whqqs : Subject : " he she it "

Where
What
How +DOES +SUBJECT +VERB ( s/es/ies)+ OBJECT + ?
When infinitive
which

Where live
Which watch
What does (she / he /it) pray ?
How go
When study

But when the question is about the "subject" WHO + verb.
Ex: Who goes to school/ who knocks the door / who score ?



Interrogative questions:
Do

+ subject + verb + object

Does

Ex : do (you I we they) study English?
Does (he she it) have lunch?


3)Negative form:

1) Subject + do + not + verb + object.

(I/you/we/they) do not ( go-study-wash)

2) Subject + does +not + verb(infinitive) + object.
(s/he it ) does not ( wash- stay- cry )

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Ss need to
know what
tense is
used to
talk about
daily life
routines

Ss need to
know the
form of
texts


Ss need to
know how
to answer
a skim
task




Ss need to
know how
to scan a
text for
specific
answer





Ss need to
know to
discuss
the topics
text and
give ones
idea



Ss need to
produce a
written
production
about
their
favourite
sport idol




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PDP reading lesson Sues Letter File 3 seq 1
Warm up : The teacher greets his learners and welcomes them .
The teacher tries to make his learners talk about their daily school life matters using the present simple tense which is
the last sance s learning objectives.
Pre-reading :
The learners are invites to pay attention at the text page and tries to make them interact about it .
1. What type of text is it ? - Its a letter.
2. Is it about sports? Yes it is .
During reading:
The teacher explains the instructions of Activity e p65, then invites the learners to read and answer .
Activityep65: Read the text then say True. False or Not Mentioned
1. Sue plays baseball. False
2. Sue supports baseball. True
3. Sue and her friends watch the match on TV. False
4. Sue is Algerian. Not mentioned ( it is not said in the text)
The learners work in rough , the teacher supervises their works ,then invites some of the to read the text , then correct , he
reports the answers on the board , then invites them to read the corrected task.
The teacher explains the instructions of the following exercise then invites the learners to read the text again and do it on
their rough copybooks.
Exercise: Read the text then match the questions in column A with the appropriate answers in column B
Questions Answers
Which
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Script page
65






Script p65









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Script page
66





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page 11
1. Is Sue the receiver?
2. Where is Sue ?
3. What sport are the girls fan of?
4. Do they go to stadium to support their teams?
a. Sue is at the college of physical education
b. No, she is not.
c. Yes , they do.
d. They are fan of base ball.


The learners read the text , work in rough , the teacher supervises their works then invites them to give back their answers.
Post-reading:
The teacher invites the learners to an open discussion about the sport mentioned in Sues letter ,(base-ball) , what sort
information do they have about it, how is it played and if it is played in our country.
The teacher explains the instructions of Activity d page66 .
The teacher interacts with his learners about their champions , then they are invited to write about him or her following this
form.
Example:
Name: Lionel Messi The paragraph : Lionel Messi is 24 years old. He is from Argentina
Age: 24 He is Argentinian . He practices football . He plays for
Nationality; Argentinian Barcelona Foot ball Club in Spain .
Sport; foot ball
Club : Barcelona ( Spain)
The learners work in rough , the teacher supervises their works and offers his help if needed, then invites some of the
learners to give back their answers .
The teacher reports on the board the best of the learners answers then asks them to read and copy down.
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1 2 3 4
B A D C


File Three: SPORTS Sequence Two MS1 Level
Personal Goals:
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
3.Supported and purposeful development: Learners benefit and get more involved when each activity builds on previous material so that knowledge and skills
build logically towards achieving and developing specific competences. How?
a) The teacher plans lessons that have communicative objectives and whose steps build toward meeting them.
b) The teacher breaks down functions, genres and skills into small components /skills/parts in order to present realistic "chunks" of the language for learners to process.
c) The teacher stages the lessons so that what the learner learns/practices in each step prepares for the next ones
4.Meaningful Activities / Tasks: Classroom activities and tasks should draw on learners' lives and interests and help them to communicate ideas and
meaning in and out of class . How?
a) The teacher supplements and adapts the textbook to plan activities related to learners' lives and interests.
b) The teacher uses and plans activities that allow learners to practice and develop real-life communication skills for reading ,writing speaking and listening.
c) The teacher contextualizes the activities and provides a purpose for them .


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 : Talk about ordinal numbers / Locating places
Grammar: Simple present tense (auxiliaries + personal pronouns)
Vocabulary related to:
Pronunciation: : sounds: th= the=



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 listen to and understand main points and some important details (e.g. who ,when , where) of:
Very short and simple monologs and dialogues.
Related to familiar topics and concrete situations (e.g. introductions, descriptions of location and physical properties).
Can read and understand the main ideas of:
Very short, formulaic and descriptive tex
Objectives / Assessment: SWBAT by the end of the lesson ,students will be able to :
1- talk about ordinal numbers
2- locate places
3- Identify & discriminate between sounds : th= the=


Required material and / or resources: The manuals flashcards (67-68-69-70) & manual script page 31

page 12
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Timing
Rationale
interaction
Step of the lesson Competence VAKT


Ss need
to know
how to
talk about
daily
activities




Ss need
to know
the timing
and the
courses
planned
in time
table



Ss need
to know
how to
combine
time and
tasks



Ss need
to know
how to
express
the order



Ss need
to know
how to
inquire
about
order



Ss need
to know
how to
talk about
their time
tbales




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Sequence Two. LISTEN and SPEAK File Three

PPU Lesson : Sounds th= the= + Ordinal numbers
Warm up: The teacher greets his learners and welcomes them.
+ The teacher makes a quick review about the last sance (talking about sport activities and ones favourite champion)
+ Presentation:
+ The teacher writes on the board the following time table and reads it then asks the learners to read it.
+ The teacher writes on the board the courses that Pedro a Spanish pupil studies today .
+ Pedros Time table
Days 9 - 10 10 - 11 11 - 11.30 11.30 -12.30 12.30-1.30 1.30 -2.30 2.30 - 3.30
Monday Religion Maths Play time History Lunch English Sport
Tuesday Spanish Craft - History - English Maths
Wednesday Science Maths - History - English Sport
Thursday English Science - Maths - Spanish Geography
Friday Special activities Special activities Sport Sport Sport
+ The teacher invites the pupils to repeat the following sentence.
On Monday, Pedro studies Religion, Maths, Play Time, History, English and Sport.
+ The teacher asks the pupils to repeat the following sentences.
+ The teacher invites the learners to pay attention at the time table and talk about what Pedro studies the whole week .
+ The teacher reads Pedros courses in order and asks the learners to repeat the ordinal numbers.
+ { first- second third- fourth fifth sixth- seventh- eighth ninth tenth -.}
+ The learners are invited to perform using Pedros table and the focus must be on the order of the courses seen during the
week.
+ Religion is the first lesson on Monday.
+ The second course is Maths on Monday.
+ The third sance on Monday is Play Time.
+ History is the fourth lesson, on Monday.
+ The sixth lesson is English on Monday.
+ Sport is the last sance on Monday.
+The pupils read and repeat the sentences the sentences
+Practice
The teacher invites the learners to practice using Pedros timetable and the ordinal numbers.
The drill:
Ali: What does Pedro study on Mondays?
Karima: He studies Religion, Maths, Play Time, History, English and Sport
Ali : Is English the first lesson on Monday?
Karima: No , it is not . It is the fifth sance .
The learners perform the drill by pair , using the ordinal numbers.
+ Use :
+ The learners are invited to use their own time table and talk in pairs about their daily school program and the order
of the courses. ( The learners are asked to keep the same pattern seen in the Practice Stage)
Day First hour Second hour Third hour Fourth hour Fifth hour Sixth hour Seventh hour
Monday French English Science Physics Arabic Maths History



Pronunciation & Spelling
g The teacher presents the following sentences, then invites the learners to read them.


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Script of
Perdos
time tables





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Learners
time table



page 13




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Ss need
to know
the new
sound



Ss need to
know
how the
sounds
are
uttered
and spelt


Ss need to
recognize
and
discrimin
ate
between
the
sounds
&


Ss need to
practice
to get
familiariz
ed with
the new
sounds


Ss need to
discrimin
ate
between
the new
sounds

Ss need to
discrimin
ate
between
ordinal &
cardinal
numbers


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g
g Presentation : Elizabeth studies maths on Thursdays morning ,in the afternoon she learns the English course.
g + + + + +
g Isolation : Elizabeth maths Thursdays the the
+ + + + +
g Analysis: th= the =
g Stating rule :
= fourth sixth Maths.
t + h =
= this that- them ..

g Practice:
I/ The pupils are asked to open their books on page 74, listen and repeat the numbers
1
st
(first)
2
nd
(second)
3
rd
(third)
4
th
(fourth)
5
th
(fifth)
6
th
(sixth)
7
th
(seventh)
8
th
(eight)
9
th
(ninth)
10
th
(tenth)





II/ The teacher asks the pupils to sort out the words that contain the sounds th and the from their school
timetable
+ The - fourth - sixth Maths - Fifth - Sixth Seventh

+ The learners are invited to read the words again;
+ The pupils are invited to open their books on page 67 and pay attention at activity ep67:

+ Listen and repeat: The pupils listen to the teacher reading the words, then repeat after him.


+ Identify: The teacher asks the pupils to identify what sounds do they hear each time th and the

+ Compare: The teacher read by pairs and asks the pupils to compare between the two sounds.


[thin-this] (theme-them){fifth-bath}(athlete-other)[earth-birth]

+ The learners should be able to discriminate between the ordinal & cardinal numbers

The Ordinal Numbers 1
st
2
nd
-3
rd
-4
th
-5
th
-6
th
-7
th
8
th
9
th
10
th

The cardinal Numbers 0 - 1 2 -3 -4 -5 -6-7 8

+ The pupils read the written works on the board then copy down on their copy books.

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74






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74



Script page
67






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67




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page 14
Timing rationale Interaction
Step of the lesson Competence VAKT

Ss need to
know the
new
learning
objectives

Ss need to
identify
and
discrimin
ate
between
the
sounds






Ss need to
identify and
ordinal
numbers script
& spelling







Ss need to
know the
order list of
the national
football
championship






Ss need to
know how to
ask about
order







Ss need to
know

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Sequence Two. PRACTISE File Three
Lesson: Revision of th the + Pronunciation of compound nouns + prepositions of place.

Warm up : The teacher interacts with his learners about the sance by asking them to read the following :

Thursday 13
th
1933 Thursday thirteenth nineteen thirty three.
The birthday of Hathams brother is this Thursday.

The pupils listen to the teacher then repeat , then they are asked to make the distinction between the two sounds, how are they
pronounced ,just how to articulate them, and try to give more examples.
The pupils are asked to look at "activity a p69", he explains the instructions then leads them to do in rough
They are asked to work individually ,while the teacher supervises their works ,then the pupils are asked to come to the board and correct
the activity .

Activity ap69: Unscramble the ordinal numbers to get the result of the race .
1] TIRFS = First 2] SONCED= Second 3] RIDTH= Third 4]ROUTHF = Fourth 5 FFIHT= Fifth
6] THISX= Sixth 7]NEVESTH= Seventh 8] GHEHIT = Eighth 9] HTININ = Ninth 10] HENTT = Tenth

The pupils work in rough , the teacher supervises the learners works then invites them to give back their answer, the learners may use
their pencils and correct on their books.

The teacher interacts with his learners about the national football championship in order to check and update the list of the
team on page68 , then he explains the instructions of Activity-a-p68, then invites the p.p.s to perform in pairs.
The teacher distributes lists showing the Algerian Ranking football chaampionship, he reads it and makes the learners ineract
about it.
The learners are invited to read the list then make very short dialogues talking about their favourite teams using the ordinal
numbers
Activityap68: Look at the newspaper. Ask and answer.

A : Is USMA first? B: No, it isnt .Its second
A: Who is the leader ( first ) of the National football championship? B: The first is Setif

The learners work in pairs , the teacher supervises their works then invites them to act their dialogues .
The teacher may challenge them to use either who question words and yes & No questions in their dialogues
The teacher reports on the board one of the learners pair works , then invites them to read and copy down.
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PDP reading Lesson File 3 The Olympic Complex Seq2 MS1 level
Warm up : The teacher greets his learners and welcomes them .



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Script
page 69







Script
page 68






Script
page 68


page
15





how to
use the
ordinal
number

Ss need to
know
how to
interpret
any
situation




Ss need to
know to
discrimin
ate
between
numbers
used to
talk about
area and
people



Ss need to
know the
new
grammar
item (
prepositi
ons)


Ss need to
know
how the
new item
are
formed ,
there
place in
the
Sentence
and their
use








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The teacher tries to make a quick review about the last sances learning objectives ( talking about sport using ordinal numbers)
Pre-reading:
The teacher pins a photo of the Olympic Complex and tries to make his learners talk about it and try to interpret it.
The teacher may ask some questions to help the learners interpret the photo. ( The teacher should instruct his learners to talk
about
1. The place that situation is taking place
2. Things or persons seen in the picture
3. The action seen in the picture
The teacher invites the learners to interpret the situation , then invites them to talk about their interpretations .
During reading:
The teacher explains the instructions of the following task then invites the learners to read the test then answer.
Exercise :Complete the table with information from the text.
Olympic Complex Olympic Stadium 5juillet Olympic Swimming pool
ha in area
(1 ha = 10,000 m2/1 m2 = 0.0001 ha )
spectators .spectators
The learners work in rough , the teacher supervises their works , then invites some of the learners to read loudly the text and
stop at the required answer .( Word calling reading Method)
The teacher reads the text and invites the learners to follow and underline the following words.
The learners are invited to read the text again , then they are asked to read and focus on the underlined words.
Post-reading: The learners are invited to talk about the Olympic stadium , what do they think about it, compare it with their
local town hall stadium and if they had the occasion to visit it.
presentation : The teacher reports on the board the underlined words and asks the learners to read them.
The Olympic Complex in Algiers. The stadium is on the left of the complex. In the middle of the complex there is a sport center.
On the right side there are buildings.
Isolation : The teacher invites the learners to isolate the words written in different colour.
In- on the left- In the middle of- On the right
Analysis : The learners are invited to pay attention at the isolated words in their whole sentences.
The Olympic Complex in Algiers covers 106 ha . The stadium is on the left of the complex
subject verb object subject verb object
+ +
in Algiers on the left of the complex
v N + +
preposition preposition
(place) (place)
Stating rule:
{in- on the left/the right- in the middle] Prepositions: a word or group of words that is used before a noun
or pronoun to show place, direction, time,
For example 'on' in ' : The pupils are in class . ' in is a preposition.
The books are on the tables . on is a preposition
Practice : The learners are invites to perform the following tasks on prepositions
Exercise : Re-order the words to make correct sentences .
near/ board / is / the/ the/ desk/. / The desk is near the board.
The /on the right/ boys/ girls/ are/ the/ on the left/ class/on /and/side/of/./ The boys are on the left side and the girls are on
the right side of the class.


The learners work in rough, the teacher supervises their works then invited them to give back their answers.




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Photo
showing
the
Olympic
Stadium





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Script
page 69


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16




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Ss need to
know
some of
the
prepositi
ons and
their use





Ss need
how to
use each
prepositi
on and
its
meaning









Ss need
how to
use each
prepositi
on and
its
meaning





Ss need to
know
how to
ask about
place in
order to
use the
correct
prepositi
on




Ss need to
know
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The teacher reports the corrected task on the board then asks the learners to read.

The teacher introduces to the learners other prepositions like :{ next-near opposite- between} through class
room situation concrete examples .
The learners are invited to read the text again and do :

Activity "c"p69: Read the text then locate the different places.
The Olympic stadium in on the left side of the complex.
The sport center is in the middle of the complex .
The Olympic swimming pool is on its left .
The buildings are on the right side
The learners are invited to pay attention at the Olympic Stadium = Mohamed Boudhiaf plan , the teacher reads it then invites
the learners to form sentences using the learnt prepositions and using the text ass reference.

Exercise : Look at the plan on page 68 then make correct sentences using ; between-next-near-in the middle-opposite


The Swimming pool is next to the aerobics
The volley-ball ground is near the tennis court
The basket-ball ground opposite the volley ball ground
running track is in the middle of the sport centre
the gymnasium is opposite the running track .
The reception is next the caf.
The shop is between the volley ball and the basket ball court.

The learners look at the plan and answer orally the task, while the teacher reports on the board the answers.
The teacher explains the instructions of Activity-b-p68 then invites the learners to look at the plan and the previous corrected task and
perform in pairs.

Activity bp68: Look at the plan of a sports centre. Ask and answer.

A: Where is the gym club? B: Its on the right near the swimming pool.




The pupils perform in pairs, substitute the keywords, read then write down the written works.
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PDP Writing lesson PRODUCE Sequence Two (1
st
am level)
{Integrated Situation}
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Script
page 69






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page 69








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page 69







Script
page 68



page 17








how to
talk about
their
school
daily life
matter





Ss need to
know
how to
organize
their
ideas






Ss need to
know
how to
select and
adapt the
listed
ideas
according
to their
situations



Ss need to
know
how to
flesh out
the
selected
ideas


Ss need to
know
how to
use what
has been
talked in
previous
stages of
listening



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Warming up: The teacher greets his learners and welcomes , he tries to inquire about their daily school life matters.
Pre- writing: ( Learning Integration) The teacher interacts with his pupils about what sport they like and perform regularly .
The learners are invited to talk about their favourite sport activities , the teacher tries to lead them to an open discussion.
The teacher explains the instructions of the following task then invites the leaners to work in pairs.
During Writing :
Make a short dialogue talking about the sport you perform and where do you perform it .
1) Eliciting Learners ideas: The teacher invites the learners to list their ideas among the following table :
Kind of sport Sports Place Prepositions Sport place
1) Individual
2) Collective
Foot-ball hand ball-
volley ball basket ball
chess karate
School
local town
gym- forest

Near next to on the left
on the right- in the middle
opposite in on ..
Home Mosque Caf
Town Hall post office
.

2) Selecting learners ideas: The leaners are invited to select the information that goes with their situation and form a correct
dialogue.
Suggested Answer : The teacher may help the learners by suggesting them Activity b p70 as model
Activity "b"p70: Put the sentences in order to get a conversation.
A: hi, my name is "A"
B: Hello "A. I am "B"
A: Do you practice a sport?
B: Yes I play volley ball
A: Really, where?
B: In a local club.
A: Where is it?
B: It's near my house.
Post writing = Assessing Integration: The learners work in pairs then they are asked to give back their answers.
The learners listen to each others answers , then the teacher reports one of the answers on the board.
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page 18








Ss need to
know the
problem
solved
situation
Exposed
in the set
of
instructio
ns



Ss need to
know
how to
talk about
their
schools
using a
given
model











Ss need to
know
how
adapt the
situation
in a real
life one













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Produce Part 2
The pupils are asked to look again at Sue's local sport center, then try to make a short description like the passage on page 69 about "the
Olympic Complex"
They are asked to use what they have learnt in this "sequence" [prepositions of places]
First they may act the activity as a dialogue, making questions and answering them while looking at the plan
Then they are asked to make a short paragraph about the plan, in other words the will interpret the plan and transform it into a passage.

The paragraph: <Oral task>
Sue's local sport center contains: a basket ball court , a volley ball court, a tennis court,
gym, aerobics, swimming pool , a running track , a reception and a caf. The basket ball an d
the volley ball courts are on the right side . The gym is between the tennis court and the
aerobics. The swimming pool is on the left side . The running track is in the middle of the
sport center .
The teacher supervises the pupils works ,helps them to build correct sentences ,focuses on the right use of the
prepositions of place in order to make a coherent paragraph
Next teacher reports their works on the board
Later they are asked to read and write down .
Integrated Situation 2
As a home work the learners are invited to build up a plan of their school and a short description of it .
This may take the place of the project work
They are asked to split into groups of "four and plan their works : [ take photos of the school and all its
contents draw a plan of the school stick each photo and below it what it represents - write a short description
showing the description of he place]
The learners may be asked to give back the work by the end of the file .



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Script
page 68





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page 19






File Three [Sports] Sequence Three MS1 Level
Personal Goals:
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
5.Active,evolving process Learning a language requires opportunities to use what one knows for communicative purposes, making mistakes
and learning from them .The aim is to perform competently ,while recognizing that errors may still occur.
6.Ongoing assessment of Learning . Ongoing , or regular ,assessment should take various forms and address the competences that have been
learned in class, so that the assessment can provide useful information on individual progress and achievement, which teachers and learners can
review to aid learning .

Lesson Focus:
Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc ), vocabulary (words, word phrases, idioms, etc)
functions (polite requests, apologizing.)?
In this lesson I will teach the following aspects of language:

Function: Telling the Time / Describing daily activities / naming sport clothes
Grammar: Simple Present Tense
Vocabulary related to: time & 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 read and understand the main ideas of:very short, formulaic and descriptive texts -comprised of learned, words , basic phrases and very simple sentences
on familiar topics related to self (e.g. familiar ,home ,school ,food ,leisure activities ,clothes .
Can fill in forms or give simple details writing using : About personal information (e.g. family ,school , address)

Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to : 1- tell the time
2- Describe ones daily life activities


Required material and / or resources : The manuals flashcards ( 71-72-73-) & manual script page 74



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page 20
Timing
Rationale
interaciton
Step of the lesson Competence VAKT


Ss need to
know the
time of their
English
sance

Ss need to
know to tell
the time





Ss need to
know to tell
the time





Ss need to
know how to
ask about and
tell the time





Ss need to
know how to
tell the time






Ss need to
know daily
activities and
their timing








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Lesson PPU Sequence three. Listen and Speak File Three
Warming up: The greets his learners and welcomes them.
The teacher interacts with his pupils bout the timing of the English lesson, what they will study next ,he tries to make
them talk about the timing of their school syllabus or what they are studying in that day
The teacher tries to make them also talk about the timing they start school and the time they finish it.
Presentation: Using a visual aids { a clock}
The pupils listen to the teacher and try to repeat the time .

O'clock = sharp: { one thirteen / two fourteen / three fifteen
Twelve = mid day / twenty four = mid night = zero hour}
Quarter past: [one two three sixteen ]
Half past: {five seven ten twenty .}
Quarter to: [three nine twenty .}

The pupils listen to the teacher and repeat, then they are asked to perform following statements about timing:
O'clock = sharp: { one thirteen / two fourteen / three fifteen
I t (time) is Twelve = mid day /twenty four = mid night = zero hour}
Quarter past: [one two three sixteen ] / Quarter to: [three
Half past: {five seven ten twenty .}

The teacher next invites the pupils to ask about the time :
A : Is it (One Oclock - quarter past .. / quarter to . / half past .? B: No, it is not.
A : What time is it then ? B : It is one o'clock / quarter past one / half past one / quarter to
The pupils perform the drill by pairs and they are asked to be free to substitute key word.
Practice 1 : The teacher explains the instructions of activity a- p 71 then invites them to work in rough .
The pupils are then asked to look at "activity'a'p71".
Activity "a"p71: Look at the pictures and say the time .<oral task>
Clock one : it's ten o'clock Clock two: I t's five to six Clock three : I t's quarter to six Clock four: I t's five past
three Clock five : I t's ten past mid day Clock six: I t's quarter past two.
Use : The pupils say the time and repeat it then they are asked to ask about the time and give it .
Presentation 2: <Describing Daily Activities>
Using Visual aids showing daily routine activities the teacher introduces the situation
The learners listen and repeat .

get up have breakfast go to school watch TV do home work go to bed
at 7 at 7:15 at 7;30 at 5:00 at 18:00 at 22:00
The pupils are invited to pay attention at the pictures try to interpret them first ,which means their first reaction to such
situations . yellowdaffodil66@gmail.com


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Flash card
showing
clock



Flash card
showing
clock



Flash card
showing
clock




Script page
71







Flash cards
showing
daily life
routine



page 21


Ss need to
know how to
combine daily
activities with
timing

Ss need to
know how to
inquire about
daily
activities and
their timing



Ss need to
know how to
talk about
ones daily
activities


Ss need to
know how to
inquire about
the timing of
daily
activities











Ss need to
know how to
interact about
Ones hobbies
date and
time












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The teacher invites the pupils to talk about those pictures , say the timing and daily activities that John does everyday.
The learners listen then repeat.
John gest up at 7 . 2. he has breakfast at 7:15 3.He goes to school at 7:30 4.He watches TV at 5:00 5.He goes to bed at
22:00
The learners repeat sentences by sentence then the whole sentences.
The teacher may invites the learners to act as a drill:
A: Does john get up at 8:00? B: No he doesnt.
A: At what time does he get up then? B: He gets up at 7.
The learners perform the drill then substitute key words.
The teacher invites the learners to pay attention at the Practice task, he asks the learners to have a look at the flashcards, and
try to interpret them.
Later the learners are invited to have a look at the example of the task and build sentences following the same pattern.
Activity ap71: Look at the pictures and play the role of sportsman.
Picture One: I get up at 5 o'clock Picture Two : I put on my clothes at 5.10 Picture Three I go to the
running track at 6.20 . Picture Four I take a shower at 6.50 Picture Five I have breakfast at 7.15 Picture
Six I go to the gymat 8.30.
Next the teacher may lead the learners to use the pictures and try to perform a drill.
A: What do you do at [5.00-5.10- 6.20- 6.50-7.15 -8.30 ]
B: I get up at 5 oclock I put on my clothes at 5.10 I go to the running track at 6.20 . I take a shower
at 6.50 I have breakfast at 7.15 I go to the gym at 8.30.
The teacher may introduce the notion of "Saturdays Sundays Mondays ." And the pupils may use this notion
in the previous drill :
A: What do you do at [5.00-5.10- 6.20- 6.50-7.15 -8.30 ] on Saturdays Sundays Mondays?
B: I get up at 5 oclock I put on my clothes at 5.10 I go to the running track at 6.20 . I take a shower
at 6.50 I have breakfast at 7.15 I go to the gym at 8.30.
The teacher writes on the board the drill mean while the learners are acting it ,

The teacher asks the pupils to look at the picture of the agenda on page 72. Ask them to read the Agenda of Sue.
The pupils are asked to perform the following drill .The pupils will act as if they were interviewing Sue.
A: When do you practice aerobics, Sue?
B : On Wednesdays .
A : At what time ?
B : At nine o'clock .
The pupils perform the drill then they are asked to substitute the key words.
Learners need to focus on when question word about date

The pupils read the written on the board then write down on their copy books ._ yellowdaffodil66@gmail.com




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Script page
71




Script page
71








Script page
72





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page 22





Ss need to
know how to
ask and tell
the time

Ss need to
know how to
talk about
daily life
routines



Ss need t
know how to
name sports
wears




Ss need to
know how to
discriminate
between men
and women s
sport wears


Ss need to
know how to
identify and
recognize the
kind of sport
from the
wearing







Ss need to
know how to
discriminate
between boys
and girls
sport wearing






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Lesson Two : PRACTICE PART TWO
Warming up :
The teacher interacts with his learners about they have seen the previous sance ,he tries to make the pupils talk about what
they are studying that day , the timing of the courses.
He may also ask them to express themselves about what they do every day and speak about their daily life activities .
Presentation :
The pupils are asked to open their book son page 72 and look at the pictures and try to talk about them ,what do they represent
and where are they used .
The teacher introduces the sport clothes, then asks the pupils to repeat after him the names of those objects.
Then he may check them to distinguish between the persons who wear such clothes .The learners may perform the drill as pair
work:
A tennis woman wears a skirt .
All sport men and women wear shorts.
Boxers wear gloves.
A swimmer wear a swimsuit.
A judo man wears a kimono.
The learners repeat then they are invited to perform as a drill
A: What does a tennis woman wear ? B: She wears a skirt.
A: Do all sport men and women wear shorts? B: Yes they do.
A: Do boxers wear swimsuits ? B: No, they do not . They wear gloves.
A: What does ajudo man wear? B: He wears a kimono.
He listens to them then tries to lead them perform the next activity .
Activity "e"p72: Read the sportsman training day and guess what sport he practises.
The sportsman practices boxing .
The teacher let the pupils read the short passage then asks them 'orally' to interpret the passage and try to decode the message
He should listens to his learners in order to widen the conversation and arrive to the solution .
The teacher reports the pupils' answer on the board .
He may ask them to read the passage one by one.
Produce page 73:
The pupils look at the teacher presenting the clothes, let them repeat, then try to make them create a situation of real-
life communication.
The teacher explains the instructions of "activity 'a'p73" ,then asks the pupils to do it in rough .

Activity "a"p73: You are a shop assistant. Arrange the clothes in the right section.
BOYS GIRLS
- trainings sweater jean socks jacket hat Skirt jeans blouse sandals hat tights dress pants vest.
The pupils work in pairs then correct on the board . yellowdaffodil66@gmail.com




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Script page
72




Flash cards
page 72




Flash cards
page 72





Script page
72







Script page
73


page 23









Ss need to
know how
how to list
ones daily
life routines
activities








Ss need to
know how to
interact about
daily life
routines




Ss need to
know how to
interact about
daily life
routines




Ss need to
know how to
transform a
drill to a
paragraph
talking about
daily life
routine
activities








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The teacher asks the pupils to talk about their daily life activities . He explains them to make a list of what they do everyday
by trying to answer the following questions.

Activity "b"p73: Your time table is different from the sportsman 's . Answer the following questions then try to make a
short paragraph .Say :
+ When do you get up ? I get up at 6.00
+ when do you practise sport ? I practise sport on Sundays from ten to twelve .
+ when do you study English ? I study English on Mondays Tuesdays and Saturdays .
+ when do you do homework ? I do home works every evenings.
+ when do you watch TV ? I watch TV every evenings from 17.0 to 18.0 and on Thursdays and on Fridays .
+ when do you go to bed ? I go to bed every nights at ten.
The teacher asks the pupils to read their answers then they are asked to perform it as a drill questions answers
Later they are invited to make a short paragraph using their previous answers .
Next they are asked to talk more about what they do every day ,but this time about their favourite sport game they perform or
like .this could be introduced as an integrated situation
This task may take the form of an interview between them as pair work
The teacher may help them formulate their statements

Activity "d"p73: You practice a sport game. Answer your friend's questions and write a paragraph.
A : Hi
B : Hello
A : Hi What's your name?
B : I'm "B"
A : Do you practise sport?
B : Yes , I play football .
A : do you play it with a team ?
B : No just with my friends.
A : When do you play it ?
B : I play on Fridays
A : What equipment do you need ?
B : I need a ball , foot shoes

The learners read their works, the teacher listen to them and tries to make them correct each others mistakes
The teacher may report the best paragraph on the board .
The pupils read all the written works on the board then copy down .
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Script page
73






Board and
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Script page
73






Board and
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page 24

The paragraph :

My name is "B" .I practise a sport game .I play foot ball on Fridays
with my friends . As equipment I need a ball , foot shoes
,socks.

Rank Team Pts Rank Team Pts Rank Team Pts Rank Team Pts Rank Team Pts
1
ES Stif
27 1
ES Stif
27 1
ES Stif
27 1
ES Stif
27 1
ES Stif
27
2
USM Alger
27 2
USM Alger
27 2
USM Alger
27 2
USM Alger
27 2
USM Alger
27
3
CR Blouizdad
25 3
CR Blouizdad
25 3
CR Blouizdad
25 3
CR Blouizdad
25 3
CR Blouizdad
25
4
ASO Chlef
25 4
ASO Chlef
25 4
ASO Chlef
25 4
ASO Chlef
25 4
ASO Chlef
25
5
JSM Bjaia
24 5
JSM Bjaia
24 5
JSM Bjaia
24 5
JSM Bjaia
24 5
JSM Bjaia
24
6
JS Kabylie
23 6
JS Kabylie
23 6
JS Kabylie
23 6
JS Kabylie
23 6
JS Kabylie
23
7
USM El Harrach
23 7
USM El Harrach
23 7
USM El Harrach
23 7
USM El Harrach
23 7
USM El Harrach
23
8
WA Tlemcen
22 8
WA Tlemcen
22 8
WA Tlemcen
22 8
WA Tlemcen
22 8
WA Tlemcen
22
9
MC El Eulma
21 9
MC El Eulma
21 9
MC El Eulma
21 9
MC El Eulma
21 9
MC El Eulma
21
10
CS Constantine
19 10
CS Constantine
19 10
CS Constantine
19 10
CS Constantine
19 10
CS Constantine
19
11
MC Alger
19 11
MC Alger
19 11
MC Alger
19 11
MC Alger
19 11
MC Alger
19
12
CA Batna
17 12
CA Batna
17 12
CA Batna
17 12
CA Batna
17 12
CA Batna
17
13
AS Khroub
17 13
AS Khroub
17 13
AS Khroub
17 13
AS Khroub
17 13
AS Khroub
17
14
MC Saida
13 14
MC Saida
13 14
MC Saida
13 14
MC Saida
13 14
MC Saida
13
15
MC Oran
10 15
MC Oran
10 15
MC Oran
10 15
MC Oran
10 15
MC Oran
10
16
NA Hussein Dey
8 16
NA Hussein Dey
8 16
NA Hussein Dey
8 16
NA Hussein Dey
8 16
NA Hussein Dey
8