-School: Old Castle school -level :2yms -Teacher : Miss.

El korbo

-Sequence: 1 -Lesson: 1 I listen and do -Frame: P.D.P

-Learning objectives: By the end of this lesson, I expect my learners will be able to describe their
physical appearance.
-Target structure: Interact/ Interpret/ Produce -Domains: Oral/ Written/ Both
-Target structure: simple present (to be/ have got)
-Core values: Respecting the -Materials: board/ flash
differences. cards.

Cross curricular competencies

-Intellectual competency: They can interpret verbal
messages to get information.
-Communicative competency: Ls can use a role play
to communicate appropriately.
-Methodological competency: They can use
listening strategies in interpreting messages and
work in pairs or in groups.
-Social and personal competency: They can
socialize through oral exchanges.

Time Frame Procedure Focus Aims Materials VAKT

work
-T greets the Ls and makes a quick
review about colours by asking the To motivate
Warming following questions: Ls and School
5 up -What colour is my marker? T/Ls make a objects
mns -What colour is your school-bag? quick
-What colour is your pencil-case? review
about
Pre- -T presents the following adjectives: colours.
listening ( big ≠ small – short ≠ tall - thin/slim
10 ≠ fat - straight ≠
mns wavy/frizzy/curly/bald) using flash
cards.

While – -T invites Ls to listen to (Listening

listening script 1 and 2 p 4) and to do –Task 1 To
 p11. The T invites the Ls to listen again introduce
25 to the script and check their answers. T/Ls and learn Flash
mns They can work in pairs. the new cards/ the
- correction on the books by the pencils items. board.

-2- §- Follow to: I listen and do -§-

-Task 2: The T writes the following
paragraph, pins a picture on the board
and asks the learner to find the To practice
mistakes and correct them. The more the
Ls work in pairs. new items.

Ls/Ls

A picture/
handouts

This young man is tall and fat. He has

got long hair, blue eyes and big ears. To produce
He is not wearing glasses. new written
-Correction on their handouts. message
using the
Post- -Task 3: The T writes the following things
listening activity on the board and asks the Ls to learned. Ls
do it and then, they use the words given describe
20 to describe themselves. themselves. Board/
mns A-I classify the following words in handouts
chart below: big – green – straight –
short – slim – brown – wavy – tall –
black – long – fair – small – frizzy –
fat – blue

Heigh Build Hairstyl Eyes

t e

B-I use the information above to

describe myself:

My name is.................................
I’m ....................(height) boy/ girl. I
I have got ........................ hair and
............................ eyes.

-Ls describe themselves in front of

their classmates. They may correct
their mistakes and choose the best one
to be written.
-T invites the Ls to copy down in their
copy books.
-§- The End -§-
-Sequence: 1 -Lesson: 2 I listen and speak -Frame: P.P.U
-Learning objectives: By the end of this lesson, I expect my learners will be able to describe their
relatives’ physical appearance and naming some clothes.
-Target structure: Interact/ Interpret/ Produce -Domains: Oral/ Written/ Both
-Target structure: simple present/ asking about physical
appearance and clothes.
-Core values: Valuing the family. -Materials: board/ flash
cards/ book.

Cross curricular competencies

-Intellectual competency: They can interpret verbal
and non-verbal messages to get information.
-Communicative competency: Ls can use a role play
to communicate appropriately.
-Methodological competency: They can use
listening strategies in interpreting messages and
work in pairs or in groups.
-Social and personal competency: They can
socialize through oral exchanges.

Time Frame Procedure Focus Aims Material VAKT

work s
-T greets the Ls and makes a quick review
10 Warming about the members of the family by
mns up showing a picture and asking these
questions:

To White
motivate board/
the Ls and flash
T/Ls prepare cards
them for
the next
step.

-What do you see on this picture? (T uses

gestures to simplify the meaning of the
question)
-Who is this? –Ls: The father.
 -What about this one? –Ls: The mother.
-And this person? –Ls: The grandfather.
-What about this woman? –Ls: The
grandmother.
-T asks Ls to do : -Task 1: (Task 18 p 33)
-Collective oral correction at the same time
Ls correct on their books using the pencils

-2- §- Follow to: I listen and speak -§-

-T makes a quick review about physical
appearance by describing the father or the
mother in the picture. Then, the T asks Ls to
describe another member of the family. T
can asks this question: -What does he/she
look like?

-T pins a picture of a boy on the board and

Present- asks the Ls the following questions. To present
ation T/Ls the new
Tasks
15 White
mns board/
flash
cards

-What does he look like? –Is he fat?

–Is he tall?
-T reads the conversation (Listening script
5 and 6 p 5) and tries to explain the key
words. At the same time, he/ she asks Ls to
do (Task 7 p 13):
-Correction: slim, long, fourth, showing,
over, Bye.
-Ls correct on their books using the pencils.

Practice -T writes the following Task on the board

25 and asks the Ls to do it in pairs.
mns ( T can give it printed for learners.)
-Task 1: I classify the following words in Ls/Ls
the table: jeans, skirt, pajamas, dress,
trousers, shirt, blouse, T-shirt, jacket, suit
-boy’s wear: -girl’s wear:

To practise
-Task 2 →Task 9 p 13 adapted: I cross the new
out the wrong words to get a correct language
dialogue: items and The book
-Me: What does your (uncle/ aunt) look structures The
like? printed
-My partner: She is (tall/ all) with big tasks.
 (town/ brown) eyes. She has got (doll/
small) nose and long (straight/ street)
black hair.
-Me: Is she slim?
-My partner: Yes, she is.
-Me: How does she dress most of the time?
-My partner: She wears a hijab, a (draft/
scarf) over her (head/ hand) and put on
eyeglasses because she can’t see very well.

3-§- Follow to: I listen and speak-§-

-Task 3: -A)- The T asks the learners to
do their own family-tree including
Use (grandpa, grandma, uncle, aunt, .......)
10 (T explains on the board the different shapes
mns that they can use.)
-B)-The T asks the Ls to choose one of Ls/Ls To make White
their relatives and writes about what does Ls use board
he/ she look like and what does he/ she what
wear? they’ve
-Next hour the T does the correction. learnt.
-Ls read their work in front of their classes.
They can correct their mistakes and choose
the best one to be written.
-T invites the learners to copy down in their
Copy-books.

-§- The End -§-

-School: Old Castle school -level :2yms -Teacher : Miss.El korbo

-Sequence: 1 -Lesson: 3 -The language use -Frame: P.D.P

-Learning objectives: By the end of this lesson, I expect my learners will be able to express their likes
and dislikes, to ask and answer about the reason and to describe their free time activities.
-Target structure: Interact/ Interpret/ Produce -Domains: Oral/ Written/ Both
-Target structure: simple present / why/ what/ when/
which/ because.
-Core values: Valuing the free time / -Materials: board/ flash
valuing physical free-time activities cards.
“sport activities”

Cross curricular competencies

-Intellectual competency: They can interpret verbal
and non-verbal messages to get information.
-Communicative competency: Ls can use a role play
to communicate appropriately.
-Methodological competency: They can assess
their work, their classmates and work in pairs
or in groups.
-Social and personal competency: They can
socialize through oral exchanges.

Time Frame Procedure Focus Aims Materials VAKT

work
-T greets Ls starts the correction as
mentioned in the previous lesson plan. To correct White
5 Home Ls/ Ls their board
mns work mistakes
correction and get
clear ideas
-T pins 4 or 5 pictures about sports and about the
tries to elicit their names from them. topic.
Warming
5 up
mns White
-T asks the Ls to name other sports : T/Ls board/
Basketball, table tennis, handball, To express flash
Football= soccer, ...etc and then, to fill their likes cards
15 Pre- in the chart: and
mns listening -sport I like: -sport I don’t dislikes
like:
 T/Ls
-T writes these questions on the board:
-1-Which sport do you like most?
-2-When do you practise it?
-T invites Ls to listen to the last part of
the conversation between Sami and
25 Rachid. ( Listening script 11 and 12 p 6)
mns During- and do: Task 11 p 14
listening -Ls correct on their books with the
pencils.

2-§- Follow to: The language use-§

-Task 2: T reads the conversation for the
second time and asks the Ls to complete.
-Sami likes .........................
-Rachid likes ..................... T/Ls

-Task 3: T writes the following White

sentences on the board and asks the Ls to To board/
listen to (Listening script 13/14 p 7) practise Books/
Answers should be written to be used as the new The
examples. T/Ls structure. speaker if
-Sami’s weekend was fine or awful? possible
-Why?
-It was awful because there was no
water in the swimming pool./ there
wasn’t hot water at the pool.
Ls/T
-The T highlights the use of “why” and
“because” on p 26.

-Task 4: T writes the following words

and asks the Ls to order them to get
10 Post- coherent sentences: Ls/Ls
mns listening 1-do/ like/ ?/ you/ football/ Why
2- love/ it/ Because/ ./ it
-School: Old Castle school -level :2yms -Teacher : Miss.El korbo

-Sequence: 1 -Lesson: 4 -The language use -Frame: P.P.U

-Learning objectives: By the end of this lesson, I expect my learners will be able to talk and write, ask
and answer about daily activities and free time activities.
-Target structure: Interact/ Interpret/ Produce -Domains: Oral/ Written/ Both
-Target structure: simple present / what/ on/ at
-Core values: Valuing the time / -Materials: board/ flash
respecting each other. cards.

Cross curricular competencies

-I pronounce: The pronunciation of the ending “s”.
-Intellectual competency: They can use their critical
thinking to deduce the rules.
-Communicative competency: Ls can use to verbal
and non-verbal messages to communicate.
-Methodological competency: They can take notes
and exchange information with his peers.
-Social and personal competency: They can
socialize through oral/ written exchanges.

Time Frame work Procedure Focus Aims Materials VAKT

-T greets the Ls and makes a review
about daily routine which they saw
Warming last year by showing them some flash To make a
up cards and tries to elicit verbs from review
them. T/Ls about daily
10 routine and
mns elicit some White
verbs from board/
Ls to flash cards
involve
them in the
topic.

-T asks Ls to order the following

daily routine: -I go to school, -I have
 dinner, -I get up., -I put on my
clothes., -I get dressed., -I have
breakfast., -I watch TV., -I have
lunch., -I go to bed.
Presentatio
n -T writes a short text on the board
with verbs in brackets and asks the
25 learners to give their present form it:
mns
Every day, my sister Sara....... T/ Ls
......(get up) early at 6:45.She ......... To recycle Book/
(make) .................her bed, ............. the use of white
(put on) her clothes and ................ the present board/
(have) breakfast. After that, she..... tense. printed
...............(brush) her teeth. sheets

-2-§- Follow to: The language use 4

Next, she .....................(go) to

school at about 7:30. She ...............
(study) English, Arabic, Maths and
a lot of other subjects. She .............
(have) lunch in the school canteen.
At the end of the school day, she....
................... (return) to home and
.. ................(do) her homework.
Later, she ....................
(take) a shower and .............(have)
dinner. Sometimes, she ..................
(watch) TV with us. Finally, she White
...............(read) a book and ........... board/
(go) to bed. She .................(sleep) book/
at 9:45. boxes

-T can read the correct text and let Ls

just remember their forms and write.
-T corrects with Ls. T asks the Ls to
10 read it correctly. To make Ls
mns -T highlights the rule (1 p 20). T/ Ls get the
-T can print it, or write it on the structure
board. clearly.
-Task 2: (Task 1p22):-I pronounce:
-T can ask Ls to do the task or can
change the way by using boxes or
roses and Ls should stick the right
word under the right sound.
/s/ /z/ /iz/ Ls/Ls
 Use -Task 3: (Task 24p34)- T asks the
Ls to do it. To use
- Report: My Partner’s Daily what
Activities –
15 On weekends, my classmate
mns Samir goes to school every
morning and afternoon. He has
lunch at home. After school, gets
home, takes a shower, drinks
some tea and does his homework.
After that, he watches TV or
plays video games. After dinner,
he often surfs on the internet for
an hour. Finally, he goes to bed.
At weekends, he goes to the

swimming pool and visits his

relatives. In the afternoon, he
plays football with his friends or
has a picnic with his family in the
sahara or the farm.

-Ls read their work in front their

classmates. They may correct their
mistakes and choose the best one to
be written.
-T invites the Ls to copy down on
their copybooks.

-§-The End-§-
-School: Old Castle school -level :2yms -Teacher : Miss.El korbo

-Sequence: 1 -Lesson: 5 -The language use -Frame: P.P.U

-Learning objectives: By the end of this lesson, I expect my learners will be able to talk and write about
activities they can/ can’t do.
-Target structure: Interact/ Interpret/ Produce -Domains: Oral/ Written/ Both
-Target structure: the modal “can” all forms, “wh”
questions.
-Core values: Respecting each other/ -Materials: board/ flash
Respecting differences/ Respecting cards.
People who are physical impaired.

Cross curricular competencies

-I pronounce: The pronunciation of “can” and “can’t”.
-Intellectual competency: They can use their critical
thinking to deduce the rules.
-Communicative competency: Ls can interview their
partners.
-Methodological competency: They can take notes
and exchange information with his peers.
-Social and personal competency: They can
socialize through oral/ written exchanges.

Time Frame work Procedure Focus Aims Materials VAKT

-T greets the Ls and makes a quick
review about what do they do at To make Ls
5 Warming weekends? The Ls may answer T/ Ls reuse the
mns up several answers. E.g.: I practise structure
football. –I play handball. ...etc. briefly.

-T brings a “kimono” or a pins a

Presentation picture of it, then asks these
15 questions: T/T
mns -T: What is this? white
-T: Do people use it in boxing? To make Ls board/
 -T writes the following dialogue on T/Ls use the right flash cards
the board and read it. T must be Pronunciation
very careful about the of “can/
pronunciation of “can”. can’t” at
-Sami: So, you do judo! Can /kǝn/ different
you use a judo throw on me? position in
-Rashid: Of course, I can! /kæn/. I sentences.
can /kǝn/ knock you down in two
seconds! I’m a green belt in judo
you know!
0r- No, I can’t /kɑ:nt/
-No, I can’t /kɑ:n’t/ knock you
down in two seconds!
-T highlights the rule ( 2p20 – 21)
-T can elicit the rule from the Ls
and write it on the board.
-T can make it as fill in gaps.

-2-§- Follow to: 5 The language

use -§-
15 Practice 1 -T distributes this chart for the Ls To practise
mns and read the instruction: Ls/ Ls more the new Printed
-Task 2: 1- I fill in the table by structure. chart
putting a tick (√) or a cross (x) :
I can I can’t
do do
-play tennis
-sing a song
-swim well
-play a guitar
-run fast
-ride a horse

2-Now, ask and answer each T/Ls

other: (orally)
A: What can you do and what can’t
You do?
B: I can ............. but I can’t ...........

-T highlights the rule “Expressing

ability and inability” p26. To practise White
-T can write it directly or present it clearly the board/
as fill in gaps. new structure printed
task
25 Practice 2 -Task 1: T writes the following
mns words and asks the Ls to order
them to get coherent sentences:
-A: you/ Can/ ?/ Chinese/ speak
-B: can’t/ . / I / No
-A: your father/ ? / Can/ drive/ a
car
 -B: he/ . / can/ Yes,

-Task 2: Pair work: Complete Ls/Ls

with “can, can’t”:
1-Taha Houcine is blind, he.......see.
2-Beethoven is deaf, he .........hear.
3-My father.........speak French
fluently, but he ........speak German.
4-My uncle ..........play guitar, but
he ...........play the flute.
-T uses gestures to explain the
difficult words.
-Task 3 (Task 4 p22):
-Ls read their work in front of their
classmates. They may correct
mistakes and choose the best one to
be written.

School: Old Castle school -level :2yms -Teacher : Miss.El korbo

-Sequence: 1 -Lesson: 6 Language learning -Frame: P.D.P

-Learning objectives: By the end of this lesson, I expect my learners will be able to describe their
houses and the basic furniture in each room.
-Target structure: Interact/ Interpret/ Produce -Domains: Oral/ Written/ Both
-Target structure: The present simple tense.
-Core values: Valuing the place / -Materials: board/ flash
The city where they live in. cards.

Cross curricular competencies

-I pronounce: The pronunciation of silent “h”
-Intellectual competency: They can understand and
Interpret verbal and non-verbal messages.
-Communicative competency: They can describe.
-Methodological competency: They can work in
pairs or in groups.
-Social and personal competency: They can
socialize through oral/ written exchanges.

Time Frame Procedure Focus Aims Materials VAKT

work
-T greets the learners and makes a
5 Warming quick review about the previous T/Ls
mns up lesson. To motivate
 Ls and match
Pre- -T pins a picture of a house on the the previous White
listening board and then asks these questions: lesson with boards/
the next flash cards
point.

5
mns T/Ls

-What is this?
-Is it nice or horrible?
-Is it big or small?
-What can you find in it? To discover
-Task 1: The T invites the Ls to the names
20 While listen to : (Listen script 19 and 20 rooms and
mns listening p7) do --Task 19 p17: The T/Ls the basic The
definitions: furniture in books/
-Task 2: The T invites the Ls to each room. flash cards
listen to (Listening script 21 and 22
p8) and asks the Ls to do: -Task 21
p18: The basic furniture in each
room.
-T asks Ls to match the names with
the pictures.

-2-§- Follow to:6Language

learning-§-
I -T invites Ls to open their books
pronounce -Task 3 p21: -Silent letter “h”:
30 -I listen and repeat: To get the
mns -T reads the words one by one. Ls T/Ls right
repeat after him/ her. pronunciation
-Task 7p23: T reads aloud. Ls tick of words
the words in which the letter “h” is containing
not pronounced. “h” letter.
-Ls correct at the same time on their
books. The white
-The T highlights the rule of silent board/
“h” . T writes it on the board: flash cards
-Rule 1: The letter “h” is not
pronounced when it comes after
the letter “w” E.g.: what, where,
when, why – Except: who
-Rule 2: The letter “h” is not
pronounced at the beginning of
many words. Use “an” with
unvoiced “h”. E.: an hour
 -Rule 3: The letter “h” is often
not pronounced after g, r –E.g.:
2nd While- ghost, rhythm.
hour listening -T presents these prepositions: near,
25 behind, in front, between, on the left,
mns on the right. T/Ls
-T uses simple examples.
-T pins a simple house-plan on the To present
board. Then, invites the Ls to right and use
the names of the rooms. preposition to
-Correction. locate places.

-P.I.A.S.P- -Presentation:
After -Task 1: T writes the following
listening dialogue on the board and asks the To present
Ls to complete the missing words. and practise
30 A part of (Listening script 25 and the use of the
mns 26 p8-9) possessive
Razane: Which one is .......bedroom, pronouns.
Liz?
Liz: It’s the one with two balconies.
The one next to .........is Mike’s, my
Elder brother.
-Isolate:
-The T makes a short revision of the
“possessive adjectives” and

-3-§-Follow to: 7 Language use -§-

familiarizes them with the
“possessive pronouns”.

-This is my room, not your room.

(possessive adjective+ noun)
-This is mine, not yours.
(possessive pronoun.)

-The T highlights the rule on the

board:
T/Ls
-The possessive pronoun
replaces a possessive adjective+
noun to avoid repeatiting
information that is already clear.
-T draws a table containing:
personal

-T gives the printed rule as a table

containing: personal pronouns,
Possessive adjectives, possessive
pronouns
 -Practice: -Task 3: The T sets the To practise
following Task on the board and the new White
asks the Ls to complete with the structure. board/
right “ possessive pronouns” Printed
Task.
5 -Task 3: I complete with the right
mns possessive pronouns:
1- It is my parents’ room. It is .......... Ls/Ls
2- This is my bed-room. It is ............
3- This is our house. It is ..................
4- This is Sami’s chair. It is .............

-§- The End -§-

School: Old Castle school -level :2yms -Teacher : Miss.El korbo

-Sequence: 1 -Lesson: 8 I read and do -Frame: P.D.P

-Learning objectives: By the end of this lesson, I expect my learners will be able to interpret a written
message.
-Target structure: Interact/ Interpret/ Produce -Domains: Oral/ Written/ Both
-Target structure: The present simple tense.
-Core values: Valuing time/ Talents/ -Materials: board/ flash
Encouraging sport. cards.

Cross curricular competencies

-Intellectual competency: They can understand and
Interpret verbal messages.
-Communicative competency: They can describe
and use Information and Communication
Technology to communicate with others.
-Methodological competency: They can work in
pairs or in groups and develop their reading
strategies.
-Social and personal competency: They can
socialize through oral/ written exchanges.
Time Frame Procedure Focus Aims Materials VAKT
work
-T greets the Ls and makes a quick T/Ls To motivate
Warming review about physical appearances. Ls and white
5 up prepare board/
mns them for the books/
-T shows a “magic cube” and then, new topic. flash cards
15 Pre- asks Ls some question about it.
mns reading
-1- What’s this? (T can answer)
-2- Who likes playing with the magic T/ Ls
cube ?
-3-How many faces are there in it? 6
or 9. To
-4- Who invented this wonderful introduce
game? ( Rubik’s Cube is a 3-D the new White
combination puzzle invented in 1974 topic. board/
by Hungarian sculptor and professor books/
of architecture Erno Rubik). flash cards

While --T invites the Ls to read the text “Me

30 reading and My Magic Cube” p37 and do (1, To make Ls
mns 2, 4, 6 p37/ p38. They may work in scan and
pairs. skim the
-Collective correction. Ls correct on text to get
their books using pencils. new
information
10 Post -T writes the following Tasks on the
mns reading board asks the Ls to do them.

-2-§-Follow to: I read and do-§-

-Task 1:A)- I find in the text words

that are closest in meaning to:
-Hi = ........... –everyone =..............
-speak =............ –a lot of =............
-thin =............ –black =..............
-grandfather and grandmother =.........
-like =.............

B)- I find in the text words that are

opposite in meaning to:
-last ≠ ................. –small ≠ ............
-move ≠ ........... –fat ≠ ............
T may print them for Ls

--Task 2: I classify the following

words according to the
pronunciation of their final “s”:
houses, is, parts, sisters, Bouhafs,
eyes, classes, seconds, grandparents
 /s/→puts /z/→goes /
iz/→glasses

- The End –

School: Old Castle school -level :2yms -Teacher : Miss.El korbo

-Sequence: 1 -Lesson: 9. I think and write -Frame: P.D.P

-Learning objectives: By the end of this lesson, I expect my learners will be able to write an email in
which they describe their houses.
-Target structure: Interact/ Interpret/ Produce -Domains: Oral/ Written/ Both
-Target structure: The present simple tense/ markers of
location
-Core values: Valuing the place -Materials: board/ flash
where they live/ being polite and cards.
proud of to belong to a family/ a
good conduct and openness to other
people.
 Cross curricular competencies

-Intellectual competency: They can show creativity
in writing.
-Communicative competency: They can use
Information and Communication Technology to
communicate with others.
-Methodological competency: They can mobilize
their resources to produce a written message.
-Social and personal competency: They can
socialize through written exchanges.

Time Frame Procedure Focus Aims Materials VAKT

work
-T greets the Ls and makes a quick
5 Warming review about rooms and places inside To motivate Books/
mns up a house. T/Ls the Ls. white
board
-Task 1/ -Task 1p41: I answer the
Pre- following questions:
15 writing 1-What kind of houses do you live in?
mns (flat, villa, old traditional house)? To prepare
2-Where is it situated? (town centre, the Ls to the
village, on the seaside, mountains, writing
desert) ? phase.
3-How big is your house? (number
of storeys, number of rooms) ?
4-Does your have balconies, a T
terrace, a garage, a garden, a
swimming pool) ?
5-Where is each room located?
(bedroom, kitchen, dining room,
living room, bathroom)
6-Where do you sleep? -Do you have
a bedroom? –Do you share it with
your brother (s) or sister (s)?
7-Which room in the house do you
prefer? –Why?

-2-§- Follow to:9 I think and write-

-T introduces the situation and asks

the Ls to work individually as they
aren’t brothers and sisters. T

Your English friend asks you to

tell him/her about where you live. To White
So, you are going to send him/her introduce board/
an email with a detailed description the books
of your house and your room. you situation.
also attach a plan of your house
with.
 While -Task 2: The T asks Ls to start
30 writing gathering information for their
mns emails. They should use the T/Ls
information that they have already To involve
seen in the previous lessons. T may the Ls in
help them. writing.

Post -Task 3: T asks the Ls to start writing

reading their emails using the answers of the
previous “Task”
-Ls read their paragraphs and correct
to each other. T gives help when
10 necessary. T asks the Ls to draw the
mns plans of their houses at home.
-Next hour, T collect them to be
corrected and then, given back to be
stuck to their emails.

-§-The End of sequence 1 -§-