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Sequence:M
Level:
School:
e, my friends
CHIBANE
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Second generation.

Aissa
family.
Situation one : Google is organising a contest about the coolest teenager and the most ‘in’ all over
the world and I want to be the chosen one.I upload my profile on the website in which I describe
myself, physical appearance, clothing, daily habits, relatives, house, city, friends, school….etc. (Me
and my life).

Situation two: I am with my friend on “What’s up”. She wants to know more about me. I satisfy her
curiosity and tell her all what she wants to know about me.

Situation three: I am enterilgerian Ministry of Education for middle school students about the
“Best Personal Profile”written in English to be upload on the website before December 20 th. The
first three winners will be offered a four weekEnglish Language course in London next summer.

Situation four: My English friend Liz is asking me to tell her about the place where I live. So, I am
going to send her an e-mail with a detailed description of my house and my room. I am also
attaching a plan of my house.
Level: 2ms. Seq: 1. Lesson: 01(PDP) ❶
Lesson focus: Language learning.
Learning objective: BTEOTL, L will be able to identify the parts of the body and describe them.
Target competencies: Int, Intp, Prod
Domains: oral and written.

Cross curricular competencies:

-Intel comp: He can understand and interpret verbal and non verbal messages.
-Meth comp: He can work alone and in pairs or in groups. / He can mobilize his resources.
-Com comp: He can process data in English.
-Pers and soc comp: He is aware of his role and the others’ role in the process of learning./ He
socializes through oral or written exchanges.

Core values: Valuing his body and appearance./ Valuing the others.

Ti Frame Procedure Focu Materials VA

me work s Objectives KT
ML
BeforeT greets her L and welcomes T/L
10’ listeni
them.
ng T sets up the situation and
gives a general idea about V
-Warm sequence one. K
up She writes the sequence on the Introduce the new Pictures
board. sequence
In seq one we’r going to talk
about us, ourselves, friends and Body
families. We’ll use the present
Presen tenses, adjectives to describe
tation: our physical appearance, know White
our body parts….. board

Provide L with
necessary
Vocabulary: vocabulary V
T pins a picture of a human K
body on the board to provide L
with some vocabulary related T/L
10’ to the body parts.
T can use her body and name
its parts, she can ask L to A
repeat after her, or she can Make the L repeat
write them on the board then the new words
shows them in rea
 ❷

Practice:
I listen and do:
T asks l to open their books on
P 11.
T gives the instructions
We’re going to listen to
While different definitions .
10’ listeni I listen and do task one p 11.
ng: I listen again and check my T/L A
answers. Identify the new V
T can read the definitions or vocabulary and use it Textbook
ask a L to read them for the correctly
third time. Copybook

Train the L to listening

Task 3 p12: to new words
T explains the task and reads
the conversation L/L
T reads again so as L check
their answers or
T can ask a pair to read the
10’ dialogue .
Idem
T/L
Task 7 p 13: Idem
T reads the part 2 again and
asks L to do the task
L/L
Pair work
T asks L to do task 9 p 13 A
V
10’ Consolidate the learned
L/L item and use them in a K
After T checks meaningful context. T
listeni Correction on the boa
10’ ng L/L
Sequence : one. Level: 2ms. Lesson: 02 (PPU)❸
Lesson focus: Language use.
Learning objective: BTEOTL, L will be able to describe their and other physical appearance.( Use
adjectives of size, height, color,weight…)
Target comp: Inter, intp, prod
Domains: O&W.
Target structures: Adjectives for description physical appearance / present simple.
Materials: pictures, white board, textbook.

Cross cur comp:

-Intel comp: He can mobilize his resources to describe people’s physical appearance.
-Met comp: He can work on his own, in pairs and within a group.
-com comp: He can reinvest language in a real life situation.
-Pers and soc comp: He socializes through oral exchanges.

Core values: Being tolerant and accepting physical differences between people.

Ti Framew Procedure focus Objectives Materials VAKTMI

me ork
Warm T greets her L and welcomes T/L
5’ up: them
T gives a general idea about
the lesson topic Introduce the
new topic
Today, we’re going to talk about
physical appearance and learn A
how to make a meaningful V
description.

Pictures

T asks L to revise the different K

parts of the body seen L/L White
previously. board
Review seen
items to be used
Present T pins four pics on the board. again
15’ ation:
 Pics ❹

T introduces the new

characters: Set up the White B
This is: Sandy, Oliver, Mina , situation Pics
Mamadou and Aminata. T/L

T: let’s describe Sandy:

Give an example A
Practice T mimes when she makes the V
: description. L/L
T asks some L to repeat the -what does she look like ?
description.
-she is tall and slim. She has curly blonde hair
and blue eyes.

A)-Oral practice: (pair work)

10’ T writes the chart below on
the board.
T/L

Oliver : tall, slim, short black hair, black eyes.

Mina: small(short), fat, short black hair, black eyes. K

Mamadou and Aminata: small, slim, short curly hair ,
brown eyes.
Idem

T asks L to describe the other

 characters. Practice the new
L/L items

T asks L to play in pairs.

A: what does she/ he/ they V
look like? Practice the new K
B: ……………………………………. L/L vocabulary A

T helps, guides her L.

B)-Group work:
15’ T divides L into groups of Written practice
three or four.
T asks L to do the following
tasks: L/L
Task 1 p 27
Task3 p 28 Textbook
Task 5 p 29 Copyboo
k T
T checks, correction on the V
board. K
White A
Use: board
A)-
15’ T provides L with dictionaries
T asks L to do the following
tasks
Task 7 p30 Consolidate the
Task 8 p30 L/L learned items
T checks / correction on the
board

Homework: task 9 p 30
Seq: one. Lesson: 03. (PPU) Level: 2MS.❻
Lesson focus: Language use.
Learning objectives: BTEOTL, L will be able to ask and give information about daily routine and
hobbies.
Target comp: intrct,intp, prod.
Domains: O&W.
Target stres: The present simple tense, time expressions (weekend, morning…..)
Materials: pics, book; white board.
Cross cur comp:
Intel comp: He can use his critical thinking to talk about his and others taste.
Meth comp:He can work alone or with peers.
Com comp: He can report daily routine events.
Pers and soc comp: He can mobilize his resources to talk about routine and hobbies.
Core values: Vluing healthy physical free time activities like sports.
Time Fram Procedure Focus Objectives Mate VAKTMI
e rials
work
5’ War T greets and welcomes her L Introduce V
m the topic A
up: T may ask these questions: T/L Whit I
-what time do you get up? e K
-what time do you go to school? boar
-Do you like doing something in Elicit data d
particular after school? from L
-Do you do your homework in the Review
evening? items seen
-What about weekends?.... in 1MS
Pres
5’ enta L/L
tion: Task one: (Pair work) Pics
Task: I match the following: Idem
T pins on the board pics representing Remind L
daily routine activities. of learnt
T writes them in a random way or uses vocabulary
cards
T asks L to match each activity with the
corresponding pic.
 ❼
10’ Task two: I complete the table below
with the right daily activities: L/L Use the
new
vocabulary WB
Go to school. Visit grand parents.
Idem
Do homework. Watch TV.
Go to the stadium / CB

Have

Card
Period Daily activity s
Morning ……………………….
……………………… L/L
Afternoon ………………………
……………………….
Weekend ……………………….
………………………... Idem

Prac
tice: Group work:
Task one: I use the information in the
table above to write sentences about my
10’ daily activities: Build up
sentences
from
separate
In the morning , I get up. Then I…………………………….. words

In the afternoon, I…………………………………………………Then

I…………………………………………………………………………………….. WB

Task two: I do the same as above but I

start like this: L/L

CB
10’ In the morning , Sandy gets up. Then, she……………………………..

In the afternoon, I…………………………………………………Then,

she……………………………………………………………………………..

Use: Task one: (pair work)

 T asks L to do this activity in pairs:

Question: I ask my parner and complete

the interview: Consolidat ❽
20’ e the seen
structures.
L1  : Hi  ! would you answer some questions?
Idem
L2: Yes, sure.
Idem
L1: what do you do every morning?

L2:
…………………………………………………………………………..

L1: what’s your routine in the afternoon?

T asks L to read their interviews in pairs

Correction on the board
Seq: one. Lesson: 04. (PPU) Level: 2MS. ❾
Lesson focus: BTEOTL, L will be able to describe physical appearance using the present simple
tense.
Target comp: INTRC, INTRP, PROD.
Domains: O&W.
Taretstres: Present simple tense (three forms)
Materials: handouts, WB, TXB, CB.
Cross cur comp:
Intel comp: He can describe people.
Meth comp: He can work alone or with partners.
Com comp: He can produce oral and written meaningful messages using the present simple tense.
Pers and soc comp: He can mobilize his resources to describe others.
Core values: Valuing people and respecting differences.

Tim Frame Procedure Focus Objectives Mat VAKT

e work e
rials
Warm T greets and welcomes her L T/L Warm up L WB
5’ up: T pins pics of two people and asks L to AKV
describe them (review)

Presen
15’ tation: T: Today we’re going to review the
present simple tense and its use. We’ll
also try to go deeper than last year.
T provides the L with handouts or may L/L
write the text on the board Present the Idem
topic

Sandy is a pretty girl. She is tall and Pics

slim. She has curly blonde hair and

green eyes. She likes reading and
watching American movies. She
doesn’t faight and she never lies. Her
three brothers always tease her but
they love her very much.
TKA
VM
T reads the description and asks two or
three learners to read.
T checks the mistakes.
T asks L to take a pencil Identify the WB
 target
Task one: I circle the subject and structures
underline the verb. L/L
Correction on the board
CB

Task two: I read again and complete the

table below: L/L
Review the
Subject Present Infinitive present
simple simple tense
(verb) and go
Sandy Is Be further
……………. …………. …………. Idem
…………… ………….. …………..

Idem

Consolidate
T asks L to pick up all the verbs the learned
T helps L to identify the target stres. staff
Correction on the board.

Task three: I complete:

Practic
10’ e: Subject Be Have Read Idem
I Am Have ………..
You ……. ……… ………. L/L
We ……. ……… ……….. TV
They …….. ……… ………. M
He Is Has ……….
She ……. ……… ………..
It …….. ……… …………

Task four: I complete the rule:

The present simple of “be” is unique.

Positive:
Negative: State the rule
The other verbs have the same rule: L/L Idem
Positive: verb + “s” with (he, she, it)
(the third person singular)
Negative: don’t / ………..+ verb.
 Task one: I reorder the following to get
10’ Use: coherent questions: Use the new
stre
-is / your / name /? / what/
-old / are / how / they/ ? /
-from / are / your/ where/ ? / friends/
-English / do / English / ? / you/ speak /
-Omar / does/ ? / like / sports/ L/L
-Chorfa / does / live / ?/ Karima/ in /
Idem
Task two: task 26 p 36.

I pronounce:
Task one: I complete the table below:
10’
Singular Plural Final “s” Form plurals
/s/ /z/ /iz/ by adding “s”
A leg Legs x
A head
An eye
A hand Identify the
A mouth L/L pronunciatio
An arm n of final “s” VAK
A face MT
A finger

T can review the use of (a, an)

T asks L to do it orally
T does the first example and L do the
rest
T takes notes on the board
10’ Task two: I listen and repeat: L/T Discriminate
T make the whole class repeat the between the
pronunciation of the words in the table target sounds
T checks L pronunciation

Task three: task 1 p 22.

Homework : read pronunciation tool

p20.
L/L
Seq: one . Lesson: 05 (PPU) Level: 2MS. ⓬
Lesson focus: Language use.
Learning obj: BTEOTL, L will be able to ask and answer about their and others abilities and
inabilities.
Target comp: interc, intrp, prod
Domains: O&W.
Target stres: can / can’t + verb. (strong and weak forms of can)
Materials: WB, TXB, CB.
Cross cur comp:
Intel comp: He can show some degree of autonomy in all areas of learning.
Meth comp: He can work in pairs or groups.
Com comp: He cen communicate his abilities and inabilities to others.
Pers and soc comp: He develops attitudes of sharing his opinions and thoughts with others.
Core values: Being proud of himself and his abilities.
Assuming his flows and inabilities.
Tim Frame Procedure Focus Objectives Materials VAKTMI
e work
Warm T greets her L and welcomes T/L
5’ up: them
T sets up the situation:

AVK
Today, we’ll learn how to talk about abilities Introduce WB
and inabilities. the lesson

5’
Brainstorming:
T writes the word “can” on the M
board asks this question: L/L Elicit data T
T: what does this word mean to from the L V
you?

T writes L answers on the board

then selects the correct ones
The opposite of “can” is “cannot”
 Handouts
Presenta
10’ tion: T distributes handouts or writes
the following dialogue on the
board

Present the
10’ Task one:( role play.) L/L topic
Amine is asking Karim about
what he can or can’t do

Amine  : tell me Karim, what can you do  ?

Karim: I can draw.

A: What can you draw?

K: I can draw roses and flowers.

A: Can you jump?

K: yes, I can.

A: Can you whistle?

K: No, I can’t whistle but I can sing.

T asks L to play the dialogue in WB

pairs. Use the stre Idem
5’ T checks L pronunciation of “can”
T may ask some comprehension
question: L/T
What can Karim do?
Can he jump?
Can he sing?
Can he whistle?
5’
Task two: I pick up three Identify the WB
sentences from the dialogue: form
(positive, negative, interrogative)
L find the sentences and T takes
notes on the board
5’ L/L
1.I cansing.
2.I can’twhistle.
3.Can you jump?

« can is a modal. It’s used to express ability.

“can’t”, ‘cannot’ is used to express inability.

Positive: S+ can + V

Negative: s +cannot +v.

Interrogative: can + s + V…….?

 Practice Interpret
the pics to
use the stre
5’ Task one: I make sentences using Pics
can or can’t: L/L
T pins pics on the board and asks Idem
L to make sentences to express
ability and inability:

Task two: task 11 P 14;(modified)

I use the pictures to ask and
answer:
10’
1, A: can you play tennis? L/L Practice the
Use: B: yes, I can. No, I can’t. new stre

Task three: (task 11p 31)

(task 14 p 31)

10’ I pronounce:
Presentation:

T writes these examples on the

board:
- I can read. Discriminat
e between
-He cannot cheat.

-I can’t wait.

-They can’t.
 strong and
L/L weak forms
of can WB

T makes the class repeat the

sentences and focuses on the
pronunciation of “can”
T asks:
How many pronunciations of can A
are you hearing? V
WB K
L: 03 /kan/, /kæn/, /ka :nt/ CB M
T

Task one: I match each sentence

with the right pronunciation: L/L

1-I can fly.

2-Can you leave? ● /kan/ Idem
3-They can’t swim. ● / kæn/
4-Yes, I can. ●
/ka:nt/

Task two: I complete the table:

Weak form Strong form

-before a verb -At the end
…………………… …………………
-at the -Negative
beginning: can’t State the
……………………. ………………….. rule
Seq: one. Lesson: 06. (PPU) Level: 2MS.
Lesson focus: Language use.
Learning objectives: BTEOTL, L will be able to ask and answer about likes, and dislikes, reason and
cause.
Target comp: intrct, intrp, prod.
Domains: O&W.
Target stress: like(s)/ enjoy(s) + (verb +ing) / why/ because.

Materials: pics, TXB, CB, WB

Cross cur comp:
Intel comp: He can identify his and others likes and dislikes.
Meth comp: He can work on his own or with peers.
Com comp: He can mobilize his resources to describe his likes and dislikes.
Pers and soc comp: He can affirm his identity and know what he wants.
Core values: respecting tastes difference and accept others.

Time Frame Procedure Focus Objectives Materials VAKTMI

work
Warm T greets and welcomes her learners T/L
5’ up: T asks her L: Set up the
Do you have free time? situation A
What do you do then?
What do you like doing most?
T: today we’ll learn how to talk V
about our likes and dislikes. L/L WB

Task one: (Role play)

T may provide L with handouts or M
Presen write the dialogue on the board.
10’ tation:
Pics
Student1  : How do you enjoy your free time  ? K
Student2: I like watching TV.

S1: All the time?!

Present
S2: I also enjoy surfing the net. Mom wants me the new Handouts
stre
to read more but I don’t like books.

S1: I personally like reading very much.

S2: why?

S1: Because books make me travel.

 T asks L to play the dialogue in pairs.

Task two: I complete the table

5’ below:
Likes Dislikes
Student ……….. ………… Pick up I
1 ………… ………… informati WB M
Student ……….. ……….. on from a T
2 ………… …………. L/L dialogue K

T asks L to work in pairs

Correction on the board
Likes : like(s)/ enjoy(s) + (verb +ing)

Dislikes: (don’t/ doesn’t) like + (verb + ing)

Practic
15’ e: Task three: I do as in the example: State the
1)-I like swimming. rule
-He likes swimming.
2)-They like fishing.
-Tom ……………………………. L/L
3)-We enjoy chatting on the web.
-He ……………………………….. CB
4)-I don’t like watching horror
movies.
-Amina …………………………….. Practice
5)-I ………………………………………. the new
- She doesn’t like theatre. stre
6)-They ………. Enjoy acting.
-She ………………………dancing.

Presen
tation
15’ 2:

Task one: (Group work L/L

T splits L into groups Idem
T asks L to do the following activities.
 Task one: : I answer the questions
below:
Teacher: why do you go to school? Express
Learners: Because……………………… cause and
……………………………………………………. reason Idem
T: Why do you do homework?
L: …………………………………………………
T: why do you play video games?
L: …………………………………………………
T: ……………………………………..Chorfa?
L: Because it’s our hometown.

T checks, helps, Idem

Correction on the board

Idem
« why » is an interrogative pronoun. It’s used to ask
5’ about cause or reason.

“because” is a connector. It’s used to express cause or

reason.

Task two: I complete with”why” or

“because”:

-………….. is he late?
10’ -They like him ……….. he is funny. L/L
-Is mom angry ……….. of you? Consolida
-………. do you like English? te the
-The teacher punishes her ….. she is new stre
late.
-I don’t know …………he likes me.
-He likes you ……… you are lovely.

T checks, helps, guides

Correction on the board.
Seq: One. Lesson: 07 (PPU) Level: 2MS.
Lesson focus: Language use.
Learning obj:BTEOTL, L will be able to name the parts of the house, locate amenities and identify
silent letters in a word.
Target comp: interc, Intrp, prod.
Domains: O&W.
Target stres: exis related to the house, prepositions of location.
Materials: TXB, WB,CB, pics.
Cross cur comp:
Intel comp: He can understand verbal and non verbal messages.
Meth comp: He can work alone or with partners.
Com comp: He can use his resources to locate places.
Pers and soc comp: He socializes through oral or written exchanges.
Core values: understanding that Algerian culture and lifestyle is a part of the world diversity.
Time Frame Procedure Focus Objectives Materials VAKT
work MI
5’ Warm T greets and welcomes her L T/L Introduce V
up: the topic A
Brainstorming:
T writes the words: house / home
T asks L to give her all what they WB
know about these words L/L
T explains the difference Elicit data T
from L
Present -Parts of the house:
10’ ation: T asks L to open their books on p17
T asks L to describe what they see
T explains the task Identify the
T writes the question on the board L/L parts of the
T reads the definitions and L match house TXB
(task 19 P 17)

-Furniture:
10’ Task 21 P 18: T/L
T proceeds in the same way as for Review prep
task 19 of location Idem

Pics
 Practice: -Prepositions of location:
T pins on the board pics representing
10’ preposition of location
T reviews the items with L

Task two: (task 23 P 19)

10’ T reads the dialogue and asks L to do Idem
the task. Consolidate WB
T/L the target
stre
TXB
Use: Task 25 p 19
5’ T asks L to listen and do the activity
Correction on the board L/L

10’ I prono (silent letters) Discriminat

Unce: Task 3 P 21: (I listen and repeat) e between
 T reads the words and asks L to pronounced
repeat and silent
T notices: letters
Some letters are not pronounced, we T/L
write them but we don’t read them
they are called silent letters.
L/L
Practice: tasks 6&8 P23

Seq: One. Lesson: (08) (PPU) Level: 2MS.

Lesson focus: Language use.
Learning obj: BTEOTL, L will be able to use possessive adjectives, possessive pronouns and subject
pronouns.
Target comp: inter, intrp, prod.
Domains: O&W.
Target stres: subject pronouns, object pronouns, possessive adjectives.
Materials: WB, TXB, Pics.
Cur comp:
Intel comp: He can use his critical thinking when eliciting the new target stre.
Meth comp: He can assess himself and his peers. / He can mobilize his resources.
Com comp: He can process data in English.
Pers and soc comp: He socializes through oral or written exchanges.
Core values: Valuing family through the understanding of family ties and relationships.
Tim Fra Procedure Focus Objective Materials VAKT
e me s MI
work
War T greets and welcomes her L T/L Introduci
5’ m Brainstorming: ng the
up: T pins the pic of a family on the board topic
T asks L to name the members A
WB V

Pres T writes the word “I” on the board

5’ enta T asks L to identify it L/T
tion: -who can read this word?
-what is it?
-do you know any other subject Eliciting K
pronouns? data from
T writes the chart below on the board the L
and completes it step by step
L give the subject pronouns one by one Idem
and T takes notes L/T

Subject Possessive Possessive

pronouns adjectives pronouns Sum up M
I My Mine the lesson I
He His His
 She Her Hers
It Its Its
We Our Ours
You Your Yours
they Their Theirs
Remindin
g L of TXB
Task two: (task 18 p 33) family
T asks L to open their books on P 33 members
T asks L to do the activity orally L/L and
5’ possessiv
e
10’ Prac T writes these sentences on the board. adjectives
tice:
I loveKarim. He is my brother. T/L
T asks L to pick up the subject WB
pronouns (orally)
T asks: what about “my”?What is it? L/L
L may answer (they’ve seen it in 1MS.) Consolida
If not T clarifies: te the stre
“my” is a possessive ajective. It’s used
to express possession. It’s always
followed by a noun.

T asks L to give the other possessive

adjectives and takes notes on the
board.
Idem
T pins pics on the boards and writes
examples
 T writes these examples on the board:

1.This is my cat. It’s mine.

2.It’s his truck. It’s his. Pics
3.She is her granny. She is hers. Present Idem
4.This red collar is its collar. It’s its. T/L the new
5.I am your teacher. I am yours. L/T stre
6.Algeria is our country. It’s ours.
7.They clean their classroom. It’s
theirs.

T reads the examples

T asks L to read them
T asks L to identify the subject
pronouns and possessive adjectives.
T notices: T/L Identify WB
Pay attention to the word mine the form
It’s like saying my cat and use
It’s called a possessive pronoun of the
It’s used to express possession new stre

T does the same with the other

possessive pronouns L/L
T fills the chart above

Use: Use the CB

Task one: I write two sentences using new stre WB
subject pronouns L/L in
Task two: I write two sentences using meaningf
possessive adjectives: ul contest
Task 22 P 34.
Seq: One. Lesson: 09(PDP) Level: 2MS.
Lesson focus: Language use.
Learning obj: BTEOTL, L will be able to create a blog page of their own.
Target comp: intrp, prod.
Domains: O&W.
Target stre: lexis and expressions related to: introducing oneself, family members, hobbies.
Materials: WB, TX, CB, a magic cube.
Cross cur comp:
Intel comp: He can understand and interpret verbal and non verbal messages.
Meth comp: He can work on his own or with partners.
Com comp: He can process digital data in English. / He can create a blog page.
Pers and soc comp: He socializes through oral or written exchanges.
Core values: Being proud to belong to his family with its Algerian values and traditions.

Time Fram Procedure Focus Objective Materi VAKT

e s als MI
work
5’ war T/L Introduce
m T greets and welcomes her L the topic
up: T brings a magic cube WB A
V

Mag
Cube

K
Elicit data V
 T asks: what’s this? (a game/ toy) L/L from L A
Do you play it?
How to play it?
How many faces does it have?
TXB
Pre T asks L to open their books on p38
readi (task 5 P38)(oral activity)
5’ er: Identify
T asks L to go to p 37 the magic Idem
T asks L to describe the pic on the top of L/L cube and
the page check L
understa
nding

Whil T asks L to read the text and answer the

20’ e question:
readi What’s the text about? L/L Idem TXB
er: A
T
T asks L to read the text and do the Read and K
following tasks L/L interpret CB
Task 1 &2 p 37 the text WB V
Task 4 & 6 p38
M
NB: These tasks can be done in groups. I

Post T asks L to work individually

30’ readi Task: I follow the text model and create Reinvest
ng: my blog page where you introduce L/L prior
yourself, your family and your favorite knowledg
hobby. e to
^roduce a WB
blog page TXB

My blog/ Title.
Picture of my
Paragraph one : Me. hobby / myself.

Paragraph two : My family.

Paragraph three: my favorite hobby.
-what is it?

-How to play / do it?

-Why is it my favorite?
 T checks, helps, guides
T asks L to read their productions
Correction on the board

Seq: One. Lesson: 10 (I learn to integrate) (Group work) Level: 2MS.

Lesson focus: Language use.
Target comp: interp, prod
Domains: W
Target stres: lexis related to physical appearance, family, like and dislikes, house parts, daily
activities.
Materials: WB, TXB.
Cross cur comp:
Intel comp: He can use his critical thinking when gathering information for learning and research.
He can show creativity when producing written messages.
Meth comp: He can work in pairs or within small groups.
Com comp: H e can process data in English and mobilize it.
He can solve problem situations using different communication means.
Pers and soc comp: He is aware of his role and others’ in developing a project.
Core values: Being proud to belong to the Algerain family with its special and common
characteristics.

Time Fram Procedure Focus Objectives Materials VAKT

e MI
work
5’ War T greets and welcomes her L T/L Introduce WB V
m Brainstorming: the topic A
up: T writes the word “competition” on the
board
T asks L to give all what they know
about this word L/T Elicit data
T takes notes on the board from the L
T explains the word

T asks: have you taken part in any kind

of competition before?
What was it?

Pres TXB V
20’ enta T asks L to open their books on p 39 L/L A
tion: T reads the situation Invite L to
T explains what the L should do write
T asks : their
What do we need to write our profiles? L/L profiles
T goes through a short review to
remind the L
(staff seen in the sequence)
T completes the KSA chart
CB V
A
Prod T splits the class into small groups T
35’ uctio T asks L to choose one mate and write
n: his profile L/L

T asks L to go to p 40
T explains the layout

T asks L to work with the help of the Involve L

book layouts (2&3)p 40 in self and
T checks, goes around the class, helps L/L group idem
assessme
Each group will present his work on the nt
wall in order to be assessed by the
other groups
Seq: One. Lesson: 11 (I think and write) (Individual work) Level: 2MS.
Lesson focus: Language use.
Learning obj: BTEOTL, L will be able towrite an e-mail with a detailed description of his house.
Domains: W.
Target comp: prod.
Materials: WB, TXB, CB.
Target stres: lexis related to the house parts.
Cross cur comp:
Intel comp: He can show creativity when producing a piece of writing.
Meth comp: He can mobilize his resources.
He can assess himself and his peers.
Com comp: He can post his digital data in an e-mail.
Pers and soc comp: He socializes through written exchanges.
Core values: He is proud of himself, his family and the place where he lives.
Time Frame Procedure Focus Objectives Materia AVKT
work ls MI
T greets and welcomes her L Introduce A
5’ Warm T pins the pic of a house on the board L/T the topic WB V
up: T asks L to name them

Elicit data Pics

from L
A
V
 Before T asks L to open their books on p41 Prepare L to TXB
10’ writin T reads the situation write their e- A
g: T explains the key questions on p 41 T/L mails V
T

CB

40’ While
writin T invites L to write their e-mails with Write an e- M
g: the help of the model on P 41. mail about I
L/L one’s house.
T checks, guides, helps.

Sequence: Two/ Me and my shopping.

Level: 2ms.
 ❶
Seq: 02. Lesson: I listen and do. Level: 2ms.
Learning objectives: BTEOTL, L will be able to name food items and fill in a shopping list.
Target comp: interc, intrp.
Domains: o & w.
Target stres: food items, how much, how many.
Materials: WB, flashcards.
Cross cur comp:
Intel: He can interpret verbal and non verbal messages.
Meth: He can takes notes.
Com: He can gather information.
Pers and soc: He socializes through oral and writtenexchanges.
Core values: valuing healthy food.
Tim Frame Procedure Focus Objectives Mate KTV
ing work rials AMI
5’ Warm T greets and welcomes her T/L Introduce the WB
up: learners. sequence A
T announces the new V
sequence. K
T makes a summary of the
Before sequence: L/T Pics
10’ Listening -In seq two, we ‘re going to M
: talk about shopping, food, I
amenities or places in town
and city.

T writes the initial situation on

the board:
It’s Akram’sbirthday.His mother wants to make a big birthday
cake. She asks Akram to buy the ingredients she needs. Help
Akram to write his shopping list and show him the way to trhe
supermarket.
 Idem
T/L

T reads the situation

T underlines the difficult words Explain dif
designed by pps and explains words
them.
Vocabulary: L/L Introduce
T brings pics representing new
places in town and kinds of vocabulary
food Pics
T delivers the vocabulary
T asks L to repeat after her
L take notes ❷

While T asks L to open their books on

30’ Listening p 46 L/L
: Task one p 46:
T asks a learner to read the TXB
task Use the new
T puts on the script vocabulary
L fill in the list
Idem
-T asks L to write the correct Shopping list
number next to each L/L completion
vegetable:

Task 6 p 47:
 T puts on the script (p1) and
asks L to do the task
15'
After
listening: Task 10 p 48:
T puts on the script and asks L Dialogue
to do the task. completion TXB
CPB
T checks, correction on the L/L
board
Task 4 P 47:
L complete the dialogue.
pair work:
l play the dialogue in pairs ❸

Seq: O2. Lesson: I practice. (PPU) L: 2ms.

Learning obj: BTEOTL, L will be able to express quantity with countable and uncountable
nouns.
Target comp: interct, intrp, prod.
Domains: O&W.
Target stre: How many, much, any, some, a lot of, there is/ are.
Materials: WB, pics, drawings.
Cross cur comp:
Intel: He can interpret verbal and non verbalmsges.
Meth: He can mobilize his resources and manage his time rationally.
Com: He can use role play to communicate meaningfully.
Soc and pers : He can socialize through oral exchanges.
Core values: Valuing healthy food and living.
Ti Frame Procedure Focu Objective Mat VKA
m work s erial TMI
ing s
5’ Warm T/L review the Pics KVA
up: T greets and welcomes her learners previous WB
T pins pics on the board representing lesson
food L/L
T asks l to remember the food items
names

15’ Presen T brings pics or draws on the board to

tation: illustrate the following examples:
A)-countable nouns: T/L
Pic1: L/T
-There are many apples ine the Identify the
basket. new stre V
 -There are a lot of apples in the K
basket. A
Pic 2:
-There are some apples in the basket.
Pic 3:
-There aren’t any apples in the basket.
B)Uncountable nouns:
Pic1:
-There is much milk in the bottle.
Pic 2:
-There is some milk in the bottle.
Pic 3:
-There isn’t any milk in the bottle.

T writes the quantifiers in different

colors. ❹
T reads the examples ,then asks L to
read them. Identify the
T asks : apples is a countable or an use of the
uncountable noun? target stres
T clarifies: L/L
Many (formal), a lot of (informal) are
quantifiers. They mean there a great
amount of apples in the basket.
They are used with countable nouns.
‘Some’ means few apples only and we
don’t know the exact number. T/L Setting the MI
“any” means zero apples in the basket rule
and it is used in the negative
sentence.

T does the same with the bottle of

milk.

Rule: many, much, some, any are

quantifiers.
Many for countable nouns.
Much for uncountable nouns.
Sarah’s mumSome
wantsand
to make a cake.
any for She is checking the ingredients
both. that are in the
Idem
fridge.
Dialogue:
M: I’d like to make a cake, are there any eggs in the fridge?
T writes the dialogue below on the
20’ S:Practice board:
yes, there are two eggs; how many eggs do we need?
:
M: We need five eggs. Is there any flour?

S: yes, there is some.

M: Is there any milk?

S: No, there isn’t any.

M: ok, then. Let’s go to the shop and buy a bag of milk, some chocolate, some apples
 T reads the dialogue
T asks L to read in pairs ❺
T may ask some comprehension
questions about the dialogue
T/L Practice
T notices: L/T the new
I use: “There is” for uncountable L/L stres
nouns.
“ There are” for countable
nouns. MI
To ask about uncountable nouns I use
“How much”,” is there”
To ask about countable nouns I use
“How many”, “are there”

Pair work:
T asks l to do the following tasks:
20’ Task one: I classify the words below in
Use: the table:
Flour, apples, oranges, sugar, bars of
chocolate, milk, chocolate powder,
salt…
Coun table Uncounatblenpoun
nouns s
…………………… …………………. L/L
. …………………. Consolidat
………………….. e the new
seen stres
Task two:I complete the dialogue with
(much, many, are, is, some, any, a lot
of)
A: how ………………….is there in the
 fridge?
B: there isn’t ……………
A: how ………….. apples and oranges
……….. ?
B: there are a few oranges and
……………………..apples.
A: so, we have to get ………..oranges MI
and ……………..milk.

Task 1 p 59
Task 2 p 60
Task 3 p 61
Tasks 5,6,7 p 62& 63
❻

Seq: 02. Lesson: I pronounce. L: 2ms.

Learning objectives: BTEOTL, L will be able to identify silent and pronounce “r”,
discriminate between clear and dark “l”.
Tim Frame Procedure Focus Objective Mate VTK
ing work rials AMI
5’ Warm T greets and welcomes her L Review the
up: T writes the words below on the silent letters WB V
board: seen before CPB A
Honour, home, handsome, hand L/T TXB K
T elicits info from the L so as they
identify the silent “h,d” and
pronounced “h,d” Introduce
L/L the subject
T sets up the situation
Today, we’re going to see another
Present letter which is sometimes silent and T/L
15’ ation1: sometimes pronounced.
Identify the
T asks L to open their books on p 52 stre
I listen and repeat p 52:
(pronounced and silent “r”)
T reads or puts on the scripts T/L
T asks L to read L/L
Then , t explains when “r” is silent
and when it’s
pronounced(reminder p 52. MI

Presen T asks L to go to p 51
15’ tation2: I listen and repeat a, b p 51 Discriminat
(clear and dark l) T/L e between
 T reads or puts on the scripts L/L dark and
T asks l to repeat clear “l” idem
T asks: do you notice any difference
in the pronunciation of “l”?

T points out the clarification on p

51

Practice: L/L
25’
T helps her L do the tasks:
Task 5 p 54 ❼
Tasks 1&3 p 53 MI

Seq: 02. Lesson: I practice. L: 2ms.

Learning obj: BTEOTL, L will be able to ask and give information about shape, size and
colors.
Target comp: interp, intrct, prod
Domains: O&W;
Target stres: what size, color, shape…?
Materials: TXB,WB,CPB.
Cross cur comp:
Intel: He can ask and give information about size, color and shapes.
Com: He can play roles.
Meth: He can work in pairs.
Soc and pers: He can socialize through verbal and non verbalmsges.
Core values: He values the beauty end esthetics of things.
Tim Frame Procedure Focus Objective Mate VKT
ing work rials AMI
Warm T greets and welcomes her L T/L WB
5’ up: T may review the colors Introduce Pics K
T may bring pics or prepare a L/L the topic V
matching task… A

Presen
10’ Tation1: T sets up the situation:
“Leila and Sarah are in the mall.
They are in the furniture corner. Identify
shapes and
T asks L to open their books on p 66 colors TXB
Task 15 p 66: T/L
T asks L to describe the pics
T asks about the tables color.
T helps the L match each pic with
 adequate shape:

10’ Practice:
Task 16 p 66: I ask and answer: (pair Ask and Idem
work) L/T answer MI
Dialogue 1: about
A: what shape is table 1? shapes and
B: It’s oval. colors
A: what color is it?
B: it’s light brown.

T asks to play the dialogue in pairs

T asks L to do the other dialogues ❽
orally.

15’ Presen T sets up the situation:

tation 2: The two friends are moving to the T/L
clothes corner. Leila wants to buy a
new pair of jeans and maybe aa pair Ask and
of boots. answer WB
about size
T writes the dialogue below on the and cost
board:
Dialogue: L/L

Sarah : Look this pair of jeans, it’s awesome ! MI

Leila: Yes, what size is it?

S: It’s size 38.

L: Oh no! I wear size 36, it’s too big!

S: What about this one? It’s 36.

L: I don’t like the color, it’s awful! Here is the shop assistant, I’ll ask him.

Shop assistant: How can I help you young lady?

L: Do you have this pair in blue?

S A: Of course, come with me!

L: How much does it cost?

T reads the dialogue
T asks L to play the dialogue in pairs
T may ask some comprehension
 questions.

T clarifies: Setting up
To ask about size I use the following a rule
questions: WB
What size are you? T/L
What size do you wear?
To ask about price: MI
How much does it cost?
How much is it?
What’s its price?...

20’ Use: T asks L to do the following task:

Task 14 p65. TXB
WB
Use the CPB
Task two: I answer the following target stres
questions: in
meaningful
A: What’s your name? L/L messages
B:…………………………………………………..
A: How old are you?
B: ………………………………………………….
A: What’s your weight?
B: ………………………………………………….
A: How tall are you? MI
B: ………………………………………………….
A: what size are you ?(clothes)
B:
……………………………………………………
A: what is your shoe size?
B: …………………………………………………..
A: what’s your favorite color?
B: …………………………………………………

❿
Sequence: 02. Lesson: I practice. L: 2ms.
Learning obj: BTEOTL, L will be able to- Use ordinal and cardinal numbers.
-Locate amenities on a map.
Target comp: interc, intrp, prod.
Target stres: cardinal and ordinal numbers, prepositions of location.
Domains: O&W.
Materials: pics, WB, TXB, CPB, drawings…..
Cross cur comp:
Intel: He can interpret a map to get data.
Com: He can use role play to communicate meaningfully.
Meth: He can assess his work and his peers’.
Pers and soc: He can socialize through oral and written exchanges.
Core values: He values town and public amenities. / Offers help to show the way to
strangers.
Tim Frame Procedure Focus Objectives Mate VKA
ing work rials TMI
10’ Warm T greets and welcomes her L T/L Review WB V
up: L/L needed Pics K
T helps L to remember cardinal stres A
and ordinal numbers (seen in 1MS)

T reviews the prepositions of

location and introduces new ones
Presen if necessary.
tation: Introduce
prepositions
15’ of place
 MI

T says the different items and asks L/L

L to repeat.

Practice: T asks L to open their books on

10’ P67
T helps L to identify the different
amenities on the map
L/L
Task 17 p 67:
T reads the dialogue Help L to
T asks some L to play the dialogue learn how
in pairs to locate an
T asks the L to draw the itinerary amenity on
with apencil a amap TXB
T checks WB
Correction

Use: Idem
25’ Task 18 p 67:
T helps L to do the first example
T/L
Tip: (supermarket)
A: can you show me the way to Ask and
the supermarket pleas? answer
B: yes, of course. Go ahead along abou the
Main street, it’s in front of the way
green grocer next to the traffic L/L
lights.
A: thank you very much.
B: you’re welcome.

T asks the L to choose another

example and write the dialogue in
pairs.
T checks, helps
Correction on the board.