Level 

: MS2 School : Ibn Khaldoun Teacher: Ms Z.Benhouhou Inspector : Mr kamel Othmani

Sequence: 3 ME AND MY HEALTH. Lesson1:project announcement / introduction of new lexis
Learning Objective (s):by the end of the lesson my learners will be able to name lexis related to health, food
and body parts.
Linguistic objectives:
Target vocabulary: presenting new lexis Domain (s): Oral/written(both) Materials :flashcards/ W. board
related to health, food and body parts.
Time Framework Procedure Interaction Rational Assessment
pattern
T greets the PPs / the PPs respond

Teacher shows T shows different flash cards related to the

15m Warm up topic of the new sequence then asks:
What can you see? T/PP Pushes the PPs Through
to think about interaction
PP/T the new topic

-PPs try to describe/T gives the opportunity

without interfering.
Stage one -Through PPS’ answers. The teacher announces
the topic of the sequence:”Me and my health” T/PP
PP/T
15m Step one T asks the PPs to open their book on P75,
What can you see?
T sticks more pictures to help Pps answering
the following questions:
Distinguish Through
PP/T between answers
healthy/
unhealthy food

a-what should we do to be healthy?

b-what kind of food should we eat?

T shows a poster that presents five keys to

15m Step two safer food
Project
T/PP announcement Through
interaction
 Then explains (to help our friend to know
what to eat and what to do to be healthy!! We
are going to prepare a poster like this.
Describing body
15m Stage two parts
The human body
Before speaking about our health , we should
know the parts of the human body T/PP

T names each part of the body and writes its

name on Board next to the flash cards

Arm Back Leg

Shoulder neck waist PP/T Make Through

assessment answers
T sets a game(as a competition )
She/he names some body parts and asks PPs
to show them

Level : MS2 School : SBAA MILOUD Teacher: Ms A. BOUAKAZ Inspector : Mr kamel Othmani
Sequence: 3 ME AND MY HEALTH. Lesson 2: I listen and do Framework: PDP
Learning Objective (s): by the end of this lesson my learner will be able to ask for and give advice about health
problems using “should/shouldn’t”/use the right pronunciation of “should, shouldn’t”.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: pictures /realia /
interpret – produce. W. Board/
Linguistic objectives:
1)Target structure: Model verb should
2)Target pronunciation: strong/weak
form of “should, shouldn’t”
Time Framework Procedure Interaction Rational Assessment
pattern

T shows the previous picture of “ human body

parts” and asks pps to name each part Revision Asks them to
repeat each
PP/T part’s name

10m Warm up

Teacher shows two pictures and asks pps to

tell the difference.

15m Pre listening T/PP

T takes pps answers and describes the two states Listening to
( healhy / sick = ill ) their answers

T sticks more pictures of different illnesses

Presenting Ask for the

New lexis equivalence in
related to the their mother
topic language

T names each illness of them and explains the new

vocabularies :(obesity, ache , pain, sore , ........)
T/PP
T shows some real treatments and names them
 (Syrup, pills, ointment, herbals tea, eye-drops Push them to
throat spray.......) think and get
involved into
the topic

PP/T
Then asks pps to mention the appropriate
treatment for each health problem

20m During
listening Teacher invites pps to open their books on page 79
T explaines the task 11 and asks pps to do it while Through
listening Feed back
The use of the
After completing the dialogue bubbles by pps PP/T model verb
T asks pps about the use of should and shouldn’t in should
the dialogue .Then asks them to give their own
advice to help Amy
How to use it
in asking and
giving advices

Post
15m listening Task : I ask and give advice for the following
health problems
Eg: a) Headache / aspirin

A:I have a terrible headache. Check their

What should I do ? answers
B: You should take some aspirin

b) Over weight /don’t eat too much

A:I am over weight Checking their

What should do ? understanding
B:You shouldn’t eat too much

1Flu / herbals tea PP/T

2)Backache / ointment

3)Toothache /visit a dentist

4) Insomnia /don’t watch T.V at night .

I listen and repeat

 T/pp Ask to repeat
What should /ʃəd/I do ?
You should /ʃəd/take some aspirin
Yes, I should / ʃʊd /. PP/T
How to
You shouldn’t’ / ʃʊdnt / eat too much. pronounce
“should”,
I pronounce “shouldn’t”
- /ʃəd/ is the weak form of “should” . It’s generally
used in a question or in the middle of a statement.
-/ ʃʊd / is the strong form of “should” .It’s used in
short answers.
“Shouldn’t” is the short form of “should not” is
always pronounced -/ ʃʊdnt / as a strong form.
“l” is silent letter .
PP/T Making Check their
assessment answers
Task 3 page 84.

Teacher: Ms S .Tahri Inspector : Mr Kamel Othmani

Level : MS2 School : SBAA MILOUD
Sequence: 3 ME AND MY HEALTH. Lesson 3: I pronounce Framework: PPU

Learning Objective (s): by the end of this lesson my learner will be able to pronounce the sounds / ʃ /, / tʃ /and
/k/ correctly and consolidating vocabulary related to health, food and body parts.
Linguistic objectives:
Target pronunciation: pronunciation of
“ch” , “sh”. Domain (s): Oral Materials : pictures/ W. board
Target vocabulary: vocabularies
related to health, food and bodyparts.
Time Framework Procedure Interaction Rational Assessment
pattern
T greets the PPs / the PPs respond

T shows some pictures and asks PPs to name quick Through

10m Warm up each one of them review of answers
PP/T some
illnesses

Headache Toothache
/k/ /k/

Chocolate Shoulder
/ tʃ / /ʃ/
15m Presentation T writes the words on board/reads them and T/PP Try to
asks the PPs to read them and tell the PP/T distinguish
difference in their pronunciation between the Through
three sounds pronunciation
T identifies the three different sounds:
/ʃ/ / tʃ / /k/

20m practice
T invites the PPs to classify the following T/PP
words according to his/her pronunciation of
them : ( show- chest –much –shoulder – Check their
chemist –cheese –shape-stomach –which- PP/T understanding
should- ache) Checking
Their answers
sounds
/ʃ/ / tʃ / /k/
Show Which Ache
Shoulder Chest Stomach
Shape Cheese Chemist
Should Much

T asks PPs to read the words again

T explains: T/PP Identify and
“Ch” is pronounced : / tʃ / or /k/ recognize the
way of repeating
“Sh” is pronounced : / ʃ /
pronunciation
 N.B: English language has many words of
French origin in which the spelling “ch” is
pronounced / ʃ / not / tʃ /.
Eg : chef – chic – machine – moustache –
brochure – chalet –parachute –chauffeur

15m Use PP/T Making

Task 11 page 85 assessment Check their
answers

Level : MS2 School : SBAA MILOUD Teacher: Ms A.BOUAKAZ Inspector : Mr kamel Othmani
Sequence: 3 ME AND MY HEALTH Lesson 4: I listen and do Framework: PDP
Learning Objective (s): by the end of this lesson will be able to express obligation using “have to/must “. And use
the right pronunciation of “must”.
Targeted competencies: interact –
interpret – produce.
Linguistic objectives: Domain (s): Oral/written/both Materials: pictures / W. Board/
1) Target structure : must- have to
2)Target pronunciation: strong/weak
form of “must”

Interactions
Time Framework Procedure rationale Assessment
pattern
Teacher greets his learners /the learners
respond.

10m Warm up Teacher makes a quick review about the Revision

T/PP (testing their
previous lesson /shows the illnesses pictures
memory) Listening to
and asks Pps to name each one of them
their answers

T sticks a picture of a swollen cheek and asks:

15m Pre listening Interacting
What should this man do?
To make a
T/PP quick review
about giving “”
advice
”should”

T writes the Pps answer :

He should see a dentist.

T replaces the model verb “should” with “must” or To

“have to “ and add the word immediately in order to differentiate Asking them
show that’s an emergency case. T/PP between
He must/has to see a dentist immediately. advice and
T asks : what’s the difference obligation
L/L

20m During T invites Pps to open their books on page 84

listening T explains the task and presents the situation then
read Liz’s and her mum’s dialogue 5 page 29

T asks Pps to pick out all the sentences that express

obligation in the dialogue
how to use Ask to give
a)You must take one spoonful right now . PP/T must/ have to their own
b)Of course you must ,the doctor knows better. in expressing examples
c)I’m afraid you have to. obligation
 My grammar tools
15m Post-listening “Have to”
Interrogative form: “Do/Does +S+ have to +V..?
Eg: Does she have to come back for a check, doctor?
Affirmative form:”have to/has to + V”
Eg: she has to take her medication every day.
“Must”
Interrogative form:”Must+ S+V....? T/L
Eg: Must she stay in bed, doctor? “”””
Affirmative form: “must + V”
Eg: You must take a rest.

Task : I change the following sentences from

affirmative to interrogative.

1)I must see a doctor

-...............................? Making Check their
PP/L assessment answers
2)She has to put an ointment .
-....................................................?

3)I have to take this cough syrup.

-......................................................?

4) We have to drink milk every day.

-........................................................?

I listen and repeat :

-What must / məs(t)/ I do ?
T/PP How to repeating
-You must / məs(t)/ see a doctor. pronounce
-Yes I must /mʌst/ . “must”

* /məs(t)/ is the weak form of “must” . It’s

generally used in questions or in the middle of a
statement.
Final “t” is usually silent (not pronounced)
* /mʌst/ is the strong form of “must”. It’s PP/T
Check their
used in short answers. answers
Task 1 page 84

Level : MS2 School : SBAA MILOUD Teacher: Ms A.BOUAKAZ Inspector : Mr Kamel Othmani

Sequence: 3 ME AND MY HEALTH Lesson 5: language usage Framework: PPU

Learning Objective (s): by the end of this lesson will be able to express prohibition and absence of obligation
using “mustn’t/don’t have to “/use the right pronunciation of “mustn’t”.
Targeted competencies: interact –
interpret – produce.
Linguistic objectives: Domain (s): Oral/written/both Materials: Flashcards / W. Board/
1)Target structure: mustn’t /don’t
have to
2) Target pronunciation: pronunciation
of “mustn’t”.
Time Framework Procedure Interactions Rationale Assessment
pattern

Teacher makes a quick review about expressing

10m Warm up obligation and shows some flashcards of driving -Revision- Listening to
instructions then asks: what do they mean? T/PP Create a link their answers
PP/T to move to
the new
lesson

a)You must stop here

b) You must turn left.
c) You must go ahead.

25m Presentation
Part one:T sticks more pictures of other instructions
then asks :
T/PP

Interacting
To announce “”
the lesson’s
objective
“expressing
prohibition”
1) Is it allowed to touch the ball with your hand in
foot ball?
2)Is it good for health to smoke?
3) You must or must not do that?
T/PP
T writes on board:
1) You mustn’t touch the ball with your hand.
2) You mustn’t smoke.

T asks PPs to give other examples to express

prohibition.
How to use
“mustn’t” to Their
PP/T express examples
prohibition

Part two
T shows the school uniform of British pupils
 T/PP
Interacting
PP/T to announce
the 2nd
objective
“absence of
Then asks: Do you wear school uniform to come to obligation”
school?
T writes on board:
“Algerian pupils don’t have to wear school uniform,
just pinafores”
T gives another question :
Do we go to school on Fridays ? their own
T writes: examples
I like Fridays because I don’t have to go to school. PP/T In order to
give more
T asks PPs to give their own examples to express explanation
absence of obligation

My grammar tools :

*We use “don’t/doesn’t have to +V” to express

absence of obligation it means that it’s not necessary
to do it
Eg : I don’t have to get up early on Friday morning.

*We use “mustn’t” to express prohibition, it means :

don’t do it. It is forbidden.
Eg : You mustn’t eat too much .

Task : I fill in the gaps with “ don’t have to” or “

10m Practice mustn’t”: ( I use the pictures) Their
answers
1) you .............take an umbrella,it stops raining !
Checking
PP/T their
understandin
g

2)You.............. cheat on exam.

3) You ..............sleep in the class.

4)You.................take off your shoes

 5) you................shout out.

I listen and repeat

-You mustn’t /mʌsnt/ cheat on the exam.
No, you mustn’t /mʌsnt/
T/PP repeating
PP/T
*“mustn’t” Is the short form of “ must not “ . It’s
pronounced /mʌsnt/ How to
The first “t” is silent (not pronounced). pronounce
“mustn’t”
Task : I do like in the given example :
Use
15m Eg: smoke /bad for health
-You mustn’t smoke, it’s bad for your health

Eg2:wake up early /tomorrow is Friday

-Tomorrow is Friday ,You don’t have to wake up
early
1) Eat cakes / over weight
......................................................

2)buy tomatoes/the fridge is full with vegetables

......................................................................
Pp/T Making Check the
assessment answers

3)drink soda / bad for health

.........................................................................
Level: 2MS School: Sbaa Miloud Teacher: Ms S . Tahri Inspector : Mr Kamel Othmani
Lesson 6: I read and do
Sequence: 3 ME AND MY HEALTH Framework: PDP
Learning Objective (s): by the end of this my learner lesson will be able to make recommendations using the
imperative.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: pictures / W. Board/
interpret – produce.
lilil Target structure: the imperative form

Time Framework Procedure Interactions rationale Assessment

pattern
Teacher greets his learners /the learners
respond.

10m Warm up Teacher shows pictures of different food then

T/PP Makes an
asks PPs to classify them into two parts by
answering the following question: introduction to
PP/T Through
Which one from these food is healthy/ unhealthy? the new lesson
answers

Healthy food Unhealthy food

Fruits –vegetables Pizza –chips-
Water – juice -milk........ hamburger-soda.....

10m Pre reading T sticks a picture of a fat boy then asks : Through
What do you recommend? their
answers
Interacting
T/PP
To be prepared
for the text

T asks the same question with another way in order

to clarify the meaning of «recommend” PP/T Through
What must he do? Sort out the
their
PPs try to answer: meaning of
interacting
*He mustn’t eat too much. “ Balanced meal” recommendation
*He must eat healthy food s
During *He must follow a healthy diet.
Present new lexis
20m reading T/PP
“balanced meal”
 T invites Pps to open their book on page 94
T explains the instructions of task 17 page 94 then
asks Pps to read the text then do the task

Task 17page 94:

Do s Don’t s
*eat chocolate with *Don’t eat chocolate
moderation every day. Check their
*Drink water *Don’t drink sugary Pick out answers
*eat Panini at home. drinks. recommendation
*Eat salad, fruits and *Don’t eat fast food. PP/T s
vegetables *Don’t eat too much
*Eat balanced and salty food.
healthy meals.

20m Post-reading T writes some of the above sentences on board :

*Drink water.
V object
*Don’t eat fast food Pushes the PPs to
don’t V object think about the
Then asks PPs to tell the tense of the underlined PP/T use of imperative
verbs in these
My grammar tools : sentences
-To make recommendations or give advice to (making
someone, I can use the imperative recommendation
*V (infinitive without “to”) s)
Eg : Take antibiotics. They are more effective.
To form the negative, I use (Don’t + V infinitive
without “to”)
Eg: Don’t eat too much it’s bad for your health.

Task: I rewrite these sentences as in the given

example :
Eg : -You must go on diet . Check
-Go on diet. their
1) You must drink a lot of water. answers
..................................................
2) You have to practise sport.
-.............................................
3) You mustn’t have cookies and chocolate. Making
-............................................ assessment
4) You don’t have to eat between meals.
-.......................................................
5) You must eat vegetables.
-................................................

Level : MS2 School : SBAA MILOUD Teacher: Ms A.Bouakaz Inspector : Mr Kamel Othmani
Sequence: 3 ME AND MY HEALTH. Lesson 7: I practise
Learning Objective (s): by the end of these tasks my learner will be able to use the imperative and model verbs in
the correct and appropriate way.
Linguistic objectives : expressing
obligation/prohibition/ absence of Materials : pictures/ W. board
obligation/asking for and giving
advice /using the imperative
Time Framework Procedure Interaction Rational Assessment
pattern
T greets the PPs / the PPs respond

T makes a quick review and asks what do the quick Through

10m Warm up following pictures represent? review to answers
PP/T refresh their
memory

15m
Task one
Stage one I put the following sentences in the right column :

a) She should stay in bed.

b) You must tell the truth.
c) The babies mustn’t eat solid food.
d)e d)You shouldn’t drink too much soda. PP/T distinguish Checking
e) The pupils mustn’t shout out in the class. between the Their answers
f)I don’t have to take a taxi, my friend will pick different
up me expressions
d)Lina is overweight, she has to practise sport
every day.
e) It’s Saturday tomorrow, we don’t have to go
school.

Obligation prohibition Absence of advice

obligation
............... ............... .............. ...............
............... ............... .............. ...............
............... ............... .............. ...............
............... ............... .............. ...............
............... ............... .............. ...............

15m
Stage two Task two
I rewrite the following passage using the
imperative :

PP/T
Check their
Using the answers
 imperative

In Islam there is a table manners for

eating, You mustn’t eat before washing
your hands. You have to mention the
name of Allah before eating .the Muslim
should eat with his right hand. You must
eat from what is directly in front of you.
When you finish eating, you have to
wash your hands. You must praise to
Allah.

...........................................................................
...........................................................................
20m ...........................................................................
Stage ...........................................................................
...........................................................................
three PP/T
.........................................................................
Making Check their
assessment answers
Task 19 page 95
I look at the picture and complete the sentences
using the connector “because «and : ( have
to/don’t have to – should/shouldn’t –
must/mustn’t)

Sequence: 3 ME AND MY HEALTH. Lesson 8: I read and do Framework: PDP

Learning Objective (s): by the end of this lesson my learner will be able to plan a healthy balanced meal.
Targeted competencies: interact –
interpret – produce. Domain (s): Oral/written/both Materials: pictures / W. Board/
Linguistic objectives:
Target vocabulary: lexis related to
healthy food
Time Framework Procedure Interaction Rational Assessment
pattern
T greets the PPs

10m Warm up T makes a quick review about healthy and Revision / Through
unhealthy food and shows different pictures answers
PP/T
of a healthy one
Focusing on
the food
mentioned in
the text
 T/PP
Olive oil Grilled turkey Grilled fish
PP/T
escalope

squeezed Apple/orange veg side dishes

lemon Strawberry (cabbage/peas
15m Pre reading spinach)

T asks: how many meals do we have during

the day?!
Presenting
T sticks a picture of the three meals T/PP New lexis
PP/T related to the Through
objective interaction

T asks: what are the contents of a typical daily

menu?
T presents and explains the new vocabularies
(starter, main course, side dishes , dessert , drinks)

20m During
reading
Explains Through
T invites PPs to open their books on page98 T/PP what are Reading
T explains the instructions of task 1 p 98 PP/T supposed to
do /plan a
and asks PPs to read « Amy’s e-mail »
healthy
T devides the class into groups of 6 pupils balanced meal
,each pupil is given a day of the weekly diet
plan
T leads the discussion and helps PPs to collect
and gether the whole weekly diet plan to be
written on Board
Post
15m reading
Task 4 page 44
Making
PP/T assessment Check their
I read Amy’s Diet plan and complete Amy’s answers
Typical menu

Note : (check the weekly diet plan that’s

 written before)

Level : MS2 School : Ibn Khaldoun Teacher: Ms Z. Benhouhou Inspector : Mr Kamel Othmani
Sequence: 3 ME AND MY HEALTH. Lesson 9: I learn to integrate
Learning Objective (s): by the end of the lesson my learners will be able to write an e-mail about weekly diet
plan.
Linguistic objectives:
1)Target structure: Imperative mode Domain (s): Oral/written(both) Materials :flashcards/ W. Board
2)Target vocabulary: lexis related to
healthy food/meals of the day/physical
exercise/weekdays and weekends

Time Framework Procedure Interaction Rational Assessment

pattern
T greets the PPs / the PPs respond

Teacher shows A quick review of the previous lesson; (I read Quick revision Through
05m Warm up PP/T answers
and do : the e- mail)
-What is Nadia’s and Amy’s health problem?
-What’s the solution?
-What did Nadia recommend Amy to do?
Explaining the
30m Presentation T: now it’s your turn to explain to your Tunisian task
friend who is overweight the diet which your
Algerian dietician recommends to you?
T and PPs discuss the lay out :
T reminds the PPs to respect the form of an e-mail
letter (dear, hello........)

T/PP
PP/T
 Stage one
Make a general
Step one revision to
Present all the Through
PP/T lexis that may interaction
need in writing
T makes a quick review about healthy food the e-mail

What is the healthy food?

-What are the contents of a typical daily menu?
( starter, main course, side dishes ,dessert,
drinks )
-T presents lexis related to weekdays/weekends
Step two

-
PP/T “””””” “””””””

T presents the three day meals

Step three
Then asks PPs about their contents focusing
on breakfast/explains the new lexis :( Jam,
Honey, butter...)
PP/T “””””””” “”””””””

T makes a quick review about sports they

have learnt in previous lessons and focus on
the places of the physical exercises ;
( outdoors/indoors)

Making
assessment Through
PP/T correction
25m Stage two
 T divides the class into groups; each group is
given a part of the e-mail ( there will be 3or4
groups with the same part )
After the discussion, each head of the group
reads their work.
The paragraphs will be collected and corrected
by the teacher.

Note : (T may set a remedial work according

to his/her PPs’ weaknesses)

Level : MS2 School : Ibn Khaldoun Teacher: Ms Z.Benhouhou Inspector : Mr Kamel Othmani
Sequence: 3 ME AND MY HEALTH. Lesson 10: I Think and Write Frame work : PPU
Learning Objective (s): by the end of the lesson my learners will be able to make a poster about how to keep
healthy.
Linguistic objectives:
1)Target structure: Imperative mode Domain (s): Oral/written(both) Materials :flashcards/ W. board
2)Target vocabulary: lexis related to
healthy food/physical exercise

Time Framework Procedure Interaction Rational Assessment

pattern
T greets the PPs / the PPs respond

10m Warm up
T leads a quick discussion about healthy food PP/T Quick revision Through
-what’s the healthy food that should we eat? answers
-Are vegetables and fruits important in healthy
diet?
-Is the exercise important for our health?

15m Presentation T sticks the “who” poster to show how posters

should be done.
Presenting an
example to
T/PP imitate
 Then ;invites the PPs to open their books on page
102
T explains the instructions, using flash cards
presenting the five dietary keys:
What they are
T/PP supposed to
do

15m practice
T encourages PPs to give recommendations using Using
imperative in each time he/she sticks a picture of imperative in Through
a dietary key, with mentioning the reason (why)? PP/T making Their
The best one is written next to the picture recommendation answers

20m Use
Task :
I make a poster writing my own recommendations
to keep healthy (using imperative)
…………………………………

………………………………..

………………………………….
Through
………………………………… reading
PP/T Making
assessment
………………………………….

..

…………

PPs read their posters ; the best one will be chosen

to be written on board

Teacher shows
 Level : MS2
Sequence: 3 ME AND MY HEALTH Scheme of work

Period Section Communicative Objectives Linguistic objectives Function

Describing body
Defining the project
1st hour Your project The simple present parts
Describing body parts

PPs will be able to ask for and give advice

Should Asking for
2nd hour I listen an do Using should / shouldn’t
Shouldn’t And giving advice
Pronunciation of should

Pronunciation of/ ʃ /
3rd hour I pronounce PPs will be able to pronounce the sounds ch / sh
/ tʃ /and /k/

PPs will be to express obligation using

Must Expressing
4th hour I listen and do Must / have to
Have to Obligation
Pronunciation of must

Expressing
PPs will be able to express prohibition
Mustn’t prohibition
5th hour Language use and absence of obligation
Don’t have to and absence of
pronunciation of mustn’t
obligation

Making
6th hour I read and do PPs will be able to make recommendations The imperative
recommendation

using the imperative Should/must/

Advice/obligation/
7th hour I practise evaluating and making assessment have to/
prohibition/absence
the imperative
of obligation/
 recommendations

Describing healthy
8th hour I read and do PPs will be able to plan a healthy balanced meal Present simple
balanced meals

Describing and
th I learn to
9 hour PPs will be able to prepare weekly diet plan Present simple talking about weekly
integrate
diet plan

I think and PPs will be able to make a poster about how to Making
10th hour The imperative
write keep healthy recommendations