Teacher 

: ABOUBAKER CHOUIT

Listening scripts

Reading Texts

Pictures and Flashcards

homeworks and
worksheets
Sequence Plan
*Each sequence should be divided into parts according to their communicative objectives .

*Each part should be planned as follow:

Sequence:…………

Part:…………….

Lesson 1: I listen and do : Teacher should choose the suitable listening scripts or adapt others.

Lesson 2: I pronounce : It includes the suitable pronunciation task and lesson.

Lesson 3: I practice : It includes the suitable language forms.

Lesson 4: I read and do ; Teacher should choose the suitable reading texts or adapt others

Lesson 5: I learn to integrate: It’s general and it includes all the parts of a sequence, it must
be done in groups

Lesson 6: I think and write: It’s general, it must be done individually.

NB: a lesson can be divided into many parts. eg: I listen and do (1)

I listen and do (2)

General sequence plan:

Sequence:………………
Title: ……………….
Part One: Part two: Part three:
Objective:…………… …… Objective:……………… ……… Objective:………………………
I listen and do I listen and do I listen and do
I pronounce I pronounce I pronounce
I practice I practice I practice
I read and do I read and do I read and do
I learn to integrate I learn to integrate I learn to integrate
Or I learn to integrate for all parts
I think and write

NB:* The teacher isn’t obliged to use the book’s tasks or even listening scripts or captions

He can create his own ones.

*the teacher can integrate the session of ‘I pronounce’ into the session of ‘I listen and do’
 Sequence Three Plan
Healthy Food
Lesson Session Learning Objective framework
Starting off 01 Announcement of the project TBL
Situation/Proble Initial Situation
m solving launching the initial situation to be explained, analysed and
thought about.
situation
Obj : To involve and put the Ls into problematic situations
and to declare the communicated tasks to be dealt into
learning objectives and lessons in the sequence
Installing Resources Situation PDP
I listen and Do I 02 SWBAT demonstrate their ability to name a range of food
items
I listen and Do II 03 SWBAT demonstrate their ability to make recommendation PDP
for table manners.
I listen and Do III 04 SWBAT demonstrate their ability to order meals and speak PDP
in a socially polite way in a restaurant using .
I Pronounce 05 SWBAT speak about their favourite dishes, pronouncing PPU
words containing diphthongs and silent letters correctly.
I Practise I 06 SWBAT to know nutritional values of food and make PPU
compare food labels, nutrition system using comparative
adjectives regular and irregular.
I Practise II 07 SWBAT reply on an agony letter and give pieces of advice PPU
using should and shouldn’t
I Practise III 08 SWBAT demonstrate their ability to give instruction to PPU
prepare a healthy recipe using time sequencers and
imperative
I Read and do 09 SWBAT to read and interpret a written message PDP
about food habits and meals time.
I Learn to 10 Situation of Integration PDP
Integrate SWBAT Make recommendations about healthy
food ( a poster)
I Think and 11/12 Situation of Assessment PDP
Write SWBAT write healthy menu

Prepared by:T- Aboubaker Chouit

 T: Aboubaker-Chouit S-Dridi Saadi Middle School Level: 4MS
Sequence:03 Healthy Food Lesson: Announcement of the project Framework :TBL
Launching the initial situation
Learning Objective(s): By the end of the sequence my Ls will be involved and put into problematic situations
and declare the communicated tasks to be dealt into learning objectives and lessons in the sequence.
Targeted Competences: Domain (s): Oral-Written Materials: WB- Ls’ Copybook +flashcards
Interact .Interpret .Produce (Both) +Data show
Target Structures: lexis and expressions related to environment, nature
Cross Curricular Competencies Core values
* Intel: L can use :understand and interpret verbal and non-verbal messages- 1- Valuing food .
solve problem situations using a variety of communication means- show creativity 2- Being polite .
when producing oral and written messages - show some degree of autonomy in all 3- Encouraging good table manners.
areas of learning 4- Raising teenagers awareness in regard
* Meth: -L can The learner can: work in pairs or in groups- use strategies for to healthy food .
listening and interpreting oral discourse-develop effective study methods , mobilize 5- Raising teenagers awareness in regard
his resources efficiently and manage his time rationally- use information and to physical exercise .
communication technology whenever he needs it for learning and research-evaluate 6- Raising teenagers awareness in regard
himself and his peers. to health problems caused by
*Com: -L can: use dramatization and role-play to communicate appropriately-use overweight and obesity .
information and communication technology such as blogs, websites page, discussion 7- Sharing valuable medical advice and
forums , platforms to interact with learners of other cultures-use dramatization and recommendations between teenagers
role-play to communicate appropriately-use information and communication in regard to health .
technology such as blogs, websites page, discussion forums , platforms to interact with
learners of other cultures-process digital data
* Per and Soc: -L can be is aware of his role and others' role in the development of
projects*He is keen on promoting the work of his peers*He respects our national
values and behaves consistently*He is honest and accountable for his work and
respects others work*He asserts his personal identity and behaves with self-
confidence*He socializes through oral or written exchanges* He develops attitudes
of solidarity.
Tim Framewor Procedure Focu Objectives Aids VAK
e k s T
Warming -T- Greets his Ls, they respond.
up -T-Asks Leading in A
How many group of food are there?
Can you name the main food groups ?
T: pins on the board a series of flash cards
representing different food items and makes a T/L Setting a
Pre
presenting quick revision about. good
T: Asks his Ls complete this food pyramid. atmosphere

To WB-
T/L introduce Ls’ AV
the Copyboo
Feedback : great well done !
problem k +book+
T: Pins on the board the following pictures
And Pictures
with words and asks his Ls to answer the
questions bellow. (junk food –balanced expose
diet). Ls to it

T: Which kind of food do you prefer?

Why?
T: Writes the situation on the board then asks
them to reads it.

T/L

To
L/T introduce
the
problem
And
expose
Ls to it
WB- V
T: Asks his Ls to read and underline the key
Presenting Ls’ A
words; town council – school contest – junk
food – Media materials – excessive Copyboo K
consumption – balanced diet – food k +book+
poisoning)-……… Pictures
T: Splits the class into groups his Ls starts to activate
collect ideas and teacher checks. their
-T- Invites his Ls to read their products. Imaginatio
-T- provides his Ls with information about n and prior
what they are going to learn in Sequence Knowledge
Three through the following mind map
WB-
Ls’
 Copyboo V
k+ A
Post Pictures K
presenting To generate
solve the
problem
. and find
solutions
The Teacher’s comments
What Worked What hindered Action Points
- -……………………………………………. -…………………………………………….
…………………………………………….
-……………………………………………. -…………………………………………….
-
……………………………………………. -……………………………………………. -…………………………………………….

- -…………………………………………… -……………………………………………
…………………………………………….

-……………………………………………

T: Aboubaker -CHOUIT S-Dridi Saadi Middle School Level: 4MS

Sequence:03 Healthy Food Lesson: 01 I listen and do I Framework :PDP
Learning Objective(s): By the end of the lesson my Ls will be able to demonstrate their ability to name a range
of food items
Targeted Competences: Domain (s): Oral-Written Materials: WB- Ls’ Copybook +flashcards
Interact .Interpret .Produce (Both) +audio scripts.
Target Structures: lexis and expressions related to education (primary. college .grade scholarship. / future s
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. *Being polite
* Meth: -L can work in pairs or in groups. *Valuing food
*Com: -L can use a role play to communicate appropriately. *Valuing and respecting others’ choices.
*Eating healthy food.
* Per and Soc: -L can socialize through oral and written messages.
Tim Framewor Procedure Focus Objectives Aids VAK
e k T
Warming -T-Greets his Ls and welcomes them, they
up respond . T→Ls Leading in A
o
05 -T-Pins a picture of food pyramid on the
board than he asks his Ls to say true or false.
10o
30o
10o
Pre To lead in
1-Food which you should eat lots of are on
listening T→L WB-
the top of the pyramid.
2-Protiens are on the bottom of the pyramid. L→T Pictures
To
3-The bottom of the pyramid is the biggest familiarize game
range of food. Ls with new
vocabulary AV
4-Choclate is a healthy food.
 5-We should eat more fruits and vegetables. related to the
6-Plant food is important. topic .
-T-Asks Ls to listen carefully to the scripts
than answer the following tasks
Activity 01 oral: listen to the text then I
write True, False or not mentioned:
1-Healthy food contain vitamins, minerals
and fiber .
2-Rice and pasta are not important in your
diet.
3- Dairy products and proteins are full of
calories.
4- Much sugar and fat are good for body
building.
5-You can eat chips, chocolate and cake
with a big amounts.
TPS Think-Pair-Share)
Activity02:(written): listen to the text then
answer the following question
1) How many food groups are there? Name To Interpret
them? verbal
→………………………………… messages
During and collect
WB- V
2) Is grains good for health? more data Ls’ A
listening
→……………………………… Copybook K
3) Should we consume Dairy products and L→T Interacting +
proteins? T→L and Pictures
→………………………………… interpreting
audio script
4) Must we eat too much sweets?
→…………………………………
Activity 03: :(written): Match each word
with its appropriate definition to
Words Definitions reinforce
*Hungry -Well and strong. peer
*Healthy -Wanting something to eat correction
and
*Delicious -A person who eats only cooperative
fruits, vegetables and bred, learning
*Vegetarian etc .But doesn’t eat meat
-Tasting very good.
TPS Think-Pair-Share) V
Activity 04 oral: based on the text and To collect WB- A
more lexis Ls’ k
Post food pyramid make a diet plan for
listening tomorrow the meals should contain food Copybook
from each group LT
Meal Time Food
-breakfast …..... ……………………...
-Lunch …..... …………………….
-Snack …..... …………………….
-Dinner …..... …………………….
To explore
previous
-T-Asks Ls to copy down the topic in their knowledge to
copybooks. make a
healthy diet
The Teacher’s comments
What Worked What hindered Action Points
-……………………………………………. -……………………………………………. -…………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

The food you eat is divided into three groups based on how healthy they are. You can use these
groups to help you decide which food to eat more of and which to eat less of.

You should eat lots of fruits and vegetables bread cereals such as rice and pasta beans and
lentils theses food contains vitamins, minerals and fiber. You need to eat plenty of all these
food to stay healthy.

Theses food are also good for human body but you should eat them in small to medium
amounts. Dairy products such as milk, cheese and yogurt –meat, chicken without skin and fish.

These food contain lots of sugar and fat but little or no vitamins, minerals or fiber. If you are
healthy active and not overweight you could possibly consume one or two of these extra food.
An example of these food sweet biscuits(2 small)- chocolate bars (1bar) – potato chips (30g) –
ice cream (2 scoops) – cake/muffin ( 1 medium piece)

T: Aboubaker -CHOUIT S-Dridi Saadi Middle School Level: 4MS

Sequence:03 Healthy Food Lesson: 01 I listen and do II Framework :PDP
Learning Objective(s): By the end of the lesson my Ls will be able to demonstrate their ability to make
recommendation for table manners.
Targeted Competences: Domain (s): Oral-Written (Both) Materials: WB- Ls’ Copybook
Interact .Interpret .Produce +flashcards +audio scripts.
Target Structures: lexis and expressions related to education (primary. college .grade scholarship. / future s
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. *Being polite
* Meth: -L can work in pairs or in groups. *Valuing food
*Com: -L can use a role play to communicate appropriately. *Eating healthy food.
* Per and Soc: -L can socialize through oral and written messages.
Tim Framewor Procedure Focus Objective Aids VAK
e k s T
Warming -T-Greets his Ls and welcomes them, they
up respond . T→L Leading in A
05 o -T-Pins a picture on the board and ask these s
questions
10o 1-What does she do?
2-Is it a good manner of eating?
30o 3-What do you suggest?
o
10
Pre -T-Pins couple of pictures about table etiquette To lead in
listening on the board than he asks his Ls to match each WB-
picture with its appropriate sentence. T→L Pictures
 1-Wash your hands before and after eating. L→T To game
2- Know what you're eating and ask, if needed. familiarize
Ls with new AV
3- Mention the name of Allah before you begin vocabulary
eating. related to
4- Eat with your right hand. the topic .
5- Eat what's directly in front of you.
6- Eat with three fingers.
7- Sit down properly when you're eating.
8- Pick up food if you accidentally drop it.
9- Try to always eat with a group.
10-Praise Allah after eating.

-T-Asks Ls to listen carefully to the scripts than

answer the following tasks
Activity 01 oral: listen to the text then I write
True, False or not mentioned:
1-Mannerisms of eating are important in our To
life Interpret
2-Islam ignored this side of life.(table manners) verbal
messages
3- Cleanliness is a necessity before eating.
and collect WB- V
During 4-Wz=e can speak during eating. more data Ls’ A
listening 5-Heat food very well before eating.
Copyboo K
TPS Think-Pair-Share) to
k+
Activity 02:(written): Lexis: L→T reinforce
peer Pictures
a-I find in the text words that are closest in T→L correction
meaning to: and
conscious=……… Manners=………….. cooperative
Correctly=………… Plate=………. learning
b-I find in the text words that are opposite in
meaning to: To collect
Banal≠……… Unhealthy more lexis
≠…………….
Finish≠………. Opened ≠……….
TPS Think-Pair-Share)
Activity03:(written): listen to the text then
answer the following question
1-Does Islam care with table manner?
→……………………………… Interacting
2) Should we wash our hand before and after eating? and
Why? interpreting
→……………………………… audio script
3-Set three table etiquettes mentioned in the text?
→………………………………… V
Post Activity 04 oral: Fill in the gaps with WB- A
listening When you eat, hold the knife firmly in one hand Ls’ k
and the fork in the other. Cut your food with the LT Copyboo
knife. Push the food onto our fork with the knife.
Put the food into your mouth with the fork and not k
with the knife
Chew food very slowly. Keep your mouth closed
while chewing. Never speak while you have food in
your mouth
Don't put too much food in your mouth at a time. Take
small bites only To explore
Put the napkin on your lap .When you have previous
finished eating, wipe your mouth with your napkin knowledge
and place it neatly on the plate. Put your knife and to set table
 fork together on the plate. Don't put them on the manners
table cloth.
-T-Asks Ls to copy down the topic in their
copybooks.
The Teacher’s comments
What Worked What hindered Action Points
- -……………………………………………. -…………………………………………….
…………………………………………….
-……………………………………………. -…………………………………………….
-
……………………………………………. -……………………………………………. -…………………………………………….

- -…………………………………………… -……………………………………………
…………………………………………….

-
……………………………………………
Every living person is well aware that the manners of eating are an essential part
of his life and huge part of his character.
For us as Muslims however, Allah, (Glorified and Exalted Be). He has given us
through his messenger (Peace Be Upon Him) a flawless examples of how one should eat,
and the mannerisms involved in eating
These etiquettes can summarized as follows. First, wash your hand before and
after eating to keep healthy. Then, when you eat, mention the name of Allah before you
begin eating and wipe your mouth with a napkin and praise Allah after finishing. After
that, sit down properly and don't drink standing. Next, eat with the right hand, and eat
what's directly in front of you and don't breathe or blow into the vessel. And, if you use
your hand, eat with three fingers only and take small bites only and keep your mouth
closed. Pick up food if you accidentally drop it. Finally, don't speak while eating and
don't criticize food.

T: Aboubaker -CHOUIT S-Dridi Saadi Middle School Level: 4MS

Sequence:03 Healthy Food Lesson: 01 I listen and do III Framework :PDP
Learning Objective(s): By the end of the lesson my Ls will be able to order meals and speak in a socially
polite way in a restaurant using would like.
Targeted Competences: Domain (s): Oral-Written (Both) Materials: WB- Ls’ Copybook
Interact .Interpret .Produce +flashcards +audio scripts.
Target Structures: lexis and expressions related to restaurant (waiter –starter-menue……
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. *Being polite
* Meth: -L can work in pairs or in groups. *Valuing food
*Com: -L can use a role play to communicate appropriately. *Eating healthy food.
* Per and Soc: -L can socialize through oral and written messages.
Tim Framewor Procedure Focus Objective Aids VAK
e k s T
Warming -T-Greets his Ls and welcomes them, they
up respond . T→L Leading in A
05o -T-we’re going to start our lesson with a s
guessing game called what’s it?
10o each time one of your classmates is going to
read a definition
20o And try to guess what’s it?
25o T: distributes the strips to random Ls and To lead in
Pre invites them to read what is written.
WB-
listening Riddle one : The person who orders the meal..
Pictures
who’s he?? - Customer- T→L To
game
Riddle two : The amount of money to be paid L→T
familiarize
what’s it? - The bill- Ls with new
AV
vocabulary
Riddle three The person who serves photos and related to
who’s he? - The waiter - the topic .
Riddle four: A dish that people have at the
beginning of a meal.
what’s it?- The starter-
Riddle five: a small sum of money often given
to restaurant staff, for good service what’s it?-
tip-
Riddle six: list of dishes you can order together
such as a starter, main course and a desert for a
set price. what’s it? -set menu-
Riddle seven: a cloth or folded piece of soft
paper that you use to mop up split food.
(napkin)
-T-Ask these questions
1-Where can we find all these words ?
Ls: restaurant….
2-Did you have dinner in a restaurant before?
Ls: To
Interpret
3-Was it a good experience? verbal
-T-Asks his Ls to listen carefully to the script messages
than do the following activities. and collect
During Activity 01 Written: Complete the table more data

listening below
to V
Starter Main Dessert Drink reinforce
course peer WB- A
L→T correction Ls’ K
Activity 02 oral: write True, False or not T→L and Copyboo
mentioned: cooperative k+
learning
1-The customers were in ‘EL KING’ restaurant. Pictures
2-Abdelkader ordered fish soup as a main dish.
3- Ronald refused to take a starter. Interacting
4-He ate ‘Dolma Batata’ as main course. and
5- Abdelkader ordered a lemon juice as a drink. interpreting
6-Ronald ate oriental pastry as dessert. audio script
TPS Think-Pair-Share)
Activity03 1 page 29 read and circle the
polite saying). question
a) What's on the menu? (idiomatic expression)
This sentence is said by the client. Giving the
b) Are you ready to order, sir? (polite request) opportunity
c) And for the main course, sir? (polite request) to
the Ls to
d) How would you like your steak, sir? (polite guess and
request) elicit
e) Do you like a steak? The question is the new
"impolite" – informal – because the speakers structure
are not supposed to know each other.
 f) What would you like for a starter? (polite
request ")
g) Do you like a starter? (This question is
meaningless)
h) Would you like a starter? (polite request)
TPS Think-Pair-Share)
Activity04read and classify the restaurant
expressions in the table below.
1- Do you have a set menu?
2- What a wonderful meal!
Post WB- V
3- Let me change it for you.
listening Ls’ A
4- Can I take your order, Sir/ Madam?
5- Do you want a salad with it?
LT Copyboo k
6- I can seat you at 7.30 on Tuesday, if you would k
kindly give me your name.
7- What would you like for dessert?
8- Do you accept credit cards?
9- Can I start you off with anything to drink?
10- Does this have any seafood in it?
11- What would you like to start with?
12- Is there anything you recommend?
13- I would like to make a reservation for two. To explore
14- I'll have the soup as a starter. previous
15- I am so sorry, that I misheard you. knowledge
to set table
16- If you would please be seated over in the
manners
waiting area, our hostess will be with you in a
moment.
17- Could I have the bill/ check, please?
18- I will have the steak for the main course.
19- Our reservation is under the name of Thomas at
7.30 for two people.
20- Excuse me, but I didn't order this.
21- You are always welcome.
22- Could you bring us the menu, please?
23- Why don't you try the pizza?
24- We would like two coffees, please.
25- I'm sorry, but can I change my order?
26- My fish has good seasoning, but it is a little dry.
27- Could you bring us the salt/ pepper/ ketchup/
vinegar/ water, please.
28- Of course, Sir/ Madam. How would you like to
pay, cash or card?
Sentences Customer Waiter
Making a reservation at the 13 6
restaurant
Being started at the 19 16
restaurant
Ordering food and drinks 1 -14-18 4 – 5 –
22 - 24 - 7 – 9 –
27 11 - 23

Dealing with problems at 20-25 3-45

the restaurant
Asking about the menu 12
Making comment on food 2 -10 -26
Getting the bill/ check 8-17 21-28

-T-Asks Ls to copy down the topic in their

 copybooks.
The Teacher’s comments
What Worked What hindered Action Points
- -……………………………………………. -…………………………………………….
……………………………………………. ……………………………………
-…………………………………………….
- -…………………………………………….
……………………………………………. …………………………………… -…………………………………………….

- -……………………………………………. -……………………………………………
……………………………………………. ……………………………………

- -…………………………………………….
…………………………………………… ……………………………………

NB/ Listening scripts from MS4 Book ‘on the move’ p -166-165

T: Aboubaker -CHOUIT S-Dridi Saadi Middle School Level: 4MS

Sequence:03 Healthy Food Lesson: TS Tutorial Session Framework :PDP
Learning Objective(s): By the end of the lesson my Ls will be able to demonstrate their ability to solve puzzles
and crosswords about cooking verbs and kitchen utensils
Targeted Competences: Domain (s): Oral-Written (Both) Materials: WB- Ls’ Copybook
Interact .Interpret .Produce +flashcards +audio scripts.
Target Structures: lexis and expressions related to education (primary. college .grade scholarship. / future s
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. *Being polite
* Meth: -L can work in pairs or in groups. *Valuing food
*Com: -L can use a role play to communicate appropriately. *Eating healthy food.
* Per and Soc: -L can socialize through oral and written messages.
Tim Framewor Procedure Focus Objective Aids VAK
e k s T
Warming -T-Greets his Ls and welcomes them, they
up respond . T→L Leading in A
05 o -T-Pins a picture on the board and ask these s
questions WB-
To lead in Pictures
10o 1-What is she doing?
4 L she is baking. game
Where? To
40o L In the oven. familiarize
3-who can name other cooking verb and Ls with new
vocabulary AV
kitchen utensils?
related to
-T-If you solve and answer these puzzles and T→L the topic .
crosswords you will be able to name other L→T
cooking verbs and kitchen utensils
Activity01 Link the food item with its name Enrich his
vocabular
y of food
WB-
Ls’
Copyboo V
k+ A
Activity 02 complete this crossword by K
filling the boxes using the given words Flashcard
L T s T

V
WB- A
Ls’ K
Discoverin
Copybook +
g more
Activity 03 Match the pictures of utensil Flashcards
lexis about
with its appropriate name cooking
verbs and
kitchen
utensils

The Teacher’s comments

What Worked What hindered Action Points
- -……………………………………………. -…………………………………………….
…………………………………………….
-……………………………………………. -…………………………………………….
-
……………………………………………. -……………………………………………. -…………………………………………….

- -…………………………………………… -……………………………………………
…………………………………………….
-
……………………………………………
T: Aboubaker -CHOUIT S-Dridi Saadi Middle School Level: 4MS
Sequence : 03 Healthy Food Lesson: Tutorial Session Framework :PPU
Learning Objective(s): By the end of the lesson my Ls will be able to speak about their favourite and healthy
dishes, pronounce words containing diphthongs and silent letters.
Targeted Competences: Domain (s): Oral-Written Materials: WB- Ls’ Copybook +flashcards
Interact .Interpret .Produce (Both) +Data show
Target Structures: lexis and expressions related to food items, diphthongs (/aʊ//əʊ/..) silent letters.
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. *Valuing food
* Meth: -L can work in pairs or in groups. *Eating healthy food.
*Com: -L can use a role play to communicate appropriately
pronouncing the diphthongs correctly.
L can interpret a recipe
* Per and Soc: -L can socialize through oral and written messages.
Tim Framewor Procedure Focus Objectives Aids VAK
e k T
Warming -T-Greets his Ls and welcomes them, they
respond. T→ Establish a A
o L good
05 -T-Makes a short review about the previeous
classroom
lesson (food items). Atmosphere
-T-Distribute this short passage on his Ls
Part One
-T-Asks some comprehensive questions and To present
sorts out some words that contain diphthongs the target
writes Ls’ answers on the WB. structure
In a context
-T-Asks his Ls to read it correctly. After that,
to elicit
highlight some rules and give them some other
examples.
Activity One: Read the text and put the T→ To identify
word in the correct column L the form and AV
One day last May, a poor old man with grey hair L→ use of the
took his bike to have a tour around the town alone. T target
On his way there was a boy with short straight structures.
brown hair, blue eyes, small nose and big mouth,
played on square of the road near his house. The
old man didn't take care of the red light, so, he hit
the boy which fell down on the soil. The old man
took the boy to the hospital and stay with him until
eight and didn't return home. WB-
Presentati /əʊ/ /aʊ/ /aɪ/ /eɪ/
on
old around bike day May
alone town eyes grey way
10o nose brown light straight
To focus on
road mouth played the form of
home house stay eight the
statements
down To train on
WB-
/ɔɪ/ /ɪə/ /ʊə/ /eə/ the use of Ls’
diphthongs Copybook
boy near poor hair V
to + Data
 soil tour there reinforce show A
peer K
square correction
care and
Part Two cooperative
learning
-T-Writes these words than ask his Ls to read WB-
25o Practice them Knife - Fork -To reinvest Ls’
-T- What do you notice? L→ prior Copybook V
Ls there are some letters we write but we don’t T knowledge Book + A
pronounce them.(silent letters) and k
Check Ls
Data
Activity Two: 3 p 24 cross out the letters show
20o which remain silent
assimilation
Use
cooker – fruit – parsley – fork –
knife – turnips – hamburger –
yoghurt – spaghetti – yolk – salmon
– salt stomach – lamb – doughnuts –
wheal – light – calf – autumn LsT
(TPS Think-Pair-Share)
-T-Asks his Ls to copy down the tasks in their
copybooks.
The Teacher’s comments
What Worked What hindered Action Points
-……………………………………………. -……………………………………………. -…………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

My favourite and Healthy dish Pasta With Chicken and Tomato Sauce
Ingredients Instructions:
1- red onion First, cut the red onions, red peppers and
2- red peppers the chicken breasts into small pieces with
3- 250 g chicken breasts a knife. Then, heat someolive oil in a pan
4- 1 can (450 g) Tomatoes
and fry the onion, red peppers and the
5- olive oil
6- garlic chicken breasts. After that,add oregano,
7- oregano garlic, tomatoes and water and you
8- 50 g pasta per person should cook them for 20 minutes Finally,
9- some water serve the pasta with the sauce, and enjoy!
 Diphthongs
Ending in "ə" Ending in "ɪ" Ending in "ʊ"
/eɪ/ /eə/ /ʊə/ /eɪ/ /aɪ/ /ɔɪ/ /aʊ/ /əʊ/
ea-ie- ai-ea-ere oor-our- a-ay-ea-ey i –y- ie- oi-oy ou-ow- o-oa-oe-
ee-ier- are- eir ure -eigh- eye- eigh- ou ow-
ere aigh- igh ough-
ear hair- poor late hi point Found- Go
tier care- tour day by boy how- Coat
deer wear- cure great- die house Toe
here their- they- eye snow
fierce where eight- height although
straight- night-
Silent Letters
Silent Letters Forms Examples
B B is not pronounced when following M at the Climb-crumb-dumb-comb
end of a word.
C C is not pronounced in the ending "scle" muscle
D D is not pronounced in the following common Handkerchief-sandwich
words: Wednesday
E E is not pronounced at the end of word Hope-site-gave-drive-write
G G is often not pronounced when followed by Champagne-foreign
an N
GH GH is not pronounced before T and at the end Thought-right-might-daughter-
of many word through-fight-light-weigh
H *H is not pronounced when following W *What-why-when-where
*H is not pronounced at the beginning of many * hour-herb-honor-honest-heir
words. Use the article "an" with unvoiced H
K K is not pronounced when followed by N at Knife-knowledge-knee-know
the beginning of a word.
L L is often not pronounced before L, D, F, M, Calm-balk-would-salmon-should-
K. talk-half
N N is not pronounced following M at the end of Autumn-hymn
a word.
p P is not pronounced at the beginning of many Psychiatrist-psychotherapy-
words using the suffix "psych" and "pneu". psychotic-pneumonia
R R is not pronounced before a consonant or at Order -waiter- sir-garbage
the end of a word but we pronounce it at the
beginning
S S is not pronounced before L in the following island isle
words:
T T is not pronounced in these common words: Castle-often-fasten –whistle-
Christmas -thistle listen
U U is not pronounced before after G and before Guess-guidance-guitar-guest
a vowel.
W *W is not pronounced at the beginning of a *wrap-wrong-write
word followed by an R.
 *W is not pronounced with these three *who-whose-whom
pronouns:

T: Aboubaker -CHOUIT S-Dridi Saadi Middle School Level: 4MS

Sequence : 03 Healthy Food Lesson: I Practise I Framework :PPU
Learning Objective(s): By the end of the lesson my Ls will be able to use imperative and sequencers in order
to give instructions and steps about a recipe.
Targeted Competences: Domain (s): Oral-Written Materials: WB- Ls’ Copybook +flashcards
Interact .Interpret .Produce (Both) +Data show
Target Structures: lexis and expressions related to food items, imperative( Put, Mix and sequencers(First,
Then,…)
Cross Curricular Competencies Core values
* Intel: L can understand, interpret verbal and non verbal texts. *Valuing food
* Meth: -L can work in pairs or in groups. *Eating healthy food.
*Com: -L can use a role play to communicate appropriately *Being Responsible.
L can interpret a recipe
* Per and Soc: -L can socialize through oral and written messages.
Tim Framewor Procedure Focus Objectives Aids VAK
e k T
Warming -T-Greets his Ls and welcomes them, they
respond. T→ Establish a A
o L good
05 -T-Makes a short review about the previous
classroom
lesson (food items). Atmosphere
-T-Distribute this short passage on his Ls
"Tomorrow is Pancake Day.
You will make pancakes, won't To present
you? This is my recipe. It's very the target
easy. You'll need 400 grams structure
In a context
of flour, 4 eggs,500 ml of milk, water, 80 to elicit
grams of butter and some sugar, a little table
oil.
Now, to make the pancakes. First, mix the To identify
sifted flour and eggs with a fork, and slowly the form and AV
mix in the milk and the oil. Then, put a little use of the
target
oil in the pan. Next, heat the pan. It must be
structures.
very hot. After that, pour in two
tablespoons of mixture and cook for 45
seconds. Finally, toss the pancake once and
Presentati cook for another 45 seconds. Serve with a T→
on little sugar and some lemon juice." L
L→ WB-
10o -T-Asks some comprehensive questions and
T
writes Ls’ answers on the WB.
The text is a: A- Letter B- Story C-Recipe
What’s it about?
It’s about pancake.
Is it sugary or salty dish?
It’s a sugary dish.
What is the first step in this recipe? Interpreting
First, mix the sifted flour and eggs with a the recipe V
fork.
 Where is the verb? Which tense is it? A
Where is the subject? K
First, Then, Next, After that, finally…
What do these words refer to?
What do they followed with?
Time sequencer comma imperative the rest
of the sentence.
We use the imperative to give:
Order-Instruction-Invitation-Direction-Making
suggestion-Request-Warning-Sign and notice
Activity One: read these statements than
say what do the imperative express
25o Imperative Statements /Meaning
1- Open your books. -Order: WB-
Practice 2- Boil some water. -Instruction Ls’
3- Have a piece of cake. It's -Invitation T→
delicious Copybook
- Making L
4- Don't play with fire. suggestion + Data
5- Stop! Don’t smoke. L→ show
-Direction
6- Help me, please. -Request: T
7-Let's go to the cinema, tonight. -Warning: To focus on
8- Go along this street. The hotel -Sign and the form of
is opposite the bank notice the
(TPS Think-Pair-Share) statements
Activity Two: re-write the recipe using the To train on
imperative form and sequencers the use of
sequencers
Pasta With Chicken and Tomato Sauce
and
…….. (to cut) the red onions, red peppers imperative
And the chicken breasts into small pieces to
reinforce
with a knife. ……(to heat) some olive oil
peer
in a pan ……… (to fry) the onion, red correction
peppers and the chicken breasts. ……….. and
20o (to add) oregano, garlic, tomatoes and water and cooperative
you should cook them for 20 minutes. ………. learning
( to serve) the pasta with the sauce, and enjoy!

(TPS Think-Pair-Share) WB- V

Activity Two: Sally is at home. She is Ls’ A
Use hungry. She wants to prepare an omelet, Copybook k
but she doesn’t know how to do that. Let’s + Data
help her. show
Ingredients Utensils Cooking
verbs
beat
Break(cra
ck) -To reinvest
cook prior
sprinkle knowledge
Eggs, Fork Heat LsT and
Salt Frying pan Add To write a
recipe
Pepper plate Put
cheese Table spoon Pour
oil recipient
(TPS Think-Pair-Share)
-T-Asks his Ls to copy down the tasks in their
copybooks.
The Teacher’s comments
What Worked What hindered Action Points
-……………………………………………. -……………………………………………. -…………………………………………….
-……………………………………………. -……………………………………………. -…………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

T: Aboubaker -CHOUIT S-Dridi Saadi Middle School Level: 4MS

Sequence : 03 Healthy Food Lesson: I Practise II Framework :PPU
Learning Objective(s): By the end of the lesson my Ls will be to know nutritional values of food and make
compare food labels, nutrition system using comparative adjectives regular and irregular.
Targeted Competences: Domain (s): Oral-Written Materials: WB- Ls’ Copybook +flashcards
Interact .Interpret .Produce (Both) +Data show
Target Structures: lexis and expressions related to food items, comparative adj+er/ more+adj+than
Superlative the adj+est/ the most+adj…
Cross Curricular Competencies Core values
* Intel: L can use his critical thinking to deduce the rules . *Valuing food
* Meth: -L can work in pairs or in groups. *Eating healthy food.
*Valuing health
-L can assess his and his classmates’ works.
*Com: -L can use a role play to communicate appropriately
-L can identify healthy food. interpret the food label
-L can interpret the food label
* Per and Soc: -L can socialize through oral and written messages.
Tim Framewor Procedure Focus Objectives Aids VAK
e k T
Warming -T-Greets his Ls and welcomes them, they
respond. T→ Establish a A
o L good
05 -T-Makes a short review about the previous
classroom
lesson (food items-groups). Atmosphere
-T-Pins on the board some pictures about
food items than he asks his Ls to match each
item with its essential nutrients' words
protein-carbohydrates-fat-calcium-vitamins
minerals
Calcium Leading to

Fat

carbohydrates

vitamins

minerals

protein

-T-Distribute this short passage on his Ls and WB- AV

asks some comprehensive questions then
Presentati
 on writes Ls’ answers on the WB.
Activity One: read the text than write True To present
or False T→ the target
L structure
10o 1- All the families preferred to eat outside. In a context
(False) L→ to elicit
2- Nowadays people don't have time to cook. T
(True)
3- Home cooked meals are healthier than fast To identify
food meals. (True) the form and
use of the
4- Fast food contain lower preservatives and target
low levels of calories. (False) structures.
5- Fast food is more convenient, cheap and
less time consumption. (True)
6- Home cooked meals are worse than fast
food meals. (False)
7- Home cooked meals give us the control to
pick the healthiest ingredient for our recipe.
(True)

The Comparative: I use the comparative to

compare two parts (things/ animals/ persons).
Adjectives Short Long
Comparative Adj+er+than More+adj+than
Adj (Y→I)
The Superlative: I use the superlative to
compare more than two parts (things/ animals/
persons).
Adjectives Short Long To state the
Superlative The+adj+est Tha+ most+adj rules
Adj (Y→I)
Irregular adjectives
Adjectives Comparative Superlative
Good Better than Tha best
30o Bad Worse than Tha worest WB- V
Less Less than Tha least Ls’ A
Practice Much/Many More than Tha most Copybook K
Far Farther than Tha farthest + Data
Old (things) Older than Tha oldest show
Old (Age) Elder than Tha eldest T→
L
Activity One: Complete the following table L→
Adjectives Comparative Superlative T
Tasty …………. …………
……… Hotter than …………
………. ……… the healthiest
Delicious ……… ………
……… ……… the most
expensive Interpreting
the text
……… Less than ……… To check
……… ……… The most how well the
good ……… ……… Ls have
grasped the
meaning
(TPS Think-Pair-Share) and the use
Activity Two:3 P28 of the new
1-The foods and drinks which contain sugar structure.
are: (Choco-pops, wafers ketchup, soda,
 yoghurt, chips, Cornish pastry, sweetened tea,
chewing –gum, pop-corn, and chocolate).
2-The food which contains fat is: (cereals, To focus on
15o sausages, omelets, Chocó-pops, wafers, chips, the form of
ketchup, and yoghurt). the
3-There aren't many foods in his diet which statements
contain fiber only: (cereals, sausages and To train on
chips). the use of
comparative
5-I think it's unhealthy, because it contains too and WB- V
much sodas, sweeties and chocolate. superlative Ls’ A
Use (TPS Think-Pair-Share) to Copybook k
Activity Two: 01 P27 reinforce
peer + Data
correction show
LsT and
cooperative
learning
The cacao the chocolate the cereals
Powder Bar Bar
Mohamed: Which processed food is higher /
lower in calories? The cocoa powder or the
chocolate bar?
Salah: Let me see .The chocolate bar is higher
in calories than cocoa powder, isn't it?
To reinvest
Mohammed: That's right .Which processed prior
food contains more / less fat? The cereal bar knowledge
or the chocolate bar? and
Salah: Let me read the label. The chocolate To check
bar contains less fat than the cereal bar, how well
the Ls are
doesn't it ? able to use
(TPS Think-Pair-Share) what They
-T-Asks his Ls to copy down the tasks in their learnt correctly
copybooks.
The Teacher’s comments
What Worked What hindered Action Points
-……………………………………………. -……………………………………………. -…………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

Home Cooked Meals VS Fast Food Meals

Nowadays you can't find hot fresh served meal in your table. Everyone is
working. Everyone is busy. Most families preferred to eat outside because they're
tired from work and they don't have time to cook. Sure, fast food is on the go and
this is the quick they can do. But is this better than home cooked meals?
Home cooked meals is considered as healthier food. It is because the fact that
fast food contains higher preservatives and high levels of calories along with sugar,
saturated fat and salt. Although these fast foods is more convenient, cheaper and
less time consumption. But try to consider if this is good for your body?
Home cooked meals is the best choice. It will give you the control to pick the
healthiest ingredient for your recipe. Aside from it's the cheapest as well. You
don't have to spend more money, gas and even electricity. The taste of home
cooked meals is quite better than the fast food meals because you're carefully
choosing the healthy, fresh and clean free from contamination ingredients.
No matter you choose to eat, whether it's home cooked or fast food , the most
important to remember is you choose the healthy as possible as it can be for you.
Avoid those food that will certainly have negative effect to your body.
Adapted from: https://steemit.com

T: Aboubaker -CHOUIT S-Dridi Saadi Middle School Level: 4MS

Sequence : 03 Healthy Food Lesson: I Practise III Framework :PPU
Learning Objective(s): By the end of the lesson my Ls will be to reply on an agony letter and give pieces of
advice using should and shouldn’t .
Targeted Competences: Domain (s): Oral-Written Materials: WB- Ls’ Copybook +flashcards
Interact .Interpret .Produce (Both) +Data show
Target Structures: lexis and expressions related to food items, Advice ( should and shouldn’t)
Cross Curricular Competencies Core values
* Intel: L can use his critical thinking to deduce the rules. *Valuing food
* Meth: -L can work in pairs or in groups. *Eating healthy food.
*Com: -L can use a role play to communicate appropriately *Valuing health
*Being positive.
* Per and Soc: -L can socialize through oral and written messages.
Tim Framewor Procedure Focus Objectives Aids VAK
e k T
Warming -T-Greets his Ls and welcomes them, they
respond. T→ Establish a A
o L good
05 -T-Makes a short review about the previous
classroom
10 o lesson (food items-groups). Atmosphere
o -T-Pins on the board picture about fat boy
30 than he asks his Ls these questions
15o -T-What do you notice about this boy?
Ls He’s fat obese overweight.
-T-What do you suggest as solution?
Ls sport. Healthy food…... Leading to
-T-Distribute this short passage on his Ls and
asks some comprehensive questions then
writes Ls’ answers on the WB.
Activity One: read the text than write True
or False
1- Sami feel happy. (False)
2- His problem was obesity. (True) To present
3- He’s looking for a diet to lose weight. the target
(True) structure
In a context
Activity One: read the text than answer to elicit
these questions
1- Should Sami do some physical exercises? to interrupt
Yes, he should. a written
2- What kind of solution can suggest? T→ message
L WB- AV
He should eat less sugar.
L→
 Presentati He shouldn’t eat between meals. T
on

Positive Advice
He should eat less sugar. To identify
the form and
↓ ↓ ↓ ↓ use of the
S Model v+ V stem + O target
Should structures.
Negative Advice
He should not eat between
meals.
↓ ↓ ↓ ↓ ↓
S Model v+ not V stem + O
Should
Interrogative form
Practice Should Sami do some physical WB- V
exercises? Ls’ A
↓ ↓ ↓ ↓ ↓ Copybook K
Model vshould+ S + V stem + O ? T→ + Data
Activity One: Complete these pieces of L To check show+
advice with ‘Should’ Or ‘Shouldn’t’ L→ how well the work
1- He……… eat too much. T Ls have sheets
2- He………go on a diet grasped the
meaning
3- He………consult a specialist. and the use
4- He……… eat fruit and vegetables. of the new
5- He……… eat between meals. structure.
V
6- He……… eat bad, unhealthy food with lots To focus on
the form of A
of fat, sugar and salt.
the WB- k
7-He……… to exercise or practise sport.
statements Ls’
8-He……… avoid excess of sweets (ice To train on
cream, pastries, biscuits, pancakes, chocolate). Copybook
the use of
9- He……… be a "couch potato" (to spend a advice + Data
lot of time sitting and watching TV). to show +
10-He……… walk more often. reinforce work
Use peer sheets
11-He……..drink too much water. correction
(TPS Think-Pair-Share) and
-T- Stats the situation cooperative
One of your relative has already faced the learning
problem of obesity and after he consulted a LsT To reinvest
dietitian he lost his weight. So, what are the prior
main pieces of advice shall Sami follow to knowledge
and
lose his weight. To check
Activity Two: Answer Sami’s e-mail using how well
cues from the previous activity the Ls are
able to use
what They
learnt and
(TPS Think-Pair-Share) produce
a written
message
-T-Asks his Ls to copy down the tasks in their
copybooks.
The Teacher’s comments
What Worked What hindered Action Points
-……………………………………………. -……………………………………………. -…………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

 -……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

Sami21@gmail..com

Diet Plan

Dear Sami;
Thank you for writing me this letter. I am sorry after hearing about your problem.
Maybe I can give you some pieces of advice and instructions you will get better soon.
First, you should go on diet, you should eat healthy food such as fruits and vegetables
and drink too much water. Then, you shouldn’t eat fast food with a lot of fat, sugar
and salt and avoid excess of sweets (ice cream, chocolate). After that, you shouldn’t
eat between meals. Next, you shouldn’t be a ‘couch potato’ you shouldn’t spend
much time facing TV. Finally, you should do physical exercises like walking or
jogging.
With all my best wishes,
Bye for now,
Amine
You will find a weekly diet plan and a typical daily menu as attached documents.

Amine21@gmail..com

A trouble

Dear Agony Friend

At school, everyone laughs at me because I am too fat and no one likes me and I have no
friends. What can I do?
I know that I'm overweight and I want to know what kind of diet that shall I follow and what
should or shouldn’t eat. Because I know that one of your relatives had the same problem.
Please, send me a detailed email in which you explain to me how your dietitian advice and
recommendation about food and exercise. And provide me with a weekly diet plan and a typical
daily menu.
T: Aboubaker Chouit S-Dridi Saadi Middle School Level: 4MS
Sequence : 03 Healthy Lesson: 04 I read and do Framework :PDP
Food
Learning Objective(s): By the end of the lesson my Ls will be able to read and interpret a written message
about food habits and meals time.
Targeted Competences: Domain (s): Oral-Written (Both) Materials: WB- Ls’ Copybook +flashcards
Interact .Interpret .Produce +Data show
Target Structures: lexis and expressions related to food (cheese-bread-….) meals ( breakfast-……)
Cross Curricular Competencies Core values
* Intel: L can understand and interpret verbal and non verbal texts. *Valuing food
* Meth: -L can work in pairs or in groups. *Eating healthy food.
*Com: -L can use a role play to communicate appropriately. *Valuing health
-L can talk about his food habits and meals’ time. *Being organized and punctual.
* Per and Soc: -L can show responsibility towards team work.
-L can socialize through oral and written messages.
Tim Framewor Procedure Focu Objectives Aids VAK
e k s T
05 Warm up
0
-T-Greets his Ls, they respond. Establish a A
-T-Tries to interrupt with his Ls the previous good V
lesson the bad effect of bad habits of eating and classroom
some pieces of advice to lose weight. Atmospher
-T-Invites his Ls to watch the video than he e
asks them these questions:
The link: https://youtu.be/dPZqqTJmVZ8
-T-What is the video about?
L: It’s about meals T→ WB+ A
10 0 -T-How many meals are there? L Video V
To lead in
Pre- L: There’re four. Three Data
reading -T-Can you name them? show
 L:???????
-T-At what time do you have them?
L:???????
-T-After reading this text you’ll get these
information and others.
-T-Gives Ls the passage in a piece of paper.
-T-Asks the Ls to read the text than try to do
these tasks
Read the text carefully than do the following
activities
Activity One: (Oral) Complete the
bibliographical notes:
Bibliographical Notes Interpret a
written
message.
WB-
Ls’
L→ Copyboo
T To collect k
more data Data
peer show
assessment

300
During (TPS Think-Pair-Share)
reading Activity Two:(Oral) Choose (a, b, c or d) to
complete the following sentences.
1-The text is
a-a dialogue b-an interview c-an e-mail d-a play
2-The text is about:
a- table manners b-a recipe c-healthy food d- food habits V
3 –Sally has every day: A
a-1meal b-2 meals c-3meals d- 4 meals L→ T
Activity Two:(Oral) Which sentence best T
summarizes the text
1- Fast food meals Vs cooked home meals.
2- British table manners.
3- Sally’s daily eating habits.
4- Sally and her dailies at school.
Activity Three:(Written) Match the words WB-
in column a with their opposites in column Ls’
B.: Copyboo
A B k
To collect
1-Never a- Unhealthy Data
more lexis
2- Healthy b- Early show
3- Late c- Last
4- First d- Always
Activity Three:(Written) Read the text than
answer these questions
1-What does she eat for dinner?
150 →………………………………… V
2-Does she eat between meals? A
Post L→ To explore T
→………………………………… WB-
reading T previous
Activity Three:(Written)Answer Sally’s knowledge Ls’
e-mail and Copyboo
Sally wants to know about the Algerian food transform it
k
habits and meals’ time. So, answer her e-mail into to short
message Data
in which you tell her about yours. show
 -T-Asks Ls to copy down the task on their
copybooks.
The Teacher’s comments
What Worked What hindered Action Points
-…………………………………………. -…………………………………………. -………………………………………….

-…………………………………………. ……………………………………………. -………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

Samira21@gmail..edu.dz

Food Habits

Hi,
Well you want to know my food habits. They’re not really healthy, but they’re ok.
First, for breakfast, I usually have some cereals with milk and sugar. I sometimes
have a glass of orange juice, too. I don’t drink coffee or tea. It’s often at seven
o’clock in the morning before going to school.

Then, I’ve lunch at school, so usually I just have a sandwich with some fruits.
Apples are my favourite. Lunch at school is around 12:30.I don’t have snacks
between meals.
Finally, for dinner, I’ve some soup or pasta. I sometimes eat a steak with chips. Of
course I always have dessert. I prefer having a pancake or an ice cream. My dinner is
a little late in the evening.
I think there not enough vegetables in my diet. Tell me about yours.
You’ll find a weekly diet plan and a typical daily menu in a poster as attached
documents.
Bye for now,

Samira21@gmail..edu.dz
 Food Habits

Hi,
Well you want to know my food habits. They’re not really healthy, but they’re ok.
First, for breakfast, I usually have some cereals with milk and sugar. I sometimes
have a glass of orange juice, too. I don’t drink coffee or tea. It’s often at seven
o’clock in the morning before going to school.
Then, I’ve lunch at school, so usually I just have a sandwich with some fruits.
Apples are my favourite. Lunch at school is around 12:30.I don’t have snacks
between meals.
Finally, for dinner, I’ve some soup or pasta. I sometimes eat a steak with chips. Of
course I always have dessert. I prefer having a pancake or an ice cream. My dinner is
a little late in the evening.
I think there not enough vegetables in my diet. Tell me about yours.
You’ll find a weekly diet plan and a typical daily menu in a poster as attached
documents.
Bye for now,
Sally

T: Aboubaker Chouit S-Dridi Saadi Middle School Level: 4MS

Sequence : 03 Healthy Lesson: 05 I Learn to Integrate Framework :PDP
Food
Learning Objective(s): By the end of the lesson my Ls will be able to make recommendations about
healthy food ( a poster)
Targeted Competences: Domain (s): Oral-Written Materials: WB- Ls’ Copybook +flashcards
Interact .Interpret .Produce (Both) +Data show
Target Structures: lexis and expressions related to food ……
Cross Curricular Competencies Core values
* Intel: -L can show creativity while producing oral or written messages. *Openness to the world.
* Meth: -L can work in pairs or in groups. *Being responsible..
-L can use reading strategies to collect data. *Eating healthy food.
*Com: -L can use a role play to communicate appropriately.
-L can make a Poster healthy food.
* Per and Soc: -L can show responsibility towards team work.
-L can socialize through oral and written messages.
Tim Framewor Procedure Focu Objectives Aids VAK
e k s T
050 Warm up -T-Greets his Ls, they respond . Establish a A
-T-Sticks on the board this picture and tries to good V
interact it with his Ls through some questions classroom
Atmosphere
100 T To review WB- A
Pre →L prior V
 Writing knowledge.
1-What do these pictures represent?
2-Which mean is good for us? Why?
-T-Stating up the situation
Most teenagers like eating junk food which
is not good for health. Make a poster to be
published in your school website. Try to
raise students’ awareness of the bad effects
of junk food. Suggest some
recommendations about healthy food.

-T- Splits the class into small groups and asks

the Ls to gather information as much as
possible related to the situation from
I Listen and do tasks
I pronounce tasks
I practice tasks
I read and do tasks.
Then try to complete this table
knowledge Skills Attitudes
*Lexis related to *Giving *Being polite
Healthy and Would you
advice
unhealthy food:
Meat-Fish-Fruit- Should/ please... Sir
Bread-Dairy- shouldn’t *Valuing
Vegetables- *Planning a healthy food: WB-
produce-Junk food healthy and Mainly fruit Ls’ V
*Lexis related to balanced diet and To collect Copyboo A
200 restaurant and food vegetables T information k +book K
While Waiter-Menu- →L
Recipe
Writing L→
*Lexis related to
habits and table T
manner:
Eat with right
hand
*Lexis related to To involve
nutritional the Ls in
Protein- Vitamin peer and
*The imperative group
Do/ Don’t
*The sequencers
correction.
First-Then-
Finally To produce
*Comparative & a
Superlative report
healthier than
The lowest
*Diphthongs and
silent letter
/aʊ/&/aɪ/… WB- V
250 Drafting: With the help of their teacher, the Ls’ A
Check Ls’
Post learners start drafting. Copyboo K
work
Writing -T- invites Ls to start their sample L→T k +b
-T- helps guides….
Editing:
-T- helps the learners to examine the text
carefully to find and correct typographical
errors and mistakes in grammar, style and
spelling.
-T-Asks Ls to check their works in peers
with taking teacher’s advice into
consideration
 Publishing:
-T-Asks Ls to read their work in front of their
classmates. They may correct their mistakes
and choose the best one to be written.

-T-Asks Ls to copy down the task on their

copybooks.

The Teacher’s comments

What Worked What hindered Action Points
-…………………………………………. -………………………………………….. -………………………………………….

-…………………………………………. -……………………………………………. -………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

T: Aboubaker Chouit S-Dridi Saadi Middle School T: Aboubaker Chouit

Sequence : 03 Healthy Lesson: 05 I Think and Write Framework :PDP
Food
Learning Objective(s): By the end of the lesson my Ls will be able to make recommendations about
healthy food ( a poster)
Targeted Competences: Domain (s): Oral-Written Targeted Competences:
Interact .Interpret .Produce (Both) Interact .Interpret .Produce
Target Structures: lexis and expressions related to food (healthy food. Diet…..)
Cross Curricular Competencies Core values
* Intel: L can show creativity while producing oral or written *Openness to the world.
messages. *Being responsible..
* Meth: -L can use reading strategies to collect data. *Eating healthy food.
*Com: -L can use a role play to communicate appropriately.
* Per and Soc: L can show some degree of autonomy while
learning.
Tim Framework Procedure Focus Objectives Aids VAK
e T
05 Warm up
0
-T-Greets his Ls, they respond . Establish a A
-T-Stating up the situation good V
Your schoolmates are very sad because classroom
 they lost the football match. Some atmosphere
050 players couldn’t keep up playing. They T→ WB- A
Pre felt very tired during the half time L To review V
Writing because they are addicted to unhealthy prior
food habits. Prepare a speech to give the knowledge.
players some advice to change their
To collect WB- V
eating habits and suggest a well balanced
L→ information Ls’ A
menu.
T Copyboo K
300 To familiarize k +book
While -T-Explains hard words and clarify dark
points. Ls with the
Writing steps
-T-Simplify and clarify the steps which
faced the Ls
To produce a
speech
Drafting: WB- V
-T- invites Ls to start their work
To present the Ls’ A
Post individually. L→T speech Copyboo K
100 Writing k +b
and share
information
Redrafting:
with the
-T-Checks their works, guides, motivates
whole class
controls and offers help if needed.

Editing:
-T-invites Ls to present their works to the
whole class and try to correct together.
-T-Selects the best one and writes it on the
board.

-T-Asks Ls to copy down the task on their

copybooks.

The Teacher’s comments

What Worked What hindered Action Points
-…………………………………………. -…………………………………………. -………………………………………….

-…………………………………………. ……………………………………………. -………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

Sequence 03 flashcards
 Error analysis -----)‫ (االنجليزية‬2019 ‫موضوع مسابقة استاد رئيسي في المتوسط‬
 Error Treatment

Teachers cannot and should not correct all errors com-mitted by their students.
Besides, the frequent correction of oral errors disrupts the process of language
learning and discourages shy students from communicating in the target language.
 :The following are general guidelines in correcting second language learning errors
I. Teachers should correct errors affecting intelligibility, i.e., errors that interfere
with the general meaning and under-standability of utterances. In this connection,
teachers should concentrate on correcting global errors more than local errors. 2.
High frequency and generality errors should be corrected more often than less
frequent errors. For example, the omis-sion of the third person Singular s is an error
 .of high frequency and generality
Teachers should put more emphasis on correcting errors affecting a large .3
percentage of their students. This factor is clearly related to the second factor
.above
Stigmatizing or irritating errors should be paid more atten-tion to. This factor is .4
related to the socioliguistic aspecJournaliste Elhayetlanguage learning. Pupils who
come from lower socioeconomic classes are conscious of and very sensitive to
ridicule about their informal variety of language from students from higher
socioeconomic classes who speak a more formal and prestig-ious variety of the
language. 5. Finally, errors relevant to a pedagogical focus should receive more
attention from the teacher than other errors. For example, if the focus of the lesson
 ‫‪is the use of the present perfect tense, the correction of errors involving‬‬
‫‪prepositions, articles, and demonstratives in this lesson should not be emphasized‬‬
‫‪by the teacher because if he/she did, the attention of the students would be‬‬
‫‪distracted from the focus of the lesson which, in this instance, is the use of the‬‬
‫‪.present perfect tense‬‬
‫)‪JALT Journal, Volume 8, No, 1 (1986‬‬
‫موضوع مسابقة استاد رئيسي في المتوسط ‪( 2019‬االنجليزية)‪Error analysis-----‬‬
‫عالج خطا‬
‫وال يمكن للمعلمين وال ينبغي لهم ان يصحح كل االخطاء التي تحدثها طالبهم‪ .‬وباالضافة الى ذلك‪ ,‬فان‬
‫تصحيح االخطاء الشفوية بصورة متكررة يعطل عملية التعلم اللغوي وتثبيط الطالب الخجول عن االتصال‬
‫باللغة المستهدفة‪ - .‬وفيما يلي مبادئ توجيهية عامة لتصحيح اخطاء التعلم في اللغة الثانية‪:‬‬
‫‪ .‬انا يجب على المعلمين تصحيح االخطاء التي تؤثر على (القابلية)‪ ,‬انا‪( .‬ه) االخطاء التي تتعارض مع‬
‫المعنى العام وال تحت في التعبير عن الكالم‪ .‬وفي هذا الصدد‪ ,‬ينبغي للمدرسين ان يركزوا على تصحيح‬
‫االخطاء العالمية اكثر من االخطاء المحلية (‪ .).2‬وينبغي تصحيح االخطاء العالية وال العمومية العامة في‬
‫كثير من االحيان اكثر من االخطاء المتكررة‪ .‬وعلى سبيل المثال‪ ,‬فان ال ‪ - omis‬سيون من الشخص الثالث‬
‫المفرد هو خطا في التردد العالي وفي العمومية‪.‬‬
‫‪ .3‬وينبغي للمدرسين ان يضعوا مزيدا من التركيز على تصحيح االخطاء التي تؤثر على نسبة كبيرة من‬
‫طالبهم‪ .‬ومن الواضح ان هذا العامل يتصل بالعامل الثاني اعاله‪.‬‬
‫‪ .4‬ينبغي ان تدفع اخطاء الوصم او المزعجة اكثر من اي وقت اخر‪ .‬ويتصل هذا العامل بالتعليم اللغوي ل‬
‫‪ .socioliguistic aspec Journaliste Elhayet‬والتالميذ الذين ياتون من الطبقات االجتماعية‬
‫واالقتصادية االدنى يدركون و الحساسة جدا بالسخرية من تنوع لغتهم غير الرسمية من الطالب من الطبقات‬
‫االجتماعية االجتماعية العليا الذين يتحدثون عن تنوع اكثر رسمية و ‪ prestig‬من اللغة‪ .5 .‬واخيرا‪,‬‬
‫االخطاء ذات الصلة بال ا وينبغي ان يحظى التركيز التربوي بمزيد من االهتمام من المعلم اكثر من اي‬
‫اخطاء اخرى‪ .‬على سبيل المثال‪ ,‬اذا كان تركيز الدرس هو استخدام التوتر المثالي الحالي‪ ,‬فان تصحيح‬
‫االخطاء التي تنطوي على حروف الجر‪ ,‬والمقاالت‪ ,‬وال ‪ demonstratives‬في هذا الدرس ال ينبغي ان‬
‫يشدد عليه المعلم النه اذا كان قد فعل ذلك‪ ,‬فانه ال ينبغي للمدرس ان يركز على هذا الدرس‪ .‬و ست الطالب‬
‫عن التركيز على الدرس الذي‪ ,‬في هذه الحالة‪ ,‬هو استخدام التوتر المثالي الحالي‪.‬‬
‫‪ Jalt‬جريدة‪ ,‬المجلد ‪no, 1 (1986) ,8‬‬