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2AM Seq 1 and 2-Converti
2AM Seq 1 and 2-Converti
friends and my
School: family.
CHIBANE Aissa
Level:
2ms.
Project work:
Table manners worlwide.
Second
generation.
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 20th. 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.
Core values: Valuing his body and appearance./ Valuing the others.
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 T/L
10’ related 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
write them on the board then repeat the new
shows them in rea words
❷
Practice:
I listen and do:
While T asks l to open their books
listening: on P 11.
T gives the instructions
We’re going to listen to
different definitions .
10’ I listen and do task one p 11.
I listen again and check my T/L A
answers. Textbook V
T can read the definitions or Identify the new
ask a L to read them for the vocabulary and use Copybook
third time. it correctly
T/L Idem
Task 7 p 13: Idem
T reads the part 2 again and
asks L to do the task
L/L
After Pair work
listening T asks L to do task 9 p 13 A
V
10’
L/L K
T checks Consolidate the T
Correction on the boa learned item and
10’ L/L use them in a
meaningful context.
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.
Core values: Being tolerant and accepting physical differences between people.
Pictures
Give an example A
Practice T mimes when she makes the V
: description. L/L
T asks some L to repeat the
description. -what does she look like ?
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’ entat L/L
ion: 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
pool.
Have breakfast.
Card
Period Daily activity s
Morning ……………………….
……………………… L/L
Afternoon ………………………
……………………….
Weekend ……………………….
………………………... Idem
Pract
ice: 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
CB
10’ In the morning , Sandy gets up. Then, she……………………………..
and she
Use: ………………………………………………………………………..
Task one: (pair work)
T asks L to do this activity in pairs:
Question: I ask my parner and complete Consolidat ❽
20’ the interview: e the seen
structures.
L1 : Hi ! would you answer some questions?
Idem
L2: Yes, sure.
Idem
L1: what do you do every morning?
L2: …………………………………………………………………………..
Then,……………………………………………………………………….
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
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.
I pronounce:
10’ Task one: I complete the table below:
Form plurals
Singular Plural Final “s” by adding “s”
/s/ /z/ /iz/
A leg Legs x
A head
An eye Identify the
A hand L/L pronunciatio
A mouth n of final “s” VAK
An arm MT
A face
A finger
AVK
Introduce WB
Today, we’ll learn how to the lesson
talk about abilities and
inabilities.
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?
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
K: yes, I can.
Positive: S+ can + V
10’ I pronounce:
Presentation:
-They can’t.
S2: why?
T asksyou
S2: would L topass
playme
theone
dialogue inbooks?
of your pairs.
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:
Idem
-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
Use the
Use: Task one: I write two sentences using new stre CB
subject pronouns in WB
Task two: I write two sentences using L/L 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.
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
My blog/ Title.
Picture of my
Paragraph one : Me. hobby /
myself.
Paragraph two : My family.
Paragraph three: my favorite hobby.
-what is it?
-Why is it my favorite?
Pres TXB V
20’ entat T asks L to open their books on p 39 L/L A
ion: 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
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.
Task 6 p 47:
T puts on the script (p1) and
After asks L to do the task
15' 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 verbal msges.
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.
Tim Frame Procedure Focus Objective Mat VKA
ing work erials TMI
5’ Warm T/L review the Pics KVA
up: T greets and welcomes her learners previous WB
T pins pics on the board lesson
representing food L/L
T asks l to remember the food items
names
Sarah’s mum wants to make a cake. She is checking the ingredients that are in the
fridge.
M: I’d like to make a cake, are there any eggs in the fridge?
M: ok, then. Let’s go to the shop and buy a bag of milk, some chocolate, some
apples and bananas, eggs, some sugar and a kilo of flour.
❺
S: How much sugar, mum?
M: one packet.
T reads the dialogue
T asks L to read in pairs
T may ask some comprehension T/L Practice the
questions about the dialogue L/T new stres
L/L
T notices:
I use: “There is” for uncountable
nouns. MI
“ There are” for countable
nouns.
To ask about uncountable nouns I
use “How much”,” is there”
To ask about countable nouns I use
“How many”, “are there”
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 T/L
15’ ation1: and 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 Discriminate
(clear and dark l) T/L 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”?
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 verbal msges.
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.
MI
Sarah : Look this pair of jeans, it’s awesome !
L: I don’t like the color, it’s awful! Here is the shop assistant, I’ll ask him.
❾
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)
MI
⓫
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 a pencil 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 checks, helps
Correction on the board.