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fiches pédagogiques de 3e année moyenne anglais

Auteur  
# 07/01/2008 à 21:45 houria
bonsoir.
étant nouveau prof d'anglais, je vous demande de m'aider ou m'orienter vers d'autres sites relatives aux fiches pédagogiques à télécharger. merci.
au revoir.
houria.
universit3000@yahoo.fr
# 10/02/2008 à 14:46 aicha
vous trouvez états de chose trés important dans le site www.p48.75.fr
# 06/03/2008 à 11:32 linda
bjr
# 08/07/2008 à 16:46 lahmar87 (site web)
merci
# 05/12/2008 à 17:34 yassin
je veux des lecon
# 20/12/2008 à 18:28 ASSIA
j aimerai bien avoir les fiches des trois niveaus 2 am 3am et 4am
merci
# 27/12/2008 à 11:25 bouyahia mouna (site web)
i need 3rd am fiches
# 27/12/2008 à 11:31 mouna (site web)
selamo alahi 3alaikom,j'aimerai bien avoir les fiches de:1 am et 3am.bon joureny
# 09/01/2009 à 14:55 kheira (site web)
hi, how are you? please i need lesson plan of the first year and the third year of the midle school because i am a new teacher , please help me if you have
# 15/01/2009 à 17:51 chanez
hi, i ma new teacher in this level.please help me , i need lessons of the 3 levels .please.
# 21/02/2009 à 11:19 NOUR
SALAM I AM ABOUT TO BE A TEACHER OF ENGLISH IN A SECONDARY SCHOOL COULD U GIVE US ANY RELATED SITES OR FORUMS CONCERNING MAKING LESSON CARDS FOR THE 3 LEVELS THANK U SO MUCH
# 28/03/2009 à 14:19 ANDERS
HOW AND WHEN TO IMPLEMENT THE PPU IN MY LESSON PLANS
# 28/03/2009 à 14:43 ANDERS
THE BOOK OF ENGLISH OF MIDDLE SCHOOL IS MADE UP OF SEQUENCES.EACH ONE INCLUDES LISTEN AND SPEAK,PRACTICE AND PRODUCE.WHEN PREPARING MY LESSON PLAN,DO I HAVE TO APPLY THE PPU IN EACH PART OF THE SEQUENCE?OR SHOULD I START WITH THE LISTEN AND SPEAK,MAKING IT THE PRESENTATION PHASE AND CARRY ON WITH PRACTICE(ORAL OR WRITTEN)AND THE USE PHASE,ASKING PPLS TO PRODUCE STH WRITTEN.WHAT ABOUT THE PRODUCE PART OF THE BOOK?I AM CONFUSED OR LET'S SAY MANY QUESTIONS ARE CONFUSING ME SEEING THINGS CLEARLY.HELP.I CAN'T HAVE ACCESS TO P48 SITE.
# 11/04/2009 à 18:54 dounia
you can find the lesson plans of all the levels in www.p48.75.fr
but we have to think about the files they changed eg.animales in file5 1am.
# 11/04/2009 à 19:05 dounia
well,dear anders ihave been teaching for 20 years.but this time evry thing is mixed up.what does it mean when they say theitems about animales must be done in 2am...its boring..what should ido in file 4 then
# 11/04/2009 à 19:15 dounia
Teacher: Khelil Moudjib Arrahamane Level: 2A.M.
File: 01 Sequence: 01 Lesson: 01
Function: Describing People Leg. Form: Present Simple (to be)
N. Lexis: V. Aids: Pictures
Objective: Describing person’s physical appearance.

Procedure Pupil's task

Stage one: Warm-up

Revision about the previous acquisitions (1AM) adj tall/small fat / slim

Stage two: Listen & Speak:

1) T introduces: a boy – a girl – a man – a woman

2) T sticks a picture on BB.
T asks: What is his/ her name?
T: Is he / she tall ? Small ? Slim?
T asks about the hair and the eyes?
Stage Three: Practise
1) T gives Jenny’s card
Full name: Jenny Smith
Age: 15
Height: 1,45m
Weight: 45kg
Eyes: green
Hair: long
2) T asks: What is she like?
Stage four: Produce:

1) T asks a pupil to come to the BB.
T asks the class: What is he /she like ?
2) Books open on page 08
Dealing with sounds /S/ /Z/ /IZ/

HOME WORK
T asks the PPs to describe themselves.



Repeat




Listen and repeat

Look
Try
Answer and repeat





Read the card



Answer


Describe their friend
Summary
What is she like?
Jenny Smith is 15 years old. She is a tall girl. She weighs 45 kg. She has got long hair and green eyes.


Teacher: Khelil Moudjib Arrahamane Level: 2A.M.
File: 01 Sequence: 01 Lesson: 02
Function: Describing people. Leg. Form: Present S
N. Lexis: V. Aids: Pictures
Objective: Describing person’s physical appearance

Procedure Pupil's task

Stage one: Warm-up:

Dealing with the home work. (describing oneself)

Stage two: Listen & Speak:

1-T introduces( handsome- popular- successful- comic star – perform)
2- T writes a question on BB:
What language does Mohamed Fellag speak?
T reads the paragraph on p 09 (books shut)
3- T asks the PPs to answer the question
Stage three: Practice:
1) (books open) T reads the previous paragraph.

2) Silent reading.

3)T sets the following activity on the BB:
True or False
- Mohamed Fellag is a man.
- He has got green eyes.
- He is a comic star
- He speaks English
- He lives in Algeria.
Stage four: Produce:

1) T asks PPs to find the QQ about Fellag
2) Loud reading




Do and repeat




Follow and repeat



Follow on their books


Follow on their books

Read silently



Say true or false






Do the act

Summary
A: Has Fellag got green eyes?
A: Has he got a moustache?
A: Does he write his shows?
A: In what language?
A: Does he live in Algeria?



Teacher: Khelil Moudjib Arrahamane Level: 2A.M.
File: 01 Sequence: 01 Lesson: 03
Function: Describing. Leg. Form: Present S
N. Lexis: V. Aids: Pictures
Objective: using the present simple - the final S

Procedure Pupil's task

Stage one: Warm-up

Some questions about Mohamed Fellag
Stage two: Listen & Speak:

1)Dealing with the present s (third person singular)
he or she
to act / she acts to like / she likes
to hate / He hates to speak / He speaks
2) T gives more verbs and asks the PPs to conjugate them with He or She
Stage three: Practice:

1) T gives verbs and asks the PPs to classify them:
/S/ / Z/ / IZ/
Acts Reads Teaches
Gets – has – likes – closes – drives – plays – sits – runs – stands .
2) T asks the PPs to give their own verbs and classify them correctly
Stage four: Produce:
1) Fill in the gaps using: watches – plays – gets up –
goes – has –
When Jane is on holidays, she always……..at eleven o’clock in the morning. She…….breakfast, then she……to her tennis club. She never has lunch at home. In the afternoon, she……..tennis or ……… TV.

2) Correction and loud reading




answer





Listen and repeat

Do






Do

Do





Try and do


Loud reading



Teacher: Khelil Moudjib Arrahamane Level: 2A.M.
File: 01 Sequence: 02 Lesson: 01
Function: Describing. Leg. Form: Past S
N. Lexis: V. Aids:
Objective: Describing

Procedure Pupil's task

Stage one: Warm-up

Revision of the previous part.

Stage two: Listen & Speak:

1) T reads the text about Louis Armstrong p 12
and asks PPs to fill in the card p 12
2) correction of the activity

Stage three: Practice:
1) books open on p 13. dealing with stars: Souad
Massi – Rowan Sebastian – Atkinson – Youssou
N’dour

Stage four: Produce:

1) T asks PPs to fill in a card about a person
they know. Write a paragraph about him or
her.
2) Dealing with sounds p 12 /t/ /d/ /id/








Try and do




Do





do



Teacher: Khelil Moudjib Arrahamane Level: 2A.M.
File: 01 Sequence: 02 Lesson: 02
Function: Narrating past events. Leg. Form: past simple
N. Lexis: V. Aids: Pictures
Objective: review of past simple discriminate the final sound / t/ /d/ /id/

Procedure Pupil's task

Stage one: Warm-up

Review of the previous lesson

Stage two: Listen & Speak:
T pronounces the new words and classifies them on the table according to their sounds
/t/ / d/ /id/
Looked
Worked
noticed Lived
Tried
Toured Painted
Acted
decided

Stage three: Practice:

T sets act1p14( give the past s of these verbs)
T reads the text and picks the verbs on a table
Infinitive Past s
To be
To start
To complete
To go
To participate
To make
To take part
To act


Stage four: Produce:

Activity: Put a tick in the right column
Past /t/ / d/ /id/
Recorded
Talked
Passed
toured




Listen and repeat




repeat










Do it on the BB











Do the act



Teacher: Khelil Moudjib Arrahamane Level: 2A.M.
File: 01 Sequence: 02 Lesson: 03
Function: describing Leg. Form: past s
N. Lexis: V. Aids:
Objective: past s regular /irregular verbs

Procedure Pupil's task

Stage one: Warm-up
1) Some QQ about Britney spears
When was she born?
What was she?
What did she do?
2) T writes the answers on the BB

Stage two: Listen & Speak:
1) T writes the PPs to pick out the verbs from the SS
on the BB
2) T draws a table

Verb infinitive
Was
Made Be
Make
T explains the regular and irregular verbs
Stage three: Practice:
Act 1 p 14
Correct the verb in the brackets

Stage four: Produce:

T writes a list of verbs related to the text they’ve seen before and asks them to classify the verbs regular/ irregular ones




answer




do









Do the act




Do the act










Teacher: Khelil Moudjib Arrahamane Level: 2A.M.
File: 01 Sequence: 03 Lesson: 01
Function: describing. Leg. Form: past s
N. Lexis: V. Aids:
Objective: Pest s +ago

Procedure Pupil's task

Stage one: Warm-up

Revision about the simple past



Stage two: Listen & Speak:

T uses the following examples to introduce “ago”
T: my father went to Mecca in 1999.
We are in 2005.So, father went to Mecca 6 years Ago
Algeria had its independence in 1962.
So, Algeria had its independence 43 years ago.
My friend bought a new car 4 years ago.
Stage three: Practice:
Act 2p 17
T gives an example about Dickens
Charles Dickens died 135 years ago.
Stage four: Produce:

Act3 p17: T explains the act and asks them to do it.

Correction on the BB










PPs listen and repeat.






Do the act



Do the act

Copy the act down




Teacher: Khelil Moudjib Arrahamane Level: 2A.M.
File: 01 Sequence: 03 Lesson: 02
Function: describing Leg. Form: past s.
N. Lexis: V. Aids:
Objective: PPs be able to read a letter in the past s

Procedure Pupil's task

Stage one: Warm-up

T revises the past s with ago

Stage two: Listen & Speak:

T presents the situation of the letter p 20 including some new words
T reads the letter once then asks some oral QQ
Stage three: Practice:
Act 3 p 17

Stage four: Produce:

- T asks PPs to read the letter on p20
- T asks PPs to do act 2 p 17

Correction on the BB



Answer orally.




Try to answer

Do the act



Read the letter

Do the act

Copy down












Teacher: Khelil Moudjib Arrahamane Level: 2A.M.
File: 01 Sequence: 03 Lesson: 03
Function: describing Leg. Form:
N. Lexis: V. Aids: pictures
Objective: The possessive case whose

Procedure Pupil's task

Stage one: Warm-up

Revision of verb to be and present continuous

Stage two: Listen & Speak:
T presents the possessive case
T uses pictures and school things
T gives different classroom situations
Eg: T Whose pen is it?
Yes, It’s Ahmed’s.

Stage three: Practice:

Ac1p 17.

Stage four: Produce:

Act4p 17

Correction on the BB





Listen and repeat





It’s Ahmed’s



Match the pairs



Do the act


Copy down



Teacher: Khelil Moudjib Arrahamane Level: 2A.M.
File: 01 Sequence: 03 Lesson: 04
Function: describing Leg. Form: past s ago
N. Lexis: V. Aids:
Objective: paragraph completion

Procedure Pupil's task

Stage one: Warm-up

T writes different sentences on the BB then asks the PPs to give the infinitive of the verbs

Stage two: Listen & Speak:

T writes the SS in act 1 p 18 and asks the PPs to pick out the verbs
T asks them to return the verbs into their infinitives

Stage three: Practice:

T asks the PPs to read the passage p 18 and to give the past s of its verbs

Stage four: Produce:

Act 4 p 18


Correction on the BB


Read the SS
Give the infinitive



Do the act

do





Do the act




Do the act

Copy down
















Teacher: Khelil Moudjib Arrahamane Level: 2A.M.
File: 02 Sequence: 01 Lesson:01
Function: Expressing synonyms and antonyms . Lgge forms: synonyms / antonyms
N. lexis: V. aids:

Objective: to enable pupils to express synonyms and antonyms


Procedure Pupils’ Tasks

Stage one: Warm up:
T. gives some vocabulary already seen and asks the pupils to give their synonyms or opposites;
Come =/= ………… slim = ………… etc
Stage two: Presentation:
Step one:
T. sets the following crosswords on the BB:
I II III IV
1
2
3
4
5 G … … W
… …


… … M …
… … … T
S




Across: Down:
1- to develop = … I) eaten by sheep and cows= …
3- parts of the body = … II) usual =/= …
4- place of sitting =… III) month = …
IV) east =/= …
Stage two: Practise:
T. asks the pupils to read the dialogue on page 40 and then find the opposites or synonyms of the following words:
bad =/= …
take =/= …
connect = …
starts = …
yes =/= …
sorry = …
Stage three: Produce:
Activity three page 43
Stage four: Written phase:
* After checking PPs’ work, the correction will be done on BB.


PPs take part / participate




PPs do this act. within Teacher’s help.












PPs do so.








PPs do this activity on their exercise books.
PPs copy the correction down.





Teacher: Khelil Moudjib Arrahamane Level: 2A.M.
File: 02 Sequence: 01 Lesson:02
Function: Ability (expressing capacity) . Lge forms: Model “can” (affirm. + neg. form)
N. lexis: word V. aids: BB, pictures, drawings and gestures.

Objective: enabling pps to express capacity using “can, can’t”.


Procedure Pupils’ Tasks

Stage one: Warm up:
T. reviews some verbs through drawings and gestures;
Eg: open, clean, eat, dance, write, …etc.

Stage two: listen and speak:
T. chooses two PPs (a small pp and a tall one).
T. writes a word at the top of BB .
T. asks them to clean this word. T. introduces:
1- Mourad can not clean the word.
2- Yahia can clean the word.

T. talks about “can not” .
T. introduces:
3- I can not go to Batna on foot.
4- I can go to El-oued by bicycle.
5- We can not speak Spanish, but we can speak Arabic.
6- Malika can’t cook, but she can wash clothes.

Stage three: Practise:
Step one: T. gives cues and sets: complete using:
can / can’t:
1- I …….. eat three kilos of oranges.
2- We …….. walk two kilometres.
3- They …….. write the date.
Step two: T. asks PPs to give their own examples.

Stage four: Produce:
Step one: T. sets: write correct sentences:
1- I ( mend) a car. X
2- We (sing) in the classroom. √
3- John (play) football X / play volleyball √
4- I (prepare) tea √ / I (prepare) cakes X
5- Samira (swim) X.
E.g.: 1- I can’t mend a car.

Step two: Written phase:
* T. asks PPs to write.

Answer






PPs listen and speak












PPs give correct sentences



PPs give egs



Pps do the act.







Pps do so.
Level: 2am
File: 02 Sequence: 01 Lesson:03
Function: Expressing capacity Lgge forms: can / can’t
N. lexis: donkey , draw V. aids: pictures, drawings; gestures.

Objective: enabling PPs to ask and express capacity.

Procedure Pupils’ Tasks

Stage one: Warm up:
T. gives cues and asks PPs to build sentences using can / can’t:
1- I / go to Setif on foot X
2- We/ dance in the classroom X
3- X / play handball .√

Stage two: listen and speak:
T. introduces:
T.: Can you open the bottle?
Farida: No, I can’t.
T.: Can you open the bottle ?
Omar: Yes, I can.
T. does the same: Nabil / cook couscous …….. no
Fatiha / cook couscous…….yes

Stage three: Practise:
1- T. gives cues and makes situations.
- you / speak Chinese.
- You / ride a bicycle.
- X/ draw a giraffe.
- A chicken / fly.
Stage four: Produce:
Step one:
T. asks PPs to give eggs.
1- T. sets: find the questions:
A) …………………………….?
B) Yes, I can ride a donkey.
A) ……………………………..?
B) No, I can’t drive a car.
A) ……………………………...?
B) Yes, Ali can drive a car.

Step two: Written phase:
* T. asks pps to write.


Pps give correct sentences.






PPs listen and repeat in pairs.






Practise.






PPs give egs.



PPs do the activity.





Pps write the correction on their copybooks.





Level: 2am
File: 02 Sequence: 01 Lesson:04
Function: Demonstrating Lgge forms: demonstratives; these / those
N. lexis: these/ those V. aids: pictures, drawings; gestures.

Objective: enabling pps to demonstrate using these and those.

Procedure Pupils’ Tasks

Stage one: Warm up:
(Revision about this / that)
T. introduces the following:
4- Sally: Look Betty, …………. Is my father.
5- Sally: Look; …………… is my uncle.
(positioning + photos)

Stage two: listen and speak:
T. introduces the plural as follows:
A pen 3 pens
A teacher 2 teachers
T. introduces the following examples:
- This is a pen . These are pens
- This is a book . These are books
- That is a window. Those are windows
- That is a boy. Those are boys.

Stage three: Practise:
1- T. gives the following cues and asks pps to make examples:
- Pen / pens this is a pen . these are pens.
- Door / doors.
- Pencil / pencils.

Stage four: Produce:
T. asks pps to give egs using these / those.
Stage five: Activity:
Put in : this / that / these / those:
1) …… are rulers. 
2) …….. is a desk.  •
3) ………are flowers.  
4) ……… is a house.  
Step two: Written phase:
* T. asks pps to write.


Pps complete (this / that)






Pps listen and repeat .









Practise.






Pps give eggs.

Pps do the activity.





Pps write the correction on their copybooks.


Level: 2am
File: 02 Sequence: 02 Lesson:01
Function: Expressing synonyms and antonyms Lgge forms: synonyms and antonyms .
N. lexis: V. aids: pictures, drawings.

Objective: enabling pps to express and find some synonyms and opposites.

Procedure Pupils’ Tasks

Stage one: Warm up:
T. asks pps to complete the following words with the following given letters: r / e/ p/ d/ k
Won…erful – jou…ney – dom …stic – li…e – hap …y.

Stage two: Presentation:
T. writes the following columns of words and asks pps to match each pair representing synonyms or opposites:
- Wonderful = - bad
- Journey = - wild
- Domestic =/= - fantastic
- Good =/= - unhappy
- Like =/= - trip
- Happy=/= - dislike

Stage three: Practise:
1- T. gives a group of words and asks pps to find out pairs of synonyms and opposites:







Stage four: Produce:
T. asks pps to make any pairs of synonyms or opposites they know.
Stage five: -Activity 08 page 44 (opposites).
- Created activity (synonyms).

Stage six: Written phase:
* T. asks pps to correct then to write.


Pps complete





Pps do the task within TTS’s help .









Pps classify words.








Pps do the activity.


Pps participate.


Pps write the correction on their copybooks.




Level: 2am
File: 02 Sequence: 02 Lesson:02
Function: Expressing ability + permission Lgge forms: “Could”
N. lexis: polite, message, borrow V. aids: BB, gestures, drawings.

Objective: enabling pps to express ability, permission and polite request using “could”.

Procedure Pupils’ Tasks

Stage one: Warm up:
T. reviews can / can’t
- I …….ride a bicycle. √
- You …… drink oil. X

Stage two: Listen and speak:
T. introduces “could”:
* Egg: It’s very cold. Could you close the window please?
1- I could swim well when I was ten.
2- Pupil: “ Could you shut the door, sir?”
T.: OK, boy.
3- Leïla: “ Could you practise sport when you were 10?”
Father: yes, I could.
4- x could go to the party alone last couple of years, but he feels shy in the present.

Stage three: Practise:
Step 1: - T. makes situations and gives cues :
T. asks pps to do as above.
Egg: you ….. smoke before the doctor asked you to stop it. etc…
- you / clean /the BB.
- I ….. have a drink . ….. etc.

Step2:
T. asks pps to give eggs.

Stage four: Produce:
Step 1: T. asks pps to do act. 2 page 34.
Step 2: Written phase
* T. asks pps to correct then to write.


Pps try to answer





Pps listen first

Pps do the task within T.’s help .









Pps complete.






Pps do so.



Pps answer.

Pps write the correction on their copybooks.





Level: 2am
File: 02 Sequence: 03 Lesson:01
Function: Expressing the plural Lgge forms: plural (regular +irregular)
N. lexis: / V. aids: BB, gestures, drawings and pictures.

Objective: To consolidate the understanding of the plural (regular and irregular).

Procedure Pupils’ Tasks

Stage one: Warm up:
T. reviews the 1am list of regular and irregular plural:
Eg: A watch 2 … A baby 3
A pupil 7 … A door 18 …
A man 10 …
Stage two: Listen and speak:
T. introduces

Regular plural Irregular plural
A pencil 2 pencils
A brush 7 brushes
A box 10 boxes
A dress 13 dresses
A watch 19 watches
A tomato 20 tomatoes
A factory 8 factories
A boy 9 boys
A child 03 children
A man 04 men
A woman 101 women
A foot 16 feet
A tooth 81 teeth
A goose 39 geese
A mouse 15 mice
A louse 32 lice
A knife 11 knives


T . writes the plural nouns with the help of pupils.
Stage three: Practise:
- T. writes the following activity on BB and asks pps to answer orally ( choose the correct plural noun):
A bank (bankes, banks, bankies)
A potato (potatice, potatos, potatoes)
A woman (womanes, womans, women)
A lorry (lorries, lorrives, lorrys).
Stage four: Produce:
Step 1: T. sets: Find the correct plural form:
Singular Plural
A man
A classroom
A tax
A child
A secretary
A mouse
A toy
Step 2: Written phase
* T. asks pps to correct then to write.


Pps try to answer







Pps help the T . read.
















Pps choose the right word.



Pps write and do the act.








Pps write the correction on their copybooks.
Level: 2am
File: 02 Sequence: 03 Lesson:02
Function: Locating places Lgge forms: Prepositions (for places)
N. lexis: near/ next to / opposite/ behind/ turn …/ V. aids: Gestures, drawings and pictures.

Objective: To enable pupils to locate or ask about places.

Procedure Pupils’ Tasks

Stage one: Warm up:
T. shows pictures representing different amenities and asks pps to name them.
(garden, street, school, station ….etc)
Stage two: Listen and speak:
1) T. sticks a map of a street in a town with different amenities on both sides.
T. introduces the following eggs:
- the garden is near the bank.
- The Bank is opposite the school.
- The restaurant is behind the cinema.
2) T. introduces the following dialogue:
Stranger: where is the garden, please?
Policeman: Go along this street, then turn left. The garden is on your right, next to the bank.

Stage three: Practise:
- T. gives the following cues and asks pps to play the
roles:
The bank / opposite/ the school
The stadium / next to / the theatre
The supermarket / on the left side of the road.
NB: T. gives the starting point each time.
Stage four: Produce:
1- T. asks pps to give examples.
(using the stuck map)
2-Complete the following:
T. pins up another map on BB and asks pps to complete:
- The park is ………. The police station.
- The cinema is ……… the café.
- The club is ………….. the school.
A) where is the post office?
B) …… along this …….., then turn……… It is …… the bank.

Stage five: Written phase
* T. asks pps to write the correction down.


Pps try to do so.







Pps listen and repeat.







Pps do so.






Pps do so.



Pps do the act.







Pps write the correction on their copybooks.

Level: 2am
File: 02 Sequence: 03 Lesson:03
Function: Expressing possession Lgge forms: possessive pronouns; mine, yours
N. lexis: mine, yours, his …. etc V. aids: BB, Gestures, drawings and pictures.

Objective: To enable pupils to express possession..

Procedure Pupils’ Tasks

Stage one: Warm up:
T. reviews the personal pronouns subjects + the possessive adjectives.
Stage two: Listen and speak:
T. introduces the following:
1- Salim: The pen of Saïd is old. Mine is new.
2- Teacher: My satchel is big. His is small.
3- Teacher: My eyes are brown. Hers are dark.
4- Pupils: 2am₃ classroom is horrible. Ours is nice.
5- Pupil1: My house is white. Theirs is yellow.

Stage three: Practise:
T. makes situations and gives cues:
Eg: your watch is expensive. (I/ watch) is cheap.

Stage four: Produce:
1- T. asks pps to give examples.
2- T. sets: Do the same:
- this is my bicycle. It is mine.
- This is his jacket. It is ………
- This is their table. It is……..
- These are our jeans. They are ……..

Stage five: Written phase
* T. asks pps to write te correction down.


Pps try to do so.




Pps listen and repeat.







Pps do as above(eg).



Pps do the act.





Pps write the correction on their copybooks.





Teacher: Khelil Moudjib Arrahamane Level: 2A.M.
File: 03 Sequence: 01 Lesson: 01
Function: Describing illnesses Leg. Form: "have got" "has got"
N. Lexis: Names of different illnesses. V. Aids: Pictures
Objective: Talking about common and serious illnesses.

Procedure Pupil's task

Stage one: Warm-up

T. asks about the absence of one of the PPs.
T: What is the problem with him/her?
T: What has he/she got?
T: What is "toothache"?
T: Toothache is an illness.
T: Do you know other kinds of illnesses?

Stage two: Listen & Speak:

1) T. shows pictures of some illnesses and makes the PPs repeat each one.
Eg: T: What has he/she got?
T: He/She has got a headache.
T. does the same with the other illnesses [toothache –heart disease –cold –stomach-ache…]

2) T. shows a picture of a headache and asks:
T: Did you suffer from headache?
T: Everyone suffered from headache. So it is a common illness.
T. shows a picture of cancer.
T: Cancer isn't a common illness. It is a serious illness.

Stage four: Produce:

T. gives cues and asks the PPs to make Correct sentences using "have/has got"
Pupils / cough
Baby / fever
I / headache
T. asks the PPs to give their own examples.

Stage three: Practice:

T. asks the PPs to do Activity: 04 Page: 52



PPs may answer: He/She is ill.
PP: He/She has got a toothache.
PPs may answer.

PPs may answer.




PPs may answer
PPs listen and repeat


PPs make sentences using "have/has got"

Some PPs say :"yes"



PPs listen and repeat





PPs follow and do.




PPs give examples.



PPs do.


Teacher: Khelil Moudjib Arrahamane Level: 2A.M.
File: 03 Sequence: 01 Lesson: 02
Function: Enquiring about someone's health. Leg. Form: "must – mustn't".
N. Lexis: V. Aids: Pictures
Objective: Consolidate the imperative using "must – mustn't".

Procedure Pupil's task

Stage one: Warm-up:

T. reviews with some illnesses.
T: What has John got?
T: What does the baby suffer from?
T: Have you got stomach-ache?
T: Who has it got?

Stage two: Listen & Speak:

T. creates a situation through which he could introduce the teaching points "must + mustn't".
T: John has got a headache. So, he must see the doctor. He mustn't watch T.V. too much.
T. asks the PPs to repeat.
T: Sally has got a toothache. So, she must go to the dentist. She mustn't eat sweeties.

Stage three: Practice:

T. gives cues (situation) and asks the PPs to predict the answer
- Mike has got diabetes, he (have sugar).
- Veronica has got high blood pressure, he (have salt)
- My elder brother has got obesity, he (have fat)
- They are fat, they (practise sports a lot)
T. asks the PPs to give their own examples.

Stage four: Produce:

T. asks the PPs to do Activity: 01 Page: 53
T. explains the activity. Then, he writes it on BB.
T. checks the PPs work.
T. asks for correction on the BB.
T. asks them to copy down.

Home Work:
T. asks the PPs to do Activity: 03 Page: 53 at home



PPs listen and answer orally.








PPs may answer
PPs listen and repeat









PPs listen and repeat




PPs give their own examples.




PPs follow and do.
PPs correct the Activity.

PPs copy down.



Teacher: Khelil Moudjib Arrahamane Level: 2A.M.
File: 03 Sequence: 01 Lesson: 03
Function: Suggesting. Leg. Form: "should – shouldn't".
N. Lexis: V. Aids: Pictures
Objective: Expressing advice using "should shouldn't".

Procedure Pupil's task

Stage one: Warm-up

T: John is ill. He has got a headache. What must he do? Must he watch T.V. a lot?
T: Jane isn't ill but she work a lot.

Stage two: Listen & Speak:

T: Jane should take care of her health.
T. asks the PPs for repetition.
T: You should clean your teeth daily to get mice teeth.
T: You shouldn't eat too much sweetie, too.
T: We should practise sports to have a good build.
T: You should visit the dentist for a check up twice a year.

Stage three: Practice:

T. gives cues (situation) and asks the PPs to make examples.
- You / clean your hands before eating.
- John / stay in bed two days.
- I / go to bed late.
- We / have medicine without seeing the doctor.

T. asks the PPs to give their own examples.

Stage four: Produce:

T. asks the PPs to do Activity: 05 Page: 52
T. explains the activity.
T. checks the PPs work.
T. asks for correction on the BB.
T. asks them to copy down.





PPs listen and answer.








PPs listen and repeat









PPs give examples.




PPs make their own examples.





PPs follow and do.
PPs correct the Activity.

PPs copy down.



Teacher: Khelil Moudjib Arrahamane Level: 2A.M.
File: 03 Sequence: 01 Lesson: 04
Function: Permission & Prohibition. Leg. Form: "should – shouldn't".
N. Lexis: V. Aids: Pictures
Objective: Expressing advice using "should shouldn't".

Procedure Pupil's task

Stage one: Warm-up

T. presents a picture of a headache and aspirin.

T: I suffer from a headache. I should take an aspirin.

Stage two: Listen & Speak:

T: Let's speak about aspirin.

T. reads the instruction page: 51.

T. asks questions on page: 52. using "should" "shouldn't".

Stage three: Practice:

T. presents an other illness and asks the PPs to speak about it as (aspirin) using "should" "shouldn't".

Stage four: Produce:

T. asks the PPs to speak about an illness using "should" "shouldn't".

T. explains the activity.

T. checks the PPs work.






PPs listen and repeat.










PPs listen and answer the question.





PPs give examples.




PPs make their own examples.



PPs copy down.



Teacher: Khelil Moudjib Arrahamane Level: 2A.M.
File: 03 Sequence: 02 Lesson: 01
Function: Enquiring about someone's regular activities. Leg. Form: How often do …?
N. Lexis: twice / once / three times... V. Aids: Pictures
Objective: Consolidate vocabulary about sport and using time adverbs.

Procedure Pupil's task

Stage one: Warm-up

T. asks a question.
T: When do you study English?
T: On ………, ………. and ………..
T: You study English three times.
T. asks other questions (music / sport / Arabic). (once / twice …)

Stage two: Listen & Speak:

T. reads the dialogue and asks the pupils to fill in the gaps.

Rayan is a fit boy because he lifts weight twice a week.

Stage three: Practice:

T. asks the PPs to do Activity: 03 Page: 56.

Stage four: Produce:

T: How often do you practise sport at school?

T. writes some activities on BB and asks the PPs to write questions like the example.

Q: How often do you brush your teeth?
A: Twice a day.
- Brush your teeth.
- Wash your hands.
- Take a shower.
- Clip your nails.
- Comb your hair.
- Visit your relative / or dentist



PPs : on ….., ……, & …..








PPs listen & answer.







PPs try to do it.



PPs: once a week




PPs follow and do.

PPs ask & answer in pairs.





Teacher: Khelil Moudjib Arrahamane Level: 2A.M.
File: 03 Sequence: 02 Lesson: 02
Function: Enquiring about someone's regular activities. Leg. Form: How / Adj.+ly
N. Lexis: patient / react / fast / patiently… V. Aids:
Objective: Enable the PPs to know about adverbs of manner.

Procedure Pupil's task

Stage one: Warm-up

T. takes the duster and cleans the BB slowly.
T: Am I quick or slow?
T. cleans the BB quickly.
T: Am I quick or slow?


Stage two: Listen & Speak:

T. says:
a) - Teacher cleans the BB slowly.
- Teacher cleans the BB quickly.
- Father drives his car rapidly.

b) - How does the father drive his car?
He drives his car rapidly.
- How does the teacher clean the BB?
He cleans the BB slowly

Stage three: Practice:

T. gives cues and asks the PPs to build good sentences.
- doctor / listen / attentive.
Doctor must listen attentively.

- patient / suffer / silent
- mother / explain / patient
- nurse / react / quick
- secretary / answer / polite

Stage four: Produce:

T. asks the PPs to Activity: 02 Page: 67 (check).




PPs : You are slow.

PPs : You are quick.






PPs listen & repeat.




PPs listen & repeat.







PPs try to do it.

- Patient suffers silently.
- Mother explains patiently.
- Nurse reacts quickly.
- Secretary answers politely.




PPs try to do.





Teacher: Khelil Moudjib Arrahamane Level: 2A.M.
File: 03 Sequence: 02 Lesson: 03
Function: Giving advice. Leg. Form: Imperatives
N. Lexis: V. Aids:
Objective: Giving advice for improving health.

Procedure Pupil's task

Stage one: Warm-up

T: Why do you practise sport?
T: To have a good health / to be healthy.

T. asks other questions

Stage two: Listen & Speak:

T. sticks a tip on the BB and reads it.

T: Go to bed early and get up early! 08 hours of sleep make you feel rested quiet and calm.

T. asks a pupil to read it.
T. Explains:
To feel calm, go to bed early and get up early.

Stage three: Practice:

T. and the PPs do the same with the other tips on Page: 57
- To keep fit, walk for half an hour everyday.
- To have strong and good teeth, brush your teeth for three times a day.

Stage four: Produce:

T. asks the PPs to do Activity: 03 Page: 57.




PPs answer.







PPs listen .


One of the PPs will read.

PPs listen & repeat.





PPs listen & repeat.

PPs make advice.





PPs try to do.





Teacher: Khelil Moudjib Arrahamane Level: 2A.M.
File: 03 Sequence: 03 Lesson: 01
Function: Talking about discoveries Leg. Form: Passive form.
N. Lexis: V. Aids:
Objective: Using passive form. (past form)

Procedure Pupil's task

Stage one: Warm-up

T. revises some discoveries.

- Alexander Bell invented the telephone in ………
- Marie Curie discovered radium in ………..

Stage two: Listen & Speak:

T. asks questions and gives answers in passive.

T: When was Penicillin discovered?
T: Penicillin was discovered in 1928.
T: When were glasses invented?
T: Glasses were invented in 1280.

Stage three: Practice:

T. gives cues and asks the PPs to ask and answer.

- Aspirin / discover / 1853.
- X/rays / discover / 1895.
- Thermometer / invented / 1626.

Stage four: Produce:

T. asks the PPs to do the activity.
- Who did what?
- - Insulin …………………. Dominique J. L.
- - Aspirin …………………. F. N.
- - Ambulance ………………. W. K. R.
- - Thermometer ……………… S. D. A.



PPs give the dates.








PPs listen & repeat.








PPs ask and answer in passive.







PPs try to fill the gaps.





Teacher: Khelil Moudjib Arrahamane Level: 2A.M.
File: 03 Sequence: 03 Lesson: 02
Function: Talking about remedies Leg. Form: Passive form.
N. Lexis: illnesses V. Aids:
Objective: The pupils will use home remedies.

Procedure Pupil's task

Stage one: Warm-up

T: You have a cough and you don't go to the doctor. You stay at home. What does your mother give you?
T: Your mother gives you a home remedy.

Stage two: Listen & Speak:

T. writes in active form:
When you have a headache, soak a cloth in cold water and apply it on your head. It relieves the pain.

T. writes in passive form:
A cloth is soaked in cold water and applied on the head. The pain is relieved.

Stage three: Practice:

T. gives cues and asks the PPs to use passive form.
1) When you flu, heat some milk, pepper it and drink it warm.
2) When you have a cough, heat some lemon juice, add some honey and drink it warm.

Stage four: Produce:

T. asks the PPs to do the Activity: 01 Page: 61.




PPs listen and try to answer.

PPs repeat.






PPs listen & read.



PPs listen & read.





PPs try to change them.







PPs try to give correct examples.





Teacher: Khelil Moudjib Arrahamane Level: 2A.M.
File: 03 Sequence: 03 Lesson: 03
Function: Talking about remedies Leg. Form: Passive form.
N. Lexis: V. Aids:
Objective: To read about vitamins.

Procedure Pupil's task

Stage one: Warm-up

T. asks questions about plants an illnesses.

- Headaches are relived with …………
- Cough is relieved with …………..

Stage two: Listen & Speak:

T. gives some information about vitamins:

Vitamins improve the development of the body. They regulate the transformation of food into energy.
We find vitamin C in fruits and vegetables.


Stage three: Practice:

T. asks the pupils to read the text on page 62, silently.
T. writes some question about the text and asks the PPs to answer them.

Stage four: Produce:

T. reads the text and explains the difficult words. After, he writes questions and asks the PPs to answer.

1) What are vitamins?
2) Where do you find vitamins?
3) Are they important?



PPs listen and try to answer.

PPs repeat.







PPs listen & repeat some words ad expression.





PPs read silently.

PPs answer.




PPs listen to the teacher.




PPs try to answer the questions.






File: 03 Sequence: 03 Lesson: 04
Function: Talking about food Leg. Form: Simple Present.
N. Lexis: Food groups. V. Aids: Pictures
Objective: The pupils will know importance of each group..

Procedure Pupil's task

Stage one: Warm-up

T. asks questions:
- When you are hungry, what do you do?
- What do you eat?
- What are they?
- Yes, they are food.

Stage two: Listen & Speak:

T. read a paragraph on page63 which speaks about food groups.

T. asks questions:
- What are the five food groups?
- What does each group play?
- To have good health, what must people consume?
- What mustn't they eat too much?

Stage three: Practice:

T. asks :
Where do you find water, fats, vitamins, fibres, mineral and carbohydrates?

Stage four: Produce:

T. Gives an activity:

Match the pairs.

- meat
- oranges
- whale
- mineral water
- dates
- grains - fibres
- minerals
- carbohydrates
- fats
- proteins
- vitamin 'C'

T. Correct with the PPs then asks them to copy.




PPs answer: We eat.
PPs: bread, tomatoes, meat, …


PPs repeat.



PPs listen .



PPs answer.








PPs answer.






PPs will do.








PPs correct and copy.





Teacher: Khelil Moudjib Arrahamane Level: 2A.M.
File: 04 Sequence: 01 Lesson: 02
Function: Inviting Lge. Form: Enq. S.O.’s likes (Would like)
N. Lexis: The main ones V. Aids: Pictures
Objective: To enable PP to ask polite requests.

Procedure Pupils’ task

Stage 1) Warm up
Revision


Stage 2) GO FORWARD

T. reads the conversation ( p. 75) and asks some questions




Stage 3)

Task 1) Act. 2 / 76
Read the cartoon and say if the statement is right or wrong.

T. asks PP to work in pairs.


Stage 4)
Act. 3 / 76


T. asks PP to work in pairs.


After correcting both of the tasks on BB, he asks them to put them down on their copy books.









PP correct it on BB





PP repeat



PP listen then do the activities in pairs



PP make sentences










PP put the activities down.


Teacher: Khelil Moudjib Arrahamane Level: 2A.M.
File: 04 Sequence: 01 Lesson: 03
Function: Inviting Lge. Form: Expressing ( I’d like / love to….. )
N. Lexis: The main ones V. Aids: Pictures
Objective: To enable PP to apologize and give excuses.

Procedure Pupils’ task

Stage 1) Warm up

Correction of the home work.


Stage 2) Discover the language

T. reads the dialogue and asks some G. questions

( PP are expected to answer the QQ)

Stage 3)

Task 1) Act. 2 / 77

Choose the correct phrase to complete the conversation :

A:

B:

C:



Stage 4)
Task 2) Act. 3 / 77

Use the words between brackets to express the sentences
Differently.








PP correct it on BB





PP listen and give the answers.












PP practise in pairs.




PP work in pairs.




PP will put the act (s) down after being corrected on BB.


Teacher: Khelil Moudjib Arrahamane Level: 2 A.M.
File: 04 Sequence: 02 Lesson: 01
Function: Expressing intentions. Lge. Form: Time expressions + going to…..
N. Lexis: The main ones V. Aids: Pictures
Objective: To enable PP to express time and to plan things.

Procedure Pupils’ task

Stage 1) Warm up

Revision of the present continuous.

Stage 2) Listen and Speak

T. reads dialogue 2 / page 88
T. asks PP to match bubbles with pictures.

Stage 3) Practise

T. explains act. 1 / P. 79
T. look at picture 1 ( play marbles)
Eg: A :What are you going to do tomorrow?

B : I am going to play marbles.

F. P. : T. shows pictures to PP and asks them :
What is she / he going to do ?


Stage 4)

T. asks PP to do act. 2 / 80.









PP do the same.









PP build sentences through pictures
And cues.








PP make sentences.








PP work in pairs.








Teacher: Khelil Moudjib Arrahamane Level: 2 A.M.
File: 04 Sequence: 02 Lesson: 02
Function: Expressing intentions. Lge. Form: Time expressions + going to..
N. Lexis: The main ones V. Aids: Pictures
Objective: To enable the PP to describe events from pictures.

Procedure Pupils’ task

Stage 1) Warm up

Correction of the HW


Stage 2) GO FORWARD

T. reads the cartoon ( Lucky Luke )

T. asks some G. questions.
( Pictures p. 80)
T. asks the PP to give the answers.

How do you express the same things in your language?

Stage 3)
Task 1) Act. 2 / 80
Read the cartoon about Lucky Luke and the Daltons and answer the questions.

T. asks PP to work in pairs.


Stage 4) Home Work

T. asks the PP to do act. 4 / 81




PP listen & answer





PP answer the questions.




PP listen and repeat then practice in pairs.

















Teacher: Khelil Moudjib Arrahamane Level: 2 A.M.
File: 04 Sequence: 02 Lesson: 03
Function: Expressing intentions. Lge. Form: Enq. ( S.O. ‘s ) activities.
N. Lexis: The main ones V. Aids: Pictures
Objective: To enable PP to ask about people’s intentions for the future.

Procedure Pupils’ task



Stage 1) Warm up
Revision of : GOING TO

Stage 2) DISCOVER THE LANGUAGE

T. writes the dialogue p. 81 on the board and asks PP to come up to the BB and to answer individually
Questions (2, 3, 4) p. 81


Stage 2) Practise

Ask qq on the underlined words.

1) I am going to phone my brother.
2) He is going to come back by plane.
3) She is going to bring her children with her.
4) We are going to buy a new car.


Stage 3)

T. asks the PP to do act. 3 / p. 82





PP do so.









PP find the qq








PP do the act in pairs.




Teacher: Khelil Moudjib Arrahamane Level: 2 A.M.
File: 04 Sequence: 03 Lesson: 01
Function: Making choice Lge. Form: Which one / ones
N. Lexis: The main ones V. Aids: Pictures.
Objective: To enable the PP to differ between things.

Procedure Pupils’ task


Stage 1) Warm up
Revision of numbers.

Stage 2) Listen & speak
T. presents numbers
( 100 - 35000 )

Stage 3) Practise
1) How much is it? - It is ……DA.
2) How much are they? - They are……DA
T. uses the new structures in a dialogue.
Shop assistant: Can I help you ?
Ahmed: Yes, please. How much is that shirt?
Shop assistant: It’s 1500 DA.
Ahmed: Oh! It’s expensive.

Cues: T. helps PP to use plural.
It / a jacket / 3000 DA
They / shoes / 2500 DA

Stage 4)

T. asks the PP to Complete the dialogue:

S.A. : ……………………….you, sir ?
Peter: I’d like…………..
S.A. : What size, sir?
Peter: Size……
S.A.: …………………….600DA.


T. checks PP’s work and correct it on BB.







PP participate



PP practise













PP do it in pairs



Teacher: Khelil Moudjib Arrahamane Level: 2A.M.
File: 04 Sequence: 03 Lesson: 02
Function: Enquiring about prices Lge. Form: Numbers + possessive pronouns.
N. Lexis: V. Aids: Pictures
Objective: To enable the PP to express actions using their own vocabulary .

Procedure Pupils’ task

Stage1) Warm-up

Correction of the home work

Stage 2) GO FORWARD

T. reads the dialogue between Mike and his mother.
T. explains this situation, through asking
some questions.

Stage 3) TASK 1)

T. sets an activity or deals with the
Ones of the book (p. 85)





Stage 4) Task 2)
An act dealing with vocabulary .

( Synonyms and antonyms )



T. selects an act. dealing with comprehension.



PP correct the HW on BB.




PP listen to understand
Then, they answer the questions.




PP work in pairs






PP try in pairs to do the task.





PP copy down the 2 activities.

Teacher: Khelil Moudjib Arrahamane Level: 2 A.M.
File: 04 Sequence: 03 Lesson: 03
Function: Making choice Lge. Form: Which one / ones
N. Lexis: The main ones V. Aids:
Objective: To enable PP to order sentences to get a conversation

Procedure Pupils’ task


Stage1) Warm up
Revision

Stage 2) DISCOVER THE LANGUAGE

Creating a situation to introduce the dialogue.

T. acts the dialogue, then he asks different questions.
(the 6 questions orally)


Stage 3) Practise

Task 1) Act. 1 / 86

T. asks the PP to find the questions.


Task 2) Act. 4 / 86

T. asks the PP to do the act in pairs.

Stage 4)
T. selects 1 and 4 to be written on the PP’s CB.




PP listen then answer.






PP listen & answer the questions







PP work in pairs.


PP are expected to give examples.

PP listen & do the activity.



PP put the 2 act.(s) down.






Teacher : Khelil Moudjib Arrahamane Level : 2 AM
File : 5 Sequence : 1 Lesson : 1
Function: Instructing . Lge F. : Imperatif
V. Aids: A map . N. Lexis :show me / next to /straight …
Objective: To enable the PP to show and ask about a place .

P R O C E D U R E P U P I L S’ T A S K S


Stage 1 ) Warm up:
T. shows a picture of comedians on the
platform .
They are comedians .They're performing a
play .

T : Is there a theatre in El-oued ?
W Where is it ? It's next to the post-office .
Do you go to the theatre ?

Stage 2) Listen and say.

Step 1) T. sets questions on the board.
1- What's Andrew looking for ?
2- Did the newspaper make a bad critic ?
3- How far is the theatre ?

Step 2) T. reads the dialogue.
T. and PP correct on BB .

Step 3) T. sticks the map and says :

A: Could you show me the way to the theatre ,
please?
B: Sure. Go straight along this street .Turn left at
the corner . The town hall is there and the
theatre is just opposite .

T – T / T – P / P – T / P – P

Stage 3) Practise

Step 1) T. chooses a place and asks PP to write a
dialogue .

Step2) Task 1 page 97

Home work : Task 3 page 97

5/1/1 LISTEN / SPEAK
1) dial. 1/110
2) PT: 1/97
Task 4/97 (HW)

PP guess, what their job is .
PP : yes .

PP : Yes / No .


PP write the questions.




PP listen and find out the answers .



Pp listen .



PP practise in pairs.





PP work in pairs .


PP do the act on their RB












Teacher : Khelil Moudjib Arrahamane Level : 2 AM
File : 5 Sequence : 1 Lesson : 2
Function: Socializing . Lge F. : Wh questions
V. Aids: Text book / Classroom situation . N. Lexis : sword / ring
Objective: To enable the PP to read , understand and act a play .

P R O C E D U R E P U P I L S’ T A S K S


Stage 1 ) Warm up:
Correction of the homework .
( Task 3 page 97 : find the questions to complete this interview )


Stage 2) Go forward.


Step 1) T. creates a situation to introduce the play
on page 98 .
- What do you see at the cinema ?
- What about the theatre ?


Step 2) T. reads the play once.
T. asks some questions .
- Where does the story take place ?
- Where are Camilia and Philip ?
- Who are they ?


Step 3) T. asks them to do task 1 page 98 .
( a collective correction )
T. explains a bit the play to have a very clear idea
about it .T. also explains sword & ring .


Step 4) T.: Prepare yourself to act the play .
T. chooses a member from each group to act the
the play in front of the class .

5/1/2 G.F.
- Corr. Of the HW
- Reading/explaining the play p.98
- + the QQ below
Pt: 1/99 + any of the rest (if there is times)








PP give the questions.






PP listen and find out the answers .
A film
A play

Pp follow .

In a palace.
In the palace garden .
Brother and sister.

split into groups and try to answer the questions.



PP try to learn a part and act the play in front of the class.














Teacher : Khelil Moudjib Arrahamane Level : 2 AM
File : 5 Sequence : 1 Lesson : 3
Function: Socializing . Lge F. : Wh questions
V. Aids: flash cards . N. Lexis : /
Objective: To enable the PP to use wh questions(ask and answer about people ) .

P R O C E D U R E P U P I L S’ T A S K S


Stage 1 ) Warm up:

T. asks PP about the previous lesson.


Stage 2) Listen and say.

Step 1) T. asks PP to open their books on p. 99.

T. reads the dialogue once .Then ,he asks
these questions :
1- Where is Akiko from ?
2- How long did he travel?
3- How long does it take ?

Step 2) T. asks PP to underline the WH question
words and say what they refer to.
-How long → duration
-Where → place

Step 3) T. asks PP about other WH question
words and tell what they refer to .


Stage 3) Practise

Task 1 page 99 ( matching pairs)
T.asks PP to the activity on their exercise –
books .


Home work : Task 4 page 99


5/1/3 D.L.
-Dial. P. 99 + the qq + the other WH QQ.


PT: 1/








PP give true answers .







PP look, listen , follow and say .





Pp try to find out the correct answer.



PP try to give correct ones.



PP try to match the questions with the answers .(PP work in pairs .)














Teacher : Khelil Moudjib Arrahamane Level : 2 AM
File : 5 Sequence : 2 Lesson : 1
Function: Socializing . Lge F. : Would
V. Aids: pictures . N. Lexis : prefer / enjoy
Objective: To enable the PP to use would / do you like … .

P R O C E D U R E P U P I L S’ T A S K S


Stage 1 ) Warm up:
Step 1)
T. asks :
Do you like music ?
What kind of music do you like ?
Step 2)
T.:What do you enjoy doing ?
I enjoy playing football .
Do you enjoy playing music ?
Yes,I do .
Step 3)
T. shows some pictures
Would you like playing football ?
Would you like reading books ?
Would you like watching cartoons ?

Stage 2) Listen and say.
Step 1)
T. asks PP to listen to the dialogue and to say
what the following words refer to :
musical – tickets – performance – play .

Step 2)
T. asks PP to open their books on page 102
and do "role play " activity ( act. 1)
words and say what they refer to.


Stage 3) Practise

Re-order the words to get a correct question.

-you / like / drink / to / would / some juice / ?
-prefer / a cup / of / drink / I / to / coffee / .
-would / go / the / you / to the zoo / like / to / ?
-don't /no / I / ,/ ./ like / the dishes / I / washing.
-to / have / at / lunch /would / the / you / like /
restaurant .
- prefer / I / having / home / it / at / no, / .


Home work : Task 4 page 102





PP answer.



PP try to answer.





PP give true answers .






PP listen and try to answer .



PP practise in pairs.









PP re-order the words and find out the questions and their answers .



Teacher : Khelil Moudjib Arrahamane Level : 2 AM
File : 5 Sequence : 2 Lesson : 2
Function: Narrating . Lge F. : /
V. Aids: Text book . N. Lexis : /
Objective: To enable the PP to read ,understand and tell the story .

P R O C E D U R E P U P I L S’ T A S K S



Stage 1 ) Warm up:

Correction of the homework .
( Task 4 page 102 :ask your partner about his
likes and dislikes )



Stage 2) Go forward.



Step 1) T. asks PP to open the books on page102.
T. reads the text loudly.
T. asks some questions .
-Is the passage a play ?
-How many persons are there ?
-Are there any animals ?
-What are they ?



Step 2) T. asks PP to work in group then answer
the questions.( page 102 )
T. interprets in case of a problem .


Step 3) T. and PP correct on the board .
( a collective correction )



Step 4) T.: Prepare yourself to come up to the
Board and tell the story in front of the class








PP give questions and answers.









PP open their books.
Pp follow .

No.It's a story.
Two.
Yes,there are some.
A goat and hens .




PP read and do the task .







PP get ready.
A represented of each group tells the story .










Teacher : Khelil Moudjib Arrahamane Level : 2 AM
File : 5 Sequence : 2 Lesson : 3
Function: Narrating . Lge F. : gerund ( ing )
V. Aids: / . N. Lexis : /
Objective: To enable the PP to use a gerund for expressing likes and preferences .

P R O C E D U R E P U P I L S’ T A S K S



Stage 1 ) Warm up:
Revision of the previous lesson .
T. asks and writes at the same time on BB
- Do you like watching T.V. ?
- Do you enjoy reading ?
- Would you like to play cards ?
- Do you want to see a play ?


Stage 2) Discover the language .
( page 103 )
Read the questions set on BB and make
rules about the forms of the following verbs :
like / enjoy / would like / want .

T. and PP correct .
( We use the gerund to talk about likes ,
dislikes and preferences .And, we form it by
adding "ing" to a verb .

Stage 3) Practise:

T. asks PP to do activity 1 p. 103 .
T. interprets in case of a problem .
Then, T. asks PP to do activity 2 / 3 p. 103 .







HOMEWORK : Task 4 page 103 .




PP answer : yes / no









PP take their exercise- books and try to do the activity .








PP read and do the task .

PP practise in pairs .

P 1 : Miss Smith do you enjoy acting ?

P 2 : Oh , yes. I love acting .














Teacher : Khelil Moudjib Arrahamane Level : 2 AM
File : 5 Sequence : 3 Lesson : 1
Function: Socializing . Lge F. : The present perfect tense .
V. Aids: / . N. Lexis : /
Objective: To enable the PP to use the present perfect .

P R O C E D U R E P U P I L S’ T A S K S


Stage 1 ) Warm up:

T. asks :
Does Med Fellag act in films ?
Does he act in plays ?
Do you act in plays ?

Stage 2) Listen and say.

T. asks PP to listen to the dialogue and to
answer these questions .

- Has Linda acted in a school drama ?
- What have the pupils decided for this year ?
- Who has helped them with the costumes?


Stage 3) Practise

T. gives an example :
eg.: Have you had your breakfast ?
Have you answered the questions of the
dialogue ?

T. asks PP to do the same with these cues .
( ask and answer )

1- have / shower
2- clean / teeth
3- comb / hair
4- take / bus


Home work : Task 2 page 106










No .
Yes .
PP answer.





PP listen and answer.





PP give true answers .


Yes, we have .

Yes, we have .

PP listen and try to answer .





PP ask and answer.














Teacher : Khelil Moudjib Arrahamane Level : 2 AM
File : 5 Sequence : 3 Lesson : 1(Extra work)
Function: Socializing . Lge F. : The present perfect tense .
V. Aids: / . N. Lexis : /
Objective: To enable the PP to use the present perfect .

P R O C E D U R E P U P I L S’ T A S K S


Stage 1 ) Warm up:

T. asks some questions about the previous
lesson .
What has Linda done ?
What have the pupils decided for this year ?
Who has helped them with the costumes?


Stage 2) Listen and say.

T. asks PP to listen and to answer the
questions .
At the end of last year , Linda has acted in a
school drama .This year , she has decided to
adapt Scoobidoo . The art teacher has drawn
the costumes and the settings .

When has Linda acted in a school drama ?
What has she decided ?
Who has drawn the costumes and settings ?

Stage 3) Practise

T. sets act. 2 page 106 .
Look at the example and do the same
eg.: What has he done ?
He has written a book .

Stage 4) Produce

Ask questions on the underlined words :
1- They have played in the street .
2- I have had breakfast .
3- John has repaired his car .
4- Kate has met her friend in the supermarket








PP answer.















PP listen and answer.





PP do the activity .






PP do the activity .




Teacher : Khelil Moudjib Arrahamane Level : 2 AM
File : 5 Sequence : 3 Lesson : 2
Function: Narrating . Lge F. : Simple past tense / sme & any
V. Aids: pictures . N. Lexis : farm /eggs / stones / pocket …
Objective: To read for jest .

P R O C E D U R E P U P I L S’ T A S K S



Stage 1 ) Warm up:

Step 1)
Correction of the homework .
( Task 2page 106 )

Step 2)
T. introduces the lexis : farm , eggs , stones …


Stage 2) Go forward.

Step 1) T. asks PP to read the text on
page107 silently and get the main idea .
- What's the text about ?
- Where did Willy go to work ?


Step 2) T. asks PP to read the text again, then
answer the questions .

- Did Willy bring home what the farmer gave him ?
- Why did the butter melt ?
- How did Willy's mother react ?
- Was Willy very clever ?


Step 3) T. asks PP to split into groups and to try
continue the story on the same pattern using
# 29/05/2009 à 00:03 anders
Many thanks to Abdrahmane(Khelil Moudjib) and Dounia.u've been so kind to share your experience with me.I should have written this message earlier to make u know that i was really pleased with the idea that teachers from different schools share ideas and help each other.thanks God.What about PPU and PDP?do u apply them when preparing your lesson plans?
# 02/10/2009 à 16:38 zaki (site web)
slt sa va
# 07/11/2009 à 15:14 amel
please pourriez m'aider a faire des fiches de 3 AM MERçi
# 04/12/2009 à 13:24 roua
thnx for this good ideas...but could you help me in findins tests and exames of the first, second year of secondry school.........
# 14/09/2010 à 14:04 samia
Bonjour je suis nouvelle dans l'enseignement, pourriez vous m'aider a faire des fiches de 2 et3 AM! MERCI.
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