yellowdaffodil66@gmail.

com

Term

Month
& week

FIle

Interact
Interpret
Produce

"CARTOONS "

Term

Februa
Week
1

Februar
Week
2
{winter
holidays 2)

Competen
cy
targeted

Februar
Week
3

Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce

March
Week
1

March Week
2
March Week
3

Sequence One
(Page74-Page 77) :

Making invitations

Making Formal &

informal invitations

Accepting and
refusing invitations

Sequence Two ( page 78page 82):

planning
Immediate
actions
Expressing Future
intentions

Frame
Work
(PPU & PDP) Grammar
PPU
Speaking

Model
Would

PPU
Speaking

Would you
like . ?
Do you
+like ?

PPU
Speaking

PDP
Listening

PDP
reading

Yes/
No..Would

Future
with "going
to"

Resources
Lexis
Vocabulary
Related to
daily life
routine
Vocabulary
Related to
daily life
routine

Sounds :

-Vocabulary
going to related to
form <intent future
ion & future events

Sequence Three page83

page87)

Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce

Expressing Choice

PPU
Speaking

Inquiring about price PPU

Speaking

Which

one/ones

-Vocabulary
related to
objects and
choice

past/must
-Vocabulary
obligation/
related to
futur
object &

price

Remembering

PDP
reading

Which

one/ones

-Vocabulary
Related to
past events

Grand mothers

about
"c=

k" = cartoons

cake,
picture,
music

Yellow kid

"c=
s"

Zig et puce

juice,
accept,
sentence

Tintin

word
syllables

Lucky luke

Superman

Bouzid

First
Asterix
syllable
Second
syllable
Third
syllable
words s

SWBAT

Making a strip cartoon.

remedies
"j"
In your school , local area
jobyou
see many mortal problems
Algeria
"C" for
which affects the youths like
"g"
smoking , drugs ,violence , bad
Olga
cartoon/comi
school results..
give
You feel you can contribute to
arise those problems to let people
More

Vocabulary
Related to
daily life
routine
Vocabulary
Related to
4 daily life
routine

Blooms
Taxonomy
in this file

Module Of Integration

Pronunciation Learn about culture

plans

File Four "4"

Second

Februar
Week
4

Learning Objectives

Synthesize Apply

-Make

-Knowledge
- Analyze

-Discriminate
between formal
& Informal
invitations

(pupils) be aware of them .

You decided to make "a strip
cartoon" , the best thing to let
people read, laugh and discuss
- Evaluation
the problem your are talking
about for example "smoking"
Collect or draw funny
pictures about the situation
-Apply
exposing the problem, the cause
and the results of such problem
(you may ask your art teacher for
help)
Propose solutions through
-Know &
cartoon pictures to solve and help Comprehend
people who are facing this
problem.
Your strip cartoon is ready ,
stick it in your classroom ,
comprehend
discuss the problem with your
friends and your teacher.
Give your work to your
teacher in order to stick it in
-Evaluate
your school.

SWBAT :

Promote the children's

common sense (send a
message through
cartoons to face some of
the daily society
problems

-knowledge

invitations

- Accept &
refuse
invitations.
-Plan
Immediate
actions.
- Express
Future
Intentions
- Express
choice
-Inquire
about price
-Remember
past events

N.B: 1- SWBAT =

S= Student
W = will B= be A = able T= to / 2- Blooms taxonomy = Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term
memory.Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.Applying: Carrying out or using a procedure through executing, or
implementing.Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.Evaluating: Making judgments based on criteria and standards
through checking and critiquing.Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
2

File Four [Cartoons]

Listen and Speak
Second Level
Personal Goals:
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
Two-way communication with the world.[ 1) The teacher uses and plans activities that allow learners to practice and develop real-life communication skills for
reading, writing, speaking and listening (e.g. interviewing ,writing about a past experience , a classmate, reading an email, listening to phone message). 2)The teacher
chooses topics and tasks that allow learners to develop skills in learning and communicating about themselves and their community ,and about their country and the
world 3)The teacher introduces a variety of topics of interest to the learners that are related to other cultures, comparison of cultures and international issues.
Communicative Competence. Communicative competence in English involves interacting with others using receptive / interpretive skills ( reading and listening)
and productive skills ( speaking and writing ) , supported by the ability to use vocabulary and grammar appropriately and employ a range of language strategies
that help convey and clarify meaning.
Lesson Focus:
Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc ), vocabulary (words, word phrases, idioms,
etc) functions (polite requests, apologizing.)?
In this lesson I will teach the following aspects of language:
Function : Making invitations & offers
Grammar: Model would"
Vocabulary related to: Daily life routines
Pronunciation : Sound [ j ] and [ g ]
Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from
the AEF to reflect the specifies of you lesson.
Can interact orally start and maintain short conversations ( i.e; asking/answering questions and responding to information and news of others)..
Can listen and understand the gist and some important details of :Short monologs and dialogs
Can listen to and understand unfamiliar instructions and explanations that are: Very short and straightforward / Accompanied by visuals (e.g; gestures ,writing
or drawing modeling, demonstration). Broken down step- by- step .
Can effectively use the words and phrases needed to express one's ideas :Within straightforward ,familiar topics an d situations
Objectives / Assessment : SWBAT by the end of the lesson ,students will be able to :
1) Make invitations and offers ( using would-)
Required material and / or resources : The manuals flashcards (p74)
yellowdaffodil66@gmail.com
page 3

Time

Rationale
Ss need to
knw how to
greet and
welcome
Ss need to
know how
play hang
man game

Ss need to
guess the
new files
learning
objectives

Ss need to
know
Flash
cards
meaning

Ss need to
know how
to make
invitation

Interaction

Teacher
- student

studentsteacher

teacher
student

student
teacher
studentstudent

Procedure

File 4
Cartoons
Sequence 1
PDP listening lesson : Listen and Speak page 28-29
Warmup:
Theteachergreetshisleanersandwelcomesthem.
Theteacherinteractswiththelearnersaboutthelastfileandwhattheylearnt,theninvitesthelearnersto
opentheirbookpage,inordertopresentthenewfileslearningobjectivesandthenewprojectwork
thattheywillmake.TheteachertriestobreaktheiceusingtheHungMangametomakethemdeducethe
topicsfile.
Theteacherdrawsgallowsandinvitesthelearnerstoguessthemissingletterstilltherecognizethefiles
title=CARTOONS

Eachtimethelearnersgivecorrectlettertheteacherwritesit,butiftheygivewrongone
theteacherdrawsthepartoftheman,soifthefailtheyseeapictureofamanhung;iftheysucceedtheysee
thetitleofthefile.Thentheteacherexplainsthemtheprojecttopic(cartoonStrips)andhowitmustbe
conducted.

Presentation:Theteacherpresentsthesituationusingpicturesof[PeterJackandthebaseballgame](p.74)
,theninvitesthe

teacherB: Its about Peter inviting Jack to a baseball game and Jack inviting Peter to lunch.
student
learners to listen and try to answer
student Activity p74: Listen then answer.
teacher
A: What is the conversation about?
A: Did Peter accept the invitation for lunch?
student s
B: No, he did not because; he is having lunch with Jane.
teacher
The

Ss need to
know how
to make
invitation
and offers
using
would

teacherstudents

pupils listen, answer the questions, correct on the board, and then the teacher explains the word invitation in order
to make them perform the next drill ( Making Invitations)
The teacher invites the learners to listen and perform the following drill.
Drill:
A: Would you like to go to the theatre this afternoon?
B: Yes, I would / No, Im sorry .Im busy.
A: Would you like some tea?
B: Id love to

Competencies

Interact

VAKT

Board and
marker

Interpret
Produce
Board and
marker
Interact

Interpret

Produce
Flash card p
74
Interact
Interpret

Activity 1
p74

Interpret
Produce
Board and
marker

Practise
Ss need to
pracitce the
language

Teacher
- student

studentsteacher
Ss need to
practice the
new
language in
a
communica
tive way

teacher
student

Ss need to
give a feed
back
making
invitations
and offers
using
would

Ss need to
know the
form of the
new
structure

Would you like to

B:

- Yes, [ I would - Id love to - Id really like to ]

- No, {sorry .Id love to but ./Im sorry ,Im busy / Im sorry, I cant}

Interpret
Produce

Board and
marker

- what would you like to eat?

- would you like something to drink?
- would you like an apple?

Jane :

Board and
marker

Interact

Interpret

Id love to. a piece of cake , please

-Yes, coffee, please.
Id love one

Produce
Board and
marker

Use: The teacher asks the learners to perform the drill pair by pair using their own example ( He may help them using visual
cards that go with their local area , interests , likes and dislikes.

teacherstudent
student
teacher

PIASP Would
Presentation: Teacher invites the learners to pay attention at the following sentence.
Would you like to go the theatre.?
Would you like to something to drink?

student s
teacher

Isolation:
Analysis:

Interact

Interpret

would
Would you like to go the theatre.?

model pr verb
teacherstudents

Ss need to
discriminat
e between
making
invitation
& offers

play basket ball this week end?

Go to the theatre this afternoon?
have an ice cream after school?
Have a picnic this week end?
Go for a ride this Thursday?

A:

Peter:

student
teacher
studentstudent

Interact

The pupils perform the drill by substituting the keywords on page 75.
Drill:

would
Would you like to something to drink?

object

model pr

verb

object

verb

Board and
marker
Interpret

Stating rule:

Make invitation
Would + S+ like + to (verb)......?
Make offers
Would + S+ like + to (verb)/ object ......?

Accept invitation
-Yes, i would.
-Id love to
Accept offers
- Id love to
-Id love (some/a
piece/one.

Decline invitation
-No, Im sorry, i cant.
- Im sorry, Im busy.
Decline offers
--Sorry Id love to, but.
-Id love some ,but

Produce
Board and
marker

Ss need to
practice the
form of
then new
target
language

Teacher
- student

studentsteacher

Practice : The learners are invites to perform the following tasks .

Exercise 1: Based-form activity: Unscramble the worlds, Re-order the words to make correct
invitations& offers
1

Likegothetowouldforestyou?to

Ss need to
discriminat
e between
the
different
meaning of
the learnt
target
language

Ss need to
use the
target
language in
a
communica
tive way

student
teacher
studentstudent
teacherstudent
student
teacher
student s
teacher
teacherstudents

Board and
marker

Interpret

teacher
student

Interact

Produce

somethingeattolikeyouwould?

Board and
marker

Interact

Exercise 2: Meaning based activity: Match the pairs:

Expressions
1)Can you speak English?
2)Would you like to go for a walk?
3)You should exercise regularly.
4) Would you like something to drink?
1
2

meaning
a) Invitation.
b) Giving advice.
c) Making offers
d) Ability.
3
4

Exercise 3: Communicative based activity: Complete the invitations to make a correct dialogue:
A: ...........................to go to the forest?
B: when would you like to go?
A: Next Friday.
B: No ,............................
A: Would you like I bring our tent?
B: Let me think, Oh yes, .................

Interpret

Board and
marker

Produce

Interact

Board and
marker

Interpret

Interpret
Board and
marker

The learners work in rough , while the teacher moves between the rows , offers help , then invites the
learners to correct on the board, read the corrected tasks then read and copy down.

Produce

Yellowdaffodil66@gmail.com

File Four [Cartoons]

Go forward & Discover the Language
Second Level
Personal Goals:
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
Supported and purposeful development Learners benefit and get more involved when each activity builds on previous material so that knowledge and
skills build logically towards achieving and developing specific competences.
Meaningful Activities / Tasks . Classroom activities and tasks should draw on learners' lives and interests and help them to communicate ideas and
meaning in and out of class .
Lesson Focus:
Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc ), vocabulary (words, word phrases, idioms,
etc) functions (polite requests, apologizing.)?
In this lesson I will teach the following aspects of language:
Function : Making polite requests & Expressing likes and dislikes
Grammar: Model would" & Do .want.
Vocabulary related to: Daily life routines
Pronunciation : Sound [ j ] and [ g ]
Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from
the AEF to reflect the specifies of you lesson.

Can interact orally to ask and answer questions in very short exchanges.
Can listen to understand main points and important details.
Can communicate a limited range of information
Can use very simple sentences patterns with memorized phrases.

Objectives / Assessment: SWBAT by the end of the lesson, students will be able to :
1) Make polite request & express likes and dislikes
Required material and / or resources: The manuals flashcards (p76 )
yellowdaffodil66@gmail.com
page 3

Tim
e

Rationale

Interaction

Ss need to
greet and
welcome

Teacher
- student

Ssn need to
review the
last seance
learning
objectives

Ss need to
identify the
type of
pitcure and
the content
Ss need to
describe the
cartoon

Ss need to
know the
place , the
person and
the action
described
in the flash
card
Ss need to
read and
decode the
messge in
the cartoon
Ss need to
know the
way to
make polite
request
using
would

Competencies

Procedure

Sequence 1
File 4 ( MS2 level)
Warm up: Theteachergreetshislearnersandwelcomesthem,theninvitesthemtotalkaboutthelast

Sancelearningobjectives(makinginvitations&Offers),throughdoingthefollowingtaskpage75

students- Activity 3p75: There are two conversations below .Separate them.
teacher
Conversation 1
Conversation 2
A: Would you like a drink?
A: Id like some chicken , please
B: Yes, please .What have you got?
B: Would you like potatoes with your chicken?
A: Theres lemonade, fruit juice and mineral water
A: Yes, please. Can I have some salad, too?
teacher
B: Give me some lemonade, please.
B: Yes of course. Help yourself
student
oPDPreading:
oPrereading:Theteacherinvitesthelearnertoopentheirbookspage75,interactsaboutthecartoonpicturesthenasks
themtopayattentionatthepictures.
The teacher asks the pupils to describe the pictures by asking them some questions .
student The teachers oral questions :
teacher
Are the pictures photos?
No, they are not.
studentstudent
teacherstudent
student
teacher
student s
teacher
teacherstudents

What kind of pictures are they?

How many persons do they represent?

They are cartoons.

Four.

VAKT

Interact
Board and
marker
Interpret
Produce

Script page
75

Interact
Boar dand
marker
Interpret

Produce

Flash cards
page75

oTheteacherexplainstheinstructionsofActivity1p75theninvitesthelearnerstolookatthecartoonpictures
oActivity 1 p75: Look at the pictures and say where does the situation take place?

The situation takes place at home.

o The corrects on the board then invites the learners to pay attention at the cartoons , read the conversation and try to do the
following task.
o During reading:
o The teacher explains the instructions of the following task then invites the learners to read and answer.

Activity "2"p76: Read the cartoon and say if the statement is {true} or {false}.

Interact
Interpret

1.False ( They are asking her to prepare some strawberry pie) 2.False ( She accepts ) 3.False ( They want a lot of
cream on the top ) 4. True
5. False ( He is angry ) 6.True

o Thelearnersreadsilentlythecartoon,dotheactivityinrough,theninvitesthemtocorrect.
o Theteacherreportsthelearnersanswersontheboardtheninvitesthemtoreadthecorrectedtask.
o Theteacherexplainstheinstructionsofthenexttask,theninvitesthelearnerstoworkinrough.
Activity "3" p 76 : Find a more polite way to say it
a) Put a lot of cream on it Would you put a lot of cream on it.
b) Do you want to join us? Would you like to join us?
c) I want to go with you. I would like to go with you.
d) Well, call me when you get home. Well, would you call me when you get home?
e) Don't forget to call. Don't forget to call me, please!

o The learners work in rough , then correct on the board, later they are invited to read the corrected activity.
Post-reading :
The teachers asks the perform the cartoon and play its roles .
The teachers invites the learners guess and improvise hat would be the reaction of their uncle after being splashed
with that strawberry pie?

Flash card (
cartoon)
page 75

Interpret
Script page
76
Produce
Board and
maker &
flash cards
page75

Ss need the
form of the
target
language in
making
polite
request
Ss need to
analyze and
state the
rule of the
model
would
in makind
requests
and asking
about
likes &
dislikes s

Ss need t
practice the
new target
language

Ss need to
practice
more the
way to
express
likes and
dislikes

Teacher
- student

Seq 1
Discover the Language & Practice
Warm up:
PIASP ( Making polite request)
Presentation: The teacher invites the learners to pay attention at the following sentence.

students-

teacher

teacher
student

student
teacher
studentstudent

Would you put a lot of cream on it?

Isolation:
Analysis:

MS2 level
Interact

Do you want to join

us?

Interpret

modelprverb(inf)objectauxiliaryprverbverb(infi)obje

Making polite request

Produce

Likes and dislikes

Stating rules: Theteacherhelpsthelearnerstodeducethefollowingrule.

wouldismodelverbformakingpoliterequest.
Doyouwant?toaskaboutoneslikesanddislikes.
Practice: The learners are invited to perform the following activities .

Interact

Activity "1"p 76: Look at the photos then make polite request or express likes and dislikes
Picture1 : [fast food]
A: Would you like to have a hamburger from that fast food?
B: I'm sorry I dont like fast food food.
Picture 2 : [ a football match]
A : Do you want to go with me and play a football match ?
B : I'm awfully sorry ,but I'm really much too busy at the moment .I've got to prepare my exams.
Picture 3 : [ an excursion to the forest]
A : Would you like to go with us to an excursion to the forest?
B : I'm sorry .I can't . I have no money.

teacherstudent
The learners work in pairs , the teacher moves between the rows and offers help then invite the learners to correct on
the board.
student

The
teacher explains the instructions of the next task then invites the learners to work in pair.
teacher
Activity "2" p 77 : Choose the correct phrase to complete the conversation
A : Do you like jazz music ? Yes, I do. I like it a lot.
student s
teacher
B : There's a funny film on TV .Would you like to watch it with me ? Yes, I'd love to.
C : Do you like cartoons ? Yes, I do. I love them.
teacherstudents

Board and
marker

Board and
marker

Interpret
Script page
76
Produce

Interact

Board and
marker

Interpret
Script page
77
Interpret

The teacher invites the learners to correct and interact about their answers, then correct on their books using their pencils.
The learners are invited to read the corrected tasks on the board .

Pronunciation and Spelling: Sounds [ j ] and [ g ]

Ss need to
identify the
new sounds
/g/ & /j /

The teacher writes on the board the following tongue twisters then invites the learners to read then

Presentation:Greatglassglobesgleamgreen.Jack the jailbird jacked a jeep.

-Isolation:
Analysis

Sound: [ g ]

Sound:[ j ]

Produce

Board and
marker


Teacher
- student

Ss need to
practice
orally the
new
sounds and
dicriminate
between
them

studentsteacher

Interact
Practice:Thelearnersareinvitedtoperformthefollowing(Oral)tasks.

Interpret

Listen and repeat : { job- got Jane give jazz Olga jacket forget subject singer
objective organize Algeria ignore - college language }
Identify: [got subject singer Olga forget job jacket give organize, language.]

teacher
student

Produce

Script page
74

Interact

Compare: (jacket, forget, subject, singer, Algeria, language .)

Interpret

student
teacher
studentstudent

Produce

The learners perform the oral tasks , read the written work on the board then copy down on their
class copy books.

10

File Four [Cartoons]

LISTEN & SPEAK
Sequence Two
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
-Active, evolving process . Learners benefit and get more involved when each activity builds on Learning a language requires opportunities to use what one
knows for communicative purposes, making mistakes and learning from them The aim is to perform competently ,while recognizing that errors may still
occur.
Meaningful Activities / Tasks . Classroom activities and tasks should draw on learners' lives and interests and help them to communicate ideas and
meaning in and out of class .
Lesson Focus:
Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc ), vocabulary (words, word phrases, idioms,
etc) functions (polite requests, apologizing.)?
In this lesson I will teach the following aspects of language:
Function : Expressing Intentions and future plans
Grammar: Model going to form
Vocabulary related to: Daily life routines and future plans & cartoons < Lucky Luke> / birthday party
Pronunciation : Sound [ c=k ] and [ c= s ]
Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from
the AEF to reflect the specifies of you lesson.

Can interact orally to ask and answer questions in very short exchanges.
Can listen to understand main points and important details.
Can communicate a limited range of information
Can use very simple sentences patterns with memorized phrases.

Objectives / Assessment : SWBAT by the end of the lesson ,students will be able to :
1) Express future intentions & make future plans ( using going to form)
Required material and / or resources : The manuals flashcards (p78-79-80-81 )
yellowdaffodil66@gmail.com
page 3

11

Time

Rationale
Ss need to
greet and
welcome
Ssn need to
know the
details of
the cartoon

Ss need to
make a
short
porduction
about
cartoon

Interaction

Teacher
- student

studentsteacher

teacher
student

student
teacher
Ss need to
know the
new
language
and
practice it
in real life
situation
Ss need to
work in
pair using
the new
language

Ss need to
use the new
language in
their daily
life
activities

studentstudent
teacherstudent
student
teacher
student s
teacher
teacherstudents

Procedure

Sequence 2
LISTEN & SPEAK
File 4 ( MS2 level)
Warm up: T. greets his learners and welcomes them.
The teacher invites the learners to open their books on page 78 and pay attention at the pictures .
The teacher tries to make his learners talk as much as possible and interpret the pictures.
The teacher invites the learners to write a short production about what they see.
He may help them to write about :
1.what kind of pictures are they?
2.where does the situation take place?
3.how many persons are there?
4.what is happening in those pictures?
The learners work in rough then they are invited to give back their productions.
The teacher tries to make his learner read their productions and interact about what they could write.
The teacher summarizes the situation:

1- A man is going to park his car. 2- His wife is going to help him park the car. 3- Now they are facing
problem , How are they going to get out of the car?
The teacher invites the learners to improvise and reports their answers on the board.
Presentation:
The teacher presents the new situation after achieving the one of the cartoons.
The teacher interacts with his learners about his next hour and what they are going to study that day.
The teacher presents the situation: ( The learners are invited to use their school time tables) < Pair work>
Practice : <Guided Practice> 1} Now you are studying English . So
A : What are you going to (study/do) at 9? 10? 11? 13..
B: I am going to (study/practice) Arabic / French / Sports
The teacher invites the pupils to pay attention at their school time table and perform in pairs
The teacher invites the learners to perform the following drill ( Interrogative + negative forms)
A: Are you going to practice sports at 9 today? learn English at 14? Study Geography at 11.
B: No, we are not.
A: So what are you going to do then?
B: We are going to study Arabic.
The learners work in pairs and substitute key words.
Use:
The teacher invites the learners to talk about their future intentions and plans using ( going to form)
The teacher may help the learners by writing some key words on the board and ask the learners to make and form
sentences talking about their own future intentions and plans.
For example : -next summer holidays/ go travel-visit / sea- abroad- relatives..
-study hard/ pass to MS4 level
-go /forest/
The learners work in pairs and build dialogues talking about their future intentions and plans using ( going to
form)

Competencies

VAKT

Interact
Board and
marker
Interpret
Produce
Flashcards
page 78
Interact

Interpret

Flashcards
page 78

Produce
Board &
marker
Interact

Learners
school time
tables

Interpret

Interpret

Board &
marker

Produce

Board and
marker

12

Ss need to
see the new
structure ,
form
meaning
and use in
communica
tive way

Teacher
- student

studentsteacher

teacher
student

Ss need to
practice
more the
way to
express
intentions
and making
futrue
plans.

Ss need to
know the
meaning of
each
sentence

student
teacher
studentstudent
teacherstudent
student
teacher
student s
teacher
teacherstudents

Ss need to
perform the
new
structure in
communcat
ive way

PIASP : Grammar item ( going to form)

The teacher invites the learner to pay attention at the one of the sentences tackled previously with going toform.
Presentation:

I am going to study Arabic.

Isolation

Analysis:

am going to study

Board and
marker
Interact

Stating Rule:
Going to : model verb to express Intentions and future plans.
Reminder page 82.

Interpret

Practice : The learners are invited to do the following written tasks.

Exercise 1 : ( Based form task)
"Activity -3-p80 " : Make correct sentences using going to form to form correct dialogues.
A: What are you going to do next Saturday afternoon?
B: ( water /trees):
B: ( do /shopping):
B: ( revise/lessons):
Exercise 2: ( Meaning Based ) Match the pairs.
Sentence
Meaning
1- Would you like to come to my birthday?
a- future intention
2- Would you open the door please?
b- making invitation
3- I am going to travel these holidays.
c-planning future plans.
4- I am going to visit my family this week end.
d- making polite requests.
2

Exercise 3: ( Communicative based)

Activity "1" p79: Role play. Be Charlie and answer your partner's questions.
Your partner: What are you going to do tomorrow, Charlie?
Charlie : I'm going to [ play marbles - post this letter - meet my friend - play baseball have a bath - take the
dog for a walk ]
-The learners work in rough , the teacher supervises their works and offer his help once needed , then invites
them the correct , reports the answers on the board then asks the pupils to read and copy down.
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13

Interpret

Arabic.

subj+ to be + going to + verb (inf) + obj

(present) (model)

Board and
marker

Produce

going to

Interact

Board and
marker
Produce
Activity
3p80
Interact
Board and
marker
Interpret

Interpret

Board and
marker

Produce

Flash cards
& activity
p79

Ss need to
refresh thei
memory
about last
seance
Ss need to
guess and
identify the
meaning of
the cartoon

Ss need to
guess and
know the
topic of the
text

Ss need to
answer the
task by just
skimming
the text

Teacher
- student

studentsteacher

teacher
student

student
teacher
studentstudent

teacher Exercise : Read the text then say : True False or Not mentioned
student
1- The text is about Evas .
2- The birthday is next Wednesday.
student
3- Eva is going to cook a big cake.
teacher
The learners read the text , work in rough , then they are invited to give back their answers.
student s
teacher

Ss need to
exploit the
text by
scanning it

File 4 ( Seq2)
Go Forward & Discover the Language ( PDP reading)
MS2 level
Warm up: The teacher greets his learners and welcomes them , then tries to make a quick review about the last
sance ( Talking about future intentions & making future plans using ( going to ) form.
Pre-reading:
The teacher invites the learners to open their books on page 81/82 and try to interpret the pictures .
The teacher asks the learners to pay attention at the pictures and try to answer the following questions.
Questions :
1) Is the cartoon about the Daltons? Yesitis.
2) Where are the Daltons? They are in prison
3) Are they going to escape again? Why? No, they are not . They are going to retire.
The learners look at the cartoons , read and try to answer.
The teacher invites the learners to give back their answers, he reports the answers on the board then asks the
learners to read .
During reading:
The teacher tries to see if it is not ne of the students birthday , the day of the lesson . If so teacher tries to
congratulates the students and may offer him or her something .
The teacher introduces the situation that the text is a Birthday occasion , then explains the instructions of the
first exercise , then invites the learners to read the text and try to answer.

teacherstudents

The teacher invited the learners to read the corrected task.

The teacher explains the instruction of the second exercise then asks the learners to read the text and try to answer.

Exercise 2 : Read the text then complete the table.

Day
Evas friends intention

Day

Interact

Board and
marker

Interpret

Flash cards
page 81 -82

Produce
Board and
marker
Interact

Interpret

Board and
marker

Produce

Text page 81
Board and
marker

Interact
Interpret
Board and
marker

Evas intention
Interpret

The students read the text , work in rought , the teacher supervises their works and then invites them to give back
their answer.

Ss need to
guess the
end of the
texts story
And adapt
that to
thier
situations

Post

reading:
The teacher invites the learners to talk about how Evas birthday will be ?
The teacher asks the students about their home habits , how do they entertain their rooms and they way they
celebrate their birthdays.

Produce

Board and
maker

14

Interact
Board and
maker

Teacher
- student
Ss need to
know the
new sounds
Ss need to
knwo how
the letter
c is
pronounced
Ss need to
state the
rule of the
letter c

Pronunciation & Spelling:

The teacher invites the learner to read the following sentence.
students- Presentation:
teacher
Evas colleagues will eat cakes , juice and a nice meal.
Isolation :

colleagues
cakes juice
nice
teacher
student

student
teacher
studentstudent

Ss need to
see how the
letter c
is
pronounced
in different
words

Analysis :
c= k
Stating Rule:
The letter c is pronounced :
c= k like in = coffee
c= s like in = piece

Practice

c=k

c=s

c=s

college picture.
place sentence

Interpret
Produce

Interact

Interpret
Board and
maker

The learners are asked to do the following exercise .

Produce

Exercise : Find the odd item.

C= k
Place picture cake advice college cartoon- concert

C= S
Difference- sentence-music-exercise-class-advice-count
Interpret

The learners work in rough , then they are invited to

The teacher invites the learners to read the written .

give back their answers.

Produce

15

Board and
marker

File Four [Cartoons]

PDP Writing ( practice p82)
Sequence
Two
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
- Ongoing assessment of Learning : Ongoing , or regular ,assessment should take various forms and address the competences that have been learned in
class, so that the assessment can provide useful information on individual progress and achievement, which teachers and learners can review to aid learning .
Active Learners . : Learners acquire and retain language best when the topics meet their interests and when they are active participants in their learning:
finding personal meaning ,learning cooperatively with peers, and making connections to life outside of class.
Lesson Focus:
Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc ), vocabulary (words, word phrases, idioms,
etc) functions (polite requests, apologizing.)?
In this lesson I will teach the following aspects of language:
Function : Expressing Intentions and future plans
Grammar: Model going to form
Vocabulary related to: Daily life routines and future plans
Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from
the AEF to reflect the specifies of you lesson.

Can communicate a limited range of information

Produce a clearer message of one or two basic productive speaking strategies.
Objectives / Assessment : SWBAT by the end of the lesson ,students will be able to :

1) Express future intentions & make future plans ( using going to form)
Required material and / or resources : The manuals flashcards (p78-79-80-81 )
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16

Time Rationale Interaction

Ssneedto
review
thelast
sances
objecitves

Ssneedto
useand
practice
inwritten
way
goingto
form

Ssneedto
understan
dthe
problem
solving
situation

Ssneedto
ornagize
their
ideas

Ssneedto
selectthe
ideasthat
gowith
their
situations

17

Teacher
- student

studentsteacher

PROCEDURE

thelastsance(Expressingintentionsandfutureplansusinggoingtoform)
Brainstorming:TheteacherinvitesthelearnerstothinkaboutthetopicbyhavingalookatActivity

1p82theteacherexplainstheinstructionstheninvitesthelearnerstoworkontheirroughcopybooks.

teacher
student

student
teacher
studentstudent
teacherstudent
student
teacher
student s
teacher
teacherstudents

competence

File 4 ( Seq2)
PDPWriting(Practicepage82)MS2
level
Interact
Warmup:Theteachergreetsthelearnersandwelcomesthem,thentriestomakeaquickreviewabout
Interpret

Activity <1>p82 : Look at the chart and talk about these people's intentions for the future .Use ( going to ) .
Produce
Tonight
On Sunday
Next week
Brian
Attend a rock concert
Begin an Italian course
Not take a holiday
Tom
See a film
Not attend a baseball game
Move into another flat
Sue
Not have a barbecue
Visit Ireland
Take part in a school contest Interact
Brian is going to attend a rock concert, tonight .On Sunday; he's going to begin an Italian course. He's not going take
a holiday.
Tonight Tom is going to see a film. He's not going to attend a baseball game, on Sunday. Next week he's going to
move into another flat
Sue is not going to have a barbecue, tonight. She is going to visit Ireland, on Sunday. Next week she 's going to take
part in a school contest

Interpret

Thelearnersworkinrough,theteachersupervisestheirworks,offerhelp,theninvitesthemtogive

backtheirworks

Theteacherreportstheanswerontheboard,theninvitesthelearnerstoreadthecorrectedtask.
PlanningStage:Theteacherintroducesthesituationas(Integration)theninvitesthelearnerstotalk

abouttheirownplans.
Oneofyouforeignfriendssentyoualettertalkingabouthis/herfutureplansandwantsto
knowaboutyours
Writealettertoyourfriendtalkingaboutyourfutureplans(use)goingtoform.
Writeabout:
Twothingsyouaregoingtodonextyear.
Twothingsyouarenotgoingtodonextsummer.
Twoplacesyouaregoingtovisitsoon.

Produce

Interpret

Theteacherinvitesthelearnerstolistrandomlytheiridea.
Elicitinglearnersideas:

students

teacher

students
students

Nextyear
Nextsummer
Placesvisit
1studyatMS3
1reviselessons
1campintheseaside
2PreparemyBrevetExam
2stayhomeallholidays
2visitrelatives
Produce
3takepartinschoolcontests
3playoutalltimes
3gotoforest
4visitAlgiers
4gotoparties
4gotozoo
Theteacherasksthelearnerstoselecttheideathatgowiththeirlikesanddislikesandwriteaboutthe
thingsthattheyaregoingtodo.
Drafting:Thelearnersareinvitedtoselectamongthelistedideaswhatgoeswiththeirlikesanddislikes

VAKT
Board&
marker

Activity1
p82

Board
and
marker

Board
and
marker

Board
and
marker


Ssneedto
organize
their
writing
andcheck
mistakes

Ssneedto
present
their
productio
ns

students
students

students
teacher

Students
students

andwhattheyaregoingtodo.

Editing:Thelearnersareinvitedtoreviewtheirmistakes,theirorganizationsincetheywillwritea

lettertheyhavetopayattentionatthelayout,therelevance,organization&resources.

Publishing:Thelearnersareinvitedtowritetheirfinalproductions,thenreaditinfronttheclass
SuggestedAnswer:

Dear John,
Thank you very much for your letter about your future plans , now its my turn
to tell you about my future plans.
Next year, I am going to study at MS3 level .I am going to study hard to prepare my Brevet
exam.
I am not going to revise my lessons and I will not stay home during all the holidays . I am not
play all the times too, next summer.
I am going to visit my relatives and go to the forest .
These are my future plans
Yours Sincerely,
Kamel

interact

interpret

produce

Board
and
marker

Board
and
marker

Theteacherwritesthebestproductionontheboard,theninvitesthelearnerstoreadand
copydown.

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18

File Four [Cartoons]

Listen & Speak
Sequence Three
During this lesson, what teacher competencies are you focusing on ? They should be adapted from the ATF to reflect the specifies of your situation
- Ongoing assessment of Learning : Ongoing , or regular ,assessment should take various forms and address the competences that have been learned in
class, so that the assessment can provide useful information on individual progress and achievement, which teachers and learners can review to aid learning .
Active Learners . : Learners acquire and retain language best when the topics meet their interests and when they are active participants in their learning:
finding personal meaning ,learning cooperatively with peers, and making connections to life outside of class.
Lesson Focus:
Which aspects of language are you teaching: e.g. grammar point(s), aspect of pronunciation (phonemes, intonation, etc ), vocabulary (words, word phrases, idioms,
etc) functions (polite requests, apologizing.)?
In this lesson I will teach the following aspects of language:
Function : Expressing Choice/ Enquiring about prices
Grammar: spresent +which one/ones / shapes
which one/ones +?
Vocabulary related to: Daily life routines and future plans
Competencies : Which competencies in the AEF are you working toward or plan for the learners to achieve today? They should be adapted from
the AEF to reflect the specifies of you lesson.

Can communicate a limited range of information

Produce a clearer message of one or two basic productive speaking strategies.
Objectives / Assessment : SWBAT by the end of the lesson ,students will be able to :

1) Express choice & Inquire about prices.

Required material and / or resources : The manuals flashcards (p83 )
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page 3

19

Time

Rationale

Interaction

Teacher
Students

Teacher
students

Students
teachers

Students
students

Teacher
students

Teacher
students

Sutdents
students

Students
teacher

Teacher

Students

Ssneedto
greetand
welcome

Ssneedto
interpret
the
situation
and
decode
the
message

Ssneedto
writea
short
compositi
on
describin
gthe
flashcard

Ssneedto
listenand
decode
the
message
inthe
listening
script

Ssneedto
practice
thenew
language
ina
communi
cative
way

Procedure
Sequence3:ListenandSpeakFile4(MS2level)
Warmup:Theteachergreetsthelearnersandwelcomesthem.

Prelistening:Theteacherinvitesthelearnerstoopentheirbooksonpage83,lookatthepictureandtriesto
interpretit.
Theteacherasksthelearnerstowriteashortdescriptionofthesituation.Iftheyrecognizethefamouscartoon
<MickeyMouse&Winnie)andtriestomakethemtalkasmuchaspossibleaboutit.
Hemayhelpthemandasksthemtowriteabout:
Theplace(wheredoesthesituationtakeplace?)
Whoisinthepicture?
Whatisheorshedoing?
Thelearnersworkontheirroughcopybooks,theteachersupervisestheirworks,theninvitesthemtoread
theirproductions.
Theteacherreportstheanswerontheboardandexplainsmorethesituation.MickeyandWinniesarewalking
outandlookingattheshopwindow.
Theteacherinvitesthelearnerstokeeplookingatthecartoon,listentoteacherandthentrytoanswerthe
followingtask.
DuringListening:
Exercise1:Listenthenchoosethecorrectanswer.
1.MickeyandWinniearestandinginfrontof:a)Shoeshopb)grocerc)library
2.Theconversationisabout:a)jacketsb)shoesandbagsc)hats
Thelearnerslistentothescripttwicethengivebacktheiranswers.
Theteacherinvitesthelearnerstolistenagaintothescriptandtrytoanswerthenexttask.

Exercise2:Listenandsaywhatdothefollowingwordsreferto?
1.ones: shoes
2. One: bag
Theteachersreadsthescripttwicetheninvitesthelearnerstocorrect,herepeatstheanswerontheboard.
Theteachersinvitesthelearnerstopayattentionatthefollowingcorrectedtask.

Postlistening:
Drill:
Mickey:Lookatthoseshoes.
Winnie:Whichshoes?Thegreenonesortheblackones?
Mickey:Thegreenones.
Mickey:Well,howaboutthatbag?
Winnie:Whichbag?thebrownoneortheblueone?
Mickey:theblueone.

competencies

VAKT

Interact

Interpret

Produce

Intereact

Interpret

Interact
Interpret

Produce

Interpret
Produce

Interact
interpret

Board
and
marker

Flash
cardpage
83

Board
and
marker

Board
and
marker
Listening
script
page88

Board
and
marker

Board
and
marker

20


Ssneedto
seethe
new
language
in
different
situation

Ssneedto
seethe
grammar
formof
thenew
language

Ssneedto
seehow
thenew
structure
worksin
the
sentence

21

Students

Students

Teacher

Students

Students

students

Students
students

Practice:(Guidedpractice)Thelearnerareinvitedtoperformmoreusingthesamedrillandsubstitutingkey
words.
trousers/blue/ones/black/onesgame/FIFa2013/spiderman(one)
glasses/green/ones/brown/onescartoon/spongeBob/Tom&jerry(one)

Use:Theteacherinvitesthelearnerstoworkinpairandbuilddialoguesusing(Whichones&one)
Theteachersupervisethelearnersworkstheninvitesthemtogivebacktheirworks,hereportsthebest
productionontheboard.

PIASP:(whichones&one)

Presentation:Theteacherpresentsthefollowingsentencesandinvitesthelearnerstoreadthem
Whichshoes?Thegreenonesortheblackones?Whichbag?thebrownoneortheblueone?

Isolation:
Whichshoesones=(shoes)whichbagone=(bag)
Analysis:

whqqpluralnounpluralpronounwhqqsingularnounsingularpronoun

StatingRule:
Which=whqqforaskingaboutchoice&preference
one=singularpronountorefertoparticularthings(s)orperson(s)
ones=pluralpronounandtoavoidtherepetition

Thelearnersareinvitedtoreadthewrittenworkontheboardthencopydownontheircopybooks

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Interpret

Produce

Interact

Interpret

Interpret

Produce

Board
and
marker

Board
and
marker

Board
and
marker

Time

Rationale

Interaction

Ssneedto Teacher
greetand Students
welcome

Ssneedto

talk
Teacher
aboutthe
students
last

sance
Students
learning
objectives teachers

Students
Ssneedto students
knowthe

formof

thelearnt
language Teacher
students

ssneedto
knowthe
meaning
Teacher
ofthe
students
sentences
using
Sutdents
whatthey
students
learnt

before

and
discrimin

ating
Students
between
teacher
the

learning

objectives

ssneedto

practice
Teacher
thenew

languge
ina

communi
Students
cative

way

Procedure

competencies

Interact
Sequence3:
File4(MS2level)

Warmup:Theteachergreetsthelearnersandwelcomesthem.

Interpret
Practice:Theteachermakesaquickreviewaboutthelastsanceinvitingthelearnerstotalkaboutinquiring
aboutchoiceandusingone&onesavoidingtherepetition.

Produce
Theteacherinvitesthelearnerstoperformthefollowingwrittentasks.

Exerciseone:(Basedformtask)Unscramblethewords,reorderthewordstomakecorrectdialogue.

A:preferwhichcolouring pencils?youdowoodenoneor plasticones

Intereact
B: oneslikewoodenIthe.

Interpret
The learners work in rough, the teachers supervises their works, then invites them to correct.

Exercise 2: Match the pairs. What do these sentences mean.

Sentence
Meaning

1- Next holidays , I am going to camp in djijel.

a- Inquiring about choice?
Interact
2- Would you like a piece of cake?
b- Making future plans?
Interpret
3- Which T-shirt do you want the Barca one or the Real one?
c-Inviting ?

Produce
1
2
3

Interpret
Thelearnersworkinroughtheteacherssupervisestheirworks,thenasksthemtocorrectontheboard.
Produce
TheteacherexplainstheinstructionsofActivity4p84theninvitesthelearnerstoworkinpairs

Activity 4p84: Ask and answer about these items.

A : How much is the { computer/television/photocopier/ printer/walkman/camera/video}

B: Which one?

A: The small /big one.

Interact
B : It's ( 30.000DA/14000/80000/10000/2000/45000/9000 DA)
interpret
A: That's expensive.

Thelearnersworkinpairs,theteachersupervisestheirworks,theninvitesthemtocorrectthetask.

Thelearnersareaskedtoperformthetaskinpairs,thencopydownontheircopybooks.

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VAKT

Board
and
marker

Board
and
marker

Board
and
marker

Board
and
marker

Activity4
p84

22

evalu timing

S T E P S

O F

T H E

L ES S O N

competence

Step one: The teacher asks the learners to open their books on page 86 and look at the drill; he explains the instructions then invites the
pupils to read then do the activities on their rough copy books.
Read the conversation then answer the questions :
A: Hey, do you remember The Twin Brothers? They were so funny all the time!
B: No, I don't remember them .Why are you asking?
A: Look at this old photo. Here they are in the first row.
B: I remember now! The ones with the red hair! Weren't you close friend of one of them?
A: Yes, I was.
B: Which one is it?
A: The one with the hip hop trousers.

Step two: The teacher invites the learners to read silently then try to answer the questions.
5
5

1)
2)
3)
4)
5)
6)

Who is A talking about?

He's talking about "The Twin Brothers".
What does which express?
Which expresses the choice between the twin brothers?
What does the word {ones} refer to?
It refers to the [Twin brothers]
What does the word 'one' refer to?
It refers to one of the Twin Brothers [ The one with the hip-hop trousers]
What's the difference between the two words? The difference is {one for singular pronoun} and [ ones for plural pronouns]
What can you deduce?
I can deduce that : Which is used for asking questions about [choice and preference ] and
{one /ones are pronouns to ovoid the repetition and they refer for ( persons or object)

Step three: The teacher asks the learners to read and perform the activity as question answer
Step four: The teacher invites the learners to correct on the board, read then write down on their copy books.
Step one : The teacher asks the pupils to open their books on page 86 and look at the activity . He explains the instructions then asks them
to work on their rough copy books.
Activity "1"p86: Find the questions use {which}.
A: Which train leaves to Bristol?
B: The train to Bristol? It leaves at 9.00.
A: Which platform, please?
B: Platform n10.
A: Thank you.

5
5

Step two: The teacher asks the learners to correct the activity orally, correct on their books, then invites them to read and perform the drill.
Step three:: The teacher explains the instructions of "Activity 2p86" then asks the pupils to perform it orally:
Activity 2p86: Ask and answer.

The red one or the blue one?

The long one or the short one?
The wide one or the tight one?
The thin one or the thick one?
The old one or the new one?
This one or that one?

Which one do you want?

Which one do you want?
Which one do you want?
Which one do you want?
Which one do you want?
Which one do you want?

Can I have the red one?

Can I have the long one?
Can I have the wide one?
Can I have the thin one?
Can I have the new one?
Can I have that one?

Step four: The teacher asks the pupils to read the written work on the board then copy down on their class copy books .

23

P ps competences

Recognize members
of family
Identify the simple
past
of "to be"
Describing
Recognize the use of
Physical
the "whqq" why
Interact
Recognize ordinal
Appearance
numbers
ovoid the repetition
by using the pronouns
{one-ones}
use the "whqq"
Narrating
which to make [choice
and preference]
read the "whqqs"
and understand the
meaning of each one
Asking
read the drill and
about
deduce the meaning of
choice
the use of {which and
one(s)}
make correct
Interpret
questions t express
choice
identify numbers
and time
recognize places
Inquiring
and their location
about
express gratitude
journey
describe colours,
shapes, objects.
Identify the way to
ask for a request

Produce

page19

function

Asking
about
choice and
preference

5
Sequence 3
Step one : The teacher asks the pupils to open their books on page 86 he explains the instrctions then invites the pupils to work on their

rough copy books

Identify objects

Interact

Activity 3p86 : Re-write the conversation without using the word "watch"
A: Which watch do you like better
A: Which watch do you like better?
B : I like the round watch better
B: I like the round one better
A: Well, I prefer the square watch. It's more fashionable.
A: Well, I prefer the square one. It's more fashionable
B: Hum! It's probably expensive.
B: Hum! It's probably expensive.
A: No, it's only 35.
A: No, it's only 35.
B: Great! I'm going to buy it for my mother. It's her birthday. B: Great! I'm going to buy it for my mother. It's her birthday.

such as "watch" and

Asking
about
choice and
preference

currency
Express preferences
and choice
Describe members
Describing
pictures
cartoons

Page 20

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of family
Describe educative
palces
Discriminate

Interpret
Describing
Places

Activity 4p86: Who says what? Write in front of each reply (F) for father and [B] for boy:
Father: You are going to enter kindergarten soon.
Boy: Wow! I feel excited!
Father: You must know some things.
Boy : Which ones ?
Father: Use a handkerchief, put on your coat without help, cut with scissors for example.
Boy : Which one is important ?
Father : They are all important ,you know !
Boy : Gee! I didn't know you needed so much knowledge to enter kindergarten!
Step six: The teacher invites the learners to perform the conversation.
Step seven: The teacher explains the instructions of "Activity5p86" then asks the pupils to work on their rough copy books.
Activity '5'p86: Order the sentences to get a conversation.
Kamel: Anis! Look at those jeans.
Anis:
Which jeans?
Kamel: The ones with braces.
Anis :
I prefer the ones with the red pockets. They look nicer. And they are cheaper.
Shop assistant: Are you interested? You can try them on if you like.
Anis / Kamel:
No, thanks .We're just looking.
Step eight: The teacher invites the learners to correct on the board, perform the conversation then copy down on their class copy books .

Recognize the shape

such as "round"
Identify the British

Step two : The learners work on their rough copy books , then correct on the board, read the write down .
Step three : The teacher explains the instructions of "Activity 4p86" then asks the learners to work on their rough copy books ;
Step four : The teacher asks first of all some oral questions to make the learners interact with him .

The teacher's oral questions :

What sort picture do we have? They're cartoons pictures
What do they show? They show a father and his son
What are they talking about? They're talking about a garden
Is the boy happy? No, he isn't
Step five: The teacher explains the instructions of the activity, then invites the learners do the work on their rough copybooks, correct on the
board , read and copy down .

their use

between school and

kindergarten
Use "whqq
which" to make
choice and preference

Describing
daily
activities

Identify "must"
and its use
Identify the simple
past
Describe clothes
Use the comparative

Produce
Expressing

Use the pronouns

"one and ones to

Preferences
And

ovoid the repetition

Express interest

Choices

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evalu timing

S T E P S

O F

T H E

L ES S O N

competence

function

Interact

Epxpressing

Step one : The teacher asks the learners to open their books on page 87 and look at the "reminder".
Step two : The learners are asked to read the reminder and the teacher tries to explain each part of it .

Choice
And

Which (interrogative adjective) is used to ask about choices and preferences?

It is used with singular or plural nouns. Example: Which (jacket/ jeans) do you like?
{The "one/ the "ones"} pronouns are used to refer to a particular thing(s) or person(s) and to ovoid repetition.
Examples: 1- Which jacket do you like? The black one / 2- Which jeans do you like? The ones with braces.
Step three : The teacher invites the learners to look at the reminder and try to do the exercises :

Preference

Identify
"which and its
use"
Recognize the
way to express
preference and

Exercise n1: Choose the right "whqq" to make correct questions.

A: [who / which] is absent, today?
B: Ali is.

choice
Epxpressing

A: {where/ which pen do} you want the red one or the blue one?
B: I prefer the blue one.
A: (which / when) day is the first of the year?
B: January 1st is.

Use the
appropriate

Choice

pronouns to

And

ovoid the
repetition

Preference

A: {How / which} road takes to Mda?

B: This one takes to Mda.
Step four: The pupils work on their rough copy books, correct on the board then read and write down .
Step five : The teacher explains the instructions of the following exercise then invites the learners to work.
Exercise : Read and try to ovoid the repetition use { one ones}
Ahmed and Kamel are in a shoe shop. Kamel wants to buy a pair of shoes. The shop assistant shows them two pairs. Brown shoes and
black shoes. He asks Kamel which pair do you like the brown pair or the black pair.Kamel answers he would like the black pair .The brown
shoes are 2000DA and the black shoes are 2500DA, says the assistant .Kamel says he does not want the black shoes , because they're too
expensive and he wants the brown shoes .
Step six : The teacher asks the learners to correct on the board, read then copy down on their class copy books .
Correction :
Ahmed and Kamel are in a shoe shop. Kamel wants to buy a pair of shoes. The shop assistant shows them two pairs. Brown ones and
black ones. He asks Kamel which pair do you like the brown one or the black one.Kamel answers he would like the black one .The brown
ones are 2000DA and the black ones are 2500DA, says the assistant .Kamel says he does not want the black ones , because they're too
expensive and he wants the brown ones .
Step seven: The teacher asks the learners to take their rough copy books and try to do the following exercise.
Exercise: Ask questions on the underlined words .
A: Which exam is first?

B: The Arabic exam is first.

A : Is the English exam the second?

B: Yes, the English one is the second.

A : Which exam is easy for you?

B: The English one is easy for me.

A: Which games do you like best?

B: I like football game best.

Step eight: The learners correct on the board , then perform the drill .
Page 21

P ps competences

Interpret

Discriminate
between the use
of the "whqqs"
Describe
colours and
objects
Identify

Epxpressing places and

Choice
And

locate them
Read , detect
the repetition

Preference

and ovoid it
Ask the the
right "whqqs"

produce

according to the
underlined
words

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