File Term Month Week Hour Sequence Function Language Form Language Exponents Activities Sounds culture Strategies

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Listen and speak:

Asking and showing the way

Asking about distance

Asking about period of timeDiscover the language:

•Inquiring

•Make a questionnaire

à pr . Simple

à Pr . Perfect

à future

à wh qqsà Reminder "use of wh qqs"

à S +V + Obj.

à Pr + Have/ Has+past participleà Pr + will + verb + obj

à where/how long/ how /who

•Answer the questions

•Ask and answer

•Find the questions

•Underline the "whqqs"

•Word refering to

•Match the pairs

•Write qqs using the past

•Complete the qqs

• "i" à buy , crying , describe

• "a" à obey , fail ,same , explain

• Identify

• Compare

• Stress and intonation

Theatrical

genres

• Comedy and

farce

• *Tragedy

• Light comedy

• Drama

• Kabuki

• Some records

• NO

Identify places on a city

• Ask for the way• Show the way• Discriminate between the sounds"ai" and "ei"• Ask about distance• Discriminate between distance and time• Use "whqqs"• Describe a biography• Act a play• Work in groups and substitute roles in a play• Match questions with answers• Identify the capital of Britain• Describe weather• Discriminate btween time markers " pre, past, future "• Make the grammar form of sentences• Make sentences from questionnaire• Interview• Discriminate between present , pr perfec, past• Discriminate between likes and dislikes• Rcognize famous actors• Ask and answers qqs• Order a conversation• Learn the list of irregular verbs• Learn more about theatrical genres • Make and act a play

Crée par Mr samir bounabBouchrahil ,Médéa.

Sequenctwo

Listen and speak :

• Making plans

• Suggesting plans

• Expressing likes and dislikes .

Discover the language:

•Expressing likes and dislikes

•Elaborating a questionnaire

•Interviewing

à would / like à S past +ireg and reg verbsà Do + pr + like +v+ingà what +do + pr +enjoy/prefer+doing+?

à would + like/ enjoy /wantà gerund à Reminder "gerund"

à would you like "to+v+obj+?à pr +v+ed+ireg v+objà pr + like/ not like+doing

à Do +pr +like/want/enjoy+v+ing+

à Pr + ver(presen)+present partt

•Word refering

•Pair work

•Answer the questions

•Free practice about likes and dislikes

•Make the rules of the forms

•Write sentences from questionnaire

•Compare

•Make an interview

• "a" à place ,

Jane , they, paint

• "oy –oi" à

boy ,destroy ,

exploit

• Identify

• Compare

• Stress and

intonation

Sequencethree

Listen and speak :

•Reporting past events

•Inquiring about past events

•Acting plays

•Inquiring about person's mood

•Express achievements

•Narrating

Discover the language:

•Reporting events

•Describing daily activities

à present perfectà future

à Simple past

à Present simple

à pr .perfect + sequencers

à pr continuous à "can " ability à pr perfectà imediat futureà simple past with "ago "à Reminder " use of the present perfect"à list of some irregular verbs

à pr + Have/Has+pp+objà pr + will +v +obj

à pr + ved/ireg v+ objà whqqs+to be+ obj+?à pr +have+never+pp+obj

à pr + to be+v+ingà pr + can +v+objàpr +has/have+ppà pr +to be+ving+timeà pr +v+period of T+ago

•Identify a part of play

•Listen then answer

•Pair work

•Ask and answer questions about famous people

•Explain feelings

•Read the text,then do the activities

•Read then answer the questions

•Complete the chart with the "pp"

•Order the sentences

•Write the right form of the verbs

•Rewrite into the pr simple

• Stress

• First syllable

• Second syllable

• Third syllable

• Identify

• Compare

• Stress and intonation

Check

1.questioning2.use the right wh"qqs"3.matching questions with answers4.spelling

5. ask qqs on the underlined words6. ask qqs about biography7. write a biography8. punctuation and capitalisation

9. write the correct form of the verbs10.unscramble the sentences11.write into the pr perf12.writeqqs into the pp

13.spot the mistakes and correct them14.write into the correct tense "mixed tenses"

Project

Write and stage a play

Asking and showing the way à S.present + preposition à whqq+ to be + oject+?Pr+to be+prep

•Asking polite request à could/pr perfect à could + pr+verb+object?pr+Have+p part+object•Planning immediate actions à Going to "form" à S + to be + going to+verb+object.•Inquiring about distances and time à S present tense /future à How {far- long} + [to be –verb] + object +?•Describing biography à s past tense à Whqqs + verb + object +?•Inquiring about one's daily life à whqqs + s present tense à whqqs + [do/does]+verb +object +?•Describing a theatre play à S present tense à whqqs + [do/does]+verb +object +?•Inquiring about origins and journeys à S present and past tenses à S + verb (ed) + object / whqqs•Describing physical appearance à S present tense à Whqq + to be + pr + like +?•Questioning à whqqs + s present à whqqs +(to be/do/does)+verb+object+?

:

{open air-theatre- art school- social comedy –positive – critic- believe-probably-queuing- entrance- how far?-more than –if – hurry-welcome-review – play- how long ?- location – fail- internet café- meters – usually – seaside – sunbathe - Oliver Hardy – Harlem – Georgia – lawyer- comedies – Laurel – Hollywood – imagine – critic – interview (ing) – producer – plot – playwright – comedians – performance – expect – act – king – queen – son – daughter – servant - Sir – palace – garden – near – river – crying – matter – ring – beautiful – sapphire – dark – relatives – sword – pleased –role – in front of – ending – drama - mean – isn't it (tag question)-used to –on board- actually – rehearsing – part – pretty – funny – feel – spell – publish – ago – quite – cafeteria – lift – rush – dish –underwater-wet - braces – businessman – hard}

: [ The manual's photos - map of Japan (Hiroshima) – plane – Photos of [Laurel And Hardy ] – Hollywood –sword – ring – river }

By the end of this sequence, the learners should be able to:•Ask and show the way•Inquire about one's daily life•Use the "whqqs" and discriminate between them page 2•Describe and act a play (simple)

evalu timing

S T E P S O F T H E L E S S O N competence function P ps competences

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Step one : The teacher introduces the situation through the pictures of (theatre , Andrew and Myra ) and explains the new words such as [open-air theatre- art school – way – map – social comedy – critic – believe – corner – miss- probably queuing – entrance – how far ? - hurry – welcome ]Step two : The teacher asks the pupils to look at the activity on page 96 , listen to his reading of the drill then asks them to do "activity -1-p96 :à The drill : • Andrew : Excuse me, where's the open –air theatre?• Myra : It's next to the art school. Do you know where it is?• Andrew : No, I don't .Could you show me the way on the map?• Myra : Sure. Are you new here?• Andrew : Yes, I'm going to see the social comedy that is on .The newspaper made a positive critic about it .• Myra : And it's good , believe me !I've seen it .Well , go straight along this street , then turn left at the second corner .The town hall is there and the theatre is just opposite .You can't miss it .You'll probably see people queuing at the entrance.• Andrew : How far is it from here?• Myra : Not more than 1km, I think .How is you getting there?• Andrew : I'm walking.• Myra : If you hurry, it won't take you more than fifteen minutes.• Andrew : Thank you very much.• Myra : You're welcome.Step three: The pupils listen to the teacher then do the activity. à Activity "1"p96: Listen then answer the questions :

i. What is Andrew looking for? à He's looking for the open-air theatre.ii. Did the newspaper make a bad review of the play? à No, it didn't. It made a positive one.

iii. How long does it take to get to the theatre? à It takes fifteen minutes.Step four: The pupils do the activity on their rough copy books, correct on the board, read then copy down.Step five: The teacher asks the learners to perform the activity first, and then go to page 110 and practise the drill.

Step six : The teacher invites the learners to open their books on page 96 and look at the "activity pronunciation and spelling", listen to the teacher then repeat after him .•Listen and repeat : {buy-obey-Thursday-crying-location-sometimes-describe}•Identify : [ buy – file ] (obey –fail)(crying-painting)(surprise-location)•Compare : (file-fail) (surprise-painting)(obey – buy)…•Practise Stress ans Intonation :

Interact

Interpret

Produce

Asking

For

Showing

The

Way

Asking

Polite

Request

PlanningFuture

plans

Inquiring About

DistanceAndtime

identify places of leisure such as theatre

greet Ask for and show the way

Use prepositions t

indicate the way Ask polite

request Plan future

activities using "going to form"

Ask about distance

Inquire about time Identify

mass media (newspaper) recognize

ordinal numbers

compare grant

Listen then try to decode the

message Identify the

different tenses and

discriminate between

them(present-past-future)

discriminate between

distance and time

Use questions to

inquire about distance and

time*Samir Bounab

preparation sheet

sounds

Buy Obey

File Fail

Like Lake

Seaside Same

Sometimes Thursday

Crying Painting

Describe Explain

evalu timing

S T E P S O F T H E L E S S O N competence function P ps competences

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Step one : The teacher asks the pupils to open their books on page 97 and look at "Activity 1p97", he explains the instructions then invites them to perform the activity orally .à The drill :

• You: How far is the { theatre - stadium – swimming pool - hospital- kindergarten?

• Your partner : It's [ 500m - 3km - 2km - 500m - 200m ] from here.

• You: How long does it take to get there?

• Your partner : It will take about { 15 ' - 1 h – 40' - 20' - 5' }.

Step two : The teacher asks the pupils to look at the table on page 97 , perform the drill and substitute the key words :Stadium 3 kilometers 1 hour

Swimming pool 2 kilometers 40 minutesHospital 500 meters 20 minutesKindergarten 200 meters 5 minutes

Step three : The teacher asks the learners to keep the pattern of the drill and try to find questions and answers about places in their own town .You are near the Mosque

• You: How far is the { post office - stadium – Aissa Dhieb Middle School - hospital- town hall?

• Your partner : It's [ 300m - 500m - 600m - 200m - 200m ] from here.

• You: How long does it take to get there?

• Your partner : It will take about { 5 ' - 1 0' – 15' - 5' - 5' }.Step four: The pupils perform and substitute the key words. They're free to use what ever they want.Step five: The teacher explains the instructions of "Activity 3 p97, then invites the learners to do it on their rough copy books.à Activity 3 p 97 : Find the questions to complete this interview .

A : How often do you go on holidays a year ? B : Well, I go on holidays once a year. A : Where do you usually go ? B : I usually go to the seaside . A : How long do you stay there ? How much time do you spend there? B : I spend about two weeks . A : Do you go alone or with your friends? B : Sometimes with friends and sometimes alone. A : What do you do in your holidays? How do you spend your holidays? B : Sunbathe , eat and rest!

Step six : The pupils correct on the board, read and perform the drill then copy down on their class copy books .Page 4

Interact

Interpret

Produce

Inquiring

About

Distance

And

time

Asking

and

showing

the way

Inquiring

about

one's life

identify places such as

theatre,stadium,hospital…

Ask for and show the way

Use "whqq" (how far) to ask about distance

Use "whqq"[How

long ] to ask about period of

time

discriminate between time and distance

Inquire

about one's free time)

Recognize places such as

"seaside.

Identify the activities done on the sea side

ask about frequency

recognize the adverbs of frequency

*Samir Bounab preparation sheet

evalu timing S T E P S O F T H E L E S S O N competence function P ps competences

5

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Step one : The teacher asks the pupils to open their books on page 97 and look at "Activity 4p97", he explains the instructions then invites them to do the activity .à Activity "4"p97: Use the information about Oliver Hardy and find the questions.

• A : What was Oliver Hardy?• B : He was a comedian .• A : When was he born?• B : He was born on th e18th January,1892.• A : Where was he born ?• B : He was born in Harlem,Georgia?• A : Where is it ?• B : It's in the USA.• A : How many sisters and brothers did he have ?• B : He had 2 sisters and 2 brothers .• A : What was his father's job ?• B : He was a lawyer.• A : What was Oliver's hardy career?• B : In December 1918, he went to Hollywood, He made his first comedy film with Laurel , in 1926.Form 1926 to 1955 they made more than 100 comedy films.• A : Did he get married ?• B : Yes , he married Lucille in 1940.• A : When did he die ?• B : He died in 1957, in Hollywood ,USA.

Step two : The pupils work on their rough copy books , correct on the board, then read and write down on their class copy books .Step three: The teacher invites the learners to perform the dialogue pair by pair.Step four : The teacher introduces the situation of “Activity ‘5’p97”, he explains the new words.Step five : The teacher explains the instructions of “Activity ‘5’p97” then asks the learners to work on their rough copy books .à Activity “5”p97 : Ask questions to the producer about :[First the journalist introduces himself and the newspaper he works for]1) The plot : Journalist : What’s the plot about ? Producer: It’s about the Algerian Revolution2)The playwright: journalist : Who is the playwright? Producer : The famous poet “Moufdi Zakaria”3) The theatre : journalist : Where ‘s the play going to take place? Producer : We are going to perform it at The National theatre”

4)The comedians: journalist: What about the comedians? Producer: A great numbers of Algerian comedians will take part in this play.5)Performances: journalist: How many performances do expect to do ? Producer: I think many performances.Step six : The pupils try to work in pairs or in a group of four and find as many as possible questions, the teacher has to move around and check, helps, corrects whenever it ‘s possible.Step seven : The teacher invites to correct on the board, perform the “Activity” as conversation, then copy down on their class copy books.

Page 5

Interact

Interpret

Produce

DescribingBiography

DescribingBiography

Inquiring

About

A

Play

Describing

A play

recognize comedians(funny

ones)

Improvise and list some

Algerian comedians

Identify the famous

comedians such as Laurel and

Hardy

recognize their

nationalities and origin

locate their country and

language

Identify members of

family recognize and

discriminate between jobs

recognize the

simple past tense

describe a biography

inquire and use as much as

possible of “whqqs” and discriminate

between them Identify

places”theatre”

*Samir Bounab preparation sheet

Name: Oliver Norvell HardyDate of birth: 18th January, 1892Place of birth: Harlem,Georgia,USABrothers: 2Sisters: 2

Father's occupation: Lawyer Career:

December 1918 to Hollywood1926 first Laurel and Hardy film1926-1955 more than 100 films comedies with Laurel

Marriage: Lucille 1940

Died: Hollywood, 1957

1- Why is Camilla crying? Because she can’t find her ring.2- Who is John? John is Sir Edward’s son.3- Who is Julia? Julia is Sir Edward’s daughter.4- Where are Sir Edward’s children? They‘re away.5- What does the king want to give Sir Edward? He wants to give him presents.6- Are the king‘s children happy to give Sir Edward’s children presents? No, they aren’t.7- Does Philip want to give his sword? No, he does not, but he gave it , because his father asked him.8- What about Camilla? She says no, then she accepted, but she couldn’t give it .

Step three: The pupils read, correct on the board, then perform pair by pair question answer Activity 2p98: Act the play

Step four: The teacher scatter the class into groups of six, then asks each member of the group t learn his role then invites them to the board and act the play

Step five: The teacher explains the instructions of “Activity 3p98” then asks them to think of a happy end. Camilla finds her ring and offers it to Julia.

evalu timing S T E P S O F T H E L E S S O N competence function P ps competences

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Step one : The teacher asks the pupils to open their books on page 98m he explains the instructions and the new words, introduces the members of the play{king – queen – servant-Sir- daughter- son –ring – river- gold- sapphire- Lady – relatives-sword – frightened}Step two : The teacher asks the learners to read the play silently then try to answer the following questions : Activity "1"p98: Read the play then answer the questions.

King: John / His daughter, Camilla :Sana/Queen: Olga/ A servant : Indira His son , Philip : Pedro/ King’s friend , Sir Edward: Steve

Camilla and Philip are in the palace garden, near the river.

Camilla : ( crying) Philip: What’s the matter? Why are you crying?Camilla : I can’t find my ring !I think it’s in the river!Philip : Which ring?Camilla : The gold ring with a beautiful sapphire.Philip : Stop crying and let’s look for it ! Queen: What are you doing , children? Don’t stay out side .It’s cold and

dark Philip : We’re looking for …/Camilla : Sssh! You mustn’t tell mother.

Servant: Sir Edward is here, sir/King: Sir Edward! My good friend! I’m happy you could come. /Queen: Welcome Sir Edward. Where are Lady Mildred and your children?/Sir Edward: They are away …Visiting relatives./Queen: How old are your children?/Sir Edward: John, my son is15and Julia, my daughter, is 11./King: Philip, Camilla you must give Sir Edward presents for his children./Queen: That’s good idea!/King:Philip,you can give John your sword./Philip(not pleased)..Oh, yes father!/Queen: And Camilla, you can give Julia your ring./ Camilla: (frightened) My ring?Oh,no ! Oh, yes mother!

[ Camilla leaves the room crying]

Step six :The pupils act the play ,then copy down on their class copy books

Page 6

Interact

Interpret

Produce

InquiringAbout one’s

problems

Introducing

MembersOf

RoyalFamily

Elaborating

Objects

GivingOrders

ExpressingInabilityInviting

identify

members of

family

describe royal

family

describing

places

inquire about

one’s problem

describe

weather

identify

“must” and its

use

recognize

“can” and its use

identify

materials”gold-

sapphire)

make

invitations

greet and

welcome

act and

express feeling

according to the

role acted

*Samir Bounab preparation sheet

evalu timing S T E P S O F T H E L E S S O N competence function P ps competences

5

5

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5

Step one : The teacher asks the learners to open their books on page 99 and look at the dialogue, he explains the instructions, then invites the pupils to work on their rough copy books .Step two : The teacher explains the new words such as : [ drama class – God- spend – on board – actually ]Step three: Activity p99 : Read this dialogue the do the activities.

Step four : The teacher asks the learners the pupils to read the text silently and try to answer to following questions :• Underline the “Wh” questions words. Who – where – how long – how.• Can you say what they refer to? who + subject / where ó place / How long ó period of time / How ó manner• Do you know other “wh” question words? ú Yes {when – what time – what – what/(do-did)/why-how often-which-how

old-}.• What do they ask about? ú They ask about [date-time –object – verb – reason –frequency – choice-mean of transport-age ]Step five : The pupils work on their rough copy books , correct on the board, then read and perform as drill (pair work)Step six : The pupils are asked to read and perform the text .

Step one: The teacher explains the instructions of “Activity 1p99” then asks the learners to work on their rough copy books. å Activity 1p99 : Match the questions with their answers :

•What’s your name? * Akiko•Where are you from? * Japan.•How old are you? * I ‘m 15.•What’s your phone number? * 555946•What is she like? * She’s pretty and funny.•What is she doing? * Rehearsing her part.

•How often do you go to the theatre? * About twice a month.•Ho do you spell your name? * A.K.I.K...O•Why do you study drama? * Because I love acting.

Step two : The pupils correct on the board, read then copy down on their class copy books .

Page 7

Interact

Interpret

Produce

Giving information

Introducing

Asking about origin

InquiringAboutJourney

Describing daily routines

DescribingPhysical appearance

Asking about one’s plans

recognize

drama class

identify jobs

greet

describe temper

ask about

origins

recognize

means of

transport

identify and

locate places

ask about

period of time

discriminate

between time and

period of time

describe daily

routines

identify the

“wh” questions

words

4 recognize the

use of each “wh”

qqs

4 discriminate

between the use of

the “wh”qqs.

+Samir Bounab

preparat ion sheet

Sally: Hello, Akiko .I think we’re in the same drama class. Akiko: About 12 hours.Akiko: Yes, we are .Who’s our drama teacher Sally: My God! That’s a long way! Isn’t it?Sally: Mrs. Brown .She’s very nice .By the way, where are you from? Akiko: Yes, it is .But I’m used to it, you know.Akiko: I’m from Japan . Sally: How did you spend all that time on board?Sally: I mean where in Japan? Are you from Tokyo? Akiko: Actually, there is a lot to do: reading,Akiko: I ‘m from Hiroshima . Listening to music, palying games, watching filmsSally : So, you traveled by plane n of course .How long does it take? Eating and sleeping of course.

evalu timing S T E P S O F T H E L E S S O N competence function P ps competences

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Step one : The teacher asks the learners to open their books on page 99 and look at “activity 2p99” ,he explains the instructions then invites the learners to work on their rough copy books .Step two: Activity 2p99 : Write questions. Use the past simple.

• Who / be / Kateb Yacine? Who was Kateb Yacine?

• Where/born /be/he? Where was he born?

• What / he / write? What did he write?

• How /books/many / publish? How many books did he publish?

• How /ago / he / long /die? How long ago did he die?

• Which /you /books / yesterday/ buy? Which book did you buy yesterday?Step three: The pupils correct on the board, perform the activity as question answer then write down .Step four: The teacher explains the instructions of “activity 3p99, then asks the learners to work in rough . Activity “3”p99 : Find the questions.

• A: When do you get up?• B: Quite early .Between 6 and 6.30 a.m.• A: What are you? What do you do? What’s your job (occupation)?• B: I’m a student.• A: In which school do you study? • B: In a school out side London.• A: Where do you have breakfast?• B: Usually at the school cafeteria.• A: How do you get there?• B: By bus .Sometimes a friend gives ma a lift.• A: How far is the school from your house?• B: Oh, about 8kms from my house.• A: How long does it take in the rush hours?• B : About 35 minutes in the rush hours

Step five: The pupils correct on the board, read then perform as a drill (pair).Step six: The teacher explains the instructions of “activity 4p99” then asks the pupils to do it on their rough copy books. Activity 4p99: Read the answers and complete the questions.

• What do you eat? An ice cream.• Who is your friend? John is.• Why does she go by bus? Because she hasn’t got a car.• How does she get there? By bus.• Where does Akikolive? In Hiroshima.• How many languages does he know? Two. English and Spanish.• How often do you learn drama a week? About twice a week.• What time do you get up? At 6 o’clock.• How old are you? I’m 15.• Which one do you prefer? I prefer the green one.

Step seven : The pupils correct on the board, read and perform then write down on their class copy books .

Page 8

Interact

Interpret

Produce

Interact

Describing biography

Describing daily routines

Inquiring

About

Daily

Life

Activities

Inquiring

About

recognize

famous writers

and their works

Identify Kateb

Yacine and some

of his works

recognize a

biography

use the

appropriate

“wh”question

words to ask about

a biography

recognize the

form a question

discriminate

between questions

with “to be” and

questions with

“did”

recognize the

activities of daily

life

Identify the

use of each “wh”

question

+Samir Bounab

preparation sheet

use the

NameNationalityAgeOccupationHome placeLikes / dislikesPlace of workFavourite partner/author/sport/film/dish/drinkHobbiesHolidaysLanguagesFuture plans

« wh » questions are used to ask about:A person -who? - SamiA thing (object ) what? -A pizzaTime / When? In the morning –last year-next week /what t ime? At 7.30.Place Where? Hiroshima.Possession Whose?(genitive)Sally ’s/hersReason Why? BecauseMeans /manner -How? -By plane/quiet lyAge How old ?15/15 years oldDuration How long? 12 hoursMeasurement ú How long? ú 20cmPrice /weight *How much? * 200Euro /3 kilosQuanti ty è How much “uncountable ” - a l i t t le / a lotNumber How many “countable ” 3/5 Frequency How often? Twice a week Distance How far ? 2 miles

« wh » questions are used to ask about:A person -who? - SamiA thing (object ) what? -A pizzaTime / When? In the morning –last year-next week /what t ime? At 7.30.Place Where? Hiroshima.Possession Whose?(genitive)Sally ’s/hersReason Why? BecauseMeans /manner -How? -By plane/quiet lyAge How old ?15/15 years oldDuration How long? 12 hoursMeasurement ú How long? ú 20cmPrice /weight *How much? * 200Euro /3 kilosQuanti ty è How much “uncountable ” - a l i t t le / a lotNumber How many “countable ” 3/5 Frequency How often? Twice a week Distance How far ? 2 miles

•Suggesting simple present+simple past+would what +do+pr +suggest+?/Last+past+would•Planning which+present+can .. which +pbejct/can't+pr/tonight /tomrrow •Inviting Would like / prefer would +pr+like+verb/pr+prefer+verb…•Exressing preference would like/prefer Would +pr+like+verb/S+prefer+verb+ing+object•Expressing likes and dislikes gerund Do+pr+like+doing?/S+like/dislike+doing•Narrating simple past/s.present S+verb(ed-irregu)+obj/S+V+Obj

: {enjoy – being – wonderful –suggest –for a change – prefer –advertising-succesful- performance –sold out-try –maybe-select-destroy-

coin-exploit –navy-sailed- pizza lounge –surfing-net – dsihes – clever- fighting –goat-crowded- hens-terrible-sell- more-unhappy-enjoy-early-horror- karaoke-web-foreign-gerund-detest}

: The manual's photos –picture of London –theatre

: By the end of this sequence the learners should be able to :• Make suggestions• Express likes /dislikes qnd preferences • Narrate

Step one. The presents the situation through pictures and concrete examples , hem ay ask about places such as capitals "London" , about places of leisure like "theatre" , about music such as "jazz" about daily life activities like "movies , TV…"Step two: The teacher writes the activity on the board then asks the learners to listen to him then try to it on their rough copy books Activity 1p101   : Listen then say what the following refer to{choose the right answer}

• Musical "Hair" ( her – hers – Hair] • tickets theatre's tickets { cinema 's tickets – theatre's tickets – stadium tickets } • performance "Hair" musical [ "Hair" musical – football match – movie channel]

Step three: The pupils listen then do the activity on their rough, correct on the board then read and copy down.Step four: The teacher asks the pupils to open their books on page 110, then perform the drill pair by pair.

Step one : The teacher asks the pupils to open their books on page 102 and look at "Activity 1p102" , he explains the instructions then invites the pupils to perform the activity [orally].  Activity 1p102 : Role play work with your partner then change roles.

•You :Would you like to [go to the theatre / go to the restaurant/ give a party / travel by train ]•Your partner : I prefer {watching a film on TV/ eating a pizza lounge / going to picnic/ travelling by plane }

Step two : The pupils are asked to perform the drill and substitute the keywords.Step three : The teacher explains the instructions of activity "2"p102, gives the pupils some keywords to help them do the "activity"  Activity "2"p102 : Pair work .Ask your partner questions then change roles .Use the following keywords {eat – wear – play –watch –travel…}• A : What do you like eating for breakfast ? B : I (prefer/like) bread and butter.• B : What don't you like eating for breakfast ? B : I don't (like / prefer) eating jam .

Step four : The pupils perform the drill and substitute the key words .

Step one : The learners are asked to open their books on page 101 and look at the "pronunciation and spelling " activity• Listen and repeat    :( place – point – Jane- exploit-explain…• Identify    : [place –obey- coin- join-choice –explain-exploit…• Compare    : (join-Jane) (coin-cake)(point-paint)(sail-soil)

•That boy joined the navy!

Interact

Interpret

Produce

 

Suggesting

Describing  famous places

Narrating

Expressing preferences

Making choice

Expressing ability and inability

Planning future actions

Expressing likes and dislikes

Recognise places of leisure such as "theatre"Identify and locate capitals like"London"Use adjectives to describe such placesDiscriminate between time {past-present –future}situationsDiscriminate between leisure activities[music-films…]Identify a newspaper and its containsAsk about and make choiceDescribe weatherIdentify "can"<ability>Express likes and dislikesDescribe daily routines activitiesAsk about likes and dislikes Practice stress and intonationIdentify the sounds[a] and {oi}and discriminate between them

Samir's preparation sheet Bouchrahil

26690,CEM Houari Boumediene,Médéa

Algeria

sounds

Place Boy

Plane Enjoy

They Destroy

Obey Coin

Paint Point

Jane Join

Explain exploit

Step one :The teacher asks the learners to open their books on page 102and look at "Activity3p102" , he explains the instructions then invites the pupils to work on their rough copy books .  Activity 3p102 :Say what you like and what you prefer doing .

• You    : Do you like( reading/doing exercises /eating beans/studying ?• Your partner    : I prefer {surfing on the net/listening to music /eating pizza /playing football}.

Step two : The pupils work on their rough copybooks ,perform pair by pair. The teacher chooses one of the pupils’ examples and writes it on the board.Step three: The teacher explains the instructions of "Activity4p1402" then invites the learners to work on their rough copybooks.

 Activity 4p102 : Ask your partner about his likes and his dislikes.• A: What do you enjoy doing?• B : I enjoy [playing crosswords-listening to pop music-reading comics-feeding cats –playing football]• A : What don't you like doing ?• B : I don't like {washing dishes – cleaning car- tidying the room-doing shopping –watering plants }

Step four : The pupils perform the drill and substitute the keywords.Step five : The techer explains the instructions Of "Activity 5p102" then invites the pupils to work on their rough copy books .Step six : The teacher explains the instructions of "Activity 5p102" then invites the learners to work on their rough copy books .  Activity 5 p102 : Write a small paragraph about your partner .

• The paragraph    : My partner  enjoys reading comics , playing football and listening to music , but he doesn't like doing shopping , tidying the room and washing dishes .

Step seven : The teacher invites the learners to read their paragraphs , he choose one of the best and writes it on the board , asks them to read it then copy down on their class copy books .

step one : The pupils are asked to open their books on page 102 and look at the text , the teacher explains the situationand the new words , he may also ask the learners to tell him som of the jokes they know abot "Djeha" , he has to help them to translate the words they don't know. The new words { clever –wife – fighting – shout- goat – later- more –crowded-hen- terrible – birds- everywhere- sell- better}Step two : The teacher reads the text and asks the learners to listen to him , underline the words the don't understand ,then asks him to explain them .Step three : The pupils are asked to read the text silently and do the activity .

Activity p102: Read the text then answer the following questions .i. Why was the man unhappy at the beginning ? Because there were too much noise in his house.

Interact

Interpret

Produce

 

Expressing   preferences And likes

Describing daily life routines

Expressing likes and dislikes

Narrating

Introducing members of family

Expressing feelings

Express and show likes and dislikesAsk about one's likes List some daily life activitiesExpress preferencesDiscriminate between likes and dislikesDiscriminate between likes and preferncesParagraph writingReport what one's likes and dislikesRecognize a funny storyNarrate Identify funny personalities such as "Djeha"Improvise some stories about "Djeha"Recognize emebers  of familyIdentify animalsShow feelings (bad and good) ones 

Samir's preparation sheet Bouchrahil 26690,CEMHouari Boumédiéne,Médéa Algeria

Enjoy Not like

Play/crosswords

Listen /pop

music

Read /comics

Feed /cat

Play /football

Wash/dishes

Clean /car

Tidy /room

Do /shopping

Water/plants

Step one : The teacher asks the pupils to give him the form of a simple sentence .The pupils may answer [S+V+Obj]Step two : The teacher asks the learners to open their books on page 103 and look at "activity"{Discover the language }  Activity p103 : Look at the questions below and make rules about the forms of the following verbs : "like" , "enjoy" , would like " and "want"

• Do you like watching TV? Interrogative question : Do + pr + like + verb+ "ing" + object ?• Do you enjoy reading cartoons? Interrogative question : Do + pr+ enjoy + verb+"ing" +object +?• Would you like to play cards? Interrogative question: Would +pr+like+verb (infinitive) +object +?• Do you want to see a play? Interrogative question : Do + pr+want+verb(infinitive) +object+?

Step three : The pupils are asked to work on their rough copy books , correct on the board then read and write down.

Step one : The teacher explains the instructions of "Activity 1p103", then invites the pupils to work in pair  Activity 1p103 : Look at the questionnaire and write sentences .

Eva doesn't like getting up early. / Ivan loves practising sport.Sami enjoys playing crosswords. Lynda dislikes getting up early. Eva loves watching cartoons. /Ivan enjoys getting up early. Lynda loves watching cartoons. / Sami does not like pratising sport.Step two : The pupils work in pair , then do the second part of the "activity"

Now, compare their likes and dislikes.   Eva does not like getting up early .Ivan loves it.Sami does not like practising sport .Ivan loves it.Sami does not like watching cartoons. Lynda loves it.Eva does not like practising sport. Ivan loves it.

Step three: The pupils work on their rough copy books then correct on the board.Step four: The teacher explains the third part of the "Activity" then asks the learners to work.

Now, complete the sentences .Compare their likes and dislikes   .Eva does not like getting up early, but Ivan loves it.Sami doesn't like practising sport, but Ivan loves it.Sami doesn't like watching cartoons, but Lynda and Eva love it.Eva doesn't like practising sport, but Ivan loves it.

Step four : The pupils work on their rough copy books , correct on the board , read then copy down

Page 13

 Interact

Interpret

Produce

 

Expressing preferences And likes

 

Expressing likes and dislikes

Expressing likes and dislikes

Expressing likes and dislikes

Expressing likes and dislikes

•Identify the verbs used in expressing likes and preferences•Identify the form of a sentence•Discriminate between the form of  a sentence•Recognize the type of a sentence •Be able to make a deduction about the way of the sentence is expressed•Recognize and improvise some daily life activities•Compare between one's daily activities•Discriminate between verbs of preferences and dislikes •Use different ways to compare between one's likes and dislikes .•Use "but" to compare

Samir's preparation shett Bouchrahil 26690,CEM Houari Boumediene,Médéa Algeria

•Recognize famous 

actors 

DO YOU ENJOY MUSIC?Come and play your best musical instrument

DO YOU LIKE THEATRE? Come and act play with us

DO YOU WANT TO SING? Come and sing in karaoke

DO YOU LIKE CLASSICAL DANCING? Come and practice classical dance

DO YOU THE WEB? Come and surf in our cyber café

Use of the gerundWe use the gerund to talk about : Likes and dislikes    example: I like reading/ I hate running.Preferences: example: I enjoy playing basketball, but I prefer swimming.

we use the gerund after the verb "to like" and other verbs such as :{enjoy –recommend-suggest-advise-dislike –stop-detest –avoid-prefer…}We form the gerund by adding "ing" to a verb. I like reading.

John Indira WangSerials (love) (hate) (prefer)Westerns  (dislike) (enjoy) (detest)Comedies (like) (enjoy) (hate)Documentaries (prefer) (dislike) (enjoy)Horror films (dislike) (hate) ( prefer)

Ihateflyingyouwaitforhoursfortheplanetotakeoffanditisoftenlateiprefertrravellingbytrainbecauseitischeapersaferandmorecomfortable

I hate flying. You wait for hours for the plane to take off and it is often late. I prefer travelling by train, because it is cheaper, safer and more comfortable

Cues

( - ) hate ( - - ) dislike, not like ( + ) enjoy ( + + ) love

Do you like  Eva Ivan Sami Lynda  Play/crosswords? + -- + -Get up /early?   - + ++ --Watch /cartoons?  ++ - -- ++Practice / sport ? -- ++ -- +

•Expressing experience and achievements Present perfect S + Have+ past participle + object + Time

•Narrating Simple past S + to be / verb(ed)+obj•Asking about plans (past) S.past/ Pr perfect S+ verb(ed)/ Have+pparticiple+object.•Asking about one's experience P perfect "interrogative form) Have+pr+Ppaticiple(v)+obj+?•Describing mood S present +whqq+P.perfect What's the matter?Pr+Have+PPart(v) +object.•Improvising the end of a story S past S + to be / verb(ed)+obj•Inquiring about one's activities S present continuous "whqqs" +to be + verb+ing+?•Describing daily life activities S present / S past S+never+v+obj/Time+s+v(ed)/irregular v

[act- drama – adapt- Scoodidoo – casting- ghost – rehearsals – costumes – settings – cowboy- confrontation –perhaps – afraid – entertainment – sailing- neighbour – several – advertising –guess- coin – shower- teeth – comb – feed - somersault/"sVm@sO:lt/ - tiger- lines - kilt - swing - snake - camel - sketch - sad - worried - depressed -fail- script - main- poor -hard- throw- stones - melt - paper bag - tide - furniture - space - toasts- definite- indefinite - happen- recent - drugstore- laundry ]

{Picture of Scoobidoo – manuals pictures – famous actors – living room - furniture}

: By the end of this sequence the learners should be able to:• Express achievement and experience• Ask about plans

Page 16

Step one :The pupils are asked to open their books on page105 and look at the picture .The teacher asks the pupils to describe what they can see at this picture .He has to accept all the kinds of answer and helps the learners to express themselves in EnglishStep two : The pupil answers may be : {This picture represent a theatre's scene .The actors are performing a play .Four persons are on the stage . }Step three : The teacher presents the situation through gestures and pictures .He explains the new words "such as " (drama – ghost –rehearsals) then asks the learners to listen to the drill then try to do the 'activity'.• The drill :

•Sally : Have you acted in a school drama?

•Linda : Yes, I have.

•Sally : When was it?

•Linda : It was at the end of last year.

•Sally : How about this year?

•Linda : We have decided to adapt Scoobidoo.

•Sally : Have you done the casting?

•Linda : Yes, we have .I will be the ghost.

•Sally : Have you started the rehearsals?

•Linda : Yes, we have .The art teacher has drawn the costumes and the settings.

•Sally : That sounds exciting!

Step four : The pupils listen then try to answer the following questions (books shut) .

Activity one p 105 : Listen then says which part has Linda taken ;<<choose the right answer >>

Linda has acted in the play as : a- Scoobidoo b- ghost c- SamlStep five : The learners listen then answer on their rough copy books . The teacher reads twice the drill then invites the pupils to correct on the board.Step six: The teacher asks the pupils to read the correction pair by pair.Step seven: The pupils are asked to listen to two pupils reading the drill and try to answer the questions.

• Activity 2p 105 : listen again then answer the questions.

i.Has Linda acted in a school drama? Yes, she has.

ii.What have the pupils decided for this year? They have decided to adapt Scoobidoo.

iii.Who has helped them with the costumes? Their art teacher has.Step eight : The pupils work in pair and answer the "activity" on the board, read and perform as question , answer .Step nine : The teacher asks the pupils to open their books on page 110 and read the drill pair by pair .

• Listen and repeat : cowboy, prepare,understand,beginning,confrontation;

Interact

Interpret

Produce

Asking about

one's past activities

Expressing achievement

Planning future plans

introducing

Inquiring about a

play

•Describe places of culture"theatre"•Discriminate between "theatre and cinema"•Decode a message from a picture•Describe persons actions on stage•Identify verbs for each specific action" act"•Describe famous cartoons' actors•Discriminate between past ,present and future situation•Identify the form of the past participle since it has been seen in the passive form•Recognize and discriminate between different type of questions [wh – interro]•Describe clothes used in a play•Identify jobs

•Describe clothes used in a play

Samir's preparation sheet

Bouchrahil 26690,CEMHouari Boumédiéne,Médéa

Algeria

Sounds1st syllable 2nd syllable 3rd syllableDaily Prepare UnderstandCowboy Okay AdvertisingNicely Afraid InvitationSailing Perhaps ExplanationNeighbour Beginning EntertainmentSeveral Performance intonation

Sounds1st syllable 2nd syllable 3rd syllableDaily Prepare UnderstandCowboy Okay AdvertisingNicely Afraid InvitationSailing Perhaps ExplanationNeighbour Beginning EntertainmentSeveral Performance intonation

Reminder We use the present perfect simple to talk about something that has happened some time in the past . e.g. I've seen that film.To form the present perfect simple , we use : Have + past participle ex: he has done the work / Has she cooked the dinner The present perfect is used with "ever – never – already – just "Regular verbs form past participle by adding "ed" to the infinitive .(work worked)The list of the irregular verbs should be learnt by heart (page 109)

Step one : The teacher makes a quick review about the last hour. . Examples :

i. Has Linda acted in a school drama last year? Yes, Linda has acted in a school drama .ii. Which play have they chosen? They have chosen Scoobidoo.

iii. Who has made the costumes for them? The art teacher has made the costumes.Step two : The teacher invites the learners to perform question answer, then the teacher explains the form of the present perfect in brief.

•Linda has acted in a school drama. Subject + Have + verb(past participle) + object. Subject + Have +not+ (past participle) + object

• Has the teacher helped them? Have + subject + verb(past participle) +object+?

Step three : The pupils are asked to open their books on page 106 and look at 'Activity1p106', the teacher explains the instructions and the new words such as : { shower – comb}

Activity 1p106 : Ask your partner about things she /he has done /hasn't done today.

had a shower? Yes, I have Cleaned your teeth?

• You: Have you combed your hair? Your partner: had breakfast?

taken the bus ? No,I haven't .

Step four : The learners work in pair on their rough copy books , correct on the board then read and perform .

Step five : The teacher explains the instructions of "Activity 2 p 106 " then asks the pupils to work , he should explain the new words first [ somersault – feed – forget lines – kilt- snake]

Activity 2p106: Take turns .Ask your partner about those things.

ridden a camel? Yes, I have

done a somersault?• You: Have you fed a tiger? Your partner

forgotten your lines?worn a kilt ? No, I have not

held a snake ?

Step six : The pupils work on their rough copy books , check for the for the past participle of the verbs on page 109, correct on the board ,read and perform in pairs .

Page 18

Step seven: The teacher explains the instructions of "activity 3p106", he introduces the actors or asks the learners to give their

Interact

Interpret

Produce

Asking about

one's past activities

Expressing achievement

Asking about

one's past activities

Inquiring about one's achievement

s

•Describe places of culture"theatre"•List some cartoons"

•Inquire about one's past activites•Identify the form of a sentence•Recognize the form of the sentences (present –past – present continuous –future-passive)•Describe the past participle of some irregular verbs•Recognize thz verb"to Have" and its forms into the "present – past – future- present continuous"•Use to present perfect to inquire about one's activities •Describe the contrative form of the "verb" (to be) with the third person of singular •Discriminate between the contractive form of the present perfect and the one of the simple present

Samir's preparation sheet Bouchrahil

26690,CEMHouari Boumédiéne,Médéa

Algeria

•Identify and discriminate between the kinds

A What happened?You look sad.You look worriedYou look angryYou look well You look depressed

B Have/Nice week-endFail/testHave /some bad newsLose / scriptNot get / main part

Mum: John, I have a problem John: What is it?Mum: I have lost my walletJohn: Have you looked for it in your bag?Mum: Yes. I am sure it is not in itJohn: Try to remember what you have done todayMum: I took a sandwich in a coffee shop, then I went to the drugstore, after that I went to the hairdresser's .Perhaps I left it there

Write and stage a play

• The pupils are split into groups not more than six•They may use the work of the last File" cartoons" and transform it into a play•The teachers supervises the work of the learners step by step during the presentation of the "File"•The learners present their work , they come to the board and act their work