File3 2nd am-health-+file five 1st am adapted -atf & aef.1

bad food habits an eel

sports & food

compet Learning objectivesType of

tasks

Resources Modules of integration

Grammar Lexis pronunciationLearning to

integrateAssess Integration

Interact

Interpret

Produce

Inquiring about someone's health

Asking for permission

Advising "fitness"

Narrating

otalking about discoveries

oDescribing medicinal plants

(F51stAM)osaying quantitieso instructingotalking about aliments

oDescribing vitamins

Advising

( oral and written)

(oral)

( oral and written)

( oral and written)

( oral and written )

(oral and written)

Have got should 'advice'

must obligation

"can" permission

"must" prohibition The imperative

Reminder "must- could"

S present + adverbs

S past

Adverbs formation

Reminder " the use of adverbs "

pr continuous

passive

(F51stAM)

The quantifiers : some / any

How much / how many

Countable / uncountable nouns S present passive

reminder "passive

Learn about culture

Grand mothers remedies

A bee sting

Headaches

Colds

Hiccups

Burns

Beauty

Colours and health

Orange

Indigo

Purple

Green

BlueYellow

Sounds

"sh"

english –fres

"ch" check – stetcher

"k" school – chemical

Identify

Compareo/ai/ pile –

excite

o/i:/ pill –

exit

oIdentify

oCompare

oFirst syllable

Second syllables

Third syllablesword

A poster with recommendations about health. / A health Guide

oSchool year started and you began your first séance of "physical education" so you noticed that you cannot run and move quickly, you feel heavy and uncomfortable .

oYou are getting weigh , so you decided to react to the situation.

oThis situation is the result of, no sports activities, bad eating habits, drugs ….

oTry to make a poster with recommendations about health or a sort of health guide.

choose your partners and form your group , divide the tasks. Make lists of the problems resulting of unhealthy food , no sports activities and addiction to grugs. collect photos , pictures and drawings showing those problems Ask your local area doctor about the problems and what to do to resolve them stick the photos , define the problems , give recommendations about good habits food , sports .so by the end you have a health guide. Present your guide to your classmates discuss the problems , then ask the administration to stick the poster in your school.

SWBAT : Discriminate between healthy

and unhealthy eating habits and exercise to keep fit

Lesson PlanFile three: Health 2 Am Level

Sequence One Listen and Speak 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 In this lesson I will use and plan activities that allow learners to practice and develop real-life communication skills for reading ,writing, speaking and listening.

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 : Inquiring about someone's health.Grammar : have to / should/must/Pronunciation : sounds ( sh – ch – ch=k)Vocabulary : Vocabulary related to illness and medicines.

Will you explicitly teach an aspect of culture in this lesson ? If so, describe. I will teach an aspect of culture related to grandmother remedies .

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 .

Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to demonstrate : inquire about ones health. Ask for and give advice. Discriminate between the sounds "sh" – "ch" and "ch=k".

Required material and / or resources :

The manuals pictures { pages : 50- 51 – 52} Listening script page :64

1

TimeRational

eInteraction

Pattern Procedure

Listen and

identify the main theme of

the lesson

T - Ss

S - T

File Three: Health Sequence OneListen and Speak : Agenda :

1. inquire about ones health2. ask and give advice (model verbs : should –

must)3. sounds : "sh" – "ch" – "ch=k"

Warm up / Pre-listening:Step One: The teacher asks the pupils to open their books on page 64.Step two : Teacher presents the situation using the picture on page 50.

[Liz is talking to Sally who is suffering ]Step three: The teacher invites the pupils to listen , use their pencils, and try to identify what is on going to with Sally.{while reading the pupils are asked to underline the following words : should do / must stay / should take / must call}Step four: The teacher asks the pupils to spot the theme and the main point of the dialogue Liz has got a headache.

Listen to spot and identify "models

and forms"

expressing

advice and

obligation

T - S

S- T

S- S

T - S

Ss - Ss

listening :Step One: The teacher reads again the dialogue, then invites the learners to read and perform it by pairs.Step Two: The teacher asks the pupils to report to him the words which have been underlined at the beginning the lesson.Step three: The pupils report the words : Isolation : should do / must stay / should take / must callStep four: The teacher invites the pupils to read the isolated words.Step five: The teacher asks the pupils to identify the whole sentences which include the isolated words.

1.what should I do ?2.you must stay at home.3.should I take a medicine?4.you must call a doctor.

Step six: The pupils are invited to read the sentences.Step seven: The teacher chooses two of the sentences in order to study them with the pupils. He should lead them to discover the main parts of the sentences. Analysis :

You must stay at home. "must" obligation

Subject + model verb+ verb + object infinitive

What should I do ? " should" advice"

"wh qq" + model + pronoun + verbWord verb infinitive

Stating rule :Subject + Model verb {should/must}+verb (infinitive)+object .

Practice : The teacher asks the pupils to look at the illustrations on page 51, explains the new

words then invites the pupils to perform the following drill :Pupil 1: I have got { a headache/ an insomnia/ a backache/an insect

bite} . What should I do?Pupil 2: You should { take an aspirin / drink a large glass of warm milk/ use

ointment / put anti-itch cream on it }The pupils are invited to work substituting the key words.

2

Identify ,re

cognize T - SPronunciation : sounds "sh"- "ch" - "ch= k"

Step one : The teacher invites the pupils to open their books on page 50.

and

discrimina

te

between

the sounds

"sh" – "ch"

– and

"ch=k"

S – S

T –S

T – S

S – T

T – SS- S

Presentation :

Step two: The pupils listen to the teacher reading the following script on page 50 They are asked to use their pencils and underline the following words:

Step two :The pupils perform the drill by pairs .

Isolation :

The teacher requests from the pupils to give him the words that they have underlined. Should - aches - cheap

" sh" ch = k ch = tch

Step three: The pupils read the isolated words and try to distinguish between themand recognize the script of each soundStep four:

Practice: the teacher invites the pupils to the follow him reading the "table" on page 50

Sounds English teacher school Should choke stomach Fresh check chemical Shoulder challenge character

Insurance stretcher mechanic

The pupils repeat after him ,then they are asked to shut their books and listen to the teacher performing the activities "identify and compare".

The teacher does some 'tongue' twisters with his learners

Shy Shelly says she shall sew sheets.

I wish you were a fish in my dishHow much wood would a woodchuck chuckChester Cheetah chews a chunk of cheep cheddar cheese.

The pupils listen and try to identify and discriminate between those sounds.

Step five: The teacher invites the pupils to write down all the written work on the board.

3

Sequence One Practice + Go forward 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 Meaningful Activities / Tasks .

A : What should I do when it aches?B : you should check with granny or see a doctor!A : Ah yes ,granny's remedies are cheap .B : But the doctor's drugs are sharp !



Function : Inquiring about ones health Grammar : model verbs "should – must"Vocabulary : vocabulary related to health

Will you explicitly teach an aspect of culture in this lesson ? If so, describe.

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

Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to demonstrate : inquire about ones health. Ask for and give advice.


The manuals pictures { pages : 51 – 52}

Page 4

TimeRationa

leInteraction

Pattern Procedure

Use the

already

acquired

notions

and

function

s and

perform

oral and

written

tasks to

express

obligatio

n and

ask and

give

advice

T - Ss

S - T

Ss - Ss

T- S

Ss - Ss

Ss - Ss

T – S

Ss - Ss

Practice page51: agenda : 1) Inquire about ones health / 2) advise.Warming up :

the teacher after greeting his pupils ,he interacts with them and asks how do they feel or if any of their colleagues absent ,he may lead the conversation about this absent and try to interpret the situation this will lead the pupils to recycle what they have seen previously.

Presentation :Practice page 51The pupils are invited to do the following exercises on their rough

copy books, correct on the board then read and write down:Based formed Activity : Exercise One: Put the following words in order to make correct sentences.1) must /revise / lessons /should /./ your /you You should revise your lessons .2) not / must / you / smoke / . / You must not smoke .3) should / what / we / ? / do / What should we do ?4) I / ? / must / do / what / what must I do ?Meaning Based Activity.

Exercise Two : Match the pairs .Sentence Meaning

1) You must do the exercise .2) Could you open the window please?3) Can I go out?4) You should practise sport

PermissionRequestObligationAdvice

Communicative activities: Exercise Three: Ask the correct questions.

A : What's the matter ? B : I have got a toothache.A : What should I do ? B : You should see the dentist .A : How do you feel today? B: Today, I am fine .Thanks.

The pupils work in pairs ,correct on the board then read and write.Present the visual "aspirin" on page 51 and try to interact about the use of

aspirin and when it is used .Lead the learners to a short discussion .Ask the pupils to read the "instructions" about aspirin on page 51, then

explains the instructions of "Activity1p 51: "orally"Activity 1p51:Read the instructions for the use of the aspirin then

give advice to the people.A : My daughter is 8 and she has flu how much aspirin should she take?Doctor: She should take (1) tablet a day.A : My sister's baby ate several aspirins .What should I do ?Doctor :You should go to the hospital at once .

The learners perform the drill in pairs using the key words .The teacher discusses with his learners about the different sorts of illnesses in order to lead

them make the difference between them The teacher explains the instructions of "Activity 4p52 then asks the pupils to work .

Activity 4p52: Put each illness in the right box:Common Illnesses Serious illnesses

A headache- a stomachache –an earache – a toothache –sore throat –cold – a cough – a backache

A heart disease – pneumonia – AIDS- high blood pressure – diabetes – obesity

The pupils work in rough then correct on the board .The teacher interacts with his learners about what they should eat in order to be healthy ,

he has to listen to them and try to lead them communicate about the theme.The teacher explains the instructions of "Activity 5p52" the asks the pupils perform in pairs.Activity 5p52: Pair work. Ask and answer .A : Why should I eat less [ fat – sugar - salt ]B : Because too much [fat – sugar – salt ] can cause [obesity – diabetes – high blood

pressure]The pupils perform in pairs and substitute the key words.

Page 5

Sequence One Discover the Language 2nd Am 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 Communicative Competence Supported and purposeful development



Function : Inquiring about ones health + Expressing ObligationGrammar : model verb " must"Vocabulary : vocabulary related to health


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 read and understand the general ideas and some important details Can find specific ,routine information in short texts .

Objectives / Assessment :SWBAT by the end of the lesson ,students will be able to demonstrate : Express Obligation . Inquire about ones health. Talk about some Grannies Remedies


The manuals pictures { pages : 53}

Page 6

TimeRationa

leInteraction

Pattern Procedure

Review what has been said about Sally's health

Identify the main idea of the text

Recognize and spot some important details of the text

Express "obligation" using the model "must"

Talk about traditional medicine and grannies remedies.

T - Ss

S - T

Ss - Ss

T- S

Ss - Ss

Ss - Ss

T – S

Ss - Ss

Discover the Language p53. agenda:1) express obligation /2) talk about grannies remedies

Pre-reading :Ask the pupils to talk about what happened to Sally since ,they have dealt with the

subject in the previous lessons .The teacher introduces the situation about Sally's health that she has not recover

and they will learn more while studying the text .During –reading :

The teacher explains the instructions of the a skimming exercise ,then invites the pupils to read the dialogues silently and try to answer the exercise :Exercise : Read the dialogue then answer the following questions.

1) Who is Liz ? Liz is the mother of Sally.2) What is the matter with Sally? She is awful.

The pupils work in rough ,correct on the board then read and write.The teacher invites the pupils to read the text by pairs .then try to answer the

questions on page 53.First he reminds the learners about the uses of "can" [ability –inability –request –permission]

What does Sally want to obtain when she says :" Can I to Wang's party ?"

Sally wants to obtain a permission to go to Wang's party . Does her mother agree?

No she does not agree. What is Sally obliged to do ?

She must stay in bed . What can you say about the word "must"?

"must" is for "expressing Obligation"

The pupils read then try to answer the questions ;then perform the activity as a drill (question – answer).

Post –reading :The learners now know the use of 'must' to express 'obligation" as they already

know the uses of can Know some vocabulary related to health.

Practice :The pupils will use what they have learnt and try to perform "activity 1p53" as pair

work.The teacher presents and explains the new vocabulary then invites the pupils to

perform "orally" using the model "must". Activity 1p53:Pupil 1 'is a patient with a health problem / pupil 2: is a doctor who tell the patient what he must do .Pupil 1: I have got { a pain in the back / sore throat / a flu }

see a doctor . You mustn't carry heavy things.Pupil 2: You must take hot drinks . You mustn't eat ice creams. stay in bed . You must not go out.

The pupils are free to use what ever key words and perform it in pairs .The teacher invites the pupils to do "Activity 2p 53" using their pencils .Activity 2p53: Match questions and answers .

1) (6) - 2) (3) - 3) (1) - 4) (4) - 5) (2) - 6) (5) The pupils do the activity on their books ,then perform it by pair.The teacher explains the instructions of "activity 3" ,then invites the learners to

perform Activity 3p53: What does the signs mean ? Write in full .

1) A: "Silence Hospital! What does that mean? B : It means .You must keep calm.2) A: "No smoking" ! What does it mean? B : It means .You mustn't smoke

The pupils perform the drill in pairs.The teacher asks the pupils to go back to page 52 and pay attention at "activity 2p

52"The pupils are asked to talk about "grannies remedies" according to the given

illnesses .Examples: Toothache put some perfume or wash with hot water mixed with salt sore throat Take some lemon with honey .

The pupils discuss the matter ,then read the written works on the board and then write down . page 7

Sequence two: Listen and Speak 2nd Am 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 Active learners

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 : Advising "fitness"Grammar : "must" + adverbs of frequency Pronunciation : Vowel sounds /ai/ - /i/ - /i:/ Vocabulary : Vocabulary related to sport, daily activities and leisure time


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 demonstrate : Ask for and give advice Describe daily life activities using "adverbs of frequencies" Describe between vowel sounds


Pictures showing obesity & sports & food Listening script "sequence two" page64

Page 8

TimeRationa

leInteraction

Pattern Procedure

Make the pps guess the theme of the lesson

Listen and Spot the answer to the given questions

Identify the main constituents of a sentence

Acquire the new grammar structure "adverb"

Practice Using the rule

T - Ss

S - T

Ss - Ss

T- S

Ss - Ss

Ss - Ss

T – S

Page 9

Sequence Two: Listen and Speak 2nd Am LevelAgenda : 1) advising "fitness" 2) adverbs 3) sounds : /i/ - /i:/ - /ai/Warming up :

Through visuals showing a boy who does not practice sport ,some sport activities and fit children .

Invite the pupils to react to the pictures hanged on the board, and see their first reactions.

Try to know from the pupils what is the theme of the lesson.Make the pupils express themselves about the subject in order to lead them

to listen to the script and then try to do "Activity one p55"Presentation :

The teacher asks the pupils to open their books on page 55 ,look at the activity .

The teacher explains the instructions of the activity ,then invites the pupils to listen then try to answer the activity .

Activity : Listen then answer the questions : 1) What does Rayan do to keep fit ? He lifts weights 2) Does Andy practise any sport? No he does not. 3) What does he do after school? He plays video games.

The pupils are asked to answer the activity . then perform it ask pair work.The learners are asked to go to page 64 and perform the drill.The teacher asks the pupils to perform the drill by pairs .The explains the words and expressions in the dialogue in order to lead

them "isolate" the following sentence .Question : Do you exercise regularly? Answer : I exercise regularly .Question : Is it dangerous to lift weights ? Answer : No, you must handle them carefully.

The teacher reads the dialogue then asks the pupils to perform it.The teacher isolates again the first sentence .And tries to lead the pupils to

Analyze it .

I exercise

Subject + verb + adverb

regular + " ly"

adjective + " ly "

adverb

The teacher using mind mapping should lead the pupils to detect and identify the main constituents of the sentence.

The teacher helps them just to name the words "adverb".The pupils try to state the rule :

exception : adjective "good" " well "

The teacher reports the stated rule on the board .The learners are asked to do the following exercise.

Exercise : Form adverbs from the following adjectives .

The pupils are asked to think , work in rough then correct on the board.

TimeRationa

leInteraction

Pattern Procedure

regularly

adverb = adjective +"ly" "

Adjective Adverb1- heavy 1- heavily

2- serious 2- seriously 3- bad 3 – badly

4 – good 4- well

Listen to distinguishBetween the sounds

Read the tongue twister

Spot the different sounds presented

Identify the script of those sounds

Be aware that the same letter is pronounced differently

T - Ss

S - T

Ss - Ss

T- S

Ss - Ss

Ss - Ss

T – S

Ss - Ss

Page 10

Stage Two: Pronunciation

Step One: The pupils are invited to listen to those "tongue twisters " written on the board.

Presentation :

The pupils listen then read .

Isolation : The pupils are asked to isolate the words written in different colours.

Little - Mike - his – bike – like - eat - eel - while - peel

The pupils read the selected words.

From the selected words and after having reading and repeating them ,the teacher asks the pupils to state how many sounds can notice in those words.

bike - little - eat - eel

" i " = i = /ai/ " i " = e = /i/ " ea " = e+e= /i:/ "ee" = e+e = /i:/

The pupils repeat the words and try to discriminate between the sounds .

Stating rule:

The learners try to state the rule of the pronunciation of the studied sounds.

The pupils do not need to know the phonetic transcription symbols ,but just the sound of the alphabets letters.

Practise :

The learners are then invited to open their books on page 55 and pay attention at the sounds table .

The teacher reads the sounds one by one then invites the pupils to repeat after him.

The pupils are later asked to close their books then, listen to the teacher reading some words, the pupils are required to identify and compare the words read by the teacher .

The pupils are asked to read all the written works on the board ,then copy down .

Pronounced " i " = /ai /

The letter "i" : Pronounced short " e " = /i/

" e" + " a" The letter: long "e" = /i:/

" e " + " e "

Little Mike left his bike like Tike at Spike's.

I eat eel while you peel eel. Each Easter Eddie eats eighty Easter eggs

Sequence Two : Practice & Go forward 2nd Am 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 Meaningful Activities / Tasks .



Function : Describing someone's behaviour & Narrating . Grammar : Adverbs + simple past tense Vocabulary : Vocabulary related to daily life & school activities


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

Objectives / Assessment :

"SWBAT" by the end of the lesson ,students will be able to demonstrate : describe how should ones behaviour should be . narrate. Inquire about someone's frequency activities.


The manuals picture { pages : 56}

Page 11

TimeRationa

leInteraction

Pattern Procedure

Interact using what they have as back ground

Interpret the situation and perform according to a given model

Use "adverbs" to talk about daily life activities or narrate events

Interactto express school life tasks

Page 12

T - Ss

S - T

Ss - Ss

T - S

Ss - Ss

Ss - Ss

T – S

Sequence Two : Practise 2nd Am Level

Agenda: 1) describe ones behaviour +adverbs 2) narrate 3) adverbs

of frequency .

Stage one : Warming up:

Interact with the pupils about their day and try to make use what they have learnt in the previous hour.Try to make them talk about "advising fitness" using "adverbs" .

Practise part one : The teacher asks the pupils to remind him about the form of the adverb should take .The teacher explains the instructions of activity of "activity 1 p 56" . He should ask the pupils to split into groups ,then try to understand the instructions of the activity and act as a play . They should be able to act the three sentences :

Subject + verb + object / Subject + verb + adjective / Subject +

verb + adverb

Activity ‘1’p56 : You are casting a play { pair work} .You need these characters. [doctor – patient –mother – nurse – secretary ]

Pupil”1” : You‘re a {doctor/nurse/secretary} and you’re [attentive – quick- polite].

Pupil “2” : I’ll be the {doctor, nurse, secretary}. I’m [attentive – quick- polite]. I must (listen-react-answer) [attentively – quickly – politely].

The pupils act the script by pairs then substitute the key words.Practise part two:The teacher asks the pupils to pay attention at the photo on page 56 which

represents "an ambulance" .What does it mean to see an ambulance ? Try to let the pupils to interpret the photo and interact with his learners about it.The teacher explains the instructions of "Activity2p56" ,then invites the pupils to

work in pairs.

Activity “2”p56 : Turn the adjectives between brackets into adverbs.A : What happened this morning ? An ambulance blew its horn.B : “I saw an accident this morning .A car was going (fast) fast. It ran into a young man’s bike. The young man was hurt (bad) badly. Some people came (quick) quickly to help. But a policeman on duty told them to keep away .He asked his colleague to call an ambulance. The ambulance arrived (rapid) rapidly. Two ambulance men came out of it and put the young man on a stretcher (careful) carefully.

The learners do the activity in rough while the teacher supervises their works ,then he invites them to read and act perform the activity.

Let the pupils listen to each other, correct each other ,the teacher tries not to intervene .

Stage Two:The teacher asks the pupils to take their school time table.Invites the pupils to read it [even in their mother tongue] and talk about

what do they study during the week .Ask the pupils to talk about the number of hours they study those

courses.They may answer : Arabic 6 hours - French 6 hours - English

3 hours - sport 2 hours - art 1 hour.

Try to make the pupils build up exchanges about their time table.For example :A : What do you study from Saturdays to Thursdays?B : I study : Arabic – French – English- physics – art…..from Saturdays to

Thursdays.Ask the pupils to perform to drill pair by pair.

TimeRationa

leInteraction

Pattern Procedure

Inquire about the number of things those school tasks are performed using "how often"

Talk about the same tasks but out off school life

Make short report about someone's tasks using adverbs of frequency

Page 13

T - Ss

S - T

Ss - Ss

T - S

Ss - Ss

Ss - Ss

s – S

Tell the pupils to ask about the numbers of hours they study in a week . How often = how many times

A: How often do you study {art – physics – English – Arabic ….} a week? art once (one time) physics twice ( two times)

B : I study English thrice (three times) a week .Arabic four times (four times)

Ask the pupils to repeat each sentence alone then perform the drill by pairs.Later the pupils are asked to practise the whole drill .Next the pupils use their school time table and perform the drill using the studied

model, they are free to talk about whatever course they chose, the teacher has not to intervene. Let the pupils correct themselves if needed.

The pupils are asked to open their books on page 56.The teacher explains the instructions of "activity 3p56 then invites the pupils to

perform: asks the pupils to perform "Activity 3 p 56" :

Activity ‘3’p 56 : Ask and answer your partner.How often do you [lift - practice – play] (weights – jogging – chess) a week?I { lift weights “twice” a week } , I [ practice “jogging” , thrice a week ] , I ( play “chess” once a week)

The pupils correct the “activity “on the BB, then read and copy down.The teacher asks the pupils to communicate using the time table of the “activity”

and change the keywords; they are free to use the appropriate key word.The teacher asks the pupils to look at “activity ‘4’p56, he explains the instructions

then he asks them to do the activity on their rough copy books.

“Activity ‘4’p56 : How often do you do these things? Answer the questions, and then perform with your friend. Report your friend’s answers to the rest of the class.

Brush teeth

Wash hands

Take shower

Go to the hair dresser

Clip nails

You ThriceEight times

Once a week

Once a monthTwice a week

Your friend

ThriceTen

timesTwice a week

Once a monthOnce a week

Pair work : A : How often do you [brush your teeth – wash your hands- take a shower- go to the hairdresser – clip your nails ]?B : I ( brush my teeth thrice a day after each meal ) I{ wash my hands many times a day }I [take a shower once a week ] I {go to the hairdresser once a month} I ( clip my nails four times a month).

Report the answers to your friends :<< My friend “X” brushes his teeth thrice a day after each meal, he washes his hands each time they are dirty, he takes a shower once a week , he goes to the hair dresser to cut his hair twelve times a year and he clips his hands four times a month>>

The teacher invites the learners to perform as question and answer then each of the pupils comes to the board and reads what his friend does .[ the teacher takes two learners “one “ represents the boys and the other “one” the girls ]

The teacher asks the learners to read the written work on the board, then read and copy down.

TimeRationa

leInteraction

Pattern Procedure

Interact using adverbs and adverbs of frequency about daily life and school tasks

Interpret the pictures or tips and give advice

Make exchanges about health advice

Use the theme to talk about daily life and grannies remedies

Page 14

T - Ss

S - T

Ss - Ss

T - S

Ss - Ss

Ss - Ss

T – S

Agenda: 1)asking & giving advice / 2) Questioning .

Warming up : The teacher interacts with his learners about what they have learnt previously

through daily questions [what do they study that day ,how often do they study a particular course, the way they feel while studying any course….]

This should lead to the introduction and the presentation of the lessonMake the pupils discuss about the theme "Health", what should they do to keep fit

and healthy and what should or must they avoid?Presentation :The pupils are invited to open their books on page 57, and try to "interpret" the

"tips" the teacher explains the instructions , the pupils are asked to repeat the new

words such as : “ energy – contain - fibers – digestion - preserve – middle –aged - heart attack – eliminate –toxins – bones – challenge – quiet “

The teacher invites the pupils to read tip by tip . Practice : The teacher writes on the board the first example, then asks the

learners to substitute the key words.To feel calm , go to bed early and get up early To challenge your brain , play chess, scrabble , crosswords or

read To keep fit, walk for half an hour every day .To have strong and good teeth, brush them for three minutes,

thrice a day.To protect your skin, use creams.To help your digestion, eat fresh fruit and vegetables.

The teacher asks the pupils to read the sentences written on the board.The teacher explains the instructions of “activity ‘2’p 57 , then he asks the

learners to use the information on the board and do “activity 2” . Activity ‘2’p57 : Pair works. Give advice to your friend.

A: What should I do to feel calm? B: You should sleep early and get up early.

A: What should I do to challenge my brain? B: You should play chess, scrabble n crosswords or read.

A: What should I do to keep fit? B: You should walk for half an hour every day.

A: What should I do to have strong teeth? B: You should brush them three minutes, thrice a day.

A: What should I do to protect my skin?B: You should use creams.

A: What should I do to help my digestion?B: You should eat fresh fruit and

vegetables.The teacher invites the learners to perform the drills pair by pair.

The pupils listen to the teacher explaining the instructions of "activity 3p57" ,he asks the to read the sentences of the activity ,then interacts with them about what do they talk about .

Next the learners are asked to do "activity3p57" on their rough copy books . Activity “3” p57 : Ask questions on the underlined words .

You must eat dairy products to get enough calcium. What must you eat to get enough calcium?

You must exercise 10 minutes every day. How long must you exercise every day?

You must play chess to challenge your brain. What must I do to challenge my brain?

You must drink 1.5 liter of water to eliminate toxins. How much water must drink to eliminate toxins?

The teacher asks the learners to correct the activity on the board, read then copy down.

Produce : talk with the pupils about what they have seen today and try to make them speak what which one of he tips do they apply in their daily life.

Ask the pupils to talk about what their grannies advise to do to keep fit.Listen to the pupils and report some of their advice on the board.Invite the pupils to read and write down on their copy books.

Sequence two : Discover the Language 2nd Am 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

Communicative Competence Supported and purposeful development



Function : narrating Grammar : simple past tense + adverbs Vocabulary : vocabulary related to street accidents


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 read and understand the general ideas and some important details Can find specific ,routine information in short texts .

Objectives / Assessment :

"SWBAT" by the end of the lesson ,students will be able to demonstrate : narrate derive adverbs from adjectives


manual's scripts

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TimeRationa

leInteraction

Pattern Procedure

Be sensible to the problem of street accidents

Derive words

Discriminate between regular and irregular adverbs

Detect and spot the mistakes

ProduceAnd use the language acquired

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T - Ss

S - T

Ss - Ss

T - S

Ss - Ss

Ss - Ss

S – S

Agenda: 1)narrating / 2) word derivation

Warming up (pre-reading): interact with the pupils about car accidents and what to do to avoid them

Ask the pupils to look at the photo on page 58 and try to interpret it . Step one: The learners are asked to open their books on page 58 and read silently the text {while the teacher prepares the questions on the board and the new words.}

During reading: Step two : The teacher reads the text , explains the new words such as

“ depressed - firm – worst – run into – boss- - nowadays “Step three : The learners listen to the teacher, repeat the new words, then take their rough copy books and answer the questions.Step four : The learners do the activities on their rough copy books and correct on the board. Read the conversation then answer the questions : 1- Do you know words that derive from the underlined words?

-> terribly terrible - badly bad

2-What can you deduce? I can deduce that these words are “adverbs”Words Root Suffix

Terribly(adverb) Terrible “ ly ” Badly(adverb) Bad “ ly”

3-What‘s the grammatical form of the word that is before the underlined words?The word that is before the “adverb” is the “ verb”

4– What can you deduce? -> I can deduce that the adverb comes after the verb.

Post reading:

Step one : The teacher asks the pupils to read the text again and try to answer the question of “activity ‘1’ p 58 .

-> Activity “1”p58: Copy the chart then complete it from the text.Regular Irregular

Adjective Adverb Adjective Adverb Hard Hardly Worst worst

Step two : The learners read , correct the activity on the board then read and copy down( to save time it could be done using their pencils and corrected on the books )Step three: The teacher asks the pupils to look at “activity ‘2’p58; he explains the instructions then they are asked to do it in rough “Activity “2”p58 : Put the words in the right order to make correct sentences.

He works hard.Handle carefully these boxes.He asked angrily to see the manager.

Step four : The pupils are asked to do “activity’3’p58, the teacher explains the instructions ,the pupils work on their rough copy books. -> Activity’3’p58: Insert each adverb in the right place: «loud-awfully- carefully- fast” [ 1 walk fast - 2 drive carefully - 3 sings awfully - 4 speak loud]Step five: The teacher explains the instructions of “activity’4’p58, then asks the learners to do it using their pencils. “Activity’4’p58 : Complete with adverbs of your own. { 1 angrily- 2seriously-3 quickly- 4 slowly - carefully - 5 fluently }Step six : The pupils correct ,then read the sentences, they are asked later to copy them on their class copy booksStep seven : The teacher asks the pupils to do “activity ‘5’p58 as a home work on their rough copy books; they are asked to form sentences using the following adverbs

[ well - slowly - clearly - hard – noisily ]

TimeRationa

leInteraction

Pattern Procedure

Interact about adverbs their forms and their place in the statement

Interpret the situation and use the appropriate adverb

Derive adverbs from adjective

Use the language to talk about oneself daily activities

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T - Ss

S - T

Ss - Ss

T - S

Ss - Ss

Ss - Ss

T – S

Adverbs: The teacher asks the learners to open their books on page 59. The teacher asks the learners to read each part of the reminder, he

explains the parts of the lesson , the ( form of the adverbs – the use of it - the spelling - the regular adverbs - the irregular adverbs – the adverbs with one syllable )

The learners listen then repeat.Later the learners are asked to do the following activities .

The learners are asked to open their books on page 67 and pay attention at "activity 2 page 67:

The teacher explains the instructions then invites the pupils to perform .

Activity 2p67: Agree with these statements.

1) A: Dad is a careful driver. B: That's right. He drives carefully .2) A: My uncle is a hard worker. B: That's right. He works hardly.3) A: Linda is a quick learner . B: That's right. She learns quickly .4) A: Charles is a good swimmer . B: That's right . He swims well.5) A: Ken is a slow reader . B: That's right .He reads slowly.6) A: Sami is a fast runner. B : That's right . He runs fast .7) A: My cousin is a bad writer. B: That's right . He writes badly.

The pupils think about the activity ,work by pairs , then report their works to the class.

The teacher invites the pupils to listen to the instructions of " activity3p67"then try to do it on their rough copy books .

Activity 3p67: Form adverbs from the following adjectives when possible.Adjective Adverb

Heavy Heavily Good Well Happy Happily Serious Seriously

Fat Old

Small SmallFast Fast

Terrible Terribly

The pupils work in rough then correct on the board.The teacher explains through some examples the words or adjectives that do not

change into adverbs.The pupils are asked to look at their school time table and answer the following

questions ,then try make a short paragraph . (This may be done as integrated situation] Integrated Situation: Your English pen-friend wants to know what courses do you study at school , when & how often do you study them .

Draw your time table answer the following questions then write a paragraph.

The teacher asks the pupils work in class if 'time permits' or do it as home workHe pupils present their works to the class, then discuss with their colleagues.

Listen & Speak 2nd Am Level


"Active learners" <supplements and adapts the textbook to plan activities related to learners' interests ,prior knowledge and experience communicative competence



Function : Naming food & Saying quantities & Instructing & talking about aliments & Advising

Grammar : the quantifiers "some – any " / How much & how many /Countable & uncountable nouns

Vocabulary : vocabulary related to food and medicinal plants.Pronunciation : ( 1-2-3…) syllable words

Will you explicitly teach an aspect of culture in this lesson ? If so, describe. traditional use of medicinal plants { grannies remedies}

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 short simple classroom instructions and explanations that are accompanied by visuals.Can plan for, use and evaluate the effectiveness of one or two basic productive speaking strategies to produce a clearer message .

Objectives / Assessment : "SWBAT" by the end of the lesson ,students will be able to demonstrate :

name food – say quantities – talk about aliment & food use "quantifiers " < some & any >

Required material and / or resources : Pictures showing food

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TimeRationa

leInteraction

Pattern Procedure

Interact using previous backgroung to introduce the new theme

Interpret the visualsTi deduce the importance of the theme.

Identify and discriminate between different types of quantities

Deduce & state rules

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State rules

T - Ss

S - T

Ss - Ss

T - S

Ss - Ss

Ss - Ss

S – S

S - T

T – S

Sequence Three 2nd Am Level

Agenda: 1)naming food / 2) describing quantities Warming up :

Teacher interacts with his learners about daily school tasks ,the way the look , and when do they practise sport , in order to lead them talk about the importance of sports , and what will they look like if they do not practise sport.

The conversation should lead to talk about "obesity" and what are the main causes ,this also will help the pupils to achieve their project work about obesity and "bad food habits"

This also lead the teacher to ask the pupils to talk about food ,all the kinds of food they know , ask them to name them .Presentation:

The teacher uses visual aids showing different kinds and types of food , sticks them on the board and invites the pupils to repeat .

Vegetables

Fruit Meat and poultry

Dairy products

Pasta and cereals

-carrots-lettuce-onions Cauliflower -tomatoes-peas -Egg plantPotatoes

-orangespeaches-dates-apples- bananas- grapes- pears - melon

lamb meatchickenmuttonchops

margarinemilkyoghurtcheesebutter

spaghettimacaronicorn flakes

the teacher presents the food and asks the pupils to repeat ,they should be able to discriminate between all the kinds of food

the teacher presents the nouns of quantities : 1. a bottle of mineral water2. a packet of sugar3. a bar of chocolate4. a jar of jam5. a carton of milk6. a tin of sardines7. a box of matches8. a loaf of bread

the pupils listen then repeat .the teacher presents and introduces "some " & "any" using the same aids :

is milk -sugar - mineral water –chocolate –jam –bread- coffee There some are potatoes – oranges – cakes – is cheese – meat – chicken – spaghetti – oil – sugar…. There not any are bananas – dates – croissants ……

The teacher should show the appropriate pictures while dealing with "some" and "hide the pictures while using "any" in order to make the pupils not find the required object on the appropriate list.

Later the teacher should lead the learners to "detect" why the verb

"is" is used with : milk -sugar - mineral water –chocolate –jam –bread- coffee-

"are" is used with: potatoes – oranges – cakes- bananas – dates – croissants….

The learners are asked to deduce the difference between the two forms: the pupils should be able to deduce : "is" + singular nouns Uncountable nouns the pupils should be able to deduce : "are" + plural nouns Countable

Groceries

Drinks& soda& mineral water& lemonade

Bakeriesbreadbiscuitscakescroissant

s

Interact and interpret the situation

State rule

Use the taught language and produce

S – S

S s – S s

T – Ss

Ss – Ss

Ss - Ss

Ss -Ss

nouns

The teacher will introduce the notions of "uncountable & countable" after the learners deduction.

Make the pupils repeat the two notions , then invites them to listen to the following drill:

the teacher invites the pupils to listen to the following dialogue : Rafik : Good morning, sir.Assistant: Good morning, sir. Can I help you?

Rafik : Yes, I want some carrots, please. Assistant : How many kilos do you want, sir? Rafik : One kilo, please. Assistant : Here you are sir .Anything else? Rafik : Yes, are there any dates, please? Assistant : Dates, no, sir .there are not any .There are some grapes? Rafik : Yes, please a kilo and a pound of grapes. Assistant : Here you are sir. Rafik : How much is that all, please? Assistant : One kilo of carrots 40DA, a kilo and a pound of grapes 120DA

.It is 160 Dinars, sir. Rafik : Here you are sir. Thank very much.

The teacher presents the dialogue pair by pair and makes the learners performing it till they will be able to use the whole dialogue.

The teacher substitutes the key words and makes the pupils the dialogue {they should be free to use the visual aids}

The teacher should lead the pupils to deduce the way we ask about "countable & uncountable nouns"

How many + Noun + S [ countable nouns ] How much + Noun (No "s- es – ies" ) { uncountable nouns}

Any is used in questions and negative sentences. Some is used in positive sentences

The teacher invites the pupils to do the following exercises on their rough copy books, correct on the board, read then write. Exercise n°1: Fill in with {any} or {some}

1. I want ------ fruit juice, please.2. There is not …….food in the fridge.3. Are there ……..absents ? No, there is not ……4. There are ……. Oranges, but there is not …….cheese .

Exercise n°2: Ask the questions.A : …………………………….?B : No, there are not any bananas.A : …………………………….?B : Yes, there some mineral water.A : …………………………….?B : It is 25 DA, please.

Exercise n°3: Match the pairs.kilograms mineral waterBox chocolateJar milkBottle PotatœsBar matchesTin jamCarton sardinesPacket sugar

The pupils are asked to correct on the board then read and copy down.

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USAGE {for the teacher}

Some or any? Be careful not to confuse these two words. Any is used in questions and negative sentences.

Have you got any friends in America? I haven't got any money.Some is used in positive sentences. I've got some friends in America.Sometimes some is used in questions, especially when the speaker thinks that the answer will be 'yes'. Have you got some money I could borrow? The same rules are true for 'something/anything' and 'someone/anyone'. I didn't see anyone I knew. I saw someone I knew at the party.

Sequence Three : Go forward 2nd Am Level


Communicative Competence Supported and purposeful development Meaningful activities and tasks.



Function : Describe healthy food & some of its medicinal features . Grammar : Passive form

Will you explicitly teach an aspect of culture in this lesson ? If so, describe. traditional use of medicinal plants { home remedies}


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 on concrete topics and living conditions. Can sustain a very short simple oral description of every day life ,interest and abilities in a list of points. Can use very simple sentences patterns with memorized phrases.


discriminate between healthy food & unhealthy one. talk about some food used as medicine Use the passive

Required material and / or resources : Pictures showing food & the manuals' scripts and pictures

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TimeRationa

leInteraction

Pattern Procedure

Interact to advise fitness and healthy food

Identify the form and the constituents of a sentence

Analyze the new form of the presented sentences

State rules

Practice using the stated rules

T - Ss

S - T

T - S

Ss - Ss

T - S

T - Ss

T - Ss

Ss - S s

T – S

Sequence Three 2nd Am levelWarming up : Interact with the learners about daily school subjects, the way they

feel and try to spot if some of the pupils is not well or absent and asks about what is going on in order to lead the conversation about the pupils who are fit and what do they do to keep fit.

The teacher tries to make the pupils discuss the matter and bit by bit focus on what to eat to keep fit .

Presentation :The learners talk about the different sorts food to keep fit and try to ask them to

name them and how are they used to keep healthy and fit .The teacher lists on the board some of the food used as healthy and some

common illnesses then asks the pupils to read and repeat .Then the teacher tries to remind the pupils about the content of this healthy food

and try to lead them talk about what they have seen in Science courses.Example : to keep fit practise sport . or = Sport is pratcised to keep fit

To be healthy avoid cigarettes . or = Cigarettes are avoided to be healthy

The pupils read and repeat the two examples .The pupils are invited to open their books on page 61 and pay attention at the

examples in "activity 2 p61" and try to interpret the given situations according to the above example. Activity 2p61 : Find another way to explain how you can use these home remedies.

When you have flu, heat some milk, pepper it, and drink it warm. = The milk is heated, it is peppered and it is drunk.

When you have a cough, heat some lemon juice, add some honey and drink it warm. =The lemon juice is heated, some honey is added and it is drunk warm.

When you suffer from insomnia, drink a large glass of warm milk. A large glass of warm milk is drunk.

The teacher reports the pupils' answers on the board and with his help to form the sentences then attracts their attention to the way the sentences are formed: A/ We practise sport. The pupils do the exercises

Subject + verb + object Subject + verb + object { active form} B/ Sport is practised (by us). The exercises are done ( by the pupils). object + to be +past +"by" + subject object + to be +past +"by" + subject Participle Participle of verb of verb passive form

The pupils are asked to analyze the statements then try to state the rules:Active form : Subject + verb + object Passive form : object + to be +past Participle of verb + "by" + subject Object singular to be singular / Object plural to be plural Verb (active) present To be present /verb (active) past to be past The pupils read the stated rules then try to do the following practice :

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Activity “1”p61 : Work on the following plants then come to the board and present your friends work.

Artichoke : Liver troubles are relieved with artichoke leaves. 20 grams of leaves are taken, a liter of water is boiled, and the leaves are put on the boiling water. A cup is drunk before meals.

Orange tree-leaves : Cough, fever and headaches are relieved with orange tree-leaves: 20 grams of leaves are taken; 3 to 4 cups of water are boiled .The leaves are put into the boiling water. They are infused for 15 minutes .3cups are drunk a day.

Mint : Insomnia, colic and headaches are relieved with mint: 20 grams of flowers are taken; a liter of water is boiled; the flowers are put into the boiling water; they are infused 10 minutes .A cup is drunk after the meals.

Tea : Digestion and sore eyes are relieved with tea: Some leaves are taken; water is boiled; the leaves are put into the boiling water; they are infused 10 minutes .Two compresses are wet. One compress is applied on each eye .It is done once with warm liquid and once with cold liquid.

The pupils work in pairs ,correct on the board then read and write down.

Sequence Three : Discover The Language 2nd Am Level


Communicative Competence Supported and purposeful development Meaningful activities and tasks. Active ,evolving process.



Function : Describing vitamins Grammar : Passive form



should be adapted from the AEF to reflect the specifies of you lesson.

Can find specific ,routine information in short texts . Can follow short simple directions. Can read and understand short ,simple routine instructions and explanations that are found in language materials.


describe vitamins Transform sentences from active to passive

Required material and / or resources : the manuals' script page 62

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TimeRationa

leInteraction

Pattern Procedure

Interact to talk about "home remedies"

Identify the form the active form

Transform from active to passive

State rules

Practice using the stated rules

T - Ss

S - T

T - S

Ss - Ss

T - S

T - Ss

T - Ss

Ss - S s

T – S

Ss - Ss

Sequence Three 2nd Am levelWarming up (pre-reading).The teacher talks with his learners about the previous lesson and tries to listen

from them what they have learnt ,they may certainly discuss about food and plants use to cure some illnesses.

The pupils are asked to talk about this kind of medicine which consist using medicinal plants .

Try to listen from the pupils if they use such medicine at home and other sorts of home remedies .

Lead the pupils to discuss about the importance of this food and why does it cure such illnesses .

During reading : The pupils are asked to open their books on page 62 and look at the text. The

teacher explains the instructions and the new words then invites the learners to read then do the activities on their rough copy books.

Read then do the following activities :1) Underline the verbs : cause – contain – improve – called – regulate – plays – find – is - 2) Circle the subject of each verb : deficiencies in nutrition - certain food – these substances - scientists – vitamins - each vitamin – you - it –

The teacher asks the learners to read the text loudly then correct on the board.The teacher explains the instructions of “Activity Bp62” then the pupils are asked

to work in rough. Read the paragraph below then compare.

What happens from paragraph “A” to paragraph “B”?In the first paragraph the subject is mentioned, but in the second one there is no subject .Object and verbs are mentioned.What can you deduce? I can deduce that the first paragraph is in the active form whereas the second one is in the passive form.

The pupils read the text then correct on the board and copy down on their class copybooks.

Post reading

The teacher asks the pupils to open their books on page 63 and look “activity

‘1’p63.he explains the instructions then invites the pupils to work on their rough copy books.

“Activity ‘1’ p63 : Rewrite the following text in this way “passive”.

< The five food groups are composed of grains, fruit, vegetables, meat, other proteins, fat, and sugar. In healthy diet, an important role is played by each group. So, to keep in good health a lot of grains, fruit and vegetables must be consumed. Dairy, meat and other proteins mustn’t be eaten and too much fat and sugar must be avoided.

The pupils correct the activity on the board, then read and write down . The teacher explains the instructions of “activity 2p63” then asks the learner to

work in rough. Activity 2p63: Write sentences like this.

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Produce Through what has been stated as rules



Present the project and discuss it

Ss –Ss

Ss - Ss

A bee stung him on his arm He was stung on his arm by a bee I was scratched by your cat yesterday. She was contaminated by her brother. He was knocked by his neighbour into his nose. I was stressed by this exercise.

The teacher explains to the learners some changes which occurs while turning from “active to passive”

Me I Hi He Her She Us We

The teacher asks the pupils to read the written work on the board, and then copy down.

The teacher explains the instructions of “Activity 3 p 63 “ , he asks some questions about inventions and their inventors since some of them have already been seen .

The pupils are asked to work in rough. Activity “3”p63 : Who did what?

1- {insulin / Dominique Jean Larrey} Insulin was discovered by Dominique Jean Larrey.2- {Aspirin / Florence Nightingale} Aspirin was discovered by Florence

Nightingale.3- {Glasses / Santorio} Glasses were invented by Santorio.4- {Ambulance / Wilhelm Konrad Roentgen } The ambulance was invented by

Wilhelm Konrad Roentgen.5- {thermometer / Salvino Degli Armati} The thermometer was invented by

Salvino Degli Armati.6- {X-rays / Paulesco } X – Rays were invented by Paulesco.The pupils correct on the board , then read and copy down

The teacher invites the pupils to read sentence by sentence the REMINDER about the passive and its use, then he explains each sentence

and gives examples, the learners listen then repeat.The pupils are advised to do the activities "check" page 67 .Activity 4p67: When did it happen ? Write sentences .

1.1863-The London underground (open) The London Underground was opened in 1863.

2. "1826" The first photograph (take) The first photograph was taken in 1826.3. "1879" The electric bulb(invent) The electric bulb was invented in 1879.4. "1885" The motor cycle (invent) The motor cycle was invented in 1885.5. "1928" Penicillin (discover) Penicillin was discovered in 1928.6. "1945" The atom bomb first (use) The first atom bomb was used in 1845.7. "1953" Mount Everest first (climb) The Mount Everest was first climbed in

1953.The pupils are asked to do "activity7p68".Activity 7p68: Read he hospital rules then write sentences in the

active voice.

Activity 8p68: Write the passive form of the verbs in brackets.When I entered the waiting room , I (invite) was invited to sit down and to wait for about ten minutes . I (give) was given some magazines .Then a man arrived ,he (ask) was asked to wait in the waiting room with the other patients. He wanted a cigarette, but (not allow) was not allowed to smoke .As he got angry he (show) was shown the no smoking notice stuck on the wall.

The pupils work in rough ,correct on the board ,read the write down

Hospital Rules- They serve breakfast to patient at 8.30- They clean the rooms everyday before 8.00- The postman delivers the post everyday at 9.00 except on

Sundays.- They permit visits three times a week from 1 to 3 o'clock. The head of the hospital J.Atkinson

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The last hour of this file is planned to the project round-upThe pupils give back their project works "Obesity"The group leaders are asked to come to the board one by one and present their

friends works.The other pupils take notes ,then discuss about the matter of "obesity"The teacher chooses the best project and hangs it the school wall sheet .

Education

File3 2nd am-health-+file five 1st am adapted -atf & aef.1