Teacher: Khelil Moudjib Arrahmane Level: 3 A.M.
File: 01 Sequence: 01 Lesson: 01
Function: Greetings & Introducing people Leg. Form: Present Simple (to be)
N. Lexis: How do you do?, Great to see you V. Aids: Pictures, C.B and gestures.
Objective: Greeting and introducing people.

Procedure Pupils’ task

Stage one: Warm-up

T. greets the pps ( Good morning, afternoon, hello, how are you, etc … )

Stage two: Listen & Speak

Step 1 : T. asks the pupils to greet themselves.
Step 2 : T. shows a picture ( handshake ) and asks :
What are they doing ?
Step 3 : T. acts the role play.
John : Hello, How are you Jack ?
Jack : Fine, thanks. And you ?
John : Very well. Thank you. Jack ! This is Peter. Our new friend.
Jack : Nice to meet you, Peter.
Peter : Glad to meet you, Jack.

Stage Three: Practise

Step 1 : T. gives other expressions and asks the pps to use them correctly:
• O.K – Great – Bad – Not great.
• Can I introduce…?/ I’d like to introduce…,May I introduce…?
• Great to see you / Nice to see you.
• How do you do ? / Pleased to meet you.
Step 2 : T. guides and controls.

Stage four: Produce

Step 1 : T. writes a dialogue and asks the pps to complete it.
A : Good morning B . How ___________________________ ?
B : Very _________________ . And you ?
A : _______________________________________________
B : I’d like to ___________ our new friend C .
A : Nice _______________ you, C .
C : ___________________ you, B .
Step 2 : Correction then reading aloud.







Pps answer



Pps do and repeat
Pps try and guess


Pps listen and repeat








Pps practise in pairs several times.







Pps try to do the activity.





Pps read.

Teacher: Khelil Moudjib Arrahmane Level: 3 A.M.
File: 01 Sequence: 01 Lesson: 02
Function: Describing physical appearance. Leg. Form: What’s someone like ?
N. Lexis: Adjectives ( shy, clever, intelligent etc… ) V. Aids: Pictures, C.B and gestures.
Objective: Describing physical appearance.

Procedure Pupils’ task

Stage one: Warm-up

Revision about Sally’s family.
• Who’s Bill ? How is he ?
• Who’s Liz ? Is she clever ?
• Who’s Tina ? Is she tall ?

Stage two: Listen & Speak

Step 1 : T. writes a dialogue on C.B :
Sally : Hello, Jack. You look happy today.
Olga : Yes, indeed . I’ve a new friend.
Sally : Really ? What’s her name ?
Olga : Jill . Jill Smith.
Sally : What’s she like ?
Olga : She is very intelligent.
Step 2 : T. asks the pps to read in pairs.

Stage Three: Practise

Step 1 : T. gives cues and asks the pps to use them correctly.
• Shy – serious – polite – cheerful – crazy.

Stage four: Produce

Step 1 : T. writes a dialogue and asks the pps to complete it.
A : Hello, __________. You look happy.
B : Yes, indeed. I’ve a new friend.
A : Really ? What’s _________________ name ?
B : _____________________________________________ .
A : What’s __________________________ like ?
B : ________________ very ________________________ .
Step 2 : Correction then reading aloud.







Pps answer the questions.






Pps listen






Pps do & repeat



Pps play the roles




Pps do







Pps do.


Teacher: Khelil Moudjib Arrahmane Level: 3 A.M.
File: 01 Sequence: 01 Lesson: 03
Function: Describing physical appearance. Leg. Form: To be, to have in the present simple.
N. Lexis: and, but, because, etc… V. Aids: Pictures, C.B and gestures.
Objective: Describing physical appearance.

Procedure Pupils’ task

Stage one: Warm-up

T. asks the pps different questions :
• What’s your name ? How old are you ?
• Have you got a new friend ? What’s he / she like ?

Stage two: Listen & Speak

Step 1 : T. writes a dialogue on C.B .
Lydia : Hello, Susan. You look happy today. What’s up ?
Susan : I have a new teacher of English.
Lydia : What’s his name ?
Susan : Mr Green.
Lydia : Is he severe ?
Susan : No, he isn’t . He is easy going and very helpful.
Lydia : Do you have class, now ?
Susan: No. Because our teacher of Maths is absent today.
Lydia : You’re lucky. Goodbye Susan.

Step 2 : T. asks the pps to read the dialogue in pairs.

Stage Three: Practise

Step 1 : T. gives different cues then asks the pps to act the dialogue.
The cues :
• Mrs White / polite / cheerful.
• Mr Brown / strict / serious.

Stage four: Produce

Step 1 : T. writes a dialogue and asks the pps to complete it.
A : Hello.
B : Hi, __________________. How are you ?
A : _____________________. I’ve got a headache.
B : Sure. You look __________________________ .
A : Are you going to see the doctor ?
B : _______________________________________ .
Step 2 : Correction then reading aloud.




Pps answer the questions.





Pps follow and listen.










Pps do several times.



Pps practise in pairs.






Pps try and do.






Pps do.



Teacher: Khelil Moudjib Arrahmane Level: 3 A.M.
File: 01 Sequence: 01 Lesson: 04
Function: Leg. Form: and / but
N. Lexis: fortune, teller V. Aids: Pictures, C.B and gestures.
Objective: Correct use of : and – but .

Procedure Pupils’ task

Stage one: Warm-up

T. introduces “a fortune – teller” in a situation ( picture ).
Fortune – teller : You are kind and intelligent but you are sometimes anxious ( worried ). You like travelling and you are interested in sports.

Stage two: Reading

Step 1 : T. writes act 1 p 18 on C.B, then asks the pps to read text
№ 1 p 19. “Daniel Radcliffe”
Step 2 : Correction of the activity.

Stage Three: Post Reading

Step 1 : T. writes an act on C.B, then asks the pps to fill in the gaps.
Fill in the gaps with : ( and – but – like – dislike ).
1. Tom is messy _____________he works hard.
2. Jane is intelligent _____________ kind.
3. Peter and John are helpful _____________ nervous.
4. I _____________swimming but I ____________ playing volley-ball.
Step 2 : Correction on C.B.

Stage four: Produce:

Teacher asks the pps to give free examples using :
( and – but – like – dislike ).







Pps listen





Pps do

Pps do




Pps do


Pps try and do.






Pps do.









Teacher: Khelil Moudjib Arrahmane Level: 3 A.M.
File: 01 Sequence: 01 Lesson: 05
Function: Describing people . Leg. Form: Present Simple
N. Lexis: V. Aids: Pictures, C.B and gestures.
Objective: Describing someone.

Procedure Pupils’ task

Stage one: Warm-up

T. creates a short story about Djeha.
T. asks questions :
• Who is he ?
• What’s he like ?
• What has he got ?

Stage two: Reading

Step 1 : T. asks the pupils to open their books on p :20.
T. reads text 1 and text 3
Step 2 : T. asks the pupils to read the two texts silently and do act 4 p 20.
Step 3 : Correction of act 4 p 20.

Stage Three: Post Reading ( Write )

Step 1 : Choose one of these famous persons then describe
• Charlie Chaplin – Mr Beans – The cartoon “Fulla” .
Step 2 : T. asks the pupils to read their paragraphs.

Stage four: Homework

Describe yourself in a short paragraph.






Pps listen

- Djeha
- A funny person
- A small spoken donkey.


Pps listen


Pps do
Pps do





Pps do.










Teacher: Khelil Moudjib Arrahmane Level: 3 A.M.
File: 01 Sequence: 02 Lesson: 01
Function: Making and answering requests. Leg. Form: Can…? / Could…?
N. Lexis: can / could V. Aids: Pictures, ( showing scenes )
Objective: To enable the pupils to express requests using can and could.

Procedure Pupils’ task

Stage one: Warm-up
T. asks the pps the following questions.
• Who has a telephone at home ?
• What’s your telephone number ?

Stage two: Listen & Speak
Step 1 : T. introduces the following dialogue through a suitable situation.
A : Excuse me, can you give me your phone number, please ?
B : Yes, of course. It’s 79425817.
- The dialogue is played as follows :
( teacher teacher ) ( teacher pupil )
( pupil teacher ) ( pupil pupil )
Step 2 : T. presents the second dialogue .
A : Could you lend me your book, please ?
B : Here you are.
A : Thank you .
( teacher teacher ) ( teacher pupil )
( pupil teacher ) ( pupil pupil )

Stage Three: Practise
Step 1 : T. gives different situations and asks the pps to express suitable requests using can – could .
1. You need a pen from your friend.
2. Ask someone to open the door.
3. Ask for stamps at the post-office.
N.B : Could is more polite.

Stage four: Produce
Step 1 : T. writes a dialogue and asks the pps to complete it.
Pupil 1 : I have not understood .
_________ you ________ it from me, ______________ ?
Pupil 2 : It’s a bit hard. Let us ask our teacher .
Pupil 1 : Teacher, ___________ you clarify this point __________ ?
Pupil 2 : With pleasure.
Step 2 : Correction then reading aloud.

Pps give several answers.




Pps listen.


Pps practise in pairs.





Pps take part






Pps practise in pairs.





Correct the copy it down.




Pps do.







Teacher: Khelil Moudjib Arrahmane Level: 3 A.M.
File: 01 Sequence: 02 Lesson: 02
Function: Making apologies. Leg. Form:
N. Lexis: appointment, afraid, lend. V. Aids: invitation card / gestures.
Objective: to enable the pps to express apologies and give the appropriate explanations.

Procedure Pupils’ task

Stage one: Warm-up

T. presents different situations and asks the pupils to build up appropriate requests.
1. The board is unclean .
2. You are thirsty.
3. You want to read your father’s newspaper.

Stage two: Listen & Speak
Step 1 : T. introduces a dialogue through a suitable situation.
A : I have a party at home this afternoon. Could you come, please ?
B : I’m afraid I can’t come . I have an appointment at the dentist’s.
A : That’s a pity.
Step 2 : T. introduces the following expressions of apologizing then asks the pupils to substitute the underlined expression by the ones given.
• Sorry
• I’m sorry.

Stage Three: Practise

Step 1 : T. gives different situations and asks the pps to express apologies with clarification .
1 Being late not get up early
2 No, book lend it to a friend
3 Play with us be ill

Stage four: Produce

Step 1 : T. sets the following activity on the C.B .
Imagine the appropriate explanation and the appropriate apologies.
1. _________________. I didn’t get up early.
2. I’m sorry, I didn’t phone . _______________________________
3. I’m afraid I can’t come on Tuesday. _______________________
4. _________________. I have got a sore throat .
Step 2 : Correction then reading aloud.







Pps build up requests using can / could and repeat .





Pps listen, then practise it in pairs.


Pps do.







Pps build up apologies with clarification.







Pps imagine and write.

Teacher: Khelil Moudjib Arrahmane Level: 3 A.M.
File: 01 Sequence: 02 Lesson: 03 Read & Write
Function: Expressing sympathy . Leg. Form:
N. Lexis: invitation, message, sympathy, notice. V. Aids: Realia , C.B and gestures.
Objective: - Reading and making distinction between different kinds of messages.
- Writing messages.

Procedure Pupils’ task

Stage one: Warm-up

T. Shows the different kinds of messages ( real ones ).
• Invitation – notice – letter

Stage two: Presentation

Step 1 : T. sets the following task on the C.B
The Task : Put a cross ( X ) in the right box.

Messages Invitation Sympathy thank-you note Notice
1
2
3
4

Step 2 : T. reads the opposite messages 1, 2, 3, 4 on page : 27
Step 3 : correction of the task.
Step 4 : Reading comprehension
T. asks questions .
1. Can you go into the shop at 11 : 30 ? Why ? ( Text 1 )
2. Why did George’s friend send this letter ? ( Text 2 )
3. What happened to Allan’s friend ? ( Text 3 )
4. Who is invited to the celebration ? ( Text 4 )

Stage Three: Write

Step 1 : T. reads message ( 5 ) on page : 27 and asks the pupils to do
task 1 and 2 in practise part on page : 26
Step 2 : The correction of the task.
Step 3 : Write it out
T. explains task 1 in “Write it out” part on page : 26.
Step 4 : The correction and the written phase.
Home work

Write it out : activity 02 page : 26




Pps look.















Pps follow.



Pps read and answer.






Pps follow then do the tasks.

Pps choose one of the birth announcements on page : 27 and expand it into a congratulating letter.

Teacher: Khelil Moudjib Arrahmane Level: 3 A.M.
File: 01 Sequence: 03 Lesson: 01
Function: Describing likes and dislikes. Leg. Form: Past continuous + to be in the past.
N. Lexis: like, hate, prefer, etc… V. Aids: Pictures, C.B and gestures.
Objective: Pupils should be able to interrupt past continuous events.

Procedure Pupils’ task

Stage one: Warm-up

Revision of “to be” in the past and the past simple tense.

Stage two: Listen & Speak:

Step 1 : T. says : I like watching “Tom and Jerry”.
Step 2 : T. writes it on C.B and asks the pupils to repeat it.
Step 3 : T. presents other structures. ( I love – I prefer ).
Step 4 : T. presents dislike by saying :
Boys like playing football and dislike watching Egyptian films.
Step 5 : T. asks the pupils to repeat .
Step 6 : T. presents other structures :
I hate staying at home. I don’t really like doing my homework.
Step 7 : T. asks : Do you like eating chocolate ?
T. answers : Yes, I love it. Yes, I like it or
No, I don’t like at all. No, I hate it. No, I dislike it.

Stage Three: Practise

Step 1 : T. gives a cues
Do you like listening to music ? Playing football – eating sweets – going on trips .

Stage four: Produce:

Step 1 : T. asks the pupils to do this activity.
ACT : Write the verbs correctly.
A : Where ( be ) ________ you, yesterday ?
B : I ( be ) _____________ in Oran.
A : What ( be ) ____ you ( do ) ___________, there ?
B : I ( be ) ____________ ( play ) ___________ a big football match .
A : ( be ) __________ the weather fine ?
B : Yes, it ( be ) _______________ .
Step 2 : T. asks the pupils to copy down the dialogue in their copybooks.







Pps listen and do.



Pps listen.
Pps listen and repeat.
Pps listen and do.

Pps listen and repeat.

Pps do.

Pps listen.





Pps practise.






Pps listen and do.







Pps do.

Teacher: Khelil Moudjib Arrahmane Level: 3 A.M.
File: 01 Sequence: 03 Lesson: 02
Function: Describing likes and dislikes. Leg. Form: Present continuous / like and dislike.
N. Lexis: fond of , keen on, would you like to … V. Aids: Pictures, C.B and gestures.
Objective: To enable the pupils to express their like and dislike

Procedure Pupils’ task

Stage one: Warm-up

T. asks ( yes / no questions ).
• Do you like cartoons.
• Do you like watching sports programmes.

Stage two: Listen & Speak:

Step 1 : T. introduces.
A : Are you fond of watching cartoons ?
B : I’m not fond of watching cartoons, but I’m keen on watching comedies.
Step 2 :
A : What would you like to watch ?
B : I’d like watching war film .

Stage Three: Practise

Step 1 : T. writes this dialogue on C.B with gaps and asks the pupils to complete it orally.
• _______________ watching films ?
• No, I’m not.
• What _____________ to watch, then ?
• I ___________ watching operas .
Step 2 : T. guides and controls.

Stage four: Produce:

Step 1 : T. writes this activity and asks the pupils to write it correctly.
1. keen – Are _ on – going – parties – birthdays – to – you - ?
2. would – have - ? – What – like – fond – you – to – lunch – for
3. have - . – meat – spaghetti – I’d – to – like – with
4. travel – is - . – John – of – fond
Step 2 : Correction then reading aloud.







Pps answer
Yes, I do …
No, I don’t …



Pps listen and repeat in pairs.









Pps complete orally and repeat in pairs.








Pps write correct sentences.




Pps do.

Teacher: Khelil Moudjib Arrahmane Level: 3 A.M.
File: 01 Sequence: 03 Lesson: 03 Read & write
Function: Greetings & Introducing people Leg. Form: Present continuous.
N. Lexis: channel, programme, etc … V. Aids: newspaper, magazine, C.B and gestures
Objective: Reading and talking about T.V programme.

Procedure Pupils’ task

Stage one: Warm-up

A short revision about the present continuous ( simple questions about T.V programme.

Stage two: Listen & Speak

Step 1 : The teacher shows the pupils a page taken from a newspaper or a magazine containing T.V programme and the teacher inserts or presents the new words through it .
Step 2 : The teacher presents or shows any T.V programme and asks some questions.
e.g. What’s on T.V tonight ?

Stage Three: Practise ( Read book open p : 35 )

Step 1 : The teacher write some questions on the C.B about different channels and their programmes.
e.g.
• What’s on channel 5 at 11:10 ?
• What’s on ITV1 at 8: 15 ?
• Which channel is “ a war film” on ?

Stage four: Produce ( pair work )

Step 1 : The gives a model . ( Selma / Jenny ) page : 34
Step 2 : The teacher chooses some notes to be written on the board.







Pps listen answer.





Pps listen and repeat.

There’s a film at
9:00 p.m.





Pps read and answer.








Pps follow the model.

Pps write their work on the board.













Teacher: Khelil Moudjib Arrahmane Level: 3A.M.
File: 02 Sequence: 01 Lesson: 01
Function: Asking for permission. Leg. Form: May I…./ would you mind….
N. Lexis: flights, airport……. V. Aids: Pictures
Objective: To enable PP to ask for permission.

Procedure Pupil's task
Stage one: Warm-up
T. creates a situation to express permission.
T: I’ve forgotten my pen.
Who has got an extra pen, please?
May I have one, please?
Stage two: Listen & Speak:
1) T. shows a picture of an airport, then he acts a dialogue:
Officer: May I see your passport, sir?
Passenger: Of course. Here it is…
Officer: Would you mind showing me your ticket, please?
Passenger: Wait a minute, sir. Here you are…
Stage three: Practise
T. gives cues:
- borrow your pencil.
- Use your dictionary.
- Turn off your mobile.

Stage four: Produce
T. asks his PP to do task 2/55

Then, he asks them to correct on BB before being copied on their CB












Of course, sir. I’ve two.
Ok, sir. Here you are…



PPs’ repetition
T. / P.
P. / T.
P. / P.


PP practise in pairs




PP work in pairs


Finally, they put it down on their
CB.


Teacher: Khelil Moudjib Arrahmane Level: 3A.M.
File: 02 Sequence: 01 Lesson: 02
Function: Giving suggestions. Leg. Form: Shall we…. / What about….
N. Lexis: Shopping , suggest……. V. Aids: Pictures
Objective: To enable PP to give suggestions and express requests.

Procedure Pupil's task
Stage one: Warm-up
Revision of the previous lesson
( Asking for permission).
Stage two: Listen & Speak:
1) T. adapts dialogue 4 / 54
A: What are you doing tomorrow morning?
B: Nothing special.
A: Why don’t we go shopping?
B: That’s a good idea.
Stage three: Practise
T. gives cues:
- Shall we go for a picnic?
* Sorry! What about next Tuesday?

- Let’s go to visit the museum.
* Yes, why not…


Stage four: Produce
T. asks his PP to do task 1 / 55

Then, he asks them to correct on BB before being copied on their CB













PPs’ repetition
T. / P.
P. / T.
P. / P.


PP practise in pairs




PP work in pairs


Finally, they put it down on their
CB.

Teacher: Khelil Moudjib Arrahmane Level: 3A.M.
File: 02 Sequence: 03 Lesson: 04
Function: Leg. Form: The future tense.
N. Lexis: a fortune teller/a weatherman/…. V. Aids: Pictures,
Objective: Planning future events.

Procedure Pupils’ tasks

Stage one : Warming up
Revision of what we learnt during the previous lesson.


Stage two : Read and write ( 1 )


T. asks PP to read the 5 texts and to underline all the
verbs.

T. asks : In which tense are the verbs in text 1? Why ?



Stage three : Practise
T. asks 2 pupils to come to the board.
PP will predict his/her colleague's future.
T. does the same with other pp.


Stage four : Write
T. asks PP to do act. 1 p 72.
( Write out )


PP answer.





PP try to do it.


In the future + it's about someone's future life.
( Predicting)


P1: Will you tell me my future ?
P2: You'll be successful in your life. You'll be very rich…..

PP write.




















Teacher: Khelil Moudjib Arrahmane Level: 3A.M.
File: 02 Sequence: 03 Lesson: 05
Function: Leg. Form: The future tense.
N. Lexis: a fortune teller/a weatherman/…. V. Aids: Pictures,
Objective: Planning a visit to places of interest.

Procedure Pupils’ tasks


Stage one : Warming up
T.: Imagine that you are in London. What are the
most interesting places you want to visit ?


Stage two : Read and write ( 2 )


1)-T. asks PP to read the text p. 74 and to underline all
the places of interest.

2)-T. asks PP to play the dialogue in pairs
A: I want to buy souvenirs.
B: Let's go to Oxford Street.

Cues: National Gallery/ admire the paintings.
Tower of London / see the Crown Jewels.
Saint James Park / watch ducks and birds.
Hyde Park / listen to people at Speakers' corner


Stage three : Write
T. asks PP to do act.2 p 74.







I'll visit Big Ben /The Tower Bridge / ……





PP read the text and underline the places.




PP practise in pairs.








PP do it.














Teacher: Khelil Moudjib Arrahmane Level: 3A.M.
File: 03 Sequence: 01 Lesson: 01
Function: Leg. Form: I've been …since/for (Affirmative)
N. Lexis: since / for, etc… V. Aids: Pictures,
Objective: Describing actions that happened in the past and affect the present.

Procedure Pupils’ tasks
Stage one : Warming up
Revision about the present simple.

Stage two : Listen and speak

1) T. gives examples:
- You have been a pupil for 9 years.
- You have studied English for 3 years.
- My brother has worked in SONATRACH for 10 years.

2) T. repeats the same examples with 'since'.
- You have been a pupil since 1996.
- You have studied English since 2002.
- My brother has worked in SONATRACH since 1995.

Stage three : Practise
T. shows pictures and gives cues.
- They / practise / football / 2 years
- She / live / here / 1990
- He / be / a taxi-driver / 7 years
- I / feel / ill / last week
T. asks PP to give examples
Stage four : Imagine
T. asks PP to do this act.: "put in since or for"
1- We have had computers …. 1950.
2-You've learnt French …. 5 years.
3- He has repaired cars …. 1970.
4- I've lived here …. 10 months.







Listen and repeat


Listen and repeat


Listen and repeat





PP make the sentences


give examples


PP do the activity












Teacher: Khelil Moudjib Arrahmane Level: 3A.M.
File: 03 Sequence: 01 Lesson: 02
Function: Leg. Form: Have you …? / How long … ?
N. Lexis: How long, etc… V. Aids: Pictures,
Objective: To enable the pupils to ask and answer using present perfect.

Procedure Pupils’ tasks

Stage one : Warming up
T. asks to combine words giving right sentences.
- I / come to school / last September
- father / travel / long time
- she / be a secretary / 7 years

Stage two : Listen and speak
T. introduces the following dialogue :
Patient: I've a stomach ache.
Doctor: Have you eaten bad food ?
Patient: No, I haven't.
Doctor: Has your mother given you an infusion ?
Patient: Yes, she has.
Doctor: How long have you had it ?
Patient: For 2 days.

Stage three : Practise
T. asks to do quiz 3p.92(ask and answer).
Example:
- How long have we had the car ?
- We had the car for ……. Years.

Stage four : Imagine
T. asks PP to complete the bubbles in pictures( 2 and 3 )
on page 93


PP make correct sentences







Perform the dialogue





PP do the quiz.





PP do it
















Teacher: Khelil Moudjib Arrahmane Level: 3A.M.
File: 03 Sequence: 01 Lesson: 03
Function: Leg. Form: I have …, so …
N. Lexis: so, etc… V. Aids: Pictures,
Objective: Expressing actions in present perfect using "so"

Procedure Pupils’ tasks

Stage one : Warming up
Revising the last lesson: how long … ?.
T. asks to give examples with 'how long'.

Stage two : Listen and speak
T. gives examples:
I've been a pupil here since 2002.
I've been a pupil here for 3 years.
T. combines the 2 sentences using "so"
I've been a pupil here since 2002;so I've been a pupil
here for 3 years.

Stage three : Practise
T. gives cues ,asking PP to combine.
- Write articles / 1995 ;so …
- Play chess / 2001 ;so …
- Wait for the bus / 9 :00 ;so …

Stage four : Imagine
T. asks PP to work in pairs giving compound sentences
with "so" in present perfect.






PP give examples







Listen and repeat





Make correct sentences.



PP give examples in pairs
















Teacher: Khelil Moudjib Arrahmane Level: 3A.M.
File: 03 Sequence: 01 Lesson:04 Read and Write 1
Function: Leg. Form: The present perfect.
N. Lexis: V. Aids: Pictures,
Objective: To read about whales extinction/ Combining sentences using "so".

Procedure Pupils’ tasks

Stage one : Warming up
T. shows a picture of whales and gives brief
information about these animals.
Whales live in oceans .They are in danger of extinction.

Stage two : Read and write ( 1 )


T. gives the overall idea of the text on p. 95 ,introducing
the new items : whales / hunt / extinction / ban /…

Stage three : Practise
1- T. asks some questions on Herman Moville.
- Who is Herman Moville ?
- What did he write ?
- What is it about ?

2- T. writes act. 4 p 94. Then ,he asks PP to read the text
(P 95 ) and do the activity.
T. asks for correction.

Stage four : Write
T. asks PP to do practise 1 p 94.
Join the sentences using "so"




Listen and take notes down





Listen and repeat


Answer the questions.




Read and do.


Give the correction



Do the activity ..
Write down the correction.
















Teacher: Khelil Moudjib Arrahmane Level: 3A.M.
File: 03 Sequence: 01 Lesson: 05 Read and Write 2
Function: Leg. Form: The present simple.
N. Lexis: eco/food/protest/destruction/admiration. V. Aids: Pictures, (trees/forests/nature/…)
Objective: Making the pupils read Eco-warriors and write a paragraph about nomads.

Procedure Pupils’ tasks
Stage one : Warming up
T. shows a picture of forests and trees related to the text.


Stage two : Read and write ( 2 )


T. gives the overall idea of the text on p. 95 ,introducing
the new items : whales / hunt / extinction / ban /…

Stage three : Practise
1- T. introduces the new words of text 1 p 96(through a
situation)

2- T. sets an activity ( right or wrong )

3- T. reads the text and corrects the activity.

4- T. inserts the new words for 2nd text in a situation.

5- T. asks WH questions on the 2nd text p 96.
-Who are Eco- warriors ?
-What do they like ?
-How do they attract the attention ?
T. reads the 2nd text and then corrects with PP

Stage four : Write
T. asks PP to write a paragraph about travelling people
in their countries.( people of the Sahara)


Repeat some words




Listen and repeat
The left the right



Repeat the new items.


Do the activity.

Correct.

Repeat the new items .


Answer the questions.


Correct.


Write a paragraph.













Teacher: Khelil Moudjib Arrahmane Level: 3A.M.
File: 03 Sequence: 02 Lesson: 01
Function: Leg. Form: The present perfect ( all forms )
N. Lexis: eco/food/protest/destruction/admiration V. Aids: Pictures, drawings . real situations
Objective: Enable the pupils to express past actions related to present time.

Procedure Pupils’ tasks
Stage One :
Listen and act
Teacher reads the following dialogue :
Teacher : What's the matter , Olga ?
Olga : I'm angry with Peter.
Teacher : What has he done ?
Olga : Look ! He has torn my copy book.
What shall I do, madam ?
Teacher : Well , use a piece of scotch.

Stage Two :
Practice
A- Explains: Use the cues and make a short dialog.
1- He ( break) my ruler./ Take his
2- She ( write) on my book./ Rub it out.
3- He ( take) my Calculator./ Use mine

Stage Three :
Produce:
Write correct sentences using the situations below:
1-Meriem ( clean) the room.
2-I ( not draw) a tree.
3-We ( go) out ?
4-Jack (visit) Algeria ?




Listen carefully then act in pairs.








Substitute






Write sentences.







Teacher: Khelil Moudjib Arrahmane Level: 3A.M.
File: 03 Sequence: 02 Lesson: 02
Function: Leg. Form: P. perfect with "already, yet, ever, never"
N. Lexis: yet, already, ever, etc… V. Aids: Situations - pictures - Drawing
Objective: Enable the pupils to use the learnt adverbs with present perfect tense.

Procedure Pupils’ tasks
Stage One :
Review
Describe the pictures on page 97 . Say what those people have done ?

Stage Two :
Listen and act
- Sally has already taken an oral exam .
- John and Marry have already visited Algeria .
- has taken an oral exam yet ?
- have they visited Algeria yet ?
Combination
- Sally has already taken an oral exam but she has not seen her paper yet.
- John and Marry have already visited Algeria but …….(write) an article…………….
Stage Three :
Practice
Giving cues to make sentences (examples)
Already Yet
- Go to France
- Buy a camera
- book a room - see the Eiffel tower
- take photos
- pay it

More practice
Answer the questions :
- Have you ever visited the U.S.A ?
- Have they ever travelled on horse back?

See the pictures and say !
E.g. he has arrived ---- / they have read-------


PP's act out (repetition).
Answer: yes, ………….
Answer: yes: ………….

Do the same with the 2nd sentence (Oral)





On their exercise CB. PP's make written examples .




Try to answer . (oral drill)



Teacher: Khelil Moudjib Arrahmane Level: 3A.M.
File: 03 Sequence: 02 Lesson: 03
Function: Leg. Form: Present perfect ( all forms )
N. Lexis: V. Aids: pictures
Objective: Enable the pupils to get information from a reading text.

Procedure Pupils’ tasks

Stage One :
Pre-reading
Look at the pictures on page 102 and describe :
They have just got married.

Stage Two :
Presentation
Read the text on page 103 and introduce :
" Billy Crawford"
set questions on the board :
1- Who is speaking ?
2- What's the text about ?

Stage Three :
Set the task
Read the text then answer the questions:
1- Where's the journalist speaking from ?
2- How did Billy come ?
3- What are the fans doing ?
4- What has the girl thrown at him ?
Stage Four :
Read and do - write
Fill in the blanks with the missing words:
The plane has just ……..… . A big Crowd of fans has already ………..… . They are ………….….. . Billy is ………………… to his fans. A girl has just ……………… a bouquet at Billy.


Look and describe.
( use "just" )



Books close (Listen)


Answer orally .




Read carefully and try to find the answer






Copy down on their exercise copybooks and start the work.
Correction done on board.

Teacher: Khelil Moudjib Arrahmane Level: 3A.M.
File: 03 Sequence: 03 Lesson: 01
Function: Leg. Form: Past Continuous
N. Lexis: V. Aids: pictures
Objective: To express the Past Continuous

Procedure Pupils’ tasks

Stage One : Warming up

- T : Does a revision about the simple past.
- What did you do last Friday ?


Stage Two : Listen and speak

Step 1 / T. Asks PPS to take books one page 105
Step 2 / T: Read the poem with themissing words .
Step 3 / T:Listen to me, now, reading the complete poem .
Step 4 / After the reading I give a couple of minutes for PPS to finish their writing then they make a collective correction .


Step 5 / T.asks pps about the poem .
1 – what was the boy dowing ?
2 – what was he thinking about ?
3 – what were the people doing ?

Stage Three : Practise

Step 1 / Sticks pictures week and ask about , what were the People doing .

Stage 4 : Produce

Step 1 / Imagine that you are in a party .tell the class what was Happening ?
OR
Narrate what were all you family members doing last evening





PPS give their own
Examples (in the simple past )
I went to the market.
I prayed in the mosque .
I visited some friends .
PP do so .
P.P : Follow, Listen and fill in the gaps.
P.P.S try to answer .
P.P : Try to answer .


P.P : Look and give correct sentences .
Eg : The man was reading the newspaper .



P.P Take their C.Books and write using
The past Continuous .









Teacher: Khelil Moudjib Arrahmane Level: 3A.M.
File: 03 Sequence: 03 Lesson: 02
Function: Leg. Form: Past Continuous
N. Lexis: V. Aids: pictures
Objective: To express the past continuous (suddenly - when)

Procedure Pupils’ tasks

Stage One: Warming up
• Can you "remind me" What was happening in the party
Or :
T. Shows pictures presented before
Stage Two : Listen and speak
Step 1:
T. Shows picture practice 1 P107 or down on a big picture.
T. Describes the scene
T. What was the man doing?
T. What happened to him .
T. Makes PP's repeat the whole sentences the man was walking suddenly he fell down .
Step 2:
T. Writes the sentences on the B.B. underlines the verbs and explains the differences between the Z actions.
T. Introduce "When" instead of suddenly.
Stage Three : Practice
Step 1 :
T. Gives cues using "suddenly" or "when"
1- John was reading . The Billy rang .
2- Patient was crying . The Doctor arrived .
3- Angela was climbing up a ladder . She fell down .
Step 2 : T. Moves to paragraph 3 p 107.

Stage Four : Produce
Imagine ( 1 p 108)

PP : give the examples giving in the previous lesson .
PP : look at the pictures and narrate .


PP's listen.
He was walking or reading he fell down.
PP's listen and repeat .









PP's : put suddenly or when :
- give true sentences .


PP . give true answers.




Teacher: Khelil Moudjib Arrahmane Level: 3A.M.
File: 03 Sequence: 03 Lesson: 03
Function: Leg. Form: Past Continuous
N. Lexis: Avoid - ought to should V. Aids: pictures
Objective: To enable the pupils to express long actions in the past.

Procedure Pupils’ tasks

Stage One : Warming up
T. Reminds PP's about the pictures one p 107.
Describe the scene .

Stage Two : Listen and speak
T. Says : why did the man fall down ?
T. He should stop reading when he was walking .
T. Do you read when you're walking ?
T. Avoid reading when you're walking .
T. You shouldn't read when you're walking .

Stage Three : Practice
T. Gives situations PP's give advice using ought to .
avoid should.
- He was driving quickly . He had an accident .

Stage Four : Produce
Imagine ( 1 - 2 p 108)

PP : The man was walking and reading suddenly he fell down .


PP : Because he was reading and walking.

No, look , listen
And
speak


PP1 : Avoid driving quickly
PP2 : He should drive carefully
He ought drive slowly.
















Teacher: Khelil Moudjib Arrahmane Level: 3A.M.
File: 03 Sequence: 03 Lesson: 04 Read and Write
Function: Leg. Form:
N. Lexis: V. Aids: pictures
Objective: To enable the pupils to read newspapers articles and to write short ones.

Procedure Pupils’ tasks

Stage One : Warming up
T. Shows a newspaper
T. Asks what is it ?
T. Shows headlines
Stage Two : Presentation
T. Asks her PP to open their book p 111 .
T. Look at the headlines and guess what the newspapers articles are about ?
T. Asks her PP's to read the 4 articles .
T. Asks PP's to do 3 - 4 - 5 - 6 p 110.
Stage Three : Practice
T. Explains task 2 - 3 - 4 .
Stage Four : Produce
Write it out
Choose one of the headlines below and write an article .
P.S if the work is not finished it will be left as a home work.

Look
It's a newspaper articles / ad / stories / pictures.


Take their books.
PP look
PP guess
To check the answers .
PP . Do the last written.

Do it

PP : work in pairs .
Or in groups .


















Teacher: Khelil Moudjib Arrahmane Level: 3 A.M.
File: 4 Sequence: 01 Lesson: 01
Function: Locating & Describing Leg. Form: Northern, Southern…
N. Lexis: Inhabitant , Square Kilometre V. Aids: Map
Objective: Locating & describing locating (locations, areas, population , climates)

Procedure Pupil's task

Stage one: Warm-up

T. sticks the map of Algeria and its bordering, countries.
T. gathers information about Algeria
(E.g. location, areas, population, cities)


Stage two:

T. reads the text p: 75 twice and asks PP's to name the countries bordering Algeria.
T. sticks the chart on p: 132 on BB and reads again then asks the PPs to fill in the Chart with the right information.


Stage three:

T. asks the PPs to use the information Describe Algeria from the information on BB.



Stage four:

T. asks the PPs to write a short paragraph describing Algeria.



PPs give their information






PPs listen and answer

PPs do it







PPs describe it







PPs write a paragraph about Algeria.



Teacher: Khelil Moudjib Arrahmane Level: 3 A.M.
File: 4 Sequence: 01 Lesson: 02
Function: Describing Leg. Form: larger / more important
N. Lexis: dry, splendid, delicious V. Aids: Map
Objective: Comparative form (short & long)

Procedure Pupil's task

Stage one: Warm-up:

T. sticks the previous map ( Algeria & its borders)
T. asks PPs to describe the bordering counties.

Stage two: (short adjectives)

T. asks the PPs which one is big ( Algeria or Libya) E.g.: Algeria is bigger than Libya.
Mali / Niger (large).
T. uses the comparative form with the following: (small, hot, cold, large)

Stage three: (long adjectives)

T. gives the population of some countries.
E.g.: Algeria is more populated than . Morocco.
Hassi Messaoud is more important than El-oued.
T. uses the comparative form with the following: (splendid, wonderful, delicious)

Stage four:

Dialogue 1 p: 133
A: Is Algeria (large) ………….. or (small) ………. In population than London?
B: Well… Algeria is (small) ………….. than London.
A: That's right.





PPs describe





PPs answer

PPs do it










PPs do it




PPs give the correct adjective.




PPs follow and do.
PPs correct the Activity.

PPs copy down.



Teacher: Khelil Moudjib Arrahmane Level: 3 A.M.
File: 4 Sequence: 01 Lesson: 03
Function: Describing Leg. Form: The largest/ the most important
N. Lexis: monument , famous ) V. Aids: Map
Objective: Superlative form (short & long)

Procedure Pupil's task

Stage one: Warm-up:


Revision about the previous lesson (comparative form)


Stage two: (short adjectives)

T. gives some adjectives:
E.g.: Algeria is the largest country in the Northern of Africa.
Hoggar is the highest mountain in Algeria.

Stage three: (long adjectives)

T. gives some adjectives:
E.g.: Maquam Eshahid is the most modern monument in Algeria.
Blida is the most beautiful city in Algeria.
Hassi Messaoud is the most important city in Algeria.


Stage four:

Activity: Complete the table:

Adjectives Comparatives Superlatives
beautiful …………………. the most beautiful
hot hotter than …………………….
high ………………… the highest
famous ………………… …………………….




PPs answer






PPs listen






PPs repeat



PPs repeat











PPs complete it.



Teacher: Khelil Moudjib Arrahmane Level: 3 A.M.
File: 4 Sequence: 01 Lesson: 04
Function: Intonation Leg. Form:
N. Lexis: awful / for ages V. Aids:
Objective: Acting a dialogue with the right intonation

Procedure Pupil's task

Stage one: Warm-up:


T. presents the dialogue p: 134 on BB.

Stage two:


T. reads the dialogue then acts with PPs.

The PPs plays the roles alone.

Substitution (activity 02 p: 134)


Stage three: (long adjectives)


T. writes the dialogue 02 p: 135 and asks the PPs to complete it


Stage four:


Writing phase:

The dialogue on the BB.





PPs listen





PPs play the role with the T.

PPs play the roles without T.







PPs do it







PPs copy down.



Teacher: Khelil Moudjib Arrahmane Level: 3 A.M.
File: 4 Sequence: 01 Lesson: 05
Function: Giving Information Leg. Form: Adjs. / Comp. / Super. + cardinal points
N. Lexis: divided, island, monarchy, republic, official V. Aids: maps
Objective: Getting information from a text.

Procedure Pupil's task

Stage one: Warm-up:

T. sticks the 03 maps: the British Isles, USA and Canada.
T. asks the PPs to name them.
T. leaves the map of British Isles on the BB.
T. reads the text (p: 137) and asks the PPs to name the countries of British Isles.

Stage two:


T. writes activity 03 p: 136 on the BB and reads the txt again and asks the PPs to give him the answers of the questions on the BB.


Stage three:


T. adds information about (Australia / New Zeeland / Canada)
T. sticks the table p: 136 on the BB and he helps the PPs to compare between the countries in the chart


Stage four:


Writing phase:

Examples from the activity p: 136 (the previous activity)


Home Work: Activity write it out p: 136





PPs give their information


PPs do it





PPs give the answer










PPs do it









PPs copy down.



Teacher: Khelil Moudjib Arrahmane Level: 3 A.M.
File: 4 Sequence: 02 Lesson: 01
Function: Asking Leg. Form: where is…? North, South, beside, in,…
N. Lexis: Chinatown, in upper V. Aids: Pictures
Objective: To be able to locate places within a town.

Procedure Pupil's task

Stage one: Warm-up:

T. asks the PPs to locate some countries to the continents.
T. asks the PPs to locate some towns.
E.g.: Where is New York? (Oran, New Delhi, …)

Stage two:


T. shows a picture of the statue of liberty and the picture of the United Nations building.
T. introduces the tow items.
T. where is the Statue of Liberty?
It is in New York.
T. asks the PPs to repeat in Pairs.
T. (U.N. building / Pyramids / the Amazon …)


Stage three:


T. shows other famous places pictures and asks the PPs to practise in pairs locating them.
(The Nile / Egypt) , (Big Ben / London) , ……
T. asks the PPs to give similar examples.


Stage four:


T. asks the PPs to do activity 01 p: 141 but first he should explain the task.
T. asks for correction.










PPs do

PPs answer





PPs follow




PPs do in pairs
PPs practise in pairs





PPs locate these places (in pairs)


PPs do





PPs follow
PPs do the activity
PPs correct
Teacher: Khelil Moudjib Arrahmane Level: 3 A.M.
File: 4 Sequence: 02 Lesson: 02
Function: Comparing Leg. Form: as …. as / not as ….. as
N. Lexis: industrial / wealthy / elegant / poor / attractive V. Aids: Pictures
Objective: To be able to use comparison of equality and inequality.

Procedure Pupil's task

Stage one: Warm-up:

T. reviews the comparison of superiority with the PPs.
T. gives some examples to remind the PPs about the previous knowledge using short, long and irregular adjectives.

Stage two:


T. in El-Oued, temperature is 40°C and in Biskra, it is 40°C.
So. El-Oued is as hot as Biskra.
The Arabic films are as interesting as the American ones.
(Moscow -4°C / Quebec -4°C)
Moscow is as cold as Quebec.
T. asks the PPs to repeat the examples.


T. introduces the inequality
India is not as populated as China.
Algeria is not as large as Sudan.
I am not as good as mum at cooking.


Stage three:


T. asks the PPs to open their books on p: 141 and deal with activity 01.


Stage four:

T. exploits adjectives on p: 140 to make dialogues similar to the one on the same page based on not as … as





PPs answer









PPs listen and repeat









PPs listen and repeat







PPs do the activity with the help of the teacher




PPs do the activity

Teacher: Khelil Moudjib Arrahmane Level: 3 A.M.
File: 4 Sequence: 02 Lesson: 03 (Read & Write (I) )
Function: Leg. Form: the superlative.
N. Lexis: federal, republic, peculiarity, ... V. Aids:
Objective: To know about the history of a city.

Procedure Pupil's task

Stage one: Pre-Reading:

T. asks the PPs to name some capitals through (questions & answers)
T. asks: What is Washington?
T. introduces the Text.

Stage two: Loud Reading:


T. sets some general questions on the BB to be answered by the PPs.
T. asks the PPs to listen his first loud reading.
T. asks the PPs to answer the questions.


Stage three: Second Reading:


T. asks the PPs to open their books and follow.
T. reads again loudly focusing on the correct pronunciation and stress.
T. explains the text.


Stage four: Understanding:

T. sets a task activity 02 p: 144.
T. explains the task and asks the PPs to do it.
T. asks for correction.
T. asks the PPs to copy down on their copybooks.





PPs answer
PPs answer
PPs listen and follow







PPs listen
PPs do





PPs do PPs follow

PPs listen and follow







PPs do the activity.
PPs correct
PPs copy down.





Teacher: Khelil Moudjib Arrahmane Level: 3 A.M.
File: 4 Sequence: 03 Lesson: 01
Function: Describing monuments Leg. Form: in / at + place…/ in + tear …
N. Lexis: federal, republic, peculiarity, ... V. Aids:
Objective: Be able to describe a monument.

Procedure Pupil's task

Stage one: Warm up:

T. talks about some monuments in Algeria.
E.g.: Maquam El-Shahid / The Pyramids in Egypt

Stage two: Listen & Speak:


T. name the seven modern (monuments) and ask the PPs to find Where they are located.



Stage three: Practise:


T. reads the 1st paragraph (text p:176)
T. & the PPs match the monuments to their locations.


Stage four: Produce:

T. asks the PPs to copy down the chart on p: 147 and complete.
T. asks the PPs to give the correction on the BB





PPs listen





PPs locate (name countries)






PPs listen & answer







PPs read the 2nd paragraph & read fill in the table.
PPs correct on the BB.
PPs copy down.




Teacher: Khelil Moudjib Arrahmane Level: 3 A.M.
File: 4 Sequence: 03 Lesson: 02
Function: Leg. Form: Preposition of location
N. Lexis: V. Aids:
Objective: To get information about the country (Algeria) * adaptation.

Procedure Pupil's task

Stage one: Warm up:

Correction of the home work (previous write)

Stage two: Listen & Speak:


T. writes questions on the BB.
- Where is Algeria situated?
- What are the borders of Algeria?
T. reads the adapted text about "Algeria" loudly.
T. asks the PPs to answer the questions.

Stage three: Practise:

T. asks the PPs to read the text silently & fill in the table.
Area ………………...
Animals …………………
….to……… 1600km
East to west …………………


Stage four: Produce:

T. write a paragraph describing the Algerian Sahara as it is today.


















PPs do it





PPs answer.
PPs listen.





PPs do the activity.









PPs write a paragraph .


Teacher: Khelil Moudjib Arrahmane
Level: 3 A.M.
File: 4 Sequence: 03 Lesson: 03 Read and Write
Function: Leg. Form:
N. Lexis: V. Aids: Pictures
Objective: To enable the pupils to know about The Pyramids of Giza


Procedure Pupil's task

Stage one: Warm up:

T. asks the PPs to name some famous places in the world such as "Maquam Chahid in Algiers, "Eiffel" in Paris

Stage two: Pre-reading:


T. reads the texts p: 153 and asks the PPs to answer the questions on the BB.
- Where are the three Pyramids located?
- How high is the great Pyramid?


Stage three: Second Reading:


T. writes down two questions on the BB.
T. asks the PPs to Open their books and listen then answer these question s
- What are the Pyramids?
- What are there inside the great Pyramids?


Stage four: Silent reading:

T. asks the PPs to read silently and do the activity 03 p: 152.
T. writes the correction on the BB.















PPs give or name famous places.





PPs listen to the T. & answer









PPs listen & answer








PPs do the activity.
PPs copy down.


Teacher: Khelil Moudjib Arrahmane Level: 3 A.M.
File: 4 Sequence: 03 Lesson: 04
Function: Describing places Leg. Form: How , What a …..?
N. Lexis: desert, scientist, rock paintings, estimate V. Aids:
Objective: Describing places.


Procedure Pupil's task

Stage one: Warm up:

Review of the previous lesson: some information about Algerian Sahara.

Stage two:


T. reads the text and explains some new lexis.
T reads the text again.



Stage three: Practise:


T. sets Questions:
- Where is the Sahara located?
- Was there water in it?
- Did Scientists find animals' bones?
Then asks them to read the text silently and answer the questions.


Stage four: Produce:

T. asks the PPs to give their Answers
T. asks the PPs to write a short Paragraph with the given answers





PPs answers





PPs listen










PPs read silently







PPs give answers.

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