This file is adapted with file six of the MS one level

1. 1

2. Project one : a famous person profile
By the end of this file my learners will be able to :
Describe physical appearance
Narrate →the past simple tense (regular / irregular verbs) / time
references.
Talk about person’s life (biography)
Ask and give information about possession
Today we are living the age of discoveries and technologies (TV / computer /
internet / medicine / space discoveries and explorations
These discoveries and explorations are the work of scientists, researchers, doctors,
cosmonauts …….) but who. How, when and where did they realize those discoveries?
Choose one of them? and make his / her profile.
short biography of your famous person, stick a photo or drawing of him / her, and
what has he / she done on a large sheet.
2
one : a famous person profile
By the end of this file my learners will be able to :
Describe physical appearance → the present simple tense / adjectives
the past simple tense (regular / irregular verbs) / time
Talk about person’s life (biography) → the past simple tense + ago.
Ask and give information about possession → the genitive (‘s / s’) / whose
Today we are living the age of discoveries and technologies (TV / computer /
internet / medicine / space discoveries and explorations)
These discoveries and explorations are the work of scientists, researchers, doctors,
nauts …….) but who. How, when and where did they realize those discoveries?
Choose one of them? and make his / her profile. Choose your partners and make a
short biography of your famous person, stick a photo or drawing of him / her, and
done on a large sheet.
the present simple tense / adjectives.
the past simple tense (regular / irregular verbs) / time
the past simple tense + ago.
tive (‘s / s’) / whose.
Today we are living the age of discoveries and technologies (TV / computer /
These discoveries and explorations are the work of scientists, researchers, doctors,
nauts …….) but who. How, when and where did they realize those discoveries?
Choose your partners and make a
short biography of your famous person, stick a photo or drawing of him / her, and

3. 3

4. 4
File one sequence one
Lesson plan : listen and speak / practice
1 Communicative objectivesCommunicative objectivesCommunicative objectivesCommunicative objectives: the purpose of the lesson is for students to improve their ability communicate so that by the
end of the lesson they have developed skills to better exchange real-life thoughts, messages or information.
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
• listening and speaking .
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.),
pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar
point(s), etc.
• Function : describing a person’s physical appearance .
• Grammar :the simple present tense ( to be and to have ).
• Vocabulary : Vocabulary related to physical appearance )
• Pronunciation :
Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
• no
Objective: Students Will Be Able To….
• Talk about someone’s physical appearance.
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 specifics of your lesson.)
• can interact orally to ask and answer questions in very short exchanges using simple sentences.
• Can listen to understand main points and important details of short dialogues.
• Can understand instructions and explanations that are concrete found in language learning materials
• Can plan for , use and evaluate the effectiveness of a variety of listening strategies used to grasp general ideas
quickly and find specific information.
• Can sustain a very short , simple oral description.
When and how will I check my students’ progress toward the objective(s)?
• I can see when they fill the chart about Jane smith.
• When they can do the activities
.
Required materials and/or resources:
• The lesson is based on material in the second year learner’s manual book ( page 8/9) and the listening script on
page 20)
• Pictures about adjectives (physical description).
Personal Goals: What aspect of your teaching are you trying to improve? Which teacher
competency is this related to?
• The teacher plans lessons that have communicative objectives1
and whose steps build toward meeting
them.
• The teacher chooses topics and tasks that allow learners to develop skills in learning and
communicating about themselves and their community, and about their country and the world.

5. 5
Time Swbat(for
each
stage)
Rationale
(why do
students
do this )
interact
ion
PROCEDURE Materia
ls
vakt )
. Talk
about a
person’
s
physica
l
appear
ance
Ss need to
identify
the theme
of the
file/
lesson.
Ss need
to know
the
meaning of
the new
lexis
introduced
in the
listening
script.
Ss listen
to answer
the given
tasks.
Ss listen
and
answer
the task
Ss need a
chance to
check
their
answers in
pairs
.
Ss need a
chance to
personaliz
e what
they have
learnt.
Teacher
–
student
s
Va
Teacher
–
student
s
Teacher
–
student
s
Teacher
–
student
Student
s
-
Student
s
Student
s
-
Student
s
Student
s
-
Student
s
lesson : listen and speak (pdp)
Warming up :
The teacher interacts with the learners about the theme of the file .
Discussing project one ‘”a famous person’s profile”.
Pre listening
The teacher invites the learners to open their books on page 8 .and have
a look at the photo.
The teacher tries to make them talk about the photo .through asking
them questions.
What is it? It is a photo
What do you see in this picture? a woman
What is she like? She is pretty / with fair hair and blue eyes.
The teacher introduces the new vocabulary through using gestures and
visuals (wig/ actress/ fan /young )
Learners repeat the new words. The teacher explains the situation “Sally
and Steve are watching a video film “and invites the learners to listen
then do the activities.
During listening :
Learners are invited to listen then do the following activity one ; listen
then fill in the chart
The teacher explains the task and read the script twice.
Learners listen and fill in the chart about Jane Smith.
Learners check their answers in pairs. Then correct on the board.
Learners are invited to listen to the teacher again and do activity two.
Activity two : find the opposites of the following:
Old ≠……………….. fat ≠………………… bad ≠………………….
dark≠ ………………. Small ≠……………..
post listening :
Learners are invited to open their books on page 20. Read the listening
script and check their answers
learners correct on the board .
Activity three: fill the chart about your partner then talk about
him/her.
Learners work then read their descriptions. Then copy down on their
copybooks.
The listening script : on page 20
Picture
s
Learne
r’s
manual
page 8
Learne
r’s
manual
page
20
Name ; Jane smith Eyes ; blue
Gender ; woman Hair; fair
Body ; slim / tall Job ; actress .
Age : young
My friend is ……………………….. He / she is ………………………… and ………………………..She
/ he has got ………………… eyes and ………………….. …………………… hair. She / ha is a
pupil.

6. 6
describe
someone’
s
physical
appearan
ce.
Inquire
about
someone’
s
physical
descripti
on.
Students
need a
chance to
interact
about
previous
lesson.
Students
need to be
exposed to
new
language
and skills
in an
authentic
way by the
teacher.
Students
need time
and
practice to
remember
the new
language
and to
explore
the limits
of its
form,
meaning
and use.
Student
s
-
Student
s
Teacher
-
student
s
Student
s
-
Student
s
Teacher
s –
student
s
lesson : practice (PPU)
Warming up:
Learners are invited to talk about previous lesson.
Presentation
The teacher asks the pupils to open their books on page 8, explains the
instructions then requires from the pupils to practice .before starting
the teacher asks the learners to answer the following questions about
the first chart.
What his name?
How old is he?
What is his weight / height?
What is he like?
Activity "1" page 8: Choose one of these people and describe "him /
her".
Jane Smith is a young, tall and slim woman with blue eyes and
fair hair.
Salim Nasser is 21 years old .He's 1.80m tall with brown eyes
and black hair .He weighs 78 kg.
The pupils repeat the sentences then work in pairs :
Practice
The teacher asks the pupils to work in pairs :
What is {Jane- Salim –Michael - Carla} like?
Jane Smith is a young, tall and slim woman with blue eyes and
fair hair.
Salim Nasser is 21 years old .He's 1.80m tall with brown eyes
and black hair .He weighs 78 kg.
Michael Young is 70 years old. He's 1.65 m tall with blue eyes
and grey hair. He weighs 90 kg.
Carla Giovanni is 15 years old. She's 1.35 m tall with green eyes
and brown hair. She weighs 35 kg
Use:
The teacher explains the task and invites the learners to work in pairs.
Learne
r’s
manual
page
20
Learne
r’s
manual
page 8
A
situati
on
adapte
d to
the
lesson
Sally: Who's the woman with the red dress?
Steve : It's Jane Smith.
Sally: I don't think so. Jane Smith is young, tall and slim.
Steve: yes, you're right .Perhaps; she's wearing a wig in this film!
Sally: She doesn't look nice, does she?
Steve : Never mind .She 's a fantastic actress and I'm a fan !
Sally: I'm not. In fact, I think she's a bad actress!
Imagine you are participating in a contest and they ask you to
fill in the chart then make an interview.
Fill in the chart then work with your friend making an interview.”

7. 7
Inquire
about
someone’
s
physical
descripti
on.
Students
need a
chance to
personaliz
e and use
the new
language,
What is your name ? my name is ………………….
How old are you ? I am ……….. years old.
What are you like ? I am ………. With …….eyes and ……….. hair.
What is your weight ,? I weigh ………kg
What is your height ? I am …….. m
What do you do ? I am a pupil .
Learners work in pairs, the teacher helps them when needed. Then they
perform their dialogues. Correct on the board then copy down.
A
situati
on
adapte
d to
the
lesson
board
and
marker
Name : ………………... Weight: ………………...
Surname:………………… Hair : …………………….
Age : ……………………… Eyes :……………………..
Height:………………………. Job :………………………..

8. 8
File one : a Person’s Profile Level : Second Year .
Sequence : one Lesson : Discover the Language .
Lesson plan
2 Communicative objectivesCommunicative objectivesCommunicative objectivesCommunicative objectives: the purpose of the lesson is for students to improve their ability communicate so that by the
end of the lesson they have developed skills to better exchange real-life thoughts, messages or information.
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
Speaking and writing .
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation (phonemes, intonation,
etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.
Function : Talk about daily life activities.
Grammar : present simple tense(adverbs of frequency ) .
Vocabulary : related to daily life activities
Pronunciation : discriminate between third person final “s” pronunciation.
Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
• No
Objective: Students Will Be Able To….
Talk about daily activities and routine .
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 specifics of your lesson.)
• Can interact orally to ask and answer questions in very short exchanges using simple sentences.
• Can plan for , use and evaluate the effectiveness of one or two basic productive speaking strategies.
• Can understand instructions and explanations that are concrete found in language learning materials
• Can use very simple sentences patterns with memorized phrases.
• Can sustain a very short, simple oral description.
When and how will I check my students’ progress toward the objective(s)?
• I can see when they do the activities.
• When they talk about daily life activities .
• Discriminate between final” s “pronunciations.
• Required materials and/or resources: T
• The lesson is based on material in the second year learner’s manual book ( page 12)
• the listening script from first year manual ( 124/125)
• Pictures and flash cards.
Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is
this related to?
• The teacher plans lessons that have communicative objectives2
and whose steps build toward
meeting them.
• The teacher chooses topics and tasks that allow learners to develop skills in learning and
communicating about themselves and their community, and about their country and the world.

9. 9
time swbat (for
each
stage)
rationale
(why do
students
do this)
interaction PROCEDURE materi
als
(vakt)
Talk
about
daily life
activities.
using the
present
simple
tense
Talk
about
daily life
activities.
using the
present
simple
tense
Interact
with
teacher to
describe
daily
activities
Isolate the
underlined
grammar
notions.
Identify the
main
constituents
of a sentence
and the form
of verbs(
present tense
Identify the
right place of
the “adverbs”
of frequency
and other
sentence
constituents.
Teacher -
students
Va
Teacher -
students
Students –
students
Students –
students
Students –
students
Students –
students
Students –
students
Students –
students
Teacher –
students
Lesson : Discover the language ( PIASP lesson)
Warming up :
The teacher greets his/her learners then asks them
about daily school life.
Presentation:
The teacher invites the learners to open their books on page
10 then listen to the teacher reading the short paragraph
about “Jane smith “.and asks them to underline the following
sentences.
Isolation
the teacher isolates the following sentences:
She goes to her tennis club.
At six o’clock, Jane and her partners eat sandwiches.
She watches the eight o’clock news.
Learners read the sentences.
Analysis
The teacher invites the learners to analyze the sentences
She watches the eight o’clock news.
Subject + verb + object
(to watch)
Jane and her partners eat sandwiches
Subject + verb + object
( to eat)
The teacher may help the learners through asking them
questions.
Stating the rule
Practice
Form Based task:
Exercise one : Re-order the words to form correct sentences.
1) 7:00/ a.m / always /Amina /gets up ./ at
2) Never/ school/ goes /she. /by /to/ bus
3) everyday/he/ watch/ does/ TV /? /→
4) – Thursday/ don’t/ study/ we/ English/ on/→
Visuals
Learne
r’s
manual
page
10
The
board
and
marker
.
Learne
rs
manual
page
11
We use the present simple tense to talk about present habit or
routine .
Affirmative form : I / you / we / they +verb + object.
She / he / it + verb + (s / es) + object.
negative form:
I / you/ they / we don’t ( do not) + verb( stem) + object.
She/ he / it doesn’t (does not) + verb (stem) + object.
Interrogative form ; Do you / they + verb ( stem) + object.
Does she / he + verb (stem) + object.

10. 10
Talk
about
daily life
activities.
using the
present
simple
tense
Detect the
meaning of
sentences.
Use the
present
simple , ask
and answer
questions
Practice
using
the
stated
rule for
present
simple
tense .
Students-
students
Teacher-
students
Students –
students
Students –
students
Meaning based task : Exercise two : match the sentences
with their meaning
Sentences Meaning
a) - My friend always gets up at 7 and goes
to school at 7.45.
b) - My friend is tall and slim with brown
eyes.
1)-describing physical
appearance.
2)- describing daily
activities.
Communicative based task:
Activity 4 on page 11/ here are Oscar’s answers .find the
questions.
You: Do you like your job?
Oscar; yes I do I like my job very much.
You. Why do you like your job?
Oscar: because I love people ; especially children .
You ; Do you travel a lot,
Oscar ; yes I do I really travel a lot.
You Are you married ?
Oscar ;: yes I am and I have two children.
You ; What does she / your wife do ?
Oscar She is a nurse
You ; Does your job pay well?
Oscar ; oh no! my job doesn’t pay well , but I like circus life
and touring life.
The learners work in pair, the teacher supervises their
works, offers his help ,then invites them to correct each task
, read then copy down all the written works
The teacher asks the learners to do activities 1 / 2 on pages
10 / 5 /6/7 on pages 22/23/as a home work.
Pronunciation and spelling :
Warming up: the teacher asks the learners to correct activity
2on page 10 ( home work)
Activity 2 on page 10: give the present simple form of these
verbs( 3 rd person singular)
Verbs Present simple (
she / he / it )
Verbs Present simple
( she / he /it)
To like Likes To teach Teaches
To hate hates To play Plays
To close closes To run runs
To write writes To open Opens
To wear wears To clean cleans
To drive drives To stand Stands
The learners correct the activity on the board.
Activit
ies
adapte
d to
the
lesson .
Learne
rs
manual
page
11
Learne
r’s
manual
page
10 .

11. 11
Descrimi
nate
between
final “s”
pronunci
ations
Descrimi
nate
between
final “s”
pronunci
ations
Isolate
the simple
present
verbs.
Identify
different
final “s”
pronunciat
ion.
State the
rule .
Repeat
the verbs .
Practice
using the
stated
rule.
Students –
students
Teacher –
students
Students-
students
Students-
students
The teacher invites the learners to return to page 10 ( a day
in the life of Jane smith ) . and pay attention to underlined
verbs ( gets / watches/ returns)
Isolation and Analysis: the teacher invites the learners
to repeat the verbs and try to analyze the final sounds.
gets → s= /s/ watches →s= /iz/ returns→ s=/z/
stating the rule :
Practice :
Learners are invited to listen to the teacher and repeat the
words in the chart on page 8.
Learners are asked to do activity 3 on page 10:
Activity 3 on page 10 : say what their final sounds are:/s// z/
or /iz/. Write the verbs in the right column.
/s/ /z/ /iz/
gets
likes
hates
writes
wears
drives
plays
runs
opens
cleans
stands
closes
teaches
The teacher explains the task and invites the learners to work
in pairs. The teacher gives help when needed.
Learners read the written works then copy down.
Board
and
marker
.
Learne
r’s
manual
page
10 .
Final « s « pronunciation.
/s/
/ iz/
/z/

12. 12
Activity one on page 10: Write sentences about Jane Smith:
I live in a nice flat → She lives in a nice flat .
I have a dog ,a cat and two parrots →She has a dog , a cat and two parrots .
I always get up early when I work .→ She always gets up early when she works.
I have lunch at 1pm → She has lunch at 1 pm.
I play tennis, chess and cards with my friends .→She plays tennis, chess and cards with her friends.
I drive a big car . → She drives a big car .
Activity 5 on page 22. Match questions with answers:
How tall is he ? - brown
What’s the colour of his hair ? - green
Is he tall ? - no , he hasn’t
What colour are his eyes ? - no ,he isn’t
How old is he? - 1.45m
Has he got glasses ? - 14
Activity 6 on page 22: put the words in the right order and use the right punctuation
1)- Afternoon/ tennis /she/Tuesday / plays/ every .→She plays tennis every Tuesday afternoon .
2)- On /what/ she/ do/ Fridays/does/ → What does she do on Fridays ?
3)- dinner/ where /they/ do/ have/usually / → Where do they usually have dinner ?
Activity 7on page 23: correct the mistakes :
She don’t look nice in this dress .
doesn’t
Do he play cards ?
Does
I not like horror films .
don’t
They always has dinner in this restaurant
have
What time do she go to bed?
does

13. 13
Activity 19 on page 24.
This is a police poster of a lost girl .
Use the words below and write a short description
to help the police find her.
1) - The teacher reads the situation and asks the learners to read it too.
The teacher shows to pupils how to elicit their notes and try to organize their ideas about the
theme.
The teacher instruct learners to work in this .list all their ideas
2) - Learners will try to select and organize their ideas.
3) - The learners are asked to work in pairs and try to write a description about Marina .The
teacher helps the learners when needed. Asks them read their descriptions. Chooses the best
work and writes it on the board and copy down.
Name Age Body Hair Eyes Face Nose Clothes
Marina
Hayes
‘(lost girl)
(To be)
12 years
old
(To be )
Tall /
slim
(To be )
Long/
Curly/
Black
(To have
)
Brown
(to
have )
Round
(to have )
Small
(to have )
Jeans/ red
T-Shirt/
sport shoes.
( to put on/ to wear)

14. 14

15. 15
File one : A PERSON’S PROFILE level : second year .
Sequence 2 lesson : listen and speak .
Lesson plan
3 Communicative objectivesCommunicative objectivesCommunicative objectivesCommunicative objectives: the purpose of the lesson is for students to improve their ability communicate so that by the
end of the lesson they have developed skills to better exchange real-life thoughts, messages or information.
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
Listening and speaking
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation (phonemes, intonation,
etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.
• Function : talk about past actions .
• Grammar :past simple tense( regular verbs) .
• Vocabulary : related to actions /past events
• Pronunciation : discriminate between final “ed” pronunciation.
Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
• No
Objective: Students Will Be Able To….
Talk about past actions / events using simple past with regular verbs.
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 specifics of your lesson.)
• Can interact orally to ask and answer questions in very short exchanges using simple sentences.
• Can listen to understand main points and important details of short dialogues.
• Can understand instructions and explanations that are concrete found in language learning materials
• Can plan for, use and evaluate the effectiveness of a variety of listening strategies used to grasp general ideas
quickly and find specific information.
• Can sustain a very short , simple oral description.
When and how will I check my students’ progress toward the objective(s)?
• I can see when they do the activities.
• When they talk about past actions / events
• Desciminate between final” ed “pronunciation.
• Required materials and/or resources: T
• he lesson is based on material in the second year learner’s manual book ( page 12)
• the listening script from first year manual ( 124/125)
• pictures and flash cards .
Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is
this related to?
• The teacher plans lessons that have communicative objectives3
and whose steps build toward
meeting them.
• The teacher chooses topics and tasks that allow learners to develop skills in learning and
communicating about themselves and their community, and about their country and the world.

16. 16
time swbat (for
each
stage)
rationale
(why do
students do
this)
interacti
on
procedure materi
als
(vakt)
Talk
about
daily
activities.
Talk
about
past
events
using
regular
verbs.
Talk
about
past
events
using
regular
verbs.
Talk
about
past
events
using
regular
verbs.
Ss need to
remember
and review
what they
studied in a
previous
lesson.
Ss need to
know key
vocabulary
and need to
understand
what they
are going to
listen to.
Ss do tasks
which help
them
understand
the script
and develop
listening and
skills.
Ss need a
chance to
check their
answers in
pairs.
Ss need an
opportunity
to
personalize
what they
have heard.
T – SS
T – SS
VA
T- SS
SS-SS
SS –SS
SS- SS
T –SS
SS –SS
T – SS
Warming up :
The teacher interacts with the learners about previous lesson(
talking about daily activities) .
The teacher reports their answers on the board.
Pre listening :
The teacher invites the learners to look at the photo and try to
talk about it.
( two women are talking on the phone)
The teacher introduces the situation. Mona is in London. She is
visiting the city.
The teacher elicits the new vocabulary (yesterday /
stayed/walked/ passed / the museum/so-so ) through visuals and
examples.
Learners repeat the new words.
During listening :
The teacher invites the learners to listen to the telephone
conversation and do the following activity :
Activity one : listen then write true / false .
a)-Mona stayed at the hotel yesterday morning.→ false .
B-Mona walked round the hotel in the evening.→ true
c-the museum wasn’t open →true .
d- Mona enjoyed her day→ false
listening script
Learners listen then check their answers in pairs.
post listening :
Learners listen then correct their answers on the board.
The teacher invites them to read the conversation in pairs(
written on the board) then asks them to underline the
following sentences : -
“ what did you do yesterday?
“ I stayed at the hotel.
And circle the verbs ( stayed / walked/ passed / decided)
The teacher invites the learners to do the following activity:
Pair work: ask your partner about yesterday.
What did you do yesterday morning / afternoon/ evening/ ?
the teacher explains the task and helps learners with the needed
vocabulary through visuals.
stayed at home / cleaned the room/ helped my mother/ helped my
father/ washed the car/ revised lessons / watched a film/ played
video games.
Learners work in pairs. Perform their dialogues. Then copy down.
Board
/mar
ker/
flash
cards
Board
/mar
ker
Board
/mar
ker
Helen : Hi, Mona ,did you have a nice day ?
Mona . Hello Helen .it was so-so
Helen : what did you do yesterday afternoon ?
Mona : I stayed at the hotel because I was very tired.
Helen : What about the evening ?
Mona : In the evening , I walked round the hotel and passed along
the museum .It wasn’t open .I decided to visit it on Monday .

17. 17
Discrimin
ate
between
different
final “ed”
pronuncia
tion
Descrimin
ate
between
final” ed”
pronuncia
tions
Students need
to be exposed
to new
language and
skills in an
authentic way
by the
teacher.
Isolate the
simple past
verbs.
Identify final
“ed
pronunciation
s .
State the
rule .
Repeat the
verbs .
T need to
assess the
leaner’s
assimilation.
SS-SS
T – SS
SS –SS
T –SS
SS-SS
T –ss
SS-SS
SS-SS.
Pronunciation and spelling :
Presentation:
Learners are invited to read the words that they have circled
before.
Isolation :
The teacher reports them on the board.
The teacher writes the final “ed” in different colour.(
The teacher reads the isolated verbs and asks the learners to
repeat.
Analysis : learners are asked to deduce the different pronunciation
and to discriminate between the sounds.
Stayed passed decided
ed →/d/ ed→/ t/ ed →/id/
stating the rule :
Practise:
Learners are invited to listen to the teacher reading words in the
table on page
/ t/ /d/ /id/
looked
worked
practised
noticed
lived
listened
tried
toured
painted
decided
completed
acted
Learners repeat in chorus then individually .
Learners are asked to close their books and try to identify and
compare the list of words the teacher reads .
Identify : looked / listened / acted/ toured/ tried/ noticed/
decided.
Compare :( looked – liked). (worked-played ) (danced- stayed).
(noticed- listened)
Flash
cards
Board
/mar
ker
Second
year
learner
’s
manual
Page
12
Final “ ed “pronunciation
/d/ / t/ /id/

18. 18
Narrate
past
actions
using
regular
verbs.
Narrate
past
actions
using
regular
verbs.
Ss need to
remember
and review
what they
studied in a
previous
lesson.
Isolate the
underlined
grammar
notion.
Identify the
main
constituents
of a sentence
and the form
of verbs(
simple past
tense)
State the
rule for
simple past
tense.
Identify the
place of
sentence
constituents
.
T –ss
T –ss
Ss –ss
T-SS
Ss –ss
Ss –ss
Warming up :
The teacher interacts with the learners about previous lesson.
Presentation :
The teacher writes the following on the board :
“ what did you do yesterday?
“ I stayed at the hotel.
Did you enjoy your trip?
No, I didn’t.
The teacher reads the sentences and invites the learners to
repeat.
Isolation
Yesterday ,I stayed at the hotel / Did you enjoy the trip ?
Learners read the isolated sentences.
Analysis:
1) Yesterday , I stayed (at the hotel .
Time marker + subject +( verb +ed )+ ….. .
2) Did you enjoy the trip ?
did + subject + verb + object + ?
Stating the rule
:
Practice :
Form based activity :re-order the words to get correct sentences
1) - the food/ John/ enjoyed/ yesterday.
→ Yesterday, John enjoyed the food.
2) - listen/ last/ she/ music/did/ night/ to /? /
→ Did she listen to music last night ?
3) – summer/play/didn’t/football/they/last/
→ They didn’t play football ,last summer.
Listeni
ng
script.
Board/
marker
Second
year
learner
’s
manual
On
page
15
Activiti
es
adapte
d from
first
year
manual
.
We use the simple past to talk about past actions or events. To
form the past simple : we add ( ed /d) to verbs
To tour → toured / to puzzle → puzzled .
To study →studied / to play → played.
Affirmative form : time marker + subject + verb+ ed +object.
Negative form: subject +did not( didn’t )+verb +object.
Interrogative form : did + subject + verb + object+?
Time markers : last week / month/year / September.
In 2003/ in august / in summer.

19. 19
Narrate
past
actions
using
regular
verbs.
Detect the
meaning of
sentences .
Ask and
answer using
simple past
tense.
Practice using
the stated
rule. Negative
and
interrogative
Forms.
Write into
the past form
and identify
final “ed
pronunciation.
Ss –ss
Ss –ss
Meaning based activity : match the pairs:
Sentence Meaning :
1) - Salim is a tall boy with green
eyes and fair hair.
2) - yesterday I cleaned my
room and revised my lessons.
3) - my mother cooks lunch
every day.
a)- narrating past events.
b)- describing daily
activities/routine.
c)- describing physical
appearance.
communicative based activity :find the questions to Mona’s
answers:
Helen : What did you do yesterday at 10?
Mona : I landed at Heathrow airport at 10 .
Helen : Did you check your passport ?
Mona : Yes ,I did . I checked my passport at the airport control.
Helen :What time did you order your meal?
Mona: I ordered a meal at 13:00.
Helen : Did you enjoy the journey?
Mona : No ,I didn’t . I didn’t enjoy the journey. It was tiring.
Learners do the activities. Correct then copy down.
Practice
Activity1 : write into the negative then the interrogative
forms:.
-Dad worked last Sunday.
-We played football after school yesterday.
-I watched a good film last night.
-My friend and I tried skating for the first time yesterday.
-Mary played the guitar for an hour this morning.
-I stayed at my friend’s house last week.
Activity 2 : write the verbs into the simple past tense then classify
them according to their final” ed” pronunciation.
To greet/ to check/ to phone/ to dance/ to finish/ to smell/ to
work/ to visit/ to need/ to order/ to kick/
ed → /d/ ed →/t/ ed→/id/
Phoned
Smelled
Ordered
Checked
danced
finished
worked
kicked
greeted
visited
needed
Activity 3: write the correct form of verbs between
Activiti
es
adapte
d from
first
year
manual
.
Board /
marker
.
board
and
marker
Activiti
es
adapte
d from
first
year
book
.and
other
resour
ces .

20. 20
Narrate
past
actions
using
regular
verbs.
Write the
correct form
of verbs.
brackets :
a. Yesterday our teacher (to ask) ……………………….. us a lot of
questions.
b. Mum and dad ( to arrive) …………………….. in Spain on
Saturday morning .
c. My sister (to want) …………………to buy a CD for her friend.
d. It isn’t my fault that you ( to miss) ……………………..the bus.
e. I ( to look) …………………….everywhere for my glasses last
night.
f. The bus was so late so I ( to walk) ……………….to the football
match .
HOME WORK : Activity 5 on page 15 .
Activiti
es
adapte
d from
first
year
book
.and
other
resour
ces
.

21. 21
FILE ONE : A PERSON’S PROFILE. Sequence two
level : second year lesson listen and speak
LESSON PLAN
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
• listening and speaking .
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.),
pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar
point(s), etc.
• Function : talk about biographies.
• Grammar :past simple tense ( irregular /regular verbs) . prepositions( in / on )
• Vocabulary : related to biographies and career. (dates)
• Pronunciation : discriminate between final “ed” pronunciation.
Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
• no
Objective: Students Will Be Able To….
• Describe a biography.
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 specifics of your lesson.)
• can interact orally to ask and answer questions in very short exchanges using simple sentences.
• Can listen to understand main points and important details of short dialogues.
• Can understand instructions and explanations that are concrete found in language learning materials
• Can plan for , use and evaluate the effectiveness of a variety of listening strategies used to grasp general ideas
quickly and find specific information.
• Can sustain a very short , simple oral description.
When and how will I check my students’ progress toward the objective(s)?
• I can see when they do the activities.
• When they talk about someone’s biography.
• Desciminate between final” ed” pronunciation.
Required materials and/or resources:
• The lesson is based on material in the second year learner’s manual book ( page 12) and the listening script on
page 20).
Personal Goals: What aspect of your teaching are you trying to improve? Which teacher
competency is this related to?
• The teacher plans lessons that have communicative objectives4
and whose steps build toward meeting
them.
• The teacher chooses topics and tasks that allow learners to develop skills in learning and
communicating about themselves and their community, and about their country and the world.
4 Communicative objectivesCommunicative objectivesCommunicative objectivesCommunicative objectives: the purpose of the lesson is for students to improve their ability communicate so that by the
end of the lesson they have developed skills to better exchange real-life thoughts, messages or information.

22. 22
TIME Swbat(for
each
stage)
Rationale
(why do
students
do this )
Interact
ion
Procedure Materi
als
VAKT
)
. Talk
about a
picture .
Descrim
inate
between
date
and
place of
bith/de
ath.
Describ
e a
biograp
hy.
Ss need
to
remember
and
review
what
they
studied in
a
previous
lesson.
Ss need
to know
key
vocabular
y and
need to
understan
d what
they are
going to
listen to.
Ss do
tasks
which
help them
understan
d the
script
and
develop
listening
and
skills.
Ss need
a chance
to check
their
answers
in pairs.
Ss need
an
opportuni
ty to
personaliz
e what
they have
heard.
T – ss
T – ss
Va
T – ss
t-ss
Ss -ss
T –ss
Ss -
ss
Warming up : the teacher interacts with the learners about previous
lessons or Correct home work.
Pre- listening :
The teacher invites the learners to open their books on page 12. And look
at the photo.
The learners are invited to talk about the photo.( What they can see.
What is the kind of this picture? It is an ad.
What kind of ad? It is about musical concert.
What is the name of the man in this photo? His name is Louis Armstrong.
The teacher elicits the new vocabulary ( jazz/ trumpet/band/was born/
died/nickname /famous)
The teacher invites the learners to listen to the script and do the
following activities.
During listening :
Activity one on page 12/ listen then fill in the chart :
The teacher reads the script twice .Learners listen and fill the chart
Then check their answers in pairs.
Post listening :
The teacher invites the learners to correct their answers on the board.
Then asks them to open their books on page 20 .
The teacher reads the script and invites the learners to underline the
following :( nicknamed / perfected /was born /played/ set up/ created) .
In 1935, he set up his own jazz band.
The learners are asked to use the chart and the script to describe Louis
Armstrong’s biography.
Suggested description :
The teacher helps learners do the work. Learners read their works .then
write down on their copybooks.
Listening script on page 20 :
Learn
ers’
manu
al
page
Board
/mar
ker/fl
ash
cards
Learn
ers
manu
al
page
20
Louis Armstrong was an American singer. He was born in
1900 in the U.S.A. His nickname was “satchmo”. He died in
1977.
Name: Louis
Surname: Armstrong
Date of birth: 1900
Place of birth: New Orleans
Nationality: American
Nickname: “satchmo”
Louis Armstrong , nicknamed « satchmo », was born in 1900in new
Orleans . He was a famous black trumpet player and jazz singer .He
played in many jazz groups in new Orleans, Chicago and new York .In
1925, he set up his own jazz band, “hot five”, and later “hot seven”
(1927) .They perfected the new Orleans style and created what is now
the classical jazz style .Louis Armstrong died in 1977 in new York .

23. 23
Describ
e a
biograp
hy .
Ask and
answer
suestio
ns .
Learners
need to
be
exposed
to the
new
language
and skill
in an
authentic
way by
the
teacher.
Learners
need time
and
practice
remember
the new
skill or
language .
.
Learners
need a
chance to
personaliz
e and use
the new
language
or skill.
t-ss
Ss-ss
t-ss
va
ss-ss
ss-ss
(PPU lesson) practice
Presentation :
The teacher invites the learners to open their books on page 13 .
Then to pay attention to activity one .
The teacher explains the task. Performs an example using Souad Massi‘s
chart .
1- My name is Souad Massi . I was born on August 23rd
, 1972 in Beb el
Oued .I am Algerian. My nicknamed is the “Tracy Chapman of the
Maghreb”.
Learners repeat the example.
Practice :
The teacher asks the learners to do the same for the two remaining
Ones.( be one of the stars and introduce yourself to the class .
2- My name is Rowan Sebastian Atkinson. I was born on December 24th
.
1955 in London. My nickname is “ Mr. bean”.
3- My name is youssou N’dour. I was born in 1959 in Dakar. I’m
Senegalese. I have no nickname.
Activity two : on page 14.
Work in pairs. First, match the people with countries and dates of
birth. Then ask questions and answer them.
Where was [El Anka– Bob Marley – Sting – Fairouz -Lorie] born ?
El Anka was born in Algeria.
Bob Marley in Jamaica.
Sting in England.
Fairouz in Lebanon.
Lorie in France.
When was [El Anka – Bob Marley – Sting Fairouz – Lorie] born ?
El Anka was born in1907
Bob Marley in1945
Sting in1951
Fairouz in1935
Lorie in 1982
Use :
Learners are invited to fill in the following form then ask and answer
questions about it. Name :
Date of birth:
Place of birth:
Nationality :
What’s your name?
When were you born?
Where were you born?
What is your nationality?
What is your nickname ?
Learners work in pairs. The teacher gives help when needed. Then invites
the learners to perform their dialogues.
Then copy on their copybooks.
Learn
er’s
manu
al
page
13.
Board
and
mark
er
Learn
er’s
manu
al
page
14.
Board
and
mark
er.

24. 24
Describ
e a
biograp
hy and
narrate
past
events
using
irregula
r verbs.
Students
need to be
exposed to
new
language
and skills
in an
authentic
way by the
teacher.
Isolate
and
analyze
the
underline
d
sentences
.
Identify
the main
constitue
nts of a
sentence
and the
form of
verbs(
simple
past
tense)
Compare
simple
past
verbs (
regular/ir
regular)
State the
rule .
t-ss
t-ss
ss –ss
t –ss
Ss –ss
ss- ss
Piasp lesson
Presentation :
The learners are invited to read the underlined sentence and verbs.
The teacher reports them on the board.
Nicknamed / perfected /was born /played/ set up/ created/died) .
In 1925, he set up his own jazz band/ Louis Armstrong died in 1977.
Learners read the verbs and the sentence written on the board.
Isolation :
The teacher writes the sentence and invites the learners to read the
isolated sentence.
In 1925, he set up his own jazz band./ Louis Armstrong died in 1977
Analysis :
In 1925, he set up his own jazz band
Time marker + subject+ verb + object .
(to set up)
‘Irregular’ “the list of irregular verbs”
Louis Armstrong died in 1977 .
Subject + verb + time marker.
(to die)
‘ regular”
The teacher asks the learners to compare the verbs listed before and
gives help when needed.
Regular verbs Irregular verbs
Nicknamed
Perfected
Played
Created
Died
Was born ( to be
born )
Set up ( to set up )
Stating the rule :
Practice :
The teacher gives the learners lists of irregular verbs then invites them
to do the following activities :
Learn
ers
manu
al
page
20
Board
and
mark
er
Board
and
mark
er .
Simple past verbs
Regular verbs . irregular verbs
To die → died to be →was /were.
He bacame famous in 1935. (to become)
Negative form : subject +did not/ didn’t + verb( inf without to)+ object+ time
marker.
Example : He didn’t become famous in 1935.
Interrogative form: did + subject+ verb (inf without to )+ object + time
marker+ ?
example : Did he become famous in 1935?
(To be ) →I /she/he/it was – wasn’t – we/you/they were – we weren’t .
(to have) →had

25. 25
Describ
e a
biograp
hy and
narrate
past
events
using
irregula
r verbs
Learners
practice
the
stated
rule.
Identify
the place
of
sentence
constitue
nts .
Detect
the
meaning .
Ask and
answer
using
simple
past
tense.
Use the
list of
irregular
verbs.
ss-ss
ss- ss
t-ss
Activity one: put the words in the correct order :
a)- 1954/on/was/st/ ,/Nouri koufi/December/born/31/?/
→ Was Nouri koufi born on December 31st
,1954 ?
b)- in/ write/ Mohamed/ 1960/”L’incendie” / Dib/didn’t /
→ Mohamed Dib didn’t write “L’incendie” in 1960.
c)- many/ won/ he/prizes/
→ He won many prizes.
Activity two: what do the sentences express?
Match the pairs ,
Sentences Meaning
a) - Last week, I visited the zoo with
my family.
b)- Ben Badis was born in 1889.
c)- Every day , my father buys the
newspaper.
1) - describing a
biography.
2) - describing daily
activities.
3) - narrating past
events.
Activity three: (activity 3/15) ask questions about the underlined words: .
Pablo Picasso was born in 1881 in Malaga.
→ Who was born in 1881?
In 1907,he painted “les demoiselles d’ Avignon”
→ What did he do in 1907 ?
Activity : write the simple past of the following verbs using the list of
irregular past verbs.
Infinitive Simple past
To go
To put
To sing
To leave
to take
to write
to have
to do
to read
to win
to sleep
to be
to come
to become
to buy
to give
to wear
to make
to drink
Activi
tities
adda
pted
to
the
lesso
n.
List
of
irregu
lar
verbs
.

26. 26
I. Fill in the blanks with the missing verbs in the Past Simple.
Last night ___________(be) windy.
Last Tuesday we ________ (have) an exam.
In 1990 we ___________ (spend) our holidays in Brazil .
Yesterday I ___________ (sleep) till almost 11 o`clock.
Last year I __________ (buy) this coat.
Ann _________ (write) me a postcard.
II. Activity 14 on page 24: make the sentences negative :
1)- There were many fans at the entrance of the hall .
→ there weren’t many fans at the entrance of the hall .
2)- we attended the concert
→ we didn’t attend the concert .
3)- she sang all her hits .
→she didn’t sing all her hits.
4)- I liked her last song very much.
→I didn’t like her last song.

27. 27
This month, your school magazine is about classical music in Algeria.
Your teacher of English asked you to participate .You choose
to write a biography about “a Malouf singer”.
Use the chart to write a biography about “
“
Name Surname Date of
birth
Place of
birth
Nationality
Benani Hamdi 01/01/1943 Annaba Algerian
Job Nickname At a very young age /(to show)
abilities for singing.
At the age of 16/ (to win) the first
prize.
1963/ (to become) famous.
Singer
“Malouf “
The white
Angel

28. 28
Ray Charles Charles Dickens Walt Disney Mohamed Dib M’hamed Issiakhem Victor Hugo
Sequence Three lesson: LISTEN AND SPEAK /PRACTICE.
Learning objectives
Talking about a person’s life ( biography ) → the past simple tense +ago
Asking and giving information about possession →the genitive ( ‘s / s’)/
whose

29. 29
Lesson plan
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
Listening and speaking
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation
(phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.
• Function : talk about a person’s biography / inquire about nationality/ job and releases .
• Grammar : past simple tense( regular verbs/irregular) + ago .
• Vocabulary : related to biographies/ cardinal/ ordinal numbers / dates/ releases .
Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
• No
Objective: Students Will Be Able To….
Talk about a person’s life (biography) .
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 specifics of your lesson.)
• Can interact orally to ask and answer questions in very short exchanges using simple sentences.
• Can listen to understand main points and important details of short dialogues.
• Can understand instructions and explanations that are concrete found in language learning materials
• Can plan for, use and evaluate the effectiveness of a variety of listening strategies used to grasp general ideas
quickly and find specific information.
• Can sustain a very short, simple oral description.
•
When and how will I check my students’ progress toward the objective(s)?
• I can see when they do the activities.
• When they talk about someone’s biography using past simple + ago .
• Required materials and/or resources:
• The lesson is based on material in the second year learner’s manual book ( page 16/17)
• the listening script from second year manual ( page 20)
• Pictures and flash cards.
Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is this
related to?
• The teacher plans lessons that have communicative objectives
5
and whose steps build toward meeting
them.
• The teacher chooses topics and tasks that allow learners to develop skills in learning and communicating
about themselves and their community, and about their country and the world.

30. 30
TI
ME
Swbat(for
each stage)
Rationale
(why do
students
do this )
Interac
tion
Procedure Mate
rials
VAK
T )
Interact
about what
has been
learnt.
Inquire
about
Someone’s
releases .
Listen and do
the task
Listen and talk
about
someone’s
biography
using “ago “.
Discriminate
between
when/ how
long ago.
Talk about
biographies
/past events
using “ago “.
Identify
persons and
their jobs
Inquire
about
person’s
nationality,
job.
Talk about
person’s
biography
using “ago”
Talk about a
Learners
need a
chance
to
remembe
r what
they
have
learnt
before.
interpret
the
visual
aids
Learners
need to
know the
key
vocabular
y they
will hear
and to
understa
nd the
situation
.
Learners
need to
do task
to
develop
their
listening
skills.
Learners
need a
chance
to check
their
answers
.
Learners
need a
chance
to work
further
with the
listening
script.
Learners
need a
chance
to
remembe
T -s s
T -s s
Va
T -s s
T- ss
Ss –
ss
T-SS
Ss –
ss
SS –
ss
Ss –
ss
T –ss
Ss –
ss
T –ss
Ss –
ss
T –ss
Ss –
ss
Warming up :
The teacher interacts with the learners about previous lesson.
Pre -listening
The teacher invites the learners to open their books on page 16. And try to
talk about the picture .
The teacher may help them with the following questions :
♪ What is it ? → It is a picture.
♪ What can you see in this picture? → a book . (a novel).
♪ What is the title of this book? → Oliver Twist
♪ Who wrote it? → Charles Dickens.
♪ Do you know the story of “Oliver Twist “?
The teacher introduces the new vocabulary through pictures and examples:
(strip cartoon/ poor # rich /Victorian period/ alive #dead/ lend/ ago)
The learners repeat the new words.
The teacher introduces the situation between Aminata and Olga then invites
the learners to listen and do the activity :
During listening :
Activity 1: listen then answer the following questions :
♣ When did Charles dickens die? → He died in 1870.
♣ How long ago did he die? → He died 140 years ago.
The teacher reads the dialogue twice. Learners listen then do the activity.
Learners check their answers in pairs. Then correct on the board.
Post listening :
The teacher invites the learners to open their books on page 20 . read the
script and underline the following :
“It’s Indira’s book .Ask her.”/
Learners perform the dialogue in pairs .The teacher asks them to do
Activity2: complete the sentences.
Algeria got its independence in 1962 so it got it ……………. years ago.
My parents got married …………. ago.
My …………… died ……………. ago.
Learners work in pairs. Correct on the board, read the written work then copy
down.
Lesson : practice (ppu)
Warming up :
Pictu
re
on
page
16
Visu
als
aids
/
Boar
d
and
mark
er
Liste
ning
scrip
tadd
apte
d to
the
lesso
n on
page
20
Boar
d
and
mark
er .
Pen
and
pape
r.
Boar
d
and
mark
er .
Olga: what are you reading?
Aminata : Oliver Twist .
Olga: Oliver Twist? Oh yes. The famous strip cartoon.
Aminata : No. It’s the famous novel by Charles Dickens .He wrote it a long
time ago .He described the life of a poor boy who lived in London during
the Victorian period .
Olga : Is Charles Dickens still alive ?
Aminata : oh, no ! He died a long time ago, in 1870
Olga : Ah you mean he died 140 years ago . I‘d like to read this book
.Could you lend it to me?
Aminata : Sorry it’s Indira’s book .Ask her.

31. 31
person’s
releases
using “ago “
Ask and
answer
about a
person‘s
releases.
r what
they
have
learnt
before.
Learners
need to
be
exposed
to new
language
or skill
in
authenti
c way.
Learners
need
time and
practice
to
remembe
r the
new
language
or skill
and to
explore
the
limits of
its form
,
meaning
and use.
Learners
need a
chance
to
personali
ze and
use the
new
language
or skill .
Ss –
ss
T –ss
Ss -ss
Learners are invited to talk about previous lesson.
Presentation :
The teacher asks the learners to open their books on page 17.
The teacher explains the instruction of activity one and invites the
learners to do it in pairs.
Activity "1"p 17: Who’s who? Match the pairs.
M'hamed Issiakhem * a writer
Ray Charles * a film producer
Walt Disney * a painter
Charles Dickens * a singer
Mohamed Dib * a writer
Learners try to do the activity. The teacher asks them then to correct
and try to talk about the persons and about their nationalities and jobs.
Example: Who is M’hamed Issiakhem? → An Algerian painter.
The learners are invited to pay attention to activity 2 on the same page.
The teacher writes the following example and invites the learners to read
it. Then the teacher explains the task
How many years ago did Charles Dickens die? ( we are in 2010)
How long ago
→ He died 140 years ago. → “A period of time + ago”
Practice
Then the teacher explains the task and invites them to do the same with
the remaining artists.
Learners work then perform their dialogues in pairs.
Activity "2" p17: Calculate and say how many years ago did these
people died. {we're in 2010}
How many years ago did (Issiakhem/Ray Charles/ Walt Disney/ Mohamed
Dib) die?
M'hamed Issiakhem [1985 – 2010] He died twenty five years ago,
Ray Charles [2004 -2010] He died six years ago.
Walt Disney [1966-2010] Walt Disney died forty four years ago.
Mohamed Dib [2003 -2010 Mohamed Dib died seven years ago.
Learners work then perform their dialogues in pairs.
The teacher explains the instructions of activity3, asks the learners to
take their rough copy books and do it.
Activity "3"p17: Calculate and write sentences using the following
verbs {paint/sing/produce/write} and "ago".
Charles Dickens wrote "Oliver Twist" [1838-2010] 167 years ago.
M'hamed Issiakhem painted 'Auto portrait' [1976-2005] 29 years ago.
Pablo Picasso painted "Guernica" [1937-2010] sixty years ago.
Walt Disney produced "Peter Pan" [1952-2010] fifty eight years ago.
Charles Dickens wrote «David Copperfield» [1850- 2010] 160 years ago :
Use :
The teacher invites the learners to talk about one of the artists making
questions and answers about them (their jobs/ nationalities/ releases).
The teacher invites the learners to give free examples using “ago” talking
about their own interests.
The pupils do the activity in rough, correct on the board, then read and
write down.
Home work : Activity '4'page 19
Lear
ners
‘
manu
al on
page
17 .
Pictu
res
Boar
d
and
mark
er
Lear
ners’
manu
al on
page
17
Pictu
res
Lear
ners’
manu
al
Boar
d
and
mark
er

32. 32
Sequence: three. Lesson: .
Lesson plan
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
Reading and writing.
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation
(phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.
• Function : talk about the past .
• Grammar : past simple tense (regular verbs/irregular) + ago.
• Vocabulary : related to cavemen period and life ./ tourist /
Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
• No
Objective: Students Will Be Able To….
Narrate past events using the simple past tense.
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 specifics of your lesson.)
• Can interact orally to ask and answer questions in very short exchanges using simple sentences.
• Can read and understand the general ideas and some important details of formulaic personal email/letter.
Can plan for, use and evaluate the effectiveness of a variety of reading strategies used to grasp general
ideas quickly and find specific information.
• Can sustain a very short, simple oral description.
• Can write very short, factual descriptions.
When and how will I check my students’ progress toward the objective(s)?
• I can see when they do the activities.
• When they write a short presentation using the text and visual aids playing a role of a tourist guide.
• Required materials and/or resources:
• The lesson is based on material in the second year learner’s manual book ( page 17)
• bob’s letter from second year manual ( page 20)
• Pictures and flash cards.
Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is
this related to?
• The teacher plans lessons that have communicative objectives
6
and whose steps build toward
meeting them.
• The teacher chooses topics and tasks that allow learners to develop skills in learning and
communicating about themselves and their community, and about their country and the world.

33. 33
TIM
E
Swbat Rationale Intera
ction
Procedure Materi
als
Identify
the theme
of a letter .
interpret
the visual
aids
Produce
written
answers to
questions.
Identify
opposites
Write a
short
description
about past
events.
Learners
need a
chance to
remember
what they
have learnt
before .
Learners
need to know
the key
vocabulary
and
understand
the situation
Learners
need to do a
series of
tasks which
help them
understand
the text
Learners
need a
chance to
work further
with the
text
T -s s
ss-s s
Va
T-ss
T -s s
ss- ss
T -ss
Ss ss
T-ss
Ss ss
T –ss
Warming up :
The teacher interacts with the learners about previous lesson.
Pre – reading
The teacher invites the learners to open their books on page 17.
The teacher introduces the situation :
“Susan received a letter from Bob. Look at the pictures and guess what Bob’s
letter is about? “
The teacher may help the learners with the new vocabulary, then introduces
the new one they are going to need to understand the letter.
Cave paintings / cavemen / hunt/ skins/plants /upside-down / inside /
through visuals
During listening :
The teacher explains the instruction of activity 2 and invites the learners to
work on their rough copybooks.
Activity 2 on page17: Go to page 20. Read Bob’s letter and answer the
questions.
a- What animals did cavemen hunt? They hunted mammoths, bears
and tigers.
b- Why? They hunted them for food.
c- Where did they paint the pictures? They painted them inside
their caves.
d- Why did they paint animals upside down? They painted them upside
down to show that they were dead.
e- What did they make paint from? They made paint from different
plants.
The teacher asks the pupils to do
"Activity '3'on page 17: match the opposites :
Left =/= different
Boring =/= inside
same =/= arrived
outside =/= interesting
upright =/= dead
alive =/= upside down.
Activity 3: pick out from the text 4 regular past verbs /
4irregular past verbs then give their infinitives
Arrived / went / was/ were / hunted/ painted/ lived/ killed/made/
did/ got/learnt /
The pupils do the activity in rough , correct on the board ,
Post reading.
Activity 4 : Imagine you are a tourist guide and you are in the Tassili
caves /at a museum. Use the pictures and write a short presentation
about cavemen
Use these verbs to help you ( live/ use/ hunt/ eat/ wear/make )
Suggested answer :
Learners work in pairs. Read their works .Correct on the board then copy
down.
Learne
r’s
manual
page
17
Picture
s/
flashca
rds
Learne
rs
manual
page
20/17
Learne
r’s
manual
page
20
Picture
s /
board
and
marker
Board
and
marker
s.
Good morning / good afternoon. Cavemen lived a long time
ago. They lived in caves. They hunted animals. They eat their
meat and made clothes from their skins. Cavemen used stones
to make weapons and tools. They painted inside the caves.

34. 34
Sequence : three. Lesson: DISCOVER THE LANGUAGE.
Lesson plan
Communicative objectives: the purpose of the lesson is for students to improve their ability communicate so that
by the end of the lesson they have developed skills to better exchange real-life thoughts, messages or informatio
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
Speaking and writing .
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.), pronunciation
(phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.
• Function : talking about possession .
• Grammar : the possessive case ( ‘s/ s’)/ whose
• Vocabulary : related to school things / possessions in general.
Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
• No
Objective: Students Will Be Able To….
Ask and give information about possession.
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 specifics of your lesson.)
• Can interact orally to ask and answer questions in very short exchanges using simple sentences.
• Can listen to understand main points and important details of short dialogues.
• Can understand instructions and explanations that are concrete found in language learning materials
• Can plan for, use and evaluate the effectiveness of a variety of listening strategies used to grasp general
ideas quickly and find specific information.
• Can sustain a very short , simple oral description.
When and how will I check my students’ progress toward the objective(s)?
• I can see when they do the activities.
• When they talk about possessions.
• Required materials and/or resources:
• The lesson is based on activities adapted to the lesson .
• the listening script from second year manual ( page 20)
• Pictures and flash cards.
Personal Goals: What aspect of your teaching are you trying to improve? Which teacher competency is
this related to?
• The teacher plans lessons that have communicative objectives
7
and whose steps build toward
meeting them.
• The teacher chooses topics and tasks that allow learners to develop skills in learning and
communicating about themselves and their community, and about their country and the world.

35. time Swbat(for
each stage)
Rationale Interact
ion
Interact
about
what has
been
learnt.
Ask and
answer
about
possession
.
Ask and
answer
about
possession
.
Talk
about
possession
using the
possessive
case (‘s)
Learners
need a
chance to
remember
what
they have
learnt
before.
Learners
need to
be
exposed
to new
language
in
authentic
way .
Learners
need time
and
practice
to
remember
the new
language
/skill.
and to
explore
the limits
of its
form /use
/meaning.
Learners
need a
chance to
personaliz
e and use
the new
language
/skill .
T -s s
T -s s
Va
T -s s
Va
T- ss
T -ss
Ss –ss
T-SS
Ss –ss
T –ss
T-SS
(PPU)
Warming up :
The teacher interacts with the learners about previous lesson
Presentation:
The teacher presents the followin
The learners listens then try to repeat in pairs.
Practice :
The teacher writes the dialogue on the board .then invites the learners to
substitute the underlined words using the following :
Miss Brown (umbrella)
/My sister (pencil)
Learners work in pairs in rough then perform their dialogue.
The teacher ask the learners to do activity 2 :
Activity two: look at the example and do the same
(John / dog)
/(my father / TV) /( Mary/ doll) /( Peter / bike) /(Tim / bag ) / ( sally /
T-shirt)
The learners work in pairs .the teacher supervises their work and
gives help when needed. Then invites the learne
Use :
Learners are asked to prepare short dialogues talking about
possessions in the classroom.
Learners work in pairs.
Presentation
The teacher asks the learners to open their books on page 20. And pay
attention to the listening script.
Then they read the underlined sentence. The teacher writes it on the
board.
It’s Indira’s book.
A
A
35
Procedure
(PPU)
Warming up :
The teacher interacts with the learners about previous lesson
Presentation:
The teacher presents the following dialogue : ( Paulo / pen)
The learners listens then try to repeat in pairs.
Practice :
The teacher writes the dialogue on the board .then invites the learners to
substitute the underlined words using the following :
Miss Brown (umbrella) / The engineer (desk)/ The students (room)
My sister (pencil) / The Simpsons (car).
Learners work in pairs in rough then perform their dialogue.
The teacher ask the learners to do activity 2 :
Activity two: look at the example and do the same:
(John / dog) – Is that John’s dog? - Yes, that’s his dog.
/(my father / TV) /( Mary/ doll) /( Peter / bike) /(Tim / bag ) / ( sally /
shirt)
The learners work in pairs .the teacher supervises their work and
gives help when needed. Then invites the learners to perform.
Use :
Learners are asked to prepare short dialogues talking about
possessions in the classroom.
Learners work in pairs. Perform their dialogues.
PIASP lesson)
Presentation :
The teacher asks the learners to open their books on page 20. And pay
attention to the listening script.
Then they read the underlined sentence. The teacher writes it on the
board.
It’s Indira’s book. It is her book.
A : Is this your pen ? B : No, it isn’t .
A : Whose pen is this ? B : It’s Paulo’s .
Materi
als
The teacher interacts with the learners about previous lesson.
g dialogue : ( Paulo / pen)
The teacher writes the dialogue on the board .then invites the learners to
The students (room)
Learners work in pairs in rough then perform their dialogue.
Yes, that’s his dog. (Samir / book)
/(my father / TV) /( Mary/ doll) /( Peter / bike) /(Tim / bag ) / ( sally /
The learners work in pairs .the teacher supervises their work and
rs to perform.
Learners are asked to prepare short dialogues talking about
The teacher asks the learners to open their books on page 20. And pay
Then they read the underlined sentence. The teacher writes it on the
Board
and
marke
r .
Pictur
es and
flash
cards .
Papers
and
pen
.

36. 36
Interpret
the
statement
s to
identify
the form
and use
of
“possessiv
e case .’s
Ask and
give
informati
on about
possession
.
Ask and
give
informati
on about
possessi
on
Isolate the
underlined
grammar
notions.
Identify the
main
constituents
of a
sentence
State the
rule .
Practice
using the
stated rule
Identify the
right place
of the
sentence’s
constituents.
Detect
the
meaning of
sentences.
Descrimina
te between
who/whose
T-ss
T-ss
T-ss
Ss –ss
Ss –ss
Ss –ss
Ss –ss
T-ss
The teacher reads the sentence then invites the learners to read it.
Isolation :
It’s Indira’s book. It is her book.
Analysis :
the teacher invites the learners to analyze the sentences . Helping them
with questions .
It’s Indira’s book. It is her book.
It is singular noun + ‘s + noun possessive pronouns + noun
possessor + ‘s + thing
It is the book of Indira. (Whose book is it?)
It is the children’s room / It is Simpsons ‘ car .
Stating the rule : on page 19
Practice :
Learners are asked to give free examples. the teacher invites the learners
to do the following activities .
Three types activities :
Activity one (form based task ): re- order the words to get
meaningful sentences :
1) - Pen/film/ whose/ ?/ Peter / is / → whose film is Peter Pen ?
2) - Walt / it /‘s/ is / Disney /. / → It is Walt Disney’s .
3) - saw/, / thieves/ car / ‘/ I / the/yesterday/./
→ Yesterday, I saw the thieves’ car.
Activity two : ( meaning based task) : match the pairs :
Sentence Meaning
1) - That’s my father’s car.
2) - My brother drives to work
everyday.
3) – Beethoven died in 1827.
a) - describing a biography.
b)- talking about possession
c) - describing daily
activities.
Activity three : (communicative based task) complete the following
questions with who / whose :
A: Whose cd is it? B: It’s karim’s
A: Who is absent? B: Sally is.
A: Whose book is that? B: It’s Ali’s book.
Learners work in pairs. The teacher gives help. Then invites the learners
to correct, read the written work then copy down.
Learne
r’s
manual
Board
and
marke
r .
Learne
r’s
manual
/19
Board
and
marke
r .
To form the genitive (possessive case) :
We put (‘s) after a singular noun/ irregular plural .
Example: I like Ahmed’s painting / she writes children’s book.
We put (‘ ) after regular plural nouns .
Example: they sell girls’ clothes.

37. 37
2- Activity 9 on page 23: Is the (‘s) the short form of the verb to be (a) or the sing of
possessive case ( b) . Copy the sentences and write ( a) / (b) after each sentence .
♣ She’s a musician. → a.
♣ Tommy is Jessica’s photographer.→ b.
♣ Her father’s name is Scott and her mother’s name is Rita. →b.
♣ She isn’t married .She ‘s single .→ a
3- Activity 4 on page 17: Whose is it?
Peter pen / film/ Walt Disney / → whose film is Peter Pen? It’s Walt Disney’s.
Mona Lisa / painting / Leonardo Da Vinci / → whose painting is Mona Lisa ? It’s Leonardo Da Vinci’s.
Les miserable / novel/ Victor Hugo /→ whose novel is les miserable ? it ’ s victor Hugo’s .
4) Look at the example and do the same:
Example: This is the hat of Mr. Stuart = this is Mr. Stuart’s hat.
That’s the house of the parsons
This is the table of the teacher.
This is the ball of the boys.
Is this the hat of your mother?
This is the umbrella of my father.
This is the room of my parents.
That’s the daughter of Mrs. Webb.

38. 38

39. 39