School :

Level : 3AM
Teacher name :
File : One (Communication)
Sequence : One
Topic : The first day at school
Skill focus : Listening and speaking
Function : Greetings
Lge.form : Hi, hello, good morning, how do you do?
Materials used in class : Books, white board, pictures
Time : 50 minutes

Learning Objectives: By the end of this lesson, pupils

should be able to:
- Greet each others.
- Introduce someone.

Stage Instructions Rational ime

s

Warm he teacher presents to his

up learners the first file Wet the
communication and the project pps 10m
work they have to present at the appetite
end of the month. to the
The teacher invites the learners to new
open their books on p 14, pay lesson
attention at the photo and interpret
it by answering these questions:
Pre What does the photo represent?
listeni What are these people doing?
ng

The teacher interacts with his 15m

learners about what to say when
they meet each others. Pushing
the pps
1
 The teacher invites the pupils to to speak
act in pairs using the drill of activity freely.
one p16
You: Hello/ Hi/ Good morning/ Good
afternoon/ Good evening...,my name
Durin is...
g Your partner: Nice/Glad/Pleased to
listeni meet you. I am ... 10m
ng

Presentin
g the
The teacher invites the learners to lesson
listen to the script in the book through a
Getting Around and answer the conversat
activity below: ion and
Eddy: Hi, Bob. How are you? make it
Bob: Fine. Thanks. easy for
Eddy: How was your trip to Venice? pps to
Bob: It was fabulous. We enjoyed it understa
very much. nd the
Eddy: By the way, Oliver this is Bob, topic of
my friend. the
Bob: How do you do, Oliver? lesson
Oliver: Great and you? 5m
Bob: Fine. Thanks for asking.
Oliver: Nice to meet you Bob.
Bob: Glad to see you.

Activity: Fill in the gaps:

Eddy: ......., Bob..................?

Bob: ............ Thanks.
Eddy: How was your trip to Venice?
Post Bob: It was fabulous. We enjoyed it
listeni very much.
ng Eddy: By the way, Oliver, ...........
Bob, my friend. 10m
Bob: How do you do, Oliver?

2
 Oliver: Great and you?
Bob: Fine. Thanks for asking.
Oliver: ................... you Bob.
Bob: ............ to see you.

Pushing
The teacher asks the pupils to the pps
write their own conversation to write
greeting their friends and freely.
introducing themselves. Its a good
opportunity to greet and introduce
each others and welcome the new
comers.
The pupils are invited to read
their written work.

School :
Level : 3AM
Teacher name :
File : One (Communication)
Sequence : One
Topic : Hello again
Skill focus : Listening and speaking
Function : Describing people
Lge.form : Whats she/he like? What does she/he look like?
Materials used in class : Books, white board, pictures
Time : 50 minutes

3
Learning Objectives: By the end of this lesson, pupils should
be able able to:
- Ask and answer about someones physical appearance and
personality using Whats she/he like? And what does she/he
look like?

Stage Instructions Rational ime

s

Warm The teacher greets his pupils and

up inquires about them. Wet the
The teacher invites his pupils to pps 10m
talk about the adjectives used to appetite
talk about physical appearance. The and
teacher may ask a pupil to go to the involve
board and asks his pupils: them to
Is Mohamed tall? the new
Is he fat? lesson
Pre Does he have dark hair?
listeni
ng The teacher invites the pupils to
pay attention at picture 2 P16 and
try to interpret it. 10m
The teacher may ask the following
questions: Pushing
What do you see in the picture? the pps
Durin Where are these persons? to speak
g What are they talking about? freely. 10m
listeni
ng The teacher invites the learners to
listen to the script p164 and check
whether their answers were correct
or not.
The pupils listen again to the
script and answer

Presentin
the activity below:
g the
Conversation n02 p164
lesson
4
Susan: Hello Lydia, you look happy through a
today. Whats up? conversat
Lydia: I have a new teacher of ion and
English. make it
Susan: Whats his name? easy for
Lydia: Mr Green. pps to
Susan: What does he look like? understa
Lydia: He is big and tall with wavy nd the 10m
black hair. lesson
Susan: And whats he like?
Lydia: He is really cool. He never
gets angry.
Susan: Oh, youre very lucky, Lydia.
Mine is never nervy.

Activity: Listen then fill in the table

with the right word: Differ
Words Words between
describing describing adjective
appearance personality s used to
describe
Big and tall with Cool, never gets appearan
wavy black hair angry ce and 10m
personali
ty

The teacher attracts the intentions

of his learners to the words
describing "appearance "
and "personality =character =mood"
The teacher invites them to do the
task below:
Exercise: Look at these adjectives
then classify them in the table:

Short - fat cool helpful polite

boring nervy strict serious
easy going nice cheerful tall
Adjectives Adjectives
describing describing
5
 appearance personality

Short fat tall - Helpful polite

Post nice boring nervy
listeni strict serious
ng easygoing -
cheerful
Questions about appearance: What
does she/he look like?
Questions about personality: Whats
she/he like?

The teacher persuades his learners

to make the difference between
appearance and personality and the
way to make questions about them.

The pupils are invited to answer the

activity below:

Activity: Fill in the gaps:

( homework)

You: Hello ............! You look happy.

Your partner: Yes, indeed. I have a new
...............
You: Whats .............name?
Your partner: ...........................
You: .............................look like?
Your partner:
.......................and ...........................has
got............................hair
and ....................eyes.
You: ...................like?
Your partner:
...............is.....................and...............

6
 School :
Level : 3AM
Teacher name :
File : One (Communication)
Sequence : One
Topic : Hello again
Skill focus : Listening, speaking and reading
Function : Describing People
Lge.form : Whats she/he like? What does she/he look like? Is
he Tall?
Materials used in class : Books, white board, pictures,
gestures
Time : 55 minutes

Learning Objectives: By the end of this lesson, pupils

should be able to:

7
- Identify the intonation in questions.

Stages Instructions Rational ime

Warm up The teacher writes the questions

below in the table and asks the Wet the
pupils to classify them in the pps 10m
table: appetite
Does Tom live in London? to the
What does he look like? new
Why do you like sports? lesson
Is he a pupil at Aoun Ali school?
Auxiliary Wh questions
questions
Does Tom live in What does he
London? look like?
Is he a pupil...? Why do you
like ...?

Presenta The teacher explains to his

tion pupils the difference between the
two kinds of questions 10m

The teacher writes the following Presentin

questions on the board, reads g the
them and invites his learners to lesson
imitate him as possible as they
can.
Isolation Whats your name? 5m
How old are you?
Analysis Are you a pupil at Aoun Ali Isolate
school? the
Does he speak Spanish? teaching 10m
items
Whats your name?
Does he speak Spanish?
Stating Analyse
the rule Whats your name? the
Its Wh question. So the teaching
8
 intonation is falling items
Does he speak Spanish?
Its auxiliaire question. So the 5m
intonation is rising

Pupils open their books on p 17 Stating

and read tips and state the rule: the rule
Practice Wh questions have a question
word like: who, what, when,
why..They ask for information
answers. Their intonation is
falling.
Yes/no questions dont have
questions words. Their answers
are yes or no. Their intonation is 10m
rising.

The teacher explains the

instruction of Activity 1p17
Activity 1p17: Mark the intonation
at the end of the questions below.
Justify your answers
A .Whats your name ?
( what is a s whq word)
B .Where do you come from?
( where is a whq word)
Produce C .Whens your birthday?
(when is a whq word)
D .What does he look like?
(what is a whq word)
E .Whats she like? 5m
(what is a whq word)
G.Do you like speaking English?
( do is yes-no question) Pushing
H.How do you come to school? pps to
( what is a s whq word) speak
I. Do you like speaking English? freely
( do is yes-no question)

9
 The pupils are asked to write their
own questions, read them
respecting the intonation for each
of the type of questions.

School :
Level : 3AM
Teacher name :
File : One (Communication)
Sequence : One
Topic : Hello again
Skill focus : Reading and writing
Function : Describing People
Lge.form : Simple present
Materials used in class : Books, white board, pictures,
gestures
Time : 50 minutes

Learning Objectives: By the end of this lesson, pupils

should be able to:
- Describe someones physical appearance, personality, likes and
dislikes using the present simple.

Stag Instructions Rational ime

es

War The teacher asks the pupils about the

m up previous lesson. Involving
he teacher reads some questions to learners 10m
his learners, if the intonation is rising, physically
they will stand up but if the intonation
is falling, they will sit down:
Does she have a long dark hair?
How old is she?
What does she look like?
Do you have green eyes?
10
Befor The teacher invites the students to
e open their books on page 20 and pay Pushing
readi attention at the advertisement. pps to 10m
ng The teacher explains the instructions speak
of Activity Onep20 ,then invites the freely
pupils to read the advert and answer
the questions:
Activity 1p20: Look at the advert on
page 20 then and answer the
following questions.

A .What is the advertisement about?

It is about Pop star contest.
B.How can you contact channel 7 TV?
By phone or by email.
C.Do you want to be a pop star? Why
or why not? No, I dont , I dont like
Durin music
g Cheking 5m
readi he teacher invites the pupils to read pps
ng the text on p20 and answer the comprehe
activities: nsion
Activity one: Fill in the gaps:
The type of the text:.......................
The sender:......................................
The receiver:....................................
The theme:........................................

Activity two: Fill in the profile below

with information from the e-mail:
Name: Sarah Bint 10m
Age: 15
Physical appearance: slim- quite tall
long wavy red hair-sparkling brown
eyes-short turned up noise
Personality: quiet & not shy like

11
 meeting teenagers & love exchanging
ideas.
Likes: singing soul music flute and
lute- modern dance Latin American
and oriental dances
Dislikes: classical music
Preferences: flute & lute / Latin
American & oriental dances

Activity three: Answer the following 10m

questions:
What does Sara Bint want to do?
Sara would like to participate in the
competition for teenage pop star.
What does she look like? 5m
She is slim and tall. Shes got long,
wavy, red hair.
Whats she like?
She is quite but not shy.
Does she hate classical music?
Yes, she does.
Post
readi Activity four:
ng A-Find in the text words whose
synonyms are:
Love
Timid

B- Find in the text words whose

opposites are:
Interesting
Short

Fill in the blanks in the profile below

about yourself: ( homework)
Greeting:
Name:
Origin: Im from
Address: I live
Fathers job: My father is
12
 Mothers job: My mother is
Three things you like:
Three things you hate:
Personality: Im generally
Ambition: I want to be
Conclusion:

School :
Level : 3AM
Teacher name :
File : One (Communication)
Sequence : One
Topic : Hello again
Skill focus : Reading,speaking and writing
Function : Describing People
Lge.form : Link words: but, and , because
Materials used in class : Books, white board, pictures,
gestures
Time : 110 minutes

13
 Learning Objectives: By the end of this lesson, pupils
should be able to:
- Join sentences using link words.

Stages Instructions Rational ime

Warm up he teacher makes the pupils

talk about previous text. Revision 10m
of the
Presenta The teacher asks the pupils to previous
tion open their books, read the text on lesson
p20 and underline the
conjunctions and, but and
because .
1) I am slim and quite tall for my
age.
2) Ive got long, wavy red hair Presentin 15m
with sparkling brown and a short g the
turned up nose lesson
3) I like singing soul music, but I through
hate classical music. a context
4) I m also fond of modern
dance, but I prefer the Latin
Isolation American and oriental ones.
5) I find it boring because it 10m
hasnt got lyrics
The pupils are invited to read the Isolate
sentences written on the board. the
teaching
The teacher selects the items
sentences containing the
conjunctions and but & because
and writes the conjunctions in
different colours.

Analysis
15m
I am slim and quite tall for my
14
 age.
I like singing soul music, but I Analyse
hate classical music. the
I find it boring because it hasnt teaching
got lyrics item 10m
Stating
the rule I am slim. Im quite tall for my
age.
Sentence1 and sentence2
( avoiding repetition)
I like singing soul music. I hate
classical music
Sentence 1but sentence2
Practice ( opposition)
I find it boring. Why?
Because it hasnt got lyrix
(reason).

10m
And is a coordinator, it
expresses similarity and avoids
repetition.
But is a coordinator, it
expresses opposition.
Because is a coordinator, it
expresses cause.
10m

After stating the rule, the

teacher invites the pupils to
practise .The teacher explains the
instructions of each type of task
and invites the students to work
on their rough copy books.
Based form tasks: 10m
Exercise: Re-order the words to
make correct sentences:
1)ill / . / because / Ali / absent / is /
he / , / is /
Ali is absent because he is ill.
15
 2) but/ football / . / love /
smoking/ I /, / hate I
love football, but I hate smoking.
3) tall/ I / slim / am / and / . /
I am tall and slim
Meaning based tasks:
Exercise : Match the pairs :
1) The weather is hot and sunny
2) I love sports, but I hate drugs.
Produce 3) Amina is late ,because she
didnt get up early
a- Expressing cause
b- Showing similarity 10m
c- Expressing opposition
Communicative based tasks:
Activity Bp22: Join each of the
pairs of the sentences ( a to e) to
get meaningful sentences
a-I live in England .I spend my
summer holidays in Algeria.
I live in England, but I spend my
summer holidays in Algeria.
b- He sings well .He plays the
banjo wonderfully.
He sings well and plays the banjo
wonderfully.
c- I study at Colonel Amirouche
School. Latifa studies at the same
school.
I and Latifa study at Colonel
Amirouche
School.

The teacher explains the

instructions of activity 2p22
,then invites the pupils to work.

Activity B p22: Complete the

sentences ( a to e)to make them
meaningful.
16
 a) I like reading detective stories
because I love discovering
secrets.
b) I hate watching horror films
because I got frightened from
them
c) My brother likes playing
basket ball because he wants to
be tall.
d) My friend and I dont like
football because its too tiring .
e) My apples mother always eats
apples because they cure many
illnesses

School :
Level : 3AM
Teacher name :
File : One (Communication)
Sequence : One
Topic : The first day at school
Skill focus : Reading, speaking and writing
Function : Describing
Lge.form : Simple present

17
 Materials used in class : Books, white board, pictures
Time : 50 minutes

Learning Objectives: By the end of this lesson, pupils

should be able to:
- Use the present simple correctly
- Pronounce the final s correctly.

18
Stages Instructions Rational ime

Warm up he teacher makes the learners Revising

talk about the previous lesson. the prior
School :
lesson 10m
Level : 3AM
Teacher name :
File : One (Communication)
The pupils read the paragraph
Sequence : One
below
Topic : The first and
day underline
at school all the verbs:
Sarah Bint is 15 years old.
Skill focus : Writing
Presenta Shes tall and slim. She has got Presentin 10m
Function : Describing
tion g the
Lge.form long, wavy,
: Simple red hair,
present andbrown eyes
coordinators
teaching
Materialsandusedshort turned-up
in class nose.
: Books, She
white is
board, pictures
quite and photogenic. She likes item in a
Time : 55 minutes
meeting teenagers and loves context
exchanging ideas with them. 5m
Isolation
The learners give the verbs in Isolate
isolation: the
Is- is- has-is-likes-loves teaching
Analysis item 10m
P. To be To have
pronouns
I am have Analysin
You are have g the
He is has teaching
She is has item
It is has

You are have

We are have
They are have

P.P To like To go To
study

I Like Go Study
You Like Go Study
He Likes Goes Studie
She Likes Goes s
It Likes Goes Studie
19
You Like Go s
They Like Go Studie
s
Learning Objectives: By the end of this lesson, pupils should
be able to:
- Describe themselves using the present simple and coordinators.

Stage Instructions Rational ime

s

Warm he teacher makes the pps revise

up the previous lesson. Revising
the 10m
previous
The teacher ask pps if they like lesson
Pre- sports and discuss with them by
writin asking the following questions:
g Which sport do you like? Pushing 10m
Do you practise it regularly? pps to
Where do you practise it? speak
freely.

The teacher reads and explains the

instructions of the integrated
Durin situation:
g- You want to join to a sports club. 15m
writin Write an application letter for
g membership in a sports club.
Use the present simple and
coordinators.
These cues will help you:
Eliciting information from the
learners:

Name: Family name and first name.

Club: Football, handball, judo,
handball...
Nationality: Algerian.
Age: 14.
Education: 3rd AMS.
20
 Physical appearance: Tall , small,
slim , fat
Hair: Short/long , straight/ wavy,
fair/dark/brown...
Eyes: brown, blue, black, green...
Personality: cool, friendly,
intelligent, funny, patient...
Likes and dislikes: sports, video
Post games, TV, reading/ Violence, drugs, 15m
writin smoking... Pushing
g the pps
to write
The teacher gives the pps time to freely.
work. He helps them and then
chooses one of the learners
paragraph and write it in the board. 5m

A sample of the integrated

situation:

Dear Sir,
I would like to apply for
membership in your sports club.
My name is Mohamed Hachmaoui.
Im 14 years old. Im Algerian and I
live in Hsasna. I study in 3rd MS
level. I am a tall and slim boy with
short, dark hair and brown eyes. I
am serious and friendly. I like
football and reading books but, I
hate smoking.
I look forward to receive a positive
reply.
Your sincerely
Mohamed

21
 School :
Level : 3AM
Teacher name :
File : One (Communication)
Sequence : 02
Topic : Whos calling, please?
Skill focus : Listening and speaking
Function : Asking and answering for request
Lge.form : Can youplease? Certainly
Materials used in class : Books, white board, pictures
Time : 60 minutes

Learning Objectives: By the end of this lesson, pupils should

be able to:
- Ask polite request.

Stage Instructions Rational ime

s

Warm he teacher invites the learners to

up revise what they studied in the last Wet the
sequence and present what they pps 5m
will study in the 2nd sequence. appetite
to the
The teacher invites his learners to new
Pre open their books on 24 and tries to lesson
listeni make them interpret the pictures by
22
ng interacting with him and trying to
answer the following questions: 10m
What kind of pictures are they" Pushing
first pair"? They 're cartoons the pps
pictures to speak
How many persons do they show? freely.
They represent two persons .(a
man and a woman)
What are they talking about?
They are talking about phone
numbers.
Who is asking the question? 2nd
pair
The woman is.
What can you read in the bubble
speech?
I can read "excuse me, what'
10m
your. / My phone number's.
What is the woman asking for?
Durin
Shes asking for the phone number
g
of Mrs. Smith.
listeni
Does the man know the number of
ng
Mrs. Smith? 10m
Yes, he does.

Pair work: Take turns of the

conversation p 24.

The teacher invites the learners to

listen to the script p 164 and
answer these activities:
10m
Activity one: Is it true or false?
-Jane is at home.
-She will come back home from
14:00. How to
-Mary will call back later. write
-Its Jane who answers the phone. messages

23
 Activity 03 p 24

Post 10m
listeni Telephone message
ng For: Jane Smith
From: Mary chapman
Message: Mary wants to talk to Jane

Pushing
pps to
write
Activity : Complete: freely.
Diana: .............!
Rachel: Hi, Diana. ..................is
Rachel. ..........................to Jessie?
Diana: No, Jessie is
not ..................right now.
Rachel: Will she
..........................soon.
Diana: Uh, Im not sure. Would
you ..................to leave her a
message.
Rachel: I dont think its necessary.
Ill .................back later.
Diana: Ok. See you.
Rachel: Bye.

School :
Level : 3AM
Teacher name :
File : One (Communication)
Sequence : One
Topic : The first day at school
Skill focus : Speaking, writing
Function : Asking and answering polite request
24
 Lge.form : Could you?I would
Materials used in class : Books, white board, pictures
Time : 50 minutes

Learning Objectives: By the end of this lesson, pupils should

be able to:
- Ask and answer polite request using could or would.

Stages Instructions Rational ime

Warm up he teacher asks the pupils to Revising

remind him about the previous the
lesson. previous 10m
lesson
Presenta
tion The teacher invites the learners
to read the dialogue below and
underline the modal verbs: Present
A: Hello. Is that 066 149 415? the
B: Yes, its. Can I help you? teaching 10m
A: I would like to speak to Jane item
Smith, please. Trough a
B: Im sorry, shes not here at the context
moment.
A: Could you tell her that Mary 5m
Isolation Chapman will call her later?
B: Certainly.
Isolate
The teacher tries to attract the the
attention of the learners to the teaching
Analysis words written in different colours item.
and asks them to read them 10m
1) I would like to speak to Jane
Smith. Analysin
2) Could you tell her Ill call her g the
later. teaching

25
 item
Stating The teacher tries to make the
the rule students talk about the isolated
item: 10m
I would like to speak to Jane Smith.
Could you tell her that Mary will
call her later?
Would or could (model verbs) :
Express polite request Stating
the rule
To express polite request, we use
the modals could or would.
Affirmative form:
Subject would/ could verb
(infinitive without to) object
Interrogative form:
Would/could/can/willsubjectverb
10m
object?
Answering(replying) request:
Positive: negative
Ok/yes/ certainly Im afraid I
cant... Pushing
Of course/All right. Im sorry, the pps
but... to write
freely. 5m

Based form activity:

Produce Reorder the following words to get
correct sentences:
a)You / the / please / window /
could / ? / open /
b) Like / to / would / I / use / your/
please / phone /./
c) you/would/tell the/please/,/
time/me ?
d)
give/me/ould/the/you/number/the/.
/Fatima/of/
Meaning based activity: (orally)
26
 Complete each statement with the
following words: like,
call,could,please,give,tell,like
.............you.........me that book?
Could you .............. her
to ..............me,please?
I would...........to speak to Mr
Smith, ...........?

Exercise : complete the dialogue:

(homework)
Secretary: Super baby company.
Martha: ........................................
.........?
Secretary: Yes, you could speak to
him. Can i tell him whos calling ?
Martha: Yes, this is Martha Fraser.
Secretary: Just a moment,
please....
I........ He ........................in the
office right now...........................?
Martha: Yes, please. Could you tell
him to ......
Secretary: Sure. Goodbye.
Martha: bye bye

School :
Level : 3AM
Teacher name :
File : One (Communication)
Sequence : 02
Topic : Whos calling, please?
Skill focus : Read and Write
Function : Define and give explanation
Lge.form : Relative pronouns
Materials used in class : Books, white board, pictures
Time : 110 minutes

27
Learning Objectives: By the end of this lesson, pupils should
be able to:
- Respond to an advertisement .

Stag Instructions Rational ime

es

War he teacher asks the learners about Revising

m up the previous lesson. the prior 10m
lesson
The teacher invites the pupils to
Pre open their books on p28, look at the
readi picture and interpret it.
ng What is the photo? Its an
advertisement. Wet the
The teacher may lead the learner to pps 15m
answer Activity1p28: appetite
A. What is the advertisement to the new
about? Its about holiday job in lesson
Britain.
B. Is it addressed to boys only, to
girls only, or to both and girls? It is
addressed to both boys and girls.
C. What is the minimum age set for
the job applicants? The minimum
age is 14.
D. How are the workers paid? They
are paid by piecework.
E. Would you like to apply for the
Durin job? Why or why not? Yes, I love
g travelling/ No, my parents do not
readi allow me to travel abroad alone.
ng
15m
The teacher reads the ad and
explains its items, then leads the
pupils to read the text and try to Checking
answer the following tasks. pps

28
 comprehe
Activity 01: Choose the correct nsion
answer:
-The job was advertised
in......................magazine
adult teenage
children 20m
-Farida lives in .......................
Algiers Oran
Mitidja
-She likes.......................work
group pair

individual

Activity 2p28: Read the letter and

answer the questions.
A. What newspaper advertised the
job for fruit pickers? Its Teenage
Magazine.
B. Where does Farida Souhali live?
She lives in Mitidja.
C. What kind of person is she? She 20m
likes team work very much.
D. How many foreign languages
does she speak? Two foreign Pushing
Post languages. the pps to
readi E. Do you think that Farida will be write
ng accepted for the job? Why or why freely.
not? Yes she will be accepted
because she has a lot of experience
in picking fruit and she speaks two
languages. 20m

Activity 03:
a-Find in the text words whose
synonyms are:
ask
occupation
type group
29
 b-Find in the text words whose
opposites are:
A few individual
difficult
unsociable

Activity 2 p 29
Farida Souhali received a positive
reply. Imagine it and Write a short
e-mail about it
Dear Farida,
I am pleased to inform you that
your application for the job of fruit
picker has been accepted because
you have the suitable qualification
to get this job .

School :
Level : 3AM
Teacher name :
File : One (Communication)
Sequence : 02
Lesson: Grammar
Skill focus : Speaking, reading, writing
Function : Define and give explanation
Lge.form : Who, which
Materials used in class : Books, white board, pictures
Time : 50 minutes

Learning Objectives: By the end of this lesson, pupils should

be able to:
- Give explanation using who and which.

Stages Instructions Rational ime

Warm up he teacher asks the pupils Revising

about the previous lesson. the
30
 previous 10m
lesson
Presenta The teacher invites the learners
tion to read the short paragraph below
and underline the sentences
which contain which and who: Wet the 10m
Fraida Souhali applies for the job pps
of fruit picker which was appetite
advertised in the Teenage to the
Magazine. Farida is 15. Shes new
Algerian. She lives in the Mitidja. lesson
Shes the person who likes team
work very much.

Farida applies for the job of fruit

picker which was advertised in
Isolation Teenage Magazine. 5m
Shes the person who likes team
work.
Isolate
The teacher invites the learners the
to focus on the isolated words: teaching
Which- Who item

Analysis

10m

The learners are invited to

analyse the isolated words in
their sentences. Analysin
1)Farida would like to apply for g the
the job of fruit picker. (Sentence teaching
1) item.
which (Relative pronouns)
you advertised in the Teenage
Magazine.
Stating (Sentence 2) Relative clause
the rule Which refers to fruit picker
10m
31
 2) Shes the kind of person.( main
clause)
Who (relative pronoun)
She likes team work. Relative
clause
Who refers to person

Practice Relative pronouns are used to

link a relative clause to another 5m
part of a sentence and has the job
of introducing the relative clause.
Who and which are relative
pronouns. They relate 2 clauses.
Examples:
The person who phoned me last night is Pps
my friend. focus on
The car which hit me was yellow. the form
10m
Activity one:
Re-order the following words to
make correct sentences.
Post a) We / wash / a machine/ which /
listening washing machine/use/ clothes/
to /. /A/ is /
b) instructs/ person/ A/ pupils/
school/ teacher/ is / who/ at / a /
Activity two:
Join each of the pairs of sentences
below using who or which to
form one sentence.
-Karim is a boy. He likes telling
the truth.
-A glutton is a person. She likes
eating a lot.
-Sabrina is the schoolgirl. She is
fond of basketball.
-Thats the car! I photographed it
yesterday.
-Those are the birds! I fed them
last week.
32
 Homework:
PPs give their own examples
using relative pronouns

School :
Level : 3AM
Teacher name :
File : One (Communication)
Sequence : Two
Topic : Whos calling, please?
Skill focus : Speaking
Function : Asking for clarification
Lge.form : Pardon?, Sorry?, I beg your pardon?
Materials used in class : Books, white board, pictures
Time :

Learning Objectives: By the end of this lesson, pupils should

be able to:
- Ask for clarification when they dont understand something.

Stages Instructions Rational ime

Warm up he teacher asks the pupils

about the previous lesson. 10m

Presenta
tion The teacher invites the learners
to read the dialogue and sort out Presentin
the words written in bold. g the
teaching 10m
Waiter: Are you ready to order, item
sir? through
Customer: Sorry? a context
Waiter: I said, Are you ready to
order, sir?
Customer: Ah, yes. I would like to
have an Algerian salad.
33
 Waiter: I beg your pardon?
Customer: An Algerian salad,
please.
Waiter: I see. An Algerian salad.
What about the main course? 5m
Isolation Customer: Pardon?
Waiter: The main course, sir. Isolate
the
The teacher tries to attract the teaching
attention of the learners to the item
words written in different colours
and asks them to read them:

Analysis
Sorry? , I beg your pardon? ,
Pardon? 5m

Stating The teacher tries to make the Analysin

the rule: students talk about the isolated g the
item: teaching
Sorry? , (I beg your) pardon: we item 10m
use them to ask for clarification.

Sometimes, we dont understand

Practice a word or a sentence. Thus, we
use some expression to ask for Stating
clarification. the rule
These expressions are:
Sorry?
(I beg your) pardon?
Could you repeat that, please? 10m

Activity 02 p 27 (pair work)

Situation 01{In a shop}
Shop assistant: That's two pounds
fifty.
Customer:"Pardon?/ Sorry" how Pushing
the pps
34
 much did you say? to speak
Shop assistant: Two pounds fifty,
please.
Customer: Here you are thanks.

Produce Situation 02 {In the post office}

Customer: Can I have two stamps
please?
Post office clerk: Pardon? , how
many did you say?
Customer: I'd like two please.
Post office clerk: Here you are, sir. 07m

Situation 03: {In the class}

Teacher: Open your books and go to
page 12. Pupil: Sorry? I didn't hear !
I was listening to my friend Pushing
the pps
Imagine that youre in the to write
supermarket or in another place
and while you were talking to the
shop assistant you didnt
understand some words.
Write the dialogue which
happens between you and
him/her.

School :
Level : 3AM
Teacher name :
File : One (Communication)
Sequence : Three
Topic : Whats on?
Skill focus: Speaking
Function : Making invitation
Lge.form :
Materials used in class : Books, white board, worksheets
Time : 60 minutes
35
Learning Objectives: By the end of this lesson, pupils should
be able to:
- Making invitation.

Stages Instructions Rational ime

Warm up he teacher invites his learners

to answer the riddle below to Wet the
make them relax before taking pps 10m
the lesson: appetite
Which creature walks on four legs to the
in the morning, two legs in the new
afternoon, and three legs in the lesson
evening?
Answer: Man. He crawls on all
Presenta fours as a baby, then walks on
tion two feet as an adult, and then
walks with a cane as an old man.

Ask students where they like to 15m

go and what they like to do to
relax. Write their answers on the Pushing
board. the pps
Choose one and invite a student to speak
to it. freely.
For example:
The cinema.
Mohamed, I am going to the
cinema. Would you want to go to
the cinema on Thursday?
Student answers: Yes or No.
Write the questions on the board.
Do you want to go to ____________?
Would you like to come to Presentin
___________? g the
Would you like to play lesson.
_____________?
36
 Tell the students No and Yes
are not polite answers.
They should say:
Practice Refusing:
Im sorry. Im not free.
Im sorry. Im afraid I am busy
then
Or 10m
Accepting
Ok, that would be fine. Pps
Yes, thanks. See you then. practise
the
The teacher give students the teaching
Places to go item
Get students to invite each other
to do something or go
somewhere.
Cinema 10m
Swimming pool
theatre
wedding
Produce birthday party
circus 15m
E.g:
A: Would you like to go to the
stadium?
B:Oh, id love to.
Pushing
Put students in pairs. Give each the pps
pair the Question and Answer to write
worksheet. freely.
When they have finished, tell
them to check the answers with
another pair.

The teacher put the pps into

groups and invite them to write
an invitation card

37
38
39
40
41
42
43
 School :
Level : 3AM
Teacher name :
File : Two (Travel)
Sequence : Two
Topic : On My way
Skill focus: Listening and speaking
Function : Talking about means of transport
Lge.form :
N.lexis: Means of transport/Lexis related to traveling
Materials used in class : Books, white board, worksheets
Time : 55minutes

Learning Objectives: By the end of this lesson, pupils should

be able to:
- Talk about means of transport.

Stage Instructions Rational ime

44
s

Warm he teacher invites his learners to

up revise the previous lesson. Wet the
he teacher invites his learners to pps 15m
answer the activity below: appetite
Activity: to the new
A- Match the means of transport lesson
with their corresponding
pictures:
- Rocket- Lorry- Bicycle- Car-
Motorcycle- Bus- Helicopter-
boat- Train- Ambulance- Plane.
- B- Classify the means of
transport below in the right
column:
Travelli Travelli Tr Spac Tr
ng by ng by e by
air by rail sea trav rout
Pre- el e
listeni
ng

he teacher pushes his pupils to

answer the questions below:
10m
Pushing
-Whats your favourite mean of the
transport? learners
Durin Why? to speak.
g E.g.: My favourite mean of
listeni transport is........./ I
ng like.................because...................
......................

he teacher invites his pupils to

listen to the script below and
answer the activity below:
The drill
My favourite mean of
45
 transport is the plane because I like
arriving to the places very fast. I
enjoy this comfortable mean of 15m
transport. I can see the land and
the sea very small. The prices are
high and its the most expensive Checking
mean but its the most comfortable pps
one. comprehe
Activity 01: Choose the correct nsion of
answer: the script
- The writers favourite mean of
Post transport is........................ 15m
listeni Train plane
ng taxi
- The writers likes it because
its.................
Quick slow
cheap Pushing
- Because of planes, you can see the pps to
the places very....................... write
- Large far freely.
small

Complete the paragraph below

about your favourite mean of
transport:

My favourite mean of transport is

the...............
because
it...................................................
.............
.....................................................
............................
.....................................................
............................

46
 School :
Level : 3AM
Teacher name :
File : Two (Travel)
Sequence : Two
Topic : On My way
Skill focus: Listening and writing
Function : Describing amenities
Lge.form :
N.lexis: The local amenities
Materials used in class : Books, white board, worksheets
Time : 55minutes

Learning Objectives: By the end of this lesson, pupils

should be able to:
- Describe local amenities
- Draw the map of your local area.

Stages Instructions Rational ime

Warm he teacher invites his Revisin 10m

up learners to revise the previous g the
lesson. previou
s lesson

Present he teacher invites the pps

ation
47
 to read the dialogue, play the
roles and then underline the Pushing
amenities: the 15m
Mohamed: Hello, Karim. learners
Where will you go next to
weekend? speak
Karim: Ill go to Algiers.
Mohamed: Where will you
stay?
Karim: Ill stay in a hotel.
Practic Mohamed: What are the
e places will you visit? 10m
Karim: I will visit the zoo,
cinema and the theatre.

he teacher invites his

learners to answer the
activities
Activity 01: Match the
amenities with their
corresponding picture:

Learner
Pharmacy- Backery- Fire s
station- Zoo- Police station- practise 10m
Greengrocer shop- stadium- the
Mosque- Post office- Bank- teachin
Restaurant- Clothes shop- g item
Supermarket- Hospital- School

Activity 02: Where should you

go to do these activities?
Produc - To watch a play
e Internet cafe
- To buy a magazine A 10m
music shop
- To buy a CD A
book shop
- To send an e-mail A
restaurant
48
 - To have a meal The Pushing
theatre the
- To send a letter learners
Post office to write
freely

Draw the map of your local

area
E.g:
Home S Post
T office
Green R Stadium
grocer E
Clothes E School
shop T

Mosque Pharmacy

School :
Level : 3AM
Teacher name :
Project : Two (Travel)
Function : Asking and giving information about direction
Lge.form : Preposition of location/ How can I get to? Where is
the?
N.lexis: Preposition of place
Materials used in class : Books, white board, worksheets
Time : 55minutes

49
 Learning Objectives: By the end of this lesson, pupils
should be able to:
- Ask and give information about direction.

Stages Instructions Rational ime

Warm up The teacher asks her students Wet the 15m

does anyone know where my pps
marker is? Who can tell me where appetite
Mohamed is sitting?... Then I ask to the
my learners Where is the bird in new
each situation? lesson
The teacher invites his learners
to read the dialogue and answer
the activity:
A man: Good morning, sir.
A police man: Good morning. Can I
help you?
A man: How can I get to the
Bank ?
A police man: Go along first Street
, then turn left. The Bank is
Presenta opposite the Post office .
tion A man: Thanks a lot.
A police man: You re welcome .
Have a nice day.
- The man is looking for
a...............................
- The man is going to start
from ...................street
- The Bank is .................the
Post office . 15m
Presentin
Asking for directions (How do I get g the
Practice to, How can I get to, Could you tell me teaching
the way to, Can you show me the way item
to)
- Giving directions (Go straight /

50
 ahead / along this street, , Turn left /
right, It is near / next to / at the corner
of )

Activity 01: Look at the plan of

the city, find where do these
people want to go?
1) A: Excuse me, could you tell
me how to get
to................please?
Produce 2) B: Go along second Street
,then turn left. Its between 10m
the bank and the store .
A: Could you tell me where
the.............is?
Pps
B: Go straight central avenue
practise
you see a bookstore. Its near
the
the restaurant.
3) A: Do you know where teaching
the ............is? item.
B: go ahead the main street ,
next to the the police station
and opposite of the movie
theatere .

Activity 02: Ask the students to

choose one of the buildings and then
ask another student (where it is?

Homework: 15m
Your pen friend is coming to visit
you, but he doesnt know the way
to your home.
Write the dialogue between you
and him giving
The way.

51
School :
Level : 3AM

52
 Teacher name :
File : Two (Travel)
Sequence : Two
Topic : On My way
Skill focus: Speaking and writing
Function : Asking about distance and duration
Lge.form : How far..? How long .?
N.lexis: Distance, duration
Materials used in class: Books, white board, worksheets
Time : 55minutes

Learning Objectives: By the end of this lesson, pupils

should be able to:
- Ask about distance and duration.

Stages Instructions Rational ime

Warm up he teacher invites his learners to

revise the previous lesson. Wet the 10m
pps
appetite
Presenta he teacher invites his learner to to the
tion read the dialogue and then play new
the roles: lesson

How far is the hotel, from

A:
here? 15m
It is about one thousand
B: Presenti
meters. (1000 m)
ng the
A: How long does it take?
It 's about ten minutes on learning
B: item
foot.
through
The teacher shows the learners the a context
difference between:
Distance (meters, miles, yards
etc,)
Duration ( minutes, hours etc,)
53
Practice The teacher gives a cues and asks 15m
the learners to do it as the model
given:

Places Distance Duration Pushing

Hotel km 15 m the
/school 300m 8m learners
Museum/cin 1km 30m to speak.
ema
Bank/
mosque

E.g:
Produce
How far is the hotel, from
A:
here?
B: It is about km 15m
A: How long does it take?
B: It 's about 15 minutes .

Complete the dialogue: Push the

pps to
Excuse me, how can I get to write
A:
the National Gallery, please? freely
Go along this road, its
B:
opposite Trafalgar Square.
..is it from
A:
here?
B: I think it is about 300 yards.
.does it take to
A:
me to get there?
Its about 15 minutes on foot
B:
and 5 minutes by bus.

54
 School :
Level : 3AM
Teacher name :
File : Two (Travel)
Sequence : Three
Topic : Goodbye Sailor
Skill focus: Listening And Speaking
Function : Checking understanding and convince someone
Lge.form :
N.lexis:
Materials used in class: Books, white board, worksheets
Time : 55minutes

Learning Objectives: By the end of this lesson, pupils

should be able to:
- Check understanding and convince someone about
misunderstanding.

Stage Instructions Rational ime

s

Warm he teacher invites his learners to

up revise the previous lesson. 10m

55
 Wet the
Pre he teacher invites his learner to pps
listeni answer the questions: appetite 10m
ng Are you going to Algiers next to the
March? new
Are you going with your brother? lesson

Durin he teacher invites his learner to 10m

g listen to the script below and
listeni choose the correct answer:
ng The drill: Presentin
Mohamed: Are you going to visit France g the
in August? learning
Karim: Pardon? item
Mohamed: I said : Are you going to visit through a
France in August? context
Karim: No, Im going to visit Britain for a
week.
Mohamed: And I suppose , youre staying
in England all week long.
Karim: No, Im going to spend a few days
in Scotland.

Mohamed: How are you going there? Is it 10m

by bus?
Karim: No, its by train. Its cheaper and
faster.

Activity 01: Choose the correct answer : Learner

Karim is travelling to.............. listen for
Britain France Italy specific
He is going to stay for a............... informati
6 days 7 days 10 on
days
He is also going to visit................... 15m
Ireland Wales
Scotland
Karim is travelling by....................
Plane train bus
Post
56
listeni
ng Activity 02: Answer these questions:
Is Karim going to Spain?
How long is he staying?
Why is he travelling by train?

Homework:
Activity: Fill in the gaps:
Mohamed: ........ you going to visit ........
in August?
Karim: ..............?
Mohamed: I said : Are you going to visit
France in ...........?
Karim: No, Im going to visit .......... for a
week.
Mohamed: And I suppose , youre staying
in ......... ....................
Karim: No, Im to spend a few days
in .................
Mohamed: .......... are you going
there? ...... it by bus?
Karim: No, its by .................

School :
Level : 3AM
Teacher name :
File : Three ( Work and Play )
57
 Sequence : One
Topic : Whats happened
Skill focus: Listening and Speaking
Function : Asking for clarification
Lge.form : I beg your pardon? , Sorry, I didnt quite hear what
you said.
N.lexis: Expressions related to clarifications.
Materials used in class: Books, white board, worksheets
Time : 55minutes

Learning Objectives: By the end of this lesson, pupils

should be able to:
- Ask for clarifications.

Stages Instructions Rational ime

Warm he teacher presents to her learners the

up third file Work and Play and the project Wet the 10m
work they have to present at the end of pps
the month. appetit
The teacher invites the learners to open e to the
their books on p 90, pay attention at the new
photos and interpret it by answering lesson
these questions:
Pre What do the photos represent?
listeni What are these people doing?
ng
10m
he teacher invites her learners to Push
answer the questions: the
58
 Do you like animals? learners
Do you have a pet? Whats its name? to
Does it have an ID card? What does it speak
Durin feed on?
g
listeni he teacher invites her learner to listen
ng to the script below and answer the 10m
activities below:
The drill:
You: Do you like pets?
Your friend: Sorry, I didnt hear what you said.
You: I said : Do you like pets?

Your friend: Yes, I do. I love them.

You: Which do you prefer, dogs or cats?
Your friend : I prefer dogs. Present
You: Do you have one? ing the
Your friend: Yes, I have. script
You: Whats its name?
Your friend: Boby.
You: Do you like it?
Your friend: Yes, I like it a lot.
You: Why?
Your friend: I beg your pardon?
You: Why do you prefer it?
Your friend: I prefer it because it is friendly and
loyal.
You: What does it feed on?
Your friend: It eats meat and bones.
10m
Activity 01: Fill in the table :

Animal Name Kind Food

5m

Activity 02 : Say true or false, then correct Checkin

the false ones: g
Boby is a horse. learners
It is intimate and faithful. listenin
59
 It eats fish and cheese. g

Post 10m
listeni
ng

Design an ID card of your pet ( dog, cat...)

This is an example of a dog ID card

60
 Its photo
Name:
Sex:
Date of birth:
Color:
Owner:
Phone:
Address:

School :
Level : 3AM
Teacher name :
File : Three ( Work and Play)
Sequence : One
Topic : Whats happened?
Skill focus: Speaking and writing
Function : Asking for permission
Lge.form : Can i? May I ? Do you mind if?.
N.lexis:
Materials used in class: Books, white board, worksheets
Time : 105minutes

Learning Objectives: By the end of this lesson, pupils

should be able to:
- Ask for and give permission.

61


62
Stages Instructions Rational ime

Warm up he teacher invites her learners to Revising

revise the previous lesson. the prior 10m
lesson

Presenta he teacher invites her learner to

tion listen the conversation below , then
Presentin 10m
do the activity below:
g the
Liza: Please mum, can I use the computer? learning
Her No, dear you can't. It's time to go to bed. item
mother:
Liza: May I read a story before I sleep? through a
Her Sure! But try to sleep early. context
mother:
Liza: Thanks a lot mummy.

Isolation
Activity : Fill in the gaps:

Liza: Please mum, .. use the computer? 10m

Her . It's time to go to bed.
Isolate
mother: the
Liza: . a story before I sleep? teaching
Her ! But try to sleep early. item
mother:
Liza: Thanks a lot mummy.

63
 School :
Level : 3AM
Teacher name :
File : Three (Work and Play)
Sequence : One
Topic : Whats happened?
Skill focus: Reading and Writing
Function : Expressing cause and effect
Lge.form : because, for, thus
N.lexis: Lexis related to spices in danger of extinction
Materials used in class: Books, white board, worksheets
Time : 55minutes

Learning Objectives: By the end of this lesson, pupils

should be able to:
- Express cause and effect.

Stag Instructions Rational ime

es

War he teacher invites her learners to 10m

m up revise the previous lesson.

Pre he teacher sticks some papers on Wet the

readi the walls and invites her learner to pps 15m
ng stand up and have a look at them. appetite
Then, they go to their places and to the
transmit what they saw through new
asking these questions: lesson
What were the papers about?
What does extinction mean?
What are the causes of extinction?
What are the effects of this
phenomenon?
64
Durin What should we do to protect these
g animals?
readi
ng
he teacher invites her learners to
read the text and do the activities
below:
10m
"One of the animals in danger of
extinction in the world today is the
elephant. The elephant lives in Africa and
Asia. The elephant is huge and heavy Learners
animal. It can take heavy things and read for
people use it as a mean of transport. The specific
elephant may live between 60 to 70 information
years. It is endangered for several
reasons : loss of habitat; lack of food, 10m
extensive hunting. People hunt elephants
for their ivory and skin . We must protect
them from extinction by stopping hunting
them .

Learners
read for 5m
Activity 01: Fill in the tabel below: details
Animal:
Habitat:
Physical description:
Life span:
Causes of being endangered:
Solutions:

Activity 02: Answer the questions:

1- Do the elephant live in Africa?
2- How long may the elephant
live?
3- What must we do to protect
the elephant from extinction?
4-
Post Activity 03: Match each word with its
65
readi opposite
ng Huge light
Extinction small
live survival
Heavy die

Homework
Fill in the gaps:
The elephant is adapted to live
in...............It is..................and heavy
animal Now the elephant is in danger of
extinction because
of
:...........................,..............................and.
.....
...................

School :
Level : 3AM
Teacher name :
File : Three (Work and Play)
Sequence : One
Topic : Whats happened?
Skill focus: Speaking and Writing
Function : Expressing cause and effect
Lge.form : because, for,
N.lexis: Lexis related to spices in danger of extinction
Materials used in class: Books, white board, worksheets
Time : 55minutes

66
 Learning Objectives: By the end of this lesson, pupils
should be able to:
- Write about an animal in danger of extinction.

67
Stag Instructions Rational ime
es

War he teacher invites her learners to 10m

mSchool :
up revise the previous lesson.
Level : 3AM
Teacher name :
File : Three
Pre (Workinvites
he teacher and Play)
her learners to Wet the
Sequence
writi speak: about
Two animals in danger of pps
Topic extinction
ng : Whats happened?
( causes, effects, and appetite 15m
Skill focus: Listen and speak
solutions) to the
Function : Expressing
Many animals areobligation
in danger of new
Lge.form : must, mustnt
extinction. lesson
N.lexis:Do Lexis related
you know anyto the protection of the environment
endangered
Materials used in class: Books, white board, worksheets
animals?
Time : Why
55minutes
are endangered?
What do you think about killing and
hunting animals?
Duri What must we do to preserve
ng 20m
them?
writi
ng
he teacher writes the situation on
the board and explains it:

You are a member of the world wide life

organisation . write a report about an animal in
danger of extinction
Write about:
name, habitat, physical description, life span ,
causes of being endangered, effects...Pushing
These is an example about the Siberian the
tiger: learners
Name: Siberian tiger to write
Description: The largest of the cats and help
Habitat: Rainforests each
Size: 13 feet long others
Life span: 25 years 68
Food: deer and fish
Causes of endangerment: Destruction of the
natural habitat, polluting the air, extensive
Learning Objectives: By the end of this lesson, pupils should
be able to:
- Express obligation.

69
Stage Instructions Rational ime
s

Warm he teacher invites her learners to Revising 10m

up revise the previous lesson. the
previous
lesson
Pre
listeni Our planet is changing. We need to
ng help it change for the better and we're
asking for your help to do that! There
are a lot of things that affect our planet Wet the
in a bad way but the good news is that pps
everyone can help to reduce them and appetite 20m
do their bit for the environment. So, to the
what are the environmental problems? new
- Air pollution lesson
- Water pollution and push
- Land pollution the
- Deforestation: clearing of green learners
cover and make that land available to speak
for residential, industrial or freely
commercial purpose.
School : - Extinction
Level : 3AM
- Global warming
TeacherToname
protect: our mother earth from these
File : Three (Work
disasters, and
what Play)
must you do?
Sequence : two
Topic : Have you ever?
Skill focus: Listening
- Plant trees asand speaking
much as possible.
Function- : Throw
Expressing obligation
your garbage in the litter bins.
Lge.form- : Build
must, factories
have to, farmustnt
from the forests.
- Turn
N.lexis: Lexis off your
related to devices:
the rulesWhen
in the youschool
do not use a house device,
Materials used in class: Books, white board, turn it off. worksheets
For example, if you don't watch TV,
Time : 110minutes
turn it off. Turn off the light when you
leave a room
- Rainwater:Think of recovering
Durin rainwater. This water can be used for
g different purposes.
listeni - Preserve the animals in danger of

ng extinction.

70
The teacher invites her learners to listen
to the script below and answer the
Learning Objectives: By the end of this lesson, pupils should
be able to:
- Express obligation using must.

71
Stages Instructions Rational ime

Warm he teacher invites her learners 15m

up to revise the previous lesson.
he teacher asks her learners
School :
some questions about schools and
Level : 3AM
their rules: Wet the
Teacher name :
- Where are you now? pps
File : Three (Work and Play)
- What is a school? appetit
Sequence : Two
- What are the rules in the e to the
Topic : Have you ever?
Algerian school? new
Skill focus: Reading and Writing
Attend school regularly. lesson
Function : Expressing
Be on time.obligation
Lge.form : must,
Respect have topeers and your
your
N.lexis: Lexis related to rules at schools
teachers.
Materials usedRespect the property
in class: Books, and
white board, worksheets
equipments of the school.
Time : 55minutes
Wear your uniform
Avoid smoking, drinking and
eating in the school.
Switch off your mobiles
Pay attention in the class.
Do your homework...
Present
ation
he teacher invites her learners
to listen and sort out the verbs: Presenti
In Algeria, the learners must ng the 20m
attend school regularly. They teachin
must bring their books and g item
school things with them. They through
have to be on time. They a
mustnt smoke or eat inside the context
classroom. They must also
respect their teachers and
behave well in the class.
Isolation:
Must attend, must bring, have to Isolate
be, mustnt smoke, must respect the
Analysis: teachin
What do the first three sentences g item
express?
What do the 4th sentence
express? 72
Analyse
Stating the rule: the
We use the model must to express teachin
Learning Objectives: By the end of this lesson, pupils should
be able to:
- Express obligation
- Talk about school rules.

73
Stage Instructions Rational ime
s

War he teacher invites her learners to 10m

m up revise the previous lesson.

School :
Pre-
Level :he
3AMteacher invites her learners to Wet the
readi
Teacher name
speak :
about school rules through pps 10m
ng
File : Three (Work
answering theand Play) below:
questions appetite
SequenceMust: learners
Three wear the pinafores inside to the
Topic: Describing
the classroom? last holiday new
Skill focus: listening
Are they obligedand
to do their homeworks? lesson
speaking
Function : Describing
What must they do past events
inside the class?
Lge.form : past simple
N.lexis: Lexis related to past experiences: holidays
Durin
Materials
heused
learnersin class: Books,
read the text pwhite board, worksheets
103 and
gTime : answer
55minutesthe activities below:
readi Activity one: Fill in the blanks below 5m
ng The sender: ....................
The receiver: ..................
Pps read
The theme:................. for
specific
Activity two: Say true, false or not inf
mentioned: 10m
The Algerian learners mustnt wear
pinafores.
They must pay attention in the class.
They mustnt stay inside the classroom Pps read 10m
at breaks. for
details
Activity three: Answer the questions
below:
- Must the Algerian students wear
uniforms in the class?
- Where must children go when the
bell rings? 10m

Activity three:
a- Find in the text words whose
synonyms are:
74
Have to=
Put on=
Learning Objectives: By the end of this lesson, pupils should
be able to:
- Express past events.

75
Stage Instructions Rational ime
s

Warm
School he
: teacher invites her learners to revise Revising 10m
up
Level : the
3AM previous lesson. the
Teacher name : previous
File : Three (Work and Play) lesson
Pre-
Sequencehe: teacher
Three invites her learners to
listen
Topic: Describing ones last holiday
answer the questionnaire about their past
ing
Skill focus: listening
spring holiday: and speaking
Function 1-: Describing past events Wet the 10m
Where did you go? To............
Lge.form 2-: past
Whensimple
did you go there?Last.............. pps
3- Who
N.lexis: Lexis did youtogopast
related with? My.........
experiences: holidays
appetite
How in
Materials4-used didclass:
you go there? white
Books, By ..........
board, worksheets
to the
5- How
Time : 115minutes long did you stay?............... new
6- Where did you stay? In a ..............
lesson
7- What did you do during your
holiday? .....
8- What did you buy?.................
9- How was the city? ................
10-What were your
Durin problems? ................
g-
listen he learners invites her learners to listen
ing to the script and do the activities below:

5m
The script
I went to London last July with my
father. We flew to London with the
Algerian Airlines.
We stayed for two weeks in the Byron
hotel close to Hyde park. The hotel was
nice and quite cheap.
During the day, we walked around the
city. We saw all the famous places like:
Buckingham Palace and the London Eye.
We had a riverboat tour trough the
Thames River. At night, we went to a
restaurant and had delicious food. My
father bought some clothes and I bought
some toys. 76
We had a great time. London is full of
history and had a special atmosphere. We
Learning Objectives: By the end of this lesson, pupils should
be able to:
- Describe their last holiday using the past simple.

77
Stages Instructions Rational ime

Warm up he teacher invites her learners to Revising 10m

revise the previous lesson. the
previous
presenta he teacher invites her learners to lesson
tion
School : read the text below and sort out the
Level : 3AMverbs:
Teacher name Last :July, I and my father travelled to
File : Three (WorkWe
London. and Play)
flew to London with the Presenti
SequenceAlgerian
: Three Airlines. ng the
Topic : Describing
We stayedlast for
holiday
two weeks in the teaching 10m
Skill focus:Listening and speaking
Byron hotel close to Hyde park. The item
Function :hotel
Describing
was nice ones last holiday
and quite cheap. through
Lge.form : Past
Duringcontinuous
the day, we and past simple
walked a context
around with time
conjunctions
the city. We saw all the famous places
N.lexis: Lexis related to holidays
like: Buckingham Palace and the
Materials London
used inEye.class:
We Books, white board,
had a riverboat tour worksheets
Time : 55minutes
through the Thames River. At night, we
went to a restaurant and had delicious
food. I bought some toys.
We had a great time.
Isolating 5m
Isolation
Travelled, stayed, walked the
Flew,was,saw, had, went, bought teaching
item

15m
Analysis
A- Regular verbs+ed
To travel : travelled
To stay: stayed
To walk: walked
The final ed is pronounced:
/t/ /d/ /id/ Analysin
P-k-gh-ss- Vowels and t-d g the
sh- the (completed teaching
ch(stoped- remaining ended) item
woked- consonants
laughed- b-g-v-sge-
pushed- m-n-l-r...
watched)
78
Irregular verbs: refer to the list p
173-174
Learning Objectives: By the end of this lesson, pupils should
be able to:
- Describe their last holiday using past continuous and past simple.

79
Stages Instructions Rationa ime
l

Warm he teacher invites her learners 10m

up to revise the previous lesson. Wet the
The teacher present an adverb to pps
his learners and asks them to appetit
explain it: e to the
School : new
A friend in need is a friend
Level : 3AM lesson
indeed. Thats mean that people
Teacher name :
who help you in times of trouble
File : Three (Work and Play)
are your real friends.
Sequence
Present : Three
Topic : Inventions
ation
Skill focus: Listening and speaking
he teacher invites her
Function : Expressing cause and effect of events
learners to listen to the short Present 20m
Lge.form : Because , so , as a result
paragraph and sort out the ing the
N.lexis: Lexis related to inventions and leisure activities
teachin
Materialsverbs:
used in class: Books, white board, worksheets
Last week afternoon, I was going g item
Time : 55minutes
to Algiers with my parents by bus through
when we noticed a boy biking a
alone. While we were turning left, context
somehow the boy lost control of
his bike. While the bike was
coming too fast, the boy seemd
frightened and not be able to
change its path. When the boy fell,
we hurried to help him.
Fortunately, the crash wasnt hard
enough and the boy was fine.
Isolation: Isolatin
g the
teachin
Was going Noticed g item
Were turning Lost
Was
Seemed, fell,
hurried

Analysis:
Last week afternoon, I was going
to Algiers. Analysi
80
Past ng the
continuous (Long act) teachin
We noticed a boy biking alone. g item
Learning Objectives: By the end of this lesson, pupils should
be able to:
- Express cause and effect using because and so.

81
Stages Instructions Rational ime

Warm up he teacher invites her learners to 10m

revise the previous lesson.

Presenta
tion he teacher invites her learners to Wet the
listen and fill in the gaps: pps
appetite 20m
Mona: Blind people couldnt read and
write in the past. So, Louis Braille to the
invented the Braille system which helped new
those people a lot in their lives. lesson
Liz: When did he invent it?
Mona: In 1829.
Liz: Why did he discover it?
Mona: Because he became blind in
1812 at the age of 5.
Isolation:
Fill in the gaps:
Blind people couldnt read and write in
the past......, ...........................the Braille Isolating
system. He discovered it.......................in the
1812. teaching
item

Analysis:
Blind people couldnt read and write in
the past.
Cause
So, Louis Braille invented the Braille Analysing
system. the
Result (effect) teaching
We can also say: item
Louis Braille invented the Braille system
because blind people couldnt read and
write in the past.

Louis Braille discovered the Braille

system
effect
because he became blind at the age of
5.
82
Cause
We can also say:
Louis Braille became blind. As a result,
 School :
Level : 3AM
Teacher name :
File : Three (Work and Play)
Sequence : Three
Topic : Inventions
Skill focus: Listening and speaking
Function : Expressing cause and effect of events
Lge.form : Because , so , as a result
N.lexis: Lexis related to inventions and leisure activities
Materials used in class: Books, white board, worksheets
Time : 55minutes

Learning Objectives: By the end of this lesson, pupils

should be able to:
- Express cause and effect using because and so.

83
Stages Instructions Rational ime

Warm up he teacher invites her learners to 10m

revise the previous lesson.

Presenta
tion he teacher invites her learners to Wet the
listen and fill in the gaps: pps
appetite 10m
Mona: Blind people couldnt read and
write in the past. So, Louis Braille to the
invented the Braille system which new
helped those people a lot in their lives. lesson
Liz: When did he invent it?
Mona: In 1829.
Liz: Why did he discover it?
Mona: Because he became blind in
1812 at the age of 5.
Isolation:
5m
Fill in the gaps:
Blind people couldnt read and write in
the past......, ...........................the Pps read
Braille system. He discovered for
it.......................in 1812. specific
inf

10m
Analysis:
Blind people couldnt read and write in
the past.
Cause Pps read
for 10m
So, Louis Braille invented the Braille
system. details
Result (effect)
We can also say:
Louis Braille invented the Braille
system because blind people couldnt
read and write in the past.

Louis Braille discovered the Braille 10m

system
effect
because he became blind at the age
of 5.
84
Cause
We can also say:
Louis Braille became blind. As a
85