Teacher: ………………………………………………..

School: ……………………………………
Level : 3.P.S
Sequence: Three Section 2 Lesson: 1 I Listen and repeat p: 31
Domain: Oral – Written - both
Learning objectives: Locating rooms in a flat/house.
Target Structures: where & prepositions of place.
Lexis: next to , opposite, rooms of a house
Materials: flash cards, the book,…
Time Stage Procedure Focus Materials and
aids
10 m Warming up:
T. greets learners and welcomes them.
T. may deal with a song about prepositions or rooms.
T. deals with a short revision about prepositions of
place and the question word ‘where’ dealt with in
unit 2 (on, in, under,...). (T. may use real school T. L
objects).
10-15 m
Installing T. presents the prepositions of place next to &
resources: opposite /ˈɒpəzɪt/ using flashcards.
(Pupils repeat each time chorally, then
individually). T.L
T. writes the two words on the board or
preferably uses word cards. (next to &
opposite).
(T. sticks the flashcards on the board).
15-20 m
1- T. says a word (next to / opposite) and
makes a learner go to the board and touch L.T
the right flash card.
2- Classify the flash cards on the board.
next to opposite

3- Activity 4 page: 31 L
Assessment: Listen, look and tick the right box.
4- Activity 6 page: 31
8-10 m L.L
Look at the picture (activity 1 page: 30). Ask
and answer.
Teacher: ………………………………………….. School: …………………………………………
Level : 3.P.S
Sequence: Three Section 2 Lesson: 2 I read and discover p: 35
Learning objectives: Recognize and read words related to the topic using phonemic
awareness + discriminating consonant sounds (p and b).
Target Structures: //
Lexis: next to, opposite, pie, bye, pear, bear,…
Materials: flash card, the book,…
Time Stage Procedure Focus Materials and
aids
10-12 m Warming up: T. greets Ls and welcomes them.
T. reviews prepositions “next to and opposite”.
T. writes the two words on the board and makes Ls
repeat.
12 m
---------------------------------------------------------------------- T. L
T. shows and sticks the following flashcard on the
Installing board.
resources:

(PP may say: bed / pen / pen on bed …)

T says: “A pen on the bed” and makes PP
repeat. ( emphasizing the consonant sounds T.L
/p/ and/b/.
T. writes the sentence on the board and
makes PP read loud (chorally and individually).
T. varies examples and makes PP repeat (using
20 m flashcards or the book.
T. asks pupils to open their books at page: 35 L.L
Activity 2 P: 35 (Listen and repeat).
-------------------------------------------------------------
Activity 3 P: 35 Listen and circle ‘p’ or ‘b’ in
Assessment: your copybook.
(Make sure that all the pupils understand what to do
before they start doing the task).
Script:
Read the initial number before you read each word.
-‘One’ … 2 seconds pause/silence… ‘pie’… 5 sec pause/ L
silence…
-‘Two’ … 2 seconds pause/silence… ‘pea’… 5 sec
pause/ silence…
-‘Three’ … 2 seconds pause/silence… ‘bear’… 5 sec L
pause silence…
T. does the same with: push, bull, and pin.
(T. walks around and checks). L.L
Activity 4 P: 35 (Listen, look and repeat) using
the book.
Teacher: ………………………………………….. School: ………………………………………………
Level : 3.P.S
Sequence: Three Section 2 Lesson: 3 I read and write p: 36
Domain: oral – written - both
Learning objectives: being able to write the letters (N, P, R) (upper case) correctly.
Target Structures: /
Lexis: /
Materials: flash cards (optional), slates, whiteboard
Time Stage Procedure Focus Materials and
aids
10 m Warming up:
T. greets Ls and welcomes PP. (Are you happy T.L
today? Are you ready to start?...)

T. may deal with a short revision about rooms. L.T

(Using flashcards).
---------------------------------------------------------------
Installing T. writes the word Next to on the board to
20 m resources: pave the way to the writing lesson. T.L
T. presents the letters N, P, R (clockwise
letters) (write them on the board).
Activity 1 p:36 L.T
Read and sound the letters.
Activity 2 p: 22:
T. shows how the letter ‘N’ is written in the air
then on the board.
T.L

Step 1,2,3

T. makes PP write the letter in the air/table. T.L

(the teacher faces the board and looks at PP at L.T
the same time to check).
T. does the same with the other letters.
--------------------------------------------------------------- L
Activity 3 p: 36
15 m Assessment: T. makes pupils copy the small letters in their
copy books. (Following the arrows on the book).

T. may use the slates (Preferably).

T. walks around, guides and helps. L.L
Teacher: ……………………………………….. School: ………………………………………………
Level : 3.P.S
Sequence: Three Section 2 Lesson: 4 I play roles p: 34
Domain: oral – written - both
Learning objectives: being able to describe one’s house/flat and locate a room in a house.
Target Structures: prepositions (in, next to, opposite)
Lexis: Rooms of a house.
Materials: flash cards, book, …
Time Stage Procedure Focus Materials and aids
10 m Warming Up: T. greets Ls and welcomes them.
T.L
T. shows flashcards of different rooms. (PP say the
word).
------------------------------------------------------------------------
T. sticks two flashcards on the board (next to each L.T
Installing other) and asks the question: Where is the kitchen?
15 m Resources: (PP: next to the bedroom).

T.L
T. does the same with ‘opposite’.
T. deals with a short game (example: ask learners
to stick the bedroom next to the living L.T
room/opposite the garden… (on the board)).
T. introduces the topic and sticks Robotten
flashcard on the board (Robotten is talking about T.L
his flat/house…).
-------------------------------------------------------------------------------
Activity 1: Listen and say Yes or No. (T. writes the
20 m Assessment: sentences on the board).
1- Robotten lives in Algiers.
2- In his flat there are four bedrooms.
3- His bedroom is opposite the kitchen.
(ask PP to take their slates in advance and write T.L
just the numbers on their slates and write yes or
draw a tick next to the number example:
1- ✓ (or yes) 2-  (or No) 3-  (or No)
T. plays or reads the script (part1) (act 12 p:34). L
T. asks for the answers (Make PP correct the wrong
statement).
T. plays or reads the script again to check.
Activity 2: Listen and find the answer (Where is the
bedroom (Peter’s bedroom)? (T. may write the
question on the board).
T. asks PP to read the scripts (books) write a similar
L
paragraph describing their houses/ flats.
(T. may ask some PP to read (the script) loud).
T. walks around, checks guides and helps.
T. asks some PP to read their productions.
(T. may select a paragraph and writes it on board)