Teacher: ………………………………………………..

School: ………………………………………………
Level : 3.P.S Sequence: Five Section 2 Lesson: 1 Listen and repeat p: 46
Domain: Oral – Written - both
Learning objectives: Identifying & naming pets body parts.
Target Structures: a rabbit has got a short tail…
Lexis: pets + their body parts
Materials: flash cards, the book, …
Time Stage Procedure Focus Materials and
aids
Warming up:
10 m I sing and have fun T. greets learners and welcomes them.
T. deals with a song & a short revision about pets T. L
using flashcards.

Installing T. presents the different parts using

20 m Resources: flashcards, making PP repeat each time T.L
chorally then individually.
(A rabbit has got a small tail) L.T
(A monkey has got a long tail)
(Toucan bird has got a big bill /beak)

1- T. distributes flashcards to PP, calls

for a body part and makes the one L.T
who has the right flashcard show it to LL
classmates, and then stick it on the
board. (Others repeat).
2- T. says a word (long tail – short tail –
big beak (bill) – big fin – red feather)
and makes a learner goes to the L.L
board and touch the right flashcard.

15 m Assessment: 3- Activity 4 page: 46 (look and match)

Activity 6 page 47: (Listen and say the
number).
L.L
- The small yellow fish has got small fins. (n°4)
- The big blue fish has got big fins. (n°3)
- The small brown cat has got a short tail.(n°2)
- The big black cat has got a big tail.(n°1)
Teacher: ……………………………………………….. School: ………………………………………………
Level : 3.P.S Sequence: Five Section 2 Lesson: 2 I read and discover p: 46
Domain: Oral – Written - both
Learning objectives: Being able to recognize read words related to the topic (Recognizing simple
words in familiar context using phonemic awareness).
Target Structures: has got
Lexis: pets + their body parts, adj (small, big, long, short,..)
Materials: flash cards, word cards,…
Time Stage Procedure Focus Materials and
aids
05 m Warming up:
T. deals with a short revision about different pets
and their body parts using flashcards (dealt with in
lesson 1). T. L
10 m Presentation: Lead in: T. shows the following picture and says: a
rabbit has got a short tail - a canary has got a short
bill.(Ls repeat)

T. introduces the written form (parts) through

- phoneme isolation: e.g t ai l - feather – bill, … T.L
(emphasizing the first letter and sound). T. may use
word cards:
20 m Practice:
bill tail feather /ˈfeðə(r)/

Long tail big bill short bill

1- T. puts the flashcards on the desk or on the

table, asks a brilliant pupil to go up to the
board, shows him/her a word card (e.g. L.L
feather), (others repeat the word), the pupil
handles the right flashcard and shows it to the
class. (others repeat).
2- Find your partner: T. distributes flashcards and bill
word cards to Ls, and makes a pupil with a
word card go up to the board. The pupil who L.L tail
has the right flashcard joins him/her …
(The teacher sticks the flashcards and the word cards on
the board).
feather
T. may deal with a matching activity on the board.
Short tail
10 m Produce/Use: Activity 5 page: 46 (Complete the
sentences…) Long tail
(Learners may find some difficulties to write
the correct word, T. walks around, checks and L.L
helps, then deals with the correction). big bill
small bill
Teacher: ……………………………………………….. School: ………………………………………………
Level : 3.P.S Sequence: Five Section 2 Lesson: 3 My phonics p: 49
Domain: oral – written - both
Learning objectives: being able to pronounce words with o vowel sound correctly.
Target Structures: //
Lexis: some words containing o vowel sound (page 49)
Materials: flash cards , wordcards,…
Time Stage Procedure Focus Materials and
aids
5m Warming up
T. greets Ls and welcomes PP. (Are you happy T.L
today? Are you ready to start?...)
10 m
Presentation T. shows the following pictures and makes Ls
repeat the sentence. ‘’The dog and the doll
L.T
have got long hair’’.

15-20 m Practice Activity 2 p: 49:

Listen and say the letter when you hear the ‘o’
words.
L.T
(stop – bus – knot – hot dog – pot – boat - frog
– lamb - box – fox).
T. uses flash cards:

L.T

Activity 3 p: 49:
Listen, look and repeat. Sound and spell the words.
T. may use word cards or writes the words on the
board. L.T
Stop knot hot dog pot
frog box Fox
10 m Produce / use (T. may deal with a game, stick the pictures on the
board and makes learners pick out the words with no o
words, then asks the whole class to repeat the rest…). L.L
T. deals with activity 4 & 5 page 49 orally. (Optional).
Teacher: ……………………………………………….. School: ……………………………………………… PDP
Level : 3.P.S Sequence: Five Section 2 Lesson: 4 My handwriting p: 50
Domain: oral – written - both
Learning objectives: being able to write the letters (O, Q, F, S) (upper case) correctly.
Target Structures: //
Lexis: //
Materials: flash cards (optional), slates, whiteboard
Time Stage Procedure Focus Materials and
aids
5m Warming up T. greets Ls and welcomes PP. (Are you happy
today? Are you ready to start?...) T.L

T. may deal with a short revision about pets

and their body parts. (Using flashcards). T.L
T. writes the word orange on the board to L.T
10 m
Presentation
pave the way to the writing lesson.
T. presents the letters O,Q, F, S (anticlockwise
letters) (write them on the board).
15-20 m
Activity 1 p:50
Practice L.L
Read and sound the letters.
Activity 2 p: 50:
T. shows how the letter ‘c’ is written in the air
then on the board.

T.L

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

(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.
Activity 4 p: 50
T. makes pupils copy the capital letters in their
copy books. (Following the arrows on the book). L.L

T. may use the slates (Preferably).

T. walks around, guides and helps.

T. deals with the song (The same song dealt

10 m I sing & have fun with in lesson 1). L
Teacher: ……………………………………………….. School: ……………………………………………… PDP
Level : 3.P.S Sequence: Five Section 2 Lesson: 5 I play roles p: 47
Domain: oral – written - both
Learning objectives: Ask & answer about pets and their body parts.
Target Structures: have & has got, Have you got, what is it, what colour is it?
Lexis: pets & their body parts.
Materials: flash cards
Time Stage Procedure Focus Materials and
aids
5m Warming up: T. greets Ls and welcomes them. (Are you happy today?
Are you ready to start?...) T.L
T. deals with a revision about pets and their body parts,
(using flashcards).
10 m
Pre-listening: T. may deal with activity 7 as a lead in (Ask and
answer about pets (Do you have a pet? What is it
…). T. may ask Ls to perform it in pairs or just asks T.L
some learners the questions).
T. sticks the following flashcards on the board and
introduces the situation (T. asking Ls about their
pets).

T. asks Ls to listen to the script and complete the

During- sentence: Kamel has got a .................. .
15-20 m listening: Listening script : Act 8 page : 47 (scene 1)
Teacher: Tell me, Kamel. Have you got a pet?
Kamel: Yes, I have.
Teacher: What is it? T.L
Kamel: It’s a canary, Miss. It has got short yellow
feathers /ˈfeðə(r)z/.
Teacher: it down Kamel. Thank you.
Kamel: You’re welcome, Miss.
--------------------------------------------------------------------------
Listening script : Act 8 page : 47 (scene 2)
Teacher: Let’s see.. hmmm… Katia. Have you got a pet?
Katia (Shyly): No, I haven’t.
Teacher: What is it?
Kamel: It’s all right. Sit down. Thank you….
--------------------------------------------------------------------------
Listening script : Act 8 page : 47 (scene 3)
Teacher: hm… Tell me Robotkid. Have you got a pet?
Robotkid: Y e s, I h a v e a s m a l l f e nn e c. A b a b y fe
nnec. I t h a s g o t a s m a ll t ai l an d l o ng ea rs
(gestures)… (Class laughing quietly).
Teacher (giggling (laugh with repeated short catches of
the breath)): Sit down Robotkid. Thank you.
Robotkid: (giggling): M y p l e a s u r e.
 Listening script : Act 8 page : 47 (scene 4)
Teacher: And you fennec? Have you got a pet?
Fennec (Slurping, sounding hungry): Oh, yes, Miss. I’ve
got three small chicks!
Teacher (Warning): Be kind to your chicks, fennec! T. L
Fennec: Yes, of course, Miss. I love chicks.
(Slurping: to make a sucking noise while eating or
drinking).
-----------------------------------------------------------------------
Activity 9 page: 48 (Listen and say the number)
T. asks Ls to open their books at page 47, sticks the
following pictures on the board or uses the book.

T.L

No
T. reads or plays the scripts in a scrambled pet
order and asks <ls to say the right number
(picture 1, 2, 3 or 4).
Play or read the scenes in the following order:
T.L
Scene3 then 4 then 1 then 2. (Check audio
scripts activity 9 page 48).
(T. may deal with a matching activity on the
board using flashcards or word cards) e.g:
T.L

10 m
Post listening:
L.L

No
pet

Activity 10 page: 48 (Listen again, read and say the

correct answer).

Activity 11 page: 48 (Choose a scene (1 or 3) and act it

with a friend).