Level : 2MS Teacher : G.

RABAH

Sequence one: The initial situation Learning focus : Listening

Me and my shopping. and speaking.
Learning objective(s) : By the end of the session, pps will be able to summarize the new sequence into a
mind map through interpreting and classifying.
Competency( ies) Interact – Interpret – produce
Domain : Oral / Written ( both )
Target structures : The present simple tense.
Materials : WB/ pictures
Cross-curricular Competencies: Core Values :

Intellectual competency: The learner can interpret verbal and non-  Valuing healthy food
verbal messages. like fruits and
- He can use critical thinking while analyzing. vegetables.
 Methodological competency: He can assess himself and his peers.
- He can use strategies for listening.
 Communicative competency: He classifying items while discussing
with peers.
 Social competency: He can socialize through oral exchanges.

Time Framework Procedure focus L. Objectives Materials VAKT

10mn Warm up T pins a picture and asks: T/L To pave the A/V
s way for the
lesson and to
guess the new
sequence’s WB
title.
Presentation - What does it represent?
- It’s a supermarket. Pictures
- What do we do in the
supermarket?
- We go to do shopping.
15mn
s So, what do you think the title of the
sequence is?
Me and my shopping
T sets the situation.

A/V

T reads the situation then invites

some pps to read it.
T explains the situation and invites
the pps to copy down the difficult
words.
Now, could you tell me what we can
buy from a supermarket or a shop? Interpreting.
 Pps give their answers
We can buy FOOD/ CLOTHES/ A/V
GAMES….. WB
Good let’s start with food. What
kinds of food do you know?
Pps may answer : fruits/ vegetables
Practice T sticks pictures on the board that
represent different food items
including fruits, vegetables, meat, A/V
15mn other food and asks the pps to To learn the
s classify them in the following T/L new Pictures
table: vocabulary and
Vegetables Fruits Meat Others to make the
difference
between food
Task: Memory game groups.
As a final step, the teacher brushes
the board then takes some food
pictures and asks the pps what is To practise
Use this?. it’s an using a
orange…etc memory game.
20mn
s T asks the pps to copy down.

The teacher’s comments:

What worked What hindered Action points
- ........................................... - ............................................... - ...........................................
- ........................................... - ............................................... - ...........................................
Level : 2MS Teacher : G. RABAH

Sequence two Lesson: 1 I listen and do Learning focus: Listening and

speaking.
Learning objective(s) : By the end of this lesson, pps will be able to fill in a shopping list and identify
countable and uncountable nouns.
Competency( ies) Interact – Interpret – produce
Domain : Oral / Written ( both )
Target structures : The present simple tense/ countable and uncountable nouns.
Materials : WB/ pictures
Cross-curricular Competencies: Core Values :

Intellectual competency: The learner can interpret verbal and  Valuing healthy food like
non-verbal messages. fruits and vegetables.
- He can use critical thinking while analyzing.  Having ideas about
 Methodological competency: He can assess himself and his peers. shopping.
- He can use strategies for listening.
 Communicative competency: He can classify items while
discussing with peers.
 Social competency: He can socialize through oral exchanges.

Time Framework Procedure Focus L. Objectives Materials VAKT

10mn Warm up T makes a quick review about the T/L Bring prior A/V
s previous session. knowledge to
T pins a picture about the traditional the surface.
Algerian dish ( couscous) and asks:
WB

Pre- Interpreting
listening and interacting Pictures
- What does the picture to pave the
10mn represent? way to the next
s - What do we need to prepare step.
couscous?
T pins pictures about different food L/T
items to help the pps interact.
T sets the situation Introducing the
It ‘s Friday. Sami’s mother topic of the
wants to prepare couscous. She lesson through
asks her son to go to the putting pps in
supermarket and buy the a situation.
ingredients she needs. A/V

Task1: I listen and complete the

shopping list:
The shopping list
During To interpret an
20mn listening 1- ½ a kilo of carrots oral message
s 2- ½ a kilo of courgettes to get
3- ½ a kilo of potatoes information.
4- ½ a kilo of onions
5- chickpeas
 6- A chicken
7- 1 kilo of oranges A/V
8- 4 bananas WB
9- A bottle of soda
Pps work individually
T invites the pps to correct on the
board.
T asks the pps to classify the items
mentioned in the shopping list in the A/V
following table:
Veget Fruits Meat Groce Drink To classify Pictures
ables ries s
food items.

Task 3: I classify the following T/L

20mn Post- food items: sugar/ oranges/ milk/ To identify
s listening meat/ tomatoes/ tomatoes/ bananas/ countable and
water/ rice / peaches/ cheese/ salt/ uncountable
figs nouns.
Countable Uncountable WB
nouns Nouns
Pictures
Pps’copyb
ooks
T highlights the rule:
Countable nouns are nouns we To highlight
can count; We use a/ an before a the rule.
countable noun:
E.g.: a banana 4 bananas
an apple 2 apples
a/ an = 1
Uncountable nous are nouns we
cannot count. We use some
before a countable noun.
E,g: some sugar
some rice

T asks the pps to copy down.

The teacher’s comments:

What worked What hindered Action points
- ........................................... - ............................................... -
- ........................................... - ............................................... ...........................................
-
 Listening script

Mum: Today, I will prepare couscous for lunch but I don’t have all
the ingredients so, go and buy some.

Sami: OK! What do you want me to buy, mum?

Mum: Well, I need half a kilo of these vegetables; carrots, courgettes,

potatoes and onions. Don’t forget to buy a some chickpeas.

Sami: Do you need some meat too, mum?

Mum: Oh! Yes. Buy a chicken.

Sami: What about fruits mum?

Mum: Good boy! Buy 1 kilo of oranges and 4 bananas.

Sami: Ok , Mum. Can I buy a bottle of soda, please?

Mum: It’s ok son.

Level : 2MS Teacher : LAOUICI SEDDIK

Sequence two Lesson: 2 I practise ( Plural forms) Learning focus: Language learning
and use.
Learning objective(s) : By the end of this lesson, pps will be able to form and use plural nouns.
Competency( ies) Interact – Interpret – produce
Domain : Oral / Written ( both )
Target structures : Plural forms ( regular/ irregular)
Materials : WB/ pictures
Cross-curricular Competencies: Core Values :
 Intellectual competency: The learner can interpret verbal and
non-verbal messages.  Valuing healthy food like fruits
- He can use critical thinking while analyzing. and vegetables.
 Methodological competency: He can assess himself and his  Valuing shopping.
peers.
 Communicative competency: He can form and use plural
nouns when interacting with others.
 Social competency: He can socialize through oral exchanges.

Tim Framewor Procedure Focu L. Materia VAKT

e k s Objectives ls
5mn Warm up T welcomes the pps and Review A/V
s reviews the previous lesson. T/L WB
L/T
T writes the following
Presentati sentences on the board Pictures
on 1) I eat an apple every day. Presenting
singular n the new
2) Sami bought 1 kilo of language
20m apples. form.
ns T/L
plural n L/T
T asks: what is the difference
between the two underlined
words?
Here, the pps will deduce that
the first word is a singular
noun and the second one a
plural noun.
At this stage, pps will guess
the lesson.

T highlights: Plural forms

1) I add s to form plural of nouns: Highlightin
- a carrot → carrot g the rule. WB
- an orange → orange
2) I add ( es) to nouns ending in: s/
ss/ x/ ch/ sh / o
- a bus → buses Pictures
- a class → classes
- a peach → peaches
- a brush → brushes
- a box → boxes
- a tomato → tomato V/A
3) Nouns ending in ( y ):
a) Consonant + y: candy →
 candies
b) Vowel + y : toy → to
4) Nouns ending in f / fe →
- a leaf → loaves
- a knife → knives
Some irregular plurals:
- a child → children
- a man → men
- a woman → wome
- a foot → feet
- a tooth → teeth
- a mouse → mice

T invites learners to do the

following task
Practice Task 1: I complete the To practise
20m following table: the new
ns Singular Plural language
an egg ………………. form and WB
…………….. peaches check the
a loaf ……………… pps’ Pictures
………… Cherries understandi
a potato ……………… ng Pps’cop
ybooks
Task 2: I write the plural form
of the nouns in brackets:
1) I use many (vegetable)
………… to make a
soup.
2) (child) ………… hate
eating aubergines.
3) She needs two big
(tomato) ….. to prepare
Use To use the
pizza.
15m new
4) These (strawberry)
ns language
……… are delicious.
form in
T invites the pps to write two
meaningful
sentences in which they
sentences.
mention what they eat in the
morning.

1) I eat … (singular) and

…. (plural).
2) I eat … (singular) and ...
(plural).

T invites some pps to read

their sentences then copy
down on their copybook.

The teacher’s comments:

What worked What hindered Action points
- ........................................... - ............................................... - ..........................................
- ........................................... - ............................................... - ..........................................

Level : 2MS Teacher : G. RABAH

Sequence two Lesson: 3 At the greengrocer’s
Learning focus: Language learning and
use.
Learning objective(s) : By the end of this lesson, pps will be able to act out a dialogue at the greengrocer’s
using the right pronunciation of the final (s).
Competency( ies) Interact – Interpret – produce
Domain : Oral / Written ( both )
Target structures : The pronunciation of the final (s): /S/ /Z/ and /IZ/
Materials : WB/ pictures
Cross-curricular Competencies: Core Values :
 Intellectual competency: The learner can interpret verbal
and non-verbal messages.  Valuing healthy food like fruits
- He can use critical thinking while analyzing. and vegetables.
 Methodological competency: He can assess himself and  Being polite.
his peers.  Valuing polite discourse while
 Communicative competency: He can act out dialogues. shopping.
 Social competency: He can socialize through oral
exchanges.

Time Framewo Procedure Focu L. Materia VAKT

rk s Objectives ls
10mn Warm up T interacts with the pps about Paving the A/V
s the places for shopping T/L way to the WB
through doing a matching L/T new lesson.
task ( match the name of the
place with what do we get Pictures
from each place).

Presentati
on T sets a situation: Karim in
now at the greengrocer. Let’s Introducing
20mn discover what does he want the new
s to buy. vocabularie
Here, the teacher introduces s.
some new vocabularies
( customer/ shop keeper… )

Presenting
the new
language
form.

WB
 At the greengrocer’s
Karim: Good morning, sir!
Greengrocer: Good morning. How can
I help you?
Karim: I would like some fruits and V/A
vegetables.
Greengrocer: What vegetables do you
want?
Karim: I want one kilo of tomatoes,
onions, courgettes and turnips.
Greengrocer: and how about fruits?
Karim: Give me half a kilo of grape
and a kilo of peaches.
Greengrocer: Anything else?
Karim: That’s all. How much do I owe
you?
Greengrocer: 2000 DA.

T invites some pps to perform

the drill. Pps’cop
T asks the pps to pick out all ybooks.
the words ending in ( s)
T invites the pps to put each
word in the right column Highlightin
/S/ /Z/ /IZ/ g the rule.

T highlights the rule:

Practice

15mn
s
To practise
the new
language
form.
Task 1: I put a tick ✓ in the
right box: V/
/S/ /Z/ A/K
/IZ/
eggs ☐ ☐
☐ To use the
Use cherries ☐ ☐ new
15mn ☐ language
s cups ☐ ☐ form in
☐ meaningful
dishes ☐ ☐ sentences.
☐
apricots ☐ ☐
☐
lemons ☐ ☐
☐
 bottles ☐ ☐
☐
glasses ☐ ☐
☐
toys ☐ ☐
☐

T corrects with the pps then

invites them to conduct the
dialogue between the
greengrocer and the customer
using other vegetables and
fruits vocabularies with the
right pronunciation of the
final s

T invites the pps to correct on

their copybook.

The teacher’s comments:

What worked What hindered Action points
- ........................................... - ............................................... - ..........................................
- ........................................... - ............................................... - ..........................................

Level : 2MS Teacher : LAOUICI SEDDIK

Sequence two Lesson: 4 I pracise Learning focus : Language learning
and use.
Learning objective(s) : By the end of this lesson, pps will be able to ask and answer questions about
quantity and price using how much and how many.
Competency( ies) Interact – Interpret – produce
Domain : Oral / Written ( both )
Target structures : Countable nouns/ uncountable nouns/ how much / how many
Materials : WB/ pictures
Cross-curricular Competencies: Core Values :
 Intellectual competency: The learner can interpret verbal and  Valuing food.
non-verbal messages.  Valuing quantity.
 Methodological competency: He can assess himself and his
peers.
 Communicative competency: He can act out dialogues.
 Social competency: He can socialize through oral exchanges.

Time Framework Procedure Foccus L.Objectives Materials VA

KT
5mns Warm up T greet the pps and welcomes them. To review WB
T interacts with the pps about countable T/L and pave the V/
and uncountable nouns. L/T way to the A
T sticks a picture of an apple pie then lesson.
Presentation interacts with the pps about the
 ingredients needed to make it.
Interpreting
and
interacting. Pictures
5 apples
butter (100g)
2 eggs

20mn
s

sugar (150g) flour (250g)

T sets the situation: T/L

Rym is helping her mother in the kitchen L/T
to prepare the apple pie. So, she asks her
about the quantity of each ingredient.
Rym: How many eggs do you need To set a
mum? learning
Mum: I need 2 eggs. situation.
Rym: How much butter do you need?
Mum: I need 100 g.
Rym: And how much flour?
Mum: 250 g.
Rym: How much sugar do you need?
Mum: I need 150 g. Presenting
Rym: How many apples do you need? the target
Mum: 5 apples. language
Now, the teacher asks: when do we use forms.
how much and when do we use how V/
many To analyze A
This helps the pps to state the rule. and state the
T/L rule.
L/T

Now, the teacher invites the pps to do the

following tasks:

Task 1: I correct the underlined

mistakes: To practise
1- How much apricots do you need? the language
2- How many milk do you want? form and
3- There are 5 banana. check the WB
pps’understa V/
Practice Task 2: I complete the dialogue with nding. A
how many and how much. Pps’copyb
20mn ooks.
s
 T sets a time limit, walks around and
checks.
T corrects with the pps then invites some T/L
of them to perform it. L/L
Producing
Task 3: I write 2 sentences containing written
how much and how many. sentences
T asks the pps to read their sentences T/L using the new
15mn Produce then invites them to copy down on their L/T language
s copybooks. form.

The teacher’s comments:

What worked What hindered Action points
- ........................................... - ............................................... - ..........................................
- ........................................... - ............................................... - ..........................................

Level : 2MS Teacher : LAOUICI SEDDIK

Sequence two Lesson: 5 Learning focus: Language learning
and use.
Learning objective(s) : By the end of this lesson, pps will be able to express quantity using the quantifiers
some and any.
Competency( ies) Interact – Interpret – produce
Domain : Oral / Written ( both )
Target structures : Countable and uncountable nouns/ there are/ there is/ some/ any / the present simple
tense ( 3 forms)
Materials : WB/ pictures
Cross-curricular Competencies: Core Values :
 Intellectual competency: The learner can interpret verbal and  Valuing food and shopping.
non-verbal messages.  Being selective.
 Methodological competency: He can assess himself and his
peers.
 Communicative competency: He can act out dialogues.
 Social competency: He can socialize through oral exchanges.

Time Framework Procedure Foccus L.Objectives Materials VAK

T
5mns Warm up T sticks the following pictures on the To review WB
board then interacts with the pps about T/L and pave the V/A
the ingredients needed to prepare L/T way to the
Presentation couscous lesson.

20mn
s
Pictures

Presenting
T invites the pps to have a look at the the new
following example: language
To prepare couscous: forms.
- I need some onions but I don’t
need any aubergines.
T/L
T reads the example then invites the pps
to do the same.
- I need some oil but I don’t need
any cheese.
- I need some carrots but I don’t L/T
need any green beans.
Now, the teacher asks:
- Do you need any onions to prepare
couscous?
- Yes, I need some.
- Do you need any cheese to prepare
couscous?
- No, I don’t need any.
T invites some pupils to perform.
V/A
T sticks the following pictures on the
board then writes.
- There are some apples in the
basket.
- There are not any apples in the
basket.

- There is some milk in the bottle.

- There is not any milk in the bottle.

No, teacher ask:
- Are there any apples in the basket?
- Yes, there are some.
- Are there any apples in the basket?
- No, there are not any.
- Is there any milk in the bottle?
- Yes, there is some.
- Is there any milk in the bottle?
- No, there is not any. To analyze
and state the
T highlights the rule
 rule.
V/A

Task 1: I complete with some and any

To practise
Practice 1) Have you got ……. tomatoes? the language WB
15mn 2) There are …….. eggs but there isn't form and
s …… flour. check the
3) You should eat ……. fresh fruit. pps’understa
4) Is there ……. lemonade in the nding.
fridge? Pps’copyb
5) There is not …… butter in the ooks
fridge. Let's go and get …… Producing
written
T asks the pps to write 3 sentences sentences
containing the quantifiers some and any. using the new
20mn Produce language
s T invites the pps to read their sentences form.
then copy down.

The teacher’s comments:

What worked What hindered Action points
- ........................................... - ............................................... - ..........................................
- ........................................... - ............................................... - ..........................................
Level : 2MS Teacher : LAOUICI SEDDIK
Sequence two Lesson: 6 Demonstrative pronouns Learning focus: Language learning
and use.
Learning objective(s) : By the end of this lesson, pps will be able to use the demonstrative pronouns ‘this’,
‘that’, ‘these’ and ‘those” to point to specific people, things or objects.
Competency( ies) Interact – Interpret – produce
Domain : Oral / Written ( both )
Target structures : Demonstrative pronouns / singular and plural nouns
Materials : WB/ pictures/ realia / pps’copybooks
Cross-curricular Competencies: Core Values :
 Intellectual competency: The learner can interpret verbal and  Valuing food and shopping.
non-verbal messages.
 Methodological competency: He can assess himself and his
peers.
 Communicative competency: He can act dialogues.
 Social competency: He can socialize through oral exchanges.

Time Framework Procedure focus L.Objectives Materials VAKT

5mns Warm up T greets the pps and welcomes them. T/L Brainstormin WB
T shows the pps some food items and g and paving Pictures
invites them to name each item. ( T the way to
reviews the singular and the plural the new
Presentation nouns) lesson.
20mn T puts a potato on the desk then asks: Realia
s What is this? Pps may answer it’s a
potato. A
T writes on the board: V
- This is a potato. ( singular)
T add another potato then asks: what are
these? Pps: potatoes Presenting
T writes on the board: the new
- These are potatoes. ( plural) structure
T put an onion on a table far from the
desk then asks: What is that?
Pps answer: an onion
T writes on the board: A/V
- That is an onion. ( singular) L/L
T adds another onion then asks: what
are those? Pps: onions
T writes on the board:
- Those are onions. ( plural)
T reads the sentences then invites some
pps to read them
T tries to deduce the rule through asking
the following questions:
- What do the sentences start with? Deducing the
- Where is the nouns in each rule through
sentence? asking
- What is the kind of each nouns? questions.
Singular or plural?
T highlights the rule: WB
Pps’copyb
ooks

T/L
L/T

To practise
the new Pictures
target
language
aspects.
Practice
20mn T clarifies with more examples then L/L
s invites the pps to do the following tasks:
Task 1: I reorder the words to get
coherent sentences: To act
1- are / these / . / bananas → dialogues
2- is / this/ . / of water/ a bottle → using the
3- an / that/ . / orange / is → demonstrativ
Use 4- those / peaches/ . / are → e pronouns
and singular/
15mn Task 2: I fill in the gaps with the right plural forms.
s pronoun that – this – those – these
 1- ............ is a pineapple.
2- ........... are tomatoes.
3- …….. is a watermelon.
4- ……… are strawberries.
Task 3: I perform with my partner to
form a dialogue asking about object or
things around me in the classroom.
Me: What ( is/are) ( this/ that - these/
those)?
My partner: ( This/ That is….) –
( These/ Those are …….)
T invites the pps to act their dialogues
in front of their classmates.
T may correct therir mistakes and
choose the best one to be written on the
board.

The teacher’s comments:

What worked What hindered Action points
- ........................................... - ............................................... - ..........................................
- ........................................... - ............................................... - ..........................................

Level : 2MS Teacher : LAOUICI SEDDIK

Sequence two Lesson: 7 I practsise Learning focus: Language learning and use.
Learning objective(s) : By the end of this lesson, pps will be able to locate amenities and show directions
using the imperative and the prepositions of place.
Competency( ies) Interact – Interpret – produce
Domain : Oral / Written ( both )
Target structures : Prepositions of place / the imperative ( go straight – turn left- turn right …….).
Materials : WB/ pictures
Cross-curricular Competencies: Core Values :
 Intellectual competency: The learner can interpret  Being polite.
verbal and non-verbal messages.  Being helpful.
 Methodological competency: He can work in pairs or  Respecting road signs and valuing them.
groups.
 Communicative competency: He can act out
dialogues.
 Social competency: He can socialize through oral
exchanges.

Time Framework Procedure Focus L.Objectives Materials VAK

T
5mns Warm up T. sticks on the board pictures of deferent T/L To V/A
amenities then invites the pps to name brainstorm WB
them . the topic.

Pictures
To raise pps’
T/L interest in the
topic.

T shows some road signs and tries to To introduce

elicit from the pps words related to them. the new
language Road
form in a signs
context.
A/V
T sets the situation.” Amjad wants to go
to the hospital but he doesn’t know the
T/L
way. He asks a policeman to help him get
Presentation
there.”

20mn Highlighting
s the rule.

T reads the dialogue then invites some

T/L
pps to perform.
Street map
T draws the pps’ attention on the verb
forms and subject in :Go straight and
L/T
turn right then introduces the
imperative:
T highlights the rule about asking for
To check the
directions/the way and giving the way.
pps’
Asking for Giving Locating.
understandin
directions directions g.
Can show - Go straight Next to-
me the way - Turn..…don’t near - far
to…….? turn from-
- Take the first. opposite-
Practice behind - To use the
between - at
the corner of
learnt
language
T sticks on board a street / road map then forms to ask
invites the pps to do the following tasks: for and give
directions.
Task 1: I put the words under the right
picture. Turn left – go straight – turn right

Use
…………
………
Task 2: I look at the street map and
complete the dialogue. Go straight –
 show – thank you - next to – turn right
Salma: Excuse me. Can you ……. me
15mn the bakery shop, please?
s Policeman: Sure. ………..…….. then
……. .. The library is …………...the
school.
Salma: ……………., sir.
Policeman: You are welcome.

T invites the pps to act out dialogues in Street map

which they ask for and show the way to
the supermarket/ the florist/ the bakery
shop/ the public garden …..)
Me: Can you show me the way to …….?
My partner: Yes, of course. ………….. Pps’copyb
then …………… It’s ……………… ooks.

20mn T asks the pps to act out the dialogues

s then copy down their lesson.

The teacher’s comments:

What worked What hindered Action points
- ........................................... - ............................................... -
- ........................................... - ............................................... ..........................................
-

Level : 2MS Teacher : LAOUICI SEDDIK

Sequence two Lesson: I read and do Learning focus: Reading.
Learning objective(s) : By the end of this lesson, pps will be able to interpret a written message that tackles
the previous learning objectives.
Competency( ies) Interact – Interpret – produce
Domain : Oral / Written ( both )
Target structures : Prepositions of place / countable and uncountable nouns / quantifiers.
Materials : WB/ pictures/ pps’copybooks
Cross-curricular Competencies: Core Values :
 Intellectual competency: The learner can interpret written messages.  Being polite.
 Methodological competency: He can assess himself and his peers.  Being helpful.
 Communicative competency: He can play roles to communicate
appropriately.
 Social competency: He can socialize through oral exchanges.

Time Framework Procedure Focus L.Objectives Materials VAKT

5mns Warm up T deals with a short revision about the T/L To review the V/A
previous learnt lessons. previous WB
 Pre-reading T presents the situation orally for the lesson
pps to get them ready for the reading
5mns phase. Create a
“ Salim’s mom needs some food, so warm
she sends her son to buy some from a atmosphere
near supermarket.”
T provides the pps with the text then
invites the pps to read and do the tasks T/L
Task1: I answer the following
questions. L/T Skimming
1- What is the title of the text? V/A/T
During 2- What is the form of the text?
25mn reading 3- How many speakers are there? Pp’s
s 4- Who are they? copybooks

Task 2: I read and fill in Salim’s Scanning

shopping list.
Salim’s shopping list
1- ……………………….
2- ………………………. Reading for
3- ………………………. specific
4- ………………………. details.

T /L
Task 3: I write true or false:
1- Salim’s mother wants some
Post reading vegetables.
2- The supermarket is next to the
bakery shop.
15mn 3- Salim buys just 2 bags of flour. Pps’
s 4- The total price of the shopping To complete copybooks
a dialogue
items is 800 DA.
with the right
words and
Task 4: I find in the text the synonyms perform it.
and the opposites of :
- road = ……… like = ……..
- sell ≠ ............ turn left ≠ ...........
Task 5: I complete the dialogue using
the following words” (700 , how
many , Good morning , how
much ,some).
 T corrects with the pps then invites
them to copy down.

The teacher’s comments:

What worked What hindered Action points
- ........................................... - ............................................... - ..........................................
- ........................................... - ............................................... - ..........................................

To the supermarket
Mom: I want to make an apple pie but I don’t have all the ingredients I need. So, go to the supermarket and buy
some.
Salim: Yes mom, what do you need?
Mom: I need some, apples, eggs, milk and flour.
Salim: Good morning, sir. Can you show me the way to the supermarket, please?
Policeman: Sure! Go straight along this street then turn right, the supermarket is between the bakery shop and
the restaurant.
Salim: Good morning, I’d love to buy some eggs, apples, milk and flour, please.
Assistant: Welcome! How many eggs and apples do you need?
Salim: I need 5 eggs and 1 kilo of apples.
Assistant: And how much milk and flour do you need?
Salim: I need a carton of milk and 2 bags of flour.
Assistant: Here you are.
Salim: How much do I owe you, sir?
Assistant: 800 DA.

To the supermarket
Mom: I want to make an apple pie but I don’t have all the ingredients I need. So, go to the supermarket and buy
some.
Salim: Yes mom, what do you need?
Mom: I need some, apples, eggs, milk and flour.
Salim: Good morning, sir. Can you show me the way to the supermarket, please?
Policeman: Sure! Go straight along this street then turn right, the supermarket is between the bakery shop and
the restaurant.
Salim: Good morning, I’d love to buy some eggs, apples, milk and flour, please.
Assistant: Welcome! How many eggs and apples do you need?
Salim: I need 5 eggs and 1 kilo of apples.
Assistant: And how much milk and flour do you need?
Salim: I need a carton of milk and 2 bags of flour.
Assistant: Here you are.
Salim: How much do I owe you, sir?
Assistant: 800 DA.

To the supermarket
Mom: I want to make an apple pie but I don’t have all the ingredients I need. So, go to the supermarket and buy
some.
Salim: Yes mom, what do you need?
Mom: I need some, apples, eggs, milk and flour.
Salim: Good morning, sir. Can you show me the way to the supermarket, please?
Policeman: Sure! Go straight along this street then turn right, the supermarket is between the bakery shop and
the restaurant.
Salim: Good morning, I’d love to buy some eggs, apples, milk and flour, please.
Assistant: Welcome! How many eggs and apples do you need?
Salim: I need 5 eggs and 1 kilo of apples.
Assistant: And how much milk and flour do you need?
Salim: I need a carton of milk and 2 bags of flour.
Assistant: Here you are.
Salim: How much do I owe you, sir?
Assistant: 800 DA.