Level: MS2 project 1

Sequence2: Me and my shopping Lesson : 1 listen and do Lesson focus: language learning.
Learning objective: By the end of this lesson my learners will be able to name and identify food items

Target competencies: Interact – Interpret – Produce. Domain: oral- written – both

Target structures: vocabulary related to food / present simple / some / any.
Material: flashcards- WB –books – realia ……….
Cross curricular competencies Core values
 Intellectual competency: -eat healthy food
 Can interpret verbal and non verbal messages messages
 Methodological competency: .
 He can mobilize his resources. -valuing traditional
 He can use strategies for listening and interpreting oral discourse. food
 Communicative competence: He can use a role play to communicate appropriately.
 Personal and social competencies: -Ability to socialize through oral exchanges.

Timing Framework and procedure focus Objectives Material VAK

g T

5mn Warm up: T-L -Identifying & flashcards V

T. interacts with learners to introduce the new sequence. defining
T. May show flashcards: Shop ,shopper, shopping, food -Prepare
Learners for
the new
vocabulary

10m Pre-listening T-L Naming, Flashcards V

n T. shows pictures to elicit vocabulary/introduce new lexis classifying A
related to the listening script. and
memorizing
food items

T .asks to classify them and form 4 groups

Teacher cleans the words one after another to help learners
memorize the words.
Prepare
learners for
T.shows a picture of couscous and asks listening
about the ingredients to prepare it.
While –listening
It ‘s Friday. Mahdi’s mother wants to prepare couscous. She
asks her son to buy the ingredients she needs .Help him to
write the shopping list.
Listening (1)
Task 1 Listen and write down the missing items in the
shopping list.(part1)
1 ………………………… 5 ……………………
2 - 2 kilos of potatoes 6 - …………….. Develop
3 ……………………. 7 - Bananas learners skill
4 -………slices of …………..…. of listening
25m Listening script L-L Listening VA
n script KT
Mum : We are having couscous for dinner, we have in the
fridge some courgettes ,string beans, chickpeas, carrots,
but we don’t have any lamb , chicken, potatoes and onions.
So, go and buy some.
Mehdi; How much do you want, mum?
Mum: 1 kilo of onions,2 kilos of potatoes, and don’t forget
to buy 3 slices of lamb neck and a chicken
Mahdi: What about fruit Mum?
Mum: Good boy! Buy some apples and some bananas. We
already have some tangerines and oranges in the fridge
Mehdi: Ok , Mum.

Task 2 Listen again and tick √ what Mahdi’s mother

has in her fridge
String beans √ Onions ×
Chickpeas √ Carrots√
Potatoes × Lamb ×
Chicken × Oranges √
Tangerines√ Bananas ×
Apples × courgettes√
Task 3:Ask and answer
Are there any string beans? Yes, there are some.
Are there any onions? No there are not any
T.asks to make sentences as the example
There are some string beans , but there aren’t any onions
Pupils practice then draw the rule
We use some in affirmative sentences
We use any in negative and interrogative sentences
Post listening: L-L To reinvest pictures VK
20m Mehdi is now at the market. Play the roles of Mehdi and his prior T
n that of the greengrocer and complete the dialogue.( use the knowledge/to
previous shopping list) produce a
Green grocer: Good morning ,can I help you? dialogue
Mahdi : Yes ,please., I’d like 2kilos of ...................................
…………………………………………………………………………………….......
Green grocer: Do you need ………………………………………..?
You: No, I don’t need ........... tangerines and apples, but I
need ............. ........................., and............. …......................
Green grocer: How much ,sir?
You : ..........kilo each. How much do I owe you ,sir?
Your partner:600 dinars.

The teacher’s comments

What worked What hindered Action points
……………………….. ……………………… ………………………
………………………. …………………….. …………………………….
Leve : MS2 Project one :
Sequence2: Me and my shopping Lesson 2 Lesson focus: language learning and use
Learning objective: By the end of this lesson each one of my learners should be able to ask and answer
about quantities.
Target competencies: Interact – Interpret – Produce
Domain: oral- written – both
Target structures: how much /how many/any /some/there is / there are
Material: flashcards- WB………….
Cross curricular competencies Core values
 Intellectual competency:
 Ability to interpret verbal and non verbal messages.  Eating healthy
 Methodological competency: food
 The learner use role play  valuing healthy
 He can assess his work and his peers. food ( vegetables-
 He can use strategies for listening and interpreting oral discourse.
fruit)
 Communicative competence: He can use a role play to communicate
appropriately.
 Personal and social competencies: -Ability to socialize through oral exchanges

Timing Framework and procedure Foc Objectives Material VAK

us T
5mn Warm-up: T- Warm up the Picture of VA
The learners greet their teacher/the teacher warmly L learners a cake
respond. WB
The teacher sticks a picture of a cake. And interacts with
learners: what’s this?
Do you like cakes?

10mn Pre-listening Introduce Flashcards VA

Which ingredients among the following we need to make a lexis that
cake? The teacher sticks other pictures and invites learners may impede
to listen, repeat and put a tick near the right ingredient. the learner’s
eggs a bar of chocolate a jar of jam understanding
/
To pave the
way
a bag of Flour a bag of sugar a cluster of
bananas apples

a carton milk butter kiwis baking powder

The learners exchange their answers to correct.
Teacher introduces and contrasts the words : number and
quantity / count and measure / partitives
20mn While listening: The teacher sets up the situation. T/ Develop WB AK
The mother of Sarah and Mehdi has a guest today ,she L learners’ Listening
wants to make some cakes and a traditional dish for dinner. skill of script
Ls. Listen to this script and check their answers above. listening
Mum: I ‘d like to make a cake, are there Introduce the
any eggs in the fridge? new
Sarah: We don’t have many. There are only 2 . How language
many eggs do we need? form through
Mum : we need 5 eggs. Is there any flour? a context.
Sarah : yes , there is some.
Mum : Is there any milk?
Sarah: No, there isn’t much.
Mum : So ,go to the supermarket and buy a carton of
milk, some chocolate, 2 apples and 2 bananas for
decoration, some sugar ,3 eggs and 2 kilos of flour
Sarah: How much sugar, mum?
Mum: 1 bag.
Task 2: I listen again and choose the right answer.
1) Are there any eggs in the fridge?
a) Yes, there are some b) No, there aren’t any.
2) How many eggs does she need?
a) She needs: a) 4 eggs b)5 eggs.
WB
3) Is there any milk in the fridge?
a) Yes,there is much milk b) No, there isn’t much.
4) How much sugar does the mum need?
a) She needs : a) 1 bag . b) 2 bags
a)She needs many bananas b) 2 bananas
Task 3: I listen again and complete the following table with
countable/ uncountable nouns of foods
Countable noun Uncountable noun

25mn Post-listening: L/
T. draws the pps’ attention on the use of : there is / are T
T. asks to match the two halves to complete : We use
Much to express a small quantity / number.
Many to express a big quantity.
Some to express a big number.
How much to ask about number.
How many to ask about quantity.
Task1. Choose the correct option:
1. There( is/ are )not (much /many) coffee in the cup.
2.( Is / Are) there ( some/any ) chocolate? L/
3. How ( much /many) bananas ( is / are) there ? T
4. There( isn’t/ aren’t) (some/ any) sugar left.
5. How( much/ many) pupils(is /are) there in your class? Worksheet
6. There( is/ are) ( some/any) special cakes for tea.
7. There( is/ are) two pairs of scissors on the table.
8. How ( much / many ) water ( is / are ) there?
Task2 Tasks 2/3 page:61(on their books )
To reinvest
Task 3:I Complete the dialogue with these words and act it
what he
out with my partner:
learnt to
How much / some / any / how many / are / is / some.
L/ produce a
You : ………......milk........there in the fridge?
L dialogue
Your partner: There isn't........
You : And ……...........apples and oranges..............there?
Your partner: There are a few apples and a ……..oranges.
You: Ok, we have to get................milk and..............apples.
Level: MS2 project one :

Sequence2 : Me and my shopping Lesson3 Lesson focus: language learning and use

Learning objective: By the end of this lesson each one of my learners should be able to ask and answer
about size, colour and price.(what size .? , what colour……..?, how much,

Target competencies: Interact – Interpret – Produce Domain: oral- written – both

Target structures: How much /what size- what colour…? Does it fit?
Material: flashcards, listening scripts, books , realia.

Cross curricular competencies Core values

 Intellectual competency: ability to interpret an oral text –develop listening  Raising the learner
strategies. Interpret verbal and non verbal awareness about
 Methodological competency: work in pairs ( ask and answer ie: interaction). the impact of other
– use strategies for listening. cultures/
 Communicative competence: Ability to communicate through oral  Raising his
exchanges. awareness about
 Personal and social competencies: -Ability to develop the attitude of
valuing money
friendship ( socializing)

timing Framework and procedure Focus Objectives Materials VAKT

5mn Warm-up: Step 1 T-L Recall WB VA
T. makes a quick review about colours , clothes and knowledge flashcards
numbers ( T shows pictures to help learners) related to
green colours,
Colours Clothes numbers
numbers and
clothes

dress three
5mn Step 2 T. may bring a T.shirt ( small or big size )and asks T-L Explain words - V
a pupil to put it on. T. asks : does it fit? Why? which may Flashcards
teacher may also show other pictures. impede
understanding
- Teach -Realia
vocabulary
related to
Shop assistant Size Price tag the listening
script
25mn Presentation: T-L Introduce the Listening A
Sandra is out for shopping in one of the oldest department new script
stores on oxford street. language
Task 1 I Listen to the dialogue between a shop assistant form in a
and Sandra and complete the dialogue. context.
shop assistant : good morning , can I help you ?
Sandra : yes , I’ m looking for a dress
Shop assistant: What size are you?
Sandra :Size 8 ,please
Shop assistant : what colour would you like ?
Sandra : I ‘ d like red , please..
Shop assistant : Here you are .
Sandra: It looks superb .How much is it , sir?
Shop assistant: £75
education-onec-dz.blogspot.com
25mn Task 2 I fill in the table Then answer the questions. L-L WB V
Cloth Size Colour Price

What does Sandra want to buy?

What size is it?
What colour is it?
How much is it?
The teacher highlights the rules 4,7 page57: To set the rule
1- To ask about the size of "clothes" or "shoes". We : how to
use the following questions: ask/answer
 What size are you? What size do you take?) about
To answer about the size of "clothes" or "shoes". We size,colour
can say: price
(I take (a) size … in shoes/ I'm a size … in clothes./ I
need extra-small (XS), small (S), medium (M), large (L),
extra-large (XL) size in clothes.)
2- To ask about the colour of "clothes" or "shoes".
We use the following questions:
(What colour is it?/ What colour do you want?/ What
colour do you prefer?/ What's your favourite colour? )
It is dark blue / light blue /dark brown / light brown
3- To ask about price, we use:
How much is it /are they? How much does it/ do they
cost? How much do I owe you?
Practice
Task 1: Guided practice :learners use the table to play roles
Clothes Size Colour price

shirt
36 / S Green 2000 DA To reinvest/to
produce a
Jeans 36 / S Blue 2500 DA dialogue

Jumper 40/L Purple 1800 DA

Task 2 free practice : learners play roles and give their own
examples
Produce: You are shopping
Play the roles of a shopper and that of a shop
assistant and write a short dialogue to ask and answer
about size, colour and price
Shop assistant:………………………….. Can I…….?
Me:Yes, please. I………………………………..
...
 Level : 2 MS Project1
Sequence 2: Me and my shopping Lesson 5 PPU Lesson focus: Lge learn & Use
Learning Objective(s): By the end of the lesson,the learners should be able to devise a neighbourhood street
map / locate and show the way to amenities using: Imperative, prepositions and adverbs of place
Competency (ies) targeted : interact, interpret, produce
Domain : both: Oral / Written
Language tools (target structures): Imperative: Verb+……/Don’t+ verb+…….
Prepositions of location: opposite – next to-near ……
Material(s): leartners’ textbook-
Cross-curricular Competencies: Core Values:
o Intel Comp: ability to interpret verbal and non verbal messages  Respecting road signs and
o Metho Comp: ability to work in pairs or groups valuing them
o Commu Comp: ability to use dialogues to communicate
o Personal and social Comp: ability to socialize through oral and
written exchanges.

VA
Time Framework and procedure focus Objectives Aids
KT
10mn Warm Up v
T. sticks on the board a picture of a town map then asks the To Pictures
following questions brainstorm
What does the picture represent? T/L the topic
Is it in Algeria?
Where is it, then?
What can you see in it?
T. introduces other amenities by showing pictures /asking
questions.
To raise
LLs’
interest in
the topic

T/L

T. shows some road signs and elicits from learners words

related to them.

presentation
20mn
T. sets the following task on the board.
Task1: I listen and choose the right answer.
To Script
1- John is looking for a …………….. L/L
a) shoe shop b) clothing shop c) a supermarket. introduce A
2- john …………….the way the new
a)knows b)doesn’t know language
3- The clothing shop is ………….. form in a
a)On the right b)on the left c) at the corner. context.
4- it’s ………………………a restaurant.
a) Next to b) opposite c) behind.
 L/L
John : excuse me, is there a clothing shop near here ?
Peter: yes. There is one and its clothes are great .
John : Can you show me the way, please?
Peter: certainly. Go along this road then turn right into
Pond Street. The shop is on the left, next to an Italian
restaurant.
John: thank you .
Peter: You are welcome.

T.draws the leaners’ attention on the verb forms and subject in

:Go along and turn right and introduces the imperative:
positive and negative forms
T. highlights the rule about asking for directions/the way and State
giving the way. Page 58 the rule
Asking for Giving directions Locating.
directions
Can you tell Go along…Turn... Next to- near- far
/show me the Walk straight from-opposite-
way to..? on…don’t turn behind - between Road
Is there… near Take the first. at the corner of- map
here ,please? Start from across from
15mn Practice:
Match the two halves to get instructions , then make them
negative

Go from.
Turn straight on.
Walk the third turning on the left
Take along.
Start left /right.
Up/ down…

T. sticks on the board the following road map and asks learners
to write short dialogues asking for and showing the way to Enable
( café- supermarket…..) learners to
ask for and
15mn give
directions

Use:
T. sets the following task on the board I want to go to the bank
, but I don’t know the way. I ask a policeman to give me apply what
directions. I complete the dialogue.
they have
Me : excuse me. How ………… ……………..the bank, please?
Policeman: It’s not very ……………….. here. First, learnt
…………. the Blue Street. …….., just walk straight , ……..the
third turning on the ………….. It’s …………...the train station.
Sandra: ……………….,sir.
Policeman: You are welcome.
T. asks her learners to act out the dialogue then copy down their
lesson.
 Level : 2 MS Project one
Sequence 2: Me and my shopping Lesson 5 I pronounce PPU Lesson focus: Lge. learning & Use
Learning Objective(s By the end of this lesson my learners will be able to act out a dialogue to order a meal
at the restaurant with correct pronunciation of ‘’l ‘’and ‘’ r’’ .
Competency (ies) targeted : interact, interpret, produce

Domain : both: Oral / Written education-onec-dz.blogspot.com

Language tools (target structures): Are you ready? would you like , please

Material(s): learners’ textbook

Cross-curricular Competencies: Core Values:
o Intel Comp: The leaner can interpret and identify sounds  A good conduct
He can interpret verbal and non-verbal messages  Being polite.
o Metho Comp: ability to work in pairs or groups
He can assess his work and his peers  Openness to other
He can develop effective study methods, mobilise his people.(socializing)
resources efficiently and manage his time rationally
o Commu Comp: ability to use dialogues to communicate
Personal and social Comp: ability to socialize through oral
and written exchanges.

Time Framework Procedure Focus Aims Materi Vak

al t
A quick revision about how to pronounce
5mn Stage one Consonants and vowels.
Presentation
T. writes the following dialogue on the board then
1 V
reads it /invites her learner to focus on r and l:
15mn To identify the W A
waiter: Are you ready to order Sir?
T/L targeted board
customer: Yes, I am. I would like some roasted sounds. +
vegetables and mushroom burgers and some salad course
please? book +
waiter: Would you like anything to drink with your free A/V
meal? dialog
customer: a bottle of water and some apple juice. ue
After the Meal
waiter: Would you like to see the dessert menu.
customer: No thanks, can I have the bill please.
To set the
Task one: T. invites learners to listen and sort out
T/L rules of the
the words in which the r is pronounced and not
silent r
pronounced
r is pronounced r is not pronounced

the teacher highlights the rule:

I don’t pronounce the r (the r is silent) : T/L
when it come after a vowel at the end of the word
I pronounce the r
a)when it comes in the beginning of the word like: .
b) when it comes after a consonant
c)when it comes between 2 vowels.
10mn Presentation Task 2 : task 5 page:54
2 the teacher reads the dialogue again and invites To identify
learners to focus on the L how it is pronounced in The target
the following words: sounds (the
T/L darl/ clear l)
help like apple please
│ │ │ │
/ɫ/ /l/ /ɫ/ /l/
the teacher highlights the rules of the dark / clear L: To set the
1) L is pronounced a clear l /l/when it comes before rules
a vowel in initial /mid position .
2)It is pronounced darl l/ɫ/ when it comes in :
a) the final position .
Practice b ) the mid position before a consonant.
15mn
To reinforce
Task 1 : I pronounce the following oral act) and
lip - pill/ lick- kill/ let – tell /lime- mile/ late- tale/ consolidate
Task 2 : Task 1 page 53 (’written) the
Task 3 Task 5page 54 Written pronunciation
Use
Task 3page 53 the learners complete with the right
15mn
phonetic symbol : /ɫ/ or/l / and cross out the silent L/L
R then act out the dialogue in front of their classmates /
their classmates correct them.
Leve : MS2 project one:

Sequence2: Me and my shopping Lesson 6:I read and do Lesson focus: Reading
Learning objective: By the end of the lesson, learners will be able to sort out information from the text
to do a series of tasks
Target competencies: Interact – Interpret – Produce
Domain: oral- written – both
Target structures: the present simple tense- lexis related to shopping places
Material: ,WB, books , pupils’ copy-books ,………..
Cross curricular competencies Core values
Intellectual competency: He can use his critical thinking when gathering -Valuing money when
information. . The learner can interpret a verbal and non-verbal messages shopping
Methodological competency:
- He can mobilize his resources and manage his time. He can assess himself -Learning how to
-He can develop effective reading strategies spend it reasonably on
-He can share information with the whole class. necessary and useful
Communicative competence: Ability to communicate through oral exchanges. things.
He can face an audience.
Personal and social competencies: -Ability to develop the attitude of friendship (
socializing through oral exchanges).
timing Framework and procedure Focus Objectives Material VA
KT
5mn Warm-up T -L
teacher makes a quick review about clothes, using what to reinforce
he and the learners are wearing. the previous
What is this? what colour is it? The teacher lexis and
Can use pictures to talk about other clothes. familiarize
learners
with the
new
vocabulary
related to
Tie Scarf Tank top mitten sweater toque coat clothes

5mn Pre-reading. T- L Introduce VA

T. shows other pictures and asks to interpret them. the situation

VT
flashcards K
casual clothes Suit funerals /Sports clothes
Do you always wear the same clothes? WB
In which season do we put on mitten /gloves?
Do people always wear suits? for which occasion do
people wear suits? familiarize
What do you wear on school days? pps with the
Sports clothes, casual clothes or suits? new
Do you feel comfortable when you wear high heels? vocabulary
Where can you do the shopping?
Where does money come from? does it grow on trees?

Mall
 While –reading
T. asks pupils to open their books on page 68, invites Interpret
them to read the text and do the tasks: L-L A written
message/ Books. KT
Task one: I read the text and choose (a), (b) or (c) to
20mn complete the sentences:
1- Every Saturday, the two children and their
friends go to:
a) the mall b)the supermarket
c)the shop
2- On formal occasions, Stan likes to wear:
Read to get
a)jeans and T-shirts b)suit c)sports wear
information
3- In winter, the children wear:
a)sandals b) coats c) shorts
Scanning
Task two: I read the text and write ‘True’ or ‘False’:
1- Lily does not like to wear pants
2- On weekends, they go walking in the mountains
3- Lily buys a black belt and a blue dress

Task three: I read the text and answer the questions:

1- When do the children and their friends go to the
mall?
2- Does Lily love wearing casual clothes and sporty
clothes?
Task four: a) Find in the text words that closest in
meaning to the following
Like = supermarket= put on =
b) Find in the text words that opposite in the
meaning to the following
Hot ≠ informal ≠ uncomfortable ≠
15mn Post- reading L-L WB VA
Teacher asks the learners to complete the reading develop KT
notes on p 68. effective
reading
strategies
Leve : MS2 project one:

Sequence2: Me and my shopping Lesson 7:I learn to integrate Lesson focus: writing.
Learning objective: By the end of this lesson my learners should be able to demonstrate their
understanding by writing a report about their shopping in another town in Algeria or in another
country.
Target competencies: Interact – Interpret – Produce
Domain: oral- written – both
Target structures: the present simple tense- lexis related to shopping places
Material: WB, books - pupils’ copybooks ,………..
Cross curricular competencies Core values
 Intellectual competency:  Valuing travelling
 He can use his critical thinking when gathering information.  A good conduct
 He can show creativity when producing oral and written messages.  Being polite.
Methodological competency:  Openness to other
 He can mobilize his resources and manage his time.
people.(socializing)
 He can share information with the whole class.
 Communicative competence: Ability to communicate through oral
exchanges. He can use technology such as blogs website pages.to interact
with learners of other cultures.
 Personal and social competencies: -Ability to develop the attitude of
friendship ( socializing through oral exchanges).
timing Framework and procedure Focus Objectives Material VA
KT
5mn Warm-up T –L Recall
T. interacts with her learners about shopping. previous
Do you like shopping? knowledge
Where do you generally go shopping?
Do you like shopping for clothes or shoes…?
Do you go shopping in another town in Algeria?
15mn Pre-writing T- L Introduce Learners’ VA
T. asks her learners to open their books page 71. Tr the situation books
introduces the situation and explains the new words
The learner needs to answer the key questions on VT
page71/check the listening tasks WB K
20mn While –writing L-L Enable Learners’ KT
T. asks her learners to write their first draft(individual learners to rough copy
work reinvest all books.
T. moves round the class and provides help to her what they
learners. have seen
T. asks hers learners to work in pairs and help each and write a
other to improve their work report.
T. asks them to to revise and edit ie. correct their
mistakes and pay attention to the spelling mistakes
and punctuation…
15mn Post- writing ( publishing) L-L WB VA
T. asks some of her learners to read in front of the KT
class. Assess
T. chooses one and write it on the board, then correct others’
the mistakes together work
Learners are asked to write down their lesson.
Level : MS2 project one:

Sequence2: Me and my shopping Lesson 8:I think and write Lesson focus: writing.
Learning objective: By the end of this lesson my learners should be able to demonstrate their
understanding by writing a report about their shopping in another town in Algeria or in another
country.
Target competencies: Interact – Interpret – Produce
Domain: oral- written – both
Target structures: The present simple tense- lexis related to shopping places
Material: WB, books , pupils’ copybooks ,………..
Cross curricular competencies Core values
Intellectual competency:  Valuing travelling
He can use his critical thinking when gathering information.  A good conduct
He can show creativity when producing oral and written messages.  Being polite.
Methodological competency:
 Openness to other
He ca mobilize his resources and manage his time.
He can share information with the whole class. people.(socializing)
Communicative competence: Ability to communicate through oral
exchanges. He can use technology such as blogs website pages..to interact
with learners of other cultures.
Personal and social competencies: -Ability to develop the attitude of
friendship ( socializing through oral exchanges).
timing Framework and procedure Focus Objectives Material VA
KT
5mn Warm-up T -L Recall
T. interacts with her learners about shopping. previous
Do you like shopping? knowledge
Where do you generally go shopping?
Do you like shopping for clothes or shoes…?
Do you go shopping in another town in Algeria?
15mn Pre-writing T- L Introduce Learners’ VV
T. asks her learners to open their books page 71. the situation books TK
T. introduce s the situation and explains new words
The learner needs to answer the key questions on
page71/check the listening tasks WB

20mn While –writing L-L Enable Learners’ KT

T. asks her learners to write their first draft(individual learners to rough copy
work reinvest all books.
T moves round the class and provides help to her what they
learners. have seen
T. asks hers learners to work in pairs and help each and write a
other to improve their work report.
T. asks them to revise and edit ie. correct their
mistakes and pay attention to the spelling mistakes
and punctuation…
15mn Post- writing ( publishing) L-L WB VA
T. asks some of her learners to read in front of the KT
class. Assess
T. chooses one and write it on the board, then correct others’
the mistakes together work
Learners are asked to write down their lesson.
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