{"id":10767,"date":"2016-11-22T19:06:48","date_gmt":"2016-11-22T18:06:48","guid":{"rendered":"http:\/\/www.cheri3a.com\/edu\/?p=10767"},"modified":"2016-11-22T19:06:48","modified_gmt":"2016-11-22T18:06:48","slug":"10767-2","status":"publish","type":"post","link":"https:\/\/www.cheri3a.com\/edu\/10767-2\/","title":{"rendered":"\u0627\u062e\u062a\u0628\u0627\u0631 \u0627\u0644\u0641\u0635\u0644 \u0627\u0644\u0623\u0648\u0644 \u0641\u064a \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u0627\u0646\u062c\u0644\u064a\u0632\u064a\u0629 \u0644\u0644\u0633\u0646\u0629 3 \u0645\u062a\u0648\u0633\u0637 \u0627\u0644\u0646\u0645\u0648\u0630\u062c 16"},"content":{"rendered":"

\u0627\u062e\u062a\u0628\u0627\u0631 \u0627\u0644\u0641\u0635\u0644 \u0627\u0644\u0623\u0648\u0644 \u0641\u064a \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u0627\u0646\u062c\u0644\u064a\u0632\u064a\u0629 \u0644\u0644\u0633\u0646\u0629 3 \u0645\u062a\u0648\u0633\u0637 \u0627\u0644\u0646\u0645\u0648\u0630\u062c 16<\/em><\/h3>\n

\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
\n

Teacher<\/b><\/u><\/span>: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

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Level<\/b><\/u><\/span>: 3 A.M.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

File<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n

\n

Sequence<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n

\n

Lesson<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

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Function<\/b><\/u><\/span>: Greetings & Introducing people <\/b><\/span><\/p>\n<\/td>\n

\n

Leg. Form<\/b><\/u><\/span>: Present Simple (to be)<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

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N. Lexis<\/b><\/u><\/span>: How do you do?, Great to see you<\/b><\/span><\/p>\n<\/td>\n

\n

V. Aids<\/b><\/u><\/span>: Pictures, C.B and gestures. <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Objective<\/b><\/u><\/span>: Greeting and introducing people. <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
\n

Procedure<\/b><\/p>\n<\/td>\n

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Pupils\u2019 task<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Stage one: <\/b><\/span><\/span>Warm-up<\/b><\/u><\/span><\/span><\/p>\n

T. greets the pps ( Good morning, afternoon, hello, how are you, etc \u2026 ) <\/b><\/span><\/p>\n

Stage two: <\/b><\/span><\/span>Listen & Speak <\/b><\/u><\/span><\/span> <\/b><\/p>\n

Step 1 :<\/b><\/i><\/span> T. asks the pupils to greet themselves.<\/b><\/span><\/p>\n

Step 2 :<\/b><\/i><\/span> T. shows a picture ( handshake ) and asks :<\/b><\/span><\/p>\n

What are they doing ?<\/b><\/span><\/p>\n

Step 3 :<\/b><\/i><\/span> T. acts the role play.<\/b><\/span><\/p>\n

John<\/b><\/u><\/i><\/span> : Hello, How are you Jack ?<\/b><\/span><\/p>\n

Jack<\/b><\/u><\/i><\/span> : <\/b><\/span>Fine, thanks<\/b><\/u><\/span>. And you ?<\/b><\/span><\/p>\n

John<\/b><\/u><\/i><\/span> : <\/b><\/span>Very well<\/b><\/u><\/span>. Thank you. Jack ! <\/b><\/span>This is Peter<\/b><\/u><\/span>. Our new friend.<\/b><\/span><\/p>\n

Jack<\/b><\/u><\/i><\/span> : <\/b><\/span>Nice to meet you<\/b><\/u><\/span>, Peter.<\/b><\/span><\/p>\n

Peter<\/b><\/u><\/i><\/span> : <\/b><\/span>Glad to meet you<\/b><\/u><\/span>, Jack.<\/b><\/span><\/p>\n

Stage Three: <\/b><\/span><\/span>Practise<\/b><\/u><\/span><\/span><\/p>\n

Step 1 :<\/b><\/i><\/span> T. gives other expressions and asks the pps to use them correctly:<\/b><\/span><\/p>\n

    \n
  • \n

    O.K \u2013 Great \u2013 Bad \u2013 Not great.<\/b><\/p>\n<\/li>\n

  • \n

    Can I introduce\u2026?\/ I\u2019d like to introduce\u2026,May I introduce\u2026?<\/b><\/span><\/p>\n<\/li>\n

  • \n

    Great to see you \/ Nice to see you.<\/b><\/span><\/p>\n<\/li>\n

  • \n

    How do you do ? \/ Pleased to meet you.<\/b><\/p>\n<\/li>\n<\/ul>\n

    Step 2 :<\/b><\/i><\/span> T. guides and controls.<\/b><\/span><\/p>\n

    Stage four: <\/b><\/span><\/span>Produce<\/b><\/u><\/span><\/span><\/p>\n

    Step 1 :<\/b><\/i><\/span> T. writes a dialogue and asks the pps to complete it.<\/b><\/span><\/p>\n

    A :<\/b><\/i><\/span><\/span> Good morning <\/b><\/span>B <\/b><\/i><\/span><\/span>. How ___________________________ ?<\/b><\/span><\/p>\n

    B :<\/b><\/i><\/span><\/span> Very _________________ . And you ?<\/b><\/span><\/p>\n

    A :<\/b><\/i><\/span><\/span> _______________________________________________<\/b><\/span><\/p>\n

    B :<\/b><\/i><\/span><\/span> I\u2019d like to ___________ our new friend <\/b><\/span>C<\/b><\/i><\/span><\/span> .<\/b><\/span><\/p>\n

    A :<\/b><\/i><\/span><\/span> Nice _______________ you, <\/b><\/span>C<\/b><\/i><\/span><\/span> .<\/b><\/i><\/span><\/p>\n

    C :<\/b><\/i><\/span><\/span> ___________________ you, <\/b><\/span>B<\/b><\/i><\/span><\/span> .<\/b><\/span><\/p>\n

    Step 2 :<\/b><\/i><\/span> Correction then reading aloud.<\/b><\/span><\/p>\n<\/td>\n

\n

Pps answer<\/b><\/p>\n

Pps do and repeat<\/b><\/p>\n

Pps try and guess<\/b><\/p>\n

Pps listen and repeat<\/b><\/p>\n

Pps practise in pairs several times.<\/b><\/p>\n

Pps try to do the activity.<\/b><\/p>\n

Pps read.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
\n

Teacher<\/b><\/u><\/span>: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

\n

Level<\/b><\/u><\/span>: 3 A.M.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

File<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n

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Sequence<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n

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Lesson<\/b><\/u><\/span>: 02<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

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Function<\/b><\/u><\/span>: Describing physical appearance.<\/b><\/span><\/p>\n<\/td>\n

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Leg. Form<\/b><\/u><\/span>: What\u2019s someone like ?<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

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N. Lexis<\/b><\/u><\/span>: Adjectives ( shy, clever, intelligent etc\u2026 ) <\/b><\/span><\/p>\n<\/td>\n

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V. Aids<\/b><\/u><\/span>: Pictures, C.B and gestures. <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Objective<\/b><\/u><\/span>: Describing physical appearance. <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
\n

Procedure<\/b><\/p>\n<\/td>\n

\n

Pupils\u2019 task<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Stage one: <\/b><\/span><\/span>Warm-up<\/b><\/u><\/span><\/span><\/p>\n

Revision about Sally\u2019s family. <\/b><\/span><\/p>\n

    \n
  • \n

    Who\u2019s Bill ? How is he ?<\/b><\/p>\n<\/li>\n

  • \n

    Who\u2019s Liz ? Is she clever ?<\/b><\/p>\n<\/li>\n

  • \n

    Who\u2019s Tina ? Is she tall ? <\/b><\/p>\n<\/li>\n<\/ul>\n

    Stage two: <\/b><\/span><\/span>Listen & Speak<\/b><\/u><\/span><\/span> <\/b><\/p>\n

    Step 1 :<\/b><\/i><\/span> T. writes a dialogue on C.B :<\/b><\/span><\/p>\n

    Sally<\/b><\/u><\/i><\/span> : Hello, Jack. You look happy today.<\/b><\/span><\/p>\n

    Olga<\/b><\/u><\/i><\/span> : Yes, indeed . I\u2019ve a new friend.<\/b><\/span><\/p>\n

    Sally<\/b><\/u><\/i><\/span> : Really ? What\u2019s her name ?<\/b><\/span><\/p>\n

    Olga<\/b><\/u><\/i><\/span> : Jill . Jill Smith.<\/b><\/span><\/p>\n

    Sally<\/b><\/u><\/i><\/span> : What\u2019s she like ? <\/b><\/span><\/p>\n

    Olga<\/b><\/u><\/i><\/span> : She is very intelligent.<\/b><\/span><\/p>\n

    Step 2 :<\/b><\/i><\/span> T. asks the pps to read in pairs.<\/b><\/span><\/p>\n

    Stage Three: <\/b><\/span><\/span>Practise<\/b><\/u><\/span><\/span><\/p>\n

    Step 1 :<\/b><\/i><\/span> T. gives cues and asks the pps to use them correctly.<\/b><\/span><\/p>\n

      \n
    • \n

      Shy \u2013 serious \u2013 polite \u2013 cheerful \u2013 crazy.<\/b><\/p>\n<\/li>\n<\/ul>\n

      Stage four: <\/b><\/span><\/span>Produce<\/b><\/u><\/span><\/span><\/p>\n

      Step 1 :<\/b><\/i><\/span> T. writes a dialogue and asks the pps to complete it.<\/b><\/span><\/p>\n

      A :<\/b><\/i><\/span><\/span> Hello, __________. You look happy.<\/b><\/span><\/p>\n

      B :<\/b><\/i><\/span><\/span> Yes, indeed. I\u2019ve a new friend.<\/b><\/span><\/p>\n

      A :<\/b><\/i><\/span><\/span> Really ? What\u2019s _________________ name ?<\/b><\/span><\/p>\n

      B :<\/b><\/i><\/span><\/span> _____________________________________________ .<\/b><\/span><\/p>\n

      A :<\/b><\/i><\/span><\/span> What\u2019s __________________________ like ?<\/b><\/span><\/p>\n

      B :<\/b><\/i><\/span><\/span> ________________ very ________________________ .<\/b><\/span><\/p>\n

      Step 2 :<\/b><\/i><\/span> Correction then reading aloud.<\/b><\/span><\/p>\n<\/td>\n

\n

Pps answer the questions.<\/b><\/p>\n

Pps listen<\/b><\/p>\n

Pps do & repeat <\/b><\/p>\n

Pps play the roles<\/b><\/p>\n

Pps do<\/b><\/p>\n

Pps do. <\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
\n

Teacher<\/b><\/u><\/span>: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

\n

Level<\/b><\/u><\/span>: 3 A.M.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

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File<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n

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Sequence<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n

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Lesson<\/b><\/u><\/span>: 03<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

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Function<\/b><\/u><\/span>: Describing physical appearance.<\/b><\/span><\/p>\n<\/td>\n

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Leg. Form<\/b><\/u><\/span>: To be, to have in the present simple.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

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N. Lexis<\/b><\/u><\/span>: and, but, because, etc\u2026<\/b><\/span><\/p>\n<\/td>\n

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V. Aids<\/b><\/u><\/span>: Pictures, C.B and gestures. <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

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Objective<\/b><\/u><\/span>: Describing physical appearance. <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
\n

Procedure<\/b><\/p>\n<\/td>\n

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Pupils\u2019 task<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

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Stage one: <\/b><\/span><\/span>Warm-up<\/b><\/u><\/span><\/span><\/p>\n

T. asks the pps different questions :<\/b><\/span><\/p>\n

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  • \n

    What\u2019s your name ? How old are you ?<\/b><\/p>\n<\/li>\n

  • \n

    Have you got a new friend ? What\u2019s he \/ she like ?<\/b><\/p>\n<\/li>\n<\/ul>\n

    Stage two: <\/b><\/span><\/span>Listen & Speak<\/b><\/u><\/span><\/span> <\/b><\/p>\n

    Step 1 :<\/b><\/i><\/span> T. writes a dialogue on C.B .<\/b><\/span><\/p>\n

    Lydia<\/b><\/u><\/i><\/span> : Hello, Susan. You look happy today. What\u2019s up ?<\/b><\/span><\/p>\n

    Susan<\/b><\/u><\/i><\/span> : I have a new teacher of English.<\/b><\/span><\/p>\n

    Lydia<\/b><\/u><\/i><\/span> : What\u2019s his name ?<\/b><\/span><\/p>\n

    Susan<\/b><\/u><\/i><\/span> : M<\/b><\/span>r<\/b><\/span><\/sup> Green.<\/b><\/span><\/p>\n

    Lydia<\/b><\/u><\/i><\/span> : Is he severe ?<\/b><\/span><\/p>\n

    Susan<\/b><\/u><\/i><\/span> : No, he isn\u2019t . He is easy going and very helpful.<\/b><\/span><\/p>\n

    Lydia<\/b><\/u><\/i><\/span> : Do you have class, now ?<\/b><\/span><\/p>\n

    Susan<\/b><\/u><\/i><\/span>: No. Because our teacher of Maths is absent today.<\/b><\/span><\/p>\n

    Lydia<\/b><\/u><\/i><\/span> : You\u2019re lucky. Goodbye Susan.<\/b><\/span><\/p>\n

    Step 2 :<\/b><\/i><\/span> T. asks the pps to read the dialogue in pairs.<\/b><\/span><\/p>\n

    Stage Three: <\/b><\/span><\/span>Practise<\/b><\/u><\/span><\/span><\/p>\n

    Step 1 :<\/b><\/i><\/span> T. gives different cues then asks the pps to act the dialogue.<\/b><\/span><\/p>\n

    The cues<\/b><\/u><\/span> :<\/b><\/span><\/p>\n

      \n
    • \n

      M<\/b><\/span>rs<\/b><\/span><\/sup> White \/ polite \/ cheerful.<\/b><\/span><\/p>\n<\/li>\n

    • \n

      M<\/b><\/span>r<\/b><\/span><\/sup> Brown \/ strict \/ serious.<\/b><\/span><\/p>\n<\/li>\n<\/ul>\n

      Stage four: <\/b><\/span><\/span>Produce<\/b><\/u><\/span><\/span><\/p>\n

      Step 1 :<\/b><\/i><\/span> T. writes a dialogue and asks the pps to complete it.<\/b><\/span><\/p>\n

      A :<\/b><\/i><\/span><\/span> Hello.<\/b><\/span><\/p>\n

      B :<\/b><\/i><\/span><\/span> Hi, __________________. How are you ?<\/b><\/span><\/p>\n

      A :<\/b><\/i><\/span><\/span> _____________________. I\u2019ve got a headache.<\/b><\/span><\/p>\n

      B :<\/b><\/i><\/span><\/span> Sure. You look __________________________ .<\/b><\/span><\/p>\n

      A :<\/b><\/i><\/span><\/span> Are you going to see the doctor ?<\/b><\/span><\/p>\n

      B :<\/b><\/i><\/span><\/span> _______________________________________ .<\/b><\/span><\/p>\n

      Step 2 :<\/b><\/i><\/span> Correction then reading aloud.<\/b><\/span><\/p>\n<\/td>\n

\n

Pps answer the questions.<\/b><\/p>\n

Pps follow and listen.<\/b><\/p>\n

Pps do several times.<\/b><\/p>\n

Pps practise in pairs.<\/b><\/p>\n

Pps try and do.<\/b><\/p>\n

Pps do.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
\n

Teacher<\/b><\/u><\/span>: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

\n

Level<\/b><\/u><\/span>: 3 A.M.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

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File<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n

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Sequence<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n

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Lesson<\/b><\/u><\/span>: 04<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

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Function<\/b><\/u><\/span>: <\/b><\/span><\/p>\n<\/td>\n

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Leg. Form<\/b><\/u><\/span>: and \/ but<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

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N. Lexis<\/b><\/u><\/span>: fortune, teller <\/b><\/span><\/p>\n<\/td>\n

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V. Aids<\/b><\/u><\/span>: Pictures, C.B and gestures. <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

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Objective<\/b><\/u><\/span>: Correct use of : and \u2013 but . <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
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Procedure<\/b><\/p>\n<\/td>\n

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Pupils\u2019 task<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Stage one: <\/b><\/span><\/span>Warm-up<\/b><\/u><\/span><\/span><\/p>\n

T. introduces \u201ca fortune \u2013 teller\u201d in a situation ( picture ).<\/b><\/span><\/p>\n

Fortune \u2013 teller<\/b><\/u><\/span> : You are kind <\/b><\/span>and<\/b><\/u><\/span> intelligent <\/b><\/span>but<\/b><\/u><\/span> you are sometimes anxious ( worried ). You like travelling <\/b><\/span>and<\/b><\/u><\/span> you are interested in sports. <\/b><\/span><\/p>\n

Stage two: <\/b><\/span><\/span>Reading <\/b><\/u><\/span><\/span> <\/b><\/p>\n

Step 1 :<\/b><\/i><\/span> T. writes act 1 p 18 on C.B, then asks the pps to read text <\/b><\/span><\/p>\n

\u2116 1 p 19. \u201cDaniel Radcliffe\u201d<\/b><\/span><\/p>\n

Step 2 :<\/b><\/i><\/span> Correction of the activity.<\/b><\/span><\/p>\n

Stage Three: <\/b><\/span><\/span>Post Reading<\/b><\/u><\/span><\/span><\/p>\n

Step 1 :<\/b><\/i><\/span> T. writes an act on C.B, then asks the pps to fill in the gaps.<\/b><\/span><\/p>\n

Fill in the gaps with<\/b><\/u><\/span> : ( and \u2013 but \u2013 like \u2013 dislike ).<\/b><\/span><\/p>\n

    \n
  1. \n

    Tom is messy _____________he works hard.<\/b><\/span><\/p>\n<\/li>\n

  2. \n

    Jane is intelligent _____________ kind.<\/b><\/p>\n<\/li>\n

  3. \n

    Peter and John are helpful _____________ nervous.<\/b><\/p>\n<\/li>\n

  4. \n

    I _____________swimming but I ____________ playing volley-ball.<\/b><\/p>\n<\/li>\n<\/ol>\n

    Step 2 :<\/b><\/i><\/span> Correction on C.B.<\/b><\/span><\/p>\n

    Stage four: <\/b><\/span><\/span>Produce<\/b><\/u><\/span><\/span>:<\/b><\/span><\/span><\/p>\n

    Teacher asks the pps to give free examples using :<\/b><\/span><\/p>\n

    ( and \u2013 but \u2013 like \u2013 dislike ).<\/b><\/span><\/p>\n<\/td>\n

\n

Pps listen<\/b><\/p>\n

Pps do<\/b><\/p>\n

Pps do<\/b><\/p>\n

Pps do<\/b><\/p>\n

Pps try and do.<\/b><\/p>\n

Pps do.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
\n

Teacher<\/b><\/u><\/span>: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

\n

Level<\/b><\/u><\/span>: 3 A.M.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

File<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n

\n

Sequence<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n

\n

Lesson<\/b><\/u><\/span>: 05<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Function<\/b><\/u><\/span>: Describing people .<\/b><\/span><\/p>\n<\/td>\n

\n

Leg. Form<\/b><\/u><\/span>: Present Simple <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

N. Lexis<\/b><\/u><\/span>: <\/b><\/span><\/p>\n<\/td>\n

\n

V. Aids<\/b><\/u><\/span>: Pictures, C.B and gestures. <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Objective<\/b><\/u><\/span>: Describing someone. <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
\n

Procedure<\/b><\/p>\n<\/td>\n

\n

Pupils\u2019 task<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Stage one: <\/b><\/span><\/span>Warm-up<\/b><\/u><\/span><\/span><\/p>\n

T. creates a short story about Djeha.<\/b><\/span><\/p>\n

T. asks questions :<\/b><\/p>\n

    \n
  • \n

    Who is he ?<\/b><\/span><\/p>\n<\/li>\n

  • \n

    What\u2019s he like ?<\/b><\/p>\n<\/li>\n

  • \n

    What has he got ?<\/b><\/p>\n<\/li>\n<\/ul>\n

    Stage two: <\/b><\/span><\/span>Reading<\/b><\/u><\/span><\/span> <\/b><\/p>\n

    Step 1 :<\/b><\/i><\/span> T. asks the pupils to open their books on p :20.<\/b><\/span><\/p>\n

    T. reads text <\/b><\/span>1<\/b><\/i><\/span> and text <\/b><\/span>3<\/b><\/i><\/span><\/p>\n

    Step 2 :<\/b><\/i><\/span> T. asks the pupils to read the two texts silently and do act 4 p 20.<\/b><\/span><\/p>\n

    Step 3 :<\/b><\/i><\/span> Correction of act 4 p 20.<\/b><\/span><\/p>\n

    Stage Three: <\/b><\/span><\/span>Post Reading<\/b><\/u><\/span><\/span> <\/b> ( Write )<\/b><\/i><\/span><\/span><\/p>\n

    Step 1 :<\/b><\/i><\/span> Choose one of these famous persons then describe <\/b><\/span><\/p>\n

      \n
    • \n

      Charlie Chaplin \u2013 M<\/b><\/span>r<\/b><\/span><\/sup> Beans \u2013 The cartoon \u201cFulla\u201d .<\/b><\/span><\/p>\n<\/li>\n<\/ul>\n

      Step 2 :<\/b><\/i><\/span> T. asks the pupils to read their paragraphs.<\/b><\/span><\/p>\n

      Stage four: <\/b><\/span><\/span>Homework <\/b><\/u><\/span><\/span><\/p>\n

      Describe yourself in a short paragraph.<\/b><\/p>\n<\/td>\n

\n

Pps listen<\/b><\/p>\n

– Djeha<\/b><\/p>\n

– A funny person<\/b><\/p>\n

– A small spoken donkey.<\/b><\/p>\n

Pps listen<\/b><\/p>\n

Pps do<\/b><\/p>\n

Pps do<\/b><\/p>\n

Pps do.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
\n

Teacher<\/b><\/u><\/span>: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

\n

Level<\/b><\/u><\/span>: 3 A.M.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

File<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n

\n

Sequence<\/b><\/u><\/span>: 02<\/b><\/span><\/p>\n<\/td>\n

\n

Lesson<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Function<\/b><\/u><\/span>: Making and answering requests. <\/b><\/span><\/p>\n<\/td>\n

\n

Leg. Form<\/b><\/u><\/span>: Can\u2026? \/ Could\u2026?<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

N. Lexis<\/b><\/u><\/span>: can \/ could<\/b><\/span><\/p>\n<\/td>\n

\n

V. Aids<\/b><\/u><\/span>: Pictures, ( showing scenes ) <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Objective<\/b><\/u><\/span>: To enable the pupils to express requests using can and could. <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
\n

Procedure<\/b><\/p>\n<\/td>\n

\n

Pupils\u2019 task<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Stage one: <\/b><\/span><\/span>Warm-up<\/b><\/u><\/span><\/span><\/p>\n

T. asks the pps the following questions.<\/b><\/span><\/p>\n

    \n
  • \n

    Who has a telephone at home ?<\/b><\/p>\n<\/li>\n

  • \n

    What\u2019s your telephone number ?<\/b><\/p>\n<\/li>\n<\/ul>\n

    Stage two: <\/b><\/span><\/span>Listen & Speak<\/b><\/u><\/span><\/span> <\/b><\/p>\n

    Step 1 :<\/b><\/i><\/span> T. introduces the following dialogue through a suitable situation.<\/b><\/span><\/p>\n

    A :<\/b><\/i><\/span><\/span> Excuse me, can you give me your phone number, please ?<\/b><\/span><\/p>\n

    B :<\/b><\/i><\/span><\/span> Yes, of course. It\u2019s 79425817.<\/b><\/span><\/p>\n

    – The dialogue is played as follows :<\/b><\/span><\/p>\n

    ( teacher teacher ) ( teacher pupil ) <\/b><\/p>\n

    ( pupil teacher ) ( pupil pupil ) <\/b><\/p>\n

    Step 2 :<\/b><\/i><\/span> T. presents the second dialogue .<\/b><\/span><\/p>\n

    A :<\/b><\/i><\/span><\/span> Could you lend me your book, please ?<\/b><\/span><\/p>\n

    B :<\/b><\/i><\/span><\/span> Here you are.<\/b><\/span><\/p>\n

    A :<\/b><\/i><\/span><\/span> Thank you .<\/b><\/span><\/p>\n

    ( teacher teacher ) ( teacher pupil ) <\/b><\/p>\n

    ( pupil teacher ) ( pupil pupil ) <\/b><\/p>\n

    Stage Three: <\/b><\/span><\/span>Practise<\/b><\/u><\/span><\/span><\/p>\n

    Step 1 :<\/b><\/i><\/span> T. gives different situations and asks the pps to express suitable requests using can \u2013 could .<\/b><\/span><\/p>\n

      \n
    1. \n

      You need a pen from your friend.<\/b><\/p>\n<\/li>\n

    2. \n

      Ask someone to open the door.<\/b><\/p>\n<\/li>\n

    3. \n

      Ask for stamps at the post-office.<\/b><\/p>\n<\/li>\n<\/ol>\n

      N.B<\/b><\/u><\/i><\/span><\/span> : Could is more polite.<\/b><\/span><\/p>\n

      Stage four: <\/b><\/span><\/span>Produce<\/b><\/u><\/span><\/span><\/p>\n

      Step 1 :<\/b><\/i><\/span> T. writes a dialogue and asks the pps to complete it.<\/b><\/span><\/p>\n

      Pupil 1 :<\/b><\/i><\/span><\/span> I have not understood .<\/b><\/span><\/p>\n

      _________ you ________ it from me, ______________ ?<\/b><\/p>\n

      Pupil 2 :<\/b><\/i><\/span><\/span> It\u2019s a bit hard. Let us ask our teacher .<\/b><\/span><\/p>\n

      Pupil 1 :<\/b><\/i><\/span><\/span> Teacher, ___________ you clarify this point __________ ?<\/b><\/span><\/p>\n

      Pupil 2 :<\/b><\/i><\/span><\/span> With pleasure.<\/b><\/span><\/p>\n

      Step 2 :<\/b><\/i><\/span> Correction then reading aloud.<\/b><\/span><\/p>\n<\/td>\n

\n

Pps give several answers.<\/b><\/p>\n

Pps listen.<\/b><\/p>\n

Pps practise in pairs.<\/b><\/p>\n

Pps take part<\/b><\/p>\n

Pps practise in pairs.<\/b><\/p>\n

Correct the copy it down.<\/b><\/p>\n

Pps do.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
\n

Teacher<\/b><\/u><\/span>: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

\n

Level<\/b><\/u><\/span>: 3 A.M.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

File<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n

\n

Sequence<\/b><\/u><\/span>: 02<\/b><\/span><\/p>\n<\/td>\n

\n

Lesson<\/b><\/u><\/span>: 02<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Function<\/b><\/u><\/span>: Making apologies. <\/b><\/span><\/p>\n<\/td>\n

\n

Leg. Form<\/b><\/u><\/span>: <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

N. Lexis<\/b><\/u><\/span>: appointment, afraid, lend.<\/b><\/span><\/p>\n<\/td>\n

\n

V. Aids<\/b><\/u><\/span>: invitation card \/ gestures. <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Objective<\/b><\/u><\/span>: to enable the pps to express apologies and give the appropriate explanations. <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
\n

Procedure<\/b><\/p>\n<\/td>\n

\n

Pupils\u2019 task<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Stage one: <\/b><\/span><\/span>Warm-up<\/b><\/u><\/span><\/span><\/p>\n

T. presents different situations and asks the pupils to build up appropriate requests.<\/b><\/span><\/p>\n

    \n
  1. \n

    The board is unclean .<\/b><\/span><\/p>\n<\/li>\n

  2. \n

    You are thirsty.<\/b><\/p>\n<\/li>\n

  3. \n

    You want to read your father\u2019s newspaper.<\/b><\/p>\n<\/li>\n<\/ol>\n

    Stage two: <\/b><\/span><\/span>Listen & Speak<\/b><\/u><\/span><\/span><\/p>\n

    Step 1 :<\/b><\/i><\/span> T. introduces a dialogue through a suitable situation.<\/b><\/span><\/p>\n

    A :<\/b><\/i><\/span><\/span> I have a party at home this afternoon. Could you come, please ?<\/b><\/span><\/p>\n

    B :<\/b><\/i><\/span><\/span> <\/b>I\u2019m afraid<\/b><\/u><\/span> I can\u2019t come . I have an appointment at the dentist\u2019s.<\/b><\/span><\/p>\n

    A :<\/b><\/i><\/span><\/span> That\u2019s a pity. <\/b><\/span><\/p>\n

    Step 2 :<\/b><\/i><\/span> T. introduces the following expressions of apologizing then asks the pupils to substitute the underlined expression by the ones given.<\/b><\/span><\/p>\n

      \n
    • \n

      Sorry<\/b><\/p>\n<\/li>\n

    • \n

      I\u2019m sorry.<\/b><\/p>\n<\/li>\n<\/ul>\n

      Stage Three: <\/b><\/span><\/span>Practise<\/b><\/u><\/span><\/span><\/p>\n

      Step 1 :<\/i> T. gives different situations and asks the pps to express apologies with clarification .<\/b><\/p>\n

      \n
      \n\n\n\n\n<\/colgroup>\n\n\n\n\n
      \n

      1<\/b><\/i><\/p>\n<\/td>\n

      		\n

      Being late<\/b><\/span><\/p>\n<\/td>\n

      		\n

      not get up early<\/b><\/p>\n<\/td>\n<\/tr>\n

      \n

      2<\/b><\/i><\/p>\n<\/td>\n

      		\n

      No, book<\/b><\/p>\n<\/td>\n

      		\n

      lend it to a friend<\/b><\/p>\n<\/td>\n<\/tr>\n

      \n

      3<\/b><\/i><\/p>\n<\/td>\n

      		\n

      Play with us<\/b><\/p>\n<\/td>\n

      		\n

      be ill<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/dd>\n<\/dl>\n

      Stage four: <\/b><\/span><\/span>Produce<\/b><\/u><\/span><\/span><\/p>\n

      Step 1 :<\/b><\/i><\/span> T. sets the following activity on the C.B .<\/b><\/span><\/p>\n

      Imagine the appropriate explanation and the appropriate apologies.<\/b><\/p>\n

        \n
      1. \n

        _________________. I didn\u2019t get up early.<\/b><\/p>\n<\/li>\n

      2. \n

        I\u2019m sorry, I didn\u2019t phone . _______________________________<\/b><\/p>\n<\/li>\n

      3. \n

        I\u2019m afraid I can\u2019t come on Tuesday. _______________________<\/b><\/p>\n<\/li>\n

      4. \n

        _________________. I have got a sore throat . <\/b><\/p>\n<\/li>\n<\/ol>\n

        Step 2 :<\/b><\/i><\/span> Correction then reading aloud.<\/b><\/span><\/p>\n<\/td>\n

      		\n

      Pps build up requests using can \/ could and repeat .<\/b><\/p>\n

      Pps listen, then practise it in pairs.<\/b><\/span><\/p>\n

      Pps do.<\/b><\/p>\n

      Pps build up apologies with clarification.<\/b><\/p>\n

      Pps imagine and write.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
      \n

      Teacher<\/b><\/u><\/span>: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

      		\n

      Level<\/b><\/u><\/span>: 3 A.M.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

      \n

      File<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n

      		\n

      Sequence<\/b><\/u><\/span>: 02<\/b><\/span><\/p>\n<\/td>\n

      		\n

      Lesson<\/b><\/u><\/span>: 03 Read & Write<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

      \n

      Function<\/b><\/u><\/span>: Expressing sympathy . <\/b><\/span><\/p>\n<\/td>\n

      		\n

      Leg. Form<\/b><\/u><\/span>: <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

      \n

      N. Lexis<\/b><\/u><\/span>: invitation, message, sympathy, notice.<\/b><\/span><\/p>\n<\/td>\n

      		\n

      V. Aids<\/b><\/u><\/span>: Realia , C.B and gestures. <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

      \n

      Objective<\/b><\/u><\/span>: – Reading and making distinction between different kinds of messages. <\/b><\/span><\/p>\n

      – Writing messages.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
      \n

      Procedure<\/b><\/p>\n<\/td>\n

      		\n

      Pupils\u2019 task<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

      \n

      Stage one: <\/b><\/span><\/span>Warm-up<\/b><\/u><\/span><\/span><\/p>\n

      T. Shows the different kinds of messages ( real ones ).<\/b><\/span><\/p>\n

        \n
      • \n

        Invitation \u2013 notice \u2013 letter <\/b><\/p>\n<\/li>\n<\/ul>\n

        Stage two: <\/b><\/span><\/span>Presentation<\/b><\/u><\/span><\/span> <\/b><\/p>\n

        Step 1 :<\/b><\/i><\/span> T. sets the following task on the C.B <\/b><\/span><\/p>\n

        The Task<\/b><\/u><\/i><\/span> : Put a cross ( X ) in the right box.<\/b><\/span><\/p>\n

        \n
        \n\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
        \n

        Messages<\/b><\/i><\/span><\/p>\n<\/td>\n

        		\n

        Invitation<\/b><\/i><\/span><\/p>\n<\/td>\n

        		\n

        Sympathy<\/b><\/i><\/span><\/p>\n<\/td>\n

        		\n

        thank-you note<\/b><\/i><\/span><\/p>\n<\/td>\n

        		\n

        Notice <\/b><\/i><\/span><\/p>\n<\/td>\n<\/tr>\n

        \n

        1<\/b><\/i><\/span><\/p>\n<\/td>\n

        		<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
        \n

        2<\/b><\/i><\/span><\/p>\n<\/td>\n

        		<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
        \n

        3<\/b><\/i><\/span><\/p>\n<\/td>\n

        		<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
        \n

        4<\/b><\/i><\/span><\/p>\n<\/td>\n

        		<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/dd>\n<\/dl>\n

        Step 2 :<\/b><\/i><\/span> T. reads the opposite messages 1, 2, 3, 4 on page : 27<\/b><\/span><\/p>\n

        Step 3 :<\/b><\/i><\/span> correction of the task.<\/b><\/span><\/p>\n

        Step 4 :<\/b><\/i><\/span> <\/b>Reading comprehension<\/b><\/u><\/span><\/span><\/p>\n

        T. asks questions .<\/b><\/p>\n

          \n
        1. \n

          Can you go into the shop at 11 : 30 ? Why ? <\/b><\/span>( Text 1 )<\/b><\/i><\/span><\/p>\n<\/li>\n

        2. \n

          Why did George\u2019s friend send this letter ? <\/b><\/span>( Text 2 )<\/b><\/i><\/span><\/p>\n<\/li>\n

        3. \n

          What happened to Allan\u2019s friend ? <\/b><\/span>( Text 3 )<\/b><\/i><\/span><\/p>\n<\/li>\n

        4. \n

          Who is invited to the celebration ? <\/b><\/span>( Text 4 )<\/b><\/i><\/span><\/p>\n<\/li>\n<\/ol>\n

          Stage Three: <\/b><\/span><\/span>Write<\/b><\/u><\/span><\/span><\/p>\n

          Step 1 :<\/b><\/i><\/span> T. reads message ( 5 ) on page : 27 and asks the pupils to do<\/b><\/span><\/p>\n

          task 1 and 2 in practise part on page : 26<\/b><\/p>\n

          Step 2 :<\/b><\/i><\/span> The correction of the task.<\/b><\/span><\/p>\n

          Step 3 :<\/b><\/i><\/span> <\/b>Write it out<\/b><\/u><\/span><\/span><\/p>\n

          T. explains task 1 in \u201cWrite it out\u201d part on page : 26.<\/b><\/p>\n

          Step 4 :<\/b><\/i><\/span> The correction and the written phase.<\/b><\/span><\/p>\n

          Home work<\/b><\/u><\/i><\/span><\/span><\/p>\n

          Write it out : <\/b><\/i><\/span>activity 02 page : 26<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Pps look.<\/b><\/p>\n

        Pps follow.<\/b><\/p>\n

        Pps read and answer.<\/b><\/p>\n

        Pps follow then do the tasks.<\/b><\/p>\n

        Pps choose one of the birth announcements on page : 27 and expand it into a congratulating letter.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
        \n

        Teacher<\/b><\/u><\/span>: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Level<\/b><\/u><\/span>: 3 A.M.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

        \n

        File<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Sequence<\/b><\/u><\/span>: 03<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Lesson<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

        \n

        Function<\/b><\/u><\/span>: Describing likes and dislikes. <\/b><\/span><\/p>\n<\/td>\n

        		\n

        Leg. Form<\/b><\/u><\/span>: Past continuous + to be in the past. <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

        \n

        N. Lexis<\/b><\/u><\/span>: like, hate, prefer, etc\u2026<\/b><\/span><\/p>\n<\/td>\n

        		\n

        V. Aids<\/b><\/u><\/span>: Pictures, C.B and gestures. <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

        \n

        Objective<\/b><\/u><\/span>: Pupils should be able to interrupt past continuous events. <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
        \n

        Procedure<\/b><\/p>\n<\/td>\n

        		\n

        Pupils\u2019 task<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

        \n

        Stage one: <\/b><\/span><\/span>Warm-up<\/b><\/u><\/span><\/span><\/p>\n

        Revision of \u201cto be\u201d in the past and the past simple tense. <\/b><\/span><\/p>\n

        Stage two: <\/b><\/span><\/span>Listen & Speak<\/b><\/u><\/span><\/span>: <\/b><\/span><\/span><\/p>\n

        Step 1 :<\/b><\/i><\/span> T. says : I <\/b><\/span>like<\/b><\/u><\/span> watching \u201cTom and Jerry\u201d.<\/b><\/span><\/p>\n

        Step 2 :<\/b><\/i><\/span> T. writes it on C.B and asks the pupils to repeat it.<\/b><\/span><\/p>\n

        Step 3 :<\/b><\/i><\/span> T. presents other structures. ( I love \u2013 I prefer ).<\/b><\/span><\/p>\n

        Step 4 :<\/b><\/i><\/span> T. presents dislike by saying :<\/b><\/span><\/p>\n

        Boys <\/b><\/span>like<\/b><\/u><\/span> playing football and <\/b><\/span>dislike<\/b><\/u><\/span> watching Egyptian films.<\/b><\/span><\/p>\n

        Step 5 :<\/b><\/i><\/span> T. asks the pupils to repeat .<\/b><\/span><\/p>\n

        Step 6 :<\/b><\/i><\/span> T. presents other structures :<\/b><\/span><\/p>\n

        I <\/b><\/span>hate<\/b><\/u><\/span> staying at home. I <\/b><\/span>don\u2019t really like<\/b><\/u><\/span> doing my homework.<\/b><\/span><\/p>\n

        Step 7 :<\/b><\/i><\/span> T. asks : Do you <\/b><\/span>like<\/b><\/u><\/span> eating chocolate ?<\/b><\/span><\/p>\n

        T. answers : Yes, I <\/b><\/span>love<\/b><\/u><\/span> it. Yes, I <\/b><\/span>like<\/b><\/u><\/span> it or<\/b><\/span><\/p>\n

        No, I <\/b><\/span>don\u2019t like<\/b><\/u><\/span> at all. No, I <\/b><\/span>hate<\/b><\/u><\/span> it. No, I <\/b><\/span>dislike<\/b><\/u><\/span> it.<\/b><\/span><\/p>\n

        Stage Three: <\/b><\/span><\/span>Practise<\/b><\/u><\/span><\/span><\/p>\n

        Step 1 :<\/b><\/i><\/span> T. gives a cues<\/b><\/span><\/p>\n

        Do you like listening to music ? Playing football \u2013 eating sweets \u2013 going on trips .<\/b><\/p>\n

        Stage four: <\/b><\/span><\/span>Produce<\/b><\/u><\/span><\/span>:<\/b><\/span><\/span><\/p>\n

        Step 1 :<\/b><\/i><\/span> T. asks the pupils to do this activity.<\/b><\/span><\/p>\n

        ACT<\/b><\/u><\/i><\/span> :<\/b><\/i><\/span> Write the verbs correctly.<\/b><\/span><\/p>\n

        A :<\/b><\/i><\/span><\/span> Where ( be ) ________ you, yesterday ?<\/b><\/span><\/p>\n

        B :<\/b><\/i><\/span><\/span> I ( be ) _____________ in Oran.<\/b><\/span><\/p>\n

        A :<\/b><\/i><\/span><\/span> What ( be ) ____ you ( do ) ___________, there ?<\/b><\/span><\/p>\n

        B :<\/b><\/i><\/span><\/span> I ( be ) ____________ ( play ) ___________ a big football match .<\/b><\/span><\/p>\n

        A :<\/b><\/i><\/span><\/span> ( be ) __________ the weather fine ?<\/b><\/span><\/p>\n

        B :<\/b><\/i><\/span><\/span> Yes, it ( be ) _______________ .<\/b><\/span><\/p>\n

        Step 2 :<\/b><\/i><\/span> T. asks the pupils to copy down the dialogue in their copybooks.<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Pps listen and do.<\/b><\/p>\n

        Pps listen.<\/b><\/p>\n

        Pps listen and repeat.<\/b><\/p>\n

        Pps listen and do.<\/b><\/p>\n

        Pps listen and repeat.<\/b><\/p>\n

        Pps do.<\/b><\/p>\n

        Pps listen.<\/b><\/p>\n

        Pps practise.<\/b><\/p>\n

        Pps listen and do.<\/b><\/p>\n

        Pps do.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
        \n

        Teacher<\/b><\/u><\/span>: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Level<\/b><\/u><\/span>: 3 A.M.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

        \n

        File<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Sequence<\/b><\/u><\/span>: 03<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Lesson<\/b><\/u><\/span>: 02<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

        \n

        Function<\/b><\/u><\/span>: Describing likes and dislikes.<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Leg. Form<\/b><\/u><\/span>: Present continuous \/ like and dislike.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

        \n

        N. Lexis<\/b><\/u><\/span>: fond of , keen on, would you like to \u2026<\/b><\/span><\/p>\n<\/td>\n

        		\n

        V. Aids<\/b><\/u><\/span>: Pictures, C.B and gestures. <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

        \n

        Objective<\/b><\/u><\/span>: To enable the pupils to express their like and dislike <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
        \n

        Procedure<\/b><\/p>\n<\/td>\n

        		\n

        Pupils\u2019 task<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

        \n

        Stage one: <\/b><\/span><\/span>Warm-up<\/b><\/u><\/span><\/span><\/p>\n

        T. asks ( yes \/ no questions ).<\/b><\/span><\/p>\n

          \n
        • \n

          Do you like cartoons.<\/b><\/p>\n<\/li>\n

        • \n

          Do you like watching sports programmes.<\/b><\/p>\n<\/li>\n<\/ul>\n

          Stage two: <\/b><\/span><\/span>Listen & Speak<\/b><\/u><\/span><\/span>: <\/b><\/span><\/span><\/p>\n

          Step 1 :<\/b><\/i><\/span> T. introduces.<\/b><\/span><\/p>\n

          A : Are you <\/b><\/span>fond of<\/b><\/u><\/span> watch<\/b><\/span>ing<\/b><\/u><\/span> cartoons ?<\/b><\/span><\/p>\n

          B : I\u2019m not fond of watching cartoons, but I\u2019m <\/b><\/span>keen on<\/b><\/u><\/span> watching comedies.<\/b><\/span><\/p>\n

          Step 2 :<\/b><\/i><\/span> <\/b><\/p>\n

          A : <\/b><\/span>What would you like to<\/b><\/u><\/span> watch ?<\/b><\/span><\/p>\n

          B : I\u2019<\/b><\/span>d like<\/b><\/u><\/span> watching war film .<\/b><\/span><\/p>\n

          Stage Three: <\/b><\/span><\/span>Practise<\/b><\/u><\/span><\/span><\/p>\n

          Step 1 :<\/b><\/i><\/span> T. writes this dialogue on C.B with gaps and asks the pupils to complete it orally.<\/b><\/span><\/p>\n

            \n
          • \n

            _______________ watching films ?<\/b><\/p>\n<\/li>\n

          • \n

            No, I\u2019m not.<\/b><\/p>\n<\/li>\n

          • \n

            What _____________ to watch, then ?<\/b><\/p>\n<\/li>\n

          • \n

            I ___________ watching operas .<\/b><\/p>\n<\/li>\n<\/ul>\n

            Step 2 :<\/b><\/i><\/span> T. guides and controls.<\/b><\/span><\/p>\n

            Stage four: <\/b><\/span><\/span>Produce<\/b><\/u><\/span><\/span>:<\/b><\/span><\/span><\/p>\n

            Step 1 :<\/b><\/i><\/span> T. writes this activity and asks the pupils to write it correctly.<\/b><\/span><\/p>\n

              \n
            1. \n

              keen \u2013 Are _ on \u2013 going \u2013 parties \u2013 birthdays \u2013 to \u2013 you – ? <\/b><\/p>\n<\/li>\n

            2. \n

              would \u2013 have – ? \u2013 What \u2013 like \u2013 fond \u2013 you \u2013 to \u2013 lunch \u2013 for <\/b><\/p>\n<\/li>\n

            3. \n

              have – . \u2013 meat \u2013 spaghetti \u2013 I\u2019d \u2013 to \u2013 like \u2013 with <\/b><\/p>\n<\/li>\n

            4. \n

              travel \u2013 is – . \u2013 John \u2013 of \u2013 fond <\/b><\/p>\n<\/li>\n<\/ol>\n

              Step 2 :<\/b><\/i><\/span> Correction then reading aloud.<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Pps answer<\/b><\/p>\n

        Yes, I do \u2026<\/b><\/p>\n

        No, I don\u2019t \u2026<\/b><\/p>\n

        Pps listen and repeat in pairs.<\/b><\/p>\n

        Pps complete orally and repeat in pairs.<\/b><\/p>\n

        Pps write correct sentences.<\/b><\/p>\n

        Pps do.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
        \n

        Teacher<\/b><\/u><\/span>: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Level<\/b><\/u><\/span>: 3 A.M.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

        \n

        File<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Sequence<\/b><\/u><\/span>: 03<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Lesson<\/b><\/u><\/span>: 03 Read & write<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

        \n

        Function<\/b><\/u><\/span>: Greetings & Introducing people <\/b><\/span><\/p>\n<\/td>\n

        		\n

        Leg. Form<\/b><\/u><\/span>: Present continuous. <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

        \n

        N. Lexis<\/b><\/u><\/span>: channel, programme, etc \u2026<\/b><\/span><\/p>\n<\/td>\n

        		\n

        V. Aids<\/b><\/u><\/span>: newspaper, magazine, C.B and gestures<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

        \n

        Objective<\/b><\/u><\/span>: Reading and talking about T.V programme.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
        \n

        Procedure<\/b><\/p>\n<\/td>\n

        		\n

        Pupils\u2019 task<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

        \n

        Stage one: <\/b><\/span><\/span>Warm-up<\/b><\/u><\/span><\/span><\/p>\n

        A short revision about the present continuous ( simple questions about T.V programme. <\/b><\/span><\/p>\n

        Stage two: <\/b><\/span><\/span>Listen & Speak<\/b><\/u><\/span><\/span> <\/b><\/p>\n

        Step 1 :<\/b><\/i><\/span> The teacher shows the pupils a page taken from a newspaper or a magazine containing T.V programme and the teacher inserts or presents the new words through it .<\/b><\/span><\/p>\n

        Step 2 :<\/b><\/i><\/span> The teacher presents or shows any T.V programme and asks some questions.<\/b><\/span><\/p>\n

        e.g. What\u2019s on T.V tonight ?<\/b><\/p>\n

        Stage Three: <\/b><\/span><\/span>Practise ( Read book open p : 35 )<\/b><\/u><\/span><\/span><\/p>\n

        Step 1 :<\/b><\/i><\/span> The teacher write some questions on the C.B about different channels and their programmes.<\/b><\/span><\/p>\n

        e.g. <\/b><\/p>\n

          \n
        • \n

          What\u2019s on channel 5 at 11:10 ?<\/b><\/p>\n<\/li>\n

        • \n

          What\u2019s on ITV<\/b><\/span>1<\/b><\/span><\/sub> at 8: 15 ?<\/b><\/span><\/p>\n<\/li>\n

        • \n

          Which channel is \u201c a war film\u201d on ?<\/b><\/p>\n<\/li>\n<\/ul>\n

          Stage four: <\/b><\/span><\/span>Produce ( pair work )<\/b><\/u><\/span><\/span><\/p>\n

          Step 1 :<\/b><\/i><\/span> The gives a model . ( Selma \/ Jenny ) page : 34<\/b><\/span><\/p>\n

          Step 2 :<\/b><\/i><\/span> The teacher chooses some notes to be written on the board.<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Pps listen answer.<\/b><\/p>\n

        Pps listen and repeat.<\/b><\/p>\n

        There\u2019s a film at <\/b><\/p>\n

        9:00 p.m.<\/b><\/p>\n

        Pps read and answer.<\/b><\/p>\n

        Pps follow the model.<\/b><\/p>\n

        Pps write their work on the board.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
        \n

        Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        File: 02<\/b><\/p>\n<\/td>\n

        		\n

        Sequence: 01<\/b><\/p>\n<\/td>\n

        		\n

        Lesson: 01<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Function: Asking for permission.<\/b><\/p>\n<\/td>\n

        		\n

        Leg. Form: May I\u2026.\/ would you mind\u2026.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        N. Lexis: flights, airport\u2026\u2026. <\/b><\/p>\n<\/td>\n

        		\n

        V. Aids: Pictures <\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Objective: To enable PP to ask for permission.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
        \n

        Procedure<\/b><\/p>\n<\/td>\n

        		\n

        Pupil’s task<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Stage one: <\/b><\/span>Warm-up<\/b><\/u><\/span><\/p>\n

        T. creates a situation to express permission.<\/b><\/p>\n

        T: I\u2019ve forgotten my pen.<\/b><\/p>\n

        Who has got an extra pen, please?<\/b><\/p>\n

        May I have one, please?<\/b><\/p>\n

        Stage two: <\/b><\/span>Listen & Speak<\/b><\/u><\/span>: <\/b><\/span><\/p>\n

        1) T. shows a picture of an airport, then he acts a dialogue:<\/b><\/p>\n

        Officer: May I see your passport, sir?<\/b><\/p>\n

        Passenger: Of course. Here it is\u2026<\/b><\/p>\n

        Officer: Would you mind showing me your ticket, please?<\/b><\/p>\n

        Passenger: Wait a minute, sir. Here you are\u2026<\/b><\/p>\n

        Stage three: <\/b><\/span>Practise<\/b><\/u><\/span><\/p>\n

        T. gives cues: <\/b><\/p>\n

        – borrow your pencil.<\/b><\/p>\n

        – Use your dictionary.<\/b><\/p>\n

        – Turn off your mobile.<\/b><\/p>\n

        Stage four: <\/b><\/span>Produce<\/b><\/u><\/span><\/p>\n

        T. asks his PP to do task 2\/55<\/b><\/p>\n

        Then, he asks them to correct on BB before being copied on their CB<\/b><\/p>\n<\/td>\n

        		\n

        Of course, sir. I\u2019ve two.<\/b><\/p>\n

        Ok, sir. Here you are\u2026<\/b><\/p>\n

        PPs\u2019 repetition<\/b><\/p>\n

        T. \/ P.<\/b><\/p>\n

        P. \/ T.<\/b><\/p>\n

        P. \/ P.<\/b><\/p>\n

        PP practise in pairs<\/b><\/p>\n

        PP work in pairs<\/b><\/p>\n

        Finally, they put it down on their<\/b><\/p>\n

        CB.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
        \n

        Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        File: 02<\/b><\/p>\n<\/td>\n

        		\n

        Sequence: 01<\/b><\/p>\n<\/td>\n

        		\n

        Lesson: 02<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Function: Giving suggestions.<\/b><\/p>\n<\/td>\n

        		\n

        Leg. Form: Shall we\u2026. \/ What about\u2026.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        N. Lexis: Shopping , suggest\u2026\u2026. <\/b><\/p>\n<\/td>\n

        		\n

        V. Aids: Pictures <\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Objective: To enable PP to give suggestions and express requests.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
        \n

        Procedure<\/b><\/p>\n<\/td>\n

        		\n

        Pupil’s task<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Stage one: <\/b><\/span>Warm-up<\/b><\/u><\/span><\/p>\n

        Revision of the previous lesson <\/b><\/p>\n

        ( Asking for permission).<\/b><\/p>\n

        Stage two: <\/b><\/span>Listen & Speak<\/b><\/u><\/span>: <\/b><\/span><\/p>\n

        1) T. adapts dialogue 4 \/ 54 <\/b><\/p>\n

        A: What are you doing tomorrow morning?<\/b><\/p>\n

        B: Nothing special.<\/b><\/p>\n

        A: Why don\u2019t we go shopping?<\/b><\/p>\n

        B: That\u2019s a good idea.<\/b><\/p>\n

        Stage three: <\/b><\/span>Practise<\/b><\/u><\/span><\/p>\n

        T. gives cues: <\/b><\/p>\n

        – Shall we go for a picnic?<\/b><\/p>\n

        * Sorry! What about next Tuesday?<\/b><\/p>\n

        – Let\u2019s go to visit the museum.<\/b><\/p>\n

        * Yes, why not\u2026<\/b><\/p>\n

        Stage four: <\/b><\/span>Produce<\/b><\/u><\/span><\/p>\n

        T. asks his PP to do task 1 \/ 55<\/b><\/p>\n

        Then, he asks them to correct on BB before being copied on their CB<\/b><\/p>\n<\/td>\n

        		\n

        PPs\u2019 repetition<\/b><\/p>\n

        T. \/ P.<\/b><\/p>\n

        P. \/ T.<\/b><\/p>\n

        P. \/ P.<\/b><\/p>\n

        PP practise in pairs<\/b><\/p>\n

        PP work in pairs<\/b><\/p>\n

        Finally, they put it down on their<\/b><\/p>\n

        CB.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
        \n

        Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        File: 02<\/b><\/p>\n<\/td>\n

        		\n

        Sequence: 01<\/b><\/p>\n<\/td>\n

        		\n

        Lesson: 03<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Function: Asking for permission. \/ Making req.<\/b><\/p>\n<\/td>\n

        		\n

        Leg. Form: Present continues<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        N. Lexis: The main ones <\/b><\/p>\n<\/td>\n

        		\n

        V. Aids: Pictures <\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Objective: To enable PP to decode messages.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
        \n

        Procedure<\/b><\/p>\n<\/td>\n

        		\n

        Pupil’s task<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Stage one: <\/b><\/span>Warm-up<\/b><\/u><\/span><\/p>\n

        T. creates a situation to introduce the G. I. of the text.<\/b><\/p>\n

        READ & WRITE \u0406 ) ( Part 1)<\/b><\/span><\/p>\n

        Text 1 \/ 56<\/b><\/p>\n

        T. reads the text and explains the key words.(B. Open)<\/b><\/p>\n

        T. asks some QQ to test their comprehension.<\/b><\/p>\n

        Stage two: Reading Aloud<\/b><\/p>\n

        T. asks some PP to read the text.<\/b><\/span><\/p>\n

        Later, he asks them to answer q.1 \/ q.2 \/ 56<\/b><\/p>\n

        Stage three: <\/b><\/span>Practise<\/b><\/u><\/span><\/p>\n

        T. deals with task 1 \/ 56 ( TEXT 2 )<\/b><\/p>\n

        – Decoding messages<\/b><\/p>\n

        1) O M A R 2) A L I <\/b><\/p>\n

        Stage four: <\/b><\/span>Produce<\/b><\/u><\/span><\/p>\n

        T. gives his PP coding messages and asks them to decode.<\/b><\/p>\n

        (To discover the hidden words)<\/b><\/p>\n

        Then, he asks them to correct on BB before being copied on their CB<\/b><\/p>\n<\/td>\n

        		\n

        PP listen<\/b><\/p>\n

        PP listen<\/b><\/p>\n

        PP listen then answer<\/b><\/p>\n

        Some PP read and answer <\/b><\/p>\n

        the questions <\/b><\/p>\n

        PP work in pairs<\/b><\/p>\n

        Finally, they put it down on their<\/b><\/p>\n

        CB.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
        \n

        Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        File: 02<\/b><\/p>\n<\/td>\n

        		\n

        Sequence: 01<\/b><\/p>\n<\/td>\n

        		\n

        Lesson: 04<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Function: Inviting<\/b><\/p>\n<\/td>\n

        		\n

        Leg. Form: Present cont.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        N. Lexis: The main ones <\/b><\/p>\n<\/td>\n

        		\n

        V. Aids: Pictures <\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Objective: To enable PP to write a letter.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
        \n

        Procedure<\/b><\/p>\n<\/td>\n

        		\n

        Pupil’s task<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Stage one: <\/b><\/span>Warm-up<\/b><\/u><\/span><\/p>\n

        T. creates a situation : S.O. has replied a letter to his friend.<\/b><\/p>\n

        READ & WRITE \u0406 ) ( Part 2)<\/b><\/span><\/p>\n

        At first, T. reads \/ explains the letter ( P.57) B.O.<\/b><\/p>\n

        Text 3 \/ 56<\/b><\/p>\n

        Reading Aloud<\/b><\/p>\n

        T. asks some PP to read the letter content.<\/b><\/p>\n

        T. asks some QQ to test their comprehension.<\/b><\/p>\n

        Stage two:T. asks some QQ to make PP know how to build a letter.<\/b><\/p>\n

        <\/p>\n

        Date<\/b><\/p>\n

        Greetings<\/b><\/p>\n

        Body<\/b><\/p>\n

        Letter closing<\/b><\/p>\n

        Signature.<\/b><\/p>\n

        <\/p>\n

        Stage three: <\/b><\/span>Produce<\/b><\/u><\/span><\/p>\n

        T. asks his PP to complete the letter. ( P. 56 )<\/b><\/p>\n

        Then, the best one will be written on BB. <\/b><\/p>\n<\/td>\n

        		\n

        PP listen<\/b><\/p>\n

        PP listen<\/b><\/p>\n

        Some PP read and answer <\/b><\/p>\n

        the questions <\/b><\/p>\n

        PP listen then answer<\/b><\/p>\n

        PP work in pairs<\/b><\/p>\n

        Finally, they put it down on their<\/b><\/p>\n

        CB.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
        \n

        Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        File: 02<\/b><\/p>\n<\/td>\n

        		\n

        Sequence: 01<\/b><\/p>\n<\/td>\n

        		\n

        Lesson: 05<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Function: Offering help<\/b><\/p>\n<\/td>\n

        		\n

        Leg. Form: The imperative<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        N. Lexis Traffic signs \/ lights <\/b><\/p>\n<\/td>\n

        		\n

        V. Aids: Pictures <\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Objective: To enable PP to know the traffic signs\/lights and to show the way to tourists.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
        \n

        Procedure<\/b><\/p>\n<\/td>\n

        		\n

        Pupil’s task<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        PP listen then repeat.<\/p>\n

        PP listen then repeat<\/p>\n

        PP practise in pairs<\/p>\n

        PP work in pairs<\/p>\n

        Finally, they put it down on their<\/p>\n

        CB.<\/p>\n

        Stage one: <\/b>Warm-up<\/b><\/u><\/p>\n

        T. starts his lesson by introducing some traffic signs \/ <\/b><\/p>\n

        the traffic lights.<\/b><\/p>\n

        READ & WRITE \u0406\u0406 )<\/b><\/p>\n

        Stage two<\/b><\/p>\n

        T. introduces some expressions to show the way to tourists. Such as: <\/b><\/p>\n

        Go ahead \/ turn left \/\u2026\u2026\u2026\u2026\u2026\u2026.<\/b><\/p>\n

        It\u2019s opposite \/ next to\u2026..<\/b><\/p>\n

        (Mentioning some known places in EL OUED,\u2026\u2026\u2026)<\/b><\/p>\n

        ( Within short dialogues. ) <\/b><\/p>\n

        Stage three: <\/b>Produce<\/b><\/u><\/p>\n

        T. asks his PP to write — very simple \/ short expressions \u2013<\/b><\/p>\n

        inviting a tourist to visit his \/ her region or hometown<\/b><\/p>\n

        Starting with: <\/b><\/p>\n

        * Why don\u2019t you\u2026\u2026\u2026\u2026\u2026\u2026 <\/b><\/p>\n

        T. controls their work and interferes where necessary.<\/b><\/p>\n

        Then, he asks them to correct on BB before being copied on their CB<\/b><\/p>\n<\/td>\n

        		<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
        \n

        Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        File: 02<\/b><\/p>\n<\/td>\n

        		\n

        Sequence: 02<\/b><\/p>\n<\/td>\n

        		\n

        Lesson: 01<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Function: Asking for \/ giving directions.<\/b><\/p>\n<\/td>\n

        		\n

        Leg. Form: The Imperative<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        N. Lexis: \/<\/b><\/p>\n<\/td>\n

        		\n

        V. Aids: Pictures <\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Objective: Asking \/ Giving directions.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
        \n

        Procedure<\/b><\/p>\n<\/td>\n

        		\n

        Pupils\u2019 task<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Stage one: <\/b><\/span>Warm-up<\/b><\/u><\/span><\/p>\n

        T. shows a picture.<\/b><\/p>\n

        – What is it ? – What\u2019s there on it? – They are tourists.<\/b><\/p>\n

        -Who is with them? – He is a tourist guide.<\/b><\/p>\n

        Stage two: <\/b><\/span>Presentation<\/b><\/u><\/span> <\/b><\/p>\n

        T. sticks a map (p.61)<\/b><\/p>\n

        It\u2019s the map of London.<\/b><\/p>\n

        You are at St James Palace, you want to go Piccadilly Circus and you don\u2019t know the way you ask a policeman.<\/b><\/span><\/p>\n

        T. presents a dialogue.<\/b><\/p>\n

        A: Excuse me, sir. Can you show me the way to Piccadilly <\/b><\/span><\/p>\n

        Circus, please?<\/b><\/p>\n

        B: Go along the Mall Street, then turn left. It\u2019s in front of <\/b><\/p>\n

        you.<\/b><\/p>\n

        T. practises the dialogue with the PP.<\/b><\/p>\n

        T. presents the different directions and positions through situations ( next to \/ opposite \/ between \/ before \/ behind ) <\/b><\/p>\n

        Eg: Go along\u2026..\/ straight\u2026\u2026..on your right \/ left <\/b><\/p>\n

        Practise: T. gives cues:<\/b><\/p>\n

        Where is St James Park (Green Park)<\/b><\/p>\n

          \n
        • \n

          Could you tell me the way to The National Gallery<\/b><\/p>\n<\/li>\n<\/ul>\n

          (You are in Piccadilly Circus)<\/b><\/p>\n

            \n
          • \n

            How do I get to\u2026..?<\/b><\/p>\n<\/li>\n<\/ul>\n

            (You are in P. Palace)<\/b><\/p>\n

            Produce: Find the missing words:<\/b><\/p>\n

            A: Excuse\u2026\u2026. \u2013 Can you\u2026\u2026\u2026me the way to the Green <\/b><\/p>\n

            Park, please?<\/b><\/p>\n

            B :Go\u2026\u2026\u2026\u2026..to P. Circus. Then\u2026\u2026left the G.P. is\u2026\u2026<\/b><\/p>\n

            of\u2026\u2026.. <\/b><\/p>\n

            T. asks the PP to copy the task down after being corrected on BB <\/b><\/p>\n<\/td>\n

        		\n

        PP look.<\/b><\/p>\n

        – a bus<\/b><\/p>\n

        – passengers<\/b><\/p>\n

        PP repeat and give answers<\/b><\/p>\n

        PP practise in pairs<\/b><\/p>\n

        PP work in pairs<\/b><\/p>\n

        PP work in pairs<\/b><\/p>\n

        Finally, they put it down on their<\/b><\/p>\n

        CB.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
        \n

        Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        File: 02<\/b><\/p>\n<\/td>\n

        		\n

        Sequence: 02<\/b><\/p>\n<\/td>\n

        		\n

        Lesson: 02<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Function: Asking about distances and time.<\/b><\/p>\n<\/td>\n

        		\n

        Leg. Form: How far\u2026.\/ How long\u2026.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        N. Lexis: The main ones<\/b><\/p>\n<\/td>\n

        		\n

        V. Aids: Pictures <\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Objective: To enable PP to ask for duration \/ distances.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
        \n

        Procedure<\/b><\/p>\n<\/td>\n

        		\n

        Pupils\u2019 task<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Stage one: <\/b><\/span>Warm-up<\/b><\/u><\/span><\/p>\n

        T. revises the previous lesson<\/b><\/p>\n

        Stage two: <\/b><\/span>Listen & Speak<\/b><\/u><\/span>: <\/b><\/span><\/p>\n

          \n
        1. \n

          T. sticks a card or draws<\/b><\/p>\n<\/li>\n<\/ol>\n

          Bus Station Petrol station (300 yards\/ 20 min.)<\/b><\/p>\n

          Town Centre National Gallery \u00bd mile \/ 05 min.)<\/b><\/p>\n

          T. asks: 1) How far is the petrol station?<\/b><\/p>\n

          It\u2019s 300 yards <\/b><\/p>\n

          How long does it take to get there by bus? <\/b><\/p>\n

          It takes 20 min.<\/b><\/p>\n

          2) How far is the National Gallery?<\/b><\/p>\n

          It\u2019s \u00bd mile <\/b><\/p>\n

          How long does it take to get there on foot? <\/b><\/p>\n

          It takes 5 min. <\/b><\/p>\n

          Stage three: <\/b><\/span>Practise<\/b><\/u><\/span><\/p>\n

          T. gives cues:<\/b><\/p>\n

          School \/ Hospital \/ 1 km \/1\/2 hour \/ on foot<\/b><\/p>\n

          Post office \/ university \/ 3 km \/25 min \/ by bus<\/b><\/p>\n

          Stage four: Produce:<\/b><\/p>\n

          T. asks his PP to give examples.<\/b><\/p>\n

          He selects 1 \u2013 2 as models<\/b><\/p>\n

          T. asks them to do act. 2 \/ p. 61<\/b><\/p>\n

          Then, he asks them to correct on BB before being copied on their CB<\/b><\/p>\n<\/td>\n

        		\n

        PPS\u2019 repetition<\/b><\/span><\/p>\n

        PP practise in pairs<\/b><\/p>\n

        PP work in pairs<\/b><\/p>\n

        PP ask \/ answer qq.<\/b><\/p>\n

        PP do it orally.<\/b><\/p>\n

        Finally, they put it down on their<\/b><\/p>\n

        CB.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
        \n

        Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        File: 02<\/b><\/p>\n<\/td>\n

        		\n

        Sequence: 02<\/b><\/p>\n<\/td>\n

        		\n

        Lesson: 03<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Function: Asking for \/ giving directions<\/b><\/p>\n<\/td>\n

        		\n

        Leg. Form: S. Future<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        N. Lexis: \/ <\/b><\/p>\n<\/td>\n

        		\n

        V. Aids: Pictures <\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Objective: To enable PP to plan for future tasks.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
        \n

        Procedure<\/b><\/p>\n<\/td>\n

        		\n

        Pupils\u2019 task<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Stage one: <\/b><\/span>Warm-up<\/b><\/u><\/span><\/p>\n

        T. shows a picture of a bus:<\/b><\/p>\n

        What is it?<\/b><\/p>\n

        T. asks about other means of transport.<\/b><\/p>\n

        Stage two: <\/b><\/span>Presentation<\/b><\/u><\/span> <\/b><\/p>\n

          \n
        1. \n

          T. shows a letter:- What is it?<\/b><\/p>\n<\/li>\n<\/ol>\n

          T: Jenny and Steve are going to visit London. They\u2019re <\/b><\/p>\n

          Tourists.<\/b><\/p>\n

          They will visit many places such as: historical places:<\/b><\/p>\n

          (church\u2026\u2026\u2026)<\/b><\/p>\n

          Stage three: First reading (Books shut)<\/b><\/p>\n

          T. sets general questions.<\/b><\/p>\n

          1 -When will Sally welcome Jenny \/ Steve ?<\/b><\/p>\n

          2) What are they going to see?<\/b><\/p>\n

          T. reads the text loudly, then he asks for the answers<\/b><\/p>\n

          Second Reading ( Books open )<\/b><\/p>\n

          T. reads the text again loudly<\/b><\/p>\n

          He asks many QQ about the text.<\/b><\/p>\n

          T: Sally received a telegram from Steve <\/b><\/p>\n

          Task 3 \/4 p.65<\/b><\/p>\n

          T. explains the first telegram (3)<\/b><\/p>\n

          Steve\u2019s arriving at Heathrow Airport on Wednesday at 10 am<\/b><\/p>\n

          T. asks PP to expand the telegram N\u00b0 4<\/b><\/p>\n

          Then, he asks them to correct on BB before being copied on their CB<\/b><\/p>\n<\/td>\n

        		\n

        A bus<\/b><\/p>\n

        A train \/ plane\u2026\u2026<\/b><\/p>\n

        A letter<\/b><\/p>\n

        PP repeat<\/b><\/p>\n

        PP work in pairs<\/b><\/p>\n

        Finally, they put it down on their<\/b><\/p>\n

        CB.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
        \n

        Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        File: 02<\/b><\/p>\n<\/td>\n

        		\n

        Sequence: 02<\/b><\/p>\n<\/td>\n

        		\n

        Lesson: 04<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Function: Expanding notes.<\/b><\/p>\n<\/td>\n

        		\n

        Leg. Form: going to\u2026\u2026\u2026.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        N. Lexis: the main ones <\/b><\/p>\n<\/td>\n

        		\n

        V. Aids: Pictures <\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Objective: To enable PP to talk about tourism through short texts.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
        \n

        Procedure<\/b><\/p>\n<\/td>\n

        		\n

        Pupils\u2019 task<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Stage one: <\/b><\/span>Warm-up<\/b><\/u><\/span><\/p>\n

        T. shows a picture.<\/b><\/p>\n

        What\u2019s it? <\/b><\/p>\n

        What can you see on the bus?<\/b><\/p>\n

        Stage two: <\/b><\/span>Presentation<\/b><\/u><\/span> <\/b><\/p>\n

        They are passengers.<\/b><\/p>\n

        They are making a tour.<\/b><\/p>\n

        They are going to visit many places.<\/b><\/p>\n

        They are visitors.<\/b><\/p>\n

        Stage three: First reading (Books shut)<\/b><\/p>\n

        T sets general questions.<\/b><\/p>\n

        T. reads the text loudly, then he asks for the answers<\/b><\/p>\n

        Second Reading ( Books open )<\/b><\/p>\n

        T. reads the text again loudly<\/b><\/p>\n

        He asks many QQ about the text.<\/b><\/p>\n

        T. shows \/ draws a picture of a space ship and a man near it.<\/b><\/p>\n

        It\u2019s a space ship <\/b><\/p>\n

        He is an astronaut.<\/b><\/p>\n

        T. draws a moon \/ It\u2019s a moon.<\/b><\/p>\n

        T: Armstrong landed on the moon in 1969.<\/b><\/p>\n

        T. writes an exercise on the board.<\/b><\/p>\n

        Find the missing words:<\/b><\/p>\n

        * One day, some PP\u2026\u2026\u2026to space by a\u2026\u2026\u2026They\u2026\u2026<\/b><\/p>\n

        Late on the\u2026\u2026\u2026\u2026<\/b><\/p>\n

        T. asks the pp to give the right answers.<\/b><\/p>\n

        Then, he asks them to correct on BB before being copied on their CB<\/b><\/p>\n<\/td>\n

        		\n

        It\u2019s a bus<\/b><\/p>\n

        PP give answers<\/b><\/p>\n

        PP practise in pairs<\/b><\/p>\n

        PP work in pairs<\/b><\/p>\n

        Finally, they put it down on their<\/b><\/p>\n

        CB.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
        \n

        Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        File: 02<\/b><\/p>\n<\/td>\n

        		\n

        Sequence: 03<\/b><\/p>\n<\/td>\n

        		\n

        Lesson: 01<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Function: <\/b><\/p>\n<\/td>\n

        		\n

        Leg. Form: Model Can<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        N. Lexis: <\/b><\/p>\n<\/td>\n

        		\n

        V. Aids: Pictures <\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Objective: The pupils set a visit.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
        \n

        Procedure<\/b><\/p>\n<\/td>\n

        		\n

        Pupils\u2019 tasks<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Stage one : Warming up<\/b><\/p>\n

        T. asks PP to name some places of interest in London.<\/b><\/p>\n

        Stage two : Listen and speak<\/b><\/p>\n

        1) T. reads listening scripts on P. 171( At a tourist <\/b><\/p>\n

        agency ) and asks PP to tell him \/her some places of <\/b><\/p>\n

        interest in Wales.<\/b><\/p>\n

        2) T. reads again a conversation and asks PP to do act.<\/b><\/p>\n

        2 page 67. <\/b><\/p>\n

        Stage three : Practise<\/b><\/p>\n

        T. asks PP to play out the dialogue( 3 p 69 ).<\/b><\/p>\n

        Stage four : Imagine<\/b><\/p>\n

        T. asks PP to complete these sentences :<\/b><\/p>\n

        What can you do in these places ?<\/b><\/p>\n

        1 \u2013 At Leisure Centre \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026<\/b><\/p>\n

        \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026<\/p>\n

        2- At Dino Disco \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.<\/b><\/p>\n

        3- At the art Gallery \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..<\/b><\/p>\n

        4- At Gift shops \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..<\/b><\/p>\n<\/td>\n

        		\n

        PP.: Big Ben Tower Bridge, \u2026..<\/b><\/p>\n

        Listen and say :<\/b><\/p>\n

        The Maritime Quarter.<\/b><\/span><\/p>\n

        Leisure Centre.<\/b><\/p>\n

        The Art Gallery.<\/b><\/p>\n

        PP. tick the places on their books (with a pencil).<\/b><\/p>\n

        PP. practise in pairs using the cues given in the act. .<\/b><\/p>\n

        P. look at the text on P.171 and do the activity.<\/b><\/p>\n

        1 \u2013 At the Leisure Centre, I can have a good time.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
        \n

        Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        File: 02<\/b><\/p>\n<\/td>\n

        		\n

        Sequence: 03<\/b><\/p>\n<\/td>\n

        		\n

        Lesson: 02<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Function: <\/b><\/p>\n<\/td>\n

        		\n

        Leg. Form: Present continuous. <\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        N. Lexis: <\/b><\/p>\n<\/td>\n

        		\n

        V. Aids: Pictures <\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Objective: Expressing long actions in the present.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
        \n

        Procedure<\/b><\/p>\n<\/td>\n

        		\n

        Pupils\u2019 tasks<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Stage one : Warming up<\/b><\/p>\n

        T. asks questions like this:<\/b><\/p>\n

        What do people do in these places ?.<\/b><\/p>\n

        At the beach.<\/b><\/p>\n

        At the cinema.<\/b><\/p>\n

        In a public garden.<\/b><\/p>\n

        In the supermarket.<\/b><\/p>\n

        Stage two : Listen and speak<\/b><\/p>\n

        T. shows pictures and asks PP. to tell him\/her what<\/b><\/p>\n

        They are doing .<\/b><\/p>\n

        Pict. 1 : run<\/b><\/p>\n

        Pict. 2 : fish<\/b><\/p>\n

        T. does the same work with the other pictures.<\/b><\/p>\n

        Stage three : Practise<\/b><\/p>\n

        T. gives an example( picture) :<\/b><\/p>\n

        A: Look at this boy. He is playing.<\/b><\/p>\n

        B: No, he is not. He is escaping from a dog.<\/b><\/p>\n

        T. shows other pictures and asks PP to practise in pairs<\/b><\/p>\n

        ( T. helps them by giving cues.)<\/b><\/p>\n

        Stage four : Imagine<\/b><\/p>\n

        Many tourists are in Maritime Quarter.<\/b><\/p>\n

        Now, what are they doing ?<\/b><\/p>\n

        1 \u2013 At Leisure Centre \/have a good time<\/b><\/p>\n

        2- At Dino Disco \/ listen to music.<\/b><\/p>\n

        3- At the art Gallery \/ look at the paintings.<\/b><\/p>\n

        4- At Gift shops \/ buy Welsh souvenirs.<\/b><\/p>\n<\/td>\n

        		\n

        PP. answer.<\/b><\/p>\n

        They swim \/ fish \u2026.\/<\/b><\/p>\n

        Basket \/\u2026..<\/b><\/p>\n

        -A man is running.<\/b><\/p>\n

        – They are fishing.<\/b><\/p>\n

        PP. practise in pairs using the cues given in the act. .<\/b><\/p>\n

        PP. do it.<\/b><\/p>\n

        1 \u2013 At Leisure Centre ,they are having a good time.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
        \n

        Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        File: 02<\/b><\/p>\n<\/td>\n

        		\n

        Sequence: 03<\/b><\/p>\n<\/td>\n

        		\n

        Lesson: 03<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Function: <\/b><\/p>\n<\/td>\n

        		\n

        Leg. Form: The future tense.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        N. Lexis: a fortune teller\/a weatherman\/\u2026. <\/b><\/p>\n<\/td>\n

        		\n

        V. Aids: Pictures <\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Objective: Planning future events. <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
        \n

        Procedure<\/b><\/p>\n<\/td>\n

        		\n

        Pupils\u2019 tasks<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Stage one : Warming up<\/b><\/p>\n

        T. draws a map of Algeria on BB and designs the <\/b><\/p>\n

        weather states of that day, then he asks :<\/b><\/p>\n

        What’s the weather like in Algeria, today ?<\/b><\/p>\n

        Stage two : Read and write( 1 )<\/b><\/p>\n

        1) T. asks PP to open the books on P. 72 and asks them <\/b><\/p>\n

        to tell him\/her about the pictures(A,B,C,D,E) <\/b><\/p>\n

        (T. presents the new lexis : a fortune teller\/ astrologer\/<\/b><\/p>\n

        a weatherman .)<\/b><\/p>\n

        2) T. asks PP to read the 5 texts and to link them with<\/b><\/p>\n

        the pictures. <\/b><\/p>\n

        Stage three : Practise<\/b><\/p>\n

        T. asks PP to do act.1 p 72( Brian Smith’s resolutions ).<\/b><\/p>\n<\/td>\n

        		\n

        PP.: answer<\/b><\/p>\n

        -It’s cloudy in the North.<\/b><\/p>\n

        A: Great Britain<\/b><\/p>\n

        B: A cloud<\/b><\/p>\n

        PP. repeat.<\/b><\/p>\n

        A 2<\/b><\/p>\n

        B 5<\/b><\/p>\n

        C 3<\/b><\/p>\n

        D 1<\/b><\/p>\n

        E 4<\/b><\/p>\n

        PP. do it .<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
        \n

        Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        File: 02<\/b><\/p>\n<\/td>\n

        		\n

        Sequence: 03<\/b><\/p>\n<\/td>\n

        		\n

        Lesson: 04<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Function: <\/b><\/p>\n<\/td>\n

        		\n

        Leg. Form: The future tense.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        N. Lexis: a fortune teller\/a weatherman\/\u2026. <\/b><\/p>\n<\/td>\n

        		\n

        V. Aids: Pictures, <\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Objective: Planning future events. <\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
        \n

        Procedure<\/b><\/p>\n<\/td>\n

        		\n

        Pupils\u2019 tasks<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Stage one : Warming up<\/b><\/p>\n

        Revision of what we learnt during the previous lesson.<\/b><\/p>\n

        Stage two : Read and write ( 1 )<\/b><\/p>\n

        T. asks PP to read the 5 texts and to underline all the<\/b><\/p>\n

        verbs. <\/b><\/p>\n

        T. asks : In which tense are the verbs in text 1? Why ?<\/b><\/p>\n

        Stage three : Practise<\/b><\/p>\n

        T. asks 2 pupils to come to the board.<\/b><\/p>\n

        PP will predict his\/her colleague’s future.<\/b><\/p>\n

        T. does the same with other pp.<\/b><\/p>\n

        Stage four : Write<\/b><\/p>\n

        T. asks PP to do act. 1 p 72.<\/b><\/p>\n

        ( Write out )<\/b><\/p>\n<\/td>\n

        		\n

        PP answer.<\/b><\/p>\n

        PP try to do it.<\/b><\/p>\n

        In the future + it’s about someone’s future life.<\/b><\/p>\n

        ( Predicting)<\/b><\/span><\/p>\n

        P1: Will you tell me my future ?<\/b><\/p>\n

        P2: You’ll be successful in your life. You’ll be very rich\u2026..<\/b><\/p>\n

        PP write.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
        \n

        Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        File: 02<\/b><\/p>\n<\/td>\n

        		\n

        Sequence: 03<\/b><\/p>\n<\/td>\n

        		\n

        Lesson: 05<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Function: <\/b><\/p>\n<\/td>\n

        		\n

        Leg. Form: The future tense.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        N. Lexis: a fortune teller\/a weatherman\/\u2026. <\/b><\/p>\n<\/td>\n

        		\n

        V. Aids: Pictures, <\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Objective: Planning a visit to places of interest.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
        \n

        Procedure<\/b><\/p>\n<\/td>\n

        		\n

        Pupils\u2019 tasks<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Stage one : Warming up<\/b><\/p>\n

        T.: Imagine that you are in London. What are the <\/b><\/p>\n

        most interesting places you want to visit ? <\/b><\/p>\n

        Stage two : Read and write ( 2 )<\/b><\/p>\n

        1)-T. asks PP to read the text p. 74 and to underline all <\/b><\/p>\n

        the places of interest. <\/b><\/p>\n

        2)-T. asks PP to play the dialogue in pairs<\/b><\/p>\n

        A: I want to buy souvenirs.<\/b><\/p>\n

        B: Let’s go to Oxford Street. <\/b><\/p>\n

        Cues: National Gallery\/ admire the paintings.<\/b><\/p>\n

        Tower of London \/ see the Crown Jewels.<\/b><\/p>\n

        Saint James Park \/ watch ducks and birds.<\/b><\/p>\n

        Hyde Park \/ listen to people at Speakers’ corner<\/b><\/p>\n

        Stage three : Write<\/b><\/p>\n

        T. asks PP to do act.2 p 74.<\/b><\/p>\n<\/td>\n

        		\n

        I’ll visit Big Ben \/The Tower Bridge \/ \u2026\u2026<\/b><\/p>\n

        PP read the text and underline the places.<\/b><\/p>\n

        PP practise in pairs.<\/b><\/p>\n

        PP do it.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
        \n

        Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        File: 03<\/b><\/p>\n<\/td>\n

        		\n

        Sequence: 01<\/b><\/p>\n<\/td>\n

        		\n

        Lesson: 01<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Function: <\/b><\/p>\n<\/td>\n

        		\n

        Leg. Form: I’ve been \u2026since\/for (Affirmative)<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        N. Lexis: since \/ for, etc\u2026 <\/b><\/span><\/p>\n<\/td>\n

        		\n

        V. Aids: Pictures, <\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Objective: Describing actions that happened in the past and affect the present.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
        \n

        Procedure<\/b><\/p>\n<\/td>\n

        		\n

        Pupils\u2019 tasks<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Stage one : Warming up<\/b><\/p>\n

        Revision about the present simple.<\/b><\/p>\n

        Stage two : Listen and speak<\/b><\/p>\n

          \n
        1. \n

          T. gives examples:<\/b><\/p>\n<\/li>\n<\/ol>\n

            \n
          • \n

            You have been a pupil for 9 years.<\/b><\/p>\n<\/li>\n

          • \n

            You have studied English for 3 years.<\/b><\/p>\n<\/li>\n

          • \n

            My brother has worked in SONATRACH for 10 years.<\/b><\/p>\n<\/li>\n<\/ul>\n

              \n
            1. \n

              T. repeats the same examples with ‘since’.<\/b><\/p>\n<\/li>\n<\/ol>\n

              – You have been a pupil since 1996.<\/b><\/p>\n

              – You have studied English since 2002.<\/b><\/p>\n

              – My brother has worked in SONATRACH since 1995.<\/b><\/p>\n

              Stage three : Practise<\/b><\/p>\n

              T. shows pictures and gives cues.<\/b><\/p>\n

              – They \/ practise \/ football \/ 2 years<\/b><\/p>\n

              – She \/ live \/ here \/ 1990<\/b><\/p>\n

              – He \/ be \/ a taxi-driver \/ 7 years<\/b><\/p>\n

              – I \/ feel \/ ill \/ last week<\/b><\/p>\n

              T. asks PP to give examples<\/b><\/p>\n

              Stage four : Imagine<\/b><\/p>\n

              T. asks PP to do this act.: “put in since or for”<\/b><\/p>\n

              1- We have had computers \u2026. 1950.<\/b><\/p>\n

              2-You’ve learnt French \u2026. 5 years.<\/b><\/p>\n

              3- He has repaired cars \u2026. 1970.<\/b><\/p>\n

              4- I’ve lived here \u2026. 10 months.<\/b><\/p>\n<\/td>\n

        		\n

        Listen and repeat<\/b><\/p>\n

        Listen and repeat<\/b><\/p>\n

        Listen and repeat<\/b><\/p>\n

        PP make the sentences<\/b><\/p>\n

        give examples<\/b><\/p>\n

        PP do the activity<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
        \n

        Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        File: 03<\/b><\/p>\n<\/td>\n

        		\n

        Sequence: 01<\/b><\/p>\n<\/td>\n

        		\n

        Lesson: 02<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Function: <\/b><\/p>\n<\/td>\n

        		\n

        Leg. Form: Have you \u2026? \/ How long \u2026 ?<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        N. Lexis: How long, etc\u2026 <\/b><\/p>\n<\/td>\n

        		\n

        V. Aids: Pictures, <\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Objective: To enable the pupils to ask and answer using present perfect.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
        \n

        Procedure<\/b><\/p>\n<\/td>\n

        		\n

        Pupils\u2019 tasks<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Stage one : Warming up<\/b><\/p>\n

        T. asks to combine words giving right sentences.<\/b><\/p>\n

        – I \/ come to school \/ last September<\/b><\/p>\n

        – father \/ travel \/ long time<\/b><\/p>\n

        – she \/ be a secretary \/ 7 years<\/b><\/p>\n

        Stage two : Listen and speak<\/b><\/p>\n

        T. introduces the following dialogue :<\/b><\/p>\n

        Patient: I’ve a stomach ache.<\/b><\/p>\n

        Doctor: Have you eaten bad food ?<\/b><\/p>\n

        Patient: No, I haven’t.<\/b><\/p>\n

        Doctor: Has your mother given you an infusion ?<\/b><\/p>\n

        Patient: Yes, she has.<\/b><\/p>\n

        Doctor: How long have you had it ?<\/b><\/p>\n

        Patient: For 2 days.<\/b><\/p>\n

        Stage three : Practise<\/b><\/p>\n

        T. asks to do quiz 3p.92(ask and answer).<\/b><\/p>\n

        Example:<\/b><\/p>\n

          \n
        • \n

          How long have we had the car ?<\/b><\/p>\n<\/li>\n

        • \n

          We had the car for \u2026\u2026. Years.<\/b><\/p>\n<\/li>\n<\/ul>\n

          Stage four : Imagine<\/b><\/p>\n

          T. asks PP to complete the bubbles in pictures( 2 and 3 ) <\/b><\/p>\n

          on page 93<\/b><\/p>\n<\/td>\n

        		\n

        PP make correct sentences<\/b><\/p>\n

        Perform the dialogue<\/b><\/p>\n

        PP do the quiz.<\/b><\/p>\n

        PP do it<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
        \n

        Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        File: 03<\/b><\/p>\n<\/td>\n

        		\n

        Sequence: 01<\/b><\/p>\n<\/td>\n

        		\n

        Lesson: 03<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Function: <\/b><\/p>\n<\/td>\n

        		\n

        Leg. Form: I have \u2026, so \u2026<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        N. Lexis: so, etc\u2026 <\/b><\/p>\n<\/td>\n

        		\n

        V. Aids: Pictures, <\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Objective: Expressing actions in present perfect using “so”<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
        \n

        Procedure<\/b><\/p>\n<\/td>\n

        		\n

        Pupils\u2019 tasks<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Stage one : Warming up<\/b><\/p>\n

        Revising the last lesson: how long \u2026 ?.<\/b><\/p>\n

        T. asks to give examples with ‘how long’.<\/b><\/p>\n

        Stage two : Listen and speak<\/b><\/p>\n

        T. gives examples:<\/b><\/p>\n

        I’ve been a pupil here since 2002.<\/b><\/p>\n

        I’ve been a pupil here for 3 years.<\/b><\/p>\n

        T. combines the 2 sentences using “so” <\/b><\/p>\n

        I’ve been a pupil here since 2002;so I’ve been a pupil <\/b><\/p>\n

        here for 3 years.<\/b><\/p>\n

        Stage three : Practise<\/b><\/p>\n

        T. gives cues ,asking PP to combine.<\/b><\/p>\n

          \n
        • \n

          Write articles \/ 1995 ;so \u2026 <\/b><\/p>\n<\/li>\n

        • \n

          Play chess \/ 2001 ;so \u2026<\/b><\/p>\n<\/li>\n

        • \n

          Wait for the bus \/ 9 :00 ;so \u2026<\/b><\/p>\n<\/li>\n<\/ul>\n

          Stage four : Imagine<\/b><\/p>\n

          T. asks PP to work in pairs giving compound sentences <\/b><\/p>\n

          with “so” in present perfect.<\/b><\/p>\n<\/td>\n

        		\n

        PP give examples<\/b><\/p>\n

        Listen and repeat<\/b><\/p>\n

        Make correct sentences.<\/b><\/p>\n

        PP give examples in pairs<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
        \n

        Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        File: 03<\/b><\/p>\n<\/td>\n

        		\n

        Sequence: 01<\/b><\/p>\n<\/td>\n

        		\n

        Lesson:04 Read and Write 1<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Function: <\/b><\/p>\n<\/td>\n

        		\n

        Leg. Form: The present perfect.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        N. Lexis: <\/b><\/p>\n<\/td>\n

        		\n

        V. Aids: Pictures, <\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Objective: To read about whales extinction\/ Combining sentences using “so”. <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
        \n

        Procedure<\/b><\/p>\n<\/td>\n

        		\n

        Pupils\u2019 tasks<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Stage one : Warming up<\/b><\/p>\n

        T. shows a picture of whales and gives brief <\/b><\/p>\n

        information about these animals.<\/b><\/p>\n

        Whales live in oceans .They are in danger of extinction.<\/b><\/p>\n

        Stage two : Read and write ( 1 )<\/b><\/p>\n

        T. gives the overall idea of the text on p. 95 ,introducing<\/b><\/p>\n

        the new items : whales \/ hunt \/ extinction \/ ban \/\u2026<\/b><\/p>\n

        Stage three : Practise<\/b><\/p>\n

        1- T. asks some questions on Herman Moville.<\/b><\/p>\n

        – Who is Herman Moville ?<\/b><\/p>\n

        – What did he write ?<\/b><\/p>\n

        – What is it about ?<\/b><\/p>\n

        2- T. writes act. 4 p 94. Then ,he asks PP to read the text<\/b><\/p>\n

        (P 95 ) and do the activity.<\/b><\/p>\n

        T. asks for correction. <\/b><\/p>\n

        Stage four : Write<\/b><\/p>\n

        T. asks PP to do practise 1 p 94.<\/b><\/p>\n

        Join the sentences using “so”<\/b><\/p>\n<\/td>\n

        		\n

        Listen and take notes down<\/b><\/p>\n

        Listen and repeat<\/b><\/p>\n

        Answer the questions.<\/b><\/p>\n

        Read and do.<\/b><\/p>\n

        Give the correction<\/b><\/p>\n

        Do the activity ..<\/b><\/p>\n

        Write down the correction.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
        \n

        Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        File: 03<\/b><\/p>\n<\/td>\n

        		\n

        Sequence: 01<\/b><\/p>\n<\/td>\n

        		\n

        Lesson: 05 Read and Write 2<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

        \n

        Function: <\/b><\/p>\n<\/td>\n

        		\n

        Leg. Form: The present simple.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        N. Lexis: eco\/food\/protest\/destruction\/admiration.<\/b><\/p>\n<\/td>\n

        		\n

        V. Aids: Pictures, (trees\/forests\/nature\/\u2026)<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Objective: Making the pupils read Eco-warriors and write a paragraph about nomads. <\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
        \n

        Procedure<\/b><\/p>\n<\/td>\n

        		\n

        Pupils\u2019 tasks<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Stage one : Warming up<\/b><\/p>\n

        T. shows a picture of forests and trees related to the text. <\/b><\/p>\n

        Stage two : Read and write ( 2 )<\/b><\/p>\n

        T. gives the overall idea of the text on p. 95 ,introducing<\/b><\/p>\n

        the new items : whales \/ hunt \/ extinction \/ ban \/\u2026<\/b><\/p>\n

        Stage three : Practise<\/b><\/p>\n

        1- T. introduces the new words of text 1 p 96(through a<\/b><\/p>\n

        situation)<\/b><\/p>\n

        2- T. sets an activity ( right or wrong )<\/b><\/p>\n

        3- T. reads the text and corrects the activity.<\/b><\/p>\n

        4- T. inserts the new words for 2<\/b><\/span>nd<\/b><\/span><\/sup> text in a situation.<\/b><\/span><\/p>\n

        5- T. asks WH questions on the 2<\/b><\/span>nd<\/b><\/span><\/sup> text p 96.<\/b><\/span><\/p>\n

        -Who are Eco- warriors ?<\/b><\/p>\n

        -What do they like ?<\/b><\/p>\n

        -How do they attract the attention ?<\/b><\/p>\n

        T. reads the 2<\/b><\/span>nd<\/b><\/span><\/sup> text and then corrects with PP<\/b><\/span><\/p>\n

        Stage four : Write<\/b><\/p>\n

        T. asks PP to write a paragraph about travelling people<\/b><\/p>\n

        in their countries.( people of the Sahara)<\/b><\/p>\n<\/td>\n

        		\n

        Repeat some words<\/b><\/p>\n

        Listen and repeat<\/b><\/p>\n

        The left the right<\/b><\/p>\n

        Repeat the new items.<\/b><\/p>\n

        Do the activity.<\/b><\/p>\n

        Correct.<\/b><\/p>\n

        Repeat the new items .<\/b><\/p>\n

        Answer the questions.<\/b><\/p>\n

        Correct.<\/b><\/p>\n

        Write a paragraph.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
        \n

        Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        File: 03<\/b><\/p>\n<\/td>\n

        		\n

        Sequence: 02<\/b><\/p>\n<\/td>\n

        		\n

        Lesson: 01<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Function: <\/b><\/p>\n<\/td>\n

        		\n

        Leg. Form: The present perfect ( all forms )<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        N. Lexis: eco\/food\/protest\/destruction\/admiration<\/b><\/p>\n<\/td>\n

        		\n

        V. Aids: Pictures, drawings . real situations<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Objective: Enable the pupils to express past actions related to present time.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
        \n

        Procedure<\/b><\/p>\n<\/td>\n

        		\n

        Pupils\u2019 tasks<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Stage One :<\/b><\/p>\n

        Listen and act<\/b><\/u><\/p>\n

        Teacher reads the following dialogue :<\/b><\/p>\n

        Teache<\/b><\/u><\/span>r : What’s the matter , Olga ?<\/b><\/span><\/p>\n

        Olga <\/b><\/u><\/span>: I’m angry with Peter.<\/b><\/span><\/p>\n

        Teacher <\/b><\/u><\/span>: What has he done ?<\/b><\/span><\/p>\n

        Olga <\/b><\/u><\/span>: Look ! He has torn my copy book.<\/b><\/span><\/p>\n

        What shall I do, madam ?<\/b><\/p>\n

        Teacher <\/b><\/u><\/span>: Well , use a piece of scotch.<\/b><\/span><\/p>\n

        Stage Two : <\/b><\/span><\/p>\n

        Practice<\/b><\/u><\/p>\n

          \n
        1. \n

          Explains: Use the cues and make a short dialog.<\/b><\/p>\n

            \n
          1. \n

            He ( break) my ruler.\/ Take his <\/b><\/p>\n<\/li>\n

          2. \n

            She ( write) on my book.\/ Rub it out.<\/b><\/p>\n<\/li>\n

          3. \n

            He ( take) my Calculator.\/ Use mine <\/b><\/p>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n

            Stage Three :<\/b><\/span><\/p>\n

            Produce:<\/b><\/u><\/p>\n

            Write correct sentences using the situations below:<\/b><\/p>\n

            1-Meriem ( clean) the room.<\/b><\/p>\n

            2-I ( not draw) a tree.<\/b><\/p>\n

            3-We ( go) out ?<\/b><\/p>\n

            4-Jack (visit) Algeria ? <\/b><\/p>\n<\/td>\n

        		\n

        Listen carefully then act in pairs.<\/b><\/p>\n

        Substitute <\/b><\/p>\n

        Write sentences. <\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
        \n

        Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

        		\n

        Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        File: 03<\/b><\/p>\n<\/td>\n

        		\n

        Sequence: 02<\/b><\/p>\n<\/td>\n

        		\n

        Lesson: 02<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Function: <\/b><\/p>\n<\/td>\n

        		\n

        Leg. Form: P. perfect with “already, yet, ever, never”<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        N. Lexis: yet, already, ever, etc\u2026<\/b><\/span><\/p>\n<\/td>\n

        		\n

        V. Aids: Situations – pictures – Drawing <\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Objective: Enable the pupils to use the learnt adverbs with present perfect tense.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
        \n

        Procedure<\/b><\/p>\n<\/td>\n

        		\n

        Pupils\u2019 tasks<\/b><\/p>\n<\/td>\n<\/tr>\n

        \n

        Stage One :<\/b><\/span><\/p>\n

        Review <\/b><\/u><\/p>\n

        Describe the pictures on page 97 . Say what those people have done ?<\/b><\/p>\n

        Stage Two : <\/b><\/p>\n

        Listen and act<\/b><\/u><\/p>\n

          \n
        • \n

          Sally has already taken an oral exam .<\/b><\/p>\n<\/li>\n

        • \n

          John and Marry have already visited Algeria .<\/b><\/p>\n<\/li>\n

        • \n

          has taken an oral exam yet ?<\/b><\/p>\n<\/li>\n

        • \n

          have they visited Algeria yet ?<\/b><\/p>\n<\/li>\n<\/ul>\n

          Combination <\/b><\/u><\/p>\n

          – Sally has already taken an oral exam but she has not seen her paper yet.<\/b><\/p>\n

          – John and Marry have already visited Algeria but \u2026\u2026.(write) an article\u2026\u2026\u2026\u2026\u2026.<\/b><\/p>\n

          Stage Three :<\/b><\/span><\/p>\n

          Practice <\/b><\/u><\/p>\n

          Giving cues to make sentences (examples)<\/p>\n

          \n
          \n\n\n\n<\/colgroup>\n\n\n\n
          \n

          Already<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Yet<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          – Go to France <\/b><\/p>\n

          – Buy a camera<\/b><\/p>\n

          – book a room<\/b><\/p>\n<\/td>\n

          		\n

          – see the Eiffel tower <\/b><\/p>\n

          – take photos<\/b><\/p>\n

          – pay it<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/dd>\n<\/dl>\n

          More practice<\/b><\/u><\/p>\n

          Answer the questions :<\/b><\/p>\n

          – Have you ever visited the U.S.A ?<\/b><\/p>\n

          – Have they ever travelled on horse back? <\/b><\/span><\/p>\n<\/td>\n

          		\n

          See the pictures and say !<\/b><\/p>\n

          E.g. he has arrived —- \/ they have read——-<\/b><\/p>\n

          PP’s act out (repetition).<\/b><\/p>\n

          Answer: yes, \u2026\u2026\u2026\u2026.<\/b><\/p>\n

          Answer: yes: \u2026\u2026\u2026\u2026.<\/b><\/p>\n

          Do the same with the 2<\/b><\/span>nd<\/b><\/span><\/sup> sentence (Oral)<\/b><\/span><\/p>\n

          On their exercise CB. PP’s make written examples .<\/b><\/p>\n

          Try to answer . (oral drill)<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
          \n

          Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          File: 03<\/b><\/p>\n<\/td>\n

          		\n

          Sequence: 02<\/b><\/p>\n<\/td>\n

          		\n

          Lesson: 03<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Function: <\/b><\/p>\n<\/td>\n

          		\n

          Leg. Form: Present perfect ( all forms )<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          N. Lexis: <\/b><\/p>\n<\/td>\n

          		\n

          V. Aids: pictures <\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Objective: Enable the pupils to get information from a reading text.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
          \n

          Procedure<\/b><\/p>\n<\/td>\n

          		\n

          Pupils\u2019 tasks<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Stage One :<\/b><\/p>\n

          Pre-reading<\/b><\/u><\/p>\n

          Look at the pictures on page 102 and describe : <\/b><\/p>\n

          They have just got married.<\/b><\/p>\n

          Stage Two : <\/b><\/p>\n

          Presentation<\/b><\/u><\/p>\n

          Read the text on page 103 and introduce :<\/b><\/p>\n

          ” Billy Crawford”<\/b><\/p>\n

          set questions on the board :<\/b><\/p>\n

            \n
          1. \n

            Who is speaking ?<\/b><\/p>\n<\/li>\n

          2. \n

            What’s the text about ?<\/b><\/p>\n<\/li>\n<\/ol>\n

            Stage Three :<\/b><\/p>\n

            Set the task<\/b><\/u><\/p>\n

            Read the text then answer the questions:<\/b><\/p>\n

              \n
            1. \n

              Where<\/b><\/span>‘<\/b><\/span>s the journalist speaking from ?<\/b><\/span><\/p>\n<\/li>\n

            2. \n

              How did Billy come ?<\/b><\/p>\n<\/li>\n

            3. \n

              What are the fans doing ?<\/b><\/p>\n<\/li>\n

            4. \n

              What has the girl thrown at him ?<\/b><\/p>\n<\/li>\n<\/ol>\n

              Stage Four : <\/b><\/p>\n

              Read and do – write<\/b><\/u><\/p>\n

              Fill in the blanks with the missing words:<\/b><\/p>\n

              The plane has just \u2026\u2026..\u2026 . A big Crowd of fans has already \u2026\u2026\u2026..\u2026 . They are \u2026\u2026\u2026\u2026.\u2026.. . Billy is \u2026\u2026\u2026\u2026\u2026\u2026\u2026 to his fans. A girl has just \u2026\u2026\u2026\u2026\u2026\u2026 a bouquet at Billy.<\/b><\/p>\n<\/td>\n

          		\n

          Look and describe. <\/b><\/p>\n

          ( use “just” )<\/b><\/p>\n

          Books close (Listen) <\/b><\/p>\n

          Answer orally .<\/b><\/p>\n

          Read carefully and try to find the answer <\/b><\/p>\n

          Copy down on their exercise copybooks and start the work.<\/b><\/p>\n

          Correction done on board.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
          \n

          Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          File: 03<\/b><\/p>\n<\/td>\n

          		\n

          Sequence: 03<\/b><\/p>\n<\/td>\n

          		\n

          Lesson: 01<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Function: <\/b><\/p>\n<\/td>\n

          		\n

          Leg. Form: Past Continuous<\/b><\/span> <\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          N. Lexis: <\/b><\/p>\n<\/td>\n

          		\n

          V. Aids: pictures <\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Objective: To express the Past Continuous<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
          \n

          Procedure<\/b><\/p>\n<\/td>\n

          		\n

          Pupils\u2019 tasks<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Stage One : <\/b><\/span><\/span>Warming up<\/b><\/u><\/span><\/span><\/p>\n

            \n
          • \n

            T : Does a revision about the simple past.<\/b><\/p>\n<\/li>\n

          • \n

            What did you do last Friday ?<\/b><\/p>\n<\/li>\n<\/ul>\n

            Stage Two : <\/b><\/span><\/span>Listen and speak <\/b><\/u><\/span><\/span><\/p>\n

            Step 1 \/ T. Asks PPS to take books one page 105<\/b><\/p>\n

            Step 2 \/ T: Read the poem with themissing words .<\/b><\/p>\n

            Step 3 \/ T:Listen to me, now, reading the complete poem .<\/b><\/p>\n

            Step 4 \/ After the reading I give a couple of minutes for PPS to finish their writing then they make a collective correction . <\/b><\/p>\n

            Step 5 \/ T.asks pps about the poem .<\/b><\/p>\n

            1 \u2013 what was the boy dowing ?<\/b><\/p>\n

            2 \u2013 what was he thinking about ?<\/b><\/p>\n

            3 \u2013 what were the people doing ?<\/b><\/p>\n

            Stage Three : <\/b><\/span><\/span>Practise <\/b><\/u><\/span><\/span><\/p>\n

            Step 1 \/ Sticks pictures week and ask about , what were the People doing . <\/b><\/p>\n

            Stage 4 : Produce<\/b><\/p>\n

            Step 1 \/ Imagine that you are in a party .tell the class what was Happening ?<\/b><\/p>\n

            OR<\/b><\/p>\n

            Narrate what were all you family members doing last evening<\/b><\/p>\n<\/td>\n

          		\n

          PPS give their own<\/b><\/p>\n

          Examples (in the simple past ) <\/b><\/p>\n

          I went to the market. <\/b><\/p>\n

          I prayed in the mosque .<\/b><\/p>\n

          I visited some friends .<\/b><\/span> <\/b><\/p>\n

          PP do so .<\/b><\/p>\n

          P.P : Follow, Listen and fill in the gaps.<\/b><\/p>\n

          P.P.S try to answer .<\/b><\/p>\n

          P.P : Try to answer .<\/b><\/p>\n

          P.P : Look and give correct sentences .<\/b><\/p>\n

          Eg : The man was reading the newspaper .<\/b><\/p>\n

          P.P Take their C.Books and write using<\/b><\/span><\/p>\n

          The past <\/b><\/span>Continuous <\/b><\/span><\/span>.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
          \n

          Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          File: 03<\/b><\/p>\n<\/td>\n

          		\n

          Sequence: 03<\/b><\/p>\n<\/td>\n

          		\n

          Lesson: 02<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Function: <\/b><\/p>\n<\/td>\n

          		\n

          Leg. Form: Past Continuous<\/b><\/span> <\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          N. Lexis: <\/b><\/p>\n<\/td>\n

          		\n

          V. Aids: pictures <\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Objective: To express the past continuous (suddenly – when)<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
          \n

          Procedure<\/b><\/p>\n<\/td>\n

          		\n

          Pupils\u2019 tasks<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Stage One: <\/b><\/span>Warming up<\/b><\/u><\/span><\/p>\n

            \n
          • \n

            Can you “remind me” What was happening in the party<\/b><\/p>\n<\/li>\n<\/ul>\n

            Or :<\/b><\/p>\n

            T. Shows pictures presented before<\/b><\/span><\/p>\n

            Stage Two : <\/b><\/span>Listen and speak<\/b><\/u><\/span><\/p>\n

            Step 1:<\/b><\/p>\n

              \n
            1. \n

              Shows picture practice 1 P107 or down on a big picture.<\/b><\/p>\n<\/li>\n<\/ol>\n

                \n
              1. \n

                Describes the scene<\/b><\/p>\n<\/li>\n<\/ol>\n

                  \n
                1. \n

                  What was the man doing?<\/b><\/p>\n<\/li>\n<\/ol>\n

                    \n
                  1. \n

                    What happened to him .<\/b><\/p>\n<\/li>\n<\/ol>\n

                      \n
                    1. \n

                      Makes PP’s repeat the whole sentences the man was walking suddenly he fell down .<\/b><\/span><\/p>\n<\/li>\n<\/ol>\n

                      Step 2: <\/b><\/p>\n

                        \n
                      1. \n

                        Writes the sentences on the B.B. underlines the verbs and explains the differences between the Z actions.<\/b><\/p>\n<\/li>\n<\/ol>\n

                          \n
                        1. \n

                          Introduce “When” instead of suddenly.<\/b><\/p>\n<\/li>\n<\/ol>\n

                          Stage Three : <\/b><\/span>Practice <\/b><\/u><\/span><\/p>\n

                          Step 1 :<\/b><\/p>\n

                          T. Gives cues using “suddenly” or “when”<\/b><\/span><\/p>\n

                          1- John was reading . The Billy rang .<\/b><\/p>\n

                          2- Patient was crying . The Doctor arrived .<\/b><\/p>\n

                          3- Angela was climbing up a ladder . She fell down .<\/b><\/p>\n

                          Step 2 : T. Moves to paragraph 3 p 107.<\/b><\/span><\/p>\n

                          Stage Four : <\/b><\/span>Produce<\/b><\/u><\/span><\/p>\n

                          Imagine ( 1 p 108) <\/b><\/p>\n<\/td>\n

          		\n

          PP : give the examples giving in the previous lesson .<\/b><\/p>\n

          PP : look at the pictures and narrate .<\/b><\/p>\n

          PP’s listen.<\/b><\/p>\n

          He was walking or reading he fell down.<\/b><\/p>\n

          PP’s listen and repeat .<\/b><\/p>\n

          PP’s : put suddenly or when :<\/b><\/p>\n

          – give true sentences .<\/b><\/p>\n

          PP . give true answers.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
          \n

          Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          File: 03<\/b><\/p>\n<\/td>\n

          		\n

          Sequence: 03<\/b><\/p>\n<\/td>\n

          		\n

          Lesson: 03<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Function: <\/b><\/p>\n<\/td>\n

          		\n

          Leg. Form: Past Continuous<\/b><\/span> <\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          N. Lexis: Avoid – ought to should<\/b><\/p>\n<\/td>\n

          		\n

          V. Aids: pictures <\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Objective: To enable the pupils to express long actions in the past.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
          \n

          Procedure<\/b><\/p>\n<\/td>\n

          		\n

          Pupils\u2019 tasks<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Stage One : <\/b><\/span>Warming up<\/b><\/u><\/span><\/p>\n

          T. Reminds PP’s about the pictures one p 107.<\/b><\/span><\/p>\n

          Describe the scene .<\/b><\/p>\n

          Stage Two : <\/b><\/span>Listen and speak<\/b><\/u><\/span><\/p>\n

            \n
          1. \n

            Says : why did the man fall down ? <\/b><\/span><\/p>\n<\/li>\n<\/ol>\n

              \n
            1. \n

              He should stop reading when he was walking .<\/b><\/span><\/p>\n<\/li>\n<\/ol>\n

                \n
              1. \n

                Do you read when you’re walking ?<\/b><\/span><\/p>\n<\/li>\n<\/ol>\n

                  \n
                1. \n

                  Avoid reading when you’re walking .<\/b><\/p>\n<\/li>\n<\/ol>\n

                    \n
                  1. \n

                    You shouldn’t read when you’re walking .<\/b><\/p>\n<\/li>\n<\/ol>\n

                    Stage Three : <\/b><\/span>Practice <\/b><\/u><\/span><\/p>\n

                    T. Gives situations PP’s give advice using ought to . <\/b><\/span><\/p>\n

                    avoid should.<\/b><\/span><\/p>\n

                    – He was driving quickly . He had an accident .<\/b><\/p>\n

                    Stage Four : <\/b><\/span>Produce<\/b><\/u><\/span><\/p>\n

                    Imagine ( 1 – 2 p 108) <\/b><\/p>\n<\/td>\n

          		\n

          PP : The man was walking and reading suddenly he fell down .<\/b><\/p>\n

          PP : Because he was reading and walking.<\/b><\/p>\n

          No, look , listen <\/b><\/p>\n

          And<\/b><\/p>\n

          speak<\/b><\/p>\n

          PP1 : Avoid driving quickly <\/b><\/p>\n

          PP2 : He should drive carefully <\/b><\/p>\n

          He ought drive slowly. <\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
          \n

          Teacher: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Level: 3A.M.<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          File: 03<\/b><\/p>\n<\/td>\n

          		\n

          Sequence: 03<\/b><\/p>\n<\/td>\n

          		\n

          Lesson: 04 Read and Write<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Function: <\/b><\/p>\n<\/td>\n

          		\n

          Leg. Form: <\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          N. Lexis: <\/b><\/p>\n<\/td>\n

          		\n

          V. Aids: pictures <\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Objective: To enable the pupils to read newspapers articles and to write short ones. <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
          \n

          Procedure<\/b><\/p>\n<\/td>\n

          		\n

          Pupils\u2019 tasks<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Stage One : <\/b><\/span>Warming up<\/b><\/u><\/span><\/p>\n

            \n
          1. \n

            Shows a newspaper <\/b><\/p>\n<\/li>\n<\/ol>\n

              \n
            1. \n

              Asks what is it ?<\/b><\/p>\n<\/li>\n<\/ol>\n

                \n
              1. \n

                Shows headlines <\/b><\/p>\n<\/li>\n<\/ol>\n

                Stage Two : <\/b><\/span>Presentation <\/b><\/u><\/span><\/p>\n

                T. Asks her PP to open their book p 111 .<\/b><\/p>\n

                T. Look at the headlines and guess what the newspapers articles are about ?<\/b><\/p>\n

                T. Asks her PP’s to read the 4 articles .<\/b><\/p>\n

                T. Asks PP’s to do 3 – 4 – 5 – 6 p 110.<\/b><\/p>\n

                Stage Three : <\/b><\/span>Practice <\/b><\/u><\/span><\/p>\n

                T. Explains task 2 – 3 – 4 .<\/b><\/p>\n

                Stage Four : <\/b><\/span>Produce<\/b><\/u><\/span><\/p>\n

                <\/u>Write it out<\/b><\/u><\/span><\/p>\n

                Choose one of the headlines below and write an article .<\/b><\/p>\n

                P.S if the work is not finished it will be left as a home work.<\/b><\/p>\n<\/td>\n

          		\n

          Look<\/b><\/p>\n

          It’s a newspaper articles \/ ad \/ stories \/ pictures.<\/b><\/p>\n

          Take their books.<\/b><\/p>\n

          PP look<\/b><\/p>\n

          PP guess<\/b><\/p>\n

          To check the answers .<\/b><\/p>\n

          PP . Do the last written.<\/b><\/p>\n

          Do it <\/b><\/p>\n

          PP : work in pairs .<\/b><\/p>\n

          Or in groups .<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
          \n

          Teacher<\/b><\/u><\/span>: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Level<\/b><\/u><\/span>: 3 A.M.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          File<\/b><\/u><\/span>: 4<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Sequence<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Lesson<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          Function<\/b><\/u><\/span>: Locating & Describing<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Leg. Form<\/b><\/u><\/span>: Northern, Southern\u2026 <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          N. Lexis<\/b><\/u><\/span>: Inhabitant , Square Kilometre<\/b><\/span><\/p>\n<\/td>\n

          		\n

          V. Aids<\/b><\/u><\/span>: Map<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          Objective<\/b><\/u><\/span>: Locating & describing locating (locations, areas, population , climates)<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
          \n

          Procedure<\/b><\/p>\n<\/td>\n

          		\n

          Pupil’s task<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Stage one: <\/b><\/span>Warm-up<\/b><\/u><\/span><\/p>\n

          T. sticks the map of Algeria and its bordering, countries.<\/b><\/p>\n

          T. gathers information about Algeria <\/b><\/p>\n

          (E.g. location, areas, population, cities)<\/b><\/p>\n

          Stage two: <\/b><\/p>\n

          T. reads the text p: 75 twice and asks PP’s to name the countries bordering Algeria.<\/b><\/p>\n

          T. sticks the chart on p: 132 on BB and reads again then asks the PPs to fill in the Chart with the right information.<\/b><\/p>\n

          Stage three: <\/b><\/p>\n

          T. asks the PPs to use the information Describe Algeria from the information on BB.<\/b><\/p>\n

          Stage four: <\/b><\/p>\n

          T. asks the PPs to write a short paragraph describing Algeria.<\/b><\/p>\n<\/td>\n

          		\n

          PPs give their information<\/b><\/p>\n

          PPs listen and answer<\/b><\/p>\n

          PPs do it<\/b><\/p>\n

          PPs describe it<\/b><\/p>\n

          PPs write a paragraph about Algeria.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
          \n

          Teacher<\/b><\/u><\/span>: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Level<\/b><\/u><\/span>: 3 A.M.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          File<\/b><\/u><\/span>: 4<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Sequence<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Lesson<\/b><\/u><\/span>: 02<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          Function<\/b><\/u><\/span>: Describing<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Leg. Form<\/b><\/u><\/span>: larger \/ more important<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          N. Lexis<\/b><\/u><\/span>: dry, splendid, delicious <\/b><\/span><\/p>\n<\/td>\n

          		\n

          V. Aids<\/b><\/u><\/span>: Map<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          Objective<\/b><\/u><\/span>: Comparative form (short & long)<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
          \n

          Procedure<\/b><\/p>\n<\/td>\n

          		\n

          Pupil’s task<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Stage one: <\/b><\/span>Warm-up:<\/b><\/u><\/span><\/p>\n

          T. sticks the previous map ( Algeria & its borders)<\/b><\/p>\n

          T. asks PPs to describe the bordering counties.<\/b><\/p>\n

          Stage two: (short adjectives) <\/b><\/p>\n

          T. asks the PPs which one is big ( Algeria or Libya) E.g.: Algeria is bigger than Libya.<\/b><\/p>\n

          Mali \/ Niger (large).<\/b><\/p>\n

          T. uses the comparative form with the following: (small, hot, cold, large)<\/b><\/p>\n

          Stage three: (long adjectives) <\/b><\/p>\n

          T. gives the population of some countries. <\/b><\/p>\n

          E.g.: Algeria is more populated than . Morocco.<\/b><\/p>\n

          Hassi Messaoud is more important than El-oued.<\/b><\/p>\n

          T. uses the comparative form with the following: (splendid, wonderful, delicious)<\/b><\/p>\n

          Stage four: <\/b><\/p>\n

          Dialogue 1 p: 133<\/b><\/p>\n

          A:<\/b><\/u><\/span> Is Algeria (large) \u2026\u2026\u2026\u2026.. or (small) \u2026\u2026\u2026. In population than London?<\/b><\/span><\/p>\n

          B:<\/b><\/u><\/span> Well\u2026 Algeria is (small) \u2026\u2026\u2026\u2026.. than London.<\/b><\/span><\/p>\n

          A:<\/b><\/u><\/span> That’s right.<\/b><\/span><\/p>\n<\/td>\n

          		\n

          PPs describe<\/b><\/p>\n

          PPs answer<\/b><\/p>\n

          PPs do it<\/b><\/p>\n

          PPs do it<\/b><\/p>\n

          PPs give the correct adjective.<\/b><\/p>\n

          PPs follow and do.<\/b><\/p>\n

          PPs correct the Activity.<\/b><\/p>\n

          PPs copy down.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
          \n

          Teacher<\/b><\/u><\/span>: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Level<\/b><\/u><\/span>: 3 A.M.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          File<\/b><\/u><\/span>: 4<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Sequence<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Lesson<\/b><\/u><\/span>: 03<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          Function<\/b><\/u><\/span>: Describing<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Leg. Form<\/b><\/u><\/span>: The largest\/ the most important<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          N. Lexis<\/b><\/u><\/span>: monument , famous ) <\/b><\/span><\/p>\n<\/td>\n

          		\n

          V. Aids<\/b><\/u><\/span>: Map<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          Objective<\/b><\/u><\/span>: Superlative form (short & long)<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
          \n

          Procedure<\/b><\/p>\n<\/td>\n

          		\n

          Pupil’s task<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Stage one: <\/b><\/span>Warm-up:<\/b><\/u><\/span><\/p>\n

          Revision about the previous lesson (comparative form)<\/b><\/p>\n

          Stage two: (short adjectives) <\/b><\/p>\n

          T. gives some adjectives: <\/b><\/p>\n

          E.g.: Algeria is the largest country in the Northern of Africa.<\/b><\/span><\/p>\n

          Hoggar is the highest mountain in Algeria. <\/b><\/p>\n

          Stage three: (long adjectives) <\/b><\/p>\n

          T. gives some adjectives:<\/b><\/p>\n

          E.g.: Maquam Eshahid is the most modern monument in Algeria.<\/b><\/p>\n

          Blida is the most beautiful city in Algeria.<\/b><\/p>\n

          Hassi Messaoud is the most important city in Algeria.<\/b><\/p>\n

          Stage four: <\/b><\/p>\n

          Activity: <\/b><\/span>Complete the table<\/b><\/u><\/span>:<\/b><\/span><\/p>\n

          \n
          \n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
          \n

          Adjectives<\/b><\/u><\/p>\n<\/td>\n

          		\n

          Comparatives<\/b><\/u><\/p>\n<\/td>\n

          		\n

          Superlatives<\/b><\/u><\/p>\n<\/td>\n<\/tr>\n

          \n

          beautiful<\/b><\/p>\n<\/td>\n

          		\n

          \u2026\u2026\u2026\u2026\u2026\u2026\u2026.<\/b><\/p>\n<\/td>\n

          		\n

          the most beautiful<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          hot<\/b><\/p>\n<\/td>\n

          		\n

          hotter than<\/b><\/p>\n<\/td>\n

          		\n

          \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          high<\/b><\/p>\n<\/td>\n

          		\n

          \u2026\u2026\u2026\u2026\u2026\u2026\u2026<\/p>\n<\/td>\n

          		\n

          the highest<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          famous<\/b><\/p>\n<\/td>\n

          		\n

          \u2026\u2026\u2026\u2026\u2026\u2026\u2026<\/p>\n<\/td>\n

          		\n

          \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/dd>\n<\/dl>\n<\/td>\n

          		\n

          PPs answer<\/b><\/p>\n

          PPs listen<\/b><\/p>\n

          PPs repeat<\/b><\/p>\n

          PPs repeat<\/b><\/p>\n

          PPs complete it.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
          \n

          Teacher<\/b><\/u><\/span>: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Level<\/b><\/u><\/span>: 3 A.M.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          File<\/b><\/u><\/span>: 4<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Sequence<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Lesson<\/b><\/u><\/span>: 04<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          Function<\/b><\/u><\/span>: Intonation<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Leg. Form<\/b><\/u><\/span>: <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          N. Lexis<\/b><\/u><\/span>: awful \/ for ages <\/b><\/span><\/p>\n<\/td>\n

          		\n

          V. Aids<\/b><\/u><\/span>: <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          Objective<\/b><\/u><\/span>: Acting a dialogue with the right intonation<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
          \n

          Procedure<\/b><\/p>\n<\/td>\n

          		\n

          Pupil’s task<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Stage one: <\/b><\/span>Warm-up:<\/b><\/u><\/span><\/p>\n

          T. presents the dialogue p: 134 on BB.<\/b><\/p>\n

          Stage two: <\/b><\/p>\n

          T. reads the dialogue then acts with PPs.<\/b><\/p>\n

          The PPs plays the roles alone.<\/b><\/p>\n

          Substitution (activity 02 p: 134)<\/b><\/p>\n

          Stage three: (long adjectives) <\/b><\/p>\n

          T. writes the dialogue 02 p: 135 and asks the PPs to complete it<\/b><\/p>\n

          Stage four: <\/b><\/p>\n

          Writing phase:<\/b><\/p>\n

          The dialogue on the BB.<\/b><\/p>\n<\/td>\n

          		\n

          PPs listen<\/b><\/p>\n

          PPs play the role with the T.<\/b><\/p>\n

          PPs play the roles without T.<\/b><\/p>\n

          PPs do it<\/b><\/p>\n

          PPs copy down.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
          \n

          Teacher<\/b><\/u><\/span>: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Level<\/b><\/u><\/span>: 3 A.M.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          File<\/b><\/u><\/span>: 4<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Sequence<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Lesson<\/b><\/u><\/span>: 05<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          Function<\/b><\/u><\/span>: Giving Information<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Leg. Form<\/b><\/u><\/span>: Adjs. \/ Comp. \/ Super. + cardinal points<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          N. Lexis<\/b><\/u><\/span>: divided, island, monarchy, republic, official <\/b><\/span><\/p>\n<\/td>\n

          		\n

          V. Aids<\/b><\/u><\/span>: maps<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          Objective<\/b><\/u><\/span>: Getting information from a text.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
          \n

          Procedure<\/b><\/p>\n<\/td>\n

          		\n

          Pupil’s task<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Stage one: <\/b><\/span>Warm-up:<\/b><\/u><\/span><\/p>\n

          T. sticks the 03 maps: the British Isles, USA and Canada.<\/b><\/p>\n

          T. asks the PPs to name them.<\/b><\/p>\n

          T. leaves the map of British Isles on the BB.<\/b><\/p>\n

          T. reads the text (p: 137) and asks the PPs to name the countries of British Isles.<\/b><\/p>\n

          Stage two: <\/b><\/p>\n

          T. writes activity 03 p: 136 on the BB and reads the txt again and asks the PPs to give him the answers of the questions on the BB.<\/b><\/p>\n

          Stage three: <\/b><\/p>\n

          T. adds information about (Australia \/ New Zeeland \/ Canada)<\/b><\/p>\n

          T. sticks the table p: 136 on the BB and he helps the PPs to compare between the countries in the chart<\/b><\/p>\n

          Stage four: <\/b><\/p>\n

          Writing phase:<\/b><\/p>\n

          Examples from the activity p: 136 (the previous activity)<\/b><\/p>\n

          Home Work<\/b><\/u><\/span>: Activity write it out p: 136<\/b><\/span><\/p>\n<\/td>\n

          		\n

          PPs give their information <\/b><\/p>\n

          PPs do it<\/b><\/p>\n

          PPs give the answer<\/b><\/p>\n

          PPs do it<\/b><\/p>\n

          PPs copy down.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
          \n

          Teacher<\/b><\/u><\/span>: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Level<\/b><\/u><\/span>: 3 A.M.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          File<\/b><\/u><\/span>: 4<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Sequence<\/b><\/u><\/span>: 02<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Lesson<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          Function<\/b><\/u><\/span>: Asking<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Leg. Form<\/b><\/u><\/span>: where is\u2026? North, South, beside, in,\u2026<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          N. Lexis<\/b><\/u><\/span>: Chinatown, in upper <\/b><\/span><\/p>\n<\/td>\n

          		\n

          V. Aids<\/b><\/u><\/span>: Pictures<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          Objective<\/b><\/u><\/span>: To be able to locate places within a town.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n\n\n
          \n

          Procedure<\/b><\/p>\n<\/td>\n

          		\n

          Pupil’s task<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Stage one: <\/b><\/span>Warm-up:<\/b><\/u><\/span><\/p>\n

          T. asks the PPs to locate some countries to the continents.<\/b><\/p>\n

          T. asks the PPs to locate some towns.<\/b><\/p>\n

          E.g.: Where is New York? (Oran, New Delhi, \u2026)<\/b><\/p>\n

          Stage two: <\/b><\/p>\n

          T. shows a picture of the statue of liberty and the picture of the United Nations building.<\/b><\/p>\n

          T. introduces the tow items.<\/b><\/p>\n

          T. where is the Statue of Liberty?<\/b><\/p>\n

          It is in New York.<\/b><\/p>\n

          T. asks the PPs to repeat in Pairs.<\/b><\/p>\n

          T. (U.N. building \/ Pyramids \/ the Amazon \u2026)<\/b><\/p>\n

          Stage three: <\/b><\/p>\n

          T. shows other famous places pictures and asks the PPs to practise in pairs locating them.<\/b><\/p>\n

          (The Nile \/ Egypt) , (Big Ben \/ London) , \u2026\u2026<\/b><\/p>\n

          T. asks the PPs to give similar examples.<\/b><\/p>\n

          Stage four: <\/b><\/p>\n

          T. asks the PPs to do activity 01 p: 141 but first he should explain the task.<\/b><\/p>\n

          T. asks for correction.<\/b><\/p>\n<\/td>\n

          		\n

          PPs do <\/b><\/p>\n

          PPs answer<\/b><\/p>\n

          PPs follow<\/b><\/p>\n

          PPs do in pairs<\/b><\/p>\n

          PPs practise in pairs<\/b><\/p>\n

          PPs locate these places (in pairs)<\/b><\/p>\n

          PPs do<\/b><\/p>\n

          PPs follow<\/b><\/p>\n

          PPs do the activity<\/b><\/p>\n

          PPs correct<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Teacher<\/b><\/u><\/span>: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Level<\/b><\/u><\/span>: 3 A.M.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          File<\/b><\/u><\/span>: 4<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Sequence<\/b><\/u><\/span>: 02<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Lesson<\/b><\/u><\/span>: 02<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          Function<\/b><\/u><\/span>: Comparing <\/b><\/span><\/p>\n<\/td>\n

          		\n

          Leg. Form<\/b><\/u><\/span>: as \u2026. as \/ not as \u2026.. as <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          N. Lexis<\/b><\/u><\/span>: industrial \/ wealthy \/ elegant \/ poor \/ attractive <\/b><\/span><\/p>\n<\/td>\n

          		\n

          V. Aids<\/b><\/u><\/span>: Pictures<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          Objective<\/b><\/u><\/span>: To be able to use comparison of equality and inequality.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
          \n

          Procedure<\/b><\/p>\n<\/td>\n

          		\n

          Pupil’s task<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Stage one: <\/b><\/span>Warm-up:<\/b><\/u><\/span><\/p>\n

          T. reviews the comparison of superiority with the PPs.<\/b><\/p>\n

          T. gives some examples to remind the PPs about the previous knowledge using short, long and irregular adjectives.<\/b><\/p>\n

          Stage two: <\/b><\/p>\n

          T. in El-Oued, temperature is 40\u00b0C and in Biskra, it is 40\u00b0C.<\/b><\/p>\n

          So. El-Oued is <\/b><\/span>as<\/b><\/u><\/span> hot <\/b><\/span>as<\/b><\/u><\/span> Biskra. <\/b><\/span><\/p>\n

          The Arabic films are <\/b><\/span>as<\/b><\/u><\/span> interesting <\/b><\/span>as<\/b><\/u><\/span> the American ones.<\/b><\/span><\/p>\n

          (Moscow -4\u00b0C \/ Quebec -4\u00b0C)<\/b><\/span><\/p>\n

          Moscow is <\/b><\/span>as<\/b><\/u><\/span> cold <\/b><\/span>as<\/b><\/u><\/span> Quebec.<\/b><\/span><\/p>\n

          T. asks the PPs to repeat the examples.<\/b><\/p>\n

          T. introduces the inequality<\/b><\/p>\n

          India is <\/b><\/span>not as<\/b><\/u><\/span> populated <\/b><\/span>as<\/b><\/u><\/span> China.<\/b><\/span><\/p>\n

          Algeria is <\/b><\/span>not as<\/b><\/u><\/span> large <\/b><\/span>as<\/b><\/u><\/span> Sudan.<\/b><\/span><\/p>\n

          I am <\/b><\/span>not as<\/b><\/u><\/span> good <\/b><\/span>as<\/b><\/u><\/span> mum at cooking.<\/b><\/span><\/p>\n

          Stage three: <\/b><\/p>\n

          T. asks the PPs to open their books on p: 141 and deal with activity 01.<\/b><\/p>\n

          Stage four: <\/b><\/p>\n

          T. exploits adjectives on p: 140 to make dialogues similar to the one on the same page based on <\/b><\/span>not as<\/b><\/u><\/span> \u2026 <\/b><\/span>as <\/b><\/u><\/span><\/p>\n<\/td>\n

          		\n

          PPs answer<\/b><\/p>\n

          PPs listen and repeat<\/b><\/p>\n

          PPs listen and repeat<\/b><\/p>\n

          PPs do the activity with the help of the teacher<\/b><\/p>\n

          PPs do the activity<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
          \n

          Teacher<\/b><\/u><\/span>: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Level<\/b><\/u><\/span>: 3 A.M.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          File<\/b><\/u><\/span>: 4<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Sequence<\/b><\/u><\/span>: 02<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Lesson<\/b><\/u><\/span>: 03 (Read & Write (I) )<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          Function<\/b><\/u><\/span>: <\/b><\/span><\/p>\n<\/td>\n

          		\n

          Leg. Form<\/b><\/u><\/span>: the superlative.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          N. Lexis<\/b><\/u><\/span>: federal, republic, peculiarity, …<\/b><\/span><\/p>\n<\/td>\n

          		\n

          V. Aids<\/b><\/u><\/span>: <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          Objective<\/b><\/u><\/span>: To know about the history of a city.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
          \n

          Procedure<\/b><\/p>\n<\/td>\n

          		\n

          Pupil’s task<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Stage one: <\/b><\/span>Pre-Reading:<\/b><\/u><\/span><\/p>\n

          T. asks the PPs to name some capitals through (questions & answers)<\/b><\/p>\n

          T. asks: What is Washington?<\/b><\/p>\n

          T. introduces the Text.<\/b><\/p>\n

          Stage two: <\/b><\/span>Loud Reading:<\/b><\/u><\/span> <\/b><\/p>\n

          T. sets some general questions on the BB to be answered by the PPs.<\/b><\/p>\n

          T. asks the PPs to listen his first loud reading.<\/b><\/p>\n

          T. asks the PPs to answer the questions.<\/b><\/p>\n

          Stage three: <\/b><\/span>Second Reading:<\/b><\/u><\/span><\/p>\n

          T. asks the PPs to open their books and follow.<\/b><\/p>\n

          T. reads again loudly focusing on the correct pronunciation and stress.<\/b><\/p>\n

          T. explains the text.<\/b><\/p>\n

          Stage four: <\/b><\/span>Understanding:<\/b><\/u><\/span> <\/b><\/p>\n

          T. sets a task activity 02 p: 144.<\/b><\/p>\n

          T. explains the task and asks the PPs to do it.<\/b><\/p>\n

          T. asks for correction.<\/b><\/p>\n

          T. asks the PPs to copy down on their copybooks.<\/b><\/p>\n<\/td>\n

          		\n

          PPs answer<\/b><\/p>\n

          PPs answer<\/b><\/p>\n

          PPs listen and follow<\/b><\/p>\n

          PPs listen<\/b><\/p>\n

          PPs do<\/b><\/p>\n

          PPs do PPs follow<\/b><\/p>\n

          PPs listen and follow<\/b><\/p>\n

          PPs do the activity.<\/b><\/p>\n

          PPs correct<\/b><\/p>\n

          PPs copy down.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
          \n

          Teacher<\/b><\/u><\/span>: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Level<\/b><\/u><\/span>: 3 A.M.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          File<\/b><\/u><\/span>: 4<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Sequence<\/b><\/u><\/span>: 03<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Lesson<\/b><\/u><\/span>: 01<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          Function<\/b><\/u><\/span>: Describing monuments<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Leg. Form<\/b><\/u><\/span>: in \/ at + place\u2026\/ in + tear \u2026<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          N. Lexis<\/b><\/u><\/span>: federal, republic, peculiarity, …<\/b><\/span><\/p>\n<\/td>\n

          		\n

          V. Aids<\/b><\/u><\/span>: <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          Objective<\/b><\/u><\/span>: Be able to describe a monument.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
          \n

          Procedure<\/b><\/p>\n<\/td>\n

          		\n

          Pupil’s task<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Stage one: <\/b><\/span>Warm up:<\/b><\/u><\/span><\/p>\n

          T. talks about some monuments in Algeria.<\/b><\/p>\n

          E.g.: Maquam El-Shahid \/ The Pyramids in Egypt<\/b><\/span><\/p>\n

          Stage two: <\/b><\/span>Listen & Speak<\/b><\/u><\/span>:<\/b><\/span><\/p>\n

          T. name the seven modern (monuments) and ask the PPs to find Where they are located.<\/b><\/p>\n

          Stage three: <\/b><\/span>Practise:<\/b><\/u><\/span><\/p>\n

          T. reads the 1<\/b><\/span>st<\/b><\/span><\/sup> paragraph (text p:176)<\/b><\/span><\/p>\n

          T. & the PPs match the monuments to their locations.<\/b><\/p>\n

          Stage four: <\/b><\/span>Produce:<\/b><\/u><\/span> <\/b><\/p>\n

          T. asks the PPs to copy down the chart on p: 147 and complete.<\/b><\/p>\n

          T. asks the PPs to give the correction on the BB<\/b><\/p>\n<\/td>\n

          		\n

          PPs listen <\/b><\/p>\n

          PPs locate (name countries)<\/b><\/p>\n

          PPs listen & answer<\/b><\/p>\n

          PPs read the 2<\/b><\/span>nd<\/b><\/span><\/sup> paragraph & read fill in the table.<\/b><\/span><\/p>\n

          PPs correct on the BB.<\/b><\/p>\n

          PPs copy down.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
          \n

          Teacher<\/b><\/u><\/span>: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Level<\/b><\/u><\/span>: 3 A.M.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          File<\/b><\/u><\/span>: 4<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Sequence<\/b><\/u><\/span>: 03<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Lesson<\/b><\/u><\/span>: 02<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          Function<\/b><\/u><\/span>: <\/b><\/span><\/p>\n<\/td>\n

          		\n

          Leg. Form<\/b><\/u><\/span>: Preposition of location<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          N. Lexis<\/b><\/u><\/span>: <\/b><\/span><\/p>\n<\/td>\n

          		\n

          V. Aids<\/b><\/u><\/span>: <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          Objective<\/b><\/u><\/span>: To get information about the country (Algeria) * adaptation.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n\n<\/colgroup>\n\n\n\n
          \n

          Procedure<\/b><\/p>\n<\/td>\n

          		\n

          Pupil’s task<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Stage one: <\/b><\/span>Warm up:<\/b><\/u><\/span><\/p>\n

          Correction of the home work (previous write)<\/b><\/p>\n

          Stage two: <\/b><\/span>Listen & Speak<\/b><\/u><\/span>:<\/b><\/span><\/p>\n

          T. writes questions on the BB.<\/b><\/p>\n

          – Where is Algeria situated?<\/b><\/p>\n

          – What are the borders of Algeria?<\/b><\/p>\n

          T. reads the adapted text about “Algeria” loudly.<\/b><\/p>\n

          T. asks the PPs to answer the questions.<\/b><\/p>\n

          Stage three: <\/b><\/span>Practise:<\/b><\/u><\/span><\/p>\n

          T. asks the PPs to read the text silently & fill in the table.<\/b><\/p>\n

          \n
          \n\n\n\n<\/colgroup>\n\n\n\n\n\n\n\n\n\n\n
          \n

          Area<\/b><\/p>\n<\/td>\n

          		\n

          \u2026\u2026\u2026\u2026\u2026\u2026…<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Animals<\/b><\/p>\n<\/td>\n

          		\n

          \u2026\u2026\u2026\u2026\u2026\u2026\u2026<\/p>\n<\/td>\n<\/tr>\n

          \n

          \u2026.to\u2026\u2026\u2026<\/b><\/p>\n<\/td>\n

          		\n

          1600km<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          East to west<\/b><\/p>\n<\/td>\n

          		\n

          \u2026\u2026\u2026\u2026\u2026\u2026\u2026<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/dd>\n<\/dl>\n

          Stage four: <\/b><\/span>Produce:<\/b><\/u><\/span> <\/b><\/p>\n

          T. write a paragraph describing the Algerian Sahara as it is today.<\/b><\/p>\n<\/td>\n

          		\n

          PPs do it<\/b><\/p>\n

          PPs answer.<\/b><\/p>\n

          PPs listen.<\/b><\/p>\n

          PPs do the activity. <\/b><\/p>\n

          PPs write a paragraph .<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Teacher<\/b><\/u><\/span>: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Level<\/b><\/u><\/span>: 3 A.M.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          File<\/b><\/u><\/span>: 4<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Sequence<\/b><\/u><\/span>: 03<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Lesson<\/b><\/u><\/span>: 03 Read and Write<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          Function<\/b><\/u><\/span>: <\/b><\/span><\/p>\n<\/td>\n

          		\n

          Leg. Form<\/b><\/u><\/span>: <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          N. Lexis<\/b><\/u><\/span>: <\/b><\/span><\/p>\n<\/td>\n

          		\n

          V. Aids<\/b><\/u><\/span>: Pictures<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          Objective<\/b><\/u><\/span>: To enable the pupils to know about The Pyramids of Giza <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n\n\n
          \n

          Procedure<\/b><\/p>\n<\/td>\n

          		\n

          Pupil’s task<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Stage one: <\/b><\/span><\/span>Warm up:<\/b><\/u><\/span><\/span><\/p>\n

          T. asks the PPs to name some famous places in the world such as “Maquam Chahid in Algiers, “Eiffel” in Paris<\/b><\/p>\n

          Stage two: <\/b><\/span><\/span>Pre-reading<\/b><\/u><\/span><\/span>:<\/b><\/span><\/span><\/p>\n

          T. reads the texts p: 153 and asks the PPs to answer the questions on the BB.<\/b><\/p>\n

          – Where are the three Pyramids located?<\/b><\/p>\n

          – How high is the great Pyramid?<\/b><\/p>\n

          Stage three: <\/b><\/span><\/span>Second Reading:<\/b><\/u><\/span><\/p>\n

          T. writes down two questions on the BB.<\/b><\/p>\n

          T. asks the PPs to Open their books and listen then answer these question s<\/b><\/p>\n

          – What are the Pyramids?<\/b><\/p>\n

          – What are there inside the great Pyramids?<\/b><\/p>\n

          Stage four: <\/b><\/span><\/span>Silent reading:<\/b><\/u><\/span><\/span> <\/b><\/p>\n

          T. asks the PPs to read silently and do the activity 03 p: 152.<\/b><\/p>\n

          T. writes the correction on the BB.<\/b><\/p>\n<\/td>\n

          		\n

          PPs give or name famous places.<\/b><\/p>\n

          PPs listen to the T. & answer<\/b><\/p>\n

          PPs listen & answer<\/b><\/p>\n

          PPs do the activity.<\/b><\/p>\n

          PPs copy down.<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Teacher<\/b><\/u><\/span>: Khelil Moudjib Arrahmane<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Level<\/b><\/u><\/span>: 3 A.M.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          File<\/b><\/u><\/span>: 4<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Sequence<\/b><\/u><\/span>: 03<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Lesson<\/b><\/u><\/span>: 04<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          Function<\/b><\/u><\/span>: Describing places<\/b><\/span><\/p>\n<\/td>\n

          		\n

          Leg. Form<\/b><\/u><\/span>: How , What a \u2026..?<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          N. Lexis<\/b><\/u><\/span>: desert, scientist, rock paintings, estimate<\/b><\/span><\/p>\n<\/td>\n

          		\n

          V. Aids<\/b><\/u><\/span>: <\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

          \n

          Objective<\/b><\/u><\/span>: Describing places.<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<\/colgroup>\n\n\n\n
          \n

          Procedure<\/b><\/p>\n<\/td>\n

          		\n

          Pupil’s task<\/b><\/p>\n<\/td>\n<\/tr>\n

          \n

          Stage one: <\/b><\/span><\/span>Warm up:<\/b><\/u><\/span><\/span><\/p>\n

          Review of the previous lesson: some information about Algerian Sahara.<\/b><\/p>\n

          Stage two: <\/b><\/span><\/p>\n

          T. reads the text and explains some new lexis.<\/b><\/p>\n

          T reads the text again.<\/b><\/p>\n

          Stage three: <\/b><\/span><\/span>Practise:<\/b><\/u><\/span><\/p>\n

          T. sets Questions:<\/b><\/p>\n

          – Where is the Sahara located?<\/b><\/p>\n

          – Was there water in it?<\/b><\/p>\n

          – Did Scientists find animals’ bones?<\/b><\/p>\n

          Then asks them to read the text silently and answer the questions.<\/b><\/p>\n

          Stage four: <\/b><\/span><\/span>Produce:<\/b><\/u><\/span><\/span> <\/b><\/p>\n

          T. asks the PPs to give their Answers<\/b><\/p>\n

          T. asks the PPs to write a short Paragraph with the given answers<\/b><\/p>\n<\/td>\n

          		\n

          PPs answers<\/b><\/p>\n

          PPs listen<\/b><\/p>\n

          PPs read silently<\/b><\/p>\n

          PPs give answers.<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

           <\/p>\n","protected":false},"excerpt":{"rendered":"

          \u0627\u062e\u062a\u0628\u0627\u0631 \u0627\u0644\u0641\u0635\u0644 \u0627\u0644\u0623\u0648\u0644 \u0641\u064a \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u0627\u0646\u062c\u0644\u064a\u0632\u064a\u0629 \u0644\u0644\u0633\u0646\u0629 3 \u0645\u062a\u0648\u0633\u0637 \u0627\u0644\u0646\u0645\u0648\u0630\u062c 16 Teacher: Khelil Moudjib Arrahmane Level: 3 A.M. File: 01 Sequence: 01 Lesson: 01 Function: Greetings & Introducing people Leg. Form: Present Simple (to be) N. Lexis: How do you do?, Great to see you V. Aids: Pictures, C.B and gestures. Objective: Greeting and introducing […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[2188,2189],"tags":[2190,2191],"yoast_head":"\n\u0627\u062e\u062a\u0628\u0627\u0631 \u0627\u0644\u0641\u0635\u0644 \u0627\u0644\u0623\u0648\u0644 \u0641\u064a \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u0627\u0646\u062c\u0644\u064a\u0632\u064a\u0629 \u0644\u0644\u0633\u0646\u0629 3 \u0645\u062a\u0648\u0633\u0637 \u0627\u0644\u0646\u0645\u0648\u0630\u062c 16 • \u0645\u0648\u0642\u0639 \u0634\u0631\u064a\u0639\u0629 \u0627\u0644\u062a\u0639\u0644\u064a\u0645\u064a<\/title>\n<meta name=\"description\" content=\"\u0627\u062e\u062a\u0628\u0627\u0631 \u0627\u0644\u0641\u0635\u0644 \u0627\u0644\u0623\u0648\u0644 \u0641\u064a \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u0627\u0646\u062c\u0644\u064a\u0632\u064a\u0629 \u0644\u0644\u0633\u0646\u0629 3 \u0645\u062a\u0648\u0633\u0637 \u0627\u0644\u0646\u0645\u0648\u0630\u062c 16 \u0627\u062e\u062a\u0628\u0627\u0631 \u0627\u0644\u0641\u0635\u0644 \u0627\u0644\u0623\u0648\u0644 \u0641\u064a \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u0627\u0646\u062c\u0644\u064a\u0632\u064a\u0629 \u0644\u0644\u0633\u0646\u0629 3 \u0645\u062a\u0648\u0633\u0637 \u0627\u0644\u0646\u0645\u0648\u0630\u062c 16 Teacher: Khelil Moudjib Arrahmane Level: 3 A.M. File: 01 Sequence: 01 Lesson: 01 Function:\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.cheri3a.com\/edu\/10767-2\/\" \/>\n<meta property=\"og:locale\" content=\"ar_AR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"\u0627\u062e\u062a\u0628\u0627\u0631 \u0627\u0644\u0641\u0635\u0644 \u0627\u0644\u0623\u0648\u0644 \u0641\u064a \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u0627\u0646\u062c\u0644\u064a\u0632\u064a\u0629 \u0644\u0644\u0633\u0646\u0629 3 \u0645\u062a\u0648\u0633\u0637 \u0627\u0644\u0646\u0645\u0648\u0630\u062c 16 • \u0645\u0648\u0642\u0639 \u0634\u0631\u064a\u0639\u0629 \u0627\u0644\u062a\u0639\u0644\u064a\u0645\u064a\" \/>\n<meta property=\"og:description\" content=\"\u0627\u062e\u062a\u0628\u0627\u0631 \u0627\u0644\u0641\u0635\u0644 \u0627\u0644\u0623\u0648\u0644 \u0641\u064a \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u0627\u0646\u062c\u0644\u064a\u0632\u064a\u0629 \u0644\u0644\u0633\u0646\u0629 3 \u0645\u062a\u0648\u0633\u0637 \u0627\u0644\u0646\u0645\u0648\u0630\u062c 16 \u0627\u062e\u062a\u0628\u0627\u0631 \u0627\u0644\u0641\u0635\u0644 \u0627\u0644\u0623\u0648\u0644 \u0641\u064a \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u0627\u0646\u062c\u0644\u064a\u0632\u064a\u0629 \u0644\u0644\u0633\u0646\u0629 3 \u0645\u062a\u0648\u0633\u0637 \u0627\u0644\u0646\u0645\u0648\u0630\u062c 16 Teacher: Khelil Moudjib Arrahmane Level: 3 A.M. 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